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The plan ________ by a large majority of the teachers.
A. was supported B. was for C. was in favor of D. was interested
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In the wartime, the masses devoted whatever they had to ______ the army in fighting against the Japanese.
A. have supported B. support C. having supported D. supporting
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Columbus returned home with the news of his discovery of “Indian” 36 Columbus called it. Then he was considered as the hero who had given a new world to Spain. Never had so great __37__ been shown to any __38__man.But there were some who were jealous of the __39__.”Who is this Columbus?” they asked, “and what has he done? Isn’t he a poor sailor from Italy？And could __40__ other seamen sail across the ocean just as he has done?”
One day Columbus was at 41 and several of these fellows were __42__ too. They tried to make Columbus __43__.”You have discovered strange lands __44__ the sea,”they said.“But we don’t see why there __45__ be so much said about it. Anybody can sail across the ocean and anybody can coast along the islands __46__ ,just as you have done. It is the __47__ thing in the world.”
Columbus made no answer, but after a while he took an egg from a dish and said to the people at the table, “Who __48__ you, gentlemen, can make the egg stand __49__ ?” One by one they tried the __50__．When the egg had gone __51__ around and everyone had failed, all said that it could not be done, Then Columbus took the egg and __52__the shell of the egg’s small end a little upon the table. After that there was no trouble in making it stand __53__.“Gentlemen,”said he, “what is easy than to do this __54__ you said was impossible ? It is simplest thing in the world. Anybody can do it-----AFTER HE HAD BEEN SHOWN __55__.”
1.A. so B. when C as D. that
2. A．respect B．response C．reward D．request
3. A．great B．common C．usual D．noble
4. A．discovery B．inventor C．discover D．bravery
5. A．some B．any C．no D．every
6. A．palace B．hotel C．counter D．dinner
7. A．friendly B．present C．rude D．angry
8. A．uncomfortable B．happy C．satisfied D．disappointed
9. A．beyond B．in C．along D．on
10. A．could B．would C．should D．might
11. A．on another side B．on other side
C．on the other side D．on one side
12. A．easiest B．simplest C．content D．convenient
13. A．besides B．among C．including D．except
14. A．on end B．in end C．by end D．to end
15. A．egg B．experiment C．method D．way
16. A．entirely B．eventually C．fluently D．frequently
17. A．supported B．hit C．broke D．stuck
18. A．downward B．upward C．backward D．inward
19. A．that B．what C．how D．why
20. A．WHAT B．WHEN C．WHY D．HOW
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Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough, the answer to both these questions is yes. To some extent our intelligence is given us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person's intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways.
It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random(随机地) from the population,it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical (完全相同的) twins they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates that environment as well as birth playsa part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.
Which of these sentences best describes the writer’s point in Para. 1?
A. To some extent, intelligence is given at birth.
B. Intelligence is developed by the environment.
C. Some people are born clever and others born stupid.
D. Intelligence is fixed at birth, but is developed by the environment.
It is suggested in this passage that_______.
A. unrelated people are not likely to have different intelligence
B. close relations usually have similar intelligence
C. the closer the blood relationship between people, the more different they are likely
to be in intelligence
D. people who live in close contact with each other are not likely to have similar degrees
of intelligence
In Para. 1, the word "surroundings" means_______.
A. intelligence B. life
C. environments D. housing
The best title for this article would be_______.
A. On Intelligence
B. What Intelligence Means
C. We are Born with Intelligence
D. Environment Plays a Part in Developing Intelligence
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A Hollywood movie was met with an awkward situation last Saturday in China. While fans are standing in long queues to watch the first show, others are advocating a boycott（抵制）on the American movie with Chinese story elements.
After "Kung Fu Panda", a cartoon movie telling about a panda’s Kung Fu master journey, hit China’s silver screens in 2008, its sequel (续集), Kung Fu Panda 2, was released in China just ahead of International Children’s Day, adding more Chinese elements such as shadow play (皮影戏) and lion dancing.
However, some Chinese artists and scholars argue that the movie has twisted (扭曲) Chinese culture and serves as a tool to "kidnap (绑架)" the mind of the Chinese people.
“Children’s Day should be pure. Don’t turn it into a money-making day for Hollywood, and don’ t fool our next generation with American fast food,” according to an open letter to Chinese cinema managers written by Zhao Bandi, an artist hoping to boycott the “Americanized” movie. His move is backed by Kong Qingdong, a professor of the Chinese language in Beijing University, who said Chinese elements have become advertising products to advocate American culture. "It is a cultural invasion," said Kong.
In the movie, the main character called “Po,” a panda, is talkative, humorous, lovely, and is widely believed to be a typical American figure.
However, the panda has won millions of fans in China. On China’s most popular website, comments on the movie reached nearly 270 million entries.
“I won’t call it a cultural invasion,” said Li Jiayi, a Beijing university student. “I see nothing bad for others to use our cultural elements to make a movie. I’ m a huge fan of Po. In spite of being a cartoon, it is still loved by many adults like me,” said the 25-year-old after watching the first show at midnight.
Cao Hui, general manager of Shenzhen Global Digital Creations company, said: “instead of a
‘boycott’, movie producers should learn from the movie to make better use of Chinese story elements. Technically, Kung Fu Panda is not more advanced than Chinese movies, but as for story telling skills, Chinese movies have a long way to go”.
1.Some artists and scholars are against "Kung Fu Panda" because they think_____.
A. it has added too many Chinese elements
B. it has ruined Chinese image deliberately
C. it is an exact copy of Chinese culture
D. it is advertising American culture
2.What does the underlined word “backed” in the fourth paragraph mean?
A. supported B. criticized C. released D. resisted
3.This passage can be classified as _________.
A. an advertisement B. a feature story C. a news report D. a film review
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