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

　　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.

1.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.

2. 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

3. In Para. 1, the word "surroundings" means_______.

　　A. intelligence 　　　　　B. life

　　C. environments 　　　　　D. housing

4.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

完形填空

　　Every summer, a great many students travel to other countries looking for work and adventure. Most of the 1 are in seasonal work, mainly connected with tourism and 2 . The pay is usually poor, but most people work abroad for the 3 of travel. You can pick grapes in France, entertain kids on American summer camps, and, of course, there are 4 jobs in hotels and restaurants.

　　But it is not easy now to find work.“ 5 you speak the language of the country well, there will be very few openings,”says Anthea Ellis, an adviser on 6 for students. If you work with a family in Italy, you'll have to speak Italian. When you wash dishes in a restaurant in Paris, the owner will expect you to speak 7 . British students only have a language advantage 8 jobs in the USA and Australia. 9 Enjoys the experience. Sarah James was employed to help forty American children in Europe. The two teachers with the children had never been 10 . One child lost his passport another became seriously ill and was 11 home; the whole group was thrown out of one hotel because of the 12 they made, and Sarah herself was robbed on her only 13 evening of the entire trip.“I did visit a lot of new places,”she says,“but it wasn't worth it. The pay was 14 and it really was a 24-hour a day job. The kids never slept!”

　　“The trouble is, students except to have 15 time of it,”Anthea Ellis points out.“ 16 , they see it as a holiday. In practice 17 you have to work hard. At the same time, all vacation work is casual work. You'll have a job when the hotel, the restaurant, or the campsite is busy. 18 , you'll work if it's convenient for the company that employs you. But you have 19 employment rights. As soon as the holiday season 20 they'll get rid of you.”

1．

[　　]

A．work　　　　　　B．luck

C．chances　　　　　D．services

2．

[　　]

A．agriculture　　　B．industry

C．hotels　　　　　D．restaurant

3．

[　　]

A．pains　　　　　B．comfort

C．difficulty　　　D．excitement

4．

[　　]

A．always　　　　　B．hardly

C．never　　　　　 D．seldom

5．

[　　]

A．If　　　　　　　B．Unless

C．Because　　　　 D．Although

6．

[　　]

A．health care　　　 B．vacation work

C．language studies　D．tourist safety

7．

[　　]

A．Italian　　　　　B．English

C．French　　　　　D．Spanish

8．

[　　]

A．of　　　　　　　B．on

C．from　　　　　　D．for

9．

[　　]

A．No one　　　　　B．None

C．Not everyone　　D．Everybody

10．

[　　]

A．abroad　　　　　B．employed

C．alone　　　　　 D．respected

11．

[　　]

A．driven　　　　　B．ridden

C．left　　　　　　D．flown

12．

[　　]

A．friends　　　　B．decision

C．noise　　　　　D．damage

13．

[　　]

A．busy　　　　　　B．free

C．tiring　　　　　 D．pleasant

14．

[　　]

A．nice　　　　　　B．reasonable

C．fair　　　　　　D．poor

15．

[　　]

A．a hard　　　　　B．an easy

C．a demanding　　 D．an adventurous

16．

[　　]

A．After all　　　 B．Worse still

C．However　　　D．Therefore

17．

[　　]

A．besides　　　　B．altogether

C．though　　　　D．until

18．

[　　]

A．In a word　　　　B．In other words

C．And what's more　D．More or less

19．

[　　]

A．few　　　　　　 B．little

C．many　　　　　　D．much

20．

[　　]

A．starts　　　　　 B．lasts

C．goes　　　　　　D．finishes

Everything that was   6   had to be thought   7   and built by Edison and the men  8   worked with him. There was no places where they could buy the things they needed. Edison made   9   inventions in order to send electric power to   10   it was wanted.

Edison directed all the work himself: testing new machines, putting wires  11   ground ;fixing lights, and so on. He  12   to be everywhere or the same time. He wanted his men   13   as much work as he did. But he never asked them to do things he  14   would not or could not do.

He had never thought much about   15   hours for sleep; now he often completely   16   sleeping. He slept for  17   minutes at a time, in the middle of the night, in an underground room   18   the power station, with a metal box for his bed. During these days, he almost never saw his wife and their children.

Everyone probably   19  him. Edison won his success when his work was completed. However, he almost did not notice the money and honor he received  20   soon he became interested in other ideas.

1. A. started　　　　　　　　　　　　　　　　　　　　　　　　　　 B. stored

C. spent　　　　　　　　　　　　　　　　　　　　　　　　　　　　  D. invented

2. A. have　　　　　　　　　　　　　　　　　　　　　　　　　　    B. not

C. quickly　　　　　　　　　　　　　　　　　　　　　　　　     D. really

3. A. easy　　　　　　　　　　　　　　　　　　　　　　　　　　    　　   B. work

C. certain　　　　　　　　　　　　　　　　　　　　　　　　　　    　　   D. so

4. A. begin　　　　　　　　　　　　　　　　　　　　　　        B. start

C. put　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 D. like

5. A. at　　　　　　　　　　　　　　　　　　　　　　　　　　　　    B. on

C. by　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  D. to

6. A. needed　　　　　　　　　　　　　　　　　　　　　　　　　　 B. accepted

C. tried　　　　　　　　　　　　　　　　　　　　　　　　　　&nbs
7


p;　　   D. obtained

7. A. of　　　　　　　　　　　　　　　　　　　　　　　　　　　　   B. it

C. at　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　   　　   D. fast

8. A. which　　　　　　　　　　　　　　　　　　　　　　　　　　  B. who

C. have　　　　　　　　　　　　　　　　　　　　　　　　　　　　   D. what

9. A. much　　　　　　　　　　　　　　　　　　　　　　　　　　  B. more

C. less　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 D. least

10. A. whoever　　　　　　　　　　　　　　　　　　　　     B. whatever

C. wherever　　　　　　　　　　　　　　　　　　　　　　　　　　 D. whenever

11. A. below　　　　　　　　　　　　　　　　　　　　　　　　    B. on

C. under　　　　　　　　　　　　　　　　　　　　　　　　　　　　  D. within

12. A. seemed　　　　　　　　　　　　　　　　　　　　　　　　  B. looked

C. thought　　　　　　　　　　　　　　　　　　　　　　　　　　   D. worked

13. A. to do　　　　　　　　　　　　　　　　　　　　　　　　　　 B. doing

C. did　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  D. done

14. A. oneself　　　　　　　　　　　　　　　　　　　　　　　　   B. themselves

C. itself　　　　　　　　　　　　　　　　　　　　　　　　　　　　   D. himself

15. A. little　　　　　　　　　　　　　　　　　　　　　　　　　　   B. full

C. all　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　   D. regular

16. A. forgot　　　　　　　　　　　　　　　　　　　　　　　　    B. remembered

C. thought　　　　　　　　　　　　　　　　　　　　　　　　　　   D. wanted

17. A. few　　　　　　　　　　　　　　　　　　　　　　　　　　   B. a few

C. little　　　　　　　　　　　　　　　　　　　　　　　　　　　　    D. a little

18. A. above　　　　　　　　　　　　　　　　　　　　　　　　    B. from

C. on　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  D. at

19. A. begged　　　　　　　　　　　　　　　　　　　　　　　　   B. respected

C. wondered　　　　　　　　　　　　　　　　　　　　　　　　    D. liked

20. A. as　　　　　　　　　　　　　　　　　　　　　　　　　　　　  B. so

C. but　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 D. because