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At the top of a hill,we can usually get a good view of everything around us,so from there we can plan which direction to go next.
As we go downhill,we can see less and less,and at the bottom of that hill,even less.So,because we can see more from the top of the hill,we can also plan our future better.
In business,education,or anything else that people do,being”on top”means being the best.A business that is”on top”is beating all its competition in the same way,a student”on top”is getting the highest grades in his or her class.
Such a business or student is in a good position to plan a positive future.
It is necessary,however,to continue to work very hard to keep one’s position”on top”.If one allows high standards to fall through inattention,mismanagement,or poor quality control,we can say that that person’s work or business is”going downhill”.
1.What does”go downhill”in this passage mean?
A.See less. B.Be in a worse condition.
C.Get worse. D.Slip off the top of a hill.
2.If a company ,it will go downhill.
A.beats all its competition B.no longer gets a good view
C.is run improperly D.has no direction to go next
3.The writer wants to tell us that .
A.we’d better often plan our future
B.it’s worth trying to keep”on top”
C.it’s not easy to keep high standard
D.the higher we stand the further we can see
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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.
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
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When your kids were six or seven, you sent them to school. Did you ever wonder what goes through a teacher's __36__ as he or she tries to teach your kids? Did you ever wonder what the teacher __37__ from you，the parents?
Parents can be __38__ or suspicious. They can be of great help to the teacher __39__ be in need of help themselves. Some teachers think parents are too __40__ on their children. Here is __41__ one teacher puts it.
“I usually have the __42__ of parents coming in and __43__ me how much they care about the kids' education and how they really __44__ their kids. They tell me they stand and __45__ them closely when they do their homework. Sometimes they __46__ offer help with the kids' lessons as if they were teachers. They check their school work, and are too sensitive to __47__. They blame the kids on everything having to do __48__ school. When a parent asks me how his or her kid is getting on in my class, my answer usually is‘Well, you know，he is __49__ a good kid. He is fine in my class. Maybe you don't have to be so __50__ with your kid.’”
Teachers want parents to know that they are professionals at __51__ with children. They have __52__ many children and even parents. Because of this, teachers can be __53__ at educating children. Teachers are __54__ that parents want their children to do well, but they know more about what children should be able to do at different ages and __55__.
36．A.heart B．mind C．soul D．spirit
37．A.reflects B．results C．benefits D．expects
38．A.effective B．attentive C．supportive D．positive
39．A.but B．or C．thus D．as
40．A.hard B．keen C．dependent D．crazy
41．A.where B．how C．when D．why
42．A.problems B．contracts C．accidents D．agreements
43．A.advising B．examining C．telling D．instructing
44．A.help with B．deal with C．make up D．give up
45．A.connect B．guide C．watch D．inspire
46．A.even B．already C．still D．merely
47．A.marks B．efforts C．pains D．words
48．A.at B．beyond C．in D．with
49．A.nearly B．really C．seldom D．hardly
50．A.satisfied B．careful C．strict D．cautious
51．A.working B．playing C．staying D．joking
52．A.fed B．observed C．attended D．greeted
53．A.pleased B．worried C．disappointed D．experienced
54．A.content B．doubtful C．aware D．suspicious
55．A.stages B．classes C．schools D．projects
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(10·四川C篇)
Alex London Research Laboratory (ALRL) is part of Alex Co., Ltd., a major Australian medicine-making company. Opened in 1992, ALRL specialises in the development of new medicines for the treatment of heart diseases．
A position is now open for a Research Operations Manager(ROM) to support our growing research team at the new laboratories in Hatfield，due to open in the autumn of 2010．
Reporting to the Director，you will help set up and run the technical and scientific support services of our new laboratories now under construction．You will be expected to provide expert knowledge about and be in charge of all areas of ALRL’S Health and Safety，and to communicate (沟通)with support employees at ALRL’S laboratories based at University College London．Working closely with scientists and other operations and technical employees，you will manage a small number of research support employees providing services to help with the research activities to be carried out at the new laboratories． Candidates(申请人) will have experience of both management and research support／technical services．Knowledge of research operations and excellent communication skills are necessary. Education to degree level is also desirable． If you are interested in this position，please send your CV(简历)to Alex London Research
Laboratory，University College London，Hatfield，London，W1E 6B7 or by email to ALRL@alex.co.uk．
For more Information．please visit www.alex.co.uk．
49．What can be learnt about the new laboratories from the text?
A．They have not yet been set up．
B．They are in Hatfield，Australia．
C．They belong to University College London．
D．They are new workplaces for Australian researchers only．
50．What are the duties of a ROM，according to the text?
|
A．a，b，c． B．a，b，d．
C．b，c，d． D．a，c，d．
51．What does the fourth paragraph mainly talk about?
A．The technical skills of a would—be ROM．
B．The practical experience of a would—be ROM．
C．The personal information of a would—be ROM．
D．The necessary requirements for a would—be ROM．
52．What is the purpose of the text?
A．To describe the job of a ROM．
B．To provide information about ALRL．
C．To announce an open position at ALRL．
D．To make known the opening of the new laboratories．
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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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