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

阅读下面短文，从A、B、C对四个选项中选出最佳选项。

　　In history，a real cowboy was a simple farm worker on horseback．He spent a long time a day outdoors working with cows ．The work was dirty，tiring and not very well paid．

　　People in the western。states had to 　1　 cattle at low cost and send them by railway to the eastern 　2　 ．But someone had to 　3　 the cattle and get them to the nearest railroad．This was the job of a cowboy．Sometimes the 　4　 was more than a thousand Kilometers away and it could take as 　5　 as six months to move the cattle．The　6　 was long but the cattle were driven 　7　 as not to lose 　8　．Then they could be sold at a good price．

　　Most cowboys were young，　9　 men．A good horse 　10　 their job of moving cattle much easier．A good cowboy 　11　 cows and knew how to control them．At night，he 　12　 to the cows to keep them calm．

　　In the late 1800s，America was changing from a nation of farm to one of 　13　 and cities．The cowboy seemed 　14　 compared with other Americans doing ordinary jobs．

　　Today，the 　15　 of cowboys has 　16　 greatly．One change is the use of trucks．

　　The job is not so hard 　17　 it used to be．And cowboys are better 　18　 now．They are 　19　 to be married．Some of them are farmers teachers or truck drivers．Some work for big companies．　20　 at night and on weekends，they become cowboys．These part-time cowboys increase the total production of meat，keeping the beef price low．

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第二节:完形填空(共20小题;每小题1.5分,满分30分)
Learning values and character at home is as important as any schoolwork. We all hope that the very values 　36　 are important to each of us are　37　 along to our children. Often, 　38　, that hope is challenged by a great many of pop culture messages, peer pressure (同伴压力), and overscheduled lives.
In the real world of jobs and career, people are　39　 by two standards: Their professional skills and their 　40　 abilities. 　41　 grade school, high school, and college can teach skills and proficiency, it’s 　42　 parents to teach children the characters that make for　43　 in the real world—a cooperative attitude, 　44　, optimism and honesty. So take the work 　45　. Send your kids into the world ready to 　46　 not only the tasks of life but its difficulties with character.
You really can’t start soon enough. 　47　, children need personal integrity (个人操守) and morals as much as any adult. 　48　 the 5 to 10 most important messages you want your children to truly understand. Then think through 　49　 to teach these lessons. Talking to your kids should be only 　50　 of the plan. Letting them 　51　 honesty in action—through your own behaviour, by　52　 films about great people together, or even by visiting a courtroom—is the 　53　 way to pass the message.
By identifying the specific 　54　 you would like to see in your children, you’re more likely to 　55　  those characters. So make a point of it.
36. A. which                B. that               C. who             D.  /
37. A. handed                 B. given                C. belonged         D. passed
38. A. therefore              B. however            C. thus            D. besides
39. A. chosen                     B. divided            C. selected        D. judged
40. A. personal               B. outstanding         C. collective         D. genetic
41. A. While                B. When               C. Until           D. Unless
42. A. for                       B. to                C. on to           D. up to 
43. A. work                      B. success             C. grow           D. maturity
44. A. depression            B. encouragement       C. creativity       D. desertion
45. A. quickly                    B. eventually           C. seriously      D. obviously
46. A. face                      B. achieve              C. make              D. handle
47. A. First of all           B. After all             C. In all               D. All in all
48. A. Work out            B. Go over             C. Write down     D. Get through
49. A. how                  B. what               C. where         D. why
50. A. root                B. base                C. all            D. part
51. A. witness              B. stare                  C. gaze         D. scan
52. A. reading                    B. scanning            C. watching     D. examining
53. A. easiest                     B. strongest            C. cruelest        D. simplest
54. A. problems            B. manners            C. wonders       D. characters
55. A. strengthen           B. forget              C. remind            D. tear