There are two factors which determine an individual’s intelligence. The first is the sort of brain he is born with. Human brains differ greatly, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual —the sort of environment in which he is brought up. If an individual is disabled environmentally, it is likely that his brain will fail to develop and he will never gain the level of intelligence of which he is capable.

The importance of environment in determining an individual’s intelligence can be shown by the case of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were 3 months old, their parents died, and they were placed in separate homes. Peter was brought up by parents of low intelligence in an isolated(孤立的) community with poor educational opportunities. Mark was brought up in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity. The difference continued until the twins were in their late teens, when they’ve given tests to measure their intelligence. Mark’s IQ was 125.25 points higher than the average and fully 40 points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.

1.This selection can best be titled__________.

A. Measuring Your Intelligence

B. Intelligence and Environment

C. The Case of Peter and Mark

D. How the Brain Influences Intelligence

2. Of the following statements, which best gives the main idea of the passage?

A. Human brains differ greatly.

B. The brain the person is born with is important in determining his intelligence.

C. Environment is vital in determining a person’s intelligence.

D. Persons having identical brains will have roughly the same intelligence.

3. We can infer that people who are “identical”__________.

A. look exactly alike

B. don’t look alike

C. are brought up in the same family

D. are born in the same family

4. The case mentioned in the passage seems to support the conclusion that__________.

A. individuals with identical brains seldom test at the same level

B. an individual’s intelligence is determined only by his environment

C. children brought up under average conditions possess average intelligence

D. lack of opportunity prevents the growth of intelligence

5. The passage suggests that an individual’s IQ__________.

A. can be increased by education

B. is passed down from his parents

C. stays the same throughout his life

D. can be predicted at birth

D
Wrting artieles about films for The Front Page was my first proper job. Before then I had done bits of reviewing --- novels for other newspapers, films for a magazine and anything I was asked to do for the radio．That was how I met Tom Seaton, the first arts editor of The Front Page, who had also written for television．He hired me, but Tom was not primarily a journalist, or he would certainly have been more careful in choosing his staff．
At first, his idea was that a team of critics should take care of the art forms that didn’t require specialized knowledge: books, TV, theatre, film and radio．There would be a weekly lunch at which we would make our choices from the artistic material that Tom had decided we should cover, though there would also be guests to make the atmosphere sociable．
It all felt like a bit of dream at that time: a new newspaper and I was one of the team．It seemed so unlikely that a paper could be introduced into a crowded market．It seemed just as likely that a millionaire wanted to help me personally, and was pretending to employ me．Such was my lack of self-confidence．
Tom’s original scheme for a team of critics for the arts never took off．It was a good idea, but we didn’t get together as planned and so everything was done by phone．It turned out, too, that the general public out there preferred to associate a reviewer with a single subject area, and so I chose film．Without Tom’s initial push, though, we would hardly have come up with the present arrangement, by which I write an extended weekly piece, usually on one film．
The space I am given allows me to broaden my argument --- or forces me, in an uninteresting week, to make something out of nothing．But what is my role in the public arena? I assume that people choose what films to go to on the basis of the stars, the publicity or the director．So if a film review isn’t really a consumer guide, what is it? I certainly don’t feel I have a responsibility to be ‘right’ about a movie．Nor do I think there should be a certain number of ‘great’ and ‘bad’ films each year．All I have to do is put forward an argument．I’m not a judge, and nor would I want to be．
67．What do we learn about Tom Seaton from the first paragraph?
A．He encouraged Mark to become a writer．
B．He had worked in various areas of the media．
C．He met Mark when working for television．
D．He prefers to employ people that he knows．
68．The weekly lunches were planned in order to       .
A．help the writers get to know each other
B．provide an informal information session
C．distribute the work that had to be done
D．entertain important visitors from the arts
69．What does the author mean when he says that Tom’s plan ‘never took off’ in Paragraph 4?
A．It was unpopular.    
B．It wasted too much time.
C．It wasn’t planned properly.
D．It wasn’t put into practice.
70．Which of the following best describes what Mark says about his work?
A．His success varies from year to year．
B．He prefers to write about films he likes．
C．He can freely express his opinion．
D．He writes according to accepted rules．

Half a year before graduation from college, my son began to seek a job.         the financial crisis, fewer companies would like to         new staff. My son targeted a company that was        to hire only one person        there were more than twenty people filling their resumes.

After the interview, there would only be 3 who could enter the final round, which would later       one person to be employed. Everything seemed to go quite        and my son passed the first round and entered the final round in a week.

On the day of the final interview, my son and other two         arrived at the interview place on time,           the test. Unexpectedly, the interview was unbelievably        . The interviewer only said to them,

“All of you are very super. Please go home and wait for our       . We will tell you the        in 3 days. Good luck to all of you!” On the morning of the third day, my son received a text from the company shortly after breakfast that he was not employed. We all felt very        .

In nightfall that day, my son suddenly told me         on the phone, “Dad, I have been employed!” Greatly surprised, I could not wait to ask him, “What’s the whole        ?” My son told me that he received another text saying that he was employed. Actually the first text sent to my son was also         of the test in the interview. Three men received the same text this morning and only my son’s         was “Thank you” while the others said “Goodbye”.

Only then did I know that my son’s “hope”        in that way. That is, when you feel disappointed, do not         to say “thank you” to the one who disappoints you. Saying “thank you” shows respect for others’ work and shows your grand        . Therefore, while under the same condition, you will get the upper hand in terms of         compared with others!

1.A.As to                 B. Due to               C. Instead of                  D. Contrary to

2.A.promote              B. train                        C. employ                    D. discover

3.A.encouraged              B. allowed                      C. supposed                   D. intended

4.A.while           B. since                       C. though                         D. if

5.A.meet                     B. attract                 C. decide                        D. represent

6.A.slowly          B. smoothly                C. secretly                   D. silently

7.A.members             B. students                 C. friends                         D. candidates

8.A.waiting for       B. watching over          C. thinking about        D. looking into

9.A.formal                  B. simple                 C. funny                          D. strange

10.A.information            B. notice                C. order                          D. return

11.A.result                 B. choice                C. mark                           D. idea

12.A.annoyed            B. puzzled               C. disappointed         D. shocked

13.A.doubtfully               B. excitedly               C. calmly                          D. worriedly

14.A.matter               B. cause                      C. conclusion                  D. interview

15.A.middle               B. ending         C. part                              D. course

16.A.way                 B. reply                      C. problem             D. question

17.A.changed            B. grew                       C. came                            D. developed

18.A.expect               B. forget                 C. dislike                         D. regret

19.A.generosity              B. curiosity                C. dignity                     D. personality

20.A.abilities              B. strengths                C. challenges                  D. opportunities

第三部分  阅读理解 (共20小题；每小题2分，满分40分)

第一节 (共15小题；每小题2分，满分30分)

阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。

When I was at university, I studied very hard. But a lot of my friends did very little work. Some did just enough to pass exams. Others didn't do quite enough. Fred Baines was one of them. He spent more time drinking in the Students' Union than working in the library.

        Once, at the end of the term, we had to take an important test in chemistry. The test had a hundred questions. Beside each question, we had to write "True" or "False". While I was studying in my room the night before the test, Fred was watching television. Fred usually worried a lot the night before a test. But on that night he looked perfectly calm. Then he told me of his plan.

        "It's very simple. There are a hundred questions and I have to get fifty correct to pass the test. I'll take a coin into the examination room. I haven't studied a chemistry book for months, so I'll just toss the coin. That way, I'm sure I'll get half the questions right."

        The next day Fred came cheerfully into the examination room. He sat tossing a coin for half an hour as he marked down his answers. Then he left, half an hour before the rest of us.

        The next day, he saw the chemistry professor in the corridor .

        "Oh, good," he said. "Have you got the result of the test? What mark did I get?"

        The professor looked at him and smiled.

        "Ah, it's you, Baines. Just a minute."

        Then he reached into his pocket and took out a coin. He threw it into the air, caught it in his hand and looked at it.

        "I'm terribly sorry, Baines," he said, "you failed."

1. Fred Baines _______.

A. spent quite some time working in the Students' Union

B. worked hard at his lessons but he failed again and again

C. often failed his tests

D. wouldn't work hard so long as he could pass a test

2 Fred looked perfectly calm before the chemistry test because _______.

        A. he was already well prepared for it

        B. he didn't think the test was so important for him

        C. someone had promised to help him out

        D. he believed he had found out a way to pass the test without any difficulty

3. The professor told Baines the result of the test by tossing a coin because _______.

        A. he hadn't marked all the papers yet

B. he couldn't remember the mark Baines got

        C. he wouldn't hurt Baines' feeling by telling him the truth

        D. he wanted to teach Baines a lesson

Writing articles about films for The Front Page was my first proper job．Before then I had done bits of reviewing --- novels for other newspapers, films for a magazine and anything I was asked to do for the radio．That was how I met Tom Seaton, the first arts editor of The Front Page, who had also written for television．He hired me, but Tom was not primarily a journalist, or he would certainly have been more careful in choosing his staff．

    At first, his idea was that a team of critics should take care of the art forms that didn’t require specialized knowledge: books, TV, theatre, film and radio．There would be a weekly lunch at which we would make our choices from the artistic material that Tom had decided we should cover, though there would also be guests to make the atmosphere sociable．

   Tom’s original plan for a team of critics for the arts never took off．It was a good idea, but we didn’t get together as planned and so everything was done by phone．It turned out, too, that the general public out there preferred to associate a reviewer with a single subject area, and so I chose film．Without Tom’s initial push, though, we would hardly have come up with the present arrangement, by which I write an extended weekly piece, usually on one film．

    The space I am given allows me to broaden my argument --- or forces me, in an uninteresting week, to make something out of nothing．But what is my role in the public arena（舞台）? I suppose that people choose what films to go to on the basis of the stars, the publicity of the director．So if a film review isn’t really a consumer guide, what is it? I certainly don’t feel I have a responsibility to be ‘right’ about a movie．Nor do I think there should be a certain number of ‘great’ and ‘bad’ films each year．All I have to do is put forward an argument．I’m not a judge, and nor would I want to be．

What do we learn about Tom Seaton from the first paragraph?

       A．He encouraged Mark to become a writer．

       B．He had worked in various areas of the media．

       C．He met Mark when working for a film company．

       D．He prefers to employ people that he knows．

The weekly lunches were planned in order to ______．

       A．help the writers get to know each other

       B．provide an informal information party

       C．divide the work that had to be done

       D．entertain important visitors from the arts

What does the author mean when he says that Tom’s plan ‘never took off’ in Paragraph 3?

       A．It was unpopular．               B．It wasted too much time．

       C．It wasn’t planned properly．     D．It wasn’t put into practice．

Which of the following best describes what Mark says about his work?

       A．His success varies from year to year．   B．He prefers to write about films he likes．

       C．He can freely express his opinion．     D．He writes according to accepted rules．