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When we talk about intelligence，we do not mean the ability to get a good score on a certain kind of test，or even the ability to do well in school. These are at best only indicators of something larger，deeper，and far more important. By intelligence we mean a style of life，a way of behaving in various situations. The true test of intelligence is not how much we know to do，but how we behave when we don’t know what to do.
The intelligent person，young or old，meeting a new situation or problem，opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it，instead of about himself or what it might cause to happen to him. He grapples（努力克服）with it boldly，imaginatively，resourcefully（善于应变地），and if not confidently，at least hopefully；if he fails to master it，he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life，and one’s self with respect to life. Just as clearly，unintelligence is not what most psychologists seem to suppose，the same thing as intelligence，only less of it. It is an entirely different set of attitudes.
Years of watching and comparing bright children with the not-bright，or less bright，have shown that they are very different kinds of people. The bright child is curious about life and reality，eager to get in touch with it，embrace（捉住机会）it，unite himself with it. There is no wall，no barrier，between himself and life. On the other hand，the dull child is far less curious，far less interested in what goes on and what is real，more inclined（倾向于）to live in a world of fantasy. The bright child likes to experiment，to try things out. He lives by the maxim（格言）that there is more than one way to skin a cat. If he can’t do something one way，he’ll try another. The dull child is usually afraid to try at a11. It takes a great deal of urging to get him to try even once；if that try fails，he is through.
Nobody starts off stupid. Hardly an adult in a thousand，or ten thousand，could in any three years of his life learn as much. Grow as much in his understanding of the world around him，as every infant（婴儿）learns and grows in his first three years. But what happens，as we grow older，to this extraordinary capacity for learning and intellectual growth？What happens is that it is destroyed，and more than by any other one thing，it is destroyed by the process that we misname education―a process that goes on in most homes and schools.
56. Which of the following is TRUE about an unintelligent child？
A. He／She rarely daydreams.
B. He／She takes the initiative（主动权）.
C. He／She gives up easily.
D. He／She isn’t afraid of failing.
57. The writer believes that “unintelligence” is .
A. similar to intelligence
B. 1ess than intelligence
C. the common believes of most psychologists
D. a particular way of looking at the world
58. Why does the writer say that education is misnamed？
A. Because it takes place more in homes than in schools.
B. Because it discourages intellectual growth.
C. Because it helps dull children with their problems.
D. Because it helps children understand the world around them.
59. “There is more than one way to skin a cat”. Which of the following maxim has a similar meaning to this one？
A. If at first you don’t succeed，try，try，and try again.
B. All work and no play make Johnny a dull boy.
C. Make new friends and keep the old；one is silver and the other is gold.
D. Make hay while the sun shines.
60. “It is an entirely different set of attitudes. ”“It” in this sentence refers to .
A. intelligence B. behavior
C. 1ife D unintelligence
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Many have sought a variety of sources for their feeling of happiness.Some have put their heart and
efforts into their work.Too many turned to drugs and alcohol.Meanwhile, untold numbers have looked for
it in the possession of expensive cars, exotic (异国的) vacation homes and other popular "toys". Most of
their efforts have a root in one common fact: people are looking for a lasting source of happiness.
Unfortunately, I believe that happiness escapes from many people because they misunderstand the
journey of finding it.I have heard many people say that, "I'll be happy when I get
or "I'll be happy when I lose that extra 20 pounds." It is dangerous because it accepts that happiness is a
"response" to having, being or doing something.
In life, we all experience stimulus (激励) and response.Today, some people think that an expensive
car is a stimulus.Happiness is a response.A great paying job is a stimulus.Happiness is a response.This
belief leaves us thinking and feeling, "I'll be happy when..."
It has been my finding that actually the opposite is true.I believe that happiness is a stimulus and
response is what life brings to those who are truly happy.When we are happy, we tend to have more
success in our work.When we are happy, we more naturally take better care of our bodies and enjoy
good health.Happiness is not a response but a stimulus.
Happiness is a conscious choice we make in daily life.For unknown reasons to me, many choose to
be upset and angry most of the time.Happiness is not something that happens to us after we get something we want-we usually get things we want after we choose to be happy.
1. From the second paragraph, we know to many people ________.
A. they are not happy when they work hard
B. they are not happy when they drink or take drugs
C. they are happy when they possess their own expensive cars
D. they all desire exotic vacation homes
2. Generally speaking, most people feel happy because ________.
A. they think happiness is rooted in their deep hearts
B. they get what they want to have
C. they get a great paying job
D. they get an expensive car
3. In the author's opinion, which of the following is the most important if you want to be happy?
A. Losing weight.
B. An expensive car.
C. Success in work.
D. Feeling happy.
4. Which of the following is TRUE according to the author?
A. If you want to get what you want, you first choose to be happy.
B. We should try to get more and then we'll be happy.
C. Most people today are happy.
D. Work is a necessary part in our daily life.
5. From the viewpoint of the author, happiness is ________.
A. based on our needs
B. unconditional
C. out of reach
D. limited
or even the ability to do well in school. These are at best only indicators of something larger, deeper, and far
more important. By intelligence we mean a style of life, a way of behaving in various situations. The true test
of intelligence is not how much we know to do, but how we behave when we don't know what to do.
The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries
to take in with mind and senses everything he can about it. He thinks about it,instead of about himself or what
it might cause to happen to him. He grapples (努力克服) with it boldly, imaginatively, resourcefully (善于应
变地), and if not confidently, at least hopefully; if he fails to master it, he looks without fear or shame at his
mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about
life, and one's self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to
suppose, the same thing as intelligence, only less of it. It is an entirely different set of attitudes.
Years of watching and comparing bright children with the not-bright, or less bright, have shown that they
are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with
it, embrace (捉住机会) it, unite himself with it. There is no wall, no barrier, between himself and life. On the
other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined
(倾向于) to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the
maxim (格言) that there is more than one way to skin a cat. If he can't do something one way, he'll try another.
The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once; if that try
fails, he is through.
Nobody starts off stupid. Hardly an adult in a thousand,or ten thousand,could in any three years of his life
learn as much. Grow as much in his understanding of the world around him,as every infant(婴儿)learns and
grows in his first three years. But what happens,as we grow older,to this extraordinary capacity for learning
and intellectual growth?What happens is that it is destroyed,and more than by any other one thing, it is
destroyed by the process that we misname education-a process that goes on in most homes and schools.
B. He/She takes the initiative (主动权).
C. He/She gives up easily.
D. He/She isn't afraid of failing.
B. less than intelligence
C. the common believes of most psychologists
D. a particular way of looking at the world
B. Because it discourages intellectual growth.
C. Because it helps dull children with their problems.
D. Because it helps children understand the world around them.
B. All work and no play make Johnny a dull boy.
C. Make new friends and keep the old; one is silver and the other is gold.
D. Make hay while the sun shines.
B. behavior
C. life
D. unintelligence
"Time is a problem for children," states a news report for a new Swiss watch．Children in some countries "learn time slowly" because "they don't wear watches" and "parents don't really know how to teach them time．" The children grow up with this handicap and become adults-and then can't get to work on time．Is there an answer to this problem? Of course-it's the Flick Flak, made by a famous Swiss watch company．
The Flick Flak is being marketed as something teaching watch for children aged 4 to 10．The watch itself does not teach children how to tell time, of course; it merely "takes their imagination" by presenting the "hour" hand as a beautiful red girl named Flak and the "minute" hand as a tall blue boy named Flick．Flick points to related "blue" minutes on the dial, while Flak points to "red" hour numbers．The characters and colors combined with parental help, are supposed to teach young children how to tell time．
The watch comes equipped with a standard battery and a nylon band （尼龙表带）．Peter Lipkin, the United States sales manager for the Flick Flak, calls it "childproof: if it gets dirty you can throw the whole watch in the washing machine．" The product is being sold in select department stores in Europe, Asia and the United States for a suggested price of $25．Parents who buy the watch may discover that it is one thing to tell time; it's quite another for them to be on time．
From the news report we know that ____ .
A．parents are patient when teaching children time
B．parents have little idea of how to teach children time
C．children are likely to learn time quickly
D．children enjoy wearing the Flick Flak watch
The author doesn't seem to believe____ .
A．children will be on time if they have not learnt how to tell time
B．a Flick Flak can help parents teach their children how to tell time
C．the Flick Flak can take children's imagination
D．children usually have trouble telling time if they don't wear watches
The underlined word handicap （Para．1） means ____ .
A．displeasure B．discouragement
C．disappointment D．disadvantage
The United State sales manager calls the new watch “childproof” because ___ .
A．it is designed to teach children to be on time
B．it proves to be effective in teaching children time
C．it is made so as not to be easily damaged by children
D．it is the children's favorite watch
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