Three years ago I listened to a lecture on cognition (认知) that changed the way I think about intelligence. There are two types of cognition. The first is normal cognition: the ability to regain knowledge from memory. The second type of cognition is metacognition: the ability to know whether or not you know.

Does this affect intelligence? In traditional education, intelligence is measured by cognitive ability. Some people can easily produce everything they know on a test. But others are awarded with poor grades and considered inferior. But does this inability make them any less intelligent? If the question came up on a task, they could refer to a book or a quick Google search. In reality they’re just as effective as the people that ace a test. They just can’t prove it as easily.

Metacognition is more important to success than cognition. A person with poor cognitive ability, but great metacognitive ability might do poorly in school, but when faced with a challenge, they understand their abilities and take the best course of action. For example, when faced with a question, a person with strong metacognitive ability will deal with it like this. If he knows the answer, but can’t come up with it, he can always do a bit of research. If he knows for sure that he doesn’t know, then he can start educating himself. Because he’s aware of his ignorance, he doesn’t act with foolish confidence. These people might not seem intelligent at first glance, but because they know what they know, they make better decisions and learn the most important things.

However, people with great cognitive ability but poor metacognitive ability may be considered excellent at a young age for acing every test and getting great SAT scores. Unfortunately, they’ve been ruined by poor metacognition: they think they know everything but they really don’t. They are overconfident, fail to learn from mistakes, and don’t understand the slight differences of personal relationships, showing disregard for persons with lower cognitive ability. They may make the worst decisions.

The most important mental power is the ability to know what you don’t know. The recognition of a fault is the first step to improvement. Don’t try to hide a lack of knowledge. For intelligent people this is the toughest lesson to learn.

1.People with great cognitive ability tend to _________.

A. do well in tests                         B. be considered inferior

C. be more effective than others                D. do research when faced with a task

2.The underlined phrase “take the best course of action” probably means _________.

A. starting educating himself                   B. taking action during the course

C. making the right decision                    D. coming up with many ideas

3.People with poor metacognition may not succeed because they_________.

A. lack basic moral values                  B. have improper self-evaluation

C. fail to communicate with others              D. show little respect for others

4.The author probably supports the idea that _________.

A. intelligence is measured by cognitive ability

B. cognition is the most important mental power

C. the toughest lesson is to distinguish the two types of cognition

D. the awareness of one’s ignorance contributes to one’s improvement

Ⅱ 语言知识及应用 (共两节。满分35分)
第一节完形填空 (共10小题；每小题2分，满分20分)
阅读下面短文，掌握其大意，然后从21—30各题所给的A、B、C和D项中，选出最佳选项，并在答题卡上将该项涂黑。
When I first started to read “Pride and Prejudice”, I thought the novel was going to be the same old   21   “love story”. However, after reading the first few pages I began to be   22   that it wasn’t that sort of story, instead it had an interesting insight (洞察力) on marriage, family and social status. I   23  that the time frame was somewhere back in the late 1800’s. This assumption was just a fact that I took for granted because there was no date   24   in any part of the novel. From what I got in the class   25  , this story is supposed to be a timeless piece that can be framed with any time period. This was one thing I would have never picked up by myself.
The   26   in the story each have their own unique roles, and if you didn’t really take the time to read it   27   the first time, chances are you will   28   a lot of information about them. This was what happened to me when I read the story and came to class the next day. Not until then did I   29   that I had not read it as clear as I had thought. This is also where the discussion helped me catch up on the character roles. Reading again the parts that I thought were important also helped me gain a better   30   of the story.
21. A. exciting              B. interesting          C. inspiring               D. boring
22. A. aware                 B. afraid                 C. curious                 D. puzzled
23. A. recommended     B. assumed             C. calculated              D. recognized
24. A. written         B. published            C. signed                   D. mentioned
25. A. meeting           B. discussion           C. performance          D. activities
26. A. surroundings       B. incidents             C. heroes                   D. characters
27. A. quickly               B. hardly                C. carefully               D. totally
28. A. miss                   B. lose                    C. acquire                 D. receive
29. A. claim                 B. declare               C. realize                  D. assume
30. A. knowledge          B. understanding     C. view                     D. evaluation

.

第三部分：阅读理解（共15小题，每题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。

Most book reviews start with a heading that includes all the basic information about the book, like:

Title.

Author.

Place of publication; publisher, date of publication.

Number of pages.

Like most pieces of writing, the review usually begins with an introduction that lets your readers know what the review will say. The first paragraph usually includes the author and title again, so your readers don’t have to look up to find this information. You should also include a very brief description of the contents of the book, the purpose or audience for the book, and your reaction and evaluation.

Then you move into a section of background information that helps place the book in context and discusses criteria for judging the book. Next, the review gives a summary of the main points of the book, quoting(引用) and explaining key phrases from the author. Finally, you get to the heart of your review – your evaluation of the book. In this section, you might discuss some of the following issues:

how well the book has achieved its goal

what possibilities are suggested by the book

what the book has left out

how the book compares with others on the subject

what specific points are not convincing

what personal experiences you’ve had related to the subject.

It is important to use labels to carefully distinguish your views from the author’s, so that you don’t confuse your reader.

Then, like other essays, you can end with a direct comment on the book, and tie together issues raised in the review in a conclusion.

There is, of course, no set form, but a general rule is that the first one – half to two – thirds of the review should summarize the author’s main ideas and at least one – third should evaluate the book.

56．What is the most important part of a book review?

A．The heading.           B．The evaluation.

C．The conclusion.              D．The introduction.

57．It can be confusing to readers if __________.

A．there is no heading in a book review

B．the book has achieved its goal

C．the viewer’s point of view is not distinguished from the author’s

D．the book is compared with others on the same subject

58．What is NOT suggested for a book review in this passage?

A．Quoting from the author of the book.

B．Providing some book information.

C．Analyzing only the author of the book.

D．Comparing the book with others of a similar subject.

59．The best title for this passage is “__________”.

A．Steps to follow

B．Tips for writing a book review

C．The way to develop your idea

D．Things not to be avoided in a book review

The financial crisis has put the world economy in a difficult _________.

Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D.  Fill in each blank with word or phrases that best fits the context.(15points)
Have you ever felt that you were just studying to pass a test? Today many   36   and companies around the world use standardized tests such as TOEFL to   37   students’ abilities. Thousands of people every year take these kinds of tests in order to enter or graduate from a school, or get a better job.
In many educational systems throughout the world, students take regular multiple-choice (多项选择的) achievement tests. They have to  38  these tests in order to move to a higher level, or graduate from an educational institution. Many supporters of this type of traditional evaluation believe that students learn best, and  39  their knowledge, by memorizing facts, and  information.
Many  40  of this way of learning also believe that teaching students to pass a test means teaching them to do lots of exercises.
Educational reformers, however, believe that standardized tests are  41  and can only measure some of a student’s ability. They suggest that many students, though intelligent, are not  42  good at taking tests, or at memorization. This makes it harder for them to achieve passing grades, get into good schools, or get the right jobs. In addition factors such as how a person feels on the day of a test can also  43  his or her score. Using only a multiple-choice style of test to evaluate students’ abilities cannot always tell us  44  they have learned, or how they may do in the future.
To use standardized tests or not to --- the debate  45 . Meanwhile, many students’ futures are still decided based on their test results.
36. A. schools               B. factories            C. teachers             D. bosses
37. A. develop                     B. learn                 C. know                D. measure
38.A. understand           B. fail                   C. pass                  D. have
39.A. explain                B. increase             C. remember          D. recite
40.A. experts                B. parents              C. students             D. supporters
41.A. limited                B. excellent           C. terrible              D. perfect
42.A. never                  B. always                     C. sometimes         D. even
43.A. add                        B. lower                C. affect                D. keep
44.A. why                    B. that                   C. how                  D. what
45.A. begins                 B. ends                  C. continues           D. stops