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 degree 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 degree 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 plays a 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 degree, 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

Creativity(创造性)is the key to a brighter future, say education and business experts. Here is how schools and parents can encourage this important skill in children.
　     If Dick Drew had listened to his boss in 1925, we might not have a product that we now think of as very important: a new type of tape. Drew worked for the Minnesota Mining Company. At work he developed a kind of material strong enough to hold things together. But his boss told him not to think more about the idea. Finally, using his own time, Drew improved the tape, which now is used everywhere by many people. And his former company learned from its mistake. Now it encourages people to spend 15 percent of their work time just thinking and developing new ideas.
　     Creativity is not something one is just born with, nor is it necessarily an indicator of high intelligence. Just that a person is highly intelligent does not mean that he uses it creatively. Creativity is the matter of using the resources one has to produce new ideas that are good for something.
　     Unfortunately, schools have not tried to encourage creativity. With strong attention paid to test results and the development of reading, writing and mathematical skills, many educators give up creativity for correct answers. The result is that children can give back information but can’t recognize ways to use it in new situations. They may know the rules correctly, but they are unable to use them to work out practical problems.
　     It is important to give children choices. From an early age, children should be allowed to make decisions and understand their results. Even if it’s choosing between two food items for lunch, decision-making helps thinking skills. As children grow older, parents should let their children decide how to use their time or spend their money, but not help them too much if they make the wrong decision. The child may have a hard time, but that is all right. This is because the most important characteristic of creative people is a very strong desire to find a way out of trouble.
【小题1】What did the company where Dick Drew worked learn from its mistake?

阅读理解

　　When people become good at doing the things they like they find themselves.

　　Many young people are good at doing things they do not like, many other young people would like to do something at which they are not good. Also, many do not think they are good at anything, and do not know what they would like to do. None of them are happy.

　　It is impossible to decide whether one likes something until one has tried it. Trying something new is important.

　　Give each idea a fair chance. If you have decided to try out something new, also decided how long you will stick to it. Then you can make a fair decision.

　　The best thing to judge is not the final goal, but the work it takes you to reach that goal. Almost everybody would like to be highly skilled in something, but becoming highly skilled at anything calls for a great deal of time and effect.

　　Finding oneself means not only discovering what one is good at and what one likes; it also means discovering what one is not good at and does not like.

　　So trying something and failing can have its good side. It tells you that you are not fit for that particular area and should not use it as your goal.

1．None of the young people are happy because ________.

[　　]

A．they are good at doing things they are not fond of

B．they would like to do something they are not good at

C．they think they are good at nothing and do not know what they would like to do

D．of all the above

2．You can’t decide whether you like something ________.

[　　]

A．even if you have tried it

B．although you have tried it

C．before you have tried it

D．after it has been tried

3．It takes ________ to become good at something.

[　　]

A．time and money

B．a lot of time and work

C．a lot of work and rest

D．men and time

4．From this passage we know that to find oneself is ________.

[　　]

5．To find oneself one has to know ________.

[　　]

A．his strong points

B．his weak points

C．both his strong and weak points

D．what he likes and what he is good at

　　The purpose of a letter of application is to help you to “sell” yourself. It should state　 36　 the job you want, and should tell what your abilities are and what you have　 37　 . It should be simple, human, personal and brief without　 38　 out any necessary fact.

　　In writing a letter of application, keep in　 39　 that the things a possible employer is most　

 40　 to want to know about are your qualifications（条件）, your achievements and your aims.The opening paragraph is perhaps the most important part.　41　 the first few sentences fail to　 42　 the reader’s attention, the rest of the letter may not be　 43　 at all. Try to key your opening remarks to the needs or interests of the employer not　 44　 your own need or desires. For example, instead of beginning with “I saw your　 45　 in today's paper. ”you might say“I have made a careful　 46　 of your advertising during the past six months” or “I have made a survey in my neighbourhood to find out how many housewives　 47　 your product and why they like it.”

　　Try to　 48　 generalities. Be clear about the kind of job for which you are now　 49　. College graduates looking for their first positions often ask“ What can I　 50　 in a letter? Employers want experience, which, naturally, no　 51　 has. ”The answer is that everything you have ever done is　 52　.

　　It is important to write a good strong closing for your letter.　53　 a specific request for an interview or give the possible employer something definite to do or expect. An excellent　54　 is to enclose（内附）a stamped, self - addressed envelope with your letter. That makes it　 55　 for a possible employer to get in touch with you.

　　36．A. clearly B. carefully C. obviously D. easily

　　37．A. found B. done C. known D. heard

　　38．A. sending B. taking C. leaving D. picking

　　39．A. brain B. sight C. order D. mind

　　40．A. probable B. possible C. likely D. able

　　41．A. While B. Although C. As D. If

　　42．A. pay B. win C. show D. fix

　　43．A. kept B. continued C. written D. read

　　44．A. to B. for C. into D. from

　　45．A. advertisement B. report

　　　　C. article  D. introduciton 

　　46．A. watch B. search C. study D. discussion

　　47．A. change B. make C. sell D. use．

　　48．A. avoid B. remember C. protect D. gain

　　49．A. losing B. applying C. preparing D. fitting

　　50．A. offer B. supply C. mean D. provide

　　51．A. worker B. beginner C. owner D. manager

　　52．A. success B. development C. practice D. experience

　　53．A. Make B. Ask C. State D. Get

　　54．A. result B. decision C. promise D. idea

　　55．A. happier B. easier C. cheaper D. safer