第二节 完形填空(共20小题；每小题1.5分，共30分)
Some personal
characteristics play an important role in the development of one’s
intelligence. But people fail to realize the importance of training these factors in young people.
The
so-called“non-intelligence factors” include 36
feelings, will, motivation interests and habits. After a 30 year follow-up
study of 8,000 males, American Psychologists 37 that the main cause of disparities in intelligence 38, but
non- intelligence factors including the desire to learn, will-power and
self-confidence.
39 people all know that one should
have definite objectives, a strong will and good learning habits, quite a
number of teachers and parents don’t pay much attention to 40 these
factors.
Some parents are greatly worried 41 their children fail to do
well in their studies. They blame either genetic factors, malnutrition or
laziness, but they never take 42
consideration these non-intelligence factors. At the same time, some
teachers don’t inquire into these, as reasons 43 students do poorly.
They simply give them more courses and exercises, or 44 criticize or
laugh at them. After all, these students lose self-confidence. Some of them
just feel defeated and 45 themselves
up as hopeless. Others may go astray(迷途)because they are sick of learning.46
investigation of more then 1,000 middle school students in Shanghai showed that
46.5 per cent of them were 47 of learning, because of examinations, 36.4
per cent lacked persistence, initiative(主动) and consciousness and 10.3 per cent were
sick of learning.
I t is clear 48 the lack of cultivation of non-intelligence
factors has been a main 49 to intelligence development in teenagers. It
even causes an imbalance between physiological (生理)
and 50 development among a few students.
If
we don’t start now to 51 the
cultivation of non-intelligence factors, it will not only affect the
development of the 52 of teenagers, but also affect the quality of a
whole generation. Some experts have put forward _53_ about how to
cultivate students’ non-intelligence factors.
First, parents and teachers should
_54_ understand teenager psychology. On this
basis, they can help them to pursue the objectives of learning, 55 their
interests and toughening their willpower.
36.
A. one’s B. their C.
his D.
her
37.
A. came out B. found out C. made out
D. worked out
38.
A. in itself B. by itself C. itself D. on its
own
39. A. Though B. Nevertheless C. However D. Moreover
40. A. believing B. studying C. cultivating D. developing
41. A. about B. when C.
how D.
whether
42. A. for B.
in
C. into D.
over
43.
A. why B.
that C.
when
D. how
44. A. ever B. even C.
still D.
more
45. A. put B.
get C.
handle D. give
46. A. The B. An C.
Another D. A
47. A. afraid B. ahead C.
aware D.
ashamed
48. A. that B. how C.
why D.
which
49. A. difficulty B. question C.
threat D.
obstacle
50. A. intelligent B. characteristic C.
psychological D. physical
51. A. practise
B. thrust C.
strengthen D. urge
52. A. intelligence B. diligence C. maturity D. performance
53. A. projects B. warnings C. suggestions D. decision
54. A. fully B.
greatly C. very D.
highly
55. A. insuring B. going C.
encouraging D. exciting