题目内容

What makes one person more intelligent than another? What makes one person a genius, like the brilliant Albert Einstein, and another person a fool? Are people born intelligent or stupid, or is intelligence the result of where and how you live? These are very old questions and the answers to them are still not clear.

We know, however, that just being born with a good mind is not enough. In some ways, the mind is like a leg or an arm muscle. It needs exercise. Mental (done with the mind) exercise is particularly important for young children. Many child psychologists (心理学家) think that parents should play with their children more often and give them problems to think about. The children are then more likely to grow up bright and intelligent. If, on the other hand, children are left alone a great deal with nothing to do, they are more likely to become dull and unintelligent.

Parents should also be careful with what they say to young children. According to some psychologists, if parents are always telling a child that he or she is a fool or an idiot, then the child is more likely to keep doing silly and foolish things. So it is probably better for parents to say very positive (helpful) things to their children, such as “That was a very clever thing you did.” or “You are such a smart child.”

1. The words “intelligent” and “brilliant” in the first paragraph probably mean _______ while “dull” in the second paragraph means _______.

A. bright and splendid; slow in thinking and understanding

B. pretty and handsome; ordinary-looking

C. great and important; common

D. hopeful and helpful; careless

2.According to the context we can guess that a genius is ______ while an idiot is _______.

A. a normal person; a funny person

B. a strong person; a weak person

C. a highly intelligent person; a foolish or weak-minded person

D. a famous person; an ordinary person

3.A person ________ is more likely to become a genius.

A. whose parents are clever

B. often thinking about difficult problems

C. often helped by his parents and teachers

D. born with a good brain and putting it into active use

4.Which of the following is NOT true according to the article?

A. Parents play an important part in their children’s growth.

B. The less you use your mind the duller you may become.

C. Intelligence is obviously the result of where and how you live.

D. What makes a person bright or stupid is still under discussion.

1.A

2.C

3.D

4.C

【解析】

试题分析:一个人聪明与否,仅仅靠天生的智商是不够的,后天的智力训练对于孩子很重要,所以家长要注意这一点。

1.A词义猜测题。由于第一段中用“brilliant”来修饰Albert Einstein,所以“intelligent” and “brilliant”表示“聪明”,而根据第二段的语境:心理学家建议家长应更多地让孩子们思考,这样会使他们变得更加地聪明,而另一方面,如果让孩子什么也不做,(显然)会让他们变得“愚钝”。所以第二段中的“dull”意为“迟钝的,愚钝的”,故该题正确答案为A.

2.C推理判断题。根据文章第二句“What makes one person a genius, like the brilliant Albert Einstein,”可知“genius”指天才,聪明人。根据文章最后一段中“if parents are always telling a child that he or she is a fool or an idiot, then the child is more likely to keep doing silly and foolish things. ”可知“an idiot”与“a fool”近义,意为“白痴,蠢人”,故该题正确答案为C.

3.D推理判断题。文章讲到了:成为天才、聪明人,天生的智商还不够,还需要后天的脑力训练。故该题正确答案为D.

4.C细节推理题。文章并没提到生活的地点和方式会对智商有影响,故该题答案为C.

考点:科普说明文的阅读

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At a primary school in a small town in the east of South Carolina, second-grade teachers Garneau and Lynne are convinced that separating elementary-age boys and girls produces immediate academic improvement in both genders(性别).

David Chadwell, South Carolina’s expert of single gender education says, “Boys and girls learn, hear and respond to their surroundings differently.We can teach boys and girls based on what we now know.”

Male and female eyes are not organized in the same way, he explains.The organization of the male eye makes it sensitive to motion and direction.“Boys understand the world as objects moving through space,” he says.

The male eye is also drawn to cooler colors like silver and black.It’s no accident that boys tend to create pictures of moving objects instead of drawing the happy colorful family, like girls do in their class.

The female eye, on the other hand, is drawn to warmer colors like red, yellow and orange.To attract girls, Chadwell says, the teacher doesn’t need to move as much as in boy’s class.Using descriptive phrases and lots of colors in presentations or on the blackboard gets their attention.

Boys and girls also hear differently.“When someone speaks in a loud tone, girls understand it as yelling,” Chadwell says.“They think you’re mad and can shut down.” Girls are more sensitive to sounds.He advises girls’ teachers to watch the tone of their voices.Boys’ teachers should sound more forceful, even excited.

A boy’s nervous system causes him to be more cautious when he is standing, moving, and the room temperature is around 69 degrees Fahrenheit.Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused.Girls are more focused when seated in a warmer room around 75 degrees Fahrenheit.Girls also respond to stress differently.When exposed to threat and conflict, blood goes to their guts(肠道), leaving them feeling nervous or anxious.

These differences can be applied in the classroom, Chadwell adds.“Single gender programs are about making the best use of the learning.”

1.What is David Chadwell’s attitude toward separating elementary-age boys and girls while learning?

A.Supportive B.Worried

C.Concerned D.Uninterested

2.To engage boy in a class, the teacher ______.

A.must have a moving object in this hand

B.needs to wear clothes in warm color

C.has to speak politely

D.had better move constantly while teaching

3.Which of the following shows the organization of the passage?

( ?= Paragraph 1 ?= Paragraph 2 ?= Paragraph 3 …... ?= Paragraph 8 )

4.Which of the following students is most likely to be focused?

A.A boy sitting in a warm room

B.A standing boy who is faced with stress

C.A girl standing in a cold room

D.A girl who is facing a lot of pressure

The other day, I happened to meet someone I hadn’t seen for many years. I couldn’t believe the change in him. In fact, he didn’t even seem like the person.

When I first knew Bill, back in , he was one of the most carefree(无忧无虑) people I had ever . He was always ready to have a party. He thought of going out for beer at three o’clock in the morning or driving 15 miles to see an old he really liked. Bill and I were in the same class in college, and was never dull when he was . With him there was one wild after another. Sometimes I wonder how we to study for our exams.

Last week I was in Houston on business and I ran into Bill in the bar at the hotel. , I wasn’t even sure it was . Was this short-haired businessman really the same person? I wasn’t really sure until I came near him but it indeed was Bill. Now he works for a bank. He most of the evening about his job, his new car and his house. How he had changed! Back when we were in college, the thing Bill cared about were possessions(财富). Now they seemed to be his main . Although I have changed quite a bit myself, somehow I never Bill changing so much. My image of him the one I had formed the time when we were college students together.

I suppose it’s to expect people to remain the same, especially I have changed so much myself. But I must say that I enjoyed the old Bill much more than the new Bill. Maybe he 55 the same way about me.

1.A. proper B. usual C. same D. right

2.A. childhood B. the army C. his thirties D. college

3.A. considered B. met C. supposed D. expected

4.A. most B. much C. nothing D. none

5.A. movie B. hospital C. man D. country

6.A. learning B. life C. work D. fun

7.A. in B. out C. around D. away

8.A. joke B. mistake C. chance D. adventure

9.A. managed B. continued C. decided D. hoped

10.A. First of all B. At first C. Now and then D. All the time

11.A. that B. he C. there D. us

12.A. thought B. spent C. argued D. talked

13.A. first B. next C. last D. only

14.A. interest B. event C. subject D. problem

15.A. forgot B. minded C. imagined D. liked

16.A. remained B. reminded C. suggested D. became

17.A. since B. from C. at D. till

18.A. unnecessary B. foolish C. common D. unusually

19.A. because B. that C. how D. when

20.A. discovered B. acted C. looked D. felt

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