题目内容
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The case history of the twins appears to support the conclusion that ______.
A. individuals with identical brains seldom test at the same level
B. an individual's intelligence is determined solely by his environment
C. children reared under average conditions possess average intelligence
D. lack of opportunity hinders the growth of intelligence
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The importance of environment in determining an individual's intelligence can be demonstrated by the case history of the identical twins, Peter and Mark. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foster (收养) homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's IQ was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.
This selection can be titled ______.
A．Measuring Your Intelligence
B．Intelligence and Environment
C．The Case of Peter and Mark
D．how the Brain Influences Intelligence
Passage Two
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual the sort of environment in which he is reared (抚养). If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.
The importance of environment in determining an individual's intelligence can be demonstrated by the case history of the identical twins, Peter and Mark. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foster (收养) homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's IQ was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.
36. This selection can be titled ______.
A. Measuring Your Intelligence
B. Intelligence and Environment
C. The Case of Peter and Mark
D. how the Brain Influences Intelligence
Passage Three
People enjoy talking about "firsts." They like to remember their first love or their first car. But not all firsts
are happy ones. Few people enjoy recalling the firsts that are bad.
One of history's bad but important firsts was the first car accident. Autos were still young when it happened. The crash took place in New York City. The year was 1896. The month was May. A man from Massachusetts was visiting the city in his new car. At the time, bicycle riders were still trying to get used to the new set of wheels on the road. No one is sure who was at fault. In any case, the bike and the car collided. The man on the bike was injured. The driver of the car had to stay in jail and wait for the hospital report on the bicycle rider. Luckily, the rider was not killed.
Three years later, another automobile first took place. The scene was again New York City, a real estate broker named Henry Bliss stepped off a streetcar. He was hit by a passing car. Once again, no one is sure just how it happened or whose fault it was. The driver of the car was put in jail. Poor Mr. Bliss became the first person to die in a car accident.
44. In each accident the driver was ______.
A. found guilty
B. set free
C. laughed at
D. put in jail for a while
These kids are not old enough for jobs. Nor are they rich enough for camp. They are school children without school. The calendar called the school year ran out on them a few weeks ago. Once supervised by teachers and principals, they now appear to be "self care".
Passing them is like passing through a time zone. For much of our history, after all, Americans arranged the school year around the needs of work and family. In 19th-century cities, schools were open seven or eight hours a day, 11 months a year. In rural America, the year was arranged around the growing season. Now, only 3 percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. Now, three-quarters of the mothers of school-age children work, but the calendar is written as if they were home waiting for the school bus.
The six-hour day, the 180-day school year is regarded as something holy. But when parents work an eight-hour day and a 240-day year, it means something different. It means that many kids go home to empty houses. It means that, in the summer, they hang out.
"We have a huge mismatch between the school calendar and realities of family life," says Dr. Ernest Boye, head of the Carnegie Foundation for the Advancement of Teaching.
Dr. Boyer is one of many who believe that a radical revision of the school calendar is inevitable. "School, whether we like it or not, is educational. It always has been. "
His is not popular idea. Schools are routinely burdened with the job of solving all our social problems. Can they be asked to meet the needs of our work and family lives？
It may be easier to promote a longer school year on its educational merits and, indeed, the educational case is compelling. Despite the complaints and studies about our kids' lack of learning, the United State still has a shorter school year than any industrial nation. In most of Europe, the school year is 220 days. In Japan, it is 240 days long. While classroom time alone doesn't produce a well-educated child, learning takes time and more learning takes more time. The long summers of forgetting take a toll.
The opposition to a longer school year comes from families that want to and can provide other experiences for their children. It comes from teachers. It comes from tradition. And surely from kids. But the most important part of the conflict has been over the money.
The current American school calendar was developed in the 19th century according to ______.
A．the growing season on the nation's farm
B．the labor demands of the industrial age
C．teachers'demands for more vacation time
D．parents'demands for other experiences for their kids
Hamlet is about the history of
A Norway
B England
C Denmark
She decided to ______ in the history course at the local evening school.
A．enter
B．enroll
C．attend
D．register
Part C
Directions: Read then following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET Ⅱ. (10 points)
Laws of nature are of two basic forms: (1) a law is Universal if it states that some conditions, so far as are known, in- variably are found together with certain other conditions; and (2) a law is probabilistic if it affirms that, on the average, a stated fraction of cases displaying a given condition will display a certain other condition as well. In either case, a law may be valid even though it obtains only under special circumstances or as a convenient approximation.
46) Moreover, a law of nature has no logical necessity; rather, it rests directly or indirectly upon the evidence of experience. Laws of universal form. must be distinguished from generalizations, such as "All chairs in this office are gray," which appear to be accidental. Generalizations, for example, cannot support counterfactual conditional statements such as "If this chair had been in my office, it would be gray" nor subjunctive conditionals such as "If this chair were put in my office, it would be gray." On the other hand, the statement "All planetary objects move in nearly elliptical paths about their star" does provide this support. All scientific laws appear to give similar results.
47) The class of universal statements that can be candidates for the status of laws, however, is determined at any time in history, by the theories of science current then.
Several positive attributes are commonly required of a natural law. Statements about things or events limited to one location or one date cannot be lawlike. Also, most scientists hold that the predicate must apply to evidence not used in deft- ring the law: though the law is founded upon experience, it must predict or help one to understand matters not included among these experiences. Finally, it is normally expected that o law will be explainable by more embracing laws or by some theory.
48) Thus t a regularity for which there are general theoretical grounds for expecting it will be more readily called a natural law than an empirical regularity that cannot be subsumed under more general laws or theories.
Universal laws are of several types. 49) Many assert a dependence between varying quantities measuring certain properties, as in the law that the pressure of a gas under steady temperature is inversely proportional to its volnme.
Others state that events occur in an invariant order, as in "Vertebrates always occur in the fossil record after the rise of invertebrates." Lastly, there are laws affirming that if an object is of a stated sort it will have certain observable properties. 50) Part of the reason for the ambiguity of the term law of nature lies in the temptation to apply the term only to statements of one of these sorts of laws, as in the claim that science deals solely with cause and effect relationships, when in fact all three kinds are equally valid.
46.____________________
A.The; an; a
B./; a; a
C./; an; a
D.The; an; /
History is a record of mankind; different historians, ______ , interpret it differently.
A．therefore
B．on the contrary
C．however
D．consequently
