When we talk about intelligence，we do not mean the ability to get a good score on a certain kind of test，or even the ability to do well in school. These are at best only indicators of something larger，deeper，and far more important. By intelligence we mean a style of life，a way of behaving in various situations. The true test of intelligence is not how much we know to do，but how we behave when we don’t know what to do.

The intelligent person，young or old，meeting a new situation or problem，opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it，instead of about himself or what it might cause to happen to him. He grapples（努力克服）with it boldly，imaginatively，resourcefully（善于應(yīng)變地），and if not confidently，at least hopefully；if he fails to master it，he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life，and one’s self with respect to life. Just as clearly，unintelligence is not what most psychologists seem to suppose，the same thing as intelligence，only less of it. It is an entirely different set of attitudes.

Years of watching and comparing bright children with the not-bright，or less bright，have shown that they are very different kinds of people. The bright child is curious about life and reality，eager to get in touch with it，embrace（捉住機(jī)會(huì)）it，unite himself with it. There is no wall，no barrier，between himself and life. On the other hand，the dull child is far less curious，far less interested in what goes on and what is real，more inclined（傾向于）to live in a world of fantasy. The bright child likes to experiment，to try things out. He lives by the maxim（格言）that there is more than one way to skin a cat. If he can’t do something one way，he’ll try another. The dull child is usually afraid to try at a11. It takes a great deal of urging to get him to try even once；if that try fails，he is through.

Nobody starts off stupid. Hardly an adult in a thousand，or ten thousand，could in any three years of his life learn as much. Grow as much in his understanding of the world around him，as every infant（嬰兒）learns and grows in his first three years. But what happens，as we grow older，to this extraordinary capacity for learning and intellectual growth？What happens is that it is destroyed，and more than by any other one thing，it is destroyed by the process that we misname education―a process that goes on in most homes and schools.

 

56. Which of the following is TRUE about an unintelligent child？

A. He／She rarely daydreams.

B. He／She takes the initiative（主動(dòng)權(quán)）.

C. He／She gives up easily.

D. He／She isn’t afraid of failing.

57. The writer believes that “unintelligence” is         .

A. similar to intelligence

B. 1ess than intelligence

C. the common believes of most psychologists

D. a particular way of looking at the world

58. Why does the writer say that education is misnamed？

A. Because it takes place more in homes than in schools.

B. Because it discourages intellectual growth.

C. Because it helps dull children with their problems.

D. Because it helps children understand the world around them.

59. “There is more than one way to skin a cat”. Which of the following maxim has a similar meaning to this one？

A. If at first you don’t succeed，try，try，and try again.

B. All work and no play make Johnny a dull boy.

C. Make new friends and keep the old；one is silver and the other is gold.

D. Make hay while the sun shines.

60. “It is an entirely different set of attitudes. ”“It” in this sentence refers to        .

A. intelligence                                                   B. behavior

C. 1ife                                                             D unintelligence

56. C     57. D      58. B       59. A       60. D

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

請(qǐng)認(rèn)真閱讀下面短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入最恰當(dāng)?shù)膯卧~。

 注意：每空一詞。

Most people who travel from China to the US find that，despite having studied English for years，they have to “re—learn” it upon arriving．

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    When I first came to the US for graduate school，1 was a nervous foreigner．I felt so out of place that I wanted to hide everything about me that was “different”．To talk like an American became one of my goals．

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    Suddenly，conformity (一致) was no longer a praise：If I talk like an American，am I still Chinese? If I lose my Chinese accent，do I also lose my cultural identity? Am I denying（否認(rèn)）my past by being absorbed into（沉浸于）a new culture?

    Now I realize that a person’s accent is a permanent（永久的）record of their past cultural experience and it is a mark of one’s experience and exposure to different cultures．

As a fourth-year student in the US，I am no longer a nervous foreigner．My nervousness has been replaced by a desire to hold on to my cultural origins．Now I consciously（有意識(shí)地）add some Chinese “accent” when I speak．I do not wish to speak “perfect” English because I am proud of who I am．

 

 

My Feeling of Speaking English in America

Time

Supporting details

At the (71) ______

I have to relearn English (72) ______ arriving there, for my pronunciations of words are (73) ______ from native speakers.

My students complained that I couldn’t make myself (74)______.

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科目：高中英語(yǔ) 來(lái)源：2010年江蘇省范集中學(xué)高一下學(xué)期期末考試英語(yǔ)卷 題型：閱讀理解

請(qǐng)認(rèn)真閱讀下面短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入最恰當(dāng)?shù)膯卧~。
注意：每空一詞。
Most people who travel from China to the US find that，despite having studied English for years，they have to “re—learn” it upon arriving．
Words that we learned in English classes are not pronounced the same way here．To truly be part of the “melting pot”，fluency（流利）in English is not enough．You need an accent to stand out．
When I first came to the US for graduate school，1 was a nervous foreigner．I felt so out of place that I wanted to hide everything about me that was “different”．To talk like an American became one of my goals．
During my first term as a teaching assistant(TA)，my students complained（抱怨） they could not understand me．I learned later from a study that this complaint was common among US students with an international TA．It is called the “Oh, no!” syndrome (情緒、舉動(dòng))：“Oh，no! Not another international TA，and not that accent again!’’
So I imitated（模仿）the way native speakers talk and，over time，I made such good progress that American friends started to praise my English as having “almost no accent’’．I took this as a sign of my success．Ever since．people have often mistaken me for someone from many places：the Midwest，the West Coast，China，Japan，South Korea．Most frequently，people think I am from California．
Suddenly，conformity (一致) was no longer a praise：If I talk like an American，am I still Chinese? If I lose my Chinese accent，do I also lose my cultural identity? Am I denying（否認(rèn)）my past by being absorbed into（沉浸于）a new culture?
Now I realize that a person’s accent is a permanent（永久的）record of their past cultural experience and it is a mark of one’s experience and exposure to different cultures．
As a fourth-year student in the US，I am no longer a nervous foreigner．My nervousness has been replaced by a desire to hold on to my cultural origins．Now I consciously（有意識(shí)地）add some Chinese “accent” when I speak．I do not wish to speak “perfect” English because I am proud of who I am．
 
 

My Feeling of Speaking English in America
Time
Supporting details
At the (71) ______
I have to relearn English (72) ______ arriving there, for my pronunciations of words are (73) ______ from native speakers.
My students complained that I couldn’t make myself (74)______.
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People often (77) ______ me for someone from the Midwest，the West Coast，China， California and so on．  
Now
I think it necessary to keep my (78) ______ origins.
I often add some Chinese “accent” consciously when (79) ______ English because I am (80) ______ of being a Chinese.

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科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年山西省高三1月月考英語(yǔ)試卷（解析版） 題型：閱讀理解

Saying “thank you” is probably the first thing most of us learn to do in a foreign language. After all, we’re brought up to be polite, and it is important to make a good impression upon other people — especially across national divides.

So, what exactly are you supposed to say when “thank you” is only the 20th most popular way to express gratitude? According to a recent survey, 19 other ways of expressing appreciation finished ahead of “thank you” in a poll of 3,000 people.

Pollsters(民測(cè)調(diào)查員) found almost half of those asked preferred the more informal “cheers”, while others liked to use such expressions as “ta”, “great” and “nice one”.

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For instance, when going for a drink with friends, a smile and a “cheers” by way of thanks is not only appropriate to the situation, it is also culturally accurate.

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1.We can tell from the results of the poll that __________.

A．people are unconcerned about politeness nowadays.

B．“thank you” remains the best expression of gratitude.

C．there is a variety of expressions of appreciation.

D．there are more formal expressions than informal ones.

2.According to the passage, which is an appropriate response to “awesome” or “brilliant”?

A．Thanks.           B．Sure.             C．Nice one.          D．Cheers. .

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A．show their gratitude to others.             B．behave themselves well.

C．continue their acts of kindness.             D．stop worrying about bad manners.

4.Which of the following can serve as the best title of this passage?

A．How to Appear More Polite .               B．Ways to Show Gratitude.

C．Never hesitate to Say “Thank You”.        D．Good Manners in Decline!

 

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科目：高中英語(yǔ) 來(lái)源：2010年江蘇省高一下學(xué)期期末考試英語(yǔ)卷 題型：填空題

請(qǐng)認(rèn)真閱讀下面短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入最恰當(dāng)?shù)膯卧~。

 注意：每空一詞。

Most people who travel from China to the US find that，despite having studied English for years，they have to “re—learn” it upon arriving．

    Words that we learned in English classes are not pronounced the same way here．To truly be part of the “melting pot”，fluency（流利）in English is not enough．You need an accent to stand out．

    When I first came to the US for graduate school，1 was a nervous foreigner．I felt so out of place that I wanted to hide everything about me that was “different”．To talk like an American became one of my goals．

    During my first term as a teaching assistant(TA)，my students complained（抱怨） they could not understand me．I learned later from a study that this complaint was common among US students with an international TA．It is called the “Oh, no!” syndrome (情緒、舉動(dòng))：“Oh，no! Not another international TA，and not that accent again!’’

   So I imitated（模仿）the way native speakers talk and，over time，I made such good progress that American friends started to praise my English as having “almost no accent’’．I took this as a sign of my success．Ever since．people have often mistaken me for someone from many places：the Midwest，the West Coast，China，Japan，South Korea．Most frequently，people think I am from California．

    Suddenly，conformity (一致) was no longer a praise：If I talk like an American，am I still Chinese? If I lose my Chinese accent，do I also lose my cultural identity? Am I denying（否認(rèn)）my past by being absorbed into（沉浸于）a new culture?

    Now I realize that a person’s accent is a permanent（永久的）record of their past cultural experience and it is a mark of one’s experience and exposure to different cultures．

As a fourth-year student in the US，I am no longer a nervous foreigner．My nervousness has been replaced by a desire to hold on to my cultural origins．Now I consciously（有意識(shí)地）add some Chinese “accent” when I speak．I do not wish to speak “perfect” English because I am proud of who I am．

 

 

My Feeling of Speaking English in America

Time

Supporting details

At the (71) ______

I have to relearn English (72) ______ arriving there, for my pronunciations of words are (73) ______ from native speakers.

My students complained that I couldn’t make myself (74)______.

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I made great (75) ______ in spoken English by imitating the (76) ______ native speakers talk.

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I often add some Chinese “accent” consciously when (79) ______ English because I am (80) ______ of being a Chinese.

 

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完形填空。
     It was five minutes before midnight.
     "They should be home any time," Cindy thought as she finished the last touches on the chocolate cake
she was   1  . The cake didn't taste   2   because she had run out of sugar.
     The kitchen was in a mess (雜亂). Imagine a huge blender filled with all the things for making a chocolate
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     But Cindy wasn't thinking about the kitchen. She was   4   for her parents to return so that she could
present her gift. She turned off the   5   and waited excitedly in the dark. At last she saw the car headlights
flashing and heard the key going into the front   6  .
     Her parents tried to come in   7  . Cindy suddenly turned on the light and laughed loud, "Ta-daaa!" She   8   
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     "But Mom, I was only …"
     "Clean the   9   first thing in the morning!"
     "Honey," Cindy's father said gently, "take a look at the table."
     "I know-it's a mess," his wife said  10 . "The whole kitchen is a  11 ." She stormed up the stairs.
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(     )1. A. getting
(     )2. A. good
(     )3. A. down
(     )4. A. anxious
(     )5. A. water
(     )6. A. window
(     )7. A. quietly
(     )8. A. fell
(     )9. A. bedroom
(     )10. A. nervously
(     )11. A. game
(     )12. A. none
(     )13. A. blinded
(     )14. A. self-awareness
(     )15. A. blender 		B. ordering
B. strange
B. on
B. shocked
B. light
B. garden
B. hurriedly 
B. led
B. kitchen
B. confusedly
B. disaster
B. all
B. limited
B. self-control   
B. sugar 		C. making
C. fresh
C. over
C. sorry
C. TV
C. door
C. calmly
C. referred
C. bathroom
C. carefully
C. loss
C. neither
C. connected
C. self-defense   
C. cake 		D. eating
D. salty
D. back
D. moved
D. radio
D. garage
D. sharply
D. pointed                    
D. study
D. coldly
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D. either
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