It’s only too natural that personal characteristics play a vital role in the development of one's intelligence. But people   36   to realize the importance of cultivating (培养) these factors. The so-called “non-intelligence factors” include one’s   37  , will, motivation, interests and habits. In their studies American psychologists   38   the main cause of differences in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence.

  39   people know one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don’t   40   cultivating these factors.

Some parents are   41   when 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. Some teachers don’t inquire into such reasons as   43   students do poorly. They simply give them more courses and exercises, or   44   scold or laugh at them. After all these, students lose self-confidence. Some   45   themselves up as hopeless, feeling defeated. Others   46   take wrong or evil ways because they are sick of learning. An investigation of more than 1,000 middle school students showed that 46.5% of them were   47 

of learning because of examinations; 36.4% lacked persistence and 10.3% were sick of learning.

It is clear that   48   of cultivation of non-intelligence factors has been a main   49__         to intelligence development in teenagers. It even causes an imbalance between physiological  and   50   development among students.

If we don’t start now to   51   the cultivation of non-intelligence factors, it will not only block the development of   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.

   Parents and teachers should   54   understand teenage psychology. On this basic, they can help them to pursue the objectives of learning,   55   their interests in their studies and toughening their willpower.  

36. A. expect         B. fail                    C. try                    D. manage

37. A. feelings      B. appearances       C. strength            D. nutrition

38. A. desired      B. discovered               C. disclosed           D. designed

39. A. Though        B. Unless               C. Whether          D. Since

40. A. make use of      B. get rid of    C. pay attention to  D. look forward to

41. A. moved        B. worried             C. frightened       D. excited

42. A. for            B. in                      C. into                   D. over

43. A. why                 B. what                 C. when              D. how

44. A. ever           B. even                  C. still                   D. never

45. A. put            B. get                    C. make               D. give

46. A. shall          B. may                C. should D. must

47. A. afraid                B. aware              C. sceptical            D. supportive

48. A. lack          B. presence         C. increase         D. focus

49. A. storage      B. tendency           C. threat                D. barrier

50. A. intelligent   B. characteristic     C. psychological     D. physical

51. A. weaken      B. support             C. strengthen         D. oppose

52. A. performance B. diligence            C. maturity            D. intelligence

53. A. programs     B. warnings           C. proposals          D. decisions

54. A. fully            B. greatly             C. mainly              D. highly

55. A. ensuring       B. handling            C. widening           D. increasing

Australian scientists are trying to give kangaroo-style stomachs to cattle and sheep in a bid to cut the emission of greenhouse gases blamed for global warming.

Thanks to special bacteria in their stomachs, kangaroo farts contain no methane（甲烷）and scientists want to transfer that bacteria to cattle and sheep who emit large quantities of the harmful gas.

   While the usual image of greenhouse gas pollution is a billowing smokestack pushing out carbon dioxide, livestock passing wind contribute a surprisingly high percentage of total emissions in some countries.

   "Fourteen percent of emissions from all sources in Australia is from enteric methane from cattle and sheep," said Athol Klieve, a senior research scientist with the Queensland state government.

   "And if you look at another country such as New Zealand, which has got a much higher agricultural base, they're actually up around 50 percent," he said.

   Researchers say the bacteria also makes the digestive process much more efficient and could potentially save millions of dollars in feed costs for farmers.

   But it will take researchers at least three years to isolate the bacteria, before they can even start to develop a way of transferring it to cattle and sheep.

   Another group of scientists, meanwhile, has suggested Australians should farm fewer cattle and sheep and just eat more kangaroos.

   The idea is controversial（争议）, but about 20 percent of health conscious Australians are believed to eat the national symbol already.

   "It's low in fat, it's got high protein levels and it's very clean in the sense that basically it's the ultimate free range animal（散养动物）," said Peter Ampt of the University of New South Wales's institute of environmental studies.

56. According to the passage, global warming is now mainly caused by _____ .

A. methane                     B. carbon dioxide 

C. livestock passing wind          D. not mention in this passage

57. What does the underlined phrase “the idea”（paragraph 9）refer to?

   A. Australians should give kangaroo-style stomachs to cattle and sheep.

B. The bacteria could make the digestive process much more efficient.

C. Australians should farm fewer cattle and sheep and just eat more kangaroos.

   D. The bacteria could potentially save millions of dollars in feed costs for farmers.

58.  How will Australian scientists solve the problem of global warming?

A. Eating more kangaroos.  

B. Killing more cattle and sheep.

   C. Letting cattle and sheep pass less wind.

D. Transferring the special bacteria in kangaroos’ stomachs to cattle and sheep.

In our culture, the sources of what we call a sense of “mastery” — feeling important and worthwhile — and the sources of what we call a sense of “pleasure”— finding life enjoyable — are not always the same. Women often are told “You can’t have it all.” Sometimes what the speaker really is saying is: “You choose a career, so you can’t expect to have closer relationships or a happy family life.” or “You have a wonderful husband and children — what’s all this about wanting a career?” But women need to understand and develop both aspects of well-being, if they are to feel good about themselves.

Our study shows that, for women, well-being has two aspects. One is mastery, which includes self-respect, a sense of control over your life, and low levels of anxiety and depression. Mastery is closely related to the “doing” side of life, to work and activity. Pleasure is the other aspect, and it is made up of happiness, satisfaction and optimism. It is tied more closely to the “feeling” side of life. The two are independent of each other. A woman could be high in mastery and low in pleasure, and vice versa（反之亦然）. For example, a woman who has a good job, but whose mother has just died, might be feeling very good about herself and in control of her work life, but the pleasure side could be damaged for a time.

The concepts of mastery and pleasure can help us identify the sources of well-being for women, and correct past mistakes. In the past, women were encouraged to look only at the feeling side of life as the source of all well-being. But we know that both mastery and pleasure are important. And mastery seems to be achieved largely through work. In our study, all the groups of employed women were valued significantly higher in mastery than women who were not employed.

A woman’s well-being is developed when she takes on multiple roles. At least by middle adulthood, the women who were involved in a combination of roles — marriages, motherhood, and employment — were the highest in well-being, in spite of warnings about stress and strain.

63. It can be inferred from the first paragraph that ________.

A. for women, a sense of “mastery” is more important than a sense of “pleasure”

B. for women, a sense of “pleasure” is more important than a sense of “mastery”

C. women can’t have a sense of “mastery” and a sense of “pleasure” at the same time

D. a sense of “mastery” and a sense of “pleasure” are both necessary to women

64. The author’s attitude towards women having a career is________.

A. negative                   B. positive                    C. indifferent                D. realistic

65. One can conclude from the passage that if a woman takes on several social roles, ________.

A. it will be easier for her to overcome stress and strain

B. she will be more successful in her career

C. her chances of getting promoted will be greater

D. her life will be richer and more meaningful

66. Which of the following can be considered as a source of “pleasure” for women?

A. Family life                                                  B. Multiple roles in society

C. Regular employment                                    D. Freedom from anxiety

It’s only too natural that personal characteristics play a vital role in the development of one's intelligence. But people   36   to realize the importance of cultivating (培养) these factors. The so-called “non-intelligence factors” include one’s   37  , will, motivation, interests and habits. In their studies American psychologists   38   the main cause of differences in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence.

  39   people know one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don’t   40   cultivating these factors.

Some parents are   41   when 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. Some teachers don’t inquire into such reasons as   43   students do poorly. They simply give them more courses and exercises, or   44   scold or laugh at them. After all these, students lose self-confidence. Some   45   themselves up as hopeless, feeling defeated. Others   46   take wrong or evil ways because they are sick of learning. An investigation of more than 1,000 middle school students showed that 46.5% of them were   47 

of learning because of examinations; 36.4% lacked persistence and 10.3% were sick of learning.

It is clear that   48   of cultivation of non-intelligence factors has been a main   49__         to intelligence development in teenagers. It even causes an imbalance between physiological  and   50   development among students.

If we don’t start now to   51   the cultivation of non-intelligence factors, it will not only block the development of   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.

   Parents and teachers should   54   understand teenage psychology. On this basic, they can help them to pursue the objectives of learning,   55   their interests in their studies and toughening their willpower.  

36. A. expect         B. fail                    C. try                    D. manage

37. A. feelings      B. appearances       C. strength            D. nutrition

38. A. desired      B. discovered               C. disclosed           D. designed

39. A. Though        B. Unless               C. Whether          D. Since

40. A. make use of      B. get rid of    C. pay attention to  D. look forward to

41. A. moved        B. worried             C. frightened       D. excited

42. A. for            B. in                      C. into                   D. over

43. A. why                 B. what                 C. when              D. how

44. A. ever           B. even                  C. still                   D. never

45. A. put            B. get                    C. make               D. give

46. A. shall          B. may                C. should D. must

47. A. afraid                B. aware              C. sceptical            D. supportive

48. A. lack          B. presence         C. increase         D. focus

49. A. storage      B. tendency           C. threat                D. barrier

50. A. intelligent   B. characteristic     C. psychological     D. physical

51. A. weaken      B. support             C. strengthen         D. oppose

52. A. performance B. diligence            C. maturity            D. intelligence

53. A. programs     B. warnings           C. proposals          D. decisions

54. A. fully            B. greatly             C. mainly              D. highly

55. A. ensuring       B. handling            C. widening           D. increasing

Rest is critical to life and work and a positive attitude towards rest needs to be maintained. Enough rest is significant to our body and mind   36   a lack of adequate rest, as well as  __37__ attitudes to rest, will do great harm to our health.

    Rest is vital to our ability to   38   at our best. Recent news stories report that scientists are learning surprising things about the importance of sleep. There is enough __39_  suggesting that rest will refresh us,  40   our body and mind to work efficiently. Besides, rest is important for   41   that; it is helpful in setting   42   goals and deciding what goals to attain first. Those who are caught up in extremely busy lives   43   the time to think about what they are doing and to make objective   44  , which blocks the maximization of their   45  .

On the contrary, lack of adequate rest damages brain function, so much so that sleep experts have been able to   46   drops in IQ in patients who are   47   of sleep. Other studies have presented a negative effect on body movements in sleep-wanting subjects. It should not, therefore, be a   48   that the California Highway Patrol has stated that sleep-wanting drivers are as great a   49   to road safety as are drunken drivers.

    However, rest is widely   50   by some people. Instead of sleep, they go to pubs and clubs   51   what they call social drinking or having a smoke with friends and they   52__   that this kind of entertaining is rest. Nowadays, the economy forces people to drink and gamble for the sake of the   53   one moves in. The truth is that rest means not using our  _54 _ both physically and mentally, even spiritually. We need to rest correctly and   55  ; otherwise, tiredness and illness will occur.

The central problem of economics is to satisfy the people's and nation's wants.

The problem we faced with is that our resources, here identified as money are __50__. The only way we can solve the problem is to make choices. After looking at our resources, we must examine our list of __51__ and identify the things we need immediately, those we can postpone, and __52__ we cannot afford. As individuals, we face the central problem involved in economics---deciding how to allocate(分配) our limited resources to provide __53__ with greatest satisfaction of our wants.
    Nations face the same problem. As a country's population __54__, the need for more goods and services grows correspondingly. Resources necessary to production may increase, but there are __55__ enough resources to satisfy the total desires of a nation. Whether the budget meeting is taking place in the family living room, in the conference room of the corporation __56__ of directors, or in the chamber of the House of Representatives in Washington, the basic problem still exists. We need to find __57__ of allocating limited resources in order to satisfy unlimited wants.
    A short time ago, economists divided goods into two categories, free and economic. The former, like air and water, were in __58__ abundance(丰富) that economists had no concern for them. After all, economics is the __59__ of scarcity and what to do about it. Today many of these "free goods" are __60__ very expensive to use. Population has made clean air and water expensive for producers extra cost, and __61__ taxpayers who pay for the government's involvement in cleaning the environment.
    In the 1990s, almost all goods are __62__. Only by effort and money __63__ obtained in the from people wish.

Meeting needs of people and the demands from resource available __64__ the basic activity of production. In trying to meet unlimited wants from limited economic goods, production leads to new problems in economics.
　　

People with a positive attitude toward aging can adjust very well when individual circumstances change. Their positive outlook allows them to   50   to the inevitable physical and biochemical changes of the body that are associated with the natural   51   of aging. With a healthy outlook on the golden years, even unpredictable setbacks and disabilities can be managed   52  .

Individual genetic makeup (基因构造) explains the great   53   in the aging rate. Some seniors experience more challenges than others of the same age, and some seniors continue to function better than many younger people. But genetics only   54   about 30 percent of aging. Most of the changes we associate with age   55   factors such as diet and exercise habits; lifestyle issues, including over   56   of alcohol and tobacco, and psychological traits.

We can make healthy lifestyle choices by staying   57   both physically and mentally and by   58   a healthy diet. Some of the setbacks associated with advancing age such as   59   eyesight, loss of hearing, forgetfulness, weakness can be forestalled with some active intervention（干预）.

Growing older does not always mean you see poorly. Many older people have   60   good eyesight well into their eighties and beyond. However, the single greatest contributor to vision loss is a lifetime of   61   to damaging ultraviolet (紫外线) radiation in sunlight.

Carotenoids（类胡萝卜素）, a nutrient found in brightly colored vegetables and fruits, are powerful protectors against free-radical damage. Research shows that simply eating leafy greens and other foods rich in these protective nutrients can   62   vision loss.

Problems with hearing can create   63   and insecurity in later years. One of the major causes of age-related hearing loss is damage to the hair cells in the inner ear that transmit sounds to the brain. These hair cells and their nerve endings can be damaged by infections, genetic diseases, or treatment with certain drugs. The most common cause,   64  , is loud noise.

50.   A. stick                B. devote               C. adapt                D. lead

51.   A. progress            B. process              C. program            D. project

52.   A. successfully       B. purposefully      C. unwillingly        D. carefully

53.   A. surprise             B. variation           C. increase             D. possibility

54.   A. relies on            B. accounts for       C. results from              D. lies in

55.   A. involve in         B. relate to            C. combine with     D. substitute for

56.   A. reputation         B. enjoyment               C. consumption      D. encouragement

57.   A. active               B. calm                 C. efficient            D. diligent

58.   A. maintaining              B. feeding             C. surviving           D. controlling

59.   A. keen                B. failing               C. sharp                D. remote

60.   A. generally           B. frequently         C. relatively           D. occasionally

61.   A. contribution      B. introduction       C. explanation        D. exposure

62.   A. cure                  B. relieve                     C. reduce               D. suffer

63.   A. communication  B. isolation            C. competition              D. occupation

64.   A. therefore           B. otherwise          C. moreover          D. however

At the beginning of this century, medical scientists made an interesting discovery: we are built not just of flesh(肌肉) and blood but also of time. They were   41   to show that we all have a ‘body clock’   42   us, which controls the   43   and fall of our body energies,   44   us different from one day to the next.

The   45   of a ‘body clock’ should not be too   46   since the lives of most living things are controlled   47   the 24-hour night-and-day cycle(循环). We feel   48   and fall asleep at night and become   49   and energetic during the day. If the 24-hour cycle is   50   most people experience unpleasant   51  . For example, people who are not   52   to working at night can find that   53   of sleep causes them to   54   badly at work.

  55   the daily cycle of sleeping and   56  , we also have other cycles which   57   longer than one day. Most of us would   58   that we feel good on some days and not so good on   59  ; sometimes our ideas seem to flow and at other times, they   60   do not exist.

41. A. anxious                 B. careful                  C. able                    D. proud

42. A. around                B. inside                 C. between              D. on

43. A. rise                      B. supply                  C. use                     D. movement

44. A. showing                B. treating                 C. changing             D. making

45. A. idea                      B. opinion                 C. story                   D. invention

46. A. difficult                       B. exciting                C. interesting           D. surprising

47. A. from                    B. over                            C. by                      D. during

48. A. dull                     B. dreamy                C. tired                   D. peaceful

49. A. regular                 B. excited                 C. clear                   D. lively

50. A. shortened              B. disturbed                     C. reset                   D. troubled

51. A. moments               B. senses                   C. feelings               D. effects

52. A. used                     B. allowed                C. expected              D. prevented

53. A. miss                     B. none                     C. need                  D. lack

54. A. show                    B. perform                C. manage               D. control

55. A. With                     B. Except                  C. As well as            D. Rather than

56. A. waking                B. moving                 C. living                  D. working

57. A. repeat                   B. remain                  C. happen                D. last

58. A. believe                 B. agree                    C. realize                 D. allow

59. A. others                   B. the other               C. all other              D. other

60. A. only                   B. just                      C. still                     D. yet

It’s only too natural that personal characteristics play a vital role in the development of one's intelligence. But people   36   to realize the importance of cultivating (培养) these factors. The so-called “non-intelligence factors” include one’s   37  , will, motivation, interests and habits. In their studies American psychologists   38   the main cause of differences in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence.

  39   people know one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don’t   40   cultivating these factors.

Some parents are   41   when 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. Some teachers don’t inquire into such reasons as   43   students do poorly. They simply give them more courses and exercises, or   44   scold or laugh at them. After all these, students lose self-confidence. Some   45   themselves up as hopeless, feeling defeated. Others   46   take wrong or evil ways because they are sick of learning. An investigation of more than 1,000 middle school students showed that 46.5% of them were   47 

of learning because of examinations; 36.4% lacked persistence and 10.3% were sick of learning.

It is clear that   48   of cultivation of non-intelligence factors has been a main   49__         to intelligence development in teenagers. It even causes an imbalance between physiological  and   50   development among students.

If we don’t start now to   51   the cultivation of non-intelligence factors, it will not only block the development of   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.

   Parents and teachers should   54   understand teenage psychology. On this basic, they can help them to pursue the objectives of learning,   55   their interests in their studies and toughening their willpower.  

36. A. expect         B. fail                    C. try                    D. manage

37. A. feelings      B. appearances       C. strength            D. nutrition

38. A. desired      B. discovered               C. disclosed           D. designed

39. A. Though        B. Unless               C. Whether          D. Since

40. A. make use of      B. get rid of    C. pay attention to  D. look forward to

41. A. moved        B. worried             C. frightened       D. excited

42. A. for            B. in                      C. into                   D. over

43. A. why                 B. what                 C. when              D. how

44. A. ever           B. even                  C. still                   D. never

45. A. put            B. get                    C. make               D. give

46. A. shall          B. may                C. should D. must

47. A. afraid                B. aware              C. sceptical            D. supportive

48. A. lack          B. presence         C. increase         D. focus

49. A. storage      B. tendency           C. threat                D. barrier

50. A. intelligent   B. characteristic     C. psychological     D. physical

51. A. weaken      B. support             C. strengthen         D. oppose

52. A. performance B. diligence            C. maturity            D. intelligence

53. A. programs     B. warnings           C. proposals          D. decisions

54. A. fully            B. greatly             C. mainly              D. highly

55. A. ensuring       B. handling            C. widening           D. increasing