Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experience? Strangely enough, the answer to these questions is yes. To some degree our intelligence is given to us at birth, and no amount of education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and different surroundings. Thus the limits of persons’ intelligence are fixed at birth, and whether or not he reaches those limits will depend on his environment. This idea, now held by most experts, can be supported in a number of ways.
It is easy to show that intelligence is to some degree something we are born with. The closer the blood relationship between two people, the closer they are likely to be intelligent. Thus if we take two unrelated people at random from population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two twins, they are very likely to be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this shows that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in touch with each other, but who are not related at all are likely to have similar degree of intelligence.
【小题1】If a child is born with low intelligence, he can ______.

Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experience? Strangely enough, the answer to these questions is yes. To some degree our intelligence is given to us at birth, and no amount of education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and different surroundings. Thus the limits of persons’ intelligence are fixed at birth, and whether or not he reaches those limits will depend on his environment. This idea, now held by most experts, can be supported in a number of ways.
It is easy to show that intelligence is to some degree something we are born with. The closer the blood relationship between two people, the closer they are likely to be intelligent. Thus if we take two unrelated people at random from population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two twins, they are very likely to be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this shows that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in touch with each other, but who are not related at all are likely to have similar degree of intelligence.

1. 1.

   If a child is born with low intelligence, he can ______.

   1. A.
      become a genius
   2. B.
      not reach his intelligence in his life
   3. C.
      reach his intelligence limits in rich surroundings
   4. D.
      still become a genius if he should be given special education
2. 2.

   In Paragraph 2, the underlined sentence “if we take two unrelated people at random from population” means “______.”

   1. A.
      if we pick any two persons
   2. B.
      if we take out two different persons
   3. C.
      if we choose two persons who have relations
   4. D.
      if we choose two persons with different intelligence
3. 3.

   The example of the twins going to a university and to a factory separately shows ______.

   1. A.
      the part that birth plays
   2. B.
      the importance of their relations
   3. C.
      the importance of their intelligence
   4. D.
      the role of environment on intelligence
4. 4.

   The best title of the passage can be “______”.

   1. A.
      Surroundings
   2. B.
      Intelligence
   3. C.
      Dependence on Environment
   4. D.
      Effect of Education

阅读理解

　　Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experience? Strangely enough, the answers to these questions are Yes. To some extent our intelligence is given to us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence are fixed at birth, whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways.

　　It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be intelligent. Thus if we take two unrelated people at random from the population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two identical twins, they will be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence and this clearly suggests that intelligence depends on birth.

　　Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We should soon find differences in intelligence developing and this shows that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close touch with each other, but who are not related at all are likely to have similar degree of intelligence.

（1）The writer is in favor of the view that man's intelligence is given to him ________.

[　　]

A. at birth

B. through education

C. both at birth and through education

D. neither at birth nor through education

（2）If a child is born with low intelligence, he cannot __________.

[　　]

A. become a genius

B. still become a genius if he should be given

C. exceed intelligence limits in rich surroundings

D. teach his intelligence in his life

（3）In the second paragraph “if we take two unrelated people at random from the population” means “if we”.

[　　]

A. pick out any two persons

B. pick out two different persons

C. choose two persons who are relatives

D. choose two persons with different intelligence

（4）The example of the twins going to college and to a factory

separately shows __________.

[　　]

A. the importance of their intelligence

B. the effect of environment on intelligence

C. the importance of their positions

D. the part that birth plays

（5）The best title of this passage can be __________.

[　　]

A. Surroundings

B. Intelligence

C. Dependence on Environment

D. Effect on Education

阅读理解

　　Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experience? Strangely enough, the answers to these questions are Yes. To some extent our intelligence is given to us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence are fixed at birth, whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways.

　　It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be intelligent. Thus if we take two unrelated people at random from the population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two identical twins, they will be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence and this clearly suggests that intelligence depends on birth.

　　Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We should soon find differences in intelligence developing and this shows that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close touch with each other, but who are not related at all are likely to have similar degree of intelligence.

（1）The writer is in favor of the view that man's intelligence is given to him ________.

[　　]

A. at birth

B. through education

C. both at birth and through education

D. neither at birth nor through education

（2）If a child is born with low intelligence, he cannot __________.

[　　]

A. become a genius

B. still become a genius if he should be given

C. exceed intelligence limits in rich surroundings

D. teach his intelligence in his life

（3）In the second paragraph “if we take two unrelated people at random from the population” means “if we”.

[　　]

A. pick out any two persons

B. pick out two different persons

C. choose two persons who are relatives

D. choose two persons with different intelligence

（4）The example of the twins going to college and to a factory

separately shows __________.

[　　]

A. the importance of their intelligence

B. the effect of environment on intelligence

C. the importance of their positions

D. the part that birth plays

（5）The best title of this passage can be __________.

[　　]

A. Surroundings

B. Intelligence

C. Dependence on Environment

D. Effect on Education