Some personal characteristics play an important role in the development of one’s intelligence . But people fail to realize the importance of training these factors in young people .

The so-called ‘non-intelligence factors’（非智力因素）include    36     feelings , will , motivation （动机）, interests and habits . After a 30-year follow-up study of 8000 males , American psychologists （心理学）   37     that the main cause of disparities in intelligence is not intelligence     38    , but non-intelligence factors including the desire to learn , will power and self-confidence .

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

Some parents are greatly worried    41     their children fail to do well in their studies . They blame either genetic （遗传的）factors , malnutrition ,（营养不良）or laziness , but they never take     42    consideration these non-intelligence factors . At the same time , some teachers don’t inquire into these , as reasons    43     students do poorly . They simply give them more courses and exercises , or     44    criticize or laugh at them . After all , these students lose self-confidence . Some of them just feel defeated and     45    themselves up as hopeless . Others may go astray（迷途）because they are sick of learning .   46     investigation of more than 1,000 middle school students in Shanghai showed that 46.5 per cent of them were   47      of learning , because of examinations , 36.4 per cent lacked persistence , initiative （主动）and consciousness （正直地、谨慎的）and 10.3 per cent were sick of learning .

It is clear    48     the lack of cultivation （培养） of non-intelligence factors has been a main     49    to intelligence development in teenagers . It even causes an imbalance between physiological （生理的）and    50     development among a few students .

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

First , parents and teachers should    54     understand teenage psychology . On this basis , they can help them to pursue （调动）the objectives of learning ,     55   their interests and toughening their willpower .

36．A．one’s                     B．their                             C．his                         D．her

37．A．came out               B．found out                   C．made out               D．worked out

38．A．in itself                  B．by itself                 C．itself                      D．on its own

39．A．Though                  B．Nevertheless            C．However               D．Moreover

40．A．believing                      B．studying                 C．cultivating              D．developing

41．A．about                     B．when                     C．how                      D．whether

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

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

44．A．ever                             B．even                      C．still                      D．more

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

46．A．The                      B．An                         C．Another                  D．A

47．A．afraid                    B．ahead                     C．aware                    D．ashamed

48．A．that                      B．how                      C．why                       D．which

49．A．difficulty                      B．question                 C．threat                     D．obstacle(障碍)

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

51．A．practise                B．thrust                     C．strengthen              D．urge

52．A．intelligence            B．diligence                 C．maturity（成熟）   D．performance

53．A．projects                 B．warnings               C．suggestions             D．decision

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

55．A．insuring                 B．going                     C．encouraging           D．exciting

People of Burlington are being disturbed by the sound of bells. Four students from Burlington College of Higher Education are in the bell tower of the  1  and have made up their minds to  2  the bells nonstop for two weeks as a protest against heavy trucks which run   3  through the narrow High Street. “They not only make it  4  to sleep at night, but they are doing damage to our houses and shops of historical  5  , ”said John Norris, one of the protestors.

“If we must have these noisy trucks on the roads, ” said Jean Lacey, a biology student, “why don’t they build a new road that goes round the town?  Burlington isn’t much more than a  6  village. Its streets were never  7  for heavy traffic. ”

Harry Fields also studying  8  said they wanted to make as much  9  as possible to force the government officials to realize what everybody was having to  10  . “Most of them don’t  11  here anyway, ” he said, “they come for meetings and the Town Hall is soundproof, so they probably don’t  12  . It is high time they realized the problem. ” The fourth student, Liza Vernum, said she thought the public were mostly on their side, and even if they weren’t, they soon would be.

 I asked if they were  13  that the police might come to stop them.

“Not really, ” she said, “actually we are  14  bell ringers. I mean we are assistant bell ringers for the church. There is no law against practising. ”

I  15   the church with the sound of the bells ringing in my ears.

1. A. college       B. village      C. town     D. church

2. A. change        B. repair       C. ring        D. shake

3. A. now and then              B. day and night

C. up and down                  D. over and over

4. A. terrible                      B. difficult

C. uncomfortable                    D. unpleasant

5. A. scene                        B. period

C. interest                         D. sense

6. A. pretty                           B. quite

C. large                            D. modern

7. A. tested            B. meant        C. kept        D. used

8. A. chemistry                 B. geography

C. biology                          D. education

9. A. effort            B. time        C. trouble       D. noise

10. A. stand   B. accept       C. know     D. share

11. A. shop     B. live         C. come     D. study

12. A. notice                       B. mention

C. fear                             D. control

13. A. surprised                    B. afraid

C. pleased                          D. determined

14. A. proper                       B. experienced

C. hopeful                          D. serious

15. A. left         B. found        C. reached      D. passed

This is a dangerous world we live in. The number of murders goes up every year, people are dying of cancer, more people contract HIV, more teens are using drugs, ect. You know this because you’ve heard all the statistics on the news and in the paper. But do you really have an accurate idea what they mean? The numbers are going up, but how do they compare to the growth in population? Are more cases of these diseases being reported because of better testing techniques, or are the diseases more common? The fact is that without knowing the background statistics mean very little.

This growing trend of reporting only part of the information is becoming dangerous. For example, several years ago a high school student reported the dangers of the chemical known as dihydrogen monoxide. This chemical, found in most cancerous tumors, is often found in the blood of people drunk on alcohol, and causes complete physical and mental dependence for those who take the chemical even once. After reading his report, more than 75% of his Advanced Placement Chemistry class voted to forbid this dangerous chemical! Every one of the above statement is true, yet this chemical is necessary to all life on earth. The students made a mistake because they voted knowing only a few statements and statistics, rather than the chemical’s full background.

The point of this article is that one should be aware of what is and is not being said. When one finds a new fact or number, one should try to consider other important information before forming an opinion with only half-truths. Always remember that the author is trying to convince you of his or her own view, and will leave our information that is different from his view. For example, look again at the statistics that suggest skiing is safe. Only 32 people die each year when skiing, while 897 die from lightening strikes, but which is really more dangerous? If you think more about it, you will realize far fewer people go skiing each year than the number of people in danger of a lightning strike. When you think about it again, skiing is more dangerous than you might at first think when looking at the statistics. If we teenagers are to be left in this world, we had better be able to think critically, and form our own views, rather than be easily persuaded by another’s. To be warned is just to be prepared.

1.What’s the author’s attitude towards the growing trend of reporting only part of the      

  information?

Disapproving   B. Positive       C. Indifferent     D. Dangerous

2.In the first paragraph, what does the writer suggest?

A. We are now living in a dangerous world.

B. We get a lot of false statistics from the media.

C. There are around us more and more murders diseases, ect.

D. Statistics alone without full background don’t give us an accurate picture of things.

3.What’s the purpose of the writer’s using the two examples in the second paragraph?

A. To argue that high school students are easily persuaded.

B. To prove what is necessary to us might be dangerous.

C. To show the danger of reporting only part of the information.

D. To warn us of the harmful substance around us.

4.Relative information is often left out because ___________________. 

A. it is not important

B. the author is trying to show what he or she says is true

C. readers will consider other important information

D. readers are able to form an opinion with half-truths

5.What can we learn from the passage?

A. Some measures must be taken to protect our dangerous world.

B. The growing trend of reporting only half-truths is getting out of control.

C. Teenagers ought to improve their ability of telling right from wrong.

D. We should learn to think critically and look at problems from all sides.

Once my mother told me a story that in Africa, when an antelope (羚羊) wakes up every morning, the first thing it thinks about is, “I must be 36 to run faster than the fastest lion, or I will be killed.” 37 , a lion wakes from his dream. The first thing the lion thinks about is, “I must be able to catch the 38 antelope, or I will starve to 39 .” So almost simultaneously(同时地), the antelope and the lion get up and start running toward the 40 sun.

This is 41 : full of chances and challenges. Whether you are an antelope or a lion, you must go 42 when the sun rises. For students, it is just the same. If we don’t study hard, sooner or later, we will 43 the other students. At first I didn’t know what the word “exam” 44 . Later, I knew an exam was a kind of 45 . In competitions, there are always winners and 46 . As I grew up, I got to know competition well. In one’s life, there must be competitions, so people can 47 .

Each time I saw children playing games and heard their 48 , I wished I were that age again.  49 , I remembered my parents’ words: You must work very hard for a good future. So I 50 my pen and began to study hard again.

I was still not sure what competition 51 meant. One day, I was 52_in an English-speaking competition. When I went to the stage, I saw other students looking at me kindly. Suddenly I 53 what competition was. It is not as cruel as my teacher and parents told me. In fact, competition is the 54 : it is kind and necessary.

I learned a lot from realizing this 55 . Now I understand better about the world. Competition is important for us all.

1.                A．able           B．willing          C．ready    D．eager

2.                A．On the contrary  B．At the same time  C．In other words D．In the first place

3.                A．fastest         B．weakest        C．slowest   D．strongest

4.                A．death          B．survival         C．disease   D．suffering

5.                A．sinking         B．setting          C．shining   D．rising

6.                A．rule           B．life            C．study D．exam

7.                A．over           B．through         C．ahead    D．beyond

8.                A．fall behind      B．pass by         C．catch up  D．hold back

9.                A．felt            B．meant          C．referred  D．doubted

10.               A．victory         B．defeat         C．process   D．competition

11.               A．competitor      B．players         C．losers D．failures

12.               A．improve        B．conclude       C．acquire   D．handle

13.               A．crying          B．laughter        C．whisper   D．delight

14.               A．However       B．Therefore       C．Besides   D．Otherwise

15.               A．put up         B．brought up      C．made up   D．picked up

16.               A．commonly      B．simply          C．obviously  D．really

17.               A．succeeding      B．participating     C．taking D．getting

18.               A．doubted        B．acknowledged   C．knew D．admitted

19.               A．tough          B．important       C．content   D．opposite

20.               A．experience     B．knowledge      C．fact  D．consequence

完形填空（共20小题；每小题1分，满分20分）?
阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
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