Part III Cloze

Directions: There are twenty blanks in the following passage. For each blank there are four choices. Choose the one that best fits into the passage and then marks your answer on the Answer Sheet.

There are two factors which determine an individual’s intelligence. The first is the sort of brain he is born 61 . Human brains differ considerably, 62 being more capable than others. 63 no matter how good a brain he has to begin with, an individual will have a low order of intelligence 64 he has opportunities to learn. So the second factor is what 65 to the individual—the sort of environment in which he is brought 66 . If an individual is handicapped (受阻碍) 67 , it is likely that his brain will 68 to develop and he will 69 attain the level of intelligence of which he is 70 .

The importance of environment in determining an individual’s intelligence can be 71 by the case history of the identical twins, Peter and John. When the twins were three months old, their parents died, and they are placed in 72 foster (寄养) homes. Peter was reared by parents of low intelligence in an 73 community with poor educational 74 . John, 75 , was educated in the home of well-to-do parents who has been to college. This environmental 76 continued until the twins were 77 their late teens, 78 they were given tests to 79 their intelligence. John’s I.Q. (智商) was 125, twenty-five points higher than the 80 and fully forty points higher than his identical brother.

61. A. for B. by C. with D. in

62. A. most B. some C. many D. few

63. A. But B. For C. Still D. And

64. A. if B. thought C. as D. unless

65. A. refers B. applies C. happens D. concerns

66. A. about B. up C. forward D. forth

67. A. relatively B. intelligently C. regularly D. environmentally

68. A. fail B. help C. manage D. stop

69. A. ever B. never C. even D. nearly

70. A. able B. capable C. available D. acceptable

71. A. demonstrated B. denied C. neglected D. ignored

72. A. separate B. similar C. remote D. individual

73. A. omitted B. isolated C. enclosed D. occupied

74. A. possibilities B. opportunities C. capacities D. responsibilities

75. A. moreover B. consequently C. then D. however

76. A. exception B. division C. difference D. alteration

77. A. in B. by C. at C. for

78. A. while B. since C. when D. because

79. A. estimate B. count C. decide D. measure

80. A. average B. common C. usual D. ordinary

Letchildrenlearntojudgetheirownwork.Achildlearningtotalkdoesnotlearnbybeingcorrectedallthetime;ifcorrectedtoomuch,hewillstoptalking.Henoticesathousandtimesadaythedifferencebetweenthelanguagesheusesandthelanguagethosearoundhimuse.Bitbybit,hemakesthenecessarychangestomakehislanguagelikeotherpeople.Inthesameway,whenchildrenlearntodoalltheotherthingstheylearntodowithoutbeingtaught-towalk,run,climb,whistle,rideabicycle-comparethoseperformanceswiththoseofmoreskilledpeople,andslowlymaketheneededchanges.Butinschoolwenevergiveachildachancetofindouthisownmistakesforhimself,letalonecorrectthem.Wedoitallforhim.Weactasifwethoughtthathewouldnevernoticeamistakeunlessitwaspointedouttohim,orcorrectitunlesshewasmadeto.Soonhebecomesdependentontheteacher.Lethimdoithimself.Lethimworkout,withthehelpofotherchildrenifhewantsit,whatthiswordsays,whatansweristothatproblem,whetherthisisagoodwayofsayingordoingthisornot.

Ifitisamatterofrightanswers,asitmaybeinmathematicsorscience,givehimtheanswerbook.Lethimcorrecthisownpapers.Whyshouldweteacherswastetimeonsuchroutinework?Ourjobshouldbetohelpthechildwhenhetellsusthathecan’tfindthewaytogettherightanswer.Let’sendthisnonsenseofgrades,exams,marks,Letusthrowthemallout,andletthechildrenlearnwhatalleducatedpersonsmustsomedaylearn,howtomeasuretheirownunderstanding,howtoknowwhattheyknowordonotknow.

Letthemgetonwiththisjobinthewaythatseemssensibletothem.Withourhelpasschoolteachersiftheyaskforit.Theideathatthereisabodyofknowledgetobelearntatschoolandusedfortherestofone’slifeisnonsenseinaworldascomplicatedandrapidlychangingasours.Anxiousparentsandteacherssay,“Butsupposetheyfailtolearnsomethingessentialtheywillneedtogetintheworld?”Don’tworry!Ifitisessential,theywillgooutintotheworldandlearnit.

1.Whatdoestheauthorthinkisthebestwayforchildrentolearnthings?

A.bycopyingwhatotherpeopledo.

B.bymakingmistakesandhavingthemcorrected.

C.bylisteningtoexplanationsfromskilledpeople.

D.byaskingagreatmanyquestions.

2.Whatdoestheauthorthinkteachersdowhichtheyshouldnotdo?

A.Theygivechildrencorrectanswers.

B.Theypointoutchildren’smistakestothem.

C.Theyallowchildrentomarktheirownwork.

D.Theyencouragechildrentomarktocopyfromoneanother.

3.Thepassagesuggeststhatlearningtospeakandlearningtorideabicycleare___.

A.notreallyimportantskills.

B.moreimportantthanotherskills.

C.basicallydifferentfromlearningadultskills.

D.basicallythesameaslearningotherskills.

4.Exams,grades,andmarksshouldbeabolishedbecausechildren’sprogressshouldonlybeestimatedby___.

A.educatedpersons.

B.thechildrenthemselves.

C.teachers.

D.parents.

5.Theauthorfearsthatchildrenwillgrowupintoadultswhilebeing___.

A.tooindependentofothers.

B.toocriticalofthemselves.

C.incapabletothinkforthemselves.

D.incapabletousebasicskills.

翻译：

最近，一些地方大学开始将方言列为某些学生的必修课程，学生们要学习当地方言，然后被评分以作为毕业的依据之一。一方面，支持此种做法的人认为，将方言列为必修课可防止其消失，从而使当地传统文化和文化多样性得以弘扬，同时城市独特的个性得以保留。另一方面，反对此种做法的人争论说，当地学生与外地学生相比有很多绝对优势，因此将方言列为必修课会引起教育不公平的问题。而且，将方言列为必修课程还会引起一些其他问题，如教材使用、师资问题和考试标准等。在我看来，方言作为传统文化不可缺少的一部分和一种交流工具，可以让学生自愿学习和使用，而不是强制完成。

翻译：

Thecaptainrealizedthatthementriedtodeceivehimsohemadethemworkveryhardfortherestofthevoyage.(PassageOne)

Part IV Translation

By making vehicles lighter in weight aluminum has greatly reduced the amount of fuel needed to move them, (Passage Two)