Question

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 （動(dòng)機(jī)）, interests and habits . After a 30-year follow-up study of 8000 males , American psychologists （心理學(xué)）   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 （遺傳的）factors , malnutrition ,（營(yíng)養(yǎng)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 （主動(dòng)）and consciousness （正直地、謹(jǐn)慎的）and 10.3 per cent were sick of learning .

It is clear    48     the lack of cultivation （培養(yǎng)） 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 （調(diào)動(dòng)）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．a(chǎn)bout                     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．a(chǎn)fraid                    B．a(chǎn)head                     C．a(chǎn)ware                    D．a(chǎn)shamed

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

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

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

Answer 1

36--55    ABCAC   BCABD   BAADC   CACAD  

解析:

36  本題考查所有格的形式。人們的非智力因素包括其情感、意志、動(dòng)機(jī)、興趣和習(xí)慣。此處表泛指。

37  come out出版，發(fā)芽； make out辨認(rèn)出； work out計(jì)算出，制定出。

心理學(xué)家對(duì)8000名男性進(jìn)行研究，目的就是為了找出影響智力的因素發(fā)展的原因。

38  根據(jù)后面的but non-- intelligence可知，此處所表達(dá)的意思為：使人智力不同的原因不在于智力本身，而在于非智力因素。in itself本來(lái)，就其本身而言；by itself獨(dú)自，單獨(dú)；on it’s own獨(dú)立地。

39  聯(lián)系上下文可知，很多父母和教師不注重培養(yǎng)兒童的非智力因素，盡管他們都知道人應(yīng)該具備這些非智力因素。

40  根48個(gè)空下面的the lack of cultivation of non---intelligence factors可知答案。

41  孩子成績(jī)不好的時(shí)候，父母必然會(huì)擔(dān)心。

42  take…into consideration考慮…… 。

43  本句為一定語(yǔ)從句，先行詞reason在從句中作狀語(yǔ)，用why。

44  句中兩個(gè)分句應(yīng)為遞進(jìn)關(guān)系。

45 結(jié)合前文的lose self-confidence; feel defeated及后面的 hopeless可知give…up意為放棄；認(rèn)為……無(wú)可救藥。

46  對(duì)上海在校生的調(diào)查，在文中第一次提到，并且表示泛指，故用an。

47  學(xué)生害怕考試，而學(xué)習(xí)就有考試，因而導(dǎo)致學(xué)生害怕學(xué)習(xí)。be ahead of超過(guò)；be aware of知道，意識(shí)到；be ashamed of對(duì)……感到羞恥。

48  本句為一個(gè)主語(yǔ)從句。it是形式主語(yǔ)，因?yàn)閺木渲胁蝗背煞�，也沒(méi)有疑問(wèn)，故真正的主語(yǔ)為that從句。

49  文中提到，影響人的智力因素主要在于非智力因素的養(yǎng)成，而大多數(shù)父母和教師又不注重培養(yǎng)孩子的非智力因素。因此，非智力因素培養(yǎng)缺乏問(wèn)題，成為孩子智力發(fā)表的一個(gè)障礙。threat恐嚇;difficulty困難；question問(wèn)題。

50   學(xué)生的生理與心理應(yīng)該是均衡發(fā)展。

51  上文提到因?yàn)槿狈Ψ侵橇σ蛩氐呐囵B(yǎng)阻礙了青少年智力因素的發(fā)展，因此，我們應(yīng)當(dāng)加強(qiáng)對(duì)青少年非智力因素的培養(yǎng)。

52  文中主要闡述了非智力因素對(duì)智力發(fā)展的影響。

53  根據(jù)后文的how to cultivate students’ non-intelligence factor可知此外應(yīng)是提出建議。

54  本題主要考查在特定語(yǔ)境下，使用動(dòng)詞修飾語(yǔ)的能力。fully understand充分理解。

55  excite意為喚起（興趣）；引起（感情等）。