第頁(yè)P(yáng)assage1Directions:Inthispart,youwillhave15minutestogooverthepassagequicklyandanswerthequestionsonAnswerSheet1.Forquestions1―7,choosethebestanswerfromthefourchoicesmarked[A],[B],[C]and[D].Forquestions8―10,completethesentenceswiththeinformationgiveninthepassage.AnotherIntelligence

EmotionalintelligenceasatheorywasfirstbroughttopublicattentionbythebookEmotionalIntelligence,WhyItcanMatterMoreThanIQbyDanielGoleman,butthetheoryitselfis,infact,attributedtotwoAmericans,JohnDMayerandPeterSalovey.WhatisemotionalintelligenceexactlyAccordingtoGoleman,EmotionalIntelligenceconsistsoffivekeyelements.

Thefirstisknowingone’sownemotions:beingabletorecognizethatoneisinanemotionalstateandhavingtheabilitytoidentifywhichemotionisbeingexperienced,evenifitisnotaparticularlycomfortablefeelingtoadmitto,e.g.jealouslyorenvy.

Emotionalawarenesscanthenleadtomanagingone’semotions.Thisinvolvesdealingwithemotions,likejealousy,resentment,anger,etc,thatonemayhavedifficultyacceptingby,perhaps,givingoneselfcomfortfood,ordoingnicethingswhenoneisfeelinglow.Manypeopledothisinstinctivelybybuyingchocolateortreatingthemselves;othersareabletowrapthemselvesinpositivethoughtsor‘motherthemselves’.Thereare,ofcourse,manypeoplewhoareincapableofdoingthis,andsoneedtobetaught.

Thethirdareaisself-motivation.Ouremotionscansimultaneouslyempowerandhinderus,soitisimportanttodeveloptheabilitytocontrolthem.

Strategiescanbelearntwherebyemotionsaresetasidetobedealtwithatalaterdate.Forexample,whendealingwiththesuccessorgoodfortuneofothers,itisbetternottosuppressanynegativeemotionthatarises.Onejusthastorecognizeitisthere.Andthenonejustneedstobeextracarefulwhenmakingdecisionsandnotallowone’semotionstocloudtheissue,bylettingthemdictatehowonefunctionswiththatperson.Theseparationoflogicandemotionisnoteasywhendealingwithpeople.

Associalbeings,weneedtobeabletodealwithotherpeople,whichbringsustothenextitemonGoleman’slist,namely:recognizingemotionsinotherpeople.Thismeans,ineffect,havingordeveloping“socialradar”,ielearningtoreadtheweathersystemsaroundindividualorgroupsofpeople.Obviously,leadingonfromthisistheabilitytohandlerelationships.Ifwecanrecognize,understandandthendealwithotherpeople’semotions,wecanfunctionbetterbothsociallyandprofessionally.Notbeingtangible,emotionsaredifficulttoanalyzeandquantify,compoundedbythefactthateachareainthelistabove,doesnotoperateinisolation.Eachofushasmisreadafriend’soracolleague’sbehaviortousandotherpeople.Theclassicexampleistheshyperson,categorizedbysomepeopleasarrogantanddistantandbyothersaslivelyandfriendlyandverypersonable.HowcantwodifferentgroupsmakeadefinitiveanalysisofsomeonethatissostrikinglycontradictoryAndyetthishappensonadailybasisinallourrelationships—eventothepointofmisreadingthebehaviorofthoseclosetous!Intheworkscenario,thiscancostmoney.Andsoitmakeseconomicsenseforbusinesstobeawareofitanddevelopstrategiesforemployingpeopleanddealingwiththeiremployees.

Allcommonsenseyoumightsay.Golemanhimselfhasevensuggestedthatemotionalintelligenceisjustanewwayofdescribingcompetence;whatsomepeoplemightcallsaviorfaireorsavoirvivre.Partoftheproblemhereisthatsocietyorsomepartsofsocietyhaveforgottenthattheseskillseverexistedandhavefoundtheneedtore-inventthem.

ButtheemergenceofEmotionalIntelligenceasatheorysuggeststhatthefamilysituationsandothersocialinteractionswheresocialskillswerehonedinthepastarefastdisappearing,sothatpeoplenowsadlyneedtobere-skilled.1.EmotionalIntelligenceasatheory______.[A]wasunheardofuntilthe1970s[B]isattributedtoDanielGoleman[C]consistsofatleastfivekeyareas[D]isattributedtoMayerandSalovey2.Whichisonewayofcontrollingemotions[A]Toputthemtothesidetodealwithlater.[B]Tousebothlogicandemotion.[C]Tosuppressthenegativeones.[D]Tohinderthem.3.Aswellasbeingintangible,whatistheproblemwithemotions

[A]Theyaredifficult.[B]Theyarecompounded.[C]Theyaredifficulttoqualify.[D]Theydonotoperateinisolation.4.Misreadingthebehaviorofothers______.[A]isalwaysexpensive[B]isaclassicexample[C]happensonadailybasis[D]ismostcommonwiththoseclosetous5.Employersneedto______.[A]savemoney[B]workscenario[C]knowaboutpeople’semotions[D]employanddealwithemployees6.GolemanlinksEmotionalIntelligenceto______.[A]happiness

[B]competence[C]incompetence

[D]commonsense7.ThefactthattheideaofEmotionalIntelligencehasemergedsuggeststhatsocialinteractivities______.[A]arehoned[B]happeninthefamily[C]needtobere-skilled[D]arebecominglessfrequent8.Knowingone’semotionsinvolvesboth____________.9.Theabilitytorecognizeemotionsinotherpeopleislike____________.10.Handlingrelationshipsisthekeyto____________.答案解析：Passage1【構(gòu)造剖析】爭(zhēng)論文。文章首先引出情感智商這個(gè)理論的相關(guān)狀況，接著詳細(xì)闡述情感智商的五大內(nèi)涵。1.【線索詞】theory

【定位處】首段首句【解

析】選[D]。本題涉與到情感智商這個(gè)理論的提出。首段首句提出，這個(gè)理論首次引起公眾留意的是在戈?duì)柭臅?shū)發(fā)表之后，然后話鋒一轉(zhuǎn)，事實(shí)上，這個(gè)理論本身是由彼得·塞拉維與約翰·梅耶兩名美國(guó)人提出的，所以這個(gè)理論的提出還是應(yīng)當(dāng)歸功于這兩位美國(guó)人，故答案為[D]。情感智商包含五大內(nèi)涵，故解除[C]?！驹O(shè)題處】轉(zhuǎn)折處設(shè)題2.【線索詞】controllingemotions

【定位處】第二段倒數(shù)第四句與第五句【解

析】選[A]。本題涉與到限制心情的一種方法。該段倒數(shù)第四句提到，最重要的是要有實(shí)力限制心情，接下來(lái)就提出限制心情的方法：把它們先放到一邊，過(guò)一段時(shí)間再處理，故答案為[A]。其他幾項(xiàng)表述錯(cuò)誤。【設(shè)題處】舉例處設(shè)題3.【線索詞】intangible

【定位處】第三段第五句【解

析】選[D]。本題涉與到情感智商是無(wú)形資產(chǎn)的問(wèn)題。該段第五句提到，心情不是有形資產(chǎn)（tangible），很難分析與量化（analyzeandquantify），它是以上所列出的幾點(diǎn)的綜合（compounded），并不能孤立處理（doesnotoperateinisolation），intangible意為“有形資產(chǎn)”，故答案為[D]?！驹O(shè)題處】事實(shí)處設(shè)題4.【線索詞】Misreadingthebehavior

【定位處】第三段倒數(shù)第二句【解

析】選[C]。本題涉與到對(duì)別人行為的誤會(huì)。該段倒數(shù)第二句提到，然而這卻發(fā)生在我們?nèi)咳穗H關(guān)系的日常根底（happensonadailybasis）——甚至誤會(huì)那些與我們很親近的人的行為！，本句中的this指的是破折號(hào)后的misreadingthebehavior，故選[C]。其他三項(xiàng)都是對(duì)文章的誤會(huì)?！驹O(shè)題處】破折號(hào)處設(shè)題5.【線索詞】Employers

【定位處】第三段末句【解

析】選[C]。本題涉與到雇主的狀況。該段末句提到，Andsoitmakeseconomicsenseforbusinesstobeawareofitanddevelopstrategiesforemployingpeopleanddealingwiththeiremployees，也就是說(shuō)，雇主因?yàn)樯媾c到工資，應(yīng)當(dāng)對(duì)雇員的情商進(jìn)展考察，故答案為[C]?！驹O(shè)題處】舉例處設(shè)題6.【線索詞】GolemanlinksEmotionalIntelligence

【定位處】倒數(shù)第二段第二句【解

析】選[B]。本題涉與到戈?duì)柭鼘?duì)情感智商的看法。該段第二句提到，戈?duì)柭约荷踔猎窠ㄗh，情感智商僅僅是描繪實(shí)力的一種新方法，所以說(shuō)，戈?duì)柭鼘⑶楦兄巧膛c實(shí)力練習(xí)在一起，故答案為[B]?！驹O(shè)題處】觀點(diǎn)處設(shè)題7.【線索詞】socialinteractivities

【定位處】末段【解

析】選[D]。本題涉與到情感智商理論的出現(xiàn)與社會(huì)合作行為的關(guān)系。該段提到，但是情感智商作為理論的出現(xiàn)說(shuō)明了過(guò)去在家庭環(huán)境與其他社會(huì)關(guān)系中占據(jù)重要地位的社交技能正在快速的消逝，故答案為[D]。【設(shè)題處】觀點(diǎn)處設(shè)題8.【線索詞】Knowingone'semotions

【定位處】首段末句【解

析】recognitionandidentification。本題涉與到自我心情認(rèn)知的內(nèi)容。該段末句提到，情感智商包括五大內(nèi)涵：第一是自我認(rèn)知，即可以相識(shí)（recognize）到自己的心情狀態(tài)，有實(shí)力區(qū)分（identify）自己正在閱歷的心情，甚至成認(rèn)嫉妒不是一種特殊令人舒適的情感，本題須要填名詞形式，所以須要填recognize與identify的名詞形式：recognitionandidentification。【設(shè)題處】事實(shí)處設(shè)題9.【線索詞】recognizeemotionsinotherpeople

【定位處】第三段首句【解

析】havingsocialradar。本題涉與到認(rèn)知?jiǎng)e人心情的問(wèn)題。該段首句提到，認(rèn)知?jiǎng)e人的心情。也就是說(shuō)，事實(shí)上，擁有或開(kāi)展“社會(huì)雷達(dá)”（socialradar），也就是說(shuō)學(xué)會(huì)讀懂四周群體與個(gè)體的“天氣系統(tǒng)”?！驹O(shè)題處】比方處設(shè)題10.【線索詞】Handlingrelationships

【定位處】第三段第四句【解

析】bettersocialandprofessionalfunctioning.。本題涉與到處理人際關(guān)系的關(guān)鍵。該段第四句提到，假設(shè)我們可以認(rèn)知、理解然后處理別人的情感，我們就能在社會(huì)關(guān)系與專業(yè)技能上發(fā)揮的更好?！驹O(shè)題處】虛擬處設(shè)題Passage2Directions:Inthispart,youwillhave15minutestogooverthepassagequicklyandanswerthequestionsonAnswerSheet1.Forquestions1–7,choosethebestanswerfromthefourchoicesmarked[A],[B],[C]and[D].Forquestions8–10,completethesentenceswiththeinformationgiveninthepassage.EducationStudyFindsU.S.FallingBehindTeachersintheUnitedStatesearnlessrelativetonationalincomethantheircounterpartsinmanyindustrializedcountries,yettheyspendfarmorehoursinfrontoftheclassroom,accordingtoamajornewinternationalstudy.ThesalarydifferentialsarepartofapatternofrelativelylowpublicinvestmentineducationintheUnitedStatescomparedwithothermembernationsoftheOrganizationforEconomicCooperationandDevelopment,agroupinParisthatcompiledthereport.TotalgovernmentspendingoneducationalinstitutionsintheUnitedStatesslippedto4.8percentofgrossdomesticproductin1998,fallingundertheinternationalaverage—5percent—forthefirsttime.

“Thewholeeconomyhasgrownfasterthantheeducationsystem,”AndreasSchleicher,oneofthereports’authors,explained.“Theeconomyhasdoneverywell,butteachershavenotfullybenefit.”Thereport,dueouttoday,isthesixthoneducationpublishedsince1991bytheorganizationof30nations,foundedin1960,andnowcoveringmuchofEurope,NorthAmerica,Japan,SouthKorea,AustraliaandNewZealand.Inadditiontotheteacherpaygap,thereportshowstheothercountrieshavebeguntocatchupwiththeUnitedStatesinhighereducation:collegeenrollmenthasgrownby20percentsince1995acrossthegroup,withoneinfouryoungpeoplenowearningdegrees.Forthefirsttime,theUnitedStates’collegegraduationrate,nowat33percent,isnottheworld’shighest.Finland,theNetherlands,NewZealandandBritainhavesurpassedit.TheUnitedStatesisalsoproducingfewermathematicsandsciencegraduatesthanmostoftheothermemberstates.And,thereportsays,acollegedegreeproducesagreaterboostinincomeherewhilethelackofahighschooldiplomaimposesabiggerincomepenalty.“Thenumberofgraduatesisincreasing,butthatstimulatesevenmoreofademand—thereisnoendinsight,”Mr.Schleichersaid.“Thedemandforskill,clearly,isgrowingfasterthanthesupplythatiscomingfromschoolsandcolleges.”ThereportliststhesalaryforahighschoolteacherintheUnitedStateswith15yearsexperienceas$36,219,abovetheinternationalaverageof$31,887butbehindsevenothercountriesandlessthan60percentofSwitzerland’s$62,052.BecauseteachersintheUnitesStateshaveaheavierclassroomload—teachingalmostathirdmorehoursthantheircounterpartsabroad—theirsalaryperhourofactualteachingis$35,lessthantheinternationalaverageof$41(Denmark,SpainandGermanypaymorethan$50perteachinghour,SouthKorea$77).In1994,suchaveteranteacherintheUnitedStatesearned1.2timestheaveragepercapitaincomewhereasin1999thesalarywasjustunderthenationalaverage.OnlytheCzechRepublic,Hungary,IcelandandNorwaypaytheirteacherslessrelativetonationalincome;inSouthKorea,teachersearn2.5timesthenationalaverage.Teacherpayaccountsfor56percentofwhattheUnitedStatesspendsoneducation,wellbelowthe67percentaverageamongthegroupofcountries.ThenewdatacomeastheUnitedStatesfacesashortageoftwomillionteachersoverthenextdecade,withquestionsoftraining,professionalismandsalariesbeingdebatedbypoliticianslocalandnational.JoostYff,aninternationalexpertattheAmericanAssociationofCollegesofTeacherEducation,saidtrainingforteachersiscomparableamongmostofthenationsinthestudy,andthattheyarealldealingwithsimilarissuesofraisingstandardsandincreasingprofessionalism.ThoughtheUnitedStateslagsbehindinscoresonstandardizedtestsinscienceandmathematics,studentsheregetmoreinstructioninthosesubjects,thereportshows.Theaverage14-year-oldAmericanspent295hoursinmathandscienceclassesin1999,farmorethanthe229internationalaverage;onlyAustria(370hours),Mexico(367)andNewZealand(320)havemoreinstructioninthosesubjects.Middle-schoolersherespendlesstimethantheirinternationalcounterpartsstudyingforeignlanguagesandtechnology,butfarmorehoursworkingonphysicaleducationandvocationalskills.HighschoolstudentsintheUnitedStatesarefarmorelikelytohavepart-timejobs:64percentofAmericansages15to19workedwhileinschool,comparedwithaninternationalaverageof31percent(onlyCanadaandtheNetherlands,with69percent,andDenmark,with75percent,werehigher).OneplacetheUnitedStatesspendsmoremoneyisonspecialservicesforthedisabledandthepoor.Morethanoneinfourchildrenhereareinprogramsbasedonincome—onlyfiveothercountriesserveeven1in10—andnearly6percentgetadditionalresourcesbasedonphysicalormentalhandicaps,twiceorthreetimestherateinothercountries.ThereportshowsacontinuingshiftinwhichtheUnitedStatesislosingitsstatusasthemosthighlyeducatedamongthenations.TheUnitedStateshasthehighestlevelofhighschoolgraduatesages55to64,butfallstofifth,behindNorway,Japan,SouthKorea,theCzechRepublicandSwitzerland,amongages25to34.Amongcollegegraduates,itleadsintheoldergenerationbutisthirdbehindCanadaandJapanintheyoungercohort(一群).WhiletheportionofAmericanswithhighschooldiplomasremainsat88percentacrossagegroups,theaverageageamongmembercountriesisrising.Ithasgonefrom58percentofthoseages45to54,to66percentofthoseages35to44and72percentofthoseages25to34.AhigherpercentageofyoungpeopleinNorway,Japan,SouthKorea,theCzechRepublicandSwitzerlandhavedegreesthanintheUnitedStates.

“TheU.S.hasledthedevelopmentincollegeeducationandmakingeducationsortofaccessibleforeveryone,”Mr.Schleichersaid.“It’snowbecomingthenorm.”1.Comparedwiththeircounterpartsinmanyindustrializedcountries,theU.S.teachers______.[A]earnless

[B]worklonger[C]areyounger

[D]aresmarter2.TheU.S.governmentspent______ofitsGDPoneducationin1998.[A]4.8%

[B]5%

[C]lessthan4.8%

[D]morethan5%3.WhatdowelearnaboutFinlandfromthepassage[A]Itenjoysthehighestcollegegraduationrate.[B]ItsurpassestheU.S.incollegegraduationrate.[C]Itenjoysa20-percentincreaseincollegeenrollment.[D]IthasmoreyoungpeopleearningdegreesthatBritish.4.WhenthenumberofgraduatesintheU.S.increases,______.[A]theyhavenotenoughjobstodo[B]theysufferadropininitialsalaries[C]thedemandforthemisrising[D]morecollegestudentsdroptheirstudy5.ThenewstudyshowsthattheactualteachingsalaryperhourintheU.S.is______.[A]$35

[B]$41

[C]$50

[D]$776.WhatdoesthereportsayabouttheU.S.students’studyofscienceandmathematics[A]Theyscorehigherontestsinthosesubjectsthanothersubjects.[B]Theyarenotsmartinthosesubjects.[C]TheygetmostinstructioninthosesubjectsintheOECD.[D]Theyspendmoretimeinthosesubjectsthaninternationalaverage.7.ComparedwiththoseinotherOECDcountries,highschoolstudentsintheU.S.spendmoretimein______.[A]doingpart-timejobs[B]foreignlanguagesandtechnology[C]inphysicaleducationandvocationalskills[D]inscienceandmathematics8.Itisforthespecialservicesfor_______________________thattheUnitedStatespaysmoremoneythanotherOECDcountries.9.ThosewhohavehighschooldiplomasintheU.S.accountfor_______________________oftheAmericansofallages.10.AccordingtoMr.Schleicher,theU.S.isbecomingthenorminmakingeducationaccessibleforeveryoneand_______________________.答案解析Passage2【構(gòu)造剖析】說(shuō)明性報(bào)道。本文通過(guò)經(jīng)濟(jì)合作與開(kāi)展組織的一份調(diào)查報(bào)告引出美國(guó)教化滯后的問(wèn)題。分別從美國(guó)的老師收入、國(guó)家教化資金投入程度、美國(guó)畢業(yè)生比例的比擬等來(lái)說(shuō)明美國(guó)教化已經(jīng)丟失了領(lǐng)先地位的優(yōu)勢(shì)。1.【線索詞】theU.S.teachers

【定位處】第一段【解

析】選[B]。本題涉與到美國(guó)老師與其他興盛國(guó)家的老師的工作相關(guān)狀況的比擬。第一段說(shuō)相對(duì)于國(guó)民收入而言，美國(guó)老師工資比其他興盛國(guó)家同行少，確定值是不是少文中并沒(méi)有提到，所以解除[A]。該句明確提到了他們花在教室里的時(shí)間比該組織其他成員國(guó)的老師多，故答案為[B]。【設(shè)題處】比擬處設(shè)題2.【線索詞】GDP;1998

【定位處】第二段最終一句【解

析】選[A]。本題涉與到美國(guó)政府在1998年對(duì)教化的投入狀況。該段末句中提到，1998年時(shí)美國(guó)教化資金投入的只占grossdomesticproduct(國(guó)內(nèi)消費(fèi)總值)的4.8%，低于5%的國(guó)際平均程度，故答案為[A]?！驹O(shè)題處】數(shù)字處設(shè)題3.【線索詞】Finland

【定位處】第四段最終兩句【解

析】選[B]。本題涉與到芬蘭的教化狀況。該段倒數(shù)第二句提到，美國(guó)高校畢業(yè)率不再居世界之首，最終一句說(shuō)有幾個(gè)國(guó)家超過(guò)了它，其中有芬蘭，[B]為原文的同義轉(zhuǎn)述，故為答案。文中沒(méi)有對(duì)芬蘭與其他幾個(gè)國(guó)家比擬，故解除[A]。20%是經(jīng)合組織的高校招生平均增長(zhǎng)率，文中沒(méi)有提與芬蘭是多少，解除[C]，同理解除[D]?！驹O(shè)題處】列舉處設(shè)題4.【線索詞】thenumberofgraduates

【定位處】第五段倒數(shù)第二句【解

析】選[C]。本題涉與到美國(guó)高校學(xué)生畢業(yè)率上升所引起的問(wèn)題。該段倒數(shù)第二句Mr.Schleicher指出，畢業(yè)生數(shù)量在增加，這同時(shí)激發(fā)了對(duì)graduates更大的需求，[C]表達(dá)的正是此意，故為答案?！驹O(shè)題處】引言處設(shè)題5.【線索詞】theactualteachingsalary

【定位處】第六段第二句【解

析】選[A]。本題涉與到美國(guó)老師的課時(shí)費(fèi)。該段第二句提到，各國(guó)老師實(shí)際課時(shí)費(fèi)的詳細(xì)數(shù)字：其中提到了美國(guó)老師的實(shí)際課時(shí)費(fèi)是$35，故答案為[A]。【設(shè)題處】數(shù)字處設(shè)題6.【線索詞】scienceandmathematics

【定位處】第八段第一句【解

析】選[C]。本題涉與到美國(guó)學(xué)生的科學(xué)與數(shù)學(xué)時(shí)間學(xué)習(xí)支配問(wèn)題。該段第一句指出，盡管美國(guó)學(xué)生的science與mathematics考試分?jǐn)?shù)很低，但他們得到的指導(dǎo)卻很多，故答案為[C]?！驹O(shè)題處】轉(zhuǎn)折處設(shè)題7.【線索詞】highschoolstudents;sparetime

【定位處】第九段【解

析】選[C]。本題涉與到美國(guó)學(xué)生的時(shí)間支配。第八段講的是中學(xué)生在課堂上的時(shí)間支配，本段講的明顯是學(xué)生課外時(shí)間的支配狀況。由第一句可知，與其他OECD國(guó)家相比，美國(guó)中學(xué)生花在體育與職業(yè)技能上的時(shí)間更多。課外打工的時(shí)間也較多，但是還有幾個(gè)國(guó)家比美國(guó)更高，所以解除[A]，選[C]?！驹O(shè)題處】比擬處設(shè)題8.【線索詞】theUnitedStatespaysmoremoney

【定位處】第十段第一句【解

析】thedisabledandthepoor。本題涉與到美國(guó)與經(jīng)合組織其他成員國(guó)的經(jīng)費(fèi)投入比擬。該段第一句講到了美國(guó)將更多的錢(qián)用在了什么地方。題干運(yùn)用了強(qiáng)調(diào)句型構(gòu)造itis…that…。答案可以干脆從原文攝取：thedisabledandthepoor。【設(shè)題處】微小環(huán)節(jié)處設(shè)題9.【線索詞】highschooldiplomas

【定位處】倒數(shù)第二段第四句【解

析】88percent。本題涉與到美國(guó)高中畢業(yè)生的比例。本句講到了美國(guó)人擁有高中畢業(yè)文憑的比率。不分年齡段(acrossagegroups)的美國(guó)人，即題干中所說(shuō)的theAmericansofallages(全部年齡段的美國(guó)人)，故答案為88percent?！驹O(shè)題處】數(shù)字處設(shè)題10.【線索詞】Mr.Schleicher

【定位處】最終一段【解

析】collegeeducation。本題涉與到Schleicher先生的觀點(diǎn)。題干將原文的干脆引語(yǔ)轉(zhuǎn)變?yōu)殚g接引語(yǔ)并做了句型轉(zhuǎn)換。最終一句中的it指代的即是theU.S.，由此可知，theU.S.在collegeeducation與makingeducationsortofaccessibleforeveryone方面成為一個(gè)norm(標(biāo)準(zhǔn))。題干中已經(jīng)給出makingeducationaccessibleforeveryone，故答案為collegeeducation。【設(shè)題處】觀點(diǎn)處設(shè)題Passage3Directions:Inthispart,youwillhave15minutestogooverthepassagequicklyandanswerthequestionsonAnswerSheet1.Forquestions1―7,choosethebestanswerfromthefourchoicesmarked[A],[B],[C]and[D].Forquestions8―10,completethesentenceswiththeinformationgiveninthepassage.Whatdowemeanbybeing‘talentedorgifted’Themostobviouswayistolookattheworksomeonedoesandiftheyarecapableofsignificantsuccess,labelthemastalented.Thepurelyquantitativeroute—‘percentagedefinition’—looksnotatindividuals,butatsimplepercentages,suchasthetopfivepercentofthepopulation,andlabelsthem—bydefinition—asgifted.Thisdefinitionhasfallenfromfavor,eclipsedbytheadventofIQtests,favoredbyluminariessuchasProfessorHansEysenck,whereaseriesofwrittenorverbaltestsofgeneralintelligenceleadstoascoreofintelligence.TheIQtesthasbeeneclipsedinturn.Mostpeoplestudyingintelligenceandcreativityinthenewmillenniumnowpreferabroaderdefinition,usingamultifacetedapproachwheretalentsinmanyareasarerecognizedratherthanpurelyconcentratingonacademicachievement.Ifwearethereforeassumingthattalented,creativeorgiftedindividualsmayneedtobeassessedacrossarangeofabilities,doesthismeanintelligencecanruninfamiliesasgeneticorinheritedtendencyMentaldysfunction—suchasschizophrenia—can,soisanefficientmentalcapacitypassedonfromparenttochildAnimalexperimentsthrowsomelightonthisquestion,andonthewholeareaofwhetheritisgenetics,theenvironmentoracombinationofthetwothatallowsforintelligenceandcreativeability.Differentstrainsofratsshowgreatdifferencesinintelligenceor‘ratreasoning’.Ifthesearebroughtupinnormalconditionsandthenrunthroughamazetoreachafoodgoal,the‘bright-strainmakefarfewerwrongturnsthatthe‘dull-ones’.Butiftheenvironmentismadedullandboringthenumberoferrorsbecomesequal.Returntheratstoanexcitingmazeandthediscrepancyreturnsasbefore—butismuchsmaller.Inotherwords,adullratinastimulatingenvironmentwillalmostdoaswellasbrightratwhoisboredinanormalone.Thisprincipleappliestohumanstoo—someonemaybebornwithinnateintelligence,buttheirenvironmentprobablyhasthefinalsayoverwhethertheybecomecreativeorevenagenius.Evidencenowexiststhatmostyoungchildren,ifgivenenoughopportunitiesandencouragement,areabletoachievesignificantandsustainablelevelsofacademicorsportingprowess.Brightorcreativechildrenareoftenphysicallyveryactiveatthesametime,andsomanyreceivemoreparentalattentionasaresult—almostbydefault—inordertoensuretheirsafety.Theymayalsotalkearlier,andthis,inturn,breedsparentalinterest.Thiscansometimescauseproblemswithothersiblingswhomayfeeljealouseventhoughtheythemselvesmaybebright.Theircreativetalentsmaybeundervaluedandsonevercometofruition.Twothemesseemtorunthroughfamouslycreativefamiliesasaresult.Thefirstisthattheparentswereabletoidentifythetalentsofeachchild,andnurtureandencouragetheseaccordinglybutinanevenhandedmanner.Individualdifferenceswereencouraged,andfriendlysiblingrivalrywasnotseenasparticularproblem.Ifthefatheris,say,afamousactor,thereisnounduepressureforhischildrentofollowhimontotheboards,butinsteadtheirchoseninterestsareencouraged.Thereneednotevenbyanyobvioustalentinsuchafamilysincetherealwaysneedstobesomeonewhosetsthefamilycareerinmotion,asinthecaseoftheSheenactingdynasty.MartinSheenwastheseventhoftenchildrenborntoaSpanishimmigrantfatherandanIrishmother.Despiteintenseparentaldisapprovalheturnedhisbackonentranceexamstouniversityandborrowedcashfromalocalpriesttostartafledglingactingcareer.HisactingsuccessesinfilmssuchasBadlandsandApocalypseNowmadehimoneofthemosthighly-regardedactorsofthe1970s.Threesons—EmilioEstevez,RamonEstevezandCharlieSheen—havefollowedhimintotheprofessionasaconsequenceofbeinginspiredbyhismotivationandenthusiasm.Astreamseemstorunthroughcreativefamilies.Suchchildrenarenotnecessarilysmotheredwithlovebytheirparents.Theyfeellovedandwanted,andaresecureintheirhome,butareoftenmoresurroundedbyanatmosphereofworkandwherefollowingacallingappearstobeimportant.Theymayseefromtheirparentsthatittakestimeanddedicationtobemasterofacraft,andsoareinlessofahurrytoachieveforthemselvesoncetheystarttowork.Thegenerationofcreativityiscomplex:itisamixtureofgenetics,theenvironment,parentalteachingandluckthatdetermineshowsuccessfulortalentedfamilymembersare.Thislastpoint—luck—isoftennotmentionedwheretalentisconcernedbutplaysanundoubtedpart.Mozart,consideredbymanytobethefinestcomposerofalltime,wasluckytobelivinginanagethatencouragedthewritingofmusic.Hewasbroughtupsurroundedbyit,hisfatherwasamusicianwhoencouragedhimtothepointofgivinguphisjobtopromotehischildgenius.Mozarthimselfsimplywantedtocreatethefinestmusiceverwrittenbutdidnotnecessarilyviewhimselfasagenius—hecouldwritesublimemusicatwill,andsooftenpreferredtoleadahedonisticlifestylethathefoundmoreexcitingthanwritingmusictoorder.AlbertEinsteinandBillGatesaretwomoreexamplesofpeoplewhosetalentshaveblossomedbyvirtueofthetimestheywerelivingin.Einsteinwasasolitary,somewhatslowchildwhohadaffectionathomebutwhosephenomenalintelligenceemergedwithoutanyobviousparentalinput.Thismayhavebeenpartlyduetothefactthatatthestartofthe20thcenturyalotoftheNewtonianlawsofphysicswerebeingquestioned,leavingafertilegroundforideassuchashistobedeveloped.BillGatesmayhavehadthecreativevisiontodevelopMicrosoft,butwithoutthenewcomputeragedawningatthesametimehemayneverhaveachievedthepositionontheworldstagehenowoccupies.1.Accordingtothefirstparagraphwhichshowshowtheapproachestodefining‘talent’havechanged

[A]IQ/intelligence

[B]parentalattention

[C]multifacetedapproach

[D]academicachievement2.Whichofthefollowingdoestheauthorregardasoneofthefeaturesofcreativefamilies

[A]ahigherthanaveragelevelofparentalaffection

[B]parentswhodemonstratevocationalcommitment

[C]strongmotivationtotakeexamsandattenduniversity

[D]theidentificationofthemosttalentedchildinthefamily3.Theratexperimentwasconductedtoshowthat______.

[A]aboringenvironmenthaslittleimpactona‘brightrat’

[B]certainspeciesofrataremoreintelligentthanothers

[C]intelligentratsaremoremotivatedthan‘dullrats’

[D]arat’ssurroundingscaninfluenceitsbehavior4.TheauthorcitesthestoryofMartinSheentoshowthat______.

[A]hewasthefirstinacreativeline

[B]hisparentsdidnothavehiscreativeflair

[C]hebecameanactorwithoutpropertraining

[D]hissonswereabletobenefitfromhistalents5.Accordingtothepassagethebrotherorsisterofagiftedolderchildmay______.

[A]havemorecreativetalents

[B]receivelessfamilyaffection

[C]failtofulfilltheirownpotential

[D]equallysucceedinvariousareas6.Whichofthefollowingstatementsistrueaccordingtothepassage

[A]Mozartwasacutelyawareofhisownremarkabletalent.

[B]Intelligencetestshavenowbeenprovedtobeunreliable.

[C]EinsteinandGateswouldhaveachievedsuccessinanyera.

[D]Theimportanceofluckinthegeniusequationtendstobeignored.7.Whichofthefollowingisthemostsuitabletitleforthepassage

[A]GeniusesinTheirTime

[B]EducationfortheGifted

[C]NurturingTalentwithintheFamily

[D]RevisingtheDefinitionofIntelligence8.Evidenceshowsthatbrightorcreativechildrenareoftenphysicallyveryactiveandthusreceivemore______toensuretheirsafety.

9.__________isoftennotmentionedbutanundoubtedpartofapersonhowcreativeortalented.10.AlbertEinstein’sandBillGates’significantsuccessmaybedueto______.答案解析Passage3

【構(gòu)造剖析】爭(zhēng)論文。文章圍繞才能與天賦進(jìn)展闡述。首段給出大局部人對(duì)才能與天賦的定義。專家通過(guò)對(duì)老鼠進(jìn)展探討得出結(jié)論：人類的勝利與四周的生存環(huán)境有關(guān)，比方遺傳、家庭環(huán)境、父母的教化以與運(yùn)氣等。1.【線索詞】thefirstparagraph

【定位處】第一段最終兩句【解

析】選[A]。第三句給出了天賦的定義：百分比定義法（percentagedefinition），接著第四句對(duì)這種定義進(jìn)展了進(jìn)一步的說(shuō)明：對(duì)天賦的百分比定義已不授權(quán)威人士歡送，并且因智商測(cè)試的出現(xiàn)而黯然失色（eclipsedbytheadventofIQtests），由此可知，是IQtests顯示了給talent下定義的方法已經(jīng)變更，故[A]為答案?！驹O(shè)題處】破折號(hào)處設(shè)題2.【線索詞】featuresofcreativefamilies

【定位處】第六段第二句【解析】選[B]。該句提到，在有創(chuàng)立性家庭里的孩子能感覺(jué)到被人寵愛(ài)與須要，有平安感，但是areoftenmoresurroundedbyanatmosphereofworkandwherefollowingacallingappearstobeimportant（他們更多被一種工作氣氛所包圍，