One Sunday morning, I decided to buy a computer to use for school. I went to the biggest store in town, which sold all kinds of computers. There were so many computers there that I didn’t know how to choose a right one.

“Hi! What can I do for you?” A young man greeted me with a sweet smile. He looked like not a salesman but a student like me. I had a strange feeling—as if I had met him before. He began patiently showing me each model. With his help, I decided to buy one computer with enough functions at a very low price. I enjoyed this shopping experience because of his smile. A few months later, something was wrong with my computer. I went back to the store to have it fixed. When I arrived there, what I saw first was still his smile. As soon as I told him my problem, he comforted me immediately and tried his best to solve the problem for me. I was quite grateful to him for his sweet smile and good service (服務(wù)).

When I went back to school, his smile often appeared in my mind. I don’t know whether we’ll meet each other again, but his sweet smile will stay there in my memory and deep in my heart. Smiling is the most peaceful language in our life.

1. After reading the story, we can know that the writer is a _________.

A．student

B．salesman

C．doctor

D．reporter

2. The underlined word grateful in the second paragraph means _________.

A．反感的

B．遺憾的

C．感激的

D．尊敬的

3.The writer enjoyed the experience in the computer store because the young salesman ______.

A．helped him choose the cheapest computer

B．showed him how to use the computer correctly

C．helped him to buy a computer with enough functions

D．gave him his sweet smile and good service

4.The best title for the passage is _________.

A．How to choose a right computer

B．How to use a computer correctly

C．The importance of smiling

D．The importance of computers

 

Are some people born clever, and others born stupid? Or is intelligence (智力) developed by our environment and our experience? Strangely enough, the answer to these questions is yes. In some degree, our intelligence is given to us at birth, and no education can make a genius (天才) 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 environment. Therefore, the limits of person’s intelligence are fixed at birth, whether or not he reaches those limits will depend on his environment. This point of view, now is held by most experts.

It is easy to show that intelligence is something that we are born with. The closer the blood relationship between two people, the closer they are likely to be intelligence. If we take two strangers by chance from the population, it seems that their degree of intelligence will be completely different. If, on the other hand, we compare two twins, they will very likely 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 twins and put them in different environments. We might send one, for example, to a university and the other to a factory separately where the work is boring. We would soon find differences in intelligence developing, and this shows that environment as well as birth plays an important role. This conclusion is also suggested by the fact that people who live in close contact (接觸) with each other, but who are not related at all are likely to have similar degree of intelligence.

1.How is man’s intelligence given?

A．At birth	B．Through education
C．Both at birth and through education	D．Neither at birth nor through education

2.What does the underlined word mean in the first paragraph?

A．穩(wěn)固

B．確定

C．修理

D．安排

3.According the passage, if a child is born with low intelligence, what might happen to him later?

A．Become a genius.

B．Still become a genius if he should be given special education.

C．Reach his intelligence limits in rich environment.

D．Never reach his intelligence in his life.

4.What can we learn from the example of the twins going to a university and to a factory?

A．The importance of their intelligence.

B．The role of environment on intelligence.

C．The importance of their jobs

D．The part that birth plays

5.What statement is TRUE according to the passage?

A．No education can help make a genius.

B．Personality is important as intelligence which was given to people at birth.

C．People who have similar degree of intelligence must be relatives.

D．Environment influences people in intelligence developing.

 

Are some people born clever, and others born stupid? Or is intelligence (智力) developed by our environment and our experience? Strangely enough, the answer to these questions is yes. In some degree, our intelligence is given to us at birth, and no education can make a genius (天才) 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 environment. Therefore, the limits of person’s intelligence are fixed at birth, whether or not he reaches those limits will depend on his environment. This point of view, now is held by most experts.
It is easy to show that intelligence is something that we are born with. The closer the blood relationship between two people, the closer they are likely to be intelligence. If we take two strangers by chance from the population, it seems that their degree of intelligence will be completely different. If, on the other hand, we compare two twins, they will very likely 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 twins and put them in different environments. We might send one, for example, to a university and the other to a factory separately where the work is boring. We would soon find differences in intelligence developing, and this shows that environment as well as birth plays an important role. This conclusion is also suggested by the fact that people who live in close contact (接觸) with each other, but who are not related at all are likely to have similar degree of intelligence.
【小題1】How is man’s intelligence given?

A．At birth	B．Through education
C．Both at birth and through education	D．Neither at birth nor through education

【小題2】What does the underlined word mean in the first paragraph?

A．穩(wěn)固

B．確定

C．修理

D．安排

【小題3】According the passage, if a child is born with low intelligence, what might happen to him later?

A．Become a genius.

B．Still become a genius if he should be given special education.

C．Reach his intelligence limits in rich environment.

D．Never reach his intelligence in his life.

【小題4】What can we learn from the example of the twins going to a university and to a factory?

A．The importance of their intelligence.

B．The role of environment on intelligence.

C．The importance of their jobs

D．The part that birth plays

【小題5】What statement is TRUE according to the passage?

A．No education can help make a genius.

B．Personality is important as intelligence which was given to people at birth.

C．People who have similar degree of intelligence must be relatives.

D．Environment influences people in intelligence developing.

Sheila bought a new lunch bag for school.

On the way to school, she looked inside. She hoped that a new lunch bag meant something new for lunch,   16   she found the same lunch as always---a sandwich.

When the lunch bell rang. Sheila found her bag and carried it to the dining hall. She opened it and   17   two pieces of fried chicken, several strawberries, and an egg.

“Wow!” Sheila said, “That’s what I call   18   !”

The next morning, Sheila opened her lunch bag and looked inside. Sure enough, she found another   19   . But when she opened the bag at lunchtime in the dining hall, she discovered a piece of pizza, an orange, and a cake.

“My lunch bag  20   be magic,” Sheila said.

“There’s no such thing as magic,” her friend Douglas  21   .

“There is,” Sheila said. “My mother   22   packs me a sandwich. But ever since I got this new lunch bag, the sandwich has changed into something I like.”

“Maybe your mother’s packing   23   things for a change.”

“No,” Sheila said. “I checked in the morning. The sandwich changes   24   .”

“You are not the   25   one with a magic lunch bag,” Beatrice said, turning around from the table behind her. “I have one, too. See? This is my magic bag.”

“Hey,” Sheila said. “My lunch bag really looks like yours.”

“Mine is magic,” said Beatrice. “Every day my dad  26   leftovers(剩飯), but at lunchtime I find a sandwich---my favorite!”

Sheila started   27   .

“What’s so funny?” Beatrice asked.

“That’s the sandwich my mother packs,” Sheila said. “We’ve been getting our lunch bags   28   up.”

Sheila and  29   shared their lunches every day after that. Sheila loved making new discoveries each time she opened her lunch bag. But her best discovery was magically finding a new   30   .

1.A. and             B. so                C. but              D. or

2.A. showed          B. discovered         C. wanted           D. offered

3.A. lunch bag         B. dining hall         C. breakfast         D. lunch

4.A. sandwich         B. chicken            C. egg             D. orange

5.A. can              B. must              C. may            D. need

6.A. disturbed         B. discovered          C. disappeared      D. disagreed

7.A. never            B. seldom             C. often           D. ever

8.A. different          B. same              C. easy            D. delicious

9.A. at home          B. during school         C. on the way       D. after lunchtime

10.A. last              B. next                C. extra            D. only

11.A. packs            B. cooks               C. leaves           D. checks

12.A. shouting          B. nodding             C. laughing         D. finding

13.A. fixed             B. used                C. broken          D. mixed

14.A. Douglas          B. Beatrice              C. Sheila’s mother   D. Beatrice’s father

15.A. friend            B. classroom            C. classmate        D. school

 

—Why do you collect so many old bikes?

—I'Il have them       _ and give away to the children who don't have bikes.

A. used up     B. given up       C. fixed up      D. set up