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)include1feelings , 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))2that the main cause of disparities in intelligence is not intelligence3, but non-intelligence factors including the desire to learn , will power and self-confidence .
4people 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 to5these factors .
Some parents are greatly worried6their 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 take7consideration these non-intelligence factors . At the same time , some teachers don’t inquire into these , as reasons8students do poorly . They simply give them more courses and exercises , or9criticize or laugh at them . After all , these students lose self-confidence . Some of them just feel defeated and10themselves up as hopeless . Others may go astray(迷途)because they are sick of learning .11investigation of more than 1,000 middle school students in Shanghai showed that 46.5 per cent of them were12of 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 clear13the lack of cultivation (培養(yǎng)) of non-intelligence factors has been a main14to intelligence development in teenagers . It even causes an imbalance between physiological (生理的)and15development among a few students .
If we don’t start now to16the cultivation of non-intelligence factors , it will not only affect the development of the17of teenagers , but also affect the quality of a whole generation . Some experts have put forward18about how to cultivate students’ non-intelligence factors .
First , parents and teachers should19understand teenage psychology . On this basis , they can help them to pursue (調(diào)動(dòng))the objectives of learning ,20their interests and toughening their willpower .

1. 1.
   1. A.
      one’s
   2. B.
      their
   3. C.
      his
   4. D.
      her
2. 2.
   1. A.
      came out
   2. B.
      found out
   3. C.
      made out
   4. D.
      worked out
3. 3.
   1. A.
      in itself
   2. B.
      by itself
   3. C.
      itself
   4. D.
      on its own
4. 4.
   1. A.
      Though
   2. B.
      Nevertheless
   3. C.
      However
   4. D.
      Moreover
5. 5.
   1. A.
      believing
   2. B.
      studying
   3. C.
      cultivating
   4. D.
      developing
6. 6.
   1. A.
      about
   2. B.
      when
   3. C.
      how
   4. D.
      whether
7. 7.
   1. A.
      for
   2. B.
      in
   3. C.
      into
   4. D.
      over
8. 8.
   1. A.
      why
   2. B.
      that
   3. C.
      when
   4. D.
      how
9. 9.
   1. A.
      ever
   2. B.
      even
   3. C.
      still
   4. D.
      more
10. 10.
    1. A.
       put
    2. B.
       get
    3. C.
       handle
    4. D.
       give
11. 11.
    1. A.
       The
    2. B.
       An
    3. C.
       Another
    4. D.
       A
12. 12.
    1. A.
       afraid
    2. B.
       ahead
    3. C.
       aware
    4. D.
       ashamed
13. 13.
    1. A.
       that
    2. B.
       how
    3. C.
       why
    4. D.
       which
14. 14.
    1. A.
       difficulty
    2. B.
       question
    3. C.
       threat
    4. D.
       obstacle(障礙)
15. 15.
    1. A.
       intelligent
    2. B.
       characteristic
    3. C.
       psychological
    4. D.
       physical
16. 16.
    1. A.
       practise
    2. B.
       thrust
    3. C.
       strengthen
    4. D.
       urge
17. 17.
    1. A.
       intelligence
    2. B.
       diligence
    3. C.
       maturity(成熟)
    4. D.
       performance
18. 18.
    1. A.
       projects
    2. B.
       warnings
    3. C.
       suggestions
    4. D.
       decision
19. 19.
    1. A.
       fully
    2. B.
       greatly
    3. C.
       very
    4. D.
       highly
20. 20.
    1. A.
       insuring
    2. B.
       going
    3. C.
       encouraging
    4. D.
       exciting

Answer 1

ABCAC BCABD BAADC CACAD
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，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；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)閺木渲胁蝗背煞荩�也沒有疑問，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)缺乏問題，成為孩子智力發(fā)表的一個(gè)障礙。threat恐嚇;difficulty困難；question問題。
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）。