题目内容
（请给出正确答案）
Which measure have some countries not taken to deal with rising food prices？
A．Imposing export restrictions.
B．Seeking to control prices.
C．Appealing to the WTO.
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更多“Which measure have some countr…”相关的问题
The other thing we have to 【31】______ is that the assessment of the intelligence of any 【32】______ is essentially a comparative affair. We must be sure that the 【33】______ with which we are comparing our subjects provides a" valid" or "fair" comparison. 【34】______ this, any test performed involves at least three factors: the 【35】______ to do one's best, the knowledge required for under standing 【36】______ you have to do, and the 【37】______ ability to do it. The first two must be equal for all that are being compared, if any comparison 【38】______ intelligence is to be made.
No one is 【39】______ interested in the marks a little child gets on his test; instead we are interested in 【40】______ we can conclude from his mark on the test that the child will do better or worse than other children of his age at tasks which we think require "general intelligence".
【21】
A．too much
B．less
C．more
D．so much
根据材料请回答 23～30 题
Intelligence.was believed to be a fixed entity, some faculty of the mind that we all possess and which determines in some way the extent of our achievements.Its value there- fore, was as a predictor of children's future learning.If they differed markedly in their a-bility to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious.Intelligence tests could be used for streaming children according to ability at an early age; and at 11 these tests were superior to measures of attainment for selecting chil-dren for different types of secondary education.
Today, we are beginning to think differently.In the last few years, research has thrown doubt on the view that innate intelligence can ever be measured and on the very na-ture of intelligence itself.There is considerable evidence now which shows the great influ-ence of environment both on achievement and intelligence.Children with poor home back-grounds not only do less well in their school work and intelligence tests but their perform-ance tends to deteriorate gradually compared with that of their more fortunate classmates.
There are evidences that support the view that we have to distinguish between genetic intelligence and observed intelligence.Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment.We cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment.Researches have been investigating what happens in this interaction.
Two major findings have emerged from these researches.Firstly, the greater part of the development of observed intelligence occurs in the earliest years of life.It is estimated that 50 per cent of measurable intelligence at age 17 is already predictable by the age of four.Secondly, the most important factors in the environment are language and psycho- logical aspects of the parent-child relationship.Much of the difference in measured intelli- gence between "privileged" and" disadvantaged" children may be due to the latter' s lack of appropriate verbal stimulation and the poverty of their perceptual experiences.
These research findings have led to a revision in our understanding of the nature of in-telligence.Instead of it being some largely inherited fixed power of the mind, we now see it as a set of developed skills with which a person copes with any environment.These skills have to be learned and, indeed, one of them is learning how to learn.
The modern ideas concerning the nature of intelligence are bound to have some effect on our school system.In one respect a change is already occurring.With the move toward comprehensive education and the development of unstreamed classes, fewer children will be given the label "low IO" which must inevitably condemn a child in his own, .if not socie-ty's eyes.The idea that we can teach children to be intelligent in the same way as we can teach them reading or arithmetic is accepted by more and more people.
第 23 题 Paragraph 2_________
Passage Four:Questions 36 to 40 are based on the following passage.Editor:
While a new school term is about to begin, perhaps we should reconsider the matter of examinations. In July, two writers (Letters to the Editor) praised the cancellation of exams because they believe “tests don’t tell the whole story.”
As a teacher who has worked in four countries, I have had the experience that a student who earns good marks is generally a good student, and that a student’s final mark in a subject is usually a grade average of the year’s work. Of course there are exceptions, but they do not have the frequency that would give an unfair picture of a student’s ability.
The simple fact is that proper class work, diligent exam studies and good marks are almost certain indicators of a student’s future performance. The opposite, almost certainly, incompetence.
There is no acceptable substitute for competition and examination of quality. How can teachers and future officials determine what a student has learned and remembered？ Should we simply take the student word for it？ Any institution that “liberates” students from fair and formal exams is misguided, if not ignorant. And surely the “graduates” of such institutions will lack trustworthiness, not to mention being rejected by foreign universities for graduate or other studies.
When all is said and done, I sense that a fear of failure and a fear of unpleasant comparison with others is at the bottom of most ban-exams (废除考试) talk. Excellence and quality fear nothing. On the contrary, they seek competition and desire the satisfaction of being the best.
第36题：Which of the following will the author of this passage probably agree with？
A) Tests are not effective in measuring the students’ abilities.
B) Tests are an effective measure of the students’ abilities.
C) Tests can only measure some of the students’ abilities.
D) Tests may not be useful for measuring students’ abilities.
A) account
B) exhibit
C) demonstrate
D) sense
E) adjust
F) productive
G) suggested
H) implement
I) adopted
J) apply
K) crucial
L) effective
M) efficient
N) exceptional
O) superior
As a boss, I have dealt with all types of employees. The ones that are the least(1)are those who are not adaptive. They may have high IQ points, but they just don't understand how to(2)their theories to reality. I recently read a book by Daniel Goleman, which(3)that the true measure of intelligence was not IQ, but rather EQ or Emotional Intelligence. This made a lot of(4)to me. I have never been at the top of my class, but I have always been(5)and worked well with other people. I have always taken good communication skills my number one priority. I think only testing how well a person solves complicated academic problems fails to take into(6)of other abilities, which can be just as(7)and even more so to a person's accomplishments. In fact, many of the "idea people" have a real hard time getting their point across. They simply don't have the skills to(8)how valuable their idea might be. Sure, the world would be lost without these "idea people", but I'd rather hire someone with(9)EQ. The higher a person's EQ is, the better they will be able to(10)the great ideas they have. The real trick is finding someone who combines both.
听力原文： There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual -- the sort of environment in which he is reared. If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.
The importance of environment in determining an individual's intelligence can be demonstrated by the case history of the identical twins, Peter and Mark. Being identical, the twins had identical brains at birth, and their growth processes were the same. when the twins were three months old, their parents died, and they were placed in separate foster homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.
(33)
A．Measuring Your Intelligence
B．Intelligence and Environment
C．The Case of Peter and Mark
D．How the Brain Influences Intelligence
Passage Three:Questions 31 to 35 are based on the following passage:Editor:
While a new school term is about to begin, perhaps we should reconsider the matter of examinations. In July, two writers (Letters to the Editor) praised the cancellation of exams because they believe “tests don’t tell the whole story.”
As a teacher who has worked in four countries, I have had the experience that a student who earns good marks is generally a good student, and that a student’s final mark in a subject is usually a grade average of the year’s work. Of course there are exceptions, but they do not have the frequency that would give an unfair picture of a student’s ability.
The simple fact is that proper class work, diligent exam studies and good marks are almost certain indicators of a student’s future performance. The opposite is, almost certainly, incompetence.
There is no acceptable substitute for competition and examination of quality. How can teachers and future officials determine what a student has learned and remembered？ Should we simply take the student’s word for it？ Any institution that “liberates” students from fair and formal exams is misguided, if not ignorant. And surely the “graduates” of such institutions will lack trustworthiness, not to mention being rejected by foreign universities for graduate or other studies.
When all is said and done, I sense that a fear of failure and a fear of unpleasant comparison with others is at the bottom of most ban-exams (废除考试) talk. Excellence and quality fear nothing. On the contrary, they seek competition and desire the satisfaction of being the best.
第31题：Which of the following will the author of this passage probably agree with？
A) Tests are not effective in measuring the students’ abilities.
B) Tests are an effective measure of the students’ abilities.
C) Tests can only measure some of the students’ abilities.
D) Tests may not be useful for measuring students’ abilities.
根据内容完成题。
Intelligence: a Changed View
1 Intelligence was believed to be a fixed entity, some faculty of the mind that we all possess and which determines in some way the extent of our achievements. Its value therefore, was as a predic- tor of children&39;s future learning. If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious. Intelligence tests could be used for streaming children according to ability at an early age; and at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education.
2 Today, we are beginning to think differently. In the last few years,research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence it- self. There is considerable evidencenow which shows the great influence of environment both on a- chievement and intelligence. Children with poor home backgrounds not only do less well in their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates.
3 There are evidences that support the view that we have to distinguish between genetic intelli- gence and observed intelligence. Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can measure the effects of the interaction of whatever is inherited with whatever stimu- lation has been received from the environment. Researches have been investigation what happens in this interaction.
4 Two major findings have emerged from these researches. Firstly, the greater part of the devel- opment of observed intelligence occurs in the earliest years of life. It is estimated that 50 per cen
of measurable intelhgence at age 17 is already predictable by the age of four. Secondly, the most important factors in the environment are language and psychological aspects of the parent-child re- lationship. Much of the difference in measured intelligence between "privileged". and "disadvan- taged" children may be due to the latter&39;s lack of appropriate verbal stimulation and the poverty of their perceptual experiences.
5 These research findings have led to a revision in our understanding of the nature of intelli- gence. Instead of it being some largely inherited fixed power of the mind,we now see it as a set of developed skills which a person copes with any environment. These skills have to be learned and, indeed,one of them is learning how to learn.
6 The modern ideas concerning the nature of intelligence are bound to have some effect on our school system. In one respect a change is already occurring. With the move toward comprehensive education and the development of unstreamed classes, fewer children will be given the label" low IQ"which must inevitably condemn a child in his own,if not society&39;s eyes. The idea that we can teach children to be intelligent in the same way that we can teach them reading or arithmetic is ac- cepted by more and more people.
paragraph 2__________. 查看材料
A.Main results of recent researches
B.Popular doubt about the new view
C.Effect of environment on intelligence
D.Intelligence and achievement
E.Impact on school education
F.A changed view of intelligence
Which of the following is the most accurate measure of a bond's interest rates？______.
A．Coupon rate
B．Yield to maturity
C．Current yield
D．Discount yield
The importance of environment in determining an individual's intelligence can be demonstrated by the case history of the identical twins, Peter and Mark. The twins had identical brain at birth. When the twins were three months old, their parents died, and they were placed in different homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's I. Q. was 125, twenty five points higher than the average and fully forty points higher than his identical brother.
(30)
A．Human brains differ considerably.
B．The brain a person is born with is important in determining his intelligence.
C．An environmentally handicapped person won't attain his due level of intelligence.
D．Environment is important in determining a person's intelligence.
According to the passage, which of the following is NOT true about NNI？
A．It is the result of subtracting the depreciation of capital stock from GNI.
B．It can be easily adopted to compare across countries and over time.
C．It is not a perfect measure of people's welfare.
D．Compared with GDP and GNI, it is a more reasonable national-account measure of welfare.
