英語四級難度提升閱讀訓(xùn)練 Text 30

Text 30

When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well in school. By intelligence we mean a style of life, a life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don't know what to do.

The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples with it boldly, imaginatively, resourcefully, and if not confidently, at least hopefully; if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one's self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, arising out of entirely different set of attitudes.

Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace it, unite himself with it. There is no wall, no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim that there is more than one way to skin a cat. If he can't do something one way, he'll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once; if that try fails, he is through.

Nobody starts off stupid. Hardly an adult in a thousand, or ten thousand could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by any other one thing, it is destroyed by the process that we misname education — a process that goes on in most homes and schools.

1.The writer believes that intelligence is_______.

A.doing well in school　　　B.doing well on some examinations

C.a certain type of behavior　D.good scores on tests

2.The writer believes that "unintelligence" is_______.

A.similar to intelligence　　　　　　　　B.less than intelligence

C.the common belief of most psychologists　D.a particular way of looking at the world

3.Why does the writer say that education is misnamed?

A.Because it takes place more in homes than in school.

B.Because it discourages intellectual growth.

C.Because it helps dull children with their problems.

D.Because it helps children understand the world around them.

4.In the paragraphs which follow the above passage, the writer probably discusses_______.

A.how education destroys the development of intelligence

B.how bright children differ from dull children

C.how intelligence is inherited

D.how the child's intellectual capacity grows at home and school

5.Which can be inferred from the passage?

A.The unintelligent child is always incurious to the outer world and fears to try.

B.The intelligent child must be more aggressive than unintelligent ones.

C.The differences of intelligence are due to the bad education.

D.The intelligence is result of late education.

長難例句分析

［長難例句］When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well in school.

［結(jié)構(gòu)分析］本句中，主干是When..., we do not mean the ability... or the ability...。when引導(dǎo)的是時間狀語從句，主句中謂語動詞mean的賓語是由兩個并列的成分構(gòu)成的，它們是the ability to... test和or以后的部分。

［參考譯文］當(dāng)我們談到智慧的時候，我們的意思不是在某種考試中取得高分的能力，也不是指學(xué)習(xí)好的能力。

［長難例句］The true test of intelligence is not how much we know how to do, but how we behave when we don't know what to do.

［結(jié)構(gòu)分析］本句是主系表結(jié)構(gòu)，The true test of intelligence是主語，系動詞是is，后面是兩個由how引導(dǎo)的并列的表語從句。在第二個從句中，when引導(dǎo)的是時間狀語從句，疑問代詞what引導(dǎo)的不定式是know的賓語。

［參考譯文］真正的智力測驗不是測試我們知道怎樣去做，而是測試當(dāng)我們不知道做什么的時候應(yīng)當(dāng)怎樣做。

［長難例句］Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people.

［結(jié)構(gòu)分析］本句中，主干是Years of watching and comparing... have shown...。介賓短語of加動名詞watching和comparing... 構(gòu)成了years后面的定語部分，謂語動詞show的賓語是一個that從句。

［參考譯文］對聰明的孩子和不聰明或不太聰明的孩子多年來的比較和觀察顯示，他們是截然不同類型的人。

全文參考譯文

當(dāng)我們談到智慧的時候，我們的意思不是在某種考試中取得高分的能力，也不是指學(xué)習(xí)好的能力。我們所談的智慧指的是一種生活風(fēng)格，一種生活，一種在各種情況下的行為方式。真正的智力測驗不是測試我們知道怎樣去做，而是測試當(dāng)我們不知道做什么的時候應(yīng)當(dāng)怎樣做。

不論年老年少，有才智的人遇到新的情況或問題時，都會豁達地面對。他努力用心和感覺盡可能地掌握所有細節(jié)。他考慮問題，而不是他自己或是這將給他帶來什么后果。他大膽地、富有想象力地、機智地，而且即使算不上信心十足，至少也是充滿希望地去解決問題；假如他無法圓滿解決，對自己的錯誤他并不害怕或是感到慚愧，而是盡量從中吸取教訓(xùn)，這就是智慧。很明顯，它扎根于一種對生活的感情和自身對生活的尊重。同樣，愚蠢并不是大多數(shù)心理學(xué)家認為的只是缺乏智慧。它是一種完全不同的行為風(fēng)格，源自截然不同的一類態(tài)度。

對聰明的孩子和不聰明或不太聰明的孩子多年來的比較和觀察顯示，他們是截然不同類型的人。聰明的孩子對生活和現(xiàn)實充滿好奇，渴望與之接觸，并融入進去。他和生活之間沒有任何障礙。另一方面，遲鈍的孩子對周圍發(fā)生的事情和現(xiàn)實情況不怎么好奇和感興趣。他們更愿意生活在幻想的世界。聰明的孩子喜歡做試驗，對事物進行驗證。他的生活格言就是給貓剝皮的方法不止有一種。如果他不能用一種方法做某件事，他會嘗試另一種。遲鈍的孩子通常害怕嘗試。甚至讓他試一次都需要不停地敦促；如果這次嘗試失敗了，他就不干了。

沒有人從一開始就是愚蠢的。一千個或是一萬個成人當(dāng)中，難有一個在他生命里的任意三年里能夠在對周圍世界的領(lǐng)悟過程中和每個嬰兒最初三年學(xué)到的東西和成長的速度一樣多，一樣快。隨著我們長大，這種非凡的學(xué)習(xí)能力和智慧增長到底發(fā)生了什么改變呢？那就是它遭到了破壞，它是被我們誤稱為教育的過程——一個在大多數(shù)家庭和學(xué)校進行的過程中被破壞的，這要比任何其他的事物的破壞嚴重得多。

題目答案與解析

1.作者認為“智慧”是________。

A.在學(xué)校成為好學(xué)生　B.測試成績優(yōu)秀

C.一種行為　　　　　D.考了高分

【答案】C

【解析】本題的依據(jù)是文章第一段的第二句話“By intelligence we mean a style of life, a life, a way of behaving in various situations”，從中可知C項為正確答案。

2.作者認為“愚蠢”是________。

A.和聰明類似　　　　　B.不如聰明

C.心理學(xué)家的普遍信條　D.一種觀察世界的特殊方式

【答案】D

【解析】本題的依據(jù)是第二段的最后兩句“Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, arising out of entirely different set of attitudes.”從中可以推知D項為正確答案。

3.作者說教育名不副實的原因是什么？

A.因為它在家里發(fā)生的次數(shù)比學(xué)校多。　B.因為它阻礙了智力的成長。

C.因為它對遲鈍孩子有益?！　　　　　.因為它幫助孩子們理解周圍世界。

【答案】B

【解析】本題可參照文章的最后一段。從最后兩句話可知，作者認為，人們學(xué)習(xí)和智力增長的能力被“教育”破壞了。因此B項為正確答案。

4.作者在文章的下一段中最可能討論的是________。

A.教育如何摧毀智力的發(fā)展　B.聰明的孩子和遲鈍的孩子有何區(qū)別

C.智力如何遺傳　　　　　　D.孩子的智力才能在家里和學(xué)校如何增長

【答案】A

【解析】從文章最后一段的內(nèi)容可知，后面幾段會講述教育怎樣破壞智力的發(fā)展。因此A項為正確答案。

5.從文中可以得出什么推論？

A.不聰明的孩子總是對外界缺乏好奇心、害怕嘗試。

B.聰明的孩子一定比不聰明的孩子富于進取心。

C.智力上的差別來自糟糕的教育。

D.智力是后天教育的結(jié)果。

【答案】C

【解析】本文的意思是智商上的差別不僅僅是分數(shù)問題而是對生活對世界的態(tài)度問題。因此，智商上的差別很大，而且根源于孩童時期。但是沒有人天生就愚笨。作者把這個原因歸因于死板的教育。A和B選項比較極端，D選項是主管想象，文中沒有提及。