Part One Reading Comprehension
Directions: There are 8 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and mark the corresponding letter on the Answer Sheet by blackening the letter. Passage 1
When we talk about intelligence we do not mean the ability to get good scores on certain kinds of tests or even the a\\ability to do well in school. By intelligence we mean a way of living and behaving, especially in a new situation. If we want to test intelligence, we need to find out how a person acts instead of how much he knows to do.
For example, when in a new situation, an intelligent person thinks about the situation, not about himself or what might happen to him. He tries to find out all he can do, and then he acts immediately and tries to do something about it. He probably isn’t sure how it all works out, but at least he tries. And if he cannot make things work out right, he doesn’t feel ashamed that he failed, he just tries to learn from his mistakes. An intelligent person, even if he is very young, has a special outlook in life, a special feeling about life, and a special way of how he fits into it.
If you look at children, you’ll see a great difference between what we call “bright” children and “not bright” children. They are actually two different kinds of people, not just the same kind with different amounts of intelligence. For example, the bright child really wants to find out about life—he tries to get in touch with everything around him. But the unintelligent child keeps more to himself and his own dream world; he seems to have a wall between him and life in general.
1. According to this passage, intelligence is the ability to . A) work by oneself B) do well in any situation
C) know what is right and wrong D) adapt oneself to a new situation 2. In a new situation, an intelligent person A) knows more about what might happen to him B) is well-prepared for his action
C) pays greater attention to the situation D) completely ignores himself
3. If an intelligent person failed, he would A) feel ashamed about the failure B) learn from his experiences C) find out what he can’t do
D) make sure what’s wrong with his outlook in life 4. An intelligent child A) learns more about himself
B) shows interest in things around him
C) studies everything that may be interesting D) looks down upon unintelligent children
5. Why does an unintelligent child seem to have a wall between him and life in general? A) Because he can hardly see the outside world B) Because life is far away from him
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C) Because he knows nothing about life in general
D) Because he has little interest in things around himself Passage 2
When I begin to look back on all friends whom I have had, I quickly came to the conclusion that Jerry was the most important and had the greatest effect upon my life. His family moved to my block when I was only 10. Jerry was 15 at the time, but the fact that he was so much older than me seemed to make no difference to him. I was very glad that ht liked me. We took long walks together, on which he would tell me stories he had heard from TV and radio programs.
But as months went by, a change came into our friendship. Jerry almost stopped coming by the house, and every time I went to his house or telephoned, he put me off with some excuses such as “I’m studying now” or “I’ve got some jobs to do for Mum”. When we passed on the street, he would still give me a warm smile and friendly wave with a “Hi, kid”, but he would hardly ever stop to talk. Finally I realized that he was no longer interested in me and that his taste hand changed. I noticed him with a girl once n a while and several times saw him going out in his family’s car on a Friday or Saturday night. I simply couldn’t understand what was so great about girls and parties.
But I was hurt when he finally made me know that our friendship was at an end. Of course he didn’t really meant to hurt me, but it was a long time before I realized that it was an age problem that caused the break. There were a world of differences between the ideas and interests of a 17-year-old and a 12-year-old. Now that I’m over sixteen myself, I realized this, and the hurt I got then has become happy memories of the good times we were once together. I wonder if millions of other boys and girls have had a similar experience. 1. When the writer and Jerry first met, Jerry was .
A) 10 years old B) 5 years older than the writer C) of the same age as the writer D) the writer’s classmate 2. Their friendship lasted for
A) a few years B) a few weeks C) a few months D) a few hours 3. Jerry stopped playing with the writer because
A) the writer had changed B) he was busy with his study
C) he has some jobs to do D) he was not interested in the writer 4. When a change came in their friendship, the writer
A) accepted it at once B) couldn’t understand his friend for a long time C) stopped visiting his friend D) started going to parties with girls 5. The main idea of the passage is that
A) the age difference plays a part in friendship
B) friendship is the most important thing for children
C) many boys and girls have a similar experience as the writer D) “friendship are made in wine and tested in tears”
Passage 3
Many a young person tells me he wants to be a writer. I always encourage such people, but I also explain that there’s a big difference between being a writer and writing. In most cases these individuals are dreaming of wealth and fame, not the long hours alone at a typewriter. “You’ve got to want to write,” I say to them, “not want to be a writer”.
The reality is that writing is a lonely, private and poor-paying affair. For every writer kissed by fortune there are thousands more whose longing is never rewarded. When I left a 20-year
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career in the U.S. Coast Guard to become a freelance writer, I had no prospects at all. What I did have was a friend who found me my room in a New York apartment building. It didn’t even matter that it was cold and had no bathroom. I immediately bought a used manual typewriter and felt like a genuine writer.
After a year or so, however, I still hadn’t gotten a break and began to doubt myself. It was so hard to sell a story that I barely made enough to eat. But I knew I wanted to write, I had dreamed about it for years. I wasn’t going to be one of those people who die wondering: What if? I would keep putting my dream to the test even though it meant living with uncertainty and fear of failure. This is the shadow land of hope, and anyone with a dream must learn to live there.
1. The passage is meant to
A) warn young people of the hardships that a successful writer has to experience B) advise young people to give up their idea of becoming a professional writer C) show young people it’s unrealistic for a writer to pursue wealth and fame D) encourage young people to pursue a writing career 2. What can be concluded from the passage?
A) Genuine writers often find their work interesting and rewarding B) A writer’s success depends on luck rather than on efforts C) Famous writers usually live in poverty and isolation D) The chances for writer to become successful are small
3. Why did the author begin to doubt himself after the first year of his writing career? A) He wasn’t able to produce a single book. B) He hadn’t seen aching for the better.
C) He wasn’t able to have a rest for a whole year. D) He thought that he lacked imagination
4. “…people who die wondering: What if?” (Line 4, Para.3) refers to “those A) who think too much of the dark side of life B) who regret giving up their career halfway C) who think a lot without making a decision D) who are full of imagination even upon death
5. “Shadowland” in the last sentence refers to A) the wonderland one often dreams about
B) the bright future that one is looking forward to
C) the state of uncertainty before one’s final goal is reached D) a world that exists only in one’s imagination
Passage 4
It is, everyone agrees, a huge task that the child performs when he learns to speak, and the fact that he does so in so short a period of time challenges explanation.
Language learning begins with listening. Individual children vary greatly in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak, though the word obey is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will ask questions by gestures and by making questioning noises.
Any attempt to trace the development from the noises babies make to their first spoken
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