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 (培養(yǎng)). If an individual is handicapped (妨礙) 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 X. 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.
小題1:This passage can be best titled_________.
A．Intelligence and Environment
B．Measuring Your Intelligence
C．The Case of Peter and Mark
D．How the brain Influences Intelligence
小題2:According to the passage, the average I.Q. is _____.
A．85B．125C．110D．100
小題3:The case history of the twins appears to support the conclusion that _______.
A．individual with identical brains seldom test at same level
B．a(chǎn)n individual's intelligence is determined only by his environment
C．changes of environment produce changes in the structure of the brain
D．lack of opportunity blocks the growth of intelligence
小題4:This passage suggests that an individual's I.Q.______.
A．can be increased by education
B．stays the same throughout his life
C．can be predicted at birth
D．is determined by his childhood

小題1:A
小題2:D
小題3:D
小題4:A 

試題分析：這篇文章講的是智力和環(huán)境的關(guān)系。同樣智力水平的人，環(huán)境和教育不一樣，智商也會有很大不同。
小題1:主旨題：從每段的段首，可以看出這篇文章講的是智力和環(huán)境的關(guān)系。選A
小題2:細節(jié)題：從最后一段的句子：Mark's I.Q. was 125, twenty-five points higher than the average 可知平均智商是100.選D
小題3:推理題;從文章的最后一段的句子：Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.可知是因為缺乏機會阻礙智力發(fā)展。選D。
小題4:細節(jié)題：從第二段的句子：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.可知人的智商是可以通過教育提高的。選A 
點評：這篇文章講的是智力和環(huán)境的關(guān)系。同樣智力水平的人，環(huán)境和教育不一樣，智商也會有很大不同。做閱讀理解題首先要明確文章的中心意思，只有明確了中心意思，那么做閱讀理解的試題才能做到游刃有余。閱讀理解的主旨大意題其實主要考查考生把握全文內(nèi)容或理解文章中心思想的能力以及分析歸納文章段落大意、重要情節(jié)、人物特征和寫作特點等方面的能力。文章的主旨大意明確了，若還具備分析長難句的能力，難的試題也會迎刃而解。
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科目：高中英語 來源：不詳 題型：閱讀理解

A
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B．tell us the importance of learning foreign languages
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B．When hit, the men in the virtual world will react angrily to it.
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B．the methods of cloning fruit flies
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D．the influence of a gene on the ability to sleep
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①Q(mào)uality education ② Safe environment
③ Versatile culture ④ Bright job future
⑤ High scholarships ⑥ Low tuition fees
A．①②④⑤⑥B．①②③⑤⑥C．①③④⑤⑥D．①②③④⑥
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小題1:The underlined word in the second paragraph probably means _____.
A．dying slowlyB．living longerC．living foreverD．dying quickly
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A．human beings may never die in the future
B．it is not certain how long humans can live
C．the human body can last about 120 years
D．it is possible for man to live longer in the future
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C．No limit for human lifeD．Healthy lifestyle and living
小題4:In the last sentence “get to that point” means ____.
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