One Canada, Two Languages

Canada is one of the few nations in the world to have two official languages: English and French. There are 10 provinces in the country but only one of these—Quebec is known as “French Canada”. This is because it was founded by French explorers while British adventurers discovered the rest.

Canada left the British empire(帝國) in 1867 to become an independent country and English and French have been recognized as the official languages ever since.

Most people speak English as their first language and the two national television networks broadcast in English throughout the country. Apart from in Quebec and a few places on the east coast, French television is very rare.

The same goes for traffic signs and menus, for example, outside of Quebec, there are only a few places where you’ll see traffic signs in French. In restaurants, it’s almost impossible to find French on the menu unless you are in the heartland (中心地帶) of French Canada. However, all  products sold in Canada must, by law, have labels (標(biāo)簽) and instructions in both languages.

In Canada’s English speaking provinces, official bilingualism (雙語) means that students can choose to complete a special French language course. Under this program, they are taught most of their subjects in French.

If a student begins the course in kindergarten (幼兒園) or Grade One, it is likely that all their lessons will be in French. However, if they start at junior high school, 25 percent of the teaching will continue to be in English.

1.How many provinces are there in Canada?

A. Ten.   B. Nine.    C. Eleven.    D. Two.

2.Which country controlled Canada before its independence?

A. France.    B. Britain.    C. America.     D. Germany

3.Where can you watch French television programs?

A. Only in Quebec.

B. In Quebec and a few other places.

C. From the two national television networks.

D. All over Canada

4.What do we know about the education in Canada?

A. In English speaking provinces only English courses are offered.

B. If you choose a special French language course, most of the subjects are taught in French.

C. The courses in primary school are all taught in English.

D. Most of the courses in junior high schools are taught in English.

Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough，the answer to both these questions is yes. To some extent（程度）our intelligence is given to us at birth，and special education can never make a genius(天才) out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts can be supported in a number of ways.
It is easy to say that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical twins, they  will very likely be as intelligent as each other. Relations like brothers and sisters，parents and children，usually have similar intelligence, and this clearly suggests that intelligence depends on birth.
Imagine that now we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.
【小題1】By using the example that two people closer in blood relationship are closer in intelligence that writer wants to prove    _    .

第三部分：閱讀理解（滿分40分，共20小題，每小題2分）
A
Britain almost more than any other country in the world must seriously face the problem of building upwards, that is to say, of accommodating a considerable proportion of its population in high-rise blocks of flats. It is said that an Englishman objects to this type of existence, but if this is so, he differs from most inhabitants of the world today.
In the past, blocks of flats have been associated with the lower income groups, and many of them lacked the obvious provisions, such as central heating, constant hot water supply, electrically operated lifts, and so on. Some even didn’t have facilities for disposal of dust and rubbish or storage places for baby carriages on the ground floor. Many lacked playgrounds for children on the top of their buildings, and drying grounds for washing. It is likely that the dispute regarding flats versus (對抗) individual houses will continue to rage on for a long time as far as Britain is concerned. And it is unfortunate that there should be hot feelings on both sides whenever this subject is raised. Those who oppose the building of flats base their cases primarily on the assumption (設(shè)想) that everyone prefers an individual home and garden and on the high cost per unit of accommodation. They, however, ignore the higher cost of providing full services to a scattered community and the cost in both money and time commuting to work for the suburban resident.
61. It can be inferred from the passage that ____.  
A. unlike most people in other countries, English people dislike living in flats
B. people in most countries of the world today like living in the suburbs
C. people in Britain are eager to move into high-rise blocks of flats
D. modern flats in Britain fail to provide the necessary facilities for living
62. What can we learn about the blocks of flats built in the past from the passage? 
A. They were conveniently located.          
B. The people who lived there were not rich.
C. They were usually not large enough for big families to live in.
D. The children who lived in them could play on the top of the buildings.
63. Some people don’t like living in flats because ____. 
A. they must pay much money             
B. they prefer to live in a house with a garden
C. there is no central heating and constant hot water supply
D. the disposal of rubbish is a problem for people living in flats
64. Some people don’t like living in suburban houses because ____.
A. the houses are not large enough
B. people who live in the suburbs must pay much money for the service work
C. people who live in the suburbs have to spend a lot of money and time traveling to work every day
D. it can be difficult for them to do some shopping and to get along well with their neighbors
65. This passage is mainly about __________. 
A. living in high-rise blocks of flats                
B. living in the suburbs
C. the difference in living in a flat in Britain and living in a flat in other countries
D. the attitude of British people towards living in flats

Are some people born clever and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough, the answer to both questions is yes.To some extent our intelligence is given to us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways.
It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random (隨意地) from the population, it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical twins, they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that integigence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this shows that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who lives in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.
【小題1】Which of the following best describes the writer’s point in Paragraph One?

閱讀表達(dá)

Are some people born clever and others born stupid? Or is intelligence developed by our environment and our experience? Strangely enough, the answers to these questions are both Yes. To some extent, our intelligence is given to us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts, now held by most experts, can be supported in a number of ways.

It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two identical twins, they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence and this clearly suggests that intelligence depends on birth.

Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We should soon find differences in intelligence developing and this shows that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close touch with each other, but who are not related at all, are likely to have similar degree of intelligence. (274 words)

56. In the author’s opinion, how is a man’s intelligence given to him? (No more than 15 words)

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57. What does the author mean by saying “if we take two unrelated people from the population”? (No more than 10 words)

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58. What does the example of the twins going to college and to a factory separately reveal? (No more than 10 words)

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59. Please explain the underlined phrase in English. (No more than 5 words)

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60．What have the research results shown?

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