It is in view of our（）（长期的） business relationship that we make you such an offer.

It is only _________ view _________ our long friendly relation that we accept D/P payment for future dealings.

From our window we have a view of fields ______ into the distance．

从我们的窗前望去是一望无垠的田野。

A.With a view to

B.Owing to

C.In order to

D.Due to

A、My View on the Negative Effects of Smoking

B、The Way To Improve Our English-Speaking Ability

C、the war of Independence

D、the Myth of Chinese LiteratureE、ffects of Smoking

ss and which determines in some ways the extent of our achievements. Since the Intelligence Quotient was relatively unaffected by bad teaching or a dull home environment, it remained constant. Its value, therefore, was a predictor of children'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 schools was obvious.

Today, we are beginning to think differently. In the last few years, re search has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence itself. Perhaps most important, there is considerable evidence now which shows the great influence of the environment both on achievement and intelligence. Children with poor home backgrounds not only do less well in their school work and in intelligence tests—a fact which could be explained on genetic grounds—but their performance tends to deteriorate gradually compared with that of their more fortunate classmates. Evidence like this lends support to the view that we have to distinguish between genetic intelligence and observed intelligence. Any deficiency in the appropriate genes will obviously restrict development, no matter how stimulating the environment. But we cannot observe or 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. Changes may occur in our observations or measurements, if the environment is changed. In other words, the Intelligence Quotient is not constant.

Researches over the past decade have been investigating what happens in this interaction. Work in this country has shown that parental interest and encouragement are more important than the material circumstances of the home.

Two major findings have emerged from these studies. Firstly, that the greater part of the development of observed intelligence occurs in the earliest years of life. 50 percent of measurable intelligence at age 17 is already predictable by the age of four. In other words, deprivation in the first four or five years of life can have greater consequences than any of the following twelve or so years.

Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship. Much of the difference in measured intelligence between "privileged" and "disadvantaged" children may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptional experiences.

These research findings have led to a revision in our understanding of the nature of intelligence. Instead of it being some largely inherited fixed power of the mind, we now sec it as a set of developed skills with which a person copes with any environment. These skills have to be learned and, indeed, the fundamental one is learning how to learn.

Which of the following might serve as a suitable title for the passage？

A．Intelligence: A Changed View

B．Intelligence and Intelligence Quotient

C．Genetic Intelligence vs Observed Intelligence

D．Innate Intelligence and Developed Skills

s are only【C1】______ helps which ignorance assumes in order to【C2】______ politeness, which is the result of good sense and good【C3】______ A person possessed of those qualities, though he had never seen a court, is truly【C4】______ ; and if without them, would continue a clown,【C5】______ he had been all his life a gentleman usher. He who【C6】______ airs of importance exhibits his credentials (证明)of【C7】______ . There is no policy like politeness; and a good manner is the best thing in the world to get a good name, or to 【C8】______ the want of it. Good manners are a part of good morals, and it is【C9】______ much our duty as our interest to practice in both. Good manners are the art of making those around us easy.【C10】______ makes the fewest persons【C11】______ is the best bred man in the company. Good manners should begin at home. A person【C12】______ appears so ridiculous by the qualities he has, as by those he【C13】______ to have. He gains more by being【C15】______ to be seen as he is, than by attempting to appear【C14】______ he is not. Good manners is the result of much good sense, some good nature, and a little self-denial, for the【C16】______of others, and with a view to obtain the same indulgence from them. "【C17】______ make the man," says the proverb. It may be true that some men's man hers have been the making of them;【C18】______ as manners are rather the expression of the man, it would be more【C19】______ to say the man makes the manners. Social courtesies should arise from the heart; the worth of manners consists【C20】______ being the sincere expressions of feelings.

【C1】

A．artificial

B．provincial

C．controversial

D．substantial

.We are often noisy at weddings and sympathetic at funerals.Our table manners are not the same at a picnic as in a restaurant.When speaking with people,we feel free to interrupt close friends but tend to listen to our employers until they finish.If we don’t make such adjustments(调整),we are likely to get into trouble.

From one point of view,language is behaviour;it is part of the way we act.And like every other kind of behaviour,it must be adjusted to fit different contexts or situations where it is used.For instance,among people who are used to a writing system,there is one adjustment everyone makes:they speak one way and write another way.Speakers can stop in the middle of a conversation and repeat themselves if they sense that they are being misunderstood;writers often go back over their writing to see that it is clear,which is,however,before the communication occur.Once writers have passed their writing to someone else,they cannot change it.

Speakers can use intonation(语调)，stress(重音)，and pauses to help make their meaning clear.A simple sentence like “John kept my pencil” may mean,by a shift in the stress and intonation patterns,either John rather than someone else kept the pencil,or John kept rather than just borrowed the pencil,or it was a pencil rather than anything else that he kept.Writers,on the other hand,have their special tools of various punctuation(标点) marks,capitals,italic(斜体) letters,and so on.Skillful writers could also change the word order of a sentence.So“Cindy only had five dollars” could be turned into “Cindy had only five dollars” to mean Cindy had no more than five dollars,or into “Only Cindy had five dollars” to mean nobody but Cindy had five dollars.

36.The main purpose of the first paragraph in this passage is to _______.

A.summarize the passage

B.introduce the topic of the passage

C.use examples to illustrate the first sentence of the paragraph

D.use examples to illustrate the last sentence of the paragraph

37.According to Paragraph 1,we must adjust our behavior. because _______.

A.we should appear happy at weddings and sad at funerals

B.we should listen to our employers more than to our friends

C.our manners should be different in different places

D.our behavior. should be acceptable to others around

38.Language as mentioned in Paragraph 2 is considered _______.

A.a kind of behavior

B.an act found in all situations

C.an adjustment everyone makes

D.both spoken and written

39.According to Paragraph 2,speakers and writers differ mainly in _______.

A.the amount of time they spend on the communication

B.the number of times they stop while communicating

C.how they can make sure that they are not misunderstood

D.when they decide to begin the communication

40.According to Paragraph 3,speakers can use such tools as _______ to make their meaning clear.

A.intonation patterns and word order

B.stress patterns and word order

C.pauses and punctuation marks

D.pauses and shifts in stress patterns

f the universe. Prior to Einsteinian physics, there was no truly adequate formulation of the relationship of time to the other forces in the universe, even though some empirical equations included time qualities. However, even the Einsteinian formulation is not perhaps totally adequate to the job of fitting time into the proper relationship with the other dimensions, as they are called, of space. The primary problem arises in relation to things that might be going faster than the speed of light, or have other strange properties,

Examination of the Lorentz-Fitsgerald formulas yields the interesting speculation that if something did actually exceed the speed of light it would have its mass expressed as an imaginary number and would seem to be going backwards in time. The barrier to exceeding the speed of light is the apparent need to have an infinite quantity of mass moved at exactly the speed of light. If this situation could be leaped over in a large quantum jump--which seems highly unlikely for masses that are large in normal circumstances--then the other side may he achievable.

The idea of going backward in time is derived from the existence of a time vector that is negative, although just what this might mean to our senses in the unlikely circumstance of our experiencing this state cannot be conjectured.

There have been, in fact, some observations of particle chambers which have led some scientists to speculate that a particle called the tachyon may exist with the trans-light properties we have just discussed.

The difficulties of imagining and coping with these potential implications of our mathematical models points out the importance of studying alternative methods of notation for advanced physics. Professor Zuckerandl, in his book Sound and Symbol, hypothesized that it might be better to express the relationships bund in quantum mechanics through the use of a notation derived from musical notations. To oversimplify greatly, he argues that music has always given time a special relationship to other factors or parameters or dimensions. Therefore, it might be a more useful language in which to express the relationships in physics where time again has a special role to play, and cannot be treated as just another dimension.

The point of this, or any other alternative to the current methods of describing basic physical processes, is that time does not appear--either by common experience or sophisticated scientific understanding--to be the same sort of dimension or parameter as physical dimensions, as is deserving of completely special treatment, in a system of notation designed to accomplish that goal.

One approach would be to consider time to be a field effect governed by the application of energy to mass that is to say, by the interaction of different forms of energy, if you wish to keep in mind the equivalence of mass and energy. The movement of any normal sort of mass is bound to produce a field effect that we call positive time. An imaginary mass would produce a negative time field effect. This is not at variance with Einstein's theories, since the "faster" a given mass moves the more energy was applies to it and the greater would be the field effect The time effects predicted by Einstein and confirm by experience are, it seems, consonant with this concept. (565)

The passage supports the inference that ______.

A．Einstein's theory of relativity is wrong

B．the Lorentz-Fitzgerald formulas contradict Einstein's theories

C．time travel is dearly possible

D．it is impossible to travel at precisely the speed of light

some information, but meanings are (1)_____ from so many other sources that it would hinder our effectiveness (2)_____ a partner to a relationship to rely too heavily on words (3)_____ Words are used to describe only a small part of the many ideas we associate with any given (4)_____. Sometimes we can gain insight into some of those (5)_____ if we listen for (6)_____ words. We don't always say what we mean (7)_____ mean what we say. Mostly we mean several things at once. A person wanting to purchase a house says to the current owner. "This step has to be fixed before I'll buy". The owner says, "It's been like that for years". (8)_____, the step hasn't been like that for years, but the (9)_____ message is: "I don't want to fix it. We can put up with it why can't you？" The (10)_____ for a more expansive view of meaning can be developed by examining a message (11)_____ who said it, when it occurred, the (12)_____ conditions or situation, and how it was said.

When a message occurs can also (13)_____ associated meaning. A friend's unusually docile behavior. may only be understood by (14)_____ that it was preceded by situations that required a(n) (15)_____ amount of assertiveness.

We would do well to listen for how message are (16)_____ The words, "it sure has been nice to have you over", can be said with (17)_____ and excited or ritualistically. The phrase can be said once or (18)_____ several times. And the meaning we associate with the phrase will change (19)_____ Sometimes if we say something infrequently it assumes more importance; sometimes the more we say something the (20)_____ importance it assumes.

A．omitted

B．resulted

C．dismissed

D．derived

poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development？ We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

第31题：The author holds in paragraph 1 that the importance of education in poor countries

A．is subject to groundless doubts.

B．has fallen victim of bias.

C．is conventionally downgraded.

D．has been overestimated.