People have wondered for a long time how their personalities and behaviors are formed．It is not easy to explain why one person is intelligent and another is not, or why one is cooperative and another is competitive．

Social scientists are, of course, extremely interested in these types of questions．They want to explain why we possess certain characteristics and exhibit certain behaviors．There are no clear answers yet, but two distinct schools of thought on the matter have developed．As one might expect, the two approaches are very different from one another, and there is a great deal of debate between proponents of each theory．The controversy is often referred to as  “nature and nurture”．

Those who support the “nature” side of the conflict believe that our personalities and behavior patterns are largely determined by biological and genetic factors．That our environment has little, if anything, to do with our abilities, characteristics, and behavior is central to this theory．Taken to an extreme, this theory maintains that our behavior is predetermined to such a degree that we are almost completely governed by our instincts（本能）．

Proponents of the “nurture” theory, or, as they are often called, behaviorists, claimed that our environment is more important than our biologically based instincts in determining how we will act．A behaviorist, B．F．Skinner, sees humans as beings whose behavior is almost completely shaped by their surroundings．The behaviorists’ view of the human being is quite mechanistic; they maintain that, like machines, humans’ respond to environmental stimuli（刺激） as the basis of their behavior．

Socially and politically, the consequences of these two theories are far-reaching．In the US, for example, blacks often score below whites on standardized intelligence tests．This leads some “anature” proponents to conclude that blacks are genetically lower in status than whites．Behaviorists, on the contrary, say that the differences in scores are due to the fact that blacks are often robbed of many of the educational and other environmental advantages that whites enjoy, and that, as a result, they do not develop the same responses that whites do．

Either of these theories cannot yet fully explain human behavior．In fact, it is quite likely that the key to our behavior lies somewhere between these two extremes．That the controversy will continue for a long time is certain．

1.This passage is mainly concerned with              ．

    A．relation between personality and behavior

    B．relation between behavior and environment

    C．different accounts of patterns of human behavior

    D．different theories of the formation of human behavior

2.The underlined word " proponents'' in paragraph 2 means           ．

    A．creators         B．advisors         C．advocates        D．judges

3.In paragraph 5 , the author mainly writes about           ．

    A．the considerable influence of the two theories

    B．differences between the blacks and whites

    C．racial discrimination in the United States

    D．different responds to intelligence tests

4.What's the author's purpose in writing the passage?

    A．To call our attention to the changes of human behavior．

    B．To urge scientists to do more research in social science．

    C．To give us a detailed explanation of human behavior．

    D．To present an argument in the field of social science．

Are some people born clever，and others born stupid? Or is intelligence developed by our environment and our experience? Strangely enough, the answer to these questions is yes. To some extent our intelligence is given to us at birth, and no amount of 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 person’s intelligence are fixed at birth, 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 intelligent. Thus if we take two unrelated people at random from 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 to 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 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 degree of intelligence.
46. The writer is in favor of the view that man’s intelligence is given to him______.
A. at birth                      
B. through education
C. both at birth and through education
D. neither at birth nor through education
47. If a child is born with low intelligence, he can______.
A. become a genius
B. still become a genius if he should be given special education
C. reach his intelligence limits in rich surroundings
D. not reach his intelligence in his life
48. In the second paragraph, the underlined sentence means“if we ___________.”
A. pick any two persons              
B. take out two different persons
C. choose two persons who are relative
D.choose two persons with different intelligence
49. The example of the twins going to a university and to a factory separately shows______.
A. the importance of their intelligence 
B. the role of environment on intelligence
C. the importance of their positions     
D. the part that birth plays
50. The best title of the passage can be______.
A. Surroundings                          B. Intelligence
C. Dependence on Environment             D. Effect of Education

Mothers and daughters go through so much—yet when was the last time a mother and daughter sat down to write a book together about it all? Perri Klass and her mother, Sheila Solomon Klass, both gifted professional writers, prove to be ideal co-writers as they examine their decades of motherhood, daughterhood, and the wonderful ways their lives have overlapped (重叠).
Perri notes with amazement how closely her own life has mirrored her mother’s: both have full-time careers； both have published books, articles, and stories； each has three children； they both love to read. They also love to travel—in fact, they often take trips together. But in truth, the harder they look at their lives, the more they acknowledge their big differences in circumstance and basic nature.
A child of the Depression (大萧条), Sheila was raised in Brooklyn by parents who considered education a luxury for girls. Starting with her college education, she has fought for everything she’s ever accomplished. Perri, on the other hand, grew up privileged in the New Jersey suburbs of the 1960s and 1970s. For Sheila, wasting time or money is a crime, and luxury is unthinkable while Perri enjoys the occasional small luxury, but has not been successful at trying to persuade her mother into enjoying even the tiniest thing she likes.
Each writing in her own unmistakable voice, Perri and Sheila take turns exploring the joys and pains, the love and bitterness, the minor troubles and lasting respect that have always bonded them together. Sheila describes the adventure of giving birth to Perri in a tiny town in Trinidad where her husband was doing research fieldwork. Perri admits that she can’t sort out all the mess in the households, even though she knows it drives her mother crazy. Together they compare thoughts on bringing up children and working, admit long-hidden sorrows, and enjoy precious memories.
Looking deep into the lives they have lived separately and together, Perri and Sheila tell their mother-daughter story with honesty, humor, enthusiasm, and admiration for each other. A written account in two voices, Every Mother Is a Daughter is a duet (二重奏) that produces a deep, strong sound with the experiences that all mothers and daughters will recognize.
【小题1】Why does Perri think that her own life has mirrored her mother’s?

There are a lot of differences in life in the US that you can only learn by living here. However, we will try to introduce you to some of the more important cultural differences.

Personal Space

When two people are talking to each other, they tend to stand a distance apart. Each person has an invisible boundary (界限) around their body into which other people may not come.

Interestingly，the average personal distance varies from culture to culture. Americans tend to require more personal space than in other cultures. So if you try to get too close to an American during your conversation, he or she will feel that you are “in their face” and will try to back away.

Try to avoid physical contact while you are speaking, since this may also lead to discomfort.

Tipping(小费)

Restaurants do not include a service charge in the bill, so you should tip the waiter 15% of the total bill. If service is slow or particular bad, some Americans will tip only 10%. If service is particularly good, it is appropriate to tip 20%. If service is so bad that you will never eat in the restaurant again, leave two cents. It tells the waiter that you haven’t forgotten to leave a tip. Tipping is only appropriate in restaurants which offer table service. You do not tip the cashier in a fast food restaurant.

Gestures

To wave goodbye or hello to someone, raise your hand and wave it from side to side, not front to back. Wave the whole hand, not just the fingers. Waving the hand front to back or the fingers up and down means “no”, “stop”, or “go away’. Holding your hand up with the palm facing forward but no movement means “stop”.

If you want to point at an object, extend the index finger and use it to point at the object. It is not polite to point at people.

Although showing your fist with the thumb up or your open hand with the tips of the thumb and index finger together forming an “O” means “OK”， these are stereotypes (老套). Americans understand these gestures, but they are mainly used by actors in movies, not in real life.

1. If an American to whom you are speaking backs away a little, you’d better __________.

A. not try to close the gap              B. stop talking with him or her

C. back away too                     D. ask him or her what happened

2.Which of the following statements is TRUE when you eat out in the US?

A. The tip always ranges from 10% to 20% of the total bill.

B. You needn’t leave a tip if you will never eat in the restaurant.

C. It’s unnecessary to tip the waiter in a restaurant.

D. Tipping is not necessary in fast food restaurants.

3.Which of the following gestures is not used in Americans’ daily life?

A               B.             C.               D.

.         

4.We can learn from the passage that in the US ___________________.

A. it’s natural to touch each other in a conversation.

B. it’s polite to leave a tip though the service is bad.

C. there is only one gesture meaning “stop”.

D. Americans use the same gesture to point at people and objects.

When we visit another country, differences in music and dance are   36   some of the first things that we notice. Every culture has   37   its own types of music and dance, which are very different from those of other societies.

   Each type of music usually has a distinctive rhythm and a special sound,   38   on the kinds of instruments that are used to produce it. The most common type of instruments are  39   instruments, such as guitars and violins; wind instruments, including horns and flutes. Many different kinds of musical sounds   40   be created by using different combinations of instruments.

   The human voice is a very special kind of instrument,   41   it can produce a great number of different sounds with different   42  , ranging from loud to soft. Singing is very popular in most cultures because it allows us to   43   words and ideas with music.

   Societies coordinate（使协调） body movements with musical rhythms to create   44  . Sometimes people dance for fun and individual expression. Dances can also be used to   45   ideas to an audience. Hawaiian dancers,   46  , use arm and hand movements to express the meaning of a song. In the same way, many societies use dances in religious ceremonies   47   to tell about important events.

   Music and dance are passed from one   48  to another and thus become a permanent part of the society and   49   culture. Of course, as cultures come   50   contact with each other, the music and dance of one society may be accepted by other societies, or the different styles may be combined to   51   a new kind of music or dance. Some Latin American music, for example, has taken   52   from Indian cultures and mixed them with those from European and African cultures.   53  , popular music from England and the US can be heard in countries   54   the world,   55   it has had an influence on musical tastes, especially among young people.

1.A. unlikely                        B. probably                         C. likely                       D. surely

2.A. installed                 B. developed                      C. meant                    D. established

3.A. depending                  B. relying                             C. playing                   D. resting

4.A. thread                         B. cord                                 C. string                     D. band

5.A. can                          B. might                             C. must                       D. should

6.A. when                            B. since                                C. after                       D. although

7.A. heights                        B. sizes                                C. volumes                 D. tones

8.A. express                       B. explain                            C. provide                  D. compose

9.A. sounds                         B. songs                               C. dances                            D. moves

10.A. give                            B. perform                          C. translate               D. communicate

11.A. for example             B. such as                            C. that is                    D. on the contrary

12.A. just                       B. as                                     C. or                            D. only

13.A. country                     B. people                             C. generation            D. time

14.A. their                           B. the                                   C. form                       D. its

15.A. to                                B. into                                  C. for                           D. with

16.A. join                    B. show                                C. become                 D. form

17.A. advantages              B. styles                               C. features                D. origins

18.A. However                   B. On the contrary            C. Besides                  D. Similarly

19.A. over                           B. across                             C. through                 D. along

20.A. where                        B. when                               C. which                     D. what