阅读理解之社会生活类特约专题

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2024年4月21日发(作者：)

Passage 1

The latest research suggests that the key factor separating geniuses from the merely

accomplished is not I.Q., a generally bad predictor of success. Instead, it’s purposeful practice.

Top performers spend more hours practising their craft. It you wanted to picture how a typical

genius might develop, you’d take a girl who possessed a slightly above average language ability. It

wouldn’t have to be a big talent, just enough so that she might gain some sense of distinction.

Then you would want her to meet, say, a novelist, who coincidentally shared some similar

qualities. Maybe the writer was from the same town, had the same family background, or shared

the same birthday.

This contact would give the girl a vision of her future self. It would hive her some idea

of a fascinating circle who might someday join. It would also help if one of her parents died when

she was 12, giving her a strong sense of insecurity and fuelling a desperate need for success.

Armed with this ambition, she would read novels and life stories of writers without end. This

would give her a primary knowledge of her field. She’s be able to see new writing in deeper ways

and quickly understand its inner workings.

Then she would practise writing. Her practice would be slow, painstaking and

error-focused. By practising in this way, he delays the automatizing process. Her mind wants to

turn conscious, newly learned skills into unconscious. Automatically performed skills. By

practising slowly, by breaking skills down into tiny parts and repeating, she forces the brain to

internalize a better pattern of performance. Then she would find an adviser who would provide a

constant stream of feedback, viewing her performance form the outside, correcting the smallest

errors, pushing her to take on tougher challenges. By now she is redoing problems-how do I get

characters into a room-dozens and dozens of times. She is establishing habits of thought she can

call upon in order to understand or solve future problems.

The primary quality our young writer possesses is not some mysterious genius. It’s the

ability to develop a purposeful, laborious and boring practice routine; the latest research takes

some of the magic out of great achievement. But it underlines a fact that is often neglected. Public

discussion is affected by genetics and what we’re “hard-wired” to do. And it’s true that genes play

a role in our capabilities. But the brain is also very plastic. We construct ourselves through

behaviour.

76. The passage mainly deals with_____.

A. the function of I.Q. in cultivating a writer

B. the relationship between genius and success

C. the decisive factor in making a genius

D. the way of gaining some sense of distinction

77. By reading novels and writers’ stories, the girl could _____.

A. come to understand the inner structure of writing

B. join a fascinating circle of writers someday

C. share with a novelist her likes and dislikes

D. learn from the living examples to establish a sense of security

78. In the girl’s long painstaking training process, ________.

A. her adviser forms a primary challenging force to her success.

B. her writing turns into an automatic pattern of performance

C. she acquires the magic of some great achievement

D. she comes to realize she is “hard-wired” to write

79. What can be concluded from the passage?

A. A fuelling ambition plays a leading role in one’s success

B. A responsible adviser is more important than the knowledge of writing.

C. As to the growth of a genius, I.Q. Doesn’t matter, but just his|her effort.

D. What really matters is what you do rather than who you are.

答案 76.C 77.A 78.B 79.D

Passage 2

Remembering names is an important social skill. Here are some ways to master it.

Recite and repeat in conversation.

When you hear a person’s name，repeat it. Immediately say it to yourself several times

without moving your lips. You could also repeat the name in a way that does not sound forced or

artificial.

Ask the other person to recite and repeat.

You can let other people help you remember their names. After you’ve been introduced

to someone，ask that person to spell the name mad pronounce it correctly for you. Most people

will be pleased by the effort you’re making to learn their names.

Admit you don’t know.

Admitting that you can’t remember someone’s name can actually make people relaxed.

Most of them will feel sympathy if you say. “I’m working to remember names better. Yours is

right on the tip of my tongue. What is it again?”

Use associations.

Link each person yon meet with one thing you find interesting or unusual. For example，

you could make a mental note: "Vicki Cheng -- tall, black hair. " To reinforce you’re your

associations, write them on a small card as soon as possible.

Limit the number of new names you learn at one time.

When meeting a group of people, concentrate on remembering just two or three names.

Free yourself from remembering every one. Few of the people in mass introductions expect you to

remember their names. Another way is to limit yourself to learning just first names. Last names

can come later.

Go early.

Consider going early to conferences, parties and classes. Sometimes just a few people

show up on time. That's fewer names for you to remember. And as more people arrive, you can

hear them being introduced to others-an automatic review for you.

56. How will most people feel when you try hard to remember their names?

A. They will be moved. B. They will be annoyed.

C. They will be delighted. D. They will be discouraged.

57. If you can't remember someone's name, you may __

A. tell him the truth B. tell him a white lie

C. ask him for pity D. ask others to help you

58. When you meet a group of people, it is better to remember __

A. all their names B. a couple of names first

C. just their last names D. as many names as possible

59. What does the text mainly tell us?

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