高2013级定时阅读训练 (4)(时间40分钟，总分70分)-By BaconI. 完形填空（共20题；每小题1.5分，满分30分）阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。Some personal characteristics play an important role in the development of ones intelligence. But people fail to realize the importance of training these factors in young people.The so-called non-intelligence factors（非智力因素）include 1 feelings, will, motivation (动机), interests and habits. After a 30-year follow-up study of 8000 males, American psychologists (心理学家) 2 that the main cause of disparities in intelligence is not intelligence 3 , but non-intelligence factors including the desire to learn, will power and self-confidence 4 people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents dont pay much attention to 5 these factors.Some parents are greatly worried 6 their children fail to do well in their studies. They blame either genetic(遗传的)factors, malnutrition(营养不良)or laziness, but they never take 7 consideration these non-intelligence factors. At the same time, some teachers dont inquire into these, as reasons 8 students do poorly They simply give them more courses and exercises, or 9 criticize or laugh at them. After all, these students lose self-confidence. Some of them just feel defeated and 10 themselves up as hopeless. Others may go astray(迷途)because they are sick of learning. 11 investigation of more than 1,000 middle school students in Shanghai showed that 11.5 per cent of them were 12 of learning, because of examinations, 1.4 per cent lacked persistence, initiative(主动)and consciousness(正直地,谨慎的)and 10.3 per cent were sick of learning.It is clear 13 the lack of cultivation(培养) of non-intelligence factors has been a main 14 to intelligence development in teenagers. It even causes an imbalance between physiological (生理的)and 15 development among a few students.If we dont start now to 16 the cultivation of non-intelligence factors, it will not only affect the development of the 17 of teenagers, but also affect the quality of a whole generation. Some experts have put forward 18 about how to cultivate students non-intelligence factors.First, parents and teachers should 19 understand teenage psychology. On this basis, they can help them to pursue(调动)the objectives of learning, 20 their interests and toughening their willpower.1. A. ones B. their C. his D. her2. A. came out B. found out C. made out D. worked out 3. A. in itself B. by itself C. itself D. on its own 4. A. Though B. NeverthelessC. However D. Moreover 5. A. believing B. studying C. cultivating D. developing 6. A. about B. when C. how D. whether 7. A. for B. in C. intoD. over 8. A. why B. that C. when D. how 9. A. ever B. even C. still D. more 10. A. put B. getC. handle D. give 11. A. The B. AnC. AnotherD. A12. A. afraid B. ahead C. aware D. ashamed 13. A. that B. how C. whyD. which 14. A. difficulty B. question C. threat D. obstacle(障碍)15. A. intelligent B. characteristic C. psychological D. physical 16. A. practise B. thrust C. strengthen D. urge 17. A. intelligence B. diligenceC. maturity(成熟)D. performance 18. A. projects B. warnings C. suggestions D. decision 19. A. fully B. greatly C. very D. highly 20. A. insuring B. going C. encouraging D. exciting II. 阅读理解（共20小题，每小题2分，满分40分）阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。ADo you remember the game “Telephone”? A message gets passed from person to person, and everyone laughs at how distorted(曲解) it becomes. As a game, telephone can be fun. In real life, sending messages through third parties fouls things up. It is important for family members who have “business” with other family members to take it up directly. When tension arises in a relationship between two people, a frequent way of dealing with this is to send messages through a third person. Family doctors refer to the process as triangulation”. Following a quarrel, a mother may say to her son, “Tell your father to pass the salt”, which may be answered by, “Tell your mother to get her own salt.” In many long cases of triangulation, the middleman becomes severely disturbed. Two years ago, Ruth and Ralph Gordon brought their 17-year-old daughter for treatment. Lucille was not doing well in school, using drugs heavily. When I began to work with her, she was uncommunicative and aggressive. After some time, however, she opened up and told me her parents rarely talked to each other, but both used her as a middleman. Mrs. Gordon was sexually unsatisfied and suggested to Lucille that she ask her father to go for marriage advice. Mr. Gordon told Lucille that he was seeing another woman, and he urged Lucille to speak to her mother about improving her behaviour. Caught in this confusing situation, Lucille became more and more troubled. It wasnt until she