Ability means（)

听力原文： Many of us believe that a person's mind becomes less active as he grows older. But this is not true, according to Dr.Jarvik, professor of psychiatry at the University of California. She has studied the mental functioning of aging persons for several years. For example, one of her studies concerns 136 pairs of identical twins, who were first examined when they were already 60 years old. As Dr. Jarvik continued the study of the twins into their 70's and 80's, their minds did not generally decline as was expected.
However, there was some decline in their psychomotor speed. This means that it took them longer to accomplish mental tasks than it used to. But when speed was not a factor, they lost very little intellectual ability over the years. In general Dr. Jarvik's studies have shown that there is no decline in knowledge or reasoning ability. This is true not only with those in their 30's and 40's, but with those in their 60's and 70's as well. In the cases where the older person's mind really seems to decay, it is not necessarily a sign of decay due to old age. Often it is simply a sign of a depressed emotional state.
According to Dr. Jarvik's studies, middle-aged and older persons would expect to ______.
A．remember less
B．reason better
C．learn fewer things
D．lose no intellectual ability

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From childhood to old age, we all use language as a means of broadening our knowledge of ourselves and the world about us. When humans first【C1】______, they were like newborn children, unable to use this【C2】______tool. Yet once language developed, the possibilities for mankind's future【C3】______and cultural growth increased.
Many linguists believe that evolution is【C4】______for our ability to produce and use language. They【C5】______that our highly evolved brain provides us【C6】______an innate language ability not found in lower【C7】______. Proponents of this innateness theory say that our【C8】______for language is inborn, but that language itself develops gradually,【C9】______a function of the growth of the brain during childhood. Therefore there are critical【C10】______times for language development.
Current【C11】______of innateness theory are mixed; however, evidence supporting the existence of some innate abilities is undeniable.【C12】______, more and more schools are discovering that foreign languages are best taught in【C13】______grades. Young children often can learn several languages by being【C14】______to them, while adults have a much harder time learning another language once the【C15】______of their first language have become firmly fixed.
【C16】______some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been【C17】______from other human beings do not possess language. This demonstrates that【C18】______with other human beings is necessary for proper language development. Some linguists believe that this is even more basic to human language【C19】______than any innate capacities. These theorists view language as imitative, learned behavior.【C20】______, children learn language from their parents by imitating them. Parents gradually shape their child's language skills by positively reinforcing precise imitations and negatively reinforcing imprecise ones.
【C1】
A．generated
B．evolved
C．born
D．originated

Do other animals besides humans cry？ The answer to the question is ‘Yes, and no’. All animals with mobile eyes have the ability to cry, just as we humans do. They have a tearing system that keeps their eyes wet so as to protect them from dry sand, dusts, and other elements. People often tell tales of animals such as elephants and dogs weeping when punished. However, even if such an animal does shed tears, there is no scientific evidence that the animal is expressing the tear-related emotions similar to those when humans cry. But what about when a baby chimp or ape whimpers and screams when it’s being separated from its mother, can we say with some certainty that the animal is crying？ Taking away the babies does encourage care-giving such as feeding and protecting from the mother apes, but it is uncertain whether the baby apes feel the same way as baby humans do when they cry. In fact, it’s not clear that crying and other emotional displays mean exactly the same thing to all humans. For instance, there is a wide range of emotions that prompt people to cry, and some kinds of weeping, such as crying at a stranger’s wedding, seem to be cultural responses. In addition, some people are autistic. That means they prefer being alone than being with other people, especially in large crowds. These people are said to have less ability in expressing their emotions, but research also has shown that it’s more that their expressions and their reactions to the emotional expressions of others are unusual. Different. But does that mean that their sadness is different somehow？ So even if apes can be said with some certainty to be feeling emotions, then there is the problem of figuring out to what extent what they feel resembles what humans feel.
10.What does the author mean by “Yes, and no” in line 1, paragraph 1？
A. Other animals besides humans cry
B. No other animals besides humans cry
C. Animals cry but do not cry like humans
D. Animals cry but humans do not cry
11.Which of the following statement is true？
A. All animals have mobile eyes
B. All animals have a tearing system
C. Tearing system keeps animals’ eyes wet
D. Animals cry when being punished
12.Baby chimps or apes cry because__________.
A. they are being separated from their mothers
B. the reason is not clear
C. they feel the same way as baby humans do
D. they need to be fed and protected
13.Why human beings cry？
A. There a wide range of reasons.
B. People cry because they attend a stranger’s wedding.
C. Crying means exactly the same thing to all humans.
D. Because of cultural responses.
14.It can be inferred from the passage that __________.
A. it is uncertain to say to what extent apes feel the same emotions as humans
B. it is sure that apes can feel emotions
C. some people prefer being alone because they’re not good at communication
D. people’s emotions are different

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During the adolescence, the development of political ideology becomes apparent in the individual: ideology here is defined as the presence of roughly consistent attitudes, more or less organized in reference to a more encompassing set of general principles. As such, political ideology is dim or absent at the beginning of adolescence. Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills; the ability to manage abstractness, to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principles.
The child's rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge I mean more than the dull "facts" such as the composition of country government, that the child is exposed to in the conventional ninth-grade school course. Nor do I mean only information on current political realities. These are facts of knowledge, but they are less critical than the adolescent's absorption of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding, for example, what the state can "appropriately" demand of its citizens, and vice versa, or the "proper" relationship of government to subsidiary social institutions, such as the schools and churches. Thus, political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naivete that characterizes the younger adolescent's grasp of politics stems not from an ignorance of "facts" but from an incomplete comprehension of the common conventions of the system, of which is and not customarily done, and of how and why it is or is not done.
Yet I do not want to over-emphasize the significance of increased political knowledge in forming adolescent ideology, Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series without grasping the principle of ordination, young adolescents may have in their heads many random hits of political information without a secure understanding of those concepts that would give order and meaning to the information.
Children's minds pick up bits and pieces of data, but until the adolescent has grasped the encompassing function that concepts and principles provide, the data remain fragmented, random, disordered.
The author's primary purpose in the text is to ______.
A．clarify the kinds of understanding an adolescent must have in order to develop a political ideology
B．dispute the theory that a political ideology can be acquired during adolescence
C．explain why adolescents are generally uninterested in political arguments
D．suggest various means of encouraging adolescents to develop personal political ideologies

请根据短文内容判断给出的语句是否正确，正确的写“T”，错误的写“F”。 Good Communication Skills － Key to Success Good communication skills are the key to success in life, work and relationships. Without

请根据短文内容判断给出的语句是否正确，正确的写“T”，错误的写“F”。

Good Communication Skills - Key to Success

Good communication skills are the key to success in life, work and relationships. Without effective communication, a message can turn into an error, misunderstanding, frustration, or even disaster by being misinterpreted or poorly delivered.

The steps for good communication skills:

1. Know what to say. Understand clearly the purpose and intent of your message.

2. Know how to say it. Begin by making eye contact , which shows confidence. Then pay attention to your body language.

3. Listen. After you've finished talking, you should stop, listen, and look for feedback and clues of comprehension.

4. Reach understanding. To communicate well is to understand and be understood.More tips for developing good communication skills:

1. The better you are able to express yourself, the better your ability to communicate.

2. Practice your listening skills. Be considerate of other speakers by waiting until they are done before stating your views.

3. Learn to understand and appreciate different views by being open-minded. It will in turn, gain you more cooperation and understanding.

4. Avoid trying to communicate when in an emotional state. Take time to consider your position through before speaking.

When you take the time to develop good communication skills, it means you open yourself up to better relationships, more career opportunities, and increased self-confidence.

Moreover, you reach higher levels of mutual understanding and cooperation while successfully attaining your goals.

() 26. A message must be understood, interpreted or delivered correctly with communication.

() 27. When you talk with others you can pay little attention to your body language.

() 28. The better you are able to understand others, the better your ability to communicate.

() 29. Before stating your opinions, you'd better let the speaker finish his or her talking first.

() 30. Don't argue or debate with others if you feel angry or displeased.

In the information technology industry, it is widely acknowledged that how well IT departments of the future can fulfill their business goals will depend not on the regular updating of technology, which is essential for them to do, but on how well they can hold on to the people skilled at manipulating the newest technology. This is becoming more difficult. Best estimates of the current shortfall in IT staff in the UK are between 30,000 and 50,000, and growing.
And there is no end to the problem in sight. A severe industry-wide lack of investment in training means the long-term skills base is both ageing and shrinking. Employers are chasing experienced staff in ever-decreasing circles, and, according to a recent government report, 250,000 new IT jobs will be created over the next decade.
Most employers are confining themselves to dealing with the immediate problems. There is little evidence, for example, that they are stepping up their intake of raw recruits for in-house training, or retraining existing staff from other functions. This is the course of action recommended by the Computer Software Services Association, but research shows its members are adopting the short-term measure of bringing in more and more consultants on a contract basis.
With IT professionals increasingly attracted to the financial rewards and flexibility of consultancy work, average staff turnover rates are estimated to be around 15%. While many companies in the financial services sector are managing to contain their losses by offering skilled IT staff "golden handcuffs" — deferred loyalty bonuses that tie them in until a certain date — other organizations, like local governments, are unable to match the competitive salaries and perks on offer in the private sector and contractor market, and are suffering turnover rates of up to 60% a year.
But while loyalty bonuses have grabbed the headlines, there are other means of holding on to staff. Some companies are doing additional IT pay reviews in the year and paying market premiums. But such measures can create serious employee relations problems among those excluded, both within and outside IT departments. Many industry experts advise employers to link bonuses to performance wherever possible. However, employers are realising that bonuses will only succeed if they are accompanied by other incentives such as attractive career prospects, training, and challenging work that meets the individual's long-term ambitions.
According to the passage, the success of IT departments will depend on ______.
A．their success at retaining their skilled staff
B．the extent to which they invest in new technology
C．their attempts to recruit staff with the necessary skills
D．the ability of employees to keep up with the latest developments

We often use gestures to express our feelings, but the problem is that the gestures can be understood in different ways.
It is true that a smile means the same thing in any language.So does laughter or crying .Fear is another emotion that is shown in much the same way all over the world.In Chinese and in English literature, a phrase like ？he went pale and began to tremble' suggests that the man is either very afraid or he has just got a very big shock.However, ？he opened his eyes wide' is used to suggest anger in Chinese whereas in English it means surprise.In Chinese, surprise can be described in a phrase like ？they stretched out their tongues! ―’Stretching out your tongue ‖in English is an insulting gesture or expresses strong dislike.
Even in the same culture, people differ in their ability to understand and express feelings.Experiments in America have shown that women are usually better than men at recognizing fear, anger, love and happiness on people'faces.Other studies show that older people usually find it easier to recognize or understand body language than younger people do.
1.Which of the following is true according to the passage？
A.We can easily understand what people's gestures mean.
B.Words can be better understood by older people.
C.Gestures can be understood by most people but words are not.
D.It is difficult to tell what people' gestures really mean sometimes.
2.People's facial expression may be misunderstood in different cultures because ().
A.people of different sexes may understand a gesture differently
B.people speaking different languages have different facial expressions
C.people of different ages may have different interpretations
D.people from different cultures have different meanings about some facial expressions
3.From the passage, we can conclude that().
A.gestures can be used to express feelings
B.gestures can be more effectively used than words to express feelings
C.words are often more difficult to understand than gestures
D.gestures are used as frequently as words to express feelings
4.In the same culture, people().
A .hardly ever fail to understand each other's ideas and feelings
B.are equally intelligent even if they have different backgrounds
C.almost all have the same understanding of the same thing
D.may have different abilities to understand and express feelings
5.The best title for this passage can be ().
A.Gestures B.Feelings
C.Gestures and Feelings D.Culture and Understanding

We might marvel at the progress made in every field of study, but the methods of testing a person's knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations text what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person's true ability and aptitude.
As anxiety-makers, examinations are second to none. That is because so much depends oil them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn't matter that you weren't feeling very well, or that your mother died. Little things like that don't count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of "drop outs": young people who are written off as utter failures before they have even embarked on a career？ Can we be surprised at the suicide rate among students？
A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves arc often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.
The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge's decision you have the right Of appeal, but not after an examiner's. There must surely be many simpler and more effective ways of assessing a person's true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them？ This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: I were a teenage drop-out and now I are a teenage millionaire.
The main idea of this passage is ______.
A．examinations exert a pernicious influence on education
B．examinations are ineffective
C．examinations are profitable for institutions
D．examinations are a burden on students

By the 1980s, according to international but admittedly inconsistent definitions of literacy, about seven out of ten adults in the world were considered literate. The increase in literacy from ancient times to the present has not been a story of unbroken progress. The ability of people within a given society to read and write has been influenced by a number of factors, including economic well-being, the availability of material to read, the amount of education available, and the basic matter of the usefulness of reading.
Of these factors, usefulness has probably been the most decisive. In ancient societies, as people settled into stable patterns of agriculture and trade, it became useful for some of them to read and write in order to keep records, to transact business, and to measure amounts of land, animals, goods, materials, and produce. Since all economic aspects of a society were closely tied to the operations of government, literacy became useful and even necessary for the keeping of records by officials. The responsibilities of citizenship led to a fairly high level of literacy in ancient Greece and Rome, but in addition to that, there also grew an appreciation of good literature, poetry, drama, history, and philosophy.
During the early Middle Ages, with the general breakdown of society in Europe and the decrease of commerce, literacy became largely confined to the church. But in the late Middle Ages, in the period of the Renaissance, the great expansion of commerce and banking led to a revival in literacy for the same reason that had caused it to increase in the ancient world—usefulness.
With the invention of the printing press and inexpensive paper late in the 15th century there was for the first time a great availability of reading material for a much greater number of people. Religious reformers were among the first to utilize the situation, quickly getting translations of the Bible and educational tracts and booklets into the hands of many people.
The broadened religious enlightenment that resulted was followed in later centuries by a political one. Political theorists who favored doctrines promoting the natural rights of man called for an attack upon illiteracy. Political revolutions, particularly in the United States and France, helped inaugurate an era in which all classes were called upon to become informed on public policy for their own welfare. Against this political background there emerged the movement for universal popular education. Literacy came to be understood as a means whereby the individual could benefit and advance,* and gradually whole societies began to acknowledge that universal literacy among their citizens was an avenue to greater economic well-being.
What do we learn from the first paragraph？______
A．It is fairly easy to determine literacy
B．There is no illiteracy in a rich country
C．History sees an even progress towards literacy
D．In history literacy suffers ups and downs

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