V . Read the following passgge carefully and then tranlate the underlined sentences into Chinese. (15 points)

Intelligence' at best is an assumptive construct-the meaning of the word has never been
clear. (71 ) There is more agreement on the kinds of behavior refeued to by the term than there is
on how to interpret or classify them. But it is generally agreed that a person of high intelligence is
one who can grasp ideas readily, make distinctions, reason logically, and make use of verbal and
mathematical symbols in solving problems. Art intelligence test is a rough measure of a child's ca-
pacity for learning, particularly for learning the kinds of things required in school. It does not
measure character, social adjustment, physical endurance, manual skills, or artistic abilities. It is
not supposed to-it was not designed for such purposes. (72) To criticise it for such failure is
roughly comparable to criticising a thermometer for not measuring wind velocity .
The other thing we have to notice is that the assessment of the intelligence of any subject is
essentially a comparative affair.
(73) Now since the assessment of intelligence is a comparative matter we must be sure that
the scale with which we are comparing our subjects provides a 'valid' or 'fair' comparison. It is
here that some of the difficulties which interest us begin. Any test performed involves at least
three factors: the intention to do one's best, the knowledge required for understanding what you
have to do, and the intellectual ability to do it. (74) The first two must be equal for all who are
being compared , if any comparison in terms of intelligence is to be made. In school populations in
our culture these assumptions can be made fair and reasonable , and the value of intelligence test-
ing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for
prediction. No one is in the least interested in the marks a little child gets on his test; what we
are interested in is whether we can conclude from his mark on the test that the child win do better
or worse than other children of his age at tasks which we think require 'general intelligence' .
(75) On the whole such a conclusion can be drawn with a certain degree of confidence, but only if
the child can be assumed to have had the same attitude towards the test as the other with whom
he is being compared, and only if he was not punished by lack of relevant information which they
possessed .

Ⅵ . Writing (15 points)
DIRECTIONS :
A) Title: FOR A BETTER UNDERSTANDING BETWEEN PARENT AND CHILD
B) Time limit: 40 minutes
C) Word limit: 120 - 150 words (not includtng the given opening sentence)
D) Your composition should be based on the OUTLINE below and should start with the giv-
en opening sentence.
E) Your composition must be written clearly in the ANISWER SHEET.
OUTLINE :
1 . Present situation: Lack of communication between parent and child
2 . Possible reasons:
1 ) Different likes and dislikes
2 ) Misunderstanding
3) Others
3 . Suggestions :
l) For parents
2) For children
参考答案：
Ⅰ. l. C 2. D 3. B 4. C 5.C
6. A 7. B 8. C 9. D 10. C
11. B 12. D 13. D 14. A 15. B
t6. C 17. A 18. C 19. D 20. C
21. A 22. B 23. D 24. D 25. A
26. B 27. C 28. A 29. A 30. D
Ⅱ. 31. C 32. O 33. A 34. B 35. B
36. D 37. D 38. D 39. A 40. D
41. C 42. B 43. A 44. C 45. A
Ⅲ. 46. D 47. A 48. B 49. B 50. C
51. C 52. A 53. D 54. D 55. A
56. C 57. A 58. B 59. B 60. C
Ⅳ. 61. (D) Thackery's 66. (C) ever
62. tn) puzzled 67. (C) on which
63. (A) have we seen 68. (B) as
64. (D) affects 69. (A) to be offered
65. (C) should have planned 70. (B) going
Ⅴ.
答案:
Ⅰ. l. D 2. C 3. C 4. C 5. B
6. D 7. D 8. A 9. A 10. B
11. C 12. C 13. A 14. B 15. D
16. A ' 17. B 18. A 19. A 20. D
21. D 22. D 23. A 24. D 25. A
26. B 27. A 28. A 29. B 30. B
Ⅱ. 31. B 32. C 33. C 34. B 35. D
36. C 37. D 38. D 39. C 40. B
41. D 42. C 43. B 44. A 45. A
Ⅲ. 46. B 47. D 48. A 49. B 50. D
51. C 52. A 53. C. 54. B 55. D
56. A 57. B 58. D 59. C. 60. B
Ⅳ. 61 . (C) made 66. (A) having blamed
62. (A) educationally 67. (B) have we seen
63. (A) have taken 68. (C) into the writing
64. (B) (should) be assigned 69. (D) to pay them
65. (B) written 70. (C) wlth the result
Ⅴ.
71．人们对智力这个词所指的不同表现意见比较一致，而对这些表现如何解释或分类则有不同的看法。
72．批评智力测试不反映上述情况，犹如批评温度计不能测风速一样。
73．既然对智力的评估是比较而言的，那么我们必须确保，在对我们的对象进行比较时，我们所用的尺度能提供“有效的”或“公平的”比较。
74．如果要从智力方面进行任何比较的话，那么对所有被比较者来说，前两个因素必须是一样的。
75．总的来说，得出这种结论是有一定程度把握的，但是必须具备两个条件：能够假定这个孩子对测试的态度和与他比较的另一个孩子的态度相同；他也没有因为缺乏别的孩子所具有的有关知识而被扣分。

上一页  [1] [2] [3]