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A.have; have
B.have; has
C.has; have
D.has; has
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更多“The twins usually milk and bread for breakfast, but Jim only some coffee for it.”相关的问题
Identical twins possess exactly the same set of genes. Yet as they grow older,
they may begin to display subtle differences. They may start to look different,
develop different diseases or slide into different persons. 【M1】______
Women who are identical twins may differ with their fertility or 【M2】______
the age at which they reach menopause. These discrepancies
usually attributed to ill-defined differences in environment. 【M3】______
But a whole new level of explanation has been opened up by a generic survey 【M4】______
showing that identical twins, because they grow older, differ increasingly in 【M5】______
what is known as their epigenome. The term refers to natural
chemical modifications that occur in a person's genome shortly before 【M6】______
conception and that act on a gcne as a gas pedal or a brake,
marking it for higher or lower activity. 【M7】______
Identical twins have the same set of epigenetic mark on the genome 【M8】______
when they are born. But differences in the epigenome disappear 【M9】______
as the twins grow older and become greater the longer they live together, 【M10】______
say a team of researchers led by Dr. Manel Esteller of the Spanish National Cancer Center in Madrid.
【M1】
A．Identical twins raised separately in different adoptive families are usually more similar in personality than are nonidentical twins raised separately in different adoptive families.
B．No matter how twins behave, parents treat identical twins in ways that tend to elicit similar personality traits but do not treat nonidentical twins in such ways.
C．Parents of both identical and nonidentical twins have long claimed that their children, from early infanthood, had definite and well-established personality traits.
D．Birth parents and their identical twin children tend to become more similar to each other in personality over time, but adoptive parents and their identical twin children do not.
E．Neither identical nor nonidentical twins are likely to display drastic changes in their individual personalities as they grow up.
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. Lissy F. Javik, professor of psychiatry at the University of California, Los Angeles. Dr. Jarvik 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's continued the study of the twins into their 70s and 8Os, 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 last 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 into the 30s and 40s but also into 60s and 70s as well.
As for learning new things, and ability to remember, studies by Dr. Jarvik and others show that the old are equal to the young. It is true that older people themselves often complain that their memory is not as good as it once was. However, much of what we call "loss of memory" is not that at all. There usually was incomplete learning in the first place. For example, the older person perhaps had trouble hearing or poor vision, or inattention, or was trying to learn the new thing at a speed that was too fast.
In the cases where the older person's mind really seems to decay, it is not necessarily a sign of a decay due to old age or "senility". Often it is simply a sign of a depressed emotional state. The depression usually can be counteracted by counseling, therapy with a psychologist, or medications which fight depression.
(30)
A．It remains as active as ever.
B．It tends to be less active.
C．It loses the ability to reason.
D．It functions well in learning new things.
SECTION B PASSAGES
Directions: In this section, you will hear several passages. Listen to the passages carefully and then answer the questions that follow.
听力原文： The limits of a person's intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. 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 in intelligence. Thus if we take two unrelated people at random from the 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 be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depend 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 and fixed. We would soon find differences in intelligence developing, and this indicates that environments 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 degrees of intelligence.
In the development of one's intelligence, environment plays ______.
A．a less important role
B．an equally important role
C．an insignificant role
D．the least significant role
(1)What happens to the twins in the book?
A、Some unknown power turned one of them into a frog.
B、They set off one night to 1ook for a magio frog.
C、Their mother asks them to take care of a elf.
D、One of them gets superpowers one ni sht.
(2)What can we learn from the passage?
A、It takes the twins some time to believe in the magic they see.
B、It is the twin' % imagination that creates the magioal creatures.
C、The twins sact differently in the magic.
D、Being open-minded helps the trins break the spell (魔咒)
(3)What can wre know from Paragraph 4?
A、The twins often fight with each other in the pond.
B、The twins don' t understand each other.
C、The twins are not the same in interests.
D、The twins are intimate to each other.
(4)According to the last paragraph,that might the author of the book agree wi th?
A、Cchildren should be taught not to make eany trouble.
B、Naughty children are usually less imaginative than others.
C、Children can learn from the trouble that they get into.
D、It is hard for children to understand the world ar ound them.
(5)In the fifth paragraph,the phrase“the sky is the limit” probably means:
A There is no limit.
B、Theskyistoohightohavea1imit.
C、Nothing is possible.
D、Everything has its 1imit,even the sky.
听力原文： 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 special education can make a genius out of a child born with no intelligence. On the other hand, a child lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a 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 degree, something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two identical twins, they will very likely 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 put two identical twins 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 difference in intelligence developing, and this certainly indicates that environment as well as birth plays a part.
(26)
A．Birth.
B．Environment.
C．Education.
D．Blood type.
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 in intelligence. Thus if we take two unrelated people at random(随意地) from the 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 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 should 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.
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
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 in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degrees of intelligence will be completely different. If, on the other hand, we take two identical twins, they will very likely 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 could 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 degrees of intelligence.
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 though education
To explain the observed patterns of handedness, researchers have devised what is known as a' geneculture coevolution' model. The initial assumption of the model-drawn from observation of non-human primates and other mammals such as mice-is that early on in human evolution, the genetic make-up of individuals inclined them to prefer one hand or the other, but that the population was equally divided between right and left-handed people. Over time, according to the model, the interaction of genes and culture has produced a state where everyone has identical genes for handedness. This would happen if, for whatever reason, right-handers were more likely to survive and reproduce. The idea may not be that far fetched. Many biologists believe that handedness is related to brain structure, say, for example, early right-handers may have been better at language.
The model predicts that today everyone has genes which confer a basic predisposition of 78% to be right-handed. How children actually turn out, however, can be influenced by whether their parents are dextral or sinistral. For example, children may mimic their parents. Or parents may influence the handedness of their children in the way that they hand them toys or food.
The researchers reckon that a child with two right-handed parents has a 91% probability of being right-handed; a child with two left-handed parents has a probability of only 63% of being right-handed. But parental influence does not account for everything. Random events during a child's development can also have a small effect on handedness. Even if identical twins have parents who are both dextral, factors such as their position in the womb may result in the twins not preferring the same hands.
The model seems plausible. It accurately predicts the results of 13 studies of the handedness of twins as well as the proportion of left-handers found in the population at large (roughly 12%, a figure that seems to be quite stable). Asymmetries in early tools, and in the way in which prey were clubbed, suggest that hominids as early as the Australopithecines may have preferred their right hands. Whatever the origin of this dexterous preference, though, left-handers remain at large. Some people are just sinister.
The author points out at the beginning that ______.
A．handedness is solely determined by genes
B．handedness is solely determined by culture
C．handedness is determined by both genes and culture
D．handedness may be determined by factors other than genes and culture
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