题目内容
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A. Lyly
B. Peele
C. Greene
D. Marlowe
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更多“The most gifted of the “university wits” was ____.”相关的问题
The old idea that child prodigies (神童) "burn themselves" or "overtax their brains" in the early years, therefore, are prey to failure and (at worst ) mental illness is just a myth. (77) As a matter of fact, the outstanding thing that happens to bright children is that they are very likely to grow into bright adults.
To find this out, 1,500 gifted persons were followed up to their thirty—fifth year with these results:
On adult intelligence tests, they scored as high as they did as children. They were, as a group, in good health, physically and mentally. Eighty-four percent of their group were married and seemed content with their life.
About 70 percent had graduated from colleges, though only 30 percent had graduated with honors. A few had even dropped out, but nearly half of these had returned to graduate.
Of the men, 80 percent were in one of the professions or in business, managers or semiprofessional jobs. The women who had remained single had offices, business, or professional occupations.
The group has published 90 books and 1,500 articles in scientific, scholarly, and literary magazines and had collected more than 100 patents (专利权)
In a material way they didn't do badly either. (78) Average in come was considerably higher among the gifted people, especially the men, than for the country as a whole, despite their comparative youth when last surveyed.
In fact, far from being strange, maladjusted (难以适应) people locked in an ivory tower, most of the gifted were turning their early promises into practical reality.
The main idea of the passage is
A．how many gifted children turned successful when they grew up.
B．That bright children were unlikely to be physically and mentally healthy.
C．That gifted children were most likely to become bright grown—ups.
D．That when the bright children grew up, they would become ordinary.
The old idea that child prodigies(神童)"burn themselves" or "overtax their brains" in the early years, therefore, are prey to failure and (at worst)mental illness is just a myth. As a matter of fact, the outstanding thing that happens to bright children is that they are very likely to grow into bright adults.
To find this out, 1,500 gifted persons were followed up to their thirty-fifth year with these results.
On adult intelligence tests, they scored as high as they did as children. They were, as a group, in good health, physically and mentally. Eighty-four percent of their group were married and seemed content with their life.
About 70 percent had graduated from colleges, though only 30 percent had graduated with honors. A few had even flunked out (退学), but nearly half of these had returned to graduate.
Of the men, 80 percent were in one of the professions or in business, managers or semi- professional jobs. The women who had remained single had offices, business, or professional occupations.
The group had published 90 books and 1,500 articles in scientific, scholarly, and literary magazines and had collected more than 100 patents(专利权).
In a material .way they didn't do badly either. Average income was considerably higher among the gifted people, especially the men, than for the country as a whole, despite their comparative youth when last surveyed.
In fact, far from being strange, maladjusted(难以适应)people locked in an ivory tower, most of the gifted were turning their early promises into practical reality.
The main idea of the passage is ______.
A．how many gifted children turned successful when they grew up.
B．that bright children were unlikely to physically and mentally healthy.
C．that gifted children were most likely to become bright grown-ups.
D．that when the bright children grew up, they would become ordinary.
Who was the most gifted of the "University Wits"？
A．William Shakespeare.
B．Christopher Marlowe.
C．Francis Bacon.
D．John Lyly.
SECTION B INTERVIEW
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview.
听力原文：D: Your article is about the Center for Talented Youth, a summer program for gifted children--"nerd camp," as many participants called it--at Johns Hopkins University. What is nerd camp？
B: Nerd camp is a lot like any other summer camp, only the kids spend most of their time studying instead of playing, and they have to be really, really smart to get in. There are nerd camps all over the country these days--about fifteen thousand students attend them every year, and thousands more attend day programs--in part because so many schools have dismantled their gifted programs. Only about two cents of every hundred dollars spent by the federal government is earmarked for the gifted, so a lot of these kids have been stranded Most of them start the regular school year already knowing nearly half of the things they're going to be taught. So these camps are places where they can stretch their legs, intellectually--which is a pretty astonishing thing to see. It's not unusual for a student at one of these camps to cover a year of algebra in two weeks.
D: Do you think advancing or skipping grades a good idea？
B: Most schools practice grade acceleration in a fairly clumsy way. If a kid is bored in his class, and his parents complain enough, he might be allowed to move up a year. The problem is, if he's as bright as many of the kids at the Johns Hopkins camp, he'll soon be ready to move past those older kids as well. And, of course, being the smallest, brightest kid in a class has never been a recipe for popularity. When I talked to Camilla Benbow, the dean of education and human development at Vanderbilt University, she told me that schools simply use the wrong criterion--age--to divide students up. Rather than lumping all the seven-year-olds in one group and all the eight-year-olds in another, they should group all students by ability-regardless of their age. "When they're ready to take Algebra I, let them take Algebra I," she told me. "We don't buy shoes or piano books for children based on how old they are. Why is reading or math any different？"
D: At the nerd camps you visited, what was the social life like？ How do the kids deal with normal adolescent rites of passage？
B: I went to camps at Johns Hopkins and Vanderbilt, and both places were pretty lively. The kids went to movies and excursions and weekly dances, and the dorms were predictably noisy. Some psychologists have suggested that students who are intellectually gifted also tend to mature faster than average, but I didn't see much evidence of that. They had the same boy-girl problems, the same hormonal jitters. But there was a real giddiness in the campers--a sense of relief at finally getting to hang out with kids who were like them.
D: What about genius？ How do we separate high intelligence from real genius, and how rare is it？
B: It's hard to know exactly what qualities are the most predictive of genius. Intelligence is important, obviously, but it's not nearly enough. In the nineteen--twenties, the Stanford psychologist Lewis Terman tried to find the most gifted kids in California by having teachers nominate candidates and then giving them the Stan- ford--Binet I. Q. test, which Terman had helped develop. He ended up with more than fifteen hundred exceptionally bright kids--people called them the "Termites"--and spent the rest of his life tracking their careers. Not one of them won a Nobel Prize. Ironically, though, two students who hadn't made the cut--the physicists William Shockley and Luis Alvarez--did win it. So it's hard to say if any of the prodigies at nerd camp will turn out to be the next Einstein. But, ju
A．athletic talents
B．extremely smart minds
C．musical gifts
D．strong scientific interest
SECTION B INTERVIEW
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview.
听力原文： This week in the magazine, in "Nerd Camp," Burkhard Bilger writes about a camp for gifted teenagers. Here Bilger and The New Yorker's Daniel Cappello discuss the social, educational, and recreational problems facing the very smartest students.
D: Your article is about the Center for Talented Youth, a summer program for gifted children--"nerd camp," as many participants called it--at Johns Hopkins University. What is nerd camp？
B: Nerd camp is a lot like any other summer camp, only the kids spend most of their time studying instead of playing, and they have to be really, really smart to get in. There are nerd camps all over the country these days--about fifteen thousand students attend them every year, and thousands more attend day programs--in part because so many schools have dismantled their gifted programs. Only about two cents of every hundred dollars spent by the federal government is earmarked for the gifted, so a lot of these kids have been stranded Most of them start the regular school year already knowing nearly half of the things they're going to be taught. So these camps are places where they can stretch their legs, intellectually--which is a pretty astonishing thing to see. It's not unusual for a student at one of these camps to cover a year of algebra in two weeks.
D: Do you think advancing or skipping grades a good idea？
B: Most schools practice grade acceleration in a fairly clumsy way. If a kid is bored in his class, and his parents complain enough, he might be allowed to move up a year. The problem is, if he's as bright as many of the kids at the Johns Hopkins camp, he'll soon be ready to move past those older kids as well. And, of course, being the smallest, brightest kid in a class has never been a recipe for popularity. When I talked to Camilla Benbow , the clean of education and human development at Vanderbilt University, she told me that schools simply use the wrong Criterion--age--to divide students up. Rather than lumping all the seven-year-olds in one group and all the eight-year-olds in another, they should group all students by ability--regardless of their age. "When they're ready to take Algebra I, let them take Algebra I,' she told me. "We don't buy shoes or piano books for children based on how old they are. Why is reading or math any different？"
D: At the nerd camps you visited, what was the social life like？ How do the kids deal with normal adolescent rites of passage？
B: I went to camps at Johns Hopkins and Vanderbilt, and both places were pretty lively. The kids went to movies and excursions and weekly dances, and the dorms were predictably noisy. Some psychologists have suggested that students who are intellectually gifted also tend to mature faster than average, but I didn't see much evidence of that. They had the same boy-girl problems, the same hormonal jitters. But there was a re- al giddiness in the campers--a sense of relief at finally getting to hang out with kids who were like them.
D: What about genius？ How do we separate high intelligence from real genius, and how rare is it？
B: It's hard to know exactly what qualities are the most predictive of genius. Intelligence is important, obvious- ly, but it's not nearly enough. In the nineteen--twenties, the Stanford psychologist Lewis Terman tried to find the most gifted kids in California by having teachers nominate candidates and then giving them the Stan ford--Binet I. Q. test, which Terman had helped develop. He ended up with more than fifteen hundred exceptionally bright kids--people called them the "Termites"--and spent the rest of his life tracking their careers
A．athletic talents
B．extremely smart minds
C．musical gifts
D．strong scientific interest
A.Best writer of the English novel
B.Father of the English novel
C.the most gifted writer of the English novel
D.conventional writer of English novel
A．A political candidate and the voting public.
B．A gifted scientist and his protector.
C．Two brothers who are partners in a business.
D．A judge presiding at the trial of a criminal defendant.
A、accumulating many details
B、applying Joyce’s devices
C、abandoning linear narratives
D、using her own poetic medium
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