The world's governments have done ________. nothing to combat the threat of nuclear accidents.

A．inherently

B．vitally

C．virtually

D．identically

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• The first way we can approach language is as a phenomenon of the individual person. It is concerned with, describing and explaining language as a matter of human behavior. People sneak and write; they also evidently read and understand what they hear. They are not born doing so; they have to acquire these skills. Not. everybody seems to develop them to the same degree. People may suffer accidents or diseases, which impair their performance. Language is thus-seen as part of human psychology, a particular sort of behavior, the behavior. which has as its principal function that of communication.

  The trouble with the term "behavior" is that it is often taken to refer only to more or less overt, and describable, physical movements and acts. Yet part of language behavior. -- that of understanding spoken or written language, for example -- has little or no physically observable signs. It is true we can sometimes infer that understanding has taken place by the changes that take place in the other person's behavior. When someone has been prohibited from doing something, we may infer that he has understood the prohibition by observing that thereafter he never behaves in that way. We cannot, of course, be absolutely sure that his subsequent behavior. is a result of his understanding; it might be due to a loss of interest or inclination. So behavior. must be taken to include unobservable activity, often only to be inferred from other observable behavior.

  Once we admit that the study of language behavior. involves describing and explaining the unobservable, the situation becomes much more complicated, because we have to postulate some set of processes, some internal mechanism, which operates when we speak and understand. We have to postulate something we can call a mind. The study of language from this point of view can then be seen as a study of the specific properties, processes and states of the mind whose outward manifestations are observable behavior; what we have to know in order to perform. linguistically.

  This approach to language, as a phenomenon of the individual, is thus principally concerned with explaining how we acquire language, and its relation to general human cognitive systems, and with the psychological mechanisms underlying the comprehension and production of speech: much less with the problem of what language is for, that is, its function as communication, since this necessarily involves more than a single individual.

  What is the best title for this passage?

  A．Language as Means of Communication

  B．Language and Psychology

  C．Language and the Individual

  D．Language as a Social Phenomenon

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• He did his best to stay awake, but the performance was so boring that he just ______ to sleep.

  A．dropped away

  B．dropped out

  C．dropped off

  D．dropped down

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• Passage Four Albert Einstein recalled his learning problems philosophically: “My intellectual (智力的) development was slow, as a result of which I began to wonder about space and time only when I had already grown up. Naturally, I could go deeper into the problem than a child.” And so, 11 years after dismissal from school, young Albert Einstein published the theory of relativity that changed our understanding of the universe.

  No one in this century has been more widely recognized as a genius than Einstein. Yet his problems with early intellectual development and his peculiar gifts cast great doubt on all our conventional ideas about genius, intelligence or “I.Q.” (智商). On the one hand, Einstein showed early defects in abilities that our mental tests value; on the other hand, his special intellectual faculties went far beyond most definitions of intelligence. Moreover, their growth appears peculiarly gradual, contradicting the popular conception of intelligence as something inborn and fixed. His resolute persistence and his skills in playing games with ideas were apparently as decisive to his genius as any cutting edge of intellect (智能).

  These powerful aspects of intelligence that conventional definitions overlook are getting close attention in a new wave of research. This comes after years of earlier studies which exposed the narrowness of our usual measures of mental ability. Intelligence, it turns out, is multifaceted and marvelous; it includes personal characteristics, creativity skills and intellectual capabilities that show up on no test. What is most exciting is that some of these iii-defined abilities are possessed by many people. Just knowing about such neglected skills will help us discover and develop untapped (未开发的) potential-in ourselves and in our children.

  第15题：This passage is about ________.

  A) the development of Einstein’s intellect

  B) the wide recognition of Einstein as a genius

  C) conventional ideas concerning genius

  D) an insight to the complexity of human intelligence

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• She remains confident and ________ untroubled by our present problems.

  A) indefinitely

  B) infinitely

  C) optimistically

  D) seemingly

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• The little girl was _______ by the death of her dog since her affection for pet had been real and deep.

  A．grieved

  B．sustained

  C．oppressed

  D．suppressed

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