s="" intelligence="" comes="" from="" a="" study="" of="" *"at="" risk"children.="" ramey="" and="" frances="" campbell="" the="" university="" north="" carolina="" （1="" ）with="" children="" born="" into="" poverty-line="" households.="" entered="" by="" four="" months（2="" ）="" age.="" during="" study,="" one="" group="" spent="" day="" in="" center="" where="" teachers="" used="" games="" songs="" to（3="" ）the="" infants.="" another="" had="" no="" such="" （4）="" ,="" but="" they="" were="" given="" nutritional="" supplements="" in（5="" preschool="" years="" early-education="" showed="" iq="" advantages="" ten="" to="" 20="" points.="" highest-risk="" （6="" ）gains,="" at="" age="" 15="" higher="" reading="" math="" scores.What （7 ） for these gains? Ramey and other scientists say early childhood experiences （8 ） brain growth. An infant is born（9）billions of brain cells called neurons. Some are wired to other cells before birth to regulate the （10） of life, such as heartbeat and breathing. Others are waiting to be wired to （11） him or her interpret and respond to the outside world. Experience dictates the hookups. As the child（12） , cells reach out and set up pathways to other cells needed to determine a （13） . For instance, the neurons in the eye send branches to the（14） cortex, which interprets （15） eye sees and, via other branches, （16）the person to react to what is seen. Each time an experience is repeated, the（17）are strengthened.The first two years of life are an explosion of brain （18）and connections. By age two the （19）has more than 300 trillion connections. At the same time, cells that aren't being connected or used are （20） '>
The most convincing evidence for the importance of adult influence on a child's intelligence comes from a study of *"at risk"children. Ramey and Frances Campbell of the University of North Carolina （1 ）with children born into poverty-line households. The children entered the study by four months（2 ） age. During the study, one group spent the day in a center where teachers used games and songs to（3 ）the infants. Another group had no such （4） , but they were given nutritional supplements in（5 ） During preschool years the children in the early-education group showed IQ advantages of ten to 20 points. The highest-risk children showed the （6 ）gains, and at age 15 they had higher reading and math scores.What （7 ） for these gains? Ramey and other scientists say early childhood experiences （8 ） brain growth. An infant is born（9）billions of brain cells called neurons. Some are wired to other cells before birth to regulate the （10） of life, such as heartbeat and breathing. Others are waiting to be wired to （11） him or her interpret and respond to the outside world. Experience dictates the hookups. As the child（12） , cells reach out and set up pathways to other cells needed to determine a （13） . For instance, the neurons in the eye send branches to the（14） cortex, which interprets （15） eye sees and, via other branches, （16）the person to react to what is seen. Each time an experience is repeated, the（17）are strengthened.The first two years of life are an explosion of brain （18）and connections. By age two the （19）has more than 300 trillion connections. At the same time, cells that aren't being connected or used are （20）
A.worked B.stayed C.studied D.talked
问题2：
A.at B.in C.of D.by
问题3：
A.feed B.irritate C.push D.stimulate
问题4：
A.exercise B.program C.study D.research
问题5：
A.contrast B.addition C.infancy D.abundance
问题6：
A.earliest B.greatest C.fewest D.latest
问题7：
A.accounts B.stands C.compensates D.argues
问题8：
A.involve B.delay C.retard D.foster
问题9：
A.into B.with C.while D.before
问题10：
A.cycles B.courses C.tasks D.basics
问题11：
A.make B.help C.let D.have
问题12：
A.grows B.develops C.matures D.raises
问题13：
A.behavior B.response C.movement D.reaction
问题14：
A.visual B.auditory C.mental D.physical
问题15：
A.why B.when C.how D.what
问题16：
A.makes B.shows C.cues D.responds
问题17：
A.brains B.neurons C.pathways D.cells
问题18：
A.activity B.growth C.neuron D.cell
问题19：
A.child B.infant C.cort
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The（ ）colonialists managed to wipe out the entire population.
A.aboriginal B.original C.large D.regional
Write an essay of no less than 150 words about your viewpoints to opinion on the writing class for the PHD students.
1.All of the following are mentioned in the passage as factors affecting the health of the population EXCEPT（ ） .
2.The author is primarily concerned with（ ） .
3.The passage best supports which of the following conclusions, about the relationship between per capita expenditure of the health of a population?
4.’ITic author refers to the excessive intake of alcohol and tobacco aiul drug use in order to （ ）.
5.The passage provides information to answer which of the following questions?
'>No other country spends what we do per capita for medical care. The care available is among the best technically, even if used too lavishly and thus dangerously, but none of the countries that stand above us unhealthy status have such a high proportion of medically disenfranchised persons. Given the evidence that medical care is not that valuable and access to care not that bad. it seems most unlikely that our bad showing is caused by the significant proportion who are poorly served. Other hypotheses have greater explanatory power: excessive poverty, both actual and relative, and excessive affluence.Excessive poverty is probably more prevalent in the U. S. than in any of the countries that have a better infant mortality rate and female life expectancy at birth. This is probably true also for all but four or five of the countries with a longer male life expectancy. In the notably poor countries, that exceed us in male survival, difficult living conditions arc a more accepted way of life and in several of them, a good basic diet, basic medical care and basic education, and lifelong employment opportunities are an everyday fact of life. In the U. S. a motional unemployment level of 10 percent may be 40 percent in the ghetto while less than 4 percent clscwhcic. Tlic counirics that have surpassed us in health do not have such severe or entrenched problems. Nor are such a high proportion of their people involve in them. Excessive affluence is not so obvious a cause of ill health, but, at least until recently, few other nations could aft'ord such unhcaltbful ways of living. Excessive intake of animal protein and fats, dangerous intake of alcohol and use of tobacco and drugs (prescribed and proscribed), and dangerous recreational sports and driving habits are all possible only bemuse of affluence. Our heritage, desires, opportunities, and our machism, combined with the relatively low cost of bad foods and speedy vehicles, make us particularly vulnerable to our affluence. And those who are not affluent try harder. Our unacceptable health status, then, will not be improved appreciably by expanded medical resources nor by their redistribution so much as by a general at tempt to improve ihc quality of life for all. (373words)
1.All of the following are mentioned in the passage as factors affecting the health of the population EXCEPT（ ） .
2.The author is primarily concerned with（ ） .
3.The passage best supports which of the following conclusions, about the relationship between per capita expenditure of the health of a population?
4.’ITic author refers to the excessive intake of alcohol and tobacco aiul drug use in order to （ ）.
5.The passage provides information to a
More than two hundred years ago the United States （ ）from the British Empire and became all independent country.
A.got off B.pulled down C.broke away D.drop off
Scholars and students have always been great travelers. (1). The official case for “academic mob- ility” is now often stated in impressive terms as a fundamental necessity for economic and social pro- gress in the world, and debated in the corridors of Europe，but it is certainly nothing new. Serious students were always ready to go abroad in search of the most stimulating teachers and the most famous academies; in search of the purest philosophy, the most effective medicine, the likeliest road to gold.Mobility of this kind meant also mobility of ideas, their transference across frontiers, their simul- taneous impact upon many groups of people. (2). The point of learning is to share it, whether with students or with colleagues: one presumes that only eccentrics have no interest in being credited with a startling discovery，or a new technique. It must also have been reassuring to know that other people in other parts of the world were about to make the same discovery or were thinking along the same lines，and that one was not quite alone，confronted by inquisition, ridicule or neglect.In the twentieth century, and particularly in the last 20 years，the old footpaths of the wandering scholars have become vast highways.(3) The vehicle which has made this possible has of course been the aeroplane，making contact between scholars even in the most distant places immediately feasible，and providing for the very rapid transmission of knowledge.Apart from the vehicle itself, it is fairly easy to identify the main factors which have brought a- bout the recent explosion in academic movement.(4). Some of these are purely quantitative and re- quire no further mention: there are far more centers of learning，and a far greater number of scholars and students.(5). In addition one must recognize the very considerable multiplication of disciplines，particularly in the sciences, which by widening the total area of advanced studies has produced an enormous num-ber of specialists whose particular interests are precisely defined. These people would work in some i- solation if they were not able to keep in touch with similar isolated groups in other countries.