二、閱讀理解題

    1. This was the end. It was her father who laid down the rules in her family and there was never any appeal， any second chance. After protracted discussion and her repeated pleas she had been allowed this weekly visit to the disco run by the church youth club， provided she caught the nine-forty bus without fail. It‘d put her down at the “Crown and Anchor” at Cobb’s marsh， only fifty yards from her cottage. From ten fifteen her father would begin watching for the bus to pass the front room where he and her mother would sit half-watching the television， the curtains drawn back. Whatever the programme or weather， he would then put on his coat and come out to walk the fifty yards to meet her， keeping her always in sight. Since the Norfolk Whistler had begun his killings， her father had an added justification for the mild domestic tyranny which she half-realized， he thought right in dealing with his only child and rather enjoyed. The concordat had been early established：“You do right by me， my girl， and I‘ll do right by you.”She both loved him and slightly feared him and she dreaded his anger. Now there would be one of those awful rows in which she knew she couldn’t hope to look to her mother for support. It would be the end of her Friday evenings with Wayne and Shirl and the gang. Already they teased and pitied her because she was treated like a child. Now it would be total humiliation.

    Her final desperate thought was to hire a taxi and chase the bus， but she didn‘t know where the cab rank was and she hadn’t enough money； she was sure of that. She could go back to the disco and see if Wayne and Shirl and the gang between them could lend her enough. But Wayne was always skint （身無分文的）and Shirl too mean and by the time she had argued and cajoled（哄騙）it would be too late.

    1. What was the girl‘s problem now？

    A. The bus was late

    B. She was late for the nine-forty bus

    C. She was afraid to encounter the Norfolk Whistler

    D. Her father would not come out to meet her on her way home

    2. Why did the girl think "This was the end"？

    A. She had seen the Norfolk Whistle coming

    B. She would never be able to get home

    C. Her parents would give her a hard time

    D. She would never be allowed to visit the disco again

    3. How long would it take her to get to the "Crown and Anchor"by bus？

    A. 40 minutes or so

    B. About half an hour

    C. Over an hour

    D. Hard to tell

    4. Which of the following statements is probably true？

    A. Her father had been strict with her ever since the Norfolk Whistler began his killings

    B. Her father had always been strict with her since her childhood

    C. She dreaded her father because he was always angry with her

    D. Whatever happened her mother always sided by her

    5. "She was sure of that."This means that she was sure___

    A. she could catch up with the bus if she took a taxi

    B. she could not borrow any money from either Wayne or Shirl

    C. she did not have enough money on her to hire a taxi

    D. she would never be able to get home in time

    2. Are some people born clever， and others born stupid？ Or is intelligence developed by our environment and our experiences？ Strangely enough， the answer to both these question is yes. To some extent our intelligence is given us at birth， and no amount of special education can make a genius out of a child born with low intelligence. On the other hand， a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surrounding. Thus the limits of a person‘s intelligence are fixed at birth， but 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 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 depends on birth.

    Imagine now that we take two identical twins and put them in different environments. We might send one， for example， to university and the other to factory where the work is boring. We would 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 lives in close contact with each other， but who are not related at all， are likely to have similar degrees of intelligence.

    1. Which of these sentences best describes the writer‘s point in Paragraph 1？

    A. To some extent， intelligence is given at birth

    B. Intelligence is developed by the environment

    C. Some people are born clever and others born stupid

    D. Intelligence is fixed at birth， but is developed by the environment

    2. It is suggested in this passage that___.

    A. unrelated people are not likely to have different intelligence

    B. close relation usually have similar intelligence

    C. the closer the blood relationship between people， the more different they are likely to be in intelligence

    D. people who lived in close contact with each other are not likely to have similar degrees of intelligence.

    3. Brothers and sisters are likely to___.

    A. have similar intelligence

    B. have different intelligence

    C. go to the same university

    D. go to the same factory

    4. In Paragraph 1 （line 5）， the word "surrounding"mean___.

    A. intelligence

    B. life

    C. environments

    D. housing

    5. The best title for this article would be___.

    A. On Intelligence

    B. What does Intelligence Mean？

    C. We are Born with Intelligence

    D. Intelligence Is Developed by Environments