关闭

雅思口语新题

回复【G题库】

立即领取

剑8Test3雅思阅读原文:Passage 2

2020-11-25 14:09:10来源:网络 柯林斯词典

  提到雅思备考,我们最先想到的就是剑桥雅思真题,剑桥雅思真题作为雅思备考中的热门教材,一直以来深受广大考生追捧。今天新东方在线小编就给大家整理了剑8Test3雅思阅读原文:Passage 2,希望能都帮助大家更好的备考雅思考试,更多剑桥雅思真题原文、题目及答案解析相关内容,欢迎随时关注新东方在线雅思网

关注微信公众号,回复【剑桥1-14】,获取完整资料!

  READING PASSAGE 2

  You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.

  The Nature of Genius

  There has always been an interest in geniuses and prodigies. The word 'genius', from the Latin gens (= family) and the term 'genius', meaning 'begetter', comes from the early Roman cult of a divinity as the head of the family. In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself. Gradually, genius came to represent a person's characteristics and thence an individual's highest attributes derived from his 'genius' or guiding spirit. Today, people still look to stars or genes, astrology or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.

  The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if people are talented in one area, they must be defective in another, that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, that gifted people are eccentric, that they are physical weaklings, that there's a thin line between genius and madness, that genius runs in families, that the gifted are so clever they don't need special help, that giftedness is the same as having a high IQ, that some races are more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts have a responsibility to use them. Language has been enriched with such terms as 'highbrow', 'egghead', 'blue-stocking', 'wiseacre', 'know-all', 'boffin' and, for many, 'intellectual' is a term of denigration.

  The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling, etc. , we must also take into account information from other historical sources about how common or exceptional these were at the time. For instance, infant mortality was high and life expectancy much shorter than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were common at the best independent schools and, for the most part, the cases studied were members of the privileged classes. It was only with the growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.

  Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point. Change the observers and the vantage points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr Samuel Johnson's observation, 'The true genius is a mind of large general powers, accidentally determined to some particular direction'. We may disagree with the 'general', for we doubt if all musicians of genius could have become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured or triggered their gifts into those channels into which they have poured their powers so successfully. Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.

  What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to, but so much superior to, our own. But that their minds are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy of their achievements, which outstrip our own as the sub-four-minute milers outstrip our jogging.

  To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different. The purpose of instruction is to make us even more different from one another, and in the process of being educated we can learn from the achievements of those more gifted than ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some of the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication, restrictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.

  Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some precision by defining them and placing them in a context but, whatever we do, we should never delude ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the degree to which they have developed the performance of their abilities.

  Questions 14-18

  Choose FIVE letters, A-K.

  Write the correct letters in boxes 14-18 on your answer sheet.

  NB Your answers may be given in any order.

  Below are listed some popular beliefs about genius and giftedness.

  Which FIVE of these beliefs are reported by the writer of the text?

  A Truly gifted people are talented in all areas.

  B The talents of geniuses are soon exhausted.

  C Gifted people should use their gifts.

  D A genius appears once in every generation.

  E Genius can be easily destroyed by discouragement.

  F Genius is inherited.

  G Gifted people are very hard to live with.

  H People never appreciate true genius.

  I Geniuses are natural leaders.

  J Gifted people develop their greatness through difficulties.

  K Genius will always reveal itself.

  Questions 19-26

  Reading

  Do the following statements agree with the information given in Reading Passage 2?

  In boxes 19-26 on your answer sheet, write

  TRUE

  FALSE

  NO T GIVEN

  TRUE if the statement agrees with the information

  FALSE if the statement contradicts the information

  NOT GIVEN if there is no information on this

  19 Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person's upbringing.

  20 Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.

  21 A true genius has general powers capable of excellence in any area.

  22 The skills of ordinary individuals are in essence the same as the skills of prodigies

  23 The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance.

  24 Giftedness and genius deserve proper scientific research into their true nature so that all talent may be retained for the human race.

  25 Geniuses often pay a high price to achieve greatness

  26 To be a genius is worth the high personal cost.

  以上就是小编为烤鸭们整理的“剑8Test3雅思阅读原文:Passage 2”的全部内容,希望同学们能够认真学习剑桥雅思真题,早日和雅思说分手,更多剑桥雅思真题相关备考材料内容,欢迎随时关注新东方在线雅思网。





新东方雅思1月公开课

1元抢报

新东方名师直播教你解题技能,助你备战雅思!

为你特别匹配的雅思超值课程,快速提分先人一步!
  • 雅思好课 最高立减3000元

    雅思好课 最高立减3000元

    雅思好课 最高立减3000元。

    活动时间:1月8日-1月31日

    查看详情
  • 新东方雅思1月3期公开课

    新东方雅思1月3期公开课

    新东方名师直播教你解题技能,助你备战雅思!

    课时:10

    查看详情
  • 【知心雅思】旗舰VIP直达7分班

    【知心雅思】旗舰VIP直达7分班

    适合人群:想要冲7分的考生

    课时:425

    查看详情
  • 【知心雅思】全科提高冲 7分班

    【知心雅思】全科提高冲 7分班

    适合人群:想要冲7分的考生

    课时:373

    查看详情
  • 【知心雅思】旗舰VIP直达 6.5 分班

    【知心雅思】旗舰VIP直达 6.5 分班

    适合人群:想要冲刺6.5分的考生

    课时:398

    查看详情
雅思备考资料包

关注新东方在线考雅课程中心

免费获取雅思备考资料包

更多资料
更多>>
更多内容

移动学习

二维码

新东方雅思Pro APP

ios spreat iOS版 下载
an spreat 安卓版 下载
剑桥雅思官方授权正版真题集雅思备考一站式工具
更多>>
更多公开课>>

2021年雅思口语新题part1&2&3汇总

微信扫描下方二维码 回复【G题库】

2021年雅思口语新题
更多>>
更多资料