雅思閱讀是一場(chǎng)持久戰(zhàn),只有對(duì)文字有了足夠的熟悉,才能在卷面上獲得更高的分?jǐn)?shù)。下面是聽力課堂小編整理的雅思閱讀每日一練:The Nature of Genius的資料,平時(shí)多看多練,考試正常發(fā)揮就好。
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
Do the following statements agree with the information given in Reading Passage 2?
In boxes 19-26 on your answer sheet, write
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.
Question 14-Question 18
答案: B C F H J
關(guān)鍵詞: popular beliefs
定位原文: 第2段整體內(nèi)容
解題思路: A 對(duì)應(yīng)“if people are talented…”意思是“如果一個(gè)人在某一方面具有天賦,他們必然在另一方面有缺陷”因此天才并非是在各個(gè)領(lǐng)域都具備天賦的,A錯(cuò)誤;B對(duì)應(yīng)“prodigies burn…” 意思是“神童只是曇花一現(xiàn)”B選項(xiàng)正確;C對(duì)應(yīng)“people with gifts..” 言下之意也就是有天賦的人需要使用他們的天賦,C正確;F對(duì)應(yīng)“genius runs in families” 也就是說天賦是遺傳的,F(xiàn)對(duì);H對(duì)應(yīng)“we envy the gifted..”說明人們并不會(huì)真正欣賞天才,H正確;J對(duì)應(yīng)“adversity makes…” 說明天才在困境中發(fā)展其天賦, J正確;其他選項(xiàng)沒有提及。
Question 19
答案: TRUE
關(guān)鍵詞: nineteen-century, studies
定位原文:第3段內(nèi)容
解題思路: 本題需要通讀第3段,可以得知,原文只提到了研究會(huì)考慮 the method of upbringing,但是沒有考慮到 uniqueness of the person’s upbringing,題目表述符合文意。
Question 20
答案: TRUE
關(guān)鍵詞: nineteen-century, objectivity
定位原文: 第3段最后1句“It was only with…”
解題思路: 通過本句首先可以推測(cè)出19世紀(jì)關(guān)于天才的研究缺乏客觀性,然后通過if still not always very scientific得知,連20世紀(jì)有關(guān)天才的研究都并不總是很科學(xué),那么就更別提19世紀(jì)的研究了,因此可以推測(cè)出本題正確答案是TRUE。
Question 21
答案: FALSE
關(guān)鍵詞: general powers, area
定位原文:第4段第5句“We may disagree…”
解題思路:定位句的意思是“但我們可能會(huì)對(duì)“各方面”這一點(diǎn)有所保留,因?yàn)槲覀儜岩墒欠袼械奶觳乓魳芳叶伎梢猿蔀樘觳趴茖W(xué)家,反之亦然?!边@句話表明了作者對(duì)于所謂全能型天才的質(zhì)疑,正好與題干的表述相反,故答案應(yīng)該是 FALSE。
Question 22
答案: TRUE
關(guān)鍵詞: skills, ordinary individuals, prodigies
定位原文:第5段第1句“What we appreciate,…”
解題思路:天才的技能和普通人的技能在本質(zhì)上是相似的,盡管在表現(xiàn)上不一樣。題目表述符合文意。
Question 23
答案: TRUE
關(guān)鍵詞: truly great ideas
定位原文:第5段最后兩句“But that their minds…”
解題思路: 作者先是舉出數(shù)個(gè)例子來說明天才偉大的思想或者作品已經(jīng)成為日常生活中司空見慣的東西,這就對(duì)應(yīng)了題目的前半句the ease...,接著又提出This does not minimise the supremacy of their achievements,正好對(duì)應(yīng)題干后半句。因此此題選TRUE。
Question 24
答案: NOT GIVEN
關(guān)鍵詞: giftedness, genius, scientific research
定位原文:第6段第1句“To think of geniuses and the gifted…”
解題思路:第6段開頭提到了“geniuses and the gifted…”但是題目表述的觀點(diǎn)沒有被提及。
Question 25
答案: TRUE
關(guān)鍵詞: pay a high price
定位原文:第6段最后一句話“...but we should also recognize…”
解題思路: 這句話以及接下來的內(nèi)容明確說明了天才在成為天才的道路上所付出的高昂代價(jià),是本題中最容易判斷的一道題目。
Question 26
答案: NOT GIVEN
關(guān)鍵詞: high personal cost
定位原文:第6段最后1句的后半句“...but we should also…”
解題思路:…但是也應(yīng)該看到他們?yōu)榇怂冻龅拇鷥r(jià),看到他們的鍥而不舍,專心致志,獻(xiàn)身精神,自我約束,他們對(duì)自己時(shí)間和精力的嚴(yán)格要求,以及多少次他們不得不表現(xiàn)出極大的勇氣來保持自身的正直或艱難地走向成功。這些都是天才為了成為天才而付出的個(gè)人代價(jià),但是通過其前后句,沒有任何一個(gè)評(píng)述講到這種個(gè)人付出值還是不值。典型的文中無此信息型題目。
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