Recycling Around the World Recycling is one of the best environmental success stories of the late 20th century. But we could do more. People must not see recycling as fashionable, but essential.
The Japanese are very good at recycling because they live in a crowded country
They do not have much space. They do not want to share their limited space with rubbish
But even so, Tokyo area alone is estimated to have three million tons of leftover rubbish at present.
In 1996, the United States recycled and composted （制成肥料） 57 million tons of waste （27% of the nation's solid waste）. This is 57 million tons of waste which did not go into landfills and incinerators （焚化炉）. In doing this, 7,000 rubbish collection programmes and recycling centres helped the authorities.
In Rockford, a city in Illinois, US, its officials choose one house each week and check its garbage （废物）. If the garbage does not contain an newspapers or aluminium （铝） cans, then the resident of the house gets a prize of at least $1,000.
In Japan, certain cities give children weekly supplies of tissue paper and toilet paper in exchange for a weekly collection of newspapers.
In one year Britain recycles:
· 1 out of every 3 newspapers.
· 1 out of every 4 glass bottles and jars （罐子）.
· 1 out of every 4 items of clothing.
· 1 out of every 3 aluminium drink cans.
In 1999, Hong Kong transported 1.3 million tons of waste to mainland China for recycling. Around 535,000 tons of waste were recycled in Hong Kong itself
Over half the things we throw away could be recycled. That means we could recycle
10 times as much as we do now.
However, recycling needs a lot of organisation and special equipment. Also, there is not much use for some recycled material.
第41题：Which of the following is NOT true of the Japanese？
A．They have recycled all their waste.
B．They live in a crowded country.
C．They are very good at recycling.
D．They have to share their limited space with rubbish.
When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well in school. These are at best only indicators of something larger, deeper, and far more important. By intelligence we mean a style. of life, a way of behaving in various situations. The true test of intelligence is not how much we know what to do, but how we behave when we don’t know what to do.
The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples (努力克服) with it boldly, imaginatively, resourcefully (机智地), and if not confidently, at least hopefully: if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one’s self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style. of behavior, arising out of entirely different set of attitudes.
Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace (捉住机会) it, unite himself with it. There is no wall; no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined (倾向于) to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim (格言) that there is more than one way to skin a cat. If he can’t do something one way, he’ll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once; if that try fails, he is through.
Nobody starts off stupi
D.Hardly an adult in a thousand, or ten thousand, could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant (婴儿) learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth？ What happens is that it is destroyed, and more than by any other one thing, it is destroyed by the process that we misname education – a process that goes on in most homes and schools.
11. The writer believes that intelligence is doing well on some examinations.
A.True
B.False
12. The writer believes that “unintelligence” is a particular way of looking at the world.
A.True
B.False
13. Why does the writer say that education is misnamed？
A.Because it takes place more in homes than in school.
B.Because it discourages intellectual growth.
C.Because it helps dull children with their problems.
D.Because it helps children understand the world around them.
14. “There’s more than one way to skin a cat.” Which of the following maxims has a similar meaning to this one？
A.If at first you don’t succeed, try, try, and try again.
B.All work and no play makes Johnny a dull boy.
C.Make new friends and keep the old; one is silver and the other is gold.
D.Make hay while the sun shines.
15. “It is an entirely different style. of behavior, arising out of an entirely different set of attitudes.” “It” in this sentence refers to （） .
A.intelligence
B.behavior
C.life
D.unintelligence
