【正文】 t help much. Then I decided to go to evening classes so that I could learn b 61 carpentry and electrics. J: What sort of changes did you make to the house? M: First of all, practical things to help Paul. You never really realize the problems handicapped people have until it a 62 your own family. Most government buildings, for example, have steps up to the door. They ignore the d 63 of the handicapped people. We used to live in a flat and of course it was totally unsuitable. Just imagine the problems a person with disability would have in your house. We needed a large house with w 64 corridors so that Paul could move from one room to another. With the little money we had, we bought this old house, which is over 90 years old and was in a very b 65 state of repair. 第二節(jié) 書面表達 : 請根據下列兩幅圖寫一篇短文，短文內容應包括以下幾個要點： ① 媽媽阻止兒子去扶摔倒的女孩； ②兒子對于倒了的油瓶置之不理。s on your mind. Bad moods are often started by too many negative thoughts. Write them all down on paperthe pessimistic messages you39。 the。m sorry. I ________the dustbin there. A. hadn’t seen B. didn’t see C. can’t see D. wasn’t seeing 9) Health experts say that daily walks _______ good health. A. make up B. make for C. beneficial for D. are of help 10) I39。s benefits is more useful as a means of entertainment than as a means of providing information 41. What should consumers of the mass media be taught at an early age? A. To bring their imagination into full play when watching programs of low quality. B. To buy products advertised so that the demand increases. C. To turn off the TV set when hurt by bad programs. D. To think critically about the messages brought to them. 42. We can learn from paragraph 3 that citizens will be in a better position to express their view and make their choices if they are . A. highly educated through TV and radio B. well protected by the government C. highly paid by the employers D. well informed by the media 43. The underlined phrase indepth in paragraph 3 could be best replaced by________. A. thoroughly B. partly C. relatively D. simply C The classical study of family size and IQ was conducted in the Netherlands. It was based on the military examinations of more than 386,000 Dutchmen. Researchers found that the brightest subjects came from the smallest families and had few, if any, brothers and sisters when they were born. Thus the firstborn child in .a family of two was usually brighter than the last child in a family. The effects of family size on intelligence may be explained by what a house full of children does to the home environment. It increases the amount of time a child spends with other children and decreases the amount of parental attention he or she receives. For example, a parent with one restless child is likely to sit and play with the child. The same parent with two or three restless children is more likely to ask them to play with each other. Some psychologists say that when a child interacts (交往 ) with an adult alone, the child learns more and therefore intelligence is increased . Researchers have also found that parents often expect more from their firstborn , which motivates (激發(fā) ) such children to seek a higher standard. Not all psychologists agree that firstborns tend to be more intelligent. They say that the data need to be examined more closely for other possible explanations. For example, in industrialized nations most large families e from lower socioeconomic backgrounds. Thus environment, not family size or birth order, may be influencing intelligence. On the other hand, there may be geic variations (基因變異 ) within families that also explain the cause of differences. If firstborns have advantages in the area of intelligence, research has also shown that they may be more conforming (墨守成規(guī) ) and have poorer social skills than their younger siblings (brothers and sisters ). Although more research needs to be done in this area, it is clear that such actors as birth order, the order in which boys and girls are born into a family, the number of years that separate siblings probably have an effect on the development of intelligence, personality, and social