Supermarkets often use economic pricing strategy to promote their private label products.

Washington March 15 - The administration of President Carl Arling today predicted another six months of slow GNP growth and rising inflation.

Chief economic advisor to the president, Walter Abel, told a news conference that in- creased foreign competition, rising prices for raw materials, and high interest rates would hold economic growth to less than 3% for the year with inflation rising above 7%.

Abel said, however, that administration programs to restructure the economy would begin bearing fruit toward the end of the year and that growth in the gross national product would turn sharply upwards in the last quarter.

He also said that the administration of President Arling was determined to increase investment in high technology industries, upgrade aging plant equipment in heavy industry, and encourage workers to increase productivity.

Abel admitted that high interest rates threatened the strategy, but warned that any action to artificially lower interest rates risked fueling even greater inflation.

"We are still recovering from the recession caused by the previous administration and attempts to force the pace of recovery could be dangerous," he said.

The forecast for the next six months is encouraging.

A．Right

B．Wrong

C．Doesn't say

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d to have an academic success. In fact, so-called gifted students may fail to do well because they are unusually smart. Ensuring that a gifted child reaches his or her potential requires an understanding of what can go wrong and how to satisfy the unusual learning requirements of extremely bright young people.

One common problem gifted kids face is that they, and those around them, place too much importance on being smart. Such an emphasis can breed a belief that bright people do not have to work hard to do well. Although smart kids may not need to work hard in the lower grades when the work is easy, they may struggle and perform. poorly when the work gets harder because they do not make the effort to learn. In some cases, they may not know how to study, having never done it before. In others, they simply cannot accept the fact that some tasks require effort.

If the scholastic achievement of highly intelligent children remains below average for an extended period, many teachers will fail to recognize their potential. As a result, such students may not get the encouragement they need, and may further be depressed to learn. They may fall far behind in their schoolwork and even develop behavior. problems. Boys may turn aggressive or become class clowns(小丑).Girls often develop performance anxiety and other symptoms such as stomachaches.

One way to avoid such difficulties is to recognize that IQ is just one of the elements for success. Children do well or struggle in school for a host of reasons apart from IQ, according to psychologist Franz Monks of the University of Nijmegen in the Netherlands. These include motivation and persistence, social competence, and the support of family, educators and friends. Emphasizing the importance of persistence and hard work, for example, will help a child avoid the laziness trap. Gifted children also need intellectual challenges-to teach them how to work hard.

26. According to the first paragraph, the author believes that _.

A. intelligent students may fail to do well in their schoolwork

B. gifted students are too smart to do well in their schoolwork

C. intelligent students are bound to succeed in their schoolwork

D. gifted students understand what can go wrong and how to learn

27. When too much emphasis is placed on students’ intelligence, people are likely to take it for granted that _.

A. smart students may not do well in the lower grades

B. intelligent students know how to avoid laziness trap

C. clever students require more intelligence than hard work

D. bright students may succeed even if they do not work hard

28. It is observed in the third paragraph that _.

A. highly gifted students show a great desire to learn

B. highly gifted students tend to fall ill with no reason

C. highly intelligent students also need encouragement

D. highly intelligent students score higher than average students

29. According to the author, a student’s IQ is _.

A. one of the factors of success

B. the only factor for his success

C. directly related to persistence

D. closely associated with competence

30. This passage aims to tell people about _.

A. the academic performance of gifted students

B. the proper attitudes toward gifted students

C. the difficulties in recognizing gifted students

D. the motivation students need for their studies

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By 1830 the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million 1 of these nations looked 2 to the future. Born in the crisis of the old regime and Iberian Colonialism， many of the leaders of independence 3 the ideas of representative government， careers 4 to talent， freedom of commerce and trade， the 5 to private property， and a belief in the individual as the basis of society， 6 there was a belief that the new nations should be sovereign and independent states， large enough to be economically viable and integrated by a 7 set of laws.

On the issue of 8 of religion and the position of the church， 9 ， there was less agreement 10 the leadership. Roman Catholicism had been the state religion and the only one 11 by the Spanish crown， 12 most leaders sought to maintain Catholicism 13 the official religion of the new states， some sought to end the 14 of other faiths. The defense of the Church became a rallying 15 for the conservative forces.

The ideals of the early leaders of independence were often egalitarian， valuing equality of everything. Bolivar had received aid from Haiti and had 16 in return to abolish slavery in the areas he liberated. By 1854 slavery had been abolished everywhere except Spain's 17 colonies. Early promises to end Indian tribute and taxes on people of mixed origin came much 18 because the new nations still needed the revenue such policies 19 Egalitarian sentiments were often tempered by fears that the mass of the population was 20 self-rule and democracy.

1.__________

1. [A] natives [B] inhabitants [C] peoples [D] individuals

By 1830 the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million 【B1】 of these nations loved 【B2】 to the future. Born in the crisis of the old regime and Iberian Colonialism, many of the leaders of independence 【B3】 the ideals of representative government, careers 【B4】 to talent, freedom of commerce and trade, the 【B5】 to private property, and a belief in the individual as the basis of society. 【B6】 there was a belief that the new nations should be sovereign and independent states, large enough to be economically viable and integrated by a 【B7】 set of laws.

On the issue of 【B8】 of religion and the position of the church, 【B9】 , there was less agreement 【B10】 the leadership Roman Catholicism had been the state religion and the only one 【B11】 by the Spanish crown. 【B12】 most leaders sought to maintain Catholicism 【B13】 the official religion of the new states, some sought to end the 【B14】 of other faiths. The defense of the Church became a rallying 【B15】 for the conservative forces.

The ideals of the early leaders of independence were often egalitarian, valuing equality of everything. Bolivar had received aid from Haiti and had 【B16】 in return to abolish slavery in the areas he liberated. By 1854 slavery had been abolished everywhere except Spain's 【B17】 colonies. Early premise to end Indian tribute and taxes on people of mixed origin came much 【B18】 because the new nations still needed the revenue such policies 【B19】 Egalitarian sentiments were often tempered by fears that the mass of the population was 【B20】 self-rule and democracy.

【B1】

A．natives

B．inhabitants

C．peoples

D．individuals