完形填空（共20小题；每小题1分，满分20分）

阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

It’s only too natural that personal characteristics play a vital role in the development of one's intelligence. But people   36  to realize the importance of cultivating (培养) these factors. The so-called “non-intelligence factors” include one’s   37  , will, motivation, interests and habits. In their studies American psychologists   38  the main cause of differences in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence.

  39  people know one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don’t   40  cultivating these factors.

Some parents are   41  when their children fail to do well in their studies. They blame either genetic factors, malnutrition, or laziness, but they never take   42  consideration these non-intelligence factors. Some teachers don’t inquire into such reasons as   43  students do poorly. They simply give them more courses and exercises, or   44  scold or laugh at them. After all these, students lose self-confidence. Some   45  themselves up as hopeless, feeling defeated. Others   46  take wrong or evil ways because they are sick of learning. An investigation of more than 1,000 middle school students showed that 46.5% of them were   47 

of learning because of examinations; 36.4% lacked persistence and 10.3% were sick of learning.

It is clear that   48  of cultivation of non-intelligence factors has been a main   49__        to intelligence development in teenagers. It even causes an imbalance between physiological  and   50  development among students.

If we don’t start now to   51  the cultivation of non-intelligence factors, it will not only block the development of   52  of teenagers, but also affect the quality of a whole generation. Some experts have put forward   53  about how to cultivate students’ non-intelligence factors.

Parents and teachers should   54  understand teenage psychology. On this basic, they can help them to pursue the objectives of learning,   55  their interests in their studies and toughening their willpower.  

36. A. expect        B. fail                  C. try                  D. manage

37. A. feelings      B. appearances       C. strength           D. nutrition

38. A. desired      B. discovered              C. disclosed          D. designed

39. A. Though        B. Unless              C. Whether         D. Since

40. A. make use of     B. get rid of    C. pay attention to  D. look forward to

41. A. moved       B. worried            C. frightened      D. excited

42. A. for          B. in                    C. into                 D. over

43. A. why               B. what               C. when            D. how

44. A. ever         B. even                C. still                 D. never

45. A. put          B. get                  C. make             D. give

46. A. shall         B. may              C. should D. must

47. A. afraid              B. aware            C. sceptical           D. supportive

48. A. lack         B. presence        C. increase        D. focus

49. A. storage     B. tendency          C. threat              D. barrier

50. A. intelligent   B. characteristic     C. psychological     D. physical

51. A. weaken     B. support            C. strengthen        D. oppose

52. A. performance B. diligence           C. maturity           D. intelligence

53. A. programs     B. warnings          C. proposals         D. decisions

54. A. fully           B. greatly           C. mainly             D. highly

55. A. ensuring       B. handling           C. widening          D. increasing