Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal (名人轶事的) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy." Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated. Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach." As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists, Nonconformity and stubbornness (and Yeats’’s level of arrogance and self-absorption) are likely to lead to conflicts with teachers. When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy (神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades. The author quotes the remarks of one of Oliver Goldsmith’’s teachers________.
A. to provide support for his argument
B. to illustrate the strong will of some gifted children
C. to explain how dull students can also be successful
D. to show how poor Oliver’’s performance was at school
二、根据下表,回答下列题。 世界部分城市气候状况 城市 国家 地理纬度 海拔(米) 年均温度(度) 最冷月平均温度(度) 最暖月平均温度(度) 年均降水(mm) 最湿月平均降水(mm) 最干月平均降水(mm) 日照最长月平均日照(小时) 日照最短月平均日照(小时) 北京 中国 39°55’N 37 11.8 -4.3/1 25.9/7 578 182/8 2/12 9.3/5 6.1/12 香港 中国 22°20’N 33 22.9 15.8/1 28.8/7 2215 391/8 23/1 7.5/7 3.1/3 鄂木斯克 俄罗斯联邦 55°00’N 85 1.4 -17.3/1 19.7/7 391 61/7 14/2,3 10.4/7 2.0/12 海参崴 俄罗斯联邦 43°10’N 28 4.2 -13.1/1 19.5/8 788 149/8 15/1 7.0/3 3.9/7 东京 日本 35°40’N 6 15.6 5.2/1 27.1/8 1406 185/5 45/1 5.9,5 3.7/9 新德里 印度 28°40’N 216 25.1 14.3/1 33.4/6 790 237/7 9/11.12 7.3/9 5.4/7 加尔各答 印度 22°35’N 10 26.9 20.1/1 30.7/5 1800 411/7 11/1 7.9/4 3.0/7 盂买 印度 18°55’N 11 27.5 24.5/1 30.2/5 2168 682/7 0/1-3 9.6/5 2.4/7 马尼拉 菲律宾 14°35’N 16 27.4 25.6/1 29.5/5 1875 398/8 3/2 8.6/4 4.2/8 胡志明市 越南 10°45’N 10 27.2 25.7/1 29.0/4 1861 303/9 4/2 7.5,2 4.4/7 新加坡 新加坡 1°20’N 17 26.7 25.7/12 27.5/5 2150 304/12 140/6 6.2/2 4.3/11 雅加达 印度尼西亚 6°10’S 8 26.2 25.6/2 273/8 1802 336/1 46/8 7.6/8 4.5/1 注:第6、7、9、10、11、12列中温度、降水和日照指标之后的数字表示特定的月份。 表中最靠近赤道的四个城市,其年均降水量的均值为( )。
A. 1747毫米
B. 1778毫米
C. 1922毫米
D. 2013.5毫米