题目列表(包括答案和解析)
II. 完形填空：(共20题；满分20分；每小题1分)
阅读下面短文，掌握其大意，然后从36-55各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
If I had known earlier that there was a reason why I was a low achiever, I may not have worked so hard in my late twenties and early thirties. I was writing. I was working for no other reason than to hear people 51 me.
Most people who 52 university read at least twice as fast as I do. I've never known my left 53 my right. I avoid dialing a telephone if I can, because I sometimes have to try three times to get the number 54 . I hear that recording "The 55 you have reached is not in service." more than any man on the earth.
In spite of my 56 I view dyslexia(朗读困难) as a gift, not something bad. Many dyslexics are good at right-brain, advanced thought, and that's what my kind of creating writing is. I' m starting with nothing and coming up with something that didn't 57 before. That' s my advantage.
I 58 my career to Ralph Salisbury, my writing 59 at the university of Oregon, who looked past my misspellings and gave me 60 and hope. I never looked 61 .
I am also very good at observing. This means nothing in school, but when I 62 books or scripts, I'm seeing everything in my 63 .
I write 64 . I go like the wind and can 65 up to 15 pages a day. Writing is not the 66 . I have no problem in downloading; it's inputting where things get jumbled(混乱).
The real 67 I have for the dyslexics is not that they have to 68 with jumbled input, but that they will give up before they finish school. Parents have to create victories 69 they can, whether it' s music, sports or arts. You want your dyslexic child to be able to say, "Yeah, reading is 70 . But I have other things I can do."
51. A. leave B. love C. help D. praise
52. A. begin with B. head for C. get along D. go through
53. A. from B. between C. to D. of
54. A. wrong B. down C. right D. clear
55. A. amount B. number C. code D. zone
56. A. shortcomings B. weaknesses C. faults D. difficulties
57. A. happen B. meet C. remain D. exist
58. A. owe B. refer C. devote D. obey
59. A. instructor B. examiner C. professor D. headmaster
60. A. disappointment B. encouragement C. satisfaction D. spirit
61. A. into B. through C. around D. back
62. A. read B. publish C. write D. borrow
63. A. books B. mind C. imagination D. world
64. A. slowly B. usually C. quickly D. suddenly
65. A. get B. go C. make D. hurry
66. A. point B. problem C. reason D. hard-work
67. A. puzzle B. thing C. situation D. fear
68. A. argue B. struggle C. compare D. provide
69. A. whenever B. however C. whichever D. whatever
70. A. necessary B. pleasant C. hard D. easy
II. 完形填空：(共20题；满分20分；每小题1分)
阅读下面短文，掌握其大意，然后从36-55各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
If I had known earlier that there was a reason why I was a low achiever, I may not have worked so hard in my late twenties and early thirties. I was writing. I was working for no other reason than to hear people 51 me.
Most people who 52 university read at least twice as fast as I do. I've never known my left 53 my right. I avoid dialing a telephone if I can, because I sometimes have to try three times to get the number 54 . I hear that recording "The 55 you have reached is not in service." more than any man on the earth.
In spite of my 56 I view dyslexia(朗读困难) as a gift, not something bad. Many dyslexics are good at right-brain, advanced thought, and that's what my kind of creating writing is. I' m starting with nothing and coming up with something that didn't 57 before. That' s my advantage.
I 58 my career to Ralph Salisbury, my writing 59 at the university of Oregon, who looked past my misspellings and gave me 60 and hope. I never looked 61 .
I am also very good at observing. This means nothing in school, but when I 62 books or scripts, I'm seeing everything in my 63 .
I write 64 . I go like the wind and can 65 up to 15 pages a day. Writing is not the 66 . I have no problem in downloading; it's inputting where things get jumbled(混乱).
The real 67 I have for the dyslexics is not that they have to 68 with jumbled input, but that they will give up before they finish school. Parents have to create victories 69 they can, whether it' s music, sports or arts. You want your dyslexic child to be able to say, "Yeah, reading is 70 . But I have other things I can do."
51. A. leave B. love C. help D. praise
52. A. begin with B. head for C. get along D. go through
53. A. from B. between C. to D. of
54. A. wrong B. down C. right D. clear
55. A. amount B. number C. code D. zone
56. A. shortcomings B. weaknesses C. faults D. difficulties
57. A. happen B. meet C. remain D. exist
58. A. owe B. refer C. devote D. obey
59. A. instructor B. examiner C. professor D. headmaster
60. A. disappointment B. encouragement C. satisfaction D. spirit
61. A. into B. through C. around D. back
62. A. read B. publish C. write D. borrow
63. A. books B. mind C. imagination D. world
64. A. slowly B. usually C. quickly D. suddenly
65. A. get B. go C. make D. hurry
66. A. point B. problem C. reason D. hard-work
67. A. puzzle B. thing C. situation D. fear
68. A. argue B. struggle C. compare D. provide
69. A. whenever B. however C. whichever D. whatever
70. A. necessary B. pleasant C. hard D. Easy
Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak , though the word “ obey” is hardly accurate as a description of the eager and delighted cooperation usually shown by the children. Before they can speak, many children will also ask questions by gesture and by making questioning noises.
Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves as particularly expressive as delight, pain, friendliness, and so on. But since these can’t be said to show the baby’s intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self-imitation(模仿) leads on to deliberate(有意的) imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech.
It is a problem we need to get out teeth into. The meaning of a word depends on what a particular person means by it a particular situation; and it is clear that what a child means by a word will change as he gains more experience of the world. Thus the use, at seven months, of “mama” as a greeting for his mother cannot be dismissed as a meaningless imitation of what other people say continues after the child has begun to speak for himself. I doubt, however, whether anything is gained when parents take advantage of this ability in an attempt to teach new sounds.
1. Before children start speaking______.
A. they need equal amount of listening
B. they need different amounts of listening
C. they are all eager to cooperate with the adults by obeying spoken instructions.
D. they can’t understand and obey the adult’s oral instructions
2. Children who start speaking late___________.
A. may have problems with their listening
B. probably do not hear enough language spoken around them
C. usually pay close attention to what they hear
D. often take a long time in learning to listen properly
3. A baby’s first noises are ________.
A. an expression of his moods and feelings B. an early form language
C. a sign that he means to tell you something D. an imitation of the speech of adults
4. The problem of deciding at what point a baby’s imitations can be considered as speech_______.
A. is important because words have different meanings for different people
B. is not especially important because the changeover takes place gradually
C. is one that should be properly understood because the meaning of words changes with age
D. is one that should be completely ignored because children’s use of words is often meaningless
5. The speaker implies__________.
A. parents can never hope to teach their children new sounds
B. children no longer imitate people after they begin to speak
C. children who are good at imitating learn new words more quickly
D. even after they have learnt to speak, children still enjoy imitating
Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will "obey" spoken instructions some time before they can speak, though the word "obey" is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will also ask questions by gesture and by making questioning noises.
Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves as particularly expressive as delight, pain, friendliness, and so on. But sincethese can't be said to show the baby's intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self-imitation leads on to deliberate (有意的) imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech.
It is a problem we need to get out. The meaning of a word depends on what a particular person means by it in a particular situation and it is clear that what a child means by a word will change as he gains more experience of the world.Thus the use at seven months of"mama" as a greeting for his mother cannot be dismissed as a meaningless sound simply because he also uses it at other times for his father, his dog, or anything else he likes. Playful and meaningless imitation of what other people say continues after the child has begun to speak for himself, I doubt, however, whether anything is gained when parents take advantage of this ability in an attempt to teach new sounds.
1.Before children start speaking, _____.
A. they need equal amount of listening
B. they need different amounts of listening
C. they are all eager to cooperate with the adults by obeying spoken instructions
D. they can't understand and obey the adult's oral instructions
2.Children who start speaking late _____.
A. may have problems with their listening
B. probably do not hear enough language spoken around them
C. usually pay close attention to what they hear
D. often take a long time in learning to listen properly
3.A baby's first noises are _____.
A. an expression of his moods and feelings
B. an early form of language
C. a sign that he means to tell you something
D. an imitation of the speech of adults
4.The problem of deciding at what point a baby's imitations can be considered as speech _____.
A. is important because words have different meanings for different people
B. is one that should be properly understood because the meaning of words changes with age
C. is not especially important because the changeover takes place gradually
D. is one that should be completely ignored (忽略) because children's use of words is often meaningless
5.The author implies _____.
A. parents can never hope to teach their children new sounds
B. even after they have learnt to speak, children still enjoy imitating
C. children no longer imitate people after they begin to speak
D. children who are good at imitating learn new words more quickly
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