英语中级口译岗位资格证书考试
问答题Practice 4 Both language and culture are learned by children without special organized programs of instruction, but motivation to learn is very high since language is the most effective means for a child to obtain what he or she wants. If the learning
题目
问答题
Practice 4 Both language and culture are learned by children without special organized programs of instruction, but motivation to learn is very high since language is the most effective means for a child to obtain what he or she wants. If the learning of a new language begins before lower adolescence, one is likely to be able to speak such a language with complete naturalness, but if learned after upper adolescence some hangover of a mother-tongue feature is very likely to persist. But not only do languages exhibit such learning patterns, but so do cultural traits, for example, shaking hands, kissing, and embracing. Although many persons assume that languages exist in dictionaries and grammars, in fact they only exist in people’s heads. But this is equally true of cultural traits, which indicate clearly a they only exist in people’s heads. But this is equally true of cultural traits, which indicate clearly a person’s value system when crucial decisions need to be made before there is any time to think about alternatives, for example, diving into a flooding stream to rescue a drowning child.
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相似问题和答案
第1题：
Which of the following does a teacher want his/her students to develop if he/she asks them to collect relevant information about ancient Rome.
A.Culture awareness
B.Language awareness
C.Learning strategies
D.Language knowledge
B.Language awareness
C.Learning strategies
D.Language knowledge
答案：A
解析：
本题考查新课标
A选项，题意：老师让学生搜集关于古罗马的相关信息主要是为了培养学生的文化意识。综上，A选项正确。
B选项，语言意识，故排除。
C选项，学习策略 ，故排除。
D选项，语言知识 ，故排除。
故正确答案为 A项。
A选项，题意：老师让学生搜集关于古罗马的相关信息主要是为了培养学生的文化意识。综上，A选项正确。
B选项，语言意识，故排除。
C选项，学习策略 ，故排除。
D选项，语言知识 ，故排除。
故正确答案为 A项。
第2题：
共用题干
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
Which aspect of the two language centers in the brain does Paragraph 3 discuss?
A:Impact.
B:Function.
C:Location.
D:Size.
A:Impact.
B:Function.
C:Location.
D:Size.
答案：B
解析：
由文章第一段最后一句可知，他们发现证据表明儿童和成人在学习第二语言时使用的是大脑的不同区域，故选B。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
第3题：
When we praise the children, "you did a very good job! " you can raise your thumb without saying "good". This suitation means that we can understood the meaning by__________.
A.spoken language
B.body language
C.spelling language
D.written language
B.body language
C.spelling language
D.written language
答案：B
解析：
考查课堂肢体语言。题目的意思是“在课堂上老师表扬学生做的很好．除了用‘you did a very good job!’表达外还可以伸出大拇指。”这属于肢体语言的范畴，故选B。
第4题：
共用题干
Language and Infants
How important is language to young children?Is language,like food,a basic human need without which a child at a critical period of life can be starved and damaged?Judging from the drastic experiment of Frederick Ⅱ in the thirteenth century it may be.Hoping to discover what language a child would speak if he heard no mother tongue he told the nurses to keep silent.
Within the first year,all the infants died.People realized clearly in this case that there was more than deprivation of language._______(46)Without good mothering,in the first year of life especially,the capacity to survive is seriously affected.
Today no such cruel deprivation is allowed to exist that ordered by Frederick.Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the cues and signals of the infant,whose brain is programmed to mop up language rapidly.There are critical times,it seems,when children learn more readily._______(47)A bird learns to sing and to fly rapidly at the right time,but the process is slow and hard once the critical stage has passed.
Linguists learn that speech milestones are reached in a fixed sequence and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ (Intelligence Quotient).At twelve weeks a baby smiles and utters vowel-like sounds;at twelve months he can speak simple words and understand simple commands;at eighteen months he has a vocabulary of three to fifty words._______(48)
Recent evidence suggests that an infant is born with the capacity to speak.What is special about Man's brain,compared with that of the monkey,is the complex system which enables a child to connect the sight and feel of,say,a teddy-bear with the sound pattern"teddy-bear"._______ (49)
But speech has to be triggered,and this depends on interaction between the mother and the child,where the mother recognizes the cues and signals in the child's babbling,clinging,grasping,crying,smiling,and responds to them._______(50)Sensitivity to the children's non-verbal cues is essential to the growth and development of language.
Language and Infants
How important is language to young children?Is language,like food,a basic human need without which a child at a critical period of life can be starved and damaged?Judging from the drastic experiment of Frederick Ⅱ in the thirteenth century it may be.Hoping to discover what language a child would speak if he heard no mother tongue he told the nurses to keep silent.
Within the first year,all the infants died.People realized clearly in this case that there was more than deprivation of language._______(46)Without good mothering,in the first year of life especially,the capacity to survive is seriously affected.
Today no such cruel deprivation is allowed to exist that ordered by Frederick.Nevertheless, some children are still backward in speaking. Most often the reason for this is that the mother is insensitive to the cues and signals of the infant,whose brain is programmed to mop up language rapidly.There are critical times,it seems,when children learn more readily._______(47)A bird learns to sing and to fly rapidly at the right time,but the process is slow and hard once the critical stage has passed.
Linguists learn that speech milestones are reached in a fixed sequence and at a constant age, but there are cases where speech has started late in a child who eventually turns out to be of high IQ (Intelligence Quotient).At twelve weeks a baby smiles and utters vowel-like sounds;at twelve months he can speak simple words and understand simple commands;at eighteen months he has a vocabulary of three to fifty words._______(48)
Recent evidence suggests that an infant is born with the capacity to speak.What is special about Man's brain,compared with that of the monkey,is the complex system which enables a child to connect the sight and feel of,say,a teddy-bear with the sound pattern"teddy-bear"._______ (49)
But speech has to be triggered,and this depends on interaction between the mother and the child,where the mother recognizes the cues and signals in the child's babbling,clinging,grasping,crying,smiling,and responds to them._______(50)Sensitivity to the children's non-verbal cues is essential to the growth and development of language.
________（48）
A:At three he knows about 1,000 words which he can put into sentences,and at four his language differs from that of his parents in style rather than grammar.
B:What was missing was good mothering.
C:Lots of information about benefits of baby signing and best ways to go about it can be found.
D:Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals.
E:If these sensitive periods are neglected,the ideal time for acquiring skills passes and they might never be learned so easily again.
F:And even more incredible is the young brain's ability to pick out an order in language from the hubbub of sound around him,to analyze,to combine and recombine the parts of a language in novel ways.
A:At three he knows about 1,000 words which he can put into sentences,and at four his language differs from that of his parents in style rather than grammar.
B:What was missing was good mothering.
C:Lots of information about benefits of baby signing and best ways to go about it can be found.
D:Insensitivity of the mother to these signals dulls the interaction because the child gets discouraged and sends out only the obvious signals.
E:If these sensitive periods are neglected,the ideal time for acquiring skills passes and they might never be learned so easily again.
F:And even more incredible is the young brain's ability to pick out an order in language from the hubbub of sound around him,to analyze,to combine and recombine the parts of a language in novel ways.
答案：A
解析：
从第二段第二句得知，本题所填句陈述的内容要比剥夺语言更严重，其后一句提到了“没有了母亲般的呵护”，结合这两点，选项B没有母亲般的悉心照护，最符合题意，是正确答案。
此题上一句提到：看起来，确有某些关键时期，孩子们学起来更容易。此句应为上一句的进一步陈述。所以，选项A假如这段敏感的时期被忽视，获得技巧的理想时间过去了，他们可能就再也不会如此轻松地学到东西了，从反面进一步陈述了上一句的内容，所以选项E是正确答案。
该空前文提到了孩子年龄和语言学习之间的关系。该空应该延续这一话题。选项A3岁的孩子懂得1 000个单词，并且能够组成句子；到了4岁时，孩子的语言与其父母的语言在风格上而不是在语法上有所差异，正是对前文所述内容的延续，所以选项F是正确答案。
该空前文提到人脑的特别之处，该空内容是该话题的延伸介绍。选项D 甚至更加不可思议的是，幼小的脑子能从周围的喧嚣声中听出语言表达的某种命令，用种种新奇的方式对某个语言的成分进行分析、组合以及重新组合，是对该话题的延伸介绍。所以，选项F是正确答案。
最后一段的主题句是：But speech has to be triggered, and this depends on interaction between the mother and the child，但是说话需要激发。这得靠母亲和孩子的互动。该空前一句从正面阐述了这一观点：母亲要善于从孩子的申申呀呀中以及依偎、抓、哭、笑中辫别出不同含义和信号，并且做出反应。选项D母亲对孩子的上述信号持冷漠态度会减弱这种相互作用，因为孩子会扫兴，而只发出明显的信号，从反面阐述了孩子和母亲之间的互相影响，是正确答案。
此题上一句提到：看起来，确有某些关键时期，孩子们学起来更容易。此句应为上一句的进一步陈述。所以，选项A假如这段敏感的时期被忽视，获得技巧的理想时间过去了，他们可能就再也不会如此轻松地学到东西了，从反面进一步陈述了上一句的内容，所以选项E是正确答案。
该空前文提到了孩子年龄和语言学习之间的关系。该空应该延续这一话题。选项A3岁的孩子懂得1 000个单词，并且能够组成句子；到了4岁时，孩子的语言与其父母的语言在风格上而不是在语法上有所差异，正是对前文所述内容的延续，所以选项F是正确答案。
该空前文提到人脑的特别之处，该空内容是该话题的延伸介绍。选项D 甚至更加不可思议的是，幼小的脑子能从周围的喧嚣声中听出语言表达的某种命令，用种种新奇的方式对某个语言的成分进行分析、组合以及重新组合，是对该话题的延伸介绍。所以，选项F是正确答案。
最后一段的主题句是：But speech has to be triggered, and this depends on interaction between the mother and the child，但是说话需要激发。这得靠母亲和孩子的互动。该空前一句从正面阐述了这一观点：母亲要善于从孩子的申申呀呀中以及依偎、抓、哭、笑中辫别出不同含义和信号，并且做出反应。选项D母亲对孩子的上述信号持冷漠态度会减弱这种相互作用，因为孩子会扫兴，而只发出明显的信号，从反面阐述了孩子和母亲之间的互相影响，是正确答案。
第5题：
共用题干
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
How did Kim and Hirsch study the brains of two groups of bilingual people?
A:They interviewed them in English and Korean.
B:They asked them to speak the same language.
C:They used an MRI scanner to observe their brains.
D:They asked them to talk about what they had done the day before.
A:They interviewed them in English and Korean.
B:They asked them to speak the same language.
C:They used an MRI scanner to observe their brains.
D:They asked them to talk about what they had done the day before.
答案：C
解析：
由文章第一段最后一句可知，他们发现证据表明儿童和成人在学习第二语言时使用的是大脑的不同区域，故选B。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
第6题：
共用题干
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
Kim and Hirsch find that children______.
A: use the same region in Broca's area to learn their first and second language
B:learn a second language slower than adults
C:are better at acquiring the sound system of a second language than adults
D:use special parts of the brain to program the structures of their first language
A: use the same region in Broca's area to learn their first and second language
B:learn a second language slower than adults
C:are better at acquiring the sound system of a second language than adults
D:use special parts of the brain to program the structures of their first language
答案：A
解析：
由文章第一段最后一句可知，他们发现证据表明儿童和成人在学习第二语言时使用的是大脑的不同区域，故选B。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
第7题：
共用题干
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
It can be inferred from the last paragraph that______.
A:students do better in high school than in college
B:bilingual children will learn better in college classes
C:mothers are good language teachers
D:it takes more time for adults to learn a second language
A:students do better in high school than in college
B:bilingual children will learn better in college classes
C:mothers are good language teachers
D:it takes more time for adults to learn a second language
答案：C
解析：
由文章第一段最后一句可知，他们发现证据表明儿童和成人在学习第二语言时使用的是大脑的不同区域，故选B。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
第8题：
Which of the following does a teacher want his/her students to develop if he/she asks them to collect relevant information about ancient Rome.
A.Culture awareness
B.Language awareness
C.Learning strategies
D.Language knowledge
B.Language awareness
C.Learning strategies
D.Language knowledge
答案：A
解析：
本题考查新课标
A选项，题意：老师让学生搜集关于古罗马的相关信息主要是为了培养学生的文化意识。综上，A选项正确。
B选项，语言意识，故排除。
C选项，学习策略 ，故排除。
D选项，语言知识 ，故排除。
故正确答案为 A项。
A选项，题意：老师让学生搜集关于古罗马的相关信息主要是为了培养学生的文化意识。综上，A选项正确。
B选项，语言意识，故排除。
C选项，学习策略 ，故排除。
D选项，语言知识 ，故排除。
故正确答案为 A项。
第9题：
共用题干
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
The Bilingual Brain
When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.
The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.
Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.
People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.
A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.
Karl Kim's study showed that______.
A:people learn English and Korean in different ways
B:children and adults use the different parts of the brain to learn a second language
C:it is not possible for an adult to speak a second language fluently
D:people's brains will not change when they learn a second language
A:people learn English and Korean in different ways
B:children and adults use the different parts of the brain to learn a second language
C:it is not possible for an adult to speak a second language fluently
D:people's brains will not change when they learn a second language
答案：B
解析：
由文章第一段最后一句可知，他们发现证据表明儿童和成人在学习第二语言时使用的是大脑的不同区域，故选B。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
由文章第二段第一句可知，研究人员使用一种名为MRI扫描仪的设备来研究这两组学习双语人群的大脑活动，故选C。
由文章第三段第一句可知，这两个中枢的作用分别是控制语言产出和处理语言意义，这属于中枢的功能，故选B。
由文章第四段第一句可知，从儿童时期就开始学习第二语言的人在学习第二语言时所使用的大脑布洛卡区域和学母语时相同，故选A。
文章最后一段主要讲的是儿童和成年人学习语言的方式和手段不同，尤其提到了母亲在教授儿童语言时的独特方式：触觉、视觉和听觉等多种手段并用。这与以后学校的语言学习手段有着很大不同。我们可以推断出母亲很擅长教授孩子语言，尤其从“Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.”这句话更可以看出。选项D是根据我们学习语言的经验得出的推断，但文中并没有这层隐含之意。
第10题：
共用题干
Successful Language Learners
1.Some people seem to have a knack for learning languages.They can pick up new vocabulary,master rules or grammar,and learn to write in the new language more quickly than others.They do not seem to be any more intelligent than others,so what makes language learning so much easier for them?Perhaps if we take a close look at these successful language learners,we may discover a few of the techniques which make language learning easier for them.
2.First of all,successful language learners are independent learners.They do not depend on the book or the teacher;they discover their own way to learn the language.Instead of waiting for the teacher to explain,they try to find the patterns and the rules for themselves.They are good guessers who look for clues and form their own conclusions.When they guess wrong,they guess again.They try to learn from mistakes.
3.Successful language learning is active learning. Therefore,successful learners do not wait for a chance to use the language;they look for such a chance.They find people who speak the language and they ask these people to correct them when they make a mistake.They will try anything to com-municate.They are not afraid to repeat what they hear or to say strange things;they are willing to make mistakes and try again.When communication is difficult,they can accept information that is inexact or incomplete.It is more important for them to learn to think in the language than to know the meaning of every word.
4.Finally,successful language learners are learners with a purpose.They want to learn the language because they are interested in the language and the people who speak it.It is necessary for them to learn the language in order to communicate with these people and to learn from them.They find it easy to practice using the language regularly because they want to learn with it.
5.What kind of language learner are you?If you are a successful language learner,you have probably been learning independently,actively,and purposefully.On the other hand,if your language learning has been less than successful,you might as well try some of the techniques outlined above.
Successful Language Learners
1.Some people seem to have a knack for learning languages.They can pick up new vocabulary,master rules or grammar,and learn to write in the new language more quickly than others.They do not seem to be any more intelligent than others,so what makes language learning so much easier for them?Perhaps if we take a close look at these successful language learners,we may discover a few of the techniques which make language learning easier for them.
2.First of all,successful language learners are independent learners.They do not depend on the book or the teacher;they discover their own way to learn the language.Instead of waiting for the teacher to explain,they try to find the patterns and the rules for themselves.They are good guessers who look for clues and form their own conclusions.When they guess wrong,they guess again.They try to learn from mistakes.
3.Successful language learning is active learning. Therefore,successful learners do not wait for a chance to use the language;they look for such a chance.They find people who speak the language and they ask these people to correct them when they make a mistake.They will try anything to com-municate.They are not afraid to repeat what they hear or to say strange things;they are willing to make mistakes and try again.When communication is difficult,they can accept information that is inexact or incomplete.It is more important for them to learn to think in the language than to know the meaning of every word.
4.Finally,successful language learners are learners with a purpose.They want to learn the language because they are interested in the language and the people who speak it.It is necessary for them to learn the language in order to communicate with these people and to learn from them.They find it easy to practice using the language regularly because they want to learn with it.
5.What kind of language learner are you?If you are a successful language learner,you have probably been learning independently,actively,and purposefully.On the other hand,if your language learning has been less than successful,you might as well try some of the techniques outlined above.
Paragraph 3_________.
A:Ways to learn a language successfully.
B:Learning a language purposefully.
C:Learning a language actively.
D:Learning a language independently.
E:Learning from mistakes.
F:Learning to think in the target language.
A:Ways to learn a language successfully.
B:Learning a language purposefully.
C:Learning a language actively.
D:Learning a language independently.
E:Learning from mistakes.
F:Learning to think in the target language.
答案：C
解析：
本题考查的是对所读材料大意与主旨的掌握。本段首先通过举例方式说明有些人似乎学习语言比别人更快更轻松，引出该篇文章的主题：…a few of the techniques which make language learning easier for them．即成功学习语言的方法。
本题考查的是对所读材料大意与主旨的掌握。本段主要讲述的是第一个学习语言的方法，就是独立学习的能力，作者通过举例子的方式来说明这一方法，例如这些人不会依赖老师或者课本，而是自己去摸索总结出一定的模式，寻找线索，大胆地、不断地进行猜测，从错误中学习。
本题考查的是对所读材料大意与主旨的掌握。本段主要讲述第二个语言学习的方法，就是积极主动学习的能力，这些人会寻找一切使用语言的机会，找人纠正他们的错误，敢于说一些即使有些别扭的句子，愿意接受不准确或不完整的信息，对他们来说，学习另一种思维方式比知道单词的意思更加重要。
本题考查的是对所读材料大意与主旨的掌握。本段主要讲述第三个语言学习的方法，就是有目的性地学习的能力，这些人往往是因为对讲这种语言的人以及语言本身感兴趣才学习，这样，他们可以更好地和使用这种语言的当地人交流并向他们学习。
本题考查的是对阐述文章的主旨事实与细节的了解。依据是第二段第四句话：They are good guessers who look for clues and form their own conclusions.
本题考查的是对阐述文章的主旨事实与细节的了解。依据是第二段第三句话：Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves.
本题考查的是对阐述文章的主旨事实与细节的了解。依据是第三段第二句话：Therefore, successful learners do not wait for a chance to use the language; they look for such a chance.
本题考查的是对阐述文章的主旨的了解。依据是第二段、第三段、第四段的第一句也就是每一段的主题句。本文的主旨就是介绍这三种重要的语言学习方法：独立、主动、有目的地学语言。
本题考查的是对所读材料大意与主旨的掌握。本段主要讲述的是第一个学习语言的方法，就是独立学习的能力，作者通过举例子的方式来说明这一方法，例如这些人不会依赖老师或者课本，而是自己去摸索总结出一定的模式，寻找线索，大胆地、不断地进行猜测，从错误中学习。
本题考查的是对所读材料大意与主旨的掌握。本段主要讲述第二个语言学习的方法，就是积极主动学习的能力，这些人会寻找一切使用语言的机会，找人纠正他们的错误，敢于说一些即使有些别扭的句子，愿意接受不准确或不完整的信息，对他们来说，学习另一种思维方式比知道单词的意思更加重要。
本题考查的是对所读材料大意与主旨的掌握。本段主要讲述第三个语言学习的方法，就是有目的性地学习的能力，这些人往往是因为对讲这种语言的人以及语言本身感兴趣才学习，这样，他们可以更好地和使用这种语言的当地人交流并向他们学习。
本题考查的是对阐述文章的主旨事实与细节的了解。依据是第二段第四句话：They are good guessers who look for clues and form their own conclusions.
本题考查的是对阐述文章的主旨事实与细节的了解。依据是第二段第三句话：Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves.
本题考查的是对阐述文章的主旨事实与细节的了解。依据是第三段第二句话：Therefore, successful learners do not wait for a chance to use the language; they look for such a chance.
本题考查的是对阐述文章的主旨的了解。依据是第二段、第三段、第四段的第一句也就是每一段的主题句。本文的主旨就是介绍这三种重要的语言学习方法：独立、主动、有目的地学语言。