共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What does the Harvard finding show?A:Not all toddlers use babytalk.B:Some children need more conversation than others.C:Language learning takes place in ordered steps.D:Not all brains work in the same way.
共用题干
第一篇
Why Don ' t Babies Talk Like Adults?
Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One
states that a young child's brain needs time to master language,in the same way that it does to master other
abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-
tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation
occurs.Children's mathematical knowledge develops in the same way.
In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to
test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon-
ger hear their birth language after they arrive,and they must learn English more or less the same way infants
do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary
when they are learning their new tongue and most of them don't have a well-developed first language.All of
these factors make them an ideal population in which to test these competing hypotheses about how language
is learned.
Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27
children adopted from China between the ages of two and five years.These children began learning English
at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as
with American-born infants,their first English sentences consisted of single words and were largely bereft（缺
乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical
American-born children,though at a faster clip.The adoptees and native children started combining words in
sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old
you are or how mature your brain is,but the number of words you know.
This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一
suggests that babies speak in babytalk not because they have baby brains,but because they have only just
started learning and need time to gain enough vocabulary to be able to expand their conversations.Before
long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is
a gradual process.
But this potential answer also raises an even older and more difficult question.Adult immigrants who
learn a second language rarely achieve the same proficiency in a foreign language as the average child raised
as a native speaker. Researchers have long suspected there is a"critical period"for language development,
after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or
know why it ends.
第一篇
Why Don ' t Babies Talk Like Adults?
Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One
states that a young child's brain needs time to master language,in the same way that it does to master other
abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-
tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation
occurs.Children's mathematical knowledge develops in the same way.
In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to
test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon-
ger hear their birth language after they arrive,and they must learn English more or less the same way infants
do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary
when they are learning their new tongue and most of them don't have a well-developed first language.All of
these factors make them an ideal population in which to test these competing hypotheses about how language
is learned.
Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27
children adopted from China between the ages of two and five years.These children began learning English
at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as
with American-born infants,their first English sentences consisted of single words and were largely bereft（缺
乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical
American-born children,though at a faster clip.The adoptees and native children started combining words in
sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old
you are or how mature your brain is,but the number of words you know.
This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一
suggests that babies speak in babytalk not because they have baby brains,but because they have only just
started learning and need time to gain enough vocabulary to be able to expand their conversations.Before
long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is
a gradual process.
But this potential answer also raises an even older and more difficult question.Adult immigrants who
learn a second language rarely achieve the same proficiency in a foreign language as the average child raised
as a native speaker. Researchers have long suspected there is a"critical period"for language development,
after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or
know why it ends.
What does the Harvard finding show?
A:Not all toddlers use babytalk.
B:Some children need more conversation than others.
C:Language learning takes place in ordered steps.
D:Not all brains work in the same way.
A:Not all toddlers use babytalk.
B:Some children need more conversation than others.
C:Language learning takes place in ordered steps.
D:Not all brains work in the same way.
参考解析
解析：本题是推理判断题。第二段意思是：通过把被收养的国际儿童作为实验对象，采取不 同的培训方法来解释儿童语言习得的特殊途径。故选D。
由文章第三段第二句话可知这些儿童开始学习英语时要比美国本土学说话的孩子年龄大。
由文章第三段后半部分可知，与美国本土唯呀学语的儿童相比，被收养的中国儿童的 语言发展在其最初开口所说的单词，学习语言的方法和开始造句的阶段都相同。由该段倒数 第二句话“The adoptees then went through the same stages as typical American-born children, though at a faster clip.”该句中at a faster clip意思是“以更快的速度”。由此可知他们学习语言 的速度比本土的孩子快。故选A。
文章第四段讲述了哈佛大学研究人员的实验结果表明儿童说话时只能使用儿童话语 是因为他们需要时间来获得更多的词汇从而扩展对话形式。而从儿童话语过渡到成人话语形 式是一个渐进的过程。从最后两句话“Before long , the one-word stage will give way to the two-word stage and so on.Learning how to chat like an adult is a gradual process.”可以看出选C。
由文章最后一段倒数第二句话“Researchers have long suspected there is a ' critical period ' for language development , after which it cannot proceed with full success to fluency.”可知 研究者猜想在人的语言发展过程中有一“关键期”，过了这一“关键期”，人的语言发展就不可 能达到流利的程度。故选C。
由文章第三段第二句话可知这些儿童开始学习英语时要比美国本土学说话的孩子年龄大。
由文章第三段后半部分可知，与美国本土唯呀学语的儿童相比，被收养的中国儿童的 语言发展在其最初开口所说的单词，学习语言的方法和开始造句的阶段都相同。由该段倒数 第二句话“The adoptees then went through the same stages as typical American-born children, though at a faster clip.”该句中at a faster clip意思是“以更快的速度”。由此可知他们学习语言 的速度比本土的孩子快。故选A。
文章第四段讲述了哈佛大学研究人员的实验结果表明儿童说话时只能使用儿童话语 是因为他们需要时间来获得更多的词汇从而扩展对话形式。而从儿童话语过渡到成人话语形 式是一个渐进的过程。从最后两句话“Before long , the one-word stage will give way to the two-word stage and so on.Learning how to chat like an adult is a gradual process.”可以看出选C。
由文章最后一段倒数第二句话“Researchers have long suspected there is a ' critical period ' for language development , after which it cannot proceed with full success to fluency.”可知 研究者猜想在人的语言发展过程中有一“关键期”，过了这一“关键期”，人的语言发展就不可 能达到流利的程度。故选C。
相关考题：
Animals other than humans have not developed communications comparable to human language. But is it possible that other animals have the capacity to learn a language if they are adequately taught? Obviously, this is a fascination notion. The idea of communicating directly with another species has long been a part of human folklore and children’s fantasies. But on a scientific level, the question of whether animals can learn a language is important primarily because it relates to the controversy()between the cognitive and the learning approaches to language. If language is dependent on and is actually an outgrowth of the intellectual structure of the human mind, there is the strong supposition that only humans are capable of using language. Therefore, Noam Chomsky and other psycholinguists have argued that only humans can learn a language, while most behaviorists feel that with sufficient patience it should be possible to teach an animal some sort of language. Although the two schools of thought clearly differ on this point, it is not really a crucial test of the two theories. If a chimpanzee can master a simple language all it would mean is that the chimp’s intellectual capacity and brain structure are more similar to ours than we thought. It would not necessarily imply that our intellectual structure is unimportant in our own mastery of language. Thus, teaching an animal language is an impressive demonstration of the power of learning techniques, but it is not evidence that language is developed entirely through learning.On the other hand, the question of whether other animals can learn a language is fascination in its own right, aside from its value as a test of the two theories of language development. Accordingly, whatever one’s position on the theoretical dispute, we must consider training an animal to use language a dramatic accomplishment.36.Which of the following statements is the view of psycholinguists?A. The cognitive view of language learning says that only human beings can learn language because it is an outgrowth of the structure of the human mind.B. Other animals simply could master a language.C. The animals intellectual capacity is much better than human beings.D. Language is developed by learning.37.The behaviorists’ view is that __________.A. language is actually an outgrowth of intellectual structure of the animal’s mindB. animals have not developed communications systemC. given enough patience, a man should be able to teach an animal some sort of languageD. only human beings can learn language38.That an animal can master a simple language means that __________.A. human’s intellectual structure is not importantB. animals’ intellectual capacity and brain structure are more similar to the humans’C. the learning techniques are much more importantD. language is developed completely by learning39.The main idea of paragraph two is ___________.A. teaching a chimp language is not crucial test of the two theoriesB. their brain structure is not similar to humanC. using various methods to let the chimp master a languageD. training a nonhuman to use language is an amazing accomplishment40.The best title for this passage would be _________.A. Animals’ languageB. Human’s languageC. Teaching Animals’ LanguageD. Can Other Animals Acquire Language?
共用题干The Bilingual BrainWhen 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 languageB:learn a second language slower than adultsC:are better at acquiring the sound system of a second language than adultsD:use special parts of the brain to program the structures of their first language
共用题干The Bilingual BrainWhen 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.
共用题干The Bilingual BrainWhen 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 collegeB:bilingual children will learn better in college classesC:mothers are good language teachersD:it takes more time for adults to learn a second language
共用题干The Bilingual BrainWhen 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.
共用题干The Bilingual BrainWhen 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 waysB:children and adults use the different parts of the brain to learn a second languageC:it is not possible for an adult to speak a second language fluentlyD:people's brains will not change when they learn a second language
共用题干How We Form First ImpressionWe all have first impression of someone we just met.______(46)Why do we form an opinion about someone without really knowing anything about him or her aside perhaps from a few remarks or readily observable traits? The answer is related to how your brain allows you to be aware of the world.Your brain is so sensitive in picking up facial traits,even very minor difference in how a person's eyes,ears,nose,or mouth are placed in relation to each other makes you see him or her as different.In fact,your brain continuously processes incoming sensory information-the sights and sounds of your world.These incoming"signals"are compared against a host of"memories"stored in the brain areas called the cortex（大脑皮层）system to determine what these new signals "mean".If you see someone you know and like at school,your brain says"familiar and safe".______(47) Then your brain starts to match features of this stranger with other"known"memories.The height,weight, dress,ethnicity,gestures,and tone of voice are all matched up.The more unfamiliar the characteristics,the more your brain may say,"This is new.I don't like this person."______(48)Or your brain may perceive a new face but familiar clothes,ethnicity,gestures-like your other friends;so your brain says:"I like this person."______(49)When we stereotype people:we use a less mature form of thinking(not unlike the immature thinking of a very young child)that makes simplistic and categorical impressions of others.Rather than learn about the depth and breadth of people-their history,interest, values,strengths,and true character-we categorize them as jocks,geeks,or freaks.______(50)If we spend time with a person,hear about his or her life,hopes,dreams,and become aware of the person's character,we use a different,more mature style of thinking-and the most complex areas of our cortex,which allow us to be humane.______(48)A:However,if we resist initial stereotypical impressions,we have a chance to be aware of what a person is truly like.B:But why?C:But these preliminary"impressions"can be dead wrong.D:If you see someone new,it says,"new-potentially threatening".E:The way we stereotype people is a less mature form of thinking,which is similar to the immature form of a very young child.F:Or else,"I'm intrigued."
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.Snedeker,Geren and Shafto based their study on children who________.A:were finding it difficult to learn EnglishB:were learning English at a later age than US childrenC:had come from a number of language backgroundsD:had taken English lessons in China
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.When the writer says"critical period",he means a period when________.A:studies produce useful resultsB:adults need to be taught like childrenC:language learning takes place effectivelyD:immigrants want to learn another language
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What is the writer's main purpose in Paragraph 2?A:To reject the view that adopted children need two languages.B:To argue that culture affects the way children learn a language.C:To give reasons why adopted children were used in the study.D:To justify a particular approach to language learning.
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What aspect of the adopted children's language development differed from that of US-born children?A:The rate at which they acquired language.B:Their first words.C:The way they learnt English.D:The point at which they started producing sentences.
共用题干The Biology of MusicHumans use music as a powerful way to communicate.It may also play an important role in love.But what is music,and how does it work its magic?Science does not yet have all the answers.What are two things that make humans different from animals?One is language,and the other is music.It is true that some animals can sing(and many birds sing better than a lot of people).However,the songs of animals,such as birds and whales,are very limited.It is also true that humans,not animals,have developed musical instruments.Music is strange stuff.It is clearly different from language.However,people can use music to communicate things-especially their emotions.When music is combined with speech in a song,it is a very powerful form of communication.But,biologically speaking,what is music?If music is truly different from speech,then we should process music and language in different parts of the brain.The scientific evidence suggests that this is true.Sometimes people who , suffer brain damage lose their ability to process language.However,they don't automatically（自动地）lose their musical abilities.For example , Vissarion Shebalin , a Russian composer , had a stroke（中风）in 1953.It injured the left side of his brain.He could no longer speak or understand speech.He could,however,still compose music until his death ten years later.On the other hand,sometimes strokes cause people to lose their musical ability,but they can still speak and understand speech.This shows that the brain processes music and language separately.By studying the physical effects of music on the body,scientists have also learned a lot about how music influences the emotions.But why does music have such a strong effect on us?That is a harder question to answer.Geoffrey Miller,a researcher at University College,London,thinks that music and love have a strong connection.Music requires special talent,practice,and physical ability.That's why it may be a way of showing your fitness to be someone's mate.For example,singing in tune or playing a musical instrument requires fine muscular control.You also need a good memory to remember the notes（音符）.And playing or singing those notes correctly suggests that your hearing is in excellent condition.Finally,when a man sings to the woman he loves(or vice versa),it may be a way of showing off.However,Miller's theory still doesn't explain why certain combinations of sounds influence our emotions so deeply.For scientists,this is clearly an area that needs further research.Music can NOT be used______.A:as an efficient way to communicateB:as an effective tool to perform magic tricksC:to successfully seek after a loverD:to influence the emotions of humans
共用题干The Biology of MusicHumans use music as a powerful way to communicate.It may also play an important role in love.But what is music,and how does it work its magic?Science does not yet have all the answers.What are two things that make humans different from animals?One is language,and the other is music.It is true that some animals can sing(and many birds sing better than a lot of people).However,the songs of animals,such as birds and whales,are very limited.It is also true that humans,not animals,have developed musical instruments.Music is strange stuff.It is clearly different from language.However,people can use music to communicate things-especially their emotions.When music is combined with speech in a song,it is a very powerful form of communication.But,biologically speaking,what is music?If music is truly different from speech,then we should process music and language in different parts of the brain.The scientific evidence suggests that this is true.Sometimes people who , suffer brain damage lose their ability to process language.However,they don't automatically（自动地）lose their musical abilities.For example , Vissarion Shebalin , a Russian composer , had a stroke（中风）in 1953.It injured the left side of his brain.He could no longer speak or understand speech.He could,however,still compose music until his death ten years later.On the other hand,sometimes strokes cause people to lose their musical ability,but they can still speak and understand speech.This shows that the brain processes music and language separately.By studying the physical effects of music on the body,scientists have also learned a lot about how music influences the emotions.But why does music have such a strong effect on us?That is a harder question to answer.Geoffrey Miller,a researcher at University College,London,thinks that music and love have a strong connection.Music requires special talent,practice,and physical ability.That's why it may be a way of showing your fitness to be someone's mate.For example,singing in tune or playing a musical instrument requires fine muscular control.You also need a good memory to remember the notes（音符）.And playing or singing those notes correctly suggests that your hearing is in excellent condition.Finally,when a man sings to the woman he loves(or vice versa),it may be a way of showing off.However,Miller's theory still doesn't explain why certain combinations of sounds influence our emotions so deeply.For scientists,this is clearly an area that needs further research.Humans are different from animals because______.A:they have different languages and musicB:they have different languages and communicationsC:they have different songs and languagesD:they have different music and songs
共用题干The Biology of MusicHumans use music as a powerful way to communicate.It may also play an important role in love.But what is music,and how does it work its magic?Science does not yet have all the answers.What are two things that make humans different from animals?One is language,and the other is music.It is true that some animals can sing(and many birds sing better than a lot of people).However,the songs of animals,such as birds and whales,are very limited.It is also true that humans,not animals,have developed musical instruments.Music is strange stuff.It is clearly different from language.However,people can use music to communicate things-especially their emotions.When music is combined with speech in a song,it is a very powerful form of communication.But,biologically speaking,what is music?If music is truly different from speech,then we should process music and language in different parts of the brain.The scientific evidence suggests that this is true.Sometimes people who , suffer brain damage lose their ability to process language.However,they don't automatically（自动地）lose their musical abilities.For example , Vissarion Shebalin , a Russian composer , had a stroke（中风）in 1953.It injured the left side of his brain.He could no longer speak or understand speech.He could,however,still compose music until his death ten years later.On the other hand,sometimes strokes cause people to lose their musical ability,but they can still speak and understand speech.This shows that the brain processes music and language separately.By studying the physical effects of music on the body,scientists have also learned a lot about how music influences the emotions.But why does music have such a strong effect on us?That is a harder question to answer.Geoffrey Miller,a researcher at University College,London,thinks that music and love have a strong connection.Music requires special talent,practice,and physical ability.That's why it may be a way of showing your fitness to be someone's mate.For example,singing in tune or playing a musical instrument requires fine muscular control.You also need a good memory to remember the notes（音符）.And playing or singing those notes correctly suggests that your hearing is in excellent condition.Finally,when a man sings to the woman he loves(or vice versa),it may be a way of showing off.However,Miller's theory still doesn't explain why certain combinations of sounds influence our emotions so deeply.For scientists,this is clearly an area that needs further research.What is the main idea of the passage?A:What are the differences of human music and animal music.B:What are the differences of human language and animal language.C:What is music in the aspect of biology.D:What is music in the aspect of zoology.
共用题干The Biology of MusicHumans use music as a powerful way to communicate.It may also play an important role in love.But what is music,and how does it work its magic?Science does not yet have all the answers.What are two things that make humans different from animals?One is language,and the other is music.It is true that some animals can sing(and many birds sing better than a lot of people).However,the songs of animals,such as birds and whales,are very limited.It is also true that humans,not animals,have developed musical instruments.Music is strange stuff.It is clearly different from language.However,people can use music to communicate things-especially their emotions.When music is combined with speech in a song,it is a very powerful form of communication.But,biologically speaking,what is music?If music is truly different from speech,then we should process music and language in different parts of the brain.The scientific evidence suggests that this is true.Sometimes people who , suffer brain damage lose their ability to process language.However,they don't automatically（自动地）lose their musical abilities.For example , Vissarion Shebalin , a Russian composer , had a stroke（中风）in 1953.It injured the left side of his brain.He could no longer speak or understand speech.He could,however,still compose music until his death ten years later.On the other hand,sometimes strokes cause people to lose their musical ability,but they can still speak and understand speech.This shows that the brain processes music and language separately.By studying the physical effects of music on the body,scientists have also learned a lot about how music influences the emotions.But why does music have such a strong effect on us?That is a harder question to answer.Geoffrey Miller,a researcher at University College,London,thinks that music and love have a strong connection.Music requires special talent,practice,and physical ability.That's why it may be a way of showing your fitness to be someone's mate.For example,singing in tune or playing a musical instrument requires fine muscular control.You also need a good memory to remember the notes（音符）.And playing or singing those notes correctly suggests that your hearing is in excellent condition.Finally,when a man sings to the woman he loves(or vice versa),it may be a way of showing off.However,Miller's theory still doesn't explain why certain combinations of sounds influence our emotions so deeply.For scientists,this is clearly an area that needs further research.Which of the following statements is true?A:People who lose their ability to process language also lose their musical abilities.B:People who injure the left sides of their brains can speak and understand music.C:People who injure the left sides of their brains can't compose music.D:People use different parts of their brains to process music and language.
共用题干The Biology of MusicHumans use music as a powerful way to communicate.It may also play an important role in love.But what is music,and how does it work its magic?Science does not yet have all the answers.What are two things that make humans different from animals?One is language,and the other is music.It is true that some animals can sing(and many birds sing better than a lot of people).However,the songs of animals,such as birds and whales,are very limited.It is also true that humans,not animals,have developed musical instruments.Music is strange stuff.It is clearly different from language.However,people can use music to communicate things-especially their emotions.When music is combined with speech in a song,it is a very powerful form of communication.But,biologically speaking,what is music?If music is truly different from speech,then we should process music and language in different parts of the brain.The scientific evidence suggests that this is true.Sometimes people who , suffer brain damage lose their ability to process language.However,they don't automatically（自动地）lose their musical abilities.For example , Vissarion Shebalin , a Russian composer , had a stroke（中风）in 1953.It injured the left side of his brain.He could no longer speak or understand speech.He could,however,still compose music until his death ten years later.On the other hand,sometimes strokes cause people to lose their musical ability,but they can still speak and understand speech.This shows that the brain processes music and language separately.By studying the physical effects of music on the body,scientists have also learned a lot about how music influences the emotions.But why does music have such a strong effect on us?That is a harder question to answer.Geoffrey Miller,a researcher at University College,London,thinks that music and love have a strong connection.Music requires special talent,practice,and physical ability.That's why it may be a way of showing your fitness to be someone's mate.For example,singing in tune or playing a musical instrument requires fine muscular control.You also need a good memory to remember the notes（音符）.And playing or singing those notes correctly suggests that your hearing is in excellent condition.Finally,when a man sings to the woman he loves(or vice versa),it may be a way of showing off.However,Miller's theory still doesn't explain why certain combinations of sounds influence our emotions so deeply.For scientists,this is clearly an area that needs further research.The author doesn't suggest that______.A:music requires special talentB:music requires practiceC:music requires psychological abilityD:music requires physical ability
共用题干Body Language in the United States1.Most people shake hands and make eye contact when they meet people for the first time.Among very good friends,a woman may give another woman a little hug,and a man may kiss a woman quickly on the cheek.Males don't usually hug one another,however,this is changing.Men usually shake hands with the right hand.Sometimes they use the left hand to either cover the handshake or lightly hold the other person's arm.This shows greater warmth and friendship.Most people wave hello or good-bye by extending the arm,palm facing outward,and twisting the hand at the wrist.Another way is to raise the arm,palm outward,and move the whole arm and hand back and forth.This is important to know because in many other countries,the same movements mean"no".2.When people are waiting in a public place,such as the post office,they usually form lines.Some people get angry and complain if someone pushes their way into a line or jumps ahead of other people.Moreover,many women like men to open doors for them.They also like men to give up their seats on public transportation.However,some women do not like this type of behavior.They feel that men and women should be treated in the same way.3.In the United States,it's important to make direct eye contact in business and social situations.If you don't make eye contact,people will probably think that you are bored or not interested.If there is silence in these situations,people usually try to make conversation.Periods of silence make many people uncomfortable.People in the United States usually stand about one arm's length away from each other while talking or standing together.This space is called"the comfort zone".4.In the United States,mothers sometimes show that they are angry with children by shaking an index finger at them.People may show that they like children by patting them on the top of the head.Paragraph 1________A:Body Language With ChildrenB:Body Language for Greetings and Good-byesC:Body Language in Public PlacesD:Impolite Body LanguageE:Body Language in Business and Social LifeF:Use of Silence
共用题干Easy LearningStudents should be jealous.Not only do babies get to doze their days away,but they've alsomastered the fine art of learning in their sleep.By the time babies are a year old they can recognize a lot of sounds and even simple words. Marie Cheour at the university of Turku in Finland suspected that they might progress this fast be-cause they learn language while they sleep as well as when they are awake.To test the theory,Cheour and their colleagues studied 45 newborn babies in the first days of their lives.They exposed all the infants to an hour of Finnish vowel sounds一one that sounds like "oo",another like"ee"and a third boundary vowel peculiar to Finnish and similar languages that sounds like something in between.EEG recording of the infants brains before and after the session showed that the newborns could not distinguish the sounds.Fifteen of the babies then went back with their mothers,while the rest were split into two sleepstudy groups.One group was exposed throughout their night-time sleeping hours to the same three vowels,while the others listened to the other,easier-to-distinguish vowel sounds.When tested in the morning,and again in the evening,the babies who'd heard the tricky boundary vowels all night showed brainwave activity indicating that they could now recognize this sound.They could identify the sound even when its pitch was changed,while none of the other babies could pick up the boundary vowel at all.Cheour doesn't know how babies accomplish this night-time learning,but she suspects that the special ability might indicate that unlike adults,babies don't"turn off" their cerebral cortex while they sleep.The skill probably fades in the course of the first years of life,she add一so forget the idea that you can pick up the tricky French vowels as an adult just by slipping a language tape under your pillow. But while it may not help grown-ups,Cheour is hoping to use the sleeping hours to give remedial help to babies who are genetically at risk of language disorders.If an adult wants to learn a language faster,he can put a language tape under his pillow.A:Right B:Wrong C:Not mentioned
共用题干The Sandwich GenerationToday people often look forward to their middle age as a time when they will be able to take things easier. After their children are grown,they expect to enjoy the life they have worked hard to create .However,the reality is often very different. In middle age,many people discover that they have two ongoing responsibilities:one is to look after their aging parents,and the other is to help their young adult children deal with the pressures of life.Around the world,there are mil-lions of people who are“sandwiched”in between the older and the younger generations.Some-times there may be two or three generations living in the same household-a situation that is corn-mon in many Asian countries and in some parts of Europe .In other cases,a couple may be taking care of parents and children,but they do not live with them.There are two important reasons for the rise of the sandwich generation.First,people are liv-ing longer than they used to.In the early nineteenth century,the average life expectancy for adults in the United States,for example,was about 40,whereas today people live to an average age of 75 .Therefore,children are taking care of their parents over a longer period of time.The see-ond reason is that these days,young adults often live with their parents for a longer time than they did in the past. This is often for financial reasons.It's also more common for today's young adults to return home during or after college if they need financial or emotional support.Young adults feel sandwiched between their financial responsibilities and their desire to enjoy life .They may have to cover expenses that their parents cannot.They may have to manage their parents' financial and legal affairs.They may have to prepare for their parents' future needs,such as special medical care or a move to a nursing home. This can be a traumatic（长期困扰的）ex-perience for everyone.Caring for adult children presents challenges as well,and caregivers have to resolve important questions:How can financial responsibilities be shared among members of the household?How can household chores be shared?What is the best way to ensure everyone's privacy?Successfully cop-ing with these issues can avoid a lot of stress for the whole family.The financial and emotional pressures on the sandwich generation can be overwhelming. However,this time in life also has its rewards.It can be a time to rediscover the special qualities of one's parents or children.It can also provide a valuable opportunity to spend more time with them. However,in order to survive this difficult period in their lives,the members of the sand-wich generation must remember that they also need to pay attention to their own needs and look af-ter the quality of their own lives.They can't be totally selfless. The sandwich generation face the following challenges EXCEPT_____.A: sharing household choresB: ensuring everyone's privacyC: determining who is the caregiver of the familyD:.shouldering the financial responsibilities of the household
共用题干The Sandwich GenerationToday people often look forward to their middle age as a time when they will be able to take things easier. After their children are grown,they expect to enjoy the life they have worked hard to create.______(46) In middle age,many people discover that they have two ongoing responsibilities:one is to look after their aging parents,and the other is to help their young adult children deal with the pressures of life.Around the world, there are millions of people who are"sandwiched"in between the older and the younger generations.Sometimes there may be two or three generations living in the same household-a situation that is common in many Asian countries and in some parts of Europe.In other cases,a couple may be taking care of parents and children,but they do not live with them.There are two important reasons for the rise of the sandwich generation.First,people are living longer than they used to.In the early nineteenth century , the average life expectancy（预期寿命）for adalts in the United States,for example,was about 40,whereas today people live to an average age of 75.______(47)The second reason is that these days,young adults often live with their parents for a longer time than they did in the past.This is often for financial reasons.It's also more common for today's young adults to return home during or after college if they need financial or emotional support.______(48)They may have to cover expenses that their parents cannot.They may have to manage their parents'financial and legel affairs.They may have to prepare for their parents'future needs,such as special medical care or a move to a nursing home.This can be a traumatic（使人不快的）experience for everyone.Caring for adalt children presents challenges as well,and caregivers have to resolve important questions: How can financial responsibilities be shared among members of the household? How can household chores be shared? What is the best way to ensure everyone's privacy?______（49)The financial and emotional pressures on the sandwich generation can be overwhelming.However,this time in life also has its rewards.______(50)It can also provide a valuable opportunity to spend more time with them.However,in order to survive this difficult period in their lives,the members of the sandwich generation must remember that they also need to pay attention to their own needs and look after the quality of their own lives.They can't be totally seffless.______（47)A:Successfully coping with these issues can avoid a lot of stress for the whole family.B:Therefore,children are taking care of their parents over a longer period of time.C:People who take care of elderly parents often face difficult issues.D:Young adults feel sandwiched between their financial responsibilities and their desire to enjoy life.E:However,the reality is often very different.F:It can be a time to rediscover the special qualities of one's parents or children.
共用题干The Sandwich GenerationToday people often look forward to their middle age as a time when they will be able to take things easier. After their children are grown,they expect to enjoy the life they have worked hard to create .However,the reality is often very different. In middle age,many people discover that they have two ongoing responsibilities:one is to look after their aging parents,and the other is to help their young adult children deal with the pressures of life.Around the world,there are mil-lions of people who are“sandwiched”in between the older and the younger generations.Some-times there may be two or three generations living in the same household-a situation that is corn-mon in many Asian countries and in some parts of Europe .In other cases,a couple may be taking care of parents and children,but they do not live with them.There are two important reasons for the rise of the sandwich generation.First,people are liv-ing longer than they used to.In the early nineteenth century,the average life expectancy for adults in the United States,for example,was about 40,whereas today people live to an average age of 75 .Therefore,children are taking care of their parents over a longer period of time.The see-ond reason is that these days,young adults often live with their parents for a longer time than they did in the past. This is often for financial reasons.It's also more common for today's young adults to return home during or after college if they need financial or emotional support.Young adults feel sandwiched between their financial responsibilities and their desire to enjoy life .They may have to cover expenses that their parents cannot.They may have to manage their parents' financial and legal affairs.They may have to prepare for their parents' future needs,such as special medical care or a move to a nursing home. This can be a traumatic（长期困扰的）ex-perience for everyone.Caring for adult children presents challenges as well,and caregivers have to resolve important questions:How can financial responsibilities be shared among members of the household?How can household chores be shared?What is the best way to ensure everyone's privacy?Successfully cop-ing with these issues can avoid a lot of stress for the whole family.The financial and emotional pressures on the sandwich generation can be overwhelming. However,this time in life also has its rewards.It can be a time to rediscover the special qualities of one's parents or children.It can also provide a valuable opportunity to spend more time with them. However,in order to survive this difficult period in their lives,the members of the sand-wich generation must remember that they also need to pay attention to their own needs and look af-ter the quality of their own lives.They can't be totally selfless.To survive the difficult period in their lives,the sandwich generation need to_____.A: be totally selflessB:.consider their own well-beingC: value the time spent with their parentsD: rediscover the merits of their children
共用题干The Sandwich GenerationToday people often look forward to their middle age as a time when they will be able to take things easier. After their children are grown,they expect to enjoy the life they have worked hard to create .However,the reality is often very different. In middle age,many people discover that they have two ongoing responsibilities:one is to look after their aging parents,and the other is to help their young adult children deal with the pressures of life.Around the world,there are mil-lions of people who are“sandwiched”in between the older and the younger generations.Some-times there may be two or three generations living in the same household-a situation that is corn-mon in many Asian countries and in some parts of Europe .In other cases,a couple may be taking care of parents and children,but they do not live with them.There are two important reasons for the rise of the sandwich generation.First,people are liv-ing longer than they used to.In the early nineteenth century,the average life expectancy for adults in the United States,for example,was about 40,whereas today people live to an average age of 75 .Therefore,children are taking care of their parents over a longer period of time.The see-ond reason is that these days,young adults often live with their parents for a longer time than they did in the past. This is often for financial reasons.It's also more common for today's young adults to return home during or after college if they need financial or emotional support.Young adults feel sandwiched between their financial responsibilities and their desire to enjoy life .They may have to cover expenses that their parents cannot.They may have to manage their parents' financial and legal affairs.They may have to prepare for their parents' future needs,such as special medical care or a move to a nursing home. This can be a traumatic（长期困扰的）ex-perience for everyone.Caring for adult children presents challenges as well,and caregivers have to resolve important questions:How can financial responsibilities be shared among members of the household?How can household chores be shared?What is the best way to ensure everyone's privacy?Successfully cop-ing with these issues can avoid a lot of stress for the whole family.The financial and emotional pressures on the sandwich generation can be overwhelming. However,this time in life also has its rewards.It can be a time to rediscover the special qualities of one's parents or children.It can also provide a valuable opportunity to spend more time with them. However,in order to survive this difficult period in their lives,the members of the sand-wich generation must remember that they also need to pay attention to their own needs and look af-ter the quality of their own lives.They can't be totally selfless. According to the first paragraph,many people in middle age______.A: are able to take things easier when their children are grownB: can't enjoy their life as they have expectedC: can't enjoy their life because they haven't worked hard enoughD: are facing great pressure from their work
共用题干The Sandwich GenerationToday people often look forward to their middle age as a time when they will be able to take things easier. After their children are grown,they expect to enjoy the life they have worked hard to create .However,the reality is often very different. In middle age,many people discover that they have two ongoing responsibilities:one is to look after their aging parents,and the other is to help their young adult children deal with the pressures of life.Around the world,there are mil-lions of people who are“sandwiched”in between the older and the younger generations.Some-times there may be two or three generations living in the same household-a situation that is corn-mon in many Asian countries and in some parts of Europe .In other cases,a couple may be taking care of parents and children,but they do not live with them.There are two important reasons for the rise of the sandwich generation.First,people are liv-ing longer than they used to.In the early nineteenth century,the average life expectancy for adults in the United States,for example,was about 40,whereas today people live to an average age of 75 .Therefore,children are taking care of their parents over a longer period of time.The see-ond reason is that these days,young adults often live with their parents for a longer time than they did in the past. This is often for financial reasons.It's also more common for today's young adults to return home during or after college if they need financial or emotional support.Young adults feel sandwiched between their financial responsibilities and their desire to enjoy life .They may have to cover expenses that their parents cannot.They may have to manage their parents' financial and legal affairs.They may have to prepare for their parents' future needs,such as special medical care or a move to a nursing home. This can be a traumatic（长期困扰的）ex-perience for everyone.Caring for adult children presents challenges as well,and caregivers have to resolve important questions:How can financial responsibilities be shared among members of the household?How can household chores be shared?What is the best way to ensure everyone's privacy?Successfully cop-ing with these issues can avoid a lot of stress for the whole family.The financial and emotional pressures on the sandwich generation can be overwhelming. However,this time in life also has its rewards.It can be a time to rediscover the special qualities of one's parents or children.It can also provide a valuable opportunity to spend more time with them. However,in order to survive this difficult period in their lives,the members of the sand-wich generation must remember that they also need to pay attention to their own needs and look af-ter the quality of their own lives.They can't be totally selfless. Why do some young adults choose to live with their parents these days?A:.They need support from their parents to deal with their financial problems.B:.They want to help their parents to take care of their aging grandparents.C: They are too young to be independent from their parents.D: They are more emotional than the young adults in the past.
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.______(46)They found evidence that children and adults don't use the same parts of the 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.______(47)The other consisted of people who,like Kim, learned their second language later in life.People from both groups were placed inside the MRI scanner.This allowed Kim and Hirsch to see which parts of the brain were getting more blood and were more active.They asked people from both groups to think about what they had done the day before,first in one language and then the other.They couldn't speak out loud because any movement would disrupt the scanning. Kim and Hirsch looked specifically at two language centers in the brain-Broca's area,which is believed to control speech production,and Wernicke's area,which is thought to process meaning.Kim and Hirsch found that both groups of people used the same part of Wernicke's area no matter what language they were speaking. ______(48) People who learned a second language as children used the same region in Broca's area for both their 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.______(49)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 a different part of the brain. A second possibility is simply that we may acquire languages differently as children than we do as adults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch'sound, and sight.______(50)______(46)A:But their use of Broca's area was different.B:One group consisted of those who had learned a second language as children.C:How does Hirsch explain this difference?D:We use special parts of the brain for language learning.E:And that is very different from learning a language in a high school or college class.F:Their work led to an important discovery.
共用题干How We Form First Impression1 We all have first impression of someone we just met.But why?Why do we form an opinion about someone without really knowing anything about him or her-aside perhaps from a few remarks or readily observable traits.2 The answer is related to how your brain allows you to be aware of the world.Your brain is so sensitive in picking up facial traits,even very minor difference in how a person's eyes,ears,nose,or mouth are placed in relation to each other makes you see him or her as different.In fact,your brain continuously processes incoming sensory information-the sights and sounds of your world.These incoming"signals"are compared against a host of"memories"stored in the brain areas called the cortex system to determine what these new signals"mean".3 if you see someone you know and like at school,your brain says"familiar and safe".If you see someone new,it says,"new-potentially threatening".Then your brain starts to match features of this stranger with other "known" memories.The height,weight,dress,ethnicity,gestures,and tone of voice are all matched up.The more unfamiliar the characteristics are,the more your brain may say,"This is new.I don't like this person".Or else, "I'm intrigued".Or your brain may perceive a new face but familiar clothes,ethnicity,gestures-like your other Friends;so your brain says,"I like this person".But these preliminary"impressions"can be dead wrong.4 When we stereotype people,we use a less mature form of thinking(not unlike the immature thinking of a very young child)that makes simplistic and categorical impressions of others.Rather than learn about the depth and breadth of people-their history,interest,values,strengths,and true character-we categorize them as jocks,geeks,or freaks.5 However,if we resist initial stereotypical impressions,we have a chance to be aware of what a person is truly like.If we spend time with a person,hear about his or her life,hopes,dreams,and become aware of the person's character,we use a different,more mature style of thinking-and the most complex areas of our cortex,which allow us to be humane.The way we stereotype people is a less mature form of thinking,which is similar to______.A:a stranger's less mature type of thinkingB:the most complex areas of our cortexC:the immature form of,thinking of a very young childD:the meaning of incoming sensory informationE:the sights and sounds of the worldF:an opportunity to analyze different forms of thinking
单选题Passage 2Several research teams have found that newborns prefer their mothers' voices over those of other people. Now a team of scientists has gone an intriguing step further: they have found that newborns cry in their native language.We have provided evidence that language begins with the very first cry melodies,says Kathleen Wermke of the University of Wirzburg, Germany, who led the research.The dramatic finding of this study is that not only are newborns capable of producing different cry melodies, but they prefer to produce those melody patterns that are typical for the ambient language they have heard during their fetal life, within the last trimester,said Wermke.Contraryto orthodox interpretations, these data support the importance of human infants' crying for seeding language development.It had been thought that babies' cries are constrained by their breathing patterns and respiratory apparatus, in which case a crying baby would sound like a crying baby no matter what the culture is, since babies are anatomically identical.The prevailing opinion used to be that newborns could not actively influence their production of sound,says Wermke. This study refutes that claim: since babies cry in different languages, they must have some control(presumably unconscious) over what they sound like rather than being constrained by the acoustical properties of their lungs, throat, mouth, and larynx. If respiration alone dictated what a cry sounded like, all babies would cry with a falling-pitch pattern, since that's what happens as you run out of breath and air pressure on the throat's sound-making machinery decreases. French babies apparently didn't get that memo.German and French infants produce different types of cries, even though they share the same physiology,the scientists point out.The French newborns produce ' nonphysiological' rising patterns,showing that the sound of their cries is under their control.Although phonemes-speech sounds such as kiorsh-don't cross the abdominal barrier and reach the fetus, so-called prosodic characteristics of speech do. These are the variations in pitch, rhythm, and intensity that characterize each language. Just as newborns remember and prefer actualsongs that they heard in utero, it seems, so they remember and prefer both the sound of Mom's voice and the melodic signature of her language.The idea of the study wasn't to make the sound of a screaming baby more interesting to listeners-good luck with that-but to explore how babies acquire speech. That acquisition, it is now clear, begins months before birth, probably in the third trimester. Newborns not only have memorized the main intonation patterns of their respective surrounding language but are also able to reproduce these patterns in their own [ sound] production,conclude the scientists. Newborns'cries are already tuned toward their native language, giving them a head start on sounding French or German (or, presumably, English or American or Chinese or anything else: the scientists are collecting cries from more languages). This is likely part of the explanation for how babies develop spoken language quickly and seemingly without effort. Sure, we may come into the world wired for language(thank you, Noam Chomsky), but we also benefit from the environmental exposure that tells us which language.Until this study, scientists thought that babies became capable of vocal imitation no earlier than12 weeks of age. That's when infants listening to an adult speaker producing vowels can parrot the sound. But that's the beginning of true speech. It's sort of amazing that it took this long for scientists to realize that if they want to see what sounds babies can perceive, remember, and play back, they should look at the sound babies produce best. So let the little angel cry: she's practicing to acquire language.Why do German and French babies produce different types of cries according to the research?ABecause they can control what they hear.BBecause they can control their different breathing patterns.CBecause they don't share the same physiological structure.DBecause they can somehow control their sound production.
问答题How Babies Learn Language During the first year of a child’s life, parents and careers are concerned with its physical development very carefully. It is interesting just how easily children learn language. Children who are just three or four years old, who cannot yet tie their shoelaces, are able to speak in full sentences without any specific language training. The current view of child language development is that it is an instinct—something as natural as eating or sleeping. According to experts in this area, this language instinct is innate—something each of us is born with. But this prevailing view has not always enjoyed widespread acceptance. In the middle of last century, experts of the time, including a renowned professor at Harvard University in the United States, regarded child language development as the process of learning through mere repetition. Language “habits” developed as young children were they used incorrect forms of language correctly and ignored or punished when they used incorrect forms of language. Over time, a child, according to this theory, would learn language much like a dog might learn to behave properly through training. Yet even though the modern view holds that language is instinctive, experts like Assistant Professor Lise Eliot are convinced that the interaction a child has with its parents and caregivers is crucial to its developments. The language of the parents and caregivers is so important that the child will learn to speak in a manner very similar to the model speakers it hears.Given that the models parents provide are so important, it is interesting to consider the role of “baby talk” in the child’s language development. Baby talk is the language produced by an adult speaker who is trying to exaggerate certain aspects of the language to capture the attention of a young baby. Dr Roberta Golinkoff believes that babies benefit from baby talk. Experiment show that immediately after birth babies respond more to infant-directed talk than they do to adult-directed talk. When using baby talk, people exaggerate their facial expressions, which helps the baby to begin to understand what is being communicated. She also notes that the exaggerated nature and repetition of baby talk helps infants to learn the difference between sounds. Since babies have a great deal of information to process, baby talk helps. Although there is concern that baby talk may persist too long, Dr Golinkoff says that it stops being used as the child gets older, that is, when the child is better able to communicate with the parents. Professor Jusczyk has made a particular study of babies’ ability to recognize sounds, and says they recognize the sound of their own names as early as four and a half months. Babies know the meaning of Mummy and Daddy by about six months, which is earlier than was previously believed. By about nine months, babies begin recognizing frequent patterns in language. A baby will listen longer to the sounds that occur frequently, so it is good to frequently call the infant by its name. An experiment at Johns Hopkins University in USA, in which researchers went to the homes of 16 nine-month-olds, confirms this view. The researchers arranged their visits for ten days out of a two-week period. During each visit the researcher played an audio tape that included the same three stories. The stories included odd words such as “python” or “hornbill”, words that were unlikely to be encountered in the babies’ everyday experience. After a couple of weeks during which nothing was done, the babies were brought to the research lab, where they listened to two recorded lists of words. The first list included words heard in the story. The second included similar words, but not the exact ones that were used in the stories. Jusczyk found the babies listened longer to the words that had appeared in the stories, which indicated that the babies had extracted individual words from the story. When a control group of 16 nine-month-olds, who had not heard the stories, listened to the two groups of words, they showed no preference for either list. This does not mean that the babies actually understand the meanings of the words, just the sound patterns. It supports the idea that people are born to speak, and have the capacity to learn language from the day they are born. This ability is enhanced if they are involved in conversation. And, significantly, Dr Eliot reminds parents that babies and toddlers need to feel they are communicating. Do the following statements agree with the views of the writer in the passage “How babies learn language”? YES if the statement agrees with the information NO if the statement dose not agree with the information NOT GIVEN if there is no information about this in the passage 1．From the time of their birth humans seem to have an ability to learn language. 2．According to experts in the 1950s and 1960s, language learning is very similar to the training of animals. 3．Repetition in language learning is important, according to Dr Eliot. 4．Dr Golinkoff is concerned that “baby talk” is spoken too much by some parents. 5．The first word a child learns to recognize is usually “Mummy” or “Daddy”.