2008考研英语全题型高分强化教程(6)

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练习
I. Cloze
Let children learn to judge their own work. A child learning to talk does not learn by being    [U]1    [/U] all the time. If corrected too much, he will [U]  2   [/U] talking. He notices a thousand times a day the difference between the language he uses and the language those around him[U]   3  [/U] . Bit by bit, he makes the necessary changes to make his language [U]  4  [/U] what other people say. In the   [U]5   [/U]way, when children learn to do all the other things， they learn to do without being taught-to work, run, climb, whistle, or ride a bicycle. They compare those performances [U]   6   [/U] those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find  [U]  7  [/U]  his own mistakes for himself, let [U]   8   [/U] correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed [U]   9[/U]    to him, or correct it [U]  10  [/U] he was made to. Soon he becomes dependent [U]  11   [/U] the teacher. Let him do it himself. Let him work [U]   12  [/U] , with the help of other children if he wants it, what this word says, what answer is  [U]  13   [/U] that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such [U]14   [/U] work? Our job should be to help the child when he tells us that he can't find a way to get the right answer. Let's end this [U]  15   [/U]of grades, exams and marks. Let us throw them all out, and let the children learn what all educated persons must some day learn, that is, how to measure their own understanding and how to know what they know or do not know. Let them get[U]  16 [/U]  this job in the way that seems most  [U]  17  [/U] to them, with our help as school teachers if they ask [U]18   [/U] it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly [U]   19  [/U] as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, something they will need to get in the world? Don't worry! If it is[U]   20  [/U], they will go out into the world and learn it."
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1.    [A] stopped   [B] corrected      [C] taught           [D] judged
2.    [A] stop      [B] start              [C] continue      [D] fail
3.    [A] uses      [B] use            [C] is           [D] are
4.    [A] is        [B] change to       [C] like           [D] likes
5.    [A] different [B] wrong           [C] new            [D] same  
6.    [A] against   [B] from           [C] with            [D] as
7.    [A] about      [B] out           [C] that            [D] what
8.    [A] out        [B] they         [C] alone           [D] him
9.    [A] out        [B] at                  [C] off            [D] on
10. [A] until       [B] unless             [C] when        [D] after
11. [A] in           [B] at                  [C] as                    [D] on
12. [A] at           [B] for                 [C] out         [D] with
13. [A] about       [B] to                  [C] on             [D] in
14. [A] hard        [B] boring             [C] routine     [D] naïve
15. [A] argument   [B] job                  [C] sense       [D] nonsense
16. [A] on with    [B] used to           [C] away from   [D] familiar with
17. [A] sensitive   [B] sensational       [C] sentimental  [D] sensible
18. [A] about      [B] for                 [C] after        [D] by
19. [A] changed    [B] changes         [C] changing        [D] change
20. [A] so            [B] essential        [C] useful          [D] learnt  

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kyfive

II. Reading Passages
Part A 阅读理解
Passage One
Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. Frequently, however, the cause is unknown.
More than one million of the students served in the public schools' special education programs in the 1998-99 school year were categorized as having a speech or language impairment. This estimate does not include children who have speech/language problems secondary to other conditions such as deafness. Language disorders may be related to other disabilities such as mental retardation, autism, or cerebral palsy. It is estimated that communication disorders affect one of every 10 people in the United States.
A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case.
Speech disorders refer to difficulties producing speech sounds or problems with voice quality. Speech disorders may be problems with the way sounds are formed, called articulation or phonological disorders, or they may be difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds. They may say "see" when they mean "ski" or they may have trouble using other sounds like "l" or "r". People with voice disorders may have trouble with the way their voices sound.
A language disorder is an impairment in the ability to understand and/or use words in context. Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and inability to follow directions. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.
Because all communication disorders carry the potential to isolate individuals from their social and educational surroundings, it is essential to find appropriate timely intervention. While many speech and language patterns can be called "baby talk" and are part of a young child's normal development, they can become problems if they are not outgrown as expected. In this way an initial delay in speech and language or an initial speech pattern can become a disorder which can cause difficulties in learning. Because of the way the brain develops, it is easier to learn language and communication skills before the age of 5.
Speech-language pathologists assist children who have communication disorders in various ways. They provide individual therapy for the child; consult with the child's teacher about the most effective ways to facilitate the child's communication in the class setting; and work closely with the family to develop goals and techniques for effective therapy in class and at home. Technology can help children whose physical conditions make communication difficult.
Vocabulary and concept growth continues during the years children are in school. Reading and writing are taught and, as students get older, the understanding and use of language becomes more complex. Communication skills are at the heart of the education experience. Speech and/or language therapy may continue throughout a student's school year either in the form of direct therapy or on a consultant basis. The speech-language pathologist may assist vocational teachers and counselors in establishing communication goals related to the work experiences of students and suggest strategies that are effective for the important transition from school to employment and adult life.
Communication has many components. All serve to increase the way people learn about the world around them, utilize knowledge and skills, and interact with colleagues, family and friends.
1. The possible causes of speech and language disorders do not include[U]       [/U]
[A]  brain injury.
[B]  drug abuse.
[C]  inability to use oral-motor mechanism.
[D]  physical impairments.
2. Which of the following is correct about communication disorders?
[A]  About one million students in public school have communication disorders.
[B]  Communication disorder does not include deafness.
[C]  In most of the time, a child with communication disorder has greater receptive than expressive language skills.
[D]  Communication disorder includes speech and language disorders.
3. By comparison of speech disorder and language disorder, we know that[U]        .[/U]
[A]  they are almost the same
[B]  people with language disorder have problems using some sounds
[C]  people with speech disorder sometimes have difficulty in using appropriate grammatical patterns
[D]  if a person can not pronounce "l" and "r" correctly, he might have speech disorders
4. Which sentence can best summarize Paragraph 6-8?
[A]  Incidence of communication disorder.
[B]  Characteristics of communication disorder.
[C]  Educational implications for communication disorder.
[D]  Various forms of communication disorder.
5. Which is NOT mentioned about the function of communication at the end of the article?
[A]  increase the way people learn about the world around them.
[B]  Improve one's image.
[C]  Utilize knowledge and skills.
[D]  Interact with colleagues, family and friends.
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Passage Two
The key to effective cross-cultural communication is knowledge. First, it is essential that people understand the potential problems of cross-cultural communication, and make a conscious effort to overcome these problems. Second, it is important to assume that one's efforts will not always be successful, and adjust one's behavior appropriately.
For example, one should always assume that there is a significant possibility that cultural differences are causing communication problems, and be willing to be patient and forgiving, rather than hostile and aggressive, if problems develop. One should respond slowly and carefully in cross-cultural exchanges, not jumping to the conclusion that you know what is being thought and said.
William Ury's suggestion for heated conflicts is to stop, listen, and think, or as he puts it "go to the balcony" when the situation gets tense. By this he means withdraw from the situation, step back, and reflect on what is going on before you act. This helps in cross cultural communication as well. When things seem to be going badly, stop or slow down and think. What could be going on here? Is it possible I misinterpreted what they said, or they misinterpreted me? Often misinterpretation is the source of the problem.
Active listening can sometimes be used to check this out-by repeating what one thinks he or she heard, one can confirm that one understands the communication accurately. If words are used differently between languages or cultural groups, however, even active listening can overlook misunderstandings.
Often intermediaries who are familiar with both cultures can be helpful in cross-cultural communication situations. They can translate both the substance and the manner of what is said. For instance, they can tone down strong statements that would be considered appropriate in one culture but not in another, before they are given to people from a culture that does not talk together in such a strong way. They can also adjust the timing of what is said and done. Some cultures move quickly to the point; others talk about other things long enough to establish rapport or a relationship with the other person. If discussion on the primary topic begins too soon, the group that needs a "warm up" first will feel uncomfortable. A mediator or intermediary who understands this can explain the problem, and make appropriate procedural adjustments.
Yet sometimes intermediaries can make communication even more difficult. If a mediator is the same culture or nationality as one of the disputants, but not the other, this gives the appearance of bias, even when none exists. Even when bias is not intended, it is common for mediators to be more supportive or more understanding of the person who is of his or her own culture, simply because they understand them better. Yet when the mediator is of a third cultural group, the potential for cross-cultural misunderstandings increases further. In this case engaging in extra discussions about the process and the manner of carrying out the discussions is appropriate, as is extra time for confirming and re-confirming understandings at every step in the dialogue or negotiating process.
1. How do you understand "the key to effective cross-cultural communication is knowledge"?
[A] One should understand the potential problems of cross-cultural communication.
[B] One should know that conscious effort to overcome cross-cultural communication problems will not always be successful.
[C] One should be patient when cross-cultural communication problems develop.
[D] All of the above
2. What does William Ury mean by saying "go to the balcony" when there is heated conflict?
[A] He means to listen to the other part carefully.
[B] He means to join the conflict.
[C] He means to fight back.
[D] He means to withdraw from heated conflicts and think twice.
3. What is the function of active listening?
[A] It can sometimes be used to avoid misinterpretation.   
[B] It can help you ask another person repeat what he said.
[C] It can help you understand words in another language.
[D] It can overlook misunderstanding.
4. Which of the following is correct about intermediaries?
[A] Intermediaries are always helpful in cross-cultural communication.
[B] Intermediaries belong to the third cultural group.
[C] Intermediaries sometimes make communication more difficult.
[D] Intermediaries are always biased towards one culture or another.
5. What is the tone of this article?
[A] Critical
[B] Narrative
[C] Fictional
[D] Argumentative

  

kyone

练习答案与题解  
I. Cloze
1.  [B] 根据后面一句话，"如果过多地纠正孩子的错误......"，可以判断此处填corrected。孩子并不是通过不断地纠正才学会说话的。
2.  [A] 按照常识推理，如果在孩子学习说话的过程中，过多地纠正其错误，那么孩子会停止说话。
3.  [B] language后面跟了一个定语从句，那些他身边的人所使用的语言。动词use的主语是复数形式，所以动词也应该用复数。
4.  [C] 句意为"渐渐地，孩子对自己的语言做出了必要的调整，使自己的语言像其他人所说的语言"。"like"在这里是介词。
5.  [D] 这里作者将孩子学习语言和学习其他方面做了比较，认为都不需要被过多地教授。
6.  [C] compare A with B意为"将......与......进行比较"，例如compare the present with the past。
7.  [B] find out为固定搭配，意为"找出"。
8.  [C] 但是在学校，我们从来不给孩子机会找出他自己的错误，更不用说纠正错误了。let alone是固定词组，译成"更不用说"。
9.  [A] point out意为"指出"；point at意为"指着"；没有point off 或point on这样的词组。
10. [B] 参照上半句。我们认为，除非我们指出其错误，否则孩子不会注意到他们的错误；除非我们要求其纠正错误，否则孩子不会自己纠正错误。
11. [D] dependent on意为"依赖于"，为形容词词组。相应的动词词组是depend on。
12. [C] 句意为"让孩子自己，或在其他孩子的帮助下解决问题"。work out为固定词组，意为"解决"。
13. [B] "问题"和"答案"之间的介词应用to。如：the key to the question; the answer to the question。
14. [C] 前面一句提到，改正作业和纠正错误这种例行程序的工作老师不必亲自去做。
15. [C] 从全文可以看出作者对于分数和考试的态度是不屑的，重要的是孩子要学会他们应该学会的东西。
16. [A] get on with意为"继续做"；get used to意为"习惯于"；get away from意为"逃离"；get familiar with 意为"熟悉"。
17. [D] sensitive意为"敏感的"；sensational意为"使人感动的"；sentimental意为"多愁善感的"；sensible 意为"明智的"。
18. [B] ask for表示请求；ask after意为"问候"；ask about意为"问某人关于某事"。
19. [C] 这里应该用现在分词changing。rapidly changing意为"快速变化的"。
20. [B] 这一句和前面一句对应，也用essential。
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II. Reading Passages
Par A 阅读理解
Passage One  
[疑难长句翻译与注解]
1. A child's communication is considered ... in the acquisition of speech and/or language skills.
本句应译为：当一个孩子在言语和/或语言技能习得上要远远落后于他（或她）的同龄人时，我们认为这个孩子的交际能力发展延迟。
[注解] 英语中有许多被动句，逻辑上的主语并不重要，所以无需说出。不过在翻译的时候，我们还是可以按汉语的习惯变成主动句并加上主语。noticeably意为"引人注目地，显著地"；peer意为"对等的人或物"，这里可以翻成"同龄人"；acquisition意为"获得，获得物"，这里可以翻成"习得"。
2. Speech disorders may be problems ...with the pitch, volume or quality of the voice.
本句应译为：言语紊乱可以是与声音的形成方式有关的问题，称为发音紊乱或语音紊乱，或者是在音高、音量或声音质量上有困难。
[注解]sounds are formed是the way的定语，in which省略。called articulation or phonological disorders是过去分词做定语，修饰problems。Articulation还有辅音、关节等意思，这里根据上下文应该是指发音。
3. Because all communication disorders carry the potential ... find appropriate timely intervention.
本句应译为：由于所有的交际紊乱都有可能将个人同他们的社会和教育环境中隔离开来，因此有必要进行合适的、及时的干预。
[注解] 前半句是because引导的原因状语从句，后半句是主句。carry the potential to...具有......的可能性；isolate A from B，将A和B分开。
4. Speech and/or language therapy may continue... of direct therapy or on a consultant basis.
本句应译为：对学生的言语和/或语言疗法可以贯穿一个学年，要么以直接治疗的形式，要么以咨询的方式。
[注解]either...or...意为"要么......要么......，不是......就是......"，用在肯定句中。
5. The speech-language pathologist may assist...from school to employment and adult life.
本句应译为：言语－语言病理学家可以帮助职业教师和顾问，建立与学生的工作经验相关的交际目标，就学生从学校向就业和成人生活重的要转变，提出有效的策略。
[注解] 这一句中用and连接了两个并列的谓语。assist sb. in doing sth.帮助某人做某事。Strategies后面是that引导的定语从句。
[答案]
1. [C] C是现象，而不是原因。可能的原因包括听力损失、神经混乱、大脑损伤、智力缺陷、滥用毒品、身体损伤等。
2. [D] 交际紊乱包括言语紊乱和语言紊乱。而其他几句都存在错误。有超过一百万的学生有言语和语言损伤，而如果把耳聋也包括进来，还远远不止这个数字；交际紊乱包括耳聋；而大多数时候，有交际紊乱问题的学生接受语言技能比表达语言技能要差。
3. [D] 根据文中第四、五段可知，言语紊乱和语言紊乱之间存在差别。言语紊乱的人不能正确发出某些声音。而语言紊乱的人不能正确使用某些词和词的意思，不能达意，不能正确使用语法结构。
4. [C] 第二段讲的是交际紊乱的发病率；第三段到第五段讲的是交际紊乱的分类和特点；从第6到第8段讲的是交际紊乱的教育问题。
5. [B]从文中最后一段可以看出，交际能够帮助人们了解周围的世界，使用知识和技能，并且与同事、朋友和家人交流。
Passage Two
[疑难长句翻译与注解]
1. For example, one should always assume that ...hostile and aggressive, if problems develop.
本句应译为：例如，应该总是假设文化差异造成交际问题的可能性很大，如果出现问题时，愿意有耐心和宽容，而不是有敌意和咄咄逼人。
[注解] that引导的名词性从句做possibility的同位语。assume一词做"假定、设想"解。develop在此处指"逐步显示出来"，比如reports the news as it develops。
2. Active listening can sometimes be used to check this out-by repeating what one thinks he or she heard, one can confirm that one understands the communication accurately.
本句应译为：积极地倾听有时可以用来对此进行检验--某人通过重复自己听到的，可以证实自己准确理解了这次交际。
[注解] repeat 后的宾语从句用what引导，因为what在从句做成分；而confirm后的宾语从句用that引导，that在从句中不做成分。check out有"付帐后离开，合格，检验"意思。这里指检查自己和对方是否产生了误解。
3. Often intermediaries who are familiar with both cultures can be helpful in cross-cultural communication situations.
本句应译为：对两种文化都熟悉的中间人，通常在跨文化交际的情况下会有帮助。
[注解]宾语从句who are familiar with both cultures修饰intermediaries。be familiar with意为"对......熟悉"。
4. For instance, they can tone down strong statements that would be considered appropriate in one culture but not in another, before they are given to people from a culture that does not talk together in such a strong way.
本句应译为：例如，如果一方说话的语气强烈，而另一方来自一种不以这样强烈的方式交谈的文化，那么（中间人）可以将语气强烈的表达放缓，这种语气强烈的表达在一种文化中是合适的，在另一种文化中就不合适了。
[注解] 该句的句架是they can town down strong statements...before.....主句中有个that 引导的定语从句修饰statements，而before引导的时间状语从句中也有一个定语从句，修饰culture。
5. In this case engaging in extra discussions about the process and the manner of carrying out the discussions is appropriate, as is extra time for confirming and re-confirming understandings at every step in the dialogue or negotiating process.
本句应译为：在这种情况下，对讨论的进程和方式再做额外的探讨是合适的，在对话或商议过程中的每一步都花额外的时间确认和再次确认双方能够相互理解也是合适的。
[注解]As这里表示"与......一样"，后面的句子倒装，省略了appropriate。
[答案]
1. [D] 有效的跨文化交际的关键在于知识。首先，人们应该知道跨文化交际可能产生的问题，并努力克服这些问题。其次，这种努力不一定总是能够成功。因此，当产生跨文化交际问题的时候，应当有耐心和宽容。
2. [D] 根据文中第三段第二句话可知，到阳台去只是一个比喻，意思是在发生激烈冲突时，停下来、倾听和思考。
3. [A] 积极地倾听，有时可以使你避免一些误解。请其他人重复他所说过的话，并不是积极倾听的功能，而是积极倾听中的方法。
4. [C] 熟悉双方文化的中间人在跨文化交际的情况下能够有所帮助，但有时候也会带来麻烦。中间人如果是和交际双方中一方的国籍和文化背景相同，这样就会给人以存在偏袒的印象。
5. [D] 这道题是整体题。Critical批评的；narrative叙述性的；fictional虚构的，小说式的；argumentative议论式的。这是一篇议论式的文章。