题目内容
B. English-speaking
C. English spoken
D. speaking-English
Most Chinese people these days
know what it is like to have an “English teacher”, since almost all pupils study English from their third year. Usually that first English teacher will be a young and lovely lady in primary school. But my first English teacher is no other than my father. Looking back, I can see that, when I was only a little girl, he created an English environment by providing me with flashcards（识字卡），fun English- language toys and even dolls which can sing English songs! My interest in English had certainly been awakened（唤起） when I began to learn English at school. Just imagine, he went a step further and a
sked me to learn New Concept English by myself! I was confused and even angry. I could not understand why a father could be so strict with his little girl. All the same, he never gave up and he gently insisted that I follow through with his idea. At first, I read stories with tears and I actually hated them because they were too difficult for me. In the end, I came to love the funny stories and, to be honest, my father was always there with a helping hand. I am sure that my English would never have got so far without his support. And that’s why my father is not only my first English teacher but also my lifelong teacher. He is the one who awoke my interest, who gave me confidence and who offered me much needed help.
【小题1】Most pupils in China begin to learn English________.
| A．in primary school | B．from parents | C．at three years old | D．at home |
| A．like my father | B．not my father | C．my father himself | D．not only my father |
| A．the girl preferred playing to learning English |
| B．the girl hates her father because he was strict |
| C．the girl is very thankful to her father |
| D．the father gave up after knowing his daughter could not understand |
| A．The girl’s father is her first English teacher. |
| B．The girl had been interested in English before going to school. |
| C．The girl’s father was always ready to help her with her English. |
| D．The girl could have learned English well by herself without her father. |
| A．How I learned English at school |
| B．My father---my first and lifelong English teacher |
| C．The relationship between my father and I |
| D．I’ve made progress in English learning |
I am a writer. I spend a great deal of my time thinking about the power of language — the way it can evoke（唤起） an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And I use them all—all the Englishes I grew up with.
Born into a Chinese family that had recently arrived in California, I’ve been giving more thought to the kind of English my mother speaks. Like others, I have described it to people as “broken” English. But feel embarrassed to say that. It has always bothered me that I can think of no way to describe it other than “broken”, as if it were damaged and needed to be fixed, as if it lacked a certain wholeness. I’ve heard other terms used, “limited English,” for example. But they seem just as bad, as if everything is limited, including people’s perceptions（认识）of the limited English speaker.
I know this for a fact, because when I was growing up, my mother’s “limited” English limited my perception of her. I was ashamed of her English. I believed that her English reflected the quality of what she had to say. That is, because she expressed them imperfectly her thoughts were imperfect. And I had plenty of evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.
I started writing fiction in 1985. And for reasons I won’t get into today, I began to write stories using all the Englishes I grew up with: the English she used with me, which for lack of a better term might be described as “broken”, and what I imagine to be her translation of her Chinese, her internal（内在的）language, and for that I sought to preserve the essence, but neither an English nor a Chinese structure: I wanted to catch what language ability tests can never show; her intention, her feelings, the rhythms of her speech and the nature of her thoughts.
【小题1】By saying “Language is the tool of my trade”, the author means that ______.
| A．she uses English in foreign trade | B．she is fascinated by languages |
| C．she works as a translator | D．she is a writer by profession |
| A．impolite | B．amusing | C．imperfect | D．practical |
| A．Americans do not understand broken English. |
| B．The author’s mother was not respected sometimes. |
| C．The author’ mother had positive influence on her. |
| D．Broken English always reflects imperfect thoughts. |
| A．well structured | B．in the old style | C．easy to translate | D．rich in meaning |
| A．The changes of the author’s attitude to her mother’s English. |
| B．The limitation of the author’s perception of her mother. |
| C．The author’s misunderstanding of “limited” English. |
| D．The author’s experiences of using broken English. |
Teenagers in England do many of the same thi
ngs as children in America do . They enjoy sending messages on their mobile phones and they also like swimming , listening to the latest music , watching TV and surfing the Internet .
How do teenagers in England spend their free time and holidays ? Let’s follow Sally , a British teenager , and spend five days with her during her school holiday .
| Day One | After breakfast , Sally’s mother went out and left her alone at home . She checked her mobile phone during lunch—one of her friends sent her a message early in the morning . Dinner was ready at 6:30 p.m. After that , she finished her English homework . Then she surfed the Internet . |
| Day Two | Sally and her mother paid a visit to their friend s and went swimming together . Later , they wnet shopping for clothes and books , and had dinner in a restaurant . |
| Day Three | She went to the supermarket with her mother to buy fish and chips for lunch as well as some pens . After she got back home , she spent the next few hours surfing the Internet and watching TV . |
| Day Four | She surfed the Internet . Her mother took her out for lunch before going to work . She then read storybooks after lunch . |
| Day Five | She woke up at 2 p. m. , and so did her mother . They went to a park . Her mother met some friends there . When they got home , it was already time for dinner . Aterwards , she did her homework until 10 p. m. |
A. In the morning . B. In the afternoon . C. At lunch time . D. In the evening .
2. Which of the foll
owing things did Sally do on Day Four ?A. She went swimming . B. She went out for breakfast .
C. She read books . D. She went shopping .
3. How many times did Sally and her mother meet their friends during the five days ?
A. Once . B. Twice . C. Three times . D. Four times .
4. According to the passage , it can be inferred that__________.
A. a park is the best place to meet a friend
B. parents shouln’t leave teenagers alone at home
C. teenagers don’t usually do their homework during their school holidays
D. surfing the Internet has become an important part of teenagers’ lives