Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak, though the word“obey”is hardly exact as a description of the eager and delighted co- operation（合作） usually shown by the child. Before they can speak, many children will also ask questions by gestures and by making questioning noises.

　　Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It’s agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves out as particular expression like delight, pain, friendliness and so on. But since these can’t be said to show the baby’s intention to communicate, they can hardly be regarded as early forms of language. It is agreed too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self - imitation（自我模仿）leads out to deliberate（有意的）imitation of sounds made or words spoken to them by other people. The problem then arises to the point at which one can say that these imitations can be considered as speech.

　　It is a problem we need to get our teeth into. The meaning of a word depends on what a particular person means by it in a particular situation and it is clear that what a child means by a word will. change as he gains more experience of the world. Thus the use, at seven months, of“ mama” as a greeting for his mother cannot be dismissed as a meaningless sound simply because he also uses it at another time for his father, his dog, or anything else he likes. Playful and meaningless imitation of what other people say continues after the child has begun to speak for himself. I doubt, however , whether anything is gained when parents take advantage of his ability in an attempt to teach new words.

　Children who start speaking late ________

　　A. may have problems with their listening

　　B. probably do not hear enough language spoken around them

　　C. usually pay close attention to what they hear

　　D. often take a long time in learning to listen properly

　　A baby’s first noises are ________ .

　　A. an expression of his moods and feelings

　　B. an early form of language

　　C. an imitation of the speech of adults

　　D. a sign that he means to tell you something

　　The problem of deciding at what point a baby’s imitation can be considered as speech ________ .

　　A. is important because words have different meanings for different people

　　B. is not especially important because the change takes place gradually

　　C. is one that should be ignored（忽略）because children’s use of words is often meaningless

　　D. is one that can never be properly understood because the meaning of words changes with age

　　The speaker implies that ________ .

　　A. even after they have learnt to speak, children still enjoy imitation

　　B. children who are good at imitating learn new words more quickly

　　C. children no longer imitate people after they begin to speak

　　D. patents can never hope to teach their children new sounds

If only I  　　to my parents advice.

A.listening　　　　　　　　　　B.listen

C.am listening　　　　　　　　D.had listened

1. A. Although　　　　　　　　　　  B. When　　　　　　    C. Even if　　　　　　　　　　 D. Now that

2. A. basic　　　　　　　　　　　　   B. special　　　　　　   C. common　　　　　　　　  D. particular

3. A. attention　　　　　　　　　　  B. introduction　　   C. relation　　　　　　　　　　 D. devotion

4. A. insisted on　　　　　　　　   B. talked about　　   C. believed in　　　　　　    D. agreed with

5. A. imaginative　　　　　　　　   B. ordinary　　　　    C. opposite　　　　　　　　   D. open

6. A. listening　　　　　　　　　　   B. understanding    C. Information　　　　　　　　　　 D. discovery

7. A. also　　　　　　　　　　　　　　 B. nearly　　　　　　    C. even　　　　　　　　　　    D. only

8. A. Later　　　　　　　　　　　　   B. Secondly　　　　   C. However　　　　　　　　  D. Therefore

9. A. with　　　　　　　　　　　　　　　　   B. by　　　　　　　　　　 C. from　　　　　　　　　　    D. on

10. A. invite　　　　　　　　　　　　 B. lead　　　　　　　　   C. prefer　　　　　　　　　　  D. show

11. A. As a matter of fact　　  B. Later on　　　　    C. Other times　　　　　　　　　　 D. In general

12. A. questions　　　　　　　　   B. subjects　　　　　　 C. matters　　　　　　    
,;    D. contents

13. A. support　　　　　　　　　　  B. explanation　　    C. experience　　　　　　    D. advice

14. A. disturbed 　　　　　　　　  B. moved　　　　　　   C. attracted　　　　　　　　   D. defeated

15. A. for　　　　　　　　　　　　　　　　   B. until　　　　　　　　  C. since　　　　　　　　　　    D. unless

16. A. hear　　　　　　　　　　　　   B. suggest　　　　　　 C. share　　　　　　　　　　   D. demand

17. A. laugh　　　　　　　　　　　　 B. cry　　　　　　　　   C. shout　　　　　　　　　　   D. question

18. A. helpful 　　　　　　　　　　　　    B. enjoyable　　　　   C. practical 　　　　　　　　 D. useful

19. A. natural　　　　　　　　　　   B. normal　　　　　　　　　　 C. hopeful　　　　　　　　    D. true

20. A. so　　　　　　　　　　　　　　 B. for　　　　　　　　    C. then 　　　　　　　　　　   D. yet

Perhaps the most interesting person I have ever met is an Italian professor of philosophy who teaches at the University of Pisa. ___1___ I last met this man eight years ago, I have not forgotten his ___2___ qualities. First of all, I respected his ___3___ to teaching. Because his lectures were always well prepared and dearly delivered, students crowded into his classroom. His followers liked the fact that he ___4___ what he taught. Furthermore, he could be counted on to explain his ideas in an ___5___ way, introducing such aids (辅助) to___6___ as oil paintings, music, and guest lecturers. Once he___7___ sang a song in class in order to make a point clear ___8___ , I admired the fact that he would talk to students outside the classroom or talk with them ___9___ the telephone. Drinking coffee in the cafe, he would easily make friends with students. Sometimes he would ___10___ a student to a game of chess(国际象棋). ___11___ , he would join student groups to discuss a variety of ___12__: agriculture, diving and mathematics. Many young people visited him in his office for ___13___ on their studies; others came to his home for social evenings. Finally, I was ___14___ by his lively sense of humor(幽默). He believed that no lesson is a success ___15___ , during it, the students and the professor___16___ at least one loud ___17___. Through his sense of humor, he made learning more ___18___ and more lasting. If it is ___19___ that life makes a wise man smile and a foolish man cry, ___20___ my friend is indeed a wise man.

1. A. Although　　　　　　　　　　  B. When　　　　　　    C. Even if　　　　　　　　　　 D. Now that

2. A. basic　　　　　　　　　　　　   B. special　　　　　　   C. common　　　　　　　　  D. particular

3. A. attention　　　　　　　　　　  B. introduction　　   C. relation　　　　　　　　　　 D. devotion

4. A. insisted on　　　　　　　　   B. talked about　　   C. believed in　　　　　　    D. agreed with

5. A. imaginative　　　　　　　　   B. ordinary　　　　    C. opposite　　　　　　　　   D. open

6. A. listening　　　　　　　　　　   B. understanding    C. Information　　　　　　　　　　 D. discovery

7. A. also　　　　　　　　　　　　　　 B. nearly　　　　　　    C. even　　　　　　　　　　    D. only

8. A. Later　　　　　　　　　　　　   B. Secondly　　　　   C. However　　　　　　　　  D. Therefore

9. A. with　　　　　　　　　　　　　　　　   B. by　　　　　　　　　　 C. from　　　　　　　　　　    D. on

10. A. invite　　　　　　　　　　　　 B. lead　　　　　　　　   C. prefer　　　　　　　　　　  D. show

11. A. As a matter of fact　　  B. Later on　　　　    C. Other times　　　　　　　　　　 D. In general

12. A. questions　　　　　　　　   B. subjects　　　　　　 C. matters　　　　　　　　    D. contents

13. A. support　　　　　　　　　　  B. explanation　　    C. experience　　　　　　    D. advice

14. A. disturbed 　　　　　　　　  B. moved　　　　　　   C. attracted　　　　　　　　   D. defeated

15. A. for　　　　　　　　　　　　　　　　   B. until　　　　　　　　  C. since　　　　　　　　　　    D. unless

16. A. hear　　　　　　　　　　　　   B. suggest　　　　　　 C. share　　　　　　　　　　   D. demand

17. A. laugh　　　　　　　　　　　　 B. cry　　　　　　　　   C. shout　　　　　　　　　　   D. question

18. A. helpful 　　　　　　　　　　　　    B. enjoyable　　　　   C. practical 　　　　　　　　 D. useful

19. A. natural　　　　　　　　　　   B. normal　　　　　　　　　　 C. hopeful　　　　　　　　    D. true

20. A. so　　　　　　　　　　　　　　 B. for　　　　　　　　    C. then 　　　　　　　　　　   D. yet

完型填空

　　To be a good teacher, you need some of the gifts of a good actor, you must be able to 1 the attention and interest of your students, you must be a 2 speaker, with a good, strong, 3 voice which is fully under your control; and you must be able to 4 what you are teaching, in order to make its meaning clear.

　　 5 a good teacher, and you will see that he does not sit still 6 his class: he stands the whole time he is teaching; he walks about, using his 7 , hands and fingers to help him in his explanation, and his face to express feeling. Listen to him, and you will 8 the loudness, the quality and the musical note of his voice always changing according to what he is 9 about. The fact that a good teacher has some of the gifts of a good actor doesn’t 10 that he will indeed be able to act 11 on the stage, for there are very important 12 between the teacher’s work and the actor’s. The actor has to speak words which he has learnt by heart; he has to repeat exactly the 13 words each time he plays a certain part, 14 his movements and the way in which he uses his voice are usually 15 before hand. What he has to do is to make all these carefully learnt words and actions seem 16 on the stage.

　　A good teacher 17 in quite a different way. His students take an active part in his 18 :they ask and answer questions, they obey orders, and if they don’t obey something, they will say no. The teacher therefore has to suit his act to the needs of the students. He cannot learn his part by heart, but must 19 it as he goes along.

　　I have known many teachers who were fine 20 in class but unable to take part in a stage play because their brains wouldn’t keep discipline（规定）: they could not keep strictly to what another had written.