Test Two

1

In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available―but whether the reality of life in the institution actually encourages requests for help is another matter.?
Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people―often rather frightening?ooking people―and realises that an increasing number of choices and decisions have to be made. As he progresses through the school the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.
1.According to the passage one of the problems for pupils entering secondary schools is that ____.?
A.they are taught by many different teachers?
B.they do not attend lessons in every subject?
C.the teachers do not want to be friendly?
D.the teachers give most attention to the more academic pupils?
2.In secondary schools every pupil having problems should ____.?
A.know how to ask for help?
B.be free from any pressure of academic work?
C.be able to discuss his problems in class?
D.be able to discuss his problems with any teacher?
3.In this passage about secondary schools, the author is mainly concerned about ____.?
A.academic standards?
B.the role of specialist teachers?
C.the training of the individual teachers?
D.the personal development of pupils?
4.Which of the following statements is true??
A.Pupils will form relationships with old pupils rather than teachers.?
B.The setting of the primary school is comparatively simpler than that of the secondary school.?
C.All the teachers in the secondary school are rather frightening?ooking.?
D.Pupils have opportunities to get help from any teacher in the secondary school.?
5.What is the main idea of this passage??
A.The difference between the primary school and the secondary school.?
B.The method that pupils get help from the teachers.?
C.The personal development of the pupils in the secondary school.?
D.The function of the secondary school.お?

2

Every Sunday morning millions of Indians settle down with a cup of tea and the special weekend issues of their newspapers, just as Americans do. But here, with the marriage season approaching, many of them turn quickly to a Sunday feature that is particularly Indian―the columns and columns of marriage advertisements in which young people look for husbands and wives.?
“Beautiful Brahman girl wanted for bank officer from well?onnected family,” one says. “Vegetarian man (doctor, engineer preferred) for church?ducated girl with light complexion,” says another. “Solid 25?ear?ld, salary four figures, wants tall, charming, educated Punjabi,” says a third.?
This is a relatively modern change in the age?ld custom of the arranged marriage. The thousands of advertisements published each week increasingly reflect social changes that are coming to this traditional society. For example, although women are still usually described in terms of appearance, or skills in“the wifely arts,” information about their earning power is entering more and more of the advertisements. This reflects the arrival in India of the working wife.?
Divorce, which used to be almost unheard of in India, is sometimes now mentioned in the advertisements as in the case of a woman whose advertisement in a New Delhi newspaper explained that she had been “the innocent party” when her marriage broke up.?
Because the custom of the dowry (marriage payment) is now illegal, some advertisements say “no dowry,” or “simple marriage,” which means the same thing. However, the fathers of many bridegrooms still require it.?
As a sign of the slight loosening of the rigid caste (social class) system, a number of advertisements promise “caste not important,” or “girl’s abilities will be main consideration.” The majority of them, however, still require not only caste, such as Brahman or Kshatriya, but also a certain home region or ethnic origin.?
In a land where light skin is often regarded as socially preferable, many also require that a woman have a “wheat?olor” complexion or that a man be “tall, fair and handsome.”?
Advertisements are placed and eagerly read by a wide range of people in the upper classes, mostly in cities. Many of them receive dozens of answers. “There’s nothing embarrassing about it,” explained a Calcutta businessman advertising for a son?n?aw. “It’s just another way of broadening the contacts and increasing the possibility of doing the best one can for one’s daughter.”?
Because of high unemployment and a generally poor standard of living here, one of the best attractions a marriage advertisement can offer is a permit to live abroad, especially in Canada or the United States. A person who has one can get what he wants.?
One recent Sunday in Madras, for example, a Punjabi engineer living in San Francisco advertised for a “beautiful slim bride with lovely features knowing music and dance.” And a man whose advertisement said that he had an American immigration permit was able to say, “Only girls from rich, well?ducated families need apply.”=?
6. The main idea of Paragraph 3 is that ____.?
A. India’s society is changing?
B. women work?
C. arranged marriages are an age?ld custom?
D. working wife arrives?
7. Although he does not directly say it, the Calcutta businessman would probably agree that ____.?
A. it is a good idea to place marriage advertisements in the newspaper?
B. it is a bad idea to place marriage advertisements in the newspaper?
C. it is embarrassing if anyone answers such advertisements?
D. it is embarrassing if no one answers such advertisements?
8. In “A person who has one can get what he wants,” one refers to ____.?
A. feature

B. marriage advertisement?
C. permit to live abroad

D. Canada or the United States?
9. Paragraph 10 gives examples of ____.?
A. advertisements from two women looking for husbands?
B. typical marriage advertisements from the Madras newspapers?
C. the qualities that a person with an immigration permit can ask for and expect to get?
D. the change of traditional marriage custom?
10.A good title for this article would be ____.?
A. Why Do People Marry??
B. Marriage Customs in India Are Changing?
C. Why Indians Read the Sunday Newspaper??
D. Living Abroadお?

3

An eminent neurologist(神经学者), Eric Lenneberg, argued (Lenneberg, 1967) that the human capacity for language acquisition develops according to built?n biological schedules. Native language learning, he claimed, begins with the start of a state of “resonance” in the child which lasts from about two until the onset of puberty(青春期), at about age thirteen. The evidence for this so?alled critical period for language acquisition offered by Lenneberg was clinical.?
Children aged two or three who suffer brain damage may lose all or part of the language they have learned, but are able to begin the learning process again, often progressing at a faster rate than before. When children suffer aphasia(失语症)between four and ten and begin learning language again, recovery is usually complete, even if requiring several years. Aphasias suffered after puberty, on the other hand, are rarely recovered from completely, and among those occurring after age eighteen, recovery is the exception rather than the rule, partial or total language loss usually being permanent.?
When Krashen (1973) reexamined the data on speech loss and recovery after unilateral brain damage, plus that available from psychological and dicrotic listening tests, he found that the process of language lateralization, the shifting of most linguistic knowledge to the left hemisphere (in most right?anded people), is completed far earlier than puberty, probably by age five in most cases. Further, the ability to transfer language function from the language?ominant hemisphere to the minor one when the former suffers damage also seems to disappear after five, although the idea that it may continue until puberty in some cases is a possibility, too, on the basis on the evidence available.?
11.If the child suffers aphasia, he can recover completely ____.?
A.before the onset of puberty B.after age eighteen?
C.before age two D.after puberty?
12.Which of the following statements is true??
A.Anyone who suffers aphasia may have the ability to recover completely.?
B.Usually, children who suffer aphasia can recover immediately.?
C.It may take several years for children who suffer aphasia before the onset of puberty to recover completely.?
D.The recovery for the children who suffer aphasia is the exception rather than the rule.?
13.The ability of transferring language function will disappear ____.?
A.after puberty B.after five?
C.between four and ten D.before the onset of puberty?
14.Children aged two or three can ____ after recovering from aphasia.?
A.make a faster progress in learning than before?
B.recovery part of the learning ability?
C.do nothing but wait?
D.lose their heart?
15.The passage mainly talk about ____.?
A.the children who suffer aphasia

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