練習(xí)

I. Cloze

Let children learn to judge their own work. A child learning to talk does not learn by being    1     all the time. If corrected too much, he will   2    talking. He notices a thousand times a day the difference between the language he uses and the language those around him   3   . Bit by bit, he makes the necessary changes to make his language   4   what other people say. In the   5   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    6    those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find    7    his own mistakes for himself, let    8    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    9    to him, or correct it   10   he was made to. Soon he becomes dependent   11    the teacher. Let him do it himself. Let him work    12   , with the help of other children if he wants it, what this word says, what answer is    13    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 14    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   15   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  16   this job in the way that seems most    17   to them, with our help as school teachers if they ask 18    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    19   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   20  , they will go out into the world and learn it."

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 

II. Reading Passages

Part A 閱讀理解

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      
[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        .
[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.

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練習(xí)答案與題解 

I. Cloze

1.  [B] 根據(jù)后面一句話，"如果過多地糾正孩子的錯誤......"，可以判斷此處填corrected。孩子并不是通過不斷地糾正才學(xué)會說話的。

2.  [A] 按照常識推理，如果在孩子學(xué)習(xí)說話的過程中，過多地糾正其錯誤，那么孩子會停止說話。

3.  [B] language后面跟了一個定語從句，那些他身邊的人所使用的語言。動詞use的主語是復(fù)數(shù)形式，所以動詞也應(yīng)該用復(fù)數(shù)。

4.  [C] 句意為"漸漸地，孩子對自己的語言做出了必要的調(diào)整，使自己的語言像其他人所說的語言"。"like"在這里是介詞。

5.  [D] 這里作者將孩子學(xué)習(xí)語言和學(xué)習(xí)其他方面做了比較，認為都不需要被過多地教授。

6.  [C] compare A with B意為"將......與......進行比較"，例如compare the present with the past。

7.  [B] find out為固定搭配，意為"找出"。

8.  [C] 但是在學(xué)校，我們從來不給孩子機會找出他自己的錯誤，更不用說糾正錯誤了。let alone是固定詞組，譯成"更不用說"。

9.  [A] point out意為"指出"；point at意為"指著"；沒有point off 或point on這樣的詞組。

10. [B] 參照上半句。我們認為，除非我們指出其錯誤，否則孩子不會注意到他們的錯誤；除非我們要求其糾正錯誤，否則孩子不會自己糾正錯誤。

11. [D] dependent on意為"依賴于"，為形容詞詞組。相應(yīng)的動詞詞組是depend on。

12. [C] 句意為"讓孩子自己，或在其他孩子的幫助下解決問題"。work out為固定詞組，意為"解決"。

13. [B] "問題"和"答案"之間的介詞應(yīng)用to。如：the key to the question; the answer to the question。

14. [C] 前面一句提到，改正作業(yè)和糾正錯誤這種例行程序的工作老師不必親自去做。

15. [C] 從全文可以看出作者對于分?jǐn)?shù)和考試的態(tài)度是不屑的，重要的是孩子要學(xué)會他們應(yīng)該學(xué)會的東西。

16. [A] get on with意為"繼續(xù)做"；get used to意為"習(xí)慣于"；get away from意為"逃離"；get familiar with 意為"熟悉"。

17. [D] sensitive意為"敏感的"；sensational意為"使人感動的"；sentimental意為"多愁善感的"；sensible 意為"明智的"。

18. [B] ask for表示請求；ask after意為"問候"；ask about意為"問某人關(guān)于某事"。

19. [C] 這里應(yīng)該用現(xiàn)在分詞changing。rapidly changing意為"快速變化的"。

20. [B] 這一句和前面一句對應(yīng)，也用essential。

II. Reading Passages

Par A 閱讀理解

Passage One 

[疑難長句翻譯與注解]

1. A child's communication is considered ... in the acquisition of speech and/or language skills.

本句應(yīng)譯為：當(dāng)一個孩子在言語和/或語言技能習(xí)得上要遠遠落后于他（或她）的同齡人時，我們認為這個孩子的交際能力發(fā)展延遲。

[注解] 英語中有許多被動句，邏輯上的主語并不重要，所以無需說出。不過在翻譯的時候，我們還是可以按漢語的習(xí)慣變成主動句并加上主語。noticeably意為"引人注目地，顯著地"；peer意為"對等的人或物"，這里可以翻成"同齡人"；acquisition意為"獲得，獲得物"，這里可以翻成"習(xí)得"。

2. Speech disorders may be problems ...with the pitch, volume or quality of the voice.

本句應(yīng)譯為：言語紊亂可以是與聲音的形成方式有關(guān)的問題，稱為發(fā)音紊亂或語音紊亂，或者是在音高、音量或聲音質(zhì)量上有困難。

[注解]sounds are formed是the way的定語，in which省略。called articulation or phonological disorders是過去分詞做定語，修飾problems。Articulation還有輔音、關(guān)節(jié)等意思，這里根據(jù)上下文應(yīng)該是指發(fā)音。

3. Because all communication disorders carry the potential ... find appropriate timely intervention.

本句應(yīng)譯為：由于所有的交際紊亂都有可能將個人同他們的社會和教育環(huán)境中隔離開來，因此有必要進行合適的、及時的干預(yù)。

[注解] 前半句是because引導(dǎo)的原因狀語從句，后半句是主句。carry the potential to...具有......的可能性；isolate A from B，將A和B分開。

4. Speech and/or language therapy may continue... of direct therapy or on a consultant basis.

本句應(yīng)譯為：對學(xué)生的言語和/或語言療法可以貫穿一個學(xué)年，要么以直接治療的形式，要么以咨詢的方式。

[注解]either...or...意為"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.

本句應(yīng)譯為：言語－語言病理學(xué)家可以幫助職業(yè)教師和顧問，建立與學(xué)生的工作經(jīng)驗相關(guān)的交際目標(biāo)，就學(xué)生從學(xué)校向就業(yè)和成人生活重的要轉(zhuǎn)變，提出有效的策略。

[注解] 這一句中用and連接了兩個并列的謂語。assist sb. in doing sth.幫助某人做某事。Strategies后面是that引導(dǎo)的定語從句。

[答案]

1. [C] C是現(xiàn)象，而不是原因。可能的原因包括聽力損失、神經(jīng)混亂、大腦損傷、智力缺陷、濫用毒品、身體損傷等。

2. [D] 交際紊亂包括言語紊亂和語言紊亂。而其他幾句都存在錯誤。有超過一百萬的學(xué)生有言語和語言損傷，而如果把耳聾也包括進來，還遠遠不止這個數(shù)字；交際紊亂包括耳聾；而大多數(shù)時候，有交際紊亂問題的學(xué)生接受語言技能比表達語言技能要差。

3. [D] 根據(jù)文中第四、五段可知，言語紊亂和語言紊亂之間存在差別。言語紊亂的人不能正確發(fā)出某些聲音。而語言紊亂的人不能正確使用某些詞和詞的意思，不能達意，不能正確使用語法結(jié)構(gòu)。

4. [C] 第二段講的是交際紊亂的發(fā)病率；第三段到第五段講的是交際紊亂的分類和特點；從第6到第8段講的是交際紊亂的教育問題。

5. [B]從文中比較后一段可以看出，交際能夠幫助人們了解周圍的世界，使用知識和技能，并且與同事、朋友和家人交流。

Passage Two

[疑難長句翻譯與注解]

1. For example, one should always assume that ...hostile and aggressive, if problems develop.

本句應(yīng)譯為：例如，應(yīng)該總是假設(shè)文化差異造成交際問題的可能性很大，如果出現(xiàn)問題時，愿意有耐心和寬容，而不是有敵意和咄咄逼人。

[注解] that引導(dǎo)的名詞性從句做possibility的同位語。assume一詞做"假定、設(shè)想"解。develop在此處指"逐步顯示出來"，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.

本句應(yīng)譯為：積極地傾聽有時可以用來對此進行檢驗--某人通過重復(fù)自己聽到的，可以證實自己準(zhǔn)確理解了這次交際。

[注解] repeat 后的賓語從句用what引導(dǎo)，因為what在從句做成分；而confirm后的賓語從句用that引導(dǎo)，that在從句中不做成分。check out有"付帳后離開，合格，檢驗"意思。這里指檢查自己和對方是否產(chǎn)生了誤解。

3. Often intermediaries who are familiar with both cultures can be helpful in cross-cultural communication situations.

本句應(yīng)譯為：對兩種文化都熟悉的中間人，通常在跨文化交際的情況下會有幫助。

[注解]賓語從句who are familiar with both cultures修飾intermediaries。be familiar with意為"對......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.

本句應(yīng)譯為：例如，如果一方說話的語氣強烈，而另一方來自一種不以這樣強烈的方式交談的文化，那么（中間人）可以將語氣強烈的表達放緩，這種語氣強烈的表達在一種文化中是合適的，在另一種文化中就不合適了。

[注解] 該句的句架是they can town down strong statements...before.....主句中有個that 引導(dǎo)的定語從句修飾statements，而before引導(dǎo)的時間狀語從句中也有一個定語從句，修飾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.

本句應(yīng)譯為：在這種情況下，對討論的進程和方式再做額外的探討是合適的，在對話或商議過程中的每一步都花額外的時間確認和再次確認雙方能夠相互理解也是合適的。

[注解]As這里表示"與......一樣"，后面的句子倒裝，省略了appropriate。

[答案]
1. [D] 有效的跨文化交際的關(guān)鍵在于知識。首先，人們應(yīng)該知道跨文化交際可能產(chǎn)生的問題，并努力克服這些問題。其次，這種努力不一定總是能夠成功。因此，當(dāng)產(chǎn)生跨文化交際問題的時候，應(yīng)當(dāng)有耐心和寬容。

2. [D] 根據(jù)文中第三段第二句話可知，到陽臺去只是一個比喻，意思是在發(fā)生激烈沖突時，停下來、傾聽和思考。

3. [A] 積極地傾聽，有時可以使你避免一些誤解。請其他人重復(fù)他所說過的話，并不是積極傾聽的功能，而是積極傾聽中的方法。

4. [C] 熟悉雙方文化的中間人在跨文化交際的情況下能夠有所幫助，但有時候也會帶來麻煩。中間人如果是和交際雙方中一方的國籍和文化背景相同，這樣就會給人以存在偏袒的印象。

5. [D] 這道題是整體題。Critical批評的；narrative敘述性的；fictional虛構(gòu)的，小說式的；argumentative議論式的。這是一篇議論式的文章。