题文
阅读理解。 Language learning begins with listening. Children are greatly different in the amount of listening they dobefore 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 accurate as a description
of the eager and delighted cooperation usually shown by the child. Before they can speak, many children
will also ask questions by gesture 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 is agreed that they enjoy making noises, and that during the first few months
one or two noises sort themselves as particularly expressive as 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
(模仿) leads on to deliberate (有意的) imitation of sounds made or words spoken to them by other
people. The problem then arises as to the point at which one can say that these imitations can be
considered as speech.
It is a problem we need to get out teeth into. The meaning of a word depends on what a particular
person means by it in a parti cular 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 other times 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 this ability in an attempt to teach new sounds. 1. Before children start speaking _____. A. they need equal amount of listening
B. they need different amounts of listening
C. they are all eager to cooperate with the adults by obeying spoken instructions
D. they can’t understand and obey the adult’s oral instructions 2. 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 3. A baby's first noises are _____. A. an expression of his moods and feelings
B. an early form of language
C. a sign that he means to tell you something
D. an imitation of the speech of adults4. The problem of deciding at what point a baby's imitations can be considered as speech _____. A. is important because words have different meanings for different people
B .is not especially important because the changeover takes place gradually
C. is one that should be properly understood because the meaning of words changes with age
D. is one that should be completely ignored (忽略) because children's use of words is often meaningless5. The speaker implies _____. A. parents can never hope to teach their children new sounds
B. children no longer imitate people after they begin to speak
C. children who are good at imitating learn new words more quickly
D. even after they have learnt to speak, children still enjoy imitating 题型：未知难度：其他题型
答案
1-5 BDABD解析
该题暂无解析
考点
据考高分专家说，试题“阅读理解。 Lang.....”主要考查你对 [历史文化类阅读 ]考点的理解。历史文化类阅读
什么是历史文化类阅读：
本类题型常用的方式是夹叙夹议。叙述的目的是为了议，所以要把握其议才是主要方面。阅读这类文章，先弄清其引入的话题，再弄清里面人物对其不同的看法，然后理解作者本身对话题的观点看法或思考。
历史文化类阅读技巧：
【题型说明】历史文化类阅读理解文章属高考常选材料之一。这类文章常涉及历史、文化、法制、宗教等方面的文学艺术、发明创造、文化遗产保护、宗教与文化、风俗与习惯、道德与法制、中外文学名著节选、等等。这类材料的命题点往往落在主旨大意题、事实细节题上。
【答题方法】在做这类阅读理解题时，我们应注意以下几个方面：
1、采用先题后文：先读题目，再带着问题读文章。这类阅读理解文章相对来说事实细节题稍多一点，如果带着问题读文章，有利于我们抓细节。
2、先做细节题。因为做完了局部性的事实细节题后，自然会加深我们对文章的理解，这样更有利于做主旨大意题。
3、重点敲定主旨题。主旨大意题提问的形式主要有两大类：一类是Main idea型；一类是Topic或Title型。
在解答这类试题时应注意以下几点：
a．读首句抓大意。
文化教育类阅读理解文章多采用说明文、议论文体裁，而这类文章大都采用文章段落的中心，即主题句在文章开头。因此，要寻找这类文章的主旨大意就需要研究文章的首句。
b．读尾句抓大意。
有时这类文章的主题句安排在文章的结尾，作为对全篇的总结。
c．读首段抓大意。
有些文章或段落的开头和结尾部分都有主题句。这种结构是为了突出主题思想而使用两次点题的写作方法。这两个主题句在句子结构和用词上有所不同，而且在内容上前句和后句也不重复。
d．从段落中抓大意。
有些文章或段落的主题句在文章中，这种文章或段落往往以一句话或几句话引出要表达的主题，在主题句出现后，再举例子陈述细节或继续论证。
e．归纳要点抓大意。
有些文章或段落无明显的主题句，只是暗示性地体现主题。这就要求同学们在阅读过程中根据文中所叙述的事实或线索来概括总结主旨大意。
