题文
完形填空。 Is language, like food, a basic human need without which a child at a critical period of life canbe 1 and damaged? Judging from an experiment in the thirteenth century, it may be. Hoping to
discover what language a child would speak if a baby heard no mother 2 , the experimenter
told the nurses to keep silent.
All the 3 died before the first year. But clearly there was more than lack of language here.
What was missing was good mothering. Without good mothering, in the first year of life 4 , the
capacity to survive is seriously affected.
Today no such severe lack exists as that ordered by the experimenter. 5 , some children are
still backward in speaking. Most often the reason for this is that the mother is 6 to the signals of
the infant, whose brain is programmed to learn language rapidly. If these sensitive periods are neglected,
the ideal time for 7 skills passes and they might never be learned so easily again. A bird learns to
sing and to fly rapidly at right time, but the process is slow and hard once the 8 stage has passed.
Experts suggest that speech stages are reached in a fixed sequence and at a 9 age, but there are
cases where speech has started 10 in a child who eventually turns out to be of high IQ. At twelve
weeks a baby smiles and makes vowel-like sounds; at twelve months he can speak simple words
and understand simple 11 ; at eighteen months he has a vocabulary of three to fifty words. At three
he knows about 1,000 words which he can put into sentences, and at four his language differs from
that of his parents in style 12 grammar.
Recent evidence suggests that an infant is born with the 13 to speak. What is special about
man's brain, compared with that of the monkey, is the complex system which enables a child to 14
the sight and feel of, say, a toy-bear with the sound pattern "toy - bear". And even more 15 is the
young brain's ability to pick out an order in language from the mixture of sound around him, to analyse,
to combine and recombine the parts of a language in new ways.( ) 1.A. constructed
( ) 2.A. sound
( ) 3.A. parents
( ) 4.A. randomly
( ) 5.A. Consequently
( ) 6.A. unfamiliar
( ) 7.A. acquiring
( ) 8.A. critical
( ) 9.A. pleasing
( )10.A. last
( )11.A. commands
( )12.A. or rather
( )13.A. inspiration
( )14.A. justify
( )15.A. unpredictableB. starved
B. singing
B. care-takers
B. originally
B. Nevertheless
B. inaccessible
B. practising
B. temporary
B. troublesome
B. late
B. necessities
B. or else
B. passion
B. connect
B. unbelievable C. spoiled
C. educating
C. infants
C. greatly
C. Theoretically
C. insensitive
C. occupying
C. contemporary
C. flexible
C. early
C. resolutions
C. other than
C. creativity
C. oblige
C. uncountable D. exhausted
D. tongue
D. investigators
D. especially
D. Fortunately
D. unaccustomed
D. seizing
D. reasonable
D. constant
D. lately
D. directions
D. rather than
D. capacity
D. devote
D. unbearable 题型：未知难度：其他题型
答案
1-5: BDCDB 6-10: CAADB 11-15: ADDBB解析
该题暂无解析
考点
据考高分专家说，试题“完形填空。 Is l.....”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。
