譯林版英語必修三新素養(yǎng)講義Unit2LanguageSectionⅠWeletotheunitReading-WarmingUp

當今社會，一個人會講兩、三種語言已不再是什么稀奇的事。但你有沒有思考過這樣一個問題：世界上到底有多少種語言？讀完下面的短文，會讓你大吃一驚。Whenpeopleareaskedhowmanylanguagestheythinkthereareintheworld,theanswersvaryquiteabit.Onerandom(隨意的)samplingofNewYorkers,forinstance,resultedinanswerslike“probablyseveralhundred”．Howeverwechoosetocountthem,though,thisisnotclose.Whenwelookatreferenceworks,wefindestimates(估計)thathaveescalated(上升)overtime.The1911(11th)editionoftheEncyclopediaBritannica(大英百科全書),forexample,impliesafiguresomewherearound1，000,anumberthatclimbssteadilyoverthecourseofthetwentiethcentury.Thatisnotduetoanyincreaseinthenumberoflanguages,butrathertoourincreasedunderstandingofhowmanylanguagesareactuallyspokeninareasthathadpreviouslybeenunder-described.Muchpioneeringworkinprovingthelanguagesoftheworldhasbeendonebymissionary(傳教的)organizations(suchastheSummerInstituteofLinguistics)withaninterestintranslatingtheChristianBible(圣經(jīng))．Asof1997,atleastaportionoftheBiblehadbeentranslatedinto2，197differentlanguages,stillalongwayshortoffullcoverage.Themostextensivecatalog(目錄)oftheworld’slanguages,generallytakentobeasauthoritative(權威的)asany,isthatoftheEthnology(人類學)organization,whosedetailedclassifiedlistcurrentlyincludes6，809distinctlanguages.SectionⅠWeletotheunit&Reading—WarmingUpeq\a\vs4\al([基礎詞匯])1．defeatvt. 擊敗，戰(zhàn)勝2．replacevt. 替換，代替，取代3．raisevt. 養(yǎng)育，培養(yǎng)；舉起；增加，提高； 籌募；提及4．thereforeadv. 因此，所以5．processn. 過程；進程6．distinctionn. 區(qū)別，差別7．a(chǎn)ccentn. 口音，腔調；著重點eq\a\vs4\al([拓展詞匯])8．occupyvt.占領；占用(時間、空間等)→occupationn．職業(yè)；占有；消遣；居住9．mixturen．混合，混合體→mixv．混合；摻入；合成；融合10．officialadj.官方的，正式的→officiallyadv.官方地；正式地；公務上→officern．官員；高級職員；警官；軍官11．contributionn．貢獻，促成因素；捐贈→contributevt.捐助；投稿12．entireadj.完全的，整個的→entirelyadv.完全地；全部地1．be_made_up_of/consist_of 由……組成(構成)2．name_after 以……命名3．a(chǎn)side_from 除……之外4．make_contributions_to 對……做出貢獻5．take_control_of 控制，取得對……的控制6．lead_to 導致7．replace...with... 用……替代……8．mother_tongue 母語，本國語9．go_through 經(jīng)歷10．keep_on 持續(xù)1．why引導的表語從句Thatiswhy_English_has_so_many_difficult_rules(為什么英語有這么多很難的規(guī)則)thatconfusepeople.2．eventhough引導讓步狀語從句Even_though_the_Normans_spoke_French(盡管諾曼人講法語)fortheentire250yearstheyruledEngland,FrenchdidnotreplaceEnglishasthefirstlanguage.3．do/did強調謂語動詞Ontheotherhand,theEnglishlanguagedid_borrow(的確借用了)manywordsfromFrench.4．while連接兩個并列成分AftertheNormanConquest,high-classpeoplespokeFrenchwhile(然而)monpeoplespokeEnglish.5．whether引導賓語從句Thequestionofwhether_English_will_keep_on_changing(英語是否會繼續(xù)變化)inthefutureiseasytoanswer.eq\a\vs4\al(Ⅰ)Readthetextcarefullyandchoosethebestanswer.1．Celticwas________．A．spokenbyGermansinthemiddleof5thcenturyB．oneofthetwoGermanictribeswhoinvadedBritainC．thelanguageusedinBritainbeforethemiddleofthe5thcenturyD．calledOldEnglish2．OldEnglishconsistedofdifferentlanguagesusedbydifferentpeople.WhichofthefollowingisNOTmentionedinthetext?A．TheAnglesandtheSaxons.B．TheVikings.C．French.D．Celtic.3．WhichlanguagehadanimportanteffectontheEnglishlanguageduringMiddleEnglishperiod?A．German. B．French.C．Latin. D．Greek.4．Fromthetext,wecanlearnthat________．A．thepluralformsofmanandchildwereborrowedfromFrenchB．theAnglesandtheSaxonsmadethegreatestcontributioninthehistoryofEnglishC．OldEnglishwasmadeupofCelticandthelanguageoftheAnglesandtheSaxonsD．Englishhasmanywordsandphraseswithsimilarmeaningswhichcamefromdifferentlanguages答案：1－4.CCBDeq\a\vs4\al(Ⅱ)Analyzethefollowingdifficultsentencesinthetext.1．ThemostimportantcontributionwasfromtheNormans,aFrench-speakingpeoplewhodefeatedEnglandandtookcontrolofthecountryin1066.eq\a\vs4\al()ThemostimportantcontributionwasfromtheNormans是主干句；aFrench-speakingpeople是____________；whodefeatedEnglandandtookcontrolofthecountryin1066是who引導的________從句。[嘗試翻譯]最大的貢獻來自講法語的諾曼人，他們在1066年擊敗了英格蘭____________________。答案：同位語；定語；并控制了這個國家2．ThequestionofwhetherEnglishwillkeeponchanginginthefutureiseasytoanswer.eq\a\vs4\al()本句的主干句是Thequestioniseasytoanswer,句中的iseasytoanswer為主動形式表________，不定式與主語之間為邏輯上的________關系；whetherEnglishwillkeeponchanginginthefuture是whether引導的________從句。[嘗試翻譯]英語是否會在將來繼續(xù)變化這個問題________________。答案：被動；動賓；賓語；是容易回答的EnglishanditshistoryAllthrough①history,peoplefrommanydifferentcountriesandcultureshavelivedtogetherinBritain.TheEnglishlanguageismadeupof②thegrammarandvocabulary③thesepeoplebroughttoBritain.ThatiswhyEnglishhassomanydifficultrulesthatconfusepeople④.①allthrough一直，從來就②bemadeupof由……組成(構成)makeup編造；構成；彌補(for)；和解；化妝③vocabulary[v?'k?bj?l?rI]n.詞匯thesepeoplebroughttoBritain是定語從句，修飾先行詞thegrammarandvocabulary，關系代詞省略了。④why引導表語從句，其中又包含that引導的定語從句。eq\a\vs4\al()英語及其歷史有史以來，在不列顛共同生活著來自許多不同國家和文化背景的人們。英語是由進入不列顛的這些人所說的語言的語法和詞匯構成的。這就是為什么英語有這么多很難的困惑人們的規(guī)則的原因。OldEnglishOldEnglishisverydifferentfrom⑤theEnglishwespeaknowadays⑥.Infact⑦，wewouldnotbeabletounder-standitifweheardittoday.Beforethemiddleofthe5thcentury,peopleinBritainallspokealanguagecalledCeltic⑧.ThentwoGermanic⑨groupsfromtheEuropeanmainlandB10—theAngles?andtheSaxons?—occupied?Britain.OldEnglishconsistedof?amixture?oftheirlanguages.(BoththeEnglishlanguageandtheEnglishpeoplearenamedafter?theAngles；thewordAnglewasspeltEngleinOldEnglish.)Asidefrom?placenamessuchasLondon,veryfewCelticwordsbecamepartofOldEnglish.Attheendof?the9thcentury,theVikings?，peoplefromNorthernEuropeancountriessuchasDenmarkandNorway?，begantomovetoBritain.Theybroughtwiththemtheirlanguages,whichalsomixedwithOldEnglish.Bythe10thcentury,OldEnglishhadbeetheofficiallanguageofEngland.WhenwespeakEnglishtoday,wesometimesfeelpuzzledaboutwhichwordsofphrasestouse.ThisisbecauseEnglishhasmanywordsandphrasesfromdifferentlanguages,butwithsimilarmeanings.Forexample,thewordsickcamefromawordonceusedbytheAnglesandtheSaxons，whileillcamefromawordonceusedbytheNorwegians.⑤bedifferentfrom...與……不同⑥nowadays['na??deIz]adv.現(xiàn)在，如今⑦infact事實上⑧Celtic['keltIk]n.凱爾特語⑨Germanic[d???'m?nIk]adj.日耳曼語(族)的eq\o(○,\s\up1(10))mainland['meInl?nd]n.大陸?Angle['??ɡl]n.盎格魯人?Saxon['s?ksn]n.撒克遜人?occupy['?kj?paI]vt.占領；占用(時間、空間等)?consistof由……組成(構成)(＝bemadeupof)，無被動語態(tài)。consist[k?n'sIst]vi.組成，構成?mixture['mIkst??(r)]n.混合，混合體?nameafter以……命名?asidefrom除……之外aside[?'saId]adv.除……之外?attheendof...在……末?Viking['vaIkI?]n.維京人，北歐海盜?peoplefrom...andNorway是theVikings的同位語。eq\o(○,\s\up1(21))which引導非限制性定語從句，修飾languages。eq\o(○,\s\up1(22))official[?'fI?l]adj.官方的，正式的eq\o(○,\s\up1(23))phrase[freIz]n.詞組，短語eq\o(○,\s\up1(24))Thisisbecause...“這是因為……”，because引導表語從句。其中介詞短語fromdifferentlanguages作定語，修飾wordsandphrases。eq\o(○,\s\up1(25))forexample例如eq\o(○,\s\up1(26))過去分詞短語onceusedby...作后置定語，修飾aword。eq\o(○,\s\up1(27))while為并列連詞，意為“而，然而”，表對比。eq\a\vs4\al()古英語古英語和現(xiàn)在我們說的英語非常不同。事實上，如果我們今天聽到古英語，會聽不懂。公元5世紀中葉以前，不列顛所有的人都說一種叫凱爾特語的語言。然后，來自歐洲大陸的兩個日耳曼部族——盎格魯人和撒克遜人——占領了不列顛。古英語是由他們語言的混合體組成的。(英語和英國人都是按照盎格魯人來命名的；Angle這個詞在古英語里拼作Engle。)除了像倫敦這樣的地名之外，很少有幾個凱爾特語詞匯成為古英語的一部分。在9世紀末，來自北歐諸國例如丹麥和挪威的維京人開始向不列顛移居。他們帶來了他們的語言，這些語言也與古英語交匯在了一起。到了10世紀，古英語已成為英格蘭的官方語言。現(xiàn)在，當我們講英語時，我們有時會對用哪些單詞或短語感到困惑。這是因為英語有著許多來自不同語言的單詞和短語，但是這些單詞和短語有著相似的意思。比如，sick一詞就是來自盎格魯人和撒克遜人曾經(jīng)用過的一個詞，而ill則來自曾經(jīng)被挪威人用過的一個詞。MiddleEnglishMiddleEnglishisthenamegiventotheEnglishusedfromaroundthe12thtothe15thcenturies.ManythingsplayedapartinthedevelopmentofthisnewtypeofEnglish.ThemostimportantcontributionwasfromtheNormans,aFrench-speakingpeoplewhodefeatedEnglandandtookcontrolofthecountryin1066.However,theNormanConquestdidnotaffectEnglishasmuchastheAnglesandtheSaxons’victoryabout600yearsearlier,whichledtoOldEnglishreplacingCeltic.EventhoughtheNormansspokeFrenchfortheentire250yearstheyruledEngland,FrenchdidnotreplaceEnglishasthefirstlanguage.Ontheotherhand,theEnglishlanguagedidborrowmanywordsfromFrench.Thisresultedinevenmorewordswithsimilarmeanings,suchasanswer(fromOldEnglish)andreply(fromOldFrench).Itisinterestingtolearnhowthewordsforanimalsandmeatdeveloped.AftertheNormanConquest,manyEnglishpeopleworkedasservantswhoraisedanimals.Therefore,thewordsweuseformostanimalsraisedforfood,suchascow,sheepandpig,camefromOldEnglish.However,thewordsforthemeatoftheseanimals,whichwasservedtotheNormans,camefromOldFrench：beef,mutton,porkandbacon.eq\o(○,\s\up1(28))givento...是過去分詞短語作后置定語，修飾name。其中usedfrom...也是過去分詞短語作后置定語，修飾English。eq\o(○,\s\up1(29))playapartin在……中起作用，參與eq\o(○,\s\up1(30))contribution[?k?ntrI'bju??n]n.貢獻，促成因素；捐贈makecontributionsto為……做貢獻eq\o(○,\s\up1(31))Norman['n??m?n]n.&adj.諾曼人(的)eq\o(○,\s\up1(32))defeat[dI'fi?t]vt.擊敗，戰(zhàn)勝eq\o(○,\s\up1(33))takecontrolof控制，取得對……的控制eq\o(○,\s\up1(34))who引導定語從句，修飾aFrench-speakingpeople。eq\o(○,\s\up1(35))however“然而”，可放在句首、句中或句末，但要注意標點。eq\o(○,\s\up1(36))theNormanConquest['k??kwest]諾曼征服(諾曼人對英格蘭的軍事征服)eq\o(○,\s\up1(37))affectvt.影響；感動；(疾病)侵襲effectn．影響havean/noeffecton對……有/沒有影響eq\o(○,\s\up1(38))leadto“導致”，其中to為介詞。eq\o(○,\s\up1(39))replace[rI'pleIs]vt.替換，代替，取代eq\o(○,\s\up1(40))which引導非限制性定語從句。eq\o(○,\s\up1(41))entire[In'taI?(r)]adj.完全的，整個的eq\o(○,\s\up1(42))eventhough引導讓步狀語從句。eq\o(○,\s\up1(43))ontheotherhand另一方面eq\o(○,\s\up1(44))resultin造成，導致eq\o(○,\s\up1(45))suchas諸如，比如eq\o(○,\s\up1(46))workas擔任，充當eq\o(○,\s\up1(47))servant['s??v?nt]n.仆人eq\o(○,\s\up1(48))raise[reIz]vt.養(yǎng)育，培養(yǎng)；舉起；增加，提高；籌募；提及eq\o(○,\s\up1(49))who引導定語從句，修飾servants。eq\o(○,\s\up1(50))therefore['ee?f??(r)]adv.因此，所以eq\o(○,\s\up1(51))weuse...是定語從句修飾words；raisedforfood是過去分詞短語作后置定語。eq\o(○,\s\up1(52))which引導非限制性定語從句。eq\o(○,\s\up1(53))mutton['m?tn]n.羊肉eq\o(○,\s\up1(54))bacon['beIk?n]n.熏豬肉，咸豬肉eq\a\vs4\al()中古英語中古英語是給大約12世紀到15世紀期間使用過的英語起的名字。在這一新型英語的發(fā)展中，許多事件起了作用。最大的貢獻來自講法語的諾曼人，他們在1066年擊敗了英格蘭并控制了這個國家。然而，諾曼征服對英語的影響不及約600年前盎格魯人和撒克遜人的勝利對英語的影響，那場勝利導致古英語代替了凱爾特語。盡管諾曼人在統(tǒng)治英格蘭的整整250年間一直講法語，但是法語并沒有取代英語成為第一語言。另一方面，英語也確實借用了許多法語單詞。這造成了甚至更多意思相近的單詞，比如answer(來自古英語)和reply(來自古法語)。了解有關動物和肉的詞匯是怎樣演變而來的是件挺有趣的事。諾曼征服之后，許多英國人以仆人的身份從事飼養(yǎng)動物的工作。因此，我們使用的作為食物類飼養(yǎng)的大部分動物的單詞，比如cow(母牛)，sheep(綿羊)和pig(豬)，來自古英語。然而，由于這些動物的肉是供應給諾曼人的，所以指代這些動物的肉的詞來自古法語，如beef(牛肉)，mutton(羊肉)，pork(豬肉)和bacon(熏豬肉，咸豬肉)。OldFrenchmadeothercontributionstoMiddleEnglishaswell.InOldEnglish,theGermanicwayofmakingwordspluralwasused.Forexample,theysaidhouseninsteadofhouses,andshoeninsteadofshoes.AftertheNormanstookcontrol,theybeganusingtheFrenchwayofmakingplurals,addingan-stohouseandshoe.OnlyafewwordskepttheirGermanicpluralforms,suchasman/menandchild/children.AftertheNormanConquest,high-classpeoplespokeFrenchwhilemonpeoplespokeEnglish.However,bythelatterhalfofthe14thcentury,EnglishhadeintowidespreaduseamongallclassesinEngland.In1399,HenryⅣbecameKingofEngland.HismothertonguewasEnglish,andheusedEnglishforallofficialevents.eq\o(○,\s\up1(55))aswell“也”，一般不用于否定句，通常放在句末，表示強調時可放在句中。eq\o(○,\s\up1(56))thewayofdoingsth.＝thewaytodosth.做某事的方法eq\o(○,\s\up1(57))plural['pl??r?l]n.&adj.復數(shù)形式(的)，?？s略為pl.。eq\o(○,\s\up1(58))insteadof代替，而不是eq\o(○,\s\up1(59))after引導時間狀語從句。eq\o(○,\s\up1(60))add...to...把……加到……上eq\o(○,\s\up1(61))high-class[?haI'klɑ?s]adj.上層社會的eq\o(○,\s\up1(62))while作并列連詞，表示轉折和對比，意思是“而，卻”。eq\o(○,\s\up1(63))eintouse開始被使用eq\o(○,\s\up1(64))classn．階級，階層eq\o(○,\s\up1(65))mothertonguen．母語，本國語eq\a\vs4\al()古法語也為中古英語做出了其他貢獻。在古英語中，單詞變復數(shù)采用了日耳曼語中單詞變復數(shù)的方法。例如，他們說housen而不是houses，說shoen而不是shoes。在諾曼人控制英格蘭之后，他們開始使用法語的復數(shù)構成形式，在house和shoe后面加-s。只有很少的單詞保留了日耳曼語的復數(shù)形式，如man/men和child/children。諾曼征服之后，上層社會的人講法語，而普通人則講英語。但是到了14世紀后半葉，英語已經(jīng)被英格蘭所有社會階層廣泛使用。1399年，亨利四世成了英格蘭國王。他的母語是英語，他在所有正式場合都使用英語。ModernEnglishModernEnglishappearedduringtheRenaissanceB67inthe16thcentury.BecauseofB68this,ModernEnglishincludesB69manyLatinB70andGreekB71words.PronunciationalsowentthroughB72hugechangesduringthisperiod.Ofcourse,thiswasnottheendofthechangesintheEnglishlanguage.ThequestionofwhetherEnglishwillkeeponchangingB73inthefutureiseasytoanswerB74.ItiscertainthatthisprocessB75willcontinueB76,andpeoplewillkeepinventingnewwordsandnewwaysofsayingthings.eq\o(○,\s\up1(66))appearvi.出現(xiàn)，顯現(xiàn)，沒有被動語態(tài)。eq\o(○,\s\up1(67))theRenaissance[rI'neIsns]n.(歐洲)文藝復興eq\o(○,\s\up1(68))becauseof因為eq\o(○,\s\up1(69))includevt.包括eq\o(○,\s\up1(70))Latin['l?tIn]n.&adj.拉丁語(的)eq\o(○,\s\up1(71))Greek[ɡri?k]adj.希臘語的，希臘(人)的n.希臘語，希臘人eq\o(○,\s\up1(72))gothrough經(jīng)歷eq\o(○,\s\up1(73))keepondoing繼續(xù)做eq\o(○,\s\up1(74))whether引導的賓語從句，作介詞of的賓語。eq\o(○,\s\up1(75))process['pr??ses]n.過程；進程in(the)processof在……的過程中，在進行中eq\o(○,\s\up1(76))it是形式主語，真正的主語是that從句。eq\a\vs4\al()現(xiàn)代英語現(xiàn)代英語出現(xiàn)于16世紀的文藝復興時期。由于這個原因，現(xiàn)代英語中含有許多拉丁語及希臘語單詞。在此期間，(英語)發(fā)音也經(jīng)歷了巨大的變化。當然，這并不是英語語言變化的終結。英語是否會在將來繼續(xù)變化這個問題是容易回答的?？梢钥隙ǖ氖?，這一進程將會繼續(xù)，而且人們將會不斷地發(fā)明新的單詞和新的表達事物的方式。A卷[學生用書P97(單獨成冊)]eq\a\vs4\al(Ⅰ)閱讀理解AEnglishlanguagelearners,alsoknownasELLs,arestudentswithlimitedEnglishabilities.AmericanpublicschoolsystemsseektodevelopprogramstohelpsuchstudentsimprovetheirEnglish.Thegoalistogivestudentsthelanguageskillstheyneedtofullytakepartineducationalactivitiesandhelpthemsucceedintheclassroom.StudieshaveshownclearconnectionsbetweengreaterEnglish-languageabilitiesandimprovededucationalresults.ThestatewiththehighestnumberofELLstudentswasCalifornia.Twenty-onepercentofitspublicschoolstudentswereEnglishlanguagelearnersin2015.ThenexthigheststateswereTexasandNevada.Nearly17percentofbothstates’studentswereELLs.Ineightstates,ELLsmadeup10percentormoreofthetotalpublicschoolstudents.Thirty-sixstatesandtheDistrictofColumbiasawariseinthenumberofELLstudentsfrom2010to2015.Thelargestincrease—3percent—wasreportedinMassachusetts.In14states,thepercentageofELLsfellin2015paredto2010.Thelargestdrop,whichwas4percent,wasreportedinthewesternstateofNevada.About77percentofELLstudentssaidtheymainlyspokeSpanishathome.Twenty-onepercentofSpanish-speakingELLslivedinCalifornia.ArabicisthesecondmostmonlanguagespokenathomebyELLstudents.ChineseisthethirdmostmonlyspokenlanguagebyAmericanELLstudents.About2percentofthetotal—orabout101，000students—identified(認定)themselvesasChinesespeakersathome.About81，000ELLstudentsreportedspeakingVietnameseathome.Thatis1.7percentofallELLs.About14percentofELLslivedincities,theNationalCenterforEducationStatisticsreported.Ninepercentlivedinsuburban(郊區(qū)的)areas.Andaround6.5percentlivedinsmalltowns,while3.6percentwereinthecountryside.Notsurprisingly,mostEnglishlanguagelearnerswereinlowergradelevels.In2015,67percentofstudentswereeitherinkindergartenorgrades1through5.Theother33percentwereinsixththrough12thgrades.【解題導語】本文是一篇說明文。美國的很多公立里有很多英語不好的學生，他們的英語能力影響到了他們的學習成績。1．WhatcanweknowaboutELLsinAmericaduring2010to2015?A．OverhalfofELLslivedinsuburbanareas.B．MassachusettshadthehighestnumberofELLs.C．ThereweremoreandmoreELLsinmanystates.D．ThenumberofELLsinCaliforniaincreasedby21%.C解析：細節(jié)理解題。根據(jù)第三段的Thirty-sixstatesandtheDistrictofColumbiasawariseinthenumberofELLstudentsfrom2010to2015.Thelargestincrease—3percent—wasreportedinMassachusetts.可知，在2010年至2015年間，有三十六個州英語語言學習者的數(shù)量都在上升。2．WhichofthefollowingisthemostwidelyspokenbyAmericanELLsathome?A．Arabic. B．Spanish.C．Chinese. D．Vietnamese.B解析：細節(jié)理解題。根據(jù)第四段內容可知，美國英語語言學習者在家里說西班牙語最普遍。3．Whatdoesthetextmainlytalkabout?A．LanguagesspokenintheUS.B．ProgramstohelpELLsintheUS.C．EnglishlanguagelearnersintheUS.D．ThemostpopularlanguagesintheUS.C解析：主旨大意題。根據(jù)文章內容可知，本文圍繞美國那些英語能力不高的英語語言學習者展開，介紹了其數(shù)量、比例、分布地區(qū)以及能力水平方面的相關信息。BGabriella’sfamilyimmigratedtotheUSfromPeruwhenshewastwoyearsold.Asapoundbilingual(熟諳兩種語言的人),Gabrielladevelopstwolinguisticcodesatthesametime,withasetofconcepts,learningbothEnglishandSpanish.Herteenagebrother,ontheotherhand,mightbeacoordinatebilingual,workingwithtwosetsofconcepts,learningEnglishinschool,spanishathome.Finally,Gabriella’sparentsarelikelytobesubordinatebilingualswholearnedasecondlanguagebytranslatingitintotheirmothertongue.Regardlessofaccentandpronunciation,alltypesofbilingualpeoplecanbeefullyproficientinalanguage.Itseemsthatthedifferencemaynotbeapparent.Butrecentlybrainimagingtechnologyhasgivenaglimpseintohowspecificaspectsoflanguagelearningaffectthebilingualbrain.It’swellknownthatthebrain’slefthemisphere(半球)isinchargeoflogicalprocesses,whiletherighthemisphereismoreactiveinemotionalandsocialones.Languageinvolvesbothtypesoffunctions.Criticalperiodhypothesissayschildrenlearnlanguagesmoreeasilybecausetheirdevelopingbrainsletthemusebothhemispheresinlanguagelearning,whileinmostadults,languagereliesononehemisphere,usuallytheleft.Beforethe1960s,bilingualismwasconsideredahandicapthatslowedthechildren’sdevelopmentbyforcingthemtospendtoomuchenergydistinguishingbetweenlanguages.Butarecentstudydidshowthatbilingualismmaymakeyousmarter.Itdoesmakeyourbrainmoreplex,healthier,andmoreactivelyengaged,andevenifyoudidn’thavethegoodfortuneoflearningasecondlanguagelikeachild,it’snevertoolatetodoyourselfafavorandmakethelinguisticleapform“Hello”to“Hola”“Bonjour”or“nihao”becausewhenitestoourbrains,alittleexercisecangoalongway.【解題導語】本文是一篇說明文。研究發(fā)現(xiàn)，雙語學習能使大腦更聰明、健康和活躍；學習外語永遠不遲。4．WhyisGabriella’sfamilyusedastheexampleinParagraph1?A．Toshowthatthefamilyarebilinguals.B．Toexplaintheadvantagesofbilinguals.C．Toillustratethethreetypesofbilinguals.D．Toproveallagescanlearnforeignlanguages.C解析：細節(jié)理解題。根據(jù)第一段的內容可知，Gabriella家中有三種不同的雙語學習類型的人，即Gabriella同時學習英語和西班牙語；她的弟弟在學習英語，在家里學習西班牙語；她的父母則通過將第二語言翻譯為母語來學習第二語言。據(jù)此可知，第一段以Gabriella的家庭為例是為了說明三種不同雙語學習類型的人，故C項正確。5．Whydothechildrenlearnlanguagesmoreeasilythanadults?A．Becausetheylearnlanguageswithasetofconcepts.B．Becausetheyusebothhemispherestolearnlanguages.C．Becausetheirmothertonguedoesn’tinfluencethemmuch.D．Becausetheycaneasilytranslateonelanguageintoanother.B解析：細節(jié)理解題。根據(jù)第二段尾句中的“childrenlearnlanguagesmoreeasilybecausetheirdevelopingbrainsletthemusebothhemispheresinlanguagelearning,whileinmostadults,languagereliesononehemisphere,usuallytheleft”可知，兒童學習語言更容易是因為他們發(fā)育中的大腦讓他們在語言學習中使用兩個腦半球，而在大多數(shù)成年人中，學習語言依賴于一個腦半球，通常是左半球，故B項正確。6．Whichofthefollowingbestexplains“handicap”underlinedinParagraph3?A．Disease. B．Disability.C．Disadvantage. D．Illness.C解析：詞義猜測題。根據(jù)第三段第一句“Beforethe1960s,bilingualismwasconsideredahandicapthatslowedthechildren’sdevelopmentbyforcingthemtospendtoomuchenergydistinguishingbetweenlanguages.”，尤其是該句中的“slowed”和“forcingthemtospendtoomuchenergydistinguishingbetweenlanguages”并結合語境可推知，畫線詞與C項“不利因素，障礙”意思相近，故C項正確。7．Whatcanweinferfromthetext?A．Theleftbrainismoreimportantforlanguagelearning.B．Learninglanguagescanpromotethebraindevelopment.C．Theproficiencyoflanguagebeesweakgraduallywithage.D．Immigrantshaveadvantagesinlearninglanguagesovernatives.B解析：推理判斷題。根據(jù)第三段第二、三句中的“Butarecentstudydidshowthatbilingualismmaymakeyousmarter.Itdoesmakeyourbrainmoreplex,healthier,andmoreactivelyengaged”可知，研究確實表明，雙語可能會讓你更聰明，它會讓你的大腦更復雜、更健康、更活躍；據(jù)此可推知，語言學習促進大腦的發(fā)展，故B項正確。CIfyouhaveachancetotakeawalkinapark,lookcarefullyatthepeoplewalkingtheirdogs.You’llprobablyfindfriendly-lookingpeoplewithfriendlydogs;quietpeoplewithquietdogs;largemenwithoversizeddogsandlong-hairedwomenwithlong-eareddogs.Asyou’veprobablynoticed,dogsandtheirownerslookalike.Haveyoueverwonderedwhy?Thesesimilaritiesaresomonthatresearchershavetriedtoexplainthem.Therearetwotheories(理論):theconvergencetheoryandtheselectiontheory.Theconvergencetheorysaysthatastheownerandthedogspendmoretimetogether,theyinfluenceeachothertothepointwheretheygrowsimilar.Inotherwords,they“converge”．Theselectiontheory,ontheotherhand,saysthatownersareinterestedindogsthatlooklikethem,sotheychoosethosedogsaspets.Recently,researchersattheUniversityofCaliforniadecidedtotestthetwotheoriesbytakingpicturesof45dogsseparatelyfromtheirowners.Thentheyaskedsomestudentstomatchthedogs’photoswiththeirowners.Thestudentswerequitesuccessfulwithpurebred(純種的)dogs:theycorrectlymatched16outof25withtheirowners.However,theyhadalmostnosuccessconnectingmixed-breed(雜交的)dogswiththeirowners.Whenownersselectapurebreddog,theycaneasilypredict(預測)whatitwilllooklikelater.Butthatisnottruewithmixed-breeddogsbecauseit’shardtopredictwhatamixed-breeddogwilllooklikewhenitgrowsup.Andsinceitwasthepurebredsnotthemixed-breedsthatlookedliketheirowners,theresearchseemstoprovethe“selectiontheory”．Butonebitofwarning.Althoughmanypeoplelookliketheirdogs,notalldogownersenjoyhavingthesimilaritypointedouttothem.So,evenifthesimilarityisamazing,don’tgouptoastrangerandsay，“Wow,youlookjustlikeyourdog！”【解題導語】本文是一篇說明文。文章指出很多狗和它們的主人長相相似，并介紹了此現(xiàn)象背后的兩個理論以及所做的研究。8．Theconvergencetheoryexplainsthatthesimilaritybetweendogsandtheirowners________．A．decreaseswiththeageofthemB．decreaseswithincreasingdifferencesC．increaseswiththeperiodofownershipD．increaseswithincreasingattractivenessC解析：推理判斷題。由第二段中的“Theconvergencetheorysaysthatastheownerandthedogspendmoretimetogether,theyinfluenceeachothertothepointwheretheygrowsimilar.”可知，趨于一致理論告訴我們：狗和主人在一起的時間越長，長相越相似。9．Accordingtotheselectiontheory,whydodogslookliketheirowners?A．Theyinfluenceeachother.B．Theyoftendothesamething.C．Dogsfollowwhattheirownersdo.D．Ownerspickdogsthatlooklikethem.D解析：細節(jié)理解題。由第二段中的“Theselectiontheory,ontheotherhand,saysthatownersareinterestedindogsthatlooklikethem,sotheychoosethosedogsaspets.”可知，根據(jù)選擇理論，狗主人在選擇寵物狗的時候，會挑選那些和他們長相相似的。10．What’sthepurposeoftheresearch?A．Totesttwosimilaritytheories.B．Toprovetheselectiontheory.C．Tohelppeoplechooseproperdogs.D．Toshowthedifferencesbetweendogs.A解析：細節(jié)理解題。由第三段中的“Recently,researchersattheUniversityofCaliforniadecidedtotestthetwotheoriesbytakingpicturesof45dogsseparatelyfromtheirowners.”可知，該研究是為了測試上述兩個論證狗和主人長相相似的理論。11．Whatcanwelearnfromtheresearch?A．Purebreddogshavepredictableappearance.B．Mostownerswanttheirdogstolooklikethem.C．Mixed-breedsandtheirownerssharesimilarities.D．Mostownerspreferpurebreddogstomixed-breeds.、A解析：細節(jié)理解題。由第三段中的“Whenownersselectapurebreddog,theycaneasilypredict(預測)whatitwilllooklikelater.Butthatisnottruewithmixed-breeddogsbecauseit’shardtopredictwhatamixed-breeddogwilllooklikewhenitgrowsup.”可知，純種狗的外貌一般可預測，而雜交狗的外貌則不可預測。eq\a\vs4\al(Ⅱ)七選五FourbenefitsofwritingbyhandTodayisNationalHandwritingDay!Althoughwedon’twritelikeweusedto,herearefourwayshandwritingisstillhelpful.It’sbetterforlearning.1．________That’sbecauseputtinginktopaperstimulates(刺激)thebrain.Onestudyfrom2010foundthatthebrainareasrelatedtolearning“l(fā)itup”muchmorewhenkidswereaskedtowritewordslike“spaceship”byhandversusjuststudyingthewordclosely.2．________Manyfamousauthorspreferwritingbyhandtotheuseofatypewriterorputer.WriterSusanSontagoncesaidthatshepennedherfirstdrafts(草稿)beforetypingthemupforeditinglater.Shesaid,“3.________”A2009studyseemstosupportSontag’spreferenceforwritingbyhand:Elementaryschoolstudentswhowroteessayswithapennotonlywrotemorethantheirkeyboard-tappingfriends,buttheyalsowrotefasterandinmorepletesentences.Itwillpreventyoufrombeingdistracted(分心)．Theputerinfrontofyouisreallyadistraction.4.________In2012,scientistsevensuggestedthattakingfive-minutebreakstobrowseTumblrorBuzzFeedcouldmakeyouamoreproductiveworker.However,whenit’stimetoworkonthatessay,haveonlyapenandpaperinfrontofyou.Itkeepsyourbrainsharpasyougetolder.5．________AccordingtoTheWallStreetJournal,somephysicianssaythattheactofwritingisgoodexerciseforthosewhowanttokeeptheirmindssharpastheyage.A．Itmakesyouabetterwriter.B．Writingisgoodforyourbrain.C．Ofcourse,theInternetisn’tallbad.D．Iliketheslownessofwritingbyhand.E．Trywritingbyhandatleast20minuteseachday.F．Manywritershaveapreferenceforwritingbyhand.G．Oneofthemosteffectivewaystostudyistorewriteyournotesbyhand.【解題導語】本文介紹了用手寫作的四個好處。1．G解析：根據(jù)下一句That’sbecauseputtinginktopaperstimulates(刺激)thebrain.(那是因為把墨水放在紙上刺激大腦)可知，上句要表達的意思是：學習最有效的方法之一是用手去改寫你的筆記。故選G項。2．A解析：此空是小標題。根據(jù)其他標題的開頭都用It的特點，再根據(jù)下文Manyfamousauthorspreferwritingbyhandtotheuseofatypewriterorputer.許多著名作家更喜歡用手工書寫而不是打字機或電腦?？芍狝項(它使你成為一個更好的作家)符合題意。3．D解析：根據(jù)下句：一項2009年的研究似乎支持Sontag的偏愛手寫?？芍暇涞囊馑际牵何蚁矚g用手寫字的緩慢。故選D項。4．C解析：根據(jù)上句Theputerinfrontofyouisreallyadistraction.在你面前的電腦真的是一種分心物。可知，C項(當然，網(wǎng)絡并不都是壞的)符合題意。5．B解析：根據(jù)一些內科醫(yī)生所說的“寫作行為對那些想保持頭腦清晰的人來說是一種很好的鍛煉”可知，B項(寫作對你的大腦是有好處的)符合題意。B卷[學生用書P99(單獨成冊)]eq\a\vs4\al(Ⅰ)閱讀理解“Thisisn’tDisneyland,I’mnotanovelty.Thisisasrealasitgets，”singTheSistersofInvention.Theyoungwomen—Annika,Michelle,Jackie,AimeeandCaroline—areapopgroupwithadifference.Allhavelearningdifficultiesandsomehaveextradisabilities.ThefivearebasedinAdelaide,Australia,andmetin2010whentheysangtogetherinachoir(合唱隊)runbyTutti,anorganizationwhichsupportsdisabledartists.Tuttisawtheyhadtalentandinvitedthemtoformagroup.Nowtheyperformtogethertwoorthreetimespermonth,andthisishowtheymakealiving.Michelleis25andhascerebralpalsy(腦癱)andamildlearningdisability.Shesays，“WechoosethenameTheSistersofInventionbecausewearelikesistersandwesupporteachotheronandoffstage.Fortheinventionpart,wearetryingtochangepeople’sviewofpeoplewithdisabilities.Wearereinventingtherules.”Alltheirsongsarebasedon