Remember the Stone Age days of research back in elementary school and middle school？We wou

h more or less plausible speculations. We do not even know for certain when language arose, but it seems likely that it goes back to the earliest history of man, perhaps haft a million years ago. We have no direct evidence, but it seems probable that it took the earliest forms of human cooperation. In the Ice Ages of the Pleistocene(更新世) period, our earliest human ancestors established the Old Stone Age culture; they made stone tools and, later, tools of bone, ivory, and antler; they made fire and cooked their food; they hunted big game, often by methods that called for considerable cooperation and coordination. As their material culture gradually developed, they became artists and drew pebbles as well as wonderful paintings of animals on the walls of caves. It is difficult to believe that the makers of these Paleolithic(旧石器时代的) cultures lacked the power of speech. It is a long step, admittedly, from other earliest flint weapons to the splendid spear of the late Stone Age: the first crude flints date back perhaps to 500,000 B.C., while the finest achievements of Old Stone Age man are later than 100,000 B. C.; and in this period we can envisage a corresponding development of language, from the most primitive and limited language of the earliest human groups to a fully developed language in the flowering time of Old .Stone Age culture.

How did language arise in the first place？ There are many theories about this, based on various types of indirect evidence, such as the language of children, the language of primitive societies, the kinds of changes

that have taken place in language in the course of recorded history, the behavior. of higher animals like chimpanzees, and the behavior. of people suffering from speech defects. These types of evidence may provide us with pointers, but they all suffer from limitations.

When we consider the language of children, we haw to remember that their situations are quite different from those of our earliest human ancestors because the child, growing up in an environment where there is al- ready a fully developed language, is surrounded by adults who use that language and are teaching it to him. For example, it has been shown that the earliest words used by children are mainly the names of things and people ("doll," "spoon," "Mummy"), but this fact does not prove that the earliest words of primitive man were also the names of things and people. When the child learns the name of an object, he may then use it to express his wishes or demands.

"Doll!" often means,. "Give me my doll!" or "I've dropped my doll. Pick it up for me!" The child is us- ing language to get things done, and it is almost an accident of adult teaching that the words used to formulate the child's demands are mainly nouns instead of words like "Bring!" "Pick Up!" and so on.

Theories of the origin of language include all of the following EXCEPT______.

A．communication among primitive men

B．the need to communicate

C．the language of children

D．the first man's extensive vocabulary

根据下面材料，回答 26～30 题：

Pretty in pink: adult women do not remember being so obsessed with the colour, yet it is pervasive in our young girls’ lives. It is not that pink intrinsically bad, but it is a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fused girls’ identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, despaired at the singular lack of imagination about girls’ lives and interests.

Girls' attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it's not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boil them. What's more, both boys and girls wore what were thought of as gender-neutral dresses. When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children's marketing strategy, that pink fully came into its own, when it began to seem innately attractive to girls, part of what defined them as female, at least for the first few critical years.

I had not realised how profoundly marketing trends dictated our perception of what is natural to kids, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed after years of research into children's behaviour: wrong. Turns out, according to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing gimmick by clothing manufacturers in the 1930s.

Trade publications counseled department stores that, in order to increase sales, they should create a "third stepping stone" between infant wear and older kids' clothes. It was only after "toddler" became common shoppers' term that it evolved into a broadly accepted developmental stage. Splitting kids, or adults, into ever-tinier categories has proved a sure-fire way to boost profits. And one of the easiest ways to segment a market is to magnify gender differences – or invent them where they did not previously exist.

第 26 题 By saying "it is ... The rainbow"(line 3, Para 1), the author means pink _______.

[A]should not be the sole representation of girlhood

[B]should not be associated with girls' innocence

[C] cannot explain girls' lack of imagination

[D]cannot influence girls' lives and interests

根据下列材料，请回答 26～30 题：

Pretty in pink: adult women do not remember being so obsessed with the colour, yet it is pervasive in our young girls’ lives. It is not that pink intrinsically bad, but it is a tiny slice of the rainbow and, though it may celebrate girlhood in one way, it also repeatedly and firmly fused girls’ identity to appearance. Then it presents that connection, even among two-year-olds, between girls as not only innocent but as evidence of innocence. Looking around, despaired at the singular lack of imagination about girls’ lives and interests. Girls' attraction to pink may seem unavoidable, somehow encoded in their DNA, but according to Jo Paoletti, an associate professor of American Studies, it's not. Children were not colour-coded at all until the early 20th century: in the era before domestic washing machines all babies wore white as a practical matter, since the only way of getting clothes clean was to boil them. What's more, both boys and girls wore what were thought of as gender-neutral dresses. When nursery colours were introduced, pink was actually considered the more masculine colour, a pastel version of red, which was associated with strength. Blue, with its intimations of the Virgin Mary, constancy and faithfulness, symbolised femininity. It was not until the mid-1980s, when amplifying age and sex differences became a dominant children's marketing strategy, that pink fully came into its own, when it began to seem innately attractive to girls, part of what defined them as female, at least for the first few critical years. I had not realised how profoundly marketing trends dictated our perception of what is natural to kids, including our core beliefs about their psychological development. Take the toddler. I assumed that phase was something experts developed after years of research into children's behaviour: wrong. Turns out, according to Daniel Cook, a historian of childhood consumerism, it was popularised as a marketing gimmick by clothing manufacturers in the 1930s. Trade publications counselled department stores that, in order to increase sales, they should create a "third stepping stone" between infant wear and older kids' clothes. It was only after "toddler" became common shoppers' term that it evolved into a broadly accepted developmental stage. Splitting kids, or adults, into ever-tinier categories has proved a sure-fire way to boost profits. And one of the easiest ways to segment a market is to magnify gender differences – or invent them where they did not previously exist.

第 26 题 By saying "it is ... The rainbow"(line 3, Para 1), the author means pink _______.

A should not be the sole representation of girlhood

B should not be associated with girls' innocence

C cannot explain girls' lack of imagination

D cannot influence girls' lives and interests

Close Test

The manager of a small building company was very (21) to get a bill for two white mice which one of his workmen had bought. He sent for the workman and asked him why he had had the bill (22) to the company.

"well ," the workman answered , "you remember the house we were (23) in Newbridge last week. don't you？ One of the things we had to do there was to put in some

New electric wiring. Well , in one place we had to pass some wires through a pipe (24) and about an inch across ,

which was built into solid stone and had four big bends (弯角) in it. (25) could think how to do this unless I had a good idea. I went to a shop and bought two white mice ,

one of them male and the other female. Then I tied a thread to the body of the male mouse and put him into the pipe at one end , (26) Bill held the female mouse at the

other end and pressed her gently to make her squeak. When the male mouse heard the female mouse's squeaks ， he rushed along the pipe to help her. I suppose he was a gentleman (27) he was only a mouse. Anyway , as he ran through the pipe , he (28) the thread behind him. It was then quite easy for us to tie one end of the thread to the electric wires and pull them (29) the pipe. " The manager (30) the bill

for the white mice.

21. A. surprised B. sorry C. strange D. fearful

22. A. to be sent B. to sent C. send D. sent

23. A. mending B. cleaning C. repairing D. setting

24. A. thirty-feet-long B. thirty foots long

C. thirty feet long D. thirty feets long

25. A. None of us B. No one us

C. No of us D. None us

26. A. as B. so C. while D. when

27. A. even though B. as though

C. in fact D. sure enough

28. A. pulled B. pushed C. lifted D. brought

29. A. along B. through C. inside D. towards

30. A. received B. agreed C. paid D. cashed

A.a stone old fine

B.an old stone fine

C.an old fine stone

D.a fine old stone

A.stone

B.stones

C.a stone

D.some stones

The period of Stone Age is during 2000--250BC.()

A.So and huge the stone is

B.So is the huge stone

C.So huge the stone is

D.So huge is the stone

They found the ______bridge when they went across the village.

A. old stone Chinese

B. Chinese old stone

C. old Chinese stone

D. Chinese stone old

A.喜欢

B.石头

C.宣传

D.电话