问题 阅读理解与欣赏

阅读《爸爸的花儿落了》,完成问题。

  ⑴爸爸也不拿我当孩子了,他说:

  ⑵“英子,去把这些钱寄给在日本读书的陈叔叔。”

  ⑶“爸爸!”

  ⑷“不要怕,英子,你要学做许多事,将来好帮着妈妈。你最大。”

  ⑸于是他数了钱,告诉我怎样到东郊民巷的正金银行去寄这笔钱——到最前面的台子上去要一张寄款单,填上“金七十元也”,写上日本横滨的地址,交给柜台里的小日本儿!

  ⑹我虽然很害怕,但是也得硬着头皮去——这是爸爸说的,无论什么困难的事,只要硬着头皮去做,就闯过去了。

  ⑺“闯练,闯练,英子。”我临去时爸爸还这样叮嘱我。

  ⑻我心情紧张地手里捏紧一卷钞票到银行去。等到从最高台阶的正金银行出来,看着东郊民巷街道中的花圃种满了蒲公英,我很高兴地想:闯过来了,快回家去,告诉爸爸,并且要他明天在花池里也种满了蒲公英。

1、请概括出选文体现“爸爸也不拿我当孩子了”的一件事情。

_______________________________

2、如何理解划线句的含义。

_______________________________

3、“我”寄完钱从正金银行出来后,为什么会高兴地想:要让爸爸明天在花池中也种满了蒲公英?

_______________________________

4、当爸爸为什么要让12岁的“我”去寄钱?他自己不能去吗?

_______________________________

5、从本文段可以看出,“爸爸”是一个怎样的爸爸?

_______________________________

答案

1、爸爸让“我”独自到银行寄钱给日本读书的叔叔。

2、这是爸爸鼓励“我”的话语,告诉“我”面对困难不要畏缩,而应有勇气去面对,去闯练。

3、这是“我”心情愉快的表现,“我”顺利地完成了寄钱这个对孩子来说很艰巨的事,心情很好,所以看到蒲公英觉得很美,不觉想到要让爸也种它。

4、爸爸当然自己能去,但为了让“我”闯练闯练,锻炼一下“我”的能力,所以让我去寄。

5、是一个关心孩子、用正确的方法教育、锻炼孩子自强自立的慈父、严父。

解答题
单项选择题

Starting with his review of Skinner’s Verbal Behavior, Noam Chomsky had led the psycholinguists who argue that man has developed an innate (天生的) capacity for dealing with the linguistic universals common to all languages. Experience and learning then provide only information about the (1) instances of those universal aspects of language which are needed to communicate with other people within a particular language (2) .

This linguistic approach (3) the view that language is built upon learned associations between words. What is learned is not strings of words per se (本身), but (4) rules that enable a speaker to (5) an infinite variety of novel sentences. (6) single words are learned as concepts: they do not stand in a one-to-one (7) with the particular thing signified, but (8) all members of a general class.

This view of the innate aspect of language learning is at first not readily (9) into existing psychological frameworks and (10) a challenge that has stimulated much thought and new research directions. Chomsky argues that a precondition for language development is the existence of certain principles "intrinsic (原有的) to the mind" that provide invariant structures (11) perceiving, learning and thinking. Language (12) all of these processes; thus its study (13) our theories of knowledge in general.

Basic to this model of language is the notion that a child’s learning of language is a kind of theory (14) . It’s thought to be accomplished (15) explicit instruction, (16) of intelligence level, at an early age when he is not capable of other complex (17) or motor achievements, and with relatively little reliable data to go on. (18) , the child constructs a theory of an ideal language which has broad (19) power. Chomsky argues that all children could not develop the same basic theory (20) it not for the innate existence of properties of mental organization which limit the possible properties of languages.

20()

A.had

B.should

C.were

D.be