Part II Reading Comprehension (15 minutes)
2、Directions：In this part，you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet l．For questions 2-9,choose the best answer from the four choices marked A， B，C and D．Complete the sentences with the information given in the passage．
　　Linguistic Ability of Children
A．　　Scientists may finally have an explanation for why children reign supreme when it comes to learning new language．Using MRI and animation technology to study the brains of children．researchers like Dr.Paul Thompson of UCLA have discovered that children are processing language information in a different region of the brain than adults．
B．　　There are different areas in the brain controlling different functions in our lives．When we brush our teeth，sign our names or drive a car，we don’t consciously think：“move the right hand up and down like this，”“capitalize this letter，”or“turn the wheel 30 degrees to the left．”These are examples of automatic brain function．When children acquire language，this same part of the brain， called the“deep motor area，”is what they use，so the language is like second nature．
C．　　But when adults learn a second or third language，their brains operate differently．The window of opportunity to imprint information and skills in the deep motor region of the brain is widest during early childhood and nearly shut by the time we reach about l 8．Therefore．adults have to store information elsewhere，in a more active brain region．As a consequence，adults usually think sentences through in a native tongue and then translate them word—by-word，instead of thinking automatically in another language as a child would．Even for people with extensive training in fl second language as an adult，who feel their speech is automatic，on a neurological level the brain is still operating differently from a child’s．
D．　　Research into the neurology of language acquisition is proving useful because understanding the“geographic”differences of language learning in children versus adults may influence teachers and their decisions about foreign language instruction. As an example, Thompson says simply teaching young children the sounds and accents of other languages at an earlier age may be valuable, even if they are not getting full instruction in the language. Learning those sounds later in life from a neurological perspective can be more difficult.
E.　　 There is no proof of any physiological change that fundamentally alters language learning between childhood and adulthood. Non-physiological explanations are available for every observation made thus far, and they are just as plausible as the physiological explanations. The notion that children are physiologically different from adults with respect to language learning is accepted linguistic dogma, not proven fact. The dogma is most readily accepted by linguists who can't learn other languages, and is considered the most questionable by people who have learne
3、What is almost closed when we become adults?
A．The ability to process language informatio
B．Automatic brain functio
C．Window of opportunit
D．Second natur
4、What kind of teachers does the latest research affect?
A．Bilingual teacher
B．Teachers in physiolog
C．Native language teacher
D．Foreign language teacher
5、What do non-physiological and physiological explanations have in common?
A．Parado
B．Dilemm
C．Plausibilit
D．Ambiguou
6、What is used to show that young children use a much larger area of the brain than older children or adults?
A．Electrical measurement
B．MRI and animation technolog
C．A specially developed progra
D．The unique ability to imprint informatio
7、It is the brain's left hemisphere that is more suitable for language development,________
A．even if it is surgically removed
B．even if it is injured
C．because it is ..fully-developed by birth
D．because it is plastic enough to reshape
8、Paragraph H mainly discuss__________
A．thinking things through
B．a larger brain capacity
C．specialist are
D．the critical time