If we take a close look at successful language learners, we may discover a few techniques (技巧) which makes language learning easier for them.
(16) , successful language learners are independent learners. They do not depend on (依赖) books or teachers; they (17) their own way to learn the language. They try to find the patterns and the rules for themselves, (18) waiting for the teacher to explain everything. They are good guessers who look for clues to form their (19) conclusions which are very different from others’.
Successful language learning is (20) learning. Therefore, successful learners do not wait for a chance to use the language; they (21) such a chance. They find people who speak the language and ask these people to correct them (22) they make mistakes. They will try anything to communicate. When communication is difficult, they can (23) information that is incomplete (不完整的). It is more important for them to learn to (24) in the language than to know the meaning of every word.
Finally, successful language learners are learners with a (25) in order to communicate with these people and learn from them. They want to learn a language because they are interested in the language and the people who speak it. It is necessary for them to learn the language.
Ⅱ. 完形填空/Close
阅读下面短文，从短文后所给各题的四个选项(A、B、C和D)中选出一个最佳选项。

A:explain B:make C:discover D:change

Text 1
One of the major problems of nuclear energy is the inability of scientists to discover a safe way to dispose of the radioactive wastes which occur throughout the nuclear process. Many of these wastes remain dangerously active for tens of thousands of years, while others have a life span closer to a quarter of a million years. Various methods have been used to date, but all have revealed weaknesses, forcing scientists to continue their search.
The nuclear process involves several stages, with the danger of radioactivity constantly present. Fuel for nuclear reactors comes from uranium ore, which, when mined,, spontaneously produces radioactive substances as byproducts. This characteristic of uranium ore went undetected for a long time resulting in the death, due to cancer, of hundreds of uranium miners.
The United States attempted to bury much of its radioactive waste material in containers made of steel covered in concrete and capable of holding a million gallons. For a long time it was believed that the nuclear waste problem had been solved, until some of these tanks leaked, allowing the radioactive wastes to seep into the environment. Canada presently stores its nuclear waste in underwater tanks, with the long-term effects largely unknown.
However, plans are under consideration for above-ground storage of spent fuel from reactors. These plans include the building of three vast concrete containers, which would be two stories high and approximately the length and width of two football fields. Other suggestions include enclosing the waste in glass blocks and storing them in underground caverns, or placing hot containers in the Antarctic region, where they would melt the ice, thereby sinking down adverse effect on the ice sheets.

A:discover the characteristic of nuclear process B:discover the nature of uranium ore C:save the life of uranium miners D:store nuclear wastes in underwater tanks

The phrase "progressive education" is one, if not of protest, at least of contrast, of contrast with an education which was predominantly static in subject-matter, authoritarian in methods, and mainly passive and receptive from the side of the young. But the philosophy of education must go beyond any idea of education that is formed by way of contrast, reaction and protest. For it is an attempt to discover what education is and how it takes place. Only when we identify education with schooling does it seem to be a simple thing to tell what education actually is, and yet a clear idea of what it is gives us our only criterion for judging and directing what goes on in schools. 　　It is sometimes supposed that it is the business of the philosophy of education to tell what education should be. But the only way of deciding what education should be, at least, the only way which does not lead us into the clouds, is discovery of what actually takes place when education really occurs. And before we can formulate a philosophy of education we must know how human nature is constituted in the concrete; we must know about the working of actual social forces; we must know about the operations through which basic raw materials are modified into something of greater value. The need for a philosophy of education is thus fundamentally the need for finding out what education really is. We have to take those cases in which we find there is a real development of desirable powers, and then find out how this development took place. Then we can project what has taken place in these instances as a guide for directing our other efforts. The need for this discovery and this projection is the need for a philosophy of education. 　　What then is education when we find actual satisfactory specimens of it in existence In the first place, it is a process of development, of growth. And it is the process and not merely the result that is important. A truly healthy person is not something fixed and completed. He is a person whose processes and activities go on in such a way that he will continue to be healthy. Similarly, an educated person is the person who has the power to go on and get more education. 　　In any case, development, growth, involve change, modification, and modification in definite directions. It is quite possible for a teacher, under the supposed sanction of the idea of cultivating individuality, to fixate a pupil more or less at his existing level. Respect for individuality is primarily intellectual. It signifies studying the individual to see what is there to work with. Having this sympathetic understanding, the practical work then begins, for the practical work is one of modification, of changing, of reconstruction continued without end. The change must at least be towards more effective techniques, towards greater self-reliance, towards a more thoughtful and inquiring disposition, one more capable of persistent effort in meeting obstacles. The author argues that respect for individuality means

A:to treat individuals as objects of sincere sympathy. B:to train individuals to develop in planned directions. C:to discover an individual’’s qualifications for education. D:to cultivate an individual in light of his/her natural talent.

The phrase "progressive education" is one, if not of protest, at least of contrast, of contrast with an education which was predominantly static in subject-matter, authoritarian in methods, and mainly passive and receptive from the side of the young. But the philosophy of education must go beyond any idea of education that is formed by way of contrast, reaction and protest. For it is an attempt to discover what education is and how it takes place. Only when we identify education with schooling does it seem to be a simple thing to tell what education actually is, and yet a clear idea of what it is gives us our only criterion for judging and directing what goes on in schools. 　　It is sometimes supposed that it is the business of the philosophy of education to tell what education should be. But the only way of deciding what education should be, at least, the only way which does not lead us into the clouds, is discovery of what actually takes place when education really occurs. And before we can formulate a philosophy of education we must know how human nature is constituted in the concrete; we must know about the working of actual social forces; we must know about the operations through which basic raw materials are modified into something of greater value. The need for a philosophy of education is thus fundamentally the need for finding out what education really is. We have to take those cases in which we find there is a real development of desirable powers, and then find out how this development took place. Then we can project what has taken place in these instances as a guide for directing our other efforts. The need for this discovery and this projection is the need for a philosophy of education. 　　What then is education when we find actual satisfactory specimens of it in existence In the first place, it is a process of development, of growth. And it is the process and not merely the result that is important. A truly healthy person is not something fixed and completed. He is a person whose processes and activities go on in such a way that he will continue to be healthy. Similarly, an educated person is the person who has the power to go on and get more education. 　　In any case, development, growth, involve change, modification, and modification in definite directions. It is quite possible for a teacher, under the supposed sanction of the idea of cultivating individuality, to fixate a pupil more or less at his existing level. Respect for individuality is primarily intellectual. It signifies studying the individual to see what is there to work with. Having this sympathetic understanding, the practical work then begins, for the practical work is one of modification, of changing, of reconstruction continued without end. The change must at least be towards more effective techniques, towards greater self-reliance, towards a more thoughtful and inquiring disposition, one more capable of persistent effort in meeting obstacles. The author argues that respect for individuality means

A:to treat individuals as objects of sincere sympathy. B:to train individuals to develop in planned directions. C:to discover an individual’’s qualifications for education. D:to cultivate an individual in light of his/her natural talent.

If we take a close look at successful language learners, we may discover a few techniques (技巧) which makes language learning easier for them.
(16) , successful language learners are independent learners. They do not depend on (依赖) books or teachers; they (17) their own way to learn the language. They try to find the patterns and the rules for themselves, (18) waiting for the teacher to explain everything. They are good guessers who look for clues to form their (19) conclusions which are very different from others’.
Successful language learning is (20) learning. Therefore, successful learners do not wait for a chance to use the language; they (21) such a chance. They find people who speak the language and ask these people to correct them (22) they make mistakes. They will try anything to communicate. When communication is difficult, they can (23) information that is incomplete (不完整的). It is more important for them to learn to (24) in the language than to know the meaning of every word.
Finally, successful language learners are learners with a (25) in order to communicate with these people and learn from them. They want to learn a language because they are interested in the language and the people who speak it. It is necessary for them to learn the language.
Ⅱ. 完形填空/Close
阅读下面短文，从短文后所给各题的四个选项(A、B、C和D)中选出一个最佳选项。

A:explain B:make C:discover D:change

If we take a close look at successful language learners, we may discover a few techniques (技巧) which makes language learning easier for them.
(16) , successful language learners are independent learners. They do not depend on (依赖) books or teachers; they (17) their own way to learn the language. They try to find the patterns and the rules for themselves, (18) waiting for the teacher to explain everything. They are good guessers who look for clues to form their (19) conclusions which are very different from others’.
Successful language learning is (20) learning. Therefore, successful learners do not wait for a chance to use the language; they (21) such a chance. They find people who speak the language and ask these people to correct them (22) they make mistakes. They will try anything to communicate. When communication is difficult, they can (23) information that is incomplete (不完整的). It is more important for them to learn to (24) in the language than to know the meaning of every word.
Finally, successful language learners are learners with a (25) in order to communicate with these people and learn from them. They want to learn a language because they are interested in the language and the people who speak it. It is necessary for them to learn the language.
Ⅱ. 完形填空/Close
阅读下面短文，从短文后所给各题的四个选项(A、B、C和D)中选出一个最佳选项。

A:explain B:make C:discover D:change