It seems that in order to 78 why a child learns a language so easily, we have to 79 the joint efforts of both schools. Some linguist, like De Villiers, has recognized the value of cooperation, and 80 linguists of both sides to work together.

　　61. A. Surprisingly B. Personally C. Properly D. Roughly

　　62. A. that B. when C. why D. how

　　63. A. independently B. naturally C. without help D. with ease

　　64. A. confusing B. surprising C. questioned D. suspected

　　65. A. master B. study C. have D. get

　　66. A. doubts B. believes C. realizes D. criticizes

　　67. A. help B. teacher C. environment D. hint

　　68. A. quite essential B. very important C. not necessary D. only secondary

　　69. A. as B. for C. when D. though

　　70. A. in particular B. as a result C. however D. therefore

　　71. A. a little B. some C. nothing D. most

　　72. A. Before B. From now on C. Just now D. By now

　　73. A. suspect B. disagree C. agree D. realize

　　74. A. case B. argument C. problem D. question

　　75. A. waiting B. planning C. never D. unlikely

　　76. A. provide B. create C. supply D. support

　　77. A. not a B. one C. neither D. either

　　78. A. find out B. rule out C. search for D. look for

　　79. A. get rid of B. trust in C. rely on D. persist in

　　80. A. ordered B. criticized C. challenged D. urged

　　Many people have difficulty in studying mathematics. Sometimes their difficulty 61 from the psychological idea that they are “not good 62 math”. It has been demonstrated many times that it is often this idea 63 is causing their problems 64 than any lack of skill in mathematics. The 65 way to deal with this problem is to 66 yourself that math involves using the same number you have been using the same numbers you have been using 67 your life and that you know them as well as 68 else. Then set your mind to learning how they used in the 69 part of mathematics you are studying.

　　Another problem many people 70 is that in mathematics, unlike some other 71 you may have studied, the material has a very important 72 or order. If you don’t understand a 73 of a mathematics text, it is no 74 going on to the next section. Many sections of math books are 75 on information presented earlier, so it is 76 that you understand a section before going on to the next.

　　Sometimes students in mathematics courses do not read the written material in the text 77 assume that the teacher will tell them 78 they need to know. This can cause them 79 problem, since many teachers assume that students have read the text before coming to class. The written sections of mathematic textbooks 80 much valuable information.

　　61. A. raises B. rouses C. arises D. arouses

　　62. A. to B. for C. with D. at

　　63. A. what B. as C. that D. why

　　64. A. rather B. other C. more D. less

　　65. A. better B. best C. good D. nice

　　66. A. tell B. speak C. say D. talk

　　67A. most B. partial C. all D. whole

　　68. A. one B. no one C. someone D. anyone

　　69. A. definite B. particular C. peculiar D. usual

　　70. A. mount B. counter C. encounter D. account

　　71. A. lesson B. classes C. subject D. specialties

　　72. A. sequence B. consequence C. result D. system

　　73. A. series B. lot C. fraction D. section