________is a word game in which you write answers to questions in a pattern of numbered

? Look at questions 1-5.

? In each question, which sentence is correct?

? For each question, mark one letter (A, B or C) on your Answer Sheet.

Boarding times: 30 minutes before departure time for domestic and 1 hour for international flights.

A．You must get to the airport earlier if you are about to go abroad.

B．It takes thirty minutes to check in for domestic flights.

C．More lime is requested for international flights before taking off.

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文：JM: I first encountered Parker Rossman's work in the early 1990s via his groundbreaking book, The Emerging Worldwide Electronic University: Information Age Global Higher Education (Rossman,1992). When I saw that his current project is a freely accessible online book-in-progress on the future of lifelong and higher education, I asked if he would allow Technology Source readers to learn about and participate in the project. He graciously consented to this interview.

Parker, I note on your Web site that you have three book-length volumes concerning the future of higher education: Volume I, The Future of Higher (Lifelong) Education and Virtual Space; Volume Ⅱ, Research On Global Crises, Still Primitive; and Volume III, Future Learning and Teaching.

What struck me in particular was your note asking readers to contact you if they saw errors, or if they could contribute Web site URLs or in terms of information that were pertinent to the material. As these notes indicate, you clearly regard this to be a work in progress. Certainly this is a great way to develop the manuscripts relatively quickly. What do you expect to accomplish via this technique?

PR: My objectives are to examine the ways in which a global virtual education system can come into existence and to raise questions about needed research on learning, teaching, and overcoming the problems (such as hunger, bad health, war, and revolution) that stand in the way of providing education for everyone in the world. I realize that education for all is impossible, but perhaps only in the sense that the United States, out of necessity, accomplished what was "impossible" after the attack on Pearl Harbor. I assume that H. G. Wells was right when he said that civilization is in a race between education and disaster. So I am willing to be audacious--as someone retired and with no axe to grind--and to initiate a project that might at least stimulate thought and discussion.

For 30 years or more I have been studying the university, higher education, and academia in the developing world. In the 1980s I began to see the emergence and potential of a global virtual university; this insight culminated in a book that was widely read and used and that led to my being invited to lecture in various countries. The next year Praeger published it as a paperback in their Contributions to the Study of Education series, Developing world delegates to the 1997 UNESCO conference on higher education in Paris complained that it was too expensive for them. So I said that I would put a sequel online, free to anyone in the world. I asked that, in return, they send me feedback and suggested links. And I have now accomplished this.

JM: Doesn't your online manuscript. deal with far more than higher education? Your classification is a bit confusing to me, because each volume looks like a book. Why not say that you have three books on the Web?

PR: It must be one book if it is to be holistic. It should introduce all of the needs and problems that must be dealt with at once as we enter a time of lifelong education. "Education for all" must include programs for prekindergarten children, for primary and secondary school age learners, and for college students. It also must include continuing educational programs that foster job skills, career planning, and hobbies as well as special interest programs for senior citizens. Instead of talking about a "global university", the time has come to explore possibilities for a global virtual education system.

JM: Then why do you keep speaking of the "future of the university"?

PR: It is also my assu

A．They focus on the future of education.

B．They mainly talk about education for all.

C．They require participation of readers.

D．They should be treated as one book.

Task 1

Directions: After reading the following passage, you will find 5 questions or unfinished statements, numbered 36 through 40. For each question or statement there are 4 choices marked A, B, C, and D. You should make the correct choice.

Many visitors to the United States find that the fast pace at which people move is very troubling. One's first impression is likely to be that everyone is in a rush. City people always seem to be hurrying to get where they are going. And they are very impatient if they are delayed even for a brief moment. At first this may seem unfriendly to you. But drivers will rush you; storekeepers will be in a hurry as they serve you; people will push past you as they walk along the street. You will miss smiles and brief conversations with people when you shop or dine in a restaurant. Do not think all Americans are so, because people living outside big cities and other countries as well move at a less fast pace.

Americans, who live in cities such as New York, Chicago, or Los Angeles, often think that everyone is equally in a hurry to get things done. But when they discover that you are a stranger, most Americans become quite kindly and will take great care to help you.

Visitors to the United States possibly feel that city people of the country are very ______.

A．busy

B．kind

C．troubling

D．patient

_________，I should not have wasted my time trying to explaiil matters to you．

A.I had not realized what you intendec

B.Had I not realized what you intended

C.I had realized what you intended

D.Had I realized what you intended

_________，I should not have wasted my time trying to explaiil matters to you．

A.I had not realized what you intendec

B.Had I not realized what you intended

C.I had realized what you intended

D.Had I realized what you intended

Task 1

Directions: After reading the following passage, you will find 5 questions or unfinished statements, numbered 36 through 40. For each question or statement there are 4 choices marked A, B, C, and D. You should make the correct choice.

The biggest safety threat facing airlines today may not be a terrorist with a gun, but the man with the portable computer in business class. In the last 15 years, pilots have reported well over 100 incidents that could have been caused by electromagnetic interference. The source of this interference remains unconfirmed, but increasingly, experts are pointing the blame at portable electronic devices, such as portable computers, radio and cassette players and mobile telephones.

RTCA, an organization which advises the aviation industry, has recommended that all airlines ban such devices from being used during "critical" stages of flight, particularly take-off and landing. Some experts have gone further, calling for a total ban during all flights. Currently, rules on using these devices are left up to individual airlines. And although some airlines prohibit passengers from using such equipment during take-off and landing, most are reluctant to enforce to total ban, given that many passengers want to work during flights.

The difficulty is predicting how electromagnetic fields might affect an aircraft's computers. Experts know that portable devices emit radiation which affects those wavelengths which aircrafts use for navigation and communication. But, because they have not been able to reproduce these effects in a laboratory, they have no way of knowing whether the interference might be dangerous or not.

The fact that aircrafts may be vulnerable to interference raises the risk that terrorists may use radio systems in order to damage navigation equipment. As worrying, though, is the passenger who can't hear the instructions to turn off his radio because the music's too loud.

The passage is mainly about ______.

A．the defects of electronic devices

B．a new regulation for all airlines

C．effective safety measures for air flight

D．a possible cause of aircraft crashes

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文： Language is used for doing things. People use it in everyday conversation for transacting business, planning meals and vacations, debating politics and gossiping. Teachers use it for instructing students, and comedians use it for amusing audiences. All these are instances of language use, that is, activities in which people do things with language.

As we can see, language use is really a form. of joint actions. What is a joint action? I think it is an action that is carried out by a group of people doing things in coordination with each other. A simple example: think of two people waltzing, or playing a piano duet. When two dancers waltz, they each move around the ballroom in a special way. But waltzing is different from the sum of their individual actions. Can you imagine these two dancers doing the same steps but in separate rooms or at separate times. So Waltzing is, in fact, the joint action that merges as the two dancers do their individual steps in coordination as a couple. Similarly, doing things with language is also different form. the sum of a speaker's speaking and a listener's listening. It is the joint action that merges when speakers and listeners, or writers and readers, perform. their individual actions in coordination, as ensembles.

Therefore, we can say that language use incorporates both individual and social processes. Speakers and listeners, writers and readers, must carry out actions as individuals if they are to succeed in their use of language. But they must also work together as participants in a social unit I have called ensembles. In the example I mentioned just now, the two dancers perform. both individual actions, moving their bodies, arms and legs and joint actions coordinating these movements as they create the Waltz. In the past, language use has been studied as if it were entirely an individual process, and it has also been studied as if it were entirely a social process. For me, I suggest that it belongs to both. We cannot hope to understand language use without viewing it as a joint action built on individual actions.

In order to explain how all these actions work, I'd like to review briefly settings of language use. By settings, I mean scene in which the language use takes place, plus the medium which refers to whether language used is spoken or written. And in this talk, I'll focus on spoken settings. The spoken setting mentioned most often is conversation, either face to face, or on the telephone. Conversations may be devoted to gossip, business transactions or scientific matters, but they are all characterized by the free exchange of turns among the two or more participants. I'll call these personal settings. Then we have what I would call non-personal settings. A typical example is the monologue. In monologues, one person speaks with little or no opportunity for interruption or turns by the members of the audience. Monologues come in many varieties too, as when a professor lectures to a class or a student gives a presentation in a seminar. These people speak for themselves, uttering words they formulate themselves for the audience before them and the audience isn't expected to interrupt. In another kind of setting which is called institutional settings, the participants engage in speech exchanges that look like ordinary conversation, but they are limited by institutional rules. As examples, we can think of a government official holding a news conference, a lawyer cross-questioning a witness in court, or a professor directing a seminar discussion. In these settings, what i

A．the coordination based on individual actions.

B．the number of individual participants.

C．the necessity of individual actions.

D．the requirements for participants.

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文： (I — Interviewer; D — David)

I: Which area, of all the ones that you've visited, is your favorite, David?

D: Oh, I find that almost impossible to answer really. Urn you know, different places for different things. The South Seas are a pretty divine sort of place to be, you know, I mean Fiji, the islands east of there; the people are so charming and amazing. Er, and then I'm very fond of South East Asia because it's got such wonderful past; it's got so many temples buried in jungles and so on. And the Galapagos Islands with fantastic birds and reptiles. I don't know, it's very difficult.

I: I wonder what makes you come back to England?

D: Well, as a matter of fact, of course that's the trick, isn't it? I mean you, almost anything, I think, change like happiness is, er, no change produces happiness in many ways. l mean, it seems to me that happiness has something to do with changing. The happiest times are when you're always just about to do something, when you've just moved from this to that, er, if you then actually get'into a situation and it doesn't change, after a bit, er, the happiness part begins to wear off and l don't know whether that's a limitation in human beings but I think it's true. But in fact, you don't actually have the option; you don't have the option really, do yon? Because actually life is always changing, people around you are changing, you're getting older, emotional things change, and so on.

I: Before all this you were on the management side of the BBC, in fact, for eight years. How did this part of your nature, didn't you feel very frustrated because you really wanted to be a creative artist?

D: Well, I think that's what I was saying about change really. I think urn, new things, new challenges, that's a corny phrase for you, but nonetheless, they are very important and if someone, if you care about making television programs, or if you care about making radio programs, and someone says to you "Oh, by the way, old boy, er, we've got, er, a new network here and there's twelve million quid or twenty million quid or whatever it is, we're not quite sure actually what to use it for, but perhaps you could think up a few programs if you'd like to go away and spend it."

I: I'm sure no one can resist the temptation.

D: Of course, er, you have to be a very funny sort of broadcaster if you don't say "Well, thanks very much, I'll start tomorrow." And if after two years they say "Oh, by the way, old boy, because of the technical characteristics of the network you're running, you will be the first color network in Europe, so we want you to think how perhaps color should be used." Well, you again have to be a very funny television producer to say "I'm not interested."

I: I'm still interested in what you say about change. Do you feel that anybody has the power to create this change within their lives, um or do you think that some people can't help being absolutely bogged down in whatever their particular path is?

D: Well, what I mean is that, that, er, there are two elements in that. Of course the world changes around you and therefore you are changed, 1 mean you get older, so you change; you meet different people, so you change; you produce children and they change you and they grow up and they leave and yet again you're changed. So that you are changed by the forces around you.

I: Yeah, I think I see what you mean. And what's the other element?

D: You also have it within yourself to bring about change, er and you, you set yourself targets. It seems to me, that "Oh, I wish I could do this; I wish I could own my house; or I wish I could play t

A．The pretty divine place.

B．Its wonderful past.

C．Fantastic birds and reptiles.

D．A great number of temples.

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文：W: The word 'diversity' has become a clich6 in the United States today. It seems to me that nowadays Americans cannot turn on the television or read a newspaper without seeing the word pop up somewhere as a description of the American demographic. Then what is this 'diversity' in the US? Today we're very pleased to have Dr. James Johnson here on our talk show. Welcome! Dr. Johnson!

M: Thanks!

W: Dr. Johnson, we know you have done extensive research on diversity. So what is... how do you define diversity in the American context?

M: Well, at one time, the US was called 'the melting pot' , you know, which means that people of many different religions, cultures and races could share their traditional cultural identities and blend into one homogeneous nation.

W: And am I right in saying that a melting pot would emphasize the idea of all in one or being the same?

M: Yes, you may say so. And of course, when the phrase 'melting pot' was popular, there was also the idea of being different, but being different then simply meant Catholic as a post Protestant, or Irish as a post Swedish or Italian.

W: Has the idea of being different changed over the years?

M: Yes, of course. You see, today we use the word diversity to refer to more visible ethnic differences , Asian American, African American, and Latino, for instance, and religious diversity refers to a variety of world religions, not merely different branches of Christianity. (Q1)

W: And now is America as a whole truly diverse?

M: Well, I think in all this talk of diversity, there was a critical point that may be missed; that is, diversity is not occurring everywhere in the US, or at least not to a degree that would alter the demography of every region in the country. (Q2)

W: Oh! Really?

M: I can give you an example. Recently, a New York Times article describes the town of Selinsgrove in Pennsylvania. You see, in the last 10 years things have barely changed in that town. The population has dropped by 1 from 5,384 to 5,383 , and the town remains virtually 100% white. The article thus concludes that many portions of the country remain, like Selinsgrove, virtually unchanged on this march towards diversity.

W: So regions vary in terms of the degree and types of diversity.

M: That's correct. Let's say there are 3 types of diversity in the US, and they differ from region to region.

W: Could you elaborate on that?

M: OK. First is racial diversity. States with the most racially diverse populations stand in stark contrast to those with the least racially diverse populations. Um, let's look at two states; California and Maine. From 1990 to 2000 California's Caucasian population, meaning non-Hispanic whites, declined from 57% to 48%. By 2025, as is predicted, that figure would drop to just 34% , which indicates a future change in the racial composition of California. (Q3) On the contrary, Maine's Caucasian population was 98% of its total population throughout the 1990s, and by 2025, Maine's population will still be 97% Caucasian, which means virtually no change in Maine's racial diversity over the next 20 or so years.

W: This shows that racial diversity is not occurring everywhere. Then what about other types of diversity?

M: Right. The second type of diversity is age diversity, and there are some interesting age gaps developing between states. For example, there is a large gap between the average age of the five states with the youngest populations and the five states with the oldest populations, this of course is well-known, what is less discussed is the difference between the racial makeup of younger and

A．merging of different culture identities

B．more emphasis on homogeneity

C．embracing of more ethnic differences

D．acceptance of more branches of Christianity

SECTION B INTERVIEW

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.

Now listen to the interview.

听力原文：Barbara: Are you still having trouble with your car?

Dave: Yes! It's been in the repair shop three times this month. I should get a new car, but I can't afford to buy one.

Barbara: New cars cost a fortune these days. My brother-in-law just paid ＄6,000 for his new one. That's almost half as much as they paid for their house ten years ago.

Dave: But what can you do without a car? We can't get along without them. We all depend too much on our cars. Some days it seems as though I spend most of my time in mine.

Barbara: I drive my husband to the train and drive the children to school. Then I drive to the store for food and drive the kids home from school. After that it's time to drive to the railroad station again.

Dave: Remember when drive-in banks were new? Now lots of people watch movies from their cars.

Barbara: And now there are drive-in banks where you can cash a check without going into the bank. And there are mail boxes that you can put letters into without leaving your car.

Dave: And drive-in hamburger places where they hand whole meals to you through your car window.

Barbara: Pretty soon we'll be able to do our grocery shopping without going into store.

Dave: That's already happening. In Atlanta, Georgia, there's a market where you can buy food from your car. You just drive in and give your order and they hand you what you ask for.

Barbara: In some places there are drive-in libraries, churches, and post offices. I've even read about a wedding that was performed in a car.

Dave: Where was that?

Barbara: There was an article about it in last night's paper. There's town in Texas where you can get married without getting out of your car. I remember the name of the town--Lovelady, Texas.

Dave: Do you mean that the minister marries the couple in their automobile?

Barbara: No, there's no minister. They aren't church marriages. The justice of the peace gets into the car to perform. tile ceremony.

Dave: There's a city where the police department has drive-in service. I think it's Milwaukee, Wisconsin. If you get a parking ticket, you can pay the fine while you sit in your car beside a window of the police station.

Barbara: There are all these conveniences, and people still feel tired at the end of the day.

Dave: People don't get any exercise. That's why they get tat.

Barbara: So then they buy expensive machines to give them exercises at home.

Dave: It really doesn't make sense.

What is Dave's trouble?

A．He has paid ＄6,000 for his ear, but it needs repairing now.

B．He has to go to work without a car.

C．His car has been in repair several times recently.

D．He has to work in the repair shop three times in a month.