Evolution can be defined as _____ change that takes place in a（n) _____.

The term "formal learning" refers to all learning which takes place in the classroom regardless of whether such learning is informed by conservative or progressive ideologies. "Informal learning", on the other hand, is used to refer to learning which takes place outside the classroom.

These definitions provide the essential difference between the two modes of leaning. Formal leaning is separated from daily life and may actually promote ways of learning and thinking which often run counter to those obtained from practical daily life. A characteristic feature of formal learning is the centrality of activities which can prepare for the challenges of adult life outside the classroom, but it cannot, by its nature, consist of these challenges.

In doing this, language plays a critical role as the major channel for information exchange. The language of the classroom is more similar to the language used by middle-class families than that used by working-class families. Middle-class children thus find it easier to acquire the language of the classroom than their working-class classmates.

Informal learning, in contrast, occurs in the setting to which it relates, making learning immediately relevant. In this context, language does not occupy such an important role: the child's experience of learning is more direct, involving sight, touch, taste, and smell senses that are under-utilized in the classroom.

Whereas formal learning is transmitted by teachers selected to perform. this role, informal learning is acquired as a natural part of a child's socialization. Adults or older children who are proficient in the skill or activity provide—sometimes unintentionally—target models of behavior. in the course of everyday activity. Informal learning, therefore, can take place at any time and place.

The motivation of the learner provides another critical difference between the two models of learning. The formal learner is generally motivated by some kinds of external goals such as parental approval, social status, and potential financial reward. The informal learner, however, tends to be motivated by successful completion of the task itself and the partial acquisition of adult status.

Given that learning systems develop as a response to the social and economic contexts in which they are fixed, it is understandable that modern, highly urbanized societies have concentrated almost exclusively on the establishment of formal education systems. What these societies have failed to recognize are the ways in which formal learning hinders the child's multi-sensory acquisition of practical skill. The failure to provide a child with a direct educa-tion may in part account for many of the social problems which trouble our societies.

Formal learning and informal learning are mainly distinguished by_____ .

A．the place where they take place

B．the kind of knowledge to be obtained

C．the people who learn

D．the language used in instruction

PURPOSE OF ACCOUNTING Every company has an accounting office or a finance department that looks ()its accounting details. An accounting department is the backbone(脊梁)of every business. It records all the business transactions(交易), and keeps a track(记录) of the incomes(收入) and expenses(支出)of the business. The accounting department also helps to determine the correct financial position and standing of the business. For a systematic(系统的)and ()recording of transactions, accounting is important. The purpose of accounting is recording all the transactions honestly and accurately in the “Books of Accounts(账本)”. The accounting process can be defined ()“the process that begins when the transaction takes place and ends ()the transaction is recorded in the books of accounts”. It includes a series of steps that ()to analyze(分析)and record the business transactions for a particular period.

1.A. forB. afterC. up

2.A. accurateB. simpleC. correct

3.A. toB. atC. as

4.A. whenB. whichC. what

5.A. useB. is usedC. uses

What message in the following text can be delayed to create suspense? It was my girlfriend’s birthday. Early in the morning I told her that I forgot to prepare her birthday gift and would give it to her the next day. She was disappointed but still happy. Then I just gave her a piece of chocolate and told her that I wouldn’t go home with her after school. In fact I decided to give her a CD later. At 5:15 pm I left school a bit earlier than usual, and hurried to catch the bus which my girlfriend would take at the next stop every day. Bus 242 came and I got onto it. It was the very bus I was sure that she would get on at the next stop. I sat quietly at the back of the bus so that she could not see me so easily. The bus stopped and she got on. She stood at the back door. I walked toward her quietly and gave her a great surprise with the CD she had always dreamed of.

A、The identity of my girlfriend

B、The bus number

C、The day being her birthday

D、What gift it was

The conclusion can be drawn from the text that in the wake of Andersen's scandal, the government

A．may make only modest change.

B．will take drastic countermeasures.

C．will adopt corporate restructuring.

D．will investigate Enron's collapse.

The conclusion can be drawn from the text that in the wake of Andersen's scandal, the government

A．may make only modest change.

B．will take drastic countermeasures.

C．will adopt corporate restructuring.

D．will investigate Enron's collapse.

The conclusion can be drawn from the text that in the wake of Andersen's scandal, the government ______.

A．may make only modest change.

B．will take drastic countermeasures.

C．will adopt corporate restructuring.

D．will investigate Enron's collapse.

The conclusion can be drawn from the text that in the wake of Andersen% scandal, the government

A．may make only modest change.

B．will take drastic countermeasures.

C．will adopt corporate restructuring.

D．will investigate Enron's collapse.

Part C

Directions: Answer questions 71-80 by referring to the following games.

Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET 1. Some choices may be required more than once.

Some choices may be required more than once.

Section A

Change can be a blessing or a curse, depending on your perspective. The message of Who Moved My Cheese? is that all can come to see it as a blessing, if they understand the nature of cheese and the role it plays in their lives. Who Moved My Cheese? is a parable that takes place in a maze. Four beings live in that maze: Sniff and Scurry are mice — nonanalytical and nonjudgmental, they just want cheese and are willing to do whatever it takes to get it. Hem and Haw are "little people," mouse-size humans who have an entirely different relationship with cheese. It's not just sustenance to them; it's their self-image. Their lives and belief systems are built around the cheese they've found. Most of us reading the story will see the cheese as something related to our livelihoods — our jobs, our career paths, the industries we work in-although it can stand for anything, from health to relationships. The point of the story is that we have to be alert to changes in the cheese, and be prepared to go running off in search of new sources of cheese when the cheese we have runs out. Dr. Johnson, co-author of The One Minute Manager and many other books, presents this parable to business, church groups, schools, military organizations — any place where you find people who may fear or resist change. And although more analytican and skeptical readers may find the tale a little too simplistic, its beauty is that it sums up all natural history in just 94 pages: Things change. They always have changed and always will change. And while there's no single way to deal with change, the consequence of pretending change won't happen is always the same: The cheese runs out.

Section B

Personal-finance author and lecturer Robert Kiyosaki developed his unique economic perspective through exposure to a pair of disparate influences: his own highly educated but fiscally unstable father, and the multimillionaire, eighth-grade dropout father of his closest friend. The lifelong monetary problems experienced by his "poor dad" (whose weekly paychecks, while respectable, were never quite sufficient to meet family needs) pounded home the counterpoint communicated by his " rich dad" (that "the poor and the middle class work for money," but "the rich have money work for them"). Taking that message to heart, Kiyosaki was able to retire at 47. Rich Dad, Poor Dad, written with consultant and CPA Sharon L. Lechter, lays out the philosophy behind his relationship with money. Although Kiyosaki can take a frustratingly long time to make his points, his book nonetheless compellingly advocates for the type of "financial literacy" that's never taught in schools. Based on the principle that income-generating assets always provide healthier bottom-line results than even the best of traditional jobs, it explains how those assets might be acquired so that the jobs can eventually be shed.

Section C

What do you do after you've written the No.1 bestseller The Millionaire Next Door? Survey 1,371 more millionaires and write The Millionaire Mind. Dr. Stanley's extremely timely tome is a mixture of entertaining elements. It resembles Regis Philbin's hit show (and CD-ROM game) Who Wants to Be a Millionaire, only you have to pose real-life questions, instead of quizzing about trivia. Are you a gambling, divorce-prone, conspicuously consuming "Income-Statement Affluent" Jacuzzi fool soon to be parted from his or her money, or a frugal, loyal, resole your shoes and buy your own groceries type like one of Stanley's "Balance-Sheet Affluent" millionaires? "Cheap dates," millionaires are 4.9 times likelier to play with their grandkids than shop at Brooks Brothers. "If you asked the average American what it takes to be a millionaire," he writes, "they'd probably cite a number of predictable factors: inheritance, luck, stock market investments ... Topping his list would be a high IQ, high SAT scores and grade point average, along with attendance at a top college." No way, says Stanley, backing it up with data he compiled with help from the University of Georgia and Harvard geodemographer Jon Robbin. Robbin may wish he'd majored in socializing at LSU, instead, because the numbers show the average millionaire had a lowly 2.92 GPA, SAT scores between 1100 and 1190, and teachers who told them they were mediocre students but personable people. "Discipline 101 and Tenacity 102" made them rich. Stanley got straight C's in English and writing, but he had money-minded drive. He urges you to pattern your life according to Yale professor Robert Sternberg's Successful Intelligence, because Stanley's statistics bear out Sternberg's theories on what makes minds succeedand it ain't IQ.

Besides offering insights into millionaires' pinchpenny ways, pleasing quips ("big brain, no bucks"), and 46 statistical charts with catchy titles, Stanley's book booms with human-potential pep talk and bristles with anecdotes — for example, about a bus driver who made $3 million, a doctor (reporting that his training gave him zero people skills) who lost $1.5 million, and a loser scholar in the bottom 10 percent on six GRE tests who grew up to be Martin Luther King Jr. Read it and you'll feel like a million bucks.

(71)

A．

B．

C．

听力原文： It is commonly believed in the United States that school is where people go to get an education. Nevertheless, the distinction between schooling and education implied a lot.

Education is much more open-ended and all-inclusive than schooling. It can take place anywhere, whether in the shower or in the job. It includes both the formal learning that takes place in schools and the whole universe of informal learning. The agents of education can range from a revered grandparent to the people debating politics on the radio, from a child to a distinguished scientist. Whereas schooling has a certain predictability, education quite often produces surprises. A chance conversation with a stranger may lead a person to discover how little is known of other religions. People are engaged in education from infancy on. Education, then, is a very broad, inclusive term. It is a lifelong process, a process that starts long before the start of school, and one that should be an integral part of one's entire life.

Schooling, on the other hand, is a specific, formalized process, whose general pattern varies little from one setting to the next. Throughout a country, children arrive at school at approximately the same time, take as- signed seats, are taught by an adult, use similar textbooks, do homework, take exams, and so on. The slices of reality that are to be learned, whether they are the alphabet or an understanding of the working of government, have usually been limited by the boundaries of the subject being taught. For example, high school students know that they're not likely to find out in their classes the truth about political problems in their communities or what the newest filmmakers are experimenting with. There are definite conditions surrounding the formalized process of schooling.

(30)

A．At school.

B．At home.

C．In a community.

D．In a library.