A consol is selling at $1,200 with an interest rate of 5%. How much would this bond sell for if the interest rate were 8% instead？

How much is the present value of a property paying ＄300 per year if the interest rate is 6%?

A．＄300

B．＄283.01

C．＄319.15

D．＄5000

How much this measure would raise the price of bicycle?

At 4 percent interest for the use of $ 1 principal, how much would one pay?

A．Six cents per year

B．Twenty-five cents per year

C．Four cents per year

D．One cent per year

Alfred wants to invest $4,000 at 6% simple interest rate for 5 years. How much interest will he receive?

A.$240

B.$480

C.$720

D.$960

E.$1,200

Passenger: How much would it cost me to send this parcel to Paris? Operator: That'll be thirty dollars. Passenger: Thirty dollars? ______

A．What's the next quickest way to New York?

B．This is a day light delivery.

C．Okay. Please give me two stamps, also.

D．Can you lower the price?

Speaker A: How much would it cost me to send this parcel to New York?Speaker B: That'll be twenty-five dollars.Speaker A: Twenty-five dollars? ______

A．What's the next quickest way to New York?

B．This is a day light delivery.

C．Okay. Please give me two stamps, also.

D．Can you lower the price?

We suffer from a conspicuous lack of role models and shared causes. This is【B1】______of reason, I think, that many young Asian-Americans continue to assimilate quietly into American【B2】______as doctors, scientists and engineers. Our struggles are individual and familial but【B3】______communal or political. Ours is a frustratingly limited version of the American Dream. While I can strive for【B4】______into Harvard and become the talk of the Korean mothers in my hometown, God forbid that I aim much further and higher than that【B5】______fame and influence as a writer, an intellectual or perhaps president of the United States. I wish more than anything else to feel like part of something【B6】______than myself and my personal ambitions, part of a larger culture. Unfortunately, by coming to America, my parents【B7】______the cultural legacy they would have passed on to me. When I visited【B8】______last summer, found that I was【B9】______and chastised by many people for never learning how to speak Korean and for turning my【B10】______on their culture. Taxi drivers would【B11】______to stop for me and my Korean-American friends because they knew from our【B12】______where we had come from. And【B13】______, in spite of the 17 years I have spent in this country, I feel more acutely conscious than ever of the fact that I am not completely【B14】______Recently, a black man called me a " little Chinese faggot" in a mens room, and a【B15】______woman on the street told me to "go back to Japan". Americans, I think, feel a(n) 【B16】______to keep both Asians and Asian-Americans at a sociological, philosophical and geographical distance. With【B17】______numbers of Asian-American【B18】______applying to top colleges, many white students have begun to complain about Asian-American【B19】______and competitiveness, calling us "Asian nerds". Many Americans consider this as part of a larger "Asian invasion" associated【B20】______Japans export success in America.

This is【B1】______of reason, I think,

A.one

B.part

C.much

D.some

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：Nicole: You've become widely known in the teaching community for your fabulous collaborative Internet projects, several of which have won Miss Rumphius awards. How did you get started?

Susan: I had been a classroom teacher since 1970, mostly second grade. And I was very, very much into multicultural education. I did a lot of travelling, and I really enjoyed bringing things back from my travels and creating units around them; it made it more interesting for the children. When the Internet came, it was just a natural progression for me. It gave me the opportunity to really open the classroom walls, bring the world into the room, and collaborate with the global community.

Nicole: Were you always comfortable working with computers?

Susan: As of about 5 years ago, I was a computer phobic. If you think about the story of Sleeping Beauty, where she wanted every spindle destroyed... I wanted every computer destroyed! I was afraid of the computer! We were told we were getting two computers in the classroom, and I was devastated. "What am I going to do?" I asked myself, "Well, I better learn it." That's when I discovered what was out there--teachers having websites and digital portfolios for their students. It gave me the hunger to learn and be a part of it. And then I became involved with collaborative internet projects. It was so exciting to be a part of something big, to have the children be producers of information. My dream was to do my own project, and I started thinking about what I could do, still being so new to it all. Having been a teacher for so many years, common sense told me: I just teach myself how.

Nicole: How did you jump that first hurdle?

Susan: I did my first project, which was called An Apple a Day. It was a very simple poetry project using different poetry formats. I wasn't a very good Web designer at the time (although I did write my own HTML), but I had classes send me poetry and one picture, and I put it on a website for them. I couldn't wait to get home and check my e-mail to see who wanted to Join and who was sending me in formation. It was the most exciting thing that ever happened in my professional career!

Nicole: How did things evolve from there?

Susan: When I started getting involved in this, we had two computers in the classroom, but they weren't hooked up to the Internet. I wanted digital portfolios for my students, so I did the work at home and uploaded the files. Once a month, I would take the children on a field trip to the high school library where we would get to see our website. I also invited the parents to my house to show them their children's work. I got a lot of congratulatory letters from the educational community and I would send them over to my administrator.

One day my administrator said she wanted to see me. I figured they were firing me! I'll never forget it. But she said, "Susan, what's your motive? You're doing so much with computers. What can we do for you?" I said. "I Just have a passion for this." She said, "Well, I think it's wonderful. We're giving you a phone line,"

It's a great story! I started going to more technology conferences and writing. I wrote several artic]as for various online magazines, and I was getting awards for ray website and sharing this with my district. The year before last I was a part-time second-grade teacher and part-time computer resource person, and it just demanded too much time, This year I became the district computer teacher, and I love it.

Nicole: What are some persona] rewards of doing these projects?

Susan: Oh, I could go on forever about it. There is this class in

A．multimedia education

B．multimedia devices

C．multicultural education

D．multicultural communication