In which language version has Amazon launched its website？

Which of the following purposes does NOT post-listening activities serve？

A. Offering students the opportunities of showing their views and reactions towards what they" ve heard.

B. Offering students the opportunities of extending other language skills.

C. Practicing students" ability of matching the pre-listening predictions with content of the text.

D. Helping students relate the text with their personal experience.

SECTION B ENGLISH TO CHINESE

Directions: Translate the following text into Chinese.

Ever since the ancient Romans imposed their language on neighboring barbarians, the teaching of Latin has been inseparable from cultural politics. In the Middle Ages, Latin was the preserve of the Church, whose leaders believed that the language was inherently holier than the vernacular, and who used Latin as a means of establishing a distance between priests and their parishioners. In the Renaissance, the classics were seen as a beneficial source of eternal, universal truths—"From Cicero I've learned to be myself," an Italian humanist announced—and such a belief persisted well into the nineteenth century. The argument for the improving qualities of Latin is still made by the American Classical League, which points to studies showing that schoolchildren who have studied Latin achieve higher standardized test scores than their non- Latinist peers.

A.Reflecting

B.Deflecting

C.Inflecting

D.Conflicting

and Davidson, the coordinator here and I'd like to begin by giving you a brief run-down of the services which we offer here at our center. First of all, we have a wide range of language classes. In first semester we run a conversation class for students of non-English speaking backgrounds who wish to improve their fluency, grammar and pronunciation in English. That's one hour once a week. If you'd like to participate in this class, please enroll with the secretary on level six of building C5A before Friday, August 25th.

For those of you interested in developing your writing skills we have a six-week course which runs for two hours between 4 and 6 on Wednesday afternoons beginning in week one. It concentrates on the writing skills needed for assignments in the Departments of Economics and Social Sciences. Students must be enrolled in either of these departments.

You're probably not thinking about taking examinations yet but later on towards the end of term you might like to enroll in our Examination skills class in the school of English and Linguistics. The course runs for five weeks and deals with the skills you need in both written and tests and those examinations where you are interviewed. It is not necessary to enroll before the course starts. Just turn up for the first class.

Some of you may feet the need for more individual attention, especially when you've got assignments to write. The language advisers are available for consultations and you can book an appointment by ringing 666-0933 between 9.30 and midday, Monday to Friday. Remember that the service doesn't operate during vacation—only in term-time and please try to book an appointment as early as possible. Don't leave it all until the last day just before you've got an assignment to hand in.

We hope you'll take advantage of the Independent Learning Center on the fourth floor of the Springvale Building. The center offers grammar books, audio and video-cassettes, word-processing facilities and other study skills aids to ail students at the university. The center is open between 9 and 6 Monday to Thursday and until midday on Fridays. You can borrow all books and tapes except master copies and references works for up to week but you must get a borrowing card. To do this it's very simple—just come along m the front desk with an ID card and we'll do it straight away. You can borrow up to three books or tapes at a time but these are only available for borrowing between Thursdays and Tuesdays.

We hope you'll take advantage of the Independent Learning Center on the fourth floor of the Springvale Building. The center offers grammar books, audio and video-cassettes, word-processing facilities and other study skills aids to all students at the university. The center is open between 9 and 6 Monday to Thursday and until midday on Fridays. You can borrow all books and tapes except master copies and references works for up to week but you must get a borrowing card. To do this it's very simple—just come along to the front desk with an ID card and we'll do it straight away. You can borrow up to three books or tapes at a time but these are only available for borrowing between Thursdays and Tuesdays.

That's all. Well, I look forward to seeing you here during the year and remember if you've got any problems, don't hesitate to contact me here.

Questions:

15.According to the passage, which course is open in the first semester for Non-English speaking students？

16.Which of the following statements is true about the writing course？

17.According to the passage, when is supposed to be the appropriate time to meet language advisor？

18.According m the passage, which is against regulation in the Independent Learning Center？

(35)

A．Writing.

B．Intensive reading.

C．Conversational.

D．Listening.

Man: English is a difficult language to learn.

Woman: ______

A: I think the grammar is easy.

B: It's not very difficult to learn.

C: I've found it very easy.

D: True, but the grammar is quite easy.

ned to be doing language for my A level at school, and I decided that I didn't think there was a great deal of future in the study of languages, so I decided that I'd change over to some scientific subject that I felt might be useful. And after a great deal of difficulty, got accepted at a medical school, found it very difficult to get going, but eventually succeeded and perfectly happy.

W: So you mean eventually you went into...er...medical school or university without any A levels

in scientific subjects.

M: That's right. The first morning the lecturer wrote up some chemical formula on the board, which was the first chemistry lecture I bad ever been to. As far as I was concerned, she might have been putting it up in Egyptian hieroglyphics. It didn't mean a thing. So that was a long time ago.

W: So you had a lot of...sort of...personal individual work to do to catch up with everyone else then.

M: Yes, it was very hard, but the university I was at, which was Sheffield, had a kind of special class for what you might call "lame ducks" such as myself. And there was a retired watchmaker. There was a dentist. There were a couple of nurses—people who had come to do medicine in later life having taken up other things. So I think they looked after themselves well and most of us in the end managed to get through.

W: And you eventually qualified？

M: Yes, when I qualified in Sheffield way back in 1960, I was then actually so interested in the general aspects of medicine that I joined a special practice at the University of Manchester that was teaching medical students, and being involved very closely with the academic side of medical practice, and from then on went on to student health service work back in my former University of Sheffield and then came down here to reading twelve years ago.

(23)

A．A language teacher.

B．A university lecturer.

C．A doctor.

D．A nurse.

rily because so many people speak it and use it, so it has now become the lingua franca in the world (1)() a way that we've never seen before. We(2)() a world language of this kind before. So people are learning it not just to be able to communicate (3)() native speakers, but also with speakers of other languages around the worl

D.Interviewer – And why has it become that dominant language？David – I think the reason (4)() that is actually very complicated, although in the twentieth century, we can just see that it's the rise of the US military and consumer power. I mean the technology, all the big developments in technology largely came from the US. So all of these developments actually (5)() within the English language, and people had to learn English in order to understand them, or to benefit (6)() them. The Internet is only one example of that kin

D. Once a language has (7)() that position of dominance, it's actually very difficult (8)() it. So we could be seeing the emergence of other big languages in the world (9)() more important than they have been, like Spanish, but it's unlikely (10)() they're going to shift English from its position of dominance.

1. A. on

B. in

C. with

D. to

2. A. never have

B. never had

C. have never had

D. had never had

3. A. to

B. in

C. with

D. and

4. A. for

B. to

C. in

D. on

5. A. produce

B. are produced

C. have produced

D. were produced

6. A. for

B. to

C. from

D. with

7. A. got into

B. got out of

C. got in

D. got out

8. A. shifted

B. to shift

C. shifting

D. shift

9. A. become

B. to become

C. becoming

D. became

10. A. that

B. which

C. what

D.who

to be hard to learn. For most, who speak Spanish at home, it’s becoming their third language. They’ve been hearing and using Chinese words since nursery, and it’s natural to give a “ni hao” when strangers enter the classroom, “it’s really fun!” says Miranda Lucas, taking a break from a lesson that includes a Chinese interview With Jackie Chan. “I’m teaching my mom to speak Chinese.”

The classroom scene at McCormick is unusual, but it may soon be a common phenomenon in American Schools, Where Chinese is rapidly becoming the hot new language. Government officials have long wanted more focus on useful languages 1ike Chinese, and pressure from them-as well as from business leaders, politicians, and parents-has produced a quick growth in the number of programs.

Chicago city officials make their best effort to include Chinese in their public Schools. Their program has grown to include 3, 000 students in 20 schools, with more Schools on a waiting list. Programs have also spread to places like Los Angeles, New York City, and North Carolina．Supporters see knowledge of the Chinese language and culture as an advantage in a global economy where China is growing in importance. “This is an interesting way to begin to engage with the world’s next superpower,” says Michael Levine, director of education at the Asia Society, which has started have new public high schools that offer Chinese. “Globalization has already changed the arrangements in terms of how children today are going to think about their careers. The question is when, not whether, the schools are going to adjust.”

(80)The number of students learning Chinese is tiny compared With how many study Spanish or French. But one report shows that before-college enrollment (报名人数) nearly quadrupled between 1992 and 2002, from 6, 000 to 24, 000．Despite the demand, though, developing programs isn’t easy. And the NO.one difficulty, everyone agrees, is having enough teachers. Finding teacher “is the challenge,” says Scott McGinnis, an academic adviser for a language institute and a Chinese teacher for 15 years at the college level “Materials are easy in comparison. Or getting schools funded.”

The best the for this passage might be______.

A．Next Hot Language to Study：Chinese

B．Next Hot Language to Study：Spanish

C．Next Hot Language to Study：French

D．Chicago IS the P1ace to Learn Chinese

SECTION A CONVERSATIONS

Directions: In this section you will hear several conversations. Listen to the conversations carefully and then answer the questions that follow.

听力原文：M: Oh, hello, Lee Dong. Come on in, and how have you been keeping recently？

W: Quite all right, thanks, Dr. Francis. How is your project going？

M: Very smoothly, I should say. I'm playing a consultancy role, really. I have only been here a month, but I'm already on very good terms with my colleagues in the Department of Computer Science. Well, I'm happy that you could come. Do sit down, please.

W: Dr. Francis, do you know I've got a chance to go to Cambridge in August？ I wonder if you could tell me something about Britain.

M: Certainly. Well, I was actually brought up in Scotland. Erm, in fact, I've never been to Cambridge. But well...yes, I'm sure I can give you some useful tips. Now, what do you want to know, Lee Dong？

W: Things like weather. What's the usual temperature there？

M: Mmm, the temperature in Scotland is 22, or 23 degrees Centigrade on average, I think. But Cambridge would be warmer, around 25, I would guess, because it's down south.

W: Oh, that's nice. Do you know it is 34 here？ Last year it reached 39. By the way, where do you think I should stay？

M: Oh, that's important. You can, er...I suppose, stay in the college-owned flats, which are often near where you have your classes, and some are even on the campus. That would certainly be convenient.

W: Yes, it would.

M: But it can also be a disadvantage because you are, in a sense, separate from ordinary society. You are a language teacher, and I think learning from society is a valuable experience.

W: Yes, yes, exactly, so what's the alternative？

M: Maybe finding an English family. I know of a student Ali from the Middle East. He told me that he had learned a lot by staying with a British family.

W: Thank you, I think it's quite a good suggestion. By the way, Dr. Francis, do you think I could...？

Which is NOT true of the man？

A．He is new in the Department.

B．He gets along with others well.

C．He is in charge of a project.

D．He is from Scotland.

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: Good morning, Dr. Harley, thank you very much for coming on our radio talk. We know that you are an applied linguist, specializing in second language acquisition.

M: Right.

W: So, today, we'll look at this issue. Now, first, Dr. Harley, could you please tell us what is second language acquisition？

M: Well, second language acquisition is, happens when a child or adult has already become competent at a language, and then, um, they attempt to learn another.

W: Okay, most people think, including me, it is difficult to learn another language. What are the reasons？ Why is it so？

M: Well, there are a number of reasons for this. First, there have been research studies, they have shown that some aspects of language learning, especially syntax, are more difficult beyond a certain age, say after around twelve years of age. (1)

W: So age plays an important role in language learning？

M: Yes. But that's not the only reason.

W: Oh, is that so？

M: Yes, for example: time and interest. Old children and adults often have less time and motivation to learn a second language. Another is related to the similarities and differences between one's mother tongue and a second language. We find that learners will experience difficulty when their mother tongue and the second language they are learning differ. In general, the more idiosyncratic a feature is in a particular language, relative to other languages, the more difficult it will be to acquire.

W: Perhaps this is the key issue. Differences between languages cause language-learning problems.

M: Well, this may be one of the issues here, but this cannot be the whole story, as not all differences between languages cause difficulty. Let me give you an example.

W: Okay.

M: Research has found that many errors by Czech speakers learning English were made on syntactic constructions in which the two languages do not differ. (2)

W: Oh, really. The picture is more complicated than we've imagined.

M: Definitely yes. Each language-learning situation is different, so reasons vary a lot from case to case.

W: Now, Dr. Harley, since learning a second language is a difficult process, you know in one way or another, are there any methods so far, effective methods, to teach a second language.

M: There again, no method is absolutely effective in all situations. Some may prove effective, others may not, I mean all depending on specific conditions. But generally speaking, there are a number of methods that have been used to teach a second language.

W: Could you mention a few？

M: For instance, there is the traditional method. This method is based on translation from one language to another, and it emphasizes grammar teaching. (3) And then you have direct methods, which focus on conversational skills, and all teaching must be carried out in the second language.

W: Oh, I see. Any other methods？

M: Yes. For example, the audio-lingual method. This method emphasizes speaking and listening before reading and writing.

W: How interesting.

M: Then you have the immersion method. This method teaches learners exclusively through the medium of the second language.

W: How？

M: Well, it simply means that you cannot speak mother tongue. Everything must be done in the language you are learning. To me, the most natural method of learning a new language is what I call "submersion," that is to go to that country and be surrounded exclusively by speakers of that language.

W: Thank you very much Dr. Harvey, for introducing some of the language teaching methods. Now, let's move on to something a bit theor

A．Declining capacity to learn syntax.

B．Differences between two languages.

C．Lack of time available.

D．Absence of motivation.