In a few years，you might be able to speak Chinese，Korean，Japanese，French，and English-and all at the same time. This sounds incredible，but Alex Waibel，a computer science professor at US's Car-negie Mellon University (CMU) and Germany's University of Karlsruhe，announced last week that it may soon be reality. He and his team have invented software and hardware that could make it far easier for people who speak different languages to understand each other.
One application，called Lecture Translation，can easily translate a speech from one language into an-other. Current translation technologies typically limit speakers to certain topics or a limited vocabulary. Us-ers also have to be trained how to use the programme.
Another machine can send translations of a speech to different listeners depending on what languagethey speak. “It is like having a simultaneous translator right next to you but without disturbing the person next to you，”Waibel said
Prefer to read? So- called Translation Glasses transcribe(转录) the translations on a tiny liquid-crystal display(LCD) screen.
Then there's the Muscle Translator. Electrodes capture the electrical signals from facial muscle movements made naturally when a person is mouthing words. The signals are then translated into speech.The electrodes could be replaced with wireless chips implanted in a person's face，according to research-ers.
During a demonstration held last Thursday in CMU's Pittsburgh campus，a Chinese student named Sang Jun had 11 tiny electrodes attached to the muscles of his cheeks，neck and throat. Then he mouthed-without speaking aloud- a few words in Mandarin(普通话) to the audience. A few seconds later，the phrase was displayed on a computer screen and spoken out by the computer in English and Spanish: “Let me introduce our new prototype.”
This particular instrument，when fully developed，might allow anyone to speak in any number of lan-guages or，as Waibel put it，“to switch your mouth to a foreign language”. “The idea behind the universi-ty's prototypes is to create'good enough' bridges for cross- cultural exchanges that are becoming more common in the world，”Waibel said.
With spontaneous(自发的) translators，foreign drivers in Germany  could listen to traffic warnings on the radio; tourists in China could read all the signs and talk with local people;leaders of different coun-tries could have secret talks without any interpreters there.
【小题1】What can't be learned from the text?

In a recently published book , I came across some exercises with interesting names such as fishbone diagrams , lotus flowers  and clustering . As I used these exercises in my classes , I noticed that students were interested . They said more and wrote more . They enjoyed expressing their ideas and sharing them in groups .They were no longer passively waiting for the bell, but actively took part in the lesson . I find that creativity can act as a way to increase participation and improve fluency (流利程度).

Creativity has become a popular word in recent years . Scholars in the arts ,psychology (心理学), business , education , and science are all working to get a deeper understanding of it . Robert J. Sternberg is a creativity specialist and Yale professor of psychology . He defines creativity as “the ability to produce work that is both new (original )and appropriate (applicable to the situation )”. This definition is useful, as we want our students to use language in a new way , and to use it correctly and properly . Most scholars say there are two types of creativity : big “C” creativity and small “c” creativity. Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs . Small “c” creativity refers to everyday level thinking that can be used in any situation . Our emphasis is on the latter . While it goes without saying that any of our students could go on to be the next Picasso or Edison , our aim is to help students produce more ideas and use language in new ways .

64．The underlined words “waiting for the bell” in the first paragraph probably mean        .

         A．longing for a phone call     B．hoping to have a bell

         C．expecting the end of the class  D．wanting to speak in class

65．It can be inferred from the passage that the author thought the exercises in the book were    .

         A．popular     B．useful         C．scientific   D．creative

66．When you use a very familiar word in a new way , you are        .

         A．creative in the sense of big “C” creativity

         B．creative in the sense of small “c” creativity

         C．not creative in the sense of big “c” creativity

         D．not creative in the sense of small “c” creativity

67．The main purpose of the passage is to        .

         A．show how useful the book is    B．explain what creativity is

         C．discuss how one can be creative      D．tell what teaching aims at

In a recently published book , I came across some exercises with interesting names such as fishbone diagrams , lotus flowers  and clustering . As I used these exercises in my classes , I noticed that students were interested . They said more and wrote more . They enjoyed expressing their ideas and sharing them in groups .They were no longer passively waiting for the bell, but actively took part in the lesson . I find that creativity can act as a way to increase participation and improve fluency (流利程度).

Creativity has become a popular word in recent years . Scholars in the arts ,psychology (心理学), business , education , and science are all working to get a deeper understanding of it . Robert J. Sternberg is a creativity specialist and Yale professor of psychology . He defines creativity as “the ability to produce work that is both new (original )and appropriate (applicable to the situation )”. This definition is useful, as we want our students to use language in a new way , and to use it correctly and properly . Most scholars say there are two types of creativity : big “C” creativity and small “c” creativity. Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs . Small “c” creativity refers to everyday level thinking that can be used in any situation . Our emphasis is on the latter . While it goes without saying that any of our students could go on to be the next Picasso or Edison , our aim is to help students produce more ideas and use language in new ways .

64．The underlined words “waiting for the bell” in the first paragraph probably mean _________.

       A．longing for a phone call  B．hoping to have a bell

       C．expecting the end of the class  D．wanting to speak in class

65．It can be inferred from the passage that the author thought the exercises in the book were__________

       A．popular    B．useful       C．scientific D．creative

66．When you use a very familiar word in a new way , you are__________.

       A．creative in the sense of big “C” creativity

       B．creative in the sense of small “c” creativity

       C．not creative in the sense of big “c” creativity

       D．not creative in the sense of small “c” creativity

67．The main purpose of the passage is to__________.

       A．show how useful the book is B．explain what creativity is  

       C．discuss how one can be creative     D．tell what teaching aims at

 In a recently published book, I came across some exercises with interesting names such as fishbone diagrams, lotus flowers and clustering. As I used these exercises in my classes, I noticed that students were interested. They said more and wrote more. They enjoyed expressing their ideas and sharing them in groups .They were no longer passively waiting for the bell, but actively took part in the lesson. I find that creativity can act as a way to increase participation and improve fluency (流利程度).

Creativity has become a popular word in recent years. Scholars in the arts ,psychology (心理学), business , education , and science are all working to get a deeper understanding of it . Robert J. Sternberg is a creativity specialist and Yale professor of psychology. He defines creativity as “the ability to produce work that is both new (original) and appropriate (applicable to the situation)”. This definition is useful, as we want our students to use language in a new way, and to use it correctly and properly. Most scholars say there are two types of creativity: big “C” creativity and small “c” creativity. Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs. Small “c” creativity refers to everyday level thinking that can be used in any situation. Our emphasis is on the latter. While it goes without saying that any of our students could go on to be the next Picasso or Edison, our aim is to help students produce more ideas and use language in new ways.

72．The underlined words “waiting for the bell” in the first paragraph probably mean        .

       A．longing for a phone call                        B．hoping to have a bell

       C．expecting the end of the class               D．wanting to speak in class

73．It can be inferred from the passage that the author thought the exercises in the book were    .

       A．popular               B．useful                  C．scientific            D．creative

74．When you use a very familiar word in a new way , you are        .

       A．creative in the sense of big “C” creativity

       B．creative in the sense of small “c” creativity

       C．not creative in the sense of big “c” creativity

       D．not creative in the sense of small “c” creativity

75．The main purpose of the passage is to        .

       A．show how useful the book is                B．explain what creativity is

       C．discuss how one can be creative           D．tell what teaching aims at

From the beginning of human history, wild animals provided food, clothing and sometimes medicine for man. We may not depend as much on wild animals now. But we hear about them every day. Americans use the names of animals in many ways. Automobile manufacturers and gasoline companies especially like to use big cats to sell their products. They like lions, tigers and wildcats. When Americans say wildcat, they usually mean a lynx, an ocelot or a bobcat. All these cats attack quickly and fiercely. So wildcats represent something fast and fierce.  
     An early American use of the word wildcat was quite different. It was used to describe members of Congress who declared war on Britain in 1812. A magazine of that year said the wildcat congressmen went home. It said they were unable to face the responsibility of having involved their country in an unnecessary war.
     Wildcat also has been used as a name for money in the 1800s. At that time, some states permitted banks to make their own money. One bank in the state of Michigan offered paper money with a picture of a wildcat on it. Some banks, however, did not have enough gold to support all the paper money they offered. So the money had little or no value. It was called a wildcat bill or a wildcat banknote. The banks who offered this money were called wildcat banks. A newspaper of the time said those were the days of wildcat money. It said a man might be rich in the morning and poor by night.
     Wildcat then was also used for an oil well or gold mine that had almost no oil or gold in it. Dishonest developers would buy such property. Then they would sell it and leave town with the money. The buyers were left with worthless holes in the ground. Today, wildcat oil wells are in areas that are not known to have oil.

35．What is the main idea of the passage?

A. Wildcats and their stories.       B. Wildcats and their characters.

C. Varieties of animal species.       D. Relationship between animals and humans.

36． The underlined words "a lynx, an ocelot or a bobcat" in Paragraph 1 may refer to "__________".

A. gasoline companies    B. automobile manufacturers

C. brands of automobile                D. names of wildcats

37．Which of the following would people like to have or trust according to the passage?

A. Wildcat congressmen.      B. Wildcat oil wells.

C. Wildcat banks.          D. Wildcat cars.

38．It can be inferred that during the days of wildcat money__________.

A. people couldn't buy anything with the money

B. people complained and suffered a lot

C. the rich invested too much on oil wells

D. people didn't know how to save money