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Most people who travel from China to the US find that，despite having studied English for years，they have to “re—learn” it upon arriving．
Words that we learned in English classes are not pronounced the same way here．To truly be part of the “melting pot”，fluency（流利）in English is not enough．You need an accent to stand out．
When I first came to the US for graduate school，1 was a nervous foreigner．I felt so out of place that I wanted to hide everything about me that was “different”．To talk like an American became one of my goals．
During my first term as a teaching assistant(TA)，my students complained（抱怨） they could not understand me．I learned later from a study that this complaint was common among US students with an international TA．It is called the “Oh, no!” syndrome (情绪、举动)：“Oh，no! Not another international TA，and not that accent again!’’
So I imitated（模仿）the way native speakers talk and，over time，I made such good progress that American friends started to praise my English as having “almost no accent’’．I took this as a sign of my success．Ever since．people have often mistaken me for someone from many places：the Midwest，the West Coast，China，Japan，South Korea．Most frequently，people think I am from California．
Suddenly，conformity (一致) was no longer a praise：If I talk like an American，am I still Chinese? If I lose my Chinese accent，do I also lose my cultural identity? Am I denying（否认）my past by being absorbed into（沉浸于）a new culture?
Now I realize that a person’s accent is a permanent（永久的）record of their past cultural experience and it is a mark of one’s experience and exposure to different cultures．
As a fourth-year student in the US，I am no longer a nervous foreigner．My nervousness has been replaced by a desire to hold on to my cultural origins．Now I consciously（有意识地）add some Chinese “accent” when I speak．I do not wish to speak “perfect” English because I am proud of who I am．
 
 

One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total.  21  the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (课程) of the thorough teaching of English  23 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.

Another important error is mixed-ability teaching, or teaching in ability groups so  24  that the most able groups are  25  and are bored while the least able are lost and  26  bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.

Progress depends on memory, and pupils start to forget immediately they stop having 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to                 B. In addition to       C. Instead of            D. In spite of

22. A. errors                  B. situations             C. systems               D. methods

23. A. vocabulary           B. culture                C. grammar             D. literature

24. A. wide                    B. similar                C. separate               D. unique

25. A. kept out               B. turned down        C. held back            D. left behind

26. A. surprisingly          B. individually         C. equally                D. hardly

27. A. extra                   B. traditional           C. basic                   D. regular

28. A. needed                 B. forgotten             C. practised             D. left

29. A. restored               B. absorbed             C. prohibited           D. withdrawn

30. A. wasting                B. focusing              C. exploiting            D. sharing

Sir, you ______ be sitting in this waiting room. It is for women and children only.

1. A.
   oughtn't to
2. B.
   can't
3. C.
   won't
4. D.
   needn't

. It is difficult for us to learn a lesson in life __________ we’ve actually had that lesson.

A. until   B. after

C. since   D. when

If you travel around the world , you will be surprised to find just how different the foreign customs can be from your own .

A visitor to India would do well to remember that people there consider it impolite to use the left hand for passing food at table . The left hand is supposed to be used for washing yourself . Also in India , you might see a man apparently shaking his head at another and assume that he is disagreeing . But in many parts of India a shake of the head is a gesture that shows agreement of acceptance .

Nodding your head when offered a drink in Bulgaria is likely to leave you thirsty . In that country you shake your head to indicate “yes” —a nod indicates “no”. The Arabs are known for their hospitality . At a meal in countries on the Arabic Peninsula , you will find that any drinking vessel （容器，器皿）is repeatedly refilled as soon as you drink it up .

In Europe it is quite usual to cross your legs when sitting talking to someone , even at an important meeting . Doing this when meeting an important person in Thailand , however , could cause offence . It is too informal an attitude for such an occasion . Also when in Thailand you are not supposed to touch the head of an adult —it’s just not done . In Japan , it is quite usual for men to plan evening entertainments for themselves and leave their wives at home . In Europe such attitudes are disappearing .

Customs vary from country to country . Visitors may be at a loss as to what to do in a foreign environment . In such circumstances , the golden rule to follow is : When in Rome , do as the Romans do .

60．In which country , a left — hand is not welcomed ?         .

       A．Thailand B．India       C Arabic peninsula D．Bulgaria

61．In which country , if someone shakes his head at another , it shows that he agrees or accepts ?

            .

       A．Bulgaria B．Thailand C．China      D．Arabic Peninsula

62．Which of the following is impolite in Europe ?         .

       A．to cross your legs

       B．to touch the head of an adult

       C．That men plan evening entertainment and leave their wives at home

       D．To drain the glass in your hand

63．If you don’t know the customs in the country where you visit , the golden rule to follow is          .

       A．to do as the Romans do B．to do nothing

       C．to visit Rome only D．to do as the natives do