阅读下列短文，从每题所给的四个选项(A、B、C、D)中，选出最佳选项。

　　Besides this question of the time given to pronunciation，there are two other requirements for the teacher：the first，knowledge；the second，technique．

　　It is important that the teacher should be in possession of the necessary information．This can generally be go form books．It is possible to get from books some idea of the speech；and of what we call general phonetic rules．It is also possible in this way to get a clear mental picture of the relationship between the sounds of different languages，between the speech habits of English people and those，of your students．Unless the teacher has such a picture，any explanations he makes on his students'pronunciation are unlikely to be of much use，and lesson time spent on Pronunciation may well be wasted．

　　But it does not follow that you can teach pronunciation successfully as soon as you have read the necessary books．It depends，after that，what use you make of your knowledge；and this is a matter of technique．

　　Now the first and most important part of a language teacher's technique is his own performance，his ability to show off the spoken language，in every detail of sound as well as in fluent speaking，so that the student's ability for imitation is given the fullest space and encouragement．The teacher，then，should be as perfect a model in this field as he can make himself．And to make his own performance better，however satisfactory this may be，the modern teacher has in his hand recordings and a radio，to supply the real voices of native speakers，or，if the teacher happens to be a native speaker himself，or speaks just like one，then to change the method of presenting the language material．

　　However，the process of showing pronunciation，whether by personal ex-ample or with the help of machines，is only the beginning of teaching pronunciation．The technique of teaching each sound also needs to be considered．

1．How might the teacher find himself wasting lesson time？

[　　]

A．By spending lesson time on pronunciation．

B．Bu making ill-informed explanations upon pronunciation．

C．By not using books on phonetics in the classroom．

D．By not giving students a clear mental picture of the difference between

sounds．

2．Students have an ability for imitation which is________．

[　　]

A．plain and obvious

B．well developed

C．not yet developed

D．too weak to be useful

3．What is the main point the author makes about imitation of the teacher？

[　　]

A．It is a matter of secondary importance．

B．Students should be given every chance for it．

C．It depends on the student's ability．

D．Teachers are perfect models for students to imitate．

4．TO Someone teaching his own language to foreigners mechanical aids can________．

[　　]

A．improve his own performance

B．replace his own performance

C．provide examples of native speech

D．make his voice louder

5．Showing pronunciation is to be regarded as ________．

[　　]

A．a part of teaching pronunciation

B．an exercise of value in itself

C．an example of the use of mechanical aids

D．a technique for teaching separate sounds

阅读理解

　　* Name: Susan Lane

　　Age: 22

　　Place: Reykjavik, Iceland, 1994.

　　Cost: $ 7,000

　　Organisation: AFS

　　Experience:“I think it was a turning point in my life. I began to understand more about my own culture by experiencing another culture and seeing how other people live.”

　　* Name: Sara Small

　　Age: 23

　　Place: Crivitz, Germany, 1996.

　　Cost: $8,000

　　Organisation: EF Foundation

　　Experience: “I loved the travelling and I made a lot of friends. I found the European school system to be hard but I am fluent now in German so it was worth it. I did miss my family and friends in Australia but I would love to do it again.”

　　* Name: Leanne Smythe

　　Age: 20

　　Place: Minnesota, America, 1994.

　　Cost: $ 6,000

　　Organnisation: Southern Cross Cultural Exchange

　　Experience: “I learnt how to be really responsible. It was great to be on my own and I got on really well with the family I was with. I will definitely go back one day.”

　　* Name: David Links

　　Age: 16

　　Place: Stuttgart, Germany, 1996.

　　Cast: $ 6,000

　　Organisation: Southern Cross Cultural Exchange

　　Experience: “I wanted to try something that was very different to Australia in culture. 1n Germany everything was different but I soon got settled. The family I was with were great and I really feel as though I have a second family. ”

　　* Name: Tom Jennings

　　Age: 21

　　Place: Conflans, France, 1995.

　　Cast: $ 7,000

　　Organisation: Southern Cross Cultural Exchange

　　Experience: “There were times when it was difficult but I liked it, experiencing a different culture. You just have to play each situation as it comes. If there is one thing you learn when you are on a student-ex-change program it is how to take care of yourself.”

　　* Name: Linda Marks

　　Age: 19

　　Place: Chonburi Province, Thailand, 1994.

　　Cost: $ 3,500

　　Organisation: Rotary International

　　Experience: “It's like a roller-coaster ride, there are lots of ups and downs, but you always come back for more. I had a few problems but there was always someone to turn to and that was great . ”

1．The students who refer to both the good time and the bad time include ________.

[　　]

A．Susan Lane and Sara Small

B．Linda Marks and David Links

C．Tom Jennings and Linda Marks

D．Learns Smythe and Tom Jennings

2．The writing above would probably be ________.

[　　]

A．the records of students' activities

B．the foreign students' name cards

C．the notice about a visit to foreign countries

D．the advertisement from an international travel service

3．The student who valued learning another language is ________.

[　　]

4．How many students mention the culture difference they have experienced?

[　　]

Text-messaging, the shorthand language favored by teenagers has started to push aside

traditional grammar among high school English learners.

   Today's teenagers are 10 times more likely to use non-standard English in written exams than before. They use informal words, phrases and text messages such as "m8" for "mate", "2"instead of "too" and "u" for "you".

   This language has made it into classrooms. School children are now handing in essays（短文） written in text messages.

   Educators say abbreviated words are fine for text messages on the mobile phone, but in school essays, it only shows the laziness of today's youth. They argue that the use of these shortened forms allows the users to avoid having to spell and use the language correctly.

   Despite this, a two-year study by Cambridge University has found that today's teenagers are using far more complex（复杂的） sentence structures, a wider vocabulary and a more ex-act use of capital letters, punctuation and spelling. The quality of writing has also improved, said Alf Massey, head of the department of Cambridge University that carried out the study. But phrases that may not have been acceptable to examiners have come into regular use gradually.

   Barry Spur, a senior lecturer in English at the University of Sydney, said it was no surprise to learn that students were using the shorthand language in their studies as a move away from the formal use of English.

    Spur said the real test was whether teenagers stuck to using informal words and phrases and text messages when they were writing something they knew required a more formal use of English.

    He also questioned whether the shorthand really did lead to greater cleanness of language or whether it was simply faster.

1．What do many teenagers prefer to use in written exams?

A． Formal words.                         B． Non-standard English.

C． Traditional grammar rules.              D． Numbers and letters.

2．Which of the following is tree according to the passage?

    A． Alf Massey was the head of Cambridge University.

B． The teenagers have improved the quality of writing.

C． Barry Spur was a senior lecturer in English in Cambridge University.

D． The study was carried out for three years.

3．The exact meaning of the underlined word．" abbreviated" in Paragraph 4 is     .

A． written        B． enlarged        C． shortened        D． spoken

4．The main idea of the passage is __

A． teenagers like to use text messages

B． text-messaging enters classrooms

C． mobile phone shorthand also belongs to formal essays

D． the usage of text messages shows the laziness of today's youth

At Yale University, enrollment in basic Chinese in 2005 grew rapidly, and for the first time professors can remember, large numbers of freshmen were arriving with enough knowledge of the Chinese language to start in second- or third-year Chinese language class, rather than basic Chinese.

The American interest in China is not just at the university level. In the 2006 school year, high-school students will be offered an Advanced Placement test, which is one of the national exams American students take for university admission, in Chinese. This is the first time Chinese is offered in the Advanced Placement test, which is usually limited to the most important subjects that high school students take.

What is surprising is that earlier last year, an organization that tracks university students surveyed high schools throughout America, asking if they planned to offer the language courses that prepare students for the language Advanced Placement test. They expected that only a hundred high schools, mostly in California, New York, and a few other places with large immigrant populations, would show interest in each of the new language programs. Although that was true for the courses in Italian, Russian and Japanese, it was not true for the Chinese language course. There were thousands of American high schools that indicated that they planned to build their Chinese programs to levels where students could take the Advanced Placement exam for Chinese language. The demand for courses in Chinese is rising so rapidly that it is rapidly overtaking all other foreign languages except Spanish.

According to the passage many freshmen at Yale University today       .

   A. know enough basic Chinese

   B. needn’t learn Chinese any more

   C. take courses in the Chinese language

   D. go to university to study Chinese

For university entrance, the American high-school students       .

   A. have to learn Chinese B. learn more than one foreign language.

   C. take the Advanced Placement Test  D. used to have a test in Chinese

We can learn from the passage that        .

   A. Chinese will overtake all foreign languages in American high schools

   B. Americans will know more about China and its people

   C. the U.S. government pays much attention to language studies

   D. Chinese may take the place of English in American universities

This brief book is aimed at high school students, but speaks to anyone learning at any stage of life．

    Its formal, serious style closely matches its content, a school-masterly book on schooling．The author, W．H．Armstrong, starts with the basics: reading and writing．In his opinion, reading doesn’t just mean recognizing each word on the page; it means taking in the information, digesting it and incorporating it into oneself just as digests a sandwich and makes it a part of himself．The goal is to bring the information back to life, not just to treat it as dead facts on paper from dead trees．Reading and writing cannot be completely separated from each other; in fact, the aim of reading is to express the information you have got from the text．I’ve seen it again and again: someone who can’t express an idea after reading a text is just as ineffective as someone who hasn’t read it at all．

Only a third of the book remains after that discussion, which Armstrong devotes to specific tips for studying languages, math, science and history．He generally handles these topics thoroughly(透彻地) and equally, except for some weakness in the science and math sections and a bit too much passion(激情) regarding history．Well, he was a history teacher — if conveyed only a tenth of his passion to his students, that was a hundred times more than my history teachers ever got across．To my disappointment, in this part of the book he ignores the arts．As a matter of fact, they demand all the concentration and study that math and science do, though the study differs slightly in kind．Although it’s commonly believed that the arts can only be naturally acquired, actually, learning the arts is no more natural than learning French or mathematics．

My other comment is that the text aged．The first edition apparently dates to the 1960s — none of the references(参考文献)seem newer than the late 1950s．As a result, the discussion misses the entire computer age．

These are small points, though, and don’t affect the main discussion．I recommend it to any student and any teacher, including the self-taught student．

According to Armstrong, the goal of reading is to________．

A．gain knowledge and expand one’s view        

B．understand the meaning between the lines

C．express ideas based on what one has read             

D．get information and keep it alive in memory

The author of the passage insists that learning the arts_________．

A．requires great efforts           B．demands real passion

C．is less natural than learning maths       D．is as natural as learning a language

What is a shortcoming of Armstrong’s work according to the author?

A．Some ideas are slightly contradictory．

B．There is too much discussion on studying science．

C．The style is too serious．

D．It lacks new information．

This passage can be classified as________．

A．an advertisement            B．a book review        

C．a feature story                   D．a news report