Section I Use of English
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark [A], [B], [C] or [D] on ANSWER SHEET 1. (10 points) As former colonists of Great Britain，the Founding Fathers of the United States adopted much of the legal system of Great Britain. We have a“common law”，or law made by courts__1__a monarch or other central governmental__2__like a legislature. The jury，a__3__of ordinary citizens chosen to decide a case，is an__4__ part of our common-law system. Use of juries to decide cases is a__5__feature of the American legal system. Few other countries in the world use juries as we do in the United States.__6__the centuries，many people have believed that juries in most cases reach a fairer and more just result__7__would be obtained using a judge__8__，as many countries do.__9__a jury decides cases after“__10__”，or discussions among a group of people，the jury„s decision is likely to have the__11__ from many different people from different backgrounds，who must as a group decide what is right. Juries are used in both civil cases，which decide__12__ among__13__ citizens，and criminal cases，which decide cases brought by the government __14__ that individuals have committed crimes. Juries are selected from the U.S. citizens and__15__. Jurors，consisting of __16__ numbers，are called for each case requiring a jury. The judge__17__to the case__18__the selection of jurors to serve as the jury for that case. In some states，__19__jurors are questioned by the judge；in others，they are questioned by the lawyers representing the__20__under rules dictated by state law. 1. [A] other than [B] rather than [C] more than [D] less than 2. [A] department [B] organization [C] institution [D] authority 3. [A] panel [B] crew [C] band [D] team
4. [A] innate [B] intact [C] integral [D] integrated
5. [A]discriminating [B] distinguishing [C] determining [D] diminishing 6. [A]with [B] in [C] after [D] over 7. [A] that [B] which [C] than [D] as 8. [A] alike [B] alone [C] single [D] apart 9. [A] Although [B] Because [C] If [D] While
10.[A] deliberations [B] meditations [C] observations [D] speculations 11.[A] outline [B] outcome [C] input [D] intake
12.[A] arguments [B] controversies [C] disputes [D] hostilities 13.[A] fellow [B] individual [C] personal [D] private
14.[A] asserting [B] alleging [C] maintaining [D] testifying 15.[A] assembled [B] evoked [C] rallied [D] summoned 16.[A] set [B] exact [C] given [D] placed
17.[A] allocated [B] allotted [C] appointed [D] assigned 18.[A] administers [B] manages [C] oversees [D] presides
19.[A] inspective [B] irrespective [C] perspective [D] prospective 20.[A] bodies [B] parties [C] sides [D] units
Section II Reading Comprehension
Part A Directions:
Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. (40 points)
Text 1
The extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world. Education
became training; and the student was no longer the gentleman-in-waiting, but the journeyman apprentice for upward mobility.
In the nineteenth century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys from non-Anglo-Saxon, working-class, and lower-middle-class backgrounds. The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information.
For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work. The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and self-control came to distinguish the new apprentice. And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising.
21. Which of the following is true of the first paragraph? [A] Democratic ideas started with education. [B] Federalists were opposed to education.
[C] New education helped confirm people's social status. [D] Old education had been in tune with hierarchical society.
22. The difference between \"gentleman-in-waiting\" and \"journeyman\" is that [A] Education trained gentleman-in-waiting to climb higher ladders. [B] Journeyman was ready to take whatever was given to them. [C] Gentleman-to-waiting belonged to fixed and high social class. [D] Journeyman could do practically nothing without education. 23. According to the second paragraph, Land-grant College [A] belonged to the land-owning class. [B] enlarged the scope of education. [C] was provided only to the poor. [D] benefited all but the upper class.
24. Which of the following was the most important for a \"gentleman-in-waiting\"? [A] Manners. [B] Education. [C] Moral. [D] Personality. 25. The best title for the passage is
[A] Education and Progress. [B] Old and New Social Norms. [C] New Education: Opportunities for More. [D] Demerits of Hierarchical Society.
Text 2
Timothy Berners-Lee might be giving Bill Gates a run for the money, but he passed up his shot at fabulous wealth--intentionally--in 1990. That's when he decided not to patent the technology used to create the most important software innovation in the final decade of the 20th century: the World Wide Web. Berners-Lee wanted to make the world a richer place, not amass personal wealth. So he gave his brainchild to us all.
Berners-Lee regards today's Web as a rebellious adolescent that can never fulfill his original expectations. By 2005, he hopes to begin replacing it with the Semantic Web--a smart network that will finally understand human languages and make computers virtually as easy to work with as other humans.
As envisioned by Berners-Lee, the new Web would understand not only the meaning of words and concepts but also the logical relationships among them. That has awesome potential. Most knowledge is built on two pillars: semantic and mathematics. In number-crunching, computers already outclass people. Machines that are equally adroit at dealing with language and reason won't just help people uncover new insights; they could blaze new trails on their own.
Even with a fairly crude version of this future Web, mining online repositories for nuggets of knowledge would no longer force people to wade through screen after screen of extraneous data. Instead, computers would dispatch intelligent agents, or software messengers, to explore Web sites by the thousands and logically sift out just what's relevant. That alone would provide a major boost in productivity at work and at home. But there's far more.
Software agents could also take on many routine business chores, such as helping manufacturers find and negotiate with lowest-cost part suppliers and handling help-desk questions. The Semantic Web would also be a bottomless trove of eureka insights. Most inventions and scientific breakthroughs, including today's Web, spring from novel combinations of existing knowledge. The Semantic Web would make it possible to evaluate more combinations overnight than a person could juggle in a lifetime. Sure scientists and other people can post ideas on the Web today for others to read. But with machines doing the reading and translating technical terms, related ideas from millions of Web pages could he distilled and summarized. That will lift the ability to assess and integrate information to new heights The Semantic Web, Berners-Lee predicts, \"will help more people become more intuitive as well as more analytical. It will foster global collaborations among people with diverse cultural perspectives, so we have a better chance of finding the right solutions to the really big issues--like the environment and climate warming. \" 26. Had he liked, Berners-Lee could have
[A] created the most important innovation in the 1990s.[B] accumulated as much personal wealth as Bill Gates.
[C] patented the technology of Microsoft software. [D] given his brainchild to us all. 27. The Semantic Web will be superior to today's web in that it
[A] surpasses people in processing numbers. [B] fulfills users' original expectations. [C] deals with language and reason as well as number. [D] responses like a rebellious adult.
28. To search for any information needed on tomorrow's Web, one only has to [A] wade through screen after screen of extraneous data. [B] ask the Web to dispatch some messenger to his door. [C] use smart software programs called \"agents. \"
[D] explore Web sites by the thousands and pick out what's relevant. 29. Thanks to the Web of the future,
[A] millions of web pages can be translated overnight.
[B] one can find most inventions and breakthroughs online.
[C] software manufacturers can lower the cost of computer parts.
[D] scientists using different specialty terms can collaborate much better. 30. The most appropriate title for this text is
[A] Differences Between Two Webs. [B] The Humanization of Computer Software. [C] A New Solution to World Problems. [D] The Creator and His Next Creation.
Text 3
We had been wanting to expand our children's horizons by taking them to a place that was unlike anything we'd been exposed to during our travels in Europe and the United States. In thinking about what was possible from Geneva, where we are based, we decided on a trip to Istanbul, a two-hour plane ride from Zurich.
We envisioned the trip as a prelude to more exotic ones, perhaps to New Delhi or Bangkok later this year, but thought our 11- and 13-year-olds needed a first step away from manicured boulevards and pristine monuments.
What we didn't foresee was the reaction of friends, who warned that we were putting our children \"in danger,\" referring vaguely, and most incorrectly, to disease, terrorism or just the unknown. To help us get acquainted with the peculiarities of Istanbul and to give our children a chance to choose what they were particularly interested in seeing, we bought an excellent guidebook and read it thoroughly before leaving.
Friendly warnings didn't change our planning, although we might have more prudently checked with the U.S. State Department's list of troublespots. We didn't see a lot of children among the foreign visitors during our six-day stay in Istanbul, but we found the tourist areas quite safe, very interesting and varied enough even to suit our son, whose oft-repeated request is that we not see \"every single\" church and museum in a given city.
Vaccinations weren't needed for the city, but we were concemed about adapting to the
water for a short stay. So we used bottled water for drinking and brushing our teeth, a precaution that may seem excessive, but we all stayed healthy.
Taking the advice of a friend, we booked a hotel a 20-minute walk from most of Istanbul's major tourist sites. This not only got us some morning exercise, strolling over the Karakoy Bridge, but took us past a colorful assortment of fishermen, vendors and shoe shiners. From a teenager and pre-teen's view, Istanbul street life is fascinating since almost everything can be bought outdoors. They were at a good age to spend time wandering the
labyrinth of the Spice Bazaar, where shops display mounds of pungent herbs in sacks. Doing this with younger children would be harder simply because the streets are so packed with people; it would be easy to get lost.
For our two, whose buying experience consisted of department stores and shopping mall
boutiques, it was amazing to discover that you could bargain over price and perhaps end up with two of something for the price of one. They also learned to figure out the relative value of the Turkish lira, not a small matter with its many zeros.
Being exposed to Islam was an important part of our trip. Visiting the mosques, especially the enormous Blue Mosque, was our first glimpse into how this major religion is practiced. Our children's curiosity already had been piqued by the five daily calls to prayer over loudspeakers in every corner of the city, and the scarves covering the heads of many women.
Navigating meals can be troublesome with children, but a kebab, bought on the street or in restaurants, was unfailingly popular. Since we had decided this trip was not for gourmets, kebabs spared us the agony of trying to find a restaurant each day that would suit the adults' desire to try something new amid children's insistence that the food be served immediately. Gradually, we branched out to try some other Turkish specialties.
Although our son had studied Islam briefly, it is impossible to be prepared for every awkward question that might come up, such as during our visits to the Topkapi Sarayi, the
Ottoman Sultans' palace. No guides were available so it was do-it-yourself, using our guidebook, which cheated us of a lot of interesting history and anecdotes that a professional guide could provide. Next time, we resolved to make such arrangements in advance.
On this trip, we wandered through the magnificent complex, with its imperial treasures, its courtyards and its harem. The last required a bit of explanation that we would have happily lef~ to a learned third party.
31. The couple chose Istanbul as their holiday destination mainly because [A]. the city is not too far away from where they lived. [B]. the city is not on the list of the U.S. State Department. [C]. the city is between the familiar and the exotic. [D]. the city is more familiar than exotic.
32. Which of the following statements is INCORRECT?
[A]. The family found the city was exactly what they had expected. [B]. Their friends were opposed to their holiday plan.
[C]. They could have been more cautious about bringing kids along. [D]. They were a bit cautious about the quality of water in the city. 33. We learn from the couple's shopping experience back home that [A]. they were used to bargaining over price. [B]. they preferred to buy things outdoors. [C]. street markets were their favourite.
[D]. they preferred fashion and brand names.
34. The last two paragraphs suggest that to visit places of interest in Istanbul [A]. guidebooks are very useful. [B]. a professional guide is a must.
[C]. one has to be prepared for questions.
[D]. one has to make arrangements in advance.
35. The family have seen or visited all the following in Istanbul EXCEPT [A]. religious prayers. [B]. historical buildings. [C]. local-style markets.
[D]. shopping mall boutiques.
Text 4
At the start of the year, The Independent on Sunday argued that there were three over whelming reasons why Iraq should not be invaded: there was no proof that Saddam posed an imminent threat; Iraq would be even more unstable as a result of its liberation; and a conflict would increase the threat posed by terrorists. What we did not know was that Tony Blair had received intelligence and advice that raised the very same points.
Last week's report from the Intelligence and Security Committee included the revelation that some of the intelligence had warned that a war against Iraq risked an increased threat of terrorism. Why did Mr. Blair not make this evidence available to the public in the way that so much of the alarmist intelligence on Saddam's weapons was published? Why did he choose to ignore the intelligence and argue instead that the war was necessary, precisely because of the threat posed by international terrorism?
There have been two parliamentary investigations into this war and the Hutton inquiry reopens tomorrow. In their different ways they have been illuminating, but none of them has addressed the main issues relating to the war. The Foreign Affairs Committee had the scope to range widely, but chose to become entangled in the dispute between the Government and the BBC.The Intelligence Committee reached the conclusion that the Government's file on Saddam's weapons was not mixed up, but failed to explain why the intelligence was so hopelessly wrong. The Hutton inquiry is investigating the death of Dr. David Kelly, a personal tragedy of marginal relevance to the war against Iraq.
Tony Blair has still to come under close examination about his conduct in the building-up to war. Instead, the Defence Secretary, Geoff Hoon, is being fingered as if he were masterminding the war behind everyone's backs from the Ministry of Defence. Mr. Hoon is not a minister who dares to think without consulting Downing Street first. At all times he would have been dancing to Downing Street's tunes, Mr. Blair would be wrong to assume that he can draw a line under all of this by making Mr. Hoon the fall-guy. It was Mr. Blair who decided to take Britain to war, and a Cabinet of largely skeptical ministers that backed him. It was Mr. Blair who told MPs that unless Saddam was removed, terrorists would pose a greater global threat -- even though he had received intelligence that suggested a war would lead to an increase in terrorism.
Parliament should be the forum in which the Prime Minister is called more fully to account, but lain Duncan Smith's support for the war has neutered an already inept opposition. In the absence of proper parliamentary scrutiny, it is left to newspapers like this one to keep asking the most important questions until the Prime Minister answers them. 36. We learn from the first two paragraphs that
[A] the evidence should have been made available to the Parliament. [B] the necessity of war has been exaggerated by the Committee. [C] Blair had purposely ignored some of the intelligence he received. [D] it was The Independent that first revealed the intelligence. 37. The author thinks that the Hutton enquiry is
[A] also beside the mark. [B] hopelessly wrong. [C] illuminating in its way. [D] wide in scope. 38. By \"chose to become entangled\" (Line 4, Paragraph 3), the author implies that [A] the dispute between the Government and the BBC was unnecessary. [B] the Foreign Affairs Committee had mixed up the argument.
[C] it was entirely wrong to carry out such investigations.
[D] the Intelligence Committee shouldn't mix up with the affair. 39. It can be learned from Paragraph 4 that
[A] most ministers were suspicious of Hoon's conduct. [B] Hoon will not do anything without consulting Blair. [C] Blair should not divert his responsibility to his Cabinet.
[D] MPs think that it is Blair who drags the country into the war. 40. What is the author's attitude towards the Parliament?
[A] Indignant. [B] Skeptical. [C] Inquisitive. [D] Critical.
Part B
Directions：
You are going to read a text about the steps to ask for α raise, followed by a list of examples. Choose the best example from the list A-F for each numbered subheading (41-45).There is one extra example which you do not need to use.
You‟ve been with your company for a while and have been exceeding all of your manager‟s expectations. You work hard, are a great team player, come up with new ideas to take the business further and are an all-around joy in the workplace.
If you haven‟t been promoted or been bumped up in salary automatically, it might be time to take the bull by the horns and approach this topic yourself. While asking for a raise makes many people uncomfortable and nervous, the situation can be a breeze if handled correctly.
The following are a few steps to follow to make sure your request does not fall on deaf ears: 41. Do your research.
Like any other element of your career, it all starts with research. In order to present your manager with a compelling case in your favor, you need to know what the going rate is for someone with your experience and in your position. 42. Outline a case for yourself.
When going into any kind of negotiation session, you need to be equipped with the right amount of ammunition. Before you walk into your meeting, look back at your time with the company and highlight your accomplishments. Come up with a list of specific examples of ways you have been a valuable asset to the business. Find facts and figures that demonstrate what you have excelled, using numbers whenever possible.
If you really want to knock their socks off, put your accomplishments into a formal presentation, albeit brief, that outlines each of your goals and how you have achieved them. This will demonstrate that you are professional, willing to go the extra mile, and have thought about your request thoroughly.
43. Know what's going on in your neighborhood.
There are good times and bad times to ask for a raise at any company.
Schedule ample time to present your case, and make sure your timing is right.
Asking for a raise on the fly after just walking into your manager‟s office to chat will not benefit you or impress your boss.
Make sure you have time to present your case, and that your manager has time to think about your presentation. Request a meeting with your supervisor, at least a half-hour long. Think about your timing when you schedule the meeting, too. If your department has a bevy of deadlines to meet at the end of each month, don't schedule your meeting on the 29th.Pick a time
when your manager will be sure to be in a good mood and not overly stressed. 44. Avoid threats or demands.
The last thing you want to do is to put your supervisor on the defensive.
Be professional and, if your job is worth keeping, willing to listen to the other side. Keep the meeting positive and your outcome will be more positive. 45. Remember that not all perks are monetary.
Don‟t fall into the trap of thinking you are not valued if you do not get exactly what you had expected.
[A]If you approach your manager for a raise in a time of downsizing and cost-cutting, you will
not only be denied, but will also show that you are not in tune with the company‟s needs. Make sure you understand your company‟s overall financial situation.
[B]For example, if you developed a marketing plan that helped increase sales, make sure you
have those sales figures on hand, as well as your role in the plan and its execution. Be sure to tie your own success into the overall success of the company.
[C]If your company is strapped financially but you and your manager still come to the
conclusion that it is time for you to be rewarded for your performance, you might be able to negotiate for stock options, more vacation time or other non-monetary benefits.
[D]When you come up with your desired raise in your base salary go over 2%.If you want 8% then ask for 10%.
[E]You can find out what others in your industry and in comparable positions are raking in by looking at online resources, through the Bureau of Labor Statistics, or in books like \"The American Almanac of Jobs and Salaries‟ by John W.Wright (Quill).
[F]Going into a meeting with the \"if I don‟t get it, I‟m leaving” attitude will only tell your company you are uncompromising and only out for number one. Part C Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)
The meanings of “science” and “technology” have changed significantly from one generation to another. More similarities than differences, however, can be found between the terms, (46)Both science and technology imply a thinking process, both are concerned with causal relationships in the material world, and both employ an experimental methodology that results in empirical demonstrations that can be verified by repetition. (47)Science, at least in theory, is less concerned with the practicality of its results and more concerned with the development of general laws, but in practice science and technology are inextricably involved with each other. The varying interplay of the two can be observed in the historical development of such practitioners as chemists, engineers, physicists, astronomers, carpenters, potters, and many other specialists. Differing educational requirements, social status, vocabulary, methodology, and types of rewards, as well as institutional objectives and professional goals, contribute to such distinctions as can be made between the activities of scientists and technologists; but throughout history the practitioners of “pure” science have made many practical as well as theoretical contributions.
(48) Indeed, the concept that science provides the ideas for technological innovations and that pure research is therefore essential for any significant advancement in industrial civilization is essentially a myth. Most of the greatest changes in industrial civilization cannot be traced to the
laboratory. Fundamental tools and processes in the fields of mechanics, chemistry, astronomy, metallurgy, and hydraulics were developed before the laws governing their functions were discovered. The steam engine, for example, was commonplace before the science of thermodynamics elucidated the physical principle underlying its operations.
In recent years a sharp value distinction has their bitter opponents, but today many people have come to fear technology much more than science. (49) For these people , science may be perceived as a serene, objective source for understanding the eternal laws of nature, whereas the practical manifestations of technology in the modern world now seem to them to be out of control. (50) Many historians of science argue not only that technology is an essential condition of advanced, industrial civilization but also that the rate of technological change has developed its own momentum in recent centuries. Innovations now seem to appear at a rate that increases geometrically, without respect to geographical limits or political systems. These innovations tend to transform traditional cultural systems, frequently with unexpected social consequences. Thus technology can be conceived as both a creative and a destructive process.
Section Ⅲ Writing
Part A
51. Directions:
Study the following essay carefully and write a summary in about 100 words. (10 points)
对我国英语教育低龄化现象的思考
随着中国国际化脚步的加快，英语作为一种重要的交流工具，其地位日渐凸显出来。英语教育的低龄化成为我国英语教育活动的一种趋势，不仅从小学就开始开设英语课，连学前儿童也接触并学习英语。 (一)英语学习低龄化现象
中国社会调查通过对北京、上海、武汉、西安、济南、哈尔滨、广州和萧山等八个城市的1500个样本调查发现，九成以上的被访者认为学习英语对孩子未来的发展很重要，98％的家长有计划让孩子接受兴趣英语的培训。中国接受英语培训的群体正在偏向低龄化。 (二)导致英语学习低龄化趋势的原因 近年来，国内掀起了全民学英语的高潮，学英语已成了流行的趋势。就全世界范围来说，英语的地位的确是十分重要的。英语的地位取决于几种力量：第一，经济力量。现在是世界经济一体化时期，而全世界重要的发达国家都是英语国家，如美、英、澳大利亚、加拿大等。这就使得大家为了经济上的沟通来往加劲地学习英语；第二，政治力量。现在全世界头号强国美国说英语，是英语地位重要的原因；第三，文化的力量。我们现在看电影都会关注好莱坞大片，外语书籍也纷至沓来。这几股力量都为推动英语的全球化起到了重要作用。很多家长正是看到了这种全国性英语热潮，害怕孩子一开始就输在起跑点上，因此在幼儿时期就拼命强调英语的重要。
(三)英语学习低龄化现象带来的后果 1、有利方面。
科学研究表明，幼儿早期有能力学习并接受第二语言，幼儿英语教育是可行的。心理学研究表明，0～6岁是语言发展的最佳时期，处于这一时期的幼儿有形成两个以上言语中枢的可能性。若在最佳时期只接受母语的刺激，那么，母语中枢以外的言语中枢就逐渐退化。儿童进入学龄后，母语中枢已形成一整套固定的控制模式，这时再学习第二种语言，母语中枢就很难接受。因此，抓住幼儿期对幼儿进行第二语言的教育，其潜力和发展是无限的。同
时，幼儿英语学习是一种积极的智力活动，对幼儿的语言、认知发展，无疑起到促进作用，另外，幼儿英语的学习作为启蒙教育，它还有利于幼儿各种基本能力和良好个性、习惯的培养。
2、有害方面。
有学者认为，低龄英语教育虽然能达到一定效果，但是这必须以学好母语文化为前提，因为连母语文化都掌握不好，也就不可能学好任何一门外语。虽然多数专家认为幼儿的英语学习是可行的，但是不少家长本末倒置，怀着“英文第一，中文第二”的心态教育孩子，结果完全打乱了孩子的语言启蒙阶段。这对儿童学习心理造成不容忽视的负面影响。幼儿英语也从开始的启蒙教育变成了强制性教育，孩子们因背负着巨大的压力而从喜欢英语变成对其毫无兴趣，甚至开始厌恶。
(四)该如何引导这种现象的发展
既然儿童早早开始学习英语有利有弊，我们就要因势利导，发扬其长处，避免其弊端。 1、注重幼儿英语教育兴趣的培养。要让兴趣成为开启幼儿英语教育的大门，让兴趣作为幼儿学习的良师益友。在教育目标的制订上，应立足幼儿的特点，将目标订得浅显易接受。在教育内容的选择上，要力求符合幼儿的身心特点，注重选择幼儿亲身经历和日常生活中感兴趣、能理解、易吸收的内容。在教学方法上，要以游戏教学、音乐教学和活动教学为主，注重教学的娱乐性、趣味性和互动性。
2、让环境成为提供幼儿英语教育的空间。要让幼儿置身于英语环境中，给幼儿创设耳濡目染的认知环境。在活动中注意让每个幼儿都有参与活动和表现能力的机会，使幼儿处在一种极佳的情绪状态，在不知不觉中愉快地接受英语。
3、教师是英语教育成功的关键。在教学中，教师对幼儿的英语接受能力要给以科学的估量。既不要低估孩子的学习能力，又不能过高看待其接受能力。要注意因材施教，不要急于求成，拔茁助长，对不同年龄段的幼儿应给予不同的要求。
毫无疑问，随着社会的进一步发展，英语已经与我们的生活越来越紧密，所以学好英语是非常必要的，幼儿英语教育也是可行的。但是在这中间，我们要把握教育重点核心押题，科学实行幼儿教育。这更加需要社会、学校和家庭为幼儿教育创造一个良好的环境。 Part B
52. Directions:
Write an essay of 160-200 words based on the following drawing. In your essay, you should 1) Describe the drawing briefly
2) Explain it’s intended meaning, and 3) Give your comments
You should write neatly on ANSWER SHEET 2. (20 points)
选 择
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