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TEST FOR ENGLISH MAJORS(2014) -GRADE EIGHT

TIME LIMIT: 115MIN

PART I LISTENING COMPREHENSION（25MIN）
SECTION A MINI-LECTURE
In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is(are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.
You have THIRTY seconds to preview the gap-filling task.
Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.

SECTION B INTERVIEW
In this section you will hear ONE interview. The interview will be divided into TWO parts. At the end of each part, five questions will be asked about what was said. Both the interview and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A], [B], [C], and [D], and mark the best answer to each question on ANSWER SHEET TWO. You have THIRTY seconds to preview the questions.

Now, listen to Part One of the interview.

1. [A] Iran. [B] Syria. [C] Indonesia. [D] America.
2. [A] To look after refugees in Iraq. [B] To draw attention to the refugee crisis.
   [C] To work for U. N. H. C. R. [D] To work out a plan for refugees.
3. [A] She was strongly opposed to officials’ opinions.
   [B] She thought young kids should be given priority.
   [C] She proposed that policies be made promptly.
   [D] She was much worried about the lack of action.
4. [A] Instability and aggression. [B] Economic crisis.
   [C] Famine. [D] Death.
5. [A] To take prompt and effective actions. [B] To supervise the construction of schools.
   [C] To provide water and power supply. [D] To prevent instability and aggression.

Now, listen to Part Two of the interview.
6. [A] The current situation in Iraq. [B] The politics in the Middle East.
[C] Refugees returning to normal life. [D] International and domestic efforts.
7. [A] How the problem is settled will affect the entire Middle East.
[B] Refugees want to be settled and return to their homes.
[C] It’s the government’s goal to solve the problem.
[D] She speculates that refugee problem will cause serious problem.
8. [A] Because she wanted to get answers about the internally displaced result.
[B] Because she wanted to get the ideas about how to help refugees.
[C] Because she wanted to write a paper about refugees.
[D] Because she wanted to tell the government her ideas about helping refugees.
9. [A] Because she could help others know where the problems were.
[B] Because she could help bring NGOs back to the region.
[C] Because she could talk to different people there.
[D] Because she could read the official papers.
10. [A] Set goals for the government. [B] Tell the officials how they should do.
[C] Ask the officials how they are going to do. [D] Ask the government to reach their goal.

PART II READING COMPREHENSION（45MIN）
SECTION A MULTIPLE-CHOICE QUESTIONS
In this section there are several passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked [A], [B], [C] and [D]. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.

PASSAGE ONE
My class at Harvard Business School helps students understand what good management theory is and how it is
built. In each session, we look at one company through the lenses of different theories, using them to explain how
the company got into its situation and to examine what action will yield the needed results. On the last day of class,
I asked my class to turn those theoretical lenses on themselves to find answers to two questions: First, How can I be
sure I’ ll be happy in my career? Second, How can I be sure my relationships with my spouse and my family will
become an enduring source of happiness? Here are some management tools that can be used to help you lead a
purposeful life.
1USE YOUR RESOURCES WISELY. Your decisions about allocating your personal time, energy, and
talent shape your life’s strategy. I have a bunch of “businesses” that compete for these resources: I’m trying to have
a rewarding relationship with my wife, raise great kids, contribute to my community, succeed in my career, and
contribute to my church. And I have exactly the same problem that a corporation does. I have a limited amount of
time, energy and talent. How much do I devote to each of these pursuits?
Allocation choices can make your life turn out to be very different from what you intended. Sometimes that’s
good: Opportunities that you never planned for emerge. But if you don’t invest your resources wisely, the outcome
can be bad. As I think about people who inadvertently invested in lives of hollow unhappiness, I can’ t help
believing that their troubles related right back to a short-term perspective.
When people with a high need for achievement have an extra half hour of time or an extra ounce of energy,
they’ll unconsciously allocate it to activities that yield the most tangible accomplishments. Our careers provide the
most concrete evidence that we’ re moving forward. You ship a product, finish a design, complete a presentation,
close a sale, teach a class, publish a paper, get paid, get promoted. In contrast, investing time and energy in your
relationships with your spouse and children typically doesn’t offer that same immediate sense of achievement. Kids
misbehave every day. It’s really not until 20years down the road that you can say, “I raised a good son or a good
daughter.” You can neglect your relationship with your spouse and on a daily basis it doesn’t seem as if thing are
deteriorating. People who are driven to excel have this unconscious propensity to underinvest in their families and
overinvest in their careers, even though intimate and loving family relationships are the most powerful and
enduring source of happiness.
If you study the root causes of business disasters, over and over you’ll find this predisposition toward
endeavors that offer immediate gratification. If you look at personal lives through that lens, you’ll see that same
stunning and sobering pattern: people allocating fewer and fewer resources to the things they would have once said
mattered most.
2CREATE A FAMILY CULTURE. It’s one thing to see into the foggy future with a acuity and chart the
course corrections a company must make. But it’s quite another to persuade employees to line up and work
cooperatively to take the company in that new direction.
When there is little agreement, you have to use “power tools” —coercion, threats, punishments and so on, to
secure cooperation. But if employee’s ways of working together succeed over and over, consensus begins to form.
Ultimately, people don’t even think about whether their way yields success. They embrace priorities and follow
procedures by instinct and assumption rather than by explicit decision, which means that they’ve created a culture.
Culture, in compelling but unspoken ways, dictates the proven, acceptable methods by which member s of a group
address recurrent problems. And culture defines the priority given to different types of problems. It can be a
powerful management tool.
I use this model to address the question, How can I be my family becomes an enduring source of happiness?
My students quickly see that the simplest way parents can elicit cooperation from children is to wield power tools.
But there comes a point during the teen years when power tools no longer work. At that point, parents start wishing
they had begun working with their children at a very young age to build a culture in which children instinctively
behave respectfully toward one another, obey their parents, and choose the right thing to do. Families have cultures,
just a companies do. Those cultures can be built consciously.
If you want your kids to have strong self-esteem and the confidence that they can solve hard problems, those
qualities won’t magically materialize in high school. You have to design them into family’s culture, and you have to
think about this very early on. Like employees, children build self-esteem by doing things that are hard and
learning what works.
11. According to the author, the key to successful allocation of resources in your life depends on whether you____.
[A] have long-term planning [B] can manage your time well
[C] are lucky enough to have new opportunities [D] can solve both company and family problems
12. What is the role of the statement “Our careers provide the most concrete evidence that we’re moving
forward” with reference to the previous statement in the paragraph?
[A] To present a contrast [B] To provide a definition
[C] To offer further explanation [D] To illustrate career development
13. According to the author, a common cause of failure in business and family relationships is ________.
[A] lack of planning [B] short-sightedness
[C] shortage of resources [D] decision by instinct
14. One of the similarities between company culture and family culture is that ________.
[A] culture needs to be nurtured [B] cooperation is the foundation
[C] respect and obedience are key elements [D] problem-solving ability is essential

PASSAGE TWO
It was nearly bedtime and when they awoke next morning land would be in sight. Dr. Macphail lit his pipe and,
leaning over the rail, searched the heavens for the Southern Cross. After two years at the front and a wound that had
taken longer to heal than it should, he was glad to settle down quietly at Apia (阿皮亚，西萨摩亚首都) for twelve
months at least, and he felt already better for the journey. Since some of the passengers were leaving the ship next
day at Pago-Pago they had had a little dance that evening and in his ears hammered still the harsh notes of the
mechanical piano. But the deck was quiet at last. A little way off he saw his wife in a long chair talking with the
Davidsons, and he strolled over to her. When he sat down under the light and took his hat you saw that he had very
red hair, with a bald patch on the crown, and the red, freckled skin which accompanies red hair; he was a man of
forty, thin, with a pinched face, precise and rather pedantic; and he spoke with a Scots accent in a very low, quiet
voice.
Between the Macphails and the Davidsons, who were missionaries, there had arisen the intimacy of
shipboard, which is due to proximity rather than to any community of taste. Their chief tie was the disapproval they
shared of the men who spent their days and nights in the smoking-room playing poker or bridge and drinking. Mrs.
Macphail was not a little flattered to think that she and her husband were the only people on board with whom the
Davidsons were willing to associate, and even the doctor, shy but no fool, half unconsciously acknowledged the
compliment. It was only because he was of an argumentative mind that in their cabin at night he permitted himself
to carp (唠叨).
‘Mrs. Davidson was saying she didn’t know how they’d have got through the journey if it hadn’t been for us,’
said Mrs. Macphail, as she neatly brushed out her transformation (假发). ‘She said we were really the only people
on the ship they cared to know.’
‘I shouldn’t have thought a missionary was such a big bug (要人、名士) that he could afford to put on frills (摆
架子).’
‘It’s not frills. I quite understand what she means. It wouldn’t have been very nice for the Davidsons to have to
mix with all that rough lot in the smoking-room.’
‘ The founder of their religion wasn’t so exclusive,’ said Dr. Macphail with a chuckle.
‘ I’ve asked you over and over again not to joke about religion,’ answered his wife. ‘ I shouldn’t like to have a
nature like yours, Alec. You never look for the best in people.’
He gave her a sidelong glance with his pale, blue eyes, but did not reply. After many years of married life he
had learned that it was more conducive to peace to leave his wife with the last word. He was undressed before she
was, and climbing into the upper bunk he settled down to read himself to sleep.
When he came on deck next morning they were close to land. He looked at it with greedy eyes. There was a
thin strip of silver beach rising quickly to hills covered to the top with luxuriant vegetation. The coconut trees, thick
and green, came nearly to the water’s edge, and among them you saw the grass houses of the Samoans (萨摩亚人);
and here and there, gleaming white, a little church. Mrs. Davidson came and stood beside him. She was dressed in
black and wore round her neck a gold chain, from which dangled a cross. She was a little woman, with brown, dull
hair very elaborately arranged, and she had prominent blue eyes behind invisible pince-nez (夹鼻眼镜). Her face
was long, like a sheep’s, but she gave no impression of foolishness, rather of extreme alertness; she had the quick
movements of a bird. The most remarkable thing about her was her voice, high, metallic, and without inflection; it
fell on the ear with a hard monotony, irritating to the nerves like the pitiless clamour of the pneumatic drill.
‘ This must seem like home to you,’ said Dr. Macphail, with his thin, difficult smile.
‘ Ours are low islands, you know, not like these. Coral. These are volcanic. We’ve got another ten days’
journey to reach them.’
‘ In these parts that’s almost like being in the next street at home,’ said Dr. Macphail facetiously.
‘ Well, that’s rather an exaggerated way of putting it, but one does look at distances differently in the J South
Seas. So far you are right.’
Dr. Macphail sighed faintly.
15. It can be inferred from the first paragraph that Dr. Macphail .
[A] enjoyed the sound of the mechanical piano [B] preferred quietness to noise
[C] was going back to his hometown [D] wanted to befriend the Davidsons
16. Which of the following statements BEST describes Mrs. Macphail?
[A] She was good at making friends. [B] She was prone to quarrelling with her husband.
[C] She was skillful in dealing with strangers. [D] She was easy to get along with.
17. All the following adjectives can be used to depict Mrs. Davidson EXCEPT .
[A] irritable [B] unapproachable
[C] unpleasant [D] arrogant
18. Which of the following statements about Dr. Macphail is INCORRECT?
[A] He made fun of the Davidsons. [B] He was afraid of his wife.
[C] He was intelligent. [D] He was sociable.
PASSAGE THREE
Today we make room for a remarkably narrow range of personality styles. We’re told that to be great is to be
bold, to be happy is to be sociable. We see ourselves as a nation of extroverts—which means that we’ve lost sight of
who we really are. One-third to one-half of Americans are introverts—in the other words, one out of every two or
three people you know. If you’re not an introvert yourself, you are surely raising, managing, married to, or coupled
with one.
If these statistics surprise you, that’s probably because so many people pretend to be extroverts. Closet
introverts pass undetected on playgrounds, in high school locker rooms, and in the corridors of corporate America.
Some fool even themselves, until some life event—a layoff, an empty nest, an inheritance that frees them to spend
time as they like—jolts them into taking stock of their true natures. You have only to raise this subject with your
friends and acquaintances to find that the most unlikely people consider themselves introverts.
It makes sense that so many introverts hide even from themselves. We live with a value system that I call the
Extrovert Ideal—the omnipresent belief that the ideal self is gregarious, alpha comfortable in the spotlight. The
archetypal extrovert prefers action to contemplation, risk-taking to heed-taking, certainty to doubt. He favors quick
decisions, even at the risk of being wrong. She works well in teams and socializes in groups. We like to think that
we value individuality, but all too often we admire one type of individual——the kind who’s comfortable “putting
himself out there.” Sure, we allow technologically gifted loners who launch companies in garages to have any
personality they please, but they are the exceptions, not the rule, and our tolerance extends mainly to those who get
fabulously wealthy or hold the promise of doing so.
Introversion—along with its cousins sensitivity, seriousness, and shyness—is now a second-class personality
trait, somewhere between a disappointment and a pathology. Introverts living under the Extrovert Ideal are like
women in a man’s world, discounted because of a trait that goes to the core of who they are. Extroversion is an
enormously appealing personality style, but we’ve turned it into an oppressive standard to which most of us feel we
must conform.
The Extrovert Ideal has been documented in many studies, though this research has never been grouped under
a single name. Talkative people, for example, are rated as smarter, better-looking, more interesting, and more
desirable as friends. Velocity of speech counts as well as volume: we rank fast talkers as more competent and
likable than slow ones. Even the word introvert is stigmatized—one informal study, by psychologist Laurie Helgoe,
found that introverts described their own physical appearance in vivid language, but when asked to describe generic
introverts they drew a bland and distasteful picture.
But we make a grave mistake to embrace the Extrovert Ideal so unthinkingly. Some of our greatest ideas, art,
and inventions—from the theory of evolution to van Gogh’s sunflowers to the personal computer—came from quiet
and cerebral people who knew how to tune in to their inner worlds and the treasures to be found there.
19. The ideal extrovert is described as being all the following EXCEPT .
[A] doubtful [B] sociable [C] determined [D] bold
20. According to the passage, which of the following statements BEST reflects the author’s opinion?
[A] Extroversion is arbitrary forced by society as a norm upon people.
[B] Introversion is seen as an inferior trait because of its association with sensitivity.
[C] Introverts are generally regarded as either unsuccessful or as deficient.
[D] Extroversion and introversion have similar personality trait profiles.
21. The author winds up the passage with a note.
[A] cautious [B] positive [C] humorous [D] warning
PASSAGE FOUR
Speaking two languages rather than just one has obvious practical benefits in an increasingly globalized world.
But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental
than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can
have a profound effect on your brain, improving cognitive skills not related to language and even shielding against
dementia（痴呆）in old age.
This view of bilingualism is remarkably different from the understanding of bilingualism through much of the
20th century. Researchers, educators and policy makers long considered a second language to be an interference,
cognitively speaking, that hindered a child’s academic and intellectual development.
They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language
systems are active even when he is using only one language, thus creating situations in which one system obstructs
the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It
forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.
The collective evidence from a number of such studies suggests that the bilingual experience improves the
brain’s so-called executive function — a command system that directs the attention processes that we use for
planning, solving problems and performing various other mentally demanding tasks. These processes include
ignoring distractions to stay focused, switching attention willfully from one thing to another and holding
information in mind—like remembering a sequence of directions while driving.
Why does the tussle between two simultaneously active language systems improve these aspects of cognition?
Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that
was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train
the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be
inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not
require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor
the environment. “Bilinguals have to switch languages quite often—you may talk to your father in one language
and to your mother in another language,” says Albert Costa, a researcher at the University of Pompea Fabra in
Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when
driving.” In a study comparing German-Italian bilinguals with Italian monolinguals in completing monitoring tasks,
Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with
less activity in parts of the brain involved in monitoring, indicating that they were efficient at it.
The bilingual experience appears to influence the brain from infancy to old age, and there is reason to believe
that it may also apply to those who learn a second language later in life.
22. According to the passage, the more recent and old views of bilingualism differ mainly in .
[A] its practical advantages [B] perceived language fluency
[C] its role in cognition [D] its role in medicine
23. What is the role of Paragraph Four in relation to Paragraph Three?
[A] It provides counter evidence to Paragraph Three.
[B] It offers another example of the role of interference.
[C] It serves as a transitional paragraph in the passage.
[D] It further illustrates the point in Paragraph Three.
24. Which of the following can account for better performance of bilinguals in doing non-inhibition tasks?
[A] An ability to ignore distractions. [B] An ability to monitor surroundings.
[C] An ability to perform with less effort. [D] An ability to exercise suppression.
SECTION B SHORT-ANSWER QUESTIONS
In this section there are eight short-answer questions based on the passages in SECTION A. Answer each
question in NO more than 10words in the space provided on ANSWER SHEET TWO.
PASSAGE ONE
25. According to the author, when does culture begin to emerge?
PASSAGE TWO
26. Why was there intimacy of shipboard between the Macphails and the Davidsons?
PASSAGE THREE
27. As far as personality styles are concerned, what is the discrepancy according to the author?
28. According to the author, who is allowed by our society to have whatever personality they like?
29. Why is it a mistake that we embrace the Extrovert Ideal unthinkingly?
PASSAGE FOUR
30. Why is the interference now seen as a blessing in disguise?
31.What is the brain’s executive function?
32.What is the main theme of the passage?
PART III LANGUAGE USAGE（15MIN）
The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case,
only ONE word is involved. You should proofread the passage and correct it in the following way:
For a wrong word， underline the wrong word and write the correct one in the blank
provided at the end of the line．
For a missing word, mark the position of the missing word with a “∧”sign and write the
word you believe to be missing in the blank provided at the end of
the line．
For an unnecessary word， cross the unnecessary word with a slash “／”and put the word in the
blank provided at the end of the line．
EXAMPLE
When ∧ art museum wants a new exhibit， (1) an
it never buys things in finished form and hangs (2) never
them on the wall．When a natural history museum
wants an exhibition, it must often build it． (3) exhibit____
Proofread the given passage on ANSWER SHEET THREE as instructed.
PART IV TRANSLATION（25MIN）
Translate the underlined part of the following text into English. Write your translation on ANSWER
SHEET THREE.
当我在小学毕了业的时候，亲友一致的愿意我去学手艺，好帮助母亲。我晓得我应当去找饭吃，以减
轻母亲的勤劳困苦。 可是，我也愿意升学。我偷偷地考入了师范学校——制服，饭食，书籍，宿处，都由
学校供给。只有这样，我才敢对母亲提升学的话。入学，要交十元的保证金。这是一笔巨款！母亲作了半
个月的难，把这巨款筹到，而后含泪把我送出门去。她不辞劳苦，只要儿子有出息。当我由师范毕业，而
被派为小学校长，母亲与我都一夜不曾合眼。我只说了句：“以后，您可以歇一歇了！”她的回答只有一串串
的眼泪。
PART V WRITING（45MIN）
Homeschooling is reportedly on the rise today in China, as parents are becoming increasingly concerned about
the teaching style and the quality of public education. According to China Youth Daily, a growing number of
parents in Beijing, Shanghai, Guangdong and Zhejiang provinces are choosing to homeschool their children. With
the continued growth of the number of homeschooling children in China, education will never be the same for
parents and teachers. The following are opinions from both sides. Read the excerpts carefully and write your
response in about 300words, in which you should:

1. summarize briefly the opinions from both sides;
2. give your comment.
   Marks will be awarded for content relevance, content sufficiency, organization and language quality.
   Failure to follow the above instructions may result in a loss of marks.
   Parents
   Homeschooling in China is in an emerging stage, with about 18,000children across the country receiving
   education at home, according to a report released by the 21st Century Education Research Institute on Saturday,
   the Beijing Morning Post reported. Out of the homeschooling kids, 60.42percent are aged between 4and 10, and
   the majority are boys. Most of them have previously attended conventional schools, though 37.99percent had only
   ever been homeschooled. First grade or kindergarten was the most common time for parents to pull kids from
   school.
   The report showed five main reasons for homeschooling, with the majority of cases, 54.19percent thinking
   parents disagreed with educational ideas in the regular school system, 9.5percent believing the system was too
   slow, 7.26percent feeling that children lacked respect at school, 6.07percent saying their kids were tired of school
   life, and 5.59percent citing religious conviction.
   “Homeschooling is individualized education to satisfy different demands,”said Xiong Bingqi, deputy director
   of the 21st Century Education Research Institute.
   Zhang Qiaofeng, who is a Peking University graduate, has quitted his job to educate his own 8-year-old boy
   and other youngsters, told the Global Times that he withdrew his son from primary school after a month.
   “There were two reasons for me to educate him myself: school education does not fit my son very much, but
   more importantly, I think I’m more suitable to teach my son. I’m sure that after two years’ homeschooling, my son
   will be excellent at a lot of topics,” Zhang said.
   Most homeschooling parents, at 75.42percent, have a college education or better, and 63.13percent of parents
   are professionals or freelancers. Average household incomes were under 10,000 yuan ($ 1,634) a month.
   “Homeschooling needs parents with a good education background, and a good economic situation is also critical,
   because at least one parent might be a full-time educator,” Xiong said.
   In nearly 46percent of cases, mothers were the primary educators, with fathers only taking on the
   responsibility for a quarter of cases, and another quarter of families sharing the work between them. Less than 2
   percent of families hired tutors.
   Research has shown that homeschooled children often excel in many areas of academic endeavor. According
   to a study done on the homeschool movement, homeschoolers often achieve academic success and admission into
   elite universities. Gallup polls of American voters have shown a significant change in attitude in the last 20years,
   from 73% opposed to home education in 1985to 54% opposed in 2001. In 1988, when asked whether parents
   should have a right to choose homeschooling, 53percent thought that they should, as revealed by another poll.
   Teachers
   Opposition to homeschooling comes from some organizations of teachers. The National Education Association,
   a United States teachers’ union and professional association, opposes homeschooling. Criticisms by such opponents
   include: inadequate standards of academic quality and comprehensiveness; lack of socialization with peers of
   different ethnic and religious backgrounds; the potential for development of religious or social
   extremism/individualism; potential for development of parallel societies that do not fit into standards of citizenship
   and community.
   Stanford University political scientist Professor Rob Reich wrote in The Civic Perils of Homeschooling that
   homeschooling can probably result in biased students, as many homeschooling parents view the education of their
   children as a matter properly under their control and no one else’ s. He also claims that most parents choose to
   educate their children at home because they believe that their children’s moral and spiritual needs will not be met in
   campus-based schools.
   Write your response on ANSWER SHEET FOUR.
   ANSWER SHEET 1(TEM8)
   PART I LISTENING COMPREHENSION
   SECTION A MINI-LECTURE
   下列各题必须使用黑色字迹签字笔在答题区域内作答，超出红色矩形边框限定区域的答案无效。
   How to Reduce Stress
   Life is full of things that cause us stress. Though we may not like stress,
   we have to live with it.
   I.Definition of stress
   A. (1) _______ reaction (1) __________
   i. e. force exerted between two (2) _______ (2) __________
   B. human reaction
   i. e. response to (3) _______ on someone (3) __________
   e. g. increase in breathing, heart rate, (4) , or muscle tension (4) __________
   II.(5) _______ (5) __________
   A. positive stress
   where it occurs: Christmas, wedding, (6) _______ (6) __________
   B. negative stress
   where it occurs:(7), friend’s death (7) __________
   III.Ways to cope with stress
   A. recognition of stress signals
   —monitor for (8) _______ of stress (8) __________
   —early signs:(9) _______, weight change, smoking, drinking, etc. (9) __________
   —find ways to protect oneself
   B. attention to body demand
   —effect of (10) _______ (10) __________
   C. planning and (11) _______ appropriately (11) __________
   —reason for planning
   —(12) _______ of planning (12) __________
   D. learning to (13) _______ (13) __________
   —e. g. delay caused by traffic
   E. (14) _______ (14) __________
   —manageable task
   —(15) _______ (15) __________

ANSWER SHEET 3(TEM8)
PART III LANGUAGE USAGE
下列各题必须使用黑色字迹签字笔在答题区域内作答，超出红色矩形边框限定区域的答案无效。
There is a widespread consensus among scholars that second language
acquisition (SLA) emerged as a distinct field of research from the late 1950s
to early 1960s.
There is a high level of agreement that the following questions have (1)__________
possessed the most attention of researchers in this area: (2)__________
●Is it possible to acquire an additional language in the same sense one (3)__________
acquires a first language?
●What is the explanation for the fact adults have more difficulty in (4)__________
acquiring additional languages than children have?
●What motivates people to acquire additional languages?
●What is the role of the language teaching in the acquisition of an (5)__________
additional language?
●What sociocultural factors, if any, are relevant in studying the
learning of additional languages?
From a check of the literature of the field it is clear that all the approaches (6)__________
adopted to study the phenomena of SLA so far have one thing in common: The
Perspective adopted to view the acquiring of an additional language is that of
an individual attempts to do so. Whether one labels it “learning” or (7)__________
“acquiring” an additional language , it is an individual accomplishment or what (8)__________
is under focus is the cognitive , psychological, and institutional status of an
individual. That is, the spotlight is on what mental capabilities are involving, (9)__________
what psychological factors play a role in the learning or acquisition, and
whether the target language is learnt in the classroom or acquired through social
touch with native speakers. (10)__________

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