Originally, both the British and the American spoke with a rhotic accent. Rhotic essentially means an accent where the letter “r” is pronounced strongly after a vowel (元音). Rhotic accents are strong in both the US and Scotland, but seem to have disappeared from British English and its derivatives, such as Australian English and New Zealand English.
The major American accent –– the typical accent of the mid-western US –– is rhotic, and British English is, as a rule, non-rhotic. Specifically, US speakers pronounce every “r”, wherever they appear in a word. Most British speakers (and you will note that there are some British Isle accents that are strongly rhotic, like US) do not pronounce every “r”. Americans stress the “r” at the end of words such as “teacher” or “neighbour”, but in many non-rhotic British accents it is more of a “schwa” (an unstressed sound) so it comes out as, “teacha” (unstressed) or “neighba”.
This main difference also differs across the country of origin. For example, the US has a clear difference in the accents between people of the north and south, not to mention less clear differences across the states. Similarly, British people have a different accent according to their locality. The “cockney (伦敦东区)” accent is greatly different to the middle and upper class accents.
Another common difference appears to be that Americans pronounce words such as “herbal” without the “h”. Syllables (音节) may be stressed differently, too. “Oregano” in the US tends to be pronounced “o–reg–a–no” while in British English it is more likely to be “o–reg–AH–no”.When a rhotic accent occurs, ______.
| A．the letter “r” is silent in any positions |
| B．the letter “r” is sounded after a vowel |
| C．the ending syllable of a word is stressed |
| D．the ending syllable of a word is unheard |
The underlined word “derivatives” in the first paragraph probably means “_____”.
| A．neighbours | B．ancestors |
| C．symbols | D．branches |
In non-rhotic British accents, ______.
| A．“bother” sounds the same as “buther” |
| B．“cheaper” sounds the same as “chapter” |
| C．“worker” sounds the same as “worka” |
| D．“painting” sounds the same as “paintin” |
Even in the original country of the specific English language, accents differ ____.
| A．from area to area | B．from person to person |
| C．from word to word | D．from stress to stress |
American people trend to pronounce words like “herbal” with the “h” ______.
| A．stressed | B．silent | C．changed | D．loud |
Ask someone what they have done to help the environment recently and they will almost certainly mention recycling. Recycling in the home is very important of course. However, being forced to recycle often means we already have more material than we need. We are dealing with the results of that over-consumption in the greenest way possible, but it would be far better if we did not need to bring so much material home in the first place.
The total amount of packaging increased by 12% between 1999 and 2005. It now makes up a third of a typical household’s waste in the UK. In many supermarkets nowadays food items are packaged twice with plastic and cardboard.
Too much packaging is doing serious damage to the environment. The UK, for example, is running out of it for carrying this unnecessary waste. If such packaging is burnt, it gives off greenhouse gases which go on to cause the greenhouse effect. Recycling helps, but the process itself uses energy. The solution is not to produce such items in the first place. Food waste is a serious problem, too. Too many supermarkets encourage customers to buy more than they need. However, a few of them are coming round to the idea that this cannot continue, encouraging customers to reuse their plastic bags, for example.
But this is not just about supermarkets. It is about all of us. We have learned to associate packaging with quality. We have learned to think that something unpackaged is of poor quality. This is especially true of food. But is also applies to a wide range of consumer products, which often have far more packaging than necessary.
There are signs of hope. As more of us recycle, we are beginning to realize just how much unnecessary materials are collecting. We need to face the wastefulness of our consumer culture, but we have a mountain to climb.What does the underlined phrase “over-consumption” refer to?
| A．Using too much packaging. |
| B．Recycling too many wastes. |
| C．Making more products than necessary. |
| D．Having more material than is needed. |
The author uses figures in Paragraph 2 to show _______.
| A．the tendency of cutting household waste |
| B．the increase of packaging recycling |
| C．the rapid growth of super markets |
| D．the fact of packaging overuse |
According to the text, recycling ______.
| A．helps control the greenhouse effect |
| B．means burning packaging for energy |
| C．is the solution to gas shortage |
| D．leads to a waste of land |
What can be inferred from Paragraph 4?
| A．Unpackaged products are of bad quality. |
| B．Supermarkets care more about packaging. |
| C．It is improper to judge quality by packaging. |
| D．Other products are better packaged than food. |
What can we learn from the last paragraph?
| A．Fighting wastefulness is difficult. |
| B．Needless material is mostly recycled. |
| C．People like collecting recyclable waste. |
| D．The author is proud of their consumer culture. |
I am a writer. I spend a great deal of my time thinking about the power of language—the way it can evoke（唤起） an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And I use them all—all the Englishes I grew up with.
Born into a Chinese family that had recently arrived in California, I’ve been giving more thought to the kind of English my mother speaks. Like others, I have described it to people as “broken” English. But feel embarrassed to say that. It has always bothered me that I can think of no way to describe it other than “broken”, as if it were damaged and needed to be fixed, as if it lacked a certain wholeness. I’ve heard other terms used, “limited English,” for example. But they seem just as bad, as if everything is limited, including people’s perceptions（认识）of the limited English speaker.
I know this for a fact, because when I was growing up, my mother’s “limited” English limited my perception of her. I was ashamed of her English. I believed that her English reflected the quality of what she had to say. That is ,because she expressed them imperfectly her thoughts were imperfect. And I had plenty of evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.
I started writing fiction in 1985. And for reasons I won’t get into today, I began to write stories using all the Englishes I grew up with: the English she used with me, which for lack of a better term might be described as “broken”, and what I imagine to be her translation of her Chinese, her internal（内在的） language, and for that I sought to preserve the essence, but neither an English nor a Chinese structure: I wanted to catch what language ability tests can never show; her intention, her feelings, the rhythms of her speech and the nature of her thoughts. By saying “Language is the tool of my trade”, the author means that ______.
| A．she uses English in foreign trade |
| B．she is fascinated by languages |
| C．she works as a translator |
| D．she is a writer by profession |
The author used to think of her mother’s English as ______.
| A．impolite | B．amusing |
| C．imperfect | D．practical |
Which of the following is TRUE according to Paragraph 3?
| A．Americans do not understand broken English. |
| B．The author’s mother was not respected sometimes. |
| C．The author’ mother had positive influence on her. |
| D．Broken English always reflects imperfect thoughts. |
The author gradually realizes her mother’s English is _____.
| A．well structured | B．in the old style |
| C．easy to translate | D．rich in meaning |
What is the passage mainly about?
| A．The changes of the author’s attitude to her mother’s English. |
| B．The limitation of the author’s perception of her mother. |
| C．The author’s misunderstanding of “limited” English. |
| D．The author’s experiences of using broken English. |
Riding a London subway, a person from China will notice one major difference; in London, people do not look at each other. In fact, eye contact is avoided at all time. That's not rudeness— people are just too busy to bother looking.
Busy doing what, you ask? Well, they're certainly not using the time for a moment of quiet reflection（沉思）.Nor are they reading a book. New techology has replaced quiet habits. Today the only acceptable form of book on the London Underground is an e-book.
Apple must earn a fortune from London commuters（乘车上下班的人）. Since the launch of the iPhone in 2007, over 40,000-yes, that's 40,000-"apps"(programs downloaded for the iPhone)have been designed.
Commuters love them because they are the perfect time-filler. One "app"，called iShoot, is a game that features tanks. Another one, Tube Exits, tells passengers where to sit on the train to be closest to the exit of their destination（目的地）. ISteam clouds the iPhone screen when you breathe into the microphone. You can then write in the "steam" on your phone screen.
For those without an iPhone, another Apple product, the iPod, may be the distraction（消遣）of choice. It's not just teenagers who "plug in" to their music-iPods are a popular 
way to pass the time for all ages.
And if games, e-books and music aren't enough to keep you occupied. Then perhaps you would prefer a film? The development of palm（掌上）DVD technology means many commuters watch their favorite TV show or film on the way to work. Wi
th all this distraction, it's amazing that people still remember to get off the train.People in London do not make eye contact on the subway because they are busy .
| A．going to work |
| B．reading books |
| C．thinking private thoughts |
| D．playing games, reading e-books, listening to music or watching films |
In Paragraph 4, the underlined word “them” refers to “ ”.
| A．habits | B．“apps” | C．iPhones | D．films |
Those who like war games can download to their iPhones.
| A．iShoot | B．Tube Exits | C．iSteam | D．i Pod |
The underlined word "occupied" in the last paragraph probably means .
| A．delighted | B．busy | C．amused | D．controlled |
The article tells us that .
| A．London commuters are unfriendly to strangers |
| B．Apple has earned a lot of money from selling 40,000 apps |
| C．technology is changing the way London commuters spend their traveling time |
| D．with all the new time-fillers, London commuters often forget to get off the train. |
On October 19, 1959, the first Special English program was broadcast on the Voice of America. It was an experiment. The goal was to communicate by radio in clear and simple English with people whose native language is not English. Experts said the goal was admirable, but the method would not work. They were proved wrong. The Special English programs quickly became some of the most popular on VOA. And they still are.
Forty years later, Special English continues to communicate with people who are not fluent in English. But during the years its role has expanded. It also helps people learn American English. An
d it provides listeners, even those who are native English speakers, with information they cannot find elsewhere.
Today, Special English broadcasts around the world seven days a week, five times a day. Each half-hour broadcast begins with ten minutes of the latest news followed by 20 minutes of feature programming. There is a different short feature every weekday about science, development, agriculture and environment, and on the weekend, about news events and American idioms.
Three elements make Special English unique. It has a limited vocabulary of 1500 words. Most are simple words that describe objects, actions or emotions. Some are more difficult. They are used for reporting world events and describing discoveries in medicine and science. Special English is written in short, simple sentences that contain only one idea. No idioms are used. And Special English is spoken at a slower pace, about two-thirds the speed of Standard English. This helps people learning English hear each word clearly. It also helps people who are English speakers understand complex subjects.
Through the years, Special English has become a very popular tool for teaching English, even though it was not designed as teaching program. It succeeds in helping people learn English in a non-traditional way. Individuals record the programs and play them over and over to practice their listening skills. In countries around the world, English teachers assign Special English to their students. They praise it for improving their students' ability to understand American English and for the content of the programs. Universities and private companies in many countries produce packages of Special English materials for student use.At the beginning, Special English program was .
| A．well received |
| B．rejected by native people |
| C．doubted by some professionals |
| D．intended for teaching English |
What kind of English is spoken on Special English?
| A．British English. |
| B．American English. |
| C．Both British and American English. |
| D．Not certain. |
Which of the following are the elements that make Special English unique?
a．limited vocabulary
b．short simple sentences
b．good communication method
d．slow speed
e．interesting feature programming
| A．a, b, c | B．a, c, d | C．a, b, d | D．b, d, e |
Which of the following statements is TRUE?
| A．Special English has been founded for less than 50 years. |
| B．Native English speakers don’t have a great affection for Special English. |
| C．Special English usually starts with 20 minutes of the latest news. |
| D．People can learn some idioms from Special English. |
From the last paragraph we can infer that .
| A．listening to Special English can be a student’s homework |
| B．listening to Special English can improve the content of the program |
| C．some student record the Special English material for sale |
| D．learning English from VOA is a traditional way for English learner. |
Every evening, 15-year-old Rashida returns home from school, changes out of her uniform, and rushes to a neighboring farm to help her mother harvest vegetables. Her father is disabled, so the modest profit the two of them earn must cover food, clothing and other necessities for all seven children and their parents. Despite having precious little time to study, Rashida is one of the top students at her junior secondary school. But with so much responsibility on her small shoulders, she admits that it is sometimes hard for her to imagine a more promising future.
Last year, Rashida was invited to join 155 other girls at Camfed Ghana’s first Girls’ Career Camp, a program designed to inspire girls growing up in the country’s Northern Region to dream big, and to support them to pursue those dreams. “We organized this camp because we wanted to let girls know that even if they are struggling with poverty, their lives will not be defined by limitations,” says Dolores Dickson, Camfed Ghana’s Executive Director.
Over the course of five days, the camp led the junior and secondary school students through a range of experiences and career opportunities that were entirely new to them. Dr. Agnes Apusiga, a lecturer from the University of Development Studies, ran the workshop on goal-setting and career choices, describing the universities and training colleges in Ghana that could help them achieve their dreams. Participants then visited the University for Development Studies, where they toured the medical school and science labs. Another highlight was a workshop at the computer lab at Tamale Secondary School. Many of the girls had studied information technology from a book but had never before seen a computer.
“When the girls arrived at camp, they were not ambitious, because they didn’t have any idea what the world held for them,” says Eugenia Ayagiba, Project Officer with Camfed Ghana. “Many had scarcely traveled beyond their own villages.”
“I think the most important thing that happened at the camp is that we opened a window of hope for a group of girls coming from backgrounds of poverty,” says Eugenia. For Rashida, who has been laughed at in the past by her schoolmates because of her father’s disability, the experience was important. “She told one of the camp mentors(辅导员) that when she is at school, she often feels like a misfit, and she prefers to keep to herself,” says Eugenia. “But at the camp, it was different. She made friends with girls who have similar struggles. She took part in every single activity,
every single game. On the last day, she said to her mentor, ‘The camp has challenged me to study hard. Now I see that there is light at the end of the tunnel.’How many are there in Rashida’s family?
| A．Seven | B．Eight | C．Nine | D．Ten |
According to the passage, Camfed Ghana’s first Girls’ Career Camp is ．
| A．a program to help poor girls to have ambition |
| B．a program to help poor girl students to get university education |
| C．a program to help poor girls to study hard |
| D．a program to help the poor families |
Why did the camp lead the students to visit universities and training colleges?
| A．To show they are better than their schools |
| B．To encourage them to get good education． |
| C．To show them what they are like |
| D．To get them to touch the advanced equipment there |
What can we infer from the passage?
| A．Rashida has become friends with her mentors |
B．Rashida’s ment ors has encouraged her a lot． |
| C．Rashida was sad because of her father’s disability． |
| D．Rashida has had her new dream since the camp |
The best title of the passage is ___________．
| A．Poor Girls in Ghana | B．Girls’ Career Camp |
| C．Camfed Ghana | D．Students in Ghana Dream Big |
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