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 I 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.
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’s 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 change 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. |
Recently, tests have proved that Beethoven died from lead（铅）poisoning. Bill Walsh directed the Beethoven Research Project. Mr Walsh and his team examined pieces of bone belonging to Beethoven. They found a large amount of lead in the bone pieces. They said the lead levels were equal to those found in pieces of his hair in earlier studies of other scientists.
Genetic tests proved the bone pieces and hair came from Beethoven. The researchers also examined bone fragments（碎片 from someone else who lived during the same period. Both were from the top of the skull. The fragments from Beethoven had more lead than those from the other person. Their study didn’t find measurable levels of cadmium (镉) or mercury (汞), which scientists used to consider were the causes of his health problems.
Beethoven was sick for much of his life. He experienced strong stomach pains, a sign of lead poisoning, and a change of personality when he was around 20. He also got angry easily, and suffered from depression and hearing loss. His health problems became worse as Beethoven grew older.
Walsh said the lead levels found in Beethoven’s skull（颅骨） suggested the metal might have been present in his body for many years. He said although there had been recognized cases of deafness caused by lead poisoning, there was no strong evidence to suggest that lead poisoning was the cause of Beethoven’s deafness.
Ludwig van Beethoven visited many doctors to find a cure for his health problems. In a letter he wrote to a friend, he asked researchers to examine his body after he died so that other people would not have to suffer as he did.During the research, Walsh and his team didn’t ______.
| A．examine the bone pieces of Beethoven |
| B．examine the bone pieces of another person |
| C．examine the lead levels of Beethoven’s hair |
| D．measure the cadmium or mercury in Beethoven’s bones |
From the passage, we can learn that ___________.
| A．this is the first research into the cause of Beethoven’s death |
| B．any amount of lead will do great harm to people’s health |
| C．more lead was found in Beethoven’s bones than in his hair |
| D．scientists used to think that Beethoven’s death was caused by other metals instead of lead |
In which section（版）of the newspaper might you read this report?
| A．Health. | B．Technology | C．Entertainment. | D．Culture. |
What is the best title of the passage?
| A．A surprising discovery about Beethoven. |
| B．Beethoven died from lead poisoning. |
| C．Lead — a killer metal for human beings. |
| D．New examination of Beethoven’s body. |
David Beckham was born in 1975 in London, at a place called Leytonstone. When he was a young boy, his greatest passion was in football. He played it whenever he had the chance. Sometimes he would go and watch a game with his friends. When David Beckham was 12 years old, he won the Bobby Charlton Soccer Skills award. This was an important step forward for this young boy, and it led him to go for a visit to a football training camp in Spain. As a boy he played for schools of Essex and also for his county team.
In 1991, he become a trainee with Manchester United. This meant that he could practise football as much as he wanted to and play for the highly successful Manchester United Youth Cup team and Under-21. In April, 1995 he played his first football league game against Leeds United. During 1995and 1996, David became a regular member of the team and Manchester United won in both football seasons, with David scoring many goals.
His goals made him a household name. In the first game of the 1996~1997 season, he scored a surprising goal from beyond the halfway line; seeing the goalkeeper a little way out of his goal, Beckham sent the ball over the goalkeeper’s head and into the goal. It was a wonderful goal and Beckham became famous overnight. He continued to score astonishing goals, Especially from free-kicks. The speed of one of his shots was timed at 157 kph. He also had the ability to make the ball go from left to right, or right to left, whenever he chose. Goalkeepers were never sure where the ball was going, and it regularly ended up in the goal.Which word can take the place of the underlined word “passion” in Paragraph 1?
| A．success | B．interest. | C．prize | D．skill |
The unusually surprising way that he scored goals___________.
| A．helped him to gain many prizes for Essex |
| B．kept him playing for Leeds United |
| C．offered him the chance to join the national team |
| D．made him popular in many British homes |
Which of the following shows the right order of what Beckham experienced ?
a. Beckham played his first football league game.
b. Beckham won the Bobby Charlton Soccer Skills award.
c. Beckham played for Manchester United Youth Cup team.
d. Beckham went to Spain to join a football training camp.
e. Beckham played for the schools of Essex.
| A．e, d, a, c, b | B．b, e, d, a, c | C．e, b, a, d, c | D．b, d, e, c, a |
The passage is mainly talking about_________.
| A．how Beckham became a successful football player |
| B．what abilities Beckham had to score so many goals |
| C．when Beckham became famous all over Britain |
| D．why Beckham could win in football league games |
This year some twenty-three hundred teenagers(young people aged from13~19)from all over the world will spend about ten months in U.S. homes. They will attend U.S. schools, meet U.S. teenagers, and form impressions of the real America. At the same time, about thirteen hundred American teenagers will go to other countries to learn new languages and gain a new understanding of the rest of the world.
Here is a two-way student exchange in action. Fred, nineteen, spent last year in Germany with George’s family. In turn, George’s son Mike spent a year in Fred’s home in America.
Fred, a lively young man, knew little German when he arrived, but after two months’study the language began to come to him. School was completely different from what he had expected—much harder. Students rose respectfully when the teacher entered the room. They took fourteen subjects instead of the six that are usual in the United States. There were almost no outside activities.
Family life, too, was different. The father’s word was law, and all activities were around the family rather than the individual. Fred found the food too simple at first. Also, he missed having a car.
“Back home, you pick up some friends in a car and go out and have a good time. In Germany, you walk, but you soon learn to like it.”
At the same time, in America, Mike, a friendly German boy, was also forming his idea. “I suppose I should criticize(批评)American schools,” he said. “It is far too easy by our level. But I have to say that I like it very much. In Germany we do nothing but study. Here we take part in many outside activities. I think that maybe your schools are better in training for citizens. There ought to be some middle ground between the two.”This year ________teenagers will take part in the exchange programme between America and other countries.
| A．twenty-three hundred | B．thirteen hundred |
| C．over three thousand | D．less than two thousand |
The whole exchange programme is mainly to__________.
| A．help teenagers in other countries know the real America |
| B．send students in America to travel in Germany |
| C．let students learn something about other countries |
| D．have teenagers learn new languages |
Fred and Mike agree that__________.
| A．America food tasted better than German food |
| B．German schools were harder than American schools |
| C．Americans and Germans were both friendly |
| D．There were more cars on the streets in America |
What is particular in American schools is that________.
| A．there is some middle ground between the two teaching buildings |
| B．there are a lot of after-school activities |
| C．students usually take fourteen subjects in all |
| D．students go outside to enjoy themselves in a car |
A young man applied for a job as a farmhand. When the farmer asked for his qualifications (资历), he said, “I can sleep when the wind blows.”
This puzzled the farmer. But he liked the young man, and hired him.
A few days later, the farmer and his wife were awakened in the night by a violent storm. They quickly began to check things to see if all was safe from damage. They found that the doors of the farmhouse had been safely fastened, and a lot of wood had been set next to the fireplace.
The young man slept soundly.
The farmer and his wife then looked at their property (财产) carefully. They found that the farm tools had been placed in the storage room, safe from the bad weather. The tractor had been moved into the garage. The barn was properly locked. Even the animals were calm. All was well.
The farmer then understood the meaning of the young man’s words, “I can sleep when the wind blows.”
The farmhand did his work loyally. When the sky was clear, he had prepared for the storm in case it broke. So when the wind blew, there was no need for him to be afraid. He could sleep in peace. The underlined word “fastened” in Para. 3 can be replaced by ______.
| A．moved | B．damaged | C．taken | D．closed |
The best title for this passage is ______.
| A．A clever farmer | B．A young man and his dream |
| C．A violent storm | D．Sleeping in peace through the storm |
Which of the following proverbs can best explain the story?
| A．Lookers-on see more than players | B．Two heads are better than one |
| C．A stitch（针）in time saves nine | D．No man can do two things at a time |
The Internet has led to a huge increase in credit-card fraud. Your card information could even be for sale in an illegal web site.
Web sites offering cheap goods and services should be regarded with care.
On－line shoppers who enter their credit－card information may never receive the goods they thought they bought. The thieves then go shopping with your card number—or sell the information over the Internet. Computers hackers have broken down security systems, raising questions about the safety of cardholder information. Several months ago, 25,000 customers of CD Universe, an on－line music retailer (零售商) , were not lucky. Their names, addresses and credit－card numbers were posted on a Web site after the retailer refused to pay US $157,828 to get back the information.
Credit－card firms are now fighting against on－line fraud. Mastercard is working on plans for Web－only credit card, with a lower credit limit. The card could be used only for shopping on－line. However, there are a few simple steps you can take to keep from being cheated.
Ask about your credit－card firm's on－line rules: Under British law, cardholders have to pay the first US $78 of any fraudulent spending.
And shop only at secure sites; Send your credit－card information only if the Web site offers advanced secure system.
If the security is in place, a letter will appear in the bottom right－hand corner of your screen. The Web site address may also start https: // － the extra “s” stands for secure. If in doubt, give your credit－card information over the telephone.
Keep your password safe: Most on－line sites require a user name and password before placing an order. Treat your passwords with care.
71. What do most people worry about the Internet according to this passage?
A. A lot of stolen credit-cards were sold on the Internet.
B. Fraud on the Internet.
C. Many Web sites are destroyed.
D. Many illegal Web sites are on the Internet.
72. What is the meaning of “fraud”?
A. Cheating. B. Sale. C. Payment. D. Safety.
73. How can the thieves get the information of the credit card?
A. The customers give them the information.
B. The thieves steal the information from Web sites.
C. The customers sell the information to them.
D. The thieves buy the information from credit card firms.
74. How many pieces of advice does the passage give to you?
A. Four. B. Three. C. Five. D. Six.
75. You are shopping on the site: http: // www. Shopping. com, and you want to buy a TV set, what does this article suggest?
A. Order the TV set at once.
B. Do not buy the TV set on this site.
C. E－mail the site your credit－card information.
D. Tell the site your password and buy the TV set for you.
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