The author describes the incident with the second customer in order to provide a further example in support of his argument.

PART C

Directions: You will hear three dialogues or monologues. Before listening to each one, you will have 5 seconds to read each of the questions which accompany it. While listening, answer each question by choosing A, B, C or D. After listening, you will have 10 seconds to check your answer to each question. You will hear each piece ONLY ONCE.

听力原文： Were you the first or the last child in you family? Or were you a middle or an only child? Some people think it matters where you were born in your family. But there axe different ideas about what birth order means. Some people say that oldest children are smart and strong-willed. They are very likely to be successful. The reason for this is simple. Parents have a lot of time for their first child, and they give him or her a lot of attention. So this child is very likely to do well. An only child will succeed for the same reason. What happens to the other children in the family? Middle children don't get so much attention, so they don't feel that important. If a family has many children, the middle one sometimes gets lost in the crowd. The youngest child, though, often gets special treatment. He or she is the baby. Often this child grows up to be funny and charming. Do you believe these ideas of birth order too? A recent study saw things quite differently. The study found that first children believed in family rules. They didn't take many chances in their lives. They usually followed orders. Rules didn't mean as much to later children in the family. They went out and followed their own ideas. They took chances and they often did better in life.

According to common belief, in what way are the first child and the only child alike?

A．Their parents pay a lot of attention to them.

B．Their ability is the same.

C．Their family have the same many people.

D．They are happy.

What did the author do with the students found dishonest?

A.He reported them to the headmaster.

B.He lectured them hard on honesty.

C.He had them take notes before lunch.

D.He helped improve their writing skills.

听力原文：W：I need the receipt for the book in order to exchange it．

M：All right．Here you are．

Q：Where does the conversation most likely take place?

(19)

A．In an apartment.

B．In a bookstore.

C．In a classroom.

D．In a library.

In order to work here the foreigner needs a work permit, which must be【B1】for by his prospective employer. The problem here is that the Department of Employment has the right to【B2】or refuse these permits, and there is little that can be【B3】about it, it would be extremely unwise【B4】a foreign visitor to work without a permit, since anyone doing so is【B5】to immediate deportation. There are some【B6】to this rule, most notably people from the Common Market countries, who are【B7】to work without permits and who are often given【B8】residence permits of up to five years. Some【B9】people, such as doctors, foreign journalists, authors and others, can work without【B10】.

The problem with the Act is not just that some of its rules are unfair but the way it is administered, and the people who administer it.

【B1】

A．applied

B．made

C．asked

D．wait

Which of the following statements is TRUE?

A．The author uses the case of a camel passing through the eye of a needle to prove his point that there are things impossible to accomplish.

B．That a scientist cannot play the piano like one of the best pianists is not a proper illustration to prove that in science there are things impossible to accomplish.

C．Scott Lankford challenges the idea that mountaineers can never climb the Everest on roller skates.

D．People now laugh at their predecessors for denying the possibility of human flight.

In order to work here the foreigner needs a work permit, which must be applied 【C1】______ by his prospective employer. The problem here is that the Department of the Employment has the right to 【C2】______ or refuse these permits, and there is little that can be 【C3】______ about it.

It would be extremely unwise 【C4】______ a foreign visitor to work without a permit, since anyone doing so is 【C5】______ to immediate deportation. There are some 【C6】______ to this rule, moot notably people from the Common Market countries, who are 【C7】______ to work without permits, and who are often given 【C8】______ residence permits of up to five years. Some 【C9】______ people, such as doctors, foreign journalists, 【C10】______ and others, can work without permits.

The problem with the Act is not just that some of its rules are unfair but 【C11】______ it is administered, and the people who administer it.

An immigrations official has the power to stop a visitor 【C12】______ these shores coming into the country. If this happens the visitor has the 【C13】______ to appeal 【C14】______ the immigration appeal tribunal. While the appeals are being considered, the visitor has no 【C15】______ but to wait sometimes for quite a long time.

Critics of the law say that immigration officials treat the 【C16】______ visitors badly, and appear to accept or reject them for no 【C17】______ reason. Which side of the political 【C18】______ you are on, there seems to be an urgent need for a good look at the 【C19】______ , for it 【C20】______ frequent argument, and in the eyes of many real injustice.

【C1】

A．for

B．off

C．to

D．in

In order to get your point across in your target language, you have to learn plenty of words. How do you set about it? Dr. Paul Meara, who lectures in applied linguistics, believes there are lots of different ways of learning words.

"Generally, anything you do with the words which actually makes them yours rather than just abstract things which appear in a book or on a record will almost certainly help you to learn them. So, for example, writing them down is better than reading them. Putting them on bits of paper and sticking them up around your house is better than just looking at them in the page of a book. Saying them out loud is better than reading them quietly. Anything which actually gets you to use them would probably help." Encouragement and nurturing in the students and belief in their ability to learn is one of the central tenets of a relatively new approach. It's called Accelerated Learning and it's an offshoot of an idea that began in Bulgaria. Michael Lawlor runs a language school for business executives, teaching foreign languages to the British, and English to foreigners. He's currently testing this system to see if he can incorporate it into his teaching program at his school. The main principle is to tap the students' emotions as well as their intellects and, to begin with, to get them to visualize themselves as successful communicators in the language they're learning.

"They can actually create a very clear mental picture of themselves say in five year's time, in the country where the language is spoken, interacting with the people. They can also boost their own confidence as learners by recreating past successful learning situation. Many people fail in learning a language because their minds get calmer and they provide their brains with oxyge. We teach them to sit properly so that they don't lose energy and maybe to have some simple physical movements to keep their energy up. All these things are part of the learning process."

'The course work is based on puzzles and games and above all on bilingual dialogues, so there's no fear of not understanding. As the grammar is introduced, the rules are put into rhyming couplets to make them easier to remember. This method is all about reaching into the under-used resources of mind and memory. After a class, the students have a concert session when they hear the dialogue they were working on against a background of baroque music. Michael Lawlor explains why they used baroque music.

"Dr Lazanov in Bulgaria, in his original experiments, found that baroque music produced a state of relaxed awareness, which is now known more generally as the alpha state. If you take the large passages or the adagio passages from largo music, you find that they correspond more or less to the slowed-down speed of the human heart--about 60 beats to the minute. So we're helping people to slow down their body rhythms. The mind then becomes more receptive and open to passive learning, to listening. So that's why music of this kind is important. But it also, of course, touches the emotions. The music will induce a state of pleasurable expectation and if we can link the emotion of pleasure with learning, then we're making a very valuable contribution to the students' affective, or emotional, involvement with the learning process."

The choice of a soft-spoken female voice to present the language in accelerated learning techniques is also deliberate. After all, who was it who taught you to speak your own language all those years ago?

Many people fail in learning a language because ______.

A．they are too old

B．they lack language ability

C．they lose their own confidence

D．the teachers are not good enough

In order to get your point across in your target language, you have to learn plenty of words. How do you set about it? Dr. Paul Meara, who lectures in applied linguistics, believes there are lots of different ways of learning words.

"Generally, anything you do with the words which actually makes them yours rather than just abstract things which appear in a book or on a record will almost certainly help you to learn them. So, for example, writing them down is better than reading them. Putting them on bits of paper and sticking them up around your house is better than just looking at them in the page of a book. Saying them out loud is better than reading them quietly. Anything which actually gets you to use them would probably help." Encouragement and nurturing in the students and belief in their ability to learn is one of the central tenets of a relatively new approach. It's called Accelerated Learning and it's an offshoot of an idea that began in Bulgaria. Michael Lawlor runs a language school for business executives, teaching foreign languages to the British, and English to foreigners. He's currently testing this system to see if he can incorporate it into his teaching program at his school. The main principle is to tap the students' emotions as well as their intellects and, to begin with, to get them to visualize themselves as successful communicators in the language they're learning.

"They can actually create a very clear mental picture of themselves say in five year's time, in the coun try where the language is spoken, interacting with the people. They can also boost their own confidence as learners by recreating past successful learning situation. Many people fail in learning a language because their minds get calmer and they provide their brains with oxygen. We teach them to sit properly so that they don't lose energy and maybe to have some simple physical movements to keep their energy up. All these things are part of the learning process."

The course work is based on puzzles and games and above all on bilingual dialogues, so there's no fear of not understanding. As the grammar is introduced, the rules are put into rhyming couplets to make them easier to remember. This method is all about reaching into the under-used resources of mind and memory. After a class, the students have a concert session when they hear the dialogue they were working on against a background of baroque music. Michael Lawlor explains why they used baroque music.

"Dr Lazanov in Bulgaria, in his original experiments, found that baroque music produced a state of relaxed awareness, which is now known more generally as the alpha state. If you take the large passages or the adagio passages from largo music, you find that they correspond more or less to the slowed-down speed of the human heart--about 60 beats to the minute. So we're helping people to slow down their body rhythms. The mind then becomes more receptive and open to passive learning, to listening. So that's why music of this kind is important. But it also, of course, touches the emotions. The music will induce a state of pleasurable expectation and if we can link the emotion of pleasure with learning, then we're making a very valuable contribution to the students' affective, or emotional, involvement with the learning process."

The Choice of a soft-spoken female voice to present the language in accelerated learning techniques is also deliberate. After all, who was it who taught you to speak your own language all those years ago?

Many people fail in learning a language because ______.

A．they are too old

B．they lack language ability

C．they lose their own confidence

D．the teachers are not good enough

The authority claims that the new pills can dramatically increase life expectancy, but there's no evidence to support this.

A．empirical

B．actual

C．concrete

D．imperial