![](https://lstatic.shangxueba.com/jiandati/h5/images/m_q_title.png)
A: Pamela, can you come to a meeting on Friday? B: ______Let me check my schedule. When ar
A.No big deal.
B.I'm not sure.
C.Can I?
D.Sure thing!
A.No big deal.
B.I'm not sure.
C.Can I?
D.Sure thing!
【D9】
JOSE: PAMELA, CAN YOU COME TO A MEETING ON FRIDAY? PAMELA: I"M NOT SUR
E.【D8】______WHEN ARE YOU HAVING IT? JOSE: 【D9】______ PAMELA: LET ME GET BACK TO YOU IN A FEW MINUTES. JOSE: SUR
E. IF I"M NOT IN, COULD YOU LEAVE A MESSAGE ON MY ANSWERING MACHINE? PAMELA: 【D10】______ A. LET ME CHECK MY SCHEDUL
E.
B. SURE THIN
G.
C. I DON"T KNOW.
D. WE" RE PLANNING IT AROUND NOO
N.
—Pamela,can you come to a meeting on Friday? —;______. Let me check my schedule.
A.I"m not sure
B.Never mind
C.That"s impossible
D.Don"t refuse him
【D8】
JOSE: PAMELA, CAN YOU COME TO A MEETING ON FRIDAY? PAMELA: I"M NOT SUR
E.【D8】______WHEN ARE YOU HAVING IT? JOSE: 【D9】______ PAMELA: LET ME GET BACK TO YOU IN A FEW MINUTES. JOSE: SUR
E. IF I"M NOT IN, COULD YOU LEAVE A MESSAGE ON MY ANSWERING MACHINE? PAMELA: 【D10】______ A. LET ME CHECK MY SCHEDUL
E.
B. SURE THIN
G.
C. I DON"T KNOW.
D. WE" RE PLANNING IT AROUND NOO
N.
【D10】
JOSE: PAMELA, CAN YOU COME TO A MEETING ON FRIDAY? PAMELA: I"M NOT SUR
E.【D8】______WHEN ARE YOU HAVING IT? JOSE: 【D9】______ PAMELA: LET ME GET BACK TO YOU IN A FEW MINUTES. JOSE: SUR
E. IF I"M NOT IN, COULD YOU LEAVE A MESSAGE ON MY ANSWERING MACHINE? PAMELA: 【D10】______ A. LET ME CHECK MY SCHEDUL
E.
B. SURE THIN
G.
C. I DON"T KNOW.
D. WE" RE PLANNING IT AROUND NOO
N.
听力原文:Thomas: Pamela Thomas. Good morning.
Chang: Good morning. This is Brenda Chang from Asia Business Publications. I'm calling about your subscription for the Economist.
Thomas: Oh, yes.
Chang: I'm afraid your fax isn't clear, so I'd just like to check some of the details.
Thomas: Of course.
Chang: Right. Your first name's Pamela, isn't it?
Thomas: That's right.
Chang: And you work for Extratout, don't you?
Thomas: Yes.
Chang: Now, I'm afraid I can't read your job title at all. What do you do, Ms Thomas?
Thomas: I'm an accountant.
Chang: Right. And I can't read the name of the street, either.
Thomas: That's Bourke Street. That's B_O_U_R_K_E.
Change: And that's in Melbourne, isn't it?
Thomas: Yes, that's right.
Chang" Could you give me your account number?
Thomas: Sure. It's 5412 0012 4567.
Chang: Right then, I think that's everything. You should get your first copy in a couple of weeks.
Thomas: Thank you very much.
(20)
A.She is a professional writer.
B.She is an accountant.
C.She is an economist.
D.She is a businesswoman.
One reason people code switch is to show social closeness. Imagine that two women meet at a party in New York. Gabriela is Brazilian, and Pamela is British. In their conversation, Pamela asks.
Pamela: Where are you from?
Gabriela: Rio.
Pamela: Really? Uma cidade muito bonita [A beautiful city] I was there last year.
Gabriela: Oh, do you speak Portuguese?
Pamela: Um pouco [only a little]…
Here, Pamela uses a little Portuguese in order to show closeness or friendliness to Gabriela.
On the other hand, people also code switch to create social distance. Sometimes this happens in immigrant homes in the United States where the children can speak English, but the parents understand only the language of their native country. Children can code switch to keep their parents from understanding everything they say. Likewise, parents may code switch when they share a language that their children do not understand.
One final reason that people code switch is lack of knowledge about a language or lack of attention to one's language. Imagine a teenage girl living in a Latino community in Los Angeles. Talking with her friends, she says. "Esperate [Wait a minute] What did you just say?" It is possible that the teenager was not trying to show social closeness or distance. Perhaps she didn't know how to express the second idea in Spanish. Most likely, she may simply have switched to English without paying much attention to which language she was using.
Code switching occurs between people who share more than one common language; however, it can also occur between people who share a language and a dialect, or variation, of that language. A person may use one dialect at home and then switch to another dialect at school or work. One example is the way teenagers use slang when talking to their friends. For instance, a teen might say to his friend, "Gotta bounce. Me 'n' the crew're goin' shoppin' for some mad phat gear." Gotta bounce means "I have to leave". "The crew" means "my friends" and "mad phat gear" means "nice clothes". Therefore, the teen is saying, "I'm going shopping with friends". But only speakers of both English and this teen dialect can understand. Teens use their dialect because it helps them to show that they fit in with their friends. It also shows that they are separate from their parents.
Regardless of the situation, there are two important rules for code switching. First, the speakers have to know both languages or dialects—at least well enough to follow the changes. More importantly, the switches have to be grammatical. For example, the sentence "Tengo que do my homework" follows the "subject+verb+object" grammar rules in both Spanish and English.
One day you may be riding on a train, listening to the people next to you having a conversation. If you can understand only 50 percent of what they are saying, perhaps they are code switching—to show each other closeness, or perhaps to stop you from listening in on their conversation!
What is this passage mainly about?
A.Showing closeness between speakers.
B.Hiding your ideas from other people.
C.Learning a new or foreign language.
D.Switching between languages.
听力原文: Aid workers in Mozambique say they' re increasingly confident that they are coming to terms with the humanitarian crisis that follows the devastating floods. Helicopters and planes have been working flat-out to get supplies through to areas of need. The World Health Organization has warned that malaria has risen sharply after the flooding. This report from Jim Fish in Maputong: "The skies over Mozambique have never been this busy. Relays of helicopters and aircraft crisscross to and fro ferrying food and supplies to the stricken areas. A fleet of more than 50 aircraft are now operating, averaging 200 flights per day. At one forward supply depot in the town of Pamela, helicopters were arriving every few minutes, ferrying sacks of maize, and rice and beans out to where the flood survivors are congregated. But there are still pockets of people who have not received food or fresh water for over a week."
Aid workers in Mozambique say they are confident that______.
A.they are coming to terms with the humanitarian crisis
B.they can get more help from the outside world
C.they can get supplies through to the areas of need
D.they can help themselves
Michael, 29, and his wife Pamela, 31, are one of the growing number of young couples who don't have, and don't want children. Many of their close friends are childless and plan to remain that way. Michael works for the Canadian consulate in San Francisco. He says the decision not to have children developed over four years of marriage. He explains, "We never decided to become childless. It more or less became an understanding after we got married. "Pamela, publications editor for a travel business in Berkeley, adds, "As the years went by, I got used to idea of working and not having children. It’s too late to change now."
For both of them, the desire for a free style. played a big part in the decision. Michael, who wants to build a career in communications, makes the point honestly. We are just too selfish to have children at this point. We would rather buy the things we really want than go without things for the sake of the children. If we had a kid, we would have to start thinking a bout its education and health. We like the independence of getting up and going somewhere whenever we want. I want to get ahead. I have to take a lot of risks.
Pamela, too, is concerned about her career. But she also speaks about the need to prevent overpopulation. She says she is a supporter of Zero Population Growth. Thus, the decision has been made to remain childless. For other couples un sure of whether or not to have children, Pamela says, "If you want children, it should be a positive decision. A couple should really want to have a child and be interested in its growth."
When did Michael decide to become childless?
A.When he was a college student.
B.After he graduated from university.
C.Before he got married.
D.After he got married.
It's a fact not lost on American educators, who amid rising math failure rates are debating how math can better meet the real-life needs of students. Should we change the way math is taught in schools, or eliminate some courses entirely?
Andrew Hacker, Queens College political science professor, thinks that advanced algebra and other higher-level math should be cut from curricula in favor of courses with more routine usefulness, like statistics.
"We hear on all sides that we're not teaching enough mathematics, and the Chinese are running rings around us," Hacker says. "I'm suggesting we're teaching too much mathematics to too many people. . . not everybody has to know calculus. If you're going to become an aeronautical (航空的)engineer, fine. But most of us aren't."
Instead, Hacker is pushing for more courses like the one he teaches at Queens College: Numeracy 101. There, his students of "citizen statistics" learn to analyze public information like the federal budget and corporate reports. Such courses, Hacker argues, are a remedy for the numerical illiteracy of adults who have completed high-level math like algebra but are unable to calculate the price of, say, a carpet by area.
Hacker's argument has met with opposition from other math educators who say what's needed is to help students develop a better relationship with math earlier, rather than teaching them less math altogether.
Maria Droujkova is a founder of Natural Math, and has taught basic calculus concepts to 5-year-olds. For Droujkova, high-level math is important, and what it could use in American classrooms is an injection of childlike wonder.
"Make mathematics more available," Droujkova says. "Redesign it so it's more accessible to more kinds of people: young children, adults who worry about it, adults who may have had bad experiences. "
Pamela Harris, a lecturer at the University of Texas at Austin, has a similar perspective. Harris says that American education is suffering from an epidemic of "fake math"一an emphasis on rote memorization (死记硬背)of formulas and steps, rather than an understanding of how math can influence the ways we see the world.
Andrew Hacker, for the record, remains skeptical.
"I'm going to leave it to those who are in mathematics to work out the ways to make their subject interesting and exciting so students want to take it," Hacker says. "All that I ask is that alternatives be offered instead of putting all of us on the road to calculus. "
46. What does the author say about ordinary Americans?
A) They struggle to solve math problems.
B) They think math is a complex subject.
C) They find high-level math of little use.
D) They work hard to learn high-level math.
47. What is the general complaint about America's math education according to Hacker?
A) America is not doing as well as China.
B) Math professors are not doing a good job.
C) It doesn't help students develop their literacy.
D) There has hardly been any innovation for years.
48. What does Andrew Hacker's Numeracy 101 aim to do?
A) Allow students to learn high-level math step by step.
B) Enable students to make practical use of basic math.
C) Lay a solid foundation for advanced math studies.
D) Help students to develop their analytical abilities.
49. What does Maria Droujkova suggest math teachers do in class?
A) Make complex concepts easy to understand.
B) Start teaching children math at an early age.
C) Help children work wonders with calculus.
D) Try to arouse students' curiosity in math.
50. What does Pamela Harris think should be the goal of math education?
A) To enable learners to understand the world better.
B) To help learners to tell fake math from real math.
C) To broaden Americans' perspectives on math.
D) To exert influence on world development.
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