D
Here are a few tips we’ve put together to help you learn English well.
Speak, speak, speak!
Practise speaking as often as you can—even speaking to yourself is good practice. Try recording yourself whenever you can. Compare your pronunciation with the master version, see how you can do better and have another try. If you do this several times, you will find that each version is better than the last.
Why not learn with someone else?
It helps if you can learn with someone else. If you can persuade a friend or family member to study with you, it will make you keep working. Agree times to meet and set goals for the week, and test each other regularly.
Don’t get stuck by a word you don’t know
Practise improvising (即兴的) ways of getting your meaning across while speaking spontaneously (本能), even if you don’t know the exact words or phrases. Think of things you might want to say whenever you have spare time. A basic example is the use of tenses. If you don’t know the past tense but want to talk about yesterday, use the verb in the present tense and use the word for “yesterday”. Use facial expressions, hand movements, anything to get your meaning across.
Language learning is also about intuition (直觉)
Guesswork is important in learning a new language. When listening to recorded material, you aren’t expected to understand everything first time round. If you play the same piece several times, you will most probably understand something new each time. Learn to make maximum use of all the clues you can pick up. For example, what do the speakers sound like? Happy? Angry? Calm? Etc.
Build up your vocabulary
A wide vocabulary is the key to successful language learning but don’t try to learn too much at once. It’s best to study frequently, for short periods of time. Take a maximum of six or seven items of vocabulary and learn them. Put them into sentences to fix them in your mind, then come back to them later. Much of the vocabulary in the course is presented by topic.
And above all, have fun!
68. Why should one have himself recorded when practicing speaking?
A. To encourage others to start.
B. To record his own progress.
C. To improve his speaking.
D. To compare himself with others.
69. Which of the following is the most important in learning English?
A. Speaking.      B. Pleasure.      C. Intuition.     D. Vocabulary.
70. It is important in Tip 3 that        is helpful when you are learning English.
A. body language  B. a good memory  C. a good friend  D. a proper dictionary
71. Which of the following seems NOT to be true in learning a language?
A. Practice makes perfect.          B. A good beginning is half done.
C. Rome is not built in a day.      D. Don’t run before you can walk.

If you have no friends around you, it’s time that you should know about your neighborhood. Not all of your neighbors out there are friendly, but at least you need to communicate with them. It is common that when you are new to the neighborhood, your neighbors might actually greet you in an inspiring way.

In other words, they are pleased to welcome you in their neighbor-hood. Both you and your neighbors may start in getting known to each other by introducing yourselves. This is a sign that you and your neighbors are actually friends. Instead of watching television and playing computer games all the time, you also need to take a break and have some fun talking with your neighbors. But if you want to make friends with them, you need to do something that might please them. The only problem for this situation is that you are afraid to approach and greet them in a nice way.

This is a challenge that you or your fellow neighbors must be aware of. You need to get as many friends as possible in your neighborhood, and one of them is to get closer with the unfriendly. If you want to get closer with him but he refuses to be friends with you, don’t force him anymore. Treat him with some respect if you don’t like to create any more problems. However, if he agrees to be your friend, you are lucky and start treating him like a friend. It is very tough to approach a person in your neighborhood, but it is a good challenge. This is how important for you to get closer with your neighbors, even if they’re unfriendly. This is better than sticking yourself alone at home and not having time for social interactions (交往) with real people.

1.The passage is mainly about ______.

A．the importance of friendship in our life

B．how to build good neighborhood relations

C．methods to communicate effectively with people

D．how to get rid of misunderstandings with neighbors

2.Which of the following statements does the writer agree with according to the passage?

A．It’s just natural that all our neighbors are not friendly.

B．Neighbors are usually unwilling to greet newcomers.

C．Television and online games help reduce one’s loneliness.

D．Making friends with the unfriendly neighbors needs patience.

3.What’s the most difficult in making friends with neighbors?

A．Staying away from television and games.

B．Knowing more about neighbors’ situations.

C．Getting known to each other by introducing.

D．Getting close with the unfriendly neighbors.

4.The main purpose of the passage is to ______.

A．share experience                       B．provide facts

C．give advice                            D．compare opinions

         a quite ordinary star, like the sun, the earth is small indeed.

Going to school means learning new skills and facts in different subjects. Teachers teach and students learn, and many scientists are interested in finding ways to improve both teaching and learning processes.

Sian Beilock and Susan Leving, two psychologists at the University of Chicago, are trying to learn about learning. In a new study about the way kids learn math in elementary school, Beilock and Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math. “If these girls keep getting math-anxious female teachers in later grades, it may create a snowball effect on their math achievement,” Levine told Science News. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident.

Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn—and teach. The subject of math can be particularly difficult for everyone.

The new study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores.

The researchers also gave the students tests to tell whether the students believed a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for example, was probably anxious about math.

Boys, on average, were unaffected by a teacher’s anxiety. On average, girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math—and all of these girls had been taught by female teachers with math anxiety.

According to surveys done before this one, college students who want to become elementary school teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are women, Levine said.

1.Sian Beilock and Susan Levine carried out the new research in order to ___________.

A．know the effects of teaching on learning      B．study students’ ways of learning math

C．prove women teachers are unfit to teach math D．find better teaching methods for teachers

2.The underlined part in paragraph 2 most probably means that girls may ___________.

A．end up learning math anxiety from their teachers

B．study the ways their female teachers behave

C．have an influence on their math-anxious female teachers

D．gain unexpected achievement in such subjects as math

3.In the study, what were the teachers required to do?

A．Prepare two math achievement tests for the students

B．Tell their feelings about math problems

C．Answer whether a math superstar had to be a boy

D．Compare the students’ scores after the math tests

4.What is the finding of the new study?

A．No male students were affected by their teachers’ anxiety

B．Almost all the girls got lower scores in the tests than the boys

C．About 30% of the girls thought boys are better at math than girls

D．Girls with math-anxious teachers all failed in the math tests

5.Which of the following is TRUE according to the text?

A．117 students and teachers took part in the new study

B．The researchers felt surprised at the findings of their study

C．Beilock and Levine are interested in teaching math

D．Men teachers are better at teaching math than women teachers

When I was a teenager I volunteered to work at the water station at a 10,000m race. My job was to   21  water to the runners. I remember being so   22  to see all the different kinds of people who passed by and grabbed a cup of water. Some ran past, some walked past and a few wheeled past. I saw so many types of people doing it. I thought maybe I could do it too! So the next year I  23  up for the race.

That first 10,000m race was quite an  24 . I jogged, I walked, I jogged and I walked.   25 , I didn’t know if I could finish. Then came a defining (决定性)   26 .

At one point near the end, a 70-year-old man ran past me, very, very fast, and I felt   27 because I was 50 years younger than he but I couldn’t even keep up with him. I felt  28  for a second.

But then I   29  something. He was running his race and I was running mine. He had   30 abilities, experience, training and goals for himself. I had mine. Remember my   31  was only to finish.

After a minute, it   32  me that this was a lesson I could draw from. I learned something about myself in that moment. I turned my embarrassment into   33 .

I  34  that I would not give up on running races. In fact, I would run even more races and I would learn how to train and prepare   35  and one day I would be one of those 70-year-old persons who were still running. As I crossed the finish line, I was proud of my   36 .

In life we all have those moments where we   37  ourselves to others. It’s only  38 . Don’t allow those moments to 39  you. Turn them into motivation and let them inspire you. With the proper preparation and training, you can improve your result to  40   anything you want in life.