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C Visiting US President George W. Bush said in Beijing on Friday that both China and the United States should encourage bilateral contacts and exchanges to promote mutual understanding. "It’s important for our political leaders to come to China," said Bush, who gave a speech on Friday morning at Qinghua University, one of the most prestigious universities in China. His working visit to China and discussions with Qinghua students "help promote" Sine-US relations, Bush said in response to a student’s question about what he would do to promote Sine-US relations. "Many people in my country are very interested in China," he said, adding that these Americans want to learn more about China’s culture and the Chinese people. He said that he would keep encouraging such contacts and exchanges between the two countries. Bush said that he would describe back home what he had seen here and that China as a great nation not only has a "great history" but also an "unbelievably exciting future." The president said that the 2008 Olympic Games would make a significant opportunity for the rest of the world to understand China, which enables more people to come to China and feel the modernization taking place, and many more people will see it on the television. Bush arrived in Beijing on Thursday for a two-day working visit to China. Many Americans are interested in China because ______.
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わたしは 毎朝 七じはんに おきて、いそいで ふくを きて、あさごはんを たべます。そして 八じすぎに うちを 出ます。うちの ちかくから バスに のって 大学まで 行きます。いつも 九じまえに 大学に つきます。 ごぜん中 三じかんと ごご 三じかん日本ごを べんきょうして そのあと としょかんで しんぶんを よんで、六じごろ うちへ かえります。 わたしは いつも うちで ごはんを たべます。それから 三じかんくらい 日本語の べんきょうを して、すこし テレビを 見てから おふろに はいります。だいたい 十二じごろ ねます。 どようびと にちようびは じゅぎょうが ありません。きんようびは すこし よる おそくまで おきていて、土曜日の あさは おそく おきます。 ごぜん中は そうじを したり、せんたくを したりして、ごごから ともだちと あそびに 行ったり、かいものに 出かけたり します。もちろん すこし 日本ごの べんきょうも します。 きのうは わたしの たんじょう日でした。わたしは ケーキと くだものを かって かえりました。ともだちを よんで、パーティーを しました。 おきてから なにを しますか。
いちばん （歌）が じょうずな （人）は だれですか。
わたしは 毎朝 七じはんに おきて、いそいで ふくを きて、あさごはんを たべます。そして 八じすぎに うちを 出ます。うちの ちかくから バスに のって 大学まで 行きます。いつも 九じまえに 大学に つきます。 ごぜん中 三じかんと ごご 三じかん日本ごを べんきょうして そのあと としょかんで しんぶんを よんで、六じごろ うちへ かえります。 わたしは いつも うちで ごはんを たべます。それから 三じかんくらい 日本語の べんきょうを して、すこし テレビを 見てから おふろに はいります。だいたい 十二じごろ ねます。 どようびと にちようびは じゅぎょうが ありません。きんようびは すこし よる おそくまで おきていて、土曜日の あさは おそく おきます。 ごぜん中は そうじを したり、せんたくを したりして、ごごから ともだちと あそびに 行ったり、かいものに 出かけたり します。もちろん すこし 日本ごの べんきょうも します。 きのうは わたしの たんじょう日でした。わたしは ケーキと くだものを かって かえりました。ともだちを よんで、パーティーを しました。 うちから 大学まで どのくらい かかりますか。
Text 4 In a paper just published in Science, Peter Gordon of Columbia University uses his study of the Piraha and their counting system to try to answer a tricky linguistic question. The Piraha, a group of hunter-gatherers who live along the banks of the Maiei River in Brazil, use a system of counting called "one-two-many". In this, the word for "one" translates to "roughly one" (similar to "one or two" in English), the word for "two" means "a slightly larger amount than one" (similar to "a few" in English), and the word for "many" means "a much larger amount". This question was posed by Benjamin Lee Whorl in the 1930s. Whorl studied Hopi, an Amerindian language very different from tile Eurasian languages that had hitherto been the subject of academic linguistics. His work led him to suggest that language not only influences thought but, more strongly, that it determines thought. While there is no dispute that language influences what people think about, evidence suggesting it determines thought is inconclusive. For example, in 1972, Eleanor Rosch and Karl Heider investigated the colour-naming abilities of the Dani people of Indonesia. The Dani have words for only two colours.- black and white. But Dr. Rosch and Dr. Heider found that, even so, Dani could distinguish and comprehend other colours. That does not support the deterministic version of the Whorl hypothesis. While recognising that there are such things as colours for which you have no name is certainly a cognitive leap, it may not be a good test of Whorf’s ideas. Colours, after all, are out there everywhere. Numbers, by contrast, are abstract, so may be a better test. Dr. Gordon therefore spent a month with the Piraha and elicited the help of seven of them to see how far their grasp of numbers extended. The tests began simply, with a row of, say, seven evenly spaced batteries. Gradually, they got more complicated. The more complicated tests included tasks such as matching numbers of unevenly spaced objects, replicating the number of objects from memory, and copying a number of straight lines from a drawing. In the tests that involved matching the number and layout of objects they could see, participants were pretty good when faced with two or three items, but found it harder to cope as the number of items rose. Things were worse when the participants had to remember the number of objects in a layout and replicate it "blind", rather than matching a layout they could see. In this case the success rate dropped to zero when the number of items became, in terms of their language, "many". And line drawing produced the worst results of all--though that could have had as much to do with the fact that drawing is not part of Piraha culture as it did with the difficulties of numerical abstraction. Indeed, Dr. Gordon described the task of reproducing straight lines as being accomplished only with "heavy sighs and groans". Which of the following questions does the text answer
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