题目内容

Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.
For questions 1-4, mark
Y(for YES) if the statement agrees with the information given in the passage;
N (for NO) if the statement contradicts the information given in the passage;
NG (for NOT GIVRN) if the information is not given in the passage.
For questions 5-10, complete the sentences with the information given in the passage.
Using Mnemonics in Vocabulary Tests
An Indian man, Mahaveer Jain, spent 10 months memorizing every word of the Oxford Advanced Learners Dictionary's 1,500 pages including the sequence and page number of each entry. The man's teacher, Roy Chowdhury, claims that most people can improve their memories through specific techniques. High school students only need to learn a fraction of the amount memorized by Jain, so a similar technique should also improve their test scores.
Class Vocabulary Requirements
The Japanese Ministry of Education Lower & Upper Secondary School Course of Study for Foreign Languages gives a recommendation for a vocabulary of up to 900 words for Junior High School students, and up to 1,800 words for Senior High School students.
Senior High School teachers are recommended to teach vocabulary "suitable for the achievement of the objectives" of the given course of study. Students participating in reading or writing courses may be asked to learn words in excess of the recommendation in order to satisfy the needs of the course. Therefore, vocabulary taught for specific objectives may not be re-encountered again once the objectives of the current study are achieved. Such demands of new lexical input leads to very little recycling from lesson to lesson.
Vocabulary Testing
If the Japanese Ministry's vocabulary quotas are averaged out over 3 years, students would need to learn 8 and 16 new words for junior and senior high schools respectively in every week of tuition. The standard way to satisfy this requirement is via regular class tests. Vocabulary lists are expected to be learnt up to 1 week after being received and are often derived from unstructured lists. The majority of tests are based only on student knowledge and recall which is ineffective for assessing actual English ability and future needs.
Students are explicitly told the test words in advance and know when they will be tested. Consequently, even weaker students are able to cram most of the words into short term memory up until the exam starts. Students may be seen cramming as the lesson begins and formal greetings are conducted. Is this really effective for students and teachers? Are the students going to remember enough of these words when they get to university entrance exams?
Work by Ebbinghaus highlighted that nonsense syllables were lost from memory in his "forgetting curve" study. The majority of the "words" were lost within a short time and after 1 week only 25% remained. For many low-level students, English learning involves many nonsense words and syllables, so would their memory degrade in the same way? And if so, can study techniques, like mnemonics, aid in learning and reducing the memory degradation?
Mnemonics
Mnemonics in foreign language acquisition appears to have fallen out of favour with current interests in research. The use of mnemonics (memory improvement techniques) in language learning received some interest in research over 20 years ago but it is not a modem art. One technique taken from its originators is known as the Roman Room whilst the word "Mnemonic" itself derives from the ancient Greek mnemonikos and is related to the Goddess of

A. Y
B. N
C. NG

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听力原文:W: If we hurry we can take the express train and save an hour.
M: Yes. The express lakes only two hours to get to Tokyo.
Q: How long does it take the local train to Tokyo?
(17)

A. One hour.
B. Three hours.
C. Two hours.
D. Four hours.

Here is an example, which I heard at a nurses' convention, of a story which works well because the audience all shared the same view of doctors. A man arrives in heaven and is being shown around by St. Peter. He sees wonderful accommodations, beautiful gardens, sunny weather, and so on. Everyone is very peaceful, polite and friendly until, waiting in a line for lunch, the new arrival is suddenly pushed aside by a man in a white coat, who rashes to the head of the line, grabs his food and stomps over to a table by himself. "Who is that?" the new arrival asked St. Peter. "oh, that's God," came the reply, "but sometimes he thinks he's a doctor."
If you are part of the group which you are addressing, you will be in a position to know the experiences and problems which are common to all of you and it'll be appropriate for you to make a passing remark about the inedible canteen food or the chairman's notorious bad taste in ties. With other audiences you mustn't attempt to cut in with humor as they will resent an outsider making disparaging remarks about their canteen or their chairman. You will be on safer ground if you stick to scapegoats like the Post Office or the telephone system.
If you feel awkward being humorous, you must practice so that it becomes more natural. Include a few casual and apparently off-the-cuff remarks which you can deliver in a relaxed and unforced manner. Often it's the delivery which causes the audience to smile, so speak slowly and remember that a raised eyebrow or an unbelieving look may help to show that you are making a light-hearted remark.
Look for the humor. It often comes from the unexpected. A twist on a familiar quote "If at first you don't succeed, give up" or a play on words or on a situation. Search for exaggeration and understatements. Look at your talk and pick out a few words or sentences which you can turn about and inject with humor.
To make your humor work, you should ______.

A. identify with your audience
B. show sympathy for your listeners
C. make fun of the disorganized people
D. take advantage of different audiences

听力原文:M: Hi, Anna! Welcome back! How's your trip to the States?
W: Very busy. I had a lot of meetings, so, of course, I didn't have much time to see New York.
M: What a pity! Actually, I have a trip there myself next week.
W: De you? Then take my advice, do the well-being in the air program. It really works.
M: Oh, I read about that in a magazine. You say it works?
W: Yes, I did the program on the flight to the States, and when I arrived at New York, I didn't have any problem, no jet lag at all. On the way back, I didn't do it, and I felt terrible.
M: You're joking!
W: Not at all, it really meant a lot of difference.
M: Eh. So what did you do?
W: Well, I didn't drink, any alcohol or coffee, and I didn't eat any meat or rich food. I drink a lot of water, and fruit juice, and I ate the meals on the well-being menu. They're lighter. They have fish, vegetables, and noodles, for example, and I did some of the exercises in the program.
M: Exercises? On a plane?
W: Yes. I didn't do many, of course, there isn't much space on a plane
M: How many passengers do the exercises?
W: Not many.
M: Then how much champagne did they drink?
W: A lot! It was more popular than mineral water.
M: So basically, it's a choice. Mineral water and exercises, or champagne and jet lag.
W: That's right! It's a difficult choice.
(23)

A. To go sightseeing.
B. To have meetings.
C. To promote a new champagne.
D. To join in a training program.

The Peg Method is also suitable for remembering other items besides the numbered lists.

A. Y
B. N
C. NG

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