Passage 4

Directions：You are going to read a list of headings and a about teaching a second language. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45).The first and last paragraphs of the are not numbered. There are two extra headings which you do not need to use. Mark your answers on ANSWER SHEET l. (10 points)

A) Asking for parental involvement

B) Setting up small groups

C) Making classroom events predictable

D) Extending the patterns of classroom communications

E) Supporting students’ use of language for second language acquisition

F) Encouraging students to use models

G) Allowing variability in the patterns of classroom communications

How to Teach a Second Language

It should be evident that the way in which the patterns of communication are established and maintained in second language classroom is not random. Teachers, by virtue of the status they hold and the ways they use language, have the authority to retain control over both the content and structure of classroom communication. At times, teachers tightly control the topic of discussion, what counts as relevant to that topic, who may participate and when. At other times, teachers grant a varying degree of control to their students by allowing them to select when and how they will participate. Thus, the patterns of classroom communication depend largely on how teachers use language to control the structure and content of classroom events.

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To promote the patterns of communication I second language classrooms, teachers must establish an atmosphere in and outside the classroom that is encouraging, supporting and accepting of any and all student contributions. This means accepting student contributions not as right or wrong answers but as an indication of where students are, what students understand and how they have made sense of what they are learning. For example, second language students spend much less time in school than outside school. Therefore, what they learn at home and in their primary social communities greatly influence how they learn, talk, act and interact. If teachers wish to promote communications in second language classrooms, they must make efforts to learn about the home culture and social communities of their second language students by working closely with parents and community members.

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As for second language classroom communication, when students know exactly what is expected of them and have plenty of opportunities to prepare, they are more willing and able to participate in classroom events. To do so, teachers can provide students with models to demonstrate exactly what they are expected to do within the con of full performance.

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Nevertheless, teachers need to adjust their instructional practices to adapt to their students’ communicative behavior. This means teachers need to bring into classrooms students’ own frames of reference, particularly their cultural beliefs, assumptions and expectations about who they are and what role they should play.

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Teachers need to find out the most effective form and way to deliver language to students and help their learning. It is proposed that small group activities are more conducive for learning since they tend to distance teachers’ control over the patterns of communication. In addition, small group activities enable students to take a more active role in what they are learning, as well as have more opportunities to contribute to and help formulate the information that is generated and learned.

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Students are challenged to use language that is beyond their current proficiency level, and their attempts to do so should be supported by teachers. In this way, students have opportunities to participate in a range of language functions and use language in both planned and unplanned discourse. Consequently, students will gradually develop their own ability to master a second language.

This chapter has examined a range of issues that teachers must consider if they wish to promote more effective language learning of their second language students: they must be willing to look and listen to their students, to see what they are capable of, to alter, to adjust and extend what they do, so as to maximize their students’ competencies and performance.

Passage 5

Directions：You are going to read a list of headings and a about business school and MBA(Master of Business Administration) education. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45).The first and last paragraphs of the are not numbered. There are two extra headings which you do not need to use. Mark your answers on ANSWER SHEET l. (10 points)

A)MBA program boom in South Africa

B)Current assessment of MBA programs

C)Views on the rankings of MBA programs

D)Abundance of MBA programs worldwide

E)Rankings are misleading

F)Variation in MBA courses

G)Prominence as a factor in assessment

Choosing an MBA program

Business school enrollment has jumped in the past few years as increasing numbers of students seek careers in the world. The rising demand has encouraged intense competition and growth among business programs.

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Students find deciding on an MBA program to be a daunting task. This is in part due to the proliferation of options. There are now more than 1,000MBA programs in the United States, 700 in Europe---including over 300 in Britain--- and some 525 in the rest of the world, with the greatest concentration in the Asia-Pacific region. The boom has recently hit South Africa as well, where ten years ago, the nation offered half a dozen programs. Now more than 40 are provided, most by foreign business schools. In some respects, the schools differ little--- 75percent of them are general management programs. But the options remain, with full-time programs accounting for only 42 percent of the total, the rest being part-time, modular and distance learning.

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Some full-time programs are delivered through evening-only lectures, and some modular programs are full-time because of so much project work. More than 90 percent of the programs are in English, the others being offered in 23 languages with Spanish the most common. Many programs---especially the executive ones---require years of experience before admission. Yet “executive” can also define a part-time, accelerated program. The potential student---prepared to spend around﹩15,000 per year--- faces a bewildering array of products, often described in inconsistent terminology but with no essential difference in instruction.

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Business schools, with a few notable exceptions, have not clearly explained their assessment comparison criteria. They argue that an MBA is an MBA, differing only in the name and cost of the issuing school. In order to help the layman, newspapers have often stepped in to shed light on this confusion, judging schools and programs, and providing rankings.

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Applicants prefer rankings, but the school for them most part do not. European schools, in particular, argue that rankings are misleading as they may use a narrow range of often-inappropriate measures which fail to reveal the true competence of unique programs. Several schools have contested and boycotted league tables. Nevertheless, the number of business schools which participate in rankings is actually growing, in part because rankings tell potential customers what they need to know. Since business schools must market to applicants as if they were consumers, most take rankings seriously.

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A ranking is just one factor that underpins the success of schools and MBA programs. The programs must not only rank highly, they must also be known. Schools want their programs---and graduates want their degrees ---to receive instant recognition and respect. Until recently, prominence has been largely overlooked in the assessment of MBA programs, but the Internet now provides another channel of communication and reputation for schools and their market.

The MBA is the principal product in the most market-oriented sector of higher education. Given the globalization of business, increased communication, and the ability to deliver content to individuals wherever they are, the complexity and competitiveness of this pioneering educational marketplace can only increase.

Passage 6

Directions：You are going to read a list of headings and a about U.S. firms participating global competition. Choose the most suitable heading from the list A-F for each numbered paragraph (41-45).The first and last paragraphs of the are not numbered. There are two extra headings which you do not need to use. Mark your answers on ANSWER SHEET l. (10 points)

A)Entering international markets

B)Satisfying global customers

C)Lowering prices by manufacturing overseas

D)Facing threats of global markets

E)Recognizing the constraints of global markets

F)Being better than competition

G)Coordinating marketing activities

We live in an increasingly interdependent world, and perhaps someday we will live in a “world without borders”, to borrow from the title of a provocative book of 1970s. Globalization is of great significance to both poor and rich nations, since competition now spans beyond borders.

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“The world is too much with us,” said Wordsworth. That could be the main complaint of many U.S. businesses that see themselves threatened by increases in imported goods. Imports were only 1 percent of the U.S. gross national products (GNP) in 1954; they were 6 percent of GNP in 1964 and 10 percent in 1984. The interdependence suggested by such terms as global village and world economy is being recognized by business managers. Therefore, many more U.S. firms, whether they like it or not, will be forced to become part of world markets and global competition. Meanwhile, other nations such as Japan and Germany have had open economies for some time. Their firms are more accustomed to selling in international markets. Hence, U.S. firms have some catching up to do to compete effectively and gain market share in world markets.

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To compete in world markets, firms must have an in depth understanding of customers’ needs. If customers needs differ dramatically across countries and regions, a company must consider how to adapt its products and various elements of the marketing mix to customer needs. If prices must be lowered, the company needs to consider how to design a product to lower manufacturing costs and decide whether to manufacture the product at home or overseas to achieve lower cost. A well-articulated distribution and logistics system is needed to make goods and services available at the point of sale in sufficient quantities. Firms also need to develop global customer database and information systems to understand and respond to customer needs and purchasing decisions.

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Firms must contend with both domestic and global competition. Global competitors could include large multinational and state-owned enterprises that might be market share oriented rather than profit oriented as well as small local firms with other goals. Long-term success comes in part from monitoring, assessing and responding to actions by all sorts of competitors, especially through understanding the competitive and comparative advantages enjoyed by competitors, and finally ensuring success by offering more value, developing superior brand image and product positioning, broader product range, lower prices, higher quality and superior distribution services to more effectively meet customers’ need.

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International marketing creates a new level of complexity. In order to face this challenge, firms must consider staffing and allocating responsibilities across marketing units in different countries, and deciding which decision to decentralize or to control from headquarters, whether to develop standardized campaigns and plans, and how much local responsiveness is appropriate.

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As firms attempt to market in the international arena, they not only face challenges from different competitors, but need to cope with cultural and economic differences that exist in the marketing infrastructure, such as the financial regulations imposed b local governments, and the impact of government policies, especially protectionist and other policies that may unfairly benefit competitors and create difficulty in market entry. To level the playing field, a firm may decide to begin manufacturing overseas to lower its costs and match the lower prices of strong international competition. Very often, a firm may not find it feasible to go alone into foreign markets. In this case, its international marketing endeavor becomes more complex as it joins with a local partner that has specialized knowledge of a specific market and its customers. Some firms find that local partners can force them to change the way they do business. A local partner may insist that the firm accept payment in kind: orange juice or wine in return for machinery, which means a firm has to peddle orange juice or wine around the world.

Although the global market is attractive, U.S. firms have been slow to take advantage of it. The United States has always been one of the world’s largest markets. However, ignoring foreign markets and foreign competition has two dangers for U.S. companies: losing market share at home and not profiting from higher growth in markets overseas.

參考答案

Passage 1 ECDFA

Passage 2 CAFBD

Passage 3 BFADC

Passage 4 DCGBE

Passage 5 DFBCG

Passage 6 ABFGE

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