1. \

A. easy to control

B. some automatic conditioning process C. superior to \

D. a process in which the teacher plays a passive role

2. In the active learning, the learners _______. A. are much involved in the learning process

B. know the teachers’ crucial role in the teaching process C. learn through some automatic conditioning process D. play the same part in the learning process as the teacher

3. The basic difference between \learning\and \learning\lies in_______.

A. the conditions of the learning process B. the conditions of the teaching process

C. the role of the teacher in the teaching process

D. the role of \

4. Which of the following is NOT the learner factor?

A. Intelligence B. Instruction C. Aptitude D. Perseverance

5. Which of the following questions is NOT touched in the passage? A. How does intelligence affect the quality of instruction? B. Why is \ C. How do learner factors contribute to the teaching process?

D. What is the difference between \

6. Which of the following factors might affect the quality of instruction? A. Criterion goal B. Achievement C. Perseverance D. Learning skills

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Passage Two (Questions 7-12)

This chapter has ranged over several types of language variety, including 'language', 'dialects', 'registers', 'standard languages', 'pidgins' and 'Creoles'. We have come to essentially negative conclusions about varieties. First, there are considerable problems in delimiting one variety from another of the same type. Secondly, there are serious problems in delimiting one type of variety from another - languages from dialects, or dialects from registers, or 'ordinary languages' from Creoles, or Creoles from pidgins. Thirdly, we have suggested that the only satisfactory way to solve these problems is to avoid the notion 'variety' altogether as an analytical or theoretical concept, and to focus instead on the individual linguistic item. For each item some kind of 'social description' is needed, saying roughly who uses it and when: in some cases an item's social description, will be unique, whereas in others it may be possible to generalize across a more or less large number of items. The nearest this approach comes to the concept of 'variety' is in these sets of items with similar social descriptions, but their characteristics are rather different from those of varieties like languages and dialects. On the other hand, it is still possible to use terms like 'variety' and 'language' in an informal way, as they have been used in the last few sections, without intending them to be taken seriously as theoretical constructs.

7. \is ___ to define 'variety' objectively and absolutely. A. essential B. useless C. impossible D. unnecessary

8. There are serious problems in delimiting languages from dialects because ___ . A. languages and dialects are of the same type of variety B. their characteristics are rather different from each other C. languages and dialects share the same social descriptions D. there is no clear-cut border between languages and dialects

9. According to the author, the notion \ A. vague B. clear C. analytical D. theoretical

10. Some kind of \ A. make clear the concept of \

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B. identify individual linguistic items C. distinguish various types of varieties D. describe the social features of varieties

11. 'social description' for each item refers to ___ .

A. generalization across a more or less large number of items B. the characteristics in relation to its uses in some social contexts C. difference between varieties in terms of their social characteristics D. similarities between varieties in terms of their social characteristics

12. Which of the following is NOT true according to the passage?

A. There is no agreement on the definition of the term 'variety'. B. It is impossible to use the term 'variety' as a theoretical concept. C. Varieties are distinguishable in terms of items' social descriptions. D. Different linguistic items can have quite different social descriptions.

Passage Three (Questions 13-18)

Our ability to deduce context from text is one way in which language and context are interrelated. Our equally highly developed ability to predict language from context provides further evidence of the language/context relationship. For example, if I were to ask you to predict both the overall structure and some of the specific words and sentences you would find in a recipe for scrambling eggs, you would have very little difficulty. If I asked you to write down the recipe text in a form publishable in a popular magazine or cookbook, you could almost certainly write the entire text with confidence that you were doing so in an appropriate way.

You would not, for example, give your recipe a title such as Mowing Lawns, nor would I find words such as telephone, picture, jeans, swim in your text, since such items would be quite blatantly inappropriate given that the topic of a recipe is food and its preparation. You would also be unlikely to find yourself writing sentences such as If it is possible, you are strongly advised to take 6 eggs or Perhaps you should maybe mix the eggs and milk for about 2 minutes or so. Such sentences express a degree of uncertainty and tentativity inappropriate to the role of \writer\Nor would you find yourself writing Hi guys! Copy this for a recipe! since the relationship between the writer and reader of the recipe is generally more formal than those greetings suggest. Finally, you are unlikely to have written Take six of these. Break them, and put them in there. Then add this. Since there are a number of words which your reader, distant from you in time and space, would be unable to interpret. In our ability to predict accurately what language will be appropriate in a specific context, we are seeing an extension of our intuitive understanding that language use is sensitive to context.

Final evidence which emphasizes the close link between context and languages that it is often simply not possible to tell how people are using language if you do not take into account the

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context of use. One example of this was given above, when it was pointed out that presented with just one sentence chosen at random from a text you would have found it difficult to state confidently just what the writer of that text was doing. Considered in its textual context (as a part of a complete linguistic event), that sentence clearly did have a function (to propose a possible solution). Taken out of context, its purpose is obscured, with at least part of its meaning lost or unavailable.

Our ability to deduce context from text, to predict when and how language use will vary, and the ambiguity of language removed from its context, all provide evidence that in asking functional questions about language we must focus not just on language, but on language use in context. Describing the impact of context has involved systemicists in exploring both what dimensions, and in what ways, context influences language.

13. Our ability to deduce context from text implies ___ . A. dependence of context on text B. independence of context from text

C. interrelation between language and context D. our ability to predict language from context

14. It is stated implicitly in the passage that the choice of words and sentences in a text ___ .

A. is of little difficulty

B. is independent of the type of the text C. needs to be made in an appropriate way

D. is related to the overall structure and the type of the text

15. The examples given in the second paragraph were used to show ___ . A. language use is sensitive to context

B. how to write a recipe for scrambling eggs

C. the relationship between the writer and reader of the recipe is generally formal

D. we are able to predict accurately what language will be appropriate in a specific context

16. Readers are unable to interpret such sentences as Take six of these. Break them, and put them in there. Then add this because ___ . A. their intuitive understanding is poor

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