Sam、David、Elisa、Ezra和Terry想通过选修某一门课程解决各自的问题。阅读下面六门选修课程的介绍（A、B、C、D、E和F），选出可以解答各自疑问的最佳选项。选项中有一项是多余选项。

1．Sam: How can I develop the characters so as to make my story interesting?

2．David: When writing an essay, how can I make my points in a more organized manner?

3．Elisa: When I deliver a speech, how can I attract and hold the attention of the audience?

4．Ezra: How is our knowledge of the world formed in early childhood?

5．Terry: My English vocabulary is limited．How can I enlarge it more effectively?

A	B
I. Putting Ideas into Words （EL991-1A ） Here’s a challenge: what if writing could be more than just throwing words on a page? In this course, you’ll learn not only about different writing styles, but also about writing as a means of figuring out a problem and communicating your thought process to the world． This week-long workshop will explore the balance between self-expression and effective communication, offering a unique view into the world of academia （学术界）．Comments will be given to students and you’ll make great progress in your writing if you take this course!	High School as a Social Laboratory: An Introduction to Sociology （SO902-3B） In this class, we’ll learn about broad sociological theories, but we’ll discuss those theories in relation to what sociologists have done before studying American high schools and youngsters．We’ll explore the issues such as gender, race, class, and violence in society at large, and the ways in which American high schools reflect those social issues．We’ll watch films and documentaries, such as “Mean Girls” and “Bowling for Columbine”, that make these connections, and you’ll write papers making these connections for yourself based on your own experiences．
C	D
II. Children’s Thinking （BI911-1B） This course will introduce students to children’s thinking．It will explore the ever-changing views on cognitive （认知的）, social and language development from newborns to middle childhood．Specific topics include: What do babies know about objects, numbers, categories and people? Why is language learning easier for children? What can we learn from children with developmental disorders? Through lectures, discussions, projects and in-class activities, students will gain an understanding of how scientists study children’s thinking．	III.  Creative Writing Workshop （EL905-4A ） This course will excite young writers with many tools and approaches to the writing process in either fiction or poetry．It will inspire you to experiment with new writing techniques, such as how to describe a person, a scene, or a situation, etc．It is just for students who have a serious interest in creative writing, who are not afraid to experiment with structure, and who want to develop a daily writing practice．In the group writing classes, students will have the opportunity to explore both genres （体裁） whether enrolled in the poetry or fiction workshop．
E	F
IV.   The Secrets of Learning and Memory （BN901-3A） Individual memory abilities vary greatly．There are famous people with strong memories who can remember 5,000 playing cards in exact sequence, and others who cannot store any long-term memories, where each morning is a strange new world．And you may wonder how the brain manages to identify and sort memories into different types, then keep them from 5 seconds to a lifetime, waiting for a signal to recall them in great detail． Students completing this exciting course will gain useful knowledge of how the brain learns, remembers and forgets．	V.    Persuasive Communication （TA905-1A） This course will introduce you to the arts of organization, style, and delivery to help make you a more confident and persuasive public speaker．You will deliver speeches to your classmates and receive detailed comments from both the teacher and one another．Lectures on developing outlines, coping with speaker anxiety, and making effective use of visual aids will help you improve your skills in public speaking．Building on these skills, the later part of the course will teach you how to prepare a persuasive message based on your individual interests and goals．

Although many Chinese students say that their knowledge of English grammar is good, most would admit that their spoken English is poor. Whenever I speak to a Chinese student they always say, “My spoken English is poor.” However, their spoken English does not have to remain “poor”! I would like to suggest that there may be some reasons for their problems with spoken English.

First, they fail to find suitable words to express themselves due to a limited vocabulary. Obviously the better answer is to expand their vocabulary. However, you can speak with a limited vocabulary, if your attitude is positive. Others will follow you as long as you use the words that you know.

Second, they are afraid of making mistakes. Sometimes they make mistakes when they are speaking because they are shy and nervous. Yet students should remember that their goal should be FLUENCY NOT ACCURACY（准确性）. Your aim in writing is to be accurate following the rules for grammar and using the right words and spelling them correctly. However, in speaking your aim is fluency. You want to get your message across, to talk to someone in English, as quickly and as well as you can, even though sometimes you may use a wrong word or tense, but it doesn’t matter because the person you are speaking to will understand you and make allowances for any mistakes he hears.

The third reason is that not enough attention is paid to listening. You have one mouth but two ears! All that hearing was necessary for you to start speaking.

Fourth, most Chinese students are reactive rather than proactive language learners. Instead of actively seeking out opportunities to improve their spoken English, they passively wait for speaking opportunities to come to them and wonder why their English always remains poor. If you have this proactive outlook, then you will see English opportunities wherever you go.

If you do not use your English beyond the classroom, you will forget what English you know. Remember: USE IT OR LOSE IT! You can learn how to speak English better by speaking English more.

What is most probably the writer’s purpose in writing the passage?

A．To improve your reading.                 

B．To improve your listening.

C．To improve your spoken English.        

D．To improve your vocabulary.

It can be inferred from the third paragraph that______.

A．don’t be fluency , Just be accuracy

B．don’t be nervous ,don’t be shy . Just write!

C．don’t be afraid of making mistakes . Just speak!

D．don’t be shy ,don’t be fluency. Just listen and write!

The last paragraph is possibly close to the meaning of “_____”.

A．more hurry, less speed             B．better late than never

C．silence is gold                    D．practice makes perfect

The text is most probably taken from a ______.

A．teacher’s diary                     B．report on study     

C．sports newspaper                 D．movie magazine

Although many Chinese students say that their knowledge of English grammar is good, most would admit that their spoken English is poor. Whenever I speak to a Chinese student they always say," My spoken English is poor. "However, their spoken English does not have to remain “poor”! I would like to suggest that there may be some reasons for their problems with spoken English.                                                                                                  

  First, they fail to find suitable words to express themselves due to a limited vocabulary. Obviously the better answer is to expand their vocabulary. However, you can speak with a limited vocabulary, if your attitude is positive. Others will follow you as long as you use the words that you know.

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       Second, they are afraid of making mistakes. Sometimes they make mistakes when they are speaking because they are shy and nervous. Yet students should remember that their goal should be FLUENCY NOT ACCURACY. Your aim in writing is to be accurate following the rules for grammar and using the right words and spelling them correctly. However, in speaking your aim is fluency. You want to get your message across, to talk to someone in English, as quickly and as well as you can. Even though sometimes you may use a wrong word or tense, it doesn't matter because the person you are speaking to will understand you and make allowances for any mistakes he hears.

       The third reason is that not enough attention is paid to listening. You have one mouth but two ears! All that is heard is necessary for you to start speaking.

       Fourth, most Chinese students are reactive rather than proactive（主动进攻型）language learners. Instead of actively seeking out opportunities to improve their spoken English they passively wait for speaking opportunities to come to them and wonder why their English always remains poor. If you have this proactive outlook, then you will see English opportunities wherever you go.

       If you do not use your English beyond the classroom you will forget what English you know. Remember: USE IT OR LOSE IT! You can learn how to speak English better by speaking English more.

1．What is most probably the writer's purpose in writing the passage?

    A．To improve your reading.

    B．To improve your listening.

    C．To improve your spoken English.

D．To improve your vocabulary.

2．It can be inferred from the third paragraph that _­­­­______

    A．Don't be fluency．Just be accuracy !

    B．Don't be nervous, don't be shy．Just write !

    C．Don't be afraid of making mistakes．Just speak !

    D．Don't be shy, don't be fluency．Just listen and write !

3．The last paragraph is possibly close to the meaning of "________"

    A．More hurry, less speed．            B．Better late than never.

    C．Silence is gold．                              D．Practice makes perfect.

4．The text is most probably taken from a _______

    A．teacher's diary                                                     B．report on study

C．sports newspaper                   D．movie magazine