As the greenhouse effect is getting worse, many people start to worry whether they
could ________ the heat in the summer.
deduce
fulfill
derive
survive
Because the singer was too nervous, she was ________ in the third round of the
competition and could not compete for the championship.
eliminated
participated
maintained
endangered
The soup tastes a little ________. Let’s add some salt and pepper into it.
bland
positive
fragile
thrifty
________ the victims who died in the terrorists’ attack last month, the city is going to hold
a series of music concerts.
In need of
In search of
In memory of
In footsteps of
She was reading the story with tears ________ down her cheeks.
rolled
roll
rolling
to roll
________ he will come or not is still open to question.
The fact that
That
What
Whether
The ________ you work, the ________ chance you will have to win promotion.
hardly ... good
hardly ... better
harder ... good
harder ... better
Jack cannot understand why Bob said that, and ________.
Time can, too
so can Tim
nor does Time
Tim can’t, either
Sam: I’ve just got my bank statement and I’m afraid I’m in the red.
Josh: ________
Sam: I mean, would you please lend me some?
How dare you waste so much money on those video games?
So? What on earth are you going to say?
Do you mean you cannot put up with the red tape?
You really must earn as much money as possible to make ends meet.
Sam: Alex, can I talk to you about something?
Alex: ________
Sam: You know, last night I couldn’t study because of all the noise. And I couldn’t sleep,
either. You guys kept me up till 3:00 a.m.
Sure, what’s up?
Sorry, I’m busy.
Never mind.
No, thank you.
Stacey: This chocolate looks delicious.
Fanny: Don’t tell me you’re going to eat it all at once.
Stacey: Sure I am. Why not?
Fanny: You can consider saving some for later.
Stacey: So that you can steal it? ________
Help yourself.
Lucky you.
No way.
Not at all.
The other day I was in the grocery store and witnessed an incredible display of
patience. The __12__ clerk had just been scolded by an angry customer, clearly without
good cause. __13__ being reactive, the clerk reduced the anger by remaining calm. When
it was my __14__ to pay for my groceries, I said to her, “I’m so __15__ with the way
you handled that customer.” She looked me right in the eye and said, “Thank you, Sir. Do
you know you are the first person __16__ to give me a compliment in this store?” It took
less than two seconds to let her know, yet it was a highlight of her day, and of mine.
countdown
takeout
breakaway
checkout
The other day I was in the grocery store and witnessed an incredible display of
patience. The __12__ clerk had just been scolded by an angry customer, clearly without
good cause. __13__ being reactive, the clerk reduced the anger by remaining calm. When
it was my __14__ to pay for my groceries, I said to her, “I’m so __15__ with the way
you handled that customer.” She looked me right in the eye and said, “Thank you, Sir. Do
you know you are the first person __16__ to give me a compliment in this store?” It took
less than two seconds to let her know, yet it was a highlight of her day, and of mine.
Not only
Rather than
In case of
With regard to
The other day I was in the grocery store and witnessed an incredible display of
patience. The __12__ clerk had just been scolded by an angry customer, clearly without
good cause. __13__ being reactive, the clerk reduced the anger by remaining calm. When
it was my __14__ to pay for my groceries, I said to her, “I’m so __15__ with the way
you handled that customer.” She looked me right in the eye and said, “Thank you, Sir. Do
you know you are the first person __16__ to give me a compliment in this store?” It took
less than two seconds to let her know, yet it was a highlight of her day, and of mine.
turn
way
time
chance
The other day I was in the grocery store and witnessed an incredible display of
patience. The __12__ clerk had just been scolded by an angry customer, clearly without
good cause. __13__ being reactive, the clerk reduced the anger by remaining calm. When
it was my __14__ to pay for my groceries, I said to her, “I’m so __15__ with the way
you handled that customer.” She looked me right in the eye and said, “Thank you, Sir. Do
you know you are the first person __16__ to give me a compliment in this store?” It took
less than two seconds to let her know, yet it was a highlight of her day, and of mine.
horrified
puzzled
impressed
qualified
The other day I was in the grocery store and witnessed an incredible display of
patience. The __12__ clerk had just been scolded by an angry customer, clearly without
good cause. __13__ being reactive, the clerk reduced the anger by remaining calm. When
it was my __14__ to pay for my groceries, I said to her, “I’m so __15__ with the way
you handled that customer.” She looked me right in the eye and said, “Thank you, Sir. Do
you know you are the first person __16__ to give me a compliment in this store?” It took
less than two seconds to let her know, yet it was a highlight of her day, and of mine.
ever
once
yet
still
The question of how people learn a second language is one that has received a great
deal of scientific attention. Research has offered evidence that has been used to support a
number of conflicting claims about second language (SL) learning. However, there is one
fundamental observation that is less open to dispute than others. If success in adult second
language learning is measured by how close the learner comes to the level of a native
speaker, it is possible and quite common for adults to achieve a high degree of success in
learning SL grammar and vocabulary. Strangely enough, the same degree of success does
not seem to be attainable in SL phonology; adult SL learners who sound like native
speakers are extremely rare, perhaps even nonexistent.
How have scientists attempted to account for the remarkable inability of adult second
language learners to acquire a nativelike pronunciation in the second language? One likely
explanation is to be found in the so-called critical period theory. Proponents of this theory
argue that the acquisition of native-speaker pronunciation in any language is biologically
possible only until about the age of twelve. But it must be emphasized that there is too much
counterevidence for such a conclusion to be valid; there are too many cases of adults who
acquire adequate or good pronunciation in a second language through instruction and
practice. While they will never be mistaken for native speakers, their efforts are rewarded
by speech that is perfectly comprehensible.
Which of the following conclusions has been agreed upon by SL researchers?
No scientific experiments have been conducted to study second language learning.
It is hard for adult SL learners to excel in grammar and vocabulary.
It is uncommon for adult SL learners to sound like native speakers.
Success in adult second language learning should not be measured by how nativelike
the SL learners can be.
The question of how people learn a second language is one that has received a great
deal of scientific attention. Research has offered evidence that has been used to support a
number of conflicting claims about second language (SL) learning. However, there is one
fundamental observation that is less open to dispute than others. If success in adult second
language learning is measured by how close the learner comes to the level of a native
speaker, it is possible and quite common for adults to achieve a high degree of success in
learning SL grammar and vocabulary. Strangely enough, the same degree of success does
not seem to be attainable in SL phonology; adult SL learners who sound like native
speakers are extremely rare, perhaps even nonexistent.
How have scientists attempted to account for the remarkable inability of adult second
language learners to acquire a nativelike pronunciation in the second language? One likely
explanation is to be found in the so-called critical period theory. Proponents of this theory
argue that the acquisition of native-speaker pronunciation in any language is biologically
possible only until about the age of twelve. But it must be emphasized that there is too much
counterevidence for such a conclusion to be valid; there are too many cases of adults who
acquire adequate or good pronunciation in a second language through instruction and
practice. While they will never be mistaken for native speakers, their efforts are rewarded
by speech that is perfectly comprehensible.
According to the critical period theory, why is it difficult for adult SL learners to acquire
a nativelike pronunciation?
They are too critical about the acquisition of nativelike pronunciation.
They learn the language after the age of twelve.
They fail to learn well because they lack instruction and practice.
They are not getting rewards for their efforts.
The question of how people learn a second language is one that has received a great
deal of scientific attention. Research has offered evidence that has been used to support a
number of conflicting claims about second language (SL) learning. However, there is one
fundamental observation that is less open to dispute than others. If success in adult second
language learning is measured by how close the learner comes to the level of a native
speaker, it is possible and quite common for adults to achieve a high degree of success in
learning SL grammar and vocabulary. Strangely enough, the same degree of success does
not seem to be attainable in SL phonology; adult SL learners who sound like native
speakers are extremely rare, perhaps even nonexistent.
How have scientists attempted to account for the remarkable inability of adult second
language learners to acquire a nativelike pronunciation in the second language? One likely
explanation is to be found in the so-called critical period theory. Proponents of this theory
argue that the acquisition of native-speaker pronunciation in any language is biologically
possible only until about the age of twelve. But it must be emphasized that there is too much
counterevidence for such a conclusion to be valid; there are too many cases of adults who
acquire adequate or good pronunciation in a second language through instruction and
practice. While they will never be mistaken for native speakers, their efforts are rewarded
by speech that is perfectly comprehensible.
What does the author suggest about SL learning?
Too much evidence shows that the critical period theory is valid.
Through instruction and practice, adult SL learners can acquire good pronunciation.
Second language learning is biologically determined.
SL learners who sound like native speakers are totally nonexistent.
The question of how people learn a second language is one that has received a great
deal of scientific attention. Research has offered evidence that has been used to support a
number of conflicting claims about second language (SL) learning. However, there is one
fundamental observation that is less open to dispute than others. If success in adult second
language learning is measured by how close the learner comes to the level of a native
speaker, it is possible and quite common for adults to achieve a high degree of success in
learning SL grammar and vocabulary. Strangely enough, the same degree of success does
not seem to be attainable in SL phonology; adult SL learners who sound like native
speakers are extremely rare, perhaps even nonexistent.
How have scientists attempted to account for the remarkable inability of adult second
language learners to acquire a nativelike pronunciation in the second language? One likely
explanation is to be found in the so-called critical period theory. Proponents of this theory
argue that the acquisition of native-speaker pronunciation in any language is biologically
possible only until about the age of twelve. But it must be emphasized that there is too much
counterevidence for such a conclusion to be valid; there are too many cases of adults who
acquire adequate or good pronunciation in a second language through instruction and
practice. While they will never be mistaken for native speakers, their efforts are rewarded
by speech that is perfectly comprehensible.
According to the passage, what does the word “phonology” mean?
The study of second language acquisition.
The study of grammar and vocabulary in a particular language.
The study of sounds in a particular language.
The study of reading comprehension.
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