Text 3
　　In examining the cultural backgrounds of some linguistically different children, we found that the theory of a “culture of poverty”, which was rather commonly accepted in the early 1960s, has been questioned by scholars and leaders from a number of fields. While the adverse effects of harsh living conditions ought always to be recognized, the variability of human nature precludes treating even that understanding in stereotyped ways. We need teachers who warmly believe that the child can learn and who will be clever in developing teaching-learning strategies that capitalize on individual strengths and interests.

　　You should be aware of the linguistic differences in the group you are teaching, whether they are cultural, syntactical, or phonological. Don’t underestimate the reading level of a student because of dialect pronunciations in oral reading.

　　Language-experience stories are ideal teaching-learing tools for the linguistically different student because they build on words that are within his meaning vocabulary. With those words, you can teach all of the methods of word recognitition, such as beginning, ending, and medial (in the middle position) sounds, and phonogram (phonetic symbol) patterns. Through the transcription (copying) of his own sentences, the child sees the help of syntax (rules for sentence-building) in decoding (discovering the meaning of) print and begins to see what reading is all about. Transfer from the natural language to standard English can be made gradually.
Listening experience with literature may be of great help to children in learning a new dialect. Be sure to avoid literature which presents minorities in debasing (lowering in value, quality, etc.) circumstances or depicts them as having cultures that are always outside the mainstream of American life.

　　In addition to your teaching approaches, peers can also help the bilingual(using two languages) child feel part of a strange and frustrating environment. The school can work with the community in providing practice in mastery of the new language.

　　Bilingual, multi-cultural education seems to be a promising hope for improving opportunities for children who have trouble with English since it is a second language, as well as a means of broadening the lives of children who speak English.
11. The importance of the problem discussed in the text lies in
［A］ the urgent renewal of the educational theory.
［B］ the multi-cultural features of U.S. education.
［C］ the assimilation of minorities to U.S. society.
［D］ the vital reform of language teaching in schools.
12. According to the text, the theory of a “culture of poverty”
［A］ was admitted in the early part of the 20th century.
［B］ was established in a generally questionable manner.
［C］ has been disproved by scholars from different areas.
［D］ has been reassessed by experts in various fields.
13. The author is most probably in favor of the opinion that
［A］ rough conditions have bad effects on linguistically different children.
［B］ we should realize the unfavorable impact of poverty on bilingual pupils.
［C］ our nature rules out the fixed realization of the negative effects of poverty.
［D］ our character prevents understanding the theory of a “culture of poverty”.
14. Which of the following statements is UNTRUE according to the text?
［A］ Clever teachers are needed to develop teaching strategies to finance learners.
［B］ Teachers should be conscious of the language differences among their students.
［C］ Students may understand what reading is all about by copying what they write.
［D］ One of the best teaching approaches is to make stories based on familiar words.
15. According to the author, it would be safe to say that
［A］ American minorities living in humble conditions feel frustrated.
［B］ bilingual kids encircled by native English speakers may feel dismayed.
［C］ literary works about minority cultures may be acceptable to bilingual children.
［D］ multi-cultural education also raises the level of the U.S. native students.

Text 4
　　Technology is the creation of new products and processes intended to improve our working efficiency, our chances for survival, our comfort level, and our quality of life. The goal of science is to develop widely accepted knowledge or ideas, which are intangible; by contrast, technology is concerned primarily with the development of substantial things.

　　In many cases, technology develops from known scientific laws and theories. Scientists invented the laser, for example, by applying knowledge about the internal structure of atoms. Applied scientific knowledge about chemistry and electronics has given us nylon, pesticides, washing powder, intelligent computers, mobile phones, digital cameras, pollution control devices, and countless other products. Applications of theories in nuclear physics led to nuclear bombs and nuclear power plants.

　　Many technologies arise by way of trial and error, before anyone understands the underlying scientific principles. For example, aspirin, extracted from the bark of a tropical willow tree, relieved pain and fever long before anyone found out how it did so. Similarly, photography was invented by people who had no idea about its chemistry, and farmers crossbred new strains (breeds) of crops and livestock long before biologists understood the principles of genetics. In fact, much of science is an attempt to understand and explain why various technologies work.

　　Although some forms of technology use scientific knowledge, nearly all science needs technology. Scientists use machines and instruments to collect and analyze data, to perform experiments, and to make complex computations. Scientists would be hard-pressed to get along without such things as paper, pencils, books, test tubes, microscopes, refrigerators, computers, copiers and telephones — all products of technology.
Although at their cores science and technology share similar processes (both are essentially trial and error at heart), they usually differ in the way the ideas and information they produce are shared. Many of the results of scientific research are published and distributed freely to be tested, challenged, verified, or modified. The process strengthens the validity of scientific knowledge and helps expose cheaters.

　　In contrast, many technological discoveries are kept secret until the new process or product is patented. Information concerning much valuable technology is never published, but is instead learned “on the job” by industrial workers and passed informally among selected individuals only. The basis of other technology gets published in journals and enjoys the same kind of public distribution and peer review as science.
16. The word “intangible” in Par. 1 most probably means
［A］ insensible.［B］ inconceivable.［C］ immaterial.［D］ impractical.
17. The advancement of our living generally results from
［A］ sheer technological creations［B］ widely approved knowledge.
［C］ constant scientific research.［D］ pure and applied sciences.
18. It can be inferred from Par.3 that many technologies
［A］  underlie scientific definitions.［B］ precede scientific principles
［C］  conform to scientific interpretations.［D］confirm scientific understandings.
19. One of the joint features of science and technology lies in
［A］ their mutual independence.［B］ their originating processes.
［C］ their strengthened validity.［D］ their common approaches.
20. Science and technology differ from each other in
［A］ the manner of producing ideas.
［B］ the process of delivering message.
［C］ the way of handling key information.
［D］ the method of publicizing new findings.