Now go through TEXT J quickly to answer the questions.

The Oxford Wordfinder (OWF) is a "production dictionary" designed for learners of English at Intermediate level and above. It is a useful tool with which to discover and encode (produce) meaning, rather than just to simply check the meaning, grammar and pronunciation of words. The OWF encourages a reversal of the traditional role of the language learners' dictionary which is normally to help decode and explain aspects of words that appear in a text.

The OWF is based upon similar lines to the ground breaking Longman Activator in that words in each dictionary are not simply listed in alphabetical order. Instead, they are grouped according to their similarities and differences in both meaning and use. Twenty-three main groups of 630 "keywords" (concepts) in alphabetical order, assist the learner in exploring semantic areas such as: "People", "Food and drink", and "Language and Communication". Each of these rather large areas contains cross-referencing in order to provide further helpful lexical information. Some of the keywords helpfully direct the learner to another keyword. Most keywords, however, have an index that shows how lexical items and their related terms are organized. Other keywords point to smaller sub-section headings whilst a few contain sections labeled "More", which deal with less frequently occurring vocabulary.

The majority of words in the OWF are grouped together because they are clearly related in meaning. Examples include: "rucksack", "suitcase", "trunk" and "hole-all", on page 28, under the keyword "Bag". Other words are grouped together because statistically they tend to "collocate", i.e. appear in English very near if not next to each other. The reader would, more often than not, find them in the same sentence or phrase. Examples include those for "butter", "spread" and "melt", and those for Television on page 448: "turn on/off" and "program".

The OWF is an ideal supplementary resource for learners to engage in word-building activities during topic based lessons. How is it best used? Let's say the learner wishes to know the correct word for "boiling with a low heat". The intermediate learner, who will probably begin her search under "Cook" on page 99, locates the sub-section: "heating food in order to cook it" on page 100, then the further sub-section "cooking food in water" and finally finds the definition followed by the word: -- to boil slowly and gently: simmer. With the help of OWF teachers could design a variety of such vocabulary exercises for a class, or even go on to designing a vocabulary-based syllabus.

Definitions in the OWF are, as with all good dictionaries, concise but clear. They are obviously written according to a controlled defining vocabulary. Linguistic varieties are also taken into consideration: formal/informal labels are provided and, where it occurs, American English (AmE) is pointed out, e.g. for alcohol, liquor in AmE. on page 10. The OWF also contains many drawings that outline meaning where words could not possibly do so or would require too much space. Items chosen for inclusion in the OWF, along with example phrases outlining meaning are, it is assumed, based on evidence of frequency from a carefully constructed linguistic corpus, although this is not made clear.

TEXT K

First read the questions.

39. Students who wish to take courses in Dutch or French
        A. should pass the TOEFL test first
        B. must speak Dutch or French fluently
        C. may receive language training
        D. must have a good command of English
正确答案是

40. Belgian universities do NOT offer courses on
        A. medical sciences
        B. computer science
        C. political and social sciences
        D. archaeology and art sciences
正确答案是