READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.
Let’s Go Bats
A Bats have a problem: how to find their way around in the dark. They hunt at night, and cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of their own making, one that they could avoid simply by changing their habits and hunting by day. But the daytime economy is already heavily exploited by other creatures such as birds. ③Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, natural selection has favoured bats that make a go of the night-hunting trade. It is probable that the nocturnal trades go way back in the ancestry of all mammals.② In the time when the dinosaurs dominated the daytime economy, our mammalian ancestors probably only managed to survive at all because they found ways of scraping a living at night. Only after the mysterious mass
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extinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into the daylight in any substantial numbers.
B Bats have an engineering problem: how to find their way and find their prey in the absence of light. ①Bats are not the only creatures to face this difficulty today. Obviously the night-flying insects that they prey on must find their way about somehow. Deep-sea fish and whales have little or no light by day or by night. Fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered by the dirt in the water. Plenty of other modern animals make their living in conditions where seeing is difficult or impossible.
C Given the questions of how to manoeuvre in the dark, what solutions might an engineer consider? The first one that might occur to him is to manufacture light, to use a lantern or a searchlight. Fireflies and some fish (usually with the help of bacteria) have the power to manufacture their own light, but the process seems to consume a large amount of energy. Fireflies use their light for attracting mates. This doesnt require a prohibitive（费用，价格等）过高的 amount of energy: a male's tiny pinprick of light can be seen by a female from
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some distance on a dark night, since her eyes are exposed directly to the light source itself. However, using light to find one's own way around requires vastly more energy, since the eyes have to detect the tiny fraction of the light that bounces off each part of the scene. The light source must therefore be immensely brighter if it is to be used as a headlight to illuminate the path, than if it is to be used as a signal to others. In any event, whether or not the reason is the energy expense, it seems to be the case that, with the possible exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find its way about. D What else might the engineer think of? well, blind humans sometimes seem to have an uncanny sense of obstacles in their path. It has been given the name 'facial vision', because blind people have reported that it feels a bit like the sense of touch, on the face. One report tells of a totally blind boy who could ride his tricycle at good speed round the block near his home, using facial vision.
Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a phantom limb. The sensation of facial vision, it turns out,
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really goes in through the ears. Blind people, without even being aware of the fact, are actually using echoes of their own footsteps and of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had already built instruments to exploit the principle, for example to measure the depth of the sea under a ship. ⑤After this technique had been invented, it was only a matter of time before weapons designers adapted it for the detection of submarines. Both sides in the Second world war relied heavily on these devices, under such code names as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.
E The Sonar and Radar pioneers didn't know it then, ⑩but all the world now knows that bats, or rather natural selection working on bats, had perfected the system tens of millions of years earlier, and their 'radar' achieves feats of detection and navigation that would strike an engineer dumb with admiration. ⑪It is technically incorrect to talk about bat 'radar', since they do not use radio waves. It is sonar. ⑫But the underlying mathematical theories of radar and sonar are very similar, and much of our scientific understanding of the
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details of what bats are doing has come from applying radar theory to them. The American ⑬zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term 'echolocation' to cover both sonar and radar, whether used by animals or by human instruments. Questions 1-5
Reading Passage 1 has five paragraphs, A-E.
Which paragraph contains the following information? Write the correct letter, A-E, in boxes 1-5 on your answer sheet.
NB You may use any letter more than once.
1 examples of wildlife other than bats which do not rely on vision to navigate by
2 how early mammals avoided dying out
（ancestors 等同于early mammals, survive 等同于avoid dying out）
3 why bats hunt in the dark
4 how a particular discovery has helped our understanding of bats
5 early military uses of echolocation Questions 6-9
Complete the summary below. 第 5 页
Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 6-9 on your answer sheet.
Facial Vision
Blind people report that so-called 'facial vision' is comparable to the sensation of touch on the face. In fact, the sensation is more similar to the way in which pain from a 6………………. arm or leg might be felt. The ability actually comes from perceiving 7………………. through the ears. However, even before this was understood, the principle had been applied in the design of instruments which calculated the 8………………. of the seabed. This was followed by a wartime application in devices for finding 9………………. . Questions 10-13
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes 10-13 on your answer sheet. 10 Long before the invention of radar, …………………… had resulted in a sophisticated radar-like system in bats. 11 Radar is an inaccurate term when referring to bats
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because ………………… are not used in their navigation system.
12 Radar and sonar are based on similar…………………. .
13 The word 'echolocation' was first used by someone working as a…………………. 必记词汇
nocturnal [nɒk'tɜːn(ə)l] adj. 夜的；夜曲的；夜间发生的 mammal ['mæm(ə)l] n. [脊椎] 哺乳动物
mammalian [mæ'meɪlɪən] adj. 哺乳类动物的 n. 哺乳类 scrape a living 勉强够维持生活，勉强糊口
in any substantial numbers adj. 大量的；实质的；内容充实的 n. 本质；重要材料
obstruct [əb'strʌkt] vt. 妨碍；阻塞；遮断
manoeuvre• [mə'nuːvə] vi. 调动；演习；用策略 vt. 诱使；操纵；耍花招
prohibitive adj. 禁止的，禁止性的；抑制的；（费用，价格等）过高的；类同禁止的
pinprick n. 针刺；针孔；令人烦恼的小事
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bounce off 弹开，反弹；从…弹跳出来；掂量… illuminate vt. 阐明，说明；照亮；使灿烂；用灯装饰 exception n. 例外；异议
uncanny adj. 神秘的；离奇的；可怕的 facial vision 面感视觉
sensation n. 感觉；轰动；感动
phantom ['fæntəm]n. 幽灵；幻影；虚位 adj. 幽灵的；幻觉的；有名无实的
exploit vt. 开发，开拓；剥削；开采 n. 勋绩；功绩 Asdic ['æzdɪk] n. [军] 潜艇探索器
RDF abbr. 无线电测向器（Radio Direction Finde） natural selection [进化] 自然选择；物竞天择说
strike an engineer dumb with admiration 使...哑口无言 underlying adj. 潜在的；根本的；在下面的；优先的 v. 放在…的下面；为…的基础；优先于（underlie的ing形式） coin vt. 铸造（货币）；杜撰，创造 n. 硬币，钱币
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READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 1 on the following pages.
Questions 14-20
Reading Passage 2 has seven paragraphs, A-H.
Choose the correct heading for paragraphs A and C-H from the list of headings below.
Write the correct number, i-xi, in boxes 14-20 on your answer sheet.
List of Headings i Scientists’ call for a revision of policy ii An explanation for reduced water use iii How a global challenge was met iv Irrigation systems fall into disuse v Environmental effects vi The financial cost of recent technological improvements 第 9 页
vii The relevance to health viii Addressing the concern over increasing populations ix A surprising downward trend in demand for water x The need to raise standards xi A description of ancient water supplies 14 Paragraph A Example Answer iii Paragraph B 15 Paragraph C 16 Paragraph D 17 paragraph E 18 paragraph F 19 paragraph G 20 paragraph H
MAKING EVERYDROP COUNT
A The history of human civilisation is entwined with the history of the ways we have learned to manipulate water
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resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today. B During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. 22Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation systems that make possible the growth of 40 % of the world’s food. Nearly one fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.
C Yet there is a dark side to this picture: despite our progress, half of the world’s population still suffers, with
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water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, more than one billion people lack access to clean drinking water; some two and a half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve these problems.
D The consequences of our water policies extend beyond jeopardising human health. Tens of millions of people have been forced to move from their homes — often with little warning or compensation — to make way for the reservoirs behind dams. More than 20 % of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers* are being pumped down faster than they are naturally replenished in parts of India, China, the USA and elsewhere. And disputes over shared water resources have
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led to violence and continue to raise local, national and even international tensions.
* underground stores of water
E At the outset of the new millennium, however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as top priority — ensuring ‘some for all,’ instead of ‘more for some’. Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. ⑰This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organisations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food and a life free from preventable water-related illness.
F Fortunately — and unexpectedly — the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build new water infrastructures has
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diminished over the past two decades. 24Although population, industrial output and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers and lakes has slowed. And in a few parts of the world, ⑱demand has actually fallen.
G ⑲What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. But since 1980, the amount of water consumed per person has actually
decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons* of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) — almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20 % from their peak in 1980.
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H On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. ⑳But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to a smaller budget. Questions 21-26
Do the following statements agree with the information given in Reading Passage 2?
In boxes 21-26 on your answer sheet, write
YES the writer NO the writer
NOT GIVEN thinks about this
if it is impossible to say what the writer
if the statement contradicts the claims of
if the statement agrees with the claims of
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21 Water use per person is higher in the industrial world than it was in Ancient Rome.
22 Feeding increasing populations is possible due primarily to improved irrigation systems.
23 Modern water systems imitate those of the ancient Greeks and Romans.
24 Industrial growth is increasing the overall demand for water.
25 Modern technologies have led to a reduction in domestic water consumption.
26 In the future, governments should maintain ownership of water infrastructures. 必记词汇
entwine [ɪn'twaɪn] vt. 缠住；盘绕；使缠绕
manipulate [mə'nɪpjʊleɪt] vt. 操纵；操作；巧妙地处理；篡改
aqueduct ['ækwɪdʌkt] n. [水利] 渡槽；导水管；沟渠
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sophisticated [sə'fɪstɪkeɪtɪd] adj. 复杂的；精致的；久经世故的；富有经验的 v. 使变得世故；使迷惑；篡改（sophisticate的过去分词形式）
innovative ['ɪnəvətɪv] adj. 革新的，创新的；新颖的；有创新精神的
sewer ['suɚ] n. 下水道；阴沟；裁缝师 vt. 为…铺设污水管道；用下水道排除…的污水
occupant ['ɒkjʊp(ə)nt] n. 居住者；占有者 at the height of 在…顶点；在…的顶峰或鼎盛时期
unprecedented [ʌn'presɪdentɪd] adj. 空前的；无前例的 monumental [mɒnjʊ'ment(ə)l] adj. 不朽的；纪念碑的；非常的
hydropower n. 水力发出的电力；水力发电
turbine ['tɝbaɪn] n. [动力] 涡轮；[动力] 涡轮机 spin vi. 旋转；纺纱；吐丝；晕眩 ɪt] vt. 重申；反复地做 inferior to 不如；次于
reservoir ['rɛzɚ,vɔr]
reiterate [riː'ɪtəre
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water withdrawal 取水量 流动的；自由流畅的
free-flowing adj. 能自由
degrade [dɪ'greɪd] vt. 贬低；使……丢脸；使……降级；使……降解
aquifer ['ækwɪfə] n. （美）蓄水层；含水土层 pump down n. 抽气；抽水；抽空；抽空降压
replenish [rɪ'plenɪʃ] vt. 补充，再装满；把…装满；给…添加燃料
millennium [mɪˈlɛnɪəm] n. 千年期，千禧年；一千年，千年纪念；太平盛世，黄金时代
provision n. 规定；条款；准备；[经] 供应品 of 起初
inflation n. 膨胀；通货膨胀；夸张；自命不凡 accountability n. 有义务；有责任；可说明性 READING PASSAGE 3
at the outset
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on the following pages.
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EDUCATING PSYCHE
Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion. Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details — the colour, the binding, the typeface, the table at the library where we sat while studying it — than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more
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easily than the ideas we went to learn. Even if these
peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.
This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his teaching system. 30In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.
The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly,
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with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.
Beforehand（对应32题prior to）, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.
Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect.
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The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised
dramatisations). Such methods are not unusual (对应33题similar）in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.
Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding
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suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.
While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning. Questions 27-30
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Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 27-30 on your answer sheet.
27 The book Educating Psyche is mainly concerned with A the power of suggestion in learning.
B a particular technique for learning based on emotions.
C the effects of emotion on the imagination and the unconscious.
D ways of learning which are not traditional. 28 Lozanov’s theory claims that, when we try to remember things,
A unimportant details are the easiest to recall B concentrating hard produces the best results. C the most significant facts are most easily recalled. D peripheral vision is not important.
29 In this passage, the author uses the examples of a book and a lecture to illustrate that
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A both of these are important for developing concentration.
B his theory about methods of learning is valid. C reading is a better technique for learning than listening.
D we can remember things more easily under hypnosis.
30 Lozanov claims that teachers should train students to A memorise details of the curriculum.
B develop their own sets of indirect instructions. C think about something other than the curriculum content.
D avoid overloading the capacity of the brain. Questions 31-36
Do the following statements agree with the information given in Reading Passage 37
In boxes 31-36 on your answer sheet, write
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TRUE information FALSE information
if the statement agrees with the if the statement contradicts the NOT GIVEN if there is no information on this
31 In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music. 32 Prior to the suggestopedia class, students are made aware that the language experience will be demanding. 33 In the follow-up class, the teaching activities are similar to those used in conventional classes.
34 As an indirect benefit, students notice improvements in their memory.
35 Teachers say they prefer suggestopedia to traditional approaches to language teaching.
36 Students in a suggestopedia class retain more new vocabulary than those in ordinary classes. Questions 37-40
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Complete the summary using the list of words, A-K, below.
Write the correct letter, A-K, in boxes 37-40 on your answer sheet.
Suggestopedia uses a less direct method of suggestion than other techniques such as hypnosis. However, Lozanov admits that a certain amount of 37..............is necessary in order to convince students, even if this is just a 38.............. . Furthermore, if the method is to succeed, teachers must follow a set procedure. Although Lozanov’s method has become quite 39.............., the results of most other teachers using this method have been 40.............. . A spectacular B teaching C lesson F ritual I D authoritarian G unspectacular involved J appropriate 必记词汇
E unpopular H placebo K well known 第 27 页
radical adj. 激进的；根本的；彻底的n. 基础；激进分子；[物化] 原子团；[数] 根数
instructional technique 教学技术
non-specific mental reactivity 非特异心理反应 durable adj. 耐用的，持久的
peripherally [pə'rifərəli] adv. 周边地；外围地；次要地 binding n. 装订；捆绑；粘合物
typeface n. 字型；铅字样；打字机字体
elusive [ɪ'l(j)uːsɪv] adj. 难懂的；易忘的；逃避的；难捉摸的
hypnosis [hɪp'nəʊsɪs] n. 催眠；催眠状态
psychodrama ['saɪkəʊdrɑːmə] n. 心理剧（一种可使患者的感情得以发泄从而达到治疗效果的戏剧） valid adj. 有效的；有根据的；合法的；正当的
counterproductive adj. 反生产的；使达不到预期目 标的 suggestopedia 暗示法
reserve capacity 备用容量；备用能力；储备功率
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variant adj. 不同的；多样的 n. 变体；转化 baroque music 巴洛克音乐
Beforehand adv. 事先；预先 adj. 提前的；预先准备好的 preliminary [prɪ'lɪmɪn(ə)rɪ] n. 准备；预赛；初 步措施 adj. 初步的；开始的；预备的
improvised dramatisations adj. 即兴的；临时准备的 v. 即兴创作；临时做，临时提供（improvise的过去分词） paraconsciously 超意识地 prior to 在……之前；居先 trance state 轻度催眠 精神恍惚 ritual n. 仪式；惯例；礼制
placebo [plə'siːbəʊ] n. 安慰剂；为死者所诵的晚祷词 tap potential 挖掘潜力
dispense vt. 分配，分发；免除；执行
autocratic [ɔːtə'krætɪk] adj. 专制的；独裁的，专横的
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categorical [kætɪ'gɒrɪk(ə)l] adj. 绝对的（名词
categoricalness，副词categorically，异体字categoric）；直截了当的；无条件的；属于某一范畴的 accredit vt. 授权；信任；委派；归因于
notoriety [nəʊtə'raɪɪtɪ] n. 恶名；声名狼藉；丑名 emulate ['emjʊleɪt] vt. 仿真；模仿；尽力赶上；同…竞争 mediocre [ˌmiːdɪˈəʊkə]adj. 普通的；平凡的；中等的 参考译文： 暗示教学法
Bernie Neville的《暗示教学法》一书，主要着眼于激进的新式学习方法，讲述了情感、想象力以及潜意识在学习过程中所起的作用。书中讨论到了由Geaorge Lozanov提出的一个理论，那就是暗示的力量。
Lozanov的教学技巧主要基于这样的证据：在无意识状态下(他称此为非特异性心理反应)大脑所作出的各种联系要比在有意识状态下作出的持续更长时间。除了实验室证据可以证明这一点之外，我们自身的经历也表明我们通常会记住自己所观察到的周边信息，而忘记最开始的学习目的。回想一下几个月前或是几年前学过的课本，会发现我们能够轻易地回想起一些无关紧要的细节，比如书的颜色、装订、
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字体或是我们当时在图书馆阅读此书时做过的桌子，而不是回想起当时我们集中精力所看的课本的内容。再试着回想一下我们曾经认真聆听过的讲座，较之应该听到的演讲主题而言，我们会更容易回想起演讲者的容貌与举止风度，我们在报告厅的位置甚至是当时坏掉的空调。及时这些周边细节是比较容易忘掉的，但在催眠状态下，或是当我们像演心理剧那样在想象中重温当时的情景时，这些周边信息就能很快的被回想起来。而另一方面，演讲内容的细节信息早就被抛到九霄云外去了。
这种现象的产生有一部分归因于常见的起反作用效果的学习方法(拼尽全力去记忆，令肌肉紧张，最终导致疲惫)。但同时它也恰恰反映出大脑运转的方式。据此Lozanov建立了他教育系统的核心：间接教学法，也叫暗示法。在他称之为暗示教学法(suggestopedia)的方法中，学生的注意力被从本该集中精力学习的课程上转移到了外部信息上。这样课程本身就成了外部信息，由此就可以被大脑的储备功能来处理。
外语学习中的暗示教学法是这一理论的绝佳例证。这种方法最新的改良版本(1980年)是学生边听音乐边朗读单词与课文。第一节课被分成了两部分：第一部分中，教师会伴随着古典音乐(莫扎特，贝多芬，勃拉姆斯)的旋律以缓慢且庄严的语调朗读课文。学生则跟着看课文。接着是数分钟的静默。下一部分中，学生们要听的是巴洛克音乐(巴赫. 柯瑞里，亨德尔)，此时教师用正常的语音语速朗读，而
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学生将书本合上。整节课上学生的注意力都是被动的，他们只是听音乐而并不学习课本内容。
事先，学生们已经为这种语言学习体验做足了准备。通过及教师以及对体验效果感到满意的学生的交流，他们形成了一种期待，那就是接下来的学习将是简单轻松的，他们在一节课的时间里就可以成功记忆几百个外语词汇。在上课之前的讲话中，教师会向学生们简单介绍要讲的内容，但不是去“讲授”内容。同样，学生也会被告知在这个介绍的过程中，不要试图记住所介绍内容。
两段式课程结束几小时后，会有一个跟进课程鼓励学生们回忆刚才课上所学的内容。教学方法同样是间接的。学生还是不必集中精力去记忆这些词汇，而是尝试将这些词汇用于交流(比如通过游戏或是即兴演出)。这些方式在语言教学中十分常见。但间接暗示法的特殊之处就在于它完全致力于帮助回忆，对内容的学习是自动的，不费吹灰之力的，听着小曲儿就搞定了。教师的主要任务就是辅助学生将他们在模糊意识状态下所学的东西进行用，因而是的学到的东西在有意识状态下也可以轻易获得。及传统教学模式的另外一点不同就是在间接暗示方法下，学生通常课以轻易地记住1000个生词以及语法点与成语。
Lozanov试验过在睡眠状态下、催眠状态下或精神恍惚之际给出的也接暗示的教学法，结果发现这些过程都是没有必要的。催眠术、瑜珈、西瓦心灵术、宗教议式以及精神疗法都及成功的暗示相关，但
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看上去好像没有哪一种技巧是在使用暗示法时必不可少的。这些仪式可能被视作安慰剂。Lozanov认为他的体系中围绕暗示所进行的仪式实际上也是安慰剂。但同时也指出如果没有这种安慰剂，人们就不能甚至惧怕使用他们大脑的储备容量。正如任何一种安慰剂一样，它也要获得权威部门的认可才能有效果。正如医生充分利用权威暗示的力量，坚持要求病人必须每天三次、餐前服用某种白色胶囊一样，Lozanov也坚决要求暗示教学法一定要按照事先指定好的方式进行，并且要由培训过的合格教师来执行。
尽管凭借现代语言教学中的成功案例，暗示教学法有了一定程度的名气，但几乎没有一个教师能够取得像Lozanov与他的同僚那样显著的成就。也许我们可以将这些平庸的成果归咎为安慰剂效果不足。学生还没有形成适当的思维体系，在运用这种方法学习的时候他们没有充分被激发，他们没有足够的“信念”。
他们认为这不是真正的教学，尤其是因为这种教学方法并没有涉及他们学会相信的学习之根本——那就是“学”。
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