(I’d Rather Be Black Than Female) It was difficult for the author to win the election
(I’d Rather Be Black Than Female) It was difficult for the author to win the election due not so much to her racial background as to her sex. ()
(I’d Rather Be Black Than Female) It was difficult for the author to win the election due not so much to her racial background as to her sex. ()
(I’d Rather Be Black Than Female) The author spent twenty years doing all the routine work only to get her male colleagues elected to important positions. ()
"Which coat did your husband buy?""The black one, but I ______ the green one."
A.would rather have bought
B.would rather buy
C.would have rather bought
D.rather had bought
W: But it is said that the missing girl had black hair. Her hair is red. I'd rather say.
Q: Why are they interested in that girl?
(13)
A.Because she has red hair.
B.Because she looks like the missing girl.
C.Because she has black hair.
D.Because her photo is in the newspaper.
M: Well, I met him once last year. He's quite nice-looking really. He's got dark hair. Rather long. No mustache or beard.
W: Does he wear glasses?
M: Er...let me think. I really can't remember.
What does Daniel Black look like according to the man?
A.He's got dark hair and a beard,
B.He's tall and good-looking.
C.He's good-looking with long dark hair.
D.He's got glasses and a mustache or beard.
A、a lion in the way
B、a fly in the ointment
C、a white elephant
D、a black sheep
The sentence "... and the other parent was of another race other than white" (Sentence 2, Para.3) most probably means ______.
A.the other parent was white rather than black
B.the other parent was black rather than white
C.the other parent was Chinese rather than white
D.the other parent was neither white nor black
Black, white and Asian children in this group show the same patterns. However, it is clear that blacks have been greatly overrepresented in the development of American popular music and greatly underrepresented in such fields as mathematics, science and engineering.
If the abilities required in analytical fields and in music are so closely related, how can there be this great discrepancy? One reason is that the development of mathematical and other such abilities requires years of formal training, as has happened with a number of well-known black musicians.
It is precisely in those kinds of music where one can acquire great skill without formal training that blacks have excelled, popular music rather than classical music, piano rather than violin, blues rather than opera. This is readily understandable, given that most blacks, for most of American history, have not had either the money or the leisure for long years of formal study in music.
Blacks have not merely held their own in American popular music. They have played a disproportionately large role in the development of jazz, both traditional and modern. A long string of names comes to mind-- Louis Armstrong, Charlie Parker... and so on.
None of this presupposes any special innate ability of blacks in music. On the contrary, it is perfectly consisted with blacks having no more such inborn ability than anyone else, but being limited to being able to express such ability in narrower channels than others who have had the money, the time and the formal education to spread out over a wider range of music, as well as into mathematics, science and engineering.
What is the main idea of the first paragraph?
A.Mathematical ability and musical ability are connected.
B.Mathematical ability has more to do with the brain than musical ability.
C.More people are good at music than math.
D.More research should be done into the relationship between mathematical ability and musical ability.
A、a steel factory that processes iron ore into steel bars
B、a factory that processes sugar and other ingredients into black licorice
C、a costume maker that makes specialty costumes for figure skaters
D、all of these
A.Black boy's underachievement is not a problem of the black only but of all the British.
B.Differentiating between black people and white people is a racial discrimination against the black.
C.The origin of black boys' underperformance lies in the British education system, rather than any ethnical difference.
D.Black boy's underperformance is not a racial problem but an educational problem of all British.
Ebonics
Ebonics—also known by a host of other names such as African American Vernacular English, Black English, Black Vernacular, and so on—is an African-American language that has its roots in the trans-Atlantic slave trade, as African captives devised the means to communicate with each other and with their captors. In the South of the United States, these Pan-African languages co-mingled with Standard English and the Southern dialect. Many uniquely African-American components have arisen over the last two centuries, and all of these influences have forged what is now known as Ebonics.
In 1996, debates around the nature of "Ebonics" in the United States came to a head. That year, the Oakland Unified School District in California enacted Resolution 597-003, which officially recognized that African American students "as part of their culture and history as African people possess and utilize a language". Alternatively referred to as Ebonics (literally "black sounds"), African Communication Behaviors, and African Language Systems, this language was declared to be "genetically-based" rather than a dialect of Standard English.
Within the profession of language research and pedagogy, a strong consensus formed behind the Onus’s decision to recognize Ebonics. Linguistics professor John Rockford noted that Ebonics was not simply characterized by erroneous grammar and a large slang vocabulary, but that underlying this language was a structured form. and process of grammar and phonology that made English learning for Ebonics speakers far more complex a task than simply dropping bad habits. English teachers, Rockford counseled, must therefore accept and embrace these complexities.
The Linguistic Society of America (LSA) concurred with Rockford, adding that whether or not Ebonics should be defined as a dialect or a language does not matter in terms of its "validity". While linguists studying Ebonics typically restrain from prescribing edicts in favor of tracking changes in form. and style, the LSA did point to the fact that speakers of Swedish and Norwegian can typically understand each other while conversing in different "languages" whereas Mandarin and Cantonese speakers cannot understand each other's "dialects" to conclude that spatial and social tensions, rather than strict linguistic criteria, were the crucial factors in defining these terms.
For many others, however, the Onus’s decision was tantamount to endorsing lazy, vulgar and "broken" English—the equivalent, perhaps, of acknowledging "txt" speak or Internet slang as a valid form. of expression. Recognizing and fostering the use of informal, culturally-specific spoken language, say these detractors, traps users in a kind of linguistic ghetto in which they can interact with other disenfranchised and excluded citizens, but cannot engage within the public sphere in a meaningful way. Because of the dominance of Standard English in the United States, Ebonics-only speakers are essentially unable to go to university and work in high-valued professions, and they are unlikely to be delectable to any kind of public office (even in areas with a high density of black residents, those who lose their Ebonics-tinged speech patterns tend to be more trusted ).
Psychology professor Ladonna Lewis Rush has noted, however, that the Onus’s resolution did not promote Ebonics instruction as an alternative to Standard English in an either-or approach, but was intended to provide a better springboard for black achievement in English education. The systematic de-valuation of Ebonics in American society parallels, Rush has argued, the de-valuation of African-Americans in general. While a demeaning attitude can lead to social exclusion, teachers are suggested to think inclusively and encourage Ebonics speakers to use and celebrate their way of speaking while understanding that the language of the workplace, and of academics, is Standard English. Nobel Prize-winning journalist Toni Morrison has also found a reciprocal, mutually enriching use for both Ebonics and Standard English. "There are certain ideas and ways of thinking I cannot say without recourse to my Ebonics] language...I know the Standard English. I want to use it to restore the other language, the lingua franca."
In the media, the Ebonics controversy has mostly been portrayed as a revival of black-versus-white confrontation—his time over linguistic differences—but journalist Joan Walsh thinks there are basic elements inherent in the dispute that people do not want to openly discuss. She considers that there is increasing resentment by black parents and teachers who see enormous amounts of federal and state support going into Asian and Latino bilingual programmers. As immigration continues to increase, a greater proportion of the school budget is going into these programmers. The question has to be raised: why should immigrant children get English-language assistance as well as reinforcement of their own language and culture while native-born African-Americans get no such resources? Walsh maintains inner city black children are more isolated than in the past and have less social interaction with those fluent in Standard English. For this reason they need help by trained teachers to translate the native tongue they hear at home into the English of the classroom.
Ebonics should be treated as a black contribution to culture in the way that jazz and rock-and-roll has been welcomed—the new vocabulary and imagery has added to the American language rather than devalued it. In Walsh's eyes there has always been "white mistrust of how black people handle their business", but "in the public realm, white disdain yields black intransigence more reliably than 'i' comes before 'e'."
Questions 27-30
Complete the summary below.
Choose NO MORE THAN THREE WORDS from the text for each answer.
Write your answers in boxes 27-30 on your answer sheet.
Ebonics originated from the (27) The prisoners found a way to talk to other enslaved Africans as well as to (28) In southern USA several African languages mixed with English and the local (29) Over time, many distinctive (30) have been added to produce the Ebonics language of today.
(27)
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