Children at Crown Lane school think that

更多“Children at Crown Lane school think thatA．the mediators are good.B．the mediators can solve”相关的问题

第1题

What did the program Vive La Cantine! reveal about children's diet at school？A．Most food s

What did the program Vive La Cantine! reveal about children's diet at school？

A．Most food served for children tastes unpleasant.

B．Kids have only junk food to choose from at school.

C．Many children don't eat vegetables as their daily food.

D．Children enjoy a balanced diet thanks to the cooks.

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第2题

This passage is most likely to be______ .A．a drama reviewB．a novel reviewC．a comment on la

This passage is most likely to be______ .

A．a drama review

B．a novel review

C．a comment on lack of parental love or children

D．a comment on story writing styles

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第3题

听力原文： Ten people including four children were killed when a landslide slammed into thr

ee houses in the rain-soaked southern Philippine island of Mindanao, the Civil Defence Office said yesterday. The landslide in the Compostela Valley was caused by heavy rains, Civil Defence administrator Melchor Capistrano said in a report. In the town of Tiboli, one person was missing and 10 injured after flooding damaged a concrete bridge and washed out seven houses on Monday. Mindanao has been receiving higher than average rainfall this year due to the La Nina phenomenon, which scientists attribute to the cooling of Pacific Ocean waters.

The landslide has claimed ______ lives on a southern island.

A．three

B．four

C．seven

D．ten

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第4题

Why Bilingual Education？Bilingual education continues to receive criticism in the national

Why Bilingual Education？

Bilingual education continues to receive criticism in the national media. This article examines some of the criticism, and its effect on public opinion, which often is based on misconceptions about bilingual education's goals and practice. The article also explains the rationale underlying good bilingual education programs and summarizes research findings about their effectiveness.

The combination of first language subject matter teaching and literacy development that characterizes good bilingual programs indirectly but powerfully aids students as they strive for a third factor essential to their success: English proficiency. Of course, we also want to teach in English directly, via high quality English-as-a-Second Language (ESL) classes, and through sheltered subject matter teaching, where intermediate-level English language acquirers learn subject matter taught in English.

The best bilingual education programs include all of these characteristics: ESL instruction, sheltered subject matter teaching, and instruction in the first language. Non-English-speaking children initially receive core instruction in the primary language along with ESL instruction. As children grow more proficient in English, they learn subjects using more contextualized language (e. g. , math and science) in sheltered classes taught in English, and eventually in mainstream classes. In this way, the sheltered classes function as a bridge between instruction in the first language and in the mainstream. In advanced levels, the only subjects done in the first language are those demanding the most abstract use of language (social studies and language arts). Once full mainstreaming is complete, advanced first language development is available as an option. Gradual exit plans, such as these, avoid problems associated with exiting children too early (before the English they encounter is comprehensible) and provide instruction in the first language where it is most needed. These plans also allow children to have the advantages of advanced first language development.

Success without Bilingual Education

A common argument against bilingual education is the observation that many people have succeeded without it. This has certainly happened. In these cases, however, the successful person got plenty of comprehensible input in the second language, and in many cases had a defacto bilingual education program. For example, Rodriguez and de la Pena are often cited as counter-evidence to bilingual education.

Rodriguez tells us that he succeeded in school without a special program and acquired a very high level of English literacy. He had two crucial advantages, however, that most limited-English-proficient (LEP) children do not have. First, he grew up in an English-speaking neighborhood in Sacramento, California, and thus got a great deal of informal comprehensible input from classmates. Many LEP children today encounter English only at school; they live in neighborhoods where Spanish prevails. In addition, Rodriguez became a voracious reader, which helped him acquire academic language. Most LEP children have little access to books.

De la Pena reports that he came to the United States at age nine with no English competence and claims that he succeeded without bilingual education. He reports that he acquired English rapidly, and "by the end of my first school year, I was among the top students." De la Pena, however, had the advantages of bilingual education: In Mexico, he was in the fifth grade, and was thus literate in Spanish and knew subject matter. In addition, when he started school in the United States he was put back two grades. His superior knowledge of subject matter helped make the English input he heard more comprehensible.

Children who arrive with a good education in their primary language have already gained tw

A．Y

B．N

C．NG

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第5题

Some Unusual Celebrations Some holidays are well-known all around the world. Among them ar

Some Unusual Celebrations

Some holidays are well-known all around the world. Among them are New Year&39;s Eve celebra-tions. Also common are days in honor of love and friendship,like Valentine&39;s Day. Each country has itsown special holidays, too, often to mark important events in its history. Schools, banks, and govern-ment offices all close on days like these. (46)A few of them are really very strange.

Of course. they are not strange to the people who celebrate them. Perhaps that is because the cele-brations have long traditions. Consider April Fool&39;s Day,for example. No one knows when or why itbegan. Today it is celebrated in many countries-France, England, and Australia,among others. On thisday, people play practical jokes. _(47)The ones who laugh are the ones playing the jokes. Thepeople they fool often get angry. Does celebrating this day make sense to you？

Dyngus Day in Poland seems strange, too. On this day,it is traditional for boys to pour water overthe heads of girls. Here is the strangest part : They do it to girls they like.

Other unusual celebrations take place in a single city or town. A holiday called La Tomatina is cel-ebrated in Bunol, Spain. Every year,in Jate August, big trucks carry more than 200, 000 pounds of to-matoes into this little town. (48)For two hours, people in the streets throw tomatoes at eachother. Everyone ends up red from head to toe.

August 10 marks the start of the Puck Fair,an Irish festival with a very unusual tradition. Peoplefrom the town of Killorglin go up into the mountains and catch a wild goat. (49)

There are also some celebrations that are really strange. In the United States, sometimes one per-son gets an idea for a new holiday and tries to get others to accept it. Whose idea was Public SleepingDay？ That one is on February 28 It may seem strange, but it sounds like more fun than the one onFebruary (50)

Do you like the idea of inventing a new holiday？ If you do,then you will want to mark March 26 on your calendar. That is Make Up Your Own Holiday Day

？？46

？？A.Some of the days people celebrate, however,are less serious

B.That is supposed to be Toothache Day

C.Some people have fun imagining new holidays

D.Then begins the world&39;s biggest food fight