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Is English ______ language spoken by ______ largest number of speakers in world？
A．/... the
B．the/...
C．the... the
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更多“Is English ______ language spoken by ______ largest number of speakers in world？A．/... the”相关的问题
A、A. appetizer
B、B. dessert
C、C. beverage
D、D. à la carte
A、A la carte
B、western banquet
C、western food
D、western dinner
8 Many People learn English as_______________
A．a second language
B．the same language
C．the same speech community
D．any other language
E．national boundaries
F．a part of one’S heritage
According to the author, the last paragraph mainly deals with _____.
A．how French-style. language police has prevented the influence of English
B．bow Japanese Foreign Words Committee prevents the infection of foreign words
C．the suitable Japanese replacements
D．why committee members and traditionalists launch a war against the infection of foreign words
According to the author, the last paragraph mainly deals with______.
A．how French-style. language police has prevented the influence of English
B．how Japanese Foreign Words Committee prevents the infection of foreign words
C．the suitable Japanese replacements
D．why committee members and traditionalists launch a war against the infection of foreign words
A.检索题目为肝炎，语种为英语的文献
B.检索存取号为肝炎，语种为英语的文献
C.检索刊名为肝炎，语种为英语的文献
D.检索叙词字段为肝炎，语种为英语的文献
E.检索题目为肝炎，分类号为英语的文献
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
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.
听力原文： Kenya was a beautiful country inhabited by different groups of people, some farmers, some herdsmen, a few hunters, when the English arrived. The main motivations for colonizing Kenya were economic -- to take away resources; and strategic -- to take control before the Germans or some other European "power" did. However, the English were a mixed group of people like everyone else. Many English people were concerned about the welfare of Kenyans and worked under colonialism. These were civil servants, missionaries and some farmers, business and professional people who worked hard to develop Kenya both before and after independence.
Before Kenya was such a pleasant, easy place to live, another group of people came to live in Kenya, known generally as the settlers. The first settlers tended to be the social outcasts from wealthy families in England ,though later they were joined by a wider group of English population. In particular, English soldiers who fought in the First World War were given farms in Kenya. This is a fantastic idea -- to give away land which does not belong to you in the first place. The people who actually owned the land tended either to be pushed off or to become servants and agricultural la borers for the people who arrived from England.
(27)
A．English settlers.
B．Native farmers, herdsmen and hunters.
C．Missionaries, civil servants and professional people.
D．German settlers.
听力原文：M：Hey, Alice, my friends(19)just invited me to go to "ka la okay" with them. Would you like to come along？
W：Where are you going？ California？ Do you mean karaoke？ We pronounce it "carry oh key" in English, with the emphasis on the "oh".
M：Oh, I see. Do you want to go to karaoke with us？ It'll be fun!
W：(20)I feel nervous when someone hands me a microphone. I freeze. I know I'm not a very good singer.
M：That's strange! I thought Americans were very outgoing.
W：Not me! I'm very shy, especially in front of a group of strangers.
M：Hey, my friends aren't strange!
W：Sure, they are not strange. They are normal. "Strangers" just means "people I don't know". It doesn't mean they are strange! Was it easy for you to sing the first time you went to karaoke？
M：For me it was very easy, I love to sing! But now that you mention it, some of my friends were very shy the first time they went, (21)One of my friends says he has to have some beer before he can sing in front of people. Maybe you should have one or two drinks before singing.
W：Really？ One or two beers might help？ Well, I may need a dozen of beer.
M：Don't be shy. Just join us. (22)You may first make a song list and practice singing at home before hand.
M：It sounds good. But when will you go？
W：On Friday evening. So you'll come, Ok？ W：Okay, I'll give it a try.
(23)
A．He will go to California for a travel.
B．He will invite his friend for a dinner.
C．He will go to a party.
D．He will sing songs with friends for fun.
He asked his culture minister, Renaud Donnedieu de Vabres, and Jean-Noel Jeanneney, head of France's Bibliothèque Nationale, to do the same for French texts—and create a home-grown search-engine to browse them. Why not let Google do the job？ Its French version is used for 74% of internet searches in France. The answer is the vulgar criteria it uses to rank results. "I do not believe", wrote Mr. Donnedieu de Vabres in Le Monde, "that the only key to access our culture should be the automatic ranking by popularity, which has been behind Google's success".
This is not the first time Google has met French resistance. A court has upheld a ruling against it, in a lawsuit brought by two firms that claimed its display of rival sponsored links (Google's chief source of revenues) constituted trademark counterfeiting. The French state news agency, Agence France-Presse,has also filed suit against Google for copyright infringement.
Googlephobia is spreading. Mr. Jeanneney has talked of the "risk of crushing domination by America in defining the view that future generations have of the world. "" I have nothing in particular against Google", he told L. Express, a magazine. "I simply note that this commercial company is the expression of the American system, in which the law of the market is king". Advertising muscle and consumer demand should not triumph over good taste and cultural sophistication.
The flaws in the French plan are obvious. If popularity cannot arbitrate, what will？ Mr. Jeanneney wants a "committee of experts". He appears to be serious, though the supply of French-speaking experts, or experts speaking any language for that matter, would seem to be insufficient. And if advertising is not to pay, will the taxpayer？ The plan mirrors another of Mr. Chirac's pet projects: a CNNà la francaise. Over a year ago, stung by the power of English-speaking television news channels in the Iraq war, Mr. Chirac promised to set up a French rival by the end of 2004. The project is bogged down by infighting.
France's desire to combat English, on the web or the airwaves, is understandable. Protecting France's tongue from its citizens' inclination to adopt English words is an ancient hobby of the ruling elite. The Académie Francaise was set up in 1635 to that end. Linguists devise translations of cyber-terms, such as arrosage (spare) or bogue (bug). Laws limit the use of English on TV—" Super Nanny" and "Star Academy" are current pests—and impose translations of English slogans in advertising. Treating the invasion of English as a market failure that must be corrected by the state may look clumsy. In France it is just business as usual.
President Jacques Chirac wants to set up a French search engine to
A．compete with the American rival "Google".
B．protect French students from American invasion.
C．preserve the integrity of the French culture.
D．stop standing idly by when being threatened.
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