请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。
注意：每个空格只填一个单词。请将答案写在答题卡上相应的横线上。
It is said that English speakers fall into three groups: those who have learnt it as a mother tongue, those who have learnt it as a second language through exposure(显露) in a society where it is spoken, and those who are forced to use it for administrative(管理的), professional or educational purposes.
This third group, along with the supremacy(至高地位) of English in the business world, has created a fast development in institutions offering English for business. However, the average business person, while happily accepting the challenge, does not have any idea how long the process may take.
Duncan Ford, a specialist in language teaching theory, partly puts the blame on misleading publicity and says that you have to think in terms of hundreds of hours while people still think learning a language is a three-hour-a-week job.
According to him, the key is lots of variety of the activities similar to the happiness of the class. The communicative way has replaced the old–fashioned note-taking method and for those people who think that a couple of hours with the latest CD-ROM is not to replace for English classes, they should think again. While seen as a useful back-up, they are not teacher replacement.
Learning English for a Special Purpose
|
Classification of English speakers |
English speakers are 1.up of three groups: Those who have learnt it as a mother 2.; Those who have learnt it as a second language in society; Those who are forced to use it for a special 3.. |
|
The present situation of English for 4. |
Even though the third group has made institutions which offer English for business 5.fast, the average business people don’t 6.how long the process may take. |
|
Specialist’s opinion in learning English |
It takes long to learn English－hundreds of hours 7.of three hours a week. Language learners should take part in classroom 8.where they can 9.with others as much as possible. English classes can’t be 10.by CD-ROMs. |
One of the main challenges facing many countries is how to maintain their identity in the face of globalization and the growing multi-language trend. “One of the main reasons for economic failure in many African countries is the fact that, with a few important exceptions, mother-tongue education is not practiced in any of the independent African states.” said Neville Alexander, Director of the Project for the Study of Alternative Education in South Africa at the University of Cape Town.
In response to the spread of English and the increased multi-language trends arising from immigration, many countries have introduced language laws in the last decade. In some, the use of languages other than the national language is banned in public spaces such as advertising posters. One of the first such legal provisions was the 1994 “Toubon law” in France, and the idea has been copied in many countries since then. Such efforts to govern language use are often considered as futile by language experts, who are well aware of the difficulty in controlling fashions in speech and know from research that language switching among bilinguals is a natural process.
It is especially difficult for native speakers of English to understand the desire to maintain the “purity” of a language by law. Since the time of Shakespeare, English has continually absorbed foreign words into its own language. English is one of the most mixed and rapidly changing languages in the world. But that has not been a barrier to acquiring superiority and power. Another reason for the failure of many native English speakers to understand the role of state regulation is that it has never been the Anglo-Saxon way of doing things. English has never had a state-controlled authority for the language, similar, for example, to the Academic Francaise in France.
The need to protect national languages is, for most western Europeans, a recent phenomenon- especially the need to ensure that English does not unnecessarily take over too many fields. Public communication, education and new ways of communication promoted by technology, may be key fields to defend.
1.Neville Alexander believes that lack of mother-tongue education can lead to .
A. the independence of African states B. economic failure
C. globalization D. multi-language trends
2.The underlined word “futile” in paragraph 2 most probably means .
A. useless B. practical C. workable D. unnecessary
3.Why do many English-speaking countries not support the language protection efforts?
A. They think language protection laws are ineffective.
B. They want their language to spread to other countries.
C. They have a long history of taking words from other languages.
D. It reduces economic development of the countries in Europe.
4.The best title for the passage is “ ”.
A. Fighting against the rule of English
B. Globalization and multi-language trends
C. Protecting local languages and identities
D. Ensuring the change of language by law
Stopping teens from smoking is a big challenge many communities face today. Many communities can only watch without being able to act while local businesses continue to sell tobacco products to children, even under the risk of punishment by law.
Recent studies show that a large percentage of teens today are getting their cigarettes from stores, mostly gas stations or convenience stores. As teens continue to be able to buy their own cigarettes, more and more communities begin to punish those who sell cigarettes to the teens.
One community has experienced success in their attempts to stop the sale of tobacco products to children. Woodridge, Illinois, started a program seven years ago which forbade and strictly punished the sale of tobacco products to children. The entire program includes local licensing of vendors (小贩), repeated undercover inspections to see if the sale to children has stopped, and education programs in schools. Woodridge has become a model community as other communities are moving to stop teen tobacco use.
A recent national study showed that 36.5% of females, and 40.8% of males buy their cigarettes from stores, whether it is a gas station or a supermarket. Hopefully, as more and more sellers see the trouble they face if caught selling to children, they will stop selling.
True, tightening down on stores that sell tobacco to children isn’t going to completely stop the problem of teen tobacco use. Teens continue to get them from other sources. But it definitely does prevent their efforts. With more education in schools, and perhaps stronger punishments for teens caught with tobacco, more and more teens will see the problems with the tobacco usage, and will stop the habit.
1.To stop teens from smoking, more and more communities are ________.
A. punishing those who sell cigarettes to teens more severely
B. punishing teens caught with tobacco more severely
C. educating those who sell cigarettes about the danger of teen smoking
D. stopping the sale of tobacco products in stores
2.Which of the following is NOT a way Woodridge uses to stop tobacco sale to children?
A. Local licensing to tobacco sale. B. Repeated undercover inspections.
C. Education programs in schools. D. Stronger punishment of teens caught smoking.
3.It can be inferred from the passage that _____________.
A. teens can only buy cigarettes from gas stations and convenience stores
B. more communities have succeeded in stopping teen tobacco use
C. More males than females have the habit of smoking in America
D. Punishment alone cannot solve the problem of teen tobacco use
4.What attitude does the writer have towards stopping teen tobacco abuse?
A. Negative B. Optimistic C. Uncertain D. Uncaring
Music died here last spring, or rather, it was killed by members of the school committee who ignored the importance of music and drama as part of the high-school curriculum.
The committee decided that teaching students how to take a standardized test is more important than a curriculum in which students can explore their interests in the arts as well as academics. Because the school system is running out of funding, it needs to make sure that students pass the mastery test or even more money will be lost. If students fail the state standardized test, it is not the fault of drama and music classes – they are failing because the academic classes are not sufficient (足够).
It is painful to think of how many students will be discouraged from singing, acting, and playing instruments because school programs are no longer offered. Many families cannot afford private music lessons, and many potential musicians and artists may not find their calling if they are not exposed to it in school. The fact that the school committee thinks the arts are not worth the investment will certainly make some students believe the arts are not worth their time or support and the cycle will continue.
Teaching for a test does not shape students into complete, well- rounded people. It blocks the natural sense to create and express feelings through art – there is more to life than the analytical thinking that math and English provide. What happens after a test? Sure, a student might graduate, but they will have limited knowledge – certainly not a good preparation for the real world.
1.Music and drama are ignored by ________.
A. students B. the school committee C. teachers D. parents
2.Which of the following is TRUE according to the passage?
A. Students can get high marks in the standardized test only by attending classes
B. The school committee completely influences students’ attitude towards the arts
C. Students can be musicians and artists only if they can afford private music lessons
D. Quite a few students are discouraged from music and art in today’ s school system
3.We can learn that music and art can ______.
A. provide students with analytical thinking
B. make students round-shaped people in future
C. motivate students in creativity and expression
D. prevent students graduating from high school
4.The best title of the passage can be ______.
A. Who Killed Music and Drama? B. Can Curriculum Go Without Arts?
C. Why is Music So Important? D. How to Prepare For the Real World?
Beverage Service We serve a variety of soft drinks, coffee, tea
and free of charge. However, as flying has a dehydrating effect, water and
nonalcoholic beverages are recommended.
Electronic Equipment Cellular phones, FM/AM radios, portable
television sets and electronic toys with remote controls must not be used in
the cabin, as their signals may interfere with the aircrafts navigational
instruments. Laptop computers and CD (MD, MP3) players may be used during
cruising portions of the flight but not
during the takeoff and landing.
Inflight Entertainment A wide selection of international
publications are available for your reading pleasure. You may keep this
free copy of Morning Calm magazine, but kindly return all other reading
materials after you have finished with them for the benefit of fellow
passengers. A selection of music is available on eight channels, from
|
Medical Needs We keep a selection of nonprescription
medicine for any passenger suffering from mild sicknesses. An
emergency medical kit is also available for more serious illnesses.
Travelling with Infants and Children Baby bassinets are
|
the time of booking. Special meals for children and infants can be
served if the request is made 24 hours before departure. Selected
giveaways for children aged 2 to 12 are available on all international flights.
1.The services above are probably offered by ___________.
A. a traveling agent B. a medical center C. an airline D. a five-star hotel
2.If you turn on channel 5 on your armrest, what will you enjoy?
A. International news. B. Free-of-charge drinks.
C. Fashion magazines. D. Popular music.
3.Which of the following is TRUE according to the passage?
A. You should return all the reading materials for other passengers to read.
B. Babies can have special food if it is ordered a day earlier before departure.
C. Alcoholic beverages are not served because passengers may get drunk.
D. All the children can get some gifts when they take an international airline.
阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
Fifteen years spent in the field of education has provided me with many treasured moments. One of the most unforgettable 1when I was teaching 2grade 10 years ago.
In May I decided to plan something 3for the children; a Mother’s Day tea. We had put our heads together to 4ideas of how to 5our mothers. We practiced singing songs, memorized poems and wrote cards. We decided to hold our tea the Friday before Mother’s Day. I was surprised but very 6to learn that every mother was planning to attend. I 7invited my own mother.
Finally, the big day arrived. Each child 8up at our classroom door, expecting the arrival of his or her mom. 9it got closer to starting time, I looked around and my eyes quickly found Jimmy. His mother hadn’t shown up and he was looking 10.
I took my mother by the hand and walked over to Jimmy. “Jimmy,” I said, “I have a bit of problem here and I was 11if you could keep my mother 12while I’m busy.”
My mom and Jimmy sat at a table. Jimmy 13my mom her treats, presented her with the gift I had made, just as we had 14the day before. Whenever I looked over, my mother and Jimmy were in deep 15.
Now 10 years later, I work with students of all ages, educating them about the environment. Last year, I took a senior class on a field trip, and there was Jimmy. I had the students complete an outline of the day’s 16and an evaluation of our trip. Then I collected the students’ booklets and checked them to see if 17was completed. When I came 18Jimmy’s page, he had written “Remember our Mother’s Day tea we had in second grade, Mrs. Marra? I do! Thanks for all you did for me, and thank your mother, too.”
I told him I really enjoyed what he had written. He looked rather embarrassed and 19his own thanks and walked away. Suddenly he ran back and gave me a big hug.
I ended my workday with a hug from a teenage boy who had 20stopped hugging teachers years ago.
1.A. lasted B. happened C. experienced D. described
2.A. third B. first C. second D. fourth
3.A. special B. simple C. difficult D. challenging
4.A. pay attention to B. look forward to C. get on with D. come up with
5.A. love B. please C. respect D. admire
6.A. astonished B. worried C. delighted D. interested
7.A. even B. ever C. still D. once
8.A. followed B. held C. kept D. lined
9.A. As B. Although C. While D. Because
10.A. puzzled B. curious C. strange D. upset
11.A. considering B. wondering C. asking D. doubting
12.A. connection B. care C. company D. concern
13.A. served B. supplied C. appealed D. applied
14.A. taught B. studied C. practiced D. told
15.A. mind B. thought C. agreement D. conversation
16.A. feeling B. behavior C. event D. action
17.A. something B. everything C. anything D. nothing
18.A. by B. to C. across D. over
19.A. announced B. delivered C. stated D. whispered
20.A. probably B. exactly C. rarely D. eagerly
