题目内容
（请给出正确答案）
A．secured
B．attained
C．manifest
D．informed
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更多“The "formal learning" refers t…”相关的问题
A.Formal and functional
B.structural and functional
C.formal and structural
D.type A and type B
A．In language learning.
B．In formal education.
C．In learning patterns.
D．In cultivating curiosity.
You should write no less than 250 words. Write your article on ANSWER SHEET 2.
听力原文： Some of the notebooks George Washington kept as a young man are still in existence. They show that he was learning Latin, was very interested in the basics of good behavior. in society, and was reading English literature.
At school he seemed only to have been interested in mathematics. In fact his formal education was surprisingly brief and incomplete. Unlike other young Virginian gentlemen of that day, he did not go to the College of William and Mary in the Virginian capital ot Williamsburg. In terms of formal training then, Washington contrasts sharply with som other early American presidents such as John Adams, Thomas Jefferson and James Madison. In later years, Washington probably regretted his lack of intellectual training. He never felt comfortable in a debate in Congress, or on any subject that had nothing to do with everyday, practical matters. And because he never learned French and could not speak directly to the French leaders, he did not visit the country he admired so much. Thus, unlike Jefferson and Adams, he never reached Europe.
(30)
A．Washington had a strong interest in learning a wide range of subjects at school.
B．Washington was more interested in mathematics than in politics.
C．Washington did not like the formal education at his time.
D．Washington's lack of formal education put him at a great disadvantage in his late political life.
【M1】
【M1】
Learning a language
When Do We Learn a Language？
Children begin learning languages at birth(infants pay attention to their parents' voices, as opposed to random noises or even other languages), and haven't really mastered the subtleties before the age of ten years. Indeed, we never really stop learning our language. This isn't exactly the sort of behavior(like foals walking an hour after birth) that we call "instinct" in animals.
Do We Learn When We Don't Have to？
But at least it's effortless, isn't it？ Well, no, as we can see when children have a choice of languages to learn. What's found is that, to be frank, children don't learn a language if they can get away with not learning it.
Many an immigrant family in the U.S. intends to teach their child their native language; and for the first few years it goes swimmingly so much so that the parents worry that the child won't learn English. Then the child goes to school, picks up English, and within a few years the worry is reversed: the child still understands his parents, but responds in English. Eventually the parents may give up, and the home language becomes English.
People's Influence
A child is likely to end up as a fluent speaker of a language only if there are significant people in her life who speak it: a nanny who only speaks Spanish, a relative who doesn't speak English, etc. Once a child discovers that his parents understand English perfectly well, he's likely to give up on the home language, even in the face of strong disapproval from the parents.
It's a myth that children learn to speak mainly from their parents. They don't: they learn mostly from their peers. This is most easily seen among children of immigrants, whether they come from differing language backgrounds or merely different dialect areas: the children invariably come to speak the dialect of their neighborhood and school, not that of their parents.(I found a neat example of this in my college's alumni magazine: A liberal family in Mississippi sent their daughter to the public schools, which except for her were all black. She grew up speaking fluent African-American Vernacular English.)
Do We Need Grammar？
Supporters of the "language instinct" make much of the fact that children learn to speak without formal instruction—indeed, they notoriously ignore explicit corrections.
Very little of what we learn is through formal instruction. Children aren't schooled in video games, either, yet they pick them up with the same seeming ease.
The apparent effortlessness is largely an illusion caused by psychological distance. We just don't remember how hard it was to learn language. (In fact, there's some studies suggesting that memory is tied to language, so that we can't remember the language learning process.) The perception of effortlessness should be balanced, anyway, by the universal amusement(which some cartoonists have been mining for nearly half a century) over children's language mistakes.
Do Children Learn Faster？
One may fall back on the position that languages may be hard for children to learn, but at least they do it better than adults. This, however, turns out to be surprisingly difficult to prove. Singleton examined hundreds of studies, and found them resoundingly ambiguous. Quite a few studies, in fact, find that adult learners progress faster than children. Even in phonetics, sometimes the last stronghold of the kids-learn-free position, there are studies finding that adults are better at recognizing and producing foreign sounds.
Now, I think Singleton misses a key point in understanding this discrepancy: the studies he reviews compare children vs. adults who are learning languages. That's quite reasonable, and indeed it's hard to imagine an alternative approach; but th
A．Y
B．N
C．NG
【C5】______, the standard variety of English is based on the London【C6】______of English that developed after the Norman Conquest resulted in the removal of the Court from Winchester to London. This dialect became the one【C7】______by the educated, and it was developed and promoted【C8】______a model, or norm, for wider and wider segments of society. It was also the【C9】______that was carried overseas, but not one unaffected by such export. Today,【C10】______English is arranged to the extent that the grammar and vocabulary of English are【C11】______the same everywhere in the world where English is used;【C12】______among local standards is really quite minor,【C13】______the Singapore, South Africa, and Irish varieties are really very【C14】______different from one another so far as grammar and vocabulary are【C15】______. Indeed, Standard English is so powerful that it exerts a tremendous【C16】______on all local varieties, to the extent that many of long-established dialects of England have【C17】______much of their vigor(活力)and there is considerable pressure on them to be【C18】______. This latter situation is not unique【C19】______English. it is also true in other countries where processes of standardization are【C20】______. But it sometimes creates problems for speakers who try to strike some kind of compromise between local norms and national, even supranational(跨国的)ones.
【C1】
A．said
B．told
C．talked
D．spoken
Historically, the standard variety of English is based on the London dialect of English that developed after the Norman conquest resulted in the removal of the Court from Winchester to London. This dialect became the one preferred by the educated, and it was developed and promoted as a model, or a norm, for wider and wider segments of society. It was also the norm that was carried overseas, but not one unaffected by such export. Today, standard English is codified to the extent that the grammar and vocabulary of English are much the same everywhere in the world where English is used: variation among local standards is really quite minor, so that the Singapore, south Africa, and Irish varieties are really very little different from one another so far as grammar and vocabulary are concerned. Indeed, Standard English is so powerful that it exerts a tremendous pressure on all local varieties, to the extent that many of the long - established dialects of England have lost much of their vigor and there is considerable pressure on them to converge toward the standard. This latter situation is not unique to English: it is also true in other countries where processes of standardization are under way. But it sometimes creates problems for speakers who try to strike some kind of compromise between local norms and national, even supranational ones.
Which of the following statements is true according to this passage？
A．Standard English is better than non -standard English.
B．Standard English does not differ from non - standard English in principle.
C．Standard English can be both formal and colloquial.
D．Non- standard English is the same as colloquial English.
根据下列短文，回答下列各题：
A．This dual effect means that the relationship between employers and workers has evolved to such an extent that we can no longer expect a long-term relationship with one employer.
B．It carries an implicit assumption that we ourselves, and the jobs we enter, will change little during our working lives.
C．This growth suggests that a career plan should not be expressed only in terms of full-time employment but should make provision for the possibility of becoming one of them.
D．This is a summary of one's personal learning needs and an action plan to meet them.
E．Consequently, they must now accommodate a number of objectives and enable us to prepare for each on a contingency basis.
F．However, it warns that employers often identify training needs through formal appraisals, which take too narrow a view of development.
G．Such a freelance or consultant would be constantly in demand.
H．We were expected to work towards that one clear goal and to consider a career change as a bad thing.
回答第9空。
