题目内容
（请给出正确答案）
In terms of grammar and vocabulary, Standard English ______.
A．differs greatly from dialects in the United Kingdom
B．differs greatly from varieties outside U. K.
C．differs little from any variety in the world
D．is the same with any variety of English
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更多“In terms of grammar and vocabu…”相关的问题
A．are
B．to be
C．being
D．have been
听力原文： In recent years, linguists(语言学家) and language teachers have begun to describe language according not only to grammatical structure, using traditional concepts and terms such as the imperative, but also by function. For example, add "please" to the order "Open the window!", and the structure remains imperative. The function of the utterance, however, is now that of polite request.
Function, then, is determined partly by the user's attitude, and is realized by a variety of linguistic and paralinguistic features—vocabulary, grammar and pronunciation, tone of voice, gesture and facial expression. The language learner can often tell the difference easily between certain basic functions—those of command and request, for example. However, learning to use these different functions of language to communicate effectively is not always so easy.
Language function is also determined by the situation in which the language is used. "Be quiet!" coming from a teacher tired of noisy pupils is obviously an order or command. Used by a nervous bank robber to a fellow in crime, when he thinks he has heard a noise which could have been made by a suspicious policeman, the sentence would be a warning. When we look at the imperative in this way, then, we realize that it consists of a small set of structural forms which can fulfill many different functions: commands, prohibitions, warnings, as well as many others.
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A．Grammatical structure.
B．Function.
C．Traditional concepts and terms.
D．Both A and B
根据下面内容，回答题：
A
This classic cross-culture book provides reading passages， culture notes， and discussion topics which focus on values， behaviours， attitudes and communication styles. It features a chapter on cultural diversity in the U. S. ， an explanation of mainstream U. S. values with examples which reveal some of the more hidden aspects of culture， examples of cross-cultural differences in a wide variety of cultures， and extensive readings and exercises.
B
As a multistand course——organized according to functions， discussion techniques and communication concepts——this text develops the speaking skills of business professionals or business students. It is easily adaptable to differing class sizes， student needs and interests. A special feature of the course is its carefully staged discussion activities which structure and facilitate group partici- pation.
C
This series is intended for students now ready to approach English literature. Each book deals with both the literary and the language aspects of their texts. Some exercises focus on a personal response， others on discussing literary qualities such as style， character， imagery and ideas. Other exercises concentrate on the development of language awareness in terms of grammar， vocabulary and different styles of writing.
D
Authentic texts covering a wide range of topics provide a stimulating basis for an approach of skills and strategies to academic reading. Techniques of skimming and scanning， identifying main ideas， understanding text organization and guessing unknown vocabulary provide the basis for each unit. These are followed by more advanced strategies， such as analyzing a writer"s use of time， evaluating a writer"s attitude and assessing the degree of certainty in arguments. Each unit ends with discussion topics which lead to a writing task based on the reading texts.
It aims to train the students to become sensitive to different styles of writing. 查看材料
Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some sensible methods of assessment (评估) to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First one looks at a commercially available test. Then one distills (去除) the skills needed not to master reading, say, or math, but to do well on the test. Finally, the test skills arc taught.
The ability to read or write or calculate might imply the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test with the acquisition of that skill. Too many discussions of basic skills make this fundamental confusion because people are test obsessed (着迷的) rather than concerned with the nature and quality of what is taught.
Recently many schools have faced what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with phonic and grammar skills still being unable to understand what they read. These students are competent at test taking and filling in workbooks and ditto (复制品) masters. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can't see or understand the whole. They are taught to be so concerned with grade that they have no time or ease of mind to think about meaning, and reread things if necessary.
The author gives an account of Erica's performance in her study in order to ______.
A．illustrate her cleverness in test-taking
B．reveal the incompetence of teachers
C．show there is something wrong with current practice in teaching
D．demonstrate the best way to read textbooks
It's no secret that good leaders are also good communicators.Indeed,communication and leadership are inextricably tied.How can you galvanize,inspire or guide others if you don't communicate in a clear,credible and authentic way?Here are 5essential communication practices of effective leaders:
1.Mind the say-do gap.Trust is the bedrock of effective leadership-your behavior is your single greatest mode of communication,and it must be congruent with what you say.If your actions don't align with your words,you a restoring up trouble for the future.
2.Make the complex simple.Effective leaders distill complex thoughts and strategies into simple,memorable terms that colleagues and customers can grasp and act upon.The most important thing is to clarify what you want to say,lookout for technical jargon and avoid business speak,which add complexity.Say what you mean in as few words as possible.
3.Find your own voice.Use language that's distinctly your own;let your values come through in your communication.Correct use of language and grammar are important,of course,but don't become overly fixated on eloquence for eloquence's sake;concentrate on being distinct and real.People want real,people respect real,people follow real.
4.Be visible.Visibility is about letting your key stakeholders get a feel for who you are and what you care about.Don't hide behind a computer and only interact with people electronically-see them face to face and voice to voice,and interact with them in a real,substantial way.In today's environment,where people are often burned out,it's important for employees to have a personal connection with you and the work you believe in.Show the
people that work for you that you're engaged and that you care about them and their work.
5.Listen with your eyes as well as your ears.Effective communication is a two-way process,and good leaders know how to ask good questions,and then listen with both their eyes and their ears.Because you are in a position of authority,others maybe reluctant to express their real opinions to you directly.You won't always get
direct feedback,so you need to also be able to read between the lines and look for the non-verbal cues. 26.Communication and leadership don't always go hand in hand.
2.The say-do gap happens when people misunderstand their leader's intention.
3.Using technical jargon makes a leader convincing.
4.Communicating sincerely is always the best.
5.Observation is as important as communication when you want to know what people really think.
What is Culture？
Culture, in anthropology(人类学), the patterns of behavior. and thinking that people living in social groups learn, create, and share. Culture distinguishes one human group from others. It also distinguishes humans from other animals. A people's culture includes their beliefs, rules of behavior, language, rituals, art, technology, styles of dress, ways of producing and cooking food, religion, and political and economic systems.
Culture is the most important concept in anthropology (the study of all aspects of human life, past and present). Anthropologists commonly use the term culture to refer to a society or group in which many or all people live and think in the same ways. Likewise, any group of people who share a common culture—and in particular, common rules of behavior. and a basic form. of social organization—constitutes a society. Thus, the terms culture and society are somewhat interchangeable. However, while many animals live in societies, such as herds of elk (麋鹿) or packs of wild dogs, only humans have culture.
Characteristics of culture
People have culture primarily because they can communicate with and understand symbols. Symbols allow people to develop complex thoughts and to exchange these thoughts with others. Language and other forms of symbolic communication, such as art, enable people to create, explain, and record new ideas and information.
A symbol has either an indirect connection or no connection at all with the object, idea, feeling, or behavior. to which it refers. For instance, most people in the United States find some meaning in the combination of the colors red, white, and blue. But those colors themselves have nothing to do with, for instance, the land that people call the United States, the concept of patriotism, or the U.S. national anthem (圣歌), 7he Star Spangled Banner.
People have the capacity at birth to construct, understand, and communicate through symbols, primarily by using language. Research has shown, for example, that infants have a basic structure of language—a sort of universal grammar—built into their minds. Infants are thus predisposed(有……倾向) to learn the languages spoken by the people around them.
Language provides a means to store, process, and communicate amounts of information that vastly exceed the capabilities of nonhuman animals. For instance, chimpanzees (黑猩猩), the closest genetic relatives of humans, use h few dozen calls and a variety of gestures to communicate in the wild. People have taught some chimps (黑猩猩) to communicate using American Sign Language and picture-bused languages, and some have developed vocabularies of a few hundred words. But an unabridged (完整的) English dictionary might contain more than half-a-million vocabulary entries. Chimpanzees have also not clearly demonstrated the ability to use grammar, which is crucial for communicating complex thoughts.
In addition, the human vocal tract, unlike that of chimpanzees and other animals, can create and articulate a wide enough variety of sounds to create millions of distinct words. In fact, each human language uses only a fraction of the sounds humans can make. The human brain also contains areas dedicated to the production and interpretation of speech, which other animals lack. Thus, humans are predisposed in many ways to use symbolic communication.
People are not born with culture; they have to learn it. For instance, people must learn to speak and understand a language and to abide by the rules of a society. In many societies, all people mast learn to produce and prepare food and to construct shelters. In other societies, people must learn a skill to earn money, which they then use to provide for themselves. In all human societies, children learn culture from adults. Anthropologists call this process enculturation, or cultural transmission.
Encultu
A．Y
B．N
C．NG
A.Latin grammar
B.Italian grammar
C.French grammar
D.English grammar
Correct pronunciation and grammar are emphasized by the Direct Methodologists.()
