EXAMPLE
When ^ art museum wants a new exhibit,
(1) an
it (never/) buys things in finished form and hangs
(2) never
them on the wall. When a natural history museum
wants an exhibition, it must often build it.
(3)exhibit
The changes in language will continue forever, but no one knows sure
(26)
who does the changing. One possibility is that children are
responsible. A professor of linguistic at the University of Hawaii,
(27)
explores this in one of his recent books. Sometimes around 1880, a
(28)
language catastrophe occurred in Hawaii when thousands of emigrant
(29)
workers were brought to the islands to work for the new sugar
industry. These people speaking different languages were unable to
communicate with each other or with the native Hawaiians or the
dominant English-speaking owners of the plantations. So they first
spoke in Pidgin English —— the sort of thing such mixed language
(30) populations have always done. A pidgin is not really a language at
all. It is more like a set of verbal signals used to name objects and
(31)
without the grammatical rules needed for expressing thought and
ideas. And then, within a single generation, the whole mass of mixed
people began speaking a totally new tongue: Hawaiian Creole. The
(32)
new speech was contained ready-made words borrowed form all the
(33)
original tongues, but beared little or no resemblance to the
(34)
predecessors in the rules used for stringing the words together.
Although generally regarded as primitive language, Hawaiian Creole
(35)
had a highly sophisticated grammar.
PART III READING COMPREHENSIONS
In this section there are four reading passages followed by fifteen multiple-choice questions. Read the passages and then mark your answers on your Answer Sheet.
TEXT A Green EFL Stresses the Environment As environment protection becomes a global issue, a new term —— "Green EFL" is working its way into our vocabulary. What does it mean? The Project in the English Country School in southern England gives you some idea and shows how environment protection and language teaching can be combined together. In this school, there are projects on the classification of trees and their leaves, on insects and other invertebrates, pond and river life, flowers and hedgerows. There are air pollution surveys, littler surveys, recycling projects, acid rain surveys, farm visits, countryside walks, sculpture and colleges created from natural materials. It is all backed up in the classroom with EFL materials about the environment —— the rain forests, biological diversity, global warming —— and with materials which concentrate on the students immediate environment under the general heading of "Health": smoking, alcohol and during abuse, diet and exercise. For example, the topic of pollution will involve the students searching the local environment to find out what has been thrown away. This is then classified according to the type of material found and whether it is recyclable or not. The students follow instructions to set up simple experiments to detect air and water pollution. They investigate mosses and lichens, looking up their findings in field guides, to determine the number and quality of species. They compare and collate their findings, producing diagrams, writing up their results and drawing conclusions. They then practice language work on topics such as the Greenhouse Effect and Global Warming. How do the students benefit from this? In common with all project work, leaner autonomy, cooperation and motivation is fostered. The language practice takes place in a natural and enjoyable setting. As a result the students develop an appreciation of and an alertness and sensitivity toward their surroundings. Another advantage of Green EFL is that the environment is a global issue: What happens in one country affects what happens in another. The environment thus spans borders and cultures. We can teach the language, English, through the environment, without teaching "Englishness", or "Americanness", or whatever other culture values we might accidentally or deliberately put across to our students. Finally, through an understanding of the global environment, and the issues which affect it, students will be better able to meet challenges in the future. For the teacher interested in teaching English through environmental studies, there is a surprising amount of material available. The Cambridge Advanced English exam, with its emphasis on scientific/authentic English, had encouraged authors to include texts on various environmental issues. Sue O Connells "Focus on Advanced English", for example, includes a chapter called "Paradise Lost" about the rain forests; "Passport to Cambridge Advanced English" discusses the Greenhouse Effect and Global Warming; "Cambridge Advanced English" by Leo Jones, has a chapter about Green peace and The Antarctic; and so on. Environmental topics in Childrens EFL textbooks are also catching on. Book 3 of Collin "Mode" series is particularly useful.
36. The Green EFL ____.
A) is a teaching program which combines protection and language teaching
B) is practical is southern England
C) is a newly coined term which addresses the global issue of environmental protection
D) All of above
37. How can students detect air and water pollution?
A) They look for mosses and lichens and draw the conclusion according to the number and quality of the species.
B) They go to the fields to measure the quality of air and water.
C) They set up experiments to investigate the substances in air and water.
D) They look for several kinds of species in the field, produce diagrams and draw conclusions.
38. According to the author, the second advantage of Green EFL is that ____.
A) students will not be confined to learn a particular culture value
B) students may develop sensitivity toward their surroundings
C) students can learn values through Green EFL
D) students shall have a better understanding of the global issue 共9页: 上一页 [1] 2 [3] [4] [5] [6] [7] [8] [9] 下一页