The number of speakers of English in Shakespeare's time is estimated to have been about five million. Today it is estimated that some 260 million people speak it as a native language, mainly in the United States, Canada, Great Britain, Ireland, South Africa, Australia and New Zealand. In addition to the standard varieties of English found in these areas, there are a great many regional and social varieties of the language as well as various levels of usage that are employed both in its spoken and written forms. In fact, it is impossible to estimate the number of people in the world who have acquired an adequate working knowledge of English in addition to their own languages. The purpose for English learning and the situations in which such learning takes place are so varied that it is difficult to explain and still more difficult to judge what forms an adequate working knowledge for each situation. The main reason for the widespread demand for English is its present-day importance as a world language. Besides serving the indefinite needs of its native speakers, English is a language in which some of important works in science, technology, and other fields are being produced, and not always by native speakers. It is widely used for such purposes as meteorological and airport communications, international conferences, and the spread of information over the radio and television networks of many nations. It is a language of wider communication for a number of developing countries, especially former British colonies. Many of these countries have multilingual populations and need a language for internal communication in such matters as government, commerce, industry, law and education as well as for international communication and for entrance to the scientific and technological developments in the West. What type of developing countries would be most likely to use English? A) Those geographically close to the United States. B) Those interested in the culture of the United States. C) Former colonies of Great Britain. D) Countries where international conferences are held.
C
(Question)
It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non - English speaking home, He was very quiet and shy, I wasn't sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play, If I tried to talk to him , he would turn away and tightly shut his eyes to hide from me. After a day or two of this, I decided to seek the help from one of my outgoing and friendly little girls, I called her over and she ran to me , ready to help. I immediately began a long speech about what I needed from her, I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communication with him , I explained she could do that , she could try this idea, she could try that idea, "Don't worry, I speak kid" And she ran off. I stood there all alone, silently watching her, It took less than a minute for the two new friends to urn off, hand in hand , happily joining a game of tag taking place all over the gym. I often think of that small moment, about what I learned and how important it is for all teachers to speak kid --- big kid, little kid and middle kid , I know my focus must be on teaching students how to think , how to approach problems ,and how to figure out solutions and teaching them never to let _ away , We must be ready to learn from our students because those "teachable moments "during the school days are for us , the teachers, as well as our kids. Why did the author worry about the boy? A) He didn't dare to look at the author in the eyes B) He couldn't speak English as well as other students C) He failed to understand what the author taught D) He was unwilling to communicate with others
(Answer)
D
Ques: A sure way to destroy your chances of learning how to write skillfully is to believe that writing is a "natural gift" rather than a learned skill. People with such an attitude think that they are the only ones for whom writing is unbearably difficult. They feel that everyone else finds writing easy or at least tolerable. Such people often say, "I'm not any good at writing" or "English was not one of my good subjects." They imply that they simply do not have a talent for writing while others do. The result of this attitude is that these people try to avoid writing, and when they do write, they don't try their best. Their writing fails chiefly because they believe that they don't have the "natural talent" needed to write. Unless their attitude changes, they probably will not learn how to write effectively. A realistic attitude about writing must build on the idea that writing is a skill. It is a skill like driving, typing, or cooking; and, like any skill, it can be learned. If you have the determination to learn, you will develop your writing skills by practicing extensively. Many people find it difficult to do the active thinking that clear writing demands. It is frustrating to discover how much of a challenge it is to transfer thoughts and feelings from one's head onto a sheet of paper. But writing is not an automatic process: We will not get something for nothing -- and we should not expect to. For almost everyone, skillful writing comes from hard work -- from determination and sweat. The good news is that the skill of writing can be mastered, and if you are ready to work, you will learn what you need to know. What is the topic of the passage? A) Why writing is important. B) Whether writing is a born gift. C) Benefits of essay writing. D) How to improve writing skills.
Ans: B
Ques: Emily and Zach are confused! Their parents told them they could choose between Massachusetts and Arizona for their vacation this summer. Emily has always wanted to visit Boston, the capital of Massachusetts. Zach and she both agree that walking along the Freedom Trail would enable them to see Boston's most famous places of historic interest, like the site of the school Ben Franklin attended and the Old State House. If Emily and Zach go to Massachusetts, they could spend a few days at the beaches on Cape Cod. Emily loves body boarding, and Zach is great at body surfing. They both enjoy building sandcastles with their mom and dad. Zach finds learning about Native Americans wonderful and has always wanted to travel along the Apache Trail in Arizona. This mountain highway passes Native American ruins in Tonto National Forest. Emily is not as interested in traveling along this trail as Zach, but they both would like to visit Phoenix, the capital, and then travel to Grand Canyon National Park and Meteor Crater .Zach learned in science class that Meteor Crater is a hole over 4,000 feet wide and 520 feet deep that was created when a huge object from space fell to Earth. The object went so deep that it has never been found. Zach would really like to try to discover it. But Emily thinks if experienced scientists and researchers cannot find it, Zach might as well not even bother to try. The only drawback for Zach and Emily if they choose Arizona would be the heat. It is very hot and dry in this southwestern state. Massachusetts, on the other hand, is in northeastern United States. Here Zach and Emily and their parents could enjoy mild temperatures. Their parents love hot weather, but Zach and Emily do not really like to sweat. How will they ever decide to which state they should travel? If only they could take two trips! What would be the best title for the text? A) A difficult choice B) An interesting plan C) An unforgettable trip D) A personal experience
Ans:
A