He ______ with us last night.A、would have liked to goB、should like to be goingC、should

He ______ with us last night.

A、would have liked to go

B、should like to be going

C、should be liked to go

D、would like to go

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发布时间：2023-04-13

更多“He ______ with us last night.A、would have liked to goB、should like to be goingC、should”相关的问题

第1题

听力原文：How men first learnt to invent words is unknown, in other words, the origin of la

听力原文： How men first learnt to invent words is unknown, in other words, the origin of language is a mystery. All we really know is that men, unlike animals, somehow invented certain sounds to express thoughts and feel hugs, actions and things, so that they could communicate with each other, and that later they agreed upon certain signs, called letters, which could be combined to represent those sounds, and which could be written down. Those sounds, whether spoken, or written in letters we call words. The power of words, then, lies in their associations--the things they bring up before our minds. Words become filled with meaning for us by experience, and the longer we live, the more certain words recall to us the glad and sad events of our past, and the more we read and learn, the more the number of words that mean something to us increases.

Great writers are those who not only have great thoughts but also express these thoughts in words which appeal powerfully to our minds and emotions. This charming and telling use of words is what we call literery style. Above all, the real poet is a master of words. He can convey his meaning in words which sing like music, and which by then position and association can move men to tears. We should therefore learn to choose our words carefully and use them accurately, or they will make our speech silly and vulgar.

(33)

A．A legend handed down from the past.

B．A matter that is hidden or secret.

C．A question difficult to answer.

D．A problem not yet solved.

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第2题

Why Bilingual Education？Bilingual education continues to receive criticism in the national

Why Bilingual Education？

Bilingual education continues to receive criticism in the national media. This article examines some of the criticism, and its effect on public opinion, which often is based on misconceptions about bilingual education's goals and practice. The article also explains the rationale underlying good bilingual education programs and summarizes research findings about their effectiveness.

The combination of first language subject matter teaching and literacy development that characterizes good bilingual programs indirectly but powerfully aids students as they strive for a third factor essential to their success: English proficiency. Of course, we also want to teach in English directly, via high quality English-as-a-Second Language (ESL) classes, and through sheltered subject matter teaching, where intermediate-level English language acquirers learn subject matter taught in English.

The best bilingual education programs include all of these characteristics: ESL instruction, sheltered subject matter teaching, and instruction in the first language. Non-English-speaking children initially receive core instruction in the primary language along with ESL instruction. As children grow more proficient in English, they learn subjects using more contextualized language (e. g. , math and science) in sheltered classes taught in English, and eventually in mainstream classes. In this way, the sheltered classes function as a bridge between instruction in the first language and in the mainstream. In advanced levels, the only subjects done in the first language are those demanding the most abstract use of language (social studies and language arts). Once full mainstreaming is complete, advanced first language development is available as an option. Gradual exit plans, such as these, avoid problems associated with exiting children too early (before the English they encounter is comprehensible) and provide instruction in the first language where it is most needed. These plans also allow children to have the advantages of advanced first language development.

Success without Bilingual Education

A common argument against bilingual education is the observation that many people have succeeded without it. This has certainly happened. In these cases, however, the successful person got plenty of comprehensible input in the second language, and in many cases had a defacto bilingual education program. For example, Rodriguez and de la Pena are often cited as counter-evidence to bilingual education.

Rodriguez tells us that he succeeded in school without a special program and acquired a very high level of English literacy. He had two crucial advantages, however, that most limited-English-proficient (LEP) children do not have. First, he grew up in an English-speaking neighborhood in Sacramento, California, and thus got a great deal of informal comprehensible input from classmates. Many LEP children today encounter English only at school; they live in neighborhoods where Spanish prevails. In addition, Rodriguez became a voracious reader, which helped him acquire academic language. Most LEP children have little access to books.

De la Pena reports that he came to the United States at age nine with no English competence and claims that he succeeded without bilingual education. He reports that he acquired English rapidly, and "by the end of my first school year, I was among the top students." De la Pena, however, had the advantages of bilingual education: In Mexico, he was in the fifth grade, and was thus literate in Spanish and knew subject matter. In addition, when he started school in the United States he was put back two grades. His superior knowledge of subject matter helped make the English input he heard more comprehensible.

Children who arrive with a good education in their primary language have already gained tw

A．Y

B．N

C．NG

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第3题

－ May I know the cost for a 20 feet container from Guangzhou to LA －（)

A、The cost is very high.

B、It’s 2,300 US dollars.

C、It’s very expensive.

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第4题