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they both（）english, i think. i know it from their accent.
A.is
B.are
C.be
D.being
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题目内容
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A.is
B.are
C.be
D.being
如果结果不匹配，请 联系老师 获取答案
更多“they both（）english, i think. i…”相关的问题
A.owls
B.bears
C.peacocks
D.mules
However, there are many words with the same denotative meanings but different connotative meanings. For instance, “bat” is an evil animal in European folk legends. The English idioms like “as blind as a bat” and “as crazy as a bat” give explanation by themselves. But many Chinese people believe that “bat” is the symbol of good luck, health and happiness. This is mainly because in “蝙蝠” “蝠” is pronounced the same with “福” (good fortune) in “幸福” (happiness) and “洪福” (limitless blessing).
Still, there are many other words whose denotative and connotative meanings are both different in English and Chinese. For example, in the western world, “dragon” is a fire-spitting mythical animal, signifying violence, as in “He is a bit of dragon here.” By contrast, most Chinese people regard “龙” (Long) as a symbol of dignity and power, as in the idiom “望子成龙” (hold high hopes for one’s child).
1. Some English words about animals carry both denotative and connotative meanings.()
A.True
B.False
2. Many words from Chinese and English are the same in both the denotational meanings and connotational meanings, such as “fox” and “狐狸”.()
A.True
B.False
3. The Chinese word “蝙蝠” carries the same connotative meanings with the English word “bat”.()
A.True
B.False
4. The Chinese word “龙” carries the same denotative meaning with the English word “dragon”.()
A.True
B.False
5.“He is a bit of dragon here.” The equivalent Chinese version of this sentence is: 他在这一带为非作歹。()
A.True
B.False
What makes a 'good' language learner 'good', and what makes a 'poor' language learner 'poor'？ What does this imply for the teaching of language in the Hong Kong context？ These are the central questions of this assignment. The existing body of research attributes the differences between language learners to learner variables and learner strategies, Learner variables include such things as differences in personality, motivation, style, aptitude and age (Ellis, 1986: chap 5) and strategies refer to "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Chamot, 1987: 71). It is important to note here that what we are considering is not the fact that language learners do and can learn, but why there should be such variations in speed of learning, ability to use the target language, and in achieving examination grades, areas which generally lead to the classification of students as being either 'good' or 'poor'.
Learner variables and strategies have been the focus of a number of research projects, (O'Malley et al, 1985, Oxford, 1989). However, to the best of my knowledge, this area has not been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong Kong, gleaning a little of what learner variables and strategies seem to work for local students seems to be a fruitful area of research.
In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of actually identifying these aspects. As the existing research points out, it is not possible to observe directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986) We cannot look inside the mind of a language learner and find out what strategies, if any, they are using. These strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no single learning strategy, cognitive style. or learner characteristic is sufficient to explain success in language learning. The factors must be considered simultaneously to discover how they interact to affect success or failure in a particular language learning situation.
Bearing these constraints in mind, the aim of this assignment is to develop two small scale studies of the language learners attempting to gain an overall idea of what strategies are in use and what variables seem to make a difference to Hong Kong students.
In paragraph 2 learner variables, and strategies are defined by reference to other writers
A．because these writers are authorities in the field and these are recognized as important concepts
B．because these writers are authorities in the field and these are recognized as important definitions
C．because the present author is not sure what these terms mean
D．because the present author wishes to redefine the scope of research in this area
The first spectalces were made for ()
A、any one who had an eye trouble
B、the far-sighted
C、the short-sighted
D、both the far-sighted and the short-sighted
Back then, the Cherokee had no way to write down words in their ownlanguage.Sequoyah believed it was important for the Cherokee to have a systemof writing.So, in 1809, he set out to create an alphabet that the Cherokeecould use to do just that.
Sequoyah started by drawing pictures, with each one representing adifferent word or idea.He soon realized that writing sentences using pictureswould be much too difficult.There were too many words.No one would ever beable to remember that many pictures.
Sequoyah decided to try a different approach.He began to developsymbols to stand for the sounds, or syllables (音节), that made upwords.Twelve years later, he completed a system of writing with 86 differentsymbols.Each one stood for a different syllable in the Cherokee language.Thesymbols could easily be put together to form. words.Soon thousands of Cherokeewere able to read and write in their own language.
Sequoyah's work did not end there, however.He helped to establish aprint shop and began publishing a bilingual newspaper in both Cherokee andEnglish.The shop also printed books translated from English into Cherokee.Inlater years, Sequoyah also became a political leader among the Cherokee.
21.As can be learned from the firstparagraph, a Cherokee was a().
A.Native Americans
B.writer
C.White man
D.genius
22.“Talking leaves” in the final paragraphrefers to().
A.English spellings
B.pieces of paper with words
C.English sentences
D.tree leaves that make sounds
23.To create an alphabet, Sequoyah beganwith pictures that stand for().
A.sounds
B.symbols
C.words
D.syllables
24.Sequoyah's invention was important tothe Cherokee, because().
A.the Cherokee are now able to read and write
B.the Cherokee now make a living with thewriting system
C.one of their parks was named afterSequoyah
D.the Cherokee are proud of hisachievement
25.Sequoyah is best remembered for().
A.being able to read and write
B.being raised as a Cherokee
C.drawing pictures to represent words orideas
D.inventing a written language for the Cherokee
When I was studying English at a training center in Washington D.C. in 2008, I shared a house with two young Americans, Jim and Steve. Jim was studying French and Steve Chinese, both at the Foreign Service Institute. We shared many things in common, but we also thought and acted quite differently. Steve was interested in speaking Chinese. He always tried every opportunity to talk with me with his very English-like pronunciation. I was often touched with his diligence. However, I wanted to practice English with him, too. So we often spoke at the same time in the other’s mother tongue. Jim was fresh from college and the youngest of the three. He was going out all the time. The only time we met was at breakfast. There was a small round table in our kitchen, where we saw around to enjoy our food. Steve had Chinese fast food such as dumplings or noodles, and I ate bread and boiled eggs. But Jim often just drank a cup of tea because he had nothing in his fridge. He was too busy dating pretty French girls to do any shopping. I often offered him some of my food. But Steve told me in his poor Chinese that I didn’t need to do that. He said that it was Jim’s own fault and that it served him right. Although he was learning Chinese, he still had his American sense of values.
Two years later, I returned to China. The three of us still keep in touch. Jim now works in a travel agency in Paris. He got married to one of the pretty girls. He wrote to tell us that he can now enjoy a delicious breakfast with his beautiful wife every morning in their comfortable living room. Steve wants to work in China. And I’m helping him with this. I have introduced him to the dean of the Overseas Section of our university. He is very interested in Steve. He wants to know if Steve can work here teaching the overseas students Chinese. I have sent the message to Steve. I’m sure he’d be very happy to accept the job. However, I hope he could try harder to improve himself. Otherwise, all the overseas students would speak with his terrible pronunciation!
(1) Which of the following statements is TRUE according to the passage？（）
A、Steve and Jim were more alike in character.
B、The author didn’t enjoy talking with Steve.
C、The three of them were all language majors.
D、Their living condition was rather poor.
(2) Which of the following is TRUE about Jim？（）
A、He has a French way of making friends.
B、Going out with girls cost him a lot of time.
C、He learned French in order to date Paris girls.
D、He liked doing housework.
(3) What is the author’s opinion of Steve？（）
A、Steve was a very hardworking fellow.
B、Steve enjoyed cooking Chinese food.
C、Steve enjoyed shopping more than Jim.
D、Steve’s Chinese accent was quite pure.
(4) What does the last sentence of the first paragraph imply？（）
A、Steve didn’t like offering help to others.
B、American people only eat their own food.
C、Steve wanted Jim to do his own shopping.
D、Americans and Chinese differ in their sense of values.
(5) What can be learned from the last paragraph？（）
A、Jim is a very good husband.
B、Steve enjoys teaching Chinese.
C、The author works for overseas students.
D、The three friends still keep in touch.
In America alone, tipping is now a ＄16 billion-a-year industry. Consumers acting rationally ought not to pay more than they have to for a given service. Tips should not exist. So why do they？ The conventional wisdom is that tips both reward the efforts of good service and reduce uncomfortable feelings of inequality. The better the service, the bigger the tip.
Such explanations no doubt explain the purported origin of tipping—in the 16th century, boxes in English taverns carried the phrase "To Insure Promptitude" (later just "TIP"). But according to new research from Cornell University, tipping no longer serves any useful function.
The paper analyses data from 2,547 groups dining at 20 different restaurants. The correlation between larger tips and better service was very weak: only a tiny part of the variability in the size of the tip had anything to do with the quality of service. Customers who rated a meal as "excellent" still tipped anywhere between 8% and 37% of the meal price.
Tipping is better explained by culture than by economics. In America, the custom has become institutionalized: it is regarded as part of the accepted cost of a service. In a New York restaurant, failing to tip at least 15% could well mean abuse from the waiter. Hairdressers can expect to get 15-20%, the man who delivers your groceries ＄2. In Europe, tipping is less common; in many restaurants, discretionary tipping is being replaced by a standard service charge. In many Asian countries, tipping has never really caught on at all.
How to account for these national differences？ Look no further than psychology. According to Michael Lynn, the Cornell paper's co-author, countries in which people are more extrovert, sociable or neurotic tend to tip more. Tipping relieves anxiety about being served by strangers. And, says Mr. Lynn, "In America, where people are outgoing and expressive, tipping is about social approval. If you tip badly, people think less of you. Tipping well is a chance to show off." Icelanders, by contrast, do not usually tip—a measure of their introversion, no doubt.
While such explanations may be crude, the hard truth seems to be that tipping does not work. It does not benefit the customer. Nor, in the case of restaurants, does it actually stimulate the waiter, or help the restaurant manager to monitor and assess his staff. Service people should "just be paid a decent wage" which may actually make economic sense.
Which is tree according to the passage？
A．It is regulated that the customers must pay a tip if they want to get good service.
B．There exists the tipping custom in each country.
C．In some countries, tipping has become an industry.
D．More and more people are in favor of tipping.
A.It’s time for English class
B.I have English class
C.Yes,it is
D.It's time to English class
