8. Purpose of the most recent trip to foreign countries: business 生意
9. The comment on the website: it is too slow 太慢了
10. Email:email@example.com 邮箱地址
Section 2 关于艺术班的课程介绍
11. Finishing time
12. You have to leave at some fixed time
13. Your place
14. Bathroom – I
15. Lockerroom – J
16. Loaddock – G
18. Mediaroom – E/D
19. Production manager’s office – C
20. Cafeteria- H
Section 1 纳斯卡线条
Section 2 部落
Section 3 加拿大双语教学
37. NOT GIVEN
39. NOT GIVEN
The significant role of mother tongue in education
One consequence of population mobility is an increasing diversity within schools .To illustrate, in the city of Toronto in Canada,58% of kindergarten pupils come from homes where English is not the usual language of communication.schools in Europe and North America have experienced this diversity for years,and educational policies and practices vary widely between countries and even within countries .some political parties and groups search for ways to solve the problem of diverse communities and their integration in schools and society.however , they see few positive consequences for the host society and worry that this diversity threatens the identity of the host society .consequently, they promote unfortunate educational policies that will make the “problem”disappear . if students retain their culture and language, they are viewed as less capable of identifying with the mainstream culture and learning the mainstream language of the society.
The challenge for educators and policy-makers is to shape the evolution of national identity in such a way that the rights of all citizens (including school children) are respected, and the cultural, linguistic, and economic resources of the nation are maximized. to waste he resources of the nation by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self-interest. A first step in providing an appropriate education for cultural and linguistically diverse children is to examine what the existing research says about the role of children’s mother tongue is their educational development.
In fact ,the reach is very clear .whenchildren continue to develop their abilities in two or more languages throughout their primary school ,they gain a deeper understanding of language and how to use it effectively .they have more practice in processing language,especially when they develop literacy in both .more than 150 research studies conducted during the past 35 years strongly support what Goethe ,the famous eighteenth-century German philosophy ,once said :the person who knows only one language does not truly know that language .Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages.
The level of development of children’smother tongue is a strong predictor of their second language development.Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. when parents and other caregivers (e.g.grand- parents) are able to spend time with their children and tell stories or discuss issues with them in a way that develop their mother tongue, children come to school well-prepared to learn the school language and succeeded ineducationally. Children’s knowledge and skills transfer across languages from the mother tongue to the school language. Transfer across languages can be two ways: both languages nurture each other when the educational environment permits children access to both languages.
Some educators and parents are suspicious of mother tongue-based teaching programs because they worry that they take time away from the majority language. For example, in a bilingual program where 50% of the time is spent through children’s home language and 50%through the majority language, surly children won’t progress as far in the latter? One of the most strongly established findings of educational research,however, is that well-implemented bilingual programs can promote literacy and subject-matter knowledge in a majority language. Within Europe, the Foyer program in Belgium, which develops children ‘s speaking and literacy abilities in three languages (their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and trilingual education (see Cummins,2000).
It’s easy to understand how this happens.When children are learning through a minority language ,they are learning concepts and intellectual skills too .Pupils who know how to tell the time in their mother tongue understand the concept of telling time .In order to tell time in the majority language ,they do not need to re-learn the concept .Similarly,at more advanced stages ,there is a transfer across languages in other skills such as knowing how to distinguish the main idea from the supporting details ofa written passage or a story ,and distinguishing fact from opinion .Studies of secondary school pupils are providing interesting findings in this area ,and itwould be worth extending this research.
Many people marvel at how quicklybilingual children seem to “pick up ”conversation skills in the majority language at school (also it takes much longer for them to catch up with native speakers in academic language skills ).However, educators are often much less aware of how quickly children can loss their ability to use their mother tongue,even in the home context .The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in their neighborhood. Where the mother tongue idea used extensively in the communities are not concentrated in particular neighborhoods , children canlose their ability to communicate in their mother tongue within 2-3 years of starting school .They may retain receptive skills in the language but they willuse the majority language in speaking with their peers and siblings and inresponding to their parents .By the time children become adolescents, helinguistic division between parents and children has become an emotional chasm.pupils frequently become alienated from the cultures of both home and schoolwith predictable results.
大作文： As countries developed, more and more people buy and use their own cars. Do you think the advantages of this trend for individuals outweigh its disadvantages for the environment?
Section 1 Complain 因为多收了孩子的钱
2. Ordered4 return tickets
3. Departuretime: 11:45
4. Just flip put a box of error message page
5. One adult can bring 2 kids at most 一位成年人可以带至多两位小孩
6. Free ticket for kid whose age: under 12 years old 低于12岁以下
7. Children have less food 儿童的事物会少一些
8. Whatif the huge family and school group will do
9. Letterwill be sent to the manager
10. Reference number: G/JBK8422
Section 4 在沙漠建造一座新城
31. Orientation– desert needs wind shake to cool 用风来降温
32. In the display 显示
33. Take a shower 洗澡
34. Using electronic cars without a driver when people get around 无人驾驶的电动车
35. Using mirrors collect sun 用镜子来采集阳光
36. Large umbrella is shaping like a flower 大伞的形状就像朵花儿
37. Landscape:using ash adding into concrete with acid to the building’s exterior ash表示灰
38. There is a park in the center of the city 在市区有个公园
39. A fountain for people walk 一个供人们散步的喷泉
40. In the future, houses will have lowest carbon emission 在未来，房子会有越来越低的碳排放。
大作文：For Employers, formal academic qualifications are more important than life experience. Why? Is it a positive or negative trend? 对于雇主来说，正式的学术资格认证要相比生活经验更加重要。为什么？这是一个好的还是坏的趋势呢？