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The speaker, a teacher from a community college, addressed a sympathetic audience. Heads n

odded in agreement when he said, "High school English teachers are not doing their jobs". He described the inadequacies of his students, all high school graduates who can use language only at a grade 9 level. I was unable to determine from his answers to my questions how this grade 9 level had been established.

My topic is not standards nor its decline. What the speaker was really saying is that he is no longer youngs he has been teaching for sixteen years, and is able to think and speak like a mature adult.

My point is that the frequent complaint of one generation about the one immediately following it is inevitable. It is also human nature to look for the reasons for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language deficiencies. But since then, English teachers have been under constant attack.

The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they assume the new generation of young people must be hopeless in this respect. To the eyes and ears of sensitive adults the language of the young always seems inadequate.

Since this concern about the decline and fall of the English language is not perceived as a generational phenomenon but rather as something new and peculiar to today's young people, it naturally follows that today's English teachers cannot be doing their jobs. Otherwise, young people would not commit offenses against the language.

The speaker mentioned by the author in the passage believed that______.

A．the language of the younger generation is usually inferior to that of the older generation

B．the students had a poor command of English because they didn't work hard enough

C．he was an excellent language teacher because he had been teaching English for sixteen years

D．English teachers should be held responsible for the students' poor command of English

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更多“The speaker, a teacher from a …”相关的问题

第1题

It can be seen from the passage that in the second stage______.A．some traditional goods an

It can be seen from the passage that in the second stage______.

A．some traditional goods and services were not successful when provided by the home economy

B．the market economy provided new goods and services never produced by the home economy

C．producing traditional goods at home became socially unacceptable

D．whether new goods and services were produced by the home economy became irrelevant

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第2题

Which of the following is not a work of Edgar Allan Poe in American history?A．The Raven.B．

Which of the following is not a work of Edgar Allan Poe in American history?

A．The Raven.

B．Annabel Lee.

C．To Helen.

D．The Pasture.

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第3题

Poor Richard's Almanac, an annual collection of American proverbs, was written byA．Washing

Poor Richard's Almanac, an annual collection of American proverbs, was written by

A．Washington Irving.

B．Benjamin Franklin.

C．Nathanial Hawthorn.

D．Mark Twain.

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第4题

It is not a good idea to move the buyers' documents online because ______.A．the amounts of

It is not a good idea to move the buyers' documents online because ______.

A．the amounts of the documents are enormous

B．moving documents online is a costly business

C．the documents would seem meaningless

D．the documents contain dishonest dealings

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第5题

Paper enables a certain kind of thinking. Picture, for instance, the top of your desk. Cha

nces are that you have a keyboard and a computer screen off to one side, and a clear space roughly eighteen inches square in front of your chair. What covers the rest of the desktop is probably piles -- piles of papers, journals, magazines, binders, postcards, videotapes, and all the other artifacts of the knowledge economy. The piles look like a mess, but they aren't. When a group at Apple Computer studied piling behavior. several years ago, they found that even the most disorderly piles usually make perfect sense to the piler, and that office workers could hold forth in great detail about the precise history and meaning of their piles. The pile closest to the cleared, eighteen-inch-square working area, for example, generally represents the most urgent business, and within that pile the most important document of all is likely to be at the top. Piles are living, breathing archives. Over time, they get broken down and resorted, sometimes chronologically and sometimes thematically and sometimes chronologically and thematically; clues about certain documents may be physically embedded in the file by, say, stacking a certain piece of paper at an angle or inserting dividers into the stack.

But why do we pile documents instead of filing them? Because piles represent the process of active, ongoing thinking. The psychologist Alison Kid argues that "knowledge workers" use the physical space of the desktop to hold "ideas which they cannot yet categorize or even decide how they might use." The messy desk is not necessarily a sign of disorganization. It may be a sign of complexity: those who deal with many unresolved ideas simultaneously cannot sort and file the papers on their desks, because they haven't yet sorted and filed the ideas in theft head. Kidd writes that many of the people she talked to use the papers on their desks as contextual cues to "recover a complex set of threads without difficulty and delay" when they come in on a Monday morning, or after their work has been interrupted by a phone call. What we see when we look at the piles on our desks is, in a sense, the contents of our brains.

Sellen and Harper, author of The Myth of the Paperless Office, arrived at similar findings when they did some consulting work with a chocolate manufacturer. The people in the firm they were most interested in were the buyers-the staff who handled the company's relationships with its venders, from cocoa and sugar manufacturers to advertisers. The buyers kept folders (containing contracts, correspondence, meeting notes, and so forth) on every supplier they had dealings with. The company wanted to move the in fort-nation in those documents online, to save space and money, and make it easier for everyone in the firm to have access to it. That sounds like an eminently rational thing to do. But when Sellen and Harper looked at the folders they discovered that they contained all kinds of idiosyncratic material-advertising paraphernalia, printouts of Emails, presentation notes, and letters-much of which had been annotated in the margins with thoughts and amendments and, they write, "perhaps most important, comments about problems and issues with a supplier's performance not intended for the supplier's eyes." The information in each folder was organized if it was organized at all according to the whims of the particular buyer. Whenever other people wanted to look at a document, they generally had to be walked through it by the buyer who "owned" it, because it simply wouldn't make sense otherwise. The much advertised advantage of digitizing documents that they could be made available to anyone, at any time was illusory: documents cannot speak for themselves. "All of this emphasized that most of what constituted a buyer's expertise resulted from involvement with the buyer's own suppliers through a long history of phone calls and me

A．Sorting Office Documents

B．Meaning in Chaos

C．The Importance of Documents

D．Desire for Disorder

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第6题

We may understand from the end of the passage that many foreign companies insist that ____

__.

A．India should not give up opportunities to develop itself

B．India has a great deal of potential to develop its economy

C．there is still a lot of potential for foreign investment to enter India

D．India as the world's largest democracy should have the responsibility to absorb foreign investment

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第7题

Compared with the media, which of the following is NOT true of story telling?A．More person

Compared with the media, which of the following is NOT true of story telling?

A．More personal.

B．More effective.

C．Less blunt.

D．Less time-consuming.

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第8题

Of all the dreary demystification of female experience advanced by feminists, surely one o

f the silliest is the claim that the heroines of girls' classics helped turn generations of admiring readers into milksops. Yet that is the thesis of Deborah O'Keefe's Good Girl Messages: How Young Women Were Misled by Their Favorite Books.

A former professor of English at Vassar and Manhattanville, O'Keefe would persuade us that "many girls were damaged by characters, plots, and themes in the books they read and loved," because in these books "female virtue" is invariably bound up with "sit-still, look-good messages." Arguing from supposedly stereotypical literary scenes depictions of mothers making their daughters feel safe and loved, for example-- along with ominous anecdotes attempting to show how the women of her own generation are passive and pliant, O'Keefe insists that until about 1950, a vast literary conspiracy was trying to suck the brains and spirit out of little girls.

What is impressive about this contention is the boldness of its inversion of reality. Indeed, O'Keefe does her readers a favor by sending us scurrying to our shelves to pore through half-forgotten, well-loved stories and confirm that, sure enough, the exact opposite is tree: The great girls' books of the nineteenth and early twentieth centuries (many of them further popularized in film, television, and stage versions) are filled with active, vibrant young women notable for their moral strength. These novels celebrate character in girls and women in a way that their contemporary counterparts, filled with characters brooding over nasty boys and weight problems, seldom do.

To revisit the girls' classics of the nineteenth and twentieth centuries, actually, is to enter a heroines' hall of fame. This doesn't stop O'Keefe from disparaging characters like "brave but passive" Sara Crewe. The central figure in A Little Princes (1950) by the English-born American writer Frances Hodgson Burnett, best, known for The Secret Garden (1911), Sara endures hardship, including her beloved father's death and her resulting poverty, in a way that ahs inspired girls for a century. "You have to bear things," Sara explains to a friend early in the story, when her father has left her at boarding school. "Think what soldiers bear! Papa is a soldier. If there was a war he would have to bear marching and thirstiness and, perhaps, deep wounds. And he would never say a word -- not one word."

This kind of stoicism is bad, O'Keefe explains, because eleven-year-old Sara doesn't escape her awful situation on her own, but merely suffers until a heroic male, her father's old friend, rescues her. Besides, isn't there something sinister, O'Keefe insinuates, about this "father-worship" ? Yet it would be hard for parents to provide their daughters a better model of generosity and resourcefulness than Sara Crewe. With the help of a few friends and a vivid imagination, she creates an inner life as a "princess" that helps her endure the worst circumstances with dignity. In the books' most moving scene, Sara uses a coin she has found to buy six buns, then gives five of them to a beggar girl who is even hungrier than she is.

Sara was talking to herself, though she was sick at heart. "If I'm a princess," she was saying, "If I'm a princess -- when they were poor and driven from their thrones -- they always shared -- with the populace -- if they met one poorer and hungrier than themselves."

Sara's imaginary royalty gives definition to her private sense of who she is: one held to a very high standard. He notion about princesses (whether or not Burnett intended it) reflects the Biblical concept, second nature to nineteenth century readers, that the greatest of all is the person who serves others. It makes Sara so attractive that her story has never gone out of print.

Deborah O'Keefe notwithstanding, yo

A．feminists support the values of girls' classics

B．feminists mystify the roles of girls' classics

C．Deborah O'Keefe echoes the feminists' claim

D．Deborah O'Keefe is a staunch feminist

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第9题

Google may be valued at more than $185 billion and boast millions of users, but that doesn

’t mean the Internet giant is any match for the diminutive French President Nicolas Sarkozy. On Dec. 8, Sarkozy warned Google he would not allow France to be "stripped" of its literary heritage, an apparent reference to Google's enormous book-digitizing project. "We won't let ourselves be stripped of our heritage to the benefit of a big company, no matter how friendly, big or American it is," Sarkozy said during a round-table discussion in eastern France. "We are not going to be stripped of what generations and generations have produced in the French language, just because we weren’t capable of funding our own digitization project."

Sarkozy's oratorical histrionics are becoming a regular occurrence. But the French President isn't the only European David ready to stand up to the Internet Goliath and its formidable archiving project. Last October, German Chancellor Angela Merkel reiterated concerns held by many German publishers. The German government, she said, rejected "the scanning of books without any copyright protection like Google's doing. We refuse to permit simple scanning of books without full protection of intellectual-property rights." The French and German complaints are part of a growing move in the European Union to head off Google's mass digitization of literature. "It is not up to any individual organization to determine policy on a matter as important as the digitization of our global heritage," French Culture Minister Frédéric Mitterrand told the Journal du Dimanche following a meeting of his E.U. peers in late November to discuss a united, state-led approach to the matter. "I'm not going to leave this issue up to simple laissez-faire."

Google has already digitized some 10 million books—most of them "public domain” works that are out of print, or books whose copyright owners are unknown. Google's strategy thus far appears to have been to scan first, and deal with any copyright issues later—a method that worries authors and publishers. Justice authorities in the U.S. and in Europe have warned Google that it should not secure a monopoly position that would allow it to single-handedly dictate how much the public must pay to access many of the world's great books.

Google and its backers—which include industrial partner Sony as well as libraries in the U.S. and Europe—argue that the company brings rare books often only obtainable by students, scholars and researchers to the general public online for free. It says it’s also setting aside funding to pay to unknown copyright owners who step up and ask for remuneration, or remove works by those who don't want to be in Google's archive.

Opponents—these include several European governments and publishers, and the Open Access Alliance formed by authors and Google rivals like Yahoo! and Microsoft—describe that as a kind of massive, literary land grab which ignores copyright concerns until owners demand they be paid or their books removed. They also fear Google’s initially free search-and-access service will give way to a pay scheme. Confusing matters further, libraries, publishers and writers in both the U.S. and Europe are split in pro-and anti-Google Book camps.

The California-based giant has already made some concessions to publishers. Under a pending settlement reached with U.S. publishers' groups, Google has agreed to limit its archiving to works that have been registered in the U.S., or come from the U.K., Australia, and Canada—English-speaking countries whose authors are present in American libraries. That agreement would nominally exclude books from countries like France and Germany, and from China, which has also objected to the digitization project on copyright grounds. Still, the accord must be approved by a U.S. federal court review in February—not a slam-dunk affair, given the American Justice Depa

A．approval

B．payment

C．apology

D．copyright

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第10题

The purpose in writing the passage is ______.A．to analyze the situation we are in.B．to war

The purpose in writing the passage is ______.

A．to analyze the situation we are in.

B．to warn us of the danger Earth faces.

C．to identify nine planetary boundaries.

D．to delineate the limits to human growth.

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