1006G[REBORN FROM THE ASHES组]备考日记 by dingyi0311——改变从现在开始

dingyi0311UID: 2627919

怎么这几天的帖子都没有了啊？？？？？？？？！！！！！！！！！！！！！！！
还是没有，我要疯了，今天看题库，到15号前把题库看完

AdelineShenUID: 2630498

lz很勤奋哈~加油~！

dingyi0311UID: 2627919

现在能发帖子了么？

dingyi0311UID: 2627919

现在能发了么？

jorgeUID: 108878

Good luck with your GRE!

Regards from GTER group.

dingyi0311UID: 2627919

呵呵，还好吧，谢谢哈~~ 77# AdelineShen

dingyi0311UID: 2627919

thank you！~~~~~ 82# jorge

dingyi0311UID: 2627919

今天帖子终于好了，上午看题库
下午和晚上把reborn form ash组的阅读作业做了

dingyi0311UID: 2627919

今天晚上没有做阅读作业，十分内疚，明天补上，明天早上阅读

dingyi0311UID: 2627919

今天把阅读的开头做了下，很悲剧啊，觉得草木版主版主定的标准四分的都是神才能完成的任务，我顶多都是三分，四级阅读2分，六级阅读1分，觉得好多句子现在读的十分不顺，容易打小差，悲剧了，以后每天要花一定的时间来做下阅读了。

明天一天的课程，23号考试，从明天开始要更加努力了
明天的任务：
上午和下午复习考试的课件的前5页，
晚上看下题库
回家后做阅读

dingyi0311UID: 2627919

明天要抓紧时间了，现在越来越觉得时间不够用了，明天开始要开始进入备考状态了

dingyi0311UID: 2627919

呵呵，今天买的笔记本到了，明天开始好好学喽~~犀利丁加油了~

dingyi0311UID: 2627919

Immigrants’ adoption of English as their primary language is one measure of assimilation into the larger United States society. Generally languages define social groups and provide justification for social structures. Hence, a distinctive language sets a cultural group off from the dominant language group. Throughout United States history this pattern has resulted in one consistent, unhappy consequence, discrimination against members of the cultural minority. Language differences provide both a way to rationalize subordination and a ready means for achieving it.

Traditionally, English has replaced the native language of immigrant groups by the second or third generation. Some characteristics of today’s Spanish-speaking population, however, suggest the possibility of a departure from this historical pattern. Many families retain ties in Latin America and move back and forth between their present and former communities. This “revolving door” phenomenon, along with the high probability of additional immigrants from the south, means that large Spanish-speaking communities are likely to exist in the United States for the indefinite future.5 `8 F* ]# q3 k
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This expectation
underlies the call for national support for bilingual education in Spanish-speaking communities’ public schools. Bilingual education can serve different purposes, however. In the 1960s, such programs were established to facilitate the learning of English so as to avoid disadvantaging children in their other subjects because of their limited English. More recently, many advocates have viewed bilingual education as a means to maintain children’s native languages and cultures. The issue is important for people with different political agendas, from absorption at one pole to separatism at the other.
To date, the evaluations of bilingual education’s impact on learning have been inconclusive. The issue of bilingual education has, nevertheless, served to unite the leadership of the nation’s Hispanic communities. Grounded in concerns about status that are directly traceable to the United States history of discrimination against Hispanics, the demand for maintenance of the Spanish language in the schools is an assertion of the worth of a people and their culture. If the United States is truly a multicultural nation—that is, if it is one culture reflecting the contributions of many—this demand should be seen as a demand not for separation but for inclusion.
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More direct efforts to force inclusion can be misguided. For example, movements to declare English the official language do not truly advance the cohesion of a multicultural nation. They alienate the twenty million people who do not speak English as their mother tongue. They are unnecessary since the public’s business is already conducted largely in English. Further, given the present state of understanding about the effects of bilingual education on learning, it would be unwise to require the universal use of English. Finally, it is for parents and local communities to choose the path they will follow, including how much of their culture they want to maintain for their children.
It can be inferred from the passage that one of the characteristics of immigrant groups to the United States has traditionally been that, after immigration, relatively few members of the group0 }9 d7 m0 a. d% D' A2 a

(A) became politically active in their new communities没有提到的一定不选！# c+ A- K: D4 v/ E5 B9 h! n没有
(B) moved back and forth repeatedly between the United States and their former communities
(C) used their native languages in their new communities+ j7 e0 g% k, ]3 a2 m8 H+ M% f8 s
(D) suffered discrimination in their new communities at the hands of the cultural majority7 J" j" \/ C7 t# P( z) K
(E) sought assimilation into the dominant culture of the new communities they were entering
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2.The passage suggests that one of the effects of the debate over bilingual education is that it has
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(A) given the Hispanic community a new-found pride in its culture) J6 |% c9 k6 ^# d# l( b+ b( Z- l
(B) hampered the education of Spanish-speaking students
(C) demonstrated the negative impact on imposing English as the official United States language
6 b7 k, D/ B: w9 k(D) provided a common banner under which the Spanish-speaking communities could rally
(E) polarized the opinions of local Spanish-speaking community leaders
J

3.In lines 38-39, the phrase “different political agendas” refers specifically to conflicting opinions regarding the8 B+ [" B' g3 r/ K
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(A) means of legislating the assimilation of minorities into United States society
(B) methods of inducing Hispanics to adopt English as their primary language
(C) means of achieving nondiscriminatory education for Hispanics  m+ m$ x2 }6 C6 ?
(D) official given responsibility for decisions regarding bilingual education8 s$ e3 V  s0 R; o4 S
(E) extent to which Hispanics should blend into the larger United States society* [# {: a! e& c% V
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4.In lines 64-65 the author says that “It would be unwise to require the universal use of English.” One reason for this, according to the author, is that
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(A) it is not clear yet whether requiring the universal use of English would promote or hinder the education of children whose English is limited- K+ S% l' X  A* a
(B) the nation’s Hispanic leaders have shown that bilingual education is most effective when it includes the maintenance of the Spanish language in the schools1 ?4 D# Y  G, u* q4 X7 W
(C) requiring the universal use of English would reduce the cohesion of the nation’s Hispanic communities and leadership8 X% j- }5 h5 ]1 W) z7 Z8 v) P
(D) the question of language in the schools should be answered by those who evaluate bilingual education, not by people with specific political agendas2 [8 E' v% F- _. v
(E) it has been shown that bilingual education is necessary to avoid disadvantaging in their general learning children whose English is limited


5.In the last paragraph, the author of the passage is primarily concerned with discussing
(A) reasons against enacting a measure that would mandate the forced inclusion of immigrant groups within the dominant United culture" D" K% {5 W- I$ T0 Q( \3 b% }
(B) the virtues and limitations of declaring English the official language of the United States
(C) the history of attitudes within the Hispanic community toward bilingual education in the United States9 I' Y) {' J! h% K2 T
(D) the importance for immigrant groups of maintaining large segments of their culture to pass on to their children
(E) the difference in cultures between Hispanics and other immigrant groups in the United States

dingyi0311UID: 2627919

明天白天复习考试，晚上看题库

dingyi0311UID: 2627919

明天白天复习考试的内容，晚上复习GRE