【CASK EFFECT】0910G阅读全方位锻炼--难度【LSAT】1-1

草木也知愁UID：2487572

【CASK EFFECT】0910G阅读全方位锻炼--难度【LSAT】汇总贴
【CASK EFFECT】0910G阅读全方位锻炼--速度【CET】汇总贴
【CASK EFFECT】0910F阅读全方位锻炼--越障【SCI】汇总贴
【CASK EFFECT】0910G阅读全方位锻炼--真题【GRE】（后期推出）
【CASK EFFECT】0910G阅读全方位锻炼--深度【FICTION】（后期推出）
【CASK EFFECT】0910F阅读全方位锻炼--RAM 汇总贴（后期推出）


规则：

每天我贴出一篇LSAT阅读文章，大家来做，做完后可以拿上来讨论或者写一些心得体会，大家共同切磋

每天一篇LSAT，你就会渐渐发现GRE阅读真的好简单

[注]请直接在电脑屏幕面前做，虽然GRE阅读是在纸上考，但是通过这个过程会遏制你做笔记，同时给你的阅读造成视觉障碍，也就是把难度训练和抗干扰训练同步结合，增加效率（初期会很累，但是既然大家想要成为高手，那么就别对自己太温柔）


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.

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.

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.


1.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 group

(A) became politically active in their new communities
(B) moved back and forth repeatedly between the United States and their former communities
(C) used their native languages in their new communities
(D) suffered discrimination in their new communities at the hands of the cultural majority
(E) sought assimilation into the dominant culture of the new communities they were entering


2.The passage suggests that one of the effects of the debate over bilingual education is that it has

(A) given the Hispanic community a new-found pride in its culture
(B) hampered the education of Spanish-speaking students
(C) demonstrated the negative impact on imposing English as the official United States language
(D) provided a common banner under which the Spanish-speaking communities could rally
(E) polarized the opinions of local Spanish-speaking community leaders


3.In lines 38-39, the phrase “different political agendas” refers specifically to conflicting opinions regarding the

(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
(D) official given responsibility for decisions regarding bilingual education
(E) extent to which Hispanics should blend into the larger United States society


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

(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
(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 schools
(C) requiring the universal use of English would reduce the cohesion of the nation’s Hispanic communities and leadership
(D) the question of language in the schools should be answered by those who evaluate bilingual education, not by people with specific political agendas
(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
(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 States
(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

lisa0702UID：2646704

在哪里讨论呢？答案？

草木也知愁UID：2487572

在哪里讨论呢？答案？
lisa0702 发表于 2009-7-10 19:27

直接在这里讨论

答案从汇总贴的那个附件里看~

jessicaluluUID：2471730

第一篇：
看了两遍，第一遍茫然，第二遍有意识放慢了速度，好像看懂了，还是只做对俩儿~
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.
这句完全茫然啊~
等我再读一遍，看下为啥选错~

天天添添UID：2599433

Grounded in concerns about status （后面是修饰status的从句）that are directly traceable to theUnited States history of discrimination against Hispanics, the demandfor maintenance of the Spanish language in the schools is an assertionof the worth of a people and their culture.! Q& o* z6 L! q

植根于关注的美国历史上可直接追溯的对Hispanic的歧视的状况，在学校保持西班牙语言的要求是一个民族和他们文化价值的断言。

大概就是这个意思。翻译极得度生硬。其实这句话比难句教程的句子简单

jlmjackyUID：2471681

1# 草木也知愁 草木
这个要先看文章 还是先看题
可以回看吗

fiefuytUID：2303116

只对了一个，其实看得时候自我感觉良好呀，觉得没啥问题
这是为啥呢？

shfh5547UID：2523333

感觉这个文章好绕啊，意思都懂了就是做不对，问题也好刁钻啊，泪~~
小白的问个问题：第三题为什么选E呢？
“different political agendas” 我觉得说的是absorption和separatism，因为是说西班牙语所以解释成为extent to which Hispanics should blend into the larger United States society？
以及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.这段，我觉得破折号里面的意思和前面的相反额，望大牛们科普下~


非常感谢~~活动发起者们辛苦啦~~

speedzshawUID：2556376

自己做的时候就对了仨 对了答案后再看题目觉得很浅显 做的时候都想到过 可就是最后把自己推翻了

wobaobao519UID：2605404

第一遍：貌似懂了， 为什么题目错的几乎麽有对的?
好吧， 再看一遍~~
第三个题和第五个题我还是不懂ing~~~

泡面UID：2513568

额…受挫…
第三题跟第五题？？？
political agenda 应该对应到哪里呢？

gaofei323UID：2588256

对了3个~~有蒙的嫌疑 呵呵
第一题为什么选B，不是说Many families retain ties in Latin America and move back and forth between their present and former communities.？ 我选的E
第三题The issue is important for people with different political agendas, from absorption at one pole to separatism at the other.这句话什么意思。。。没有看懂。。。
LSAT的逻辑真绕。。。。很多转折词也不是很明显 搞不清楚在说什么 去看cet舒服下好了 呵呵

gaofei323UID：2588256

10# wobaobao519
第五题
最后一段给了3个理由说要反对实行这个政策
1.疏远很多非英语母语的人
2.大家了解程度还不够
3.这是由他们自己决定，不应该强制
所以要选择 reasons against enacting a measure

AdelineShenUID：2630498

额。。。只对了两题，第一题我选的是D，感觉都有点说的通啊～

wswjwjUID：2624688

蒙的对了一个…… 查字典还是对了一个 刚对的还错了Orz 不活了……