51. From the passage it can be inferred that in the Third World A)the matriarchal culture was stronger in the past B)the methods of colonial education have made the matriarchal culture stronger than earlier times C)the matriarchal education is directed towards men D)the development education groups and programs lack male domir 2. It is very important to be more aware of the need for education of women because A)women have at least participated in the educational processes B)only 1/5 of girls can enter elementary school and most of them have to quit early C)only about 1/10 of women participate in continuing education D)so far very few girls and women take part in the educational processes that A)the education of women should be a process of community activity B)the education of women should be a part of community in which many partners are combined C)the education of women should be organizations run by government D)women should like all educational work in the Third World 54. The best title of this passage is A) The Position and Role of Women in the Development of Education B)The Education of Girls and Women C)The Education of Women in the Third World D)Womens Education Groups and programs Passage 2 Most speakers are surprised to learn that people who speak only one language form a minority of the world s population and that most people function in two or more languages. While few people are truly“ balanced” bilinguals(能使用两种语言的人) or polyglots who feel equally comfortable with all languages, the fact is that most of the word s population functions in more than one language. Given this, it's somewhat surprising that so much attention is paid in the English speaking world to the matter of learning an additional language. If so many people seem to do it so easily, then just what is the problem? The simplest answer is that there really isn t one. Given ample opportunity and time, most people can learn as many languages as they want or need to. But as teachers charged with the responsibility of adding English to the linguistic inventory (a)of non English speaking children, we must be concerned with precisely these matters--providing ample and effective opportunity and using time as effectively as possible. This chapter will look briefly at how children become bilingual. First, we ll examine th onditions that lead to bilingualism in preschoolers, then we ll turn our attention to languange learning in the classroom. In focusing on the differences between language acquisition at home and at school, we ll see that there s the potential for conflict between childrens informa anguage learning in the home and the more formal experience of the school teachers, we might well ask why it's necessary to study second language learning in51. From the passage it can be inferred that in the Third World _____ . A)the matriarchal culture was stronger in the past B)the methods of colonial education have made the matriarchal culture stronger than earlier times C)the matriarchal education is directed towards men D)the development education groups and programs lack male domination 52. It is very important to be more aware of the need for education of women because _____ . A)women have at least participated in the educational processes B)only 1/5 of girls can enter elementary school and most of them have to quit early C)only about 1/10 of women participate in continuing education D)so far very few girls and women take part in the educational processes 53. The author′s demand is that _____ . A)the education of women should be a process of community activity B)the education of women should be a part of community in which many partners are combined C)the education of women should be organizations run by government D)women should like all educational work in the Third World 54. The best title of this passage is _____ . A)The Position and Role of Women in the Development of Education B)The Education of Girls and Women C)The Education of Women in the Third World D)Women′s Education Groups and Programs Passage 2 Most speakers are surprised to learn that people who speak only one language form a minority of the world′s population and that most people function in two or more languages.While few people are truly“balanced”bilinguals(能使用两种语言的人)or polyglots who feel equally comfortable with all languages,the fact is that most of the word′s population functions in more than one language.Given this,it′s somewhat surprising that so much attention is paid in the English speaking world to the matter of learning an additional language.If so many people seem to do it so easily,then just what is the problem? The simplest answer is that there really isn′t one.Given ample opportunity and time,most people can learn as many languages as they want or need to. But as teachers charged with the responsibility of adding English to the linguistic inventory(目录) of non English speaking children,we must be concerned with precisely these matters——providing ample and effective opportunity and using time as effectively as possible. This chapter will look briefly at how children become bilingual.First,we′ll examine the conditions that lead to bilingualism in preschoolers,then we′ll turn our attention to languange learning in the classroom.In focusing on the differences between language acquisition at home and at school,we′ll see that there′s the potential for conflict between children′s informal language learning in the home and the more formal experience of the school. As teachers,we might well ask why it′s necessary to study second language learning in