In only two decades Asian Americans have become the fastest growing U. S. minority. As their children began moving up through the nation schools, it became clear that a new class of academic achievers was emerging. Their achievements are reflected in the nation’s best universities, where mathematics, science and engineering departments have taken on a decidedly Asian character. This special liking for mathematics and science is partly explained by the fact that Asian-American students who began their education abroad arrived in the U. S. with a solid grounding in mathematics but little or no knowledge of English. They are also influenced by the promise of a good job after college. Asians feel there will be less unfair treatment in areas like mathematics and science because they will be judged more objectively. And the return on the investment in education is more immediate in something like engineering than with an arts degree.

Most Asian-American students owe their success to the influence of parents who are determined that their children take full advantage of what the American educational system has to offer. An effective measure of parental attention is homework. Asian parents spend more time with their children than American parents do, and it helps. Many researchers also believe there is something in Asian culture that breeds success, such as ideals that stress family values and emphasize education.

Both explanations for academic success worry Asian Americans because of fears that they feed a typical racial image. Many can remember when Chinese, Japanese and Filipino immigrants were the victims of social isolation. Indeed, it was not until 1952 that laws were laid down giving all Asian immigrants the right to citizenship.

1.While making tremendous achievements at college, Asian-American students           .

A. feel they are mistreated because of limited knowledge of English

B. are afraid that their academic successes bear a strong Asian character

C. still worry about unfair treatment in society

D. generally feel it a shame to have to depend on their parents

2.What are the major factors that determine the success of Asian Americans?

A. A solid foundation in basic mathematics and Asian culture.

B. Hard work and intelligence.

C. Parents’ help and a limited knowledge of English.

D. Asian culture and the American educational system.

3.Few Asian American students major in human sciences mainly because           .

A. their English is not good enough

B. they are afraid they might meet with unfair judgment in these areas

C. there is a wide difference between Asian and Western cultures

D. they know little about American culture and society

4.Why do “both explanations” (Para. 3) worry Asian Americans?

A. They are afraid they will again be isolated from American society in general.

B. People will think that Asian students only rely on their parents for success.

C. Asian Americans will be a threat to other minorities.

D. American academic achievements have taken on too strong an Asian character.

Language is a way to communicate with each other. We started to learn language when we were born. However, people are used to speaking their native language, so immigrants are having many problems between the first generation and the second generation because they don’t have the same native language. Also, the second generation is losing their identity. Especially in America, there are many immigrants that came from different countries to succeed in the States. Because they suffer in lots of areas such as getting a job and trying to speak English, they want their children to speak English, not only at school, but also at home in order to be more successful. Because of this situation, their children are losing their identity and, even more, they are ignoring their parents whose English is not very good. I think most immigrants are trying to preserve their native language in their new country, but this doesn’t help very much in getting a good job. My aunt taught Korean to her children not to help them succeed in the U.S. She did so, hopefully, to help them establish a Korean identity. Though the second generation was born in the new country, they often get confused about their identity because they look different from others, and also, if they visit their parents’ country, they will probably feel different from other people there too. My cousins told me that when they visited Korea a few years ago, they felt different from other Koreans. They could even feel it just strolling around the street because they wore different clothes and walked differently. We must realize that language is important and valuable for many reasons. Immigrants should make an effort not to be ignored by their children and let them understand their background by teaching them the parents’ language. This is very important, not only for the harmony of the family, but also in helping the second generation establish their identity.

According to the text, what is the problem of the first generation immigrants?

A. They have lost their identity.

B. Their children are losing their identity.

C. Their children speak different languages.

D. They cannot speak their native language.

My aunt taught her children Korean__________.

A. so that they knew they were of Korean origin.

B. so that they would be more successful in the U. S.

C. because she didn’t want them to speak English

D. because she wanted them to respect her

The writer’s cousins felt different in their parents’ country because they_________.

A. had never been there before

B. behaved quite differently

C. couldn’t understand the language

D. had different facial appearance

According to the text, the native language is important and valuable to immigrants because________.

A. it gives them self-confidence and better chance

B. it makes the second generation love motherland

C. it helps the second generation to understand their parents

D. it strengthens the family ties and reminds them of their identity

On the outside Betsy Lueth’s school looks like any other in Minneapolis. Yet inside, it is
Yinghua Academy, a public school where elementary（小学）students study subjects ranging from
math to American history in Chinese.
Yinghua, the first such immersion（沉浸式）program in the Midwest is on the leading edge (前沿) of a movement that in recent years has seen Chinese language programs spread rapidly throughout the U.S.
The idea behind Yinghua is to introduce kids to the language and culture as early as possible —ideally, before age 12. Kindergarteners and first graders are taught in Chinese and a single period of English is introduced in second grade. By sixth grade, kids are learning half in English and half in Chinese, with the expectation of fluency in both. In Yinghua’s classrooms, the walls are covered not with ABCs but with pictures and Chinese characters.
There are many challenges at Yinghua. Most teachers come from Taiwan or mainland China, and cultural misunderstandings are very common. Lueth’s teachers are learning to be tolerant of local customs — as well as a lot more parental input (家长看法) than they are used to. “In China, teachers are respected. They are not questioned,” says Luyi Lien, Yinghua’s Taiwan-born director. “In America, parents are more expressive of their opinions.”
Research has shown that in the long run, immersion programs can provide benefits, including more flexible, creative thinking. Though students from the programs fall behind for a few years in English, by fifth grade they perform as well as or better than their monolingual（单语言）peers on standardized reading and math tests. For multicultural families, the psychological (心理上的) help can also be important. Lueth, a former teacher, co-founded the school as a way to expose her adopted Chinese daughter Lucy to her native culture. Lucy used to be annoyed when cousins asked why her skin color was different from theirs; before she started at Yinghua, she resisted exploring anything related to China. Now, Lueth says, Lucy proudly answers her cousins, “Yeah, I was born in China.”
【小题1】Yinghua is different from other schools in Minneapolis in the way that_________.

Bursting into the classroom from recess(学生的课间休息), 15 children take their seats and face the woman they know as Ms. Yang.

“What day is it today?”she asks, in Mandarin(普通话的旧称) Chinese.

“Confucius’ birthday!”the fifth graders shout in Mandarin.

“Why do we celebrate Confucius’ birthday?”

“Because he’s the greatest teacher in the history of China!”exclaims a brown-haired girl. She too is speaking Mandarin.

English is rarely heard in Lisa Yang’s class at the Chinese American International School(CAIS), despite the fact that few students are native speakers of Mandarin.

The United States is actively trying to increase the group of students in“critical languages”such as Mandarin. The students at CAIS are way ahead in such a trend.

Mandarin explosion in America

Founded 25 years ago, this small private school in San Francisco, USA, does what few other American schools do: It produces fully fluent speakers of Mandarin Chinese, by far the most commonly spoken language in the world.

Mandarin Chinese is suddenly hot in American schools. As China becomes the world’s leading economy sometimes this century, schools in the U.S. are scrambling to add Mandarin to their roster of foreign languages or expand Chinese programs already in place.

“It really is almost unprecedented(无前例的). People are looking at China as a force to be reckoned with…And to ensure that the U.S. has the ability to conduct trade, and to work with the Chinese, certainly having an understanding of Chinese language and culture is an advantage,”said Marty Abbott of the American Council on the Teaching of Foreign Languages(ACTFL)(美国外语教学协会).

Cultural differences in teaching styles

To develop Chinese-language programs has not been smooth. A shortage of trained teachers has made it difficult for some schools to join the race. When schools do get teachers, they often hire them straight from China, and the teachers usually suffer culture shock when they come to the U.S.

Robert Liu remembers his first two years in an American classroom. It was not an easy adjustment. “In China, students respect their teachers,”he said. Liu found that American students, however, expect an active teaching style. He had to use games to engage them rather than lectures.

To avoid many of the problems with foreign teaching styles, the CAIS has been working with the Chinese government to improve training of teachers who are sent to the U.S.

1.Which of the following is the best title?

2.What kind of problem is the most difficult to adjust in teaching Chinese in America?

3.The meaning of the underlined word“scrambling”is similar to      .

4.It can be inferred from the passage that       .

对话填空（共10小题；每小题1分，满分10分）

认真阅读下面对话，并根据各题所给首字母的提示，在答题卡上标有题号的横线上，写出一个英语单词的完整、正确形式、使对话通顺。

(J=Joyce; T=Tom)

J: Tom, I am going to the UK for my further study. Could you give me some a         about living there?

T: Yes, of course. I will tell you all that I know to help you a              to the new life easily. Is your English good?

J: I think it’s not bad. I can speak it f        .

T: OK. Then you shouldn’t have a problem finding a p         job.

J: What kind of job?

T: I used to work in a bar in the evening when I was at university but the pay is

u         not very high.

J: But it can improve your English, right?

T: Yes. You’re expected to talk to the c         all night because they may ask you a lot of questions or ask you to give them different kinds of wines. But there are also some problems         in a bar. It’s a bit noisy and quite smoky.

J: Er. I don’t think I would like such a job.

T: Well, in that case, you can work in a restaurant as a waitress, taking people’s o        . That’s another way to use your English to c         with different people.

J: OK, that sounds good. I will c         it.

T: And if you’re struggling a bit, you can work in the back of a restaurant.

J: Yeah, I used to wash dishes, and I remembered my legs were hurt after s         up all day. It was a terrible job.

T: I wouldn’t refuse that one. It is not suitable for a girl.