bilingual education in one’s early childhood is getting more and more popular in Shanghai now. A. Receive B. Receiving C. Received D. Having received 题目和参考答案——青夏教育精英家教网—

If English means endless new words, difficult grammar and sometimes strange pronunciation, you are wrong. Haven't you noticed that you have become smarter since you started to learn a language?

According to a new study by a British university, learning a second language can lead to an increase in your brain power. Researchers found that learning other languages changes grey matter. This is the area of the brain which processes information. It is similar to the way that exercise builds muscles.

The study also found the effect is greater, the younger people learn a second language.

A team led by Dr Andrea Mechelli, from University College London, took a group of Britons who only spoke English. They were compared with a group of “early bilinguals” who had learnt a second language before the age of five, as well as a number of later learners.

Scans showed that grey matter density(密度) in the brain was greater in bilinguals than in people without a second language. But the longer a person waited before mastering a new language, the smaller the difference.

“Our findings suggest that the structure of the brain is changed by the experience of learning a second language，” said the scientists.

It means that the change itself increases the ability to learn.

Professor Dylan Vaughan Jones of the University of Wales, has researched the link between bilingualism and maths skills. “Having two languages gives you two windows on the world and makes the brain more flexible(灵活的)，”he said. “You are actually going beyond language and have a better understanding of different ideas.”

The findings were matched in a study of native Italian speakers who had learned English as a second language between the ages of 2 and 34.Reading, writing, and comprehension were all tested. The results showed that the younger they started to learn, the better. “Studying a language means you get an entrance to another world，” explained the scientists.

6. The main subject talked about in this passage is ________.

A. science on learning a second language

B. man's ability of learning a second language

C. language can help brain power

D. language learning and maths study

7. In the second paragraph, the writer mentions “exercise” in order to________.

A. say language is also a kind of physical labor

B. prove that one needs more practice when he (she) is learning a language

C. show the importance of using the language when you learn the language

D. make people believe language learning helps grey matter work well

8. The underlined word “bilingual” probably means________.

A. a researcher on language learning

B. a second language learner

C. a person who can speak two languages

D. an active language learner

9. We may know from the scientific findings that ________.

A. the earlier you start to learn a second language the higher the grey matter density is

B. there is no difference between a later second language learner and one who doesn't know a second language

C. the experience of learning a second language has bad effect on people's brain

D. the ability of learning a second language is changing all the time

10. In the last two paragraphs, the author wants to tell us that________.

A. learning a second language is the same as studying maths

B. early learning of a second language helps you a great deal in study other subjects

C. Italian is the best choice for you as a second language

D. you'd better choose the ages between 2 and 34 to learn a second language

There is much more to growing up in a bilingual(双语的) family than learning two languages, and the cultural influences from both cultures are just as important.
In July we had a curious incident that shows the slight differences between cultures. My son has already changed a few of his baby teeth and since we lived in Italy we decided to go with the Italian version(版本) of the Tooth Fairy, which is not a fairy(仙女) but a little mouse. So last year when he lost his first tooth we had a visit from the little mouse who took the tooth away and left a rather good amount of coins --- when he lost the second tooth a few days later, however, the amount was significantly less! That in itself caused quite a few questions, but the real questions started when in July during a visit to the UK another tooth left my son’s mouth in Tooth Fairy land! The grandparents made a real problem out of it --- it was their first grandson’s tooth they got to say Goodbye to, so it was Tooth Fairy and rather generous, too!
The Qs & As
Son: Mum, how is the little mouse going to smell my tooth all this way? (as the story goes the little mouse smells a milk tooth and comes to collect it)
Me: No dear, it won’t! We are in England now so the Tooth Fairy will come.
Son: Oh, is she stronger than the little mouse? (I knew where this was going)
Me: She is very strong, and she is magic.
Son: What does the Tooth Fairy bring? (straight to the point)
Me: I am not sure. We’ll find out maybe a nice message.
Son: So is the little mouse coming too?
Me: No, it won’t make it all the way from Italy.
Son: But why don’t they have little mice in England?
Me: Because here the Tooth Fairy collects all baby teeth and she’s too fast, so the little mouse would always get there late.
Son: Oh!?
【小题1】Italian kids are supposed to believe ________ will come and collect the milk teeth.

【小题2】The author thought Tooth Fairy would be rather generous because ________.

A．Italian parents often give much money for their kids’ lost baby teeth[

B．she knew Tooth Fairy was more generous than the little mouse

C．she knew the grandparents would give her son a big gift

D．English people are usually more generous than Italians

【小题3】Hearing “Oh, is she stronger than the little mouse?”, the author knew her son was actually worried about ________.

A．the tooth fairy’s health

B．the little mouse’s coming

C．the amount of coins he could get

D．the story his grandparents know

【小题4】By telling this story, the author intends to say it’s important to _________ in a bilingual family.

A．make kids know the folk stories

B．help kids choose one of the cultures

C．teach kids two languages

D．keep the balance of both cultures

Tree House

The Tree House program is for students with an English or bilingual preschool background. Foreign teachers further develop students’ natural English speaking skills from 1st through 6th grades in a total immersion environment. The program is theme-based with different units or themes per semester. Each unit includes a theme-related storybook, song, dialogue, writing and phonic exercises, grammar component, poem, and integrated activities.

Step Ahead

Step Ahead is a standalone course that takes children in 3rd grade with no prior English knowledge and by 6th grade, transforms them into confident, near-fluent English communicators. Our program has a strategic balance of listening, speaking, reading, and writing. Regular lessons are broken into phonics, reading, grammar patterns, conversation, songs, and homework preview

Jump Into English, Kids World, Kids Club

Our Jump Into English, Kids World, and Kids Club courses are a great way to develop good English habits at younger ages. Jump Into English is for 4-, 5- and 6-year-olds and is a cost-effective alternative to English preschool. Kids Club and Kids World are for students in 1st and 2nd grades and are full of singing, dancing, games, and fun activities to help young children learn English more easily.

Theme-based and Honors Courses

We have theme-based courses to help learners prepare for specific areas of the General English Proficiency Test (GEPT) and to develop the performance skills they will need in some of our exciting activities. When learners graduate from our Tree House and Step Ahead programs, they can continue to excel in English through our Honors programs.

1.A child who hasn’t learned English before can choose _____ to develop confidence and fluency in English communication.

A. Tree House

B. Theme-based and Honors Courses

C. Step Ahead

D. Jump Into English, Kids World, Kids Club

2.One of the advantages of Jump Into English is _____.

A. saving money compared to English preschool

B. helping learners to get prepared for English tests

C. helping young children to learn English easily

D. that it covers different language skills

3.The purpose of the passage is _____.

A. to introduce an English language school for children

B. to persuade more children to learn English in a fun way

C. to emphasize the importance of after-class activities

D. to introduce English classes of varying degrees for kids

When I first entered university, my aunt, who is an English professor, gave me a new English dictionary. I was 1 to see that it was an English English dictionary, also known as a monolingual（单语的） dictionary. 2 it was a dictionary intended for non-native learners, none of my classmates had one and, to be honest, I found it extremely 3 to use at first. I would look up words in the dictionary and still not fully understand the meaning. I was used to the 4 bilingual（双语的）dictionaries, in which the words are 5 both in English and Chinese. I really wondered why my aunt 6 to make things so difficult for me. Now, after studying English at university for three years, I 7 that monolingual dictionaries are 8 in learning a foreign language.

As I found out, there is in fact often no perfect equivalence(对应) between two 9 in two language. My aunt even goes so far as to 10 that a Chinese “equivalent” can never give you the 11 meaning of a word in English! Therefore, she insisted that I read the definition(定义) of a word in a monolingual dictionary when I wanted to get a better understanding of its meaning. 12 , I have come to see what she meant.

Using a monolingual dictionary for learners has helped me in another important way. This dictionary uses a(n) 13 number of words, around 2, 000, in its definitions. When I read these definitions, I am 14 exposed to the basic words and learn how they are used to explain objects and ideas. 15 this, I can express myself more easily in English.

1.

A．worried

B．sad

C．surprised

D．nervous

2.

A．Because

B．Although

C．Unless

D．If

3.

A．difficult

B．interesting

C．ambiguous

D．practical

4.

A．new

B．familiar

C．earlier

D．ordinary

5.

A．explained

B．expressed

C．described

D．created

6.

A．offered

B．agreed

C．decided

D．happened

7.

A．imagine

B．recommend

C．predict

D．understand

8.

A．natural

B．better

C．easier

D．convenient

9.

A．words

B．names

C．ideas

D．characters

10.

A．hope

B．declare

C．doubt

D．tell

11.

A．exact

B．basic

C．translated

D．expected

12.

A．Largely

B．Generally

C．Gradually

D．Probably

13.

A．extra

B．average

C．total

D．limited

14.

A．repeatedly

B．nearly

C．immediately

D．anxiously

15.

A．According to

B．In relation to

C．In addition to

D．Because of

If English means endless new words, difficult grammar and sometimes strange pronunciation, you are wrong. Haven’t you noticed that you have become smarter since you started to learn a language?

According to a new study by a British university, learning a second language can lead to an increase in your brain power. Researchers found that learning other languages changes grey matter. This is the area of the brain which processes information. It is similar to the way that exercise builds muscles.?

The study also found the effect is greater, the younger people learn a second language.?

A team led by Dr Andrea Mechelli, from University College London, took a group of Britons who only spoke English. They were compared with a group of “early bilinguals” who had learnt a second language before the age of five, as well as a number of later learners.

Scans showed that grey matter density(密度)in the brain was greater in bilinguals than in people without a second language. But the longer a person waited before mastering a new language, the smaller the difference.?______

“Our findings suggest that the structure of the brain is changed by the experience of learning a second language,” said the scientists.?

It means that the change itself increases the ability to learn.?

Professor Dylan Vaughan Jones of the University of Wales, has researched the link between bilingualism and maths skills. “Having two languages gives you two windows on the world and makes the brain more flexible(灵活的),”he said. “You are actually going beyond language and have a better understanding of different ideas.”

The findings were matched in a study of native Italian speakers who had learned English as a second language between the ages of two and 34. Reading, writing, and comprehension were all tested. The results showed that the younger they started to learn, the better. “Studying a language means you get an entrance to another world,” explained the scientists.?

1.In the second paragraph, the writer mentions “exercise” in order to_____________.

A. say language is also a kind of physical labor?

B. prove that one needs more practice when he (she) is learning a language?

C. to show the importance of using the language when you learn the language?

D. make people believe language learning helps grey matter work well?

2. The underlined word “bilingual” probably means_____________.?

A. a researcher on language learning B. a second language learner?

C. a person who can speak two languages D. an active language learner ?

3.We may know from the scientific findings that_____________.?

A. the earlier you start to learn a second language the higher the grey matter density is

B. there is no difference between a later second language learner and one who doesn't know a second language?

C. the experience of learning a second language has bad effect on people's brain

D. the ability of learning a second language is changing all the time?

4.In the last two paragraphs, the author wants to tell us that_____________.?

A. learning a second language is the same as studying maths

B. early learning of a second language helps you a great deal in study other subjects

C. Italian is the best choice for you as a second language?

D. you’d better choose the ages between 2 and 34 to learn a second language

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