Internet 应用中的虚拟现实语言是__( )__。A．JAVA B．VRML

读图，完成下列各题。

小题1:制约图示区域城镇分布及城镇人口规模的主导因素是

A．交通线分布及线路等级

B．地表形态及土地面积

C．热量条件及农作物产量

D．水资源分布及数量小题2:图示区域内，与古代相比，当代

A．河流水量更大

B．城镇向河流上游迁移

C．交通线离山地更远

D．山地森林覆盖率更低小题3:图示区域城镇面临的主要环境问题是

A．森林破坏

B．土地荒漠化

C．水土流失

D．地面沉降小题4:塔里木河流域综合治理的关键是水资源的合理利用。下列方案合理的是

A．上中游地区利用绝大部分河水

B．人工加速冰川消融，增加河水的补给

C．下游地区利用绝大部分河水

D．上中游和下游地区均衡利用河水

五行学说认为病情较深重的脏病传变是

A．肺病及肾

B．肾病及肺

C．肺病及肝

D．肝病及脾

E．脾病及肺

1956年到1966年全面建设社会主义时期，我国建成的最大油田是什么油田？

管内旅客列车以运送短途旅客为主，一般运行距离较短。

The teaching of English as a second language (ESL) in schools has had a history of conflicting arguments, interesting innovations and some very positive methodological changes. To understand the present situation, it is necessary to consider the past and the wider educational context which has a bearing on it.

Until quite recently, approaches to ESL work have been ply influenced by methods developed to teach English as a foreign language to older learners. These methods placed much emphasis on drills, exercises and remedial programs that focus on language in abstraction. 46) The prescriptive nature of such methods and the demands they made on the teacher’s time developed the belief that ESL work could be tackled only by the specialist ESL teacher working with small groups of children. Such an approach does not fit comfortably into current notions of learning and teaching in the primary school, nor does it sufficiently equip ESL learners in the secondary school to benefit from normal schooling. 47) In prescribing what language is to be taught, it has ignored what children bring to the learning task and the choices they make about how and what they want to learn. Furthermore, the location and organization of language provision did not measure up to the demand. 48) The language centers and English language services all contributed to providing special and concentrated teaching of English as a second language in small groups, varying in size from four or five to fifteen. Whatever the pattern of provision, the main aim was to give pupils sufficient English to enable them to join normal schools as quickly as possible. The success of such special provision depended very much on the close and constant liaison of language teachers with the subject teachers and the class teachers and on the continuity of learning experiences provided by them. 49) One of the important disadvantages of language centers and withdrawal groups was that ESL children were being taught away from those English- speakers who provide the most powerful models, i. e. their peer group. Peer-group interaction is an important element in any learning situation, but its particular strengths in a classroom with ESL learners cannot be overemphasized.

50) The separation of second language learners from the mainstream classroom cannot easily be justified on educational grounds, since in practice it leads to both their curriculum and language learning being impoverished.

47) In prescribing what language is to be taught, it has ignored what children bring to the learning task and the choices they make about how and what they want to learn.