划圆弧主要是求出（），然后利用划规按一定的半径作圆弧.A.垂直点 B.交叉点 C.中

影响冰岛火山活动的板块是

A．美洲板块和亚欧板块

B．太平洋板块和南极洲板块

C．亚欧板块和印度洋板块

D．非洲板块和美洲板块

男，24岁，患有慢性乙型肝炎多年，骨瘦如柴，少力懒言，腹大如鼓，按之如囊裹水，舌淡红，苔白滑，脉沉弦为（）

A.气胀

B.节胸

C.水臌

D.心下痞

E.瘕聚

质量审核工作应由企业的（）领导。

A.厂长

B.副厂长

C.质管科长

D.企管科长

张某因不服税务局查封财产决定向上级机关申请复议，要求撤销查封决定，但没有提出赔偿请求。复议机关经审查认为该查封决定违法，决定予以撤销。对于查封决定造成的财产损失，复议机关正确的做法是什么？（）

A.解除查封的同时决定被申请人赔偿相应的损失

B.解除查封并告知申请人就赔偿问题另行申请复议

C.解除查封的同时就损失问题进行调解

D.解除查封的同时要求申请人增加关于赔偿的复议申请

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.

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.