ACCORDING TO PARAGRAPH 3, WHAT IS THE FUNDAMENTAL AND TYPICAL U...
Câu 35.
According to paragraph 3, what is the fundamental and typical use of explainer videos?
A.
It is used to distill wide-ranging and complex ideas into a viewer-friendly package.
B.
Businesses use them to quickly introduce themselves and their importance.
C.
It is designed as a means to stimulate both auditory and visual senses.
D.
It helps the customers with their daily life problems with scientific information.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate
the correct answer to each of the questions.
In our connected globalized world, the languages which dominate communications and business,
Mandarin, Hindi, English, Spanish and Russian amongst others, are placing small languages spoken in
remote places under increasing pressure. Fewer and fewer people speak languages such as Liki,
Taushiro and Dumi as their children shift away from the language of their ancestors towards languages
which promise education, success and the chance of a better life. While to many parents, this may
appear a reasonable choice, giving their offspring the opportunity to achieve the sort of prosperity they
see on television, the children themselves often lose touch with their roots. However, in many places
the more reasonable option of bilingualism, where children learn to speak both a local and a national
language, is being promoted.
This
gives hope that many endangered languages will survive, allowing
people to combine their links to local tradition with access to wider world culture.
While individuals are free to choose if they wish to speak a minority language, national governments
should be under no obligation to provide education in an economically unproductive language,
especially in times of budget
constraints. It is generally accepted that national languages unite and
help to create wealth while minority regional languages divide. Furthermore, governments have a duty
to ensure that young people can fulfil their full potential, meaning that state education must provide
them with the ability to speak and work in their national language and so equip them to participate
responsibly in national affairs. People whose language competence does not extend beyond the use of a
regional tongue have limited prospects. This means that while many people may feel a sentimental
attachment to their local language,
their government’s position should be one of benign neglect,
allowing people to speak the language, but not acting to prevent its eventual disappearance.
Many PhD students studying minority languages lack the resources to develop their language skills,
with the result that they have to rely on interpreters and translators to communicate with speakers of
the language they are studying. This has a detrimental effect on the quality of their research. At the
same time, they have to struggle against the frequently expressed opinion that minority languages serve
no useful purpose and should be allowed to die a natural death. Such a view fails to take into account
the fact that a unique body of knowledge and culture, built up over thousands of years, is contained in a
language and that language extinction and species extinction are different
facets
of the same process.
They are part of an impending global catastrophe which is beginning to look unavoidable.
(Adapted from Complete Advanced by Guy Brook – Hart and Simon Haines)