failure of the foreign-language teaching. As a French graduate who has taught for more than twenty-five
years, I believe I have some idea of why the failure is so total. 1 the faults already found out in the education
system as a whole-such as child-centred learning. The "discovery" method, and the low expectations by
teachers of pupils-there have been several serious 2 which have a direct effect on language teaching.
The first is the removal from the curriculum (课程) of the thorough teaching of English 3 . Pupils now
do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past,
present, or future.
Another important error is mixed-ability teaching, or teaching in ability groups so 4 that the most able
pupils are 5 and are bored while the least able are lost and 6 bored. Strangely enough, few head teachers
seem to be in favour of mixed-ability school football teams.
Progress depends on memory, and pupils start to forget immediately they stop having 7 lessons. This is
why many people who attended French lessons at school, even those who got good grades, have forgotten it
a few years later. 8 they never need it, they do not practise it.
Most American schools have accepted what is inevitable and 9 modern languages, even Spanish, from
the curriculum. Perhaps it is time for Britain to do the same, and stop 10 resources on a subject which few
pupils want or need.
( )1.A. Due to ( )2.A. errors ( )3.A. vocabulary ( )4.A. wide ( )5.A. kept out ( )6.A. surprisingly ( )7.A. extra ( )8.A. Although ( )9.A. restored ( )10.A. wasting | B. In addition to B. situations B. culture B. similar B. turned down B. individually B. traditional B. Because B. absorbed B. focusing | C. Instead of C. systems C. grammar C. separate C. held back C. equally C. basic C. Until C. prohibited C. exploiting | D. In spite of D. methods D. literature D. unique D. left behind D. hardly D. regular D. Unless D. withdrawn D. sharing | |||||||||||||||||||
1-5: B A C A C 6-10: C D B D A | ||||||||||||||||||||||
阅读理解。 | ||||||||||||||||||||||
This was no ordinary class. The students who came together were all science or engineering professors | ||||||||||||||||||||||
1. What do we know about this unusual class? | ||||||||||||||||||||||
A. The teachers did lots of writing on the board. B. The teacher were invited to attend several lectures. C. The student were professors from a university. D. The students were studying science and humanities. | ||||||||||||||||||||||
2. The experiment was designed to find out _____. | ||||||||||||||||||||||
A. how to teach the students in the science class. B. whether poetry is difficult for science students. C. what to be taught in the humanities class. D. why many humanities students find science hard. | ||||||||||||||||||||||
3. Finding levels of meaning is _____. | ||||||||||||||||||||||
A. important for graduate students in humanities. B. difficult for graduate students in humanities. C. common for undergraduate students in science. D. easy for undergraduate students in science. | ||||||||||||||||||||||
4. What did the science professors learn after the experiment? | ||||||||||||||||||||||
A. They should change the way they teach . B. A poem could be explained in clear definitions. C. A poetry class could be more informative. D. Their teaching was an enjoyable experience. | ||||||||||||||||||||||
阅读理解。 | ||||||||||||||||||||||
Did you know that women"s brains are smaller than men"s? The average women"s brain weighs 10% less than men"s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent (聪明的) than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it"s what"s inside that matters, not just the size of the brain. The brain consists of "grey matter" and "white matter". While men have more of the latter, the amount of"thinking" brain is almost exactly the same in both sexes. It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls tend to learn to speak earlier, and that women can understand sorts of information from different sources at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it"s women who come out on top every time. There are other important differences between two sexes. As white matter is the key to spatial (空间的) tasks, men know better where things are in relation to other things. "A great footballer always knows where he is in relation to the other players, and he knows where to go," says one researcher. That may explain one of life"s great mysteries: why men refuse to ask for directions … and women often need to! The differences begin when fetuses (胎儿) are about nine weeks old, which can be seen in the action of children as young as one. A boy would try to climb a barrier (障碍物) before him or push it down while a girl would attract help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors (祖先), among whom women needed speech skills to take care of their babies and men needed spatial skills to hunt, according to one research. If all this disappoints you, it shouldn"t. "The brain changes throughout our lives according to what we do with it." says a biologist. | ||||||||||||||||||||||
1. Which of the following is true according to the first paragraph? | ||||||||||||||||||||||
A. Women"s brain is 10% less than men"s. B. Grey matter plays the same role as white matter. C. Grey matter controls thinking in the brain. D. Both sexes have the same amount of white matter. | ||||||||||||||||||||||
2. What can we infer from the second and third paragraphs? | ||||||||||||||||||||||
A. Women prefer doing many things at a time. B. Men do better dealing with one job at a time. C. Women do not need to tell directions. D. Men have weaker spatial abilities. | ||||||||||||||||||||||
3. Which of the following do you agree with according to the fourth paragraph? | ||||||||||||||||||||||
A. Young boys may be stronger than young girls. B. More women take up jobs requiring speech skills. C. Women may have stronger feelings than men. D. Our ancestors needed more spatial skills. | ||||||||||||||||||||||
4. What is the writer"s attitude in writing this passage? | ||||||||||||||||||||||
A. Defensive. B. Persuasive. C. Supportive. D. Objective. | ||||||||||||||||||||||
Cloze test. | ||||||||||||||||||||||
People think children should play sports. Sports are fun, and playing with others. However, playing sports can have 1 effects on children. It may produce feelings of poor self-respect or aggressive behavior in some children. According to research on kids and sports, 40,000,000 kids play sports in the US. Of these, 18,000,000 say they have been 2 at or called names while playing sports. This leaves many children with a bad 3 of sports. They think sports are just too aggressive. Many researchers believe adults, especially parents and coaches, are the main 4 of too much aggression ill children"s sports. They believe children 5 aggressive adult behavior. This behavior is then further strengthened through both positive and negative feedback. Parents and coaches are powerful teachers because children usually look up to them. Often these adults behave aggressively themselves, sending children the message that 6 is everything. Many parents go to children"s sporting events and shout 7 at other players or cheer when their child behaves 8 . As well, children arc even taught that hurting other players is 9 or are pushed to continue playing even when they are injured 10 , the media makes violence seem exciting. Children watch adult sports games and see violent behavior replayed over and over on television. As a society, we really need to 11 this problem and do something about it. Parents and coaches 12 should act as better examples for children. They also need to teach children better 13 . They should not just cheer when children win or act aggressively. They should teach children to 14 , themselves whether they win or not. Besides, children should not be allowed to continue to play when they are injured. If adults allow children to play when injured, this gives the message that 15 is not as important as winning. | ||||||||||||||||||||||
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