Part 1 Reading Comprehension (Multiple Choice) (每小题：4 分) | |
Directions: Read the following passages carefully and choo the best answer from the four choices marked A, B, C and D. | |
Questions 1 to 5 are bad on the same passage or dialog. | |
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake things for children that children can only do for themlves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should stop trying to do the impossible." Teaching and learning are two entirely different process. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devi the most efficient system for teaching themlves to read. Teaching is also a public activity: it can be en and obrved. Learning to read involves all that each individual does to make n of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public examination. If teacher and learner roles are distinguishable, how can teaching aid the child in the quest for knowledge? Smith has one principal rule for all teaching instructions. "Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children." When the roles of teacher and learner are en for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading. | |
1. | The problem with the reading cour as mentioned in the first paragraph is that ________. |
A. it is one of the most difficult school cours | |
B. too much time is spent in teaching about reading | |
C. students spend endless hours in reading | |
D. reading tasks are assigned with little guidance | |
2. | The teaching of reading will be successful if ________. |
A. teachers can enable students to develop their own way of reading | |
B. teachers can improve conditions at school for the students | |
C. teachers can devi the most efficient system for reading | |
D. teachers can make their teaching activities obrvable | |
3. | The word "examination" at the end of Paragraph 3 most probably means "________". |
A. inquiry | |
B. obrvation | |
C. control | |
D. suspicion | |
4. | According to the passage, learning to read will no longer be a difficult task when ________. |
A. children become highly motivated | |
B. teacher and learner roles are identical | |
百度文库 - 让每个人平等地提升自我百度文库 - 让每个人平等地提升自我 | C. teaching helps children in the arch for knowledge |
D. reading enriches children's experience | |
5. | The main idea of the passage is that ________. |
A. teachers should do as little as possible in helping students learn to read | |
B. teachers should encourage students to read as widely as possible | |
C. reading ability is something acquired rather than taught | |
D. reading is more complicated than generally believed | |
Questions 6 to 10 are bad on the same passage or dialog. | |
Society usually tends to focus on the negative side of inner-city schools. Many people like to stereotype (模式化) the schools which, while the general statements may be true in some cas, tend to be wor most of the time. People think that the students of the schools receive inferior educations. My school, an inner-city school named St. Ignatius, is regarded as one of the best in the state. People also believe that violence occurs on a daily basis, both in the school itlf and in the nearby city. I cannot even remember a rious fight at St. Ignatius. People who think that the teachers at inner-city schools lack love for their job worn this typical stereotype even further. My teachers not only had a love for teaching, but they were also able to cultivate a love for learning in their students. Take Mrs. Borroni, my Spanish teacher, for example. She would often take time out of her class to tell her students about the numerous activities after class with which we should get involved. She loved her job so much that she stayed after school every day to moderate activities such as "Amnesty International" (an international organization that protects human rights) and the Spanish Club. Her students, including me, joined all of the clubs which she moderated just becau she made them so interesting. After reading all of this, most people would argue that St. Ignatius should not be considered a true "inner-city school". While this may hold some truth, I am arguing that my life was greatly enriched simply becau of the school's location in the middle of Cleveland, as oppod to a poor suburban area. | |
6. | What do people often think negatively about? |
A. Inner-city schools. | |
B. Stereotypes. | |
C. St. Ignatius. | |
D. Violence. | |
7. | What can the author never remember eing at St. Ignatius? |
A. Amnesty International. | |
B. A rious fight. | |
C. A Spanish club. | |
D. Inferior students. | |
8. | What would Mrs. Borroni do after school? |
A. Give Spanish class. | |
B. Tell students about activities. | |
C. Guide students in special groups. | |
D. Help students love learning. | |
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