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Passage 20
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We find that bright children are not often held back by mixed-ability teaching.  On the contrary, both their knowledge and experience are improved.  We feel that there are many disadvantages in streaming pupils, a way to teach pupils in groups according to their ability.  It does not pay attention to the fact that children develop at different speed.  It can have a bad effect on both the bright and not-so-bright children.  After all it can be quite discouraging to be at the bottom of the top grade!

Besides, it is rather unreal to grade people just according to their intellectual (智力的) ability.  This is only one aspect (方面) of their total personality.  We are concerned to develop the abilities of all our pupils to the full, not just their academic (学术理论的) ability.  We also value personal qualities (品质) and social skills, and we find that mixed-ability teaching helps improve all these aspects of learning.

In our classroom, we work in various ways.  The pupils often work in groups; this gives them the chances to learn to co-operate, to share, and to develop leadership skills.  They also learn how to deal with personal problems as well as learning how to think, to make decisions, at analyze and evaluate (分析和评价), and to communicate effectively.  The pupils learn from each other as well as from the teacher.

Sometimes the pupils work in pairs; sometimes they work on individual (个人的) tasks and assignments and they can do this at their own speed.  They also have some formal class teaching when this is right and suitable.  We encourage our pupils to  use the library, and we teach them the skills they need in order to do this effectively.  An advanced pupil can do advanced work; it does not matter what age the child is.  We expect our pupils to do their best, not their least, and we give them every encouragement to achieve this goal.


1. What's the author's attitude towards "mixed-ability teaching'?
A. He agrees to it.
B. He doubts the truth of it.
C. He is very discontent about it.
D. He tries to be objective about it.

2. By "held back", the author means ___________.
A. forced to study in the lower class.
B. made to remain in the same class.
C. prevented from advancing.
D. made to fall behind other students.

3. Which are the reasons given to disagree with "streaming pupils"?
     a.  Pupils develop at different speed.
     b. Advanced pupils work at their own speed.
     c. Students work in various ways in our classroom.
     d. It is important to develop pupils' total personality.
A. a and b.
B. a and d.
C. c and b.
D. c and d.

4. The author's purpose of writing this passage is to __________.
A. offer advice on the proper use of school library.
B. call attention to the importance of variety in classroom teaching.
C. persuade to teach bright and not-so-bright pupils in separate classes.
D. argue for teaching bright and not-so-bright pupils in the same class.

   Score =   

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点评

    本篇短文是关于学校教育的一个争论:究竟是按能力分班教学好呢(streaming pupils)?还是混合编班教学好呢(mixed-ability teaching)?作者的立场观点是什么?这是通过阅读要解决的基本问题,即文章的中心主旨。

    作者在第一段就旗帜鲜明地表达了自己的观点立场:We find that bright children are not often held back by mixed-ability teaching.  On the contrary, both their knowledge and experience are improved.  We feel that there are many disadvantages in streaming pupils, ... ...  由此可知,作者是坚决支持“混合能力编班教学”这一做法的。因此题1的答案是A, He agrees to it.

    在接下来的三段文字中,作者提到了我们应当培养全面发展的具有健全人格的人,而不是仅仅具有学术能力的人(第二段);在混合编班的教学活动中,不同能力水平不同能力倾向的学生互相学习,取长补短(第三段);由于学生个体发展过程和速度的不同,他们应当有自己的发展空间,我们应当鼓励他们自主学习,给他们创造一个人人全力以赴全面发展的学习环境(第四段)。显然题3的 a 项和 d 项是作者不同意按能力分班教学的理由,答案是B。

    综观全文,作者是在为支持“混合编班教学”进行辩护,反对“按能力分班教学”。题4的答案是D, argue for teaching bright and not-so-bright pupils in the same class argue for 是为赞成,支持某事而辩论辩护的意思。本题也是一道领悟中心主旨的题目。

选自2003年崇文区高三一模英语试卷  2003.4                                     Main Idea
                    

 

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