12月英語四級閱讀理解練習材料4

時間：2024-08-09 07:12:59 閱讀理解我要投稿

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12月英語四級閱讀理解練習材料4

　　Passage 4

12月英語四級閱讀理解練習材料4

　　We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. 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 ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.

　　In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problem as well as learning how to think, to make decisions, to analyse and evaluate, 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 tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. 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 attain this goal.

　　16. In the passage the author’s attitude towards “mixed-ability teaching” is___________

　　A) critical B) questioning C) approving D) objective

　　17. By “held back”(Line 1) the author means “______________”

　　A) made to remain in the same classes B) forced to study in the lower classes

　　C) drawn to their studies D) prevented from advancing

　　18. The author argues that a teacher’s chief concern should be the development of the students___

　　A) personal qualities and social skills B) total personality

　　C) learning ability and communicative skills D) intellectual ability

　　19. Which of the following is NOT MENTIONED in the third paragraph?

　　A) Group work gives pupils the opportunity to learn to work together with others

　　B) Pupils also learn to develop their reasoning abilities

　　C) Group work provides pupils with the opportunity to learn to be capable organizers.

　　D) Pupils also learn how to participate in teaching activities.

　　20. The author’s purpose in writing this passage is to _____________

　　A) argue for teaching bright and not –so0bright pupils in the same class

　　B) recommend pair work and group work for classroom activities

　　C) offer advice on the proper use of the library

　　D) emphasize the importance of appropriate formal classroom teaching

　　Passage 4

　　(16)(17)我們發現，聰明的孩子如果接受不按能力分班的教學，很少會因此被拖后了。相反，他們在知識和經驗方面都有長進。我們認為把學生按照能力分班有很多弊端。這種做法沒有考慮到孩子們發展情形各不相同這一事實。對聰明的孩子和不太聰明的孩子都有不良影響。畢竟，在最好的那一檔里做最差的學生也夠令人氣餒了!

　　此外，只根據人的智力水平來對人進行分類也是頗不現實的。這僅僅是全部人品特征的一個方面罷了。(18)我們關心的是讓所有的學生都能充分發展各方面的能力，而不僅僅是學術能力。我們也很看重個人品質與社交技能，而我們發現不按能力分班的教學對學習所有這些方面都很有益。

　　在教室里，我們以不同的方式工作。(19)(A)學生們通常會以小組為單位進行學習;這樣他們便有機會學習相互合作、分享，以及(19)(C)培養領導技能。他們還能學到怎樣處理個人問題，以及(19)(B)怎樣思考，怎樣作決定，怎樣分析和評價，與怎樣進行有效的交流。學生們不僅向老師學習，也可以互相學習。

　　有時，學生們也會以結對的方式學習;還有時，他們自己完成個人的任務，他們可以按照自己的速度來做。在適當的時候，他們也要接受正規的課堂教學。我們鼓勵學生們使用圖書館，所以我們要教他們所需的技巧，才能有效地利用好圖書館。一個先進的學生可以做先進的工作，而他的年齡多大并不重要。我們期望學生們可以最大限度而不是最小限度地發揮他們的能力，我們也會盡量鼓勵他們達到定目標。

　　16、在文中，作者對“不按能力分班的教學”持_________態度。

　　A) 批判的 B)懷疑的 C)贊同的 D)客觀的

　　17、第一行的“held back”的意思是____________

　　A)可以待在同樣的班級里 B)被迫在較差的班里學習

　　C)吸引學習 D)阻礙發展

　　18、作者的觀點是：教師主要應關心學生___________發展

　　A)個人品質與社交技能 B)整個人品特征

　　C)學習能力與交流能力 D)智力水平

　　19、下面哪個說法沒有在第三段提到?

　　A) 以小組為單位進行學習給學生們學習相互合作的機會

　　B) 學生們也要學習培養他們的推理能力

　　C) 以小組為單位的學習讓孩子們有機會學習怎么做一個有能力的組織者