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 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 cooperate, 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, to analyze 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.
1. In the passage the author’s attitude towards “mixed-ability teaching" is____.
2. The phrase “held back” (Line 1,Para. 1)means “____”.
3. The author argues that a teacher’s chief concern should be the development of the student's
4. Which of the following is NOT mentioned in the third paragraph?
5. The author’s purpose of writing this passage is to____.
问题1选项
A.critical
B.doubtful
C.approving
D.objective
问题2选项
A.made to remain in the same classes
B.forced to study in the lower classes
C.prevented from advancing
D.drawn to their studies
问题3选项
A.personal qualities and social skills
B.total personality
C.learning ability and communicative skills
D.intellectual ability
问题4选项
A.Group work gives pupils the opportunity to learn to work together with others
B.Group work provides pupils with the opportunity to learn to be capable organizers.
C.Pupils also learn how to participate in teaching activities.
D.Pupils also learn to develop their reasoning abilities
问题5选项
A.argue for teaching bright and not-so-bright pupils in the same class
B.offer advice on the proper use of the library
C.recommend pair work and group work for classroom activities
D.emphasize the importance of appropriate formal classroom teaching
第1题:C
第2题:C
第3题:B
第4题:C
第5题:A
第1题:
【原文考查】观点态度题
【选项释义】
文中作者对“混合能力教学”的态度是____。
A. 批评的 B. 怀疑的 C. 赞成的 D. 客观的
【解题思路】根据第一段前两句“We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched.”可知,作者认为混合能力型教学会丰富聪明孩子的知识和经验,且下文阐述了这种教学的好处。故本题选A。
【干扰项排除】B、C、D选项均不正确。
第2题:
【原文考查】词语理解题
【选项释义】
短语“held back”(第一段第一行)的意思是“____”。
A. 被迫待在同样的班级
B. 被迫在低阶班级学习
C. 被阻止进步
D. 被他们的学业吸引
【解题思路】根据第一段前两句“We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched.”可知,混合能力型教学很少会妨碍聪明孩子的发展,反而会丰富他们的知识和经验。由此可以推断,held back和enriched的意思相反意为“妨碍发展”。故本题选C。
【干扰项排除】A、B、D选项均不正确
第3题:
【原文考查】推理判断题
【选项释义】
作者认为,教师最关心的应该是学生的____发展。
A. 个人素质和社交技巧
B. 整体性格
C. 学习能力和交际能力
D. 智力
【解题思路】根据第二段最后三句“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.”可知,作者认为老师应该重视学生的个人品质和交际能力,充分发展其能力,而不仅仅是发展其学业能力,因为智力只是整体性格的一个方面。由此可知,老师应关注学生的整体性格。故本题选B。
【干扰项排除】A、C、D选项均不正确。
第4题:
【原文考查】事实细节题
【选项释义】
第三段没有提到以下哪一项?
A. 小组合作让学生有机会学习与他人合作
B. 小组工作为学生提供了学习成为有能力的组织者的机会。
C. 学生也学习如何参与教学活动。
D. 学生也学会发展他们的逻辑思考能力
【解题思路】根据第三段第二句“The pupils often work in groups; this gives them the opportunity to learn to cooperate, to share, and to develop leadership skills.”可知,小组合作给了学生学习合作,分享和发展领导才能的机会,因此A和B两项正确。根据第三段第三句“They also learn how to deal with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively.”可知,通过小组合作,学生们还可以学会如何思考、决策、分析和评估,以及有效地交流和处理个人问题,即培养学生们的思考能力,因此C选项正确。C选项未在文中提及。故本题选C。
【干扰项排除】A、B、D选项均不符合题意。
第5题:
【原文考查】主旨大意题
【选项释义】
作者写这篇文章的目的是为了____。
A. 主张在同一个班教授聪明和不那么聪明的学生
B. 提供正确使用图书馆的建议
C. 推荐课堂活动中结对工作和小组工作
D. 强调适当的正规课堂教学的重要性
【解题思路】根据全文大意可知,作者在第一二段中分别否定了按能力和智力分班,并特别指出了混合能力型教学的优点,接着在最后两段具体论述了混合能力型教学带来的好处。由此可知,本文目的是支持混合能力型教学,即将聪明的和不那么聪明的学生放在同一个班级中进行教学。故本题选A。
【干扰项排除】B、C、D选项均不正确。