题目
So long as teachers fail to distinguish (differ) between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. 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 processes. 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 plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed. Learning to read involves all that each individual does to understand 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 scrutiny. If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle 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 seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning. 小题1:The problem with the reading course as mentioned in the first paragraph is that_______. A．too much time is spent in teaching about reading B．reading tasks are given with little guidance C．it is one of the most difficult surses D．students spend limited hours in reading 小题2: The teaching of reading will be successful if _______. A．teachers can make their teaching activities observable B．teachers can teach their students how to read C．teachers can improve conditions at school for the students D．teachers can enable students to develop their own way of reading 小题3:The word “scrutiny” (Paragraph 3) most probably means “_______”. A．unbelief B．control C．inquiry D．observation 小题4:The main idea of the passage is that_______. A．reading is more complicated than believable B．reading ability is something gained rather than taught C．teachers should encourage students to read as widely as possible D．teachers should do as little as possible in helping students learn to read
So long as teachers fail to distinguish (differ) between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. 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 processes. 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 plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.
Learning to read involves all that each individual does to understand 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 scrutiny.
If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle 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 seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning.
小题1:The problem with the reading course as mentioned in the first paragraph is that_______.
小题2: The teaching of reading will be successful if _______.
小题3:The word “scrutiny” (Paragraph 3) most probably means “_______”.
小题4:The main idea of the passage is that_______.
Teaching and learning are two entirely different processes. 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 plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.
Learning to read involves all that each individual does to understand 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 scrutiny.
If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle 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 seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning.
小题1:The problem with the reading course as mentioned in the first paragraph is that_______.
| A．too much time is spent in teaching about reading |
| B．reading tasks are given with little guidance |
| C．it is one of the most difficult surses |
| D．students spend limited hours in reading |
| A．teachers can make their teaching activities observable |
| B．teachers can teach their students how to read |
| C．teachers can improve conditions at school for the students |
| D．teachers can enable students to develop their own way of reading |
| A．unbelief | B．control | C．inquiry | D．observation |
| A．reading is more complicated than believable |
| B．reading ability is something gained rather than taught |
| C．teachers should encourage students to read as widely as possible |
| D．teachers should do as little as possible in helping students learn to read |
题目解答
答案
第1小题：A
第2小题：D
第3小题：D
第4小题：B
解析
步骤 1：理解第一段的问题
第一段提到，教师在教授阅读时，花费了太多时间在关于阅读的活动上，而不是直接教授阅读。这表明问题在于教师花费了太多时间在与阅读相关的活动上，而不是直接教授阅读。
步骤 2：理解第二段的阅读教学成功条件
第二段提到，阅读教学的成功在于教师能够创造条件，使学生能够自己发展出有效的阅读方法。这表明，阅读教学的成功在于教师能够使学生自己发展出有效的阅读方法。
步骤 3：理解第三段的“scrutiny”含义
第三段提到，学习是思维的活动，这个过程不对外开放。这表明，“scrutiny”指的是观察。
步骤 4：理解文章的主旨
文章的主旨在于，阅读能力是通过学习获得的，而不是通过教学获得的。这表明，文章的主旨在于阅读能力是通过学习获得的，而不是通过教学获得的。
第一段提到，教师在教授阅读时，花费了太多时间在关于阅读的活动上，而不是直接教授阅读。这表明问题在于教师花费了太多时间在与阅读相关的活动上，而不是直接教授阅读。
步骤 2：理解第二段的阅读教学成功条件
第二段提到，阅读教学的成功在于教师能够创造条件，使学生能够自己发展出有效的阅读方法。这表明，阅读教学的成功在于教师能够使学生自己发展出有效的阅读方法。
步骤 3：理解第三段的“scrutiny”含义
第三段提到，学习是思维的活动，这个过程不对外开放。这表明，“scrutiny”指的是观察。
步骤 4：理解文章的主旨
文章的主旨在于，阅读能力是通过学习获得的，而不是通过教学获得的。这表明，文章的主旨在于阅读能力是通过学习获得的，而不是通过教学获得的。