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One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I have some ___1_____ of why the failure is so total. 2 the faults already found out in the education system as a whole, there have been several serious 3 which have a direct effect on language teaching.
The first is the removal from the curriculum (课程) of the thorough teaching of English 4?????? . Pupils now do not know a verb from a noun or the subject of a sentence from its object.
Another important error is mixed-ability teaching, or teaching in ability groups so 5 that the most able groups are 6 and are bored while the least able are lost and 7 bored.
Progress depends on memory, and pupils start to forget immediately they stop having 8 lessons. This is why many people who attended French lessons at school have forgotten it a few years later.
Most American schools have accepted what is necessary and 9 modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 10 resources on a subject which few pupils want or need.
A. questions B. evidences C. ideas D. knowledges
A. Due to B. In addition to C. Instead of D. In spite of
A. errors B. situations C. systems D. methods
A. vocabulary B. culture C. grammar D. sentences
A. wide B. similar C. separate D. unique
A. kept out B. turned down C. held back D. left behind
A. surprisingl B. individually C. equally D. hardly
A. extra B. traditional C. basic D. regular
A. restored B. absorbed C. prohibited D. remove
A. wasting B. focusing C. exploiting D. sharing
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| One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of the foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total. 1 the faults already found out in the education system as a whole-such as child-centred learning. The "discovery" method, and the low expectations by teachers of pupils-there have been several serious 2 which have a direct effect on language teaching. The first is the removal from the curriculum (课程) of the thorough teaching of English 3 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future. Another important error is mixed-ability teaching, or teaching in ability groups so 4 that the most able pupils are 5 and are bored while the least able are lost and 6 bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams. Progress depends on memory, and pupils start to forget immediately they stop having 7 lessons. This is why many people who attended French lessons at school, even those who got good grades, have forgotten it a few years later. 8 they never need it, they do not practise it. Most American schools have accepted what is inevitable and 9 modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 10 resources on a subject which few pupils want or need. | ||||
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One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total. 21 the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious 22 which have a direct effect on language teaching.
The first is the removal from the curriculum (课程) of the thorough teaching of English 23 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.
Another important error is mixed-ability teaching, or teaching in ability groups so 24 that the most able groups are 25 and are bored while the least able are lost and 26 bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.
Progress depends on memory, and pupils start to forget immediately they stop having 27 lessons. This is why many people who attended French lessons at school, even those who got good grades, have 28 it a few years later. Because they never need it, they do not practice it.
Most American schools have accepted what is inevitable and 29 modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 30 resources on a subject which few pupils want or need.
21. A. Due to B. In addition to C. Instead of D. In spite of
22. A. errors B. situations C. systems D. methods
23. A. vocabulary B. culture C. grammar D. literature
24. A. wide B. similar C. separate D. unique
25. A. kept out B. turned down C. held back D. left behind
26. A. surprisingly B. individually C. equally D. hardly
27. A. extra B. traditional C. basic D. regular
28. A. needed B. forgotten C. practised D. left
29. A. restored B. absorbed C. prohibited D. withdrawn
30. A. wasting B. focusing C. exploiting D. sharing
查看习题详情和答案>>One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total. 55 the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious 56 which have a direct effect on language teaching.
The first is the removal from the curriculum (课程) of the thorough teaching of English 57 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.
Another important error is mixed-ability teaching, or teaching in ability groups so 58 that the most able groups are 59 and are bored while the least able are lost and 60 bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.
Progress depends on memory, and pupils start to forget immediately they stop having 61 lessons. This is why many people who attended French lessons at school, even those who got good grades, have forgotten it a few years later. 62 they never need it, they do not practice it.
Most American schools have accepted what is inevitable and 63 modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 64 resources on a subject which few pupils want or need.
55. A. Due to B. In addition to C. Instead of D. In spite of
56. A. errors B. situations C. systems D. methods
57. A. vocabulary B. culture C. grammar D. literature
58. A. wide B. similar C. separate D. unique
59. A. kept out B. turned down C. held back D. left behind
60. A. surprisingly B. individually C. equally D. hardly
61. A. extra B. traditional C. basic D. regular
62. A. Although B. Because C. Until D. Unless
63. A. restored B. absorbed C. prohibited D. withdrawn
64. A. wasting B. focusing C. exploiting D. sharing
查看习题详情和答案>>One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total. 21 the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious 22 which have a direct effect on language teaching.
The first is the removal from the curriculum (课程) of the thorough teaching of English 23 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.
Another important error is mixed-ability teaching, or teaching in ability groups so 24 that the most able groups are 25 and are bored while the least able are lost and 26 bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.
Progress depends on memory, and pupils start to forget immediately they stop having 27 lessons. This is why many people who attended French lessons at school, even those who got good grades, have 28 it a few years later. Because they never need it, they do not practice it.
Most American schools have accepted what is inevitable and 29 modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 30 resources on a subject which few pupils want or need.
21. A. Due to B. In addition to C. Instead of D. In spite of
22. A. errors B. situations C. systems D. methods
23. A. vocabulary B. culture C. grammar D. literature
24. A. wide B. similar C. separate D. unique
25. A. kept out B. turned down C. held back D. left behind
26. A. surprisingly B. individually C. equally D. hardly
27. A. extra B. traditional C. basic D. regular
28. A. needed B. forgotten C. practised D. left
29. A. restored B. absorbed C. prohibited D. withdrawn
30. A. wasting B. focusing C. exploiting D. sharing
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