So long as teachers fail to distinguish 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 devise the most efficient system for teaching themselves to read. Teaching is also public activity. It can be seen and observed.

? Learning to read involves all that each individual does to make sense of 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 quest（探索）for knowledge? Smith has one principal 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 fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.

1.The problem with the reading course as mentioned in the first paragraph is that ________.

A. it is one of the most difficult school courses

B. students spend endless hours in reading

C. reading tasks are assigned with little guidance

D. too much time is spent in teaching about reading

2.The teaching of reading will be successful if ________.

A. teachers can improve conditions at school for the students

B. teachers can enable students to develop their own way of reading

C. teachers can devise the most efficient system for reading

D. teachers can make their teaching activities observable

3.The underlined word“ scrutiny” most probably means“________”.

A. inquiry　　　B. observation?????? C. control　　 D. suspicion

4.According to the passage, learning to read will no longer be a difficult task when ________.

A. children become highly motivated

B. teacher and learner roles are interchangeable

C. teaching helps children in the search for knowledge

D. reading enriches children’s experience

5.The main idea of the passage is that ________.

A. teachers should do as little as possible in helping students learn to read

B. teachers should encourage students to read as widely as possible

C. reading ability is something acquired rather than taught

D. reading is more complicated that generally believed

The back door of the ambulance (救护车) was suddenly shut and the driver ran to the front, jumped into the seat, and started the engine. Inside were the 　36　 parents, Mr. and Mrs. Green, the mother holding their baby daughter, Ally. The little girl had some food stuck in her 　37　and could hardly 　38　.?

    The driver, Mr. White, 　39　 his siren (警报器) and flashing light, and started speeding toward the 　40　 hospital, fighting against 　41　. The cars ahead of him pulled out of way 　42　 he drove through the busy traffic. From the back of the ambulance the parents were shouting at him to 　43　, since Ally almost stopped breathing. In front of him he saw some traffic 　44　, with the red “stop” light shining. Mr. White knew he had no time to lose, so he drove straight past the traffic lights, looking 　45　 his left and right as he did so.

    Coming towards him from his right was a 　46　. The driver had the windows 　47　, since the car was air-conditioned, and he was playing his radio. He did not hear the ambulance.

    The lights were 　48　, so he drove straight 　49　 into the path of the ambulance. Mr. White tried to stop his ambulance, but it was too late. It hit the taxi. Everyone was shaken but no one was hurt. Mr. White looked back to see 　50　 little Ally was. He was 　51  to see relief instead of fear in the face of the parents.

    “Look!” cried Mrs. Green. “She is 　52　 again.”?

    “It must have been the crash (撞击),” said her husband. “It 　53　 the food out of her throat.” The baby’s color was turning normal, and she was crying in a loud 　54　 healthy voice.

They were all joyful, and quite forgot about the 　55　, the taxi, and the lines of cars all around them.

1.A. worried            B. excited      C. angry            D. surprised

2.A. mouth             B. nose      C. throat           D. ear

3.A. talk　            B. breathe       C. cry                  D. hear

4.A. turned on         B. opened on　   C. turned off       D. sped up

5.A. best              B. biggest　     C. first            D. nearest

6.A. time              B. cars          C. policemen    D. speed

7.A. that              B. as            C. there        D. if

8.A. stop              B. slow down C. hurry            D. keep safe

9.A. lights            B. signs         C. policemen    D. marks

10.A. at                   B. to                C. down     D. forward

11.A. taxi             B. car           C. truck        D. train

12.A. up               B. down          C. open         D. covered

13.A. red              B. green         C. yellow       D. out

14.A. out　            B. away          C. on           D. off

15.A. who              B. what          C. where        D. how

16.A. lucky　          B. astonished        C. worried      D. happy

17.A. crying              B. breathing      C. smiling      D. talking

18.A. made             B. let           C. knocked      D. pulled

19.A. and              B. with          C. or　             D. but

20.A. driver               B. accident      C. girl         D. reporters

While I studied at school, I felt great difficulty in learning my Latin translations. I was always very 　36　in using a dictionary, and 　37　it most difficult, while to other boys it seemed no 　38　.

　　I formed an alliance(盟友) with a boy in the Sixth Grade. He was very clever and 　39　read Latin as easily as English. My friend for his part was almost as 　40　troubled by the English essays he had to write for the headmaster as I was 　41　these Latin words. We agreed together that he should 　42　me my Latin translations and that I should do his essays. The arrangement 　43　wonderfully. The headmaster seemed quite 　44　with my work, and I had more time to myself in the morning. On the other hand, once a week 　45　I had to compose the essays of my friend. For several months no difficulty 　46　, but once we were nearly caught out.

　　One afternoon, the headmaster 　47　my friend to discuss one essay with him in a lively spirit. “I was interested in this 　48　you make here. I think you might have gone further. Tell me 　49　you had in your mind.” The headmaster continued in this 　50　for some time to fear of my friend. However, the headmaster, not wishing to 　51　an occasion of praise into 　52　of fault-finding, finally 　53　him go. He came back to me like a man who had had a very narrow 　54　and I made up my mind to make every effort to study my 　55　.

A. quick　　　　 B. slow　　　　　 C. hard　　　　　　　 D. good

A. made 　　　　B. got 　　　　　  C. found 　　　　　　 D. left

A. trouble　　　　B. difference　　   C. labor 　　　　　　  D. worry

A. might　　　　　B. would 　　　　C. should　　　　　　  D. could

A. very 　　　　　B. little　　　　   C. much　　　　　　　D. few

A. for　　　　　　 B. by　　　　　　C. in　　　　　　　　 D. to

A. change　　　　　B. take　　　　　 C. forgive　　　　　  D. tell

A. worked　　　　　B. tried　　　　  C. happened　　　　　 D. developed

A. angry　　　　　　B. satisfied　　   C. frightened　　　　  D. sad

A. or so　　　　　　B. or else　　　   C. as usual　　　　　  D. as far

A. became 　　　　 B. seemed　　　　 C. lay　　　　　　　 D. appeared

A. called　　　　　　B. taught　　　　 C. arranged　　　　　 D. sent

A. aim　　　　　　　B. goal　　　　　 C. point　　　　　 　 D. opinion

A. why　　　　　　　B. how 　　　　　C. which　　　　　　 D. what

A. excitement 　　    B. way 　　　　　C. meaning 　　　　　D. disappointment

A. turn 　　　　　　 B. leave 　　　　 C. grow　　　　　　　D. become

A. none　　　　　　　B. one 　　　　　C. either　　　　　　 D. some

A. ordered　　　　　　B. asked 　　　　C. took　　　　　　　D. let

A. surprise 　　　　   B. escape　　　　C. hope　　　　　　　D. chance

A. reading　　　　　　B. writing 　　　 C. translations　　　   D. essays

Back in my country, when I was a child, I used to go to “market day” with my mother. One day each week, farmers used to ___1___ their fruit and vegetables into the city. They ___2___ one street to all cars, and the farmers set up tables for their ___3___. This outdoor market was a great place to ___4___. Everything was fresher than produce in grocery stores because the farmers brought it in ___5___ after the harvest. My mother and I always got there early in the morning to get the ___6___ produce.

The outdoor market was a wonderful adventure for a small child, ___7___ was like a festival — full of colors and ___8___. There are red tomatoes, yellow lemons, green lettuce, peppers, grapes, onions. The farmers did their own ___9___. They all shouted loudly for ___10___ to buy their produce. “Come and buy my beautiful oranges! They’re juicy and delicious and full of vitamins to ___11___ your children healthy and strong!”

Everyone used to ___12___ with the farmers over the ___13___ of their produce. It was like a wonderful drama in a theatre; the buyers and sellers were the “___14___” in this drama. My mother was an ___15___ at this. First, she picked the freshest, most attractive tomatoes, for example. Then she asked the price. The seller told her.

“What?” she said. She looked very surprised. “ So ___16___?”

The seller looked terribly ___17___. “My dear lady!” he replied. “I’m a poor, ___18___ farmer. These are the cheapest tomatoes on the market!”

They always argued for several minutes before agreeing ___19___ a price. My mother took her tomatoes and left. Both buyer and seller were ___20___. The drama was over.

1. A. carry      B. take　      C. bring D. fetch

2. A. opened　       B. closed　　      C. started　　 D. stopped

3. A. produce　     B. goods　　  C. food　　   D. product

4. A. buy B. sell　　   C. bargain　　     D. shop

5. A. hurriedly       B. immediately      C. directly      D. straightly

6. A. best　　 B. finest　　  C. freshest      D. cheapest

7. A. who　    B. that　　　      C. which　　 D. what

8. A. voices    B. noises　　       C. sounds　　       D. accent

9. A. shopping       B. business　  C. shouting　 D. advertising

10. A. customers    B. producers　     C. themselves  D. sellers

11. A. keep            B. let　　     C. expect D. make

12. A. argue    B. talk　　　      C. discuss　　       D. speak

13. A. order    B. price　　　      C. quality　　       D. form

14. A. viewers B. listeners　  C. actors  D. directors

15. A. actress　      B. inventor　  C. advancer　 D. expert

16. A. wonderful    B. exciting      C. cheap　　　     D. expensive

17. A. injured　     B. hurt　　  C. damaged　 D. wounded

18. A. excellent      B. fair　　　 C. honest　　 D. easy

19. A. with     B. to　　　    C. in　　　　       D. on

20. A. disappointed　    B. encouraged C. satisfied　　　 D. tired