题目内容
What questions would you ask during the interview to _____ that the applicant ____ your requirements?
A. examine; meets B. test; satisfied C. make sure; satisfied D. check; meets
D
C
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake everything to do for children that 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 a public activity. It can be seen and observed.
Learning to read, however, 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 and learner 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 learning to read by reading.
【小题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 |
| 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 |
| A．inquiry | B．observation | C．control | D．suspect |
________.
| 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 |
| A．teachers should do nothing 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 than generally believed |
Cure for Sorrow
There is an old story telling about a woman whose only son died in an accident. In her 31 , she went to the wise man that is always 32 for his wisdom in her town and said, “What advice or what 33 ways do you have to bring my son back to life? I will 34 you with all I have if you can.”
Instead of sending her away or 35 with her, he said to her, “Fetch me a mustard(芥末) seed from a home that has never 36 sorrow. We will use it to drive the sorrow out of your life.” The woman went off at once in 37 of that magical mustard seed.
She came first to a splendid apartment, 38 at the door, and said in a 39 voice, “I am looking for a home that has never known sorrow. Is this such a(n) 40 that I want? It is very important to me.”
41 , she didn’t get what she wanted, even without a single word of 42 . They told her that she had come to the wrong place. And they began to 43 all the tragic things that recently had happened to them.
The woman said to herself, “Who is better able to help these poor, 44 people than I, though I also have had misfortune of my own?” She 45 to comfort them till they 46 . Then she went on searching for a home that had never known sorrow. But 47 she turned up, in small cottages or in other places, she found one 48 after another of sadness and misfortune. She became so 49 in helping other people out of their sorrow that finally she forgot about her quest for the special mustard seed, in fact, never 50 that it had driven the sorrow out of her life.
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