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So long as teachers fail to distinguish between teaching and learning，they will continue to teach what 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 the most efficient system for teaching themselves to read. Teaching is also pubic activity：It can be seen and observed.
Learning to read involves what 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 the process is not open to public scrutiny.
If teacher and learner roles are not interchangeable，then what can be done through teaching(teaching helps the child in the searching for knowledge)? Smith has one principal rule for all teaching instructions. “Make teaming 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, much of the pressure and feeling of failure for both is removed. 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.
Main idea | Reading ability is something acquired rather than 76 |
Reasons | *Teaching and learning are two entirely different processes. ?Teaching has the function to build the 77 and the climate to the most efficient reading system ?Teaching can be seen and 78 * Reading activity is 79 ?Learning to read is not open to public scrutiny |
80 | *Making the roles of teacher and learner 8l *Making reading a meaningful，enjoyable and frequent experience for students. *Giving learners the opportunity to solve the problem of learning to read by reading to get rid of the sense of 82 |
Opinions inferred | *Too much time is spent in 83 about reading. *Teaching of reading will be successful if teachers enable students to 84 their own way of reading. *Learning to read will no longer be a difficult task when learners become highly 85 |
We expected our first child to be perfect. ”How many parents have said. or at least thought. those words? Most likely every single one.
I know that’s what I 36 with our oldest son，Joe. He was always a 37 kid. He wasn’t the kind of boy who 38 snowballs at passing cars on a cold winter day or who 39 water balloons on the mail carrier from an upstairs window during hot August. 40 he wasn’t perfect. From the day Joe started kindergarten. he 41 －with maths. Always maths. While he passed each grade，it was never with flying colors，and he was 42 at the top of his class. How I 43 friends who had children with the. ”maths gene”. I don’t know how many times I 44 while listening to another mom telling me that her daughter was doing high school algebra while in sixth grade.
After hearing one of these stories―and there were so 45 of them over the years 46 hang up the telephone and took over at Joe―who would be happily playing a video game，drawing a picture. or simply 47 a warm spring day－ and 48 why we didn’t raise a maths genius. How is he ever going to get into college if he doesn’t get 49 at maths?
Needless to say, my worries never really amounted to much. Moms 50 to worry and worry, while whatever they are worrying about usually disappears on its own or is quickly replaced by another 51
During high school，Joe slowly improved at maths. He 52 algebra l， geometry and algebra l , our state requirements for maths. One day he said to me：“I would be taking pre-calculus(学习微积分前必修课程)in my last year of high school. 1 want to do really well in college. Morn，I know it will be hard but I think it’s a 53 that I try to do my best. ”
No，my oldest son wasn’t perfect. He ash’s a maths genius，either. But he knew what was important：he Was focusing on his future while I was worrying over his 54 . Joe was trying to do his best even when he knew how hard that was going to be. And that, to me. is even better than being 55
36. A. expected | B. believed | C. asked | D. supposed |
37. A. clever | B. naughty | C. good | D. perfect |
38. A. played | B. grasped | C. threw | D. made |
39. A. fell | B. 1aid | C. seized | D. dropped |
40. A. Even | B. But | C. Although | D. So |
4 1. A. dealt | B. managed | C. struggled | D. faced |
42. A. always | B. ever | C. often | D. never |
43，A. enjoyed | B. thanked | C. appreciated | D. envied |
44. A. 1aughed | B. cried | C. angered | D. smiled |
45. A. much | B. few | C. many | D. 1ittle |
46. A. might | B. could | C. would | D. should |
47. A. spending | B. enjoying | C. having | D taking |
48. A. imagine | B. expect | C. puzzle | D. wonder |
49. A. good | B. well | C. better | D. best |
50. A. tend | B. refuse | C. intend | D. mean |
5I. A. idea | B. story | C. worry. | D. thought |
52. A. saw through | B. went through | C. got through | D. looked through |
53. A. easy | B. difficult | C. important | D. fine |
54. A. position | B. today | C. time | D. past |
55. A. nice | B. famous | C. perfect | D. fine |