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.

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 school courses

D. students spend limited hours in reading

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

3. The word “scrutiny” (Paragraph 3) most probably means “_______”.

A. unbelief           B. control             C. inquiry             D. observation

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

Eight-year-old Bethany and seven-year-old Eliza are having a great time jumping around in the orchard of their home in a village near Penrith. They can play any time they like because they don't go to school. Instead, they are educated at home by their parents, Paul and Veronika Robinson. But they don't have lessons, have never used a timetable and learn only what and when they want to learn.

"I want my kids to have freedom in their childhood, not spend it in an institution," says 37-year-old Veronika, "School is all about control and following the rules." Veronika and her 56-year-old husband Paul have never experienced the daily rush to get dressed and out of the door that is common in most households with school-aged children. "We get up at our leisure - usually around 8.30-ish," says Veronika. "We might visit a friend, or go to the library, and on Tuesdays we shop at the market. In summer, we spend most of our time outside and the girls entertain themselves a lot."

New research due to be published this spring reveals a very different picture of Britain's home educators. "Out of 297 families, 184 said that they never use a timetable," says Mike Fortune-Wood of Home Education UK. "Ninety per cent never or rarely use textbooks, and nearly all said that happiness, contentment and self-fulfillment were more important than academic achievement. Only 15% felt that planning what to learn was crucial."

So far, so good. But what, you might ask, are the children actually learning?

"It wasn't important to me that the girls could read by a certain age, but they both picked it up for themselves at around seven," says Robinson. "Weighing cooking ingredients uses maths, and making a shopping list teaches them to write. Observing five hens has taught the girls about survival of the fittest. "

But what about when the children grow up? Can they go to university? The home educators' answer is they can if they want to. There are a variety of routes into higher education, but probably the most common is to join a local college. This is what Gus Harris-Reid has done. "I was educated at home all my life. I'd never had a lesson or been inside a classroom until I started GCSEs," says the 18-year-old. "I'm now studying for 4 A-levels at Exeter College. I've had no problem with the work or with fitting in." When asked to reflect on his experience of home education, his considered response is, "Like a permanent holiday, really!" Not a bad start for someone who plans to take a mechanical engineering degree next year.

1. What is the topic of this article?

 A. New ways of learning to read and write   B. Problems with UK schools

C. Home education in the UK             D. Wild, undisciplined children

2. Why do the Robinsons not send their children to school?

A. They think schools control children too much.    B. They do not like the courses taught in schools.

 C. They want to teach their children farming skills.   D. They live in a remote area where there are no schools.

3. According to the article, in homes with school-going children, ______.

A. mornings are rushed and stressful.      B. the children hardly ever go outside.

 C. the family wakes up around 8.30am.    D. the children must ask permission to go to the toilet.

4. Which of the following statements is NOT true?

 A. Most home educators believe that happiness is more important than good grades.

B. Most home educators believe that planning is important.

 C. Most home educators do not follow a timetable or use textbooks.

 D. Most home educators are not worried about when their children learn to read and write.

5. What does the article say about home-educated children getting into university?

 A. They learn so many useful skills at home that universities are happy to accept them.

 B. They can get into university if they have 4 A-levels.

C. They can go to school later and get the qualifications they need in order to enter university.

 D. Home education is so relaxed that they are likely to experience problems when faced with the pressures of a degree course.

The crowd cheered and cheered. The man with the horn（号）waved and smiled his great smile. “More! More!” cried the crowd. And Louis Armstrong took his horn and began to play again.

 Here he was in England. Now a famous man, he was rich. He knew many important people. Wherever he went, people knew his name. They wanted to hear his music. As he played the sad, slow songs, Louis thought of his home in New Orleans. He lived there as a boy. It was a busy, exciting city. But Louis’s family was very poor. He went to work to help his mother. He also went to school. One of Louis’s teachers asked him to join the school band. “This horn is yours until you leave our school,” his teacher said. Louis’s music was jazz and he loved it. He remembered all the music he heard. He didn’t learn to read music until he was a man.

 When he left school, he played on many bands. He loved his work and people loved him. They knew that he had a wonderful talent. Louis played in little towns and in big cities. Armstrong’s horn had as many sounds as ten horns—sometimes slow and sometimes sweet; sometimes fast and hot, high and low. His music was always strong and exciting. “He does make wonderful music,” said the man who listened happily. “Yes,” said another man, “he makes that horn speak. ”

 The music ended and the crowd cheered. Louis Armstrong spoke with tears in his eyes, “I think, my friends, you can listen to as much jazz as I can play. I thought jazz was my music; but now I understand it is ours. It is beautiful that music brings us together. ”

Louis went to work when he was _______.

 A. a schoolboy     B. a musician     C. famous     D. a man

Louis was very smart but he didn’t learn to read music until ______.

 A. he left school.                   B. he was in the the school band.

 C. he became a grown-up.           D. he became famous.

He was famous for ______.

 A. his horn                          B. his sad songs

 C. his wonderful jazz music            D. his love for music

Which of the following is the best title for this story ?.

 A. Musician                         B. A beautiful horn.

 C. The man with the horn.             D. Sweet smiles.

What is your body language saying to your children? What is their body language telling you? I had the honor of hearing Jan Hargrave speak the other day. She is one of four body language experts in the US. Jan Hargrave says we lie with the right side of our brains, so it is our left hand that gives us away. A person touching his nose, pulling at his ear or rubbing his eye with his left hand might be lying to you. Also, a person who, in any way, crosses any fingers might just be lying. That, she says, is a holdover(遗留物) from childhood, when we crossed our fingers to signal that we didn’t mean what we were saying. When children squint(眨) their eyes, move their body away from you, or can’t seem to make good eye contact, you may need to ask for a little more clarification.

But just as important, children learn early how to read our body language when they are conversing(交谈) with us. Here are some acceptance signals to let them know you are interested when they are talking to you. Lean(倾斜) towards them. Make good eye contact and smile. Open your arms. Let your hands relax with the palms(手掌) showing: an open, upward palm always show acceptance. If your legs are crossed, make sure you are not crossing them away from your child. These are important because they signal to your child that you are focused on them and are accepting and welcoming them into your world.

By paying attention, we can open those lines of important communication with our children and we can see the truth more clearly. I think it would be a mistake to use these tools to lie, but we need to be aware of the signals we are giving so we can show people that they really do matter to us.

1.According to Jan Hargrave, we can tell whether a person is lying by _______.

A．observing his/her left hand’s movements.

B．looking at how he/ she crosses his/ her fingers

C．observing whether he/ she uses body language

D．making good eye contact with him/ her

2.We can learn from the passage that body language _______.

A．is hard to master for children

B．can be understood in different ways

C．may help improve communication

D．is more likely to hide the truth

3.Which of the following does NOT show acceptance to people?

A．Smile while making eye contact.

B．Open your arms to them.

C．Relax your hands with the palms showing.

D．Cross your leg away from them.

4.In the last paragraph, the author seems to suggest that parents_______.

A．spend more time with their children

B．learn to read and use body language

C．pay attention to family communication

D．try to prevent their children from lying

Do you know that a fast reader can get the ideas better than a slow reader can? Of course, you save time by reading fast, but this is not the main reason for fast reading. The main reason is that you understand better what you are reading when you read fast.

As your eyes move along the line of print, they make fixations (固定) or pauses. It is important that you see several words at a fixation. It is also important that your eyes leave a group of words quickly and move on to another group. The number of letters or words that you see at a fixation is called your eye span. Pay more attention to improving your rate of reading. With practice you can learn to read faster than you usually read.

The way in which you read always depends on what you are reading and for what purpose. You should know the different ways of reading so that you can apply whatever method that is necessary. Here are four ways of reading:

(1) Skimming is an important kind of reading. This method can be used when you wish to review something that you have forgotten. You can skim to get the main points.

(2) Rapid first reading and then rereading certain parts carefully is important. You may use this type of reading to study a science lesson or a history lesson.

(3) You need to do careful reading and rereading sometimes. This type of reading is necessary for making an intensive (精深的) study of your school subjects, solving Maths problems or reading directions.

(4) Rapid reading is used when reading stories for enjoyment. you may also do rapid reading when reviewing material that you already know well.

1.The main reason for reading fast is that you can _______what you are fast reading.

2.The way of reading always depends on _______.

3.The underlined word "skimming" in the fourth paragraph means _______.

4.Careful reading is an important kind of reading _________.