When English as a foreign language is taught to children at the primary and early secondary levels of education, it is generally taught with a general education aim in mind--that is, it is regarded as a “good thing” for them to learn a foreign language as a part of a broad education. There is usually, however, no immediate and specific requirement for such children to make use of the language in any communicative situation. The purpose of learning the language is essentially a “deferred” (延缓的) purpose, deferred till the tertiary (第三的) level of education, normally at university, where, it is agreed, a knowledge of English would be helpful in their academic studies. Immediate aims of learning English are defined by the requirements of examinations. Inevitably what is taught to primary and secondary level children is not a communicative knowledge of English language use, but a knowledge of how the rules of English operate.
The language system is taught by means of systematic audio-lingual (听说的) drill and exercise techniques based on habit formation theory of learning and a structural description of English. This may be an effective manner of teaching English usage, but it is less certain that an understanding of how these rules are related to language in use for communicative purpose is an automatic result of this instruction.
What the thousands of children succeed in learning in this way is what is necessary in order to pass examinations. Whether such examinations accurately reflect the uses to which English will be put at the tertiary level is another matter altogether. Adults, on the other hand, unless they are learning a foreign language for “pleasure” at evening institutes, as a “cultural” and social experience, are generally highly conscious of the use to which they intend to put it. That use is frequently associated with an academic or professional requirement; without a knowledge of the foreign language, their development in their chosen sphere of work could be restricted or at least adversely affected.
According to the author, the current examination system ________.

A．reflects the students’ future needs

B．does not offer students opportunities to show their knowledge of English

C．does not enable students to use English for communication

D．prepares students for their future academic requirements

Which of the following statements is TRUE according to the passage?

A．English teaching should prepare children for the passing of examination.

B．English should be taught to children at primary and secondary levels.

C．English teaching should help students with their future academic studies.

D．English teaching at primary and secondary levels should focus only on grammar.

We know from the passage that ________.

A．audio-lingual techniques are the best way to teach English for communication

B．language usage is the focus of foreign language teaching at primary and secondary levels

C．foreign languages are usually taught to children as the key of a broad education

D．adults usually don’t know why they learn foreign languages

What’s the relationship of English learning at different levels?

A．English learning at primary and secondary levels is more important than that at the college stage.

B．English learning at the tertiary level is more important than that at the first two levels.

C．Successful English learning at the first two levels does not necessarily mean success in English learning at college.

D．English learning should not be divided into different levels.

What is the main topic of this passage?

A．The importance of English learning.

B．English learning as a part of a general education.

C．English learning and examination.

D．Aims and purposes of foreign language learning.