选择适当短语填空
| by coincidence, a great deal, as well as, be typical of |
Just ___, I met my old schoolmate Bob again at the same restaurant fifty years later.
Tom ___ his friends is anxious to visit China.
It would help me ___ if you could give me a ride.
What other activities and interests ___ young people?
John told his Englishteacher that he _____ born in 1996.
| A．was | B．had been | C．is | D．has been |
So long as teachers fail to tell the difference be-tween 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 the teacher and the learner are seen for what they are, and when both the teacher and the 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 reading. 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 |
The teaching of reading will be successful if _____.
| A．teachers can make their teaching activities ob-servable |
| 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 |
The word "scrutiny" (Paragraph 3) most probably means “ _____ ”.
| A．unbelief |
| B．control |
| C．inquiry |
| D．observation |
Themain 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 |
Perhaps the most interesting person I have ever met in my life is an Italian professor of philosophy who teaches at the University of Pisa. I last met this man eight years ago, I have not forgotten his qualities. First of all, I respected his to teaching. Because his lectures were always well- prepared and clearly delivered, students crowded into his classroom. His followers liked the fact that he what he taught. Furthermore, he could be counted on to explain his ideas in an way, introducing such aids to as oil paintings, music, and guest lecturers. Once he sang a song in class in order to make a point clear. ，I admired the fact that he would talk to students outside the classroom or talk with them the telephone. Drinking coffee in the cafe, he would easily make friends with students. Sometimes he would a student to a game of chess. ，he would join student groups to discuss a variety of ： agriculture, diving, mathematics and so on. Many young people visited him in his office for on their studies；others came to his home for social evenings. Finally, I was by his lively sense of humour. He believed that no lesson is a success ，during it, the students and the professor at least one loud . Through his sense of humour, he made learning more and more lasting. If it is that life makes a wise man smile and a foolish man cry， the professor is indeed a wise man.
A．Although B．When C．Even if D．Now that
A．basic B．special C．common D．particular
A．attention B．introduction C．relation D．devotion
A．insisted on B．talked about C．believed in D．agreed with
A．imaginative B．ordinary C．opposite D．open
A．listening B．understanding C．information D．discovery
A．also B．nearly C．even D．only
A．Later B．Secondly C．However D．Therefore
A．with B．by C．from D．on
A．invite B．lead C．prefer D．show
A．Later on B．In general C．Other times D．As a matter of fact
A．questions B．subjects C．matters D．contents
A．support B．explanation C．experience D．advice
A．disturbed B．moved C．attracted D．defeated
A．for B．until C．since D．unless
A．hear B．suggest C．share D．demand
A．laugh B．cry C．shout D．question
A．helpful B．enjoyable C．practical D．useful
A．natural B．normal C．hopeful D．true
A．so B．for C．then D．yet
It was dark and he had completely lost his _____ of direction.
| A．idea | B．feeling | C．experience | D．sense |
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