We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
37. By held back the author means ________
A) made to remain in the same classes
B) forced to study in the lower classes
C) drawn to their studies
D) prevented from advancing.
注:词汇题,根据上下文关系来做
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
38. The author argues that a teachers chief concern should be the development of the students ________
A) personal qualities and social skills
B) total personality
C) learning ability and communicative skills
D) intellectual ability
注:定位第二段,应选择 充分发展
Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
39. Which of the following is NOT MENTIONED in the third paragraph?
A) Group work gives pupils the opportunity to learn to work together with others.
B) Pupils also learn to develop their reasoning abilities.
C) Group work provides pupils with the opportunity to learn to be capable organizers.
D) Pupils also learn how to participate in teaching activities.
注:看第三段列举:A对应 co-operate,B对应 think,analyze and evaluate,C对应 leadership skill,D选项是窜段选项
上一篇: 英语四级考试阅读备考的笔记(10)
体坛英语资讯:Germains double propels Monaco into French Cup semi-finals
国际英语资讯:Russia identifies Akbarzhon Dzhalilov as St. Petersburg attacker
体坛英语资讯:Hoffenheim upset Bayern, Dortmund win in German Bundesliga
五年高考(2011-2015)英语试题分项精解:专题03 代词(解析版)
五年高考(2011-2015)英语试题分项精解:专题07 情态动词和虚拟语气(原卷版)
五年高考(2011-2015)英语试题分项精解:专题16 完形填空之记叙文类(原卷版)
国内英语资讯:Chinese president congratulates Serbian president-elect
五年高考(2011-2015)英语试题分项精解:专题13 特殊句式(原卷版)
五年高考(2011-2015)英语试题分项精解:专题06 动词及动词短语(原卷版)
体坛英语资讯:Spanish football club signs accord to coach Chinese players
五年高考(2011-2015)英语试题分项精解:专题23 阅读理解之科普知识类(原卷版)
体坛英语资讯:Iran to compete at Asian Womens Volleyball Championship
国际英语资讯:Moreno officially wins Ecuador presidential election
五年高考(2011-2015)英语试题分项精解:专题24 阅读理解之人物传记类(原卷版)
五年高考(2011-2015)英语试题分项精解:专题04 形容词和副词(原卷版)
五年高考(2011-2015)英语试题分项精解:专题01 冠词(解析版)
五年高考(2011-2015)英语试题分项精解:专题05 介词和连词(原卷版)
网络缩略语小考 看你能闯到第几关
五年高考(2011-2015)英语试题分项精解:专题04 形容词和副词(解析版)
五年高考(2011-2015)英语试题分项精解:专题08 动词的时态和语态(解析版)
五年高考(2011-2015)英语试题分项精解:专题07 情态动词和虚拟语气(解析版)
国内英语资讯:Spotlight: Finnish people excited, hopeful about Chinese presidents visit
国内英语资讯:Chinese president arrives in Finland for state visit
五年高考(2011-2015)英语试题分项精解:专题23 阅读理解之科普知识类(解析版)
五年高考(2011-2015)英语试题分项精解:专题13 特殊句式(解析版)
五年高考(2011-2015)英语试题分项精解:专题17 完形填空之夹叙夹议类(解析版)
五年高考(2011-2015)英语试题分项精解:专题18 完形填空之说明文类(原卷版)
五年高考(2011-2015)英语试题分项精解:专题09 非谓语动词(原卷版)
美味的混搭:日本餐厅推出棉花糖披萨(组图)
五年高考(2011-2015)英语试题分项精解:专题19 完形填空之议论文类(解析版)