视听说第三册3(b)课件

Part 1 Reading Comprehension (Banked Cloze)

(每小题：分)

Directions: Fill in the blanks in the following passage by selecting suitable words from the Word Bank. You may not use any of the words more than once.

Questions 1 to 10 are based on the following passage.

How would you go about designing a math curriculum? There

is a real need to 1.

achievement in schools and help with the development of a

student's overall character. Many schools are asking their

students what 2.

their education. Teachers and other faculty members are

asking questions like "How can we encourage better 3.

One teacher, Francis Barker, explained how she got

unexpected positive results from a tough bunch of kids. "My

math class had become increasingly empty. Instead of handing

out 4.

could do better. Surprisingly, they had a lot of great

suggestions about how to 5.

math is taught. Right after I implemented some of their ideas,

the 6.

Students became more 7.

learning. Almost all of the students started attending class

every day. The conventional way to 8.

my students, but that wouldn't have worked with this group. I understood that my primary goal had to be the 9.

method may have been controversial, but I wanted to 10.

need to work together."

Ms. Barker won the Teacher of the Year Award at her school.

Part 2 Reading Comprehension (Multiple Choice)

(每小题：分)

Directions: Read the following passages carefully and choose the best answer from the four choices marked A, B, C and D.

Questions 1 to 5 are based on the following passage or dialog.

So long as teachers fail to distinguish between teaching and learning, they will continue to undertake things for children that children can only 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 devise the most efficient 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 make sense of 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 examination.

If teacher and learner roles are distinguishable, how can teaching aid the child in the quest for knowledge? Smith has one principal 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 appropriately, then much of the pressure and feeling of failure for both is eliminated. 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.

1.The problem with the reading course as mentioned in the first

paragraph is that ________.

A. it is one of the most difficult school courses

B. too much time is spent in teaching about reading

C. students spend endless hours in reading

D. reading tasks are assigned with little guidance

2.The teaching of reading will be successful if ________.

A. teachers can enable students to develop their own way of reading

B. teachers can improve conditions at school for the students