One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total.   55   the faults already found out in the education system as a whole-such as child-cantered learning, the “discovery”method, and the low expectations by teachers of pupils-there have been several serious     56     which have a direct effect on language teaching.

The first is the removal from the curriculum（課程）of the thorough teaching of English

57    . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.

Another important error is mixed-ability teaching, or teaching in ability groups so   58    that the most able pupils are     59     and are bored while the least able are lost and    60   Bored. Strangely enough, few head teachers seem to be in favor of mixed-ability school football teams.

Progress depends on memory, and pupils start to forget immediately they stop having     61     lessons. This is why many people who attended French lessons at school, even those who got good grades, have forgotten it a few years later.  62     they never need it, they do not practice it.

Most American schools have accepted what is inevitable and     63     modem languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop     64     resources on a subject which few pupils want or need.


55．A．Due to

B．In addition to

C．Instead of

D．In spite of

56．A．errors

B．situations

C．systems

D．methods

57．A．vocabulary

B．culture

C．grammar

D．literature

58．A．wide

B．similar

C．separate

D．unique

59．A．kept out

B．turned down

C．help back

D．left behind

60．A．surprisingly

B．individually

C．equally

D．regular

61．A．extra

B．traditional

C．basic

D．regular

62．A．Although

B．Because

C．Until

D．Unless

63．A．restored

B．a(chǎn)bsorbed

C．prohibited

D．withdrawn

64．A．wasting

B．focusing

C．exploiting

D．sharing

 

國(guó)外好多中小學(xué)的外語(yǔ)教學(xué)出現(xiàn)了誤區(qū)。一是不開(kāi)設(shè)語(yǔ)法課程，學(xué)生不懂語(yǔ)法和句子結(jié)構(gòu)；二是不同智力水平的學(xué)生混合編班上課，造成優(yōu)等生被埋沒(méi)，差等生厭學(xué)。學(xué)過(guò)的語(yǔ)言知識(shí)由于長(zhǎng)時(shí)間不使用而遺忘，因此現(xiàn)在美國(guó)大多數(shù)學(xué)校的課程計(jì)劃中都取消了外語(yǔ)課。

55．  B

  解析：由下文 “there have been several serious……”可推斷，此處表遞進(jìn)關(guān)系，故選B項(xiàng)。in addition to除…外還…；due to由于；instead of表否定含義；in spite of雖然，盡管。

56． A

  解析：文章第三段第一句 “another important error…”已暗示，空格內(nèi)應(yīng)填error，其他三項(xiàng)與題意不符。

57． C

  解析：由下文的 Pupils do not know a verb and a noun.”可知，此處指的是英語(yǔ)語(yǔ)法課程已停止。

58 A

  解析：學(xué)生的智力水平參差不齊在同一個(gè)班級(jí)上課，造成優(yōu)秀生被埋沒(méi)。

59． C

  解析：由于學(xué)生的智力水平不同，在同一個(gè)班級(jí)上課，勢(shì)必會(huì)造成智力好的學(xué)生受到壓抑。 hold back 阻止，使壓抑。

60． C

  解析：由句中的while一詞可知，智力水平高和智力水平低的學(xué)生均感到厭煩，故equally（均等地）符合題意。

61． D

  解析：學(xué)生不按部就班上課，學(xué)過(guò)的東西就開(kāi)始遺忘。regular正規(guī)的，經(jīng)常的。

62． B

  解析：前后句為因果關(guān)系，故空格內(nèi)填Because。

63． D

  解析：由上文的 “…h(huán)ave accepted what is inevitable（老一套的）…”可知，大多數(shù)美國(guó)的中小學(xué)已取消了西班牙語(yǔ)課程。

64． A

  解析：英國(guó)也效仿美國(guó)的做法（do the same），不再浪費(fèi)有限的課程資源。

 

 

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