We find that bright children are rarely held back by mixed-ability teaching. Onthe contrary, both their knowledge and experience are enriched. We feel thatthere are many disadvantages in streaming pupils. It doesnot take into account the fact that children develop at different rates. It canhave a bad effect on both the bright and the not-so-bright child. After all, itcan be quite discouraging to be at the bottom of the top grade!

　　Besides, it is rather unreal tograde people just according to their intellectual ability. This isonly one aspect of their totalpersonality. We are concerned to develop the abilities of all our pupils to thefull, not just their academic ability. We also value personal qualities andsocial skills, and we find that mixed-ability teaching contributes to all theseaspects of learning.

　　In our classrooms, we work invarious ways. The pupils often work in groups: this gives them the opportunityto learn to co-operate, to share, and to develop leadership skills. They alsolearn how to cope with personal problems as well as learning how to think, tomake decisions, to analyse and evaluate, and to communicate effectively. Thepupils learn from each other as well as from the teacher.

　　Sometimes the pupils work inpairs; sometimes they work on individual tasks and assignments, and they can dothis at their own speed. They also have some formal class teaching when this isappropriate. We encourage our pupils to use the library, and we teach them theskills they need in order to do this efficiently. An advanced pupil can doadvanced work: it does not matter what age the child is. We expect our pupilsto do their best, not their least, and we give them every encouragement toattain this goal.

　　1. In the passage the authors attitude towardsmixed-ability teaching is _______ .

　　A) critical B)questioning

　　C) approving D)objective

　　2. By held back the authormeans ______ .

　　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

　　3. The author argues that a teachers chief concernshould be the development of the

　　students _______ .

　　A) personal qualities and social skills

　　B) total personality

　　C) learning ability and communicative skills

　　D) intellectual ability

　　4. Which of the following is NOT MENTIONED in thethird paragraph?

　　A) Group work gives pupils the opportunity tolearn to work together with others.

　　B) Pupils also learn to develop their reasoningabilities.

　　C) Group work provides pupils with theopportunity to learn to be capable organizers.

　　D) Pupils also learn how to participate inteaching activities.

　　5. The authors purpose in writing this passage isto _______ .

　　A) argue for teaching bright andnot-so-bright pupils in the same class

　　B) recommend pair work and group work forclassroom activities

　　C) offer advice on the proper use of thelibrary

　　D) emphasize the importance of appropriateformal classroom teaching

　　1. C 本題問作者對混合編班持什么態(tài)度，屬主旨性問題。作者在文章第一句就已表明，他們不認為混合式教學(xué)對聰明的孩子會有多大妨礙。第二段第一句又表明了作者對按智力編班持反對態(tài)度。第二段最后一句更明確指出，混合編班有利于各種能力和素質(zhì)的培養(yǎng)。

　　2. D 本題為詞匯題。held back在這里意為阻擋、阻止...發(fā)展。

　　3. B 本題為推理題。要答對此題，考生應(yīng)讀懂文章第二段的內(nèi)容。該段講，intellectualability或academicability只是 totalpersonality(總體素質(zhì))的一部分，該段還講，我們也重視個人品質(zhì)和社會能力的培養(yǎng)，這也是total personality 中的一部分。因此，可以推斷，教師們主要應(yīng)當(dāng)關(guān)心學(xué)生們total personality的發(fā)展。

　　4. D 細節(jié)題。A項和C項在第三段都已提到，而B項learn to develop their reasoningability則包含在該段Theyalso learn how to cope with personal problems as well as learnin how to think,to make decisions, to analyse and evaluate 的意思之中。D項是該段唯一沒有提到的。

　　5. A 本題為主旨題。B、C、D項均為混班教學(xué)的一些具體作法，不能以偏概全，因此不能說是作者寫此文的目的。作者在文章中列舉了一些事例來說明按能力編班的弊端，同時也提出了混合編班的好處，因此，A項應(yīng)是作者寫此文的目的。

　　We find that bright children are rarely held back by mixed-ability teaching. Onthe contrary, both their knowledge and experience are enriched. We feel thatthere are many disadvantages in streaming pupils. It doesnot take into account the fact that children develop at different rates. It canhave a bad effect on both the bright and the not-so-bright child. After all, itcan be quite discouraging to be at the bottom of the top grade!

　　Besides, it is rather unreal tograde people just according to their intellectual ability. This isonly one aspect of their totalpersonality. We are concerned to develop the abilities of all our pupils to thefull, not just their academic ability. We also value personal qualities andsocial skills, and we find that mixed-ability teaching contributes to all theseaspects of learning.

　　In our classrooms, we work invarious ways. The pupils often work in groups: this gives them the opportunityto learn to co-operate, to share, and to develop leadership skills. They alsolearn how to cope with personal problems as well as learning how to think, tomake decisions, to analyse and evaluate, and to communicate effectively. Thepupils learn from each other as well as from the teacher.

　　Sometimes the pupils work inpairs; sometimes they work on individual tasks and assignments, and they can dothis at their own speed. They also have some formal class teaching when this isappropriate. We encourage our pupils to use the library, and we teach them theskills they need in order to do this efficiently. An advanced pupil can doadvanced work: it does not matter what age the child is. We expect our pupilsto do their best, not their least, and we give them every encouragement toattain this goal.

　　1. In the passage the authors attitude towardsmixed-ability teaching is _______ .

　　A) critical B)questioning

　　C) approving D)objective

　　2. By held back the authormeans ______ .

　　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

　　3. The author argues that a teachers chief concernshould be the development of the

　　students _______ .

　　A) personal qualities and social skills

　　B) total personality

　　C) learning ability and communicative skills

　　D) intellectual ability

　　4. Which of the following is NOT MENTIONED in thethird paragraph?

　　A) Group work gives pupils the opportunity tolearn to work together with others.

　　B) Pupils also learn to develop their reasoningabilities.

　　C) Group work provides pupils with theopportunity to learn to be capable organizers.

　　D) Pupils also learn how to participate inteaching activities.

　　5. The authors purpose in writing this passage isto _______ .

　　A) argue for teaching bright andnot-so-bright pupils in the same class

　　B) recommend pair work and group work forclassroom activities

　　C) offer advice on the proper use of thelibrary

　　D) emphasize the importance of appropriateformal classroom teaching

　　1. C 本題問作者對混合編班持什么態(tài)度，屬主旨性問題。作者在文章第一句就已表明，他們不認為混合式教學(xué)對聰明的孩子會有多大妨礙。第二段第一句又表明了作者對按智力編班持反對態(tài)度。第二段最后一句更明確指出，混合編班有利于各種能力和素質(zhì)的培養(yǎng)。

　　2. D 本題為詞匯題。held back在這里意為阻擋、阻止...發(fā)展。

　　3. B 本題為推理題。要答對此題，考生應(yīng)讀懂文章第二段的內(nèi)容。該段講，intellectualability或academicability只是 totalpersonality(總體素質(zhì))的一部分，該段還講，我們也重視個人品質(zhì)和社會能力的培養(yǎng)，這也是total personality 中的一部分。因此，可以推斷，教師們主要應(yīng)當(dāng)關(guān)心學(xué)生們total personality的發(fā)展。

　　4. D 細節(jié)題。A項和C項在第三段都已提到，而B項learn to develop their reasoningability則包含在該段Theyalso learn how to cope with personal problems as well as learnin how to think,to make decisions, to analyse and evaluate 的意思之中。D項是該段唯一沒有提到的。

　　5. A 本題為主旨題。B、C、D項均為混班教學(xué)的一些具體作法，不能以偏概全，因此不能說是作者寫此文的目的。作者在文章中列舉了一些事例來說明按能力編班的弊端，同時也提出了混合編班的好處，因此，A項應(yīng)是作者寫此文的目的。