考试遇到阅读文章含四个题型怎么破?Bless You~

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很多小烤鸭催coco发阅读作业,哈哈,见大家这么积极,今天coco就给大家挑一套比较经典的阅读真题,也是一道大难题,其经典之处在于覆盖了4种题型:
1. Finding Synonyms
2. Matching Paragraphs to Headings
3. Sentence Completion
4. Yes / No / Not Given
刚上完课的小烤鸭快拿逻辑导图练练吧!!其他烤鸭也刷刷答案看看对多少道,做完可以报个正确率到后台哦~
冲高分的小烤鸭,coco希望你们每次做卷之前心态都要严苛,请默念几次“最多只能错一道”!来吧!请看题~
烤鸭作业 Teaching and Learning
The relationship between teaching and learning, what and how
teachers teach, and how and what learners learn has long been a
subject of controversy. The two, sometimes extreme, positions
adopted by those who engage in it can be loosely described as, on
the one hand, “traditional” and, on the other, “progressive”.
B
The traditional position starts from the assumption, taken to
be so obvious as not to be open to question, that the purpose of
teaching is to ensure that those taught acquire a prescribed body
of knowledge and set of values. Both knowledge and values are taken
to reflect a society’s selection of what it most wants to transmit
to its future citizens and requires its future workforce to be able
to do.
C
An important characteristic of this traditional view is that
it seeks to convey what is already known and, at some level,
approved. The relationship between teacher and learner is
determined thereby. The learner is seen as the person who does not
yet have the required knowledge or values and the teacher as the
person who has both and whose function it is to convey them to the
learner.
D
From the nature of this relationship, a number of things
follow: the systematic transmission of knowledge and values from
teacher to learner needs to proceed smoothly. That requires
well-behaved learners and a disciplined environment, if necessary
externally imposed with sanctions for failures in compliance.
Teaching and learning also benefit from carefully designed
syllabuses and prescribed curriculum content. Furthermore, as what
has to be learnt can be set out in full, stage by stage, from the
start of the educational process to its conclusion, it follows that
what is taught can be regularly tested and that each stage of
teaching and learning can best be seen as a preparation for the
next. It also follows that, as individual learners learn at
different speeds and are capable of reaching different levels of
achievement, it seems sensible to arrange learners in groups of
similar abilities, either at different schools or in graduated
classes within schools. Finally, so far as human motivation is
concerned, competition is seen to be the predominant way to
encourage learners or institutions to strive to improve their
performance in relation to that of others.
E
The opposed view, broadly described as “progressive” or
“child-centred”, starts from the learner rather than from any
pre-determined body of knowledge. On this view, the function of the
teacher, from parent in the earliest years right through the years
of school attendance, is to be aware of each child’s capacity and
stage of development. The primary importance of children’s
learning, which in turn is taken to depend on that stage of
development, requires each of those stages to be seen as important
in its own right rather than as a preparation for some later stage.
An eight-year-old child, for example, is seen as an eight year old
to be developed to his or her full potential as an eight year old,
rather than as a future nine or fifteen year old. The curriculum
itself tends to be seen, in the words of the Report of the
Consultative Committee on the Primary School (HMSO, 1931) as
open-ended and enquiry-based: “the curriculum is to be thought of
in terms of activity and experience rather than of knowledge to be
acquired and facts to be stored.”
F
So far as values are concerned, the progressive approach tends
to see attempts to teach or improve these directly as less
effective than creating schools which exemplify values of greatest
relevance to the young. Hence the importance placed on the way
individuals, adults and learners alike, are encouraged to behave
towards each other. A disciplined environment, rather than being
externally imposed, is a direct consequence of that process. Social
values, cooperation rather than competition and equal value given
to the efforts of the least as well as the most able, are
emphasized. Finally, as a point of principle, it is assumed all can
succeed at some level in some aspects of learning. As one 19th
century educator insisted: “All can walk part of the way with
genius.” Sharply differentiated forms of education, with children
attending schools or classes confined to those with particular
levels of aptitude, however assessed, are thought to conflict with
this principle. By inducing a sense of failure in children
allocated to what are seen, by others and themselves, as schools or
classes with lower standards than others, general levels of
achievement are thought to be depressed and an unmotivated and
under-achieving group of children unnecessarily created.
G
The opposed concepts implicit in “traditional” and
“progressive” attitudes to teaching and learning reflect approaches
regarded by those holding one or other of them as self-evident:
that it must be right to start from what needs to be taught or,
conversely, that it must be right to start from the learner whose
success in learning it is the purpose of teaching to ensure.
H
The virtual impossibility of reconciling these two diverse
approaches, at least in their extreme forms, has led to each being
caricatured, often in metaphorical terms. Traditional education’s
perception of children, in an extreme form, was described by
Charles Dickens in Hard Times as seeing them as: “little vessels
arranged in order, ready to have imperial gallons of facts poured
into them until they were full to the brim.” In short, like a
kettle that has to be filled from a tap, the traditional learner is
taken to be a passive recipient of whatever is being taught.
Further, because the traditional approach to education requires a
degree of memorization, the ability to recall with precision what
has been taught in the terms in which it has to be reproduced by
the learner, this feature is disparagingly described as “learning
by rote”. The implication is that the learner’s mind has not been
required to be engaged in the process. Finally, the assumption
that, to the traditionalist, knowledge is something that already
exists, causes this approach to be seen as backward-looking at a
time when new knowledge is being created and re-shaped at a
bewildering rate.
I
Criticisms of progressive education, particularly in its
extreme forms, have concentrated on the folly, as this is
perceived, of allowing children to decide when and how they are to
learn anything. Lack of externally imposed discipline has led to
some schools where, as one inspector of schools described it, “it
is like a wet play-time all day”. The emphasis on growth and
development, with analogies to the way plants move naturally
through their lives without constantly being told what to become,
has been particularly criticized. The simple notion of growth
carries with it no implication as to the direction that growth is
taking. Growth, progressives are thought to ignore, may as easily
be in an unwholesome direction as a healthy one. This leads to
values being seen to be relative, with no one set of values
inherently to be preferred to any others. Yet what ought to be,
values of any kind, cannot be derived from what is; and it is a
naturalistic fallacy to suppose otherwise. Finally, because the
teacher is not seen as at the centre of the educational process, he
or she is reduced to becoming a “facilitator” of children’s
learning; in extreme cases unprepared even to answer simple
questions or directly to teach anything at all, on the assumption
that the only things a learner really learns are those things which
he or she has “discovered for himself”.
J
Between the two extreme positions, reconciliation has proved
difficult. Historically, the traditional approach has been dominant
and continues to be held particularly firmly by those who
themselves were able, well-motivated learners and as such required
little more of their teachers than specific instruction.
Progressive approaches have tended to be favoured by teachers or
theoreticians whose concern has been with the education of all
children, including the able and the well-motivated but with
particular attention to the needs of those with little interest in
or apparent aptitude for learning and little confidence in its
relevance to their own lives.
K
In practice, neither of the two extreme approaches to teaching
and learning has proved generally satisfactory. In its starkest
form, traditional education has often served able pupils well but
has been less successful with others. On the other hand,
progressive education has tended to work well enough in the early
years of schooling, in the hands of able and committed teachers,
but has had less success when attempted in other
circumstances.
L
The need to develop systems which incorporate the best of
traditional and progressive approaches to teaching and learning has
long been evident. Fortunately, what good schools and good teachers
actually do has suggested ways forward. Increasingly, the approach
adopted places the teacher in authority, as traditionally has been
the position, but the absolute necessity of engaging learners in
their own learning, as progressive educators have argued, is seen
as equally important. Teaching, on this view, requires skilful
questioning of pupils by the teacher, rather than undue reliance on
direct instruction. The purpose of that questioning is to encourage
the minds of the learners to understand, to arrange, and to act on
the material with which they are required to engage. In this sense,
learning is active; indeed it is interactive, with the teacher
responsible for ensuring the direction that this learning takes but
with the learner consistently being challenged to shape it to his
or her needs. Education of this kind has increasingly become a
feature of effective schools and school systems world-wide. In the
process, the long-standing conflict between traditional and
progressive approaches to teaching and learning, with the
time-consuming controversies to which this gives rise, has a real
prospect of being resolved.
By Peter Newsam
Questions 1-4
In paragraphs A-D from the IELTS reading text, find synonyms
for the following words and phrases.
1
(paragraph A)
argument
2
(paragraph B)
prearranged
3
(paragraph C)
pass on
4
(paragraph D)
following
methods
Questions 5-8
Select a suitable title, i-vii for paragraphs E-H from the
IELTS reading text.
i
Education Centres for Children
ii
Traditional and Progressives Approaches
iii A
Supportive Learning Environment
iv
Rote Learning Creates New Knowledge
v
People Support the Method They Were Taught
vi
Sensitivity to Ability and Natural Progress
vii
The Negative Side to ‘Rote’ Learning
5
(paragraph E)
6
(paragraph F)
7
(paragraph G)
8
(paragraph H)
Questions 9-12
Complete the sentences using NO MORE THAN FOUR WORDS from the
IELTS Reading Text
9
(paragraph I)
This results in no set of principles naturally
being______________
10
(paragraph J) Forward thinking
methods are preferred by educators whose
job
deals with the ___________________
11
(paragraph K) The progressive
approach is fairly successful during
___________________
of education.
12
(paragraph L) It is the educators duty to make
certain that the student is always
___________________ and acquiring knowledge that is relative
Questions 13-20
Do the following statements reflect the claims of the writer
of the IELTS Reading Text?
YES
if the statement reflects the claims of the
writer
NO
if the statement contradicts the writer
NOT GIVEN if it is
impossible to say what the writer thinks about this
13
Education must give ‘future citizens’ skills
necessary for employment.
14
When individuals learn at different speeds it is
a good idea to divide classes into those of similar
capabilities.
15
An eight-year-old will reach their full potential
under the progressive system.
16
Charles Dickens thought that the ‘traditional’
approach to education gave children hard times.
17
Facilitators believe that we only learn things we
have found out for ourselves.
18
It is not easy to bring together the radical
ideas on education .
19
Neither method is totally successful.
20
If elements of both approaches are combined, we
might have a successful method of teaching.
做完请对答案
Questions 1-4
In paragraphs A-D from the IELTS reading text, find synonyms
for the following words and phrases.
1
(paragraph A)
argument
controversy
2
(paragraph B)
prearranged
prescribed
3
(paragraph C)
pass on
convey
4
(paragraph D)
following
methods
compliance
Questions 5-8
Select a suitable title, i-vii for paragraphs E-H from the
IELTS reading text.
5
(paragraph E)
vi
6
(paragraph F)
iii
7
(paragraph G)
v
8
(paragraph H)
vii
Questions 9-12
Complete the sentences using NO MORE THAN FOUR WORDS from the
Reading Text
9
(paragraph I)
This results in no set of principles naturally
beingpreferred to any others
10
(paragraph J) Forward thinking
methods are preferred by educators whose
job
deals with the education of all children
11
(paragraph K) The progressive
approach is fairly successful during the early years of
education.
12
(paragraph L) It is the educators duty to make
certain that the student is always being challenged and acquiring
knowledge that is relative
Questions 13-20
13
Education must give ‘future citizens’ skills
necessary for employment. NO
14
When individuals learn at different speeds it is
a good idea to divide classes into those of similar capabilities.
YES
15
An eight-year-old will reach their full potential
under the progressive system. NG
16
Charles Dickens thought that the ‘traditional’
approach to education gave children hard times. NO
17
Facilitators believe that we only learn things we
have found out for ourselves. NO
18
It is not easy to bring together the radical
ideas on education .YES
19
Neither method is totally successful. YES
20
If elements of both approaches are combined, we
might have a successful method of teaching. NG
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