練習(xí)
I. Cloze
Let children learn to judge their own work. A child learning to talk does not learn by being 1 all the time. If corrected too much, he will2 talking. He notices a thousand times a day the difference between the language he uses and the language those around him3. Bit by bit, he makes the necessary changes to make his language4what other people say. In the5way, when children learn to do all the other things， they learn to do without being taught-to work, run, climb, whistle, or ride a bicycle. They compare those performances 6 those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find 7 his own mistakes for himself, let 8 correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed 9 to him, or correct it10he was made to. Soon he becomes dependent11 the teacher. Let him do it himself. Let him work 12, with the help of other children if he wants it, what this word says, what answer is 13 that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such 14 work? Our job should be to help the child when he tells us that he can't find a way to get the right answer. Let's end this15of grades, exams and marks. Let us throw them all out, and let the children learn what all educated persons must some day learn, that is, how to measure their own understanding and how to know what they know or do not know. Let them get 16this job in the way that seems most 17to them, with our help as school teachers if they ask 18 it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly 19as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, something they will need to get in the world? Don't worry! If it is20 , they will go out into the world and learn it."
1. [A] stopped[B] corrected[C] taught [D] judged
2. [A] stop[B] start [C] continue[D] fail
3. [A] uses[B] use[C] is [D] are
4. [A] is [B] change to [C] like [D] likes
5. [A] different [B] wrong [C] new[D] same
6. [A] against[B] from [C] with[D] as
7. [A] about[B] out [C] that[D] what
8. [A] out [B] they[C] alone [D] him
9. [A] out [B] at[C] off[D] on
10. [A] until [B] unless [C] when [D] after
11. [A] in [B] at[C] as [D] on
12. [A] at [B] for [C] out[D] with
13. [A] about [B] to[C] on [D] in
14. [A] hard [B] boring [C] routine [D] na?ve
15. [A] argument[B] job[C] sense [D] nonsense
16. [A] on with [B] used to [C] away from[D] familiar with
17. [A] sensitive[B] sensational [C] sentimental [D] sensible
18. [A] about[B] for [C] after [D] by
19. [A] changed [B] changes[C] changing [D] change
20. [A] so[B] essential [C] useful [D] learnt
I. Cloze
Let children learn to judge their own work. A child learning to talk does not learn by being 1 all the time. If corrected too much, he will2 talking. He notices a thousand times a day the difference between the language he uses and the language those around him3. Bit by bit, he makes the necessary changes to make his language4what other people say. In the5way, when children learn to do all the other things， they learn to do without being taught-to work, run, climb, whistle, or ride a bicycle. They compare those performances 6 those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find 7 his own mistakes for himself, let 8 correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed 9 to him, or correct it10he was made to. Soon he becomes dependent11 the teacher. Let him do it himself. Let him work 12, with the help of other children if he wants it, what this word says, what answer is 13 that problem, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such 14 work? Our job should be to help the child when he tells us that he can't find a way to get the right answer. Let's end this15of grades, exams and marks. Let us throw them all out, and let the children learn what all educated persons must some day learn, that is, how to measure their own understanding and how to know what they know or do not know. Let them get 16this job in the way that seems most 17to them, with our help as school teachers if they ask 18 it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly 19as ours. Anxious parents and teachers say, "But suppose they fail to learn something essential, something they will need to get in the world? Don't worry! If it is20 , they will go out into the world and learn it."
1. [A] stopped[B] corrected[C] taught [D] judged
2. [A] stop[B] start [C] continue[D] fail
3. [A] uses[B] use[C] is [D] are
4. [A] is [B] change to [C] like [D] likes
5. [A] different [B] wrong [C] new[D] same
6. [A] against[B] from [C] with[D] as
7. [A] about[B] out [C] that[D] what
8. [A] out [B] they[C] alone [D] him
9. [A] out [B] at[C] off[D] on
10. [A] until [B] unless [C] when [D] after
11. [A] in [B] at[C] as [D] on
12. [A] at [B] for [C] out[D] with
13. [A] about [B] to[C] on [D] in
14. [A] hard [B] boring [C] routine [D] na?ve
15. [A] argument[B] job[C] sense [D] nonsense
16. [A] on with [B] used to [C] away from[D] familiar with
17. [A] sensitive[B] sensational [C] sentimental [D] sensible
18. [A] about[B] for [C] after [D] by
19. [A] changed [B] changes[C] changing [D] change
20. [A] so[B] essential [C] useful [D] learnt