—Have you moved into the new house?

—Not yet.The rooms 　　　 .

A.are being painted　　 B.are painting

C.are painted　　　 D.are being painting?

________ the day went on, the weather got worse.

A．With 　　　　 B．Since

C．While 　　　 D．As

With five hungry children seated round the table, the food disappeared_____________.

A. on time　　　　 B. in time　 C. at no time　　 D. in no time

I’ve been 　　　　（幸运的)to have so many good teachers.?

This is the reason ______he didn't come to the meeting.

A. in which 　　 B. with which 　　 C. that 　　 D. for which

______ many times, he finally understood it.

A. Told　　 B. Telling　 C. Having told　 D. Having been told

Is this the reason _____ at the meeting for his carelessness in his work?

 A.he explained      B. what he explained    C. how he explained     D. why he explained

Teaching children to read well from the start is the most important task of elementary schools．But relying on educators to approach this task correctly can be a great mistake．Many schools continue to employ instructional methods that have been proven ineffective．The staying power of the “look-say” or “whole-word” method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.

　 The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words．It fits in with the self-directed, “learning how to learn” activities recommended by advocates of “open” classrooms and with the concept that children have to be developmentally ready to begin reading．Before 1963, no major publisher put out anything but these “Run-Spot-Run” readers.

　 However, in 1955, Rudolf Flesch touched off what has been called “the great debate” in beginning reading．In his best-seller Why Johnny Can’t Read, Flesch indicted（控诉）the nation’s public schools for miseducating students by using the look-say method．He said – and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed – that another approach to beginning reading, founded on phonics, is far superior.

　 Systematic phonics first teaches children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words．Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned．Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.

1．The author indicts the look-say reading approach because _________________.

　 A．it overlooks decoding　　　　　　　　　　　　　　　 　

　 B．Rudolf Flesch agrees with him

C．he says it is boring　　　　　　　　　　　　　　　

　 D．many schools continue to use this method　

2．One major difference between the look-say method of learning reading and the phonics method　 is _______________.

A．look-say is simpler　　　　　　　　　　　　　　　

B．Phonics takes longer to learn

C．look-say is easier to teach　　　　　　　　　　　　　　　　　

D．phonics gives readers access to far more words　

3．The phrase “touch-off” (Para 3, Line 1) most probably means _____________.

A．talk about shortly　　　　　　　　　　　　　　　　　　 B．start or cause

　 C．compare with　　　　　　　　　　　　　　　　　　　　　 D．oppose

4．According to the author, which of the following statements is true?

　 A．Phonics approach regards whole-word method as unimportant.

　 B．The whole-word approach emphasizes decoding.

C．In phonics approach, it is necessary and logical to employ decoding.

D．Phonics is superior because it stresses the meaning of words thus the vast majority of most　 common words can be learned.

It is said that he will _______ his business to his son when he retires.（ ）

A. hand in　　 B. hand out　 C. hand over　 D. hand up

C

On the contrary, I think it is Truman,      you,　　to blame.

A. more than; are       　B. less than; who are

C. rather than; that is    D. rather than; is