A. vocabulary B. culture C. grammar D. literature 查看更多

 

题目列表(包括答案和解析)

 

Wednesday 15 Oct 2009 – 13:12

Language Tutors/ Teachers Needed

Location: London

Our company provides language training for schools, businesses and private individuals across the UK. We provide training in European languages, as well as Asian and Middle Eastern languages.

We are looking for experienced language tutors to join our team. If you have a passion for languages and a love for teaching, we will be delighted to hear from you! Please send your CV together with your contact details to: Jane@conversation-piece.co.uk

TEL: 01771 876532

Monday 13 Oct 2009 – 09:54

Primary Private Tutor Wanted

Location: Manchester

You should have

the identity of a native English speaker.

a good standard of literacy and oral communication skills.

a recognized degree or Teaching qualification, teaching experience. TA or HLTA.

Salary is £20 per hour

Please call me on 01772 814739

or e-mail: astartuition@btinternet.com

visit: http://www.astartuition.com

Thursday 7 Oct 2009 – 14:46

Tutor Jobs in Italy

Location: Italy

Employ experienced teachers and assistants now for 2009 / 2010 school year

(Early childhood, primary, middle and high school).

We are the only English Mother Tongue childcare / education agency with actual offices in Italy and not just an internet site. Our staff is surely Australian, American and Italian (speaking both English and Italian).

Interesting travel, the opportunity to experience continental Europe, the culture and of course the great food!!

www.europlacements.it

TEL: 02762 804506

Info@europlacements.it

Wednesday 1 Oct 2009 – 15:20

Private French Teacher

Location: South Hight St Kensington

The teacher

is a native French speaker

has a flexible timetable

is experienced in teaching

The teaching

beginner, intermediate, advanced, all levels covered

grammar, vocabulary, literature etc.

French songs, games, drawing, theatre, etc. for the children!

The lessons

Small groups, long term teaching

£20 per hour

Looking forward to meeting you!

Call me on: 07780 923504

frenchiefrenchcourse@hotmail.fr

64.   These advertisements are most probably taken from         .

       A. a job application book                    B. a travel brochure 

       C. an entertainment magazine       D. the Internet

65.   If you are a native Chinese speaker from Jiangsu and fond of language teaching, you may

       contact         .

       A. Jane@conversation-piece.co.uk       B. astartuition@btinternet.com

       C. info@europlacements.it    D. frenchiefrenchcourse@hotmail.fr

66.   All of the four teaching jobs pay special attention to your         .

       A. speaking ability        B. writing ability

       C. master’s degree         D. teaching experience    

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Cloze test.
     One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete
failure of the 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.   1   the faults already found out in the education
system as a whole-such as child-centred learning. The "discovery" method, and the low expectations by
teachers of pupils-there have been several serious   2   which have a direct effect on language teaching.
     The first is the removal from the curriculum (课程) of the thorough teaching of English   3  . 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   4   that the most able
pupils are   5   and are bored while the least able are lost and   6   bored. Strangely enough, few head teachers
seem to be in favour of mixed-ability school football teams.
     Progress depends on memory, and pupils start to forget immediately they stop having   7   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.   8   they never need it, they do not practise it.
     Most American schools have accepted what is inevitable and   9   modern languages, even Spanish, from
the curriculum. Perhaps it is time for Britain to do the same, and stop  10   resources on a subject which few
pupils want or need.
(     )1.A. Due to   
(     )2.A. errors   
(     )3.A. vocabulary 
(     )4.A. wide    
(     )5.A. kept out  
(     )6.A. surprisingly 
(     )7.A. extra    
(     )8.A. Although  
(     )9.A. restored 
(     )10.A. wasting  
B. In addition to 
B. situations   
B. culture    
B. similar    
B. turned down    
B. individually 
B. traditional  
B. Because    
B. absorbed    
B. focusing    
C. Instead of  
C. systems   
C. grammar   
C. separate   
C. held back  
C. equally   
C. basic   
C. Until    
C. prohibited     
C. exploiting  
D. In spite of 
D. methods     
D. literature  
D. unique      
D. left behind               
D. hardly      
D. regular     
D. Unless      
D. withdrawn   
D. sharing     

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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.  21  the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (课程) of the thorough teaching of English  23 . 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  24  that the most able groups are  25  and are bored while the least able are lost and  26  bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.

Progress depends on memory, and pupils start to forget immediately they stop having 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to                 B. In addition to       C. Instead of            D. In spite of

22. A. errors                  B. situations             C. systems               D. methods

23. A. vocabulary           B. culture                C. grammar             D. literature

24. A. wide                    B. similar                C. separate               D. unique

25. A. kept out               B. turned down        C. held back            D. left behind

26. A. surprisingly          B. individually         C. equally                D. hardly

27. A. extra                   B. traditional           C. basic                   D. regular

28. A. needed                 B. forgotten             C. practised             D. left

29. A. restored               B. absorbed             C. prohibited           D. withdrawn

30. A. wasting                B. focusing              C. exploiting            D. sharing

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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-centred 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 (课程) 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 groups are  59  and are bored while the least able are lost and  60  bored. Strangely enough, few head teachers seem to be in favour 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  modern 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. held back   D. left behind

60. A. surprisingly B. individually       C. equally       D. hardly

61. A. extra    B. traditional  C. basic   D. regular

62. A. Although     B. Because      C. Until   D. Unless

63. A. restored       B. absorbed    C. prohibited  D. withdrawn

64. A. wasting       B. focusing     C. exploiting   D. sharing

查看答案和解析>>

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.  21  the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (课程) of the thorough teaching of English  23 . 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  24  that the most able groups are  25  and are bored while the least able are lost and  26  bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.

Progress depends on memory, and pupils start to forget immediately they stop having 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to  B. In addition to     C. Instead of   D. In spite of

22. A. errors   B. situations    C. systems      D. methods

23. A. vocabulary   B. culture       C. grammar    D. literature

24. A. wide     B. similar       C. separate      D. unique

25. A. kept out       B. turned down      C. held back   D. left behind

26. A. surprisingly  B. individually       C. equally       D. hardly

27. A. extra    B. traditional  C. basic   D. regular

28. A. needed  B. forgotten    C. practised    D. left

29. A. restored       B. absorbed    C. prohibited  D. withdrawn

30. A. wasting B. focusing     C. exploiting   D. sharing

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