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
| 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. | ||||
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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
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
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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