Testing has taken the place of teaching in most public schools. Pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then read the text quickly for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to say proudly and openly that they teach to the test.
Teaching to the test is a curious phenomenon（現(xiàn)象）. Instead of deciding what skills students ought to learn, helping students learn them, and then using some methods of assessment（評價） to discover whether students have mastered the skills, teachers are encouraged to teach the students in the opposite way. First one looks at a test. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught.
The ability to read or write might suggest the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparations for a test of a skill with the acquisition（習得）of that skill. Too many discussions of basic skills make this misunderstanding because people are tested rather than concerned with the nature and quality of what is taught.
Recently, many schools have faced what could be called the crisis of comprehension or, in simple words, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grades that they have no time to think about meaning, and reread things if necessary.
The author mentions Erica’s performance in her study in order to show_________.
A. her cleverness in test taking B. the good way to take tests
C. the improper way of teaching D. the best way to read textbooks
Which of the following is TRUE according to the passage?
A. The teachers are curious about teaching to the test.
B. Skills in general are not only useless but often mislead students.
C. Ability to read and write has nothing to do with ability to do well in tests.
D. Preparations for a test of a skill do not mean the acquisition of that skill.
In the author’s opinion, __________.
A. some good methods of assessment should take the place of tests
B. more attention should be paid to the nature and quality of what is taught
C. students should not be concerned with grades but do more reading and thinking
D. students needn’t learn grammar skills because they are useless for understanding
By “crisis of comprehension” (in Paragraph 4) the author means many students ______.
A. are too much concerned with grades
B. fail to understand the real goal of education
C. lack proper practice in grammar drills
D. do well on tests but can’t understand what they read
一本好題口算題卡系列答案科目：高中英語 來源： 題型：閱讀理解
Testing has taken the place of teaching in most public schools. Pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then read the text quickly for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to say proudly and openly that they teach to the test.
Teaching to the test is a curious phenomenon（現(xiàn)象）. Instead of deciding what skills students ought to learn, helping students learn them, and then using some methods of assessment（評價） to discover whether students have mastered the skills, teachers are encouraged to teach the students in the opposite way. First one looks at a test. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught.
The ability to read or write might suggest the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparations for a test of a skill with the acquisition（習得）of that skill. Too many discussions of basic skills make this misunderstanding because people are tested rather than concerned with the nature and quality of what is taught.
Recently, many schools have faced what could be called the crisis of comprehension or, in simple words, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grades that they have no time to think about meaning, and reread things if necessary.
The author mentions Erica’s performance in her study in order to show_________.
A. her cleverness in test taking B. the good way to take tests
C. the improper way of teaching D. the best way to read textbooks
Which of the following is TRUE according to the passage?
A. The teachers are curious about teaching to the test.
B. Skills in general are not only useless but often mislead students.
C. Ability to read and write has nothing to do with ability to do well in tests.
D. Preparations for a test of a skill do not mean the acquisition of that skill.
In the author’s opinion, __________.
A. some good methods of assessment should take the place of tests
B. more attention should be paid to the nature and quality of what is taught
C. students should not be concerned with grades but do more reading and thinking
D. students needn’t learn grammar skills because they are useless for understanding
By “crisis of comprehension” (in Paragraph 4) the author means many students ______.
A. are too much concerned with grades
B. fail to understand the real goal of education
C. lack proper practice in grammar drills
D. do well on tests but can’t understand what they read
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科目：高中英語 來源：2011-2012學年北京西城（北區(qū)）高二下學期學業(yè)測試英語試卷（帶解析） 題型：閱讀理解
Testing has replaced teaching in most public schools. My own children's school week is framed by pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then skim the text for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to state proudly and openly that they teach to the mandated (國家指定的) state test.
Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some reasonable methods of assessment to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First, one looks at a commercially available test. Then, one distills (提取) the skills needed not to master reading, say, or math, but to do well on the test. Finally, the test skills are taught.
The ability to read or write or calculate might infer the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition of that skill. Too many discussions of the basics of skills make this fundamental confusion because people are test-centered rather than concerned with the nature and quality of what is taught.
Recently, many schools have faced what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with phonic and grammar skills still being unable to understand what they read. These students are capable of taking tests and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can't see or understand the whole. They are taught to be so concerned with grade that they have' no time or ease of mind to think about meaning, and reread things if necessary.
【小題1】As is indicated in the second paragraph, the author finds it strange that __.
| A．tests are used to assess students' skills |
| B．skills are determined before tests are set |
| C．teaching is aimed to prepare students for tests |
| D．teachers use some reasonable methods of assessment |
| A．students' poor phonic and grammar skills |
| B．teaching that takes up much of students' free time |
| C．teaching that emphasizes details rather than the whole |
| D．students' lack of ability to think about what they read |
| A．the basics of skills have been discussed too much |
| B．the nature and quality of what is taught are fully concerned |
| C．skills in general are not only useless but often mislead students |
| D．doing well in a test does not necessarily mean acquiring the skill |
查看答案和解析>>
科目：高中英語 來源：2013屆北京西城（北區(qū)）高二下學期學業(yè)測試英語試卷（解析版） 題型：閱讀理解
Testing has replaced teaching in most public schools. My own children's school week is framed by pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then skim the text for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to state proudly and openly that they teach to the mandated (國家指定的) state test.
Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some reasonable methods of assessment to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First, one looks at a commercially available test. Then, one distills (提取) the skills needed not to master reading, say, or math, but to do well on the test. Finally, the test skills are taught.
The ability to read or write or calculate might infer the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition of that skill. Too many discussions of the basics of skills make this fundamental confusion because people are test-centered rather than concerned with the nature and quality of what is taught.
Recently, many schools have faced what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with phonic and grammar skills still being unable to understand what they read. These students are capable of taking tests and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can't see or understand the whole. They are taught to be so concerned with grade that they have' no time or ease of mind to think about meaning, and reread things if necessary.
1.As is indicated in the second paragraph, the author finds it strange that __.
A. tests are used to assess students' skills
B. skills are determined before tests are set
C. teaching is aimed to prepare students for tests
D. teachers use some reasonable methods of assessment
2.The crisis of comprehension most probably results from __.
A. students' poor phonic and grammar skills
B. teaching that takes up much of students' free time
C. teaching that emphasizes details rather than the whole
D. students' lack of ability to think about what they read
3.According to the author, we can infer that __.
A. the basics of skills have been discussed too much
B. the nature and quality of what is taught are fully concerned
C. skills in general are not only useless but often mislead students
D. doing well in a test does not necessarily mean acquiring the skill
查看答案和解析>>
科目：高中英語 來源：2010年河南省高二英語月考試卷 題型：閱讀理解
Testing has taken the place of teaching in most public schools. Pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then read the text quickly for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to say proudly and openly that they teach to the test.
Teaching to the test is a curious phenomenon（現(xiàn)象）. Instead of deciding what skills students ought to learn, helping students learn them, and then using some methods of assessment（評價） to discover whether students have mastered the skills, teachers are encouraged to teach the students in the opposite way. First one looks at a test. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught.
The ability to read or write might suggest the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparations for a test of a skill with the acquisition（習得）of that skill. Too many discussions of basic skills make this misunderstanding because people are tested rather than concerned with the nature and quality of what is taught.
Recently, many schools have faced what could be called the crisis of comprehension or, in simple words, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grades that they have no time to think about meaning, and reread things if necessary.
1. The author mentions Erica’s performance in her study in order to show_________.
|
A．her cleverness in test taking |
B．the good way to take tests |
|
C．the improper way of teaching |
D．the best way to read textbooks |
2.Which of the following is TRUE according to the passage?
|
A．The teachers are curious about teaching to the test. |
|
B．Skills in general are not only useless but often mislead students. |
|
C．Ability to read and write has nothing to do with ability to do well in tests. |
|
D．Preparations for a test of a skill do not mean the acquisition of that skill. |
3. In the author’s opinion, __________.
|
A．some good methods of assessment should take the place of tests |
|
B．more attention should be paid to the nature and quality of what is taught |
|
C．students should not be concerned with grades but do more reading and thinking |
|
D．students needn’t learn grammar skills because they are useless for understanding |
4.By “crisis of comprehension” (in Paragraph 4) the author means many students ______.
|
A．a(chǎn)re too much concerned with grades |
|
B．fail to understand the real goal of education |
|
C．lack proper practice in grammar drills |
|
D．do well on tests but can’t understand what they read |
查看答案和解析>>
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