Testing has replaced teaching in most public schools. Pretests, drills, tests, and retests fill my own children’s school week. 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 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 sensible methods of assessment (評(píng)價(jià)) to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First one looks at a test, which is intended for money. 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 or calculate might imply 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(習(xí)得) of that skill. Too many discussions of basic skill make this misunderstanding because people are only interested in the test 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 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 grade that they have no time or ease of mind to think about meaning, and reread things if necessary.

1. The author gives an account of Erica’s performance in her study in order to show      .

A. her cleverness in test- taking    

B. the incompetence of teachers

C. there is something wrong with the current practice in teaching 

D. the best way to read textbooks

2. Which of the following is TRUE according to the passage?

A. The phenomenon of teaching to the test has aroused curiosity in many educators.

B. Skills in general are not only useless but often mislead students.

C. Ability to read and write is one thing, and ability to do well in standardized tests is quite another.

D. Preparation for test of a skill does not necessarily mean the acquisition of that skill.

3. The author insists that        .

A. mandated state tests be replaced by some more sensible methods of assessment

B. teachers pay more attention to the nature and quality of what is taught

C. students not be concerned with grades but do more reading and thinking

D. main changes be brought about in the general teaching

4. We can safely conclude that ____may cause educational problems.

A. teaching to the test          B. standardized tests  

C. test-taking                 D preparation for mandated state tests

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科目：高中英語(yǔ) 來(lái)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(píng)價(jià)） 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(xí)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(yǔ) 來(lái)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(píng)價(jià)） 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(xí)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(yǔ) 來(lái)源：2014屆山西太原第五中學(xué)高三上期10月月考英語(yǔ)卷（解析版） 題型：閱讀理解

Scientists Alan M．Goldberg and Thomas Hartung describe recent advances in replacing the use of animals in toxicology(毒物學(xué))testing．Improvements in cell and tissue culture technologies，for example，allow a growing number of tests to be performed on human cells alone．Computer models are becoming increasingly complex and many could one day become more accurate than trials in living animals．

    Since the late 1990s，Huntingdon Life Sciences--a company that conducts testing of substances on animals conducted by the Environmental Protection Agency and the Food and Drug Administration—has become a proving ground for aggressive strategies by animal-rights militants （好戰(zhàn)分子）．At a hearing，a Senate．committee listened to testimony（證詞） against Huntingdon employees and financial institutions providing services to the company．One experimentation witness at the hearing insisted that any means necessary were justified（辯護(hù)） to spare animals’ lives；he has previously accepted the idea of murder to that end．

    Use of animals in testing and in biomedical research continues to be necessary in many instances and is ethically（倫理道德地）preferable to experimenting on humans or giving up cures that could save human lives．But for the sake of people and animals alike，the development and acceptance of animal substitutes deserve enthusiastic support．

    In some instances, substitutes are already thought as good or better than animals，but supervising agencies（監(jiān)督機(jī)構(gòu)）have yet to catch up．In both the European Union and the U．S．，scientists and companies wanting to use the new alternative tests complain that regulatory standards for proving a drug or chemical to be safe for humans force the continued use of animals．Thus，animal-loving Americans might turn to persuading the EPA and the FDA to speed validation（確認(rèn)）of new methods so that they can be more widely employed．And animal advocates（保護(hù)者） who want to influence business could consider investing in the small biotech’s and large pharmaceutical（藥品的） companies that are working to develop alternatives to animals in research．

1._____ plays a leading role in replacing the use of animals in testing．

A．Huntingdon Life Sciences     B．Improvement in technologies

C．Animal-fights militants      D．Scientists Alan and Thomas

2.Accordingly, the animal-rights militants hold the view that_____．

A．a(chǎn)nimals shouldn’t be used in toxicology testing

B．a(chǎn)nimals should enjoy equal rights with human beings

C．a(chǎn)nimals should live wildly and freely

D．we should protect animals from being killed casually

3.From the passage，we can find _____．

A．the use of animals in testing has been stopped abruptly

B．a(chǎn)nimal substitutes are not preferable

C．supervising standards contribute to the continued use of animals in testing

D．only Huntingdon Life Sciences is accused

4.What’s the main idea of the passage?

A．Saving animals and people．

B．The new trend in toxicology testing

C．The use of animals in testing is against human nature

D．New technology changes the fate of animals

5.The writer’s attitude towards replacing the use of animals in toxicology is____．

A．a(chǎn)rbitrary（武斷的，隨意的）  B．pessimistic

C．indifferent（不關(guān)心的 ）    D．optimistic

 

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科目：高中英語(yǔ) 來(lái)源：2013屆北京西城（北區(qū)）高二下學(xué)期學(xué)業(yè)測(cè)試英語(yǔ)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(guó)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

 

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科目：高中英語(yǔ) 來(lái)源：2010年河南省高二英語(yǔ)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(píng)價(jià)） 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(xí)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

 

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