We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It doesn’t take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade.
Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned about developing the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classroom, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to cooperate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the sills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
6. In the passage the author’s attitude towards mixed-ability teaching is _______.
A. critical B. questioning C. approving D. objective
7. By “held back”, (Line 1, para. 1) the author means ________.
A. made to remain in the same class
B. forced to study in the lower class
C. drawn to their studies
D. prevented from advancing
8. The author argues that a teacher’s chief concern should be the development of students’ ____.
A. personal qualities and social skills
B. academic ability
C. learning ability and communicative skills
D. intellectual ability
9. Which of the following is not mentioned in the third paragraph?
A. Group work gives pupils the opportunity to learn to work together with others.
B. Pupils learn to develop their reasoning abilities.
C. Group work provides pupils with the opportunity to learn to be capable organizers.
D. Pupils also learn how to participate in teaching activities.
10. The author’s purpose of writing this passage is to ____.
A. argue for teaching bright and not-bright pupils in the same class.
B. recommend pair work and group work for classroom activities.
C. offer advice on the proper use of the library.
D. emphasize the importance of appropriate formal classroom teaching
此外，它是虚幻的，而不是一级人民只是根据他们的智力能力。这只是一个方面，其总的个性。我们所关注的关于发展的能力，我们所有的学生，以全面，不仅是他们的学术能力。我们也重视个人素质和社交技巧，我们发现混合能力教学的贡献，所有这些方面的学习。
在我们的课堂，我们的工作，以各种方式。学生往往在工作组：这使他们有机会去学习合作，分享，以及发展领导技能。他们还学习如何应付个人问题，以及学习如何思考，作出决定，分析和评估，并有效的沟通。学生互相学习，以及从老师。有时候，学生工作在双;有时，他们的工作，对个别任务和任务，他们可以这样做，在他们自己的速度。他们也有一些正规的课堂教学时，这是适当的做法。我们鼓励我们的学生使用图书馆，我们教导他们希尔斯，他们的需要，为了做到这一点，更有效率。一个先进的学生可以做的先进工作：不要紧，什么年龄的儿童。我们期望我们的学生，各尽其能，而不是他们的，至少，我们给他们鼓励，希望我们能够实现这一目标。
6 在通过作者的态度，混合能力教学是___A____ 。
答：A关键 B质疑 C批准 D目标
7 所举行的“回” ） ，作者是指___A_____ 。
答：A作出留在同一等级
B被迫研究在低下阶层
C提请他们的研究
D防止与时俱进
8 作者认为，教师的行政关注的应是发展学生的__C__ 。
答：A个人素质和社交技巧
B学术能力
C学习能力和交际技巧
D智力
9 下列哪一项是没有提及在第三段？ B
答：A小组工作，让学生有机会学习一起工作，与他人。
B学生的学习，发展他们的推理能力。
C组的工作提供了学生与学习的机会，以有能力的组织者。
D学生也将了解如何参与在教学活动中。
10 。作者的目的是通过写这本是__A__ 。
答：A据理力争教学光明的，而不是光亮的学生在同一等级。
B建议对工作组的工作，为课堂活动。
C提供意见就正确使用图书馆。
D强调的重要性，适当的正式课堂教学
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