Passage One

新舊：舊

題材：生物

題目： New Zealand’s Fish

題型：是非題, Complete the Note

文章主旨：文章介紹了新西蘭漁業以及當地的魚類品種

是非題：

1.      True

2.      False

3.      Not Given

4.      False

5.      False

6.      Not Given

Complete  the Note:

7, Bright Light

8, Gently Flowing Rivers

9, Silver

10, Sea

11, River Mouth

12, Habitat

13, Trout

Passage Two

新舊：新

題材：考古學

題目： The Discovery of Gobeklib  Tepe 哥貝克力石陣

題型：1, 段落信息匹配, 2, AB 關系匹配題, 3, 摘要找詞

文章主旨：本文主要講解了Gobekli 遺址的發現和當時人們的勞作與農業的關  系

段落信息匹配題:

14, E

15, H

16, F

17, C

18, A

AB 關系配對題

19, D

20, C

21, E

22, A

摘要找詞:

23, settlement

24,

25,

26, bones

Passage Three

新舊：舊

題材：語言學

題目：How should reading be taught?

題型：段落主旨大意題，是非題，摘要選詞

文章主旨：文章主要講解了the whole-word, the whole- language, 以及 the

phonic method 和閱讀之間的關系和方法的運用

·         A

·         Learning  to speak is automatic for almost all children, but learning to read requires  elaborate instruction and conscious effort. Well aware of the difficulties,  educators have given a great deal of thought to how they can best help  children learn to read.No single method has triumphed. Indeed, heated  arguments about the most appropriate form of reading instruction continue to  polarise the teaching community.

·         B

·         Three  general approaches have been tried. In one, called whole-word  instruction,children learn by rote how to recognise at a glance a vocabulary  of 50 to 100 words.Then they gradually acquire other words, often through  seeing them used over and over again in the context of a story.

·         Speakers  of most languages learn the relationship between letters and the  sounds  associated with them(phonemes).That is,children are taught how to use their  knowledge of the alphabet to sound out  words.           

·         Many  schools have adopted a different approach: the whole language method. The  strategy here relies on the child's experience with language. For example,  students are offered engaging books and are encouraged to guess the words  that they do not know by considering the context of the sentence or by  looking for clues in the storyline and illustrations, rather than trying to  sound them out.

·         Many  teachers adopted the whole-language approach because of its intuitive appeal.  Making reading fun promises to keep children motivated, and learning to read  depends more on what the student does than on what the teacher does. The  presumed benefits of whole-language instruction - and the contrast to the  perceived dullness of phonics - led to its growing acceptance across  America  during the 1990s, and a movement away from phonics.

·         However,  many linguists and psychologists objected strongly to the abandonment of  phonics in American schools. Why was this so? In short, because research had  clearly demonstrated that understanding how letters related to the component  sounds in words is critically important in reading. This conclusion rests, in  part, on knowledge of how experienced readers make sense of words on a page.

·         Advocates  of whole-language instruction have argued forcefully that people often derive  meanings directly from print without ever determining the sound of the word.

·         Some  psychologists today accept this view, but most believe that reading is  typically a process of rapidly sounding out words mentally. Compelling  evidence for this comes from experiments which show that subjects often  confuse homophones (words that sound the same, such as 'rose' and 'rows').  This supports the idea that readers convert strings of letters to sounds.

·         In  order to evaluate different approaches to teaching reading, a number of  experiments have been carried out, firstly with college students, then with  school pupils. Investigators trained English-speaking college students to  read using familiar symbols such as Arabic letters (the phonics approach),  while another group learned entire words associated with certain strings of  Arabic letters(whole-word). Then both groups were required to read a new set  of words constructed from the original characters. In general, readers who  were taught the rules of phonics could read many more new words than those  trained with a whole-word procedure.

·         Classroom  studies comparing phonics with either whole-word or whole-language  instruction are also quite illuminating. One particularly persuasive study  compared two programmes used in 20 first-grade classrooms. Half the students  were offered traditional reading instruction, which included the use of  phonics drills and applications. The other half were taught using an  individualised method that drew from their experiences with language; these  children produced their own booklets of stories and developed sets of words  to be recognised (common components of the whole language approach). This  study found that the first group scored higher at year's end on tests -of  reading and comprehension. If researchers are convinced about the need for  phonics instruction, why does the debate continue? Because the controversy is  enmeshed in the philosophical differences between traditional and progressive  (or new) approaches, differences that have divided educators for years. The  progressives challenge the results of laboratory tests and classroom studies  on the basis of a broad philosophical skepticism about the values of  such research. They champion student-centred learning and teacher  empowerment. Sadly, they fail to realise that these very admirable  educational values are equally consistent with the teaching of phonics. If  schools of education insisted that would-be reading teachers learned  something about the vast research in linguistics and psychology that bears on  reading, their graduates would be more eager to use phonics and wou4d be  prepared to do so effectively. They could allow their pupils to apply the  principles of phonics while reading for pleasure. Using whole-language  activities to supplement phonics instruction certainly helps to make reading  fun and meaningful for children, so no one would want to see such tools  discarded. Indeed, recent work has indicated that the combination of  literature-based instruction and phonics is more powerful than either method  used alone.

·         Teachers  need to strike a balance. But in doing so, we urge them to remember that  reading must be grounded in a firm understanding of the connections between  letters and sounds. Educators who deny this reality are neglecting decades of  research. They are also neglecting the needs of their students.

Questions：

Reading Passage has six sections, A-F.

Choose the correct heading for sections B-F from  the list of headings below.

Write the correct number, i-ix, in boxes 10-14 0n  your answer sheet.

List of Headings

28-32    41723

1.Disagreement about the reading process

2.The roots of the debate

3.A combined approach

4.Methods of teaching reading

5.A controversial approach  

6.Inconclusive research

7.Researchwithlearners 

8.Allowing teachers more control

9.A debate amongst educators

Do the following statements agree with the information given in Reading  Passage?

TRUE  if the  statement agrees with the information

FALSE  if the  statement contradicts the information

NOT GIVEN  if  there is no information on this

27, The whole-language  approach relates letters to sounds. F

28. Many educators  believe the whole-language approach to be the most interesting way to teach  children to read.   T

29. Research supports  the theory that we read without linking words to sounds. F

30. Research has shown  that the whole-word approach is less effective than the whole-language  approach. NG

31. Research has shown  that the phonics is more successful than both the whole-word and  whole-language approaches. T

Complete the summary of sections E and F using the list of words, A-G,  below.

Write the correct  letter, A-G, in boxes 6-9 0n your answer sheet.

EAGC

In the teaching community, 6 ........... question  the usefulness of research into methods of teaching reading. These critics  believe that 7 ............ is incompatible with student-centered learning.  In the future, teachers need to be aware of 8 ...........so that they  understand the importance of phonics. They should not, however, ignore the  ideas of 9.......... which make reading enjoyable for learners.

A the phonics method

B the whole-word method

C the whole-language method

D traditionalists

E progressives

F linguistics

G research studies