Which view of language supports that teachers should focus on teaching vocabulary and grammar？

Passage Four:Questions 36 to 40 are based on the following passage.So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible.”

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity: It can be seen and observed.

Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest (探索) for knowledge? Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.

第36题：The problem with the reading course as mentioned in the first paragraph is that ________.

A) it is one of the most difficult school courses

B) students spend endless hours in reading

C) reading tasks are assigned with little guidance

D) too much time is spent in teaching about reading

Section B

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should step trying to do the impossible."

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity: It can be seen and observed.

Learning to read involves all that each individual does not make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest for knowledge. Smith has one principal rule for all teaching instructions. "Make learning to read easily, which means making reading a meaningful, enjoyable and frequent experience for children."

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.

The problem with the reading course as mentioned in the first paragraph is that ______.

A．it is one of the most difficult school courses

B．students spend endless hours in reading

C．reading tasks are assigned with little guidance

D．too much time is spent in teaching of reading

A prominent group of British university teachers this week called on the funding councils to stop supporting low-quality research and put money into improving university teaching instead. The National Academic Policy Advisory Group, which includes members from the Royal Society, the Royal Academy of Engineering and the Conference of Medical Colleges, insists that all re- search money should be spent on world- class work.

The funding councils' Research Assessment Exercise (RAE) judges the quality of research carried out in individual university departments, and rates it on a scale of l to 5. In the last assessment, in 1992, departments ranked as low as 2 received funding. The group says this should not happen in this years exercise. Funding councils have not yet announced how they will distribute money from now on.

In a report called Research capability of the University System launched this week the group claims that funds are needed to pay for the “professional development” of university teachers who are not active in research, to help them keep up with their subject and improve the courses they teach.

It recommends that about 50 million, including money which is currently used to fund research in departments ranked at level 2, should be used to pay for this. It advises that the money should go only to those departments that are not competing for research money through the RAE.

The group believes that some universities have been expanding their research departments in order to attract research money. Some universities, it claims, are better suited to teaching than research, and should be encouraged to develop their expertise as educators.

“There's no use pretending that 104 universities could have the same job in life,” says David Harrison, master of Selwyn College, Cambridge, who chaired the group . A university could have some departments that are strong on research and others that are known for their top -grade teaching, he says.

But some people have some doubts about the group's recommendations. “It seems to be about developing further the distinction between research and non - research universities.” says Paul Cottrell of the Association of University Teachers, "If professional development money is a good idea, then it's a good idea for all university teachers."

The National Academic Policy Advisory Group says that money should be given to.

A．all the teachers

B．the best researchers.

C．the best teachers.

D．the needy universities .

Ludwig van Beethoven was an unhappy genius. He had deep feelings that he could not express in words. He found the way to express these feelings in music, and this led to a new kind of music that is expressive.

Beethoven was born in the German city of Bonn, in 1770. His father was a singer in the Church choir, and he soon saw that Ludwig had musical ability. The father thought that Ludwig might be another wonder-child, like Mozart, and that he would make the family's name and fortune. He forced the little boy to practice long hours on the violin.

Mozart's father had been kind, but Beethoven's father was impatient and often rough with him. Also, Beethoven's father was not reliable in earning a living for his family. As young Ludwig grew up he had to take a great deal of responsibility. When he was 15, and was working in the Church as assistance organist, Ludwig was practically supporting the family.

But he had kind teachers and some good friends, and he was lucky enough to get a position playing the viola in the opera orchestra in Bonn. There he became familiar with the operas of Mozart and other composers, and he learned a great deal about the instruments of the orchestra and how they played together. This was to be valuable to him later in his own composing.

When he decided to go to Vienna to study, the Archbishop at Bonn paid for his journey and other friends gave him letters to noblemen in Vienna. Beethoven was a very fine pianist, besides being able to play the violin and other stringed instruments. The Viennese music-lovers quickly adopted him as a favorite concert performer. But they criticized every new work of Beethoven's because it was too different.

The Viennese soon realized that they had an extraordinary genius living among them, and they made every effort to keep him. When Beethoven had an offer to go to another city as an orchestra conductor, three noblemen of Vienna banded together to pay him a regular income every year if he would stay with them, He stayed, and went on composing his big, powerful symphonies, concertos, piano sonatas and many other works.

But except for his music, Beethoven was not a happy man. Before he was 30, he began to grow deaf. This was a terrible misfortune for a musician. His deafness came slowly and he was able to continue playing concerts until he was 44. But 10 years later, when his great Ninth Symphony was performed for the first time, he could not hear at all. He was sitting on the stage at the performance, watching the conductor, and he had his back to the audience. One of the singers turned him around so that he could see the audience enthusiastically applauding this tremendous symphony.

Beethoven was a lonely man. Although he had fallen in love several times, he never married. His deafness made him still more lonely, for he would not go out in public at all. But he rose above his loneliness and deafness through his music. Even when he was totally deaf, he went on creating music that he could not hear except in his mind, expressing all the feelings he could not express to anyone in words.

So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should stop trying to do the impossible".

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.

Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest(探索) for knowledge? Smith has one principal rule for all teaching instructions. "Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children".

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.

The problem with the reading course as mentioned in the first Paragraph is that______.

A．it is one of the most difficult school courses

B．students spend endless hours in reading

C．reading tasks are assigned with little guidance

D．too much time is spent in teaching about reading

So long as teachers fail to distinguish between teaching and learning , they will continue to undertake to do for children that which only children do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should stop trying to do the impossible."

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity; it can be seen and observed.

Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest(探索)for knowledge? Smith has one principal rule for all teaching instructions. "Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children."

When the roles of teacher and learner are seen for what they are ,and when both teacher and learner fulfil them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.

The problem with the reading course as mentioned in the first paragraph is that ______.

A．it is one of the most difficult school courses

B．students spend endless hours in reading

C．reading tasks are assigned with little guidance

D．too much time is spent in teaching about reading