Question

Educators have spent ages arguing about whether the traditional classroom structure, with students all working on the same lesson, is really suited to different learning styles.
Twelve-year-old Yuval Kagan looks like he’s ready to work at a call center. He’s among 10 students sitting at a long table covered with laptop computers, talking into their headphones. ”Yes,” he says, looking at his computer screen. Yural is talking to a math teacher. If he has a question, he hits a button called “raise your hand” and the teacher speaks to him.
Yuval says he enjoys this form of teaching. “In a lesson with a class, the teacher always has to tell other students to stop talking, but here you can have one-on-one teaching.” 
That personalized approach is what makes School of One different. It’s an after-school math program taking place here at I.S. 228 and two other middle schools. Kids spend part of their time working with online teachers. But teachers can also set instruction in small groups, where a teacher explains a special math problem. And sometimes they work together, as demonstrated by two boys using colorful blocks to figure out a geometry problem.
School of One was first piloted last summer with middle scholars in Chinatown. Assessment tests showed so much progress that the Department of Education expanded the program. Dominick D’Angelo, the principal of I.S. 228, says he wanted his sixth graders to take part because the traditional classroom doesn’t serve every child. But School of One is what its name suggests.
“A student is working at his or her own pace,” says D’Angelo. “Not with a group of 30 other students. If they don’t get it today, they have to work on it again tomorrow. They’re not left behind because they can’t catch up with the class. It’s at their own pace.”
Chancellor Joel Klein says “This kind of approach---students centered, not classroom centered---is going to be a part of the future of Education.”
But Daniel Willingham, a professor of Psychology says “Studies have been done trying to prove that some people learn best visually, however, other people learn best aurally (聽覺上). They have shown that there’s no benefit in meeting the needs of those learning styles.” He adds, “It’s not clear whether considering different styles of learning makes a real difference.” 
The city has raised money from private donors to keep the program going next fall. And though officials say they didn’t deliberately launch it this spring in time for the state exams, they’ll be very curious to see the performance of those 240 sixth graders at the three schools now using the School of One.
Title: Arguments about classroom structures and learning styles

A comparison  of  two 【小題1】        approaches	【小題2】  classroom	●Classroom centered: all the students work on the 【小題3】     lesson. ●Teachers have to tell students to keep 【小題4】      in class.
	School of One	●【小題5】        centered: students spend part of their time working with online teachers and talking to them separately. ●Teachers can also organize the kids in small groups to explain special problems. Sometimes they can 【小題6】   .
Experts’ opinions	●The new approach will be part of the future of Education. ●Some people learn best visually, while other people learn best by 【小題7】    . ●It is not 【小題8】        to meet the needs of those learning styles. ●We are not 【小題9】         about whether considering different styles of learning makes a real difference.
Officials’ expectations	● How the three schools’ sixth graders 【小題10】      in the coming state exams.

Answer 1

【小題1】different
【小題2】Traditional/Conventional
【小題3】same
【小題4】quiet/silent/silence
【小題5】Students/Kids
【小題6】cooperate
【小題7】listening
【小題8】beneficial/useful
【小題9】sure/certain
【小題10】perform

解析試題分析：文章介紹了兩種不同的教育方法的不同，傳統(tǒng)的教育方法是教師為中心，School of One是以學(xué)生為中心，專家也對(duì)此表達(dá)了不同的觀點(diǎn)。
【小題1】原詞重現(xiàn)：從第一段的句子：Educators have spent ages arguing about whether the traditional classroom structure, with students all working on the same lesson, is really suited to different learning styles. 可知這篇文章講的是兩種不同的教學(xué)方法的比較。選different。
【小題2】原詞重現(xiàn)：從第一段的句子：Educators have spent ages arguing about whether the traditional classroom structure,可知這句話講的是傳統(tǒng)的教室的情況：Traditional/Conventional
【小題3】原詞重現(xiàn)：從第一段的句子：with students all working on the same lesson, is really suited to different learning styles. 可知傳統(tǒng)的班級(jí)學(xué)生坐在同一個(gè)教室：same
【小題4】詞義歸納題：從第三段的句子：“In a lesson with a class, the teacher always has to tell other students to stop talking,可知在傳統(tǒng)的教室老師要學(xué)生保持安靜： quiet/silent/silence
【小題5】原詞重現(xiàn)：從第七段的句子：“This kind of approach---students centered, not classroom centered---is going to be a part of the future of Education.” 可知這種班級(jí)是學(xué)生為中心的，填Students/Kids
【小題6】詞義歸納題：從第四段的句子：And sometimes they work together, as demonstrated by two boys using colorful blocks to figure out a geometry problem.可知work together= cooperate。
【小題7】詞義歸納題：從倒數(shù)第二段的句子：“Studies have been done trying to prove that some people learn best visually, however, other people learn best aurally (聽覺上). 可知有的熱擅長(zhǎng)視覺的學(xué)習(xí)，有的人擅長(zhǎng)的是聽力的。填listening
【小題8】詞義歸納題：從倒數(shù)第二段的句子：They have shown that there’s no benefit in meeting the needs of those learning styles.”可知將benefit改成 beneficial/useful
【小題9】詞義歸納題：從倒數(shù)第二段的句子：“It’s not clear whether considering different styles of learning makes a real difference.” 可知我們不確定是否采用不同的學(xué)習(xí)方法有影響。填sure/certain
【小題10】詞性轉(zhuǎn)化題：從最后一段的句子：they’ll be very curious to see the performance of those 240 sixth graders at the three schools now using the School of One. 可知將performance改成perform
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