Are teachers doing their jobs?

  The speaker,a teacher from a college in California,addressed a supportive audience.Heads nodded in agreement when he said,“High school English teachers are not doing their jobs.” He described the inability of his students,all high school graduates who can use language only at a grade 9 level.I was unable to determine from his answers to my questions how this grade 9 level had been set up.

  In my view,what the speaker was really saying is that he is no longer young;he has been teaching for sixteen years,and is able to think and speak in a sensible and reasonable way.

  My point is that the frequent complaint (指責(zé)) of one generation about the one immediately following it is unavoidable.It is also human nature to look for the reasons for our dissatisfaction.Before English became a school subject in the late nineteenth century,it was difficult to find the focus of the blame for language imperfection.But since then,English teachers have been under continuous attack.

  The complainers think they have hit upon an original idea.As their own ability to use the language improves,they notice that young people do not have this same ability.Unaware that their own ability has developed through the years,they assume the new generation of young people must be hopeless in this case.To the eyes and ears of sensitive adults,the language of the young always seems not good enough.

  Since this concern about the decline and fall of the English language is not seen as something happens to a generational but rather as something new and strange to today’s young people,t naturally follows that today’s English teachers cannot be doing their jobs.Otherwise,young people would not have such poor language abilities.

(1)

The speaker believes that the students’ poor English results from ________.

[  ]

A.

the ineffective work of the English teachers

B.

the unawareness of language learning methods

C.

the inability of the students o learn the language

D.

the imperfection of English standards for 9-level students

(2)

In the author’s opinion,the speaker ________.

[  ]

A.

can think and speak intelligently

B.

has overstated the language problems of the students

C.

is right in saying English teachers are not doing their jobs

D.

makes a professional judgment on the students’ English level

(3)

In Paragraph 4 the author points out ________.

[  ]

A.

what leads to the complainers’ dissatisfaction

B.

what complainers’ reaction is towards young people

C.

how the complainers’ opinions form through the years

D.

how sensitive the complainers are in the young people’s eye

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科目:高中英語(yǔ) 來(lái)源: 題型:

短文改錯(cuò)(共10小題;每小題1分,滿分10分)

請(qǐng)修改下面的短文。短文中共有10處語(yǔ)言錯(cuò)誤,每句中最多有兩處。錯(cuò)誤涉及單詞的增加,刪除或修改。

增加:在缺詞處加一個(gè)漏字符號(hào)(∧),并在其下面寫出修改后的詞。

刪除:把多余的詞用斜線(\)劃掉。

修改:在錯(cuò)的詞下劃一橫線,并在該詞下面寫出修改后的詞。

注意:1,每處錯(cuò)誤及其修改均僅限一詞;

      2,只允許修改10處,多者(從第11處起)不記分。

Many times when I was at a bad mood I shouted at the people around me. I

scream, shouted and ran as fast as I could relieve my pressure. So it was useless,

since I still had to return to the problem. This term I begin to change. I have realized however greater the difficulty is, I have to face with it. It’s no use screaming and

shouting at others. Beside, there are teachers and friends around me who are ready to

helping me. As long as I try my best, I can make a progress in any aspect. Now I feel

every day is a pleasant day and the sun is always shining bright on my face.

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科目:高中英語(yǔ) 來(lái)源: 題型:閱讀理解

Blogs are being used more and more by teachers. Many Internet services now offer free and easy ways to create personal Web pages.

Through comments on blogs, or Web logs, teachers can share their classroom experiences. They can exchange ideas and discuss successes and failures. They can debate educational policies. Or they can just sympathize with each other.

A teacher in the American state of North Carolina recently wrote on her blog: “Apparently the teachers at my school use too much paper. So my principal yelled at everyone at the last staff meeting for, like, ten minutes. Now, I’ve just been told, we are not getting anymore paper for the rest of the year.”

This unidentified blogger is now in her third year of teaching, but still calls her site firstyearteacher.blogspot.com.

A blogger who calls himself Minister Lawrence works as a substitute teacher. In April he wrote about a disputed plan to split the Omaha, Nebraska, public schools into separate systems for black, Latino and white students. Supporters say minority parents do not have enough power over their children’s education.

But Minister Lawrence wrote at teachersparadise.blogspot.com: “I’m afraid that what this says’ to a lot of people is that blacks, whites and Hispanics are not equal, and “reinforces” racist beliefs among people.”

Educators did not become involved with blogging right away. Many were concerned with privacy issues and security. But now, thousands of teacher blogs can be found on the Internet. Many teachers do not identify themselves, and they change the names of students and co-workers.

What are teachers not doing through blogs?

A. They discuss educational problem.         B. They send money to the poor students.

C. They share teaching ideas.                D. They comfort each other.

What is the main idea for the passage?

A. More and more teachers are using blogs.    B. It is exciting to use blogs.

C. Blogs are popular with students.        D. Educational problems are settled through blogs.

Why some teachers do not identify themselves? Because ___

A. they are forbidden to identify themselves.   

B. they are forbidden to write something through blogs

C. they want to ensure their security

D. they want to amuse others.

Which of the following is the result of the teachers’ using blogs?

A. Paper consuming is declining.           B. Teaching is improving.

C. Classes are more active.                D. Government is against it.

Minister Lawrence’s blogs are about___

A. classroom experiences                 B. teaching plans

C. educational policies                   D. the black minority

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科目:高中英語(yǔ) 來(lái)源:2011-2012學(xué)年山東省汶上一中高一下學(xué)期期中考試英語(yǔ)試卷(帶解析) 題型:閱讀理解


One of the most difficult problems a young person faces is deciding what to do. Some people, however, from the time they are six years old “know” that they want to be doctors or teachers or firefighters, but most of us do not get around to making a decision about a job until someone or something forces us to face the problem.
Choosing a job takes time, and there are a lot of things you have to think about as you try to decide what you would like to do. You may find that you will have to take special courses for a particular kind of work, or you may find out that you will need to get enough knowledge for a particular job.
Fortunately, there are a lot of people you can turn to for advice and help in making your decision. At most schools, there are teachers to give you information about jobs. And you can talk over your ideas with family members and friends who are always ready to listen and to offer suggestions.
【小題1】In the third paragraph “turn to” means ______.

A.turn your face around
B.change into
C.go to someone for help
D.give advice
【小題2】The best title of this passage is ______.
A.Getting a Job
B.Kind People to Help You
C.Choosing a job
D.Difficulties Facing Young People
【小題3】The passage tells you that ______ for a particular job.
A.you should have ideas when you are a child
B.it’s impossible for you to get enough knowledge
C.you have to face the problem
D.you may enter a class to study
【小題4】Making a decision about choosing your job ______.
A.needs friendsB.needs timeC.cost moneyD.cost your ability

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科目:高中英語(yǔ) 來(lái)源:2015屆黑龍江省高一上學(xué)期期末考試英語(yǔ)試卷(解析版) 題型:短文改錯(cuò)

短文改錯(cuò)(共10小題;每小題1分,滿分10分)

請(qǐng)修改下面的短文。短文中共有10處語(yǔ)言錯(cuò)誤,每句中最多有兩處。錯(cuò)誤涉及單詞的增加,刪除或修改。

增加:在缺詞處加一個(gè)漏字符號(hào)(∧),并在其下面寫出修改后的詞。

刪除:把多余的詞用斜線(\)劃掉。

修改:在錯(cuò)的詞下劃一橫線,并在該詞下面寫出修改后的詞。

注意:1,每處錯(cuò)誤及其修改均僅限一詞;

2,只允許修改10處,多者(從第11處起)不記分。

Many times when I was at a bad mood I shouted at the people around me. I scream, shouted and ran as fast as I could relieve my pressure. So it was useless,since I still had to return to the problem. This term I begin to change. I have realized however greater the difficulty is, I have to face with it. It’s no use screaming and shouting at others. Beside, there are teachers and friends around me who are ready to helping me. As long as I try my best, I can make a progress in any aspect. Now I feel every day is a pleasant day and the sun is always shining bright on my face.

 

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科目:高中英語(yǔ) 來(lái)源:2015屆福建省高一上學(xué)期期中考試英語(yǔ)試卷(解析版) 題型:閱讀理解

Briana, a student at John Fenwick School in Salem County, US, has a lot of free time. The 13-year-old girl used to hang out on the streets after school. “I know it wasn’t good, but I really had nothing else to do,” Briana said.

Briana was not alone. Many kids in her city had too much free time and nothing to do. To solve this problem, four school districts in Salem began a program called Big Brothers/Big Sisters. The program helps students make good use of their after-school time. Big Brothers/Big Sisters invites mentors to help students in grades 6 to 8 build healthy relationships and take part in productive activities.

The “Littles” and the “Bigs” are nicknames (昵稱) for students and mentors. Most mentors are teachers. The “Bigs” and “Littles” usually meet once a week. They play games, share stories and go on trips.

The program has already helped many Salem students.

Briana’s mentor is the school principal (校長(zhǎng)), Syeda Woods. Woods took Briana ice-skating, to pizza parties and for a visit to Longwood Gardens in Pennsylvania. “When I got out, I saw that Salem is a very small place,” Briana said. “The program helps me experience the outside world and see many new things.”

Kathy Jennings, 13, said she was very shy before, but now is much more open.

“In the program, I see my mentor as a big sister, not a teacher. I can tell her anything,” Jennings said. “And she has taught me a lot about making good decisions. I think it will make a big difference in my life.”

1.The program of Big Brothers/Big Sisters is designed for          .

A.students aged 16 to 18

B.students aged 8 to 16

C.students in senior high school

D.students in grades 6 to 8

2.The underline word “mentors” in the second paragraph most probably means “          ”.

A.wise and trusted teachers

B.experienced police

C.community volunteers

D.careful parents

3.The purpose of the program is to help students         .

A.live a full life after school

B.learn tips on shopping

C.have more free time

D.know more about the streets

4.The writer uses the examples of Briana and Kathy to show          .

A.Syeda is an amazing principle

B.the success of the program

C.the colourful life in Salem

D.Briana was once very shy

 

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