考前30天之備戰(zhàn)2024高考英語精品學案：專題二 完形填空 第二節(jié)完形填空梯度進階訓練6
第二節(jié)完形填空梯度進階訓練（6）
體裁：議論文限時： 15分鐘詞匯量： 282難度：較難
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 1 themselves. Teaching children to 2 is not passing reading on to them. It is certainly not endless hours 3 in activities about reading. Douglas insists that “reading cannot be 4 directly and schools should stop trying to do the impossible”．
Teaching and learning are two entirely different 5. They 6 in kind and function. The function of teaching is 7 the conditions and the climate that will make 8 possible for children to devise the most efficient system for teaching themselves to read. Teaching is also 9 activity. It can be seen and observed．
Learning to read involves all that each individual does to make 10 of the world of printed language. Almost all of it is 11, for learning is an occupation of the 12, and that process is not open to public scrutiny．
If teacher and learner 13 are not interchangeable, what then can be done through teaching that will 14 the child in the quest(探索)for knowledge？ Smith has one principal rule for all teaching instructions. “Make learning to read 15, which means making reading a meaningful, enjoyable and frequent 16 for children.”
When the roles of teacher and learner are 17 for what they are, and when both teacher and learner fulfill them appropriately, then 18 of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment 19 children are given the opportunity to solve the problem of learning to read by 20．
（）1.
A.
with B.
for
C.on
D.
of
（）2.
A.
read B.
write C.listen
D.
speak
（）3.
A.
taken B. paid
C.offered
D. spent
（）4.
A.
taught B. learned C.studied D. mastered
（）5.
A.
resultsB. productsC.processesD. effects
（）6.
A.
differ B. diverse C.range
D. distinguish
（）7.
A.
create B. to creating
C.created
D. to create
（）8.
A.
them
B. that
C.this
D. it
（）9.
A.
personal
B. individual
C.privateD. public
（）10.
A.
use
B.
comparison
C.sense
D.
preparations
（）11.
A.
private B. secret
C. open
D. public
（）12.
A.
heart
B. mind
C. brain
D. head
（）13.
A.
roles
B. attitudes
C.ideas
D. behaviors
（）14.
A.
aid
B. assist
C.support
D. teach
（）15.
A.
simple
B. easy
C.possible
D. interesting
（）16.
A.
work
B. job
C.task
D. experience
（）17.
A.
remainedB. respected
C.seen
D. regarded
（）18.
A.
most
B. much
C.many
D. little
（）19.
A.
where
B. that
C.which
D. when
（）20.
A. studying B. reading
C.teaching
D. writing
詳解詳析
本文論述了教與學的關(guān)系、教師和學生的關(guān)系,指出閱讀能力不是教出來的,教學的一個基本原則就是要創(chuàng)造一個輕松的環(huán)境,讓學生在有意義的、快樂的、經(jīng)常的讀的活動體驗中學會閱讀。
1.
B與前面的for對應使用,說明有些事情孩子可以為自己去做,不需大人代替。
2.
A根據(jù)上下文可知。
3.
D表示花時間,spend是常用詞。
4.
ADouglas認為,閱讀能力不是老師“教”會的。
5.
C句意為：教和學是兩個完全不同的過程。
6.
Adiffer呼應前面句子中的different,具體說明兩者的區(qū)別之處。distinguish是“作區(qū)別”的意思,另外兩個詞意義也不恰當。
7.
D根據(jù)句法,不定式to do形式才可以作表語,C是被動語態(tài)不符句意。
8.
Dit是形式賓語,代替后面的動詞不定式。
9.
D根據(jù)下一句It can be seen and observed.可知。
10.
Cmake sense of是固定短語,意為“理解”,用在此處最恰當,因為學習就是一種理解。
11.
A前面提到teaching是public,那么learning就是private。
12.
B毋庸置疑，學習是思維(mind)活動。
13.
A句意為：如果教師和學習者的角色是不能互換的,那么怎樣才能通過教學幫助學生獲得知識呢？
14.
Aaid是“幫助”的意思,最符合句意。assist意為“協(xié)助”,不夠恰當。
15.
B根據(jù)后半句which means making reading a meaningful, enjoyable and frequent 16 for children可知,學習閱讀應該是輕松愉快的。
16.
D根據(jù)Smith的意思,閱讀就是一種愉快的、經(jīng)常的體驗（experience),不應該當作任務(wù)（task）來做。
17.
Csee有“看待”的意思,regard沒有這樣的搭配,另外兩個詞意義不符。
18.
B根據(jù)上下文意思,只有much最得體,many修飾復數(shù),不可用。
19.
Awhere引導定語從句,指代前面的先行詞environment，在從句中作狀語。
20.
B句意為：老師應該創(chuàng)造環(huán)境使得孩子們有機會通過閱讀來解決閱讀中的問題。
溫馨提示
趁熱打鐵，事半功倍。請老師布置同學們完成《配套檢測與評估》中相應的練習。
Many heads are better than one.
三個臭皮匠，賽過諸葛亮。
第二節(jié)完形填空梯度進階訓練（6）
體裁：議論文限時： 15分鐘詞匯量： 282難度：較難
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 1 themselves. Teaching children to 2 is not passing reading on to them. It is certainly not endless hours 3 in activities about reading. Douglas insists that “reading cannot be 4 directly and schools should stop trying to do the impossible”．
Teaching and learning are two entirely different 5. They 6 in kind and function. The function of teaching is 7 the conditions and the climate that will make 8 possible for children to devise the most efficient system for teaching themselves to read. Teaching is also 9 activity. It can be seen and observed．
Learning to read involves all that each individual does to make 10 of the world of printed language. Almost all of it is 11, for learning is an occupation of the 12, and that process is not open to public scrutiny．
If teacher and learner 13 are not interchangeable, what then can be done through teaching that will 14 the child in the quest(探索)for knowledge？ Smith has one principal rule for all teaching instructions. “Make learning to read 15, which means making reading a meaningful, enjoyable and frequent 16 for children.”
When the roles of teacher and learner are 17 for what they are, and when both teacher and learner fulfill them appropriately, then 18 of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment 19 children are given the opportunity to solve the problem of learning to read by 20．
（）1.
A.
with B.
for
C.on
D.
of
（）2.
A.
read B.
write C.listen
D.
speak
（）3.
A.
taken B. paid
C.offered
D. spent
（）4.
A.
taught B. learned C.studied D. mastered
（）5.
A.
resultsB. productsC.processesD. effects
（）6.
A.
differ B. diverse C.range
D. distinguish
（）7.
A.
create B. to creating
C.created
D. to create
（）8.
A.
them
B. that
C.this
D. it
（）9.
A.
personal
B. individual
C.privateD. public
（）10.
A.
use
B.
comparison
C.sense
D.
preparations
（）11.
A.
private B. secret
C. open
D. public
（）12.
A.
heart
B. mind
C. brain
D. head
（）13.
A.
roles
B. attitudes
C.ideas
D. behaviors
（）14.
A.
aid
B. assist
C.support
D. teach
（）15.
A.
simple
B. easy
C.possible
D. interesting
（）16.
A.
work
B. job
C.task
D. experience
（）17.
A.
remainedB. respected
C.seen
D. regarded
（）18.
A.
most
B. much
C.many
D. little
（）19.
A.
where
B. that
C.which
D. when
（）20.
A. studying B. reading
C.teaching
D. writing
詳解詳析
本文論述了教與學的關(guān)系、教師和學生的關(guān)系,指出閱讀能力不是教出來的,教學的一個基本原則就是要創(chuàng)造一個輕松的環(huán)境,讓學生在有意義的、快樂的、經(jīng)常的讀的活動體驗中學會閱讀。
1.
B與前面的for對應使用,說明有些事情孩子可以為自己去做,不需大人代替。
2.
A根據(jù)上下文可知。
3.
D表示花時間,spend是常用詞。
4.
ADouglas認為,閱讀能力不是老師“教”會的。
5.
C句意為：教和學是兩個完全不同的過程。
6.
Adiffer呼應前面句子中的different,具體說明兩者的區(qū)別之處。distinguish是“作區(qū)別”的意思,另外兩個詞意義也不恰當。
7.
D根據(jù)句法,不定式to do形式才可以作表語,C是被動語態(tài)不符句意。
8.
Dit是形式賓語,代替后面的動詞不定式。
9.
D根據(jù)下一句It can be seen and observed.可知。
10.
Cmake sense of是固定短語,意為“理解”,用在此處最恰當,因為學習就是一種理解。
11.
A前面提到teaching是public,那么learning就是private。
12.
B毋庸置疑，學習是思維(mind)活動。
13.
A句意為：如果教師和學習者的角色是不能互換的,那么怎樣才能通過教學幫助學生獲得知識呢？
14.
Aaid是“幫助”的意思,最符合句意。assist意為“協(xié)助”,不夠恰當。
15.
B根據(jù)后半句which means making reading a meaningful, enjoyable and frequent 16 for children可知,學習閱讀應該是輕松愉快的。
16.
D根據(jù)Smith的意思,閱讀就是一種愉快的、經(jīng)常的體驗（experience),不應該當作任務(wù)（task）來做。
17.
Csee有“看待”的意思,regard沒有這樣的搭配,另外兩個詞意義不符。
18.
B根據(jù)上下文意思,只有much最得體,many修飾復數(shù),不可用。
19.
Awhere引導定語從句,指代前面的先行詞environment，在從句中作狀語。
20.
B句意為：老師應該創(chuàng)造環(huán)境使得孩子們有機會通過閱讀來解決閱讀中的問題。
溫馨提示
趁熱打鐵，事半功倍。請老師布置同學們完成《配套檢測與評估》中相應的練習。
Many heads are better than one.
三個臭皮匠，賽過諸葛亮。
