2017上半年大学英语四级考试阅读单项强化训练（13）

2017上半年大学英语四级考试阅读单项强化训练（13）

　　Teaching children to read well from the start is the most important task of elementary schools. But relying on educators to approach this task correctly can be a great mistake. Many schools continue to employ instructional methods that have been proven ineffective. The staying power of the “look-say” or “whole-word” method of teaching beginning reading is perhaps the most flagrant example of this failure to instruct effectively.

　　The whole-word approach to reading stresses the meaning of words over the meaning of letters, thinking over decoding, developing a sight vocabulary of familiar words over developing the ability to unlock the pronunciation of unfamiliar words. It fits in with the self-directed, “learning how to learn” activities recommended by advocates (倡导者)of “open” classrooms and with the concept that children have to be developmentally ready to begin reading. Before 1963, no major publisher put out anything but these “Run-Spot-Run” readers.

　　However, in 1955, Rudolf Flesch touched off what has been called “the great debate” in beginning reading. In his best-seller Why Johnny Can’t Read, Flesch indicted(控诉)the nation’s public schools for miseducating students by using the look-say method. He said – and more scholarly studies by Jeane Chall and Rovert Dykstra later confirmed – that another approach to beginning reading, founded on phonics(语音学), is far superior.

　　Systematic phonics first teachers children to associate letters and letter combinations with sounds; it then teaches them how to blend these sounds together to make words. Rather than building up a relatively limited vocabulary of memorized words, it imparts a code by which the pronunciations of the vast majority of the most common words in the English language can be learned. Phonics does not devalue the importance of thinking about the meaning of words and sentences; it simply recognizes that decoding is the logical and necessary first step.

　　36. The author feels that counting on educators to teach reading correctly is _____________.

　　A) only logical and natural B) the expected position

　　C) probably a mistake D) merely effective instruction

　　37. The author indicts the look-say reading approach because _________________.

　　A) it overlooks decoding B) Rudolf Flesch agrees with him

　　C) he says it is boring D) many schools continue to use this method

　　38. One major difference between the look-say method of learning reading and the phonics method is _______________.

　　A) look-say is simpler B) Phonics takes longer to learn

　　C) look-say is easier to teach D) phonics gives readers access to far more words

　　39. The phrase “touch-off” (Para 3, Line 1) most probably means _____________.

　　A) talk about shortly B) start or cause

　　C) compare with D) oppose

　　40. According to the author, which of the following statements is true?

　　A) Phonics approach regards whole-word method as unimportant.

　　B) The whole-word approach emphasizes decoding.

　　C) In phonics approach, it is necessary and logical to employ decoding.

　　D) Phonics is superior because it stresses the meaning of words thus the vast majority of most common words can be learned.