2015年英语四级阅读练习及答案(5)

2015 年英语四级阅读练习及答案(5)

2015 年英语四级阅读练习及答案(5) Section C Directions: There are 2 passages in this section. Each passage is followed by some q uestions or unfinished statements. For each of them there are four choices markedA.,B., C. and D.. You should decide on the best choice and mark the corresponding letter o n Answer Sheet 2 with a single line through the centre. Passage One Questions 56 to 60 are based on the following passage. Let children learn to judge their own work. A child learning to talk does not learn b y being corrected all the time: if corrected too much, he will stop talking. He notices a t housand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like ot her people's. In the same way, when children learn to do all the other things they learn t o do without being taught to walk, run, climb, whistle, ride a bicycle--compare those perf ormances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his own mistakes for himself, let alo ne correct them. We do it all for him. We act as if we thought that he would never noti ce a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with th e help of other children if he wants it, what this word says, what answer is to that probl em, whether this is a good way of saying or doing this or not. If it is a matter of right answers, as it may be in mathematics or science, give him t he answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can't fin d the way to get the right answer. Let's end this nonsense of grades, exams,marks. Let us throw them all out, and let the children learn what all educated persons must someday l earn, how to measure their own understanding, how to know what they know or do not k now. Let them get on with this job in the way that seems most sensible to them, with our hel p as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsense in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, "But suppose they fail t o learn something essential, something they will need to get in the world?" t worry! If it is essential, they will go out into the world and learn it. Don'

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