There is a popular belief among parents that schools are
% G# M( q ^% V/ m1 ] \no longer interested in spelling. No school I have 4 P! J1 A4 B: V x
taught has ever ignored spelling or considered it 1.__________
. i& @: T! r# F+ e \( Mimportant as a basic skill. There are, however, vastly 2.__________
' r! t: S3 K( g# c7 x; J( udifferent ideas about how to teach it, or how much
. s% l2 y4 s7 m7 `) }; j: l/ ppriority (重点) it must be given over general language
9 v/ P4 U- H% K7 }# K5 C3 a; g' rdevelopment and written ability. The problem is, how to 3.__________5 ]6 W7 J6 Q- b9 F
encourage a child to express himself freely and
% V: w( `8 y" i0 _6 zconfidently in writing without holding him back with the & `9 V; `; f( P3 s( F/ {- V' x( }1 m3 X
complexities of spelling?* M! ]: Y# H- f. r0 n( E2 {
0 z p& [! q+ T- u! |3 c9 s0 V) F
- _5 |7 y9 H) _ N5 E7 I7 m* H& h1 W
If spelling becomes the only focal point of his teacher’s
K4 s6 I! u, h; L5 Y& l3 x- Ointerest, clearly a bright child will be like to 4.__________ u9 H, y; f/ b6 |2 @, A5 ~4 c6 U8 e
“play safe”. He will tend to write only words with his 5.__________
' H5 D; |9 V. o5 r, y& |range and choose to avoid adventurous language. That is
, x/ A* L3 t Z4 i; Cwhy teachers often encouraging the early use of 6.__________& ]; R+ o* F0 v) S) e9 X
dictionaries and pay attention to content rather than 2 r; D, N: s; U& @4 a
technical ability.
* }+ t* N8 I6 Z, PI was shocking to read on the bottom of a sensitive 7.__________
. i0 }7 ~/ \0 j5 O" w Npiece of writing about personal experience: “This work * f" x1 H9 k. o' L/ q0 L. g) H U# f
is terrible! There are far too many spelling errors and 4 s/ ]- o7 n) z" w0 r( v5 m
your writing is eligible.” It may have been a sharp 8.__________
( U. w W: j* q$ h% ~0 ycriticism of the pupil’s technical abilities in
3 l0 N T, u4 _2 V0 q; Ewriting, but it was also a sad reflection at the teacher 9.__________- L- Y' d$ d2 u0 U3 \% I3 }! v1 f
who has omitted to read the essay, which contained any
( |& I# Z0 C7 ?: b0 J$ ]1 j' rbeautiful expressions of the child’s deep feelings. The
5 A" R6 K) }7 E) n* hteacher’s wrong not to draw attention to the errors, % n" g: r: V! T
but if his priority centered on the child’s ideas, as 10.__________* Z3 q) i; ?7 w# K* c, d1 C3 B
expression of his disappointment with the presentation % F- ?! _" f0 d! s* ^' u
would have given the pupil more motivation to seek . E2 h/ o& E, n' P4 @. ~
improvement., I. `0 \+ |& [
参考答案：
* m1 s" M( }6 X2 p( j1.taught 之后加in。
3 }+ l: T8 y3 v0 q/ T2.important 改为 unimportant。+ P3 n! ]& H2 U* Q: P2 b7 f
3.written改为writing。
# j" `1 m! |5 [4 b4.like改为likely。。 I; W) g: p* W
5.with 改为within。
( `- O+ X: i: c5 [0 B4 a6.encouraging 改为encourage。$ X$ L- k0 i8 w U6 Q8 Q$ b
7.shocking改为shocked。
) n* ^% `, w" }) ]/ d) z8.eligible改为 illegible。
" s! f4 _ Z4 G" ~* W+ t' B9.at改为 on。. Q: _8 @8 k/ V
10.centered前加had。 |
发表于 2012-8-14 09:52:33
