Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
The principal technique in current use for teaching reading at the intermediate stage is that of supplementary, graded readers. It is generally accepted that the achievement of fluency and of a wider coverage of the language are desirable aims, and most teachers strive to obtain a large quantity of reading matter, often distinguishing between intensive and extensive reading. Two sources of difficulty exist: first, it is extremely difficult, in practice, for the teacher to meet the needs of each individual learner at various different times that individuals actually become intermediate learners. Class work presupposes(预示) that all learners progress from one stage to another at the same moment, which is not true. To try and get over this problem there is currently a wave of interest in individualization, that is, in providing within a common framework the opportunity for each individual learner to learn at least partly at his own rate. In reading, this is promoted by the provision of numbers of separate materials--lots of small books, or leaflets, or cards--which become longer and more complex. (Reading kits (成套工具) are a case in point.) This trend is certain to increase.
The second difficulty is that grading of reading materials has often proved inadequate, in two senses: (a) by being self defeating, so that "simplified" texts have frequently been "simplified" out of all sensible meaning; and (b) by the fact that many learners find vocabulary graded materials unappetizing: not that they can't learn from them, but that they won't. What is now being realized is that the grading of reading materials, and above all the choice of texts, must reflect not only characteristics of the language (vocabulary, grammar, etc.) but also characteristics of the learner. What he is willing to read and what he is interested to read are products of his sex, age-group, level of education, degree of both intellectuality, personal interest, etc. Reading materials are increasingly being designed to fit both the learner's level of proficiency in English and his reading interests. In doing so, they are providing the learner with the means of developing further command of the linguistic meanings of writing, enabling him to grasp informational and logical meanings, and perhaps starting him on the understanding of rhetorical (字面的) and implicational meanings.
According to the passage, which of the following statements is not true？

A. Learners do not progress from one stage to another at the same time.
B. The grading of reading materials has often proved perfect.
C. The choice of reading materials must not fail to reflect characteristics of the language and characteristics of the learner.
D. Individualization in teaching intermediate reader is very important.