题目内容
Part A
Directions: Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.
Surprisingly, no one knows how many children receive education in English hospitals, still less the content or quality of that education. Proper records are just not kept.
We know that more than 850,000 children go through hospital each year, and that every child of school age has a legal right to continue to receive education while in hospital. We also know there is only one hospital teacher to every 1,000 children in hospital.
Little wonder the latest survey concludes that the extent and type of hospital teaching available differ a great deal across the country. It is found that half the hospitals in England which admit children have no teacher. A further quarter have only a part - time teacher. The special children's hospitals in major cities do best; general hospitals in the country and holiday areas are worst off.
From this survey, one can estimate that fewer than one in five children have some contact with a hospital teacher- and that contact may be as little as two hours a day. Most children interviewed were surprised to find a teacher in hospital at all. They had not been prepared for it by parents or their own school. If there was a teacher they were much more likely to read books and do math or number work; without a teacher they would only play games.
Reasons for hospital teaching range from preventing a child falling behind and maintaining the habit of school to keeping a child occupied, and the latter is often all the teacher can do. The position and influence of many teachers was summed up when parents referred to them as "the library lady" or just "the helper".
Children tend to rely on concerned school friends to keep in touch with school work. Several parents spoke of requests for work being ignored or refused by the school. Once back at school children rarely get extra teaching, and are told to catch up as best they can.
Many short - stay child - patients catch up quickly. But schools do very little to ease the anxiety about falling behind expressed by many of the children interviewed.
The author points out at the beginning that ______.
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What does Dr. Cole say they might learn about the planets with the new telescope？
Teachers and other specialists in early childhood education recognize that children develop at different rates. Given anything that resembles a well-rounded life — with adults and other children to listen to, talk to, do things with — their minds will acquire naturally all the skills required for further learning.
Take for example, reading. The two strongest predictors of whether children will learn to read easily and well at school are whether they have learned the names and the sounds of letters of the alphabet before they start school. That may seem to imply that letter names and sounds should be deliberately taught to young children, because these skills will not happen naturally.
But in all the research programs where they have done just that — instructed children, rehearsed the names and sounds over and over — the results are disappointing. The widely accepted explanation is that knowledge of the alphabet for it to work in helping one to read, has to be deeply embedded in the child's mind. That comes from years of exposure and familiarity with letters, from being read to, from playing with magnetic letters, drawing and fiddling with computers.
So parents can do some things to help, although many do these things spontaneously. Instead of reading a story straight through, the reader should pause every so often and ask questions but not questions which can be answered by a yes or no. Extend their answers, suggest alternative possibilities and pose progressively more challenging questions.
And with arithmetic do not explicitly sit down and teach children about numbers, but all those early years count when walking up steps. Recite nursery rhymes. Talk to children. Say this is a led apple, thru is a green one. Please get three eggs out of the fridge for me
The technical term in vogue for this subtle structuring of children's early learning is "scaffolding". Based on recent extensions of the work of the Russian psychologist Lev Vygotsky the idea is that there are things a child may be almost ready to do. Anna, for example, cannot tie a shoelace by herself, but if an adult or a competent child forms one of the loops for her, she will soon learn to do the rest. Applying this concept to older children, one wonderful teacher has her children keep lists of "Words I can Almost Spell".
While this has all the hallmarks of common sense, it represents a significant change of emphasis from the idea of Piaget, which have dominated the theory of early childhood learning. The child in Piaget's theory looks, more than anything, like a little scientist — exploring the environment, observing, experimenting, thinking and slowly coming to his or her conclusions about how the world works. The image is of a rather solitary pursuit with all the real action in the child's head.
The Vygotsky model re-introduces all the people who also inhabit the child's world — parents, care-givers, relatives, siblings and all those other children at play or school. They are not simply noise, clattering in the background while the child's developing mind struggles on its own. The cognitive development of the child, that is, the learning of colors or numbers or letters — depends on learning how to interact socially, how to learn from the people (as well as the things) in the environment.
What is important is that the child develops the range of social skills — being able to express a preference, knowing how to take rums, being able to stand up for themselves, being able to get into a group, being able to make decisions, being able to share, having confidence to go off on their own. These all require careful nurturing. No one is telling parents not to think about their children’ s development
It is just that it is more important to think about a child's desire to chat and the importance of social behavior. and play activity, than the actually more trivial markers of intellectual achievemen
A．send them a gift.B．go to visit them again.C．send them a letter or call them.D．nothin
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