Question

One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I have some 1 of why the failure is so total. 2the faults already found out in the education system as a whole, there have been several serious 3which have a direct effect on language teaching.
The first is the removal from the curriculum (课程) of the thorough teaching of English 4­­­. Pupils now do not know a verb from a noun or the subject of a sentence from its object.
Another important error is mixed-ability teaching, or teaching in ability groups so 5that the most able groups are 6and are bored while the least able are lost and 7bored.
Progress depends on memory, and pupils start to forget immediately they stop having8lessons. This is why many people who attended French lessons at school have forgotten it a few years later.
Most American schools have accepted what is necessary and 9modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop10resources on a subject which few pupils want or need.

1. 1.
   1. A.
      questions
   2. B.
      evidences
   3. C.
      ideas
   4. D.
      knowledges
2. 2.
   1. A.
      Due to
   2. B.
      In addition to
   3. C.
      Instead of
   4. D.
      In spite of
3. 3.
   1. A.
      errors
   2. B.
      situations
   3. C.
      systems
   4. D.
      methods
4. 4.
   1. A.
      vocabulary
   2. B.
      culture
   3. C.
      grammar
   4. D.
      sentences
5. 5.
   1. A.
      wide
   2. B.
      similar
   3. C.
      separate
   4. D.
      unique
6. 6.
   1. A.
      kept out
   2. B.
      turned down
   3. C.
      held back
   4. D.
      left behind
7. 7.
   1. A.
      surprisingl
   2. B.
      individually
   3. C.
      equally
   4. D.
      hardly
8. 8.
   1. A.
      extra
   2. B.
      traditional
   3. C.
      basic
   4. D.
      regular
9. 9.
   1. A.
      restored
   2. B.
      absorbed
   3. C.
      prohibited
   4. D.
      remove
10. 10.
    1. A.
       wasting
    2. B.
       focusing
    3. C.
       exploiting
    4. D.
       sharing

Answer 1

CBACA CCDDA
本文作者是一名毕业于法语专业且从事法语教学25年之久的一位教师，在这篇文章中，作者针对在法语教学中的种种缺陷的罗列，从中希望得到些须改善。
1.考查名词词意辨析和语境的理解。作者在这里谈到他对于失败的几点意见。
2.考查介词短语辨析和语境的理解。due to由于, 应归于；in addition to除...之外；instead of代替, 而不是...； in spite of不管。表示外语教学失败的原因除了已经发现的之外还有几个严重的错误。
3.考查名词词意辨析和语境的理解。表示外语教学失败的原因除了已经发现的之外，还有几个其它严重的错误。
4.考查名词词意辨析和语境的理解。有下文描述知道这里表示“语法方面的教学”。
5.考查形容词词意辨析和语境的理解。表示在智力水平不同的情况下的教学如此广泛。
6.考查动词词组辨析和语境的理解。keep out使在外；turn down (被)向下折转, 拒绝；hold back  踌躇, 阻止, 抑制, 隐瞒；leave behind留下, 遗留。在智力水平不同的情况下的教学以至于智力高的学生受到了抑制，产生了厌烦的情绪。
7.考查副词词意辨析和语境的理解。根据上文，这里是和上文情况相反，说智力低的学生一片惘然，也和智力高的学生一样，产生了厌烦的情绪。
8.考查形容词词意辨析和语境的理解。表示学生一旦停止正常的课程学习，可能很快的就忘记所学的。
9.考查动词词意辨析和语境的理解。remove ……from“把……移走”。表示把现代语言的学习也从课程表中除去。
10.考查动词用法和语境的理解。表示停止把资源浪费在学生不感兴趣的课程上。