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  3. Primary school teachers’ poor 【C1】______ of English and maths is undermin

Primary school teachers’ poor 【C1】______ of English and maths is undermin

游客2023-11-21  61
问题       Primary school teachers’ poor 【C1】______  of English and maths is undermining the Government’s literacy and numeracy strategies, an official evaluation has concluded.
     【C2】______ in teachers’ knowledge of their subject and weaknesses  in  their  teaching  methods  are  threatening  to  limit improvements in reading, writing and numeracy, the analysis for the Department for Education and Skills found.
     The report, 【C3】______ a team of academics from Toronto University , concluded that it was difficult to assess the effect of the【C4】______ on pupils’ learning. While literacy and numeracy scores had risen significantly between 1997 and 2002, much of the increases had  【C5】______   before the introduction of the two strategies: literacy in 1998 and numeracy in 1999.
     The team, led by Professor Michael Fullan, also warned ministers against 【C6】______ ever higher targets for schools, arguing that this would backfire when staff began to regard the goals as 【C7】______   
     But this advice came too late for the Government, which has already set new and higher targets for primary schools,【C8】______ failing to meet the previous goals in the summer.
     Soon after coming to power in 1997, the Labour government set challenging targets which required 80 per cent of 11-year-olds to reach a required【C9】______ in English, and 75 per cent in maths, by 2002 . But after a strong start , the improvements tailed off and both  【C10】______ were missed.
     Despite this failure, ministers have repeated their desire to push ahead with more demanding goals that require 85 per cent of students to reach the standard in English and maths by 2004.
     The team of academics highlighted the【C11】______ of some primary teachers’ knowledge. "For the strategies to succeed in the ways that strategy leaders believe【C12】______ possible, many teachers will need to be highly skilled and more knowledgeable about teaching literacy and mathematics than is currently the case," the report said.
     "The data indicate that for many teachers, gaps or weaknesses in subject knowledge limit the extent 【C13】______ they can make full use of the frameworks and resources of the strategies." The【C14】______ also said that the high-profile nature of the targets had had "unintended negative consequences" for primary schools.
     The team cast【C15】______ on ministers’ ambition to improve standards further. The pressure 【C16】______  teachers to 【C17】______ directives from central government threatened to create a" culture of 【C18】 ______ "that would make it difficult for schools to raise standards.
     The study welcomed the narrowing of the gap between pupils’ results in the most and 【C19】______ successful schools.  "If this improvement  in  low-attaining  schools  continues,  it would  be a significant【C20】______ of success," the study concluded. [br] 【C2】
选项 A、Limitations
B、Gaps
C、Differences
D、Breaks
答案 B
解析 这里指的是教师对所教的课程不了解的差距和教学方法的差劲。当然不会是限制(limitations)，也不会是差别差异(differences，如果是difference，后面的介词应该是between)。
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