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The how- to book can be of help to _______ wants to do the job．

A．who              B．whomever              C．no matter who           D．whoever

 The how­to book can be of help to________wants to do the job.

The how to book can be of help to______  wants to do the job.     

The how-to book can be of help to       wants to do the job.

　　Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time: if corrected too much, he will stop talking．He notices a thousand times a day the difference between the language he uses and the languages those around him used. Bit by bit, he makes necessary changes to make his language like other people's. In the same way, children learning to do all tile other things they learn to do without being taught——to walk, run, climb. whistle, ride a bicycle compare their own performances with those of more skilled, and slowly make the needed changes.

　　But in school we never give a child a chance to find out his mistakes and correct them for himself. We do it for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Let him work out, with the help of other children if he wants, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

　　If it is a matter of right answers, as it may be in mathematics or science, give him the answer look. Let him correct his own papers. Why should we teachers waste time on such daily work? Our job should be to help the child when he tells us that he can't find the way to get right answers. Let the children learn what all educated persons must some day learn：how to measure their own understanding and how to know what they know or do not know.

(1) According to the passage, the best way for children to learn things is by ________.

[　　]

A．listening to skilled persons' advice

B．a(chǎn)sking older people many questions

C．making mistakes and having them corrected

D．doing what other people do

(2) The passage suggests that learning to speak or to ride a bicycle is _________.

[　　]

A．different from learning other skills

B．the same as practising other skills

C．more important than other skills

D．a(chǎn) good chance to find out mistakes and correct them

(3) If you want to be a good teacher in school according to the writer, you should ___________.

[　　]

A．let children mark their own work and learn from practice

B．point out children's mistakes and correct them as soon as possible

C．give children more book knowledge

D．explain mathematics in detail so as to give them correct answers

補(bǔ)全短文
注意；E涂AB  F涂AC   G 涂 AD（10分）
Let children learn to judge their work．71 ．If corrected too much, he will stop talking．He notices a thousand times a day the difference between the language he uses and the language those around him use．Bit by bit, he makes the necessary changes to make his language like other people’s．72 They learn to do without being taught to walk, run, climb, whistle, ride a bicycle, compare their own performances with those of more skilled people, and slowly make the needed changes．
But in school we never give a child a chance to find out his mistakes and correct them for himself．73 we act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to．Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not．
If it is a matter of right answer, as it may be in mathematics or science, give him the answer book．74 Why should we teachers waste time on such routine work? 75  Let the children learn what all educated people must some day learn, how to measure their own understanding, and how to know what they know or do not know．

補(bǔ)全短文

注意；E涂AB  F涂AC   G 涂 AD（10分）

Let children learn to judge their work．71 ．If corrected too much, he will stop talking．He notices a thousand times a day the difference between the language he uses and the language those around him use．Bit by bit, he makes the necessary changes to make his language like other people’s．72 They learn to do without being taught to walk, run, climb, whistle, ride a bicycle, compare their own performances with those of more skilled people, and slowly make the needed changes．

But in school we never give a child a chance to find out his mistakes and correct them for himself．73 we act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to．Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not．

If it is a matter of right answer, as it may be in mathematics or science, give him the answer book．74 Why should we teachers waste time on such routine work? 75  Let the children learn what all educated people must some day learn, how to measure their own understanding, and how to know what they know or do not know．

         A．Children learn to do all the other things in the same way．

         B．Let him correct his own papers

    C．Point out his mistakes

         D．We do it all for him

         E．We allow him to learn from other children

         F．A child learning to talk does not learn by being corrected all the time

     G．Our job should be to help the child when he tells us that he can’t find the way to get the right answer

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time: if corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn to do all the other things they learn to do without being taught--- to walk , run, climb, whistle, ride a bicycle --- compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone(更不用說(shuō)) correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.
If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine(常規(guī)的) work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams and marks. Let us throw them all out, and let the children learn what all educated persons must some day learn: how to measure their own understanding, how to know what they know or do not know.
Let them get on with this job in the way that seems most sensible(合情理的) to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense(無(wú)意義的) in a world as complicated and rapidly changing as ours. Anxious parents and teachers say, “But suppose they fail to learn something essential(基本的), something they will need to get on in the world?” Don’t worry! If it is essential, they will go out into the world and learnt it.
【小題1】What does the writer think is the best way for children to think?

       Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time; if corrected too much, he will stop talking. He notices a thousand times a day the difference between the languages he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn to do all the other things they learn to do without being taught-to walk, run, climb, whistle, ride a bicycle compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes and correct them for himself. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.

If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work？ Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let the children learn what all educated persons must some day learn, how to measure their own understanding, how to know what they know or do not know.

56．According to the passage, the best way for children to learn things is by              .

       A．listening to skilled people’s advice         

       B．a(chǎn)sking older people many questions

       C．making mistakes and having them corrected

       D．doing what other people do

57．Which of the following does the writer think teachers should NOT do?

       A．Give children correct answers.              B．Allow children to make mistakes.

       C．Point out children’s mistakes to them.    D．Let children mark their own work.

58．The passage suggests that learning to speak and learning to ride a bicycle are           .

       A．different from learning other skills         B．the same as learning skills

       C．more important than other skills            D．not really important skills

59．The title of this passage could probably the            .

       A．Let Us Teachers Stop Work                  B．Let Us Make Children Learn

       C．Let Children Correct Their Exercises     D．Let Children Learn by Themselves

Let children learn to judge their work.    71   If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s.    72   They learn to do without being taught to walk, run, climb, whistle, ride a bicycle, compare their own performances with those of more skilled people, and slowly make the needed changes.
But in school we never give a child a chance to find out his mistakes and correct them for himself.    73   we act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.
If it is a matter of right answer, as it may be in mathematics or science, give him the answer book.    74   Why should we teachers waste time on such routine work?   75   Let the children learn what all educated people must some day learn, how to measure their own understanding, and how to know what they know or do not know.