Đề thi thử THPT Quốc gia môn Tiếng Anh năm 2016 trường THPT Lý Thái Tổ, Bắc Ninh

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!

Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.

In our classroom, we work in various ways. The pupils often work in groups; this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with the personal problems as well as learning how to think, to make decisions, to analyze and evaluate, to communicate effectively. The pupils learn from each other as well as from the teachers.

Sometimes the pupils work in pairs; sometimes the work on individual tasks and assignments, they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this effectively. An advanced pupil can do advanced works; it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.

People sometimes wonder (43) ______ you can learn how body language works. It is of course possible to read books on the subject but you also need to (44) ______ time observing people’s movements. A railway station is a particular good place for such observation, as here people can be seen openly expressing eagerness, sorrow, delight, impatience and many other human emotions by (45) _____ of movement.

If you turn down the sound on your television set and try to understand (46) _____ is happening simply by watching the picture you will learn even more about communication (47) _____ words. By turning the sound back up every five (48) ______ or so, it is possible to check how accurate your (49) ______ is.

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of auditory stimuli. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that an infant notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances. By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling inflections. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is playful or angry, attempting to initiate or terminate new behavior, and so on, merely on the basis of cues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating such cues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified syntax, short utterances and nonsense sounds, and transformed certain sounds into baby talk. Other investigators have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels longer, and emphasizecertain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make precisely those perceptual discriminations that are necessary if they are to acquire aural language.

Babies obviously derive pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to prosaic meaning that it often is for adults.