( (B))
One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. (A)s a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total. 55 the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious 56 which have a direct effect on language teaching.
The first is the removal from the curriculum (课程) of the thorough teaching of (E)nglish 57 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.
(A)nother important error is mixed-ability teaching, or teaching in ability groups so 58 that the most able groups are 59 and are bored while the least able are lost and 60 bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.
Progress depends on memory, and pupils start to forget immediately they stop having 61 lessons. This is why many people who attended French lessons at school, even those who got good grades, have forgotten it a few years later. 62 they never need it, they do not practice it.
Most (A)merican schools have accepted what is inevitable and 63 modern languages, even Spanish, from the curriculum. Perhaps it is time for (B)ritain to do the same, and stop 64 resources on a subject which few pupils want or need. 【題組】62. (A). (A)lthough (B). (B)ecause (C). Until (D). Unless
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