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 believe I have some idea of why the failure is so total.  21  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  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (課程) of the thorough teaching of English  23 . 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.

Another important error is mixed-ability teaching, or teaching in ability groups so  24  that the most able groups are  25  and are bored while the least able are lost and  26  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 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to                 B. In addition to       C. Instead of            D. In spite of

22. A. errors                  B. situations             C. systems               D. methods

23. A. vocabulary           B. culture                C. grammar             D. literature

24. A. wide                    B. similar                C. separate               D. unique

25. A. kept out               B. turned down        C. held back            D. left behind

26. A. surprisingly          B. individually         C. equally                D. hardly

27. A. extra                   B. traditional           C. basic                   D. regular

28. A. needed                 B. forgotten             C. practised             D. left

29. A. restored               B. absorbed             C. prohibited           D. withdrawn

30. A. wasting                B. focusing              C. exploiting            D. sharing

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.  2  the faults already found out in the education system as a whole, there have been several serious  3  which have a direct effect on language teaching.

The first is the removal from the curriculum (課程) 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  5  that the most able groups are  6  and are bored while the least able are lost and  7  bored.

Progress depends on memory, and pupils start to forget immediately they stop having 8  lessons. 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  9  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 10  resources on a subject which few pupils want or need.

A. questions   B. evidences     C. ideas          D. knowledges

A. Due to      B. In addition to        C. Instead of        D. In spite of

A. errors       B. situations             C. systems               D. methods

A. vocabulary   B. culture          C. grammar             D. sentences

A. wide        B. similar                C. separate               D. unique

A. kept out    B. turned down        C. held back            D. left behind

A. surprisingl   B. individually     C. equally              D. hardly

A. extra          B. traditional          C. basic                   D. regular

A. restored      B. absorbed            C. prohibited           D. remove

A. wasting      B. focusing          C. exploiting            D. sharing

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 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 (課程) of the thorough teaching of English  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.

Another 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 American schools have accepted what is inevitable and  63  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 64  resources on a subject which few pupils want or need.

55. A. Due to  B. In addition to     C. Instead of   D. In spite of

56. A. errors   B. situations    C. systems      D. methods

57. A. vocabulary   B. culture       C. grammar    D. literature

58. A. wide    B. similar       C. separate      D. unique

59. A. kept out       B. turned down      C. held back   D. left behind

60. A. surprisingly B. individually       C. equally       D. hardly

61. A. extra    B. traditional  C. basic   D. regular

62. A. Although     B. Because      C. Until   D. Unless

63. A. restored       B. absorbed    C. prohibited  D. withdrawn

64. A. wasting       B. focusing     C. exploiting   D. sharing

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 believe I have some idea of why the failure is so total.  21  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  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (課程) of the thorough teaching of English  23 . 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.

Another important error is mixed-ability teaching, or teaching in ability groups so  24  that the most able groups are  25  and are bored while the least able are lost and  26  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 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to  B. In addition to     C. Instead of   D. In spite of

22. A. errors   B. situations    C. systems      D. methods

23. A. vocabulary   B. culture       C. grammar    D. literature

24. A. wide     B. similar       C. separate      D. unique

25. A. kept out       B. turned down      C. held back   D. left behind

26. A. surprisingly  B. individually       C. equally       D. hardly

27. A. extra    B. traditional  C. basic   D. regular

28. A. needed  B. forgotten    C. practised    D. left

29. A. restored       B. absorbed    C. prohibited  D. withdrawn

30. A. wasting B. focusing     C. exploiting   D. sharing

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 believe I have some idea of why the failure is so total.  21  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  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (課程) of the thorough teaching of English  23 . 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.

Another important error is mixed-ability teaching, or teaching in ability groups so  24  that the most able groups are  25  and are bored while the least able are lost and  26  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 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to           B. In addition to      C. Instead of           D. In spite of

22. A. errors            B. situations         C. systems           D. methods

23. A. vocabulary        B. culture            C. grammar            D. literature

24. A. wide              B. similar            C. separate                 D. unique

25. A. kept out                B. turned down       C. held back           D. left behind

26. A. surprisingly       B. individually        C. equally           D. hardly

27. A. extra             B. traditional        C. basic               D. regular

28. A. needed           B. forgotten         C. practised            D. left

29. A. restored                B. absorbed          C. prohibited          D. withdrawn

30. A. wasting          B. focusing          C. exploiting          D. sharing

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 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-cantered 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（課程）of the thorough teaching of English

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.

Another important error is mixed-ability teaching, or teaching in ability groups so   58    that the most able pupils are     59     and are bored while the least able are lost and    60   Bored. Strangely enough, few head teachers seem to be in favor 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 American schools have accepted what is inevitable and     63     modem languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop     64     resources on a subject which few pupils want or need.

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 believe I have some idea of why the failure is so total.  1  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   2  which have a direct effect on language teaching.

The first is the removal from the curriculum (課程) of the thorough teaching of English  3  . 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.

Another important error is mixed-ability teaching, or teaching in ability groups so   4   that the most able groups are    5  and are bored while the least able are lost and  6  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 7  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.   8   they never need it, they do not practice it.

Most American schools have accepted what is inevitable and   9    modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop 10  resources on a subject which few pupils want or need.

1. A. Due to                   B. In addition to       C. Instead of            D. In spite of

2. A. errors                    B. situations             C. systems              D. methods

3. A. vocabulary             B. culture                C. grammar             D. literature

4. A. wide                     B. similar                 C. separate              D. unique

5. A. kept out                 B. turned down        C. held back            D. left behind

6. A. surprisingly            B. individually          C. equally                D. hardly

7. A. extra                     B. traditional            C. basic                   D. regular

8. A. Although               B. Because               C. Until                   D. Unless

9. A. restored                 B. absorbed             C. prohibited            D. withdrawn

10. A. wasting       B. focusing     C. exploiting   D. sharing

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 (課程) 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

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 believe I have some idea of why the failure is so total.1the 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 serious2which have a direct effect on language teaching.
The first is the removal from the curriculum (課程) of the thorough teaching of English3. 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.
Another important error is mixed-ability teaching, or teaching in ability groups so4that the most able groups are5and are bored while the least able are lost and6bored. 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 having7lessons. This is why many people who attended French lessons at school, even those who got good grades, have8it a few years later. Because they never need it, they do not practice it.
Most American schools have accepted what is inevitable and9modern 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.
      Due to
   2. B.
      In addition to
   3. C.
      Instead of
   4. D.
      In spite of
2. 2.
   1. A.
      errors
   2. B.
      situations
   3. C.
      systems
   4. D.
      methods
3. 3.
   1. A.
      vocabulary
   2. B.
      culture
   3. C.
      grammar
   4. D.
      literature
4. 4.
   1. A.
      wide
   2. B.
      similar
   3. C.
      separate
   4. D.
      unique
5. 5.
   1. A.
      kept out
   2. B.
      turned down
   3. C.
      held back
   4. D.
      left behind
6. 6.
   1. A.
      surprisingly
   2. B.
      individually
   3. C.
      equally
   4. D.
      hardly
7. 7.
   1. A.
      extra
   2. B.
      traditional
   3. C.
      basic
   4. D.
      regular
8. 8.
   1. A.
      needed
   2. B.
      forgotten
   3. C.
      practised
   4. D.
      left
9. 9.
   1. A.
      restored
   2. B.
      absorbed
   3. C.
      prohibited
   4. D.
      withdrawn
10. 10.
    1. A.
       wasting
    2. B.
       focusing
    3. C.
       exploiting
    4. D.
       sharing