六級閱讀考前補(bǔ)習(xí)（2）

   Test Two

1

In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available―but whether the reality of life in the institution actually encourages requests for help is another matter.?

Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people―often rather frightening?ooking people―and realises that an increasing number of choices and decisions have to be made. As he progresses through the school the confusion may become less but the choices and decisions required will increase. The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils.

1.According to the passage one of the problems for pupils entering secondary schools is that ____.?

A.they are taught by many different teachers?

B.they do not attend lessons in every subject

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