Passage Eleven There is a popular belief among parents that schools are no longer interested in spelling. No school I have taught in has ever (1) spelling or considered it unimportant as a basic skill. There are, however, vastly different ideas about how to teach it, or how much (2) it must be given over general language development and (3) ability. The problem is how to encourage a child to express himself freely and (4) in writing without holding him back with the complexities(复杂) of spelling. If spelling becomes the only focal point of his teacher’s interest, clearly a bright child will be likely to "play safe". He will (5) to write only words within his spelling range, choosing to (6) adventurous language. That’s why teachers often encourage the early use of dictionaries and pay attention to (7) rather than technical ability. I was once shocked to read on the bottom of a sensitive piece of writing about a personal experience: "This work is terrible! There are far too many spelling errors and your writing is illegible." It may have been a sharp criticism of the pupil’s technical abilities in writing, but it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child’s deep feelings. The teacher was not wrong to draw attention to the (8) , but if his priorities had (9) on the child’s ideas, an expression of his disappointment with the presentation would have given the pupil more motivation (动机) to seek (10)
A. confidentlyD. errorsG. priorit5,J. maintain M. centered
B. avoidE. tendH. instinct K. ignored N. improvement
C. contentF. writingI. largely L. notions O. notebook