導(dǎo)讀：

　　There is a popular belief among parents that schools are no longer interested in spelling. No school I have taught in has everI)ignored spelling or considered it unimportant ( No school…ever…considered it unimportant… 其中 I have taught in 作定語(yǔ)修飾 school “我教書(shū)的學(xué)校” ，“ it ” 指代的即為 spelling ， 可以看出作者要說(shuō)的是學(xué)校沒(méi)有忽視 spelling ) as a basic skill. There are, however ( 句意轉(zhuǎn)折說(shuō)明問(wèn)題不在于學(xué)校是否重視拼寫(xiě)而是 how to teach it… ) , vastly different ideas about how to teach it, or how much A)priority it must be given over general language development and writing ability. The problem is, how to encourage a child to express himself freely and M)confidently in writing with out holding him back with the complexities of spelling?

　　If spelling become the only focal point of his teacher’s interest, clearly a N)bright childwill be likely to “play safe”( 這里的關(guān)鍵是理解 “ play safe” 的意思，從后句“只寫(xiě)他會(huì)寫(xiě)的單詞”可以看出他是怕拼錯(cuò)，故 play safe 即為“為了保險(xiǎn)” ) . He will tend to write only words within his spelling range, choosing to avoid E)adventurous language. That’s why teachers often K)encourage the early use of dictionaries and pay attention to content rather than technical ability ( = spelling ability ) .

　　I was once shocked to read on the bottom of a sensitive piece of writing about a personal experience ：“ This work( 根據(jù)后面一句的解釋?zhuān)�可�?this work 指的是 your writing 故第7 題填的詞應(yīng)和 illegible 感情色彩保持一致 ) is H)terrible !There are far too many spelling errors and your writing is illegible( 難以辨認(rèn)的 ).” It may have been a sharp B) criticismof the pupil’s technical abilities in writing, but it was also a sad reflection ( 表明了作者不贊同的態(tài)度，他看到的是文章中包含的好的表達(dá)，并且說(shuō)明只有這樣才能激勵(lì)學(xué)生不斷進(jìn)步 ) on the teacher who had omitted to read the essay, which C)contained some beautiful expressions of the child’s deep feelings. The teacher was not wrong to draw attention to the errors, but if his priorities had centred on the child’s ideas, an expression of his disappointment with the presentation would have given the pupil more G)motivation to seek improvement.

　　全文翻譯：

　　家長(zhǎng)們普遍認(rèn)為中學(xué)現(xiàn)在已不再關(guān)注單詞的正確拼寫(xiě)了。但我所教過(guò)的學(xué)校從來(lái)沒(méi)有忽視過(guò)拼寫(xiě)，或就一種基本技能來(lái)說(shuō)從沒(méi)有認(rèn)為它不重要。然而對(duì)于怎么來(lái)教拼寫(xiě)或者是從提高整個(gè)語(yǔ)言的發(fā)展和寫(xiě)作能力方面來(lái)說(shuō)，把拼寫(xiě)放在什么樣優(yōu)先的地位存在著許多不同的看法。所存在的問(wèn)題是，在寫(xiě)作當(dāng)中怎樣鼓勵(lì)孩子不要讓復(fù)雜的拼寫(xiě)來(lái)影響他流暢地，自信地表達(dá)自己的思想。

　　如果字的拼寫(xiě)成為老師關(guān)心的惟一焦點(diǎn)，很明顯，聰明的孩子很可能就會(huì)為“保險(xiǎn)起見(jiàn)”，只寫(xiě)一些他會(huì)寫(xiě)的字，避免因冒險(xiǎn)而出錯(cuò)的語(yǔ)言。那就是為什么老師常常鼓勵(lì)學(xué)生很早就要使用字典，而且寫(xiě)作時(shí)重視內(nèi)容而非拼寫(xiě)技能。

　　有一次我非常震驚，在一篇描寫(xiě)個(gè)人經(jīng)歷的感情細(xì)膩的文章后面讀到了這些話：“這篇糟透了!單詞拼寫(xiě)錯(cuò)誤太多。自己很難辨認(rèn)!”這對(duì)于一個(gè)學(xué)生的寫(xiě)作技能也許是一次尖銳的批評(píng)，但它同時(shí)也悲哀地反映出那位老師忽視了去閱讀一篇包含了表達(dá)孩子內(nèi)心感情的文章。老師注意到了這些問(wèn)題并沒(méi)有錯(cuò)，但是如果他把重點(diǎn)放在關(guān)注孩子的思想上，只表示出他對(duì)孩子的拼寫(xiě)錯(cuò)誤有點(diǎn)失望，就會(huì)給學(xué)生更大的動(dòng)力去進(jìn)一步提高。

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