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ion. C. They have a sense of direction and can find their way around. D. They can develop a good sense of direction if they are driven around in a car. 文章中第二段就可以找到“Scientists say we are all born with a sense of direction, but it is not properly understood how it works.” 在第三段可以找到“Children as young as seven have the ability to find their way around. However, if they are not allowed out alone or are taken everywhere by car, they never develop the skills.”这样考生不用懂文章就可以直接找到正确答案 65. D 和 66. C。又如：中考英语试题 5（2000. 5. 1）中的 66、67 题 66．How does your short-term memory last? A. as long as you want it to B. less than 30 seconds C. sixty seconds D. For a day or two. 67. Why do you forget? A. We use our short-term memory instead of our long-term memory. B. We don't learn what we hear and see. C. We don't hear or see what we learn D. We are all ill sometimes. 文章中就有下面的句子“This is your short-term memory. It lasts less than 30 seconds. “Why do we forget something? Because we don't learn it in the beginning.” 考生不用明白文章，只要找到文章中的原句就可以做对题。另外，67 小题的 C，答案根本就无意义，应该为：We don't go over what we have learnt. D 答案很明显不是同类项，考生一看就可以排除此答案，因此这道题的区分度很差。综上所述，单项选择题弊大于利，本人认为我国的高考应减少它的分量，增加一些能直接测试出考生运用语言能力的题型。如：阅读理解，除采用单项选择题之外，可采用简短回答问题，判断正误，完成句子，填表填图，文章每段段落大意配对等等。完型填空，可以采用由学生填出所缺单词，也可以给出词首字母以降低难度。听力考试，可添加选择与听力内容相配的图，填表填图，完成句子等等题型。目前我国有些省市的高考听力题已增加了信息填词，使试题更为合理完善，这很好。另外，应增加英语口试，以强调四种能力中最重要的“说”。深圳市已率先于前年对初中毕业生进行口试，现在已把口试成绩按 10% 的比例记入总分，这是令人可喜的进步。我们只有改变考试题型，才能使中学的英语教学真正培养学生实际运用语言的能力和终身学习的能力，彻底改变哑巴英语的局面，与国际英语教学接轨。然而，目前我国有些省如：河北、吉林、浙江、山西、陕西等的高考题已取消了听力测试，本人认为这种指挥棒会使中学教学返回以前“哑巴英语”的局面，正如人民教育出版社新教材的主编刘道义教授所说：“这是一种倒退。”语言作为一种交际工具，本来应该像雅思考试那样，考听、说、读、写四种能力。目前我国很多地区因经济发展落后，还没有条件和设备对广大考生进行口试，已经是一件遗憾的事了。如再取消听力考试，只考两种能力，不但不能测试出学生运用英语的能力，还会导致学生高分低能，学了多年英语后，仍然“听不懂和说不出英语”------我澳大利亚的导师说“这不是学英语，而是学习关于英语的知识。” 参考文献： Huges, A 1989 Testing for language teachers [M] Cambridge: CUP Chapter 3:Kinds of tests and testing,9-21； Huhta, A.K Sajavaara and S.Takhca (eds) 1993 Figure 3 A Sample CRM Specification and Figure 4 Revised CRM Specification in Criterion-referenced Language Test Development: A Prolegomenon Language testing [M] New Openings Jyvaskala: University of Jyvaskala 73-89； Werir, C 1990 Communicative Language Testing. [M] New York: Prentice Hall Chapter 4: Test Methods, 42-79；