Unit 4 Never too old to learn Section Ⅲ　Integrated skills课件（共43张）+学案（含答案）+练习（含答案）

Section Ⅲ　Integrated skills Ⅰ.阅读理解 　　An international research team has examined how English lessons in primary school affect language ability in this subject in secondary school.Children who started learning English in the first grade of primary school performed significantly better in listening and reading comprehension in Grade Nine than children who started in Grade Three.The study was a continuation of an earlier paper that had only covered the period up to the seventh grade and couldn’t find any such learning advantage. 　　The team headed by Professor Markus Ritter from Ruhr-Universitat Bochum （RUB） and Dr Nils Jakel from the University of Oulu， Finland， describes their findings in System.The study included data from around 3，000 students who participated in a long-term study conducted in Germany between 2010 and 2014.The same data had also been used in the previous study， the researchers had published the results of which in 2017.At that time， the new research had compared two groups， one of which had started English lessons in Grade One， the other in Grade Three.In grades five and seven， they had compared both groups in terms of English reading and listening comprehension.The new analysis contained another set of data collected in 2016 to measure the English performance of the same children in Grade Nine. 　　The previous study had found that children who had started English lessons earlier in primary school performed worse in reading and listening comprehension in Grade Seven than children who had not started English lessons until Grade Three.However， the new analysis showed that， in Grade Nine， the early starters in English performed better than the late starters in English. 　�———�We believe the most acceptable explanation is that lessons following the transition （过渡） period in secondary school have been increasingly adapted to the needs of children who start to take English lessons at an early stage，” concludes Nils Jakelformerly at RUB， now at the University of Oulu. 　　Additional background variables such as gender， language of origin or cognitive abilities could not account for the difference between the poorer performance in the seventh grade and the late learning gains in the ninth grade. 1.What did the early research find？（　　） A.Students in Grade Nine were smarter than others. B.Students in Grade Seven were good at learning English. C.Learning English from Grade One had no learning advantage. D.Learning English from Grade Three had some learning advantages. 2.How did the team mainly do the new research？（　　） A.By listing different data and numbers. B.By making comparisons among different groups. C.By asking the primary school students to do some tests. D.By inviting some volunteers to take part in the research. 3.What can we know about the new research according to Paragraph 3？（　　） A.The late starters in English performed better than the early starters in English in Grade Seven. B. ... ...