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I arrived in my Chinese classroom, ready to share my vast knowledge and experience with the 75 students who would be my English Literature class. Having taught in the USA for 17 years, I had no worry at all about my ability to plant in my students enthusiasm for the literature of my mother tongue.
I was really shocked when the monitor shouted “Stand up” and the entire class rose as I entered the room, and I was somewhat confused and anxious about how to get them to sit down again, but once that embarrassment was over, I quickly calmed down and launched into what I thought was a fact-packed lecture, sure to gain their respect-perhaps even their admiration. I went back to my room radiating that rosy glow (光泽) that comes from a sense of significant accomplishment.
My students kept journals, however, and as I read them, the rosy glow was gradually replaced by an overwhelming sense of frustration. The first journal said, “Our literature teacher didn’t teach us anything today. Perhaps her next lecture will be better.” Heartbroken, I read journal after journal, each expressing a similar theme. Didn’t teach them anything? I sketched the entire philosophical framework of thought AND laid the historical background for all the works we’ll study in class.” I complained, “How can they say I didn't teach them anything?”
Determined to clear myself, I dug out all my reference books, adding background material to my next lecture, researching into the sociological setting and even the psychological state of the author. After the second class, I eagerly opened the journals, expecting enthusiastic reviews at last. Again, I was crushed by their continuing comments that I was going too slowly without giving meaningful details.
More determined than ever. I dived into sources of criticism, deciding to devote more time to the texts by providing summaries of all the interpretations I could find of each work. This material would give my students ample information for drawing their own conclusions about the work’s meaning, “Our teacher seems confused about the real meaning of the works,” the journals said. “One minute she gives one interpretation; the next minute she gives another. Then she asks for our opinions. We’re the students. She’s the teacher. She should tell us what the works mean.”
It was a long semester, and it gradually became clear to me that my ideas about education were purely Western, and that Chinese ideas differed significantly. I thought a teacher’s job was to raise interesting questions and provide enough background so that students could draw their own conclusions. My students thought a teacher’s job was to provide accurate information as directly and concisely as possible. Americans wanted to interpret and experience. The Chinese wanted to master and memorize.
1.How did the writer feel before he began his teaching in China?
A.Worried. B.Confident.
C.Disappointed. D.Confused.
2.What might be the reason why the writer was shocked when the monitor shouted “Stand up”?
A.The students intended to scare their new foreign leacher.
B.The students refused to stand up before their new foreign teacher.
C.The writer was a little shy and felt embarrassed when he entered the classroom.
D.The writer didn’t know much about the Chinese classroom and that was totally unexpected.
3.What does the writer mean by saying “determined to clear myself” in Para. 4?
A.He wanted to better understand the students’question.
B.He wanted to prove his ability in teaching the course.
C.He was a little bit angry with the students.
D.He was very disappointed with himself.
4.Which of the following might the writer agree with?
A.Chinese and Western ideas about education are slightly different.
B.A teacher’s job is to make students think and have their own opinions.
C.Teaching is to provide accurate information directly and clearly.
D.Both Americans and the Chinese tend to draw conclusions by themselves.
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I arrived in the classroom, ready to share my knowledge and experience with 75 students who would be my English Literature class. Having taught in for 17 years, I had no about my ability to hold their attention and to on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, “ !” and the entire class rose as I entered the room, and I was somewhat about how to get them to sit down again, but once that awkwardness (尴尬) was over, I quickly my calmness and began what I thought was a fact-packed lecture, sure to gain their respect --- perhaps their admiration. I went back to my office with the rosy glow which comes from a sense of achievements.
My students diaries. However, as I read them, the rosy glow was gradually by a strong sense of sadness. The first diary said, “Our literature teacher didn’t teach us anything today. her next lecture will be better.” Greatly surprised , I read diary after diary , each expressing a theme (主题). “Didn’t I teach them anything? I described the entire philosophical (哲学的) framework of Western thought and laid the historical for all the works we’ll study in class,” I complained. “How they say I didn’t teach them anything?”
It was a long term, and it became clear that my ideas about education were not the same as of my students. I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions. My students thought a teacher’s job was to provide information as directly and clearly as possible. What a difference!
, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.
1.A．the UK B．the US C. China D．Australia
2.A．worry B．idea C. doubt D．experience
3.A．impress B．put C．leave D．fix
4.A．Attention B．Look out C. At ease D．Stand up
5.A．puzzled B．sure C. curious D．worried
6.A．found B．returned C. regained D．followed
7.A．more B．even C. yet D．still
8.A．wrote B．borrowed C. kept D．read
9.A．replaced B．taken C. caught D．moved
10.A．Naturally B. Perhaps C. Fortunately D．Reasonably
11.A．different B．same C. similar D．usual
12.A．happenings B. characters C. development D. background
13.A．should B．can C. will D．must
14.A．immediately B．certainly C. simply D．gradually
15.A．that B．what C. those D．ones
16.A．difficult B．interesting C. ordinary D．unusual
17.A．draw B．get C. decide D．give
18.A．strange B. standard C. exact D．serious
19.A. Therefore B．However C. Besides D．Though
20.A．normal B. happy C.good D．better
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That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in for seventeen years, I had no about my ability to hold their attention and to on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, " !" The entire class rose as I entered the room, and I was somewhat about how to get them to sit down again, but once that awkwardness was over, I quickly my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
My students diaries. However, as I read them, the rosy glow was gradually by a strong sense of sadness. The first diary said, "Our literature teacher didn’t teach us anything today. her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a theme. "Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical for all the works we’ll study in class," I complained." How they say I didn’t teach them anything?"
It was a long term, and it became clear that my ideas about education were not the same as of my students. I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions. My students thought a teacher’s job was to provide information as directly and clearly as possible. What a difference!
, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.
1.A. the UK B. the US C. China D. Australia
2.A. wonder B. idea C. doubt D. experience
3.A. impress B. put C. leave D. fix
4.A. Attention B. Look out C. At ease D. Stand up
5.A. puzzled B. sure C. curious D. worried
6.A. found B. returned C. regained D. followed
7.A. more B. even C. yet D. still
8.A. passed B. borrowed C. read D. kept
9.A. replaced B. taken C. caught D. moved
10.A. Naturally B.Perhaps C. Fortunately D. Reasonably
11.A. different B. strong C. similar D. usual
12.A. happenings B. characters C. development D. background
13.A. should B. need C. will D. must
14.A. immediately B. certainly C. simply D. gradually
15.A. that B. what C. those D. ones
16.A. difficult B. interesting C. ordinary D. unusual
17.A. draw B. look C. search D. offer
18.A. strange B. standard C. exact D. serious
19.A. Therefore B. However C. Besides D. Though
20.A. normal B. happy C. good D. better
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That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in 1 for seventeen years, I had no 2 about my ability to hold their attention and to 3on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, " 4!" The entire class rose as I entered the room, and I was somewhat 5about how to get them to sit down again, but once that awkwardness was over, I quickly 6my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps 7their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
My students 8diaries. However, as I read them, the rosy glow was gradually 9 by a strong sense of sadness. The first diary said, "Our literature teacher didn’t teach us anything today. 10her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a 11theme. "Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical 12 for all the works we’ll study in class," I complained." How _13 they say I didn’t teach them anything?"
It was a long term, and it 14 became clear that my ideas about education were not the same as_15 of my students. I thought a teacher’s job was to raise 16questions and provide enough background so that students could 17 their own conclusions. My students thought a teacher’s job was to provide _18_ information as directly and clearly as possible. What a difference!
_19, I also learned a lot, and my experience with my Chinese students has made me a 20American teacher, knowing how to teach in a different culture.
1. A．the UK B．the US C．China D．Australia
2. A．worry B．idea C．doubt D．experience
3. A．impress B．put C．leave D．fix
4. A．Attention B．Look out C．At ease D．Stand up
5. A．puzzled B．sure C．curious D．worried
6. A．found B．returned C．regained D．followed
7. A．more B．even C．yet D．still
8. A．passed B．borrowed C．read D．kept
9. A．replaced B．taken C．caught D．moved
10. A．Naturally B．Perhaps C．Fortunately D．Reasonably
11. A．different B．strong C．similar D．usual
12. A．happenings B．characters C．development D．background
13. A．should B．need C．will D．must
14. A．immediately B．certainly C．simply D．gradually
15. A．that B．what C．those D．ones
16. A．difficult B．interesting C．ordinary D．unusual
17. A．draw B．look C．search D．offer
18. A．strange B．standard C．exact D．serious
19. A．Therefore B．However C．Besides D．Though
20. A．normal B．happy C．good D．better
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That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in for seventeen years, I had no about my ability to hold their attention and to on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, " !" The entire class rose as I entered the room, and I was somewhat about how to get them to sit down again, but once that awkwardness was over, I quickly my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
My students diaries. However, as I read them, the rosy glow was gradually 49 by a strong sense of sadness. The first diary said, "Our literature teacher didn’t teach us anything today. her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a theme. "Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical for all the works we’ll study in class," I complained." How they say I didn’t teach them anything?"
It was a long term, and it became clear that my ideas about education were not the same as of my students. I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions. My students thought a teacher’s job was to provide information as directly and clearly as possible. What a difference!
, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.
1.A. the UK B. the US C. China D. Australia
2.A. worry B. idea C. doubt D. experience
3.A. impress B. put C. leave D. fix
4.A. Attention B. Look out C. At ease D. Stand up
5.A. puzzled B. sure C. curious D. worried
6.A. found B. returned C. regained D. followed
7.A. more B. even C. yet D. still
8.A. passed B. borrowed C. read D. kept
9.A. replaced B. taken C. caught D. moved
10.A. Naturally B.Perhaps C. Fortunately D. Reasonably
11.A. different B. strong C. similar D. usual
12.A. happenings B. characters C. development D. background
13.A. should B. need C. will D. must
14.A. immediately B. certainly C. simply D. gradually
15.A. that B. what C. those D. ones
16.A. difficult B. interesting C. ordinary D. unusual
17.A. draw B. look C. search D. offer
18.A. strange B. standard C. exact D. serious
19.A. Therefore B. However C. Besides D. Though
20.A. normal B. happy C. good D. better
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That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in ________________ for seventeen years, I had no ________________ about my ability to hold their attention and to impress on them my ________________ for the literature of my mother tongue.
As I entered the room, I was ________ when the monitor shouted: “Stand up!” The entire class rose, and I was somewhat ________________ about how to get them to sit down again. Once that awkwardness was over, I quickly ________ my calmness and began what I thought was an informed lecture, sure to gain their respect — perhaps ________________ their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
I asked my students to keep ________________as homework. However, as I read them, the rosy glow was gradually ________________ by a strong sense of sadness. The first diary said, “Our literature teacher didn’t teach us anything today. ________________ her next lecture will be better.” Greatly surprised, I read diary after diary, each expressing a ________ theme. “Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical ________________ for all the works we’ll study in class,” I complained. “How ________________ they say I didn’t teach them anything?”
It was a long term, and it ________________ became clear that my ideas about ________ were not the same as those of my students. I thought a teacher’s job was to raise ________________ questions and provide enough background so that students could ________________ their own conclusions. My students thought a teacher’s job was to provide ________________ information as directly and clearly as possible. What a difference!
________________, I benefited a lot, for my experience with my Chinese students has made me a ________________ American teacher, knowing how to teach in a different culture.
1.A. England B. America C. China D. Australia
2.A. worry B. idea C. doubt D. skill
3.A. profession B. admiration C. explanation D. expression
4.A. attracted B. embarrassed C. amused D. shocked
5.A. puzzled B. sure C. worried D. curious
6.A. reminded B. returned C. regained D. recovered
7.A. more B. even C. yet D. still
8.A. discussions B. notes C. compositions D. diaries
9.A. replaced B. frightened C. troubled D. moved
10.A. Later B. Perhaps C. Somehow D. Indeed
11.A. common B. strong C. similar D. strange
12.A. happenings B. characters C. development D. background
13.A. should B. need C. will D. must
14.A. immediately B. certainly C. simply D. gradually
15.A. admiration B. question C. education D. conclusion
16.A. difficult B. interesting C. essential D. general
17.A. draw B. find C. search D. offer
18.A. special B. standard C. exact D. serious
19.A. Therefore B. However C. Then D. Though
20.A. richer B. happier C. friendlier D. better
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That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class．Having taught in for seventeen years, I had no about my ability to hold their attention and to on them my admiration for the literature of my mother tongue．
I was shocked when the monitor shouted, " !" The entire class rose as I entered the room, and I was somewhat about how to get them to sit down again, but once that awkwardness was over, I quickly my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps their admiration．I went back to my office with the rosy glow which came from a sense of achievement．
My students diaries．However, as I read them, the rosy glow was gradually 49 by a strong sense of sadness．The first diary said, "Our literature teacher didn’t teach us anything today． her next lecture will be better．" Greatly surprised, I read diary after diary, each expressing a theme．"Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical for all the works we’ll study in class," I complained．" How they say I didn’t teach them anything?"
It was a long term, and it became clear that my ideas about education were not the same as of my students．I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions．My students thought a teacher’s job was to provide information as directly and clearly as possible．What a difference!
, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture．
1.A． the UK B． the US C． China D． Australia
2.A． worry B． idea C． doubt D． experience
3.A． impress B． put C． leave D． fix
4.A． Attention B． Look out C． At ease D． Stand up
5.A． puzzled B． sure C． curious D． worried
6.A． found B． returned C． regained D． followed
7.A． more B． even C． yet D． still
8.A． passed B． borrowed C． read D． kept
9.A． replaced B． taken C． caught D． moved
10.A． Naturally B． Perhaps C． Fortunately D． Reasonably
11.A． different B． strong C． similar D． usual
12.A． happenings B． characters C． development D． background
13.A． should B． need C． will D． must
14.A． immediately B． certainly C． simply D． gradually
15.A． that B． what C． those D． ones
16.A． difficult B． interesting C． ordinary D． unusual
17.A． draw B． look C． search D． offer
18.A． strange B． standard C． exact D． serious
19.A． Therefore B． However C． Besides D． Though
20.A． normal B． happy C． good D． better
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阅读下面短文，从短文后各题的A、B、C、D四个选项中，选出适合填入对应空白处的最佳选项。并在答题卡上将该选项涂黑。
I arrived in the classroom, ready to share my knowledge and experience with 75 students who would be my English Literature class．Having taught in 1for 17 years, I had no 2about my ability to hold their attention and to 3on them my admiration for the literature of my mother tongue．
I was shocked when the monitor shouted, “4!”
The entire class rose as I entered the room, and I was somewhat 5about how to get them to sit down again, but once that awkwardness was over, I quickly 6my calmness and began what I thought was a fact-packed lecture, sure to gain their respect --- perhaps 7their admiration．I went back to my office with the rosy glow which comes from a sense of achievement．
My students 8diaries．However, as I read them, the rosy glow was gradually 9by a strong sense of sadness．The first diary said, “Our literature teacher didn’t teach us anything today． 10her next lecture will be better．” Greatly surprised, I read diary after diary, each expressing a 11theme．“Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical 12for all the works we will study in class,” I complained．“How 13they say I didn’t teach them anything?”
It was a long term, and it 14became clear that my ideas about education were not the same as 15of my students．I thought a teacher’s job was to raise 16questions and provide enough background so that students could 17their own conclusions．My students thought a teacher’s job was to provide 18information as directly and clearly as possible．What a difference!
19, I also learned a lot, and my experience with my Chinese students has made me a 20American teacher, knowing how to teach in a different culture．
1.A．the UK B．the US C．China D．Australia
2.A．worry B．idea C．doubt D．experience
3.A．impress B．put C．leave D．fix
4.A．Attention B．Look out C．At ease D．Stand up
5.A．puzzled B．sure C．depressed D．worried
6.A．found B．returned C．regained D．followed
7.A．more B．even C．yet D．still
8.A．passed B．borrowed C．kept D．read
9.A．replaced B．taken C．caught D．moved
10.A．Naturally B．Perhaps C．Fortunately D．Reasonably
11.A．different B．strong C．similar D．usual
12.A．happenings B．characters C．development D．background
13.A．should B．need C．will D．must
14.A．immediately B．certainly C．simply D．gradually
15.A．that B．what C．those D．ones
16.A．difficult B．interesting C．ordinary D．unusual
17.A．draw B．get C．decide D．give
18.A．strange B．standard C．exact D．serious
19.A．Therefore B．However C．But D．Though
20.A．normal B．happy C．good D．better
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I’d meant to go to Miros that day. I’d packed my bag and was ready. The motor-boat in on time. The sky was cloudy, but the wind wasn’t too strong for the two-hour . I stood at my window, staring at the boat. Then I lost of her, an old light-house partly blocked my view of the harbor. A dozen passengers were their way there. I was about to join them --- when a man’s face at the light-house window.
This was strange, because the light-house had been empty, unused and for thirty years. It was stranger still --- because I’d seen that before. I couldn’t place it but it was, or had once been, familiar to me. I opened my window and across. “I know we’ve met before, but I can’t remember where.”
I him to open his if he could and answer me. He did neither. The face behind the glass motionless (静止). Seeing him more clearly now, I knew he was not looking at me. He seemed to be looking upwards, the clouds. How well I’d known that face, sometime, somewhere!
I again. “We met years ago. Was it in Athens in the 1950s? I used to live in Plaka.”
He didn’t reply nor give any that he’d heard. I went back further, to I was in the navy. “Perhaps we met at sea during the war,” and that thought at once him to mind. Commander Leftis! He was Commander Leftis of course! How could I have forgotten? I’d saved his life once. But surely he …
The motor-boat her bell. I turned my eyes. The wind had risen, but she was pulling . Laughing, I called, “Now I’ve missed her, and it’s your , Commander!”
As the boat drew away, the face at the window faded. minute it was there. Looking up, I could see the whites of the eyes. The minute it was gone.
Well, I didn’t rush to the light-house. I knew that Leftis was dead. He died at sea in 1963 or 1964. But there’s one other thing I ought to tell you: the motor-boat never reached Miros. It was lost in a storm, with all the passengers.
1.A. reached B. arrived C. went D. came
2.A. voyage B. crossing C. travel D. boating
3.A. sight B. way C. patience D. chances
4.A. searching B. finding C. making D. hurrying
5.A. placed B. existed C. occurred D. appeared
6.A. locked B. opened C. rebuilt D. chained
7.A. man B. face C. window D. light-house
8.A. jumped B. ran C. shouted D. screamed
9.A. expected B. hoped C. believed D. asked
10.A. became B. remained C. seemed D. grew
11.A. through B. after C. for D. at
12.A. persuaded B. repeated C. tried D. continued
13.A. suggestion B. answer C. sign D. action
14.A. when B. which C. where D. how
15.A. kept B. brought C. caused D. changed
16.A. beat B. rang C. turned on D. put on
17.A. up B. down C. in D. out
18.A. problem B. question C. duty D. fault
19.A. Each B. Every C. One D. Some
20.A. next B. rest C. other D. last
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My family and I never talked about school as the ticket to a future. I was in the classrooms, but I wasn’t there to learn to write, read or even speak. When it was my turn to read, I wanted to hide. I was 13 years old, but I already hated being who I was.
I had an English teacher, Mr. Creech, who knew I couldn’t read. In one of my first lessons the teacher said that anyone who had a reading age below six had to stand up. I felt so embarrassed. But at the same time, it made me realize that I needed to change the situation. I was determined it wouldn’t happen again. Later that day, Mr. Creech encouraged me and promised he would try his best to help me learn to read. From then on, I never gave up practicing reading.
Now I was 41 years old. One day, I planned to fly back to Texas to visit my friends and family. On my way from the airport, I saw Mr. Creech buying himself a drink. I rushed over and reached into my pocket to pay for him. “Do I know you?” he asked. “Yes, sir, you do know me,” I answered excitedly. “My name is Anthony Hamilton. You taught me English.” The look on his face told me that he remembered the boy he’d once encouraged.
“I’m so glad I had a chance to see you,” I said. “And Mr. Creech, I have great news to share.” I told him I had learned to read. But that wasn’t all. I had become a published author and an active speaker. “The next time you get another Anthony Hamilton in your classroom, please encourage him to read as well,” I added.
The experts say what once worried me has a name: dyslexia (诵读困难症). But I can tell you it was a lack of desire for education.
1.Why did the author want to hide?
A.Because he felt sorry for himself. B.Because he hated being laughed at.
C.Because he couldn’t read at all. D.Because he didn’t have a ticket.
2.Which of the following could best describe Mr. Creech?
A.Considerate and dutiful. B.Demanding and enthusiastic.
C.Emotional and dedicated. D.Friendly and ambitious.
3.Why couldn’t the author read before meeting Mr.Creech?
A.Because his reading age was not long enough.
B.Because his parents didn’t teach him how to read.
C.Because he was afraid of reading before the class.
D.Because he didn’t have inner driving force to learn to read.
4.What can we infer from the passage?
A.Mr. Creech taught two students called Anthony Hamilton.
B.The author had become a published author and an active speaker.
C.Dyslexia was the underlying reason that made the author unable to read.
D.The author was grateful to Mr. Creech.
, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.