My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this ? ? ? .

One day, I entered Donna’s classroom, took a seat in the back of the room and ? ? ? . All the students were working ? ? ? a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no ? ? ? of stopping. I walked down the row and found ? ? ? was writing sentences, describing things they couldn’t do.

By this time the activity aroused my ? ? ? , so I decided to check with the teacher to see what was going on ? ? ? I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” I felt it best not to ? ? ? .

After another ten minutes, the students were ? ? ? to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoebox. Then Donna? ? ? hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to ? ? ? . The box of “I Can’ts” was placed at the ? ? ? of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and ? ? ? your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy (悼词). “Friends, we gathered here today to ? ? ? the memory of ‘I Can’t.’ He is ? ? ? by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in ? ? ? . Amen!”

She turned the students ? ? ? and marched them back into the classroom. They celebrated the ? ? ? of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student ? ? ? and said, “I Can’t,” Donna ? ? ? pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.???

1.A. job????????????? ????????????? ?? B. project????????????? ????????????? ? C. observation????????????? ????????????? ????????????? D. course

2.A. checked????????????? ?? B. noticed????????????? ????????????? ? C. watched????????????? ????????????? ????????????? D. waited

3.A. on????????????? ????????????? ?? B. with????????????? ????????????? ????????????? ? C. as????????????? ????????????? ????????????? ????????????? ????????????? D. for

4.A. scenes ????????????? ?? B. senses????????????? ????????????? ????????????? ? C. marks????????????? ????????????? ????????????? ????????????? D. signs

5.A. nobody????????????? ?? B. somebody????????????? ????????????? ? C. everyone????????????? ????????????? ????????????? D. anyone

6.A. curiosity????????????? ?? B. suspect????????????? ????????????? ? C. sympathy????????????? ????????????? ????????????? D. worry

7.A. and????????????? ????????????? ?? B. or????????????? ????????????? ????????????? ? C. but????????????? ????????????? ????????????? ????????????? ????????????? D. so

8.A. insert????????????? ????????????? ?? B. interrupt????????????? ????????????? ? C. talk????????????? ????????????? ????????????? ????????????? D. request

9.A. taught????????????? ?? ????????????? ?? B. shown????????????? ????????????? ? C. forced????????????? ????????????? ????????????? ????????????? D. instructed

10.A. added????????????? ?? ????????????? ?? B. wrote????????????? ????????????? ????????????? ? C. made????????????? ????????????? ????????????? ????????????? D. folded

11.A. cry????????????? ????????????? ?? B. pray????????????? ????????????? ????????????? ? C. dig????????????? ????????????? ????????????? ????????????? ????????????? D. play

12.A. back????????????? ????????????? ? ????????????? B. bottom????????????? ????????????? ????????????? C. top????????????? ????????????? ????????????? ? D. edge

13.A. drop????????????? ????????????? ????????????? B. raise????????????? ????????????? ????????????? ????????????? C. fall????????????? ????????????? ????????????? ? D. lift

14.A. keep????????????? ????????????? ????????????? B. thank????????????? ????????????? ????????????? ????????????? C. forgive????????????? ????????????? ? D. honor

15.A. remembered????????????? B. punished????????????? ????????????? ????????????? C. removed????????????? ????????????? ? D. replaced

16.A. silence????????????? ????????????? B. heart????????????? ????????????? ????????????? ????????????? C. peace????????????? ????????????? ????????????? ? D. memory

17.A. down????????????? ????????????? ????????????? B. up????????????? ????????????? ????????????? ????????????? C. off????????????? ????????????? ????????????? ? D. around?????????????

18.A. birth????????????? ????????????? ????????????? B. passing????????????? ????????????? ????????????? C. loss????????????? ????????????? ????????????? ? D. starting

19.A. awoke????????????? ????????????? B. reminded????????????? ????????????? ????????????? C. forgot????????????? ????????????? ? D. apologized

20.A. simply????????????? ????????????? B. hardly????????????? ????????????? ????????????? C. seriously????????????? ????????????? ? D. angrily

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this    36   .  

One day, I entered Donna’s classroom, took a seat in the back of the room and    37   . All the students were working    38    a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no    39    of stopping. I walked down the row and found    40    was writing sentences, describing things they couldn’t do.  

By this time the activity aroused my    41   , so I decided to check with the teacher to see what was going on    42    I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” …… I felt it best not to    43   .  

After another ten minutes, the students were    44    to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna  

45    hers. She put the lid on the box, tucked it under her arm and headed out the door.       Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to    46   . The box of “I Can’ts” was placed at the    47    of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and    48    your heads.” They quickly formed a circle around the grave.  

Donna delivered the eulogy （悼词）. “Friends, we gathered here today to    49    the memory of ‘I Can’t.’ He is    50    by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in51   . Amen!”  

She turned the students    52    and marched them back into the classroom. They celebrated the    53    of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student    54    and said, “I Can’t,” Donna    55    pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.  

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this 　26 .

One day, I entered Donna’s classroom, took a seat in the back of the room and 　27 . All the students were working 　28 a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no 　29 of stopping. I walked down the row and found 　30 was writing sentences, describing things they couldn’t do.

By this time the activity aroused my 　31 , so I decided to check with the teacher to see what was going on 　32 I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” I felt it best not to 　33 .

After another ten minutes, the students were 　34 to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoebox. Then Donna 35 hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to 　36 . The box of “I Can’ts” was placed at the 　37 of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and 　38 your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy (悼词). “Friends, we gathered here today to 　39 the memory of ‘I Can’t.’ He is 　40 by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in 　41 . Amen!”

She turned the students 　42 and marched them back into the classroom. They celebrated the 　43 of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student 　44 and said, “I Can’t,” Donna 　45 pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.　

26. A. job　　　　　　 　 B. project　　　　 C. observation　　　　　　　　 D. course

27. A. checked　　　 　 B. noticed　　　　 C. watched　　　　　　　 D. waited

28. A. on 　　　 　 B. with　　　　　　　　　 C. as　　　　　　　　　　　 　　 D. for

29. A. scenes 　　　 　 B. senses　　　　 　　　 C. marks　　　　　　　　　 　　　 D. signs

30. A. nobody 　 B. somebody　　　　　 C. everyone　　　 　　　 D. anyone

31. A. curiosity　　 　 B. suspect 　　　 C. sympathy　　　　　　 　　　 D. worry

32. A. and　　　　　　 　 B. or　　　　 　　　 C. but 　　　　　　 　　　　　　 D. so

33. A. insert　　　　　 　 B. interrupt　　　　　　 C. talk　　　　　　　 　　　 D. request

34. A. taught　 　 　 B. shown 　　　 C. forced　　　　　 　　　 　　 D. instructed

35. A. added　 　 　 B. wrote　　　　　　　　 C. made　　　　　　　　　　　　　 D. folded

36. A. cry　　　 　　　 　 B. pray　　　　　　　　　 C. dig　　　　　　　　　　　 　　 D. play

37. A. back　　 　　　 　 B. bottom　　　　　　 　　　 C. top　　　　　　　　　 D. edge

38. A. drop　　　　　 　　　 B. raise　　　　　　　　　　　　 C. fall　　　　　　　　　 D. lift

39. A. keep　　　　　 　　　 B. thank　　　　　　　　　　　 C. forgive　　　　　　 D. honor

40. A. remembered B. punished　　　　　　　　　 C. removed　　　　　 D. replaced

41. A. silence　　　　 B. heart　　　　　　　　　　　 C. peace　　　　　　　 D. memory

42. A. down　　　　　　　　 B. up　　　　　　　　　　　　　 C. off　　　　　　　　　 D. around　

43. A. birth　　　　　　　　　 B. passing　　　　　　　　　　 C. loss　　　　　　　　 D. starting

44. A. awoke　　　　 B. reminded　　　　　　　　 C. forgot　　　 D. apologized

45. A. simply　　　　 B. hardly　　　 　　　 C. seriously　　　　　 D. angrily

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this  16 .

One day, I entered Donna’s classroom, took a seat in the back of the room and  17 . All the students were working  18  a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no  19  of stopping. I walked down the row and found  20  was writing sentences, describing things they couldn’t do. ks5u

By this time the activity aroused my  21 , so I decided to check with the teacher to see what was going on  22  I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” …… I felt it best not to  23 .

After another ten minutes, the students were  24  to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna  25  hers. She put the lid on the box, tucked it under her arm and headed out the door.  Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to  26 . The box of “I Can’ts” was placed at the  27  of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and  28  your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy （悼词）. “Friends, we gathered here today to  29  the memory of ‘I Can’t.’ He is  30  by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in  31 . Amen!”

She turned the students  32  and marched them back into the classroom. They celebrated the  33  of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student  34  and said, “I Can’t,” Donna  35  pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this1.
One day, I entered Donna’s classroom, took a seat in the back of the room and2.All the students were working on a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no3of stopping. I walked down the row and found4was writing sentences, describing things they couldn’t do.
By this time the activity aroused my5, so I decided to check with the teacher to see what was going on,6I noticed she too was busy writing “I can’t get John’s mother to come for a parents’ meeting.” …I felt it best not to interrupt.
After another ten minutes, the students were instructed to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna7hers. She put the lid on the box, tucked it under her arm and headed out the door.
Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel(铲子) from the tool house, and then marched the students to the farthest corner of the playground. There they began to8. The box of “I Can’ts” was placed at the9of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and10your heads.” They quickly formed a circle around the grave.
Donna delivered the eulogy(悼词).“Friends, we gathered here today to honor the memory of ‘I Can’t.’ He is11by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in12. Amen!”
She turned the students13and marched them back into the classroom. They celebrated the14of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t ”at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student forgot and said, “I Can’t,” Donna15pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.

1. 1.
   1. A.
      job
   2. B.
      project
   3. C.
      observation
   4. D.
      course
2. 2.
   1. A.
      checked
   2. B.
      noticed
   3. C.
      watched
   4. D.
      waited
3. 3.
   1. A.
      scenes
   2. B.
      senses
   3. C.
      marks
   4. D.
      signs
4. 4.
   1. A.
      nobody
   2. B.
      somebody
   3. C.
      everyone
   4. D.
      anyone
5. 5.
   1. A.
      curiosity
   2. B.
      suspect
   3. C.
      sympathy
   4. D.
      worry
6. 6.
   1. A.
      and
   2. B.
      or
   3. C.
      but
   4. D.
      so
7. 7.
   1. A.
      added
   2. B.
      wrote
   3. C.
      made
   4. D.
      folded
8. 8.
   1. A.
      cry
   2. B.
      pray
   3. C.
      dig
   4. D.
      play
9. 9.
   1. A.
      back
   2. B.
      bottom
   3. C.
      top
   4. D.
      edge
10. 10.
    1. A.
       drop
    2. B.
       raise
    3. C.
       fall
    4. D.
       lift
11. 11.
    1. A.
       remembered
    2. B.
       punished
    3. C.
       removed
    4. D.
       replaced
12. 12.
    1. A.
       silence
    2. B.
       heart
    3. C.
       peace
    4. D.
       memory
13. 13.
    1. A.
       down
    2. B.
       up
    3. C.
       off
    4. D.
       around
14. 14.
    1. A.
       birth
    2. B.
       passing
    3. C.
       loss
    4. D.
       starting
15. 15.
    1. A.
       simply
    2. B.
       hardly
    3. C.
       seriously
    4. D.
       angrily