It was her giggling that drew my attention．Note taking really wasn't all that funny．

Walking over to the offender, I asked for the    21  ．Frozen, she refused to give it to me．I waited, all attention in the classroom on the quiet    22   between teacher and student．When she finally   23   it over she whispered, “Okay, but I didn't draw it”.

It was a hand-drawn    24    of me, teeth blackened and the words “I'm stupid” coming out of my mouth．I managed to fold it up calmly．My mind,    25   , was working angrily as I struggled not to    26   .

I figured I knew the two most likely candidates for drawing the picture．It would do them some   27   to teach them a lesson, and maybe it was high time that I did it!

Thankfully, I was able to keep myself   28  .

When there were about six minutes remaining, I showed the class the picture．They were all silent as I told them how   29   this was for me．I told them there must be a reason    30   and now was their chance to write down anything they needed to tell me．Then I let them write silently while I sniffed in the back of the classroom．

As I   31    the notes later, many of them said something like, “I've got nothing against you,” or “I'm sorry you were hurt．” Some kids said, “We're   32   of you．” But two notes, from the girls who I   33  were behind the picture, had a list of issues．I was too   34  , too strict…

Reading those notes, I realized that over the course of this year, instead of   35   my students, I had begun commanding them to   36  ．Where I thought I was driving them to success I was    37    driving them away．

I had some apologizing to do．But the next day in the classroom, one boy and one girl each handed me a card．The one    38     by all the boys expressed sincere regret for the ugly joke．The one from the girls asked for    39   .

This was a lesson for both the kids and me．Forgiveness does not change the past, but it does enlarge the    40   .

1.A．note               B．advice           C．reason      D．help

2.A．battle             B．competition      C．argument         D．conversation

3.A．took               B．thought          C．turned           D．handed

4.A．statue             B．graph           C．picture          D．poster

5.A．otherwise          B．however          C．therefore                      D．besides

6.A．leave              B．cry              C．explain          D．argue

7.A．good               B．harm             C．favor           D．punishment

8.A．amused             B．controlled      C．uninterested     D．relaxed

9.A．meaningful         B．forgetful         C．regretful                     D．hurtful

10.A．aside             B．above            C．beneath          D．behind

11.A．wrote             B．finished         C．read             D．collected

12.A．proud             B．fond             C．afraid           D．ashamed

13.A．figured           B．promised         C．concluded        D．confirmed

14.A．talkative         B．mean             C．clumsy       D．considerate

15.A．forcing           B．encouraging      C．comforting       D．teaching

16.A．appreciate        B．apologize        C．compromise       D．achieve

17.A．actually          B．normally         C．immediately      D．generally

18.A．decorated         B．offered          C．signed           D．bought

19.A．thankfulness      B．forgiveness C．compensation      D．communication

20.A．friendship    B．education    C．knowledge    D．future

 

Across the street from our home was a school and I would often watch the kids as they played basketball during the break. I often noticed a small    1    playing with boys. I watched in

   2    as she ran circles around the other kids. She    3    to shoot jump shots just over their heads and into the net. The boys always tried to stop her but no one could. At other times I saw her playing alone, sometimes until    4    .

       One day I asked her why she   5    so much. She looked    6    in my eyes and without a moment of hesitation（犹豫）she said “The only way I can go to   7     is to get a scholarship（奖学金）. I believe that I would get it if I were good enough at   8    . My Daddy told me if the dream is big enough, the facts don’t   9   .” Then with a determined smile she ran towards the court. I watched her   10    those junior high years and into high school. Every week, she led her team to victory.

       One day in her senior year, I saw her sitting in the grass, head   11    in her arms. The coach（教练）told her that at 5 feet 5 inches she would   12    never get to play for a top ranked team—much less offered a scholarship—so she should   13    dreaming about college. I asked her if she had talked to her dad about it yet. She   14    her head from her hands and told me that her father said those coaches just did not understand the  15    of a dream. He told her that if she truly wanted a scholarship,   16    could stop her except one thing—her own attitude.

       The next year,   17    she and her team went to the Northern California Championship game, she was seen by a college coach. She was indeed   18    a scholarship, a full one. She was going to get the college education that she had    19    and worked toward for all those years. It’s   20   : If the dream is big enough, the facts don’t count

1．A．boy                      B．girl                      C．student                D．teacher

2．A．wonder                 B．shock                  C．doubt                  D．delight

3．A．attempted              B．tried                    C．failed                  D．managed

4．A．morning                B．noon                   C．dark                    D．dawn

5．A．practised               B．suffered              C．performed           D．drilled

6．A．slowly                  B．quickly                C．directly               D．quietly

7．A．work                    B．court                   C．school                 D．college

8．A．football                 B．basketball            C．my lessons          D．the exams

9．A．count                    B．delay                   C．damage               D．fail

10．A．past                    B．over                    C．through               D．beyond

11．A．buried                 B．placed                 C．hidden                 D．dropped

12．A．firmly                 B．probably              C．nearly                 D．sadly

13．A．begin                  B．stop                    C．continue              D．start

14．A．lowered               B．turned                 C．lifted                   D．moved

15．A．effect                  B．advantage            C．aim                     D．power

16．A．something           B．anything              C．nobody               D．nothing

17．A．after                   B．before                 C．as                       D．once

18．A．offered                B．handed                C．brought               D．sent

19．A．thought of           B．asked for             C．dreamed of          D．referred to

20．A．possible          B．true               C．proper            D．perfect

Franz Kafka wrote that “A book must be the ax(斧子)for the frozen sea inside us.” I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命运).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature(文学) with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded (有文学头脑的) children of Manhattan’s upper classes—into a less competitive school. The daughter of immigrants (移民), with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph.D.’s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it's about being a man, it’s about manliness (男子气概).” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (独白) read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
【小题1】The underlined words in Paragraph 1 probably mean that a book helps to________.

A．realize our dreams

B．give support to our life

C．smooth away difficulties

D．awake our emotions

【小题2】Why were the students able to understand the novel Of Mice and Men?

A．Because they spent much time reading it.

B．Because they had read the novel before.

C．Because they came from a public school.

D．Because they had similar life experiences.

【小题3】The girl left the selective high school possibly because ________.

A．she was a literary-minded girl

B．her parents were immigrants

C．she couldn’t fit in with her class

D．her father was then in prison

【小题4】To the author’s surprise, the students read the novels ________.

A．creatively

B．passively

C．repeatedly

D．carelessly

【小题5】The author writes the passage mainly to ________.

A．introduce classic works of literature

B．advocate teaching literature to touch the heart

C．argue for equality among high school students

D．defend the current testing system

完形填空。

阅读下面短文，掌握其大意，然后从每小题所给的四个选项中，选出一个最佳答案。

　　Although the Alice Springs School of the Air teachers are located in Alice Springs, none of the school's students 1 there. In fact, most students live 2 three hours drive away.

　　The students at this very special school live in 3 areas of central Australia and all do their schoolwork by correspondence(通信). Every day students listen to their teachers giving a lesson by high frequency 4 . Then for the rest of the day they 5 on the lessons their teachers 6 to them by post. Every 7 is supervised(监护) by a tutor, usually a parent.

　　A few times a year all the students in the school travel to Alice Springs to 8 school camps and sports days. Once a year children who live in the 9 area go to their nearest town for a week they are taught together in a normal 10 .

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