I arrived in the classroom, ready to share knowledge and experience with 76 students who would be in my English literature class. Having taught in the US for 17 years, I had no  1   about my ability to hold their attention and to   2   on them my admiration for the literature of my mother tongue

      I was   3  when the monitor shouted, "Stand up!" The entire class rose as I entered the room, and I was somewhat  4   about how to get them to sit down again, but   5  that embarrassment was over, I quickly regained my   6   and admiration. I went back to my office with the rosy glow(发热) which came from a strong     7   of achievement.

      My students kept diaries However, as I read them, the rosy glow was gradually    8   by a strong sense of   9  . The first diary said, "Our foreign teacher didn't   10   us anything today. Perhaps her next lecture will be better. " Greatly   11  , I read diary after diary, each expressing a  12   theme. "Didn't I teach them anything? I   13   the entire philosophical (哲学) framework of Western thought and  14  the historical background for all the works we'll study in class," I complained. "How should they say I didn't teach them anything?"

      It was a long term, and it gradually became dear that my ideas about  15   were not the same as those of my students. I thought a teacher's job was to  16   interesting questions and provide enough background so that students could draw their own  17 . My students thought a teacher's job was to provide exact information as 18 and clearly as possible. What a  19  !

     However, I also learned a lot, and the  20  with my Chinese students has made me a better American teacher, knowing how to teach in a different culture.

1. A. idea              B. confidence                C. difficulty            D. doubt

2. A. impress           B. supply                    C. stress              D. force

3. A. amused           B. frightened                 C. shocked            D. satisfied

4. A. worried           B. concerned                 C. confused            D. curious

5. A. once             B. since                     C. before              D. because

6. A. belief             B. calmness                  C. courage             D. ability

7. A. desire            B. emotion                   C. sense               D. choice

8. A. changed          B. replaced                  C. grown              D. reduced

9. A. sadness          B. loneliness                  C. happiness            D. achievement

10. A. give            B. teach                     C. share               D. show

11. A. excited          B. disappointed               C. pleased              D. surprised

12. A, hopeful        B. similar                    C, special              D. different

13. A. taught           B. described                        C. supported            D. spread

14. A. laid             B. expressed                 C. discussed           D. advised

15. A. education        B. background                      C. knowledge           D. diary

16. A. consider       B. settle                     C. answer             D. raise

17. A. attention         B. lessons                   C. decision             D. conclusion

18. A. quickly        B. directly                   C. frequently           D. occasionally

19. A. difficulty        B. surprise                   C. difference           D. failure

20. A. feeling          B. enjoyment                 C. chance             D. experience

I arrived in the classroom, ready to share my knowledge and experience with 76 students who would be my English literature class. Having taught in the US for 17 years, I have no doubt about my ability to hold their attention and to impress on them my admiration for the literature of my mother tongue.

I was shocked when the monitor shouted, “stand up!” The entire class rose as I entered the room and I was somewhat puzzled about how to get them to sit down again, but once the embarrassment (尴尬) was over, I quickly regained my calmness and admiration. I went back to my office with the rosy glow which came from a strong sense of achievement.

My students kept diaries. However, as I read them, the rosy glow was gradually replaced by a strong sense of sadness. The first diary said, “Our literature teacher didn’t teach us anything today. Perhaps her next lecture will be better.” Greatly surprised, I read diary after diary, each expressing a similar theme. “Didn’t I teach them anything? I described the entire Western philosophy (哲学) and laid the historical background for all the works we will study in class.” I complained. “How should they say I didn’t teach them anything?”

It was a long term, and it gradually became clear that my ideas about education were not the same as those of my students. 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 exact information as directly and clearly as possible. What a difference!

However, I also learned a lot, and the experience with my Chinese students has made me a better American teacher, knowing how to teach in a different culture.

1. We can know that on the first day the writer ______.

A. felt she didn’t teach them much

B. was very confident in her students

C. felt very confident in herself at first

D. was disappointed at her students’ performance

2. At the beginning of the lesson, the writer got puzzled because of ______.

A. cultural differences                            B. students’ admiration

C. students’ embarrassment                    D. the same experience

3. The writer learnt from their diaries that the students wanted to ______.

A. raise interesting questions                   B. know about background

C. draw their own conclusions         D. know more exact facts

4. Which of the following is true according to the passage?

A. The writer got used to the life in China.

B. The writer doubted about her ability of teaching.

C. The writer had taught in many western countries.

D. The writer became better at teaching foreign students.

I arrived in the classroom，ready to share my knowledge and experience with 76 students who would be my English literature class. Having taught in the US for 17 years，I have no doubt about my ability to hold their attention and to impress on them my admiration for the literature of my mother tongue.

    I was shocked when the monitor shouted,“stand up!” The entire class rose as I entered the room and l was somewhat confused about how to get them to sit down again，but once the embarrassment(尴尬) was over, I quickly regained my calmness and admiration. I went back to my office with the rosy glow which came from a strong sense of achievement.

    My students kept diaries. However, as I read them the rosy glow was gradually replaced by a strong sense of sadness．The first diary said, “Our literature teacher didn’t teach us anything today perhaps her next lecture will be better.” Greatly surprised．I read diary after diary, each expressing a similar theme “Didn’t I teach them anything? I described the entire Western philosophy and laid the historical background for all the works we will study in class,” I complained. “How should they say I didn’t teach them anything?”

    It was a long term, and it gradually became clear that my ideas about education were not the same as those of my students. 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 exact in formation as directly and clearly as possible. What a difference!

    However, I also learned a lot，and the experience with my Chinese students has made me a better American teacher, knowing how to teach in a different culture.

51.We can know that on the first day the writer__________.

    A. was disappointed at her students’ performance

    B. was very confident in her students

    C. felt she didn’t teach them much

    D. felt very confident in herself at first

52.At the beginning of the lesson，the writer got confused because of__________.

    A. cultural differences      B. students’ admiration

    C. students’ embarrassment    D. the same experience

53．The writer learnt from their diaries that the students wanted to___________.

    A. raise interesting questions    B. know about background

    C. draw their own conclusions     D. know more exact facts

54.Which of the following is FALSE according to the passage?

    A. The writer doubted about her ability of teaching.

    B. The writer became better at teaching foreign students.

    C. The writer had taken up her career for years.

D. The writer was upset when reading the students’ diaries．

55. The underlined word “philosophy” would probably NOT be _________．

A.  set of beliefs

B．outlook on life

C．study of the principles

       D.  understanding of art

第二部分  阅读理解 （共两节，满分50分）

第一节  阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。（共20小题；每小题2分，满分40分）

A

I arrived in the classroom, ready to share my knowledge and experience with 76 students who would be my English literature class. Having taught in the US for 17 years, I have no doubt about my ability to hold their attention and to impress on them my admiration for the literature of my mother tongue.

I was shocked when the monitor shouted, “stand up!” The entire class rose as I entered the room and I was somewhat puzzled about how to get them to sit down again, but once the embarrassment (尴尬) was over, I quickly regained my calmness and admiration. I went back to my office with the rosy glow which came from a strong sense of achievement.

My students kept diaries. However, as I read them, the rosy glow was gradually replaced by a strong sense of sadness. The first diary said, “Our literature teacher didn’t teach us anything today. Perhaps her next lecture will be better.” Greatly surprised, I read diary after diary, each expressing a similar theme. “Didn’t I teach them anything? I described the entire Western philosophy (哲学) and laid the historical background for all the works we will study in class.” I complained. “How should they say I didn’t teach them anything?”

It was a long term, and it gradually became clear that my ideas about education were not the same as those of my students. 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 exact information as directly and clearly as possible. What a difference!

However, I also learned a lot, and the experience with my Chinese students has made me a better American teacher, knowing how to teach in a different culture.

41. We can know that on the first day the writer ______.

A. felt she didn’t teach them much

B. was very confident in her students

C. felt very confident in herself at first

D. was disappointed at her students’ performance

42. At the beginning of the lesson, the writer got puzzled because of ______.

A. cultural differences                        B. students’ admiration

C. students’ embarrassment                  D. the same experience

43. The writer learnt from their diaries that the students wanted to ______.

A. raise interesting questions               B. know about background

C. draw their own conclusions             D. know more exact facts

44. Which of the following is true according to the passage?

A. The writer got used to the life in China.

B. The writer doubted about her ability of teaching.

C. The writer had taught in many western countries.

D. The writer became better at teaching foreign students.