C Bored?Lonely?Out of condition? Why not try the SPORT CEN7IER? TENNIS Indoor and outdoor courts．Coaching from beginners to advanced.everyday not evenings．Children only-Sat．mornings． SKⅡNG Dry slope 题目和参考答案——青夏教育精英家教网—

题目内容

Bored?Lonely?Out of condition?

Why not try the

SPORT CEN7IER?

TENNIS

Indoor and outdoor courts．Coaching from beginners to advanced，everyday not evenings．Children only—Sat．mornings．

SKⅡNG

Dry slopes一3 levels instructors at weekends and Fridays．Daytime practice．8 years upwards．

SWIMMING

2 pools I heated Olympic length．Tuition available．

Women：Tuesday and Thursday．

Men：Monday，Wednesday and Friday．

Children：Saturday

Family day：Sunday

GOLF

9 hole practice COi／Ese．Professional Coaching．Lessons must be booked in advance in daytime．Evening practice．Minimum age一9 years．

GYMNASTICS

Maximum age一18 years．Children aged 5—10．Monday and Wednesdays．4：00—6：00 P．m．10—18 year—old．Friday evenings．Bar work Oil Sunday mornings．

AND MUCH MORE

Table Tennis，Snooker(斯诺克)，Darts(标枪)，Chess(everyday and evening)，C班(allday)，Bar(1unch time and evenings)，Nursery(weekdays and weekends，not evenings)．Centreopen 10：00 a．m．一10：00 P．m．Daily．Interested．'?More details inside．Quote Card Number：99．

64．What is this ad mainly about?

A．It mainly show8 US some way8 to spend weekends．

B．It mainly 8bows us a place to relax Olll',sehTe8．

C．It shows the way8 saving OUr time．

D．It shows US a lot of ways to spend OUr holidays．

65．Which of the following is TRUE according to this passage?

A．Men and women swim in the SPORTS CENTER separately．

B．People can play termi8 day and night．

C．Children at any age can pky golf in the SPORTS CENTER．

D．People under 20 can all take gymllfltstic8．

66．How many sports items title mentioned in the passage?

A．5． B．7 C．9 D．12．

67．Where carl we find this ad in your opinion?

A·In a company． B．In a restaurant． C．In a park D．On a newspaper．

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【解析】略

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　　In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get － a teaching job at what I considered a distant wild area：western New Jersey．My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen－teaching English．

　　School started, but I felt more and more as if I were in a foreign country．Waa this rural area really New Jersey? My students a week off when hunting season began．I was told they were also frequently absent in late October to help their fathers make hay on the farms．I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time．

　　But, still, I was teaching English．I worked hard, taking lime off only to eat and sleep．And then there was my sixth-grade class－seventeen boys and five girls who were only six yean younger than me．I had a problem long before I knew it．I was struggling in my work as a young idealistic teacher．I wanted to make literature come alive and lo promote a love of the written word．The students wanted to throw spitballs and whisper dirty words in the back of the room．

　　In college I had been taught that a successful educator should ignore bad behavior．So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave ray students positive attention．It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable．By the time ray boss, who was also ray taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise．

　　My boss sat in the back of the room．The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines．I just pretended it all wasn't happening, and went on lecturing and tried to ask some inspiring questions．My boss, sitting in the back of the room, seemed to be growing bigger and bigger．After twenty minutes he left, silently．Visions of unemployment marched before my eyes．

　　I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him．I wondered if he would let me finish out the day．I walked to his office, took a deep breath, and opened the door．

　　He was sitting in his chair, and he looked at me long and hard．I said nothing．All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine．

　　When he spoke, he said simply, without accusation, “You had nothing to say to them．”

　　“You had nothing to say to them," he repeated．“No wonder they're bored．Why not get to the meal of the literature and stop talking about symbolism．Talk with them, not at them．And more important, why do you ignore their bad behavior?” We talked．He named ray problems and offered solutions．We role-played．He was the bad student, and I was the forceful, yet, warm, teacher．

　　As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations．He helped me identify my weaknesses and my strengths．In short, he made a teacher of me by teaching me the reality of Emerson's words：“The secret to education lies in respecting the pupil．”

　　Fifteen years later I still drive that same winding road to the same school．Thanks to the help I received that difficult first year, the school is my home now．

(1)

It can be inferred from the story that in 1974 ________．
[　　]
A．	the writer became an optimistic person
B．	the writer was very happy about her new job
C．	it was rather difficult to get a job in the USA
D．	it was easy to get a teaching job in New Jersey

(2)

According to the passage, which of the following is most probably the writer's problem as a new teacher?
[　　]
A．	She had blind trust in what she learnt at college．
B．	She didn't ask experienced teachers for advice．
C．	She took too much time off to eat and sleep．
D．	She didn't like teaching English literature．

(3)

What is the writer's biggest worry after her taskmaster's observation of her class?
[　　]
A．	She might lose her teaching job．
B．	She might lose her students' respect．
C．	She couldn't teach the same class any more．
D．	She couldn't ignore her students' bad behavior any more．

(4)

Which of the following gives the writer a sense of mild victory?
[　　]
A．	Her talk about symbolism sounded convincing．
B．	Her students behaved a little better than usual．
C．	She managed to finish the class without crying．
D．	She was invited for a talk by her boss after class．

(5)

The students behaved badly in the writer's classes because ________．
[　　]
A．	they were eager to embarrass her
B．	she didn't really understand them
C．	they didn't regard her as a good teacher
D．	she didn't have a good command of English

(6)

The taskmaster's attitude towards the writer after his observation of her class can be best described as ________．
[　　]
A．	cruel but encouraging
B．	fierce but forgiving
C．	sincere and supportive
D．	angry and aggressive

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get — a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen 一 teaching English.

School started, but I felt more and more as if I were in a foreign country. Waa this rural area really New Jersey? My students a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking lime off only to eat and sleep. And then there was my sixth-grade class 一 seventeen boys and five girls who were only six yean younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and lo promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave ray students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time ray boss, who was also ray taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them," he repeated. “No wonder they’re bored. Why not get to the meal of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named ray problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

55. It can be inferred from the story that in 1974 ______.

A. the writer became an optimistic person

B. the writer was very happy about her new job

C. it was rather difficult to get a job in the USA

D. it was easy to get a teaching job in New Jersey

56. According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A. She had blind trust in what she learnt at college.

B. She didn’t ask experienced teachers for advice.

C. She took too much time off to eat and sleep.

D. She didn’t like teaching English literature.

57. What is the writer’s biggest worry after her taskmaster's observation of her class?

A. She might lose her teaching job.

B. She might lose her students’ respect.

C. She couldn’t teach the same class any more.

D. She couldn’t ignore her students’ bad behavior any more.

58. Which of the following gives the writer a sense of mild victory?

A. Her talk about symbolism sounded convincing.

B. Her students behaved a little better than usual.

C. She managed to finish the class without crying.

D. She was invited for a talk by her boss after class.

59. The students behaved badly in the writer's classes because ______.

A. they were eager to embarrass her

B. she didn't really understand them

C. they didn't regard her as a good teacher

D. she didn’t have a good command of English

60. The taskmaster’s attitude towards the writer after his observation of her class can be best described as ______.

A. cruel but encouraging B. fierce but forgiving

C. sincere and supportive D. angry and aggressive

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