题目内容
The sun shines brightly as I leave school, get into my car, and head for Bradley Hospital. This year, as a senior at Seekonk High School, I have been given the opportunity to leave the usual classroom setting once a week to volunteer.
I 21 to spend this valuable time working with mentally disabled children at Bradley Children’s Hospital. I work 22 a teacher in the outpatient/pre-school section, in a classroom with two children— a classroom very different from 23 I have ever known. The difference of this classroom is 24 the children have been diagnosed with a mental disease. One child is autistic and non-verbal(自闭和不说话的), using supportive 25 . The other has a condition called PDD (one step above autism), and is 26 non-verbal. Both children require strong 27 and a lot of attention. This combination creates an atmosphere which is both demanding and sympathetic.
My 28 in the classroom is not only to help the teacher, but to become part of the children’s 29 experience. I work one-on-one completing academics with a student. 30 , we work as a group on such activities as cooking, artwork, abstract reasoning. Everyday activities, which may be taken for granted by others, 31 a lot of strength from the children. This has opened my eyes vastly.
One of the 32 reasons why I volunteer to take the work is that I desire to help those who are less 33 . However, it has also helped me to realize my competence. I now know that I have the 34 to work with the disabled. I have lost my fear, and I 35 myself a lot more.
It is true that my work is very 36 ; there are many days that I 37 Bradley exhausted emotionally and physically. There have been times when I have left on the edge of tears 38 . But pity doesn’t heal, love does. And I have grown to love these children in my own way, 39 I see them only once a week. This experience has been both rewarding and satisfying. I’ve learned also that I do have the ability to make a difference in their lives, no matter how small it may be. One smile makes it all 40 .
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【小题1】D
【小题2】C
【小题3】B
【小题4】A
【小题5】B
【小题6】B
【小题7】C
【小题8】D
【小题9】D
【小题10】A
【小题11】C
【小题12】A
【小题13】B
【小题14】D
【小题15】A
【小题16】V
【小题17】C
【小题18】A
【小题19】B
【小题20】D
解析
A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities (设施) for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes (样品); they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation (朝向),”Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
【小题1】How did the architects react to Gerner’s design requirements?
A.They lost balance in excitement. | B.They showed strong disbelief. |
C.They expressed little interest. | D.They burst into cheers. |
A.Assessment — Prototype — Design — Construction. |
B.Assessment — Design — Prototype — Construction. |
C.Design — Assessment — Prototype — Construction. |
D.Design — Prototype — Assessment — Construction. |
A.The large size. | B.Limited facilities. |
C.The desert climate. | D.Poor natural resources. |
A.They are questionable. | B.They are out of date. |
C.They are advanced. | D.They are practical. |