The teacher asked if we could do it. （变为直接引语）

The teacher was leaving the village, and everybody seemed sorry.  The miller at Cresscombe lent him the small cart and horse to carry his goods to Christminster, the city of his destination, such a vehicle proving of quite enough size for the teacher’s belongings.  For his only article, in addition to the packing-case of books, was a piano that he had bought when he thought of learning instrumental music.  But the eagerness having faded, he had never acquired any skill in playing, and the purchased article had been a permanent trouble to him.
The headmaster had gone away for the day, being a man who disliked the sight of changes.  He did not mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.
The blacksmith, the farm bailiff and the teacher were standing in confused attitudes in the sitting room before the instrument.  The teacher had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.
A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, “Aunt has got a fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.”
“Good idea,” said the blacksmith.
The smith and the bailiff started to see about the possibility of the suggested shelter, and the boy and the teacher were left standing alone.
“Sorry I am going, Jude.” said the latter gently.
Tears rose into the boy’s eyes.  He admitted that he was sorry.
“So am I,” said Mr. Phillotson.
“Why do you go, sir?” asked the boy.
“Well ----- don’t speak of this everywhere.  You know what a university is, and a university degree?  It is the necessary hallmark of a man who wants to do anything in teaching.  My scheme, or dream, is to be a university graduate.  By going to live at Christminster, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance.”
The smith and his companion returned.  Old Miss Fawley’s fuel-house was practicable; and she seemed willing to give the instrument standing-room there.  So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.
At nine o’clock Mr. Phillotson mounted beside his box of books, and waved his friends good-bye.
【小题1】It can be inferred that the teacher _______.

The teacher was leaving the village, and everybody seemed sorry.  The miller at Cresscombe lent him the small cart and horse to carry his goods to Christminster, the city of his destination, such a vehicle proving of quite enough size for the teacher’s belongings.  For his only article, in addition to the packing-case of books, was a piano that he had bought when he thought of learning instrumental music.  But the eagerness having faded, he had never acquired any skill in playing, and the purchased article had been a permanent trouble to him.

The headmaster had gone away for the day, being a man who disliked the sight of changes.  He did not mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.

The blacksmith, the farm bailiff and the teacher were standing in confused attitudes in the sitting room before the instrument.  The teacher had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.

A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, “Aunt has got a fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.”

“Good idea,” said the blacksmith.

The smith and the bailiff started to see about the possibility of the suggested shelter, and the boy and the teacher were left standing alone.

“Sorry I am going, Jude.” said the latter gently.

Tears rose into the boy’s eyes.  He admitted that he was sorry.

“So am I,” said Mr. Phillotson.

“Why do you go, sir?” asked the boy.

“Well ----- don’t speak of this everywhere.  You know what a university is, and a university degree?  It is the necessary hallmark of a man who wants to do anything in teaching.  My scheme, or dream, is to be a university graduate.  By going to live at Christminster, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance.”

The smith and his companion returned.  Old Miss Fawley’s fuel-house was practicable; and she seemed willing to give the instrument standing-room there.  So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.

At nine o’clock Mr. Phillotson mounted beside his box of books, and waved his friends good-bye.

1.It can be inferred that the teacher _______.

2.The motivation of the teacher’s moving lay in his _________.

3.The boy named Jude may be described as _________.

4.From the passage, we could get a general idea of the teacher’s ______.

5.Which person does the underlined “his companion” refer to?

The teacher was leaving the village, and everybody seemed sorry.  The miller at Cresscombe lent him the small cart and horse to carry his goods to Christminster, the city of his destination, such a vehicle proving of quite enough size for the teacher’s belongings.  For his only article, in addition to the packing-case of books, was a piano that he had bought when he thought of learning instrumental music.  But the eagerness having faded, he had never acquired any skill in playing, and the purchased article had been a permanent trouble to him.
The headmaster had gone away for the day, being a man who disliked the sight of changes.  He did not mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.
The blacksmith, the farm bailiff and the teacher were standing in confused attitudes in the sitting room before the instrument.  The teacher had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.
A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, “Aunt has got a fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.”
“Good idea,” said the blacksmith.
The smith and the bailiff started to see about the possibility of the suggested shelter, and the boy and the teacher were left standing alone.
“Sorry I am going, Jude.” said the latter gently.
Tears rose into the boy’s eyes.  He admitted that he was sorry.
“So am I,” said Mr. Phillotson.
“Why do you go, sir?” asked the boy.
“Well ----- don’t speak of this everywhere.  You know what a university is, and a university degree?  It is the necessary hallmark of a man who wants to do anything in teaching.  My scheme, or dream, is to be a university graduate.  By going to live at Christminster, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance.”
The smith and his companion returned.  Old Miss Fawley’s fuel-house was practicable; and she seemed willing to give the instrument standing-room there.  So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.
At nine o’clock Mr. Phillotson mounted beside his box of books, and waved his friends good-bye.

1. 1.

   It can be inferred that the teacher _______.

   1. A.
      was not getting on well with the headmaster
   2. B.
      had lived a rather simple life in the village
   3. C.
      was likely to continue to practice playing the piano
   4. D.
      would get a rise in the city on arriving there
2. 2.

   The motivation of the teacher’s moving lay in his _________.

   1. A.
      ambition
   2. B.
      devotion
   3. C.
      admiration
   4. D.
      inspiration
3. 3.

   The boy named Jude may be described as _________.

   1. A.
      polite, generous and cheerful
   2. B.
      active, modest and friendly
   3. C.
      kind, bright and helpful
   4. D.
      calm, confident and humorous
4. 4.

   From the passage, we could get a general idea of the teacher’s ______.

   1. A.
      love for music and his dislike for musical instruments
   2. B.
      hard work in the village and his strong interest in city life
   3. C.
      friendship with some villagers and also conflicts with others
   4. D.
      eagerness to go to the city and his love for the village
5. 5.

   Which person does the underlined “his companion” refer to?

   1. A.
      Mr. Phillotson
   2. B.
      Miss Fawley
   3. C.
      The bailiff
   4. D.
      The headmaster

If you wanted to know what it’s like to walk on the moon, you’d interview an astronaut. If you wanted insights(深刻的见解) on playing Hamlet, you’d study the performance of a Shakespearean actor. And if you wanted to know what the first year of teaching school is like, well... you’d ask teachers who just completed their first year on the job. We wanted to know and we asked.
This book attempts to capture the fascinating and inspiring answers we received. It is based largely on a series of discussions held among winners of the First Class Teacher Award sponsored(赞助) every year by Sallie Mae, a corporation devoted to education. As in the past years, first-year teachers who won the award came to Washington, DC in the fall for a weekend of awards and related events.
One activity that grew out of the awards is a series of focus group discussions. These discussions allow us to ask first-year teachers some key questions: What was it like the first year What were your hardest challenges and your greatest rewards? Did you get the right preparation? Do you have any insights you could offer new teachers?
The teachers talked in frank terms about what it’s like to feel rebuffed by experienced teachers, to struggle with budget cutbacks, to see children in pain. But the difficulties they related are only half the story. They also told us how they dealt with challenges, what they would want new teachers to know, and why being a teacher is so important to their sense of self. All together, their words paint a picture of an inspired and inspiring group of up-and-coming leaders in their profession. We believe their reflections will prove helpful to principals, administrators, university professors in education departments, and particularly, new teachers who are speeding up to face the first day of school. This book is built on the words and recollections(回忆) of award-winning, first-year teachers. We have used direct quotations(引用语) from teachers (with their permission), both from the focus group discussions and from a set of essays they wrote. We felt their voices needed to be heard as directly as possible. Our job was to present their insights in a way that would be useful for readers. What follows is our effort to do so.
Thank you for your interest, and we welcome your response.
Sincerely,
Sharon A. Bobbitt, Ph.D.
Director, Knowledge Applications Division
U.S. Department of Education
65.Sharon A. Bobbitt writes the passage mainly to ________.
A. inspire would-be teachers               B. praise the award winners
C. share his teaching experience            D. introduce a valuable book
66.What purpose does Paragraph 1 serve in the passage?
A. To provide background information of the topic.
B. To attract readers’ attention to the topic.
C. To use the examples to support the topic.
D. To offer basic knowledge of the topic.
67.Which of the following is TRUE about the First Class Teacher Award?
A. It is sponsored by Sallie Mae every year.
B. It is held sometimes in Washington, DC.
C. It focuses on discussions and contests.
D. The participants are invited to write books.
68.What does the underlined word “rebuffed” in the Paragraph 4 probably mean?
A. Impressed deeply.                     B. Taught sincerely.
C. Refused rudely.                       D. Helped warm-heartedly.