阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项。

　　A friend of mine met with an accident driving in darkness．His legs were so hurt that he couldn't move．What was the 　　1　　 was that he found himself unable to ask for help-his mobile phone went out of 　　2　　 as a result of exhausted battery．Nothing could be done but to 　　3　　 in cold wilderness．It was eight hours later that day broke, and then 　　4　　 of the rescue．

　　It is almost 　　5　　 that he could stand the horror in the darkness for so long．

　　Even more surprising was his 　　6　　：“First of all, I checked up my 　　7　　 conditions and found myself not in mortal(致命的)danger．As there was no 　　8　　 to call for help, I leaned back in my seat trying my best to keep the wound from 　　9　　．In this way I dozed off(昏睡过去)．”

　　His story put an end to my regret for the 　　10　　 of an exploration adventure that happened last year．A group of young men 　　11　　 to explore a mountain cave and got lost．　　12　　 to find a way out in the dark cave they were frightened and ran anxiously without a sense of 　　13　　．Finally they felt dead in fear and exhaustion．According to the rescue people that found them, the place 　　14　　 they got lost was only about 10 meters away from the 　　15　　 of the cave．If they stayed on the spot when they lost their way and tried to 　　16　　 themselves, they would probably sense a faint light glimmering not far away．

　　Don't you think you can compare it with 　　17　　 itself? When you meet with difficulty in life and work, you are lost in darkness．　　18　　 you it's unclear yet and you needn't put up struggle 　　19　　．It seems to be a negative attitude, 　　20　　 a person who can afford to do so must have foresight as well as a great courage in the first place．

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阅读理解，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。

　　As the semester(学期)ended, students had a chance to turn the tables on their teachers．

　　They got to grade me anonymously(匿名地), assessing the ability of my thinking, my organizational skills and the depth of my knowledge．Such evaluations keep me alert to what works and what doesn't．Students reflect my performance back to me, and I'm glad to learn what they think of my teaching so that I might try to improve．

　　This system reflects many aspects of my work．There is, of course, nothing wrong with it．But this system assumes that what students need is the same as what they want．Reading my evaluations every semester has taught me otherwise．Actually many students’ expectations for their courses have already changed, reflecting, in part, the business model many universities are following：classes are considered services, and parents are eager to get their money's worth from their children's education．Students feel pressure from their parents to get practical use from their courses．

　　This could make sense for an engineering course, but in my field, creative writing, which rarely trains up excellent 21-year-old writers, it is more difficult to provide the results that the career-minded students desire．Then I tried some teaching techniques to change the criticism of those unhappy students to the opposite and improve my student evaluations．My record would accurately reflect a smart, attentive, encouraging teacher．However, I would admit that they loved me simply because I agreed writing should be easy．

　　I know other teachers have done the same thing：teach your heart out to the teachable but be sure to please the unteachable; keep your ratings high, like a politician trying to improve his poll(民意调查)results．I believe in the struggle．But I still can't help wincing(退缩)when I read, “The instructor is mean．” “Marcus is not committed to my work．” “This class sucks．” The business model has taught me that customers are always right．And maybe a few more dissatisfied customers would mean a better learning experience．

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完形填空

　　I spent the opening day of school this year at DeMatha Catholic High School in much the same way I spent the first day of classes 　　1　　 30 years ago; I sat in Dr Charles E．Offutt's British literature class, listening to him 　　2　　 what his seniors would learn and get them excited about the journey they would 　　3　　．I'm the principal(校长)of the school now, but for a few minutes I was back in 1975, 　　4　　 what the future held．

　　I have been learning from Dr Offutt for 30 of the 51 years he has been teaching at DeMatha．He not only taught me to think, he 　　5　　 me, as much by example as 　　6　　, that it was my moral duty to do so and to serve 　　7　　．

　　Neither of us could know how our 　　8　　 would develop over the years．When I first came back to DeMatha to teach English, I worked for Dr Offutt, the then department chair．After several years, I was 　　9　　 department chair, and our relationship changed 　　10　　．I thought that it might be 　　11　　 chairing the department, since all of my former English teachers were still there, but Dr Offutt 　　12　　 me throughout．He knew when to give me 　　13　　 about curriculum, texts and personnel, and when to let me design my own course．

　　In 1997, I needed his advice about leaving DeMatha to become principal at another school．If he had asked me to stay at DeMatha, I might have．　　14　　, he encouraged me to seize the new 　　15　　．

　　Five years ago, I became the 　　16　　 of DeMatha．Once again, Dr Offutt was there for me, letting me know that I could 　　17　　 on him as I tried to fill such big shoes．I've learned from him that great teachers have a(an)　　18　　 wealth of lessons to teach．　　19　　 his students don't know it yet, I know how 　　20　　 they are; I'm still one of them．

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完型填空

　　I arrived in the classroom, ready to share my knowledge and experience with 75 students who would be 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(文学)of my mother tongue．

　　I was shocked when the monitor shouted,“　　3　　!” and the entire class rose as I entered the room, and I was somewhat 　　4　　 about how to get them to sit down again, but once that awkwardness(尴尬)was over, I quickly 　　5　　 my calmness and began what I thought was a fact – packed lecture, sure to gain their respect – perhaps 　　6　　 their admiration．I went back to my office with the rosy glow which comes from a(n)　　7　　 of achievements．

　　My students 　　8　　 diaries．However, as I read them, the rosy glow was gradually 　　9　　 by a strong sense of sadness．The first diary said,“Our literature teacher didn’t teach us anything today．　　10　　 her next lecture will be better．”Greatly surprised, I read diary after diary, each expressing a 　　11　　 subject．“Didn’t I teach them anything?I described the entire philosophical framework(哲学体系)of Western thought and laid the historical 　　12　　 for all the works we’ll study in class,” I complained．“How 　　13　　 they say I didn’t teach them anything?”

　　It was a long term, and it 　　14　　 became clear that my ideas about education were not the same as 　　15　　 of my students．I thought a teacher’s job was to raise 　　16　　 questions and provide enough background so that students could 　　17　　 their own conclusions．My students thought a teacher’s job was to provide 　　18　　 information as directly and clearly as possible．What a difference!

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

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