That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in  1 for seventeen years, I had no  2  about my ability to hold their attention and to  3  on them my admiration for the literature of my mother tongue.

I was shocked when the monitor shouted, "  4  !" The entire class rose as I entered the room, and I was somewhat  5  about how to get them to sit down again, but once that awkwardness was over, I quickly  6  my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps  7  their admiration. I went back to my office with the rosy glow which came from a sense of achievement.

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  theme. "Didn’t I teach them anything? I described the entire philosophical framework 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.

1.                A．the UK         B．the US          C．China    D．Australia

2.                A．worry          B．idea            C．doubt    D．experience

3.                A．impress         B．put            C．leave     D．fix

4.                A．Attention       B．Look out        C．At ease   D．Stand up

5.                A．puzzled         B．sure           C．curious   D．worried

6.                A．found          B．returned        C．regained  D．followed

7.                A．more          B．even           C．yet D．still

8.                A．passed         B．borrowed       C．read     D．kept

9.                A．replaced        B．taken           C．caught    D．moved

10.               A．Naturally        B．Perhaps        C．Fortunately     D．Reasonably

11.               A．different        B．strong          C．similar D．usual

12.               A．happenings      B．characters      C．development   D．background

13.               A．should         B．need           C．will   D．must

14.               A．immediately     B．certainly        C．simply     D．gradually

15.               A．that           B．what           C．those     D．ones

16.               A．difficult         B．interesting      C．ordinary   D．unusual

17.               A．draw           B．look           C．search    D．offer

18.               A．strange         B．standard        C．exact D．serious

19.               A．Therefore       B．However        C．Besides    D．Though

20.               A．normal         B．happy          C．good D．better

This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?

The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.

The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (层次)　of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科)　science classes, but it is important later, in graduate school. And it is always important in humanities(人文科学).

Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”

But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.

1.What do we know about this unusual class?

2.The experiment was designed to find out             

3.Finding levels of meaning is            .

4.What did the science professors learn after the experiment?

    阅读下面短文，从短文后各题的A、B、C、D四个选项中，选出适合填入对应空白处的最佳选项。并在答题卡上将该选项涂黑。

    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  1for 17 years, I had no  2about my ability to hold their attention and to  3on them my admiration for the literature of my mother tongue．

    I was shocked when the monitor shouted, “  4!”

    The entire class rose as I entered the room, and I was somewhat  5about how to get them to sit down again, but once that awkwardness was over, I quickly  6my calmness and began what I thought was a fact-packed lecture, sure to gain their respect --- perhaps  7their admiration．I went back to my office with the rosy glow which comes from a sense of achievement．

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

    It was a long term, and it  14became clear that my ideas about education were not the same as  15of my students．I thought a teacher’s job was to raise     16questions and provide enough background so that students could  17their own conclusions．My students thought a teacher’s job was to provide  18information 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  20American teacher, knowing how to teach in a different culture．

1.A．the UK           B．the US        C．China          D．Australia

2.A．worry            B．idea          C．doubt          D．experience

3.A．impress          B．put           C．leave         D．fix

4.A．Attention        B．Look out      C．At ease        D．Stand up

5.A．puzzled          B．sure           C．depressed      D．worried

6.A．found            B．returned      C．regained       D．followed

7.A．more             B．even           C．yet            D．still

8.A．passed           B．borrowed       C．kept           D．read

9.A．replaced         B．taken         C．caught         D．moved

10.A．Naturally       B．Perhaps       C．Fortunately    D．Reasonably

11.A．different       B．strong        C．similar        D．usual

12.A．happenings      B．characters    C．development    D．background

13.A．should          B．need           C．will           D．must

14.A．immediately     B．certainly     C．simply         D．gradually

15.A．that            B．what          C．those          D．ones

16.A．difficult       B．interesting   C．ordinary       D．unusual

17.A．draw            B．get            C．decide         D．give

18.A．strange         B．standard      C．exact          D．serious

19.A．Therefore       B．However        C．But            D．Though

20.A．normal          B．happy          C．good           D．better