摘要： My English teacher that my composition was too long and that I had to s it.

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As soon as I saw her, I understood I was in trouble. The tiny 10-year-old girl was staring at me with that specific facial expression which probably only dentists have to enjoy all day long!

Whatever question I asked, whatever activity I suggested, her reaction was pretty much the same — she was frozen with horror. She was sent to our private language school after having been the worst in English at her key school with a pretty strict ELT syllabus(教学大纲), with her peers teasing her for her mistakes in English. Moreover, her state school teacher called her name. To make things worse, she was under pressure from her family for getting bad marks in English. She was definitely expecting me to carry on the same way with her.

I have to admit that I had been staring at her with probably the same expression for a while before eventually she handed in an absolutely incredible composition which I had previously asked the class to write. It was written in perfect handwriting, was full of clever ideas and had correct paragraphing. The girl got her first excellent mark in English, and I praised her generously and from then on I started using her writing skills to support the others. Before doing an oral retelling of a story, she wrote it down. Before presenting her oral project, she was allowed to do the same thing. The day she first put up her hand to orally answer my question addressed to the class I was incredibly happy.

She taught me how to approach withdrawn students — find the skill which they can excel at, in her case writing, and help the student use it to develop other skills!

1.The writer is probably a teacher 　　　.

A. in a language training center

B. in a private language school

C. in a state school

D. in a key public school

2.The writer’s first impression of the little girl was that she was 　　　.

A. incredibly dull B. hard to cope with

C. far too lovely D. pretty confident

3.The girl came to the school because 　　　.

A. she had some special skills

B. she was good at writing poems

C. she felt very uncomfortable at her previous school

D. she is poor at her pronunciation

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As soon as I saw her, I understood I was in trouble. The tiny 10-year-old girl was staring at me with that specific facial expression which probably only dentists have to enjoy all day long!
Whatever question I asked, whatever activity I suggested, her reaction was pretty much the same — she was frozen with horror. She was sent to our private language school after having been the worst in English at her key school with a pretty strict ELT syllabus(教学大纲), with her peers teasing her for her mistakes in English. Moreover, her state school teacher called her name. To make things worse, she was under pressure from her family for getting bad marks in English. She was definitely expecting me to carry on the same way with her.
I have to admit that I had been staring at her with probably the same expression for a while before eventually she handed in an absolutely incredible composition which I had previously asked the class to write. It was written in perfect handwriting, was full of clever ideas and had correct paragraphing. The girl got her first excellent mark in English, and I praised her generously and from then on I started using her writing skills to support the others. Before doing an oral retelling of a story, she wrote it down. Before presenting her oral project, she was allowed to do the same thing. The day she first put up her hand to orally answer my question addressed to the class I was incredibly happy.
She taught me how to approach withdrawn students — find the skill which they can excel at, in her case writing, and help the student use it to develop other skills!

1.
The writer is probably a teacher 　　　
1. A.
  in a language training center
2. B.
  in a private language school
3. C.
  in a state school
4. D.
  in a key public school
2.
The writer’s first impression of the little girl was that she was 　　　
1. A.
  incredibly dull
2. B.
  hard to cope with
3. C.
  far too lovely
4. D.
  pretty confident
3.
The girl came to the school because 　　　
1. A.
  she had some special skills
2. B.
  she was good at writing poems
3. C.
  she felt very uncomfortable at her previous school
4. D.
  she is poor at her pronunciation

查看习题详情和答案>>

As soon as I saw her, I understood I was in trouble. The tiny 10-year-old girl was staring at me with that specific facial expression which probably only dentists have to enjoy all day long!

She taught me how to approach withdrawn students — find the skill which they can excel at, in her case writing, and help the student use it to develop other skills!

48. The writer is probably a teacher 　　　.

A. in a language training center B. in a private language school

C. in a state school D. in a key public school

49. The writer’s first impression of the little girl was that she was 　　　.

A. incredibly dull B. hard to cope with

C. far too lovely D. pretty confident

50. The girl came to the school because 　　　.

A. she had some special skills

B. she was good at writing poems

C. she felt very uncomfortable at her previous school

D. she is poor at her pronunciation

查看习题详情和答案>>

English was always my favorite subject. In my freshman year of high school, I could write a killer composition. In my second year, my 1 allowed me to give spelling tests to the class. I had wonderful 2 of my junior year. Mrs. Alexander3 me to sit at her desk and take over the class when she had to leave the room. Only my senior English class was4, as we had a teacher right out of college who expected college-level work. Every student received a “C” or “D” grade the first quarter. 5 English was still my subject.
I graduated from high school,6early and had children. Confident about my English, I often helped my kids with their English homework. And I 7 long articles and beautiful poetry as a columnist for a newspaper. Fifteen years later, I went to college, and because I had been an "A" student, I remained an ‘‘A” student. I 8 up to my own expectations.
Yesterday, I 9 my high school report cards when I was reading old papers. That bundle of report cards 10 back the old days. I remembered sitting in my advisor's office，explaining that I had always excelled at English, and 11 that I did not deserve a “D” from that 12 teacher of my senior year. The advisor was sympathetic but unable to change a (an)13
Reading 14 my old report cards revealed something else too. I wanted to tore them or hide them. I was not an ‘‘A” student in high school English！Somehow, I had 15 myself of this，when the grades clearly reflected an 16 student with an occasional “ A ” or ‘‘ B” but mostly “C” s.
Had I lived up to those grades and 17 myself according to those letters，I would have never confidently sought my writing 18 . Had I believed in my early grades instead of myself，I would have allowed my fear of 19 to defeat my enthusiasm and damage my creativity. 20，I viewed my younger self as an “A” English student, except for that undeserved “D”.

1.
1. A.
  monitor
2. B.
  headmaster
3. C.
  classmate
4. D.
  teacher
2.
1. A.
  impressions
2. B.
  thoughts
3. C.
  inspirations
4. D.
  memories
3.
1. A.
  approved
2. B.
  appointed
3. C.
  expected
4. D.
  urged
4.
1. A.
  flexible
2. B.
  creative
3. C.
  disappointing
4. D.
  controversial
5.
1. A.
  So
2. B.
  But
3. C.
  And
4. D.
  Or
6.
1. A.
  married
2. B.
  worked
3. C.
  succeeded
4. D.
  progressed
7.
1. A.
  wrote
2. B.
  edited
3. C.
  read
4. D.
  copied
8.
1. A.
  added
2. B.
  lived
3. C.
  grew
4. D.
  went
9.
1. A.
  counted
2. B.
  remembered
3. C.
  approached
4. D.
  discovered
10.
1. A.
  brought
2. B.
  turned
3. C.
  held
4. D.
  kept
11.
1. A.
  reporting
2. B.
  guaranteeing
3. C.
  complaining
4. D.
  recommending
12.
1. A.
  impolite
2. B.
  impatient
3. C.
  inexperienced
4. D.
  independent
13.
1. A.
  grade
2. B.
  figure
3. C.
  paper
4. D.
  entry
14.
1. A.
  out
2. B.
  through
3. C.
  from
4. D.
  into
15.
1. A.
  warned
2. B.
  reminded
3. C.
  informed
4. D.
  convinced
16.
1. A.
  average
2. B.
  enthusiastic
3. C.
  outstanding
4. D.
  awkward
17.
1. A.
  considered
2. B.
  defined
3. C.
  reflected
4. D.
  described
18.
1. A.
  goal
2. B.
  dream
3. C.
  career
4. D.
  enterprise
19.
1. A.
  change
2. B.
  risk
3. C.
  stress
4. D.
  failure
20.
1. A.
  Otherwise
2. B.
  Besides
3. C.
  Instead
4. D.
  Still

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English was always my favorite subject. In my freshman year of high school, I could write a killer composition. In my junior year, my   1  allowed me to give spelling tests to the class. I had wonderful   2  of this year. Mrs. Alexander   3  me to sit at her desk and take over the class when she had to leave the room. Only my senior English class was   4 , as we had a teacher right out of college who expected college-level work. Every student received a “C” or “D” grade the first quarter.   5  English was still my subject.
I graduated from high school, 6  early and had children.   7  about my English, I often helped my kids with their English homework. And I   8  long articles and beautiful poetry for a newspaper. Fifteen years later, I went to college, and because I had been an “A” student, I   9  an “A” student. I lived up to my own expectations.
Yesterday, I   10  my high school report cards when I was reading old papers. That bundle (捆) of report cards   11  back the old days. I remembered sitting in my advisor’s office, explaining that I had always been excellent at English and complaining that I did not   12  a “D” from that inexperienced teacher of my senior year. The advisor was   13  but unable to change a grade.
My old   14  cards showed something else too. I wanted to tear them up or   15  them. I was not an “A” student in high school English! Somehow, I had convinced myself of this, when the grades clearly reflected an   16  student with an occasional “A” or “B”, but mostly “C”s.
Had I lived up to those   17  and define (定义) myself according to those letters, I would have never confidently   18  my writing career. Had I believed in my early grades instead of myself, I would have allowed my fear of   19  to defeat my enthusiasm and damage my creativity.   20 , I regarded my younger self as an “A” English student, except for that undeserved “D”.