I was a rotten teenager, sharp-tongued and eager to control others. I told lies. At an early age that I could make things   1  my way with just a few small changes. The writers for today’s hottest soap opera could not have created a   2  character than me.

I don’t know how long it took me to realize how I was   3  so many others. Not only did I succeed in   4  many of my closest friends by trying to control them; I also managed to destroy the most   5  relationship in my life; my relationship with my mother.

My mother, who gave birth to me at age 38  6  her doctor’s wishes, would cry to me, “I waited so long for you. Don’t ignore my help!” I would reply   7  , “I never wanted you to care about me! Leave me alone and forget I   8  lived!”

My mother began to believe I really   9  it. Like many young girls in high school, the boys whom I knew were   10  were always the first ones I had to date. I would try to find any way to draw attention to myself   11  at the same time trying to be invisible. I had also been   12  into drugs then to change my personality. My only pleasure was to make people feel   13  .  

But then I asked  14  why. Why the need to hurt? Why the attacks on my mother? I would drive myself mad with all the whys until one day, I couldn’t   15  it any longer and jump from a car moving at 80 miles per hour.

Lying awake the following night at the hospital, I saw my mother’s pained face-warm, tired brown   16  filled with nothing but thanks for her daughter’s rebirth of life.

  17  all the horrible things I did to her, she still loved me. I cried and asked why. She just looked down at me and said frankly, “I don’t know.”

  18   love is the most precious gift we can give. Being   19  for the past is the most precious gift we can receive. I want to   20  the gift my mother gave me to all the “rotten teenagers” in the world.

1．A．go                        B．come                  C．turn                    D．feel

2．A．better                    B．worse                 C．happier                D．cleverer

3．A．loving                   B．hating                  C．hurting                D．shocking

4．A．putting off             B．breaking into        C．keeping up           D．pushing away

5．A．curious                 B．precious              C．nervous               D．obvious

6．A．against                  B．for                      C．according to        D．with

7．A．gently                   B．suddenly              C．sharply                D．unwillingly

9．A．said                      B．knew                  C．hoped                 D．meant

10．A．available              B．possible               C．impossible           D．believable

11．A．  when                 B．while                   C．and                     D．or

12．A．heavy                  B．easy                    C．difficult               D．fast

13．A．fright                  B．confusion            C．excitement           D．pain

14．A．myself                B．my mother           C．my friend            D．my father

15．A．explain                B．control                C．stand                  D．accept

16．A．gestures              B．faces                   C．eyes                    D．feelings

17．A．Since                  B．Although             C．Though               D．Despite

18．A．Unconditional       B．Slow                   C．Quick                 D．True

19．A．loved                  B．forgiven              C．hated                  D．forgotten

20．A．tell                    B．provide                C．supply               D．extend

So long as teachers fail to distinguish (differ) between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible”.

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.

Learning to read involves all that each individual does to understand the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning.

1. The problem with the reading course as mentioned in the first paragraph is that_______. 

A. too much time is spent in teaching about reading

B. reading tasks are given with little guidance

C. it is one of the most difficult school courses

D. students spend limited hours in reading

2. The teaching of reading will be successful if _______. 

A. teachers can make their teaching activities observable

B. teachers can teach their students how to read

C. teachers can improve conditions at school for the students

D. teachers can enable students to develop their own way of reading

3. The word “scrutiny” (Paragraph 3) most probably means “_______”.

A. unbelief           B. control             C. inquiry             D. observation

4. The main idea of the passage is that_______.

A. reading is more complicated than believable

B. reading ability is something gained rather than taught

C. teachers should encourage students to read as widely as possible

D. teachers should do as little as possible in helping students learn to read

So long as teachers fail to distinguish (differ) between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible”.

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.

Learning to read involves all that each individual does to understand the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning.

The problem with the reading course as mentioned in the first paragraph is that_______. 

A. too much time is spent in teaching about reading

B. reading tasks are given with little guidance

C. it is one of the most difficult school courses

D. students spend limited hours in reading

The teaching of reading will be successful if _______. 

A. teachers can make their teaching activities observable

B. teachers can teach their students how to read

C. teachers can improve conditions at school for the students

D. teachers can enable students to develop their own way of reading

The word “scrutiny” (Paragraph 3) most probably means “_______”.

A. unbelief           B. control             C. inquiry             D. observation

The main idea of the passage is that_______.

A. reading is more complicated than believable

B. reading ability is something gained rather than taught

C. teachers should encourage students to read as widely as possible

D. teachers should do as little as possible in helping students learn to read

So long as teachers fail to distinguish (differ) between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible”.

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.

Learning to read involves all that each individual does to understand the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning.

1. The problem with the reading course as mentioned in the first paragraph is that_______. 

A. too much time is spent in teaching about reading

B. reading tasks are given with little guidance

C. it is one of the most difficult school courses

D. students spend limited hours in reading

2. The teaching of reading will be successful if _______. 

A. teachers can make their teaching activities observable

B. teachers can teach their students how to read

C. teachers can improve conditions at school for the students

D. teachers can enable students to develop their own way of reading

3. The word “scrutiny” (Paragraph 3) most probably means “_______”.

A. unbelief           B. control             C. inquiry             D. observation

4. The main idea of the passage is that_______.

A. reading is more complicated than believable

B. reading ability is something gained rather than taught

C. teachers should encourage students to read as widely as possible

D. teachers should do as little as possible in helping students learn to read

So long as teachers fail to distinguish(区别) between teaching and learning, they will continue to undertake to do for children what only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible”.

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: it can be seen and observed.

Learning to read involves all that each individual does to understand the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle rule for all teaching instructions. “ Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning.

1. The problem with the reading course as mentioned in the first paragraph is that_______.

A. too much time is spent in teaching about reading

B. reading tasks are given with little guidance

C. it is one of the most difficult school courses

D. students spend limited hours in reading

2. The teaching of reading will be successful if _______.

A. teachers can make their teaching activities observable

B. teachers can teach their students how to read

C. teachers can improve conditions at school for the students

D. teachers can enable students to develop their own way of reading

3. The word “scrutiny” (paragraph 3 ) most probably means “_________”.

A. unbelief　　 B. control　 C. inquiry　 D. observation

4 . the main idea of the passage is that _______.

A. reading is more complicated than believable

B. reading ability is something gained rather than taught

C. teachers could encourage students to read as widely as possible

D. teachers should do as little as possible in helping students learn to read