In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.”
“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
【小题1】 It can be inferred from the story that in 1974 ________________.

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.

School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

1. It can be inferred from the story that in 1974 ________________.

A．the writer became an optimistic person

B．the writer was very happy about her new job

C．it was rather difficult to get a job in the USA

D．it was easy to get a teaching job in New Jersey

2.According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A．She had blind trust in what she learnt at college.

B．She didn’t ask experienced teachers for advice.

C．She took too much time off to eat and sleep.

D．She didn’t like teaching English literature.

3.What is the writer’s biggest worry after her taskmaster’s observation of her class?

A．She might lose her teaching job.

B．She might lose her students’ respect.

C．She couldn’t teach the same class any more.

D．She couldn’t ignore her students’ bad behavior any more.

4.Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．Her students behaved a little better than usual.

C．She managed to finish the class without crying.

D．She was invited for a talk by her boss after class.

5.The students behaved badly in the writer’s classes because

A．They were eager to embarrass her.

B．She didn’t really understand them.

C．They didn’t regard her as a good teacher.

D．She didn’t have a good command of English.

6.The taskmaster’s attitude towards the writer after his observation of her class can be described as________________.

A．cruel but encouraging                    B．fierce but forgiving

C．sincere and supportive                   D．angry and aggressive

第二节: 信息匹配（共5小题；每小题1分，满分5分）

请阅读下列应用文及相关信息，并按照要求匹配信息。请将答案填写在答题卡标号为76-80的相应位置上.注意：E=AB; F=CD

Molly 信箱是一个报刊栏目,主持人Molly 回答读者提出的各种问题. 第1至第5题是五位读者的来信.请从A、B、C、D、E、F中为每封来信选出合适的答复.

76. Dear Molly,

I have a problem. My parents are always talking to me about studying. They want me to study harder so I can go to a good school. I know studying is very important, but my parents put too much pressure on me. How can I explain to my parents that I need some free time?

          ------ Overworked

77. Dear Molly,

         My best friend Tony is a nice young man, but he has a bad habit. He is always late. No matter where he is going or what he is doing, he is never on time. Once he turned up thirty minutes late for a meeting! What can I do to break him of this bad habit?

                   ------ Worried

78. Dear Molly,

         I have a new roommate named Louis. He is a good friend of mine, but he is driving me crazy because he is very untidy. He leaves his dirty clothes everywhere, and he never makes his bed. I am extremely neat. What can I do?

                                    ---- Unhappy

79. Dear Molly,

         My cousin plays computer games a lot and he keeps on talking to me about various games. I don’t have any interest at all, but I find it difficult to stop him without hurting his feelings. Would you kindly give me some advice?

                                     ----- Shy

80. Dear Molly,

         I’m feeling upset these days because the result of my last English exam was not as good as I had expected. My teacher comforted me, saying “Don’t worry. You can do better next time.” But I’m still feeling bad. I need your help.  

               ----Disappointed

A: Dear xx,

     As I see it, you have three choices. You can find a new flat for yourself, make him find a new one, or have a talk with him and see if you could both be a little less extreme in your attitudes towards housekeeping. I would suggest you start with the third.

                                Molly

B: Dear xx,

     You could try talking to him about the importance of being on time. If it doesn’t work, one trick you can try is to ask him to set his clock 15 minutes ahead. You could also tell him that something starts 15 minutes or more before it really starts.

Molly

C: Dear xx,

      This is a common problem for people of your age. Tell your parents how you feel. Let them know you respect them. Maybe you can make a deal with them. For example, ask them for one day off each week to do what you want to do.

                              Molly

D: Dear xx,

   Next time when he begins talking, you might interrupt him with a smile, saying

“That’s interesting, but I hope you understand this is my time to relax. I need to do some reading now.” He may sense your unwillingness and stop talking.

                            Molly

E: Dear xx,

“Be yourself ” is the best solution. If I were you, I’d tell him to leave me alone. At least tell him, “That was hurtful. Please don’t say things like that to me. I’m a football fan and like watching football games. I can make my own decision.”

                               Molly

F: Dear xx,

    Scores are important for students, but you don’t have to care too much about the result of one test. You are learning. Maybe it is more important to find out why you failed to achieve your goal. Try to do better next time.

                             Molly

第二节: 信息匹配（共5小题；每小题1分，满分5分）

请阅读下列应用文及相关信息，并按照要求匹配信息。请将答案填写在答题卡标号为76-80的相应位置上.注意：E=AB; F=CD

Molly 信箱是一个报刊栏目,主持人Molly 回答读者提出的各种问题. 第1至第5题是五位读者的来信.请从A、B、C、D、E、F中为每封来信选出合适的答复.

76. Dear Molly,

I have a problem. My parents are always talking to me about studying. They want me to study harder so I can go to a good school. I know studying is very important, but my parents put too much pressure on me. How can I explain to my parents that I need some free time?

          ------ Overworked

77. Dear Molly,

         My best friend Tony is a nice young man, but he has a bad habit. He is always late. No matter where he is going or what he is doing, he is never on time. Once he turned up thirty minutes late for a meeting! What can I do to break him of this bad habit?

                   ------ Worried

78. Dear Molly,

         I have a new roommate named Louis. He is a good friend of mine, but he is driving me crazy because he is very untidy. He leaves his dirty clothes everywhere, and he never makes his bed. I am extremely neat. What can I do?

                                    ---- Unhappy

79. Dear Molly,

         My cousin plays computer games a lot and he keeps on talking to me about various games. I don’t have any interest at all, but I find it difficult to stop him without hurting his feelings. Would you kindly give me some advice?

                                     ----- Shy

80. Dear Molly,

         I’m feeling upset these days because the result of my last English exam was not as good as I had expected. My teacher comforted me, saying “Don’t worry. You can do better next time.” But I’m still feeling bad. I need your help.  

               ----Disappointed

A: Dear xx,

     As I see it, you have three choices. You can find a new flat for yourself, make him find a new one, or have a talk with him and see if you could both be a little less extreme in your attitudes towards housekeeping. I would suggest you start with the third.

                                Molly

B: Dear xx,

     You could try talking to him about the importance of being on time. If it doesn’t work, one trick you can try is to ask him to set his clock 15 minutes ahead. You could also tell him that something starts 15 minutes or more before it really starts.

Molly

C: Dear xx,

      This is a common problem for people of your age. Tell your parents how you feel. Let them know you respect them. Maybe you can make a deal with them. For example, ask them for one day off each week to do what you want to do.

                              Molly

D: Dear xx,

   Next time when he begins talking, you might interrupt him with a smile, saying

“That’s interesting, but I hope you understand this is my time to relax. I need to do some reading now.” He may sense your unwillingness and stop talking.

                            Molly

E: Dear xx,

“Be yourself ” is the best solution. If I were you, I’d tell him to leave me alone. At least tell him, “That was hurtful. Please don’t say things like that to me. I’m a football fan and like watching football games. I can make my own decision.”

                               Molly

F: Dear xx,

    Scores are important for students, but you don’t have to care too much about the result of one test. You are learning. Maybe it is more important to find out why you failed to achieve your goal. Try to do better next time.

                             Molly