Each of us fails from time to time. If we are wise, we accept these failures as a  36  part of the learning process. But all too often as parents and teachers we disallow this  37  right to our children.

When I see a child  38  to this kind of pressure, I think of Donnie.

    Donnie was my youngest third grader. His  39  of failure kept him from classroom games that other children enjoyed. He 40  answered questions — he might be wrong.

I tried my best to build his  41. But nothing changed until midterm, when Mary Anne, a student teacher, was assigned （安排）to our classroom.

   She was young and pretty, and she loved children. My pupils, Donnie included, 42  her.

   One morning, we were working math problems at the chalkboard. Donnie had 43  the problems with painstaking neatness. Pleased with his progress, I 44  the children with Mary Anne and went for art materials. When I returned, Donnie was in 45 . He’d missed the third problem.

   My student teacher looked at me in despair. Suddenly her face  46. From the desk we shared, she got a container filled with pencils.

   "Look, Donnie," she said, kneeling beside him and gently 47 the tear?stained face from his arms. "I’ve got something to48 you." She removed the pencils, one at a time, and placed them on his desk.

   "See these 49 , Donnie," she continued. "They belong to Mrs. Lindstrom and me. See how the erasers are 50 ? That’s because we make mistakes too.But we erase the mistakes and try again. That’s what you 51  learn to do, too."

    She kissed him and stood up. "Here," she said, "I’ll leave one of these pencils on 52  desk so you’ll remember that everybody makes mistakes, 53  teachers." Donnie looked up with love in his eyes and a smile.

    The pencil became Donnie’s  54  possession. That, together with Mary Anne’s frequent encouragement, gradually 55  him that it’s all right to make mistakes — as long as you erase them and try again.

36. A. small              B. basic             C. necessary                    D. large

37. A. correct            B. same             C. important                   D. natural

38. A. suffering           B. object              C. fall                      D. subject

39. A. fear                B. lesson              C. chance                           D. sense

40. A. always            B. often             C. never                      D. seldom

41. A. self－protection   B. self－improvement    C. self－confidence     D. self－learning

42. A. respected          B. disliked            C. avoided                   D. mined

43. A. worked out       B. copied              C. gone over                   D. leaned

44. A. left                     B. offered             C. missed                           D. parted

45. A. surprise                 B. astonishment        C. anger                      D. tears

46. A. darkened           B. brightened        C. pulled                     D. loosened

47. A. lifting             B. picking            C. holding                   D. pushing

48. A. help               B. show             C. reward                           D. promise

49. A. pencils            B. mistakes           C. marks                     D. containers

50. A. used               B. built             C. worn                       D. damaged

51. A. may               B. must             C. will                     D. can

52. A. my                     B. someone’s        C. the teacher’s               D. your

53. A. still                B. also              C. even                       D. not

54. A. prized             B. own              C. kept                     D. expected

55. A. warned           B. informed          C. persuaded                   D. reminded

Each of us fails from time to time. If we are wise, we accept these failures as a  21  part of the learning process. But all too often  22  parents and teachers we disallow this same right to our children.

When I see a child  23   from this kind of pressure, I think of Donnie.

Donnie was my youngest third-grader. His  24   of failure kept him from classroom games that other children enjoyed. He  25   answered questions--- he was afraid he might be wrong. I tried my best to build his  26   . But nothing changed until midterm, when Mary Anne, a student teacher, was assigned to our classroom. She was young and pretty, and she loved children. My pupils, Donnie included, all  27   her very much.

One morning, we were working on maths problems at the chalk-board. Donnie had  28   the problems with pains-taking tidiness. Pleased with his progress, I  29   the children with Mary Anne and went for art materials. When I returned, Donnie was in 30  . He’d missed the third problem.

My student teacher looked at me in despair. Suddenly her face  31   . From the desk we shared, she got a container filled with pencils.

“Look, Donnie,” she said, kneeling beside him and gently  32   the tear-stained(弄脏的) face from his arms. “ I’ve got something to  33   you.” She removed the pencils, one at a time, and placed them on his desk.

“See these   34   , Donnie,” she continued. “ They belong to Mrs. Lindstorm and me. See how the erasers are   35   . That’s because we make mistakes too. But, we erase the mistakes and try again. That’s what you  36   learn to do, too.

She kissed him and stood up. “Here,” she said, “I’ll leave one of these pencils on  37   desk so you’ll remember that everyone makes mistakes,  38   teachers.” Donnie looked up with love in his eyes and a smile.

The   39   became Donnie’s prized possession. That, together with Mary Anne’s frequent encouragement, gradually  40   him that it’s all right to make mistakes--- as long as you erase them and try again.

Each of us fails from time to time. If we are wise, we accept these failures as a   1   part of learning process. But all too often as parents and teachers we disallow this  2  right to our children.

When I see a child   3   from this kind of pressure, I think of Donnie.

Donnie was my youngest third-grader. His   4   of failure kept him from classroom games that other children enjoyed. He   5   answered questions—he might be wrong. I tried my best to build his   6  . But nothing changed until midterm, when Mary Anne, a student teacher, was assigned to our classroom.

She was young and pretty, and she loved children. My pupils, Donnie included, 7   her.

One morning, we were working on math problems at the chalkboard. Donnie had   8   the problems with pains taking neatness. Pleased with his progress, I   9   the children with Mary Anne and went for art materials. When I returned, Donnie was in   10  . He’d missed the third problems.

My student teacher looked at me in despair. Suddenly her face   11  . From the desk we shared, she got a container filled with pencils.

“Look, Donnie,” she said, kneeling beside him and gently   12   the tear-stained face from his arms. “I’ve got something to   13   you.” She removed the pencils, one at a time, and placed them on her desk.

“See these   14  , Donnie,” she continued. “They belong to Mrs. Lindstrom and me. See how the erasers are   15  ? That’s because we make mistakes too. But we erase the mistakes and try again. That’s what you   16   learn to do, too.”

She kissed him and stood up. “Here,” she said, “I’ll leave one of these pencils on   17   desk so you’ll remember that everybody makes mistakes, 18   teachers.” Donnie looked up with love in his eyes and a smile.

The pencil became Donnie’s  19  possession. That, together with Mary Anne’s frequent encouragement, gradually   20   him that it’s all right to make mistakes — as long as you erase them and try again.

1．A．small                    B．basic                  C．necessary           D．large

2．A．correct                 B．same                   C．important            D．natural

3．A．suffering               B．object                  C．fall                      D．subject

4．A．fear                      B．lesson                 C．chance                D．sense

5．A．always                  B．often                   C．never                  D．seldom

6．A．self- protection                                      B．self- improvement

       C．self- confidence                                   D．self- learning

7．A．respected              B．disliked                C．avoided               D．minded

8．A．worked out           B．copied                 C．gone over            D．leaned

9．A．left                       B．offered                C．missed                D．parted

10．A．surprise               B．astonishment        C．anger                  D．tears

11．A．darkened             B．brightened           C．pulled                  D．loosened

12．A．lifting                  B．picking                C．holding                D．pushing

13．A．help                    B．show                  C．reward                D．promise

14．A．pencils                B．mistakes              C．marks                 D．containers

15．A．used                   B．built                    C．worn                  D．damaged

16．A．may                    B．must                   C．will                     D．can

17．A．my                     B．someone’s           C．the teacher’s        D．your

18．A．still                     B．also                     C．even                   D．not

19．A．prized                 B．owned                 C．kept                    D．expected

20．A．warned               B．informed             C．persuaded            D．reminded

Each of us fails from time to time. If we are wise, we accept these failures as a   1   part of the learning process. But all too often as parents and teachers we   2   this same right to our children.

When I see a child   3   from this kind of pressure, I think of Donnie.

Donnie was my youngest third-grader. His   4   of failure kept him from classroom games that other children enjoyed. He   5   answered questions — he was afraid he might be wrong. I tried my best to build his   6  . But nothing changed until midterm, when Mary Anne, a student teacher, was assigned to our classroom. She was young and pretty, and she loved children. My pupils, Donnie included, all   7   her very much.

One morning, we were working on math problems at the chalkboard. Donnie had   8   the problems with pains-taking tidiness. Pleased with his progress, I   9   the children with Mary Anne and went for art materials. When I returned, Donnie was in   10  . He’d missed the third problem.

My student teacher looked at me in despair.  Suddenly her face   11  . From the desk we shared, she got a container filled with pencils.

“Look, Donnie,” she said, kneeling beside him and gently   12   the tear-stained (弄脏的) face from his arms. “I’ve got something to   13   you.” She removed the pencils, one at a time, and placed them on his desk.

“See these   14  , Donnie,” she continued. “They belong to Mrs. Lindstrom and me. See how the erasers are  15  ? That’s because we make mistakes too. But we erase the mistakes and try again. That’s what you   16   learn to do, too.”

She kissed him and stood up. “Here,” she said, “I’ll leave one of these pencils on   17   desk so you’ll remember that everybody makes mistakes,  18   teachers.” Donnie looked up with love in his eyes and a smile.

The   19   became Donnie’s prized possession. That, together with Mary Anne’s frequent encouragement, gradually   20   him that it’s all right to make mistakes — as long as you erase them and try again.

1．A．small                 B．basic               C．necessary    D．large

2．A．give                  B．disallow           C．offer               D．permit

3．A．come                B．take                 C．fall                  D．suffer

4．A．fear                   B．lesson              C．chance            D．sense

5．A．always                     B．often               C．never               D．seldom

6．A．self-protection    B．self-improvement    

C．self-confidence    D．self-learning

7．A．respected           B．disliked                   C．avoided                   D．minded

8．A．worked out        B．written down           C．gone over           D．learned

9．A．left                    B．offered                   C．missed                    D．parted

10．A．surprise           B．astonishment           C．anger                 D．tears

11．A．darkened          B．brightened           C．pulled                  D．loosened

12．A．lifting              B．picking                   C．holding                   D．pushing

13．A．help                 B．show                      C．reward                   D．promise

14．A．pencils             B．mistakes                 C．marks                     D．containers

15．A．used                B．built                    C．worn                        D．damaged

16．A．may                B．must                       C．ought                        D．can

17．A．my                  B．someone’s           C．the teacher’s         D．your

18．A．still                  B．also                        C．even                       D．not

19．A．pencil              B．words                     C．mistake                   D．desk

20．A．warned            B．informed                 C．persuaded            D．reminded

　　Each of us fails from time to time. If we are wise, we accept these failures as a __(1)__ part of the learning process. But all too often as parents and teachers we disallow this __(2)__ right to our children.

　　When I see a child __(3)__ to this kind of pressure, I think of Donnie.

　　Donnie was my youngest third grader. His __(4)__ of failure kept him from classroom games that other children enjoyed. He __(5)__ answered questions--he might be wrong. I tried my best to build his __(6)__ But nothing changed until midterm, when Mary Anne, a student teacher, was assigned（安排）to our classroom.　　She was young and pretty, and she loved children. My pupils, Donnie included, __(7)__ her.

　　One morning, we were working math problems at the chalkboard. Donnie had __(8)__ the problems with painstaking neatness. Pleased with his progress, I __(9)__ the children with Mary Anne and went for art materials. When I returned, Donnie was in __(10)__. He'd missed the third, problem.

　　My student teacher looked at me in despair. Suddenly her face __(11)__. From the desk we shared, she got a container filled with pencils.

　　“Look, Donnie.”she said, kneeling beside him and gently __(12)__ the tear stained face from his arms.“I've got something to __(13)__ you.”she removed the pencils, one at a time, and placed them on his desk.

　　“See these __(14)__, Donnie,”she continued.“They belong to Mrs. Lindstrom and me. See how the erasers are __(15)__? That's because we make mistakes too. But we erase the mistakes and try again. That's what you __(16)__ learn to do, too.”

　　She kissed him and stood up.“Here,”she said.“I'll leave one of these pencils on __(17)__ desk so you'll remember that everybody makes mistakes, __(18)__ teachers.”Donnie looked up with love in his eyes and a smile.

　　The pencil became Donnie's __(19)__ possession. That, together with Mary Anne's frequent encouragement, gradually __(20)__ him that it's all right to make mistakes--as long as you erase them and try again.