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| Teaching my first child, Danae, to share her toys was the biggest challenge. To 1 this, we started inviting other children to play, which could help Danae discover that it's 2 to share with others-a lesson I needed to 3 myself as well, as it 4 . One evening Danac had 5 a friend, Natalie, to play with her. Their favorite was a children's 6 game called Go Fish. That evening, 7 Natalie left, Danae came to me and said, "Mommy, I'd like to give these to Natalie tomorrow. They're her favorites." She help up three cards from the Go Fish game. I tried to 8 that I didn't want her to give them away because then our 9 wouldn't be complete. "But I really want her to have them!" Danae 10 . I thought perhaps she didn't understand that when she gave something away, it was gone 11 . So I tried again, saying, " 12 you give the cards to her, you can't 13 them back tomorrow." A look of 14 came over Danae's face. For a moment I was happy that she seemed to 15 . But then she smiled and said."Well, that's okay, I want her to have them anyway." What could I say to that? I sat 16 for a moment and then I realized I had been trying for so long to 17 her to share. Did it 18 that our Go Fish set would be 19 ? What mattered was that my daughter was learning the 20 of giving, that she was thinking about others instead of herself, and that she was trying to make her friends happy. Isn't that what life is all about? | ||||
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| When I was about five years old, I used to watch a bird in the skies of southern Alberta from the Blackfoot Blood Reserve in northern Montana where I was born.I loved this bird; I would 1 him for hours. He would 2 effortlessly in that gigantic sky, or he would come down and light on the 3 and float there beautifully. Sometimes when I watched him, he would not make a sound and liked to move 4 into the grasses. We called him meksikatsi, which in the Blackfoot language 5 "pink-colored feet"; meksikatsi and I became very good friends. The bird had a very particular significance to me 6 I desperately wanted to be able to fly too. I felt very much as if I was the kind of person who had been born into a world where 7 was impossible. And most of the things that I 8 about would not be possible for me but would be possible only for other people. When I was ten years old, something unexpected 9 my life suddenly. I found myself become an 10 child in a family I was not born into; I found myself in a 11 position that many native Americans find themselves in, living in a city that they do not understand at all, not in another culture but 12 two cultures. A teacher of the English language told me that meksikatsi was not called meksikatsi, even though that is what 13 people have called that bird for thousands of years. Meksikatsi, he said, was really "duck". I was very 14 with English. I could not understand it. First of all, the bird did not look like"duck", and when it made a 15 , it did not sound like "duck", I was even more 16 when I found out that the meaning of the verb "to duck" came from the bird. As I 17 to understand English better, I understand that it made a great deal of 18 , but I never forgot that meksikatsi made a different kind of meaning. I 19 that languages are not just different words for the same things but totally different 20 , totally different ways of experiencing and looking at the world. | ||||
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| In the city of Fujisawa, lives a woman named Atsuko Saeki. When she arrived, however, she 1 of going to the United States. Most of what she knew about American 2 was from the textbooks the had read. "I had a 3 in mind: Daddy watching TV in the living room. Mummy 4 cakes and their teenage daughter off to the cinema with her boyfriend." Atsuko 5 to attend college in California. When she arrived, however, she found it was not her 6 world. "People were struggling with problems and often seemed 7 ," she said. "I felt very alone." One of the hardest 8 was physical education. "We played volleyball,"she said. "The other students were 9 it, but I wasn't." One afternoon, the instructor asked Atsuko to 10 the ball to her teammates so they could knock it 11 the net. No problem for most people. But is terrified Atsuko. She was afraid of losing face 12 she failed. A young man. On her team 13 what she was going through. "He walked up to me and 14 ,'Come on, You can do that.'" "You will never understand how those words of 15 . made me feel…Four words…You can do that. I felt like crying with happiness." She made it through the class. Perhaps she thanked the young man; she is not 16 . Six years have passed. Atsuko is back in Japan,working as a salesclerk. "I have 17 forgotten the words," she said. "When things are not going so well, I think of them." She is sure the young man had no idea how much his kindness 18 to her. "He probably doesn't even remember it." she said, That may be the lesson. Whenever you say something to a person―cruel or kind― you have no ides how long the words will 19 . She's all the way over in Japan, but still she hears those four 20 words; You can do that. | ||||
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| 任务型阅读。 请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。 注意：每个空格只填一个单词。 | ||||||||||||
| Teamwork is just as important in science as it is on the playing field or in the gym. Scientific investigations (调查) are almost always carried out by teams of people working together. Ideas are shared, experiences are designed, data are analyzed, and results are evaluated and shared with other investigators. Group work is necessary, and is usually more productive than working alone. Several times throughout the year you may be asked to work with one or more of your classmates. Whatever teh task your group is assigned, a few rules need to be followed to ensure a productive and successful experience. What comes first is to keep an open mind, becasue everyone's ideas deserve consideration and each group member can make his or her own contribution. Secondly, it makes a job easier to divide the group task among all group members. Choose a role on the team that is best suited to your particular strengths. Thirdly, always work together, take turns, and encourage each other by listening, clarifying, and trusting one another. Mutual support and trust often make a great difference. Activities like investigations are most effective when done by small groups. Here are some more suggestions for effective team performance during these activities: Make sure each group member understands and agrees to the task given to him or her, and everyone knows exactly when, why and what to do; take turns doing various tasks during similar and repeated activities; be aware of where other group members are and what they are doing so as to ensure safety; be responsible for your own learning, though it is by no means unwise to compare your observations with those of other group members. When there is research to be done, divide the topic into several areas, and this can explore the issue in a very detailed way. You are encouraged to keep records of the sources used each person, which helps you trace back to the origin of the problems that may happen unexpectedly. A format for exchanging information (e.g. photocopies of notes, oral discussion, etc.) is also important, for a well-chosen method not only strengthens what you present but also makes yourself easily understood. When the time comes to make a decision and take a position on an issue, allow for the contributions of each member of the group. Most important of all, it is always wise to make decisions by compromise and agreement. After you've completed a task with your team, make an evaluation of the team's effectiveness-the strengths and weaknesses, opportunities and challenges. | ||||||||||||
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| Learning to Accept I learned how to accept life as it is from my father. 1 , he did not teach me acceptance when he was strong and healthy, but rather when he was 2 and ill. My father was 3 a strong man who loved being active, but a terrible illness 4 all that away. Now he can no longer walk, and he must sit quietly in a chair all day. Even talking is 5 . One night. I went to visit him with my sisters. We started 6 about life, and I told them about one of my 7 . I said that we must very often give things up 8 , we grow－our youth, our beauty, our friends－but it always 9 that after we give something up, we gain something new in its place. Then suddenly my father 10 up. He said, "But, Peter, I gave up 11 ! What did I gain?" I thought and thought, but I could not think of anything to say, 12 , he answered his own question:"I 13 the love of my family." I looked at my sisters and saw tears in their eyes, along with hope and thankfulness. I was also 14 by his words. After that, when I began to feel irritated (恼怒的) at someone, I 15 remember his words and become 16 . If he could replace his great pain with a feeling of love for others, then I should be 17 to give up my small irritations. In this 18 . I learned the power of acceptance from my father. Sometimes I 19 what other things I could have learned from him if I had listened more carefully when I was a boy. For now, though, I am grateful for this one 20 . | ||||
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