When I first entered university, my aunt, who is an English professor, gave me a new English dictionary. I was __1__ to see that it was an English-English dictionary, also known as a monolingual(单语的) dictionary. __2__ it was a dictionary intended for non-native learners, none of my classmates had one __3__, to be honest, I found it extremely __4__ to use at first. I would look up words in the dictionary and __5__ not fully understand the meaning. I was used to the __6__ bilingual(双语的) dictionaries, in which the words are __7__ both in English and Chinese. I really wondered why my aunt __8__ to make things so difficult for me. Now, after studying English at university for three years, I understand that monolingual dictionaries are __9__ in learning a foreign language.

As I found out, there is __10__ often no perfect equivalence(对应)between two words in two languages. My aunt even goes so far as to tell that a Chinese “equivalent” can never give you the __11__ meaning of a word in English! __12__, she insisted that I read the definition of a word in a monolingual dictionary when I wanted to get a better understanding of its meaning. __13__, I have come to see what she meant.

Using a monolingual dictionary for learners has helped me in another important way. This dictionary uses a(n) __14__ number of words, around 2, 000, in its definitions. When I read these definitions, I am repeatedly exposed to（接触）the basic words and learn how they are used to explain objects and ideas. __15__ this, I can express myself more easily in English.

通读下面短文，掌握其大意，然后在各题所给的A，B，C，D四个选项中，选出一个最佳答案。
When I entered Berkeley, I hoped to earn a scholarship．Having been a Straight-A student，I believed I could 36 tough subjects and really learn something. One such course was World Literature given by Professor Jayne．I was extremely interested in the ideas he 37 in class．
When I took the first exam，I was 38  to find a 77，C-plus, on my test paper, 39 English was my best subject，I went to Professor Jayne, who listened to my arguments but remained 40．
I decided to try harder, although I didn’t know what that  41 because school had always been easy for me．I read the books more carefully, but got another 77. Again，I  42 with Professor Jayne．Again，he listened patiently but wouldn’t change his  43．
One more test before the final exam．One more  44  to improve my grade．So I redoubled my efforts and for the first time 45  the meaning of the word "thorough”. But my 46 did no good and everything 47 as before.
The last hurdle (障碍) was the final．No matter what 48  I got, it wouldn’t cancel three C-pluses．I might as well kiss the  49  goodbye．
I stopped working hard．I felt I knew the course material as well as I ever would．The night before the final，I even 50 myself to a movie．The next day I decided for once I'd have 51 with a test．
A week later, I was surprised to find I got an A．I hurried into Professor Jayne's office. He 52 to be expecting me．“If I gave you the As you 53，you wouldn’t continue to work as hard．
I stared at him，54 that his analysis and strategy were correct. I had worked my head 55, as I had never done before．
I was speechless when my course grade arrived：A-Plus．It was the only A-plus given．The next year I received my scholarship．I've always remembered Professor Jayne’s lesson：you alone must set your own standard of excellence．

About five years ago I began to study at a new school, when my family moved to Iowa. I was just a little    1  ,wondering whether I could get on well with my classmates.
Lucy, a girl in my    2  , who I thought wasn’t ready to accept a  3   girl, didn’t like me from the start.    4  ,I was pretty sure she hated me. When I asked her a question, I could __5__ she thought I was a total fool.
My teacher made us   6   next to each other for the last term. Lucy was not happy. However, I kept   7   at her, though she rolled her eyes, and I kept telling her that she was beautiful.
Finally, Lucy let me   8   to her, even when her friends were around. She ___9___ telling me how beautiful I looked. I still remember the ___10___ time when she smiled at me and said that, and I smiled right back, saying    11  to her. One day Lucy invited me over to her house, and talked to me all the time   12   her other friends. That day Lucy , the girl who had hated me, called me her best deskmate. After that, we   13   friends for years.
I moved to Arizona later, but I will never   14   Lucy. I still remember she considered me her   15  at first. During that time it felt like I was    16  my time, and losing my dignity(尊严)，but I still smiled at Lucy even when she    17  me. I’m not stupid; I didn’t think she was   18   in doing those things, but I still put up with it. And finally we became great friends.
Not long ago, I read the   19   of Abraham Lincoln, “Am I not destroying my enemies when I make friends of them?” I smiled, thinking of Lucy. It just   20   me how great a friend I used to have.

As the semester(学期) ended, students had a chance to turn the tables on their teachers.
They got to grade me anonymously(匿名地), assessing the ability of my thinking, my organizational skills and the depth of my knowledge. Such evaluations keep me alert to what works and what doesn’t. Students reflect my performance back to me, and I’m glad to learn what they think of my teaching so that I might try to improve.
This system reflects many aspects of my work. There is, of course, nothing wrong with it. But this system assumes that what students need is the same as what they want. Reading my evaluations every semester has taught me otherwise. Actually many students’ expectations for their courses have already changed, reflecting, in part, the business model many universities are following: classes are considered services, and parents are eager to get their money’s worth from their children’s education. Students feel pressure from their parents to get practical use from their courses.
This could make sense for an engineering course, but in my field, creative writing, which rarely trains up excellent 21-year-old writers, it is more difficult to provide the results that the career-minded students desire. Then I tried some teaching techniques to change the criticism of those unhappy students to the opposite and improve my student evaluations. My record would accurately reflect a smart, attentive, encouraging teacher. However, I would admit that they loved me simply because I agreed writing should be easy.
I know other teachers have done the same thing: teach your heart out to the teachable but be sure to please the unteachable; keep your ratings high, like a politician trying to improve his poll(民意调查) results. I believe in the struggle. But I still can’t help wincing(退缩) when I read, “The instructor is mean.” “Marcus is not committed to my work.” “This class sucks.” The business model has taught me that customers are always right. And maybe a few more dissatisfied customers would mean a better learning experience.
【小题1】What can we know from the underlined phrase “turn the tables on their teachers”？

 __________at my classmates' faces, I read the same excitement in their eyes.

A. Looking       B. Look      C. To look        D. Looked