That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in for seventeen years, I had no about my ability to hold their attention and to impress on them my for the literature of my mother tongue.
As I entered the room, I was when the monitor shouted: “Stand up!” The entire class rose, and I was somewhat about how to get them to sit down again. Once that awkwardness was over, I quickly my calmness and began what I thought was an informed lecture, sure to gain their respect — perhaps their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
I asked my students to keep as homework. However, as I read them, the rosy glow was gradually by a strong sense of sadness. The first diary said, “Our literature teacher didn’t teach us anything today. her next lecture will be better.” Greatly surprised, I read diary after diary, each expressing a theme. “Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical for all the works we’ll study in class,” I complained. “How they say I didn’t teach them anything?”
It was a long term, and it became clear that my ideas about were not the same as those of my students. I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions. My students thought a teacher’s job was to provide information as directly and clearly as possible. What a difference!
, I benefited a lot, for my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.
1.A. England B. America C. China D. Australia
2.A. worry B. idea C. doubt D. skill
3.A. profession B. admiration C. explanation D. expression
4.A. attracted B. embarrassed C. amused D. shocked
5.A. puzzled B. sure C. worried D. curious
6.A. reminded B. returned C. regained D. recovered
7.A. more B. even C. yet D. still
8.A. discussions B. notes C. compositions D. diaries
9.A. replaced B. frightened C. troubled D. moved
10.A. Later B. Perhaps C. Somehow D. Indeed
11.A. common B. strong C. similar D. strange
12.A. happenings B. characters C. development D. background
13.A. should B. need C. will D. must
14.A. immediately B. certainly C. simply D. gradually
15.A. admiration B. question C. education D. conclusion
16.A. difficult B. interesting C. essential D. general
17.A. draw B. find C. search D. offer
18.A. special B. standard C. exact D. serious
19.A. Therefore B. However C. Then D. Though
20.A. richer B. happier C. friendlier D. better
It is important to know about the cultural differences that cause problems.
A. must B. dare C. shall D. may
上个星期你们班同学就“现代社会是否需要孔子精神“进行了一次讨论。讨论结果如下表所示。请根据表中内容写一篇100字左右的英语短文。参考词汇：孔子思想：Confucian thought
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正方 |
60%的同学认为，世界各国对孔子的研究愈来愈热，反映了人们对其思想的重视；孔子思想推动了世界和平的发展。 |
|
反方 |
40%的同学认为孔子思想诞生于几千年前，早已过时。孔子思想在某种意义上限制了社会的发展。 |
|
你的观点 |
…… |
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。错误涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏词符号（∧ ），并在其下面写出该加的词。
删除：把多余的词用斜线（\）划掉。
修改：在错的词下划一横线（__），并在该词下面写出修改后的词。
注意：1.每处错误及修改均仅限一词;
2.只允许修改10处，多者（从第11处起）不计分。
People often have troubles getting used to a new culture. They are usually curious when they first arrive a foreign country. Therefore, if they stay for a long time, they may start to feel different stages of culture shock. They can feel alone or sad because he can’t deal with the local people. How quick people get used to culture differences may be depend on the way they learn. That’s a problem if they can’t speak the language. On other hand, some can study the situation and make good guesses about the culture. When they finally began to understand some of the language and make some new friends, they will gradually enjoy themselves and feel satisfying.
Why Rent Textbooks?
Textbook renting is now a new fashion among college students. 1. Let’s examine carefully further and see why renting books is a cost-effective way without shelling too much money from your pocket.
Gives value for your money
2. Those non-major subjects, are better acquired through renting. It saves one money and helps you give out the money you save on some other personal possessions you need in college. 3.
Saves time
You can save a great deal of time when renting a textbook. Instead of browsing your way for hours trying to look for better deals online, you can simply go to a popular book renting marketplace online and just order away.
4.
User Friendly
Aside from being able to save money and time, 5. Imagine trying to scan the virtual bookshelf and checking on comments of previous users and figuring out which ones got bad comments and which had great ones. It could be fun at first but if you are short of time, the process can become annoying. If you rent books, you will only be needing the book’s ISBN number and find it right away. No more time-wasting site search.
A. renting textbooks brings convenience to all users.
B. There is literally no need to skimming for hours.
C. The idea of renting one never existed since the book are affordable in libraries.
D. Research was made to find out if renting helps one save money and time rather than buying new textbooks.
E. Renting textbooks allows you to save at least 50% off the standard retail price (零售价) for each item.
F. Renting textbooks is a relatively new idea for everyone, indeed.
G. You don’t have to buy all of your textbooks.
Not all bodies of water are so evidently alive as the Atlantic Ocean, an S-shaped body of water covering 33 million square miles. The Atlantic has, in a sense, replaced the Mediterranean as the inland sea of Western civilization. Unlike real inland seas, which seem strangely still, the Atlantic is rich in oceanic liveliness. It is perhaps not surprising that its vitality has been much written about by ancient poets.
“Storm at Sea”, a short poem written around 700, is generally regarded as one of mankind’s earliest artistic representations of the Atlantic.
When the wind is from the west
All the waves that cannot rest
To the east must thunder on
Where the bright tree of the sun
Is rooted in the ocean’s breast.
As the poem suggests, the Atlantic is never dead and dull. It is an ocean that moves, impressively and endlessly. It makes all kinds of noise—it is forever thundering, boiling, crashing, and whistling.
It is easy to imagine the Atlantic trying to draw breath—perhaps not so noticeably out in mid-ocean, but where it meets land, its waters bathing up and down a sandy beach. It mimics(模仿) nearly perfectly the steady breathing of a living creature. It is filled with symbiotic (共生的) existences, too: unimaginable quantities of creatures, little and large alike, mix within its depths in a kind of oceanic harmony, giving to the waters a feeling of heartbeat, a kind of sub-ocean vitality. And it has a psychology. It has personalities: sometimes peaceful and pleasant, on rare occasions rough and wild; always it is strong and striking.
1.Unlike real inland seas, the Atlantic Ocean is______.
A. always energetic B. lacking in liveliness
C. shaped like a square D. favored by ancient poets
2. What is the purpose of using the poem “Storm at Sea” in the passage?
A. To describe the movement of the waves.
B. To show the strength of the storm.
C. To represent the vitality of the ocean.
D. To prove the vastness of the sea.
3.In the last paragraph, the Atlantic is compared to______.
A. a beautiful and poetic place B. a flesh and blood person
C. a wonderful world D. a lovely animal
