Small moments sometimes last a very long time. And a few words—though they mean    1   at the time to the people who say them—can have great power.

    I recently heard a story from Malcolm Dalkoff, who has been a professional   2 for the last twenty-four years, mostly in advertising.

    As a boy, Dalkoff was terribly shy and     3   . He had few friends and no self-confidence. Then one day, his high-school English teacher, Ruth Brauch, asked the class to write their own chapter that would    4     the last chapter of the novel since they had been reading To Kill a Mockingbird. Dalkoff wrote his chapter and turned it in. Today he cannot recall anything special about the chapter he wrote, or what    5   Mrs. Brauch gave him.   6    , what he does remember is the four words in the paper: “This is good writing.” Four words. They 7   his life.

    “Until I read those words, I had no idea of who I was or what I was or what I was going to be,” he said, “After reading her    8    ,I went home and wrote a short story,    9   I had always dreamed of doing but never believed I could do.”

     Over the rest of that year in school, he wrote many short stories and always brought them to Mrs. Brauch for instruction. “She was   10   , helping and honest. She was just what I needed,” Dalkoff said. 

1．A .much                                 B. little                      C. well                      D. ill

2．A. report                                                                B. designer                C. writer      D. teacher

3．A. weak                                 B. independent           C. troublesome          D. helpless

4．A. follow                               B. change                  C. connect                D. explain

5．A. help                                   B. encouragement      C. grade                    D. words

6．A. Therefore                          B. However               C. Meanwhile            D. Besides

7．A. improved                           B. developed              C. changed                D. enriched

8．A. chapter                              B. novel                    C. note                     D. explanation

9．A. everything                          B. something             C. nothing                 D. anything

10．A. encouraging                       B. careful                   C. strict                 D. effective

1—5  BCDAC        6—10  BCCBA

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科目：高中英語(yǔ) 來(lái)源：福建省上杭一中2010-2011學(xué)年高一下學(xué)期期中考試英語(yǔ)試題 題型：050

閱讀理解

　　It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non-English speaking home．He was very quiet and shy．I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play．If I tried to talk to him, he would turn away and tightly shut his eyes to hide from me．

　　After a day or two of this, I decided to seek the help of one of my outgoing and friendly little girls．I called her over and she ran to me, ready to help．

　　I immediately began a long speech about what I needed from her．I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communicating with him．I explained she could do this, she could do that, she could try this idea, she could try that idea．She touched my arm to stop my talking and looked up at me in that wise and special way that only a six-year-old can, and said, “Don’t worry．I speak kid．” And she ran off．

　　I stood there all alone, silently watching her．It took less than a minute for the two new friends to run off, hand in hand, happily joining a game of tag(捉人游戲)taking place all over the gym．

　　I often think of that small moment, about what I learned and how important it is for all teachers to speak kid－big kid, little kid and middle kid．I knew my focus must be on teaching students how to think, how to approach problems, and how to figure out solutions and never take the opportunity away．We must be ready to learn from our students because those “teachable moments” during the school days are for us, the teachers, as well as our kids．

(1)

Why did the author worry about the boy?

[　　]

A．

He didn’t dare to look the author in the eye．

B．

He couldn’t speak English as well as other students．

C．

He failed to understand what the author taught．

D．

He was unwilling to communicate with others．

(2)

After the girl agreed to help, the author _________．

[　　]

A．

taught her what to do in detail

B．

thanked her for her willingness to help

C．

sent her to make friends with the boy at once

D．

reminded her of what she should be careful about

(3)

By saying “I speak kid”, the girl meant that she could __________．

[　　]

A．

speak the language that kids understand

B．

speak the boy’s native language

C．

understand what kids are thinking

D．

speak well like a little kid

(4)

The underlined words “the opportunity” refer to the chance to．

[　　]

A．

play at break time

B．

learn from students

C．

solve problems

D．

speak kid

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科目：高中英語(yǔ) 來(lái)源：2011屆福建上杭一中高一下學(xué)期期中英語(yǔ)試卷 題型：閱讀理解

It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non-English speaking home. He was very quiet and shy. I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play. If I tried to talk to him, he would turn away and tightly shut his eyes to hide from me.
After a day or two of this, I decided to seek the help of one of my outgoing and friendly little girls. I called her over and she ran to me, ready to help.
I immediately began a long speech about what I needed from her. I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communicating with him. I explained she could do this, she could do that, she could try this idea, she could try that idea. She touched my arm to stop my talking and looked up at me in that wise and special way that only a six-year-old can, and said, “Don’t worry. I speak kid.” And she ran off.
I stood there all alone, silently watching her. It took less than a minute for the two new friends to run off, hand in hand, happily joining a game of tag(捉人游戲) taking place all over the gym.
I often think of that small moment, about what I learned and how important it is for all teachers to speak kid—big kid, little kid and middle kid. I knew my focus must be on teaching students how to think, how to approach problems, and how to figure out solutions and never take the opportunity away. We must be ready to learn from our students because those “teachable moments” during the school days are for us, the teachers, as well as our kids.
【小題1】.
Why did the author worry about the boy?

A．He didn’t dare to look the author in the eye.
B．He couldn’t speak English as well as other students.
C．He failed to understand what the author taught.
D．He was unwilling to communicate with others.
【小題2】.
After the girl agreed to help, the author    .
A．taught her what to do in detailB．thanked her for her willingness to help
C．sent her to make friends with the boy at once
D．reminded her of what she should be careful about
【小題3】.
By saying “I speak kid”, the girl meant that she could    .
A．speak the language that kids understandB．speak the boy’s native language
C．understand what kids are thinkingD．speak well like a little kid
【小題4】.
The underlined words “the opportunity” refer to the chance to      .
A．play at break timeB．learn from students
C．solve problemsD．speak kid

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科目：高中英語(yǔ) 來(lái)源：2010-2011學(xué)年福建上杭一中高一下學(xué)期期中英語(yǔ)試題 題型：閱讀理解

It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non-English speaking home. He was very quiet and shy. I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play. If I tried to talk to him, he would turn away and tightly shut his eyes to hide from me.

After a day or two of this, I decided to seek the help of one of my outgoing and friendly little girls. I called her over and she ran to me, ready to help.

I immediately began a long speech about what I needed from her. I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communicating with him. I explained she could do this, she could do that, she could try this idea, she could try that idea. She touched my arm to stop my talking and looked up at me in that wise and special way that only a six-year-old can, and said, “Don’t worry. I speak kid.” And she ran off.

I stood there all alone, silently watching her. It took less than a minute for the two new friends to run off, hand in hand, happily joining a game of tag(捉人游戲) taking place all over the gym.

I often think of that small moment, about what I learned and how important it is for all teachers to speak kid—big kid, little kid and middle kid. I knew my focus must be on teaching students how to think, how to approach problems, and how to figure out solutions and never take the opportunity away. We must be ready to learn from our students because those “teachable moments” during the school days are for us, the teachers, as well as our kids.

1..

 Why did the author worry about the boy?

    A. He didn’t dare to look the author in the eye.

    B. He couldn’t speak English as well as other students.

    C. He failed to understand what the author taught.

    D. He was unwilling to communicate with others.

2..

 After the girl agreed to help, the author     .

    A. taught her what to do in detail          B. thanked her for her willingness to help

    C. sent her to make friends with the boy at once

    D. reminded her of what she should be careful about

3..

By saying “I speak kid”, the girl meant that she could     .

    A. speak the language that kids understand  B. speak the boy’s native language

    C. understand what kids are thinking        D. speak well like a little kid

4..

The underlined words “the opportunity” refer to the chance to      .

    A. play at break time                       B. learn from students

    C. solve problems                       D. speak kid

 

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non – English speaking home, He was very quiet and shy, I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play, If I tried to talk to him , he would turn away and tightly shut his eyes to hide from me.
After a day or two of this, I decided to seek the help from one of my outgoing and friendly little girls, I called her over and she ran to me , ready to help.
I immediately began a long speech about what I needed from her, I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communication with him , I explained she could do that , she could try this idea, she could try that idea, “Don’t worry, I speak kid” And she ran off.
I stood there all alone, silently watching her, It took less than a minute for the two new friends to urn off, hand in hand , happily joining a game of tag （捉人游戲）taking place all over the gym.
I often think of that small moment, about what I learned and how important it is for all teachers to speak kid --- big kid, little kid and middle kid , I know my focus must be on teaching students how to think , how to approach problems ,and how to figure out solutions and teaching them never to let the opportunity away , We must be ready to learn from our students because those “teachable moments ”during the school days are for us , the teachers, as well as our kids

  1. 1.

    Why did the author worry about the boy?

    1. A.
      He didn’t dare to look at the author in the eyes
    2. B.
      He couldn’t speak English as well as other students
    3. C.
      He failed to understand what the author taught
    4. D.
      He was unwilling to communicate with others
  2. 2.

    After the girl agreed to help, the author      

    1. A.
      taught her what to do in detail
    2. B.
      thanked her for her willingness to help
    3. C.
      thanked her for her willingness to help
    4. D.
      reminded her of what she should be careful about
  3. 3.

    By saying “I speak kid ”,the girl meant that she could      

    1. A.
      speak the language that kids understand
    2. B.
      speak the boy’s native language
    3. C.
      know what kids want to day
    4. D.
      speak well like a little kid
  4. 4.

    The underlined words“the opportunity”refer to the chance to      

    1. A.
      play at break time
    2. B.
      learn from students
    3. C.
      solve problems
    4. D.
      speak kid
  5. 5.

    What can we learn from the passage?

    1. A.
      Gold will shine everywhere
    2. B.
      Children are more friendly than adults
    3. C.
      Teachers’ thoughts are different form students’
    4. D.
      You learn something every day if you pay attention

查看答案和解析>>

科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non – English speaking home, He was very quiet and shy, I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play, If I tried to talk to him , he would turn away and tightly shut his eyes to hide from me.

After a day or two of this, I decided to seek the help from one of my outgoing and friendly little girls, I called her over and she ran to me , ready to help.

I immediately began a long speech about what I needed from her, I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communication with him , I explained she could do that , she could try this idea, she could try that idea, “Don’t worry, I speak kid” And she ran off.

I stood there all alone, silently watching her, It took less than a minute for the two new friends to urn off, hand in hand , happily joining a game of tag （捉人游戲）taking place all over the gym.

I often think of that small moment, about what I learned and how important it is for all teachers to speak kid --- big kid, little kid and middle kid , I know my focus must be on teaching students how to think , how to approach problems ,and how to figure out solutions and teaching them never to let the opportunity away , We must be ready to learn from our students because those “teachable moments ”during the school days are for us , the teachers, as well as our kids.

46、Why did the author worry about the boy?

A、He didn’t dare to look at the author in the eyes

B、He couldn’t speak English as well as other students

C、He failed to understand what the author taught

D、He was unwilling to communicate with others

47、After the girl agreed to help, the author        

A、taught her what to do in detail

B、thanked her for her willingness to help

C、thanked her for her willingness to help

D、reminded her of what she should be careful about

48、By saying “I speak kid ”,the girl meant that she could        

A、speak the language that kids understand                     B、speak the boy’s native language

C、know what kids want to day                             D、speak well like a little kid

49、The underlined words“the opportunity”refer to the chance to        

A、play at break time        B、learn from students             C、solve problems            D、speak kid

50、What can we learn from the passage?

A、Gold will shine everywhere

B、Children are more friendly than adults

C、Teachers’ thoughts are different form students’

D、You learn something every day if you pay attention

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