A newly trained teacher named Mary went to teach at a Navajo Indian reservation. Every day, she would ask five of the young Navajo students to __1__ the chalkboard and complete a simple math problem from   2   homework.

They would stand there, silently,  3   to complete the task. Mary couldn’t figure it out.   4   she had studied in her educational curriculum helped, and she   5   hadn’t seen anything like it in her student-teaching days back in Phoenix.

What am I doing wrong? Could I have chosen five students who can’t do the  6  ? Mary would wonder. No,  7  couldn’t be that. Finally she   8   the students what was wrong. And in their answers, she learned a   9   lesson from her young   10   pupils about self-image and a(n)   11   of self-worth.

It seemed that the students  12  each other’s individuality and knew that  13  of them were capable of doing the problems.   14  at their early age, they understood the senselessness of the win-lose approach in the classroom. They believed no one would  15  if any students were shown up or embarrassed at the  16  . So they   17   to compete with each other in public.

Once she understood, Mary changed the system   18   she could check each child’s math problem individually, but not at any child’s expense  19  his classmates. They all wanted to learn,  20  not at someone else’s expense.

1．  A．go to        B．come to         C．get close to    D．bring

2．  A．his           B．their           C．his own         D．her

3．  A．happy          B．willingly         C．readily        D．unwilling

4．  A．Anything      B．Nothing         C．Everything     D．Neither

5．  A．a(chǎn)lmost         B．certainly        C．hardly           D．never

6．  A．question       B．chalkboard     C．problem         D．homework

7．  A．they         B．it             C．everything     D．each

8．  A．a(chǎn)sked              B．questioned     C．told            D．understood

9．  A．outstanding  B．surprising       C．a(chǎn)nnoying       D．frightening

10．A．sunburned    B．tender         C．Indian        D．naughty

11．A．sense        B．image         C．way           D．a(chǎn)spect

12．A．had          B．ignored          C．respected       D．cared

13．A．none           B．no one        C．each           D．not all

14．A．Especially    B．Even though       C．Even so       D．Even

15．A．lose          B．win            C．a(chǎn)chieve          D．a(chǎn)nswer

16．A．time         B．situation         C．chalkboard     D．condition

17．A．refused        B．rejected         C．tried           D．promised

18．A．if             B．so that        C．unless        D．in case

19．A．in favour of  B．of            C．by means of   D．in front of

20．A．a(chǎn)nd          B．but             C．so              D．or

1—5 ABDBB  6—10 CBABC  11—15 ACDDB  16—20 CABDB


解析:

1．A　每天讓五個(gè)Navajo Indian（納瓦霍印第安）學(xué)生上黑板做簡(jiǎn)單的數(shù)學(xué)題

2．B　根據(jù)上文中的five of the young Navajo students，這里用their。

3．D　學(xué)生不愿意在黑板上做。

4．B；

5．B　為什么學(xué)生不愿在黑板上做？Ｍary弄不明白了。她在教育課程中學(xué)到的東西也不能幫助她弄清這個(gè)問題，且她在Phoenix教學(xué)生的那些日子當(dāng)然不會(huì)遇到這樣的事情。

6．C�。蚢ry開始反思：是不是我選了五個(gè)不會(huì)做這道題的學(xué)生？

7．B　情況不是那樣。這里用it，代指上文提到的事情。

8．A　根據(jù)下文的“answers”，這里應(yīng)該用asked。

9．B；

10．C；

11．A�。蚢ry從納瓦霍印第安小學(xué)生了解到他們的自我形象意識(shí)和自尊感，這令她感到驚訝。

12．他們尊重彼此的個(gè)性。表示“尊重”用“respected”。

13．他們知道并不是所有的學(xué)生都能做出那些數(shù)學(xué)題�！安⒉皇撬械摹北硎静糠址穸ǎ谩皀ot all”。

14．D  even 在這里表示強(qiáng)調(diào)。

15．B； 16．Ａ　他們認(rèn)為如果任何人在黑板前被揭露出不會(huì)做或者感到尷尬，他們都會(huì)成為失敗者。

17．他們拒絕在公共場(chǎng)所彼此競(jìng)爭(zhēng)。這里要用“refuse”，reject　含有“拒絕接受”之意。

18．so　that　“以便”。

19．in front of his classmates 在同學(xué)面前。

20．but　表示轉(zhuǎn)折

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