Eachofusfailsfromtimetotime.Ifwearewiseweacceptthesefailuresasa(1)partofthelearningprocess.Butalltoooftenasparentsandteacherswedisallowthis(2)righttoourchildren.WhenIsee

Question

　　Each of us fails from time to time. If we are wise we accept these failures as a __ (1) __ part of the learning process. But all too often as parents and teachers we disallow this __ (2) __ right to our children.

　　When I see a child __ (3) __ to this kind of pressure I think of Donnie.

　　Donnie was my youngest third grader. His __ (4) __ of failure kept him from classroom games that other children enjoyed. He __ (5) __ answered questions--he might be wrong. I tried my best to build his __ (6) __ But nothing changed until midterm when Mary Anne a student teacher was assigned（安排）to our classroom.　　She was young and pretty and she loved children. My pupils Donnie included __ (7) __ her.

　　One morning we were working math problems at the chalkboard. Donnie had __ (8) __ the problems with painstaking neatness. Pleased with his progress I __ (9) __ the children with Mary Anne and went for art materials. When I returned Donnie was in __ (10) __. He'd missed the third problem.

　　My student teacher looked at me in despair. Suddenly her face __ (11) __. From the desk we shared she got a container filled with pencils.

　　“Look Donnie.”she said kneeling beside him and gently __ (12) __ the tear stained face from his arms.“I've got something to __ (13) __ you.”she removed the pencils one at a time and placed them on his desk.

　　“See these __ (14) __ Donnie ”she continued.“They belong to Mrs. Lindstrom and me. See how the erasers are __ (15) __? That's because we make mistakes too. But we erase the mistakes and try again. That's what you __ (16) __ learn to do too.”

　　She kissed him and stood up.“Here ”she said.“I'll leave one of these pencils on __ (17) __ desk so you'll remember that everybody makes mistakes __ (18) __ teachers.”Donnie looked up with love in his eyes and a smile.

　　The pencil became Donnie's __ (19) __ possession. That together with Mary Anne's frequent encouragement gradually __ (20) __ him that it's all right to make mistakes--as long as you erase them and try again.

(1)A．small	B．basic
C．necessary	D．large
(2)A．correct	B．same
C．important	D．natural
(3)A．suffering	B．object
C．fall	D．subject
(4)A．fear	B．lesson
C．chance	D．sense
(5)A．always	B．often
C．never	D．seldom
(6)A．self-protection	B．self-improvement
C．self-confidence	D．self-learning
(7)A．respected	B．disliked
C．avoided	D．mined
(8)A．worked out	B．copied
C．gone over	D．learned
(9)A．left	B．offered
C．missed	D．parted
(10)A．surprise	B．astonishment
C．anger	D．tears
(11)A．darkened	B．brightened
C．pulled	D．loosened
(12)A．lifting	B．Picking
C．holding	D．pushing
(13)A．help	B．show
C．reward	D．promise
(14)A．pencils	B．mistakes
C．marks	D．containers
(15)A．used	B．built
C．worn	D．damaged
(16)A．may	B．must
C．will	D．can
(17)A．my	B．someone's
C．the teacher's	D．your
(18)A．still	B．also
C．even	D．not
(19)A．prized	B．own
C．kept	D．expected
(20)A．warned	B．informed
C．persuaded	D．reminded

Answer 1

答案：C;B;D;A;D;C;A;B;A;D;B;A;B;A;C;B;D;C;A;C
解析：
(2)人人有犯错误的权利，孩子也应该拥有“同样的”权利。 (3) (be) subject to 为习惯表达，意为“容易受……的影响，容易遭受……”。(4)由后文得出，Donnie “害怕”犯错误。 (5)由上下文的逻辑关系得出，因为 Donnie 害怕犯错误，所以“很少”回答问题。never太绝对。 (6)作为老师，“我”应该是尽力建立他的“自信”。 (7)这位见习老师如此可爱和关爱学生，当然受到学生们的“尊敬”。 (8)从后面 Donnie 漏掉了第三题以及他数学不好判断，此处选“抄”下了数学题符合逻辑。 (9)“我”对 Donnie 的进步感到满意，因此把学生交给见习老师 Mary Anne。leave sb. with sb. 为固定结构，意为“把……托付给……”。 (10)后面有 Donnie 泪流满面的提示。 (11)Mary Anne 脸部一“亮”，说明她有了一个好主意。 (12)Mary Anne 为了鼓励和安慰 Donie，轻轻地“托起”了他满是泪水的脸。 (13)从后面 Mary Anne 所做的动作判断，她想通过形象的方式向 Donnie “展示”犯错误是很自然的事情。 (14)Mary Anne 以“铅笔”和橡皮为例说明犯错误的普遍性。 (15)在具体的语境中考查形容词的运用。橡皮经常用来“擦”写错的东西，因此是“磨损”了。be worn 当“破损”讲。 (16)must 说明人的观点和建议，符合题意。 (17)从文中看出 Mary Anne 把一支铅笔放在了 Donnie 的桌子上，给他以鼓励和启示。 (18)even 表示程度更进一步，符合逻辑。“甚至”老师也经常犯错误。 (19)B、C 意义和 possession 重复，expected 文章中没有信息依据。因此此处是 Mary Anne 把铅笔作为“奖赏”给了 Donnie. (20)Mary Anne 通过形象、浅显的方式最终“说服”了 Donnie，使他摆脱了害怕犯错误的心理阴影。