Mr. Flowers’ glass-houses were very near to a middle school. Boys of around thirteen of age were often tempted (引诱) to throw a stone or two at one of Mr. Flowers’ glass-houses. So Mr. Flowers did his best to be in or near his glass-houses at the beginning and end of the school day.
But it was not always possible to be on watch at those times. Mr. Flowers had tried in many ways to protect his glass, but nothing that he had done had been useful. He had been to school to report to the headmaster; but this had not done any good. He had tried to drive away the boys that threw stones into his garden; but the boys could run faster than he could, and they laughed at him from far away. He had even picked up all the stones that he could find around his garden, so that the boys would have nothing to throw; but they soon found others.
At last Mr. Flowers had a good idea. He put up a large notice made of good, strong wood, some meters away from the glass-houses. On it he had written the words: DO NOT THROW STONES AT THIS NOTICE. After this, Mr. Flowers had no further trouble; the boys were much more tempted to throw stones at the notice than at the glass-houses.
1. It was Mr. Flowers’ hope to ________.
| A．build glass-houses in his free time |
| B．grow the Rose of the Year in a silver cup |
| C．win a silver cup for growing a rose of a new color |
| D．grow a rose with the longest name. |
| A．throw stones at Mr. Flowers’ glass-house |
| B．throw stones at Mr. Flowers from their school |
| C．be in or near by Mr. Flowers’ glass-houses |
| D．play with Mr. Flowers near his glass-houses |
| A．at times when school-boys were walking near them |
| B．all the school day when there were no boys about |
| C．where he could not be seen by the boys passing |
| D．in his free time at the beginning and end of the school day |
| A．be on watch in his free time | B．ask the headmaster for help |
| C．pick up all the stones around his garden | D．do all the above |
| A．write some words on the glass |
| B．put up a large notice to cover his glass-houses |
| C．give the boys something else to throw stones at |
| D．send for policemen |
相似题推荐
What lessons can be drawn from these three experiences? First, true genius (天才）cann’t be suppressed(压抑）．For some reason or other it works its way out. Second, early judgments of a person’s abilities may be unfair or just wrong. Third, when there is a real determination to succeed, obstacles fall by the wayside.
The famous motto “ad astra per aspera” can be translated as “ To the stars through hardships”. Astaire, Einstein and Paderewski proved their critics wrong.
1. Which of the following best expresses the main idea of the passage?
| A．Fred Astaire was a famous dancer. |
| B．True ability will always make itself known. |
| C．Some people never get discouraged. |
| D．Albert Einstein prove his teachers wrong. |
| A．Being humorous | B．Cheerful, though concerned |
| C．Somewhat hesitant | D．Seriously mistaken |
| A．As a motto for the three men’s lives |
| B．To show the value of Latin |
| C．To send the reader to the dictionary |
| D．To point out that genius is always recognized early |
| A．Knows that the three men were successful men |
| B．Dreams to become like one of the men some day |
| C．Sympathizes with (同情） the poor teachers of the three men |
| D．Knows that Fred Astaire was an actor famous for performing Shakespeare’s plays |
“Is there anything I can do for you？”asked the President. The soldier obviously didn't recognize Lincoln, and with some effort he was able to whisper, “Would you please write a letter to my mother？”
So the President carefully began writing down the soldier's words，“My dearest mother, I was badly hurt while doing my duty. I'm afraid I'm not going to recover. Don't grieve too much for me, please. Kiss my sister Mary for me.May God bless you and Father.”
The soldier was too weak to continue, so Lincoln signed the letter for him and added, “Written for your son by Abraham Lincoln.”The young man asked to see the note and was astonished when he discovered who had written it.“Are you really the President？”he asked. “Yes, I am，”replied Lincoln quietly.Then he asked if there was anything else he could do.“Would you please hold my hand？”asked the soldier.“It will help to see me through to the end.”
In the quiet room, the tall gaunt (憔悴的)President took the soldier's hand and spoke warm words of encouragement until death came.
1. According to the passage, which of the following is TRUE?
| A．The dying soldier was filled with love. |
| B．Lincoln only signed his name in the letter instead of the soldier's. |
| C．The soldier was the only child in his family. |
| D．Lincoln often wrote letters for the wounded. |
| A．sad but feel greatly relieved |
| B．apologetic but grateful |
| C．calm and thankful |
| D．sorry and feel it unexpected |
| A．feel worried | B．feel sad | C．cry | D．miss |
| A．tell us war is cruel | B．make us laugh |
| C．draw our attention | D．tell us Lincoln was great |
【推荐3】I wrestled her to the ground for the keys, literally. Indeed, when she opened the door to leave the house at 11 pm for the movies despite my words, I actually wrestled my 16-year-old daughter to the ground.
I did not know how to deal with a rebellious (叛逆的) teenager. We are a family of strong wills, from the top down. All my kids had pushed and argued. Everyone “kind of” followed the rules. As they got older, especially when they hit high school, I saw the power shifting, but it hadn’t been so obvious. I had not seen much in-your-face rebellion.
Until this happened.
I called Amy Speidel, a wise and practical parenting expert. She stayed on the phone with me and listened to my wild complaint about my disrespectful kid. She listened for almost two hours and then gave me some suggestions.
Amy told me that my daughter’s behavior was “developmentally appropriate”-she was supposed to test the boundaries. Amy also said that it was great that my daughter would be able to stand up for herself in a relationship that wasn’t working.
Those comments really made me feel awful. I hadn’t considered anything positive about her behavior — but outside of our mother-daughter relationship, I would never want to devalue my daughter’s strong will.
After talking with Amy, I realized that I was the one who needed help understanding discipline vs control. Honestly, I did hate that the responsibility was on me. I wanted permission to scream and punish. But I listened to Amy and here’s what I learned.
1. My daughter’s behavior was normal. That eased my fears that I had raised a terrible human and failed as a mother.
2. My daughter’s strong personality was a strength. That revelation was a huge gift. I value her qualities but don’t want them used against me. I will soften my response and listen to her.
3. I went crazy. In fact, I crossed a line. And that happens. But I learned to apologize and reset so that we could move forward.
My job, therefore, is to learn new responses that offer my daughter options and realistic consequences, not empty threats. And hopefully, this will change my relationship with my daughter.
1. What is the actual reason the author had a fight with her daughter?| A．The daughter wouldn’t give her the keys. |
| B．The daughter didn’t come back until 11 pm. |
| C．The daughter insisted on going out late at night. |
| D．The daughter wanted to go to the movies with friends. |
| A．she had helped her daughter to test boundaries |
| B．she didn’t treasure the mother-daughter relationship |
| C．she thought Amy was criticizing her daughter’s upbringing |
| D．she hadn’t noticed the desirable aspects of her daughter’s behavior |
| A．her daughter’s strong character should be softened |
| B．she should constructively deal with conflict |
| C．her daughter should control her behavior |
| D．she should admit her failure as a mother |
| A．“Do you really think you can just walk out the door like that?” |
| B．“It’s not safe to be out so late. What about tomorrow afternoon?” |
| C．“It doesn’t matter whether you go out or not. I will support you.” |
| D．“You have been disrespectful and can’t go out tonight. Is that clear?” |
