When Donald Crouch first encountered Jim in his English class in rural Michigan, he saw an unhappy boy, who’d gone deep into a cocoon (茧) of silence.
Donald might have assumed that Jim was bored or uninterested or even backward. Certainly, he appeared to be all of those things.
But there was something in the young boy that lit up whenever the subject turned to poetry. It was unnoticeable, but Donald could see a shift in the boy ‘s attitude--a quiet but unmistakable enthusiasm that accompanied any discussion of Chaucer, Shakespeare, or Tennyson. A twinkle in his eyes would appear whenever Donald lectured on matters of English verse, something which proved to be most appealing to the otherwise disappointed teacher. Although Jim was interested in all manners of poetry, he seemed particularly excited when Donald would discuss Walt Whitman, that greatest of American poets.
One day Donald kept Jim after school and learned that Jim stuttered ( 口吃). Donald understood that Jim had accepted the written word because the spoken word had escaped him. The next day, Donald told the pupils to write a poem. Jim turned his assignment in, and Donald was surprised by how good it was.
The teacher read the assignment over and over again in disbelief and, truth be told, with a little bit of envy; how could a student from the middle of nowhere come up with something like this? He turned his head once again to the boy and began to have an idea.
Donald had noticed earlier that Jim’s stutter disappeared whenever he quoted his favorite poets out loud .
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When I entered university, I hoped to earn a scholarship (奖学金). Having been a Straight-A student, I believed I could take difficult subjects and really learn something. One such course was English Literature given by Professor White. I was extremely interested in the ideas he presented in class.
When I took the first exam, I was surprised to find a 75, C-plus, on my test paper, for English was my best subject. I went to Professor White, who listened to my arguments but wouldn’t change his mind.
I decided to try harder, although I didn’t know what that meant because school had always been easy for me. I read the books more carefully, but got another 75. Again I reasoned with Professor White. Again he listened patiently but remained unmoved.
One more test before the final exam. One more chance to improve my grade. So I redoubled my efforts and, for the first time, learned the meaning of “from A to Z”. But my efforts did no good and everything went as before. I knew no matter what grade I got; it wouldn’t cancel three C-pluses. I might kiss the scholarship goodbye.
注意：
1.词数应为120左右;
2.请按如下格式在答题卡的相应位置作答。
Before the final exam, I received Professor’s email asking me to come to his office.
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A week later, I was surprised to find I got an A-plus.
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Factors That Influence
the Applicants' Choices of Major
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Emily Harper sat at her desk, staring blankly at the math problems in front of her. Numbers and variables danced confusingly across the page, laughing at her every effort. At school, Emily was known for her artistic talents, but math had always been her weakness, No matter how hard she tried, she just couldn’t make sense of it.
Her struggles only worsened in the 10th grade. The pressure to keep up with her classmates grew, and the poor grades shook her confidence. Her parents decided to step in. “We need to find you some help,” her mother gently suggested one evening.
Then came Mr. Jenkins, a retired local teacher known for his unique teaching style. Emily was initially resistant; the idea of spending extra hours on a subject she hated seemed like a punishment. But - she unwillingly agreed, knowing something had to change.
Their first session was tense. Mr. Jenkins, sensing her frustration, didn’t dive straight into problems. Instead, he asked about her interests. When Emily spoke passionately about her painting, he smiled. “Math is like art, Emily. It has patterns and beauty if you know where to look.”
Doubtful but inspired, Emily listened as he began to explain concepts through visual examples. He used colors and shapes, turning abstract numbers into something almost tangible (有形的). For the first time, math seemed less like a foreign language and more like a puzzle waiting to be solved.
However, progress was slow. Weeks passed with, minimal improvement, and Emily’s patience wore thin. A particularly difficult quiz left her in tears, convinced she was sure to fail. Mr. Jenkins said, “Remember, Emily, every artist starts with a blank canvas. Masterpieces aren’t created overnight.”
Encouraged by his firm belief, Emily pushed on. She began to see the connections between the steps, how each solution followed a logical path. Small victories in practice problems gave her some hope. Mr. Jenkins was always there, celebrating her successes, no matter how minor.
注意：1.续写词数应为150个左右;
2.请按如下格式在答题卡的相应位置作答。
Gradually, Emily’s confidence grew with Mr. Jenkins’ help.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Emily’s heart raced when the results day arrived.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get—a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.
School started and I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the classroom.
In college I had been taught that a successful educator should ignore bad behavior. So I did. I was confident that the bad behavior would disappear as I gave my students positive attention. But in fact, humans particularly teenagers rarely seem reasonable. By the time my boss, who was also my taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the classroom. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes, he left silently. Visions of unemployment marched before my eyes.
Paragraph 1:
After class I took a deep breath and walked into his office.
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Paragraph 2:
Fifteen years later I still drive that winding road to the same school.
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The day when the jobs were handed out was one of the most exciting for all the children in the class. It took place during the first week of the term. On that day, every boy and girl was given a job for which they would be responsible for the rest of that school year.
As everything else, some jobs were more interesting, and the children were eager to be given one of the interesting ones. When giving them out, the teacher took into account which children had been most responsible during the previous year, and those children were usually the ones who most looked forward to this day. Among them Rita stood out. She was a kind and quiet girl; and during the previous year she had carried out the teacher’s instructions perfectly. All the children knew Rita was the favourite to be given the best job of all—to look after the class dog.
But this year there was a big surprise. Each child received one of the normal jobs, like preparing the books or the radio for the lessons, telling the time, cleaning the blackboard, and looking after one of the pets. But Rita’s job was very different. She was given a little box containing some sand and some ants. And even though the teacher insisted that they were very special ants, Rita couldn’t help feeling disappointed. Anyway, she accepted the task. Most of her classmates felt sorry for her. They sympathised with her and remarked on how unfair it was that she had been given that job. Even Rita’s father felt sorry for her, and as an act of protest, he told Rita to pay no attention to this insignificant pet. However, Rita, who liked her teacher very much, preferred to show the teacher her ability by doing something special with such an insignificant task. “I will turn this ‘little task’ into something great,” Rita said to herself.
注意：
(1)续写词数应为150左右；
(2)请按如下格式在答题卡的相应位置作答。
To learn more about her little ants, Rita turned to Dr. Martinez, a famous entomologist(昆虫学家).
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Several months later, one day, Dr. Martinez came to Rita’s class to choose a young assistant.
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1.长时间使用手机危害身体健康，特别是视力；
2.依赖打电话、发短信，学生与亲友间很少面对面交流；
3.上课发短信、看视频，学生成绩快速下降；
4.沉迷于玩手机，学生没有时间进行体育锻炼；
5.家长和老师应该适当限制学生使用手机。
注意:
1.可以适当增加细节，以使行文连贯；
2.词数：80左右。
The negative effects of using cellphones on students
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| 学生的观点 | 一部分学生：劳动教育有助于身体健康，全面发展。 另一部分学生：劳动教育占用学习时间，影响成绩。 |
| 你的观点 | …… |
2．可以适当增加细节，以使行文连贯。
劳动教育 labour education
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注意：
1. 词数80左右；
2. 请按如下格式在答题卡的相应位置作答。
Will On-line Teaching Replace Traditional Classrooms?
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1.手机含有许多应用软件，我们可以获取最新的信息；
2.目前，很多学生专注于手机而不是他们的学习和健康；
3.我认为，沉迷于手机对身体有害；
4.我们应该养成良好的生活习惯，比如多和朋友交流，多锻炼；
5.让我们行动起来享受健康的生活。
注意：
1.可以适当增加细节，以使行文连贯；
2.词数100左右。
参考词汇：应用软件 app 沉迷于 be addicted to
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