When I was a child, my grandmother Adele took me to museums, restaurants, dances. She showered me gifts from her travels around the world. But I can only remember a book she gave me—one book that, to this day, I have not read. She presented me with her own favorite childhood book: Hans Brinker. My grandmother was happy to share this book with me. She even decorated the title page with her proud writing.
I tried to read it. I adored reading, and would dive into a new pile of books from the library all at once. But something about Hans Brinker just wouldn’t let me in. The story was set in Holland, a long time ago. It felt dull and unfamiliar, even though I was a fan of classics of other times and places. I simply read the first pages over and over. I could not progress.
Standing on a bookshelf in our living room, the book was like something I avoided. It scolded me for not being interested, for not trying hard enough, for disappointing my grandmother. The book started to fit in, almost forgotten, until Adele asked. Had I read it? Did I like it? Always determined, she wanted to know the answer. I would make some kind of excuse, but feel bad, and open it again, hoping for a new reaction. The book weighed on me.
Years passed and finally Adele and I both accepted that I would never read Hans Brinker. Eventually I cleared the book from the shelf. The Hans Brinker experience led me to set a rule that I’ve lived by ever since: Do not ask about a book given as a gift and don’t let anything become your barrier. What Adele originally wanted to do is to give book-giving special meaning, but she increased the possibility of the owner to be a disappointment.
1. What is the similar hobby of the author and his grandmother?A.Reading. | B.Writing. |
C.Travelling. | D.Buying books. |
A.He didn’t like Holland. | B.The book was boring. |
C.The book had many stories. | D.He hadn’t enough time to read it. |
A.The author began to hope for a change. |
B.The author began to dislike reading books. |
C.The author felt stressed facing the book. |
D.The author felt sorry for his grandmother. |
A.The author. | B.The grandmother. |
C.The writer of Hans Brinker. | D.The publisher of Hans Brinker |
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【推荐1】I decided at 10 that I was going to be a teacher because I had a burning desire for superpowers. As a boy, I could clearly see some of my teachers had extraordinary powers.
There was an English teacher in fifth grade who could magically transport us to different worlds every day by telling us stories and reading to us from books we would never pick up. This was our secret and fun time because fifth graders were considered too old to have stories read out to them.
It was even shocking that my teacher could see the invisible. I was one of those who lacked insight. Yet my teacher would notice me and the unspoken message in her eyes suggested that she could see me through. She had another superpower and even after four decades, I could still vividly remember her lessons about the great masters of art and great geographers, expanding our horizons. She did this even though her major was not art, nor geography. Her lessons went beyond the textbook. I knew I wanted to be one of those all-seeing ones with superpowers that made children feel safe and valued.
I know being a teacher isn’t the easiest or the most financially rewarding of jobs. And there are occupational risks--your knees can become worn out from years of carrying piles of notebooks up and down the school staircase, and your voice can give in from too much talking. But despite all that, there are those choosing this cause. To them, teaching is not just a job--it is a science, an art and a craft, and it demands emotional labour and investment.
All my life, for three decades now, I’ve gone to work early each day with a spring in my step. Occasionally, I meet my former students. Their obvious love for me and fond memories of our time together are my rewards. When I meet others who are thirsty for superpowers, like the brand new teacher struggling to perfect her skills with a brave face on, or the one in a remote, rural school travelling 70 kilometers each day just for his pupils, I feel proud to belong to the same group.
1. What can be inferred about the stories from paragraph 2?A.They were told in a magic way. | B.They were written by the teacher. |
C.They contained some students’ fun secrets. | D.They left the students with happy memories. |
A.Ambitious and generous. | B.Determined and wealthy. |
C.Caring and modest. | D.Knowledgeable and observant. |
A.He suffered a lot in his knees and voice. |
B.He thought teaching was more than spreading knowledge. |
C.He had some ideas of how to be a teacher at a young age. |
D.He was rewarded with much money for his devotion at school. |
A.Learning without a teacher is hard to gain. |
B.In scholarship there is no difference of age. |
C.Teachers lead the door, progress in the individual. |
D.With one thousand times for the peach garden sweet. |
【推荐2】She turned up at the doorstep of my house in Cornwall. No way could I have sent her away. No way, not me anyway. Maybe someone had kicked her out of their car the night before. “We're moving house.” “No space for her any more with the baby coming.” “We never really wanted her, but what could we have done? She was a present.” People find all sorts of excuses for abandoning an animal. And she was one of the most beautiful dogs I had ever seen.
I called her Goldie. If I had known what was going to happen, I would have given her a more creative name. She was so unsettled during those first few days. She hardly ate anything and had such an air of sadness about her. There was nothing I could do to make her happy, it seemed. Heaven knows what had happened to her at her previous owner’s. But eventually at the end of the first week she calmed down. Always by my side, whether we were out on one of our long walks or sitting by the fire.
That’s why it was such a shock when she pulled away from me one day when we were out for a walk. We were a long way from home, when she started barking and getting very restless. Eventually I couldn’t hold her any longer and she raced off down the road towards a farmhouse in the distance as fast as she could.
By the time I reached the farm I was very tired and upset with Goldie. But when I saw her licking (舔) the four puppies I started to feel sympathy towards them. “We didn't know what had happened to her,” said the woman at the door. “I took her for a walk one day, soon after the puppies were born, and she just disappeared.” “She must have tried to come back to them and got lost,” added a boy from behind her.
I must admit I do miss Goldie, but I’ve got Nugget now, and she looks just like her mother. And I’ve learnt a good lesson: not to judge people.
1. How did the author feel about Goldie when Goldie came to the house?A.Shocked. | B.Sympathetic. | C.Annoyed. | D.Upset. |
A.felt worried | B.was angry |
C.ate a little | D.sat by the fire |
A.saw her puppies | B.heard familiar barkings |
C.wanted to leave the author | D.found her way to her old home |
【推荐3】Last summer, I helped coach my son’s baseball team and came away with a better understanding of that quality we call “character”. However, when I first watched my team of 11-year-olds play baseball, my first impressions were not positive.
One player regularly left as soon as we started losing. He needed to develop a more optimistic mindset. Another player was overly focused on all our errors during the game. Other boys preferred to dig up the grass when they weren’t involved in the play. A lot of boys threw their baseball bats in frustration when they lost the catch.
While their baseball skills improved over time with more practice, there remained problems with the team members’ all-important character. Our team had a long way to go. For example, some boys were hard on those who made mistakes. Instead of being supportive or encouraging, they criticized or blamed each other.
I started one-on-one talks with each player to discuss things that I had noticed. Some of our conversations focused on technical things like holding the bat up higher or opening their eyes when making a catch. But most conversations were about staying positive and supporting each other. Slowly things began to change. The boys began to take responsibility for their play instead of blaming others for mistakes. They stayed optimistic even when losing. The team culture was improving.
Players began encouraging each other, high-fiving and supporting teammates even if they struck out. I was, however, especially pleased to see some of the boys taking leadership roles and having their own one-on-one talks with their teammates.
I don’t think I made huge progress in teaching the boys how to throw, catch or hit better, but I was pleased that our conversations around character led to something positive. Although we still lost games, our players had stronger characters. As for me, I gained significantly from the experience, too. My character was tested, specifically my patience and ability to remain calm. Next season, our characters will be tested again.
1. What did the author find when he started to coach the team?A.The team’s atmosphere was bad. |
B.The players disliked competing. |
C.The team were totally out of control. |
D.The players showed little interest in playing. |
A.He organized a team discussion. |
B.He appointed some player as the leaders. |
C.He talked with each player individually. |
D.He taught the boys key baseball techniques. |
A.failed | B.improved | C.succeeded | D.upset |
A.Selfless and devoted. | B.Patient and responsible. |
C.Confident and ambitious. | D.Humorous and intelligent. |