A fourth-grade teacher allowed one of her students to shave her head in the schoolyard, after bullies(仗势欺人者) teased him about his own short buzz cut(短寸头发型). Tori Nelson got the idea after noticing that Matthew Finney, a shy boy from her homeroom at Winlock Miller Elementary School in Washington state, was standing outside his classroom crying and wearing a winter hat.
Ms. Nelson could see the back of his neck had been shaved, and since Matthew usually had very thick brown curly hair, she realized that he’d had a haircut over the weekend. She asked him what was wrong, and he said he’d gotten a buzz cut for the summer. But this morning, a fifth grader on the bus made fun of him, and he didn’t want to come to class and get teased by other kids. Ms Nelson tried to convince Matthew to come inside, but since school rules prohibit kids from wearing hats indoors he refused – explaining that he was afraid of showing his haircut to the other children in case they also made fun of him.
Finally I said: “If you take off your hat and come to class, I’ll let you give me a buzz cut ,too,"' Ms Nelson told Yahoo Parenting.'I figured it’s just hair, and mine is already short anyway. I might as well get it shorter in time for the warm weather.'
Matthew excitedly took her up on the offer, and Ms Nelson and another teacher gathered all the fourth graders together during break time. A school employee brought in scissors, which Matthew used to the cheers of his classmates, excitedly watching as his teacher’s hair fell away onto the ground in the schoolyard.
'It was a lot of fun for the kids, and it helped Matthew feel better about himself,' said Ms Nelson.'You have to do what it takes to reach children. Teaching isn’t just about reading and writing, it’s about self-esteem and accepting differences.'
1. What mainly led to Matthew’s standing outside the classroom?A.His fear of being laughed at |
B.His willingness to learn |
C.His violating school rules |
D.His not finishing his homework. |
A.To show sympathy for Matthew. |
B.To comfort and encourage Matthew. |
C.To prepare for the warm weather. |
D.To show her unique personality. |
A.responsible and caring | B.knowledgeable and creative |
C.Humorous and easygoing | D.Strong and determined |
A.The real meaning of teaching |
B.Stand up to school bullying |
C.Teach kids to respect differences |
D.A haircut full of love |
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【推荐1】Back in 1845, there were many children who were not in school and many adults who could not read or write in the state of Illinois, America. Everyone there knew public education was important but it was hard to educate children or adults without good teachers.
Word went out in 1857 that the Governor of Illinois wanted to build a “normal” school. The word “normal” came from French. In France, schools that trained teachers were called “normal schools”. But the Governor stated that the location of the first “normal” school would be in the place that offered the most money to help pay for the costs of building the college.
A Bloomington man named Jesse Fell was one of the first people who acted on what he heard. When Jesse Fell heard that the city that raised the most money for the school would be the home of the first teacher training school in Illinois, he started going door to door to families and businesses, asking for money to build the school. Three other cities were trying to get the Governor to build the school in their town. Then, Jesse Fell increased his efforts to raise money. In all, the city of Bloomington raised $141,000 to help the state build the normal school.
Finally the school came to be built next to Bloomington. The university later moved to North Bloomington, which was incorporated (并入) in 1865 as the town of Normal. And the school, Illinois State Normal Teachers’ College, had its name changed to Illinois State Normal University and shortened to Illinois State University. And in that university, there is a special room called the 1857 Room to celebrate the year of 1857 when Jesse Fell took the first step in setting up Illinois State Normal University.
1. We can learn from the text that the normal school in Bloomington .A.devoted to training professional teachers |
B.charged higher fees than other schools |
C.was free for the local young people |
D.was supported by the French government |
A.His way to raise money was wrong. |
B.He had to raise the most money. |
C.The Governor refused to offer him any help. |
D.Local people doubted if he could act well. |
A.A man of wisdom. | B.A man of humor. |
C.A man of learning. | D.A man of action. |
A.the public education in Western countries |
B.the development of normal schools in Illinois |
C.the foundation of the first normal school in Illinois |
D.a brief introduction to a Bloomington man, Jesse Fell |
【推荐2】Your education is very important. So it is important to build a good relationship with your teacher.
Greet your teacher with a smile. Your teacher likely arrives to work very early each day, perhaps even before the sun has risen. Every day, they have to work with lots of different students.
Come to class on time. Another way to establish a good relationship with your teacher is by being punctual (准时的) to class all the time.
Follow instructions.
A.Never argue with your teacher |
B.Don’t be too worried about yourself |
C.You should always arrive before the bell rings |
D.You ought to turn to your teachers for help often |
E.You can enjoy a positive relationship with your teacher |
F.Greet your teacher with a smile and warm regards every morning |
G.Your teacher likely has a set of rules that you must obey in class in addition to the regular school rules |
【推荐3】My family and I never talked about school as the ticket to a future. I was in the classrooms, but I wasn't there to learn to write, read or even speak. When it was my turn to read, I wanted to hide. I was13 years old, but I already hated being who I was.
I had an English teacher, Mr. Creech, who knew I couldn't read. In one of my first lessons the teacher said that anyone who had a reading age below six had to stand up. I felt so embarrassed. But at the same time, it made me realize that I needed to change the situation. I was determined it wouldn't happen again. Later that day, Mr. Creech encouraged me and promised he would try his best to help me learn to read. From then on, I never gave up practicing reading.
Now I was 41 years old. One day, I planned to fly back to Texas to visit my friends and family. On my way from the airport, I saw Mr. Creech buying himself a drink. I rushed over and reached into my pocket to pay for him. "Do I know you?" he asked. "Yes, sir, you do know me," I answered excitedly." My name is Anthony Hamilton. You taught me English." The look on his face told me that he remembered the boy he'd once encouraged.
"I'm so glad I had a chance to see you," I said. "And Mr. Creech, I have great news to share." I told him I had learned to read. But that wasn't all. I had become a published author and an active speaker. "The next time you get another Anthony Hamilton in your classroom, please encourage him to read as well," I added.
The experts say what once worried me has a name: dyslexia(诵读困难症). But I can tell you it was a lack of desire for education.
1. What was the author's trouble in study when he was a child?A.He couldn't get along well with teachers. | B.He had difficulty in reading. |
C.He hated being laughed at. | D.He didn't want to go to school. |
A.Friendly and fashionable. | B.Demanding and enthusiastic. |
C.Humorous and aggressive. | D.Patient and responsible. |
A.Because his teacher always gave him confidence to read. |
B.Because his parents taught him how to read. |
C.Because the experts gave him a direction. |
D.Because he realized this problem. |
A.Mr. Creech taught two students called Anthony Hamilton. |
B.The author was grateful to Mr. Creech. |
C.The author had become a published author and an active speaker. |
D.Dyslexia was the underlying reason that made the author unable to read. |
【推荐1】For most of us teaching seventh-grader English would be similar to teaching flying monkeys to sit. Just thinking about it, we might feel frustrated. But it was not for Miss Smith. For 40 years, she stood in front of her classroom, tapping the blackboard where an inspirational quote was drawn neatly. “Open your notebook and write,” she would instruct. If a student was late, she would simply say, “Write about why you are late today.” The content and style didn’t matter. It was the connection of thought to paper that was the aim.
If you write long enough, these thoughts will turn into feelings and feelings on paper become visible, clear enough to examine. The anxiety of seventh-graders, the puberty (青春期) crisis and the mixture of emotions need a way out. Miss Smith knew that. She knew her teenage students needed to develop their own guidance systems, or they needed to deal with the forces that surrounded them.
The quotes Miss Smith carefully wrote on the chalkboard were inspirational, and could encourage self-reflection. Most of the notebooks were filled with silly nonsense, like looking forward to pancakes for lunch, or worse, line after line stating that they didn’t know what to write then. Regardless of those, Miss Smith read every entry and in neat red handwriting, wrote notes of encouragement and praise.
She would read Shakespeare and ask how Romeo must have felt about being rejected by his friends and family. The characters in the literature gave students permission to get emotional growth in a safe way, and the words inside those notebooks became more and more personal as time went on. Those who used to be problem students and need saving later became journalists and fiction writers.
No one would disagree that she made every student feel they are not only what they are now but they are more. That point drove them to work hard and see what that “more” was going to be. This is the greatest charm of Miss Smith.
1. What can be learned about Miss Smith?A.She was easy to get frustrated with her job. |
B.She always got students to express feelings by writing. |
C.She was assigned to teach the worst class in the school. |
D.She had taught the English writing course for forty years. |
A.The advantages of recording life on paper. |
B.The importance of puberty for a child’s development. |
C.The difficulty of understanding and guarding children’s rights. |
D.The characteristics of teenage children and the coping methods. |
A.They’re nearly meaningless. |
B.They’re quotes from famous people. |
C.They’ re a great encouragement to students. |
D.They’ re inspirational and set people thinking. |
A.Miss Smith treats her students equally. |
B.Miss Smith has a wide knowledge of literature. |
C.Miss Smith’s teaching methods turn out successful. |
D.Miss Smith teaches students according to their potential. |
【推荐2】Every year on my birthday, from the time I turned 12, a white gardenia was delivered to my house. No card came with it. Calls to the flower-shop were not helpful at all. After a while I stopped trying to discover the sender’s name and just delighted in the beautiful white flower in soft pink paper.
But I never stopped imagining who the giver might be. Some of my happiest moments were spent daydreaming about the sender. My mother contributed to these imaginings. She’d ask me if there was someone for whom I had done special kindness. Perhaps it was the old man across the street whose mail I’d delivered during the winter. As a girl of seventeen, though, I had more fun imagining that it might be a boy whom I had met.
One month before my graduation, my father died of a heart attack. I felt so sad that I became completely uninterested in my upcoming graduation party.
The day before my father died, my mother and I had gone shopping for a party dress. We’d found an impressive one, but it was the wrong size. When my father died, I forgot about my dress.
But my mother didn’t. The day before the party I found that dress—in the right size—over the living room sofa. I didn’t care whether I had a new dress or not. But my mother wanted me to have one. She wanted her children to feel loved and lovable. In truth, my mother wanted her children to see themselves much like the gardenia—lovely, strong and perfect with perhaps a bit of mystery. My mother died ten days after I was married. I was 22. That was the year the gardenia stopped coming.
1. Why did the writer stopped trying to know who the sender was?A.In no way could she find the sender. | B.The shop didn’t answer the phone. |
C.There was no card with the flower. | D.She was only interested in the flower. |
A.Her father. | B.Her mother. | C.An old man. | D.A boy. |
A.12 times. | B.22 times. | C.10 times. | D.9 times. |
A.A Party Dress | B.My Gardenia |
C.A Mysterious Boy | D.The Death of My Parents |
【推荐3】At thirteen, I was diagnosed (诊断) with kind of attention disorder. It made school difficult for me. When everyone else in the class was focusing on tasks, I couldn’t.
In my first literature class, Mrs. Smith asked us to read a story and then write on it, all within 45minutes. I raised my hand right away and said, “Mrs. Smith, you see, the doctor said I have attention problems I might not be able to do it.”
She glanced down at me through her glasses, “You are not different from your classmates, young man.” I tried, but I didn’t finish the reading when the bell rang. I had to take it home.
In the quietness of my bedroom, the story suddenly all became clear to me. It was about a blind person Louis Braile. He lived in a time when the blind couldn’t get much education. But Louis didn’t give up. Inslead, he invented a reading system of raised dots (点), which opened up a whole new world of. knowledge to the blind.
Wasn’t I the “blind” in my class, being made to learn like the “sighted” students? My thoughts spilled out and my pen started to dance. I completed the task within 40 minutes. Indeed, I was not different from others; I just needed a quieter place. If Louis could find his way out of his problem, why should I ever give up?
I didn’t expect anything when I handed in my paper to Mrs. Smith, so it was quite a surprise when it came back to me the next day—with an “A” on it. At the bottom of the paper were these words, “See what you can do when you keep trying?”
1. What problem did the author meet when he was in class?A.He didn’t like the teacher. | B.He was not fond of literature. |
C.The classroom was too noisy. | D.He couldn’t focus his attention in class. |
A.He managed to cure his blundness. |
B.He got a good education at schold. |
C.He made an invention which helped the blind. |
D.He couldn’t see and read for the whole life. |
A.She encouraged him. | B.She looked down on him. |
C.She sympathized (同情) him. | D.She was angry with him. |
A.Practice makes perfect | B.Where there is a will, there is a way. |
C.Don’t judge a book by its cover. | D.It’s never too old to learn. |
【推荐1】 José Salvador Alvarenga is a Salvadoran fisherman who spent 13 months at sea. He is the first person in recorded history to have survived in a small boat at sea for more than a year.
On November 17, 2012, Alvarenga set off on a professional fishing trip with a young fisherman named Ezequiel Cordoba, with whom he had never worked. Stepping aboard the ship from a fishing village on the Pacific coast of Mexico’s southern Chiapas state, they planned to be out about 30 hours hunting shark, tuna and mahimahi. A few hours into their voyage, a storm struck that lasted five days and blew them off course. Alvarenga called his boss on the ship’s radio for help, but it — and much of the rest of the boat’s electronics — had been disabled by the storm. The boat’s motor was also damaged.
A search party was sent, but after two days with no success, their boss gave up and assumed they had drowned. All on their tod and without food or supplies, the two fishermen survived by eating raw fish, turtles and jellyfish. They drank rainwater and turtle blood. As weeks turned to months, Cordoba became severely unwell from eating months of raw food and died.
Alvarenga then spent another nine months alone at sea, until he eventually spotted a small island. Abandoning his boat and swimming to shore, he almost immediately met a local couple who called police. He had reached the Marshall Islands. His journey lasted 438 days and his voyage is estimated to have covered between 5,500 to 6,700 miles.
1. What happened to Alvarenga and Cordoba soon after they started the trip?A.Some sharks attacked the boat. |
B.They got lost at sea because of a storm. |
C.They fell into the sea after a huge wave. |
D.Their boat was damaged hitting an iceberg. |
A.With no success. | B.On their own. |
C.Day by day. | D.With bad luck. |
A.Alvarenga spent nine months on the island. |
B.A local couple spotted his boat and called police. |
C.It was the small island that finally saved Alvarenga. |
D.The Marshall Islands covered between 5,500 to 6,700 miles. |
A.An excellent fisherman. | B.A shocking survival story. |
C.A small island rich in wildlife. | D.An adventurous beach holiday. |
【推荐2】Soon after Savannah Phillips got fastened into her window seat on a United Airlines flight this past May, she glanced over at her seatmate. He was in his 60s and was busy texting. The letters were unusually large and the screen was bright, making it easy for Phillips to read what he was typing out: “Hey Babe, I’m sitting next to a smelly fatty.”
“It was like confirmation of the negative things I think about myself on a daily basis,” the 33-year-old mother wrote in a Facebook post after the flight. Soon tears streamed down her cheeks.
Sitting a row behind them was Chase Irwin, a 35-year-old bar manager. He could see the man’s texts, too. And he could see Phillips. “I noticed her looking at his phone. I was sick to my stomach. I could not have this guy sit next to her this whole flight and her thinking he’s making fun of her.” he told Nashville’s News Channel 5.
Instantly, Irwin had unfastened his seat belt and was overlooking the texter. “Hey, I need to talk to you,” he continued, “We are switching seats, now.” When asked why, Irwin said, “You’re texting about her, and I’m not putting up with that.”
The texter agreed. Irwin took his place next to Phillips and was soon cheering up his new seatmate.
“He encouraged me not to let that guy get to me and that everything was going to be fine.” Phillips wrote.
And he was right. She and Irwin spent the rest of the flight chatting like old friends.
With her faith in humanity restored, Philips wrote on Facebook, “The flight attendant told him that he was her hero. He wasn’t her hero—he was mine.”
1. Why did Savannah Phillips weep?A.She sensed her seatmate’s unfriendliness. | B.She was confirmed that her seatmate was ill. |
C.She was disgusted by the smelly seatmate. | D.She felt embarrassed at her weight problem. |
A.He had a stomachache. | B.He was familiar with Phillips. |
C.He liked Philips. | D.He was kind by nature. |
A.Philips didn’t believe in humanity. |
B.Philips was grateful to Chase Irwin. |
C.Such heroes were needed in every flight. |
D.Flight attendants should deal with such incidents. |
A.A hero of the attendant | B.A romantic encounter |
C.A journey of hurt and joy | D.Humanity lost forever |
【推荐3】It was 1504 Columbus was making another trip to the New World. Columbus and his men needed fresh water and food after three months at sea. They saw an island. On the island there were unfriendly Indians who did not give them food. Columbus and his men were afraid of the Indians, but he had a clever idea. He used the body language to tell the Indians about his mysterious (神秘的) power to turn off the light in the sky. He knew about a lunar eclipse (月食) the next night because the information was in his almanac (天文历书). Columbus told the Indians,“Tomorrow night I will turn off the light of the moon in the sky. ”But they did not believe him. When the eclipse (月食) began the next night, the Indians became very frightened. The Indians begged Columbus to turn on the light again, and they quickly gave him all the food and fresh water he wanted. Immediately Columbus and his men hurried back to the ship and sailed away in the moonless night.
1. Columbus and his men stopped at the island because__________.A.they wanted to meet the Indians there. |
B.they hoped to get some food and fresh water. |
C.they had never been there before. |
D.they had planned to visit it. |
A.were glad to see | B.were kind to |
C.welcomed | D.were not kind to |
A.used movements of hands and expressions in his face |
B.spoke in the language of the Indians. |
C.drew a lot of maps. |
D.wrote in the language of the Indians. |
A.the sun | B.the moon |
C.the stars | D.the daylight |