Sure, it’s good to get along with your teacher because it makes the time you spend in the classroom more pleasant.

And yes, it’s good to get along with your teacher because, in general, it’s smart to learn how to understand the different types of people you’ll meet throughout your life.

“But really, there’s one super-important reason why you should get along with your teacher. When you do, learning bursts right open,” says Evelyn Vuko, a longtime teacher who writes an education column(专栏) called “Teacher Says” for the Washington Post newspaper.

In fact, kids who get along with their teachers not only learn more, but they’re more comfortable asking questions and getting extra help. This makes it easier to understand new material and do your best on tests. When you have this kind of relationship with a teacher, he or she can be someone to turn to with problems, such as problems with learning or school life, such as bullying.

As a kid in a primary or middle school, you’re at a wonderful stage in your life. You’re like a sponge (海绵), able to absorb lots of new and exciting information. On top of that, you’re able to think about all this information in new ways. Your teacher knows that, in most cases, is very excited to be the person who’s giving you all that material and helping you make it. Remember, teachers are people, too, and they feel great if you’re open to what they’re teaching you. That’s why they wanted to be teachers in the first place—to teach!

Some kids may be able to learn in any situation, whether they like the teacher or not. But most kids are sensitive to the way they get along with the teacher, and if things aren’t going well, they won’t learn as well and won’t enjoy being in class.

1.In the passage, the author mainly talks about _______.

A. how to get along well with others

B. the importance of a good relation with teachers

C. how much the students are expected of to get along with teachers

D. how to make the time in the classroom more pleasant

【小2】“Learning bursts right open” in the third paragraph really means _______.

A. learning becomes easier for you at once

B. you find an opening to learning

C. there’ll be more problems with learning

D. there’ll be no problems at all with learning

2.According to the passage, which of the following statements is TRUE?

A. If you get on well with your teachers, you must have a good result in exams.

B. The more questions you ask, the higher marks you will get.

C. If you have a good relationship with your teacher, you can turn to him when in trouble.

D. Many kids can do well without a good relationship with teachers.

阅读理解

　　Pronouncing a language is a skill. Every normal person is expert in the skill of pronouncing his own language, but few people are even moderately proficient(熟练的) at pronouncing foreign languages. Now there are many reasons for this, some obvious, some perhaps not so obvious. But I suggest that the fundamental reason why people in general do not speak foreign languages very much better than they do is that they fail to grasp the true nature of the problem of learning to pronounce, and consequently(因而，所以) never set about tackling(对付，处理) it in the right way. Far too many people fail to realize that pronouncing a foreign language is a skill, one that needs careful training of a special kind, and one that cannot be acquired by just leaving it to take care of itself. I think even teachers of language, while recognizing the importance of a good accent, tend to neglect(忽视), in their practical teaching, the branch of study concerned with speaking the language. So the first point I want to make is that English pronunciation must be taught; the teacher should be prepared to devote some of the lesson time to this, and by his whole attitude to the subject should get the student to feel that here is a matter worthy of receiving his close attention. So, there should be occasions when other aspects of English, such as grammar or spelling, are allowed for the moment to take second place.

　　Apart from this question of the time given to pronunciation, there are two other requirements for the teacher: the first, knowledge; the second, technique.

　　It is important that the teacher should be in possession of the necessary information. This can generally be obtained from books. It is possible to get from books some idea of the mechanics of speech, and of what we call general phonetic(语音的) theory. It is also possible in this way to get a clear mental picture of the relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students. Unless the teacher has such a picture, any comments he may make on his students pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be time wasted.

1．What does the writer actually say about pronouncing foreign languages?

[　　]

A．Only a few people are really proficient.

B．No one is really an expert in the skill.

C．There aren't many people who are even fairly good.

D．There are even some people who are moderately proficient.

2．The writer argues that going about the problem of pronunciation in the wrong way is ________.

[　　]

A．an obvious cause of not grasping the problem correctly

B．a fundamental consequence of not speaking well

C．a consequence(推断) of not grasping the problem correctly

D．not an obvious cause of speaking poorly

3．The best way of learning to speak a foreign language, he suggests, is by ________.

[　　]

A．picking it up naturally as a child

B．learning from a native speaker

C．not concentrating on pronunciation as much

D．undertaking systematic(系统化的) work

4．What is it that teachers are said to be inclined(趋向) to forget?

[　　]

A．The practical teaching of languages.

B．The importance of a good accent.

C．The principle of phonetic theory.

D．The teaching of pronunciation in the classroom.

5．The value the student puts on correct speech habits depends on ________.

[　　]

A．how closely he attends to the matter

B．whether it is English that is being taught

C．his teacher's approach(途径) to pronunciation

D．the importance normally given to grammar and spelling

It was the last day of the final examination in a large eastern university. On the steps of one building, a group of students were talking about the exam that was going to begin in a few   41 .On their faces was confidence（信心）.This was their   42  exam—then they would graduate and begin to work.

Some talked of jobs they already had, others talked of jobs they   43 get. With the certainty of four years of college, they felt 44 and able to take control（控制）of the world.

The coming exam, they knew, would be a(n)   45 task, as the professor had said they could bring  46 books or notes they wanted, requesting only that they did not  47 each other during the test.

  48 they entered the classroom. The professor passed out the papers. And smiles  49 on the students’ faces as they found there were only five questions.

Three hours had passed 50 the professor began to collect papers. The students no longer looked confident. On their faces was a frightened expression. Papers in hand, no one spoke as the professor faced the class.

He looked at the  51 faces before him, and then asked: “How many completed all five questions?”   52 a hand was raised.

“How many answered four?” Still no hand.

“Three? Two?” The students moved restlessly in their seats.

“One, then? Certainly somebody finished  53 .” But the class remained silent.

The professor put down the papers. “That is exactly what I   54 ,” he said. “I just want you to know that, although you have completed four years of study, there are 55 many things about the   56 you don’t know. These questions you could not answer are relatively common（普遍）in everyday 57  .” Then, smiling, he added, “You will all 58  this course, but remember—even though you are now college graduates, your education had just  59 .”

The years have weakened the name of the professor, but not the  60 he taught.