It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non-English speaking home. He was very quiet and shy. I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play. If I tried to talk to him, he would turn away and tightly shut his eyes to hide from me.
After a day or two of this, I decided to seek the help of one of my outgoing and friendly little girls. I called her over and she ran to me, ready to help.
I immediately began a long speech about what I needed from her. I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communicating with him. I explained she could do this, she could do that, she could try this idea, she could try that idea. She touched my arm to stop my talking and looked up at me in that wise and special way that only a six-year-old can, and said, “Don’t worry. I speak kid.” And she ran off.
I stood there all alone, silently watching her. It took less than a minute for the two new friends to run off, hand in hand, happily joining a game of tag(捉人游戏) taking place all over the gym.
I often think of that small moment, about what I learned and how important it is for all teachers to speak kid—big kid, little kid and middle kid. I knew my focus must be on teaching students how to think, how to approach problems, and how to figure out solutions and never take the opportunity away. We must be ready to learn from our students because those “teachable moments” during the school days are for us, the teachers, as well as our kids.
【小题1】.
Why did the author worry about the boy?

It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non-English speaking home. He was very quiet and shy. I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play. If I tried to talk to him, he would turn away and tightly shut his eyes to hide from me.

After a day or two of this, I decided to seek the help of one of my outgoing and friendly little girls. I called her over and she ran to me, ready to help.

I immediately began a long speech about what I needed from her. I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communicating with him. I explained she could do this, she could do that, she could try this idea, she could try that idea. She touched my arm to stop my talking and looked up at me in that wise and special way that only a six-year-old can, and said, “Don’t worry. I speak kid.” And she ran off.

I stood there all alone, silently watching her. It took less than a minute for the two new friends to run off, hand in hand, happily joining a game of tag(捉人游戏) taking place all over the gym.

I often think of that small moment, about what I learned and how important it is for all teachers to speak kid—big kid, little kid and middle kid. I knew my focus must be on teaching students how to think, how to approach problems, and how to figure out solutions and never take the opportunity away. We must be ready to learn from our students because those “teachable moments” during the school days are for us, the teachers, as well as our kids.

1..

 Why did the author worry about the boy?

    A. He didn’t dare to look the author in the eye.

    B. He couldn’t speak English as well as other students.

    C. He failed to understand what the author taught.

    D. He was unwilling to communicate with others.

2..

 After the girl agreed to help, the author     .

    A. taught her what to do in detail          B. thanked her for her willingness to help

    C. sent her to make friends with the boy at once

    D. reminded her of what she should be careful about

3..

By saying “I speak kid”, the girl meant that she could     .

    A. speak the language that kids understand  B. speak the boy’s native language

    C. understand what kids are thinking        D. speak well like a little kid

4..

The underlined words “the opportunity” refer to the chance to      .

    A. play at break time                       B. learn from students

    C. solve problems                       D. speak kid

It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non – English speaking home, He was very quiet and shy, I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play, If I tried to talk to him , he would turn away and tightly shut his eyes to hide from me.
After a day or two of this, I decided to seek the help from one of my outgoing and friendly little girls, I called her over and she ran to me , ready to help.
I immediately began a long speech about what I needed from her, I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communication with him , I explained she could do that , she could try this idea, she could try that idea, “Don’t worry, I speak kid” And she ran off.
I stood there all alone, silently watching her, It took less than a minute for the two new friends to urn off, hand in hand , happily joining a game of tag （捉人游戏）taking place all over the gym.
I often think of that small moment, about what I learned and how important it is for all teachers to speak kid --- big kid, little kid and middle kid , I know my focus must be on teaching students how to think , how to approach problems ,and how to figure out solutions and teaching them never to let the opportunity away , We must be ready to learn from our students because those “teachable moments ”during the school days are for us , the teachers, as well as our kids

1. 1.

   Why did the author worry about the boy?

   1. A.
      He didn’t dare to look at the author in the eyes
   2. B.
      He couldn’t speak English as well as other students
   3. C.
      He failed to understand what the author taught
   4. D.
      He was unwilling to communicate with others
2. 2.

   After the girl agreed to help, the author      

   1. A.
      taught her what to do in detail
   2. B.
      thanked her for her willingness to help
   3. C.
      thanked her for her willingness to help
   4. D.
      reminded her of what she should be careful about
3. 3.

   By saying “I speak kid ”,the girl meant that she could      

   1. A.
      speak the language that kids understand
   2. B.
      speak the boy’s native language
   3. C.
      know what kids want to day
   4. D.
      speak well like a little kid
4. 4.

   The underlined words“the opportunity”refer to the chance to      

   1. A.
      play at break time
   2. B.
      learn from students
   3. C.
      solve problems
   4. D.
      speak kid
5. 5.

   What can we learn from the passage?

   1. A.
      Gold will shine everywhere
   2. B.
      Children are more friendly than adults
   3. C.
      Teachers’ thoughts are different form students’
   4. D.
      You learn something every day if you pay attention

It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non – English speaking home, He was very quiet and shy, I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himself at break time and did not play, If I tried to talk to him , he would turn away and tightly shut his eyes to hide from me.

After a day or two of this, I decided to seek the help from one of my outgoing and friendly little girls, I called her over and she ran to me , ready to help.

I immediately began a long speech about what I needed from her, I asked her if she would try to get him to play, and I started talking quickly about all these suggestions on how she could start communication with him , I explained she could do that , she could try this idea, she could try that idea, “Don’t worry, I speak kid” And she ran off.

I stood there all alone, silently watching her, It took less than a minute for the two new friends to urn off, hand in hand , happily joining a game of tag （捉人游戏）taking place all over the gym.

I often think of that small moment, about what I learned and how important it is for all teachers to speak kid --- big kid, little kid and middle kid , I know my focus must be on teaching students how to think , how to approach problems ,and how to figure out solutions and teaching them never to let the opportunity away , We must be ready to learn from our students because those “teachable moments ”during the school days are for us , the teachers, as well as our kids.

46、Why did the author worry about the boy?

A、He didn’t dare to look at the author in the eyes

B、He couldn’t speak English as well as other students

C、He failed to understand what the author taught

D、He was unwilling to communicate with others

47、After the girl agreed to help, the author        

A、taught her what to do in detail

B、thanked her for her willingness to help

C、thanked her for her willingness to help

D、reminded her of what she should be careful about

48、By saying “I speak kid ”,the girl meant that she could        

A、speak the language that kids understand                     B、speak the boy’s native language

C、know what kids want to day                             D、speak well like a little kid

49、The underlined words“the opportunity”refer to the chance to        

A、play at break time        B、learn from students             C、solve problems            D、speak kid

50、What can we learn from the passage?

A、Gold will shine everywhere

B、Children are more friendly than adults

C、Teachers’ thoughts are different form students’

D、You learn something every day if you pay attention

All of us have felt pain, which can take complete control of our body and mind, making it impossible to move and even to think. Yet we need pain, without which we wouldn't know if we have hurt ourselves. It is our body's warning system, which tells us that we are injured and should do something about it.

    Pain is the most common reason we go to a doctor or other healer. It is the most common reason we take medicine. Until recently, however, most doctors knew of only a few drugs that stopped some pains. They knew little about the process of pain itself, about which, however, new knowledge is helping them learn to control pain better.

    Scientists have learned that the sense of pain is made up of both chemical and electrical signals, which travel from nerve cells (神经细胞) in the injured area, up the central nervous system to the brain. And back down again. Scientists also have learned that the nervous system sends two different kinds of pain message to the brain, one very fast, and the other slow.

    The first message is warning signal, which moves at a speed of 30 meters a second, and which travels to the middle part of the brain, and then to the outer part. In less than a second, the brain understands what part of our body is hurt and how badly it is injured. At a speed of only one meter a second moves the other message, which is the first step in the healing process, in which an important part is played by a very powerful material called prostaglandin, which are produced in almost every part of our body when needed. Scientists say prostaglandin raise and lower blood pressure, and also cause fever. When we hurt ourselves, the injured part produces a chemical that changes into prostaglandin, which cause the injured part to become red and swollen. and send the second, slower message of pain to the brain, which tells us not to use the injured part until it heals.

1．In your opinion, the word “healer” in the passage refers to someone who isn't a _____________but much like him or her.

    A. nurse

    B. patient

    C. doctor

    D. chemist

2．The English “________ ” in the passage can be translated into the Chinese “中枢神经系统”.

    A. central nervous system

    B. a powerful material

    C. the nervous system

    D. body's warning system

3．Why does the brain know very well that we have hurt ourselves, and even what part of our body is hurt and even how it is injured, in less than a second? Because as soon as we hurt ourselves the warning signals will travel at once, at a speed of________ from nerve cells in the injured areas, up our central nervous systems to the middle and then to the outer part of our brains.

    A. 180 kilometers an hour

    B. 180 meters a minute

    C. 108 kilometers an hour

    D. 108 meters a minute

4．Which of the following is true according to this passage?

    A. All doctors can take complete control of pain in different ways.

    B. Pain can control our body and mind completely.

    C. Prostaglandin, the most common drug, is known everywhere.

    D. Our injured parts can be used freely until they heal.

5．Which of the following has the same meaning as “when needed” in the passage?

    A. In need of.

    B. If it needs.

    C. As it needed.

    D. If necessary.