阅读下面短文，掌握其大意，然后从36—55各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。

That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in  36  for seventeen years, I had no  37  about my ability to hold their attention and to  38  on them my admiration for the literature of my mother tongue.

I was shocked when the monitor shouted, "  39  !" The entire class rose as I entered the room, and I was somewhat  40  about how to get them to sit down again, but once that awkwardness was over, I quickly  41  my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps  42  their admiration. I went back to my office with the rosy glow which came from a sense of achievement.

My students  43  diaries. However, as I read them, the rosy glow was gradually  44  by a strong sense of sadness. The first diary said, "Our literature teacher didn’t teach us anything today.  45  her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a  46  theme. "Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical  47  for all the works we’ll study in class," I complained." How _48  they say I didn’t teach them anything?"

It was a long term, and it  49  became clear that my ideas about education were not the same as_50 of my students. I thought a teacher’s job was to raise   51  questions and provide enough background so that students could  52  their own conclusions. My students thought a teacher’s job was to provide _53_ information as directly and clearly as possible. What a difference!

_54  , I also learned a lot, and my experience with my Chinese students has made me a  55  American teacher, knowing how to teach in a different culture.

36. A. the UK                B. the US                      C. China                    D. Australia

37. A. worry                 B. idea                          C. doubt                    D. experience

38. A. impress               B. put                           C. leave                     D. fix

39. A. Attention             B. Look out                   C. At ease                  D. Stand up

40. A. puzzled               B. sure                         C. curious                  D. worried

41. A. found                 B. returned                    C. regained                 D. followed

42. A. more                   B. even                         C. yet                        D. still

43. A. passed                B. borrowed                  C. read                      D. kept

44. A. replaced              B. taken                        C. caught                   D. moved

45. A. Naturally             Perhaps                        C. Fortunately            D. Reasonably

46. A. different              B. strong                      C. similar                    D. usual

47. A. happenings          B. characters                 C. development          D. background

48. A. should                B. need                         C. will                       D. must

49. A. immediately         B. certainly                   C. simply                   D. gradually

50. A. that                    B. what                        C. those                     D. ones

51. A. difficult               B. interesting                 C. ordinary                D. unusual

52. A. draw                  B. look                         C. search                   D. offer

53. A. strange               B. standard                   C. exact                     D. serious

54. A. Therefore            B. However                   C. Besides                  D. Though

55. A. normal                B. happy                       C. good                     D. better

That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in  1 for seventeen years, I had no  2  about my ability to hold their attention and to  3  on them my admiration for the literature of my mother tongue.

I was shocked when the monitor shouted, "  4  !" The entire class rose as I entered the room, and I was somewhat  5  about how to get them to sit down again, but once that awkwardness was over, I quickly  6  my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps  7  their admiration. I went back to my office with the rosy glow which came from a sense of achievement.

My students  8  diaries. However, as I read them, the rosy glow was gradually  9  by a strong sense of sadness. The first diary said, "Our literature teacher didn’t teach us anything today.  10  her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a  11  theme. "Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical  12  for all the works we’ll study in class," I complained." How _13  they say I didn’t teach them anything?"

It was a long term, and it  14  became clear that my ideas about education were not the same as_15 of my students. I thought a teacher’s job was to raise   16  questions and provide enough background so that students could  17 their own conclusions. My students thought a teacher’s job was to provide _18_ information as directly and clearly as possible. What a difference!

_19 , I also learned a lot, and my experience with my Chinese students has made me a  20  American teacher, knowing how to teach in a different culture.

1.                A．the UK         B．the US          C．China    D．Australia

2.                A．worry          B．idea            C．doubt    D．experience

3.                A．impress         B．put            C．leave     D．fix

4.                A．Attention       B．Look out        C．At ease   D．Stand up

5.                A．puzzled         B．sure           C．curious   D．worried

6.                A．found          B．returned        C．regained  D．followed

7.                A．more          B．even           C．yet D．still

8.                A．passed         B．borrowed       C．read     D．kept

9.                A．replaced        B．taken           C．caught    D．moved

10.               A．Naturally        B．Perhaps        C．Fortunately     D．Reasonably

11.               A．different        B．strong          C．similar D．usual

12.               A．happenings      B．characters      C．development   D．background

13.               A．should         B．need           C．will   D．must

14.               A．immediately     B．certainly        C．simply     D．gradually

15.               A．that           B．what           C．those     D．ones

16.               A．difficult         B．interesting      C．ordinary   D．unusual

17.               A．draw           B．look           C．search    D．offer

18.               A．strange         B．standard        C．exact D．serious

19.               A．Therefore       B．However        C．Besides    D．Though

20.               A．normal         B．happy          C．good D．better

That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in  1 for seventeen years, I had no  2  about my ability to hold their attention and to  3  on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, "  4  !" The entire class rose as I entered the room, and I was somewhat  5  about how to get them to sit down again, but once that awkwardness was over, I quickly  6  my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps  7  their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
My students  8  diaries. However, as I read them, the rosy glow was gradually  9  by a strong sense of sadness. The first diary said, "Our literature teacher didn’t teach us anything today.  10  her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a  11  theme. "Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical  12  for all the works we’ll study in class," I complained." How _13  they say I didn’t teach them anything?"
It was a long term, and it  14  became clear that my ideas about education were not the same as_15 of my students. I thought a teacher’s job was to raise   16  questions and provide enough background so that students could  17 their own conclusions. My students thought a teacher’s job was to provide _18_ information as directly and clearly as possible. What a difference!
_19 , I also learned a lot, and my experience with my Chinese students has made me a  20  American teacher, knowing how to teach in a different culture.