It was the first snow of the winter---an exciting day for every child but not for most teachers. Up to now, I had been old enough to dress myself, but today I would need some help. Miss Finlayson, my kindergarten teacher, Ontario, had been through best snow days many times, but I think she may still remember this one.

? I managed to get into my wool snow trousers. But I struggled with my jacket because it didn’t fit well. It was a hand-me-down from my brother, and it made me wonder why I had to wear the ugly clothes. At least my hat and scarf were mine, and they were quite pretty. Finally it was time to have Miss Finlayson help me with my boots.

? In her calm, motherly voice she said, “By the end of the winter, you will all be able to put on your own boots.” I didn’t realize at the time that it was more a statement of hope than of confidence.

? I handed her my boots and stuck out my feet. Like most children, I expected the adult to do all the work. After much pushing, she managed to get the first one into place and then, with a sigh, worked the second one on too.

? I announced, “They are on the wrong feet.”

? She struggled to get the boots off and went through the joyless task of putting them on again.

? “They are my brother’s boots, you know, I hate them.”

? Somehow, from long years of practice, she managed to act as though I wasn’t an annoying little girl. She struggled with me. She asked “now, where are your mittens(手套)?”

? I looked into her eyes and said, “I didn’t want to lose them, so I hid them in the toes of my boots.”

1.The little girl was more satisfied with her __________.

A. trousers???????? B. jackets????????? C. boots?????? D. hat

2.Miss Finlayson had difficulty with the little girl’s boots mainly because________.

A. the girl got them from her brother

B. the girl put something in them

C. they were on the wrong feet

D. they did not fit the girl well

3.Why does the author say Miss Finlayson would remember that first snow day?

A. Because the little girl was in her brother’s clothes.

B. Because it was the most exciting day of the winter.

C. Because the little girl wore a pretty scarf.

D. Because the little girl played a trick on her.

4.It can be inferred from the passage that Miss Finlayson _______________.

A. was losing confidence in the little girl

B. was gradually losing patience with the little girl

C. became disappointed with the little girl

D. got curious about the little girl

As everyone knows, classroom teaching is one of the most important ways that the students learn English. In English classroom teaching, teachers have to arouse the students’ interest so that they may learn better. There are many ways to arouse the students ‘interest; body language is an effective way in English teaching practice.
　　Nowadays, with the reform of English teaching methods, more and more English teachers organize their teaching process in English. That means teachers have to instruct and explain basically in English, and the students also should use English in class contemporarily. However, the students can’t speak English very well. Besides, their vocabulary is limited and their expressive ability is not good enough, either. These limitations have made it difficult to realize the communicative English in class. According to the students’ present level and practical situation, body language is required. For example, if a teacher gives an instruction “You two, please come to the blackboard”, the students can easily understand it if the teacher looks at or points to some two students. Then, the teacher points to the blackboard. The students will carry out the order without obstacles even if they don’t hear the key word “blackboard” clearly.
In the actual English teaching, teachers frequently use body language to improve both the teaching effect and the students’ characters. In school education, body language plays a positive role in building students ‘characters. This is because teachers are usually respected and what the teachers say and do will be possibly imitated by the students. In a word, teachers’ graceful body language helps to improve students’ artistic appreciation and their characters, especially their morality. If students develop wonderful body language, they will surely have a smooth relation with each other. Teachers reflect their affection of body language on the students not only by setting a good example, but also build a bridge between teachers and students. As a matter of fact, teachers’ friendly appearance can greatly encourage students to study enthusiastically. Body language not only motivates students’ interest but also improves the effect of classroom teaching greatly.
As we know, learning English needs practice. The 45 minutes in class is very precious and should be valued, during which the students should practice as much as possible. To make good use of the limited time, teachers should adopt some effective methods. The use of body language cannot only make the students listen more attentively in class, but can also deepen their impression and imagination. Teachers usually have to explain some language points, and at this time, they can also carry out their teaching task easily with the help of body language in the teaching process.

As everyone knows, classroom teaching is one of the most important ways that the students learn English. In English classroom teaching, teachers have to arouse the students’ interest so that they may learn better. There are many ways to arouse the students ‘interest; body language is an effective way in English teaching practice.

　　Nowadays, with the reform of English teaching methods, more and more English teachers organize their teaching process in English. That means teachers have to instruct and explain basically in English, and the students also should use English in class contemporarily. However, the students can’t speak English very well. Besides, their vocabulary is limited and their expressive ability is not good enough, either. These limitations have made it difficult to realize the communicative English in class. According to the students’ present level and practical situation, body language is required. For example, if a teacher gives an instruction “You two, please come to the blackboard”, the students can easily understand it if the teacher looks at or points to some two students. Then, the teacher points to the blackboard. The students will carry out the order without obstacles even if they don’t hear the key word “blackboard” clearly.

In the actual English teaching, teachers frequently use body language to improve both the teaching effect and the students’ characters. In school education, body language plays a positive role in building students ‘characters. This is because teachers are usually respected and what the teachers say and do will be possibly imitated by the students. In a word, teachers’ graceful body language helps to improve students’ artistic appreciation and their characters, especially their morality. If students develop wonderful body language, they will surely have a smooth relation with each other. Teachers reflect their affection of body language on the students not only by setting a good example, but also build a bridge between teachers and students. As a matter of fact, teachers’ friendly appearance can greatly encourage students to study enthusiastically. Body language not only motivates students’ interest but also improves the effect of classroom teaching greatly.

As we know, learning English needs practice. The 45 minutes in class is very precious and should be valued, during which the students should practice as much as possible. To make good use of the limited time, teachers should adopt some effective methods. The use of body language cannot only make the students listen more attentively in class, but can also deepen their impression and imagination. Teachers usually have to explain some language points, and at this time, they can also carry out their teaching task easily with the help of body language in the teaching process.

       Japanese students work very hard but many are unhappy. They feel heavy pressures from their parents to do well in school. Most students are always being told by their parents to study harder so that they can have a wonderful life. Though this may be good ideas for those very bright students, it can have very bad results for many students who are not quick enough at learning.

       Unfortunately, a number of students killed themselves. Others are after comfort in using drugs. Some do bad things with trouble-makers and turn to crime. Many of them have tried very hard at school but have failed in the exams and have disappointed their parents. Such students feel that they are less important and leave school before they have finished their study.

       It is surprising that though most Japanese parents are worried about their children, they do not help them in any way. Many parents feel that they are not able to help their children and that it is the teachers’ work to help their children. To make matters worse, a lot of parents send their children to special school called juku-cram schools. These schools are open during the evening and on weekends, and their only purpose is to prepare students to pass exam; they do not try to educate students in any real sense of the real world. It thus comes as a shock to realize that almost three quarter of the junior or high school population attend these cram schools.

       Ordinary Japanese schools usually have rules about everything from the students’ hair to their clothes and things in their school bags. Child psychologists now think that such strict rules often lead to a feeling of being unsafe and being unable to fit into society. They regard rules as being harmful to the development of each student. They believe that no sense of moral values is developed and that students are given neither guidance nor training in becoming good citizens.

41．According to the passage, a lot of Japanese students are unhappy at school because ________.

       A．they work very hard                       B．they find they can’t do well at school

       C．they feel unimportant                      D．they are under too much pressure

42．Because of their failure at school, some students ________.

       A．go to cram school for better education

       B．leave school without finishing their study

       C．are against the school rules

       D．have quarrels with their parents

43．What’s the best title of the passage?

       A．The Pressure of Being a Student in Japan

       B．The Problems of Japanese Students

       C．Education in Japan

       D．The Trouble in Japanese Schools

44．In the third paragraph, ‘juku-cram schools’ probably means the school in which _______.

       A．you can be taken good care of by the teachers

       B．teachers are responsible for their students

       C．you learn as much as possible in a short time before taking exams

       D．students have their classes in the evening

阅读理解

　　Japanese students work very hard but many are very unhappy. They feel great pressure from their parents to do well in school and in college. Most students are always being told by their parents to study harder so that they can have a successful future. Although this may be good advice for those students who are very bright, it can have very bad results for many students who are not quick enough at learning.

　　Unfortunately , a number of students actually kill themselves. Others are after comfort in using drugs. Some students, however, do bad things with groups of bad people and turn to crime(犯罪) . Many of them have tried very hard at school but, in spite of all their effort, have failed in certain examinations and have disappointed their parents. Such students feel that they are less important than everyone else they meet and leave school before they have finished their study.

　　It is surprising that though most Japanese parents are anxious for their children to do well at school, they do not help them in any way. Many parents feel that they are unable to help their children with their lessons and that it's the teacher's job to help their children.

　　To make matters worse, a lot of parents send their children to special schools called juku-cram schools .These schools are open during the evenings and on weekends, and their only purpose is to prepare students to pass exams. They do not try to educate students in any real sense of the world. It thus comes as a shock to realize that almost three quarters of the junior high school population attend these cram school.

　　Ordinary Japanese schools usually have rules about everything from the length of students' hair to their clothes and things in their school bags. Child psychologists(心理学家) now think that such strict rules often lead to a feeling of being unsafe and being unable to fit into society. They regard the rules as being harmful to the development of each student. They believe that no sense of moral values is developed and that students are given neither guidance nor training in becoming good citizens .

1．According to the passage, a lot of Japanese students are unhappy at school because ________.

[　　]

A．they work very hard

B．they find they can't do well in school

C．they feel unimportant

D．they are under too much pressure from their parents

2．Because of their failure at school, some students ________ .

[　　]

A．go to cram school for better education

B．leave school without finishing their study

C．are against the school rules

D．have quarrels with their parents

3．In the fourth paragraph, “cram schools” probably means the schools in which ________.

[　　]

A．you can be taken good care of by the teachers

B．teachers are responsible for their students

C．you learn as much as possible in a short time before taking the examinations

D．students have their classes in the evening

4．Which of the following statements is NOT true according to the passage?

[　　]

A．A lot of parents in Japan help their children with their studies.

B．Cram schools can't provide a good education for students.

C．Many parents encourage their children to study hard.

D．Many students turn to crime because of their failure.