Each of us fails from time to time. If we are wise, we accept these failures as a  36  part of the learning process. But all too often as parents and teachers we disallow this  37  right to our children.

When I see a child  38  to this kind of pressure, I think of Donnie.

    Donnie was my youngest third grader. His  39  of failure kept him from classroom games that other children enjoyed. He 40  answered questions — he might be wrong.

I tried my best to build his  41. But nothing changed until midterm, when Mary Anne, a student teacher, was assigned （安排）to our classroom.

   She was young and pretty, and she loved children. My pupils, Donnie included, 42  her.

   One morning, we were working math problems at the chalkboard. Donnie had 43  the problems with painstaking neatness. Pleased with his progress, I 44  the children with Mary Anne and went for art materials. When I returned, Donnie was in 45 . He’d missed the third problem.

   My student teacher looked at me in despair. Suddenly her face  46. From the desk we shared, she got a container filled with pencils.

   "Look, Donnie," she said, kneeling beside him and gently 47 the tear?stained face from his arms. "I’ve got something to48 you." She removed the pencils, one at a time, and placed them on his desk.

   "See these 49 , Donnie," she continued. "They belong to Mrs. Lindstrom and me. See how the erasers are 50 ? That’s because we make mistakes too.But we erase the mistakes and try again. That’s what you 51  learn to do, too."

    She kissed him and stood up. "Here," she said, "I’ll leave one of these pencils on 52  desk so you’ll remember that everybody makes mistakes, 53  teachers." Donnie looked up with love in his eyes and a smile.

    The pencil became Donnie’s  54  possession. That, together with Mary Anne’s frequent encouragement, gradually 55  him that it’s all right to make mistakes — as long as you erase them and try again.

36. A. small              B. basic             C. necessary                    D. large

37. A. correct            B. same             C. important                   D. natural

38. A. suffering           B. object              C. fall                      D. subject

39. A. fear                B. lesson              C. chance                           D. sense

40. A. always            B. often             C. never                      D. seldom

41. A. self－protection   B. self－improvement    C. self－confidence     D. self－learning

42. A. respected          B. disliked            C. avoided                   D. mined

43. A. worked out       B. copied              C. gone over                   D. leaned

44. A. left                     B. offered             C. missed                           D. parted

45. A. surprise                 B. astonishment        C. anger                      D. tears

46. A. darkened           B. brightened        C. pulled                     D. loosened

47. A. lifting             B. picking            C. holding                   D. pushing

48. A. help               B. show             C. reward                           D. promise

49. A. pencils            B. mistakes           C. marks                     D. containers

50. A. used               B. built             C. worn                       D. damaged

51. A. may               B. must             C. will                     D. can

52. A. my                     B. someone’s        C. the teacher’s               D. your

53. A. still                B. also              C. even                       D. not

54. A. prized             B. own              C. kept                     D. expected

55. A. warned           B. informed          C. persuaded                   D. reminded

If you don't get along well with your teachers, you can try to do this. Before you try to get out of a class to escape a teacher you don't like, here are a few things you can try to make a difficult relationship work:

◆Ask yourself, "What can I learn from this teacher?" Even if you don't worship his or her personality or lectures, dig deep until you find a subject in which he or she is very knowledgeable. Focus on that part of the teacher's personality, and use him or her as a tool for learning. Not only will you gain more knowledge in that subject, but a closer relationship with your teacher may help you understand one another better.

◆Talk to students who are doing well in the class and ask them for tips, tools, and a plan of action to get along with the teacher better. If you're too shy to talk to another student, study his or her actions and behavior in the classroom and try to follow that lead.

◆If you still can't get along, make an appointment with the school guidance counselor (辅导员). He or she will offer many tips and suggestions for you to get out of difficult teacher relationships. Sometimes a guidance counselor can act as a mediator (调解员) between you and the teacher. That means they can help you and your teachers get rid of the bad impression on each other.

◆If your relationship problems can't be solved in school, then it's time to tell your parents or guardians. Let them meet with your teacher and try to work it out.

Teachers are there for more than just homework, and they know about more than just their subject matter. They can help you learn how to function as an adult and a lifelong learner.

Undoubtedly, there will be a few teachers along the way who you will always remember and who might change your life forever.'"

68. Which of the following is the best title for the passage?

A. Advice for Students on Solving Problems in Everyday Life

B. Advice on Making a Good Excuse for Your Absence from Class

C. Advice on Developing Friendship with You Classmate

D. Advice on Getting Good Relationship with Your Teachers

69. According to the second paragraph, we can infer that _____.

A. there must be something good in every teacher for you to learn from

B. good relationship with your teachers must need your interest in the subject they teach

C. finding what the teachers are good at can't help you solve the problems

D. understanding each other is the only way to solve every problem

70. Which one is NOT the reason why we could ask help from guidance counselors?

A. Guidance counselors have the right to blame teachers.

B. Guidance counselors can give good advice to solve problems.

C. Guidance counselors can speak good things for you before your teachers.

D. Guidance counselors can help analyze the situation in the teacher's position.

71. What's the writer's attitude towards teachers?

A. He thinks that a teacher can only teach knowledge in his major.

B. He doesn't think teachers are very useful for a student's development.

C. He respects the teachers very much and thinks highly of their functions.

D. He thinks that every teacher has a great effect on his students.

I don’t like getting up too early unless I have to. When you’re filming, you’ve got make-up on, which doesn’t happen often. As I’m not filming at present I’ll get up at 8:30.

Work normally means Matt coming over to my house about 10 am. We’re writing at the moment. We’ll chat for a bit before going to my study. One of us will have an idea for a sketch （梗概）, we’ll talk about the characters and when we feel we have enough we’ll start writing.

Matt and I met at the National Youth Theatre in 1990 and started doing shows together in ’95, at the Edinburgh Fringe festival. We know we’re onto something if we’ve made each other laugh, and that’s a really special moment. It’s not always like that, but we’re comfortable enough with each other that we can be honest and go. Some days you’re not in the mood to be funny—like writing when my dad was dying of cancer, or when Matt was separating from his partner.

We stop for lunch and sometimes go to Wagamama in Camden, but last time we were followed by paparazzi （狗仔队）, which gets you down—who wants to be pictured eating noodles?

When I’m not writing with Matt I work on other projects. My second children’s book comes out later in the year. It’s called Mr. Stink. The first one I dedicated to my three-year-old nephew, Eddie. Both books have been illustrated by Quentin Blake; it’s been a thrill to work with him—like 20 years ago reading a Roald Dahl book and looking at those drawings, then one day that person illustrates your work… magical.

At 5 I go swimming in Soho. My trainer makes me do horrible exercises, but I always feel better after.

Being in all day, I like to go out in the evening and look smart, but not like I’ve come out of the City. I’m a tall, broad guy and well-dressed.

For dinner I’ll meet friends. When you’re a single guy it’s great to have some good female friends. Or I might take my mum to the theatre, as I know she really appreciates it. I like watching TV comedy shows to see what everyone’s doing. When you see something impressive it makes you work harder. I also love Larkin’s poems: they don’t try to transcend （超越） the commonplace; they’re much more straightforward.

Poetry is great to dip into before going to bed, rather than falling asleep reading a novel and being confused over what you’ve read or not. I haven’t had a good night’s sleep in seven years; unfortunately, I rely on pills. I’ve tried everything. If I could wish anything for myself, I’d wish I could sleep better.

56. It can be inferred from the passage that _________.

A. the author spends much time with his friends

B. the author and Matt are both famous in the district

C. the author doesn’t care much about what to wear

D. the author works at home and seldom goes out every day

57. Where does the passage most likely appear?

A. In a travel diary.                 B. In a news column.     

C. In an online diary.                D. In a research paper.

58. Why does the author read some poetry before going to bed?

A. Because poetry can often bring him some funny ideas.

B. Because poetry is much easier to understand than novels.

C. Because poetry is very abstract and reflects unusual things.

D. Because poetry can be of some help for him to kill time.

59. What might be the best title for the passage?

A. A day’s work with Matt   B. A new life-style  

C. A life in the day         D. A good way to write