It was her giggling that drew my attention．Note taking really wasn't all that funny．

Walking over to the offender, I asked for the    21  ．Frozen, she refused to give it to me．I waited, all attention in the classroom on the quiet    22   between teacher and student．When she finally   23   it over she whispered, “Okay, but I didn't draw it”.

It was a hand-drawn    24    of me, teeth blackened and the words “I'm stupid” coming out of my mouth．I managed to fold it up calmly．My mind,    25   , was working angrily as I struggled not to    26   .

I figured I knew the two most likely candidates for drawing the picture．It would do them some   27   to teach them a lesson, and maybe it was high time that I did it!

Thankfully, I was able to keep myself   28  .

When there were about six minutes remaining, I showed the class the picture．They were all silent as I told them how   29   this was for me．I told them there must be a reason    30   and now was their chance to write down anything they needed to tell me．Then I let them write silently while I sniffed in the back of the classroom．

As I   31    the notes later, many of them said something like, “I've got nothing against you,” or “I'm sorry you were hurt．” Some kids said, “We're   32   of you．” But two notes, from the girls who I   33  were behind the picture, had a list of issues．I was too   34  , too strict…

Reading those notes, I realized that over the course of this year, instead of   35   my students, I had begun commanding them to   36  ．Where I thought I was driving them to success I was    37    driving them away．

I had some apologizing to do．But the next day in the classroom, one boy and one girl each handed me a card．The one    38     by all the boys expressed sincere regret for the ugly joke．The one from the girls asked for    39   .

This was a lesson for both the kids and me．Forgiveness does not change the past, but it does enlarge the    40   .

1.A．note               B．advice           C．reason      D．help

2.A．battle             B．competition      C．argument         D．conversation

3.A．took               B．thought          C．turned           D．handed

4.A．statue             B．graph           C．picture          D．poster

5.A．otherwise          B．however          C．therefore                      D．besides

6.A．leave              B．cry              C．explain          D．argue

7.A．good               B．harm             C．favor           D．punishment

8.A．amused             B．controlled      C．uninterested     D．relaxed

9.A．meaningful         B．forgetful         C．regretful                     D．hurtful

10.A．aside             B．above            C．beneath          D．behind

11.A．wrote             B．finished         C．read             D．collected

12.A．proud             B．fond             C．afraid           D．ashamed

13.A．figured           B．promised         C．concluded        D．confirmed

14.A．talkative         B．mean             C．clumsy       D．considerate

15.A．forcing           B．encouraging      C．comforting       D．teaching

16.A．appreciate        B．apologize        C．compromise       D．achieve

17.A．actually          B．normally         C．immediately      D．generally

18.A．decorated         B．offered          C．signed           D．bought

19.A．thankfulness      B．forgiveness C．compensation      D．communication

20.A．friendship    B．education    C．knowledge    D．future

In this seaside resort, you can          all the comfort and convenience of modern tourism.

A．enjoy               B．apply

C．receive              D．achieve

Although it was really a difficult task, he decided to try his best to _______ success.

It was her giggling that drew my attention．Note taking really wasn’t all that funny．
Walking over to the offender, I asked for the    21 ．Frozen, she refused to give it to me．I waited, all attention in the classroom on the quiet    22  between teacher and student．When she finally   23  it over she whispered, “Okay, but I didn’t draw it”.
It was a hand-drawn    24   of me, teeth blackened and the words “I’m stupid” coming out of my mouth．I managed to fold it up calmly．My mind,    25  , was working angrily as I struggled not to   26  .
I figured I knew the two most likely candidates for drawing the picture．It would do them some   27  to teach them a lesson, and maybe it was high time that I did it!
Thankfully, I was able to keep myself   28  .
When there were about six minutes remaining, I showed the class the picture．They were all silent as I told them how   29  this was for me．I told them there must be a reason    30   and now was their chance to write down anything they needed to tell me．Then I let them write silently while I sniffed in the back of the classroom．
As I   31   the notes later, many of them said something like, “I’ve got nothing against you,” or “I’m sorry you were hurt．” Some kids said, “We’re   32  of you．” But two notes, from the girls who I   33 were behind the picture, had a list of issues．I was too   34 , too strict…
Reading those notes, I realized that over the course of this year, instead of   35  my students, I had begun commanding them to   36 ．Where I thought I was driving them to success I was    37   driving them away．
I had some apologizing to do．But the next day in the classroom, one boy and one girl each handed me a card．The one   38    by all the boys expressed sincere regret for the ugly joke．The one from the girls asked for    39  .
This was a lesson for both the kids and me．Forgiveness does not change the past, but it does enlarge the    40  .

If your preschoolers turn up their noses at carrots or celery, a small reward like a sticker for taking even a taste may help get them to eat previously disliked foods, a UK study said.

    Though it might seem obvious that a reward could encourage young children to eat their vegetables, the idea is actually controversial, researchers wrote in the American Journal of Clinical Nutrition. That’s because some studies have shown that rewards can backfire and cause children to lose interest in foods they already liked, said Jane Wardle, a researcher at University College London who worked on the study. Verbal praise, such as “Brilliant! You’re a great vegetable taster,” did not work as well.

    The study found t hat when parents gave their small children a sticker each time they took a “tiny taste” of a disliked vegetable, it gradually changed their attitudes. The children were also willing to eat more of the vegetables-either carrots, celery, cucumber, red pepper, cabbage or sugar snap peas-in laboratory taste tests, the study said.

Researchers randomly assigned（分派）173 families to one of these groups. In one, parents used stickers to reward their children each time they took a tiny sample of a disliked vegetable. A second group of parents used verbal praise. The third group, where parents used no special vegetable-promoting methods, served as a “control”.

Parents in the reward groups offered their children a taste of the “target” vegetable every day of 12 days, Soon after, children in the sticker group were giving higher ratings to the vegetables-and were willing to eat more in the research lab, going from an average of 5 grams at the start to about 10 grams after the 12-day experience. The turnaround also seemed to last, with preschoolers in the sticker group still willing to eat more of the once disliked vegetable three months later.

Why didn’t the verbal praise work? Wardle said the parents’ words may have seemed “insincere” to their children.

1.The purpose of writing the passage is        .

A．to introduce a practical method of making children eat vegetables

B．to show the procedure of an experiment on children’s diet

C．to explain why children hate to eat vegetables

D．to present a proper way of vernal praise to parents

2.The underlined word “backfire” in Paragraph 2 probably means “            ”.

A．shoot from behind the back              

B．make a lire in the hackyard

C．produce an unexpected result            

D．achieve what was planned

3.According to the passage, which of the following statements is true?

A．Most children are born to dislike carrots or celery.

B．It remains a question whether rewarding is a good way to get children to eat vegetables.

C．Oral praise wokrs quite well in encouraging children to eat vegetables.

D．Children in the sticker group will never lose interest in eating vegetables.

4.How did the researchers get their conclusion from the experiment?

A．By comparison.                           B．By asking questions.

C．By giving examples,  D．By discussion.

5.What can we learn from the last paragraph?

A．Children like rewards, not verbal praise.

B．Parents should praise their children in a sincere tone.

C．Children are difficult to inspire.

D．Parents should give up verbal praise.