In 1974, after filling out fifty applications, going through four interviews, and winning

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.”
“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm teacher.
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
【小题1】It can be inferred from the story that in 1974 .A．the writer became an optimistic personB．it was rather difficult to get a job in the USAC．the writer was very happy about her new jobD．it was easy to get a teaching job in New Jersey【小题2】 According to the passage, which of the following is most probably the writer’s problem as a new teacher?A．She didn’t like teaching English literature.B．She didn’t ask experienced teachers for advice.C．She took too much time off to eat and sleep.D．She had blind trust in what she learnt at college.【小题3】What is the writer’s biggest worry after her taskmaster’s observation of her class?A．She couldn’t ignore her students’ bad behavior any more.B．She migh t lose her students’ respect.C．She couldn’t teach the same class any more.D．She might lose her teaching job.【小题4】Which of the following gives the writer a sense of mild victory?A．Her talk about symbolism sounded convincing.B．She managed to finish the class without crying.C．Her students behaved a little better than usual.D．She was invited for a talk by her boss after class.【小题5】The students behaved badly in the writer’s classes becauseA．They were eager to embarrass her.B．They didn’t regard her as a good teacher.C．She didn’t really understand them.D．She didn’t have a good command of English.【小题6】The taskmaster’s attitude towards the writer after his observation of her class can be described as .A．cruel but encouragingB．sincere and supportiveC．fierce but forgivingD．angry and aggressiveB

(答案→)B 解析：文章介绍作者大学毕业后好不容易找到教英语的工作，但是现实和她在大学学到的东西还是有差距的，幸好有个the taskmaster直接指出我的问题，给她真诚的帮助。【小题1】推理题：根据第一段第一句In 1974, after filling out fifty applications, going through four interviews, and winning one offer,可以推断出当时找工作很难，故选B【小题2】细节题：根据第四段表述In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said,可知作者盲目轻信了大学里所学的教育教学理论，故选D。【小题3】细节题：根据第五段最后一句After twenty minutes he left, silently. Visions of unemployment marched before my eyes可知她担心会失去工作，故选D。【小题4】细节题：根据第六段第一句I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day可知作者没有哭把一节课上完了，自己感到是胜利了，判断选B。【小题5】细节题：根据my boss的话，可知作者并没有真正的了解学生，懂学生，只是盲目的使用学过的教育教学方法，所以应选C。【小题6】推理题：根据第九段最后两句，the taskmaster直接指出我的问题，并通过角色扮演来帮助我，可知他的态度是真诚和支持的，所以选择B。

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