——What field will your son go into after graduation from Nanjing University?
——I’m not quite certain, but he ____ a good teacher of English.
| A．promises | B．becomes | C．makes | D．proves |
After nearly three years of rebuilding, _______ new Wunchuan has appears in _____ front of people.
A. a; the B. the; \ C. \ ;the D. a;\
The general at last got a chance to visit the village _______ he used to fight, _____ he had been dreaming of for years.
| A．that/which | B．where/that | C．in which/what | D．where/which |
We must not get discouraged ________such a minor setback (挫折).
| A．because | B．because of | C．since | D．as |
Several days later, most of the buildings ________ were repaired.
| A．been damaged | B．had been damaged | C．which been damaged | D．which had been damaged |
A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute,” someone might say, “are talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”
The position was offered at the last minute, and I was given two week to prepare, a period I spent searching for a briefcase and standing before my full-length mirror, repeating the words, “Hello, class, I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.
I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.
“All right then,” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit on the edge of the desk, overlooking a forest of raised hands. Every student would shout to be heard, and I would knock on something in order to silence them. I would yell, “Calm down, you’ll all get your turn. One at a time, one at a time!”
A terrible silence ruled the room, and seeing no other opinions, I instructed the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.The author took the job to teach writing because______________.
| A．he wanted to be respected | B．he had written some stories |
| C．he wanted to please his father | D．he had dreamed of being a teacher |
What can we learn about the author from Paragraph 2?
| A．He would be aggressive in his first class. | B．He was well-prepared for his first class. |
| C．He got nervous upon the arrival of his first class. | D．He waited long for the arrival of his first class. |
Before he started his class, the author asked the students to_______.
| A．write down their suggestions on the paper cards |
| B．cut maple leaves out of the construction paper |
| C．cut some cards out the construction paper |
| D．write down their names on the paper cards |
What did the students do when the author started his class?
| A．They began to talk. | B．They stayed silent. |
| C．They raised their hands. | D．They shouted to be heard. |
The author chose the composition topic probably because________.
| A．he got disappointed with his first class |
| B．he had prepared the topic before class. |
| C．he wanted to calm down the students |
| D．he thought it was an easy topic |
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