UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.Inthecarpentryschooltheboyswerelearningtobuildlargerhouses. A: Y B: N C: NG

UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.TheAndeanIndiansliveinthevillagesalloverSouthAmerica. A: Y B: N C: NG

UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.Whenthewritervisitedthevillageoftheoldestprojecttheweathertherewascold. A: Y B: N C: NG

UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.Theproblemoftoomanycarpentersfromthetrainingschoolswouldbesolvedbymovingsomecarpenterstootherpartsofthecountry. A: Y B: N C: NG

<spanstyle="display:block;text-align:center;">Cloze5</span>Therewasaveryspecialteacherwhomadeafar-reachingdifferenceinmylife<br/>Fall,1959,thefirstdayofclassatBethesdaChevyChaseHighSchoolwasabouttobegin.“Who”，Iaskedasenior,“isMrs.Mcmara,my10^thgradeEnglishteacher?”Hejust<spanstyle="text-decoration:underline;">&nbsp;1&nbsp;</span>andsaidsomethingaboutmybeingin<spanstyle="text-decoration:underline;">&nbsp;2&nbsp;</span>.Soon,Iunderstoodwhathemeant.Mrs.McNamarahadapatternof<spanstyle="text-decoration:underline;">&nbsp;3&nbsp;</span>thatsherepeatedagainandagain.Wewouldhavealiteraturereadingtaskfor<spanstyle="text-decoration:underline;">&nbsp;4&nbsp;</span>.Thenextday,whenwecametoclass,therewouldbetwoorthreetopicsontheblackboard<spanstyle="text-decoration:underline;">&nbsp;5&nbsp;</span>tothehomeworkreading.Wewere<spanstyle="text-decoration:underline;">&nbsp;6&nbsp;</span>towriteanin–classessayaboutoneofthetopics.Thefollowingday,shewould<spanstyle="text-decoration:underline;">&nbsp;7&nbsp;</span>thecorrectedandgradedessaysandeachpersonwouldbecalled<spanstyle="text-decoration:underline;">&nbsp;8&nbsp;</span>tostandinfrontoftheclassandto<spanstyle="text-decoration:underline;">&nbsp;9&nbsp;</span>his\heressay.Theclasswererequiredtocriticize(评论)thatessay,<spanstyle="text-decoration:underline;">&nbsp;10&nbsp;</span>thegradeofeveryoneinclasswouldbereduced<br/>ThefirsttimethatI<spanstyle="text-decoration:underline;">&nbsp;11&nbsp;</span>herread–write–criticizemethod,Ihadnot<spanstyle="text-decoration:underline;">&nbsp;12&nbsp;</span>todothehomeworkandhadwrittensomethingwithoutknowingwhatitmeant.<spanstyle="text-decoration:underline;">&nbsp;13&nbsp;</span>theextremeembarrassmentIsuffered,standingbeforemyclassmates,<spanstyle="text-decoration:underline;">&nbsp;14&nbsp;</span>myself.Noonelaughedatme,noonewouldbe<spanstyle="text-decoration:underline;">&nbsp;15&nbsp;</span>enough,orfoolishenough,todothatinMrs.McNamara’sclass.Theembarrassmentcamefrom<spanstyle="text-decoration:underline;">&nbsp;16&nbsp;</span>andalongwithitcameastrong<spanstyle="text-decoration:underline;">&nbsp;17&nbsp;</span>nottoletithappenagain.<br/>Mrs.McNamarakeptallofourwrittenworkinfiles;itwaseasytoseethe<spanstyle="text-decoration:underline;">&nbsp;18&nbsp;inwritingthathadoccurred.Whatwasnotsoeasytoseewastheinnertransformationthathadtakenplace,atleastforme.WhatMrs.McNamar&nbsp;19&nbsp;</span>metodowastoseemyselfasothersseemeand,havingdonethat,Icouldimprovemyself.AndI<spanstyle="text-decoration:underline;">&nbsp;20&nbsp;</span>.Thankyou,Mrs.McNamara.<br/>1.A.noddedB.laughedC.apologizedD.shouted<br/>2.A.troubleB.sorrowCdangerD.anger<br/>3.A.behaviorB.evaluationC.activityD.thought<br/>4.A.reviewB.performanceC.practiceD.homework<br/>5.A.addedB.relatedC.contributedD.compared<br/>6.A.expectedB.persuadedC.allowedD.advised<br/>7.A.collectB.returnC.sendD.receive<br/>8.A.onpurposeB.atfirstC.bychanceD.inturn<br/>9.A.talkthroughB.handoverC.readoutD.showoff<br/>10.A.soB.andC.butD.or<br/>11.A.triedB.adoptedC.examinedD.experienced<br/>12.A.undertakenB.attemptedC.botheredD.hesitated<br/>13.A.RememberB.PredictC.BearD.Imagine<br/>14.A.playingjokesonB.makingafoolofC.settingatrapforD.takingadvantageof<br/>15.A.braveB.carelessC.proudD.selfish<br/>16.A.aboveB.withinC.behindD.below<br/>17.A.tendencyB.preferenceC.determinationD.sense<br/>18.A.improvementsB.painsC.difficultiesD.advantages<br/>19.A.trustedB.invitedC.forcedD.permitted<br/>20.A.didB.couldC.hadD.would