阅读理解。
When I was in my fourth year of teaching, I was also (and am still) a high school track and field coach
(田径教练). One year, I had a student, John, who entered my class when he was a junior (三年级学生).
John changed to our school from Greece, and seemed to be interested in sports, so I encouraged him to join
our track team. I explained to him that even though he had never taken part in it before, I did believe that he
could do well in any event, and I would be willing to coach him at whichever ones interested him. He accepted
the offer, and began to work hard at every practice.
About a month later, I had found out from other sources that John was a first-class tennis player, winning
various junior awards in his home country. I went to him asking, "John, I really appreciate that you came out
for the track team, but why didn't you play tennis instead? It seems that would interest you a lot more, since
you're so good at it."
John answered, "Well, I like tennis, but you told me that you believed in me, and that you thought I could
do well in track, so I wanted to try it for that reason."
From then on, I often remember my student's reply. I told it to a friend and she suggested I write it down
to share somewhere with more teachers. No matter how critical (不满的) students can be of them-selves,
I've found that a simple "I trust that you can do it!" can go a long way!
1. According to Paragraph 1, the author seems to think more about John's _____.
A. PE marks
B. self-confidence
C. interest in sports
D. state of health
2. Why did John take part in the track team?
A. He had been an excellent runner.
B. He was encouraged by his teacher.
C. He liked running more than tennis.
D. He had no tennis coach to train him.
3. The purpose of this passage is probably _____.
A. to build a close teacher-student relationship
B. to introduce a new way of sports training
C. to explain the value of sports and games
D. to show the importance of encouragement
4. The passage is mainly written for _____.
A. teachers
B. parents
C. students
D. players
