While I was waiting to enter university, I saw in a newspaper a teaching job   1   at a school about ten miles from where I lived. Being very short of   2   and wanting to do something   3   I applied (申请),   4   as I did so, that without a degree and with no   5   of teaching my chances of getting the job were   6  .

However, three days later, a letter arrived, calling me to Croydon for a meeting with the headmaster. It proved to be a   7   journey: a train to Croydon station, a ten-minute bus ride and then a walk of at   8   a quarter of a mile. As a result I arrived there, feeling too hot to be nervous. It was clearly the   9   himself that   10   the door. He was short and round.

"The school," he said, "is made up of one   11   of twenty-four boys between seven and thirteen." I should have to teach all the subjects except art,   12   he taught himself. I should have to divide the class into   13   groups and teach them in turn at three different   14  , and I was   15   at the thought of teaching maths—a subject at which I wasn’t very   16   at school. Worse perhaps was the idea of   17   to teach them on Saturday afternoon because most of my friends would be   18   themselves at that time.

Before I had time to ask about my salary, he got up to his   19  . "Now" he said, you’d better meet my wife. She is the one who really   20   this school.

1. A. kept          B. lost                 C. wanted           D. found

2. A. money             B. time                 C. students             D. clothes

3. A. harmful           B. useful           C. funny            D. secret

4. A. expecting         B. whispering       C. fearing          D. considering

5. A. material          B. experience           C. means            D. books

6. A. nice          B. great                C. slight               D. helpful

7. A. difficult             B. pleasant             C. comfortable      D. short

8. A. most          B. least                C. last                 D. first

9. A. teacher           B. door-keeper      C. student          D. headmaster

10. A. shut             B. opened           C. repaired             D. kicked

11. A. group            B. class                C. dozen            D. score

12. A. which            B. that                 C. what                 D. this

13. A. one          B. two              C. three                D. four

14. A. classes          B. subjects             C. levels               D. places

15. A. excited      B. angry                C. glad                 D. disappointed

16. A. poor             B. interested           C. weak                 D. good

17. A. forcing      B. having           C. forgetting           D. managing

18. A. watching         B. studying             C. enjoying             D. helping

19.A. letter            B. feet                 C. hands            D. wife

20.A. runs          B. starts               C. observes             D. likes

Proper arrangement of classroom space is important to encouraging interaction. Most of us have noticed how important physical setting is to efficiency and comfort in our work. College classroom space should be designed to encourage the activity of critical thinking.
We have entered the 21st century, but step into almost any college classroom and you step back in time at least a hundred years. Desks are normally in straight rows, so students can clearly see the teacher but not all their classmates. The message behind such an arrangement is obvious. Everything of importance comes from the teacher.
With a little imagination and effort, unless desks are fixed to the floor, the teacher can correct this situation and create space that encourage interchange among students. In small or standard-size classes, chairs, desks, and tables can be arranged in a variety of ways. The primary goal should be for everyone to be able to see everyone else. Large classes, particularly those held in lecture halls, unfortunately, allow much less flexibility.
Arrangement of the classroom should also make it easy to divide students into small groups for discussion or problem-solving exercises. Small classes with movable desks and tables present no problem. Even in large lecture halls, it is possible for students to turn around and form groups of four to six. Breaking a class into small groups provides more opportunities for students to interact with each other, think out loud, and see how other students’ thinking processes operate all essential elements in developing new modes of critical thinking.
In courses that regularly use a small group format, students might be asked to stay in the same small groups throughout the course. A colleague of mine, John, allows students to move around during the first two weeks, until they find a group they are comfortable with. John then asks them to stay in the same seat, with the same group, from that time on. This not only creates a comfortable setting for interaction but helps him learn students’ names and faces.

1. 1.

   The primary purpose of desk rearrangement is _______.
   

   1. A.
      for the teacher to divide students into small groups.
   2. B.
      to make it possible for students to interact with each other.
   3. C.
      for the teacher to find out how students think.
   4. D.
      to give students more opportunities to practice speaking.
2. 2.

   The expression “step back in time at least a hundred years” in Paragraph 2 is intended to convey the idea that _______.
   

   1. A.
      there is not much change in educational idea over the past hundred years
   2. B.
      critical thinking was encouraged even a century ago
   3. C.
      college classrooms often remind people of their college life
   4. D.
      a hundred years ago, desk arrangement in a classroom was quite different
3. 3.

   The greatest advantage in allowing each student to find his own group might be that________
   

   1. A.
      learning is made comfortable in this way
   2. B.
      the teacher can easily remember students’ names and faces
   3. C.
      the teacher saves the trouble in doing that
   4. D.
      brighter students can help slower ones.
4. 4.

   It is implied in the passage that ______.
   

   1. A.
      students are allowed to changed groups throughout the course in John’s class
   2. B.
      classroom interaction between students is essential to the teachers
   3. C.
      a comfortable environment leads to higher working efficiency
   4. D.
      new kinds of desks and chairs should be made
5. 5.

   The author mentioned John in the last paragraph in order to ________
   

   1. A.
      create a comfortable setting for interaction
   2. B.
      introduce an approach of learning students’ names and faces easily
   3. C.
      give an example that students stay in the same seat throughout the course.
   4. D.
      describe a good seat-arrangement mode in courses with small group format.

    Proper arrangement of classroom space is important to encouraging interaction. Most of us have noticed how important physical setting is to efficiency and comfort in our work. College classroom space should be designed to encourage the activity of critical thinking.

We have entered the 21 st century, but step into almost any college classroom and you step back in time at least a hundred years. Desks are normally in straight rows, so students can clearly see the teacher but not all their classmates. The message behind such an arrangement is obvious. Everything of importance comes from the teacher.

With a little imagination and effort, unless desks are fixed to the floor, the teacher can correct this situation and create space that encourage interchange among students. In small or standard-size classes, chairs, desks, and tables can be arranged in a variety of ways. The primary goal should be for everyone to be able to see everyone else. Large classes, particularly those held in lecture halls, unfortunately, allow much less flexibility.

Arrangement of the classroom should also make it easy to divide students into small groups for discussion or problem-solving exercises. Small classes with movable desks and tables present no problem. Even in large lecture halls, it is possible for students to turn around and form groups of four to six. Breaking a class into small groups provides more opportunities for students to interact with each other, think out loud, and see how other students’ thinking processes operate all essential elements in developing new modes of critical thinking.

In courses that regularly use a small group format, students might be asked to stay in the same small groups throughout the course. A colleague of mine, John, allows students to move around during the first two weeks, until they find a group they are comfortable with. John then asks them to stay in the same seat, with the same group, from that time on. This not only creates a comfortable setting for interaction but helps him learn students’ names and faces.

1．The primary purpose of desk rearrangement is_______.

       A．for the teacher to divide students into small groups.

       B．to make it possible for students to interact with each other.

       C．for the teacher to find out how students think.

       D．to give students more opportunities to practice speaking.

2．The expression “step back in time at least a hundred years” in Paragraph 2 is intended to convey the idea that          .

       A．there is not much change in educational idea over the past hundred years

       B．critical thinking was encouraged even a century ago

       C．college classrooms often remind people of their college life

       D．a hundred years ago, desk arrangement in a classroom was quite different

3．The greatest advantage in allowing each student to find his own group might be that________

       A．learning is made comfortable in this way

       B．the teacher can easily remember students’ names and faces

       C．the teacher saves the trouble in doing that

       D．brighter students can help slower ones.

4．It is implied in the passage that          .

       A．students are allowed to changed groups throughout the course in John’s class

       B．classroom interaction between students is essential to the teachers

       C．a comfortable environment leads to higher working efficiency

       D．new kinds of desks and chairs should be made

5．The author mentioned John in the last paragraph in order to ________

       A．create a comfortable setting for interaction

       B．introduce an approach of learning students’ names and faces easily

       C．give an example that students stay in the same seat throughout the course.

       D．describe a good seat-arrangement mode in courses with small group format.

While I was waiting to enter university, I saw in a newspaper a teaching job 36　 at a school about ten miles from where I lived. Being very short of 　37 and wanting to do something 　38 I applied (申请), 　39 as I did so, that without a degree and with no 　40 of teaching my chances of getting the job were 　41 .

However, three days later, a letter arrived, calling me to Croydon for a meeting with the headmaster. It proved to be a　 42 journey: a train to Croydon station, a ten-minute bus ride and then a walk of at 　43 a quarter of a mile. As a result I arrived there, feeling too hot to be nervous. It was clearly the 44 himself that 　45 the door. He was short and round.

"The school," he said, "is made up of one 　46 of twenty-four boys between seven and thirteen." I should have to teach all the subjects except art, 　47 he taught himself. I should have to divide the class into　 48 groups and teach them in turn at three different 　49 , and I was　 50 at the thought of teaching maths—a subject at which I wasn’t very 　51 at school. Worse perhaps was the idea of 　52 to teach them on Saturday afternoon because most of my friends would be 　53 themselves at that time.

Before I had time to ask about my salary, he got up to his 　54 . "Now" he said, you’d better meet my wife. She is the one who really 　55 this school.

36. A. kept 　　　　　　　 　 B. lost 　　　　　　　　 C. wanted 　　 　　 D. found

37. A. money 　　　 　 B. time 　　　　　　　　　　 C. students 　　　　　　　 D. clothes

38. A. harmful 　　　　　 B. useful 　　　　　　 C. funny 　　　　　　　 D. secret

39. A. expecting 　　　　 B. whispering 　　　 C. fearing 　　　　　 D. considering

40. A. material 　　　　　　　　 B. experience 　　 C. means 　　　　　　 D. books

41. A. nice 　　　　　　　　 　 B. great 　　　　　　　　　　 C. slight 　　　　　　　 D. helpful

42. A. difficult 　　　　　　　　 B. pleasant 　　　　　　　 C. comfortable 　　　　 D. short

43. A. most 　　　　　　　 　 B. least 　　　　　　　　　　 C. last 　　　　　　　　 D. first

44. A. teacher 　　　　　 B. door-keeper 　　　　 C. student 　　　　　 D. headmaster

45. A. shut 　　　　　　　　 　 B. opened 　　　　　　 C. repaired 　　　　　　　 D. kicked

46. A. group 　　　　　　　 B. class 　　　　　　　 C. dozen 　　　　　　 D. score

47. A. which 　　　　　　 B. that 　　　　　　　　　　 C. what 　　　　　　　 D. this

48. A. one 　　　　　 　 B. two 　　　　　　　　 C. three 　　　　　　 D. four

49. A. classes 　　　　　　 B. subjects 　　　　　　　 C. levels 　　　　　　 D. places

50. A. excited 　　 　 B. angry 　　　　　　　 C. glad 　　　　　　　　　　 D. disappointed

51. A. poor 　　　　　　　 　 B. interested 　　　　 C. weak 　　　　　　　 D. good

52. A. forcing 　　　 　 B. having 　　　　　　 C. forgetting 　　　 D. managing

53. A. watching 　　　　 　 B. studying 　　　　　 C. enjoying 　　　　　　　 D. helping

54.A. letter 　　　　　　　 　 B. feet 　　　　　　　　 C. hands 　　　　　　 D. wife

55.A. runs 　　　　　 　 B. starts 　　　　　　　 C. observes 　　　　　　　 D. likes