I arrived in the classroom, ready to share my knowledge and experience with 75 students who would be my English Literature class. Having taught in 1 for 17 years, I had no 2 about my ability to hold their attention and to 3 on them my admiration for the literature of my mother tongue.

　　I was shocked when the monitor shouted,"4!"

　　The entire class rose as I entered the room, and I was somewhat 5 about how to get them to sit down again, but once that awkwardness (尴尬) was over, I quickly 6 my calmness and began what I thought was a fact-packed lecture, sure to gain their respect --- perhaps 7 their admiration. I went back to my office with the rosy glow which comes from a sense of achievement.

　　My students 8 diaries. However, as I read them, the rosy glow was gradually 9 by a strong sense of sadness. The first diary said,"Our literature teacher didn't teach us anything today. 10 her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a 11 theme (主题). "Didn't I teach them anything? I described the entire philosophical (哲学的) framework of Western thought and laid the historical 12 for all the works we'll study in class," I complained. "How 13 they say I didn't teach them anything?"

　　It was a long term, and it 14 became clear that my ideas about education were not the same as 15 of my students. I thought a teacher's job was to raise 16 questions and provide enough background so that students could 17 their own conclusions. My students thought a teacher's job was to provide 18 information as directly and clearly as possible. What a difference!

　　19, I also learned a lot, and my experience with my Chinese students has made me a 20 American teacher, knowing how to teach in a different culture.

　　1. A. the UK B. the US C. China D. Australia

　　2. A. worry B. idea C. doubt D. experience

　　3. A. impress B. put C. leave D. fix

　　4. A. Attention B. Look out C. At ease D. Stand up

　　5. A. puzzled B. sure C. curious D. worried

　　6. A. found B. returned C. regained D. followed

　　7. A. more B. even C. yet D. still

　　8. A. passed B. borrowed C. kept D. read

　　9. A. replaced B. taken C. caught D. moved

　　10. A. Naturally B. Perhaps C. Fortunately D. Reasonably

　　11. A. different B. strong C. similar D. usual

　　12. A. happenings B. characters C. development D. background

　　13. A. should B. need C. will D. must

　　14. A. immediately B. certainly C. simply D. gradually

　　15. A. that B. what C. those D. ones

　　16. A. difficult B. interesting C. ordinary D. unusual

　　17. A. draw B. get C. decide D. give

　　18. A. strange B. standard C. exact D. serious

　　19. A. Therefore B. However C. Besides D. Though

　　20. A. normal B. happy C. good D. better

　　1-5 BCADA 6-10 CBCAB 11-15 CDADC 16-20 BACBD

　　本文主要描述了一位外籍教师在中国初次教学的经历，从而说明了文化不同教学方式也应不同的道理。

　　1. 由文章最后一句可知这位外籍教师在美国已有17年的教学经历。

　　2-3. 这位外籍教师一点也不怀疑(doubt)自己的能力，她确信自己一定能吸引中国学生的注意力，并使学生深深意识到(impress sth. on sb.)自己对本民族文学的崇拜。

　　4-5. 在中国，老师进教室时，学生起立(stand up)是理所当然的事，而这一举动却使这位外籍教师有点迷惑(puzzled)。

　　6. 这位外籍教师恢复了(regained)平静。

　　7. 这位外籍教师确信自己一定能赢得学生的尊敬，甚至(even)赢得他们的钦佩。

　　8. 中国学生每天有记日记的习惯。keep a diary记日记。

　　9. 当这位外籍教师读学生的日记时，她有的那种成就感一逝而去。the rosy glow此处指这位外籍教师自信而愉快的感觉。

　　11. 每一篇日记都表达了一个相似的(similar)主题。

　　12. historical background历史背景。

　　13. should与why, how, who等连用，表示意外、惊异等。

　　14. gradually逐渐地。

　　16. 上文说过这位外籍教师确信自己有能力吸引中国学生的注意力，故推断此空应填interesting。

　　17. draw a conclusion得出结论。