Edward, （)university student from Europe, teaches us（)art in his spare time.A、an, ／B

n that enactment (扮演角色), performance, dramatization are the most successful forms of teaching. Students must be incorporated, made, so far as possible, an integral part of the learning process. The notion that learning should have in it an element of inspired play would seem to the greater part of the academic establishment merely silly, but that is nonetheless the case. Of Ezekiel Cheever, the most famous schoolmaster of the Massachusetts Bay Colony, his onetime student Cotton Mather wrote that he so planned his lessons that his pupils "came to work as though they came to play", and Alfred North Whitehead, almost three hundred years later, noted that a teacher should make his/her students "glad they were there"

Since, we are told, 80 to 90 percent of all instruction in the typical university is by the lecture method, we should give close attention to this form. of education. There is, I think, much truth in Patricia Nelson Limerick's observation that "lecturing is an unnatural act, an act for which God did not design humans. It is perfectly all right, now and then, for a human to be possessed by the urge to speak, and to speak while others remain silent. But to do this regularly, one hour and 15 minutes at a time.., for one person to drag on while others sit in silence？ ... I do not believe that this is what the Creator.., designed humans to do".

The strange, almost incomprehensible fact is that many professors, just as they feel obliged to write dully, believe that they should lecture dully. To show enthusiasm is to risk appearing unscientific, un-objective; it is to appeal to the students' emotions rather than their intellect. Thus the ideal lecture is one filled with facts and read in an unchanged monotone.

The cult (推崇) of lecturing dully, like the cult of writing dully, goes back, of course, some years. Edward Shils, professor of sociology, recalls the professors he encountered at the University of Pennsylvania in his youth. They seemed "a priesthood, rather uneven in their merits but uniform. in their bearing; they never referred to anything personal. Some read from old lecture notes and then haltingly explained the thumb-worn last lines. Others lectured from cards that had served for years, to judge by the worn edges... The teachers began on time, ended on time, and left the room without saying a word more to their students, very seldom being detained by questioners... The classes were not large, yet there was no discussion. No questions were raised in class, and there were no office hours" .

The author believes that a successful teacher should be able to______.

A．make study just as easy as play

B．improve students' learning performance

C．make inspired play an integral part of the learning process

D．make dramatization an important aspect of students' learning

阅读理解 When students from other countries come to the United States, they are sometimes shocked at the informality in American college and university classes. For example, American professors do not dress up and they generally call their students by their first names. Students can speak out in class, without raising their hands. Students can drink coffee, tea, juice, or soft drink during class.

Foreign students can usually get used to these differences easily. However, tow examples of American informality are very difficult for some to understand. First, American students call their teachers by their first names. Instead of calling a teacher Mr. Smith or Professor Johnson, they call them Tom or Barbara. In some countries, students are not allowed to do that. Second, American students sometimes criticize(批评) the ideas of their teacher. They might also give their teachers suggestions about changing something in the class. In many countries, students cannot openly criticize their teachers or classes.

Thus, some foreign students feel shocked, embarrassed and uncomfortable in American classrooms. They have two choices. One, they can imitate(模仿) the behavior. of the American students. But this will make them feel uncomfortable and disrespectful. Two, they can continue to follow their own customs. But in this case, the American teachers and students might think that the foreign students are too formal or too quiet.

What is the solution to this problem？ This is no easy answer. However, time will help to solve the problem, because foreign students will become used to the new behavior.

1. How do foreign students normally feel when they first step into the American classrooms？

A. Shocked.

B. Afraid.

C. Relaxed.

D. Nervous.

2. What is Professor Edward A. Johnson usually called by his student？

A. Professor Johnson.

B. Mr. Johnson.

C. Edward.

D. Professor Edward.

3. What would American students do in the class？

A. Laughing at their teachers.

B. Openly criticizing their teachers.

C. Doing what they want to do.

D. Listening to every word their teachers say.

4. How would a foreign student feel if he tries to imitate the behavior. of the American students？

A. Disrespectful.

B. Easy.

C. Polite.

D. Angry.

5. If a foreign student continues to follow his own customs, the American teachers and students might think that __________.

A. he is too proud

B. he does not want to communicate

C. he is too formal or too quiet

D. he is embarrassed

6. How can this problem be solved according to the passage？

A. Foreign students should seek advice from their native classmates.

B. Foreign students should continue to follow the customs of their home countries.

C. American professors should show respect to foreign students and change their behavior.

D. Time will help foreign students to get used to the behavior. in American classes.

7. What does the word “informality” probably mean？

A. 信息

B. 和谐

C. 无礼

D. 非正式性

A.actor

B.guest

C.host

D.ghost