It was Christmas 1961. I was teaching in a small town where my twenty-seven third graders eagerly 36 the great day of gift-giving in advance.
Each day the children produced some new 37 — strings of popcorn, handmade trinkets, and German bell. Through it all she remained alone, 38 from a distance, seemingly miles away. I wondered what 39 happen to this quiet child, once so happy, now suddenly so withdrawn. I hoped the festivities would 40 her. But nothing did. The students made the fried marbles（油炸玻璃彈子）and competed with one anther to bring the 41 ones.
The day of gift-giving finally came. We cheered over our handiwork as the presents were 42 . All along, she sat quietly watching. To see her smile, I had made a special bag for her. She opened it so slowly and carefully. I waited but she 43 . I had not passed through the wall of isolation she had 44 around herself.
After school I sat down in a chair, hardly 45 of what was happening, when she came to me with outstretched hands, bearing a small white box, and slightly soiled, 46 it had been held many times by 47 , childish hands. She said nothing. “For me?” I asked. She said not a word, but 48 her head. I took the box and cautiously opened it. There inside, glistening green, a fried marble 49 from a golden chain. Then I looked into that eight-year-old 50 and saw the question in her dark brown eyes. In a flash I knew — she had 51 it for her mother, who had died just three weeks before and would never hold her or brush her hair or 52 her childish joys or sorrows.
I meant it when I whispered, “Oh, Maria, it is so beautiful. Your mother would 53 it.” Neither of us could stop the 54 . She threw herself into my arms and we wept together. And for that brief moment I became her mother, for she had given me the greatest 55 of all: her trust and love.
36. A. prepared B. reserved C. expected D. waited
37. A. fancies B. impressions C. wonders D. possessions
38. A. looking B. playing C. searching D. watching
39. A. would B. should C. must D. needed
40. A. attend to B. appeal to C. listen to D. object to
41. A. prettiest B. wisest C. heaviest D. naughtiest
42. A. transformed B. informed C. exchanged D. deserted
43. A. gave away B. threw away C. carried away D. turned away
44. A. built B. adjusted C. offered D. filled
45. A. afraid B. aware C. content D. fond
46. A. when B. while C. as though D. even if
47. A. untouched B. unknown C. unwashed D. unpacked
48. A. nodded B. raised C. dropped D. turned
49. A. protected B. hung C. held D. escaped
50. A. face B. cheek C. hair D. forehead
51. A. bought B. exchanged C. made D. stole
52. A. appreciate B. enjoy C. communicate D. share
53. A. love B. benefit C. dislike D. need
54. A. laugh B. excitement C. tears D. description
American public education has changed in recent years. One change is that increasing numbers of American parents and teachers are starting independent public schools called charter schools.
In 1991, there were no charter schools in the Unite States. Today, more than 2300 charter schools operate in 34 states and the District of Columbia. 575000 students attend these schools. The students are from 5 years of age through 18 or older.
A charter school is created by groups of parents, teachers and community members. It is similar in some ways to a traditional public school. It receives tax money to operate a number of students. The charter school must prove to local or state governments that its students are learning. These governments provide the school with the agreement, or charter that permits it to operate.
Unlike a traditional public school, however, the charter school does not have to obey most laws governing public schools. Local, state or federal governments cannot tell it what to teach.
Each school can choose its own goals and decide the ways it wants to reach those goals. Class sizes are usually smaller than in many traditional public schools. Many students and parents say teachers in charter schools can be more creative.
However, state education agencies, local education-governing committees and unions often oppose charter schools. They say these schools may receive money badly needed by traditional public schools. Experts say some charter schools are doing well while others are struggling.
Congress provided 200 million dollars for establishing charter schools in the 2006 federal budget. But, often the schools say they lack enough money for programs. Many also lack needed space. District officials say they have provided 14 former school buildings for charter education. Yet charter school supporters say officials should try harder to find more space.
Charter Schools in America
86. ___________
Charter schools are called independent public schools.
87. _______ between charter school and traditional school
★ 88. _______ tax money to operate a number of students.
★ Having to make 89. _______ know the students are learning.
★ Getting 90. _________ to operate from government.
91. _______ between charter school and traditional school
★ Not having to obey most laws.
★ Having the 92. _______ to decide what to teach.
★ Being free to choose the goals and decide the 93.__________
of teaching them.
Having smaller class sizes.
Having teachers who are more creative
The problems
Education departments’ opposition
★These schools receiving money badly needed by traditional public schools.
