内容正文:
课时作业(七) UNIT 1 CULTURAL HERITAGE
[对应学生用书P439]
一、阅读理解
A
(2021·广东汕头高三下第二次调研测试)In dreaming up the programme Tennis and Literacy for Youth, as a mother, I had hoped to share two of my passions, tennis and reading, with children. Throughout the year, I had advertised for participants at local elementary schools and recruited(招收) volunteers at local high schools. With the help of kind people, I applied for money. I was even able to secure a site for the programme.
But on the first day of camp, in spite of my careful planning, things did not go the way I had hoped. Hector and Adrian exchanged blows with their racquets(球拍). Hector struggled to his feet moments later, covering a bloody nose with one hand. Georgie and Eduardo threw balls at each other. Then during reading time, I raced from joyless child to demanding child, unable to convince even one to open a book. They would rather be watching Nickelodeon at home, Eli told me, than “learning stupid tennis and reading boring books”.
I dragged myself home that afternoon. That evening, I called my volunteers together for a meeting, and redesigned the entire curriculum. We created a goodfellow system, where each volunteer paired with a camper to help him or her during reading time. To emphasize praise and progress, we established weekly prize ceremonies, presenting awards for most improved reading, tennis and behavior.
Then Mylea shut the book and asked me, “Can I take this to read it to my mom tonight?” Peering up at her eager face, I couldn't help myself. I jumped to my feet and wrapped her in a hug, lifting her right off the ground. “It's all yours!” I said.
Somehow, in the midst of the chaos and the schedule changes and the meetings, these children, in bad mood during reading time, untouched books in their laps, began to find joy in reading a story.
[语篇解读]本文是一篇记叙文。作者创设了一个与孩子们一起分享网球运动和阅读文学的项目,一开始做得不好。后来通过给志愿者开会,重新设计课程,创建了一个好伙伴体制,强调表扬与进步,并对在阅读、网球和行为方面提升最大的孩子进行奖励。最后作者看到孩子们开始在阅读中找到快乐感到很高兴。
1.What happened the first day of t