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【完形填空】Cloze: A Teacher's Persistence
Mira arrived on a Mediterranean island with a single stick of chalk and a determined spirit. She had left her old life behind, hoping to (1) a school for the children of migratory workers.
The early days were far from easy. She had to (2) a suitable room, hand out notebooks, and make the rules clear. Local officials, however, showed little interest. One called the project illegal; another questioned her religion; a third warned that her plan would (3) the island's stability.
That night, sitting alone under a bare bulb, Mira felt a bubble of hope nearly (4). But she did not give up. She began to build trust, one family at a time. She would (5) a child's sleeve and offer a small task. She taught them that language is a form of magic. The children learned to invert sentences, to underline verbs, and to celebrate small victories.
Their progress was (6). A few parents, once doubtful, became proud of the school. They saw education as a vital tool, not a whim. Then came a setback: a storm devastated the harbour, the school roof failed, and water ruined the (7) of the books. For a week Mira could not (8) any positive outcome. Her inspiration faded. She felt deprived of direction.
But the children came anyway. They brought miscellaneous objects: a shell, a particle of glass, a broken toy. They wanted to learn. That devotion was (9). It relieved her. Mira changed her approach. She started a new plan. Lessons would mix sensory play with basic science. Older students would help younger ones, creating a chain of peer teachers. The method encouraged independence and mutual respect. It also solved the problem of (10): bored children who once disturbed the class now helped stabilise it.
By spring, the school had grown. A local entrepreneur donated funds. A nurse spoke about nutrition and the danger of inflammable waste. The children studied the fusion of music and maths. They learned about the universe, about extinction, about the velocity of light. Mira saw the amount of change and concluded that reinforcement works better than punishment. The school was not perfect, but it was authentic.
She kept a list of aims for the foreseeable future: incorporate more extracurricular activities, seek optimum class sizes, temper her own temper, and avoid any rush to judgement. The island had given her a second renaissance. She had come to teach, but she had also learned. Her one stick of chalk was now a tool of considerable power.
Choices
(1) A. estimate B. establish C. exchange D. explore
(2) A. assure B. ensure C. insure D. assume
(3) A. undermine B. underline C. understand D. undertake
(4) A. export B. explode C. explore D. expand
(5) A. tug B. hug C. plug D. shrug
(6) A. noticeable B. notion C. notable D. noted
(7) A. bulk B. bulb C. bull D. bulge
(8) A. forget B. foresee C. forgive D. foretell
(9) A. unconditional B. unconquerable C. unconscious D. uncomfortable
(10) A. defence B. defiance C. deviance D. deviation