A group of kids at McIntyre Elementary School, in Pittsburgh, Pennsylvania, have created a special bench to make sure their fellow classmates aren’t left out on the playground. Called the “Buddy Bench”, students can use the seat as a safe and supportive place to let others know they’d like to be included in playtime, but may be too shy to ask.
The concept of the Buddy Bench is simple: Students who want to partake in playground games and activities, but may feel hesitant, can take a seat, which signifies(表明) to other children on the playground that they may need something extra to encourage them to participate.
The idea for the bench came about last year, when Farrell, school counselor at McIntyre Elementary, was conducting a leadership group to help students overcome shyness and gain confidence. Four fourth-grade students came up with the idea for the Buddy Bench in this workshop, and worked with Farrell to draft a letter to present to the Parent Teacher Staff Organization to make the bench a reality. The PTSO approved the students’ proposal, and installed(安装) a bright metal bench with a cheerful sign that reads “Buddy Bench” on the school’s playground.
Since it was installed on Nov. 16, the bench has been effective. The simple concept has resonated with(引起共鸣) the students, and already has created a better environment within the school community.
“Each day, I go to see the buddy bench working,” Farrell said. “The lessons they are learning now will benefit them their entire lives. It is simply a beautiful example of kids wanting to be kind and continue to be kind every day.”
32. Who is Buddy Bench created for?
A. Students who love games and activities.
B. Students who want and continue to be kind.
C. Students who are in Farrell’s leadership group.
D. Students who are left out on the playground.
33. Who thought of the idea for the Buddy Bench?
A. Farrell. B. The PTSO. C. Four students. D. Some parents.
34. What does the underlined word “they” in the last paragraph refer to?
A. The PTSO. B. The workshop members.
C. Buddy Bench users. D. Farrell and teachers.
35. Which of the following statements can show “the bench has been effective”?
A. More and more creative ideas have come up.
B. The workshop kids have set a good example.
C. The PTSO has decided to provide more buddy benches.
D. Some shy students have found friends on the playground.
DCBD
牛津实用英语语法:296 would like和 want
牛津实用英语语法:264 动名词的完成式
牛津实用英语语法:276 代替主句的现在分词短语
牛津实用英语语法:248 分裂不定式
牛津实用英语语法:251 某些特定的名词之后的不定式
牛津实用英语语法:277 代替从句的现在分词短语
牛津实用英语语法:285 might表示请求
牛津实用英语语法:262 动词+所有格形容词/宾格代词+动名词
牛津实用英语语法:287 劝告的形式
牛津实用英语语法:261 后面可以跟动名词的动词
牛津实用英语语法:290虚拟语气形式
牛津实用英语语法:259 介词之后的动名词
牛津实用英语语法:253 位于句首或句末的不定式短语
牛津实用英语语法:284 could/will/would you?等表示请求
牛津实用英语语法:269 agree/agree to,mean,propose
牛津实用英语语法:281 祈使句表示命令
牛津实用英语语法:297 would rather/sooner和prefer/would prefe
牛津实用英语语法:240 不定式作主语
牛津实用英语语法:273 位于表示感觉的动词之后
牛津实用英语语法:298 表示偏爱的另一些例句
牛津实用英语语法:280 误连分词
牛津实用英语语法:242 动词+ how/what/when/
牛津实用英语语法:283 can/could/may/might I/we?表示请求
牛津实用英语语法:255 不定式的完成式
牛津实用英语语法:243 动词或动词+宾语之后的不定式
牛津实用英语语法:274 catch,find,leave+宾语+现在分词
牛津实用英语语法:252 too,enough以及so…as 之后的不定式
牛津实用英语语法:272 现在(或称主动)分词
牛津实用英语语法:271 be afraid(of),be sorry(for)
牛津实用英语语法:223 条件句类型3
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