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(A) When Mary Moore began her high school in 1951, her mother told her, "Be sure and take a typing ...
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WhenMaryMoorebeganherhighschoolin1951hermothertold
Mary feels pity for herself.
Mary has recovered from her disease.
Mary wants to help others as much as possible.
Mary determines to go back to the dance floor.
WhenMaryMoorebeganherhighschoolin1951hermothertold
WhenMaryMoorebeganherhighschoolin1951hermothertold
WhenMaryMoorebeganherhighschoolin1951hermothertold
WhenMaryMoorebeganherhighschoolin1951hermothertold
WhenMaryMoorebeganherhighschoolin1951hermothertold
WhenMarycouldn'tseehermothershebegantocryand______
look for
look after
l
WhenMaryMoorebeganherhighschoolin1951hermothertold
C WhenMaryMoorebeganherhighschoolin1951hermot
lost control of herself
began a balanced diet
tried to get a treatment
behaved in an adult way
WhenMaryMoorebeganherhighschoolin1951hermothertold
WhenMaryMoorebeganherhighschoolin1951hermothert
lost control of herself
began a balanced diet
tried to get a treatment
behaved in an adult way
WhenMaryMoorebeganherhighschoolin1951hermothert
lost control of herself
began a balanced diet
tried to get a treatment
behaved in an adult way
WhenMaryMoorebeganherhighschoolin1951hermothertold
AWhenMaryMoorebeganherhighschoolin1951hermothertol
lost control of herself
began a balanced diet
tried to get a treatment
behaved in an adult way
WhenMaryMoorebeganherhighschoolin1951hermothertold
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A LindaEvanswasmybestfriend—likethesisterIneverhad.Wedideverythingtogether:pianolessonsmoviesswimmingandhorsebackriding. WhenIwas13myfamilymovedaway.LindaandIkeptintouchthroughlettersandwesaweachotheronspecialtime—likemyweddingandLinda’s.Soonwewerebusywithchildrenandmovingtonewhomesandwewrotelessoften.OnedayacardthatIsentcamebackstamped"AddressUnknown."IhadnoideahowtofindLinda. OvertheyearsImissedLindaverymuch.Iwantedtosharehappinessofmychildrenandthengrandchildren.AndIneededtosharemysadnesswhenmybrotherandthenmotherdied.TherewasanemptyplaceinmyheartthatonlyafriendlikeLindacouldfill. OnedayIwasreadinganewspaperwhenInoticedaphotoofayoungwomanwholookedverymuchlikeLindaandwhoselastnamewasWagman—Linda’smarriedname."TheremustbethousandsofWagmans"IthoughtbutIstillwrotetoher. Shecalledassoonasshegotmyletter."Mrs.Tobin!"shesaidexcitedly"LindaEvansWagmanismymother." MinuteslaterIheardavoicethatIknewverymuchevenafter40yearslaughedandcriedandcaughtuponeachother’slives.Nowtheemptyplaceinmyheartisfilled.Andthere’sonethingthatLindaandIknowforsure:Wewon’tloseeachotheragain! ThewriterwenttopianolessonswithLindaEvans
B MyfatherwaschiefengineerofamerchantshipwhichwassunkinWordWarⅡThebookNightoftheU-boatstoldthestory. Memories InSeptember1940mymothersisterandIwenttoSwanseawheremyfather’sshipwasgettingreadytosail.Webroughthimafamilyphotographtobekeptwithhimatalltimesandkeephimsale. ThenIremembermymotherlyingfacedownsobbing.Shehadheardfromafriendthattheshiphadbeensunkbyatorpedo鱼雷. Icanrememberthearrivalofthetelegram电报whichinthosedaysalwaysbroughthadnews.Mygrandmotheropenedit.Itread"Safe.LoveTed." Mymostvividmemoryisbeingwokenandbroughtdowntositonmyfather’skneehisarminabandage. HewasjudgedunfittoreturntoeaandtookashorejobinGlasgowfortherestofthewar.ForaslongasIcanrememberhehadaweakheart.Mothersaiditwascausedbythetorpedoes.Hesaiditwasbecauseofthecigaretteswhicheverhediedsuddenlyinhisearly50s. TenyearslaterIreadNightoftheU-boutsandwasabletocompletethestory. Torpedo Onetorpedostrucktheship;Fatherwasintheengineroomwherethethirdengineerwaskilled.Heshutdowntheenginestoslowtheshipmakingiteasierforittobeabandoned. Bythetimehegotondesk甲板hewasalone.Everylifeboatwasgoneexceptonewhichhadstuckfast.Whenhetriedtocutitfreeitswungagainsttheshipinjuringhishandandarm.Hehadnochoicebuttojump—stillwiththephotographinhispocket. ThreedayslaterheandothersurvivorsweresafeinGlasgow.All23withhimsignedthebackofthephotograph. AToast Inmyroomisthebookandthephotograph.Oftenglassinhand;IhavewonderedhowIwouldhavedealtwithanexplosionasinkingshipajumpintoavastoceanandawaitforrescueLest以免weforgetIhavesomemorewhiskyandtoasttheheroesofthewar. Whatcanweknowabouttheauthor’sfatherafterhisshipwasattacked
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A LindaEvanswasmybestfriend—likethesisterIneverhad.Wedideverythingtogether:pianolessonsmoviesswimmingandhorsebackriding. WhenIwas13myfamilymovedaway.LindaandIkeptintouchthroughlettersandwesaweachotheronspecialtime—likemyweddingandLinda’s.Soonwewerebusywithchildrenandmovingtonewhomesandwewrotelessoften.OnedayacardthatIsentcamebackstamped"AddressUnknown."IhadnoideahowtofindLinda. OvertheyearsImissedLindaverymuch.Iwantedtosharehappinessofmychildrenandthengrandchildren.AndIneededtosharemysadnesswhenmybrotherandthenmotherdied.TherewasanemptyplaceinmyheartthatonlyafriendlikeLindacouldfill. OnedayIwasreadinganewspaperwhenInoticedaphotoofayoungwomanwholookedverymuchlikeLindaandwhoselastnamewasWagman—Linda’smarriedname."TheremustbethousandsofWagmans"IthoughtbutIstillwrotetoher. Shecalledassoonasshegotmyletter."Mrs.Tobin!"shesaidexcitedly"LindaEvansWagmanismymother." MinuteslaterIheardavoicethatIknewverymuchevenafter40yearslaughedandcriedandcaughtuponeachother’slives.Nowtheemptyplaceinmyheartisfilled.Andthere’sonethingthatLindaandIknowforsure:Wewon’tloseeachotheragain! Theyhaven’tkeptintouch
Ithasbeenarguedbysomethatgiftedchildrenshouldbegroupedinspecialclasses.The31hasbeenonthebeliefthatinregularclassesthesechildrenareheldbackintheirintellectual智力的growthbylearningsituationthathasdesignedforthe32children. Therecanbelittledoubtthat33classescanhelpthegiftedchildrentograduateearlierandtaketheirplaceinlifesooner.Howevertotakethese34outoftheregularclassesmaycreateseriousproblems. Iobservedanumberofintelligentchildrenwhoweretakenoutofaspecialclassandplacedinaregularclass.Inthespecialclasstheyshowedlittleabilitytousetheirownjudgmentrelying35ontheirteachers’directions.Intheregularclasshavingnoworryaboutkeepinguptheybegantoreflectvoluntarilyonmanyproblemssomeofwhichwerenotontheschoolprogram. Manyareconcernedthatgiftedchildrenbecome36andloseinterestinlearning.Howeverthis37ismoreoftenfromparentsandteachersthanfromstudentsandsomeofthese38simplyconcludethatspecialclassesshouldbesetupforthosewhoare39.Sometopstudentsdofeelboredinclassbutwhythey40sogoesfarbeyondtheworktheyhaveinschool.Studieshaveshownthattobeboredistobeanxious.Thegiftedchildwhopisboredisananxiouschild. 31
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A LindaEvanswasmybestfriend—likethesisterIneverhad.Wedideverythingtogether:pianolessonsmoviesswimmingandhorsebackriding. WhenIwas13myfamilymovedaway.LindaandIkeptintouchthroughlettersandwesaweachotheronspecialtime—likemyweddingandLinda’s.Soonwewerebusywithchildrenandmovingtonewhomesandwewrotelessoften.OnedayacardthatIsentcamebackstamped"AddressUnknown."IhadnoideahowtofindLinda. OvertheyearsImissedLindaverymuch.Iwantedtosharehappinessofmychildrenandthengrandchildren.AndIneededtosharemysadnesswhenmybrotherandthenmotherdied.TherewasanemptyplaceinmyheartthatonlyafriendlikeLindacouldfill. OnedayIwasreadinganewspaperwhenInoticedaphotoofayoungwomanwholookedverymuchlikeLindaandwhoselastnamewasWagman—Linda’smarriedname."TheremustbethousandsofWagmans"IthoughtbutIstillwrotetoher. Shecalledassoonasshegotmyletter."Mrs.Tobin!"shesaidexcitedly"LindaEvansWagmanismymother." MinuteslaterIheardavoicethatIknewverymuchevenafter40yearslaughedandcriedandcaughtuponeachother’slives.Nowtheemptyplaceinmyheartisfilled.Andthere’sonethingthatLindaandIknowforsure:Wewon’tloseeachotheragain! Therewasanemptyplaceinthewriter’sheartbecauseshe
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Ithasbeenarguedbysomethatgiftedchildrenshouldbegroupedinspecialclasses.The31hasbeenonthebeliefthatinregularclassesthesechildrenareheldbackintheirintellectual智力的growthbylearningsituationthathasdesignedforthe32children. Therecanbelittledoubtthat33classescanhelpthegiftedchildrentograduateearlierandtaketheirplaceinlifesooner.Howevertotakethese34outoftheregularclassesmaycreateseriousproblems. Iobservedanumberofintelligentchildrenwhoweretakenoutofaspecialclassandplacedinaregularclass.Inthespecialclasstheyshowedlittleabilitytousetheirownjudgmentrelying35ontheirteachers’directions.Intheregularclasshavingnoworryaboutkeepinguptheybegantoreflectvoluntarilyonmanyproblemssomeofwhichwerenotontheschoolprogram. Manyareconcernedthatgiftedchildrenbecome36andloseinterestinlearning.Howeverthis37ismoreoftenfromparentsandteachersthanfromstudentsandsomeofthese38simplyconcludethatspecialclassesshouldbesetupforthosewhoare39.Sometopstudentsdofeelboredinclassbutwhythey40sogoesfarbeyondtheworktheyhaveinschool.Studieshaveshownthattobeboredistobeanxious.Thegiftedchildwhopisboredisananxiouschild. 37
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Ithasbeenarguedbysomethatgiftedchildrenshouldbegroupedinspecialclasses.The31hasbeenonthebeliefthatinregularclassesthesechildrenareheldbackintheirintellectual智力的growthbylearningsituationthathasdesignedforthe32children. Therecanbelittledoubtthat33classescanhelpthegiftedchildrentograduateearlierandtaketheirplaceinlifesooner.Howevertotakethese34outoftheregularclassesmaycreateseriousproblems. Iobservedanumberofintelligentchildrenwhoweretakenoutofaspecialclassandplacedinaregularclass.Inthespecialclasstheyshowedlittleabilitytousetheirownjudgmentrelying35ontheirteachers’directions.Intheregularclasshavingnoworryaboutkeepinguptheybegantoreflectvoluntarilyonmanyproblemssomeofwhichwerenotontheschoolprogram. Manyareconcernedthatgiftedchildrenbecome36andloseinterestinlearning.Howeverthis37ismoreoftenfromparentsandteachersthanfromstudentsandsomeofthese38simplyconcludethatspecialclassesshouldbesetupforthosewhoare39.Sometopstudentsdofeelboredinclassbutwhythey40sogoesfarbeyondtheworktheyhaveinschool.Studieshaveshownthattobeboredistobeanxious.Thegiftedchildwhopisboredisananxiouschild. 33
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Ithasbeenarguedbysomethatgiftedchildrenshouldbegroupedinspecialclasses.The31hasbeenonthebeliefthatinregularclassesthesechildrenareheldbackintheirintellectual智力的growthbylearningsituationthathasdesignedforthe32children. Therecanbelittledoubtthat33classescanhelpthegiftedchildrentograduateearlierandtaketheirplaceinlifesooner.Howevertotakethese34outoftheregularclassesmaycreateseriousproblems. Iobservedanumberofintelligentchildrenwhoweretakenoutofaspecialclassandplacedinaregularclass.Inthespecialclasstheyshowedlittleabilitytousetheirownjudgmentrelying35ontheirteachers’directions.Intheregularclasshavingnoworryaboutkeepinguptheybegantoreflectvoluntarilyonmanyproblemssomeofwhichwerenotontheschoolprogram. Manyareconcernedthatgiftedchildrenbecome36andloseinterestinlearning.Howeverthis37ismoreoftenfromparentsandteachersthanfromstudentsandsomeofthese38simplyconcludethatspecialclassesshouldbesetupforthosewhoare39.Sometopstudentsdofeelboredinclassbutwhythey40sogoesfarbeyondtheworktheyhaveinschool.Studieshaveshownthattobeboredistobeanxious.Thegiftedchildwhopisboredisananxiouschild. 35
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Ithasbeenarguedbysomethatgiftedchildrenshouldbegroupedinspecialclasses.The31hasbeenonthebeliefthatinregularclassesthesechildrenareheldbackintheirintellectual智力的growthbylearningsituationthathasdesignedforthe32children. Therecanbelittledoubtthat33classescanhelpthegiftedchildrentograduateearlierandtaketheirplaceinlifesooner.Howevertotakethese34outoftheregularclassesmaycreateseriousproblems. Iobservedanumberofintelligentchildrenwhoweretakenoutofaspecialclassandplacedinaregularclass.Inthespecialclasstheyshowedlittleabilitytousetheirownjudgmentrelying35ontheirteachers’directions.Intheregularclasshavingnoworryaboutkeepinguptheybegantoreflectvoluntarilyonmanyproblemssomeofwhichwerenotontheschoolprogram. Manyareconcernedthatgiftedchildrenbecome36andloseinterestinlearning.Howeverthis37ismoreoftenfromparentsandteachersthanfromstudentsandsomeofthese38simplyconcludethatspecialclassesshouldbesetupforthosewhoare39.Sometopstudentsdofeelboredinclassbutwhythey40sogoesfarbeyondtheworktheyhaveinschool.Studieshaveshownthattobeboredistobeanxious.Thegiftedchildwhopisboredisananxiouschild. 39
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