Every child has the ability to learn and grow. Mr. White, an education expert, firmly believes in this. On many occasions, he has been telling a true story of his experiences to many young teachers who have just joined the profession.

Mr. White used to work in a remote high school for several years, teaching literature. He was an enthusiastic teacher and that rubbed off on all the children. A little girl named Meredith impressed him the most. The girl was a very well educated girl with a lively mind, a girl with ambition.

The seventeen-year-old girl always wore a bright smile. However, she suffered from a disease and had to use a walker most of the time. People didn’t speak to her very often. Maybe it was because she looked different and people didn’t know how to approach her. Meredith usually broke the ice with people she met with a big “Hi”.

Mr. White was particularly concerned about this student. He hoped that other students could actively approach her, but he never had a suitable opportunity. As a teacher, there are some things that cannot be clearly stated, especially in class when Meredith was present.

In one class, Mr. White gave the students an assignment (作业) to recite (背诵) a poem. He knew that poem was difficult for students to master. Mr. White only made the assignment worth a very small part of their total grade since he knew most of his students wouldn’t do it anyway.

In the class, one by one each student failed to correctly recite the poem. Finally, annoyed and half kidding, Mr. White said that the next student who couldn’t recite the poem had to do three push-ups (俯卧撑).

To his surprise, Meredith was next! Mr. White was at a loss for a moment, but he couldn’t take back what he had just said. After all, Meredith once told him not to have special demands on her.

Meredith used her walker to move to the front of the class.

When she finished, a student asked, “Meredith, why did you do that? It’s not an important assignment!”

A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Noise in classrooms can only exacerbate their difficulty in comprehending and processing verbal communication with other children and instructions from the teacher. Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern.

While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching.

A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably take actions. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.

“Anybody have a bandage?” a voice echoed down the dorm hallway It was our first week at college. The voice made us feel a bit helpless.

Several months before, I sat at my high school graduation party admiring my gifts. The usual and beloved inspirational books were scattered around my feet. A small pile of personal checks lay nearby Laundry items, desk supplies—all well-intervention and well-received. They would demonstrate their givers’ thoughtfulness during my college career. But one gift struck me as strange. I frowned when I opened it. A small packet of pills and medicine lay within the wrappings. Who would give that as a gift?

“You’ll need that gift from your friend once you’re at school,” Mom pointed out. “You won’t have to go to the campus nurse for every cough.”

Not long after, in August, I packed my luggage into a borrowed truck and slipped the bag of medicine in. I barely thought about it once I reached campus, caught in the hurry of unpacking, book-buying, scheduling and meeting new friends.

When “anybody have a bandage?” rang out in the dormitory hall that day, I remembered my little medicinal package. I swallowed self-consciously. “Actually,” I gave a little wave, “I have one. ”As I dug out the kit and helped my new roommate, we began to chat.

Soon, many of the girls in the other rooms of my floor heard of my little kit and paid me a visit. One had bug bites—anti-itch cream popped out of my supply. The girl with the headache nearly kissed my hands when I passed her simple painkillers. As cold season approached, many needed cough drops. Each girl stayed to chat for a few moments.

The little gift I had questioned now led me toward new friendships, and earned me the nickname“the bandage girl”. As it broke fevers, it also broke the ice, allowing me to meet and make friends with many girls living on the same storey. Gradually, the others purchased their own supplies and my magic kit rarely left the closet.

1. 续写词数应为150左右；

2. 请按如下格式在答题卡的相应位置作答。

Then one day, the school newspaper reporter came to my dormitory ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

One day after my graduation, I received an invitation from a young friend admitted to college. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________