2. 考研
  3. It was 1985, and Rafe Esquith was beginning his third year of teaching in Los Angeles public schools. He faced a class of 40 six

It was 1985, and Rafe Esquith was beginning his third year of teaching in Los Angeles public schools. He faced a class of 40 six

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问题     It was 1985, and Rafe Esquith was beginning his third year of teaching in Los Angeles public schools. He faced a class of 40 sixth-graders from low-income homes where English rarely was spoken, and the best reader among them was two years below grade level.
    So, what the beck, he decided to teach them Shakespeare.
    Five families agreed to let their children play "Macbeth" for two hours after school. This proved to be so much fun that, within weeks, Esquith had 28 kids happily soaking up the drama of blood and betrayal in medieval Scotland. They were learning many words they had never heard before.
    But when Esquith asked a school district supervisor for official approval, he received this note: " Mr. Esquith, it is not appropriate that you stay after school to teach Shakespeare. It would be better if you did something with the children that is academic. "
    It would not be the last time that the narrow thinking of bigcity school administration got in Esquith’s way. Yet the bearded, 6-foot-tall cyclone has proved that a teacher who thinks very big— much harder lessons, larger projects, extra class time—can help disadvantaged children in ways most educators never imagine.
    This was difficult at first, until he stumbled upon a concept of teaching that is at the core of his success. American children, even those from hardworking immigrant cultures, have in Esquith’s view been wrongly taught that learning should always be fun, by teachers who think hard lessons are bad for kids from low-income homes.  When faced with something difficult, such ’students don’t know what to do.
    The Declaration of Independence says Americans are entitled to the pursuit of happiness, but the emphasis in public schooling has been on the happiness, he believes.  "What happened to pursuit? " Esquith said. So he has created an entirely new universe in his classroom, cherishing effort and the slogan, "There Are No Shortcuts".
    As for their own dramatic performances, Esquith got around the original ban on his after-school "Macbeth"  rehearsals by switching to Thornton Wilder’s " Our Town. "  When that class finally performed the Shakespeare play, a school district supervisor showed up.  The high-ranking district administrator came up afterward and shook his hand. "Rare," she said, " I’ve never seen Shakespeare done better. "
It can be learned ft’om the last paragraph that ______.
选项 A、Esquith was duly rewarded by the school
B、the school accepted Esquith’s way of teaching
C、what Esquith had done should be continued
D、the idea behind Esquith’s teaching was innovative
答案B
解析
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