| 完形填空。 | ||||
| The teacher sat cross-legged in front of the gathering of fourth grade students. She asked them what kinds of things would 1 world peace. Immediately they began offering such 2 as "Get rid of all the bombs." "There ought to be a 3 against war." The teacher rose to note each offering on the board. Once the list was 4 , she sat again with the children and asked them if there was anything 5 war in their lives. They were 6 at first but eventually they seemed to begin to 7 that the teacher Meant "war" as a metaphor (暗喻). One student said, "My brother declares war on me when I 8 his things." "My Dad blows up at bad drivers," offered one girl. 9 said she did war with one of her dishonest friends. 10 the thought appeared that all violence was in conflict with the idea of 11 . Through the discussion the teacher 12 the concept that they could decrease violence and increase peace in their own lives by giving up the idea of 13 with others. She asked them to 14 the rest of the week keeping track of the times when they would choose to carry out peace 15 violence. By the end of the week the students had experienced dozens of examples 16 violence and conflict had been avoided in their 17 lives. Eventually the class created a peace movement in the school. They helped rewrite school 18 that decreased conflict. Homework became more inventive and 19 . Parent-teacher meetings always 20 activities of the students (a dance, or an art or science exhibit). Cooperation became the primary path to peace. | ||||
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