Hiding 1 the loose dusty curtain, a/an2 packed up his overcoat into the suitcase. He planned to leave home at dusk 3 there was thunder and lightning outdoors. He had got to do this because he was tired of his 4 nagging about his 5 study and did not want to 6 it any longer. He couldn't get along 7 with English and disliked joining  in English classes because he thought his teacher ignored him 8 purpose.9 ,  his score in each exam never10 over 60.

    His partner was 11 about him very much. She understood exactly12 he was suffering from, but 13 disagreed with his idea.14  calm him down and settle his problem, she talked with him face to face and 15 a series of learning tips with him. The items she set16 helped him find the17 to study English well. The teenager was grateful and got great 18 from his friend's words.

    Now, he has recovered from being 19 and has fallen in love with English. What an important part friends 20 in our life!

    A group of frogs were traveling through the woods, and two of them fell into a pit（深坑）.When the other frogs saw how 1 the pit was, they told the two frogs that they2as well wait to die. The two frogs ignored the comments and tried to jump3 the pit with all their4 The other frogs kept telling them to5,and that they were as good as dead. Finally, one of the two frogs listened to what the other frogs said and6.He fell down and died.

    The other frog continued to jump 7 and try his best. Once again, the crowd of frogs shouted at him to stop the8and just die. He jumped even harder and finally9 it. When he got out, the other frog said," Didn't you 10us?" The frog explained to them that he was a little 11.He thought they were 12 him the entire time rather than advising him to stop the pain of struggle.

    This story teaches us two13: First, there is the power of life and14 in words. An encouraging word to someone who is15 can lift him up and help him make it through. Second, a(n) 16 word to someone who is down can be what it takes to kill him.

Be careful of 17 you say. Speak positively to those who cross your path.The power of words is so great; it is18 hard to understand that an encouraging word can go such a(n) 19 way. Anyone can speak words that tend to rob（掠夺）another of the20 to continue in difficult times.The individual who will take the time to encourage another is special.

    You and I have principles (原则). We also have opinions. I have1about what I think is right or wrong, or good or2, but they're only opinions. Sometimes, what I think 3 be wrong, but I will try to 4my principles and correct my mistakes.

    A 15-year-old boy learned a very5lesson about life principles. On his way home he found a woman's wallet that had $1276her identity card in. He jumped onto his bicycle and went over to her7—about a mile away. He told her he found her8. She thanked him and gave him twenty dollars.

    That evening the boy told his family about what had happened that day and his9said, "I don't think you should have10twenty dollars for doing what you should do. A person shouldn't be rewarded (奖赏) for being11."He thought about his father's12and decided to13the money. He biked to the woman's home and14her back the twenty dollars. She didn't want to take it, but he15her she had to. He said his father16him something that he had never17before. Principles such as honesty and always doing the right thing actually18our every action and decision. These great principles change our lives and give us character. That boy is19to be raised by a good father who is20to say, "Those are my principles."

    I was once a dropout. I know how powerfully a 1 can influence the life of a person who does not 2 herself. I quit school at sixteen to work. Years later, I had a( n) 3 and couldn't work for months. I felt depressed. With an unemployable father and a mentally ill mother to support, I couldn't 4 to give up.

    Searching the ads, I found a notice that our local community college offered free work 5. One requirement was a high-school diploma or GED certificate. Years ago, I got my GED certificate, but with 6 scores. I felt certain that I had little to7other than a willingness to 8 .

    After my physical injury healed, I went to meet Ruby Martin, the advisor who would 9 me.

    I sat 10 waiting while Mrs. Martin looked over my score sheet. I was 11 to hear her blame me for wasting her valuable time. She looked at me for a long moment 12 she spoke.

    "Why did you apply for this 13?” she asked. "Why aren't you applying to college?”

    With my face burning with14, I could only whispered, " Because I am 15."

    "Didn't anyone ever explain these 16to you?" she asked. I just shook my head. For the next hour, she explained how the GED scores are based on, and that my 17 were very high indeed. She assured me that I was not only not stupid, but that I would 18an excellent candidate for the training program.

    I regained my 19Later, I got a bachelor's degree and became a teacher just like her. To teach is to touch a life. It was Ruby Martin who touched my life 20.

    From the time each of my children started school, I packed their lunches. And in each lunch, I1a note. Often written on a napkin (餐巾), it might be a thank-you for2moment, a reminder of something we were happily expecting, or a bit of3for the coming test or sporting event.

    In early grade school they4their notes. But as children grow older they become self-conscious (有自我意识) and5he reached high school, my older son, Marc, informed me he no longer6my daily notes. Telling him that he no longer needed to7them but I still needed to write them. I8until the day he graduated.

    Six years after high school graduation, Marc called and asked if he could move9for a couple of months. He had spent those years well, graduating from college,10two interships (实习) in Washington, D.C., and11, becoming a technical assistant in Sacramento.12short vacation visits, however, he had lived away from home. With his younger sister leaving for college, I was13happy to have Marc back. Since I was14making lunch for his younger brother, I15one for Marc, too. Imagine my16when I got a call from my 24-year-old son,17his lunch.

    "Did I do something18? Don't you love me19, Mom?" were just a few of the questions he threw at me as I20asked him what was wrong.

    "My note, mom," he answered. "Where's my note?"

    I'm standing in a class of wild 14－year－old girls as they throw paper and howl with laughter. They won't1to me.

    I was 22 and I didn't know what I was doing. I never wanted to teach. I wanted to be a 2. But when I arrived in London, they were short of teachers. My3 at teaching were hopeless. When the bell finally rang, I rushed to the 4 room, red 5anger. The other teachers weren't surprised. "That's 4B, the worst class in school," one said.

    I was afraid of our next meeting, but I couldn't give up, because I needed the job. Therefore, I 6formal lessons.7 ， I brought topics for class discussions. One of the liveliest talks was about the arguments they had with their 8. They paid attention and shared about their families. Then I had them write about themselves. As time went on, their essays became a 9 between us. I think they 10 my interest in their lives.

    The musical My Fair Lady was playing in the West End, but they had never seen a(n) 11 stage performance. I asked if they would like to see the musical. They thought I was 12. No teacher had ever 13 taking them out. A few weeks later, 4B and I were 14 in a theatre. They loved the music and the characters. It was the 15 of their year, and they talked about it for days.

    Near the end of the semester, someone16 on the door of the staff room. The two girls most unwilling to 17 rules in 4B were there—with flowers. I was 18to know I had touched their lives, but they had also touched mine. When I returned to Australia several years later, I still wanted to be a writer. For the first time in my life, I stopped 19and started writing. My first story was 20, My Fair Ladies. Teaching wasn't the end of my writing career; it was the beginning.