京翰·天津圖書大廈校區(qū)·課外輔導(dǎo)補(bǔ)習(xí) 師資力量如何

所屬教程:京翰教育

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2021年10月12日

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掃描二維碼方便學(xué)習(xí)和分享

A Silent Voice

The situation seemed hopeless.

From the first day he entered my junior-high classroom, Willard P. Frank- lin existed in his own world, shutting out his classmates and me, his teacher. My attempts at establishing a friendly relationship with him were met with complete indifference. Even a “Good Morning Willar” received only an inau- dible grunt. I could see that his class- mates fared no better. Willard was strict- ly a loner who seemed to have no desire or need to break his barrier of silence.

Shortly after the Thanksgiving holi- day, we received word of the annual Christmas collection of money for the less fortunate people in our school district.

“Christmas is a season of giving,” I told my students. “There are a few students in the school who might not have a happy holiday season. By contributing to our Christmas collection, you will help buy food, clothing and toys for these needy people. We start the collection tomorrow.”

When I called for the contributions the next day, I discovered that almost everyone had forgotten. Except for Willard P. Franklin. The boy dug deep into his pants pockets as he strolled up to my desk. Carefully, he dropped two quarters into the small container.

“I don’t need no milk for lunch,” he mumbled. For a moment, just a mo- ment, he smiled. Then he turned and walked back to his desk.

That night, after school, I took our meager contributions to the school principal. I couldn’t help sharing the incident that had taken place.

“I may be wrong, but I believe Willard might be getting might be getting ready to become a part of the world around him,” I told the principal.

“Yes, I believe it sounds hopeful,” he nodded. “And I have a hunch we might do well to have him share a bit of his world with us. I just received a list of the poor families in our school who most need help through the Christmas collection. Here, take a look at it.”

As I gazed down to read, I dis- covered Willard P. Franklin and his family were the top names on the list.

無聲的表達(dá)

情況好像不可救藥了。

自從威拉德·P·富蘭克林進(jìn)入我教的初中班的那天起，他就把自己封閉了起來，不與其他同學(xué)交往，也不與我――他的老師――打交道，完全生活在自己的世界里。我試圖和他建立起一種友好的關(guān)系，但卻遭遇冷漠。甚至你跟他說聲“早上好，威拉德”，他的回答也只是一聲幾乎聽不見的咕噥聲。我明白他的同學(xué)受到的待遇也好不到哪兒去，而他完全是一個(gè)獨(dú)行俠，好像不希望也不需要打破這種沉默似的。

感恩節(jié)后不久，我們得到一年一度圣誕節(jié)募捐的消息，這些錢將用來捐給我們學(xué)校所在社區(qū)里的窮人。

“圣誕節(jié)是個(gè)給予的季節(jié)，”我告訴學(xué)生們，“我們學(xué)校有些學(xué)生可能不能過一個(gè)快樂的節(jié)日。你們可以買些食物、衣服或玩具，通過圣誕節(jié)的募捐活動(dòng)，去幫助那些貧困的人。我們明天開始募捐。”

第二天，當(dāng)我要求募捐的時(shí)候，我發(fā)現(xiàn)除了威德拉之外，幾乎所有的人都把這件事給忘了。他一邊向我的桌子走來一邊伸手從褲子口袋里掏東西，然后小心翼翼地把兩枚25美分的硬幣丟進(jìn)小箱子里。

“我午餐不需要喝牛奶，”他小聲說。在那一瞬間，就那一瞬間，他笑了。然后，他轉(zhuǎn)身回到了自己的座位上。

那天晚上，放學(xué)后，我把募捐的這一點(diǎn)錢交給了校長，并且忍不住把當(dāng)天發(fā)生的事告訴了他。

“也許我想錯(cuò)了，但我相信可能威德拉正在準(zhǔn)備成為這個(gè)班集體的一份子，”我告訴校長。

“是的，我認(rèn)為這聽起來有希望，”他點(diǎn)頭說道，“我有一種預(yù)感，我們或許可以做得好一點(diǎn)，讓他與我們分享他的世界。我剛收到一份名單，上面是我們學(xué)校里最需要通過圣誕節(jié)募捐獲得幫助的貧困人員名單。這個(gè)，你看一下。”

我低頭仔細(xì)一看，發(fā)現(xiàn)威德拉·P·富蘭克林和他的家庭排在名單的最前面。

　　【京翰·天津圖書大廈校區(qū)地址】

天津市河西區(qū)，蘇州道2號(hào)，文華中心18層。