over，in，at，on表时间时的用法
over意为“在……期间”，后接表一段时间的词（组），一般用于含有现在完成进行时或者现在完成时的句子中。
in用于表示时间段的名词或数词等前，比如月、年、季节等前，或表示不是特指的早上、中午或晚上等词之前。
at用于表示比较短暂或某一时刻的词之前，比如午夜、钟点、圣诞节、年龄等词前。
on用于表示具体的日期前，或者用于表示星期几的前面，或者用于某天的某个时间段之前，或者用于节日之前。
注意：在由that，every，next，some，last等词修饰或限制的表时间的名词的前面，不再使用介词；tonight，tomorrow等词之前也不使用介词。
例1：When I was coming back from Grandma’s house，my dad asked me if I could return for every other year？ （改错）
解析：去掉for。every other year意为“每隔一年”，是固定短语，由于every修饰或限制的表时间的名词前不用介词，故把介词for删除。
例2：We run once a week，and _________ Saturday nights，it doesn’t take more than an hour.（填空）
解析：on。在周六的晚上应该用介词on。on用在表示某一天，或者某一天的某个时间段的名词之前。
谷雨刷题王
单词快速记忆法
新概念英语青少版

I arrived in my Chinese classroom, ready to share my vast knowledge and experience with the 75 students who would be my English Literature class. Having taught in the USA for 17 years, I had no worry at all about my ability to plant in my students enthusiasm for the literature of my
mother tongue.
I was really shocked when the monitor shouted “Stand up” and the entire class rose as I entered the room, and I was somewhat confused and anxious about how to get them to sit down again, but once that embarrassment was over, I quickly calmed down and launched into what I thought was a fact-packed lecture, sure to gain their respect — perhaps even their admiration. I went back to my room radiating that rosy glow (光泽) that comes from a sense of significant accomplishment.
My students kept journals, however, and as I read them, the rosy glow was gradually replaced by an overwhelming sense of frustration. The first journal said, “Our literature teacher didn't teach us anything today. Perhaps her next lecture will be better.” Heartbroken, I read journal after journal, each expressing a similar theme. “Didn't teach them anything? I sketched the entire philosophical framework of thought and laid the historical background for all the works we'll study in class.” I complained. “How can they say I didn't teach them anything？”
Determined to clear myself, I dug out all my reference books, adding background material to my next lecture, researching into the sociological setting and even the psychological state of the author. After the second class, I eagerly opened the journals, expecting enthusiastic reviews at last.
Again, I was crushed by their continuing comments that I was going too slowly without giving meaningful details.
More determined than ever, I dived into sources of criticism, deciding to devote more time to the texts by providing summaries of all the interpretations I could find of each work. This material would give my students ample information for drawing their own conclusions about the work's meaning. “Our teacher seems confused about the real meaning of the works，” the journals said. “One minute she gives one interpretation; the next minute she gives another. Then she asks for our opinions. We're the students. She's the teacher. She should tell us what the works mean.”
It was a long semester, and it gradually became clear to me that my ideas about education were purely Western, and that Chinese ideas differed significantly. I thought a teacher's job was to raise interesting questions and provide enough background so that students could draw their own
conclusions. My students thought a teacher's job was to provide accurate information as directly and concisely as possible. Americans wanted to interpret and experience. The Chinese wanted to master and memorise.
4. How did the writer feel before she began her teaching in China?
A. Worried. B. Confident. C. Disappointed. D. Confused.
5. What might be the reason why the writer was shocked when the monitor shouted “Stand up”？
A. The students intended to scare their new foreign teacher.
B. The students refused to stand up before their new foreign teacher.
C The writer was a little shy and felt embarrassed when he entered the classroom.
D. The writer didn't know much about the Chinese classroom and that was totally unexpected.
6. What does the writer mean by saying “Determined to clear myself” in Para. 4?
A. She wanted to better understand the students' question.
B. She wanted to prove her ability in teaching the course.
C. She was a little bit angry with the students.
D. She was very disappointed with herself.
7. Which of the following might the writer agree with?
A. Chinese and Western ideas about education are slightly different.
B. A teacher's job is to make students think and have their own opinions.
C. Teaching is to provide accurate information directly and clearly.
D. Both Americans and the Chinese tend to draw conclusions by themselves.

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