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高中一年级英语

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  • 阅读理解
    阅读理解
    On my first day of teaching,I found that I spent 85 per cent of my energy disciplining and 15 per cent
    teaching knowledge.Of course I had some wonderful,serious students who would do well wherever they
    were in life,but others worked hard to push themselves to the limit (限度).At night I went home
    exhausted,often near tears.What gave me the idea I wanted to teach?
    And then there was Matthew.
    After school Matthew would come into my classroom to dust erasers or empty the wastepaper basket.
    "Why do you come in to visit me?" I asked him one night.
    "Because at home no one listens to me," was his reply.Later I found out that there were eleven children in his family,with Matthew near the middle.
    One time when he came to see me,he said,"Miss Ausmus,the kids are saying that you and Mr D.like each other."
    "Matthew,Mr D.is a nice man and we both teach some of the same students.He is not my boyfriend,
    and it's not something the children should be talking about anyway."
    Another time,he said,"Will you wait for me so I can marry you when I grow up?"
    "Sorry,Matthew,but that won't work," I answered in a gentle way.
    When my birthday arrived,his mother made me a cake.She delivered (递送) it after school,and as
    Matthew was carrying it up the school steps,he tripped (绊倒),dropping the cake.I found him in tears.I
    told him that bringing me a cake was very,very special,whether I was able to eat it or not.
    After my second year of teaching,I said "goodbye" to Matthew and his family.
    Years passed and in 1992,I went back to the little town to visit.Matthew's parents still lived in the same house.His mother greeted me warmly."Janet,"she said,"Thanks for all the time you spent encouraging
    Matthew.You taught him to believe in himself.You are the reason he went to college."
    I had made a difference in the life of a young boy.But I wonder...did Matthew ever know the difference he made in mine?

    1. How did the author feel at the beginning of her teaching?
    A. Embarrassed.
    B. Excited.
    C. Frustrated.
    D. Amused.
    2. By saying "others worked hard to push themselves to the limit",the author meant other students
    ________.
    A. were forced to challenge themselves
    B. made efforts to challenge their classmates
    C. needed to be encouraged to learn
    D. did everything they could to do well
    3. Why did Matthew visit the author after school?
    A. Because he had less communication at home.
    B. Because he wondered if she liked Mr D.
    C. Because he decided to marry her when he grew up.
    D. Because he was going to celebrate her birthday.
    4. Under the influence of the author,Matthew became________.
    A. honest
    B. sincere
    C. confident
    D. hardworking
    5. What difference did Matthew make to the author?
    A. He encouraged her to win Mr D.'s love.
    B. He made her become enthusiastic about disciplining.
    C. He gave her the courage to continue teaching.
    D. He got her to understand what was true love.
    本题信息:2012年同步题英语阅读理解难度较难 来源:张连飘(高中英语)
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故事类阅读

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  • 故事类阅读

故事类阅读概念:

这类文章一般描述的是某一件具体事情的发生发展或结局,有人物、时间、地点和事件。命题往往从故事的情节、人物或事件的之间的关系、作者的态度及意图、故事前因和后果的推测等方面着手,考查学生对细节的辨认能力以及推理判断能力。


故事类阅读应试技巧:

1、抓住文章的6个要素:
阅读时要学会从事情本身的发展去理解故事情节而不要只看事件在文中出现的先后顺序。因此,无论是顺叙还是倒叙,阅读此类文章时,必须要找到它结构中的5个W(when, where, who, why, what)和1个H(how),不过不是每篇都会完整地交待六个要素。毫无疑问,寻出这些元素是能够正确快速解题的一个先决条件。
2、注意作者的议论和抒情:
高考英语阅读理解故事类文章常伴随着作者思想情感的流露和表达,因此议论和抒情往往夹杂其中。行文时或按事情发生发展的先后时间进行或按事情发生发展的地点来转换,也可能按事情发展的阶段来布局。在引出话题,讲完一件事情后,作者往往会表达个人感悟或提出建议等。这些体现作者观点或思想的语句在阅读时可以划线,它们往往体现文章中心或者写作意图,属于必考点,所以要仔细体会。
3、结合前两点归纳文章中心,把握作者态度:
故事类文章是通过记叙一件事来表达中心思想的,它是文章的灵魂。归纳文章中心思想时,尤其要分析文章的结尾,因为很多文章卒章显志,用简短的议论、抒情揭示文章中心;文章中议论抒情的句子往往与中心密切相关;也有的文章需要在结合概括各段大意的基础上归纳中心。另外,叙述一件事必有其目的,或阐明某一观点,或赞美某种品德,或抨击某种陋习,这就要求我们在阅读时,通过对细节(第1点中的六要素)的理解,把握作者的态度。
4、有章有据进行解题判断:
分析文章,归纳主题,属于分析、概括、综合的表述能力的考查。切忌脱离文章,架空分析,一定让分析在文章中有依据。