It was her laughing that drew my attention. Note taking really wasn’t all that funny.
Walking over to the offender (someone that does something wrong), I asked for the
36 . Frozen, she refused to give it to me. I waited, all attention in the classroom on the quiet
37 between teacher and student. When she finally
38 it over she whispered, “Okay, but I didn’t draw it.”
It was a hand-drawn
39 of me, teeth blackened and the words “I’m stupid” coming out of my mouth.
I managed to fold it up calmly. My mind,
40 , was working angrily as I struggled not to
41 . I figured I knew the two students who were most likely to draw the picture. It would do them some
42 to teach them a lesson, and maybe it was high time that I did it!
Thankfully, I was able to keep myself
43 .
When there were about six minutes remaining, I showed the class the picture. They were all silent as I told them how
44 this was for me. I told them there must be a reason
45 and now was their chance to write down anything they needed to tell me. Then I let them write silently while I sniffled(抽鼻子) in the back of the classroom.
As I
46 the notes later, many of them said something like, “I’ve got nothing against you,” or “I’m sorry you were hurt.” A number of them said, “You give us too much homework.” Some kids said, “We’re
47 of you.” But two notes, from the girls who I
48 were behind the picture, had a list of issues. I was too
49 , too strict…
Reading those notes, I realized that over the course of this year, instead of
50 my students, I had begun commanding them to
51 . Where I thought I was driving them to success I was
52 driving them away.
I had some apologizing to do. But the next day in the classroom, one boy and one girl each handed me a card. The one
53 by all the boys expressed sincere regret for the ugly joke. The one from the girls asked for
54 .
This was a lesson for both the kids and me. Forgiveness does not change the past, but it does enlarge the
55 .
| 小题1: | | A．help | B．advice | C．reason | D．note |
|
| 小题2: | | A．conversation | B．match | C．argument | D．battle |
|
| 小题3: | | A．took | B．handed | C．turned | D．thought |
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| 小题4: | | A．statue | B．card | C．poster | D．picture |
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| 小题5: | | A．however | B．otherwise | C．therefore | D．besides |
|
| 小题6: | | A．leave | B．explain | C．argue | D．cry |
|
| 小题7: | | A．favor | B．harm | C．good | D．punishment |
|
| 小题8: | | A．controlled | B．amused | C．uninterested | D．relaxed |
|
| 小题9: |
本试题 “It was her laughing that drew my attention. Note taking really wasn’t all that funny.Walking over to the offender (someone that does something wron...” 主要考查您对 人生感悟类阅读 等考点的理解。关于这些考点您可以点击下面的选项卡查看详细档案。
人生感悟类阅读的概念：
生活感悟类的文章就是指能给人心灵以启迪，使人从中受到教育的文章。这类文章的体裁可以是记叙文，如生活中一些感人故事或情感故事，有点类似心灵鸡汤一样的短文。 生活感悟类阅读解题指导：
一、文章特点：
生活感悟类的文章就是指能给人心灵以启迪，使人从中受到教育的文章。这类文章的体裁可以是记叙文，如生活中一些感人故事或情感故事，有点类似心灵鸡汤一样的短文。有时故事的结尾会有一句“点睛之笔”，点出全文的中心思想，就像《伊索寓言》里的寓言一样。还可能是夹叙夹议的哲理散文或生活随笔。散文随笔通常会阐述一种朴素易懂，耳熟能详的人生道理或宝贵品质。文章的结构和议论文类似，一般是总分总或总分结构。每段首句或尾句为主题句（论点），其它句子围绕主题展开论述（论据），论证方法多种多样，或举例，或引用名言，或正反对照等。
二、解题技巧：
针对生活感悟类文章的特点，做这类文章的完形填空时，要特别注意以下几点：
1、重点理解全文的首句。如果是记叙文，找出when，where，who，what等基本要素。如果是散文随笔，充分理解文章的中心句—全文的主题。
2、阅读全文的结尾段或结尾句，有助于理解文章所阐述或蕴含的哲理、感悟或忠告等。
3、调动自己的背景知识和情感。这类文章不会讲大道理也不会涉及到一些很专业的知识技术领域，而是谈一些小事和简单的道理，所以如果读者能和作者产生感情上的共鸣，读者会更好地把握作者的意图态度，从而提高做题的准确度。因此，考生在平时要做一个有心人，即用心去感悟生活中发生的小事，思考人生的一些基本道理，多阅读一些短小精悍的美文，多写写自己的心情故事和对生活学习的感悟。只有平时多用心，做题时才能调动自己的背景知识和情感。
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