In 1972, I returned to Miami Beach High School to speak to the drama class. Afterward I asked the drama teacher
any of my English teachers are still there. Irene Roberts, he tells me, is in the class
down the hall.
I was no one special in Miss Roberts’ class — just another student who did okay work. I don’t recall any one special bit of wisdom she passed on. Yet I cannot forget her
for language, for ideas and for her students. I
now, many years later, that she is the perfect example of a
teacher. I’d like to say something to her, I say, but I don’t want to
her from a class. Nonsense, he says, she’ll be
to see you.
The drama teacher
Miss Roberts into the hallway where stands this 32-year-old man she last saw at 18. “I’m Mark Medoff,” I tell her. “You were my 12th-grade English teacher in 1958.” She
her head to one side and looks at me, as if this angle might remember me in her
. And then, though armed with a message I want to
in many words, I can’t think up anything more memorable than this: “I want you to know,” I say, “you were
to me.”
And there in the hallway, this lovely woman, now nearing
age, this teacher who doesn’t remember me, begins to weep; and she encircles me in her arms.
this moment, I begin to sense that everything I will ever know, everything I will ever pass to my students, is an inseparable part of a legacy(遗产) of our ancestors.
Irene Roberts holds me
in her arms and through her tears whispers
my cheek, “Thank you.” And then, with the briefest of looks into my forgotten face, she
back into her classroom,
to what she has done thousands of days through all the years of my
.
On reflection, maybe those were,
, just the right words to say to Irene Roberts. Maybe they are the very words I would like to speak to all those teachers through my life, the very words I would like spoken to me one day by some returning student: “I want you to know you were important to me.”
| 小题2: | | A．just | B．almost | C．nearly | D．about |
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| 小题3: | | A．kindness | B．respect | C．friendship | D．love |
|
| 小题4: | | A．know | B．learn | C．realize | D．believe |
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| 小题5: | | A．selfish | B．self-confident | C．self-conscious | D．selfless |
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| 小题7: | | A．upset | B．delighted | C．interested | D．annoyed |
|
| 小题8: | | A．brings | B．takes | C．fetches | D．introduces |
|
| 小题9: |
本试题 “In 1972, I returned to Miami Beach High School to speak to the drama class. Afterward I asked the drama teacher any of my English teachers are stil...” 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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