One day a teacher asked her students to list the names of
44 students in the classroom on two sheets of paper, leaving a space between each name. Then she told them to think of the
45 thing they could say about each of their classmates and write it down.
It
46 the class some time to finish their assignment, and as the students left the room, each one
47 the papers. That Saturday, the teacher wrote down the
48 of each student on a separate sheet of paper and
49 what everyone else had said about that individual.
On Monday she gave each student his or her list. Before long, the whole class was
50 . “Really?” she heard whispered. “I never knew that I
51 anything to anyone!” and, “I didn’t know others liked me so much” were most of the comments. No one ever
52 those papers in class again. She never knew if they discussed them after class or with their parents, but it didn’t
53 . The exercise had completed its
54 . The students were
55 with themselves and one another.
That group of students moved on. Several years later, one of the students was
56 in Vietnam War and his teacher
57 the funeral of that special student. After the funeral, most of Mark’s former classmates left. Mark’s mother and father were there, obviously waiting to speak to his teacher.
“We want to
58 you something,” his father said, taking a
59 out of his pocket.
“They found this on Mark when he was killed. We thought you might
60 it.”
Opening the wallet, he
61 removed two worn pieces of notebook paper that had obviously been taped, folded, and refolded many times. The teacher knew without
62 that the papers were the ones on which she had listed all the good things each of Mark’s classmates had said about him.
“Thank you so much for doing that,” Mark’s mother said. “As you can see, Mark
63 it.”
小题1: | A.other | B.others | C.the others | D.the other |
|
小题2: | A.worst | B.nicest | C.smallest | D.biggest |
|
小题3: | A.cost | B.took | C.paid | D.spent |
|
小题4: | A.handed in | B.took out | C.set down | D.turned off |
|
小题5: | A.number | B.address | C.name | D.home |
|
小题6: | A.read | B.explained | C.expressed | D.listed |
|
小题7: | A.smiling | B.crying | C.singing | D.playing |
|
小题8: | A.meant | B.marked | C.referred | D.concerned |
|
小题9: | A.wrote | B.recited | C.mentioned | D.examined |
本试题 “One day a teacher asked her students to list the names of 44 students in the classroom on two sheets of paper, leaving a space between each name. T...” 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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