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高中一年级英语

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  • 阅读理解
    阅读理解。
    When I was in my fourth year of teaching, I was also (and am still) a high school track and field coach
    (田径教练). One year, I had a student, John, who entered my class when he was a junior (三年级学生).
    John changed to our school from Greece, and seemed to be interested in sports, so I encouraged him to join
    our track team. I explained to him that even though he had never taken part in it before, I did believe that he
    could do well in any event, and I would be willing to coach him at whichever ones interested him. He accepted
    the offer, and began to work hard at every practice.
    About a month later, I had found out from other sources that John was a first-class tennis player, winning
    various junior awards in his home country. I went to him asking, "John, I really appreciate that you came out
    for the track team, but why didn't you play tennis instead? It seems that would interest you a lot more, since
    you're so good at it."
    John answered, "Well, I like tennis, but you told me that you believed in me, and that you thought I could
    do well in track, so I wanted to try it for that reason."
    From then on, I often remember my student's reply. I told it to a friend and she suggested I write it down
    to share somewhere with more teachers. No matter how critical (不满的) students can be of them-selves,
    I've found that a simple "I trust that you can do it!" can go a long way!
    1. According to Paragraph 1, the author seems to think more about John's _____.
    [     ]

    A. PE marks
    B. self-confidence
    C. interest in sports
    D. state of health
    2. Why did John take part in the track team?
    [     ]

    A. He had been an excellent runner.
    B. He was encouraged by his teacher.
    C. He liked running more than tennis.
    D. He had no tennis coach to train him.
    3. The purpose of this passage is probably _____.
    [     ]

    A. to build a close teacher-student relationship
    B. to introduce a new way of sports training
    C. to explain the value of sports and games
    D. to show the importance of encouragement
    4. The passage is mainly written for _____.
    [     ]

    A. teachers
    B. parents
    C. students
    D. players
    本题信息:2011年北京期中题英语阅读理解难度较难 来源:张雪
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本试题 “阅读理解。When I was in my fourth year of teaching, I was also (and am still) a high school track and field coach(田径教练). One year, I had a stud...” 主要考查您对

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。