Last year, for a nationwide teacher conference, I was asked to make a presentation about my classroom. I immediately
to offer to the conference photo collections and mementos （纪念物）that would prove how meaningful teachers’ work was in the world of classroom.
So, for weeks, I looked
the drawers, boxes, and cupboard, hoping to find just the right prints that would tell of the spirit of my school and my community. All through September, I sought photos of lessons activties and accounts I had put away
in my house. I asked my colleagues to help me find images or objects that would
our most famous community members. By mid-October, I had made a list of them. But, I had also found something
, something much more dear, and very rare.
I found photos of Craig, a high school senior, who gave up two weeks one summer to help little kids draw pictures at a camp. I found notes from Calvin whom I had taught for almost six years, and remembered how he always made sure every classmate felt accepted. I found a resume written by Carrie who
herself without the help of parents, and who took night class, and never
one. I found a copy of Macbeth in Portuguese, which belonged to an exchange student who read it first in her own
, before reading it in ours. Thus she could be sure she wasn’t missing anything important in the
. I found all my students, the students who had made me laugh, the students who had
me with their courage and kindness, the students who had
me to question what I knew of the world outside my own world, the students who had inspired me to expect more from them and from myself.
There I was, standing at my filing cupboard reviewing
—not those I had taught, but the many I had learned.
I came to teaching,
most teachers do, hoping to touch the hearts and minds of my students. What I never expected was how
they would touch mine.
Today I walk through the door of my classroom ready to teach, but also
to learn from the young people who are excited to teach me about them —their insights and interests, problems and anxieties, hopes and expectations.
小题1:
| A．decided | B．managed | C．preferred | D．remembered |
小题2:
小题3:
| A．anywhere | B．everywhere | C．somewhere | D．nowhere |
小题4:
| A．recognize | B．represent | C．regard | D．replace |
小题5:
| A．unknown | B．familiar | C．unexpected | D．funny |
小题6:
| A．abandoned | B．enjoyed | C．relaxed | D．supported |
小题7:
| A．changed | B．missed | C．took | D．forgot |
小题8:
| A．language | B．way | C．voice | D．mind |
小题9:
| A．translation | B．paper | C．expression | D．copy |
小题10:
| A．trusted | B．filled | C．provided | D．moved |
小题11:
| A．ordered | B．consulted | C．recommended | D．challenged |
小题12:
| A．documents | B．lessons | C．essays | D．classes |
小题13:
| A．as | B．since | C．even if |
本试题 “Last year, for a nationwide teacher conference, I was asked to make a presentation about my classroom. I immediately to offer to the conference pho...” 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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