The sun shines brightly as I leave school, get into my car, and head for Bradley Hospital. This year, as a senior at Seekonk High School, I have been given the opportunity to leave the usual classroom setting once a week to volunteer.
I
21 to spend this valuable time working with mentally disabled children at Bradley Children’s Hospital. I work
22 a teacher in the outpatient/pre-school section, in a classroom with two children— a classroom very different from
23 I have ever known. The difference of this classroom is
24 the children have been diagnosed with a mental disease. One child is
autistic and non-verbal（自闭和不说话的）, using supportive
25 . The other has a condition called PDD (one step above autism), and is
26 non-verbal. Both children require strong
27 and a lot of attention. This combination creates an atmosphere which is both demanding and sympathetic.
My
28 in the classroom is not only to help the teacher, but to become part of the children’s
29 experience. I work one-on-one completing academics with a student.
30 , we work as a group on such activities as cooking, artwork, abstract reasoning. Everyday activities, which may be taken for granted by others,
31 a lot of strength from the children. This has opened my eyes vastly.
One of the
32 reasons why I volunteer to take the work is that I desire to help those who are less
33 . However, it has also helped me to realize my competence. I now know that I have the
34 to work with the disabled. I have lost my fear, and I
35 myself a lot more.
It is true that my work is very
36 ; there are many days that I
37 Bradley exhausted emotionally and physically. There have been times when I have left on the edge of tears
38 . But pity doesn’t heal, love does. And I have grown to love these children in my own way,
39 I see them only once a week. This experience has been both rewarding and satisfying. I’ve learned also that I do have the ability to make a difference in their lives, no matter how small it may be. One smile makes it all
40 .
| 小题1: | | A．promise | B．claim | C．bother | D．choose |
|
| 小题2: | | A．for | B．on | C．alongside | D．besides |
|
| 小题3: | | A．it | B．one | C．the other | D．which |
|
| 小题4: | | A．that | B．what | C．whether | D．how |
|
| 小题5: | | A．transportation | B．communication | C．application | D．direction |
|
| 小题6: | | A．simply | B．completely | C．frequently | D．naturally |
|
| 小题7: | | A．treatment | B．commitment | C．motivation | D．sympathy |
|
| 小题8: | | A．choice | B．wish | C．decision | D．role |
|
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本试题 “The sun shines brightly as I leave school, get into my car, and head for Bradley Hospital. This year, as a senior at Seekonk High School, I have be...” 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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