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高中三年级英语

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  • 阅读理解
    阅读理解。
    A year after graduation, I was offered a position teaching a writing class. Teaching was a profession
    I had never seriously considered, though several of my stories had been published. I accepted the job
    without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went
    by the same name, and I liked to imagine people getting the two of us confused. "Wait a minute" someone
    might say, "are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?"
    The position was offered at the last minute, and I was given two weeks to prepare, a period I spent
    searching for briefcase (公文包) and standing before my full-length mirror, repeating the words, "Hello,
    class. I'm Mr. Davis." Sometimes I would give myself an aggressive voice. Sometimes I would sound
    experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there.
    I sounded not like a thoughtful professor, but rather a 12-year-old boy.
    I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them
    myself out of orange construction paper. I saw nine students along a long table. I handed out the cards,
    and the students wrote down their names and fastened them to their breast pockets as I required.
    "All right then," I said. "Okey, here we go." Then I opened my briefcase and realized that I had never
    thought beyond this moment. I had been thinking that the students would be the first to talk, offering their
    thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk,
    overlooking a forests of hands. Every student would yell. "Calm down, you'll all get your turn. One at a
    time, one at a time!"
    A terrible silence ruled the room, and seeing no other opinions. I inspected the students to pull out their
    notebooks and write a brief essay related to the theme of deep disappointment.
    1. The author took the job to teach writing because _____.
    A. he wanted to be expected
    B. he had written some storied
    C. he wanted to please his father
    D. he had dreamed of being a teacher
    2. What can we learn about the author from Paragraph 2?
    A. He would be aggressive in his first class.
    B. He was well-prepared for his first class.
    C. He got nervous upon the arrival of his first class.
    D. He waited long for the arrival of his first class.
    3. Before he started his class, the author asked the students to _____.
    A. write down their suggestions on the paper cards
    B. cut maple leaves out of the construction paper
    C. cut some cards out of the construction paper
    D. write down their names on the paper cards
    4. What did the students do when the author started his class?
    A. They began to talk.
    B. They stayed silent.
    C. They raised their hands.
    D. They shouted to be heard.
    5. The author chose the composition topic probably because _____.
    A. he got disappointed with his first class
    B. he had prepared the topic before class
    C. he wanted to calm down the students
    D. he thought it was an easy topic
    本题信息:2011年广东省高考真题英语阅读理解难度极难 来源:张雪
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本试题 “阅读理解。A year after graduation, I was offered a position teaching a writing class. Teaching was a professionI had never seriously considered, th...” 主要考查您对

故事类阅读

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。
  • 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。