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高中三年级英语

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  • 阅读理解
    阅读理解。
    There was a story many years ago of a school teacher-Mrs. Thompson. She told the children on the first
    day that she loved them all the same. But that was a lie. There in the front row was a little boy named Teddy
    Stoddard. He didn't play well with the other children and he always needed a bath. She did not like him.
    Then Mrs. Thompson got to know that Teddy was actually a very good boy before the death of his mother.
    Mrs. Thompson was ashamed of herself. She felt even worse when, like all her other students, Teddy brought
    her a Christmas present too. It was his mother's perfume (香水).
    Teddy said, "Mrs. Thompson, today you smell just like my Mom used to." After the children left she cried
    for at least an hour. On that very day, she stopped teaching reading, writing and math. Instead, she began to
    teach children.
    Mrs. Thompson paid particular attention to Teddy. The boy's mind seemed to come alive. The more she
    encourages him, the faster he improved. By the end of the sixth grade, Teddy had become one of the smartest
    children in the class.
    Six years went by before she got a note from Teddy. He wrote that he had finished high school, third in his
    class, and she was still the best teacher he ever had in his whole lift. He went to college. Mrs. Thompson got
    two more letters from him with the last one signed, Theodore F. Stoddard, M.D. (医学博士).
    The story doesn't end there. On his wedding day, Dr. Stoddard whispered in Mrs. Thompson's ear, "Thank
    you, Mrs. Thompson, for believing in me. You made me feel important and showed me that I could make a
    difference."
    Mrs. Thompson, with tears in her eyes, whispered back, "Teddy, you have it all wrong. You were the one
    who taught me that I could make a difference. I didn't know how to teach until I met you."
    1. What did Mrs. Thompson do on the first day of school?
    A. She made Teddy feel ashamed.
    B. She asked the children to play with Teddy.
    C. She changed Teddy's seat to the front row.
    D. She told the class something untrue about herself.
    2. What did Mrs. Thompson find out about Teddy?
    A. He often told lies.
    B. He was good at math.
    C. He needed motherly care.
    D. He enjoyed playing with others.
    3. In what way did Mrs. Thompson change?
    A. She taught fewer school subjects.
    B. She became stricter with her students.
    C. She no longer liked her job as a teacher.
    D. She cared more about educating students.
    4. Why did Teddy thank Mrs. Thompson at his wedding?
    A. She had kept in touch with him.
    B. She had given him encouragement.
    C. She had sent him Christmas presents.
    D. She had taught him how to judge people.
    本题信息:2008年高考真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。There was a story many years ago of a school teacher-Mrs. Thompson. She told the children on the firstday that she loved them all the sam...” 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。