It was her giggling (咯咯笑) that drew
my attention. Note taking really wasn’t all that funny.
Walking over to the offender (肇事者), I asked for the
36 . Frozen, she refused to give it to me. I waited, all attention in the classroom on the quiet
37 between a teacher and a student. When she finally
38 it over she whispered, “Okay, but I didn’t draw it.” It was a hand-drawn
39 of me, teeth blackened and the words “I’m stupid” coming out of my mouth.
I managed to fold it up calmly. My mind,
40 , was working angrily as I struggled not to
41 . I figured I knew the two most likely students who drew the picture. It would do them some
42 to teach them a lesson, and maybe it was high time that I did it.
Thankfully, I was able to keep myself
43 .
When there were about six minutes remaining, I showed the class the picture. They were all silent as I told them how
44 this was for me. I told them there must be a reason
45 and now was their chance to write down anything they needed to tell me. Then I let them write silently while I was seated in the back of the classroom, with tears in my eyes.
As I
46 the notes later, many of them said something like, “I’ve got nothing
47 you.” or “I’m sorry you were hurt.” Some kids said, “We’re afraid of you.” But two notes, from the girls who I
48 drew the picture, had a list of issues. I was too
49 , too strict…
Reading those notes, I realized that over the course of this year, instead of
50 my students, I had begun commanding them to
51 . Where I thought I was driving them to success I was
52 driving them away. I had some apology to make. But the next day in the classroom, one boy and one girl each handed me a card. The one
53 by all the boys expressed sincere regret for the ugly joke. The one from the girls asked for
54 .
This was a lesson for both the kids and me. Forgiveness does not change the past, but it does enlarge the
55 .
1.
| A. note
| B. advice
| C. reason
| D. help
|
2.
| A. battle
| B. competition
| C. argument
| D. conversation
|
3.
| A. took
| B. thought
| C. turned
| D. handed
|
4.
| A. statue
| B. graph
| C. picture
| D. poster
|
5.
| A. otherwise
| B. however
| C. therefore
| D. besides
|
6.
| A. leave
| B. cry
|
本试题 “It was her giggling (咯咯笑) that drewmy attention. Note taking really wasn’t all that funny.Walking over to the offender (肇事者), I asked for the...” 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。
与“It was her giggling (咯咯笑) that drewmy attention. Note ...”考查相似的试题有：
|