Question

【題目】

As a new teacher in Denver, Kyle felt that there was something she didn’t know about her students. She thought up a lesson plan called “I Wish My Teacher Knew.”

For the activity, Kyle’s students wrote down a thought for their teacher and shared something they’d like her to know about.

The students loved this idea. Many of them were not only willing to include their names, but also enjoyed sharing it with the class.

“I wish my teacher knew I don’t have pencils at home to do my homework,” one wrote.

“I wish my teacher knew I don’t have friends to play with me,” another shared.

“I wish my teacher knew sometimes my homework is not signed (簽名) because my mum is not around a lot,” read another.

After she learnt most of her students led heartbreaking lives, Kyle shared some of the notes on social media. She hoped other teachers would use the same lesson with their own students. Soon posts and photos of notes from other schools poured in(涌入) from around the world.

“After one student shared that she had no one to play with at break, the next day during break I noticed she was playing with a group of girls. Not only can I support my students, but my students can support each other,” said Kyle.

Kyle’s story won the hearts of many people.

“I take my hat off to this teacher. It must have been heartbreaking after reading these stories.”

“If every person did one nice thing for someone, no matter how small, the world would be a better place.”

【1】Kyle started the activity to_______________.

A. gave good lessons to the studentsB. help other teachers prepare lessons

C. know more about her studentsD. get her students to know her better

【2】What did the students need to do in the activity?

A. Write down their wishes.B. Play at break with friends.

C. Get their homework signed.D. Have more pencils at home.

【3】What do we know from the story?

A. The students put notes on social media.B. All the students led heartbreaking lives.

C. Many people supported Kyle’s students.D. The students improved in some ways.

【4】How do you understand the underlined sentence?

A. I look up to the teacher.B. I encourage the teacher.

C. I agree with the teacher.D. I don’t believe the teacher.

【5】Which of the following words best describes Kyle?

A. Imaginative.B. Polite.C. Responsible.D. Friendly.

Answer 1

【答案】

【1】C

【2】A

【3】D

【4】A

【5】C

【解析】

本文講述了教師凱爾幫助學(xué)生了解學(xué)生的故事。她想要更進(jìn)一步的了解自己的學(xué)生故而想出了讓學(xué)生把愿望寫(xiě)出來(lái)告訴自己的辦法，同學(xué)們互幫互助一起解決困難，并且得到了大眾的支持。

【1】細(xì)節(jié)理解題。由句子As a new teacher in Denver, Kyle felt that there was something she didn’t know about her students. She thought up a lesson plan called “I Wish My Teacher Knew.” 作為丹佛的一名新老師，凱爾覺(jué)得她的學(xué)生有些事情她不知道。她想出了一個(gè)叫做“我希望我的老師知道”的活動(dòng)計(jì)劃。可知，凱爾開(kāi)展這項(xiàng)活動(dòng)是為了了解她的學(xué)生。故選C。

【2】細(xì)節(jié)理解題。由句子For the activity, Kyle’s students wrote down a thought for their teacher and shared something they’d like her to know about. 在活動(dòng)中，凱爾的學(xué)生為老師寫(xiě)下了一個(gè)想法，并分享了一些他們希望她知道的事情�？芍�，學(xué)生們需要在活動(dòng)中寫(xiě)下他們的愿望。故選A。

【3】主旨大意題。由短文中的句子“After one student shared that she had no one to play with at break, the next day during break I noticed she was playing with a group of girls. Not only can I support my students, but my students can support each other,” said Kyle. “一個(gè)學(xué)生告訴我，休息時(shí)沒(méi)有人陪她玩，第二天休息時(shí)，我注意到她在和一群女孩玩。我不僅可以支持我的學(xué)生，而且我的學(xué)生可以互相支持，”凱爾說(shuō)�？芍�，學(xué)生們?cè)谀承┓矫嬗兴�進(jìn)步了。故選D。

【4】細(xì)節(jié)理解題。A. I look up to the teacher. 我尊敬老師。B. I encourage the teacher. 我鼓勵(lì)老師。C. I agree with the teacher. 我同意老師的看法。D. I don’t believe the teacher. 我不相信老師。劃線句子I take my hat off to this teacher.的意思是：我向這位老師脫帽致敬。也就是說(shuō)，尊敬老師的意思。因此句子I look up to the teacher.符合劃線句子的意思。故選A。

【5】細(xì)節(jié)理解題。題干的意思是：以下哪一個(gè)詞最能描述凱爾？A. Imaginative. 富有想象力。B. Polite. 禮貌。C. Responsible. 負(fù)責(zé)。D. Friendly. 友好。本文講述了教師凱爾幫助學(xué)生了解學(xué)生的故事。她想要更進(jìn)一步的了解自己的學(xué)生故而想出了讓學(xué)生把愿望寫(xiě)出來(lái)告訴自己的辦法，同學(xué)們互幫互助一起解決困難。說(shuō)明該老師對(duì)學(xué)生是負(fù)責(zé)的。故選C。

用細(xì)節(jié)定位法來(lái)做細(xì)節(jié)理解題。

細(xì)節(jié)理解題屬直接解答性問(wèn)題，是閱讀理解題中最簡(jiǎn)單的一種，多數(shù)屬中低難度的送分題。但由于中考所占的比例很大，應(yīng)特別引起注意。

事實(shí)和細(xì)節(jié)題的命題特點(diǎn)是：把某詞語(yǔ)、某個(gè)句子或某具體事實(shí)用不同于原文的另一方式或句型表達(dá)，即同義改寫(xiě)。解答這類題的竅門(mén)是：A)注意掌握英語(yǔ)的多種表達(dá)法；B）正確分析詞語(yǔ)在句中的作用；C）熟練運(yùn)用英語(yǔ)的句型轉(zhuǎn)換；D）讀懂題干所提出的問(wèn)題，并準(zhǔn)確地找到文中涉及該問(wèn)題的句子。

做細(xì)節(jié)題具體方法與步驟如下：

略讀材料，大概了解原文，掌握中心或主旨。

按文章的體裁，作者寫(xiě)作的組織模式及有關(guān)的信息詞，如for example，first，second…等預(yù)測(cè)應(yīng)該到何處尋找自己所需要的事實(shí)。

③ 將自己精力放在尋找你所需要的細(xì)節(jié)上，快速通篇跳讀，眼睛自左至右，自上而下呈Z形掃視，直到找到細(xì)節(jié)出處，待找到含細(xì)節(jié)句子時(shí)，放慢速度，仔細(xì)核對(duì)比較內(nèi)容，直至找到答案。