题目列表(包括答案和解析)
Around 5:30 p.m., I was on the bus one day and everybody on the bus was quiet. People had just 36 from work, students had just finished their 37 class and everybody was a little 38 from a long day. It wasn't a particularly good day for me as I was feeling quite tired too. I was just looking outside of the 39 without any specific thought in my mind. It was the same 40 I had seen many times before, people hurrying home.
In front of me, there was a man sitting in the seat who didn't look too clean. 41 he was looking out of the window, the man suddenly 42 to me and pointed at something outside. "Hey, look." He had a big smile on his face. I turned to the 43 he was pointing to and there it was ---- the beautiful Catalina mountains burning with a beautiful 44 . The mountains were coated with bright pink light and shadows. He turned to other people on the bus and told them to look at the mountains. He 45
" Wow" and " It's so beautiful" again and again. Everybody on the bus 46 the views indeed.
The 47 view also helped me to 48 my long tiring day with a good feeling in my heart. But, more 49 , I was so inspired (鼓舞）to see that this man wanted to 50 the beautiful view with everybody on the bus, total strangers. His 51 act made me accidentally find something that I had lost which I didn't even know I had lost. He made me 52 that I had lost the feelings and the excitement I 53 have everyday. In my daily life, many things had 54 their color and movement. But he 55 me that things are still there ---- they never get lost.
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Around 5:30 p.m., I was on the bus one day and everybody on the bus was quiet. People had just 36 from work, students had just finished their 37 class and everybody was a little 38 from a long day. It wasn't a particularly good day for me as I was feeling quite tired too. I was just looking outside of the 39 without any specific thought in my mind. It was the same 40 I had seen many times before, people hurrying home.
In front of me, there was a guy sitting in the seat who didn't look too clean. 41 he was looking out of the window, the guy suddenly 42 to me and pointed at something outside. "Hey, look." He had a big smile on his face. I turned to the 43 he was pointing to and there it was ---- the beautiful Catalina mountains burning with a beautiful 44 . The mountains were coated with bright pink light and shadows. He turned to other people on the bus and told them to look at the mountains. He 45
" Wow" and " It's so beautiful" again and again. Everybody on the bus 46 the views indeed.
The 47 view also helped me to 48 my long tiring day with a good feeling in my heart. But, more 49 , I was so inspired to see that this man wanted to 50 the beautiful view with everybody on the bus, total strangers. His 51 act made me accidentally find something that I had lost which I didn't even know I had lost. He made me 52 that I had lost the feelings and the excitement I 53 have everyday. In my daily life, many things had 54 their color and movement. But he 55 me that things are still there ---- they never get lost.
1.A. gone by B. got off C. given up D. taken up
2.A morning B. important C. last D. boring
3.A. excited B. tired C. puzzled D. disappointed
4.A. window B. classroom C. mountain D. city
5.A. people B. bus C. trouble D. view
6. A. So B. Once C. As D. If
7.A. referred B. attended C. turned D. objected
8.A. finger B. driver C. direction D. sky
9.A. sunset . B. memory C. sunrise D. journey
10. A. wrote B. followed C. discussed D. repeated
11.A. enjoyed B. impressed C. described D. recorded
12. A. amazing B. full C. same D. simple
13. A. save B. hate C. challenge D. end
14. A. fortunately B. naturally C. beautifully D. importantly
15. A. share B. connect C. compare D. comment
16. A. final B. kind C. violent D. direct
17.A. decide B. believe C. realize D. learn
18. A. used to B. was used to C. got used to D. used
19.A. increased B. showed C. faded D. lost
20. A. warned B. reminded C. advised D. persuaded
One day around 5:30 pm, I was going home on a bus and everybody on the bus was quiet. People had just 36 from work, students had just finished their 37 class and everybody was a little 38 from a long day. I was just looking outside of the 39 without any specific（具体的）thought in my mind. It was the same 40 I have seen many times before, people hurrying home.
In front of me, there was a guy who didn’t look very clean. 41 he was looking out of the window, he suddenly 42 to me and pointed at something outside. “Hey, look! ”He had a big smile on his face. I turned to the 43 he was pointing in and there it was the beautiful Catalina mountains burning with a beautiful 44 . He turned to other people on the bus and told them to look at the mountains. He 45 “Wow” and “It’s so beautiful” again and again. Everybody on the bus 46 the view indeed.
The 47 view also helped me to 48 my long tiring day with a good feeling in my heart. But, more 49 , I was so inspired to see that this man wanted to 50 the beautiful view with everybody on the bus, totally strangers. His 51 act made me accidentally find something that I had lost which I didn’t even know I had lost. He made me 52 that I had lost the feelings and the 53 I used to have every day. In my daily life, many things had 54 their color and movement, but he 55 me that things are still there—they never get lost.
1.A. given up B. got off C. gone on D stopped by
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Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命运).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. D.’s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it’s about being a man, it’s about manliness. ”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (独白) read as raps (说唱), but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充实) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
【小题1】The underlined words in Paragraph 1 probably mean that a book helps to __________.
| A．realize our dreams | B．give support to our life |
| C．smooth away difficulties | D．awake our emotions |
| A．Because they spent much time reading it. |
| B．Because they had read the novel before. |
| C．Because they came from a public school. |
| D．Because they had similar life experiences. |
| A．she was a literary-minded girl | B．her parents were immigrants |
| C．she couldn’t fit in with her class | D．her father was then in prison |
| A．creatively | B．passively | C．repeatedly | D．carelessly |
| A．introduce classic works of literature |
| B．advocate teaching literature to touch the heart |
| C．argue for equality among high school students |
| D．defend the current testing system |
Franz Kafka wrote that “A book must be the ax(斧子)for the frozen sea inside us.” I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命运).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature(文学) with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded (有文学头脑的) children of Manhattan’s upper classes—into a less competitive school. The daughter of immigrants (移民), with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph.D.’s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it's about being a man, it’s about manliness (男子气概).” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (独白) read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
【小题1】The underlined words in Paragraph 1 probably mean that a book helps to________.
| A．realize our dreams |
| B．give support to our life |
| C．smooth away difficulties |
| D．awake our emotions |
| A．Because they spent much time reading it. |
| B．Because they had read the novel before. |
| C．Because they came from a public school. |
| D．Because they had similar life experiences. |
| A．she was a literary-minded girl |
| B．her parents were immigrants |
| C．she couldn’t fit in with her class |
| D．her father was then in prison |
| A．creatively | B．passively | C．repeatedly | D．carelessly |
| A．introduce classic works of literature |
| B．advocate teaching literature to touch the heart |
| C．argue for equality among high school students |
| D．defend the current testing system |
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