Question

In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort. One day, this approach threw me into embarrassment

In Mrs. Totten’s eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals (小數(shù)).

Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answer to homework questions.

Mrs. Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end.

Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations.

What I failed to expect was that several students were absent, which threw off my estimate. As Mrs. Totten made her way from the beginning of the class，I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldn’t function.

When Mrs. Totten reached my desk，she asked what answer I’d got for problem No. 14. “I…I didn’t get anything,” I answered，and my face felt warm.

“Correct,” she said.

It turned out that the correct answer was zero.

What did I learn that day? First, always do all your homework. Second, in real life it isn’t always what you say but how you say it that matters. Third，I would never make it as a mathematician.

If I could choose one school day that taught me the most, it would be that one.

1.What does the underlined part in Paragraph 1 indicate?

A. It is wise to value one’s time.

B. It is important to make an effort

C. It is right to stick to one’s belief.

D. It is enough to do the necessary.

2.Usually, Mrs. Totten asked her students to _______.

A. recite their homework together

B. grade their homework themselves

C. answer their homework questions orally

D. check the answers to their homework questions

3.The author could work out which questions to answer since the teacher always _______.

A. asked questions in a regular way

B. walked up and down when asking questions

C. chose two or three questions for the students

D. requested her students to finish their usual questions

4.The author failed to get the questions he had expected because _______.

A. the class didn’t begin as usual

B. several students didn’t come to school

C. he didn’t try hard to make his estimate

D. Mrs. Totten didn’t start from the back of the class

5.Which of the following can be the best title for the passage?

A. An Unforgettable Teacher B. A Future Mathematician

C. An Effective Approach D. A Valuable Lesson

 

Answer 1

1.D

2.C

3.A

4.B

5.D

【解析】

試題分析：這是一篇敘事類(lèi)記敘文。講述了一個(gè)學(xué)生在抓住老師平時(shí)上課習(xí)慣之后，自以為是地算出自己將在課堂上回答的問(wèn)題，而且僅僅完成了那幾題，但由于一些學(xué)生的缺席，導(dǎo)致自己沒(méi)有準(zhǔn)備要回答的問(wèn)題，造成課堂上的尷尬局面，從而得到的一些啟示。

1.

2.our grades were based on our oral answer to homework questions可知C項(xiàng)正確，B,D兩項(xiàng)并未提及，A項(xiàng)根據(jù)下文可知老師要學(xué)生回答問(wèn)題是有一定順序的，不然作者也不會(huì)能夠計(jì)算出自己要回答那些題目了。

3.in the order the questions had appeared on our homework sheets以及She would start either at the front or the back of the classroom and work toward the other end可知Mrs. Totten提問(wèn)是按照一定順序的，所以作者才能計(jì)算出自己要回答那些問(wèn)題，即A項(xiàng)正確。

4.What I failed to expect was that several students were absent, which threw off my estimate可知正是由于一些學(xué)生沒(méi)有來(lái)上課所以才會(huì)造成作者沒(méi)能回答自己預(yù)先準(zhǔn)備的題目，即B項(xiàng)。

5.If I could choose one school day that taught me the most, it would be that one.可以推斷作者側(cè)重表達(dá)這節(jié)課的重要意義，所以標(biāo)題最好為A valuable lesson。

考點(diǎn)：考查記敘文