题文

阅读理解。

It was near Christmas during my first semester teaching a new school. I love my small special class more than any group I had taught in the past. They were hungry for knowledge and I was enjoying teaching.      Other teachers had told me that our children were from poor families and not to expect any child to bring a Christmas gift. In fact, I wasn't expecting any gifts.      Imagine my surprise when every child brought me a gift on the day before our holiday break. First, I got a much-loved stuffed monkey from a shy girl. I was told, "He is my favorite, but I love you and I want him to be with you, Miss Taylor "How thrilled I was!"      Next came a new set of Christmas tree lights that was "missing" from a mother's cupboard.      Finally, I came to one little boy's gift which I had never received. It was an old, dirty and broken Christmas story book. Just then I wanted to express my happiness, I was interrupted (打断) by the giver," And see, it is new! It still has the price tag."       When other children laughed at him, I stopped them and said, "Oh, books are good in that way. The story is always new if you have not read it before. Now, Let's share one together." Everyone listened quietly as I read the most wonderful Christmas story of my life.      I still keep those Christmas gifts, They always remind me of my lovely kids.

1. Why did the teacher like her small special class?      ____________________________________________ 2. When did the children bring their teacher gifts?     ____________________________________________ 3. Who sent a stuffed monkey to the teacher?      ____________________________________________ 4. Was the Christmas story, book new?      ____________________________________________ 5. How did the teacher feel when she got the presents?      ____________________________________________

题型：阅读理解  难度：偏难

答案

1. Because they were hungry for knowledge. / Because her class were hungry for knowledge    / She liked her special class because they were hungry for knowledge. 2. On the day before their holiday break / On the day before their holiday break, they brought    their teacher gifts / They brought their teacher gifts on the day before their holiday break. 3. A shy girl. / A shy girl sent a stuffed monkey to the teacher. 4. No, it wasn't. 5. Happy. / Thrilled. / Pleased. / Excited. /Moved. /.... She felt happy /     thrilled/pleased/excited/moved/...when she got the presents.    When she got the presents, she felt happy / thrilled / pleased / excited / moved /…. (答案不唯一)

据专家权威分析，试题“阅读理解。 It was near Christmas during my first semester te..”主要考查你对  故事类阅读  等考点的理解。关于这些考点的“档案”如下：

故事类阅读

考点名称：故事类阅读

• 故事类阅读：
  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。
  阅读这类材料时，同学们一定要根据主要情节掌握文章主旨大意，同时抓住每一个细节，设身处地根据文章内容揣摩作者的态度和意图，根据情节展开想象，即使是碰到深层理解题也可迎刃而解。

• 故事类阅读注意：
  初中生接触到的阅读材料大都是故事类。
  阅读故事类的材料，应该抓住人物线索、地点线索、时间线索和情节发展线索。
  
  特别注意的是，以上线索往往是并存的。因为情节的发展总是涉及到人物的变化、时间的推移、场景的变换等。
  而阅读材料后的阅读理解往往会围绕这些内容设计一些事实类的理解题。
  
  凡事实类的理解题都可以从阅读材料的表层文字中找到答案。
  
  在阅读故事类短文时，应理解文章的深层含义，也就是它的主题。在此需要注意的是，现在的阅读理解题在测试事实类的理解题的同时，往往有一道推理类理解测试题．