作者：圣才电子书
出版社：圣才电子书
格式: AZW3, DOCX, EPUB, MOBI, PDF, TXT
2017年高考英语阅读理解高分特训100篇【命题分析＋答题攻略＋强化训练】试读：
第1章 高考英语阅读考试指南
1.1 高考英语考试大纲要求
阅读文章是我国考生接触外语的最主要途径，因此，阅读理解在试卷中占权重较大。该部分考查考生理解不同题材和体裁的书面材料的能力以及从中获取信息的能力。要求考生读懂有关日常生活话题的简短文字材料，例如公告、说明、广告以及书、报、杂志中关于一般性话题的简短文章。考生应能：
1．理解主旨和要义
任何一篇文章都会有一个主旨要义。有时从文章的第一个段落，甚至第一个句子即可得出文章的主旨要义，从这一段或这个句子读者会知道文章描述的是谁或什么（即文章的主题），也会了解作者希望读者了解主题方面的哪些内容。有时，文章的主旨要义则需从文章的字里行间进行推断。这类试题主要考查考生略读文章、领会大意的能力，它对考生的归纳、概括能力有一定的要求。
2．理解文中具体信息
文章主题和中心思想的阐述往往需要大量细节信息的支持，这些细节对于理解全文内容至关重要，同时也是归纳和概括文章中心思想的基础。考生应能够根据不同的要求阅读文章，以获得某些特定的信息或准确地寻求所需的细节。这类试题有时比较直接，理解字面意思即可答题；有时则较为间接，需要归纳、概括和推理才能答题。
3．根据上下文推断生词的词义
正确理解文章中单词或短语的含义是理解文章的第一步，也是理解文章的基础，不懂单词含义根本就谈不上理解文章。但英语单词的含义并非完全等同于词典中所标注的汉语意思，其含义随不同的语境会有所不同。考生应能够根据上下文正确理解灵活变化的词义，才算是真真初步具备了一定的阅读理解能力。此外，阅读文章时，常常会遇到一些过去未见过的词，但许多这类生词的词义可以通过上下文推断出来。这种不使用词典而通过阅读上下文来推断生词含义的能力，是考生所必须具备的能力，因此也是阅读测试中经常考查的一种能力。
4．作出判断和推理
阅读文章的主要目的是获取信息，即作者所要传达的信息。在实际的阅读活动中，有时需要根据文章提供的事实和线索，进行逻辑推理，推测作者未提到的事实或某事发生的可能性等。
5．理解文章的基本结构
英语文章讲究使用主题段和主题句。主题段通常在文章开头，简要概括文章的主题。主题句可能在一段的开头，也可能在中间或末尾，作用是交代该段的中心思想，再由全段展开或讨论这个主题。各个段落通常由某些起来接作用的词语连接，以使文章行文连贯。若要准确、深刻地理解一篇文章，则必须对文章的结构有所了解，把握住全篇的文脉，即句与句、段与段之间的逻辑关系。对这种能力的考查，一般反映在理解文中某一段落的作用或某些词语的指代关系的题目中。
6．理解作者的意图、观点和态度
每篇文章都有一个特定的写作目的，或是向读者传递某个信息，或是愉悦读者，或是阐述某个道理。而这些信息通常并不是明确表达出来，而是隐含在文章之中。因此，这类问题要求考生在理解文章总体内容的基础上，去领会作者的言外之意。
1.2 高考英语阅读考试题型分析
1．例证题：
◆ 例证题的标记。当题干中出现example, case, illustrate, illustration, exemplify时。
◆ 返回原文，找出该例证所在的位置，既给该例子定位。
◆ 搜索该例证周围的区域，90%向上，10%向下，找出该例证支持的观点。例子周围具有概括抽象性的表达通常就是它的论点。
注意：举例的目的是为了支持论点或是为了说明主题句。举例后马上问这个例子说明了什么问题？不能用例子中的话来回答这个问题。
◆ 找出该论点，并与四个选项比较，得出选项中与该论点最一致的答案。
◆ 例证题错误答案设计的干扰特征经常是：就事论事。即用例子中的某一内容拉出来让你去选。
要求：在阅读中，遇到长的例子，立即给这个例子定位，即找出起始点，从哪开始到哪结束。
2．指代题：
◆ 返回原文，找出出题的指代词。
◆ 向上搜索，找最近的名词、名词性短语或句子（先从最近点开始找，找不到再找次近的，一般答案不会离得太远）。
◆ 将找到的词、词组或句子的意思代入替换该指代词，看其意思是否通顺。
◆ 将找到的词、词组或句子与四个选项进行比较，找出最佳答案。
3．词汇题：“搜索代入”法
◆ 返回原文，找出该词汇出现的地方。
◆ 确定该词汇的词性
◆ 从上下文（词汇的前后几句）中找到与所给词汇具有相同词性的词（如一下子找不到就再往上往下找），代入所给词汇在文章中的位置（将之替换）看语义是否合适
◆ 找出选项中与代替词意思相同或相近的选相，即答案
注意：
1．如果该词汇是简单词汇，则其字面意思必然不是正确答案。
2．高考阅读不是考察字认识不认识，而是考察是否能根据上下文作出正确的判断。
3．词汇题的正确答案经常蕴藏在原文该词汇出现的附近。注意不能靠单词词义直接往下推。
4．寻找时要注意同位语、特殊标点（比如分号，分号前后两句话的逻辑关系不是形式上的并列就是语义上的并列，也就是两句话的意思相同，所以可用其中一句话的意思来推测另一句话的意思从而推出所给词汇含义）、定语从句、前后缀，特别要注意寻找时的同性原则。比如：让猜一个名词词组（动词词组）的意思，我们就向上向下搜索名词词组（动词词组）。
隐蔽型词汇题：题干与原文的某句完全重合，只有一两个词被替换掉。隐蔽型词汇题的做法跟词汇题的做法几乎一样，往上往下找。
4．句子理解题：
u 返回原文找到原句。
u 对原句进行语法和词义的精确分析（找主干），应该重点抓原句的字面含义。若该句的字面含义不能确定，则依据上下文进行判断。注意：局部含义是由整体决定的。
u 一般来说，选项中的正确答案与原句意思完全相同，只不过用其他英语词汇换种表达而已。
u 句子理解题的错误选项干扰项特征：推得过远。做题时应把握住推的度。
思路：对句子微观分析?不行就依据上下文?选择时不要推得过远。
5．推理题：“最近原则”
◆ 标志：learn, infer, imply, inform
◆ 看是否可以通过题干返回原文或依据选项返回原文。一般要围绕文中的一两个重点进行推理。推理题无论通过题干能不能定位，我们都要把它固化到文章的一两点上。
◆ 依据原文的意思进行三错一对的判断。先不要进行推理，若有一个选项跟原文的意思一模一样，则该选项必然是正确答案。推理题不是考察我们的想象力，它实际是考察我们原文中的某几个点如一个、两个点所涉及的问题我们读透了没有。因此，不推的比推的好；推的近的比推的远的要好。
◆ 推理题的最近答案原则：不推的要比推的好，推的近的要比推的远的好，直接推出的要比间接推的好。(原文的某句话变个说法)
注意：做题时不能想得太多，推得过远。是否把原文读懂才是关键。
6．主旨题：“串线摘帽”
即在自然段少的时候串串线，串线法解不出来时，大帽子、小帽子摘一下。
◆ 主旨题的标志：mainly about, mainly discuss, the best title
◆ 串线法：抓首段和其余各段的第一句话，把其意思连接成一个整体。要注意总结性的提示词和转折词，特别要注意中心句。（主要针对自然段少的文章；针对自然段多的文章，主旨题最好联系中心句。找一个和中心句最贴近的）
◆ 小心首段陷阱。
◆ 主旨题错误选项的干扰特征经常是：
局部信息，即选项的内容小于文章的内容；
范围过宽，即选项的内容大于文章的内容。
◆ 逆向思维法、快速作文法：在两个选项看上去都十分正确无法选择时，试着从选项出发，想象一下如果自己以此选项来写文章会有那些内容，然后把它与文章的内容比较，接近的即为正确选项。
7．作者态度题
u 标志：attitude
u 应精确理解四个选项的含义。
u 不要掺杂自己的观点。
u 可以寻找文中一些具有感情色彩的词。如：fortunately, excessively, too many. 举例的方式。
u 抓论述的主线。把第一段读透，把其他各段的段首段尾句拉出来，看整个文章的谋篇结构。
u 做作者态度题时特别注意：首先看清楚是谁对谁的态度。
8．判断题
看可否通过四个选项具体化到文中一点或者根据自然段原则定位。
每个选项都应返回原文，不能凭主观印象进行判断。
要重点抓是“三错一对”还是“三对一错”的关系（做题是要看清题目）。
9．细节题
看完题目回到原文，重叠原文，得出答案
10．重点题型中的几个问题
◆ 词汇题：字面意思不是答案，要根据上下文推测其深刻含义
◆ 句子理解题：一般不要求推理，只看句子本身。
◆ 推理题：答案很大程度上是原文的重现，不一定非要经过逻辑推理从原文中得出。
11．正确答案的特征
◆ 正确答案经常与中心思想有关。
◆ 正确答案的位置，最常见的三个位置是：段首段尾处、转折处、因果处。
◆ 正确答案经常运用的原则是：同义替换、正话反说、反话正说。语气角度来看，正确答案中经常含有不肯定的语气词和委婉表达的用词。如：can, may, might, possible, not necessarily, some.
◆ 正确答案经常具有概括性、深刻性，不能只见树木不见森林。
12．错误答案的特征
第一大层次：
u 无中生有（未提及的概念）；
u 正反混淆（选项的意思跟原文的意思正好相反）；
u 所答非所问（虽然选项的说法没有问题，符合原文，但和题干搭不上边）
第二大层次：
u 过分绝对；
u 扩大范围（注意隐蔽型的扩大范围mostly）；
u 因果倒置；
u 常识判断；
u 推得过远；
u 偏离中心；
u 变换词性。
常识判断：如果一个选项仅仅符合常识，不一定是正确答案，还要看文章中类似的意思有没有出现；如果一个选项不符合常识，一定不是正答案。
1.3 高考英语阅读考试解题技巧
高考英语阅读理解题主要是由阅读短文和短文后的试题组成的。阅读理解短文选材广泛，内容丰富，往往涉及到日常生活、人物传记、国内外风土人情、故事传说、社会文化、政治经济、史地科技、自然现象、新闻报道、体育活动、广告说明、书信通知、目录等许多方面的内容。文体多采用叙述、描写、说明、议论及应用文等形式。近年来，高考阅读理解题都由五篇短文组成，一般分易、中、难三种难易程度。掌握高考英语阅读理解题的应试技巧，正确地理解和分析问题，考生应从以下几个方面入手：
1．抓住文章的首段与末段及段落的首句和末句
文章的首段与末段、段落的首句和末句，一般表达文章的主题和段落的中心思想，其它段落及句子只起补充、说明、解释或引申的作用。因此，首先要搜索目标，找出文章及段落中的主题句。了解了它们的含义，就可以顺着提供的主要线索去捕捉文章的相关信息，从而获得解决问题的答案。
2．进行合理推断
对文章有了详细而全面的理解之后，就要按照文章内容，上下文的逻辑关系，作出推理判断。阅读理解涉及词汇、语法、句型、段落结构、文化背景等各方面知识。答题时，要领会句子之间的逻辑关系，特别是相邻句子之间的关系，这样有利于理解全文。表示逻辑关系的标志词是连接词、副词、代词、介词短语、关系词、插入语等，通读时应特别注意。
3．猜测推敲生词
阅读短文时，常常会遇到一些生词。这时，考生要沉着、冷静，细心思考。首先要把整段、整篇文章看完。通过对全篇短文的理解，就很有可能猜测出生词的大意。另外，还可以从含有生词句子的上下文，以及句子和段落之间的关系来判断、理解生词以求获得其真正含义。猜测生词的另一种方法是，根据构词法推测。遇到生词后，可从构词法角度分析判断生词。例如：unforeseeable一词，其中词根为see, fore的含义是“早先、预先”的意思，un前缀是“不”的意思，因此可以猜知，此词词义为“未能预见的”。
4．利用常识解题
多了解一些常识性知识有利于阅读理解。如果对文章的相关背景有所了解，读起文章一定既省时又省力。因此，在学习过程中，了解各方面的背景知识是十分重要的。考生应了解下列知识：
u 著名作家、艺术家及其主要作品；
u 科普常识：尽量了解有关生态平衡、环境污染、计算机应用、诺贝尔奖等方面的知识；
u 了解西方社会风土人情、社交活动、新年、圣诞节活动、宗教信仰、罢工斗争、失业现象、风俗习惯等；
u 多看新闻联播、世界各地和各类英语讲座等节目；
u 使用各种工具书，查阅各类名词、术语、重大事件；
u 熟记常用的缩略词语。
5．正确理解题干
纵观历年高考试题，阅读理解试题一般有以下几种题型：一是直接回答who，whom，which，what，where，when，why，how等疑问词引起的细节问题；二是猜测词义题；三是推理判断题；四是综合概括题。在做阅读理解题时，一定要仔细看完、看清楚试题要求再作答，特别要注意NOT, TRUE, EXCEPT等词。有时，要先看题后阅读文章，带着问题去读短文，可缩短阅读时间，效果也许会更好。
第2章 高考英语阅读理解高分特训100篇
人物故事类
Passage 1
I got my first driver’s license(执照) in 1953 by taking driver education in my first year at Central High School in charlotte, North Carolina. Four years later when it was time to renew my license I was a married woman. Henry and I were living in Baltimore, Maryland. Two weeks before my 20th birthday. Henry drove me to the motor vehicle office on a hot July afternoon. When I got to the office and showed to the man behind the counter my North Carolina driver’s license ready to renew, the man told me that I was under age by Maryland law since I was not yet 21. “Mr. Henry Smith, your husband, will have to sign for you,” he said.
I argued, pointing to a very large belly of mine, “I am married. I am having a baby. Why should I have to have someone sign for me to drive?’ He answered coldly, “it’s the law, madam?”
Henry encouraged me to calm down, just go ahead and get the license and be done with it.
“No” I said. I refused to have him sign for me. So I left without a Maryland license.
I called the North Carolina Motor Vehicle Office and renewed my NC license by mail—using my name Susan Brown. And thus it was for the next twelve years. Since Henry was in the army I could drive under my home state license. By the time Henry left the army we were once again living in Maryland and I had to take the Maryland driver’s exam. Since then I just go in and renew every four years — sign the name Susan Brown have my new picture taken, and walk out with a license to drive.
1. Susan got her first driver's license_____.
A. before she got married to Henry
B. when she was twenty years old
C. after she finished high school
D. when she just moved to Maryland
2. Susan failed to renew her license the first time in Maryland because_____.
A. she was forbidden to drive by Maryland law
B. she lacked driving experience in Maryland
C. she was to give birth to a baby soon
D. she insisted on signing for herself
3. We can infer from the text that in the U.S. _____.
A. American males should serve in the army
B. different states my have different laws
C. people have to renew their licenses in their home states
D. women should adopt their husbands’ family names after marriage【文章大意】
Susan在高中一年级时就考取了北卡罗来纳州的驾照，可是当她后来搬到了马里兰州想重新申请驾照时，却因未达到法定年龄而只能用其丈夫的名字申请。但她拒绝了这种申请方式。在若干年后她才申请到了有着自己签名的马里兰州的驾照。
答案详解
1.A 细节理解题。根据第一段第一句可知Susan在1953年也就是在高中一年级时就考取了驾照。故A项正确。
2.D 细节理解题。根据文章第三段可知Susan坚持要签自己的名字，而非让丈夫代签，所以最后离开了，并没有拿到马里兰州的驾照，即D项正确。
3.B 推理判断题。文章第一段提到Susan在高中时就在北卡罗来纳州取得了驾照；而在马里兰州必须满21岁才能拿到驾照，故可推断在美国不同的州有不同的法律。【词汇装备】
Passage 2
About twenty of us had been fortunate enough to receive invitations to a film-studio(影棚) to take part in a crowd-scene. Although our "act" would last only for a short time, we could see quite a number of interesting things.
We all stood at the far end of the studio as workmen prepared the scene, setting up trees at the edge of a winding path. Very soon, bright lights were turned on and the big movie-camera was wheeled into position. The director shouted something to the camera operator and then went to speak to the two famous actors nearby. Since it was hot in the studio, it came as a surprise to us to see one of the actors put on a heavy overcoat and start walking along the path. A big fan began blowing tiny white feathers down on him, and soon the trees were covered in "snow". Two more fans were turned on, and a "strong wind" blew through the trees. The picture looked so real that it made us feel cold.
The next scene was a complete contrast (对比). The way it was filmed was quite unusual. Pictures taken on an island in the Pacific were shown on a glass screen (幕). An actor and actress stood in front of the scene so that they looked as if they were at the water’s edge on an island. By a simple trick like this, palm trees, sandy beaches, and blue, clear skies had been brought into the studio!
Since it was our turn next, we were left wondering what scene would be prepared for us. For a full three minutes in our lives we would be experiencing the excitement of being film “stars”!
1.Who is the author?
A. A cameraman.
B. A film director.
C. A crowd-scene actor.
D. A workman for scene setting.
2.What made the author feel cold?
A. The heavy snowfall.
B. The man-made scene.
C. The low temperature.
D. The film being shown.
3. What would happen in the "three minutes" mentioned, in the last paragraph?
A. A new scene would be filmed.
B. More stars would act in the film.
C. The author would leave the studio.
D. The next scene would be prepared.【文章大意】
本文讲述了作者作为群众演员在摄影棚里的新奇体验。第一个是风雪交加的场景，虽然摄影棚内很热，但逼真的效果让作者感到了丝丝凉意；第二个是海边沙滩上的布景，让人有身临其境之感；最后轮到作者等人演出，表达了即将成为电影“明星”的激动之情。
答案详解
1.C 根据全文第一句“About twenty of us had been fortunate enough to receive invitations to a film-studio(影棚) to take part in a crowd-scene.”可以推出作者是密集人群的群众演员之一。
2.B 文章第二段的末位句中it指代前面picture，这幅画面正是人工设置的场景。故选项B符合题意。
3.A 接下来轮到作者等出演，并且将会有三分钟激动的经历。由此可知，下面三分钟将是作者参与的另一段电影拍摄。【词汇装备】
Passage 3
Peanuts to This
Proudly reading my words, I glanced around the room, only to find my classmates bearing big smiles on their faces and tears in their eyes. Confused, I glanced toward my stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide myself. “What could be causing everyone to act this way?”
Quickly, I flashed back to the day Miss Lancelot gave me the task. This was the first real talk I received in my new school. It seemed simple: go on the Internet and find information about a man named George Washington. Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before. As I searched the name of this fellow, it became evident that there were two people bearing the same name who looked completely different! One invented hundreds of uses for peanuts, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I called my grandfather for a golden piece of advice：flip (掷) a coin. Heads—the commander, and tails—the peanuts guy. Ah! Tails, my report would be about the great man who invented peanut butter, George Washington Carver.
Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lowered the paper and sat down at my desk, burning to find out what I had done wrong. As a classmate began his report, it all became clear, “My report is on George Washington, the man who started the American Revolution.” The whole world became quite! How could I know that she meant that George Washington?
Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and I believed I deserved a second chance. Consequently, I threw myself heartily into my work for the rest of the school year. Ten months later, that chance unfolded as I found myself sitting in the headmaster’s office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the embarrassing moment at the beginning of the year as the headmaster informed me of my option to skip the sixth grade. Justice is sweet!
1. What did the author’s classmates think about his report?
A. Controversial.
B. Ridiculous.
C. Boring.
D. Puzzling.
2. Why was the author confused about the task?
A. He was unfamiliar with American history.
B. He followed the advice and flipped a coin.
C. He forgot his teacher’s instruction.
D. He was new at the school.
3.The underlined word “burning” in Para. 3 probably means _______.
A. annoyed
B. ashamed
C. ready
D. eager
4. In the end, the author turned things around _______.
A. by redoing his task
B. through his own efforts
C. with the help of his grandfather
D. under the guidance of his headmaster【文章大意】
作者在完成老师布置的查找乔治华盛顿的作业时，因为不熟悉美国历史，写的是同名的发现花生各种用途的乔治华盛顿，而从遭到同学的嘲笑和老师的不公正对待：不能重做，也没有新成绩。伤心过后，作者通过十个月的努力跳到了六年级，体验到了正义的甜头。
答案详解
1.B ridiculous 可笑的。由第一段中的 “only to find my classmates bearing big smiles on their faces and tears in their eyes.” 可知选项B正确。
2.A 文章第二段提到 “Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before.” ，由此可知，作者对美国历史不太熟悉，因此没有听过“华盛顿”的名字，故选项A为答案。
3.D 作者不知道发生了什么，因此发言后，希望知道为什么大家如此反应的原因，即eager to find out what I had done wrong.。故选项D符合题意。
4.B 文章第四段提到 “Consequently, I threw myself heartily into my work for the rest of the school year.”，由此可知答案为B项。【词汇装备】
Passage 4
It was the first snow of winter—an exciting day for every child but not for most teachers. Up until now, I had been old enough to dress myself, but today I would need some help. Miss Finlayson, my kindergarten teacher, had been through first snow days many times, but I think she may still remember this one.
I managed to get into my wool snow trousers. But I struggled with my jacket because it didn’t fit well. It was a hand-me-down from my brother, and it made me wonder why I had to wear his ugly clothes. At least my hat and scarf were mine, and they were quite pretty. Finally it was time to have Miss Finlayson help me with my boots（靴子）.
In her calm, motherly voice she said, “By the end of winter, you will all be able to put on your own boots.” I didn’t realize at the time that this was more a statement of hope than of confidence（信心）.
I handed her my boots and stuck out my foot. Like most children, I expected grown-ups to do all the work. After much pushing, she managed to get the first one into place and then, with a sigh, worked the second one on too.
I announced, “They’re on the wrong feet.”
She struggled to get the boots off and went through the joyless task of putting them on again.
“They’re my brother’s boots, you know,” I said. “I hate them!”
Somehow, from long years of practice, she managed to act as though I wasn’t an annoying（烦人的）little girl. She pushed and pushed, less gently this time. With a greater sigh, seeing the end of her struggle with me, she asked, “Now, where are your mittens（连指手套）?”
I looked into her eyes and said, “I didn’t want to lose them, so I hid them in the toes of my boots.”
1.The little girl was more satisfied with her ______.
A. trousers
B. jacket
C. boots
D. hat
2. Miss Finlayson had difficulty with the girl’s boots mainly because ______.
A. the girl got them from her brother
B. the girl put something in them
C. they were on the wrong feet
D. they did not fit the girl well
3. Why does the author say Miss Finlayson would remember that first snow day?
A. Because the little girl was in her brother’s clothes.
B. Because it was the most exciting day of the winter.
C. Because the little girl played a trick on her.
D. Because the little girl wore a pretty scarf.
4. We can learn from the text that Miss Finlayson ______.
A. was losing confidence in the little girl
B. gradually lost patience with the little girl
C. because disappointed with the little girl
D. was getting bored with the little girl【文章大意】
本文讲述了冬天里第一场雪时，作者在幼儿园捉弄老师的一次经历。虽然作者已经会自己穿衣服，但是在下雪的早晨，要求老师帮忙穿靴子，第一次穿反了，重新穿好后，作者告知老师手套塞在靴子里，可见又得重新穿，整个过程中老师逐渐失去耐心。
答案详解
1.D 细节理解题。根据第二段第四句“At least my hat and scarf were mine, and they were quite pretty.”可知本题答案为D项。
2.B 推理判断题。由最后一段的内容可知“我”把手套塞到了靴子里，本题选B。
3.C 通读全文可知，作者认为Miss Finlayson将永远记住这个下雪天的原因是作者捉弄了她，故本题选C。
4.B 根据第八段第二句“She pushed and pushed, less gently this time”她这次没有之前那么温柔了，可知本题选B项“她逐渐失去了耐心”。【词汇装备】
Passage 5
A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”
The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase (公文包) and standing before my full-length mirror, repeating the words, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.
I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.
“All right then,” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forest of hands. Every student would yell. “Calm down, you’ll all get your turn. One at a time, one at a time! ”
A terrible silence ruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.
1. The author took the job to teach writing because ______.
A. he wanted to be expected
B. he had written some storied
C. he wanted to please his father
D. he had dreamed of being a teacher
2. What can we learn about the author from Paragraph 2?
A. He would be aggressive in his first class.
B. He was well-prepared for his first class.
C. He got nervous upon the arrival of his first class.
D. He waited long for the arrival of his first class.
3. Before he started his class, the author asked the students to ______.
A. write down their suggestions on the paper cards
B. cut maple leaves out of the construction paper
C. cut some cards out of the construction paper
D. write down their names on the paper cards
4. What did the students do when the author started his class?
A. They began to talk.
B. They stayed silent.
C. They raised their hands.
D. They shouted to be heard.
5. The author chose the composition topic probably because ______.
A. he got disappointed with his first class
B. he had prepared the topic before class
C. he wanted to calm down the students
D. he thought it was an easy topic【文章大意】
本文讲述了作者毕业一年后当老师教写作课的失败经历。作者因为想得到尊重而接受了这个职位，在两周的准备中，作者在仪表和言行上都进行了模拟练习，可是真正上课时非常紧张，课堂气氛与想象中的完全相反，学生们的沉默让作者很失望。
答案详解
1.A 根据第一段内容可知，做教师其实不是作者想要的工作，他之所以接受是因为这样他就可以打上领带，并被称为Davis先生，人们会将他与他的父亲的称谓Mr. Davis相混淆。再结合第一段最后一句话中的respectable scholar(值得尊敬的学者)可知，A项符合题意，即他想要找到受人尊重的感觉。
2.C 根据第二段最后一句话可知，当他第一次进课堂的时候，感到很紧张，觉得自己不像一个有思想的教师，更像一个12岁的小男孩。故C项正确。
3.D 根据第三段最后一句活可知，作者首先让学生将名字写在他发的卡片上，然后挂在胸前的口袋上。由此可知，D项正确。
4.B 根据文章倒数第二段可知，作者原以为学生们会很热烈地讨论，他甚至想好了要大声地维持班级纪律，而最后一段第一句话告诉我们，事实上，学生们却出乎意料地沉默，没有人发表自己的观点。故B项正确。
5.A 由文章最后两段可知，学生们的表现与作者想象的完全相反，作者对此感到失望，因此他选择了“失望”这个活题让学生们进行写作。【词汇装备】
Passage 6
I left university with a good degree in English Literature, but no sense of what I wanted to do. Over the next six years, I was treading water, just trying to earn an income. I tried journalism, but I didn’t think I was any good, then finance, which I hated. Finally, I got a job as a rights assistant at a famous publisher. I loved working with books, although the job that I did was dull.
I had enough savings to take a year off work, and I decided to try to satisfy a deep-down wish to write a novel. Attending a Novel Writing MA course gave me the structure I needed to write my first 55,000 words.
It takes confidence to make a new start—there’s a dark period in-between where you’re neither one thing nor the other. You’re out for dinner and people ask what you do, and you’re too ashamed to say,
试读结束[说明：试读内容隐藏了图片]