In the mid-1950s, I was a somewhat bored e

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      题目内容：

      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 (小数).

      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.

      小题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.小题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小题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小题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小题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

      最佳答案：

      小题1:D

      小题2:C

      小题3:A

      小题4:B

      小题5:D

      答案解析：

      文章大意：本文是一篇记叙文。作者回忆了自己青春期早期，非常的自负。然而，在一堂数学课上所发生的一件尴尬的事情，给作者一次有价值的教训，也让作者明白了许多道理。

      小题1:D考查句意理解。根据文章第一段I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort.及下文作者的讲述可知此句的含义是：做任何必要的都是白费力气。故D正确。

      小题2:C考查细节理解。根据文章第三段最后一句On most days, our grades were based on our oral answer to homework questions.可知作者的数学老师要求学生口头回答家庭作业的问题。故C正确。

      小题3:A考查细节理解。根据文章第五段中Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer.可知作者坐中间，很容易推算出他要回答的问题。故A正确。

      小题4:B考查细节理解。根据文章第六段首句What I failed to expect was that several students were absent, which threw off my estimate.可知由于几位同学缺席，导致了不能够知道他回答哪个问题。故B正确。

      小题5:D考查文章标题。文章作者回忆了自己青春期早期，在一堂数学课上所发生的尴尬的事情，给作者一次有价值的教训。故D正确。

      考点核心：

      人物传记类文章的文体特征：

      人物传记是记叙文体的一种，主要描写某人的生平事迹、趣闻轶事、生活背景、个性特征、成长奋斗历程等，包含记叙文的时间、地点、人物、事件等要素。其特点是以时间的先后或事件的发展为主线，空间或逻辑线索贯穿文章始终，脉络清楚，可读性较强。

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