It was the beginning of the school year a few years ago and I had a little boy i

题文

It was the beginning of the school year a few years ago and I had a little boy in my class who came from a non-English speaking home. He was very quiet and shy. I wasn’t sure how much he understood during the school day and I was especially concerned that he just stood by himlf at break time and did not play. If I tried to talk to him, he would turn away and tightly shut his eyes to hide from me.After a day or two of this, I decided to ek the help of one of my outgoing and friendly little girls. I called her over and she ran to me, ready to help.I immediately began a long speech about what I needed from her. I asked her if she would try to get him to play, and I started talking quickly about all the suggestions on how she could start communicating with him. I explained she could do this, she could do that, she could try this idea, she could try that idea. She touched my arm to stop my talking and looked up at me in that wi and special way that only a six-year-old can, and said, “Don’t worry. I speak kid.” And she ran off.I stood there all alone, silently watching her. It took less than a minute for the two new friends to run off, hand in hand, happily joining a game of tag(捉人游戏) taking place all over the gym.I often think of that small moment, about what I learned and how important it is for all teachers to speak kid—big kid, little kid and middle kid. I knew my focus must be on teaching students how to think, how to approach problems, and how to figure out solutions and never take the opportunity away. We must be ready to learn from our students becau tho “teachable moments” during the school days are for us, the teachers, as well as our kids.小题1:.Why did the author worry about the boy?A．He didn’t dare to look the author in the eye.B．He couldn’t speak English as well as other students.C．He failed to understand what the author taught.D．He was unwilling to communicate with others.小题2:.After the girl agreed to help, the author.A．taught her what to do in detailB．thanked her for her willingness to helpC．nt her to make friends with the boy at onceD．reminded her of what she should be careful about小题3:.By saying “I speak kid”, the girl meant that she could.A．speak the language that kids understandB．speak the boy’s native languageC．understand what kids are thinkingD．speak well like a little kid小题4:.The underlined words “the opportunity” refer to the chance to  .A．play at break timeB．learn from studentsC．solve problemsD．speak kid 题型：未知难度：其他题型

答案

小题1:.D小题1:.A小题1:.A小题1:.C

解析

略

考点

据考高分专家说，试题“It was the beginning.....”主要考查你对 [人生感悟类阅读 ]考点的理解。 人生感悟类阅读

人生感悟类阅读的概念：

生活感悟类的文章就是指能给人心灵以启迪，使人从中受到教育的文章。这类文章的体裁可以是记叙文，如生活中一些感人故事或情感故事，有点类似心灵鸡汤一样的短文。

生活感悟类阅读解题指导：

一、文章特点： 生活感悟类的文章就是指能给人心灵以启迪，使人从中受到教育的文章。这类文章的体裁可以是记叙文，如生活中一些感人故事或情感故事，有点类似心灵鸡汤一样的短文。有时故事的结尾会有一句“点睛之笔”，点出全文的中心思想，就像《伊索寓言》里的寓言一样。还可能是夹叙夹议的哲理散文或生活随笔。散文随笔通常会阐述一种朴素易懂，耳熟能详的人生道理或宝贵品质。文章的结构和议论文类似，一般是总分总或总分结构。每段首句或尾句为主题句（论点），其它句子围绕主题展开论述（论据），论证方法多种多样，或举例，或引用名言，或正反对照等。二、解题技巧：针对生活感悟类文章的特点，做这类文章的完形填空时，要特别注意以下几点：1、重点理解全文的首句。如果是记叙文，找出when，where，who，what等基本要素。如果是散文随笔，充分理解文章的中心句—全文的主题。2、阅读全文的结尾段或结尾句，有助于理解文章所阐述或蕴含的哲理、感悟或忠告等。3、调动自己的背景知识和情感。这类文章不会讲大道理也不会涉及到一些很专业的知识技术领域，而是谈一些小事和简单的道理，所以如果读者能和作者产生感情上的共鸣，读者会更好地把握作者的意图态度，从而提高做题的准确度。因此，考生在平时要做一个有心人，即用心去感悟生活中发生的小事，思考人生的一些基本道理，多阅读一些短小精悍的美文，多写写自己的心情故事和对生活学习的感悟。只有平时多用心，做题时才能调动自己的背景知识和情感。