Chuck Wall teaches management and human relations at Bakersfield College. He walked into class one day and told his students that their homework was to perform one act of random(任意的) kindness. His students did not understand the homework and didn’t know what to do, but the professor would not answer their questions. He encouraged his students to work it out for themselves.
One week later, the students entered the classroom excited to share their stories. One student told of giving away blankets to the homeless. Another reported on helping a dog to find its owner, and another student had been trying to find a long, lost friend. Students were energized (給予活力) by the homework assignment and wanted other people to be kind too. With the support of local businesses, the students made stickers to put on cars that invited people to do something kind for others. They sold the stickers and decided to donate the money to a center for the blind---not surprising as Professor Wall is blind.
Since then, similar kindness activities have been started in schools around the world. Many schools organize a Random Acts of Kindness Week, around November 13th, to celebrate World Kindness Day. Some schools use each day of Random Acts of Kindness Week to perform a different kind act, such as making a new friend, helping someone, doing community service, or raising money for a charity. Students learn to consider other people and thank about how small actions can make the world a better place.
小題1:The professor’s homework was to ask his students _________.
A．to write about kindness.
B．to be kind to strangers
C．to spend time helping other
D．to go out to raise money
小題2:We learn from the passage that ________.
A．Chuck’s students are not clever enough
B．the students didn’t do Chuck’s homework
C．Chuck Wall is an unusual teacher
D．no students enjoyed Chuck’s homework
小題3:It is certain that _________.
A．the students got good grades in Chuck’s class
B．kindness activities are not widely accepted
C．Chuck Wall was not good at designing homework
D．the students only helped people they knew
小題4:In kindness activities students learn _________.
A．to deal with difficult things
B．to do great things every day
C．to know about the world
D．to consider other people
小題5:Which is the best title of the passage?
A．Learning Kind ThingsB．Teaching Kindness
C．World Kindness DayD．Bakersfield College

小題1:C
小題2:C
小題3:A
小題4:D
小題5:B

試題分析：短文大意：本文中的教授給學(xué)生布置了一道發(fā)散性的題目，讓他們自己去感受并完成，其間，學(xué)生明白了kind的真諦，做了很多的善行且樂于與人分享這些友善的故事。最終此次善行活動(dòng)被推及到周邊學(xué)校及地區(qū)引起較大的反響和轟動(dòng)。全文行文自然，深入淺出，令人尋味和思考。。
小題1:細(xì)節(jié)題，題干文中教授給學(xué)生布置的作業(yè)是什么，根據(jù)題干我們可以對(duì)應(yīng)到文章中“…and told his students that their homework was to perform one act of random kindness.”，(隨機(jī)，偶然的善行)，所以本題是一個(gè)細(xì)節(jié)題。根據(jù)對(duì)文章中提到的“to perform one act of”和理解我們可以很容易的排除掉A和D兩個(gè)選項(xiàng)。最終在B和C選項(xiàng)中糾結(jié)。所以此處我們還需要回到原文，找出最符合原文的選項(xiàng)。太過閱讀和對(duì)比會(huì)發(fā)現(xiàn)B選項(xiàng)太過籠統(tǒng)，并且根據(jù)文章后面的情節(jié)展開可以看到大量的學(xué)生幫助他人的行為和事例，可以鎖定答案為C選項(xiàng)。所以，在做細(xì)節(jié)題的時(shí)候，面對(duì)強(qiáng)干擾選項(xiàng)，我們一定要回到原文，再次檢索，根據(jù)文章提示，找出最符合原文的選項(xiàng)。答案選：C
小題2:推理題，ABD三項(xiàng)均為否定，負(fù)面，消極的選項(xiàng)，A選項(xiàng)與文章沒有聯(lián)系，文中并未提及教授的學(xué)生聰明與否，相反從學(xué)生的所作所為可以看出他們很聰明且有愛心。B選項(xiàng)與原文意思相反，從“One week later, the students entered the classroom excited to share their stories. One student told of giving away blankets to the homeless…”
可以排除該項(xiàng)。而從“Students were engergized by the homework assignment…”可以看出D選項(xiàng)也是錯(cuò)誤的。
所以，答案選：C
小題3:推理題，我們需要對(duì)每個(gè)選項(xiàng)進(jìn)行逐個(gè)推敲課排除。
A選項(xiàng)：在文章中并無(wú)明顯的證據(jù)，繼續(xù)往下看
B選項(xiàng)：與該句子“Since then, similar knidness activities have been started in schools around the world.” 矛盾
C選項(xiàng)：“Students were engergized by the homework assignment…”可以看出學(xué)生對(duì)此次作業(yè)還是很感興趣的，足以說明C選項(xiàng)錯(cuò)誤
D選項(xiàng)：從“One student told of giving away blankets to the homeless.” Homeless與 only people they knew矛盾。
所以，答案選A
小題4:細(xì)節(jié)題，根據(jù)“Students learn to consider other people and think about how small actions can make the world a better plac” 可知答案選：D
小題5:主旨題(選最佳標(biāo)題)，A選項(xiàng)：學(xué)習(xí)善行，友善。B選項(xiàng)：善的教育。C選項(xiàng)：世界友善日。D選項(xiàng)：Bakersfield大學(xué)。其中C和D都是比較好排除的選項(xiàng)。那么這篇文章到底是講學(xué)習(xí)善，還是關(guān)于善的教育呢?因?yàn)楸疚氖敲}，而文章名或文章標(biāo)題的擬定除了要結(jié)合文章主旨之外，在某種程度上還會(huì)影響作者的行文。文章開篇講到教授的作業(yè)，通過后文不難看出此教授的高明之處，通過讓學(xué)生自己去理解并進(jìn)行實(shí)踐的方式來(lái)教導(dǎo)學(xué)生什么是善。因此答案為B選項(xiàng)。
點(diǎn)評(píng)：本文難度較大，個(gè)別小題需要根據(jù)相關(guān)內(nèi)容進(jìn)行推理總結(jié)。首先要認(rèn)真閱讀短文，注意前后聯(lián)系，掌握短文大意，然后帶著問題再讀短文，找出相關(guān)段落，分析總結(jié)，判斷出正確選項(xiàng)。文章所設(shè)試題主要考察細(xì)節(jié)查找，做題關(guān)鍵是找出原文的根據(jù)，認(rèn)真核查小題和原文的異同。
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