Question

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 （擲） 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 quiet! 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!
小題1:What did the author’s classmates think about his report?

A．Controversial．

B．Ridiculous．

C．Boring．

D．Puzzling．

小題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．

小題3:The underlined word “burning” in Para． 3 probably means _______．

A．a(chǎn)nnoyed

B．a(chǎn)shamed

C．ready

D．eager

小題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

Answer 1

小題1:B
小題2:A
小題3:D
小題4:B

試題分析：
小題1:推理題，由第二段的第三行find information about a man named George Washington老師讓找的是關(guān)于美國(guó)革命的George Washington，而作者找的是發(fā)明堅(jiān)果的George Washington，所以當(dāng)作者演講時(shí)，同學(xué)們都認(rèn)為是可笑的，所以選B
小題2:推理題，由老師讓找的是關(guān)于美國(guó)革命的George Washington，而作者找的是發(fā)明堅(jiān)果的George Washington，可以推出作者對(duì)美國(guó)歷史不了解，所以選A
小題3:推理題，由前面的句子standing before this unfriendly mass, I was totally lost．可以推出作者已經(jīng)意識(shí)到自己找錯(cuò)了，所以很渴望找到自己錯(cuò)誤出在哪，所以選D
小題4:推理題，由最后一段最后一句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!可以推出是由于作者的努力而出現(xiàn)的結(jié)果，所以選B
點(diǎn)評(píng)：本文講述了老師讓作者找個(gè)美國(guó)歷史人物做演講，由于作者不熟悉美國(guó)歷史，他找了個(gè)發(fā)明堅(jiān)果的人做演講，通過(guò)他的努力，取得了滿(mǎn)意的結(jié)果的故事。先通讀全文，然后帶著問(wèn)題，再讀全文，找出答題所需要的依據(jù)，完成閱讀。本文主要考查推理題，要求學(xué)生有很強(qiáng)的推理分析能力。