English was always my favorite subject. In my freshman year of high school, I could write a killer composition. In my junior year, my   1  allowed me to give spelling tests to the class. I had wonderful   2  of this year. Mrs. Alexander   3  me to sit at her desk and take over the class when she had to leave the room. Only my senior English class was   4 , as we had a teacher right out of college who expected college-level work. Every student received a “C” or “D” grade the first quarter.   5  English was still my subject.

I graduated from high school,  6  early and had children.   7  about my English, I often helped my kids with their English homework. And I   8  long articles and beautiful poetry for a newspaper. Fifteen years later, I went to college, and because I had been an “A” student, I   9  an “A” student. I lived up to my own expectations.

Yesterday, I   10  my high school report cards when I was reading old papers. That bundle (捆) of report cards   11  back the old days. I remembered sitting in my advisor’s office, explaining that I had always been excellent at English and complaining that I did not   12  a “D” from that inexperienced teacher of my senior year. The advisor was   13  but unable to change a grade.

My old   14  cards showed something else too. I wanted to tear them up or   15  them. I was not an “A” student in high school English! Somehow, I had convinced myself of this, when the grades clearly reflected an   16  student with an occasional “A” or “B”, but mostly “C”s.

Had I lived up to those   17  and define (定義) myself according to those letters, I would have never confidently   18  my writing career. Had I believed in my early grades instead of myself, I would have allowed my fear of   19  to defeat my enthusiasm and damage my creativity.   20 , I regarded my younger self as an “A” English student, except for that undeserved “D”.

1.                A．teacher         B．headmaster      C．classmate D．monitor

 

2.                A．memories       B．thoughts        C．expectations   D． impressions

 

3.                A．forced         B．a(chǎn)ppointed       C．permitted D．begged

 

4.                A．a(chǎn)ctive          B．creative        C．interesting D． disappointing

 

5.                A．So             B．But            C．And D．Or

 

6.                A．worked         B．married         C．succeeded    D． progressed

 

7.                A．Confident       B．Happy          C．Sorry D． Anxious

 

8.                A．wrote          B．edited          C．read D． copied

 

9.                A．met           B．lost            C．a(chǎn)dmired  D．remained

 

10.               A． counted       B．remembered    C．discovered D．a(chǎn)pproached

 

11.               A． turned        B．brought        C．held  D． put

 

12.               A． deserve       B． make         C．receive   D． learn

 

13.               A． sympathetic    B． energetic      C．a(chǎn)ngry D． sad

 

14.               A． birthday       B． post          C．invitation  D． report

 

15.               A． keep          B． correct        C．hide  D． send

 

16.               A． silent         B． bright         C．a(chǎn)verage   D． outstanding

 

17.               A． figures        B． grades        C．papers    D． words

 

18.               A． changed       B． ended         C．damaged  D．sought

 

19.               A． change        B． risk           C． stress    D． failure

 

20.               A． Otherwise     B． Besides        C．Instead    D． Still

 

 

【答案】

1.A

2.A

3.B

4.D

5.B

6.B

7.A

8.A

9.D

10.C

11.B

12.A

13.A

14.D

15.C

16.C

17.B

18.D

19.D

20.C

【解析】

試題分析：本文講述了作者的小時(shí)候一直英語(yǔ)很好，到時(shí)到了高中英語(yǔ)沒(méi)有以前那么好了，可是作者并沒(méi)有因?yàn)榉謹(jǐn)?shù)而來(lái)評(píng)判自己的水平，相反，她一直認(rèn)為自己很優(yōu)秀，最終還成為了作家。

1.從后文看，應(yīng)該是我的老師允許我給班上進(jìn)行一個(gè)拼寫(xiě)考試，故選A

2.A. memories記憶       B. thoughts想法 C. expectations 期望D.  impressions印象，句意：那一年我有一些非常好的記憶，故選A

3.A. forced迫使      B. appointed指派       C. permitted允許       D. begged祈求；句意：亞歷山大老師，當(dāng)她離開(kāi)教室時(shí)指派我坐在她的位置上管理班級(jí)，故選B

4.從后文看作者的同學(xué)英語(yǔ)成績(jī)都只得了C等或者是D等，所以此處作者應(yīng)該是對(duì)高三的英語(yǔ)分?jǐn)?shù)很失望，故選D

5.句意：但是英語(yǔ)仍然是我最喜歡的科目，故選B

6.A. worked工作      B. married結(jié)婚      C. succeeded成功    D.  progressed前進(jìn)，句意：我從大學(xué)畢業(yè)，很早就結(jié)婚了有了孩子，故選B

7.A. Confident自信的     B. Happy高興的      C. Sorry抱歉的  D.  Anxious焦慮的，句意：我對(duì)自己的英語(yǔ)非常自信，常常幫助我的孩子學(xué)習(xí)英語(yǔ)，故選A

8.句意：并且我也為報(bào)紙寫(xiě)了很長(zhǎng)的文章和詩(shī)，故選A

9.A. met遇見(jiàn)     B. lost迷失     C. admired欽佩  D. remained仍然，句意：我仍然是一個(gè)A等的學(xué)生，故選D

10.A.    counted 計(jì)算    B. remembered記得       C. discovered發(fā)現(xiàn)       D. approached接近，句意：昨天，我發(fā)現(xiàn)了我過(guò)去的成績(jī)單，故選C

11.從后文I remembered sitting in my advisor’s office可知那一成捆的成績(jī)單將我?guī)Щ氐搅诉^(guò)去，故選B

12.A.    deserve應(yīng)得 B.  make制作        C. receive接收  D.  learn學(xué)習(xí)，句意：我解釋我是非常擅長(zhǎng)英語(yǔ)的，抱怨自己不應(yīng)只從這個(gè)經(jīng)驗(yàn)不豐富的老師這里得了個(gè)D等，故選A

13.A.    sympathetic同情的   B.  energetic經(jīng)歷充沛的     C. angry生氣的  D. sad悲傷的，句意：我的輔導(dǎo)員是表示同情的，但是不能夠該動(dòng)分?jǐn)?shù)，故選A

14.前文講到了成績(jī)報(bào)告單，所以此處也應(yīng)該是成績(jī)報(bào)告單，故選D

15.從后文I was not an “A” student in high school English!及前文作者想要撕掉它們，所以此處應(yīng)該是隱藏這些成績(jī)單，故選C

16.A.    silent沉默的    B.  bright 明亮的  C. average平均的    D.  outstanding杰出的，句意： 但是分?jǐn)?shù)很明顯的表明一個(gè)偶而是A或B的學(xué)生，他的平均水平往往是C等，故選C

17.A.    figures數(shù)據(jù) B.  grades分?jǐn)?shù)      C. papers紙 D.  words話(huà)，句意：如果我承認(rèn)這些分?jǐn)?shù)，根據(jù)這些分?jǐn)?shù)來(lái)定義我自己的話(huà)，故選B

18.A.    changed改變 B.  ended結(jié)束       C. damaged損害  D. sought尋求，句意：我就不會(huì)去尋求我的寫(xiě)作生涯，故選D

19.句意：如果我相信我早期的成績(jī)，而沒(méi)有能相信自己，那么我將會(huì)讓失敗的恐懼來(lái)戰(zhàn)勝我的熱情，毀壞我的創(chuàng)造力，故選D

20.A.    Otherwise否則   B.  Besides除此之外     C. Instead相反，代替    D.  Still仍然；句意：相反，我相信我自己是A等的學(xué)生，故選C

考點(diǎn)：人物傳記類(lèi)記敘文

點(diǎn)評(píng)：總體來(lái)說(shuō)文章的題目設(shè)置有一定難度，圍繞著作者對(duì)自己成績(jī)的看法來(lái)展開(kāi)講述。解答此類(lèi)文章需要將自己設(shè)身處地的融入情節(jié)中，對(duì)于第一遍做不出的題目不要急于作答，將后續(xù)題目答完后再仔細(xì)作答。

 

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