Therewasonceablindman,whodidal-优题课

If you want to get the most out of the study of a language, you must also read for pleasure: novels, plays, travel books, and so on. And in reading books of this kind the important thing is to get on with the reading; to try to grasp what the writer is going to tell you in the book as a whole. This is impossible if you stop and think over the meaning of every single word which happens to be unfamiliar (不熟悉). You can not enjoy a story if you stop half a dozen times on every page in order to look up words in the dictionary. You may even prevent yourself from understanding the story as a whole by doing this.
When you are reading books of this kind, therefore, you will usually have to rely mainly on (依靠) the context (上下文) to help you. If you meet an unfamiliar word, do not let it take too much of your attention from the main thread (主线) of the story. In all probability (可能) you will meet the same word again a few pages later on in a slightly different context, and each time you see it that your understanding of it will become more exact.
The phrase “to get on with reading” in the passage has the same meaning as “______”.

A．to try to grasp the meaning of every sentence in the book

B．to try to catch the meaning of every word in the book

C．to try to understand all the writer is going to tell you

D．to try to understand the main idea of the book

When you meet new words in reading such kinds of books, you’d better ______.

A．stop and look them up in a dictionary

B．stop and think them over

C．try to guess their meanings from the context

D．have none of them

From the passage the best way to read novels, plays and travel books is ______.

A．to read very slowly

B．to read quickly and not too carefully

C．to read very carefully

D．to read very seriously

The best title for this passage is “______”.

A．Read for Pleasure	B．Get on with the Books
C．Reading Skills	D．The Importance of Reading

Top lists are lecturing people on everything from"100 books to visit " to "100 books to read ".
Aren't you just tired of being told what to do with your time?
Now you have a list to end all lists!
Take a look at the following two examples from the list of "101 things not to do":
Swim with Dolphins（海豚）？
Swimming with dolphins is one of the world’s most profitable tourist activities. However, every dolphin will welcome having their busy, tiring day interrupted by tourists screaming and pushing around them in the water. Worse yet, when dolphins get too near to the boats loaded tourists, they could get caught up in ropes and killed by propellers(螺旋桨).
Here’s a little secret. Dolphins look like smiling at you, but actually they’re just opening mouths.
Go to See the Mona Lisa?
There must be something about the mysterious(神秘的)smile. The 6 million people who visit the lady in the Louvre every year can’t all be wrong, after all. But they can be quite annoying standing in front of you, holding up their cameras to prevent you from seeing anything. In fact, it is hard for you to see the painting clearly because you have to stay away from it for security reasons. After queuing for hours, many tourists can remain in front of the painting only for 15 seconds at most.
If the mysterious lady in the picture knew her fate, she wouldn’t just be smiling, she’d be laughing.
So, still long to see the Mona Lisa? If you want to find out more about the list, read 101 Things NOT to Do Before You Die. Visit www.not2dobeforeidie.co.uk and buy the book at a 20％ discount.
According to the passage, swimming with dolphins________.

A．is the world’s most popular tourist activity

B．gives fun to both tourists and dolphins

C．can cause danger to dolphins

D．will make tourists busy and tired

What does the author think about going to see the Mona Lisa?

A．It is wrong to go and see the mysterious smile.

B．Queuing for hours is worthwhile.

C．Fifteen seconds in front of the painting is enough.

D．It is not as satisfying as expected.

The list of “101 things not to do” is made most probably because its author_______.

A．thinks it boring to do the things suggested by other lists

B．believes other lists are not humorous enough

C．intends to persuade people to read more lists

D．wants to provide a list different from other lists

What is the main purpose of the passage?

A．To introduce a website.

B．To advertise a book.

C．To comment on popular lists.

D．To recommend tourist activities.

Read the following text and choose the most suitable heading from A—F for each paragraph. There is one extra heading which you do not need.
A. When a child should learn to read
B. Why it is fun to teach a child reading
C. What if a child has reading problems
D. How you prepare a young child for reading
E. What is the best way to teach a child reading
F. Whether reading early promises later achievements

Learning to read early has become one of those indicators—in parents' minds at least—that their child is smart. In fact, reading early has very little to do with whether a child is successful academically. Research has shown that difficulty with reading is often due not to inferior intelligence but to differences in the developmental wiring of each individual child. In some cases, there are neurological problems and developmental lags that can be overcome with proper training.

Traditionally, American schools teach children at age six, but many schools begin teaching informally in kindergarten and pre-kindergarten. If parents start too early to encourage reading, and a child does not immediately succeed, the parent has a hard time relaxing and letting the child go at his or her own pace.

Over the years, research has proved that the use of both the “whole language” method and the “phonic” method works best for a child to master reading. While the whole language approach, which includes reading to children and getting them interested in both the activity of reading and the story they are reading, is helpful, phonics must be taught. Children must be taught that one of the squiggles they see is a “p” and another a “b”. Getting the print off the page requires a different ability than being able to understand the meaning of what is written.

You can start developing the skills needed in reading at a very young age without putting any pressure on children. Besides reading to them, parents can start “ear training” their child by playing rhyme games. This develops the child's ability to recognize different sounds. In reading to children, parents also can point to words as they go, teaching the child that the funny lines on the page are the words you are saying. All this should be a fun activity.

Once a child is in school, the learning of reading is inevitably more serious. For children who have some kind of reading difficulty, you must get a professional diagnosis. While the teacher might say the child is merely disinterested but will get over it, disinterest or poor performance in reading can stem from a number of things, some being very specific learning disabilities that can be identified and worked on. But it is very tricky for parents to deal with their own child's learning disabilities.

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.”
“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm teacher.
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
It can be inferred from the story that in 1974 ________________.

A．the writer became an optimistic person

B．it was rather difficult to get a job in the USA

C．the writer was very happy about her new job

D．it was easy to get a teaching job in New Jersey

According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A．She didn’t like teaching English literature.

B．She didn’t ask experienced teachers for advice.

C．She took too much time off to eat and sleep.

D．She had blind trust in what she learnt at college.

What is the writer’s biggest worry after her taskmaster’s observation of her class?

A．She couldn’t ignore her students’ bad behavior any more.

B．She migh t lose her students’ respect.

C．She couldn’t teach the same class any more.

D．She might lose her teaching job.

Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．She managed to finish the class without crying.

C．Her students behaved a little better than usual.

D．She was invited for a talk by her boss after class.

The students behaved badly in the writer’s classes because

A．They were eager to embarrass her.

B．They didn’t regard her as a good teacher.

C．She didn’t really understand them.

D．She didn’t have a good command of English.

The taskmaster’s attitude towards the writer after his observation of her class can be described as________________.

A．cruel but encouraging	B．sincere and supportive
C．fierce but forgiving	D．angry and aggressive

Although in the 17th century in the United States fine art and folk art had similar qualities, a difference between them began to appear as time went on in the 18th and 19th centuries artists with ambition studied abroad and came back to paint portraits(肖像) of upper-class families in American society. The less ambitious or less fortunate artists traveled around their own areas and created pictures of countryside society. Anyway, artists got trained and those simple creations improved a lot.
Around 1930，folk art began to take on a new meaning and was considered as an expression of a small cultural class. Folk art is never the product of art movements, but comes out of craft traditions. This art is based not on measurements or calculations and rarely goes with the standards of realism. It goes straight to the bases of art which the folk artists feel naturally.
The period 1930~ 1960 was the time when folk artists began to receive recognition. They often began their art careers late in life and used art as an outlet（出口） for their energy. Their materials were cheap and simple, their subjects were different, but their creativity flowed. Doing their own things became the norm（标准）, and was what made folk art so desirable.
Although it is hard to define folk art, one thing is certain --- it touches us in a special way because the artists show us how he or she brought beauty into their everyday life. Since folk artists come from all walks of life, each piece of art created is one of a kind, emphasizing color, simplicity of line and brave, simple form. Most importantly, it exemplifies（作为…的例子） the history of American life.
What similar qualities did folk art and fine art probably have in the 17th century?

A．They were both simple creations.

B．The artists of both focused on family life.

C．The artists of both came from the lower class.

D．They were both gifted creations by trained artists.

What was folk art around 1930 based on according to the second paragraph?

A．The traditions of the upper class.

B．The progress of art in that period.

C．The standards of realism.

D．The feelings of the artists.

Which of the following statements can be used to describe the works of folk artists?

A．They are difficult to understand.

B．They help artists let out their energy.

C．They show pictures of unreal life.

D．They are similar to one another.

Why did folk art become popular during the period from 1930 to 1960?

A．It offered artists the freedom of expression.

B．Artists didn’t need to spend much on materials.

C．Other kinds of art couldn’t express the beauty of life.

D．Artists could express their dissatisfaction towards society.

The author’s purpose in writing the text is to ___________.

A．speak highly of folk art

B．compare folk art and fine art

C．explain the history and characteristics of folk art in America

D．explain the development and changes of American art