题目内容
This childhood intention is described in her novel, A Sound of Chariots, which although written in the third person is clearly autobiographical (自传体的)and gives a picture both of Mollie’s ambition and her struggle towards its achievement. Thoughts of her childhood inevitably(不可避免的)brought thoughts of the time when her home was still a village with buttercup meadows and strawberry fields-sadly now covered with modern houses. “I was once taken back to see it and I felt that somebody had lain dirty hands all over my childhood. I’ll never go back,”she said.“Never.”“When I set one of my books in Scotland,”she said,“I can recall my romantic feelings as a child playing in those fields, or watching the village blacksmith at work. And that’s important, because children now know so much so early that romance can’t exist for them, as it did for us.”
- 1.
What does Mollie Hunter feel about the nature of a good book?
- A.It should not aim at a narrow audience.
- B.It should be attractive to young readers.
- C.It should be based on original ideas.
- D.It should not include too much conversation.
- A.
- 2.
In Mollie Hunter’s opinion, which of the following is one sign of poor writer?
- A.Being poor in life experience
- B.Being short of writing skill.
- C.The weakness of description
- D.The absence of a story.
- A.
- 3.
What do we learn about Mollie Hunter as a young child?
- A.She didn’t expect to become a writer.
- B.She didn’t enjoy writing stories.
- C.She didn’t have any particular ambition.
- D.She didn’t respect her teacher’s view.
- A.
- 4.
In comparison with children of earlier years, Mollie feels that children now are _____.
- A.more intelligent
- B.better informed
- C.less eager to learn
- D.less interested in reality
- A.
- 5.
What’s the writer’s purpose in this text?
- A.To share her enjoyment of Mollie Hunter’s book.
- B.To introduce Mollie Hunter’s work to a wider audience.
- C.To provide information for Mollie Hunter’s existing readers.
- D.To describe Mollie Hunter’s most successful books.
- A.
By the third year of teaching I’d begun to expect Christmas break more for the school holiday and less for the excitement of the children. I was teaching fourth grade and my students had made me 36 . I just had to get through one of the hardest days of the school year.
The morning bell rang. I walked 37 through the cold into the overly heated school building. Twenty-two smiling faces 38 me at the school bus stop. I forced myself to 39 their smiles. Back into the classroom, they 40 , comparing plans for the 41 . I had to remove one student from each arm 42 I could take a seat at my desk for my morning duties. Before I could find my roll book(点名册) my desk was covered with 43 and gifts followed by a 44 of “Merry Christmas” wishes.
“Oh, thank you,” I must have 45 a million times. Each gift was truly special to me, except my 46 mood. It was kind of them to 47 me. After a while, I heard a small nervous 48 say my name. I looked up to see Brandon standing 49 by my desk, holding a small, round gift. “This is for you.”
“Thank you, Sweetheart.” I laid it on my desk with the others.
“Um, could you 50 it now?”
I gently tore at the paper and tape. “ 51 ,” he said, “it’s breakable.” Slowly I opened a small, green Christmas tree ornament(装饰物), complete with a hook already 52 . It dawned on me what he had done. Then a nearby student said that he just pulled that off his own tree. I tried to keep my 53 back.
Later that day, I sat 54 the ornament in my hands. Was I really so important to this child that he had searched for something to give me? Now every year as I 55 pull a green Christmas ball from my ornament box, I remember the deep influence my students have on me.
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