Question

2．In the mid-1950s，I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was was ted effort．One day，this approach threw me into embarrassment．
In Mrs．Totten's eighth-grade math class at Central Avenue School in Anderson，Indiana，we were learning to add and subtract decimals（小数）．
Our teacher typically assigned daily homework，which would be recited in class the following day．On most days，our grades were based on our oral answers to homework questions．
Mrs．Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets．She would start either at the front or the back of the classroom and work toward the other end．
S ince I was seated near the middle of about 35 students，it was easy to figure out which questions I might have to answer．This particular time，I had completed my usual two or three problems according to my calculations．
What I failed to expect was that several students were absent，which threw off my estimate．As Mrs．Totten made her way from the beginning of the class，I desperately tried to determine which math problem I would get．I tried to work it out before she got to me，but I had brain freeze and couldn't function．
When Mrs．Totten reached my desk，she asked what answer I'd got for problem No.14．"I…I didn't get anything，"I answered，and my face felt warm．
"Correct，"she said．
It turned out that the correct answer was zero．
What did I learn that day？First，always do all your homework．Second，in real life it isn't always what you say but how you say it that matters．Third，I would never make it as a mathematician．
If I could choose one school day that taught me the most，it would be that one．
32．What does the underlined part in Paragraph 1 indicate？D
A．It is wise to value one's time．
B．It is important to make an effort
C．It is right to stick to one's belief．
D．It is enough to do the necessary．
33．The author could work out which questions to answer since the teacher always．A
A．asked questions in a regular way
B．walked up and down when asking questions
C．chose two or three questions for the students
D．requested her students to finish their usual questions
34．The author failed to get the questions he had expected because．B
A．the class didn't begin as usual
B．several students didn't come to school
C．he didn't try hard to make his estimate
D．Mrs．Totten didn't start from the back of the class
35．Which of the following can be the best title for the passage？D
A．An Unforgettable Teacher      
B．A Future Mathemati cian
C．An Effective Approach         
D．A Valuable Lesson．

Answer 1

分析 本文是一篇记叙文．作者回忆了自己青春期早期，非常的自负．然而，在一堂数学课上所发生的一件尴尬的事情，给作者一次有价值的教训，也让作者明白了许多道理．

解答 32．D．句意理解题．根据文章第一段I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort．及下文作者的讲述可知此句的含义是：做任何必要的都是白费力气．故D正确．
33．A．细节理解题．根据文章第五段中Since I was seated near the middle of about 35 students，it was easy to figure out which questions I might have to answer．可知作者坐中间，很容易推算出他要回答的问题．故A正确．
34．B．细节理解题．根据文章第六段首句What I failed to expect was that several students were absent，which threw off my estimate．可知由于几位同学缺席，导致了不能够知道他回答哪个问题．故B正确．
35．D．推理判断题．文章作者回忆了自己青春期早期，在一堂数学课上所发生的尴尬的事情，给作者一次有价值的教训．故D正确．

点评 考察学生的细节理解和推理判断能力，做细节理解题时一定要找到文章中的原句，和题干进行比较，再做出正确的选择．在做推理判断题不要以个人的主观想象代替文章的事实，要根据文章事实进行合乎逻辑的推理判断．