题目内容

A Child Who Could Not See, Hear, Or Speak

For the first nineteen months of her life, Helen Keller was like other pretty happy babies in every way. Then a sudden illness destroyed her sight and hearing. Because she could not hear what other people were saying, the child could not learn to speak. For the next seven years, she lived in a world of darkness, without sounds or words.

The person who changed Helen’s world was her teacher, Anne Sullivan, who entered her life on March 3, 1887. Miss Sullivan had accepted a job a blind child who had never learned to act like a human being, because no one had ever been able to guide her in any way. No one could control Helen. She acted like a young animal, rushing wildly around, throwing things, and hitting anyone whom she could reach. Who could believe that such a child could be taught?

But Anne Sullivan was a very special kind of teacher. She had been blind during part of her own childhood and had learned to read Braille, system of writing that uses raised dots which can be felt by the fingers of a blind person. She had learned to see again after several operations, but she had never forgotten the experience of being blind.

Miss Sullivan understood Helen. She loved her and believed she could teach her. Anne Sullivan could not teach Helen Keller to speak until some other important things had been learned. The little girl had to learn to control her actions and feelings. She had to learn that she could not always do what she wished to do. She had always been able to get what she wanted by using force. The teacher had to change such habits without breaking the child’s spirit.

Miss Sullivan’s battle began. Sometimes, there was real fighting between the wild child and the strong young teacher. At last, however, the battle was won by Miss Sullivan, who had succeeded in showing Helen that she loved her and wanted to help her. The child and her teacher became friends. They continued to be friends until the teacher’s death, fifty year later.

The day on which Helen finally accepted Miss Sullivan as her friend and teacher was a great day in Helen’s life. After that, the teacher could begin to teach the child language.

1Helen Keller acted like a wild animal for she     .

A. had never had a teacher

B. could not understand any words

C. had never learned to know the world around

D. could not hear anyone speak

2     , Sullivan believed she could teach Helen.

A. Being a blind person herself

B. Having learned Braille when she was young

C. Having been specially trained to be a teacher

D. Knowing how a blind child feels

3Helen      and so she could neither hear nor learn to speak.

A. lost her hearing at an early age

B. had disease with her ears and tongue

C. lost her ability in hearing and speaking

D. did not know any words

4The most important thing for Helen was that she should learn     .

A. not always to use force

B. to keep her spirit from breaking

C. to tell what was wrong and what was right

D. not to get angry again

5Sullivan won the battle     .

A. because she was stronger than Helen

B. by helping Helen understand why they fought

C. through fighting until she beat Helen

D. through real fighting and beating

 

答案:C;D;A;C;B
解析:

1、根据第一、二段可知,Helen没有机会认识社会,所以才会像个野生动物一样,所以本题选C。

2、作为老师,仅仅会用盲文教学生是不够的,特别是对盲人学生,更重要的是去了解这样学生的感受。一度失明的Sullivan正是做到了这一点。

3、Then a sudden illness destroyed her sight and hearing. 根据这句可知,本题选A。

4、对Helen来说,首先要学会分辨正误,这样才会意识到武力、破坏、易怒都是错误的。

5、根据倒数第二段可以推断,本题应该选B。

 


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A. poverty                B. loneliness               C. misery                    D. suffering

A. home           B. place               C. school              D. life

A. glory            B. favor               C. habit               D. tradition

A. organizing        B. planning                 C. hosting              D. attending

A. new              B. grateful                  C. kind                D. active

A. broken          B. faded                    C. treasured            D. dried

A. tasteless         B. powerless                 C. priceless              D. worthless

A. directed         B. introduced               C. brought             D. accepted

A. loved           B. protected            C. cared              D. cheered

A. silently        B. continuously          C. unintentionally   D. unconditionally

A. necessities      B. possibilities                C. beauties             D. riches

A. eager          B. willing                     C. proud              D. lucky

A. started out      B. came up                   C. turned out           D. grew up

A. understand      B. guess                      C. tell               D. know  

A. replaces        B. symbolizes                C. equals            D. creates

A. chance         B. mystery               C. challenge            D. beginning

A. reminds            B. helps                        C. accompanies         D. drives

A. fix             B. close                 C. tie                   D. gather

A. cause            B. push                        C. put                            D. leave

A. Yet            B. Besides                    C. Otherwise           D. Therefore

Attitude is an internal(内在的) state that influences the choices of personal action made by the individual(个人). Some researchers consider that attitudes come from differences between beliefs and ideas: others believe that attitudes come from emotional states. Here, we focus on the effects of attitudes upon behavior, that is, upon the choices of action made by the individual.

The kinds of actions taken by human beings are obviously influenced greatly by attitudes. Whether one listens to classical music or rock, whether one obeys the speed limit while driving, whether one encourages one’s husband or wife to express his or her own ideas-all are influenced by attitudes. These internal states are acquired(获得) throughout life from situations one is faced with in the home, in the streets, and in the school.

Of course, the course of action chosen by an individual in any situation will be largely determined by the particulars of that situation. An individual who has a strong attitude of obeying laws may drive too fast when he is in a hurry and no police cars in sight. A child who has a strong attitude of honesty may steal a penny when she thinks no one will notice. But the internal state which remains unchanged over a period of time, and which makes the individual behave regularly in a variety of situations, is what is meant by an attitude.

Attitudes are learned in a variety of ways. They can result from single incidents, as when an attitude toward snakes is acquired by an experience in childhood at the sudden movement of a snake. They can result from the individual’s experiences of success and pleasure, as when someone acquires a positive attitude toward doing crossword puzzles by being able to complete some of them, And frequently, they are learned by copying other people’s able to complete some of them, And frequently, they are learned by copying other people’s behavior, as when a child learns how to behave toward foreigners by observing the actions of his parents. Regardless of these differences, there is something in common in the learning and modification(修正) of attitudes.

52.According to the passage, attitudes __________.

         A.come from different situations in one’s life

         B.are largely affected by one’s behavior

         C.remain unchanged in one’s daily life

         D.could be chosen according to one’s will

53.The author uses the examples in Paragraph 3 to show ______.

         A.people often make mistakes when they are not noticed

         B.people with good attitudes may sometimes do bad deeds

         C.particulars of a situation may influence an individual’s action

         D.an individual may change his or her attitude fairly easily

54.Which of the following is TURE about the learning of attitudes?

         A.Attitudes are only learned through one’s success.

         B.Attitudes learned in danger will last longer.

         C.Copying others’ behavior is not a good idea.

         D.Attitudes can be learned from one’s  parents.

55.What would be the best title for the passage?

         A.Differences of Attitudes.

         B.Nature of Attitude.

         C.Choices of Attitudes.

         D.Modification of Attitude.

 

I receive many letters from children and can’t answer them all – there wouldn’t be enough time in a day. I’ll try to answer some of the questions that are commonly asked.
Where did I get the idea for Stuart Little and for Charlotte’s Web? Well, many years ago, I went to bed one night in a railway sleeping car, and during the night I dreamed about a tiny boy who acted rather like a mouse. That’s how the story of Stuart Little got started.
As for Charlotte’s Web, I like animals and my farm is very pleasant place to be – at all hours. One day, when I was on my way to feed the pig, I began feeling sorry for the pig because, like most pigs, he was going to die. This made me sad. So I started thinking of ways to save his life. Three years after I started writing it, it was published. (I am not a fast worker, as you can see.)
Sometimes I’m asked when I started to write, and what made me want to write. I started early – as soon as I could spell. Children often find pleasure through trying to set their thoughts down on paper, either in words or in pictures. I was not good at drawing, so I used words instead. As I grew older, I found that writing could be a way of earning a living.
Well, here is the answer to the last question. No, they are imaginary (虚构的) tales. In real life, a family doesn’t have a child who looks like a mouse and a spider doesn’t write words in her web. Although my stories are imaginary, I like to think that there is some truth in them, too – truth about the way people and animals feel, think and act.
【小题1】E.B. White wrote this passage to ______.
A. introduce his new books
B. introduce two funny stories
C. explain why he enjoys writing
D. answer some readers’ questions
【小题2】We can know from the passage that E.B. White is a writer who ______.
A. writes very fast
B. works on a friends’ farm
C. mainly writes stories for adults
D. writes imaginary tales for children
【小题3】What inspired E.B. White to write Charlotte’s Web?
A. That he wanted children to love animals.
B. That he was deeply impressed by a clever pig.
C. That he wanted to use his own way to save a pig.
D. That he wanted to save the animals on a farm.
【小题4】 E.B. White started to write because he wanted to ______.
A. improve his spelling
B. express his thoughts
C. show his sadness
D. make a good living
【小题5】What is probably the last question?

A.Are your stories true?
B.What is the truth in your stories?
C.Will you write more imaginary tales?
D.Do you know a child looking like a mouse?

When a child is told he is "uncool", it can be very painful. He may say he doesn't care, and even act in ways that are opposite of cool on purpose. But ultimately, these are simply ways to handle sadness by pretending it's not there.
Helping a child feel better in school had to be careful. If you say, "Why are you worried about what other children think about you? It doesn't matter!"  Children know that it does matter. Instead, an active way may be best. You could say, "I'm going to do a couple of things for you to help you feel better in school."
If a boy is having trouble making friends, the teacher can help him. The teacher can arrange things so that he has chances to use his abilities to contribute to class projects. This is how the other children learn how to value his good qualities and to like him. A teacher can also raise a child's popularity in the group by showing that he values that child. It even helps to put him in a seat next to a very popular child, or let him be a partner with that child in activities, etc.
There are things that parents can do at home, too. Be friendly when your child brings others home to play. Encourage him to invite friends to meals and then serve the dishes they consider "super". When you plan trips, picnics, movies, and other shows, invite another child with whom your child wants to be friends.
What you can do is to give him a chance to join a group that may be shutting him out. Then, if he has good qualities, he can start to build real friendship of his own.
【小题1】A child who has been informed of being "uncool" may ________.

A.care nothing about itB.develop a sense of anger
C.do something uncool purposelyD.pretend to get hurt very much
【小题2】A teacher can help an unpopular child by ________.
A.seeing the child as the teacher's favourite
B.asking the child to do something for partners
C.forcing other children to make friends with the child
D.offering the child chances to show his good qualities
【小题3】Which of the following is TRUE?
A.Children don’t care others' comments on them.
B.It's only teacher's work to make children popular.
C.Parents should take their children out for picnic and shows more often.
D.Inviting children's friends to family activities is good for them to make friends.
【小题4】The passage mainly talks about ________.
A.how to help an unpopular child
B.why some children are unpopular
C.who is responsible for unpopular children
D.how to find out good points of unpopular children

Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough,the answer to both these questions is yes. To some extent(程度)our intelligence is given to us at birth,and special education can never make a genius(天才) out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person’s intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts can be supported in a number of ways.

It is easy to say that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical twins, they  will very likely be as intelligent as each other. Relations like brothers and sisters,parents and children,usually have similar intelligence, and this clearly suggests that intelligence depends on birth.

Imagine that now we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.

1.By using the example that two people closer in blood relationship are closer in intelligence that writer wants to prove    _    .

A.intelligence can be developed by environment

B.intelligence is given at birth

C.intelligence can be developed by experience

D.education plays an important part in the development of education

2.A child who lives in rich and varied surroundings turns out higher in intelligence because ________.

A.his family is rich and therefore can afford to develop his intelligence

B.he can break the limits of intelligence fixed at birth

C.his family is rich and provides him with various healthy food

D.these surroundings are likely to help him reach the limits of their intelligence

3.In the second paragraph “if we take two unrelated people at random from the population...” means “if we ____.”

A.choose two persons who are relative

B.take out two different persons

C.choose two persons with different intelligence

D.pick any two persons

4.The best title for this passage might be __________.        

A.Birth and Environment

B.Intelligence

C.The Answer to a Question

D.Intelligence and Education

 

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