Question

I entered high school having read hundreds of books. But I was not a good reader. Merely bookish, I lacked a point of view when I read. Rather, I read in order to get a point of view. I searched books for good expressions and sayings, pieces of information, ideas, themes—anything to enrich my thought and make me feel educated. When one of my teachers suggested to his sleepy tenth-grade English class that a person could not have a “complicated idea” until he had read at least two thousand books, I heard the words without recognizing either its irony (嘲讽) or its very complicated truth. I merely determined to make a list of all the books I had ever read. Strict with myself, I included only once a title I might have read several times. (How, after all, could one read a book more than once?) And I included only those books over a hundred pages in length. (Could anything shorter be a book?)  

There was yet another high school list I made. One day I came across a newspaper article about an English professor at a nearby state college. The article had a list of the “hundred most important books of Western Civilization.” “More than anything else in my life,” the professor told the reporter with finality , “these books have made me all that I am.” That was the kind of words I couldn’t ignore. I kept the list for the several months it took me to read all of the titles. Most books, of course, I hardly understood. While reading Plato's The Republic, for example, I needed to keep looking at the introduction of the book to remind myself what the text was about. However, with the special patience and superstition (迷信) of a schoolboy, I looked at every word of the text. And by me time I reached the last word, pleased, I persuaded myself that I had read The Republic, and seriously crossed Plato off my list

On heating the teacher's suggestion of reading, the writer thought _______.

A. one must read as many books as possible

  B. a student should not have a complicated idea

  C. it was impossible for one to read two thousand books

  D. students ought to make a list of the books they had read

While at high school, the writer _______.    

  A. had plans for reading                            B. learned to educate himself

  C. only read books over 100 pages              D. read only one book several times

The underlined phrase “with finality” probably means _______.

  A. firmly              B. clearly                            C. proudly         D. pleasantly

The writer's purpose in mentioning The Republic is to _______.

  A. explain why it was included in the list

  B. describe why he seriously crossed it off the list

  C. show that he read the books blindly though they were hard to understand

  D. prove that he understood most of it because he had looked at every word

The writer provides two book lists to _______.

  A. show how he developed his point of view

  B. tell his reading experience at high school

C. introduce the two persons' reading methods   

  D. explain that he read many books at high school

Answer 1

【小题1】A

【小题2】A

【小题3】A

【小题4】C

【小题5】B

解析:

本文主要讲述了作者中学时期的阅读经历。

【小题1】细节理解题。 从第一段后半部分可以看出，作者在听到老师有关阅读的意见以后，就开始争取读尽量多的书，并把自己读过的书都列成了一个书目。

【小题2】 细节理解题。 从第一段可以得知，作者并不是只读超过l00页的书，更不是只是反复地读一本书，更没有关于他学着自己教育自己的表述。

【小题3】词义猜测题。 在他的一生中，是他所阅读过的这些书使他取得了如今的成就。根据上下文的理解，我们可以推测这位科学家是很“坚定地”跟记者说的。

【小题4】推理判断题。 作者说他阅读柏拉图的书是为了说明他当时读书比较盲目，读了很多很深奥难懂的书。

【小题5】 推理判断题。 作者在文中说他曾经列的两个书单，是为了支撑他整篇文章的主题：他在中学的时候是如何读书的，而并不是他如何形成自己的观点、介绍两个人的读书方法、或者解释他在中学的时候读过很多书。