Question

【题目】In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted 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 answer 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 apeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end.

Since 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.

【1】 What does the underlined part in Paragraph 1 indicate?

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.

【2】 Usually, Mrs. Totten asked her students to _______.

A. recite their homework together

B. grade their homework themselves

C. answer their homework questions orally

D. check the answers to their homework questions

【3】 The author could work out which questions to answer since the teacher always _______.

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

【4】The author failed to get the questions he had expected because _______.

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

【5】Which of the following can be the best title for the passage?

A. An Unforgettable Teacher

B. A Future Mathematician

C. An Effective Approach

D. A Valuable Lesson

Answer 1

【答案】【1】 D

【2】 C

【3】 A

【4】 B

【5】 D

【解析】本文是一篇夹叙夹议文，大意是介绍最有价值的一堂数学课。“我”的数学老师每次上课都让学生们口头回答前一天的数学题，她通常是按学生的座号的顺序或倒序进行提问，而“我”的座号是全班的中间，所以每次提问时“我”都能按顺序算好自己该回答那个题，然后就这一个题做好准备。但那天却出了问题，“我”虽然计算好了自己要回到的问题，但有几个同学请假了，老师提问的不是“我”准备的问题，当老师提问到“我”时，“我”说：我得到了零。老师说：对。原来那个题的答案就是零。“我”居然回答对了。从那堂课“我”得到了很多启示，是最有价值的一堂课。

【1】 句意猜测题。文中划线句的意思是：做那些额外的事都是浪费精力，即做需要做的事就足够了，故选D。

【2】 细节理解题。根据第三自然段的最后一句可知数学老师常常让学生在课堂上口头回答前一天的数学作业题，故选C。

【3】 推理判断题。根据第四自然段的最后一句可知老师提问的顺序通常是按座号的顺序或倒序，即老师的提问是有规律的，故选A。

【4】 细节理解题。根据第六自然段的首句可知“我”没有算准要回答的问题的原因在于有几个同学缺课了，故选B。

【5】 主旨大意题。根据最后一句可以推断出本文大意是：最有价值的一堂课，故选D。