Question

Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.

We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”

But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運).

For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. Ds.

Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view.   About The Red Pony, one student said, “it’s about being a man, it’s about manliness.”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨白) read as raps (說唱), but both made sense; The interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充實) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.

1.The underlined words in Paragraph 1 probably mean that a book helps to __________.

A．realize our dreams                      B．give support to our life

C．smooth away difficulties                  D．a(chǎn)wake our emotions

2.Why were the students able to understand the novel Of Mice and Men?

A．Because they spent much time reading it.

B．Because they had read the novel before.

C．Because they came from a public school.

D．Because they had similar life experiences.

3.The girl left the selective high school possibly because__________.

A．she was a literary-minded girl              B．her parents were immigrants

C．she couldn’t fit in with her class           D．her father was then in prison

4.To the author’s surprise, the students read the novels__________.

A．creatively         B．passively          C．repeatedly        D．carelessly

5.The author writes the passage mainly to__________.

A．introduce classic works of literature

B．a(chǎn)dvocate(倡導) teaching literature to touch the heart

C．a(chǎn)rgue for equality among high school students

D．defend the current testing system

 

Answer 1

【答案】

1.D

2.D

3.C

4.A

5.B

【解析】

試題分析：這篇文章通過作者的教書經(jīng)歷指出教文學一定要觸及心靈，不要只停留于文字表面。

1.句意猜測題。該句運用了明喻和暗喻的寫作手法，將書比作斧子，冰凍的大海意指讀者封鎖的情感。作者引用這句話旨在告訴學生：一本好書應(yīng)有助于喚醒讀者的情感。選D。

2.細節(jié)歸納題。根據(jù)第三段內(nèi)容可知，小說“Of Mice and Men”中的悲劇在學生生活中有類似經(jīng)歷，如“kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parentsthemselves; kids who are homeless; kids who grew up in violent neighborhoods.”因此答案是D。

3.細節(jié)理解題。根據(jù)第四段“…a former excellent student of mine had transferred out of a selective high school”及“… she perhaps felt uncomfortable with her new classmates”可知答案是C。

4.細節(jié)歸納題。根據(jù)第五段“The students didn’t always read from the expected point of view.”“I had never before seen …, nor had I heard…, but both made sense; the interpretations were playful, but serious.”“His historical view was broadening, his sense of his own country deepening.”可知答案是A(creatively創(chuàng)造性地)。passively“被動地”；repeatedly“重復地”；carelessly“粗心地”。選A

5.主旨歸納題。縱觀全文，文章開頭引用Franz Kafka的名言說明文學作品對喚醒學生情感的作用，接著詳細介紹在平時教學生文學閱讀過程中如何觸及學生心靈的。因此答案是B。

考點：考查教育類短文

點評：這篇文章通過作者的教書經(jīng)歷指出教文學一定要觸及心靈，不要只停留于文字表面。本題型考查了對文章段落或某一板塊的理解概括能力。先閱讀問題，然后帶著問題，再讀全文，找出答題所需要的依據(jù)，完成閱讀。在詞義與句義理解的基礎(chǔ)上，結(jié)合上下文總結(jié)歸納某一段或幾段的大意，對于把握文章主旨，分析全文結(jié)構(gòu)都是至關(guān)重要的。