Question

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get — a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen 一 teaching English.

School started, but I felt more and more as if I were in a foreign country. Waa this rural area really New Jersey? My students a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking lime off only to eat and sleep. And then there was my sixth-grade class 一 seventeen boys and five girls who were only six yean younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and lo promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave ray students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time ray boss, who was also ray taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them," he repeated. “No wonder they’re bored. Why not get to the meal of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named ray problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

55. It can be inferred from the story that in 1974 ______.

A. the writer became an optimistic person

B. the writer was very happy about her new job

C. it was rather difficult to get a job in the USA

D. it was easy to get a teaching job in New Jersey

56. According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A. She had blind trust in what she learnt at college.

B. She didn’t ask experienced teachers for advice.

C. She took too much time off to eat and sleep.

D. She didn’t like teaching English literature.

57. What is the writer’s biggest worry after her taskmaster's observation of her class?

A. She might lose her teaching job.

B. She might lose her students’ respect.

C. She couldn’t teach the same class any more.

D. She couldn’t ignore her students’ bad behavior any more.

58. Which of the following gives the writer a sense of mild victory?

A. Her talk about symbolism sounded convincing.

B. Her students behaved a little better than usual.

C. She managed to finish the class without crying.

D. She was invited for a talk by her boss after class.

59. The students behaved badly in the writer's classes because ______.

A. they were eager to embarrass her

B. she didn't really understand them

C. they didn't regard her as a good teacher

D. she didn’t have a good command of English

60. The taskmaster’s attitude towards the writer after his observation of her class can be best described as ______.

A. cruel but encouraging                        B. fierce but forgiving

C. sincere and supportive                       D. angry and aggressive

Answer 1

【語(yǔ)篇解讀】本文是一篇記敘文，題材是作者從教第一年的經(jīng)歷。文章描述的是作者工作第一年到偏遠(yuǎn)山區(qū)的一所學(xué)校執(zhí)教的經(jīng)歷，當(dāng)作者個(gè)人的執(zhí)教理念和現(xiàn)實(shí)脫節(jié)時(shí)得到了上司的指點(diǎn)，對(duì)自己以后文學(xué)的教學(xué)起到了很大的影響。

段落	關(guān)鍵詞、句	大意推測(cè)
第一部分（Para. 1-2）	In 1974；a teaching job；distant wild aera；optimism; teaching English; in a foreign country; were also frequently absent	故事緣由：通過(guò)層層選拔，我得到了一份偏遠(yuǎn)地區(qū)的教學(xué)工作，具體的教學(xué)狀況令我有些迷茫。
第二部分（Para. 3-5）	had a problem; idealistic teacher; make literature come alive; ignore bad behavior; positive attention; my boss; pretended; unemployment	問(wèn)題的暴露：我以大學(xué)的經(jīng)驗(yàn)實(shí)施我的理想教學(xué)，忽視孩子們的不良舉動(dòng)，被老板發(fā)現(xiàn)炒魷魚(yú)。
第三部分（Para. 6-9）	Face him；finish out；looked at me long and hard；without accusation；no wonder；why not；bad behavior	與老板的對(duì)話：我教學(xué)中的弊端在與老板的對(duì)話中得以發(fā)現(xiàn)，使我恍然大悟。
第三部分（Para. 10-11）	The year progressed；spent many hours；helped me identify； in short；fifteen years later；thanks to	對(duì)我教學(xué)的影響：市場(chǎng)的介入給我們的生活帶來(lái)的巨大變化。

【解析】

55A。推理判斷題。難度：中等。題干關(guān)鍵詞為in 1974，定位第一段。根據(jù)第一段第一句的描述可知，作者是經(jīng)過(guò)投了50份簡(jiǎn)歷，經(jīng)歷了四次面試才得到這份工作的，由此可知當(dāng)時(shí)的美國(guó)就業(yè)是相當(dāng)困難的。

56. C。細(xì)節(jié)理解題。難度：中等。題干關(guān)鍵詞為the writer’s problem as a new teacher，定位于第三第四段。第三段后半部分說(shuō)我有個(gè)問(wèn)題很久沒(méi)意識(shí)到，我的教學(xué)理念和教學(xué)實(shí)際脫節(jié)，第四段又說(shuō)大學(xué)里受到的教育對(duì)我影響很大，可知對(duì)大學(xué)知識(shí)的盲目自信正是她的問(wèn)題所在，A項(xiàng)正確。 B項(xiàng)的內(nèi)容在文中沒(méi)有涉及，沒(méi)有提到其他老師的存在，可排除；C項(xiàng)描述與第三段第一句I worked hard，taking time off only to eat and sleep相矛盾；D項(xiàng)說(shuō)作者不喜歡文學(xué)教學(xué)也與文中說(shuō)作者對(duì)工作的執(zhí)著和熱心相背。

四、A。細(xì)節(jié)理解題。難度：中等。題干關(guān)鍵詞為biggest worry，定位于第五段和第六段。第五段最后兩句說(shuō)負(fù)責(zé)人只聽(tīng)了20分鐘就悄悄地離開(kāi)了，我似乎看到了自己被解雇的情形以及下一段第二句話我不知道他是否讓我上完那天的課，由此可知作者怕丟掉來(lái)之不易的工作。

五、C。細(xì)節(jié)理解題。難度：中等。題干關(guān)鍵詞為a sense of wild victory，定位于第六段。第一句I felt wildly victorious that I got through the rest of the class without crying, 可知作者能堅(jiān)持平靜地上完剩下的課程就已經(jīng)是使她感到不容易的事情了。所以答案為C。

六、B。推理判斷題。難度：中等。題干關(guān)鍵詞為the students behaved badly，定位于全篇文章。尤其從第四段中的描述可知，作者就是按照教科書(shū)中傳授的理論教育學(xué)生，但效果甚微，而且教科書(shū)忽略了一個(gè)事實(shí)就是人尤其是青少年很少是理智的，可知學(xué)生在她的課堂上表現(xiàn)不佳的原因就是她并不真正了解學(xué)生。

七、C。推理判斷題。難度：中等。題干關(guān)鍵詞為the taskmaster’s attitude towards the writer，定位于第八第九段，他沒(méi)有指責(zé)我，而是向我提出了許多建議并交換角色實(shí)地體驗(yàn)（他當(dāng)壞學(xué)生我當(dāng)老師）等內(nèi)容都體現(xiàn)出負(fù)責(zé)人的態(tài)度是真誠(chéng)的和支持的。

【難句學(xué)習(xí)】

1. In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get--a teaching job at what I considered a distant wild area: western New Jersey.

翻譯：1974年，在我填寫(xiě)了50份申請(qǐng)表格，參加了四次工作面試，得到了一份邀請(qǐng)函之后，我終于獲得了一份工作——一份在新澤西州西部的一個(gè)遙遠(yuǎn)的蕭山區(qū)的教學(xué)工作。

分析：本句是一個(gè)主從復(fù)合句。其主干是I took what I could get。In 1974, after filling out fifty applications, going through four interviews, and winning one offer, 都是屬于介詞短語(yǔ)做時(shí)間狀語(yǔ)的用法，主句中包含一個(gè)what引導(dǎo)的賓語(yǔ)從句做動(dòng)詞took的賓語(yǔ)；a teaching job是what i could get的同位語(yǔ)，后面還有一個(gè)介詞短語(yǔ)at what I considered a distant wild area: western New Jersey.作定語(yǔ)修飾a teaching job。

2. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seemed reasonable.

翻譯：這聽(tīng)起來(lái)是合理的，但是教科書(shū)明顯地忽略了一個(gè)事實(shí)：人類(lèi)，尤其是青少年很少顯得那么理智。

分析：本句是一個(gè)主從復(fù)合句。But前面是一個(gè)簡(jiǎn)單句，后面句中含有一個(gè)名詞性從句，即that引導(dǎo)的同位語(yǔ)從句，其中particularly teenagers又是同位語(yǔ)從句中主語(yǔ)humans的同位語(yǔ)。

16. All I could think of was that I was not an English teacher; I had been lying to myself,pretending that everything was fine.

翻譯：我所能想到的全部就是我不是一個(gè)英語(yǔ)老師；我一直在對(duì)自己撒謊，假裝事情一切都正常。

分析：本句是由分號(hào)連接的兩個(gè)主從復(fù)合句。第一個(gè)句子主語(yǔ)是all，后面包含了一個(gè)that引導(dǎo)的定語(yǔ)從句I could think of，先行詞為all時(shí)關(guān)系詞只能選擇that，又因?yàn)閠hat在從句中做介詞of的賓語(yǔ)，所以可以省略，而was后面還有一個(gè)that引導(dǎo)的名詞性從句即表語(yǔ)從句；后面的句子中只有一個(gè)that引導(dǎo)的賓語(yǔ)從句，做動(dòng)詞pretend的賓語(yǔ)。