题文
It had been three months since Ms Miller had started teaching. She was gradually being able to understand all her students, except one, Bob. Bob was the only boy who came to school dressed untidily and sat in the class completely lost in his own world. His performance had been deteriorating gradually with every single day.Ms Miller searched through the progress reports of Bob and was shocked to see Bob used to be the topper in his class. Bob's performance began to slowly decline when his mother fell ill. He was doing badly in each and every subject when his mother died leaving him alone with his father, who was a businessman and had to travel always. Apart from his performance worsening gradually, Bob's nature too began to change. He had forgotten to laugh and showed no interest in any activity. All his friends had abandoned him.
One day, Bob was asked to stay back.Ms Miller asked him if he had any problem understanding his lessons. Gradually she began to give him a comfort zone so that he could talk and share. After three weeks, she found Bob gradually improving. He was being able to answer the questions he previously failed. Every day after all the students went away, Ms Miller gave personal attention to Bob and began to spend time with him. Bob improved a lot over the next semester, showing definite signs of progress in his performance.
On a Friday, Bob came up to Ms Miller, handed her a box and requested her to open the box on Sunday. On Sunday morning, curious, she opened it and saw a bottle of perfume, half filled. Together with it was a small letter, saying that this bottle of perfume used to be his mother's and he wished Ms Miller to wear it so that every time she was around, he could feel his Mom near him. He thanked her for everything. Ms Miller took the bottle of perfume in her hand and saw a new tag attached to it; it said "Happy Mother's Day”!
Ms Miller suddenly realized that it was not she who had made a difference to Bob's life but it was Bob who made her realize what true humanity is!
小题1:According to the text, Bob________.A．wore clean clothes all the timeB．was taller than any other one in his classC．lost all of his friends after his mother's deathD．could always have his father for company at home小题2:The underlined word "deteriorating" in Paragraph l probably means________.A．worseningB．changingC．thrillingD．Improving小题3: Paragraph 3 is mainly about________.A．why Ms Miller would like to help Bob.B．what Ms Miller did to help Bob. C．how Bob attracted Ms Miller’s attention.D．where Bob could sit comfortably小题4:The bottle of perfume given to Ms Miller______.A．showed Bob was thankful for Ms Miller’s helpB．was given on Mother’s DayC．made Bob a different studentD．was new and never used before小题5:What does the author wanted to tell us ______.A．a teacher can totally change a student’s lifeB．family is the most important place for kidsC．children don’t have to solve problems by themselvesD．one should have sympathy for another’s suffering and offer help 题型：未知 难度：其他题型
答案
小题1:C
小题2:A
小题3:B
小题4:A
小题5:D
解析
文章介绍米勒老师班级的鲍勃曾经是很优秀的学生，但是在他妈妈去世后，鲍勃就变了，成绩和表现都变差，朋友都离他而去，米勒老师帮助鲍勃摆脱困境，为了表示感谢，鲍勃将妈妈的香水瓶给了老师，老师也很有感触。
小题1:细节题：从文章第二段的句子：He had forgotten to laugh and showed no interest in any activity. All his friends had abandoned him.可知自从妈妈去世后，鲍勃失去了大多数朋友，选C。
小题2:猜词题：从第一段的句子：Bob was the only boy who came to school dressed untidily and sat in the class completely lost in his own world.鲍勃是唯一穿着不整洁的学生，坐在教室里面完全迷失在自己的世界中，下文说His performance had been deteriorating gradually with every single day.他的表现一天一天变得更差，还有第二段的句子：Apart from his performance worsening gradually,可以推知"deteriorating" 是“变差”的意思，选A。
小题3:段落大意题：从第三段的句子：Every day after all the students went away, Ms Miller gave personal attention to Bob and began to spend time with him.可知这段主要讲的是米勒老师做了什么帮助鲍勃。选B。
小题4:细节题：从文章第四段的句子：He thanked her for everything.可知给米勒老师的香水瓶表示鲍勃很感谢老师对他的帮助，选A。
小题5:写作意图题：从文章最后一段的句子：Ms Miller suddenly realized that it was not she who had made a difference to Bob's life but it was Bob who made her realize what true humanity is!可知作者想要告诉我们一个人应该同情帮助那些有痛苦的人，这样自己也会得到回报，选D。
考点
据考高分专家说，试题“It had been three mo.....”主要考查你对 [人物传记类阅读 ]考点的理解。人物传记类阅读
人物传记类文章的文体特征：
人物传记是记叙文体的一种，主要描写某人的生平事迹、趣闻轶事、生活背景、个性特征、成长奋斗历程等，包含记叙文的时间、地点、人物、事件等要素。其特点是以时间的先后或事件的发展为主线，空间或逻辑线索贯穿文章始终，脉络清楚，可读性较强。
人物传记类文章的阅读策略和解题技巧：
1、把握文体特征，注意写作手法如前文所述，人物传记是记叙文体的一种，因此在阅读时要把握好时间、地点、人物和事件这四大要素。
其次，还应该注意人物传记类文章的结构多按时间顺序排列，一般采用倒叙的写作手法，有时也采用插叙和补叙等手段。弄清楚人物传记类文章的特征和写作手法，能帮助考生在阅读和回答问题时做到高效省时、准确无误。
2、抓住题干关键词，采用寻读的方法查找细节描述事实细节题是人物传记类文章的主要题型，一般常见以下几种类型：
(1)对号入座题：
这种题的答案一般在原文中可以直接找到，只要读懂文章，掌握文章中的事实，如时间、地点、事件等细节问题，就能选对正确答案。
(2)词义转换题：
这种题常常是原文有关词语和句子的转换，而不能在原文中直接找到。它要求考生能理解原文中某个短语或句子的含义，从而找到与答案意思相同的词语和句子。
(3)是非题：
该题型俗称“三缺一”题型，即题目四个选项中有三个符合文章内容，剩下一个不符合。题干多为：Which of the following isTRUE?或者三个不符合文章内容，剩下一个符合，题干多为：Which of the following…isNOTtrue?或All the following are true EXCEPT
(4)排序题：
这种题要求考生根据动作发生的先后顺序和句子之间的逻辑关系，找出事件发生的正确顺序。可采用“首尾定位法”，即先找出第一个动作和最后一个动作，迅速缩小选择范围，从而快速选出正确答案。
(5)指代理解题：
一般是在人物或事物关系比较复杂的情况下使用的一种题型，所以理清人物及事物之间的逻辑关系是关键所在。可采用“逻辑关系梳理法”，使人物或事件关系清晰条理。不管题型如何，在做事实细节题时，可采用比较实用的方法一有目的的阅读。在阅读时，首先看题目要求我们理解什么细节，找出关键词，然后以此为线索，运用寻读的技巧迅速在文章里找出相应的段落、句子或短语。认真比较选项和文中细节的区别，在正确理解细节的前提下，确定最佳答案。这样一来，既提高了阅读的速度，又能确保答案的准确率。同时，建议阅读文章时把与答案相符的句子或短语用红线标示出来，标号注上是哪一题答案的相关句子，这样在检查时就不必重新阅读整篇文章了。
3、抽丝剥茧，推理判断深层含义推理判断题主要提问那些未曾在文中说明，但已特别暗示的内容，考查考生对文章的准确理解和判断。人物传记类文章常见的推理判断题型为：
(1)细节推断题：
要求考生根据语篇关系，推断具体细节，如时间、地点、人物关系、人物身份、事件等。一般可根据短文提供的信息，或者借助生活常识进行推理判断。
(2)因果推断题：
要求考生根据已知结果推测导致结果的可能原因。考生要准确掌握文章的内涵，理解文章的真正含义。
(3)人物性格、作者态度及观点判断题：
人物传记类文章中有些是考查考生对作者的主导思想、被描写人物的语气、言语中流露的情绪、性格倾向和作者或文中人物态度、观点等方面的理解题。推理判断题要求在理解原文表面文字信息的基础上做出一定推论和判断，从而得到文章的隐含意义和深层意义。解答此类题时，要注意：
(1)吃透文章的字面意思，从字里行间捕捉有用的提示和线索，这是推理的前提和基础。
(2)对文字的表面信息进俐宅掘加工，由表及里，由浅入深。从具体到抽象，从特殊到一般，通过分析、综合、判断等进行符合逻辑的推理。不能就事论事，断章取义，以偏概全。
(3)基于文章内容，以文章提供的事实和线索为依据，立足已知，推断未知。不能主观臆想，凭空想象，随意揣测，更不能以自己的观点代替作者的观点。
(4)把握句、段之间的逻辑关系，了解语篇的结构。要体会文章的基调，揣摸作者的态度，摸准逻辑发展的方向，悟出作者的弦外之音。
(5)注意文中所用词句的感情色彩，是讽刺性的，批评性的，赞成性的，还是反对性的，以便推测作者的观点和态度。
