题文
(2013·高考浙江卷，D)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.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—teaching English.School started，but I felt more and more as if I were in a foreign country.Was this rural area really New Jersey？My students took 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 time off only to eat and sleep.And then there was my sixthgrade class—seventeen boys and five girls who were only six years 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 to 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 my students positive attention.It sounds reasonable，but the text evidently ignored the fact that humans，particularly teenagers，rarely seem reasonable.By the time my boss，who was also my 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 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 meat 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 my problems and offered solutions.We roleplayed.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.
小题1:It can be inferred from the story that in 1974________.A．the writer became an optimistic personB．the writer was very happy about her new jobC．it was rather difficult to get a job in the USAD．it was easy to get a teaching job in New Jersey小题2: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.小题3: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.小题4: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.小题5:The students behaved badly in the writer’s classes because________.A．they were eager to embarrass herB．she didn’t really understand themC．they didn’t regard her as a good teacherD．she didn’t have a good command of English小题6:The taskmaster’s attitude towards the writer after his observation of her class can be best described as ________.A．cruel but encouragingB．fierce but forgivingC．sincere and supportiveD．angry and aggressive 题型：未知 难度：其他题型
答案
小题1:C
小题2:A
小题3:A
小题4:C
小题5:B
小题6:C
解析
本文是一篇记叙文。作者描述了自己的从教经历，在校长的帮助下，她真切地体会到：教育的秘诀在于对学生的尊重。正是校长的帮助使她度过了艰难的岁月，如今她以校为家。小题1:解析：选C。推理判断题。根据文章第一段中的第一句“In 1974，after filling out fifty applications，going through four interviews，and winning one offer...”可知，作者递交了50次申请，经历了4次面试，才得到了一次工作机会。作者接受了一个到遥远荒凉的地方教学的工作，显然在当时找工作是很难的，故C项正确。
小题2:解析：选A。推理判断题。根据作者的叙述可知，她在学校工作刻苦，对学生友好，并且很有耐心，但是她在大学学习的学术性的东西在这群调皮的孩子中行不通，显然A项符合题意。B项在文中未提及；C项与第三段中的第二句“I worked hard，taking time off only to eat and sleep.”矛盾；D项与第三段中的“...I was teaching English...I wanted to make literature come alive...”矛盾。
小题3:解析：选A。细节理解题。第五段中作者描述了校长来听她的课，根据对校长离开时的描述“Visions of unemployment marched before my eyes.”可知，作者担心失去工作，故选A项。
小题4:解析：选C。细节理解题。根据第六段中的第一句“I felt mildly victorious that I got through the rest of class without crying...”可知，作者多少感觉到成就的是她坚持上完了课而没有哭。
小题5:解析：选B。推理判断题。根据文章最后三段的内容可知，校长的一番话点出了作者的问题，学生上她的课感到无聊的原因是她不了解他们，她讲的课并没有针对他们的特点，故B项正确。
小题6:解析：选C。推理判断题。根据文章最后三段的内容可知，校长听完课之后并没有指责作者，而是给作者指出问题，并提出了解决问题的办法，并且校长自己扮演有不好行为的学生，作者做严厉又温和的老师，以此来寻找解决问题的办法。C项sincere and supportive(真诚且有帮助性的)能描述校长对作者的态度。
考点
据考高分专家说，试题“(2013·高考浙江卷，D)In 197.....”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。
