题文
完形填空 By the third year of teaching I'd begun to expect Christmas break more for the school holiday and lessfor the excitement of the children. I was teaching fourth grade and my students had made me__1__. I just
had to get through one of the hardest days of the school year.
The morning bell rang. I walked__2__through the cold into the overly heated school building. Twenty
two smiling faces__3__me at the school bus stop. I forced myself to __4__ their smiles. Back into the
classroom, they__5__, comparing plans for the__6__. I had to remove one student from each arm__7__
I could take a seat at my desk for my morning duties. Before I could find my roll book(点名册) my desk
was covered with__8__and gifts followed by a__9__of "Merry Christmas" wishes.
"Oh, thank you," I must have 10 a million times. Each gift was truly special to me, except my 11
mood(情绪). It was kind of them to 12 me. After a while, I heard a small nervous 13 say my name. I
looked up to see Brandon standing 14 by my desk, holding a small, round gift. "This is for you."
"Thank you, Sweetheart." I laid it on my desk with the others."Um, could you 15 it now?"
I gently tore at the paper and tape. " 16 ," he said, "it's breakable." Slowly I opened a small, green
Christmas tree ornament(装饰物), complete with a hook already 17 . It dawned on me what he had
done. Then a nearby student said that he just pulled that off his own tree. I tried to keep my 18 back.
Later that day, I sat 19 the ornament in my hands. Was I really so important to this child that he had
searched for something to give me? Now every year as I 20 pull a green Christmas ball from my
ornament box, I remember the deep influence my students have on me.( )1. A. excited
( )2. A. eagerly
( )3. A. watched
( )4. A. return
( )5. A. calmed
( )6. A. study
( )7. A. before
( )8. A. letters
( )9. A. knowledge
( )10. A. /confirm/ied
( )11. A. pleased
( )12. A. talk about
( )13. A. call
( )14. A. shyly
( )15. A. classify
( )16. A. Careful
( )17. A. exposed
( )18. A. trees
( )19. A. looking into
( )20. A. anxiouslyB. tired
B. aimlessly
B. greeted
B. forget
B. settled
B. weekend
B. when
B. books
B. collection
B. assessed
B. low
B. think of
B. sound
B. bravely
B. collect
B. Dangerous
B. adapted
B. hooks
B. turning over
B. hurriedlyC. amazed
C. gently
C. delighted
C. ignore
C. chatted
C. vacation
C. after
C. chalks
C. series
C. responded
C. thrilled
C. turn to
C. shout
C. rudely
C. open
C. Patient
C. adjusted
C. gifts
C. giving away
C. delicately D. relaxed
D. heavily
D. warned
D. refuse
D. argued
D. lesson
D. because
D. cards
D. bunch
D. explained
D. angry
D. connect with
D. voice
D. sadly
D. arrange
D. Hasty
D. attached
D. tears
D. packing up
D. casually 题型：未知难度：其他题型
答案
1-5: BDBAC 6-10: CADCC 11-15: BBDAC 16-20: ADDBC解析
该题暂无解析
考点
据考高分专家说，试题“完形填空 By the thi.....”主要考查你对 [故事类阅读 ]考点的理解。故事类阅读
故事类阅读概念：
这类文章一般描述的是某一件具体事情的发生发展或结局，有人物、时间、地点和事件。命题往往从故事的情节、人物或事件的之间的关系、作者的态度及意图、故事前因和后果的推测等方面着手，考查学生对细节的辨认能力以及推理判断能力。
故事类阅读应试技巧：
1、抓住文章的6个要素：
阅读时要学会从事情本身的发展去理解故事情节而不要只看事件在文中出现的先后顺序。因此，无论是顺叙还是倒叙，阅读此类文章时，必须要找到它结构中的5个W（when, where, who, why, what）和1个H（how），不过不是每篇都会完整地交待六个要素。毫无疑问，寻出这些元素是能够正确快速解题的一个先决条件。
2、注意作者的议论和抒情：
高考英语阅读理解故事类文章常伴随着作者思想情感的流露和表达，因此议论和抒情往往夹杂其中。行文时或按事情发生发展的先后时间进行或按事情发生发展的地点来转换，也可能按事情发展的阶段来布局。在引出话题，讲完一件事情后，作者往往会表达个人感悟或提出建议等。这些体现作者观点或思想的语句在阅读时可以划线，它们往往体现文章中心或者写作意图，属于必考点，所以要仔细体会。
3、结合前两点归纳文章中心，把握作者态度：
故事类文章是通过记叙一件事来表达中心思想的，它是文章的灵魂。归纳文章中心思想时，尤其要分析文章的结尾，因为很多文章卒章显志，用简短的议论、抒情揭示文章中心；文章中议论抒情的句子往往与中心密切相关；也有的文章需要在结合概括各段大意的基础上归纳中心。另外，叙述一件事必有其目的，或阐明某一观点，或赞美某种品德，或抨击某种陋习，这就要求我们在阅读时，通过对细节（第1点中的六要素）的理解，把握作者的态度。
4、有章有据进行解题判断：
分析文章，归纳主题，属于分析、概括、综合的表述能力的考查。切忌脱离文章，架空分析，一定让分析在文章中有依据。
