题文
阅读理解。 In spite of our efforts,we seemed to be getting no closer to Mary as the cold,boring Marchdays dragged by. Even my faith was wearing thin. My heart ached so desperately, wanting this
child with autism (自闭症) to come alive and be aware of the beauty, the wonder and the fun
even if she had the pain of living without her mother.
Then on a late March day,one of the boys excitedly reported a robin (知更鸟) in the schoolyard.
We flocked to the window to see it. "Spring's here!" the children cried. "Let's make a flower border
for the room!"
Why not? I thought. Anything to lift our spirits. This time the papers we selected were beautiful
pastel (颜料) colors,with brown strips to weave into baskets. I showed the children how to weave
the baskets and how to fashion all the flowers we welcome in early spring. I placed the beautifully
colored papers on her desk and encouraged her to try. Then I left the children to do their own
creating,and I spent, the next half-hour sorting strips of paper at the back of the room.
Suddenly,Kristie came hurrying to me,her face red. "Come and see Mary's basket," she cried.
"It's so pretty! You'll never believe it!" I caught my breath at its beauty. "Mary," I said ."This is
beautiful. How did you ever manage?" She looked at me with the shining eyes of any normal little girl.
"My mother loved flowers," she said simply. "She had all of these growing in our garden. "
We fastened her basket in the very center of the border at the front of the room. It remained
there until school ended in June. On the last day,Mary held it carefully as she carried it out the door.
Then she came running back, pulled a paper crocus (番红花) from her basket and handed it to me.
"This is for you," she said, and she gave me a hug.
I've kept the crocus in my desk ever since-just to remind me of Mary and of the enduring power of
love and faith.1. What can we learn about the writer from the first paragraph?A. She didn't want to get close to Mary.
B. She thought Mary should leave the school.
C. She considered that she had tried her best.
D. She was concerned about Mary.2. The writer had the children weave baskets to____.A. make them help Mary
B. develop their creativity
C. have a coffee break
D. talk to Mary about her condition3. From Kristie's red face. we know she was ____.A. angry
B. frightened
C. depressed
D. excited 4. What can we infer from the underlined sentence in the fourth paragraph?A. Mary was seriously sick.
B. Mary wanted to please the writer.
C. Mary recovered from illness.
D. Mary was treated badly.5. Which of the following is the best title for the passage?A. A miracle has occurred
B. How lonely a girl will be
C. Why such a lovely girl is sick with autism
D. A great teacher and her students 题型：未知难度：其他题型
答案
1-5: DBDCA解析
该题暂无解析
考点
据考高分专家说，试题“阅读理解。 In s.....”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。
