题文
完形填空。 about 10 years ago I taught a group of children to sail. They were bright, enthusiastic and as eagerto 1 life as any other children. All, however, had a serious 2 . Three were in wheelchairs, one was
nearly blind and two walked with difficulty, and another two 3 a lot from Cerebral palsy (脑瘫).
Matthew was among them. His hands, arms, legs, and even his voice were all distorted (扭曲) from
the disease. To speak, Matthew had the help of a 4 . Slowly, and with determination, he would 5 with
distorted hands, letter by letter, what he wanted to say. Yet he was always bright and cheerful and loved
to 6 everything his classmates were doing, both in the boat and in the classroom.
They learnt fast and enjoyed every minute of the 7 . But I think that 1 was the one who learned the
greatest lesson. One day the sailing centre was 8 by a storm. Rather than 9 the activity we decided
to work in a classroom. All the children 10 . Just like other children they all wanted to answer the
questions I asked.
Often they would loudly 11 each other, trying to give an answer before one of the others. But when
Matthew wanted to answer a question it was 12 . All of a sudden they all 13 . Matthew whispered and moved his hands at his letter-board. They 14 with great patience. Matthew 15 with dogged
persistence (坚持) until the answer was 16 . When Matthew had answered his question the children
were, almost magically, transformed back into a group of 17 and enthusiastic children.
All of these children were heroes in their own way. But the 18 they afforded to Matthew with his
most severe disabilities was 19 . If only the rest of the world were able to learn to afford care, respect
and help to someone less 20 than themselves, violence and intolerance (不宽容) would possibly be gone. ( )1. A. enjoy
( )2. A. shortcoming
( )3. A. learned
( )4. A. letter-board
( )5. A. show off
( )6. A. understand
( )7. A. days
( )8. A. blocked
( )9. A. complete
( )10. A. ran away
( )11. A. fight
( )12. A. hopeless
( )13. A. whispered
( )14. A. laughed
( )15. A. struggled
( )16. A. cried out
( )17. A. noisy
( )18. A. thank
( )19. A. relevant
( )20. A. fortunate B. start
B. disability
B. changed
B. tape-recorder
B. point out
B. criticize
B. classes
B. hit
B. check
B. got tired
B. limit
B. funny
B. smiled
B. waited
B. thought
B. typed out
B. polite
B. praise
B. angry
B. exciting C. acknowledge
C. injury
C. suffered
C. computer
C. give away
C. remember
C. treatment
C. occupied
C. escape
C. joined in
C. interrupt
C. difficult
C. quieted
C. continued
C. practiced
C. spelled out
C. hard-working
C. pleasure
C. accessible
C. responsible D. lead
D. habit
D. spent
D. microscope
D. adapt to
D. try
D. life
D. flown
D. cancel
D. fell asleep
D. stop
D. different
D. left
D. recorded
D. waved
D. tested out
D. clumsy
D. patience
D. encouraging
D. careful 题型：未知难度：其他题型
答案
1-5: ABCAB 6-10: DBBDC 11-15: CDCBA 16-20: CADDA解析
该题暂无解析
考点
据考高分专家说，试题“完形填空。 Abou.....”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。
