题文
完形填空。 I met Mrs. Neidl in the ninth grade on a stage-design team for a play and she was one of the directors.Almost instantly I loved her. She had an unpleasant voice and a direct way of speaking, 1 she was
encouraging and inspiring. For some reason, she was impressed with my work and me.
Mrs. Neidl would ask me for my 2 . She wanted to know how I thought we should 3 things. At first
I had no idea how to answer because I knew 4 about stage design! But I slowly began to respond to her
5 . It was cause and effect: She believed I had opinions, so I began to 6 them. She trusted me to complete
things, so I completed them perfectly. She loved how 7 I was, so I began to show up to paint more and
more. She believed in me, so I began to believe in myself.
Mrs. Neidl's 8 that year was, "Try it. We can always paint over it 9 !" I began to take 10 . I had been
so afraid of failing but suddenly there was no failing-only things to be 11 upon. I learned to dip my brush into
the paint and 12 create something.
The shy, quiet freshman achieved success that year. I was 13 in the program as "Student Art Assistant"
because of the time and effort I'd put in. It was that year that I 14 I wanted to spend the rest of my life doing
stage design.
Being on that stage-design team 15 Mrs. Neidl changed me completely. Not only was I stronger and more
competent than I had thought, but I also 16 a strong interest and a world I hadn't known existed. She taught
me not to 17 what people think I should do: She taught me to take chances and not be 18 . Mrs. Neidl was
my comforter when I was upset. Her 19 in me has inspired me to do things that I never imagined 20 . ( )1. A. and
( )2. A. opinion
( )3. A. make
( )4. A. anything
( )5. A. questions
( )6. A. hold
( )7. A. happy
( )8. A. message
( )9. A. again
( )10. A. steps
( )11. A. improved
( )12. A. easily
( )13. A. introduced
( )14. A. /confirm/ied
( )15. A. with
( )16. A. developed
( )17. A. accept
( )18. A. bored
( )19. A. trust
( )20. A. accessible B. yet
B. impression
B. keep
B. something
B. comments
B. follow
B. lively
B. motto
B. more
B. control
B. acted
B. carefully
B. recognized
B. decided
B. below
B. discovered
B. care
B. lazy
B. patience
B. enjoyable C. so
C. information
C. handle
C. everything
C. explanations
C. evaluate
C. reliable
C. saying
C. instead
C. charge
C. looked
C. confidently
C. identified
C. realized
C. of
C. took
C. judge
C. sad
C. curiosity
C. possible D. for
D. intention
D. change
D. nothing
D. remarks
D. form
D. punctual
D. suggestion
D. later
D. risks
D. reflected
D. proudly
D. considered
D. acknowledged
D. by
D. fostered
D. wonder
D. afraid
D. interest
D. favorable 题型：未知难度：其他题型
答案
1-5: BACDA 6-10: DCBDD 11-15: ACBCA 16-20: BBDAC解析
该题暂无解析
考点
据考高分专家说，试题“完形填空。 I me.....”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。
