高考英語(yǔ)現(xiàn)在是很多高三學(xué)生頭大的一門學(xué)科，題型多、分值占比高是高三英語(yǔ)最大的特點(diǎn)，如果學(xué)生想要在高考考出來(lái)好成績(jī)，就一定要提高英語(yǔ)的閱讀能力，本期小編就給咱分享一篇英語(yǔ)閱讀理解真題！

　　一、閱讀題分享

　　Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said: “Make something out of the Tinkertoys. You have 45 minutes today - and 45 minutes each day for the rest of the week.”

　　A few students hesitated to start. They waited to see what the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations.

　　Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect (感染) other students.

　　Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, “But I’m just not creative.”

　　“Do you dream at night when you’re asleep?”

　　“Oh, sure.”

　　“So tell me one of your most interesting dreams.” The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. “That’s pretty creative. Who does that for you?”

　　“Nobody. I do it.”

　　“Really ― at night, when you’re asleep?”

　　“Sure.”

　　“Try doing it in the daytime, in class, okay?”

　　1. The teacher used Tinkertoys in class in order to ________?

　　A. know more about the students

　　B. make the lessons more exciting

　　C. raise the students’ interest in art

　　D. teach the students about toy design

　　2. What do we know about the boy mentioned in Paragraph 3?

　　A. He liked to help his teacher.

　　B. He preferred to study alone.

　　C. He was active in class.

　　D. He was imaginative.

　　3. What does the underlined word “downside” in Paragraph 4 probably mean?

　　A. Mistake.

　　B. Drawback.

　　C. Difficulty.

　　D. Burden.

　　4. Why did the teacher ask the students to talk about their dreams?

　　A. To help them to see their creativity.

　　B. To find out about their sleeping habits.

　　C. To help them to improve their memory.

　　D. To find out about their ways of thinking.

　　Answer and Analysis

　　Accumulate Richly and Break Forth Vastly

　　【考點(diǎn)】科教類閱讀；P4：邏輯推理；P5：猜測(cè)詞義。

　　【分析】試題分析：本文屬于記敘文，作者通過讓學(xué)生拼裝玩具發(fā)現(xiàn)并鼓勵(lì)學(xué)生的創(chuàng)造性和想象力。

　　【解答】1．A    2．D    3．B    4．A

　　1．A 推理判斷題．根據(jù)文章第二段可知當(dāng)我把拼裝式玩具放在學(xué)生面前的時(shí)候，有些學(xué)生猶豫著在等著看別人如何行動(dòng)，有一些學(xué)生查看了使用說明并根據(jù)模型做出了一 些東西．而另外一些學(xué)生則根據(jù)本人的想象力做出了一些東西．通過觀察我對(duì)不同的學(xué)生的性格有了不同的理解．故A正確。

　　2．D 推理判斷題．根據(jù)文章第三段第一句中提到到的這個(gè)男孩在空余時(shí)間拼裝這些玩具，而且他的作品堆滿了藝術(shù)教室的架子，家里的臥室里很多．第三段倒數(shù)第三句：Here was an exceptionally creative mind at work．說明他是一個(gè)很有想象力和創(chuàng)造性的人，故選D。

　　3．B 詞義猜測(cè)題．根據(jù)劃線單詞后一句I ran the risk of losing those students who had a different style of thinking．可知我冒著失去那些有不同思維方式的學(xué)生的危險(xiǎn)．說明我的這種教育方法也有不足之處．故劃線詞意為drawback缺點(diǎn)，故選B。

　　4．A 推理判斷題．根據(jù)文章最后七段中的對(duì)話內(nèi)容可知作者鼓勵(lì)孩子們說出最有趣的有創(chuàng)造性和想象力的夢(mèng)，并鼓勵(lì)他們?cè)诎滋斓恼n堂里把夢(mèng)的內(nèi)容做出來(lái)．作者這樣做的目的就是為了讓他們看到自己的創(chuàng)造性和想象力．故A正確。

　　【點(diǎn)評(píng)】考點(diǎn)：考查記敘文閱讀，考查學(xué)生在閱讀中根據(jù)信息推斷答案以及猜詞。

　　二、西安伊頓英語(yǔ)一對(duì)一課程有啥優(yōu)勢(shì)嗎？

　　西安伊頓教育的英語(yǔ)一對(duì)一針對(duì)性強(qiáng)，老師只帶一個(gè)學(xué)生，剛?cè)雽W(xué)就會(huì)要求學(xué)生先做聽說讀寫四維測(cè)評(píng)，老師只盯學(xué)生一個(gè)人，30分鐘就能幫助學(xué)生量身定制提分方案，節(jié)課后助教把錯(cuò)題拍照上傳系統(tǒng)，家長(zhǎng)手機(jī)端實(shí)時(shí)可見，把中等生最怕的知識(shí)漏洞一次性補(bǔ)齊，所以如果想在短期把英語(yǔ)從拖后腿變成穩(wěn)得分，一定要考慮西安伊頓教育！

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