Question

In high school I had a math teacher, Mrs. Davies, who took her job seriously and expected her students to put forth the same degree of commitment. Strict but fair, she held our attention with her time-proven approach. One of her      was for students who were more advanced academically. I chose to       it and soon realized that the course was a bit over my head. I      with the complex problems that others seemed to learn without much effort.

One Friday we were tested       our ability to use a theorem（定理）that no one in the class thoroughly understood. The teacher would       our papers based on our ability to progress through the problem which easily filled two pages of formulaic notations（公式符号）. I was absolutely       . Finally, I didn't use the required theorem. Instead, I decided to use more familiar theorems to arrive at an      . I knew I had failed because I hadn't done the       assignment. I became resigned to my fate．

Our test papers were       back the following Monday. Everyone received a "C" except for me. To my surprise, I received an "A". I      that there must be a mistake. I watched       as the teacher approached my desk, smiled, and asked for my test        back．She then went back to copy my work onto the blackboard,      the class how I had arrived at the correct answer．"Mathematics is meant to be a creative tool, pushing our minds to a rewarding answer," she said with confidence.        I didn't use the required theorem, she seemed genuinely proud of how I'd worked through the problem. The class saw her fold my test paper and put it into her textbook. She announced that it would be       with future classes.

My teacher would have been justified in giving me a       grade. Instead, she used the       to deeply influence a student who often struggled. And after forty years, I still cherish the       ．It helped change my self-image. I       up to a broad boundary of possibilities which has made my life an adventure. She understood that teaching went beyond strict demands and could be used to      . Thank you, Mrs. Davies．

1.A. ways     B. tasks       C. tests          D. classes

2.A. run     B. take       C. teach        D. like

3.A. compared B. struggled    C. connected    D. argued

4.A. on     B. at           C. of         D. for

5.A. explain B. collect       C. print     D. grade

6.A. tired     B. curious      C. lost        D. content

7.A. effect     B. end       C. answer      D. interest

8.A. completed B. proved    C. fixed     D. required

9.A. handed B. held       C. thrown     D. dated

10.A. hoped    B. assumed   C. declared  D. dreamed

11.A. angrily B. regretfully   C. Disappoint   D. nervously

12.A. paper B. score       C. question     D. method

13.A. helping B. following   C. showing     D. praising

14.A. Since B. Unless       C. Though     D. Because

15.A. shared B. exchanged   C. practiced     D. checked

16.A. friendly B. failing       C. corrected     D. wrong

17.A. Possibility  B. creation     C. intention D. opportunity

18.A. change    B. memory     C. school  D. life

19.A. opened    B. kept     C. made      D. looked

20.A. learn        B. survive     C. inspire      D. manage

Answer

1.D

2.B

3.B

4.A

5.D

6.C

7.C

8.D

9.A

10.B

11.D

12.A

13.C

14.C

15.A

16.B

17.D

18.B

19.A

20.C

【解析】

试题分析；本文是一片记叙文，介绍了我上学时一个数学老师与我们之间的事以及带给我人生的影响。这个数学老师很严厉但是也很公正。有一次他给我们布置了一项作业：让我们用老师讲的定理去做题，但是我们没人完全懂那条定理。我没办法就用了别的方法完成了那一道题，最后卷子发下来的时候，只有我一个人得了“A”，老师把我的答案都写在黑板上并且说我虽然没有用要求的定理解答，但是在面对困难的时候也学者克服了困难。

1.D考查名词。A.way方法；B.task工作，任务；C.test测试；D.class班级。根据句意分析可知Davies老师其中一个班级里的学生都是学术知识非常优异的，由此可判断A，B，C都不符合语境，故选D。

2.B考查动词。A.run运行，运转；B.take接受，加入；C.teach教，教授，教导；D.like喜欢。根据句意可知我想去这个班里，但是很快我就发现我有些跟不上，由此可判断只有选项B在这里有此意思，故选B。

3.B考查动词。A.compared with与…比较；B.struggle with与…作斗争；C.connect with与…联系；D.argue with和…争吵。根据句意可知我在和复杂的难题作斗争，但我发现别人学起来的时候没有那么费劲儿，由此可判断A，C，D均不符合句意，故选B。

4.A考查动词短语。A.test on检验…能力；B.test at无此搭配；C.test of经…的考验；D.test for化验，检验为…（身体健康）。根据句意可知此处表达的意思是有一天老师用一个定理的运用来测试我们的能力，但是班上没有一个人全懂，由此可判断只有选项A符合句意，故选A。

5.D考查动词。A.explain解释；B.collect收集；C.print印刷，打印；D.grade评分，把…分等级。根据句意可知老师会根据我们的能力给我们打分并分等级，由此可判断所有选项中只有D.grade有此含义，故选D。

6.C考查形容词。A.tired疲劳的，累的；B.curious好奇的；C.lost丢失的，迷惑的；D.content满意的。根据上文中提到的班里没有一个人完全明白那个定理，而我又比别人多花了一些时间，所以可判断此处应该是我十分困惑；而选项中只有C.lost有迷惑，困惑的意思，故选C。

7.C考查名词。A.effect影响，效果，作用；B.end结束，尽头；C.answer回答，答案；D.interest兴趣。根据句意及上下文de分析可知，我没有用老师要求的定理，反而用了一些相似的定理来得出答案。由此可判断只有C.answer在此处最符合句意，故选C。

8.D考查形容词。A.completed完全的；B.proved证实的；C.fixed固执的，准备好的；D.required要求的。根据对上文的理解可知此处表达的意思是我失败的原因是因为我没有按照老师所要求的定理来写，由此可判断此处只有选项D符合句意，故选D。

9.A考查动词。A.hand back退还，归还；B.held back隐瞒，退缩；C.thrown back扔回，反射，阻止；D.date back追溯到…。根据句意可知此处表达的意思是我们的试卷在接下来的周一就发下来了来了，由此可判断只有选项A符合句意，故选A。

10.B考察动词。A.hope希望；B.assume假定，推测；C.declare宣布；D.dreame梦想。根据句意可知此处表达的意思是当我得知别人都得了“C”，但是我却得了“A”以后，我猜测肯定是老师写错了。而四个选项中只有B.assume表推测，有猜测的意思，故选B。

11.D考查形容词。A.angrily生气的；B.regretfully懊悔的；C.disappointedly失望的；D.neverously紧张的。根据句意分析可知只有我一个人得了“A”，所以当老师走到我旁边的时候，我觉得非常紧张。由此可判断只有D.nervously符合语境，故选D。

12.A考查名词。A.paper纸，卷子；B.score分数；C.question问题；D.method方法。根据后问中提到老师把我的答案都写在黑板上了，所以老师是把我的卷子拿走了。而前文中表达卷子的单词都是paper，也只有A.paper符合题意，故选A。

13.C考查动词。A.help帮助；B.follow追随，跟随；C.show展示；D.praise赞美。根据句意可知老是把我的答案写在黑板上，并且展示给大家我是怎么得出正确答案的。由此可判断只有选项C.show符合句意，故选C。

14.C考查介词。A.Since自从…；B.Unless除非；C.Though虽然；D.Because因为。根据句意可知老师说虽然我没有用要求的定理来完成作业，但她看到了我如何克服困难，由此可判断句中表达的意思是转折，故选C。

15.A考察动词。A.share分享；B.exchange互换；C.practice练习，实践；D.check检查，核对。根据句意可知上文中老师把我的卷子放在她的公文包里并且宣布将会给别的班的同学展示分享。由此可判断只有选项A.share符合句意，故选A。

16.B考查形容词。A.friendly友好的；B.failing失败的；C.corrected正确的；D.wrong错误的。根据句意可知此处表达的意思是我的老师最终还是判断给我一个失败的成绩。由此可判断只有选项B.failing符合句意，故选B。

17.D考查名词。A.possibility可能性；B.creation创造；C.intention意图，目的；D.oppprtunity机会。根据句意可知此处表达的意思是老师借用这次机会影响了一个经常作斗争的同学。

18.B考查名词。A.change机会；B.memory记忆；C.school学校；D.life生活。根据句意义可知直到四十年以后我仍然记得这段记忆。由此可判断只有B.memory符合句意，故选B。

19.A考查动词。A.open up打开，开启；B.keep up保持；C.make up弥补，组成；D.look up查阅。根据句意可知此句表达的意思从那以后，我打开了让我人生不一样的边界，由此判断只有A.open符合句意，故选A。

20.

考点：考查记叙文阅读