Sometimes we need to remind ourselves that thankfulness is indeed a virtue (美德).
William Bennett
Thanksgiving Day was coming. The first grade teacher gave her class a fun assignment (作業(yè)) — to draw a picture of      for which they were thankful.
Most of the class might be considered poor, but still many would      the holiday with turkey and other traditional food of the season. These, the teacher thought, would be the subject of most of her students’ art. And they were.
But Douglas made a(an)      kind of picture. Douglas was a different kind of boy. He was the teacher’s true child of weak and unhappy. As other children played at     , Douglas used to stand close by her side. One could only guess at the pain that Douglas felt behind those sad     .
Yes, his picture was different. When he was asked to draw a picture of something for which he was thankful, he drew a     . Nothing else. Just an empty hand.
His abstract (抽象的) picture caught the      of his classmates. Whose hand could it be? One child guessed it was the hand of a farmer, because farmers      turkeys. Another suggested a police officer, because the police protect and      people. Still others guessed it was the hand of God, for God feeds us. And so the discussion went on — until the teacher almost forgot the young artist     .
When the children had gone on to other assignments, she stopped at Douglas’ desk, bent down, and      him whose hand it was. The little boy looked away and murmured, “It’s yours, teacher.”
She recalled the      when she had taken his hand and walked with him here or there, as she had the other students. How      she had said, “Take my hand, Douglas, we’ll go outside.” Or, “Let me show you how to hold your pencil.” Or, “Let’s do this together.” Douglas was very      for his teacher’s hand. Brushing aside a tear, she went on with her work.
The story speaks of more than thankfulness. It says something about teachers teaching and parents parenting and friends showing friendship, and how much it means to the Douglases of the world. They might not always say thanks, but they’ll remember the hand that      out.
小題1:
A.a(chǎn)nythingB.somethingC.nothingD.everything
小題2:
A.congratulateB.spendC.celebrateD.consider
小題3:
A.goodB.interestingC.excitingD.different
小題4:
A.breakB.restC.deskD.first
小題5:
A.nosesB.handsC.facesD.eyes
小題6:
A.giftB.personC.handD.turkey
小題7:
A.thoughtB.descriptionC.respectD.imagination
小題8:
A.raiseB.needC.buyD.show
小題9:
A.look atB.care forC.take awayD.drive off
小題10:
A.himselfB.itselfC.herselfD.themselves
小題11:
A.saidB.a(chǎn)skedC.talkedD.spoke
小題12:
A.chancesB.formsC.waysD.times
小題13:
A.muchB.manyC.oftenD.long
小題14:
A.thankfulB.helpfulC.carefulD.beautiful
小題15:
A.movesB.holdsC.reachesD.puts

小題1:B
小題2:C
小題3:D
小題4:B
小題5:D
小題6:C
小題7:D
小題8:A
小題9:B
小題10:A
小題11:B
小題12:D
小題13:B
小題14:A
小題15:C

試題分析:這篇短文講述一個(gè)特別的小男孩在感恩節(jié)對(duì)老師特別的感謝。老師在感恩節(jié)讓同學(xué)們畫一幅想要感謝的事物的畫,小男孩畫得是老師的一只手。這只手帶給他無限的溫暖和幫助,小男孩用這樣特別的方式表達(dá)對(duì)老師的感謝。
小題1:考查不定代詞及語境的理解。句意:一年級(jí)的老師給他的學(xué)生們留了一個(gè)有趣的作業(yè),讓他們畫一幅自己想要感謝的事物的圖畫。根據(jù)第四段第一行When he was asked to draw a picture of something for which he was thankful,可知答案為B。
小題2:考查動(dòng)詞及語境的理解。句意:大多數(shù)同學(xué)都覺得這樣很沒趣,但是還是有許多人吃火雞和這個(gè)季節(jié)其他的傳統(tǒng)食物來慶祝這個(gè)節(jié)日。A. congratulate“祝賀”;B. spend“度過,花費(fèi)”;C. celebrate“慶!;D. consider“考慮”。結(jié)合語境,故選C。
小題3:考查形容詞及語境的理解。句意:但是Douglas 制作了一幅不同的圖畫。A. good“好的”;B. interesting“有趣的”;C. exciting“令人興奮的”;D. different“不同的”結(jié)合第四段第一行Yes, his picture was different.可知答案為D。
小題4:考查名詞及語境的理解。句意:當(dāng)其他的孩子在休息時(shí)玩耍的時(shí)候,Douglas緊緊的站在她的旁邊。at rest“休息”,故選B。
小題5:考查名詞及語境的理解。句意:一個(gè)能猜到Douglas在那雙悲傷的眼睛背后的疼痛的人。A. noses“鼻子”;B. hands“手”;[C. faces“臉”;D. eyes“眼睛”。結(jié)合語境,故選D。
小題6:考查名詞及語境的理解。句意:當(dāng)他被要求畫一幅想要感謝的事物的圖畫時(shí),他畫了一只手。根據(jù)后文Just an empty hand.可知答案為C。
小題7:考查名詞及語境的理解。句意:他抽象的圖畫引起了其他同學(xué)的想象力。A. thought“想法”;B. description“描述”;C. respect“尊重”;[D. imagination“想象力”。根據(jù)后文同學(xué)們的猜測,可知此處應(yīng)該選擇D。
小題8:考查動(dòng)詞及語境的理解。句意:一個(gè)學(xué)生猜測是農(nóng)民的手,因?yàn)檗r(nóng)民飼養(yǎng)火雞。A. raise“飼養(yǎng)”;B. need“需要”;C. buy“購買”;D. show“出示,顯示”。結(jié)合語境,故選A。
小題9:考查動(dòng)詞短語及語境的理解。句意:另一名同學(xué)猜是警察的手,因?yàn)榫毂Wo(hù)和照顧我們。A. look at“看”;B. care for“照顧”;C. take away“拿走”;D. drive off“駛?cè)ァ薄=Y(jié)合語境,故選B。
小題10:考查反身代詞及語境的理解。句意:討論持續(xù)進(jìn)行著,直到老師幾乎忘記小畫家本身了。A. himself“他自己”;B. itself“它自己”;C. herself“她自己”;D. themselves“他們自己”。Douglas是小男孩,故選A。
小題11:考查動(dòng)詞及語境的理解。句意:當(dāng)其他孩子都出去活動(dòng)了,老師停在他的桌旁,彎下腰問他那是誰的手。A. said“說”;B. asked“問”;C. talked“講話”;D. spoke“說”。 結(jié)合句意,故選B。
小題12:考查名詞及語境的理解。句意:她回憶起無數(shù)次她牽著他的手到處走的時(shí)候。A. chances“機(jī)會(huì)”;B. forms“形式”;C. ways“方式”;D. times“數(shù)次”。結(jié)合語境,故選D。
小題13:考查形容詞及語境的理解。句意:她說過多少次“Douglas,牽著我的手,我們?nèi)ネ膺叀。How much“多少錢,多少”修飾不可數(shù)名詞;How many“多少”,How often“多久,多!;How long“多長,多久”。結(jié)合語境,應(yīng)該是多少次,故選B。
小題14:考查形容詞及語境的理解。句意:Douglas非常感謝他老師的手。A. thankful“感謝的,感激的”;B. helpful“有幫助的”;C. careful“小心的”;D. beautiful“漂亮的”。結(jié)合語境,故選A。
小題15:考查動(dòng)詞及語境的理解。句意:他們不會(huì)總說感謝,他們會(huì)記得伸出援助的那雙手。move out“搬出”;hold out“伸出,拿出”;reach out“伸出援助之手”;put out“出版”。結(jié)合語境,故選C。
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