In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort. One day, this approach threw me into embarrassment
In Mrs. Totten’s eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals (小數(shù)).
Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answer to homework questions.
Mrs. Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end.
Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations.
What I failed to expect was that several students were absent, which threw off my estimate. As Mrs. Totten made her way from the beginning of the class，I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldn’t function.
When Mrs. Totten reached my desk，she asked what answer I’d got for problem No. 14. “I…I didn’t get anything,”  I answered，and my face felt warm.
“Correct,” she said.
It turned out that the correct answer was zero.
What did I learn that day? First, always do all your homework. Second, in real life it isn’t always what you say but how you say it that matters. Third，I would never make it as a mathematician.
If I could choose one school day that taught me the most, it would be that one.
小題1:What does the underlined part in Paragraph 1 indicate?
A． It is wise to value one’s time.
B． It is important to make an effort
C． It is right to stick to one’s belief.
D． It is enough to do the necessary.
小題2:Usually, Mrs. Totten asked her students to _______.
A． recite their homework together
B． grade their homework themselves
C． answer their homework questions orally
D． check the answers to their homework questions
小題3:The author could work out which questions to answer since the teacher always _______.
A． asked questions in a regular way
B． walked up and down when asking questions
C． chose two or three questions for the students
D． requested her students to finish their usual questions
小題4:The author failed to get the questions he had expected because _______.
A． the class didn’t begin as usual
B． several students didn’t come to school
C． he didn’t try hard to make his estimate
D． Mrs. Totten didn’t start from the back of the class
小題5:Which of the following can be the best title for the passage?
A． An Unforgettable Teacher
B． A Future Mathematician
C． An Effective Approach
D． A Valuable Lesson

小題1:D
小題2:C
小題3:A
小題4:B
小題5:D

試題分析：文章大意：本文是一篇記敘文。作者回憶了自己青春期早期，非常的自負(fù)。然而，在一堂數(shù)學(xué)課上所發(fā)生的一件尷尬的事情，給作者一次有價(jià)值的教訓(xùn)，也讓作者明白了許多道理。
小題1:D考查句意理解。根據(jù)文章第一段I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort.及下文作者的講述可知此句的含義是：做任何必要的都是白費(fèi)力氣。故D正確。
小題2:C考查細(xì)節(jié)理解。根據(jù)文章第三段最后一句On most days, our grades were based on our oral answer to homework questions.可知作者的數(shù)學(xué)老師要求學(xué)生口頭回答家庭作業(yè)的問題。故C正確。
小題3:A考查細(xì)節(jié)理解。根據(jù)文章第五段中Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer.可知作者坐中間，很容易推算出他要回答的問題。故A正確。
小題4:B考查細(xì)節(jié)理解。根據(jù)文章第六段首句What I failed to expect was that several students were absent, which threw off my estimate.可知由于幾位同學(xué)缺席，導(dǎo)致了不能夠知道他回答哪個(gè)問題。故B正確。
小題5:D考查文章標(biāo)題。文章作者回憶了自己青春期早期，在一堂數(shù)學(xué)課上所發(fā)生的尷尬的事情，給作者一次有價(jià)值的教訓(xùn)。故D正確。
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