【題目】 My students were taking midterms when my phone erupted with urgent messages. “A student is having a panic attack,” texted a teaching assistant. I ran out of my office, down a flight of stairs and found the student — a pupil in my 350-person organic chemistry class — lying motionless on the ground outside the exam hall. “Did my exam really trigger a panic attack?” I asked myself. “Why am I not prepared to deal with a situation like this?”

It was my first time teaching the course. But I knew that the subject was challenging for my students. This was a source of stress for premedical students in particular, who feared that a low grade in organic chemistry would keep them from getting into medical school.

The following day, I was scheduled to lecture to the same class. I knew that I had to address what had happened during the midterm. So, I started by saying: “I want to take some time today to talk about something important. How many of you think that this is a weed-out course?” Half of my students raised their hands carefully. “I’m sorry to hear that,” I continued. “I want you all to know that I do not consider any of you to be weeds; you all deserve to be here.”

I flashed a slide of flowers in various shapes. I smiled at my students and said: “I think of you as flowers — different flowers with different needs. You may not bloom at the same time, but you will bloom! You may not do well in the midterm exam, but you will learn from your mistakes and do better in the final exam. I believe this. I believe in you.”

From that point on, my office hours were packed. Some asked about lecture topics and study strategies; others opened up about personal issues. I was amazed that a simple, frank discussion in lecture could make such a difference.

【1】What made the pupil have a panic attack?

A.Hiding personal issues.

B.The stress for high grades.

C.Lacking study strategies.

D.Failing to handle the situation.

【2】What does the underlined word “trigger” in Paragraph 1 most probably mean?

A.Cure.B.Prevent.

C.Frighten.D.Cause.

【3】Why did the author go to the same class the next day?

A.To give the lesson according to the arrangement.

B.To apologize and explain to the panicked student.

C.To give a speech on what happened in the test.

D.To persuade all the students to stay in the class.

【4】Which paragraph mainly shows the author’s encouragement to students?

A.Paragraph 2.

B.Paragraph 3.

C.Paragraph 4.

D.Paragraph 5.

【答案】

【1】B

【2】D

【3】A

【4】C

【解析】

本文是記敘文。作者的一個(gè)班級(jí)在參加期中考試時(shí)，一位學(xué)生因?yàn)榭荚噳毫只虐Y發(fā)作。作者因此對(duì)自己的課程進(jìn)行了分析，改變了教學(xué)方式，給予學(xué)生更多鼓勵(lì)，學(xué)生們更自信，和老師能敞開心扉進(jìn)行交流。

【1】

推理判斷題。根據(jù)第二段中的But I knew that the subject was challenging for my students. This was a source of stress for premedical students in particular, who feared that a low grade in organic chemistry would keep them from getting into medical school.可知，但我知道這門課對(duì)我的學(xué)生來(lái)說(shuō)很有挑戰(zhàn)性。這對(duì)醫(yī)科預(yù)科學(xué)生來(lái)說(shuō)尤其是個(gè)壓力的來(lái)源，他們擔(dān)心有機(jī)化學(xué)的低分會(huì)讓他們進(jìn)不了醫(yī)學(xué)院。由此推知，高分的壓力使那名學(xué)生恐慌癥發(fā)作。故選B。

【2】

詞義猜測(cè)題。根據(jù)上下文可知，一個(gè)學(xué)生在作者考試的時(shí)候，恐慌癥發(fā)作，因此推斷作者此處在自問(wèn)：我這科目的考試會(huì)導(dǎo)致學(xué)生產(chǎn)生驚恐癥嗎？由此推知，劃線詞trigger表示“引起，促使”。故選D。

【3】

細(xì)節(jié)理解題。根據(jù)第三段中的The following day, I was scheduled to lecture to the same class.可知，第二天，我被安排去上同一門課。由此可知，根據(jù)課程安排作者第二天又來(lái)到這個(gè)班上課。故選A。

【4】

推理判斷題。根據(jù)第四段中的I think of you as flowers — different flowers with different needs. You may not bloom at the same time, but you will bloom! You may not do well in the midterm exam, but you will learn from your mistakes and do better in the final exam. I believe this. I believe in you.可知，我把你們當(dāng)成花朵，不同的花朵，有不同的需要。你們可能不能同時(shí)開花，但你們會(huì)開花的！你們可能在期中考試中做得不好，但你們會(huì)從錯(cuò)誤中吸取教訓(xùn)，在期末考試中做得更好。我相信這一點(diǎn)。我相信你們。由此可知，第四段是作者對(duì)學(xué)生的鼓勵(lì)。故選C。

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