It was the night before the composition was due. As I looked at the list of topics(题目),“The Art of Eating Spaghetti(意大利面条)” caught my eye. The word “spaghetti” brought back the 1 of an evening at Uncle Alien’s in Belleville 2 all of us were seated around the table and Aunt Pat 3 spaghetti for supper. Spaghetti was an exotic(外来的) treat in 4 days. Never had I eaten spaghetti, and 5 of the grown-ups had enough experience to be 6 it. What laughing 7 we had about the 8 respectable method for moving spaghetti from plate to mouth. 9 , I wanted to write about that, but I wanted to 10 it down simply for my own 11 , not for Mr. Fleagle, my composition teacher. 12 , I would write something else. When I finished it the night was half gone and there was no 13 left to write a proper composition for Mr. Fleagle. There was no choice next morning but to 14 my work. Two days passed before Mr.Fleagle returned the15 papers. He said,” Now, class, I want to read you a composition, “The Art of Eating Spaghetti.” My words! He was reading my words out 16 to the whole class.17 laughed, then the whole class was laughing with open-hearted enjoyment. I did my best not to show 18 , but what I was feeling was pure happiness, 19 my words had the power to make people 20 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
It was the night before the composition was due. As I looked at the list of topics(题目),“The Art of Eating Spaghetti(意大利面条)” caught my eye. The word “spaghetti” brought back the 1 of an evening at Uncle Alien’s in Belleville 2 all of us were seated around the table and Aunt Pat 3 spaghetti for supper. Spaghetti was an exotic(外来的) treat in 4 days. Never had I eaten spaghetti, and 5 of the grown-ups had enough experience to be 6 it. What laughing 7 we had about the 8 respectable method for moving spaghetti from plate to mouth. 9 , I wanted to write about that, but I wanted to 10 it down simply for my own 11 , not for Mr. Fleagle, my composition teacher. 12 , I would write something else.
When I finished it the night was half gone and there was no 13 left to write a proper composition for Mr. Fleagle. There was no choice next morning but to 14 my work. Two days passed before Mr.Fleagle returned the15 papers. He said,” Now, class, I want to read you a composition, “The Art of Eating Spaghetti.”
My words! He was reading my words out 16 to the whole class.17 laughed, then the whole class was laughing with open-hearted enjoyment. I did my best not to show 18 , but what I was feeling was pure happiness, 19 my words had the power to make people 20
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题目解答
答案
1. A
解析: 提示:此处是指作者想起了从前的一件事，memory在此处的意思是“回忆、留在记忆中的人或事”。题干中的bring back的意思为“使……回忆起”，和memory正好搭配。
知识点：名词的词义及上下文理解
2. A
解析: 提示:此空实际上是对整个句子意思和结构的考查。when是关系副词，引导的定语从句修饰先行词the evening，进一步说明那天晚上的情况。其他三个选项都能引导定语从句，但意思不合语境的要求。
知识点：连词的词义及上下文理解
3. B
解析: 提示:当大家坐在桌子边时，应该是有人端上面条来，从下文对大家在吃面条情景的描述看，此处不是强调Aunt Pat做的意大利面条，而是强调她给我们吃的意大利面条，serve在此处的意思为“端上饭菜招待顾客”。
知识点：动词的词义及上下文理解
4. D
解析: 提示:in those days指“在当时”，相当于in the past。因为作者就在吃面条的现场，不可能用到“他们的时代”这样的状语；而B、C两项都应该使用定冠词。
知识点：形容词性代词的词义及上下文理解
5. A
解析: 提示:正因为是外来品，所以没有人吃过意大利面条。根据Never had I eaten spaghetti可知，大人们也都是不常吃的。D项只能表示“两者”，从上下文可知，在场的不止两个人。
知识点：代词的词义及上下文理解
6. B
解析: 提示:根据下面他们对吃面条的方法都大发争论，看来他们不常吃面条，或者说不知怎样把面条送到嘴里为好，可知他们不善于吃面条。短语be good at的意思为“善于；在某方面做得好”。
知识点：短语辨析及上下文理解
7. D
解析: 提示:从本句的下文看，因为他们不知吃面条的方法，必然会产生争论。have argument about也是常用的短语，意思是“就……争论”。
知识点：名词的词义及上下文理解
8. D
解析: 提示:怎样把面条送进嘴里才算讲究，才算高雅，才算体面是指社交方面的事，故选用socially“在社交方面，善于交际地，在社会中”。吃东西的方法不能由官方来定，所以排除干扰性较强的C项。
知识点：副词的词义及上下文理解
9. C
解析: 提示:当作者想起吃意大利面条这件事，“猛然”意识到要写这个题目，是合情理的。
知识点：副词的词义及上下文理解
10. B
解析: 提示:短语put down 在此处的意思为“把……记下来或写下来”。
知识点：动词的词义及上下文理解
11. D
解析: 提示:下文有not for Mr Fleage，从短文的意思看，既然不是为了上交作文而写，就不用按老师的要求写，而是为了自己高兴而写。
知识点：名词的词义及上下文理解
12. C
解析: 提示:作者决定不按老师的旨意去写，“至于老师这方面……”。as for him 起承上启下的作用。
知识点：副词的词义及上下文理解
13. A
解析: 提示:因为第二天早晨作者没有交上按老师要求所写的文章，可知是没有“时间”了。
知识点：名词的词义及上下文理解
14. C
解析: 提示:短语hand in的意思为“上交(作业等)”。
知识点：动词的词义及上下文理解
15. B
解析: 提示:根据题意:这些试卷应该是经老师批阅过打分的，而不仅仅收上来(C项)或者签名(D项)。grade在此处的意思为“给……分级或分类；给……评分”，grade papers是“评试卷；给试卷打分”。
知识点：动词的词义及上下文理解
16. A
解析: 提示:读给全班同学听，应该大声地读，loud的意思为“大声地”。
知识点：副词的词义及上下文理解
17. C
解析: 提示:听到好笑的事情，有人先笑了，后是全班跟着笑。根据下文I did my best not to show pleasure，可排除D项。somebody指班里的某个同学。
知识点：名词的词义及上下文理解
18. D
解析: 提示:老师在班里读某人的作文，是对他的表扬和肯定。根据下一句话but what I was feeling was pure happiness 可知，作者尽力不表露“喜悦”的心情，但心里却乐开了花。
知识点：动词的词义及上下文理解
19. B
解析: 提示:此处for为并列连词，意为“因为”，其明显的标志是其前面用逗号与前面的句子分开
知识点：连词的词义及上下文理解
20. D
解析: 提示:根据前文提到的作者的作文只是引起了大家的大笑，the whole class was laughing with openhearted enjoyment，文中并没有提到别的情绪，可知此处应用laugh作宾语补足语。
知识点：形容词的词义及上下文理解