【文章內(nèi)容簡介】 es the underlined word obligation in Paragraph 1 mean? ....（3）According to the passage, what should parents do when children make mistakes? them and tell them not to do that again. them learn the mistakes by themselves in time. them with brighter brothers or sisters. their mistakes immediately.（4）What does the author mainly talk about in this passage? duties of parents. best way to teach children. reason why children feel stupid and unworthy. reason why parents owe their children something.【答案】 （1）B（2）C（3）B（4）A 【解析】【分析】本文是一篇議論文，就父母對子女真正的責任是什么進行論述，總結出父母真正要給予孩子的是個人價值和正確的價值觀，這才是父母真正的職責。 （1）考查細節(jié)理解。根據(jù)第一段中的“Parents do not owe （欠） their children a college education...But they needn39。t feel guilty if they can39。t.” 父母不欠子女大學教育......如果他們承擔不起大學教育，也不必感到內(nèi)疚，可知，作者認為，如果父母不能送子女上大學，也不必感到內(nèi)疚。故選D。 （2）考查詞義猜測。根據(jù)第一段中的“If they want to do it, it must be considered a favor, not an obligation. ”如果他們想這樣做，就必須把它看作一種恩惠，而不是義務， 這一句中的“favor”意為“恩惠、幫忙”相反意思應為“義務、責任”，所以可以判斷“obligation”應是“義務”之意，同時“obligation”和前一句“They do not have the duty to look after their grandchildren, either.” 他們也沒有義務照顧孫子孫女，這一句里的“duty”是近義詞，屬于詞義重現(xiàn)用法。故選C。 （3）考查細節(jié)理解。根據(jù)第三段中的“Of course they should be properly corrected when they do wrong, but it39。s often better to let children learn their mistakes by themselves in time.” 當然，如果孩子做錯了，他們應該得到適當?shù)募m正，但是最好是讓孩子們自己及時地知道他們的錯誤，可知，當孩子犯錯時，父母應該讓孩子自己及時了解錯誤。故選B。 （4）考查主旨大意。根據(jù)第一段中的“Parents do not owe （欠） their children a college education...”從父母送子女上大學，幫忙買房子或照看孫輩等瑣事引入主題，說明這些并不是父母真正的職責；以及第三段中的“One of their obligations is to give their children a personal worth.” 他們的義務之一是給孩子們個人的價值和最后一段中的“Parents owe their children a set of solid values around which to build their lives.” 父母有義務為孩子建立一套堅實的價值觀，并以此來構建他們的生活?？芍改刚嬲o予孩子的是個人價值和正確的價值觀，這才是父母真正的職責，所以文章主要講父母的職責。故選A。 【點評】本題考點涉及細節(jié)理解，詞義猜測和主旨大意三個題型的考查，是一篇教育類閱讀，考生需要準確捕捉細節(jié)信息，同時根據(jù)上下文進行邏輯推理，概括歸納，從而選出正確答案。5．閱讀理解 As a Fulbright（富布萊特法案基金）scholar at Yale, I wanted very much to get some individual help from some famous professors, but their officehours were only once a week and there were always students waiting outside. At first, I was too polite to get their help. Then I realized that Chinese politeness does not work in this society. I needed to be aggressive to get what I wanted. I also noticed that Chinese students or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students. I was impressed by the role of the professor in the class. The professor didn39。t act as an authority, giving final conclusions, but as a researcher looking for answers to questions together with the students. One linguistic feature of his interacting with his students was that he used many modal verbsfar more than I did in Beiwai. When answering questions, he usually said: this is my personal opinion and it could be wrong. It would be a good idea if you could read the book I mentioned the other day. Or, You may find the book I remended helpful. Or, You could be right, but you might find this point of view also interesting. When making ments on students39。 performances, the professor usually said: It might have been much clearer if you had taken in some of the ideas we discussed earlier this semester. In China, authorities are always supposed to give wise decisions and correct directions. Therefore students always expect the professor to give an answer to the question. I still remember how annoyed they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than those of American students. Once the Chinese students got the answer, they were sure about it. That is why they make far more certain statement than American students. That is why Chinese students find it difficult to use modal verbs because the function of modal verbs is to provide room for negotiation and different ideas.（1）The American professors use many modal verbs because they want to______. A.argue with their studentsB.be more sure about their answersC.express their ideas more clearlyD.develop their students39。 own way of thinking（2）Which of the following statements best expresses the author39。s idea? A.Chinese professors can always give correct answer to the question.B.American professors are not responsible since they don39。t give students answers.C.American education produces aggressive students.D.Education in China is not helpful in developing students39。 creativity.（3）Which of the following methods did the author mainly employ in developing the article? A.Comparison and contrast.B.Cause and effect.C.Giving examples.D.Description.（4）What is the author39。s attitude towards education in .? A.PositiveB.NegativeC.NeutralD.Unsure【答案】 （1）D（2）D（3）A（4）C 【解析】【分析】文章描述中西方不同的文化背景下，學生的學習方式和表達方式的不同。 （1）推理判斷題。根據(jù)第二段的內(nèi)容The professor didn39。t act as an authority, giving final conclusions, but as a researcher looking for answers to questions together with the ，給出最后答案，而是作為研究者，和學生一起尋找問題的答案。下句說到他們和學生交流的語言特征是使用很多的情態(tài)動詞，并舉了很多例句，因此可推斷美國教授這樣做是為了發(fā)展學生自己的思維方式。故選D。 （2）推理判斷題。根據(jù)最后一段中作者的描述，中國學生總是期待教授給出問題的答案，他們對權威的期待比美國學生高的多，一旦中國學生得到答案，他們就很確定?？赏茢嘀袊逃龑Πl(fā)展學生的創(chuàng)造力是沒有幫助的。故選D。 （3）細節(jié)理解題。通讀全文可知，文章通過比較和對比來說明中西方學生的學習方式和教育方式的不同。故選A。 （4）細節(jié)理解題。作者只是通過比較和對比來描述中西方學生的學習方式和教育方式的不同，并沒有對美國教育加以評論，故作者對美國教育的態(tài)度是中立的。故選C。 【點評】考查閱讀理解，涉及推理判斷題和細節(jié)理