Question

I entered high school having read hundreds of books. But I was not a good reader. Merely bookish, I lacked a point of view when I read. Rather, I read in order to get a point of view. I searched books for good expressions and sayings, pieces of information, ideas, themes—anything to enrich my thought and make me feel educated. When one of my teachers suggested to his sleepy tenth-grade English class that a person could not have a “complicated idea” until he had read at least two thousand books, I heard the words without recognizing either its irony (嘲諷) or its very complicated truth. I merely determined to make a list of all the books I had ever read. Strict with myself, I included only once a title I might have read several times. (How, after all, could one read a book more than once?) And I included only those books over a hundred pages in length. (Could anything shorter be a book?)  

There was yet another high school list I made. One day I came across a newspaper article about an English professor at a nearby state college. The article had a list of the “hundred most important books of Western Civilization.” “More than anything else in my life,” the professor told the reporter with finality , “these books have made me all that I am.” That was the kind of words I couldn’t ignore. I kept the list for the several months it took me to read all of the titles. Most books, of course, I hardly understood. While reading Plato's The Republic, for example, I needed to keep looking at the introduction of the book to remind myself what the text was about. However, with the special patience and superstition (迷信) of a schoolboy, I looked at every word of the text. And by me time I reached the last word, pleased, I persuaded myself that I had read The Republic, and seriously crossed Plato off my list

On heating the teacher's suggestion of reading, the writer thought _______.

A. one must read as many books as possible

  B. a student should not have a complicated idea

  C. it was impossible for one to read two thousand books

  D. students ought to make a list of the books they had read

While at high school, the writer _______.    

  A. had plans for reading                            B. learned to educate himself

  C. only read books over 100 pages              D. read only one book several times

The underlined phrase “with finality” probably means _______.

  A. firmly              B. clearly                            C. proudly         D. pleasantly

The writer's purpose in mentioning The Republic is to _______.

  A. explain why it was included in the list

  B. describe why he seriously crossed it off the list

  C. show that he read the books blindly though they were hard to understand

  D. prove that he understood most of it because he had looked at every word

The writer provides two book lists to _______.

  A. show how he developed his point of view

  B. tell his reading experience at high school

C. introduce the two persons' reading methods   

  D. explain that he read many books at high school

Answer 1

【小題1】A

【小題2】A

【小題3】A

【小題4】C

【小題5】B

解析:

本文主要講述了作者中學時期的閱讀經歷。

【小題1】細節理解題。 從第一段后半部分可以看出，作者在聽到老師有關閱讀的意見以后，就開始爭取讀盡量多的書，并把自己讀過的書都列成了一個書目。

【小題2】 細節理解題。 從第一段可以得知，作者并不是只讀超過l00頁的書，更不是只是反復地讀一本書，更沒有關于他學著自己教育自己的表述。

【小題3】詞義猜測題。 在他的一生中，是他所閱讀過的這些書使他取得了如今的成就。根據上下文的理解，我們可以推測這位科學家是很“堅定地”跟記者說的。

【小題4】推理判斷題。 作者說他閱讀柏拉圖的書是為了說明他當時讀書比較盲目，讀了很多很深奧難懂的書。

【小題5】 推理判斷題。 作者在文中說他曾經列的兩個書單，是為了支撐他整篇文章的主題：他在中學的時候是如何讀書的，而并不是他如何形成自己的觀點、介紹兩個人的讀書方法、或者解釋他在中學的時候讀過很多書。