Question

My favorite English teacher could draw humor out of the driest material. It wasn't forced on us either.  He took Samuel Johnson's dictionary, Addison's essays, and many other literary wonders from the eighteenth century and made them hilarious, even at eight o'clock in the morning. The thing that amazed me most was that the first time I read these works on my own some of them seemed dead, but the second time, after his explanation, I couldn't believe that I hadn't seen the humor. The stories and poems and plays were suddenly filled with allusions (典故) and irony (反諷) and hilarious moments. I learned more from him than from any other teacher.
My least favorite English teacher also made people laugh. Some students found him to be funny. Many others did not. He assigned journals over a six week period, to be written every day. At the end of the six weeks I had a notebook full of bits and pieces about my ideas, short stories, reactions to what we had read, and so on. Our teacher announced that we would be grading each other's journals. Mine was passed to Joe, that class clown, who always behaved in a funny or silly way. He saw it fit to make joke of and said, " This writing isn't fit to line (襯墊) the bottom of a birdcage. " Our teacher laughed at that funny remark. It hurt me so much that the anger from it has driven my writing and teaching ever since.
So what makes the difference? Humor is one of the most powerful tools teachers or writers have. It can build up students and classes and make them excited about literature and writing, or it can tear them apart. It is true that humor is either productive or counter-productive and self-defeating

1. 1.
   The passage mainly discusses ________
   1. A.
      teaching
   2. B.
      literature
   3. C.
      humor
   4. D.
      knowledge
2. 2.
   The underlined word "hilarious" in Paragraph 1 probably means ________
   1. A.
      funny
   2. B.
      tiring
   3. C.
      inspiring
   4. D.
      brilliant
3. 3.
   The English teacher the writer disliked most ________
   1. A.
      was not able to make students laugh
   2. B.
      hurt his students' feelings
   3. C.
      didn't let his students do the grading
   4. D.
      had no sense of humor

Answer 1

CAB
試題分析：本文敘述了英語(yǔ)老師能從一些干癟的材料中找出幽默，一些小說(shuō)、詩(shī)和劇本經(jīng)過(guò)老師的解釋學(xué)生能夠讀出其中的幽默之處，幽默對(duì)于老師和作家是最有力的工具之一。
1.主旨大意題。根據(jù)全文的內(nèi)容可知主要談?wù)摰氖怯哪�的話題，故選C。
2.詞義猜測(cè)題。根據(jù)My favorite English teacher could draw humor out of the driest material. It wasn't forced on us either. 這里敘述英語(yǔ)老師能從干癟的材料中找出幽默，后面是舉例，所以猜出這個(gè)詞是“滑稽的，可笑的”，故選A。
3.細(xì)節(jié)理解題。根據(jù)It hurt me so much that the anger from it has driven my writing and teaching ever since.最不喜歡的是傷害學(xué)生的感情，故選B。
考點(diǎn)：故事類短文閱讀。
點(diǎn)評(píng)：所謂主旨大意題，就是指那些針對(duì)文章的主要內(nèi)容、主題、標(biāo)題或?qū)懽髂康乃�設(shè)置的問(wèn)題。這類題主要考查同學(xué)們?cè)诶斫馊�文的基礎(chǔ)上運(yùn)用概括、判斷、歸納、推理等邏輯思維方法對(duì)文章進(jìn)行高度概括或總結(jié)的能力。