In the clinic, I asked if Michael could be

题目内容：

In the clinic, I asked if Michael could be retested, so the specialist tested him again. To my ___1___, it was the same score.

Later that evening, I ___2___ told Frank what I had learned that day. After talking it over, we agree that we knew our ___3___ much better than an IQ test. We ___4___ that Michael’s score must have been a ___5___ and we should treat him ___6___ as usual.

We moved to Indiana in 1962, and Michael studied at Concordia High School in the same year. He got ___7___ grades in the school, especially ___8___ biology and chemistry, which was a great comfort.

Michael ___9___ Indiana University in 1965 as a pre-medical student, soon afterwards, his teachers permitted him to take more courses than ___10___. In 1968, he was accepted by the School of Medicine, Yale University.

On graduation day in 1972, Frank and I ___11___ the ceremony at Yale. After the ceremony, we told Michael about the ___12___ IQ score he got when he was six. Since that day, Michael sometimes would look at us and say ___13___, “My dear mom and dad never told me that I couldn’t be a doctor, not until after I graduated from medical school!” It is his special way of thanking us for the ___14___ we had in him.

Interestingly, Michael then ___15___ another IQ test. We went to the same clinic where he had __16___ the test eighteen years before. This time Michael scored 126, an increase of 36 points. A result like that was supposed to be ___17___.

Children often do as ___18___ as what adults, particularly parents and teachers, ___19___ of them. That is, tell a child he is “ ___20___”, and he may play the role of a foolish child.

小题1:

A．joy

B．surprise

C．dislike

D．disappointment小题2:

A．tearfully

B．fearfully

C．cheerfully

D．hopefully小题3:

A．student

B．son

C．friend

D．doctor小题4:

A．argued

B．realized

C．decided

D．understood小题5:A. joke B. mistake C. warning D wonder

小题6:

A．specially

B．strictly

C．naturally

D．carefully小题7:

A．poor

B．good

C．average

D．standard小题8:

A．in

B．about

C．of

D．for小题9:

A．visited

B．chose

C．passed

D．entered小题10:

A．allowed

B．described

C．required

D．offered小题11:

A．missed

B．held

C．delayed

D．attended小题12:

A．high

B．same

C．low

D．different小题13:

A．curiously

B．eagerly

C．calmly

D．jokingly小题14:

A．faith

B．interest

C．pride

D．delight小题15:

A．looked for

B．asked for

C．waited for

D．prepared for小题16:

A．received

B．accepted

C．organized

D．discussed小题17:

A．imperfect

B．impossible

C．uncertain

D．unsatisfactory小题18:

A．honestly

B．much

C．well

D．bravely小题19:

A．hear

B．learn

C．expect

D．speak小题20:

A．wise

B．rude

C．shy

D．stupid

最佳答案：

小题1:D

小题2:A

小题3:B

小题4:C

小题5:B

小题6:C

小题7:B

小题8:A

小题9:D

小题10:C

小题11:D

小题12:C

小题13:D

小题14:A

小题15:B

小题16:A

小题17:B

小题18:C

小题19:C

小题20:D

答案解析：

对于成功，智商真的有那么重要吗？文章通过一个故事告诉了我们到底重要不重要！

小题1:disappointment 意为“失望,失意,沮丧;挫折”,to one’s disappointment意为“使某人失望的是”；to one’s joy意为“使某人高兴的是”；to one’s surprise意为“使某人吃惊的是”；to one’s dislike 意为“使某人不喜欢的是”。

小题2:tearfully意为“含泪地”。根据上文中“In the clinic,I asked if Michael could be retested,so the specialist tested him again.”可判断出由于Michael测试成绩不好而感到难过,因此是含着眼泪把这件事告诉Frank。fearfully 意为“可怕地”；cheerfully意为“高兴地”；hopefully意为“抱有希望地”。

小题3:son意为“儿子”。根据下文中的“My dear mom and dad never told me that I couldn’t be a doctor,not until after I graduated from medical school!”可判断出作者是Michael的母亲。student 意为“学生”；friend 意为“朋友”；doctor意为“医生”。

小题4:decide意为“决定”,根据下文的内容可判断出他们决定不把Michael智力测试的分数作为一次错误的成绩。argue 意为“辩论,争论,争辩(某事、某论点等),为(某事,某论点等)作辩解”；realize意为“实认,实感,领悟,了解,体会”；understand意为“懂得;了解,明白,理解,领悟,领会(真意等);熟悉,通晓(学问等)，知道”。

小题5:mistake意为“错误”。根据下文中的“we should treat him naturally as usual”可判断出他们决定把Michael智力测试的分数作为一次错误的成绩。joke 意为“笑话,戏谑,诙谐”；warning意为“警告,警报，警戒，训诫”；wonder意为“不可思议,奇异,奇妙，奇异的事情(东西),奇迹，奇观，奇才”。

小题6:naturally意为“自然地”,表示自然地对待Michael,而不把他当作一个弱智的儿童。specially 意为“特殊地”；strictly意为“严格地”；carefully意为“小心地”。

小题7:good意为“好的”,根据下文中的“which was a great comfort”可判断出Michael获得了好的学习成绩。poor 意为“拙劣的”；average意为“平均的，普通的,一般的”；standard意为“标准的,模范的,规范化的”。

小题8:in意为“在……方面”,根据其宾语biology and chemistry可判断出尤其是生物和化学方面Michael的成绩特别优秀。about 意为“对于,关于”；of意为“(表示所属关系)……的,属于……的;(部分)……之中的,在……中”；for意为“(表示目的)为了”。

小题9:enter意为“进入”,根据其宾语“Indiana University”可判断出在1951年Michael考入了Indiana University。visit 意为“游览,参观”；choose 意为“选,选择,挑选,拣,选定”；pass 意为“经过,通过，穿过，越过，超过，掠过，前进”。

小题10:由题意可知他选修的课程比学这门专业所需要的课程要多。require意为“需要”；allow意为“准许(做某事),许可(某现象存在)”；describe意为“记述,叙述,描写,评述”；offer意为“提供，提出，提议，伸出(手等)”。

小题11:attend 意为“出席”；miss意为“没打中，没猜中，没到手,没拿到,没抓到,没达到”；hold 意为“控制,保持……的状态，支持,托住，压住,止住，吸住(注意等)”；delay意为“延迟,拖延,耽搁”。

小题12:根据上文的内容可判断出Michael在小时候的智商是很低的,这时,作者把他智商分数很低这件事告诉了他。low意为“低的”；high 意为“高的”；same意为“相同的,同样的,同种的”；different意为“不同的,不一致的,有差别的”。

小题13:jokingly意为“开玩笑地”。根据Michael说的话“My dear mom and dad never told me that I couldn’t be a doctor,not until after I graduated from medical school!”可判断出他以开玩笑的口吻对自己的父母说。curiously 意为“好奇地”；eagerly意为“热心地,急切地”；calmly意为“平静地,安静地,冷静地”；A、B、C三项都与当时的气氛不相符。

小题14:faith 意为“信任”。根据上文的内容可判断出由于Michael在小时候的智商的分数很低,但他的父母并没有把他当作弱智的儿童对待,而是像对待其他的孩子那样对待他,正是这种信任使他在学业上取得了成绩。interest 意为“兴趣,关注，爱好”；pride意为“骄傲，自尊(心)，自豪，得意,自满”；delight意为“欢喜,高兴,愉快”。

小题15:asked for 意为“要求”。根据下文中“We went to the same clinic”和“This time Michael scored 126,an increase of 36 points.”可判断出Michael要求再做一次智商测试。look for 意为“寻找”；wait for意为“等待”；prepare for意为“准备”。

小题16:receive意为“接收,接受”,根据上文中的“In the clinic,I asked if Michael could be retested,so the specialist tested him again.”可判断出18年前 Michael在这个诊所里接受过智商测试。accept 意为“接受”。receive和accept均可表示”接收,接受”,但receive表示接收者客观地收到,并不表示愿意接受与否。accept表示收到者经过考虑,主观上愿意接受所接之物。organize意为“组织，编组，创立,创办,发起”。discuss意为“议论，讨论,辩论”。

小题17:impossible意为“不可能的”。根据上文中的“This time Michael scored 126,an increase of 36 points.”可判断出一个人智商增加了30分被认为是不可能的事。imperfect 意为“不完全的,有缺点的”；uncertain意为“不定的,含糊的;不确定的,易变的;不可靠的”；unsatisfactory意为“不能令人满意的;不合要求的，不充分的”。

小题18:well意为“好地”,在此表示儿童像成年人那样做得一样好。honestly 意为“真诚地,公正地”；much意为“很,非常,多;几乎”；bravely意为“勇敢地”。

小题19:expect 意为“期望”,在此表示家长和老师期望他们做得与成年人一样好。hear of意为“听说”；learn意为“学习”；speak of意为“谈及,说到”。

小题20:根据下文中的“he may play the role of a foolish child”可判断出如果对孩子说你是愚蠢的,他们就会扮演愚蠢的孩子的角色。stupid 意为“愚蠢的”；wise意为“有智慧的，聪明的,贤明的”；rude意为“粗暴的,粗鲁的;无礼的”；shy意为“怕羞的;羞怯的”。

考点核心：

人物传记类文章的文体特征：

人物传记是记叙文体的一种，主要描写某人的生平事迹、趣闻轶事、生活背景、个性特征、成长奋斗历程等，包含记叙文的时间、地点、人物、事件等要素。其特点是以时间的先后或事件的发展为主线，空间或逻辑线索贯穿文章始终，脉络清楚，可读性较强。