One day, I received a call from a colleague. He was about to give a student a zero for his answer to a physical problem ，while the student claimed a perfect score. I was elected as their arbiter( 仲裁人).I read the examination problem： “Show how it is possible to determine the height of a tall building with the aid of a barometer(气压计).” The student had answered： “Take the barometer to the top of the building，attach a long rope to it，lower it to the street，and then bring it up, measuring the length of the rope. The length of it is the height of the building. ”
The student had really answered the question completely ，but the answer didn’t confirm his competence in physics. I suggested the student try again. I gave him six minutes to answer the question, warning that the answer should show some knowledge of physics. Five minutes later, he said he had many answers and clashed off one, which read： “Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, use the physical formula (公式）to calculate the height of the building. ”
At this point, my colleague had to accept it, and then the student made almost full marks. I couldn’t help asking the student what the other answers were. He listed many others ，and then added5 “Probably the best is to take the barometer to the. administrator and said to him，' Sir, here is a fine barometer. If you tell me the height of the building, I will give it to you.，”
Then, I asked the student if he really did not know the conventional answer to this question. He admitted that he did ，but said that he was fed up with high school and college instructors trying to teach him how to think.
The name of the student was Bohr who later was famous all over ,the world. He won the Nobel Prize for Physics in 1922.
小题1:The student got a zero at the beginning because_______.
A．the teacher wasn’t satisfied with him
B．his answer wasn't complete or correct
C．the teacher clicln5t fully understand his answer
D．his answer didn’t show his knowledge of physics
小题2:We know from the passage that______
A．the student knew the expected answer
B．the administrator told Bohr the height
C．the author preferred Bohr s last answer
D．the teacher was a very stubborn person
小题3:We can learn from the passage that______.
A．instructors can teach students how to think
B．arbiters can help students to get high scores
C．students should be given more freedom in thinking
D．teachers should make students use physical formulas
小题4:What was Bohr’s attitude toward his schooling?
A．Optimistic.B．Critical.C．Approving.D．Ambiguous.
答案
小题1:D
小题2:A
小题3:C
小题4:B
解析
试题分析：文章从一个学生的物理答案得0分说起，得出的结论是应该允许学生自由地思考。
小题1:推理题：从第一段的句子：可知这个学生的答案没有涉及到物理方面的知识。选D
小题2:细节题：从最后一段的句子：Then, I asked the student if he really did not know the conventional answer to this question. He admitted that he did ，可知这个学生知道这个问题的答案。选A
小题3:推理题：从最后一段的句子：but said that he was fed up with high school and college instructors trying to teach him how to think.可知学生应该被允许自由地思考。选C
小题4:推理题：从倒数第二段的句子:but said that he was fed up with high school and college instructors trying to teach him how to think.可知Bohr对高中的生活是批评的。选B 。
点评：文章从一个学生的物理答案得0分说起，得出的结论是应该允许学生自由地思考。内容比较适中，对于考生的能力要求不高，只要认真细致阅读，不难发现答案。可以先看题目再读文章，这样可以提高阅读的速度。还要准确定位考点。特别是推理题，要结合上下文的暗示做题，掌握方法是关键。
考点名称：人物传记类阅读
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。