新高考英語一輪復(fù)習(xí)練習(xí)考向26 閱讀理解之記敘文類(原卷版)

考向26閱讀理解之記敘文類文體分析記敘文講述的是發(fā)生在當(dāng)前或過去或?qū)硎虑榈慕?jīng)過。簡(jiǎn)而言之，記敘文就是講故事，包括人物或故事情節(jié)。常見的記敘文根據(jù)其用途可分為文學(xué)記敘文和說明記敘文：文學(xué)記敘文以虛構(gòu)為主，如趣聞逸事、傳說、寓言、傳奇故事、短篇小說、科幻小說等；說明記敘文以事實(shí)為依據(jù)，包括歷史、傳記、新聞報(bào)道、日記等。無論哪一種記敘文作者都要交代何人何時(shí)何地為什么、怎么樣、干了何事等等，這也就是我們常說的“5Wsand1H”特別值得注意的是：記敘文的敘事順序有順敘和倒敘兩種，有時(shí)候作者為了吸引讀者會(huì)采用倒敘的方法，即不按照事情發(fā)展的先后順序來敘述，而是從最重要、最能引人入勝的事件開始，然后再回過頭來追敘故事的開端和經(jīng)過。閱讀時(shí)要學(xué)會(huì)從事情本身的發(fā)展去理解故事情節(jié)而不要只看事件在文中出現(xiàn)的先后位置。命題特點(diǎn)從命題形式上看，常見的有細(xì)節(jié)理解、詞義猜測(cè)、主旨大意、推理判斷、作者意圖等題型。除了推論或詞義辨識(shí)題，記敘文命題的順序一般都會(huì)按照文章的脈絡(luò)和故事發(fā)展的順序?qū)訉油七M(jìn)，否則就會(huì)覺得別扭，邏輯不通。同時(shí)，記敘文需要事件的發(fā)展過程作支撐，一半以上的題目都會(huì)用來檢測(cè)考生對(duì)故事的了解，因此，我們必須弄明白整件事情的發(fā)展脈絡(luò)。而其余像主旨大意、作者意圖之類的題目，則取決于文章的落句，集中考查對(duì)作者所發(fā)的感觸的理解?？傊?，細(xì)節(jié)題是記敘文命題的主流題型。而寓意之類的題則是高一層次的題，有一定的難度和區(qū)分度，它們是拉開距離的題，答對(duì)了這些題，你才有可能成功地躋身高分之列。綜上所述，記敘文的應(yīng)對(duì)策略即：不漏細(xì)節(jié)，奠定基礎(chǔ)；把準(zhǔn)寓意，方能成功。記敘文常見的命題類型如下：1.主旨大意題文章主旨給出的四種形式:文首,文中,文尾,沒有明確主旨,需總結(jié)。雖然作者表達(dá)主題思想的方式不同，但命題常用的提問方式有以下幾種：

What’sthemainidea/subject/topicofthepassage?

Themainideaofthepassageis…Thepassageismainlyabout_____.

Whichofthefollowingstatementsbestexpressesthemainideaofthepassage?

Thebesttitleforthepassageis/mightbe____.

Theauthor’smainpurposeofwritingthispassageis____.

做題要領(lǐng)：文章主旨通常會(huì)出現(xiàn)在文首,文中或文尾，因此尋找主題句或主題段往往是做好此類題的鍵。但當(dāng)文中沒有直接出現(xiàn)主題句，應(yīng)對(duì)文章意思全面理解后歸納概括主旨，但不能太籠統(tǒng)即不切主題,言過其實(shí)或以偏概全。2.細(xì)節(jié)理解題這類題目是針對(duì)文章的具體事實(shí)和細(xì)節(jié)而出,因此通常能在文章中直接或間接地找到答案.此類要求查找重要事實(shí)和細(xì)節(jié)的試題通常以下列形式提出：

Whichofthefollowingstatementsis(not)trueaccordingtothepassage?

Whichofthefollowingis(not)discussed/Mentionedinthepassage?Accordingtothepassage,what/where/Which/who/why/when/how…?

Allofthefollowingare(not)true/mentioned/discussedexcept_________.

Howdoestheauthor/writerfeelabout___?3.詞義／語義判斷題這類考題常見的提問方式有以下幾種：Accordingtotheauthor,theunderlinedword”…”means____.

Fromthepassage,wecaninferthattheword”…”is___.“…”canbebestreplacedby___.Whatdoestheauthorprobablymeanby”…”?

By”…”,theauthormeansthat___

做此類題時(shí)，應(yīng)在文中找線索或信息詞。根據(jù)上下文判斷新詞匯在特定句中確切意思。根據(jù)周圍熟悉的詞及語義判斷新單詞之意，有時(shí)還需依靠構(gòu)詞法。4.推斷題以原文內(nèi)容為前提,透過現(xiàn)象看本質(zhì)即透過文章表面文字信息推測(cè)文章隱含意思。根據(jù)作者的觀點(diǎn)理論客觀地對(duì)文中未明顯說明的現(xiàn)象或事例給予合理的邏輯推斷，做出一定解釋。

推斷題的常見形式：

Itcanbeinferred/concludedfromthetextthat____.

Fromthetextweknowthat______.

Thepassageimpliesthat______.

Theparagraphfollowingthepassagewillmostprobablydiscusses______.

解推斷題的方法：解推斷題最主要的方法是根據(jù)語義關(guān)系推斷具體細(xì)節(jié)。5.觀點(diǎn)態(tài)度題回答這類問題應(yīng)從篇章的體裁入手.一般來說,在說明文中作者的態(tài)度是客觀的或中立的;在議論文中,作者的態(tài)度才會(huì)顯得多種多樣.可以根據(jù)闡述主題或有關(guān)主題的相關(guān)語句或詞語確定作者的態(tài)度。

常見的態(tài)度詞語有:positive/support/approval(贊同的/optimisticcritical/negative/tolerant/disappointed/pessimistic(悲觀的)/indifferent(冷淡的)/doubtfulNeutral(中立的）/objective(客觀的）這類考題常見的提問方式有以下幾種:What’stheauthor’s/writer’sattitudeto…?

Theauthorthinks/suggests/believesthat___.Howdoestheauthorfeelabout…?Whichofthefollowingwilltheauthoragree/disagreewith?

Whichofthefollowingcanbestdescribetheauthor’sattitudetowards…?

解題技巧記敘文講述的是發(fā)生在當(dāng)前或過去或?qū)硎虑榈慕?jīng)過。簡(jiǎn)而言之，記敘文就是講故事，包括人物或故事情節(jié)。常見的記敘文根據(jù)其用途可分為文學(xué)記敘文和說明記敘文：文學(xué)記敘文以虛構(gòu)為主，如趣聞逸事、傳說、寓言、傳奇故事、短篇小說、科幻小說等；說明記敘文以事實(shí)為依據(jù)，包括歷史、傳記、新聞報(bào)道、日記等。無論哪一種記敘文作者都要交代何人何時(shí)何地為什么、怎么樣、干了何事等等，這也就是我們常說的“5Wsand1H”。這是我們?cè)陂喿x記敘文時(shí)要首先了解的，接著按照線索弄清事情的來龍去脈，就能理解整個(gè)故事。

特別值得注意的是：記敘文的敘事順序有順敘和倒敘兩種，有時(shí)候作者為了吸引讀者會(huì)采用倒敘的方法，即不按照事情發(fā)展的先后順序來敘述，而是從最重要、最能引人入勝的事件開始，然后再回過頭來追敘故事的開端和經(jīng)過。閱讀時(shí)要學(xué)會(huì)從事情本身的發(fā)展去理解故事情節(jié)而不要只看事件在文中出現(xiàn)的先后位置。

另外，講故事必定有其目的：或證明某一理論，或闡明某一概念，或贊美某種美德，或譴責(zé)某種罪惡等等。我們?cè)陂喿x時(shí)要通過作者的重要細(xì)節(jié)描寫聯(lián)系故事情節(jié)去領(lǐng)會(huì)作者的意圖，對(duì)作者重墨潑就的細(xì)節(jié)描寫要重點(diǎn)關(guān)注。概括起來一句話：讀記敘文的關(guān)鍵是抓情節(jié)。抓住了故事情節(jié)，就理解了文章的脈絡(luò)，其他的就迎刃而解了。要解答好記敘文閱讀理解題，就應(yīng)該有一套針對(duì)性強(qiáng)的方法和技巧。下面是我們?cè)陂喿x教學(xué)中積累下來的一點(diǎn)心得體會(huì)，希望能對(duì)大家有所幫助。

1.關(guān)注細(xì)節(jié)

記敘文中有大量的事件發(fā)展過程中的細(xì)節(jié)，包括記敘文的5W（what,who,when,where,why）要素。因此我們作答細(xì)節(jié)題的時(shí)候，就沒有那么復(fù)雜，一般只需要由前到后，從上到下，一題一題地做就可以了。

2.注重聯(lián)系

在做題過程中，我們大都不能在文中找到與題干一字不差的詞語或句子。這時(shí)我們需要認(rèn)真研究問題，抓住題干中的關(guān)鍵詞語，然后到文中準(zhǔn)確地找到與之相關(guān)的語句，或是疑似語句的位置，接著去左顧，或右盼，在前句或后句尋找線索。

3.讀懂表象

如前所述，主旨大意題或推理判斷、作者意圖題等實(shí)際上是同一類型的問題，或者說是可用同種方法解答的題型。在解答此類題目的時(shí)候，不可被題干的表象所迷惑，要像剝洋蔥一樣，一層一層地剝；在四個(gè)可選項(xiàng)中，一個(gè)一個(gè)地去證實(shí)，去排除。特別是解答推論或暗指類的題目，比如“Whatcanbeinferredfrom…?”或是Whatdoestheauthorimplyin…?”之類的題目，文中所陳述的往往不是答案。我們要在文前文后去查找，在字里行間里去尋覓。有時(shí)還少不了借助自己的生活經(jīng)驗(yàn)和常理來體會(huì)這言外之意。

4.挖掘意義

每年的高考閱讀題中，特別是記敘文的閱讀題，都會(huì)出現(xiàn)一至兩道詞義猜測(cè)題。而這些詞匯往往是你素昧平生的，或者和你有點(diǎn)頭之交，在文中卻另有新意的，總之，猜的是那些在高考詞匯表要求之外的詞匯。小小的一個(gè)詞，一個(gè)短語，考核的不是你的語法的熟練程度，也不是你的記憶力，而是你對(duì)文章通篇或者一個(gè)段落的整體把握和變通能力。

【典例示例】

Compassionisadesirewithinustohelpothers．Witheffort,wecantranslatecompassionintoaction．Anexperiencelastweekendshowedmethisistrue．Iworkpart-timeinasupermarketacrossfromabuildingfortheelderly．Theseoldpeopleareourmaincustomers,andit’snothardtolosepatienceovertheirslowness．ButlastSunday,oneagedgentlemanappearedtoteachmeavaluablelesson．Thisuntidymanwalkeduptomyregister(收款機(jī))withaboxofbiscuits．Hesaidhewasoutofcash(現(xiàn)金),hadjustmovedintohisroom,andhadnothinginhiscupboards．Heaskedifwecouldlethimhavethefoodontrust．Hepromisedtorepaymethenextday．

Icouldn’thelpstaringathim．Iwonderedwhatkindofpersonhehadbeentenortwentyyearsbefore,andwhathewouldbelikeifluckhadgonehisway．Ihadahurtinmyheartforthiskindofhumansoul,allaloneintheworld．ItoldhimthatIwassorry,butstorerulesdidn’tallowmetodoso．Ifeltstupidandunkindsayingthis,butIvaluedmyjob．

Justthen,anotherman,standingbehindthefirst,spokeup．Ifanything,helookedmorepitiable．“Chargeittome,”wasallhesaid．

WhatIhadbeenfeelingwaspity．Pityissoftandsafeandeasy．Compassion,ontheotherhand,iscaringinaction．Ithankedthesecondmanbuttoldhimthatwasnotallowedeither．ThenIreachedintomypocketandpaidforthebiscuitsmyself．Ireachedintomypocketbecausethesetwomenhadreachedintomyheartandtaughtmecompassion.

解析：故事采用順敘的敘事方法，主要情節(jié)發(fā)展如下：Oneagedgentlemanbeggedmetohavethefoodontrustandpromisedtorepaythenextday.Itoldhimthestorerulesdidn’tallowmetodoso.Anothermanwantedmetochargethefoodtohim.Ipaidforthebiscuitsmyself.作者用第一人稱講述自己親身經(jīng)歷的這段故事，讓人覺得親切可信，同時(shí)也增強(qiáng)了文章的感染力。作者說自己通過這段故事學(xué)會(huì)了compassion（同情），事實(shí)上也是在號(hào)召讀者多伸出同情之手，共建和諧社會(huì)。

【檢測(cè)訓(xùn)練】1ThecityofRichmondannouncedthatRoscoeBurnemswouldbecomethecity’sfirstpoetlaureate(桂冠詩人),apoetrecognizedforachievementsinpoetryDuringhistwo-yeartermasapoetlaureate,Burnemsisresponsibleforbeingapoetryadvocatebyprovidingaccesstopoetrythroughoutthecityandofferingopportunitiestousethepowerofwordstohealwounds,openheartsandminds,andbringpeopleclosertogether.Hehasthefreedomtocreateanddevelophisownprojectsduringhistermandwillreceivea$4,000annualbonus.Burnems’loveofpoetrybeganatanearlyagewhenhewasstrugglingagainstdepression.HisEnglishteacherrecommendedhimtoreadpoetry,whichlaterbroughthimapeacefulmentalstateandhelpedhimrecoverfromdepression.Hesoondecidedthatpoetrywassomethinghewouldrunafterforhislifetime.“Peoplegravitatetopoetrybecausetheycanfindthemselvesinthepoems,”hesays.“Itallowsreaderstofeeltheemotionalpartofourexperiences.”Hesayspoetryisagreatplatformtodiscussmentalhealth.depressionandtheemotionalstressesthatcomewithdailylife.RelievingthosestressesiscentraltosomeoftheworkhedoeswithyoungpeopleLastyear.Burnemsstartedayouthpoetryproducingcompetitionforlocalhighschoolstudents.Burnemssayshelovesandsupportsdifferenttypesofart,andhisnextmoveistoexplorepoetrythroughcooperationacrossmediaRichmond’spaintingsonthewallareagoodexample.Hesays,“Richmondisgettingknownforthesebeautifulpaintingsondisplayacrossthecity,andIwanttoaddaliterarycomponenttothat.”1.WhatisBurnems’responsibilityasapoetlaureate?A.Creatingmoregoodpoems. B.Developinghisownprojects.C.Spreadingthepowerofpoetry. D.Bringingpoetryloverstogether.2.WhydidBurnemsdevelopagreatpassionforpoetry?A.Poetrymadehimmoreconfident.B.Poetryhelpedhimthroughatoughtime.C.HewasinfluencedbyhisEnglishteacher.D.Heviewedwritingpoemsasalifelongcareer.3.Whatdoestheunderlinedphrase“gravitateto”inParagraph3probablymean?A.Takepridein. B.Beusedto. C.Breakawayfrom. D.Beattractedby.4.WhatisBurnemsgoingtodointhenearfuture?A.Toshifthisfocustopaintings. B.Tocombinepoetrywithotherarts.C.Toholdmorepoetrycompetitions. D.Tohelpyouthwithmentalproblems.2ItwastheearlymorningofAugust5,1888,andherhusbandwasstillsleeping.Sheleftanoteforherhusbandonthetable,sayingthatsheandtheirtwosonshadalreadylefttovisitPforzheim,Germany,90kilometersaway.Shepurposelydidn’tmentionhermeansoftransportation.Itwasn’tuntilCarlBenzcheckedtheworkshopinhisfactorythatherealizedhisfamilyhadn’ttakenthetrain.Hisnewinventionwasgone.Berthahadjustcommittedtheworld’sfirstcartheft.Herhusbandwasabrilliantengineerwhohaddesignedtheworld’sfirstautomobilein1885.However,withoutsharpbusinessmind,hisproductwasn’tgoinganywhere.Berthaunderstoodwhateverymodernbusinessknows:marketingaproductrequiresdifferentskillsthandesigningone.Toprovideaproofthatthevehiclewasreliableandcouldalsomasterlong-distanceroutes,sheintendedtodrivewiththemotorfromMannheimtoPforzheimtoshowwhatitcoulddo.Oncethethreehittheroad,theyhadtoconquernovelproblems.At2.5horsepower,theycouldnotclimbsteepslopeswithoutpushingitfrombehind.Goingdownhill,thecarburntoutthebrakeshoes.Berthastoppedoffatacobblerandaskedhimtoequipthebrakeshoeswithaleatherlining.Insodoing,BerthaBenzbecametheinventorofbrakelining.Thefuelamountwasalsounderestimated.BerthamadeherfirstfuelpurchaseattheStadtapotheke,wherethestorestillproudlydisplaysasignofbeingthefirstgasstationintheworld.Followingthe“firstshock”,aswritteninhismemoirs,Carlfeltaninnerprideinhiswife’sdaring“testdrive”.AndsalessoonsteppedupwiththespreadofBertha’sdaringtrip.Today,driverscanstillexperiencethispartofMercedes-BenzsuccessstoryalongtheBerthaBenzMemorialRoutebetweenMannheimandPforzheim,justasthefirstwomandriverdid.5.WhydidBerthasecretlytaketheroadtrip?A.Tosavemoneyonlong-distancetrainfares.B.Toteachchildrenhowtodriveautomobiles.C.ToprovetheperformanceofCarl’sinvention.D.Tounderstandtheknowledgeofmodernbusiness.6.Whatdoestheunderlinedword“novel”inParagraph3mean?A.Unexpected. B.Common. C.Additional. D.Slight.7.WhatcanwelearnfromthepassageaboutBertha’strip?A.Bertha’stripendedattheStadtapotheke.B.Bertha’striphelpedtopromotecarbusiness.C.Thecarturnedouttobeafailureontheroad.D.Berthafixedthebrakeshoesherselfduringthetrip.8.Whichofthefollowingisthebesttitleforthepassage?A.ARegrettableCrime B.ASurprisingDiscoveryC.ACreativeInvention D.APioneeringUndertaking3WhentheirdaughterMoreystartedkindergarten,theBelangerfamilywereworriedbecausetheir6-year-olddaughterwasdeaf.Ratherthansendhertoaspecialschoolfordeafchildren,Morey'sparentsdecidedtogiveheratraditionalschoolexperienceandsendhertoDaytonConsolidatedSchool.Theyworriediftheirdaughterwouldbeabletomakefriends.Theyalsohadconcernsastohowherclassmateswouldtreatherandwhetherherteacherswouldbeabletohelpherlearneffectively(有效地).Butthentheschoolhadaresponsetheyneverexpected—teachingalltheirstudentsandstaffsignlanguage.Thatway,everyonecouldcommunicatewithMoreyonapersonallevel."Iabsolutelyfeellikeitmakesherfeelwelcomed,"saidMorey'smom."IthinkallthekidsfeelexcitedthattheyknowanotherlanguageandIthinktheythinkit'sfun.Itmakesmehappytoseehersupported,lovedandaccepted.Moreyisexcitedtogotoschooleveryday.She'smadereallygoodfriendships."Notonlydidtheylearnsignlanguage，buttheyalsoputupsignlanguagepostersinthehallsandequippedaspecialhearingsystem.Additionally,theyprovidedextratrainingsothatteacherscouldbecomemorefamiliarwiththelanguage.“Morey,withoutevenknowingit,hastaughtussomuch,"saysheadmasterKimberlySampietro."She'sbroughtaculturetooursystemthatwedidn'thavebefore.Moreyhelpedthewholeclasstolearnthealphabet.Thekidslookuptoher,theywantheraround,andtheywanttopartnerwithher.”Morey'shearinglossisaresultofaconditionthat'ssorarethatit'sneverbeennamed.However,thankstothehardworkandgoodwillofherclassmatesandteachers,shecancommunicatewiththemonherterms.9.WhatconcernedtheBelangerswhenMoreystartedkindergarten?A.Thattheywouldhavetoseparatefromher.B.Thattheycouldhardlyaffordhereducation.C.Whethershecouldleadanormalschoollife.D.Whethershecouldreceivespecialtraining.10.WhydidDaytonConsolidatedSchoolteachalltheirstudentsandstaffsignlanguage?A.Toequipthemwithonemorepracticalskill.B.Todevelopcloserstudent-teacherrelationships.C.Outofconcernfortheirteachingeffectiveness.D.Outofconcernforastudentwithspecialneeds.11.WhatdoesMorey'smomthinkofthekindergarten'sresponse?A.Inspiringanduseful. B.Dullbutworthwhile.C.Consideratebutcomplex. D.Shockingandcontroversial.12.WhatdoKimberlySampietro'swordsinparagraph4imply?A.Moreyisgoodatteachingothers.B.Moreyisn'ttheonlyonewhobenefited.C.Moreyhasbecomeasymbolofthekindergarten.D.Moreyhasn'tbroughtanychangestothekindergarten.4ThebellforlunchrangatGlendalePrimarySchool.However,insteadofheadingtothecanteenlikealltheotherchildrendid,Jonah,anewstudentattheschool,wenttothelibrary.Otherthanthenoiseoftheair-conditioner,thelibrarywasquietandtherewasbarelyasoulinsight.Farinacorner,hespottedMrsLim,thelibrarian,whowastoobusyshelvingsomebookstopayanyattentiontohim.Thelibrarywasneartothecanteen.Jonahcouldhearchildrenlaughingandchatting.Hewishedhewasoutsideplayingwithsomefriendsbuthedidnotletthisbotherhim.Suddenly,Jonahheardasoundinthecorner.Helookedaroundandsawapairofeyeslookingathimfrombehind,thebookshelves.Jonahturnedback,eyesaswideassaucers(茶碟).“Ohdear!”hewhispered.Hepeeked(窺視)overhisshoulderagainandsawasmallerboywalkingtowardshim.TheboypulledoutthechairnexttoJonahandsatdown.“I’mHenry.Whyareyoureadingherewhenyoucouldbeplayingwithyourfriendsinstead?”askedhe.“Uh...”Jonahlookedaroundthelibrary,avoidingHenry’sgaze(注視).HedidnotwantHenrytoknowtherealreasonwhyhewasinthelibrary.WhatwouldHenrythinkofhimifheknewJonahdidnothaveanyfriends?ItwouldmakeJonahfeelmoreuncomfortable.AsJonahturnedthepage,herealizedHenrywasstillsittingthere,watchinghimsteadily.“Iknowhowyoufeel.Justsayhellotosomeonetoday,”HenryencouragedJonah.“Ipromisethey’llrespond.Onceyou’vemadethefirstmove,itjustgetseasier.”Jonahappreciatedtheadviceandthankedhimbeforemakinghiswayoutofthelibrary.Inthehallwayoutsidethelibrary,aboyfromJonah’sclasswascrouchedonthefloor,pickinguppensandpencilsthathaddroppedoutofhispencilcase.JonahrememberedwhatHenryhadadvisedhimtodo.“Hello,I’mJonah.Letmehelpyou,”heoffered.Theboylookedupathim.“Thankyou!MynameisRuben.”Victoryatlast,Jonahthought,feelingproudofhimself.13.Whatcanweknowfromthetext?A.ThethoughtofplayingoutsidebotheredJonah.B.Thelibrarywasnotcrowdedatlunchtime.C.Thelibrarianwasannoyedbythenoiseoutside.D.Jonahhadhadlunchbeforegoingtothelibrary.14.WhywereJonah’seyes“aswideassaucers”inparagraph2?A.Heturnedtooquicklyandfeltalittledizzy.B.Hewasshockedbythepairofeyespeekingathim.C.Hewastoothinbecauseoflackingenoughnutrition.D.Hedidn’texpectthesmallerboywouldcometohim.15.Whatdoestheunderlinedword“It”inparagraph3referto?A.Jonah’snothavinganyfriendsintheschool.B.Henry’simpolitenessinaskingthequestion.C.Jonah’sshynessafterhefoundHenry’sgaze.D.Henry’sthoughtofJonahifheknewJonah’srealsituation.16.WhywasJonahproudofhimselfatlast?A.HehadneverdoubtedorforgottenHenry’sadvice.B.Hehadcompletedagooddeedofhelpingaclassmate.C.Hehadmanagedtoovercomehisfearandshyness.D.Hehadmetaclassmatewhowasinthesamesituation.5Dad’scombwasjadegreen.IheardheboughtitwhenhemarriedMum,whichmadethecombtwoyearsolderthanIwas.Everynight,hewouldsmile,handmethecombandsay,“BeagoodgirlandhelpDaddycleanit,OK?”Iwasmorethanhappytodoit.Atagefivethismundanetaskbroughtmesuchjoy.Iwouldexcitedlyturnthetapon,thenbrushthecombwithausedtoothbrushashardasI

could.SatisfiedthatI’ddoneagoodjob,IwouldproudlyreturnthecombtoDad.Hewouldsmileatmeandplacethe

combontopofhiswallet.Abouttwoyearslater,Dadlefthissalesjobandstartedhisownwholesalebusiness.Istartedprimaryschool.Thatwaswhenthingsstartedtochange.Hedidn’tcomehomeasmuchasheusedto–justacoupleoftimesaweek.Andwhenhedidcomehome,itwasalwayslateandI’dalreadybeinbed.Istartedtogetmad.Istoppedwaitingforhimtocomehome,andstoppedgoingdownstairstocheckonhim.Today,I’mnolongerakid.I’vegraduatedfromcollegeandgotajob.Dad’sbusinesshasgotbackontrack.Thingsarebetternow.YettheuncomfortablesilencebetweenDadandmepersisted.Twodaysbeforemybirthdaylastyear,Dadcamehomeearly.Asusual,Ihelpedhimcarryhisbagsintohisstudy.WhenIturnedtoleave,hesaid,“Hey,wouldyouliketohelpmecleanmycomb?”Ilookedathimawhile,thentookthecomband

headedtothesink.IpassedthecleancombbacktoDad.Helookedatitandsmiled.Butthistime,Inoticedsomethingdifferent.Mydadhasaged.Hehaswrinklesnexttohiseyeswhenhesmiles,yethissmileisstillasheartwarmingasbefore.Thesmileofafatherwhojustwantsagoodlifeforhisfamily.Dadcarefullyplacedhiscombontopofhiswallet.Aftersomanyyears,hestillorganizeshispersonalitemsinthesamemeticulousway.Iguesssomethingsneverchange.Andforthat,I’mglad.17.WhatcausedtheuncomfortablesilencebetweenDadandme?A.Generationgap. B.Dad’sfailureinbusiness.C.MyignoranceofDad. D.Dad’sabsencefromthefamily.18.WhichofthefollowingcanbestdescribeDad?A.Gentlebutstrict. B.Hardworkingandcaring.C.Cautiousandrealistic. D.Demandingbutpatient.19.WhydidDadaskhisdaughtertocleanhiscombbeforeherbirthday?A.Togiveheralesson. B.Tofollowhisoldhabit.C.Tofixtheirrelationship. D.Topraiseherhelpfulness.20.Whichsayingconcludesthetextbest?A.Yesterdayoncemore. B.Letbygonesbebygones.C.Somethingsneverchange. D.Likefather,likedaughter.6Thebellrang.Jadasighed,slowlymovedfromthelockerswhereshehadbeenleaning,andheadeddownthehalltoherchemistryclass.HonorsChemistry!Jadacouldn'tbelievethathermomwasmakinghertaketheclassbecauseJada'scounselorhadsaidthatshehadrealtalentinscience.Jadahadtoadmitthatshelikedscienceandthatlastyear'sclasswasabreeze,butcomeon,HonorsChemistry?Shewouldn'tknowanyoneintheclass,andtheyprobablywouldn'tknowanyonelikeher.Thegoodthingaboutbeinglateisthatitshortenedtheperiodabit.Thebadthingisthatitmadeherseemlikeshewasmakingagrandentrance.Tomakemattersworse,theonlytwoseatsleftinclasswereatthelabtableattheveryfrontoftheroom.Jadaheldherbreathandwalkedin.Everyone'seyeswereonher.Shejustknewit.Theywerestaringathercoalblackhair（freshlydyed）,herblacklipstick,herblackfingernailpolish,andherthrift-storeblackleatherjacket.Allshesawwerepoloshirtsandkhakipants.Thiscan'tgetanyworse,Jadathought.Butatleastshedidn'tgetshoutedatbytheteacher.Hewastoobusytalkingtoanewkid.AHUGEnewkid,maybe6'4".Hehadtoweighatleast250pounds.Afootballplayer,probably.Shehatedfootballplayers.Theythoughttheyweresogreat.Thatgroupofjocksthathungoutbythecafeteriaalwaysmadefunofher.Thenewkidmadehiswayovertohertablewithhisheaddown.Hehadtosqueezeintotheseat,andhislegswouldn'tfitunderthelabtable.HeshotJadaaglanceandturnedred.Mr.Martin,theteacher,beganclasswiththisannouncement:"Okay,everyone.Iknowmostofyouknoweachotherfromlastyear'sHonorsPhysicalScienceclass."Jadasighedloudly."Butjusttakeaminuteandintroduceyourselftothepersonsittingatyourtable.You'llbepartners.You'llbeworkingcloselytogetherallyear."Jadarolledhereyesandstaredstraightahead.Thensheheardasurprisinglysoftvoicefromnexttoher."Hi,I'mRobert.I'mnewhere."…21.WhatcanbelearnedaboutJadafromthefirsttwoparagraphs?A.Shethoughtthisyear'schemistryclasswouldbeabreeze.B.Shewasn'twillingtotaketheHonorsChemistryclass.C.Shewasangrythathermothermadehergotoschool.D.Shefoundshedidn'tlikescienceasshethought.22.ThewriterdescribedJada'sappearanceinparagraph4inorderto________.A.revealhowdifferentshewasfromherclassmatesB.explainwhyshewaslateforschoolthatmorningC.givereadersageneralimpressionofsciencestudentsD.implythatshefeltsorryformakingagrandentrance23.Inparagraph5,thephrase"thatgroupofjocks"refersto________.A.thenewkid B.Jada'sclassmates C.Jada'steacher D.footballplayers24.Accordingtothepassage,whichofthefollowingstatementsistrueofthenewkid?A.Hewasrude. B.Helikedsports. C.Hewasshy. D.Helookedsad.7Oneofthegreatestchallengesincaringforsuchintelligentanimalsaschimpanzees(猩猩)isprovidingthemwithenrichingexperiences.Everyday,thechimpanzeesatProjectChimpsreceivemorningandeveningfood-basedenrichmentdevices,butcaregiversarealwayslookingformorewaystokeepthechimpsmentallyengaged.With79chimpanzees,eachwiththeirdistinctivepersonality,carestaffoftenfindthatdifferentchimpsreactdifferentlytonewenrichment.Lastyear,webeganinvitingmusicianstoperformforchimpstoseewhattheymayrespond.Aviolinperformancereceivedquitetheresponse.Additionalmusicianswerelineduptovisitbutthecoronavirushasstoppedtheactivities,whichwehopetoresumeinthenearfuture.Thispastweek,webroughtanelectricpianoforthechimpstoinvestigate.Somechimps,liketwinsButtercupandClarisse,wereimmediatelyinterestedandcouldnotwaittotapoutafewnotes.Others,likeEmma,weremoreinterestedintryingtotakeitapart.29-year-oldPrecioushasverylittletoleranceforthepiano.Shesatofftothesideforafewminutes,buteventuallyshedecidedthatwasenough.Shecalledanendtotheenrichmentsessionbythrowingahandfulofwasteatthepiano.Receivinghermessageloudandclear,weremovedthepiano.Wecouldneverhaveguessedhow33-year-oldLukewouldreacttoit.Aswithmanyretiredlabchimpanzees,Lukehassomeanxietyissues.Heseemsparticularlydistrustfulofanythingnew,includingpeople,food,andenrichment.Butwhenwepresentedthechimpswiththepiano,Lukewasthefirsttoinvestigate.Wecouldnotbelieveoureyes—thisusuallyanxiouschimpanzeebravelychosetoexploresomethingnew!TousatProjectChimps,thisiswhatitisallabout:givingchimpanzeesthefreedomtochoose.Wearehonoredtobepartoftheirjourney.25.Whydochimpanzeesresponddifferentlytonewenrichment?A.Theyareofdifferentgenders.B.Theyhavenaturalcuriosities.C.Theyareasintelligentashumans.D.Theyhavetheiruniquecharacters.26.Whoshowedtheleastinterestinthepiano?A.ButtercupandClarisse.B.Emma. C.Precious. D.Luke.27.Whatdoestheunderlinedword“resume”inParagraph2mean?A.Continue. B.Suspend. C.Monitor. D.Regulate.28.Whatisthetextmainlyabout?A.Howcaregiverscarefortheretiredchimpanzees.B.Whatcarestaffdotoenrichchimpanzees’dailylife.C.Howchimpanzeesaretrainedthroughvariousenrichment.D.WhatProjectChimpsdoestoobserveands