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  • 阅读理解
    阅读理解

         Since 1984, Philadelphia has been cleaning up its act. One by one, graffiti(涂鸦)-covered walls are
    being changed into outdoor art. So far, more than 1,800 murals (壁画) have been painted. Philadelphia
    now has more murals than any other American city.
         The walls that were once ugly with graffiti are now covered with beautiful pictures of historical heroes
    and modern art, thanks to the Mural Arts Program (MAP). Its work makes schools and public places
    attractive, and its citizens are very proud. The program began as part of Philadelphia's Anti-Graffiti
    Network. Jane Golden is the MAP's artistic director. "When people ask me what our program is about,"
    she says, "I answer them with one word: hope." Each year, the MAP offers youth art programs and
    workshops. Some one-time graffiti writers even help paint MAP murals.
         The MAP's work, says Golden, is all about developing a sense of community (社区). When a
    neighborhood requests a mural, the MAP works with the people there to develop a message. Some
    messages have been "Safe Streets," "Love and Care," and "Peace Walk."
         The MAP receives up to 50 requests for murals each week. Last year, the workers painted 140
    murals.
         "The making of a mural enters people's collective memory as an extraordinary, pleasant moment in
    neighborhood history" says Golden, who began as a muralist in Los Angeles.

    1. What is the Mural Arts Program in Philadelphia aimed at?

    A. Helping the young find jobs.
    B. Protecting the neighborhood.
    C. Fighting against graffiti.
    D. Attracting more visitors.

    2. How does the MAP decide on the message for a mural?

    A. By having discussions with people in the community.
    B. By seeking advice from the city government.
    C. By learning from the young graffiti writers.
    D. By studying the history of the city.

     3. Which of the following words best describes the work of the MAP?

    A. Difficult.        
    B. Dangerous.        
    C. Experimental        
    D. Successful.


    本题信息:2011年浙江省期中题英语阅读理解难度较难 来源:耿辉(高中英语)
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故事类阅读

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  • 故事类阅读

故事类阅读概念:

这类文章一般描述的是某一件具体事情的发生发展或结局,有人物、时间、地点和事件。命题往往从故事的情节、人物或事件的之间的关系、作者的态度及意图、故事前因和后果的推测等方面着手,考查学生对细节的辨认能力以及推理判断能力。


故事类阅读应试技巧:

1、抓住文章的6个要素:
阅读时要学会从事情本身的发展去理解故事情节而不要只看事件在文中出现的先后顺序。因此,无论是顺叙还是倒叙,阅读此类文章时,必须要找到它结构中的5个W(when, where, who, why, what)和1个H(how),不过不是每篇都会完整地交待六个要素。毫无疑问,寻出这些元素是能够正确快速解题的一个先决条件。
2、注意作者的议论和抒情:
高考英语阅读理解故事类文章常伴随着作者思想情感的流露和表达,因此议论和抒情往往夹杂其中。行文时或按事情发生发展的先后时间进行或按事情发生发展的地点来转换,也可能按事情发展的阶段来布局。在引出话题,讲完一件事情后,作者往往会表达个人感悟或提出建议等。这些体现作者观点或思想的语句在阅读时可以划线,它们往往体现文章中心或者写作意图,属于必考点,所以要仔细体会。
3、结合前两点归纳文章中心,把握作者态度:
故事类文章是通过记叙一件事来表达中心思想的,它是文章的灵魂。归纳文章中心思想时,尤其要分析文章的结尾,因为很多文章卒章显志,用简短的议论、抒情揭示文章中心;文章中议论抒情的句子往往与中心密切相关;也有的文章需要在结合概括各段大意的基础上归纳中心。另外,叙述一件事必有其目的,或阐明某一观点,或赞美某种品德,或抨击某种陋习,这就要求我们在阅读时,通过对细节(第1点中的六要素)的理解,把握作者的态度。
4、有章有据进行解题判断:
分析文章,归纳主题,属于分析、概括、综合的表述能力的考查。切忌脱离文章,架空分析,一定让分析在文章中有依据。