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高中一年级英语

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  • 阅读理解
    阅读理解。
    I was 9 years old when I found out my father was ill. It was 1944, but I can remember my mother's words
    as if it were yesterday:" Kerrel, I don't want you to take food from your father, because he has AIDS. Be very
    careful when you are around him."
    AIDS wasn't something we talked about in my country when I was growing up. From then on, I knew that
    this would be a family secret. My parents were not together anymore, and my dad lived alone. For a while, he
    could take care of himself. But when I was 12, his condition worsened. My father's other children lived far away,
    so it fell to me to look after him.
    We couldn't afford all the necessary medication for him, and because Dad was unable to work, I had no
    money for school supplies and often couldn't even buy food for dinner. I would sit in class feeling completely
    lost, the teacher's words muffled as I tried to figure out how I was going to manage. I did not share my burden
    (负担) with anyone. I had seen how people reacted to AIDS. Kids laughed at classmates who had parents with
    the disease. And even adults could be cruel. When my father was moved to the hospital, the nurses would leave
    his food on the bedside table even though he was too weak to feed himself.
    I had known that he was going to die, but after so many years of keeping his condition a secret. I was
    completely unprepared when he reached his final days. Sad and hopeless. I called a woman at the nonprofit
    National AIDS Support. That day, she kept me on the phone for hours. I was so lucky to
    find someone who cared. She saved my life.
         I was 15 when my father died. He took his secret away with him, having never spoken
    about AIDS to anyone, even me. He didn't want to call attention to AIDS. I do.

    1. What does Kerrel tell us about her father?
    A. He had stayed in the hospital since he fell ill.
    B. He depended on the nurses in his final days.
    C. He worked hard to pay for his medication.
    D. He told no one about his disease.
    2. What can we learn from the underlined sentence?
    A. Kerrel couldn't understand her teacher.
    B. Kerrel had special difficulty in hearing.
    C. Kerrel was too troubled to focus on the lesson.
    D. Kerrel was too tired to hear her teacher's words.
    3. Why did Kerrel keep her father's disease a secret?
    A. She was afraid of being looked down upon.
    B. She thought it was shameful to have AIDS.
    C. She found no one willing to listen to her.
    D. She wanted to obey her mother.
    4. Why did Kerrel write the passage?
    A. To tell people about the sufferings of her father.
    B. To show how little people knew about AIDS.
    C. To draw people's attention to AIDS.
    D. To remember her father.
    本题信息:2011年0123月考题英语阅读理解难度较难 来源:姜雪
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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。