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    PEOPLE
    NOBLE SMUGGLER
    This Thursday, Irena Sendler will be honoured for her work as a smuggler(偷运者). During World WarⅡ, the Polish social worker smuggled nearly2,500 Jewish children out of the Warsaw ghetto(聚居区). She gave them new identities, found them safe places with good-hearted Christians, and kept the children’s real names buried in jars in her neighbours’ gardens.(The play, Life in a Jar, based on her story, is being performed.)At 93, Sendler lives in a Warsaw nursing home and is too weak to travel to Washington D.C., to receive the 2003 Jan Karski Award for Valorand Compassion from the American Center of Polish Culture. One of the children she saved will accept the award for her.
    You risked your life to save the children.
    I was taught by my father that when someone is drowning, you don’t ask if they can swim,you just jump in and help. During the war, everyone was drowning, but mostly the Jewish children.
    How did you persuade parents to give up their children?
    I had to answer honestly that I didn’t even know if we would get past the guards.
    What was the most frightening moment?
    When I saw a priest(牧师)in charge of an orphan age for Jewish children in the ghetto walk with them out to be killed. The children were in then best Sunday suits. The priest was killed with them.
    How did you get the children to be have as you smuggled them out?
    I told the older children to act as if they were sick and sometimes gave the younger ones a sleeping pill. They were told to remember their new names. I also told the children to tell guards they had only been visiting a servant in the ghetto and were going back to their real homes outside.
    Did you tell your own two children what you did?
    I never told them. Only when my daughter went to Israel did she learn all about me. I thought it was only normal to do so. And it was a very painful subject. It was always on my mind that I couldn’t do more.
    ——Samantha Levine
    1. We can learn from the passage that Irena Sendler____.
    A. will go to Washington to accept the award with her daughter
    B. was caught a few times while she was rescuing the Jewish children
    C. told those parents that their children’s lives would be guaranteed
    D. saved thousands of Jewish children at the risk of her ownlife
    2. The expression “everyone was drowning” can best be replaced by“______”.
    A. everyone was involved in the war
    B. all the people were drowned
    C. people were facing danger and death
    D. Jewish children were being killed
    3. Which of the following could NOT be expected when Sendler was smuggling the Jewish children?
    A. Some children were told to pretend to be sick in front of the guards.
    B. Some children pretended to be returning home after visiting servants in the ghetto.
    C. The children were asked to remember and use new names instead of real ones.
    D. The children pretended to be brothers and sisters from one big family.
    4. Sendler didn’t tell her own children what she did in the war because ______.
    A. she thought it was the most frightening experience
    B. the topic was too painful and heart-breaking to mention
    C. it was already recorded and made known to the public
    D. she planned to bury the secret in her heart until her death

    本题信息:英语阅读理解难度一般 来源:未知
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本试题 “PEOPLENOBLE SMUGGLERThis Thursday, Irena Sendler will be honoured for her work as a smuggler(偷运者). During World WarⅡ, the Polish social worker...” 主要考查您对

历史文化类阅读

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  • 历史文化类阅读

什么是历史文化类阅读:

本类题型常用的方式是夹叙夹议。叙述的目的是为了议,所以要把握其议才是主要方面。阅读这类文章,先弄清其引入的话题,再弄清里面人物对其不同的看法,然后理解作者本身对话题的观点看法或思考。


历史文化类阅读技巧:

题型说明】历史文化类阅读理解文章属高考常选材料之一。这类文章常涉及历史、文化、法制、宗教等方面的文学艺术、发明创造、文化遗产保护、宗教与文化、风俗与习惯、道德与法制、中外文学名著节选、等等。这类材料的命题点往往落在主旨大意题、事实细节题上。
答题方法】在做这类阅读理解题时,我们应注意以下几个方面:
1、采用先题后文:先读题目,再带着问题读文章。这类阅读理解文章相对来说事实细节题稍多一点,如果带着问题读文章,有利于我们抓细节。
2、先做细节题。因为做完了局部性的事实细节题后,自然会加深我们对文章的理解,这样更有利于做主旨大意题。
3、重点敲定主旨题。主旨大意题提问的形式主要有两大类:一类是Main idea型;一类是Topic或Title型。
在解答这类试题时应注意以下几点:
a.读首句抓大意。
文化教育类阅读理解文章多采用说明文、议论文体裁,而这类文章大都采用文章段落的中心,即主题句在文章开头。因此,要寻找这类文章的主旨大意就需要研究文章的首句。
b.读尾句抓大意。
有时这类文章的主题句安排在文章的结尾,作为对全篇的总结。
c.读首段抓大意。
有些文章或段落的开头和结尾部分都有主题句。这种结构是为了突出主题思想而使用两次点题的写作方法。这两个主题句在句子结构和用词上有所不同,而且在内容上前句和后句也不重复。
d.从段落中抓大意。
有些文章或段落的主题句在文章中,这种文章或段落往往以一句话或几句话引出要表达的主题,在主题句出现后,再举例子陈述细节或继续论证。
e.归纳要点抓大意。
有些文章或段落无明显的主题句,只是暗示性地体现主题。这就要求同学们在阅读过程中根据文中所叙述的事实或线索来概括总结主旨大意。