05閱讀理解之記敘文

記敘文的特征及相關試題應對分析

記敘文是以敘述為主要表達方式，以寫人物的經歷和事物發(fā)展變化為主要內容的一種文體。記敘文是

用來描述事物的文章.時間，人物，地點，起因，經過，結果是記敘文的6要素。記敘文寫作，是把自己的親身感受

和經歷，通過生動、形象的語言，描述給讀者。記敘文包括的范圍很廣，如記人記事：日記、游記、傳說、

新聞、通訊、小說等，都屬于記敘文的范疇。記敘文寫的是生活中的見聞，要表達出作者對于生活的真切

感受。總的說，以記敘和描寫為主要表達方式的文章叫記敘文。但記敘文寫作，伴隨自然流露的適當議論

和抒情。

記敘文有廣義與狹義之分。廣義的記敘文，包括記敘性的文學作品，如散文、小說等。狹義的記敘

文是指以記人、敘事、寫景、狀物為主，對社會生活中的人、事、景、物的情態(tài)變化和發(fā)展進行敘述和描

寫的一類文章，常見的如消息、通訊、特寫、報告文學、游記、日記、參觀記、回憶錄，以及一部分書信

等。正因為記敘文寫的是生活中的見聞，所以一定要表達出作者對于生活的真切感受。

記敘文的特點就是以記敘為主要表達方式，綜合其他表達方式；以寫人、敘事、寫景、狀物為主要內

容；通過描述人物、時間及狀物、寫景來表達一定的中心。

寫作記敘文要做到一下幾點：

第一，要交代明白。無論記人記事，還是寫景狀物，一般都要交代明白時間、地點、人物、事件、原

因、結果，否則文章就不完整。

第二，線索清楚。雖然觀察的角度、記述的方式可以不同，但每一篇文章都應當有一條關聯(lián)材料、統(tǒng)

貫全篇的中心線索，否則文章就會松散。

第三，人稱要一致。無論用第一人稱“我”記述，還是用第三人稱“他”記述，都要通篇一貫，一般

不宜隨意轉換，否則就容易造成混亂。

第四，時間，地點，人物，起因，經過，結果。

一、記敘文的分類

側重寫人的記敘文，以人物的外貌、語言、動作、心理描寫為主。

側重記事的記敘文，以敘述事情的發(fā)生、發(fā)展、經過和結果為重點。

側重繪景的記敘文，以描繪景物、寄托情懷為主。

側重狀物的記敘文，以狀物為主，借象征抒懷。

二、記敘文的特征

記敘文是記人敘事的文章，它主要是用于說明事件的時間、背景、起因、過程及結果，即我們通常所

說的五個"W"(what,who,when,where,why)和一個"H"(how)。記敘文的重點在于"述說"和"描寫"，因此

一篇好的記敘文要敘述條理清楚，描寫生動形象。

1.敘述的人稱

英語的記敘文一般是以第一或第三人稱的角度來敘述的。用第一稱表示的是由敘述者親眼所見、親耳所

聞的經歷。它的優(yōu)點在于能把故事的情節(jié)通過“我”來傳達給讀者，使人讀后感到真實可信，如身臨其境。如：

Theotherday,Iwasdrivingalongthestreet.Suddenly,acarlostitscontrolandrandirectlytowardsmefast.I

wassofrightenedthatIquicklyturnedtotheleftside.Butitwastoolate.ThecarhitmybikeandIfelloffit.

用第三人稱敘述，優(yōu)點在于敘述者不受“我”活動范圍以內的人和事物的限制，而是通過作者與讀者之外的

第三者，直接把故事中的情節(jié)展現(xiàn)在讀者面前，文章的客觀性很強。如：

LittleTomwasgoingtoschoolwithanumbrella,foritwasraininghard.Ontheway,hesawanoldwoman

walkingintherainwithnothingtocover.Tomwentuptotheoldwomanandwantedtosharetheumbrellawithher,

buthewastooshort.Whatcouldhedo?Thenhehadagoodidea.

2.動詞的時態(tài)

在記敘文中，記和敘都離不開動詞。所以動詞出現(xiàn)率最高，且富于變化。記敘文中用得最多的是動詞的

過去的，這是英語記敘文區(qū)別于漢語記敘文的關鍵之處。英語寫作的優(yōu)美之處就在于這些動詞時態(tài)的變化，

正是這一點才使得所記、所敘有鮮活的動態(tài)感、鮮明的層次感和立體感。

3.敘述的順序

記敘一件事要有一定的順序。無論是順敘、倒敘、插敘還是補敘，都要讓讀者能弄清事情的來龍去脈。

順敘最容易操作，較容易給讀者提供有關事情的空間和時間線索。但這種方法也容易使文章顯得平鋪直敘，

讀起來平淡乏味。倒敘、插敘、補敘等敘述方法能有效地提高文章的結構效果，讓所敘之事跌宕起伏，使

讀者在閱讀時思維產生較大的跳躍，從而為文章所吸引，深入其中。但這些方法如果使用不當，則容易弄

巧成拙，使文章結構散亂，頭緒不清，讓讀者不知所云。

4.敘述的過渡

過渡在上下文中起著承上啟下、融會貫通的作用。過渡往往用在地點轉移或時間、事件轉換以及由概括

說明到具體敘述時。如：

Inmysummerholidays,Ididalotofthings.Apartformdoingmyhomework,readinganEnglishnovel,

watchingTVanddoingsomehousework,IwentonatriptoQingdao.Itisreallyabeautifulcity.Therearemany

placesofinteresttosee.Butwhatimpressedmemostwasthesunrise.

ThenextmorningIgotupearly.Iwasveryhappybecauseitwasafineday.BythetimeIgottothebeach,the

cloudsonthehorizonwereturningred.Inalittlewhile,asmallpartofthesunwasgraduallyappearing.Thesun

wasveryred,notshining.Itroseslowly.Atlastitbrokethroughtheredcloudsandjumpedabovethesea,justlike

adeep-redball.Atthesametimethecloudsandtheseawaterbecameredandbright.

Whatamovingandunforgettablescene!

5.敘述與對話

引用故事情節(jié)中主要人物的對話是記敘文提高表現(xiàn)力的一種好方法。適當?shù)赜弥苯右Z代替間接的主觀

敘述，可以客觀生動地反映人物的性格、品質和心理狀態(tài)，使記敘生動、有趣，使文章內容更加充實、具

體。試比較下面兩段的敘述效果：

Iwasinthekitchen,andIwascookingsomething.SuddenlyIheardaloudnoisefromthefront.Ithoughtmaybe

someonewasknockingthedoor.IaskedwhoitwasbutIheardnoreply.AfterawhileIsawmycatrunningacross

theparlor.Irealizeditwasthecat.Ifeltreleased.

這本來應是一段故事性很強的文字，但經作者這么一寫，就不那么吸引人了。原因是文中用的都是敘述

模式，沒有人物語言，把"懸念”給沖淡了?？勺魅缦抡{整：

Iwasinthekitchencookingsomething.nCrash!naloudnoisecamefromthefront.Thinkingsomeonewas

knockingatthedoor,Iasked,"Who?"Noreply.Afterawhile,Isawmycatrunningacrosstheparlor."Itsyou."I

said,quitereleased.

三、記敘文的命題特點（以閱讀理解為例）

從命題形式上看，常見的有細節(jié)理解、詞義猜測、主旨大意、推理判斷、作者意圖等題型。除了推論

或詞義辨識題，記敘文命題的順序一般都會按照文章的脈絡和故事發(fā)展的順序層層推進，否則就會覺得別

扭，邏輯不通。同時，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用來檢測考生對故事的了

解，因此，我們必須弄明白整件事情的發(fā)展脈絡。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，集中考查對作者所發(fā)的感觸的理解?？傊毠?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，記敘文的應對策略即：不漏細節(jié)，奠定基礎；把準寓意，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。雖然作者表達主題思想的方式不同,

但命題常用的提問方式有以下幾種:

Whafsthemainidea/subject/topicofthepassage?

Themainideaofthepassageis...

Thepassageismainlyabout.

Whichofthefollowingstatementsbestexpressesthemainideaofthepassage?

Thebesttitleforthepassageis/mightbe.

Theauthor'smainpurposeofwritingthispassageis.

做題要領：文章主旨通常會出現(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。

但當文中沒有直接出現(xiàn)主題句，應對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

其實或以偏概全。

2.細節(jié)理解題

這類題目是針對文章的具體事實和細節(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

找重要事實和細節(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，應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，有時還需依靠構詞法。

4.推斷題

以原文內容為前提，透過現(xiàn)象看本質即透過文章表面文字信息推測文章隱含意思。根據(jù)作者的觀點理論客

觀地對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)語義關系推斷具體細節(jié)。

5.觀點態(tài)度題

回答這類問題應從篇章的體裁入手.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)度才會顯得多種多樣.可以根據(jù)闡述主題或有關主題的相關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：

Whafstheauthor^/writer?sattitudeto...?

Theauthorthinks/suggests/believesthat__.

Howdoestheauthorfeelabout...?

Whichofthefollowingwilltheauthoragree/disagreewith?

Whichofthefollowingcanbestdescribetheauthor'sattitudetowards...?

四、記敘文的解題技巧

記敘文講述的是發(fā)生在當前或過去或將來事情的經過。簡而言之，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)其用途可分為文學記敘文和說明記敘文：文學記敘文以虛構為主，如趣聞逸事、

傳說、寓言、傳奇故事、短篇小說、科幻小說等；說明記敘文以事實為依據(jù)，包括歷史、傳記、新聞報道、

日記等。無論哪一種記敘文作者都要交代何人何時何地為什么、怎么樣、干了何事等等，這也就是我們常

說的“5WsandlH"。這是我們在閱讀記敘文時要首先了解的，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，有時候作者為了吸引讀者會采用倒敘的方法，

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

事的開端和經過。閱讀時要學會從事情本身的發(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，或譴責某種罪惡

等等。我們在閱讀時要通過作者的重要細節(jié)描寫聯(lián)系故事情節(jié)去領會作者的意圖，對作者重墨潑就的細節(jié)

描寫要重點關注。概括起來一句話：讀記敘文的關鍵是抓情節(jié)。抓住了故事情節(jié)，就理解了文章的脈絡，

其他的就迎刃而解了。

要解答好記敘文閱讀理解題，就應該有一套針對性強的方法和技巧。下面是我們在閱讀教學中積累下來的

一點心得體會，希望能對大家有所幫助。

1.關注細節(jié)

記敘文中有大量的事件發(fā)展過程中的細節(jié)，包括記敘文的5W(what,who,when,where,why)要素。因此

我們作答細節(jié)題的時候，就沒有那么復雜，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。這時我們需要認真研究問題，

抓住題干中的關鍵詞語，然后到文中準確地找到與之相關的語句，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

可選項中，一個一個地去證實，去排除。特別是解答推論或暗指類的題目，比如“Whatcanbeinfenedfrom…?”

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。有時還少不了借助自己的生活經驗和常理來體會這言外之意。

4.挖掘意義

每年的高考閱讀題中，特別是記敘文的閱讀題，都會出現(xiàn)一至兩道詞義猜測題。而這些詞匯往往是你素

昧平生的，或者和你有點頭之交，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。

小小的一個詞，一個短語，考核的不是你的語法的熟練程度，也不是你的記憶力，而是你對文章通篇或者

一個段落的整體把握和變通能力。

【典例示例】

Compassionisadesirewithinustohelpothers.Witheffort,wecantranslatecompassionintoaction.An

experiencelastweekendshowedmethisistrue.Iworkpart-timeinasupermarketacrossfromabuildingforthe

elderly.Theseoldpeopleareourmaincustomers,andifsnothardtolosepatienceovertheirslowness.Butlast

Sunday,oneagedgentlemanappearedtoteachmeavaluablelesson.Thisuntidymanwalkeduptomyregister（收

款機）withaboxofbiscuits.Hesaidhewasoutofcash（現(xiàn)金），hadjustmovedintohisroom,andhadnothingin

hiscupboards.Heaskedifwecouldlethimhavethefoodontrust.Hepromisedtorepaymethenextday.

Icouldn'thelpstaringathim.Iwonderedwhatkindofpersonhehadbeentenortwentyyearsbefore,andwhat

hewouldbelikeifluckhadgonehisway.Ihadahurtinmyheartforthiskindofhumansoul,allaloneinthe

world.ItoldhimthatIwassorry,butstorerulesdidn'tallowmetodoso.Ifeltstupidandunkindsayingthis,but

Ivaluedmyjob.

Justthen,anotherman,standingbehindthefirst,spokeup.Ifanything,helookedmorepitiable."Chargeitto

me,“wasallhesaid.

WhatIhadbeenfeelingwaspity.Pityissoftandsafeandeasy.Compassion,ontheotherhand,iscaringin

action.Ithankedthesecondmanbuttoldhimthatwasnotallowedeither.ThenIreachedintomypocketandpaid

forthebiscuitsmyself.Ireachedintomypocketbecausethesetwomenhadreachedintomyheartandtaughtme

compassion.

解析：故事采用順敘的敘事方法，主要情節(jié)發(fā)展如下：Oneagedgentlemanbeggedmetohavethefoodontrust

andpromisedtorepaythenextday.——Itoldhimthestorerulesdidn'tallowmetodoso.——Anothermanwanted

metochargethefoodtohim.——Ipaidforthebiscuitsmyself.作者用第一人稱講述自己親身經歷的這段故事,

讓人覺得親切可信，同時也增強了文章的感染力。作者說自己通過這段故事學會了compassion（同情），

事實上也是在號召讀者多伸出同情之手，共建和諧社會。

名校資源學練

1

（2023?四川成都?成都七中?？寄M預測）IneverimaginedthatsomeonetellingmeIlookedskinnywould

angerme.Andyet,Iwasmadeveryangrywhenacolleaguepinched（捏）mywaistandscreamed,“Rosa,you've

lostweight.Youlookgreat!”ThetruthisthatIwastiredandnottakingcareofmyself.Idecidedtostartaproper

weight-lossprogram.

Thefirsttogowouldberoadrage（路怒）.Iaminfarlesscontrolofthisweightthananyother.Everytime

somethinggetsintheway,Iflyoffthehandle.Ineedtolosetheroadrage!No,nomorespeed.Instead,Inow

repeatthewords,"Iamnotinahurry."Thisyear,Iwilldrivesafely,allowingthe“stupid“tohappenallaroundme.

Fromthat,Ihopetogainpatience.

Nextisguilt.Whenguiltdrivesmyconsciencetodobetter,it'sfunctional.Butwhenitpresentsitselfasan

internaldialoguethatgoesnowhere,ifsuseless.Thisyear,Iwanttostopfeelingguiltyfornotkeepingacleaner

house,forspendingtimeawayfrommychildrentobewithfriends,fornotattendingeverypartybecauseI'drather

beathome,orforwatchingTVwhenIshouldbereading.Myimageandperformancearenotatthebackofanyone

else'smindbutmyown.Fromthis,Ihopetogainfreedomtobemyself.

Thelastisfear.Fearhasheldmeback.Fearoffailurehaspreventedmefrombeingawriter.Fearof

embarrassmenthaspreventedmefromgivinganopinion.Fearofbeingrejectedhasstoppedmefromaiming

higherinmylife.Fearofregrethasledmeintosituationsthatmademeuncomfortable.IfIcanloseanyoneof

thesefears,Istandtogainexperience.

So,ifIcanlosetherage,shakeoffsomeguilt,andtakefearoffmyplate,Istandtogainpatience,freedom,

andexperience.PoundforpoundIhavenotlostathingbutIwillbemuchlighter.Nexttime,Ihopemycolleague

looksmeintheeyetoseemyglowinsteadofpinchingpartofmethathasnothingtodowithhowgreatIreally

look.

1.Whatdoestheunderlinedpart“flyoffthehandle99inParagraph2probablymean?

A.Pickupspeed.B.Driveoff.

C.Desertthecar.D.Losecontrolofanger.

2.Whathasmadetheauthorfeelguiltybefore?

A.Attendingtoomanyparties.

B.Readingmuchwithherchildren.

C.WastinghertimeinwatchingTV.

D.Spendinglittletimewithherfriends.

3.Howhasfearaffectedtheauthor?

A.Ithaspreventedherachievinghergoals.

B.Ithasmadesituationscomplicatedforher.

C.Ithasstoppedherfurtheringhereducation.

D.Ithasmadeitdifficultforhertomakefriends.

4.Whichofthefollowingmaybethebesttitle?

A.StopBodyShamingB.LightenYouMind

C.WatchYourWeightD.AvoidBodyContact

2

（2023?四川?棠湖中學校考模擬預測）TAMPA,Fla,一AtUSF,21-year-oldAlexanderMercierofOdessa,

majoredinmathematicsandmicrobiology,whichleadshimtostartimportantresearchthatmaymakehimthe

school'sfirstRhodesScholar.

“IwouldsayIamstubborn,explainedMercier,whocouldhearasearlyasSaturdayifhegetsthehonor.He

saysthehonorisduetomorethanjustbrains.Instead,itwasdeterminationthatmadehimanaccomplishedpianist.

Hesayshisbiggestnaturaltalentwasdrawingandhealsohasaloveofart.Butitwasmaththatattractedhimand

hewouldn'tletgo.Hewasstudyinghowmathmayhelpcontrolthespreadofdiseases.

“Iwouldsleeponthecouchnexttothecomputer,9,hesaid."Isawagapinepidemiological（流行病學的）

researchinthestudyofhowdiseasesspread.Ididn'tknowatthetimethatitwouldbecomeoneofthemost

importanttopicsintheworld.^^

Whilehisworkistimelyandimportant,there9slotsofcompetition.Elevenotherfinalistsfromthisregionof

thecountryarealsovyingforthehonor.TheyattendschoolslikeMIT,StanfordandtheUniversityofChicago.

MercierowesittohisschoolthathecanhaveasgoodachanceasanyoftheothersandhefeelsthatUSFhas

preparedhimwell.Ifhedoesn,twinthehonorandgettostudyexpense-freeatOxford,hesayshe'llhavemany

options."1willcontinuetodotheworkthatIenjoyandthatIthinkwillbenefitpeople/5hesaid.

SomearesurprisedthatUSFhasn'thadapreviousRhodesScholar.However,manyschoolshaven'thadone.

Only32areselectedeachyearfromacrossthenation.USFhasonlybeeninexistencesince1956.Bycontrast,the

firstclassesatOxfordwereheldin1096.

5.WhydidMercierchoosetomajorinmathematicsandmicrobiology?

A.Hesawitsbrightfuture.B.Hehasapassionformath.

C.Hewantstowinthehonor.D.Heistalentedinthisfield.

6.Whichexpressioncanbestreplacetheunderlinedphrase"vyingfor”?

A.Huntingfor.B.Applyingfor.

C.Allowingfor.D.Competingfor.

7.WhatcanweinferaboutMercier?

A.HewillstudyartatOxford.B.Hetriestobecomeapianist.

C.Heisgratefultohisschool.D.Hestudieshowdiseasesexist.

8.Whatdoesthepassagemainlytalkabout?

A.AseniorcouldbeUSF'sfirstRhodesScholar.

B.32studentsareselectedforRhodesScholar.

C.Mathmayhelpcontrolthespreadofdiseases.

D.Aseniorfoundthemostvitaltopicsintheworld.

3

（2023?四川成都?川大附中?？寄M預測）MymotherwasnevertrulyhappyinConnecticutfindingthe

winterbittercoldandthecultureprovincial（偏狹的）.ThoughshegrewupinNewJersey,shemovedtoSan

Franciscoinherearlytwenties,metandmarriedmydadoutthere.AfterIwasborn,theydecidedtoreturneast,

closertotheirownparents.ButsheneverletgoofherlovefortheBayArea.

CaliforniawasalwayspartoftheconversationwhenIwasakid.Iatemealsoffamap-of-the-worldplacemat

（餐墊），andMomtaughtmetoidentifySanFranciscobeforeIlearnedwhereHartfordwas.Shetoldusstoriesof

perfectiononasinglecity,fantasizingaboutretiringoutwest.Mydadwouldplayalong,buthisheartwasn'tinthe

sameplace.

Whilemymother'sstatusinthenonprofitworldadvanced,herdesiretomovebacktoherfavoriteplacegrew

strong.SheappliedforjobsintheBay,underwentbicoastalSkypescreenings,eventraveledoutforacoupleof

interviewsonawhim（心血來潮）.Sometimeshercoverlettersdisappeared,othertimesshemadeitdowntothe

finaltwocandidates.Witheachrejection,shepromisedtomakehernextjobapplicationevenstronger.

ThispastMay,IrelocatedfromSanFranciscotoNewYorkforajob.Afewweekslater,Momcalledme.Her

pursuithadfinallypaidoff.She'sbeenofferedavicepresidentpositionatapublichealthnonprofitinOakland.A

fewweekslater,shepackedupherbaggageandleftConnecticutforgood.

Ourlivesaremoresemblablethaneverthesedays.We'rebothdiscoveringournewhomes,makingfriends.

We'relookingforagoodyogastudiotojoin,readingthesamebooksandchattingabouttheplotsbytextmessage.

IemailedherphotosfrommytriptoBurningManandsherepliedwithstoriesabouthernewcoworkerswhogo

everyyear.There?seventimefortheoccasionaldatingdisaster.

Perhapsthafstheparadox（'悖論）ofgrowingolder.Thingswillalwayschange,andtheycanchange

immediately-mymotherisproof.Butanindividual'sownpowertocreatechangealwaysstaysthesame.

Everythingcanchange,andthereforenothingeverreallychanges.

NowwhenI'moutwestforavisit,Mommeetsmeatastationwithherbigbag.WestopbytheGrandLake

farmersmarket,pickingoutthefreshestseasonalingredients,beforehikingupthehilltohernewapartment.Oneof

thesedays,I'llactuallycookherdinner.

9.Whatcanweknowabouttheauthor'smother?

A.Shealwayslikestostruggleonherown.B.Nothingcanstopherfromreachinghergoal.

C.Sheownsapublichealthnonprofitcompany.D.Shetakeseverythingofherdaughteronherself.

10.Whatdoestheunderlinedword"semblable"mean?

A.Changeable.B.Comfortable.C.Similar.D.Creative.

11.WhichofthefollowingisTRUE?

A.Therelationshipbetweentheauthorandhermotherisverygood.

B.Theauthorwouldnotliketolethermotherworkon.

C.Theauthorandhermotherliveinthesamecityatpresent.

D.Theauthorwouldnotliketochangeherlifesituation.

12.Inthelastparagraph,theauthormainlywantstotellthereadersthat.

A.herfamily'slifealwayschangebecauseofhermother

B.themother-daughterfeelingswillstaythesameforever

C.shehasgrownupduringherfamily'sconstantmoves

D.hermotheralwayswantstochangehercurrentsituations

4

（2023?河南開封?統(tǒng)考三模）Itwas1994,andIwasa19-year-oldstudentinmythirdyearatWestern

UniversityinLondon,Ontario.IhadsignedupforacourseintheDepartmentofEnglishtaughtbyoneDonaldS.

Hair.

Afewweeksintotheclass,theprofessoradministeredourfirsttest.Ididn*tthinkIhadanythingtoworry

about-untilhehandedmyexambackthefollowingweekwitha67writtenonitinredink.

Sixty-seven!I'dneverreceivedsuchalowmark.Iwasdependentonascholarship,andanygradebelow80

putmyfutureinjeopardy.Myseatmate'sannoyedexpressionsuggestedhermarkhadbeenpainfultoo.Weangered

silently:ProfessorHairwasanoldweirdo（'怪人）！HowdareheruinourGPAs?Whatwastheoldboy'sproblem,

anyway?

Buttherealproblemwasthis:Hewasright.IknewitassoonasI'dcooledoffandtakenthetimetodigesthis

comments.Mywritingwascareless,myunderstandingofkeyconceptsshallow.Likemanyofmypartners,Iwas

usedtoearningtopgrades.Now,forthefirsttime,ateacherhadintroducedanuncomfortablequestion.Werewe

actually^6eaming^^them?

Thenextday,Iwenttohisoffice.Withburningcheeks,ItoldhimIknewI'dbutcheredtheexam.Tomy

childishsurprise,hewasn'ta"weirdo“intheleast.Hewasfunny,warmanduncommonlypatient.Heassuredmeif

Iworkedhard,I'dachievemypotentialinthecourse,andhe'dbeavailabletohelpme.

Iwentaway,readandreadsomemore.ThemoreIread,themoreinterestinghisclassesbecame,andsoon,his

complex,absorbinglectureswerethehighlightofmyweek.Isparednoeffortinthatcourse.ThegradeIearnedin

hisclasswasthelowestI'dreceivedthatyear.ButIhadearnedthatgrade.Nearly30yearslater,Pmstillproudof

that.

13.Whatdoestheunderlinedword“jeopardy“meaninparagraph3?

A.Advance.B.Demand.C.Trouble.D.Conclusion.

14.Whydoestheauthormentiontheseatmateinthetext?

A.Toexplainthetestwastoodifficult.

B.Toprovetheprofessor'sgradinghadproblems.

C.Tosuggestshedidn'tworkhard.

D.Toshowshewasunfriendlyinclass.

15.Howdoestheauthorfeelabouttheprofessorintheend?

A.Disgusted.B.Cautious.C.Uninterested.D.Appreciative.

16.Whatcanbethebesttitleforthetext?

A.Youhavetoearnagradeinsteadof"get"itB.Beconfidentandnotafraidoffailure

C.YoushouldtreasureagoodteacherD.Neverrelyonscholarshipsforever

5

（2023?河北?校聯(lián)考三模）Incasualconversations,thereisaseeminglysimplequestionIcanneveranswer

withouthesitating——“Whereareyoufrom?^^

IcouldsayIamfromThailand,whereIwasbom.OrIamfromMexico,whereIspentthemajorityofmy

childhood.OrIamfromtheUS,whoselanguageisrootedintomylife.Inmymind,noneoftheseanswersare

satisfyingenough.Afterall,tobefromsomewherecarriesexpectationsofunderstanding"your"cultureand"your”

home.

Ifeelenviouswhenevermyfriendssaythey're"goinghome^^forschoolbreaks.Asastudentwhofrequently

moves,Ihaveneverseenmylivingspaceas"home",but"shelter”,anotherlocationtostayinbeforeIunavoidably

moveagain.

So,doesthismeanIdonothave,andwillneverhave,ahome?Iresignmyselftolivingwiththissenseof

sadness,untilveryrecently.

Inmydorm,insidemydrawerisaspeciallydesignedwhitebathtowelthatIhavenotusedsinceIbroughtit

withmefrommyparents'house.Oneday,Itookitout,butstoppedaftersmellingthesoft,sweetlaundrydetergent

（洗衣粉），theonemyparentsusedbackinThailand.Ifeltmyeyeswaterasthatrandomsmellbroughtmymixed

emotionstothesurface:sadnessandnostalgia,astrongfeelingofmissinghome.Istillavoidusingthattoweluntil

nowbecauseIdon,twanttoreplacethesmellofnostalgiawithmynewly-boughtdetergent.

Sadly,evenwiththisnewdiscovery,IwillstillstrugglewhenansweringwhereIamfrom,andIwillalways

feelasenseoflossinnothavingaphysicalhometo“gobackto”.Yet,inrandommoments,whenasmellcatches

meoffguard（讓我猝不及防）withthememoriesitbrings,IliketobelievethatthethingsIfeelthenarethings

peoplefeelwhentheyarehome.Andifthesemomentscanmakemesmile,evenwithasenseofloss,whatbetter

homecanIaskfor?

17.Whyistheauthorunabletoseehislivingspaceas"home"?

A.Hislivingplacesoftenchange.B.Heisunsatisfiedwiththeplace.

C.Hisexpectationsof"home"arehigh.D.Hecan'tunderstandtheculturethere.

18.Whydoestheauthortreasurethattowel?

A.Itwasmadeinhishometown.B.Itisapresentfromhisparents.

C.Itssmellawakenedhismemories.D.Itsdesignwinshispreference.

19.Whatdoestheauthorwanttoconveyinthelastparagraph?

A.Henolongerfeelsasenseofloss.

B.Hefeelsaphysicalhomeisunnecessary.

C.Hehasgottheanswerto"Whereareyoufrom?^^

D.Hehasfoundasenseofhomeinsomemoments.

20.Whatcanbethebesttitleofthetext?

A.AMan'sHomeIsHisCastleB.ThereIsNoPlaceLikeHome

C.TheSmellBringsMeHomeD.TheEmotionConnectsMeWithHome

6

（2023春?河南開封?高三統(tǒng)考階段練習）JimGlaubandDylanParkerhadjustbeenhandedthekeystotheir

newManhattanapartmenton22ndStreetwhentheoutgoingtenant（房客）saidsomethingcurious:"Justsoyou

know,there'sthisthingwherelettersaddressedtoSantacometotheapartment.Theprevioustenantshadreceived

themailtoo.Ithadbeencomingforyears,andnooneknowswhy."Butifsnotthatbigadeal.^^

GlaubandParkersettledintotheirnewhome,andforthefirsttwoyearsonlyafewletterstrickled（緩慢增力口）

infromkidsorparentsasking“Santa“forgifts:toys,coals,dolls.TheninthemonthsbeforeChristmas2010,they

weredeluged.Everyday,they'dopentheirmailboxtofinditfullofletterstoSanta.Theyrespondedtoasmanyas

theycould,writingnotes,evenbuyinggifts.Buttheycouldonlydosomuch.

Glaub,ofcourse,isnotSanta.HerunsaBroadwaymarketingcompany.Butonenight,whenheandParker

threwaChristmasparty,asolutionappeared.Guestsnoticedthehundredsoflettersandaskedaboutthem.

“Itoldthemthestory,“Glaubsays.Hisguestswereinterested.64Alotofpeoplewerelike,'I'lltakealetter.Til

fulfillit."That'swhenGlaubandParkerrealizedtheydidn'thavetofulfillalltheselettersthemselves."'People

wanttohelp.^^AndsowasbomMiracleon22ndStreet,acommunity-basedvolunteerorganizationthatrespondsto

children'sletterstoSantawithseason'sgreetingsandgiftsforkids.

Tospreadtheword,theystartedawebsite,miracleon22nd.Workingwithothernonprofitsthathelp

thoseinneed,theyinvitedfamiliesfromaroundthecountrytogoonlineandrequestgiftsandChristmastoysfor

children.

Glaubnolongerthinkaboutwhytheletterscometotheapartment."It'spartofChristmasforme,“hesays.

“It'sthesameforthekidsandfamilies.Theylookforwardtoit.Itwouldn'tbeChristmaswithoutit.”

21.WhydidGlaubandParkerreceivesomanylettersduringChristmas?

A.Theywantedtohelpthekids.

B.Theywererichenoughtoaffordthegifts.