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1、吉林省长春市2016高考英语阅读理解（二轮）训练（2）写人记事（阅读理解）Peanuts to ThisProudly reading my words,I glanced around the room,only to find my classmates bearing big smiles on their faces and tears in their eyes.Confused,I glanced toward my stone-faced teacher.Having no choice,I slowly raised the report I had slaved over,h
2、oping to hide myself.“What could be causing everyone to act this way?”Quickly,I flashed back to the day Miss Lancelot gave me the task.This was the first real task I received in my new school.It seemed simple: go on the Internet and find information about a man named George Washington.Since my idea
3、of history came from an ancient teacher in my home country,I had never heard of that name before.As I searched the name of this fellow,it became evident that there were two people bearing the same name who looked completely different! One invented hundreds of uses for peanuts,while the other led som
4、e sort of army across America.I stared at the screen,wondering which one my teacher meant.I called my grandfather for a golden piece of advice:flip (掷) a coin.Headsthe commander,and tailsthe peanut guy.Ah! Tails,my report would be about the great man who invented peanut butter,George Washington Carv
5、er.Weeks later,standing before this unfriendly mass,I was totally lost.Oh well,I lowered the paper and sat down at my desk,burning to find out what I had done wrong.As a classmate began his report,it all became clear,“My report is on George Washington,the man who started the American Revolution.”The
6、 whole world became quiet! How could I know that she meant that George Washington?Obviously,my grade was awful.Heartbroken but fearless,I decided to turn this around.I talked to Miss Lancelot,but she insisted: No re-dos; no new grade.I felt that the punishment was not justified,and I believed I dese
7、rved a second chance.Consequently,I threw myself heartily into my work for the rest of the school year.Ten months later,that chance unfolded as I found myself sitting in the headmasters office with my grandfather,now having an entirely different conversation.I smiled and flashed back to the embarras
8、sing moment at the beginning of the year as the headmaster informed me of my option to skip the sixth grade.Justice is sweet!1.What did the authors classmates think about his report?()A.Controversial.B.Ridiculous.C.Boring.D.Puzzling.2.Why was the author confused about the task?()A.He was unfamiliar
9、with American history.B.He followed the advice and flipped a coin.C.He forgot his teachers instruction.D.He was new at the school.3.The underlined word “burning” in Para.3 probably means .A.annoyedB.ashamedC.readyD.eager4.In the end,the author turned things around .A.by redoing his taskB.through his
10、 own effortsC.with the help of his grandfatherD.under the guidance of his headmaster语篇解读:本文为记叙文,题材为人物故事类。由于对历史知识的匮乏让“我”在课上闹了大笑话并得了很差的分数,之后“我”努力学习为的就是不让那样的尴尬时刻再次出现。答案及剖析:1.B推理判断题。根据文章第一段的第一句话“Proudly reading my words, I glanced around the room,only to find my classmates bearing big smiles on their fa
11、ces and tears in their eyes.”可以判断出同学们认为“我”的报告很可笑、很荒唐,故选择B项。2.A事实细节题。根据文章第二段Since my idea of history came from an ancient teacher in my home country,I had never heard of that name before.可知“我”对美国历史不熟悉,故选择A项。3.D猜测词义题。根据文章第一段的最后一句话“What could be causing everyone to act this way?”就可以看出“我”不知道到底怎么了。第三段讲回到
12、了座位上的那一刻,“我”迫切想知道“我”做错了什么,根据上下文意思应选择D项eager“迫切的,急切的”。annoyed生气的;ashamed羞愧的;ready准备好的。4.B事实细节题。根据文章最后一段的“Consequently,I threw myself heartily into my work for the rest of the school year.”可知应选择B项。【长难句子分析】 and 当校长告知我可以选择跳过六年级时,我笑了,同时突然想到了年初尴尬的那一时刻。将此句中的状语画出:I smiled and flashed back to the embarrassin
13、g moment at the beginning of the year(时间状语),as the headmaster informed me of my option to skip the sixth grade.(时间状语),没画线部分为主句,这样考生对句子的理解会更清晰。阅读理解。Last August, Joe and Mary Mahoney began looking at colleges for their 17-year-old daughter, Maureen. With a checklist of criteria in hand, the Dallas fam
14、ily looked around the country visiting half a dozen schools. They sought a university that offered the teenagers intended major, one located near a large city, and a campus where their daughter would be safe. “The safety issue is a big one,” says Joe Mahoney, who quickly discovered he wasnt alone in
15、 his worries. On campus tours other parents voiced similar concerns, and the same question was always asked: what about crime? But when college officials always gave the same answer-“Thats not a problem here,” Mahoney began to feel uneasy. “No crime whatsoever?” comments Mahoney today. “I just dont
16、buy it. ” Nor should he: in 1999 the U. S. Department of Education had reports of nearly 400,000 serious crimes on or around our campuses. “Parents need to understand that times have changed since they went to college,” says David Nichols, author of Creating a Safe Campus. “Campus crime mirrors the rest of the nation. ” But getting accurate information isnt easy. Colleges m
