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题型:阅读理解-阅读单选 难度:0.4 引用次数:84 题号:9345621

I didn’t understand the irony (讽刺) immediately. Only on the way home. The book I had just returned to our local library was called “Unquiet Landscape” by Christopher Neve. He widened my view.

But the ironic word for me in his books title. Irealized, was “unquiet”. It applied not to the landscape but to our local library. I have thus visited it again since then, and my conclusion is much the same: This is no longer a quiet place.

On both of my visits the library was packed with small children, and they were doing rather a lot of small-children things, such as dancing in circles, singing, jumping up and down, and so on. Various adults sitting around were clearly not discouraging them, rather the opposite.

I wasn’t exactly shocked. But I have to say that my understanding of library behavior and purpose changed somewhat. All my upbringing (教养) about libraries was what they were sanctums(圣地), places of escape in a noisy world. If one clearedone’s throat in a library, one was likely to be stared at by the librarians not to mention tolerating the disapproval of fellow library users enjoying their post-lunch nap. The first school I attended had a library that was entirely conventional infunction. In it, we boys did (or were expected to do) one thing only: read. The second school i attended allowed one to write as well as read in the library.

Since those days, my attitude, I hope, has changed a little. I’ve come across some very pleasant librarians eager to help with my projects. Some of them are surprisingly generous with providing access to their books, which are as dear to them as their own children. And the silence rule has, over the years, become much less strict. Even quite loud laughter, I find, is not always opposed to.

1. What did the author do after finishing the book?
A.He visited the lands mentioned in the book.
B.He expressed his admiration to the book winter.
C.He kept his habit of staying quiet in the library.
D.He made a close observation of the local library.
2. What did the author find out about the adults in the library?
A.They made lots of noise.
B.They were soft with the kids.
C.They didn’t listen to the librarians.
D.They couldn’t stop their kids bad behavior.
3. What’s the author’s attitude to librarians nowadays?
A.Positive.B.Disappointed.
C.Unconcerned.D.Worried.

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阅读理解-七选五(约360词) | 较难 (0.4)
文章大意:这是一篇说明文。文章主要介绍了如何找到书本或短故事的主题。

【推荐1】How to Find the Theme of a Book or Short Story

If you’ve ever been assigned a book report, you may have been asked to address the theme of the book.     1     A book’s theme is the main idea that flows through the narrative and connects the components of the story together. A work of fiction may have one theme or many, and they aren’t always easy to pinpoint right away. In many stories, the theme develops over time, and it isn’t until you’re well into reading the novel or short story that you fully understand the underlying theme or themes.

Themes can be broad or they can focus on a specific notion. For example, a romance novel may have the obvious, but very general, theme of love, but the storyline may also address issues of society or family.     2    

A book’s theme is not the same as its plot or its moral lesson, but these elements are related and necessary in building the larger story.     3     The moral is the lesson that the reader is supposed to learn from the plot’s conclusion. Both reflect the larger theme and work to present what that theme is to the reader.

    4     Often it is suggested by a thinly veiled lesson or details contained within the plot. In the nursery tale “The Three Little Pigs,” the narrative revolves around three pigs and a wolf’s pursuit of them. The wolf destroys their first two homes, shoddily built of straw and twigs. But the third home, painstakingly built of brick, protects the pigs and the wolf is defeated. The pigs (and the reader) learn that only hard work and preparation will lead to success. Thus, you can say that the theme of “The Three Little Pigs” is about making smart choices.

If you find yourself struggling to identify the theme of a book you’re reading, there’s a simple trick you can use.     5     For example, you could say preparation best symbolizes “The Three Little Pigs.” Next, use that word as the foundation for a complete thought such as, “Making smart choices requires planning and preparation, which could be interpreted as the moral of the story.”

A.A story’s theme isn’t typically stated outright.
B.In order to do that, you really have to understand what a theme is.
C.The theme of a novel or short story may not necessarily be clear.
D.When you finish reading, ask yourself to sum up the book in a single word.
E.The plot of a novel is the action that takes place within the course of the narrative.
F.Many stories have a major theme and several minor themes that help develop the major theme.
G.There are several themes that are reoccurring in literature, many of which we can identify quickly.
2022-11-02更新 | 143次组卷
阅读理解-阅读单选(约590词) | 较难 (0.4)
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【推荐2】Franz Kafka wrote that “a book must be the ax for the frozen sea inside us.” I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.

We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”

But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate.

For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. D.’s.

Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it’s about being a man, it’s about manliness.” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (独白) read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.

1. The underlined words in Paragraph 1 probably mean that a book helps to __________.
A.realize our dreamsB.give support to our life
C.awake our emotionsD.smooth away difficulties
2. Why were the students able to understand the novel Of Mice and Men?
A.Because they spent much time reading it.
B.Because they had similar life experiences.
C.Because they came from a public school.
D.Because they had read the novel before.
3. The girl left the selective high school possibly because__________.
A.she was a literary-minded girlB.her parents were immigrants
C.her father was then in prisonD.she couldn’t fit in with her class
4. The author writes the passage mainly to__________.
A.advocate teaching literature to touch the heart
B.introduce classic works of literature
C.argue for equality among high school students
D.defend the current testing system
2021-01-02更新 | 144次组卷
阅读理解-阅读单选(约380词) | 较难 (0.4)
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文章大意:这是一篇议论文。作者从各角度就科技对阅读的影响阐述了自己的观点并推崇慢速阅读。

【推荐3】Technology seems to discourage slow reading. Reading on screens tires eyes easily. So online writing is more skimmable than print. The neuroscientist Mary Walt argued this “new norm” of skim reading is producing “an invisible, dramatic transformation” in how readers process words. And brains now favor rapid absorption of information, rather than skills developed by deeper reading, like critical analysis.

We shouldn’t overplay this danger. All readers skim. Skimming is the skill we acquire as we learn to read more skillfully. And fears about declining attention spans have proved to be false alarms. “Some critics worry about attention span and see very short stories as signs of cultural decline, ” The American author Selvin wrote. “But nobody ever said poems were evidence of short attention spans. ”

Yet the Internet has certainly changed the way we read. First, it means there’s more to read, because more people than ever are writing. And digital writing means rapid release and response. Once published, online articles start forming a comment string underneath. Such mode of writing and reading can be interactive and fun, but is probably lacking in profound reflection.

Perhaps we should slow down. Reading is constantly promoted as a source of personal achievement. But this advocacy emphasizes “enthusiastic” or “eager” reading — neither suggest slow absorption. To a slow reader, a piece of writing can only be fully understood by immersing oneself in their slow comprehension of words. The slow reader is like a swimmer who stops counting the number of pool laps he’s done and just enjoys how his body feels and moves in water.

The human need for this kind of deep reading is too determined for any new technology to destroy. We often assume technological change can’t be stopped, so older media are kicked out by newer, more virtual forms. In practice, older technologies can coexist with new ones. The Kindle hasn’t killed off printed books any more than cars killed off bicycles. We still want to enjoy slowly-formed ideas and carefully-chosen words. Even in a fast-moving age, there is time for slow reading.

1. What is the author’s attitude towards Selvin’s opinion?
A.Favorable.B.Critical.C.Doubtful.D.Objective.
2. Which statement would the author probably agree with?
A.Advocacy of passionate reading helps promote slow reading.
B.Digital writing and reading tends to ignore careful reflection.
C.We should be aware of the impact skimming has on the brain.
D.The number of Internet readers declines due to technology.
3. Why is “swimmer” mentioned in paragraph 4?
A.To demonstrate how to immerse oneself in thought.
B.To stress swimming differs from reading.
C.To show slow reading is better than fast reading.
D.To illustrate what slow reading is like.
4. Which would be the best title for the passage?
A.Slow Reading is Here to Stay
B.Technology Prevents Slow Reading
C.Reflections on Deep Reading
D.The Wonder of Deep Reading
2023-08-01更新 | 468次组卷
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