阅读理解。Making peace at lunchtime It was my first day at school. I felt nervous and went to all my classes with no friends.I listened carefully to all the le-九年级英语打印页面

阅读理解。Making peace at lunchtime It was my first day at school. I felt nervous and went to all my classes with no friends.I listened carefully to all the le-九年级英语

[db:作者] 2019-11-12 00:00:00 零零社区

题文

阅读理解。

Making peace at lunchtime

     It was my first day at school. I felt nervous and went to all my classes with no friends.
     I listened carefully to all the lessons and waited for lunch. Then, finally, the bell rang. It was time to talk
and have fun.
     In the lunch line I met a new friend who wore a hijab (穆斯林女性) on her head, and though I am
Jewish (犹太人), we got along fine. I was so happy when she said: "Sit with us at our table." She pointed
to the table next to the door.
     So I agreed. I took my tray (餐盘) and was about to walk with her across the floor, when suddenly
someone touched my arm.  "Hey, I saw you on the bus," said a tail girl in a long skirt. "1 see your Jewish
star necklace. You should sit with us."
     At that moment I looked around, the Spanish only sat with other Spanish, the Russians always with the
Russians and never the Arabs (阿拉伯人) with the Jews.
      I saw how wars got started. Everyone sticks to (坚持) his or her own kind. The lunchroom was a
map of the world. Why was everyone so blind?
     And so I turned this girl down, and went with the first, and there was no enmity (敌意). I built a bridge
between two worlds when I sat with those different from me.


1. When do you think the story happened to the writer?
A. On her first day at school.
B. During her first class at school.
C. After lunchtime at school.
D. Before waiting in the lunch line.
2. The girl who wore a hijab on her head is _________.
A. the Spanish
B the Arabs
C. the Russians
D. the Jews
3. The writer didn't know what the tall girl meant until she _________.
A. sat with her
B. got a star necklace
C. looked around
D. walked across the floor
4. Which of the following can best explain why the lunchroom was a map of the world?
A. Suddenly someone touched my arm.
B. The Spanish only sat with other Spanish.
C. I listened carefully to all the lessons.
D. Everyone was so blind in the lunchroom.
5. The writer gives us a 9ood example in making peace because she      ____     .
A. realised how wars got started
B. didn't get along well with others
C. pointed to the table next to the door
D. built a bridge between two worlds
题型：阅读理解  难度：中档

答案

1-5 ABCBD

据专家权威分析，试题“阅读理解。Making peace at lunchtime It was my first day at s..”主要考查你对故事类阅读等考点的理解。关于这些考点的“档案”如下：

故事类阅读

考点名称：故事类阅读

故事类阅读：
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。
阅读这类材料时，同学们一定要根据主要情节掌握文章主旨大意，同时抓住每一个细节，设身处地根据文章内容揣摩作者的态度和意图，根据情节展开想象，即使是碰到深层理解题也可迎刃而解。
故事类阅读注意：
初中生接触到的阅读材料大都是故事类。
阅读故事类的材料，应该抓住人物线索、地点线索、时间线索和情节发展线索。

特别注意的是，以上线索往往是并存的。因为情节的发展总是涉及到人物的变化、时间的推移、场景的变换等。
而阅读材料后的阅读理解往往会围绕这些内容设计一些事实类的理解题。

凡事实类的理解题都可以从阅读材料的表层文字中找到答案。

在阅读故事类短文时，应理解文章的深层含义，也就是它的主题。在此需要注意的是，现在的阅读理解题在测试事实类的理解题的同时，往往有一道推理类理解测试题．

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