题文

On very cold winter days , a group of Japanese children travelled a long way and arrived at a small island where nobody lived. After setting up a camp, they caught fish in the sea, and walked on the snow to find firewood , wild fruit and fresh water. Then they made a fire to do some cooking. They were not homeless children or modern Robinson. They were all pupils from a primary school and campers of special “ hardship (艰苦) camp”. Every year primary and middle schools in Japan organize such camps to train the children’s spirit of bearing (忍受) hardship. Such places as thick forests and far-off mountains are chosen as camp places. The Japanese education circles usually think it necessary to give children chances of suffering hardships. Children in Japan now may hardly find times of hardships, because of the rapid growth of national economy and improvement in the people’s living conditions. The experts think that such hardship camps can help children learn to live and develop in the struggle against nature in modern society. It’s said that such hardship camps are warmly accepted by both Japanese school children and their parents. 小题1:Many Japanese children set up camps in far-off mountains or forests to ____________. A．be modern Robinson B．experience hardships C．stay away from the troubles at home D．enjoy travelling 小题2:Children in Japan now hardly find times of hardships because _________________. A．they have too much homework to do every day. B．their parents do most of the things for them C．their living conditions are greatly improved D．they don’t get out often 小题3:It seems that hardship camps are _________ in Japan. A．getting fewer and fewer B．very popular C．not necessary among the children D．good to those who are homeless 小题4:What one group of children did on a small island would help them to learn __________. A．how to travel in places where nobody lived B．about islands and seas C．what to do at home or school D．to live in the struggle against nature 小题5:What does the underlined word “ spirit ” mean in Chinese in the second passage ? 态度              B. 精神               C. 状态               D.  条件

题型：阅读理解  难度：中档

答案

小题1:B 小题2:C 小题3:B 小题4:D 小题5:B

本文讲述了日本小学生的野外生存训练，说明了训练的方式，训练的必要性以及各方对训练的观点。 试题分析： 小题1:通过Every year primary and middle schools in Japan organize such camps to train the children’s spirit of bearing (忍受) hardship.可知，孩子们是在体验苦难。 小题2:通过 because of the rapid growth of national economy and improvement in the people’s living conditions. 可知，孩子们之所以很难找到艰苦的时代，就是因为生活状况的改善和提高。所以本题选C。 小题3:通过It’s said that such hardship camps are warmly accepted by both Japanese school children and their parents. 可知，这项活动受到了家长和孩子们的欢迎，所以本题选B。 小题4:通过The experts think that such hardship camps can help children learn to live and develop in the struggle against nature in modern society. 可知，专家认为这种艰苦的野营训练能帮助孩子在现代社会中学会在于自然的斗争中生存和发展。所以本题应选D。 小题5:根据 train the children’s spirit of bearing (忍受) hardship.可知，spirit的意思应该是“精神”的意思，所以本题选B。 点评：本文有一定的难度，阅读本文时，应该尽量多读几遍，体会文章的意思；由于多部分问题不能在文中直接找到答案，所以应该找出相似的或者有关联的句型，加以比较，从而得出正确选项。

据专家权威分析，试题“On very cold winter days , a group of Japanese children trav..”主要考查你对  人物传记类阅读，故事类阅读  等考点的理解。关于这些考点的“档案”如下：

人物传记类阅读故事类阅读

考点名称：人物传记类阅读

• 人物传记类阅读：
  本类型选材主要是名人轶事。
  人物传记的叙述线索也常常以时间为序。内容一般不是一个人的生活流水账，而是选取主人公一些重要的人生阶段或生活片段来展开叙述。
  阅读时要把握主人公在此阶段发生的事对他本身或他人有什么重要的意义和影响。

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．