题文

阅读理解。      Thomas Adams discovered bubble gum (泡泡糖) in the 1870s. He was an American.  He wanted to find a use for chicle.  Chicle is a Spanish word for sticky water that comes from one kind of Mexican tree. Mr. Adams wanted to make rubber (橡胶) from chicle.      Mr. Adams worked in his home while he tried to find a way to make the chicle stronger.  His son, Horatio, also helped him now and then.      One day, young Horatio began to chew the chicle while he watched his father work. It did not taste very good, but Horatio enjoyed chewing it. Then the young boy began to blow bubbles with the new chicle which his father had made.  Mr. Adams had discovered bubble gum by accident.      Mr. Adams gave up trying to find a way to make rubber from chicle,  Instead, he wanted to try and sell the new gum that he had made.  He thought other people might like the taste, too.      He began to see his new kind of chicle as candy. In no time. children everywhere began chewing bubble gum. 1. Where was Thomas Adams from? A. Canada.                       B. The United States. C. Europe                       D. England. 2. Who was Horatio Adams? A. Thomas' father.                       B. Thomas' wife. C Thomas' brother.                     D. Thomas' son. 3. What was Thomas Adams trying to make? A. A new kind of rubber.                 B. A new kind of chicle. C. A new kind of candy.                 D. Electric light. 4. Why did Thomas Adams want to sell bubble gum? A. His son enjoyed chewing it. B. He thought many people would like it. C. He could not make strong rubber from chicle. D. All of the above. 5. Which of these sentences is not true? A. Horatio helped his father. B. Thomas Adams made rubber from chicle by accident. C. Horatio was the first person to chew bubble gum. D. Thomas Adams never made rubber.

题型：阅读理解  难度：中档

答案

1-5 BDADB

据专家权威分析，试题“阅读理解。 Thomas Adams discovered bubble gum (泡泡糖) in th..”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．