题文

In less than two months, Junior 3 students around the country will take the senior high school entrance (入学) exam. They are studying hard for this big challenge. Do they have time to do something in memory of their middle school years? Many do. Leng Jingze, 15, from Tianjin said that in her class students are already writing goodbye messages for each other. "Even the head teacher has a plan," said Leng. "She plans to put all our class photos and the Chinese compositions we have written onto a CD and give each student one," said Leng. "She will also write something for each student." Wang Zeyu, 16, in Changchun, Jilin said his classmates are making "lucky stars" as graduation gifts. They are making the cheerful stars from colored paper. "Before making a lucky star, you write some words for the person on the paper," said Wang. "He or she can read the words later." Who does Wang want to make a lucky star for? He said he wanted to make one for his head teacher. "I’ll write: Dear teacher, you always look so serious," said Wang. "But we know you have a warm heart. Smile more!" In Xiao Xia’s school in Beijing, each Junior 3 student will get a yearbook (毕业年鉴) , in which the graduating classes will put their photos and self-introductions. "Most classes have written an article as the self-introduction," said Xiao, 15. "We have written a poem in the ancient style!" The poem records the big events of the class’s history and is in the shape of the number 9. "Nine is our class number," said Xiao, who felt very proud of the idea. "Our class may be not the one with the best school grade but it must be the most creative one," said Xiao. "I feel lucky to study in such a class!" 小题1: Leng Jingze’s head teacher plans to ____________. A．put all the class photos onto a CD B．put the student’s Chinese compositions onto a CD C．give each student a CD D．all above 小题2: Wang Zeyu wanted to make a "lucky star" for his teacher because ____________. A．his head teacher wasn’t serious enough B．he doesn’t like his head teacher C．his head teacher sent him a gift D．he wanted his head teacher to smile more 小题3: From the last paragraph, we know that ____________. A．most classes in Xiao Xia’s school have written a poem as the self-introduction B．9 is the lucky number for Xiao Xia’s Class C．Xiao Xia’s class has very creative ideas D．each graduating class will get a yearbook to put their photos and self-introductions 小题4: The passage is probably from ____________. A．a newspaper B．a novel C．a letter D．a diary

题型：阅读理解  难度：中档

答案

小题1: D 小题1: D 小题1:C小题1:A

小题1:细节题：从第二段的句子："She plans to put all our class photos and the Chinese compositions we have written onto a CD and give each student one," said Leng. "She will also write something for each student."可知ABC都提到了，正确答案是 D。 小题1:细节题：从第三段的句子：But we know you have a warm heart. Smile more!" 可知是为了让老师多笑笑。选D 小题1:细节题：从最后一段的句子：Our class may be not the one with the best school grade but it must be the most creative one,可知小夏的班级是很有创造力的，选C。 小题1:文章出处题：文章介绍了初三的学生如何纪念初中的生活，引用了一些的学生的话，和报纸的文体符合。选A

据专家权威分析，试题“In less than two months, Junior 3 students around the countr..”主要考查你对  健康环保类阅读，科教类阅读，人生感悟类阅读  等考点的理解。关于这些考点的“档案”如下：

健康环保类阅读科教类阅读人生感悟类阅读

考点名称：健康环保类阅读

• 健康环保类阅读：
  本类型主要是围绕饮食健康、医疗卫生及环境保护等方面选取实际的材料来设题。
  体裁有记叙文、说明文、议论文和各种应用文。

• 健康环保类阅读题答题注意事项和技巧：
  应试生态环保类题目时，在理解文章的基础上，要重点突破——归纳主旨大意技能，因为推断是以整体理解为基础的推断能力。
  1.归纳主旨大意：
  (1)寻找具体段落的中心思想的方法是：找出每小段的主题句。
  主题句通常有这样的特点：
  ①有一个话题(topic)；
  ②有阐述控制性概念，偶尔也可在一段中间；
  ③有的文章无明显主题句，主题句隐含在段意之中。这就需要读者进一步加工概括了。
  (2)寻找整篇文章的中心思想的方法建立在寻找具体段落中心的基础上的。
  应观察全文的结构安排，理解文章浓墨重笔写的“重心”，考虑文章组织材料及支撑性细节是服务于什么的，分析故事的发展结局都是围绕什么中心大意来安排的。
  (3)典型错误：
  ①忽视文章的结构；
  ②混淆了中心与支撑细节或材料的区别；
  ③忽视文章表意的倾向性；
  ④漏掉了主要的特征词。
  
  2.正确推理判断：
  推理判断试题要求考生尽量考虑文中全部信息或事实，在通篇理解文章的基础上领会作者的言外之意，并作出正确的推理和判断。
  (1)数据推断题
  解答此类题，关键是要善于捕捉有关数字的信息，然后在透彻理解原文的字面意义和题意的基础上，运用自己的数学知识，对其进行分析、推算，从而得出正确的结论。
  (2)知识推断题
  根据文章中所阐述的细节，运用基础知识进行分析、推敲，从而得出符合文章原义的结论的一种推断方法。
  (3)逻辑结论推断题
  根据事实、论点、例证等一系列论据材料，不是根据自己的经验、态度、观点或爱好去理解文章的内涵。
  解答这类题的前提是要首先获得短文的主题思想或列举的具体事实，然后按题意要求进行推断。
  (4)对作者态度、倾向的推断题
  作者的倾向和感情往往隐含在文章的字里行间，或流露于修饰的词语之中，因此，在推断过程中，应特别注意文中作者的措辞。

考点名称：科教类阅读

• 科普类的阅读：
  科普类的阅读理解包含介绍科学知识、社会知识的短文。阅读这类短文时，要以事实为中心进行思考，抓住事物的特征、用途、相互关系等。