【英语】2019届二轮复习阅读理解专题记叙文类型模拟试题10篇训练之九（19页word版）

【英语】2019届二轮复习阅读理解专题记叙文类型模拟试题10篇训练之九（19页word版）

‎2019届二轮复习阅读理解专题记叙文类型模拟试题10篇训练之九 ‎[一]‎ A mouse looked through a crack in the wall to see the farmer and his wife opening a package: What food might it contain? He was astonished to discover that it was a mouse trap!‎ Retreating to the farmyard, the mouse declared the warning, “There is a mouse trap in the house, there is a mouse trap in the house.”‎ The chicken clucked and scratched, raised her head and said, “Mr Mouse, I can tell you this is a grave concern to you, but it is of no consequence to me, I cannot be bothered by it.”‎ The mouse turned to the pig and told him, “There is a mouse trap in the house.” “I am so sorry, Mr Mouse,” sympathized the pig, “but there is nothing I can do about it but pray; be assured that you are in my prayers.”‎ The mouse turned to the cow, who replied, “A mouse trap, am I in grave danger, huh?”‎ So the mouse returned to the house, head down and depressed to face the farmer’s mouse trap alone.‎ That very night a sound was heard throughout the house, like the sound of a mouse trap catching its prey. The farmer’s wife rushed to see what was caught. In the darkness, she did not see that it was an evil snake whose tail the trap had caught. The snake bit the farmer’s wife. The farmer rushed her to the hospital. She returned home with a fever. Now everyone knew to treat a fever with fresh chicken soup, so the farmer took his hatchet to the farmyard for the soup’s main ingredient. His wife’s sickness continued so that friends and neighbors came to sit with her around the clock. To feed them, the farmer butchered the pig. The farmer’s wife did not get well, in fact, she died, and so many people came for her funeral. The farmer had the cow slaughtered to provide meat for all of them to eat. ‎ So the next time you hear that someone is facing a problem and think that it does not concern you, remember that when the least of us is threatened, we are all at risk.‎ ‎62. We may infer that the passage is most probably a ______.‎ A. fairy tale B. fable C. science fiction D. news report ‎63. We could see from the passage that the mouse was ______.‎ A. kind and warm-hearted B. well-informed C. good at cheating others D. foolish and rude ‎64. Which of the following is TRUE according to the passage?‎ A. The pig was comparatively less friendly than the others in the farmyard.‎ B. The mouse trap that the mouse discovered was not a practical one.‎ C. The farmer and his wife trapped an evil snake that night.‎ D. The farmer’s family was in fact poor and they had no friends.‎ ‎65. The underlined word “ingredient” (Paragraph 7) refers to ______‎ A. the mouse B. the pig C. the snake D. the chicken ‎66. What can we learn from the story?‎ A. Better safe than sorry. ‎ B. Traps are usually well disguised.‎ C. To help others is just to save you. ‎ D. To keep the balance of nature is the duty of us all.‎ 参考答案：62-65．BACDC ‎ ‎[二]‎ The bus was full of the sounds of laughing and yelling fifth graders. They were on their way to the zoo for a class trip. Mario was excited to see the zoo, but there was one problem. It was ten o’clock in the morning, but his stomach was already grumbling (咕咕叫). He reached down and grabbed his lunch bag. Opening it, he saw that it contained a peanut butter and jelly sandwich, an orange, and two cookies. Mario sighed. He always had peanut butter and jelly. ‎ ‎“Trade you lunches,” he said to the boy seated next to him on the bus.‎ ‎“Okay,” said Mark as he handed his brown bag to Mario. Mario opened it and was hit with the smell of tuna. Mario wrinkled his nose and quickly closed the bag. He leaned forward and tapped the shoulder of the girl in front of him. “Swap lunches, Toni?” he asked.‎ ‎“Hmm, okay,” said Toni.‎ Mario smiled. This was fun. But when he looked into the bag, he frowned. What a disappointment! A ham sandwich, but no cookies! He had to have cookies.‎ Mario turned in his seat. “Want to trade lunches?” he asked Juana.‎ ‎“Definitely!” said Juana. She grabbed his lunch and tossed hers onto his lap.‎ He opened the lunch bag. Pizza! He reached into the bag to grab it. Oh, no! The pizza was hard. He could hit a home run with pizza that hard.‎ Mario twisted in his seat. One last try, he told himself. “Hey, Mona! Trade lunches?” ‎ Three rows behind him, Mona seemed hesitant: Finally, she nodded. She passed her lunch forward, and he passed his back.‎ Mario took a deep breath and opened the bag. It was a peanut butter and jelly sandwich, an orange, and two cookies. The sandwich was a little squashed (挤压), and one of the cookies was broken.‎ Mario ate it anyway. And it was delicious.‎ ‎21. Why did Mario trade lunches so many times?‎ A. Each lunch he received was dissatisfying.‎ B. His curiosity was aroused with each trade.‎ C. He needed something interesting to kill time.‎ D. He preferred more food to settle his stomach.‎ ‎22. In the underlined sentence (Paragraph 9), the author is comparing the pizza to .‎ A. left-over food B. a baseball bat C. home-made bread D. a difficult game ‎23. What does the author intend to tell us?‎ A. Friends are there when you need them.‎ B. You should be content with what you have.‎ C. If you want something done right, do it yourself.‎ D. There is always something better around the comer.‎ ‎24. What might be the best title for the text?‎ A. A Class Trip B. Mario’s Funny Trick C. A Lunch Trade D. Mario’s Favorite Food 参考答案：21-24 ABBC ‎ ‎[三]‎ Two things changed my life: my mother and a white plastic bike basket. I have thought long and hard about it and it’s true. I would be a different person if my mom hadn’t turned a silly bicycle accessory into a life lesson I carry with me today.‎ My mother and father were united in their way of raising children, but it mostly fell to my mother to actually carry it out. Looking back, I honestly don’t know how she did it. Managing the family budget must have been a very hard task, but she made it look effortless. If we complained about not having what another kid did, we’d hear something like, “I don’t care what so-and-so got for his birthday, you are not getting a TV in your room, a car for your birthday or a sweet party.” We had to earn our allowance（零花钱）by doing chores around the house. I can still remember how long it took to polish the legs of our coffee table. My brothers can no doubt remember hours spent cleaning the house. Like the two little girls growing up at the White House, we made our own beds (no one left the house until that was done) and picked up after ourselves. We had to keep track of our belongings, and if something was lost, it was not replaced.‎ It was summer and one day, my mother drove me to the bike shop to get a tire fixed---and there it was in the window, white, shiny, plastic and decorated with flowers, the basket winked at me and I knew—I knew—I had to have it.‎ ‎“It’s beautiful,” my mother said when I pointed it out to her, “What a neat basket.”‎ I tried to hold off at first, I played it cool for a short while. But then I guess I couldn’t stand it any longer: “Mom, please can I please, please get it? I’ll do extra chores for as long as you say, I’ll do anything, but I need that basket, I love that basket. Please, Mom. Please?”‎ I was desperate.‎ ‎“You know,” she said, gently rubbing my back while we both stared at what I believes was the coolest thing ever, “If you save up you could buy this yourself.”‎ ‎“By the time I make enough it’ll be gone!”‎ ‎“Maybe Roger here could hold it for you,” she smiled at Roger, the bike guy.‎ ‎“He can’t hold it for that long, Mom. Someone else will buy it. Please, Mom, Please?”‎ ‎“There might be another way,” she said.‎ And so our paying plan unfolded. My mother bought the beautiful basket and put it safely in some hiding place I couldn’t find. Each week I eagerly counted my growing saving increased by extra work here and there (washing the car, helping my mother make dinner, delivering or collecting things on my bike that already looked naked without the basket in front). And then, weeks later, I counted, re-counted and jumped for joy. Oh, happy day! I made it! I finally had the exact amount we’d agreed upon….‎ Days later the unthinkable happened. A neighborhood girl I’d played with millions of times appeared with the exact same basket fixed to her shiny, new bike that already had all the bells and whistles. I rode hard and fast home to tell my mother about this disaster, this horrible turn of events.‎ And then came the lesson. I’ve taken with me through my life: “Honey, Your basket is extra-special,” Mom said, gently wiping away my hot tears. “Your basket is special because you paid for it yourself.”‎ ‎67. What can we learn from the first two paragraphs?‎ A. The children enjoyed doing housework.‎ B. The author came from s well-off family C. The mother raised her children in an unusual way D. The children were fond of the US president’s daughters.‎ ‎68. By using “naked” (Paragraph 12), the author seems to stress that the basket was____.‎ A. something she could afford B. something important to her C. something impossible to get D. something she could do without ‎69. To the author, it seemed to be a horrible turn of events that____.‎ A. something spoiled her paying plan B. the basket cost more than she had saved C. a neighborhood girl had bought a new bike D. someone else had got a basket of the same kind ‎70. What is the life lesson the author learned from her mother?‎ A. Save money for a rainy day. B. Good advice is beyond all price.‎ C. Earn your bread with your sweat. D. God helps those who help themselves.‎ 参考答案67-70.CBDC ‎[四]‎ The first time Vanessa Didon saw a turtle, she was blown away. Though she was born and raised in the Seychelles, it wasn’t until she started working for the local Marine Conservation Society that she witnessed her first nesting sea turtle.‎ ‎＂Every encounter is like my first one,＂ Didion says. ＂I go a little bit crazy and then I remember I need to measure the turtle, watch out for what she is doing.＂‎ Four years ago, she left her job as a science and maths teacher to start a family. Along the way she discovered an unexpected passion for marine（海洋的）conservation. ‎ In 1994 the government made it illegal to harm, or kill sea turtles, including their meat and their eggs. The penalty(处罚) is up to two years in prison and a fine of up to $37,000. But despite the strict laws, Didon says poaching is still a major issue because of the country’s traditional appetite for turtle meat.‎ During the nesting season, Didon and her colleagues can be seen walking on the beaches where they know turtles might come to nest. If there are no turtles on the beach, they look for tracks and the tell-tale signs that a female has laid her eggs.‎ If a nest is found, its precise location is recorded using GPS, to monitor its status until the turtle babies appear after a two-month hatch period.‎ Despite no longer teaching in a classroom, Didon says a big part of her job is educating ‎ others about the difficulty of sea turtles and other local marine wildlife. During the off season, she visits schools and hotels to host awareness programs and presentations. ＂I want future generations to be able to see all these lovely things that we have, like the wildlife,＂ she says.‎ ‎24. How did Didon feel at the first sight of the nesting sea turtle?‎ ‎ A. Content. B. Awkward. C. Sympathy. D. Excited.‎ ‎25. Why did Didon quit her job as a teacher?‎ ‎ A. To explore the beach. ‎ ‎ B. To build a family.‎ ‎ C. To protect the endangered turtles.‎ ‎ D. To join the Marine Conservation Society.‎ ‎26. What does the underlined word ＂poaching＂in Paragraph 4 mean?‎ ‎ A. advise against laws B. escape from prison ‎ ‎ C. hunt illegally D. forbid the nesting ‎27. What does Didon think of the future of the turtles and other marine wildlife?‎ ‎ A. It is uncertain. B. It is worrying.‎ ‎ B. It is promising. D. It is changeable. ‎ 参考答案：‎ ‎【语篇解读】本文为记叙文。主要讲述了一位保护海洋生物的英雄人物 Didon 和她所做的工作。 ‎ ‎24. D 【解析】细节理解题。根据文章前两段中的＂The first time Vanessa Didon saw a turtle, she was blown away.＂和＂I go a little bit crazy＂，可知，Didon 首次目睹海龟时很激动，故答案为 D。 ‎ ‎25. B【解析】细节理解题。根据文章第三段中的＂Four years ago, she left her job as a science and maths teacher to start a family.＂可知，Didon 不当教师是因为要成家。 ‎ ‎26.C.‎ ‎27. B【解析】推理判断题。根据文章最后一段中的＂…Didon says a big part of her job is educating others about the difficulty of sea turtles and other local marine wildlife. ＂和＂I want future generations to be able to see all these lovely things that we have, like the wildlife,＂，海龟与海洋生物面临困境，Didon 希望子孙 后代能够看到这些我们现在所拥有的可爱的生物，由此可推断出她认为海洋生物的未来很让人担心。‎ ‎[五]‎ Everyone needs to be safe, loved and to have a sense of belonging. These are inborn and natural basic needs. In an effort to have these needs satisfied, many of us tend to please others. And it works for a while. We find that we experience less conflict with others, but the conflict within ourselves grows. Saying "no" produces feeling of guilt and saying "yes" brings anger.‎ My father was in the military, so we moved frequently. Being shy,I didn't make friends. What's more, I grew up in a household where grades, image and how others saw our family were very important. In our household a "C" was unacceptable, a "B" should have been an "A" and an "A" meant the lesson was too easy. I was too skinny, my sister was too fat and my brother's lips and ears were too big for his tiny head.‎ To stop pleasing others is easier said than done. It's a long process, one in which I am consistently working to perfect. The turning point for me came shortly after I got married. The very first thing we did to end the cycle of catering to others was develop our own identity as individuals and then as a couple. And then we developed a strong set of core（核心）values and a vision for our future. The third and one of the most valuable things we did during this process was develop our own personal influence on others and we valued deeply the opinions of the wiser and more successful people around us.‎ Besides, we should understand that sometimes helping people actually hurts them. Struggle is necessary to success. Struggle strengthens character, making people determined. So sometimes allowing people to struggle is the best thing you can do for them.‎ ‎32. How are we likely to feel when pleasing others?‎ A. Satisfied. B. Angry. C. Happy. C. Guilty.‎ ‎33. What can we infer from the author's experience as a child?‎ A. He grew up doing a lot of housework. B. It was hard for him to adjust to the moving life.‎ C. He realized the value of opinions from others. D. His parents had great expectations of the children.‎ ‎34. What is the third paragraph mainly about?‎ A. What steps the author took to go on pleasing others.‎ B. How the author stepped out of the cycle of pleasing others.‎ C. Why the author further developed his values and character.‎ D. When the author turned to others for their valuable opinions.‎ ‎35. What does the author suggest doing?‎ A. Helping others without delay. B. Refusing to help others.‎ C. Thinking twice before offering help. D. Leaving someone alone in trouble.‎ 参考答案：32~35 BDBC ‎[六]‎ Many people in high school cannot wait to go to college and leave their hometowns behind. Questions arise, though, when it comes to all of the decisions involved in choosing a college.‎ One of the first considerations may be financial. State and public colleges are often the least expensive. Often, though, the better colleges are private and more expensive. It is sad when gifted students cannot attend a college of their choice just for financial reasons.‎ Another major factor is location. Whether the college is in a small town or large city can have a major impact on its activities. A water lover probably will be more comfortable spending four years near an ocean or a lake. Those who cannot tolerate heat will probably be more comfortable at a northern college.‎ School size also plays a major role in the decision process. If you want to get to know your teachers and avoid feeling like just a number, a small college is suitable. For those of you who consider yourself a "people person" and want a wide range of activities, a large college is more fitting.‎ Your area of interest is another factor to consider in the decision-making process if you want to get the most from your education. The whole point of college is to learn what is of interest to you.‎ Finally, one must take into consideration the colleges to which you can realistically be accepted. An Ivy League school for an average student would probably not be a good match. Similarly, an average school for an above-average student would not work well. The college should provide enough of a challenge for the student to work hard. Although there may not be the perfect college out there, there probably will be one that is close. Those who cannot find a suitable college are probably not looking hard enough.‎ ‎25. What's the main idea of the text?‎ A. Procedures of choosing a college. B. Difficulties in attending a school.‎ C. Pros and cons of going to college. D. Considerations in choosing a college.‎ ‎26. We can infer from the passage that .‎ A.an Ivy League school is probably a state college B. a small college may bring you a sense of emptiness C. gifted students are likely to choose private colleges D.an average school isn't suitable for an average student ‎27. A "people person" in Paragraph 4 probably refers to .‎ A. a person who tends to be alone B. a person who is good at sociality C. a person who is afraid of teachers D. a person who is accustomed to a noisy atmosphere ‎28. What does the author think of choosing a college?‎ A.A small college is a better choice for shy students.‎ B.A northern college has a more comfortable climate.‎ C. The location of a college is more important than the size of it.‎ D. You will always find a suitable college if you look hard enough.‎ 参考答案：25~28. DCBD ‎[七]‎ Police fired tear gas and arrested more than 5,000 passively resisting protestors Friday in an attempt to break up the largest antinuclear demonstration ever staged in the United States. More than 135,000 demonstrators confronted police on the construction site of a 1,000-megawatt nuclear power plant scheduled to provide power to most of southern New Hampshire. Organizers of the huge demonstration said, the protest was continuing despite the police actions. More demonstrators were arriving to keep up the pressure on state authorities to cancel the project. The demonstrator had charged that the project was unsafe in the densely populated area, would create thermal pollution in the bay, and had no acceptable means for disposing of its radioactive wasters. The demonstrations would go on until the jails and the courts were so overloaded that the state judicial system would collapse.‎ Governor Stanforth Thumper insisted that there would be no reconsideration of the power project ‎ and no delay in its construction set for completion in three years. “This project will begin on time and the people of this state will begin to receive its benefits on schedule. Those who break the law in misguided attempts to sabotage the project will be dealt with according to the law,” he said. And police called in reinforcements from all over the state to handle the disturbances.‎ The protests began before dawn Friday when several thousand demonstrators broke through police lines around the cordoned-off construction site. They carried placards that read “No Nukes is Good Nukes,” “Sunpower, Not Nuclear Power,” and “Stop Private Profits from Public Peril.” They defied police order to move from the area. Tear gas canisters fired by police failed to dislodge the protestors who had come prepared with their own gas masks or facecloths. Finally gas-masked and helmeted police charged into the crowd to drag off the demonstrators one by one. The protestors did not resist police, but refused to walk away under their own power. Those arrested would be charged with unlawful assembly, trespassing, and disturbing the peace.‎ ‎1.What were the demonstrators protesting about?‎ ‎[A] Private profits.[B]Nuclear Power Station.‎ ‎[C] The project of nuclear power construction.[D] Public peril.‎ ‎2.Who had gas-masks?‎ ‎[A] Everybody.[B]A part of the protestors.‎ ‎[C] Policemen.[D] Both B and C.‎ ‎3.Which of the following was NOT mentioned as a reason for the demonstration?‎ ‎[A] Public transportation.[B].Public peril.‎ ‎[C] Pollution.[D] Disposal of wastes.‎ ‎4.With whom were the jails and courts overloaded?‎ ‎[A] With prisoners. [B].With arrested demonstrators.‎ ‎[C] With criminals. [D] With protestors.‎ ‎5.What is the attitude of Governor Stanforth Thumper toward the power project and the demonstration?‎ ‎[A] stubborn. [B].insistent.‎ ‎[C] insolvable. [D] remissible.‎ 答案详解 写作方法与文章大意这是一则有关反对核电站的群众示威抗议的新闻导报，采用对比手法。警方镇压；群众坚决抗议。‎ ‎1.C 抗议建设核电站计划。不是抗议核电站。至于B. 核电站还未建，所以不对。A. 私人利益 和 D. 公共危险，这些都是示威牌上之口号不是抗议的主攻方向。‎ ‎2.D 双方。 最后一段第四行最后和第五行“抗议者准备了他们自己的防毒面具或面罩。最后，头戴防毒面具和头盔的警察冲进人群一个一个地抓逮示威者。”所以说两方面都有防毒面具。‎ ‎3.A 公共交通运输。‎ ‎4.B 被逮捕的示威者。第一段最后一行“示威要继续下去直到州监牢和州法庭人满为患，从而使州司法体系垮台。”说明示威者准备去坐牢，决不服输的决心。而人多到监牢装不下证明州司法的问题。所以这里只能是被抓的示威者。‎ ‎5.A 固执己见，冥顽不化。见第二段他坚持说核电站计划不用再考虑，三年内一定要建成，计划准时开始，本州人民到时候就能获益。对这些违法企图破坏计划的人依法惩处。并且从州内各处调集警察来处理这次“骚乱”。从语言到行动都说明，这位州长固执己见，顽固得很。‎ ‎[八]‎ Franz Kafka wrote that "a book must be the ax (斧子) 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 (命运).‎ 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 (说唱) , 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 (充实) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do no. amaze but confuse. We mav succeed in raising test scores, but we will fail to teach that reading can be transformative and that it belongs to them.‎ ‎66. The underlined words in Paragraph 1 probably mean that a book helps to________‎ A. realize our dreams B. give support to our life '‎ C. smooth away difficulties D. awake our emolions ‎67. 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 read the novel before.‎ C. Because they came from a public school. ,‎ D. Because they had similar life experiences.‎ ‎68. The girl left the selective high school possibly because_______.‎ A. she was a literary-minded girl B. her parents were immigrants C. she couldn't fit in with her class D. her father was then in prison ‎69. To the author's surprise, the students read the novels ________.‎ A. creatively B. passively C. repeatedly D. carelessly ‎70. The author writes the passage mainly to________.‎ A. introduce classic works of literature B. advocate teaching literature to touch the heart C. argue for equality among high school students D. defend the current testing system 参考答案：66-70:DDCAB ‎[九]‎ Mark Twain has been called the inventor of the American novel. And he surely deserves additional praise: the man who popularized the clever literary attack on racism.‎ I say clever because anti-slavery fiction had been the important part of the literature in the years before the Civil War. H. B. Stowe’s Uncle Tom’s Cabin is only the most famous example. These early stories dealt directly with slavery. With minor exceptions, Twain planted his attacks on slavery and prejudice into tales that were on the surface about something else entirely. He drew his readers into the argument by drawing them into the story.‎ Again and again, in the postwar years, Twain seemed forced to deal with the challenge of race. Consider the most controversial, at least today, of Twain’s novels, Adventures of Huckleberry Finn. Only a few books have been kicked off the shelves as often as Huckleberry Finn, Twain’s most widely read tale. Once upon a time, people hated the book because it struckthemas rude. Twain himself wrote that those who banned the book considered the novel “trash and suitable only for the slums(贫民窟).” More recently the book has been attacked because of the character Jim, the escaped slave, and many occurrences of the word nigger. (The term Nigger Jim, for which the novel is often severely criticized, never appears in it.)‎ ‎ But the attacks were and are silly—and miss the point. The novel is strongly anti-slavery. Jim’s search through the slave states for the family from whom he has been forcibly parted is heroic. As J. Chadwick has pointed out, the character of Jim was a first in American fiction—a recognition that the slave had two personalities, “the voice of survival within a white slave culture ‎ and the voice of the individual: Jim, the father and the man.”‎ ‎ There is much more. Twain’s mystery novel Pudd’nhead Wilson stood as a challenge to the racial beliefs of even many of the liberals of his day. Written at a time when the accepted wisdom held Negroes to be inferior (低等的) to whites, especially in intelligence, Twain’s tale centered in part around two babies switched at birth. A slave gave birth to her master’s baby and, for fear that the child should be sold South, switched him for the master’s baby by his wife. The slave’s light-skinned child was taken to be white and grew up with both the attitudes and the education of the slave-holding class. The master’s wife’s baby was taken for black and grew up with the attitudes and intonations of the slave.‎ ‎ The point was difficult to miss: nurture (养育), not nature, was the key to social status. The features of the black man that provided the stuff of prejudice—manner of speech, for example—were, to Twain, indicative of nothing other than the conditioning that slavery forced on its victims.‎ Twain’s racial tone was not perfect. One is left uneasy, for example, by the lengthy passage in his autobiography (自传) about how much he loved what were called “nigger shows” in his youth—mostly with white men performing in black-face—and his delight in getting his mother to laugh at them. Yet there is no reason to think Twain saw the shows as representing reality. His frequent attacks on slavery and prejudice suggest his keen awareness that they did not.‎ ‎ Was Twain a racist? Asking the questioning the 21 stcentury is as wise as asking the same of Lincoln. If we read the words and attitudes of the past through the “wisdom” of the considered moral judgments of the present, we will find nothing but error. Lincoln, who believed the black man the inferior of the white, fought and won a war to free him. And Twain, raised in a slave state, briefly a soldier, and inventor of Jim, may have done more to anger the nation over racial injustice and awaken its collective conscience than any other novelist in the past century.‎ ‎65. How do Twain’s novels on slavery differ from Stowes?‎ A. Twain was more willing to deal with racism.‎ B. Twain’s attack on racism was much less open.‎ C. Twain’s themes seemed to agree with plots.‎ D. Twain was openly concerned with racism.‎ ‎66. Recent criticism of Adventures of Huckleberry Finn arose partly from its_____.‎ A. target readers at the bottom B. anti slavery attitude C. rather impolite language D. frequent use of “nigger”‎ ‎67. What best proves Twain’s anti slavery stand according to the author?‎ A. Jim’s search for his family was described in detail.‎ B. The slave’s voice was first heard in American novels.‎ C. Jim grew up into a man and a father in the white culture.‎ D. Twain suspected that the slaves were less intelligent.‎ ‎68. The story of two babies switched mainly indicates that .‎ A. slaves were forced to give up their babies to their masters B. slaves babies could pickup slave holders‵ way of speaking C. blacks‵ social position was shaped by how they were brought up D. blacks were born with certain features of prejudice ‎69. What does the under lined word“they” in Paragraph 7 refer to?‎ A. The attacks.‎ B. Slavery and prejudice.‎ C. White men.‎ D. The shows.‎ ‎70. What does the author mainly argue for?‎ A. Twain had done more than his contemporary writers to attack racism.‎ B. Twain was an admirable figure comparable to Abraham Lincoln.‎ C. Twain’s works had been banned on unreasonable grounds.‎ D. Twain s works should be read from a historical point of view.‎ 参考答案：65-70:BDCCDA ‎[十]‎ Not so long ago, most people didn’t know who Shelly Ann Francis Pryce was going to become. She was just an average high school athlete. There was every indication that she was just ‎ another American teenager without much of a future. However, one person wants to change this. Stephen Francis observed then eighteen-year-old Shelly Ann as a track meet and was convinced that he had seen the beginning of true greatness. Her time were not exactly impressive, but even so, he seemed there was something trying to get out, something the other coaches had overlooked when they had assessed her and found her lacking. He decided to offer Shelly Ann a place in his very strict training seasons. Their cooperation quickly produced results, and a few year later at Jamaica’s Olympic games in early 2008, Shelly Ann, who at that time only ranked number 70 in the world, beat Jamaica’s unchallenged queen of the sprint (短跑).‎ ‎“Where did she come from?” asked an astonished sprinting world, before concluding that she must be one of those one-hit wonders that spring up from time to time, only to disappear again without signs. But Shelly Ann was to prove that she was anything but a one-hit wonder. At the Beijing Olympic she swept away any doubts about her ability to perform consistently by becoming the first Jamaica’s woman ever to win the 100 meters Olympic gold. She did it again one year on at the World Championship in Briton, becoming world champion with a time of 10.73--- the fourth record ever.‎ Shelly-Ann is a little woman with a big smile. She has a mental toughness that did not come about by chance. Her journey to becoming the fastest woman on earth has been anything but smooth and effortless. She grew up in one of Jamaica’s toughest inner-city communities known as Waterhouse, where she lived in a one-room apartment, sleeping four in a bed with her mother and two brothers. Waterhouse, one of the poorest communities in Jamaica, is a really violent and overpopulated place. Several of Shelly-Ann's friends and family were caught up in the killings; one of her cousins was shot dead only a few streets away from where she lived. Sometimes her family didn’t have enough to eat. She ran at the school championships barefooted because she couldn’t afford shoes. Her mother Maxime, one of a family of fourteen, had been an athlete herself as a young girl but, like so many other girls in Waterhouse, had to stop after she had her first baby. Maxime’s early entry into the adult world with its responsibilities gave her the determination to ensure that her kids would not end up in Waterhouse's roundabout of poverty. One of the first things Maxime used to do with Shelly-Ann was taking her to the track, and she was ready to sacrifice everything.‎ It didn't take long for Shelly-Ann to realize that sports could be her way out of Waterhouse. ‎ On a summer evening in Beijing in 2008, all those long, hard hours of work and commitment finally bore fruit. The barefoot kid who just a few years previously had been living in poverty, surrounded by criminals and violence, had written a new chapter in the history of sports.‎ But Shelly-Ann’s victory was far greater than that. The night she won Olympic gold in Beijing, the routine murders in Waterhouse and the drug wars in the neighbouring streets stopped. The dark cloud above one of the world’s toughest criminal neighbourhoods simply disappeared for a few days. “ I have so much fire burning for my country,” Shelly said. She plans to start a foundation for homeless children and wants to build a community centre in Waterhouse. She hopes to inspire the Jamaicans to lay down their weapons. She intends to fight to make it a woman’s as well as a man’s world.‎ As Muhammad Ali puts it, “ Champions aren't made in gyms. Champions are made from something they have deep inside them. A desire, a dream, a vision.” One of the things Shelly-Ann can be proud of is her understanding of this truth.‎ ‎65. Why did Stephen Francis decide to coach Shelly-Ann?‎ A. He had a strong desire to free her family from trouble.‎ B. He sensed a great potential in her despite her weaknesses.‎ C. She had big problems maintaining her performance.‎ D. She suffered a lot of defeats at the previous track meets.‎ ‎66. What did the sprinting world think of Shelly-Ann before the 2008 Olympic Games?‎ A. She would become a promising star. B. She badly needed to set higher goals.‎ C. Her sprinting career would not last long. D. Her talent for sprinting was known to all.‎ ‎67. What made Maxime decide to train her daughter on the track?‎ A. Her success and lessons in her career. B. Her interest in Shelly-Ann’s quick profit.‎ C. Her wish to get Shelly-Ann out of poverty. D. Her early entrance into the sprinting world.‎ ‎68. What can we infer from Shelly-Ann's statement underlined in Paragraph 5?‎ A. She was highly rewarded for her efforts. B. She was eager to do more for her country.‎ C. She became an athletic star in her country. D. She was the envy of the whole community.‎ ‎69. By mentioning Muhammad Ali’s words, the author intends to tell us that .‎ A. players should be highly inspired by coaches B. great athletes need to concentrate on patience C. hard work is necessary in one’s achievements D. motivation allows great athletes to be on the top ‎70. What is the best title for the passage?‎ A. The Making of a Great Athlete B. The Dream for Championship C. The Key to High Performance D. The Power of Full Responsibility 参考答案：65-70:BCCBDA