新高考英语一轮复习练习考向26 阅读理解之记叙文类（2份打包，原卷版+解析版）

这是一份新高考英语一轮复习练习考向26 阅读理解之记叙文类（2份打包，原卷版+解析版），文件包含新高考英语一轮复习练习考向26阅读理解之记叙文类原卷版doc、新高考英语一轮复习练习考向26阅读理解之记叙文类解析版doc等2份试卷配套教学资源，其中试卷共35页， 欢迎下载使用。
记叙文讲述的是发生在当前或过去或将来事情的经过。简而言之，记叙文就是讲故事，包括人物或故事情节。常见的记叙文根据其用途可分为文学记叙文和说明记叙文：文学记叙文以虚构为主，如趣闻逸事、传说、寓言、传奇故事、短篇小说、科幻小说等；说明记叙文以事实为依据，包括历史、传记、新闻报道、日记等。无论哪一种记叙文作者都要交代何人何时何地为什么、怎么样、干了何事等等，这也就是我们常说的“5Ws and 1H” 特别值得注意的是：记叙文的叙事顺序有顺叙和倒叙两种，有时候作者为了吸引读者会采用倒叙的方法，即不按照事情发展的先后顺序来叙述，而是从最重要、最能引人入胜的事件开始，然后再回过头来追叙故事的开端和经过。阅读时要学会从事情本身的发展去理解故事情节而不要只看事件在文中出现的先后位置。
命题特点
从命题形式上看，常见的有细节理解、词义猜测、主旨大意、推理判断、作者意图等题型。除了推论或词义辨识题，记叙文命题的顺序一般都会按照文章的脉络和故事发展的顺序层层推进，否则就会觉得别扭，逻辑不通。同时，记叙文需要事件的发展过程作支撑，一半以上的题目都会用来检测考生对故事的了解，因此，我们必须弄明白整件事情的发展脉络。而其余像主旨大意、作者意图之类的题目，则取决于文章的落句，集中考查对作者所发的感触的理解。总之，细节题是记叙文命题的主流题型。而寓意之类的题则是高一层次的题，有一定的难度和区分度，它们是拉开距离的题，答对了这些题，你才有可能成功地跻身高分之列。综上所述，记叙文的应对策略即：不漏细节，奠定基础；把准寓意，方能成功。
记叙文常见的命题类型如下：
1.主旨大意题
文章主旨给出的四种形式:文首,文中,文尾,没有明确主旨,需总结。虽然作者表达主题思想的方式不同，但命题常用的提问方式有以下几种：
What’s the main idea/subject/tpic f the passage?
The main idea f the passage is…
The passage is mainly abut_____.
Which f the fllwing statements best expresses the main idea f the passage?
The best title fr the passage is/ might be____.
The authr’s main purpse f writing this passage is____.
做题要领：文章主旨通常会出现在文首,文中或文尾，因此寻找主题句或主题段往往是做好此类题的键。但当文中没有直接出现主题句，应对文章意思全面理解后归纳概括主旨，但不能太笼统即不切主题,言过其实或以偏概全。
2.细节理解题
这类题目是针对文章的具体事实和细节而出,因此通常能在文章中直接或间接地找到答案.此类要求查找重要事实和细节的试题通常以下列形式提出：
Which f the fllwing statements is (nt) true accrding t the passage?
Which f the fllwing is (nt) discussed/Mentined in the passage?
Accrding t the passage, what/where/
Which/wh/why/when/hw…?
All f the fllwing are (nt) true / mentined / discussed except_________.
Hw des the authr/writer feel abut___?
3.词义／语义判断题
这类考题常见的提问方式有以下几种：
Accrding t the authr, the underlined wrd”…” means____.
Frm the passage, we can infer that the wrd”…”is___.
“…” can be best replaced by___.
What des the authr prbably mean by”…”?
By”…”, the authr means that___
做此类题时，应在文中找线索或信息词。根据上下文判断新词汇在特定句中确切意思。根据周围熟悉的词及语义判断新单词之意，有时还需依靠构词法。
4.推断题
以原文内容为前提,透过现象看本质即透过文章表面文字信息推测文章隐含意思。根据作者的观点理论客观地对文中未明显说明的现象或事例给予合理的逻辑推断，做出一定解释。
推断题的常见形式：
It can be inferred / cncluded frm the text that____.
Frm the text we knw that ______.
The passage implies that ______.
The paragraph fllwing the passage will mst prbably discusses______.
解推断题的方法：解推断题最主要的方法是根据语义关系推断具体细节。
5. 观点态度题
回答这类问题应从篇章的体裁入手.一般来说,在说明文中作者的态度是客观的或中立的;在议论文中,作者的态度才会显得多种多样. 可以根据阐述主题或有关主题的相关语句或词语确定作者的态度。
常见的态度词语有:psitive/supprt/apprval(赞同的/ptimisticcritical/negative/tlerant/disappinted/pessimistic(悲观的) /indifferent(冷淡的)/dubtfulNeutral(中立的）/bjective(客观的）
这类考题常见的提问方式有以下几种:
What’s the authr’s/writer’s attitude t…?
The authr thinks/suggests/believes that___.
Hw des the authr feel abut…?
Which f the fllwing will the authr agree / disagree with?
Which f the fllwing can best describe the authr’s attitude twards…?
解题技巧
记叙文讲述的是发生在当前或过去或将来事情的经过。简而言之，记叙文就是讲故事，包括人物或故事情节。常见的记叙文根据其用途可分为文学记叙文和说明记叙文：文学记叙文以虚构为主，如趣闻逸事、传说、寓言、传奇故事、短篇小说、科幻小说等；说明记叙文以事实为依据，包括历史、传记、新闻报道、日记等。无论哪一种记叙文作者都要交代何人何时何地为什么、怎么样、干了何事等等，这也就是我们常说的“5Ws and 1H”。这是我们在阅读记叙文时要首先了解的，接着按照线索弄清事情的来龙去脉，就能理解整个故事。
特别值得注意的是：记叙文的叙事顺序有顺叙和倒叙两种，有时候作者为了吸引读者会采用倒叙的方法，即不按照事情发展的先后顺序来叙述，而是从最重要、最能引人入胜的事件开始，然后再回过头来追叙故事的开端和经过。阅读时要学会从事情本身的发展去理解故事情节而不要只看事件在文中出现的先后位置。
另外，讲故事必定有其目的：或证明某一理论，或阐明某一概念，或赞美某种美德，或谴责某种罪恶等等。我们在阅读时要通过作者的重要细节描写联系故事情节去领会作者的意图，对作者重墨泼就的细节描写要重点关注。 概括起来一句话：读记叙文的关键是抓情节。 抓住了故事情节，就理解了文章的脉络，其他的就迎刃而解了。
要解答好记叙文阅读理解题，就应该有一套针对性强的方法和技巧。下面是我们在阅读教学中积累下来的一点心得体会，希望能对大家有所帮助。
1.关注细节
记叙文中有大量的事件发展过程中的细节，包括记叙文的5W（what, wh, when, where, why）要素。因此我们作答细节题的时候，就没有那么复杂，一般只需要由前到后，从上到下，一题一题地做就可以了。
2.注重联系
在做题过程中，我们大都不能在文中找到与题干一字不差的词语或句子。这时我们需要认真研究问题，抓住题干中的关键词语，然后到文中准确地找到与之相关的语句，或是疑似语句的位置，接着去左顾，或右盼，在前句或后句寻找线索。
3.读懂表象
如前所述，主旨大意题或推理判断、作者意图题等实际上是同一类型的问题，或者说是可用同种方法解答的题型。在解答此类题目的时候，不可被题干的表象所迷惑，要像剥洋葱一样，一层一层地剥；在四个可选项中，一个一个地去证实，去排除。特别是解答推论或暗指类的题目，比如“What can be inferred frm …?”或是What des the authr imply in…?”之类的题目，文中所陈述的往往不是答案。我们要在文前文后去查找，在字里行间里去寻觅。有时还少不了借助自己的生活经验和常理来体会这言外之意。
4.挖掘意义
每年的高考阅读题中，特别是记叙文的阅读题，都会出现一至两道词义猜测题。而这些词汇往往是你素昧平生的，或者和你有点头之交，在文中却另有新意的，总之，猜的是那些在高考词汇表要求之外的词汇。小小的一个词，一个短语，考核的不是你的语法的熟练程度，也不是你的记忆力，而是你对文章通篇或者一个段落的整体把握和变通能力。
【典例示例】
Cmpassin is a desire within us t help thers．With effrt, we can translate cmpassin int actin．An experience last weekend shwed me this is true．I wrk part-time in a supermarket acrss frm a building fr the elderly．These ld peple are ur main custmers, and it’s nt hard t lse patience ver their slwness．But last Sunday, ne aged gentleman appeared t teach me a valuable lessn．This untidy man walked up t my register(收款机) with a bx f biscuits．He said he was ut f cash(现金), had just mved int his rm, and had nthing in his cupbards．He asked if we culd let him have the fd n trust．He prmised t repay me the next day．
I culdn’t help staring at him．I wndered what kind f persn he had been ten r twenty years befre, and what he wuld be like if luck had gne his way．I had a hurt in my heart fr this kind f human sul, all alne in the wrld．I tld him that I was srry, but stre rules didn’t allw me t d s．I felt stupid and unkind saying this, but I valued my jb．
Just then, anther man, standing behind the first, spke up．If anything, he lked mre pitiable．“Charge it t me,” was all he said．
What I had been feeling was pity．Pity is sft and safe and easy．Cmpassin, n the ther hand, is caring in actin．I thanked the secnd man but tld him that was nt allwed either．Then I reached int my pcket and paid fr the biscuits myself．I reached int my pcket because these tw men had reached int my heart and taught me cmpassin.
解析：故事采用顺叙的叙事方法，主要情节发展如下：One aged gentleman begged me t have the fd n trust and prmised t repay the next day.---- I tld him the stre rules didn’t allw me t d s.---- Anther man wanted me t charge the fd t him.----I paid fr the biscuits myself. 作者用第一人称讲述自己亲身经历的这段故事，让人觉得亲切可信，同时也增强了文章的感染力。作者说自己通过这段故事学会了cmpassin（同情），事实上也是在号召读者多伸出同情之手，共建和谐社会。
【检测训练】
1
The city f Richmnd annunced that Rsce Burnems wuld becme the city’s first pet laureate (桂冠诗人), a pet recgnized fr achievements in petry
During his tw-year term as a pet laureate, Burnems is respnsible fr being a petry advcate by prviding access t petry thrughut the city and ffering pprtunities t use the pwer f wrds t heal wunds, pen hearts and minds, and bring peple clser tgether. He has the freedm t create and develp his wn prjects during his term and will receive a $4,000 annual bnus.
Burnems’ lve f petry began at an early age when he was struggling against depressin. His English teacher recmmended him t read petry, which later brught him a peaceful mental state and helped him recver frm depressin. He sn decided that petry was smething he wuld run after fr his lifetime. “Peple gravitate t petry because they can find themselves in the pems,” he says. “It allws readers t feel the emtinal part f ur experiences.”
He says petry is a great platfrm t discuss mental health. depressin and the emtinal stresses that cme with daily life. Relieving thse stresses is central t sme f the wrk he des with yung peple Last year. Burnems started a yuth petry prducing cmpetitin fr lcal high schl students.
Burnems says he lves and supprts different types f art, and his next mve is t explre petry thrugh cperatin acrss media Richmnd’s paintings n the wall are a gd example. He says, “Richmnd is getting knwn fr these beautiful paintings n display acrss the city, and I want t add a literary cmpnent t that.”
1. What is Burnems’ respnsibility as a pet laureate?
A. Creating mre gd pems.B. Develping his wn prjects.
C. Spreading the pwer f petry.D. Bringing petry lvers tgether.
2. Why did Burnems develp a great passin fr petry?
A. Petry made him mre cnfident.
B. Petry helped him thrugh a tugh time.
C. He was influenced by his English teacher.
D. He viewed writing pems as a lifelng career.
3. What des the underlined phrase “gravitate t” in Paragraph 3 prbably mean?
A. Take pride in.B. Be used t.C. Break away frm.D. Be attracted by.
4. What is Burnems ging t d in the near future?
A. T shift his fcus t paintings.B. T cmbine petry with ther arts.
C. T hld mre petry cmpetitins.D. T help yuth with mental prblems.
2
It was the early mrning f August 5, 1888, and her husband was still sleeping. She left a nte fr her husband n the table, saying that she and their tw sns had already left t visit Pfrzheim, Germany, 90 kilmeters away. She purpsely didn’t mentin her means f transprtatin. It wasn’t until Carl Benz checked the wrkshp in his factry that he realized his family hadn’t taken the train. His new inventin was gne.
Bertha had just cmmitted the wrld’s first car theft. Her husband was a brilliant engineer wh had designed the wrld’s first autmbile in 1885. Hwever, withut sharp business mind, his prduct wasn’t ging anywhere. Bertha understd what every mdern business knws: marketing a prduct requires different skills than designing ne. T prvide a prf that the vehicle was reliable and culd als master lng-distance rutes, she intended t drive with the mtr frm Mannheim t Pfrzheim t shw what it culd d.
Once the three hit the rad, they had t cnquer nvel prblems. At 2.5 hrsepwer, they culd nt climb steep slpes withut pushing it frm behind. Ging dwnhill, the car burnt ut the brake shes. Bertha stpped ff at a cbbler and asked him t equip the brake shes with a leather lining. In s ding, Bertha Benz became the inventr f brake lining. The fuel amunt was als underestimated. Bertha made her first fuel purchase at the Stadtaptheke, where the stre still prudly displays a sign f being the first gas statin in the wrld.
Fllwing the “first shck”, as written in his memirs, Carl felt an inner pride in his wife’s daring “test drive”. And sales sn stepped up with the spread f Bertha’s daring trip. Tday, drivers can still experience this part f Mercedes-Benz success stry alng the Bertha Benz Memrial Rute between Mannheim and Pfrzheim, just as the first wman driver did.
5. Why did Bertha secretly take the rad trip?
A. T save mney n lng-distance train fares.
B. T teach children hw t drive autmbiles.
C. T prve the perfrmance f Carl’s inventin.
D. T understand the knwledge f mdern business.
6. What des the underlined wrd “nvel” in Paragraph 3 mean?
A. Unexpected.B. Cmmn.C. Additinal.D. Slight.
7. What can we learn frm the passage abut Bertha’s trip?
A. Bertha’s trip ended at the Stadtaptheke.
B. Bertha’s trip helped t prmte car business.
C. The car turned ut t be a failure n the rad.
D. Bertha fixed the brake shes herself during the trip.
8. Which f the fllwing is the best title fr the passage?
A. A Regrettable CrimeB. A Surprising Discvery
C. A Creative InventinD. A Pineering Undertaking
3
When their daughter Mrey started kindergarten, the Belanger family were wrried because their 6-year-ld daughter was deaf. Rather than send her t a special schl fr deaf children, Mrey's parents decided t give her a traditinal schl experience and send her t Daytn Cnslidated Schl.
They wrried if their daughter wuld be able t make friends. They als had cncerns as t hw her classmates wuld treat her and whether her teachers wuld be able t help her learn effectively(有效地). But then the schl had a respnse they never expected — teaching all their students and staff sign language. That way, everyne culd cmmunicate with Mrey n a persnal level.
"I abslutely feel like it makes her feel welcmed," said Mrey's mm. "I think all the kids feel excited that they knw anther language and I think they think it's fun. It makes me happy t see her supprted, lved and accepted. Mrey is excited t g t schl every day. She's made really gd friendships. "
Nt nly did they learn sign language，but they als put up sign language psters in the halls and equipped a special hearing system. Additinally, they prvided extra training s that teachers culd becme mre familiar with the language. “Mrey, withut even knwing it, has taught us s much," says headmaster Kimberly Sampietr. "She's brught a culture t ur system that we didn't have befre. Mrey helped the whle class t learn the alphabet. The kids lk up t her, they want her arund, and they want t partner with her. ”
Mrey's hearing lss is a result f a cnditin that's s rare that it's never been named. Hwever, thanks t the hard wrk and gdwill f her classmates and teachers, she can cmmunicate with them n her terms.
9. What cncerned the Belangers when Mrey started kindergarten?
A. That they wuld have t separate frm her.
B. That they culd hardly affrd her educatin.
C. Whether she culd lead a nrmal schl life.
D. Whether she culd receive special training.
10. Why did Daytn Cnslidated Schl teach all their students and staff sign language?
A. T equip them with ne mre practical skill.
B. T develp clser student-teacher relatinships.
C. Out f cncern fr their teaching effectiveness.
D. Out f cncern fr a student with special needs.
11. What des Mrey's mm think f the kindergarten's respnse?
A. Inspiring and useful.B. Dull but wrthwhile.
C. Cnsiderate but cmplex.D. Shcking and cntrversial.
12. What d Kimberly Sampietr's wrds in paragraph 4 imply?
A. Mrey is gd at teaching thers.
B. Mrey isn't the nly ne wh benefited.
C. Mrey has becme a symbl f the kindergarten.
D. Mrey hasn't brught any changes t the kindergarten.
4
The bell fr lunch rang at Glendale Primary Schl. Hwever, instead f heading t the canteen like all the ther children did, Jnah, a new student at the schl, went t the library. Other than the nise f the air-cnditiner, the library was quiet and there was barely a sul in sight. Far in a crner, he sptted Mrs Lim, the librarian, wh was t busy shelving sme bks t pay any attentin t him. The library was near t the canteen. Jnah culd hear children laughing and chatting. He wished he was utside playing with sme friends but he did nt let this bther him.
Suddenly, Jnah heard a sund in the crner. He lked arund and saw a pair f eyes lking at him frm behind, the bkshelves. Jnah turned back, eyes as wide as saucers (茶碟). “Oh dear!” he whispered. He peeked (窥视) ver his shulder again and saw a smaller by walking twards him.
The by pulled ut the chair next t Jnah and sat dwn. “I’m Henry. Why are yu reading here when yu culd be playing with yur friends instead?” asked he. “Uh...” Jnah lked arund the library, aviding Henry’s gaze (注视). He did nt want Henry t knw the real reasn why he was in the library. What wuld Henry think f him if he knew Jnah did nt have any friends? It wuld make Jnah feel mre uncmfrtable.
As Jnah turned the page, he realized Henry was still sitting there, watching him steadily.
“I knw hw yu feel. Just say hell t smene tday,” Henry encuraged Jnah. “I prmise they’ll respnd. Once yu’ve made the first mve, it just gets easier.”
Jnah appreciated the advice and thanked him befre making his way ut f the library. In the hallway utside the library, a by frm Jnah’s class was cruched n the flr, picking up pens and pencils that had drpped ut f his pencil case. Jnah remembered what Henry had advised him t d.
“Hell, I’m Jnah. Let me help yu,” he ffered.
The by lked up at him. “Thank yu! My name is Ruben.”
Victry at last, Jnah thught, feeling prud f himself.
13. What can we knw frm the text?
A. The thught f playing utside bthered Jnah.
B. The library was nt crwded at lunchtime.
C. The librarian was annyed by the nise utside.
D. Jnah had had lunch befre ging t the library.
14. Why were Jnah’s eyes “as wide as saucers” in paragraph 2?
A. He turned t quickly and felt a little dizzy.
B. He was shcked by the pair f eyes peeking at him.
C. He was t thin because f lacking enugh nutritin.
D. He didn’t expect the smaller by wuld cme t him.
15. What des the underlined wrd “It” in paragraph 3 refer t?
A. Jnah’s nt having any friends in the schl.
B. Henry’s impliteness in asking the questin.
C. Jnah’s shyness after he fund Henry’s gaze.
D. Henry’s thught f Jnah if he knew Jnah’s real situatin.
16. Why was Jnah prud f himself at last?
A. He had never dubted r frgtten Henry’s advice.
B. He had cmpleted a gd deed f helping a classmate.
C. He had managed t vercme his fear and shyness.
D. He had met a classmate wh was in the same situatin.
5
Dad’s cmb was jade green. I heard he bught it when he married Mum, which made the cmb tw years lder than I was. Every night, he wuld smile, hand me the cmb and say, “Be a gd girl and help Daddy clean it, OK?”
I was mre than happy t d it. At age five this mundane task brught me such jy. I wuld excitedly turn the tap n, then brush the cmb with a used tthbrush as hard as I culd. Satisfied that I’d dne a gd jb, I wuld prudly return the cmb t Dad. He wuld smile at me and place the cmb n tp f his wallet.
Abut tw years later, Dad left his sales jb and started his wn whlesale business. I started primary schl. That was when things started t change. He didn’t cme hme as much as he used t – just a cuple f times a week. And when he did cme hme, it was always late and I’d already be in bed. I started t get mad. I stpped waiting fr him t cme hme, and stpped ging dwnstairs t check n him.
Tday, I’m n lnger a kid. I’ve graduated frm cllege and gt a jb. Dad’s business has gt back n track. Things are better nw. Yet the uncmfrtable silence between Dad and me persisted.
Tw days befre my birthday last year, Dad came hme early. As usual, I helped him carry his bags int his study. When I turned t leave, he said, “Hey, wuld yu like t help me clean my cmb?” I lked at him a while, then tk the cmb and headed t the sink.
I passed the clean cmb back t Dad. He lked at it and smiled. But this time, I nticed smething different. My dad has aged. He has wrinkles next t his eyes when he smiles, yet his smile is still as heartwarming as befre. The smile f a father wh just wants a gd life fr his family. Dad carefully placed his cmb n tp f his wallet.
After s many years, he still rganizes his persnal items in the same meticulus way. I guess sme things never change. And fr that, I’m glad.
17. What caused the uncmfrtable silence between Dad and me?
A. Generatin gap.B. Dad’s failure in business.
C. My ignrance f Dad.D. Dad’s absence frm the family.
18. Which f the fllwing can best describe Dad?
A. Gentle but strict.B. Hardwrking and caring.
C. Cautius and realistic.D. Demanding but patient.
19. Why did Dad ask his daughter t clean his cmb befre her birthday?
A. T give her a lessn.B. T fllw his ld habit.
C. T fix their relatinship.D. T praise her helpfulness.
20. Which saying cncludes the text best?
A. Yesterday nce mre.B. Let bygnes be bygnes.
C. Sme things never change.D. Like father, like daughter.
6
The bell rang. Jada sighed, slwly mved frm the lckers where she had been leaning, and headed dwn the hall t her chemistry class. Hnrs Chemistry! Jada culdn't believe that her mm was making her take the class because Jada's cunselr had said that she had real talent in science.
Jada had t admit that she liked science and that last year's class was a breeze, but cme n, Hnrs Chemistry? She wuldn't knw anyne in the class, and they prbably wuldn't knw anyne like her.
The gd thing abut being late is that it shrtened the perid a bit. The bad thing is that it made her seem like she was making a grand entrance. T make matters wrse, the nly tw seats left in class were at the lab table at the very frnt f the rm.
Jada held her breath and walked in. Everyne's eyes were n her. She just knew it. They were staring at her cal black hair（freshly dyed）, her black lipstick, her black fingernail plish, and her thrift-stre black leather jacket. All she saw were pl shirts and khaki pants.
This can't get any wrse, Jada thught. But at least she didn't get shuted at by the teacher. He was t busy talking t a new kid. A HUGE new kid, maybe 6'4". He had t weigh at least 250 punds. A ftball player, prbably. She hated ftball players. They thught they were s great. That grup f jcks that hung ut by the cafeteria always made fun f her.
The new kid made his way ver t her table with his head dwn. He had t squeeze int the seat, and his legs wuldn't fit under the lab table. He sht Jada a glance and turned red.
Mr. Martin, the teacher, began class with this annuncement: "Okay, everyne. I knw mst f yu knw each ther frm last year's Hnrs Physical Science class." Jada sighed ludly. "But just take a minute and intrduce yurself t the persn sitting at yur table. Yu'll be partners. Yu'll be wrking clsely tgether all year."
Jada rlled her eyes and stared straight ahead. Then she heard a surprisingly sft vice frm next t her. "Hi, I'm Rbert. I'm new here."…
21. What can be learned abut Jada frm the first tw paragraphs?
A. She thught this year's chemistry class wuld be a breeze.
B. She wasn't willing t take the Hnrs Chemistry class.
C. She was angry that her mther made her g t schl.
D. She fund she didn't like science as she thught.
22. The writer described Jada's appearance in paragraph 4 in rder t________.
A. reveal hw different she was frm her classmates
B. explain why she was late fr schl that mrning
C. give readers a general impressin f science students
D. imply that she felt srry fr making a grand entrance
23. In paragraph 5, the phrase "that grup f jcks" refers t________.
A. the new kidB. Jada's classmatesC. Jada's teacherD. ftball players
24. Accrding t the passage, which f the fllwing statements is true f the new kid?
A. He was rude.B. He liked sprts.C. He was shy.D. He lked sad.
7
One f the greatest challenges in caring fr such intelligent animals as chimpanzees (猩猩) is prviding them with enriching experiences. Every day, the chimpanzees at Prject Chimps receive mrning and evening fd-based enrichment devices, but caregivers are always lking fr mre ways t keep the chimps mentally engaged. With 79 chimpanzees, each with their distinctive persnality, care staff ften find that different chimps react differently t new enrichment.
Last year, we began inviting musicians t perfrm fr chimps t see what they may respnd. A vilin perfrmance received quite the respnse. Additinal musicians were lined up t visit but the crnavirus has stpped the activities, which we hpe t resume in the near future.
This past week, we brught an electric pian fr the chimps t investigate. Sme chimps, like twins Buttercup and Clarisse, were immediately interested and culd nt wait t tap ut a few ntes. Others, like Emma, were mre interested in trying t take it apart.
29-year-ld Precius has very little tlerance fr the pian. She sat ff t the side fr a few minutes, but eventually she decided that was enugh. She called an end t the enrichment sessin by thrwing a handful f waste at the pian. Receiving her message lud and clear, we remved the pian.
We culd never have guessed hw 33-year-ld Luke wuld react t it. As with many retired lab chimpanzees, Luke has sme anxiety issues. He seems particularly distrustful f anything new, including peple, fd, and enrichment. But when we presented the chimps with the pian, Luke was the first t investigate. We culd nt believe ur eyes—this usually anxius chimpanzee bravely chse t explre smething new!
T us at Prject Chimps, this is what it is all abut: giving chimpanzees the freedm t chse. We are hnred t be part f their jurney.
25. Why d chimpanzees respnd differently t new enrichment?
A. They are f different genders.
B. They have natural curisities.
C. They are as intelligent as humans.
D. They have their unique characters.
26. Wh shwed the least interest in the pian?
A. Buttercup and Clarisse. B. Emma.
C. Precius. D. Luke.
27. What des the underlined wrd “resume” in Paragraph 2 mean?
A. Cntinue.B. Suspend.C. Mnitr.D. Regulate.
28. What is the text mainly abut?
A. Hw caregivers care fr the retired chimpanzees.
B. What care staff d t enrich chimpanzees’ daily life.
C. Hw chimpanzees are trained thrugh varius enrichment.
D. What Prject Chimps des t bserve and study wild chimps.
8
British sculptr Jasn Taylr has made it his missin t use his talent t cnserve ur ecsystems by creating underwater museums. Over the years, the envirnmentalist has put ver 850 massive artwrks underwater wrldwide. On February 1, 2021, Taylr launched his latest wrk---The Underwater Museum f Cannes.
“The main gal was t bring attentin t the fact that ur ceans need ur help,” Taylr tld Dezeen. “Ocean eclgies have been destryed by human activity in the Mediterranean ver the past few decades, and it is nt bvius what is taking place when bserving the sea frm afar.”
The Underwater Museum f Cannes cntains 6 sculptures featuring lcal residents f varius ages. They range frm Maurice, an 80-year-ld fisherman, t Anuk, a 9-year-ld student. Twering ver 6-feet-tall and weighing 10 tns, the faces are sectined int tw parts, with the uter part like a mask. The mask indicates that the wrld’s ceans appear pwerful and unbeatable frm the surface but huse an ecsystem that is extremely fragile t careless human activities.
Thugh the waters surrunding the sculptures nw appear a pristine blue, the seabed was filled with ld bat engines, pipes, and ther human-made trash when the prject began abut fur years ag. Besides remving the trash, Taylr als restred the area’s seagrass. Just ne square meter f the seagrass can generate up t 10 liters f xygen daily. The seagrass als helps prevent castal ersin and prvides habitats fr many cean creatures.
“The idea f creating an underwater museum was t draw mre peple underwater and develp a sense f care and prtectin,” Taylr tld Dezeen. “If we threw unwanted waste near a frest, there wuld be a public utcry. But this is happening every day in ur surrunding waters and it largely ges unnticed.”
29. What are the underwater museums intended t d?
A. T make huge prfits.
B. T raise awareness f prtecting the cean.
C. T shw Jasn Taylr’s talent.
D. T draw attentin t endangered sea animals.
30. Why des the uter part f the sculptures lk like a mask?
A. T ppularize the features f the lcals.
B. T remind peple t prtect themselves.
C. T reflect peple’s prtectin f the cean.
D. T stress the sensitiveness f the ecsystem.
31. What’s Paragraph 4 mainly abut?
A. Hw the prject was started.B. Hw the seagrass was restred.
C. What recvery effrt the prject made.D. Why the surrundings were imprved.
32. What can we infer frm what Jasn Taylr said in the last paragraph?
A. The situatin f the cean is easily ignred.
B. The destructin caused t the cean is nticeable.
C. Frests play a mre imprtant rle in ecsystems.
D. Peple have zer tlerance t damage dne t nature.