问题 阅读理解

One day Mrs. Wilson went shopping with Tracy and Ben. They went to the supermarket in the new shopping center.” Why do you buy things here?” Tracy wanted to know. “Because they are cheaper here than at the corner store near our home,” Mrs. Wilson said.” Help me check the prices, please.” The Wilsons were not rich and Mrs. Wilson was always careful with her money. She looked carefully after the prices of things. She bought lots of things in the supermarket. When they got home, the children said,“ We don’t think you saved money by going to the supermarket.” “Of course I did,” Mrs. Wilson said. “ Everything was cheaper there.” “We know,” the children said,“ but we came home by taxi because we had too much to carry. The taxi fare was more than the money that you save! ” Mrs. Wilson added everything up. Her children were right.

小题1:The things at the corner store were ______than those in the supermarket.

A.cheaper

B.nicer

C.more expensive

D.saved a little money小题2:Mrs. Wilson ______ in the end.

A.spent more money

B.paid less money

C.lost some money

D.saved a little money小题3:From the passage we know the children were _________.

A.happy

B.clever

C.tired

D.lazy小题4:Mrs. Wilson will _____________.

A.never call a taxi

B.go on buying things in the supermarket

C.buy things near her home

D.not go shopping with her children小题5:The best title for the passage is ____________.

A.Cutting Price

B.Corner Store

C.Supermarket

D.Shopping

答案

小题1:C

小题2:A

小题3:B

小题4:C

小题5:D

小题1:细节题:从文章的句子:“Because they are cheaper here than at the corner store near our home,”可知答案是C

小题2:细节题:从文章的句子:The taxi fare was more than the money that you save! ”可知最后Wilson太太花的钱更多。选A

小题3:推理题;从文章的最后一句话:Mrs. Wilson added everything up. Her children were right.可知孩子们很聪明。选B

小题4:推理题:从文章最后可知Wilson太太最后花的钱更多,所以会在家附近买东西。选C

小题5:主旨题:文章介绍Wilson太太的购物经历,选D

单项选择题
单项选择题

阅读下列短文,完成文后五题。
语言学习,在某种语言单位中确定一词多义的一种切近意义,在一义多词的语言现象中选择恰当的词句,这显然是思维的功能。如果头脑加工的不是语言信息,那就要进行某种转换。如看图作文,思维对语言的选择性功能就更大,而且要更多的发挥创造性思维。
人们每天都要接触大量的语言,但输入大脑加工的只是一部分,其余的则视而不见,听而不闻。可见言语的接收,绝非仅由感官被动承担的任务,而有一个由大脑思维活动指挥的主动筛选过程。可见,言语的使用,直接体现着思维的选择性与创造性。
同时,思维内容还决定着语义。语义即语言的意义,一般指词、词组与句子所表达的意思。它是思维和语言关系中的核心问题。
首先,单词的普遍意义和特殊意义是统一的。单词离开具体的语句,仍保留着普遍的稳定的意义。单句进入具体的语句,就会获得特殊的意义。孤立的词的意义是“死”的,在语言学上称词汇意义,可以在词典里供任何人查阅。人们将孤立的单词用入句、段、文章,“死”的词汇意义就变成了“活”的结构意义。因此,古老的单词进入语句篇章,就从普遍意义向特殊意义发生转化。促成这种转化的正是思维内容和思维操作(主要是编码和解码)过程。比如要求学生翻译《海瑞传》,学生从工具书中查找生词,一个词的意义项有多种,为了再现作者原意,就要考查这个词在上下文中的特殊意义,最后确定一种恰当的意义。这就是思维操作。而考察上下文关系就是在一定语境中了解作者的思维内容。否则无法真正理解语义。同时,单词的普遍意义也是从特殊意义中概括出的;单词的一般思维内容则是在特殊思维内容的具体运用中体现出来的,是表达一般思维内容向表达特殊思维内容转化的结果。由此可见,对语义的理解和运用离不开思维,思维能力愈强,愈能通过一定语境,正确理解词句的特殊意义,可见语文教学与思维密不可分。

第四段中属于“思维操作”的一项是

A.保留离开具体语句中的单词的普遍的稳定的意义。

B.将孤立单词的词汇意义变成结构意义。

C.把单词的普遍意义转化成特殊意义。

D.确定词语在上下文中符合作者原意的特殊意义。