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(A)
"Is she unhappy with the project?" Tom thought as he hurried into the
classroom. As he pushed the door open, Janet was sitting at the desk, arms crossed,
with one hand resting on her face, staring at the notebook.
It was the first week at the new school. Tom and Janet were paired as teammates
to design an ice-breaking project for the new class. Tom handed the project to Janet.
He had changed their project plan a little last night in a rush. "I'm sorry I'm late. The
traffic on the first day of a new term is terrible." He was five minutes late. Janet
nodded quickly, took the paper, continued her work and didn't say anything to Tom.
Tom's heart sank. "She must be mad at my last-minute changes and my
lateness", he thought. "I shouldn't have changed the plan in such a hurry yesterday. I
should have set off earlier ... " Tom fell silent, sure she was angry. He sat there
nervously, twisting his pen, too embarrassed to ask further—they hardly knew each
other, after all.
"How's your project going, Tom and Janet?" Miss Li walked in with a warm
smile, which made Tom feel a little better. Tom looked towards Janet with an eager
look.
"It's good, Miss Li. Tom added the hobby checklist yesterday—it's really
creative and fits our ice-breaking theme well," she said and then turned to Tom,
looking a little embarrassed. "Sorry, Tom. I was just focusing on some small
mistakes in the plan. I didn't look up because I wanted to correct them before talking
to you and Miss Li ... I'm sorry I made you wait."
Tom froze. All her "angry" gestures were just her being careful with their
project, not anger at all! "I ... I thought you were mad at me. I am sorry I didn't
discuss the change with you." he laughed, hands on his head. "We're new here and
just met, so I didn't know you're so focused when you work."
Janet smiled too. "Me too—I should have talked to you first instead of keeping
quiet ... " The two laughed happily and reported their design to the teacher.
41. Why didn't Janet say anything to Tom after taking the project design?
A. She was angry at Tom's changes and lateness.
B. She wanted to correct small mistakes carefully.
C. She was unhappy with Tom and refused to talk to him.
D. She was too shy to talk to Tom because they were new classmates.
42. What made Tom misunderstand Janet at the beginning?
A. Janet's body language seemed angry.
B. The teacher was unhappy with their design.
C. Janet didn't agree with the changes yesterday.
D. He was late and changed the design without discussion.
43. Which of the following shows the correct order of the events?
a. The teacher walked in to check their ice-breaking project.
b. Tom apologized to Janet for the change.
c. Tom hurried into the classroom and misunderstood Janet's body language.
d. Janet explained she was correcting small mistakes and appreciated Tom's idea.
e. Tom sat nervously, thinking Janet was angry with him.
A. c→b→e→a→d B. c→e→a→d→b
C. b→c→e→d→a D. b→e→c→a→d
44. What kind of person is Janet according to the story?
A. Patient but easy to get angry.
B. Careful and thoughtful but a little shy.
C. Careless but cares about others' feelings.
D. Outgoing and likes to talk about everything.
45. What is the main idea of the story?
A. New classmates should agree with each other's ideas.
B. Ice-breaking projects are important for new classmates.
C. It's rude to make a change without discussing with your partner.
D. Don't read too much into body language especially when you don't know it well.
"Is she unhappy with the project?" Tom thought as he hurried into the
classroom. As he pushed the door open, Janet was sitting at the desk, arms crossed,
with one hand resting on her face, staring at the notebook.
It was the first week at the new school. Tom and Janet were paired as teammates
to design an ice-breaking project for the new class. Tom handed the project to Janet.
He had changed their project plan a little last night in a rush. "I'm sorry I'm late. The
traffic on the first day of a new term is terrible." He was five minutes late. Janet
nodded quickly, took the paper, continued her work and didn't say anything to Tom.
Tom's heart sank. "She must be mad at my last-minute changes and my
lateness", he thought. "I shouldn't have changed the plan in such a hurry yesterday. I
should have set off earlier ... " Tom fell silent, sure she was angry. He sat there
nervously, twisting his pen, too embarrassed to ask further—they hardly knew each
other, after all.
"How's your project going, Tom and Janet?" Miss Li walked in with a warm
smile, which made Tom feel a little better. Tom looked towards Janet with an eager
look.
"It's good, Miss Li. Tom added the hobby checklist yesterday—it's really
creative and fits our ice-breaking theme well," she said and then turned to Tom,
looking a little embarrassed. "Sorry, Tom. I was just focusing on some small
mistakes in the plan. I didn't look up because I wanted to correct them before talking
to you and Miss Li ... I'm sorry I made you wait."
Tom froze. All her "angry" gestures were just her being careful with their
project, not anger at all! "I ... I thought you were mad at me. I am sorry I didn't
discuss the change with you." he laughed, hands on his head. "We're new here and
just met, so I didn't know you're so focused when you work."
Janet smiled too. "Me too—I should have talked to you first instead of keeping
quiet ... " The two laughed happily and reported their design to the teacher.
41. Why didn't Janet say anything to Tom after taking the project design?
A. She was angry at Tom's changes and lateness.
B. She wanted to correct small mistakes carefully.
C. She was unhappy with Tom and refused to talk to him.
D. She was too shy to talk to Tom because they were new classmates.
42. What made Tom misunderstand Janet at the beginning?
A. Janet's body language seemed angry.
B. The teacher was unhappy with their design.
C. Janet didn't agree with the changes yesterday.
D. He was late and changed the design without discussion.
43. Which of the following shows the correct order of the events?
a. The teacher walked in to check their ice-breaking project.
b. Tom apologized to Janet for the change.
c. Tom hurried into the classroom and misunderstood Janet's body language.
d. Janet explained she was correcting small mistakes and appreciated Tom's idea.
e. Tom sat nervously, thinking Janet was angry with him.
A. c→b→e→a→d B. c→e→a→d→b
C. b→c→e→d→a D. b→e→c→a→d
44. What kind of person is Janet according to the story?
A. Patient but easy to get angry.
B. Careful and thoughtful but a little shy.
C. Careless but cares about others' feelings.
D. Outgoing and likes to talk about everything.
45. What is the main idea of the story?
A. New classmates should agree with each other's ideas.
B. Ice-breaking projects are important for new classmates.
C. It's rude to make a change without discussing with your partner.
D. Don't read too much into body language especially when you don't know it well.
答案
41.B 42.A 43.B 44.B 45.D
解析
【分析】
这是一篇英语阅读理解题，包含5道不同类型的题目，解题思路如下：
1. 细节理解题（41、42题）：需定位原文对应问题的关键语句，直接或间接提取答案，避免主观猜测；
2. 事件排序题（43题）：需梳理原文事件的先后逻辑，标记每个事件的原文位置，再匹配选项；
3. 人物性格推断题（44题）：需从原文中提取描述人物行为、语言的语句，总结其性格特点；
4. 主旨大意题（45题）：需提炼全文核心内容，明确故事传达的道理，而非片面细节。
【解析】
41. 细节理解题：定位原文Janet的解释部分，她提到“I was just focusing on some small mistakes in the plan. I didn't look up because I wanted to correct them before talking to you...”，说明她不说话是想仔细改正计划的小错误，对应选项B。
42. 细节理解题：Tom看到Janet的肢体语言是“arms crossed, with one hand resting on her face, staring at the notebook”，并主观认为“She must be mad at my last-minute changes and my lateness”，所以误解的原因是Janet的肢体语言看似生气，对应选项A。
43. 事件排序题：梳理原文事件顺序：c（Tom匆忙进教室误解Janet）→e（Tom紧张认为Janet生气）→a（老师走进来询问项目）→d（Janet解释并认可Tom的想法）→b（Tom为未沟通的变更道歉），对应选项B。
44. 人物性格推断题：Janet仔细改正计划的小错误（体现careful），一开始未及时解释后来主动道歉（体现a little shy），对应选项B。
45. 主旨大意题：全文围绕Tom过度解读Janet的肢体语言展开，最终发现是自己的误解，传达的道理是不要过度解读不熟悉的人的肢体语言，对应选项D。
【答案】
41.B 42.A 43.B 44.B 45.D
【知识点】
英语阅读理解 细节理解 主旨大意
【点评】
本文为校园合作主题的记叙文，通过误解事件考查学生英语阅读的不同题型解题能力，需学生精准定位原文信息，避免主观臆断，适合初中阶段学生练习。
【难度系数】
0.6
这是一篇英语阅读理解题，包含5道不同类型的题目，解题思路如下：
1. 细节理解题（41、42题）：需定位原文对应问题的关键语句，直接或间接提取答案，避免主观猜测；
2. 事件排序题（43题）：需梳理原文事件的先后逻辑，标记每个事件的原文位置，再匹配选项；
3. 人物性格推断题（44题）：需从原文中提取描述人物行为、语言的语句，总结其性格特点；
4. 主旨大意题（45题）：需提炼全文核心内容，明确故事传达的道理，而非片面细节。
【解析】
41. 细节理解题：定位原文Janet的解释部分，她提到“I was just focusing on some small mistakes in the plan. I didn't look up because I wanted to correct them before talking to you...”，说明她不说话是想仔细改正计划的小错误，对应选项B。
42. 细节理解题：Tom看到Janet的肢体语言是“arms crossed, with one hand resting on her face, staring at the notebook”，并主观认为“She must be mad at my last-minute changes and my lateness”，所以误解的原因是Janet的肢体语言看似生气，对应选项A。
43. 事件排序题：梳理原文事件顺序：c（Tom匆忙进教室误解Janet）→e（Tom紧张认为Janet生气）→a（老师走进来询问项目）→d（Janet解释并认可Tom的想法）→b（Tom为未沟通的变更道歉），对应选项B。
44. 人物性格推断题：Janet仔细改正计划的小错误（体现careful），一开始未及时解释后来主动道歉（体现a little shy），对应选项B。
45. 主旨大意题：全文围绕Tom过度解读Janet的肢体语言展开，最终发现是自己的误解，传达的道理是不要过度解读不熟悉的人的肢体语言，对应选项D。
【答案】
41.B 42.A 43.B 44.B 45.D
【知识点】
英语阅读理解 细节理解 主旨大意
【点评】
本文为校园合作主题的记叙文，通过误解事件考查学生英语阅读的不同题型解题能力，需学生精准定位原文信息，避免主观臆断，适合初中阶段学生练习。
【难度系数】
0.6
