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Alex put his lunch tray on the table near his friend Leo. “Trade (交换) you some fries for some pretzels,” Alex said.
“Deal,” said Leo, taking his bag of pretzels out of his lunchbox.
Alex noticed (注意到) a folded (折叠的) piece of paper under Leo’s lunchbox.
“What’s that?” asked Daniel, another boy in their class.
Before Leo could answer, Daniel took the paper and read loudly: “Dear Leo, I hope you have a great day. Love, Mom.”
Daniel snorted. “Your mom puts notes (便条) in your lunchbox?”
“Yes,” Leo said.
Daniel read the note again, to himself. It almost looked as if he wanted to keep it.
“Give it back to Leo,” said Alex.
“Well, who wants a note anyway?” Daniel said.
“I do,” said Leo.
Alex liked getting notes too.
Daniel tossed (抛) the note and it fell to the floor.
Alex picked it up. He handed it back to Leo, who put it into his pocket (口袋).
On the bus that afternoon, Alex thought about what had happened (发生).
Alex’s older brother, Mateo, got home just after Alex did. “How was your day, little dude?” Mateo asked.
“A boy in my class was mean to Leo,” Alex said. He told Mateo what Daniel did to Leo.
Mateo shook his head. “How would Daniel like it if people picked on him for getting a note?”
“Daniel never gets notes,” Alex said. Suddenly, he had an idea. “That’s it! I know how to help Leo and Daniel.”
They made a plan and worked on it all afternoon.
At lunchtime the next day, Alex hurried to the cafeteria. He took out 23 folded pieces of paper on a table. Each piece of paper had the name of a classmate on it.
“What are these?” asked Mira.
“We all have notes,” said Sabrina.
Alex watched as Daniel picked up the note with his name on it. Alex knew that the note said Daniel, Have a great day.
Alex saw Daniel smile (微笑) as he put the note into his pocket.
“Great idea, Alex,” said Leo.
“Now everyone knows how it feels to get a lunch note,” Alex said.
(
A. 3. B. 4. C. 5. D. 6.
(
A. He would make some pretzels for Alex.
B. He would not make any pretzels for Alex.
C. He would give some pretzels to Alex for fries.
D. He would not give any pretzels to Alex for fries.
(
A. Kind. B. Unkind. C. Thankful. D. Thankless.
(
A. I’m glad you’re in my class. B. I’m glad you have a good friend.
C. don’t read others’ notes next time. D. don’t take others’ notes next time.
(
A. DIY Love B. Good Friends
C. Lunch Notes D. Kind Classmates
“Deal,” said Leo, taking his bag of pretzels out of his lunchbox.
Alex noticed (注意到) a folded (折叠的) piece of paper under Leo’s lunchbox.
“What’s that?” asked Daniel, another boy in their class.
Before Leo could answer, Daniel took the paper and read loudly: “Dear Leo, I hope you have a great day. Love, Mom.”
Daniel snorted. “Your mom puts notes (便条) in your lunchbox?”
“Yes,” Leo said.
Daniel read the note again, to himself. It almost looked as if he wanted to keep it.
“Give it back to Leo,” said Alex.
“Well, who wants a note anyway?” Daniel said.
“I do,” said Leo.
Alex liked getting notes too.
Daniel tossed (抛) the note and it fell to the floor.
Alex picked it up. He handed it back to Leo, who put it into his pocket (口袋).
On the bus that afternoon, Alex thought about what had happened (发生).
Alex’s older brother, Mateo, got home just after Alex did. “How was your day, little dude?” Mateo asked.
“A boy in my class was mean to Leo,” Alex said. He told Mateo what Daniel did to Leo.
Mateo shook his head. “How would Daniel like it if people picked on him for getting a note?”
“Daniel never gets notes,” Alex said. Suddenly, he had an idea. “That’s it! I know how to help Leo and Daniel.”
They made a plan and worked on it all afternoon.
At lunchtime the next day, Alex hurried to the cafeteria. He took out 23 folded pieces of paper on a table. Each piece of paper had the name of a classmate on it.
“What are these?” asked Mira.
“We all have notes,” said Sabrina.
Alex watched as Daniel picked up the note with his name on it. Alex knew that the note said Daniel, Have a great day.
Alex saw Daniel smile (微笑) as he put the note into his pocket.
“Great idea, Alex,” said Leo.
“Now everyone knows how it feels to get a lunch note,” Alex said.
(
D
) 6. How many characters (角色) are there in the story?A. 3. B. 4. C. 5. D. 6.
(
C
) 7. What does Leo mean by saying “Deal” in Paragraph 2?A. He would make some pretzels for Alex.
B. He would not make any pretzels for Alex.
C. He would give some pretzels to Alex for fries.
D. He would not give any pretzels to Alex for fries.
(
B
) 8. What does the underlined word “mean” mean in this story?A. Kind. B. Unkind. C. Thankful. D. Thankless.
(
A
) 9. Which of the following is the most suitable for ▲?A. I’m glad you’re in my class. B. I’m glad you have a good friend.
C. don’t read others’ notes next time. D. don’t take others’ notes next time.
(
C
)10. What is the best title (标题) for this story?A. DIY Love B. Good Friends
C. Lunch Notes D. Kind Classmates
答案
6. D 7. C 8. B 9. A 10. C
解析
【分析】
这是一篇英语记叙文阅读理解，需结合文章细节、词义语境、主旨大意逐一解题：
1. 第6题需通读全文，统计文中出现的所有角色数量；
2. 第7题需结合前文交换食物的语境，推断“Deal”的含义；
3. 第8题需根据Daniel对Leo的行为，推断“mean”的词义；
4. 第9题需结合Alex的计划（让Daniel感受收到便条的温暖），选择符合语境的句子；
5. 第10题需梳理文章主线，确定围绕“午餐便条”的最佳标题。
【解析】
6. 文中出现的角色有Alex、Leo、Daniel、Mateo、Mira、Sabrina，共6个，故选D。
7. 前文Alex提出“用薯条换椒盐卷饼”，Leo说“Deal”意为“成交”，即同意用椒盐卷饼换薯条，故选C。
8. Daniel嘲笑Leo的午餐便条，这种行为是不友善的，“mean”在此处意为“不友善的”，对应选项B。
9. Alex的计划是让Daniel感受到收到便条的温暖，Daniel拿到写有自己名字的便条后微笑，A选项“我很高兴你在我班里”符合传递温暖的语境，故选A。
10. 文章围绕“午餐便条”展开，从Leo的便条到Alex让每个人都有便条，主线为“Lunch Notes”，故选C。
【答案】
6. D 7. C 8. B 9. A 10. C
【知识点】
英语阅读理解、词义猜测、细节理解、主旨大意
【点评】
本文是贴近学生生活的记叙文，通过午餐便条的故事传递温暖，考查学生对文章细节查找、词义推断及主旨把握的能力，题目设置符合初中英语阅读考查要求。
【难度系数】
0.6
这是一篇英语记叙文阅读理解，需结合文章细节、词义语境、主旨大意逐一解题：
1. 第6题需通读全文，统计文中出现的所有角色数量；
2. 第7题需结合前文交换食物的语境，推断“Deal”的含义；
3. 第8题需根据Daniel对Leo的行为，推断“mean”的词义；
4. 第9题需结合Alex的计划（让Daniel感受收到便条的温暖），选择符合语境的句子；
5. 第10题需梳理文章主线，确定围绕“午餐便条”的最佳标题。
【解析】
6. 文中出现的角色有Alex、Leo、Daniel、Mateo、Mira、Sabrina，共6个，故选D。
7. 前文Alex提出“用薯条换椒盐卷饼”，Leo说“Deal”意为“成交”，即同意用椒盐卷饼换薯条，故选C。
8. Daniel嘲笑Leo的午餐便条，这种行为是不友善的，“mean”在此处意为“不友善的”，对应选项B。
9. Alex的计划是让Daniel感受到收到便条的温暖，Daniel拿到写有自己名字的便条后微笑，A选项“我很高兴你在我班里”符合传递温暖的语境，故选A。
10. 文章围绕“午餐便条”展开，从Leo的便条到Alex让每个人都有便条，主线为“Lunch Notes”，故选C。
【答案】
6. D 7. C 8. B 9. A 10. C
【知识点】
英语阅读理解、词义猜测、细节理解、主旨大意
【点评】
本文是贴近学生生活的记叙文，通过午餐便条的故事传递温暖，考查学生对文章细节查找、词义推断及主旨把握的能力，题目设置符合初中英语阅读考查要求。
【难度系数】
0.6
