登录
训练2
体裁：记叙文 主题：传统工艺 难度：★★★★★ 建议用时：9 min 正确率：/4
新素养·文化意识(原创)With a history of around 3,000 years, Li brocade(黎锦)is made by the Li ethnic group in Hainan Province. It takes four steps to make Li brocade: spinning, dyeing, weaving and embroidering. These traditional skills were listed as an intangible cultural heritage by UNESCO in 2009.
The Li people don’t have their own written language. So they use patterns(图案)on Li brocade to record their history, ideas and traditions. One traditional pattern is called “Da Li Shen” or God of great strength. It’s important in the Li culture and shows the Li people’s wishes for togetherness and happiness.
Mothers have passed down Li brocade - making skills to daughters for generations. However, there are fewer Li women with weaving and embroidering skills now.
Fu Haikang, 40, is the only male inheritor(男性传承人)of Li brocade - making skills in Baisha Li Autonomous County in Hainan. When his grandma showed him the traditional clothes of the Li people during his childhood, he was amazed by their beauty. In 2014, he began learning Li brocade - making skills from his teacher and would sometimes practise for over 10 hours a day.
Though Fu felt shy at first while sitting with a group of women to learn embroidery, he believed that the skills are not only for girls and that he can do as well as they do. “I just want to do what I love,” Fu said.
Fu became an inheritor of the Li brocade - making skills in 2022. After that, he went to schools and towns to teach people these traditional skills. His students are aged from 9 to 60. “In fact, many people in Baisha County don’t know the skills,” Fu said. By teaching them these skills, Fu hopes that he can help pass them down to future generations.
1. What can we learn about Li brocade?
A. This skill became famous in 2009.
B. Passing down this skill is not easy.
C. It means togetherness and happiness in the Li culture.
D. Patterns on it show Li people’s own written language.
2. Which of the following is the RIGHT order of Fu Haikang’s story?
①He started learning Li brocade - making skills.
②He became a teacher of the Li brocade - making skills.
③When he first saw the Li brocade, he fell in love with it.
④He became an inheritor of the Li brocade - making skills.
A. ①③②④
B. ①③④②
C. ③①②④
D. ③①④②
3. From the passage, we know Fu Haikang is
A. polite
B. clever
C. powerful
D. hard - working
4. What does the passage mainly talk about?
A. Li brocade and its male inheritor.
B. Making clothes from a long history.
C. Li people and their traditional clothes.
D. Fu Haikang learns a traditional women’s skill.
体裁：记叙文 主题：传统工艺 难度：★★★★★ 建议用时：9 min 正确率：/4
新素养·文化意识(原创)With a history of around 3,000 years, Li brocade(黎锦)is made by the Li ethnic group in Hainan Province. It takes four steps to make Li brocade: spinning, dyeing, weaving and embroidering. These traditional skills were listed as an intangible cultural heritage by UNESCO in 2009.
The Li people don’t have their own written language. So they use patterns(图案)on Li brocade to record their history, ideas and traditions. One traditional pattern is called “Da Li Shen” or God of great strength. It’s important in the Li culture and shows the Li people’s wishes for togetherness and happiness.
Mothers have passed down Li brocade - making skills to daughters for generations. However, there are fewer Li women with weaving and embroidering skills now.
Fu Haikang, 40, is the only male inheritor(男性传承人)of Li brocade - making skills in Baisha Li Autonomous County in Hainan. When his grandma showed him the traditional clothes of the Li people during his childhood, he was amazed by their beauty. In 2014, he began learning Li brocade - making skills from his teacher and would sometimes practise for over 10 hours a day.
Though Fu felt shy at first while sitting with a group of women to learn embroidery, he believed that the skills are not only for girls and that he can do as well as they do. “I just want to do what I love,” Fu said.
Fu became an inheritor of the Li brocade - making skills in 2022. After that, he went to schools and towns to teach people these traditional skills. His students are aged from 9 to 60. “In fact, many people in Baisha County don’t know the skills,” Fu said. By teaching them these skills, Fu hopes that he can help pass them down to future generations.
1. What can we learn about Li brocade?
A. This skill became famous in 2009.
B. Passing down this skill is not easy.
C. It means togetherness and happiness in the Li culture.
D. Patterns on it show Li people’s own written language.
2. Which of the following is the RIGHT order of Fu Haikang’s story?
①He started learning Li brocade - making skills.
②He became a teacher of the Li brocade - making skills.
③When he first saw the Li brocade, he fell in love with it.
④He became an inheritor of the Li brocade - making skills.
A. ①③②④
B. ①③④②
C. ③①②④
D. ③①④②
3. From the passage, we know Fu Haikang is
hard - working
.A. polite
B. clever
C. powerful
D. hard - working
4. What does the passage mainly talk about?
A. Li brocade and its male inheritor.
B. Making clothes from a long history.
C. Li people and their traditional clothes.
D. Fu Haikang learns a traditional women’s skill.
答案
训练2【语篇解读】本文是一篇记叙文。文章主要介绍了黎锦技艺的历史、制作步骤和文化等，讲述了黎锦技艺唯一的男性传承人符海康学习和传承黎锦的故事。
1. B 推理判断题。根据第三段“However, there are fewer Li women with weaving and embroidering skills now.”可知拥有织和绣技艺的黎族妇女越来越少，由此推断传承黎锦技艺并不容易。故选B。
2. D 事件排序题。根据第四段“When his grandma showed him the traditional clothes of the Li people during his childhood, he was amazed by their beauty. In 2014, he began learning Li brocade - making skills from his teacher”和第六段“Fu became an inheritor of the Li brocade - making skills in 2022. After that, he went to schools and towns to teach people these traditional skills.”可知符海康的故事的正确顺序是③①④②。故选D。
3. D 推理判断题。根据第四段“In 2014, he began learning Li brocade - making skills from his teacher and would sometimes practise for over 10 hours a day.”和第六段“Fu became an inheritor of the Li brocade - making skills in 2022.”可推断符海康勤奋练习黎锦技艺。故选D。
4. A 文章主旨题。结合文章内容可知，本文主要介绍了黎锦技艺，讲述了黎锦技艺唯一的男性传承人符海康的故事。故选A。
1. B 推理判断题。根据第三段“However, there are fewer Li women with weaving and embroidering skills now.”可知拥有织和绣技艺的黎族妇女越来越少，由此推断传承黎锦技艺并不容易。故选B。
2. D 事件排序题。根据第四段“When his grandma showed him the traditional clothes of the Li people during his childhood, he was amazed by their beauty. In 2014, he began learning Li brocade - making skills from his teacher”和第六段“Fu became an inheritor of the Li brocade - making skills in 2022. After that, he went to schools and towns to teach people these traditional skills.”可知符海康的故事的正确顺序是③①④②。故选D。
3. D 推理判断题。根据第四段“In 2014, he began learning Li brocade - making skills from his teacher and would sometimes practise for over 10 hours a day.”和第六段“Fu became an inheritor of the Li brocade - making skills in 2022.”可推断符海康勤奋练习黎锦技艺。故选D。
4. A 文章主旨题。结合文章内容可知，本文主要介绍了黎锦技艺，讲述了黎锦技艺唯一的男性传承人符海康的故事。故选A。
解析
【分析】
这是一篇介绍非遗黎锦及其男性传承人的记叙文阅读，解题时首先通读全文梳理核心内容：前3段介绍黎锦的历史、工艺、文化意义与传承现状，后3段讲述传承人符海康的相关故事。之后按题型逐个突破：1. 细节推理题需要将每个选项和原文内容逐一比对，排除偷换概念的错误选项；2. 事件排序题定位符海康相关的所有时间节点，按先后排列事件即可；3. 人物形象推断题找到描述人物行为的原文依据，匹配对应性格特质；4. 主旨大意题整合全文各段核心，排除只覆盖局部内容的片面选项，选出最贴合全文的答案。
【解析】
1. 第1题：逐一核对选项：A选项错误，原文仅说明黎锦技艺2009年被列入联合国非物质文化遗产，并非2009年才出名；C选项错误，原文是“大力神”图案承载着黎族人民对团结幸福的期许，并非整个黎锦都代表该含义；D选项错误，原文明确提到黎族没有自己的文字，黎锦上的图案是用来记录历史、想法和传统，并非黎族的文字；B选项符合原文第三段“现在掌握织绣技艺的黎族女性越来越少”的内容，可推知传承黎锦技艺并不容易，因此选B。
2. 第2题：定位符海康的人生事件先后顺序：童年时奶奶给他展示黎族传统服饰，他被黎锦的美震撼对应事件③；2014年他开始学习黎锦制作技艺对应事件①；2022年他成为黎锦技艺传承人对应事件④；成为传承人之后他前往学校和乡镇教授黎锦技艺对应事件②，正确顺序为③①④②，因此选D。
3. 第3题：原文提到符海康学习黎锦时有时一天练习超过10小时，多年坚持最终成为传承人，能体现他十分勤奋努力，对应hard-working的特质，其余选项polite礼貌、clever聪明、powerful强大都没有原文依据，因此选D。
4. 第4题：全文前半部分介绍黎锦的相关背景知识，后半部分完整讲述黎锦唯一男性传承人符海康学习、传承技艺的故事，A选项完整覆盖全文核心；B选项“历史悠久的制衣”、C选项“黎族人和传统服饰”都仅覆盖局部内容，D选项“符海康学习传统女性技艺”仅对应后半部分内容，过于片面，因此选A。
【答案】
1. B 2. D 3. D 4. A
【知识点】
细节推理判断，事件排序，主旨大意归纳
【点评】
本题贴合英语学科核心素养中的文化意识要求，选材聚焦我国海南非遗黎锦，题型覆盖初中记叙文阅读的所有高频考点，干扰项多采用偷换概念、以偏概全的设置方式，能够有效锻炼学生精准定位原文信息、梳理文本逻辑的阅读能力，引导学生关注传统工艺的传承现状。
【难度系数】
0.6
这是一篇介绍非遗黎锦及其男性传承人的记叙文阅读，解题时首先通读全文梳理核心内容：前3段介绍黎锦的历史、工艺、文化意义与传承现状，后3段讲述传承人符海康的相关故事。之后按题型逐个突破：1. 细节推理题需要将每个选项和原文内容逐一比对，排除偷换概念的错误选项；2. 事件排序题定位符海康相关的所有时间节点，按先后排列事件即可；3. 人物形象推断题找到描述人物行为的原文依据，匹配对应性格特质；4. 主旨大意题整合全文各段核心，排除只覆盖局部内容的片面选项，选出最贴合全文的答案。
【解析】
1. 第1题：逐一核对选项：A选项错误，原文仅说明黎锦技艺2009年被列入联合国非物质文化遗产，并非2009年才出名；C选项错误，原文是“大力神”图案承载着黎族人民对团结幸福的期许，并非整个黎锦都代表该含义；D选项错误，原文明确提到黎族没有自己的文字，黎锦上的图案是用来记录历史、想法和传统，并非黎族的文字；B选项符合原文第三段“现在掌握织绣技艺的黎族女性越来越少”的内容，可推知传承黎锦技艺并不容易，因此选B。
2. 第2题：定位符海康的人生事件先后顺序：童年时奶奶给他展示黎族传统服饰，他被黎锦的美震撼对应事件③；2014年他开始学习黎锦制作技艺对应事件①；2022年他成为黎锦技艺传承人对应事件④；成为传承人之后他前往学校和乡镇教授黎锦技艺对应事件②，正确顺序为③①④②，因此选D。
3. 第3题：原文提到符海康学习黎锦时有时一天练习超过10小时，多年坚持最终成为传承人，能体现他十分勤奋努力，对应hard-working的特质，其余选项polite礼貌、clever聪明、powerful强大都没有原文依据，因此选D。
4. 第4题：全文前半部分介绍黎锦的相关背景知识，后半部分完整讲述黎锦唯一男性传承人符海康学习、传承技艺的故事，A选项完整覆盖全文核心；B选项“历史悠久的制衣”、C选项“黎族人和传统服饰”都仅覆盖局部内容，D选项“符海康学习传统女性技艺”仅对应后半部分内容，过于片面，因此选A。
【答案】
1. B 2. D 3. D 4. A
【知识点】
细节推理判断，事件排序，主旨大意归纳
【点评】
本题贴合英语学科核心素养中的文化意识要求，选材聚焦我国海南非遗黎锦，题型覆盖初中记叙文阅读的所有高频考点，干扰项多采用偷换概念、以偏概全的设置方式，能够有效锻炼学生精准定位原文信息、梳理文本逻辑的阅读能力，引导学生关注传统工艺的传承现状。
【难度系数】
0.6
