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Main character in this chapter: “I”—Juli Baker(a teenage girl)
The next morning，I raced to the bus stop extra early and climbed the tree. I caught the sun rising through the clouds，sending stripes of fire from one end of the world to the other.
Then I heard a noise below. I looked down，and parked right below me were two trucks. There were four men standing around talking，and I almost called down to them，“I'm sorry，but you can't park there... That's a bus stop!” Just at that time，one of the men reached into the back of a truck and started taking out tools. Gloves. Ropes. A chain. And then chain saws(电锯). Three chain saws. Then one of the kids who rides the bus showed up and started talking to them，and pretty soon he was pointing up at me.
One of the men called，“Hey! You'd better come down from there. We're going to take this thing down.”
I held on to the tree tightly(牢固地)，because suddenly it felt as though I might fall. I managed to cry out，“The tree?” “Yeah，now come on down.” “But who told you to cut it down?” “The owner!” he called back. “But why?” “Because he's going to build himself a house，and this tree is in the way. Now come on，girl，we've got work to do!”
By that time most of the kids had gathered for the bus. They weren't saying anything to me，just looking up at me and turning from time to time to talk to each other. My heart was crazy with fear. I couldn't leave and let them cut down the tree! I cried，“You can't cut it down! You just can't!”
One of the men shook his head and said，“I am this close to calling the police. Now are you going to come down or are we going to cut you down?”
The bus was three blocks away. I'd never missed school for any reason other than illness，but I knew in my heart that this time was different. “You're going to have to cut me down!” I cried. Then I had an idea. They'd never cut it down if all of us were in the tree. “Hey，guys!” I called to my classmates. “Get up here with me! They can't cut it down if we're all up here!”
One by one，the kids just shook their heads and got on the bus.
—Adapted from Flipped
(
A. From general to specific.
B. Space order.
C. From specific to general.
D. Time order.
(
A. Because she wanted to know more about the tree.
B. Because she was curious and liked asking questions.
C. Because she didn't want the men to cut down the tree.
D. Because she didn't know what happened at that time.
(
A. curious and creative
B. energetic and confident
C. brave and strong-willed
D. generous and kind-hearted
(
A. Juli stayed alone there to protect the tree.
B. Juli would go to school with children by bus.
C. The four men cut the tree and Juli went down.
D. All of Juli's classmates were absent from school.
Main character in this chapter: “I”—Juli Baker(a teenage girl)
The next morning，I raced to the bus stop extra early and climbed the tree. I caught the sun rising through the clouds，sending stripes of fire from one end of the world to the other.
Then I heard a noise below. I looked down，and parked right below me were two trucks. There were four men standing around talking，and I almost called down to them，“I'm sorry，but you can't park there... That's a bus stop!” Just at that time，one of the men reached into the back of a truck and started taking out tools. Gloves. Ropes. A chain. And then chain saws(电锯). Three chain saws. Then one of the kids who rides the bus showed up and started talking to them，and pretty soon he was pointing up at me.
One of the men called，“Hey! You'd better come down from there. We're going to take this thing down.”
I held on to the tree tightly(牢固地)，because suddenly it felt as though I might fall. I managed to cry out，“The tree?” “Yeah，now come on down.” “But who told you to cut it down?” “The owner!” he called back. “But why?” “Because he's going to build himself a house，and this tree is in the way. Now come on，girl，we've got work to do!”
By that time most of the kids had gathered for the bus. They weren't saying anything to me，just looking up at me and turning from time to time to talk to each other. My heart was crazy with fear. I couldn't leave and let them cut down the tree! I cried，“You can't cut it down! You just can't!”
One of the men shook his head and said，“I am this close to calling the police. Now are you going to come down or are we going to cut you down?”
The bus was three blocks away. I'd never missed school for any reason other than illness，but I knew in my heart that this time was different. “You're going to have to cut me down!” I cried. Then I had an idea. They'd never cut it down if all of us were in the tree. “Hey，guys!” I called to my classmates. “Get up here with me! They can't cut it down if we're all up here!”
One by one，the kids just shook their heads and got on the bus.
—Adapted from Flipped
(
D
)34. What writing order does the writer use in the passage?A. From general to specific.
B. Space order.
C. From specific to general.
D. Time order.
(
C
)35. Why did Juli ask three questions in a row in Paragraph 4?A. Because she wanted to know more about the tree.
B. Because she was curious and liked asking questions.
C. Because she didn't want the men to cut down the tree.
D. Because she didn't know what happened at that time.
(
C
)36. According to the passage，Juli is .A. curious and creative
B. energetic and confident
C. brave and strong-willed
D. generous and kind-hearted
(
A
)37. What would happen next based on the passage?A. Juli stayed alone there to protect the tree.
B. Juli would go to school with children by bus.
C. The four men cut the tree and Juli went down.
D. All of Juli's classmates were absent from school.
答案
【语篇解读】本文是一篇记叙文，讲述女孩 Juli 为阻止工人砍伐自己心爱的大树而奋力抗争的故事。
34. D 推理判断题。根据“The next morning... Then I heard a noise below... By that time most of the kids had gathered...”可知作者按时间顺序叙述事件发展过程，故选 D。
35. C 推理判断题。根据“I couldn't leave and let them cut down the tree!”以及 Juli 后续的抗议行为可知，她连续提问是为了拖延时间、阻止砍树，故选 C。
36. C 推理判断题。根据 Juli 坚持留在树上抗议（“You're going to have to cut me down!”）并号召同学参与保护的行为，体现她“勇敢且意志坚定”的特质，故选 C。
37. A 推理判断题。根据“One by one, the kids just shook their heads and got on the bus.”以及 Juli 坚决的态度（“I'd never missed school... but I knew in my heart that this time was different.”）可推断她会独自留下保护大树，故选 A。
34. D 推理判断题。根据“The next morning... Then I heard a noise below... By that time most of the kids had gathered...”可知作者按时间顺序叙述事件发展过程，故选 D。
35. C 推理判断题。根据“I couldn't leave and let them cut down the tree!”以及 Juli 后续的抗议行为可知，她连续提问是为了拖延时间、阻止砍树，故选 C。
36. C 推理判断题。根据 Juli 坚持留在树上抗议（“You're going to have to cut me down!”）并号召同学参与保护的行为，体现她“勇敢且意志坚定”的特质，故选 C。
37. A 推理判断题。根据“One by one, the kids just shook their heads and got on the bus.”以及 Juli 坚决的态度（“I'd never missed school... but I knew in my heart that this time was different.”）可推断她会独自留下保护大树，故选 A。
解析
【分析】
这是一篇记叙文阅读理解，全部为推理判断类题型，解题时需要先通读全文梳理故事脉络，再针对每道题的设问回到原文定位对应线索：
1. 第34题问写作顺序，首先回忆常见的写作顺序类型，回到原文寻找标志性的叙事衔接词，很容易发现多处随事件推进的时间提示词，即可判断写作顺序。
2. 第35题问连续提问的原因，不能孤立看这几个问句，要结合前后文Juli的情绪和后续的抗争行为，推导她提问的真实目的，排除不符合逻辑的选项。
3. 第36题判断人物性格，需要整合Juli所有的行为表现，提炼出最贴合她核心特质的选项，排除文中没有支撑的性格描述。
4. 第37题推断后续情节，要结合故事结尾给出的已知信息：所有同学都上车了、Juli态度十分坚决，顺着人物行为逻辑推导后续发展，排除和原文信息矛盾的选项。
【解析】
34. 解题时定位全文的叙事衔接线索：开篇以"The next morning"开启故事，后续依次出现"Then I heard a noise below"、"By that time most of the kids had gathered for the bus"、"The bus was three blocks away"等明确的时间推进节点，完全按照事件发生的先后顺序展开叙述，属于时间顺序。A从总到分、B空间顺序、C从分到总均不符合文本叙事特征，因此选D。
35. 定位第四段Juli的连续三个问句，结合后文她紧紧抱住树、哭喊"I couldn't leave and let them cut down the tree!"的表现，可知她连续提问并非出于好奇，真实目的是拖延时间、阻止工人砍伐这棵树，A、B、D均不符合她当时的行为动机，因此选C。
36. 整合Juli的全部行为：面对持工具的工人毫不退缩，坚决不肯下树，甚至愿意打破自己从不无故缺课的惯例，留在树上抗争，还主动号召同学一起保护大树，充分体现出她勇敢、意志坚定的特质，其余选项的性格描述在文中没有核心支撑，因此选C。
37. 结合故事结尾信息：所有同学都摇头拒绝了Juli的号召，挨个登上了校车，而Juli此前明确表示这次的情况和以往完全不同，坚决不肯下树，可推断Juli会独自留在原地保护大树。B选项和她坚决抗争的态度矛盾，C选项不符合她的行为逻辑，D选项和原文"got on the bus"的信息冲突，因此选A。
【答案】
34.D 35.C 36.C 37.A
【知识点】
记叙文写作顺序，人物性格推断，文本逻辑推理
【点评】
本题选取经典作品《怦然心动》的节选片段，叙事生动有代入感，所有题目均不设置直接给出的原文答案，需要学生整合上下文细节、顺着人物行为逻辑推导结论，避免了直接找原句就能答题的应试套路，能有效考察学生的深度文本理解能力。
【难度系数】
0.6
这是一篇记叙文阅读理解，全部为推理判断类题型，解题时需要先通读全文梳理故事脉络，再针对每道题的设问回到原文定位对应线索：
1. 第34题问写作顺序，首先回忆常见的写作顺序类型，回到原文寻找标志性的叙事衔接词，很容易发现多处随事件推进的时间提示词，即可判断写作顺序。
2. 第35题问连续提问的原因，不能孤立看这几个问句，要结合前后文Juli的情绪和后续的抗争行为，推导她提问的真实目的，排除不符合逻辑的选项。
3. 第36题判断人物性格，需要整合Juli所有的行为表现，提炼出最贴合她核心特质的选项，排除文中没有支撑的性格描述。
4. 第37题推断后续情节，要结合故事结尾给出的已知信息：所有同学都上车了、Juli态度十分坚决，顺着人物行为逻辑推导后续发展，排除和原文信息矛盾的选项。
【解析】
34. 解题时定位全文的叙事衔接线索：开篇以"The next morning"开启故事，后续依次出现"Then I heard a noise below"、"By that time most of the kids had gathered for the bus"、"The bus was three blocks away"等明确的时间推进节点，完全按照事件发生的先后顺序展开叙述，属于时间顺序。A从总到分、B空间顺序、C从分到总均不符合文本叙事特征，因此选D。
35. 定位第四段Juli的连续三个问句，结合后文她紧紧抱住树、哭喊"I couldn't leave and let them cut down the tree!"的表现，可知她连续提问并非出于好奇，真实目的是拖延时间、阻止工人砍伐这棵树，A、B、D均不符合她当时的行为动机，因此选C。
36. 整合Juli的全部行为：面对持工具的工人毫不退缩，坚决不肯下树，甚至愿意打破自己从不无故缺课的惯例，留在树上抗争，还主动号召同学一起保护大树，充分体现出她勇敢、意志坚定的特质，其余选项的性格描述在文中没有核心支撑，因此选C。
37. 结合故事结尾信息：所有同学都摇头拒绝了Juli的号召，挨个登上了校车，而Juli此前明确表示这次的情况和以往完全不同，坚决不肯下树，可推断Juli会独自留在原地保护大树。B选项和她坚决抗争的态度矛盾，C选项不符合她的行为逻辑，D选项和原文"got on the bus"的信息冲突，因此选A。
【答案】
34.D 35.C 36.C 37.A
【知识点】
记叙文写作顺序，人物性格推断，文本逻辑推理
【点评】
本题选取经典作品《怦然心动》的节选片段，叙事生动有代入感，所有题目均不设置直接给出的原文答案，需要学生整合上下文细节、顺着人物行为逻辑推导结论，避免了直接找原句就能答题的应试套路，能有效考察学生的深度文本理解能力。
【难度系数】
0.6
