题文
“The Lord of the Rings”, one of the best sellers in the new millennium(千年), was made up of three parts—“The Fellow Ship of the Ring”, “Two Towers”, and “The Return of the King”. Millions upon millions of people have read it in over 25 different languages, but fewer know about the author and the history of the composition of the creative masterwork.John Ronald Refuel Tolkien was born in South Africa in 1892. His parents died when he was a child. Living in England with his aunt, Tolkien and his cousins made up play languages, a hobby that led to Tolkien’s becoming skilled in Welsh, Greek, Gothic, Old Norse and Anglo—Saxon.
After graduating from Oxford, Tolkien served in World War I. In 1917, while recovering from trench fever he began composing the mythology for The Rings. As a professor of Anglo-Saxon in the 1930s at Oxford, Tolkien was part of an informal discussion group called the Inklings, which included several writers. The group was soon 1istening to chapters of Tolkien’s imaginative work “The Hobbit”.
Hobbit was a name Tolkien created for people that could best be described as half-sized members of the English rural(乡村的)class. Hobbits live in hillside holes. One of them，Bilbo Baggins, looks for treasures with a group of dwarves(侏儒). On the way, he meets the twisted, pitiful creature Gollum, from whom he sees a golden ring that makes the holder invisible.
One of Tolkien’s students persuaded her employer, publisher Allen & Unwind, to look at a draft (草稿). The chairman of the firm, Stanley Unwind, thought that the best judge for a Children’s book would be his ten-year-old son. The boy earned a shilling for reporting back that the adventure was exciting, and “The Hobbit” was published in 1937.
It sold so well that Unwind asked for a continuation. Over a dozen years later, in 1954, Tolkien produced “The Lord of the Rings”, a series of books so creative that they hold readers both new and old -- after their publication.
小题1:What can we learn from the text?A．“The Lord of the Rings” didn't sell well in the last millennium.B．People know better about Tolkien himself than about his works.C．Tolkien was quite familiar with Old English.D．Tolkien knew very well about different kinds of local languages in Africa.小题2:What can we learn about "Hobbit" that Tolkien created in his works?A．Hobbit was a race living in English downtown areas.B．Hobbit was a local people who were very tall and strong.C．Hobbit was a social group of people who lived in old castles.D．Hobbit was a group of people who were mostly dwarves.小题3: Which of the following helped most in making “The Hobbit” published?A．One of Tolkien's students. B．Stanley Unwind's son.C．Allen & Unwind. D．Bilbo Baggins.小题4:What is mainly discussed in the text?A．“The Lord of the Rings” and its writer.B．A completely new masterwork in the new millennium.C．A famous professor at Oxford University.D．The power of the magic ring.小题5: Which of the following shows the right order of Mr. Tolkien's life experience?
a. He had his “The Hobbit” published.
b. He became a member of the Inklings.
c. He served in World War I.
d. He became an undergraduate at Oxford.
e. His work “The Lord of the Rings” came to the world.
f. He moved to England to live with his aunt.A．f-d-b-c-a-e B．f-d-c-b-a-e C．f-c-d-b-e-a D．d-f-c-a-b-e 题型：未知难度：其他题型
答案
小题1:C
小题1:D
小题1:B
小题1:A
小题1:B
解析
略考点
据考高分专家说，试题““The Lord of the Rin.....”主要考查你对 [历史文化类阅读 ]考点的理解。历史文化类阅读
什么是历史文化类阅读：
本类题型常用的方式是夹叙夹议。叙述的目的是为了议，所以要把握其议才是主要方面。阅读这类文章，先弄清其引入的话题，再弄清里面人物对其不同的看法，然后理解作者本身对话题的观点看法或思考。
历史文化类阅读技巧：
【题型说明】历史文化类阅读理解文章属高考常选材料之一。这类文章常涉及历史、文化、法制、宗教等方面的文学艺术、发明创造、文化遗产保护、宗教与文化、风俗与习惯、道德与法制、中外文学名著节选、等等。这类材料的命题点往往落在主旨大意题、事实细节题上。
【答题方法】在做这类阅读理解题时，我们应注意以下几个方面：
1、采用先题后文：先读题目，再带着问题读文章。这类阅读理解文章相对来说事实细节题稍多一点，如果带着问题读文章，有利于我们抓细节。
2、先做细节题。因为做完了局部性的事实细节题后，自然会加深我们对文章的理解，这样更有利于做主旨大意题。
3、重点敲定主旨题。主旨大意题提问的形式主要有两大类：一类是Main idea型；一类是Topic或Title型。
在解答这类试题时应注意以下几点：
a．读首句抓大意。
文化教育类阅读理解文章多采用说明文、议论文体裁，而这类文章大都采用文章段落的中心，即主题句在文章开头。因此，要寻找这类文章的主旨大意就需要研究文章的首句。
b．读尾句抓大意。
有时这类文章的主题句安排在文章的结尾，作为对全篇的总结。
c．读首段抓大意。
有些文章或段落的开头和结尾部分都有主题句。这种结构是为了突出主题思想而使用两次点题的写作方法。这两个主题句在句子结构和用词上有所不同，而且在内容上前句和后句也不重复。
d．从段落中抓大意。
有些文章或段落的主题句在文章中，这种文章或段落往往以一句话或几句话引出要表达的主题，在主题句出现后，再举例子陈述细节或继续论证。
e．归纳要点抓大意。
有些文章或段落无明显的主题句，只是暗示性地体现主题。这就要求同学们在阅读过程中根据文中所叙述的事实或线索来概括总结主旨大意。
