B
When I was a kid, a tree grew in front of my home. At the age of 10, I was just tall enough to reach its lowest branch and lift myself into its embrace. I wasn’t the only climber. Sometimes two or three of my friends would join me in the sycamore, or in the maple down the street. Climbing trees allowed us to enter another world. In fact, it was a world within a world: We took our imaginations (想象) with us into those heights, which by turns were a fortress, a pirate ship, a spaceship, or a mountain castle.
In my small Maine town there are some lovely maples, lindens, and oaks. Their branches spread wide and they are strong enough for people to climb. But I have not yet seen a climber. Perhaps computer games have taken the place of tree climbing, or maybe the activity went the way of monkey bars, which came to be viewed as too risky and have largely disappeared from playgrounds.
It is a sad loss. I have always believed that, since low-hanging limbs (树枝) provide no benefit to the tree, they must mean something for the child. Robert Frost understood this when he wrote: When I see birches bend to left and right, across the lines of straighter darker trees, I like to think some boy’s been swinging them. My only disagreement with Frost is his opinion that tree climbing is a gender-specific undertaking. Both boys and girls have what it takes to make joyful climbing.
The campus of the university where I teach is lovingly landscaped with all sorts of trees. During a recent walk, I grabbed a branch and a moment later I was sitting on it. Then the memories came flooding back: the old friends, the long view of my neighbourhood, and finally, the unwillingness to return to the earth when the parental call to supper came.
I was so lost in my thoughts that I didn’t hear the student calling to me from below. He asked what I was doing. I didn’t waste time on explanations. “Come on up,” I said. “The air’s fine.” But he only laughed, and waved me off. He didn’t know what he was missing.
5. What did the writer and his friends get from climbing trees?
A. They wanted to become astronauts.
B. They ran away from the heavy burden (负担) of learning.
C. They became more free like monkeys.
D. They enjoyed the world in imagination.
6. 语言能力 推断能力 What does the writer want to do in Paragraph 2?
A. Explain the reasons for kids’ not climbing trees.
B. Describe the poor living conditions in Maine.
C. Expect monkey bars to be removed from playgrounds.
D. Analyze the good of computer games.
7. What did the writer think his student missed in the last paragraph?
A. The good memories of childhood.
B. The chance to breathe fresh air.
C. The fun of climbing trees.
D. The sense of safety.
8. Which of the following can be the best title for the passage?
A. Beautiful trees, inspiration for poets
B. Climbing trees, the joy of childhood
C. Beautiful trees, unforgettable hometown
D. Climbing trees, perfect way to exercise
When I was a kid, a tree grew in front of my home. At the age of 10, I was just tall enough to reach its lowest branch and lift myself into its embrace. I wasn’t the only climber. Sometimes two or three of my friends would join me in the sycamore, or in the maple down the street. Climbing trees allowed us to enter another world. In fact, it was a world within a world: We took our imaginations (想象) with us into those heights, which by turns were a fortress, a pirate ship, a spaceship, or a mountain castle.
In my small Maine town there are some lovely maples, lindens, and oaks. Their branches spread wide and they are strong enough for people to climb. But I have not yet seen a climber. Perhaps computer games have taken the place of tree climbing, or maybe the activity went the way of monkey bars, which came to be viewed as too risky and have largely disappeared from playgrounds.
It is a sad loss. I have always believed that, since low-hanging limbs (树枝) provide no benefit to the tree, they must mean something for the child. Robert Frost understood this when he wrote: When I see birches bend to left and right, across the lines of straighter darker trees, I like to think some boy’s been swinging them. My only disagreement with Frost is his opinion that tree climbing is a gender-specific undertaking. Both boys and girls have what it takes to make joyful climbing.
The campus of the university where I teach is lovingly landscaped with all sorts of trees. During a recent walk, I grabbed a branch and a moment later I was sitting on it. Then the memories came flooding back: the old friends, the long view of my neighbourhood, and finally, the unwillingness to return to the earth when the parental call to supper came.
I was so lost in my thoughts that I didn’t hear the student calling to me from below. He asked what I was doing. I didn’t waste time on explanations. “Come on up,” I said. “The air’s fine.” But he only laughed, and waved me off. He didn’t know what he was missing.
5. What did the writer and his friends get from climbing trees?
A. They wanted to become astronauts.
B. They ran away from the heavy burden (负担) of learning.
C. They became more free like monkeys.
D. They enjoyed the world in imagination.
6. 语言能力 推断能力 What does the writer want to do in Paragraph 2?
A. Explain the reasons for kids’ not climbing trees.
B. Describe the poor living conditions in Maine.
C. Expect monkey bars to be removed from playgrounds.
D. Analyze the good of computer games.
7. What did the writer think his student missed in the last paragraph?
A. The good memories of childhood.
B. The chance to breathe fresh air.
C. The fun of climbing trees.
D. The sense of safety.
8. Which of the following can be the best title for the passage?
A. Beautiful trees, inspiration for poets
B. Climbing trees, the joy of childhood
C. Beautiful trees, unforgettable hometown
D. Climbing trees, perfect way to exercise
答案：5 - 8 DACB
【语篇解读】本文是一篇散文，介绍了作者童年时爬树的乐趣与回忆，以及对现代人不再进行这一活动的感慨与遗憾。
5. D 解析: 细节理解题。根据“Climbing trees allowed us to enter another world... We took our imaginations with us into those heights, which by turns were a fortress, a pirate ship, a spaceship, or a mountain castle.”可知，作者和朋友们通过爬树进入了一个想象中的世界，故选 D。
6. A 解析: 写作意图题。根据“But I have not yet seen a climber. Perhaps computer games have taken the place of tree climbing...”可知，作者在第二段解释孩子们不爬树的原因，故选 A。
7. C 解析: 推理判断题。根据“‘Come on up,’ I said. ‘The air's fine.’ But he only laughed, and waved me off. He didn't know what he was missing.”及全文可知，前文中作者详细描述了童年时期爬树的乐趣和回忆，以及他自己再次爬树时的情感体验，因此可以推断，当作者说“他不知道他错过了什么”时，他指的是学生错过了爬树的乐趣，故选 C。
8. B 解析: 标题归纳题。文章主题围绕爬树和童年的快乐记忆，最佳标题应为“爬树，童年的快乐”，故选 B。
【语篇解读】本文是一篇散文，介绍了作者童年时爬树的乐趣与回忆，以及对现代人不再进行这一活动的感慨与遗憾。
5. D 解析: 细节理解题。根据“Climbing trees allowed us to enter another world... We took our imaginations with us into those heights, which by turns were a fortress, a pirate ship, a spaceship, or a mountain castle.”可知，作者和朋友们通过爬树进入了一个想象中的世界，故选 D。
6. A 解析: 写作意图题。根据“But I have not yet seen a climber. Perhaps computer games have taken the place of tree climbing...”可知，作者在第二段解释孩子们不爬树的原因，故选 A。
7. C 解析: 推理判断题。根据“‘Come on up,’ I said. ‘The air's fine.’ But he only laughed, and waved me off. He didn't know what he was missing.”及全文可知，前文中作者详细描述了童年时期爬树的乐趣和回忆，以及他自己再次爬树时的情感体验，因此可以推断，当作者说“他不知道他错过了什么”时，他指的是学生错过了爬树的乐趣，故选 C。
8. B 解析: 标题归纳题。文章主题围绕爬树和童年的快乐记忆，最佳标题应为“爬树，童年的快乐”，故选 B。
解析：
翻译:
### B
当我还是个孩子的时候，我家门前长着一棵树。10岁时，我的身高刚好够到它最低的树枝，然后我就能把自己拉到树枝的怀抱中。我不是唯一爬树的人。有时我的两三个朋友会和我一起爬家门前的梧桐树，或者爬街那头的枫树。爬树让我们进入了另一个世界。事实上，那是一个嵌套在现实世界中的世界：我们带着自己的想象进入那些高处，那里时而变成一座堡垒、一艘海盗船、一艘宇宙飞船，或者一座山上的城堡。
在我居住的缅因州的小镇上，有一些可爱的枫树、菩提树和橡树。它们的树枝向四周伸展得很宽，而且足够结实，能承受人们爬上去。但我还没有见过有孩子爬树。也许电脑游戏已经取代了爬树，或者这种活动已经和猴架（一种 playground 设施）一样，因为被认为太危险，在很大程度上已经从操场消失了。
这是一种令人悲伤的损失。我一直认为，既然低垂的树枝对树没有好处，那它们对孩子一定有某种意义。罗伯特·弗罗斯特（Robert Frost）在写诗时理解这一点，他写道：“当我看到白桦树左右弯曲，在那些更直、颜色更深的树的行列中，我喜欢想象是某个男孩在摇晃它们。”我和弗罗斯特唯一的分歧是他认为爬树是一项有性别指向的活动。男孩和女孩都有能力从爬树中获得快乐。
我任教的大学校园里，精心布置了各种各样的树木。最近一次散步时，我抓住一根树枝，不一会儿我就坐在了上面。然后回忆如潮水般涌来：那些老朋友、我家附近的远景，最后还有当父母喊我回去吃晚饭时，我那种不愿回到地面的心情。
我沉浸在思绪中，以至于没有听到那个学生在下面叫我。他问我在做什么。我没有浪费时间解释。“上来吧，”我说，“这里的空气很好。”但他只是笑了笑，挥手让我下去。他不知道自己错过了什么。
5. 作者和他的朋友们从爬树中得到了什么？
A. 他们想成为宇航员。
B. 他们摆脱了沉重的学习负担。
C. 他们变得像猴子一样更自由。
D. 他们在想象中享受那个世界。
6. 语言能力 推断能力 作者在第二段想要做什么？
A. 解释孩子们不爬树的原因。
B. 描述缅因州糟糕的生活条件。
C. 希望猴架从操场被移除。
D. 分析电脑游戏的好处。
7. 在最后一段中，作者认为他的学生错过了什么？
A. 童年的美好回忆。
B. 呼吸新鲜空气的机会。
C. 爬树的乐趣。
D. 安全感。
8. 以下哪一个可以作为这篇文章的最佳标题？
A. 美丽的树，诗人的灵感源泉
B. 爬树，童年的乐趣
C. 美丽的树，难忘的故乡
D. 爬树，完美的锻炼方式
### B
当我还是个孩子的时候，我家门前长着一棵树。10岁时，我的身高刚好够到它最低的树枝，然后我就能把自己拉到树枝的怀抱中。我不是唯一爬树的人。有时我的两三个朋友会和我一起爬家门前的梧桐树，或者爬街那头的枫树。爬树让我们进入了另一个世界。事实上，那是一个嵌套在现实世界中的世界：我们带着自己的想象进入那些高处，那里时而变成一座堡垒、一艘海盗船、一艘宇宙飞船，或者一座山上的城堡。
在我居住的缅因州的小镇上，有一些可爱的枫树、菩提树和橡树。它们的树枝向四周伸展得很宽，而且足够结实，能承受人们爬上去。但我还没有见过有孩子爬树。也许电脑游戏已经取代了爬树，或者这种活动已经和猴架（一种 playground 设施）一样，因为被认为太危险，在很大程度上已经从操场消失了。
这是一种令人悲伤的损失。我一直认为，既然低垂的树枝对树没有好处，那它们对孩子一定有某种意义。罗伯特·弗罗斯特（Robert Frost）在写诗时理解这一点，他写道：“当我看到白桦树左右弯曲，在那些更直、颜色更深的树的行列中，我喜欢想象是某个男孩在摇晃它们。”我和弗罗斯特唯一的分歧是他认为爬树是一项有性别指向的活动。男孩和女孩都有能力从爬树中获得快乐。
我任教的大学校园里，精心布置了各种各样的树木。最近一次散步时，我抓住一根树枝，不一会儿我就坐在了上面。然后回忆如潮水般涌来：那些老朋友、我家附近的远景，最后还有当父母喊我回去吃晚饭时，我那种不愿回到地面的心情。
我沉浸在思绪中，以至于没有听到那个学生在下面叫我。他问我在做什么。我没有浪费时间解释。“上来吧，”我说，“这里的空气很好。”但他只是笑了笑，挥手让我下去。他不知道自己错过了什么。
5. 作者和他的朋友们从爬树中得到了什么？
A. 他们想成为宇航员。
B. 他们摆脱了沉重的学习负担。
C. 他们变得像猴子一样更自由。
D. 他们在想象中享受那个世界。
6. 语言能力 推断能力 作者在第二段想要做什么？
A. 解释孩子们不爬树的原因。
B. 描述缅因州糟糕的生活条件。
C. 希望猴架从操场被移除。
D. 分析电脑游戏的好处。
7. 在最后一段中，作者认为他的学生错过了什么？
A. 童年的美好回忆。
B. 呼吸新鲜空气的机会。
C. 爬树的乐趣。
D. 安全感。
8. 以下哪一个可以作为这篇文章的最佳标题？
A. 美丽的树，诗人的灵感源泉
B. 爬树，童年的乐趣
C. 美丽的树，难忘的故乡
D. 爬树，完美的锻炼方式