阅读理解
Pasta and pizza were on everyone’s lunch menu in my native land of Italy. Everyone who had such a lunch was fair-skinned and spoke Italian. A few years later, as I stood in the lunch line with my kindergarten class in a school in Brooklyn, I realized things were no longer that simple. My classmates ranged from those kids with pale skin and large blue eyes to those with rich brown skin and dark hair. The food choices were almost as diverse as the students. In front of me was an array of foods I couldn’t even name in my native language. Fearing that I would pick out something awful, I desperately tried to ask the boy ahead of me for a recommendation. Unfortunately, between us stood the barrier of language.
Although my kindergarten experience feels like a century ago, the lessons I learned will stick in my mind forever. For the past three summers, I have worked in a government agency in New York. New immigrants much like the little girl in the lunch line flooded our office seeking help. I often had to be an interpreter for the Italian-speaking ones. As I served the role of vital communication link, I was reminded of my desperate struggle to converse before I learned English. I watched with great sympathy as elderly Italians tried to hold a conversation in Italian with people who did not speak the language. It suddenly became very clear to me how lucky I was to be fluent in two languages.
In New York, a multicultural city, students like me are blessed with a chance to work with a diverse population. In my English to Italian translations, I’ve learned about social programs that I didn’t know existed. This work expanded my mind in ways that are impossible inside the four walls of a classroom. Walking through the streets of Brooklyn today, I am no longer confused by this city’s sounds and smells. Instead, enjoy its diversity.
21 ． What did the author realize after entering school in Brooklyn?
A ． Time passed quickly. B ． English was hard to learn.
C ． The food was terrible. D ． People were very different.
22 ． Who does “the little girl” in paragraph 2 refer to?
A ． An Italian teacher. B ． A government official.
C ． The author herself. D ． The author’s classmate.
23 ． How did the summer job benefit the author?
A ． It strengthened her love for school. B ． It helped sharpen her sense of direction.
C ． It opened her eyes to the real world. D ． It made her childhood dream come true.
D 22 ． C 23 ． C
【导语】本文是一篇记叙文。文章讲述了作者通过三个夏天的工作，开阔了视野，接受真实世界的多样性，不再是幼儿园里那个害怕的小女孩了。
21 ．细节理解题。根据第一段第三四句 “A few years later, as I stood in the lunch line with my kindergarten class in a school in Brooklyn, I realized things were no longer that simple. My classmates ranged from those kids with pale skin and large blue eyes to those with rich brown skin and dark hair. ( 几年后，当我站在布鲁克林一所幼儿园的午餐队伍里时，我意识到事情不再那么简单了。我的同学中有皮肤白皙、蓝眼睛大的，也有棕色皮肤、深色头发的 )” 可知，当作者去了在 Brooklyn 的一所学校之后，发现学校里的人不一样。故选 D 。
22 ．推理判断题。根据第二段第二三句 “For the past three summers, I have worked in a government agency in New York. New immigrants much like the little girl in the lunch line flooded our office seeking help. ( 过去的三个夏天，我一直在纽约的一家政府机构工作。新移民涌入我们的办公室寻求帮助，就像排队吃午餐的小女孩一样 )” 以及第一段第三句 “A few years later, as I stood in the lunch line with my kindergarten class in a school in Brooklyn, I realized things were no longer that simple. ( 几年后，当我站在布鲁克林一所幼儿园的午餐队伍里时，我意识到事情不再那么简单了 )” 可知，当年的小女孩长大了，在纽约的一家政府机构工作，工作环境让她想到当年自己在幼儿园的午餐队伍排队的情境。故选 C 。
23 ．推理判断题。根据最后一段第三四五句 “This work expanded my mind in ways that are impossible inside the four walls of a classroom. Walking through the streets of Brooklyn today, I am no longer confused by this city’s sounds and smells. Instead, enjoy its diversity. ( 这项工作拓展了我的思维，这是在四面墙的教室里不可能做到的。今天走在布鲁克林的街道上，我不再对这座城市的声音和气味感到困惑。 相反，我会享受它的多样性 )” 可知，作者三个夏天的工作拓展了思维，开始接受真实世界的多样性。故选 C 。