2019-2020年高考英语二轮复习核心考点总动员专题34阅读理解之推理判断含解析.doc

2019-2020年高考英语二轮复习核心考点总动员专题34阅读理解之推理判断含解析关键词：阅读理解,推理判断,上下文推理,语境难度系数：推荐指数：【基础回顾】考点归纳：做出简单判断和推理（即推理判断题）阅读文章的主要目的是获取信息，即作者所要传达的信息。在实际的阅读活动中，有时需要根据文章提供的事实和线索，进行逻辑推理，推测作者未提到的事实或某事发生的可能性等。基础必读：推理判断试题属于高层次阅读理解题。这种题型包括判断题和推理题。这两类题常常相互依存，推理是为了得出正确的判断，正确的判断又依赖于合乎逻辑的推理。做好该题型要从整体上把握语篇内容，在语篇的表面意义与隐含意义、已知信息与未知信息间架起桥梁，透过字里行间，去体会作者的“弦外之音”。推理判断题常常可以分为如下几类：（1）细节推断。如时间、地点、人物关系等；（2）逻辑推断。根据已知的结果推断导致结果产生的可能原因；（3）目的、意图、态度推断。根据文章的论述，推断作者的写作目的以及作者情感态度；（4）预测想象推断。文章没有明确说明，要求根据语篇对文章可能涉及的内容进行预测判断。推理判断主要的设题方式有：（1）It can be inferred from the passage (or the last paragraph) that（2）It can be learned from the passage (or the last paragraph) that（3）It can be concluded from the passage (or the last paragraph) that（4）It implies that（5）Where would you most probably find this passage?（6）What would the author most likely continue to talk about in the next paragraph(s)?【技能方法】 推理判断主要的解题策略有：（1）根据不同文体，推断目的意图。不同的文章可能有不同的写作目的, 通常作者的写作目的有以下三种：1) to entertain readers（娱乐读者，让人发笑），常见于故事类的文章。2) to persuade readers（说服读者接受某种观点）常见于广告类的文章。3) to inform readers（告知读者某些信息）多见于科普类新闻报道类文化类或社会类的文章。高考阅读试题设计到各类文章，而以议论文为主，文章的主题句、核心句往往会直接或间接地表明作者的态度立场；阅读理解中也有说明文、描述文。前者因为其体裁的客观性，所以作者的态度也往往采取中立。而后者因为其文章观点往往不直接提出，而且作者写作时也常带有某种倾向性，所以，阅读时要善于根据文章的文体来学会推断作者的情感态度和目的。（2）根据用词风格，推断情感态度。一篇好的文章，其用词风格常常直接流露或蕴含作者的内心世界和情感态度。所以阅读时要善于捕捉表达或暗示情感态度的词句或短语，捕捉那些烘托气氛，渲染情感的词句，进而很好地洞察作者的思想倾向，是支持、反对抑或中立？对于选项而言，要分清选项中的褒义词、中性词和贬义词，以此对照全文。如：1）表示褒义的词语：positive赞成的，supporting支持的，praising赞扬的，optimistic乐观的，admiring羡慕的，enthusiastic热情的等；2）表示中性的词语：uninterested无兴趣的，不感兴趣的； neutral中立的；impersonal不带个人感情的；subjective主观的；objective客观的等；3）表示贬义的词语：disgusted感到恶心的，厌恶的；critical批评的；negative 否定的，反对的；suspicious怀疑的；tolerant容忍的，忍让的；worried 担忧的等。 （3）根据写作思路，推断段落发展。不同的文体，写作思路和写作手法也不尽相同。做题时，要善于体会作者的写作思路，揣摩作者的谋篇布局，从宏观上左右文章的结构框架；同时，还要把握作者行文时所运用的修辞手段，如对比、举例、下定义等。通过梳理写作思路，明晰写作手法，即可对文章的发展作出比较科学合理的推断和预测。（4）根据事实细节，推断合理信息。推理题要求在理解原文表面文字信息的基础上，作出一定判断和推论，从而得到文章的隐含意义和深层意义。推理题所涉及的内容可能是文中某一句话，也可是某几句话，但做题的指导思想都是以文字信息为依据，既不能做出在原文中找不到文字根据的推理，也不能根据表面文字信息做多步推理。也就是说，要做到判断有据, 推论有理, 忠实原文。切忌用自己的观点代替作者的本意，切忌片面思考，得出片面结论。【基础达标】Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said：“Make something out of the Tinkertoys. You have 45 minutes todayand 45 minutes each day for the rest of the week.”A few students hesitated to start. They waited to see what the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations. Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect(感染) other students. Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, “But Im just not creative.”“Do you dream at night when youre asleep？”“Oh, sure.”“So tell me one of your most interesting dreams.” The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. “Thats pretty creative. Who does that for you？”“Nobody. I do it.”“Reallyat night, when youre asleep？”“Sure.”“Try doing it in the daytime, in class, okay？”1. The teacher used Tinkertoys in class in order to _A. know more about the students B. make the lessons more exciting C. raise the students interest in art D. teach the students about toy design2. What do we know about the boy mentioned in Paragraph 3?A. He liked to help his teacher. B. He preferred to study alone. C. He was active in class. D. He was imaginative. 3. What does the underlined word “downside” in Paragraph 4 probably mean?A. Mistake. B. Drawback. C. Difficulty. D. Burden. 4. Why did the teacher ask the students to talk about their dreams?A. To help them to see their creativity. B. To find out about their sleeping habits. C. To help them to improve their memory. D. To find out about their ways of thinking. 2D推理判断题。根据第三段的第一句“Once I had a boy who worked experimentally with Tinkertoys in his free time.”可知，这个男孩是利用空闲时间拼装这些玩具的，并且根据本段的“Here was an exceptionally creative mind at work.”可知，这个男孩是一个很有想象力和创造力的孩子，因此选D。3B词义猜测题。根据第四段的画线词后面的“I ran the risk of losing those students who had a different style of thinking.”可知，虽然作者采用了这种教学方式，但是也冒着一定的风险，即有可能失去一些不同思维方式的学生，因此这里说明这种教育方式也有不足之处，因此选B。 4A细节理解题。 根据文章最后七段中的对话内容可知作者鼓励孩子们说出最有趣的梦，并鼓励他们在白天的课堂里把梦的内容做出来。作者这样做就是为了让他们看到自己的创造力和想象力。因此选A。【能力提升】Bad news sells. If it bleeds, it leads. No news is good news, and good news is no news. Those are the classic rules for the evening broadcasts and the morning papers. But now that information is being spread and monitored(监控) in different ways, researchers are discovering new rules. By tracking peoples emails and online posts, scientists have found that good news can spread faster and farther than disasters and sob stories. “The if it bleeds rule works for mass media，” says Jonah Berger, a scholar at the University of Pennsylvania. “They want your eyeballs and dont care how youre feeling. But when you share a story with your friends, you care a lot more how they react. You dont want them to think of you as a Debbie Downer.”Researchers analyzing wordofmouth municationemails, Web posts and reviews, facetoface conversationsfound that it tended to be more positive than negative(消极的), but that didnt necessarily mean people preferred positive news. Was positive news shared more often simply because people experienced more good things than bad things? To test for that possibility, Dr Berger looked at how people spread a particular set of news stories: thousands of articles on The New York Times website. He and a Penn colleague analyzed the “most emailed” list for six months. One of his first findings was that articles in the science section were much more likely to make the list than nonscience articles. He found that science amazed Times readers and made them want to share this positive feeling with others.Readers also tended to share articles that were exciting or funny, or that inspired negative feelings like anger or anxiety, but not articles that left them merely sad. They needed to be aroused(激发) one way or the other, and they preferred good news to bad. The more positive an article, the more likely it was to be shared, as Dr Berger explains in his new book, Contagious: Why Things Catch On.1. What do the classic rules mentioned in the text apply to?A. News reports. B. Research papers. CPrivate emails. D. Daily conversations.2. What can we infer about people like Debbie Downer?A. Theyre socially inactive. B. Theyre good at telling stories. C. Theyre inconsiderate of others. D. Theyre careful with their words. 3. Which tended to be the most emailed according to Dr Bergers research?ASports news. B. Science articles. C. Personal accounts. D. Financial reviews. 4. What can be a suitable title for the text?A. Sad stories travel far and wideBOnline news attracts more peopleC. Reading habits change with the timesD. Good news beats bad on social networks2C推理判断题。根据第二段可知，“if it bleeds” 规则用于大众媒体时只是为了吸引大众的眼球而不关心大众的感受，可是当你与朋友分享故事的时候，你更多关注的是朋友的反应。因为你不想让朋友认为你不考虑他人的感受。故选C项。3B细节理解题。根据倒数第二段可知，Dr Berger和同事对电子邮件传播分析了六个月，他们发现科技板块比其他专栏更受欢迎。故选B项。 4D主旨大意题。文章首尾呼应，根据第一段最后一句以及文章的最后一句“The more positive an article, the more likely it was to be shared”可推断出，积极向上的报道传播更快，更受读者喜爱。故D项能概括全文。【终极闯关】【湖南省株洲市xx届高三上学期教学质量检测（一）】Todays demands for measuring childhood success have chased household chores from the to-do lists of many young people. In a survey of 1,001 US adults released by Braun Research, 82% reported having regular chores growing up, but only 28% said that they require their own children to do them. “Parents today want their kids spending time on things that can bring them success, but ironically, weve stopped doing one thing thats actually been a proven predictor of successand thats household chores.” says Richard Rende, a developmental psychologist. Giving children household chores at an early age helps to build a lasting sense of mastery, responsibility and independence, according to research by Marty Rossmann, professor at the University of Minnesota. In 2002, Dr. Rossmann analyzed data from a longitudinal( 纵向的 ) study that followed 84 children across four periods. She found that young adults who began chores at ages 3 and 4 were more likely to have good relationships with family and friends and to achieve academic and early career success, as pared with those who didnt have chores or who started them as teens. Chores also teach children how to be empathetic( 感同身受的 ) and responsive to others needs, notes psychologist Richard Weissbourd. In research, his team surveyed 10,000 high-school students and asked them to rank what they treasured more: achievement, happiness or caring for others. Almost 80% chose either achievement or happiness over caring for others. As he points out, however, research suggests that personal happiness es most reliably not from high achievement but from strong relationships. “Were out of balance,” says Dr. Weissbourd . A good way to start readjusting priorities( 优先事项 ), he suggests, is by learning to be kind and helpful at home. The next time that your child asks to skip chores to do homework, resist the urge to let him or her off the hook. Being slack( 懈怠的 ) about chores when they pete with school sends your child the message that grades and achievement are more important than caring about others. What may seem like small messages in the moment but add up to big ones over time.1.What can we learn from the first paragraph?A.Parents today have recognized the importance of chores.B.Most parents today think chores are necessary for measuring kids success.C.Most adults require their children to do regular chores now.D.Doing regular chores can help children to succeed.2.What can we conclude from Rossmanns longitudinal study?A.Children will not achieve academic and career success with few chores.B.It makes little difference when children begin chores.C.Chores should be given to children at an early age.D.Young adults beginning chores as teens are more likely to be responsible.3.What do students value more according to Weissbourds survey?A. Responding to others needs.B. Achieving high achievements.C. Practising kindness and giving help.D. Building strong relationships4.What can be the best title for the text?A. Children need regular chores.B. Children need to be independent.C. Household chores build up relationships.D. Chores bring children responsibility.2.C 推理判断题。根据文章第二段“She found that young adults who began chores at ages 3 and 4 were more likely to have good relationships with family and friends and to achieve academic and early career success, as pared with those who didnt have chores or who started them as teens.”可知答案选C。其中A 答案干扰比较大。从3 到4 岁开始做家务比那些从青少年开始做家务或不做家务的人更可能获得学业和人生的成功，但并意味着从青少年开始做家务或不做家务的人不能成功，所以A 答案不对。3.B 细节理解题。根据文章第三段“research suggests that personal happiness es most reliably not from high achievement but from strong relationships.”可知选B。4.A 标题判断题。考查的是对整个文章的主题的把握。B、C、D 三个选项都是做家务所带来的好处，但都只是其中的一个方面，不能概括全文。所以要选A.