高考英語二輪復(fù)習(xí) 核心考點(diǎn)總動(dòng)員 專題34 閱讀理解之推理判斷（含解析）

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專題34 閱讀理解之推理判斷 關(guān)鍵詞：閱讀理解,推理判斷,上下文推理,語境 難度系數(shù)：???? 推薦指數(shù)：????? 【基礎(chǔ)回顧】 考點(diǎn)歸納： 做出簡單判斷和推理（即推理判斷題） 閱讀文章的主要目的是獲取信息，即作者所要傳達(dá)的信息。在實(shí)際的閱讀活動(dòng)中，有時(shí)需要根據(jù)文章提供的事實(shí)和線索，進(jìn)行邏輯推理，推測作者未提到的事實(shí)或某事發(fā)生的可能性等。 基礎(chǔ)必讀： 推理判斷試題屬于高層次閱讀理解題。這種題型包括判斷題和推理題。這兩類題常常相互依存，推理是為了得出正確的判斷，正確的判斷又依賴于合乎邏輯的推理。做好該題型要從整體上把握語篇內(nèi)容，在語篇的表面意義與隱含意義、已知信息與未知信息間架起橋梁，透過字里行間，去體會(huì)作者的“弦外之音”。推理判斷題常?？梢苑譃槿缦聨最悾? （1）細(xì)節(jié)推斷。如時(shí)間、地點(diǎn)、人物關(guān)系等； （2）邏輯推斷。根據(jù)已知的結(jié)果推斷導(dǎo)致結(jié)果產(chǎn)生的可能原因； （3）目的、意圖、態(tài)度推斷。根據(jù)文章的論述，推斷作者的寫作目的以及作者情感態(tài)度； （4）預(yù)測想象推斷。文章沒有明確說明，要求根據(jù)語篇對文章可能涉及的內(nèi)容進(jìn)行預(yù)測判斷。 推理判斷主要的設(shè)題方式有： （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】 推理判斷主要的解題策略有： （1）根據(jù)不同文體，推斷目的意圖。不同的文章可能有不同的寫作目的, 通常作者的寫作目的有以下三種：1) to entertain readers（娛樂讀者，讓人發(fā)笑），常見于故事類的文章。2) to persuade readers（說服讀者接受某種觀點(diǎn)）常見于廣告類的文章。3) to inform readers（告知讀者某些信息）多見于科普類﹑新聞報(bào)道類﹑文化類或社會(huì)類的文章。高考閱讀試題設(shè)計(jì)到各類文章，而以議論文為主，文章的主題句、核心句往往會(huì)直接或間接地表明作者的態(tài)度立場；閱讀理解中也有說明文、描述文。前者因?yàn)槠潴w裁的客觀性，所以作者的態(tài)度也往往采取中立。而后者因?yàn)槠湮恼掠^點(diǎn)往往不直接提出，而且作者寫作時(shí)也常帶有某種傾向性，所以，閱讀時(shí)要善于根據(jù)文章的文體來學(xué)會(huì)推斷作者的情感態(tài)度和目的。 （2）根據(jù)用詞風(fēng)格，推斷情感態(tài)度。一篇好的文章，其用詞風(fēng)格常常直接流露或蘊(yùn)含作者的內(nèi)心世界和情感態(tài)度。所以閱讀時(shí)要善于捕捉表達(dá)或暗示情感態(tài)度的詞句或短語，捕捉那些烘托氣氛，渲染情感的詞句，進(jìn)而很好地洞察作者的思想傾向，是支持、反對抑或中立？對于選項(xiàng)而言，要分清選項(xiàng)中的褒義詞、中性詞和貶義詞，以此對照全文。如：1）表示褒義的詞語：positive贊成的，supporting支持的，praising贊揚(yáng)的，optimistic樂觀的，admiring羨慕的，enthusiastic熱情的等；2）表示中性的詞語：uninterested無興趣的，不感興趣的； neutral中立的；impersonal不帶個(gè)人感情的；subjective主觀的；objective客觀的等；3）表示貶義的詞語：disgusted感到惡心的，厭惡的；critical批評的；negative 否定的，反對的；suspicious懷疑的；tolerant容忍的，忍讓的；worried 擔(dān)憂的等。 （3）根據(jù)寫作思路，推斷段落發(fā)展。不同的文體，寫作思路和寫作手法也不盡相同。做題時(shí)，要善于體會(huì)作者的寫作思路，揣摩作者的謀篇布局，從宏觀上左右文章的結(jié)構(gòu)框架；同時(shí)，還要把握作者行文時(shí)所運(yùn)用的修辭手段，如對比、舉例、下定義等。通過梳理寫作思路，明晰寫作手法，即可對文章的發(fā)展作出比較科學(xué)合理的推斷和預(yù)測。 （4）根據(jù)事實(shí)細(xì)節(jié)，推斷合理信息。推理題要求在理解原文表面文字信息的基礎(chǔ)上，作出一定判斷和推論，從而得到文章的隱含意義和深層意義。推理題所涉及的內(nèi)容可能是文中某一句話，也可是某幾句話，但做題的指導(dǎo)思想都是以文字信息為依據(jù)，既不能做出在原文中找不到文字根據(jù)的推理，也不能根據(jù)表面文字信息做多步推理。也就是說，要做到判斷有據(jù), 推論有理, 忠實(shí)原文。切忌用自己的觀點(diǎn)代替作者的本意，切忌片面思考，得出片面結(jié)論。 【基礎(chǔ)達(dá)標(biāo)】 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 today—and 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.” “Really—at 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 design 2. 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. 2．D　推理判斷題。根據(jù)第三段的第一句“Once I had a boy who worked experimentally with Tinkertoys in his free time.”可知，這個(gè)男孩是利用空閑時(shí)間拼裝這些玩具的，并且根據(jù)本段的“Here was an exceptionally creative mind at work.”可知，這個(gè)男孩是一個(gè)很有想象力和創(chuàng)造力的孩子，因此選D。 3．B　詞義猜測題。根據(jù)第四段的畫線詞后面的“I ran the risk of losing those students who had a different style of thinking.”可知，雖然作者采用了這種教學(xué)方式，但是也冒著一定的風(fēng)險(xiǎn)，即有可能失去一些不同思維方式的學(xué)生，因此這里說明這種教育方式也有不足之處，因此選B。 4．A　細(xì)節(jié)理解題。 根據(jù)文章最后七段中的對話內(nèi)容可知作者鼓勵(lì)孩子們說出最有趣的夢，并鼓勵(lì)他們在白天的課堂里把夢的內(nèi)容做出來。作者這樣做就是為了讓他們看到自己的創(chuàng)造力和想象力。因此選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(監(jiān)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 communication—emails, Web posts and reviews, facetoface conversations—found that it tended to be more positive than negative(消極的), 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(激發(fā)) 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. C．Private 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? A．Sports 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 wide B．Online news attracts more people C. Reading habits change with the times D. Good news beats bad on social networks 2．C　推理判斷題。根據(jù)第二段可知，“if it bleeds” 規(guī)則用于大眾媒體時(shí)只是為了吸引大眾的眼球而不關(guān)心大眾的感受，可是當(dāng)你與朋友分享故事的時(shí)候，你更多關(guān)注的是朋友的反應(yīng)。因?yàn)槟悴幌胱屌笥颜J(rèn)為你不考慮他人的感受。故選C項(xiàng)。 3．B　細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段可知，Dr Berger和同事對電子郵件傳播分析了六個(gè)月，他們發(fā)現(xiàn)科技板塊比其他專欄更受歡迎。故選B項(xiàng)。 4．D　主旨大意題。文章首尾呼應(yīng)，根據(jù)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…”可推斷出，積極向上的報(bào)道傳播更快，更受讀者喜愛。故D項(xiàng)能概括全文。 【終極闖關(guān)】 【湖南省株洲市2017屆高三上學(xué)期教學(xué)質(zhì)量檢測（一）】Today’s 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, we’ve stopped doing one thing that’s actually been a proven predictor of success—and that’s 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( 縱向的 ) 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 compared with those who didn’t 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 comes most reliably not from high achievement but from strong relationships. “We’re out of balance,” says Dr. Weissbourd . A good way to start readjusting priorities( 優(yōu)先事項(xiàng) ), 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 compete 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 Rossmann’s 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 Weissbourd’s survey? A. Responding to others’ needs. B. Achieving high achievements. C. Practising kindness and giving help. D. Building strong relationships 4.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 推理判斷題。根據(jù)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 compared with those who didn’t have chores or who started them as teens.”可知答案選C。其中A 答案干擾比較大。從3 到4 歲開始做家務(wù)比那些從青少年開始做家務(wù)或不做家務(wù)的人更可能獲得學(xué)業(yè)和人生的成功，但并意味著從青少年開始做家務(wù)或不做家務(wù)的人不能成功，所以A 答案不對。 3.B 細(xì)節(jié)理解題。根據(jù)文章第三段“…research suggests that personal happiness comes most reliably not from high achievement but from strong relationships.”可知選B。 4.A 標(biāo)題判斷題?？疾榈氖菍φ麄€(gè)文章的主題的把握。B、C、D 三個(gè)選項(xiàng)都是做家務(wù)所帶來的好處，但都只是其中的一個(gè)方面，不能概括全文。所以要選A.