【春考特训课】第16讲：重点题型之阅读理解议论文---【决胜春考】2025年春季高考英语冲刺总复习（江苏专用）

第16讲 重点题型之阅读理解议论文 知识梳理 演练 【考情链接】 议论文的内容涵盖文化、历史、文学、科学和教育等各个方面。在这类体裁的文章中把握好论点、论据和论证很重要。此类体裁的文章中有关主旨大意和推理判断的题目会较多，这也是得分比较难的题型。在阅读这类文章的时候，我们要认真把握作者的态度，领悟弦外之音，从而更好地依据文章的事实做出合理的推断。 英语议论文是一种作者通过陈述观点试图说服读者接受其所给的观点的文体，是高考阅读理解题中较难的题目。观点必须要由一些例子、理由和逻辑支撑。简而言之，议论文的结构通常为三段式，即“论点、论据、结论”。一篇好的议论文，观点明确且正确，论据充分，论证合乎逻辑，结构、层次清晰。议论文的题材多样化、知识化，它包括社会科学的多个领域，涵盖文化、历史、文学、科学和教育等各个方面，以及和自然科学交叉的学科，体现以人为本的特点。 【要点梳理】 考点一：阅读策略 英语议论文常用的论证方式：归纳法，即通过分析个别事物，寻找共同点，再得出结论;并列法，即几 个论据之间是平等的关系;递进法，即几个论据之间是递进的关系;对照法，即把两种事物加以对比，分析、说明，得出结论;驳论法，即阐述别人的错误观点，逐条批驳，阐明观点。 不管文本使用的是何种论证方式，我们在阅读议论文时非常有效的阅读策略就是追问what—why—how的问题： （1）What is the topic of the argumentative essay and what is the authors opinion？ （2）What is the counterclaim against the authors opinion mentioned in the essay， if any？ （3）Why does the author think his opinion is right？ （4）How does the author support his opinion？ （5）What facts/statistics/examples/results of relative studies/citations are presented in support of his opinion and to counter the counterclaim meanwhile？ 考点二：主要设题类型及特点 从近年来的英语试卷内容分析中可以得出结论，议论文类阅读题的实际内容虽然丰富多彩，数量较大，然而在命题类型与考核方向上却主要包括以下内容。 第一种类型，主旨大意题。解答主旨大意题需借助考生的逻辑推理能力、文字信息处理能力去对议论文阅读材料的基本内容、主要观点、论述进行深刻的理解和全面的归纳处理。对于这类问题，我们应该了解作者想说什么，即作者撰写本文的目的。 第二种类型，细节理解题。该类问题要求考生在信息获取、信息解读与信息处理过程中深度理解文章中的具体观点和主要事实，然后按照具体问题要求给予准确的处理。 第三种类型，推理和判断题。这类问题以文章内容中的某些信息为理论基础，要求考生立足文本信息的具体语境和内容诉求，去合情合理地进行主观推理和客观判断，以此得出较为全面的感知结论。推理和判断题对考生的逻辑思维能力、问题剖析能力、推理能力具有较高要求。 第四种类型，词义理解题。英语词语的词意非常丰富，语境不同，词意也不同。解这类题要根据文章的语境推测单词或短语的意思。 （一）主旨大意题的解题技巧 考生要解答主旨大意题，应该非常精准地把握文本材料的中心思想，也就是作者利用大量文字信息旨在重点说明的个人观点，即文章内容的中心思想。考生一旦精准地掌握了文章内容的中心思想，就会对文本信息了然于心。 （二）细节理解题的解题技巧 细节理解题，顾名思义，就是指针对阅读文章的某个细节内容而具体设置的试题。考生在解题时，可以利用考核问题中的“关键词”去文本信息中寻找可能的来源区域、考核方向与问题答案。这是一个较为常用的解题方法，也是一个简单易行、行之有效的好方法。 （三）推理和判断题的解题技巧 考生在解答推理和判断题的时候，要充分掌握阅读材料的中心诉求、思想情感、主观愿景与语言特色，以此推断出文章的创作来源、写作目的与价值诉求，从“宏观层面”去把握文章的写作意图。考生不能忽视作者的个人观点和态度，在进行推理和判断时，必须遵循逻辑规律，以事实为依据进行合理推理。以下几点需要注意： ①立足议论文中明确的客观信息，挖掘内在的逻辑关系，合理地进行推断。 ②全面分析所有相关信息，避免片面性，做到判断有据，推理有据，忠于原文。 ③不可用主观臆断来代替文中作者的观点，不能用事实代替推理，不能用具体代替抽象，不能用现象代替实质。 ④要特别注意表现作者感情、态度、观点的语句。 ⑤结合英文背景常识对阅读材料进行识别和判断。 （四）词义理解题的解题技巧 词义理解题要求考生利用某一个词所在的具体语境与实际用途去准确地判断出这个词的具体词义。考生不仅需要有丰富的词汇量，还需要具有一定的识读能力、理解能力与猜测能力。 考点三：解题策略 题型01 主旨大意题 【题型诠释】 主旨大意题主要考查学生把握全文主题和理解中心思想的能力。根据多年的备考及高考实践，这类题目考查的范围是：基本论点、文章标题、主题或段落大意等。它要求考生在理解全文的基础上能较好地运用概括、判断、归纳、推理等逻辑思维方法，对文章进行高度概括或总结，属于高层次题。 干扰项：可能是文中某个具体事实或细节、可能是从文中某些(不完全的)事实或细节片面推出的错误结论、可能是非文章事实的主观臆断。而正确答案需要根据文章全面理解而归纳概括出来；不能太笼统、言过其实或以偏概全。 题型02 词义猜测题 【题型诠释】 阅读理解的测试中经常有猜测词、短语、习语、句子意义的题目，近几年高考阅读中词义猜测题的考查方法呈多样化，其中根据上下文语境推测词义将会越来越多。有时短文中出现一个需猜测其意义的词或短语，后文接着会出现其定义、解释或例子，这就是判断该词或短语意义的主要依据。 我们还可以根据转折或对比关系进行判断：根据上下句的连接词，如but，however，otherwise等就可以看到前后句在意义上的差别，从而依据某一句的含义来确定另一句的含义。另外，分号(；)也可以表示转折、对比或不相干的意义。还可以根据因果关系进行判断。 题型03 推理判断题 【题型诠释】  推断题要求学生在理解文章表面信息的基础上，通过语篇逻辑关系，研究细节的暗示，推敲作者态度，理解文章的寓意等。推理的结论一定是原文有这层意思，但没有明确表达的。推理要根据文章的字面意思，通过语篇、段落和句子之间的逻辑关系，各个信息所暗示和隐含的意义，作者的隐含意等对文章进行推理判断。考生要由文字的表层信息挖掘出文章的深层含义，要能透过现象看本质。 推断题是议论文中出现频率最高、难度最大的题目。推断题常常考查写作目的、作者意图、结论推断或者文章出处推断等。常见的题目如下： ①From the example in paragraph..., we can infer that ____________. ②Whats the purpose of the text? ③Whats the attitude of the author towards ...? 题型04 细节理解题 【题型诠释】 细节理解题主要考查考生对文章中某些细节或重要事实的理解能力。它一般包括直接理解题和语意理解题两种。直接理解题的答案与原文直接挂钩，从阅读材料中可以找到。这种题难度低，只要考生读懂文章，就能得分，属于低层次题。它们往往以what, which, who, when, where, how来提问，有时还会加上一个前提，如：According to the passage/the first/last para-graph...。 考点四：考法归纳 ●明确论点： 论点是议论文的核心，是作者对所论问题的看法和主张。 注意文章的标题、开头、结尾或关键句中的论点表述。 ●梳理论据： 论据是用来证明论点的材料，包括事实论据和道理论据。 梳理文章中的论据，并理解它们与论点之间的关系。 ●分析论证方法： 议论文常用的论证方法包括举例论证、道理论证、对比论证和比喻论证。 分析这些方法在文章中的运用及其作用。 ●理清论证结构： 议论文的论证结构一般包括引论、本论和结论三部分。 注意文章的结构安排和段落之间的联系。 ●把握语言特点： 议论文的语言一般具有准确性、严密性和逻辑性。 注意文章中的关键词汇和句子，理解它们的准确含义和表达效果。 ●答题技巧： 对于论点类题目，直接从文中找到论点表述或根据文章内容概括。 对于论据类题目，梳理文章中的论据并理解其作用。 对于论证方法和结构类题目，结合文章内容进行分析和概括。 · 【阅读理解议论文思维导图】 课堂精练 演练 · 2024·四川·模拟预测 In an era of digital technology, the art of writing by hand has slowly been downgraded to a past entertainment. However, recent research suggests that this physical act is essential to brain health and development, having multiple cognitive (认知的) benefits. It is time we should reevaluate the potential benefits it may have on our mental capacities. According to numerous studies, writing by hand stimulates more complex and diverse brain connections essential for encoding new information and forming memories. For instance, a recent investigation found that brain connectivity patterns were far more complicated and widespread for participants who wrote by hand compared to those who typed. Thus, it is clear that handwriting has a distinct and significant impact on our brain health. Handwriting isn’t just good for our brains health—it also has clear, practical benefits. Research has shown that students who take handwritten notes score significantly higher on quizzes, demonstrating improved learning. This extends beyond the classroom too. People who recorded information on paper calendars demonstrated more brain activity and recalled information faster than those who used smartphones. The act of handwriting, therefore, could be a valuable tool for students preparing for exams and adults managing daily tasks. Despite its clear benefits, handwriting has been on the decline. However, 25states in the US have reintroduced writing back into school curriculums. This is a step in the right direction, as previous research has also indicated that handwriting is essential in children’s brain development. Preliterate (未识字的) children who wrote by hand demonstrated brain activity in a circuit of the brain used in learning to read, further strengthening the link between handwriting and cognitive development. It is clear that handwriting is a valuable activity that has the potential to enhance our brain health, learning, memory, and problem-solving skills. As we continue to navigate the digital age, it is important not to overlook the value of this seemingly simple activity. So, the next time you reach for your keyboard, remember the benefits of picking up a pen instead. 65．What do people usually think of handwriting at present? A．It has become an old-fashioned skill. B．It has many cognitive benefits in life. C．It has been replaced by digital devices. D．It has been a popular entertainment. 66．What does the author mainly show about handwriting in paragraph 3? A．It is beneficial to brain health. B．It helps students score higher on quizzes. C．It stimulates diverse brain connection. D．It has good effects on learning and memory. 67．Why is previous research mentioned in paragraph 4? A．To make a comparison. B．To add further evidence. C．To show different opinions. D．To explain the brain activity. 68．What’s the purpose of the passage? A．To illustrate a finding on handwriting. B．To emphasize the importance of handwriting. C．To show the wide application of handwriting. D．To introduce the artistic value of handwriting. 课后反馈 演练 2022年全国甲卷 Sometime in the early 1960s, a significant thing happened in Sydney, Australia. The city discovered its harbor. Then, one after another, Sydney discovered lots of things that were just sort of there — broad parks, superb beaches, and a culturally diverse population. But it is the harbor that makes the city. Andrew Reynolds, a cheerful fellow in his early 30s, pilots Sydney ferryboats for a living. I spent the whole morning shuttling back and forth across the harbor. After our third run Andrew shut down the engine, and we went our separate ways — he for a lunch break, I to explore the city. “I’ll miss these old boats,” he said as we parted. “How do you mean?” I asked. “Oh, they’re replacing them with catamarans. Catamarans are faster, but they’re not so elegant, and they’re not fun to pilot. But that’s progress, I guess.” Everywhere in Sydney these days, change and progress are the watchwords (口号), and traditions are increasingly rare. Shirley Fitzgerald, the city’s official historian, told me that in its rush to modernity in the 1970s, Sydney swept aside much of its past, including many of its finest buildings. “Sydney is confused about itself,” she said. “We can’t seem to make up our minds whether we want a modern city or a traditional one. It’s a conflict that we aren’t getting any better at resolving (解决).” On the other hand, being young and old at the same time has its attractions. I considered this when I met a thoughtful young businessman named Anthony. “Many people say that we lack culture in this country,” he told me. “What people forget is that the Italians, when they came to Australia, brought 2000 years of their culture, the Greeks some 3000 years, and the Chinese more still. We’ve got a foundation built on ancient cultures but with a drive and dynamism of a young country. It’s a pretty hard combination to beat.” He is right, but I can’t help wishing they would keep those old ferries. 167．What is the first paragraph mainly about? A．Sydney’s striking architecture. B．The cultural diversity of Sydney. C．The key to Sydney’s development. D．Sydney’s tourist attractions in the 1960s. 168．What can we learn about Andrew Reynolds? A．He goes to work by boat. B．He looks forward to a new life. C．He pilots catamarans well. D．He is attached to the old ferries. 169．What does Shirley Fitzgerald think of Sydney? A．It is losing its traditions. B．It should speed up its progress. C．It should expand its population. D．It is becoming more international. 170．Which statement will the author probably agree with? A．A city can be young and old at the same time. B．A city built on ancient cultures is more dynamic. C．Modernity is usually achieved at the cost of elegance. D．Compromise should be made between the local and the foreign. · 2022年天津卷 Ralph Emerson once said that the purpose of life is not to be happy, but to be useful, to be loving, to make some difference in he world. While we appreciate such words of wisdom, we rarely try to follow them in our lives. Most people prefer to live a good life themselves, ignoring their responsibilities for the world. This narrow perception of a good life may provide short-term benefits, but is sure to lead to long-term harm and suffering. A good life based on comfort and luxury may eventually lead to more pain be-cause we spoil our health and even our character, principles, ideals, and relationships. What then, is the secret of a good life? A good life is a process, not a state of being : a direction, not a destination. We have to earn a good life by first serving others without any expectation in return because their happiness is the very source of our own happiness. More importantly, we must know ourselves inside out. Only when we examine ourselves deeply can we discover our abilities and recognize our limitations, and then work accordingly to create a better world. The first requirement for a good life is having a loving heart. When we do certain right things merely as a duty, we find our job so tiresome that we’ll soon burn out. However, when we do that same job out of love, we not only enjoy what we do, but also do it with an effortless feeling. However, love alone is insufficient to lead a good life. Love sometimes blinds us to the reality. Consequently, our good intentions may not lead to good results. To achieve desired outcome, those who want to do good to others also need to equip themselves with accurate world knowledge. False knowledge is more dangerous than ignorance. If love is the engine of a car knowledge is the steering wheel(方向盘). If the engine lacks power, the car can’t move; if the driver loses control of the steering, a road accident probably occurs. Only with love in heart and the right knowledge in mind can we lead a good life. With love and knowledge, we go all out to create a better world by doing good to others. When we see the impact of our good work on the world we give meaning to our life and earn lasting joy and happiness. 162．What effect does the narrow perception of a good life have on us? A．Making us simple-minded B．Making us short-sighted. C．Leading us onto a busy road. D．Keeping us from comfort and luxury. 163．According to the author, how can one gain true happiness? A．Through maintaining good health. B．By going through pain and suffering. C．By recognizing one’s abilities and limitations. D．Through offering help much needed by others. 164．According to Paragraph 4, doing certain right things with a loving heart makes one________. A．less selfish B．less annoying C．more motivated D．more responsible 165．In what case may good intentions fail to lead to desired results? A．When we have wrong knowledge of the world. B．When our love for the world is insufficient. C．When we are insensitive to dangers in life. D．When we stay blind to the reality. 166．According to Paragraph 5, life can be made truly good when ________. A．inspired by love and guided by knowledge B．directed by love and pushed by knowledge C．purified by love and enriched by knowledge D．promoted by love and defined by knowledge 【2024年新高考I卷C篇阅读理解】 Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often “no”. The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content. When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text. The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page. But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis (假说)”. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces. Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words. 150．What does the underlined phrase “shine through” in paragraph 2 mean? A．Seem unlikely to last. B．Seem hard to explain. C．Become ready to use. D．Become easy to notice. 151．What does the shallowing hypothesis assume? A．Readers treat digital texts lightly. B．Digital texts are simpler to understand. C．People select digital texts randomly. D．Digital texts are suitable for social media. 152．Why are audio and video increasingly used by university teachers? A．They can hold students' attention. B．They are more convenient to prepare. C．They help develop advanced skills. D．They are more informative than text. 153．What does the author imply in the last paragraph? A．Students should apply multiple learning techniques. B．Teachers should produce their own teaching material. C．Print texts cannot be entirely replaced in education. D．Education outside the classroom cannot be ignored. 【2024年全国甲卷D篇阅读理解】 “I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not. He suggested I think about the difference between endings that I wanted for the characters and endings that were right for the characters, endings that satisfied the story even if they didn’t have a traditionally positive outcome. Of course, I would have preferred a different ending for Tom and Maggie Tulliver, but the ending they got did make the most sense for them. This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier. But writing the end — that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that's unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters. That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work. This issue won’t tell you what your ending should be — that’s up to you and the story you’re telling — but it might provide what you need to get there. 154．Why did the author go to Prof. Gracie? A．To discuss a novel. B．To submit a book report. C．To argue for a writer. D．To ask for a reading list. 155．What did the author realize after seeing Gracie? A．Writing is a matter of personal preferences. B．Readers are often carried away by character. C．Each type of literature has its unique end. D．A story which begins well will end well. 156．What is expected of a good ending? A．It satisfies readers’ taste. B．It fits with the story development. C．It is usually positive. D．It is open for imagination. 157．Why does the author mention Peter Mountford and Elizabeth Sims? A．To give examples of great novelists. B．To stress the theme of this issue. C．To encourage writing for the magazine. D．To recommend their new books. 【2023年全国乙卷D篇阅读理解】 If you want to tell the history of the whole world, a history that does not privilege one part of humanity, you cannot do it through texts alone, because only some of the world has ever had texts, while most of the world, for most of the time, has not. Writing is one of humanity’s later achievements, and until fairly recently even many literate (有文字的) societies recorded their concerns not only in writing but in things. Ideally a history would bring together texts and objects, and some chapters of this book are able to do just that, but in many cases we simply can’t. The clearest example of this between literate and non-literate history is perhaps the first conflict, at Botany Bay, between Captain Cook’s voyage and the Australian Aboriginals. From the English side, we have scientific reports and the captain’s record of that terrible day. From the Australian side, we have only a wooden shield (盾) dropped by a man in flight after his first experience of gunshot. If we want to reconstruct what was actually going on that day, the shield must be questioned and interpreted as deeply and strictly as the written reports. In addition to the problem of miscomprehension from both sides, there are victories accidentally or deliberately twisted, especially when only the victors know how to write. Those who are on the losing side often have only their things to tell their stories. The Caribbean Taino, the Australian Aboriginals, the African people of Benin and the Incas, all of whom appear in this book, can speak to us now of their past achievements most powerfully through the objects they made: a history told through things gives them back a voice. When we consider contact (联系) between literate and non-literate societies such as these, all our first-hand accounts are necessarily twisted, only one half of a dialogue. If we are to find the other half of that conversation, we have to read not just the texts, but the objects. 158．What is the first paragraph mainly about? A．How past events should be presented. B．What humanity is concerned about. C．Whether facts speak louder than words. D．Why written language is reliable. 159．What does the author indicate by mentioning Captain Cook in paragraph 2? A．His report was scientific. B．He represented the local people. C．He ruled over Botany Bay. D．His record was one-sided. 160．What does the underlined word “conversation” in paragraph 3 refer to? A．Problem. B．History. C．Voice. D．Society. 161．Which of the following books is the text most likely selected from? A． How Maps Tell Stories of the World B． A Short History of Australia C． A History of the World in 100 Objects D． How Art Works Tell Stories 原创精品资源学科网独家享有版权，侵权必究！共 23 页 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$ 第16讲 重点题型之阅读理解议论文 知识梳理 演练 【考情链接】 议论文的内容涵盖文化、历史、文学、科学和教育等各个方面。在这类体裁的文章中把握好论点、论据和论证很重要。此类体裁的文章中有关主旨大意和推理判断的题目会较多，这也是得分比较难的题型。在阅读这类文章的时候，我们要认真把握作者的态度，领悟弦外之音，从而更好地依据文章的事实做出合理的推断。 英语议论文是一种作者通过陈述观点试图说服读者接受其所给的观点的文体，是高考阅读理解题中较难的题目。观点必须要由一些例子、理由和逻辑支撑。简而言之，议论文的结构通常为三段式，即“论点、论据、结论”。一篇好的议论文，观点明确且正确，论据充分，论证合乎逻辑，结构、层次清晰。议论文的题材多样化、知识化，它包括社会科学的多个领域，涵盖文化、历史、文学、科学和教育等各个方面，以及和自然科学交叉的学科，体现以人为本的特点。 【要点梳理】 考点一：阅读策略 1. 英语议论文常用的论证方式和举例 英语议论文常用的论证方式：归纳法，即通过分析个别事物，寻找共同点，再得出结论;并列法，即几 个论据之间是平等的关系;递进法，即几个论据之间是递进的关系;对照法，即把两种事物加以对比，分析、说明，得出结论;驳论法，即阐述别人的错误观点，逐条批驳，阐明观点。 2. 立足英语议论文文本，追问what—why—how的阅读策略 不管文本使用的是何种论证方式，我们在阅读议论文时非常有效的阅读策略就是追问what—why—how的问题： （1）What is the topic of the argumentative essay and what is the authors opinion？ （2）What is the counterclaim against the authors opinion mentioned in the essay， if any？ （3）Why does the author think his opinion is right？ （4）How does the author support his opinion？ （5）What facts/statistics/examples/results of relative studies/citations are presented in support of his opinion and to counter the counterclaim meanwhile？ 考点二：主要设题类型及特点 从近年来的英语试卷内容分析中可以得出结论，议论文类阅读题的实际内容虽然丰富多彩，数量较大，然而在命题类型与考核方向上却主要包括以下内容。 第一种类型，主旨大意题。解答主旨大意题需借助考生的逻辑推理能力、文字信息处理能力去对议论文阅读材料的基本内容、主要观点、论述进行深刻的理解和全面的归纳处理。对于这类问题，我们应该了解作者想说什么，即作者撰写本文的目的。 第二种类型，细节理解题。该类问题要求考生在信息获取、信息解读与信息处理过程中深度理解文章中的具体观点和主要事实，然后按照具体问题要求给予准确的处理。 第三种类型，推理和判断题。这类问题以文章内容中的某些信息为理论基础，要求考生立足文本信息的具体语境和内容诉求，去合情合理地进行主观推理和客观判断，以此得出较为全面的感知结论。推理和判断题对考生的逻辑思维能力、问题剖析能力、推理能力具有较高要求。 第四种类型，词义理解题。英语词语的词意非常丰富，语境不同，词意也不同。解这类题要根据文章的语境推测单词或短语的意思。 （一）主旨大意题的解题技巧 考生要解答主旨大意题，应该非常精准地把握文本材料的中心思想，也就是作者利用大量文字信息旨在重点说明的个人观点，即文章内容的中心思想。考生一旦精准地掌握了文章内容的中心思想，就会对文本信息了然于心。 （二）细节理解题的解题技巧 细节理解题，顾名思义，就是指针对阅读文章的某个细节内容而具体设置的试题。考生在解题时，可以利用考核问题中的“关键词”去文本信息中寻找可能的来源区域、考核方向与问题答案。这是一个较为常用的解题方法，也是一个简单易行、行之有效的好方法。 （三）推理和判断题的解题技巧 考生在解答推理和判断题的时候，要充分掌握阅读材料的中心诉求、思想情感、主观愿景与语言特色，以此推断出文章的创作来源、写作目的与价值诉求，从“宏观层面”去把握文章的写作意图。考生不能忽视作者的个人观点和态度，在进行推理和判断时，必须遵循逻辑规律，以事实为依据进行合理推理。以下几点需要注意： ①立足议论文中明确的客观信息，挖掘内在的逻辑关系，合理地进行推断。 ②全面分析所有相关信息，避免片面性，做到判断有据，推理有据，忠于原文。 ③不可用主观臆断来代替文中作者的观点，不能用事实代替推理，不能用具体代替抽象，不能用现象代替实质。 ④要特别注意表现作者感情、态度、观点的语句。 ⑤结合英文背景常识对阅读材料进行识别和判断。 （四）词义理解题的解题技巧 词义理解题要求考生利用某一个词所在的具体语境与实际用途去准确地判断出这个词的具体词义。考生不仅需要有丰富的词汇量，还需要具有一定的识读能力、理解能力与猜测能力。 考点三：解题策略 题型01 主旨大意题 【题型诠释】 主旨大意题主要考查学生把握全文主题和理解中心思想的能力。根据多年的备考及高考实践，这类题目考查的范围是：基本论点、文章标题、主题或段落大意等。它要求考生在理解全文的基础上能较好地运用概括、判断、归纳、推理等逻辑思维方法，对文章进行高度概括或总结，属于高层次题。 干扰项：可能是文中某个具体事实或细节、可能是从文中某些(不完全的)事实或细节片面推出的错误结论、可能是非文章事实的主观臆断。而正确答案需要根据文章全面理解而归纳概括出来；不能太笼统、言过其实或以偏概全。 题型02 词义猜测题 【题型诠释】 阅读理解的测试中经常有猜测词、短语、习语、句子意义的题目，近几年高考阅读中词义猜测题的考查方法呈多样化，其中根据上下文语境推测词义将会越来越多。有时短文中出现一个需猜测其意义的词或短语，后文接着会出现其定义、解释或例子，这就是判断该词或短语意义的主要依据。 我们还可以根据转折或对比关系进行判断：根据上下句的连接词，如but，however，otherwise等就可以看到前后句在意义上的差别，从而依据某一句的含义来确定另一句的含义。另外，分号(；)也可以表示转折、对比或不相干的意义。还可以根据因果关系进行判断。 题型03 推理判断题 【题型诠释】  推断题要求学生在理解文章表面信息的基础上，通过语篇逻辑关系，研究细节的暗示，推敲作者态度，理解文章的寓意等。推理的结论一定是原文有这层意思，但没有明确表达的。推理要根据文章的字面意思，通过语篇、段落和句子之间的逻辑关系，各个信息所暗示和隐含的意义，作者的隐含意等对文章进行推理判断。考生要由文字的表层信息挖掘出文章的深层含义，要能透过现象看本质。 推断题是议论文中出现频率最高、难度最大的题目。推断题常常考查写作目的、作者意图、结论推断或者文章出处推断等。常见的题目如下： ①From the example in paragraph..., we can infer that ____________. ②Whats the purpose of the text? ③Whats the attitude of the author towards ...? 题型04 细节理解题 【题型诠释】 细节理解题主要考查考生对文章中某些细节或重要事实的理解能力。它一般包括直接理解题和语意理解题两种。直接理解题的答案与原文直接挂钩，从阅读材料中可以找到。这种题难度低，只要考生读懂文章，就能得分，属于低层次题。它们往往以what, which, who, when, where, how来提问，有时还会加上一个前提，如：According to the passage/the first/last para-graph...。 考点四：考法归纳 ●明确论点： 论点是议论文的核心，是作者对所论问题的看法和主张。 注意文章的标题、开头、结尾或关键句中的论点表述。 ●梳理论据： 论据是用来证明论点的材料，包括事实论据和道理论据。 梳理文章中的论据，并理解它们与论点之间的关系。 ●分析论证方法： 议论文常用的论证方法包括举例论证、道理论证、对比论证和比喻论证。 分析这些方法在文章中的运用及其作用。 ●理清论证结构： 议论文的论证结构一般包括引论、本论和结论三部分。 注意文章的结构安排和段落之间的联系。 ●把握语言特点： 议论文的语言一般具有准确性、严密性和逻辑性。 注意文章中的关键词汇和句子，理解它们的准确含义和表达效果。 ●答题技巧： 对于论点类题目，直接从文中找到论点表述或根据文章内容概括。 对于论据类题目，梳理文章中的论据并理解其作用。 对于论证方法和结构类题目，结合文章内容进行分析和概括。 · 【阅读理解议论文思维导图】 课堂精练 演练 · 2024·四川·模拟预测 In an era of digital technology, the art of writing by hand has slowly been downgraded to a past entertainment. However, recent research suggests that this physical act is essential to brain health and development, having multiple cognitive (认知的) benefits. It is time we should reevaluate the potential benefits it may have on our mental capacities. According to numerous studies, writing by hand stimulates more complex and diverse brain connections essential for encoding new information and forming memories. For instance, a recent investigation found that brain connectivity patterns were far more complicated and widespread for participants who wrote by hand compared to those who typed. Thus, it is clear that handwriting has a distinct and significant impact on our brain health. Handwriting isn’t just good for our brains health—it also has clear, practical benefits. Research has shown that students who take handwritten notes score significantly higher on quizzes, demonstrating improved learning. This extends beyond the classroom too. People who recorded information on paper calendars demonstrated more brain activity and recalled information faster than those who used smartphones. The act of handwriting, therefore, could be a valuable tool for students preparing for exams and adults managing daily tasks. Despite its clear benefits, handwriting has been on the decline. However, 25states in the US have reintroduced writing back into school curriculums. This is a step in the right direction, as previous research has also indicated that handwriting is essential in children’s brain development. Preliterate (未识字的) children who wrote by hand demonstrated brain activity in a circuit of the brain used in learning to read, further strengthening the link between handwriting and cognitive development. It is clear that handwriting is a valuable activity that has the potential to enhance our brain health, learning, memory, and problem-solving skills. As we continue to navigate the digital age, it is important not to overlook the value of this seemingly simple activity. So, the next time you reach for your keyboard, remember the benefits of picking up a pen instead. 65．What do people usually think of handwriting at present? A．It has become an old-fashioned skill. B．It has many cognitive benefits in life. C．It has been replaced by digital devices. D．It has been a popular entertainment. 66．What does the author mainly show about handwriting in paragraph 3? A．It is beneficial to brain health. B．It helps students score higher on quizzes. C．It stimulates diverse brain connection. D．It has good effects on learning and memory. 67．Why is previous research mentioned in paragraph 4? A．To make a comparison. B．To add further evidence. C．To show different opinions. D．To explain the brain activity. 68．What’s the purpose of the passage? A．To illustrate a finding on handwriting. B．To emphasize the importance of handwriting. C．To show the wide application of handwriting. D．To introduce the artistic value of handwriting. 【答案】 【导语】本文是一篇议论文，论述我们应该重新评估书写对我们的心智能力的益处，未来它将成为教育的重要组成部分。 65． 细节理解题。根据第一段“In an era of digital technology, the art of writing by hand has slowly been downgraded to a past entertainment.(在数字技术时代，手写的艺术已经慢慢沦为一种过时的娱乐)”可知，人们通常把手写看成一种已经过时的技能。故选A。 66．主旨大意题。根据第三段“Handwriting isn’t just good for our brains health—it also has clear, practical benefits. Research has shown that students who take handwritten notes score significantly higher on quizzes, demonstrating improved learning. This extends beyond the classroom too. People who recorded information on paper calendars demonstrated more brain activity and recalled information faster than those who used smartphones. The act of handwriting, therefore, could be a valuable tool for students preparing for exams and adults managing daily tasks.(手写不仅对我们的大脑健康有好处——它还有明显的、实际的好处。研究表明，做手写笔记的学生在测验中得分明显更高，这表明他们的学习能力有所提高。这也延伸到了课堂之外。在纸质日历上记录信息的人比使用智能手机的人大脑活动更活跃，回忆信息的速度也更快。因此，对于准备考试的学生和管理日常事务的成年人来说，书写的行为可能是一个有价值的工具)”可知，该段主要讲述手写对学习和记忆的影响。故选D。 67．推理判断题。根据第四段“Despite its clear benefits, handwriting has been on the decline. However, 25states in the US have reintroduced writing back into school curriculums. This is a step in the right direction, as previous research has also indicated that handwriting is essential in children’s brain development. Preliterate (未识字的) children who wrote by hand demonstrated brain activity in a circuit of the brain used in learning to read, further strengthening the link between handwriting and cognitive development.(尽管有明显的好处，但手写一直在走下坡路。然而，美国已有25个州将写作重新引入学校课程。这是朝着正确方向迈出的一步，因为之前的研究也表明，书写对儿童的大脑发育至关重要。识字之前用手写字的儿童在学习阅读的大脑回路中表现出大脑活动，进一步加强了书写和认知发展之间的联系)”可推断，该段提及从前的研究是为了进一步证实书写的好处。故选B。 68．推理判断题。根据第一段“In an era of digital technology, the art of writing by hand has slowly been downgraded to a past entertainment. However, recent research suggests that this physical act is essential to brain health and development, having multiple cognitive (认知的) benefits. It is time we should reevaluate the potential benefits it may have on our mental capacities.(在数字技术时代，手写的艺术已经慢慢沦为一种过时的娱乐。然而，最近的研究表明，这种身体活动对大脑的健康和发育至关重要，有多种认知益处。是时候我们应该重新评估它对我们心智能力的潜在好处了)”结合文章论述强调了书写对我们的心智能力的益处，希望读者重视书写。即文章的目的是强调书写的重要性。故选B。 课后反馈 演练 2022年全国甲卷 Sometime in the early 1960s, a significant thing happened in Sydney, Australia. The city discovered its harbor. Then, one after another, Sydney discovered lots of things that were just sort of there — broad parks, superb beaches, and a culturally diverse population. But it is the harbor that makes the city. Andrew Reynolds, a cheerful fellow in his early 30s, pilots Sydney ferryboats for a living. I spent the whole morning shuttling back and forth across the harbor. After our third run Andrew shut down the engine, and we went our separate ways — he for a lunch break, I to explore the city. “I’ll miss these old boats,” he said as we parted. “How do you mean?” I asked. “Oh, they’re replacing them with catamarans. Catamarans are faster, but they’re not so elegant, and they’re not fun to pilot. But that’s progress, I guess.” Everywhere in Sydney these days, change and progress are the watchwords (口号), and traditions are increasingly rare. Shirley Fitzgerald, the city’s official historian, told me that in its rush to modernity in the 1970s, Sydney swept aside much of its past, including many of its finest buildings. “Sydney is confused about itself,” she said. “We can’t seem to make up our minds whether we want a modern city or a traditional one. It’s a conflict that we aren’t getting any better at resolving (解决).” On the other hand, being young and old at the same time has its attractions. I considered this when I met a thoughtful young businessman named Anthony. “Many people say that we lack culture in this country,” he told me. “What people forget is that the Italians, when they came to Australia, brought 2000 years of their culture, the Greeks some 3000 years, and the Chinese more still. We’ve got a foundation built on ancient cultures but with a drive and dynamism of a young country. It’s a pretty hard combination to beat.” He is right, but I can’t help wishing they would keep those old ferries. 167．What is the first paragraph mainly about? A．Sydney’s striking architecture. B．The cultural diversity of Sydney. C．The key to Sydney’s development. D．Sydney’s tourist attractions in the 1960s. 168．What can we learn about Andrew Reynolds? A．He goes to work by boat. B．He looks forward to a new life. C．He pilots catamarans well. D．He is attached to the old ferries. 169．What does Shirley Fitzgerald think of Sydney? A．It is losing its traditions. B．It should speed up its progress. C．It should expand its population. D．It is becoming more international. 170．Which statement will the author probably agree with? A．A city can be young and old at the same time. B．A city built on ancient cultures is more dynamic. C．Modernity is usually achieved at the cost of elegance. D．Compromise should be made between the local and the foreign. 【答案】 【导语】这是一篇夹叙夹议文。文章介绍了悉尼城市发展中对于现代化和传统保护的困惑，并提出“一座城市可以同时年轻和年老”的观点。 167．主旨大意题。根据第一段“Sometime in the early 1960s, a significant thing happened in Sydney, Australia. The city discovered its harbor. (20世纪60年代初，澳大利亚悉尼发生了一件大事。这座城市发现了自己的港口。)”和最后一句“But it is the harbor that makes the city.(但正是港口造就了这座城市。)”可知，第一段主要是讲悉尼发展的关键。故选C。 168．细节理解题。根据第三段““I’ll miss these old boats,” he said as we parted.(“我会想念这些旧船的，”我们分手时他说。)”和第五段第二句“Catamarans are faster, but they’re not so elegant, and they’re not fun to pilot.(双体船更快，但它们不那么优雅，驾驶起来也不有趣。)”可知，Andrew Reynolds喜欢那些旧渡船。故选D。 169．细节理解题。根据第六段第二句中的“in its rush to modernity in the 1970s, Sydney swept aside much of its past, including many of its finest buildings(在20世纪70年代奔向现代化的过程中，悉尼抛弃了许多过去的东西，包括许多最漂亮的建筑)”和第四句“We can’t seem to make up our minds whether we want a modern city or a traditional one.(我们似乎无法决定是要一个现代的城市还是一个传统的城市。)”可知，Shirley Fitzgerald认为悉尼正在丢失传统。故选A。 170．推理判断题。根据倒数第二段第一句“On the other hand, being young and old at the same time has its attractions.(另一方面，同时年轻和年老也有它的吸引力。)”可知，作者会认同“一座城市可以同时年轻和年老”的观点。故选A。 · 2022年天津卷 Ralph Emerson once said that the purpose of life is not to be happy, but to be useful, to be loving, to make some difference in he world. While we appreciate such words of wisdom, we rarely try to follow them in our lives. Most people prefer to live a good life themselves, ignoring their responsibilities for the world. This narrow perception of a good life may provide short-term benefits, but is sure to lead to long-term harm and suffering. A good life based on comfort and luxury may eventually lead to more pain be-cause we spoil our health and even our character, principles, ideals, and relationships. What then, is the secret of a good life? A good life is a process, not a state of being : a direction, not a destination. We have to earn a good life by first serving others without any expectation in return because their happiness is the very source of our own happiness. More importantly, we must know ourselves inside out. Only when we examine ourselves deeply can we discover our abilities and recognize our limitations, and then work accordingly to create a better world. The first requirement for a good life is having a loving heart. When we do certain right things merely as a duty, we find our job so tiresome that we’ll soon burn out. However, when we do that same job out of love, we not only enjoy what we do, but also do it with an effortless feeling. However, love alone is insufficient to lead a good life. Love sometimes blinds us to the reality. Consequently, our good intentions may not lead to good results. To achieve desired outcome, those who want to do good to others also need to equip themselves with accurate world knowledge. False knowledge is more dangerous than ignorance. If love is the engine of a car knowledge is the steering wheel(方向盘). If the engine lacks power, the car can’t move; if the driver loses control of the steering, a road accident probably occurs. Only with love in heart and the right knowledge in mind can we lead a good life. With love and knowledge, we go all out to create a better world by doing good to others. When we see the impact of our good work on the world we give meaning to our life and earn lasting joy and happiness. 162．What effect does the narrow perception of a good life have on us? A．Making us simple-minded B．Making us short-sighted. C．Leading us onto a busy road. D．Keeping us from comfort and luxury. 163．According to the author, how can one gain true happiness? A．Through maintaining good health. B．By going through pain and suffering. C．By recognizing one’s abilities and limitations. D．Through offering help much needed by others. 164．According to Paragraph 4, doing certain right things with a loving heart makes one________. A．less selfish B．less annoying C．more motivated D．more responsible 165．In what case may good intentions fail to lead to desired results? A．When we have wrong knowledge of the world. B．When our love for the world is insufficient. C．When we are insensitive to dangers in life. D．When we stay blind to the reality. 166．According to Paragraph 5, life can be made truly good when ________. A．inspired by love and guided by knowledge B．directed by love and pushed by knowledge C．purified by love and enriched by knowledge D．promoted by love and defined by knowledge 【答案】 【导语】本文是一篇议论文。文章主要论述了美好生活的秘诀是什么。人生的目的不是生而快乐，而是生而有益。 162．细节理解题。根据文章第二段“This narrow perception of a good life may provide short-term benefits, but is sure to lead to long-term harm and suffering.(这种对美好生活的狭隘看法可能会带来短期的好处，但肯定会导致长期的伤害和痛苦。)”可知，对美好生活的狭隘看法只能给我们带来短期的好处，所以时间长了会让我们目光短浅、短视。故选B项。 163．细节理解题。根据文章第三段“We have to earn a good life by first serving others without any expectation in return because their happiness is the very source of our own happiness.(我们必须先为他人服务而不求回报，因为他人的幸福是我们自己幸福的源泉。)”可知，我们能够从帮助他人获得真正的幸福。故选D项。 164．推理判断题。根据文章第四段“However, when we do that same job out of love, we not only enjoy what we do, but also do it with an effortless feeling.(然而，当我们出于热爱做同样的工作时，我们不仅享受我们做的事情，而且也享受那种毫不费力的感觉。)”可知，带着热爱去做事会让人更加享受做这件事情；越享受做某件事，做事越有动力。故选C项。 165．推理判断题。根据文章第五段“False knowledge is more dangerous than ignorance.(虚假的知识比无知更危险。)”可以推测出，当我们对世界有错误的认识的时候，就算意图良好，也可能导致不好的、违背预期的结局。故选A项。 166．细节理解题。根据文章最后一段“With love and knowledge, we go all out to create a better world by doing good to others.(带着爱和知识，我们全力以赴，通过对他人做好事来创造一个更美好的世界。)”可知，有爱和知识，生活就会变得更美好。故选A项。 【2024年新高考I卷C篇阅读理解】 Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often “no”. The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content. When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text. The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page. But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis (假说)”. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces. Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words. 150．What does the underlined phrase “shine through” in paragraph 2 mean? A．Seem unlikely to last. B．Seem hard to explain. C．Become ready to use. D．Become easy to notice. 151．What does the shallowing hypothesis assume? A．Readers treat digital texts lightly. B．Digital texts are simpler to understand. C．People select digital texts randomly. D．Digital texts are suitable for social media. 152．Why are audio and video increasingly used by university teachers? A．They can hold students' attention. B．They are more convenient to prepare. C．They help develop advanced skills. D．They are more informative than text. 153．What does the author imply in the last paragraph? A．Students should apply multiple learning techniques. B．Teachers should produce their own teaching material. C．Print texts cannot be entirely replaced in education. D．Education outside the classroom cannot be ignored. 【答案】 【导语】本文是议论文。主要讨论了纸质阅读与数字阅读、音频和视频学习方式的差异和效果。 150．词句猜测题。根据前文“When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding.(当阅读几百字或更多的文本时，在纸上学习通常比在屏幕上学习更成功。大量的研究证实了这一发现)”可知，在纸上学习更有成效，以及后文“when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.(当实验人员从提出简单的任务(如识别阅读文章的主旨)转移到需要思维抽象的任务(如从文本中推断)时)”推知，此处应是表达“当实验者从简单的任务转向需要精神抽象的任务时，纸质阅读的益处就变得显而易见”之意，所以shine through应是“显而易见”之意，和D项意思相近。故选D项。 151．推理判断题。根据第四段“But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis (假说)”. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.(但同样重要的是精神层面。阅读研究人员提出了一个名为“shallowing hypothesis”的理论。根据这一理论，人们以适合社交媒体的心态接触数字文本，这些文本通常不那么严肃，与阅读印刷品时相比，投入的精神努力也更少)”可知，shallowing hypothesis假设读者在阅读数字文本时会持有一种轻松的心态，不会像阅读纸质书籍那样投入太多的心理努力。故选A项。 152．细节理解题。根据第五段“Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person.(音频和视频可能比文本更具吸引力，因此大学教师越来越多地转向这些技术，例如分配在线讲座而不是同一作者的文章)”可知，音频和视频比文本更能吸引学生的注意力，所以大学教师越来越多地使用这些技术。故选A项。 153．推理判断题。根据最后一段“Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.(数字文本、音频和视频都具有教育作用，尤其是在提供印刷品中无法获得的资源时。然而，为了在需要精神集中和反思的情况下最大限度地学习，教育工作者不应假定所有媒体都是相同的，即使它们包含相同的单词)”可知，尽管数字文本、音频和视频在教育中有一定作用，但当需要精神集中和反思以最大化学习时，教育者不应假定所有媒体都是相同的，即使它们包含相同的单词。这表明作者认为纸质文本在教育中的作用仍然不可替代，因此暗示纸质文本在教育中的重要性。故选C项。 【2024年全国甲卷D篇阅读理解】 “I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not. He suggested I think about the difference between endings that I wanted for the characters and endings that were right for the characters, endings that satisfied the story even if they didn’t have a traditionally positive outcome. Of course, I would have preferred a different ending for Tom and Maggie Tulliver, but the ending they got did make the most sense for them. This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier. But writing the end — that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that's unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters. That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work. This issue won’t tell you what your ending should be — that’s up to you and the story you’re telling — but it might provide what you need to get there. 154．Why did the author go to Prof. Gracie? A．To discuss a novel. B．To submit a book report. C．To argue for a writer. D．To ask for a reading list. 155．What did the author realize after seeing Gracie? A．Writing is a matter of personal preferences. B．Readers are often carried away by character. C．Each type of literature has its unique end. D．A story which begins well will end well. 156．What is expected of a good ending? A．It satisfies readers’ taste. B．It fits with the story development. C．It is usually positive. D．It is open for imagination. 157．Why does the author mention Peter Mountford and Elizabeth Sims? A．To give examples of great novelists. B．To stress the theme of this issue. C．To encourage writing for the magazine. D．To recommend their new books. 【答案】 【导语】本文是一篇议论文。文章首先通过作者与教授关于小说结局的讨论引发了对结局的思考，接着阐述了不同类型的文学作品结局的特点，最后提出了写作好的结局的重要性并介绍了《Writer’s Digest》杂志如何帮助作家写出更好的结尾。 154．细节理解题。根据第一段““I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not.( “我不喜欢这个结局，”我对我最喜欢的大学教授说。那是我大三的时候，我正在做一项关于维多利亚文学的独立研究。我刚刚读完乔治·艾略特的《弗洛斯河上的磨坊》，读到结尾我很伤心。格雷西教授耐心地让我考虑一下，不要只看我喜不喜欢)”可知，作者去找格雷西教授是为了讨论小说。故选A项。 155．推理判断题。根据第二段“This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier.( 这对我来说是一个顿悟的时刻，我再也没有想过同样的结局。从那时起，如果我想读一个保证幸福的结局，我就会选一部爱情小说。如果我想要一个我猜不到的结局，我会选一本神秘小说。一种是我知道会发生什么，历史小说。选择读什么变得更容易了)”可知，见过格雷西教授后，作者意识到了每种类型的文学都有其独特的结局。故选C项。 156．推理判断题。根据第三段“But writing the end—that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that’s unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters.(但是写出结局——那很难。对作家来说很难，因为结局对读者来说意义重大。你必须平衡创造一个不可预测的结局，但这个结局又不能显得凭空而来，要适合角色的设定)”可知，人们对一个好结局的期望是结局又不能显得凭空而来，要适合角色的设定，也就是符合故事的发展。故选B项。 157．推理判断题。根据倒数第二段“That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work.( 这就是为什么这期《Writer’s Digest》旨在帮助你找出如何为你正在写的任何类型的作品写出最好的结局。如果是短篇小说，彼得·蒙特福德分解了六种技巧，你可以尝试看看哪一种能帮助你完美着陆。伊丽莎白·西姆斯分析了五部伟大小说的最后几章，看看它们包含了哪些关键点，以及你如何将它们应用到你的作品中)”可知，作者提到彼得·蒙福德和伊丽莎白·西姆斯是为了强调这期《Writer’s Digest》的主题，即帮助读者写出更好的结尾。故选B项。 【2023年全国乙卷D篇阅读理解】 If you want to tell the history of the whole world, a history that does not privilege one part of humanity, you cannot do it through texts alone, because only some of the world has ever had texts, while most of the world, for most of the time, has not. Writing is one of humanity’s later achievements, and until fairly recently even many literate (有文字的) societies recorded their concerns not only in writing but in things. Ideally a history would bring together texts and objects, and some chapters of this book are able to do just that, but in many cases we simply can’t. The clearest example of this between literate and non-literate history is perhaps the first conflict, at Botany Bay, between Captain Cook’s voyage and the Australian Aboriginals. From the English side, we have scientific reports and the captain’s record of that terrible day. From the Australian side, we have only a wooden shield (盾) dropped by a man in flight after his first experience of gunshot. If we want to reconstruct what was actually going on that day, the shield must be questioned and interpreted as deeply and strictly as the written reports. In addition to the problem of miscomprehension from both sides, there are victories accidentally or deliberately twisted, especially when only the victors know how to write. Those who are on the losing side often have only their things to tell their stories. The Caribbean Taino, the Australian Aboriginals, the African people of Benin and the Incas, all of whom appear in this book, can speak to us now of their past achievements most powerfully through the objects they made: a history told through things gives them back a voice. When we consider contact (联系) between literate and non-literate societies such as these, all our first-hand accounts are necessarily twisted, only one half of a dialogue. If we are to find the other half of that conversation, we have to read not just the texts, but the objects. 158．What is the first paragraph mainly about? A．How past events should be presented. B．What humanity is concerned about. C．Whether facts speak louder than words. D．Why written language is reliable. 159．What does the author indicate by mentioning Captain Cook in paragraph 2? A．His report was scientific. B．He represented the local people. C．He ruled over Botany Bay. D．His record was one-sided. 160．What does the underlined word “conversation” in paragraph 3 refer to? A．Problem. B．History. C．Voice. D．Society. 161．Which of the following books is the text most likely selected from? A． How Maps Tell Stories of the World B． A Short History of Australia C． A History of the World in 100 Objects D． How Art Works Tell Stories 【答案】 【导语】本文是一篇议论文。本文讨论了仅仅依靠书面文本来讲述世界历史的局限性，并强调了将物品纳入历史叙事以更好地理解无文字社会的重要性。 158．主旨大意题。根据文章第一段“If you want to tell the history of the whole world, a history that does not privilege one part of humanity, you cannot do it through texts alone, because only some of the world has ever had texts, while most of the world, for most of the time, has not. Writing is one of humanity’s later achievements, and until fairly recently even many literate (有文字的) societies recorded their concerns not only in writing but in things. (如果你想讲述整个世界的历史，一段不以人类某一部分为特权的历史，你不能仅仅通过文本来讲述，因为世界上只有一部分人曾经有过文本，而世界上大多数人，在大多数时间里，都没有。写作是人类较晚的成就之一，直到最近，甚至许多有文字的社会也不仅用文字，而且用物件来记录他们所关心的事情。)”可推知，第一段主要讲述的是历史应该如何呈现给我们。故选A。 159．推理判断题。根据文章第二段首句“Ideally a history would bring together texts and objects, and some chapters of this book are able to do just that, but in many cases we simply can’t. (理想情况下，历史应该将文本和物品结合在一起，本书的某些章节能够做到这一点，但在许多情况下，我们根本做不到。)”可推断，作者认为历史应该是文本和物品相结合的产物，但是很多情况下，我们做不到。再根据所举例子的下文“From the English side, we have scientific reports and the captain’s record of that terrible day. From the Australian side, we have only a wooden shield (盾) dropped by a man in flight after his first experience of gunshot. (在英国方面，我们有科学报告和船长对那可怕的一天的记录。从澳大利亚方面来看，我们只有一个木制盾牌，这是一名男子在第一次经历枪击后在飞行中扔下的。)”可知，作者举这个例子是为了说明船长的记录是片面的，只从自己的角度描述了问题。故选D。 160．词句猜测题。根据划线单词上文“The Caribbean Taino, the Australian Aboriginals, the African people of Benin and the Incas, all of whom appear in this book, can speak to us now of their past achievements most powerfully through the objects they made: a history told through things gives them back a voice. When we consider contact (联系) between literate and non-literate societies such as these, all our first-hand accounts are necessarily twisted, only one half of a dialogue. (加勒比海的泰诺人、澳大利亚的土著人、贝宁的非洲人以及印加人，所有这些人都出现在这本书中，他们现在都可以通过他们制造的物品向我们讲述他们过去最强大的成就：通过物品讲述的历史给了他们一个声音。当我们考虑诸如此类的有文化社会和无文化社会之间的接触时，我们所有的第一手资料都必然是扭曲的，只有对话的一半。)”结合划线句“If we are to find the other half of that conversation, we have to read not just the texts, but the objects. (如果我们要找到对话的另一半，我们不仅要读文本，还要读物体。)”可知，我们对过去历史的了解，只是书写历史的人所想要让我们了解的历史，如果我们想要了解历史的另一半，我们不仅仅要读文本也要读对象。所以conversation指的是“历史”。故选B。 161．推理判断题。根据文章第一段“If you want to tell the history of the whole world, a history that does not privilege one part of humanity, you cannot do it through texts alone, because only some of the world has ever had texts, while most of the world, for most of the time, has not.(如果你想讲述整个世界的历史，一段不以人类某一部分为特权的历史，你不能仅仅通过文本来讲述，因为世界上只有一部分人的历史曾经被文字记录过，而世界上大多数人，在大多数时间里，都没有。)”结合最后一段的“ If we are to find the other half of that conversation, we have to read not just the texts, but the objects. (如果我们要找到对话的另一半，我们不仅要读文本，还要读物体。)”可知，本文讲述仅仅依靠书面文本来讲述世界历史有局限性，想要更好的了解历史就要将文本和物品结合在一起。从而推断文章最有可能选自《100件物品中的世界史》。故选C。 原创精品资源学科网独家享有版权，侵权必究！共 23 页 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$