02 专题一 第2讲 推理判断题-【名师导航】2025年高考英语二轮总复习课件（通用版）

专题一　阅读理解 第2讲　推理判断题 任务一　探寻命题规律 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 (2024·新课标Ⅰ卷，D)In the race to document the species on Earth before they go extinct, researchers and citizen scientists have collected billions of records. Today, most records of biodiversity are often in the form of photos, videos, and other digital records. Though they are useful for detecting shifts in the number and variety of species in an area, a new Stanford study has found that this type of record is not perfect. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 “With the rise of technology it is easy for people to make observations of different species with the aid of a mobile application，” said Daru, who is lead author of the study and assistant professor of biology in the Stanford School of Humanities and Sciences. “These observations now outnumber the primary data that comes from physical specimens (标本), and since we are increasingly using observational data to investigate how species are responding to global change, I wanted to know: Are they usable？” Using a global dataset of 1.9 billion records of plants, insects, birds, and animals, Daru and his team tested how well these data represent actual global biodiversity patterns. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 “We were particularly interested in exploring the aspects of sampling that tend to bias (使有偏差) data, like the greater likelihood of a citizen scientist to take a picture of a flowering plant instead of the grass right next to it，” said Daru. Their study revealed that the large number of observation-only records did not lead to better global coverage. Moreover, these data are biased and favor certain regions, time periods，and species. This makes sense because the people who get observational biodiversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby. These data are also biased toward certain species with attractive or eye-catching features. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 What can we do with the imperfect datasets of biodiversity? “Quite a lot，” Daru explained. “Biodiversity Apps can use our study results to inform users of oversampled areas and lead them to places—and even species—that are not well-sampled. To improve the quality of observational data, biodiversity Apps can also encourage users to have an expert confirm the identification of their uploaded image.” 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 32. What do we know about the records of species collected now? A.They are becoming outdated. B. They are mostly in electronic form. C. They are limited in number. D. They are used for public exhibition. 33. What does Daru's study focus on? A.Threatened species. B. Physical specimens. C. Observational data. D. Mobile applications. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 34. What has led to the biases according to the study? A.Mistakes in data analysis. B. Poor quality of uploaded pictures. C. Improper way of sampling. D. Unreliable data collection devices. 35. What is Daru's suggestion for biodiversity Apps? A.Review data from certain areas. B. Hire experts to check the records. C. Confirm the identity of the users. D. Give guidance to citizen scientists. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 一、 考查方式 1. 隐含推断题 题型特点 隐含推断题涉及的内容可能是某一句、某一段、某几句、某几段，也可能是事实、论点、例证等一系列论据材料。该题型考查在遵循原文意义的基础上，透过文字表层信息，根据上下文逻辑关系进行推理、分析，挖掘文章的真正内涵，从而推断出材料中没有直接交代的内容的能力。题干中常含learn, infer, suggest, imply, conclude, indicate, intend, purpose ...等词语，以及why, how, what等疑问词。(如第33、34、35题) 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 设问方式 ·What does the story imply? ·What can we conclude from the passage? ·What can we infer from the second paragraph? ·What does the author suggest in the first paragraph? ·What can we learn about the author from the passage? 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 2. 观点态度题 题型特点 该题型往往要求根据文章内容来推测作者或文中人物对某事物所持有的观点、态度，或者是其语气、性格等，考查通过关键措辞推测作者或文中人物的观点、态度等的能力。命题者往往针对作者或文中人物隐含的观点、态度等设题，比如，文中通过举例或者引用别人的话语来表达观点、态度等，未明确表明自己的观点、态度等。有的文章涉及多人物、多观点，命题者往往设题考查理清及推测不同人物的观点、态度等的能力。 设问方式 ·What is the author's attitude towards ...? ·What does the author think of/feel about ...? ·What's the author's opinion on/about ...? 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 3. 写作意图题 题型特点 在很多情况下，作者一般不直接陈述自己的意图，而是根据文中所提供的事实客观地使读者信服某种想法或观点。写作意图题要求根据文章的论述，揣测作者的写作意图，不仅考查正确理解文章主旨大意的能力，还考查对作者阐述的内容和方法进行分析和归纳总结的能力。分析近几年的高考题可以看出，既有考查整篇文章的写作意图题，又有考查某一段落或某处细节的写作意图题。 设问方式 ·Why does the author write this passage? ·What's the author's purpose in writing this passage? ·What is the purpose of this article? ·Why does the author mention ...? 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 4. 文章出处题/读者对象题 题型特点 该题型考查在掌握主旨大意的前提下，根据文章内容、语言特色、标志信息、文章主题、文章措辞来推断出文章出处、读者对象的能力。文章出处涉及的选材比较广泛，如互联网、广告、报纸、杂志、各种手册等。文章涉及的读者对象具有广泛性。 设问方式 ·Where is the passage most likely taken from? ·Where would this passage most probably appear? ·What is the passage most likely adapted from? ·Where can we read the text? ·In which section of a newspaper may this text appear? ·Where is this text most likely from? ·Who is the text intended for? 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 二、选项特征 1. 正确选项特征 (1)“立足原文，只推一步”，即根据原文内容，一步即可推断出结果； (2)选项中一般不可以出现表示绝对概念的词，如only, never, all和absolutely等，正确答案的表述一般会用一些相对能够留下一些余地的词，如often, usually, sometimes, some, may, might, can, could, possibly和probably等。 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 2. 干扰选项特征 (1)背离主题：选项背离了文章的主题思想； (2)事实复述：选项仅仅是对原文事实进行简化复述，而非推断出来的； (3)主观臆断：没有基于原文进行推断，而是根据常识进行推断； (4)过度推断：有时作者只是客观地叙述事实，并未做出评论，而一些选项却主观地进行推断。如提到一样东西贵，并不意味着买不起； (5)以偏概全：一些选项仅对某一句话进行推断，而忽略了其他信息，造成以偏概全的错误； 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 (6)偷换概念：某些干扰项的内容与原文句子结构及词汇几乎完全一样，只是在不起眼的地方略微改动某个词或表达方法，造成干扰项与短文内容发生细微的变化；或者利用原文中的词来伪造选项或断章取义，干扰性极强； (7)逻辑颠倒：某些选项与原文不符，出现逻辑颠倒，如因果倒置、手段与目的倒置等。 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 任务二　研析解题技法 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 在解答隐含推断题时，首先，通过题干中的关键词找到文章中相关事实细节，即推理的依据；然后，细读该部分内容，结合上下文，理解其字面意义；最后，在理解字面意义的基础上去分析、推理、判断，利用逆向或正向推理悟出“弦外之音”，从而理解作者的言外之意。 类型一 隐含推断题——立足原文推隐含 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 (2023·新课标Ⅰ卷，B) When John was a child, he loved to explore the woods around his house, observing how nature solved problems. A dirty stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making. After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (细菌)? Which kinds of fish can eat cancer-causing chemicals? With the right combination of animals and plants, he figured, maybe he could clean up waste the way nature did. He decided to build what he would later call an eco-machine. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 24. What can we learn about John from the first two paragraphs? A.He was fond of traveling. B. He enjoyed being alone. C. He had an inquiring mind. D. He longed to be a doctor. √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 [技法点拨] 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 [技法运用] 第一步： 题干定位关键词 题干中的关键词为：learn about John，from the first two paragraphs 第二步： 查找原文找对应 定位信息句：When John was a child, he loved to explore the woods around his house, observing how nature solved problems ... John started to wonder if ...(第一段)；After studying agriculture ... John went back to observing nature and asking questions.(第二段) 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 第三步： 立足原文做推断 根据第一段中的“explore” “observing” “started to wonder”和第二段中的“studying” “went back to observing” “asking questions”可以推断出，约翰自孩童时代就喜欢探究和质疑。故选C。 选项 选项意思 选项定位 A 他喜欢旅行。 背离主题 B 他喜欢独处。 主观臆断 C 他有一颗好奇心。 合理推断 D 他渴望成为一名医生。 主观臆断 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 在解答观点态度题时，首先，仔细阅读文章，寻找表达作者或文中人物观点或态度等的措辞；然后，找出表达观点或态度等的关键信息，如表示观点或态度等的概括句或结论句；最后，在正确理解表达观点或态度等的关键信息的基础上，结合相关措辞对作者或文中人物的观点或态度等进行分析、识别，做出合理的推断，选出正确答案。解题时要关注but, however等词语后表示观点、态度等的信息，关注所举的例子或引用的话，关注语言的褒贬。 类型二　观点态度题——依据措辞定态度 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 (2023·全国乙卷，B) One time my friends and I drove three hours to Devil's Lake, Wisconsin, to climb the purple quartz (石英) rock around the lake. After we found a crazy-looking road that hung over a bunch of rocks, we decided to photograph the scene at sunset. The position enabled us to look over the lake with the sunset in the background. We managed to leave this spot to climb higher because of the spare time until sunset. However, we did not mark the route (路线) so we ended up almost missing the sunset entirely. Once we found the place, it was stressful getting lights and cameras set up in the limited time. Still, looking back on the photos, they are some of my best shots though they could have been so much better if I would have been prepared and managed my time wisely. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 27. How does the author find his photos taken at Devil's Lake? A.Amusing.　 B.Satisfying. C. Encouraging. D.Comforting. [技法点拨] √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 常见的表示观点态度的词语有： 观点态度 常见词汇 支持、肯定 supportive (支持的), positive (积极的), optimistic (乐观的), enthusiastic (热情的), hopeful (有希望的), promising (有前途的), favourable (赞许的), approving (同意的，赞成的) 反对、否定 negative (否定的，消极的), ironic (讽刺的), critical (批判的), disgusted (厌恶的), disapproving (不赞成的), unfavourable (不赞同的) 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 观点态度 常见词汇 中立、客观、主观 neutral (中立的), objective (客观的), subjective (主观的), uninterested (不感兴趣的), indifferent/uncaring (冷漠的), unconcerned (不关心的) 怀疑 suspicious (可疑的，怀疑的), doubtful (不能肯定的), sceptical (怀疑的) 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 [技法运用] 根据题干中的the author, find his photos taken at Devil's Lake等关键信息可知，本题为观点态度题，推断作者对某事物所持的观点或态度。就本题而言，推断的是作者对在魔鬼湖拍的照片的态度。根据文中的“Still, looking back on the photos, they are some of my best shots ... if I would have been prepared and managed my time wisely.”可知，虽然有准备不充分和时间管理不明智等方面的遗憾，作者依然认为这是一些令人满意的照片。故选B。 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 在解答写作意图题时，首先，阅读文章，明确文章的体裁及主旨大意；然后，根据题干关键词定位相关信息；最后，在明确主旨大意的情况下，结合相应的细节信息，从文章文体、写作手法或字里行间，站在作者的角度准确推断作者的写作意图。 类型三 写作意图题——把握规律做判断 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 (2023·全国甲卷，C) Weiner starts each chapter with a scene on a train ride between cities and then frames each philosopher's work in the context (背景) of one thing they can help us do better. The end result is a read in which we learn to wonder like Socrates, see like Thoreau, listen like Schopenhauer, and have no regrets like Nietzsche. This, more than a book about understanding philosophy, is a book about learning to use philosophy to improve a life. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 29. Why does the author list great philosophers in paragraph 4? A.To compare Weiner with them. B. To give examples of great works. C. To praise their writing skills. D. To help readers understand Weiner's book. √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 [技法点拨] “3方面”推断写作意图 1. 从文体推断写作意图 文体 写作意图 应用文 文中有对某种比赛、场所、物品、服务等的详尽介绍，使用具有明显支持倾向的语言。写作意图主要为告知、推销或者吸引读者参加、参观等 说明文 写作意图有赖于对文章主旨的把握，解题时需要找准主题句。有时是介绍某项研究发现，有时是解释说明某种现象 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 文体 写作意图 夹叙夹 议文 一般会在首段或尾段出现高度概括的总结性的语言，且往往有一定的哲理性，所有的叙述都是围绕该哲理展开的 议论文 议论文的常见结构为：提出论点——进行论证——得出结论，作者的意图往往隐含于最后一部分中 新闻 报道 新闻报道通常由导语和主体组成。把握导语就是找到了整篇文章的主旨，进而了解其写作意图 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 2. 从写作手法推断写作意图 3. 从细节推断写作意图 立足题干所指段落，锁定关键信息，利用该段上下文内容确定某一段落或细节的写作意图。 在文章开头提出问题或介绍与主题有关的其他事物 to bring in/to introduce the topic 举例或引用某人的话 to support/to show ... 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 [技法运用] 根据题干中的“the author” “list great philosophers” “in paragraph 4”等关键信息可知，本题需从细节推断写作意图，要充分利用上下文内容确定写作意图。通读该段，特别是该段尾句可知，在列举了几位伟大的哲学家后，作者指出，这不仅仅是一本关于理解哲学的书，更是一本关于学习如何运用哲学来改善生活的书。据此可以推知，作者列举几位伟大的哲学家是为了帮助读者更好地理解Weiner的这本书。故选D。 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 在解答文章出处题/读者对象题时，首先，阅读文章，明确主旨大意；然后，根据题干关键信息，定位并理解原文关键信息；最后，结合文章的主旨大意及关键信息，着重从文章内容、文章格式、语言特色、标志信息来推断文章出处，着重从文章主题和文章措辞来推断读者对象。 类型四　文章出处题/读者对象题——“语言特色”来突破 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 (2023·新课标Ⅱ卷，C) Reading Art: Art for Book Lovers is a celebration of an everyday object—the book, represented here in almost three hundred artworks from museums around the world. The image of the reader appears throughout history, in art made long before books as we now know them came into being. In artists' representations of books and reading, we see moments of shared humanity that go beyond culture and time. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 In this “book of books，” artworks are selected and arranged in a way that emphasizes these connections between different eras and cultures. We see scenes of children learning to read at home or at school, with the book as a focus for relations between the generations. Adults are portrayed (描绘) alone in many settings and poses—absorbed in a volume, deep in thought or lost in a moment of leisure. These scenes may have been painted hundreds of years ago, but they record moments we can all relate to. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 Books themselves may be used symbolically in paintings to demonstrate the intellect (才智), wealth or faith of the subject. Before the wide use of the printing press, books were treasured objects and could be works of art in their own right. More recently, as books have become inexpensive or even throwaway, artists have used them as the raw material for artworks—transforming covers, pages or even complete volumes into paintings and sculptures. Continued developments in communication technologies were once believed to make the printed page outdated. From a 21st-century point of view, the printed book is certainly ancient, but it remains as interactive as 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 any battery-powered e-reader. To serve its function, a book must be activated by a user：the cover opened, the pages parted, the contents reviewed, perhaps notes written down or words underlined. And in contrast to our increasingly networked lives where the information we consume is monitored and tracked, a printed book still offers the chance of a wholly private, “off-line” activity. 28. Where is the text most probably taken from? A.An introduction to a book. B. An essay on the art of writing. C. A guidebook to a museum. D. A review of modern paintings. √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 [技法点拨] 1. 文章出处题解题方法 (1)根据文章内容推断文章出处 文章内容 文章出处 文章内容具有较强的时效性 newspaper/news report 新产品/新影片/演出介绍 advertisement 文章中有网址或其他典型网络用语，如click website/Internet 旅游景点方面的介绍 travel guide/brochure 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 续表 文章内容 文章出处 时尚、名人或娱乐、比赛等方面的介绍 magazine/journal/entertainment section 科普知识/研究介绍 science report/study report/research 文化教育性、与学生和学校有关的文章 education section 活动介绍 notice/announcement 与体育运动有关 sports column 与饮食、疾病有关 health column 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 (2)根据文章格式推断文章出处 有时，根据文章的格式也可以推断出文章的出处。例如，报纸：前面会出现日期、地点或通讯社名称；广告：因其格式特殊，容易辨认。 (3)根据语言特色、标志信息推断文章出处 产品说明：器皿、设备的使用说明会有产品名称或操作方式，而药品的服用说明会告知服用时间、次数、药量等。 2. 读者对象题解题方法 推断读者对象可以从文章主题或文章措辞来推断。例如，文章的主题为艺术品介绍，其读者对象很可能是艺术爱好者。如果文章讲述了不吃早餐的害处，其读者对象很有可能是不吃早餐的减肥者。 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 [技法运用] 根据全文内容尤其是第一段第一句“Reading Art：Art for Book Lovers is a celebration ... three hundred artworks from museums around the world.”可知，《阅读艺术：书籍爱好者的艺术》这本书里展示了来自世界各地博物馆的近300件艺术品，本文主要是对该书内容的介绍。由此可以推知，本文最有可能摘自书的序言。故选A。 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 任务三　深化迁移应用 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 A People generally feel secure with certainty. To be certain is to have power and control. Certainty is often used as a metric (衡量标准) of value, shaping how people view themselves and others. For example, people tend to respect those who present themselves as certain while viewing those who express uncertainty as wishy-washy, and untrustworthy. Young people growing up in a culture that identifies strongly with certainty are told that to be certain is to be secure, right and good. It is the idea, more than uncertainty itself, that causes great anxiety. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 But the reality is that certainty is transient; it is more a feeling than a fact. Too often people act as if certainties are drawn in permanent marker: Thick, clear, definitive and rigid. But they are not. They are actually drawn with pencil—ready for revision, editing and change. Springtide's recent report, The State of Religion and Young People: Navigating Uncertainty, allows us to hear how young people are questioning certainty and increasingly rejecting the rules that isolate them from themselves and one another. Milly, a 25-year-old quoted in the report, described her experience in a group discussion where uncertainty was welcomed rather than criticised： 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 “Like, struggling to know what or what not to believe ... That's something we talked about in the group. It actually makes me feel a little bit better. It's like, oh, like we can have doubts. We can struggle with these feelings and they're still, we're still accepted, you know? So that was actually kind of refreshing.” (Springtide, 2021, P46) Young people are not rejecting certainty, but they are not accepting prepackaged answers or one-dimensional solutions. They are re-examining pre-drawn labels, beliefs and identities and daring to ask “Why？” Their courage to question is an invitation to all of us to reconsider and rediscover uncertainty. We can listen to and learn from 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 young people, embracing(拥抱)this opportunity as a moment of critical self-reflection and growth. If we will accept uncertainties, we might discover the ways that multiple beliefs, practices, values, identities and communities can coexist and develop together. 【语篇解读】本文是一篇说明文。文章主要介绍了人们要接受现实中的不确定性。 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 1. What is the purpose of Paragraph 1? A.To explain a concept. B. To advocate a culture. C. To express different opinions. D. To confirm an assumption. C　推理判断题。根据第一段中的“For example, people tend to respect those who present themselves as certain while viewing those who express uncertainty as wishy-washy, and untrustworthy. Young people growing up in a culture that identifies strongly with certainty are told that to be certain is to be secure, right and good. It is the idea, more than uncertainty itself, that causes great anxiety.”可知，本段通过列举事实，讲述了人们对表现出确定和不确定性的人们所表现出的不同态度。故选C。 √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 2. What does the underlined word “transient” probably mean in Paragraph 2? A.Changeable.　　　 B.Predictable. C. Popular. D.Objective. A　词义猜测题。根据第二段中的“Too often people act as if certainties are drawn in permanent marker: Thick, clear, definitive and rigid. But they are not. They are actually drawn with pencil—ready for revision, editing and change.”可知，确定性的特征随时可以修改、编辑和更改，因而画线词在此处指“可变的”。故选A。 √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 3. What was Milly's attitude towards the group discussion? A.Intolerant. B.Doubtful. C. Unconcerned. D.Positive. D　观点态度题。根据第三段中的“Milly, a 25-year-old quoted in the report, described her experience in a group discussion where uncertainty was welcomed rather than criticised”可知，Milly认为，不确定性应该受到欢迎而不是批评，即Milly的态度是赞同的。故选D。 √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 4. Which of the following can be the best title for the passage? A.Unmask the Culture of Certainty B. Embrace the Gift of Uncertainty C. Certainty: Should It Be Rejected by the Young? D. Uncertainty: Should It Be Blamed for Anxiety? B　标题归纳题。通读全文，文章在第一段中提到人们对表现出确定和不确定性的人们所表现出的不同态度；第二段讲到现实中，确定性是短暂的，是可变的；第三、四段提到Milly的观点，她认为不确定性应该受到欢迎；最后一段提到年轻人并不排斥确定性，但他们不接受预先包装好的答案或单一的解决方案。所以文章主要介绍了人们要接受现实中的不确定性。选项B最适合作文章的标题。故选B。 √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 B (2024·全国甲卷)“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. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 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. 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 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. 【语篇解读】本文是一篇议论文。作者通过自身经历阐明了不同类型的文学作品都有符合故事情节发展和适合角色的不同结局，并推荐读者阅读本期《作家文摘》，为写作结局积累技巧和方法。 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 5. 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. A　推理判断题。根据第一段的内容可知，作者刚读完乔治·艾略特的小说《弗洛斯河上的磨坊》，但不喜欢这部小说的结局，Gracie教授耐心地给出了如何思考小说结局的一些建议。由此可推知，作者去找Gracie教授是为了讨论一部小说。故选A。 √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 6. What did the author realize after seeing Prof. Gracie? A.Writing is a matter of personal preferences. B. Readers are often carried away by characters. C. Each type of literature has its unique ending. D. A story which begins well will end well. C　推理判断题。根据第二段的内容可知，作者在Gracie教授的启发下意识到每种类型的文学作品都有其特有的结局。故选C。 √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 7. 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. B　细节理解题。根据第三段中的“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.”可知，好的结局需要符合故事的发展。故选B。 √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 8. 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. B　写作意图题。第四段第一句“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.”提到这期杂志的主题是指导读者如何写出最好的故事结局，接着提到Peter Mountford和Elizabeth Sims将进行相应的指导。由此可推知，提到Peter Mountford和Elizabeth Sims是为了强调本期杂志的主题。故选B。 √ 专题限时评价 任务二 任务三 任务一 专题一　阅读理解 点击右图进入… 专 题 限 时 评 价 感谢您的观看 THANK YOU $$