2022年高考英语二轮复习专题一阅读理解考点分类练五推理判断题__隐含信息类含解析

考点分类练(五)　推理判断题——隐含信息类

A

(2021·山东潍坊一模)

To improve a high schooler’s chance of getting into a top university, the summer programmes allow young students to explore fields of interest and get a taste of college life.

TellurideAssociationSummerProgramme (TASP)

TASP is a six-week programme allowing high school freshmen from around the world to grow their sense of interpersonal awareness and community responsibility. It’s completely free, including the cost of tuition, books and even travel.

MinorityIntroductiontoEngineeringandScience (MITES)

This week-long programme aimed at all US high school students can help them develop the skills necessary for future job in engineering while they are learning about the value and reward of acquiring advanced technical degrees. MITES is free except for the transportation.

ClarkScholarProgramme (CSP)

High school students coming from across the globe are offered the unique opportunity to gain hands-on research experience in mathematics field while working with teaching staff over four intense weeks. Everything is free for chosen applicants except their meals.

JCamp

The seven-week one brings high school freshmen and sophomores from various backgrounds together for participating in sessions and workshops led by notable journalists where students can get hands-on training in journalism. JCamp is free if selected—participants only need to pay for the board.

1.What can be expected of MITES?

A.It is accessible to worldwide students.

B.It lays a foundation for career prospects.

C.It makes no extra charge for transportation.

D.It awards students advanced technical degrees.

2.Which programme is suitable for a UK high schooler with up to 5 spare weeks?

A.TASP.　　　　　　　　B.MITES.

C.CSP. D.JCamp.

3.Whatisthesharedgoaloftheprogrammes?

A.To seek for one-on-one instruction.

B.To develop a sense of social duty.

C.To get participants better prepared for college.

D.To advertise some majors of the top universities.

B

(2021·山东济南高考诊断性测试)

Most teenagers are still trying to find their passion and purposes in life. However, not Gitanjali Rao. The girl has been coming up with innovative solutions to worldwide problems since she was ten. It is, therefore, not surprising that the teenager has won the honour of “America’s Top Young Scientist”.

In the third grade, Rao was inspired to build a device after witnessing the shocking story unfold in Flint, Michigan, where cost-cutting measures led to the use of a polluted river as the city’s primary water supply and incredibly high levels of lead made its way into people’s drinking water.

After two months’ research, Rao designed a small and portable device that used sensors to instantly detect lead in water. Called Tethys, it attaches to a cell phone and informs the residents via an app if their drinking water contains lead. The design earned her the 3M Young Scientist Challenge in 2017. She is currently working with scientists and medical professionals to test Tethys’ potential and hopes the device will be ready for commercial use in the near future.

Later, Rao took on another social issue—drug addiction. Her app, called Epione, which won a prize in May 2019, is designed to catch drug addiction in young adults before it’s too late.

More recently, the teenager has developed an app named Kindly, which uses artificial intelligence technology to detect possible signs of cyberbullying(网络欺凌). When users type in a word or phrase, Kindly is able to pick it up if it’s bullying, and then it gives two options. It gives them the chance to rethink what they are saying so that they know what to do next time.

4.What gave Rao the idea of inventing the device Tethys?

A.The incident of lead pollution.

B.The issue with drug addiction.

C.The shortage of water supplies.

D.The high cost of purifying water.

5.What will Kindly allow users to do?

A.Receive pre-warning signals of threat.

B.Input words into a computer automatically.

C.Choose from secure social networking sites.

D.Weigh their words before posting them online.

6.WhichofthefollowingcanbestdescribeGitanjaliRaoasayoungscientist?

A.Ambitious and humble.

B.Optimistic and adventurous.

C.Talkative and outstanding.

D.Creative and productive.

C

(2021·山西太原高三二模)

Some time ago, in my class I was about to fail a student for his answer to a physics question when the student claimed he deserved a better score.

“Show how it is possible to determine the height of a tall building with the aid of a barometer(气压计).” The student had answered, “Take the barometer to the top of the building, attach a long rope to it, lower the barometer to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building.”

I argued that a high grade should prove his competence in physics, but the answer did not confirm this. I suggested that the student have another try. Immediately, he worked out his answer: A second best way is to take the barometer to the top of the building. Drop the barometer, timing its fall with a stopwatch. Then, using the formula to calculate the height of the building.

I was shocked by his answer. His method gave me not only a broken barometer but a U-turn in my teaching philosophy. I gave him full marks.

On his leaving my office, I recalled that he suggested there could be a better answer. So I asked him what it was.“Oh, yes,” said the student,“There are many ways. Probably the best,” he said, “is to take the barometer to the basement and ask the superintendent(管理人). You speak to him as follows: Mr Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give it to you.”

At this point, I asked the student if he really did not know the conventional answer to this question. He admitted that he did, but said that he was fed up with high school instructors’ trying to teach him how to think, and to use the so-called “scientific method”. He just wanted to solve the problem in a practical manner, not just answer the question in an expected way. Hearing this, I really had nothing to do but give the boy a firm handshake, feeling thankful that I hadn’t failed him in the first place.

7.Why did the author want to fail the student in the first place?

A.The student challenged his authority.

B.The student’s answer was not practical.

C.The student didn’t show his academic ability.

D.The student had a poor performance in physics class.

8.Which of the following can best describe the author’s new teaching philosophy?

A.Without love, there is no education.

B.A man becomes learned by asking questions.

C.Teaching is to make two ideas grow where only one grew before.

D.You can lead your horse to the river, but you can’t make it drink.

9.What made the student abandon the conventional answer?

A.Lack of physics-related knowledge.

B.Ignorance of the teacher’s expectation.

C.Intention to deeply impress his teacher.

D.Disapproval of existing teaching concepts.

10.Whatcanweinferfromthetext?

A.The superintendent was a greedy person.

B.School education restricted this student’s thinking.

C.The teacher appreciated the student’s answers finally.

D.The examination question is a tough physics problem.

考点分类练(五)　推理判断题——隐含信息类

【语篇导读】本文是一篇应用文。文章主要介绍了四个帮助学生做好上大学准备的暑期项目。

1.B　解析:细节理解题。根据第三段的 “Thisweek-longprogrammeaimedatallUShighschoolstudentscanhelpthemdeveloptheskillsnecessaryforfuturejobinengineeringwhiletheyarelearningaboutthevalueandrewardofacquiringadvancedtechnicaldegrees.” 可知,MITES有望为职业前景打下基础。故选B项。

2.C　解析:细节理解题。根据倒数第二段的 “Highschoolstudentscomingfromacrosstheglobeareofferedtheuniqueopportunitytogainhands-onresearchexperience...overfourintenseweeks.” 可知,CSP课程适合最多有5周课余时间的英国高中生。故选C项。

3.C　解析:推理判断题。根据第一段 “Toimproveahighschooler’schanceofgettingintoatopuniversity,thesummerprogrammesallowyoungstudentstoexplorefieldsofinterestandgetatasteofcollegelife.” 并结合文章主要介绍的四个暑期项目可知, 这些项目的共同目标是让参与者为上大学做好准备。故选C项。

【语篇导读】本文是一篇记叙文。青少年发明家GitanjaliRao从10岁开始就一直在为解决世界问题而想出各种创新的方案, 文章主要介绍了她的三个发明及她所获得的荣誉。

4.A　解析:细节理解题。根据第二段的内容可知, 铅污染事件使得Rao萌生了发明Tethys装置的想法。故选A项。

5.D　解析:细节理解题。根据最后一段的 “Whenuserstypeinawordorphrase,Kindlyisabletopickitupifit’sbullying,andthenitgivestwooptions.Itgivesthemthechancetorethinkwhattheyaresayingsothattheyknowwhattodonexttime.” 可知,Kindly能够让用户在发表自己的话语之前, 先衡量下他们的话语是否合适。故选D项。

6.D　解析:推理判断题。根据第二段的 “Inthethirdgrade,RaowasinspiredtobuildadeviceafterwitnessingtheshockingstoryunfoldinFlint,Michigan...” 可知,Rao是富有创造力的; 再根据她发明的Tethys,Epione,Kindly并结合第一段的 “Thegirlhasbeencomingupwithinnovativesolutionstoworldwideproblemssinceshewasten.” 可知, 她是一位多产的发明家。故选D项。

【语篇导读】本文是一篇记叙文。作者是一名老师, 前段时间因为一个学生的物理题的答案不正确而打算给他不及格, 但这个学生给出了不同的答案, 这让作者的教学哲学发生了很大的转变。

7.C　解析:细节理解题。根据第一段 “Sometimeago,inmyclassIwasabouttofailastudentforhisanswertoaphysicsquestionwhenthestudentclaimedhedeservedabetterscore.” 和第三段的第一句可知, 作者一开始想让这个学生不及格是因为这个学生没有表现出他的学术能力。故选C项。

8.C　解析:推理判断题。根据第三段的 “Isuggestedthatthestudenthaveanothertry.Immediately,heworkedouthisanswer...Then,usingtheformulatocalculatetheheightofthebuilding.” 和第四段的 “Iwasshockedbyhisanswer.HismethodgavemenotonlyabrokenbarometerbutaU-turninmyteachingphilosophy.” 以及最后一段的内容可知, 这名学生的不同答案启发作者可以有更好的解答方式, 所以作者新的教学哲学应是“教学就是在以前只有一个思想的地方, 让两个思想生长”。 故选C项。

9.D　解析:推理判断题。根据最后一段的 “Headmittedthathedid,butsaidthathewasfedupwithhighschoolinstructors’tryingtoteachhimhowtothink...Hejustwantedtosolvetheprobleminapracticalmanner,notjustanswerthequestioninanexpectedway.” 可知, 因为不赞成现有的教学观念,这个学生放弃了传统的答案。故选D项。

10.C　解析:推理判断题。根据文章最后一句 “Hearingthis,Ireallyhadnothingtodobutgivetheboyafirmhandshake,feelingthankfulthatIhadn’tfailedhiminthefirstplace.” 可推知, 老师最终对这个学生的回答表示赞赏。故选C项。