2025屆高考英語二輪專題復(fù)習(xí)與測試專題強化練四推理判斷題-隱含意義類

專題強化練(四)推理推斷題——隱含意義類A(2024·深圳市高三第一次調(diào)研)“You'resosmart！”Thisencouragingresponsetochildren'smathperformanceiscommonlyheard.Recently，anewstudy，conductedbytheUniversityofGeorgia，foundthatencouragingchildrenwithresponsesrelatedtotheirpersonalcharacteristicsorinbornabilitiesmightweakentheirmathmotivationandachievementovertime.Parentswhomakecommentslinkingtheirchildren'sperformancetopersonalcharacteristicslikeintelligenceareusingwhat'sreferredtoaspersonresponses.Incontrast，parentswholinktheirchildren'sactions，suchaseffortsorstrategyuse，totheirperformanceareusingprocessresponses.Forthestudy，researchersaskedmorethan500parentstoreportonhowtheyrespondedtotheirchildren'smathperformanceandtheirmathbeliefsandgoals.Childrenwereassessedintwowavesacrossayeartomeasuretheirmathmotivationandachievement.Theresultsshowthatparentswhoviewmathabilityaschangeablearemorelikelytogiveprocessresponsesfocusedontheirchildren'sstrategyuseandeffortsratherthantheirintelligenceorotherpersonalcharacteristics.Incontrast，parentswhobelievemathabilityisunchangeableandthatmathfailurecan'tbeconstructivegivemorepersonresponses.Parentswithhighexpectationsfortheirchildrengiveacombinationofbothresponses.Whileresponseshighlightingstrategyandeffortsarenotrelatedtoanyachievementoutcomes，childrenwhoreceivemoreresponsesabouttheirpersonalcharacteristics—inparticular，relatedtofailure—aremorelikelytoavoidhardermathproblems，exhibithigherlevelsofmathanxiety，andscoreloweronmathachievementtests.Becausepersonresponsespredictpoormathadjustmentinchildrenovertime，researcherssuggestparentslimitthistypeofresponsesathome.Anotherrecommendationforparentsistothinkabouttheirownbeliefsandgoalsfortheirkidsandexaminehowthesemightleadthemtorespondinpersonorprocessways.Simplytellingparentstoavoidtalkingaboutmathabilitymaynotbeenough.Focusinglessonhowchildrenperformandmoreontheirstrategyandenjoymentofmathmightbeamoreeffectivewaytoenhancemotivation.【語篇解讀】本文是一篇說明文。本文主要講解并描述了一項新的探討發(fā)覺，用孩子們的個人特征或天生實力激勵他們，可能會隨著時間的推移減弱他們的數(shù)學(xué)動機和成就。1．Whichofthefollowingisanexampleofprocessresponses?A．Youarealuckydog.B．Runningisinyourblood.C．Whatworkswellforyourstudy?D．Whyareyousuchamathgenius?解析：推理推斷題。明題意：本題問“以下哪一項是過程性反饋的例子？”→尋線索：依據(jù)其次段中的“parentswholinktheirchildren'sactions，suchaseffortsorstrategyuse，totheirperformanceareusingprocessresponses”可知，過程性反饋與孩子的策略應(yīng)用或努力等行為相關(guān)→定答案：C項“什么對你的學(xué)習(xí)很有用呢”是對策略方面的反饋。答案：C2．Whatcanbeinferredfromthestudyresults?A．Parentsprefertogivemoreprocessresponses.B．Childrenaremorelikelytobeaffectedbymathanxiety.C．Processresponseshelpwithchildren'smathachievement.D．Personresponsescandiscouragechildrenfromlearningmath.解析：推理推斷題。依據(jù)第四段中的“childrenwhoreceivemoreresponses...exhibithigherlevelsofmathanxiety，andscoreloweronmathachievementtests”可知，接受更多個人特征相關(guān)的反饋的孩子更可能避開更難的數(shù)學(xué)題，呈現(xiàn)出更高水平的數(shù)學(xué)焦慮，且在數(shù)學(xué)測試中得分更低。據(jù)此可以推斷，個人特征相關(guān)的反饋可能會打擊孩子學(xué)習(xí)數(shù)學(xué)的信念。答案：D3．Whatdoresearchersadviseparentstodo?A．Restrictpersonresponses.B．Defendtheirownbeliefs.C．Stresschildren'sperformance.D．Ignorechildren'smathproblems.解析：細微環(huán)節(jié)理解題。依據(jù)最終一段中的“Becausepersonresponsespredict...parentslimitthistypeofresponsesathome”可知，探討人員建議家長在家里限制(削減)運用個人反饋。答案：A4．Whichcanbeasuitabletitleforthetext?A．TheStrategyChildrenAdopttoLearnMathHelpsB．TheWayParentsTalktoChildrenonMathMattersC．ResponsestoEnhanceChildren'sMathPerformanceD．SuggestionsforParentstoTeachTheirChildrenMath解析：主旨大意題。依據(jù)第一段中的“encouragingchildrenwithresponsesrelatedto...motivationandachievementovertime”可知，用孩子們的個人特征或天生實力相關(guān)的反饋激勵他們，可能會減弱他們的數(shù)學(xué)動機和成就；其次段介紹了家長的兩種反饋模式；第三、四段講解并描述了相關(guān)探討；最終一段提出了一些建議，充分說明白運用正確反饋方式的重要性，故B項“父母和孩子們談?wù)摂?shù)學(xué)的方式很重要”適合作本文的標題。答案：BB[2024·廣州天河區(qū)中學(xué)畢業(yè)班綜合測試(二)]Onepartoftheoath(誓言)takenbyphysiciansrequiresusto“rememberthatthereisarttomedicine，andthatwarmth，sympathyandunderstandingmayoutweighthesurgeon'sknifeorthechemist'sdrug.”WhenI，alongwithmymedicalschoolclass，recitedthatoathatmywhitecoatceremonyayearago，IadmitthatIwasmorefocusedonthebiomedicalaspectsthanthe“art”．Actually，medicalprofessionalscangettooeasilycaughtupintreatingtorememberthereisstillspaceforhealing.Asdoctorslearntocommunicatewithpatientsbeyondtherestrictedlanguageofphysicalindicators，drugprotocolsandsurgicalinterventionsthatmaygoagainsthealing，theyarereachingfornewtools—poetry.Oneclinicaltrialstudiedtheeffectofmusicorpoetryonthepain，depression，andhopescoresof65adultpatientsundercancertreatment.Theyfoundthatbothtypesofarttherapy(療法)producedsimilarimprovementsinpainanddepressionscores.Onlypoetry，however，increasedhopescores.Researchersassumedthatpoetrycanbreaktheso-calledlawofsilence，accordingtowhichtalkingaboutone'sperceptionofillnessistaboo.Afterlisteningtopoetry，oneparticipantsaid，“IfeelcalmerwhenIhearthosewords.TheyshowmethatI'mnotalone.”Insightslikethesearealreadymakingtheirwayintotheclinic.SarahFriebertrunsacarecenterwherechildrenarevisitedbyawriterwhohelpsthemcreatepoemsandstoriesforpublication.EricElshtainusespoetryonthewardstoteachchildrenthepowerofself-expression.He'sfoundthatmanyofhispatientswritehaikusaboutthingslikesportsortheirfavoritestuffedanimal，ratherthantheirexperienceinahospitalbed.Poetry，ashesaid，isawaytobothacceptthehospitalencounterandescapefromit.Whileapoemadaywon'tcure，itmighthelprelieve.I'vedecidedthatI'lllearnhowtomeetmypatientsbeyondthechartdocuments;thatI'llencouragethemtowritetheirownstories;thatIwillhealaswellastreat.Inotherwords，I'llhonoreachandeverywordintheoathItooklastyear.【語篇解讀】本文是一篇記敘文。記錄了作者通過實際的工作閱歷和探討經(jīng)驗明白詩歌對于治療疾病的重要作用，并堅決了自己的從醫(yī)之路。5．Accordingtothetext，theauthorisprobably________．A．a(chǎn)youngpoet B．a(chǎn)clinicalexpertC．a(chǎn)medicalstudent D．a(chǎn)nexperiencedphysician解析：細微環(huán)節(jié)理解題。依據(jù)第一段中“Onepartoftheoath(誓言)takenbyphysiciansrequiresusto‘rememberthatthereisarttomedicine，andthatwarmth，sympathyandunderstandingmayoutweighthesurgeon'sknifeorthechemist'sdrug.’(醫(yī)生宣誓的一部分要求我們記住，醫(yī)學(xué)是藝術(shù)，暖和、憐憫和理解可能比外科醫(yī)生的刀或化學(xué)家的藥更重要。)”以及后文的“WhenI，alongwithmymedicalschoolclass，recitedthatoathatmywhitecoatceremonyayearago.(一年前，當我和醫(yī)學(xué)院的同學(xué)們一起，在我的白大褂典禮上，背誦了這個誓言。)”可知，作者的身份是一名學(xué)醫(yī)的學(xué)生。答案：C6．Whatinsightcanwegainfromtheclinicaltrialinparagraph3?A．Musicworksbetterinreducingdepression.B．Poetrymakespeopleopenabouttheirillness.C．Patientsarelikelytolosehopewithoutpoems.D．Arttherapyisthekeytocancertreatment.解析：推理推斷題。依據(jù)第三段中“Theyfoundthatbothtypesofarttherapy(療法)producedsimilarimprovementsinpainanddepressionscores.Onlypoetry，however，increasedhopescores.(他們發(fā)覺，這兩種藝術(shù)療法對難受和抑郁評分的改善程度相像。然而，只有詩歌提高了希望分數(shù)。)”可知，在臨床試驗的探討中，詩歌對于難受和抑郁有著改善作用，即詩歌使人們對自己的疾病敞快樂扉。答案：B7．Whatcanweinferabouttheauthoraccordingtothelastparagraph?A．Hewillchangehiscareerpath.B．Hewillwellremembertheoath.C．Hebeginstotakehisworkseriously.D．Hehasbetterunderstoodhisjob.解析：推理推斷題。依據(jù)第一段中“WhenI，alongwithmymedicalschoolclass，recitedthatoathatmywhitecoatceremonyayearago，IadmitthatIwasmorefocusedonthebiomedicalaspectsthanthe‘a(chǎn)rt’．(一年前，當我和醫(yī)學(xué)院的同學(xué)們一起在畢業(yè)典禮上宣讀這一誓言時，我承認我更關(guān)注生物醫(yī)學(xué)方面，而不是‘藝術(shù)’。)”可知，此時的作者并沒有明白詩歌朗誦在治療方面起到的主動作用，同時依據(jù)最終一段中“Whileapoemadaywon'tcure，itmighthelprelieve.(雖然每天一首詩不能治愈疾病，但它可能有助于緩解壓力。)”可知，此時作者通過臨床的試驗以及探討最終明白了詩歌是能夠有助于緩解壓力的，即更加了解自己的工作。答案：D8．Whereisthetexttakenfrom?A．Anewsreport. B．Aresearchpaper.C．Apublicspeech. D．Anapplicationletter.解析：推理推斷題。通讀全文，文章講解并描述的是作者通過實際的工作閱歷和探討經(jīng)驗明白詩歌對于治療疾病的重要作用。同時依據(jù)最終一段“I'vedecidedthatI'lllearnhowtomeetmypatientsbeyondthechartdocuments;thatI'llencouragethemtowritetheirownstories;thatIwillhealaswellastreat.Inotherwords，I'llhonoreachandeverywordintheoathItooklastyear.(我確定學(xué)習(xí)如何在病歷文件之外與病人見面；我將激勵他們寫自己的故事；我既能治療，也能治愈換。句話說，我將信守我去年宣誓的每一個字。)”可知，文章結(jié)尾處作者表達了自己對工作的忠貞和堅持，既激勵了自己也激勵了他人。由此推斷文章出自于一篇演講稿。答案：CC(2024·武漢市畢業(yè)班四月調(diào)研考試)WhenImentionedtosomefriendsthatweallhaveaccents，mostofthemproudlyreplied，“Well，IspeakperfectEnglish/Chinese/etc.”Butthiskindofresponsemissesthepoint.Moreoftenthannot，whatwemeanwhenwesaysomeone“hasanaccent”isthattheiraccentisdifferentfromthelocalone，orthatpronunciationsaredifferentfromourown.Butthisdefinitionofaccentsislimitingandcouldgiverisetoprejudice.Funnilyenough，intermsofthelanguagestudy，everypersonspeakswithanaccent.Itistheregulardifferencesinhowweproducesoundsthatdefineouraccents.Evenifyoudon'thearityourself，youspeakwithsomesortofaccent.Inthissense，it'spointlesstopointoutthatsomeone“hasanaccent”．Wealldo!Everypersonspeaksadialect(方言)，too.Inthefieldofthelanguagestudy，adialectisaversionofalanguagethatischaracterizedbyitsvariationsofstructure，phrasesandwords.Forinstance，“Yougoteatornot？”(meaning“Haveyoueaten？”)isanacceptableandunderstoodquestioninSingaporeOralEnglish.ThefactthatthisexpressionwouldcauseastandardAmericanEnglishspeakertotakepausedoesn'tmeanthatSingaporeOralEnglishis“wrong”or“ungrammatical”．Thesentenceiswell-formedandclearlycommunicative，accordingtonativeSingaporeEnglishspeakers'solidsystemofgrammar.Whyshoulditbewrongjustbecauseit'sdifferent?Weneedtomovebeyondanarrowconceptionofaccentsanddialects—forthebenefitofeveryone.Languagedifferencesliketheseprovideinsightsintopeople'sculturalexperiencesandbackgrounds.Inaglobalage，thewayonespeaksisadistinctpartofone'sidentity.Mostpeoplewouldbehappytotalkabouttheculturalbehindtheirspeech.We'dlearnmoreabouttheworldweliveinandmakefriendsalongtheway.【語篇解讀】本文是一篇說明文。本文主要講解并描述了腔調(diào)指的是什么，腔調(diào)存在的普遍性以及腔調(diào)的價值所在。9．Whatdoestheauthorthinkofhis/herfriends'responseinparagraph1?A．Itreflectstheirself-confidence.B．Itreflectstheirlanguagelevels.C．Itmissesthepointofcommunication.D．Itmissestherealmeaningofaccents.解析：推理推斷題。依據(jù)第一段中的“Well，IspeakperfectEnglish/Chinese/ect”和其次段中的“whatwemeanwhenwesaysomeone...withanaccent”可知，通常狀況下，當我們說某人“有腔調(diào)”時，我們的意思是某個人的腔調(diào)與當?shù)氐那徽{(diào)有差別或者和我們自己的發(fā)音有區(qū)分，事實上每個人都有腔調(diào)。據(jù)此可以推想，摯友的回答很明顯誤會了“腔調(diào)”的真正含義。答案：D10．Whydoestheau