專題16閱讀理解議論文目錄TOC\o"12"\h\u考情分析與命題趨勢(shì) 1知識(shí)體系構(gòu)建 2考點(diǎn)精析與突破 3考點(diǎn)一：論點(diǎn)識(shí)別與主旨大意題（重點(diǎn)） 3考點(diǎn)二：論據(jù)分析與細(xì)節(jié)理解題（?？键c(diǎn)） 4考點(diǎn)三：論證方法識(shí)別與作用題（難點(diǎn)） 6考點(diǎn)四：作者態(tài)度題（重點(diǎn)） 7考點(diǎn)五：推理判斷題（?？键c(diǎn)） 9考點(diǎn)六：詞義猜測(cè)題（難點(diǎn)） 10實(shí)戰(zhàn)精練與提升 11一、考試要求閱讀理解議論文是江蘇春季高考英語的核心體裁之一，占閱讀理解分值的30%左右，涵蓋社會(huì)熱點(diǎn)、文化教育、科學(xué)倫理、人生哲理等題材。其核心考查識(shí)別論點(diǎn)、分析論據(jù)、培養(yǎng)論證邏輯能力，具有觀點(diǎn)鮮明、邏輯嚴(yán)謹(jǐn)、論據(jù)充分的特點(diǎn)。二輪復(fù)習(xí)需突破論點(diǎn)定位模糊、論據(jù)與論點(diǎn)關(guān)聯(lián)不清、論證邏輯混亂、作者態(tài)度誤判等痛點(diǎn)，通過語篇特征拆解+解題技巧落地+針對(duì)性訓(xùn)練的模式，實(shí)現(xiàn)解題精度與效率的雙重提升，助力學(xué)生在該題型中穩(wěn)拿基礎(chǔ)分、沖刺高分?？忌枳龅剑?.能快速識(shí)別議論文的中心論點(diǎn)（明確論點(diǎn)/隱含論點(diǎn)）及分論點(diǎn)；2.能分析論據(jù)的類型（事實(shí)論據(jù)/道理論據(jù)）及其對(duì)論點(diǎn)的支撐作用；3.能梳理論證結(jié)構(gòu)（總分、遞進(jìn)、對(duì)照、駁論）及論證邏輯；4.能識(shí)別常見論證方法（舉例論證、道理論證、對(duì)比論證、比喻論證、因果論證）及其作用；5.能精準(zhǔn)定位細(xì)節(jié)信息（論據(jù)細(xì)節(jié)、觀點(diǎn)表述、邏輯關(guān)系）；6.能結(jié)合語境猜測(cè)陌生詞匯、抽象詞匯的含義；7.能判斷作者的態(tài)度、觀點(diǎn)及寫作意圖；8.能概括文章主旨大意，提煉核心觀點(diǎn)。二、命題分析考點(diǎn)考頻（近5年）考查內(nèi)容命題趨勢(shì)主旨大意題5年8考概括中心論點(diǎn)、分論點(diǎn)、提煉標(biāo)題、歸納主旨2026年仍為考查重點(diǎn)，側(cè)重隱含論點(diǎn)的提煉推理判斷題5年7考推斷論據(jù)作用、論證邏輯、作者意圖、觀點(diǎn)傾向2026年可能考查論證方法作用推斷類題目細(xì)節(jié)理解題5年6考論據(jù)細(xì)節(jié)、觀點(diǎn)表述、邏輯關(guān)系詞、結(jié)論細(xì)節(jié)2026年側(cè)重論據(jù)與論點(diǎn)的關(guān)聯(lián)分析作者態(tài)度題5年5考作者對(duì)話題的態(tài)度2026年可能結(jié)合社會(huì)熱點(diǎn)話題考查態(tài)度判斷詞義猜測(cè)題5年4考抽象詞匯、邏輯連接詞、態(tài)度類詞匯、指代關(guān)系2026年可能結(jié)合論證邏輯詞考查詞義論證方法題5年3考識(shí)別論證方法、分析方法作用2026年可能在語篇分析題中滲透方法判斷指代判斷題5年2考代詞指代論點(diǎn)/論據(jù)2026年可能結(jié)合長(zhǎng)難句考查指代關(guān)系考點(diǎn)一：論點(diǎn)識(shí)別與主旨大意題解題策略定位中心論點(diǎn)：首段首句或尾句（開門見山式）；轉(zhuǎn)折詞后（however、but、yet后，駁斥舊觀點(diǎn)后提出新觀點(diǎn)）；總結(jié)詞后（therefore、inconclusion、thus后，歸納得出觀點(diǎn)）；尾段（總結(jié)升華式，前文鋪墊后收尾提出觀點(diǎn)）；區(qū)分論點(diǎn)與論據(jù)：論點(diǎn)是觀點(diǎn)性語句，論據(jù)是事實(shí)/道理支撐（如forexample、accordingtostudies后為論據(jù)）；概括主旨：中心論點(diǎn)+核心論據(jù)關(guān)鍵詞，排除僅涉及單一論據(jù)的選項(xiàng)。一、核心解讀論點(diǎn)是議論文的靈魂，主旨大意題本質(zhì)是中心論點(diǎn)的同義替換。解題關(guān)鍵是去論據(jù)、留觀點(diǎn)，避免被具體案例、數(shù)據(jù)等細(xì)節(jié)干擾。二、典型例句①開門見山式論點(diǎn)Handwritingisessentialtobrainhealthanddevelopment,havingmultiplecognitivebenefits.中心論點(diǎn)：手寫對(duì)大腦健康和發(fā)展至關(guān)重要，具有多種認(rèn)知益處。②轉(zhuǎn)折引出論點(diǎn)Manypeoplethinkhandwritingisoutdated.However,recentresearchsuggestsithassignificantcognitivebenefits.中心論點(diǎn)：很多人認(rèn)為手寫過時(shí)了，但最近研究表明它有顯著的認(rèn)知益處。③總結(jié)得出論點(diǎn)Thus,itisclearthathandwritingisnotapastentertainmentbutavaluableactivitythatenhancesbrainhealthandlearning.中心論點(diǎn)：因此，手寫顯然不是過時(shí)的娛樂，而是提升大腦健康和學(xué)習(xí)能力的寶貴活動(dòng)。④分論點(diǎn)支撐Handwritingbenefitsbrainhealth.Additionally,itimproveslearningandmemory.Moreover,itstrengthenscognitivedevelopment.中心論點(diǎn)：手寫有益大腦健康；此外，它提升學(xué)習(xí)和記憶；而且，它強(qiáng)化認(rèn)知發(fā)展。例題Inaneraofdigitaltechnology,theartofwritingbyhandhasslowlybeendowngradedtoapastentertainment.However,recentresearchsuggeststhatthisphysicalactisessentialtobrainhealthanddevelopment,havingmultiplecognitive(認(rèn)知的)benefits.Itistimeweshouldreevaluatethepotentialbenefitsitmayhaveonourmentalcapacities.connections...umerousstudies,writingbyhandstimulatesmoreplexanddiversebrainconnections...Handwritingisn’tjustgoodforourbrains'benefits...decline...lear,practicalbenefits...Despiteitsclearbenefits,handwritinghasbeenonthedecline...Itisclearthathandwritingisavaluableactivitythathasthepotentialtoenhanceourbrainhealth,learning,memory,andproblemsolvingskills.1.What’sthepurposeofthepassage?A.Toillustrateafindingonhandwriting.B.Toemphasizetheimportanceofhandwriting.C.Toshowthewideapplicationofhandwriting.D.Tointroducetheartisticvalueofhandwriting.【答案】B【解析】第一步，定位中心論點(diǎn)：首段轉(zhuǎn)折詞however后“thisphysicalactisessentialtobrainhealthanddevelopment”（手寫對(duì)大腦健康和發(fā)展至關(guān)重要）；第二步，整合分論點(diǎn)：大腦健康、實(shí)際價(jià)值（學(xué)習(xí)記憶）、認(rèn)知發(fā)展；第三步，匹配選項(xiàng)：A（說明發(fā)現(xiàn)）僅為論據(jù)，C（廣泛應(yīng)用）未提及，D（藝術(shù)價(jià)值）偏離核心，B（強(qiáng)調(diào)手寫的重要性）符合中心論點(diǎn)，故選B。考點(diǎn)二：論據(jù)分析與細(xì)節(jié)理解題解題技巧解題策略提取題干關(guān)鍵詞：優(yōu)先抓論點(diǎn)詞（如handwriting,AI）、論據(jù)關(guān)鍵詞（數(shù)據(jù)、案例、研究名稱）、邏輯詞（because、forexample、accordingto）；定位論據(jù)位置：論據(jù)通常緊跟論點(diǎn)后，或?yàn)榉终擖c(diǎn)的支撐材料（forexample、studiesshow、researchindicates后為論據(jù)）；分析論據(jù)作用：對(duì)比原文論據(jù)細(xì)節(jié)與選項(xiàng)，重點(diǎn)核對(duì)數(shù)據(jù)、案例對(duì)象、邏輯關(guān)系，排除與論點(diǎn)無關(guān)的干擾項(xiàng)。一、核心解讀細(xì)節(jié)理解題在議論文中多考查論據(jù)細(xì)節(jié)，解題關(guān)鍵是找到論據(jù)并關(guān)聯(lián)論點(diǎn)，避免孤立看待細(xì)節(jié)，需明確該細(xì)節(jié)支撐的核心觀點(diǎn)。二、典型例句①事實(shí)論據(jù)Geothermalelectricityaccountsforaround1%ofglobalgeneration,whichissettotripleby2050.數(shù)據(jù)支撐地?zé)岚l(fā)電前景廣闊的論點(diǎn)。②事實(shí)論據(jù)Studentswhotakehandwrittennotesscoresignificantlyhigheronquizzes.案例支撐手寫提升學(xué)習(xí)效果的分論點(diǎn)。③道理論據(jù)RalphEmersononcesaidthatthepurposeoflifeisnottobehappy,buttobeuseful.名言支撐人生的意義在于有用的中心論點(diǎn)。④事實(shí)論據(jù)Astudyfoundthatbrainconnectivitypatternswerefarmoreplicatedforparticipantswhowrotebyhand.實(shí)驗(yàn)支撐手寫刺激大腦連接的分論點(diǎn)。例題Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliteratesocietiesrecordedtheirconcernsnotonlyinwritingbutinthings.Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan’t.Theclearestexampleofthisbetweenliterateandnonliteratehistoryisperhapsthefirstconflict,atBotanyBay,betweenCaptainCook’svoyageandtheAustralianAboriginals.1.WhatdoestheauthorindicatebymentioningCaptainCookinparagraph2?A.Hisreportwasscientific. B.Herepresentedthelocalpeople.C.HeruledoverBotanyBay. D.Hisrecordwasonesided.【答案】D第一步，定位論點(diǎn)：首段“不能僅通過文本講述世界歷史，大多數(shù)地區(qū)沒有文本，還需借助實(shí)物”；第二步，分析論據(jù)：CaptainCook的案例是“有文字社會(huì)與無文字社會(huì)的沖突”，有文字的英國(guó)有報(bào)告，無文字的澳大利亞土著只有盾牌；第三步，關(guān)聯(lián)論點(diǎn)與論據(jù)：該案例支撐“僅靠文本的歷史記錄是片面的”，故選D；A（科學(xué)報(bào)告）、B（代表當(dāng)?shù)厝耍?、C（統(tǒng)治該地區(qū)）均與論點(diǎn)無關(guān)?？键c(diǎn)三：論證方法識(shí)別與作用題解題技巧解題策略識(shí)別常見論證方法及特征：舉例論證：forexample、forinstance、suchas、具體案例或數(shù)據(jù)；道理論證：引用名言、公理、研究結(jié)論；對(duì)比論證：incontrast、ontheotherhand、while、paredwith；比喻論證：like、as、beparedto；因果論證：because、so、therefore、asaresult；分析論證方法作用：舉例論證：使論點(diǎn)更具體、更有說服力；道理論證：增強(qiáng)論點(diǎn)的權(quán)威性和可信度；對(duì)比論證：突出論點(diǎn)的正確性或優(yōu)越性；比喻論證：使論點(diǎn)更生動(dòng)、更易懂；因果論證：明確論點(diǎn)與論據(jù)的邏輯關(guān)系，增強(qiáng)說服力。一、核心解讀論證方法是連接論點(diǎn)與論據(jù)的橋梁，識(shí)別方法的關(guān)鍵是抓特征詞，分析作用的核心是該方法如何支撐論點(diǎn)。二、典型例句①舉例論證Handwritingimproveslearning.Forexample,studentswhotakehandwrittennotesscoresignificantlyhigheronquizzes.作用：用學(xué)生的案例使手寫提升學(xué)習(xí)的論點(diǎn)更具體可信。②對(duì)比論證Digitalreadingisconvenient,butpaperreadinghelpswithdeeperunderstanding.Incontrast,ebookreadersoftenskippages,whilepaperbookreaderstendtotakenotes.作用：通過對(duì)比突出紙質(zhì)閱讀更利于深度理解的論點(diǎn)。③比喻論證Attitudeislikeasteeringwheel.Itsdirectiondetermineswhereyougoinlife.作用：將態(tài)度比作方向盤，使態(tài)度決定人生方向的論點(diǎn)更生動(dòng)易懂。④道理論證AsConfuciussaid,“Learningwithoutthoughtislaborlost.”Thisprovesthatcriticalthinkingisessentialforeffectivelearning.作用：引用孔子的名言增強(qiáng)批判性思維對(duì)學(xué)習(xí)至關(guān)重要的論點(diǎn)權(quán)威性。例題Whatthen,isthesecretofagoodlife?Agoodlifeisaprocess,notastateofbeing:adirection,notadestination.Wehavetoearnagoodlifebyfirstservingotherswithoutanyexpectationinreturnbecausetheirhappinessistheverysourceofourownhappiness.However,lovealoneisinsufficienttoleadagoodlife.Lovesometimesblindsustothereality.Consequently,ourgoodintentionsmaynotleadtogoodresults.Toachievethedesiredoute,thosewhowanttodogoodtoothersalsoneedtoequipthemselveswithaccurateworldknowledge.Falseknowledgeismoredangerousthanignorance.Ifloveistheengineofacar,knowledgeisthesteeringwheel(方向盤).1.Howdoestheauthorexpresshisargumentsinthelastparagraph?A．Bygivingexamples.B．Byreasoning.C．Byusingmetaphors.D．Bymakingparisons.【答案】C第一步，識(shí)別特征詞：“Ifloveistheengineofacar,knowledgeisthesteeringwheel”（如果愛是汽車的發(fā)動(dòng)機(jī)，知識(shí)就是方向盤）；第二步，匹配方法：將“愛”和“知識(shí)”比作“發(fā)動(dòng)機(jī)”和“方向盤”，屬于比喻論證；第三步，分析作用：使“愛與知識(shí)對(duì)美好生活都至關(guān)重要”的論點(diǎn)更生動(dòng)易懂，故選C。考點(diǎn)四：作者態(tài)度題解題技巧解題策略抓態(tài)度詞：褒義：supportive（支持的）、appreciative（贊賞的）、positive（積極的）、optimistic（樂觀的）、valuable（有價(jià)值的）；貶義：critical（批判的）、negative（消極的）、opposed（反對(duì)的）、doubtful（懷疑的）、harmful（有害的）；中性：neutral（中立的）、objective（客觀的）、informative（提供信息的）、analytical（分析性的）；分析論證傾向：支持：論據(jù)多為正面案例、積極數(shù)據(jù)，邏輯詞多用therefore、thus表肯定；反對(duì)：論據(jù)多為負(fù)面案例、問題數(shù)據(jù)，邏輯詞多用however、but表轉(zhuǎn)折批判；中立：既呈現(xiàn)正面論據(jù)，也呈現(xiàn)負(fù)面論據(jù)，無明顯傾向詞；整合觀點(diǎn)表述：重點(diǎn)關(guān)注首段觀點(diǎn)句、尾段總結(jié)句、轉(zhuǎn)折詞后的觀點(diǎn)，綜合判斷態(tài)度。一、核心解讀作者態(tài)度題的關(guān)鍵是通過態(tài)度詞和論證傾向判斷，避免僅憑個(gè)別詞匯下結(jié)論，需結(jié)合全文論據(jù)和觀點(diǎn)綜合分析。二、典型例句①支持態(tài)度Handwritingisavaluableactivitythatenhancesbrainhealthandlearning.Itistimewereevaluateitsimportance.態(tài)度詞valuable、reevaluateitsimportance→支持②批判態(tài)度TheoveruseofAIineducationisharmful.Itreducesstudents’criticalthinkingandcreativity,whichareessentialfortheirdevelopment.態(tài)度詞harmful、reduces→批判③中立態(tài)度Onlineeducationhasadvantagessuchasflexibility,butitalsolacksfacetofaceinteraction.Itisuptoustouseitwisely.既提優(yōu)勢(shì)也提劣勢(shì)，無傾向詞→中立④樂觀態(tài)度Despitecurrentchallenges,renewableenergyissettoplayakeyroleinthelowcarbonfuture.Withtechnologicalprogress,itspotentialwillbefullyexplored.態(tài)度詞settoplayakeyrole、potentialwillbefullyexplored→樂觀例題Isprehensionthesamewhetherapersonreadsatextonscreenoronpaper?Andarelisteningtoandviewingcontentaseffectiveasreadingthewrittenwordwhencoveringthesamematerial?Theanswerstobothquestionsareoften‘no’.Whenreadingtextsofsefinding...redwordsormore,learningisgenerallymoresuccessfulwhenit’sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding...Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn’tassumeallmediaarethesame,evenwhentheycontainidenticalwords.1.Whatistheauthor’sattitudetowardsprintreading?A．Critical. B．Supportive. C．Neutral. D．Doubtful.【答案】B【解析】第一步，抓態(tài)度詞：“l(fā)earningisgenerallymoresuccessfulwhenit’sonpaper”（紙質(zhì)閱讀的學(xué)習(xí)更成功）、“maximizinglearningwherementalfocusandreflectionarecalledfor”（需要專注和反思時(shí)，紙質(zhì)閱讀能最大化學(xué)習(xí)效果）；第二步，分析論證傾向：引用研究證實(shí)紙質(zhì)閱讀的優(yōu)勢(shì)，僅提及數(shù)字媒體的補(bǔ)充作用；第三步，判斷態(tài)度：支持紙質(zhì)閱讀，故選B?？键c(diǎn)五：推理判斷題解題技巧解題策略定位推理依據(jù)：優(yōu)先找論點(diǎn)、論據(jù)細(xì)節(jié)、邏輯詞（because、so、however、thus）；分析邏輯關(guān)系：論據(jù)→論點(diǎn)：根據(jù)論據(jù)推斷其支撐的觀點(diǎn)；論點(diǎn)→結(jié)論：根據(jù)中心論點(diǎn)推斷合理結(jié)論；因果推理：根據(jù)因推斷果或根據(jù)果推斷因；避免過度解讀：推理需基于文本信息，不添加個(gè)人主觀觀點(diǎn)，確?！坝袚?jù)可依”；匹配選項(xiàng)驗(yàn)證：排除與論點(diǎn)矛盾、無文本支撐、過度絕對(duì)的選項(xiàng)。一、核心解讀議論文的推理判斷題多圍繞論證邏輯展開，解題關(guān)鍵是理清論點(diǎn)與論據(jù)的關(guān)系，推斷隱含的觀點(diǎn)、結(jié)論或論證意圖。二、典型例句①論據(jù)→論點(diǎn)推理Astudyfoundthat80%ofstudentswhousedpaperbooksscoredhigher.推理：Paperbooksaremoreeffectiveforstudents’academicperformance.②論點(diǎn)→結(jié)論推理Environmentalprotectioniseveryone’sresponsibility.推理：Weshouldtakeactiontoreducepollutionindailylife.③因果推理Handwritingstimulatesbrainconnections.Studentswhowritebyhandhavebettermemory.推理：Handwritingimprovesmemorybystimulatingbrainconnections.例題That’swhythisissueofWriter’sDigestaimstohelpyoufigureouthowtowritethebestendingforwhateverkindofwritingyou’redoing.Ifit’sshortstories,PeterMountfordbreaksdownsixtechniquesyoucantrytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchaptersoffivegreatnovelstoseewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.1.WhydoestheauthormentionPeterMountfordandElizabethSims?A.TogiveexamplesofgreatnovelistsB.Tostressthethemeofthisissue.C.Toencouragewritingforthemagazine.D.Toremendtheirnewbooks.【答案】B第一步，定位論點(diǎn)：前句“thisissueaimstohelpyoufigureouthowtowritethebestending”（本期雜志旨在幫助讀者寫出最佳結(jié)局）；第二步，分析論據(jù)作用：提及Peter和Elizabeth的做法（分解技巧、分析小說結(jié)局）是為了支撐“雜志幫助讀者寫結(jié)局”的主題；第三步，推理意圖：強(qiáng)調(diào)本期雜志的主題，故選B；A（偉大小說家）、C（鼓勵(lì)為雜志寫作）、D（推薦新書）均無文本支撐?？键c(diǎn)六：詞義猜測(cè)題解題技巧解題策略邏輯線索：轉(zhuǎn)折關(guān)系（but、however）：詞義與前文相反；因果關(guān)系（because、so）：詞義與因果邏輯一致；并列關(guān)系（and、or）：詞義與前文相近；論點(diǎn)論據(jù)關(guān)聯(lián)：詞匯含義需符合其所在論點(diǎn)或論據(jù)的核心；指代線索：代詞（it/they/this）多指代前文的論點(diǎn)、論據(jù)核心詞；構(gòu)詞法線索：拆分詞根、前綴、后綴。一、核心解讀議論文的詞義猜測(cè)多與論點(diǎn)、論據(jù)相關(guān)，解題需結(jié)合邏輯關(guān)系和語篇主旨，避免孤立猜測(cè)詞匯含義。二、典型例句①邏輯線索（轉(zhuǎn)折）SomepeoplethinkAIisdangerous;however,othersbelieveitisbeneficial.beneficial與dangerous詞義相反，beneficial意為有益的。②論點(diǎn)論據(jù)關(guān)聯(lián)Handwritingisacognitiveactivitythatenhancesbraindevelopment.論點(diǎn)是手寫有益大腦，cognitive意為認(rèn)知的。③指代線索Thepolicyaimstoreducepollution.Itwillbeimplementednextyear.it指代前文論點(diǎn)，意為該政策。④構(gòu)詞法線索Theauthorisoptimisticaboutthefutureofrenewableenergy.optim（最佳）+istic，optimistic意為樂觀的。例題Thebenefitsofprintreadingparticularlyshinethroughwhenexperimentersmovefromposingsimpletasks—likeidentifyingthemainideainareadingpassage,toonesthatrequirementalabstraction,suchasdrawinginferencesfromatext.1.Whatdoestheunderlinedphraseshinethroughmean?A．Seemunlikelytolast. B．Seemhardtoexplain.C．Beereadytouse. D．Beeeasytonotice.【答案】D【解析】第一步，定位邏輯關(guān)系：前文“l(fā)earningisgenerallymoresuccessfulwhenit’sonpaper”（紙質(zhì)閱讀更成功），后文對(duì)比簡(jiǎn)單任務(wù)與復(fù)雜任務(wù)；第二步，分析詞匯語境：紙質(zhì)閱讀的優(yōu)勢(shì)在復(fù)雜任務(wù)中“更突出”；第三步，匹配選項(xiàng)：D（變得容易被注意到）符合語境，故選D；A（不可能持久）、B（難以解釋）、C（準(zhǔn)備好使用）均不符合。一、模擬基礎(chǔ)練Passage1Mostparentsareworriedthefirsttimetheycatchtheirkidsoutinalie.AccordingtochildandteenpsychiatristGayaniDeSilva,lyingcanactuallybeasignofhealthydevelopmentinyoungchildren.“Kidslieformanyreasons,andmuchofitisnormal,”DeSilvasays.“Peoplearenotbornwiththeknowledgeofmunicatingwithothersandgettingtheirneedsmet.They’llexperimentwithdifferentmunicationstylesandtechniquesuntiltheyfindtheonesthatworkbestforthem.Lyingisoneofthosetechniques.”Askidsgetolder,theybeemoreawareofhowtheiractionsaffectothers,andmanywilllielessfrequently.Inspiteofthis,parentsstillneedtoleadtheirkidstoformahabitofnotlying.AccordingtoDeSilva,whenchildrenlie,lookatthemdirectlyandaskwhattheyneed.Aftertheytellyou,gentlyremindthemthattellingyoudirectlywillbemoreeffectivethanlying.It’salsoagoodideatomodelthebehavioryouwanttoseeinyourkids.Inotherwords,don’tlietoyourchildren.Thiswillsetyouandyourchildrenonacourseofopenmunicationandtrust.Insomecases,lyingisasignofadeeperissue.Achildwhoisneglectedwillliemorethanachildwhohasattentiveandresponsiveparents.He’snotsurewhetherhe’sloved.Hemaylietopleaseothers.Thesamegoesforachildwhohasexperiencedsomethingunpleasant.Hemaylietotrytohidehisshame,avoidadmittinghisneeds,ortocontrolhissurroundingstoensurehissafety.Bypayingattentiontothereasonsbehindalie,parentscanfigureoutwhatneedstobedone.Forexample,whileJackmightlieaboutpletinghishomeworkinordertoplayvideogames,healsomightbetryingtoavoidnegativefeelingsconnectedwithschoolwork,andthisisjustwhereparentsshouldstart,saystherapistGideonJavna.1．WhatcanbeinferredaboutlyingfromDeSilva’swords?A．Ithascertainbenefitsforthehealthygrowthofkids.B．Itshowstheunderstandingbetweenkidsandparents.C．Itcanbeaneffectivemeansofmunicationforkids.D．Itissomonforkidsthatparentscanpletelyignoreit.2．Howcanparentsgettheirchildrentotellthetruth?A．Bypretendingtotrustthematfirst.B．Byencouragingthemtoadmittheirneeds.C．Bytellingthemdirectlytheharmoflying.D．Bypunishingthemfortheirlyinginasafeway.3．TheauthormentionedthetwokidsinParagraph4toshow_____________.A．It’smonforchildrentolieB．It’simportanttobeagenerousparentC．LyingcandamagefamilyrelationshipsD．lyingisareflectionofone’smentaltrouble4．WhatshouldJack’sparentsdoaccordingtoJavna?A．Askhimtoavoidplayingvideogames.B．Turnhisattentiontootherpositivethings.C．Givehimasecondchancetofinishhomework.D．Listentoandhelpsolvehisproblemrelatedtoschoolwork.【答案】1．C2．B3．D4．D【導(dǎo)語】這是一篇議論文。主要探討了家長(zhǎng)應(yīng)該如何看待并處理孩子的撒謊問題。1．推理判斷題。根據(jù)第一段中DeSilva說的話““Kidslieformanyreasons,andmuchofitisnormal,”DeSilvasays.“Peoplearenotbornwiththeknowledgeofmunicatingwithothersandgettingtheirneedsmet.They’llexperimentwithdifferentmunicationstylesandtechniquesuntiltheyfindtheonesthatworkbestforthem.Lyingisoneofthosetechniques.”(“孩子撒謊有很多原因，其中大部分是正常的，”DeSilva說：“人們并非生來就具有與他人溝通和滿足自己需求的知識(shí)。他們會(huì)嘗試不同的交流方式和技巧直到他們找到最適合自己的。撒謊就是其中的一項(xiàng)技能”)”可知，孩子們不是一出生就懂得交流的技巧，撒謊只不過是他們?cè)诮?jīng)過嘗試后，認(rèn)為比較有效的一種溝通方法。故選C。2．推理判斷題。根據(jù)第二段“AccordingtoDeSilva,whenchildrenlie,lookatthemdirectlyandaskwhattheyneed.Aftertheytellyou,gentlyremindthemthattellingyoudirectlywillbemoreeffectivethanlying.(根據(jù)DeSilva的話，當(dāng)孩子撒謊時(shí)，直接看著他們并問他們需要什么。在他們告訴你后，溫柔地告訴他們，直接講實(shí)話比撒謊更有效)”可知，家長(zhǎng)要鼓勵(lì)孩子承認(rèn)自己的需求。故選B。3．推理判斷題。根據(jù)第四段第一句“Insomecases,lyingisasignofadeeperissue.(某些情況里，撒謊是更深層次問題的標(biāo)志)”，接著舉了兩個(gè)小孩的例子，可知，舉這兩個(gè)小孩的例子是為了說明撒謊反映了更深層次的問題——人們?cè)诰裆系膯栴}。故選D。4．推理判斷題。根據(jù)最后一段“Bypayingattentiontothereasonsbehindalie,parentscanfigureoutwhatneedstobedone.Forexample,whileJackmightlieaboutpletinghishomeworkinordertoplayvideogames,healsomightbetryingtoavoidnegativefeelingsconnectedwithschoolwork,andthisisjustwhereparentsshouldstart,saystherapistGideonJavna.(通過關(guān)注撒謊背后的原因，父母可以弄明白需要做些什么。例如，當(dāng)杰克撒謊說完成了作業(yè)是為了玩游戲時(shí)，其實(shí)他也可能試圖避免與學(xué)業(yè)有關(guān)的負(fù)面情緒，這正是家長(zhǎng)應(yīng)該介入的地方，治療師GideonJavna說)”可知，根據(jù)GideonJavna的說法，杰克的父母應(yīng)該先傾聽孩子的問題，并幫助解決作業(yè)方面的問題。故選D。Passage2Attitudeactuallyismentalenergyandfromthemomentyouareawakeinthemorninguntilyoufallasleepatnight,youarecontinuouslyproducingthismentalenergy,orattitude.Thereisneveratimewhenyoucanhaveaneutralattitude.Yourattituderightnowiseitherpositiveornegative.Yourattitudedeterminesyouraltitude.Forexample,asaplaneisintheair,ithasanaltitudeindicator.Theindicatortellsthepilotinwhichdirectiontheplaneisgoing,upordown.Justliketheplane,youtoohaveanaltitudeindicatorandyou’rethepilotofyourplane.Thefeelingthatyougainwhensomethingiswrongorwhatyouaredoingisnotrightservesasyouraltitudeindicator.Weallhaveanattitudetoourthinkingwhichdeterminesourdestiny.Infact,attitudeisamatterofchoice.Itdeterminesthesizeofourdreamsandinfluencesourdeterminationwhenwefacenewchallengesandthethingis,noonecancontrolyourattitudebutyou.Noonecanmakeusangry.Wemakeourselvesangrywhenwegiveintothatcontrolofourattitudeandwhenpeopledothingstoangerus.Allitdoesisputourattitudetothetest.Wehavethatchoiceeverymorningofwhatkindofattitudewearegoingtohavefortherestoftheday.Attitudeiseverything.Tobeginwitheveryproblemisanadventure.Tofall,riseandtryagainiswhatwecalladventureandthat’stherealfunoflife.Failureisnotabadthingbutanotherchanceforsuccess.Dreamingofbeingsuccessfulisnotenough.There’llbealotofthingsyouhatedoing,butyouhavetodothemallandthat’sasuccess.Withapositiveattitude,you’llhavetheabilitytobehappiereveryday,makeothersaroundyouhappier,andliveagoodlife.5．WhatdoestheauthorwanttostresswiththeexampleinParagraph2?A．Attitude’sroleinpeople’sfuturedevelopment.B．Theimportanceofpilots‘feelingsinflight.C．People’scorrectjudgementoftheirlifedirection.D．Theapplicationofaltitudeindicatorsinvariousfields.6．Whatarepeopledoingwhentheytrytoangerusaccordingtotheauthor?A．They’retryingtocontrolourfeelings. B．They’retestingourattitude.C．They’rechallengingourbottomline. D．They’reremindingusofpossiblefailure.7．Whatdoestheauthorthinkoftheadventureinlife?A．Dangerousandtiring. B．Annoyingandunderstandable.C．Difficultbutmeaningful. D．Excitingandnecessary.8．Whatwouldbethebesttitleforthetext?A．Howtoachieveapositiveattitude? B．Howisattitudeformed?C．Whatisattitude? D．What’sthepowerofapositiveattitude?【答案】5．A6．B7．D8．C【導(dǎo)語】這是一篇議論文。文章主要闡述了什么是“態(tài)度”以及態(tài)度對(duì)我們的影響。5．推理判斷題。根據(jù)第二段“Yourattitudedeterminesyouraltitude.Forexample,asaplaneisintheair,ithasanaltitudeindicator.Theindicatortellsthepilotinwhichdirectiontheplaneisgoing,upordown.Justliketheplane,youtoohaveanaltitudeindicatorandyou’rethepilotofyourplane.Thefeelingthatyougainwhensomethingiswrongorwhatyouaredoingisnotrightservesasyouraltitudeindicator.Weallhaveanattitudetoourthinkingwhichdeterminesourdestiny.(你的態(tài)度決定你的高度。例如，當(dāng)一架飛機(jī)在空中時(shí)，它有一個(gè)高度指示器。指示燈告訴飛行員飛機(jī)的飛行方向，是上升還是下降。就像飛機(jī)一樣，你也有一個(gè)高度指示器，你是飛機(jī)的飛行員。當(dāng)你做錯(cuò)了事情時(shí)，你會(huì)有一種感覺，這種感覺就是你的高度指示器。我們都有一種態(tài)度來決定我們的命運(yùn))”可推知，作者想用第二段中的例子強(qiáng)調(diào)態(tài)度在人們未來發(fā)展中的作用。故選A。6．細(xì)節(jié)理解題。根據(jù)第三段中“Itdeterminesthesizeofourdreamsandinfluencesourdeterminationwhenwefacenewchallengesandthethingis,noonecancontrolyourattitudebutyou.Noonecanmakeusangry.Wemakeourselvesangrywhenwegiveintothatcontrolofourattitudeandwhenpeopledothingstoangerus.Allitdoesisputourattitudetothetest.(它決定了我們夢(mèng)想的大小，影響了我們面對(duì)新挑戰(zhàn)時(shí)的決心，問題是，沒有人能控制你的態(tài)度，除了你自己。沒有人能讓我們生氣。當(dāng)我們屈服于對(duì)自己態(tài)度的控制時(shí)，當(dāng)別人做了讓我們生氣的事情時(shí)，我們會(huì)讓自己生氣。它所做的只是讓我們的態(tài)度接受考驗(yàn))”可知，根據(jù)作者的說法，當(dāng)人們?cè)噲D激怒我們時(shí)，他們?cè)诳简?yàn)我們的態(tài)度。故選B。7．推理判斷題。根據(jù)倒數(shù)第二段“Attitudeiseverything.Tobeginwitheveryproblemisanadventure.Tofall,riseandtryagainiswhatwecalladventureandthat’stherealfunoflife.Failureisnotabadthingbutanotherchanceforsuccess.Dreamingofbeingsuccessfulisnotenough.There’llbealotofthingsyouhatedoing,butyouhavetodothemallandthat’sasuccess.(態(tài)度就是一切。每一個(gè)問題的開始都是一次冒險(xiǎn)。跌倒，爬起來，再試一次，這就是我們所說的冒險(xiǎn)，這才是生活的真正樂趣。失敗不是壞事，而是成功的另一個(gè)機(jī)會(huì)。夢(mèng)想成功是不夠的。你會(huì)有很多討厭做的事情，但你必須把它們都做完，這就是成功)”可推知，作者認(rèn)為生活中的冒險(xiǎn)是令人興奮和必要的。故選D。8．主旨大意題。根據(jù)第一段“Attitudeactuallyismentalenergyandfromthemomentyouawakeinthemorninguntilyoufallasleepatnight,youarecontinuouslyproducingthismentalenergy,orattitude.Thereisneveratimewhenyoucanhaveaneutralattitude.Yourattituderightnowiseitherpositiveornegative.(態(tài)度實(shí)際上是一種精神能量，從你早上醒來的那一刻直到你晚上入睡，你都在不斷地產(chǎn)生這種精神能量或態(tài)度。你永遠(yuǎn)不可能保持中立的態(tài)度。你現(xiàn)在的態(tài)度不是積極就是消極)”結(jié)合文章主要解釋了什么是“態(tài)度”以及態(tài)度對(duì)我們的影響?？芍?，C選項(xiàng)“態(tài)度是什么？”最符合文章標(biāo)題。故選C。Passage3rules.Peterlhasitsrules.Therulesaredifferent.Heresomestudentsaretalkingabouttheirschoolrules.PeterOurschoolasksstudentstowearuniforms,forexample,sportsclothesorskirts.Studentsmusttelltheirschoolswhentheygotothemoviesorleavehomeintheevening.ZhangHuaStudentsinourschoolcan’teatgum,becauseit’shardtoclean.Andwecan’teatlunchatschool.AndwemustspeakPutonghuaatschool.Studentsinourschoolcan’thavelonghair.Wecan’tgetintoschoolwithotherschool’sstudents.MikeStudentsinourschoolmustwearsportsshoesatschooleveryday.Andwecan’twearslippers(拖鞋)toschoolbecausetheyarenotsafe.Weeasilyfalldown.9．Thestudentscan’tleavehomeintheeveningin____school,iftheydon’ttelltheirschools.A．Peter’s B．ZhangHua’sC．Mike’s D．PeterandMike’s10．Whycan’tthestudentseatguminZhangHua’sschool?A．Itisnotterrible. B．It’shardtoclean.C．Theyhavenotime. D．Theyhavenomoney.11．ZhangHuamust

____atschool.A．havelonghair B．takeotherschools’studentstoschoolC．speakPutonghua D．eatlunch12．Whycan’tstudentsinMike’sschoolwearslippers?A．Theyaresafe. B．Theyarenotsafe.C．Theyaregood. D．Theyareright.【答案】9．A10．B11．C12．B【導(dǎo)語】本文是一篇議論文。文章主要介紹了不同學(xué)校的學(xué)生談?wù)撍麄儗W(xué)校的校規(guī)。9．細(xì)節(jié)理解題。根據(jù)Peter部分中“Studentsmusttelltheirschoolswhentheygotothemoviesorleavehomeintheevening.(學(xué)生們?nèi)タ措娪盎蛲砩想x開家時(shí)必須告訴學(xué)校)”可知，如果學(xué)生們晚上不告訴學(xué)校就離開家，在Peter的學(xué)校是不被允許的。故選A項(xiàng)。10．細(xì)節(jié)理解題。根據(jù)ZhangHua部分中“Studentsinourschoolcan’teatgum,becauseit’shardtoclean.(我們學(xué)校的學(xué)生不能吃口香糖，因?yàn)樗茈y清潔)”可知，在ZhangHua的學(xué)校，學(xué)生們不能吃口香糖是因?yàn)楹茈y清潔。故選B項(xiàng)。11．細(xì)節(jié)理解題。根據(jù)ZhangHua部分中“AndwemustspeakPutonghuaatschool.(我們?cè)趯W(xué)校必須說普通話)”可知，張華在學(xué)校必須說普通話。故選C項(xiàng)。12．細(xì)節(jié)理解題。根據(jù)Mike部分中“Andwecan’twearslippers(拖鞋)toschoolbecausetheyarenotsafe.Weeasilyfalldown.(我們不能穿拖鞋上學(xué)，因?yàn)樗鼈儾话踩?。我們很容易摔?”可知，在邁克的學(xué)校，學(xué)生們不能穿拖鞋是因?yàn)樗鼈儾话踩?。故選B項(xiàng)。Passage4Shouldhighschoolstudentsberequiredtotakeacourseinfinancialliteracy?Somepeoplethinkitisextremelynecessary.Theyarguethatintoday’ssociety,studentsneedtounderstandbasicfinancialconceptssuchasbudgeting,saving,andmanagingdebt.Thisknowledgewillhelpthemmakebetterfinancialdecisionsinthefuture,whetherit’saboutcollegeloans,buyingacar,orstartingacareer.Ontheotherhand,someopponentsbelievethathighschoolstudentsalreadyhaveaheavyworkloadwithcoreacademicsubjects.Addingafinancialliteracycoursemightoverwhelmthemandtakeawaytimefromotherimportantstudies.Theyalsothinkthatfinancialknowledgecanbelearnedlaterinlifethroughpersonalexperiencesorothermeans.Inmyopinion,whilehighschoolstudentsdohaveabusyschedule,theimportanceoffinancialliteracycannotbeoverlooked.Awelldesignedfinancialliteracycoursecanbeintegratedintothecurriculumwithoutoverburdeningstudentsandwillequipthemwithessentiallifeskills.13．Whatisthemaintopicofthisarticle?A．Theimportanceofcoreacademicsubjects.B．Thedebateaboutafinancialliteracycourseforhighschoolstudents.C．Howtomanagepersonalfinances.D．Thefuturecareerchoicesofhighschoolstudents.14．Whydosomepeoplesupportafinancialliteracycourseforhighschoolstudents?A．Itwillmakestudentsrich.B．Ithelpsstudentsunderstandbasicfinancialconceptsforfuturedecisions.C．Itisaneasycourse.D．Itreplacesotherunnecessarycourses.15．Whatisanargumentagainstthecourseaccordingtoopponents?A．Itistooexpensivetoteach.B．Itisnotrelevanttostudents'lives.C．Itwilladdtostudents’workloadandcanbelearnedlater.D．Therearenoqualifiedteachers.16．Whatistheauthor‘sview?A．Againstthecourse.B．Fullysupportthecoursewithoutanyconditions.C．Believeitcanbeintegratedintothecurriculumwithbenefits.D．Thinkitshouldbeanelectivecourse.【答案】13．B14．B15．C16．C【導(dǎo)語】這是一篇議論文。本文主要討論了高中生是否應(yīng)該被要求學(xué)習(xí)金融素養(yǎng)課程，并介紹了正反兩方的觀點(diǎn)。13．主旨大意題。根據(jù)第一段“Shouldhighschoolstudentsberequiredtotakeacourseinfinancialliteracy?Somepeoplethinkitisextremelynecessary.(高中生是否應(yīng)該被要求學(xué)習(xí)金融素養(yǎng)課程？有些人認(rèn)為這是非常必要的。)”和第二段“Ontheotherhand,someopponentsbelievethathighschoolstudentsalreadyhaveaheavyworkloadwithcoreacademicsubjects.(另一方面，一些反對(duì)者認(rèn)為，高中生在核心學(xué)術(shù)科目上已經(jīng)有了繁重的工作量。)”可知，這篇文章主要討論了高中生是否應(yīng)該被要求學(xué)習(xí)金融素養(yǎng)課程，并介紹了正反兩方的觀點(diǎn)，由此可知，這篇文章的主題是關(guān)于高中生金融素養(yǎng)課程的辯論。故選B項(xiàng)。14．細(xì)節(jié)理解題。根據(jù)第一段“Somepeoplethinkitisextremelynecessary.Theyarguethatintoday’ssociety,studentsneedtounderstandbasicfinancialconceptssuchasbudgeting,saving,andmanagingdebt.Thisknowledgewillhelpthemmakebetterfinancialdecisionsinthefuture,whetherit’saboutcollegeloans,buyingacar,orstartingacareer.(有些人認(rèn)為這是非常必要的。他們認(rèn)為，在當(dāng)今社會(huì)，學(xué)生需要了解基本的財(cái)務(wù)概念，如預(yù)算、儲(chǔ)蓄和債務(wù)管理。這些知識(shí)將幫助他們?cè)谖磥碜龀龈玫呢?cái)務(wù)決策，無論是大學(xué)貸款、買車還是創(chuàng)業(yè)。)”可知，有些人支持高中生的金融素養(yǎng)課程，認(rèn)為這有助于學(xué)生了解基本的財(cái)務(wù)概念，幫助他們?cè)谖磥碜龀龈玫呢?cái)務(wù)決策，由此可知，有些人支持高中生的金融素養(yǎng)課程，因?yàn)樗兄趯W(xué)生理解未來決策的基本財(cái)務(wù)概念。故選B項(xiàng)。15．細(xì)節(jié)理解題。根據(jù)第二段“Ontheotherhand,someopponentsbelievethathighschoolstudentsalreadyhaveaheavyworkloadwithcoreacademicsubjects.Addingafinancialliteracycoursemightoverwhelmthemandtakeawaytimefromotherimportantstudies.Theyalsothinkthatfinancialknowledgecanbelearnedlaterinlifethroughpersonalexperiencesorothermeans.(另一方面，一些反對(duì)者認(rèn)為，高中生在核心學(xué)術(shù)科目上已經(jīng)有了繁重的工作量。增加一門金融素養(yǎng)課程可能會(huì)讓他們不堪重負(fù)，并占用其他重要研究的時(shí)間。他們還認(rèn)為，金融知識(shí)可以在以后的生活中通過個(gè)人經(jīng)歷或其他方式學(xué)習(xí)。)”可知，一些反對(duì)者認(rèn)為金融素養(yǎng)課程可能會(huì)讓高中生不堪重負(fù)，金融知識(shí)可以在以后的生活中通過個(gè)人經(jīng)歷或其他方式學(xué)習(xí)，由此可知，反對(duì)者認(rèn)為這門課程會(huì)增加學(xué)生的工作量，以后可以學(xué)習(xí)。故選C項(xiàng)。16．推理判斷題。根據(jù)最后一段“Awelldesignedfinancialliteracycoursecanbeintegratedintothecurriculumwithoutoverburdeningstudentsandwillequipthemwithessentiallifeskills.(精心設(shè)計(jì)的金融素養(yǎng)課程可以融入課程，而不會(huì)給學(xué)生帶來過重的負(fù)擔(dān)，并將為他們提供基本的生活技能。)”可知，作者認(rèn)為精心設(shè)計(jì)的金融素養(yǎng)課程可以融入課程，能為學(xué)生提供基本的生活技能，由此可知，作者的觀點(diǎn)是相信金融素養(yǎng)課程可以融入課程并帶來好處。故選C項(xiàng)。Passage5TheoaktreehasbeeninsouthernEnglandcontinuouslyfor12,000years.Butdoesithaveafuture?By2050,London’sweathercould