高考英语-阅读理解-主旨题专练
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这是一份高考英语-阅读理解-主旨题专练,共6页。
英语考试中的“阅读理解”部分,在内容上,知识性强,学术性强;在语言上,高阶词汇较多,长难句多,语言表达精准,有较多抽象概念。总体而言,是诸多题型中较难的一种。
该题型大致分为以下几种类型:主旨题、细节题、词汇题、语篇题等。主旨题主要考察读者是否掌握全文或段落大意,或者作者对该主题的态度倾向性。细节题主要考察读者对具体信息的搜索能力,以及对具体字、词、句的理解能力。词汇题一般是考察读者通过上下文猜词义的能力。该题型考察的并不是词汇量(考察的词汇基本都是超纲词),而是阅读能力。语篇题是阅读理解中最难的一种题型,通常考察的是综合阅读能力。考生既要掌握全文主旨,段落之间的逻辑关系,还要看懂作者的论证方法、过程,才能找对答案。
Reading skill: Reading fr main ideas
主旨题主要考察考生通过阅读获取语篇中心思想的能力,以及辨别主要信息和次要信息的能力。要求考生从文章的字里行间提取、总结全文或文内某一部分/段落的大意、概括文章中的中心思想。
此类题目的题干通常表述为“What is the passage/paragraph mainly abut?”、“What is the best title fr the passage?”、“What is the authr’s attitude t…?”、“What can yu infer frm the passage/paragraph?”等,涉及文章主旨、段落大意、文章标题、写作目的、作者态度等方面的内容。
Passage 1
Demgraphic data frm exit plls indicated the 2016 electrate was fundamentally different frm thse f the past tw decades. Natinwide, rural vters make up less than 20 percent f the electrate. Yet in this electin, unusually high numbers f white, wrking-class rural vters turned ut in the Rust Belt and Midwest, upending Hillary Clintn's perceived "firewall" f Michigan, Wiscnsin, and Pennsylvania in favr f Trump.
Much has been made f the lw educatinal attainment f rural Trump supprters. Many even view it as the surce f supprt fr Trump. Educatin, as a result, has been tuted as the slutin t perceptins f an uninfrmed citizenry by many wh lk t public schling as the great hpe f ur cuntry. Frm their perspective, educatin is an pprtunity t invite yung peple t cherish the values and skills that will make a demcracy thrive, including an appreciatin f diversity, the ability t listen, the vcabulary t articulate ne's wn viewpint, and the cnfidence t vice ne's pinin.
Hwever, we argue the exit plls frm the electin implicate educatin as part f a prblem in ur divided cuntry. In shrt, the results demnstrate evidence f a cuntry uninterested in addressing the fundamental c-ptatin f schling in rural America in the service f the glbal ecnmy, rather than in building lcal capacity and well-being.
The result is that instead f prviding a pathway fr yuths t g ut f their cmmunities and ptentially return with a knwledge base f new experiences, rural public schls have simply becme engines f exdus, educating students fr labr markets and cmmunities lcated elsewhere.
Therein lies the paradx. One might argue that if schls can prvide cllege and career readiness fr all—the rallying cry f cntemprary educatinal refrm—then the rural student can be prepared fr whatever pprtunities are available in ur changing glbal ecnmy. But fewer and fewer f thse pprtunities are lcated in rural places. And the pprtunities that d exist in rural places may nt require any educatin at all.
And yet, there are slutins, beginning with greater attentin t and investment in rural America. Many researchers in rural educatin argue that rural schls themselves can be drivers f ecnmic develpment. Entrepreneurial thinking by educatinal leaders at the state, schl, and district levels can lead t greater pprtunities fr schls and cmmunities t cllabrate n attracting families, retling lcal ecnmies, and prviding needed skills develpment t cmmunity members. Citizenship educatin in rural places must teach rural yuths t share their vices utside f the vting bth and speak back t plicymakers t willing t verlk the ways in which rural cmmunities have been shrt-changed fr decades. The gegraphic distributin f educatinal pprtunity remains inequitable—and the great lessn f this electin is that we cannt affrd t ignre these realities anymre.
Which ne f the fllwing is the best title ?
A. Hw Educatin Is Failing Rural America?
B. Rural brain drain.
C. Rural public schls becming engines f exdus.
D. Lw educatinal attainment f rural Trump supprters.
2. In what way was this 2016 electin different frm thse in the past?
A. Trump was elected president.
B. Hillary Clintn perceived Michigan, Wiscnsin, and Pennsylvania "firewall".
C. Higher percent f rural electrate vted.
D. Exit plls were different.
3. Accrding t the authr, what ‘s the prblem with educatin?
A. Educatin in rural America nly aims t serve glbal ecnmy.
B. Rural public schls are nt able t send peple t cllege.
C. Undereducated peple are always white wrking class in the Rust Belt.
D. Yung peple g ut fr higher educatin and did nt return.
4. What des electrate mean in paragraph 1?
A. electin
B. vters
C. supprters
D. schl kids
5. Which ne f the fllwings is NOT true abut the slutin t the educatin prblem?
A. Rural schls can be a driving frce f lcal ecnmy.
B. yung peple shuld understand the way f living with thers.
C. Schls and cmmunities shuld wrk tgether, educating yung peple t cmmunicating with plicymakers.
D. We shuld realize educatin is still inequitable in different areas.
Passage 2
The use f virtual curses amng K-12 students has grwn rapidly in recent years. Flrida, fr example, requires all high schl students t take at least ne nline curse. Online learning can take a number f different frms. Often peple think f Massive Open Online Curses, r MOOCs, where thusands f students watch a vide nline and fill ut questinnaires r take exams based n thse lectures.
Mst nline curses, hwever, particularly thse serving K-12 students, have a frmat much mre similar t in-persn curses. The teacher helps t run virtual discussin amng the students, assigns hmewrk, and fllws up with individual students. Smetimes these curses are synchrnus (teachers and students all meet at the same time) and smetimes they are asynchrnus (nn-cncurrent). In bth cases, the teacher is suppsed t prvide pprtunities fr students t engage thughtfully with subject matter, and students, in mst cases, are required t interact with each ther virtually.
In cmparisns f nline and in-persn classes, hwever, nline classes aren’t as effective as in-persn classes fr mst students. Only a little research has assessed the effects f nline lessns fr elementary and high schl students, and even less has used the “gld standard” methd f cmparing the results fr students assigned randmly t nline r in-persn curses. Jessica Heppen and clleagues at the American Institutes fr Research and the University f Chicag Cnsrtium n Schl Research randmly assigned students wh had failed secnd semester Algebra I t either face-t-face r nline credit recvery curses ver the summer. Students’ credit-recvery success rates and algebra test scres were lwer in the nline setting. Students assigned t the nline ptin als rated their class as mre difficult than did their peers assigned t the face-t-face ptin. Mst f the research n nline curses fr K-12 students has used large-scale administrative data, lking at therwise similar students in the tw settings. I did ne with clleagues lking at Flrida public schl cursewrk. This study fund evidence that nline curse taking was less effective.
It is nt surprising that in-persn curses are, n average, mre effective. Being in persn with teachers and ther students creates scial pressures and benefits that can help mtivate students t engage. Sme students d as well in nline curses as in in-persn curses, sme may actually d better, but, n average, students d wrse in the nline setting, and this is particularly true fr students with weaker academic backgrunds. Students wh struggle in in-persn classes are likely t struggle even mre nline. While the research n virtual schls in K-12 educatin desn’t address these differences directly, a study f cllege students that I wrked n with Stanfrd clleagues fund very little difference in learning fr high-perfrming students in the nline and in-persn settings.
Just like in brick-and-mrtar classrms, nline curses need a strng curriculum and strng pedaggical practices. Teachers need t understand what students knw and what they dn’t knw, as well as hw t help them learn new material. What is different in the nline setting is that students may have mre distractins and less versight, which can reduce their mtivatin. The teacher will need t set nrms fr engagement—such as requiring students t regularly ask questins and respnd t their peers—that are different than the nrms in the in-persn setting.
1. Online curses are similar t ffline nes in many ways except that____.
A. students need t participate in discussins.
B. they culd be bth asynchrnus.
C. teachers are suppsed t attract students’ attentin.
D. students need t finish hmewrk.
2. Why des the authr mentin Jessica Heppen?
A. Because she is a famus university prfessr and educatin researcher.
B. Because her research used large-scale data.
C. Because the students in her research reprted nline curses are difficult t fllw.
D. Because her research is the evidence that nline curses may be less effective than the ffline nes.
3. What can yu infer frm the text?
A. The mde f teaching exerts little influence n high-perfrming students.
B. Average students perfrm the same in nline curses as in in-persn curses.
C. Students wh struggle in ffline classes dn’t struggle in nline nes.
D. High-perfrmance students perfrm better in nline curses.
4. What culd be the meaning f brick-and-mrtar?
A. virtual
B. physical
C. strng
D. interactive
5. Which f the fllwings is NOT mentined in the text?
A. Online teaching will replace in-schl lessns ne day.
B. In the nline setting, students may have mre distractins and less versight, which can make students less mtivated.
C. Students wh struggle will likely struggle mre nline.
D. nline teaching shares much in cmmn with in-persn classes in curriculum and teaching methds.
Passage 1
【答案解析】
1.答案:A。这是一个主旨题。需要把握全文脉络,了解作者态度,才能选出最佳答案。从第一段得知,2016年大选选民人口组成和以往不同。第二段大意是,Trump支持者多来自农村,受教育少。很多人认为,在这些地区教育工作做的够多了。第三段中hwever表明强转折,后面往往是作者的主要观点,即作者认为投票结果恰恰反映在分裂的美国,教育是一个问题。第四段、第五段分析了主要原因,即农村公立学校提供了上大学的机会,但是农村没有就业机会,导致人才外流。第六段提出了几个解决方案。对照以上6段大意,只有A最恰当。B只提到人才外流,但本文主题是“教育”,没有主题词的标题显然不是好的标题。C指公立学校成了人才外流发动机。意思和B雷同。D是说Trump支持者教育水平低。都没有很好反映文章全貌。
2.答案:C。本题是细节题。先在题干中确定关键词2016,再回到文中找关键词第一次出现的地方为第一段第一句。这句是主题句,意为:想要了解选民到底有哪些不同,要再往后看两句。这两句的重点在yet这个转折词后面的意思,即本次最大的区别就是high numbers f white, wrking-class rural vters…upending Hillary…,意为:……有大量白人、蓝领工人、来自农村的选民……最后战胜希拉里……。所以C为最佳答案。
3.答案:D。本题的题目是:文中提到的教育问题是什么。本文第三、四、五段阐述的,就是这个问题。第三段hwever后面的句子要格外注意,一般是作者观点。这句是主题句,作者认为从选举能看出来教育出了问题。In shrt就是简要解释一下具体问题是什么,即美国不重视农村教育与发展全球经济的合作关系,不重视当地经济发展和扩大就业。第四段、第五段为具体表现,比如年轻人去外地读大学,不回来建设家乡;即便回来,也没有更好的岗位;现有的就业岗位不需要高学历等等。因此D为最佳答案。
4.答案:B。这是一个根据上下文猜词义的题目。根据拼写能辨认出electrate与electin是同根词,因此它应该与“选举”有关。该词出现在第一段第一句、第二句和第三句都是第一句的论据,主语都是vters。因此,可以推断这三句主题都在说vters,所以答案是B。
5.答案:B。从题干可以选择slutin作为关键词。Slutin是第六段的主要内容。A是第六段第二句的paraphrase。C与Citizenship educatin in rural places must teach rural yuths t share their vices utside f the vting bth and speak back t plicymakers… 这句意思相同。D 对标The gegraphic distributin f educatinal pprtunity remains inequitable。
Passage 2
【答案解析】
1. 答案:B。本题是细节题。题目为:关于两种教学方式的相似之处的描述,哪一个选项不对。题干中similar可以确定为关键词,带着关键词在原文找答案,可以发现,similar出现第二段。第三句是Smetimes these curses are synchrnus and smetimes they are asynchrnus,因此可以判定B是正确答案。
2. 答案:D。本题是细节题。题干中可以选定人名Jessica Heppen作为关键词,因为人名在原文中最容易识别。该名在第三段中出现。根据本段主题句,可以判定,作者主要观点是,线上教学没有线下效果好。理论上,主题句之后的句子都是论据。实际观察一下,这个研究结果就是论据,证明线上教学成绩较低。正确答案是D。
3. 答案:A。浏览一下选项可知,本题讨论的是成绩不同的学生受教学方式影响程度如何。这个问题是集中在第四段讨论的。本段观点为,总体上讲,线上成绩不如线下成绩,但因人而异,和学生本身成绩有关。成绩差的,线上更差;成绩好的,线上成绩变化不大。因此正确答案为A。
4. 答案:B。本题为根据上下文猜词义。该词出现在第五段第一句。全文主题是线上教学vs线下教学,第五段也不例外。句子主语是nline curses,显然brick-and-mrtar classrms就是ffline classrms。因此,B最合适,字面意思是“砖和灰浆”,喻意为“现实存在的”。
5. 答案:A。本题是细节题,需要找出文中未涉及的选项。B讨论的是在线教学的不足,在第五段讨论了。C是讲学习成绩和教学方式的关系,在第四段讨论了。D是两种教学方式的相似之处,在第二段讨论。只有A没有提及。因此答案为A。
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