考向7 考查描述人物或事件特征

（2023•新高考全国Ⅱ卷·阅读理解B）

Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle and high school kids. And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts, a school garden programme at four low-income schools. The programme aims to help students develop science skills, environmental awareness, and healthy lifestyles.

Jaramillo’s students live in neighbourhoods where fresh food and green space are not easy to find and fast food restaurants outnumber grocery stores. “The kids literally come to school with bags of snacks and large bottles of soft drinks,” she says. “They come to us thinking vegetables are awful, dirt is awful, insects are awful.” Though some are initially scared of the insects and turned off by the dirt, most are eager to try something new.

Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on experiments such as soil testing, flower-and-seed dissection, tastings of fresh or dried produce, and work in the garden. Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools.

Programme evaluations show that kids eat more vegetables as a result of the classes.“We have students who say they went home and talked to their parents and now they’re eating differently,” Jaramillo says.

She adds that the programme’s benefits go beyond nutrition. Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. “They get outside,” she says, “and they feel successful.”

(　)26.Which of the following best describes the impact of the programme?

A. Far-reaching.

B. Predictable.

C. Short-lived.

D. Unidentifiable.

【答案】A　

【解析】推理判断题。根据最后一段中“…the programme’s benefits go beyond nutrition. Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students…”可知,该项目的好处不仅限于营养。一些学生对园艺工作超级感兴趣,他们会把种子带回家,开始种自己的菜园。此外,在花园工作似乎对Jaramillo的接受特殊教育的学生有镇静作用。由此可推知,这个项目的影响是深远的。故选A项。

考向8 考查读者对象

（湖南、江西、安徽等地）高三联考·阅读理解A）

Write a one-page report titled “The Best Book I Read This Year” and enter it in the Boys’ Life 2020 “Say Yes to Reading!” contest.

The book can be fiction or nonfiction. But the report has to be in your own words — 500words tops. Enter in one of these three age categories:

l8 years old and younger

l9 and 10 years old

l11 years old and older

First-place winners in each age category will receive a $100 gift card from Amazon.com. Second-place winners will receive a $75 gift card; third-place winners, a $50 gift card.

Everyone who enters will get a free patch like the one on this page. The patch is a temporary sign, so it can be worn on the right pocket of the Scout uniform shirt. Proudly display it there or on another item such as a vest, plaque or trophy! In coming years, you’ll have the opportunity to earn other patches.

The contest is open to all Boys’ Life readers. Be sure to include your name, address, age and grade in school on the entry.

Send your report, along with a business-size, self-addressed, stamped envelope, to:

Boys’ Life Reading Contest

S306

P.O. Box 152079

Irving, TX 75015-2079

Entries must be postmarked by Dec. 31, 2020 and must include entry information and a self-addressed, stamped envelope.

Who are the contest intended for?

A．All school students. B．Only teenagers. C．Boy’s Life readers. D．Boy students.

【答案】C

【解析】推理判断题。根据第五段第一句“The contest is open to all Boys’ Life readers(比赛面向所有《男孩生活》的读者开放)”可知，该比赛面向所有《男孩生活》读者。故选C。

考向9 考查文章结构

（北京卷·阅读理解）

Wilderness

“In wilderness(荒野) is the preservation of the world.” This is a famous saying from a writer regarded as one of the fathers of environmentalism. The frequency with which it is borrowed mirrors a heated debate on environmental protection: whether to place wilderness at the heart of what is to be preserved.

As John Sauven of Greenpeace UK points out, there is a strong appeal in images of the wild, the untouched; more than anything else, they speak of the nature that many people value most dearly. The urge to leave the subject of such images untouched is strong, and the danger exploitation(开发) brings to such landscapes(景观) is real. Some of these wildernesses also perform functions that humans need—the rainforests, for example, store carbon in vast quantities. To Mr.Sauven, these ”ecosystem services” far outweigh the gains from exploitation.

Lee Lane, a visiting fellow at the Hudson Institute, takes the opposing view. He acknowledges that wildernesses do provide useful services, such as water conservation. But that is not, he argues, a reason to avoid all human presence, or indeed commercial and industrial exploitation. There are ever more people on the Earth, and they reasonably and rightfully want to have better lives, rather than merely struggle for survival. While the ways of using resources have improved, there is still a growing need for raw materials, and some wildernesses contain them in abundance. If they can be tapped without reducing the services those wildernesses provide, the argument goes, there is no further reason not to do so. Being untouched is not, in itself, a characteristic worth valuing above all others.

I look forwards to seeing these views taken further, and to their being challenged by the other participants. One challenge that suggests itself to me is that both cases need to take on the question of spiritual value a little more directly. And there is a practical question as to whether wildernesses can be exploited without harm.

This is a topic that calls for not only free expression of feelings, but also the guidance of reason. What position wilderness should enjoy in the preservation of the world obviously deserves much more serious thinking.

Which of the following shows the structure of the passage?

CP: Central Point P: Point Sp: Sub-point(次要点) : Conclusion

【答案】D

【解析】文章结构题。通读文章可知，作者就荒野保护的问题客观中立地阐述了对立双方的观点，文章第一段提出中心论点；第二、三两段分别阐述了两种不同的观点；第四段是作者自己的观点；最后一点是文章的结论。推出选D。

阅读理解之推理判断题考点的必备知识：

一、命题规律：

1．命题规律：推理判断题考查考生推理和判断的能力，以及深层次的阅读理解能力。

2．考查类型：主要考查推断隐含意义、推断观点态度、推断文章出处、推断目标读者、推断人物性格等。

3．考查趋势：考题以考查引申推断为主，兼顾考查文章写作目的和意图，文章的写作方法，作者的写作态度，文章的出处，文章的写作对象，文章结构等。

二、 常用的解题方法

1. 如何进行引申推断

根据阅读文章整体或某一段落的内容进行引申推断得出推断结果。引申推断的方法：1.通过分析文章内容，推断出文章中实际的结论，得出新的判断；2.推理判断的结论不是文章中的原句，而是在文章基础上，通过逻辑推理得出的结论。

（1）思维导图

（2）引申推断的设问方式

1. What can be inferred about the ……?

2．What can be inferred about ……from the last paragraph?

3．What can we learn from ……?

4．What can we infer about …… from the text?

（3）错误选项的特点

1. 似是而非：只是对原文信息简单重述，而不是依据文章提供实际依据推断出来的结论。

2. 夸大实际：对文章的实际或证据进行夸大；有时，选项内容与原文一致无需推断。

3. 推理过度：选项往往过于绝对化或片面化(以偏概全)，有时会出现only, all等词语。

4. 掺入常识：根据考生已有常识是正确的，但不是根据文章中的证据推断出来的结论。

（4）解题技巧：

引申推断题属于深层理解题，要求根据语篇内容，推断具体细节。做此类题目关键是要正确把握文章的内在关系，理解文章的真正含义，要忠实于原文，千万不能主观臆断，随意揣测，更不能以自己的观点取代作者的观点。

1．定位信息：通过寻读找到相关信息点。

2．字面理解：理解相关信息点字面意义。

3．深层理解：进而理解作者的言外之意。

2. 如何判断观点态度题

（1）思维导图

（2） 观点态度题的设问方式

1.What is the author’s attitude to ……?

2. Which word best describes the author’s attitude to……?

3. The author’s attitude towards ……. may best be described as .

（3）解题方法：

做此类题目必须透过文章的字面意义去理解。作者的态度和观点无非也就是三种：支持、赞同、乐观；反对、批评、怀疑、悲观；中立、客观。作者的态度和观点常用一些形容词、副词和不定意义的动词来表达，如possible, impossible, seem, strange等。这时需要注意的是：必定要理清作者所列举的事例与其观点、态度是一致的还是相反的。有些文章作者的观点态度隐含在文章的字里行间，需要通读全文，才能做出正确的判断。注意熟悉一些常见的有关作者情感、态度的词语。

褒义词有：supportive(支持的)；positive(积极的)；optimistic(乐观的)；enthusiastic(热烈的)等。

贬义词有：negative(否定的，消极的)；ironic(讽刺的)；critical(批评的)；disgusted(厌恶的)；disappointed(失望的)等。

中性词有：indifferent(漠不关心的)；uninterested(不感兴趣的)；objective(客观的)；neutral(中立的)等。

3. 如何判断写作目的和意图

（1）思维导图

（2）目的意图题的设问方式

What is the main purpose of the author writing the text?

The purpose of the text is to get more people to _______.

The writer of the story wants to tell us that________.

The fact…is mentioned by the author to show________.

The author writers the last paragraph in order to ________.

（3）解题技巧：

写作意图推断题要求考生根据文章的论述，揣测作者的写作意图及作者运用某种写作手法的目的。作者一般不直接表明自己的意图，而是通过文章所提供的实际，客观地使读者信服某种想法或观点。这种题型要求考生不但能理解文章的大意，同时还要具备对作者阐述问题的方法进行分析和归纳总结的能力。

一般来说，我们可以通过分析文章的文体特点，理解作者的词句选择和识别文章的语气来推断出作者的写作意图。

4. 如何判断文章出处题

（1）思维导图

（2）文章出处的设问方式

①Where is this text probably taken from?

②In which section of a website can the text appear?

（3）解题技巧

“推断文章出处”类试题应从文章的内容或结构入手来判断其出处：

旅游指南类文章(a travel guide)：此类文章旨在介绍某一旅游景点的自然景观和人文特色，目的是吸引游客来访。

广告英语类文章(an advertisement)：现代生活中广告无处不在，英语阅读理解也是如此。有时会考查微型海报、通知、启示、时刻表、图表等。

课件展示类文章(a class presentation)：此类文章往往紧扣主题，口语性强、语言活泼，形式新颖，伴随有图片、图表、文字介绍等信息。

网络网页类文章(an Internet page)：此类文章往往会提供超级链接标志，如For more information, please click here.

新闻报道类文章(a news report)：此类文章内容广泛，涉及人物、时政、教育、体育、科技等，突出新颖性、突发性和真实性。新闻呈“倒金字塔”结构，第一段概括全文内容最重大。

研究报告类文章(a research paper)：此类文章重点介绍科技领域最新研究成果：新发现、新思想、新发明。第一段概括介绍，然后分段陈述。文章结构严谨，语言规范，句式复杂。

图书评论类文章(a book review)：书评、影评类文章涉及到作者介绍，内容梗概、人物性格评论，写作特色以及个人好恶等内容。

科普杂志类文章(a science magazine)：此类文章内容广泛，涉及到日常生活习惯、健康饮食、太空与海洋、创造与发明、计算机发展、人类未来、动物世界等。其重点是普及科学知识，提高科学素养。