第三講　詞句猜測題-抓住“暗示”破題

第三講詞句猜測題——抓住“暗示”破題猜測詞句類題目是高考閱讀理解的?？碱}型，這類題型針對語篇中一些關(guān)鍵性的單詞、短語或句子進(jìn)行設(shè)問，要求考生猜測其含義。這些需要猜測的單詞、短語或句子往往與上下文有緊密的邏輯關(guān)系，文章中往往會(huì)提供和這些詞句相關(guān)的定義解釋、提示詞或者句子結(jié)構(gòu)等，考生做題時(shí)要善于尋找并捕捉這些隱性提示，并關(guān)聯(lián)上下文意進(jìn)行猜測。這類題型分為詞義猜測題、代詞指代題和句意猜測題。常見設(shè)問方式有：·Whatdoes“...”underlinedinParagraph3referto？·Whichisclosestinmeaningto“...”inParagraph1？·Whatdotheunderlinedwords“...”meaninParagraph3？·Whichofthefollowingbestexplains“...”underlinedinParagraph2？·Whichofthefollowingcanreplacetheunderlinedword“...”inParagraph2？·Whichofthefollowingwordscantaketheplaceoftheunderlinedword“...”？一、詞義猜測題——靈活運(yùn)用“5大技法”技法(一)根據(jù)上下文語境猜測詞義上下文語境是猜測畫線部分含義的重要依據(jù)之一。在解題時(shí)，考生需要“瞻前顧后”，全面考慮詞匯在文章中所要表達(dá)的含義。[例1]

(2023·新高考Ⅰ卷·閱讀C篇節(jié)選)Partoneconcludesbyintroducingmysuggestedmethodforadoptingthisphilosophy：thedigitaldeclutter.Thisprocessrequiresyoutostepawayfromoptionalonlineactivitiesforthirtydays.Attheendofthethirtydays,youwillthenaddbackasmallnumberofcarefullychosenonlineactivitiesthatyoubelievewillprovidemassivebenefitstothethingsyouvalue.29．Whatdoestheunderlinedword“declutter”inparagraph3mean?A．Clear-up.

B．Add-on.C．Check-in. D．Take-over.分析：根據(jù)畫線詞后面“Thisprocessrequiresyoutostepawayfromoptionalonlineactivitiesforthirtydays.”可知，thedigitaldeclutter要求人們遠(yuǎn)離一些線上活動(dòng)，即對自己的線上活動(dòng)進(jìn)行清理。故選A。技法(二)根據(jù)同(近)義詞/反義詞復(fù)現(xiàn)猜測詞義在同一句、同一段或同一篇文章中，作者為了避免語言的單調(diào)、重復(fù)，有時(shí)會(huì)使用意思相同、相近或相反的詞。因此，考生只要讀懂上下文，知道其中一個(gè)詞的意思，就能猜出另外一個(gè)詞的意思。

[例2]

(2023·浙江1月高考·閱讀C篇節(jié)選)Brilliantthoughitis,ProjectDebaterhassomeweaknesses.Ittakessentencesfromitslibraryofdocumentsandprebuiltargumentsandstringsthemtogether.Thiscanleadtothekindsoferrorsnohumanwouldmake.Suchwrinkleswillnodoubtbeironedout,yettheyalsopointtoafundamentalproblem.AsKristianHammond,professorofelectricalengineeringandcomputerscienceatNorthwesternUniversity,putit:“There'sneverastageatwhichthesystemknowswhatit'stalkingabout.”29．Whatdoestheunderlinedword“wrinkles”inparagraph2referto?A．Arguments. B．Doubts.C．Errors. D．Differences.分析：根據(jù)畫線詞的前一句“Thiscanleadtothekindsoferrorsnohumanwouldmake.”可知，盡管“辯論者計(jì)劃”非常出色，但它也有一些弱點(diǎn)，這可能導(dǎo)致人類不會(huì)犯的錯(cuò)誤。下文提到這些______無疑會(huì)被解決，但它們也指出了一個(gè)根本問題。由前面Such可判斷wrinkles與上文中的errors為同義詞。故選C。技法(三)根據(jù)語法關(guān)系猜測詞義在做閱讀理解題目時(shí)，利用語法關(guān)系猜測詞義是一種快速有效的方法。常見的語法關(guān)系主要有：下定義be,mean,referto,becalled/named,namely,thatis,beconsidered等詞語后面的內(nèi)容是對前面的注解性說明，相當(dāng)于對前面的詞語下定義。同位語(從句)同位語(從句)是對其前內(nèi)容的解釋說明，也可以幫助猜測詞義。定語從句尤其注意which/who后的非限制性定語從句。舉例forexample,forinstance,suchas,include,like,including等后的內(nèi)容也有助于猜測詞義。標(biāo)點(diǎn)符號注意破折號、冒號、分號后的內(nèi)容；注意引號或括號中的內(nèi)容。續(xù)表[例3]

(2023·全國甲卷·閱讀B篇節(jié)選)TerriBoltonisa_dab_handwhenitcomestoDIY(do-it-yourself).Skilledatputtingupshelvesandpiecingtogetherfurniture,sheneverpayssomeoneelsetodoajobshecandoherself.24．Whichisclosestinmeaningto“adabhand”inparagraph1?A．Anartist. B．Awinner.C．Aspecialist. D．Apioneer.分析：根據(jù)該段的第二句所舉的例子可知，泰瑞·博爾頓擅長搭架子和拼裝家具，她自己能做的工作從不付錢讓別人做。據(jù)此可知，她是自我動(dòng)手方面的專家，故畫線部分意為“專家”。故選C。[例4]

(2021·浙江6月高考·閱讀B篇節(jié)選)Inthepastfewyears,anincreasingnumberofpeopleandorganizationshavebeguncomingupwithplanstocounterthistrend.Acoupleofyearsago,film-makerDavidBondrealizedthathischildren,thenagedfiveandthree,wereattachedtoscreenstothepointwherehewasabletosay“chocolate”intohisthree-year-oldson'searwithoutgettingaresponse.Herealizedthatsomethingneededtochange,and,beingaLondonmediatype,appointedhimself“marketingdirectorforNature”．Hedocumentedhisjourneyashesetabouttreatingnatureabrandtobemarketedtoyoungpeople.TheresultwasProject

Wild

Thing,afilmwhichchartsthebirthoftheWildNetwork，agroupoforganizationswiththecommongoalofpettingchildrenoutintonature.26．Whichofthefollowingcanreplacetheunderlinedword“charts”inparagraph2?A．records B．predictsC．delays D．confirms分析：畫線詞所在的句子是一個(gè)定語從句，所修飾的先行詞film又作Project

Wild

Thing的同位語，對其起到解釋說明的作用。分析畫線詞前面的句子，再結(jié)合畫線詞后面的“thebirthoftheWildNetwork”可知，他的紀(jì)錄片記錄了一個(gè)組織的誕生。charts應(yīng)表示“記錄”，與“records”意思一致。故選A。技法(四)根據(jù)邏輯關(guān)系猜測詞義語篇是按照一定的邏輯關(guān)系展開的，根據(jù)邏輯關(guān)系可以推斷出生詞詞義。常見的邏輯關(guān)系主要有：[例5]

(2023·新高考Ⅱ卷·閱讀C篇節(jié)選)Inthis“bookofbooks，”artworksareselectedandarrangedinawaythatemphasizestheseconnectionsbetweendifferenterasandcultures.Weseescenesofchildrenlearningtoreadathomeoratschool,withthebookasafocusforrelationsbetweenthegenerations.Adultsareportrayed(描繪)aloneinmanysettingsandposes—absorbedinavolume,deepinthoughtorlostinamomentofleisure.Thesescenesmayhavebeenpaintedhundredsofyearsago,buttheyrecordmomentswecanallrelate_to.30．Whatdotheunderlinedwords“relateto”inparagraph2mean?A．Understand. B．Paint.C．Seize. D．Transform.分析：根據(jù)本段尾句“Thesescenesmayhavebeenpaintedhundredsofyearsago,buttheyrecordmomentswecanallrelateto.”中的轉(zhuǎn)折連詞but表達(dá)的語境可知，這些場景可能是數(shù)百年前繪制的，但它們記錄了我們都能理解的時(shí)刻。畫線詞意為“理解”。故選A。技法(五)根據(jù)常識或背景知識猜測詞義閱讀理解的語篇常涉及生活常識和背景知識方面的內(nèi)容，因此運(yùn)用常識或背景知識猜測詞義也是一種有效的方法。[例6]

(2021·全國甲卷·閱讀C篇節(jié)選)Southbank,ataneasternbendintheThames,isthecenterofBritishskateboarding,wherethecontinuouscrashingofskateboardsleftyourheadringing.Ilovedit.Isoonmadefriendswiththelocalskaters.Wespokeourownlanguage.Andmyfavorite:Safe.Safemeantcool.Itmeanthello.Itmeantdon'tworryaboutit.Once,whentryingacertaintrickonthebeam(橫桿)，Ifellontothestones,damaginganerveinmyhand,andTobycameover,helpingmeup:Safe,man.Safe.Afewminuteslater,whenIlandedthetrick,myfriendsbeattheirboardsloud,shouting：“Safe!_Safe!_Safe！”Andthat'swhatmattered—landingtricks,beingagoodskater.29．Whatdotheunderlinedwords“Safe!Safe!Safe！”probablymean?A．Becareful! B．Welldone!C．Noway! D．Don'tworry!分析：“Safe！”是作者滑滑板時(shí)最喜歡的語言，也是整篇文章的題眼。畫線詞所在句子的上文描述了“safe”的安慰作用，即“don'tworryaboutit”。而本句則描述了自己一次完美的落地，結(jié)合本句“whenIlandedthetrick,myfriendsbeattheirboardsloud,shouting...”所提供的情景，再結(jié)合生活常識可知，當(dāng)作者成功掌握了落地技巧的時(shí)候，朋友們會(huì)夸贊他動(dòng)作完成得很棒。故選B。二、代詞指代題——“就近原則”找指代代詞指代題旨在考查考生根據(jù)上下文猜測代詞的指代意義的能力。代詞多是“it,that,he,him,those”等，可以指代上文提到的人或物，it和that還可以指代一件事。有時(shí)代詞指代的對象相隔較遠(yuǎn)，要認(rèn)真查找；有時(shí)需要對前面提到的內(nèi)容進(jìn)行總結(jié)，才能得出代詞所指代的內(nèi)容。[技法圖解][例7]

(2020·新高考全國卷Ⅰ·閱讀C篇節(jié)選)Inthemid-1990s,TomBisselltaughtEnglishasavolunteerinUzbekistan.Heleftaftersevenmonths,physicallybrokenandhavinglosthismind.Afewyearslater,stillattractedtothecountry,hereturnedtoUzbekistantowriteanarticleaboutthedisappearanceoftheAralSea.Hisvisit,however,endedupinvolvingalotmorethanthat.Hencethisbook,Chasing

the

Sea:Lost

Among

the

Ghosts

of

Empire

in

Central

Asia,whichtalksaboutaroadtripfromTashkenttoKarakalpakstan,wheremillionsofliveshavebeendestroyedbytheslowdryingupofthesea.ItisthestoryofanAmericantravellingtoastrangeland,andofthepeoplehemeetsonhisway:Rustam,histranslator,alovely24-year-oldwhopickeduphiscolorfulEnglishinCalifornia,OlegandNatasha,hishostsinTashkent,andastringofforeignaidworkers.9．Whatdoestheunderlinedword“that”inparagraph2referto?A．Developingaseriousmentaldisease.B．TakingaguidedtourinCentralAsia.C．WorkingasavolunteerinUzbekistan.D．WritinganarticleabouttheAralSea.分析：畫線詞位于第二段首句，that用來指代上文提到的事情，因此推斷that指代第一段的內(nèi)容。把第一段最后一句“Afewyearslater,stillattractedtothecountry,hereturnedtoUzbekistantowriteanarticleaboutthedisappearanceoftheAralSea.(幾年后，仍然被這個(gè)國家所吸引，他回到烏茲別克斯坦寫了一篇關(guān)于咸海消失的文章)”代入并與四個(gè)選項(xiàng)進(jìn)行比較可知，that指代他寫了一篇關(guān)于咸海消失的文章這件事，故選D項(xiàng)。三、句意猜測題——“意義吻合”定句意句意猜測題通常需要考生猜測一個(gè)具有概括性的句子的意思，要求考生通過分析上下文語境，理解句子表達(dá)的含義?？忌梢栽谠闹姓业皆摼洌M(jìn)行語法和邏輯關(guān)系分析，首先要理解句子前后的語境，然后將句子的意思與語境相結(jié)合進(jìn)行推斷，做出選擇。[技法圖解]

“意義吻合”定句意[例8]

(2019·浙江高考·閱讀B篇節(jié)選)Money_with_no_strings_attached.It'snotsomethingyouseeeveryday.ButatUnionStationinLosAngeleslastmonth,aboardwentupwithdollarbillsattachedtoitwithpinsandasignthatread，“GiveWhatYouCan,TakeWhatYouNeed.”24．Whatdoestheexpression“Moneywithnostringsattached”inparagraph1mean?A．Moneyspentwithouthesitation.B．Moneynotlegallymade.C．Moneyofferedwithoutconditions.D．Moneynottiedtogether.分析：根據(jù)下文的內(nèi)容并結(jié)合木板上寫的“GiveWhatYouCan，TakeWhatYouNeed.”可知，釘在木板上的錢是可以隨意取走的，并不附帶任何條件。故選C。A(2023·撫順一模)Artificialintelligencehelpsteachersidentifywhichoftheirstudentshavelearningdifficulties,accordingtoanewstudy.TeachersmakemoreaccurateassessmentsoflearningdifficultiesamongtheirstudentsiftheyaregivenAI-generatedfeedback(反饋)ratherthanan“expertsolution”writtenbyaqualifiedprofessional.ResearchersbelievethatbecausetheAIanalyzedtheteacher'sownwork,it'seasierfortheteachertounderstandthana“modelanswer”preparedbeforehand.“Teachersplayacriticalroleinrecognizingthesignsofdisordersandlearningdifficultiesinpupilsandreferringthemtospecialists，”saidRiikkaHofmann.“Unfortunately,manyofthemfeelthattheyhavenothadsufficientopportunitytopracticetheseskills.AIcouldprovideanextralevelofindividualizedfeedbacktohelpthemdeveloptheseessentialcompetences.”Traineeteacherswereaskedtoassessfictionalizedstudentsforpotentiallearningdifficulties,basedonevidenceincludingexamplesoftheirwork,schoolbehaviorrecordsandwrittentextsofconversationswithparents.Halfofthetraineesreceivedthe“expertsolution”，typicalofthematerialgiventotraineeteachers,whiletheotherhalfreceivedAI-generatedfeedbackontheirapproach,highlightingwheretheycouldimprove.Thetraineesthencompletedsimilarfollow-upassessments,andweregradedbothontheaccuracyoftheirdiagnoses(診斷)andonhowwelltheyhadusedtheevidence.TraineeswhoreceivedtheAIfeedbackscoredsignificantlyhigherthanthosewhoworkedwiththepre-writtenexpertsolutions.WhiletheresearcherssaidthisdoesnotmeanAIispreferabletoone-to-onefeedbackfromaskilledexpert,thisisnotalwaysavailablefortraineeteachers.“WearenotarguingthatAIshouldreplaceteacher-educators:newteachersstillneedexpertguidanceonhowtorecognizelearningdifficultiesinthefirstplace，”saidDrMichaelSailer.“Itdoesseem,however,thatAI-generatedfeedbackhelpedthesetraineestofocusonwhattheyreallyneededtolearn.Whenpersonalfeedbackisnotreadilyavailable,itcouldbeaneffectivesubstitute(代替物)．”語篇解讀：本文是一篇說明文。文章主要介紹了人工智能可以幫助老師對學(xué)生的學(xué)習(xí)困難等問題有更好的了解。1．Whatdoestheunderlinedword“them”inParagraph3referto?A．Pupils.

B．Teachers.C．Specialists. D．Researchers.答案：B

解析：代詞指代題。

根據(jù)第三段中的“Teachersplayacriticalroleinrecognizingthesignsofdisordersandlearningdifficultiesinpupilsandreferringthemtospecialists”可知，them指的是老師。2．WhatdidAIhelptraineeteachersknowinthestudy?A．Howwelltheyhadusedtheevidence.B．Whethertheexpertsolutionwasaccurate.C．Wheretheirapproachneedsimprovement.D．Whatfollow-upassessmentstheycompleted.答案：C

解析：細(xì)節(jié)理解題。根據(jù)第四段中的“Halfofthetrainees...wheretheycouldimprove.”可知，人工智能在研究中幫助實(shí)習(xí)教師了解他們的方法需要改進(jìn)的地方。3．WhatdoesDrMichaelthinkofAI?A．Itwilltaketheplaceofskilledexperts.B．Itactsasanexpertguidetotraineeteachers.C．Itisonlysuitablefornewteacherstouse.D．Itcanbeausefulteachingtrainingaid.答案：D

解析：推理判斷題。根據(jù)最后一段中的“WearenotarguingthatAIshould...couldbeaneffectivesubstitute(代替物)．”可知，人工智能對于老師來說是一個(gè)有用的教學(xué)培訓(xùn)輔助。4．Whichofthefollowingisasuitabletitleforthetext?A．AIlocateslearningdifficultiesforthestudentsB．AIbecomesaneffectiveteachingtoolinschoolC．AIhelpsteachersspotstudentswithlearningdifficultiesD．AItrainsteachersinjudgingthelearningofthestudents答案：C

解析：標(biāo)題歸納題。根據(jù)第一段以及全文內(nèi)容可知，文章主要講人工智能可以讓老師對學(xué)生的學(xué)習(xí)困難等問題有更好的了解，C項(xiàng)“人工智能幫助教師發(fā)現(xiàn)有學(xué)習(xí)困難的學(xué)生”符合文意。B(2023·陜西商洛三模)WhenIstartedresearchingthescienceofhappinessadecadeago,Ibelievednegativeemotionshadnoplaceinit.ItturnedoutthatIwaswrong.Firstly,youneedthefullexperienceofhumanemotions,boththepositiveandthenegative.Feelingallkindsofemotionsshowsthatyouarefullyaliveandthatyoucareaboutwhatisgoingon.Secondly,themoreyoutrytodenythenegativeemotionsyoufeel,themorepoweryouwillgivetothem.Thirdly,allemotionshelpyoutosurviveanddevelop.Positiveemotionstellyouwhenthingsareright.Negativeemotionshelpguideyoutofeelrightagaininyournextsteps.Hence,negativeemotionsplayanimportantroleinyourlife.Butthatdoesn'tmeantheyshouldplaysoloudlythattheyoverpowerthepositiveones.Hereishowtoavoidthemfromhappeningandtogetthemostoutofyournegativeemotions：Whenyounoticeanegativeemotion,becomeawareofit.Payattentiontoitwithoutanyjudgment.Simplypayattentiontoitforwhatitis.Youmaycallitstress,fear,anxiety,sadness,orwhateveritisthatyouarefeeling.Don'tspendmoretimethinkingaboutthis.Say“IfeelX．”ratherthan“IamX．”Forexample,“Ifeelanxious.”or“Ifeelupset.”Makesuretosay“Ifeelupset.”ratherthan“Iamupset.”Youstressthattheemotionyouarefeelingisfleetingbutnotpermanent.Thiswayofprocessingnegativeemotionsremindsyouthatyouaresimplyfeelingit,givingitlesspowerandmakingiteasiertoovercome.Askyourself,“Whatismakingmefeelthisway？”Exploringthereasonbehindthenegativeemotionwillmakeiteasierforyoutomanageit.Whendidthisnegativeemotioncomeabout?Whatmadeitstart?Allowingyourselftoaskthesequestionsandexploreyournegativeemotionwillhelpyouto