2025屆高考英語(yǔ)二輪專(zhuān)題復(fù)習(xí)與測(cè)試專(zhuān)題一閱讀理解第二講推理判斷題-依文推理定選項(xiàng)課件

第二講推理判斷題——依文推理定選項(xiàng)一、題型特點(diǎn)需了解PART01第一部分[題型分析]推理判斷題考查考生推理和判斷的能力，以及深層次的閱讀理解能力。主要考查隱含推斷題、觀點(diǎn)態(tài)度題、寫(xiě)作意圖題、文章出處題、文章類(lèi)型題、讀者對(duì)象題等。在進(jìn)行推斷時(shí)，要透過(guò)字里行間，去體會(huì)作者的“弦外之音”，要據(jù)文推理、合情推理，不可脫離原文、主觀臆斷。[選項(xiàng)特征]

1．正確選項(xiàng)特征

(1)“立足原文，只推一步”：根據(jù)原文內(nèi)容簡(jiǎn)單推理，一步即可推得。

(2)選項(xiàng)中一般不出現(xiàn)絕對(duì)概念，如only、never、all、absolutely等，正確答案的表述一般有一點(diǎn)模糊，會(huì)用一些相對(duì)能夠留有一些余地的詞匯，如often、usually、sometimes、some、may、might、can、could、probably等。

2．干擾選項(xiàng)特征張冠李戴把作者的觀點(diǎn)與其他人的觀點(diǎn)混在一起無(wú)中生有符合常識(shí)，但不是文章的內(nèi)容曲解文意利用原文的內(nèi)容進(jìn)行設(shè)計(jì)，借題發(fā)揮，曲解原文意思；有些符合常識(shí)，但不符合文意擴(kuò)縮范圍通過(guò)改變或去掉文章中的限制性詞語(yǔ)，改變信息的準(zhǔn)確度，造成干擾偷梁換柱使用與文章中某一句話(huà)相似的句型結(jié)構(gòu)和單詞，在易被忽視的地方更換單詞，造成句意的改變二、方法技巧要知曉PART02第二部分題型一隱含推斷題隱含推斷題主要考查考生對(duì)特定信息、全篇、全段或上下文邏輯關(guān)系的判斷，結(jié)合相關(guān)信息的暗示，準(zhǔn)確理解文章寓意或隱含的深層意義的能力。一般題干主要包括六個(gè)動(dòng)詞：infer(推斷)、indicate(象征；暗示)、imply(暗示)、suggest(暗示)、conclude(得出結(jié)論)、assume(假定；設(shè)想)。[典例1]

(2024·新高考全國(guó)卷Ⅰ閱讀C片段)

Audio(音頻)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies—say,assigninganonlinetalkinsteadofanarticlebythesameperson.However,psychologistshavedemonstratedthatwhenadultsreadnewsstories,theyremembermoreofthecontentthaniftheylistentoorviewidenticalpieces.

Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn'tassumeallmediaarethesame,evenwhentheycontainidenticalwords.31．Whatdoestheauthorimplyinthelastparagraph?A．Studentsshouldapplymultiplelearningtechniques.B．Teachersshouldproducetheirownteachingmaterial.C．Printtextscannotbeentirelyreplacedineducation.D．Educationoutsidetheclassroomcannotbeignored.√[解析]第一步：閱讀題干，找出關(guān)鍵詞imply和thelastparagraph。第二步：根據(jù)關(guān)鍵詞，定位到原文中的“whenadultsreadnewsstories,theyremembermoreofthecontentthaniftheylistentoorviewidenticalpieces”以及“However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn'tassumeallmediaarethesame,evenwhentheycontainidenticalwords.”。綜合邏輯分析可推斷出作者在強(qiáng)調(diào)紙質(zhì)文本在教育中不能完全被取代。第三步：比對(duì)選項(xiàng)得出答案。技法點(diǎn)撥：題型二觀點(diǎn)態(tài)度題此類(lèi)試題往往讓考生推斷文章作者或文中人物對(duì)某事所持的觀點(diǎn)、態(tài)度或看法或推斷文中人物的語(yǔ)氣、性格等。觀點(diǎn)和態(tài)度一般分為三大類(lèi)：①支持、贊同、樂(lè)觀；②客觀、中立、公正；③反對(duì)、批評(píng)、懷疑、悲觀。在推斷過(guò)程中，考生應(yīng)特別注意文中作者的措辭，尤其是表達(dá)感情色彩的形容詞或副詞。[典例2]

(2024·全國(guó)甲卷閱讀C片段)

Doctorsseeupto150patientseveryday.Thetrain'sequipmentallowsforbasiccheckups.“Iwasveryimpressedbythedoctorsandtheirassistantsworkingandlivinginsuchlittlespacebutstillstayingfocusedandveryconcerned，”saysDucke.“Theywerethebestchanceformanyruralpeopletogetthetreatmenttheywant.”31．WhatisDucke'sattitudetowardtheSaintLukas'services?A．Appreciative.B．Doubtful.C．Ambiguous.D．Cautious.√[解析]第一步：閱讀題干，找出關(guān)鍵詞Ducke'sattitudetowardtheSaintLukas'services。第二步：根據(jù)關(guān)鍵詞，定位到原文中的“Iwasveryimpressedbythedoctorsandtheirassistantsworkingandlivinginsuchlittlespacebutstillstayingfocusedandveryconcerned”以及“Theywerethebestchanceformanyruralpeopletogetthetreatmenttheywant.”。根據(jù)段中杜克所說(shuō)的話(huà)中的“veryimpressed”“stayingfocusedandveryconcerned”和“thebestchance”等可知，他對(duì)該列車(chē)的服務(wù)持贊賞的態(tài)度。第三步：比對(duì)選項(xiàng)得出答案。技法點(diǎn)撥：題型三寫(xiě)作意圖題各種話(huà)題的閱讀材料都有可能考查寫(xiě)作意圖題。通常情況下，作者在文中不直接陳述自己的意圖，而是通過(guò)文中所列事物使讀者感受到其所傳遞的想法。所以這種題型要求考生具備對(duì)作者闡述的內(nèi)容進(jìn)行總結(jié)和分析的能力。[典例3]

(2024·新高考全國(guó)卷Ⅱ閱讀D片段)

GiventheastonishingpotentialofAItotransformourlives,weallneedtotakeactiontodealwithourAI-poweredfuture,andthisiswhereAI

by

Design:A

Plan

for

Living

with

Artificial

Intelligencecomesin.ThisabsorbingnewbookbyCatrionaCampbellisapracticalroadmapaddressingthechallengesposedbytheforthcomingAIrevolution(變革).

Inthewronghands,suchabookcouldproveascomplicatedtoprocessasthecomputercode(代碼)thatpowersAI...

AswesooncometolearnfromAI

by

Design，...

AIwillaffectusall,andifyouonlyreadonebookonthesubject,thisisit.35．Whatistheauthor'spurposeinwritingthetext?A．TorecommendabookonAI.B．TogiveabriefaccountofAIhistory.C．ToclarifythedefinitionofAI.D．TohonoranoutstandingAIexpert.√[解析]第一步：閱讀題干，找出關(guān)鍵詞theauthor'spurposeinwritingthetext。第二步：根據(jù)關(guān)鍵詞，定位到原文最后一段：AIwillaffectusall,andifyouonlyreadonebookonthesubject,thisisit.。本文是一篇說(shuō)明文，結(jié)合首段和尾段可知，文章主要給讀者推薦了卡特里奧娜·坎貝爾的一本關(guān)于人工智能的書(shū)。第三步：比對(duì)選項(xiàng)得出答案。技法點(diǎn)撥：題型四文章出處題、文章類(lèi)型題、讀者對(duì)象題文章出處題、文章類(lèi)型題要求考生具備一定的常識(shí)，能夠根據(jù)文章的體裁和題材來(lái)推斷文章的出處或類(lèi)型。讀者對(duì)象題要求考生根據(jù)文章內(nèi)容和措辭推斷文章的讀者對(duì)象。[典例4]

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Reading

Art:Art

for

Book

Loversisacelebrationofaneverydayobject—thebook,representedhereinalmostthreehundredartworksfrommuseumsaroundtheworld.Theimageofthereaderappearsthroughouthistory,inartmadelongbeforebooksaswenowknowthemcameintobeing.Inartists'representationsofbooksandreading,weseemomentsofsharedhumanitythatgobeyondcultureandtime.

Inthis“bookofbooks，”artworksareselectedandarrangedinawaythatemphasizestheseconnectionsbetweendifferenterasandcultures.Weseescenesofchildrenlearningtoreadathomeoratschool,withthebookasafocusforrelationsbetweenthegenerations.Adultsareportrayed(描繪)aloneinmanysettingsandposes—absorbedinavolume,deepinthoughtorlostinamomentofleisure.Thesescenesmayhavebeenpaintedhundredsofyearsago,buttheyrecordmomentswecanallrelateto.28．Whereisthetextmostprobablytakenfrom?A．Anintroductiontoabook.B．Anessayontheartofwriting.C．Aguidebooktoamuseum.D．Areviewofmodernpaintings.√[解析]第一步：閱讀題干，找出關(guān)鍵詞Where和takenfrom。第二步：根據(jù)關(guān)鍵詞，定位到原文第一段第一句：“Reading

Art:Art

for

Book

Loversisacelebrationofaneverydayobject—thebook,representedhereinalmostthreehundredartworksfrommuseumsaroundtheworld.”和第二段第一句。根據(jù)以上信息可推知，文章介紹了一本書(shū)，最有可能出自一本書(shū)的序言。第三步：比對(duì)選項(xiàng)得出答案。技法點(diǎn)撥：課堂新體驗(yàn)PART03第三部分A

(2024·濟(jì)寧一模)Bard，Kinetic(CoffeeHousePress，2023)byAnneWaldman,oneofthemostimportantlivingAmericanpoets,isanewcollectionofautobiographical(自傳體的)pieces,includingpublishedandunpublishedessays,correspondence,interviews,andpoemsfromthelast20years.體裁主題語(yǔ)境難度說(shuō)明文堅(jiān)持目標(biāo)不放棄★★★☆☆

Thoughtheoriginofthetextsandpoemsisrelativelyrecent,Bard,KinetictracksWaldman'slifefromherchildhoodinGreenwichVillagetothepresent.Ratherthanamemoir(回憶錄),thisenergeticcollectionintegratesherstoriesintocontexts—literary,political,spiritual,familial.

InSketch,thefirstandlongestpieceinthebook，Waldmandescribeswhatguidedhertopoetryfromanearlyage—Herintellectualandartisticparentsencouragedher“toreadwidely,towrite,think,talkaboutit,becuriousandcritical.”ReadingSketchforitswonderfulautobiographicaldetailsandthesuccessfulmomentsthatrunthroughWaldman'slifeisapleasure.InInterview

with

Poetas，Madrid2018,anotherpiecefromthebook'ssecondsection,shewrote，“Weneedculturalandhumanitarianrevolution.Weneedpoetrytoremindusofthemagicwehavehadthatneedsattendanceandrecharge.”Hervoiceandvisionhaveacollectivewidth.

Waldmaninsistsoncombiningartwithnearlyeveryaspectofherlife.Bard,Kinetic,atallpoints,ahigh-energyconstruct,andatallpoints,anenergy-discharge,putsreadersonthepathtorecognizingpoetryasamentalaid,asanactionthatreachesacrossgeography,species,andtime.Asshewroteinthebook'spreface,shecommandsherselfto“keeppushingforknowledge,studywithadeeperinvestigationandadeeperaction.Theaction,totallynecessary”.ThesearehighaimsthatWaldmanhasinsistedon,tirelessly,herentirelife.Waldmanshines.Herheartcouldbeourheart.

ThisnewbookisbestreadasacompanionofVowtoPoetry(2001)，Waldman'spreviouscollectionofinterviewsandautobiographicalessays,whichwillhelpreadersappreciatethisbookbetter.【語(yǔ)篇解讀】本文是一篇關(guān)于書(shū)籍Bard，Kinetic的書(shū)評(píng)。1．WhatdoweknowaboutBard,KineticbyWaldman?A．Itisamemoir.B．Itdocumentsherlifeandwork.C．Itisherfirstcollectionofpoems.D．ItistobeissuedbyCoffeeHousePress.√B

細(xì)節(jié)理解題。根據(jù)第一段內(nèi)容可知，Bard，Kinetic記錄了作者的工作情況；根據(jù)第二段第一句可知，Bard，Kinetic記錄了沃爾德曼從格林尼治村的童年到現(xiàn)在的生活。即Bard，Kinetic記錄了作者的生活和工作情況。2．What'sthepurposeofparagraph3?A．Toaddrelevantbackgroundinformation.B．Tohelpreadersgainpartialinsightintothebook.C．Topersuadereaderstoconductselectivereading.D．TointroduceWaldman'swritingstyles.B

寫(xiě)作意圖題。根據(jù)第三段內(nèi)容可知，本段對(duì)書(shū)籍中的部分情節(jié)進(jìn)行了描述，因而其目的是幫助讀者了解這本書(shū)的部分內(nèi)容?！?．Whatisimpliedintheunderlinedsentence“Herheartcouldbeourheart.”inparagraph4?A．Weshouldsticktoourgoals.B．Weshouldlearnpoemsbyheart.C．Weshouldseekfameandwealth.D．Weshouldenjoylifetoourhearts'content.A

句意猜測(cè)題。根據(jù)第四段中的“Asshewrote...‘keeppushing...totallynecessary’.Thesearehighaims...shines.”可知，沃爾德曼一生孜孜不倦地堅(jiān)持著自己的崇高目標(biāo)。由此可推知，畫(huà)線(xiàn)句指作為讀者，應(yīng)該學(xué)習(xí)她對(duì)目標(biāo)執(zhí)著追求的這種精神?！?．What'sthepassage?A．Adiaryentry.

B．Anewsreport.C．Abookreview. D．Anautobiography.C

文章類(lèi)型題。通讀全文可知，本文是關(guān)于書(shū)籍Bard，Kinetic的書(shū)評(píng)?！藼

(2024·湛江一模)BythetimeItookKickerhome,Iwaslivinginavan(旅居房車(chē)),sohewasthrownintovanlifefromdayone.Atthispoint,Iknewhowtomake

himanoutgoingandadaptabledog,andmylifewasfarmoreadventurousthanithadbeen...體裁主題語(yǔ)境難度記敘文作者和小狗的經(jīng)歷★★★☆☆

Rightoutofthegate，Itookhimtoskitouring,whichisalotlikecross-countryskiingbutinwilderterrain.Atfirst,Kickerwouldjuststaynestled(依偎)inmyjacket,butashegotstronger,hewouldrunonhisownforalittlewhilebeforeIcarriedhimagain.

WealsowentonsomewintercampingadventuresinthehighpeaksoftheUintaMountains,andwetriedsnowkiting.HeranaroundwhileIskied.Helearnedtospeed-flyandkiteboard.Onetimehevomited(嘔吐)alloverthenewcushionsonmybed.Boy,didthatstaysmellyfordays!Still,livinginavanwithadogwasgreat.Witheachnewday,hegotstrongerandmoreindependent.

IhaddreamedofvisitingAlaskasinceIwasachild,sobeingabletosharethattripwithKickerfeltincredible.There'ssomethingtobesaidaboutsharedexperiencesandhowtheyhelpdevelopastrongbond.Togetherwekayaked,snowmobiled,andevenendedupexploringdeepblueicecavesinWorthingtonGlacier.KickerlearnedtocomesnowboardingwithmeinthemountainsofAlaska.Hewouldhikepartoftheway,andIwouldcarryhimtherest.IwouldalwayslethimrunnexttomeasIboarded,butIusuallyendedupputtinghimonmyshouldersfortherestoftheridedown—hehadgrownfartoobigtofitinmyjacket.

Havingadoghasbeenoneofthemostrewardingthingsinmylife.Forme,it'saboutthetimespenttogetherexploring,sharingexperiences,workingthroughchallengingsituations,snuggling,andultimatelytakingcareofoneanother.【語(yǔ)篇解讀】本文講述了作者和小狗基克一起到野外露營(yíng)、滑雪等的經(jīng)歷，在這些歷險(xiǎn)過(guò)程中，小狗逐漸長(zhǎng)大，學(xué)會(huì)了很多技能，作者和小狗之間的關(guān)系也變得更加親密的故事。5．WhatwasKickerlikewhenhew