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考点分类练(五)推理判断题——隐含信息类A(2021·山东潍坊一模)Toimproveahighschooler’schanceofgettingintoatopuniversity,thesummerprogrammesallowyoungstudentstoexplor

efieldsofinterestandgetatasteofcollegelife.TellurideAssociationSummerProgramme(TASP)TASPisasix-weekp

rogrammeallowinghighschoolfreshmenfromaroundtheworldtogrowtheirsenseofinterpersonalawarenessandcommunityresponsibility.I

t’scompletelyfree,includingthecostoftuition,booksandeventravel.MinorityIntroductiontoEngineeringandScience

(MITES)Theaimofthisweek-longprogrammeisthatallUShighschoolstudentscandeveloptheskillsnecessaryforfuturejobinengineeringwh

ilelearningaboutthevalueandrewardofacquiringadvancedtechnicaldegrees.MITESisfreeexceptforthetransportation.ClarkSchola

rProgramme(CSP)Highschoolstudentscomingfromacrosstheglobeareofferedtheuniqueopportunitytogainhands-onresearchex

perienceinmathematicsfieldwhileworkingwithteachingstaffoverfourintenseweeks.Everythingisfreeforchosenapplicantsexceptforth

eirmeals.JCampTheseven-weekonebringshighschoolfreshmenandsophomoresfromvariousbackgroundstogetherforparticipatinginsessionsandworkshopsl

edbynotablejournalistswherestudentscangethands-ontraininginjournalism.JCampisfreeifselected—participantsonlynee

dtopayfortheboard.1.WhatcanbeexpectedofMITES?A.Itisaccessibletoworldwidestudents.B.Itlaysafoundationforcareerpr

ospects.C.Itmakesnoextrachargefortransportation.D.Itawardsstudentsadvancedtechnicaldegrees.2.Whichpr

ogrammeissuitableforaUKhighschoolerwithupto5spareweeks?A.TASP.B.MITES.C.CSP.D.JCamp.3.Whatisthesharedgoaloftheprogrammes?A.

Toseekforone-on-oneinstruction.B.Todevelopasenseofsocialduty.C.Togetparticipantsbetterpreparedforcollege.D.Toadvertis

esomemajorsofthetopuniversities.B(2023·新高考Ⅱ卷)Turningsoil,pullingweeds,andharvestingcabbagesoundliketoughworkformiddleandhighsch

oolkids.Andatfirstitis,saysAbbyJaramillo,whowithanotherteacherstartedUrbanSprouts,aschoolgardenprogramatfourlow-incomeschools.Theprog

ramaimstohelpstudentsdevelopscienceskills,environmentalawareness,andhealthylifestyles.Jaramillo’sstudentsliveinneighborhoodswherefreshf

oodandgreenspacearenoteasytofindandfastfoodrestaurantsoutnumbergrocerystores.“Thekidsliterallycometoschoolwithbagsofsn

acksandlargebottlesofsoftdrinks,”shesays.“Theycometousthinkingvegetablesareawful,dirtisawful,insectsareawful.”Thoughsomeareinitiallyscaredofth

einsectsandturnedoffbythedirt,mostareeagertotrysomethingnew.UrbanSprouts’classes,attwomiddleschoolsandtwohighschools,includeha

nds-onexperimentssuchassoiltesting,flower-and-seeddissection,tastingsoffreshordriedproduce,andworkinthegarden.Several

timesayear,studentscookthevegetablestheygrow,andtheyoccasionallymakesaladsfortheirentireschools.Programevaluationsshowthatkidseatmo

revegetablesasaresultoftheclasses.“Wehavestudentswhosaytheywenthomeandtalkedtotheirparentsandnowthey’reeatingdifferently,”Jaramillo

says.Sheaddsthattheprogram’sbenefitsgobeyondnutrition.Somestudentsgetsointerestedingardeningthattheybringhomeseedstostarttheirownv

egetablegardens.Besides,workinginthegardenseemstohaveacalmingeffectonJaramillo’sspecialeducationstudents,manyofwhomh

aveemotionalcontrolissues.“Theygetoutside,”shesays,“andtheyfeelsuccessful.”4.WhatdoweknowaboutAbbyJaramillo?A.Sheusedtobeahealthwork

er.B.Shegrewupinalow-incomefamily.C.Sheownsafastfoodrestaurant.D.SheisaninitiatorofUrbanSprouts.5.WhatwasaproblemfacingJar

amilloatthestartoftheprogram?A.Thekids’parentsdistrustedher.B.Studentshadlittletimeforherclasses.C.Somekidsdislikedgardenwork.D.T

herewasnospaceforschoolgardens.6.Whichofthefollowingbestdescribestheimpactoftheprogram?A.Far-reaching.B.Predictable.C.Short-lived.D.Unidentifia

ble.7.Whatcanbeasuitabletitleforthetext?A.RescuingSchoolGardensB.ExperiencingCountryLifeC.GrowingVegetableLoversD.ChangingLocalL

andscapeCSometimeago,inmyclassIwasabouttofailastudentforhisanswertoaphysicsquestionwhenthestudentclaim

edhedeservedabetterscore.“Showhowitispossibletodeterminetheheightofatallbuildingwiththeaidofabarometer(气压计).”Thestudenthadanswered,“Tak

ethebarometertothetopofthebuilding,attachalongropetoit,lowerthebarometertothestreet,andthenbringitup,m

easuringthelengthoftherope.Thelengthoftheropeistheheightofthebuilding.”Iarguedthatahighgradeshouldprovehiscompetenceinphysics,b

uttheanswerdidnotconfirmthis.Isuggestedthatthestudenthaveanothertry.Immediately,heworkedouthisanswer

:Asecondbestwayistotakethebarometertothetopofthebuilding.Dropthebarometer,timingitsfallwithastopwatch.Then,usethefor

mulatocalculatetheheightofthebuilding.Iwasshockedbyhisanswer.HismethodgavemenotonlyabrokenbarometerbutaU-turninmyteachingphilosophy.Igav

ehimfullmarks.Onhisleavingmyoffice,Irecalledthathesuggestedtherecouldbeabetteranswer.SoIaskedhimwhatitwas.“Oh,yes,”saidthestudent.“Therearemanyways

.Probablythebest,”hesaid,“istotakethebarometertothebasementandaskthesuperintendent(管理人).Youspeaktohimasfollo

ws:MrSuperintendent,hereIhaveafinebarometer.Ifyoutellmetheheightofthisbuilding,Iwillgiveittoyou.”Atthispoint,Iaskedthes

tudentifhereallydidnotknowtheconventionalanswertothisquestion.Headmittedthathedid,butsaidthathewasfedupwithhighschoolins

tructors’tryingtoteachhimhowtothink,andtousetheso-called“scientificmethod”.Hejustwantedtosolvetheprobleminapractical

manner,notjustanswerthequestioninanexpectedway.Hearingthis,Ireallyhadnothingtodobutgivetheboyafirmhandshake,feel

ingthankfulthatIhadn’tfailedhiminthefirstplace.8.Whydidtheauthorwanttofailthestudentinthefirstplace?

A.Thestudentchallengedhisauthority.B.Thestudent’sanswerwasnotpractical.C.Thestudentdidn’tshowhisacademicab

ility.D.Thestudenthadapoorperformanceinphysicsclass.9.Whichofthefollowingcanbestdescribetheauthor’snewteachingphilosoph

y?A.Withoutlove,thereisnoeducation.B.Amanbecomeslearnedbyaskingquestions.C.Teachingistomaketwoideasgrowwhereonlyonegrewbefore.D.Youcanle

adyourhorsetotheriver,butyoucan’tmakeitdrink.10.Whatmadethestudentabandontheconventionalanswer?A.Lackofphysics-relatedknow

ledge.B.Ignoranceoftheteacher’sexpectation.C.Intentiontodeeplyimpresshisteacher.D.Disapprovalofexistingteaching

concepts.11.Whatcanweinferfromthetext?A.Thesuperintendentwasagreedyperson.B.Schooleducationrestrictedthisstudent’sthinking.

C.Theteacherappreciatedthestudent’sanswersfinally.D.Theexaminationquestionisatoughphysicsproblem.考点分类练(五)推理判断题——隐含信息类【语篇导读】本文是一篇应用文。

文章主要介绍了四个可帮助学生为上大学做好准备的暑期项目。1.B解析细节理解题。根据第三段的“Theaimofthisweek-longprogrammeisthatallUShighschoolstudentscandeveloptheskill

snecessaryforfuturejobinengineeringwhilelearningaboutthevalueandrewardofacquiringadvancedtechnicaldegrees.”可知,MITES有望为职业前景打下基础。故

选B项。2.C解析细节理解题。根据倒数第二段的“Highschoolstudentscomingfromacrosstheglobeareofferedtheuniqueopportunitytogainhands-onresearchexperience...overfourinten

seweeks.”可知,CSP项目适合最多有5周空闲时间的英国高中生。故选C项。3.C解析推理判断题。根据第一段“Toimproveahighschooler’schanceofgettingintoatopuniversity,thesummerprogrammesallowy

oungstudentstoexplorefieldsofinterestandgetatasteofcollegelife.”并结合文章介绍的四个暑期项目可知,这些项目的共同目标是让参与者为上大学做好准备。故选C项。【

语篇导读】本文是一篇说明文。文章主要介绍了AbbyJaramillo发起的一个名叫“UrbanSprouts”的学校园艺项目的目的及其对学生产生的积极影响。4.D解析细节理解题。根据第一段的“Andatfirstitis,saysAbbyJaramillo,wh

owithanotherteacherstartedUrbanSprouts,aschoolgardenprogramat...”可知,AbbyJaramillo是UrbanSprouts这个项目的发起人。故选D项。5.C解析推理判断题。根据第二段的“Theycometousthinking

vegetablesareawful,dirtisawful,insectsareawful.”可知,AbbyJaramillo遇到的问题是有些孩子觉得蔬菜、泥土和昆虫是糟糕的,由此推断出他们不喜欢园艺工作。故选C项。6.A解析推理判断题。根据最后一段可知,这个项目

不仅为学生们提供了营养价值,还让更多的学生对园艺感兴趣,同时也帮助了那些有情绪控制问题的学生。由此可知,该项目的影响是深远的。故选A项。7.C解析标题归纳题。通读全文可知,文章主要讲述了AbbyJaramillo等老师发起和实施的“U

rbanSprouts”项目。该项目运行于四所低收入区学校,旨在帮助学生培养科学技能、环境意识和健康生活方式。最终效果显著,孩子们吃菜更多,且爱上了种菜,把种子带回去在家里开垦菜园。由此可以确定,C项(培养蔬菜爱好者)是最佳题目。A项

(挽救学校菜园)中的“挽救”偏离主题,B项(体验乡村生活)和D项(改变地方景观)都与原文要表达的意思差距较大。故选C项。【语篇导读】本文是一篇记叙文。作者是一名老师,前段时间因为一个学生的物理题的答案与传

统答案不一致打算给他不及格,但这个学生给出了不同的观点,这让作者的教学理念发生了很大的转变。8.C解析细节理解题。根据第三段的第一句可知,作者一开始想让这个学生不及格是因为这个学生没有表现出他的学术能力。故选C项。