冲刺2020年江苏高考英语——(阅读理解题)解题方法指导(学案和教案)

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冲刺2020年江苏高考英语——(阅读理解题)解题方法指导
写在前面的话
阅读理解在高考江苏卷中占整个总分的四分之一，计30分，其重要性不言而喻，因为阅读理解题的解题成败对我们高考英语成绩的高低影响非常明显。所以对于我们考生而言，掌握高考阅读理解的正确的解题方法是很有必要的。
一、了解选项中干扰项特点，避免陷入命题者为你设置的陷阱
在平时训练中，考生要有意识的对干扰项作出一定的归类。常见干扰项的特点：
1.无中生有
生搬硬套：所给选项的关键词语虽然在文章中谈到了，但经过仔细阅读分析之后，发现选项的内容与文章的内容毫无联系；推己及人主观臆断：很多时候作者的态度倾向一般不会明确表明，往往隐含其中。干扰项诱导考生脱离原文而进行主观臆断，用自己的观点代替了作者的观点；或者干扰项诱导考生根据常识推断；过度推断：有时作者只是客观地叙述事实，并未做评论，而一些干扰项却主观地进行过度推断。
2.张冠李戴
也可称为偷换概念，即把原文中的一个概念变成一个新的概念，该类选项诱惑性并不是很强，考生只要仔细返回原文定位，肯定能够排除干扰。当选项中出现一个单词，经常是一词多义的时候，考生应警惕选项中的意思很有可能和原文的意思是不相同的。当选项中出现一个单词和原文中一个单词非常相似，或者就是一个词，只要词性发生变化，一般都是错误答案。?
3.以偏概全
阅读过程中，我们可能会发现文章中提到几点，在一个备选项中却只出现其中一种或两种情况，这种干扰项的特点是以偏概全，以部分代替整体。这样的干扰项通常在细节题中较多见。?
4.表里不一
干扰项的内容常涉及原文中提及的一些内容或现象，但选项的意思可能与原文有出入。错误推断：某些
细节看似在原文中出现过，但与原文不符，或断章取义，或因果倒置等；以细节代替推断：只是原文简
单的复述，而非推断出来的结论；曲解文意：与原文的内容极其相似，只是在某个细节处有些变动。颠
倒是非：在意思上与原文大相径庭甚至完全相反。正误参半：干扰项的叙述部分是正确的，部分则是错
误的。
二、了解阅读理解能力要求，掌握解题方法快速锁定正确答案
《江苏高考英语考试说明》中就阅读理解对考生列出了七个方面的能力要求，在试卷中具体以下列四种题型出现：细节理解题、推理判断题(对文章作者观点态度、对写作意图、对文章结构、文章的出处乃至文章的续写等的推理判断)、词义猜测题(包括对代词的指代意义、词组和句子意义的猜测)。
阅读理解题是先看题目还是先看文章，各有各的长处，没有什么特别的优劣之分。
先文后题：即先浏览文章，然后看问题，最后再通过精读文章来解答问题。这是考生常用的按部就班的阅读方式，其特点是有利于考生把握文章的主旨和作者的态度。但采用这种阅读方式的考生往往阅读速度较慢，因此难以在阅读时积极主动地预测文章内容。先题后文：即先将问题看一遍，然后带着问题去浏览文章，最后答题。其特点是针对性强，节省答题时间，比较适用于解答事实性和细节性的问题，但是解答主旨性和推断性问题的效果不明显。
不管你采用那种方式，一般都有下列两种解题过程：
①阅读文章→快速读题→标出题眼(题目以及备选项中的关键词)→定位信息→确定答案→复查验证。
②快速读题→标出题眼(题目以及备选项中的关键词)→阅读文章→定位信息→确定答案→复查验证。
(一)细节理解题的解题
1.设题角度：直接细节题和间接细节题。
2.解题思路：①把握解题的顺序原则。一般来说隐含题目答案的位置与题目的顺序是一致的，这能帮助我们缩小寻找范围，大大提高效率。做题时可采用“步步为营”法；
②通过定位词寻找出题点。在阅读题干的时候迅速地把题干中有标记意义的词或词组标记出来，然后用这个词回到原文当中定位。比如要关注人名、地名、年份、数字、词义鲜明的动词、形容词、副词等。但因为动词、形容词、副词的同义表达太多，题干中这些词往往是原文中的同义表达或转化。
(二)推理判断题的解题
1.设题角度：推断文章中的隐含信息、逻辑结论推断、作者写作意图的推断、人物性格、特点的推断。
2.解题思路：①抓关键信息，逆向或正向推理。抓住某一段话的关键信息，即某些关键词、短语去进行分析、判断和推理。利用逆向或正向思维，从而推断出其中所隐含的深层含义，这种方法适用于对某个段落进行判断推理；
②整合信息，综合判断。做推理判断题时，有时候需要在全文主旨大意、中心含义的基础之上进行综合判断推理。考生切勿急于选择，应该仔细斟酌、从整体着眼进行分析。这种方法适用于对全文进行推理判断；
③根据语境运用的褒贬，看作者写作意图。几乎每篇文章的语境都具有一定的褒贬性，判断的关键就在词汇的运用上，它在一定程度上反映出作者当时的心理活动、情感色彩或情绪状态等。所以在做推理判断题时，一定要充分利用好这一点对文章进行准确的逻辑判断；
3.注意事项：①仔细揣摩“弦外之音”，切莫主观臆断。在进行推理时，要仔细阅读短文，在字里行间体会作者的“弦外之音”。千万不可脱离原文而凭个人的看法主观臆断。要综观全文，掌握主题思想，并以此为推理的前提，还要注意文章的措辞，把握文章论述的基调；
②紧扣文章中心话题，避免掉入细节事实的陷阱。有些题目要求考生根据文段的相关信息对文中人物的性格、心理状况、品质做出判断，这时一定要扣紧文段的主题或话题，不要受一些细节事实的干扰。推断的关键在于“源于文章, 却高于文章”。切忌拿文章中的某一个细节内容作为推断的结论。
此外还有下列两种不同类型的推理判断题：
一是文章脉络结构推理题
1.设题角度：按照段落的组织方法理解篇章结构、按写作方法理解篇章结构、根据文章或段落的组织结构及其行文方式推测文章前后未呈现的写作内容。
2.解题思路：①分析上下文，抓住关键词。分析文章上下文的逻辑关系，抓住关键性的词语，如“further discuss”等，对文章将要讲述的内容进行推理；
②把握脉络，理清段落关系。把握文章的脉络，理解段落层次之间的关系，按段落的组织方法理解文章的结构。这种考查文章的组织方法的题目通常以图形的形式呈现；
③了解写作方法，理解文章结构。按写作方法或论证方法理解文章的结构。从论证方法上讲，常见的议论文结构有以下两类：◆提出问题→分析问题→解决问题；◆提出论点→提供论据→得出结论/重申观点。
二是文章出处推理判断题
1.设题角度：推断文章节选自何处、确定文章属于哪一类别。
2.解题思路：①根据文章特点，确定文章出处：不同的文章具有不同的特点，这应该是我们平时所了解的常识。例如：报纸：前面会出现日期、地点或通讯社名称。广告：因其格式特殊，容易辨认。产品说明：器皿、设备的使用说明会有产品名称或操作方式，而药品的服用说明会告知服用时间、次数、药量等；
②根据文章内容，明确文章类别：文章内容不同所用词汇也不同，如小说、童话、旅游、教育、科技、网络等必然出现其专用词汇，由此我们可以快速判断出所属类别。
(三)主旨大意题的解题
1.设题角度：给出文章最佳标题、概括全文或者段落大意。
2.解题思路：①关注首尾段，中心一目了然。很多文章一开头便展示出文章的中心含义，第一段往往是内
容梗概，表述文章的中心思想，而首句往往会是主题句。我们应该着重关注文章的首段，尤其是首段中的首句。为了突出主题，很多文章采用“总——分——总”的顺序进行叙述，首段提出主题，结尾处再次点题，作者往往在文章句尾部分对整个叙述进行归纳、总结和升华，所以关注文章的末句也尤为重要；
②注重跳读、扫读，整合信息要点。有的文章的中心思想贯穿全文，并没有用一句话明确表述出来，需要我们进行归纳总结，每个段落中往往有本段的主题句，或在句首，或在句尾，根据文章的体裁有所不同，需要把几个段落的主要含义进行整合，最后形成对文章主题、中心含义的确定。
3.注意事项：我们在做主旨归纳题时，要注意遵循“四字”原则：“精”：在备选项中选中精炼的语言概括
出文章的中心思想；“准”：要注意文章的内涵和外延，把文章的主要观点准确地表达出来；
“全”：要排除那些片面的选项，选取包含文章的主要内容及作者观点的选项，范围不宜过
大或过小；“新”：所选择的标题要新颖，对读者有吸引力，能激发读者的阅读兴趣。
(四)词义猜测题的解题
1.设题角度：生词意义的考查、熟词偏义的考查、对文中出现的代词和多义词以及短语确定指代对象或意
义、对文中的句子表达或格言等进行解释性描述。
2.解题思路：①根据定义信息猜词义。如果生词由定语从句、同位语(同位语前常有or, similarly, that is to say,
in other words, namely, or other, say等)或同位语从句来定义，或使用破折号、冒号、分号后
的内容或引号中的内容加以解释，那么理解这些定义或解释就是在理解词义；
②根据逻辑关系猜词义。在一个句子或段落中如有对两个事物或现象的对比性描述，可以从生词的对立面猜测其词义。表示对比关系的词或短语主要有：unlike, not, but, however, despite, in spite of, in contrast等。表示对比关系的句子有while引导的并列句等。表示比较关系的词或短语主要有：similarly, like, just as, also, as well as等；
③根据构词法猜词义。根据生词的前缀、后缀、复合词的各部分、词性的变化都可以暗示出
词义。
3.注意事项：①切记不要受平时该词最常见意思的影响，不能脱离语言环境进行猜测，正确答案不但在句
中能够讲得通，而且在全文中也应该合理恰当；
②在词义猜测过程中正确理解作者在全文中的情感态度对准确判断至关重要；
③猜测词义时应首先搞清句型结构，并且特别留意构词法中的前后缀用法，根据同位语，参
照同义词、反义词、上下文的描述、关联词、替代词等进行判断和推测。
说明：以下以2016年江苏高考卷阅读理解题为例来说明完整的解题过程(解析说得比较详细，我们并不是要求考试时考生也要这么做，只是为了说明解题思路而已)。
(2016年江苏卷)
A

Day school Program Secondary students across Toronto District School Board(TDSB) are invited to take one or two e-Learning courses on their day school timetable. Students will remain on the roll at their day school. The on-line classroom provides an innovative relevant and interactive Learning environment. The courses and on-line classroom are provided by the Ministry of Education These on-line courses are taught by TDSB secondary school teachers are part of the TDSB Student’s time table; and appear on the Student’s report upon completion Benefits of e-Learning Include: Access to courses that may not be available at his or her TDSB school Using technology to provide students with current information: and. assistance to solve timetable conflicts Is e-Learning for You? Students who are successful in on-line course are usually; able to plan, organize time and complete assignments and activities; capable of working independently in a responsible and honest manner; and , able to regularly use a computer or mobile device with internet access Students need to spend at least as much time with their on-line course work as they would in a face-to-face classroom course.
56.E-Learning courses are different from other TDSB courses in that _______.
A. they are given by best TDSB teachers. B. they are not on the day school timetable.
C. they are not included on students’ reports. D. they are an addition to TDSB courses.
57.What do students need to do before completing e-learning courses?
A. To learn information technology on-line. B. To do their assignments independently.
C. To update their mobile devices regularly. D. To talk face to face with their teachers.
B
Chimps(黑猩猩)will cooperate in certain ways, like gathering in war parties to protect their territory. But beyond the minimum requirements as social beings, they have little instinct(本能)to help one another. Chimps in the wild seek food for themselves. Even chimp mothers regularly decline to share food with their children, who are able from a young age to gather their own food.
In the laboratory, chimps don’t naturally share food either. If a chimp is put in a cage where he can pull in one plate of food for himself or, with no great effort, a plate that also provides food for a neighbor to the next cage, he will pull at random—he just doesn’t care whether his neighbor gets fed or not. Chimps are truly selfish.
Human children, on the other hand are extremely corporative. From the earliest ages, they decide to help others, to share information and to participate a achieving common goals. The psychologist Michael Tomasello has studied this cooperativeness in a series of expensive with very young children. He finds that if babies aged 18 months see a worried adult with hands full trying to open a door, almost all will immediately try to help.
There are several reasons to believe that the urges to help, inform and share are not taught .but naturally possessed in young children. One is that these instincts appear at a very young age before most parents have started to train children to behave socially. Another is that the helping behaviors are not improved if the children are rewarded. A third reason is that social intelligence. Develops?in?children?before?their?general?cognitive(认知的)skills, at?least?when?compared?with?chimps.
In?tests?conducted?by?Tomtasello,?the?children?did?no?better?than?the
Chimps?on?the?physical?world?tests,?but?were?considerably?better?at?understanding?the?social?world. The core
of what children’s minds have and chimps’ don’t in what Tomasello calls what. Part of this ability is that they can infer what others know or are thinking. But that, even very young children want to be part of a shared purpose. They actively seek to be part of a “we”, a group that intends to work toward a shared goal.
58.What can we learn from the experiment with chimps?
A. Chimps seldom care about others’ interests. B. Chimps tend to provide food for their children.
C. Chimps like to take in their neighbors’ food. D. Chimps naturally share food with each other.
59.Michael Tomasello’s tests on young children indicate that they _______.
A. have the instinct to help others B. know how to offer help to adults
C. know the world better than chimps D. trust adults with their hands full
60.The passage is mainly about _______.
A. the helping behaviors of young children B. ways to train children’s shared intentionality
C. cooperation as a distinctive human nature D. the development of intelligence in children
C
El Nifio, a Spanish term for “the Christ child”, was named by South American fishermen who noticed that the global weather pattern, which happens every two to seven years, reduced the amount of fishes caught around Christmas. El Nifio sees warm water, collected over several years in the western Pacific, flow back eastwards when winds that normally blow westwards weaken, or sometimes the other way round.
The weather effects both good and bad, are felt in many places. Rich countries gain more from powerful Nifio, on balance, than they lose. A study found that a strong Nifio in 1997 helped American’s economy grow by 15 billion, partly because of better agricultural harvest, farmers in the Midwest gained from extra rain. The total rise in agricultural in rich countries in growth than the fall in poor ones.
But in Indonesia extremely dry forests are in flames. A multi-year drought(干旱)in south-east Brazil is becoming worse. Though heavy rains brought about by El Nino may relieve the drought in California, they are likely to cause surface flooding and other disasters.
The most recent powerful Nino, in 1997-98, killed around 21,000 people and caused damage worth $36 billion around the globe. But such Ninos come with months of warning, and so much is known about how they happen that governments can prepare. According to the Overseas Development Institute(ODI), however, just 12% of disaster-relief funding in the past two decades has gone on reducing risks in advance, rather than recovery and rebuilding afterwards. This is despite evidence that a dollar spent on risk-reduction saves at least two on reconstruction.
Simple improvements to infrastructure(基础设施)can reduce the spread of disease. Better sewers(下水道)
make it less likely that heavy rain is followed by an outbreak of the disease of bad stomach. Stronger bridges mean villages are less likely to be left without food and medicine after floods. According to a paper in 2011 by Mr. Hsiang and co-authors, civil conflict is related to El Nino’s harmful effects—and the poorer the country, the stronger the link. Though the relationship may not be causal, helping divided communities to prepare for disasters would at least reduce the risk that those disasters are followed by killing and wounding people. Since the poorest are least likely to make up for their losses from disasters linked to El Nino, reducing their losses needs to be the priority.
61.What can we learn about El Nino in Paragraph 1?
A. It is named after a South American fisherman.
B. It takes place almost every year all over the world.
C. It forces fishermen to stop catching fish around Christmas.
D. It sees the changes of water flow direction in the ocean.
62.What may El Ninos bring about to the countries affected?
A. Agricultural harvests in rich countries fall.
B. Droughts become more harmful than floods.
C. Rich countries’ gains are greater than their losses.
D. Poor countries suffer less from droughts economically.
63.The data provided by ODI in Paragraph 4 suggest that _______.
A. more investment should go to risk reduction B. governments of poor countries need more aid
C. victims of El Nino deserve more compensation D. recovery and reconstruction should come first
64.What is the author’s purpose in writing the passage?
A. To introduce El Nino and its origin. B. To explain the consequences of El Nino.
C. To show ways of fighting against El Nino. D. To urge people to prepare for El Nino.
D
Not so long ago, most people didn’t know who Shelly Ann Francis Pryce was going to become. She was just an average high school athlete. There was every indication that she was just another American teenager without much of a future. However, one person wants to change this. Stephen Francis observed then eighteen-year-old Shelly Ann as a track meet and was convinced that he had seen the beginning of true greatness. Her time were not exactly impressive, but even so, he seemed there was something trying to get out, something the other coaches had overlooked when they had assessed her and found her lacking. He decided to offer Shelly Ann a place in his very strict training seasons. Their cooperation quickly produced results, and a few year later at Jamaica’s Olympic games in early 2008, Shelly Ann, who at that time only ranked number 70 in the world, beat Jamaica’s unchallenged queen of the sprint(短跑).
“Where did she come from?” asked an astonished sprinting world, before concluding that she must be one of those one-hit wonders that spring up from time to time, only to disappear again without signs. But Shelly Ann was to prove that she was anything but a one-hit wonder. At the Beijing Olympic she swept away any doubts about her ability to perform consistently by becoming the first Jamaican woman ever to win the 100 meters Olympic gold. She did it again one year on at the World Championship in Briton, becoming world champion with a time of 10.73—the fourth record ever.
Shelly-Ann is a little woman with a big smile. She has a mental toughness that did not come about by chance. Her journey to becoming the fastest woman on earth has been anything but smooth and effortless. She grew up in one of Jamaica’s toughest inner-city communities known as Waterhouse, where she lived in a one-room apartment, sleeping four in a bed with her mother and two brothers. Waterhouse, one of the poorest communities in Jamaica, is a really violent and overpopulated place. Several of Shelly-Ann’s friends and family were caught up in the killings; one of her cousins was shot dead only a few streets away from where she lived. Sometimes her family didn’t have enough to eat. She ran at the school championships barefooted because she couldn’t afford shoes. Her mother Maxime, one of a family of fourteen, had been an athlete herself as a young girl but, like so many other girls in Waterhouse, had to stop after she had her first baby. Maxime’s early entry into the adult world with its responsibilities gave her the determination to ensure that her kids would not end up in Waterhouse’s roundabout of poverty. One of the first things Maxime used to do with Shelly-Ann was taking her to the track, and she was ready to sacrifice everything.
It didn’t take long for Shelly-Ann to realize that sports could be her way out of Waterhouse. On a summer evening in Beijing in 2008, all those long, hard hours of work and commitment finally bore fruit. The barefoot kid who just a few years previously had been living in poverty, surrounded by criminals and violence, had written a new chapter in the history of sports.
But Shelly-Ann’s victory was far greater than that. The night she won Olympic gold in Beijing, the routine murders in Waterhouse and the drug wars in the neighbouring streets stopped. The dark cloud above one of the world’s toughest criminal neighbourhoods simply disappeared for a few days. “ I have so much fire burning for my country,” Shelly said. She plans to start a foundation for homeless children and wants to build a community centre in Waterhouse. She hopes to inspire the Jamaicans to lay down their weapons. She intends to fight to make it a woman’s as well as a man’s world.
As Muhammad Ali puts it, “ Champions aren’t made in gyms. Champions are made from something they have deep inside them. A desire, a dream, a vision.” One of the things Shelly-Ann can be proud of is her understanding of this truth.
65.Why did Stephen Francis decide to coach Shelly-Ann?
A. He had a strong desire to free her family from trouble.
B. He sensed a great potential in her despite her weaknesses.
C. She had big problems maintaining her performance.
D. She suffered a lot of defeats at the previous track meets.
66.What did the sprinting world think of Shelly-Ann before the 2008 Olympic Games?
A. She would become a promising star. B. She badly needed to set higher goals.
C. Her sprinting career would not last long. D. Her talent for sprinting was known to all.
67. What made Maxime decide to train her daughter on the track?
A. Her success and lessons in her career. B. Her interest in Shelly-Ann’s quick profit.
C. Her wish to get Shelly-Ann out of poverty. D. Her early entrance into the sprinting world.
68. What can we infer from Shelly-Ann’s statement underlined in Paragraph 5?
A. She was highly rewarded for her efforts. B. She was eager to do more for her country.
C. She became an athletic star in her country. D. She was the envy of the whole community.
69. By mentioning Muhammad Ali’s words, the author intends to tell us that _______.
A. players should be highly inspired by coaches B. great athletes need to concentrate on patience
C. hard work is necessary in one’s achievements D. motivation allows great athletes to be on the top
70. What is the best title for the passage?
A. The Making of a Great Athlete B. The Dream for Championship
C. The Key to High Performance D. The Power of Full Responsibility







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冲刺2020年江苏高考英语——(阅读理解题)解题方法指导
写在前面的话
阅读理解在高考江苏卷中占整个总分的四分之一，计30分，其重要性不言而喻，因为阅读理解题的解题成败对我们高考英语成绩的高低影响非常明显。所以对于我们考生而言，掌握高考阅读理解的正确的解题方法是很有必要的。
一、了解选项中干扰项特点，避免陷入命题者为你设置的陷阱
在平时训练中，考生要有意识的对干扰项作出一定的归类。常见干扰项的特点：
1.无中生有
生搬硬套：所给选项的关键词语虽然在文章中谈到了，但经过仔细阅读分析之后，发现选项的内容与文章的内容毫无联系；推己及人主观臆断：很多时候作者的态度倾向一般不会明确表明，往往隐含其中。干扰项诱导考生脱离原文而进行主观臆断，用自己的观点代替了作者的观点；或者干扰项诱导考生根据常识推断；过度推断：有时作者只是客观地叙述事实，并未做评论，而一些干扰项却主观地进行过度推断。
2.张冠李戴
也可称为偷换概念，即把原文中的一个概念变成一个新的概念，该类选项诱惑性并不是很强，考生只要仔细返回原文定位，肯定能够排除干扰。当选项中出现一个单词，经常是一词多义的时候，考生应警惕选项中的意思很有可能和原文的意思是不相同的。当选项中出现一个单词和原文中一个单词非常相似，或者就是一个词，只要词性发生变化，一般都是错误答案。?
3.以偏概全
阅读过程中，我们可能会发现文章中提到几点，在一个备选项中却只出现其中一种或两种情况，这种干扰项的特点是以偏概全，以部分代替整体。这样的干扰项通常在细节题中较多见。?
4.表里不一
干扰项的内容常涉及原文中提及的一些内容或现象，但选项的意思可能与原文有出入。错误推断：某些
细节看似在原文中出现过，但与原文不符，或断章取义，或因果倒置等；以细节代替推断：只是原文简
单的复述，而非推断出来的结论；曲解文意：与原文的内容极其相似，只是在某个细节处有些变动。颠
倒是非：在意思上与原文大相径庭甚至完全相反。正误参半：干扰项的叙述部分是正确的，部分则是错
误的。
二、了解阅读理解能力要求，掌握解题方法快速锁定正确答案
《江苏高考英语考试说明》中就阅读理解对考生列出了七个方面的能力要求，在试卷中具体以下列四种题型出现：细节理解题、推理判断题(对文章作者观点态度、对写作意图、对文章结构、文章的出处乃至文章的续写等的推理判断)、词义猜测题(包括对代词的指代意义、词组和句子意义的猜测)。
阅读理解题是先看题目还是先看文章，各有各的长处，没有什么特别的优劣之分。
先文后题：即先浏览文章，然后看问题，最后再通过精读文章来解答问题。这是考生常用的按部就班的阅读方式，其特点是有利于考生把握文章的主旨和作者的态度。但采用这种阅读方式的考生往往阅读速度较慢，因此难以在阅读时积极主动地预测文章内容。先题后文：即先将问题看一遍，然后带着问题去浏览文章，最后答题。其特点是针对性强，节省答题时间，比较适用于解答事实性和细节性的问题，但是解答主旨性和推断性问题的效果不明显。
不管你采用那种方式，一般都有下列两种解题过程：
①阅读文章→快速读题→标出题眼(题目以及备选项中的关键词)→定位信息→确定答案→复查验证。
②快速读题→标出题眼(题目以及备选项中的关键词)→阅读文章→定位信息→确定答案→复查验证。
(一)细节理解题的解题
1.设题角度：直接细节题和间接细节题。
2.解题思路：①把握解题的顺序原则。一般来说隐含题目答案的位置与题目的顺序是一致的，这能帮助我们缩小寻找范围，大大提高效率。做题时可采用“步步为营”法；
②通过定位词寻找出题点。在阅读题干的时候迅速地把题干中有标记意义的词或词组标记出来，然后用这个词回到原文当中定位。比如要关注人名、地名、年份、数字、词义鲜明的动词、形容词、副词等。但因为动词、形容词、副词的同义表达太多，题干中这些词往往是原文中的同义表达或转化。
(二)推理判断题的解题
1.设题角度：推断文章中的隐含信息、逻辑结论推断、作者写作意图的推断、人物性格、特点的推断。
2.解题思路：①抓关键信息，逆向或正向推理。抓住某一段话的关键信息，即某些关键词、短语去进行分析、判断和推理。利用逆向或正向思维，从而推断出其中所隐含的深层含义，这种方法适用于对某个段落进行判断推理；
②整合信息，综合判断。做推理判断题时，有时候需要在全文主旨大意、中心含义的基础之上进行综合判断推理。考生切勿急于选择，应该仔细斟酌、从整体着眼进行分析。这种方法适用于对全文进行推理判断；
③根据语境运用的褒贬，看作者写作意图。几乎每篇文章的语境都具有一定的褒贬性，判断的关键就在词汇的运用上，它在一定程度上反映出作者当时的心理活动、情感色彩或情绪状态等。所以在做推理判断题时，一定要充分利用好这一点对文章进行准确的逻辑判断；
3.注意事项：①仔细揣摩“弦外之音”，切莫主观臆断。在进行推理时，要仔细阅读短文，在字里行间体会作者的“弦外之音”。千万不可脱离原文而凭个人的看法主观臆断。要综观全文，掌握主题思想，并以此为推理的前提，还要注意文章的措辞，把握文章论述的基调；
②紧扣文章中心话题，避免掉入细节事实的陷阱。有些题目要求考生根据文段的相关信息对文中人物的性格、心理状况、品质做出判断，这时一定要扣紧文段的主题或话题，不要受一些细节事实的干扰。推断的关键在于“源于文章, 却高于文章”。切忌拿文章中的某一个细节内容作为推断的结论。
此外还有下列两种不同类型的推理判断题：
一是文章脉络结构推理题
1.设题角度：按照段落的组织方法理解篇章结构、按写作方法理解篇章结构、根据文章或段落的组织结构及其行文方式推测文章前后未呈现的写作内容。
2.解题思路：①分析上下文，抓住关键词。分析文章上下文的逻辑关系，抓住关键性的词语，如“further discuss”等，对文章将要讲述的内容进行推理；
②把握脉络，理清段落关系。把握文章的脉络，理解段落层次之间的关系，按段落的组织方法理解文章的结构。这种考查文章的组织方法的题目通常以图形的形式呈现；
③了解写作方法，理解文章结构。按写作方法或论证方法理解文章的结构。从论证方法上讲，常见的议论文结构有以下两类：◆提出问题→分析问题→解决问题；◆提出论点→提供论据→得出结论/重申观点。
二是文章出处推理判断题
1.设题角度：推断文章节选自何处、确定文章属于哪一类别。
2.解题思路：①根据文章特点，确定文章出处：不同的文章具有不同的特点，这应该是我们平时所了解的常识。例如：报纸：前面会出现日期、地点或通讯社名称。广告：因其格式特殊，容易辨认。产品说明：器皿、设备的使用说明会有产品名称或操作方式，而药品的服用说明会告知服用时间、次数、药量等；
②根据文章内容，明确文章类别：文章内容不同所用词汇也不同，如小说、童话、旅游、教育、科技、网络等必然出现其专用词汇，由此我们可以快速判断出所属类别。
(三)主旨大意题的解题
1.设题角度：给出文章最佳标题、概括全文或者段落大意。
2.解题思路：①关注首尾段，中心一目了然。很多文章一开头便展示出文章的中心含义，第一段往往是内
容梗概，表述文章的中心思想，而首句往往会是主题句。我们应该着重关注文章的首段，尤其是首段中的首句。为了突出主题，很多文章采用“总——分——总”的顺序进行叙述，首段提出主题，结尾处再次点题，作者往往在文章句尾部分对整个叙述进行归纳、总结和升华，所以关注文章的末句也尤为重要；
②注重跳读、扫读，整合信息要点。有的文章的中心思想贯穿全文，并没有用一句话明确表述出来，需要我们进行归纳总结，每个段落中往往有本段的主题句，或在句首，或在句尾，根据文章的体裁有所不同，需要把几个段落的主要含义进行整合，最后形成对文章主题、中心含义的确定。
3.注意事项：我们在做主旨归纳题时，要注意遵循“四字”原则：“精”：在备选项中选中精炼的语言概括
出文章的中心思想；“准”：要注意文章的内涵和外延，把文章的主要观点准确地表达出来；
“全”：要排除那些片面的选项，选取包含文章的主要内容及作者观点的选项，范围不宜过
大或过小；“新”：所选择的标题要新颖，对读者有吸引力，能激发读者的阅读兴趣。
(四)词义猜测题的解题
1.设题角度：生词意义的考查、熟词偏义的考查、对文中出现的代词和多义词以及短语确定指代对象或意
义、对文中的句子表达或格言等进行解释性描述。
2.解题思路：①根据定义信息猜词义。如果生词由定语从句、同位语(同位语前常有or, similarly, that is to say,
in other words, namely, or other, say等)或同位语从句来定义，或使用破折号、冒号、分号后
的内容或引号中的内容加以解释，那么理解这些定义或解释就是在理解词义；
②根据逻辑关系猜词义。在一个句子或段落中如有对两个事物或现象的对比性描述，可以从生词的对立面猜测其词义。表示对比关系的词或短语主要有：unlike, not, but, however, despite, in spite of, in contrast等。表示对比关系的句子有while引导的并列句等。表示比较关系的词或短语主要有：similarly, like, just as, also, as well as等；
③根据构词法猜词义。根据生词的前缀、后缀、复合词的各部分、词性的变化都可以暗示出
词义。
3.注意事项：①切记不要受平时该词最常见意思的影响，不能脱离语言环境进行猜测，正确答案不但在句
中能够讲得通，而且在全文中也应该合理恰当；
②在词义猜测过程中正确理解作者在全文中的情感态度对准确判断至关重要；
③猜测词义时应首先搞清句型结构，并且特别留意构词法中的前后缀用法，根据同位语，参
照同义词、反义词、上下文的描述、关联词、替代词等进行判断和推测。
说明：以下以2016年江苏高考卷阅读理解题为例来说明完整的解题过程(解析说得比较详细，我们并不是要求考试时考生也要这么做，只是为了说明解题思路而已)。
(2016年江苏卷)
A

Day school Program Secondary students across Toronto District School Board(TDSB) are invited to take one or two e-Learning courses on their day school timetable. Students will remain on the roll at their day school. The on-line classroom provides an innovative relevant and interactive Learning environment. The courses and on-line classroom are provided by the Ministry of Education These on-line courses are taught by TDSB secondary school teachers are part of the TDSB Student’s time table; and appear on the Student’s report upon completion Benefits of e-Learning Include: Access to courses that may not be available at his or her TDSB school Using technology to provide students with current information: and. assistance to solve timetable conflicts Is e-Learning for You? Students who are successful in on-line course are usually; able to plan, organize time and complete assignments and activities; capable of working independently in a responsible and honest manner; and , able to regularly use a computer or mobile device with internet access Students need to spend at least as much time with their on-line course work as they would in a face-to-face classroom course.
【语篇简析】浏览第一句话就知：这是介绍TDSB学校提供给学生的网络学习课程的应用文(广告)。接着看题干和备选项查证对比文章的相关内容进行解题。
56.E-Learning courses are different from other TDSB courses in that _______.
A. they are given by best TDSB teachers. B. they are not on the day school timetable.
C. they are not included on students’ reports. D. they are an addition to TDSB courses.
【答案】D
【解析】细节理解题。考查网上学习与TDSB网路课程的区别在于：定位到“These on-line courses”部分列出的三点：A选项对应第一点，但是把“TDSB secondary school teachers”偷梁换柱成“best TDSB teachers”；B选项对应第二点，很明显跟“part of the TDSB Student’s time table”不符；C选项对应第三点，很明显跟“appear on the Student’s report upon completion”也不符。故用排除法选定答案D。也可以根据Benefits of e-Learning部分中的“Include: access to courses that may not be available at his or her TDSB school.(在TDSB学校无法接触到的学习课程)”可知该网络学习显然是对TDSB学校课程的补充。
57.What do students need to do before completing e-learning courses?
A. To learn information technology on-line. B. To do their assignments independently.
C. To update their mobile devices regularly. D. To talk face to face with their teachers.
【答案】B
【解析】细节理解题。在线课程带来的好处里的第二条(Using technology to provide students with current information)明确说明是利用技术给学生们提供最新的信息，而A选项的意思是在线学习信息技术，显然不对。B选项与在线学习能给我们带来什么的第一条和第二条相符，两个单词“assignments,
independently”分别出现在第一条和第二条里。C选项把“use”偷梁换柱成“update”；根据文章最后一句“学生需要花在在线课程上的时间至少和他们花在面对面的课堂课程上的时间一样多”排除D选项。
B
Chimps(黑猩猩)will cooperate in certain ways, like gathering in war parties to protect their territory. But beyond the minimum requirements as social beings, they have little instinct(本能)to help one another. Chimps in the wild seek food for themselves. Even chimp mothers regularly decline to share food with their children, who are able from a young age to gather their own food.
In the laboratory, chimps don’t naturally share food either. If a chimp is put in a cage where he can pull in one plate of food for himself or, with no great effort, a plate that also provides food for a neighbor to the next cage, he will pull at random—he just doesn’t care whether his neighbor gets fed or not. Chimps are truly selfish.
Human children, on the other hand are extremely corporative. From the earliest ages, they decide to help others, to share information and to participate a achieving common goals. The psychologist Michael Tomasello has studied this cooperativeness in a series of expensive with very young children. He finds that if babies aged 18 months see a worried adult with hands full trying to open a door, almost all will immediately try to help.
There are several reasons to believe that the urges to help, inform and share are not taught .but naturally possessed in young children. One is that these instincts appear at a very young age before most parents have started to train children to behave socially. Another is that the helping behaviors are not improved if the children are rewarded. A third reason is that social intelligence. Develops?in?children?before?their?general?cognitive(认知的)skills, at?least?when?compared?with?chimps.
In?tests?conducted?by?Tomtasello,?the?children?did?no?better?than?the
Chimps?on?the?physical?world?tests,?but?were?considerably?better?at?understanding?the?social?world. The core
of what children’s minds have and chimps’ don’t in what Tomasello calls what. Part of this ability is that they can infer what others know or are thinking. But that, even very young children want to be part of a shared purpose. They actively seek to be part of a “we”, a group that intends to work toward a shared goal.
【语篇简析】结合三道题的题干浏览文章我们知道以下信息：这是一篇科普说明文。实验的对象和内容：人类的幼儿与黑猩猩在合作方面的对比；然后得出了结论：孩子们思维所具备的和黑猩猩的思维所不具备的核心问题就是Tomasello所称为的共享意向问题(与人合作是人类本性天生就具备的鲜明特点)。
58.What can we learn from the experiment with chimps?
A. Chimps seldom care about others’ interests. B. Chimps tend to provide food for their children.
C. Chimps like to take in their neighbors’ food. D. Chimps naturally share food with each other.
【答案】A
【解析】推理判断题。根据文章第二段中的“In the laboratory, chimps don’t naturally share food either.在实验室里，黑猩猩天生也不会把食物分享给别人”可以直接排除BD选项。根据第二段中的“he just doesn’t care whether his neighbor gets fed or not. Chimps are truly selfish.他才不管他的邻居有没有。黑猩猩真的很自私。”可以锁定答案A。C选项只是陈述了一个事实，这只是个现象，而不是从各种现象中得到有的结论。
59.Michael Tomasello’s tests on young children indicate that they _______.
A. have the instinct to help others B. know how to offer help to adults
C. know the world better than chimps D. trust adults with their hands full
【答案】A
【解析】推理判断题。根据第三段最后一句“他发现如果18个月大的幼儿看见手里满是东西的成年人心惊胆战试图开门时，几乎所有幼儿都会立即试图帮助他”和第四段第一句“有理由相信那些去帮助，提醒和分享的欲望并不是别人教的，而是在年幼孩子们身上自然就拥有的”可以推断出：帮助别人是孩子的本能。故A项正确。B选项“知道如何帮助成年人”，这个选项有迷惑性，文中指出：幼儿看到成年人双手满满心惊胆战试图开门，只是有欲望去帮助他们，这只是本能，他们却没有能力去帮助成年人，也就谈不上知道如何去帮他人了。C选项“比黑猩猩更加了解世界”，如果你混淆“physical world”和“social world”这两个概念，就会误选。在“physical world”层面，人类的幼儿无法跟黑猩猩相比的；而在“social world”层面，黑猩猩根本无法与人类幼儿相提并论。D选项“相信手中拿满东西的成年人”，这显然与文中所述事实不符。如果是这样的话，他们就不会处于本能有帮助成年人的冲动。
60.The passage is mainly about _______.
A. the helping behaviors of young children B. ways to train children’s shared intentionality
C. cooperation as a distinctive human nature D. the development of intelligence in children
【答案】C
【解析】主旨大意题。本文通过人类的幼儿与黑猩猩的对比，得出了结论：与人合作是人类本性天生就具备的鲜明特点。故C项正确。A选项“幼儿的帮助行为”，这只是本文所有论述大量事实中的一个，并不是最主要的一个。B选项“训练孩子们共享意向的方法”，本文是提到了共享意向，但并没有给出训练共享意向的方法。D选项“孩子们智力的发展”，跟选项A一样，只是提到的众多事实中第一个，不是最主要的一个。
C
El Nifio, a Spanish term for “the Christ child”, was named by South American fishermen who noticed that the global weather pattern, which happens every two to seven years, reduced the amount of fishes caught around Christmas. El Nifio sees warm water, collected over several years in the western Pacific, flow back eastwards when winds that normally blow westwards weaken, or sometimes the other way round.
The weather effects both good and bad, are felt in many places. Rich countries gain more from powerful Nifio, on balance, than they lose. A study found that a strong Nifio in 1997 helped American’s economy grow by 15 billion, partly because of better agricultural harvest, farmers in the Midwest gained from extra rain. The total rise in agricultural in rich countries in growth than the fall in poor ones.
But in Indonesia extremely dry forests are in flames. A multi-year drought(干旱)in south-east Brazil is becoming worse. Though heavy rains brought about by El Nino may relieve the drought in California, they are likely to cause surface flooding and other disasters.
The most recent powerful Nino, in 1997-98, killed around 21,000 people and caused damage worth $36 billion around the globe. But such Ninos come with months of warning, and so much is known about how they happen that governments can prepare. According to the Overseas Development Institute(ODI), however, just 12% of disaster-relief funding in the past two decades has gone on reducing risks in advance, rather than recovery and rebuilding afterwards. This is despite evidence that a dollar spent on risk-reduction saves at least two on reconstruction.
Simple improvements to infrastructure(基础设施)can reduce the spread of disease. Better sewers(下水道)
make it less likely that heavy rain is followed by an outbreak of the disease of bad stomach. Stronger bridges mean villages are less likely to be left without food and medicine after floods. According to a paper in 2011 by Mr. Hsiang and co-authors, civil conflict is related to El Nino’s harmful effects—and the poorer the country, the stronger the link. Though the relationship may not be causal, helping divided communities to prepare for disasters would at least reduce the risk that those disasters are followed by killing and wounding people. Since the poorest are least likely to make up for their losses from disasters linked to El Nino, reducing their losses needs to be the priority.
【语篇简析】文章第一段介绍了厄尔尼诺现象和它的起源，由此可知本文体裁为说明文(科普)。以下各段主要介绍了厄尔尼诺现象对地球的影响：有好的一面，也有坏的一面。并对坏的一面的影响提出建议：政府要在提前防范以降低灾难所带来的风险上加大投资，而不是在出现问题以后进行重新补救和恢复。
61.What can we learn about El Nino in Paragraph 1?
A. It is named after a South American fisherman.
B. It takes place almost every year all over the world.
C. It forces fishermen to stop catching fish around Christmas.
D. It sees the changes of water flow direction in the ocean.
【答案】D
【解析】细节理解题。根据第一段最后一句“厄尔尼诺表现为温暖的海水，每几年就会在西太平洋汇聚，当正常向西吹拂的海风减弱时，就会向东回流，或者从其他路径回流”可知厄尔尼诺现象见证了海洋中水流方向的变化。故D正确。A选项“它是以一个南美州渔民命名的”，偷换概念：“它是由南美洲渔民命名的(was named by South American fishermen)，而不是以一个南美州渔民命名的。”B选项“厄尔尼诺现象在全世界范围内几乎每年都会发生”，文中明确说明是2-7年才发生一次。C选项“厄尔尼诺阻止渔民在圣诞节期间捕鱼”文中只是说厄尔尼诺会让渔民在圣诞节期间捕鱼的数量下降，而不是阻止不让渔民捕鱼。D选项“厄尔尼诺目睹了洋流方向的变化”与第一段里“El Nino sees warm water, collected over several years in the western Pacific, flow back eastwards when winds that normally blow westwards weaken, or sometimes the other way round.”叙述一致，故D正确。
62.What may El Ninos bring about to the countries affected?
A. Agricultural harvests in rich countries fall.
B. Droughts become more harmful than floods.
C. Rich countries’ gains are greater than their losses.
D. Poor countries suffer less from droughts economically.
【答案】C
【解析】推理判断题。A选项“农业收成在富裕国家下降”与“A study found that a strong Nifio in 1997 helped American’s economy grow by 15 billion, …一项研究发现1997发生的强厄尔尼诺使得美国的经济增长了150亿美元”相矛盾；B选项“干旱比洪水危害性更大”与“Though heavy rains brought about by El Nino may relieve the drought in California, they are likely to cause surface flooding and other disasters.虽然厄尔尼诺带来的大雨可以缓解加利福尼亚的干旱，但也可能会导致洪灾发生和其他的灾难”不符；C选项“富裕国家的收入大于他们的损失”与“Rich countries gain more from powerful Nifio, on balance, than they lose.总的说来，厄尔尼诺给富裕的国家带来的好处要大于坏处”相符，故C正确。如果考生不细心，以为本文的比较发生在穷国和富国之间，就会排除该选项。然而本选项却是富国自己内部的比较，与穷国无关。D选项“从经济的角度来说，干旱对贫穷国家造成的损失较小”，这个论断文章并没有提到，只是讲印度尼西亚的深林着火，巴西东南部的干旱持续恶化，美国加利福尼亚的也遭受干旱。在讲干旱方面，上述国家都很严重，但是并没有进行比较。
63.The data provided by ODI in Paragraph 4 suggest that _______.
A. more investment should go to risk reduction B. governments of poor countries need more aid
C. victims of El Nino deserve more compensation D. recovery and reconstruction should come first
【答案】A
【解析】推理判断题。A选项“在降低灾害风险方面应该增加投入”与第四段第三句和第三段最后一句相关联。第四段第三句“然而，按照ODI的说法，在过去的20年里只有12%的救灾基金被用在提前降低灾难带来的风险上，而不是用在事后恢复生产和家园重建上。”说明在预防减灾方面我们投入的还是比较少的，大部分都投入到了灾后的恢复和重建上了。作者实际上在阐述事实的同时还有埋怨的意味，多少带点个人情绪在里面。第三段最后一句”This is despite evidence that a dollar spent on risk-reduction saves at least two on reconstruction.”这个论据在支撑作者的观点，那就是尽管有证据表明灾前花一美元可以节省灾后的两美元，可是仅仅只有12%的资金被用在灾前，这个比例太少了！也就是说作者是支持事前预防而不是事后弥补的。故A项正确。B选项“穷国政府需要更多救助”，文章中没有提到要救助穷国的政府。C选项“厄尔尼诺受害者应得到更多补偿”，根据“reducing their losses needs to be the priority”说明这个观点是错的。作者只是认为受害者应该被优先考虑，而并没有说要给予更多补偿。D选项“灾后恢复和重建应首要考虑”，这个观点显然和作者文中的观点完全相反。
64.What is the author’s purpose in writing the passage?
A. To introduce El Nino and its origin. B. To explain the consequences of El Nino.
C. To show ways of fighting against El Nino. D. To urge people to prepare for El Nino.
【答案】D
【解析】推理判断题(推断作者的写作意图)。第一段：简单介绍了厄尔尼诺现象。第二段：介绍了厄尔尼诺现象给富裕国家带来的好处大于坏处。第三段：介绍了厄尔尼诺现象给干旱地区带来的好处及潜在弊端。第四段：介绍了厄尔尼诺现象带来的巨大损失及政府用于灾前预防上的资金较少的问题。第五段：介绍了做好灾前防范及准备工作的必要性。综合分析各段大意可知，本文的写作意图是：作者呼吁人们为厄尔尼诺现象提前做好准备。故答案选D选项“敦促人们为预防厄尔尼诺应做好准备”，作者一直强调提前预防的重要性，这是写作这篇文章的目的。A选项“介绍厄尔尼诺现象和它的起源”，这不是作者写文章的目的，这只是事实的陈述。B选项“解释了厄尔尼诺的带来的后果”这只是作者文章内容的一部分，也不是最终目的。C选项“介绍了应对厄尔尼诺的办法”这也只是作者文章内容的一部分，不是最终目的。
D
Not so long ago, most people didn’t know who Shelly Ann Francis Pryce was going to become. She was just an average high school athlete. There was every indication that she was just another American teenager without much of a future. However, one person wants to change this. Stephen Francis observed then eighteen-year-old Shelly Ann as a track meet and was convinced that he had seen the beginning of true greatness. Her time were not exactly impressive, but even so, he seemed there was something trying to get out, something the other coaches had overlooked when they had assessed her and found her lacking. He decided to offer Shelly Ann a place in his very strict training seasons. Their cooperation quickly produced results, and a few year later at Jamaica’s Olympic games in early 2008, Shelly Ann, who at that time only ranked number 70 in the world, beat Jamaica’s unchallenged queen of the sprint(短跑).
“Where did she come from?” asked an astonished sprinting world, before concluding that she must be one of those one-hit wonders that spring up from time to time, only to disappear again without signs. But Shelly Ann was to prove that she was anything but a one-hit wonder. At the Beijing Olympic she swept away any doubts about her ability to perform consistently by becoming the first Jamaican woman ever to win the 100 meters Olympic gold. She did it again one year on at the World Championship in Briton, becoming world champion with a time of 10.73—the fourth record ever.
Shelly-Ann is a little woman with a big smile. She has a mental toughness that did not come about by chance. Her journey to becoming the fastest woman on earth has been anything but smooth and effortless. She grew up in one of Jamaica’s toughest inner-city communities known as Waterhouse, where she lived in a one-room apartment, sleeping four in a bed with her mother and two brothers. Waterhouse, one of the poorest communities in Jamaica, is a really violent and overpopulated place. Several of Shelly-Ann’s friends and family were caught up in the killings; one of her cousins was shot dead only a few streets away from where she lived. Sometimes her family didn’t have enough to eat. She ran at the school championships barefooted because she couldn’t afford shoes. Her mother Maxime, one of a family of fourteen, had been an athlete herself as a young girl but, like so many other girls in Waterhouse, had to stop after she had her first baby. Maxime’s early entry into the adult world with its responsibilities gave her the determination to ensure that her kids would not end up in Waterhouse’s roundabout of poverty. One of the first things Maxime used to do with Shelly-Ann was taking her to the track, and she was ready to sacrifice everything.
It didn’t take long for Shelly-Ann to realize that sports could be her way out of Waterhouse. On a summer evening in Beijing in 2008, all those long, hard hours of work and commitment finally bore fruit. The barefoot kid who just a few years previously had been living in poverty, surrounded by criminals and violence, had written a new chapter in the history of sports.
But Shelly-Ann’s victory was far greater than that. The night she won Olympic gold in Beijing, the routine murders in Waterhouse and the drug wars in the neighbouring streets stopped. The dark cloud above one of the world’s toughest criminal neighbourhoods simply disappeared for a few days. “ I have so much fire burning for my country,” Shelly said. She plans to start a foundation for homeless children and wants to build a community centre in Waterhouse. She hopes to inspire the Jamaicans to lay down their weapons. She intends to fight to make it a woman’s as well as a man’s world.
As Muhammad Ali puts it, “ Champions aren’t made in gyms. Champions are made from something they have deep inside them. A desire, a dream, a vision.” One of the things Shelly-Ann can be proud of is her understanding of this truth.
【语篇简析】根据首段可以推断本文是一篇记叙文(人物传记)。故事的主人公名叫Shelly-Ann；故事描述了Shelly-Ann从不被人看好到在贵人的培养下成为奥运冠军，再到最后成为世界上跑得最快的女性的成长过程；最后一段揭示主题：冠军并非产自体育场。冠军来自于深藏于他们内心的信念。它是一种渴望，一个梦想，一段愿景。本文是一篇典型的励志故事。
65.Why did Stephen Francis decide to coach Shelly-Ann?
A. He had a strong desire to free her family from trouble.
B. He sensed a great potential in her despite her weaknesses.
C. She had big problems maintaining her performance.
D. She suffered a lot of defeats at the previous track meets.
【答案】B
【解析】细节理解题。根据第一段五、六句“那时Stephen Francis注意到18岁的Shelly Ann 在田径运动会上的表现，他坚信他已经看到了真正的伟大诞生的发端。在当时她的表现并不令人印象深刻，但是即便如此，他认为也需要发掘点什么，那是其他教练在评估她的能力并发现她缺少点什么时所忽略的”可知Stephen Francis教练从她的身上看到了其他教练忽视的潜力。故B正确(尽管她有弱点，但他感到她有巨大的潜力)，这才是Stephen Francis决定要帮助她的原因。A选项“他非常渴望帮助她的家庭摆脱困境”很显然不是的。C选项“在保持竞技状态方面她有很大的问题”，如果她有很大的问题，就不会有人去帮助她，为她投资。D选项“在以前的田径比赛中它遭受了很多失败”，文章没有提及到这一点。
66.What did the sprinting world think of Shelly-Ann before the 2008 Olympic Games?
A. She would become a promising star. B. She badly needed to set higher goals.
C. Her sprinting career would not last long. D. Her talent for sprinting was known to all.
【答案】C
【解析】细节理解题。根据第二段第一句：“她从哪来的？”吃惊一片的世界短跑界都在问这个问题。后来他们得出结论她肯定就是那些不时跳出来的昙花一现奇迹之中的一个奇迹罢了，最终只会无声无息地消失。由此可以推断：当时的短跑界都认为她是昙花一现而已，所以“她的跑步生涯不会持续很久”。故C项正确。A选项“她将成为一个非常有前途的体育明星”这个选项是不对的，因为当时的短跑界都认为她是昙花一现而已。B选项“她迫切需要设定更高的目标”，文章里并没有提及这个问题。D选项“她在短跑上所展示出来的天赋已人所共知”，在北京奥运会之前,人们对她并不了解，这个选项也是不对的。
67. What made Maxime decide to train her daughter on the track?
A. Her success and lessons in her career. B. Her interest in Shelly-Ann’s quick profit.
C. Her wish to get Shelly-Ann out of poverty. D. Her early entrance into the sprinting world.
【答案】C
【解析】细节理解题。根据第三段最后两句“Shelly-Ann的母亲Maxime过早地肩负起了成年人才有的责任促使她下定决心要保证她的孩子不能在水屋无所不在的贫穷里堕落下去，Maxime过去经常做的第一件事就是带她去跑步，而且Maxime也做好了牺牲自己一切的准备。”由此推断”她期望Shelly-Ann能够摆脱贫穷”。故C项正确。A选项“她职业生涯中的成功经验和教训”文章里没有提，谈不上成功和教训。B选项“她对Shelly-Ann能为她快速赚钱感兴趣”这个更没有提及，当然也不可能是。如果一个人只是为了赚钱而做某事，一般是不会做好的。D选项“她早年也从事过短跑项目”，文章中提到Maxime也从事过短跑，可是后来因为生了孩子就不再跑了。Maxime从事过短跑并不是她促使Shelly-Ann同样从事短跑的原因。
68. What can we infer from Shelly-Ann’s statement underlined in Paragraph 5?
A. She was highly rewarded for her efforts. B. She was eager to do more for her country.
C. She became an athletic star in her country. D. She was the envy of the whole community.
【答案】B
【解析】句意猜测题。根据第五段最后四句“我还有很多激情要为我的国家燃烧。”Shelly 说。她计划创办一个专门帮助无家可归的孩子的基金会并且她还想在水屋建造一个社区中心。她希望牙买加人能够放下武器。她想要世界成为女人同时也是男人的世界。由此可以推断“她迫切希望为她的国家做更多的事”。故B项正确。从积极的角度看，其余各选项“她因自己的努力而被重奖、她在她的国家成为了田径明星、她被整个社区的人所妒忌”比较容易排除。
69. By mentioning Muhammad Ali’s words, the author intends to tell us that _______.
A. players should be highly inspired by coaches B. great athletes need to concentrate on patience
C. hard work is necessary in one’s achievements D. motivation allows great athletes to be on the top
【答案】D
【解析】推理判断题。“冠军并非产自体育场。造就冠军的是深藏于他们内心深处的某种东西——一种渴望，一种梦想，一种愿景。”根据拳王阿里的这段的名言，我们可以推断：来自内心的动机使伟大的运动员到达运动巅峰。故D项正确。从深刻含义的角度看，其余三项“运动员应该收到教练的激励、伟大的运动员需要耐心、在取得成功的过程中需要付出辛苦的劳动”比较容易排除。
70. What is the best title for the passage?
A. The Making of a Great Athlete B. The Dream for Championship
C. The Key to High Performance D. The Power of Full Responsibility
【答案】A
【解析】主旨大意题(标题题)。本文通过对Shelly-Ann成功经历的介绍以及最后引用拳王阿里的名言强调要想成为一个成功的运动员不只是需要强壮的体魄，还要有内驱力。主题与选项A符合。A选项“伟大运动员的诞生”，此标题全面、精炼地概括了文章内容。B选项“冠军的梦想”，文中虽然提到了冠军的梦想，但不能概括全文的内容(以偏概全，主次不分)。C选项“出色表现的关键”， 文中虽然提到了Shelly?Ann出色表现的关键因素，但不能概括全文(以偏概全，主次不分)。D选项“全责的力量”，这是针对Maxime说的，而不是针对Shelly-Ann的，不是文章主要介绍的内容(以偏概全，主次不分)。









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