高考英語(yǔ)閱讀理解專(zhuān)題講解 之 推理判斷題 (共49張PPT)

高考英語(yǔ)閱讀理解專(zhuān)題講解推理判斷題解題技巧1

題型特點(diǎn)

3解題技巧2設(shè)問(wèn)方式及選項(xiàng)特點(diǎn)本課件內(nèi)容摘要4實(shí)戰(zhàn)練習(xí)前言推理判斷題考察的是學(xué)生依據(jù)英語(yǔ)短文表面文字的信息做出一定的判斷和推理，從而得出短文的隱含意義和深層意義。這類(lèi)題目主要包括一、題型特點(diǎn)

（1）隱含意義推斷、（2）文章出處推斷、（3）上下文推斷等。二、設(shè)問(wèn)方式及選項(xiàng)特點(diǎn)設(shè)問(wèn)方式：1、隱含意義推斷題

這類(lèi)設(shè)問(wèn)的題中經(jīng)?？梢砸?jiàn)到表示推測(cè)的情態(tài)動(dòng)詞，如can,could,would,should等或者其他表示可能性的詞，如probably,mostlikely等和infer,imply,suggest,conclude,learn,intend

等詞。如：Fromthetext,itcanbeinferredthat_______.Thepassagesuggeststhat_______.Whichofthefollowingbestdescribes...?What’stheauthor’sattitudetowards_________.Themainpurposeofthepassageis_________.二、設(shè)問(wèn)方式及選項(xiàng)特點(diǎn)設(shè)問(wèn)方式：2、文章出處推斷題這類(lèi)題常見(jiàn)的設(shè)問(wèn)方式有：Thepassageismostlikelytobetakenfrom______.Wherewouldthispassagemostprobablyappear?Thepassageismostlikelyapartof______.3、上下文推斷題這類(lèi)題常見(jiàn)的設(shè)問(wèn)方式有：Whatistheauthorlikelytowriteaboutafterthelastparagraph?Thenextparagraphwouldmostprobablydealwith_________.正確選項(xiàng)特點(diǎn)

不是文中直接或明確說(shuō)明的內(nèi)容,是間接表達(dá)出來(lái)的，除符合文章主旨外，還符合邏輯。正確選項(xiàng)大多含義深刻,不是常識(shí)選項(xiàng)。我們解答此類(lèi)題目時(shí)，千萬(wàn)不能以自己的觀(guān)點(diǎn)代替作者的觀(guān)點(diǎn)，推理的根據(jù)一定來(lái)自于上下文。選項(xiàng)特點(diǎn)干擾項(xiàng)特點(diǎn)(1)偷換概念：利用了原文的一部分結(jié)構(gòu)和詞匯，但在一些位置換掉個(gè)別詞，造成了語(yǔ)義的變化。(2)擴(kuò)大或縮小范圍：對(duì)于原文中的細(xì)節(jié)或論斷的某方面程度進(jìn)行了擴(kuò)大或縮小處理。(3)常識(shí)干擾：符合基本常識(shí)和我們對(duì)社會(huì)、生活等方面一些問(wèn)題的一般看法和認(rèn)識(shí)，但不是文章的內(nèi)容。(4)顛倒是非：涉及原文中提及的內(nèi)容或現(xiàn)象，但選項(xiàng)的意思與原文恰恰相反。(5)無(wú)中生有：憑空捏造原文不存在的細(xì)節(jié)，形成迷惑和干擾。(6)推理過(guò)頭：引申過(guò)度，使結(jié)論過(guò)于絕對(duì)化。選項(xiàng)特點(diǎn)三、解題技巧1、“定”。讀題干，確定關(guān)鍵詞。2、“找”。通過(guò)尋讀法(scanning)，用題干中的關(guān)鍵詞在文中搜索，迅速確定相關(guān)詞句或信息點(diǎn)所在的位置。3、“推”。在找到關(guān)鍵詞句后，要仔細(xì)閱讀，對(duì)比選項(xiàng)，不但要理解相關(guān)信息的字面意義，而且要由表及里，由淺入深的分析推理，從而理解作者的言外之意。隱含意義推斷題Whaleygottheideaofthissecond－gradepresidentialcampaignprojectwhenheaskedthechildrenonedaytoraisetheirhandsiftheythoughttheycouldneverbeapresident.Theanswerbrokehisheart.Whaleysaystheprojectisaboutmorethanjustlearningtoreadandspeakinpublic.Hewantsthesekidstolearntoboast(夸耀)aboutthemselves.“Boastingaboutyourself，andyourbestqualities，”Whaleysays，“isverydifficultforachildwhocameintotheclassroomnotfeelingconfident.”◆WecaninferthatthepurposeofWhaley'sprojectisto_________.A．helpstudentsseetheirownstrengthsB．a(chǎn)ssessstudents'publicspeakingskillsC．preparestudentsfortheirfuturejobsD．inspirestudents'loveforpolitics根據(jù)“Whaleysaystheprojectisaboutmorethanjustlearningtoreadandspeakinpublic.Hewantsthesekidstolearntoboast(夸耀)aboutthemselves”和最后一段的內(nèi)容可知，老師讓學(xué)生參加競(jìng)選演說(shuō)不僅僅是讓學(xué)生們學(xué)會(huì)在公開(kāi)場(chǎng)合演說(shuō)，更重要的是讓他們發(fā)現(xiàn)自己的長(zhǎng)處，從而樹(shù)立自信。A項(xiàng)意為“幫助學(xué)生看到自己的長(zhǎng)處”，與原文意思相符。觀(guān)點(diǎn)態(tài)度類(lèi)推斷題文章作者或者文中人物對(duì)某事物所持的態(tài)度或者觀(guān)點(diǎn)往往隱含在字里行間或者流露于修飾詞之中，這就要注意作者或文中人物的措辭。①正確掌握字里行間所隱含或流露的意思。切不可用自己的觀(guān)點(diǎn)來(lái)代替作者或文中人物的觀(guān)點(diǎn)。②留意那些描寫(xiě)所處氛圍的語(yǔ)言及表達(dá)情感、態(tài)度或觀(guān)點(diǎn)的詞語(yǔ)或句子。③結(jié)合平時(shí)所積累的有關(guān)英語(yǔ)國(guó)家的文化傳統(tǒng)、風(fēng)俗習(xí)慣等背景知識(shí)來(lái)進(jìn)行合理的推斷。作者或者文中人物的態(tài)度和觀(guān)點(diǎn)無(wú)非就是三類(lèi)：支持、贊同、樂(lè)觀(guān)；反對(duì)、批評(píng)、懷疑、悲觀(guān)；中立、客觀(guān)。熟悉如下有關(guān)作者情感、態(tài)度的詞語(yǔ)。褒義詞：supportive(支持的)，positive(積極的)，optimistic(樂(lè)觀(guān)的)，enthusiastic(熱情的)等。貶義語(yǔ)：negative(否定的，消極的)，ironic(諷刺的)，critical(批評(píng)的)，disgusted(厭惡的)，disappointed(失望的)等。中性詞：indifferent(漠不關(guān)心的)，uninterested(不感興趣的)，objective(客觀(guān)的)，neutral(中立的)等。PreparingCitiesforRobotCarsThepossibilityofself－drivingrobotcarshasoftenseemedlikeafuturist'sdream，yearsawayfrommaterializingintherealworld.Well，thefutureisapparentlynow.TheCaliforniaDepartmentofMotorVehiclesbegangivingpermitsinAprilforcompaniestotesttrulyself－drivingcarsonpublicroads.Thestatealsoclearedthewayforcompaniestosellorrentoutself－drivingcars...Policymakersshouldstartthinkingnowabouthowtomakesuretheappearanceofdriverlessvehiclesdoesn'textendtheworstaspectsofthecar－controlledtransportationsystemwehavetoday.Thecomingtechnologicaladvancementpresentsachanceforcitiesandstatestodeveloptransportationsystemsdesignedtomovemorepeople，andmoreaffordably.Thecarofthefutureiscoming.Wejusthavetoplanforit.◆Whatistheauthor'sattitudetothefutureofself－drivingcars？______A．Doubtful. B．Positive.C．Disapproving. D．Sympathetic.寫(xiě)作意圖類(lèi)推斷題作者寫(xiě)文章的目的通常有三種：toentertainreaders常見(jiàn)于故事類(lèi)的文章；topersuadereaders常見(jiàn)于廣告或議論文；toinformreaders常見(jiàn)于文化類(lèi)、社會(huì)類(lèi)、科普類(lèi)、新聞報(bào)道類(lèi)文章。考生可以根據(jù)不同的文體特點(diǎn)來(lái)快速確定主題句，把握文章主旨。常見(jiàn)文體確定寫(xiě)作意圖的方法如下：1．記敘文：一般會(huì)在首段或尾段出現(xiàn)隱含作者寫(xiě)作意圖的總結(jié)性語(yǔ)言，全文圍繞此總結(jié)性語(yǔ)言展開(kāi)陳述。2．說(shuō)明文：一般會(huì)在文中反復(fù)出現(xiàn)所要說(shuō)明的事物或者道理，作者的寫(xiě)作圖意就在其中。3．議論文：文章結(jié)構(gòu)一般為提出論點(diǎn)—進(jìn)行論證—得出結(jié)論，作者的寫(xiě)作意圖往往在結(jié)論之中。4．廣告類(lèi)應(yīng)用文：全文會(huì)對(duì)所介紹的商品、服務(wù)內(nèi)容等進(jìn)行詳盡的敘述，作者的寫(xiě)作意圖相對(duì)明顯。In1812，theyearCharlesDickenswasborn，therewere66novelspublishedinBritain...In1870，whenDickensdied，theworldmournedhimasitsfirstprofessionalwriterandpublisher，famousandbeloved，whohadledanexplosioninboththepublicationofnovelsandtheirreadershipandwhosecharacters—fromOliverTwisttoTinyTim—wereheldupasmoraltouchstones...HowdidDickensgettothetop？Forallthefeelingsreadersattachtostories，literatureisanumbersgame，andthetestoftimeisextremelydifficulttopass.Some60,000novelswerepublishedduringtheVictorianage，from1837to1901；todayacasualreadermightbeabletonameahalf－dozenofthem.It'spartlytruethatDickens'styleofwritingattractedaudiencesfromallwalksoflife.It'spartlythathiswritingsrodeawaveofsocial，politicalandscientificprogress.Butit'salsothatherewrotethecultureofliteratureandputhimselfatthecenter.Noonewilleverknowwhatmixoftalent，ambition，energyandluckmadeDickenssuchadistinguishedwriter.Butasthe200thanniversaryofhisbirthapproaches，itispossible—andimportantforourownculture—tounderstandhowhemadehimselfalastingone.Whatistheauthor'spurposeinwritingthetext？_________A．Torememberagreatwriter.B．TointroduceanEnglishnovel.C．Toencouragestudiesonculture.D．TopromotevaluesoftheVictorianage.本文是一篇記敘文，通讀全文，我們發(fā)現(xiàn)本文介紹了狄更斯在英國(guó)文學(xué)中的地位以及他是如何獲此殊榮的。尤其是從最后一段中Butasthe200thanniversaryofhisbirthapproaches，...可知，本文寫(xiě)于狄更斯誕辰200周年紀(jì)念前夕，顯然是為了紀(jì)念這位偉大的作家。文章出處類(lèi)推斷題推斷文章出處是高考英語(yǔ)閱讀中一個(gè)比較常見(jiàn)的考點(diǎn)，主要考查考生能否根據(jù)文章主題、內(nèi)容特點(diǎn)、文體特征、語(yǔ)言風(fēng)格等判斷出所讀文章的具體出處。如：1．若所讀材料具有較強(qiáng)的時(shí)效性，則可能出自新聞報(bào)道；2．若所讀材料側(cè)重歷史事實(shí)，且措辭嚴(yán)謹(jǐn)，則可能出自歷史教科書(shū)；3．若所讀材料涉及工作要求、工資待遇、聯(lián)系電話(huà)等，則可能出自招聘廣告；4、若所讀材料推銷(xiāo)介紹新產(chǎn)品，且格式特殊，則可能是產(chǎn)品廣告；5、若所讀材料輕松、休閑、普及各科知識(shí)，則可能出自旅游雜志、休閑雜志、健康雜志等；6、若文章開(kāi)頭主持人向聽(tīng)眾問(wèn)好，并作自我介紹，則可能是廣播稿；7、若文章中出現(xiàn)網(wǎng)址或與其相關(guān)的詞匯表達(dá)，如click，則可能出自網(wǎng)站。ManyofusloveJulybecauseit'sthemonthwhennature'sberriesandstonefruitsareinabundance.ThesecolourfulandsweetjewelsfromBritishColumbia'sfieldsarelittlepowerhousesofnutritionalprotection.Ofthecommonberries，strawberriesarehighestinvitaminC，although，becauseoftheirseeds，raspberriescontainalittlemoreprotein(蛋白質(zhì))，ironandzinc(notthatfruitshavemuchprotein)．..Ifyouhaveajuicer，youcansimplyfeedinfrozenbananasandsomeberriesorslicedfruit.Outcomesa“soft－serve”creamydessert，tobeeatenrightaway.Thismakesafunactivityforachildren'sparty；theylovefeedingthefruitandfrozenbananasintothetopofthemachineandwatchingtheicecreamcomeoutbelow.◆Fromwhichisthetextprobablytaken?A．Abiologytextbook. B．Ahealthmagazine.C．Aresearchpaper. D．Atravelbrochure.文章首先指出七月是水果盛產(chǎn)的季節(jié)，并指出各種水果富含的營(yíng)養(yǎng)，最后一段指出可以用ajuicer為孩子們做一些甜點(diǎn)和冰激凌，故本文很可能是從健康雜志上摘取的文章。Sample5About30yearsago,IleftCubafortheUnitedStateswithmyson.AftergettingsettledfinallyinBrunswick,NewJersey,Ienrolledmysoninkindergarten.Severalweekslater,myson’steacheraskedmetomeethimathisoffice.Intheteacher’soffice,andexchangeofgreetingswasfollowedbyhisquestions:“Isyoursonmentallyretarded？Doeshesufferfromanykindofmentaldisability?”WashetalkingaboutmywonderfulScola?NO,no,itcan’tbe.Whatahelpless,lonelymoment!ItoldhimthatScolawasaquiet,sweetlittleboy,instead.Iaskedhimwhyhewasaskingmeallthesequestions.Mysoncouldnotfollowtheteacher’sdirections,hetoldme,andthus,Scolawasdisruptingtheclass.Didn’theknowmysondidnotspeakEnglishyet?Hewasangry;“Whyhasn’tyoursonbeentaughttospeakEnglish?Don’tyouspeakEnglishathome?”No,Ididn’tspeakEnglishathome,Ireplied.IwassuremysonwouldlearnEnglishinacoupleofmonths,andIdidn’twanthimtoforgethisnativelanguage.Well,wronganswer!WhatkindofpersonwouldnotspeakinEnglishtohersonathomeandatalltime?“Areyouoneofthosepeoplewhocometothiscountrytosavedollarsandsendthembacktotheircountry,neverwantingtobeapartofthissociety?”Needlesstosay,ItriedtotellhimIwasnotoneof“thosepeople.”Thenhetoldmethemeetingwasover,andIleft.AsIhadexpected,mysonlearnedtospeakEnglishfluentlybeforetheschoolyearwasover.Hewentontograduatefromcollegeandgotajob,earningclosetosixfigures.Hetravelswidelyandleadsawell-adjusted,contentedlife.Andhehasbenefitedfrombeingbilingual(雙語(yǔ)的).Speakingmorethanonelanguageallowspeopletocommunicatewithothers;itteachespeopleaboutotherculturesandotherplaces—somethingverybasicandobviouslylackinginthe“educator”ImetinNewJersey.60.Thistextislikelytobeselectedfromabookof_________.A.medicineB.educationC.geographyD.historySample5About30yearsago,IleftCubafortheUnitedStateswithmyson.AftergettingsettledfinallyinBrunswick,NewJersey,Ienrolledmysoninkindergarten.Severalweekslater,myson’steacheraskedmetomeethimathisoffice.Intheteacher’soffice,andexchangeofgreetingswasfollowedbyhisquestions:“Isyoursonmentallyretarded？Doeshesufferfromanykindofmentaldisability?”WashetalkingaboutmywonderfulScola?NO,no,itcan’tbe.Whatahelpless,lonelymoment!ItoldhimthatScolawasaquiet,sweetlittleboy,instead.Iaskedhimwhyhewasaskingmeallthesequestions.Mysoncouldnotfollowtheteacher’sdirections,hetoldme,andthus,Scolawasdisruptingtheclass.Didn’theknowmysondidnotspeakEnglishyet?Hewasangry;“Whyhasn’tyoursonbeentaughttospeakEnglish?Don’tyouspeakEnglishathome?”No,Ididn’tspeakEnglishathome,Ireplied.IwassuremysonwouldlearnEnglishinacoupleofmonths,andIdidn’twanthimtoforgethisnativelanguage.Well,wronganswer!WhatkindofpersonwouldnotspeakinEnglishtohersonathomeandatalltime?“Areyouoneofthosepeoplewhocometothiscountrytosavedollarsandsendthembacktotheircountry,neverwantingtobeapartofthissociety?”Needlesstosay,ItriedtotellhimIwasnotoneof“thosepeople.”Thenhetoldmethemeetingwasover,andIleft.AsIhadexpected,mysonlearnedtospeakEnglishfluentlybeforetheschoolyearwasover.Hewentontograduatefromcollegeandgotajob,earningclosetosixfigures.Hetravelswidelyandleadsawell-adjusted,contentedlife.Andhehasbenefitedfrombeingbilingual(雙語(yǔ)的).Speakingmorethanonelanguageallowspeopletocommunicatewithothers;itteachespeopleaboutotherculturesandotherplaces—somethingverybasicandobviouslylackinginthe“educator”ImetinNewJersey.60.Thistextislikelytobeselectedfromabookof_________.A.medicineB.educationC.geographyD.historySample5About30yearsago,IleftCubafortheUnitedStateswithmyson.AftergettingsettledfinallyinBrunswick,NewJersey,Ienrolledmysoninkindergarten.Severalweekslater,myson’steacheraskedmetomeethimathisoffice.Intheteacher’soffice,andexchangeofgreetingswasfollowedbyhisquestions:“Isyoursonmentallyretarded？Doeshesufferfromanykindofmentaldisability?”WashetalkingaboutmywonderfulScola?NO,no,itcan’tbe.Whatahelpless,lonelymoment!ItoldhimthatScolawasaquiet,sweetlittleboy,instead.Iaskedhimwhyhewasaskingmeallthesequestions.Mysoncouldnotfollowtheteacher’sdirections,hetoldme,andthus,Scolawasdisruptingtheclass.Didn’theknowmysondidnotspeakEnglishyet?Hewasangry;“Whyhasn’tyoursonbeentaughttospeakEnglish?Don’tyouspeakEnglishathome?”No,Ididn’tspeakEnglishathome,Ireplied.IwassuremysonwouldlearnEnglishinacoupleofmonths,andIdidn’twanthimtoforgethisnativelanguage.Well,wronganswer!WhatkindofpersonwouldnotspeakinEnglishtohersonathomeandatalltime?“Areyouoneofthosepeoplewhocometothiscountrytosavedollarsandsendthembacktotheircountry,neverwantingtobeapartofthissociety?”Needlesstosay,ItriedtotellhimIwasnotoneof“thosepeople.”Thenhetoldmethemeetingwasover,andIleft.AsIhadexpected,mysonlearnedtospeakEnglishfluentlybeforetheschoolyearwasover.Hewentontograduatefromcollegeandgotajob,earningclosetosixfigures.Hetravelswidelyandleadsawell-adjusted,contentedlife.Andhehasbenefitedfrombeingbilingual(雙語(yǔ)的).Speakingmorethanonelanguageallowspeopletocommunicatewithothers;itteachespeopleaboutotherculturesandotherplaces—somethingverybasicandobviouslylackinginthe“educator”ImetinNewJersey.60.Thistextislikelytobeselectedfromabookof_________.A.medicineB.educationC.geographyD.historySample5About30yearsago,IleftCubafortheUnitedStateswithmyson.AftergettingsettledfinallyinBrunswick,NewJersey,Ienrolledmysoninkindergarten.Severalweekslater,myson’steacheraskedmetomeethimathisoffice.Intheteacher’soffice,andexchangeofgreetingswasfollowedbyhisquestions:“Isyoursonmentallyretarded？Doeshesufferfromanykindofmentaldisability?”WashetalkingaboutmywonderfulScola?NO,no,itcan’tbe.Whatahelpless,lonelymoment!ItoldhimthatScolawasaquiet,sweetlittleboy,instead.Iaskedhimwhyhewasaskingmeallthesequestions.Mysoncouldnotfollowtheteacher’sdirections,hetoldme,andthus,Scolawasdisruptingtheclass.Didn’theknowmysondidnotspeakEnglishyet?Hewasangry;“Whyhasn’tyoursonbeentaughttospeakEnglish?Don’tyouspeakEnglishathome?”No,Ididn’tspeakEnglishathome,Ireplied.IwassuremysonwouldlearnEnglishinacoupleofmonths,andIdidn’twanthimtoforgethisnativelanguage.Well,wronganswer!WhatkindofpersonwouldnotspeakinEnglishtohersonathomeandatalltime?“Areyouoneofthosepeoplewhocometothiscountrytosavedollarsandsendthembacktotheircountry,neverwantingtobeapartofthissociety?”Needlesstosay,ItriedtotellhimIwasnotoneof“thosepeople.”Thenhetoldmethemeetingwasover,andIleft.AsIhadexpected,mysonlearnedtospeakEnglishfluentlybeforetheschoolyearwasover.Hewentontograduatefromcollegeandgotajob,earningclosetosixfigures.Hetravelswidelyandleadsawell-adjusted,contentedlife.Andhehasbenefitedfrombeingbilingual(雙語(yǔ)的).Speakingmorethanonelanguageallowspeopletocommunicatewithothers;itteachespeopleaboutotherculturesandotherplaces—somethingverybasicandobviouslylackinginthe“educator”ImetinNewJersey.60.Thistextislikelytobeselectedfromabookof_________.A.medicineB.educationC.geographyD.history上下文推斷類(lèi)Sciencehasalotofuses.Itcanuncoverlawsofnature,curediseases,makebombs,andhelpbridgestostandup.Indeedscienceissogoodatwhatitdoesthatthere'salwaysatemptationtodragitintoproblemswhereitmaynotbehelpful.DavidBrooks,authorofTheSocialAnimal:TheHiddenSourcesofLove,Character,andAchievement,appearstobethelatestinalonglineofwriterswhohavefailedtoresistthetemptation.Brooksgainedfameforseveralbooks.HislatestbookTheSocialAnimal,however,ismoreambitiousandseriousthanhisearlierbooks.Itisanattempttodealwithasetofweightytopics.Thebookfocusesonbigquestions:Whathassciencerevealedabouthumannature?Whatarethesourcesofcharacter?Andwhyaresomepeoplehappyandsuccessfulwhileothersaren't?Toanswerthesequestions,Brookssurveysawiderangeofdisciplines.Consideringthis,youmightexpectthebooktobeadryrecitationoffacts.ButBrookshasstructuredhisbookinanunorthodox,andperhapsunfortunate,way.Insteadofintroducingscientifictheories,hetellsastory,withinwhichhetriestomakehispoints,perhapsinordertokeepthereader'sattention.SoasHaroldandErica,theheroandheroineinhisstory,livethroughchildhood,wehearaboutthescienceofchilddevelopmentandastheybegintodatewehearaboutthetheoryofsexualattraction.Brookscarriesthisthroughtothedeathofoneofhischaracters.Onthewhole,Brooks'storyisacceptableifuninspired.Asonewouldexpect,hiswritingismostlyclearand,tobefair,somechaptersstandoutabovetherest.Ienjoyed,forinstance,thechapterinwhichHarolddiscovershowtothinkonhisown.WhileHaroldandEricaarecertainlynotstrongormemorablecharacters,themoreseriousproblemswithTheSocialAnimallieelsewhere.TheseproblemspartlyinvolveBrooks'

attempttotranslatehistaleintoscience.4.Whatistheauthorlikelytowriteaboutafterthelastparagraph?A.Problemswiththebook.B.Brooks'lifeexperience.C.Deathofthecharacters.D.Brooks'translationskills.推測(cè)下文：根據(jù)作者的思路進(jìn)行推理，尤其最后幾句話(huà)。推測(cè)上文：關(guān)注第一段，尤其是文章開(kāi)始的幾句話(huà)。Sciencehasalotofuses.Itcanuncoverlawsofnature,curediseases,makebombs,andhelpbridgestostandup.Indeedscienceissogoodatwhatitdoesthatthere'salwaysatemptationtodragitintoproblemswhereitmaynotbehelpful.DavidBrooks,authorofTheSocialAnimal:TheHiddenSourcesofLove,Character,andAchievement,appearstobethelatestinalonglineofwriterswhohavefailedtoresistthetemptation.Brooksgainedfameforseveralbooks.HislatestbookTheSocialAnimal,however,ismoreambitiousandseriousthanhisearlierbooks.Itisanattempttodealwithasetofweightytopics.Thebookfocusesonbigquestions:Whathassciencerevealedabouthumannature?Whatarethesourcesofcharacter?Andwhyaresomepeoplehappyandsuccessfulwhileothersaren't?Toanswerthesequestions,Brookssurveysawiderangeofdisciplines.Consideringthis,youmightexpectthebooktobeadryrecitationoffacts.ButBrookshasstructuredhisbookinanunorthodox,andperhapsunfortunate,way.Insteadofintroducingscientifictheories,hetellsastory,withinwhichhetriestomakehispoints,perhapsinordertokeepthereader'sattention.SoasHaroldandErica,theheroandheroineinhisstory,livethroughchildhood,wehearaboutthescienceofchilddevelopmentandastheybegintodatewehearaboutthetheoryofsexualattraction.Brookscarriesthisthroughtothedeathofoneofhischaracters.Onthewhole,Brooks'storyisacceptableifuninspired.Asonewouldexpect,hiswritingismostlyclearand,tobefair,somechaptersstandoutabovetherest.Ienjoyed,forinstance,thechapterinwhichHarolddiscovershowtothinkonhisown.WhileHaroldandEricaarecertainlynotstrongormemorablecharacters,themoreseriousproblemswithTheSocialAnimallieelsewhere.TheseproblemspartlyinvolveBrooks'

attempttotranslatehistaleintoscience.4.Whatistheauthorlikelytowriteaboutafterthelastparagraph?A.Problemswiththebook.B.Brooks'lifeexperience.C.Deathofthecharacters.D.Brooks'translationskills.Sciencehasalotofuses.Itcanuncoverlawsofnature,curediseases,makebombs,andhelpbridgestostandup.Indeedscienceissogoodatwhatitdoesthatthere'salwaysatemptationtodragitintoproblemswhereitmaynotbehelpful.DavidBrooks,authorofTheSocialAnimal:TheHiddenSourcesofLove,Character,andAchievement,appearstobethelatestinalonglineofwriterswhohavefailedtoresistthetemptation.Brooksgainedfameforseveralbooks.HislatestbookTheSocialAnimal,however,ismoreambitiousandseriousthanhisearlierbooks.Itisanattempttodealwithasetofweightytopics.Thebookfocusesonbigquestions:Whathassciencerevealedabouthumannature?Whatarethesourcesofcharacter?Andwhyaresomepeoplehappyandsuccessfulwhileothersaren't?Toanswerthesequestions,Brookssurveysawiderangeofdisciplines.Consideringthis,youmightexpectthebooktobeadryrecitationoffacts.ButBrookshasstructuredhisbookinanunorthodox,andperhapsunfortunate,way.Insteadofintroducingscientifictheories,hetellsastory,withinwhichhetriestomakehispoints,perhapsinordertokeepthereader'sattention.SoasHaroldandErica,theheroandheroineinhisstory,livethroughchildhood,wehearaboutthescienceofchilddevelopmentandastheybegintodatewehearaboutthetheoryofsexualattraction.Brookscarriesthisthroughtothedeathofoneofhischaracters.Onthewhole,Brooks'storyisacceptableifuninspired.Asonewouldexpect,hiswritingismostlyclearand,tobefair,somechaptersstandoutabovetherest.Ienjoyed,forinstance,thechapterinwhichHarolddiscovershowtothinkonhisown.WhileHaroldandEricaarecertainlynotstrongormemorablecharacters,themoreseriousproblemswithTheSocialAnimallieelsewhere.TheseproblemspartlyinvolveBrooks'

attempttotranslatehistaleintoscience.4.Whatistheauthorlikelytowriteaboutafterthelastparagraph?A.Problemswiththebook.B.Brooks'lifeexperience.C.Deathofthecharacters.D.Brooks'translationskills.Whenearlyhumanshuntedandgatheredfood,theywerenotincontroloftheirenvironment.Theycouldonlyinteractwiththeirsurroundingsaslowerorganismsdid.Whenhumanslearnedtomakefire,however,theybecamecapableofalteringtheirenvironment.Toprovidethemselveswithfueltheystrippedbarkfromtrees,causingthetreestodie.Clearingswereburnedinforeststoincreasethegrowthofgrassandtoprovideagreatergrazingareaforthewildanimalsthathumansfedupon.Thisdevelopmentledtofarmingandthedomesticationofanimals.Firealsoprovidedthemeansforcookingplantswhichhadpreviouslybeeninedible.Onlywhentheprocessofmeetingthebasicneedforfoodreachedacertainlevelofsophisticationwasitpossibleforhumanstofollowotherpursuitssuchasthefoundingofcities.3.Theparagraphfollowingthispassagewouldmostlikelybeabout_________firehuntingfarmingurbanizationWhenearlyhumanshuntedandgatheredfood,theywerenotincontroloftheirenvironment.Theycouldonlyinteractwiththeirsurroundingsaslowerorganismsdid.Whenhumanslearnedtomakefire,however,theybecamecapableofalteringtheirenvironment.Toprovidethemselveswithfueltheystrippedbarkfromtrees,causingthetreestodie.Clearingswereburnedinforeststoincreasethegrowthofgrassandtoprovideagreatergrazingareaforthewildanimalsthathumansfedupon.Thisdevelopmentledtofarmingandthedomesticationofanimals.Firealsoprovidedthemeansforcookingplantswhichhadpreviouslybeeninedible.Onlywhentheprocessofmeetingthebasicneedforfoodreachedacertainlevelofsophisticationwasitpossibleforhumanstofollowotherpursuitssuchasthefoundingofcities.3.Theparagraphfollowingthispassagewouldmostlikelybeabout_________firehuntingfarmingurbanizationPassage1Passage1Imaginationandfantasycanplayanimportantroleinachievingthethingswefear.Childrenknowthisverywell.FredEpstein,inhisbookIfIMakeIttoFive,tellsastoryheheardfromoneoffriendsaboutTom,afour-year-oldboywithacancerinhisbackbone.Hecamethroughseveraloperationsandalotofpainbymasteringhisimagination.Tomlovedtopretend,andheparticularlylovedtoplaysuperheroes.DrEpsteinexplainedthatitwasactuallyabrilliantwayforhisyoungmindtohandletheterrifyingandpainfullifeheled.Thedaybeforehisthirdtriptotheoperatingroom,Tomwasterriblyafraid.“MaybeIcouldgoasSuperman,”hewhisperedtohismom.Hearingthis,themotherhesitatedforawhile.Shehadavoidedbuyingtheexpensivecostume(戲裝),butfinallysheagreed.ThenextdayTomappearedasthepowerfulSuperman,showingoffthroughthehospitalhallsandcoollywavinghishandtothepeoplegreetinghimalongtheway.AndTom,withthestrengthofhisfantasy,successfullymadeitthroughtheoperation.Thepowerofimaginationneednotbereservedforchildrenonly.Weallhavethepowertouseourfantasiestoattemptthingsweneverthoughtpossible,togothroughthosethingsthatseemimpossible,andtoachievewhatweneverbelievedwecould.JustasDr.Epsteinputsit,“Ifyoucandreamit,youcandoit.”Itdoesn’tmeanthatyoushoulddressasasuperheroforyounextjobinterview.But,nexttimeyouaretextedinawaythatseemsimpossible,imaginewhatitwouldtaketoovercomeit.Becomethepersonyouneedtobecometowinoveryourchallengeanddoitinyourmindfirst.So,letyourimaginationrunwild,anddaretodream.27.WhatcanbeinferredaboutTom'smother?A.Shewasarichlady. B.SherefusedTom'srequest.C.ShewantedTomtobeasuperhero.D.ShewantedtogetTomthroughthepainSample1Imaginationandfantasycanplayanimportantroleinachievingthethingswefear.Childrenknowthisverywell.FredEpstein,inhisbookIfIMakeIttoFive,tellsastoryheheardfromoneoffriendsaboutTom,afour-year-oldboywithacancerinhisbackbone.Hecamethroughseveraloperationsandalotofpainbymasteringhisimagination.Tomlovedtopretend,andheparticularlylovedtoplaysuperheroes.DrEpsteinexplainedthatitwasactuallyabrilliantwayforhisyoungmindtohandletheterrifyingandpainfullifeheled.Thedaybeforehisthirdtriptotheoperatingroom,Tomwasterriblyafraid.“MaybeIcouldgoasSuperman,”hewhisperedtohismom.Hearingthis,themotherhesitatedforawhile.Shehadavoidedbuyingtheexpensivecostume(戲裝),butfinallysheagreed.ThenextdayTomappearedasthepowerfulSuperman,showingoffthroughthehospitalhallsandcoollywavinghishandtothepeoplegreetinghimalongtheway.AndTom,withthestrengthofhisfantasy,successfullymadeitthroughtheoperation.Thepo