1、 考點分類練(五)推理判斷題隱含信息類A(2021山東濰坊一模)To improve a high schoolers chance of getting into a top university, the summer programmes allow young students to explore fields of interest and get a taste of college life. Telluride Association Summer Programme (TASP)TASP is a six-week programme allowing high schoo

2、l freshmen from around the world to grow their sense of interpersonal awareness and community responsibility. Its completely free, including the cost of tuition, books and even travel. Minority Introduction to Engineering and Science (MITES)The aim of this week-long programme is that all US high sch

3、ool students can develop the skills necessary for future job in engineering while learning about the value and reward of acquiring advanced technical degrees. MITES is free except for the transportation. Clark Scholar Programme (CSP)High school students coming from across the globe are offered the u

4、nique opportunity to gain hands-on research experience in mathematics field while working with teaching staff over four intense weeks. Everything is free for chosen applicants except for their meals. JCampThe seven-week one brings high school freshmen and sophomores from various backgrounds together

5、 for participating in sessions and workshops led by notable journalists where students can get hands-on training in journalism. JCamp is free if selectedparticipants only need to pay for the board. 1.What can be expected of MITES? A.It is accessible to worldwide students. B.It lays a foundation for

6、career prospects. C.It makes no extra charge for transportation. D.It awards students advanced technical degrees. 2.Which programme is suitable for a UK high schooler with up to 5 spare weeks? A.TASP. B.MITES. C.CSP. D.JCamp. 3.What is the shared goal of the programmes? A.To seek for one-on-one inst

7、ruction. B.To develop a sense of social duty. C.To get participants better prepared for college. D.To advertise some majors of the top universities. B(2021山東濟南高考診斷性測試)Most teenagers are still trying to find their passion and purposes in life. However, not Gitanjali Rao. The girl has been coming up w

8、ith innovative solutions to worldwide problems since she was ten. It is, therefore, not surprising that the teenager has won the honour of “Americas Top Young Scientist”. In the third grade, Rao was inspired to build a device after witnessing the shocking story unfold in Flint, Michigan, where cost-

9、cutting measures led to the use of a polluted river as the citys primary water supply and incredibly high levels of lead made its way into peoples drinking water. After two months research, Rao designed a small and portable device that used sensors to instantly detect lead in water. Called Tethys, i

10、t attaches to a cell phone and informs the residents via an app if their drinking water contains lead. The design earned her the 3M Young Scientist Challenge in 2017. She is currently working with scientists and medical professionals to test Tethys potential and hopes the device will be ready for co

11、mmercial use in the near future. Later, Rao took on another social issuedrug addiction. Her app, called Epione, which won a prize in May 2019, is designed to catch drug addiction in young adults before its too late. More recently, the teenager has developed an app named Kindly, which uses artificial

12、 intelligence technology to detect possible signs of cyberbullying(網(wǎng)絡(luò)欺凌). When users type in a word or phrase, Kindly is able to pick it up if its bullying, and then it gives the option to edit it or send it the way it is. It gives them the chance to rethink what they are saying so that they know wh

13、at to do next time. 4.What gave Rao the idea of inventing the device Tethys? A.The incident of lead pollution. B.The issue with drug addiction. C.The shortage of water supplies. D.The high cost of purifying water. 5.What will Kindly allow users to do? A.Receive pre-warning signals of threat. B.Input

14、 words into a computer automatically. C.Choose from secure social networking sites. D.Weigh their words before posting them online. 6.Which of the following can best describe Gitanjali Rao as a young scientist? A.Ambitious and humble. B.Optimistic and adventurous. C.Talkative and outstanding. D.Crea

15、tive and productive. C(2021山西太原高三二模)Some time ago, in my class I was about to fail a student for his answer to a physics question when the student claimed he deserved a better score. “Show how it is possible to determine the height of a tall building with the aid of a barometer(氣壓計).” The student ha

16、d answered, “Take the barometer to the top of the building, attach a long rope to it, lower the barometer to the street, and then bring it up, measuring the length of the rope. The length of the rope is the height of the building.”I argued that a high grade should prove his competence in physics, bu

17、t the answer did not confirm this. I suggested that the student have another try. Immediately, he worked out his answer: A second best way is to take the barometer to the top of the building. Drop the barometer, timing its fall with a stopwatch. Then, use the formula to calculate the height of the b

18、uilding. I was shocked by his answer. His method gave me not only a broken barometer but a U-turn in my teaching philosophy. I gave him full marks. On his leaving my office, I recalled that he suggested there could be a better answer. So I asked him what it was. “Oh, yes,” said the student.“There ar

19、e many ways. Probably the best,” he said, “is to take the barometer to the basement and ask the superintendent(管理人). You speak to him as follows: Mr Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give it to you.”At this point, I asked the student if

20、he really did not know the conventional answer to this question. He admitted that he did, but said that he was fed up with high school instructors trying to teach him how to think, and to use the so-called “scientific method”. He just wanted to solve the problem in a practical manner, not just answe

21、r the question in an expected way. Hearing this, I really had nothing to do but give the boy a firm handshake, feeling thankful that I hadnt failed him in the first place.7.Why did the author want to fail the student in the first place?A.The student challenged his authority. B.The students answer wa

22、s not practical. C.The student didnt show his academic ability. D.The student had a poor performance in physics class. 8.Which of the following can best describe the authors new teaching philosophy?A.Without love, there is no education. B.A man becomes learned by asking questions. C.Teaching is to m

23、ake two ideas grow where only one grew before. D.You can lead your horse to the river, but you cant make it drink. 9.What made the student abandon the conventional answer?A.Lack of physics-related knowledge. B.Ignorance of the teachers expectation. C.Intention to deeply impress his teacher. D.Disapp

24、roval of existing teaching concepts. 10.What can we infer from the text?A.The superintendent was a greedy person. B.School education restricted this students thinking. C.The teacher appreciated the students answers finally. D.The examination question is a tough physics problem. 考點分類練(五)推理判斷題隱含信息類【語篇

25、導(dǎo)讀】本文是一篇應(yīng)用文。文章主要介紹了四個幫助學(xué)生為上大學(xué)做好準(zhǔn)備的暑期項目。1.B解析: 細(xì)節(jié)理解題。根據(jù)第三段的 “The aim of this week-long programme is that all US high school students can develop the skills necessary for future job in engineering while learning about the value and reward of acquiring advanced technical degrees.” 可知, MITES有望為職業(yè)前景打下基礎(chǔ)。

26、故選B項。2.C解析: 細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段的 “High school students coming from across the globe are offered the unique opportunity to gain hands-on research experience.over four intense weeks.” 可知, CSP項目適合最多有5周空閑時間的英國高中生。故選C項。3.C解析: 推理判斷題。根據(jù)第一段 “To improve a high schoolers chance of getting into a top university, the

27、 summer programmes allow young students to explore fields of interest and get a taste of college life.” 并結(jié)合文章主要介紹的四個暑期項目可知, 這些項目的共同目標(biāo)是讓參與者為上大學(xué)做好準(zhǔn)備。故選C項?！菊Z篇導(dǎo)讀】本文是一篇記敘文。青少年發(fā)明家Gitanjali Rao從10歲開始就一直在為解決世界問題而想出各種創(chuàng)新的方案, 文章主要介紹了她的三個發(fā)明及她所獲得的榮譽。4.A解析:細(xì)節(jié)理解題。根據(jù)第二段的內(nèi)容可知, 鉛污染事件使得Rao萌生了發(fā)明Tethys裝置的想法。故選A項。5.D解析:細(xì)

28、節(jié)理解題。根據(jù)最后一段的 “When users type in a word or phrase, Kindly is able to pick it up if its bullying, and then it gives the option to edit it or send it the way it is. It gives them the chance to rethink what they are saying so that they know what to do next time.” 可知, Kindly能夠讓用戶在發(fā)表自己的話語之前, 先衡量下他們的話語是否合

29、適。故選D項。6.D解析:推理判斷題。根據(jù)第二段的 “In the third grade, Rao was inspired to build a device after witnessing the shocking story unfold in Flint, Michigan.” 可知, Rao是富有創(chuàng)造力的; 再根據(jù)她發(fā)明的Tethys、 Epione以及 Kindly并結(jié)合第一段的 “The girl has been coming up with innovative solutions to worldwide problems since she was ten.” 可知, 她是一位多產(chǎn)的發(fā)明家。故選D項?！菊Z篇導(dǎo)讀】本文是一篇記敘文。作者是一名老師, 前段時間