同等學(xué)力閱讀理解沖刺6篇.doc

2012同等學(xué)力英語(yǔ)閱讀理解沖刺試題（一）Learning disabilities are very common. They affect perhaps 10 percent of all children. Four times as many boys as girls have learning disabilities.Since about 1970，new research has helped brain scientists understand these problems better. Scientists now know there are many different kinds of learning disabilities and that they are caused by many different things. There is no longer any question that all learning disabilities result from differences in the way the brain is organized.You cannot look at a child and tell if he or she has a learning disability. There is no outward sign of the disorder. So some researchers began looking at the brain itself to learn what might be wrong.In one study，researchers examined the brain of a learning-disabled person，who had died in an accident. They found two unusual things. One involved cells in the left side of the brain，which control language. These cells normally are white. In the learning-disabled person，however，these cells were gray. The researchers also found that many of the nerve cells were not in a line the way they should have been. The nerve cells were mixed together.The study was carried out under the guidance of Norman Geschwind，an early expert on learning disabilities. Doctor Geschwind proposed that learning disabilities resulted mainly from problems in the left side of the brain. He believed this side of the brain failed to develop normally. Probably，he said，nerve cells there did not connect as they should. So the brain was like an electrical device in which the wires were crossed.Other researchers did not examine brain tissue. Instead，they measured the brains electrical activity and made a map of the electrical signals.Frank Duffy experimented with this technique at Childrens Hospital Medical Center in Boston. Doctor Duffy found large differences in the brain activity of normal children and those with reading problems. The differences appeared throughout the brain. Doctor Duffy said his research is evidence that reading disabilities involve damage to a wide area of the brain，not just the left side.1. Scientists found that the brain cells of a learning-disabled person differ from those of a normal person in .A. structure and function B. color and functionC. size and arrangement D. color and arrangement2. Which of the following is NOT mentioned in the passage？A. Learning disabilities may result from the unknown area of the brain.B. Learning disabilities may result from damage to a wide area of the brain.C. Learning disabilities may result from abnormal organization of brain cells.D. Learning disabilities may result from problems in the left side of the brain.3. All of the following statements are true EXCEPT that .A. many factors account for learning disorderB. a learning-disabled person shows no outward signsC. reading disabilities are a common problem that affects 10 percent of the populationD. the brain activity of learning-disabled children is different from that of normal children4. Doctor Duffy believed that .A. he found the exact cause of learning disabilitiesB. the problem of learning disabilities was not limited to the left side of the brainC. the problem of learning disabilities resulted from the left side of the brainD. the problem of learning disabilities did not lie in the left side of the brain5. According to the passage we can conclude that further researches should be made .A. to investigate possible influences on brain development and organizationB. to study how children learn to read and write，and use numbersC. to help learning-disabled children to develop their intelligenceD. to explore how the left side of the brain functions in language learning 答案解析：無(wú)學(xué)習(xí)能力的現(xiàn)象非常普遍。它影響了10的兒童。無(wú)學(xué)習(xí)能力的男孩的數(shù)量是女孩的四倍。大約從1970年以來(lái)，新的研究已經(jīng)幫助腦科學(xué)家更好地探討了這一問(wèn)題。科學(xué)家現(xiàn)在了解到：有很多不同種類(lèi)的無(wú)學(xué)習(xí)能力，它們由許多不同的原因引起?？梢钥隙ǖ氖牵核械臒o(wú)學(xué)習(xí)能力都是由大腦組合在一起的不同方式導(dǎo)致的。你不可能看一眼某個(gè)兒童就說(shuō)他或她有無(wú)無(wú)學(xué)習(xí)能力癥，這種疾病沒(méi)有外在表現(xiàn)。因此，一些研究人員開(kāi)始研究大腦本身，以便了解哪個(gè)部位出了什么問(wèn)題。在一項(xiàng)研究中，研究人員檢查了一個(gè)死于意外事故的無(wú)學(xué)習(xí)能力者的大腦。他們發(fā)現(xiàn)了兩件不尋常的事情。一件是與大腦左半部的細(xì)胞有關(guān)的，這些細(xì)胞控制語(yǔ)言，這些細(xì)胞在正常情況下是白色的。然而，這個(gè)無(wú)學(xué)習(xí)能力者的細(xì)胞卻是灰色的。研究人員還發(fā)現(xiàn)，許多神經(jīng)細(xì)胞并沒(méi)有按照它們應(yīng)該的方式排成一條直線，而是交織在一起。這項(xiàng)研究是在諾爾曼蓋茨維德的指導(dǎo)下進(jìn)行的，他是一個(gè)早期研究無(wú)學(xué)習(xí)能力的專(zhuān)家。蓋茨維德醫(yī)生指出，無(wú)學(xué)習(xí)能力主要是由于大腦左半部出現(xiàn)問(wèn)題造成的。他認(rèn)為，大腦的這半部分沒(méi)有正常發(fā)育。他說(shuō)，神經(jīng)細(xì)胞沒(méi)有按照它們應(yīng)該的方式連接起來(lái)。所以，大腦就像一個(gè)線路交叉在一起的電子設(shè)備。其他研究人員沒(méi)有對(duì)腦部組織進(jìn)行研究。相反，他們檢測(cè)了腦部的電子活動(dòng)，并繪制了一幅電子信號(hào)圖。弗蘭克達(dá)菲在波士頓的兒童醫(yī)院醫(yī)學(xué)中心用這種技術(shù)進(jìn)行了試驗(yàn)。他發(fā)現(xiàn)，正常兒童與那些無(wú)學(xué)習(xí)能力的兒童的腦部活動(dòng)有很大差異。這些差異遍布大腦。達(dá)菲醫(yī)生說(shuō)，他的研究證實(shí)：無(wú)學(xué)習(xí)能力與大腦許多部位的損傷有關(guān)，而不只是與大腦的左半部有關(guān)。1. 【正確答案】D【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】科學(xué)家們發(fā)現(xiàn)，沒(méi)有學(xué)習(xí)能力的人的大腦細(xì)胞和一個(gè)正常人的大腦細(xì)胞的不同在于 。A. 結(jié)構(gòu)和功能 B. 顏色和功能C. 大小排序 D. 顏色和排序線索1：文章的第3段提到“These cells normally are white. In the learning-disabled person，however，these cells were gray.”線索2：文章的第3段提到“The researchers also found that many of the nerve cells were not in a line the way they should have been. The nerve cells were mixed together.”通過(guò)線索1和線索2的理解，我們可以判斷正確答案應(yīng)該是選項(xiàng)D.2. 【正確答案】A【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】下面哪句話是文章沒(méi)有提到的？A. 無(wú)學(xué)習(xí)能力可能是由于大腦不被人認(rèn)知的部位造成的。B. 無(wú)學(xué)習(xí)能力可能是由于大腦許多部位受到傷害造成的。C. 無(wú)學(xué)習(xí)能力可能是由于腦細(xì)胞的不正常組織造成的。D. 無(wú)學(xué)習(xí)能力可能是由于大腦左側(cè)的問(wèn)題。線索1：文章的第7段提到“that reading disabilities involve damage to a wide area of the brain，not just the left side.”表明B在原文中明確提到。線索2：文章的第3段提到“. nerve cells were mixed together.”表明選項(xiàng)C在文章中出現(xiàn)。線索3：文章的第5段提到“Doctor Geschwind proposed that learning disabilities resulted mainly from problems in the left side of the brain.”表明選項(xiàng)D在原文中明確提到。只有選項(xiàng)A在原文中沒(méi)有提到。3. 【正確答案】C【考點(diǎn)類(lèi)型】細(xì)節(jié)排除【解析過(guò)程】下面哪句是不正確的？A. 許多因素導(dǎo)致了無(wú)學(xué)習(xí)能力。B. 一個(gè)沒(méi)有學(xué)習(xí)能力的人不會(huì)向外展示信號(hào)。C. 無(wú)學(xué)習(xí)能力是一個(gè)常見(jiàn)的問(wèn)題，影響全部人口的10%。D. 沒(méi)有學(xué)習(xí)能力的孩子大腦的活動(dòng)和正常孩子的大腦活動(dòng)不同。線索：文章的第1段提到“They affect perhaps 10 percent of all children.”很清楚是占據(jù)了所有孩子的10%，所以選項(xiàng)C是錯(cuò)誤答案。A選項(xiàng)在原文的第2段“.and that they are caused by many different things.”明確提到。B選項(xiàng)在原文第3段“There is no outward sign of the disorder.”明確提到。D選項(xiàng)在原文第4段“They found two unusual things.”明確提到。4. 【正確答案】B【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】達(dá)菲醫(yī)生認(rèn)為： 。A. 他發(fā)現(xiàn)了無(wú)學(xué)習(xí)能力的確切原因B. 無(wú)學(xué)習(xí)能力的問(wèn)題并不僅僅限于大腦的左側(cè)C. 無(wú)學(xué)習(xí)能力的問(wèn)題來(lái)自于大腦的左側(cè)D. 無(wú)學(xué)習(xí)能力的問(wèn)題不位于大腦的左側(cè)線索：文章的最后一段提到“Doctor Duffy said his research is evidence that reading disabilities involve damage to a wide area of the brain，not just the left side.”表明選項(xiàng)B是正確答案。選項(xiàng)C在文章中第4段提到了，但不是達(dá)菲說(shuō)的。5. 【正確答案】A【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】根據(jù)文章，我們可以得出結(jié)論：進(jìn)一步的研究將應(yīng)該 。A. 調(diào)查可能影響大腦發(fā)展和組織的因素B. 去研究孩子們是如何學(xué)習(xí)讀書(shū)和習(xí)字，并且使用數(shù)字C. 幫助無(wú)學(xué)習(xí)能力的孩子發(fā)展他們的智力D. 去探索大腦的左半部分在語(yǔ)言學(xué)習(xí)時(shí)發(fā)揮的功能這篇短文所涉及的內(nèi)容主要是關(guān)于無(wú)學(xué)習(xí)能力的人的大腦的發(fā)展和組織結(jié)構(gòu)，所以選項(xiàng)A是正確答案。2012同等學(xué)力英語(yǔ)閱讀理解沖刺試題（二） Visual impairment（視覺(jué)障礙）carries with it a reduced or restricted ability to travel through ones physical and social environment until adequate orientation and mobility skills have been established. Because observational skills are more limited，self-control within the immediate surroundings is limited. The visually impaired person is less able to anticipate hazardous situations or obstacles to avoid.Orientation refers to the mental map one has of ones surroundings and to the relationship between self and that environment. The mental map is best generated by moving through the environment and piecing together relationships，object by object，in an organized approach. With little or no visual feedback to reinforce this mental map，a visually impaired person must rely on memory for key landmarks and other clues. Landmarks and clues enable visually impaired persons to affirm their position in Space.Mobility，on the other hand，is the ability to travel safely and efficiently from one point to another within ones physical and social environment. Good orientation skills are necessary to good mobility skills. Once visually impaired students learn to travel safely as pedestrians（行人）they also need to learn to use public transportation to become as independent as possible.To meet the expanding needs and demands of the visually impaired person，there is a sequence of instruction that begins during the preschool years and may continue after high school. Many visually impaired children lack adequate concepts regarding time and space or objects and events in their environment. During the early years much attention is focused on the development of some fundamental concepts，such as inside or outside，in front of or behind，fast or slow，movement of traffic，the variety or intersections，elevators or escalators，and so forth. These concepts are essential to safe，efficient travel through familiar and unfamiliar settings，first within buildings，then in residential neighborhoods，and finally in business communities.56. How can we increase the visually impaired persons ability to travel through his physical and social environment？A. By helping him develop adequate orientation and mobility skills.B. By teaching him to learn observational skills.C. By warning him of hazardous situations or obstacles.D. By improving his visual ability.57. The visually impaired persons position in space .A. is not determined by memory but by physical landmarks and cluesB. is located in relation to other items in his mental mapC. enables him to construct the mental mapD. reinforces the mental map of his surroundings58. Mobility skills which the visually impaired person is learning refer to the ability .A. to travel as a dependent touristB. to travel as a pedestrian and a passengerC. to travel as a pedestrian with a companyD. to travel within the safe physical and social environment59. In the passage，the author insists that .A. visually impaired children go to school for survivalB. the needs and demands of visually impaired children expandC. visually impaired children acquire the fundamental concepts for safe mobilityD. preschool children receive the instruction in the concepts of time and space or objects and events60. What is the author mainly talking about in the passage？A. Visual impairment and memory.B. The visually impaired persons physical and social environment.C. Mental development of the visually impaired person.D. Orientation and mobility of the visually impaired person.答案解析：有視覺(jué)障礙的人如果沒(méi)有掌握足夠的定位和移動(dòng)技能，他們?cè)谧匀缓蜕鐣?huì)環(huán)境中的行走能力會(huì)減弱或受到限制。因?yàn)樵谂R近的環(huán)境中的自控能力受到限制，觀察能力就更加受到限制，有視覺(jué)障礙的人不能預(yù)見(jiàn)應(yīng)該避免的危險(xiǎn)情況或障礙。定位指的是一個(gè)人根據(jù)自己周?chē)沫h(huán)境以及他自身與這一環(huán)境的關(guān)系在大腦中形成的一張腦部圖。通過(guò)在環(huán)境中移動(dòng)，將環(huán)境中各個(gè)物體之間的關(guān)系一個(gè)一個(gè)地聯(lián)系起來(lái)，就能夠最好地形成這種腦部地圖。很少或根本沒(méi)有視覺(jué)反饋來(lái)加強(qiáng)這種腦部地圖的話，有視覺(jué)障礙的人就必須依靠對(duì)關(guān)鍵性地標(biāo)的記憶和其他線索。地標(biāo)和線索使有視覺(jué)障礙的人能夠確定他的位置和空間。另外，移動(dòng)指的是一個(gè)人在自然和社會(huì)環(huán)境中安全、有效地從一點(diǎn)向另一點(diǎn)行走的能力。良好的定位技能對(duì)良好的移動(dòng)技能是必要的。一旦有視覺(jué)障礙的學(xué)生學(xué)會(huì)像行人一樣安全行走，他還需要學(xué)會(huì)使用公共交通工具，以便盡可能地獨(dú)立。為了滿足有視覺(jué)障礙者不斷增長(zhǎng)的需求，人們制訂了一系列的培訓(xùn)計(jì)劃，這種培訓(xùn)開(kāi)始于學(xué)前階段并持續(xù)到中學(xué)畢業(yè)。許多有視覺(jué)障礙的兒童對(duì)其環(huán)境中的空間或物體以及事件缺少適當(dāng)?shù)母拍?。在早期階段，培訓(xùn)的重點(diǎn)應(yīng)該放在一些基本概念的學(xué)習(xí)上，比如里或外、前或后、交通工具運(yùn)行得快或慢、線路變化或交叉路口、電梯或自動(dòng)扶梯等。這些概念對(duì)安全、有效地穿行于熟悉或不熟悉的環(huán)境至關(guān)重要，首先是有關(guān)建筑物內(nèi)的概念，然后是有關(guān)其住宅區(qū)附近的概念，最后是有關(guān)商業(yè)區(qū)的概念。56. 【正確答案】A【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】我們?nèi)绾文軒椭切┯幸曈X(jué)障礙的人提高他們?cè)谥車(chē)沫h(huán)境中的能力？A. 幫助他們發(fā)展充分的定位和移動(dòng)的技能。B. 教給他們學(xué)習(xí)觀察的技能。C. 警告他們危險(xiǎn)的環(huán)境和障礙。D. 提高他們的視覺(jué)能力。線索：文章的第1段提到“Visual impairment（視覺(jué)障礙）carries with it a reduced or restricted ability to travel through ones physical and social environment until adequate orientation and mobility skills have been established.”表明A是正確答案。選項(xiàng)B和選項(xiàng)C是問(wèn)題產(chǎn)生的原因，而不是解決該問(wèn)題的辦法。57. 【正確答案】B【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】有視覺(jué)障礙的人在空間的位置 。A. 不是被記憶力而是被身體特征和線索所決定B. 通過(guò)他腦部圖中的其他事物關(guān)系定位C. 使他能夠形成腦部圖D. 強(qiáng)化他有關(guān)周?chē)h(huán)境的腦部圖線索：文章的第2段提到“Orientation refers to the mental map one has of ones surroundings and to the relationship between self and that environment. The mental map is best generated by moving.”表明選項(xiàng)B是正確答案。選項(xiàng)A和原文的第2段“.a visually impaired person must rely on memory for key landmarks and other clues. Landmarks and clues.”相反。58. 【正確答案】D【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】有視覺(jué)障礙的人學(xué)習(xí)的移動(dòng)技能指的是 。A. 作為一個(gè)獨(dú)立旅行家旅行的技能B. 作為一個(gè)行人和乘客行走的能力C. 作為一個(gè)帶同伴的行人行走的能力D. 在安全的自然和社會(huì)環(huán)境下行走的能力線索：文章的第3段提到“Mobility，on the other hand，is the ability to travel safely and efficiently from one point to another within ones physical and social environment.”表明選項(xiàng)D是正確答案。59. 【正確答案】D【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】本文作者強(qiáng)調(diào) 。A. 有視覺(jué)障礙的孩子為了生存應(yīng)該上學(xué)B. 視覺(jué)上的需求損害了兒童的發(fā)展C. 有視覺(jué)障礙的人獲得基本的安全移動(dòng)的概念D. 學(xué)齡前的兒童應(yīng)該得到有關(guān)時(shí)間、空間或事物等概念的培訓(xùn)線索：文章的第4段提到“.These concepts are essential to safe，efficient travel through familiar and unfamiliar settings.”表明選項(xiàng)D是正確答案。60. 【正確答案】D【考點(diǎn)類(lèi)型】主旨判斷【解析過(guò)程】本文作者主要談?wù)摰氖?。A. 視覺(jué)障礙和記憶力B. 視覺(jué)障礙的人的自然和社會(huì)環(huán)境C. 視覺(jué)障礙的人的智力發(fā)展D. 有視覺(jué)障礙的人的定位和移動(dòng)從整體上看，文章討論了視覺(jué)障礙的人的方位確定和移動(dòng)。2012同等學(xué)力英語(yǔ)閱讀理解沖刺試題（三）Lateral thinking（迂回思維），first described by Edward de Bone in 1967，is just a few years older than Edwards son. You might imagine that Caspar was raised to be an adventurous thinker，but the de Bone was so famous，Caspars parents worried that any time he would say something bright at school，his teachers might snap，“Where do you get that idea from？”“We had to be careful and not overdo it.”Edward admits. Now Caspar is at Oxford-which once looked unlikely because he is also slightly dyslexic（誦讀困難）. In fact，when he was applying to Oxford，none of his school teachers thought he had a chance.“So then we did several thinking sessions,”his father says，“using my techniques and，when he went up for the exam，he did extremely well.”Soon after，Edward de Bone decided to write his latest book，“Teach Your Child How to Think”，in which he transforms the thinking skills he developed for brain-storming businessmen into informal exercises for parents and children to share.Thinking is traditionally regarded as something executed in a logical sequence，and everybody knows that children arent very logical. So isnt it an uphill battle，trying to teach them to think？“You know，”Edward de Bone says，“if you examine peoples thinking，it is quite unusual to find faults of logic. But the faults of perception are huge！Often we think ineffectively because we take too limited a view.”“Teach Your Child How to Think”offers lessons in perception improvement，of clearly seeing the implications of something you are saying and exploring the alternatives.36. What is TRUE about Caspar？A. He first described lateral thinking.B. He is often scolded by his teacher.C. He is Edwards son.D. He is an adventurous thinker.37. Caspar succeeded in applying to Oxford because .A. he used in the exam the techniques provided by his fatherB. he read the book“Teach Your Child How to think”before the examC. he was careful and often overworkedD. all of his school teachers thought he had a chance38. It can be inferred from Paragraph 2 that Edward .A. was prompted to study lateral thinking because his son was slightly dyslexicB. once taught businessmen how to think before he wrote for parents and childrenC. was likely to improve childrens logic with his bookD. gave a description of lateral thinking several years after his son was born39. According to Paragraph 3，which of the following statements expresses Edward de Bones view？A. We often think ineffectively because we take too limited a view.B. Thinking is traditionally regarded as something executed in a logical sequence.C. Everybody knows that children arent very logical.D. It is an uphill battle trying to teach children to think.40. Lateral thinking refers to the following EXCEPT .A. seeing the implications of what you are sayingB. exploring the alternatives for what you are sayingC. improving ones logic in thinkingD. improving ones perception in thinking 答案解析：“迂回思維”是在1967七年首先由愛(ài)德華德波恩進(jìn)行描述的，這種思維只比他的兒子早誕生幾年。你可能想象：卡斯泊會(huì)被培養(yǎng)成一名具有冒險(xiǎn)精神的思想家；但是，德波恩家族太有名了，卡斯泊的父母擔(dān)心：不管什么時(shí)候他在學(xué)?？赡苷f(shuō)出一些聰明的話，老師都會(huì)嚴(yán)厲地問(wèn)他，“你的這種想法是從哪得來(lái)的？”“我們不得不非常小心，以免做得過(guò)度。”愛(ài)德華承認(rèn)?，F(xiàn)在，卡斯泊在牛津大學(xué)讀書(shū)，這曾經(jīng)看上去不大可能，因?yàn)樗加休p微的誦讀困難癥。事實(shí)上，當(dāng)他申請(qǐng)報(bào)考牛津大學(xué)時(shí)，學(xué)校的老師沒(méi)有一個(gè)人認(rèn)為他有機(jī)會(huì)?！八?，我們當(dāng)時(shí)做了很多思維訓(xùn)練”，他的父親說(shuō)，“應(yīng)用我的方法，當(dāng)他去參加考試時(shí)，他發(fā)揮得非常好?！辈痪?，愛(ài)德華德波恩決定寫(xiě)他的最新的書(shū)籍 教育你的孩子如何思考。在書(shū)中，他把他開(kāi)發(fā)出來(lái)的用于培養(yǎng)足智多謀的商人的思維技巧轉(zhuǎn)化成家長(zhǎng)和孩子共同參與的非常規(guī)訓(xùn)練。傳統(tǒng)上，思維是按照一定的邏輯順序所執(zhí)行的活動(dòng)，人人都知道，孩子不太有邏輯性。因此，試圖教孩子去思考不正是一場(chǎng)艱難的戰(zhàn)斗嗎？“你知道，”愛(ài)德華德波恩說(shuō)，“如果你研究人們的思維，發(fā)現(xiàn)邏輯錯(cuò)誤是很不一般的。但是，關(guān)于概念的錯(cuò)誤卻非常多！通常我們?cè)趺此伎级紱](méi)有結(jié)果，就是因?yàn)槲覀兊囊曇笆艿较拗啤！苯逃愕暮⒆尤绾嗡伎?在提高理解力方面提供了一些課程，怎樣清楚地表達(dá)自己所說(shuō)的話的含義，怎樣找到可供選擇的辦法。36. 【正確答案】C【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】關(guān)于卡斯泊哪句屬實(shí)？A. 他首先描述了迂回思維。B. 他經(jīng)常被老師責(zé)備。C. 他是愛(ài)德華的兒子。D. 一位有冒險(xiǎn)精神的思想家。線索：文章的第1段提到“You might imagine that Caspar was raised to be an adventurous thinker，but the de Bone was so famous.”表明了他們的父子關(guān)系。選項(xiàng)A和原文不符合，原文說(shuō)的是他的父親研究迂回思維。B選項(xiàng)本文沒(méi)有提到。D選項(xiàng)也混淆了他和他父親的身份?！究键c(diǎn)提示】首題對(duì)應(yīng)首段的內(nèi)容。文章涉及N個(gè)人物的時(shí)候，注意不同人物的關(guān)系還有特征，有可能在這些點(diǎn)上出題。37. 【正確答案】A【考點(diǎn)類(lèi)型】因果關(guān)系【解析過(guò)程】卡斯泊成功地申請(qǐng)到了牛津大學(xué)，因?yàn)?。A. 他使用了父親教給他的方法B. 在考試前他讀了 教你的孩子如何思考 一書(shū)C. 他很細(xì)心并且學(xué)習(xí)努力D. 他學(xué)校的所有老師認(rèn)為他有一個(gè)機(jī)會(huì)線索：文章的第2段提到“using my techniques and，when he went up for the exam.”表明A是正確答案。B選項(xiàng)和原文的內(nèi)容不符合，是在他考試完之后，他的父親在準(zhǔn)備寫(xiě)教你的孩子如何思考 這本書(shū)。D選項(xiàng)和原文的內(nèi)容相反“none of his school teachers thought he had a chance”.【考點(diǎn)提示】注意信息之間的時(shí)間遞進(jìn)關(guān)系、因果關(guān)系、轉(zhuǎn)折關(guān)系、總結(jié)關(guān)系、補(bǔ)充關(guān)系、強(qiáng)調(diào)關(guān)系等，這些是文章的考點(diǎn)。38. 【正確答案】B【考點(diǎn)類(lèi)型】細(xì)節(jié)推斷【解析過(guò)程】從文章的第2段我們可以推論出愛(ài)德華 。A. 急于學(xué)習(xí)迂回思維因?yàn)樗暮⒆佑幸恍┱b讀障礙B. 在他為孩子和父母?jìng)儗?xiě)這本書(shū)之前曾經(jīng)教商人如何去思考C. 用他的書(shū)去提高孩子的邏輯思考能力D. 在他孩子出生幾年之后描繪了迂回思維線索：文章的第2段提到“in which he transforms the thinking skills he developed for brain-storming businessmen into informal exercises for parents and children to share.”表明B是正確答案。A選項(xiàng)和原文的內(nèi)容不符合，原文是說(shuō)“Lateral thinking（迂回思維），first described by Edward de Bone in 1967，is just a few years older than Edwards son.”早在他的孩子出生前，他就已經(jīng)學(xué)習(xí)迂回思維。【考點(diǎn)提示】推斷指的是在原文的基礎(chǔ)之上，對(duì)原文信息的再改寫(xiě)，所以不是從無(wú)到有的過(guò)程，這一點(diǎn)在解析推理題的過(guò)程中非常重要。39. 【正確答案】A【考點(diǎn)類(lèi)型】細(xì)節(jié)判斷【解析過(guò)程】根據(jù)文章的第3段，下面哪句話表達(dá)了愛(ài)德華的觀點(diǎn)？A. 因?yàn)槲覀兊挠^點(diǎn)有限所以我們經(jīng)常思考效率不高。B. 從傳統(tǒng)意義上講思考是以邏輯順序?qū)嵤┑?。C. 每個(gè)人都知道孩子不是非常具有邏輯性的。D. 試圖去教孩子符合邏輯的思考是具有挑戰(zhàn)性的。線索：文章的第3段提到“But the faults of perception are huge！ Often we think inef-fectively because we take too limited a view.”表明選項(xiàng)A是正確答案。B和C選項(xiàng)的內(nèi)容在文章中提到了，但不是愛(ài)德華的觀點(diǎn)，是一個(gè)傳統(tǒng)的觀點(diǎn)?！究键c(diǎn)提示】明確作者的觀點(diǎn)和其他專(zhuān)家的觀點(diǎn)非常重要。張冠李戴是出題老師在設(shè)計(jì)混淆選項(xiàng)時(shí)用的一種方法，所以同學(xué)們?cè)陂喿x文章的時(shí)候要非常警惕這種陷阱。40. 【正確答案】C【考點(diǎn)類(lèi)型】細(xì)節(jié)排除【解析過(guò)程】迂回思考指的是下面幾句話，除了 。A. 看到你說(shuō)的內(nèi)容的暗含意思B. 尋找你說(shuō)的內(nèi)容的可選擇說(shuō)法C. 提高人的邏輯思考能力D. 提高人的觀察力線索1：文章的第4段提到，“ .of clearly seeing the implications of something you are saying .”選項(xiàng)A在原文提到。線索2：文章的第4段提到，“.exploring the alternatives.