高考二輪復(fù)習(xí)英語(yǔ)試題（新高考新教材）考點(diǎn)分類(lèi)練（五）推理判斷題隱含信息類(lèi)

考點(diǎn)分類(lèi)練(五)推理判斷題——隱含信息類(lèi)A(2021·山東濰坊一模)Toimproveahighschooler’schanceofgettingintoatopuniversity,thesummerprogrammesallowyoungstudentstoexplorefieldsofinterestandgetatasteofcollegelife.TellurideAssociationSummerProgramme(TASP)TASPisasixweekprogrammeallowinghighschoolfreshmenfromaroundtheworldtogrowtheirsenseofinterpersonalawarenessandmunityresponsibility.It’spletelyfree,includingthecostoftuition,booksandeventravel.MinorityIntroductiontoEngineeringandScience(MITES)TheaimofthisweeklongprogrammeisthatallUShighschoolstudentscandeveloptheskillsnecessaryforfuturejobinengineeringwhilelearningaboutthevalueandrewardofacquiringadvancedtechnicaldegrees.MITESisfreeexceptforthetransportation.ClarkScholarProgramme(CSP)Highschoolstudentsingfromacrosstheglobeareofferedtheuniqueopportunitytogainhandsonresearchexperienceinmathematicsfieldwhileworkingwithteachingstaffoverfourintenseweeks.Everythingisfreeforchosenapplicantsexceptfortheirmeals.JCampThesevenweekonebringshighschoolfreshmenandsophomoresfromvariousbackgroundstogetherforparticipatinginsessionsandworkshopsledbynotablejournalistswherestudentscangethandsontraininginjournalism.JCampisfreeifselected—participantsonlyneedtopayfortheboard.1.WhatcanbeexpectedofMITES?A.Itisaccessibletoworldwidestudents.B.Itlaysafoundationforcareerprospects.C.Itmakesnoextrachargefortransportation.D.Itawardsstudentsadvancedtechnicaldegrees.2.WhichprogrammeissuitableforaUKhighschoolerwithupto5spareweeks?A.TASP.B.MITES.C.CSP. D.JCamp.3.Whatisthesharedgoaloftheprogrammes?A.Toseekforoneononeinstruction.B.Todevelopasenseofsocialduty.C.Togetparticipantsbetterpreparedforcollege.D.Toadvertisesomemajorsofthetopuniversities.B(2023·新高考Ⅱ卷)Turningsoil,pullingweeds,andharvestingcabbagesoundliketoughworkformiddleandhighschoolkids.Andatfirstitis,saysAbbyJaramillo,whowithanotherteacherstartedUrbanSprouts,aschoolgardenprogramatfourlowineschools.Theprogramaimstohelpstudentsdevelopscienceskills,environmentalawareness,andhealthylifestyles.Jaramillo’sstudentsliveinneighborhoodswherefreshfoodandgreenspacearenoteasytofindandfastfoodrestaurantsoutnumbergrocerystores.“Thekidsliterallyetoschoolwithbagsofsnacksandlargebottlesofsoftdrinks,”shesays.“Theyetousthinkingvegetablesareawful,dirtisawful,insectsareawful.”Thoughsomeareinitiallyscaredoftheinsectsandturnedoffbythedirt,mostareeagertotrysomethingnew.UrbanSprouts’classes,attwomiddleschoolsandtwohighschools,includehandsonexperimentssuchassoiltesting,flowerandseeddissection,tastingsoffreshordriedproduce,andworkinthegarden.Severaltimesayear,studentscookthevegetablestheygrow,andtheyoccasionallymakesaladsfortheirentireschools.Programevaluationsshowthatkidseatmorevegetablesasaresultoftheclasses.“Wehavestudentswhosaytheywenthomeandtalkedtotheirparentsandnowthey’reeatingdifferently,”Jaramillosays.Sheaddsthattheprogram’sbenefitsgobeyondnutrition.Somestudentsgetsointerestedingardeningthattheybringhomeseedstostarttheirownvegetablegardens.Besides,workinginthegardenseemstohaveacalmingeffectonJaramillo’sspecialeducationstudents,manyofwhomhaveemotionalcontrolissues.“Theygetoutside,”shesays,“andtheyfeelsuccessful.”4.WhatdoweknowaboutAbbyJaramillo?A.Sheusedtobeahealthworker.B.Shegrewupinalowinefamily.C.Sheownsafastfoodrestaurant.D.SheisaninitiatorofUrbanSprouts.5.WhatwasaproblemfacingJaramilloatthestartoftheprogram?A.Thekids’parentsdistrustedher.B.Studentshadlittletimeforherclasses.C.Somekidsdislikedgardenwork.D.Therewasnospaceforschoolgardens.6.Whichofthefollowingbestdescribestheimpactoftheprogram?A.Farreaching.B.Predictable.C.Shortlived.D.Unidentifiable.7.Whatcanbeasuitabletitleforthetext?A.RescuingSchoolGardensB.ExperiencingCountryLifeC.GrowingVegetableLoversD.ChangingLocalLandscapeCSometimeago,inmyclassIwasabouttofailastudentforhisanswertoaphysicsquestionwhenthestudentclaimedhedeservedabetterscore.“Showhowitispossibletodeterminetheheightofatallbuildingwiththeaidofabarometer(氣壓計(jì)).”Thestudenthadanswered,“Takethebarometertothetopofthebuilding,attachalongropetoit,lowerthebarometertothestreet,andthenbringitup,measuringthelengthoftherope.Thelengthoftheropeistheheightofthebuilding.”Iarguedthatahighgradeshouldprovehispetenceinphysics,buttheanswerdidnotconfirmthis.Isuggestedthatthestudenthaveanothertry.Immediately,heworkedouthisanswer:Asecondbestwayistotakethebarometertothetopofthebuilding.Dropthebarometer,timingitsfallwithastopwatch.Then,usetheformulatocalculatetheheightofthebuilding.Iwasshockedbyhisanswer.HismethodgavemenotonlyabrokenbarometerbutaUturninmyteachingphilosophy.Igavehimfullmarks.Onhisleavingmyoffice,Irecalledthathesuggestedtherecouldbeabetteranswer.SoIaskedhimwhatitwas.“Oh,yes,”saidthestudent.“Therearemanyways.Probablythebest,”hesaid,“istotakethebarometertothebasementandaskthesuperintendent(管理人).Youspeaktohimasfollows:MrSuperintendent,hereIhaveafinebarometer.Ifyoutellmetheheightofthisbuilding,Iwillgiveittoyou.”Atthispoint,Iaskedthestudentifhereallydidnotknowtheconventionalanswertothisquestion.Headmittedthathedid,butsaidthathewasfedupwithhighschoolinstructors’tryingtoteachhimhowtothink,andtousethesocalled“scientificmethod”.Hejustwantedtosolvetheprobleminapracticalmanner,notjustanswerthequestioninanexpectedway.Hearingthis,Ireallyhadnothingtodobutgivetheboyafirmhandshake,feelingthankfulthatIhadn’tfailedhiminthefirstplace.8.Whydidtheauthorwanttofailthestudentinthefirstplace?A.Thestudentchallengedhisauthority.B.Thestudent’sanswerwasnotpractical.C.Thestudentdidn’tshowhisacademicability.D.Thestudenthadapoorperformanceinphysicsclass.9.Whichofthefollowingcanbestdescribetheauthor’snewteachingphilosophy?A.Withoutlove,thereisnoeducation.B.Amanbeeslearnedbyaskingquestions.C.Teachingistomaketwoideasgrowwhereonlyonegrewbefore.D.Youcanleadyourhorsetotheriver,butyoucan’tmakeitdrink.10.Whatmadethestudentabandontheconventionalanswer?A.Lackofphysicsrelatedknowledge.B.Ignoranceoftheteacher’sexpectation.C.Intentiontodeeplyimpresshisteacher.D.Disapprovalofexistingteachingconcepts.11.Whatcanweinferfromthetext?A.Thesuperintendentwasagreedyperson.B.Schooleducationrestrictedthisstudent’sthinking.C.Theteacherappreciatedthestudent’sanswersfinally.D.Theexaminationquestionisatoughphysicsproblem.考點(diǎn)分類(lèi)練(五)推理判斷題——隱含信息類(lèi)【語(yǔ)篇導(dǎo)讀】本文是一篇應(yīng)用文。文章主要介紹了四個(gè)可幫助學(xué)生為上大學(xué)做好準(zhǔn)備的暑期項(xiàng)目。1.B解析細(xì)節(jié)理解題。根據(jù)第三段的“TheaimofthisweeklongprogrammeisthatallUShighschoolstudentscandeveloptheskillsnecessaryforfuturejobinengineeringwhilelearningaboutthevalueandrewardofacquiringadvancedtechnicaldegrees.”可知,MITES有望為職業(yè)前景打下基礎(chǔ)。故選B項(xiàng)。2.C解析細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段的“Highschoolstudentsingfromacrosstheglobeareofferedtheuniqueopportunitytogainhandsonresearchexperience...overfourintenseweeks.”可知,CSP項(xiàng)目適合最多有5周空閑時(shí)間的英國(guó)高中生。故選C項(xiàng)。3.C解析推理判斷題。根據(jù)第一段“Toimproveahighschooler’schanceofgettingintoatopuniversity,thesummerprogrammesallowyoungstudentstoexplorefieldsofinterestandgetatasteofcollegelife.”并結(jié)合文章介紹的四個(gè)暑期項(xiàng)目可知,這些項(xiàng)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(xiàng)。【語(yǔ)篇導(dǎo)讀】本文是一篇說(shuō)明文。文章主要介