2020高考英语阅读理解解题技巧专项突破六：阅读理解专题之细节理解题附答案.pdf

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1、专题专题 6 6阅读理解专题之阅读理解专题之-细节理解题细节理解题 细节理解题的考查内容主要涉及时间、地点、人物、事件、原因、结果、数字、图表等例证细节和定 义类细节。这类题目的共同特点是：答案一般都能在文章中找到。当然，答案并不一定是文章中的原 句，考生需要根据文章提供的信息自己组织语句回答问题。 【设问形式】【设问形式】 1.事实细节题：分为直接理解题和间接理解题，前者常用 who, what, which, when, where, why和how提问，或判 断正误，即是非判断题。后者需与原文信息转换，表达上与原文有差异。 常见设问形式有： 1) What can we learn fr

2、om the passage? 2) All the following are mentioned except 3) Which of the following is mentioned (not mentioned)? 4) Which of the following statements is true/right/false/wrong about? 2. 排列顺序题:常出现在记叙文和说明文中，一般按事件发生的顺序。 常见设问形式有： 1) Which of the following is the correct order of? 2）Which of the followi

3、ng shows the path of signals described in Paragraph? 3. 图文匹配题：设题形式：给出图表，根据图表提问问题。 4. 数字计算题：可直接找到相关细节，但需经过计算方可找到答案。 【考查方式】【考查方式】 阅读理解细节理解题的出题形式主要有：阅读理解细节理解题的出题形式主要有：是非判断题，同义近义（反义）转换题，例证题，定 义题，年代与数字题，比较题，原因题，条件题，排序题，图表图画题等。 细节理解题需要将题目与原文进行语境上的转换，两者存在表达上的差异，需要进行加工或整理后才能得出 结论，属于中档难度题。解此类题需要结合上下文的语境和信息进行

4、简单地概括和判断。1.事实细节题：最 基本也最常用的方法是题干定位法。一般在原文中找到相关的句子，然后进行比较和分析，就可确定答案。 2. 排列顺序题: 可采用首尾定位法， 找出第一个事件和最后一个事件，用排除法缩小范围。3. 图文匹配题 ：解答这类题时，可采用“文字锁定法”。找出描述图形中的句段，采用按图寻找答案的方法，按图索骥，图 文互相参照，互相验证。4. 数字计算题：找到相关数字并从文中准确理解换算关系，准确计算即可。 实战演练 【例题】【例题】20172017 全国全国 A A In the coming months, we are bringing together artist

5、s from all over the globe, to enjoy speaking Shakespeares plays in their language, in our Globe, within the architecture Shakespeare wrote for. Please come and join us. National Theatre Of ChinaNational Theatre Of ChinaBeijingChinese This great occasion(盛会) will be the National Theatre of Chinas fir

6、st visit to the UK. The companys productions show the new face of 21st century Chinese theatre. This productionof ShakespearesRichard III will be directed by the Nationals Associate Director, Wang Xiaoying. Date they joined the family later, arriving in the winter of 1913, after a 12-day voyage. Mar

7、k moved to New York in the autumn of 1923 and found employment in the garment trade and took up residence on the Upper West Side. It was while he was visiting someone at the Art Students League that he saw students sketching a nude model. According to him, this was the start of his life as an artist

8、. He was twenty years old and had taken some art lessons at school, so his initial experience was far from an immediate calling. In 1936, Mark Rothko began writing a book, which he never completedabout the similarities in the childrens art and the work of modern painters. The work of modernists, whi

9、ch was influenced by primitive (原始的) art, according to him, could be compared to that of children in that “Child art transforms itself into primitivism (原始主 义), which is only the child producing a mimicry ( 模仿) of himself.” However, in this same work, he said that “The fact that one usually begins w

10、ith drawing is already academic. We start with the colors.” It was not long before his multiform developed into the style he is remembered for; in 1949 Rothko exhibited these new works at the Betty Parsons Gallery. For critic Harold Rosenberg, the paintings were a revelation. After painting his firs

11、t multiform, Rothko withdrew himself to his home in East Hampton on Long Island. The discovery of his definitive form came at a period of great grief; his mother Kate died in October 1948 and it was at some point during that winter that Rothko chanced upon the striking symmetrical (对称的) rectangular

12、blocks of two to three opposing or contrasting, yet complementary colors (对称). As part of this new uniformity of artistic vision, his paintings and drawings no longer had individual titles:from this point on they were simply untitled, numbered or dated. However, to assist in distinguishing one work

13、from another, dealers would sometimes add the primary colors to the name. 4. Mark Rothkos family have experienced all of the following except. A. a separation from his fatherB. the call up of the army C. a temporary stay in RussiaD. a 12-day voyage to the United States 5. What made Mark Rothko want

14、to be an artist? A. His move to the Upper West Side. B. His visit to the Art Students League. C. His sight of the students drawing. D. His lessons took in art school. 6. Mark Rothko thought modern art share some similarities with child art because. A. they are both considered childish and academic B

15、. they are both ways of expressing primitivism C. they are both a copy of the painters themselves D. they ate both striking blocks and colors 7. Which of the following statements is true about Mark Rothkos style? A. It was inspired by Rosenberg. B. It resulted from moving to Long Island. C. It resul

16、ted from his grief. D. It evolved (develop gradually) in 1948. C A report released this month found that grouping children by ability is on the rise againteaching students in groups of similar ability has improved achievements for fast and slow learners alike and who wouldnt want bright kids to be a

17、ble to move ahead? But for most kids, labels (标签) applied early in life tend to stick, even if they are wrong. Sorting school children by ability has long been controversial. In some countries, especially in Asia, school-wide tracking (分流) remains normal. Children are tested and placed in different

18、schools that direct them toward professional or vocational careers. Movement between the tracks is rare. School-wide tracking decreased in US schools in the 1960s and 1970s. It never died out, though. Sorting students into separate tracks for math at about junior high school age continues to be comm

19、on, and other forms of tracking persist as well. Unlike tracking, which means sorting students into separate classrooms, ability grouping happens within classrooms. When done according to the latest research, it has proven to promote achievements. Ability grouping is changeable and temporary. Within

20、 classrooms, students might be divided into different learning groups dealing with materials of different levels. Any students who master concepts can move upward between groups, and the student groups might look different from subject to subject and unit to unit. For instance, a student who stands

21、out in language arts might be at an average or slower level in math. A student who flies through multiplication tables might need extra help with fractions. Students who lag in reading can be pulled out of the classroom in small groups for practice with a tutor until their reading improves. Research

22、 shows ability grouping within classes has more positive benefits than tracking. However, that must be weighed against the challenges involved. In many regular classrooms, the differences between student ability levels are very big. That presents challenges for teachers and low-performing students t

23、o constantlycompare themselves with students who seem to fly through school with ease. The rigid ability groups and tracking of the past are still with us in many schools. Likely, labels are applied with more caution than in the bad old days when some teachers gave reading groups not-so-secret code

24、names like “Bluebirds”, “Robins”, “Crows” and “Buzzards”. But kids still know. 8. Why is grouping children by ability becoming popular again? A. Because most teachers do not like slower learners. B. Because grouping children should be done early in life. C. Because it is academically beneficial to d

25、ifferent learners. D. Because fast learners can move ahead without teachers help. 9. By saying “Movement between the tracks is rare.” in paragraph 3, the writer really means. A. tracking children is normal in Asia B. school-wide tracking has decreased in US C. professional and vocational careers are

26、 unrelated D. sorted students can hardly change schools 10. The examples in paragraph 5 are used mainly to illustrate _. A. a good language learner promises to be good at math B. a student might join different groups for different courses C. ability grouping benefits gifted students more than slow o

27、nes D. ability grouping presents no challenge for those slow students 11. What might be the challenge in regular classrooms for teachers? A. Students different levels.B. Students low performance. C. Constant self-comparison. D. Application of not-so-secret code. A A 篇篇: :答案：答案：1-31-3：A C DA C D 解析：文

28、章大意本文为一则广告，意在吸引学生成为创桥艺术影院的会员。文中介绍了该影院的一些信息、 会员的待遇、申请的方式，会员的期限以及联系方式等。 1.A 细节理解题。根据文章第一段的第一句可知， 该影院是剑桥电影节的举办地，在四个选项中，剑桥电影节 是该影院举办的最著名的活动。故选A. 2.C细节理解题。根据器格中“. your card can be used from 1st October 2011 to 30th June 2012”可知，会员期限 为 9 个月。 3.D 写作意图题。本文为一则广告，主要是吸引学生成为剑桥艺术影院的会员，因此D 正确 B B 篇：【答案】篇：【答案】4. B

29、4. B5. C5. C6. B6. B7. D7. D 【解析】本文是一篇人物传记，介绍了20 世纪最伟大的画家之一马克罗斯科的生平及艺术风格。 4.细节理解题。根据第一段内容故可知，他的父亲移居美国，他和母亲临时呆在俄罗斯，后来经过 12 天航行 才到美国和父亲重聚， 根据“His father immigrated to the United States, afraid that his sons would be drafted into the Czaristarmy.”可知，他的父亲只是担心儿子们会应征加入沙皇军队，由此可知他并没有被军队召集，故B 项 正确。 5.细节理解题。根

30、据第二段中的“It was whilehe was visiting someone attheArt StudentsLeague thathe saw students sketching a nude model. According to him, this was the start of his life as an artist. ”可知，目睹学生们画画 让他开始有了当艺术家的想法，故C 项正确。 6. 细节理解题。根据第三段中的“The work of modernists, which was influenced by primitive art, could, accor

31、ding to him, be compared to that of children in that child art transforms itself into primitivism, which is only the child producing a mimicry of himself. ”可知， 他认为现代艺术与儿童艺术有相似之处是因为它们都表达了原始风格， 故 C 项正确。 7. 细节理解题。根据最后一段中的“his mother Kate died in October 1948 and it was at some point during that winter

32、that Rothko chanced upon the striking symmetrical rectangular blocks of two to three opposing or contrasting, yet complementary colors. As part of this new uniformity of artistic vision, his paintings and drawings no longer had individual titles”可知，1848 年冬天他偶然发现了两到三种对立但互补的颜色组成的引人注目的对称矩形方 块，发展了自己的视觉艺

33、术风格，故D 项正确。 C C 篇：【答案】篇：【答案】8. C8. C9. D9. D10. B10. B11. A11. A 【解析】本文属于说明文阅读，作者通过这篇文章向我们说明了如今很多学校依然根据学生的能力对他们进 行不同的分组，这虽然对他们的学习有益，但是这种分组却一直存在争议，作者在文中讨论了这样分组的好 处以及缺点。 8.细节理解题。which means sorting students into separate classrooms， ability grouping根据第五段 Unlike tracking， happens within classroomsWhen

34、done according to the latest research，it has proven to promote achievement可 知学生根据他们的能力分组再次流行是因为它在学术上对不同能力的学习者是有益的，故选C。 9.推理判断题。 根据第三段Children are tested and placed in different schools that direct them toward professional or vocational careers. Movement between the tracks is rare.可知作者说Movement betwe

35、en the tracks is rare目的是 为了告诉我们一旦把学生分到不同的学校就会很难再去改变了。故选D。 10.细节理解题，a student who stands out in language arts might be at an average or slower根据第六段 For instance， level in math. A student who flies through multiplication tables might need extra help with fractions. Students who lag in reading can be p

36、ulled out of the classroom in small groups for practice with a tutor until their reading improves所提出的例子可知一个学生可能会加入不同的小组来学习不同的课程，故选B。 11.细节理解题， the differences between student ability levels are very根据倒数第二段 In many regular classrooms， bigThat presents challenges for teachers and low-performing students to constantly compare themselves with students who seem to fly through school with ease可知教师在普通课堂上的挑战是学生能力水平之间的很大的 差异，故选 A。