英语高二英语阅读理解教育文化专题训练答案及解析.docx

1、英语高二英语阅读理解教育文化专题训练答案及解析（英语）高二英语阅读理解(教育文化)专题训练答案及解析一、高中英语阅读理解教育文化类1阅读理解 By now youve probably heard about the youre not special speech, when English teacher David McCullough told graduating seniors at Wellesley High School: Do not get the idea youre anything special, because youre not. Mothers and fa

2、thers present at the ceremony 一 and a whole lot of other parents across the Internet took issue with McCulloughs ego-puncturing (伤自尊的) words. But lost in the uproar (喧嚣)was something we really should be taking to heart: our young people actually have no idea whether theyre particularly talented or a

3、ccomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, its not just privileged high-school students: we all tend to view ou

4、rselves as above average. Such inflated self-judgments have been found in study after study and its often exactly when were least competent at a given task that we rate our performance most generously, in a 2006 study published in the journal Medical Education, for example, medical students who scor

5、ed the lowest on an essay test were the most charitable in their self evaluations, while high-scoring students judged themselves much more strictly. Poor students, the authors note, lack insight into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist Davi

6、d Dunning, offers an enlightening explanation. People who are incompetent, he writes with coauthor Justin Kruger, suffer from a “dual burden: theyre not good at what they do, and their very clumsiness prevents them from recognizing how bad they are. In Dunning and Krugers study, subjects scoring at

7、the bottom on tests of logic, grammar and humor -extremely overestimated their talents. Although their test scores put them in the 12th percentile (百分位数) they guessed they were in the 62nd. What these individuals lacked (in addition 9 clear logic, proper grammar and a sense of humor) was meta cognit

8、ive skill the capacity to monitor how well theyre performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. Theres a paradox here, the authors note: The skills that lead to competence in a particular domain are often the very same skills nece

9、ssary to evaluate competence in that field? In other words, to get better at judging how well were doing at an activity, we have to get better at the activity itself. There are a couple of ways out of this double bind. First, we can learn to make honest comparisons with others. Train yourself to rec

10、ognize excellence, even when you yourself dont possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly youre doing, but just what it

11、 is that youre doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up. If we adopt these strategies and most

12、 importantly, teach them to our children they wont need parents, or a commencement (毕业典礼)speaker, to tell them that theyre special. Theyll already know that they are, or have a plan to get that way.（1）The author thinks the real problem is that . A.no requirement is set up for young people to get bet

13、terB.we always tend to consider ourselves to be privilegedC.we dont know whether our young people are talented or notD.young people dont know how to assess their abilities realistically（2）We can infer from the passage that those high-scoring students A.know how to cultivate clear logic and proper gr

14、ammarB.tend to be very competent in their high-scoring fieldsC.dont view themselves as competent because they know their limitsD.dont know how well they perform due to their strict self-judgement（3）The strategies of becoming special suggest that . A.we need internal honesty with ourselves and extern

15、al honesty from othersB.the best way to get better is to carefully study past success and failureC.through comparison with others, one will know where and when he failsD.neither parents nor a commencement speaker can tell whether one is special（4）Which can be the best title of this passage? A.Tip On

16、 Making Ourselves More SpecialB.Lets Admit That We Are Not That SpecialC.Special or Not? Teach Kids To Figure It OutD.Tell The Truth: Kids Overestimate their Talents【答案】 （1）D（2）B（3）A（4）C 【解析】【分析】本文是一篇议论文，是特殊或者不是？我们要教会孩子理解它。作者认为真正的问题是年轻人不知道如何现实地评估自己的能力。想要变得特别，我们需要对自己诚实和他人对我们的诚实。 （1）考查细节理解。根据第一段中的“But

17、 lost in the uproar （喧嚣）was something we really should be taking to heart: our young people actually have no idea whether theyre particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities”,可知作者认

18、为人们应该在喧嚣之后记住：现在的年轻人不知道他们究竟有没有天赋，其根本原因是他们不知道如何实际地评估自己的能力。故选D。 （2）考查推理判断。根据第二段中的“suffer from a “dual burden: theyre not good at what they do, and their very clumsiness prevents them from recognizing how bad they are.”得低分的学生遭受着双重负担，即他们不擅长自己所做的，并且他们的笨拙让他们无法意识到自己有多差。由此可推断，得高分的学生擅长自己所作的。故选B。 （3）考查推理判断。根据倒

19、数第二段中的“First, we can learn to make honest comparisons with others. 和Find a critic who will tell you not only how poorly youre doing, but just what it is that youre doing wrong.”可知我们要学会诚实地将自己和他人进行比较，也需要一个人将我们做的不好的，以及做错了什么如实相告。由此可推测变得特别的策略表明我们需要对自己诚实，也需要别人对我们诚实。故选A。 （4）考查主旨大意。根据最后一段“If we adopt these

20、strategies and most importantly, teach them to our children they wont need parents, or a commencement (毕业典礼)speaker, to tell them that theyre special. Theyll already know that they are, or have a plan to get that way.”可知教会了孩子文中提到的策略，孩子就可以知道他们自己是否特别，或者已经在变得特别的路上。故选C。 【点评】本题考点涉及细节理解，推理判断和主旨大意三个题型的考查，是

21、一篇教育类阅读，要求考生在捕捉细节信息的基础上，进一步根据上下文的逻辑关系，进行分析，推理，概括和归纳，从而选出正确答案。2阅读理解 Recently, people in the US education have got extremely worried because a new report has shown that American students have a maths problem. The 2015 Programme for International Student Assessment(评估)(PISA) shows maths scores in the U

22、S getting lower and no improvement in science or reading. PISA tests 15-year-olds from different countries and regions in their maths, science and reading skills. About 540,000 students from 72 countries and regions took part in the assessment in 2015. US scores in reading and science were about the

23、 same as three years ago, leaving Americans near the middle of the bigger group. But the situation in maths is much more worrying. The US average score was 470,below the OECD(经合组织) test average of 490,meaning the US was No.40 among the 72 countries and areas. It was 12 points lower than in 2012 and

24、18 points lower than in 2009. So, what is going on with American students maths skills? One reason may be that the US does not teach maths in enough depth. Students are often good at answering the first part of a problem in the United States, said Andreas Schleicher, director of education and skills

25、 at OECD. But as soon as students have to go deeper and answer the more complicated part of a problem, they have difficulties. In comparison, many high-performing countries and regions in maths teach a lot less but focus in much greater depth, especially when you look at East Asia, Japan and Singapo

26、re, according to Schleicher. Another reason may be the fact that many people in the US are unwilling to travel to foreign countries to learn better teaching practices. One of our biggest challenges in the US is that the teachers are not going out and seeing what high-performing countries do differen

27、tly, said Wendy Kopp, who started Teach for America ,in a news programme.（1）When it comes to the 2015 PISA results, people in the US education are more concerned about . A.the US average scoreB.the differences from the previous PISAC.American students performance in mathsD.American students situatio

28、n in science and reading skills（2）What can we learn from the passage? A.American students are not interested in simple maths problems.B.American students are unwilling to go abroad for further study.C.American maths teachers envy high-performing countries better teaching skills.D.American maths teac

29、hers seldom teach students how to solve complicated problems.（3）What is the main purpose of the passage? A.To inform people of American students 2015 PISA results.B.To analyse the causes of American students problems with maths.C.To stress the importance of learning maths well to America students.D.

30、To give American maths teachers some advice on how to teach maths.【答案】 （1）C（2）D（3）B 【解析】【分析】本文是一篇说明文，介绍了2015年PISA评估结果显示美国学生的数学成绩较之以前有明显下降,进而分两方面阐述了造成这一结果的原因。 （1）考查细节理解。根据第一段中的“Recently, people in the US education have got extremely worried because a new report has shown that American students have a

31、 maths problem.”可知美国的教育界人士最近非常担心的是美国学生在数学上的表现,“a new report”指的正是下文的2015年的PISA,故选C。 （2）考查细节理解。根据第四段中的“One reason may be that the US does not teach maths in enough depth.”可知美国的数学教学深度不够,导致；以及“But as soon as students have to go deeper and answer the more complicated part of a problem, they have difficul

32、ties.”美国学生在复杂问题的求解上有很大的困难。故选D。 （3）考查主旨大意。由PISA评估引出问题“what is going on with American students maths skills?”,美国学生的数学技能怎么样了?接着下文的两段分别列出了“One reason”和“Another reason”,分析了美国学生在数学上出现问题的原因,故选B。 【点评】本题考点涉及细节理解和主旨大意两个题型的考查，是一篇教育类阅读，考生需要准确掌握细节信息，并根据上下文的逻辑关系，进行概括和归纳，从而选出正确答案。3阅读理解 Parents do not owe (欠) their children a college education. If they can afford it, they can certainly send them to a good university. But they neednt