英語考試中的“閱讀理解”部分，在內(nèi)容上，知識性強(qiáng)，學(xué)術(shù)性強(qiáng)；在語言上，高階詞匯較多，長難句多，語言表達(dá)精準(zhǔn)，有較多抽象概念?？傮w而言，是諸多題型中較難的一種。
該題型大致分為以下幾種類型：主旨題、細(xì)節(jié)題、詞匯題、語篇題等。主旨題主要考察讀者是否掌握全文或段落大意，或者作者對該主題的態(tài)度傾向性。細(xì)節(jié)題主要考察讀者對具體信息的搜索能力，以及對具體字、詞、句的理解能力。詞匯題一般是考察讀者通過上下文猜詞義的能力。該題型考察的并不是詞匯量（考察的詞匯基本都是超綱詞），而是閱讀能力。語篇題是閱讀理解中最難的一種題型，通?？疾斓氖蔷C合閱讀能力。考生既要掌握全文主旨，段落之間的邏輯關(guān)系，還要看懂作者的論證方法、過程，才能找對答案。
Reading skill: Reading fr main ideas
主旨題主要考察考生通過閱讀獲取語篇中心思想的能力，以及辨別主要信息和次要信息的能力。要求考生從文章的字里行間提取、總結(jié)全文或文內(nèi)某一部分/段落的大意、概括文章中的中心思想。
此類題目的題干通常表述為“What is the passage/paragraph mainly abut?”、“What is the best title fr the passage?”、“What is the authr’s attitude t…?”、“What can yu infer frm the passage/paragraph?”等，涉及文章主旨、段落大意、文章標(biāo)題、寫作目的、作者態(tài)度等方面的內(nèi)容。
Passage 1
Demgraphic data frm exit plls indicated the 2016 electrate was fundamentally different frm thse f the past tw decades. Natinwide, rural vters make up less than 20 percent f the electrate. Yet in this electin, unusually high numbers f white, wrking-class rural vters turned ut in the Rust Belt and Midwest, upending Hillary Clintn's perceived "firewall" f Michigan, Wiscnsin, and Pennsylvania in favr f Trump.
Much has been made f the lw educatinal attainment f rural Trump supprters. Many even view it as the surce f supprt fr Trump. Educatin, as a result, has been tuted as the slutin t perceptins f an uninfrmed citizenry by many wh lk t public schling as the great hpe f ur cuntry. Frm their perspective, educatin is an pprtunity t invite yung peple t cherish the values and skills that will make a demcracy thrive, including an appreciatin f diversity, the ability t listen, the vcabulary t articulate ne's wn viewpint, and the cnfidence t vice ne's pinin.
Hwever, we argue the exit plls frm the electin implicate educatin as part f a prblem in ur divided cuntry. In shrt, the results demnstrate evidence f a cuntry uninterested in addressing the fundamental c-ptatin f schling in rural America in the service f the glbal ecnmy, rather than in building lcal capacity and well-being.
The result is that instead f prviding a pathway fr yuths t g ut f their cmmunities and ptentially return with a knwledge base f new experiences, rural public schls have simply becme engines f exdus, educating students fr labr markets and cmmunities lcated elsewhere.
Therein lies the paradx. One might argue that if schls can prvide cllege and career readiness fr all—the rallying cry f cntemprary educatinal refrm—then the rural student can be prepared fr whatever pprtunities are available in ur changing glbal ecnmy. But fewer and fewer f thse pprtunities are lcated in rural places. And the pprtunities that d exist in rural places may nt require any educatin at all.
And yet, there are slutins, beginning with greater attentin t and investment in rural America. Many researchers in rural educatin argue that rural schls themselves can be drivers f ecnmic develpment. Entrepreneurial thinking by educatinal leaders at the state, schl, and district levels can lead t greater pprtunities fr schls and cmmunities t cllabrate n attracting families, retling lcal ecnmies, and prviding needed skills develpment t cmmunity members. Citizenship educatin in rural places must teach rural yuths t share their vices utside f the vting bth and speak back t plicymakers t willing t verlk the ways in which rural cmmunities have been shrt-changed fr decades. The gegraphic distributin f educatinal pprtunity remains inequitable—and the great lessn f this electin is that we cannt affrd t ignre these realities anymre.
Which ne f the fllwing is the best title ?
A. Hw Educatin Is Failing Rural America？
B. Rural brain drain.
C. Rural public schls becming engines f exdus.
D. Lw educatinal attainment f rural Trump supprters.
2. In what way was this 2016 electin different frm thse in the past?
A. Trump was elected president.
B. Hillary Clintn perceived Michigan, Wiscnsin, and Pennsylvania "firewall".
C. Higher percent f rural electrate vted.
D. Exit plls were different.
3. Accrding t the authr, what ‘s the prblem with educatin?
A. Educatin in rural America nly aims t serve glbal ecnmy.
B. Rural public schls are nt able t send peple t cllege.
C. Undereducated peple are always white wrking class in the Rust Belt.
D. Yung peple g ut fr higher educatin and did nt return.
4. What des electrate mean in paragraph 1?
A. electin
B. vters
C. supprters
D. schl kids
5. Which ne f the fllwings is NOT true abut the slutin t the educatin prblem?
A. Rural schls can be a driving frce f lcal ecnmy.
B. yung peple shuld understand the way f living with thers.
C. Schls and cmmunities shuld wrk tgether, educating yung peple t cmmunicating with plicymakers.
D. We shuld realize educatin is still inequitable in different areas.
Passage 2
The use f virtual curses amng K-12 students has grwn rapidly in recent years. Flrida, fr example, requires all high schl students t take at least ne nline curse. Online learning can take a number f different frms. Often peple think f Massive Open Online Curses, r MOOCs, where thusands f students watch a vide nline and fill ut questinnaires r take exams based n thse lectures.
Mst nline curses, hwever, particularly thse serving K-12 students, have a frmat much mre similar t in-persn curses. The teacher helps t run virtual discussin amng the students, assigns hmewrk, and fllws up with individual students. Smetimes these curses are synchrnus (teachers and students all meet at the same time) and smetimes they are asynchrnus (nn-cncurrent). In bth cases, the teacher is suppsed t prvide pprtunities fr students t engage thughtfully with subject matter, and students, in mst cases, are required t interact with each ther virtually.
In cmparisns f nline and in-persn classes, hwever, nline classes aren’t as effective as in-persn classes fr mst students. Only a little research has assessed the effects f nline lessns fr elementary and high schl students, and even less has used the “gld standard” methd f cmparing the results fr students assigned randmly t nline r in-persn curses. Jessica Heppen and clleagues at the American Institutes fr Research and the University f Chicag Cnsrtium n Schl Research randmly assigned students wh had failed secnd semester Algebra I t either face-t-face r nline credit recvery curses ver the summer. Students’ credit-recvery success rates and algebra test scres were lwer in the nline setting. Students assigned t the nline ptin als rated their class as mre difficult than did their peers assigned t the face-t-face ptin. Mst f the research n nline curses fr K-12 students has used large-scale administrative data, lking at therwise similar students in the tw settings. I did ne with clleagues lking at Flrida public schl cursewrk. This study fund evidence that nline curse taking was less effective.
It is nt surprising that in-persn curses are, n average, mre effective. Being in persn with teachers and ther students creates scial pressures and benefits that can help mtivate students t engage. Sme students d as well in nline curses as in in-persn curses, sme may actually d better, but, n average, students d wrse in the nline setting, and this is particularly true fr students with weaker academic backgrunds. Students wh struggle in in-persn classes are likely t struggle even mre nline. While the research n virtual schls in K-12 educatin desn’t address these differences directly, a study f cllege students that I wrked n with Stanfrd clleagues fund very little difference in learning fr high-perfrming students in the nline and in-persn settings.
Just like in brick-and-mrtar classrms, nline curses need a strng curriculum and strng pedaggical practices. Teachers need t understand what students knw and what they dn’t knw, as well as hw t help them learn new material. What is different in the nline setting is that students may have mre distractins and less versight, which can reduce their mtivatin. The teacher will need t set nrms fr engagement—such as requiring students t regularly ask questins and respnd t their peers—that are different than the nrms in the in-persn setting.
1. Online curses are similar t ffline nes in many ways except that____.
A. students need t participate in discussins.
B. they culd be bth asynchrnus.
C. teachers are suppsed t attract students’ attentin.
D. students need t finish hmewrk.
2. Why des the authr mentin Jessica Heppen?
A. Because she is a famus university prfessr and educatin researcher.
B. Because her research used large-scale data.
C. Because the students in her research reprted nline curses are difficult t fllw.
D. Because her research is the evidence that nline curses may be less effective than the ffline nes.
3. What can yu infer frm the text?
A. The mde f teaching exerts little influence n high-perfrming students.
B. Average students perfrm the same in nline curses as in in-persn curses.
C. Students wh struggle in ffline classes dn’t struggle in nline nes.
D. High-perfrmance students perfrm better in nline curses.
4. What culd be the meaning f brick-and-mrtar?
A. virtual
B. physical
C. strng
D. interactive
5. Which f the fllwings is NOT mentined in the text?
A. Online teaching will replace in-schl lessns ne day.
B. In the nline setting, students may have mre distractins and less versight, which can make students less mtivated.
C. Students wh struggle will likely struggle mre nline.
D. nline teaching shares much in cmmn with in-persn classes in curriculum and teaching methds.
Passage 1
【答案解析】
1.答案：A。這是一個主旨題。需要把握全文脈絡(luò)，了解作者態(tài)度，才能選出最佳答案。從第一段得知，2016年大選選民人口組成和以往不同。第二段大意是，Trump支持者多來自農(nóng)村，受教育少。很多人認(rèn)為，在這些地區(qū)教育工作做的夠多了。第三段中hwever表明強(qiáng)轉(zhuǎn)折，后面往往是作者的主要觀點(diǎn)，即作者認(rèn)為投票結(jié)果恰恰反映在分裂的美國，教育是一個問題。第四段、第五段分析了主要原因，即農(nóng)村公立學(xué)校提供了上大學(xué)的機(jī)會，但是農(nóng)村沒有就業(yè)機(jī)會，導(dǎo)致人才外流。第六段提出了幾個解決方案。對照以上6段大意，只有A最恰當(dāng)。B只提到人才外流，但本文主題是“教育”，沒有主題詞的標(biāo)題顯然不是好的標(biāo)題。C指公立學(xué)校成了人才外流發(fā)動機(jī)。意思和B雷同。D是說Trump支持者教育水平低。都沒有很好反映文章全貌。
2.答案：C。本題是細(xì)節(jié)題。先在題干中確定關(guān)鍵詞2016，再回到文中找關(guān)鍵詞第一次出現(xiàn)的地方為第一段第一句。這句是主題句，意為：想要了解選民到底有哪些不同，要再往后看兩句。這兩句的重點(diǎn)在yet這個轉(zhuǎn)折詞后面的意思，即本次最大的區(qū)別就是high numbers f white, wrking-class rural vters…upending Hillary…，意為：……有大量白人、藍(lán)領(lǐng)工人、來自農(nóng)村的選民……最后戰(zhàn)勝希拉里……。所以C為最佳答案。
3.答案：D。本題的題目是：文中提到的教育問題是什么。本文第三、四、五段闡述的，就是這個問題。第三段hwever后面的句子要格外注意，一般是作者觀點(diǎn)。這句是主題句，作者認(rèn)為從選舉能看出來教育出了問題。In shrt就是簡要解釋一下具體問題是什么，即美國不重視農(nóng)村教育與發(fā)展全球經(jīng)濟(jì)的合作關(guān)系，不重視當(dāng)?shù)亟?jīng)濟(jì)發(fā)展和擴(kuò)大就業(yè)。第四段、第五段為具體表現(xiàn)，比如年輕人去外地讀大學(xué)，不回來建設(shè)家鄉(xiāng)；即便回來，也沒有更好的崗位；現(xiàn)有的就業(yè)崗位不需要高學(xué)歷等等。因此D為最佳答案。
4.答案：B。這是一個根據(jù)上下文猜詞義的題目。根據(jù)拼寫能辨認(rèn)出electrate與electin是同根詞，因此它應(yīng)該與“選舉”有關(guān)。該詞出現(xiàn)在第一段第一句、第二句和第三句都是第一句的論據(jù)，主語都是vters。因此，可以推斷這三句主題都在說vters，所以答案是B。
5.答案：B。從題干可以選擇slutin作為關(guān)鍵詞。Slutin是第六段的主要內(nèi)容。A是第六段第二句的paraphrase。C與Citizenship educatin in rural places must teach rural yuths t share their vices utside f the vting bth and speak back t plicymakers… 這句意思相同。D 對標(biāo)The gegraphic distributin f educatinal pprtunity remains inequitable。
Passage 2
【答案解析】
1. 答案：B。本題是細(xì)節(jié)題。題目為：關(guān)于兩種教學(xué)方式的相似之處的描述，哪一個選項不對。題干中similar可以確定為關(guān)鍵詞，帶著關(guān)鍵詞在原文找答案，可以發(fā)現(xiàn)，similar出現(xiàn)第二段。第三句是Smetimes these curses are synchrnus and smetimes they are asynchrnus，因此可以判定B是正確答案。
2. 答案：D。本題是細(xì)節(jié)題。題干中可以選定人名Jessica Heppen作為關(guān)鍵詞，因為人名在原文中最容易識別。該名在第三段中出現(xiàn)。根據(jù)本段主題句，可以判定，作者主要觀點(diǎn)是，線上教學(xué)沒有線下效果好。理論上，主題句之后的句子都是論據(jù)。實(shí)際觀察一下，這個研究結(jié)果就是論據(jù)，證明線上教學(xué)成績較低。正確答案是D。
3. 答案：A。瀏覽一下選項可知，本題討論的是成績不同的學(xué)生受教學(xué)方式影響程度如何。這個問題是集中在第四段討論的。本段觀點(diǎn)為，總體上講，線上成績不如線下成績，但因人而異，和學(xué)生本身成績有關(guān)。成績差的，線上更差；成績好的，線上成績變化不大。因此正確答案為A。
4. 答案：B。本題為根據(jù)上下文猜詞義。該詞出現(xiàn)在第五段第一句。全文主題是線上教學(xué)vs線下教學(xué)，第五段也不例外。句子主語是nline curses，顯然brick-and-mrtar classrms就是ffline classrms。因此，B最合適，字面意思是“磚和灰漿”，喻意為“現(xiàn)實(shí)存在的”。
5. 答案：A。本題是細(xì)節(jié)題，需要找出文中未涉及的選項。B討論的是在線教學(xué)的不足，在第五段討論了。C是講學(xué)習(xí)成績和教學(xué)方式的關(guān)系，在第四段討論了。D是兩種教學(xué)方式的相似之處，在第二段討論。只有A沒有提及。因此答案為A。

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