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训练 1
体裁：记叙文
主题：发明创造
难度：★★★★
Lai Yucheng，14，from Changjun Furong Middle School in Changsha，Hunan，has made an achievement. He won a gold medal at the Paris International Exhibition of Inventions for his special project：an intelligent birds - protective and rodent control bait(诱饵)feeding device(装置).
Lai got the idea for his project after seeing a bird die from eating poison(毒药)meant for mice at his school. After looking it up online and reading news stories，he found that this was a common problem.
“I noticed that birds and mice are active at different times—birds during the day and mice at night，” said Lai. With this in mind，Lai made the device to be powered by photovoltaic(光伏的)energy. Photosensitive sensors(光敏传感器)control the doors，closing them during the day to protect birds and opening them at night for the mice. “This makes the device both good for the environment and use less energy，” said Lai.
Lai carefully put together and fixed his invention，trying many times to make it work perfectly. He used organic glass to create the part for the bait as well as the door that opens and closes. On the top，he made a special space for all the electronic parts. Lastly，he put the solar panel(太阳能电池板)on top to power the whole set，finishing his smart device.
Chen Shuizhang，Lai's teacher，praised his hard work and problem - solving skills. “Lai is good at finding a problem in the real world and coming up with a cool solution. He keeps trying and fixing things until they work right，and he always plans things out carefully. That's what made him stand out in this competition，” said Chen.
1. What can we learn about Lai's device?
A. It is environmentally friendly and energy - saving.
B. Lai won the first place in a national competition because of it.
C. When it catches the daylight，it will close its door to kill mice.
D. Lai decided to invent it after seeing the deaths of mice at school.
2. Which question can help readers know the main idea of Paragraph 4?
A. How to use the device?
B. What powered the device?
C. Why did Lai create the device?
D. How did Lai invent the device?
3. From the passage，we know Lai Yucheng is
A. smart and brave
B. honest and friendly
C. creative and careful
D. caring and independent
4. Where does the passage probably come from?
A. A storybook.
B. A travel guide.
C. A study report.
D. A science magazine.
体裁：记叙文
主题：发明创造
难度：★★★★
Lai Yucheng，14，from Changjun Furong Middle School in Changsha，Hunan，has made an achievement. He won a gold medal at the Paris International Exhibition of Inventions for his special project：an intelligent birds - protective and rodent control bait(诱饵)feeding device(装置).
Lai got the idea for his project after seeing a bird die from eating poison(毒药)meant for mice at his school. After looking it up online and reading news stories，he found that this was a common problem.
“I noticed that birds and mice are active at different times—birds during the day and mice at night，” said Lai. With this in mind，Lai made the device to be powered by photovoltaic(光伏的)energy. Photosensitive sensors(光敏传感器)control the doors，closing them during the day to protect birds and opening them at night for the mice. “This makes the device both good for the environment and use less energy，” said Lai.
Lai carefully put together and fixed his invention，trying many times to make it work perfectly. He used organic glass to create the part for the bait as well as the door that opens and closes. On the top，he made a special space for all the electronic parts. Lastly，he put the solar panel(太阳能电池板)on top to power the whole set，finishing his smart device.
Chen Shuizhang，Lai's teacher，praised his hard work and problem - solving skills. “Lai is good at finding a problem in the real world and coming up with a cool solution. He keeps trying and fixing things until they work right，and he always plans things out carefully. That's what made him stand out in this competition，” said Chen.
1. What can we learn about Lai's device?
A. It is environmentally friendly and energy - saving.
B. Lai won the first place in a national competition because of it.
C. When it catches the daylight，it will close its door to kill mice.
D. Lai decided to invent it after seeing the deaths of mice at school.
2. Which question can help readers know the main idea of Paragraph 4?
A. How to use the device?
B. What powered the device?
C. Why did Lai create the device?
D. How did Lai invent the device?
3. From the passage，we know Lai Yucheng is
C
.A. smart and brave
B. honest and friendly
C. creative and careful
D. caring and independent
4. Where does the passage probably come from?
A. A storybook.
B. A travel guide.
C. A study report.
D. A science magazine.
答案
专项训练
训练1【语篇解读】本文是一篇记叙文。文章主要讲述了赖禹澄发明了防鸟误食灭鼠投饵生态监测装置。
1. A 推理判断题。根据第三段“This makes the device both good for the environment and use less energy”可知防鸟误食灭鼠投饵生态监测装置环保又节能。故选A。＞＞细节推理题
2. D 段落大意题。根据第四段的内容可知，本段主要讲述了赖禹澄如何发明防鸟误食灭鼠投饵生态监测装置。故选D。
3. C 推理判断题。根据第五段“Lai is good at finding a problem in the real world and coming up with a cool solution... and he always plans things out carefully.”可知赖禹澄善于发现问题并想出解决方案，他总是仔细计划，由此可知他既有创造力又细心。故选C。＞＞观点态度题
4. D 推理判断题。结合文章内容可知，本文主要讲述了赖禹澄发明了防鸟误食灭鼠投饵生态监测装置，因此可能在科学杂志上看到这篇文章。故选D。＞＞文章出处题
训练1【语篇解读】本文是一篇记叙文。文章主要讲述了赖禹澄发明了防鸟误食灭鼠投饵生态监测装置。
1. A 推理判断题。根据第三段“This makes the device both good for the environment and use less energy”可知防鸟误食灭鼠投饵生态监测装置环保又节能。故选A。＞＞细节推理题
2. D 段落大意题。根据第四段的内容可知，本段主要讲述了赖禹澄如何发明防鸟误食灭鼠投饵生态监测装置。故选D。
3. C 推理判断题。根据第五段“Lai is good at finding a problem in the real world and coming up with a cool solution... and he always plans things out carefully.”可知赖禹澄善于发现问题并想出解决方案，他总是仔细计划，由此可知他既有创造力又细心。故选C。＞＞观点态度题
4. D 推理判断题。结合文章内容可知，本文主要讲述了赖禹澄发明了防鸟误食灭鼠投饵生态监测装置，因此可能在科学杂志上看到这篇文章。故选D。＞＞文章出处题
解析
【分析】
这是一篇围绕发明创造展开的英语记叙文阅读理解，共4道题，分别考查细节推理、段落大意、人物品质判断及文章出处。解题思路为：先通读全文把握主旨，再针对每道题的题干关键词定位原文对应段落或语句，对比选项与原文信息的匹配度，排除错误选项，得出正确答案。
【解析】
1. 细节推理题：根据第三段最后一句“This makes the device both good for the environment and use less energy”可知，该装置环保且节能，对应选项A；B选项中“national competition”与原文“Paris International Exhibition of Inventions”不符；C选项中“kill mice”错误，装置是保护鸟类，夜间开启供老鼠进入；D选项中“deaths of mice”错误，是看到鸟吃毒鼠药死亡后产生发明想法。故选A。
2. 段落大意题：第四段主要讲述赖禹澄如何组装、制作该装置的过程，选项A（如何使用）、B（动力来源）、C（发明原因）均不贴合段落核心，故选D。
3. 人物品质题：根据第五段老师的评价“Lai is good at finding a problem in the real world and coming up with a cool solution... and he always plans things out carefully”，可知他善于创新（creative）且细心（careful），对应选项C；A选项的brave、B选项的honest和friendly、D选项的independent均未体现。故选C。
4. 文章出处题：文章主要讲述中学生发明环保装置的故事，属于科技发明相关内容，最可能来自科学杂志，对应选项D；A故事书、B旅游指南、C学习报告均不符合。故选D。
【答案】
1.A 2.D 3.C 4.D
【知识点】
英语阅读理解、推理判断题、文章出处判断
【点评】
本文围绕中学生发明环保装置展开，题目类型全面，侧重考查学生定位原文信息、分析选项的能力，难度适中，符合初中英语阅读理解的考察要求。
【难度系数】
0.7
这是一篇围绕发明创造展开的英语记叙文阅读理解，共4道题，分别考查细节推理、段落大意、人物品质判断及文章出处。解题思路为：先通读全文把握主旨，再针对每道题的题干关键词定位原文对应段落或语句，对比选项与原文信息的匹配度，排除错误选项，得出正确答案。
【解析】
1. 细节推理题：根据第三段最后一句“This makes the device both good for the environment and use less energy”可知，该装置环保且节能，对应选项A；B选项中“national competition”与原文“Paris International Exhibition of Inventions”不符；C选项中“kill mice”错误，装置是保护鸟类，夜间开启供老鼠进入；D选项中“deaths of mice”错误，是看到鸟吃毒鼠药死亡后产生发明想法。故选A。
2. 段落大意题：第四段主要讲述赖禹澄如何组装、制作该装置的过程，选项A（如何使用）、B（动力来源）、C（发明原因）均不贴合段落核心，故选D。
3. 人物品质题：根据第五段老师的评价“Lai is good at finding a problem in the real world and coming up with a cool solution... and he always plans things out carefully”，可知他善于创新（creative）且细心（careful），对应选项C；A选项的brave、B选项的honest和friendly、D选项的independent均未体现。故选C。
4. 文章出处题：文章主要讲述中学生发明环保装置的故事，属于科技发明相关内容，最可能来自科学杂志，对应选项D；A故事书、B旅游指南、C学习报告均不符合。故选D。
【答案】
1.A 2.D 3.C 4.D
【知识点】
英语阅读理解、推理判断题、文章出处判断
【点评】
本文围绕中学生发明环保装置展开，题目类型全面，侧重考查学生定位原文信息、分析选项的能力，难度适中，符合初中英语阅读理解的考察要求。
【难度系数】
0.7
训练 2
体裁：夹叙夹议文
主题：学习策略
难度：★★★★★
新素养·学习能力Growing up，I always took notes in class by hand. I would copy everything from the blackboard or slide while listening to the teacher. When I entered college，I noticed that many students were typing their notes on laptops. Sometimes，I wondered：Should I change my note - taking habits? Could I get better grades if I typed my notes instead of writing them by hand?
A study at Princeton University looked at different note - taking techniques(技巧). The researchers asked pairs of students to take notes during an online lesson. In each pair，one student used a computer，and the other used pen and paper. The researchers found that the students performed similarly on fact - based questions. However，some questions needed the students to apply(应用)what they had learned in the lesson. On these questions，the “typing” students scored much lower. Interestingly，this study also found that students who didn't copy the notes word for word scored higher. And this discovery inspired(启发)me to improve my note - taking habits.
Now，“conceptual note taking”—centering on big ideas，key terms and interesting facts—simply makes more sense to us. We've found it more helpful in our studies than copying everything. It wasn't easy to make this change，though.
Another tip I've found helpful is to leave blank space in my notes. Whether they're typed or handwritten，if you have a full page of notes with no room for anything more，it's going to be hard to review the lesson.
It takes time and effort to discover and master the art of note taking. You can write your notes by hand or type them. You can experiment with transcription or try “conceptual note taking”. In the end，they are your notes. Just do what works best for you.
1. What does the underlined phrase “this discovery” in Paragraph 2 refer to?
A. Students performed similarly with different note - taking techniques.
B. Note - taking techniques had nothing to do with the grades of fact - based questions.
C. Students taking notes centering on big ideas instead of copying everything got higher points.
D. Students taking notes using pen and paper perform worse when applying knowledge in questions.
2. Which of the following note - taking techniques may the writer disagree with?
A. Copying everything down.
B. Taking notes using pen and paper.
C. Leaving some blank space in the notes.
D. Only taking down big ideas and key terms.
3. The writer writes the passage to
A. introduce the best note - taking techniques
B. share personal experience of improving note - taking habits
C. show the relationship between note - taking habits and scores
D. encourage readers to discover and master the art of note taking
4. According to the passage，complete the mind map.
Paragraph 1：the writer wanted to change the note - taking habits
Paragraph(s) 1：the writer 2 to improve the note - taking habits
Paragraph(s) 3：the writer's new note - taking techniques
Paragraph 5：the writer's 4 on note taking
A. 2；decided；3－4；advice
B. 2－3；decided；4；advice
C. 2－3；researched；4；feelings
D. 2；researched；3－4；feelings
体裁：夹叙夹议文
主题：学习策略
难度：★★★★★
新素养·学习能力Growing up，I always took notes in class by hand. I would copy everything from the blackboard or slide while listening to the teacher. When I entered college，I noticed that many students were typing their notes on laptops. Sometimes，I wondered：Should I change my note - taking habits? Could I get better grades if I typed my notes instead of writing them by hand?
A study at Princeton University looked at different note - taking techniques(技巧). The researchers asked pairs of students to take notes during an online lesson. In each pair，one student used a computer，and the other used pen and paper. The researchers found that the students performed similarly on fact - based questions. However，some questions needed the students to apply(应用)what they had learned in the lesson. On these questions，the “typing” students scored much lower. Interestingly，this study also found that students who didn't copy the notes word for word scored higher. And this discovery inspired(启发)me to improve my note - taking habits.
Now，“conceptual note taking”—centering on big ideas，key terms and interesting facts—simply makes more sense to us. We've found it more helpful in our studies than copying everything. It wasn't easy to make this change，though.
Another tip I've found helpful is to leave blank space in my notes. Whether they're typed or handwritten，if you have a full page of notes with no room for anything more，it's going to be hard to review the lesson.
It takes time and effort to discover and master the art of note taking. You can write your notes by hand or type them. You can experiment with transcription or try “conceptual note taking”. In the end，they are your notes. Just do what works best for you.
1. What does the underlined phrase “this discovery” in Paragraph 2 refer to?
A. Students performed similarly with different note - taking techniques.
B. Note - taking techniques had nothing to do with the grades of fact - based questions.
C. Students taking notes centering on big ideas instead of copying everything got higher points.
D. Students taking notes using pen and paper perform worse when applying knowledge in questions.
2. Which of the following note - taking techniques may the writer disagree with?
A. Copying everything down.
B. Taking notes using pen and paper.
C. Leaving some blank space in the notes.
D. Only taking down big ideas and key terms.
3. The writer writes the passage to
D
.A. introduce the best note - taking techniques
B. share personal experience of improving note - taking habits
C. show the relationship between note - taking habits and scores
D. encourage readers to discover and master the art of note taking
4. According to the passage，complete the mind map.
Paragraph 1：the writer wanted to change the note - taking habits
Paragraph(s) 1：the writer 2 to improve the note - taking habits
Paragraph(s) 3：the writer's new note - taking techniques
Paragraph 5：the writer's 4 on note taking
A. 2；decided；3－4；advice
B. 2－3；decided；4；advice
C. 2－3；researched；4；feelings
D. 2；researched；3－4；feelings
答案
训练2【语篇解读】本文是一篇夹叙夹议文。文章通过作者改变记笔记习惯的经历，介绍了不同的记笔记技巧，并建议人们发现和掌握记笔记的艺术。
1. C 名词指代题。根据上文“Interestingly, this study also found that students who didn't copy the notes word for word scored higher.”可知“这一发现”指代上文中没有逐字记笔记的学生得分更高。故选C。
2. A 推理判断题。根据第二段“Interestingly, this study also found that students who didn't copy the notes word for word scored higher. And this discovery inspired me to improve my note - taking habits.”可知研究发现没有逐字记笔记的学生得分更高，因此记笔记会记下所有内容的习惯是作者不认同的。故选A。＞＞细节推理题
3. D 推理判断题。结合文章内容，尤其是最后一段“It takes time and effort to discover and master the art of note taking.”可知作者通过自己改变记笔记习惯的经历，介绍了不同的记笔记技巧，最后鼓励人们发现和掌握记笔记的艺术。故选D。＞＞写作意图题
干扰项分析
本文未提及最好的记笔记技巧，排除A项；本文讲述了作者改变记笔记习惯的经历，但这不是写本文的主要目的，而是通过这一经历鼓励人们发现和掌握记笔记的艺术，排除B项；本文第二段的研究提及记笔记习惯和成绩的关系，但不是本文的重点，排除C项。
4. A 篇章结构题。结合文章内容可知，第二段作者因为一项研究的发现，决定改变以前记笔记的习惯；第三到四段介绍了两种记笔记的技巧；第五段介绍了作者对记笔记的建议。故选A。
1. C 名词指代题。根据上文“Interestingly, this study also found that students who didn't copy the notes word for word scored higher.”可知“这一发现”指代上文中没有逐字记笔记的学生得分更高。故选C。
2. A 推理判断题。根据第二段“Interestingly, this study also found that students who didn't copy the notes word for word scored higher. And this discovery inspired me to improve my note - taking habits.”可知研究发现没有逐字记笔记的学生得分更高，因此记笔记会记下所有内容的习惯是作者不认同的。故选A。＞＞细节推理题
3. D 推理判断题。结合文章内容，尤其是最后一段“It takes time and effort to discover and master the art of note taking.”可知作者通过自己改变记笔记习惯的经历，介绍了不同的记笔记技巧，最后鼓励人们发现和掌握记笔记的艺术。故选D。＞＞写作意图题
干扰项分析
本文未提及最好的记笔记技巧，排除A项；本文讲述了作者改变记笔记习惯的经历，但这不是写本文的主要目的，而是通过这一经历鼓励人们发现和掌握记笔记的艺术，排除B项；本文第二段的研究提及记笔记习惯和成绩的关系，但不是本文的重点，排除C项。
4. A 篇章结构题。结合文章内容可知，第二段作者因为一项研究的发现，决定改变以前记笔记的习惯；第三到四段介绍了两种记笔记的技巧；第五段介绍了作者对记笔记的建议。故选A。
解析
【分析】
1. 第1题是代词指代题，解题思路：先定位到题干中“this discovery”所在的第二段，代词通常指代前文内容，需查找其上文的研究发现，结合选项匹配答案。
2. 第2题是推理判断题，解题思路：根据题干要求，回到原文找作者不认同的记笔记技巧，重点关注作者改进记笔记习惯的原因，即研究中发现的有效技巧，反向推导作者反对的内容。
3. 第3题是写作意图题，解题思路：通读全文，重点关注最后一段的总结性语句，明确作者通过自身经历和研究想传达的核心观点，排除干扰项。
4. 第4题是篇章结构题，解题思路：划分文章各段落的核心内容，对应选项中的段落范围和表述，匹配正确答案。
【解析】
1. 第1题解析：本题为代词指代题。定位到第二段“this discovery”，其上文提到“students who didn't copy the notes word for word scored higher”，即“不逐字抄笔记的学生得分更高”，对应选项C。A选项是事实类问题的结果，并非该发现；B选项与研究中“打字记笔记的学生在应用知识题得分低”不符；D选项是研究的另一结论，不是“this discovery”的指代内容，故排除，选C。
2. 第2题解析：本题为推理判断题。根据题干“作者不认同的记笔记技巧”，回到原文第二段，研究发现“不逐字抄笔记的学生得分更高，这一发现启发作者改进记笔记习惯”，说明作者反对逐字抄所有内容，对应选项A。B选项用电脑记笔记作者未反对；C选项留空白是作者提倡的技巧；D选项记大观点和关键词是作者的新方法，故排除，选A。
3. 第3题解析：本题为写作意图题。通读全文，作者通过自身改变记笔记习惯的经历，结合研究结果，最后一段明确提出“鼓励读者发现和掌握记笔记的艺术”，对应选项D。A选项“最好的技巧”文中未提及；B选项“分享个人经历”是手段而非写作目的；C选项“记笔记与成绩的关系”是研究内容而非核心目的，故排除，选D。
4. 第4题解析：本题为篇章结构题。分析段落核心：第一段是作者想改变记笔记习惯；第二段是作者因研究发现决定改进记笔记习惯；第三段介绍“conceptual note taking”技巧；第四段介绍留空白的技巧；第五段是作者对记笔记的建议。对应选项A，故答案为A。
【答案】1.C 2.A 3.D 4.A
【知识点】英语阅读理解题型、夹叙夹议文阅读
【点评】本文是夹叙夹议文，结合作者的亲身经历与相关研究，探讨记笔记的有效技巧，考察学生对指代、推理、篇章结构等阅读理解核心能力的掌握，需学生准确定位原文信息，结合语境分析。
【难度系数】0.4
1. 第1题是代词指代题，解题思路：先定位到题干中“this discovery”所在的第二段，代词通常指代前文内容，需查找其上文的研究发现，结合选项匹配答案。
2. 第2题是推理判断题，解题思路：根据题干要求，回到原文找作者不认同的记笔记技巧，重点关注作者改进记笔记习惯的原因，即研究中发现的有效技巧，反向推导作者反对的内容。
3. 第3题是写作意图题，解题思路：通读全文，重点关注最后一段的总结性语句，明确作者通过自身经历和研究想传达的核心观点，排除干扰项。
4. 第4题是篇章结构题，解题思路：划分文章各段落的核心内容，对应选项中的段落范围和表述，匹配正确答案。
【解析】
1. 第1题解析：本题为代词指代题。定位到第二段“this discovery”，其上文提到“students who didn't copy the notes word for word scored higher”，即“不逐字抄笔记的学生得分更高”，对应选项C。A选项是事实类问题的结果，并非该发现；B选项与研究中“打字记笔记的学生在应用知识题得分低”不符；D选项是研究的另一结论，不是“this discovery”的指代内容，故排除，选C。
2. 第2题解析：本题为推理判断题。根据题干“作者不认同的记笔记技巧”，回到原文第二段，研究发现“不逐字抄笔记的学生得分更高，这一发现启发作者改进记笔记习惯”，说明作者反对逐字抄所有内容，对应选项A。B选项用电脑记笔记作者未反对；C选项留空白是作者提倡的技巧；D选项记大观点和关键词是作者的新方法，故排除，选A。
3. 第3题解析：本题为写作意图题。通读全文，作者通过自身改变记笔记习惯的经历，结合研究结果，最后一段明确提出“鼓励读者发现和掌握记笔记的艺术”，对应选项D。A选项“最好的技巧”文中未提及；B选项“分享个人经历”是手段而非写作目的；C选项“记笔记与成绩的关系”是研究内容而非核心目的，故排除，选D。
4. 第4题解析：本题为篇章结构题。分析段落核心：第一段是作者想改变记笔记习惯；第二段是作者因研究发现决定改进记笔记习惯；第三段介绍“conceptual note taking”技巧；第四段介绍留空白的技巧；第五段是作者对记笔记的建议。对应选项A，故答案为A。
【答案】1.C 2.A 3.D 4.A
【知识点】英语阅读理解题型、夹叙夹议文阅读
【点评】本文是夹叙夹议文，结合作者的亲身经历与相关研究，探讨记笔记的有效技巧，考察学生对指代、推理、篇章结构等阅读理解核心能力的掌握，需学生准确定位原文信息，结合语境分析。
【难度系数】0.4
