【正文】 0。B.inform and explainC.discuss and persuadeD.analyze and suggest【答案】（1）D（2）C（3）A（4）B 【解析】【分析】這是一篇介紹說(shuō)明類文章。文章介紹了有關(guān)“the Human Library”的相關(guān)信息。在the Human Library，讀者可以和來(lái)自各行各業(yè)志愿者們交談，了解他們的經(jīng)歷和故事，加深對(duì)他人的了解。（1）細(xì)節(jié)理解題。由第二段中的 “At a Human Library, instead of books, you can “borrow” people. Individuals volunteer as human “books” and participants in the event can “read” the bookmeaning they would have a oneonone conversation with the volunteer and share in a dialogue about that individual39。s experience. “Books” are volunteers from all walks of life who have experienced discrimination (歧視) based on race, religion, class, gender identity, age, lifestyle choices, disability and other aspects of their life” 可知，Human Library的“書(shū)”實(shí)際上人，這些人來(lái)自各行各業(yè)，他們經(jīng)歷了種族，宗教，性別等方面的歧視。讀者們可以和這些人交談，了解他們的經(jīng)歷。故答案選D。（2）推理判斷題。由倒數(shù)第二段中的“The Human Library Organization came to be in Copenhagen, Denmark in 2000. Ronni Abergel, his brother Dany, and some colleagues hosted a fourday during a major Northern European festival, hoping to raise awareness about violence among youth. After the success of this event, Abergel founded the Human Library Organization, which has been growing ever since”可知，Ronni Abergel，他的兄弟Dany以及一些同事舉行了為期四天的活動(dòng)，希望提高人們對(duì)青年人暴力的意識(shí)。在這次活動(dòng)成功之后，Abergel建立了the Human Library Organization，該組織一直在發(fā)展中。由此可知，在Copenhagen舉行的活動(dòng)的成功導(dǎo)致了the Human Library Organization的成立，結(jié)合選項(xiàng)可推知，該活動(dòng)奠定了該組織的基礎(chǔ)，故答案選C。（3）細(xì)節(jié)理解題。由第四段中的“It provides the opportunity for the munity to share and understand the experiences of others in their munity”可知，the Human Library給社會(huì)給提供了分享和了解別人經(jīng)歷的機(jī)會(huì)。由此可知，通過(guò)the Human Library， 人們可以加深對(duì)他人的了解。故答案選A。（4）寫(xiě)作意圖題。文章介紹了the Human Library(真人圖書(shū)館)的情況。在the Human Library，讀者可以和來(lái)自各行各業(yè)志愿者們交談，了解他們的經(jīng)歷和故事。文章還介紹了the Human Library的成立的情況。很明顯，作者希望通過(guò)這篇文章讓讀者了解the Human Library，結(jié)合選項(xiàng)，告知解釋。故答案選B?！军c(diǎn)評(píng)】推理題的解題方法：（1）抓住特定信息進(jìn)行逆向或正向推理。要善于抓住某一段話中的關(guān)鍵信息，即某些關(guān)鍵詞或短語(yǔ)去分析、推理、判斷，利用逆向思維或正面推理，從而推斷出這句話所隱含的深層含義。（2） 整合全文（段）信息進(jìn)行推斷。有時(shí)需要在弄懂全文意思的基礎(chǔ)上，整合與題目相關(guān)的有用信息，綜合起來(lái)去推理判斷，確定最佳結(jié)論。（3）利用語(yǔ)境的褒貶性進(jìn)行信息推斷。每篇文章的語(yǔ)境都有一定褒貶性，這種褒貶性反映了主人公的特定心理和情緒狀態(tài)及作者的寫(xiě)作意圖，因此利用好文章的語(yǔ)境褒貶性就能在把握主旨文意的基礎(chǔ)上對(duì)文章進(jìn)行準(zhǔn)確的邏輯判斷。 （4）根據(jù)文章的結(jié)論推斷作者的態(tài)度。 作者態(tài)度、傾向是指作者對(duì)陳述的觀點(diǎn)是贊同、反對(duì)還是猶豫不定，對(duì)記敘或描寫(xiě)的人、物或事件等是贊頌、同情、冷漠還是厭惡、憎恨。作者的這種思想傾向和感情色彩往往隱含在文章的字里行間，或流露于修飾的詞語(yǔ)之中。 （5）根據(jù)上下文的邏輯得出結(jié)論。邏輯結(jié)論是指嚴(yán)格根據(jù)文章中所陳述的事實(shí)、論點(diǎn)、例證等一系列論據(jù)材料進(jìn)行推理，從而得出合乎邏輯的結(jié)論，而不是根據(jù)自己的經(jīng)驗(yàn)、態(tài)度、觀點(diǎn)或愛(ài)好去理解文章的內(nèi)涵。 （6）結(jié)合已有的知識(shí)進(jìn)行推斷。知識(shí)推斷是根據(jù)文章中所闡述的細(xì)節(jié)，運(yùn)用自己掌握的基礎(chǔ)知識(shí)進(jìn)行分析、推敲，從而得出符合文章原義的結(jié)論的一種推斷方法。7．閱讀理解 When was the last time you told someone they inspire you to go to work each morning? Teachers at Oak Park High School in Kansas City, Missouri, did just that this September, when they pulled individual students out of class to tell them just how much they appreciated them. The students39。 reactions, which were captured (捕捉) on video and shared on YouTube in a nowviral video, ranged from shy thanks to hugs and tears. “I have been challenged to find a student who makes me want to e to school every day,” says one teacher in the video, “and that39。s you.” Jamie McSparin, a teacher in charge of the school39。s academy program for atrisk sophomores （二年級(jí)學(xué)生）and juniors, posed the challenge, writes ABC News. “Initially when we pulled the kids out, they all thought they were in trouble,” McSparin told ABC News. “Any teacherstudent interaction always seems to be negative (消極的), and that was something that bothered me, too. No matter if they39。re a good kid or a trouble maker or anything, they always thought they were in trouble,” she says. McSparin says she got the idea for the project after attending a professional development workshop this summer called the power of positivity. “I like the idea of letting students know they are appreciated, because we do appreciate them, I just don39。t think we say it enough,” she told local news outlet WDAFTV. It39。s safe to say the challenge was effective. “I feel special,” said one of the boys in the video. “You should,” said his teacher. “You are special.” （1）What does the underlined word “posed” in Paragraph 5 mean? A.Presented.B.Rejected.C.Ignored.D.Evaluated.（2）How did the students probably feel when pulled out of the classroom at first? A.Nervous.B.Thrilled.C.Curious.D.Encouraged.（3）What inspired McSparin to challenge the project? A.The trouble caused by students.B.The need of shooting the video.C.A seminar named the power of positivity.D.A program related to students39。 interactions.（4）What message does this text mainly convey? A.Challenge is unavoidable in life.B.Everyone needs to be appreciated.C.Positivity outweighs negativity.D.News media contribute to students39。 progress.【答案】（1）A（2）A（3）C（4）B 【解析】【分析】本篇是教育類說(shuō)明文。主要講述了在橡樹(shù)公園高中，老師讓同學(xué)走出教室，告訴學(xué)生老師都很欣賞他們。結(jié)果同學(xué)們感到他們每個(gè)人都很特別。（1）考查詞義猜測(cè)題。根據(jù)Jamie McSparin, a teacher in charge of the school39。s academy program for atrisk sophomores （二年級(jí)學(xué)生）and juniors, posed the challenge, writes ABC ，posed為“出席，參加”之意。故答案選A。（2）考查推理判斷題。根據(jù)文章第六段Initially when we pulled the kids out, they all thought they were in trouble當(dāng)?shù)谝淮巫叱鼋淌視r(shí)，孩子們都認(rèn)為他們有麻煩了。從而可以推斷出，學(xué)生們都感到緊張。故答案選A。（3）考查細(xì)節(jié)理解題。根據(jù)文章倒數(shù)第四段McSparin says she got the idea for the project after attending a professional development workshop this summer called the power of ，McSparin是參加專業(yè)發(fā)展研討會(huì)之后有了啟發(fā)。故答案選C。（4）考查推理判斷題。根據(jù)文章倒數(shù)第三段I like the idea of letting students know they are appreciated, because we do appreciate them, I just don39。t think we say it enough及最后兩段內(nèi)容可以推斷，每個(gè)人都需要被欣賞。故答案選B。【點(diǎn)評(píng)】推理判斷題不僅要求考生讀懂文章中的每個(gè)句子的意思還要推理它們之間的關(guān)系，結(jié)合自己的生活常識(shí)和經(jīng)驗(yàn)，再通過(guò)邏輯推理和判斷，理解文章的言外之意，從而揭示文章的深層涵義。任何一篇文章都有其特定的寫(xiě)作目的，讀者應(yīng)當(dāng)知道如何去做或按照某種方式傳遞思考問(wèn)題。推理判斷題的答案不可能在文章中直接找到，因