2025届高考英语二轮专题闯关导练阅读理解技能保分练十一主旨大意题-文章大意类含解析

PAGE阅读理解技能保分练(十一)主旨大意题——文章大意类A[2024·兰州高三诊断考试]Iwantedtobeajournalist.Butmyparentsremindedmethatmathmakesmoney,soofftoengineeringschoolIwent.Inmypost­universityyoung­adultlife,I'vemanagedtobecome“traditionallysuccessful”.Asafemaleengineer,Iworkedforabigoilcompanyandownedahome.Mylifewaslaidoutinfrontofme,andIdidn'tlikewhatIsaw.So,Ididwhatanyrespectable24­year­oldwoulddoandleftmylifebehind.Isaidgoodbyetomyboyfriendandpulledoutmysuitcase.Ithrewmyselfaloneintotheworldwiththegraceandbeautyofababydeertakingitsfirststepswithskateboardsunderitsfeet.IbloodiedmykneesmountainbikingthroughtheredrocksofUtah.IspentfourdaysstrugglingthroughYellowstonewith50poundsonmyback.TwoPeruvianwomenalongmyAndeanjourneytaughtmehowtoroastcoffeeandhelpedmepracticeSpanish.Itwasn'tVienna'sculturalmuseums;itwasasunnypieceofgrassbesidetheDanubeRiverwithsomeonefrommyhostel(青年旅社)whoquicklybecameafriend.Itwasn'tYellowstone'sOldFaithfulgeyser(间歇泉)launchinghotwaterintotheair;itwaschargingthroughMontana'sordinarylandscapeplayingmusicsoloudthatthecarwindowsshook.Thetruthis,Ididn'tactuallyneedtobeabroadtohavealmostanyofmyfavoriteexperiences.Theywerejustsmalleverydaymomentsthathappenedtohappenabroad,leadingmetorealizethatthetruevalueofmyflightticketswerenotthelandmarks,butratherbecominganactiveparticipantinmyownlife.Inowspendlesstimeononlineshoppingandmoretimelyingaloneonthefloorlisteningtoanalbumcover­to­cover.Iaskmyfriendshowthey'redoing.SometimesIsurprisethemwithflowerstoseethemsmile.Itelleveryonetohaveagoodday.1．WhatcanwelearnabouttheauthorfromParagraph1?A．Shefoundherworkchallenging.B．Shewasdissatisfiedwithherlife.C．Shepreferredmathtojournalism.D．Shedarednottalkbacktoherparents.2．Whydoestheauthormentionthejourneysshehastakeninthetext?A．Toprovetheimportanceoftravel.B．Toexpressherjoywithnewfriends.C．Toshowwhatshelearnedfromthetravelling.D．Tointroducethelandmarksshewasinterestedin.3．Howhasthetravelprobablychangedtheauthor?A．Shehasbecomemoreindependent.B．Shebeginstoenjoyherdailylifemore.C．Shebeginstovalueherfamily'sopinion.D．Shehasbecomemoreinterestedinforeigncultures.4．Whatmessagedoestheauthortrytoconveyinthetext?A．Weshouldn'tthinklifeisbetterelsewhere.B．Interestisthebestteacherinchoosingjobs.C．Travelisthebestwaytospendyourholidays.D．Weshouldn'tpayattentiontowhatotherssay.B[2024·贵阳市高三适应性考试(一)]InastudyofyoungpeopleintheUKaged12­20,halfofthemsaidtheyhadbeenbullied(欺侮).Studentswhoarebulliedaremorelikelytosufferfromdepressionandanxiety.Theymightloseinterestintheactivitiestheyenjoy,avoidspendingtimewithotherpeopleandnotgotoclassesorschool,whichhasanegativeeffectontheirlearning.Bullyingisnotjustphysical,likehittingorkickingsomeone,ortakingtheirthingswithoutpermission.Bullyingcanalsobewithwords—sayingorwritingthingsthatarenotnice.Anothertypeofbullyingissocial—choosingnottoincludesomeone,embarrassingsomeoneortellingotherpeoplenottobefriendswithsomeone.Bullyingcanhappenatschool,onpublictransport,whenyou'rewalkinghome,surfingonline...Infact,itcanhappenanywhere.Bullyingusuallyinvolvesmorepeoplethanyouthink.Therearethepeoplewhobullyothersandthosewhoarebullied.Sometimesotherpeoplehelpthebullyorjoinin.Thentherearethekidsthatsupportbullying—theydon'tbullyanyonedirectly,buttheysupportthebullyingbybeingtheaudience.Theyencouragethechildrenwhoarebullyinginotherways.Thisiswhyit'simportantforeveryonetoworktogetheragainstbullying.Somechildrenseewhatishappeningandwanttohelp,althoughtheydon'tknowhow.Othersmaycomfortanddefendthepersonbeingbullied.Tostopbullyingweneedeveryonetobebraveandtakeastand.Doesyourschooldoanythingtopreventbullying?Whydon'tyoucreateastudentanti­bullyinggroup?Thisgroupcandomanythings.Lettheheadteacherknowhowwelltheschoolisdoingwithfightingbullyingandgivehimadvice.Chooseananti­bullyingsloganforyourschool,makepostersanddisplaysortakeovertheschool'ssocialmediaforaweektosendoutanti­bullyingmessages.Bullyingisasocialproblemanditneedsasolutionfromsociety—inotherwords,everyone.Nexttimeyouseesomeonebeingcrueltosomeoneelse,takeastand!Don'tlaughatorignorewhat'shappening—tellanadultassoonaspossibleandhelpeveryonetorealizethatbullyingisnotOK.5．Whatmayhappentothestudentswhentheywerebulliedatschool?A．Theyhaveinterestintheactivitiestheyenjoy.B．Theyarelikelytotalkwithotherpeople.C．Theyhavetofinishtheirlearning.D．Theybecomeupsetandanxious.6．Whatisthewriter'sattitudetobeinganaudienceforbullying?A．Supportive.B．Indifferent.C．Critical.D．Optimistic.7．Whatcanwedotostopschoolbullying?A．Watchandlaughatit.B．Realizeandfightagainstit.C．Comfortthevictims.D．Standbytobetheaudience.8．Whatisthetextmainlyabout?A．Schoolbullyingandwaysout.B．Anintroductiontoschoolbullying.C．Ananti­bullyingslogan.D．Astudentanti­bullyinggroup.C[2024·绵阳市中学第三次诊断性考试]ThesloganfortheCulturalHeritageandSustainableDevelopmentFundis“InLoveWithChina”—andthisspecialmessagehasbeenshowninitsownlogo.Thelogousesthecharactersfor“wind”and“phoenix”(凤凰)inancientoraclebonescript(甲骨文)onacircularChinesefan.KangJiaqi,theexecutivedirectorofCHSDF,explainsthemanylayersofmeaningbehindthelogo:Thelogoadoptsthewritingstyleoforaclebonescript—datingbackover3,000years—carvedontoeitherturtleshellsoroxbones.“TheChinesecharacterfor‘wind’andthecharacterfor‘phoenix’arealmostthesame,withjustonestrokedifference.InChina'sancientpast,thephoenixwaswidelyconsideredtobringpeaceandhappinessandrepresentgoodfortune.Thecharacterfor‘wind’hasalonghistoryandisalsoknownasanamerepresentingcultureandspiritualpower.”“Boththecharactersfor‘wind’and‘phoenix’sharethesamecomponent,whichisalsousedinthelogo.Thisextraordinarycombinationrepresentshowexpertsleadfashion,whichinturnleadsculture—andthatcultureisthebasisofcreativity.Therefore,itrepresentstheimportanceoftraditionalChinesecultureinglobalcreativity.”“TakingtheChineseoraclebonecharactersfor‘wind’and‘phoenix’asourlogorepresentsthebeginningofChinesecivilization,whichsuggeststhatitcanpassonChineseculturethroughthecooperationbetweentheCHSDFandthecooperativeplatformofglobaldesigners，”explainsJiaqi.LogoartistSamChungsimilarlyexplainsherdesignprocess:Thedecisionoftheoraclebonescriptfor“wind”comesfromtherootofthecharacteritself.Originatedfromthecharactershapeof“phoenix”，“wind's”oraclebonescriptstillpresentstheetherealbeauty,despiteitsmorecircularshape.Thethreetassels(流苏)attheendofthemoon­shapedfanfurthergiveafeelingoflightnesswhilehintingatboththeEasternandWesternflavor.9．Whatdoweknowaboutthelogo?A．It'scarvedonturtleshells.B．It'sdrawnonacircularChinesefan.C．It'sdesignedinanewwritingstyle.D．It'sacombinationoftwosimilarcharacters.10．Whyarethecharactersfor“wind”and“phoenix”chosen?A．Theyareeasilywritten.B．Theysymbolizegoodfortune.C．TheyrepresentChineseculturalandspiritualpower.D．TheypromoteglobalcreativitybasedonChineseculture.11．Whatcanwelearnfromthelastparagraph?A．SamChungisthedesignerofthelogo.B．Theideaforthelogocomesfromabroad.C．Thedirectorhaslittlesayinthedecision.D．Tasselsaresymbolofwesternculture.12．What'sthepassagemainlyabout?A．Chineseinfluenceontheworld.B．ThemakingofthelogoforCHSDF.C．Chinesecultureandcivilization.D．Chinesecharactersfor“wind”and“phoenix”．阅读理解技能保分练(十一)A语篇类型：记叙文主题语境：人与自我——个人生活——学会享受每一天[文章大意]文章讲解并描述了作者原来准备成为一名记者，但是在父母的影响下，她选择了做工程师；虽然作者作为工程师的工作也特别精彩，但是她放弃了自己的工作，起先四处旅行，找寻自己想要的生活，最终作者发觉生活在此处而非别处。1．答案与解析：B考查推理推断。依据第一段最终一句“Mylifewaslaidoutinfrontofme,andIdidn'tlikewhatIsaw.”可推知，作者虽然按父母的意愿，选择了工程学校，并且还取得了通常所认为的胜利，但是作者仍旧对自己这样的生活不满足，故选B项。2．答案与解析：C考查推理推断。其次段承接第一段最终一句提到的作者对生活的不满足，其次段中作者说明白做法之后，叙述了自己的旅游经验，依据其次段最终两句“Thetruthis,Ididn'tactuallyneedtobeabroad...myownlife.”可推知，作者叙述自己的旅游经验，是为了表明自己通过旅游得到的感悟，故选C。3．答案与解析：B考查推理推断。依据其次段最终一句“Theywerejustsmalleverydaymomentsthathappenedtohappenabroad,leadingmetorealizethatthetruevalueofmyflightticketswerenotthelandmarks,butratherbecominganactiveparticipantinmyownlife.”可推知，作者通过旅游发觉生活中那些小的时刻的意义，旅行让作者意识到要主动参加自己的生活，故选B项。4．答案与解析：A考查主旨大意。文章第一段叙述了作者对自己生活的不满足；其次段叙述了作者所做出的变更，作者最终发觉了自己喜爱的真实生活，而且发觉找寻自己喜爱的生活其实并不须要走得很远；第三段叙述了作者是怎样从独自听音乐、问候挚友、给挚友惊喜这些日常生活小事中获得欢乐的，作者在文章最终表明要过好每一天。由此可推知作者是想告知我们欢乐生活就在身边，故选A项。B语篇类型：说明文主题语境：人与社会——人际关系——校内欺侮[文章大意]本文主要介绍了校内欺侮现象及相应的应对策略。5．答案与解析：D考查细微环节理解。依据第一段其次句“Studentswhoarebulliedaremorelikelytosufferfromdepressionandanxiety.”可知，学生在学校被欺侮后可能会变得懊丧和焦虑。6．答案与解析：C考查观点看法。依据第三段最终一句“Tostopbullyingweneedeveryonetobebraveandtakeastand.”和对本段的整体理解可推知，作者对各种干脆或间接的欺侮的行