细节题
形式：
分类1 大部分选择题、填空、完成句子、完成笔记/总结/流程图/图表/表格、对图表进行标记、分类、配对、寻找观点或具体信息、判断题
分类2 选择题、填空题、简答题、部分匹配题、判断题、图表题
考察目的：特定细节信息的定位和理解
解题方法：先确定题型以明确阅读任务，选择正确阅读顺序开始信息定位。
选择题
特点：
A. 多数会告知大定位区间，如，According to Paragraph A或是The author mentions X in Paragraph B in order...
B. 选择题型内各题基本上是有序状态，即出题顺序和行文顺序一致
C. 多跨越全文出题
解题方法：
a. 确定大定位区间
b. 标记题干关键词 （主题词、扎眼词汇）
c. 回原文定位，定位信息为具体某句话
d. 同义替换（词汇同义替换：同义词替换、not+反义词；逻辑同义替换：结构替换、上下义词替换、具体概括替换）
例子：
The significant role of mother tongue in education
One consequence of population mobility is an increasing diversity within schools(概述信息/Topic Sentence).To illustrate(例证), in the city of Toronto in Canada,58% of kindergarten pupils come from homes where English is not the usual language of communication. Schools in Europe and North America have experienced this diversity for years,and educational policies and practices vary widely between countries and even within countries .some political parties and groups search for ways to solve the problem of diverse communities and their integration in schools and society.However（逻辑转变） , they see few positive consequences for the host society and worry that this diversity threatens the identity of the host society .Consequently, they promote unfortunate（态度） educational policies that will make the “problem”disappear .If students retain their culture and language, they are viewed as less capable of identifying with the mainstream culture and learning the mainstream language of the society.
The challenge for educators and policy-makers is to shape the evolution of national identity in such a way that the rights of all citizens (including school children) are respected, and the cultural, linguistic, and economic resources of the nation are maximized. To waste the resources of the nation by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self-interest. A first step in providing an appropriate education for cultural and linguistically diverse children is to examine what the existing research says about the role of children’s mother tongue is their educational development.
In fact ,the research is very clear .whenchildren continue to develop their abilities in two or more languages throughout their primary school ,they gain a deeper understanding of language and how to use it effectively .they have more practice in processing language,especially when they develop literacy in both .More than 150 research studies conducted during the past 35 years strongly support what Goethe ,the famous eighteenth-century German philosophy ,once said :the person who knows only one language does not truly know that language .Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages.
The level of development of children’smother tongue is a strong predictor of their second language development.Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. when parents and other caregivers (e.g.grand- parents) are able to spend time with their children and tell stories or discuss issues with them in a way that develop their mother tongue, children come to school well-prepared to learn the school language and succeeded ineducationally. Children’s knowledge and skills transfer across languages from the mother tongue to the school language. Transfer across languages can be two ways: both languages nurture each other when the educational environment permits children access to both languages.
Some educators and parents are suspicious of mother tongue-based teaching programs because they worry that they take time away from the majority language. For example, in a bilingual program where 50% of the time is spent through children’s home language and 50%through the majority language, surly children won’t progress as far in the latter? One of the most strongly established findings of educational research,however, is that well-implemented bilingual programs can promote literacy and subject-matter knowledge in a majority language. Within Europe, the Foyer program in Belgium, which develops children ‘s speaking and literacy abilities in three languages (their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and trilingual education (see Cummins,2000).
It’s easy to understand how this happens.When children are learning through a minority language ,they are learning concepts and intellectual skills too .Pupils who know how to tell the time in their mother tongue understand the concept of telling time .In order to tell time in the majority language ,they do not need to re-learn the concept .Similarly,at more advanced stages ,there is a transfer across languages in other skills such as knowing how to distinguish the main idea from the supporting details ofa written passage or a story ,and distinguishing fact from opinion .Studies of secondary school pupils are providing interesting findings in this area ,and itwould be worth extending this research.
Many people marvel at how quicklybilingual children seem to “pick up ”conversation skills in the majority language at school (also it takes much longer for them to catch up with native speakers in academic language skills ).However, educators are often much less aware of how quickly children can loss their ability to use their mother tongue,even in the home context .The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in their neighborhood. Where the mother tongue idea used extensively in the communities are not concentrated in particular neighborhoods , children canlose their ability to communicate in their mother tongue within 2-3 years of starting school .They may retain receptive skills in the language but they willuse the majority language in speaking with their peers and siblings and inresponding to their parents .By the time children become adolescents, helinguistic division between parents and children has become an emotional chasm.pupils frequently become alienated from the cultures of both home and schoolwith predictable results.
Questions 27-30
Choose the correct letter, A, B, C or D
Write the correct letter in boxes 27-30 on your answer sheet.
27. What point did the writer make in the second paragraph?
A. Some present studies on chldren's mother tongues are misleading.
B. A culturally rich education programme benefits some children more than others.
C. Bilingual children can make a valuable contribution to the wealth of a country.
D. The law on mother tongue use at school should be strengthened.
28. Why does the writer refer to something that Goethe said?
A. to lend weight to his argument
B. to contradict some research
C. to introduce a new concept
D. to update current thinking
29. The writer believes that when young children have a firm grasp of their mother tongue
A. they can teach older family members what they learnt at school.
B. they go on to do much better throughout their time at school.
C. they can read stories about their cultural background.
D. they develop stronger relationships with their family than with their peers.
30. Why are some people suspicious about mother tongue-based teaching programmes?
A. They worry that children will be slow to learn to read in either language.
B. They think that children will confuse words in the two languages.
C. They believe that the programmes will make children less interested in their lessons.
D. They fear that the programmes will use up valuable time in the school day.
答案：CABD
