01新聞報(bào)道和書評六年高考考情統(tǒng)計(jì)卷別主題話題詞數(shù)細(xì)節(jié)理解題猜測詞義題推理判斷題主旨大意題2024新課標(biāo)II卷人與自我新聞車站自助閱讀亭吸引客流282+107312020全國III卷人與社會新聞電影數(shù)字化類人猿引關(guān)注248+128312020全國III卷人與社會新聞報(bào)道英國多世同堂的現(xiàn)象320+972112024新課標(biāo)II卷人與社會書評闡述AI發(fā)展現(xiàn)狀與前景323+1601122023新課標(biāo)I卷人與社會書評倡導(dǎo)簡單的數(shù)字生活方式322+1071212023新課標(biāo)II卷人與社會書評印刷書籍以及閱讀的意義328+1261122023全國甲卷人與社會書評倡導(dǎo)讀者花時(shí)間去多讀書332+124222022全國乙卷人與社會書評介紹評價(jià)Dorothy的書籍319+122222020新課標(biāo)卷人與社會書評作者的烏茲別克斯坦之行300+12111202新聞報(bào)道五年高考考情解讀新聞報(bào)道類文章和高考閱讀理解選材突出“時(shí)代性”的原則相吻合，及時(shí)反映了當(dāng)代社會時(shí)政、文化、娛樂、環(huán)保、人物、體育、科技等方面的新事物、新發(fā)現(xiàn)、新發(fā)明。1.新聞報(bào)道要素以記敘為主的新聞的六個(gè)要素(時(shí)間、地點(diǎn)、人物、事件的起因、經(jīng)過、結(jié)果)。以說明居多的新聞的三個(gè)部分(說明的對象、說明的過程和歸納總結(jié))。2.新聞報(bào)道結(jié)構(gòu)新聞報(bào)道通常包含四個(gè)部分，即：標(biāo)題(headline)、導(dǎo)語(lead)、主體(body)和結(jié)尾(ending)。標(biāo)題是新聞的眼睛，它要求語言準(zhǔn)確、生動(dòng)和新穎，能夠概括新聞事件的主要焦點(diǎn)。導(dǎo)語部分為新聞的“靈魂”，通常位于新聞報(bào)道的開頭，通常包含了最重要的信息，如事件的時(shí)間、地點(diǎn)、主要人物和事件概要(5W+1H:when,where,who,what,why和how)。導(dǎo)語有助于吸引讀者的興趣，讓他們迅速了解事件的關(guān)鍵內(nèi)容。主體段落位于導(dǎo)語之后，對導(dǎo)語部分概括的新聞事實(shí)展開詳細(xì)敘述，按照信息的重要性遞減的順序排列。新聞報(bào)道的結(jié)尾通常比較簡潔，一般用一些不太重要但相關(guān)的細(xì)節(jié)、采訪引言和總結(jié)作為結(jié)束語，其作用是重申主題，或強(qiáng)調(diào)事件的重要性或可能的影響。3.新聞報(bào)道語言特點(diǎn)新聞?lì)愓Z篇具有一些明顯的語言特點(diǎn)，了解這些特點(diǎn)，有助于考生迅速把握新聞?lì)愇恼轮饕獌?nèi)容，快速篩選有用信息，提高閱讀效率?？陀^中立：新聞報(bào)道通常保持客觀和中立的立場，避免使用主觀性的詞語和觀點(diǎn)。第三人稱：新聞報(bào)道常以第三人稱來描述事件和人物，多用被動(dòng)語態(tài)，以突出新聞主體，保持客觀性。大量引語：新聞報(bào)道注重事實(shí)本身，強(qiáng)調(diào)客觀性，通常包含大量直接引語或間接引語，以增強(qiáng)新聞報(bào)道的真實(shí)性和權(quán)威性，有助于讀者了解事件的多個(gè)視角。此外，為突出新聞內(nèi)容，通常傾向于采用“掉尾句”的結(jié)構(gòu)，即將說話人或信息來源放在句子的末尾。數(shù)字和統(tǒng)計(jì)數(shù)據(jù)：新聞報(bào)道經(jīng)常包括數(shù)字和統(tǒng)計(jì)數(shù)據(jù)，以支持事件的描述，增強(qiáng)文本的說服力和真實(shí)性。專有名詞多：新聞報(bào)道類材料中人名和地名大量出現(xiàn)，頻繁使用縮略詞等。在不影響理解全文的情況下，不要過分糾纏，抓住地名或人名之間的關(guān)系即可。復(fù)雜句多：新聞報(bào)道中通常包含不少復(fù)雜句，這些句子通常包含修飾、限定、補(bǔ)充和說明等成分。復(fù)雜句的頻繁使用以及修飾成分的出現(xiàn)體現(xiàn)了新聞報(bào)道對精確表達(dá)的要求。雖然新聞報(bào)道的語言結(jié)構(gòu)較為復(fù)雜，但它的表達(dá)方式樸實(shí)，能夠清晰、簡潔、明了地傳達(dá)信息。03閱讀理解新聞報(bào)道選項(xiàng)特點(diǎn)1.正確選項(xiàng)特征同義替換與原文關(guān)鍵信息相同含義的不同表達(dá)信息歸納對分散或復(fù)雜的信息進(jìn)行概括或比較正話反說把原文中的意思反過來表達(dá)意思明了原文原詞利用原文原詞作為正確選項(xiàng)比較簡單2.干擾選項(xiàng)特征張冠李戴是原文信息，但不是題目要求的內(nèi)容無中生有符合生活常識，但不是該文章的內(nèi)容曲解文意極其相似但是細(xì)節(jié)處與原文有些出入顛倒是非在意思上與原文大相徑庭或完全相反正誤參半選項(xiàng)內(nèi)容部分正確，部分和原文錯(cuò)誤04閱讀理解新聞報(bào)道解題思路1.瀏覽文章，抓住文體特征判斷文體考生在做閱讀理解題時(shí)一定要有“文體意識”，即結(jié)合文章體裁的文體特征，緊扣主旨理解文章。具體到新聞?lì)愇捏w，首先通過新聞獨(dú)有的語篇特征，如導(dǎo)語、信息源等，判斷是否是新聞?lì)愓Z篇。然后，根據(jù)文章結(jié)構(gòu)特點(diǎn)和題型特點(diǎn)可以去文章相應(yīng)部分尋找答案，這樣可以節(jié)約時(shí)間、有的放矢。例如：文章主旨、寫作意圖題一般對應(yīng)文章導(dǎo)語部分。2.利用導(dǎo)語，掌握核心要點(diǎn)掌握核心導(dǎo)語往往包括了新聞最具價(jià)值的內(nèi)容，與主旨密切相關(guān)，是對新聞事件本質(zhì)、新聞人物的突出特點(diǎn)和社會現(xiàn)象背后的原因等最凝練的概括，是寫作意圖題、主旨大意題的重要判斷依據(jù)。例如：2020全國高考III卷C篇，探討了英國社會中由于多方壓力，一家人幾代同堂的現(xiàn)狀。第31題“Whatisthetextmainlyabout?”就是導(dǎo)語的側(cè)面考查。通過結(jié)合下文的例子和數(shù)據(jù)分析，我們知道這種選擇多是同住一室的家庭越來越多，因此全文講述的是人們居住方式的一種新的趨勢。3.深入細(xì)節(jié)，做好原文定位定位分析細(xì)節(jié)判斷題是新聞?lì)愓Z篇的主要考查題型，做題時(shí)考生要有“題目意識”，即由題干關(guān)鍵詞把握命題意圖和答題要點(diǎn)，解題時(shí)多使用“同義轉(zhuǎn)換”或者“綜合歸納”兩種方法。多數(shù)情況下，選項(xiàng)會對原文信息進(jìn)行同義轉(zhuǎn)換，即原文信息的另外一種表達(dá)。相反，選項(xiàng)中如果出現(xiàn)了原文出現(xiàn)過的詞句，應(yīng)當(dāng)引起警覺，謹(jǐn)防受到“偷梁換柱”的迷惑干擾。有時(shí)候細(xì)節(jié)散落在多個(gè)句子，或者在不同段落中都有提到，考生應(yīng)該分析事件之間的關(guān)聯(lián)、人物與事件的關(guān)聯(lián)、社會現(xiàn)象背后的原因和結(jié)果的關(guān)聯(lián)等等，進(jìn)行綜合歸納。如果是以記敘為主，則需要抓住“何人、何時(shí)、何為、何因、何果”幾要素，這幾大要素也是題目的著眼點(diǎn)。4.結(jié)合主旨，做好推理判斷理解引語引語是新聞?lì)愇恼轮械狞c(diǎn)睛之筆，用來體現(xiàn)作者或者文中相關(guān)方面的態(tài)度、觀點(diǎn)，用來佐證支撐主旨。在答題時(shí)要有“語境意識”，即聯(lián)系文章主旨和上下文語境分析判斷作者的寫作意圖或者說話人的情感態(tài)度。5.突破長難句子，克服閱讀瓶頸新聞報(bào)道閱讀材料往往包含一些長句和難句，讓不少學(xué)生頗為頭疼。處理長難句的原則是“化繁為簡，去枝葉，留主干”，即先跳讀修飾成分或附加成分，找出句子的主干并理解其意義；然后再分段理解修飾成分或附加成分?？忌獙W(xué)會跳讀非謂語、插入語和各種從句，這樣就能夠盡快抓住句子核心意思，不至于被各種似是而非的選項(xiàng)所迷惑。01閱讀理解書評考情解讀1.書評開頭簡明扼要地開始。在書評的開頭，用簡單而明了的語言介紹你將要談?wù)摰臅?、作者和主題。你可以在這里提出你的觀點(diǎn)，或者引用一些有關(guān)書籍的有趣或引人入勝的內(nèi)容，以激發(fā)讀者的興趣。例：《ToKillaMockingbird》是HarperLee的一部小說，講述了一個(gè)在20世紀(jì)30年代南部小鎮(zhèn)Mayb的男孩ScoutFinch的成長故事，也是一部對社會不公與種族歧視的深入探討。2.書評主體分析并闡釋圖書主題。在書評的核心部分，你可以分析小說的主題，并解釋作者想要表達(dá)的觀點(diǎn)。你可以用引用和實(shí)例來支持你的觀點(diǎn)，并且對于書中的人物、情節(jié)、對話和其他元素，可以展開詳細(xì)的解釋。例：在小說中，作者HarperLee很好地表達(dá)了針對種族歧視與不平等現(xiàn)象的深入思考。她通過以Scout和她的家人為中心的故事，在書中不斷地探討這種現(xiàn)象對社會和個(gè)人帶來的影響。例如，書中描述的一些場景以及托馬斯·羅賓遜案件的發(fā)生，使得讀者能夠深入了解與種族歧視相關(guān)的問題，以及它們是如何影響當(dāng)?shù)厣鐣摹?.書評結(jié)尾摘要和評價(jià)。在書評的最后，總結(jié)你的觀點(diǎn)和評價(jià)，看這本書對你的感知有何影響。確保你的結(jié)論能夠概括你對小說的總體印象，并且可以給讀者一個(gè)清晰的看法。你可以談?wù)撨@本書的可讀性、作者的寫作風(fēng)格和故事的深意等方面。例：總的來說，我認(rèn)為《ToKillaMockingbird》是一本值得讀的書。作者HarperLee運(yùn)用了一種深入的，生動(dòng)的方式將其講述，讓讀者深入到其故事中，并深入思考與社會不平等相關(guān)的問題。這本書提供了關(guān)于種族問題的真切敘述，以及有關(guān)社會和個(gè)人應(yīng)如何對抗不公現(xiàn)象的深刻見解。02閱讀理解書評解題思路1.書評會涉及到書目中提到的人名、地名、機(jī)構(gòu)等專有名詞，學(xué)會去識別定位；2.書評會涉及書目內(nèi)容、故事情節(jié)、人物性格、人物評價(jià)等，多用一般現(xiàn)在時(shí)；3.尾段客觀公正的評論或評價(jià)，或考查寫作手法，主人公的命運(yùn)和性格特征等。4.重視新聞報(bào)道和書評“倒三角形”結(jié)構(gòu)，特別是首段和段首的獨(dú)特引領(lǐng)作用。5.標(biāo)題概括題重視三性：概括性、簡潔性和新穎性；同時(shí)聯(lián)系首段和關(guān)鍵詞。6.注意長難句落實(shí)“括號法”（從句）（非謂語）（介詞短語）（名詞短語）。7.滿分策略：讀題干→找原文→做標(biāo)記→留痕跡→看選項(xiàng)→扣字眼。03閱讀理解書評跟蹤訓(xùn)練跟蹤訓(xùn)練1(2024新課標(biāo)II卷閱讀D篇)GiventheastonishingpotentialofAItotransformourlives,weallneedtotakeactiontodealwithourAIpoweredfuture,andthisiswhereAIbyDesign:APlanforLivingwithArtificialIntelligenceesin.ThisabsorbingnewbookbyCatrionaCampbellisapracticalroadmapaddressingthechallengesposedbytheforthingAIrevolution(變革).Inthewronghands,suchabookcouldproveasplicatedtoprocessastheputercode(代碼)thatpowersAIbut,thankfully,Campbellhasmorethantwodecades’professionalexperiencetranslatingtheheadyintotheunderstandable.Shewritesfromthepracticalangleofabusinesspersonratherthanasanacademic,makingforaguidewhichishighlyaccessibleandinformativeandwhich,bytheclose,willmakeyoufeelalmostassmartasAI.AswesoonetolearnfromAIbyDesign,AIisalreadysupersmartandwillbeemorecapable,movingfromthecurrentgenerationof“narrowAI”toArtificialGeneralIntelligence.Fromthere,Campbellsays,willeArtificialDominantIntelligence.ThisiswhyCampbellhassetouttoraiseawarenessofAIanditsfuturenowseveraldecadesbeforethesedevelopmentsareexpectedtotakeplace.Shesaysitisessentialthatwekeepcontrolofartificialintelligence,orriskbeingsidelinedandperhapsevenworse.Campbell’spointistowakeupthoseresponsibleforAIthetechnologypaniesandworldleaderssotheyareonthesamepageasalltheexpertscurrentlydevelopingit.Sheexplainsweareata“tippingpoint”inhistoryandmustactnowtopreventanextinctionleveleventforhumanity.WeneedtoconsiderhowwewantourfuturewithAltopanout.Suchstructuredthinking,followedbyglobalregulation,willenableustoachievegreatnessratherthanourdownfall.AIwillaffectusall,andifyouonlyreadonebookonthesubject,thisisit.32.Whatdoesthephrase“Inthewronghands”inparagraph2probablymean?A.Ifreadbysomeonepoorlyeducated. B.Ifreviewedbysomeoneillintentioned.C.Ifwrittenbysomeonelesspetent. D.Iftranslatedbysomeoneunacademic.33.WhatisafeatureofAIbyDesignaccordingtothetext?A.Itispackedwithplexcodes. B.Itadoptsadowntoearthwritingstyle.C.Itprovidesstepbystepinstructions. D.ItisintendedforAIprofessionals.34.WhatdoesCampbellurgepeopletodoregardingAIdevelopment?A.Observeexistingregulationsonit.B.Reconsiderexpertopinionsaboutit.C.Makejointeffortstokeepitundercontrol.D.Learnfrompriorexperiencetoslowitdown.35.Whatistheauthor’spurposeinwritingthetext?A.ToremendabookonAI. B.TogiveabriefaccountofAIhistory.C.ToclarifythedefinitionofAI. D.TohonoranoutstandingAIexpert.跟蹤訓(xùn)練2(2022全國乙卷閱讀B篇)In1916,twogirlsofwealthyfamilies,bestfriendsfromAuburn,N.Y.—DorothyWoodruffandRosamondUnderwood—traveledtoasettlementintheRockyMountainstoteachinaoneroomschoolhouse.ThegirlshadgonetoSmithCollege.Theyworeexpensiveclothes.SoforthemtomovetoElkhead,Colo.toinstructthechildrenwhoseshoeswereheldtogetherwithstringwasasurprise.TheirstayinElkheadisthesubjectofNothingDaunted:TheUnexpectedEducationofTwoSocietyGirlsintheWestbyDorothyWickenden,whoisamagazineeditorandDorothyWoodruff’sgranddaughter.Whydidtheygothen?Well,theywantedtodosomethinguseful.Soon,however,theyrealizedwhattheyhadundertaken.Theymovedinwithalocalfamily,theHarrisons,and,likethem,hadlittleprivacy,rarebaths,andablanketofsnowontheirquiltwhentheywokeupinthemorning.Somemornings,RosamondandDorothywouldarriveattheschoolhousetofindthechildrenweepingfromthecold.Inspring,thesnowwasreplacedbymudoverice.InWickenden’sbook,sheexpandedonthehistoryoftheWestandalsoonfeminism,whichofcourseinfluencedthegirls’decisiontogotoElkhead.Ahairraisingsectionconcernsthebuildingoftherailroads,whichentailed(牽涉)drillingthroughtheRockies,ofteninblindingsnowstorms.ThebookendswithRosamondandDorothy’sreturntoAuburn.Wickendenisaverygoodstoryteller.Thesweepofthelandandthestoicism(堅(jiān)忍)ofthepeoplemovehertosomebeautifulwriting.HereisapictureofDorothyWoodruff,onherhorse,lookingdownfromahilltop:“Whenthesunslippedbehindthemountains,itshedarosyglowallaroundthem.Thenafullmoonrose.Thesnowwasmarkedonlybysmallanimals:foxes,coyotes,mice,andvaryinghares,whichturnedwhiteinthewinter.”24.WhydidDorothyandRosamondgototheRockyMountains?A.Toteachinaschool. B.TostudyAmericanhistory.C.Towriteabook. D.Todosightseeing.25.Whatcanwelearnaboutthegirlsfromparagraph3?A.Theyenjoyedmuchrespect. B.Theyhadaroomwithabathtub.C.Theylivedwiththelocalkids. D.Theysufferedseverehardships.26.WhichpartofWickenden’swritingishairraising?A.TheextremeclimateofAuburn. B.ThelivingconditionsinElkhead.C.TherailroadbuildingintheRockies. D.ThenaturalbeautyoftheWest.27.Whatisthetext?A.Anewsreport. B.Abookreview. C.Achildren’sstory. D.Adiaryentry.01閱讀理解新聞報(bào)道跟蹤訓(xùn)練跟蹤訓(xùn)練1(2024全新課標(biāo)II卷B篇)Doyouevergettothetrainstationandrealizeyouforgottobringsomethingtoread?Yes,weallhaveourphones,butmanyofusstillliketogooldschoolandreadsomethingprinted.Well,there’sakiosk(小亭)forthat.IntheSanFranciscoBayArea,atleast.“Youenterthefaregates(檢票口)andyou’llseeakioskthatislitupandittellsyoucangetaoneminute,athreeminute,orafiveminutestory,”saysAliciaTrost,thechiefmunicationsofficerfortheSanFranciscoBayAreaRapidTransit—knownasBART.“Youchoosewhichlengthyouwantanditgivesyouareceiptlikeshortstory.”It’sthatsimple.Ridershaveprintednearly20,000shortstoriesandpoemssincetheprogramwaslaunchedlastMarch.Someareclassicshortstories,andsomeareneworiginalworks.Trostalsowantstointroducelocalwriterstolocalriders.“WewantedtodosomethingwherewedoacalltoartistsintheBayAreatosubmitstoriesforacontest,”Trostsays.“Andasofrightnow,we’vereceivedabout120submissions.Thewinningstorieswouldgointoourkioskandthenyouwouldbeapublishedartist.”Ridershipontransit(交通)systemsacrossthecountryhasbeendownthepasthalfcentury,socouldshortstoriessavetransit?Trostthinksso.“Attheendofthedayalltransitagenciesrightnowaredoingeverythingtheycantoimprovetheriderexperience.SoIabsolutelythinkwewillgetmoreridersjustbecauseofshortstories,”shesays.Andyou’llneverbewithoutsomethingtoread.24.WhydidBARTstartthekioskprogram?A.Topromotethelocalculture. B.Todiscouragephoneuse.C.Tomeetpassengers’needs. D.Toreduceitsrunningcosts.25.Howarethestoriescategorizedinthekiosk?A.Bypopularity. B.Bylength.C.Bytheme. D.Bylanguage.26.WhathasTrostbeendoingrecently?A.Organizingastorycontest. B.Doingasurveyofcustomers.C.Choosingaprintpublisher. D.Conductinginterviewswithartists.27.WhatisTrost’sopinionaboutBART’sfuture?A.Itwillclosedown. B.Itsprofitswilldecline.C.Itwillexpandnationwide. D.Itsridershipwillincrease.跟蹤訓(xùn)練2(2020全國III卷B篇)When"RiseofthePlanetoftheApes"wasfirstshowntothepubliclastmonth,agroupofexcitedanimalactivistsgatheredonHollywoodBoulevard.Buttheyweren’ttheretothrowredpaintonfurcoatwearingfilmstars.Instead,oneactivist,dressedinafullbodymonkeysuit,hadarrivedwithasignpraisingthefilmmakers:"Thanksfornotusingrealapes(猿)!"Thecreativeteambehind"Apes"usedmotioncapture(動(dòng)作捕捉)technologytocreatedigitalizedanimals,spendingtensofmillionsofdollarsontechnologythatIrecordsanactor’sperformanceandlaterprocessesitwithputergraphicstocreateafinalimage(圖像).Inthiscase,oneofarealisticlookingape.Yet"Apes"ismoreexceptionthantherule.Infact,Hollywoodhasbeenhotonliveanimalslately.Onenonprofitorganization,whichmonitorsthetreatmentoranimalsinfilmedentertainment,iskeepingtabsonmorethan2,000productionsthisyear.Already,anumberoffilms,including"WaterforElephants,""TheHangoverPartⅡ"and"Zookeeper,"havedrawntheangerofactivistswhosaythecreaturesactinginthemhaven’tbeentreatedproperly.Insomecases,it’snotsomuchthetreatmentoftheanimalsonsetinthestudiothathasactivistsworried;it’stheoffsettrainingandlivingconditionsthatareraisingconcerns.AndtherearequestionsaboutthefilmsmadeoutsidetheStates,whichsometimesarenotmonitoredascloselyasproductionsfilmedintheSates.24.WhydidtheanimalactivistsgatheronHollywoodBoulevard?A.Toseefamousfilmstars. B.Toopposewearingfurcoats.C.Toraisemoneyforanimalprotection. D.Toexpressthankstosomefilmmakers.25.Whatdoesparagraph2mainlytalkabout?A.Thecostofmaking"Apes." B.Thecreationofdigitalizedapes.C.Thepublicityabout“Apes." D.Theperformanceofrealapes.26.Whatdoestheunderlinedphrase"keepingtabson"inparagraph3probablymean?A.Listingpletely. B.Directingprofessionally.C.Promotingsuccessfully. D.Watchingcarefully.27.Whatcanweinferfromthelastparagraphaboutanimalactors?A.Theymaybebadlytreated. B.Theyshouldtakefurthertraining.C.Theycouldbetradedillegally. D.Theywouldlosepopularity.02高考新聞報(bào)道高頻詞匯1.生僻詞匯prohibit/pr??h?b?t/ vt.禁止agenda/??d?end?/ n.議事日程；議程表deposit/d??p?z?t/ n.存款；押金；訂金procedure/pr??si?d??/ n.程序；手續(xù)；步驟sympathy/?s?mp?θ?/ n.同情multiply/?m?lt?pla?/ vt.&vi.乘；增加insert/?n?s??t/ vt.&vi.插入ambiguous/?m?b?ɡj??s/adj.模棱兩可的；含糊不清的awesome/???s?m/ adj.令人驚嘆的delicate/?del?k?t/ adj.精美的；易碎的punctual/?p??kt???l/ adj.守時(shí)的thorough/?θ?r?/ adj.徹底的allocate/??l?ke?t/ vt.分配；撥出dilemma/d??lem?/ n.困境；進(jìn)退兩難exacerbate/?ɡ?z?s?be?t/ vt.使惡化；使加劇substitute/?s?bst?tju?t/ v.代替；取代n.替代品priority/pra???r?ti/ n.優(yōu)先事項(xiàng)；優(yōu)先權(quán)resonance/?rèsōnɡ/ n.共鳴barrier/?b?ri?/ n.障礙；屏障consequence/?k?ns?kw?ns/n.結(jié)果；后果3.派生詞匯coauthor/k?????θ?/ n.合著者aspirational/??sp??re???nl/ adj.渴望成功的；有抱負(fù)的emotionally/??m????n?li/ adv.情緒上；感情上plainer/k?m?plein?/ n.抱怨者globalization/?ɡl??b?la??ze???n/n.全球化historically/h??st?r?kli/ adv.在歷史上motivational/?m??t??ve???nl/ adj.鼓舞人心的perspective/p??spekt?v/ n.視角；觀點(diǎn)；態(tài)度unimaginable/??n??m?d??n?bl/adj.難以置信的digestion/da??d?est??n/ n.消化；領(lǐng)悟reprogram/ri??pr??ɡr?m/ v.重新編程incurable/?n?kj??r?bl/ adj.無法治愈的unnatural/?n?n?t?r?l/ adj.不自然的publication/?p?bl??ke??n/ n.出版；發(fā)行promotion/pr??m???n/ n.促銷；晉升；推廣worthless/?w??θl?s/ adj.無價(jià)值的；沒用處的greenery/?ɡri?n?ri/ n.綠色植物holistic/h???l?st?k/ adj.整體的multitask/?m?lti?tɑ?sk/ v.同時(shí)執(zhí)行多項(xiàng)任務(wù)urbanization/???b?na??ze??n/ n.城市化3.熟詞生義board/b??d/ 熟義：n.板v.登上； 生義：n.飲食excuse/?k?skju?z/ 熟義：v.原諒； 生義：v.借故離開flood/fl?d/ 熟義：n.洪水； 生義：v.淹沒，涌到head/hed/ 熟義：n.頭； 生義：v.（朝……）前進(jìn)，去；帶領(lǐng)land/l?nd/ 熟義：n.土地v.著陸； 生義：v.謀得law/l??/ 熟義：n.法律； 生義：n.法則name/ne?m/ 熟義：n.名字； 生義：v.說定；命名note/n??t/ 熟義：n.筆記，便條； 生義：n.音符；紙幣storm/st??m/ 熟義：n.暴風(fēng)雨； 生義：v.氣沖沖地疾走station/?ste???n/熟義：n.站； 生義：v.部署，使駐扎ache/e?k/ 熟義：n.疼痛； 生義：v.渴望coach/k??t?/ 熟義：n.教練； 生義：v.輔導(dǎo)；訓(xùn)練course/k??s/ 熟義：n.課程；過程； 生義：n.一道菜desert/d??z??t/ 熟義：n.沙漠； 生義：v.拋棄，離棄ground/ɡra?nd/ 熟義：n.地面； 生義：n.理由measure/?me??/ 熟義：n.措施，方法； 生義：v.估量，判定（重要性、價(jià)值或影響等）position/p??z???n/ 熟義：n.位置；職位； 生義：n.立場；觀點(diǎn)promise/?pr?m?s/ 熟義：n.諾言； 生義：v.有……的希望；使……有可能shoulder/????ld?/ 熟義：n.肩膀； 生義：v.承擔(dān)conduct/?k?nd?kt/ 熟義：v.指揮； 生義：v.實(shí)施，做01閱讀理解書評類答題誤區(qū)1.事實(shí)與觀點(diǎn)混淆誤將引語（如專家觀點(diǎn)）等同于作者立場，例如將"某教授認(rèn)為該政策存在執(zhí)行漏洞"理解為新聞作者的觀點(diǎn)。2.時(shí)間線與因果關(guān)系錯(cuò)亂對"事件發(fā)展順序影響后續(xù)措施"的邏輯鏈把握不足，如將"政策實(shí)施后出現(xiàn)經(jīng)濟(jì)波動(dòng)"誤判為"政策導(dǎo)致經(jīng)濟(jì)波動(dòng)"。3.數(shù)據(jù)解讀表面化僅關(guān)注數(shù)字本身，忽略數(shù)據(jù)對比的深層含義，例如將"失業(yè)率下降2%"直接等同于經(jīng)濟(jì)向好，忽視統(tǒng)計(jì)口徑變化。4.推斷題過度延伸脫離文本進(jìn)行主觀臆斷，如根據(jù)"某城市犯罪率上升"推斷"治安管理全面失效"，而忽略文中提到的"季節(jié)性因素"。02閱讀理解書評類應(yīng)對辦法1.構(gòu)建評價(jià)維度認(rèn)知框架文學(xué)性分析：關(guān)注寫作手法（如"意識流""隱喻"）、結(jié)構(gòu)設(shè)計(jì)（如"倒敘""多線敘事"）；主題闡釋：識別作品反映的社會議題（如"階級矛盾""文化沖突"）；價(jià)值判斷：區(qū)分"創(chuàng)新性""深度""感染力"等評價(jià)維度2.建立評價(jià)詞匯庫正面評價(jià)：profoundinsight深刻洞察、pellingnarrative引人入勝的敘事；負(fù)面評價(jià)：superficialcharacterization膚淺的人物塑造、clichédplot陳詞濫調(diào)的情節(jié)；中性評價(jià)：balancedperspective平衡的視角、thoughtprovoking發(fā)人深省。3.強(qiáng)化邏輯關(guān)系識別因果關(guān)系：由于采用第一人稱視角，讀者更容易產(chǎn)生共鳴；對比關(guān)系：與傳統(tǒng)歷史小說不同，該作品弱化了英雄主義敘事；遞進(jìn)關(guān)系：不僅揭露社會問題，更提出了解決路徑。4.主旨?xì)w納三步法定位評價(jià)句：重點(diǎn)關(guān)注首段結(jié)論句、尾段總結(jié)句；提取關(guān)鍵詞：如"批判性反思""藝術(shù)突破""時(shí)代局限性"；整合核心觀點(diǎn)：本文通過分析作品的敘事革新，肯定其對女性主義文學(xué)的貢獻(xiàn)。03閱讀理解新聞報(bào)道類答題誤區(qū)1.忽視首段主旨，陷入細(xì)節(jié)迷宮案例：2023年全國甲卷新聞報(bào)道首段提到“某國通過新法案限制塑料使用”，后文詳細(xì)列舉法案條款和企業(yè)反應(yīng)。題目問“文章主要討論什么”，考生易誤選“企業(yè)應(yīng)對措施”（細(xì)節(jié)），而非“新塑料法案的出臺”（首段核心）。誤區(qū)本質(zhì)：未抓住倒金字塔的主旨前置特點(diǎn)，被次要信息干擾。2.混淆客觀事實(shí)與主觀觀點(diǎn)案例：2022年新高考I卷報(bào)道“AI技術(shù)在醫(yī)療中的應(yīng)用”，原文含doctorsbelieveAIcanreduceerrors（觀點(diǎn)）和AIhelpeddiagnose30%morecases（事實(shí)）。題目問“哪項(xiàng)是作者確認(rèn)的事實(shí)”，考生易將“醫(yī)生觀點(diǎn)”當(dāng)作事實(shí)選入。誤區(qū)本質(zhì)：未區(qū)分信號詞（觀點(diǎn)think/argue/suggest；事實(shí)prove/show/statistics）。3.對數(shù)字、時(shí)間、機(jī)構(gòu)等細(xì)節(jié)定位失誤案例：2021年全國乙卷報(bào)道“全球可再生能源裝機(jī)容量增長”，含數(shù)據(jù)“2020年增長10%，2021年達(dá)15%”。題目問“2021年增長率”，考生因漏看年份或混淆“裝機(jī)容量”與“增長率”選錯(cuò)。誤區(qū)本質(zhì)：對新聞中高頻出現(xiàn)的“數(shù)字+單位+限定詞”（如增長vs總量）敏感度不足。04閱讀理解新聞報(bào)道類應(yīng)對辦法1.快速確認(rèn)文體通過導(dǎo)語、倒金字塔結(jié)構(gòu)、引語等語言特點(diǎn)，快速判斷文章為新聞?lì)?，以便針對性答題。2.抓住文章核心新聞核心通常在導(dǎo)語部分，傳統(tǒng)導(dǎo)語一般包含5W+1H（Who,What,When,Where,Why,How），但現(xiàn)代新聞導(dǎo)語更注重對事實(shí)的概括，需重點(diǎn)關(guān)注。3.定位答案出處標(biāo)記關(guān)鍵詞：讀題時(shí)標(biāo)記題干中的人名、地名、數(shù)據(jù)等關(guān)鍵詞，閱讀時(shí)留意這些信息的出現(xiàn)位置。對比選項(xiàng)：定位后抓住關(guān)鍵詞，與選項(xiàng)對比，注意識別同義詞，考慮細(xì)節(jié)暗示，確保答案準(zhǔn)確。4.斟酌主旨標(biāo)題依據(jù)導(dǎo)語：新聞標(biāo)題主要依賴導(dǎo)語內(nèi)容，確定標(biāo)題后可反推涉及內(nèi)容，最終敲定答案。注意雙關(guān)：標(biāo)題中的雙關(guān)需仔細(xì)體會，理解其深層含義。5.細(xì)節(jié)理解題技巧精準(zhǔn)定位：根據(jù)題干關(guān)鍵詞在文中查找對應(yīng)信息，注意細(xì)節(jié)描述。排除干擾：注意選項(xiàng)中的絕對化表述（如“always”“never”等），此類選項(xiàng)通常為干擾項(xiàng)。6.推理判斷題技巧依據(jù)文本：答案需基于文中信息合理推斷，避免主觀臆斷。分析引語：新聞中的直接引語或間接引語常反映當(dāng)事人觀點(diǎn)，需結(jié)合上下文理解其態(tài)度和看法。7.詞義猜測題技巧結(jié)合語境：根據(jù)上下文線索推測詞義，注意前后文的邏輯關(guān)系。關(guān)注定義或解釋：文中對生詞的定義、舉例或同義詞替換等可幫助猜測詞義。閱讀理解書評和新聞報(bào)道閱讀理解書評和新聞報(bào)道綜合能力提升真題專區(qū)：研讀高考真題，洞悉高考命題規(guī)律，探尋滿分做題技巧和應(yīng)試思維01(2020全國III卷)Withtheyoungunabletoaffordtoleavehomeandtheoldatriskofisolation(孤獨(dú)),morefamiliesarechoosingtolivetogether.Thedoorwaytopeaceandquiet,forNickBrightatleast,leadsstraighttohismotherinlaw,shelivesonthegroundfloor,whilehelivesupstairswithhiswifeandtheirtwodaughters.FouryearsagotheyallmovedintoathreestoreyVictorianhouseinBristol—oneofagrowingnumberofmultigenerationalfamiliesintheUKlivingtogetherunderthesameroof.Theyshareafrontdoorandawashingmachine,butRitaWhiteheadhasherownkitchen,bathroom,bedroomandlivingroomonthegroundfloor.“Wefloatedtheideatomymumofsharingatahouse,”saysKathrynWhitehead.Ritacutsin:“WespokemorewithNickbecauseIthinkit’sabigthingforNicktolivewithhismotherinlaw.”AndwhatdoesNickthink?“Frommystandpoint,itallseemstoworkverywell.WouldIremendit?Yes,IthinkIwould.”It’shardtotellexactlyhowmanypeopleagreewithhim,butresearchindicatesthatthenumbershavebeenrisingforsometime.Officialreportssuggestthatthenumberofhouseholdswiththreegenerationslivingtogetherhadrisenfrom325,000in2002to419,000in2013.1991.Therietiesofmultigenerationalfamilyaremoremon.Somepeoplelivewiththeirelderlyparents;manymoreadultchildrenarereturningtothefamilyhome,iftheyeverleft.Itissaidthatabout20%of2534yearoldslivewiththeirparents,paredwith16%in1991.ThetotalnumberofallmultigenerationalhouseholdsinBritainisthoughttobeabout1.8million.Storieslikethataremoremoninpartsoftheworldwheremultigenerationallivingismorefirmlyrooted.InIndia,particularlyoutsidecities,youngwomenareexpectedtomoveinwiththeirhusband’sfamilywhentheygetmarried.28.WhomainlyusesthegroundfloorintheVictorianhouseinBristol?A.Nick. B.Rita. C.Kathryn D.Thedaughters.29.WhatisNick’sattitudetowardssharingthehousewithhismotherinlaw?A.Positive. B.Carefree. C.Tolerant. D.Unwilling.30.Whatistheauthor’sstatementaboutmultigenerationalfamilybasedon?A.Familytraditions. B.Financialreports. C.Publishedstatistics.D.Publicopinions.31.Whatisthetextmainlyabout?A.Lifestylesindifferentcountries. B.Conflictsbetweengenerations.C.AhousingprobleminBritain. D.ArisingtrendoflivingintheUK.02(2020新課標(biāo)卷)Inthemid1990s,TomBisselltaughtEnglishasavolunteerinUzbekistan.Heleftaftersevenmonths,physicallybrokenandhavinglosthismind.Afewyearslater,stillattractedtothecountry,hereturnedtoUzbekistantowriteanarticleaboutthedisappearanceoftheAralSea.Hisvisit,however,endedupinvolvingalotmorethanthat.Hencethisbook,ChasingtheSea:LostAmongtheGhostsofEmpireinCentralAsia,whichtalksaboutaroadtripfromTashkenttoKarakalpakstan,wheremillionsofliveshavebeendestroyedbytheslowdryingupofthesea.ItisthestoryofanAmericantravellingtoastrangeland,andofthepeoplehemeetsonhisway:Rustam,histranslator,alovely24yearoldwhopickeduphiscolorfulEnglishinCalifornia,OlegandNatasha,hishostsinTashkent,andastringofforeignaidworkers.ThisisaquicklookatlifeinUzbekistan,madeoffriendlinessandwarmth,butalsoitsdarkersideofsociety.InSamarkand,MrBisselladmiresthearchitecturalwonders,whileonhiswaytoBukharahegetsatasteofpolicemethodswhensuspectedofdrugdealing.InFerghana,heattendsamountainfuneral(葬禮)followedbyastrangedrinkingparty.AndinKarakalpakstan,heissaddenedbytheduststorms,diseasesandfishingboatsstuckmilesfromthesea.MrBissellskillfullyorganizeshistoricalinsightsandculturalreferences,makinghistaleawellroundedpictureofUzbekistan,seenfromWesterneyes.HisjudgmentandreferencesaredecidedlyAmerican,aswellashisdelicatestomach.Astheauthorexplains,thisisneitheratravelnorahistorybook,orevenapieceofreportage.Whateveritis,theresultisafineandvividdescriptionofthepurestofCentralAsiantraditions.28.WhatmadeMrBissellreturntoUzbekistan?A.Hisfriends'invitation. B.Hisinterestinthecountry.C.Hisloveforteaching. D.Hisdesiretoregainhealth.29.Whatdoestheunderlinedword“that”inparagraph2referto?A.Developingaseriousmentaldisease.B.TakingaguidedtourinCentralAsia.C.WorkingasavolunteerinUzbekistan.D.WritinganarticleabouttheAralSea.30.WhichofthefollowingbestdescribesMrBissell'sroadtripinUzbekistan?A.Romantic. B.Eventful. C.Pleasant. D.Dangerous.31.Whatisthepurposeofthistext?A.Tointroduceabook. B.Toexplainaculturalphenomenon.C.Torememberawriter. D.Toremendatraveldestination.03(2023新課標(biāo)II卷)ReadingArt:ArtforBookLoversisacelebrationofaneverydayobject—thebook,representedhereinalmostthreehundredartworksfrommuseumsaroundtheworld.Theimageofthereaderappearsthroughouthistory,inartmadelongbeforebooksaswenowknowthemcameintobeing.Inartists’representationsofbooksandreading,weseemomentsofsharedhumanitythatgobeyondcultureandtime.Inthis“bookofbooks,”artworksareselectedandarrangedinawaythatemphasizestheseconnectionsbetweendifferenterasandcultures.Weseescenesofchildrenlearningtoreadathomeoratschool,withthebookasafocusforrelationsbetweenthegenerations.Adultsareportrayed(描繪)aloneinmanysettingsandposes—absorbedinavolume,deepinthoughtorlostinamomentofleisure.Thesescenesmayhavebeenpaintedhundredsofyearsago,buttheyrecordmomentswecanallrelateto.Booksthemselvesmaybeusedsymbolicallyinpaintingstodemonstratetheintellect(才智),wealthorfaithofthesubject.Beforethewideuseoftheprintingpress,booksweretreasuredobjectsandcouldbeworksofartintheirownright.Morerecently,asbookshavebeeinexpensiveoreventhrowaway,artistshaveusedthemastherawmaterialforartworks—transformingcovers,pagesorevenpletevolumesintopaintingsandsculptures.Continueddevelopmentsinmunicationtechnologieswereoncebelievedtomaketheprintedpageoutdated.Froma21stcenturypointofview,theprintedbookiscertainlyancient,butitremainsasinteractiveasanybatterypoweredereader.Toserveitsfunction,abookmustbeactivatedbyauser:thecoveropened,thepagesparted,thecontentsreviewed,perhapsnoteswrittendownorwordsunderlined.Andincontrasttoourincreasinglynetworkedliveswheretheinformationweconsumeismonitoredandtracked,aprintedbookstilloffersthechanceofawhollyprivate,“offline”activity.28.Whereisthetextmostprobablytakenfrom?A.Anintroductiontoabook. B.Anessayontheartofwriting.C.Aguidebooktoamuseum. D.Areviewofmodernpaintings.29.Whataretheselectedartworksabout?A.Wealthandintellect. B.Homeandschool.C.Booksandreading. D.Workandleisure.30.Whatdotheunderlinedwords“relateto”inparagraph2mean?A.Understand. B.Paint.C.Seize. D.Transform.31.Whatdoestheauthorwanttosaybymentioningtheereader?A.Theprintedbookisnottotallyoutofdate.B.Technologyhaschangedthewayweread.C.Ourlivesinthe21stcenturyarenetworked.D.Peoplenowrarelyhavethepatiencetoread.模擬專區(qū)：精選名校真題好題，幫你錘煉做題技巧，助力沖刺備考圓夢高考04（2425高三下·重慶·階段練習(xí)）J.D．Salinger’sTheCatcherintheRyeremainsaclassicnovelofadolescentrebellionandisolation,connectingwithgenerationssinceits1951publication.ThroughthevoiceofHoldenCaulfield,ateenagerkickedoutofprepschool,Salingercapturestherawemotionsofyouth—anger,confusion,andadesperatesearchforrealnessinaworldhedismissesas“phoney”.Thenovel’slastingpowerliesnotingrandadventuresbutinitsintimateportrayalofHolden’sinternalstruggles,whichreflectuniversalteenageexperiences.Holden’sjourneythroughNewYorkCityactsasapsychologicalexploration.Hecriticizesthehypocrisy(虛偽)oftheadultworld,mockssocialexpectations,andfantasizesaboutescapingtoasimplerlife“awayfromallthenonsense.”Yetbeneathhiscynical(憤世嫉俗的)appearanceliesvulnerability.Symbolismdeepensthenovel’sexplorationofinnocenceandloss.Therepeatedimageofthe“catcherintherye”—Holden’sfantasyofsavingchildrenfromfallingoffacliff—symbolizeshiswishtopreservechildhoodinnocence.HisrepeatedvisitstotheMuseumofNaturalHistory,wheredisplaysstayunchanged,revealhisingoingforstability.TheducksinCentralPark’slake,whichmysteriouslydisappeareachwinter,mirrorHolden’sanxietyaboutlife’suncertainties.Eventhenovel’scontroversiallanguage,criticizedwhenfirstpublishedandbrieflydefendedlaterinonepublisher’spreface(序言)as“authenticadolescentvoice”,servesasarebellionagainstsocialnorms,makingHolden’svoicefeelstartlinglyreal.Thoughsetinthe1950s,TheCatcherintheRyecontinuestospeaktomodernteenagers.Inaneradominatedbysocialmediaandartificialidentities,Holden’shatredofhypocrisyfeelsstrikinglyrelatable.Unliketoday’sdigitalinteractions,Holden’shandwrittenlettersandfacetofaceencountersinthenovelemphasizetheoriginalandpurenatureofhumanconnection.Salinger’srefusaltoromanticizeadolescence—offeringnoeasyanswerstoHolden’spain—challengesreaderstoconfronttheirownstruggleswithgrowingup.Th