专题02 阅读词汇（复习讲义）（天津专用）2026年高考英语二轮复习讲练测

该高中英语高考复习讲义聚焦阅读词汇核心考点，涵盖语境猜词、词汇逻辑关联、主题词汇聚焦、同义替换匹配四大能力，按“人与自我”“人与社会”“人与自然”三大主题构建知识体系，通过考点精解、知能架构、真题攻坚、分层练习的教学流程，帮助学生系统突破阅读词汇难点，提升解题针对性。 讲义创新采用“真题情境-能力解构-词汇链构建”教学法，如语境猜词题引导学生通过转折逻辑和场景细节定位线索词，主题词汇聚焦训练构建“核心词+同义替换+态度词”思维导图，培养学生语言能力和思维品质。配套近五年真题解析与高频词汇表，确保复习效率，为教师把控复习节奏、提升学生应考能力提供有力支持。

专题02 阅读词汇 01 析·考点精解 2 02 构·知能架构 2 03 破·考点攻坚 5 考点一 人与自我（聚焦个人成长、内心世界、生活技能） 5 考点二 人与社会（聚焦人际关系、社会现象、公共生活） 19 考点三 人与自然（聚焦自然环境、生态保护、自然现象） 36 01 析·考点精解 命题轨迹透视 从近五年高考试题来看，试题以同意替换为主，题目难度不等。命题趋势：在语篇中考查学生对有关阅读高频词的掌握情况，强化信息查找的能力和语境理解。 考点频次总结 考点 2025年 2024年 2023年 2022年 2021年 人与自我 首考 A篇，B篇，D篇 二考 B 首考 C篇D 篇 二考 无 首考 A篇 二考 B篇 首考C篇 二考D篇 首考B篇，D篇 二考B篇 人与社会 首考 C篇 二考 A篇，D篇 首考 无 二考 B篇 首考 C篇，D篇 二考 A篇，C篇，D篇 首考A篇，B篇 二考 无 首考 A篇，C篇 二考 A篇，C篇，D篇 人与自然 首考 无 二考 C篇 首考 无 二考 C篇 首考 B篇 二考 无 首考 无 二考 无 首考 无 二考 无 2026命题预测 预计在2026年高考中，主要会以语篇为命题情景，强化信息查找的能力和语境理解，重点考察语境猜词能力、词汇逻辑关联能力、主题词汇聚焦能力、同意替换匹配能力。 02 构·知能架构 在近几年天津高考中，在阅读词汇维度主要会以语篇为命题情景，强化信息查找的能力和语境理解，重点考察语境猜词能力、词汇逻辑关联能力、主题词汇聚焦能力、同意替换匹配能力。 一、 语境猜词能力 能力内涵该能力的核心是 “词不离句，句不离篇”，要求学生不依赖词典，仅通过语篇内的逻辑关系、语义提示、场景描述等文本线索，推测陌生词汇、熟词生义或代词指代的含义。其本质是考查学生利用语篇内部信息完成词义解码的能力。 命题体现形式 直接设置词义猜测题，题干针对语篇中的划线词或短语设问，选项会设置与语境情绪、逻辑不符的干扰项，或利用形近词、近义词进行误导。 语篇中嵌入学术性词汇、文化特色词汇或专业领域词汇，这些词汇不设题，但学生必须通过语境理解其含义，才能读懂全文的逻辑和细节。 代词指代题的考查难度升级，考查对象从指代单个句子内容的普通代词，转向指代段落主旨或全文核心观点的抽象代词，需要结合上下文的整体逻辑判断指代对象。 备考策略 积累语篇中常见的逻辑连接词，包括转折、因果、解释、举例、递进等类型，这些词汇是语境猜词的核心信号。 养成 “定位线索词” 的习惯，面对词义猜测类题目时，优先圈画目标词前后的逻辑词、描述性短语或相关定义句，通过这些信息推导词义。 拓展对熟词生义的积累，重点关注在不同语境中词性或含义发生变化的高频词汇，总结其在不同场景下的含义特征。 二、 词汇逻辑关联能力 能力内涵该能力要求学生识别语篇中词汇之间的内在逻辑关系，包括同义、反义、总分、因果、并列、递进等，通过词汇间的呼应和关联，梳理语篇的叙事或论证脉络，避免出现 “读懂单个句子，却无法串联段落主旨” 的问题。 命题体现形式 细节题的干扰项会刻意偷换原文词汇的逻辑关系，比如将原文的并列关系改为因果关系，将对比关系改为递进关系，学生需要识别词汇间的逻辑关联才能排除干扰。 段落主旨题的正确选项，会整合该段的主题词和逻辑关键词，错误选项则会截取段落中的零散词汇，这些词汇无明确逻辑关联，无法支撑段落核心观点。 备考策略 精读语篇时，养成标注词汇逻辑关系的习惯，圈画主题词的同义替换词、观点词的反义对比词，以及体现逻辑关系的标志词。 总结不同逻辑关系的词汇标志，比如总分关系常用 “in general”“for instance”，因果关系常用 “result in”“due to”，并列关系常用 “besides”“in addition”。 三、 主题词汇聚焦能力 能力内涵该能力是宏观理解语篇的关键，要求学生在包含多细节、多分支话题的语篇中，快速区分主题词汇、细节词汇和态度词汇，锁定贯穿全文的核心主题词群，进而把握语篇的中心思想和作者的核心观点。 命题体现形式 主旨大意题的设问更加灵活，会结合新情境、新话题命题，正确选项会用主题词的同义替换词表述，错误选项要么聚焦细节词汇以偏概全，要么加入语篇未提及的词汇无中生有。 标题选择题的考查重点是 “主题词 + 核心态度”，正确标题必须包含语篇的核心主题词，同时体现作者的立场或情感，干扰项则可能缺失主题词或偏离作者态度。 推理判断题的答案导向性更强，所有合理推断都必须围绕主题词汇展开，脱离主题的推理均为错误选项。 备考策略 训练 “首尾段主题词定位法”，高考阅读语篇的主题词通常在首段引出、尾段升华，精读时优先圈画首尾段的高频词汇，确定核心主题。 构建 “主题词群思维导图”，针对每篇精读语篇，梳理 “核心主题词 + 同义替换词 + 态度词汇” 的词汇群，强化对主题词汇的敏感度。 做主旨类题目时，养成 “选项主题词匹配度验证” 的习惯，先排除不含核心主题词的选项，再进一步筛选与主旨相符的选项。 四、 同义替换匹配能力 能力内涵该能力是高考阅读解题的核心命脉，贯穿所有题型，要求学生识别题干 / 选项与原文之间的同义改写关系，包括词汇层面、短语层面和句式层面的改写，透过词汇表面的差异，找到意义的对等关系，从而精准定位答案句。 命题体现形式 细节题的正确选项均为原文信息的同义改写，干扰项常采用 “词汇照抄但逻辑错误” 或 “逻辑正确但词汇无原文对应” 的设置方式。 推理判断题的正确选项是原文观点的同义转述，干扰项则存在过度推理的问题，即加入原文未提及的信息，或偷换原文主题词的修饰限定成分。 数字、时间、地点类细节题会通过同义改写设置考点，比如用模糊表述改写原文的具体数据，用时间状语改写原文的具体年份，学生需要识别同义替换才能完成匹配。 备考策略 建立 “题干——原文同义替换错题本”，整理每道题的题干关键词、原文对应句、选项同义改写词，定期复盘积累，总结高频改写类型。 强化 “关键词定位 + 同义匹配” 的解题步骤，拿到题目后先圈画题干中的核心关键词，再回原文定位包含同义替换词的句子，最后对比选项与定位句的含义一致性。 专项训练句式改写的识别能力，重点关注主动句与被动句、陈述句与疑问句、长句与短句之间的同义转换规律。 03 破·考点攻坚 考点一 人与自我（聚焦个人成长、内心世界、生活技能） 2025年3月 天津真题 I first encountered tai chi in Ottawa’s Chinatown. Men and women gathered in loose formation. Their actions combined to achieve a meditative (冥想的) dance. I was amazed by its beauty and grace. It was like watching a water lily opening. Yet I couldn’t see the point. I could achieve my fitness goals from exercise classes, swimming and cycling — and moving so slowly didn’t seem to build muscle, my objective for all activities. I chose only to admire this martial art (武术) but kept my distance. Years later, a recommendation from my doctor brought me to a training group for tai chi beginners led by a caring instructor. I had thought that my goal would be to master the 108 moves. Technically right, but wrong on so many counts. The class was full of lovely people who glided effortlessly, seemingly never confused about where to move next. They assured me that they had been beginners once too, and that I would be able to remember all the moves within three or four years. Three to four years! Graduate degrees took less time. But I could see they were right. Commit and improve: That was the only path. Another realization came to me when I attended an advanced class. We began with foundation exercises, and almost immediately, the instructor singled me out for instruction. To be singled out was an honour, but I was mortified. All the others in the class stopped and turned to watch me while the instructor corrected my positioning. “Don’t bend, “he said, and I repeated the movement. “Straighten your back, “he urged, and on it went — probably for only a few minutes, but it seemed like hours. I couldn’t say, “Yeah, I get it.” I had to show that I did. I concentrated as I had never done before, listening to what the instructor was saying, watching his movement and then willing my body to move in imitation. I was unlearning and learning, overcoming awkwardness to focus. I realized that I was learning a new way of being in the world—truly listening and open to correction. I don’t know that I will ever master the 108 moves. What I do know is that I have found an activity in my life where change and growth are not just possible but expected, even when my stubborn (固执的) personality tendencies re-emerge at every turn. 40．What was the author’s first impression of tai chi? A．Pleasant to the eye but not of much use. B．Too slow to be regarded as a martial art. C．Helpful in accomplishing fitness goals. D．Mysterious and difficult to master. 41．In the beginners’ class, the author realized that mastering tai chi required_________. A．discipline B．leadership C．persistence D．teamwork 42．What does the underlined word “mortified” in paragraph 5 probably mean? A．Angered B．Confused C．Disappointed D．Embarrassed 43．How did the author respond to the instructions in the advanced class? A．She denied her weaknesses and carried on. B．She stayed focused and followed attentively. C．She worked hard and displayed her talent. D．She opened up her mind and sought advice. 44．Which of the following can be concluded from the author’s experience? A．Tai chi empowers people to improve. B．Tai chi keeps the balance of the body. C．Tai chi fires people’s passion for sports. D．Tai chi facilitates healthy relationships. 命题解读 新情境：新情境：生活化叙事承载文化内涵，贴近真实体验 情境特征 本文以作者 “初遇太极拳 — 尝试学习 — 进阶领悟” 的个人经历为叙事主线，创设了跨文化生活场景（渥太华唐人街接触太极拳）和个人成长场景（从排斥到接纳、从追求招式到领悟生活态度），摆脱了传统阅读语篇 “纯说明、纯议论” 的刻板框架。 这种情境贴近学生的生活体验 —— 面对新事物的排斥心理、学习过程中的挫败感、长期坚持后的收获感，容易引发读者共鸣；同时融入中华传统武术文化元素，符合高考 “文化浸润” 的命题导向。 新考法：聚焦核心能力，规避 “技巧秒杀”，强调语篇深度理解 本文题目设计全面覆盖高考要求的四大核心能力，摒弃了 “定位原词即得分” 的老旧考法，突出 “理解 — 分析 — 归纳” 的思维链条。 语境猜词题：依托逻辑线索，拒绝 “词汇直译” 对应题目：第 42 题（mortified词义猜测） 考法创新：不考查词汇的固定释义，而是要求结合转折逻辑（honour与mortified的反义关系）和场景细节（全班人注视下被纠正动作）推导词义，避免学生依赖 “背单词直接答题”，强调 “词不离句，句不离篇” 的原则。 细节理解题：同义改写为核心，强化信息匹配能力 对应题目：第 40、41、43 题 考法创新：正确选项均为原文信息的同义转述，无原词复现的简单题。 第 40 题 A 选项 “pleasant to the eye but not of much use” 对应原文 “amazed by its beauty and grace” 和 “couldn’t see the point”； 第 43 题 B 选项 “stayed focused and followed attentively” 对应原文 “concentrated as I had never done before, listening to... watching...”。 这种设计要求学生不仅能定位信息，更要理解信息的内涵，规避 “定位技巧秒杀” 的应试漏洞。 推理归纳题：立足全文主旨，杜绝 “过度推断” 对应题目：第 44 题 考法创新：正确选项 A “Tai chi empowers people to improve” 是对全文 “作者从太极拳中获得成长” 的主旨归纳，干扰项 B（身体平衡）、C（运动热情）、D（人际关系）均为文本未提及的内容，引导学生 “基于原文合理推断”，而非脱离文本主观臆断。 新角度：弱化 “知识考查”，强化 “价值引领”，关注思维品质 本文的命题角度突破了 “语言知识 + 信息获取” 的浅层考查，转向 “思维能力 + 价值观念” 的深层引领，符合高考 “立德树人” 的核心目标。 从 “语言解码” 转向 “思维过程解读” 题目设计聚焦作者的心态变化过程：从 “排斥太极拳（认为无用）” 到 “认识到需要坚持（三四年掌握招式）”，再到 “领悟成长意义（改变与提升）”。 例如第 41 题考查 “掌握太极拳需要什么”，答案 “persistence”（坚持）并非来自原文原词，而是从 “三四年时间”“commit and improve” 的表述中提炼的思维结论，考查学生的归纳概括能力。 从 “信息筛选” 转向 “价值观念提炼” 第 44 题的正确选项 A “太极拳激励人不断提升”，不仅是对作者经历的总结，更传递了 “坚持带来成长” 的积极价值观。这种命题角度将语言学习与价值引领相结合，要求学生在理解文本的同时，吸收语篇传递的正能量，体现了 “以考促学” 的导向。 从 “单一维度” 转向 “多维关联” 语篇通过 “动作练习 — 心态转变 — 生活态度” 的关联，引导学生建立 “事物表象 — 内在本质” 的多维思维。例如作者从纠正太极拳姿势，领悟到 “真正倾听、坦然接受指正” 的生活方式，题目设计隐含了对 “文本内在逻辑关联” 的考查，培养学生的批判性思维和辩证思维。 各能力维度在本文的体现 1. 语境猜词能力 该能力要求借助上下文的逻辑关系、同义 / 反义信息、举例解释等线索，推测陌生词汇或熟词生义的含义，第 42 题是典型考查。 目标词汇：mortified（第 5 段） 语境线索 转折逻辑：前文提到 “To be singled out was an honour（被单独指导本是荣幸）”，后文用but表转折，说明该词是与 “honour” 相反的负面情绪。 场景描述：“All the others in the class stopped and turned to watch me（全班人都停下来看着我）”，在众人注视下被老师纠正动作，通常会产生 “窘迫、尴尬” 的感受。 解题应用：结合线索可排除 A（愤怒）、B（困惑）、C（失望），确定答案为 D（尴尬的）。 能力体现：语境猜词的核心是 “不依赖词典，依托文本逻辑”，本题通过转折连词 + 场景细节的双重线索，考查学生对语境的解读能力。 2. 词汇逻辑关联能力 该能力要求识别词汇之间的同义、反义、总分、因果等逻辑关系，进而理解句子和段落的衔接逻辑，本文多处体现该能力的应用。 词汇/短语 关联词汇/短语 逻辑关系 作用 be amazed by its beauty and grace（第 1 段） couldn’t see the point（第 2 段） 转折对立 体现作者对太极拳的初始矛盾心态，为后文态度转变做铺垫 Commit and improve（第 4 段） three or four years（第 4 段） 因果关联 说明 “投入 + 坚持” 是长时间才能掌握招式的原因，支撑第 41 题答案 concentrated as I had never done before（第 6 段） listening... watching... willing my body to move（第 6 段） 总分关联 总述 “高度专注”，分述专注的具体表现，对应第 43 题 B 选项 change and growth（第 7 段） unlearning and learning（第 6 段） 同义关联 前后呼应，点明太极拳对作者成长的影响，支撑第 44 题 A 选项 解题应用：第 41 题中，“Commit and improve” 和 “three to four years” 的因果逻辑，直接指向 “坚持（persistence）” 是掌握太极拳的关键，排除 “自律”“领导力” 等无关选项。 3. 主题词汇聚焦能力 该能力要求识别文章的核心主题词汇，并围绕主题词汇梳理文章脉络，把握作者的核心观点，本文的主题词汇聚焦于 tai chi 及作者对其的态度转变。 主题词汇链 表层词汇：tai chi, 108 moves, foundation exercises, positioning（太极拳相关的动作与练习） 深层词汇：commit, improve, concentrate, unlearning and learning, change and growth（作者从太极拳中获得的感悟） 能力体现 文章结构围绕 “初遇太极拳（欣赏但排斥）→ 初学太极拳（认识到需要坚持）→ 进阶学习（专注领悟成长）→ 总结感悟（太极拳促进自我提升）” 展开，所有情节均紧扣 **“太极拳与作者的成长”** 这一核心主题。 第 44 题考查主旨结论，选项 A “太极拳能激励人不断提升自己” 直接对应主题词汇 “change and growth”，而 B（身体平衡）、C（运动热情）、D（人际关系）均为文本未提及的次要信息，体现了 “聚焦主题词汇，排除无关干扰” 的解题思路。 4. 同义替换匹配能力 该能力是高考阅读的核心解题能力，要求识别题干 / 选项与原文之间的同义改写，精准定位答案句，本文 40、43、44 题均涉及该能力。 题号 选项 原文同义替换内容 匹配结果 40 A. 赏心悦目但实用性不强 赏心悦目→amazed by its beauty and grace；实用性不强→couldn’t see the point didn’t seem to build muscle 正确选项 43 B. 保持专注，认真听从指导 保持专注→concentrated as I had never done before；认真听从→listening to what the instructor was saying, watching his movement 正确选项 44 A. 激励人不断提升自己 不断提升→change and growth unlearning and learning commit and improve 正确选项 干扰项分析：以 40 题 C 选项为例，原文提到 “could achieve my fitness goals from exercise classes, swimming and cycling”，明确说明太极拳不能达成作者的健身目标，与选项 C 构成反义关系，属于 “偷换概念” 的干扰；43 题 D 选项 “主动寻求建议”，原文是老师主动指导，并非作者主动寻求，属于 “逻辑颠倒” 的干扰。 能力体现：同义替换匹配的关键在于 “抓核心动词 / 形容词的改写”，如 “赏心悦目” 对应 “be amazed by beauty”，“保持专注” 对应 “concentrated”，通过这种匹配，可快速锁定正确答案，排除干扰。 （一）个人成长与素养 英文单词/短语 音标 中文释义 高考语境例句 ambition /æmˈbɪʃ(ə)n/ 抱负；野心 His ambition to enter a top university drives him to study hard every day.（进入顶尖大学的抱负驱使他每天努力学习。） ambitious /æmˈbɪʃəs/ 有抱负的；有野心的 Ambitious students usually set clear goals and stick to their plans.（有抱负的学生通常会设定明确目标并坚持计划。） confidence /ˈkɒnfɪdəns/ 自信；信心 Building confidence in public speaking is crucial for students' future development.（建立公开演讲的自信对学生未来发展至关重要。） confident /ˈkɒnfɪdənt/ 自信的；有把握的 She is confident that she can pass the English proficiency test.（她有把握能通过英语水平测试。） courage /ˈkʌrɪdʒ/ 勇气；胆量 It takes great courage to admit mistakes and learn from them.（承认错误并从中学习需要很大的勇气。） courageous /kəˈreɪdʒəs/ 勇敢的；有勇气的 The courageous student dared to express different opinions in class discussions.（这位勇敢的学生敢于在课堂讨论中表达不同观点。） diligence /ˈdɪlɪdʒəns/ 勤奋；勤勉 Diligence is the key to achieving academic success in the college entrance exam.（勤奋是高考取得学业成功的关键。） diligent /ˈdɪlɪdʒənt/ 勤奋的；勤勉的 Diligent students often spend extra time reviewing what they have learned.（勤奋的学生经常花额外时间复习所学内容。） determination /dɪˌtɜːmɪˈneɪʃn/ 决心；果断 Her determination to overcome learning difficulties impressed all her teachers.（她克服学习困难的决心让所有老师印象深刻。） determined /dɪˈtɜːmɪnd/ 有决心的；坚决的 He is determined to improve his English writing skills within three months.（他决心在三个月内提高英语写作能力。） development /dɪˈveləpmənt/ 发展；成长 The healthy development of students requires both knowledge and character training.（学生的健康发展需要知识和品格培养并重。） mature /məˈtʃʊə(r)/ 成熟的；使成熟 Mature learners can adjust their study methods according to their own weaknesses.（成熟的学习者能根据自身弱点调整学习方法。） maturity /məˈtʃʊərəti/ 成熟；完备 Emotional maturity helps students deal with pressure from exams and life.（情感成熟有助于学生应对考试和生活压力。） perseverance /ˌpɜːsəˈvɪərəns/ 毅力；坚持不懈 Perseverance is necessary for mastering a foreign language.（掌握一门外语需要坚持不懈的毅力。） persist /pəˈsɪst/ 坚持；持续 Even when facing setbacks, he persists in practicing spoken English every morning.（即使遇到挫折，他仍坚持每天早上练习英语口语。） potential /pəˈtenʃ(ə)l/ 潜力；潜在的 Every student has the potential to excel if they receive proper guidance.（如果得到适当指导，每个学生都有脱颖而出的潜力。） self-discipline /ˌself ˈdɪsəplɪn/ 自律；自我约束 Self-discipline is essential for students to balance study and rest.（自律对学生平衡学习和休息至关重要。） self-improvement /ˌself ɪmˈpruːvmənt/ 自我提升；自我完善 Regular reflection is an effective way for self-improvement.（定期反思是自我提升的有效方式。） talent /ˈtælənt/ 天赋；才能 Language talent alone is not enough; hard work is more important.（仅有语言天赋不够，努力更重要。） talented /ˈtæləntɪd/ 有天赋的；有才能的 She is a talented musician and also does well in English studies.（她是一位有天赋的音乐家，英语学习也很出色。） virtue /ˈvɜːtʃuː/ 美德；德行 Honesty and kindness are important virtues that students should develop.（诚实和善良是学生应培养的重要美德。） （二）内心世界与情绪 英文单词/短语 音标 中文释义 高考语境例句 anxiety /æŋˈzaɪəti/ 焦虑；不安 Many students suffer from anxiety before important exams.（许多学生在重要考试前会感到焦虑。） anxious /ˈæŋkʃəs/ 焦虑的；担忧的 She is anxious about her performance in the English listening test.（她担心自己的英语听力测试表现。） calm /kɑːm/ 冷静的；平静的 Keeping calm helps students think clearly during exams.（保持冷静有助于学生在考试中清晰思考。） confusion /kənˈfjuːʒn/ 困惑；混淆 The complex grammar rules often cause confusion among English learners.（复杂的语法规则经常让英语学习者感到困惑。） confused /kənˈfjuːzd/ 困惑的；混淆的 He felt confused about the difference between "affect" and "effect".（他对 "affect" 和 "effect" 的区别感到困惑。） depression /dɪˈpreʃn/ 抑郁；沮丧 Long-term study pressure may lead to depression if not properly managed.（长期学习压力如果处理不当可能导致抑郁。） depressed /dɪˈprest/ 沮丧的；抑郁的 She felt depressed after failing the English mock exam.（英语模拟考试失败后，她感到很沮丧。） emotion /ɪˈməʊʃn/ 情感；情绪 Controlling emotions is a necessary skill for interpersonal communication.（控制情绪是人际交往的必备技能。） emotional /ɪˈməʊʃənl/ 情感的；情绪的 Adolescents are more emotional and need more care from teachers and parents.（青少年更情绪化，需要老师和家长更多的关爱。） enthusiasm /ɪnˈθjuːziæzəm/ 热情；热忱 His enthusiasm for English literature inspires him to read more classic works.（他对英国文学的热情激励他阅读更多经典作品。） enthusiastic /ɪnˌθjuːziˈæstɪk/ 热情的；热心的 The enthusiastic student actively participates in all English club activities.（这位热心的学生积极参加英语俱乐部的所有活动。） frustration /frʌˈstreɪʃn/ 挫折；沮丧 Learning to deal with frustration is an important part of growing up.（学会应对挫折是成长的重要部分。） frustrated /frʌˈstreɪtɪd/ 沮丧的；受挫的 He felt frustrated when he couldn't make progress in English writing.（当英语写作没有进步时，他感到很沮丧。） joy /dʒɔɪ/ 喜悦；快乐 The joy of achieving goals encourages students to keep moving forward.（实现目标的喜悦鼓励学生继续前进。） joyful /ˈdʒɔɪfl/ 喜悦的；快乐的 They felt joyful after winning the English speech competition.（赢得英语演讲比赛后，他们感到非常喜悦。） mood /muːd/ 情绪；心情 A good mood helps improve study efficiency.（好心情有助于提高学习效率。） sorrow /ˈsɒrəʊ/ 悲伤；悲痛 She expressed her sorrow for missing the important English exam due to illness.（她为因病错过重要的英语考试而感到悲伤。） sorrowful /ˈsɒrəʊfl/ 悲伤的；悲痛的 The sorrowful news of his failure made his parents worried.（他失败的悲痛消息让父母很担心。） stress /stres/ 压力；紧张 Too much study stress can affect students' physical and mental health.（过多的学习压力会影响学生的身心健康。） stressed /strest/ 紧张的；有压力的 Many students feel stressed before the college entrance exam.（许多学生在高考前感到紧张。） thrill /θrɪl/ 兴奋；激动 She felt a thrill when she received the offer from her dream university.（收到梦想大学的录取通知时，她感到一阵兴奋。） thrilled /θrɪld/ 非常兴奋的；狂喜的 He was thrilled to get a high score in the English exam.（英语考试取得高分，他非常兴奋。） （三）生活技能与习惯 英文单词/短语 音标 中文释义 高考语境例句 adapt /əˈdæpt/ 适应；改编 Students need to adapt to the new study rhythm after entering senior high school.（进入高中后，学生需要适应新的学习节奏。） adaptation /ˌædæpˈteɪʃn/ 适应；改编版 The adaptation to online learning was challenging for some students at first.（起初，适应在线学习对一些学生来说很有挑战性。） arrange /əˈreɪndʒ/ 安排；整理 She arranged her study schedule carefully to balance different subjects.（她仔细安排学习计划，平衡不同科目。） arrangement /əˈreɪndʒmənt/ 安排；布置 The school made special arrangements for students' English study during the vacation.（学校为学生假期的英语学习做了特殊安排。） budget /ˈbʌdʒɪt/ 预算；规划 It's important to budget time reasonably for each section of the English exam.（为英语考试的每个部分合理规划时间很重要。） cook /kʊk/ 烹饪；做饭 Learning to cook not only enriches life but also improves practical skills.（学习烹饪不仅丰富生活，还能提升实用技能。） cooking /ˈkʊkɪŋ/ 烹饪；厨艺 She often watches English cooking videos to improve her language skills.（她经常看英语烹饪视频来提高语言能力。） manage /ˈmænɪdʒ/ 管理；设法做到 He managed to finish all English assignments before the deadline.（他设法在截止日期前完成了所有英语作业。） management /ˈmænɪdʒmənt/ 管理；经营 Time management is a key skill for successful students.（时间管理是成功学生的关键技能。） organize /ˈɔːɡənaɪz/ 组织；安排 They organized an English corner to practice spoken English.（他们组织了英语角来练习英语口语。） organization /ˌɔːɡənaɪˈzeɪʃn/ 组织；机构 The English learning organization provides valuable resources for students.（这个英语学习组织为学生提供了宝贵的资源。） schedule /ˈʃedjuːl/ 日程表；安排 Following a fixed study schedule helps improve English learning efficiency.（遵循固定的学习日程有助于提高英语学习效率。） skill /skɪl/ 技能；技巧 Listening and speaking skills are essential for daily English communication.（听说技能对日常英语交流至关重要。） skilled /skɪld/ 熟练的；有技能的 Skilled readers can quickly grasp the main idea of a passage.（熟练的读者能快速抓住文章主旨。） habit /ˈhæbɪt/ 习惯；习性 Developing good reading habits is beneficial for English learning.（养成良好的阅读习惯对英语学习有益。） healthy /ˈhelθi/ 健康的；有益的 Maintaining a healthy lifestyle helps students focus on their studies.（保持健康的生活方式有助于学生专注于学习。） （2025·天津·高考真题）My great grandmother received the dollhouse (玩具小屋) from a family friend back in the late 1800s. It was then passed down from generation to generation. I was seven when I discovered it underneath the tree on Christmas morning. In our house, Mom set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser foot. Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. I learnt to view the world as a place of possibility. I spent hours of my girlhood sitting before my dollhouse, telling made-up stories, and creating miniatures (缩微模型). But eventually school activities took over, and the dollhouse was moved to the attic (阁楼). Over the next 40 years, the storytelling skills I’d practiced with the dollhouse grew into novel writing skills, and I developed a career as an author. One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it. During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. They weren’t produced as toys until mass production became standard after 1945. This inspired me to create a novel where art saves the day. The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. Mom didn’t find it strange at all that her 50-year-old daughter was updating the dollhouse. She just thought it fun and beautiful. And it was. It was a world where Mom and I were at our best together. 1．What did the author’s mother teach her to do? A．To sew and create miniatures. B．To add imaginary figures to the dollhouse. C．To make up fairy tales set in the dollhouse. D．To do oil paintings and glue them onto the little walls. 2．Why did the author decide to update the dollhouse decades later? A．She intended to follow the trend on social media. B．She was eager to start a new career as a toy designer. C．She felt the urge to compete with other dollhouse makers. D．She was inspired by people sharing their dollhouses online. 3．What did the author learn about dollhouses from the audiobooks? A．They were initially created for play. B．People once sought comfort in them. C．Rich people sold them for money during difficult times. D．A uniform standard for their production was set in 1945. 4．What role did the dollhouse play in strengthening the emotional ties between the author and her aging mother? A．A reminder of their childhood dreams. B．A mirror of the eventful family history. C．A tool to bring back good old memories. D．A means to improve her mother’s memory. 5．What would be the best title for the passage? A．The Dollhouse: A Lifelong Toy B．Growing up with the Dollhouse C．The Dollhouse: More Than Just a Toy D．Dollhouse Making and Novel Writing （2024·天津·高考真题）Staring at the bookcases in my study, packed with so many great books that had remained unread, I heard a loud voice in my head — “Shame on you! How can you leave these masterpieces unread?” The first book I picked up was Montaigne's Essays. To my surprise I discovered in the margins (页边空白) what clearly was my own faded hand-writing. So I was actually reading it again, but what I was rereading seemed entirely new. I also found sentences underlined. Only this time I wondered: Why did I underline this sentence? It's the next one that is important! Clearly, my way of reading the text had shifted, and I myself had changed over the years. This raised the larger question of rereading. It comes in many forms. There’s voluntary rereading, the result of a willful decision to revisit a book one has admired, or a book that has left one with some unanswered questions. This kind of planned revisit could also be for confirming certain details in the text, or for checking on the moves of a given character. A devoted teacher might also wish to refresh his closeness to a work, and thus avoid teaching through the same old written notes with soporific (让人瞌睡的) effects. Contrarily, there’s involuntary rereading. The original reading was either forgotten or so totally absorbed that the new chance encounter with the text produced surprise and astonishment. My reaction to the renewed reading no longer corresponded to the original experience, and I was no longer sure that I recognized myself as the same reader. Then there are what one might call subconscious (潜意识的) rereadings, those that occur without the specific act of reading, much as the memory of a tune can keep coming back to the mind without its actually being heard again. This form of remembered contact with a book can accompany us during a lifetime and continue to strengthen and shape us. Much in the same manner, we may over the years recite to ourselves poems learnt by heart long ago, which have become part of our self-recognition. All of these ways of reading are valuable. Renewed contact with a novel or a poem can activate the search for a better knowledge of the self. The new reading, a form of revision, uncovers the change in us. The newness is not in the text. It is we who have evolved. In the process of rereading, our outlook has also been significantly changed. Rereading makes it possible for us to see the world around us, ourselves included, in a new light. 6．What did the author find when reading Montaigne’s Essays? A．He still couldn't understand it. B．He had made notes in it. C．It was a brand new copy. D．It was his favorite work. 7．According to the author, what could be a purpose of voluntary rereading? A．To improve the quality of teaching. B．To learn from admirable characters. C．To collect details for writing novels. D．To help making important decisions. 8．According to Paragraph 4, involuntary rereading can bring about? A．Unexpected reading experience. B．Total concentration on new books. C．Changed preferences for books. D．Enhanced reading skills. 9．What can be learnt about subconscious rereading? A．It prevents memory from fading. B．It helps make who we are. C．It involves actual reading. D．It works best with poetry and music. 10．What could be the best title for the passage? A．Accessing Masterpieces through Rereading B．Rereading: Voluntary or Involuntary? C．Rereading: Pursuit of Truth D．Transformative Power of Rereading （2025·天津南开·三模）17 million Americans with major depressive disorder each year may soon receive a surprising new prescription: have fun on a virtual reality device. Engaging in activities that make people with severe depression feel good may seem like overly simplistic advice. But the science behind this idea, called “behavioral activation”, is well established. Multiple studies have found that encouraging people to get outside or socialize can help ease the symptoms of depression. Now, researchers have discovered that engaging in enjoyable activities with a virtual reality system may be as effective in treating depression as taking depression patients out in the real world. And for those depressed to a level that makes leaving the house a challenge, it could provide the benefits of getting outside. A study by the team followed twenty-six people with major depressive disorder. Thirteen people were assigned traditional behavioral activation, engaging with real life activities by going on outings in their community or socializing with friends. The other thirteen people received a VR headset to participate in activities ranging from playing table tennis to touring foreign cities. After four weeks, both groups saw a significant decrease in their symptoms of depression and their depression ratings. Moreover, many people who had used the VR devices said the virtual activities had helped push them to get out of the house and be more involved in in-person activities. A researcher said, “These virtual activities got their motors running just enough to get out of bed.” The only negative feedback is learning how to set up the device, as well as the need for alerts or reminders to keep people accountable for engaging in the behavioral activation. The researchers have since developed a companion VR behavioral activation app that helps address some of these concerns. The team says larger and longer-term studies are needed to find the best ways to administer virtual behavioral activation, as well as which patient populations might be best targeted with the VR treatment. They also think more efforts are needed to inform clinicians about how to prescribe VR behavioral activation appropriately. They believe the cost and ease of many VR platforms make it an easy treatment to scale up. 11．Which of the following is the best example of “behavioral activation” for people with depression? A．Watching a cooking show on TV at home. B．Reading mystery novels alone in the study. C．Participating in a local charity event with others. D．Playing single player video games on a computer. 12．How did the team conduct the study? A．By interviewing the patients in hospital. B．By keeping track of two groups’ transformations. C．By using VR to simulate the patients’ conditions. D．By comparing VR therapy with medicine treatment. 13．What does the team think of the VR treatment? A．Complex. B．Effective. C．Secure. D．Exceptional. 14．What specific aspect do the researchers plan to further explore regarding VR treatment? A．The suitable strategies for applying VR treatment. B．The acceptance of the VR treatment for patients. C．The development of a VR behavioral activation app. D．The cost of popularizing VR platforms. 15．According to the passage, which of the following can be inferred? A．VR treatment is already the mainstream in clinics. B．The VR app will soon replace face-to-face-therapy. C．Traditional activation has outperformed VR activation. D．VR success may boost non-traditional therapy research （2025·天津宝坻·二模）In modern society, people often measure life value through material achievements: high salaries, prestigious job titles, or luxurious possessions. However, ancient philosophers like Socrates argued that “the unexamined life is not worth living,” suggesting true value lies in continuous self-reflection and intellectual growth. Recent studies reveal an intriguing paradox: individuals who prioritize personal fulfillment over external validation report 37% higher life satisfaction. Take Dr. Maya Lin for an example: she was a scientist who abandoned a lucrative corporate career to research renewable energy in rural communities. Though her income dropped significantly, she described her work as “a daily discovery of purpose.” This aligns with psychologist Abraham Maslow’s theory that self-actualization — not basic needs — defines peak human experiences. Cultural perspectives further complicate this discussion. In Eastern traditions, Confucianism emphasizes contributing to societal harmony. A 2024 survey showed 68% of Japanese youth view “fulfilling family duties” as central to life value, contrasting with Western emphasis on individualism. Yet Martin Luther King Jr.’s famous words —“Life’s most urgent question is: what are you doing for others?” — bridge this gap, proposing that personal growth and social responsibility are inseparable. Ultimately, defining life value requires balancing three elements: self-awareness, contribution to others, and adaptability in changing circumstances. As technology accelerates societal shifts, the ability to redefine one’s purpose may become humanity’s greatest wealth. 16．What is the main topic discussed in the passage? A．Various perspectives on life value. B．Cultural differences in educational systems. C．Historical views on wealth accumulation. D．Psychological theories of happiness. 17．According to the author, what brings genuine fulfillment? A．High social status. B．Luxurious possessions. C．Self-awareness and purpose. D．Technological advancements. 18．Why does the author mention Martin Luther King Jr.? A．To contrast Eastern and Western values. B．To demonstrate universal aspects of life value. C．To criticize materialistic lifestyles. D．To explain Maslow’s hierarchy of needs. 19．The word “aligns” most likely means __________. A．Conflicts B．measures C．complicates D．agrees 20．Which statement would the author most likely agree with? A．Adaptability enhances life’s meaningfulness. B．Social media popularity reflects true self-worth. C．Life value should be measured by material achievements levels. D．Traditional values are outdated in modern society. 考点二 人与社会（聚焦人际关系、社会现象、公共生活） 2025年3月 天津真题 There is something about wine experts that annoys people. Wine tasting has become the best example of a privileged group who spend their days nose deep in a glass of fine wine. This negative view of wine experts isn’t only misguided, but part of a general devaluation of our sense of smell. Humans are, in fact, sensitive smellers. A decade ago, researchers discovered that humans can often detect odours (气味) at a weaker concentration than animals can, outperforming most other animals except dogs. Ethyl mercaptan, a chemical added to natural gas so we can detect leaks, requires the amount equal to just three drops in a space the size of an Olympic swimming pool for us to detect it. It is true that our sense of smell is different from our other senses. While our brains are superb at performing visual analyses, the human sense of smell creates overall impressions of our surroundings, informed by all our senses. When we perceive a smell, we interpret it based also on what we see, hear, think and feel. For example, hunger or the bodily memory of an illness might create opposite reactions to the same food smell. These cross-sensory (跨感官的) influences on our smell perceptions might seem like a shortcoming, but it is rather a feature, not a problem. The brain is especially engaged in making predictions about future smells, and when those predictions are violated by a surprising smell, several regions across the brain respond in an effort to re-evaluate what we are actually smelling. Wine experts are great at making smell predictions. A pale ruby-red colour might guide the expert to smell out apple or strawberry in a fine wine. The sense of smell evolved in natural environments where the senses had to work together to find potential food sources and remember the consequences of eating them. The competence of wine tasters is fuelled by their knowledge of sensory correspondences. Smells link together impressions from all the senses, connecting them to our internal states: hunger, emotions, memories and expectations. That is why the loss of the ability to smell often leaves people depressed with a bad appetite and a lack of enjoyment from eating and drinking. Smelling makes us live our life more vividly. Spending more time among the smells of nature is an excellent way to increase our nasal (鼻子的) intelligence. 45．What is the author’s purpose of mentioning wine experts in Paragraph 1? A．To present a misunderstanding. B．To support a commonly held view. C．To share a personal experience. D．To criticize a certain group of people. 46．What did researchers find about the human sense of smell a decade ago? A．Humans are very sensitive to natural gas. B．Humans can smell extremely weak odours. C．Humans excel in identifying chemicals in the air. D．Humans do worse in detecting smells than animals. 47．What can be inferred from Paragraph 3? A．Overusing the sense of smell may weaken other senses. B．Hunger has little connection with the sense of smell. C．The colour of food may help bring out its smell. D．Sharpening the senses boosts memory capacity. 48．When predicting a smell, the brain may make a re-evaluation if________. A．an unpleasant smell is quickly detected B．cross-sensory influences are maximized C．the sense of smell is frequently disturbed D．the perceived smell goes against the expectation 49．According to Paragraph 5, the evolution of the sense of smell has much to do with________. A．easy access to food sources B．human curiosity about nature C．sensory knowledge about food D．dangers in natural environments 50．What does the passage focus on? A．How the sense of smell assists the working of other senses. B．How the sense of smell functions by involving other senses. C．How all the senses operate together to bring us a vivid world. D．How we can train ourselves to be sensitive smellers. 命题解读 新情境：生活化争议引出科学话题，搭建 “大众认知 — 科学真相” 的认知桥梁 情境特征 本文以大众对 “品酒专家” 的负面刻板印象为切入点，创设了 **“日常认知冲突 + 科学原理解读”的复合情境：从人们对品酒群体的反感，延伸到对人类嗅觉价值的普遍贬低，再通过科研发现、机制分析，层层递进地揭示嗅觉的敏锐性与跨感官特性。 这种情境贴近生活 —— 大众对 “专业品鉴” 的误解、对自身感官能力的认知盲区，都是学生可能接触到的日常话题；同时融入认知科学 的科普内容，将生活化争议与学术知识结合，符合高考 “情境真实化、内容科普化” 的命题导向。 新考法：多维能力分层考查，强化 “证据推理”，规避 “浅层定位” 本文题目设计精准覆盖高考核心能力，摒弃 “原词复现即答案” 的传统考法，突出 “从文本中寻找证据、通过逻辑推理得出结论” 的思维过程。 观点意图题：依托文本逻辑，拒绝 “主观臆断” 对应题目：第 45 题 考法创新：不直接考查观点，而是要求通过 “negative view→misguided” 的转折逻辑，判断作者提及品酒专家的目的是 “提出一种普遍误解”。干扰项 B（支持大众观点）、D（批评某群体）均与文本逻辑相反，引导学生立足原文措辞而非主观感受答题。 细节理解题：同义改写 + 逻辑验证，强化 “深度匹配” 对应题目：第 46、48、49 题 考法创新：正确选项均为原文信息的语义层面同义转述，需结合逻辑关系验证，而非简单定位。 第 46 题 B 选项 “人类能闻到极低浓度的气味”，对应原文 “detect odours at a weaker concentration than animals”，需排除偷换概念的 A 选项（将 “乙硫醇” 偷换为 “天然气”）； 第 48 题 D 选项 “实际气味与预期不符”，对应原文 “predictions are violated by a surprising smell”，需识别 “violated” 与 “goes against” 的同义替换。 这种设计要求学生不仅能找到信息，更能理解信息的内涵与逻辑关联。 推理判断题：基于文本细节，杜绝 “过度延伸” 对应题目：第 47 题 考法创新：正确选项 C “食物颜色可能有助于凸显气味”，是对原文 “perceive a smell based also on what we see” 的合理推理；干扰项 A（过度使用嗅觉削弱其他感官）、D（锻炼感官提升记忆力）均为文本未提及的内容，引导学生 “有据可依” 地推理，而非脱离文本主观猜测。 主旨大意题：聚焦核心主题，排除 “范围偏差” 对应题目：第 50 题 考法创新：正确选项 B “嗅觉如何通过联动其他感官发挥作用”，精准锁定核心主题词sense of smell和cross-sensory；干扰项 C（所有感官协同）扩大范围，干扰项 D（训练敏锐嗅觉）偏离主旨，强化 “主题词聚焦” 的解题原则。 新角度：弱化 “知识识记”，强化 “思维品质与价值引领”，凸显科学认知逻辑 本文的命题角度突破 “语言知识考查” 的浅层定位，转向 “科学思维 + 认知价值” 的深层引领，契合高考 “立德树人、素养导向” 的核心目标。 从 “信息获取” 转向 “科学思辨能力” 考查 题目设计贯穿 “质疑 — 求证 — 结论” 的科学思维链条：第 45 题针对 “大众误解” 设题，引导学生质疑刻板印象；第 46 题依托 “科研发现” 设题，培养学生重视实证的意识；第 48、49 题围绕 “机制分析” 设题，训练学生梳理因果逻辑的能力。这种设计让学生在解题过程中体会科学认知的方法。 从 “单一能力” 转向 “多维关联能力” 考查 语篇通过 “品酒专家的能力→嗅觉的跨感官特性→嗅觉的进化意义→嗅觉对生活的影响” 的多维关联，考查学生整合信息的能力。例如第 50 题主旨题，需要学生跨越多个段落，整合 “嗅觉与其他感官联动” 的核心逻辑，而非仅依赖某一段落的信息，培养学生的全局思维。 从 “语言学习” 转向 “价值观念引领” 考查 语篇通过纠正大众对嗅觉的贬低，传递 “尊重自身感官能力、理解感官协同价值” 的观念；结尾提出 “多接触自然气味提升嗅觉智商” 的建议，将科学知识与健康生活方式结合，体现 “以考促学、以考促用” 的命题导向。 各能力维度在本文的体现 1. 语境猜词能力 该能力要求借助语篇逻辑、语义描述推测陌生词汇或熟词生义，本文的考查体现在隐性词汇理解和抽象短语解读两个层面： 隐性专业词汇理解文中出现 ethyl mercaptan 这类专业化学词汇，虽未设题，但结合后文 “a chemical added to natural gas so we can detect leaks” 的解释，可推测其意为 “一种用于燃气泄漏检测的化学添加剂”，这是理解人类嗅觉敏感性例证的关键。 抽象短语解读文中的 nasal intelligence 属于抽象表达，结合前文 “smelling makes us live our life more vividly” 以及 “spending more time among the smells of nature” 的语境，可推断其意为 “嗅觉敏锐度”。这类表达若设题，需依托上下文的功能描述推导含义。 命题指向：未来可能针对文中的抽象短语（如 sensory correspondences）设置词义猜测题，解题关键是定位前后文的解释性语句。 2. 词汇逻辑关联能力 该能力要求识别词汇间的因果、对比、总分等逻辑关系，梳理语篇论证脉络，本文的考查体现如下： 词汇/短语 关联词汇/短语 逻辑关系 命题作用 negative view of wine experts（第一段） misguided devaluation of our sense of smell（第一段） 因果关系 点明大众负面看法的本质是误解，支撑第 45 题答案 detect odours at a weaker concentration than animals（第二段） outperforming most other animals except dogs（第二段） 总分关系 论证人类嗅觉的敏锐性，排除第 46 题 D 选项的干扰 based also on what we see, hear, think and feel（第三段） cross-sensory influences（第四段） 同义关系 引出嗅觉的跨感官特性，为后文核心观点铺垫 predictions are violated by a surprising smell（第四段） several regions across the brain respond to re-evaluate（第四段） 条件关系 明确大脑重新判断气味的触发条件，直接对应第 48 题答案 sensory correspondences（第五段） knowledge（第五段） 修饰关系 解释品酒专家能力的来源，支撑第 49 题答案 命题指向：第 45、48、49 题均基于词汇逻辑关系设置，干扰项多通过切断逻辑关联（如第 47 题 B 选项否定饥饿与嗅觉的关系）设置陷阱。 3. 主题词汇聚焦能力 该能力要求锁定核心主题词群，区分主题词汇与细节词汇，把握文章主旨，本文的考查体现如下： 核心主题词群 核心对象：sense of smell（嗅觉） 核心特性：sensitive（敏锐的）、cross-sensory（跨感官的） 关联对象：wine experts（品酒专家）、other senses（其他感官） 能力应用体现 文章开篇以品酒专家的误解引出主题，中间围绕 “嗅觉的敏锐性”“跨感官运作机制” 展开论证，结尾强调嗅觉的价值，所有内容均紧扣核心主题词 sense of smell。 第 50 题主旨题的解题关键是聚焦主题词群：选项 C 扩大范围（强调所有感官，偏离核心），选项 D 偏离主旨（训练方法仅为结尾补充），正确选项 B 精准包含 “嗅觉 + 联动其他感官” 的核心要素。 细节题的干扰项多脱离主题词，如第 46 题 A 选项聚焦 “天然气”，属于例证中的细节，而非研究发现的核心结论。 命题指向：主旨题和推理题的正确选项必须包含核心主题词，干扰项常存在 “以偏概全” 或 “扩大范围” 的问题。 4. 同义替换匹配能力 该能力是解题核心，要求识别题干 / 选项与原文的同义改写关系，本文 6 道题均体现该能力的考查，具体对应如下： 题号 正确选项 原文同义替换内容 匹配类型 45 A 选项 a misunderstanding ↔ 原文 misguided 词汇层面同义改写 46 B 选项 extremely weak odours ↔ 原文 odours at a weaker concentration 短语层面同义改写 47 C 选项 colour of food may help bring out its smell ↔ 原文 perceive a smell based also on what we see 语义层面同义转述 48 D 选项 perceived smell goes against the expectation ↔ 原文 predictions are violated by a surprising smell 句式层面同义改写 49 C 选项 sensory knowledge about food ↔ 原文 knowledge of sensory correspondences find potential food sources 语义整合同义转述 50 B 选项 by involving other senses ↔ 原文 informed by all our senses cross-sensory influences 核心概念同义改写 干扰项设置特点 偷换概念：如第 46 题 A 选项将 “乙硫醇” 偷换为 “天然气”； 反向干扰：如第 46 题 D 选项与原文 “outperforming most other animals” 的表述相反； 无中生有：如第 47 题 D 选项 “锻炼感官提升记忆力”，原文未提及该关联。 （一）人际关系与沟通 英文单词/短语 音标 中文释义 高考语境例句 accompany /əˈkʌmpəni/ 陪伴；伴随 Her friend accompanied her to the English competition to give support.（她的朋友陪她去参加英语比赛，给予支持。） companion /kəmˈpænjən/ 同伴；伴侣 A good study companion can encourage each other to make progress.（好的学习同伴能互相鼓励，共同进步。） communicate /kəˈmjuːnɪkeɪt/ 交流；沟通 People from different countries can communicate through English.（不同国家的人可以通过英语交流。） communication /kəˌmjuːnɪˈkeɪʃn/ 交流；沟通 Effective communication is the foundation of good interpersonal relationships.（有效沟通是良好人际关系的基础。） cooperate /kəʊˈɒpəreɪt/ 合作；协作 Students need to cooperate with their group members to finish the project.（学生需要与组员合作完成项目。） cooperation /kəʊˌɒpəˈreɪʃn/ 合作；协作 International cooperation in education helps share high-quality resources.（教育领域的国际合作有助于共享优质资源。） colleague /ˈkɒliːɡ/ 同事；同僚 His colleagues praised him for his excellent English translation skills.（他的同事称赞他出色的英语翻译技能。） friendship /ˈfrendʃɪp/ 友谊；友情 True friendship can last through difficulties and challenges.（真正的友谊能经受困难和挑战的考验。） friendly /ˈfrendli/ 友好的；友善的 The friendly foreign teacher made students feel comfortable to speak English.（这位友好的外教让学生们敢于开口说英语。） greet /ɡriːt/ 问候；迎接 Learning to greet people in English is the first step in communication.（学会用英语问候是沟通的第一步。） harmony /ˈhɑːməni/ 和谐；融洽 Living in harmony with classmates creates a positive study environment.（与同学和谐相处能创造积极的学习环境。） harmonious /hɑːˈməʊniəs/ 和谐的；融洽的 A harmonious family atmosphere helps children develop healthily.（和谐的家庭氛围有助于孩子健康成长。） interact /ˌɪntərˈækt/ 互动；交流 Students can interact with native speakers through online platforms.（学生可以通过在线平台与母语者互动。） interaction /ˌɪntərˈækʃn/ 互动；交流 Positive teacher-student interaction improves teaching and learning effects.（积极的师生互动能提高教学效果。） respect /rɪˈspekt/ 尊重；尊敬 Respecting others' opinions is an important part of communication.（尊重他人观点是沟通的重要部分。） respectful /rɪˈspektfəl/ 尊重的；恭敬的 We should be respectful to people from different cultures.（我们应该尊重不同文化背景的人。） trust /trʌst/ 信任；信赖 Mutual trust is essential for long-term friendships.（相互信任对长久的友谊至关重要。） trustworthy /ˈtrʌstwɜːði/ 值得信任的；可靠的 A trustworthy friend will always support you when you are in trouble.（值得信任的朋友在你遇到困难时总会支持你。） （二）社会现象与热点 英文单词/短语 音标 中文释义 高考语境例句 advertise /ˈædvətaɪz/ 广告；宣传 Many companies advertise their products through English media.（许多公司通过英语媒体宣传产品。） advertisement /ədˈvɜːtɪsmənt/ 广告；宣传 Advertisements in English often use creative language to attract customers.（英语广告通常用创意语言吸引顾客。） audience /ˈɔːdiəns/ 观众；听众 The speech attracted a large audience interested in English learning.（这场演讲吸引了许多对英语学习感兴趣的观众。） business /ˈbɪznəs/ 商业；生意 English plays an important role in international business.（英语在国际贸易中扮演着重要角色。） commercial /kəˈmɜːʃl/ 商业的；广告 Commercial activities between countries promote cultural exchange.（国家间的商业活动促进文化交流。） culture /ˈkʌltʃə(r)/ 文化；文明 Learning English helps understand Western culture better.（学习英语有助于更好地了解西方文化。） cultural /ˈkʌltʃərəl/ 文化的；与文化相关的 Cross-cultural communication requires respect for different customs.（跨文化交流需要尊重不同的习俗。） economy /ɪˈkɒnəmi/ 经济；经济体 The global economy is closely connected through international trade.（全球经济通过国际贸易紧密相连。） economic /ˌiːkəˈnɒmɪk/ 经济的；经济上的 Economic development has improved people's living standards.（经济发展提高了人们的生活水平。） education /ˌedʒuˈkeɪʃn/ 教育；培养 Quality education is the foundation of a country's development.（优质教育是一个国家发展的基础。） educational /ˌedʒuˈkeɪʃənl/ 教育的；有教育意义的 The educational program helps students improve their English skills.（这个教育项目帮助学生提高英语技能。） employment /ɪmˈplɔɪmənt/ 就业；工作 Good English skills can increase employment opportunities.（良好的英语技能能增加就业机会。） employ /ɪmˈplɔɪ/ 雇佣；使用 Many international companies employ people with fluent English.（许多国际公司雇佣英语流利的人。） environment /ɪnˈvaɪrənmənt/ 环境；周围状况 Protecting the environment is a common responsibility of all people.（保护环境是所有人的共同责任。） environmental /ɪnˌvaɪrənˈmentl/ 环境的；与环境相关的 Environmental protection has become a global hot topic.（环境保护已成为全球热点话题。） fashion /ˈfæʃn/ 时尚；流行 English fashion magazines are popular among young people.（英语时尚杂志深受年轻人喜爱。） fashionable /ˈfæʃnəbl/ 时尚的；流行的 Wearing fashionable clothes is not as important as having rich knowledge.（穿时尚的衣服不如拥有丰富的知识重要。） media /ˈmiːdiə/ 媒体；媒介 The media plays an important role in spreading information.（媒体在传播信息方面发挥着重要作用。） social /ˈsəʊʃl/ 社会的；社交的 Social media has changed the way people communicate.（社交媒体改变了人们的沟通方式。） society /səˈsaɪəti/ 社会；群体 Society expects young people to have good moral character and professional skills.（社会期望年轻人拥有良好的道德品质和专业技能。） technology /tekˈnɒlədʒi/ 技术；科技 Technological development has made online English learning more convenient.（科技发展使在线英语学习更加便捷。） technological /ˌteknəˈlɒdʒɪkl/ 技术的；科技的 Technological innovation promotes the development of education.（技术创新推动教育发展。） （三）公共生活与规则 英文单词/短语 音标 中文释义 高考语境例句 authority /ɔːˈθɒrəti/ 权威；当局 The education authority has issued new policies on English teaching.（教育当局发布了新的英语教学政策。） ban /bæn/ 禁止；禁令 Smoking is banned in public places to protect people's health.（为保护人们的健康，公共场所禁止吸烟。） behavior /bɪˈheɪvjə(r)/ 行为；举止 Good behavior is expected in public places.（公共场所要求良好的行为举止。） behave /bɪˈheɪv/ 表现；举止 Students should behave politely when communicating with others.（学生与他人交流时应举止礼貌。） civil /ˈsɪvl/ 公民的；民事的 Every civil has the right to receive education.（每个公民都有接受教育的权利。） citizen /ˈsɪtɪz(ə)n/ 公民；市民 Responsible citizens should abide by social rules.（负责任的公民应遵守社会规则。） community /kəˈmjuːnəti/ 社区；群落 The community organized an English corner for residents.（社区为居民组织了英语角。） crime /kraɪm/ 犯罪；罪行 Cyber crime has become a serious social problem.（网络犯罪已成为严重的社会问题。） criminal /ˈkrɪmɪnl/ 犯罪的；罪犯 Criminal activities will be punished by law.（犯罪行为将受到法律惩罚。） custom /ˈkʌstəm/ 习俗；风俗 Different countries have different customs and traditions.（不同的国家有不同的习俗和传统。） customary /ˈkʌstəməri/ 习惯的；通常的 It is customary to greet others with a smile in many cultures.（在许多文化中，微笑问候他人是一种习惯。） duty /ˈdjuːti/ 责任；义务 It is every student's duty to study hard and respect teachers.（努力学习、尊敬老师是每个学生的责任。） law /lɔː/ 法律；法规 Everyone is equal before the law.（法律面前人人平等。） legal /ˈliːɡ(ə)l/ 合法的；法律的 Legal activities are protected by the law.（合法行为受法律保护。） obey /əˈbeɪ/ 服从；遵守 Students must obey school rules and regulations.（学生必须遵守学校规章制度。） permit /pəˈmɪt/ 允许；许可 Smoking is not permitted in the library.（图书馆内不允许吸烟。） permission /pəˈmɪʃn/ 允许；许可 You need to ask for permission before using other people's things.（使用别人的东西前需要征得同意。） policy /ˈpɒləsi/ 政策；方针 The government has introduced policies to promote education equality.（政府出台了促进教育公平的政策。） regulation /ˌreɡjuˈleɪʃn/ 规则；规章 The school regulations require students to attend classes on time.（学校规章要求学生按时上课。） responsibility /rɪˌspɒnsəˈbɪləti/ 责任；职责 Taking responsibility for one's own actions is a sign of maturity.（对自己的行为负责是成熟的标志。） responsible /rɪˈspɒnsəbl/ 负责的；有责任的 Everyone should be responsible for protecting the environment.（每个人都应负责保护环境。） rule /ruːl/ 规则；规定 Following traffic rules is crucial for road safety.（遵守交通规则对道路安全至关重要。） （2025·天津·高考真题）My great grandmother received the dollhouse (玩具小屋) from a family friend back in the late 1800s. It was then passed down from generation to generation. I was seven when I discovered it underneath the tree on Christmas morning. In our house, Mom set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser foot. Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. I learnt to view the world as a place of possibility. I spent hours of my girlhood sitting before my dollhouse, telling made-up stories, and creating miniatures (缩微模型). But eventually school activities took over, and the dollhouse was moved to the attic (阁楼). Over the next 40 years, the storytelling skills I’d practiced with the dollhouse grew into novel writing skills, and I developed a career as an author. One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it. During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. They weren’t produced as toys until mass production became standard after 1945. This inspired me to create a novel where art saves the day. The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. Mom didn’t find it strange at all that her 50-year-old daughter was updating the dollhouse. She just thought it fun and beautiful. And it was. It was a world where Mom and I were at our best together. 1．What did the author’s mother teach her to do? A．To sew and create miniatures. B．To add imaginary figures to the dollhouse. C．To make up fairy tales set in the dollhouse. D．To do oil paintings and glue them onto the little walls. 2．Why did the author decide to update the dollhouse decades later? A．She intended to follow the trend on social media. B．She was eager to start a new career as a toy designer. C．She felt the urge to compete with other dollhouse makers. D．She was inspired by people sharing their dollhouses online. 3．What did the author learn about dollhouses from the audiobooks? A．They were initially created for play. B．People once sought comfort in them. C．Rich people sold them for money during difficult times. D．A uniform standard for their production was set in 1945. 4．What role did the dollhouse play in strengthening the emotional ties between the author and her aging mother? A．A reminder of their childhood dreams. B．A mirror of the eventful family history. C．A tool to bring back good old memories. D．A means to improve her mother’s memory. 5．What would be the best title for the passage? A．The Dollhouse: A Lifelong Toy B．Growing up with the Dollhouse C．The Dollhouse: More Than Just a Toy D．Dollhouse Making and Novel Writing （2025·天津·高考真题）Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential for its effective application. There are occasions where I have used the handle of a knife as a hammer (锤子), but the result would have been better if I’d had a more suitable tool at hand. As far as science goes, it is really good at testing things that are testable, but not so for those that are not. We can do, and have done, an impressive amount with our brains. But there are limits. Sometimes these limits go away if we keep at it for long enough — we just need better facilities and experiments to get the answer. Breaking new ground in modern science this way can be costly. Next-generation supercomputers or incredibly large telescopes are expensive, yet these may be required to find answers to some of the unsolved mysteries of the universe. Sometimes the limits we encounter in trying to unlock the nature of the universe are cognitive (认知的). Think about this: human DNA is only about 1.2 percent different from that of chimps (黑猩猩). Chimps are smart, no question. But could you teach them advanced mathematics? What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created, and what caused the cause of the universe being created. This is where science may never break through. For something to be considered scientific, it must, by definition, be testable. There is a problem here: it may not need to be testable right now, but it must be testable at some point in the future by experiment. If an idea is untestable, that doesn’t mean it is wrong. It means it is untestable for now. These untestable ideas also happen to be some of the most interesting ones, probably because they’ve puzzled humanity for centuries. 6．Why does the author mention “knife” and “hammer” in Paragraph 1? A．To demonstrate how tools can be used creatively. B．To highlight consequences of using a wrong tool. C．To show the necessity of keeping a handy tool within reach. D．To stress the need for the right tool to achieve desired results. 7．What is often required in breaking new ground in science? A．Broader science education. B．More advanced facilities for experiments. C．Deeper understanding of the brain power. D．More investment in next-generation scientists. 8．How does the author assess human beings in terms of their cognitive capacity? A．They are just 2.4% away from true abstract thinking. B．They are slightly smarter than other intelligent beings. C．They are yet to evolve further to learn more about the universe. D．They are good at solving problems with advanced mathematics. 9．What message does Paragraph 4 convey? A．Some puzzles about the universe are way beyond scientific exploration. B．Experimental research lays solid foundations for space technology. C．Boundaries of science can be pushed back with determined efforts. D．Limitations of science may result from insufficient testing. 10．What has the author added to the definition of a scientific idea? A．Correct ideas are testable. B．Untestable ideas can be true. C．Some scientific ideas may never be testable. D．An idea must be testable to be seen as correct. （2025·天津南开·三模）17 million Americans with major depressive disorder each year may soon receive a surprising new prescription: have fun on a virtual reality device. Engaging in activities that make people with severe depression feel good may seem like overly simplistic advice. But the science behind this idea, called “behavioral activation”, is well established. Multiple studies have found that encouraging people to get outside or socialize can help ease the symptoms of depression. Now, researchers have discovered that engaging in enjoyable activities with a virtual reality system may be as effective in treating depression as taking depression patients out in the real world. And for those depressed to a level that makes leaving the house a challenge, it could provide the benefits of getting outside. A study by the team followed twenty-six people with major depressive disorder. Thirteen people were assigned traditional behavioral activation, engaging with real life activities by going on outings in their community or socializing with friends. The other thirteen people received a VR headset to participate in activities ranging from playing table tennis to touring foreign cities. After four weeks, both groups saw a significant decrease in their symptoms of depression and their depression ratings. Moreover, many people who had used the VR devices said the virtual activities had helped push them to get out of the house and be more involved in in-person activities. A researcher said, “These virtual activities got their motors running just enough to get out of bed.” The only negative feedback is learning how to set up the device, as well as the need for alerts or reminders to keep people accountable for engaging in the behavioral activation. The researchers have since developed a companion VR behavioral activation app that helps address some of these concerns. The team says larger and longer-term studies are needed to find the best ways to administer virtual behavioral activation, as well as which patient populations might be best targeted with the VR treatment. They also think more efforts are needed to inform clinicians about how to prescribe VR behavioral activation appropriately. They believe the cost and ease of many VR platforms make it an easy treatment to scale up. 11．Which of the following is the best example of “behavioral activation” for people with depression? A．Watching a cooking show on TV at home. B．Reading mystery novels alone in the study. C．Participating in a local charity event with others. D．Playing single player video games on a computer. 12．How did the team conduct the study? A．By interviewing the patients in hospital. B．By keeping track of two groups’ transformations. C．By using VR to simulate the patients’ conditions. D．By comparing VR therapy with medicine treatment. 13．What does the team think of the VR treatment? A．Complex. B．Effective. C．Secure. D．Exceptional. 14．What specific aspect do the researchers plan to further explore regarding VR treatment? A．The suitable strategies for applying VR treatment. B．The acceptance of the VR treatment for patients. C．The development of a VR behavioral activation app. D．The cost of popularizing VR platforms. 15．According to the passage, which of the following can be inferred? A．VR treatment is already the mainstream in clinics. B．The VR app will soon replace face-to-face-therapy. C．Traditional activation has outperformed VR activation. D．VR success may boost non-traditional therapy research （2025·天津·二模）Anybody can write. I believe it as much as I believe that nobody is boring. Are people writing more? I believe so. There is a lot of writing going on. All kinds of writing — amateur writing, professional writing, creative writing, boring writing, etc. Enthusiastic reader is hardly a thing anymore. Storyteller, published author and productive blogger are words that decorate people’s bio more often. The trend of listing what one is reading has been replaced by listing self-authored articles. Reading is unavoidable. Reading generates the road map for a society’s progress. But then why write? The most substantial reason could be ease of Expression, Record, and Reach. Enabled by present-day technology, the ease of Record (digitally saved forever) and Reach (to readers anywhere in the world) are undoubtedly the more straightforward motivations to write. But ease of Expression? We perhaps partly owe that to technology too. The social shaping (e. g. messaging behaviors) caused by technology has resulted in the breakdown of structures and rules of writing to a great extent, if not entirely, thus freeing up the technique of writing like music and art. Consequently, writing in all forms (short-long), structures (words-graphics-sound), and shapes (books-blogs-posts-tweets-open letters) has appeared like a movement. Writing is a promise, It is a promise to deliver not just pleasure, information, or inspiration; it is a promise to care. Writing can be intrusive (侵扰的). It can even be rude, as Joan Didion puts it in her essay Why I Write. The readers are the victims of the writer’s thoughts and views. But that’s how writers challenge the readers to think, look around and push back. Even after we have managed to ease the disciplinary demands of good literature, it still wouldn’t take the pain away from writing because thinking is the pain point of writing. We have to make things up or think about things we see. One could be as local, raw, and not remain preoccupied with presenting a stylized piece of sentence and still find a platform to write. But let us ensure we don’t ever give up thinking and never make writing completely painless. 16．What phenomenon is described in paragraph 1? A．Writing has become more popular. B．People no longer enjoy reading books. C．Readers are uninterested in others’ reading lists. D．Listing self-authored articles is a new form of social networking. 17．How has technology influenced writing? A．It has made writing more structured and formal. B．It has strengthened the bonds between writing and art. C．It has made writing more accessible and diverse. D．It has decreased the number of professional writers. 18．What is the ultimate purpose of writing according to Joan Didion? A．To entertain and amuse readers. B．To deliver the latest information. C．To impress readers with literary skills. D．To inspire readers to form new thoughts. 19．What does the author expect of writing? A．The challenges of thinking should be valued. B．There will be various platforms to choose from. C．There will be more works focusing on pain in life. D．The disciplinary demands of good literature will stay. 20．Which of the following best summarizes the main idea of the passage? A．The relationship between reading and writing. B．The influence of technology on writing. C．The various forms and trends of modern writing. D．The reasons and nature of writing in modern society. 考点三 人与自然（聚焦自然环境、生态保护、自然现象） 2025年6月 天津真题 All animals take in oxygen from the air they breathe in, and release CO₂ from their blood when breathing out. Most mammals (哺乳动物) can’t directly detect oxygen levels in the blood supplied to their tissues. Instead, they rely on the rising level of CO₂ in their blood to signal that they might need to take a breath. But a recent study published in Science suggests seals (海豹) can sense the amount of oxygen in the blood, and change their diving behavior in response. To find out if oxygen levels affected seal behavior, Professor McKnight at the University of St. Andrews and his colleagues created a special section in a pool where young seals were held. In one corner, there was a breathing chamber (呼吸室), where they were sheltered from the rain and the wind. The breathing chamber was surrounded by panels that prevented surface swimming, yet swimming below the surface for about 200 feet would give the seals access to a feeder where they could eat as much fish as they liked. Once the seals got familiar with the setup, the researchers started to gradually change the composition of the air in the breathing chamber, increasing or reducing the levels of oxygen and CO₂ to see an effect on their behavior. Sure enough: the higher the level of oxygen, the longer the seals stayed at the feeder. The finding suggests that seals don’t just physically respond to oxygen levels by changing their heart rate or breathing, but that they are sufficiently aware of them to change their behavior. This ability would put seals in a class beyond any land mammals that have been tested. Since oxygen levels on land remain stable, humans don’t seem to have evolved (演化) to notice low blood oxygen levels, sometimes not even when they’re about to pass out in free-diving. Therefore, in free-diving without oxygen tanks, accidents are quite common. Our reliance on sensing CO₂ levels in our blood instead of oxygen may be to blame. Actually, this is a perfectly reasonable strategy on land, where growing CO₂ tends to signal breathing issues. But when holding our breath during diving, relying on CO₂ levels is risky, especially on repeated dives. Because every time we surface and breathe in, our sensitivity to CO₂ is decreased, even if its levels are already high, and this increases the chance that a person will, without awareness, pass out before they get to the surface. 46．What do most mammals rely on to determine when to take a breath? A．The growing amount of CO₂ in their blood. B．The rising level of oxygen in their lungs. C．The intensity of their physical activity. D．The blood supply to body tissues. 47．When would the seals stay at the feeder for a longer period of time? A．When they needed to take in more food at the feeder. B．When the oxygen level in the chamber grew higher. C．When they familiarized themselves with the setup. D．When the CO₂ level in the chamber was raised. 48．What results in humans’ inability to notice low oxygen levels in their blood? A．The unstable CO₂ levels in the air. B．Their lack of attention to breathing. C．The constant oxygen levels on land. D．Their functionally changeable heart rate. 49．Why do accidents often occur when divers go free-diving? A．Their breath cannot be held long enough. B．They cannot adjust the consumption of oxygen. C．They may fail to notice rising CO₂ levels soon enough. D．Their breathing organs stop working properly underwater. 50．Which statement is probably supported by McKnight’s seal research? A．Seals have evolved to survive in low oxygen environments. B．Seals are quick to sense oxygen levels and act accordingly. C．Seals can maintain their heart rate even with low blood oxygen levels. D．Seals are more sensitive to changes in the environment than other mammals. 命题解读 新情境：科研实验 + 生活应用的双轨情境，体现 “学以致用” 的导向 本文创设了“实验室科研 + 现实生活关联” 的复合情境，打破传统科普文 “纯理论阐述” 的单一模式： 核心情境为严谨的科学实验场景：详细描述研究团队设计的泳池实验（呼吸室、喂食器、空气成分变量控制），还原科学探究的真实过程，让学生沉浸式体验 “提出问题 — 设计实验 — 得出结论” 的科研逻辑。 延伸情境为生活安全应用场景：将实验结论延伸到 “人类自由潜水事故” 的现实问题，解释事故频发的生理成因，建立 “科学研究 — 生活实践” 的关联。 这种情境设计既符合高考 “情境真实化” 的要求，又渗透 “科学服务生活” 的理念，贴近学生对 “知识实用性” 的认知需求。 新考法：聚焦核心能力，规避 “浅层定位”，强化 “逻辑推理与信息整合” 本文题目设计全面覆盖高考核心能力，摒弃 “原词复现即得分” 的老旧考法，突出 “深度理解 — 逻辑推导 — 跨段整合” 的思维链条，体现考法的创新性。 细节理解题：同义改写 + 逻辑验证，拒绝 “定位秒杀” 对应题目：第 46、47、48、49 题 考法创新：正确选项均为原文信息的语义层面同义转述，需结合逻辑关系验证，而非简单定位原词。 第 46 题 A 选项 “growing amount of CO₂” 对应原文 “rising level of CO₂”，需通过 “instead” 的转折逻辑排除 “氧气感知” 的干扰项； 第 49 题 C 选项 “fail to notice rising CO₂ levels” 对应原文 “sensitivity to CO₂ is decreased”，需通过 “敏感度下降→无法察觉浓度升高→昏厥事故” 的因果链推导答案。 这种设计要求学生不仅能找到信息，更能理解信息的逻辑内涵，规避 “只记定位技巧，不理解文本” 的应试漏洞。 推理判断题：跨段整合 + 证据锚定，杜绝 “过度臆断” 对应题目：第 50 题 考法创新：正确选项 B “Seals are quick to sense oxygen levels and act accordingly” 是对首段和第四段核心信息的跨段整合，锚定原文 “sense the amount of oxygen... change their diving behavior”“sufficiently aware of them to change their behavior” 的明确证据； 干扰项 A（低氧生存能力）、C（维持心率）、D（环境敏感度）均为无原文依据的过度推理，引导学生 “立足文本证据，合理归纳”，培养实证思维。 新角度：弱化知识识记，强化 “科学思维 + 价值引领”，凸显素养导向 本文的命题角度突破 “语言知识考查” 的浅层定位，转向 “科学思维培养 + 价值观念引领” 的深层考查，契合高考 “立德树人、素养导向” 的核心目标。 从 “信息获取” 转向 “科学探究思维” 考查 题目设计贯穿 “提出问题 — 实验验证 — 得出结论 — 拓展应用” 的科研逻辑链： 第 46 题铺垫 “大多数哺乳动物的呼吸机制”，为研究 “海豹的特殊性” 提出问题； 第 47 题考查实验变量与结果的关联，体现 “控制变量法” 的科研原则； 第 48、50 题考查实验结论的归纳，训练学生梳理因果关系的能力； 第 49 题考查结论的现实应用，培养学生 “用科学知识解释生活现象” 的思维习惯。 这种设计让学生在解题过程中体会科学探究的方法，提升科学素养。 从 “单一语言能力” 转向 “多维关联能力” 考查 语篇通过 “海豹的生理机制→人类的生理差异→自由潜水事故成因”的多维关联，考查学生整合信息的能力： 解答第 49 题需要串联 “人类依赖二氧化碳感知呼吸”“潜水时对二氧化碳敏感度下降”“无法察觉危险导致昏厥” 三个层面的信息； 解答第 50 题需要跨越 “实验现象”和“结论分析”两个段落，整合 “海豹感知氧气 + 调整行为” 的核心逻辑。 这种设计打破 “逐段解题”的局限，培养学生的全局思维和信息整合能力。 从 “知识传递” 转向 “价值观念引领” 考查 命题隐含两层价值导向： 科学认知导向：通过对比海豹与人类的生理差异，传递 “生物特性与生存环境相适配” 的科学观，引导学生尊重自然规律； 生活安全导向：解释自由潜水事故的成因，隐含 “尊重生理极限，规避高危行为” 的安全提示，将科学知识转化为生活智慧，体现 “以考促学、以考促用” 的命题理念。 各能力维度在本文的体现 1. 语境猜词能力 该能力要求借助语篇逻辑、语义提示推测陌生词汇或代词指代含义，本文的考查体现在隐性猜词需求和代词指代理解两个层面： 隐性猜词需求本文出现专业类词汇（如composition、sensitivity），虽未直接设题，但理解其含义是读懂实验过程和结论的前提。以 composition 为例，结合后文 “increasing or reducing the levels of oxygen and CO₂” 的描述，可推测该词在语境中意为 “（空气的）成分”。 代词指代理解文中多次出现代词（如this ability、this strategy），需要结合上下文逻辑判断指代对象。如第四段的 this ability 指代前文 “seals can sense the amount of oxygen in the blood, and change their diving behavior in response”，这一理解是解答第 50 题的基础。 命题指向：此类能力虽未直接设词义猜测题，但贯穿全文阅读过程，是理解细节和主旨的前提；未来命题可能针对文中的学术词汇设置词义题，需依托语境线索推导。 2. 词汇逻辑关联能力 该能力要求识别词汇间的同义、因果、总分等逻辑关系，梳理语篇脉络，本文的考查体现如下： 词汇/短语 关联词汇/短语 逻辑关系 命题作用 rely on the rising level of CO₂（第一段） don’t seem to have evolved to notice low blood oxygen levels（第四段） 对比关系 突出人类与海豹感知机制的差异，支撑第 48 题答案 the higher the level of oxygen（第三段） the longer the seals stayed at the feeder（第三段） 因果关系 直接对应第 47 题的正确选项 sensitivity to CO₂ is decreased（第五段） pass out before they get to the surface（第五段） 因果关系 解释自由潜水事故的成因，是第 49 题的解题关键 sense the amount of oxygen（第一段） sufficiently aware of them to change their behavior（第四段） 同义关系 明确研究核心结论，支撑第 50 题答案 命题指向：第 47、48、49 题均基于词汇间的逻辑关系设置，干扰项多通过偷换逻辑关系（如将因果改为并列）设置陷阱，需强化对逻辑标志词的敏感度。 3. 主题词汇聚焦能力 该能力要求锁定核心主题词群，区分主题词汇与细节词汇，把握文章主旨，本文的考查体现如下： 核心主题词群 核心对象：seals、oxygen levels 核心行为：sense、change behavior 对比对象：most mammals、humans 能力应用体现 文章围绕 “海豹感知氧气浓度并调整行为” 展开，所有实验描述、结论分析均围绕该主题词群，第 50 题的推理判断需紧扣主题，排除偏离核心的选项（如 C 选项的 “维持心率” 属于细节，非研究核心结论）。 主旨类题目（如标题题）的正确选项需包含核心主题词 seals 和 oxygen levels，干扰项常聚焦细节词汇（如 “free-diving accidents”），以偏概全。 命题指向：未来命题可能设置标题题或主旨大意题，需通过首尾段主题词定位和主题词群匹配排除干扰项。 4. 同义替换匹配能力 该能力是解题核心，要求识别题干 / 选项与原文的同义改写关系，本文 5 道题均体现该能力的考查，具体对应如下： 题号 正确选项 原文同义替换内容 匹配类型 46 A 选项 growing amount of CO₂ ↔ 原文 rising level of CO₂ 词汇层面同义改写 47 B 选项 oxygen level... grew higher ↔ 原文 the higher the level of oxygen 句式层面同义改写 48 C 选项 constant oxygen levels on land ↔ 原文 oxygen levels on land remain stable 词汇 + 句式层面同义改写 49 C 选项 fail to notice rising CO₂ levels ↔ 原文 sensitivity to CO₂ is decreased 语义层面同义转述 50 B 选项 quick to sense... act accordingly ↔ 原文 sense the amount of oxygen... change their diving behavior 短语层面同义改写 干扰项设置特点 偷换概念：如第 47 题 D 选项将 “氧气浓度” 偷换为 “二氧化碳浓度”； 无中生有：如第 50 题 D 选项 “对环境变化更敏感”，原文仅对比氧气感知能力，未提及整体环境敏感度； 过度推理：如第 50 题 A 选项 “低氧环境生存能力”，原文仅提及感知氧气并调整行为，未提及 “生存能力”。 （一）自然环境与生态 英文单词/短语 音标 中文释义 高考语境例句 animal /ˈænɪml/ 动物；兽类 Protecting wild animals is important for ecological balance.（保护野生动物对生态平衡很重要。） biodiversity /ˌbaɪəʊdaɪˈvɜːsəti/ 生物多样性 Human activities have a great impact on biodiversity.（人类活动对生物多样性有很大影响。） conservation /ˌkɒnsəˈveɪʃn/ 保护；保存 The conservation of water resources is urgent in many regions.（许多地区水资源保护迫在眉睫。） conserve /kənˈsɜːv/ 保护；保存 We should conserve energy to reduce environmental pollution.（我们应节约能源，减少环境污染。） damage /ˈdæmɪdʒ/ 损害；损坏 Environmental damage caused by industrial production needs to be repaired.（工业生产造成的环境破坏需要修复。） destroy /dɪˈstrɔɪ/ 破坏；摧毁 Deforestation destroys the habitats of many animals.（森林砍伐破坏了许多动物的栖息地。） destruction /dɪˈstrʌkʃn/ 破坏；毁灭 The destruction of the environment threatens human survival.（环境破坏威胁着人类的生存。） ecosystem /ˈiːkəʊsɪstəm/ 生态系统 A healthy ecosystem is essential for the survival of all species.（健康的生态系统对所有物种的生存至关重要。） environment /ɪnˈvaɪrənmənt/ 环境；周围环境 People are paying more attention to environmental protection.（人们越来越重视环境保护。） environmentalist /ɪnˌvaɪrənˈmentəlɪst/ 环保主义者 Environmentalists call on people to reduce plastic use.（环保主义者呼吁人们减少塑料使用。） flora /ˈflɔːrə/ 植物群 The flora in this region is rich and diverse.（该地区的植物群丰富多样。） fauna /ˈfɔːnə/ 动物群 Protecting the local fauna helps maintain ecological balance.（保护当地动物群有助于维持生态平衡。） habitat /ˈhæbɪtæt/ 栖息地；产地 Many animals are losing their natural habitats due to human activities.（由于人类活动，许多动物正在失去自然栖息地。） harmony /ˈhɑːməni/ 和谐；融洽 Living in harmony with nature is the key to sustainable development.（与自然和谐共处是可持续发展的关键。） pollute /pəˈluːt/ 污染；弄脏 Factory waste pollutes the air and water.（工厂废物污染空气和水。） pollution /pəˈluːʃn/ 污染；污染物 Air pollution has a negative impact on people's health.（空气污染对人们的健康有负面影响。） preserve /prɪˈzɜːv/ 保护；保存 We need to preserve natural resources for future generations.（我们需要为后代保护自然资源。） preservation /ˌprezəˈveɪʃn/ 保护；保存 The preservation of cultural relics and natural scenery is equally important.（文物和自然景观的保护同样重要。） protect /prəˈtekt/ 保护；防护 Measures should be taken to protect endangered species.（应采取措施保护濒危物种。） protection /prəˈtekʃn/ 保护；防护 The protection of the ocean is crucial for global ecological balance.（海洋保护对全球生态平衡至关重要。） recycle /ˌriːˈsaɪkl/ 回收；再利用 Recycling waste paper can save a lot of trees.（回收废纸可以拯救大量树木。） recycling /ˌriːˈsaɪklɪŋ/ 回收利用 Recycling has become an important part of environmental protection.（回收利用已成为环境保护的重要部分。） sustainable /səˈsteɪnəb(ə)l/ 可持续的；能维持的 Sustainable development requires the joint efforts of all countries.（可持续发展需要各国共同努力。） waste /weɪst/ 浪费；废弃物 Reducing food waste is a responsibility of every citizen.（减少食物浪费是每个公民的责任。） wildlife /ˈwaɪldlaɪf/ 野生动物；野生动植物 Many countries have set up reserves to protect wildlife.（许多国家建立了保护区来保护野生动物。） （二）自然现象与资源 英文单词/短语 音标 中文释义 高考语境例句 climate /ˈklaɪmət/ 气候；气候区 Climate change has become a global concern.（气候变化已成为全球关注的问题。） climate change /ˈklaɪmət tʃeɪndʒ/ 气候变化 Measures to address climate change need international cooperation.（应对气候变化的措施需要国际合作。） earthquake /ˈɜːθkweɪk/ 地震 People should learn how to protect themselves during an earthquake.（人们应该学习地震时如何保护自己。） flood /flʌd/ 洪水；泛滥 Heavy rain caused floods in many areas.（暴雨在许多地区引发了洪水。） hurricane /ˈhʌrɪkən/ 飓风；暴风 The hurricane caused great damage to coastal cities.（飓风给沿海城市造成了巨大破坏。） lightning /ˈlaɪtnɪŋ/ 闪电；雷电 It is dangerous to stay outdoors during lightning.（闪电时待在户外很危险。） natural /ˈnætʃrəl/ 自然的；天然的 Natural resources are limited and need to be conserved.（自然资源是有限的，需要保护。） natural disaster /ˈnætʃrəl dɪˈzɑːstə(r)/ 自然灾害 The government provided relief supplies after the natural disaster.（自然灾害后，政府提供了救援物资。） phenomenon /fəˈnɒmɪnən/ 现象；奇迹 The Northern Lights is a beautiful natural phenomenon.（极光 is 一种美丽的自然现象。） phenomena /fəˈnɒmɪnə/ 现象（复数） Many natural phenomena can be explained by science.（许多自然现象可以用科学解释。） rainstorm /ˈreɪnstɔːm/ 暴雨；暴雨天气 The rainstorm disrupted traffic in the city.（暴雨扰乱了城市交通。） resource /rɪˈsɔːs/ 资源；物力 Renewable resources are more environmentally friendly than non-renewable ones.（可再生资源比不可再生资源更环保。） renewable /rɪˈnjuːəb(ə)l/ 可再生的；可更新的 Solar energy and wind energy are renewable resources.（太阳能和风能是可再生资源。） storm /stɔːm/ 暴风雨；风暴 The storm destroyed many houses in the village.（暴风雨摧毁了村里的许多房屋。） tornado /tɔːˈneɪdəʊ/ 龙卷风；旋风 Tornadoes are rare but destructive natural disasters.（龙卷风是罕见但具有破坏性的自然灾害。） volcano /vɒlˈkeɪnəʊ/ 火山 The volcano erupted after being dormant for many years.（这座火山休眠多年后喷发了。） volcanic /vɒlˈkænɪk/ 火山的；火山引起的 Volcanic eruptions can affect global climate.（火山喷发会影响全球气候。） wind /wɪnd/ 风；风力 Wind power is a clean and renewable energy source.（风能是一种清洁的可再生能源。） drought /draʊt/ 干旱；旱灾 The region suffered from a severe drought last year.（该地区去年遭遇了严重干旱。） tsunami /tsuːˈnɑːmi/ 海啸 The tsunami caused by the earthquake killed thousands of people.（地震引发的海啸造成数千人死亡。） （三）地理与自然景观 英文单词/短语 音标 中文释义 高考语境例句 mountain /ˈmaʊntən/ 山；山脉 The mountain range is a popular tourist destination.（这条山脉是热门旅游目的地。） mountainous /ˈmaʊntənəs/ 多山的；山地的 The mountainous area has beautiful natural scenery.（这个多山地区有美丽的自然风光。） river /ˈrɪvə(r)/ 河；江 Many cities are built along rivers for water resources.（许多城市沿河流而建，以获取水资源。） lake /leɪk/ 湖；湖泊 The lake is surrounded by forests and has clear water.（这个湖被森林环绕，湖水清澈。） ocean /ˈəʊʃn/ 海洋；大洋 The Pacific Ocean is the largest ocean in the world.（太平洋是世界上最大的海洋。） sea /siː/ 海；海洋 The sea level is rising due to global warming.（由于全球变暖，海平面正在上升。） forest /ˈfɒrɪst/ 森林；林区 Forests play an important role in regulating the climate.（森林在调节气候方面发挥着重要作用。） forestry /ˈfɒrɪstri/ 林业；森林学 Sustainable forestry helps protect forest resources.（可持续林业有助于保护森林资源。） desert /ˈdezət/ 沙漠；荒原 Few plants can survive in the desert.（很少有植物能在沙漠中生存。） desertified /dɪˈzɜːtɪfaɪd/ 沙漠化的 Desertified land needs to be restored with vegetation.（沙漠化的土地需要用植被恢复。） island /ˈaɪlənd/ 岛；岛屿 The small island is famous for its beautiful beaches.（这个小岛以其美丽的海滩而闻名。） coastal /ˈkəʊstl/ 沿海的；海岸的 Coastal cities are often affected by typhoons.（沿海城市经常受到台风影响。） plain /pleɪn/ 平原；平地 The plain is suitable for farming and settlement.（这片平原适合耕种和定居。） valley /ˈvæli/ 山谷；溪谷 The valley is surrounded by mountains and has fertile soil.（这个山谷被群山环绕，土壤肥沃。） cave /keɪv/ 洞穴；洞窟 Many ancient paintings have been found in the cave.（在这个洞穴中发现了许多古代绘画。） waterfall /ˈwɔːtəfɔːl/ 瀑布；瀑布似的东西 The waterfall attracts many tourists with its spectacular scenery.（这个瀑布以其壮观的景色吸引了许多游客。） glacier /ˈɡlæsiə(r)/ 冰川；冰河 Glaciers are melting due to global warming.（由于全球变暖，冰川正在融化。） grassland /ˈɡrɑːslænd/ 草原；草地 Grasslands are important habitats for grazing animals.（草原是食草动物的重要栖息地。） （2024·天津·高考真题）Research sometimes proves, with data, what we more or less already know（e. g. Exercise is good for you, and polluted air isn’t）. Still, sometimes our assumptions are incorrect, and scientific findings surprise researchers, along with the rest of us. A recent example is the phenomenon of disappearing lakes in parts of the frozen treeless Arctic（北极的） region. You might think these lakes would be expanding, not disappearing. As climate change warms the region — melting（融化）surface snow and ice as well as the permafrost（永冻层）— there should be more surface water, forming larger lakes and even new ones. Recently, however, scientists have observed not just shrinking（缩小的） lakes but lakes that have completely gone away. Many scientists shared the commonsense expectation that as permafrost melted, lakes would at first expand with meltwater flowing into them. Eventually, researchers made a prediction that progressive warming during the 21st and 22nd centuries would dry out the Arctic, and lakes would begin to shrink. But now it looks as if Arctic lakes are disappearing a century sooner than predicted. A case in point is that some large, age-old lakes shrank dramatically in what appears to have been a matter of months. Scientists have labeled this phenomenon “disastrous lake loss” What caused this? The frozen solid ground actually contains bits of rock, mineral and organic matter, leaving spaces in between. And because these spaces are filled with solid ice, liquid water cannot readily get inside, but it can when the permafrost melts, allowing more water to get through. Soon after that, around 192 lakes in northwestern Alaska are gone from sight. Why did scientists miss this? One probable reason is that most climate models assume that the melting of permafrost is driven only by warming air. New evidence suggests, however, that rainfall — particularly increasing autumn rain — is now contributing significantly to permafrost loss. The rainfall carries heat into the ground. Yet none of the existing models includes such processes. That is a good example of why — no matter how complex our models are or may one day be — we need direct observation of the natural world. 1．What does Paragraph 1 mainly tell us? A．General knowledge can at times turn out to be true. B．Commonsense assumptions can sometimes prove wrong. C．Research findings should be built on popular assumptions. D．Scientific research is inspired by an unknown phenomenon. 2．Contrary to the general expectation, climate change has caused ________. A．a rapid rise of water surface B．the permafrost to melt faster C．many Arctic lakes to grow larger D．the disappearance of many Arctic lakes 3．The disastrous climatic impacts on the Arctic region have been ________. A．proved with emerging lakes B．underestimated by scientists C．well predicted by researchers D．shown elsewhere in the world 4．Why is the frozen Arctic ground hard for water to get through? A．Because of the solid ice within it. B．Because of its unique composition. C．Because it is far away from the waters. D．Because snow rarely melts on frozen ground. 5．What lesson can we learn from the passage? A．Direct observation is a must for scientific research. B．Scientific research is guaranteed by sufficient lab facilities. C．New evidence should be found to back up research findings. D．Scientific predictions should be mostly based on research models. （2023·天津·高考真题）Getting the “side-eye” look from your dog can make it seem like they are making a judgement about you, and some new studies suggest they really could be. The ability to judge others’ intentions is an indicator of possessing “theory of mind” which was once thought to be unique to humans. However, new studies have shown that dogs can read human behaviour and have a preference to people who are more friendly or generous with food. One such study published in 2023 aimed to see if dogs can tell the difference between humans who are “unwilling” or “unable” to give them a treat. 96 dogs were involved in both “unwilling” and “unable” scenarios (情境) designed for the study. Both scenarios involved a dog being placed on one side of a glass screen with small holes in it at nose-height, and an experimenter standing on the other. In the ‘unwilling’ scenario, the experimenter would hang a piece of sausage in front of the screen in a ‘teasing’ (戏耍的) manner, and approach one of the holes. But instead of passing it through the hole to the dog, they would then pull it out of its reach. For the “unable” scenario, the experimenter would again move the treat towards the hole while the dog watched, but “accidentally” drop it before they could pass it through. The researchers observed that the dogs were much more patient, making more eye contact and staying closer to the screen after the “unable” scenario played out. In the “unwilling” scenario, however, the dogs looked at the experimenter less often, sat, lay down and wandered around more frequently. Another study from 2021 tested for “theory of mind” in dogs in a similar way, but the dogs were able to walk round the screen to obtain the treat after witnessing the experimenter’s “unwilling” or “unable” behaviour. The main finding was that the dogs approached the experimenter significantly sooner in the unable scenario than in the unwilling scenario. However, the researchers of the 2023 study challenged that the food dropped on the floor in the clumsy (笨拙的) manner might have motivated the dogs to approach the experimenter considering that they probably often obtain food dropped on the floor in their daily lives. Now, more evidence has been provided that dogs distinguish between similar actions associated with different intentions. But how exactly they acquire such intention-reading abilities will be an exciting topic for future research. 6．What is one of the new research findings according to Paragraph 2? A．Dogs also have “theory of mind”. B．Dogs prefer food from generous people. C．Human behaviours are mostly intentional. D．Friendly animals can get food more easily. 7．What did the experimenter do in the “unwilling” scenario in the 2023 study? A．They acted awkwardly while feeding the dog. B．They pretended to walk slowly away from the dog. C．They teased the dog by fixing the treat to the screen. D．They pulled the sausage beyond the dog’s reach. 8．How did the dogs of the 2023 study respond to the “unable” behaviour? A．By moving closer to the experimenter. B．By keeping wandering around. C．By ignoring the experimenter. D．By lying still on the floor 9．How does the experiment design of the 2021 study differ from that of 2023? A．The dogs can watch the experimenter. B．The dogs can go to the other side of the screen. C．The dogs’ responses are under close observation. D．The dogs’ habitual behaviours are under analysis. 10．What do the dogs’ different responses in “unwilling” and “unable” scenarios suggest? A．Dogs can tell “being friendly” from “being mean” B．Dogs’ intelligence is gradually evolving. C．Dogs’ intentions can be easily identified. D．Dogs are a lot more emotional than other animals. （2025·天津滨海新·模拟预测）Making decisions under uncertainty is a problem we all face. Imagine you are looking for a parking spot at a crowded event. You find one far from your destination. Do you decide to take it, or invest more time into hunting for a better spot which may or may not exist? You might resolve this decision by “budgeting”: limiting the resources (time) you will spend looking for a better option. This strategy allows us to cut our losses when things don’t turn out as we hoped. In our research, we show how weaver ants — much like humans — budget their investment into a task with an uncertain payoff. Weaver ants link their bodies together to form bridge-like structures called “hanging chains”, which they use for crossing gaps they encounter. Building a chain comes at a cost to the colony (蚁群). Ants in the chain can’t participate in important colony tasks such as defending the nest and searching for food. The cost of the chain is proportional (成比例) to its length: longer chains are more costly, as they keep more ants occupied. Chains provide a major benefit too: they allow ants to explore areas that would otherwise be inaccessible, which may offer food sources to the colony. Whether an area contains a profitable resource, however, is unknown to the ants. This means the colony must invest capital (a number of ants) into forming a chain which may or may not pay off. We expected ants would stop forming a chain when the gap to be bridged became too tall, as the cost would become too great. We initially challenged ants to bridge vertical gaps of 25mm, 35mm and 50mm in height. Ants could comfortably form chains within this range, which allowed us to precisely determine the rules they use to build chains. We found ants decide how long to stay in a chain by visually assessing their distance from the ground below. The closer to the ground, the longer an ant remains in the chain. Can this predict a distance beyond which ants stop forming chains? We answered this question using a mathematical model, which predicted ants should stop forming chains when the gap is taller than 89mm.We challenged ants to form chains over gaps of 110mm, well beyond the distance predicted by our model. As expected, the ants never formed chains over these gaps. Similar to when we set ourselves a time limit for finding parking, ants set a distance limit by budgeting before giving up. 11．What does the underlined word “investment” in paragraph 2 refer to? A．The food found by ants. B．The chain built by ants. C．The time ants spend on a chain. D．The number of ants needed to build a chain. 12．What does the author say about ants’ chain-building? A．It involves risk. B．It’s unique. C．It’s a mistake. D．It’s incredible. 13．Why were gaps of 110mm set for ants? A．To clarify a misconception. B．To make a comparison. C．To confirm a prediction. D．To challenge an argument. 14．In what way are ants similar to humans? A．In building something necessary. B．In achieving success by budgeting. C．In setting a time limit for a task. D．In making decisions under uncertainty. 15．Which of the following is the passage probably taken from? A．A book review. B．A technical instruction book. C．A science magazine. D．A travel book. （2025·天津·一模）Most taxi drivers need a smartphone to get to their destinations. But sharks, it seems, need nothing more than their own bodies — and Earth’s magnetic (磁的) field. A new study suggests some sharks can read Earth’s field like a map and use it to travel long distances with accuracy. Since the 1970s, researchers have suspected that some fish can detect magnetic fields. But no one had shown that sharks use the fields to find their location or navigate (导航), partly because the animals aren’t so easy to work with. It’s one thing if you have a small fish, or a baby sea turtle, but when you work with sharks, you have to upscale everything. Bryan Keller, an ecologist at Florida State University, and his colleagues decided to do just that. They lined a bedroom-size cage with wire and placed a small swimming pool in the center of the cage. By running an electrical current through the wiring, they could generate a custom magnetic field in the center of the pool. The team then collected 20 young bonnet — head sharks — a species known to migrate hundreds of kilometers — off the Florida coast. They placed the sharks into the pool, one at a time, and let them swim freely under three different magnetic fields, applied in random succession. One field mimicked (模仿) Earth’s natural field at the spot where the sharks were collected, while the others mimicked the fields at locations 600 kilometers north and 600 kilometers south of their homes. They used software to track the sharks’ responses, observing which direction in the tank they were trying to swim towards. When the young sharks were exposed to the magnetic field of the place they were captured, or ‘home’, they stayed put. But when subjected to the southern magnetic field, the sharks persistently changed their headings to swim north, as if tying to get back home. This suggests that the sharks were using the magnetic field to guide them, similar to how humans use GPS. Surprisingly, the researchers found that the sharks didn’t favor any direction when swimming under the northern field. Keller says this might be because they don’t go north of their home location since there is only land there, and so they rarely have to find their way back south again. “This could support the theory that their ability to go back home is a learned behavior,” he says. They might not know what to do in the northern field because “they’ve never been up there.” says Keller. Keller’s research adds a significant piece to the still-incomplete puzzle of shark biology. Sharks have been declining at an alarming rate due to mostly overfishing and habitat change. Studying the life cycles and migration patterns of sharks can help us understand what areas to protect when managing marine spaces. 16．The comparison between taxi drivers and sharks in the first paragraph serves to ________. A．highlight the simplicity of sharks’ navigation ability B．criticize the dependence of human beings on technology C．introduce the topic with a familiar everyday situation D．claim sharks’ abilities surpass human inventions 17．Why is it difficult for researchers to prove that sharks can read Earth’s magnetic field? A．Because it’s too hard to follow and observe sharks in nature. B．Because sharks are fierce and unfriendly to human beings. C．Because sharks are difficult to study in a laboratory setting. D．Because most sharks are on the list of endangered species. 18．According to Keller, what might be the reason why sharks don’t favor any direction when swimming under the northern magnetic field? A．They don’t like the climate in the north. B．They’ve never been to the north of their home before. C．They learned to do so when they were young. D．The northern magnetic field was not strong enough. 19．From the passage, we can infer that Keller’s research is significant because it ________. A．provides a new approach to studying sharks in the ocean. B．supports the idea that sharks’ migration patters are random. C．adds crucial information to our understanding of shark biology. D．suggests that sharks should be protected from overfishing. 20．What is the main idea of the passage? A．Sharks use Earth’s magnetic field to find their way on seas. B．Researchers discovered a new way to study sharks in labs. C．Shark populations are declining due to habitat change. D．Sharks have a learned behavior of returning to their home. 学科网(北京)股份有限公司zxxk.com 学科网(北京)股份有限公司 学科网（北京）股份有限公司30 / 31zxxk.com 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 专题02 阅读词汇 01 析·考点精解 2 02 构·知能架构 2 03 破·考点攻坚 5 考点一 人与自我（聚焦个人成长、内心世界、生活技能） 5 考点二 人与社会（聚焦人际关系、社会现象、公共生活） 24 考点三 人与自然（聚焦自然环境、生态保护、自然现象） 45 01 析·考点精解 命题轨迹透视 从近五年高考试题来看，试题以同意替换为主，题目难度不等。命题趋势：在语篇中考查学生对有关阅读高频词的掌握情况，强化信息查找的能力和语境理解。 考点频次总结 考点 2025年 2024年 2023年 2022年 2021年 人与自我 首考 A篇，B篇，D篇 二考 B 首考 C篇D 篇 二考 无 首考 A篇 二考 B篇 首考C篇 二考D篇 首考B篇，D篇 二考B篇 人与社会 首考 C篇 二考 A篇，D篇 首考 无 二考 B篇 首考 C篇，D篇 二考 A篇，C篇，D篇 首考A篇，B篇 二考 无 首考 A篇，C篇 二考 A篇，C篇，D篇 人与自然 首考 无 二考 C篇 首考 无 二考 C篇 首考 B篇 二考 无 首考 无 二考 无 首考 无 二考 无 2026命题预测 预计在2026年高考中，主要会以语篇为命题情景，强化信息查找的能力和语境理解，重点考察语境猜词能力、词汇逻辑关联能力、主题词汇聚焦能力、同意替换匹配能力。 02 构·知能架构 在近几年天津高考中，在阅读词汇维度主要会以语篇为命题情景，强化信息查找的能力和语境理解，重点考察语境猜词能力、词汇逻辑关联能力、主题词汇聚焦能力、同意替换匹配能力。 一、 语境猜词能力 能力内涵该能力的核心是 “词不离句，句不离篇”，要求学生不依赖词典，仅通过语篇内的逻辑关系、语义提示、场景描述等文本线索，推测陌生词汇、熟词生义或代词指代的含义。其本质是考查学生利用语篇内部信息完成词义解码的能力。 命题体现形式 直接设置词义猜测题，题干针对语篇中的划线词或短语设问，选项会设置与语境情绪、逻辑不符的干扰项，或利用形近词、近义词进行误导。 语篇中嵌入学术性词汇、文化特色词汇或专业领域词汇，这些词汇不设题，但学生必须通过语境理解其含义，才能读懂全文的逻辑和细节。 代词指代题的考查难度升级，考查对象从指代单个句子内容的普通代词，转向指代段落主旨或全文核心观点的抽象代词，需要结合上下文的整体逻辑判断指代对象。 备考策略 积累语篇中常见的逻辑连接词，包括转折、因果、解释、举例、递进等类型，这些词汇是语境猜词的核心信号。 养成 “定位线索词” 的习惯，面对词义猜测类题目时，优先圈画目标词前后的逻辑词、描述性短语或相关定义句，通过这些信息推导词义。 拓展对熟词生义的积累，重点关注在不同语境中词性或含义发生变化的高频词汇，总结其在不同场景下的含义特征。 二、 词汇逻辑关联能力 能力内涵该能力要求学生识别语篇中词汇之间的内在逻辑关系，包括同义、反义、总分、因果、并列、递进等，通过词汇间的呼应和关联，梳理语篇的叙事或论证脉络，避免出现 “读懂单个句子，却无法串联段落主旨” 的问题。 命题体现形式 细节题的干扰项会刻意偷换原文词汇的逻辑关系，比如将原文的并列关系改为因果关系，将对比关系改为递进关系，学生需要识别词汇间的逻辑关联才能排除干扰。 段落主旨题的正确选项，会整合该段的主题词和逻辑关键词，错误选项则会截取段落中的零散词汇，这些词汇无明确逻辑关联，无法支撑段落核心观点。 备考策略 精读语篇时，养成标注词汇逻辑关系的习惯，圈画主题词的同义替换词、观点词的反义对比词，以及体现逻辑关系的标志词。 总结不同逻辑关系的词汇标志，比如总分关系常用 “in general”“for instance”，因果关系常用 “result in”“due to”，并列关系常用 “besides”“in addition”。 三、 主题词汇聚焦能力 能力内涵该能力是宏观理解语篇的关键，要求学生在包含多细节、多分支话题的语篇中，快速区分主题词汇、细节词汇和态度词汇，锁定贯穿全文的核心主题词群，进而把握语篇的中心思想和作者的核心观点。 命题体现形式 主旨大意题的设问更加灵活，会结合新情境、新话题命题，正确选项会用主题词的同义替换词表述，错误选项要么聚焦细节词汇以偏概全，要么加入语篇未提及的词汇无中生有。 标题选择题的考查重点是 “主题词 + 核心态度”，正确标题必须包含语篇的核心主题词，同时体现作者的立场或情感，干扰项则可能缺失主题词或偏离作者态度。 推理判断题的答案导向性更强，所有合理推断都必须围绕主题词汇展开，脱离主题的推理均为错误选项。 备考策略 训练 “首尾段主题词定位法”，高考阅读语篇的主题词通常在首段引出、尾段升华，精读时优先圈画首尾段的高频词汇，确定核心主题。 构建 “主题词群思维导图”，针对每篇精读语篇，梳理 “核心主题词 + 同义替换词 + 态度词汇” 的词汇群，强化对主题词汇的敏感度。 做主旨类题目时，养成 “选项主题词匹配度验证” 的习惯，先排除不含核心主题词的选项，再进一步筛选与主旨相符的选项。 四、 同义替换匹配能力 能力内涵该能力是高考阅读解题的核心命脉，贯穿所有题型，要求学生识别题干 / 选项与原文之间的同义改写关系，包括词汇层面、短语层面和句式层面的改写，透过词汇表面的差异，找到意义的对等关系，从而精准定位答案句。 命题体现形式 细节题的正确选项均为原文信息的同义改写，干扰项常采用 “词汇照抄但逻辑错误” 或 “逻辑正确但词汇无原文对应” 的设置方式。 推理判断题的正确选项是原文观点的同义转述，干扰项则存在过度推理的问题，即加入原文未提及的信息，或偷换原文主题词的修饰限定成分。 数字、时间、地点类细节题会通过同义改写设置考点，比如用模糊表述改写原文的具体数据，用时间状语改写原文的具体年份，学生需要识别同义替换才能完成匹配。 备考策略 建立 “题干——原文同义替换错题本”，整理每道题的题干关键词、原文对应句、选项同义改写词，定期复盘积累，总结高频改写类型。 强化 “关键词定位 + 同义匹配” 的解题步骤，拿到题目后先圈画题干中的核心关键词，再回原文定位包含同义替换词的句子，最后对比选项与定位句的含义一致性。 专项训练句式改写的识别能力，重点关注主动句与被动句、陈述句与疑问句、长句与短句之间的同义转换规律。 03 破·考点攻坚 考点一 人与自我（聚焦个人成长、内心世界、生活技能） 2025年3月 天津真题 I first encountered tai chi in Ottawa’s Chinatown. Men and women gathered in loose formation. Their actions combined to achieve a meditative (冥想的) dance. I was amazed by its beauty and grace. It was like watching a water lily opening. Yet I couldn’t see the point. I could achieve my fitness goals from exercise classes, swimming and cycling — and moving so slowly didn’t seem to build muscle, my objective for all activities. I chose only to admire this martial art (武术) but kept my distance. Years later, a recommendation from my doctor brought me to a training group for tai chi beginners led by a caring instructor. I had thought that my goal would be to master the 108 moves. Technically right, but wrong on so many counts. The class was full of lovely people who glided effortlessly, seemingly never confused about where to move next. They assured me that they had been beginners once too, and that I would be able to remember all the moves within three or four years. Three to four years! Graduate degrees took less time. But I could see they were right. Commit and improve: That was the only path. Another realization came to me when I attended an advanced class. We began with foundation exercises, and almost immediately, the instructor singled me out for instruction. To be singled out was an honour, but I was mortified. All the others in the class stopped and turned to watch me while the instructor corrected my positioning. “Don’t bend, “he said, and I repeated the movement. “Straighten your back, “he urged, and on it went — probably for only a few minutes, but it seemed like hours. I couldn’t say, “Yeah, I get it.” I had to show that I did. I concentrated as I had never done before, listening to what the instructor was saying, watching his movement and then willing my body to move in imitation. I was unlearning and learning, overcoming awkwardness to focus. I realized that I was learning a new way of being in the world—truly listening and open to correction. I don’t know that I will ever master the 108 moves. What I do know is that I have found an activity in my life where change and growth are not just possible but expected, even when my stubborn (固执的) personality tendencies re-emerge at every turn. 40．What was the author’s first impression of tai chi? A．Pleasant to the eye but not of much use. B．Too slow to be regarded as a martial art. C．Helpful in accomplishing fitness goals. D．Mysterious and difficult to master. 41．In the beginners’ class, the author realized that mastering tai chi required_________. A．discipline B．leadership C．persistence D．teamwork 42．What does the underlined word “mortified” in paragraph 5 probably mean? A．Angered B．Confused C．Disappointed D．Embarrassed 43．How did the author respond to the instructions in the advanced class? A．She denied her weaknesses and carried on. B．She stayed focused and followed attentively. C．She worked hard and displayed her talent. D．She opened up her mind and sought advice. 44．Which of the following can be concluded from the author’s experience? A．Tai chi empowers people to improve. B．Tai chi keeps the balance of the body. C．Tai chi fires people’s passion for sports. D．Tai chi facilitates healthy relationships. 命题解读 新情境：新情境：生活化叙事承载文化内涵，贴近真实体验 情境特征 本文以作者 “初遇太极拳 — 尝试学习 — 进阶领悟” 的个人经历为叙事主线，创设了跨文化生活场景（渥太华唐人街接触太极拳）和个人成长场景（从排斥到接纳、从追求招式到领悟生活态度），摆脱了传统阅读语篇 “纯说明、纯议论” 的刻板框架。 这种情境贴近学生的生活体验 —— 面对新事物的排斥心理、学习过程中的挫败感、长期坚持后的收获感，容易引发读者共鸣；同时融入中华传统武术文化元素，符合高考 “文化浸润” 的命题导向。 新考法：聚焦核心能力，规避 “技巧秒杀”，强调语篇深度理解 本文题目设计全面覆盖高考要求的四大核心能力，摒弃了 “定位原词即得分” 的老旧考法，突出 “理解 — 分析 — 归纳” 的思维链条。 语境猜词题：依托逻辑线索，拒绝 “词汇直译” 对应题目：第 42 题（mortified词义猜测） 考法创新：不考查词汇的固定释义，而是要求结合转折逻辑（honour与mortified的反义关系）和场景细节（全班人注视下被纠正动作）推导词义，避免学生依赖 “背单词直接答题”，强调 “词不离句，句不离篇” 的原则。 细节理解题：同义改写为核心，强化信息匹配能力 对应题目：第 40、41、43 题 考法创新：正确选项均为原文信息的同义转述，无原词复现的简单题。 第 40 题 A 选项 “pleasant to the eye but not of much use” 对应原文 “amazed by its beauty and grace” 和 “couldn’t see the point”； 第 43 题 B 选项 “stayed focused and followed attentively” 对应原文 “concentrated as I had never done before, listening to... watching...”。 这种设计要求学生不仅能定位信息，更要理解信息的内涵，规避 “定位技巧秒杀” 的应试漏洞。 推理归纳题：立足全文主旨，杜绝 “过度推断” 对应题目：第 44 题 考法创新：正确选项 A “Tai chi empowers people to improve” 是对全文 “作者从太极拳中获得成长” 的主旨归纳，干扰项 B（身体平衡）、C（运动热情）、D（人际关系）均为文本未提及的内容，引导学生 “基于原文合理推断”，而非脱离文本主观臆断。 新角度：弱化 “知识考查”，强化 “价值引领”，关注思维品质 本文的命题角度突破了 “语言知识 + 信息获取” 的浅层考查，转向 “思维能力 + 价值观念” 的深层引领，符合高考 “立德树人” 的核心目标。 从 “语言解码” 转向 “思维过程解读” 题目设计聚焦作者的心态变化过程：从 “排斥太极拳（认为无用）” 到 “认识到需要坚持（三四年掌握招式）”，再到 “领悟成长意义（改变与提升）”。 例如第 41 题考查 “掌握太极拳需要什么”，答案 “persistence”（坚持）并非来自原文原词，而是从 “三四年时间”“commit and improve” 的表述中提炼的思维结论，考查学生的归纳概括能力。 从 “信息筛选” 转向 “价值观念提炼” 第 44 题的正确选项 A “太极拳激励人不断提升”，不仅是对作者经历的总结，更传递了 “坚持带来成长” 的积极价值观。这种命题角度将语言学习与价值引领相结合，要求学生在理解文本的同时，吸收语篇传递的正能量，体现了 “以考促学” 的导向。 从 “单一维度” 转向 “多维关联” 语篇通过 “动作练习 — 心态转变 — 生活态度” 的关联，引导学生建立 “事物表象 — 内在本质” 的多维思维。例如作者从纠正太极拳姿势，领悟到 “真正倾听、坦然接受指正” 的生活方式，题目设计隐含了对 “文本内在逻辑关联” 的考查，培养学生的批判性思维和辩证思维。 【答案】40．A 41．C 42．D 43．B 44．A 【导语】本文是一篇记叙文。主要讲述作者从最初对太极“好看却无用”的印象，到在练习中领悟其真谛，实现自我成长与改变的经历。 40．细节理解题。根据第一段“I was amazed by its beauty and grace. It was like watching a water lily opening.(我被它的美丽与优雅所震撼，就像观赏睡莲绽放)”以及第二段中的“Yet I couldn’t see the point. I could achieve my fitness goals from exercise classes, swimming and cycling—and moving so slowly didn’t seem to build muscle, my objective for all activities. (但我实在看不出太极的意义所在。我通过健身课、游泳和骑行就能实现健身目标 —— 而且动作这么慢，似乎根本练不了肌肉，而练肌肉是我所有运动的核心目的)”可知，作者最初觉得太极赏心悦目，但没什么实际用处。故选A项。 41．推理判断题。根据第四段“They assured me that they had been beginners once too, and that I would be able to remember all the moves within three or four years. Three to four years! Graduate degrees took less time. But I could see they were right. Commit and improve: That was the only path.(他们向我保证，自己曾经也都是初学者，还说我大概三四年内就能记住所有招式。三到四年啊！就算是读个研究生学位也用不了这么久。但我知道他们说得对——坚持下去，不断精进，这是唯一的路。）可知，作者意识到掌握太极需要长期的坚持。故选C项。 42．词句猜测题。根据第五段“All the others in the class stopped and turned to watch me while the instructor corrected my positioning.(全班其他人都停下来看着我，教练在一旁纠正我的姿势)”可知，被单独点名指导且被众人注视，这种场景会让人感到尴尬，因此“mortified”意为“尴尬的”，与“Embarrassed”同义。故选D项。 43．细节理解题。根据第六段“I concentrated as I had never done before, listening to what the instructor was saying, watching his movement and then willing my body to move in imitation. (我从未如此专注过，认真听教练的指导，观察他的动作，然后努力让自己的身体模仿着动起来)”可知，在高级班中，作者专注倾听并认真遵循教练的指导。故选B项。 44．推理判断题。根据最后一段“What I do know is that I have found an activity in my life where change and growth are not just possible but expected(但我知道，我找到了一项能让自己发生改变、实现成长的活动，这种改变和成长不仅可能，更是必然的)”可知，太极赋予了人们自我提升的力量。故选A项。 各能力维度在本文的体现 1. 语境猜词能力 该能力要求借助上下文的逻辑关系、同义 / 反义信息、举例解释等线索，推测陌生词汇或熟词生义的含义，第 42 题是典型考查。 目标词汇：mortified（第 5 段） 语境线索 转折逻辑：前文提到 “To be singled out was an honour（被单独指导本是荣幸）”，后文用but表转折，说明该词是与 “honour” 相反的负面情绪。 场景描述：“All the others in the class stopped and turned to watch me（全班人都停下来看着我）”，在众人注视下被老师纠正动作，通常会产生 “窘迫、尴尬” 的感受。 解题应用：结合线索可排除 A（愤怒）、B（困惑）、C（失望），确定答案为 D（尴尬的）。 能力体现：语境猜词的核心是 “不依赖词典，依托文本逻辑”，本题通过转折连词 + 场景细节的双重线索，考查学生对语境的解读能力。 2. 词汇逻辑关联能力 该能力要求识别词汇之间的同义、反义、总分、因果等逻辑关系，进而理解句子和段落的衔接逻辑，本文多处体现该能力的应用。 词汇/短语 关联词汇/短语 逻辑关系 作用 be amazed by its beauty and grace（第 1 段） couldn’t see the point（第 2 段） 转折对立 体现作者对太极拳的初始矛盾心态，为后文态度转变做铺垫 Commit and improve（第 4 段） three or four years（第 4 段） 因果关联 说明 “投入 + 坚持” 是长时间才能掌握招式的原因，支撑第 41 题答案 concentrated as I had never done before（第 6 段） listening... watching... willing my body to move（第 6 段） 总分关联 总述 “高度专注”，分述专注的具体表现，对应第 43 题 B 选项 change and growth（第 7 段） unlearning and learning（第 6 段） 同义关联 前后呼应，点明太极拳对作者成长的影响，支撑第 44 题 A 选项 解题应用：第 41 题中，“Commit and improve” 和 “three to four years” 的因果逻辑，直接指向 “坚持（persistence）” 是掌握太极拳的关键，排除 “自律”“领导力” 等无关选项。 3. 主题词汇聚焦能力 该能力要求识别文章的核心主题词汇，并围绕主题词汇梳理文章脉络，把握作者的核心观点，本文的主题词汇聚焦于 tai chi 及作者对其的态度转变。 主题词汇链 表层词汇：tai chi, 108 moves, foundation exercises, positioning（太极拳相关的动作与练习） 深层词汇：commit, improve, concentrate, unlearning and learning, change and growth（作者从太极拳中获得的感悟） 能力体现 文章结构围绕 “初遇太极拳（欣赏但排斥）→ 初学太极拳（认识到需要坚持）→ 进阶学习（专注领悟成长）→ 总结感悟（太极拳促进自我提升）” 展开，所有情节均紧扣 **“太极拳与作者的成长”** 这一核心主题。 第 44 题考查主旨结论，选项 A “太极拳能激励人不断提升自己” 直接对应主题词汇 “change and growth”，而 B（身体平衡）、C（运动热情）、D（人际关系）均为文本未提及的次要信息，体现了 “聚焦主题词汇，排除无关干扰” 的解题思路。 4. 同义替换匹配能力 该能力是高考阅读的核心解题能力，要求识别题干 / 选项与原文之间的同义改写，精准定位答案句，本文 40、43、44 题均涉及该能力。 题号 选项 原文同义替换内容 匹配结果 40 A. 赏心悦目但实用性不强 赏心悦目→amazed by its beauty and grace；实用性不强→couldn’t see the point didn’t seem to build muscle 正确选项 43 B. 保持专注，认真听从指导 保持专注→concentrated as I had never done before；认真听从→listening to what the instructor was saying, watching his movement 正确选项 44 A. 激励人不断提升自己 不断提升→change and growth unlearning and learning commit and improve 正确选项 干扰项分析：以 40 题 C 选项为例，原文提到 “could achieve my fitness goals from exercise classes, swimming and cycling”，明确说明太极拳不能达成作者的健身目标，与选项 C 构成反义关系，属于 “偷换概念” 的干扰；43 题 D 选项 “主动寻求建议”，原文是老师主动指导，并非作者主动寻求，属于 “逻辑颠倒” 的干扰。 能力体现：同义替换匹配的关键在于 “抓核心动词 / 形容词的改写”，如 “赏心悦目” 对应 “be amazed by beauty”，“保持专注” 对应 “concentrated”，通过这种匹配，可快速锁定正确答案，排除干扰。 （一）个人成长与素养 英文单词/短语 音标 中文释义 高考语境例句 ambition /æmˈbɪʃ(ə)n/ 抱负；野心 His ambition to enter a top university drives him to study hard every day.（进入顶尖大学的抱负驱使他每天努力学习。） ambitious /æmˈbɪʃəs/ 有抱负的；有野心的 Ambitious students usually set clear goals and stick to their plans.（有抱负的学生通常会设定明确目标并坚持计划。） confidence /ˈkɒnfɪdəns/ 自信；信心 Building confidence in public speaking is crucial for students' future development.（建立公开演讲的自信对学生未来发展至关重要。） confident /ˈkɒnfɪdənt/ 自信的；有把握的 She is confident that she can pass the English proficiency test.（她有把握能通过英语水平测试。） courage /ˈkʌrɪdʒ/ 勇气；胆量 It takes great courage to admit mistakes and learn from them.（承认错误并从中学习需要很大的勇气。） courageous /kəˈreɪdʒəs/ 勇敢的；有勇气的 The courageous student dared to express different opinions in class discussions.（这位勇敢的学生敢于在课堂讨论中表达不同观点。） diligence /ˈdɪlɪdʒəns/ 勤奋；勤勉 Diligence is the key to achieving academic success in the college entrance exam.（勤奋是高考取得学业成功的关键。） diligent /ˈdɪlɪdʒənt/ 勤奋的；勤勉的 Diligent students often spend extra time reviewing what they have learned.（勤奋的学生经常花额外时间复习所学内容。） determination /dɪˌtɜːmɪˈneɪʃn/ 决心；果断 Her determination to overcome learning difficulties impressed all her teachers.（她克服学习困难的决心让所有老师印象深刻。） determined /dɪˈtɜːmɪnd/ 有决心的；坚决的 He is determined to improve his English writing skills within three months.（他决心在三个月内提高英语写作能力。） development /dɪˈveləpmənt/ 发展；成长 The healthy development of students requires both knowledge and character training.（学生的健康发展需要知识和品格培养并重。） mature /məˈtʃʊə(r)/ 成熟的；使成熟 Mature learners can adjust their study methods according to their own weaknesses.（成熟的学习者能根据自身弱点调整学习方法。） maturity /məˈtʃʊərəti/ 成熟；完备 Emotional maturity helps students deal with pressure from exams and life.（情感成熟有助于学生应对考试和生活压力。） perseverance /ˌpɜːsəˈvɪərəns/ 毅力；坚持不懈 Perseverance is necessary for mastering a foreign language.（掌握一门外语需要坚持不懈的毅力。） persist /pəˈsɪst/ 坚持；持续 Even when facing setbacks, he persists in practicing spoken English every morning.（即使遇到挫折，他仍坚持每天早上练习英语口语。） potential /pəˈtenʃ(ə)l/ 潜力；潜在的 Every student has the potential to excel if they receive proper guidance.（如果得到适当指导，每个学生都有脱颖而出的潜力。） self-discipline /ˌself ˈdɪsəplɪn/ 自律；自我约束 Self-discipline is essential for students to balance study and rest.（自律对学生平衡学习和休息至关重要。） self-improvement /ˌself ɪmˈpruːvmənt/ 自我提升；自我完善 Regular reflection is an effective way for self-improvement.（定期反思是自我提升的有效方式。） talent /ˈtælənt/ 天赋；才能 Language talent alone is not enough; hard work is more important.（仅有语言天赋不够，努力更重要。） talented /ˈtæləntɪd/ 有天赋的；有才能的 She is a talented musician and also does well in English studies.（她是一位有天赋的音乐家，英语学习也很出色。） virtue /ˈvɜːtʃuː/ 美德；德行 Honesty and kindness are important virtues that students should develop.（诚实和善良是学生应培养的重要美德。） （二）内心世界与情绪 英文单词/短语 音标 中文释义 高考语境例句 anxiety /æŋˈzaɪəti/ 焦虑；不安 Many students suffer from anxiety before important exams.（许多学生在重要考试前会感到焦虑。） anxious /ˈæŋkʃəs/ 焦虑的；担忧的 She is anxious about her performance in the English listening test.（她担心自己的英语听力测试表现。） calm /kɑːm/ 冷静的；平静的 Keeping calm helps students think clearly during exams.（保持冷静有助于学生在考试中清晰思考。） confusion /kənˈfjuːʒn/ 困惑；混淆 The complex grammar rules often cause confusion among English learners.（复杂的语法规则经常让英语学习者感到困惑。） confused /kənˈfjuːzd/ 困惑的；混淆的 He felt confused about the difference between "affect" and "effect".（他对 "affect" 和 "effect" 的区别感到困惑。） depression /dɪˈpreʃn/ 抑郁；沮丧 Long-term study pressure may lead to depression if not properly managed.（长期学习压力如果处理不当可能导致抑郁。） depressed /dɪˈprest/ 沮丧的；抑郁的 She felt depressed after failing the English mock exam.（英语模拟考试失败后，她感到很沮丧。） emotion /ɪˈməʊʃn/ 情感；情绪 Controlling emotions is a necessary skill for interpersonal communication.（控制情绪是人际交往的必备技能。） emotional /ɪˈməʊʃənl/ 情感的；情绪的 Adolescents are more emotional and need more care from teachers and parents.（青少年更情绪化，需要老师和家长更多的关爱。） enthusiasm /ɪnˈθjuːziæzəm/ 热情；热忱 His enthusiasm for English literature inspires him to read more classic works.（他对英国文学的热情激励他阅读更多经典作品。） enthusiastic /ɪnˌθjuːziˈæstɪk/ 热情的；热心的 The enthusiastic student actively participates in all English club activities.（这位热心的学生积极参加英语俱乐部的所有活动。） frustration /frʌˈstreɪʃn/ 挫折；沮丧 Learning to deal with frustration is an important part of growing up.（学会应对挫折是成长的重要部分。） frustrated /frʌˈstreɪtɪd/ 沮丧的；受挫的 He felt frustrated when he couldn't make progress in English writing.（当英语写作没有进步时，他感到很沮丧。） joy /dʒɔɪ/ 喜悦；快乐 The joy of achieving goals encourages students to keep moving forward.（实现目标的喜悦鼓励学生继续前进。） joyful /ˈdʒɔɪfl/ 喜悦的；快乐的 They felt joyful after winning the English speech competition.（赢得英语演讲比赛后，他们感到非常喜悦。） mood /muːd/ 情绪；心情 A good mood helps improve study efficiency.（好心情有助于提高学习效率。） sorrow /ˈsɒrəʊ/ 悲伤；悲痛 She expressed her sorrow for missing the important English exam due to illness.（她为因病错过重要的英语考试而感到悲伤。） sorrowful /ˈsɒrəʊfl/ 悲伤的；悲痛的 The sorrowful news of his failure made his parents worried.（他失败的悲痛消息让父母很担心。） stress /stres/ 压力；紧张 Too much study stress can affect students' physical and mental health.（过多的学习压力会影响学生的身心健康。） stressed /strest/ 紧张的；有压力的 Many students feel stressed before the college entrance exam.（许多学生在高考前感到紧张。） thrill /θrɪl/ 兴奋；激动 She felt a thrill when she received the offer from her dream university.（收到梦想大学的录取通知时，她感到一阵兴奋。） thrilled /θrɪld/ 非常兴奋的；狂喜的 He was thrilled to get a high score in the English exam.（英语考试取得高分，他非常兴奋。） （三）生活技能与习惯 英文单词/短语 音标 中文释义 高考语境例句 adapt /əˈdæpt/ 适应；改编 Students need to adapt to the new study rhythm after entering senior high school.（进入高中后，学生需要适应新的学习节奏。） adaptation /ˌædæpˈteɪʃn/ 适应；改编版 The adaptation to online learning was challenging for some students at first.（起初，适应在线学习对一些学生来说很有挑战性。） arrange /əˈreɪndʒ/ 安排；整理 She arranged her study schedule carefully to balance different subjects.（她仔细安排学习计划，平衡不同科目。） arrangement /əˈreɪndʒmənt/ 安排；布置 The school made special arrangements for students' English study during the vacation.（学校为学生假期的英语学习做了特殊安排。） budget /ˈbʌdʒɪt/ 预算；规划 It's important to budget time reasonably for each section of the English exam.（为英语考试的每个部分合理规划时间很重要。） cook /kʊk/ 烹饪；做饭 Learning to cook not only enriches life but also improves practical skills.（学习烹饪不仅丰富生活，还能提升实用技能。） cooking /ˈkʊkɪŋ/ 烹饪；厨艺 She often watches English cooking videos to improve her language skills.（她经常看英语烹饪视频来提高语言能力。） manage /ˈmænɪdʒ/ 管理；设法做到 He managed to finish all English assignments before the deadline.（他设法在截止日期前完成了所有英语作业。） management /ˈmænɪdʒmənt/ 管理；经营 Time management is a key skill for successful students.（时间管理是成功学生的关键技能。） organize /ˈɔːɡənaɪz/ 组织；安排 They organized an English corner to practice spoken English.（他们组织了英语角来练习英语口语。） organization /ˌɔːɡənaɪˈzeɪʃn/ 组织；机构 The English learning organization provides valuable resources for students.（这个英语学习组织为学生提供了宝贵的资源。） schedule /ˈʃedjuːl/ 日程表；安排 Following a fixed study schedule helps improve English learning efficiency.（遵循固定的学习日程有助于提高英语学习效率。） skill /skɪl/ 技能；技巧 Listening and speaking skills are essential for daily English communication.（听说技能对日常英语交流至关重要。） skilled /skɪld/ 熟练的；有技能的 Skilled readers can quickly grasp the main idea of a passage.（熟练的读者能快速抓住文章主旨。） habit /ˈhæbɪt/ 习惯；习性 Developing good reading habits is beneficial for English learning.（养成良好的阅读习惯对英语学习有益。） healthy /ˈhelθi/ 健康的；有益的 Maintaining a healthy lifestyle helps students focus on their studies.（保持健康的生活方式有助于学生专注于学习。） （2025·天津·高考真题）My great grandmother received the dollhouse (玩具小屋) from a family friend back in the late 1800s. It was then passed down from generation to generation. I was seven when I discovered it underneath the tree on Christmas morning. In our house, Mom set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser foot. Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. I learnt to view the world as a place of possibility. I spent hours of my girlhood sitting before my dollhouse, telling made-up stories, and creating miniatures (缩微模型). But eventually school activities took over, and the dollhouse was moved to the attic (阁楼). Over the next 40 years, the storytelling skills I’d practiced with the dollhouse grew into novel writing skills, and I developed a career as an author. One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it. During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. They weren’t produced as toys until mass production became standard after 1945. This inspired me to create a novel where art saves the day. The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. Mom didn’t find it strange at all that her 50-year-old daughter was updating the dollhouse. She just thought it fun and beautiful. And it was. It was a world where Mom and I were at our best together. 1．What did the author’s mother teach her to do? A．To sew and create miniatures. B．To add imaginary figures to the dollhouse. C．To make up fairy tales set in the dollhouse. D．To do oil paintings and glue them onto the little walls. 2．Why did the author decide to update the dollhouse decades later? A．She intended to follow the trend on social media. B．She was eager to start a new career as a toy designer. C．She felt the urge to compete with other dollhouse makers. D．She was inspired by people sharing their dollhouses online. 3．What did the author learn about dollhouses from the audiobooks? A．They were initially created for play. B．People once sought comfort in them. C．Rich people sold them for money during difficult times. D．A uniform standard for their production was set in 1945. 4．What role did the dollhouse play in strengthening the emotional ties between the author and her aging mother? A．A reminder of their childhood dreams. B．A mirror of the eventful family history. C．A tool to bring back good old memories. D．A means to improve her mother’s memory. 5．What would be the best title for the passage? A．The Dollhouse: A Lifelong Toy B．Growing up with the Dollhouse C．The Dollhouse: More Than Just a Toy D．Dollhouse Making and Novel Writing 【答案】1．A 2．D 3．B 4．C 5．C 【导语】本文是一篇记叙文。文章主要讲述了作者与玩具小屋之间的故事，包括其来源、作者小时候与母亲一起制作玩具小屋内的物品、长大后因玩具小屋而走上写作道路，以及多年后因母亲记忆力衰退而重新更新玩具小屋，并在此过程中与母亲共度美好时光的经历。 1．细节理解题。根据第二段中“Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. (妈妈俯身在我身上，双手放在我的手上，轻轻地把小块布料引到针下，做成玩具小屋的床上用品。她还教我制作迷你毯子。妈妈用一点颜料和胶水向我展示，任何东西都可以变成玩具小屋的家具。)”可知，作者的妈妈教她缝纫和制作微型物品。故选A项。 2．细节理解题。根据第三段中“One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it. (一天，在写了四个小时的第四本书后，我上网休息了一下，碰巧注意到人们在社交媒体上发布的漂亮的玩具小屋。它们让我想起了我的玩具小屋。我去了阁楼，把它带回我的房间，开始更新它。)”可知，作者决定更新玩具小屋是因为她在网上看到人们分享他们的玩具小屋，这让她想起了自己的玩具小屋。故选D项。 3．细节理解题。根据第四段中“During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. (在无意识地缝纫和布置家具的几个小时里，我听了一些关于玩具小屋历史的有声书，了解到它们并不是为了玩而发明的。人们在困境中求助于玩具小屋以寻求安慰，有着悠久而丰富的历史。)”可知，作者从有声书中了解到人们曾经在玩具小屋中寻求安慰。故选B项。 4．推理判断题。根据最后一段中“The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. (事实是我自己也需要艺术来拯救这一天。当时，由于记忆力逐渐衰退，妈妈正从我身边溜走。我们唯一能真正愉快地讨论的话题就是玩具小屋的更新。她喜欢重述它的历史——那些古老的记忆。)”可知，玩具小屋是作者和母亲一起回忆美好旧时光的工具，在母亲记忆力衰退的情况下，它成为了加强她们之间情感联系的纽带。故选C项。 5．主旨大意题。通读全文，根据最后一段中“The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. (事实是我自己也需要艺术来拯救这一天。当时，由于记忆力逐渐衰退，妈妈正从我身边溜走。我们唯一能真正愉快地讨论的话题就是玩具小屋的更新。她喜欢重述它的历史——那些古老的记忆。)”可知，文章主要讲述了作者与玩具小屋之间的故事，玩具小屋不仅仅是玩具，它承载了作者和母亲的美好回忆和情感，C项“The Dollhouse: More Than Just a Toy (玩具小屋：不仅仅是一个玩具)”概括文章主旨，适合作为标题。故选C项。 （2024·天津·高考真题）Staring at the bookcases in my study, packed with so many great books that had remained unread, I heard a loud voice in my head — “Shame on you! How can you leave these masterpieces unread?” The first book I picked up was Montaigne's Essays. To my surprise I discovered in the margins (页边空白) what clearly was my own faded hand-writing. So I was actually reading it again, but what I was rereading seemed entirely new. I also found sentences underlined. Only this time I wondered: Why did I underline this sentence? It's the next one that is important! Clearly, my way of reading the text had shifted, and I myself had changed over the years. This raised the larger question of rereading. It comes in many forms. There’s voluntary rereading, the result of a willful decision to revisit a book one has admired, or a book that has left one with some unanswered questions. This kind of planned revisit could also be for confirming certain details in the text, or for checking on the moves of a given character. A devoted teacher might also wish to refresh his closeness to a work, and thus avoid teaching through the same old written notes with soporific (让人瞌睡的) effects. Contrarily, there’s involuntary rereading. The original reading was either forgotten or so totally absorbed that the new chance encounter with the text produced surprise and astonishment. My reaction to the renewed reading no longer corresponded to the original experience, and I was no longer sure that I recognized myself as the same reader. Then there are what one might call subconscious (潜意识的) rereadings, those that occur without the specific act of reading, much as the memory of a tune can keep coming back to the mind without its actually being heard again. This form of remembered contact with a book can accompany us during a lifetime and continue to strengthen and shape us. Much in the same manner, we may over the years recite to ourselves poems learnt by heart long ago, which have become part of our self-recognition. All of these ways of reading are valuable. Renewed contact with a novel or a poem can activate the search for a better knowledge of the self. The new reading, a form of revision, uncovers the change in us. The newness is not in the text. It is we who have evolved. In the process of rereading, our outlook has also been significantly changed. Rereading makes it possible for us to see the world around us, ourselves included, in a new light. 6．What did the author find when reading Montaigne’s Essays? A．He still couldn't understand it. B．He had made notes in it. C．It was a brand new copy. D．It was his favorite work. 7．According to the author, what could be a purpose of voluntary rereading? A．To improve the quality of teaching. B．To learn from admirable characters. C．To collect details for writing novels. D．To help making important decisions. 8．According to Paragraph 4, involuntary rereading can bring about? A．Unexpected reading experience. B．Total concentration on new books. C．Changed preferences for books. D．Enhanced reading skills. 9．What can be learnt about subconscious rereading? A．It prevents memory from fading. B．It helps make who we are. C．It involves actual reading. D．It works best with poetry and music. 10．What could be the best title for the passage? A．Accessing Masterpieces through Rereading B．Rereading: Voluntary or Involuntary? C．Rereading: Pursuit of Truth D．Transformative Power of Rereading 【答案】6．B 7．A 8．A 9．B 10．D 【导语】本文为一篇说明文。文章主要介绍了自己对重新阅读的感悟和想法，认为重新阅读能更好地了解自我，能让我们以新的眼光来看待周围的世界，包括自己。 6．细节理解题。根据文章第二段“The first book I picked up was Montaigne's Essays. To my surprise I discovered in the margins (页边空白) what clearly was my own faded hand-writing.(我拿起的第一本书就是Montaigne的散文。令我惊讶的是，我在页边空白处发现了明显是我自己褪色的笔记。)”可知，作者惊讶地发现书的空白处是自己之前的笔记，故选B。 7．推理判断题。根据文章第三段“A devoted teacher might also wish to refresh his closeness to a work, and thus avoid teaching through the same old written notes with soporific (让人瞌睡的) effects.(一位敬业的教师可能也希望重新建立与工作的亲密关系，因此避免通过具有催眠效果的相同的旧笔记来进行教学。)”可知，教师通过主动再读更新内容，提高教学质量是主动再读的目的之一，故选A。 8．推理判断题。根据文章第四段“Contrarily, there’s involuntary rereading. The original reading was either forgotten or so totally absorbed that the new chance encounter with the text produced surprise and astonishment. My reaction to the renewed reading no longer corresponded to the original experience, and I was no longer sure that I recognized myself as the same reader. (相反，有一种非主动再读。原来的阅读要么被遗忘，要么完全被吸收，以至于与文本的新的偶遇产生了惊讶和震惊。我对重新阅读的反应不再符合最初的体验，我也不再确定我是否认出自己是同一个读者。)”可知，非主动再读能让读者感到与最初体验不符合的反应，因此能带来意料之外的阅读体验，故选A。 9．推理判断题。根据文章第五段“This form of remembered contact with a book can accompany us during a lifetime and continue to strengthen and shape us. Much in the same manner, we may over the years recite to ourselves poems learnt by heart long ago, which have become part of our self-recognition.(这种与书的记忆联系可以伴随我们一生，并继续加强和塑造我们。同样地，多年来，我们可能会背诵很久以前背下来的诗，这些诗已经成为我们认知的一部分。)”可知，潜意识再读有助于进一步塑造自我，是我们认知的一部分，故选B。 10．主旨大意题。根据文章最后一段“Rereading makes it possible for us to see the world around us, ourselves included, in a new light.(重新阅读使我们能够以新的眼光看待周围的世界，包括我们自己。)”和后文对重新阅读的介绍可知，文章主要论述了重新阅读的重要意义，即再读具有提升读者对作品、自我及世界认知的力量，故D项 “Transformative Power of Rereading(重新阅读的变革力量)” 符合文章标题，故选D。 （2025·天津南开·三模）17 million Americans with major depressive disorder each year may soon receive a surprising new prescription: have fun on a virtual reality device. Engaging in activities that make people with severe depression feel good may seem like overly simplistic advice. But the science behind this idea, called “behavioral activation”, is well established. Multiple studies have found that encouraging people to get outside or socialize can help ease the symptoms of depression. Now, researchers have discovered that engaging in enjoyable activities with a virtual reality system may be as effective in treating depression as taking depression patients out in the real world. And for those depressed to a level that makes leaving the house a challenge, it could provide the benefits of getting outside. A study by the team followed twenty-six people with major depressive disorder. Thirteen people were assigned traditional behavioral activation, engaging with real life activities by going on outings in their community or socializing with friends. The other thirteen people received a VR headset to participate in activities ranging from playing table tennis to touring foreign cities. After four weeks, both groups saw a significant decrease in their symptoms of depression and their depression ratings. Moreover, many people who had used the VR devices said the virtual activities had helped push them to get out of the house and be more involved in in-person activities. A researcher said, “These virtual activities got their motors running just enough to get out of bed.” The only negative feedback is learning how to set up the device, as well as the need for alerts or reminders to keep people accountable for engaging in the behavioral activation. The researchers have since developed a companion VR behavioral activation app that helps address some of these concerns. The team says larger and longer-term studies are needed to find the best ways to administer virtual behavioral activation, as well as which patient populations might be best targeted with the VR treatment. They also think more efforts are needed to inform clinicians about how to prescribe VR behavioral activation appropriately. They believe the cost and ease of many VR platforms make it an easy treatment to scale up. 11．Which of the following is the best example of “behavioral activation” for people with depression? A．Watching a cooking show on TV at home. B．Reading mystery novels alone in the study. C．Participating in a local charity event with others. D．Playing single player video games on a computer. 12．How did the team conduct the study? A．By interviewing the patients in hospital. B．By keeping track of two groups’ transformations. C．By using VR to simulate the patients’ conditions. D．By comparing VR therapy with medicine treatment. 13．What does the team think of the VR treatment? A．Complex. B．Effective. C．Secure. D．Exceptional. 14．What specific aspect do the researchers plan to further explore regarding VR treatment? A．The suitable strategies for applying VR treatment. B．The acceptance of the VR treatment for patients. C．The development of a VR behavioral activation app. D．The cost of popularizing VR platforms. 15．According to the passage, which of the following can be inferred? A．VR treatment is already the mainstream in clinics. B．The VR app will soon replace face-to-face-therapy. C．Traditional activation has outperformed VR activation. D．VR success may boost non-traditional therapy research 【答案】11．C 12．B 13．B 14．A 15．D 【导语】本文是一篇说明文。文章介绍了虚拟现实技术可能为治疗重度抑郁症患者带来新的希望。 11．推理判断题。根据第二段“But the science behind this idea, called ‘behavioral activation’, is well established. Multiple studies have found that encouraging people to get outside or socialize can help ease the symptoms of depression.(但这种被称为“行为激活”的想法背后的科学已经得到了充分证实。多项研究发现，鼓励人们外出或社交有助于缓解抑郁症的症状)”可知，“行为激活”强调参与社交或户外活动。C选项“Participating in a local charity event with others.(与其他人一起参加当地的慈善活动)”符合“社交”的定义，是“行为激活”的最好例子。故选C。 12．细节理解题。根据第三段“A study by the team followed twenty-six people with major depressive disorder. Thirteen people were assigned traditional behavioral activation, engaging with real life activities by going on outings in their community or socializing with friends. The other thirteen people received a VR headset to participate in activities ranging from playing table tennis to touring foreign cities.(该团队的一项研究跟踪了26名重度抑郁症患者。13人被分配了传统的行为激活，通过在社区外出或与朋友社交来参与现实生活活动。另外13人获得了一个VR头戴式耳机，参加了从打乒乓球到游览外国城市的各种活动)”可知，该实验研究通过跟踪两组患者的变化进行对比。故选B。 13．推理判断题。根据第四段“After four weeks, both groups saw a significant decrease in their symptoms of depression.(四周后，两组患者的抑郁症状均显著减轻)”及第五段“The researchers have since developed a companion VR behavioral activation app.(研究人员随后开发了配套的 VR 行为激活应用程序)”可推知，团队认为VR治疗是有效的。故选B。 14．细节理解题。根据最后一段“The team says larger and longer-term studies are needed to find the best ways to administer virtual behavioral activation, as well as which patient populations might be best targeted with the VR treatment.(该团队表示，需要更大规模和更长期的研究来找到管理虚拟行为激活的最佳方法，以及哪些患者群体可能是VR治疗的最佳目标)”可知，研究人员计划进一步探索应用VR治疗的合适策略。故选A。 15．推理判断题。根据最后一段“They believe the cost and ease of many VR platforms make it an easy treatment to scale up.(他们认为许 VR平台的成本和易用性使其易于推广)”及全文对VR治疗有效性的阐述可推断，VR治疗的成功可能推动非传统疗法的研究。故选D。 （2025·天津宝坻·二模）In modern society, people often measure life value through material achievements: high salaries, prestigious job titles, or luxurious possessions. However, ancient philosophers like Socrates argued that “the unexamined life is not worth living,” suggesting true value lies in continuous self-reflection and intellectual growth. Recent studies reveal an intriguing paradox: individuals who prioritize personal fulfillment over external validation report 37% higher life satisfaction. Take Dr. Maya Lin for an example: she was a scientist who abandoned a lucrative corporate career to research renewable energy in rural communities. Though her income dropped significantly, she described her work as “a daily discovery of purpose.” This aligns with psychologist Abraham Maslow’s theory that self-actualization — not basic needs — defines peak human experiences. Cultural perspectives further complicate this discussion. In Eastern traditions, Confucianism emphasizes contributing to societal harmony. A 2024 survey showed 68% of Japanese youth view “fulfilling family duties” as central to life value, contrasting with Western emphasis on individualism. Yet Martin Luther King Jr.’s famous words —“Life’s most urgent question is: what are you doing for others?” — bridge this gap, proposing that personal growth and social responsibility are inseparable. Ultimately, defining life value requires balancing three elements: self-awareness, contribution to others, and adaptability in changing circumstances. As technology accelerates societal shifts, the ability to redefine one’s purpose may become humanity’s greatest wealth. 16．What is the main topic discussed in the passage? A．Various perspectives on life value. B．Cultural differences in educational systems. C．Historical views on wealth accumulation. D．Psychological theories of happiness. 17．According to the author, what brings genuine fulfillment? A．High social status. B．Luxurious possessions. C．Self-awareness and purpose. D．Technological advancements. 18．Why does the author mention Martin Luther King Jr.? A．To contrast Eastern and Western values. B．To demonstrate universal aspects of life value. C．To criticize materialistic lifestyles. D．To explain Maslow’s hierarchy of needs. 19．The word “aligns” most likely means __________. A．Conflicts B．measures C．complicates D．agrees 20．Which statement would the author most likely agree with? A．Adaptability enhances life’s meaningfulness. B．Social media popularity reflects true self-worth. C．Life value should be measured by material achievements levels. D．Traditional values are outdated in modern society. 【答案】16．A 17．C 18．B 19．D 20．A 【导语】本文是一篇议论文。文章主要讨论了不同视角下的人生价值。 16．主旨大意题。根据第一段“In modern society, people often measure life value through material achievements: high salaries, prestigious job titles, or luxurious possessions. However, ancient philosophers like Socrates argued that “the unexamined life is not worth living,” suggesting true value lies in continuous self-reflection and intellectual growth. (在现代社会，人们常常通过物质成就来衡量人生价值：高薪、声望高的职位或奢侈的财产。然而，像苏格拉底这样的古代哲学家认为，“未经审视的人生不值得过”，这表明真正的价值在于不断的自我反思和智力成长。)”、第三段中“Cultural perspectives further complicate this discussion. (文化视角使这一讨论更加复杂。)”以及最后一段中“Ultimately, defining life value requires balancing three elements: self-awareness, contribution to others, and adaptability in changing circumstances. (最终，定义人生价值需要平衡三个要素：自我意识、对他人的贡献以及在变化环境中的适应能力。)”可知，文章主要讨论了关于人生价值的不同观点。故选A。 17．推理判断题。根据第二段中“Recent studies reveal an intriguing paradox: individuals who prioritize personal fulfillment over external validation report 37% higher life satisfaction. (最近的研究揭示了一个有趣的悖论：那些将个人成就感置于外部认可之上的人，其生活满意度要高出37%。)”以及“Though her income dropped significantly, she described her work as “a daily discovery of purpose.” (尽管收入大幅下降，但她将自己的工作描述为 “每天都在发现目标”。)”可知，作者认为自我意识和目标能带来真正的满足感。故选C。 18．推理判断题。根据第三段“Cultural perspectives further complicate this discussion. In Eastern traditions, Confucianism emphasizes contributing to societal harmony. A 2024 survey showed 68% of Japanese youth view “fulfilling family duties” as central to life value, contrasting with Western emphasis on individualism. Yet Martin Luther King Jr.’s famous words —“Life’s most urgent question is: what are you doing for others?” — bridge this gap, proposing that personal growth and social responsibility are inseparable. (文化视角使这一讨论更加复杂。在东方传统中，儒家思想强调为社会和谐做贡献。2024年的一项调查显示，68%的日本年轻人将“履行家庭责任”视为人生价值的核心，这与西方强调个人主义形成对比。然而，马丁・路德・金的名言——“生命最紧迫的问题是：你为他人做了什么？”—— 弥合了这一差距，提出个人成长与社会责任不可分割。)”可知，作者提到马丁·路德·金是为了展示人生价值的普遍方面。故选B。 19．词句猜测题。根据第二段中“Though her income dropped significantly, she described her work as “a daily discovery of purpose.” This aligns with psychologist Abraham Maslow’s theory that self-actualization—not basic needs—defines peak human experiences. (尽管收入大幅下降，但她将自己的工作描述为“每天都在发现目标”。这aligns心理学家亚伯拉罕·马斯洛的理论，即自我实现——而非基本需求——定义了人类的巅峰体验。)”可知，尽管收入大幅下降，但她将自己的工作描述为“每天都在发现目标”，这与心理学家亚伯拉罕・马斯洛的理论一致，所以aligns意为“符合”。与agrees意思相近。故选D。 20．推理判断题。根据最后一段中“Ultimately, defining life value requires balancing three elements: self-awareness, contribution to others, and adaptability in changing circumstances. As technology accelerates societal shifts, the ability to redefine one’s purpose may become humanity’s greatest wealth. (最终，定义人生价值需要平衡三个要素：自我认知、对他人的贡献，以及在变化环境中的适应能力。随着技术加速社会变革，重新定义个人目标的能力可能成为人类最宝贵的财富。)”可知，作者认为适应能力增强生活的意义。故选A。 考点二 人与社会（聚焦人际关系、社会现象、公共生活） 2025年3月 天津真题 There is something about wine experts that annoys people. Wine tasting has become the best example of a privileged group who spend their days nose deep in a glass of fine wine. This negative view of wine experts isn’t only misguided, but part of a general devaluation of our sense of smell. Humans are, in fact, sensitive smellers. A decade ago, researchers discovered that humans can often detect odours (气味) at a weaker concentration than animals can, outperforming most other animals except dogs. Ethyl mercaptan, a chemical added to natural gas so we can detect leaks, requires the amount equal to just three drops in a space the size of an Olympic swimming pool for us to detect it. It is true that our sense of smell is different from our other senses. While our brains are superb at performing visual analyses, the human sense of smell creates overall impressions of our surroundings, informed by all our senses. When we perceive a smell, we interpret it based also on what we see, hear, think and feel. For example, hunger or the bodily memory of an illness might create opposite reactions to the same food smell. These cross-sensory (跨感官的) influences on our smell perceptions might seem like a shortcoming, but it is rather a feature, not a problem. The brain is especially engaged in making predictions about future smells, and when those predictions are violated by a surprising smell, several regions across the brain respond in an effort to re-evaluate what we are actually smelling. Wine experts are great at making smell predictions. A pale ruby-red colour might guide the expert to smell out apple or strawberry in a fine wine. The sense of smell evolved in natural environments where the senses had to work together to find potential food sources and remember the consequences of eating them. The competence of wine tasters is fuelled by their knowledge of sensory correspondences. Smells link together impressions from all the senses, connecting them to our internal states: hunger, emotions, memories and expectations. That is why the loss of the ability to smell often leaves people depressed with a bad appetite and a lack of enjoyment from eating and drinking. Smelling makes us live our life more vividly. Spending more time among the smells of nature is an excellent way to increase our nasal (鼻子的) intelligence. 45．What is the author’s purpose of mentioning wine experts in Paragraph 1? A．To present a misunderstanding. B．To support a commonly held view. C．To share a personal experience. D．To criticize a certain group of people. 46．What did researchers find about the human sense of smell a decade ago? A．Humans are very sensitive to natural gas. B．Humans can smell extremely weak odours. C．Humans excel in identifying chemicals in the air. D．Humans do worse in detecting smells than animals. 47．What can be inferred from Paragraph 3? A．Overusing the sense of smell may weaken other senses. B．Hunger has little connection with the sense of smell. C．The colour of food may help bring out its smell. D．Sharpening the senses boosts memory capacity. 48．When predicting a smell, the brain may make a re-evaluation if________. A．an unpleasant smell is quickly detected B．cross-sensory influences are maximized C．the sense of smell is frequently disturbed D．the perceived smell goes against the expectation 49．According to Paragraph 5, the evolution of the sense of smell has much to do with________. A．easy access to food sources B．human curiosity about nature C．sensory knowledge about food D．dangers in natural environments 50．What does the passage focus on? A．How the sense of smell assists the working of other senses. B．How the sense of smell functions by involving other senses. C．How all the senses operate together to bring us a vivid world. D．How we can train ourselves to be sensitive smellers. 命题解读 新情境：生活化争议引出科学话题，搭建 “大众认知 — 科学真相” 的认知桥梁 情境特征 本文以大众对 “品酒专家” 的负面刻板印象为切入点，创设了 **“日常认知冲突 + 科学原理解读”的复合情境：从人们对品酒群体的反感，延伸到对人类嗅觉价值的普遍贬低，再通过科研发现、机制分析，层层递进地揭示嗅觉的敏锐性与跨感官特性。 这种情境贴近生活 —— 大众对 “专业品鉴” 的误解、对自身感官能力的认知盲区，都是学生可能接触到的日常话题；同时融入认知科学 的科普内容，将生活化争议与学术知识结合，符合高考 “情境真实化、内容科普化” 的命题导向。 新考法：多维能力分层考查，强化 “证据推理”，规避 “浅层定位” 本文题目设计精准覆盖高考核心能力，摒弃 “原词复现即答案” 的传统考法，突出 “从文本中寻找证据、通过逻辑推理得出结论” 的思维过程。 观点意图题：依托文本逻辑，拒绝 “主观臆断” 对应题目：第 45 题 考法创新：不直接考查观点，而是要求通过 “negative view→misguided” 的转折逻辑，判断作者提及品酒专家的目的是 “提出一种普遍误解”。干扰项 B（支持大众观点）、D（批评某群体）均与文本逻辑相反，引导学生立足原文措辞而非主观感受答题。 细节理解题：同义改写 + 逻辑验证，强化 “深度匹配” 对应题目：第 46、48、49 题 考法创新：正确选项均为原文信息的语义层面同义转述，需结合逻辑关系验证，而非简单定位。 第 46 题 B 选项 “人类能闻到极低浓度的气味”，对应原文 “detect odours at a weaker concentration than animals”，需排除偷换概念的 A 选项（将 “乙硫醇” 偷换为 “天然气”）； 第 48 题 D 选项 “实际气味与预期不符”，对应原文 “predictions are violated by a surprising smell”，需识别 “violated” 与 “goes against” 的同义替换。 这种设计要求学生不仅能找到信息，更能理解信息的内涵与逻辑关联。 推理判断题：基于文本细节，杜绝 “过度延伸” 对应题目：第 47 题 考法创新：正确选项 C “食物颜色可能有助于凸显气味”，是对原文 “perceive a smell based also on what we see” 的合理推理；干扰项 A（过度使用嗅觉削弱其他感官）、D（锻炼感官提升记忆力）均为文本未提及的内容，引导学生 “有据可依” 地推理，而非脱离文本主观猜测。 主旨大意题：聚焦核心主题，排除 “范围偏差” 对应题目：第 50 题 考法创新：正确选项 B “嗅觉如何通过联动其他感官发挥作用”，精准锁定核心主题词sense of smell和cross-sensory；干扰项 C（所有感官协同）扩大范围，干扰项 D（训练敏锐嗅觉）偏离主旨，强化 “主题词聚焦” 的解题原则。 新角度：弱化 “知识识记”，强化 “思维品质与价值引领”，凸显科学认知逻辑 本文的命题角度突破 “语言知识考查” 的浅层定位，转向 “科学思维 + 认知价值” 的深层引领，契合高考 “立德树人、素养导向” 的核心目标。 从 “信息获取” 转向 “科学思辨能力” 考查 题目设计贯穿 “质疑 — 求证 — 结论” 的科学思维链条：第 45 题针对 “大众误解” 设题，引导学生质疑刻板印象；第 46 题依托 “科研发现” 设题，培养学生重视实证的意识；第 48、49 题围绕 “机制分析” 设题，训练学生梳理因果逻辑的能力。这种设计让学生在解题过程中体会科学认知的方法。 从 “单一能力” 转向 “多维关联能力” 考查 语篇通过 “品酒专家的能力→嗅觉的跨感官特性→嗅觉的进化意义→嗅觉对生活的影响” 的多维关联，考查学生整合信息的能力。例如第 50 题主旨题，需要学生跨越多个段落，整合 “嗅觉与其他感官联动” 的核心逻辑，而非仅依赖某一段落的信息，培养学生的全局思维。 从 “语言学习” 转向 “价值观念引领” 考查 语篇通过纠正大众对嗅觉的贬低，传递 “尊重自身感官能力、理解感官协同价值” 的观念；结尾提出 “多接触自然气味提升嗅觉智商” 的建议，将科学知识与健康生活方式结合，体现 “以考促学、以考促用” 的命题导向。 【答案】45．A 46．B 47．C 48．D 49．C 50．B 【导语】这是一篇说明文。文章指出人们对葡萄酒专家的看法存在误导，实则人类嗅觉十分灵敏，且会结合多种感官与自身状态运作，嗅觉进化与食物感官知识相关，能让生活更鲜活。 45．推理判断题。根据第一段“There is something about wine experts that annoys people. Wine tasting has become the best example of a privileged group who spend their days nose deep in a glass of fine wine. This negative view of wine experts isn’t only misguided, but part of a general devaluation of our sense of smell.(对于葡萄酒专家，人们总会有些反感的地方。品酒活动已成为特权阶层的典型代表，这些人整天都沉浸在一杯上等葡萄酒之中。这种对葡萄酒专家的负面看法不仅不正确，而且也是对我们的嗅觉能力普遍贬低的一部分)”可推知，作者提及葡萄酒专家的目的是指出一种误解。故选A。 46．细节理解题。根据第二段“A decade ago, researchers discovered that humans can often detect odours (气味) at a weaker concentration than animals can, outperforming most other animals except dogs.(十年前，研究人员发现，人类往往能在比动物更低浓度的情况下察觉到气味，其嗅觉能力甚至超过了除狗之外的大多数其他动物)”可知，十年前研究人员发现人类能够闻到极其微弱的气味。故选B。 47．推理判断题。根据第三段“While our brains are superb at performing visual analyses, the human sense of smell creates overall impressions of our surroundings, informed by all our senses. When we perceive a smell, we interpret it based also on what we see, hear, think and feel.(尽管我们的大脑在进行视觉分析方面表现出色，但人类的嗅觉却能对周围环境形成整体印象，这种印象是综合了我们所有感官所获取的信息。当我们闻到一种气味时，我们会根据所看到的、听到的、想到的以及所感受到的来对其进行解读)”可知，嗅觉会结合视觉、听觉等其他感官进行解读。由此推知，食物的颜色可能有助于增强其气味。故选C。 48．细节理解题。根据第四段“The brain is especially engaged in making predictions about future smells, and when those predictions are violated by a surprising smell, several regions across the brain respond in an effort to re-evaluate what we are actually smelling.(大脑尤其会致力于对未来气味进行预测，而当这些预测被一种令人意外的气味所打破时，大脑的多个区域会做出反应，试图重新评估我们实际所闻到的气味)”可知，嗅觉的进化与对食物的感官认知有着密切关系。故选D。 49．细节理解题。根据第五段“Wine experts are great at making smell predictions. A pale ruby-red colour might guide the expert to smell out apple or strawberry in a fine wine. The sense of smell evolved in natural environments where the senses had to work together to find potential food sources and remember the consequences of eating them. The competence of wine tasters is fuelled by their knowledge of sensory correspondences.(葡萄酒专家在嗅觉预测方面非常出色。浅宝石红色的色泽可能会引导专家从一款优质葡萄酒中嗅出苹果或草莓的香气。嗅觉的进化是在自然环境中发生的，当时感官需要协同工作以寻找潜在的食物来源并记住食用它们的后果。葡萄酒品鉴师的出色能力得益于他们对感官对应关系的了解)”可知，在预测一种气味时，如果所感知到的气味与预期不符，大脑可能会重新进行评估。故选C。 50．主旨大意题。根据第二段“Humans are, in fact, sensitive smellers.(事实上，人类是敏感的嗅觉动物)”结合文章围绕嗅觉展开，核心论述嗅觉并非独立运作，而是结合视觉、听觉、情绪等其他感官，通过预测、评估等过程发挥作用。由此可知，这篇文章的重点是嗅觉是如何通过与其他感官的相互作用而发挥作用的。故选B。 各能力维度在本文的体现 1. 语境猜词能力 该能力要求借助语篇逻辑、语义描述推测陌生词汇或熟词生义，本文的考查体现在隐性词汇理解和抽象短语解读两个层面： 隐性专业词汇理解文中出现 ethyl mercaptan 这类专业化学词汇，虽未设题，但结合后文 “a chemical added to natural gas so we can detect leaks” 的解释，可推测其意为 “一种用于燃气泄漏检测的化学添加剂”，这是理解人类嗅觉敏感性例证的关键。 抽象短语解读文中的 nasal intelligence 属于抽象表达，结合前文 “smelling makes us live our life more vividly” 以及 “spending more time among the smells of nature” 的语境，可推断其意为 “嗅觉敏锐度”。这类表达若设题，需依托上下文的功能描述推导含义。 命题指向：未来可能针对文中的抽象短语（如 sensory correspondences）设置词义猜测题，解题关键是定位前后文的解释性语句。 2. 词汇逻辑关联能力 该能力要求识别词汇间的因果、对比、总分等逻辑关系，梳理语篇论证脉络，本文的考查体现如下： 词汇/短语 关联词汇/短语 逻辑关系 命题作用 negative view of wine experts（第一段） misguided devaluation of our sense of smell（第一段） 因果关系 点明大众负面看法的本质是误解，支撑第 45 题答案 detect odours at a weaker concentration than animals（第二段） outperforming most other animals except dogs（第二段） 总分关系 论证人类嗅觉的敏锐性，排除第 46 题 D 选项的干扰 based also on what we see, hear, think and feel（第三段） cross-sensory influences（第四段） 同义关系 引出嗅觉的跨感官特性，为后文核心观点铺垫 predictions are violated by a surprising smell（第四段） several regions across the brain respond to re-evaluate（第四段） 条件关系 明确大脑重新判断气味的触发条件，直接对应第 48 题答案 sensory correspondences（第五段） knowledge（第五段） 修饰关系 解释品酒专家能力的来源，支撑第 49 题答案 命题指向：第 45、48、49 题均基于词汇逻辑关系设置，干扰项多通过切断逻辑关联（如第 47 题 B 选项否定饥饿与嗅觉的关系）设置陷阱。 3. 主题词汇聚焦能力 该能力要求锁定核心主题词群，区分主题词汇与细节词汇，把握文章主旨，本文的考查体现如下： 核心主题词群 核心对象：sense of smell（嗅觉） 核心特性：sensitive（敏锐的）、cross-sensory（跨感官的） 关联对象：wine experts（品酒专家）、other senses（其他感官） 能力应用体现 文章开篇以品酒专家的误解引出主题，中间围绕 “嗅觉的敏锐性”“跨感官运作机制” 展开论证，结尾强调嗅觉的价值，所有内容均紧扣核心主题词 sense of smell。 第 50 题主旨题的解题关键是聚焦主题词群：选项 C 扩大范围（强调所有感官，偏离核心），选项 D 偏离主旨（训练方法仅为结尾补充），正确选项 B 精准包含 “嗅觉 + 联动其他感官” 的核心要素。 细节题的干扰项多脱离主题词，如第 46 题 A 选项聚焦 “天然气”，属于例证中的细节，而非研究发现的核心结论。 命题指向：主旨题和推理题的正确选项必须包含核心主题词，干扰项常存在 “以偏概全” 或 “扩大范围” 的问题。 4. 同义替换匹配能力 该能力是解题核心，要求识别题干 / 选项与原文的同义改写关系，本文 6 道题均体现该能力的考查，具体对应如下： 题号 正确选项 原文同义替换内容 匹配类型 45 A 选项 a misunderstanding ↔ 原文 misguided 词汇层面同义改写 46 B 选项 extremely weak odours ↔ 原文 odours at a weaker concentration 短语层面同义改写 47 C 选项 colour of food may help bring out its smell ↔ 原文 perceive a smell based also on what we see 语义层面同义转述 48 D 选项 perceived smell goes against the expectation ↔ 原文 predictions are violated by a surprising smell 句式层面同义改写 49 C 选项 sensory knowledge about food ↔ 原文 knowledge of sensory correspondences find potential food sources 语义整合同义转述 50 B 选项 by involving other senses ↔ 原文 informed by all our senses cross-sensory influences 核心概念同义改写 干扰项设置特点 偷换概念：如第 46 题 A 选项将 “乙硫醇” 偷换为 “天然气”； 反向干扰：如第 46 题 D 选项与原文 “outperforming most other animals” 的表述相反； 无中生有：如第 47 题 D 选项 “锻炼感官提升记忆力”，原文未提及该关联。 （一）人际关系与沟通 英文单词/短语 音标 中文释义 高考语境例句 accompany /əˈkʌmpəni/ 陪伴；伴随 Her friend accompanied her to the English competition to give support.（她的朋友陪她去参加英语比赛，给予支持。） companion /kəmˈpænjən/ 同伴；伴侣 A good study companion can encourage each other to make progress.（好的学习同伴能互相鼓励，共同进步。） communicate /kəˈmjuːnɪkeɪt/ 交流；沟通 People from different countries can communicate through English.（不同国家的人可以通过英语交流。） communication /kəˌmjuːnɪˈkeɪʃn/ 交流；沟通 Effective communication is the foundation of good interpersonal relationships.（有效沟通是良好人际关系的基础。） cooperate /kəʊˈɒpəreɪt/ 合作；协作 Students need to cooperate with their group members to finish the project.（学生需要与组员合作完成项目。） cooperation /kəʊˌɒpəˈreɪʃn/ 合作；协作 International cooperation in education helps share high-quality resources.（教育领域的国际合作有助于共享优质资源。） colleague /ˈkɒliːɡ/ 同事；同僚 His colleagues praised him for his excellent English translation skills.（他的同事称赞他出色的英语翻译技能。） friendship /ˈfrendʃɪp/ 友谊；友情 True friendship can last through difficulties and challenges.（真正的友谊能经受困难和挑战的考验。） friendly /ˈfrendli/ 友好的；友善的 The friendly foreign teacher made students feel comfortable to speak English.（这位友好的外教让学生们敢于开口说英语。） greet /ɡriːt/ 问候；迎接 Learning to greet people in English is the first step in communication.（学会用英语问候是沟通的第一步。） harmony /ˈhɑːməni/ 和谐；融洽 Living in harmony with classmates creates a positive study environment.（与同学和谐相处能创造积极的学习环境。） harmonious /hɑːˈməʊniəs/ 和谐的；融洽的 A harmonious family atmosphere helps children develop healthily.（和谐的家庭氛围有助于孩子健康成长。） interact /ˌɪntərˈækt/ 互动；交流 Students can interact with native speakers through online platforms.（学生可以通过在线平台与母语者互动。） interaction /ˌɪntərˈækʃn/ 互动；交流 Positive teacher-student interaction improves teaching and learning effects.（积极的师生互动能提高教学效果。） respect /rɪˈspekt/ 尊重；尊敬 Respecting others' opinions is an important part of communication.（尊重他人观点是沟通的重要部分。） respectful /rɪˈspektfəl/ 尊重的；恭敬的 We should be respectful to people from different cultures.（我们应该尊重不同文化背景的人。） trust /trʌst/ 信任；信赖 Mutual trust is essential for long-term friendships.（相互信任对长久的友谊至关重要。） trustworthy /ˈtrʌstwɜːði/ 值得信任的；可靠的 A trustworthy friend will always support you when you are in trouble.（值得信任的朋友在你遇到困难时总会支持你。） （二）社会现象与热点 英文单词/短语 音标 中文释义 高考语境例句 advertise /ˈædvətaɪz/ 广告；宣传 Many companies advertise their products through English media.（许多公司通过英语媒体宣传产品。） advertisement /ədˈvɜːtɪsmənt/ 广告；宣传 Advertisements in English often use creative language to attract customers.（英语广告通常用创意语言吸引顾客。） audience /ˈɔːdiəns/ 观众；听众 The speech attracted a large audience interested in English learning.（这场演讲吸引了许多对英语学习感兴趣的观众。） business /ˈbɪznəs/ 商业；生意 English plays an important role in international business.（英语在国际贸易中扮演着重要角色。） commercial /kəˈmɜːʃl/ 商业的；广告 Commercial activities between countries promote cultural exchange.（国家间的商业活动促进文化交流。） culture /ˈkʌltʃə(r)/ 文化；文明 Learning English helps understand Western culture better.（学习英语有助于更好地了解西方文化。） cultural /ˈkʌltʃərəl/ 文化的；与文化相关的 Cross-cultural communication requires respect for different customs.（跨文化交流需要尊重不同的习俗。） economy /ɪˈkɒnəmi/ 经济；经济体 The global economy is closely connected through international trade.（全球经济通过国际贸易紧密相连。） economic /ˌiːkəˈnɒmɪk/ 经济的；经济上的 Economic development has improved people's living standards.（经济发展提高了人们的生活水平。） education /ˌedʒuˈkeɪʃn/ 教育；培养 Quality education is the foundation of a country's development.（优质教育是一个国家发展的基础。） educational /ˌedʒuˈkeɪʃənl/ 教育的；有教育意义的 The educational program helps students improve their English skills.（这个教育项目帮助学生提高英语技能。） employment /ɪmˈplɔɪmənt/ 就业；工作 Good English skills can increase employment opportunities.（良好的英语技能能增加就业机会。） employ /ɪmˈplɔɪ/ 雇佣；使用 Many international companies employ people with fluent English.（许多国际公司雇佣英语流利的人。） environment /ɪnˈvaɪrənmənt/ 环境；周围状况 Protecting the environment is a common responsibility of all people.（保护环境是所有人的共同责任。） environmental /ɪnˌvaɪrənˈmentl/ 环境的；与环境相关的 Environmental protection has become a global hot topic.（环境保护已成为全球热点话题。） fashion /ˈfæʃn/ 时尚；流行 English fashion magazines are popular among young people.（英语时尚杂志深受年轻人喜爱。） fashionable /ˈfæʃnəbl/ 时尚的；流行的 Wearing fashionable clothes is not as important as having rich knowledge.（穿时尚的衣服不如拥有丰富的知识重要。） media /ˈmiːdiə/ 媒体；媒介 The media plays an important role in spreading information.（媒体在传播信息方面发挥着重要作用。） social /ˈsəʊʃl/ 社会的；社交的 Social media has changed the way people communicate.（社交媒体改变了人们的沟通方式。） society /səˈsaɪəti/ 社会；群体 Society expects young people to have good moral character and professional skills.（社会期望年轻人拥有良好的道德品质和专业技能。） technology /tekˈnɒlədʒi/ 技术；科技 Technological development has made online English learning more convenient.（科技发展使在线英语学习更加便捷。） technological /ˌteknəˈlɒdʒɪkl/ 技术的；科技的 Technological innovation promotes the development of education.（技术创新推动教育发展。） （三）公共生活与规则 英文单词/短语 音标 中文释义 高考语境例句 authority /ɔːˈθɒrəti/ 权威；当局 The education authority has issued new policies on English teaching.（教育当局发布了新的英语教学政策。） ban /bæn/ 禁止；禁令 Smoking is banned in public places to protect people's health.（为保护人们的健康，公共场所禁止吸烟。） behavior /bɪˈheɪvjə(r)/ 行为；举止 Good behavior is expected in public places.（公共场所要求良好的行为举止。） behave /bɪˈheɪv/ 表现；举止 Students should behave politely when communicating with others.（学生与他人交流时应举止礼貌。） civil /ˈsɪvl/ 公民的；民事的 Every civil has the right to receive education.（每个公民都有接受教育的权利。） citizen /ˈsɪtɪz(ə)n/ 公民；市民 Responsible citizens should abide by social rules.（负责任的公民应遵守社会规则。） community /kəˈmjuːnəti/ 社区；群落 The community organized an English corner for residents.（社区为居民组织了英语角。） crime /kraɪm/ 犯罪；罪行 Cyber crime has become a serious social problem.（网络犯罪已成为严重的社会问题。） criminal /ˈkrɪmɪnl/ 犯罪的；罪犯 Criminal activities will be punished by law.（犯罪行为将受到法律惩罚。） custom /ˈkʌstəm/ 习俗；风俗 Different countries have different customs and traditions.（不同的国家有不同的习俗和传统。） customary /ˈkʌstəməri/ 习惯的；通常的 It is customary to greet others with a smile in many cultures.（在许多文化中，微笑问候他人是一种习惯。） duty /ˈdjuːti/ 责任；义务 It is every student's duty to study hard and respect teachers.（努力学习、尊敬老师是每个学生的责任。） law /lɔː/ 法律；法规 Everyone is equal before the law.（法律面前人人平等。） legal /ˈliːɡ(ə)l/ 合法的；法律的 Legal activities are protected by the law.（合法行为受法律保护。） obey /əˈbeɪ/ 服从；遵守 Students must obey school rules and regulations.（学生必须遵守学校规章制度。） permit /pəˈmɪt/ 允许；许可 Smoking is not permitted in the library.（图书馆内不允许吸烟。） permission /pəˈmɪʃn/ 允许；许可 You need to ask for permission before using other people's things.（使用别人的东西前需要征得同意。） policy /ˈpɒləsi/ 政策；方针 The government has introduced policies to promote education equality.（政府出台了促进教育公平的政策。） regulation /ˌreɡjuˈleɪʃn/ 规则；规章 The school regulations require students to attend classes on time.（学校规章要求学生按时上课。） responsibility /rɪˌspɒnsəˈbɪləti/ 责任；职责 Taking responsibility for one's own actions is a sign of maturity.（对自己的行为负责是成熟的标志。） responsible /rɪˈspɒnsəbl/ 负责的；有责任的 Everyone should be responsible for protecting the environment.（每个人都应负责保护环境。） rule /ruːl/ 规则；规定 Following traffic rules is crucial for road safety.（遵守交通规则对道路安全至关重要。） （2025·天津·高考真题）My great grandmother received the dollhouse (玩具小屋) from a family friend back in the late 1800s. It was then passed down from generation to generation. I was seven when I discovered it underneath the tree on Christmas morning. In our house, Mom set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser foot. Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. I learnt to view the world as a place of possibility. I spent hours of my girlhood sitting before my dollhouse, telling made-up stories, and creating miniatures (缩微模型). But eventually school activities took over, and the dollhouse was moved to the attic (阁楼). Over the next 40 years, the storytelling skills I’d practiced with the dollhouse grew into novel writing skills, and I developed a career as an author. One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it. During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. They weren’t produced as toys until mass production became standard after 1945. This inspired me to create a novel where art saves the day. The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. Mom didn’t find it strange at all that her 50-year-old daughter was updating the dollhouse. She just thought it fun and beautiful. And it was. It was a world where Mom and I were at our best together. 1．What did the author’s mother teach her to do? A．To sew and create miniatures. B．To add imaginary figures to the dollhouse. C．To make up fairy tales set in the dollhouse. D．To do oil paintings and glue them onto the little walls. 2．Why did the author decide to update the dollhouse decades later? A．She intended to follow the trend on social media. B．She was eager to start a new career as a toy designer. C．She felt the urge to compete with other dollhouse makers. D．She was inspired by people sharing their dollhouses online. 3．What did the author learn about dollhouses from the audiobooks? A．They were initially created for play. B．People once sought comfort in them. C．Rich people sold them for money during difficult times. D．A uniform standard for their production was set in 1945. 4．What role did the dollhouse play in strengthening the emotional ties between the author and her aging mother? A．A reminder of their childhood dreams. B．A mirror of the eventful family history. C．A tool to bring back good old memories. D．A means to improve her mother’s memory. 5．What would be the best title for the passage? A．The Dollhouse: A Lifelong Toy B．Growing up with the Dollhouse C．The Dollhouse: More Than Just a Toy D．Dollhouse Making and Novel Writing 【答案】1．A 2．D 3．B 4．C 5．C 【导语】本文是一篇记叙文。文章主要讲述了作者与玩具小屋之间的故事，包括其来源、作者小时候与母亲一起制作玩具小屋内的物品、长大后因玩具小屋而走上写作道路，以及多年后因母亲记忆力衰退而重新更新玩具小屋，并在此过程中与母亲共度美好时光的经历。 1．细节理解题。根据第二段中“Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. (妈妈俯身在我身上，双手放在我的手上，轻轻地把小块布料引到针下，做成玩具小屋的床上用品。她还教我制作迷你毯子。妈妈用一点颜料和胶水向我展示，任何东西都可以变成玩具小屋的家具。)”可知，作者的妈妈教她缝纫和制作微型物品。故选A项。 2．细节理解题。根据第三段中“One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it. (一天，在写了四个小时的第四本书后，我上网休息了一下，碰巧注意到人们在社交媒体上发布的漂亮的玩具小屋。它们让我想起了我的玩具小屋。我去了阁楼，把它带回我的房间，开始更新它。)”可知，作者决定更新玩具小屋是因为她在网上看到人们分享他们的玩具小屋，这让她想起了自己的玩具小屋。故选D项。 3．细节理解题。根据第四段中“During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. (在无意识地缝纫和布置家具的几个小时里，我听了一些关于玩具小屋历史的有声书，了解到它们并不是为了玩而发明的。人们在困境中求助于玩具小屋以寻求安慰，有着悠久而丰富的历史。)”可知，作者从有声书中了解到人们曾经在玩具小屋中寻求安慰。故选B项。 4．推理判断题。根据最后一段中“The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. (事实是我自己也需要艺术来拯救这一天。当时，由于记忆力逐渐衰退，妈妈正从我身边溜走。我们唯一能真正愉快地讨论的话题就是玩具小屋的更新。她喜欢重述它的历史——那些古老的记忆。)”可知，玩具小屋是作者和母亲一起回忆美好旧时光的工具，在母亲记忆力衰退的情况下，它成为了加强她们之间情感联系的纽带。故选C项。 5．主旨大意题。通读全文，根据最后一段中“The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. (事实是我自己也需要艺术来拯救这一天。当时，由于记忆力逐渐衰退，妈妈正从我身边溜走。我们唯一能真正愉快地讨论的话题就是玩具小屋的更新。她喜欢重述它的历史——那些古老的记忆。)”可知，文章主要讲述了作者与玩具小屋之间的故事，玩具小屋不仅仅是玩具，它承载了作者和母亲的美好回忆和情感，C项“The Dollhouse: More Than Just a Toy (玩具小屋：不仅仅是一个玩具)”概括文章主旨，适合作为标题。故选C项。 （2025·天津·高考真题）Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential for its effective application. There are occasions where I have used the handle of a knife as a hammer (锤子), but the result would have been better if I’d had a more suitable tool at hand. As far as science goes, it is really good at testing things that are testable, but not so for those that are not. We can do, and have done, an impressive amount with our brains. But there are limits. Sometimes these limits go away if we keep at it for long enough — we just need better facilities and experiments to get the answer. Breaking new ground in modern science this way can be costly. Next-generation supercomputers or incredibly large telescopes are expensive, yet these may be required to find answers to some of the unsolved mysteries of the universe. Sometimes the limits we encounter in trying to unlock the nature of the universe are cognitive (认知的). Think about this: human DNA is only about 1.2 percent different from that of chimps (黑猩猩). Chimps are smart, no question. But could you teach them advanced mathematics? What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created, and what caused the cause of the universe being created. This is where science may never break through. For something to be considered scientific, it must, by definition, be testable. There is a problem here: it may not need to be testable right now, but it must be testable at some point in the future by experiment. If an idea is untestable, that doesn’t mean it is wrong. It means it is untestable for now. These untestable ideas also happen to be some of the most interesting ones, probably because they’ve puzzled humanity for centuries. 6．Why does the author mention “knife” and “hammer” in Paragraph 1? A．To demonstrate how tools can be used creatively. B．To highlight consequences of using a wrong tool. C．To show the necessity of keeping a handy tool within reach. D．To stress the need for the right tool to achieve desired results. 7．What is often required in breaking new ground in science? A．Broader science education. B．More advanced facilities for experiments. C．Deeper understanding of the brain power. D．More investment in next-generation scientists. 8．How does the author assess human beings in terms of their cognitive capacity? A．They are just 2.4% away from true abstract thinking. B．They are slightly smarter than other intelligent beings. C．They are yet to evolve further to learn more about the universe. D．They are good at solving problems with advanced mathematics. 9．What message does Paragraph 4 convey? A．Some puzzles about the universe are way beyond scientific exploration. B．Experimental research lays solid foundations for space technology. C．Boundaries of science can be pushed back with determined efforts. D．Limitations of science may result from insufficient testing. 10．What has the author added to the definition of a scientific idea? A．Correct ideas are testable. B．Untestable ideas can be true. C．Some scientific ideas may never be testable. D．An idea must be testable to be seen as correct. 【答案】6．D 7．B 8．C 9．A 10．B 【导语】这是一篇说明文。文章指出科学是探索宇宙的有力工具，但存在局限，包括需先进设备、人类认知待进化、有根本性难题难突破，还补充不可测试的想法未必错误。 6．推理判断题。根据第一段“Science serves as a powerful tool for unlocking the mysteries of the universe, but understanding its limitations is essential for its effective application. There are occasions where I have used the handle of a knife as a hammer (锤子), but the result would have been better if I’d had a more suitable tool at hand. As far as science goes, it is really good at testing things that are testable, but not so for those that are not. (科学是解开宇宙奥秘的有力工具，但了解其局限性对于其有效应用至关重要。有时我会把刀柄当作锤子来使用，但要是手边有更合适的工具就好了。就科学而言，它在能进行测试的事物上表现得非常出色，但对于那些无法测试的事物则不然。)”可知，作者在第一段中提及“刀”和“锤子”是为了强调使用合适的工具以达到预期效果的重要性。故选D。 7．细节理解题。根据第二段“We can do, and have done, an impressive amount with our brains. But there are limits. Sometimes these limits go away if we keep at it for long enough — we just need better facilities and experiments to get the answer. Breaking new ground in modern science this way can be costly. Next-generation supercomputers or incredibly large telescopes are expensive, yet these may be required to find answers to some of the unsolved mysteries of the universe. (我们的大脑能够完成并且已经完成了大量的工作。但也有其局限性。有时，如果我们持续努力足够长的时间，这些局限性就会消失——我们只是需要更先进的设备和实验来得出答案。以这种方式在现代科学领域开辟新领域可能会耗费大量资源。下一代超级计算机或极其巨大的望远镜价格不菲，但这些可能是解决宇宙中一些未解之谜所必需的。)”可知，在科学领域开拓新领域时，通常需要更先进的实验设备。故选B。 8．细节理解题。根据第三段“What if our DNA were another 1.2 percent further evolved than it is? What might our brains be capable of then? The level of abstract thinking might be unimaginable. (倘若我们的DNA进化程度再提高1.2%呢？那我们的大脑又会具备怎样的能力呢？抽象思维的水平或许会令人难以想象。)”可知，作者认为人类的认知能力尚未进一步进化以更好地了解宇宙。故选C。 9．主旨大意题。根据第四段“Sometimes the limits we hit are fundamental. There are laws of nature we may never be able to understand, however advanced our brains might become. There are experiments we might never be able to perform. We may never be able to test what caused the universe to be created, and what caused the cause of the universe being created. This is where science may never break through. (有时我们所遭遇的限制是根本性的。存在着一些自然法则，即便我们的大脑变得再先进，我们也可能永远无法理解。还有一些实验我们可能永远无法进行。我们或许永远无法验证是什么导致了宇宙的诞生，以及是什么导致了宇宙诞生的原因。这就是科学可能永远无法取得突破的地方。)”可知，第4段传达了有些关于宇宙的谜题远远超出了科学探索的范畴。故选A。 10．细节理解题。根据第五段“If an idea is untestable, that doesn’t mean it is wrong. It means it is untestable for now. These untestable ideas also happen to be some of the most interesting ones, probably because they’ve puzzled humanity for centuries. (如果一个想法无法进行验证，这并不意味着它就是错误的。这意味着目前它还无法被验证。而这些无法验证的想法恰恰往往是最具趣味性的，可能是因为它们已经困扰人类数百年之久。)”可知，作者认为不可测试的想法也可能是正确的。故选B。 （2025·天津南开·三模）17 million Americans with major depressive disorder each year may soon receive a surprising new prescription: have fun on a virtual reality device. Engaging in activities that make people with severe depression feel good may seem like overly simplistic advice. But the science behind this idea, called “behavioral activation”, is well established. Multiple studies have found that encouraging people to get outside or socialize can help ease the symptoms of depression. Now, researchers have discovered that engaging in enjoyable activities with a virtual reality system may be as effective in treating depression as taking depression patients out in the real world. And for those depressed to a level that makes leaving the house a challenge, it could provide the benefits of getting outside. A study by the team followed twenty-six people with major depressive disorder. Thirteen people were assigned traditional behavioral activation, engaging with real life activities by going on outings in their community or socializing with friends. The other thirteen people received a VR headset to participate in activities ranging from playing table tennis to touring foreign cities. After four weeks, both groups saw a significant decrease in their symptoms of depression and their depression ratings. Moreover, many people who had used the VR devices said the virtual activities had helped push them to get out of the house and be more involved in in-person activities. A researcher said, “These virtual activities got their motors running just enough to get out of bed.” The only negative feedback is learning how to set up the device, as well as the need for alerts or reminders to keep people accountable for engaging in the behavioral activation. The researchers have since developed a companion VR behavioral activation app that helps address some of these concerns. The team says larger and longer-term studies are needed to find the best ways to administer virtual behavioral activation, as well as which patient populations might be best targeted with the VR treatment. They also think more efforts are needed to inform clinicians about how to prescribe VR behavioral activation appropriately. They believe the cost and ease of many VR platforms make it an easy treatment to scale up. 11．Which of the following is the best example of “behavioral activation” for people with depression? A．Watching a cooking show on TV at home. B．Reading mystery novels alone in the study. C．Participating in a local charity event with others. D．Playing single player video games on a computer. 12．How did the team conduct the study? A．By interviewing the patients in hospital. B．By keeping track of two groups’ transformations. C．By using VR to simulate the patients’ conditions. D．By comparing VR therapy with medicine treatment. 13．What does the team think of the VR treatment? A．Complex. B．Effective. C．Secure. D．Exceptional. 14．What specific aspect do the researchers plan to further explore regarding VR treatment? A．The suitable strategies for applying VR treatment. B．The acceptance of the VR treatment for patients. C．The development of a VR behavioral activation app. D．The cost of popularizing VR platforms. 15．According to the passage, which of the following can be inferred? A．VR treatment is already the mainstream in clinics. B．The VR app will soon replace face-to-face-therapy. C．Traditional activation has outperformed VR activation. D．VR success may boost non-traditional therapy research 【答案】11．C 12．B 13．B 14．A 15．D 【导语】本文是一篇说明文。文章介绍了虚拟现实技术可能为治疗重度抑郁症患者带来新的希望。 11．推理判断题。根据第二段“But the science behind this idea, called ‘behavioral activation’, is well established. Multiple studies have found that encouraging people to get outside or socialize can help ease the symptoms of depression.(但这种被称为“行为激活”的想法背后的科学已经得到了充分证实。多项研究发现，鼓励人们外出或社交有助于缓解抑郁症的症状)”可知，“行为激活”强调参与社交或户外活动。C选项“Participating in a local charity event with others.(与其他人一起参加当地的慈善活动)”符合“社交”的定义，是“行为激活”的最好例子。故选C。 12．细节理解题。根据第三段“A study by the team followed twenty-six people with major depressive disorder. Thirteen people were assigned traditional behavioral activation, engaging with real life activities by going on outings in their community or socializing with friends. The other thirteen people received a VR headset to participate in activities ranging from playing table tennis to touring foreign cities.(该团队的一项研究跟踪了26名重度抑郁症患者。13人被分配了传统的行为激活，通过在社区外出或与朋友社交来参与现实生活活动。另外13人获得了一个VR头戴式耳机，参加了从打乒乓球到游览外国城市的各种活动)”可知，该实验研究通过跟踪两组患者的变化进行对比。故选B。 13．推理判断题。根据第四段“After four weeks, both groups saw a significant decrease in their symptoms of depression.(四周后，两组患者的抑郁症状均显著减轻)”及第五段“The researchers have since developed a companion VR behavioral activation app.(研究人员随后开发了配套的 VR 行为激活应用程序)”可推知，团队认为VR治疗是有效的。故选B。 14．细节理解题。根据最后一段“The team says larger and longer-term studies are needed to find the best ways to administer virtual behavioral activation, as well as which patient populations might be best targeted with the VR treatment.(该团队表示，需要更大规模和更长期的研究来找到管理虚拟行为激活的最佳方法，以及哪些患者群体可能是VR治疗的最佳目标)”可知，研究人员计划进一步探索应用VR治疗的合适策略。故选A。 15．推理判断题。根据最后一段“They believe the cost and ease of many VR platforms make it an easy treatment to scale up.(他们认为许 VR平台的成本和易用性使其易于推广)”及全文对VR治疗有效性的阐述可推断，VR治疗的成功可能推动非传统疗法的研究。故选D。 （2025·天津·二模）Anybody can write. I believe it as much as I believe that nobody is boring. Are people writing more? I believe so. There is a lot of writing going on. All kinds of writing — amateur writing, professional writing, creative writing, boring writing, etc. Enthusiastic reader is hardly a thing anymore. Storyteller, published author and productive blogger are words that decorate people’s bio more often. The trend of listing what one is reading has been replaced by listing self-authored articles. Reading is unavoidable. Reading generates the road map for a society’s progress. But then why write? The most substantial reason could be ease of Expression, Record, and Reach. Enabled by present-day technology, the ease of Record (digitally saved forever) and Reach (to readers anywhere in the world) are undoubtedly the more straightforward motivations to write. But ease of Expression? We perhaps partly owe that to technology too. The social shaping (e. g. messaging behaviors) caused by technology has resulted in the breakdown of structures and rules of writing to a great extent, if not entirely, thus freeing up the technique of writing like music and art. Consequently, writing in all forms (short-long), structures (words-graphics-sound), and shapes (books-blogs-posts-tweets-open letters) has appeared like a movement. Writing is a promise, It is a promise to deliver not just pleasure, information, or inspiration; it is a promise to care. Writing can be intrusive (侵扰的). It can even be rude, as Joan Didion puts it in her essay Why I Write. The readers are the victims of the writer’s thoughts and views. But that’s how writers challenge the readers to think, look around and push back. Even after we have managed to ease the disciplinary demands of good literature, it still wouldn’t take the pain away from writing because thinking is the pain point of writing. We have to make things up or think about things we see. One could be as local, raw, and not remain preoccupied with presenting a stylized piece of sentence and still find a platform to write. But let us ensure we don’t ever give up thinking and never make writing completely painless. 16．What phenomenon is described in paragraph 1? A．Writing has become more popular. B．People no longer enjoy reading books. C．Readers are uninterested in others’ reading lists. D．Listing self-authored articles is a new form of social networking. 17．How has technology influenced writing? A．It has made writing more structured and formal. B．It has strengthened the bonds between writing and art. C．It has made writing more accessible and diverse. D．It has decreased the number of professional writers. 18．What is the ultimate purpose of writing according to Joan Didion? A．To entertain and amuse readers. B．To deliver the latest information. C．To impress readers with literary skills. D．To inspire readers to form new thoughts. 19．What does the author expect of writing? A．The challenges of thinking should be valued. B．There will be various platforms to choose from. C．There will be more works focusing on pain in life. D．The disciplinary demands of good literature will stay. 20．Which of the following best summarizes the main idea of the passage? A．The relationship between reading and writing. B．The influence of technology on writing. C．The various forms and trends of modern writing. D．The reasons and nature of writing in modern society. 【答案】16．A 17．C 18．D 19．A 20．D 【导语】本文是一篇议论文，主要讲述写作在现代社会中的变化、技术对写作的影响、写作的本质（如表达、挑战读者思考）以及作者对写作的期望（强调思考的重要性）。 16．主旨大意题。根据第一段“Anybody can write. I believe it as much as I believe that nobody is boring. Are people writing more? I believe so. There is a lot of writing going on. All kinds of writing — amateur writing, professional writing, creative writing, boring writing, etc. Enthusiastic reader is hardly a thing anymore. Storyteller, published author and productive blogger are words that decorate people’s bio more often. The trend of listing what one is reading has been replaced by listing self-authored articles.(任何人都能写作。我坚信这一点，就如同我坚信没有人是乏味的那样。人们是不是在写更多的东西呢？我认为是这样的。有大量的写作活动正在进行。各种各样的写作——业余写作、专业写作、创意写作、乏味的写作等等。热情的读者这个概念已经不复存在了。讲故事的人、已出版的作者和有产出的博主这些词汇在人们个人简介中出现的频率越来越高。列出自己正在阅读的内容这一趋势已经被列出自己创作的文章这一趋势所取代)”可知，第一段描述的是写作变得越来越流行了。故选A。 17．细节理解题。根据第二段“Enabled by present-day technology, the ease of Record (digitally saved forever) and Reach (to readers anywhere in the world) are undoubtedly the more straightforward motivations to write.(借助当今的技术，记录（以数字化形式永久保存）的便捷性以及传播（面向全球任何地方的读者）的便利性无疑成为了人们写作的更为直接的动机)”以及“Consequently, writing in all forms (short-long), structures (words-graphics-sound), and shapes (books-blogs-posts-tweets-open letters) has appeared like a movement.(因此，各种形式的写作（长短不一）、不同的结构（文字、图形、声音）以及不同的形式（书籍、博客、帖子、推文、公开信）就像一场运动一样涌现出来)”可知，技术使写作变得更加容易且更加多样化。故选C。 18．细节理解题。根据第三段“It can even be rude, as Joan Didion puts it in her essay Why I Write. The readers are the victims of the writer’s thoughts and views. But that’s how writers challenge the readers to think, look around and push back.(它甚至可能显得很粗鲁，正如琼·迪登在其《我为何写作》一文中所言。读者实际上是作者思想和观点的“受害者”。但正是这种形式让作家促使读者去思考、观察周围环境并做出回应)”可知，写作的最终目的是激励读者产生新的想法。故选D。 19．细节理解题。根据最后一段“But let us ensure we don’t ever give up thinking and never make writing completely painless.(但让我们务必确保自己永远不要停止思考，也永远不要让写作变得毫无难度)”可知，作者期望应当重视思考过程中所面临的挑战。故选A。 20．主旨大意题。根据第1段（写作流行现象）、第2段（技术影响如表达、记录和触及）、第3段（写作本质为挑战思考）和第4段（作者期望重视思考）可推知文章核心是现代社会写作的原因（如技术推动）和本质（如表达和思考），可知，D选项“现代社会中写作的原因及本质”最能概括这篇文章的主要观点。故选D。 考点三 人与自然（聚焦自然环境、生态保护、自然现象） 2025年6月 天津真题 All animals take in oxygen from the air they breathe in, and release CO₂ from their blood when breathing out. Most mammals (哺乳动物) can’t directly detect oxygen levels in the blood supplied to their tissues. Instead, they rely on the rising level of CO₂ in their blood to signal that they might need to take a breath. But a recent study published in Science suggests seals (海豹) can sense the amount of oxygen in the blood, and change their diving behavior in response. To find out if oxygen levels affected seal behavior, Professor McKnight at the University of St. Andrews and his colleagues created a special section in a pool where young seals were held. In one corner, there was a breathing chamber (呼吸室), where they were sheltered from the rain and the wind. The breathing chamber was surrounded by panels that prevented surface swimming, yet swimming below the surface for about 200 feet would give the seals access to a feeder where they could eat as much fish as they liked. Once the seals got familiar with the setup, the researchers started to gradually change the composition of the air in the breathing chamber, increasing or reducing the levels of oxygen and CO₂ to see an effect on their behavior. Sure enough: the higher the level of oxygen, the longer the seals stayed at the feeder. The finding suggests that seals don’t just physically respond to oxygen levels by changing their heart rate or breathing, but that they are sufficiently aware of them to change their behavior. This ability would put seals in a class beyond any land mammals that have been tested. Since oxygen levels on land remain stable, humans don’t seem to have evolved (演化) to notice low blood oxygen levels, sometimes not even when they’re about to pass out in free-diving. Therefore, in free-diving without oxygen tanks, accidents are quite common. Our reliance on sensing CO₂ levels in our blood instead of oxygen may be to blame. Actually, this is a perfectly reasonable strategy on land, where growing CO₂ tends to signal breathing issues. But when holding our breath during diving, relying on CO₂ levels is risky, especially on repeated dives. Because every time we surface and breathe in, our sensitivity to CO₂ is decreased, even if its levels are already high, and this increases the chance that a person will, without awareness, pass out before they get to the surface. 46．What do most mammals rely on to determine when to take a breath? A．The growing amount of CO₂ in their blood. B．The rising level of oxygen in their lungs. C．The intensity of their physical activity. D．The blood supply to body tissues. 47．When would the seals stay at the feeder for a longer period of time? A．When they needed to take in more food at the feeder. B．When the oxygen level in the chamber grew higher. C．When they familiarized themselves with the setup. D．When the CO₂ level in the chamber was raised. 48．What results in humans’ inability to notice low oxygen levels in their blood? A．The unstable CO₂ levels in the air. B．Their lack of attention to breathing. C．The constant oxygen levels on land. D．Their functionally changeable heart rate. 49．Why do accidents often occur when divers go free-diving? A．Their breath cannot be held long enough. B．They cannot adjust the consumption of oxygen. C．They may fail to notice rising CO₂ levels soon enough. D．Their breathing organs stop working properly underwater. 50．Which statement is probably supported by McKnight’s seal research? A．Seals have evolved to survive in low oxygen environments. B．Seals are quick to sense oxygen levels and act accordingly. C．Seals can maintain their heart rate even with low blood oxygen levels. D．Seals are more sensitive to changes in the environment than other mammals. 命题解读 新情境：科研实验 + 生活应用的双轨情境，体现 “学以致用” 的导向 本文创设了“实验室科研 + 现实生活关联” 的复合情境，打破传统科普文 “纯理论阐述” 的单一模式： 核心情境为严谨的科学实验场景：详细描述研究团队设计的泳池实验（呼吸室、喂食器、空气成分变量控制），还原科学探究的真实过程，让学生沉浸式体验 “提出问题 — 设计实验 — 得出结论” 的科研逻辑。 延伸情境为生活安全应用场景：将实验结论延伸到 “人类自由潜水事故” 的现实问题，解释事故频发的生理成因，建立 “科学研究 — 生活实践” 的关联。 这种情境设计既符合高考 “情境真实化” 的要求，又渗透 “科学服务生活” 的理念，贴近学生对 “知识实用性” 的认知需求。 新考法：聚焦核心能力，规避 “浅层定位”，强化 “逻辑推理与信息整合” 本文题目设计全面覆盖高考核心能力，摒弃 “原词复现即得分” 的老旧考法，突出 “深度理解 — 逻辑推导 — 跨段整合” 的思维链条，体现考法的创新性。 细节理解题：同义改写 + 逻辑验证，拒绝 “定位秒杀” 对应题目：第 46、47、48、49 题 考法创新：正确选项均为原文信息的语义层面同义转述，需结合逻辑关系验证，而非简单定位原词。 第 46 题 A 选项 “growing amount of CO₂” 对应原文 “rising level of CO₂”，需通过 “instead” 的转折逻辑排除 “氧气感知” 的干扰项； 第 49 题 C 选项 “fail to notice rising CO₂ levels” 对应原文 “sensitivity to CO₂ is decreased”，需通过 “敏感度下降→无法察觉浓度升高→昏厥事故” 的因果链推导答案。 这种设计要求学生不仅能找到信息，更能理解信息的逻辑内涵，规避 “只记定位技巧，不理解文本” 的应试漏洞。 推理判断题：跨段整合 + 证据锚定，杜绝 “过度臆断” 对应题目：第 50 题 考法创新：正确选项 B “Seals are quick to sense oxygen levels and act accordingly” 是对首段和第四段核心信息的跨段整合，锚定原文 “sense the amount of oxygen... change their diving behavior”“sufficiently aware of them to change their behavior” 的明确证据； 干扰项 A（低氧生存能力）、C（维持心率）、D（环境敏感度）均为无原文依据的过度推理，引导学生 “立足文本证据，合理归纳”，培养实证思维。 新角度：弱化知识识记，强化 “科学思维 + 价值引领”，凸显素养导向 本文的命题角度突破 “语言知识考查” 的浅层定位，转向 “科学思维培养 + 价值观念引领” 的深层考查，契合高考 “立德树人、素养导向” 的核心目标。 从 “信息获取” 转向 “科学探究思维” 考查 题目设计贯穿 “提出问题 — 实验验证 — 得出结论 — 拓展应用” 的科研逻辑链： 第 46 题铺垫 “大多数哺乳动物的呼吸机制”，为研究 “海豹的特殊性” 提出问题； 第 47 题考查实验变量与结果的关联，体现 “控制变量法” 的科研原则； 第 48、50 题考查实验结论的归纳，训练学生梳理因果关系的能力； 第 49 题考查结论的现实应用，培养学生 “用科学知识解释生活现象” 的思维习惯。 这种设计让学生在解题过程中体会科学探究的方法，提升科学素养。 从 “单一语言能力” 转向 “多维关联能力” 考查 语篇通过 “海豹的生理机制→人类的生理差异→自由潜水事故成因”的多维关联，考查学生整合信息的能力： 解答第 49 题需要串联 “人类依赖二氧化碳感知呼吸”“潜水时对二氧化碳敏感度下降”“无法察觉危险导致昏厥” 三个层面的信息； 解答第 50 题需要跨越 “实验现象”和“结论分析”两个段落，整合 “海豹感知氧气 + 调整行为” 的核心逻辑。 这种设计打破 “逐段解题”的局限，培养学生的全局思维和信息整合能力。 从 “知识传递” 转向 “价值观念引领” 考查 命题隐含两层价值导向： 科学认知导向：通过对比海豹与人类的生理差异，传递 “生物特性与生存环境相适配” 的科学观，引导学生尊重自然规律； 生活安全导向：解释自由潜水事故的成因，隐含 “尊重生理极限，规避高危行为” 的安全提示，将科学知识转化为生活智慧，体现 “以考促学、以考促用” 的命题理念。 【答案】46．A 47．B 48．C 49．C 50．B 【导语】本文是一篇说明文。文章主要讲述了海豹能感知血液中氧气量并据此改变潜水行为，人类则因陆地氧气稳定未演化出此能力。 46．细节理解题。根据第一段中“Most mammals (哺乳动物) can’t directly detect oxygen levels in the blood supplied to their tissues. Instead, they rely on the rising level of CO₂ in their blood to signal that they might need to take a breath.(大多数哺乳动物不能直接检测供应给组织的血液中的氧气水平。相反，它们依靠血液中二氧化碳水平的上升来发出可能需要呼吸的信号)”可知，大多数哺乳动物依靠血液中二氧化碳含量的上升来判断何时呼吸。故选A。 47．细节理解题。根据第三段中“Once the seals got familiar with the setup, the researchers started to gradually change the composition of the air in the breathing chamber, increasing or reducing the levels of oxygen and CO₂ to see an effect on their behavior. Sure enough: the higher the level of oxygen, the longer the seals stayed at the feeder.(一旦海豹熟悉了这种设置，研究人员开始逐渐改变呼吸室中空气的成分，增加或减少氧气和二氧化碳的水平，以观察对其行为的影响。果然如此：氧气水平越高，海豹在喂食器停留的时间就越长)”可知，当呼吸室中的氧气水平升高时，海豹会在喂食器停留更长时间。故选B。 48．细节理解题。根据第四段中“Since oxygen levels on land remain stable, humans don’t seem to have evolved (演化) to notice low blood oxygen levels, sometimes not even when they’ re about to pass out in free-diving.(由于陆地上的氧气水平保持稳定，人类似乎没有进化出注意到血液中低氧水平的能力，有时甚至在自由潜水即将昏倒时也没有)”可知，人类无法察觉血液中低氧水平是因为陆地上氧气水平稳定。故选C。 49．细节理解题。根据最后一段中“Because every time we surface and breathe in, our sensitivity to CO₂ is decreased, even if its levels are already high, and this increases the chance that a person will, without awareness, pass out before they get to the surface.(因为每次我们浮出水面吸气时，我们对二氧化碳的敏感性都会降低，即使其水平已经很高，这也会增加一个人在浮出水面之前无意识地昏倒的可能性)”可知，潜水员在自由潜水时经常发生事故是因为他们可能没有及时注意到二氧化碳水平的上升。故选C。 50．推理判断题。根据第一段中“But a recent study published in Science suggests seals (海豹) can sense the amount of oxygen in the blood,and change their diving behavior in response.(但最近发表在《科学》杂志上的一项研究表明，海豹可以感知血液中的氧气量，并相应地改变它们的潜水行为)”和第四段中“The finding suggests that seals don’t just physically respond to oxygen levels by changing their heart rate or breathing, but that they are sufficiently aware of them to change their behavior.(这一发现表明，海豹不仅仅是通过改变心率或呼吸来对氧气水平做出身体反应，而是它们对氧气水平有足够的意识来改变它们的行为)”可知，McKnight的海豹研究表明，海豹能迅速感知氧气水平并据此采取行动。故选B。 各能力维度在本文的体现 1. 语境猜词能力 该能力要求借助语篇逻辑、语义提示推测陌生词汇或代词指代含义，本文的考查体现在隐性猜词需求和代词指代理解两个层面： 隐性猜词需求本文出现专业类词汇（如composition、sensitivity），虽未直接设题，但理解其含义是读懂实验过程和结论的前提。以 composition 为例，结合后文 “increasing or reducing the levels of oxygen and CO₂” 的描述，可推测该词在语境中意为 “（空气的）成分”。 代词指代理解文中多次出现代词（如this ability、this strategy），需要结合上下文逻辑判断指代对象。如第四段的 this ability 指代前文 “seals can sense the amount of oxygen in the blood, and change their diving behavior in response”，这一理解是解答第 50 题的基础。 命题指向：此类能力虽未直接设词义猜测题，但贯穿全文阅读过程，是理解细节和主旨的前提；未来命题可能针对文中的学术词汇设置词义题，需依托语境线索推导。 2. 词汇逻辑关联能力 该能力要求识别词汇间的同义、因果、总分等逻辑关系，梳理语篇脉络，本文的考查体现如下： 词汇/短语 关联词汇/短语 逻辑关系 命题作用 rely on the rising level of CO₂（第一段） don’t seem to have evolved to notice low blood oxygen levels（第四段） 对比关系 突出人类与海豹感知机制的差异，支撑第 48 题答案 the higher the level of oxygen（第三段） the longer the seals stayed at the feeder（第三段） 因果关系 直接对应第 47 题的正确选项 sensitivity to CO₂ is decreased（第五段） pass out before they get to the surface（第五段） 因果关系 解释自由潜水事故的成因，是第 49 题的解题关键 sense the amount of oxygen（第一段） sufficiently aware of them to change their behavior（第四段） 同义关系 明确研究核心结论，支撑第 50 题答案 命题指向：第 47、48、49 题均基于词汇间的逻辑关系设置，干扰项多通过偷换逻辑关系（如将因果改为并列）设置陷阱，需强化对逻辑标志词的敏感度。 3. 主题词汇聚焦能力 该能力要求锁定核心主题词群，区分主题词汇与细节词汇，把握文章主旨，本文的考查体现如下： 核心主题词群 核心对象：seals、oxygen levels 核心行为：sense、change behavior 对比对象：most mammals、humans 能力应用体现 文章围绕 “海豹感知氧气浓度并调整行为” 展开，所有实验描述、结论分析均围绕该主题词群，第 50 题的推理判断需紧扣主题，排除偏离核心的选项（如 C 选项的 “维持心率” 属于细节，非研究核心结论）。 主旨类题目（如标题题）的正确选项需包含核心主题词 seals 和 oxygen levels，干扰项常聚焦细节词汇（如 “free-diving accidents”），以偏概全。 命题指向：未来命题可能设置标题题或主旨大意题，需通过首尾段主题词定位和主题词群匹配排除干扰项。 4. 同义替换匹配能力 该能力是解题核心，要求识别题干 / 选项与原文的同义改写关系，本文 5 道题均体现该能力的考查，具体对应如下： 题号 正确选项 原文同义替换内容 匹配类型 46 A 选项 growing amount of CO₂ ↔ 原文 rising level of CO₂ 词汇层面同义改写 47 B 选项 oxygen level... grew higher ↔ 原文 the higher the level of oxygen 句式层面同义改写 48 C 选项 constant oxygen levels on land ↔ 原文 oxygen levels on land remain stable 词汇 + 句式层面同义改写 49 C 选项 fail to notice rising CO₂ levels ↔ 原文 sensitivity to CO₂ is decreased 语义层面同义转述 50 B 选项 quick to sense... act accordingly ↔ 原文 sense the amount of oxygen... change their diving behavior 短语层面同义改写 干扰项设置特点 偷换概念：如第 47 题 D 选项将 “氧气浓度” 偷换为 “二氧化碳浓度”； 无中生有：如第 50 题 D 选项 “对环境变化更敏感”，原文仅对比氧气感知能力，未提及整体环境敏感度； 过度推理：如第 50 题 A 选项 “低氧环境生存能力”，原文仅提及感知氧气并调整行为，未提及 “生存能力”。 （一）自然环境与生态 英文单词/短语 音标 中文释义 高考语境例句 animal /ˈænɪml/ 动物；兽类 Protecting wild animals is important for ecological balance.（保护野生动物对生态平衡很重要。） biodiversity /ˌbaɪəʊdaɪˈvɜːsəti/ 生物多样性 Human activities have a great impact on biodiversity.（人类活动对生物多样性有很大影响。） conservation /ˌkɒnsəˈveɪʃn/ 保护；保存 The conservation of water resources is urgent in many regions.（许多地区水资源保护迫在眉睫。） conserve /kənˈsɜːv/ 保护；保存 We should conserve energy to reduce environmental pollution.（我们应节约能源，减少环境污染。） damage /ˈdæmɪdʒ/ 损害；损坏 Environmental damage caused by industrial production needs to be repaired.（工业生产造成的环境破坏需要修复。） destroy /dɪˈstrɔɪ/ 破坏；摧毁 Deforestation destroys the habitats of many animals.（森林砍伐破坏了许多动物的栖息地。） destruction /dɪˈstrʌkʃn/ 破坏；毁灭 The destruction of the environment threatens human survival.（环境破坏威胁着人类的生存。） ecosystem /ˈiːkəʊsɪstəm/ 生态系统 A healthy ecosystem is essential for the survival of all species.（健康的生态系统对所有物种的生存至关重要。） environment /ɪnˈvaɪrənmənt/ 环境；周围环境 People are paying more attention to environmental protection.（人们越来越重视环境保护。） environmentalist /ɪnˌvaɪrənˈmentəlɪst/ 环保主义者 Environmentalists call on people to reduce plastic use.（环保主义者呼吁人们减少塑料使用。） flora /ˈflɔːrə/ 植物群 The flora in this region is rich and diverse.（该地区的植物群丰富多样。） fauna /ˈfɔːnə/ 动物群 Protecting the local fauna helps maintain ecological balance.（保护当地动物群有助于维持生态平衡。） habitat /ˈhæbɪtæt/ 栖息地；产地 Many animals are losing their natural habitats due to human activities.（由于人类活动，许多动物正在失去自然栖息地。） harmony /ˈhɑːməni/ 和谐；融洽 Living in harmony with nature is the key to sustainable development.（与自然和谐共处是可持续发展的关键。） pollute /pəˈluːt/ 污染；弄脏 Factory waste pollutes the air and water.（工厂废物污染空气和水。） pollution /pəˈluːʃn/ 污染；污染物 Air pollution has a negative impact on people's health.（空气污染对人们的健康有负面影响。） preserve /prɪˈzɜːv/ 保护；保存 We need to preserve natural resources for future generations.（我们需要为后代保护自然资源。） preservation /ˌprezəˈveɪʃn/ 保护；保存 The preservation of cultural relics and natural scenery is equally important.（文物和自然景观的保护同样重要。） protect /prəˈtekt/ 保护；防护 Measures should be taken to protect endangered species.（应采取措施保护濒危物种。） protection /prəˈtekʃn/ 保护；防护 The protection of the ocean is crucial for global ecological balance.（海洋保护对全球生态平衡至关重要。） recycle /ˌriːˈsaɪkl/ 回收；再利用 Recycling waste paper can save a lot of trees.（回收废纸可以拯救大量树木。） recycling /ˌriːˈsaɪklɪŋ/ 回收利用 Recycling has become an important part of environmental protection.（回收利用已成为环境保护的重要部分。） sustainable /səˈsteɪnəb(ə)l/ 可持续的；能维持的 Sustainable development requires the joint efforts of all countries.（可持续发展需要各国共同努力。） waste /weɪst/ 浪费；废弃物 Reducing food waste is a responsibility of every citizen.（减少食物浪费是每个公民的责任。） wildlife /ˈwaɪldlaɪf/ 野生动物；野生动植物 Many countries have set up reserves to protect wildlife.（许多国家建立了保护区来保护野生动物。） （二）自然现象与资源 英文单词/短语 音标 中文释义 高考语境例句 climate /ˈklaɪmət/ 气候；气候区 Climate change has become a global concern.（气候变化已成为全球关注的问题。） climate change /ˈklaɪmət tʃeɪndʒ/ 气候变化 Measures to address climate change need international cooperation.（应对气候变化的措施需要国际合作。） earthquake /ˈɜːθkweɪk/ 地震 People should learn how to protect themselves during an earthquake.（人们应该学习地震时如何保护自己。） flood /flʌd/ 洪水；泛滥 Heavy rain caused floods in many areas.（暴雨在许多地区引发了洪水。） hurricane /ˈhʌrɪkən/ 飓风；暴风 The hurricane caused great damage to coastal cities.（飓风给沿海城市造成了巨大破坏。） lightning /ˈlaɪtnɪŋ/ 闪电；雷电 It is dangerous to stay outdoors during lightning.（闪电时待在户外很危险。） natural /ˈnætʃrəl/ 自然的；天然的 Natural resources are limited and need to be conserved.（自然资源是有限的，需要保护。） natural disaster /ˈnætʃrəl dɪˈzɑːstə(r)/ 自然灾害 The government provided relief supplies after the natural disaster.（自然灾害后，政府提供了救援物资。） phenomenon /fəˈnɒmɪnən/ 现象；奇迹 The Northern Lights is a beautiful natural phenomenon.（极光 is 一种美丽的自然现象。） phenomena /fəˈnɒmɪnə/ 现象（复数） Many natural phenomena can be explained by science.（许多自然现象可以用科学解释。） rainstorm /ˈreɪnstɔːm/ 暴雨；暴雨天气 The rainstorm disrupted traffic in the city.（暴雨扰乱了城市交通。） resource /rɪˈsɔːs/ 资源；物力 Renewable resources are more environmentally friendly than non-renewable ones.（可再生资源比不可再生资源更环保。） renewable /rɪˈnjuːəb(ə)l/ 可再生的；可更新的 Solar energy and wind energy are renewable resources.（太阳能和风能是可再生资源。） storm /stɔːm/ 暴风雨；风暴 The storm destroyed many houses in the village.（暴风雨摧毁了村里的许多房屋。） tornado /tɔːˈneɪdəʊ/ 龙卷风；旋风 Tornadoes are rare but destructive natural disasters.（龙卷风是罕见但具有破坏性的自然灾害。） volcano /vɒlˈkeɪnəʊ/ 火山 The volcano erupted after being dormant for many years.（这座火山休眠多年后喷发了。） volcanic /vɒlˈkænɪk/ 火山的；火山引起的 Volcanic eruptions can affect global climate.（火山喷发会影响全球气候。） wind /wɪnd/ 风；风力 Wind power is a clean and renewable energy source.（风能是一种清洁的可再生能源。） drought /draʊt/ 干旱；旱灾 The region suffered from a severe drought last year.（该地区去年遭遇了严重干旱。） tsunami /tsuːˈnɑːmi/ 海啸 The tsunami caused by the earthquake killed thousands of people.（地震引发的海啸造成数千人死亡。） （三）地理与自然景观 英文单词/短语 音标 中文释义 高考语境例句 mountain /ˈmaʊntən/ 山；山脉 The mountain range is a popular tourist destination.（这条山脉是热门旅游目的地。） mountainous /ˈmaʊntənəs/ 多山的；山地的 The mountainous area has beautiful natural scenery.（这个多山地区有美丽的自然风光。） river /ˈrɪvə(r)/ 河；江 Many cities are built along rivers for water resources.（许多城市沿河流而建，以获取水资源。） lake /leɪk/ 湖；湖泊 The lake is surrounded by forests and has clear water.（这个湖被森林环绕，湖水清澈。） ocean /ˈəʊʃn/ 海洋；大洋 The Pacific Ocean is the largest ocean in the world.（太平洋是世界上最大的海洋。） sea /siː/ 海；海洋 The sea level is rising due to global warming.（由于全球变暖，海平面正在上升。） forest /ˈfɒrɪst/ 森林；林区 Forests play an important role in regulating the climate.（森林在调节气候方面发挥着重要作用。） forestry /ˈfɒrɪstri/ 林业；森林学 Sustainable forestry helps protect forest resources.（可持续林业有助于保护森林资源。） desert /ˈdezət/ 沙漠；荒原 Few plants can survive in the desert.（很少有植物能在沙漠中生存。） desertified /dɪˈzɜːtɪfaɪd/ 沙漠化的 Desertified land needs to be restored with vegetation.（沙漠化的土地需要用植被恢复。） island /ˈaɪlənd/ 岛；岛屿 The small island is famous for its beautiful beaches.（这个小岛以其美丽的海滩而闻名。） coastal /ˈkəʊstl/ 沿海的；海岸的 Coastal cities are often affected by typhoons.（沿海城市经常受到台风影响。） plain /pleɪn/ 平原；平地 The plain is suitable for farming and settlement.（这片平原适合耕种和定居。） valley /ˈvæli/ 山谷；溪谷 The valley is surrounded by mountains and has fertile soil.（这个山谷被群山环绕，土壤肥沃。） cave /keɪv/ 洞穴；洞窟 Many ancient paintings have been found in the cave.（在这个洞穴中发现了许多古代绘画。） waterfall /ˈwɔːtəfɔːl/ 瀑布；瀑布似的东西 The waterfall attracts many tourists with its spectacular scenery.（这个瀑布以其壮观的景色吸引了许多游客。） glacier /ˈɡlæsiə(r)/ 冰川；冰河 Glaciers are melting due to global warming.（由于全球变暖，冰川正在融化。） grassland /ˈɡrɑːslænd/ 草原；草地 Grasslands are important habitats for grazing animals.（草原是食草动物的重要栖息地。） （2024·天津·高考真题）Research sometimes proves, with data, what we more or less already know（e. g. Exercise is good for you, and polluted air isn’t）. Still, sometimes our assumptions are incorrect, and scientific findings surprise researchers, along with the rest of us. A recent example is the phenomenon of disappearing lakes in parts of the frozen treeless Arctic（北极的） region. You might think these lakes would be expanding, not disappearing. As climate change warms the region — melting（融化）surface snow and ice as well as the permafrost（永冻层）— there should be more surface water, forming larger lakes and even new ones. Recently, however, scientists have observed not just shrinking（缩小的） lakes but lakes that have completely gone away. Many scientists shared the commonsense expectation that as permafrost melted, lakes would at first expand with meltwater flowing into them. Eventually, researchers made a prediction that progressive warming during the 21st and 22nd centuries would dry out the Arctic, and lakes would begin to shrink. But now it looks as if Arctic lakes are disappearing a century sooner than predicted. A case in point is that some large, age-old lakes shrank dramatically in what appears to have been a matter of months. Scientists have labeled this phenomenon “disastrous lake loss” What caused this? The frozen solid ground actually contains bits of rock, mineral and organic matter, leaving spaces in between. And because these spaces are filled with solid ice, liquid water cannot readily get inside, but it can when the permafrost melts, allowing more water to get through. Soon after that, around 192 lakes in northwestern Alaska are gone from sight. Why did scientists miss this? One probable reason is that most climate models assume that the melting of permafrost is driven only by warming air. New evidence suggests, however, that rainfall — particularly increasing autumn rain — is now contributing significantly to permafrost loss. The rainfall carries heat into the ground. Yet none of the existing models includes such processes. That is a good example of why — no matter how complex our models are or may one day be — we need direct observation of the natural world. 1．What does Paragraph 1 mainly tell us? A．General knowledge can at times turn out to be true. B．Commonsense assumptions can sometimes prove wrong$