重难点11 阅读理解之词义猜测题妙招（重难专练）（全国通用）2026年高考英语二轮复习讲练测

重难点11 阅读理解之词义猜测题妙招 ( 内容导航 速度提升 技巧掌握 手感养成 重难考向聚焦 锁定目标 精准打击： 本专项核 心考查方向与高考高频难点是 阅读理解 之 词义猜测 题 ，梳理近3年高考该题型的重难考点分布 ( 如 2021- 202 5 年全国卷 I阅读理解 中 占比 7-13 % ) 重难技巧突破 授予利器 瓦解难点： 1. 上下文逻辑关系法 ( 最核心 ) 2. 语法与结构分析法 3. 语义关联与常识推理法 4. 构词法 ( 词根词缀 ) 辅助法 重难保分练 稳扎稳打 必拿分数 ： 聚焦 5 种类型可稳拿分数题目，确保重难点基础分值 重难抢分练 突破瓶颈 争夺高分： 聚焦 5 种类型中高难度题目，争夺关键分数 重难冲刺练 模拟实战 挑战顶尖： 挑战高考和模拟综合题型，养成稳定攻克难题的“题感”。 ) 【考点统计】 2021-2025高考阅读理解考点统计 卷别 细节理解题 猜测词义题 推理判断题 主旨大意题 2025全国高考I卷 7 1 6 1 2025全国高考II卷 8 1 4 2 2025高考浙江1月卷 5 1 7 2 2024新课标I卷 9 1 4 1 2024新课标II卷 9 1 4 1 2023新课标I卷 6 1 7 1 2023新课标II卷 6 1 7 1 2022新课标I卷 8 2 4 1 2022新课标II卷 8 2 4 1 2024全国甲卷 7 1 6 1 2023全国甲卷 8 1 5 1 2023全国乙卷 5 1 8 1 2022全国甲卷 8 1 3 3 2022全国乙卷 10 1 3 1 2021新高考I卷 8 1 4 2 2021新高考II卷 11 1 2 1 【命题趋势】 高考英语词义猜测题的命题趋势，正从对孤立词汇的浅层考查，转向对语篇综合理解能力的深度考察。以下从词汇、句子、语篇三个维度，为你剖析最新趋势与备考策略。 一、词汇方面：从“显性生词”到“隐性熟词” 传统考法：直接出现较长、较生僻的学术词汇或专业术语。 最新趋势：高频考查“熟词生义”：这是最大的难点和趋势。命题人偏爱选择中学大纲内的“熟词”，但考查其在具体语境中不常用、但地道的含义或引申义。 对策：在平时的阅读 (如外刊、小说)中，不再满足于单词的第一释义，要刻意关注并积累常见词汇的“第二、第三义项”。 侧重“一词多义”中的具体化：单词的抽象含义在语境中具体化。 对策：推断时，必须将词义代入语境，看其指代的具体对象或行为是什么。 考查“具象---抽象”转化：将具体事物的词汇用于抽象描述，反之亦然。 对策：理解这种修辞性用法，核心是抓住本体 (抽象事物)与喻体 (具体词汇)之间的相似性。 二、句子方面：从“单句理解”到“句间逻辑” 传统考法：线索基本包含在生词所在的一个长难句内部。 最新趋势：线索的跨句分布：定义、解释或对比关系，更多出现在前一句或后一句中，而非本句。单靠分析生词所在句子已无法解题。 对策：必须养成“瞻前顾后”的阅读习惯，以生词为原点，至少扫描前后各1-2句，进行整体理解。 依赖复杂句法结构暗示：线索隐藏在同位语从句、非限制性定语从句、插入语或破折号引出的补充说明中。这些结构本身就是天然的“定义提示器”。 对策：强化语法分析能力，能快速识别这些功能性结构，并理解其与主句的逻辑关系。 通过作者态度和语气暗示：生词的情感色彩 (褒义、贬义、中性)需通过整句的语气、副词或评价性语言来判断。 对策：阅读时要有“情感雷达”，关注表达作者或人物态度的词语。 三、语篇方面：从“局部线索”到“全局统合” 这是命题最深刻的转向：词义猜测不再是独立的语言点题，而是深度融入语篇理解的微型推理题。 最新趋势：依赖段落主旨或文章主题：生词的含义必须与段落的核心思想或全文探讨的主题保持一致。有时，猜词需要你先明白这一段在讲什么。 对策：养成段落概括意识。在猜测词义前，先快速明确该段的中心大意。 考查语篇衔接与连贯逻辑：生词可能是逻辑纽带词 (尤其是较生僻的衔接词)，其意义需通过语篇的起承转合来推断。 对策：系统复习并熟悉各类逻辑关系 (转折、因果、递进、举例等)的高级表达词汇。 融入文化背景或学科常识：生词可能涉及轻微的跨文化知识或科普常识，需要考生调动常识进行合理推断。 考点一：利用逻辑关系猜测词义。 【设题特点】 高考英语词义猜测题中，利用逻辑关系猜测词义是命题的核心与精髓。其设题特点鲜明，旨在系统性地考查学生的逻辑思维能力和语篇连贯理解能力，而不仅仅是词汇量。 以下是其具体的设题特点分析： 一、设题的总体特点 隐蔽性：逻辑关系词 (如 but, because, for example)可能不明显，或使用较高级的同义表达 (如conversely, consequently, a case in point is...)，需要考生主动识别。 依赖性：词义的得出完全依赖于对上下文逻辑的正确解读。脱离语境，单词本身可能有多重含义，但逻辑线索将其锁定为唯一正解。 干扰项的针对性：干扰项 (错误选项)通常设置为：该词的常见字面意思 (但不符合此处逻辑)。符合句子局部语法，但违背语篇整体逻辑的意思。与正确词义构成反义或无关的选项。 二、具体逻辑关系类型的设题特点 1. 同义解释关系的设题标志：在生词前后，出现定义、重述、同位语等。 特点：线索最直接，答案几乎“明示”。考查重点在于考生能否识别定义性信号词 (如 that is to say, namely, in other words, 破折号、括号等)，并理解其解释部分。 2. 对比/反义关系的设题标志：语境中出现与生词语义相反或形成对比的词语、短语或句子。 特点：高频考点(因为利用反义对比是强有力的推理手段)；正反两面：可能通过已知的“正面”信息推断生词的“反面”含义，也可能通过已知的“反面”信息推断生词的“正面”含义。 3. 因果/递进关系的设题标志：生词是原因或结果的一部分，通过因果链条可以推断。 特点：考查事物间的因果逻辑。如果结果好，原因通常是积极的；如果结果坏，原因通常是消极的。递进关系 (not only...but also, even, indeed)表明生词的程度更深、语义更强。 4. 举例/列举关系的设题标志：生词是一个总称或抽象概念，其后跟有具体例子。 特点：从具体到一般。例子是理解抽象生词的最佳钥匙。关键在于识别举例信号词：such as, for example, like, including。 5. 类比/比喻关系的设题标志：将生词的含义通过一个类似、熟悉的事物或情境进行比喻说明。 【思维导图】 【典例1】(2024新课标Ⅱ卷, D) ...... In the wrong hands, such a book could prove as complicated to process as the computer code (代码) that powers AI but, thankfully, Campbell has more than two decades’ professional experience translating the heady into the understandable. She writes from the practical angle of a business person rather than as an academic, making for a guide which is highly accessible and informative and which, by the close, will make you feel almost as smart as AI. 32. What does the phrase “In the wrong hands” in paragraph 2 probably mean? A. If read by someone poorly educated. B. If reviewed by someone ill-intentioned. C. If written by someone less competent. D. If translated by someone unacademic. 【答案】C 【解析】词句猜测题。根据文章第二段“such a book could prove as complicated to process as the computer code (代码) that powers AI but, thankfully, Campbell has more than two decades' professional experience translating the heady into the understandable. She writes from the practical angle of a business person rather than as an academic, making for a guide which is highly accessible and informative and which, by the close, will make you feel almost as smart as AI. (这样一本书可能会像驱动人工智能的计算机代码一样复杂，但值得庆幸的是，坎贝尔有20多年的专业经验，可以将令人兴奋的内容转化为可理解的内容。她从商业人士的实际角度而不是学者的角度出发，撰写了一本非常通俗易懂、内容丰富的指南，读完后会让你觉得自己几乎和人工智能一样聪明)”可知，坎贝尔撰写的这本书是通俗易懂的，如果别人写这本书的话可能就不是这样了，推测划线短语表示 “如果是由能力较差的人写的”。故选C项。 考点二：利用语法关系猜测词义。 【设题特点】 高考英语词义猜测题中，利用语法关系猜测词义是一种非常经典且高效的命题方式。其设题特点在于，通过句子固有的语法结构和成分之间的关系，为生词的意义提供“结构性”的线索。这类题目不主要依赖上下文逻辑，而是依赖于考生对句子成分功能和词性搭配的敏锐度。 一、设题的总体特点 结构性固定：线索直接蕴含在生词所在的句子结构中，如主系表结构、动宾结构、修饰关系等。 定位精准：生词的语法角色 (是主语、谓语、宾语，还是定语？)非常明确，解题时犹如完成一个“语法填空”。 答案唯一性强：由于语法搭配的约束 (如及物动词需接宾语，系动词后接表语说明主语性质)，能填入该语法位置且符合句意的词义范围相对固定，干扰项容易排除。 二、具体语法关系的设题特点与破题点 1. 主系表/主谓宾补结构：定义与说明关系 设题形式：生词常出现在表语或宾语补足语的位置，用于说明主语或宾语的性质、身份、状态。 2. 修饰关系 (定语与同位语) 设题形式：生词作为定语 (形容词、分词、定语从句)修饰一个已知名词，或作为同位语对前一个名词进行直接解释。 3. 动宾/介宾搭配关系 设题形式：生词是动词的宾语或介词的宾语，其意义必须与谓语动词或介词在语义上形成合理搭配。 4. 并列与对称结构 设题形式：利用 and, or, as well as 等并列连词，使生词与一个已知词汇形成并列关系。两者通常词性相同，语义相近 (同义并列)或相反 (选择并列)。 【思维导图】 【典例2】(2021全国甲卷, C) Southbank, at an eastern bend in the Thames, is the center of British skateboarding, where the continuous crashing of skateboards left your head ringing. I loved it. I soon made friends with the local skaters. We spoke our own language. And my favorite: Safe. Safe meant cool. It meant hello. It meant don’t worry about it. Once, when trying a certain trick on the beam (横杆), I fell onto the stones, damaging a nerve in my hand, and Toby came over, helping me up: Safe, man. Safe. A few minutes later, when I landed the trick, my friends beat their boards loud, shouting: “Safe! Safe! Safe!” And that’s what mattered — landing tricks, being a good skater. 29. What do the underlined words “Safe! Safe! Safe!” probably mean? A. Be careful! B. Well done! C. No way! D. Don’t worry! 【答案】B 【解析】词句猜测题。这是在作者成功完成动作 (landed the trick)之后，朋友们敲打滑板、大声喊叫的场景。显然这是庆祝、赞扬、表示肯定。A. Be careful! (小心)不符合成功庆祝的语境，因为这不是提醒注意危险，而是事后欢呼。B. Well done! (做得好)符合成功后的赞扬。C. No way! (不可能吧/没门)表达惊讶，可能用于难以置信，但此处是纯粹欢呼，并不是表达“难以置信”，而且上文中“Safe”也没有这种意思。D. Don’t worry! (别担心)—前文提到 Safe 可以表示“don’t worry”，但那是在作者摔倒时 Toby 安慰他时用的。这里已成功做完动作，不是在安慰，而是在欢呼。故B项正确。 考点三：利用构词法猜测词义。 【设题特点】 利用构词法猜词是一种基础但极具针对性的考查方式。其设题特点旨在检验学生是否具备通过词根、词缀等“零件”来分析和推导陌生单词含义的能力，而不仅仅是依赖死记硬背。 一、设题的总体特点 “可分析性”强：所考查的生词在结构上通常有明显的词根和词缀组合，不是简单的基础词汇或不可拆分的固有词汇。 “合成性”突出：常考合成词或通过添加前后缀明显改变词性/词义的派生词。 “常识性”验证：通过构词法推导出的意思，必须能够完美代入语境，符合逻辑和常识。构词法是起点，语境是最终检验标准。 二、具体构词法类型的设题特点与破题点 1. 前缀 (Prefix)——改变词义的方向、否定、程度等 设题形式：生词含有明显的前缀，其核心含义由“前缀含义 + 词根含义”构成。 常见前缀与破题点： 表否定或相反：un-, im-/in-/ir-/il-, dis-, mis-, non- 表共同、相互：co-, inter- 表前、先：pre-, fore- 表后：post- 2. 后缀 (Suffix)——决定词性，提示词汇的“身份” 设题形式：后缀提示该生词是名词、动词、形容词还是副词，这能极大缩小猜测范围，帮助判断其在句中的功能。 常见后缀与破题点： 名词后缀：-tion/-sion (行为、状态), -ment (行为、结果), -er/-or (人、物), -ness (性质、状态), -ity (性质), -ist (…家) 形容词后缀：-ful (充满…的), -less (无…的), -able/-ible (可…的), -ous (有…性质的), -ive (有…倾向的) 动词后缀：-ize/-ise (使…化), -en (使变得), -ify (使…化) 3. 词根 (Root)——承载核心含义 设题形式：生词含有一个考生可能学过的常见词根，即使前后缀陌生，也能猜出大概方向。 常见词根与破题点： vis/vid (看)：visible (可见的), video (视频) spect (看)：inspect (检查), spectator (观众) dict (说)：predict (预测), dictionary (词典) port (运，带)：transport (运输), portable (便携的) scrib/script (写)：describe (描述), manuscript (手稿) 4. 合成词 (Compound Words)——含义的直观组合 设题形式：生词由两个 (或以上)独立的常见单词直接组合而成，其含义往往是各部分含义的加和或引申。 破题点：拆开看，再合起来想。 【思维导图】 【典例3】(2022高考英语全国乙卷) That includes huge savings in maintenance costs and better protection of railway personnel safety. It is calculated that European railways alone spend approximately 20 billion euros a year on maintenance, including sending maintenance staff, often at night, to inspect and repair the rail infrastructure. That can be dangerous work that could be avoided with drones assisting the crews’ efforts. 29. What does “maintenance” underlined in paragraph 3 refer to? A. Personnel safety. B. Assistance from drones. C. Inspection and repair. D. Construction of infrastructure. 【答案】C　 【解析】词义猜测题。根据第三段中的第二句“… spend … on maintenance, including sending … staff … to inspect and repair the rail infrastructure.”来判断，这里 including 后面是对maintenance内容的举例说明，即“派遣维修人员在夜间检查和修理铁路基础设施”。“maintain”来自拉丁语，意为“保持、维持、维护”。“maintenance”是它的名词形式，字面意思就是 “保持、维护的行为或过程”。因此，maintenance 的核心活动就是 inspect and repair (检查和维修)。故选C项。 考点四：代词指代题——就近原则法。 【设题特点】 代词指代题常出现在人物或事物变换多、动作转换频繁的语境中,考生应根据语境判断人称代词、不定代词和指示代词的指代对象。有时也会考查定语从句中关系代词的指代内容。 【设问方式】 1.What does the underlined word “this / it / them / which...” refer to? 2.The underlined part “it / that / they / which...” in paragraph ... refers to “　　　”. 【思维导图】 【典例4】(2022新高考Ⅱ卷, C) “We need something on the books that can change people’s behavior,” said Félix W. Ortiz, who pushed for the state’s 2001 ban on hand-held devices by drivers. “If the Textalyzer bill becomes law,” he said, “people are going to be more afraid to put their hands on the cell phone.” 30. What does the underlined word “something” in the last paragraph refer to? A. Advice. B. Data. C. Tests. D. Laws. 【答案】D 【详解】词义猜测题。本题利用就近原则法解题。根据句中的“We need something on the books that can change people’s behavior. (我们需要一些能改变人们行为的东西。)”可知，something是能够改变人们的行为的事情。再根据下文的“If the Textalyzer bill becomes law, he said, ‘people are going to be more afraid to put their hands on the cell phone.’ (他说，如果Textalyzer法案成为法律，‘人们会更害怕拿起手机。’)”可知，人们的行为会改变的条件是当Textalyzer法案成为法律。由此可推知，只有受到法律的约束和惩罚，司机们才不会在开车的时候使用手机。故something指代的是法律。故选D。 考点五：句意猜测题——意义吻合法。 【设题特点】 句意猜测题，尤其是采用意义吻合法的题目，旨在考查学生通过上下文语境推断生词、短语或句子含义的能力，而非简单依赖词典定义。这类题目的设题特点非常鲜明，掌握其规律能有效提高解题准确率。 一、核心特点：意义匹配，而非字面对应 题干标志：常以以下形式提问： “The underlined word / phrase ‘...’ probably means ______.” “What does the word ‘...’ in Paragraph X refer to?” “The sentence ‘...’ in the text implies that ______.” 本质：正确答案是在特定上下文中最合理、最贴合文意的解释，往往不是该词最常见的字面意思。它要求选出与上下文逻辑、情感色彩和主题思想最吻合的选项。 二、常见的四大上下文线索与设题方式 定义或解释线索： 设题方式：文中生词前后常有定义性表达，如同位语、定语从句、破折号、括号、that is, in other words, refer to等。 例题特点：正确选项直接是对文中解释的同义转述。 举例线索： 设题方式：通过 for example, such as, like 等引出的具体例子来揭示抽象词或概括词的含义。 例题特点：正确选项能涵盖所举例子的共同特征。 对比或转折线索： 设题方式：利用 but, however, unlike, while, on the contrary 等信号词，引出与生词相反或对照的含义。 例题特点：知道其中一个，就能推断另一个。 因果或逻辑推理线索： 设题方式：根据上下文所述的原因、结果、目的、背景等信息进行逻辑推导。 例题特点：正确选项是推理的必然结果，最符合故事发展或作者论证逻辑。 三、 选项设置的典型规律 正确选项：是原文信息的同义替换或合理推断；与文章主题、作者态度及具体语境高度一致；可能是该词在词典中的一个义项，但一定是在本语境下最贴切的那个。 主要干扰项类型： 字面意义干扰：使用该词最常见、但不符合本文语境的字面意思。 无关信息干扰：选项本身释义正确，但来自于文章其他部分或常识，与划线词所在语境无关。 过度推断干扰：推导过度，超出了上下文支持的范围。 情感/色彩偏差：词义的情感色彩 (褒/贬/中性)或程度与原文不符。 【思维导图】 【典例5】(2024高考英语全国甲卷, B) Dogs are known for their impressive fetching habit, but cats take this behavior up a notch. Many cats will find random objects outside and bring them to their owners. This is a very old habit that’s been present in all kinds of predators (食肉动物). Cats bring gifts for their owners to show they love you. These adorable little hunters are just doing something that it’s been in their nature since the beginning of time. So just go along with it! 26. Which best explains the phrase “take this behavior up a notch” in paragraph 3? A. Perform appropriately. B. Move faster. C. Act strangely. D. Do better. 【答案】D 【解析】词句猜测题。根据第三段划线词前半句“Dogs are known for their impressive fetching habit, (狗以其令人印象深刻的抓取习惯而闻名)”和后句“Many cats will find random objects outside and bring them to their owners. (许多猫会在外面随意找到一些东西，并把它们带给主人。)”可知，狗以取回东西而闻名，但猫可以从外边找到东西带回来，因此在这一行为上更上一层楼。短语take ... up a notch是用来形容猫在带回东西这一行为上做得更好或更出色。故选D。 (建议用时：40分钟) 【类型一：高考真题猜测词义题片段训练】 【片段01】 (2024新课标I卷第28题) When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text. 28. What does the underlined phrase “shine through” in paragraph 2 mean? A. Seem unlikely to last. B. Seem hard to explain. C. Become ready to use. D. Become easy to notice. 【答案】D 【解析】词句猜测题。根据前文“When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding.(当阅读几百字或更多的文本时，在纸上学习通常比在屏幕上学习更成功。大量的研究证实了这一发现)”可知，在纸上学习更有成效，以及后文“when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.(当实验人员从提出简单的任务(如识别阅读文章的主旨)转移到需要思维抽象的任务(如从文本中推断)时)”推知，此处应是表达“当实验者从简单的任务转向需要精神抽象的任务时，纸质阅读的益处就变得显而易见”之意，所以shine through应是“显而易见”之意，和D项意思相近。故选D项。 【片段02】 (2023新课标I卷第29题) Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value. 29. What does the underlined word “declutter” in paragraph 3 mean? A. Clear-up. B. Add-on. C. Check-in. D. Take-over. 【答案】A 【解析】词句猜测题。根据画线词下文“This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value. (这个过程要求你在30天内远离可选的在线活动。在30天结束的时候，你再加上一些你认为会给你所看重的东西带来巨大好处的精心挑选的在线活动)”可推知，画线词“declutter”的意思是“清理”，对在线活动进行清理和挑选。故选A。 【片段03】 (2023新课标II卷第30题) In this “book of books,” artworks are selected and arranged in a way that emphasizes these connections between different eras and cultures. We see scenes of children learning to read at home or at school, with the book as a focus for relations between the generations. Adults are portrayed (描绘) alone in many settings and poses — absorbed in a volume, deep in thought or lost in a moment of leisure. These scenes may have been painted hundreds of years ago, but they record moments we can all relate to. 30. What do the underlined words “relate to” in paragraph 2 mean? A. Understand. B. Paint. C. Seize. D. Transform. 【答案】A 【解析】词句猜测题。根据画线词上文“artworks are selected and arranged in a way that emphasizes these connections between different eras and cultures. We see scenes of children learning to read at home or at school, with the book as a focus for relations between the generations. (艺术品的选择和排列方式强调了不同时代和文化之间的联系。我们看到孩子们在家里或学校学习阅读的场景，这本书是几代人之间关系的焦点)”以及“These scenes may have been painted hundreds of years ago, but they record moments (这些场景可能是数百年前绘制的，但它们记录了一些时刻)”可推知，此处指书籍是人类之间相互联系和理解的纽带，故与画线短语“relate to”意思最相近的为A项“理解、认识到”。故选A。 【片段04】 (2023全国甲卷第24题) Terri Bolton is a dab hand when it comes to DIY (do-it-yourself). Skilled at putting up shelves and piecing together furniture, she never pays someone else to do a job she can do herself. 24. Which is closest in meaning to “a dab hand” in paragraph 1? A. An artist. B. A winner. C. A specialist. D. A pioneer. 【答案】C 【解析】词句猜测题。根据文章第一段画线短语下文“Skilled at putting up shelves and piecing together furniture, she never pays someone else to do a job she can do herself. (她擅长摆架子和拼接家具，从不付钱给别人做她自己能做的工作)”可推知，此处指Terri Boltonis是一位DIY高手。C项“A specialist (一位专业人员)”最接近画线短语“a dab hand”的意思。故选C。 【片段05】 (2023全国乙卷第24题) In addition to the problem of miscomprehension from both sides, there are victories accidentally or deliberately twisted, especially when only the victors know how to write. Those who are on the losing side often have only their things to tell their stories. The Caribbean Taino, the Australian Aboriginals, the African people of Benin and the Incas, all of whom appear in this book, can speak to us now of their past achievements most powerfully through the objects they made: a history told through things gives them back a voice. When we consider contact (联系) between literate and non-literate societies such as these, all our first-hand accounts are necessarily twisted, only one half of a dialogue. If we are to find the other half of that conversation, we have to read not just the texts, but the objects. 34. What does the underlined word “conversation” in paragraph 3 refer to? A. Problem. B. History. C. Voice. D. Society. 【答案】B 【解析】词句猜测题。根据划线单词上文(加勒比海的泰诺人、澳大利亚的土著人、贝宁的非洲人以及印加人，所有这些人都出现在这本书中，他们现在都可以通过他们制造的物品向我们讲述他们过去最强大的成就：通过物品讲述的历史给了他们一个声音。当我们考虑诸如此类的有文化社会和无文化社会之间的接触时，我们所有的第一手资料都必然是扭曲的，只有对话的一半。)”结合划线句“If we are to find the other half of that conversation, we have to read not just the texts, but the objects. (如果我们要找到对话的另一半，我们不仅要读文本，还要读物体。)”可知，我们对过去历史的了解，只是书写历史的人所想要让我们了解的历史，如果我们想要了解历史的另一半，我们不仅仅要读文本也要读对象。所以conversation指的是“历史”。故选B。 【类型二：高考真题猜测词义题语篇训练】 (2025·浙江1月卷 C) A novel design approach to gardening has been gaining in popularity worldwide. Referred to as matrix planting, this approach aims for nature to do a lot more of the heavy lifting in the garden, and even some of the designing. Eschewing fertilizers (化肥) and power tools, it’s based on an elegantly simple principle: to garden more like nature does. The concept was born when German city planners sought to plant large areas of parkland after World War II in a reproducible way that would need minimal maintenance. Planners created planting mixes that could be used modularly (模块化). In a matrix garden, plants with similar cultural needs are grouped so that they will grow together above and below ground, forming a cooperative ecosystem that conserves water and discourages weeds. Dutch plantsman and designer Piet Oudolf’s gardens popularized this style, adding artistic flavors to the planting mixes while playing with color and form, including four-season interest and serving the needs of wildlife. Beautiful year-round, they invite you to enjoy the smallest detail, from the sound of grasses in the gentle wind to the sculpture of odd-looking seed heads. It takes a lot of thought to look this natural. While matrix gardens appear wild, they are carefully planned, with cultural needs the first consideration. Led by the concept of “right plant, right place,” they match plants that enjoy the same soil, sun and weather conditions, and arrange them according to their patterns of growth. The benefits are substantial for both gardener and planet. With human inputs dramatically reduced, the garden’s ecology can develop well. Established matrix gardens should not need the life support we give most gardens: fertilizer, dividing, regular watering. Compared to traditional garden plots, they increase carbon absorption, reduce storm water runoff and boost habitat and biodiversity significantly. 28. What does the underlined word “Eschewing” in the first paragraph mean? A. Running out of. B. Keeping away from. C. Putting up with. D. Taking advantage of. 29. Why was the idea of matrix planting introduced? A. To control weeds in large gardens. B. To bring in foreign species of plants. C. To conserve soil and water resources. D. To develop low-maintenance parkland. 30. Which of the following best describes Piet Oudolf’s gardens? A. Traditional. B. Odd-looking. C. Tasteful. D. Well-protected. 31. Which of the following can be a suitable title for the text? A. The future of gardening is WILD B. Nature treats all lives as EQUALS C. Matrix gardens need more CARE D. Old garden plots work WONDERS 【答案】28. B 29. D 30. C 31. A 【导语】本文是一篇说明文，介绍了矩阵式种植方法的理念、起源、发展、原则及其带来的益处。这种种植方法通过精心规划植物组合，减少人工干预，发挥自然的最大作用，从而创建一个自给自足的生态系统，不仅美观，还能显著提升环境效益。 28. B 词义猜测题。根据首段第二句“Referred to as matrix planting, this approach aims for nature to do a lot more of the heavy lifting in the garden, and even some of the designing.”以及最后一句中的to garden more like nature does可知，矩阵式种植方法旨在减少人工干预，发挥自然在花园的生长和设计中的更大作用。故Eschewing 应该指减少、摒弃化肥以及园艺电动工具的使用，故选B。 29. D 事实细节题。根据第二段首句“The concept was born when German city planners sought to plant large areas of parkland after World War II in a reproducible way that would need minimal maintenance.”可知，矩阵式种植的目的是开发维护度极低的公园用地。develop low-maintenance parkland 是plant large areas of parkland ...need minimal maintenance 的同义表达，故选D。 30. C 推理判断题。根据第三段中的adding artistic flavors、playing with color and form、Beautiful、enjoy the smallest detail、the sound of grasses、the sculpture of odd-looking seed heads可知，Piet Oudolf 的花园融入了艺术特色，巧妙运用色彩和形态，四季皆美，细节丰富，具有观赏价值。Tasteful意为“雅致的；有品位的”，是对artistic、Beautiful、enjoy的概括。 31. A 主旨大意题。文章首段开门见山，介绍矩阵式种植方法的理念：减少人工干预，发挥自然的作用。第二、三段介绍这种设计方法的起源和发展，第四段聚焦矩阵式种植的原则“适地适树”，末段分析这种设计方法带来的益处。据此可知，文章旨在介绍一种新型园艺设计方法“矩阵式种植”，A项中WILD意为“自然生长的”，契合矩阵式种植的理念，故选A。 (2026年1月·浙江首考英语卷 C) Human beings have always loved reviews: word of mouth has long been regarded as one of the most valuable marketing tools available to a company. Consumers enjoy reading and giving reviews. However, the problem is that a lot of the reviews are fake (假的). Shabnam Azimi and Alexander Krasnikov of Loyola University of Chicago and Kwong Chan of Northeastern University recently published a study on fake reviews. The study used a data set of 1,600 reviews of Chicago hotels. Some of them were real; others were fake. The reviews were presented to 400 subjects. Each subject got eight reviews to read: a balanced set of two positive fake, two positive real, two negative fake and two negative real, presented in a random order. The reviews were written by real people who were given information about the hotel. The results show that consumers generally trust negative reviews more than positive ones. Moreover, we humans tend to assume that positive reviews might be fake. “Overall, negative reviews are less common. So, we pay more attention to them. When a negative review is fake, we get tricked,” Azimi says. When it came to faking a review, length was important to believability, as was detail. Along, negative review of a hotel, complete with lots of information, tended to convince participants. A lengthy, positive review, on the other hand, was regarded as suspicious, and participants tended to trust writers that kept their glowing reviews short. Emotion was also important in convincing readers— or the lack of emotion, at least. Azimi says study participants tended not to trust reviews where the writers expressed their feelings in a big way. The more dispassionate that negative write-up, the more likely it was to take the reader in. The fake reviews written for Azimi’s study were put together by humans, but increasingly, fake reviews are being written by AI, which makes them look more real. Though many companies use algorithms (算法) to weed out fake reviews, Azimi points out that the machines are programmed by humans, and given our limited ability to spot fake reviews, this isn’t a good sign. 28. Which aspect of the study does paragraph 2 mainly talk about? A. Its design. B. Its findings. C. Its purposes. D. Its significance. 29. What does the underlined word “glowing” in paragraph 4 mean? A. Funny. B. Abusive. C. Insightful. D. Praising. 30. What kind of review would readers most likely trust? A. A long, positive one. B. An unemotional, negative one. C. A short, negative one. D. An enthusiastic, positive one. 31. What can be inferred from the last paragraph? A. Many companies are producing fake reviews. B. Writing fake reviews will be declared illegal. C. Machines can detect fake reviews accurately. D. It will be harder to recognize fake reviews. 【答案】28. A 29. D 30. B 31. A 【导语】本文是一篇科普说明文。您听说过种地可以像“设计花园”一样，让植物们互相帮助、自给自足吗？“矩阵式种植”就是这样一种巧妙的种植方法。它起源于自然观察，通过精心搭配不同植物，模仿自然生态，形成一个相互支持、减少病虫害的植物群落。这种方法不仅能打造出层次丰富、四季有景的美丽园地，更能显著减少施肥、浇水和除草的人工劳作，让自然发挥最大作用，创造出一个小型可持续发展的生态系统。 28. A 段落大意题。根据第二段的内容，“The study used a data set of 1,600 reviews of Chicago hotels... The reviews were presented to 400 subjects. Each subject got eight reviews to read... presented in a random order.” (这项研究使用了芝加哥酒店的1,600条评论作为数据集…… 这些评论被展示给400名受试者。每位受试者阅读八条评论…… 以随机顺序呈现。)可知，本段详细描述了研究的数据来源、受试者人数、评论的分组比例及呈现方式。这属于研究的设计方案 (Design)。故选 A。 29. D 词义猜测题。根据第四段上下文，“A lengthy, positive review, on the other hand, was regarded as suspicious, and participants tended to trust writers that kept their glowing reviews short.” (另一方面，冗长的正面评论被认为是可疑的，参与者往往更信任那些保持其 glowing 评论简短的作者。) 通过positive (正面的)和 trust (信任)的语境，以及文中提到的对 “赞美性” 评论的讨论，可以推断出 glowing 在此处表示 “赞扬的、评价极高的”。故选 D。 30. B 细节理解题。根据第四段末尾的内容，“The more dispassionate that negative write-up, the more likely it was to take the reader in.” (负面评论越是冷静、客观 (不带感情色彩)，就越有可能让读者信以为真。)以及前文提到的 “A long, negative review... tended to convince participants.” (篇幅长且信息丰富的负面评论往往能说服参与者。)可知，读者最容易信任那种不带强烈情感色彩 (冷静客观)的负面评论。故选 B。 31. D 推理判断题。根据最后一段内容，“...increasingly, fake reviews are being written by AI, which makes them look more real. Though many companies use algorithms to weed out fake reviews, Azimi points out that... given our limited ability to spot fake reviews, this isn’t a good sign.” (…… 越来越多的虚假评论正由 AI 编写，这使得它们看起来更加真实。尽管许多公司使用算法来清除虚假评论，但 Azimi 指出……考虑到我们识别虚假评论的能力有限，这并不是一个好兆头。)由此可以推断，随着 AI 技术的介入和人类识别能力的局限，未来辨别虚假评论将会变得更加困难。故选 D。 【类型三：推理判断题名校好题调研】 【调研1】（25-26高三上·湖南）Linguistics holds a basic premise (前提) at its heart; all languages are equal. Each of the world’s roughly 7,000 languages represents a unique way of seeing and understanding life, a natural experiment in human thought. Judgments of a language’s worth stem not from its structure, but from the power and status of its speakers. Yet this profound diversity is collapsing. Currently, about half of all languages have 10,000 or fewer speakers. The median number of speakers per language on every continent is below 1,000. These figures signal acute endangerment. Languages are not a dying natural death; they are being forced out of existence. A few dozen killer languages,” like English and Spanish, expand through political, economic, and cultural conquest, while centuries of imperialism, capitalism, and nation-building squeeze out the rest. The erosion happens everywhere; in settler societies like the US and Canada, half of the indigenous (原住民的) languages are already silent; in homes globally, families abandon mother tongues for dominant languages, losing not just words but gestures and cultural knowledge. Why does this loss matter? Each language holds unique insights into human communication — like the expressive clicks of Khoisan languages or the object-subject-verb order of Warao. More crucially, languages. carry poetry, oral histories, environmental wisdom, and lifeways. Research confirms that mother-tongue education and language maintenance are vital for mental and physical well-being, especially for marginalized (被边缘化的) communities. The organized effort to preserve languages is recent. Inspired by biodiversity and indigenous rights movements, linguists and activists now race to document languages, creating dictionaries and recording oral histories. However, linguists cannot “save” languages alone; that power lies with the communities themselves. Revitalization is a challenging act of hope, often feeling like a “wonderful madness” — an attempt to revive a worldview nearly lost. The fight for linguistic diversity is ultimately a fight alongside its speakers, requiring real support from the majority world that seldom notices this silent crisis. 1. What is the function of the first paragraph? A. To list global language statistics. B. To present a current language crisis. C. To argue against language superiority. D. To compare various language structures. 2. What does the term “killer languages” refer to in the text? A. Those no longer spoken by any community. B. Those passing on through words and gestures. C. Those thriving at the expense of other languages. D. Those simplifying complex sound and grammar rules. 3. Why does language loss matter according to paragraph 3? A. It degrades poetry and oral histories. B. It threatens global environmental safety. C. It damages well-being of all communities. D. It hurts the continuity of some knowledge 4. What is essential for language revival according to the last paragraph? A. Adequate external funding B. Sustained community endeavor. C. Unshakable individual optimism. D. Diverse technological advancement. 【答案】1. B 2. C 3. D 4. B 【导语】本文是一篇议论文。文章主要讲述了世界语言面临危机，保护语言多样性的重要性及语言复兴的关键在于社区自身的努力。 1. 推理判断题。根据第一段“Linguistics holds a basic premise (前提) at its heart; all languages are equal. Each of the world’s roughly 7,000 languages represents a unique way of seeing and understanding life, a natural experiment in human thought. Judgments of a language’s worth stem not from its structure, but from the power and status of its speakers. Yet this profound diversity is collapsing. Currently, about half of all languages have 10,000 or fewer speakers. The median number of speakers per language on every continent is below 1,000. These figures signal acute endangerment.(语言学的核心理念是所有语言皆平等。全球现存约七千种语言，每一种都代表着一种独特的感知与解读生活的方式，是人类思维的一次自然探索。判断一种语言价值的标准，并非源于其自身结构，而是取决于使用者的影响力与社会地位。然而，这种丰富的语言多样性正在逐步消亡。目前，全球约半数语言的使用者不足一万人，各大洲每种语言的使用者中位数均低于一千人，这些数据都表明语言正处于极度濒危的状态。)”可知，第一段的功能是展示当前的语言危机。故选B。 2. 词句猜测题。根据第二段中“A few dozen killer languages,” like English and Spanish, expand through political, economic, and cultural conquest, while centuries of imperialism, capitalism, and nation-building squeeze out the rest.(像英语和西班牙语这样的“killer languages”，通过政治、经济和文化征服不断扩张，而几个世纪以来的帝国主义、资本主义和国家构建，则排挤了其他语言。)”可知，英语和西班牙语等语言通过政治、经济和文化征服而扩张，其他语言则被排挤，由此可知，killer languages指的是那些以牺牲其他语言为代价而蓬勃发展的语言。故选C。 3. 推理判断题。根据第三段中“More crucially, languages carry poetry, oral histories, environmental wisdom, and lifeways. Research confirms that mother-tongue education and language maintenance are vital for mental and physical well-being, especially for marginalized (被边缘化的) communities.(更重要的是，语言承载着诗歌、口述历史、环境智慧和生活方式。研究证实，母语教育和语言维护对身心健康至关重要，尤其是对边缘化社区。)”可知，语言承载着诗歌、口述历史、环境智慧和生活方式，语言消失会损害一些知识的延续。故选D。 4. 细节理解题。根据最后一段中“However, linguists cannot “save” languages alone; that power lies with the communities themselves. Revitalization is a challenging act of hope, often feeling like a “wonderful madness” — an attempt to revive a worldview nearly lost. The fight for linguistic diversity is ultimately a fight alongside its speakers, requiring real support from the majority world that seldom notices this silent crisis.(但语言学家无法独自“拯救”语言，这种力量掌握在语言所属的社群手中。语言复兴是一场充满挑战却饱含希望的行动，常常被视为一种“美妙的痴狂”—— 试图唤醒一种几近消逝的世界观。守护语言多样性的斗争，归根结底是与语言使用者并肩作战的过程，这需要主流社会提供切实支持，而主流社会却往往忽视了这场无声的危机。)”可知，语言复兴的关键在于社群自身的持续努力。故选B。 【调研2】（25-26高三上·湖北荆州）People casually describe themselves as people-pleasers as they might describe their hair color or music preference. However, people-pleasing can be a very real mental health problem, often associated with obsessive-compulsive disorder (OCD) (强迫症). Approval-seeking behavior is self-injuring by nature. To satisfy this obsession, we must be inauthentic and reduced versions of ourselves, overly vigilant of the preferences of others. Essentially, the main cause is avoidance of causing distress in others. Few things make me shake more than a conflict. I see this behavior as a response to my childhood, which was filled with intense fear. My single parent had weekly moments of being angry and abusive. I learned early on that my safety depended on my mother’s view of me. So I began to predict what my mother wanted me to do and say. By the time I was in middle school, over-apologizing and shifting my personality to please others became firmly established in my social behavior. For most adult people-pleasers, including me, it feels natural to cling on to (依赖) the comfort of agreeability. Even with my own children, I give up my own authority. I recently noticed that my voice takes on an awkward tone whenever I say “no”. I challenge and displease my clients, but only because it is demanded for effective progress. People-pleasing is clearly holding me back; but what’s the reason for my unwillingness to let go? I am starting to realize that I am shying away from the unpredictability of how others will react. When I am universally likeable, I rarely have to go outside my comfort zone in interpersonal relationships. Authentic interactivity with others requires taking a risk. Displeased people are stressful. So the key seems to be exposure. The more interactions I experience where I am not pleasing others, the more comfort I gain with this dynamic. As I practice saying “no,” my voice will naturally deepen. Confidence will come with repetition. Yes, people’s negative reactions are uncertain, but not dangerous. The less I people-please, the more I will welcome growth into my interpersonal relationships. The challenge of others is, in fact, a joyous opportunity. 1. What does the underlined word “vigilant” in the first paragraph mean? A. Mindful. B. Tired. C. Fond. D. Uncertain. 2. Why does the author mention her childhood? A. To share a pitiful story of her family. B. To justify her approval-seeking behavior. C. To emphasize the impact of family education. D. To explain the reason for her pleasing tendency. 3. What prevents the author from getting rid of people-pleasing? A. Her dislike of her authentic self. B. Her fear of facing uncertain reactions. C. Her ignorance of interpersonal skills. D. Her misunderstanding of displeased people. 4. What does the author suggest to deal with people-pleasing? A. Practice authenticity persistently. B. Be exposed to more people-pleasers. C. Ignore people’s negative reactions. D. Seek comfort from existing relationships. 【答案】1. A 2. D 3. B 4. A 【导语】这是一篇说明文。本文阐述讨好型人格可能关联心理问题，剖析其源于童年经历的成因，点明自身难以摆脱的顾虑，并提出主动尝试真实表达的解决方法。 1. 词句猜测题。根据划线词上文“However, people-pleasing can be a very real mental health problem, often associated with obsessive-compulsive disorder (OCD) (强迫症).(然而，讨好型人格可能是一个切实存在的心理健康问题，且往往与强迫症相关)”以及“To satisfy this obsession, we must be inauthentic and reduced versions of ourselves, overly(为了满足这种执念，我们必须伪装自己，变成不真实的、简化版的自己，变得过于……)”可知，讨好型人格的人伪装自己，变得不真实，过度关注他人的喜好。故划线词意思是“留心的、关注的”。故选A。 2. 推理判断题。根据第二段“Essentially, the main cause is avoidance of causing distress in others. Few things make me shake more than a conflict. I see this behavior as a response to my childhood, which was filled with intense fear. My single parent had weekly moments of being angry and abusive. I learned early on that my safety depended on my mother’s view of me. So I began to predict what my mother wanted me to do and say.(从根本上说，主要原因在于避免给他人带来痛苦。没有什么比冲突更能让我感到不安了。在我看来，这种行为是对我童年经历的一种反应，因为我的童年充满了极度的恐惧。我的单亲母亲每周都会有发怒和施暴的时候。我很早就明白，我的安全取决于母亲对我的看法。所以我就开始预测母亲希望我做什么、说什么)”可知，作者提及她的童年经历是为了解释她这种讨好性格的成因。故选D。 3. 细节理解题。根据第四段“People-pleasing is clearly holding me back; but what’s the reason for my unwillingness to let go? I am starting to realize that I am shying away from the unpredictability of how others will react.(讨好型人格显然在阻碍着我；但我不愿意放手的原因究竟是什么呢？我开始意识到自己在逃避面对他人反应的不确定性)”可知，导致作者无法摆脱讨好他人这一行为的原因是她害怕面对可能出现的不确定反应。故选B。 4. 推理判断题。根据最后一段“So the key seems to be exposure. The more interactions I experience where I am not pleasing others, the more comfort I gain with this dynamic. As I practice saying “no,” my voice will naturally deepen. Confidence will come with repetition. Yes, people’s negative reactions are uncertain, but not dangerous.(所以关键似乎在于多进行一些不讨好他人的交流经历。我经历的这类不愉快的互动越多，就越能适应这种局面。随着我学会说“不”，我的声音也会自然而然地变得低沉。通过不断练习，自信也会随之而来。没错，人们负面的反应难以预料，但并不危险)”可知，作者建议讨好型人格的人坚持做真实的自己。故选A。 (建议用时：30分钟) 【抢分练1】（23-24高三上·浙江·杭州） It was the winter when I taught in a small country school on the west coast of Vancouver Island. I had three grades of little people in my class, all beaming with the desire to learn all they could. One little boy named David from my grade one class wanted to learn more than all the others. His round swollen face would smile up at me, reminding me over and over of his disease—leukemia. More often than not, he would be missing from our classroom for rounds of treatments. All of us were so pleased, then, to have that happy little boy with us for Christmas. We decorated our classroom, practised for the concert, and prepared Christmas stories to share. Two days before school let out for the three-week Christmas holiday, I read a story to the class. It was the story of “The Littlest Angel”. This little angel had an awful time in heaven. He could not adjust to the routine. He was always in trouble, bumping into other angels, tripping over clouds or dropping his halo. Nothing seemed to make his time easier until one celestial day an archangel suggested that the little angel take some items with him. Just a few things to remind him of his good old days, which might be of some help. As I read the story, a complete silence fell over the class as each child became more involved in the plight of the angel. Everyone was sympathetic for his misfortune, including David. The following day during our regular show-and-tell time, holding a small wooden box, David began his sharing, “This is my first tooth,” he explained. “This is a ribbon from my sister’s hair, and this is my puppy’s collar. My dad gave me this old key. My mom says this big coin is for good luck.” Even before he told us the purpose of the box, we all seemed to know. Shiny tears went dot-to-dot down the faces of the other children. The rest of the day witnessed all of us carefully preparing items to fill David’s wooden box. When the holidays came to a close, we all returned to our class—all except David. He had got a good chance and left for a big city to get better treatment, clutching the wooden box that held his hope and memories, and ours. 1. What can we learn about David from the first paragraph? A. His attractive smile impressed his teacher a lot. B. Though seriously ill, he was passionate to learn. C. His disease prevented him from going to school. D. Though looking normal,he suffered from a fatal disease. 2. What does the underlined part “the plight” refer to? A. The past time. B. The promising future. C. The awful situation. D. The daily routine. 3. Why did David prepare a wooden box? A. To share his items. B. To help the little angel. C. To treat his disease. D. To hold the good memories. 4. Which of the following best describes David? A. Intelligent and diligent. B. Sociable and adventurous. C. Strong-willed and ambitious. D. Optimistic and courageous. 【答案】1. B 2. C 3. D 4. D 【导语】本文是一篇记叙文。主要讲述的是作者班上的“小天使”的故事。 1. 细节理解题。根据第一段中的“One little boy named David from my grade one class wanted to learn more than all the others. His round swollen face would smile up at me, reminding me over and over of his disease — leukemia. (我一年级班上一个叫大卫的小男孩比其他所有的人都想学得更多。他那肿胀的圆脸会朝我微笑，一遍又一遍地提醒我他的病——白血病。)”可知，David比所有的人都想学的更多，但是他患上白血病，由此可知，David虽然病得很重，但他对学习充满热情。故选B项。 2. 词义猜测题。根据第三段中的“This little angel had an awful time in heaven. He could not adjust to the routine. He was always in trouble, bumping into other angels, tripping over clouds or dropping his halo.(这个小天使在天堂过得很糟糕。他不能适应这种例行公事。他总是遇到麻烦，撞到其他天使，被云绊倒，或者掉下他的光环。)”可知，小天使在天堂上遇到很多的麻烦，境遇很糟糕，结合划线单词前的“As I read the story, a complete silence fell over the class as each child became more involved in…(当我读到这个故事的时候，全班鸦雀无声，每个孩子都更加关注着……。)”可知，作者读完小天使的故事，孩子们都关注着的应是小天使的“困境”，由此可知，划线单词的意思应与“困境”意义相近。故选C项。 3. 推理判断题。根据第三段中的“Nothing seemed to make his time easier until one celestial day an archangel suggested that the little angel take some items with him. Just a few things to remind him of his good old days, which might be of some help.(似乎没有什么能让他的日子好过些，直到有一天，一位大天使建议小天使带走一些东西。只是一些能让他想起过去美好时光的东西，也许会有所帮助。)”可知，作者讲述的小天使的故事中，大天使建议小天使带走一些让他想起过去美好时光的东西，结合倒数第二段中的“The following day during our regular show-and-tell time, holding a small wooden box, David began his sharing, “This is my first tooth,” he explained. “This is a ribbon from my sister’s hair, and this is my puppy’s collar. My dad gave me this old key. My mom says this big coin is for good luck.”(第二天，在我们的常规展示时间，大卫拿着一个小木盒开始分享，“这是我的第一颗牙齿，”他解释道。“这是我妹妹头发上的丝带，这是我小狗的项圈。我爸爸给了我一把旧钥匙。我妈妈说这个大硬币代表好运。”)”可知，David带来的盒子里都是一些让他能想起的过去美好时光的东西，由此可知，David准备一个木盒子是为了留住美好的回忆。故选D项。 4. 推理判断题。根据首段中的“His round swollen face would smile up at me, reminding me over and over of his disease—leukemia.(他那肿胀的圆脸会朝我微笑，一遍又一遍地提醒我他的病——白血病。)”可知，David患上白血病仍然对着作者微笑，说明David是一个乐观的孩子，结合倒数第二段中的“The following day during our regular show-and-tell time, holding a small wooden box, David began his sharing, “This is my first tooth,” he explained. “This is a ribbon from my sister’s hair, and this is my puppy’s collar. My dad gave me this old key. My mom says this big coin is for good luck. 第二天，在我们的常规展示时间，大卫拿着一个小木盒开始分享，“这是我的第一颗牙齿，”他解释道。“这是我妹妹头发上的丝带，这是我小狗的项圈。我爸爸给了我一把旧钥匙。我妈妈说这个大硬币代表好运。”)”可知，作者讲述完“小天使”的故事后，第二天David准备了一个小木盒与大家分享他的美好回忆，由此可知，在David知道自己患有重病，也许会离开大家，他仍能够勇敢面对，综上信息可知，David是一个乐观而又有勇气的孩子。故选D项。 【抢分练2】（25-26高三上·广东·月考） The sun hangs heavy over central Iraq in the late afternoon, painting the ruins of Babylon in heat and light. Dust rises from the ground in soft clouds, creating a scene that seems older than time itself. In this moment the city feels both empty and timeless, its silence broken only by the visitors who have come to stand in the footprints of kings. Once, Babylon was the jewel of Mesopotamia, the city that gave its name to entire eras — the Old, Middle, and New Babylonian periods. It was here where grand temples and palaces were built, and where poets and historians imagined one of the Seven Wonders of the Ancient World: the Hanging Gardens. Ancient Greek and Roman writers described them as a green paradise (天堂), watered by artful pumps that lifted water from the Euphrates River. According to tales, Nebuchadnezzar, then King of Babylon, had them built for his queen who longed for the forested mountains of her homeland. For some Iraqi archaeologists (考古学家), the gardens are more than fairy tales. Some believe the gardens were located near the city of Hillah, about a two-hour drive south of the capital Baghdad, while others point to Nineveh, hundreds of miles to the north. For travelers, however, the debate hardly matters. Standing among the ruins, it takes a good imagination to think of the gardens that left no marks to follow. In recent times, conservation work has been carried out to restore parts of Babylon. With the many challenges the site faces, it is often individuals rather than institutions that keep Babylon’s stories alive. We met a 22-year-old tour guide Hashem, who was enthusiastic about introducing Iraqi history to foreigners. He graduated from the University of Babylon with a degree in biomedical engineering, and after that he turned to tourism, where his knowledge and command of English came in handy. Beyond its broken walls, Babylon continues to cast its spell. Visitors come and express admiration, wondering how the Hanging Gardens once rose from the desert plain. The ruins may be gone some day, but the tales will live on. 1. Why does the writer describe the ruins of Babylon in paragraph 1? A. To explain the reasons for its destruction. B. To highlight its heavy boring atmosphere. C. To create a contrast with its splendid past. D. To express admiration for its great history. 2. What do archaeologists disagree about regarding the Hanging Gardens? A. Its location. B. Its origin. C. Its designer. D. Its influence. 3. What does the author want to show by telling Hashem’s story? A. The restoration work provides job opportunities. B. Ordinary people contribute to preserving history. C. Tourism is successful in areas with a rich culture. D. The country is in need of energetic young people. 4. What does the underlined phrase “cast its spell” in the last paragraph probably mean? A. Remain in ruins. B. Disappear over time. C. Hold great charm. D. Make people puzzled. 【答案】1. C 2. A 3. B 4. C 【导语】本文是一篇夹叙夹议文。文章描述了巴比伦古城如今的废墟景象，回顾了其辉煌历史(特别是空中花园)，探讨了考古学家的争议，并通过一位年轻导游的故事，展现了个体在传承历史记忆中的重要作用，最后点明这座古城虽已倾颓，但魅力与传说永存。 1. 推理判断题。根据第一段“The sun hangs heavy over central Iraq in the late afternoon, painting the ruins of Babylon in heat and light. Dust rises from the ground in soft clouds, creating a scene that seems older than time itself. In this moment the city feels both empty and timeless (夕阳沉沉地挂在伊拉克中部上空，用炎热和光线描绘着巴比伦的废墟。尘土从地面以柔软的云团状升起，营造出一个似乎比时间本身更古老的场景。此刻这座城市感觉既空旷又永恒)”可知，作者详细描绘了巴比伦如今荒凉、空旷、古老的废墟景象。紧接着在第二段开头写道：“Once, Babylon was the jewel of Mesopotamia, the city that gave its name to entire eras — the Old, Middle, and New Babylonian periods. (曾经，巴比伦是美索不达米亚的瑰宝，这座城市的名字定义了整个时代——古巴比伦、中巴比伦和新巴比伦时期。)”描述了它过去的辉煌。因此，作者在第一段的描写旨在与它辉煌的过去形成鲜明对比。故选C项。 2. 细节理解题。根据第三段“For some Iraqi archaeologists (考古学家), the gardens are more than fairy tales. Some believe the gardens were located near the city of Hillah, about a two-hour drive south of the capital Baghdad, while others point to Nineveh, hundreds of miles to the north. (对于一些伊拉克考古学家来说，这些花园不仅仅是童话。一些人认为花园位于首都巴格达以南约两小时车程的希拉市附近，而另一些人则指向北边数百英里外的尼尼微。)”可知，考古学家对于空中花园的具体地理位置持有不同看法，存在争议。故选A项。 3. 推理判断题。根据第四段中“With the many challenges the site faces, it is often individuals rather than institutions that keep Babylon’s stories alive. (面对遗址面临的诸多挑战，通常是个人而非机构让巴比伦的故事保持鲜活。)”以及随后作者引用的完整例子：“We met a 22-year-old tour guide Hashem, who was enthusiastic about introducing Iraqi history to foreigners. He graduated from the University of Babylon with a degree in biomedical engineering, and after that he turned to tourism, where his knowledge and command of English came in handy. (我们遇到了一位22岁的导游哈什姆，他热衷于向外国人介绍伊拉克历史。他毕业于巴比伦大学，拥有生物医学工程学位，之后他转向旅游业，他的知识和英语能力在这里派上了用场。)”可知，作者讲述哈什姆的个人故事，是为了具体说明前文观点，即普通个体在保存和传承历史记忆方面发挥着关键作用。故选B项。 4. 词句猜测题。根据划线短语所在句子“Beyond its broken walls, Babylon continues to cast its spell. Visitors come and express admiration, wondering how the Hanging Gardens once rose from the desert plain. (越过它破碎的城墙，巴比伦继续cast its spell。游客们纷至沓来，表达钦佩之情，惊叹空中花园是如何曾经从沙漠平原上拔地而起的。)”可知，“cast its spell”的直接结果是“游客们纷至沓来并表达钦佩”，因此该短语在语境中应表示巴比伦遗址依然具有强大的吸引力、迷惑力或魅力。故选C项。 【抢分练3】(2025年高考英语北京卷 C) Not too long ago, on a cold winter night, there was a teenager who wanted more screen time and a parent who said no. The teenager was advocating for her right to scroll (翻屏) for an extra 30 minutes. The parent argued that none of her friends’ parents let them have screens after 9 o’clock. “I thought, in this family, we don’t compare ourselves with other people, Dad?” the teenager replied. The parent — who was me, by the way — just got served. Since they were young, I have told my kids not to compare themselves with other people. I have argued countless times that comparisons are the “thief of joy”. Although my daughter didn’t win, she did help expose one of the worst pieces of advice I have ever given. In my defence, I did what we’ve all done before, which is to repeat received wisdom without exploring the nuances. But now is the time to set the record straight, which starts with questioning the idea that all social comparison is unhealthy. Social comparisons do, of course, often get us into emotional trouble. But they can be harnessed (利用) for our betterment if we understand how they work. The social comparisons we make — ones that lead us to feel good or bad about ourselves — are vital to our ability to thrive (成长). Science provides a guide we can use to harness the way we perform these comparisons to reduce their negative emotional impacts. Comparing yourself with someone who is outperforming you could result in feelings of envy if you focus on the things they have and you don’t, or it can be energizing and inspiring if you use these comparisons as a source of motivation, for example, “If they can achieve that, so can I.” Comparing yourself with someone who is doing worse than you could result in fear and worry if you think about how you could fall into similar circumstances, or it can draw out feelings of gratitude and appreciation if you use that comparison to broaden your views — for example, “Wow, things could be much worse; I’m doing great.” What I wish I taught my daughter earlier are these nuances. How we feel about ourselves rests not just on whom we compare ourselves with but also on how we think about that comparison. That’s something we all have control over. 28. How did the author feel about his daughter’s argument? A. Excited. B. Inspired. C. Energized. D. Relieved. 29. What does the word “nuances” underlined in Paragraph 2 most probably mean? A. Major achievements. B. Complex feelings. C. Significant impacts. D. Fine differences. 30. Which would be the best title for the passage? A. Comparing Ourselves with Others Can Become a Healthy Habit B. Comparing Ourselves with Others Can Strengthen Family Ties C. Social Comparisons Can Get Us into Emotional Trouble D. Social Comparisons Can Be Controlled by Science 【答案】28. B 29. D 30. A 【导语】本文是一篇夹叙夹议文。作者通过讲述自己和女儿关于能否延长看屏幕时间的争论，引出对社会比较这一观念的思考，指出并非所有社会比较都不健康，若理解其原理，可加以利用促进自我提升。 28. 推理判断题。根据第二段“Although my daughter didn’t win, she did help expose one of the worst pieces of advice I have ever given. (虽然我女儿没有赢，但她确实帮助揭露了我曾经给出的最糟糕的建议之一。)”以及后文作者对社会比较的重新思考可知，作者从女儿的争论中得到了启发。故选B。 29. 词句猜测题。根据第二段“ In my defence, I did what we’ve all done before, which is repeat received wisdom without exploring the nuances. But now is the time to set the record straight, which starts with questioning the idea that all social comparison is unhealthy. (为自己辩护一下，我做了我们所有人都做过的事，就是重复那些大家都认可的观点，却没有探究其中的____。但现在是时候纠正这个观点了，首先要质疑所有社会比较都是不健康的这一想法。)”可知，作者之前只是重复普遍观点，没有深入探究不同情况，现在要重新审视，所以“nuances”意思可能是 “细微差别”。故选D。 30. 主旨大意题。根据第三段“Social comparisons do, of course, often get us into emotional trouble. But they can be harnessed (利用) for our betterment if we understand how they work. (当然，社会比较常常会给我们带来情感困扰。但如果我们了解其运作原理，就可以利用它们来提升自我。)”，以及第四段“Comparing yourself with someone who is outperforming you could result in feelings of envy if you focus on the things they have and you don’t, or it can be energizing and inspiring if you use these comparisons as a source of motivation (如果你关注那些比你表现出色的人所拥有而你没有的东西，与他们比较可能会导致嫉妒之情；但如果你将这些比较作为动力来源，它也可以让你充满活力并受到鼓舞)”等内容，表明了社会比较并非全然有害，若运用得当可成为健康习惯，助力个人发展。所以选项 A“与他人比较可以成为一种健康的习惯”为最佳标题，故选A。 【抢分练4】(2024高考英语北京卷 C) The notion that we live in someone else’s video game is irresistible to many. Searching the term “simulation hypothesis” (模拟假说) returns numerous results that debate whether the universe is a computer simulation — a concept that some scientists actually take seriously. Unfortunately, this is not a scientific question. We will probably never know whether it’s true. We can, instead, use this idea to advance scientific knowledge. The 18th-century philosopher Kant argued that the universe ultimately consists of things-in-themselves that are unknowable. While he held the notion that objective reality exists, he said our mind plays a necessary role in structuring and shaping our perceptions. Modern sciences have revealed that our perceptual experience of the world is the result of many stages of processing by sensory systems and cognitive (认知的) functions in the brain. No one knows exactly what happens within this black box. If empirical (实证的) experience fails to reveal reality, reasoning won’t reveal reality either since it relies on concepts and words that are contingent on our social, cultural and psychological histories. Again, a black box. So, if we accept that the universe is unknowable, we also accept we will never know if we live in a computer simulation. And then, we can shift our inquiry from “Is the universe a computer simulation? ” to “Can we model the universe as a computer simulation? ” Modelling reality is what we do. To facilitate our comprehension of the world, we build models based on conceptual metaphors (隐喻) that are familiar to us. In Newton’s era, we imagined the universe as a clock. In Einstein’s, we uncovered the standard model of particle (粒子) physics. Now that we are in the information age, we have new concepts such as the computer, information processing, virtual reality, and simulation. Unsurprisingly, these new concepts inspire us to build new models of the universe. Models are not the reality, however. There is no point in arguing if the universe is a clock, a set of particles or an output of computation. All these models are tools to deal with the unknown and to make discoveries. And the more tools we have, the more effective and insightful we can become. It can be imagined that comparable to the process of building previous scientific models, developing the “computer simulation” metaphor-based model will also be a hugely rewarding exercise. 28. What does the author intend to do by challenging a hypothesis? A. Make an assumption. B. Illustrate an argument. C. Give a suggestion. D. Justify a comparison. 29. What does the phrase “contingent on” underlined in Paragraph 2 probably mean? A. Accepted by. B. Determined by. C. Awakened by. D. Discovered by. 30. As for Kant’s argument, the author is _________. A. appreciative B. doubtful C. unconcerned D. disapproving 31. It is implied in this passage that we should _________. A. compare the current models with the previous ones B. continue exploring the classical models in history C. stop arguing whether the universe is a simulation D. turn simulations of the universe into realities up. 【答案】28. C 29. B 30. A 31. C 【导语】本文是一篇议论文。文章主要讨论了哲学家对于宇宙的认知和信息时代下的作者对于宇宙争论的看法。 28. 推理判断题。根据第一段“Searching the term “simulation hypothesis” (模拟假说) returns numerous results that debate whether the universe is a computer simulation — a concept that some scientists actually take seriously. Unfortunately, this is not a scientific question. We will probably never know whether it’s true. We can, instead, use this idea to advance scientific knowledge.(搜索“模拟假说”这一术语会得到许多关于宇宙是否是计算机模拟的争论结果——一些科学家实际上认真对待这个概念。不幸的是，这不是一个科学问题。我们可能永远都不知道这是不是真的。相反，我们可以利用这个想法来推进科学知识)”可知，作者对于模拟假说提出质疑，是为了提出自己的建议，建议使用这一想法来推进科学知识。故选C项。 29. 词句猜测题。根据第二段“If empirical (实证的) experience fails to reveal reality, reasoning won’t reveal reality either since it relies on concepts and words that are contingent on our social, cultural and psychological histories. Again, a black box.(如果经验不能揭示现实，推理也不会揭示现实，因为它依赖于contingent on我们的社会、文化和心理历史的概念和词语)”可知，句中that引导限制性定语从句，指代先行词concepts and words，且结合常识，概念和词语取决于我们的社会、文化和心理历史，推测划线短语表示“取决于”，与determined by意义相近。故选B项。 30. 推理判断题。根据第二段“The 18th-century philosopher Kant argued that the universe ultimately consists of things-in-themselves that are unknowable. While he held the notion that objective reality exists, he said our mind plays a necessary role in structuring and shaping our perceptions. (18世纪的哲学家康德认为，宇宙最终由不可知的事物本身组成。虽然他认为客观现实是存在的，但他说，我们的大脑在构建和塑造我们的感知方面发挥着必要的作用)”以及第三段“So, if we accept that the universe is unknowable, we also accept we will never know if we live in a computer simulation.(因此，如果我们接受宇宙是不可知的，我们也接受我们永远不会知道我们是否生活在计算机模拟中)”可知，作者引用康德的观点，并在客观陈述后利用该观点来构建自己的论述，由此可知，作者对康德的论点持欣赏的态度。故选A项。 31. 推理判断题。根据第四段“There is no point in arguing if the universe is a clock, a set of particles or an output of computation. All these models are tools to deal with the unknown and to make discoveries. And the more tools we have, the more effective and insightful we can become. (争论宇宙是否是一个时钟、一组粒子还是计算输出的产物是没有意义的。所有这些模型都是处理未知事物和发现事物的工具。我们拥有的工具越多，我们就能变得越有效、越有洞察力)”以及第五段“It can be imagined that comparable to the process of building previous scientific models, developing the “computer simulation” metaphor-based model will also be a hugely rewarding exercise. (可以想象，与之前构建科学模型的过程相比，开发基于“计算机模拟”隐喻的模型也将是一项非常有益的工作)”可知，作者认为争论宇宙是否是虚拟的，这是没有意义的，我们应该停止争论宇宙是否为模拟，而应该着手于将其作为一个模型来探索和理解，这样会更有助于科学的进步。故选C项。 原创精品资源学科网独家享有版权，侵权必究！ 学科网(北京)股份有限公司 学科网（北京）股份有限公司 $ 重难点11 阅读理解之词义猜测题妙招 ( 内容导航 速度提升 技巧掌握 手感养成 重难考向聚焦 锁定目标 精准打击： 本专项核 心考查方向与高考高频难点是 阅读理解 之 词义猜测 题 ，梳理近3年高考该题型的重难考点分布 ( 如 2021- 202 5 年全国卷 I阅读理解 中 占比 7-13 % ) 重难技巧突破 授予利器 瓦解难点： 1. 上下文逻辑关系法 ( 最核心 ) 2. 语法与结构分析法 3. 语义关联与常识推理法 4. 构词法 ( 词根词缀 ) 辅助法 重难保分练 稳扎稳打 必拿分数 ： 聚焦 5 种类型可稳拿分数题目，确保重难点基础分值 重难抢分练 突破瓶颈 争夺高分： 聚焦 5 种类型中高难度题目，争夺关键分数 重难冲刺练 模拟实战 挑战顶尖： 挑战高考和模拟综合题型，养成稳定攻克难题的“题感”。 ) 【考点统计】 2021-2025高考阅读理解考点统计 卷别 细节理解题 猜测词义题 推理判断题 主旨大意题 2025全国高考I卷 7 1 6 1 2025全国高考II卷 8 1 4 2 2025高考浙江1月卷 5 1 7 2 2024新课标I卷 9 1 4 1 2024新课标II卷 9 1 4 1 2023新课标I卷 6 1 7 1 2023新课标II卷 6 1 7 1 2022新课标I卷 8 2 4 1 2022新课标II卷 8 2 4 1 2024全国甲卷 7 1 6 1 2023全国甲卷 8 1 5 1 2023全国乙卷 5 1 8 1 2022全国甲卷 8 1 3 3 2022全国乙卷 10 1 3 1 2021新高考I卷 8 1 4 2 2021新高考II卷 11 1 2 1 【命题趋势】 高考英语词义猜测题的命题趋势，正从对孤立词汇的浅层考查，转向对语篇综合理解能力的深度考察。以下从词汇、句子、语篇三个维度，为你剖析最新趋势与备考策略。 一、词汇方面：从“显性生词”到“隐性熟词” 传统考法：直接出现较长、较生僻的学术词汇或专业术语。 最新趋势：高频考查“熟词生义”：这是最大的难点和趋势。命题人偏爱选择中学大纲内的“熟词”，但考查其在具体语境中不常用、但地道的含义或引申义。 对策：在平时的阅读 (如外刊、小说)中，不再满足于单词的第一释义，要刻意关注并积累常见词汇的“第二、第三义项”。 侧重“一词多义”中的具体化：单词的抽象含义在语境中具体化。 对策：推断时，必须将词义代入语境，看其指代的具体对象或行为是什么。 考查“具象---抽象”转化：将具体事物的词汇用于抽象描述，反之亦然。 对策：理解这种修辞性用法，核心是抓住本体 (抽象事物)与喻体 (具体词汇)之间的相似性。 二、句子方面：从“单句理解”到“句间逻辑” 传统考法：线索基本包含在生词所在的一个长难句内部。 最新趋势：线索的跨句分布：定义、解释或对比关系，更多出现在前一句或后一句中，而非本句。单靠分析生词所在句子已无法解题。 对策：必须养成“瞻前顾后”的阅读习惯，以生词为原点，至少扫描前后各1-2句，进行整体理解。 依赖复杂句法结构暗示：线索隐藏在同位语从句、非限制性定语从句、插入语或破折号引出的补充说明中。这些结构本身就是天然的“定义提示器”。 对策：强化语法分析能力，能快速识别这些功能性结构，并理解其与主句的逻辑关系。 通过作者态度和语气暗示：生词的情感色彩 (褒义、贬义、中性)需通过整句的语气、副词或评价性语言来判断。 对策：阅读时要有“情感雷达”，关注表达作者或人物态度的词语。 三、语篇方面：从“局部线索”到“全局统合” 这是命题最深刻的转向：词义猜测不再是独立的语言点题，而是深度融入语篇理解的微型推理题。 最新趋势：依赖段落主旨或文章主题：生词的含义必须与段落的核心思想或全文探讨的主题保持一致。有时，猜词需要你先明白这一段在讲什么。 对策：养成段落概括意识。在猜测词义前，先快速明确该段的中心大意。 考查语篇衔接与连贯逻辑：生词可能是逻辑纽带词 (尤其是较生僻的衔接词)，其意义需通过语篇的起承转合来推断。 对策：系统复习并熟悉各类逻辑关系 (转折、因果、递进、举例等)的高级表达词汇。 融入文化背景或学科常识：生词可能涉及轻微的跨文化知识或科普常识，需要考生调动常识进行合理推断。 考点一：利用逻辑关系猜测词义。 【设题特点】 高考英语词义猜测题中，利用逻辑关系猜测词义是命题的核心与精髓。其设题特点鲜明，旨在系统性地考查学生的逻辑思维能力和语篇连贯理解能力，而不仅仅是词汇量。 以下是其具体的设题特点分析： 一、设题的总体特点 隐蔽性：逻辑关系词 (如 but, because, for example)可能不明显，或使用较高级的同义表达 (如conversely, consequently, a case in point is...)，需要考生主动识别。 依赖性：词义的得出完全依赖于对上下文逻辑的正确解读。脱离语境，单词本身可能有多重含义，但逻辑线索将其锁定为唯一正解。 干扰项的针对性：干扰项 (错误选项)通常设置为：该词的常见字面意思 (但不符合此处逻辑)。符合句子局部语法，但违背语篇整体逻辑的意思。与正确词义构成反义或无关的选项。 二、具体逻辑关系类型的设题特点 1. 同义解释关系的设题标志：在生词前后，出现定义、重述、同位语等。 特点：线索最直接，答案几乎“明示”。考查重点在于考生能否识别定义性信号词 (如 that is to say, namely, in other words, 破折号、括号等)，并理解其解释部分。 2. 对比/反义关系的设题标志：语境中出现与生词语义相反或形成对比的词语、短语或句子。 特点：高频考点(因为利用反义对比是强有力的推理手段)；正反两面：可能通过已知的“正面”信息推断生词的“反面”含义，也可能通过已知的“反面”信息推断生词的“正面”含义。 3. 因果/递进关系的设题标志：生词是原因或结果的一部分，通过因果链条可以推断。 特点：考查事物间的因果逻辑。如果结果好，原因通常是积极的；如果结果坏，原因通常是消极的。递进关系 (not only...but also, even, indeed)表明生词的程度更深、语义更强。 4. 举例/列举关系的设题标志：生词是一个总称或抽象概念，其后跟有具体例子。 特点：从具体到一般。例子是理解抽象生词的最佳钥匙。关键在于识别举例信号词：such as, for example, like, including。 5. 类比/比喻关系的设题标志：将生词的含义通过一个类似、熟悉的事物或情境进行比喻说明。 【思维导图】 【典例1】(2024新课标Ⅱ卷, D) ...... In the wrong hands, such a book could prove as complicated to process as the computer code (代码) that powers AI but, thankfully, Campbell has more than two decades’ professional experience translating the heady into the understandable. She writes from the practical angle of a business person rather than as an academic, making for a guide which is highly accessible and informative and which, by the close, will make you feel almost as smart as AI. 32. What does the phrase “In the wrong hands” in paragraph 2 probably mean? A. If read by someone poorly educated. B. If reviewed by someone ill-intentioned. C. If written by someone less competent. D. If translated by someone unacademic. 【答案】C 【解析】词句猜测题。根据文章第二段“such a book could prove as complicated to process as the computer code (代码) that powers AI but, thankfully, Campbell has more than two decades' professional experience translating the heady into the understandable. She writes from the practical angle of a business person rather than as an academic, making for a guide which is highly accessible and informative and which, by the close, will make you feel almost as smart as AI. (这样一本书可能会像驱动人工智能的计算机代码一样复杂，但值得庆幸的是，坎贝尔有20多年的专业经验，可以将令人兴奋的内容转化为可理解的内容。她从商业人士的实际角度而不是学者的角度出发，撰写了一本非常通俗易懂、内容丰富的指南，读完后会让你觉得自己几乎和人工智能一样聪明)”可知，坎贝尔撰写的这本书是通俗易懂的，如果别人写这本书的话可能就不是这样了，推测划线短语表示 “如果是由能力较差的人写的”。故选C项。 考点二：利用语法关系猜测词义。 【设题特点】 高考英语词义猜测题中，利用语法关系猜测词义是一种非常经典且高效的命题方式。其设题特点在于，通过句子固有的语法结构和成分之间的关系，为生词的意义提供“结构性”的线索。这类题目不主要依赖上下文逻辑，而是依赖于考生对句子成分功能和词性搭配的敏锐度。 一、设题的总体特点 结构性固定：线索直接蕴含在生词所在的句子结构中，如主系表结构、动宾结构、修饰关系等。 定位精准：生词的语法角色 (是主语、谓语、宾语，还是定语？)非常明确，解题时犹如完成一个“语法填空”。 答案唯一性强：由于语法搭配的约束 (如及物动词需接宾语，系动词后接表语说明主语性质)，能填入该语法位置且符合句意的词义范围相对固定，干扰项容易排除。 二、具体语法关系的设题特点与破题点 1. 主系表/主谓宾补结构：定义与说明关系 设题形式：生词常出现在表语或宾语补足语的位置，用于说明主语或宾语的性质、身份、状态。 2. 修饰关系 (定语与同位语) 设题形式：生词作为定语 (形容词、分词、定语从句)修饰一个已知名词，或作为同位语对前一个名词进行直接解释。 3. 动宾/介宾搭配关系 设题形式：生词是动词的宾语或介词的宾语，其意义必须与谓语动词或介词在语义上形成合理搭配。 4. 并列与对称结构 设题形式：利用 and, or, as well as 等并列连词，使生词与一个已知词汇形成并列关系。两者通常词性相同，语义相近 (同义并列)或相反 (选择并列)。 【思维导图】 【典例2】(2021全国甲卷, C) Southbank, at an eastern bend in the Thames, is the center of British skateboarding, where the continuous crashing of skateboards left your head ringing. I loved it. I soon made friends with the local skaters. We spoke our own language. And my favorite: Safe. Safe meant cool. It meant hello. It meant don’t worry about it. Once, when trying a certain trick on the beam (横杆), I fell onto the stones, damaging a nerve in my hand, and Toby came over, helping me up: Safe, man. Safe. A few minutes later, when I landed the trick, my friends beat their boards loud, shouting: “Safe! Safe! Safe!” And that’s what mattered — landing tricks, being a good skater. 29. What do the underlined words “Safe! Safe! Safe!” probably mean? A. Be careful! B. Well done! C. No way! D. Don’t worry! 【答案】B 【解析】词句猜测题。这是在作者成功完成动作 (landed the trick)之后，朋友们敲打滑板、大声喊叫的场景。显然这是庆祝、赞扬、表示肯定。A. Be careful! (小心)不符合成功庆祝的语境，因为这不是提醒注意危险，而是事后欢呼。B. Well done! (做得好)符合成功后的赞扬。C. No way! (不可能吧/没门)表达惊讶，可能用于难以置信，但此处是纯粹欢呼，并不是表达“难以置信”，而且上文中“Safe”也没有这种意思。D. Don’t worry! (别担心)—前文提到 Safe 可以表示“don’t worry”，但那是在作者摔倒时 Toby 安慰他时用的。这里已成功做完动作，不是在安慰，而是在欢呼。故B项正确。 考点三：利用构词法猜测词义。 【设题特点】 利用构词法猜词是一种基础但极具针对性的考查方式。其设题特点旨在检验学生是否具备通过词根、词缀等“零件”来分析和推导陌生单词含义的能力，而不仅仅是依赖死记硬背。 一、设题的总体特点 “可分析性”强：所考查的生词在结构上通常有明显的词根和词缀组合，不是简单的基础词汇或不可拆分的固有词汇。 “合成性”突出：常考合成词或通过添加前后缀明显改变词性/词义的派生词。 “常识性”验证：通过构词法推导出的意思，必须能够完美代入语境，符合逻辑和常识。构词法是起点，语境是最终检验标准。 二、具体构词法类型的设题特点与破题点 1. 前缀 (Prefix)——改变词义的方向、否定、程度等 设题形式：生词含有明显的前缀，其核心含义由“前缀含义 + 词根含义”构成。 常见前缀与破题点： 表否定或相反：un-, im-/in-/ir-/il-, dis-, mis-, non- 表共同、相互：co-, inter- 表前、先：pre-, fore- 表后：post- 2. 后缀 (Suffix)——决定词性，提示词汇的“身份” 设题形式：后缀提示该生词是名词、动词、形容词还是副词，这能极大缩小猜测范围，帮助判断其在句中的功能。 常见后缀与破题点： 名词后缀：-tion/-sion (行为、状态), -ment (行为、结果), -er/-or (人、物), -ness (性质、状态), -ity (性质), -ist (…家) 形容词后缀：-ful (充满…的), -less (无…的), -able/-ible (可…的), -ous (有…性质的), -ive (有…倾向的) 动词后缀：-ize/-ise (使…化), -en (使变得), -ify (使…化) 3. 词根 (Root)——承载核心含义 设题形式：生词含有一个考生可能学过的常见词根，即使前后缀陌生，也能猜出大概方向。 常见词根与破题点： vis/vid (看)：visible (可见的), video (视频) spect (看)：inspect (检查), spectator (观众) dict (说)：predict (预测), dictionary (词典) port (运，带)：transport (运输), portable (便携的) scrib/script (写)：describe (描述), manuscript (手稿) 4. 合成词 (Compound Words)——含义的直观组合 设题形式：生词由两个 (或以上)独立的常见单词直接组合而成，其含义往往是各部分含义的加和或引申。 破题点：拆开看，再合起来想。 【思维导图】 【典例3】(2022高考英语全国乙卷) That includes huge savings in maintenance costs and better protection of railway personnel safety. It is calculated that European railways alone spend approximately 20 billion euros a year on maintenance, including sending maintenance staff, often at night, to inspect and repair the rail infrastructure. That can be dangerous work that could be avoided with drones assisting the crews’ efforts. 29. What does “maintenance” underlined in paragraph 3 refer to? A. Personnel safety. B. Assistance from drones. C. Inspection and repair. D. Construction of infrastructure. 【答案】C　 【解析】词义猜测题。根据第三段中的第二句“… spend … on maintenance, including sending … staff … to inspect and repair the rail infrastructure.”来判断，这里 including 后面是对maintenance内容的举例说明，即“派遣维修人员在夜间检查和修理铁路基础设施”。“maintain”来自拉丁语，意为“保持、维持、维护”。“maintenance”是它的名词形式，字面意思就是 “保持、维护的行为或过程”。因此，maintenance 的核心活动就是 inspect and repair (检查和维修)。故选C项。 考点四：代词指代题——就近原则法。 【设题特点】 代词指代题常出现在人物或事物变换多、动作转换频繁的语境中,考生应根据语境判断人称代词、不定代词和指示代词的指代对象。有时也会考查定语从句中关系代词的指代内容。 【设问方式】 1.What does the underlined word “this / it / them / which...” refer to? 2.The underlined part “it / that / they / which...” in paragraph ... refers to “　　　”. 【思维导图】 【典例4】(2022新高考Ⅱ卷, C) “We need something on the books that can change people’s behavior,” said Félix W. Ortiz, who pushed for the state’s 2001 ban on hand-held devices by drivers. “If the Textalyzer bill becomes law,” he said, “people are going to be more afraid to put their hands on the cell phone.” 30. What does the underlined word “something” in the last paragraph refer to? A. Advice. B. Data. C. Tests. D. Laws. 【答案】D 【详解】词义猜测题。本题利用就近原则法解题。根据句中的“We need something on the books that can change people’s behavior. (我们需要一些能改变人们行为的东西。)”可知，something是能够改变人们的行为的事情。再根据下文的“If the Textalyzer bill becomes law, he said, ‘people are going to be more afraid to put their hands on the cell phone.’ (他说，如果Textalyzer法案成为法律，‘人们会更害怕拿起手机。’)”可知，人们的行为会改变的条件是当Textalyzer法案成为法律。由此可推知，只有受到法律的约束和惩罚，司机们才不会在开车的时候使用手机。故something指代的是法律。故选D。 考点五：句意猜测题——意义吻合法。 【设题特点】 句意猜测题，尤其是采用意义吻合法的题目，旨在考查学生通过上下文语境推断生词、短语或句子含义的能力，而非简单依赖词典定义。这类题目的设题特点非常鲜明，掌握其规律能有效提高解题准确率。 一、核心特点：意义匹配，而非字面对应 题干标志：常以以下形式提问： “The underlined word / phrase ‘...’ probably means ______.” “What does the word ‘...’ in Paragraph X refer to?” “The sentence ‘...’ in the text implies that ______.” 本质：正确答案是在特定上下文中最合理、最贴合文意的解释，往往不是该词最常见的字面意思。它要求选出与上下文逻辑、情感色彩和主题思想最吻合的选项。 二、常见的四大上下文线索与设题方式 定义或解释线索： 设题方式：文中生词前后常有定义性表达，如同位语、定语从句、破折号、括号、that is, in other words, refer to等。 例题特点：正确选项直接是对文中解释的同义转述。 举例线索： 设题方式：通过 for example, such as, like 等引出的具体例子来揭示抽象词或概括词的含义。 例题特点：正确选项能涵盖所举例子的共同特征。 对比或转折线索： 设题方式：利用 but, however, unlike, while, on the contrary 等信号词，引出与生词相反或对照的含义。 例题特点：知道其中一个，就能推断另一个。 因果或逻辑推理线索： 设题方式：根据上下文所述的原因、结果、目的、背景等信息进行逻辑推导。 例题特点：正确选项是推理的必然结果，最符合故事发展或作者论证逻辑。 三、 选项设置的典型规律 正确选项：是原文信息的同义替换或合理推断；与文章主题、作者态度及具体语境高度一致；可能是该词在词典中的一个义项，但一定是在本语境下最贴切的那个。 主要干扰项类型： 字面意义干扰：使用该词最常见、但不符合本文语境的字面意思。 无关信息干扰：选项本身释义正确，但来自于文章其他部分或常识，与划线词所在语境无关。 过度推断干扰：推导过度，超出了上下文支持的范围。 情感/色彩偏差：词义的情感色彩 (褒/贬/中性)或程度与原文不符。 【思维导图】 【典例5】(2024高考英语全国甲卷, B) Dogs are known for their impressive fetching habit, but cats take this behavior up a notch. Many cats will find random objects outside and bring them to their owners. This is a very old habit that’s been present in all kinds of predators (食肉动物). Cats bring gifts for their owners to show they love you. These adorable little hunters are just doing something that it’s been in their nature since the beginning of time. So just go along with it! 26. Which best explains the phrase “take this behavior up a notch” in paragraph 3? A. Perform appropriately. B. Move faster. C. Act strangely. D. Do better. 【答案】D 【解析】词句猜测题。根据第三段划线词前半句“Dogs are known for their impressive fetching habit, (狗以其令人印象深刻的抓取习惯而闻名)”和后句“Many cats will find random objects outside and bring them to their owners. (许多猫会在外面随意找到一些东西，并把它们带给主人。)”可知，狗以取回东西而闻名，但猫可以从外边找到东西带回来，因此在这一行为上更上一层楼。短语take ... up a notch是用来形容猫在带回东西这一行为上做得更好或更出色。故选D。 (建议用时：40分钟) 【类型一：高考真题猜测词义题片段训练】 【片段01】 (2024新课标I卷第28题) When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text. 28. What does the underlined phrase “shine through” in paragraph 2 mean? A. Seem unlikely to last. B. Seem hard to explain. C. Become ready to use. D. Become easy to notice. 【片段02】 (2023新课标I卷第29题) Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value. 29. What does the underlined word “declutter” in paragraph 3 mean? A. Clear-up. B. Add-on. C. Check-in. D. Take-over. 【片段03】 (2023新课标II卷第30题) In this “book of books,” artworks are selected and arranged in a way that emphasizes these connections between different eras and cultures. We see scenes of children learning to read at home or at school, with the book as a focus for relations between the generations. Adults are portrayed (描绘) alone in many settings and poses — absorbed in a volume, deep in thought or lost in a moment of leisure. These scenes may have been painted hundreds of years ago, but they record moments we can all relate to. 30. What do the underlined words “relate to” in paragraph 2 mean? A. Understand. B. Paint. C. Seize. D. Transform. 【片段04】 (2023全国甲卷第24题) Terri Bolton is a dab hand when it comes to DIY (do-it-yourself). Skilled at putting up shelves and piecing together furniture, she never pays someone else to do a job she can do herself. 24. Which is closest in meaning to “a dab hand” in paragraph 1? A. An artist. B. A winner. C. A specialist. D. A pioneer. 【片段05】 (2023全国乙卷第24题) In addition to the problem of miscomprehension from both sides, there are victories accidentally or deliberately twisted, especially when only the victors know how to write. Those who are on the losing side often have only their things to tell their stories. The Caribbean Taino, the Australian Aboriginals, the African people of Benin and the Incas, all of whom appear in this book, can speak to us now of their past achievements most powerfully through the objects they made: a history told through things gives them back a voice. When we consider contact (联系) between literate and non-literate societies such as these, all our first-hand accounts are necessarily twisted, only one half of a dialogue. If we are to find the other half of that conversation, we have to read not just the texts, but the objects. 34. What does the underlined word “conversation” in paragraph 3 refer to? A. Problem. B. History. C. Voice. D. Society. 【类型二：高考真题猜测词义题语篇训练】 (2025·浙江1月卷 C) A novel design approach to gardening has been gaining in popularity worldwide. Referred to as matrix planting, this approach aims for nature to do a lot more of the heavy lifting in the garden, and even some of the designing. Eschewing fertilizers (化肥) and power tools, it’s based on an elegantly simple principle: to garden more like nature does. The concept was born when German city planners sought to plant large areas of parkland after World War II in a reproducible way that would need minimal maintenance. Planners created planting mixes that could be used modularly (模块化). In a matrix garden, plants with similar cultural needs are grouped so that they will grow together above and below ground, forming a cooperative ecosystem that conserves water and discourages weeds. Dutch plantsman and designer Piet Oudolf’s gardens popularized this style, adding artistic flavors to the planting mixes while playing with color and form, including four-season interest and serving the needs of wildlife. Beautiful year-round, they invite you to enjoy the smallest detail, from the sound of grasses in the gentle wind to the sculpture of odd-looking seed heads. It takes a lot of thought to look this natural. While matrix gardens appear wild, they are carefully planned, with cultural needs the first consideration. Led by the concept of “right plant, right place,” they match plants that enjoy the same soil, sun and weather conditions, and arrange them according to their patterns of growth. The benefits are substantial for both gardener and planet. With human inputs dramatically reduced, the garden’s ecology can develop well. Established matrix gardens should not need the life support we give most gardens: fertilizer, dividing, regular watering. Compared to traditional garden plots, they increase carbon absorption, reduce storm water runoff and boost habitat and biodiversity significantly. 28. What does the underlined word “Eschewing” in the first paragraph mean? A. Running out of. B. Keeping away from. C. Putting up with. D. Taking advantage of. 29. Why was the idea of matrix planting introduced? A. To control weeds in large gardens. B. To bring in foreign species of plants. C. To conserve soil and water resources. D. To develop low-maintenance parkland. 30. Which of the following best describes Piet Oudolf’s gardens? A. Traditional. B. Odd-looking. C. Tasteful. D. Well-protected. 31. Which of the following can be a suitable title for the text? A. The future of gardening is WILD B. Nature treats all lives as EQUALS C. Matrix gardens need more CARE D. Old garden plots work WONDERS (2026年1月·浙江首考英语卷 C) Human beings have always loved reviews: word of mouth has long been regarded as one of the most valuable marketing tools available to a company. Consumers enjoy reading and giving reviews. However, the problem is that a lot of the reviews are fake (假的). Shabnam Azimi and Alexander Krasnikov of Loyola University of Chicago and Kwong Chan of Northeastern University recently published a study on fake reviews. The study used a data set of 1,600 reviews of Chicago hotels. Some of them were real; others were fake. The reviews were presented to 400 subjects. Each subject got eight reviews to read: a balanced set of two positive fake, two positive real, two negative fake and two negative real, presented in a random order. The reviews were written by real people who were given information about the hotel. The results show that consumers generally trust negative reviews more than positive ones. Moreover, we humans tend to assume that positive reviews might be fake. “Overall, negative reviews are less common. So, we pay more attention to them. When a negative review is fake, we get tricked,” Azimi says. When it came to faking a review, length was important to believability, as was detail. Along, negative review of a hotel, complete with lots of information, tended to convince participants. A lengthy, positive review, on the other hand, was regarded as suspicious, and participants tended to trust writers that kept their glowing reviews short. Emotion was also important in convincing readers— or the lack of emotion, at least. Azimi says study participants tended not to trust reviews where the writers expressed their feelings in a big way. The more dispassionate that negative write-up, the more likely it was to take the reader in. The fake reviews written for Azimi’s study were put together by humans, but increasingly, fake reviews are being written by AI, which makes them look more real. Though many companies use algorithms (算法) to weed out fake reviews, Azimi points out that the machines are programmed by humans, and given our limited ability to spot fake reviews, this isn’t a good sign. 28. Which aspect of the study does paragraph 2 mainly talk about? A. Its design. B. Its findings. C. Its purposes. D. Its significance. 29. What does the underlined word “glowing” in paragraph 4 mean? A. Funny. B. Abusive. C. Insightful. D. Praising. 30. What kind of review would readers most likely trust? A. A long, positive one. B. An unemotional, negative one. C. A short, negative one. D. An enthusiastic, positive one. 31. What can be inferred from the last paragraph? A. Many companies are producing fake reviews. B. Writing fake reviews will be declared illegal. C. Machines can detect fake reviews accurately. D. It will be harder to recognize fake reviews. 【类型三：推理判断题名校好题调研】 【调研1】（25-26高三上·湖南）Linguistics holds a basic premise (前提) at its heart; all languages are equal. Each of the world’s roughly 7,000 languages represents a unique way of seeing and understanding life, a natural experiment in human thought. Judgments of a language’s worth stem not from its structure, but from the power and status of its speakers. Yet this profound diversity is collapsing. Currently, about half of all languages have 10,000 or fewer speakers. The median number of speakers per language on every continent is below 1,000. These figures signal acute endangerment. Languages are not a dying natural death; they are being forced out of existence. A few dozen killer languages,” like English and Spanish, expand through political, economic, and cultural conquest, while centuries of imperialism, capitalism, and nation-building squeeze out the rest. The erosion happens everywhere; in settler societies like the US and Canada, half of the indigenous (原住民的) languages are already silent; in homes globally, families abandon mother tongues for dominant languages, losing not just words but gestures and cultural knowledge. Why does this loss matter? Each language holds unique insights into human communication — like the expressive clicks of Khoisan languages or the object-subject-verb order of Warao. More crucially, languages. carry poetry, oral histories, environmental wisdom, and lifeways. Research confirms that mother-tongue education and language maintenance are vital for mental and physical well-being, especially for marginalized (被边缘化的) communities. The organized effort to preserve languages is recent. Inspired by biodiversity and indigenous rights movements, linguists and activists now race to document languages, creating dictionaries and recording oral histories. However, linguists cannot “save” languages alone; that power lies with the communities themselves. Revitalization is a challenging act of hope, often feeling like a “wonderful madness” — an attempt to revive a worldview nearly lost. The fight for linguistic diversity is ultimately a fight alongside its speakers, requiring real support from the majority world that seldom notices this silent crisis. 1. What is the function of the first paragraph? A. To list global language statistics. B. To present a current language crisis. C. To argue against language superiority. D. To compare various language structures. 2. What does the term “killer languages” refer to in the text? A. Those no longer spoken by any community. B. Those passing on through words and gestures. C. Those thriving at the expense of other languages. D. Those simplifying complex sound and grammar rules. 3. Why does language loss matter according to paragraph 3? A. It degrades poetry and oral histories. B. It threatens global environmental safety. C. It damages well-being of all communities. D. It hurts the continuity of some knowledge 4. What is essential for language revival according to the last paragraph? A. Adequate external funding B. Sustained community endeavor. C. Unshakable individual optimism. D. Diverse technological advancement. 【调研2】（25-26高三上·湖北荆州）People casually describe themselves as people-pleasers as they might describe their hair color or music preference. However, people-pleasing can be a very real mental health problem, often associated with obsessive-compulsive disorder (OCD) (强迫症). Approval-seeking behavior is self-injuring by nature. To satisfy this obsession, we must be inauthentic and reduced versions of ourselves, overly vigilant of the preferences of others. Essentially, the main cause is avoidance of causing distress in others. Few things make me shake more than a conflict. I see this behavior as a response to my childhood, which was filled with intense fear. My single parent had weekly moments of being angry and abusive. I learned early on that my safety depended on my mother’s view of me. So I began to predict what my mother wanted me to do and say. By the time I was in middle school, over-apologizing and shifting my personality to please others became firmly established in my social behavior. For most adult people-pleasers, including me, it feels natural to cling on to (依赖) the comfort of agreeability. Even with my own children, I give up my own authority. I recently noticed that my voice takes on an awkward tone whenever I say “no”. I challenge and displease my clients, but only because it is demanded for effective progress. People-pleasing is clearly holding me back; but what’s the reason for my unwillingness to let go? I am starting to realize that I am shying away from the unpredictability of how others will react. When I am universally likeable, I rarely have to go outside my comfort zone in interpersonal relationships. Authentic interactivity with others requires taking a risk. Displeased people are stressful. So the key seems to be exposure. The more interactions I experience where I am not pleasing others, the more comfort I gain with this dynamic. As I practice saying “no,” my voice will naturally deepen. Confidence will come with repetition. Yes, people’s negative reactions are uncertain, but not dangerous. The less I people-please, the more I will welcome growth into my interpersonal relationships. The challenge of others is, in fact, a joyous opportunity. 1. What does the underlined word “vigilant” in the first paragraph mean? A. Mindful. B. Tired. C. Fond. D. Uncertain. 2. Why does the author mention her childhood? A. To share a pitiful story of her family. B. To justify her approval-seeking behavior. C. To emphasize the impact of family education. D. To explain the reason for her pleasing tendency. 3. What prevents the author from getting rid of people-pleasing? A. Her dislike of her authentic self. B. Her fear of facing uncertain reactions. C. Her ignorance of interpersonal skills. D. Her misunderstanding of displeased people. 4. What does the author suggest to deal with people-pleasing? A. Practice authenticity persistently. B. Be exposed to more people-pleasers. C. Ignore people’s negative reactions. D. Seek comfort from existing relationships. (建议用时：30分钟) 【抢分练1】（25-26高三上·浙江·杭州） It was the winter when I taught in a small country school on the west coast of Vancouver Island. I had three grades of little people in my class, all beaming with the desire to learn all they could. One little boy named David from my grade one class wanted to learn more than all the others. His round swollen face would smile up at me, reminding me over and over of his disease—leukemia. More often than not, he would be missing from our classroom for rounds of treatments. All of us were so pleased, then, to have that happy little boy with us for Christmas. We decorated our classroom, practised for the concert, and prepared Christmas stories to share. Two days before school let out for the three-week Christmas holiday, I read a story to the class. It was the story of “The Littlest Angel”. This little angel had an awful time in heaven. He could not adjust to the routine. He was always in trouble, bumping into other angels, tripping over clouds or dropping his halo. Nothing seemed to make his time easier until one celestial day an archangel suggested that the little angel take some items with him. Just a few things to remind him of his good old days, which might be of some help. As I read the story, a complete silence fell over the class as each child became more involved in the plight of the angel. Everyone was sympathetic for his misfortune, including David. The following day during our regular show-and-tell time, holding a small wooden box, David began his sharing, “This is my first tooth,” he explained. “This is a ribbon from my sister’s hair, and this is my puppy’s collar. My dad gave me this old key. My mom says this big coin is for good luck.” Even before he told us the purpose of the box, we all seemed to know. Shiny tears went dot-to-dot down the faces of the other children. The rest of the day witnessed all of us carefully preparing items to fill David’s wooden box. When the holidays came to a close, we all returned to our class—all except David. He had got a good chance and left for a big city to get better treatment, clutching the wooden box that held his hope and memories, and ours. 1. What can we learn about David from the first paragraph? A. His attractive smile impressed his teacher a lot. B. Though seriously ill, he was passionate to learn. C. His disease prevented him from going to school. D. Though looking normal,he suffered from a fatal disease. 2. What does the underlined part “the plight” refer to? A. The past time. B. The promising future. C. The awful situation. D. The daily routine. 3. Why did David prepare a wooden box? A. To share his items. B. To help the little angel. C. To treat his disease. D. To hold the good memories. 4. Which of the following best describes David? A. Intelligent and diligent. B. Sociable and adventurous. C. Strong-willed and ambitious. D. Optimistic and courageous. 【抢分练2】（25-26高三上·广东·月考） The sun hangs heavy over central Iraq in the late afternoon, painting the ruins of Babylon in heat and light. Dust rises from the ground in soft clouds, creating a scene that seems older than time itself. In this moment the city feels both empty and timeless, its silence broken only by the visitors who have come to stand in the footprints of kings. Once, Babylon was the jewel of Mesopotamia, the city that gave its name to entire eras — the Old, Middle, and New Babylonian periods. It was here where grand temples and palaces were built, and where poets and historians imagined one of the Seven Wonders of the Ancient World: the Hanging Gardens. Ancient Greek and Roman writers described them as a green paradise (天堂), watered by artful pumps that lifted water from the Euphrates River. According to tales, Nebuchadnezzar, then King of Babylon, had them built for his queen who longed for the forested mountains of her homeland. For some Iraqi archaeologists (考古学家), the gardens are more than fairy tales. Some believe the gardens were located near the city of Hillah, about a two-hour drive south of the capital Baghdad, while others point to Nineveh, hundreds of miles to the north. For travelers, however, the debate hardly matters. Standing among the ruins, it takes a good imagination to think of the gardens that left no marks to follow. In recent times, conservation work has been carried out to restore parts of Babylon. With the many challenges the site faces, it is often individuals rather than institutions that keep Babylon’s stories alive. We met a 22-year-old tour guide Hashem, who was enthusiastic about introducing Iraqi history to foreigners. He graduated from the University of Babylon with a degree in biomedical engineering, and after that he turned to tourism, where his knowledge and command of English came in handy. Beyond its broken walls, Babylon continues to cast its spell. Visitors come and express admiration, wondering how the Hanging Gardens once rose from the desert plain. The ruins may be gone some day, but the tales will live on. 1. Why does the writer describe the ruins of Babylon in paragraph 1? A. To explain the reasons for its destruction. B. To highlight its heavy boring atmosphere. C. To create a contrast with its splendid past. D. To express admiration for its great history. 2. What do archaeologists disagree about regarding the Hanging Gardens? A. Its location. B. Its origin. C. Its designer. D. Its influence. 3. What does the author want to show by telling Hashem’s story? A. The restoration work provides job opportunities. B. Ordinary people contribute to preserving history. C. Tourism is successful in areas with a rich culture. D. The country is in need of energetic young people. 4. What does the underlined phrase “cast its spell” in the last paragraph probably mean? A. Remain in ruins. B. Disappear over time. C. Hold great charm. D. Make people puzzled. 【抢分练3】(2025年高考英语北京卷 C) Not too long ago, on a cold winter night, there was a teenager who wanted more screen time and a parent who said no. The teenager was advocating for her right to scroll (翻屏) for an extra 30 minutes. The parent argued that none of her friends’ parents let them have screens after 9 o’clock. “I thought, in this family, we don’t compare ourselves with other people, Dad?” the teenager replied. The parent — who was me, by the way — just got served. Since they were young, I have told my kids not to compare themselves with other people. I have argued countless times that comparisons are the “thief of joy”. Although my daughter didn’t win, she did help expose one of the worst pieces of advice I have ever given. In my defence, I did what we’ve all done before, which is to repeat received wisdom without exploring the nuances. But now is the time to set the record straight, which starts with questioning the idea that all social comparison is unhealthy. Social comparisons do, of course, often get us into emotional trouble. But they can be harnessed (利用) for our betterment if we understand how they work. The social comparisons we make — ones that lead us to feel good or bad about ourselves — are vital to our ability to thrive (成长). Science provides a guide we can use to harness the way we perform these comparisons to reduce their negative emotional impacts. Comparing yourself with someone who is outperforming you could result in feelings of envy if you focus on the things they have and you don’t, or it can be energizing and inspiring if you use these comparisons as a source of motivation, for example, “If they can achieve that, so can I.” Comparing yourself with someone who is doing worse than you could result in fear and worry if you think about how you could fall into similar circumstances, or it can draw out feelings of gratitude and appreciation if you use that comparison to broaden your views — for example, “Wow, things could be much worse; I’m doing great.” What I wish I taught my daughter earlier are these nuances. How we feel about ourselves rests not just on whom we compare ourselves with but also on how we think about that comparison. That’s something we all have control over. 28. How did the author feel about his daughter’s argument? A. Excited. B. Inspired. C. Energized. D. Relieved. 29. What does the word “nuances” underlined in Paragraph 2 most probably mean? A. Major achievements. B. Complex feelings. C. Significant impacts. D. Fine differences. 30. Which would be the best title for the passage? A. Comparing Ourselves with Others Can Become a Healthy Habit B. Comparing Ourselves with Others Can Strengthen Family Ties C. Social Comparisons Can Get Us into Emotional Trouble D. Social Comparisons Can Be Controlled by Science 【抢分练4】(2024高考英语北京卷 C) The notion that we live in someone else’s video game is irresistible to many. Searching the term “simulation hypothesis” (模拟假说) returns numerous results that debate whether the universe is a computer simulation — a concept that some scientists actually take seriously. Unfortunately, this is not a scientific question. We will probably never know whether it’s true. We can, instead, use this idea to advance scientific knowledge. The 18th-century philosopher Kant argued that the universe ultimately consists of things-in-themselves that are unknowable. While he held the notion that objective reality exists, he said our mind plays a necessary role in structuring and shaping our perceptions. Modern sciences have revealed that our perceptual experience of the world is the result of many stages of processing by sensory systems and cognitive (认知的) functions in the brain. No one knows exactly what happens within this black box. If empirical (实证的) experience fails to reveal reality, reasoning won’t reveal reality either since it relies on concepts and words that are contingent on our social, cultural and psychological histories. Again, a black box. So, if we accept that the universe is unknowable, we also accept we will never know if we live in a computer simulation. And then, we can shift our inquiry from “Is the universe a computer simulation? ” to “Can we model the universe as a computer simulation? ” Modelling reality is what we do. To facilitate our comprehension of the world, we build models based on conceptual metaphors (隐喻) that are familiar to us. In Newton’s era, we imagined the universe as a clock. In Einstein’s, we uncovered the standard model of particle (粒子) physics. Now that we are in the information age, we have new concepts such as the computer, information processing, virtual reality, and simulation. Unsurprisingly, these new concepts inspire us to build new models of the universe. Models are not the reality, however. There is no point in arguing if the universe is a clock, a set of particles or an output of computation. All these models are tools to deal with the unknown and to make discoveries. And the more tools we have, the more effective and insightful we can become. It can be imagined that comparable to the process of building previous scientific models, developing the “computer simulation” metaphor-based model will also be a hugely rewarding exercise. 28. What does the author intend to do by challenging a hypothesis? A. Make an assumption. B. Illustrate an argument. C. Give a suggestion. D. Justify a comparison. 29. What does the phrase “contingent on” underlined in Paragraph 2 probably mean? A. Accepted by. B. Determined by. C. Awakened by. D. Discovered by. 30. As for Kant’s argument, the author is _________. A. appreciative B. doubtful C. unconcerned D. disapproving 31. It is implied in this passage that we should _________. A. compare the current models with the previous ones B. continue exploring the classical models in history C. stop arguing whether the universe is a simulation D. turn simulations of the universe into realities up. 原创精品资源学科网独家享有版权，侵权必究！ 学科网(北京)股份有限公司 学科网（北京）股份有限公司 $