专题1 特色微技能——突破阅读理解重难点-【优化探究】2026年高考英语二轮专题复习配套课件

特色微技能——突破阅读理解重难点 内容索引 NEIRONGSUOYIN 二、C、D篇3大命题新趋势深度剖析 一、阅读理解中的高频易错点 一、阅读理解中的高频易错点 易错点1　不熟悉选项中的同义转述、简化概括 　　[典例]　(2025·全国二卷·D)For two weeks in March, Greenwich Village's Blue Hill restaurant was renamed wastED, and served items like fried skate cartilage, a juice pulp burger, and a dumpster diver's vegetable salad. Each dish was tailor-made to raise awareness regarding food waste. 33.Why did Blue Hill carry out the experiment？ A．To customize dishes for guests. B．To make the public aware of food waste. C．To test a food processing method. D．To improve the UK's zero-waste systems. [分析]　题干问的是餐厅开展这一试验的原因，原文直接指出试验的目的是“raise awareness regarding food waste”，与选项B“To make the public aware of food waste.”完全对应。B项中的“aware”与原文中的“awareness”为同根词复现，“food waste”与原文中“food waste”为原词复现。原文提到“Each dish was tailor-made to raise awareness regarding food waste.”，其中“tailor-made(量身定制)”会让部分考生误选A项(为客人定制菜肴)。而选项A中的 “定制菜肴” 只是试验过程中采用的方式，并非目的。 两特征速定阅读理解正确项 特征1　同义转述 在阅读理解题目中，命题人有时会将文中的一个或多个信息点换另一种方式表达出来，即同义转述。同义转述可能会出现在题干中，也可能会出现在选项中，转述的方式也多种多样，如通过同义词、反义词、近义词或派生词的形式等。借助“同义转述”，考生可以快速锁定答案。 特征2　简化概括 高考阅读理解不仅考查考生提取文本中表层信息(文本中直接陈述的事实与观点)的能力，同时还考查考生的深层理解能力，要求考生理解散落在文本各处的信息点，并进行归纳整理，得出文章所要表达的含义，因此这些题目的正确选项就是对文中碎片信息的整合与概括。如2024年新课标Ⅰ卷第29题A项中的“treat digital texts lightly”是对原文信息句“people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print”的简化概括。 易错点2　忽视选项中的偷换概念，曲解原意 　　[典例]　(2025·全国二卷·B) “Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It's a place of learning. About half of Ho's students stay for a week or less; others are there for more than a year. Most of Ho's students will recover, which means that preparing them to return to school is an increasingly important component of care. 24.Who does Ho teach at LPCH？ A．Sick children.　　　　B．Young nurses. C．Medical students. D．Patients' parents. [分析]　根据本段中的“...about 500 LPCH patients also become students...Most of Ho's students will recover”可知，LPCH的病人会成为学生，且绝大多数学生会康复。由此可知，Ho教的学生就是医院中生病的孩子。故选A项。选项C通过替换核心对象(从 “患者” 变为 “医学生”)，对原文信息进行了错误篡改，属于典型的偷换概念。 火眼金睛巧识两大设题陷阱 有些阅读理解题目的干扰项设置与原文信息句高度吻合，导致考生在做此类题目时容易出现信息比对失误而错选的情况。 陷阱1　偷换概念 干扰项的表达仅有部分词汇在原文中没有体现或者和原文不一致，这容易给考生造成一种错觉，从而误选，这种干扰项常常偷换了动作的发出者、动作的承受者、动作本身或积极、消极语义等。 陷阱2　曲解原意 干扰项来自文章中的某一句或某几句话，看似与文章表达的意思一致，其实是对原句意思的曲解。针对此类选项，考生在解题时要根据题干中的关键词回文定位，认真分析原文相关语句，仔细比对选项与原文信息，避免误选。 易错点3　忽视选项中的以偏概全，扩大或缩小概括范围 　　[典例]　(2025·全国二卷·C) “Students who are around plants perform better academically than students who are in a classroom without plants，”says Knuth. “This productivity also translates into the workplace for adults. Our study showed that there was a 30% decrease in sick leave for people who were in plant-rich workplaces.” 29.What is one of Knuth's findings about plants？ A．They appeal more to students. B．They purify the environment. C．They raise the cortisol level. D．They enhance productivity. [分析]　根据本段可知，在植物周围的学生比在没有植物的教室里的学生在学业上表现得更好。这种生产力也适用于成年人的工作场所。在植物丰富的工作场所，人们的病假率降低30%。由此可知，该段主要介绍了Knuth的发现——植物可以提升学生的学业表现，可以使员工的病假减少。由此可知，植物可以提升生产力。故选D项。部分考生可能只看到了“Students who are around plants perform better academically”就误选A项，而选项 A 仅强调 “学生”，忽略了 “成年人” 这一群体，属于以偏概全。 跳出扩缩范围的命题套路 干扰项的扩缩范围是指选项中信息的具体程度与原文信息的匹配程度不符，从而导致考生做出错误选择的命题套路。 套路1　扩大范围 干扰项提供的信息比原文描述得更为广泛或夸大。例如，原文信息为“Most people will experience at least one incorrect medical diagnosis in their lifetime.(大部分人一生中至少会经历一次错误的医疗诊断)”，干扰项B项：“Diagnostic errors happen to everyone in their lifetime.”，用everyone扩大了范围。 套路2　缩小范围 干扰项提供的信息比原文描述得更为狭窄。这种选项可能只强调原文中某个具体细节，而忽略了更广泛的背景或整体内容，使考生误以为这是重点内容。 做阅读理解题时，考生需要仔细对比选项和原文，以确定选项是否准确反映了原文的信息范围，而不是被干扰项的扩缩范围误导。 易错点4　主观臆断取代作者观点 　　[典例]　(2025·全国一卷·A)This energy transition (变革) is global, and the amount of renewable energy the world will need is “a little bit mind-blowing，” says mechanical engineer Keith Wipke at the National Renewable Energy Laboratory. It's estimated that the global demand for electricity could more than double by 2050. Fortunately, analyses suggest that renewables are up to the task. “We need to speed up the development of green energy, and it will all get used，” says Wipke. 23.What does Wipke suggest regarding energy transition？ A．Limiting fuel consumption. B．Putting more effort into renewables. C．Improving energy efficiency. D．Making electricity more affordable. [分析]　文中 Wipke 指出“We need to speed up the development of green energy，and it will all get used”可知，Wipke认为需要加快绿色能源发展。换言之，我们应该在可再生能源方面投入更多努力。“green energy” 对应选项B中的 “renewables(可再生能源)”，故选B项。部分考生可能认为 “加速能源转型”自然包含“提高效率”，从而主观推测C项为答案，却忽略了原文的核心信息。 三注意避免主观臆断 在做阅读理解题时，要避免脱离原文、用主观臆断取代作者观点。可注意以下三点来避免这一现象的发生： 注意1　圈注关键 在阅读文章时，使用笔在纸上(或在心中)标记作者的观点、主题句和支持论据等关键信息。这有助于在做题时快速回顾重要内容，确保答案是基于作者的实际陈述而不是个人主观理解。 注意2　回文定位 在回答问题时，务必回到文章中找到相关段落进行定位。特别是在不确定答案时，通过在原文中找到对应的句子或段落，确保答案与原文信息一致，避免主观臆断。 注意3　学会质疑 在解题过程中，养成对每一个选项进行质疑的习惯。问自己：“这个选项与文章的哪部分对应？”只有当你能明确指出选项与文章的内容有关联时，才选择它。通过这种方式，可以有效减少主观臆断的可能性。 易错点5　不能精准定位信息句，误判选择依据 　　[典例]　(2025·全国二卷·B)Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems，” says Julie Good, director of pain management services at LPCH. “It's about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.” 27.How does the hospital school benefit the students according to Good？ A．It eases peer pressure.　　 B．It helps them live in hope. C．It frees them from aches. D．It entertains them with stories. [分析]　部分考生看到题干中的benefit，直接把答案定位在本段第一句。本段开头提到Ho认可“帮助孩子跟上在医院外的同龄人的步伐”的心理益处，这可能让部分考生误以为“缓解同辈压力(eases peer pressure)”为核心，故误选A项；根据题干，本题应准确定位在本段中Good所说的“It's about problem-solving around...to learn and grow.”，医院学校让生病的孩子们拥有充实的生活，给他们提供了学习和成长的途径，让孩子们的梦想得以延续。由此可知，Good认为医院学校给孩子们带来的好处是让他们能够带着希望生活，B项中的“helps them live in hope”与原文中的“keep those dreams alive”是同义转述。 四策略精准定位信息句 在做阅读理解题目时，精准定位信息句可以提升答题的效率和准确性。可采用以下四个策略做到精准定位信息句： 策略1　仔细审题 在阅读题目时，要特别注意题干中的关键词或短语，这些内容通常能帮助你在文章中定位相关的信息。 策略2　理解段落主旨 在阅读每个段落时，试图抓住段落的主旨句。这通常是段落的首句或尾句，可以帮助理解该段的主要内容或目的。 策略3　抓住信号词 如however、therefore、in addition等信号词，指示句间逻辑关系，这些词通常指向重要的信息或对比观点的位置。 策略4　排除干扰信息 文章中可能包含与题目不直接相关的信息，要学会筛选出与题目最密切相关的部分，而不被无关的细节干扰。 　　通过这些策略，你可以更准确地定位到文章中与题目相关的关键句，从而提高解答阅读理解题的准确性。 二、C、D篇3大命题新趋势深度剖析 趋势1　情境生活化，但专业词汇和新概念增多 阅读理解C篇和D篇的文本往往是一套试题中最难的，以社科类说明文和科普类说明文为主，2025年的试题文本在选择社科类和科普类话题的基础上，选取了与考生日常生活紧密相连的情境，但文本中涉及大量专业词汇和新概念，对考生的信息捕捉与理解能力提出了更高的要求，具体如下： 卷别 篇目 话题 专业词汇和新概念 2025年 全国 一卷 C篇 本文从街道设计失衡导致行人活动空间受影响这一问题出发，分析原因，并主张重新思考街道的功能，即应该重新审视街道及其在我们生活中的作用 pedestrian mobility(行人流动性)、road networks(道路网)、car ownership(汽车保有量)、expressway(高速公路) D篇 本文指出了微塑料污染的普遍性，并介绍了中国研究人员的新发现：煮沸并过滤自来水可去除水中的微塑料(效果取决于水的硬度) microplastics(微塑料)、hard water(硬水)、polystyrene(聚苯乙烯)、polyethylene(聚乙烯)、polypropylene(聚丙烯)、vinyl chloride(氯乙烯) 卷别 篇目 话题 专业词汇和新概念 2025年 全国 二卷 C篇 文章通过一个室内植物网店的成功案例，引出绿植对人们的情绪和思维影响的相关研究，最后建议人们以耐心和学习的态度对待植物养护 houseplant(室内植物)、shipping out(发货)、plant-rich(富含植物的)、life satisfaction rating(生活满意度评分)、cortisol(皮质醇) D篇 本文主要讲述了纽约的一家餐厅为了提高人们对食物浪费的意识，通过将食物边角料加工成美味佳肴，生动阐释了节约食物和物尽其用的可持续发展理念，为解决可持续发展问题提供了一个参考 supply chain(供应链)、skate(鳐鱼)、revenue(收入，收益)、zero-waste systems(零浪费体系) [名师指导]　未来高考阅读理解题目的文本中将会出现更多领域的专业词汇和前沿新概念。鉴于此，考生在备考阶段需广泛涉猎各类语篇，大量阅读时文，以此拓宽思维和视野，缩小信息差，进而有效攻克阅读难题，提升整体阅读能力。除了时文，近几年北京、上海等地的高考真题中也出现了很多专业性较强的阅读文本，考生可以通过精读这些高考真题中的文本来提升思维水平。 趋势2　构词现象、熟词生义频现，强调词汇考查深度 阅读文本及选项中越来越多地出现一些学习备考中使用频率较低的词汇(包括通过构词法合成或派生而来的新词、熟词生义、课标外拓展词等)，加大了语篇阅读和解题的难度，要求考生既要理解文章信息，又要理解这些由构词法产生的新词的含义或熟词在陌生语境中的生义，强调对词汇的考查深度。 　　[典例1]　(2025·全国一卷·C)Life on city streets started to change decades ago. Whole neighbourhoods were destroyed to make way for new road networks and kids had to play elsewhere. Some communities fought back. Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” Similar campaigns occurred in Australia in the late 1960s and 1970s as well. 29.What were the Canadian journalist and other campaigners trying to do？ A.Keep their cities livable. B．Promote cultural diversity. C．Help the needy families. D．Make expressways accessible. [分析]　由题干中的关键词汇the Canadian journalist定位解题信息至本段。其中考生需准确理解make way for的含义，若考生未掌握该搭配，可能误解为“社区被破坏是为了‘制造道路’”，而非“为道路网建设腾出空间”，导致对“城市空间被交通侵占”这一核心矛盾的理解偏差。只有考生正确认识“expressway”，才能理解“proposed replacement with an expressway”指“(公园)被提议改建成高速公路”，进而把握Jane Jacobs反对的核心原因——“公园被破坏，城市空间被交通设施侵占”。文中的“champion”在此不作熟义“冠军(n.)”，而是作动词，表示“支持，拥护”，考生只有知道此词的动词含义，才能正确理解“呼吁市长支持纽约成为‘适宜居住的地方’”这一核心诉求。另外，文中“decent”若被误解为“体面的”，而忽略其“适宜生活的”深层语境义，会弱化Jane Jacobs对“城市应兼顾居住价值而非仅服务于交通”的强调，丢失段落的情感倾向。故本题选A。 　　[典例2]　(2024·新课标Ⅱ卷·C)BMF employees live out sustainability in their everyday lives.About half of them walk or bike to work.Inside the office, they encourage recycling and waste reduction by limiting garbage cans and avoiding single-use plastic.“We are passionate about reducing waste, carbon and chemicals in our environment，” said a BMF employee. 30.What can be concluded about BMF employees？ A．They have a great passion for sports. B．They are devoted to community service. C．They are fond of sharing daily experiences. D．They have a strong environmental awareness. [分析]　本题的解题关键在于对语块live out sustainability的理解。短语 live out 可以由 live 的基本含义“生活”和out 在短语中的常用含义“完全地”推出其含义为“践行”，sustainability是在课标词sustain“维持(v.)”加上形容词后缀-able“可……的”的基础上加上名词后缀-ity构成的，由此可推出sustainability表示“可持续性”。故本段第一句表示“BMF的员工在日常生活中践行可持续性的生活理念”。结合下文对BMF的员工的生活习惯的描述可推知，BMF的员工有很强的环保意识。故选D。本段中还有课标派生词reduction [reduce v．减少＋-tion]、passionate[passion n．激情＋-ate]和合成词 single-use“一次性的”。 [名师指导]　《普通高中英语课程标准(2017年版2020年修订)》仅收录了3 000个单词，但随着文章专业性的增强，未来高考阅读中障碍词的数量也会继续增加。故课标内词汇的生僻含义和由课标内词汇派生、合成、转化而来的单词会大量出现在阅读理解C、D篇中。这就要求考生在备考中除了要掌握课标词汇基本的音、形、义、用法，还要掌握相关的构词法、词源义、词族等。 趋势3　随文多角度命题，思维广度和深度增加 2025年高考阅读理解C、D篇的试题突出体现了对关键能力和思维品质的考查，旨在引导考生通过英语了解和解决实际问题。以全国二卷的D篇为例，试题设计遵循“引出问题(第32题)—解决措施(第33和34题)—措施成效及评价(第35题)”的逻辑规律，引导考生培养科学探究精神，提升其发现问题、分析问题、解决问题的能力。具体分析如下： [典例]　(2025·全国二卷·D) [1]Does your soul die a little every time you throw away unused food? Mine does. Maybe that feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder of fact than a prayer at dinner time. [2]Food waste is a growing concern in the restaurant, supermarket, and supply chain industries. From technological solutions to educational campaigns, food producers and sellers are looking for ways to use more of what we're already growing. But last month, one popular New York City restaurant tried a different way: It changed its menu to exclusively (专门) offer food that would otherwise be thrown away. [3]For two weeks in March, Greenwich Village's Blue Hill restaurant was renamed wastED, and served items like fried skate cartilage, a juice pulp burger, and a dumpster diver's vegetable salad. Each dish was tailor-made to raise awareness regarding food waste. [4]A study by the Food Waste Alliance determined that the average restaurant generates 33 pounds of food waste for every $1，000 in revenue (收入), and of that waste only 15.7% is donated or recycled. Up to 84.3% is simply thrown out. Restaurants like Silo in the UK have experimented with zero-waste systems, but wastED took the concept to its logical conclusion. [5]It should be noted that none of the items on wastED's menu was technically made from garbage.Instead, all the ingredients (配料) used were examples of meat cuts and produce that most restaurants would never consider serving. Things like kale ribs, fish collars, rejected sweet potatoes, and cucumber butts were all re-appropriated and, with the help of a number of good chefs, turned into excellent cuisine. [6]Though wastED received enthusiastic reviews, it was designed from the start as a short-lived experiment; Blue Hill has since returned to its regular menu. Nevertheless, it serves as a reminder that there are many ways to address problems of sustainability, and that you can make an amazing meal out of almost anything. [分析]　本文由三部分组成： [名师指导]　未来高考阅读理解将继续沿用随文命题的方式，并进一步强化对考生深层理解能力的考查。考生在备考过程中，不仅需要广泛涉猎各类阅读材料，以提升自身的阅读能力，还需掌握分析文章基本结构的方法。如议论文通常遵循“提出问题→分析论证→得出结论”的逻辑脉络，说明文则可能通过列举事实、定义概念、分类阐述等多种手段来深入剖析主题。在清晰把握文章结构的基础上，考生应进一步总结归纳各类文章的常见命题点，做到心中有数，从而在考试中更加游刃有余地应对各种阅读挑战。 感谢您的观看 $