高考英语阅读C篇解题技巧专题学案-2027届高三英语一轮复习专项

该高中英语高考复习学案聚焦阅读C篇说明/观点/社科类文本，围绕“抓概念、逻辑与作者限定”核心考点，构建“真题诊断-规律归纳-分层训练-错因复盘”四阶学习体系，通过每段功能概括、证据链订正等任务驱动，引导学生自主梳理写作目的、词义、主旨等题型逻辑，培养语言理解与逻辑分析能力。 亮点在于自主诊断与分层提升设计，开篇设置3篇限时真题诊断，学生通过错因预判表（定位、改写等错因码）精准定位薄弱点，结合“定义-原因-证据”段落概括法等方法指导，匹配基础到提升分层训练。每个模块配有错题复盘表，培养学习能力与思维品质，教师可通过学情数据实现个性化指导，助力高效备考。

高考英语阅读C篇解题技巧专题学案 高考英语阅读 C 篇解题技巧专题学案 说明 / 观点 / 社科类文本：抓概念、逻辑与作者限定 姓名：____________ 班级：____________ 日期：____________ 真题样本 2023新课标I卷 + 2024新课标I卷 + 2025全国II卷 单篇题量 4题/篇 限时建议 8分钟/篇 课堂路径 真题诊断 -> 规律归纳 -> 分层训练 -> 错因复盘 学案使用说明：本册按高考单篇阅读的真实题量和设问方式编排。真题部分依据原卷逐项校对，完整呈现文章、题干、选项和答案；实践题不是题库拼接，而是根据真题的篇章结构、设问动作、证据位置和干扰项逻辑进行针对性命制。建议先独立限时作答，再用"证据链"订正，最后完成错因复盘。 学习目标与课堂使用 • 能用"定义-原因-证据-转折-结论"快速概括说明/观点类段落。 • 能通过上下文猜词，并识别作者限定词，避免把may/often误读成always。 • 能用"对象+核心结论"判断标题、主旨与写作目的。 建议课时：第1课时：3篇真题限时诊断+证据复盘；第2课时：方法归纳+训练1/2；第3课时：训练3/原创提升+词汇长难句+错题再做。基础薄弱班可将真题诊断拆成两个课时。 第一部分 真题诊断：先做，再看规律 真题来源与使用：真题选自2023新课标I卷、2024新课标I卷和2025全国II卷。文章、题干、选项及答案均按所提供原卷核对；仅做版面重排和标点格式统一。请先限时独立完成，不要边做边看解析。 真题 1 来源：2023年新课标I卷 · 阅读C 建议用时：8 min 主考能力：写作目的 + 词义 + 篇章结构 + 建议理解 The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it's right for you. To do so, I divided the book into two parts. In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people's digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy. 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. In the final chapter of part one, I'll guide you through carrying out your own digital declutter. In doing so, I'll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter. You'll hear these participants'stories and learn what strategies worked well for them, and what traps they encountered that you should avoid. The second part of this book takes a closer look at some ideas that will help you cultivate (培养) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the importance of solitude (独处) and the necessity of cultivating high-quality leisure to replace the time most now spend on mindless device use. Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter. You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that works for your particular circumstances. 28. What is the book aimed at? A. Teaching critical thinking skills. B. Advocating a simple digital lifestyle. C. Solving philosophical problems. D. Promoting the use of a digital device. 29. What does the underlined word "declutter" in paragraph 3 mean? A. Clear-up. B. Add-on. C. Check-in. D. Take-over. 30. What is presented in the final chapter of part one? A. Theoretical models. B. Statistical methods. C. Practical examples. D. Historical analyses. 31. What does the author suggest readers do with the practices offered in part two? A. Use them as needed. B. Recommend them to friends. C. Evaluate their effects. D. Identify the ideas behind them. 真题记录：________ 用时：______ min 错因预判：□定位 □改写 □推断 □主旨 □词义 真题 2 来源：2024年新课标I卷 · 阅读C 建议用时：8 min 主考能力：词义 + 理论假设 + 论据用途 + 结论推断 Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often "no". The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content. 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. The differences between print and digital reading results are partly related to paper's physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they've read to how far into the book it was or where it was on the page. But equally important is the mental aspect. Reading researchers have proposed a theory called "shallowing hypothesis (假说)". According to this theory, 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. Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies - say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces. Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn't assume all media are the same, even when they contain identical words. 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. 29. What does the shallowing hypothesis assume? A. Readers treat digital texts lightly. B. Digital texts are simpler to understand. C. People select digital texts randomly. D. Digital texts are suitable for social media. 30. Why are audio and video increasingly used by university teachers? A. They can hold students'attention. B. They are more convenient to prepare. C. They help develop advanced skills. D. They are more informative than text. 31. What does the author imply in the last paragraph? A. Students should apply multiple learning techniques. B. Teachers should produce their own teaching material. C. Print texts cannot be entirely replaced in education. D. Education outside the classroom cannot be ignored. 真题记录：________ 用时：______ min 错因预判：□定位 □改写 □推断 □主旨 □词义 真题 3 来源：2025年全国II卷 · 阅读C 建议用时：8 min 主考能力：事实结果 + 研究发现 + 类比目的 + 标题 When Sonja Detrinidad opened her online shop selling houseplants, she didn't have high hopes for it. But the opposite happened: She was flooded, shipping out 1,200 orders in June of 2020 alone. In the past year, Detrinidad sent out more than 70,000 plants. Her success is just one example of increased time at home leading to an explosion in the houseplant industry. "Plants are in fashion right now," says Dr. Melinda Knuth, a researcher from the University of Florida. "People who live in plant-rich environments report a higher life satisfaction rating," she says. "Adding more nature to our environment can change our mood and how we think." Plants can improve our state of mind in a few ways but the biggest is by decreasing our level of cortisol, the stress hormone (激素) in our body. "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." If you're among the groups of people who are enjoying the mental and physical health benefits of surrounding yourself with plants, don't beat yourself up if one (or a few!) doesn't make it. "Doctors practice medicine and lawyers practice law and you should allow yourself the practice it takes to sustain a plant. Tending to plants is an exercise in patience and learning. Be invested in taking care of it, but if it dies, go get another one," Detrinidad says. 28. How was Detrinidad's business when it started? A. It faced tough competition. B. It suffered a great loss. C. It got lots of financial support. D. It went surprisingly well. 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. 30. What does Detrinidad try to explain by mentioning doctors and lawyers? A. The necessity of social skills. B. The meaning of sustainability. C. The importance of repeated efforts. D. The value of professional opinions. 31. What can be a suitable title for the text? A. Time to Replace Houseplants B. Plants Boost Your Mood C. Tips on Choosing Houseplants D. Plants Brighten Your Home 真题记录：________ 用时：______ min 错因预判：□定位 □改写 □推断 □主旨 □词义 真题精析：答案必须落到证据上 真题 1｜2023年新课标I卷 · 阅读C 题号 答案 题型/动作 证据链 关键陷阱 28 B 写作目的 goal...digital minimalism + teach you how to adopt → 倡导并实践简约数字生活 A/C只是局部概念；D方向相反 29 A 语境词义 step away 30 days → add back only chosen activities，本质是"清理/精简" 后文动作定义词义，不靠词根猜 30 C 结构定位 participants'stories + strategies + traps = practical examples 实验不是统计方法展示，而是案例来源 31 A 建议理解 toolbox + works for your particular circumstances → 按需选用 "toolbox"暗示选择性使用而非全部照搬 真题 2｜2024年新课标I卷 · 阅读C 题号 答案 题型/动作 证据链 关键陷阱 28 D 语境词义 benefits ... particularly + 后接复杂任务时优势更明显 → easy to notice 通过上下文程度副词particularly锁定"显现" 29 A 理论概括 mindset suited to social media + devote less mental effort → treat lightly 不是说数字文本本身更简单 30 A 原因定位 Audio and video can feel more engaging → teachers increasingly turn to them engaging=能抓住注意力 31 C 结论推断 多媒体有角色，但高专注/反思任务不能假设媒体等价 → 纸质不可完全替代 作者不是排斥数字媒体，而是反对"完全等同" 真题 3｜2025年全国II卷 · 阅读C 题号 答案 题型/动作 证据链 关键陷阱 28 D 结果改写 didn't have high hopes → But the opposite happened → flooded with orders 考转折后的真实结果 29 D 研究发现 students perform better + workplace productivity + sick leave下降 C与原文decreasing cortisol相反 30 C 类比作用 doctors/lawyers也"practice" → 养植物需要练习、耐心、反复尝试 类比服务于"practice"，不是职业权威 31 B 标题概括 全文主线：plants → mood/life satisfaction/productivity/health benefits D只写"美化家居"，范围过窄 三年真题命题画像 年份/卷别 题量 设问动作 难点 课堂结论 2023 新课标I 4 写作目的、词义、结构、建议 书籍结构与"toolbox"隐喻 C篇常把概念解释与结构题结合 2024 新课标I 4 词义、理论假设、原因、结论推断 多媒体并非"全否/全肯" 最后段常有作者限定态度 2025 全国II 4 事实、研究发现、类比作用、标题 研究数据服务生活建议 标题必须覆盖全文，不追求"好听" 从真题得出的结论：C篇最危险的不是生词，而是"绝对化"：原文often/may/especially，选项改成always/only/completely；原文"有作用但不等同"，选项改成"完全取代/完全无用"。 第二部分 解题方法：把"技巧"变成可执行动作 ① 每段只写一句"功能" 定义？原因？证据？反例？建议？结论？先搭逻辑骨架，再做题。 ② 概念题找解释句 冒号、破折号、that is、according to、this means后常直接定义概念。 ③ 词义题用"同义复现/反义转折" 不要只靠词根；看前后句是否把词换一种方式解释。 ④ 作者观点看限定词 however / especially / may / not...entirely / depends on等决定态度强弱。 ⑤ 标题=对象+核心结论 能覆盖首尾和大多数段落；只覆盖一个例子或一个好处的选项通常过窄。 训练梯度设计 训练 文本任务 主考点 难度 设计意图 训练1 Handwriting or Typing? The Tool Is Only Part of the Story 概念辨析 + 词义 + 因果 + 观点 基础对标 先稳定高频基础动作，要求答案能回扣原文。 训练2 Mapping Heat Street by Street 词义 + 数据用途 + 推断 + 主旨 中档对标 加入条件转换/段落功能，训练同义改写识别。 训练3 The Small Value of Weak Ties 概念 + 研究结论 + 例证功能 + 限定观点 中高档对标 两种以上能力同篇出现，难度接近高考常态。 原创提升 Would a Repair Score Change What We Buy? 实验变量 + 结果 + 局限 + 观点 综合提升 提高推断、范围与限定信息比重，用于综合提升。 训练题审校口径：题量严格按高考单篇设置：A篇3题，B/C/D篇4题；B-D实践篇幅控制在约250-330词，A篇保留应用文常见的小标题、表格与条件信息；不设置脱离原文的常识题，推断题必须能由文本证据推出；干扰项主要在对象、范围、条件、因果和逻辑关系上设错，而不是靠生僻词制造难度。 课堂操作建议：第一次做题只计时和选答案；第二次订正必须在原文划出证据，并写出"题干关键词 -> 原文定位词 -> 正确选项改写"的对应关系。若两次答案不同，以证据能否完整覆盖题干条件为准。 第三部分 分层实践：3篇高仿 + 1篇原创提升 训练 1 来源：课堂训练1｜校本化原创 建议用时：8 min 主考能力：概念辨析 + 词义 + 因果 + 观点｜难度★★★ Handwriting or Typing? The Tool Is Only Part of the Story Students often hear that handwriting notes is automatically better than typing them. The evidence is more complicated. In several classroom studies, students who wrote by hand remembered ideas better when the task required explanation or connection. One reason is simple: handwriting is slower, so writers cannot copy every sentence. They have to select, shorten and reorganize what they hear. Typing, by contrast, makes verbatim note-taking easier. Verbatim notes can look complete but may require less mental processing at the moment of learning. That does not mean laptops are always a poor choice. Typed notes are easy to search, reorganize and share, and they can be essential for students who write slowly or use assistive technology. Researchers therefore focus less on the tool itself and more on what the learner is doing with it. A student who types short summaries, asks questions in the margin and reviews the notes soon afterward may learn more than a student who handwrites every word without thinking. Likewise, a handwritten page can be useful during a lecture but less useful weeks later if the writer cannot find a key idea quickly. The practical lesson is not "ban laptops" or "always use paper." It is to choose a method that encourages active processing while still fitting the task. When a teacher is explaining a difficult concept, slowing down to summarize may help. When a group is collecting sources for a project, searchable digital notes may be more efficient. In other words, good note-taking is a thinking habit before it is a writing habit. The strongest method is the one that makes you decide what matters, connect it with what you already know and return to it later. 1. Why may handwriting help with difficult material? A. It forces students to write more quickly. B. It often requires students to process and select information. C. It makes later searching easier. D. It prevents students from using assistive technology. 2. What does the word "verbatim" in paragraph 2 most nearly mean? A. In a shorter form. B. With personal opinions. C. In a different order. D. Word for word. 3. What does paragraph 3 mainly suggest? A. The quality of note-taking depends largely on how notes are made and used. B. Digital notes are more accurate than handwritten notes. C. Students should use different tools in every class. D. Reviewing notes is unnecessary when handwriting is used. 4. What is the author's attitude toward note-taking tools? A. One-sided. B. Doubtful. C. Balanced. D. Uninterested. 本篇记录：________ 用时：______ min 错因预判：□定位 □改写 □推断 □主旨 □词义 训练 2 来源：课堂训练2｜校本化原创 建议用时：8 min 主考能力：词义 + 数据用途 + 推断 + 主旨｜难度★★★☆ Mapping Heat Street by Street City heat is often described with one number: the day's maximum temperature. But that number can hide large differences between streets only a few hundred metres apart. A wide avenue with little shade may feel far hotter than a tree-lined street, even when both are measured by the same official weather station. To understand these differences, some cities now use mobile heat sensors carried on bicycles or public-service vehicles. The sensors record temperature every few seconds while moving through neighbourhoods. When the readings are placed on a map, hot spots often appear near large parking areas, dark roofs and broad roads, while cooler zones cluster around parks, mature trees and water. The maps have changed the way planners think about heat. Planting trees remains important, but trees grow slowly and cannot solve every problem immediately. A bus stop used by hundreds of people each day may need a shade roof this summer, not in ten years. In other places, replacing a dark surface with a lighter one or adding drinking-water stations may be the quicker response. Heat maps also reveal an issue of fairness. Neighbourhoods with fewer trees are often the same places where people have less access to air conditioning or private gardens. If a city plants new trees only where residents request them most loudly, it may strengthen rather than reduce existing differences. For planners, then, local measurements do more than show where it is hot. They help decide which solution is urgent, which one is realistic and where public money can reduce the greatest risk. 1. What does the word "hide" in paragraph 1 mean in context? A. Measure. B. Reduce. C. Make less visible. D. Cause. 2. Why are mobile heat sensors useful? A. They show temperature differences within a city. B. They predict weather several days ahead. C. They replace the need for weather stations. D. They measure how many people use each street. 3. What can be inferred from paragraph 4? A. Tree planting should depend only on public requests. B. Air conditioning is the best answer to urban heat. C. Private gardens create most city heat problems. D. Heat protection may need to consider social inequality. 4. What is the main purpose of the text? A. To argue that cities should ban dark roofs. B. To explain how detailed heat data can guide city decisions. C. To compare public and private transport in hot weather. D. To show why weather forecasts are often inaccurate. 本篇记录：________ 用时：______ min 错因预判：□定位 □改写 □推断 □主旨 □词义 训练 3 来源：课堂训练3｜校本化原创 建议用时：8 min 主考能力：概念 + 研究结论 + 例证功能 + 限定观点｜难度★★★☆ The Small Value of Weak Ties Close friendships are important for well-being, but they are not the only social relationships that matter. Psychologists use the term "weak ties" for the people we know only a little: a neighbour we greet in the lift, a barista who remembers our order, or a classmate we occasionally sit beside. Because these contacts are brief, it is easy to dismiss them as socially unimportant. Yet several studies have found that people report a stronger sense of belonging on days when they interact with a wider range of acquaintances. The effect is small, but it appears even after researchers take close relationships into account. Why might a thirty-second conversation matter? One explanation is that weak ties give us repeated signals that we are part of a larger community. They also expose us to information and viewpoints that do not always circulate within a close group of friends. A neighbour may mention a local event; a classmate from another course may suggest a useful website. This does not mean people should collect casual contacts instead of building close friendships. Weak ties are not a substitute for support from family and trusted friends, especially during difficult periods. Their value is different: they add variety and small moments of recognition to ordinary days. That distinction matters when people think about loneliness. The answer is not simply to have more names in a phone. A useful first step may be to notice the low-pressure opportunities for connection already built into daily life-and to take them seriously enough to say hello. 1. What are "weak ties" according to the text? A. People we know but are not close to. B. Friends who often need our support. C. Online contacts we have never met. D. Family members we rarely agree with. 2. Why does the author mention a barista and a classmate? A. To compare work and school relationships. B. To explain why strangers are more helpful than friends. C. To show that weak ties can appear in everyday settings. D. To suggest where lonely people should spend money. 3. What does the word "substitute" in paragraph 4 mean? A. A result. B. A replacement. C. A risk. D. A test. 4. What does the author mainly argue? A. People should try to make every acquaintance a close friend. B. Loneliness is caused mainly by using mobile phones. C. Weak ties are more useful for information than for well-being. D. Casual social contact can add to, but not replace, close relationships. 本篇记录：________ 用时：______ min 错因预判：□定位 □改写 □推断 □主旨 □词义 原创提升 来源：原创提升｜观点与研究结合 建议用时：8-9 min 主考能力：实验变量 + 结果 + 局限 + 观点｜难度★★★★ Would a Repair Score Change What We Buy? When people buy a toaster, hair dryer or fan, they usually see the price and perhaps an energy label. They rarely see how easy the product will be to repair. Some consumer groups want to change that by adding a simple "repairability score" to product labels. In one recent experiment, volunteers chose between pairs of imaginary household products. Each product had a price, an energy rating and a repair score from 1 to 10. When the repair score appeared next to the price, participants were more likely to choose the easier-to-repair product, even when it cost slightly more. The effect was strongest when the price difference was small. The researchers then changed only the way the information was presented. Instead of placing the repair score on the main label, they hid it behind a button marked "More details." Far fewer people opened the extra page, and the influence of repairability almost disappeared. The finding does not prove that a label will change what people buy in real shops. Imaginary choices do not include every pressure of a real purchase, such as brand loyalty or a salesperson's advice. Still, the experiment suggests that information matters only if consumers actually notice it at the moment of choice. For policymakers, that may be the most useful lesson. A technically complete label can fail if its most important information is difficult to find. Good consumer information is not only about what is provided; it is also about where and when it appears. 1. What was the main purpose of the experiment? A. To compare the energy use of household products. B. To find the cheapest way to repair appliances. C. To measure people's loyalty to different brands. D. To test whether repair information affects consumer choices. 2. What happened when the repair score was hidden behind "More details"? A. Participants paid more attention to price. B. The score had much less influence on choices. C. People chose products with lower energy ratings. D. More participants compared every product carefully. 3. Why does the author mention brand loyalty in paragraph 4? A. To recommend using familiar brands. B. To explain how repair scores are calculated. C. To show a limitation of the experiment. D. To argue against labels in real shops. 4. What is the key message for policymakers? A. Important information must be easy to notice at the time of choice. B. All product information should be placed online. C. Repair scores should replace energy labels. D. Consumers should be required to read full product details. 本篇记录：________ 用时：______ min 错因预判：□定位 □改写 □推断 □主旨 □词义 第四部分 重点词汇与长难句 1. 高频词汇：不背孤词，背"考场用法" 词/短语 核心义 搭配/词族 真题化用法 advocate 倡导 advocate a lifestyle 写作目的常见动词 cultivate 培养 cultivate a habit/lifestyle 抽象行为词 circumstance 情况；情境 particular circumstances 与condition/situation近义 engaging 吸引人的 feel more engaging 解释媒体吸引力 devote 投入 devote effort/time to mindset/effort语义场 identical 完全相同的 identical words/pieces 比较实验常见 productivity 生产率；效率 enhance productivity 研究发现常见 translate into 转化为 translate into the workplace 抽象结果迁移 verbatim 逐字的 verbatim notes 词义题可由上下文解释 inequality 不平等 social inequality 社科说明常见 substitute 替代物 a substitute for 常与not构成限定 repairability 可维修性 repairability score 产品/政策说明词 2. 长难句：先找主干，再看修饰 【2024真题】The benefits of print reading particularly shine through when experimenters move from posing simple tasks to ones that require mental abstraction. 拆解：when引时间/条件；move from A to B构成对比；ones替代tasks。题目词义必须结合"复杂任务时优势更明显"。 【2023真题】You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that works for your particular circumstances. 拆解：view A as B；meant to...为过去分词后置定语；that works...修饰lifestyle。toolbox暗示"按需选用"。 第五部分 实践题答案与证据链解析 训练 1｜Handwriting or Typing? The Tool Is Only Part of the Story 题号 答案 题型/动作 证据链 关键陷阱 1 B 因果理解 handwriting slower → must select, shorten, reorganize → active processing "写得更快"与原文方向相反；"更易搜索"是电子笔记的便利，不是手写优势。 2 D 词义猜测 copy every sentence + "verbatim notes" → word for word 上下文同义复现 3 A 段落主旨 tool less important than what learner is doing with it 举两类学生对比支持该中心 4 C 观点态度 既写handwriting优势，也写typing适用场景，结论反对绝对化 典型"both...depending on task" 训练 2｜Mapping Heat Street by Street 题号 答案 题型/动作 证据链 关键陷阱 1 C 语境词义 one number cannot show street-level differences → hide=make less visible 不是降温本身 2 A 信息整合 moving sensors + map → reveal hot/cool spots within neighbourhoods 核心是空间分辨率 3 D 推断 树少区域也更缺空调/花园；只听最响请求会扩大差距 "fairness"是关键提示 4 B 写作目的 数据采集→地图→措施→公平→资金分配，主线是"数据如何指导决策" 只抓"种树"等单一措施会缩小文章范围；全文主线是数据如何支持城市决策。 训练 3｜The Small Value of Weak Ties 题号 答案 题型/动作 证据链 关键陷阱 1 A 概念定义 people we know only a little + examples 定义题先找冒号/解释句 2 C 例证功能 lift/barista/classmate都是日常低强度联系场景 服务概念具体化 3 B 词义猜测 not a substitute for support → not a replacement 否定结构给出语义边界 4 D 主旨观点 研究肯定weak ties，同时明确"not a substitute" 高考常考限定词：add to ≠ replace 原创提升｜Would a Repair Score Change What We Buy? 题号 答案 题型/动作 证据链 关键陷阱 1 D 研究目的 操纵repair score展示，观察choice变化 price/energy是控制信息，不是研究焦点 2 B 结果定位 far fewer opened + influence almost disappeared 考"信息可见性"变量 3 C 研究局限 real purchase还有brand loyalty/salesperson等压力 → imaginary choice外推有限 不是反对标签，而是限制结论范围 4 A 观点归纳 information matters only if noticed at moment of choice；where/when matters 结尾重复核心 第六部分 错题复盘：把错题变成下一次的得分点 错因码：L 定位错｜C 条件漏/边界错｜P 同义改写未识别｜I 推断过度/不足｜M 主旨范围错｜V 词义语境错｜R 研究逻辑错。每道错题只写"最主要的一个错因"。 题号 错因码 我当时为什么选错 正确证据（原文词/句） 二次订正 复习完成标准：不是"答案都对了"，而是能说清：我先定位到哪里？原文如何改写成正确选项？错误选项具体错在对象、范围、条件还是逻辑？ — — 学科网（北京）股份有限公司 $