高考復(fù)習(xí)語(yǔ)篇視角下的閱讀理解課件

高考復(fù)習(xí)——閱讀理解語(yǔ)篇視角下的高考閱讀理解回顧高考目錄主題語(yǔ)境語(yǔ)

篇語(yǔ)篇分析語(yǔ)篇模式回顧高考真題回顧高考真題主題語(yǔ)境1.主題為語(yǔ)言學(xué)習(xí)提供主題范圈或主題語(yǔ)境。2.內(nèi)容：（主題&主題群）人與自我：“生活與學(xué)習(xí)”“做人與做事”（2）

人與社會(huì)：“社會(huì)服務(wù)與人際溝通”；“文學(xué)、藝術(shù)與體育”；“歷史、社會(huì)與文化”；“科學(xué)與技術(shù)”（4）

人與自然：“自然生態(tài)”；“環(huán)境保護(hù)”；“災(zāi)害防范”；“字宙探索”（4）。1.個(gè)人、家庭、社區(qū)及學(xué)校生活；2.健康的生活方式、積極的生活態(tài)度；3.認(rèn)識(shí)自我，豐言自我，完善自我；4.樂(lè)于學(xué)習(xí)，善于學(xué)習(xí)，終身學(xué)習(xí)；5.語(yǔ)言學(xué)習(xí)的規(guī)律、方法等；6.優(yōu)秀品行，正確的人生態(tài)度，公民義務(wù)與社會(huì)責(zé)任；7.生命的意義與價(jià)值；8.未來(lái)職業(yè)發(fā)展趨勢(shì)。個(gè)人職業(yè)傾向、未來(lái)規(guī)劃等；9.創(chuàng)斷與創(chuàng)業(yè)意識(shí)。主題語(yǔ)境內(nèi)容要求1.良好的人際關(guān)系與社會(huì)交往；2.公益事業(yè)與志愿服務(wù)；3.跨文化溝通、包容與合作；4.小說(shuō)、戲劇、詩(shī)歌、傳記、文學(xué)筒史、經(jīng)典演講、文學(xué)名著等；5.繪畫、建筑等領(lǐng)域的代表性作品和人物；6.影視、音樂(lè)等領(lǐng)域的概況及其發(fā)展；7.體育活動(dòng)、大型體育賽事、體育與健康、體育精神；8.不同民族文化習(xí)俗與傳統(tǒng)節(jié)日；9.對(duì)社會(huì)有突出貢獻(xiàn)的人物；10.重要國(guó)際組織與社會(huì)公益機(jī)構(gòu)；11.法律常識(shí)與法治意識(shí)等；12.物質(zhì)與非物質(zhì)文化造產(chǎn)：13.社會(huì)熱點(diǎn)問(wèn)題；14.重大政治、歷史事件，文化淵源；15.社會(huì)進(jìn)步與人類文明；16.科技發(fā)展與信息技術(shù)創(chuàng)新，科學(xué)精神。1.主要國(guó)家地理概況；2.自然環(huán)境、自然遺產(chǎn)保護(hù)；3.人與環(huán)境、人與動(dòng)植物；4.自然災(zāi)害與防范，安全常識(shí)與自我保護(hù)；5.人類生存、社會(huì)發(fā)展與環(huán)境的關(guān)系；6.自然科學(xué)研究成果；7.地球與宇宙奧秘探索。1.概念語(yǔ)篇(discourse)是表達(dá)意義的語(yǔ)言單位，包括口頭語(yǔ)篇和書面語(yǔ)篇，是人們運(yùn)用語(yǔ)言的常見形式,也稱篇章或話語(yǔ)。就其長(zhǎng)度而言，較短的語(yǔ)篇可以是一句話甚至一個(gè)單詞，而較長(zhǎng)的語(yǔ)篇可以是一本書甚至幾本書。在使用語(yǔ)言的過(guò)程中，語(yǔ)言使用者不僅需要運(yùn)用詞匯和語(yǔ)法知識(shí)，而且需要將語(yǔ)言組織為意義連貫的語(yǔ)篇。即：形式上是銜接的(cohension)，語(yǔ)義上是連貫的(coherence)。語(yǔ)

篇2.語(yǔ)篇知識(shí)語(yǔ)篇知識(shí)就是關(guān)于語(yǔ)篇是如何構(gòu)成、語(yǔ)篇是如何表達(dá)意義以及人們?cè)诮涣鬟^(guò)程中如何使用語(yǔ)篇中各要素之間存在復(fù)雜的關(guān)系，如句與句、段與段、標(biāo)題與正文、文字與圖表之間的關(guān)系。這些關(guān)系涉及語(yǔ)篇的微觀和宏觀組織結(jié)構(gòu)。語(yǔ)

篇3.宏觀組織結(jié)構(gòu)

是指：語(yǔ)篇類型、語(yǔ)篇模式、語(yǔ)篇中段與段的關(guān)系、語(yǔ)篇各部分與語(yǔ)篇主題之間的關(guān)系。4.微觀組織結(jié)構(gòu)

是指：句子內(nèi)部的語(yǔ)法結(jié)構(gòu)、詞語(yǔ)搭配、銜接與連貫、指代關(guān)系、句子的信息展開方式等。語(yǔ)篇分析

是指：從語(yǔ)篇整體出發(fā)，利用文本結(jié)構(gòu)、語(yǔ)句銜接、語(yǔ)言環(huán)境對(duì)文本信息進(jìn)行提取、加工和處理，從而最大化獲得語(yǔ)篇主題意義。

或者，以文本為單位，突破以詞匯、句子、語(yǔ)法為重點(diǎn)的碎片化學(xué)習(xí)，從宏觀的主題出發(fā)，研究體裁、結(jié)構(gòu)，再到微觀的銜接和連貫。（語(yǔ)言是思維的體現(xiàn)，語(yǔ)篇是語(yǔ)言表達(dá)中心的載體，，語(yǔ)篇分析能力體現(xiàn)閱讀者的水平。嘗試探索“確定主題、把握體裁、知曉結(jié)構(gòu)、關(guān)注銜接”的閱讀思路。）語(yǔ)篇分析指：記敘文、議論文、說(shuō)明文、應(yīng)用文、夾敘夾議等不同類型的文體，以及口頭、書面等多模態(tài)形式的語(yǔ)篇，如文字、圖示、歌曲、音頻、視頻等。不同體裁有不同的交際目的和功能，有不同的行文結(jié)構(gòu)、銜接類型和語(yǔ)言特征（即：不同語(yǔ)篇的特定結(jié)構(gòu)、文體特征和表達(dá)方式）。語(yǔ)篇類型普通高中英語(yǔ)課程語(yǔ)篇型內(nèi)容要求

普通高中英語(yǔ)課程語(yǔ)篇型內(nèi)容要求

普通高中英語(yǔ)課程語(yǔ)篇型內(nèi)容要求

記敘文記敘文人物故事日記游記新聞報(bào)導(dǎo)名人傳記文學(xué)名著小說(shuō)…童話劇本第一人稱(I)：

主要講述個(gè)人生活經(jīng)歷，或再現(xiàn)經(jīng)歷、傳遞信息（如：兩條線事件、情感），進(jìn)而達(dá)到講述故事，分享經(jīng)驗(yàn)，紀(jì)念人物，闡述哲理等目的；第三人稱：主要具體事件或人物生平。

記敘文語(yǔ)篇模式是指篇章的組織形式，屬于語(yǔ)篇的宏觀層面。常見的語(yǔ)篇模式有：

1.記敘文的敘述模式

2.問(wèn)題——解決模式(說(shuō)明文、議論文)

3.一般——特殊模式

4.匹配——比較模式

語(yǔ)篇模式一、5W+H模式

六要素(whowhenwherewhatwhyhow)二、“故事山”模式三、拉波夫敘述結(jié)構(gòu)模式（個(gè)人經(jīng)驗(yàn)口述語(yǔ)篇的六種結(jié)構(gòu)單位）1.點(diǎn)題(abstract)：“是什么故事？”可有可無(wú)2.指向(orientation)背景介紹3.進(jìn)展(complicatingaction)“然后發(fā)生了什么”按照時(shí)間順序

4.評(píng)議(evaluation)“看法、態(tài)度”

5.結(jié)果或結(jié)局(resultorresolution)故事結(jié)束，“最后發(fā)生了什么”6.回應(yīng)(coda)具有可選擇性，消除聽者“然后又發(fā)生什么了”的期待記敘文模式一、5W+H模式

六要素1.(whowhenwherewhatwhyhow)記敘文模式記敘文模式2“結(jié)構(gòu)化”梳理：故事山架構(gòu)記敘文模式2.“結(jié)構(gòu)化”梳理：故事山架構(gòu)“故事山(StoryMountain)”是英語(yǔ)國(guó)家中小學(xué)階段廣泛應(yīng)用的視覺輔助工具，主要幫助學(xué)生迅速理清故事結(jié)構(gòu)，有助于鍛煉學(xué)生的寫作能力?！肮适律健狈椒ǖ挠?xùn)練對(duì)于我們理清記敘文類的文章脈絡(luò)，確定把我整體情節(jié)內(nèi)容,十分有幫助。記敘文模式3.拉波夫敘述結(jié)構(gòu)模式要素內(nèi)容點(diǎn)題（abstract）點(diǎn)出故事大意

，用精練的語(yǔ)言概括故事的梗概

，

引出下文并引

起讀者的閱讀興趣

，

既可以是文章的標(biāo)題也可以是文章首段的某句話。指向（orientation）敘述故事發(fā)生的背景

，也包括故事出現(xiàn)的時(shí)間

、地點(diǎn)和人物

，

只是為事件的發(fā)生做鋪墊。進(jìn)展（complicating）是故事的主體部分

，將事件按照一定的順序呈現(xiàn)

，也可以是時(shí)

間和空間的轉(zhuǎn)換。評(píng)議（evaluation）可以滲透在文章的各個(gè)角落

，

是敘事者或故事中的人物對(duì)事件的觀點(diǎn)

、態(tài)度和心理活動(dòng)。結(jié)局（resolution）故事的結(jié)束

，敘述者回答最后到底發(fā)生了什么?；貞?yīng)（coda）故事與現(xiàn)實(shí)的連接與融合

，

是讀者從故事中受到的啟迪或產(chǎn)生新的意義

，其作用是前后呼應(yīng)

、

凸顯主旨

、升華主題。記敘文敘述類人物類引出人物人物生平等人物影響點(diǎn)題開端、發(fā)展、高潮、結(jié)局等主題升華記敘文模式2023全國(guó)卷新高考1卷B篇1.WhenJohnToddwasachild,helovedtoexplorethewoodsaroundhishouse,observinghownaturesolvedproblems.Adirtystream,forexample,oftenbecameclearafterflowingthroughplantsandalongrockswheretinycreatureslived.Whenhegotolder,Johnstartedtowonderifthisprocesscouldbeusedtocleanupthemessespeopleweremaking.

2.Afterstudyingagriculture,medicine,andfisheriesincollege,Johnwentbacktoobservingnatureandaskingquestions.Whycancertainplantstrapharmfulbacteria(細(xì)菌)?Whichkindsoffishcaneatcancer-causingchemicals?Withtherightcombinationofanimalsandplants,hefigured,maybehecouldcleanupwastethewaynaturedid.Hedecidedtobuildwhathewouldlatercallaneco-machine.3.ThetaskJohnsetforhimselfwastoremoveharmfulsubstancesfromsomesludge(污泥).First,heconstructedaseriesofclearfiberglasstanksconnectedtoeachother.Thenhewentaroundtolocalpondsandstreamsandbroughtbacksomeplantsandanimals.Heplacedtheminthetanksandwaited.Littlebylittle,thesedifferentkindsoflifegotusedtooneanotherandformedtheirownecosystem.Afterafewweeks,Johnaddedthesludge.4.Hewasamazedattheresults.Theplantsandanimalsintheeco-machinetookthesludgeasfoodandbegantoeatit!Withinweeks,ithadallbeendigested,andallthatwasleftwaspurewater.5.Overtheyears,Johnhastakenonmanybigjobs.Hedevelopedagreenhouse—likefacilitythattreatedsewage(污水)from1,600homesinSouthBurlington.Healsodesignedaneco-machinetocleancanalwaterinFuzhou,acityinsoutheastChina.6.“Ecologicaldesign”isthenameJohngivestowhathedoes.“LifeonEarthiskindofaboxofsparepartsfortheinventor,”hesays.“Youputorganismsinnewrelationshipsandobservewhat’shappening.Thenyouletthesenewsystemsdeveloptheirownwaystoself-repair.”2023年新高考1卷

閱讀理解B篇StructureMaindieasTypicalwordsIntroduction

JohnTodd’schildhoodwhenachild,lovetoexplore，observe…，getolder,starttowonder…Developement

JohnToddstartedtomakeaneco-machineaftergraduatingfromuniversity.afterstudyingagriculture,incollege,gobacktoobserve,decideto，setfor,first,then,afterafewweeks,beamzaseat,withinweeks…AchievementsJohnToddcontiuedtoworkforecologicaldesign.overtheyears,develope,designe,what’shappening,then…2022全國(guó)卷新高考2卷B篇1.Wejournalistsliveinanewageofstorytelling,withmanynewmultimediatools.Manyyoungpeopledon’tevenrealizeit’snew.Forthem,it’sjustnormal.2.ThishithomeformeasIwassittingwithmy2-year-oldgrandsononasofaovertheSpringFestivalholiday.Ihadbroughtachildren’sbooktoread.Ithadsimplewordsandcolorfulpictures—aperfectmatchforhisage.3.Picturethis:mygrandsonsittingonmylapasIholdthebookinfrontsohecanseethepictures.AsIread,hereachesoutandpokes(戳)thepagewithhisfinger.4.What’supwiththat?Hejustlikesthepictures,Ithought.ThenIturnedthepageandcontinued.Hepokedthepageevenharder.Inearlydroppedthebook.Iwasconfused:Istheresomethingwrongwiththiskid?5.ThenIrealizedwhatwashappening.Hewasactuallyastrangertobooks.Hisfatherfrequentlyamusedtheboywithatabletcomputerwhichwasloadedwithcolorfulpicturesthatcomealivewhenyoupokethem.Hethoughtmystorybookwaslikethat.6.ThenIrealizedwhatwashappening.Hewasactuallyastrangertobooks.Hisfatherfrequentlyamusedtheboywithatabletcomputerwhichwasloadedwithcolorfulpicturesthatcomealivewhenyoupokethem.Hethoughtmystorybookwaslikethat.7.Sorry,kid.Thisbookisnotpartofyourhigh-techworld.It’sanoutdated,lifelessthing.Anantique,likeyourgrandfather.Well,Imaybeold,butI’mnothopelesslychallenged,digitallyspeaking.Ieditvideoandproduceaudio.Iusemobilepayment.I’veevenbuiltwebsites.8.Anyway,grandpaisnowaninternetstar—twominutesoffame!Ipromisenottoletitgotomyhead.ButIwillmakesuremy2-year-oldgrandsonseesitonhistablet.24.Whatdotheunderlinedwords“hithomeforme”meaninparagraph2?A.Providedshelterforme.B.Becameverycleartome.C.Tookthepressureoffme.D.Workedquitewellonme.25.Whydidthekidpokethestorybook?A.Hetookitforatabletcomputer.B.Hedislikedthecolorfulpictures.C.Hewasangrywithhisgrandpa.D.Hewantedtoreaditbyhimself.26.Whatdoestheauthorthinkofhimself?A.Sociallyambitious.B.Physicallyattractive.C.Financiallyindependent.D.Digitallycompetent.27.Whatcanwelearnabouttheauthorasajournalist?A.Helacksexperienceinhisjob.B.Heseldomappearsontelevision.C.Hemanagesavideodepartment.D.Heofteninterviewsinternetstars.說(shuō)明文說(shuō)明文內(nèi)容摘要廣告說(shuō)明書實(shí)驗(yàn)報(bào)告操作指南使用手冊(cè)機(jī)構(gòu)介紹…解說(shuō)詞運(yùn)用舉例、對(duì)比、分類、引用、演繹、歸納等方法；按照時(shí)間、空間或事物發(fā)展的邏輯順序進(jìn)行介紹和說(shuō)明；對(duì)事物的形態(tài)、特征、構(gòu)造、性能、種類、成因、功能等有所了解，或?qū)κ吕淼奶攸c(diǎn)、來(lái)源、演變、異同等有所認(rèn)識(shí)，從而獲得相關(guān)的知識(shí)。

說(shuō)明文（1）事物說(shuō)明文的說(shuō)明對(duì)象可以是實(shí)體事物，也可以是抽象事物；這種說(shuō)明文旨在說(shuō)明事物“是什么”、“怎么樣”。（2）事理說(shuō)明文的說(shuō)明對(duì)象是事物的內(nèi)部規(guī)律性，這種說(shuō)明文旨在說(shuō)明事物“為什么”是這樣的。

說(shuō)明文背景（background）定義（de?nition）研究（study）原理或原因（principle/reason）優(yōu)缺點(diǎn)（advantagesanddisadvantages）未來(lái)前景（prospect）

說(shuō)明文1.開頭：

文章的開頭部分：一般介紹主題，引入話題；2.中間：

中間部分:主體，會(huì)從不同角度用分類、比較、舉例、解釋、定義、列數(shù)據(jù)、引用等方法對(duì)象進(jìn)行說(shuō)明；3.結(jié)尾：

一般是結(jié)論，或者解決方法等。說(shuō)明文語(yǔ)篇結(jié)構(gòu)（說(shuō)明文）現(xiàn)象——解釋模式按照“提出現(xiàn)象——分析現(xiàn)象——影響或解決”的結(jié)構(gòu)組織語(yǔ)篇，層次分明。例如：社會(huì)現(xiàn)象類：提出現(xiàn)象——介紹現(xiàn)象、說(shuō)明利弊——結(jié)論

自然現(xiàn)象類：提出現(xiàn)象——對(duì)產(chǎn)生現(xiàn)象的原因進(jìn)行解釋說(shuō)明——影響及解決措施現(xiàn)象——解釋模式現(xiàn)象類自然現(xiàn)象類社會(huì)現(xiàn)象提出現(xiàn)象解釋、說(shuō)明利弊等結(jié)論提出現(xiàn)象說(shuō)明原因或解析影響及措施說(shuō)明文模式

2023年新高考2卷D篇1.Ascitiesballoonwithgrowth,accesstonatureforpeoplelivinginurbanareasisbecominghardertofind.Ifyou’relucky,theremightbeapocketparknearwhereyoulive,butit’sunusualtofindplacesinacitythatarerelativelywild.2.Pastresearchhasfoundhealthandwellnessbenefitsofnatureforhumans,butanewstudyshowsthatwildnessinurbanareasisextremelyimportantforhumanwell-being.3.Theresearchteamfocusedonalargeurbanpark.Theysurveyedseveralhundredpark-goers,askingthemtosubmitawrittensummaryonlineofameaningfulinteractiontheyhadwithnatureinthepark.Theresearchersthenexaminedthesesubmissions,coding(編碼)experiencesintodifferentcategories.Forexample,oneparticipant’sexperienceof“Wesatandlistenedtothewavesatthebeachforawhile”wasassignedthecategories“sittingatbeach”and“l(fā)isteningtowaves.”

4.Acrossthe320submissions,apatternofcategoriestheresearcherscalla“naturelanguage”begantoemerge.Afterthecodingofallsubmissions,halfadozencategorieswerenotedmostoftenasimportanttovisitors.Theseincludeencounteringwildlife,walkingalongtheedgeofwater,andfollowinganestablishedtrail.

5.Namingeachnatureexperiencecreatesausablelanguage,whichhelpspeoplerecognizeandtakepartintheactivitiesthataremostsatisfyingandmeaningfultothem.Forexample,theexperienceofwalkingalongtheedgeofwatermightbesatisfyingforayoungprofessionalonaweekendhikeinthepark.Backdowntownduringaworkday,theycanenjoyamoredomesticformofthisinteractionbywalkingalongafountainontheirlunchbreak.6.“We’retryingtogeneratealanguagethathelpsbringthehuman-natureinteractionsbackintoourdailylives.Andforthattohappen,wealsoneedtoprotectnaturesothatwecaninteractwithit,”saidPeterKahn,aseniorauthorofthestudy.2023年新高考2卷

閱讀理解D篇StructureMaindieasTypicalwordsBeginning

Finding(phenomenon)As,it’sunusualtofindplaces,pastresearchhadfound,butanewstudyshowsthat,Body

study(subject,method,process)study(result)analyse…Theresearcherteam,survey,park-goers,submit,examine,forexample…EndingExtension（signifiance）helppeoplerecognize,bring,saidPeter2023年新高考2卷

閱讀理解D篇MaindieasTypicalwordsFinding(phenomenon)As,it’sunusualtofindplaces,pastresearchhadfound,butanewstudyshowsthat,Analysis(advantages&disadvantages)

Theresearcherteamhadfounf,survey,park-goers,submit,examine,forexample,oneparticipant’sexperiences,assign,begintoemerge,category,include…Extension（signifiance）helppeoplerecognize,bring,saidPeter

1.Grizzlybears,whichmaygrowtoabout2.5mlongandweighover400kg,occupyaconflictedcorneroftheAmericanpsyche—werevere(敬畏)themevenastheygiveusfrighteningdreams.AskthetouristsfromaroundtheworldthatfloodintoYellowstoneNationalParkwhattheymosthopetosee,andtheiranswerisoftenthesame:agrizzlybear.2.“Grizzlybearsarere-occupyinglargeareasoftheirformerrange,”saysbearbiologistChrisServheen.Asgrizzlybearsexpandtheirrangeintoplaceswheretheyhaven’tbeenseeninacenturyormore,they’reincreasinglybeingsightedbyhumans.3.ThewesternhalfoftheU.S.wasfullofgrizzlieswhenEuropeanscame,witharoughnumberof50,000ormorelivingalongsideNativeAmericans.Bytheearly1970s,aftercenturiesofcruelandcontinuoushuntingbysettlers,600to800grizzliesremainedonamere2percentoftheirformerrangeintheNorthernRockies.In1975,grizzlieswerelistedundertheEndangeredSpeciesAct.

4.Today,thereareabout2,000ormoregrizzlybearsintheU.S.TheirrecoveryhasbeensosuccessfulthattheU.S.FishandWildlifeServicehastwiceattemptedtode-listgrizzlies,whichwouldloosenlegalprotectionsandallowthemtobehunted.Botheffortswereoverturnedduetolawsuitsfromconservationgroups.Fornow,grizzliesremainlisted.

5.Obviously,ifprecautions(預(yù)防)aren’ttaken,grizzliescanbecometroublesome,sometimeskillingfarmanimalsorwalkingthroughyardsinsearchoffood.Ifpeopleremovefoodandattractantsfromtheiryardsandcampsites,grizzlieswilltypicallypassbywithouttrouble.Puttingelectricfencingaroundchickenhousesandotherfarmanimalquartersisalsohighlyeffectiveatgettinggrizzliesaway.“Ourhopeistohaveaclean,attractant-freeplacewherebearscanpassthroughwithoutlearningbadhabits,”saysJamesJonkel,longtimebiologistwhomanagesbearsinandaroundMissoula.

(2023年全國(guó)甲卷

閱讀D篇)

32.HowdoAmericanslookatgrizzlies?A.Theycausemixedfeelingsinpeople.B.Theyshouldbekeptinnationalparks.C.Theyareofhighscientificvalue.D.TheyareasymbolofAmericanculture.

33.Whathashelpedtheincreaseofthegrizzlypopulation?A.TheEuropeansettlers’behavior.B.Theexpansionofbears’range.C.Theprotectionbylawsince1975.D.ThesupportofNativeAmericans.

34.WhathasstoppedtheU.S.FishandWildlifeServicefromde-listinggrizzlies?A.Theoppositionofconservationgroups.B.Thesuccessfulcomebackofgrizzlies.C.Thevoiceofthebiologists.D.Thelocalfarmers’advocates.

35.Whatcanbeinferredfromthelastparagraph?A.Foodshouldbeprovidedforgrizzlies.B.Peoplecanliveinharmonywithgrizzlies.C.Aspecialpathshouldbebuiltforgrizzlies.D.Technologycanbeintroducedtoprotectgrizzlies.說(shuō)明文問(wèn)題解決類觀點(diǎn)展示提出觀點(diǎn)說(shuō)明過(guò)程結(jié)論提出問(wèn)題分析問(wèn)題解決方案/評(píng)價(jià)說(shuō)明文模式

2023新高考1卷D篇——觀點(diǎn)展示類1.OnMarch7,1907,theEnglishstatisticianFrancisGaltonpublishedapaperwhichillustratedwhathascometobeknownasthe“wisdomofcrowds”effect.Theexperimentofestimationheconductedshowedthatinsomecases,theaverageofalargenumberofindependentestimatescouldbequiteaccurate.2.Thiseffectcapitalizesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren’talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon’tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople’sestimatesbeindependent.Ifforwhateverreasons,people’serrorsbecomecorrelatedordependent,theaccuracyoftheestimatewillgodown.

3.ButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(轉(zhuǎn)折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.

4.Inafollow-upstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Didtheyfollowthoseleastwillingtochangetheirminds?Thishappenedsomeofthetime,butitwasn’tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether”.Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.AlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremain,thepotentialimplicationsforgroupdiscussionanddecision-makingareenormous.2023年新高考1卷

閱讀理解D篇StructureMaindieasTypicalwordsBeginningpresenting(views)apaper,illustrate,show…Body

explaining(…)capitalizeonthefact,somepeople,resulte……Endingconclusion（limitaion）afollow-upstudy,arguments,resulterin……2023年新高考1卷

閱讀理解D篇MaindieasTypicalwordspresenting(views)explaination(cause&result)

Conclusion（limitation）2022年新高考I卷D（說(shuō)明文）——科學(xué)新發(fā)現(xiàn)

1.

Humanspeechcontainsmorethan2,000differentsounds,fromthecommon“m”and“a”totherareclicksofsomesouthernAfricanlanguages.Butwhyarecertainsoundsmorecommonthanothers?Aground-breaking,five-yearstudyshowsthatdiet-relatedchangesinhumanbiteledtonewspeechsoundsthatarenowfoundinhalftheworld’slanguages.

2.Morethan30yearsago,thescholarCharlesHockettnotedthatspeechsoundscalledlabiodentals,suchas“f”and“v”,weremorecommoninthelanguagesofsocietiesthatatesofterfoods.NowateamofresearchersledbyDamiánBlasiattheUniversityofZurich,Switzerland,hasfoundhowandwhythistrendarose.

3.Theydiscoveredthattheupperandlowerfrontteethofancienthumanadultswerealigned(對(duì)齊),makingithardtoproducelabiodentals,whichareformedbytouchingthelowerliptotheupperteeth.Later,ourjawschangedtoanoverbitestructure(結(jié)構(gòu)),makingiteasiertoproducesuchsounds.

4.TheteamshowedthatthischangeinbitewasconnectedwiththedevelopmentofagricultureintheNeolithicperiod.Foodbecameeasiertochewatthispoint.Thejawbonedidn’thavetodoasmuchworkandsodidn’tgrowtobesolarge.

5.AnalysesofalanguagedatabasealsoconfirmedthattherewasaglobalchangeinthesoundofworldlanguagesaftertheNeolithicage,withtheuseof“f”and“v”increasingremarkablyduringthelastfewthousandyears.Thesesoundsarestillnotfoundinthelanguagesofmanyhunter-gathererpeopletoday.6.Thisresearchoverturnsthepopularviewthatallhumanspeechsoundswerepresentwhenhumanbeingsevolvedaround300,000yearsago.“Thesetofspeechsoundsweusehasnotnecessarilyremainedstablesincetheappearanceofhumanbeings,butratherthehugevarietyofspeechsoundsthatwefindtodayistheproductofacomplexinterplayofthingslikebiologicalchangeandculturalevolution,”saidStevenMoran,amemberoftheresearchteam.

32．WhichaspectofthehumanspeechsounddoesDamiánBlasi’sresearchfocuson?A．Itsvariety. B．Itsdistribution. C．Itsquantity. D．Itsevelopment.

33．Whywasitdifficultforancienthumanadultstoproducelabiodentals?A．Theyhadfewerupperteeththanlowerteeth.B．Theycouldnotopenandclosetheirlipseasily.C．Theirjawswerenotconvenientlystructured.D．Theirlowerfrontteethwerenotlargeenough.

34．Whatisparagraph5mainlyabout?A．Supportingevidencefortheresearchresults.B．Potentialapplicationoftheresearchfindings.C．Afurtherexplanationoftheresearchmethods.D．Areasonabledoubtabouttheresearchprocess.

35．WhatdoesStevenMoransayaboutthesetofhumanspeechsounds?A．Itiskeytoeffectivecommunication. B．Itcontributesmuchtoculturaldiversity.C．Itisacomplexanddynamicsystem. D．Itdrivestheevolutionofhumanbeings.2022年新高考1卷

閱讀理解D篇StructureMaindieasTypicalwordsBeginningpresenting(newfindingp.1-2)Bodyexplaining(evidence1:p.3-4evidence2:p.5)Endingconclusion（說(shuō)明文、議論文）問(wèn)題——解決模式結(jié)構(gòu)模式：“提出問(wèn)題——分析問(wèn)題——解決問(wèn)題/給出評(píng)價(jià)”。問(wèn)題——解決模式

2023年全國(guó)乙卷

閱讀理解C篇1.WhatcomesintoyourmindwhenyouthinkofBritishfood?Probablyfishandchips,oraSundaydinnerofmeatandtwovegetables.ButisBritishfoodreallysouninteresting?EventhoughBritainhasareputationforless-than-impressivecuisine,itisproducingmoretopclasschefswhoappearfrequentlyonourtelevisionscreensandwhoserecipebooksfrequentlytopthebestsellerlists.2.It’sthankstotheseTVchefsratherthananyadvertisingcampaignthatBritonsareturningawayfrommeat-and-two-vegandready-mademealsandbecomingmoreadventurousintheircookinghabits.ItisrecentlyreportedthatthenumberofthosestickingtoatraditionaldietisslowlydecliningandaroundhalfofBritain’sconsumerswouldliketochangeorimprovetheircookinginsomeway.TherehasbeenariseinthenumberofstudentsapplyingforfoodcoursesatUKuniversitiesandcolleges.ItseemsthatTVprogrammeshavehelpedchangewhatpeoplethinkaboutcooking.3.Accordingtoanewstudyfrommarketanalysts,1in5BritonssaythatwatchingcookeryprogrammesonTVhasencouragedthemtotrydifferentfood.Almostonethirdsaytheynowuseawidervarietyofingredients(配料)thantheyusedto,andjustunder1in4saytheynowbuybetterqualityingredientsthanbefore.OneinfouradultssaythatTVchefshavemadethemmuchmoreconfidentaboutexpandingtheircookeryknowledgeandskills,andyoungpeoplearealsogettingmoreinterestedincooking.TheUK’sobsession(癡迷)withfoodisreflectedthroughtelevisionscheduling.Cookeryshowsanddocumentariesaboutfoodarebroadcastmoreoftenthanbefore.WithanincreasingnumberofmalechefsonTV,it’snolonger“uncool”forboystolikecooking.28．WhatdopeopleusuallythinkofBritishfood?A．Itissimpleandplain.

B．Itisrichinnutrition.C．Itlacksauthentictastes.

D．Itdeservesahighreputation.29．WhichbestdescribescookeryprogrammeonBritishTV?A.Authoritative.B．Creative. C．Profitable.D．Influential.30．Whichisthepercentageofthepeopleusingmorediverseingredientsnow?A．20%. B．24%. C．25%. D．33%.31．Whatmighttheauthorcontinuetalkingabout?A．Theartofcookinginothercountries. B．MalechefsonTVprogrammes.C．TablemannersintheUK. D．Studiesofbigeaters.

2021年全國(guó)乙卷閱讀理解B篇1.Whenalmosteveryonehasamobilephone,whyaremorethanhalfofAustralianhomesstillpayingforalandline(座機(jī))?2.Thesedaysyou’dbehardpressedtofindanyoneinAustraliaovertheageof15whodoesn’townamobilephone.Infactplentyofyoungerkidshaveoneintheirpocket.Practicallyeveryonecanmakeandreceivecallsanywhere,anytime.3.Still,55percentofAustralianshavealandlinephoneathomeandonlyjustoveraquarter(29%)relyonlyontheirsmartphonesaccordingtoasurvey(調(diào)查).OfthoseAustralianswhostillhavealandline,athirdconcedethatit’snotreallynecessaryandthey’rekeepingitasasecurityblanket—19percentsaytheyneveruseitwhileafurther13percentkeepitincaseofemergencies.Ithinkmyhomefallsintothatcategory.4.MorethanhalfofAustralianhomesarestillchoosingtostickwiththeirhomephone.Ageisnaturallyafactor(因素)—only58percentofGenerationYsstilluselandlinesnowandthen,comparedto84percentofBabyBoomerswho’veperhapshadthesamehomenumberfor50years.Ageisn’ttheonlyfactor;I’dsayit’salsotodowiththemakeupofyourhousehold.5.GenerationXerswithyoungfamilies,likemywifeandI,canstillfinditconvenienttohaveahomephoneratherthanprovidingamobilephoneforeveryfamilymember.Thatsaid,tobehonesttheonlypeoplewhoeverringourhomephoneareourBabyBoomersparents,tothepointwhereweplayagameandguesswhoiscallingbeforewepickupthephone(usingCallerIDwouldtakethefunoutofit).6.Howattachedareyoutoyourlandline?Howlonguntiltheygothewayofgasstreetlampsandmorningmilkdeliveries?（）24．Whatdoesparagraph2mainlytellusaboutmobilephones?A．Theirtargetusers. B．Theirwidepopularity.C．Theirmajorfunctions. D．Theircomplexdesign.25．Whatdoestheunderlinedword“concede”inparagraph3mean?A．Admit. B．Argue.C．Remember. D．Remark.26．WhatcanwesayaboutBabyBoomers?A．Theylikesmartphonegames. B．Theyenjoyguessingcallers’identity.C．Theykeepusinglandlinephones. D．Theyareattachedtotheirfamily.27．Whatcanbeinferredaboutthelandlinefromthelastparagraph?A．Itremainsafamilynecessity.B．Itwillfalloutofusesomeday.C．Itmayincreasedailyexpenses.D．Itisasimportantasthegaslight.結(jié)構(gòu)：Para.1-2Background:背景Para.3Survey：調(diào)查Para.4-5Reason：原因Para.6Prospect：前景（本文是一篇說(shuō)明文。文章主要介紹了澳大利亞使用固定電話的情況，并且表達(dá)了固定電話是非必需品的觀點(diǎn)。）（說(shuō)明文、議論文）結(jié)論——解釋模式結(jié)構(gòu)模式：“提出結(jié)論——解釋結(jié)論——評(píng)價(jià)”一般結(jié)構(gòu)為：

總——分——總常見于

議論文結(jié)論——解決模式議論文書評(píng)論說(shuō)文評(píng)論報(bào)刊社論專欄文章影評(píng)摘要學(xué)術(shù)論文…議論文類別

1.結(jié)構(gòu)模式：“提出問(wèn)題——分析問(wèn)題——解決問(wèn)題”“原因-結(jié)果”2.語(yǔ)篇組織結(jié)構(gòu)

總分式結(jié)構(gòu)(總→分；總→分→總；分→總)、

并列式結(jié)構(gòu)(段落之間是平行關(guān)系，并且相對(duì)獨(dú)立)、

對(duì)照式結(jié)構(gòu)(結(jié)構(gòu)形式上是一正一反)、

遞進(jìn)式結(jié)構(gòu)(幾個(gè)段落之間屬于遞進(jìn)關(guān)系)。議論文模式

歸納，分析個(gè)別事物，尋找共同點(diǎn)，再得出結(jié)論；并列，即幾個(gè)論據(jù)之間是平等的關(guān)系；遞進(jìn)，即幾個(gè)論據(jù)之間是遞進(jìn)的關(guān)系；對(duì)照，把兩種事物加以對(duì)比，分析、說(shuō)明，得出結(jié)論；駁論，即闡述別人的錯(cuò)誤觀點(diǎn)，逐條批駁，闡明觀點(diǎn)。注意篇章結(jié)構(gòu)的論證結(jié)構(gòu)Problem-solving

提出問(wèn)題分析問(wèn)題

得出結(jié)論Cause-effect

提出論點(diǎn)

解釋原因或闡釋危害

呼應(yīng)論點(diǎn)

1.舉例論證法(forexample,forinstance)

2.數(shù)據(jù)論證法(asisreported,Itisreportedthat，)

3.比較對(duì)比論證法(Incontrast;oncontraryto;onthecontrary;comparedto…;while;similarly,)4.引用論證法法

(as…oncesaid“”,theirstatementreads“”…,wentonsuggestthat“”)5.比喻論證證法(belike,as..)6.因果推理論證法(as,since,because,therefore,hence,thus,asaconsequene,consequently）論證方法1.整體掌握議論文典型的語(yǔ)篇結(jié)構(gòu)；2.找論點(diǎn)，論據(jù)和結(jié)論；3.找論據(jù)，閱讀每段時(shí)，注意找到主題句，（主題句往往是重要論據(jù)，分布在段首句或段位。4.關(guān)注題干關(guān)鍵信息，注意選項(xiàng)和原文的同義詞換說(shuō)。閱讀注意

2023年全國(guó)乙卷閱讀理解D篇

(議論文)1.Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliterate(有文字的)societiesrecordedtheirconcernsnotonlyinwritingbutinthings.2.Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan’t.Theclearestexampleofthisbetweenliterateandnon-literatehistoryisperhapsthefirstconflict,atBotanyBay,betweenCaptainCook’svoyageandtheAustralianAboriginals.FromtheEnglishside,wehavescientificreportsandthecaptain’srecordof