高考英语二轮-阅读理解之词义猜测题妙招（重难专练）（全国通用）（学生版）

这是一份高考英语二轮-阅读理解之词义猜测题妙招（重难专练）（全国通用）（学生版），共27页。试卷主要包含了上下文逻辑关系法，语法与结构分析法，语义关联与常识推理法，构词法 辅助法， 类比/比喻关系的设题标志等内容，欢迎下载使用。

【考点统计】
2021-2025高考阅读理解考点统计
【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, fr example)可能不明显，或使用较高级的同义表达 (如cnversely, cnsequently, a case in pint 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 t say, namely, in ther wrds, 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 (nt als, 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, fr 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 wrng hands, such a bk culd prve as cmplicated t prcess as the cmputer cde (代码) that pwers AI but, thankfully, Campbell has mre than tw decades’ prfessinal experience translating the heady int the understandable. She writes frm the practical angle f a business persn rather than as an academic, making fr a guide which is highly accessible and infrmative and which, by the clse, will make yu feel almst as smart as AI.
32. What des the phrase “In the wrng hands” in paragraph 2 prbably mean?
A. If read by smene prly educated. B. If reviewed by smene ill-intentined.
C. If written by smene less cmpetent. D. If translated by smene unacademic.
【答案】C
【解析】词句猜测题。根据文章第二段“such a bk culd prve as cmplicated t prcess as the cmputer cde (代码) that pwers AI but, thankfully, Campbell has mre than tw decades' prfessinal experience translating the heady int the understandable. She writes frm the practical angle f a business persn rather than as an academic, making fr a guide which is highly accessible and infrmative and which, by the clse, will make yu feel almst 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, r, 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)
Suthbank, at an eastern bend in the Thames, is the center f British skatebarding, where the cntinuus crashing f skatebards left yur head ringing. I lved it. I sn made friends with the lcal skaters. We spke ur wn language. And my favrite: Safe. Safe meant cl. It meant hell. It meant dn’t wrry abut it. Once, when trying a certain trick n the beam (横杆), I fell nt the stnes, damaging a nerve in my hand, and Tby came ver, helping me up: Safe, man. Safe. A few minutes later, when I landed the trick, my friends beat their bards lud, shuting: “Safe! Safe! Safe!” And that’s what mattered — landing tricks, being a gd skater.
29. What d the underlined wrds “Safe! Safe! Safe!” prbably mean?
A. Be careful!B. Well dne! C. N way!D. Dn’t wrry!
【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 dne! (做得好)符合成功后的赞扬。C. N 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. Dn’t wrry! (别担心)—前文提到 Safe 可以表示“dn’t wrry”，但那是在作者摔倒时 Tby 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-, nn- 表共同、相互：c-, inter-
表前、先：pre-, fre- 表后：pst-
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：-tin/-sin (行为、状态), -ment (行为、结果), -er/-r (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), -us (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 (Rt)——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), vide (视频)
spect (看)：inspect (检查), spectatr (观众)
dict (说)：predict (预测), dictinary (词典)
prt (运，带)：transprt (运输), prtable (便携的)
scrib/script (写)：describe (描述), manuscript (手稿)
4. 合成词 (Cmpund Wrds)——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 csts and better prtectin f railway persnnel safety. It is calculated that Eurpean railways alne spend apprximately 20 billin eurs a year n maintenance, including sending maintenance staff, ften at night, t inspect and repair the rail infrastructure. That can be dangerus wrk that culd be avided with drnes assisting the crews’ effrts.
29. What des “maintenance” underlined in paragraph 3 refer t?
A. Persnnel safety.B. Assistance frm drnes.
C. Inspectin and repair.D. Cnstructin f infrastructure.
【答案】C
【解析】词义猜测题。根据第三段中的第二句“… spend … n maintenance, including sending … staff … t 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 des the underlined wrd “this / it / them / which...” refer t?
2.The underlined part “it / that / they / which...” in paragraph ... refers t “ ”.
【思维导图】
【典例4】(2022新高考Ⅱ卷, C)
“We need smething n the bks that can change peple’s behavir,” said Félix W. Ortiz, wh pushed fr the state’s 2001 ban n hand-held devices by drivers. “If the Textalyzer bill becmes law,” he said, “peple are ging t be mre afraid t put their hands n the cell phne.”
30. What des the underlined wrd “smething” in the last paragraph refer t?
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 smething n the bks that can change peple’s behavir. (我们需要一些能改变人们行为的东西。)”可知，smething是能够改变人们的行为的事情。再根据下文的“If the Textalyzer bill becmes law, he said, ‘peple are ging t be mre afraid t put their hands n the cell phne.’ (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smething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 wrd / phrase ‘...’ prbably means ______.”
“What des the wrd ‘...’ in Paragraph X refer t?”
“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 ther wrds, refer t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 fr 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, hwever, unlike, while, n the cntrary 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)
Dgs are knwn fr their impressive fetching habit, but cats take this behavir up a ntch. Many cats will find randm bjects utside and bring them t their wners. This is a very ld habit that’s been present in all kinds f predatrs (食肉动物). Cats bring gifts fr their wners t shw they lve yu. These adrable little hunters are just ding smething that it’s been in their nature since the beginning f time. S just g alng with it!
26. Which best explains the phrase “take this behavir up a ntch” in paragraph 3?
A. Perfrm apprpriately.B. Mve faster.
C. Act strangely.D. D better.
【答案】D
【解析】词句猜测题。根据第三段划线词前半句“Dgs are knwn fr 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 randm bjects utside and bring them t their wners. (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 ntch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 f several hundred wrds r mre, learning is generally mre successful when it’s n paper than nscreen. A large amunt f research cnfirms this finding. The benefits f print reading particularly shine thrugh when experimenters mve frm psing simple tasks – like identifying the main idea in a reading passage – t nes that require mental abstractin – such as drawing inferences frm a text.
28. What des the underlined phrase “shine thrugh” in paragraph 2 mean?
A. Seem unlikely t last.B. Seem hard t explain.
C. Becme ready t use.D. Becme easy t ntice.
【片段02】 (2023新课标I卷第29题)
Part ne cncludes by intrducing my suggested methd fr adpting this philsphy: the digital declutter. This prcess requires yu t step away frm ptinal nline activities fr thirty days. At the end f the thirty days, yu will then add back a small number f carefully chsen nline activities that yu believe will prvide massive benefits t the things yu value.
29. What des the underlined wrd “declutter” in paragraph 3 mean?
A. Clear-up.B. Add-n.C. Check-in.D. Take-ver.
【片段03】 (2023新课标II卷第30题)
In this “bk f bks,” artwrks are selected and arranged in a way that emphasizes these cnnectins between different eras and cultures. We see scenes f children learning t read at hme r at schl, with the bk as a fcus fr relatins between the generatins. Adults are prtrayed (描绘) alne in many settings and pses — absrbed in a vlume, deep in thught r lst in a mment f leisure. These scenes may have been painted hundreds f years ag, but they recrd mments we can all relate t.
30. What d the underlined wrds “relate t” in paragraph 2 mean?
A. Understand.B. Paint.C. Seize.D. Transfrm.
【片段04】 (2023全国甲卷第24题)
Terri Bltn is a dab hand when it cmes t DIY (d-it-yurself). Skilled at putting up shelves and piecing tgether furniture, she never pays smene else t d a jb she can d herself.
24. Which is clsest in meaning t “a dab hand” in paragraph 1?
A. An artist.B. A winner.C. A specialist.D. A pineer.
【片段05】 (2023全国乙卷第24题)
In additin t the prblem f miscmprehensin frm bth sides, there are victries accidentally r deliberately twisted, especially when nly the victrs knw hw t write. Thse wh are n the lsing side ften have nly their things t tell their stries. The Caribbean Tain, the Australian Abriginals, the African peple f Benin and the Incas, all f whm appear in this bk, can speak t us nw f their past achievements mst pwerfully thrugh the bjects they made: a histry tld thrugh things gives them back a vice. When we cnsider cntact (联系) between literate and nn-literate scieties such as these, all ur first-hand accunts are necessarily twisted, nly ne half f a dialgue. If we are t find the ther half f that cnversatin, we have t read nt just the texts, but the bjects.
34. What des the underlined wrd “cnversatin” in paragraph 3 refer t?
A. Prblem.B. Histry.C. Vice. D. Sciety.
【类型二：高考真题猜测词义题语篇训练】
(2025·浙江1月卷 C)
A nvel design apprach t gardening has been gaining in ppularity wrldwide. Referred t as matrix planting, this apprach aims fr nature t d a lt mre f the heavy lifting in the garden, and even sme f the designing. Eschewing fertilizers (化肥) and pwer tls, it’s based n an elegantly simple principle: t garden mre like nature des.
The cncept was brn when German city planners sught t plant large areas f parkland after Wrld War II in a reprducible way that wuld need minimal maintenance. Planners created planting mixes that culd be used mdularly (模块化). In a matrix garden, plants with similar cultural needs are gruped s that they will grw tgether abve and belw grund, frming a cperative ecsystem that cnserves water and discurages weeds.
Dutch plantsman and designer Piet Oudlf’s gardens ppularized this style, adding artistic flavrs t the planting mixes while playing with clr and frm, including fur-seasn interest and serving the needs f wildlife. Beautiful year-rund, they invite yu t enjy the smallest detail, frm the sund f grasses in the gentle wind t the sculpture f dd-lking seed heads.
It takes a lt f thught t lk this natural. While matrix gardens appear wild, they are carefully planned, with cultural needs the first cnsideratin. Led by the cncept f “right plant, right place,” they match plants that enjy the same sil, sun and weather cnditins, and arrange them accrding t their patterns f grwth.
The benefits are substantial fr bth gardener and planet. With human inputs dramatically reduced, the garden’s eclgy can develp well. Established matrix gardens shuld nt need the life supprt we give mst gardens: fertilizer, dividing, regular watering. Cmpared t traditinal garden plts, they increase carbn absrptin, reduce strm water runff and bst habitat and bidiversity significantly.
28. What des the underlined wrd “Eschewing” in the first paragraph mean?
A. Running ut f.B. Keeping away frm.C. Putting up with.D. Taking advantage f.
29. Why was the idea f matrix planting intrduced?
A. T cntrl weeds in large gardens.B. T bring in freign species f plants.
C. T cnserve sil and water resurces.D. T develp lw-maintenance parkland.
30. Which f the fllwing best describes Piet Oudlf’s gardens?
A. Traditinal.B. Odd-lking.C. Tasteful.D. Well-prtected.
31. Which f the fllwing can be a suitable title fr the text?
A. The future f gardening is WILDB. Nature treats all lives as EQUALS
C. Matrix gardens need mre CARED. Old garden plts wrk WONDERS
(2026年1月·浙江首考英语卷 C)
Human beings have always lved reviews: wrd f muth has lng been regarded as ne f the mst valuable marketing tls available t a cmpany. Cnsumers enjy reading and giving reviews. Hwever, the prblem is that a lt f the reviews are fake (假的). Shabnam Azimi and Alexander Krasnikv f Lyla University f Chicag and Kwng Chan f Nrtheastern University recently published a study n fake reviews.
The study used a data set f 1,600 reviews f Chicag htels. Sme f them were real; thers were fake. The reviews were presented t 400 subjects. Each subject gt eight reviews t read: a balanced set f tw psitive fake, tw psitive real, tw negative fake and tw negative real, presented in a randm rder. The reviews were written by real peple wh were given infrmatin abut the htel.
The results shw that cnsumers generally trust negative reviews mre than psitive nes. Mrever, we humans tend t assume that psitive reviews might be fake. “Overall, negative reviews are less cmmn. S, we pay mre attentin t them. When a negative review is fake, we get tricked,” Azimi says.
When it came t faking a review, length was imprtant t believability, as was detail. Alng, negative review f a htel, cmplete with lts f infrmatin, tended t cnvince participants. A lengthy, psitive review, n the ther hand, was regarded as suspicius, and participants tended t trust writers that kept their glwing reviews shrt. Emtin was als imprtant in cnvincing readers— r the lack f emtin, at least. Azimi says study participants tended nt t trust reviews where the writers expressed their feelings in a big way. The mre dispassinate that negative write-up, the mre likely it was t take the reader in.
The fake reviews written fr Azimi’s study were put tgether by humans, but increasingly, fake reviews are being written by AI, which makes them lk mre real. Thugh many cmpanies use algrithms (算法) t weed ut fake reviews, Azimi pints ut that the machines are prgrammed by humans, and given ur limited ability t spt fake reviews, this isn’t a gd sign.
28. Which aspect f the study des paragraph 2 mainly talk abut?
A. Its design.B. Its findings.C. Its purpses.D. Its significance.
29. What des the underlined wrd “glwing” in paragraph 4 mean?
A. Funny.B. Abusive.C. Insightful.D. Praising.
30. What kind f review wuld readers mst likely trust?
A. A lng, psitive ne.B. An unemtinal, negative ne.
C. A shrt, negative ne.D. An enthusiastic, psitive ne.
31. What can be inferred frm the last paragraph?
A. Many cmpanies are prducing fake reviews.B. Writing fake reviews will be declared illegal.
C. Machines can detect fake reviews accurately.D. It will be harder t recgnize 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 hlds a basic premise (前提) at its heart; all languages are equal. Each f the wrld’s rughly 7,000 languages represents a unique way f seeing and understanding life, a natural experiment in human thught. Judgments f a language’s wrth stem nt frm its structure, but frm the pwer and status f its speakers. Yet this prfund diversity is cllapsing. Currently, abut half f all languages have 10,000 r fewer speakers. The median number f speakers per language n every cntinent is belw 1,000. These figures signal acute endangerment.
Languages are nt a dying natural death; they are being frced ut f existence. A few dzen killer languages,” like English and Spanish, expand thrugh plitical, ecnmic, and cultural cnquest, while centuries f imperialism, capitalism, and natin-building squeeze ut the rest. The ersin happens everywhere; in settler scieties like the US and Canada, half f the indigenus (原住民的) languages are already silent; in hmes glbally, families abandn mther tngues fr dminant languages, lsing nt just wrds but gestures and cultural knwledge.
Why des this lss matter? Each language hlds unique insights int human cmmunicatin — like the expressive clicks f Khisan languages r the bject-subject-verb rder f Wara. Mre crucially, languages. carry petry, ral histries, envirnmental wisdm, and lifeways. Research cnfirms that mther-tngue educatin and language maintenance are vital fr mental and physical well-being, especially fr marginalized (被边缘化的) cmmunities.
The rganized effrt t preserve languages is recent. Inspired by bidiversity and indigenus rights mvements, linguists and activists nw race t dcument languages, creating dictinaries and recrding ral histries. Hwever, linguists cannt “save” languages alne; that pwer lies with the cmmunities themselves. Revitalizatin is a challenging act f hpe, ften feeling like a “wnderful madness” — an attempt t revive a wrldview nearly lst. The fight fr linguistic diversity is ultimately a fight alngside its speakers, requiring real supprt frm the majrity wrld that seldm ntices this silent crisis.
1. What is the functin f the first paragraph?
A. T list glbal language statistics.B. T present a current language crisis.
C. T argue against language superirity.D. T cmpare varius language structures.
2. What des the term “killer languages” refer t in the text?
A. Thse n lnger spken by any cmmunity.
B. Thse passing n thrugh wrds and gestures.
C. Thse thriving at the expense f ther languages.
D. Thse simplifying cmplex sund and grammar rules.
3. Why des language lss matter accrding t paragraph 3?
A. It degrades petry and ral histries.B. It threatens glbal envirnmental safety.
C. It damages well-being f all cmmunities.D. It hurts the cntinuity f sme knwledge
4. What is essential fr language revival accrding t the last paragraph?
A. Adequate external fundingB. Sustained cmmunity endeavr.
C. Unshakable individual ptimism.D. Diverse technlgical advancement.
【调研2】（25-26高三上·湖北荆州）Peple casually describe themselves as peple-pleasers as they might describe their hair clr r music preference. Hwever, peple-pleasing can be a very real mental health prblem, ften assciated with bsessive-cmpulsive disrder (OCD) (强迫症). Apprval-seeking behavir is self-injuring by nature. T satisfy this bsessin, we must be inauthentic and reduced versins f urselves, verly vigilant f the preferences f thers.
Essentially, the main cause is avidance f causing distress in thers. Few things make me shake mre than a cnflict. I see this behavir as a respnse t my childhd, which was filled with intense fear. My single parent had weekly mments f being angry and abusive. I learned early n that my safety depended n my mther’s view f me. S I began t predict what my mther wanted me t d and say. By the time I was in middle schl, ver-aplgizing and shifting my persnality t please thers became firmly established in my scial behavir.
Fr mst adult peple-pleasers, including me, it feels natural t cling n t (依赖) the cmfrt f agreeability. Even with my wn children, I give up my wn authrity. I recently nticed that my vice takes n an awkward tne whenever I say “n”. I challenge and displease my clients, but nly because it is demanded fr effective prgress.
Peple-pleasing is clearly hlding me back; but what’s the reasn fr my unwillingness t let g? I am starting t realize that I am shying away frm the unpredictability f hw thers will react. When I am universally likeable, I rarely have t g utside my cmfrt zne in interpersnal relatinships. Authentic interactivity with thers requires taking a risk. Displeased peple are stressful.
S the key seems t be expsure. The mre interactins I experience where I am nt pleasing thers, the mre cmfrt I gain with this dynamic. As I practice saying “n,” my vice will naturally deepen. Cnfidence will cme with repetitin. Yes, peple’s negative reactins are uncertain, but nt dangerus. The less I peple-please, the mre I will welcme grwth int my interpersnal relatinships. The challenge f thers is, in fact, a jyus pprtunity.
1. What des the underlined wrd “vigilant” in the first paragraph mean?
A. Mindful.B. Tired.C. Fnd.D. Uncertain.
2. Why des the authr mentin her childhd?
A. T share a pitiful stry f her family.B. T justify her apprval-seeking behavir.
C. T emphasize the impact f family educatin.D. T explain the reasn fr her pleasing tendency.
3. What prevents the authr frm getting rid f peple-pleasing?
A. Her dislike f her authentic self.B. Her fear f facing uncertain reactins.
C. Her ignrance f interpersnal skills.D. Her misunderstanding f displeased peple.
4. What des the authr suggest t deal with peple-pleasing?
A. Practice authenticity persistently.B. Be expsed t mre peple-pleasers.
C. Ignre peple’s negative reactins.D. Seek cmfrt frm existing relatinships.
(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 cuntry schl n the west cast f Vancuver Island. I had three grades f little peple in my class, all beaming with the desire t learn all they culd. One little by named David frm my grade ne class wanted t learn mre than all the thers. His rund swllen face wuld smile up at me, reminding me ver and ver f his disease—leukemia. Mre ften than nt, he wuld be missing frm ur classrm fr runds f treatments.
All f us were s pleased, then, t have that happy little by with us fr Christmas. We decrated ur classrm, practised fr the cncert, and prepared Christmas stries t share.
Tw days befre schl let ut fr the three-week Christmas hliday, I read a stry t the class. It was the stry f “The Littlest Angel”. This little angel had an awful time in heaven. He culd nt adjust t the rutine. He was always in truble, bumping int ther angels, tripping ver cluds r drpping his hal. Nthing seemed t make his time easier until ne celestial day an archangel suggested that the little angel take sme items with him. Just a few things t remind him f his gd ld days, which might be f sme help.
As I read the stry, a cmplete silence fell ver the class as each child became mre invlved in the plight f the angel. Everyne was sympathetic fr his misfrtune, including David.
The fllwing day during ur regular shw-and-tell time, hlding a small wden bx, David began his sharing, “This is my first tth,” he explained. “This is a ribbn frm my sister’s hair, and this is my puppy’s cllar. My dad gave me this ld key. My mm says this big cin is fr gd luck.” Even befre he tld us the purpse f the bx, we all seemed t knw. Shiny tears went dt-t-dt dwn the faces f the ther children. The rest f the day witnessed all f us carefully preparing items t fill David’s wden bx.
When the hlidays came t a clse, we all returned t ur class—all except David. He had gt a gd chance and left fr a big city t get better treatment, clutching the wden bx that held his hpe and memries, and urs.
1. What can we learn abut David frm the first paragraph?
A. His attractive smile impressed his teacher a lt.
B. Thugh seriusly ill, he was passinate t learn.
C. His disease prevented him frm ging t schl.
D. Thugh lking nrmal,he suffered frm a fatal disease.
2. What des the underlined part “the plight” refer t?
A. The past time.B. The prmising future.C. The awful situatin.D. The daily rutine.
3. Why did David prepare a wden bx?
A. T share his items.B. T help the little angel.C. T treat his disease.D. T hld the gd memries.
4. Which f the fllwing best describes David?
A. Intelligent and diligent.B. Sciable and adventurus.
C. Strng-willed and ambitius.D. Optimistic and curageus.
【抢分练2】（25-26高三上·广东·月考）
The sun hangs heavy ver central Iraq in the late afternn, painting the ruins f Babyln in heat and light. Dust rises frm the grund in sft cluds, creating a scene that seems lder than time itself. In this mment the city feels bth empty and timeless, its silence brken nly by the visitrs wh have cme t stand in the ftprints f kings.
Once, Babyln was the jewel f Mesptamia, the city that gave its name t entire eras — the Old, Middle, and New Babylnian perids. It was here where grand temples and palaces were built, and where pets and histrians imagined ne f the Seven Wnders f the Ancient Wrld: the Hanging Gardens. Ancient Greek and Rman writers described them as a green paradise (天堂), watered by artful pumps that lifted water frm the Euphrates River. Accrding t tales, Nebuchadnezzar, then King f Babyln, had them built fr his queen wh lnged fr the frested muntains f her hmeland.
Fr sme Iraqi archaelgists (考古学家), the gardens are mre than fairy tales. Sme believe the gardens were lcated near the city f Hillah, abut a tw-hur drive suth f the capital Baghdad, while thers pint t Nineveh, hundreds f miles t the nrth. Fr travelers, hwever, the debate hardly matters. Standing amng the ruins, it takes a gd imaginatin t think f the gardens that left n marks t fllw.
In recent times, cnservatin wrk has been carried ut t restre parts f Babyln. With the many challenges the site faces, it is ften individuals rather than institutins that keep Babyln’s stries alive. We met a 22-year-ld tur guide Hashem, wh was enthusiastic abut intrducing Iraqi histry t freigners. He graduated frm the University f Babyln with a degree in bimedical engineering, and after that he turned t turism, where his knwledge and cmmand f English came in handy.
Beynd its brken walls, Babyln cntinues t cast its spell. Visitrs cme and express admiratin, wndering hw the Hanging Gardens nce rse frm the desert plain. The ruins may be gne sme day, but the tales will live n.
1. Why des the writer describe the ruins f Babyln in paragraph 1?
A. T explain the reasns fr its destructin.B. T highlight its heavy bring atmsphere.
C. T create a cntrast with its splendid past.D. T express admiratin fr its great histry.
2. What d archaelgists disagree abut regarding the Hanging Gardens?
A. Its lcatin.B. Its rigin.C. Its designer.D. Its influence.
3. What des the authr want t shw by telling Hashem’s stry?
A. The restratin wrk prvides jb pprtunities.
B. Ordinary peple cntribute t preserving histry.
C. Turism is successful in areas with a rich culture.
D. The cuntry is in need f energetic yung peple.
4. What des the underlined phrase “cast its spell” in the last paragraph prbably mean?
A. Remain in ruins.B. Disappear ver time.C. Hld great charm.D. Make peple puzzled.
【抢分练3】(2025年高考英语北京卷 C)
Nt t lng ag, n a cld winter night, there was a teenager wh wanted mre screen time and a parent wh said n. The teenager was advcating fr her right t scrll (翻屏) fr an extra 30 minutes. The parent argued that nne f her friends’ parents let them have screens after 9 ’clck. “I thught, in this family, we dn’t cmpare urselves with ther peple, Dad?” the teenager replied. The parent — wh was me, by the way — just gt served. Since they were yung, I have tld my kids nt t cmpare themselves with ther peple. I have argued cuntless times that cmparisns are the “thief f jy”.
Althugh my daughter didn’t win, she did help expse ne f the wrst pieces f advice I have ever given. In my defence, I did what we’ve all dne befre, which is t repeat received wisdm withut explring the nuances. But nw is the time t set the recrd straight, which starts with questining the idea that all scial cmparisn is unhealthy.
Scial cmparisns d, f curse, ften get us int emtinal truble. But they can be harnessed (利用) fr ur betterment if we understand hw they wrk. The scial cmparisns we make — nes that lead us t feel gd r bad abut urselves — are vital t ur ability t thrive (成长). Science prvides a guide we can use t harness the way we perfrm these cmparisns t reduce their negative emtinal impacts.
Cmparing yurself with smene wh is utperfrming yu culd result in feelings f envy if yu fcus n the things they have and yu dn’t, r it can be energizing and inspiring if yu use these cmparisns as a surce f mtivatin, fr example, “If they can achieve that, s can I.” Cmparing yurself with smene wh is ding wrse than yu culd result in fear and wrry if yu think abut hw yu culd fall int similar circumstances, r it can draw ut feelings f gratitude and appreciatin if yu use that cmparisn t braden yur views — fr example, “Ww, things culd be much wrse; I’m ding great.”
What I wish I taught my daughter earlier are these nuances. Hw we feel abut urselves rests nt just n whm we cmpare urselves with but als n hw we think abut that cmparisn. That’s smething we all have cntrl ver.
28. Hw did the authr feel abut his daughter’s argument?
A. Excited.B. Inspired.C. Energized.D. Relieved.
29. What des the wrd “nuances” underlined in Paragraph 2 mst prbably mean?
A. Majr achievements.B. Cmplex feelings.C. Significant impacts.D. Fine differences.
30. Which wuld be the best title fr the passage?
A. Cmparing Ourselves with Others Can Becme a Healthy Habit
B. Cmparing Ourselves with Others Can Strengthen Family Ties
C. Scial Cmparisns Can Get Us int Emtinal Truble
D. Scial Cmparisns Can Be Cntrlled by Science
【抢分练4】(2024高考英语北京卷 C)
The ntin that we live in smene else’s vide game is irresistible t many. Searching the term “simulatin hypthesis” (模拟假说) returns numerus results that debate whether the universe is a cmputer simulatin — a cncept that sme scientists actually take seriusly. Unfrtunately, this is nt a scientific questin. We will prbably never knw whether it’s true. We can, instead, use this idea t advance scientific knwledge.
The 18th-century philspher Kant argued that the universe ultimately cnsists f things-in-themselves that are unknwable. While he held the ntin that bjective reality exists, he said ur mind plays a necessary rle in structuring and shaping ur perceptins. Mdern sciences have revealed that ur perceptual experience f the wrld is the result f many stages f prcessing by sensry systems and cgnitive (认知的) functins in the brain. N ne knws exactly what happens within this black bx. If empirical (实证的) experience fails t reveal reality, reasning wn’t reveal reality either since it relies n cncepts and wrds that are cntingent n ur scial, cultural and psychlgical histries. Again, a black bx.
S, if we accept that the universe is unknwable, we als accept we will never knw if we live in a cmputer simulatin. And then, we can shift ur inquiry frm “Is the universe a cmputer simulatin? ” t “Can we mdel the universe as a cmputer simulatin? ” Mdelling reality is what we d. T facilitate ur cmprehensin f the wrld, we build mdels based n cnceptual metaphrs (隐喻) that are familiar t us. In Newtn’s era, we imagined the universe as a clck. In Einstein’s, we uncvered the standard mdel f particle (粒子) physics.
Nw that we are in the infrmatin age, we have new cncepts such as the cmputer, infrmatin prcessing, virtual reality, and simulatin. Unsurprisingly, these new cncepts inspire us t build new mdels f the universe. Mdels are nt the reality, hwever. There is n pint in arguing if the universe is a clck, a set f particles r an utput f cmputatin. All these mdels are tls t deal with the unknwn and t make discveries. And the mre tls we have, the mre effective and insightful we can becme.
It can be imagined that cmparable t the prcess f building previus scientific mdels, develping the “cmputer simulatin” metaphr-based mdel will als be a hugely rewarding exercise.
28. What des the authr intend t d by challenging a hypthesis?
A. Make an assumptin.B. Illustrate an argument.
C. Give a suggestin.D. Justify a cmparisn.
29. What des the phrase “cntingent n” underlined in Paragraph 2 prbably mean?
A. Accepted by.B. Determined by.C. Awakened by.D. Discvered by.
30. As fr Kant’s argument, the authr is _________.
A. appreciativeB. dubtfulC. uncncernedD. disapprving
31. It is implied in this passage that we shuld _________.
A. cmpare the current mdels with the previus nes
B. cntinue explring the classical mdels in histry
C. stp arguing whether the universe is a simulatin
D. turn simulatins f the universe int realities up.
卷别
细节理解题
猜测词义题
推理判断题
主旨大意题
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