资源简介

第二讲　专攻重难(1)—“深度理解、高度把握”的主旨大意题
二轮复习时间紧、任务重，高效复习的关键在于精准聚焦核心考点，而非面面俱到的泛泛而学。在英语阅读理解中，主旨大意题是横亘在考生面前的一道难关。这类题目之所以棘手，往往源于两方面：一是学生易被细节信息裹挟，陷入 “只见树木不见森林” 的误区；二是对不同文体的结构逻辑缺乏系统性认知，难以快速抓取文章的核心脉络。基于此，本书将重点从题型考法和行文逻辑两个维度帮助同学们突破这一难点。
第1课时　从题型考法角度细研主旨大意题
　主旨大意题考查的是考生对文章内容的深层次理解，它要求考生在充分理解全文的前提下，对整篇文章的主旨大意有一个较为清晰的认知。主旨大意题难度较大，是考生容易失分的题型。该类试题不仅考查考生略读文章、领会大意的能力，也对考生的归纳、概括能力提出了较高的要求。文章中没有明显的解题依据，需要考生从文章中抽取、提炼一些关键词、主干句进行加工概括，才能归纳出文章的主旨。所以，遇到主旨大意题时切勿草率作答，一定要读完、读通文章后再做判定。此类题目可分为三类：标题归纳题、文章大意题和段落大意题。 正确选项特征 涵盖性强，覆盖全文或全段。
确定的范围恰当，既不太大，也不太小。
精确性强，不会改变语言表意的程度及色彩。
干扰选项特征 过于笼统，不知所云 所给选项内容概括的范围过大，超出全文或全段所述内容。
以偏概全，主次不分 所给选项只阐述了文章的一部分内容，或以文章中的细节信息或个别词作为选项的设置内容，或以次要的事实或细节充当全文的主要观点。
移花接木，偷换概念 所给选项被命题者有意识地把本属于A的内容放在B上，若不留神，极易选错答案。
无中生有，生搬硬套 所给选项的关键词语虽然在文章中提到了，但经过仔细阅读分析之后，发现选项的内容与文章的内容毫无联系。
题型(一)　标题归纳题——活用4方法
关键词法 多次出现的词语或表明观点态度的词语是体现主旨的中心词
主题句法 依主题句定中心词
穿珠连串法 从文章细节中找共同点，如同穿珠，串联起细节共同点，断定标题
逆向思维法 考虑四个选项可能涉及的内容，对照原文，最相似者为最佳标题
[典例]　(2025·浙江1月高考·阅读C篇)
A novel design approach to gardening has been gaining in popularity worldwide.Referred to as matrix planting, this approach aims for nature to do a lot more of the heavy lifting in the garden, and even some of the designing.Eschewing fertilizers (化肥) and power tools, it's based on an elegantly simple principle: to garden more like nature does.
　　The concept was born when German city planners sought to plant large areas of parkland after World War Ⅱ in a reproducible way that would need minimal maintenance.Planners created planting mixes that could be used modularly (模块化)．In a matrix garden, plants with similar cultural needs are grouped so that they will grow together above and below ground, forming a cooperative ecosystem that conserves water and discourages weeds.
Dutch plantsman and designer Piet Oudolf's gardens popularized this style, adding artistic flavors to the planting mixes while playing with color and form, including four season interest and serving the needs of wildlife.Beautiful year round, they invite you to enjoy the smallest detail, from the sound of grasses in the gentle wind to the sculpture of odd looking seed heads.
It takes a lot of thought to look this natural.While matrix gardens appear wild, they are carefully planned, with cultural needs the first consideration.Led by the concept of “right plant, right place，” they match plants that enjoy the same soil, sun and weather conditions, and arrange them according to their patterns of growth.
The benefits are substantial for both gardener and planet.With human inputs dramatically reduced, the garden's ecology can develop well.Established matrix gardens should not need the life support we give most gardens: fertilizer, dividing, regular pared to traditional garden plots, they increase carbon absorption, reduce stormwater runoff and boost habitat and biodiversity significantly.
31．Which of the following can be a suitable title for the text
A．The future of gardening is WILD
B．Nature treats all lives as EQUALS
C．Matrix gardens need more CARE
D．Old garden plots work WONDERS
[解题示范]
第一步：读文章，厘清结构
第二步：研题目，针对判别
本题可采用“关键词法”归纳文章标题。这篇文章并未直接给出明确的主题句，但是考生可以从文中发现以下体现文章主旨的关键词：matrix planting(矩阵种植)、matrix gardens(矩阵菜园)、nature(自然)、natural(天然的)、ecology(生态)、biodiversity(生物多样性)。这些词汇体现了文章的核心内容：一种模仿自然、生态友好、低维护的新型园艺方式——矩阵种植(matrix planting)。
第三步：析选项，复核答案
A 未来园艺的趋势是回归自然野趣选项中的WILD意为“自然生长的”，契合矩阵种植的理念，准确地概括了文章主旨。 涵盖性强，统领全文
B 大自然对万物一视同仁文章全程围绕“矩阵园艺”展开，未涉及“自然平等对待生命”的内容。 无中生有，生搬硬套
C 矩阵式花园需要更多的呵护文章明确提到矩阵园艺“human inputs dramatically reduced(人类投入大幅减少)”，虽提及“carefully planned(精心规划)”，但并非“需要更多照顾”。选项将“精心规划”偷换为“更多照顾”。 移花接木，偷换概念
D 传统花园创造奇迹文章仅在最后一段将“传统花园”作为对比对象，核心是“矩阵园艺”，传统花园并非主要内容。 以偏概全，主次不分
题型(二)　文章大意题——把握主题词/句/段
[典例]　(2024·新高考Ⅱ卷·阅读C篇)
We all know fresh is best when it comes to food.However, most produce at the store went through weeks of travel and covered hundreds of miles before reaching the table.While farmer's markets are a solid choice to reduce the journey, Babylon Micro Farm (BMF) shortens it even more.
BMF is an indoor garden system.It can be set up for a family.Additionally, it could serve a larger audience such as a hospital, restaurant or school.The innovative design requires little effort to achieve a reliable weekly supply of fresh greens.
Specifically, it's a farm that relies on new technology.By connecting through the Cloud, BMF is remotely monitored.Also, there is a convenient app that provides growing data in real time.Because the system is automated, it significantly reduces the amount of water needed to grow plants. Rather than watering rows of soil, the system provides just the right amount to each plant.After harvest, users simply replace the plants with a new pre seeded pod (容器) to get the next growth cycle started.
Moreover, having a system in the same building where it's eaten means zero emissions (排放) from transporting plants from soil to salad.In addition, there's no need for pesticides and other chemicals that pollute traditional farms and the surrounding environment.
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.
31．What does the text mainly talk about
A．BMF's major strengths.
B．BMF's general management.
C．BMF's global influence.
D．BMF's technical standards.
[解题示范]
第一步：读文章，厘清结构
第二步：研题目，针对判别
归纳本文主旨大意时，可借助文中的高频关键词来提炼主旨内容。从emissions(排放)、chemicals(化学品)、sustainability(可持续性)、reduce waste(减少浪费)等反复出现的关键词能看出，文章的主旨聚焦于BMF的主要优势，尤其突出了它在环保、节水以及降低碳排放等方面的突出表现。
第三步：析选项，复核答案
A BMF的主要优势。本文第一段介绍BMF缩短了食物到餐桌的运输过程，第二至第四段介绍BMF的创新设计系统及其相关优势，最后一段介绍员工的可持续发展理念，该选项符合文意。 涵盖性强，覆盖全文
B BMF的综合管理。文中仅简要提及BMF的自动化系统，目的是介绍BMF的优点。 以偏概全，断章取义
C BMF的全球影响力。文中未提及相关内容。 无中生有，生搬硬套
D BMF的技术标准。文中未提及相关内容。 无中生有，生搬硬套
题型(三)　段落大意题——找准段落主题句
[例1]　(2025·全国Ⅱ卷·阅读D篇节选)
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.
34．What is paragraph 5 mainly about
A．Why the ingredients were used.
B．Which dishes were best liked.
C．What the dishes were made of.
D．Where the ingredients were bought.
[解题示范]
第一步：研题目，针对判别
该段落的结构是典型的“否定错误观点＋提出正确解释”的模式，可运用“首尾兼顾”的解题技巧。本段前两句即为主题句——先明确指出“wastED菜单上的菜品是用垃圾制作”，紧接着转折说明“菜品所用配料都是多数餐厅不会考虑端上桌的食材”；结尾句列举的羽衣甘蓝茎秆、鱼颈肉、淘汰的甘薯、黄瓜头等具体食材，是对前两句主题内容的举例支撑。所以本段整体围绕“这些菜品是由什么制成的”展开。
第二步：析选项，复核答案
A 为什么使用这些配料。本段提到这些食材通常不被餐厅使用，但并未解释“为什么”选择它们。 移花接木，偷换概念
B 哪些菜品最受欢迎。本段未提及任何关于“最受欢迎的菜品”的信息。 无中生有，生搬硬套
C 这些菜品是用什么做的。对本段内容的精炼总结和概括。 涵盖性强，覆盖全段
D 配料是从哪里采购的。本段仅说明食材本身，但并未提及采购来源。 无中生有，生搬硬套
[例2]　(2022·新高考Ⅰ卷·阅读D篇节选)
Analyses of a language database also confirmed that there was a global change in the sound of world languages after the Neolithic age, with the use of “f” and “v” increasing remarkably during the last few thousand years. These sounds are still not found in the languages of many hunter gatherer people today.
34．What is paragraph 5 mainly about
A．Supporting evidence for the research results.
B．Potential application of the research findings.
C．A further explanation of the research methods.
D．A reasonable doubt about the research process.
[解题示范]
第一步：研题目，针对判别
段落中没有明显的主题句，段落大意可以通过“关键词”归纳概括。从Analyses ... also confirmed, sound of world languages，“f” and “v” increasing, still not found in ... hunter gatherer等词汇能看出段落围绕对语言数据库的分析展开，提到这种分析证实了新石器时代后世界语言发音有全球性变化，“f” 和 “v” 的使用在近几千年显著增加，且如今许多狩猎采集者的语言中仍没有这些声音。“also confirmed”(也证实了)是理解段落逻辑的题眼，结合关键词可判断，本段主要内容是为进一步证明研究结果提供证据。
第二步：析选项，复核答案
A 为研究结果提供支持性的证据。对本段内容的精炼总结和概括。 涵盖性强，覆盖全段
B 研究成果的潜在应用。本段只是说明了与之前的研究成果一致的研究发现，并没有涉及研究成果的潜在应用。 无中生有，生搬硬套
C 对研究方法的进一步解释。本段说明的是研究成果，不是研究方法。 移花接木，偷换概念
D 对研究过程的合理怀疑。本段没有提到对研究过程的合理怀疑。 无中生有，生搬硬套
第2课时　从行文逻辑角度快解主旨大意题
高考语篇的行文逻辑常见的有以下几种：问题—解决模式、一般—特殊模式、主张—反主张模式、叙事模式、人物传记模式。不同的语篇可能只采用其中一种模式，也可能多种模式混合。学生熟悉并掌握一些常见模式，有助于快速理清文脉结构、梳理行文思路、把握文章大意，进而准确地提炼语篇主旨。
问题—解决模式包含情境、问题、反应/解决、评价/结果等要素，常见于说明文或议论文，语篇常出现以下标志词：问题——concern， challenge， difficulty， dilemma， problem等；反应/解决——change， come up with， develop， find， measure等；结果——answer， consequence， effect， outcome， result， solution 等；评价——effective， overcome， succeed， successful， work 等。拟定文章标题或概括文章大意的选项中，通常会包含反应/解决、评价/结果等要素。
一、问题—解决模式
[典例]　(2025·全国Ⅰ卷·阅读C篇)
While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children.Many parents say there's too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead.
Dutch authors Thalia Verkade and Marco te Br mmelstroet are bothered by facts like these.In their new book Movement: How to Take Back Our Streets and Transform Our Lives, they call for a rethink of our streets and the role they play in our lives.
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.
Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car.The number of cars on roads has been increasing rapidly.In Australia we now have over twenty million cars for just over twenty six million people, among the highest rate of car ownership in the world.
We invest a lot in roads that help us rush through, but we fail to account for the true costs.Do we really recognise what it costs us as a society when children can't move safely around our communities The authors of Movement have it right: it's time to think differently about that street outside your front door.
28．What phenomenon does the author point out in paragraph 1
A．Cars often get stuck on the road.
B．Traffic accidents occur frequently.
C．People walk less and drive more.
D．Pedestrians fail to follow the rules.
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.
30．What can be inferred about the campaigns in Australia in the late 1960s and 1970s
A．They boosted the sales of cars.
B．They turned out largely ineffective.
C．They won government support.
D．They advocated building new parks.
31．What can be a suitable title for the text
A．Why the Rush？　　 B．What's Next
C．Where to Stay D．Who to Blame
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
第31题要求为文章选择一个最合适的标题。通过阅读全文，并结合思维导图可知，本文语篇模式为典型的“问题—解决”模式。解题时我们可从以下三个方面入手：
1．识别“问题”核心：文章开篇即指出了问题(Problem)——行人活动性下降(declines in pedestrian mobility )，交通拥挤无法安全通行(too much traffic ... to walk safely)。深层问题在于，我们的城市街道被设计成了让汽车快速穿行(rush through )的通道，而牺牲了社区生活和人的需求，我们却未能认识到其真正的代价 (fail to account for the true costs)。
2．识别“解决”方向：针对这一问题，文章提出的解决方案(Solution)是观念上的转变，即呼吁反思(call for a rethink)。这不是一个具体的行动计划，而是一个方向性的号召。
3．结合模式选标题：本文标题应该能点明文章的“问题”所在，或暗示其“解决”方向。 A选项“Why the Rush？”(为何如此匆忙？)，通过设问方式挑明了造成问题的根源——城市设计中对“快速通行 (rush through)”的过度追求。这个问题本身就促使读者进行反思，完美契合了文章呼吁的“rethink”这一解决方案。它既指出了问题的核心，又体现了作者的评价态度(批判性)，因此是最佳选项。
[参考答案]　28～31　CABA
二、一般—特殊模式
一般—特殊模式常见于说明文及议论文，指的是先概括后举例，或先整体后细节。语篇开头直接切入主题，然后分点展开阐述，最后可能在末段点题。解答主旨大意题时，先找首段主题句或末段总结句，抓 “一般” 部分概括的核心话题，再看 “特殊” 部分例子或分论点围绕的关键词。干扰选项设计一般是以偏概全 用分论点当主旨 、扩大范围 超出文章内容 或偷换概念，正确选项需能涵盖全文 “一般 — 特殊” 结构的整体内容。
[典例]　(2024·九省联考·阅读D篇)
For lots of kids, toddlerhood (幼儿期) is an important time for friendship. Studies show that the earlier kids learn to form positive relationships, the better they are at relating to others as teenagers and adults. Playing together also helps these kids practice social behaviors, such as kindness, sharing, and cooperation.
Even so, how quickly your child develops into a social creature may also depend on his temperament (性格). Some toddlers are very social, but others are shy. In addition, the way that toddlers demonstrate that they like other children is markedly different from what adults think of as expressions of friendship. Research at Ohio State University in Columbus found that a toddler's way of saying “I like you” during play is likely to come in the form of copying a friend's behavior.
This seemingly unusual way of demonstrating fondness can result in unpleasant behavior. Regardless of how much they like a playmate, they may still grab his toys, refuse to share, and get bossy. But experts say that this is a normal and necessary part of friendship for kids this age. Through play experiences, toddlers learn social rules. That's why it's so important to take an active role in your toddler's social encounters by setting limits and offering frequent reminders of what they are. When you establish these guidelines, explain the reasons behind them.
Begin by helping your child learn sympathy (“Ben is crying. What's making him so sad？”), then suggest how he could resolve the problem (“Maybe he would feel better if you let him play the ball.”). When your child shares or shows empathy (同理心) toward a friend, praise him (“Ben stopped crying! You made him feel better.”)．
Another way to encourage healthy social interaction is by encouraging kids to use words — not fists — to express how they feel. It's also important to be mindful of how your child's personality affects playtime. Kids are easy to get angry when they're sleepy or hungry, so schedule playtime when they're refreshed.
32．What does it indicate when toddlers copy their playmates' behavior
A．They are interested in acting.
B．They are shy with the strangers.
C．They are fond of their playmates.
D．They are tired of playing games.
33．What does the author suggest parents do for their kids
A．Design games for them.
B．Find them suitable playmates.
C．Play together with them.
D．Help them understand social rules.
34．What is the function of the quoted statements in paragraph 4
A．Giving examples.
B．Explaining concepts.
C．Providing evidence.
D．Making comparisons.
35．Which of the following is the best title for the text
A．How Children Adapt to Changes
B．How to Be a Role Model for Children
C．How Your Baby Learns to Love
D．How to Communicate with Your Kid
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
第35题要求为文章选择一个最佳标题。通过阅读全文，并结合思维导图可知，本文语篇模式为“一般—特殊”，结构为“总—分”。
文章第一段开门见山，直接提出了全文的中心话题：“toddlerhood (幼儿期) is an important time for friendship”，并强调了早期建立积极人际关系的重要性。这是全文的总纲。在后面几段中，文章具体阐述了影响幼儿社交的因素、幼儿社交中的问题和家长的引导方式以及促进幼儿健康社交的方法。
C选项“How Your Baby Learns to Love”中的“Love”可以广义地理解为建立积极情感联系、发展友谊和同情心。这个标题精准地回应了开篇提出的“friendship”和“positive relationships”，并且能总领下文中关于幼儿社交行为、问题以及父母如何引导他们学会分享、合作与共情的具体方法。它具备“统领全文的高度”，是对文章主旨最精炼的概括。
[参考答案]　32～35　CDAC
三、主张—反主张模式
主张—反主张模式的文章首先提出一种普遍接受、过去流行或他人持有的主张/观点(Claim)，然后通过转折，引出作者真正想要表达、强调或澄清的反主张/新观点/事实真相(Counterclaim)。这种“先破后立”的结构常见于议论文，旨在通过对比和驳斥，凸显作者观点的正确性和深刻性。解答主旨大意题时，先找转折词(如but, however等)后的反主张，这是作者的核心观点，再看前文主张与后文反主张的对比点。干扰选项设计常以旧主张当主旨，或混淆主张与反主张，正确选项需体现 “破立” 关系，突出反主张内容。
[典例]　(2024·浙江1月高考·阅读D篇)
The Stanford marshmallow (棉花糖) test was originally conducted by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat, selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat, they would be given a second treat. Then they were left alone in the room. Follow up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success.
As adults we face a version of the marshmallow test every day. We're not tempted (诱惑) by sugary treats, but by our computers, phones, and tablets — all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers.
We are tempted by sugary treats because our ancestors lived in a calorie poor world, and our brains developed a response mechanism to these treats that reflected their value — a feeling of reward and satisfaction. But as we've reshaped the world around us, dramatically reducing the cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn't eat.
A similar process is at work in our response to information. Our formative environment as a species was information poor, so our brains developed a mechanism that prized new information. But global connectivity has greatly changed our information environment. We are now ceaselessly bombarded (轰炸) with new information. Therefore, just as we need to be more thoughtful about our caloric consumption, we also need to be more thoughtful about our information consumption, resisting the temptation of the mental “junk food” in order to manage our time most effectively.
32．What did the children need to do to get a second treat in Mischel's test
A．Take an examination alone.
B．Show respect for the researchers.
C．Share their treats with others.
D．Delay eating for fifteen minutes.
33．According to paragraph 3, there is a mismatch between __________.
A．the calorie poor world and our good appetites
B．the shortage of sugar and our nutritional needs
C．the rich food supply and our unchanged brains
D．the tempting foods and our efforts to keep fit
34．What does the author suggest readers do
A．Absorb new information readily.
B．Be selective information consumers.
C．Use diverse information sources.
D．Protect the information environment.
35．Which of the following is the best title for the text
A．Eat Less, Read More
B．The Bitter Truth about Early Humans
C．The Later, the Better
D．The Marshmallow Test for Grownups
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
第35题要求为文章选择一个最佳标题。本文虽然没有出现but或however这样的转折词，但其内在逻辑完全符合“主张—反主张模式”的“先破后立”和“旧事新提”的特点。作者并非驳斥一个错误观点，而是借用一个经典理论(旧主张)来引申出一个全新的、作者真正想探讨的现代问题(新主张)。
文章第一段介绍了一项调查对象是孩子的棉花糖实验，测试孩子能否抵挡糖果的诱惑。这是大家熟知或普遍接受的旧知识，是作者用来铺垫的“靶子”。解题的“命门”出现在第二段的开头，“As adults we face a version of the marshmallow test every day.”这句话起到了关键的转折和引申作用，它明确地将文章的论述重心从“过去的儿童实验”切换到了“当今的成人世界”。第三、四段全力阐述作者的核心观点：成年人也面临着他们自己的“棉花糖测试”，只不过诱惑物从“糖果”变成了“电子设备带来的海量信息”。文章的落脚点在最后一句：“... we also need to be more thoughtful about our information consumption ...”，强调成年人应像控制热量摄入一样，审慎地对待信息摄入。因此，文章的新观点是关于成年人与信息诱惑的斗争。
D选项“The Marshmallow Test for Grownups”(成年人的棉花糖测试)既包含了引出话题的经典实验“The Marshmallow Test”，又通过“for Grownups”这个关键限定词，准确地点明了真正的论述对象和作者的“新主张”。它完整地体现了文章从旧到新、从儿童到成人的类比引申脉络，是对文章主旨最精准的概括。
[参考答案]　32～35　DCBD
四、叙事模式
高考常见的叙事语篇以讲述事件或描写人物为目的，其核心是传达一种情感、揭示一个道理或展现一种品质。作者的情感或观点通常是贯穿全文的隐性或显性主线。因此，关注语篇首尾段中的点题/介绍、回应 再次点题，照应主题 /评议 叙述者的态度 是推断文章主旨的关键。干扰选项常设以偏概全 用细节当主旨 、无中生有 强加情感 陷阱，正确选项一般是对事件或人物精神内核的归纳概括，能够体现故事的深意 profound meaning 或作者的感悟 reflection 。
[典例]　(2021·全国甲卷·阅读C篇)
When I was 9, we packed up our home in Los Angeles and arrived at Heathrow, London on a gray January morning.Everyone in the family settled quickly into the city except me.Without my beloved beaches and endless blue sky days, I felt at a loss and out of place.Until I made a discovery.
Southbank, at an eastern bend in the Thames, is the center of British skateboarding, where the continuous crashing of skateboards left your head ringing.I loved it.I soon made friends with the local skaters.We spoke our own language.And my favorite: Safe.Safe meant cool.It meant hello.It meant don't worry about it.Once, when trying a certain trick on the beam (横杆)，I fell onto the stones, damaging a nerve in my hand, and Toby came over, helping me up: Safe, man.Safe.A few minutes later, when I landed the trick, my friends beat their boards loud, shouting：“Safe!_Safe!_Safe！” And that's what mattered — landing tricks, being a good skater.
When I was 15, my family moved to Washington.I tried skateboarding there, but the locals were far less welcoming.Within a couple of years, I'd given it up.
When I returned to London in 2004, I found myself wandering down to Southbank, spending hours there.I've traveled back several times since, most recently this past spring.The day was cold but clear; tourists and Londoners stopped to watch the skaters.Weaving (穿梭) among the kids who rushed by on their boards, I found my way to the beam.Then a rail thin teenager, in a baggy white T shirt, skidded (滑) up to the beam.He sat next to me. He seemed not to notice the man next to him.But soon I caught a few of his glances.“I was a local here 20 years ago，” I told him.Then, slowly, he began to nod his head.“Safe, man.Safe.”
“Yeah，” I said.“Safe.”
28．What can we learn about the author soon after he moved to London
A．He felt disappointed.
B．He gave up his hobby.
C．He liked the weather there.
D．He had disagreements with his family.
29．What do the underlined words “Safe! Safe! Safe！” probably mean
A．Be careful！　　　 B．Well done!
C．No way! D．Don't worry!
30．Why did the author like to spend time in Southbank when he returned to London
A．To join the skateboarding.
B．To make new friends.
C．To learn more tricks.
D．To relive his childhood days.
31．What message does the author seem to convey in the text
A．Children should learn a second language.
B．Sport is necessary for children's health.
C．Children need a sense of belonging.
D．Seeing the world is a must for children.
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
第31题要求提炼作者在文章中想要传达的核心信息(message)，这是一道典型的文章主旨题。本文通过“When I was 9”“When I was 15”“When I returned to London in 2004”等时间线索，清晰地展示了其叙事模式的语篇结构。我们可以运用“三步剥笋法”，从表层故事深入到深层寓意，从而精准定位主旨。
1．看首尾段，定基调。文章开篇为我们设置了核心的矛盾和情感基调。作者初到伦敦，感到迷茫、格格不入(at a loss and out of place)，直接点明了故事的起点——一个孩子因环境改变而产生的孤独感和对融入的渴望。结尾是文章的“画龙点睛”之笔。多年后作者重返故地，一位年轻的滑板少年对他说了那句“Safe, man. Safe.”。通过这一场景，再次回应了文章的主题——滑板曾带给他的安全感、接纳感和温暖的集体情谊。
2．理情节主线，抓转折。文章的主线是作者的成长经历，其核心冲突是“孤独感”与“归属感”的对立与转化。滑板运动是承载这条情感主线的载体。全文的关键转折点是作者发现了Southbank滑板场并融入其中。主人公的转变非常清晰：从一个孤独、不合群的男孩，变成了一个有朋友、有认同感的群体成员。
3．品人物情感，辨态度。作者在叙述中使用了“I loved it”这样直接的抒情句子，并反复强调“Safe”这个词的特殊含义。这不仅仅是一个单词，它是友谊、接纳和鼓励的象征，是整个社群的文化符号。文章中充满了作者对这段岁月的怀念(nostalgia)和珍视。这正是文章的情感“灵魂”。
C选项(孩子需要归属感)完美地概括了故事的“核心”。它超越了“滑板”这个具体事件，提炼出了作者从“out of place”到内心感到“Safe”的整个心路历程的根本原因，精准地捕捉到了文章想要传达的最核心、最深刻的寓意。
[参考答案]　28～31　ABDC
五、人物传记模式
人物传记模式的文章一般围绕 “塑造人物形象、展现人物价值” 展开，通常遵循 “引入 — 展开 — 升华” 的逻辑，从ABCDE五个角度介绍人物：Admiration (引出人物身份)，Background (介绍人物生平)，Contributions and Deeds (描述贡献和事迹)，Evaluation (评议人物)。 解答主旨大意题时，先通过首段确定人物身份，再整合生平、贡献等要点，最后重点关注末段评价句，通过 “身份＋核心事迹＋影响” 提炼主题。干扰选项常以次要事迹当主旨，或夸大评价，正确选项需覆盖人物核心贡献及社会价值。
[典例]　(2021·浙江6月高考·阅读A篇)
Leslie Nielsen's childhood was a difficult one, but he had one particular shining star in his life — his uncle, who was a well known actor.The admiration and respect his uncle earned inspired Nielsen to make a career (职业) in acting.Even though he often felt he would be discovered to be a no talent, he moved forward, gaining a scholarship to the Neighborhood Playhouse and making his first television appearance a few years later in 1948.However，becoming a full time，successful actor would still be an uphill battle for another eight years until he landed a number of film roles that finally got him noticed.
But even then, what he had wasn't quite what he wanted.Nielsen always felt he should be doing comedy but his good looks and distinguished voice kept him busy in dramatic roles.It wasn't until 1980 — 32 years into his career — that he landed the role it would seem he was made for in Airplane！That movie led him into the second half of his career where his comedic presence alone could make a movie a financial success even when movie reviewers would not rate it highly.
Did Nielsen then feel content in his career Yes and no.He was thrilled to be doing the comedy that he always felt he should do, but even during his last few years，he always had a sense of curiosity, wondering what new role or challenge might be just around the corner.He never stopped working, never retired.
Leslie Nielsen's devotion to acting is wonderfully inspiring.He built a hugely successful career with little more than plain old hard work and determination.He showed us that even a single desire, never given up on, can make for a remarkable life.
21．Why did Nielsen want to be an actor
A．He enjoyed watching movies.
B．He was eager to earn money.
C．He wanted to be like his uncle.
D．He felt he was good at acting.
22．What do we know about Nielsen in the second half of his career
A．He directed some high quality movies.
B．He avoided taking on new challenges.
C．He focused on playing dramatic roles.
D．He became a successful comedy actor.
23．(作者原创题)Which of the following can best convey the author's idea
A．Art is long, but life is short.
B．He who laughs last laughs best.
C．It's never too late to learn.
D．Where there is a will, there is a way.
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
本文是一篇典型的人物传记。第23题是主旨大意题，考查作者通过讲述Nielsen的故事想要传达的核心思想或人生道理。解题时我们可从以下三个方面入手：
1．定身份(依托 Admiration 与 Background)：从首段及生平内容可知，演员莱斯利·尼尔森历经坎坷，终在喜剧领域立足。
2．抓核心(整合 Contributions 与 Deeds)：聚焦关键事迹——32 年坚守终转型喜剧成功，晚年仍不停工作。提炼核心——尼尔森凭借长期坚持与决心，实现职业目标并创造价值。
3．扣评价(锚定 Evaluation)：结尾段点明主旨——坚守愿望，不懈努力可成就非凡。
D选项“Where there is a will, there is a way. ”(有志者事竟成。)这句谚语完美地概括了从结尾段提炼出的核心思想。“a will”(意志)对应文中的“determination”和“a single desire, never given up on”；“a way”(出路/成功)对应文中的“a hugely successful career”和“a remarkable life”。因此，D选项是最佳答案。
[参考答案]　21～23　CDD
A
(2025·威海一模)Growing up, my identity was bound together with being an athlete.I rarely missed any practice or training.Being so active, I never worried about what I ate — pizza, donuts, pasta — whatever was in front of me.
When I went to college, however, my mindset towards food sharply changed.No longer a student athlete, I began to learn about wellness.In a lecture, our professor took a cup of drink and showed its sugar content by comparing it to a cup of pure sugar.I was stunned.For the first time, I realized my eating habits needed to change.
Immediately, I cut out nearly all sugar from my diet.I refused cake at parties and skipped late night pizza with friends.
Though these habits were good for my physical health, slowly, they began to weigh on my mental health.What started as restricting sweets turned into weighing myself multiple times a day and obsessively (过度地) tracking calories.Despite being at a healthy weight, I was consumed by thoughts of food: What did I eat that day How much do I need to work out to burn it off On the outside, I was physically fit, but on the inside, I was anxious about maintaining this state of perfection with food.
It wasn't until I graduated that I began to critically reflect on my obsession with food.I realized the sense of control my strict habits brought me was actually doing the opposite: In placing so much emphasis on food, I felt out of control.How could I shift to a balance of healthy eating with the occasional indulgence
Slowly, I learned that the world would not end if I ate some ice cream or drank a glass of drink.At my core, I believe letting myself enjoy small pleasures is what makes me feel more human and alive.For me, this balance is crucial to living a fulfilling, satisfying life.
1．What was the author's attitude to food as an athlete？(　　)
A．Adventurous.　　 B．Balanced.
C．Carefree. D．Guilty.
2．What is the focus of paragraph 4？(　　)
A．My efforts at tracking calorie intake.
B．My method of staying physically fit.
C．My social isolation caused by dieting.
D．My mental burden behind healthy eating.
3．Which word can best replace the underlined “indulgence” in paragraph 5？(　　)
A．Enjoyment. B．Self control.
C．Workouts. D．Medical check ups.
4．What message is conveyed in the text？(　　)
A．You are what you eat.
B．Obsession can backfire.
C．Health ensures happiness.
D．Perfection brings success.
B
(2025·郑州二模)Teacher burnout and student stress may be linked, according to a study.The study is the first of its kind to examine the connection between teacher burnout and students' cortisol (皮质醇) levels, which are a biological indicator of stress.
Researchers collected saliva (唾液) samples from over 400 elementary school children and tested their cortisol levels.They found that in classrooms in which teachers experienced more burnout, or feelings of emotional tiredness, students' cortisol levels were increased.Higher cortisol levels in elementary school children have been linked to learning difficulties as well as mental health problems.
“This suggests that stress spreading might be taking place in the classroom among students and their teachers，” said Eva Oberle, the study's lead author.Indeed, the relationship between student stress and teacher burnout is a chicken and egg question.It's unknown what came first — increased cortisol or teacher burnout.We consider the connection between student and teacher stress a cyclical (循环的) problem in the classroom.
Oberle said a stressful classroom climate could be a result of insufficient support for teachers, which may impact teachers' ability to effectively manage their students.A poorly managed classroom can contribute to students' needs not being met and increasing stress.This could be reflected in raised cortisol levels in students.
Alternatively, stress could originate from students, who may be more challenging to teach because of increases in worry, behavioral problems, or special needs.In this situation, teachers could feel very tired and report higher levels of burnout.
“Our study is a reminder of the systemic issues facing teachers and educators as classroom sizes increase and supports for teachers are cut，” said Oberle.
“It is clear from a number of recent research studies that teaching is one of the most stressful professions, and that teachers need sufficient resources and support in their jobs in order to battle burnout and relieve stress in the classroom，” said UBC education professor Kimberly Schonert Reichl, the study's co author and director of HELP.“If we do not support teachers, we risk the related damage of students.”
5．How did researchers measure students' stress levels？(　　)
A．By testing cortisol levels in their saliva.
B．By observing their classroom behaviour.
C．By requiring students to report their feelings.
D．By asking teachers about students' performance.
6．What can be concluded from paragraphs 4 & 5？(　　)
A．Students' behaviors lead to teachers' higher level of burnout.
B．Teacher burnout is the cause of the raised cortisol levels in students.
C．Students with higher stress are more likely to have learning difficulties.
D．Stress and burnout can be a two way problem between teachers and students.
7．What does the author imply in the last paragraph？(　　)
A．Teachers can solve classroom problems alone.
B．Stressful classrooms are mainly caused by students.
C．Cutting resources for teachers has no negative effects.
D．Providing enough resources helps reduce student stress.
8．What is the best title for the text？(　　)
A．Cortisol Levels and Learning: Biological Impacts
B．Teacher Burnout and Student Stress: A Hidden Link
C．Classroom Management and Stress: Practical Solutions
D．Student Health and Classroom Performance: Key Factors
第二讲　专攻重难(1)
[A]
语篇解读：本文是一篇记叙文。文章主要讲述了作者从运动员时期对食物的随意态度，到大学时对健康饮食的过度执着，再到毕业后逐渐找到平衡的过程。
1．选C　推理判断题。根据第一段可知，作为运动员，作者从不担心自己的饮食习惯，吃什么都很随意，对食物是无忧无虑的态度。
2．选D　段落大意题。根据第四段可知，本段主要描述了作者因过度严格的饮食习惯导致心理压力，尽管身体很健康，但内心却充满焦虑。
3．选A　词义猜测题。根据画线词上文“It wasn't until I graduated ...felt out of control.”可知，作者开始反思，认为这种严格习惯的控制适得其反，故此处画线词与A项“Enjoyment”意思相近，该句意思为“我如何能转向健康饮食与偶尔享乐之间的平衡？”，也就是作者希望自己能在保持健康饮食的同时，能允许自己偶尔享受一些美食。
4．选B　推理判断题。根据最后一段“At my core ...fulfilling, satisfying life.”以及全文的讲述可知，作者通过自己从运动员时期对食物的随意态度，到大学时对健康饮食的过度执着，再到毕业后逐渐找到平衡的过程，说明过度追求健康饮食反而会导致心理压力，最终找到平衡才是关键。
[B]
语篇解读：本文是一篇说明文。文章主要介绍了教师的职业倦怠和学生的压力之间是有联系的。
5．选A　细节理解题。根据第二段“Researchers collected saliva ...tested their cortisol levels.”可知，研究者通过检测学生唾液中的皮质醇程度来测量他们的压力程度。
6．选D　细节理解题。根据第四段第一句以及第五段第一句可知，紧张的课堂氛围会影响老师有效地管理学生，而学生焦虑、行为问题等的增加让他们更难教，这样就会造成老师更高程度的倦怠。由此可知，第四段和第五段旨在明确学生和教师压力之间的联系是一个循环性问题。
7．选D　推理判断题。根据最后一段可推知，教师在工作中需要足够的资源和支持，以对抗倦怠、缓解课堂压力，老师压力减少了，学生的压力也就相对来说减少了，因此给教师提供足够多的资源能帮助减少学生的压力。
8．选B　标题归纳题。通读全文，尤其是第一段第一句可知，文章主要介绍了一项研究，教师的倦怠和学生的压力可能是有关联的。
1 / 23(共117张PPT)
第二讲 专攻重难(1)—“深度理解、
高度把握”的主旨大意题
二轮复习时间紧、任务重，高效复习的关键在于精准聚焦核心考点，而非面面俱到的泛泛而学。在英语阅读理解中，主旨大意题是横亘在考生面前的一道难关。这类题目之所以棘手，往往源于两方面：一是学生易被细节信息裹挟，陷入 “只见树木不见森林” 的误区；二是对不同文体的结构逻辑缺乏系统性认知，难以快速抓取文章的核心脉络。基于此，本书将重点从题型考法和行文逻辑两个维度帮助同学们突破这一难点。
目
录
CONTENTS
第1课时 从题型考法角度细研主旨大意题
1
第2课时 从行文逻辑角度快解主旨大意题
2
第1课时　从题型考法角度细研主旨大意题
1
1
　主旨大意题考查的是考生对文章内容的深层次理解，它要求考生在充分理解全文的前提下，对整篇文章的主旨大意有一个较为清晰的认知。主旨大意题难度较大，是考生容易失分的题型。该类试题不仅考查考生略读文章、领会大意的能力，也对考生的归纳、概括能力提出了较高的要求。文章中没有明显的解题依据，需要考生从文章中抽取、提炼一些关键词、主干句进行加工概括，才能归纳出文章的主旨。所以，遇到主旨大意题时切勿草率作答，一定要读完、读通文章后再做判定。此类题目可分为三类：标题归纳题、文章大意题和段落大意题。
正确选项特征 涵盖性强，覆盖全文或全段。
确定的范围恰当，既不太大，也不太小。
精确性强，不会改变语言表意的程度及色彩。
干扰选项特征 过于笼统，不知所云 所给选项内容概括的范围过大，超出全文或全段所述内容。
以偏概全，主次不分 所给选项只阐述了文章的一部分内容，或以文章中的细节信息或个别词作为选项的设置内容，或以次要的事实或细节充当全文的主要观点。
移花接木，偷换概念 所给选项被命题者有意识地把本属于A的内容放在B上，若不留神，极易选错答案。
无中生有，生搬硬套 所给选项的关键词语虽然在文章中提到了，但经过仔细阅读分析之后，发现选项的内容与文章的内容毫无联系。
续
表
题型(一)　标题归纳题——活用4方法
关键词法 多次出现的词语或表明观点态度的词语是体现主旨的中心词
主题句法 依主题句定中心词
穿珠连串法 从文章细节中找共同点，如同穿珠，串联起细节共同点，断定标题
逆向思维法 考虑四个选项可能涉及的内容，对照原文，最相似者为最佳标题
[典例]　(2025·浙江1月高考·阅读C篇)
A novel design approach to gardening has been gaining in popularity worldwide.Referred to as matrix planting, this approach aims for nature to do a lot more of the heavy lifting in the garden, and even some of the designing.Eschewing fertilizers (化肥) and power tools, it's based on an elegantly simple principle: to garden more like nature does.
The concept was born when German city planners sought to plant large areas of parkland after World War Ⅱ in a reproducible way that would need minimal maintenance.Planners created planting mixes that could be used modularly (模块化)．In a matrix garden, plants with similar cultural needs are grouped so that they will grow together above and below ground, forming a cooperative ecosystem that conserves water and discourages weeds.
Dutch plantsman and designer Piet Oudolf's gardens popularized this style, adding artistic flavors to the planting mixes while playing with color and form, including four -season interest and serving the needs of wildlife.Beautiful year -round, they invite you to enjoy the smallest detail, from the sound of grasses in the gentle wind to the sculpture of odd looking seed heads.
It takes a lot of thought to look this natural.While matrix gardens appear wild, they are carefully planned, with cultural needs the first consideration.Led by the concept of “right plant, right place，” they match plants that enjoy the same soil, sun and weather conditions, and arrange them according to their patterns of growth.
The benefits are substantial for both gardener and planet.With human inputs dramatically reduced, the garden's ecology can develop well.Established matrix gardens should not need the life support we give most gardens: fertilizer, dividing, regular pared to traditional garden plots, they increase carbon absorption, reduce stormwater runoff and boost habitat and biodiversity significantly.
31．Which of the following can be a suitable title for the text
A．The future of gardening is WILD
B．Nature treats all lives as EQUALS
C．Matrix gardens need more CARE
D．Old garden plots work WONDERS
[解题示范]
第一步：读文章，厘清结构
第二步：研题目，针对判别
本题可采用“关键词法”归纳文章标题。这篇文章并未直接给出明确的主题句，但是考生可以从文中发现以下体现文章主旨的关键词：matrix planting(矩阵种植)、matrix gardens(矩阵菜园)、nature(自然)、natural(天然的)、ecology(生态)、biodiversity(生物多样性)。这些词汇体现了文章的核心内容：一种模仿自然、生态友好、低维护的新型园艺方式——矩阵种植(matrix planting)。
第三步：析选项，复核答案
A 未来园艺的趋势是回归自然野趣 选项中的WILD意为“自然生长的”，契合矩阵种植的理念，准确地概括了文章主旨。 涵盖性强，统领全文
(选项为
正确答案)
B 大自然对万物一视同仁 文章全程围绕“矩阵园艺”展开，未涉及“自然平等对待生命”的内容。 无中生有，生搬硬套
C 矩阵式花园需要更多的呵护 文章明确提到矩阵园艺“human inputs dramatically reduced(人类投入大幅减少)”，虽提及“carefully planned(精心规划)”，但并非“需要更多照顾”。选项将“精心规划”偷换为“更多照顾”。 移花接木，偷换概念
D 传统花园创造奇迹 文章仅在最后一段将“传统花园”作为对比对象，核心是“矩阵园艺”，传统花园并非主要内容。 以偏概全，主次不分
续表
题型(二)　文章大意题——把握主题词/句/段
[典例]　(2024·新高考Ⅱ卷·阅读C篇)
We all know fresh is best when it comes to food.However, most produce at the store went through weeks of travel and covered hundreds of miles before reaching the table.While farmer's markets are a solid choice to reduce the journey, Babylon Micro- Farm (BMF) shortens it even more.
BMF is an indoor garden system.It can be set up for a family.Additionally, it could serve a larger audience such as a hospital, restaurant or school.The innovative design requires little effort to achieve a reliable weekly supply of fresh greens.
Specifically, it's a farm that relies on new technology.By connecting through the Cloud, BMF is remotely monitored.Also, there is a convenient app that provides growing data in real time.Because the system is automated, it significantly reduces the amount of water needed to grow plants. Rather than watering rows of soil, the system provides just the right amount to each plant.After harvest, users simply replace the plants with a new pre -seeded pod (容器) to get the next growth cycle started.
Moreover, having a system in the same building where it's eaten means zero emissions (排放) from transporting plants from soil to salad.In addition, there's no need for pesticides and other chemicals that pollute traditional farms and the surrounding environment.
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.
31．What does the text mainly talk about
A．BMF's major strengths.
B．BMF's general management.
C．BMF's global influence.
D．BMF's technical standards.
[解题示范]
第一步：读文章，厘清结构
第二步：研题目，针对判别
归纳本文主旨大意时，可借助文中的高频关键词来提炼主旨内容。从emissions(排放)、chemicals(化学品)、sustainability(可持续性)、reduce waste(减少浪费)等反复出现的关键词能看出，文章的主旨聚焦于BMF的主要优势，尤其突出了它在环保、节水以及降低碳排放等方面的突出表现。
第三步：析选项，复核答案
A BMF的主要优势。 本文第一段介绍BMF缩短了食物到餐桌的运输过程，第二至第四段介绍BMF的创新设计系统及其相关优势，最后一段介绍员工的可持续发展理念，该选项符合文意。 涵盖性强，
覆盖全文
(选项为
正确答案)
B BMF的综合管理。 文中仅简要提及BMF的自动化系统，目的是介绍BMF的优点。 以偏概全，
断章取义
C BMF的全球影响力。 文中未提及相关内容。 无中生有，
生搬硬套
D BMF的技术标准。 文中未提及相关内容。 无中生有，
生搬硬套
续表
题型(三)　段落大意题——找准段落主题句
[例1]　(2025·全国Ⅱ卷·阅读D篇节选)
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.
34．What is paragraph 5 mainly about
A．Why the ingredients were used.
B．Which dishes were best liked.
C．What the dishes were made of.
D．Where the ingredients were bought.
[解题示范]
第一步：研题目，针对判别
该段落的结构是典型的“否定错误观点＋提出正确解释”的模式，可运用“首尾兼顾”的解题技巧。本段前两句即为主题句——先明确指出“wastED菜单上的菜品是用垃圾制作”，紧接着转折说明“菜品所用配料都是多数餐厅不会考虑端上桌的食材”；结尾句列举的羽衣甘蓝茎秆、鱼颈肉、淘汰的甘薯、黄瓜头等具体食材，是对前两句主题内容的举例支撑。所以本段整体围绕“这些菜品是由什么制成的”展开。
第二步：析选项，复核答案
A 为什么使用这些配料。 本段提到这些食材通常不被餐厅使用，但并未解释“为什么”选择它们。 移花接木，偷换概念
B 哪些菜品最受欢迎。 本段未提及任何关于“最受欢迎的菜品”的信息。 无中生有，生搬硬套
C 这些菜品是用什么做的。 对本段内容的精炼总结和概括。 涵盖性强，覆盖全段
(选项为
正确答案)
D 配料是从哪里采购的。 本段仅说明食材本身，但并未提及采购来源。 无中生有，生搬硬套
续表
　[例2]　(2022·新高考Ⅰ卷·阅读D篇节选)
Analyses of a language database also confirmed that there was a global change in the sound of world languages after the Neolithic age, with the use of “f” and “v” increasing remarkably during the last few thousand years. These sounds are still not found in the languages of many hunter -gatherer people today.
34．What is paragraph 5 mainly about
A．Supporting evidence for the research results.
B．Potential application of the research findings.
C．A further explanation of the research methods.
D．A reasonable doubt about the research process.
[解题示范]
第一步：研题目，针对判别
段落中没有明显的主题句，段落大意可以通过“关键词”归纳概括。从Analyses ... also confirmed, sound of world languages，“f” and “v” increasing, still not found in ... hunter gatherer等词汇能看出段落围绕对语言数据库的分析展开，提到这种分析证实了新石器时代后世界语言发音有全球性变化，“f” 和 “v” 的使用在近几千年显著增加，且如今许多狩猎采集者的语言中仍没有这些声音。“also confirmed”(也证实了)是理解段落逻辑的题眼，结合关键词可判断，本段主要内容是为进一步证明研究结果提供证据。
第二步：析选项，复核答案
A 为研究结果提供支持性的证据。 对本段内容的精炼总结和概括。 涵盖性强，覆盖全段
(选项为
正确答案)
B 研究成果的潜在应用。 本段只是说明了与之前的研究成果一致的研究发现，并没有涉及研究成果的潜在应用。 无中生有，生搬硬套
C 对研究方法的进一步解释。 本段说明的是研究成果，不是研究方法。 移花接木，偷换概念
D 对研究过程的合理怀疑。 本段没有提到对研究过程的合理怀疑。 无中生有，生搬硬套
续表
第2课时　从行文逻辑角度快解主旨大意题
1
2
高考语篇的行文逻辑常见的有以下几种：问题—解决模式、
一般—特殊模式、主张—反主张模式、叙事模式、人物传记模式。不同的语篇可能只采用其中一种模式，也可能多种模式混合。学生熟悉并掌握一些常见模式，有助于快速理清文脉结构、梳理行文思路、把握文章大意，进而准确地提炼语篇主旨。
一、问题—解决模式
问题—解决模式包含情境、问题、反应/解决、评价/结果等要素，常见于说明文或议论文，语篇常出现以下标志词：问题——concern， challenge， difficulty， dilemma， problem等；反应/解决——change， come up with， develop， find， measure等；结果——answer， consequence， effect， outcome， result， solution 等；评价——effective， overcome， succeed， successful， work 等。拟定文章标题或概括文章大意的选项中，通常会包含反应/解决、评价/结果等要素。
[典例]　(2025·全国Ⅰ卷·阅读C篇)
While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children.Many parents say there's too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead.
Dutch authors Thalia Verkade and Marco te Br mmelstroet are bothered by facts like these.In their new book Movement: How to Take Back Our Streets and Transform Our Lives, they call for a rethink of our streets and the role they play in our lives.
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.
Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car.The number of cars on roads has been increasing rapidly.In Australia we now have over twenty million cars for just over twenty six million people, among the highest rate of car ownership in the world.
We invest a lot in roads that help us rush through, but we fail to account for the true costs.Do we really recognise what it costs us as a society when children can't move safely around our communities The authors of Movement have it right: it's time to think differently about that street outside your front door.
28．What phenomenon does the author point out in paragraph 1
A．Cars often get stuck on the road.
B．Traffic accidents occur frequently.
C．People walk less and drive more.
D．Pedestrians fail to follow the rules.
√
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.
√
30．What can be inferred about the campaigns in Australia in the late 1960s and 1970s
A．They boosted the sales of cars.
B．They turned out largely ineffective.
C．They won government support.
D．They advocated building new parks.
√
31．What can be a suitable title for the text
A．Why the Rush B．What's Next
C．Where to Stay D．Who to Blame
√
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
第31题要求为文章选择一个最合适的标题。通过阅读全文，并结合思维导图可知，本文语篇模式为典型的“问题—解决”模式。解题时我们可从以下三个方面入手：
1．识别“问题”核心：文章开篇即指出了问题(Problem)——行人活动性下降(declines in pedestrian mobility )，交通拥挤无法安全通行(too much traffic ... to walk safely)。深层问题在于，我们的城市街道被设计成了让汽车快速穿行(rush through )的通道，而牺牲了社区生活和人的需求，我们却未能认识到其真正的代价 (fail to account for the true costs)。
2．识别“解决”方向：针对这一问题，文章提出的解决方案(Solution)是观念上的转变，即呼吁反思(call for a rethink)。这不是一个具体的行动计划，而是一个方向性的号召。
3．结合模式选标题：本文标题应该能点明文章的“问题”所在，或暗示其“解决”方向。 A选项“Why the Rush？”(为何如此匆忙？)，通过设问方式挑明了造成问题的根源——城市设计中对“快速通行 (rush through)”的过度追求。这个问题本身就促使读者进行反思，完美契合了文章呼吁的“rethink”这一解决方案。它既指出了问题的核心，又体现了作者的评价态度(批判性)，因此是最佳选项。
二、一般—特殊模式
一般—特殊模式常见于说明文及议论文，指的是先概括后举例，或先整体后细节。语篇开头直接切入主题，然后分点展开阐述，最后可能在末段点题。解答主旨大意题时，先找首段主题句或末段总结句，抓 “一般” 部分概括的核心话题，再看 “特殊” 部分例子或分论点围绕的关键词。干扰选项设计一般是以偏概全(用分论点当主旨)、扩大范围(超出文章内容)或偷换概念，正确选项需能涵盖全文 “一般 — 特殊” 结构的整体内容。
[典例]　(2024·九省联考·阅读D篇)
For lots of kids, toddlerhood (幼儿期) is an important time for friendship. Studies show that the earlier kids learn to form positive relationships, the better they are at relating to others as teenagers and adults. Playing together also helps these kids practice social behaviors, such as kindness, sharing, and cooperation.
Even so, how quickly your child develops into a social creature may also depend on his temperament(性格). Some toddlers are very social, but others are shy. In addition, the way that toddlers demonstrate that they like other children is markedly different from what adults think of as expressions of friendship. Research at Ohio State University in Columbus found that a toddler's way of saying “I like you” during play is likely to come in the form of copying a friend's behavior.
This seemingly unusual way of demonstrating fondness can result in unpleasant behavior. Regardless of how much they like a playmate, they may still grab his toys, refuse to share, and get bossy. But experts say that this is a normal and necessary part of friendship for kids this age. Through play experiences, toddlers learn social rules. That's why it's so important to take an active role in your toddler's social encounters by setting limits and offering frequent reminders of what they are. When you establish these guidelines, explain the reasons behind them.
Begin by helping your child learn sympathy (“Ben is crying. What's making him so sad？”), then suggest how he could resolve the problem (“Maybe he would feel better if you let him play the ball.”). When your child shares or shows empathy(同理心) toward a friend, praise him (“Ben stopped crying! You made him feel better.”)．
Another way to encourage healthy social interaction is by encouraging kids to use words — not fists — to express how they feel. It's also important to be mindful of how your child's personality affects playtime. Kids are easy to get angry when they're sleepy or hungry, so schedule playtime when they're refreshed.
32．What does it indicate when toddlers copy their playmates' behavior
A．They are interested in acting.
B．They are shy with the strangers.
C．They are fond of their playmates.
D．They are tired of playing games.
√
33．What does the author suggest parents do for their kids
A．Design games for them.
B．Find them suitable playmates.
C．Play together with them.
D．Help them understand social rules.
√
34．What is the function of the quoted statements in paragraph 4
A．Giving examples.
B．Explaining concepts.
C．Providing evidence.
D．Making comparisons.
√
35．Which of the following is the best title for the text
A．How Children Adapt to Changes
B．How to Be a Role Model for Children
C．How Your Baby Learns to Love
D．How to Communicate with Your Kid
√
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
第35题要求为文章选择一个最佳标题。通过阅读全文，并结合思维导图可知，本文语篇模式为“一般—特殊”，结构为“总—分”。
文章第一段开门见山，直接提出了全文的中心话题：“toddlerhood (幼儿期) is an important time for friendship”，并强调了早期建立积极人际关系的重要性。这是全文的总纲。在后面几段中，文章具体阐述了影响幼儿社交的因素、幼儿社交中的问题和家长的引导方式以及促进幼儿健康社交的方法。
C选项“How Your Baby Learns to Love”中的“Love”可以广义地理解为建立积极情感联系、发展友谊和同情心。这个标题精准地回应了开篇提出的“friendship”和“positive relationships”，并且能总领下文中关于幼儿社交行为、问题以及父母如何引导他们学会分享、合作与共情的具体方法。它具备“统领全文的高度”，是对文章主旨最精炼的概括。
三、主张—反主张模式
主张—反主张模式的文章首先提出一种普遍接受、过去流行或他人持有的主张/观点(Claim)，然后通过转折，引出作者真正想要表达、强调或澄清的反主张/新观点/事实真相(Counterclaim)。这种“先破后立”的结构常见于议论文，旨在通过对比和驳斥，凸显作者观点的正确性和深刻性。解答主旨大意题时，先找转折词(如but， however等)后的反主张，这是作者的核心观点，再看前文主张与后文反主张的对比点。干扰选项设计常以旧主张当主旨，或混淆主张与反主张，正确选项需体现 “破立” 关系，突出反主张内容。
[典例]　(2024·浙江1月高考·阅读D篇)
The Stanford marshmallow (棉花糖) test was originally conducted by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat, selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat, they would be given a second treat. Then they were left alone in the room. Follow- up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success.
As adults we face a version of the marshmallow test every day. We're not tempted (诱惑) by sugary treats, but by our computers, phones, and tablets — all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers.
We are tempted by sugary treats because our ancestors lived in a calorie- poor world, and our brains developed a response mechanism to these treats that reflected their value — a feeling of reward and satisfaction. But as we've reshaped the world around us, dramatically reducing the cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn't eat.
A similar process is at work in our response to information. Our formative environment as a species was information- poor, so our brains developed a mechanism that prized new information. But global connectivity has greatly changed our information environment. We are now ceaselessly bombarded (轰炸) with new information. Therefore, just as we need to be more thoughtful about our caloric consumption, we also need to be more thoughtful about our information consumption, resisting the temptation of the mental “junk food” in order to manage our time most effectively.
32．What did the children need to do to get a second treat in Mischel's test
A．Take an examination alone.
B．Show respect for the researchers.
C．Share their treats with others.
D．Delay eating for fifteen minutes.
√
33．According to paragraph 3, there is a mismatch between __________.
A．the calorie poor world and our good appetites
B．the shortage of sugar and our nutritional needs
C．the rich food supply and our unchanged brains
D．the tempting foods and our efforts to keep fit
√
34．What does the author suggest readers do
A．Absorb new information readily.
B．Be selective information consumers.
C．Use diverse information sources.
D．Protect the information environment.
√
35．Which of the following is the best title for the text
A．Eat Less, Read More
B．The Bitter Truth about Early Humans
C．The Later, the Better
D．The Marshmallow Test for Grownups
√
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
第35题要求为文章选择一个最佳标题。本文虽然没有出现but或however这样的转折词，但其内在逻辑完全符合“主张—反主张模式”的“先破后立”和“旧事新提”的特点。作者并非驳斥一个错误观点，而是借用一个经典理论(旧主张)来引申出一个全新的、作者真正想探讨的现代问题(新主张)。
文章第一段介绍了一项调查对象是孩子的棉花糖实验，测试孩子能否抵挡糖果的诱惑。这是大家熟知或普遍接受的旧知识，是作者用来铺垫的“靶子”。解题的“命门”出现在第二段的开头，“As adults we face a version of the marshmallow test every day.”这句话起到了关键的转折和引申作用，它明确地将文章的论述重心从“过去的儿童实验”切换到了“当今的成人世界”。第三、四段全力阐述作者的核心观点：成年人也面临着他们自己的“棉花糖测试”，只不过诱惑物从“糖果”变成了“电子设备带来的海量信息”。文章的落脚点在最后一句：“... we also need to be more thoughtful about our information consumption ...”，强调成年人应像控制热量摄入一样，审慎地对待信息摄入。因此，文章的新观点是关于成年人与信息诱惑的斗争。
D选项“The Marshmallow Test for Grownups”(成年人的棉花糖测试)既包含了引出话题的经典实验“The Marshmallow Test”，又通过“for Grownups”这个关键限定词，准确地点明了真正的论述对象和作者的“新主张”。它完整地体现了文章从旧到新、从儿童到成人的类比引申脉络，是对文章主旨最精准的概括。
四、叙事模式
高考常见的叙事语篇以讲述事件或描写人物为目的，其核心是传达一种情感、揭示一个道理或展现一种品质。作者的情感或观点通常是贯穿全文的隐性或显性主线。因此，关注语篇首尾段中的点题/介绍、回应(再次点题，照应主题)/评议(叙述者的态度)是推断文章主旨的关键。干扰选项常设以偏概全(用细节当主旨)、无中生有(强加情感)陷阱，正确选项一般是对事件或人物精神内核的归纳概括，能够体现故事的深意(profound meaning)或作者的感悟
[典例]　(2021·全国甲卷·阅读C篇)
When I was 9, we packed up our home in Los Angeles and arrived at Heathrow, London on a gray January morning.Everyone in the family settled quickly into the city except me.Without my beloved beaches and endless blue -sky days, I felt at a loss and out of place.Until I made a discovery.
Southbank, at an eastern bend in the Thames, is the center of British skateboarding, where the continuous crashing of skateboards left your head ringing.I loved it.I soon made friends with the local skaters.We spoke our own language.And my favorite: Safe.Safe meant cool.It meant hello.It meant don't worry about it.Once, when trying a certain trick on the beam (横杆)，I fell onto the stones, damaging a nerve in my hand, and Toby came over, helping me up: Safe, man.Safe.A few minutes later, when I landed the trick, my friends beat their boards loud, shouting：“Safe! Safe! Safe！” And that's what mattered — landing tricks, being a good skater.
When I was 15, my family moved to Washington.I tried skateboarding there, but the locals were far less welcoming.Within a couple of years, I'd given it up.
When I returned to London in 2004, I found myself wandering down to Southbank, spending hours there.I've traveled back several times since, most recently this past spring.The day was cold but clear; tourists and Londoners stopped to watch the skaters.
Weaving (穿梭) among the kids who rushed by on their boards, I found my way to the beam.Then a rail -thin teenager, in a baggy white T -shirt, skidded (滑) up to the beam.He sat next to me. He seemed not to notice the man next to him.But soon I caught a few of his glances.“I was a local here 20 years ago，” I told him.Then, slowly, he began to nod his head.“Safe, man.Safe.”
“Yeah，” I said.“Safe.”
28．What can we learn about the author soon after he moved to London
A．He felt disappointed.
B．He gave up his hobby.
C．He liked the weather there.
D．He had disagreements with his family.
√
29．What do the underlined words“Safe! Safe! Safe！” probably mean
A．Be careful！　　　 B．Well done!
C．No way! D．Don't worry!
√
30．Why did the author like to spend time in Southbank when he returned to London
A．To join the skateboarding.
B．To make new friends.
C．To learn more tricks.
D．To relive his childhood days.
√
31．What message does the author seem to convey in the text
A．Children should learn a second language.
B．Sport is necessary for children's health.
C．Children need a sense of belonging.
D．Seeing the world is a must for children.
√
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
第31题要求提炼作者在文章中想要传达的核心信息(message)，这是一道典型的文章主旨题。本文通过“When I was 9”“When I was 15”“When I returned to London in 2004”等时间线索，清晰地展示了其叙事模式的语篇结构。我们可以运用“三步剥笋法”，从表层故事深入到深层寓意，从而精准定位主旨。
1．看首尾段，定基调。文章开篇为我们设置了核心的矛盾和情感基调。作者初到伦敦，感到迷茫、格格不入(at a loss and out of place)，直接点明了故事的起点——一个孩子因环境改变而产生的孤独感和对融入的渴望。结尾是文章的“画龙点睛”之笔。多年后作者重返故地，一位年轻的滑板少年对他说了那句“Safe, man. Safe.”。通过这一场景，再次回应了文章的主题——滑板曾带给他的安全感、接纳感和温暖的集体情谊。
2．理情节主线，抓转折。文章的主线是作者的成长经历，其核心冲突是“孤独感”与“归属感”的对立与转化。滑板运动是承载这条情感主线的载体。全文的关键转折点是作者发现了Southbank滑板场并融入其中。主人公的转变非常清晰：从一个孤独、不合群的男孩，变成了一个有朋友、有认同感的群体成员。
3．品人物情感，辨态度。作者在叙述中使用了“I loved it”这样直接的抒情句子，并反复强调“Safe”这个词的特殊含义。这不仅仅是一个单词，它是友谊、接纳和鼓励的象征，是整个社群的文化符号。文章中充满了作者对这段岁月的怀念(nostalgia)和珍视。这正是文章的情感“灵魂”。
C选项(孩子需要归属感)完美地概括了故事的“核心”。它超越了“滑板”这个具体事件，提炼出了作者从“out of place”到内心感到“Safe”的整个心路历程的根本原因，精准地捕捉到了文章想要传达的最核心、最深刻的寓意。
五、人物传记模式
人物传记模式的文章一般围绕 “塑造人物形象、展现人物价值” 展开，通常遵循 “引入 — 展开 — 升华” 的逻辑，从ABCDE五个角度介绍人物：Admiration (引出人物身份)，Background (介绍人物生平)，Contributions and Deeds (描述贡献和事迹)，Evaluation (评议人物)。 解答主旨大意题时，先通过首段确定人物身份，再整合生平、贡献等要点，最后重点关注末段评价句，通过“身份＋核心事迹＋影响” 提炼主题。干扰选项常以次要事迹当主旨，或夸大评价，正确选项需覆盖人物核心贡献及社会价值。
[典例]　(2021·浙江6月高考·阅读A篇)
Leslie Nielsen's childhood was a difficult one, but he had one particular shining star in his life — his uncle, who was a well -known actor.The admiration and respect his uncle earned inspired Nielsen to make a career (职业) in acting.Even though he often felt he would be discovered to be a no -talent, he moved forward, gaining a scholarship to the Neighborhood Playhouse and making his first television appearance a few years later in 1948.However，becoming a full- time，successful actor would still be an uphill battle for another eight years until he landed a number of film roles that finally got him noticed.
But even then, what he had wasn't quite what he wanted.Nielsen always felt he should be doing comedy but his good looks and distinguished voice kept him busy in dramatic roles.It wasn't until 1980 — 32 years into his career — that he landed the role it would seem he was made for in Airplane！That movie led him into the second half of his career where his comedic presence alone could make a movie a financial success even when movie reviewers would not rate it highly.
Did Nielsen then feel content in his career Yes and no.He was thrilled to be doing the comedy that he always felt he should do, but even during his last few years，he always had a sense of curiosity, wondering what new role or challenge might be just around the corner.He never stopped working, never retired.
Leslie Nielsen's devotion to acting is wonderfully inspiring.He built a hugely successful career with little more than plain old hard work and determination.He showed us that even a single desire, never given up on, can make for a remarkable life.
21．Why did Nielsen want to be an actor
A．He enjoyed watching movies.
B．He was eager to earn money.
C．He wanted to be like his uncle.
D．He felt he was good at acting.
√
22．What do we know about Nielsen in the second half of his career
A．He directed some high quality movies.
B．He avoided taking on new challenges.
C．He focused on playing dramatic roles.
D．He became a successful comedy actor.
√
23．(作者原创题)Which of the following can best convey the author's idea
A．Art is long, but life is short.
B．He who laughs last laughs best.
C．It's never too late to learn.
D．Where there is a will, there is a way.
√
[解题示范]
第一步：理清文脉架构
第二步：依据语篇模式快速判别
本文是一篇典型的人物传记。第23题是主旨大意题，考查作者通过讲述Nielsen的故事想要传达的核心思想或人生道理。解题时我们可从以下三个方面入手：
1．定身份(依托 Admiration 与 Background)：从首段及生平内容可知，演员莱斯利·尼尔森历经坎坷，终在喜剧领域立足。
2．抓核心(整合 Contributions 与 Deeds)：聚焦关键事迹 ——32 年坚守终转型喜剧成功，晚年仍不停工作。提炼核心——尼尔森凭借长期坚持与决心，实现职业目标并创造价值。
3．扣评价(锚定 Evaluation)：结尾段点明主旨 —— 坚守愿望，不懈努力可成就非凡。
D选项“Where there is a will, there is a way. ”(有志者事竟成。)这句谚语完美地概括了从结尾段提炼出的核心思想。“a will”(意志)对应文中的“determination”和“a single desire, never given up on”；“a way”(出路/成功)对应文中的“a hugely successful career”和“a remarkable life”。因此，D选项是最佳答案。
随堂训练·应用体验
A
(2025·威海一模)Growing up, my identity was bound together with being an athlete.I rarely missed any practice or training.Being so active, I never worried about what I ate — pizza, donuts, pasta — whatever was in front of me.
When I went to college, however, my mindset towards food sharply changed.No longer a student athlete, I began to learn about wellness.In a lecture, our professor took a cup of drink and showed its sugar content by comparing it to a cup of pure sugar.I was stunned.For the first time, I realized my eating habits needed to change.
Immediately, I cut out nearly all sugar from my diet.I refused cake at parties and skipped late -night pizza with friends.
Though these habits were good for my physical health, slowly, they began to weigh on my mental health.What started as restricting sweets turned into weighing myself multiple times a day and obsessively (过度地) tracking calories.Despite being at a healthy weight, I was consumed by thoughts of food: What did I eat that day How much do I need to work out to burn it off On the outside, I was physically fit, but on the inside, I was anxious about maintaining this state of perfection with food.
It wasn't until I graduated that I began to critically reflect on my obsession with food.I realized the sense of control my strict habits brought me was actually doing the opposite: In placing so much emphasis on food, I felt out of control.How could I shift to a balance of healthy eating with the occasional indulgence
Slowly, I learned that the world would not end if I ate some ice cream or drank a glass of drink.At my core, I believe letting myself enjoy small pleasures is what makes me feel more human and alive.For me, this balance is crucial to living a fulfilling, satisfying life.
解析：推理判断题。根据第一段可知，作为运动员，作者从不担心自己的饮食习惯，吃什么都很随意，对食物是无忧无虑的态度。
语篇解读：本文是一篇记叙文。文章主要讲述了作者从运动员时期对食物的随意态度，到大学时对健康饮食的过度执着，再到毕业后逐渐找到平衡的过程。
1．What was the author's attitude to food as an athlete
A．Adventurous. B．Balanced.
C．Carefree. D．Guilty.
√
解析：段落大意题。根据第四段可知，本段主要描述了作者因过度严格的饮食习惯导致心理压力，尽管身体很健康，但内心却充满焦虑。
2．What is the focus of paragraph 4
A．My efforts at tracking calorie intake.
B．My method of staying physically fit.
C．My social isolation caused by dieting.
D．My mental burden behind healthy eating.
√
解析：词义猜测题。根据画线词上文“It wasn't until I graduated ...felt out of control.”可知，作者开始反思，认为这种严格习惯的控制适得其反，故此处画线词与A项“Enjoyment”意思相近，该句意思为“我如何能转向健康饮食与偶尔享乐之间的平衡？”，也就是作者希望自己能在保持健康饮食的同时，能允许自己偶尔享受一些美食。
3．Which word can best replace the underlined “indulgence” in paragraph 5
A．Enjoyment. B．Self control.
C．Workouts. D．Medical check ups.
√
解析：推理判断题。根据最后一段“At my core ...fulfilling, satisfying life.”以及全文的讲述可知，作者通过自己从运动员时期对食物的随意态度，到大学时对健康饮食的过度执着，再到毕业后逐渐找到平衡的过程，说明过度追求健康饮食反而会导致心理压力，最终找到平衡才是关键。
4．What message is conveyed in the text
A．You are what you eat.
B．Obsession can backfire.
C．Health ensures happiness.
D．Perfection brings success.
√
B
(2025·郑州二模)Teacher burnout and student stress may be linked, according to a study.The study is the first of its kind to examine the connection between teacher burnout and students' cortisol (皮质醇) levels, which are a biological indicator of stress.
Researchers collected saliva (唾液) samples from over 400 elementary school children and tested their cortisol levels.They found that in classrooms in which teachers experienced more burnout, or feelings of emotional tiredness, students' cortisol levels were increased.Higher cortisol levels in elementary school children have been linked to learning difficulties as well as mental health problems.
“This suggests that stress spreading might be taking place in the classroom among students and their teachers，” said Eva Oberle, the study's lead author.Indeed, the relationship between student stress and teacher burnout is a chicken and egg question.It's unknown what came first — increased cortisol or teacher burnout.We consider the connection between student and teacher stress a cyclical (循环的) problem in the classroom.
Oberle said a stressful classroom climate could be a result of insufficient support for teachers, which may impact teachers' ability to effectively manage their students.A poorly managed classroom can contribute to students' needs not being met and increasing stress.This could be reflected in raised cortisol levels in students.
Alternatively, stress could originate from students, who may be more challenging to teach because of increases in worry, behavioral problems, or special needs.In this situation, teachers could feel very tired and report higher levels of burnout.
“Our study is a reminder of the systemic issues facing teachers and educators as classroom sizes increase and supports for teachers are cut，” said Oberle.
“It is clear from a number of recent research studies that teaching is one of the most stressful professions, and that teachers need sufficient resources and support in their jobs in order to battle burnout and relieve stress in the classroom，” said UBC education professor Kimberly Schonert Reichl, the study's co -author and director of HELP.“If we do not support teachers, we risk the related damage of students.”
语篇解读：本文是一篇说明文。文章主要介绍了教师的职业倦怠和学生的压力之间是有联系的。
解析：细节理解题。根据第二段“Researchers collected saliva ...tested their cortisol levels.”可知，研究者通过检测学生唾液中的皮质醇程度来测量他们的压力程度。
5．How did researchers measure students' stress levels
A．By testing cortisol levels in their saliva.
B．By observing their classroom behaviour.
C．By requiring students to report their feelings.
D．By asking teachers about students' performance.
√
解析：细节理解题。根据第四段第一句以及第五段第一句可知，紧张的课堂氛围会影响老师有效地管理学生，而学生焦虑、行为问题等的增加让他们更难教，这样就会造成老师更高程度的倦怠。由此可知，第四段和第五段旨在明确学生和教师压力之间的联系是一个循环性问题。
6．What can be concluded from paragraphs 4 & 5
A．Students' behaviors lead to teachers' higher level of burnout.
B．Teacher burnout is the cause of the raised cortisol levels in students.
C．Students with higher stress are more likely to have learning difficulties.
D．Stress and burnout can be a two way problem between teachers and students.
√
解析：推理判断题。根据最后一段可推知，教师在工作中需要足够的资源和支持，以对抗倦怠、缓解课堂压力，老师压力减少了，学生的压力也就相对来说减少了，因此给教师提供足够多的资源能帮助减少学生的压力。
7．What does the author imply in the last paragraph
A．Teachers can solve classroom problems alone.
B．Stressful classrooms are mainly caused by students.
C．Cutting resources for teachers has no negative effects.
D．Providing enough resources helps reduce student stress.
√
解析：标题归纳题。通读全文，尤其是第一段第一句可知，文章主要介绍了一项研究，教师的倦怠和学生的压力可能是有关联的。
8．What is the best title for the text
A．Cortisol Levels and Learning: Biological Impacts
B．Teacher Burnout and Student Stress: A Hidden Link
C．Classroom Management and Stress: Practical Solutions
D．Student Health and Classroom Performance: Key Factors
√

展开更多......

收起↑