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精准理解 科学规划 精耕细作
---高考英语阅读理解二轮复习策略
“精准理解高考命题”
理解命题的底层逻辑，把握命题的新动向
01
“教-学-评一致性”涉及两种理解；一是教师在特定的课堂教 学活动中，教师的教，学生的学以及对学习的评价应该具有目 标的一致性；二是指教师的教，学生的学与命题专家的命题应 该保持目标的一致性。（崔允漷，夏雪梅，2013）
高考英语快问快答：
新高考评价体系包括了哪三个核心内容？
新高考英语卷的总体特点？
如何理解高考评价体系下的高考英语？
知识立意、能力立意
价值引领、素养导向 能力为重、知识为基
英语新高考卷： 价值统领语篇 素养选拔区分
新高考---“一核四层四翼”高考评价体系
30分
听的能力
读写能力分值
90分 （
读50
+写40）
语言知识运用能力
30分
基础知识为基
聚焦关键能力
情境灵活开放
重视语言运用
“一核”——高考核心功能
引领作用
导向作用
考查重点
重要根基
政治素质
道德品质 科学思想方法
实践/情景/观念/ 思维有效整合学科 知识，运用学科能 力，高质量认识， 分析和解决问题
“四层”——高考考查内容
强调对基础知识的考查--试 题关注学科主干内容
强调重点考查对基础知识的 掌握是否扎实---试题的开放性 和灵活性
1
基础性
四翼
1. 同一层面横向的融会贯通和 不同层面的纵向融汇贯通 --- 必备知识不割裂，处于知识网 络中。
2.知识，能力，素养和价值之 间紧密连接----学生要综合运 用多种知识和技能才能解决问 题
2
综合性
从传统意义“解题”走向“解
决问题”(国家经济及社会发展，
科学技术进步，生产生活实际-
--重大社会现实问题和关键历 史事件，科技前沿。
——坚持应用导向）
3
应用性
想象力/独立思考能力/多元 思维
发掘旧事物的问题，捕捉新 事物的线索，新旧联系，创造 性解决问题。
4
创新性
强调基础扎实
强调学以致用
强调融会贯通
强调创新意识和创新思维
“四翼”——高考考查要求
听、说、读、写、看
语言能力、文化意识、思维品质、学习能力
语音、词汇、语法、语篇、语用

社会主义核心价值观
英语学科一核四层四翼
必备知识
关键能力
学科素养
核心价值
基础性
综合性
应用性
创新性
语篇（文本/话题）的选择
具有一定区分度和难度
立德树人
服务选拔
服务教学
素养导向，能力为重，重视基础
语篇/ 语用
语境/ 情境
语音，语法、词汇

解决问题
一核
四层
四翼
高考英语就是考查 学生在语篇背景下， 理解语境，在情景
（开放的和灵活的） 中运用语言解决问 题的能力。
分数
能力 素养
一 体现立德树人的时代特征
促进德智体美劳全面发展
）
化）
（中国元素，体育-健康，美育-审美，劳动-实践
二 体现高考评价体系要求 深入强化关键能力考查
（素养导向--阅读/写作/思维，考试内容-防止固
三 稳定试卷结构和试题难度 体现时代性和公平性
（稳定结构/语言运用/控制难度/时代性和公平性
一、落实立德树人，强化高考育人导向
1．涵养家国情怀，坚定文化自信（中国智慧/文化）
2．关注全球议题，拓展国际视野（人类命运共同体）
3．培育道德品格，启迪生命成长（做人做事）
4．倡导五育并举，促进全面发展（五育/全面/终身） 二、注重考查基础，促进思维品质发展
1．依据课程标准，注重考查基础知识和基本技能
普通高中英语课程标准强调学生要进一步学习和运用英语 基础知识和基本技能。各小题符合课程标准对语言能力考查的要求。
2．创新情境设计，引导学生思维品质培养与发展
通过创新试题情境设计，引导学生培养和发展批判性、探究 性和创新性等思维品质。通过精心选材引导学生从知识接受者转变
为问题探索者和解决者，为选拔具备优秀思维品质的人才提供依据。
题目的选材（题材、体裁、难易度各具特色/多角度多立场语篇/ 社会热点和学术前沿的真实或模拟真实情境中）
题目的设计（单纯的信息检索题减少，概括主旨、推断观点、评 价作者态度、比较分析等高阶思维能力的考查比重将持续增加）。
新高考评价体系的三线命题原则
核心价值金线---育人导向
能力素养银线---关键能力/学科素养 情境载体串联线---日常生活/学术探索
无价值，不命题；无思维，命题；无情境，不命题
新高考评价体系的三位一体的考查模式
考查内容--知识/能力/素养/价值
考查要求--基础/综合/应用/创新
考查载体--情境（问题/学习/学科/真实/虚构）
高考英语新课标卷命题趋势 （一）
—注重情境设计／优化语篇选材 气值／难度／思维／文化
价值统领（立德树人）思维品质 （选拔人才） 文化意识 （学科本质）
多元主醒多样体裁学术和生活情境 （时代发展）
中国智慧全球议题 （中国情怀／国际视野）
以文化人个人成长（做人做事／学科育人）
语篇 体裁 语篇内容 价值/思维/文化 2024年新课标II卷
阅读A 应用文 爱尔兰Carlow秋季徒步节-四 项徒步活动 亲近自然/健康生活方式/国际视野/时代 性
阅读B 新闻报道 旧金山湾区快速交通（BART） 在车站内设置了短篇故事自助 机 以发展创新的眼光看待事物/新旧融
合/社会公共服务的理解
阅读C 说明文 介绍巴比伦微型农场，利用现 代科技为家庭等提供素菜 科技服务生活/生活实际/可持续发展
阅读D 书评 英国作家Campbell的关于人 工智能的书，强调面对人工智 能人类应合作使其处于掌控之 中 以辩证和批判的眼光看待问题/时代性
七选五 说明文 如何在旅游中避免给过度旅游 地区带来压力 可持续发展意识/学用融合/时代性
完形填空 记叙文 作者选择在意大利定居的故事 中外文化/跨文化交际/国际视野
短文填空 新闻报道 纪念中国古代作家汤显祖的雕 塑和凉亭在英语作家莎士比亚 故居落成 文化互鉴/中西文化交流和融合
语篇 体裁 语篇内容 价值/思维/文化 2024年新课标I卷
阅读A 应用文 栖息地修复工作队招募志愿者 劳动实践/环保意识/时代性
阅读B 记叙文 美国兽医借鉴中医技术，通过针 灸和按摩等来治疗宠物 文化自信/以发展和创新的眼光看待事物
阅读C 说明文 纸质阅读相对于数字阅读更有利 于理解和记忆 以辩证和批判的眼光看待数字学习媒介 学用融合/学习素养
阅读D 说明文 新的研究表明有关地球物种的数 据记录存在偏差，应用程序可引 导公民科学家采样的方式，从而 纠正偏差 以辩证和批判的眼光看待样本数 据/倡导科学探究精神
七选五 说明文 介绍作者使用纸质英语字典的心 得体会 语言学习/学用融合/引导学生学会使用字典
完型填空 记叙文 作者盲目跟风跑步和骑自行车的 失败体会说明要确实自己的目标 不被他人成就所左右 学用融合/生活实际/引导学
， 生树立自己的可行性目标
短文填空 说明文 英国“丝路花园”的整体设计一级 新建成的玻璃温室 文化互鉴/中西文化相互影响、 丝路精神
语篇 体裁 语篇内容 价值/思维/文化 2025年新课标II卷
阅读A 应用文 英国特色市集 国际视野/审美情趣/感受自然景观和人文景观
融合之美/旅游大类
阅读B 记叙文 特殊的教室--开设在儿童 医院中的学校关爱生病 学生 教育叙事/仁爱之心/关爱儿童健康成 长/心理健康/创新思维
阅读C 说明文 室内植物火爆，其对人 们情绪和思维方式有积 极作用 健康生活/人与自然和谐共生
阅读D 说明文 一家餐馆针对食物浪费 所进行的尝试性试验 节约粮食/杜绝食物浪费/可持续发展/全球议题/ 创新思维
七选五 说明文 全家总动员参加志愿者 工作能带来意想不到的 好处 良好家风/助人为乐
完形填空 记叙文 一位老年女性因健康原 因开始健身意外成为网 红 体育/健康生活/终身学习/正面网红
语法填空 记叙文 外国人在中国生活经历， 阳光下晾晒衣服 。 中国智慧/跨文化意识
语篇 体裁 语篇内容 2025年新课标I卷
价值/思维/文化
阅读A 说明文 交通工具二氧化碳及绿色能源应 用 生态发展与绿色发展核心价值引领/全球议题
阅读B 记叙文 写作老师的经历-学生改变我对 写作重要性的看法 教育叙事/反思性记叙文/写作/尊师爱生/开放的教学 心态，勇于创新/批判思维
阅读C 说明文 城市街道变化对行人的影响 以人为本的核心价值/辩证批判思维
阅读D 说明文 去除水中微塑料的新研究 环境保护/中国智慧/全球议题/科学教育
七选五 记叙文 平凡的英雄--一位咖啡馆服务员 的故事 劳动价值/与人为善/爱岗敬业
完型填空 记叙文 作者在搬家清理物品的过程中， 将自己不需要但仍有价值的物品 赠与他人，既助力了环保又收获 了“余香” 生活实际/助人为乐/可持续性发展/陌生 人之间的连接
短文填空 新闻报 道 上海久事美术馆举办的围棋艺术 展 中国情怀/国际视野/跨文化意识
“通过语篇材料的选择、考查重点的设置、考试项目和考试形式的 设计等,直接或间接考查学生的文化意识、思维品质和学习能力。”
“比如,在阅读理解部分,可以适当选择实际文化背景和文化差异、情感态度和价 值观的语篇,试题的设计可以引导学术对其中文化差异进行理解和判断,对语篇 反映的情感态度和价值观进行分析和阐释。”
《普通高中英语新课程标准2020版》
一、修订重点
（一）贯彻落实党和国家新精神
（二）强化整体性
日常修订版课标进一步强化了核心素养的统领作用，把核心素养理念体现在课程标准的各 部分，让核心素养理念成为课程标准的魂。
（三）完善学业质量要求
“对课程标准中学业质量内容进行了全面修订，同时对实施建议部分有关考试评价建议的 内容进行了完善，增强了“教—学—评”一致性，强化了学业质量标准和考试命题建议的指导性。 ”
3.考试设计
（1）理念
① 坚持素养立意，全面反映学生的正确价值观、必备品格和关键
能力，着重考查学生用英语理解和表达意义的能力以及使用英语分析 和解决问题的能力，同时全面融入对文化意识、思维品质和学习能力 的考查。
② 提高英语考试素材、任务和情境的真实性。选用恰当的书面和
口头语言素材，设计真实的语言运用情境，引导学生在语言交际情境 和问题解决情境中，根据交际需要完成典型的语言理解和表达任务， 考查学生在完成任务的过程中表现出来的学科核心素养。
“2025新课标修订版（网版）”之“ 学业水平考试与高考建议”
3.
考试设计--
（2）考试命题规划--考试目标、范围、形式、命题规划
（3）试卷结构---目标结构、材料结构、内容结构、难度结构
材料结构
“英语考试材料所反映的主题要涵盖课程标准规定的人与自我、人与 社会、人与自然三大主题。材料具有多样性，兼顾书面与口头语言素 材、连续性与非连续性、虚构类与非虚构类语篇。所选材料的语言与 内容俱佳，逻辑清晰，内容和结构应相对完整。材料形式可以是文字、 图表、音频、视频等。”
“2025新课标修订版（网版）”之“ 学业水平考试与高考建议”
4.试题命制
试题命制工作要坚持
，落实党中央新精神、新部署，
践行社会主义
正确政治方向
核心价值观 ，弘扬 社会主义先进文化
、革命文化和中华优
秀传统文化，体现
德智体美劳
全面培养要求。
试题命制要准确把握
学科核心素养内涵和学生的学业表现，选择能
够引发学生相关素养表现的
适宜情境，选取典型内容和考试材料，设计
有助于
反映学生不同素养水平
的任务，基于学生真实表现制定评分细则。
（1
）情境分类及设置
（2
）试题任务设计
（3
）题型设计---选择题、填空题、简答题、口头和书面表达。
“2025新课标修订版（网版）”之“ 学业水平考试与高考建议”
“2025新课标修订版（网版）”之“
学业水平考
试
与高考建
议”
4. 试题命制
（1）情境分类及设置
情境是落实考查内容和考查要求的载体。
① 情境分类。英语考试命题参考课程标准规定的人与自我、人与社会和人与自然三 大主题，设置日常生活、学习活动和跨文化沟通等情境，考查学生在情境中分析和解决 问题的能力。
② 情境设置。情境设置应尽量接近语言交际真实情形。语言交际情境一般包括交际 的时间、地点、场合等环境因素，也涉及参与者的交际目的、身份、处境及心情等个体 因素。情境为学生完成任务提供线索与条件，应具有一定程度的综合性和开放性，以引
综合运用知识、技能和策略解决
导学生 问题。情境设置需特别注意以下三个方面。
教育性：情境设置要具有正确的价值导向，有利于学生了解社会主义先进文化、革
命文化和中华优秀传统文化，讲好中国故事，体现文化自信，有助于学生德智体美劳全 面发展。
真实性：情境设置应紧密联系学生英语学习和生活实际，体现真实语言使用，具有 实际交际意义，有利于学生展示综合运用语言的能力。
适用性：情境设置应符合学生的生活经验和认知水平，有利于引发学生积极思考和
探索问题。
“2025新课标修订版（网版）”之“ 主题”
阅读语篇从粗放筛选到精细归类
价值层面的把控（国家/时代）---What&Why(2个--入选以及文本本身)
广度---国际视野的拓展（多见世面/文化异同） 深度---核心主题的语篇（方向锚定--主题意义）
梯度---不同难度/不同问题（目标准确）
应用文/说明文/记叙文/议论文（2025）
记叙兼说明/记叙兼议论/说明兼议论--文体融合
角度---分板块的情境（生活、学习、（跨）学科、学术、跨文化） 听力/阅读/完形/语填/写作
思考：阅读备考启示？
试题立意：（语篇主题意义）
有助于学生德智体美劳全面发展。
有利于引发学生积极思考和探索问题。
2025年A篇
2025
语篇
文体 问题
新课标1
The
Greening of
planes,trains and automobiles
说明文
1. What percentage of global transport emission did road vehicles account for in
2018
新课标2
English Market Towns to Visit in the UK
应用文
center
suggest
3. What does the author visitor do in
信息的筛选+看的能力
2. Which mode of transport can go green comparatively easily 分析/比较/评价
3. What dose Wipke suggest regarding energy transition 推断提炼
Where can you find an original copy of Magna Carta 信息的筛选
What is a feature of Shrewsbury Town
理解/归纳/评价
Mevagissay 祈使句表示建议--语用
2025新课标1A
22. How much do you pay for renting a bike with hand brake and three gears for two days
A. 15.75. B. 19.50. C. 22.75. D. 29.50.
2021-2025年 新课标2 A篇 情境
2021 Things to do in Yorkshire This Summer
2022 Children’s Discovery Museum General Information about Group Play 2023 Yellow Stone National Park
2024 Choices of Walks for Beginners and Experince walkers 2025 English Market Towns to Visit in the UK
新课标2A篇 设问角度
21. Which walks takes the shortest time 2024
21. Which of the four programs begins the earlist 2023 （25年I卷22题角度）
21. What does a group need to do if they are offered a scholarship 2022
23. What will happen if you submit an essay one week after the due date 2022
（22年1卷23题角度）
解题--解决问题 ----基础性/应用性
比较分析；价格/地点/行为；归纳/概括/特点；推断建议
：
What would you do to get ticket information
At which station can you find the lost property office
Which train would you take if you go from Central toVarsity Lakes
When is the House at Dalemain Mansion & Historic Gardens open on Sundays in July
What can visitors do at Abbot Hall Art Gallery & Museum
Where should visitors go if they want to explore Wordsworth ' s life
What is probably the major concern of travelers who choose to stay in a hostel
Which hotel best suits people who enjoy an active social life
What is the disadvantage of Hotel and Hostel Des Artistes
What should you do if you want to attend the taster session of Jodie ' s fitness classes
How much is the ticket for Felt Picture Making
Which of the following starts earliest
Where is this text probably taken from
How many parts is a student ' s final grade made up of
What will happen if you submit an essay one week after the due date
What does a group need to do if they are offered a scholarship
How many chaperones are needed for a group of 30 children to visit the Museum
What are children prohibited from doing at the Museum
What is an advantage of MacBike
How much do you pay for renting a bike with hand brake and three gears for two days
Where does the guided city tour tart
Which of the four programs begins the earliest
What is the short talk at Artist Point about
Where will the participants meet for the July 10 photography workshop
What is the aim of the Habitat Restoration Team
What is the lower age limit for joining the Habitat Restration Team
What are the volunteers expected to do
21. Which walk takes the shortest time 22. What are participants in Walk 3 required to do
23. What do the four walks have in common
九省联考 阅读A
Yellowstone Poster Exhibition to Be on View at UW’s Coe Library
A first-of-its-kind exhibition that focuses on the history of Yellowstone National Park posters will be on display at the University of Wyoming’s Coe Library beginning Tuesday, February 1.
“Wonderland Illustrated” will present posters and poster-style illustrations of the park spanning from the 1870s through 2022. The exhibition will be located on Level 3 of Coe Library. It will be on view through Tuesday, May 31.
.....
21. how long will the exhibition “Wonderland Illustrated” last
A. Two weeks.
C. Four months.
B. Three months.
D. One year
信息的筛选/提取和整合；信息的分析比较/评价--利用信息解决问题
2024年九省联考阅读易错题：
21. How long will the exhibition “Wonderland Illustrated” last
Why would a balloon frighten a parrot
What is the author’s purpose of writing the text
What is the author’s attitude toward Carnegie’s understanding of argument
30. What does the underlined phrase “spell out” in paragraph 3 probably mean
35. Which of the following is the best title for the text
设问的维度---WHAT（主题/内容）
---HOW（文体特征/组织方式/语言特点）
---WHY(作者意图/情感态度/价值取向)
2025年浙江1月高考B篇
2025年浙江1月高考B篇
24. What can be inferred about the author
from the first paragraph
A. She is upset by her kids’ weight.
C. She is interested in making food.
B. She is critical of the way she was fed.
D. She is particular about what she eats.
25. Which of the following would Markey disapprove of
A. Allowing kids to eat cookies occasionally. B. Offering various foods to kids at fixed times.
C. Explaining to kids the risks of taking snacks. D. Talking with kids about school at mealtimes.
26. What should kids do according to the “Division of Responsibility”
A. Make diet decisions on their own.
C. Eat up what is provided for them.
B. Share their food with other kids.
D. Help their parents do the dishes.
27. What does the author think of the strategies she has been following A.Costly. B. Complex. C. Workable.
D. Contradictory.
人物推断--评价人
推断观点
行为推断
态度推断--评价事
When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade ( 劝 阻 ) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact.
According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.”
Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots.
Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you
might feel better if you made some other choices,’” says Mar e
control over it.”
key. “Let them feel like they have som
hen I’m less restrictive, they do make
I’ve been trying out these strategies and I’ve found that w better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.”
B篇 具有说明文性质的记叙文
When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade ( 劝 阻 ) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact.
According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.”
Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots.
Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you
might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.”
I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.”
When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant
ok me
ip with food — something that to
t my kids weigh with their worth
years to overcome. Because of this, I’m careful not to connect wha as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact.
According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as
re good to talk through
, but I’m
not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.”
Instead, she recommends applying a well-known concept among nutrition experts called the “Division
the kids themselves decide what and how much they want t
healthy foods to their kids at fixed ti
o consume — even if that means occ
asionally
eating more cookies than carrots.
Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you
might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.”
I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better
available m
akes a huge difference.
Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.”
repeat throughout my childhood. It really messed up my relationsh Introduction--issue
parents, saying less is more. “There are so many things in parenting that aexpert view
of Responsibility,” where parents provide a variety of mostly recommended solution mes, and
decisions. “Feeding is a long game,” says Markey. “The food you have result
2021-2025年阅读理解第一节B篇设问
24.
Who
25.Why
are the people mentioned at the beginning of paragraph 1 did the students perform poorly in writing their first essay
26. What does the underlined word“staggering”in paragraph 3 mean （词义） 27.What does the author's experience show
Who does Ho teach at LPCH
What is a characteristic of Ho's job
26. What does the underlined word“it”refer to
in paragraph 4 （指代）
27. How does the hospital school benefit the students according to Good
24.
What
do some of Farber’s coworkers
think of
him
Why did Farber decide to try acupuncture on pets
What does paragraph 3 mainly talk about （主旨--段落）
Why does the author mention the American Holistic Veterinary Medical Association
（写作意图）
Why
did BART start the kiosk program
How
are the stories categorized in the kiosk
24.
25.
26.
What
has Trost been doing recently
27. What is Trost's
opinion
about BART's future （观点态度）
What
can we learn about John from the first two paragraphs
1.
2. Why did John put the sludge into the tanks
3. What is the author’s purpose
in mentioning Fuzhou （写作意图）
4. What is the basis for John’s work
1. What do we know about Abby Jaramillo
2. What was a problem
facing Jaramillo at the start of the program
Which of the following best describes the impact of the program
What can be a suitable title for the text （主旨--标题）
What does the author want to show by telling the arugula story
What is a consequence of food waste according to the text .
What does Curtin’s company do
What does Curtin suggest people do
mean
in paragraph 2 （词义）
What do the underlined words “hit home for me”
Why did the kid poke the storybook
What does the author think of himself
What can we learn about the author as a journalist
1. What should Titterton be able
to do
to be a page turner
2. Which of the following best describes
Titterton’s job on stage
3. What does Titterton need to practise
4. Why is
Ms Raspopova’s husband “the worst page turner”？
1.Why did the author bring the tiger cubs home
2.What do the underlined words “get up to mischief” mean
in paragraph 3 （词义）
What did the author think of raising the tiger cubs at home
Why did the author decide to send Spot and Stripe back to the zoo
题目设置规律性强，呈现思维递进性
“看懂事实”到“理清逻辑”再到“领悟主旨”。
第1题：多为细节理解题，定位文章开头，考查基础信息提取。
第2/3题：难度提升，考查因果分析、词义/指代推断、段落概括或评价人或物。
第4题：常为高阶思维题，考查概括作者观点、分析写作意图、评价影响或选择标题。
2025年浙江1月高考C篇
2025年浙江1月高考C篇
28. What does
the underlined word
A. Running out of.
C. Putting up with.
B. Keeping away from.
D. Taking advantage of.
29.
Why
was the idea of matrix planting introduced
B. To bring in foreign species of plants.
A. To control weeds in large gardens.
C. To conserve soil and water resources.
D. To develop low-maintenance parkland.
30. Which of the following
best describes
Piet Oudolf’s gardens
A. Traditional. B. Odd-looking. C. Tasteful.
D. Well-protected.
31. Which of the following can be a suitable title for the text
A. The future of gardening is WILD
C. Matrix gardens need more CARE
B. Nature treats all lives as EQUALS
D. Old garden plots work WONDERS
“Eschewing” in the first paragraph mean 词义推断
理解原因
推断事物特征--评价物
主旨大意-最佳标题
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.
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.
A novel design approach to gardening has been gaining in popularity worldwide. planting, this approach aims for
Referred to as matrix 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.
2025年1卷C篇 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
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 Verbeke 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.
2025年2卷C篇 31.What can be a suitable title for the text
A.Time to Replace Houseplants B.Plants Boost Your Mood C.Tips on Choosing Houseplants D.Plants Brighten Your Home
When Sonja Detrinidad opened her online shop selling houseplants, she didn't have high hopes for it. But the opposite happened : She was flooded, shipping out 1,200 orders in June of 2020 alone. In the past year, Detrinidad sent out more than 70 ,000 plants. Her success is just one example of increased time at home leading to an explosion in the house plant industry.
"Plants are in fashion right now," says Dr. Melinda Knuth, a researcher from the University of Florida. "People who live in plant-rich environments report a higher life satisfaction rating," she says. "Adding more nature to our environment can change our mood and how we think." Plants can improve our state of mind
in a few ways but the biggest is by decreasing our level of cortisol, the stress hormone(激素)in our body.
Students who are around plants perform better academically than students who are in classroom without plants," says Knuth. " This productivity also translates into the workplace for adults. Our study showed that there was a 30% decrease in sick leave for people who were in plant-rich workplaces.”
If you’re among the groups of people who are enjoying the mental and physical health benefits of surrounding yourself with plants, don't beat yourself up if one (or a few!) doesn't make it. " Doctors practice medicine and lawyers practice law and you should allow yourself the practice it takes to sustain a plant. Tending to plants is an exercise in patience and learning. Be invested in taking care of it, but if it dies, go get another one ," Detrinidad says.
高考真题中的题目
Growing Vegetable Lovers
The Federal Duck Stamp Story Cockatoo: Skillful Shape-Sorters Bring Artists to Schools
Genius Takes Many Forms
How Drones Will Change the Future of Railways Texting and Driving Watch Out for the Textalyzer
AI-powered future, and t
is
at
powers AI but, thankfull
y
c,
el
almost as smart as AI. As we soon come t
ishing potential of AI to transform our lives, we all need to take action to deal with o
his is where AI by Design: A Plan for Living with Artificial Intelligence comes in. Th Catriona Campbell is a practical roadmap addressing the challenges posed by th
n（变革）.
, such a book could prove as complicated to process as the computer code（代码）th y, Campbell has more than two decades' professional experience translating the head She writes from the practical angle of a business person rather than as an academi ch is highly accessible and informative and which, by the close, will make you fe
o learn from AI by Design, AI is already super-smart and will become more capabl
e,
moving from the current generation of "narrow-AI" to Artificial General Intelligence. From there, Campbell says,
will come Artificial Dominant Intelligence. This is why Campbell has set out to raise awareness of AI and its
t
uture now-several decades before these developments are expected to take place. She says it is essential that we
keep control of artificial intelligence, or risk being sidelined and perhaps even worse.
Campbell's point is to wake up those responsible for AI-the technology companies and world leaders-so hey are on the same page as all the experts currently developing it. She explains we are at a "tipping point" in history and must act now to prevent an extinction-level event for humanity. We need to consider how we wan our future with Al to pan out. Such structured thinking, followed by global regulation, will enable us to achiev
e
greatness rather than our downfall.
AI will affect us all, and if you only read one book on the subject, this is it. ·
Given the aston “新课标Ⅱ卷阅读D篇选取的语篇探讨分析了当前AI的发 ur
absorbing new book by 展趋势和即将到来的AI革命，呼吁人们共同面对，技术 e
forthcoming AI revolutio 公司和世界领袖应与AI专家们达成共识、携手共进。
In the wrong hands 试题考查学生是否能够推断理解词组意义、提炼概括关
into the understandable. 键信息、解读分析段落大意、总结归纳作者意图，涵盖
making for a guide whi 了分析、概括、推断等多种思维能力。”
----教育部考试中心
f 32. What does the phrase "In the wrong hands" in paragraph 2 probably mean
33. What is a feature of AI by Design according to the text
t 34. What does Campbell urge people to do regarding AI development
35. What is the author's purpose in writing the text
阅读---新课标II卷阅读D篇：
Given the astonishing potential of AI to transform our lives, we all need to ake action to deal with our AI-powered future, and this is where AI by Design: A Plan for Living with Artificial Intelligence comes in. This absorbing new book by Catriona Campbell is a practical roadmap addressing the challenges posed by he forthcoming AI revolution（变革）.
In the wrong hands, such a book could prove as complicated to process as he computer code（代码）that powers AI but, thankfully, Campbell has more han two decades' professional experience translating the heady into the understandable. She writes from the practical angle of a business person rather han as an academic, making for a guide which is highly accessible and nformative and which, by the close, will make you feel almost as smart as AI.
If read by someone poorly educated.
If reviewed by someone ill-intentioned.
If written by someone less competent.
If translated by someone unacademic.
Given the astonishing potential of AI to transform our lives, we all need to ttake action to deal with our AI-powered future, and this is where AI by Design: A Plan for Living with Artificial Intelligence comes in. This absorbing new book
is
by Catriona Campbell a practical roadmap addressing the challenges posed by
tthe forthcoming AI revolution（变革）.
could
In the wrong hands, such a book prove as complicated to process as
the heady into the
tthe computer code（代码）that powers AI but, thankfully, Campbell has more tthan two decades' professional experience translating
usiness person rather
understandable. She writes from the practical angle of a b
tthan as an academic, making for a guide which is highly accessible and
iinformative and which, by the close, will make you feel almost as smart as AI.
32. What does the phrase "In the wrong hands" in paragraph 2 probably mean
In the race to document the species on Earth before they go extinct, researchers and citizen scientists have collected billions of
records. Today, most records
are
useful for detecting shifts in th
cord
is not perfect.
“With the rise of technolog
on,”
said Barnabas Daru, who is le
and are
increasingly using observatio
they
usable ”
hese
data represent actual global bio
“We were particularly int
of biodiversity are often in the form of photos, videos, and other digital records. Though they
e number and variety of species in an area, a new Stanford study has found that this type of re
y it is easy for people to make observations of different species with the aid of a mobile applicati ad author of the study and assistant professor of biology in the Stanford School of Humanities s now outnumber the primary data that comes from physical specimens (标本), and since we nal data to investigate how species are responding to global change, I wanted to know: Are
.9 billion records of plants, insects, birds, and animals, Daru and his team tested how well t diversity patterns.
erested in exploring the aspects of sampling that tend to bias (使有偏差) data, like the gre
ater
likelihood of a citizen scientist to take a picture of a flowering plant instead of the grass right next to it,” said Daru.
se
data
al
ta
to
plac
heir study revealed that the large number of observation-only records did not lead to better global coverage. Moreover, the
are biased and favor certain regions, time periods, and species. This makes sense because the people who get observation iversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby. These da lso biased toward certain species with attractive or eye-catching features.
What can we do with the imperfect datasets of biodiversity
te a lot,” Daru explained. “Biodiversity apps can use our study results to inform users of oversampled areas and lead them es—and even species—that are not well-sampled. To improve the quality of observational data, biodiversity apps can al
so
encourage users to have an expert confirm the identification of their uploaded image.”
“新课标Ⅰ卷阅读D篇选取的语篇探究生物样本数据的可 用性，指出实证研究发现的问题并提出提高数据质量的
措施，试题循着“了解现状—聚焦问题—分析原因—提
Sciences. “These observation 出建议”的逻辑进行设计，考查学生对每个环节关键内
容的准确理解，引导学生培养科学探究精神，提升发现
Using a global dataset of 1 问题、分析问题、解决问题的能力。”
----教育部考试中心
T 32.What do we know about the records of species collected now --了解现状
biod 33.What does Daru’s study focus on ---聚焦问题
are a 34. What has led to the biases according to the study ---分析原因
“Qui 35.What is Daru’s suggestion for biodiversity apps ---提出分析
阅读---新课标I卷阅读D篇：
What can we do with the imperfe
“Quite a lot,” Daru explained. “Bi s
n l m
to inform users of oversampled are species—that are not well-sampled.
data, biodiversity apps can also enc the identification of their uploaded i
ct datasets of biodiversity
odiversity apps can use our study result as and lead them to places—and eve To improve the quality of observationa ourage users to have an expert confir mage.”
35.What is Daru’s suggestion for biodiversity apps
A. Review data from certain areas. B. Hire experts to check the records. C. Confirm the identity of the users.
D. Give guidance to citizen scientists.
s on Earth before they go extinct
In the race to document the specie ,
researchers and citizen scientists have collected billions of records. .........a new Stanford study has found that this type of record is not perfect.
.
小结：
阅读理解命题趋势：
语篇选材/情境/价值取向/素养导向
聚焦能力--语言理解（语篇）/认知活动（思维）
阅读理解题难度影响因素（Leong）：
内容难度---知识点的范围、数量。（基础、核心以及拓展）
任务难度---低认知需求试题 vs 高认知需求的试题
刺激材料的难度---输入信息方面的难度（文本---体裁、话题、易读性、 句子长度）
影响学生阅读理解成绩的因素：
试题设问（问题的设置--设问的角度/问题的措辞/选项的编排） 如：干扰项合理性越高，试题难度越大
思考：阅读备考启示？
应对：1. 语言知识--词汇/长难句/语篇/文化
阅读技巧和策略---skim/scan
predict/infer/guess identify/purpose.... carefully reading
思维能力---逻辑推理、批判辩证
（分类/分题型）
应试能力---定时训练/方法总结
（双归因--四归因）
信心/情绪
词汇和语法知识
语篇知识
阅读策略
思维能力(逻辑/批判/创新)
背景知识（文化知识等）
应试的技巧和能力
“科学规划复习的内容”
“依据课标和学情，科学规划“教什么” 以及“教到什么程度”
02
结合学情（班级学生实际情况/班级考试目 标）和命题依据（课程内容标准/学生学业
质量水平）至上而下，确定教什么、怎么教，
教到什么程度。
。
以终为始（对标高考） 以生为本（精准赋能） 以能为阶，分层突破
目标、内容、学业质量
命题依据：
课程目标：学科核心素养 课程内容：内容标准及要求 学业质量：学业质量水平
新在哪里？
主题语境---突出主题
语篇依托/语篇知识/语篇类型---强化
知识/文化知识/语篇知识
能力---多模态语篇
语篇 语用
看 的
学习 策略---元认知



语言综合运用能力---知识+情境+思维
新课标课程内容-六要素
新课标课程内容-语言技能要求
语言技能要求：
理解性技能——听，读，看
表达性技能——说，写 理解性技能课标要求：
必修（16条）
选择性必修（14条）
选修（9条）
1. 从语篇中提取主要信息和观点，理解语篇要义；
理解语篇显性或隐形的逻辑关系；
把握语篇中主要事件的来龙去脉；
抓住语篇中的关键概念和关键细节；
理解书面语篇中标题，小标题，插图的意义；
辨认关键字词和概念以迅速查找目标信息；
根据语篇标题预测语篇的主题和内容；
批判性地审视语篇内容；
根据上下文线索或非文字信息推断词语的意义；
把握语篇的结构以及语言特征；
识别书面语篇中常见的指代和衔接关系；
在听，读，看的过程中选择地记录所需信息；
借助话语中的语气和语调理解说话意图；
根据话语中的重复，解释，停顿等现象理解话语的意义。
理解多模态语篇…..
课外试听活动…..课外阅读量…..
、
区分，分析和概况语篇中的主要观点和事实；
识别语篇中的内容要点和相应的支撑论据；
识别语篇中的时间顺序，空间顺序，过程顺序；
理解多模态语篇中文字信息与非文字信息（图表，画面，声 音，符号）在建构意义过程中的作用；
根据定义线索理解概念性词语和术语；
根据语篇标题预测语篇的体裁和结构；
根据语境线索或图表信息推测语篇内容；
通过预测和提问理解语篇意义；
根据上下文推断语篇中的隐含意义；
借助语气，语调，停顿识别说话者讽刺，幽默等意图；
根据连接词判断和猜测语篇中上下文的语义逻辑关系。
批判性地审视语篇涉及的文化现象；
识别话语中加强或减弱语气和态度的词语；
课外试听活动每周不少于40分钟；课外阅读量阅读量平均 不少于2500词（13w）（选择性必修课程阶段不少于10w）
阐释和评价口头和书面语篇反应的情感，态度和价值观；
理解电影，电视，画报，歌曲，报纸，杂志等媒介语篇中的 文字，声音，画面和图像是如何共同建构意义的；
根据语篇中的事实进行逻辑推理；
讲语篇的内容和自身的经历联系起来；
批判性的审视语篇的价值取向，语篇的结构和语篇的连贯性。
辨别并推论语篇中隐含的观点；
识别语篇中的隐喻等修辞手段并理解其意义；
分辨语篇中的冗余信息；
识别语篇中的字体，字号等印刷特征传递的意义
新课标课程内容-学业质量水平
“学业质量是学生在完成本学科课程学习后的学业成就表
现。”
“高中英语学业质量设置三个水平。这三个水平是根据问题 情境本身的复杂程度、问题情境对相关知识、技能、思维品质 的要求以及问题情境涉及的情感态度和价值观念等进行划分 的。”
2-8-----2-14
2-8
能判断和识别书面的意图，获 取其中的重要信息和观点；能 识别语篇中的主要实施与观点 之间的逻辑关系，理解语篇反 映的文化背景；能推断语篇的 隐含含义。
2-9 能识别语篇中的内容要点和相应支撑 论据；能根据定义线索，理解概念性词汇 或术语；能理解文本信息与非文本信息的 关系。
2-11能在语境中理解具体词语的功能、 词语的内涵和外延以及使用者的意图和 态度；能理解语篇中特定语言的使用意 图以及语言在反映情感态度和价值观中 所起的作用。
2-13能在书面表达中有条理地描述自己或 他人的经历，阐述观点，表达情感态度 ；能描述事件发生、发展的过程；能 描述人或事物的特征、说明概念；能概
述所读语篇的主要内容或续写语篇。
2-10能识别语篇中新旧信息的布局及承 接关系；能理解语篇成分之间的语义逻 辑关系，如：次序关系、因果关系、概 括与例证关系；能识别语篇中的时间顺 序、空间顺序、过程顺序等。
2-12能根据所学概念性词语，从不同角 度思考和认识周围世界；能识别语篇间 接反映或隐含的社会文化现象。
2-14能在表达过程中有目的地选择词汇 和语法结构，确切表达意思，体现意义 的逻辑关联性；能使用多模态语篇资源， 达到特殊的表达效果。
。
高中英语学业质量水平一----高考要求
什么是备战“素养立意”的新高考高三英语教学？
备战“素养立意”的新高考高三英语复习教学应坚持 素养为导向，在全面夯实语言知识基础的同时，聚焦关 键能力的突破；通过以主题为引领、语篇为载体的整合 性复习模式，以词汇为根，语法为框，读写为重，将知 识复习、技能训练、策略优化和思维提升，文化沁润融 为一体，引导学生在探究中学以致用，在实践中用以致 学，最终实现应试能力与核心素养的同步发展。
---Joyce
三新背景下高三英语教学指导原则
1
1个核心
以培养学生核心素养为核心
2
2个统领
主题引领
语篇探究
4
5个重视
3
重视基础知识，力求全面夯实
重视基本技能，追求稳步提升
重视高阶思维，致力深度培养
重视文化意识，注重持续浸润
重视学习策略，讲求科学高效
重视应试策略，注重灵活规范
5个抓手
打劳词汇根基
架好语法框架
充分输入--阅读
持续输入--写作
套题从始至终
阅读理解：
夯实根基：从知识层面的结构化建构。
（词汇/长难句/语篇知识/文化知识）
授之以渔：从策略层面给学生做好指导。
（教材要求/试题类型）
精准突破：从理解能力层面给学生做好精准提升。
（课标对应的理解性技能要求）
训练强化：思维品质的刻意培养 （逻辑性/批判/创新）
建立洞察：命题思维的逆向洞察（命题者视角）
什么是语篇知识？
语篇知识是关于语篇是如何构成、语篇是如何表达意义以及人们在交流的过程中是如何使用语篇的 。
文本解读能力
为什么写？作者意图 所写是否合理可信？
（挖掘育人价值）
写了什么？ 主要内容
（解读语篇意义）
采用了什么文体？ 如何组织信息体现主题和
内容？
如何实现连贯和衔接？
wha t
how
why
Purpose Theme
Structure
Language
加强语篇
体裁/目的/表现形式
对象/内容/结构
语言
围绕主线和核心信息，主题意义的探究
（读懂主题，找到核心问题切入点）
The Order of Decreasing Importance
1. What is the focus of the news report
The recovery operation after the devastating flash flood in Spain.
阅读理解
第一节（what/how/why）：
理解主旨要义（what）
理解文中具体信息(what)
根据上下文推断单词和短语含(how)
根据所读内容做出判断和推理---重 点考查的能力(how/why)
（根据文章提供的事实和连锁进行逻辑
推理---未明确说出的事实或某件事情发 展的趋势）
理解文章基本结构(how)
(全文结构/衔接手段/句间和段间逻辑)
理解作者的意图，观点和态度(why)
七选五(what/how)：
对文章基本结构的理解 对语篇语义连贯性的把握
对语篇上下文呢逻辑关系的理解
精耕细作---执行
“目标驱动，主动建构，过程监控， 结果反思”
03
真题密码来自真题 又高千真题
高考真题专题化
,. ... --二轮复习的战略地图
i,;: '-
：勹 考什么如何考 为何考？
劂
宝泣
、、、文
:: 恩面呈 ..· \ J'.:Ur
乙＼玄心
气生·
-
几 .. 心噙
· ··- - 心 、二二，二
::多
二 ,-;; 了
深入发掘高考真题的价值
“解一题得一法通一类”
影响学生学习以及学习效率的因素：
有效的教学方式和方法
教师的个性特征
专业的教学技能和知识
课堂的组织、结构和管理
教师的期望和态度
帮助学生认识相关性
学生的学习动机和态度
学生的背景和准备
阅读备考策略
精读始终贯穿 泛读穿插其中 加强语篇意识 反哺词汇语法 注重策略训练 梳理解题技巧 反向命题点拨 抓好限时训练 聚焦薄弱文体
二轮
按文本主题 按考试类型
一轮
按文本主题
解题技巧
语篇意识：主线意识/主题意识
语篇语段 常见命题方式
开头结尾 主旨大意
长句难句 指代关系，句子层次
举例支撑 推理判断，细节理解
文章引用 写作手法，佐证观点
因果关系 逻辑推理，辨明因果
转折对比 作者观点，文章主旨
特殊词汇 词义推测，指代关系
解题技巧
文体意识：目的，对象，内容，语言风格，文本特征，关注点
文体 记叙文 应用文 说明文 议论文
关注重点 事件 人物 事实 细节 事物/事理特征 说明的方法
总论点，分论点 论证过程和方法 不同观点/新旧观 点
重点训练文体：
记叙文（感悟类，散文类，人物类，夹叙夹议，插叙倒叙，新闻报道，日记， 自传）
说明文（书籍介绍，新概念介绍，事物发展，创新方法，人文社科，科技杂 文，研究发现）
议论文（立论/驳论）

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