原創(chuàng)2025年《南方新課堂·高考總復(fù)習(xí)》英語 第三部分 專題二 閱讀理解配套課件

專題二閱讀理解一、題型要求

閱讀部分第一節(jié)共15小題，每小題2.5分。要求考生根據(jù)所提供的4篇短文內(nèi)容，從每小題所給的4個(gè)選項(xiàng)中選出最佳選項(xiàng)。年份篇目體裁考查形式2021A應(yīng)用文細(xì)節(jié)理解題(3)B記敘文細(xì)節(jié)理解題(2)推理判斷題(2)C說明文細(xì)節(jié)理解題(2)詞義猜測(cè)題(1)主旨大意題(1)二、命題分析2021—2023年新高考Ⅰ卷閱讀理解A—D篇體裁與考查形式年份篇目體裁考查形式2021D論述文細(xì)節(jié)理解題(1)推理判斷題(2)主旨大意題(1)2022A應(yīng)用文細(xì)節(jié)理解題(1)推理判斷題(2)B說明文推理判斷題(1)細(xì)節(jié)理解題(3)(續(xù)表)年份篇目體裁考查形式2022C說明文細(xì)節(jié)理解題(1)推理判斷題(2)詞義猜測(cè)題(1)D說明文細(xì)節(jié)理解題(2)推理判斷題(1)主旨大意題(1)2023A應(yīng)用文細(xì)節(jié)理解題(2)推理判斷題(1)(續(xù)表)年份篇目體裁考查形式2023B記敘文細(xì)節(jié)理解題(2)推理判斷題(2)C說明文細(xì)節(jié)理解題(1)詞義猜測(cè)題(1)推理判斷題(2)D說明文細(xì)節(jié)理解題(1)推理判斷題(2)主旨大意題(1)(續(xù)表)

高考英語閱讀理解文章的文體類型主要有：記敘文、說明文、應(yīng)用文和論述文。不同的文體有不同的段落組織方式和脈絡(luò)層次，也有著不同的解題技巧。高考閱讀理解的考查形式主要有四大類：細(xì)節(jié)理解題、推理判斷題、主旨大意題、詞義/句意猜測(cè)題。詞類例詞褒義詞support(支持)，supportive(支持的)，approve(贊成)，approving(贊同的)，for(支持)，infavourof(支持)，optimistic(樂觀的)，positive(積極的)，helpful(有幫助的)，admiring(贊賞的)，interested(感興趣的)，praise(贊揚(yáng))常見的表示態(tài)度的詞詞類例詞貶義詞critical(批評(píng)的)，negative(否定的)，suspicious(懷疑的)，disappointed(失望的)，biased(有偏見的)，doubtful(懷疑的)，pessimistic(悲觀的)，depressed(沮喪的)，uninterested(冷漠的)，skeptical(懷疑的)，opposed(反對(duì)的)，doubt(懷疑)中性詞factual(事實(shí)的)，objective(客觀的)，neutral(中立的)(續(xù)表)(2023·新高考Ⅰ卷·閱讀理解D)閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。

OnMarch7,1907,theEnglishstatisticianFrancisGaltonpublishedapaperwhichillustratedwhathascometobeknownasthe“wisdomofcrowds”effect.Theexperimentofestimationheconductedshowedthatinsomecases,theaverageofalargenumberofindependentestimatescouldbequiteaccurate.

Thiseffectcapitalisesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren'talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon'tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople'sestimatesbeindependent.Ifforwhateverreasons,people'serrorsbecomecorrelatedordependent,theaccuracyoftheestimatewillgodown.ButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(轉(zhuǎn)折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.

Inafollow-upstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Didtheyfollowthoseleastwillingtochangetheirminds?Thishappenedsomeofthetime,butitwasn'tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether”.Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.AlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremain,thepotentialimplicationsforgroupdiscussionanddecision-makingareenormous.

本文是一篇說明文。沒有人是一座孤島，文章陳述了“群體智慧”效應(yīng)。實(shí)驗(yàn)表明，在某些情況下，大量獨(dú)立估計(jì)的平均值可能是相當(dāng)準(zhǔn)確的。1.WhatisParagraph2ofthetextmainlyabout?A.Themethodsofestimation.B.Theunderlyinglogicoftheeffect.C.Thecausesofpeople'serrors.D.ThedesignofGalton'sexperiment.B主旨大意題。根據(jù)第二段的“Thiseffectcapitalisesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren'talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon'tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople'sestimatesbeindependent.Ifforwhateverreasons,people'serrorsbecomecorrelatedordependent,theaccuracyoftheestimatewillgodown.(這種效應(yīng)利用了這樣一個(gè)事實(shí)，即當(dāng)人們犯錯(cuò)誤時(shí)，這些錯(cuò)誤并不總是相同的。有些人常常會(huì)高估，或者低估。當(dāng)這些誤差中有足夠多的誤差被平均在一起時(shí)，它們會(huì)相互抵消，從而產(chǎn)生更準(zhǔn)確的估計(jì)。如果相似的人傾向于犯同樣的錯(cuò)誤，那么他們的錯(cuò)誤不會(huì)相互抵消。從更專業(yè)的角度來說，群眾的智慧要求人們的估計(jì)是獨(dú)立的。如果由于任何原因，人們的錯(cuò)誤變得相關(guān)或依賴，估計(jì)的準(zhǔn)確性就會(huì)下降。)”可知，本段闡述了人們所犯的錯(cuò)誤不總是相同的，各不相同的誤差平均在一起，相互抵消就會(huì)產(chǎn)生更準(zhǔn)確的估計(jì)，討論了獨(dú)立估計(jì)的平均如何由于誤差的消除而產(chǎn)生更準(zhǔn)確的預(yù)測(cè)。因此本段主要解釋了“群體智慧”效應(yīng)這一現(xiàn)象的基本邏輯。故選B。2.Navajas'studyfoundthattheaverageaccuracycouldincreaseevenif________.A.thecrowdswererelativelysmallB.therewereoccasionalunderestimatesC.individualsdidnotcommunicateD.estimateswerenotfullyindependentD細(xì)節(jié)理解題。根據(jù)第二段的“Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople'sestimatesbeindependent.(從更專業(yè)的角度來說，群眾的智慧要求人們的估計(jì)是獨(dú)立的。)”和第三段的“Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.(這項(xiàng)研究的關(guān)鍵發(fā)現(xiàn)，當(dāng)人群被進(jìn)一步劃分為允許進(jìn)行討論的小組時(shí)，這些小組的平均值比同等數(shù)量的獨(dú)立個(gè)體的平均值更準(zhǔn)確。例如，從四個(gè)五人討論組的估計(jì)中獲得的平均值明顯比從20個(gè)獨(dú)立個(gè)體獲得的平均值更準(zhǔn)確。)”可知，人們?cè)跊]有獨(dú)立的情況下，分成更小的群體，平均值是更準(zhǔn)確的，說明即使在估計(jì)數(shù)字并非完全獨(dú)立的情況下，也是可以做到提高準(zhǔn)確率的。故選D。3.Whatdidthefollow-upstudyfocuson?A.Thesizeofthegroups.B.Thedominantmembers.C.Thediscussionprocess.D.Theindividualestimates.C推理判斷題。根據(jù)第四段的“Inafollow-upstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Did