专题05阅读理解-书评和新闻报道（原卷版）

01新闻报道和书评六年高考考情统计卷别主题话题词数细节理解题猜测词义题推理判断题主旨大意题2024新课标II卷人与自我新闻车站自助阅读亭吸引客流282+107312020全国III卷人与社会新闻电影数字化类人猿引关注248+128312020全国III卷人与社会新闻报道英国多世同堂的现象320+972112024新课标II卷人与社会书评阐述AI发展现状与前景323+1601122023新课标I卷人与社会书评倡导简单的数字生活方式322+1071212023新课标II卷人与社会书评印刷书籍以及阅读的意义328+1261122023全国甲卷人与社会书评倡导读者花时间去多读书332+124222022全国乙卷人与社会书评介绍评价Dorothy的书籍319+122222020新课标卷人与社会书评作者的乌兹别克斯坦之行300+12111202新闻报道五年高考考情解读新闻报道类文章和高考阅读理解选材突出“时代性”的原则相吻合，及时反映了当代社会时政、文化、娱乐、环保、人物、体育、科技等方面的新事物、新发现、新发明。1.新闻报道要素以记叙为主的新闻的六个要素(时间、地点、人物、事件的起因、经过、结果)。以说明居多的新闻的三个部分(说明的对象、说明的过程和归纳总结)。2.新闻报道结构新闻报道通常包含四个部分，即：标题(headline)、导语(lead)、主体(body)和结尾(ending)。标题是新闻的眼睛，它要求语言准确、生动和新颖，能够概括新闻事件的主要焦点。导语部分为新闻的“灵魂”，通常位于新闻报道的开头，通常包含了最重要的信息，如事件的时间、地点、主要人物和事件概要(5W+1H:when,where,who,what,why和how)。导语有助于吸引读者的兴趣，让他们迅速了解事件的关键内容。主体段落位于导语之后，对导语部分概括的新闻事实展开详细叙述，按照信息的重要性递减的顺序排列。新闻报道的结尾通常比较简洁，一般用一些不太重要但相关的细节、采访引言和总结作为结束语，其作用是重申主题，或强调事件的重要性或可能的影响。3.新闻报道语言特点新闻类语篇具有一些明显的语言特点，了解这些特点，有助于考生迅速把握新闻类文章主要内容，快速筛选有用信息，提高阅读效率。客观中立：新闻报道通常保持客观和中立的立场，避免使用主观性的词语和观点。第三人称：新闻报道常以第三人称来描述事件和人物，多用被动语态，以突出新闻主体，保持客观性。大量引语：新闻报道注重事实本身，强调客观性，通常包含大量直接引语或间接引语，以增强新闻报道的真实性和权威性，有助于读者了解事件的多个视角。此外，为突出新闻内容，通常倾向于采用“掉尾句”的结构，即将说话人或信息来源放在句子的末尾。数字和统计数据：新闻报道经常包括数字和统计数据，以支持事件的描述，增强文本的说服力和真实性。专有名词多：新闻报道类材料中人名和地名大量出现，频繁使用缩略词等。在不影响理解全文的情况下，不要过分纠缠，抓住地名或人名之间的关系即可。复杂句多：新闻报道中通常包含不少复杂句，这些句子通常包含修饰、限定、补充和说明等成分。复杂句的频繁使用以及修饰成分的出现体现了新闻报道对精确表达的要求。虽然新闻报道的语言结构较为复杂，但它的表达方式朴实，能够清晰、简洁、明了地传达信息。03阅读理解新闻报道选项特点1.正确选项特征同义替换与原文关键信息相同含义的不同表达信息归纳对分散或复杂的信息进行概括或比较正话反说把原文中的意思反过来表达意思明了原文原词利用原文原词作为正确选项比较简单2.干扰选项特征张冠李戴是原文信息，但不是题目要求的内容无中生有符合生活常识，但不是该文章的内容曲解文意极其相似但是细节处与原文有些出入颠倒是非在意思上与原文大相径庭或完全相反正误参半选项内容部分正确，部分和原文错误04阅读理解新闻报道解题思路1.浏览文章，抓住文体特征判断文体考生在做阅读理解题时一定要有“文体意识”，即结合文章体裁的文体特征，紧扣主旨理解文章。具体到新闻类文体，首先通过新闻独有的语篇特征，如导语、信息源等，判断是否是新闻类语篇。然后，根据文章结构特点和题型特点可以去文章相应部分寻找答案，这样可以节约时间、有的放矢。例如：文章主旨、写作意图题一般对应文章导语部分。2.利用导语，掌握核心要点掌握核心导语往往包括了新闻最具价值的内容，与主旨密切相关，是对新闻事件本质、新闻人物的突出特点和社会现象背后的原因等最凝练的概括，是写作意图题、主旨大意题的重要判断依据。例如：2020全国高考III卷C篇，探讨了英国社会中由于多方压力，一家人几代同堂的现状。第31题“Whatisthetextmainlyabout?”就是导语的侧面考查。通过结合下文的例子和数据分析，我们知道这种选择多是同住一室的家庭越来越多，因此全文讲述的是人们居住方式的一种新的趋势。3.深入细节，做好原文定位定位分析细节判断题是新闻类语篇的主要考查题型，做题时考生要有“题目意识”，即由题干关键词把握命题意图和答题要点，解题时多使用“同义转换”或者“综合归纳”两种方法。多数情况下，选项会对原文信息进行同义转换，即原文信息的另外一种表达。相反，选项中如果出现了原文出现过的词句，应当引起警觉，谨防受到“偷梁换柱”的迷惑干扰。有时候细节散落在多个句子，或者在不同段落中都有提到，考生应该分析事件之间的关联、人物与事件的关联、社会现象背后的原因和结果的关联等等，进行综合归纳。如果是以记叙为主，则需要抓住“何人、何时、何为、何因、何果”几要素，这几大要素也是题目的着眼点。4.结合主旨，做好推理判断理解引语引语是新闻类文章中的点睛之笔，用来体现作者或者文中相关方面的态度、观点，用来佐证支撑主旨。在答题时要有“语境意识”，即联系文章主旨和上下文语境分析判断作者的写作意图或者说话人的情感态度。5.突破长难句子，克服阅读瓶颈新闻报道阅读材料往往包含一些长句和难句，让不少学生颇为头疼。处理长难句的原则是“化繁为简，去枝叶，留主干”，即先跳读修饰成分或附加成分，找出句子的主干并理解其意义；然后再分段理解修饰成分或附加成分。考生要学会跳读非谓语、插入语和各种从句，这样就能够尽快抓住句子核心意思，不至于被各种似是而非的选项所迷惑。01阅读理解书评考情解读1.书评开头简明扼要地开始。在书评的开头，用简单而明了的语言介绍你将要谈论的书籍、作者和主题。你可以在这里提出你的观点，或者引用一些有关书籍的有趣或引人入胜的内容，以激发读者的兴趣。例：《ToKillaMockingbird》是HarperLee的一部小说，讲述了一个在20世纪30年代南部小镇Mayb的男孩ScoutFinch的成长故事，也是一部对社会不公与种族歧视的深入探讨。2.书评主体分析并阐释图书主题。在书评的核心部分，你可以分析小说的主题，并解释作者想要表达的观点。你可以用引用和实例来支持你的观点，并且对于书中的人物、情节、对话和其他元素，可以展开详细的解释。例：在小说中，作者HarperLee很好地表达了针对种族歧视与不平等现象的深入思考。她通过以Scout和她的家人为中心的故事，在书中不断地探讨这种现象对社会和个人带来的影响。例如，书中描述的一些场景以及托马斯·罗宾逊案件的发生，使得读者能够深入了解与种族歧视相关的问题，以及它们是如何影响当地社会的。3.书评结尾摘要和评价。在书评的最后，总结你的观点和评价，看这本书对你的感知有何影响。确保你的结论能够概括你对小说的总体印象，并且可以给读者一个清晰的看法。你可以谈论这本书的可读性、作者的写作风格和故事的深意等方面。例：总的来说，我认为《ToKillaMockingbird》是一本值得读的书。作者HarperLee运用了一种深入的，生动的方式将其讲述，让读者深入到其故事中，并深入思考与社会不平等相关的问题。这本书提供了关于种族问题的真切叙述，以及有关社会和个人应如何对抗不公现象的深刻见解。02阅读理解书评解题思路1.书评会涉及到书目中提到的人名、地名、机构等专有名词，学会去识别定位；2.书评会涉及书目内容、故事情节、人物性格、人物评价等，多用一般现在时；3.尾段客观公正的评论或评价，或考查写作手法，主人公的命运和性格特征等。4.重视新闻报道和书评“倒三角形”结构，特别是首段和段首的独特引领作用。5.标题概括题重视三性：概括性、简洁性和新颖性；同时联系首段和关键词。6.注意长难句落实“括号法”（从句）（非谓语）（介词短语）（名词短语）。7.满分策略：读题干→找原文→做标记→留痕迹→看选项→扣字眼。03阅读理解书评跟踪训练跟踪训练1(2024新课标II卷阅读D篇)GiventheastonishingpotentialofAItotransformourlives,weallneedtotakeactiontodealwithourAIpoweredfuture,andthisiswhereAIbyDesign:APlanforLivingwithArtificialIntelligenceesin.ThisabsorbingnewbookbyCatrionaCampbellisapracticalroadmapaddressingthechallengesposedbytheforthingAIrevolution(变革).Inthewronghands,suchabookcouldproveasplicatedtoprocessastheputercode(代码)thatpowersAIbut,thankfully,Campbellhasmorethantwodecades’professionalexperiencetranslatingtheheadyintotheunderstandable.Shewritesfromthepracticalangleofabusinesspersonratherthanasanacademic,makingforaguidewhichishighlyaccessibleandinformativeandwhich,bytheclose,willmakeyoufeelalmostassmartasAI.AswesoonetolearnfromAIbyDesign,AIisalreadysupersmartandwillbeemorecapable,movingfromthecurrentgenerationof“narrowAI”toArtificialGeneralIntelligence.Fromthere,Campbellsays,willeArtificialDominantIntelligence.ThisiswhyCampbellhassetouttoraiseawarenessofAIanditsfuturenowseveraldecadesbeforethesedevelopmentsareexpectedtotakeplace.Shesaysitisessentialthatwekeepcontrolofartificialintelligence,orriskbeingsidelinedandperhapsevenworse.Campbell’spointistowakeupthoseresponsibleforAIthetechnologypaniesandworldleaderssotheyareonthesamepageasalltheexpertscurrentlydevelopingit.Sheexplainsweareata“tippingpoint”inhistoryandmustactnowtopreventanextinctionleveleventforhumanity.WeneedtoconsiderhowwewantourfuturewithAltopanout.Suchstructuredthinking,followedbyglobalregulation,willenableustoachievegreatnessratherthanourdownfall.AIwillaffectusall,andifyouonlyreadonebookonthesubject,thisisit.32.Whatdoesthephrase“Inthewronghands”inparagraph2probablymean?A.Ifreadbysomeonepoorlyeducated. B.Ifreviewedbysomeoneillintentioned.C.Ifwrittenbysomeonelesspetent. D.Iftranslatedbysomeoneunacademic.33.WhatisafeatureofAIbyDesignaccordingtothetext?A.Itispackedwithplexcodes. B.Itadoptsadowntoearthwritingstyle.C.Itprovidesstepbystepinstructions. D.ItisintendedforAIprofessionals.34.WhatdoesCampbellurgepeopletodoregardingAIdevelopment?A.Observeexistingregulationsonit.B.Reconsiderexpertopinionsaboutit.C.Makejointeffortstokeepitundercontrol.D.Learnfrompriorexperiencetoslowitdown.35.Whatistheauthor’spurposeinwritingthetext?A.ToremendabookonAI. B.TogiveabriefaccountofAIhistory.C.ToclarifythedefinitionofAI. D.TohonoranoutstandingAIexpert.跟踪训练2(2022全国乙卷阅读B篇)In1916,twogirlsofwealthyfamilies,bestfriendsfromAuburn,N.Y.—DorothyWoodruffandRosamondUnderwood—traveledtoasettlementintheRockyMountainstoteachinaoneroomschoolhouse.ThegirlshadgonetoSmithCollege.Theyworeexpensiveclothes.SoforthemtomovetoElkhead,Colo.toinstructthechildrenwhoseshoeswereheldtogetherwithstringwasasurprise.TheirstayinElkheadisthesubjectofNothingDaunted:TheUnexpectedEducationofTwoSocietyGirlsintheWestbyDorothyWickenden,whoisamagazineeditorandDorothyWoodruff’sgranddaughter.Whydidtheygothen?Well,theywantedtodosomethinguseful.Soon,however,theyrealizedwhattheyhadundertaken.Theymovedinwithalocalfamily,theHarrisons,and,likethem,hadlittleprivacy,rarebaths,andablanketofsnowontheirquiltwhentheywokeupinthemorning.Somemornings,RosamondandDorothywouldarriveattheschoolhousetofindthechildrenweepingfromthecold.Inspring,thesnowwasreplacedbymudoverice.InWickenden’sbook,sheexpandedonthehistoryoftheWestandalsoonfeminism,whichofcourseinfluencedthegirls’decisiontogotoElkhead.Ahairraisingsectionconcernsthebuildingoftherailroads,whichentailed(牵涉)drillingthroughtheRockies,ofteninblindingsnowstorms.ThebookendswithRosamondandDorothy’sreturntoAuburn.Wickendenisaverygoodstoryteller.Thesweepofthelandandthestoicism(坚忍)ofthepeoplemovehertosomebeautifulwriting.HereisapictureofDorothyWoodruff,onherhorse,lookingdownfromahilltop:“Whenthesunslippedbehindthemountains,itshedarosyglowallaroundthem.Thenafullmoonrose.Thesnowwasmarkedonlybysmallanimals:foxes,coyotes,mice,andvaryinghares,whichturnedwhiteinthewinter.”24.WhydidDorothyandRosamondgototheRockyMountains?A.Toteachinaschool. B.TostudyAmericanhistory.C.Towriteabook. D.Todosightseeing.25.Whatcanwelearnaboutthegirlsfromparagraph3?A.Theyenjoyedmuchrespect. B.Theyhadaroomwithabathtub.C.Theylivedwiththelocalkids. D.Theysufferedseverehardships.26.WhichpartofWickenden’swritingishairraising?A.TheextremeclimateofAuburn. B.ThelivingconditionsinElkhead.C.TherailroadbuildingintheRockies. D.ThenaturalbeautyoftheWest.27.Whatisthetext?A.Anewsreport. B.Abookreview. C.Achildren’sstory. D.Adiaryentry.01阅读理解新闻报道跟踪训练跟踪训练1(2024全新课标II卷B篇)Doyouevergettothetrainstationandrealizeyouforgottobringsomethingtoread?Yes,weallhaveourphones,butmanyofusstillliketogooldschoolandreadsomethingprinted.Well,there’sakiosk(小亭)forthat.IntheSanFranciscoBayArea,atleast.“Youenterthefaregates(检票口)andyou’llseeakioskthatislitupandittellsyoucangetaoneminute,athreeminute,orafiveminutestory,”saysAliciaTrost,thechiefmunicationsofficerfortheSanFranciscoBayAreaRapidTransit—knownasBART.“Youchoosewhichlengthyouwantanditgivesyouareceiptlikeshortstory.”It’sthatsimple.Ridershaveprintednearly20,000shortstoriesandpoemssincetheprogramwaslaunchedlastMarch.Someareclassicshortstories,andsomeareneworiginalworks.Trostalsowantstointroducelocalwriterstolocalriders.“WewantedtodosomethingwherewedoacalltoartistsintheBayAreatosubmitstoriesforacontest,”Trostsays.“Andasofrightnow,we’vereceivedabout120submissions.Thewinningstorieswouldgointoourkioskandthenyouwouldbeapublishedartist.”Ridershipontransit(交通)systemsacrossthecountryhasbeendownthepasthalfcentury,socouldshortstoriessavetransit?Trostthinksso.“Attheendofthedayalltransitagenciesrightnowaredoingeverythingtheycantoimprovetheriderexperience.SoIabsolutelythinkwewillgetmoreridersjustbecauseofshortstories,”shesays.Andyou’llneverbewithoutsomethingtoread.24.WhydidBARTstartthekioskprogram?A.Topromotethelocalculture. B.Todiscouragephoneuse.C.Tomeetpassengers’needs. D.Toreduceitsrunningcosts.25.Howarethestoriescategorizedinthekiosk?A.Bypopularity. B.Bylength.C.Bytheme. D.Bylanguage.26.WhathasTrostbeendoingrecently?A.Organizingastorycontest. B.Doingasurveyofcustomers.C.Choosingaprintpublisher. D.Conductinginterviewswithartists.27.WhatisTrost’sopinionaboutBART’sfuture?A.Itwillclosedown. B.Itsprofitswilldecline.C.Itwillexpandnationwide. D.Itsridershipwillincrease.跟踪训练2(2020全国III卷B篇)When"RiseofthePlanetoftheApes"wasfirstshowntothepubliclastmonth,agroupofexcitedanimalactivistsgatheredonHollywoodBoulevard.Buttheyweren’ttheretothrowredpaintonfurcoatwearingfilmstars.Instead,oneactivist,dressedinafullbodymonkeysuit,hadarrivedwithasignpraisingthefilmmakers:"Thanksfornotusingrealapes(猿)!"Thecreativeteambehind"Apes"usedmotioncapture(动作捕捉)technologytocreatedigitalizedanimals,spendingtensofmillionsofdollarsontechnologythatIrecordsanactor’sperformanceandlaterprocessesitwithputergraphicstocreateafinalimage(图像).Inthiscase,oneofarealisticlookingape.Yet"Apes"ismoreexceptionthantherule.Infact,Hollywoodhasbeenhotonliveanimalslately.Onenonprofitorganization,whichmonitorsthetreatmentoranimalsinfilmedentertainment,iskeepingtabsonmorethan2,000productionsthisyear.Already,anumberoffilms,including"WaterforElephants,""TheHangoverPartⅡ"and"Zookeeper,"havedrawntheangerofactivistswhosaythecreaturesactinginthemhaven’tbeentreatedproperly.Insomecases,it’snotsomuchthetreatmentoftheanimalsonsetinthestudiothathasactivistsworried;it’stheoffsettrainingandlivingconditionsthatareraisingconcerns.AndtherearequestionsaboutthefilmsmadeoutsidetheStates,whichsometimesarenotmonitoredascloselyasproductionsfilmedintheSates.24.WhydidtheanimalactivistsgatheronHollywoodBoulevard?A.Toseefamousfilmstars. B.Toopposewearingfurcoats.C.Toraisemoneyforanimalprotection. D.Toexpressthankstosomefilmmakers.25.Whatdoesparagraph2mainlytalkabout?A.Thecostofmaking"Apes." B.Thecreationofdigitalizedapes.C.Thepublicityabout“Apes." D.Theperformanceofrealapes.26.Whatdoestheunderlinedphrase"keepingtabson"inparagraph3probablymean?A.Listingpletely. B.Directingprofessionally.C.Promotingsuccessfully. D.Watchingcarefully.27.Whatcanweinferfromthelastparagraphaboutanimalactors?A.Theymaybebadlytreated. B.Theyshouldtakefurthertraining.C.Theycouldbetradedillegally. D.Theywouldlosepopularity.02高考新闻报道高频词汇1.生僻词汇prohibit/prəˈhɪbɪt/ vt.禁止agenda/əˈdʒendə/ n.议事日程；议程表deposit/dɪˈpɒzɪt/ n.存款；押金；订金procedure/prəˈsiːdʒə/ n.程序；手续；步骤sympathy/ˈsɪmpəθɪ/ n.同情multiply/ˈmʌltɪplaɪ/ vt.&vi.乘；增加insert/ɪnˈsɜːt/ vt.&vi.插入ambiguous/æmˈbɪɡjʊəs/adj.模棱两可的；含糊不清的awesome/ˈɔːsəm/ adj.令人惊叹的delicate/ˈdelɪkət/ adj.精美的；易碎的punctual/ˈpʌŋktʃʊəl/ adj.守时的thorough/ˈθʌrə/ adj.彻底的allocate/ˈæləkeɪt/ vt.分配；拨出dilemma/dɪˈlemə/ n.困境；进退两难exacerbate/ɪɡˈzæsəbeɪt/ vt.使恶化；使加剧substitute/ˈsʌbstɪtjuːt/ v.代替；取代n.替代品priority/praɪˈɒrəti/ n.优先事项；优先权resonance/ˈrèsōnɡ/ n.共鸣barrier/ˈbæriə/ n.障碍；屏障consequence/ˈkɒnsɪkwəns/n.结果；后果3.派生词汇coauthor/kəʊˈɔːθə/ n.合著者aspirational/ˌæspəˈreɪʃənl/ adj.渴望成功的；有抱负的emotionally/ɪˈməʊʃənəli/ adv.情绪上；感情上plainer/kəmˈpleinə/ n.抱怨者globalization/ˌɡləʊbəlaɪˈzeɪʃən/n.全球化historically/hɪˈstɒrɪkli/ adv.在历史上motivational/ˌməʊtɪˈveɪʃənl/ adj.鼓舞人心的perspective/pəˈspektɪv/ n.视角；观点；态度unimaginable/ˌʌnɪˈmædʒɪnəbl/adj.难以置信的digestion/daɪˈdʒestʃən/ n.消化；领悟reprogram/riːˈprəʊɡræm/ v.重新编程incurable/ɪnˈkjʊərəbl/ adj.无法治愈的unnatural/ʌnˈnætʃrəl/ adj.不自然的publication/ˌpʌblɪˈkeɪʃn/ n.出版；发行promotion/prəˈməʊʃn/ n.促销；晋升；推广worthless/ˈwɜːθləs/ adj.无价值的；没用处的greenery/ˈɡriːnəri/ n.绿色植物holistic/həʊˈlɪstɪk/ adj.整体的multitask/ˌmʌltiˈtɑːsk/ v.同时执行多项任务urbanization/ˌɜːbənaɪˈzeɪʃn/ n.城市化3.熟词生义board/bɔːd/ 熟义：n.板v.登上； 生义：n.饮食excuse/ɪkˈskjuːz/ 熟义：v.原谅； 生义：v.借故离开flood/flʌd/ 熟义：n.洪水； 生义：v.淹没，涌到head/hed/ 熟义：n.头； 生义：v.（朝……）前进，去；带领land/lænd/ 熟义：n.土地v.着陆； 生义：v.谋得law/lɔː/ 熟义：n.法律； 生义：n.法则name/neɪm/ 熟义：n.名字； 生义：v.说定；命名note/nəʊt/ 熟义：n.笔记，便条； 生义：n.音符；纸币storm/stɔːm/ 熟义：n.暴风雨； 生义：v.气冲冲地疾走station/ˈsteɪʃən/熟义：n.站； 生义：v.部署，使驻扎ache/eɪk/ 熟义：n.疼痛； 生义：v.渴望coach/kəʊtʃ/ 熟义：n.教练； 生义：v.辅导；训练course/kɔːs/ 熟义：n.课程；过程； 生义：n.一道菜desert/dɪˈzɜːt/ 熟义：n.沙漠； 生义：v.抛弃，离弃ground/ɡraʊnd/ 熟义：n.地面； 生义：n.理由measure/ˈmeʒə/ 熟义：n.措施，方法； 生义：v.估量，判定（重要性、价值或影响等）position/pəˈzɪʃən/ 熟义：n.位置；职位； 生义：n.立场；观点promise/ˈprɒmɪs/ 熟义：n.诺言； 生义：v.有……的希望；使……有可能shoulder/ˈʃəʊldə/ 熟义：n.肩膀； 生义：v.承担conduct/ˈkɒndʌkt/ 熟义：v.指挥； 生义：v.实施，做01阅读理解书评类答题误区1.事实与观点混淆误将引语（如专家观点）等同于作者立场，例如将"某教授认为该政策存在执行漏洞"理解为新闻作者的观点。2.时间线与因果关系错乱对"事件发展顺序影响后续措施"的逻辑链把握不足，如将"政策实施后出现经济波动"误判为"政策导致经济波动"。3.数据解读表面化仅关注数字本身，忽略数据对比的深层含义，例如将"失业率下降2%"直接等同于经济向好，忽视统计口径变化。4.推断题过度延伸脱离文本进行主观臆断，如根据"某城市犯罪率上升"推断"治安管理全面失效"，而忽略文中提到的"季节性因素"。02阅读理解书评类应对办法1.构建评价维度认知框架文学性分析：关注写作手法（如"意识流""隐喻"）、结构设计（如"倒叙""多线叙事"）；主题阐释：识别作品反映的社会议题（如"阶级矛盾""文化冲突"）；价值判断：区分"创新性""深度""感染力"等评价维度2.建立评价词汇库正面评价：profoundinsight深刻洞察、pellingnarrative引人入胜的叙事；负面评价：superficialcharacterization肤浅的人物塑造、clichédplot陈词滥调的情节；中性评价：balancedperspective平衡的视角、thoughtprovoking发人深省。3.强化逻辑关系识别因果关系：由于采用第一人称视角，读者更容易产生共鸣；对比关系：与传统历史小说不同，该作品弱化了英雄主义叙事；递进关系：不仅揭露社会问题，更提出了解决路径。4.主旨归纳三步法定位评价句：重点关注首段结论句、尾段总结句；提取关键词：如"批判性反思""艺术突破""时代局限性"；整合核心观点：本文通过分析作品的叙事革新，肯定其对女性主义文学的贡献。03阅读理解新闻报道类答题误区1.忽视首段主旨，陷入细节迷宫案例：2023年全国甲卷新闻报道首段提到“某国通过新法案限制塑料使用”，后文详细列举法案条款和企业反应。题目问“文章主要讨论什么”，考生易误选“企业应对措施”（细节），而非“新塑料法案的出台”（首段核心）。误区本质：未抓住倒金字塔的主旨前置特点，被次要信息干扰。2.混淆客观事实与主观观点案例：2022年新高考I卷报道“AI技术在医疗中的应用”，原文含doctorsbelieveAIcanreduceerrors（观点）和AIhelpeddiagnose30%morecases（事实）。题目问“哪项是作者确认的事实”，考生易将“医生观点”当作事实选入。误区本质：未区分信号词（观点think/argue/suggest；事实prove/show/statistics）。3.对数字、时间、机构等细节定位失误案例：2021年全国乙卷报道“全球可再生能源装机容量增长”，含数据“2020年增长10%，2021年达15%”。题目问“2021年增长率”，考生因漏看年份或混淆“装机容量”与“增长率”选错。误区本质：对新闻中高频出现的“数字+单位+限定词”（如增长vs总量）敏感度不足。04阅读理解新闻报道类应对办法1.快速确认文体通过导语、倒金字塔结构、引语等语言特点，快速判断文章为新闻类，以便针对性答题。2.抓住文章核心新闻核心通常在导语部分，传统导语一般包含5W+1H（Who,What,When,Where,Why,How），但现代新闻导语更注重对事实的概括，需重点关注。3.定位答案出处标记关键词：读题时标记题干中的人名、地名、数据等关键词，阅读时留意这些信息的出现位置。对比选项：定位后抓住关键词，与选项对比，注意识别同义词，考虑细节暗示，确保答案准确。4.斟酌主旨标题依据导语：新闻标题主要依赖导语内容，确定标题后可反推涉及内容，最终敲定答案。注意双关：标题中的双关需仔细体会，理解其深层含义。5.细节理解题技巧精准定位：根据题干关键词在文中查找对应信息，注意细节描述。排除干扰：注意选项中的绝对化表述（如“always”“never”等），此类选项通常为干扰项。6.推理判断题技巧依据文本：答案需基于文中信息合理推断，避免主观臆断。分析引语：新闻中的直接引语或间接引语常反映当事人观点，需结合上下文理解其态度和看法。7.词义猜测题技巧结合语境：根据上下文线索推测词义，注意前后文的逻辑关系。关注定义或解释：文中对生词的定义、举例或同义词替换等可帮助猜测词义。阅读理解书评和新闻报道阅读理解书评和新闻报道综合能力提升真题专区：研读高考真题，洞悉高考命题规律，探寻满分做题技巧和应试思维01(2020全国III卷)Withtheyoungunabletoaffordtoleavehomeandtheoldatriskofisolation(孤独),morefamiliesarechoosingtolivetogether.Thedoorwaytopeaceandquiet,forNickBrightatleast,leadsstraighttohismotherinlaw,shelivesonthegroundfloor,whilehelivesupstairswithhiswifeandtheirtwodaughters.FouryearsagotheyallmovedintoathreestoreyVictorianhouseinBristol—oneofagrowingnumberofmultigenerationalfamiliesintheUKlivingtogetherunderthesameroof.Theyshareafrontdoorandawashingmachine,butRitaWhiteheadhasherownkitchen,bathroom,bedroomandlivingroomonthegroundfloor.“Wefloatedtheideatomymumofsharingatahouse,”saysKathrynWhitehead.Ritacutsin:“WespokemorewithNickbecauseIthinkit’sabigthingforNicktolivewithhismotherinlaw.”AndwhatdoesNickthink?“Frommystandpoint,itallseemstoworkverywell.WouldIremendit?Yes,IthinkIwould.”It’shardtotellexactlyhowmanypeopleagreewithhim,butresearchindicatesthatthenumbershavebeenrisingforsometime.Officialreportssuggestthatthenumberofhouseholdswiththreegenerationslivingtogetherhadrisenfrom325,000in2002to419,000in2013.1991.Therietiesofmultigenerationalfamilyaremoremon.Somepeoplelivewiththeirelderlyparents;manymoreadultchildrenarereturningtothefamilyhome,iftheyeverleft.Itissaidthatabout20%of2534yearoldslivewiththeirparents,paredwith16%in1991.ThetotalnumberofallmultigenerationalhouseholdsinBritainisthoughttobeabout1.8million.Storieslikethataremoremoninpartsoftheworldwheremultigenerationallivingismorefirmlyrooted.InIndia,particularlyoutsidecities,youngwomenareexpectedtomoveinwiththeirhusband’sfamilywhentheygetmarried.28.WhomainlyusesthegroundfloorintheVictorianhouseinBristol?A.Nick. B.Rita. C.Kathryn D.Thedaughters.29.WhatisNick’sattitudetowardssharingthehousewithhismotherinlaw?A.Positive. B.Carefree. C.Tolerant. D.Unwilling.30.Whatistheauthor’sstatementaboutmultigenerationalfamilybasedon?A.Familytraditions. B.Financialreports. C.Publishedstatistics.D.Publicopinions.31.Whatisthetextmainlyabout?A.Lifestylesindifferentcountries. B.Conflictsbetweengenerations.C.AhousingprobleminBritain. D.ArisingtrendoflivingintheUK.02(2020新课标卷)Inthemid1990s,TomBisselltaughtEnglishasavolunteerinUzbekistan.Heleftaftersevenmonths,physicallybrokenandhavinglosthismind.Afewyearslater,stillattractedtothecountry,hereturnedtoUzbekistantowriteanarticleaboutthedisappearanceoftheAralSea.Hisvisit,however,endedupinvolvingalotmorethanthat.Hencethisbook,ChasingtheSea:LostAmongtheGhostsofEmpireinCentralAsia,whichtalksaboutaroadtripfromTashkenttoKarakalpakstan,wheremillionsofliveshavebeendestroyedbytheslowdryingupofthesea.ItisthestoryofanAmericantravellingtoastrangeland,andofthepeoplehemeetsonhisway:Rustam,histranslator,alovely24yearoldwhopickeduphiscolorfulEnglishinCalifornia,OlegandNatasha,hishostsinTashkent,andastringofforeignaidworkers.ThisisaquicklookatlifeinUzbekistan,madeoffriendlinessandwarmth,butalsoitsdarkersideofsociety.InSamarkand,MrBisselladmiresthearchitecturalwonders,whileonhiswaytoBukharahegetsatasteofpolicemethodswhensuspectedofdrugdealing.InFerghana,heattendsamountainfuneral(葬礼)followedbyastrangedrinkingparty.AndinKarakalpakstan,heissaddenedbytheduststorms,diseasesandfishingboatsstuckmilesfromthesea.MrBissellskillfullyorganizeshistoricalinsightsandculturalreferences,makinghistaleawellroundedpictureofUzbekistan,seenfromWesterneyes.HisjudgmentandreferencesaredecidedlyAmerican,aswellashisdelicatestomach.Astheauthorexplains,thisisneitheratravelnorahistorybook,orevenapieceofreportage.Whateveritis,theresultisafineandvividdescriptionofthepurestofCentralAsiantraditions.28.WhatmadeMrBissellreturntoUzbekistan?A.Hisfriends'invitation. B.Hisinterestinthecountry.C.Hisloveforteaching. D.Hisdesiretoregainhealth.29.Whatdoestheunderlinedword“that”inparagraph2referto?A.Developingaseriousmentaldisease.B.TakingaguidedtourinCentralAsia.C.WorkingasavolunteerinUzbekistan.D.WritinganarticleabouttheAralSea.30.WhichofthefollowingbestdescribesMrBissell'sroadtripinUzbekistan?A.Romantic. B.Eventful. C.Pleasant. D.Dangerous.31.Whatisthepurposeofthistext?A.Tointroduceabook. B.Toexplainaculturalphenomenon.C.Torememberawriter. D.Toremendatraveldestination.03(2023新课标II卷)ReadingArt:ArtforBookLoversisacelebrationofaneverydayobject—thebook,representedhereinalmostthreehundredartworksfrommuseumsaroundtheworld.Theimageofthereaderappearsthroughouthistory,inartmadelongbeforebooksaswenowknowthemcameintobeing.Inartists’representationsofbooksandreading,weseemomentsofsharedhumanitythatgobeyondcultureandtime.Inthis“bookofbooks,”artworksareselectedandarrangedinawaythatemphasizestheseconnectionsbetweendifferenterasandcultures.Weseescenesofchildrenlearningtoreadathomeoratschool,withthebookasafocusforrelationsbetweenthegenerations.Adultsareportrayed(描绘)aloneinmanysettingsandposes—absorbedinavolume,deepinthoughtorlostinamomentofleisure.Thesescenesmayhavebeenpaintedhundredsofyearsago,buttheyrecordmomentswecanallrelateto.Booksthemselvesmaybeusedsymbolicallyinpaintingstodemonstratetheintellect(才智),wealthorfaithofthesubject.Beforethewideuseoftheprintingpress,booksweretreasuredobjectsandcouldbeworksofartintheirownright.Morerecently,asbookshavebeeinexpensiveoreventhrowaway,artistshaveusedthemastherawmaterialforartworks—transformingcovers,pagesorevenpletevolumesintopaintingsandsculptures.Continueddevelopmentsinmunicationtechnologieswereoncebelievedtomaketheprintedpageoutdated.Froma21stcenturypointofview,theprintedbookiscertainlyancient,butitremainsasinteractiveasanybatterypoweredereader.Toserveitsfunction,abookmustbeactivatedbyauser:thecoveropened,thepagesparted,thecontentsreviewed,perhapsnoteswrittendownorwordsunderlined.Andincontrasttoourincreasinglynetworkedliveswheretheinformationweconsumeismonitoredandtracked,aprintedbookstilloffersthechanceofawhollyprivate,“offline”activity.28.Whereisthetextmostprobablytakenfrom?A.Anintroductiontoabook. B.Anessayontheartofwriting.C.Aguidebooktoamuseum. D.Areviewofmodernpaintings.29.Whataretheselectedartworksabout?A.Wealthandintellect. B.Homeandschool.C.Booksandreading. D.Workandleisure.30.Whatdotheunderlinedwords“relateto”inparagraph2mean?A.Understand. B.Paint.C.Seize. D.Transform.31.Whatdoestheauthorwanttosaybymentioningtheereader?A.Theprintedbookisnottotallyoutofdate.B.Technologyhaschangedthewayweread.C.Ourlivesinthe21stcenturyarenetworked.D.Peoplenowrarelyhavethepatiencetoread.模拟专区：精选名校真题好题，帮你锤炼做题技巧，助力冲刺备考圆梦高考04（2425高三下·重庆·阶段练习）J.D．Salinger’sTheCatcherintheRyeremainsaclassicnovelofadolescentrebellionandisolation,connectingwithgenerationssinceits1951publication.ThroughthevoiceofHoldenCaulfield,ateenagerkickedoutofprepschool,Salingercapturestherawemotionsofyouth—anger,confusion,andadesperatesearchforrealnessinaworldhedismissesas“phoney”.Thenovel’slastingpowerliesnotingrandadventuresbutinitsintimateportrayalofHolden’sinternalstruggles,whichreflectuniversalteenageexperiences.Holden’sjourneythroughNewYorkCityactsasapsychologicalexploration.Hecriticizesthehypocrisy(虚伪)oftheadultworld,mockssocialexpectations,andfantasizesaboutescapingtoasimplerlife“awayfromallthenonsense.”Yetbeneathhiscynical(愤世嫉俗的)appearanceliesvulnerability.Symbolismdeepensthenovel’sexplorationofinnocenceandloss.Therepeatedimageofthe“catcherintherye”—Holden’sfantasyofsavingchildrenfromfallingoffacliff—symbolizeshiswishtopreservechildhoodinnocence.HisrepeatedvisitstotheMuseumofNaturalHistory,wheredisplaysstayunchanged,revealhisingoingforstability.TheducksinCentralPark’slake,whichmysteriouslydisappeareachwinter,mirrorHolden’sanxietyaboutlife’suncertainties.Eventhenovel’scontroversiallanguage,criticizedwhenfirstpublishedandbrieflydefendedlaterinonepublisher’spreface(序言)as“authenticadolescentvoice”,servesasarebellionagainstsocialnorms,makingHolden’svoicefeelstartlinglyreal.Thoughsetinthe1950s,TheCatcherintheRyecontinuestospeaktomodernteenagers.Inaneradominatedbysocialmediaandartificialidentities,Holden’shatredofhypocrisyfeelsstrikinglyrelatable.Unliketoday’sdigitalinteractions,Holden’shandwrittenlettersandfacetofaceencountersinthenovelemphasizetheoriginalandpurenatureofhumanconnection.Salinger’srefusaltoromanticizeadolescence—offeringnoeasyanswerstoHolden’spain—challengesreaderstoconfronttheirownstruggleswithgrowingup.Th