专题03 阅读理解说明文、议论文（1年汇编）2026年高考英语真题分类汇编（解析版）

高考真题分类解析PAGE试卷第=1页，共=sectionpages33页PAGE103阅读理解说明文、议论文考点2026年高考命题解读创新考法细节理解核心基础题型，选材涵盖地理、环境科学、心理学实验、AI科研、消费调研、教育记叙文；考查实验流程、数据、事物功能、人物行为等显性信息，跨学科科普文本占比大幅提升。融入分组实验、数字对比、流程表格类细节素材；自然科学、人文生活双线融合，需多段定位整合信息作答。推理判断科普文侧重研究结论、科研人员立场推断；记叙文深挖学习理念、人生感悟，设问规避浅层情节，聚焦文本背后逻辑与价值。新增跨学科科研观点辨析，区分不同专家态度；依托实验数据推导深层影响，强化逻辑思辨。主旨大意分为段落主旨、全文标题两类；科普文考查实验设计、研究核心；记叙文侧重作者感悟与文章内核。单独设置段落大意小题，不再只考全文标题；区分实验过程与研究成果，精准抓取段落核心。词句猜测考查代词指代、科技衍生词、情感评价类词汇，语境以科普说明、生活叙事为主。侧重AI、环境、社科领域专业衍生词；结合实验逻辑、褒贬语境双重线索推导词义。Passage1（2026·全国二卷·高考真题）ThepeakofMountQomolangma,8,849metersabovesealevel.Chimborazo,6,263m;MontBlanc,4,806m;Pradidalihut,atthefootofthePalagroupintheDolomites,2,278m.Itiscommonpracticetoprovidetheelevation(高度)ofaplace.Simplereadingsarenowreadilyavailableonourphonesandwearables.Butelevationisnecessarilyrelative:onlythechoiceofareferencepointallowsustoexpressnumericallytheheightofanobjectoralocation.Theideaofsealevelasareferencepointforelevationshasbynowbeenaroundforsolongastogoessentiallyunnoticed-wementionitwithoutevenconsideringwhatitmeans.Thattheconcepthasahistoryiseasilyignored.Wetendtoforgetthatsealevelisaproductoftechnicallyandculturallydeterminedassumptions.Inthisbook,Itellastoryoftheseassumptions.Appropriately,thebooktookshapeduringasummerspentbetweenseaandmountains.AmonthaftervisitingtheFrenchRivieraandenjoyingthesandybeachesofNiceandMenton,IwenthikingwithfriendsinthePalagroup.RestingonapassnearthePradidalihut,webegandiscussingthereadingsofferedbyouraltimeters(测高仪).Whydidtheyvaryeversoslightlyfromoneinstrumenttothenext?Thissenseofuncertaintyledmetothinkaboutthemeaningofzero.ThisishowIbeganmysearchfortheconceptualhistoryofsealevel.InthisbookIexaminethreecrucialstagesinthehistoryofmeansealevel.Thesestagesmirrorthedevelopmentofhumanconceptionsofthesea.SinceIbeganthinkingaboutthisprojectinAugust2011,theissueofsea-levelriseandtheneedtoplaceithistoricallyhaveonlybecomemoreurgent:betweenthenandtheendof2022theglobalsearosebyalmost5centimeters,abouthalfoftheoverallriserecordedbysatellitessince1993.1．Whatdoestheauthorpointoutatthebeginningofthetext?A．Somemountainsaregettinghigher. B．Dataonwearablesaremisleading.C．Theconceptofelevationisrelative. D．Thereferencepointishardtolocate.2．Whatisparagraph3mainlyabout?A．Howthealtimeterwasinvented. B．Whatinitiatedtheauthor’sresearch.C．Whythedigitalreadingsvaried. D．Wheretheauthorspenthisholiday.3．Whatdoestheunderlinedword“it”refertointhelastparagraph?A．Thebook. B．Theproject. C．Theissue. D．Thedevelopment.4．Whatcanbethetitleofthebookmentionedinthetext?A．TheAltimeter:AMust-Have B．SeaLevel:AHistoryC．MeaningofZero:NothingorEverything D．MountainstoSeas:UpsandDowns【答案】1．C2．B3．C4．B【导语】文章主要探讨了海拔高度的相对性，以及海平面作为参考点的历史演变。作者通过个人经历引出对海平面概念的思考，并介绍了其著作中关于平均海平面历史的研究。【详解】1．细节理解题。根据第一段“Butelevationisnecessarilyrelative:onlythechoiceofareferencepointallowsustoexpressnumericallytheheightofanobjectoralocation.(但海拔必定是相对的：只有选择一个参考点，我们才能用数字表达一个物体或位置的高度。)”可知，作者在文章开头指出海拔的概念是相对的。2．主旨大意题。根据第三段“RestingonapassnearthePradidalihut,webegandiscussingthereadingsofferedbyouraltimeters(测高仪).Whydidtheyvaryeversoslightlyfromoneinstrumenttothenext?Thissenseofuncertaintyledmetothinkaboutthemeaningofzero.ThisishowIbeganmysearchfortheconceptualhistoryofsealevel.(在Pradidali小屋附近的山口休息时，我们开始讨论测高仪上的读数。为什么不同仪器之间的读数略有差异？这种不确定性让我开始思考零的含义。这就是我开始探究海平面概念史的原因。)”可推知，本段主要讲述了作者研究工作的起因。3．词义猜测题。根据最后一段“SinceIbeganthinkingaboutthisprojectinAugust2011,theissueofsea-levelriseandtheneedtoplaceithistoricallyhaveonlybecomemoreurgent:betweenthenandtheendof2022theglobalsearosebyalmost5centimeters,abouthalfoftheoverallriserecordedbysatellitessince1993.(自从我在2011年8月开始思考这个项目以来，海平面上升的问题以及将它置于历史背景下的必要性变得愈发紧迫：从那时到2022年底，全球海平面上升了近5厘米，约占自1993年以来卫星记录的总体上升幅度的一半。)”可知，划线词“it”指代前文提到的“theissueofsea-levelrise”中的“theissue”，即海平面上升的问题。4．推理判断题。通读全文，根据第二段“Thattheconcepthasahistoryiseasilyignored.Wetendtoforgetthatsealevelisaproductoftechnicallyandculturallydeterminedassumptions.Inthisbook,Itellastoryoftheseassumptions.(这个概念有一段历史很容易被忽视。我们往往忘记海平面是技术和文化决定的假设的产物。在这本书中，我讲述了这些假设的故事。)”以及第四段“InthisbookIexaminethreecrucialstagesinthehistoryofmeansealevel.(在这本书中，我考察了平均海平面历史的三个关键阶段。)”可推知，该书主要探讨海平面的历史。因此，这本书最合适的标题是“海平面：一段历史”。Passage2（2026·全国一卷·高考真题）Inlinewithlongstandinginitiativestoexpanditsgreenspaces,NewYorkCityisplantingtensofthousandsoftreeseachyear.Theyprovideshade,lowersurfacetemperatures,absorbasurprisingamountofairbornecarbon,removetinypollutants,andprovidewildlifehabitatalongwithjustplainbeauty.Somethingcouldgowrong,though,accordingtoanewstudy.Oaksandsweetgums,whichcurrentlyaccountforamajorityofthecity’strees,producehugeamountsofachemicalsubstancecalledisoprene.Harmlessbyitself,isopreneinteractsrapidlywithpollutingnitrogenoxidesreleasedbyvehicles,buildingsandindustrytoformground-levelozone(臭氧)—amajorfactorinmanybreathingproblems.Theresearch,carriedoutbyscientistsattheColumbiaClimateSchoolandotherinstitutions,foundthatifthecitymaintainspastspeciespatternsinnewplantings,isopreneproductioninManhattanincomingdecadeswillgoupbyabout140%,andresultingsummerozonelevelsasmuchas30%.“We’reallforplantingmoretrees.Theybringsomanygoodthings,”saidstudycoauthorRóisínCommane.“Butifwe’renotcareful,wecouldmakeairqualityworse.”TheParksDepartmentisnotoblivioustotheissue.Astudycarriedoutbysomeofitsresearchersseveralyearsagoconcludedthatcitytreesdidreleaseisoprene.“Wedidn’tmakeabigdealofthat,”saidNovemAuyeung,aParksDepartmentseniorscientist.Shesaidtreesshouldnotbeviewedastheenemy.“Wecouldplantanytreeswewantto,ifwejustrethinkourcar-centriclifestyle,”shesaid.“We’renotgoingtogocuttingdownanybigoldoaks,”andneitherwillthedepartmentcompletelystopplantingnewones,saidAuyeung.“Youhavetothinkaboutwhatyouwouldloseifyoudothat.”Oaksarekeystonespecies,shepointedout,providingfoodandhabitatfornativeinsects,birdsandotheranimals.1．Whatdoesthenewstudyimplyregardingoaksandsweetgums?A．Theyaffectthegrowthofothertrees.B．Theyabsorblesscarbonthanexpected.C．Theyharmpeople’shealthindirectly.D．Theyraisethelocaltemperatureslowly.2．WhichofthefollowingmayCommanesuggestbasedontheirstudy?A．Cuttingdowntheisoprene-producingtrees.B．Suspendingtree-plantingforafewdecades.C．Changingthespeciesoftreesinnewplantings.D．Removingisoprenereleasedbyexistingtrees.3．Whatdoestheunderlinedphrase“obliviousto”inparagraph5mean?A．Honestabout. B．Unawareof. C．Relatedto. D．Optimisticabout.4．WhatwouldAuyeungprobablyadvocate?A．Reducingcaruseindailylife. B．Providinganimalswithnewhabitats.C．Controllingpopulationgrowth. D．Doingmoreresearchontheproblem.【答案】1．C2．C3．B4．A【导语】本文介绍纽约市大力植树改善城市环境，但研究发现当地主流树种橡树和枫香树会释放异戊二烯，间接加剧臭氧污染、影响空气质量，相关部门也对此问题给出了应对态度与看法。【详解】1．细节理解题。根据第二段“Oaksandsweetgums,whichcurrentlyaccountforamajorityofthecity’strees,producehugeamountsofachemicalsubstancecalledisoprene.Harmlessbyitself,isopreneinteractsrapidlywithpollutingnitrogenoxidesreleasedbyvehicles,buildingsandindustrytoformground-levelozone(臭氧)—amajorfactorinmanybreathingproblems.(橡树和枫香树目前占该市树木的大多数，它们会产生大量名为异戊二烯的化学物质。异戊二烯本身无害，但会迅速与车辆、建筑和工业排放的污染性氮氧化物发生反应，形成地面臭氧——这是许多呼吸问题的主要因素。)”可知，橡树和枫香树释放的化学物质和污染物结合形成地面臭氧，而臭氧是引发多种呼吸疾病的主要因素，由此可知这类树木会间接危害人体健康。2．推理判断题。根据第三段“ifthecitymaintainspastspeciespatternsinnewplantings,isopreneproductioninManhattanincomingdecadeswillgoupbyabout140%,andresultingsummerozonelevelsasmuchas30%.(如果该市在新种植的植物中保持以往的物种分布模式，未来几十年曼哈顿的异戊二烯产量将增加约140%，由此导致的夏季臭氧水平将上升多达30%。)”可知，Commane认为如果继续沿用以往的树种种植模式，未来异戊二烯和臭氧含量会大幅上升，再结合第四段Commane所说“Butifwe’renotcareful,wecouldmakeairqualityworse.(但如果我们不够谨慎，可能会使空气质量变得更差。)”可推断，她会建议更换新种植树木的品种。3．词句猜测题。根据划线短语后文“Astudycarriedoutbysomeofitsresearchersseveralyearsagoconcludedthatcitytreesdidreleaseisoprene.(几年前，该局的一些研究人员进行的一项研究得出结论，城市树木确实会释放异戊二烯。)”可知，公园部门并非没有意识到城市树木会释放异戊二烯这个问题。从而推知，画划线短语“obliviousto”意为“未觉察、不注意”，与B项“Unawareof”意思一致。4．推理判断题。根据第五段Auyeung的话“Wecouldplantanytreeswewantto,ifwejustrethinkourcar-centriclifestyle(只要我们反思以汽车为中心的生活方式，就可以随意种植树木)”可推知，她会提倡日常生活中减少汽车使用。Passage3（2026·全国一卷·高考真题）AteamofCambridgepsychologistsconductedanexperimenttocomparethecognitive(认知的)effectsofmerelyseeingartwithactivelyjudginghowbeautifulitis.Inthestudy,187peoplewereinvitedtovisitKettle’sYardgalleryduringanexhibitionofhandmadeclayobjects.Participantswererandomlydividedintotwogroups:the“beauty”groupwasaskedtoactivelyconsiderandthenratethebeautyofeachobjecttheyviewed,whilethecontrolgroupjustmatchedalinedrawingoftheobjectwiththeartworkitself.Allparticipantswerethentestedonhowtheyprocessinformation,andwhetherit’sinamorepracticalorabstractway.Acrossallparticipants,thoseinthebeautygroupscoredalmost14%higheronaveragethanthecontrolgroupinabstractthinking.Whiletheyweretoldthestudywasaboutcognitiveprocesses,participantswereaskedaboutinterests,witharoundhalfsayingtheyhadanartistichobby.Amongthose,theeffectwasgreater:thosewithanartistichobbyinthebeautygroupscoredover25%higheronaverageforabstractthinkingthanthosewithanartistichobbyinthecontrolgroup.Emotionalstatesofparticipantswerealsomeasuredbyaskingabouttheirfeelingswhilecompletingthegallerytask.Acrossallparticipants,thoseinthebeautygroupreportedanaverageof23%higherlevelsof“transformativeandself-transcendentfeelings”—suchasfeelingmoved,enlightenedandinspired—thanthecontrolgroup.Importantly,however,thebeautygroupdidnotreportfeelinganyhappierthanthecontrolgroup,suggestingthatitwastheengagementwithbeautythatinfluencedabstractthinking,ratherthananyoverallpositivityfromtheexperience.“Weusuallythinkinveryconcretetermswhendoingsomethingonascreen,”saidSimoneSchnall,seniorauthorofthestudy.“It’sbecomingmuchrarertozoneoutandjustletthemindwander,butthat’swhenwethinkinwaysthatbroadenourminds.Admiringthebeautyofartmaybetheidealwaytoinitiatetheabstractcognitiveprocesses.”1．Whatwasthebeautygroupaskedtodowiththeclayobjects?A．Drawtheiroutlines. B．Giveeachpiecearating.C．Comparetheirprices. D．Makeacopyofeachpiece.2．Whichparticipantsgotthehighestscoreonaverageinthetest?A．Beautygroup,withanartistichobby. B．Beautygroup,withoutanartistichobby.C．Controlgroup,withanartistichobby. D．Controlgroup,withoutanartistichobby.3．Whyweretheparticipants’emotionalstatesmeasured?A．Todiscovertheirattitudestowardsart.B．Toidentifytheirspecificthinkingpatterns.C．Toexaminethedifficultyofthetasks.D．Todeterminefactorsbehindthetestresults.4．Whatisthemajorfindingofthestudyregardingtheappreciationofart?A．Itenhancesemotionalties. B．Itneedscriticalthinkingskills.C．Itcreatespositivefeelings. D．Itencouragesabstractthinking.【答案】1．B2．A3．D4．D【导语】主要介绍剑桥心理学家开展对照实验，对比单纯观赏艺术品和主动评判美感分别带来的认知影响，并解读实验结论：主动欣赏艺术之美能够促进抽象思维，让人跳出具体、狭隘的思维方式。【详解】1．细节理解题。根据第二段中的“Participantswererandomlydividedintotwogroups:the“beauty”groupwasaskedtoactivelyconsiderandthenratethebeautyofeachobjecttheyviewed,whilethecontrolgroupjustmatchedalinedrawingoftheobjectwiththeartworkitself.(参与者被随机分成两组：“美感组”被要求主动思考，然后为他们所观看的每一件物品的美感打分，而对照组只是把物品的线条图和这件艺术品实物进行配对。)”可知，美感组要为每件作品打分评级。2．细节理解题。根据第三段中的“Amongthose,theeffectwasgreater:thosewithanartistichobbyinthebeautygroupscoredover25%higheronaverageforabstractthinkingthanthosewithanartistichobbyinthecontrolgroup.(在那些人当中，效果更加显著：美感组中有艺术爱好的受试者，其抽象思维平均分比对照组中有艺术爱好的受试者高出25%以上。)”以及第四段中的“Acrossallparticipants,thoseinthebeautygroupreportedanaverageof23%higherlevelsof“transformativeandself-transcendentfeelings”—suchasfeelingmoved,enlightenedandinspired—thanthecontrolgroup.(在所有受试者中，审美组受试者所报告的“蜕变感与自我超越感”（诸如感动、豁然开朗、备受鼓舞这类情绪）平均水平，比对照组高出23%。)”可知，拥有艺术爱好的美感组成员测试平均分最高。3．推理判断题。根据第四段中的“Emotionalstatesofparticipantswerealsomeasuredbyaskingabouttheirfeelingswhilecompletingthegallerytask.Acrossallparticipants,thoseinthebeautygroupreportedanaverageof23%higherlevelsof“transformativeandself-transcendentfeelings”—suchasfeelingmoved,enlightenedandinspired—thanthecontrolgroup.Importantly,however,thebeautygroupdidnotreportfeelinganyhappierthanthecontrolgroup,suggestingthatitwastheengagementwithbeautythatinfluencedabstractthinking,ratherthananyoverallpositivityfromtheexperience.(研究人员还通过询问受试者在参观美术馆任务过程中的内心感受，测评了他们的情绪状态。在全部受试者里，美感组汇报的“蜕变感与自我超越感”（例如心生触动、豁然开悟、备受鼓舞等感受）平均分值，比对照组高出23%。但关键的一点是，美感组并未表示自己比对照组更快乐。这就说明，是对美的感知体验影响了抽象思维能力，而非这段经历带来的整体积极情绪在起作用。)”可知，研究者通过检测情绪，排除了积极情绪干扰，找到了造成两组测试分数差距的真实原因，也就是确定测试结果背后的影响因素。4．推理判断题。根据第一段的“AteamofCambridgepsychologistsconductedanexperimenttocomparethecognitive( 认知的 )effectsofmerelyseeingartwithactivelyjudginghowbeautifulitis.(剑桥大学的一组心理学家进行了一项实验，旨在比较仅仅观看艺术作品与主动评判其美感所产生的认知效应。)”；第三段中的“Acrossallparticipants,thoseinthebeautygroupscoredalmost14%higheronaveragethanthecontrolgroupinabstractthinking.(在所有参与者中，美感组的抽象思维平均分比对照组高出近14%。)”以及第五段中的“Admiringthebeautyofartmaybetheidealwaytoinitiatetheabstractcognitiveprocesses.(欣赏艺术之美或许是启动抽象认知过程的理想途径。)”可知，实验全程数据都体现出主动品鉴艺术美感可以提升抽象思维得分，研究者最终也证实欣赏艺术能够启动抽象认知过程，因此推断欣赏艺术之美促进抽象思维。Passage4（2026·浙江省1月·高考真题）Carbonremovaliscrucialforfightingclimatechange.ScientistsatSalkInstitutearemakinguseofthenaturalcapacityofplantstoabsorbcarbondioxidebyenhancingtheirrootsystems.Thisoptimization(优化)aimstoincreasetheamountofcarbonstoredandextendthedurationofitsstorage.Todesigntheseclimate-savingplants,thescientistsareusingaresearchtoolcalledSLEAP—anAIsoftwarethattracksmultiplefeaturesofrootgrowth.CreatedbySalkFellowTalmoPereira,SLEAPwasinitiallydesignedtotrackanimalmovementinthelab.Now,PereirahasteamedupwithplantscientistProfessorWolfgangBuschtoapplySLEAPtoplants.InastudypublishedinPlantPhenomics,BuschandPereiraestablishanewprocedureforusingSLEAPtoanalyzeplantrootphenotypes—howdeepandwidetheygrow,howmassivetheirrootsystemsbecome,andotherphysicalqualities.PriortoSLEAP,trackingthephysicalcharacteristicsofbothplantsandanimalsrequiredalotoflaborthatslowedthescientificprocess.SLEAPusescomputervision(theabilityforcomputerstounderstandimages)anddeeplearning(anAIapproachfortrainingacomputertolearnandworklikethehumanbrain)tohelpresearchersprocessimagesmuchmorequickly.TheapplicationofSLEAPtoplantshasalreadyenabledresearcherstoestablishthemostextensivecatalog(目录)ofplantrootphenotypestodate.What’smore,trackingthesephysicalrootsystemcharacteristicshelpsscientistsfindgenes(基因)associatedwiththosecharacteristics,aswellaswhethermultiplerootcharacteristicsaredeterminedbythesamegenesorindependently.ThisallowstheSalkteamtodeterminewhatgenesaremostbeneficialtotheirplantdesigns.“OurcooperationistrulyproofofwhatmakesSalksciencesospecialandimpactful,”saysPereira.“We’renotjust‘borrowing’fromdifferentdisciplines—we’rereallyputtingthemonequalfootinginordertocreatesomethinggreaterthanthesumofitsparts.”1．WhatdothescientistsatSalkInstitutehopetoachieve?A．Keepingmorecarboninplants. B．Optimizingtheuseofenergy.C．Enhancingbiologicaldiversity. D．Reducingcarbonabsorption.2．WhydidPereiracreateSLEAP?A．Togenerateplantimages. B．Toconductresearchonanimals.C．Tostudyclimatepatterns. D．Totrackfeaturesofrootgrowth.3．WhatwillSLEAPhelpthescientistsdo?A．Pickoutdiseasedplantsintheforest. B．Collectsamplesofplantrootsystems.C．Identifygenesfordesirableplantroots. D．Preservethegenesofendangeredplants.4．WhatcanbeinferredfromPereira’swords?A．Academicdisciplinesareofequalimportance.B．Computerprogrammingisamustforscientists.C．Interdisciplinaryapproachpromotescreativity.D．Cooperationoutweighscompetitioninresearch.【答案】1．A2．B3．C4．C【导语】这是一篇说明文。文章讲述索尔克研究所科学家为固碳优化植物根系，将原追踪动物AI工具SLEAP应用于研究植物根系表型，助力筛选有益基因，这也是跨学科合作的成果。1．细节理解题。根据第一段“ScientistsatSalkInstitutearemakinguseofthenaturalcapacityofplantstoabsorbcarbondioxidebyenhancingtheirrootsystems.Thisoptimization( 优化)aimstoincreasetheamountofcarbonstoredandextendthedurationofitsstorage.(索尔克研究所的科学家们通过强化植物根系，利用其吸收二氧化碳的天然能力。这一优化旨在增加碳的储存量并延长其储存时间。)”可知，索尔克研究所的科学家们希望让植物储存更多的碳。故选A项。2．细节理解题。根据第二段“CreatedbySalkFellowTalmoPereira,SLEAPwasinitiallydesignedtotrackanimalmovementinthelab.(SLEAP由索尔克研究所的塔尔莫・佩雷拉研发，最初被设计用于在实验室中追踪动物的活动。)”可知，佩雷拉研发SLEAP是为了开展动物相关研究。故选B项。3．细节理解题。根据第四段“What’smore,trackingthesephysicalrootsystemcharacteristicshelpsscientistsfindgenes(基因)associatedwiththosecharacteristics,aswellaswhethermultiplerootcharacteristicsaredeterminedbythesamegenesorindependently.ThisallowstheSalkteamtodeterminewhatgenesaremostbeneficialtotheirplantdesigns.(此外，追踪这些植物根系的物理特征，有助于科学家找到与这些特征相关的基因，同时还能弄清多种根系特征是由同一基因决定，还是各自独立调控。这也让索尔克研究所的研究团队能够确定，哪些基因对其植物育种研究最具利用价值。)”可知，SLEAP能帮助科学家识别出利于培育理想根系的基因。故选C项。4．推理判断题。根据最后一段佩雷拉的话“We’renotjust‘borrowing’fromdifferentdisciplines—we’rereallyputtingthemonequalfootinginordertocreatesomethinggreaterthanthesumofitsparts.(我们不只是从不同学科中‘借鉴’，而是真正让各学科处于平等地位，以创造出比各部分总和更有价值的成果。)”可知，跨学科的研究方法能够促进创新。故选C项。Passage5（2026·浙江省1月·高考真题）Humanbeingshavealwayslovedreviews:wordofmouthhaslongbeenregardedasoneofthemostvaluablemarketingtoolsavailabletoacompany.Consumersenjoyreadingandgivingreviews.However,theproblemisthatalotofthereviewsarefake(假的).ShabnamAzimiandAlexanderKrasnikovofLoyolaUniversityofChicagoandKwongChanofNortheasternUniversityrecentlypublishedastudyonfakereviews.Thestudyusedadatasetof1,600reviewsofChicagohotels.Someofthemwerereal;otherswerefake.Thereviewswerepresentedto400subjects.Eachsubjectgoteightreviewstoread:abalancedsetoftwopositivefake,twopositivereal,twonegativefakeandtwonegativereal,presentedinarandomorder.Thereviewswerewrittenbyrealpeoplewhoweregiveninformationaboutthehotel.Theresultsshowthatconsumersgenerallytrustnegativereviewsmorethanpositiveones.Moreover,wehumanstendtoassumethatpositivereviewsmightbefake.“Overall,negativereviewsarelesscommon.So,wepaymoreattentiontothem.Whenanegativereviewisfake,wegettricked,”Azimisays.Whenitcametofakingareview,lengthwasimportanttobelievability,aswasdetail.Along,negativereviewofahotel,completewithlotsofinformation,tendedtoconvinceparticipants.Alengthy,positivereview,ontheotherhand,wasregardedassuspicious,andparticipantstendedtotrustwritersthatkepttheirglowingreviewsshort.Emotionwasalsoimportantinconvincingreaders—orthelackofemotion,atleast.Azimisaysstudyparticipantstendednottotrustreviewswherethewritersexpressedtheirfeelingsinabigway.Themoredispassionatethatnegativewrite-up,themorelikelyitwastotakethereaderin.ThefakereviewswrittenforAzimi’sstudywereputtogetherbyhumans,butincreasingly,fakereviewsarebeingwrittenbyAI,whichmakesthemlookmorereal.Thoughmanycompaniesusealgorithms(算法)toweedoutfakereviews,Azimipointsoutthatthemachinesareprogrammedbyhumans,andgivenourlimitedabilitytospotfakereviews,thisisn’tagoodsign.1．Whichaspectofthestudydoesparagraph2mainlytalkabout?A．Itsdesign. B．Itsfindings. C．Itspurposes. D．Itssignificance.2．Whatdoestheunderlinedword“glowing”inparagraph4mean?A．Funny. B．Abusive. C．Insightful. D．Praising.3．Whatkindofreviewwouldreadersmostlikelytrust?A．Along,positiveone. B．Anunemotional,negativeone.C．Ashort,negativeone. D．Anenthusiastic,positiveone.4．Whatcanbeinferredfromthelastparagraph?A．Manycompaniesareproducingfakereviews. B．Writingfakereviewswillbedeclaredillegal.C．Machinescandetectfakereviewsaccurately. D．Itwillbehardertorecognizefakereviews.【答案】1．A2．D3．B4．D【导语】本文是一篇说明文。文章主要介绍关于虚假评论的一项研究，包括研究设计、结果发现以及AI生成虚假评论带来的识别难题等内容。1．细节理解题。根据第二段中的“Thestudyusedadatasetof1,600reviewsofChicagohotels.Someofthemwerereal;otherswerefake.Thereviewswerepresentedto400subjects.Eachsubjectgoteightreviewstoread:abalancedsetoftwopositivefake,twopositivereal,twonegativefakeandtwonegativereal,presentedinarandomorder.Thereviewswerewrittenbyrealpeoplewhoweregiveninformationaboutthehotel.(该研究使用了芝加哥酒店的1600条评论作为数据集，其中一些是真实的，另一些是虚假的。这些评论被呈现给400名受试者，每位受试者要阅读8条评论：两组均衡的评论，包括2条虚假好评、2条真实好评、2条虚假差评和2条真实差评，以随机顺序呈现。这些评论由获得酒店相关信息的真实人员撰写。)”可知，第二段主要介绍了这项研究的数据集、受试者以及评论呈现方式等，即研究的设计情况。B项“它的发现”、C项“它的目的”、D项“它的意义”均未在第二段体现，故选A项。2．词句猜测题。根据第四段中的“Alengthy,positivereview,ontheotherhand,wasregardedassuspicious,andparticipantstendedtotrustwritersthatkepttheirglowingreviewsshort.(另一方面，冗长的好评被认为是可疑的，受试者往往更信任那些保持glowing评论简短的作者。)”可知，此处“glowingreviews”与前文“positivereview（好评）”构成同义指代，由此猜测glowing意为“赞美的、表扬的”。A项“有趣的”、B项“辱骂的”、C项“有洞察力的”均不符合语境，故选D项。3．细节理解题。根据第四段中的“Along,negativereviewofahotel,completewithlotsofinformation,tendedtoconvinceparticipants.(一条包含大量信息的冗长酒店差评，往往更能让受试者信服。)”和“Themoredispassionatethatnegativewrite-up,themorelikelyitwastotakethereaderin.(负面评论越冷静客观，就越有可能让读者相信。)”可知，读者最有可能相信的是冷静客观、不带强烈情绪的差评。A项“冗长的好评”与“冗长的好评被认为可疑”相悖；C项“简短的差评”与“冗长的差评更有说服力”不符；D项“热情洋溢的好评”与“情绪强烈的评论不被信任”相悖，故选B项。4．推理判断题。根据最后一段中的“ThefakereviewswrittenforAzimi’sstudywereputtogetherbyhumans,butincreasingly,fakereviewsarebeingwrittenbyAI,whichmakesthemlookmorereal.Thoughmanycompaniesusealgorithms(算法)toweedoutfakereviews,Azimipointsoutthatthemachinesareprogrammedbyhumans,andgivenourlimitedabilitytospotfakereviews,thisisn’tagoodsign.(为阿齐米的研究撰写的虚假评论是由人类编写的，但如今越来越多的虚假评论由人工智能生成，这使得它们看起来更真实。尽管许多公司使用算法来清除虚假评论，但阿齐米指出，这些机器是由人类编程的，而考虑到我们识别虚假评论的能力有限，这并不是一个好迹象。)”可推断，随着AI生成的虚假评论越来越逼真，未来识别虚假评论将会变得更加困难。A项“许多公司在生成虚假评论”文中未提及；B项“撰写虚假评论将被宣布为非法”文中未提及；C项“机器能准确检测虚假评论”与“算法由人类编程，识别能力有限”相悖，故选D项。Passage6（2026·全国一卷·高考真题）Notlongago,myfifth-gradesonKevinaskedmeaboutthemeaningofawordinanovel.“Lookitup,”Iresponded.“Butmyscreentimeisoff,”hesaid.Ilookedpointedlyatthebookshelfthatheldatleastthreedictionaries,andKevinsighed(叹气)dramatically.“Can’tyoujustuseyourphone?”heasked.Suddenlyitoccurredtomethathedidnotevenknowhowtouseadictionary.Itookdownoneofthedictionaries,andwereadittogetherforafewminutesbeforeIhandedittohim.Ittookhimafewtriestofindthewordinquestion.Whilegoingthroughthepages,hekeptsaying,wide-eyed:“Howcantherebethismanywords?”Afterawhile,helookedatmeandasked,“Doyouknowallthesewords,Mom?”Ismiled.“Idefinitelydonotknowallthesewords,”Isaid.“Butthat’swhythisisoneofmyfavoritebooks.”Ihadmyfirstdictionaryasagiftformy13thbirthday.IdecidedthatIwantedtolearnasmanywordsasIcouldandstartedmarkingeveryentryIlookedupwithapenciltomeasuremyprogress.Icontinuedtomakethesepencilmarksforyears,andwhenIwentofftocollege,Ipackedthatdictionaryinmysuitcase.Kevinwantedtoseethedictionary.Ifeltasmallpaininmychest.Thedictionarywasstolenattheendofmyfreshmanyearofcollege.“That’ssosad,”hesaid,“butyoustillknowallthosewords,evenwithoutthebook.”Irealizedthatthiswastrue.Istillmadeitthroughthenextthreeyearsofcollege,evenwithoutthebook.Anditwasn’t,ultimately,thedictionarythatgotmethere—notreally.NowIunderstandthatalthoughmysonmaybelearningdifferently,heisstilllearning.It’snotaboutthewordsthemselvesorhowwelearnthem,butthewantingtoknowthem,thecuriosityandtheappetite.1．WhatdoesKevinusuallydotogetthemeaningofaword?A．Useelectronicdevices. B．Consultapaperdictionary.C．Guessfromthecontext. D．TurntohisEnglishteacher.2．HowdidKevinfeelwhilelookingupthewordinthedictionary?A．Annoyed. B．Disappointed. C．Encouraged. D．Astonished.3．Whatcanwelearnabouttheauthor’sfirstdictionary?A．Ithelpedherthroughcollege. B．ItwasgiventoKevinasagift.C．Itborewitnesstoherefforts. D．Itwasavaluablelimitededition.4．Whathastheauthorcometorealizeaboutlearning?A．Itisnevertoolatetostart. B．Motivationiswhatreallymatters.C．Childrenneedrolemodels. D．Dictionariesarestillausefultool.【答案】1．A2．D3．C4．B【导语】文章主要讲述了作者回忆自己通过纸质词典学习单词的经历，并与儿子使用电子设备查询单词的方式形成对比，最终意识到学习的本质在于好奇心与求知欲。【详解】1．细节理解题。根据第一段中“Notlongago,myfifth-gradesonKevinaskedmeaboutthemeaningofawordinanovel.“Lookitup,”Iresponded.“Butmyscreentimeisoff,”hesaid.Ilookedpointedlyatthebookshelfthatheldatleastthreedictionaries,andKevinsighed(叹气)dramatically.“Can’tyoujustuseyourphone?”heasked.(不久前，我上五年级的儿子Kevin问我一本小说里某个词的意思。“查字典，”我回答。“但是我的屏幕使用时间已经用完了，”他说。我刻意地看向放着至少三本字典的书架，Kevin夸张地叹了口气。“你就不能用你的手机查吗？”他问道。)”可知，作者提示Kevin用纸质词典查单词，但他想用手机，说明Kevin通常使用电子设备来获取单词的意思。2．细节理解题。根据第二段中“Itookdownoneofthedictionaries,andwereadittogetherforafewminutesbeforeIhandedittohim.Ittookhimafewtriestofindthewordinquestion.Whilegoingthroughthepages,hekeptsaying,wide-eyed:“Howcantherebethismanywords?”(我取下一本字典，我们一起读了几分钟，然后我把它递给了他。他试了好几次才找到那个词。在翻阅书页时，他睁大眼睛不停地说：“怎么会有这么多单词?”)”可知，Kevin查字典才发现有那么多单词，他感到很惊讶。3．推理判断题。根据第三段“Ihadmyfirstdictionaryasagiftformy13thbirthday.IdecidedthatIwantedtolearnasmanywordsasIcouldandstartedmarkingeveryentryIlookedupwithapenciltomeasuremyprogress.Icontinuedtomakethes