专题05 阅读理解---新闻报道和书评
目录
01 知识脑图·学科框架速建
02 考点精析·知识能力全解
【知能解读01】新闻报道和书评六年高考考情统计
【知能解读02】新闻报道五年高考考情解读
【知能解读03】阅读理解新闻报道选项特点
【知能解读04】阅读理解新闻报道选项特点
【知能解读05】阅读理解新闻报道解题思路
03 攻坚指南·高频考点突破
【重难点突破01】阅读理解书评考情解读
【重难点突破02】阅读理解书评解题思路
【重难点突破03】阅读理解书评跟踪训练
04 避坑锦囊·易混易错诊疗
【易混易错01】阅读理解新闻报道跟踪训练
【易混易错02】高考新闻报道高频词汇
05 通法提炼·高频思维拆解
【方法技巧01】阅读理解书评类答题误区
【方法技巧02】阅读理解书评类应对办法
【方法技巧03】阅读理解新闻报道类答题误区
【方法技巧04】阅读理解新闻报道类应对办法
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+107
3
1
2020 全国III 卷
人与社会
新闻-电影数字化类人猿引关注
248+128
3
1
2020 全国III 卷
人与社会
新闻-报道英国多世同堂的现象
320+97
2
1
1
2024 新课标II 卷
人与社会
书评-阐述AI 发展现状与前景
323+160
1
1
2
2023 新课标I 卷
人与社会
书评-倡导简单的数字生活方式
322+107
1
2
1
2023 新课标II 卷
人与社会
书评-印刷书籍以及阅读的意义
328+126
1
1
2
2023 全国甲卷
人与社会
书评-倡导读者花时间去多读书
332+124
2
2
2022 全国乙卷
人与社会
书评-介绍评价Dorothy 的书籍
319+122
2
2
2020 新课标卷
人与社会
书评-作者的乌兹别克斯坦之行
300+121
1
1
2
02 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“What is the text mainly about?”
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：《To Kill a Mockingbird》是 Harper Lee 的一部小说，讲述了一个在 20 世纪 30 年代南部小镇
Maycomb 的男孩 Scout Finch 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 Harper Lee 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《To Kill a Mockingbird》是一本值得读的书。作者Harper Lee 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)
Given the astonishing potential of AI to transform our lives, we all need to take 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 the
forthcoming AI revolution (变革).
In the wrong hands, such a book could prove as complicated to process as the computer code ( 代码) that
powers AI but, thankfully, Campbell has more than two decades’ professional experience translating the heady into
the understandable. She writes from the practical angle of a business person rather than as an academic, making for
a guide which is highly accessible and informative and which, by the close, will make you feel almost as smart as
AI.
As we soon come to learn from AI by Design, AI is already super-smart and will become more capable,
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 future
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 they
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 want our future
with Al to pan out. Such structured thinking, followed by global regulation, will enable us to achieve greatness
rather than our downfall.
AI will affect us all, and if you only read one book on the subject, this is it.
32. What does the phrase “In the wrong hands” in paragraph 2 probably mean?
A. If read by someone poorly educated.
B. If reviewed by someone ill-intentioned.
C. If written by someone less competent.
D. If translated by someone unacademic.
33. What is a feature of AI by Design according to the text?
A. It is packed with complex codes.
B. It adopts a down-to-earth writing style.
C. It provides step-by-step instructions.
D. It is intended for AI professionals.
34. What does Campbell urge people to do regarding AI development?
A. Observe existing regulations on it.
B. Reconsider expert opinions about it.
C. Make joint efforts to keep it under control.
D. Learn from prior experience to slow it down.
35. What is the author’s purpose in writing the text?
A. To recommend a book on AI.
B. To give a brief account of AI history.
C. To clarify the definition of AI.
D. To honor an outstanding AI expert.
跟踪训练2 (2022 全国乙卷阅读B 篇)
In 1916, two girls of wealthy families, best friends from Auburn, N. Y.—Dorothy Woodruff and Rosamond
Underwood—traveled to a settlement in the Rocky Mountains to teach in a one-room schoolhouse. The girls had
gone to Smith College. They wore expensive clothes. So for them to move to Elkhead, Colo. to instruct the children
whose shoes were held together with string was a surprise. Their stay in Elkhead is the subject of Nothing
Daunted: The Unexpected Education of Two Society Girls in the West by Dorothy Wickenden, who is a magazine
editor and Dorothy Woodruff’s granddaughter.
Why did they go then? Well, they wanted to do something useful. Soon, however, they realized what they had
undertaken.
They moved in with a local family, the Harrisons, and, like them, had little privacy, rare baths, and a blanket of
snow on their quilt when they woke up in the morning. Some mornings, Rosamond and Dorothy would arrive at the
schoolhouse to find the children weeping from the cold. In spring, the snow was replaced by mud over ice.
In Wickenden’s book, she expanded on the history of the West and also on feminism, which of course
influenced the girls’ decision to go to Elkhead. A hair-raising section concerns the building of the railroads, which
entailed (牵涉) drilling through the Rockies, often in blinding snowstorms. The book ends with Rosamond and
Dorothy’s return to Auburn.
Wickenden is a very good storyteller. The sweep of the land and the stoicism (坚忍) of the people move her to
some beautiful writing. Here is a picture of Dorothy Woodruff, on her horse, looking down from a hill top: “When
the sun slipped behind the mountains, it shed a rosy glow all around them. Then a full moon rose. The snow was
marked only by small animals: foxes, coyotes, mice, and varying hares, which turned white in the winter.”
24. Why did Dorothy and Rosamond go to the Rocky Mountains?
A. To teach in a school.
B. To study American history.
C. To write a book.
D. To do sightseeing.
25. What can we learn about the girls from paragraph 3?
A. They enjoyed much respect.
B. They had a room with a bathtub.
C. They lived with the local kids.
D. They suffered severe hardships.
26. Which part of Wickenden’s writing is hair-raising?
A. The extreme climate of Auburn.
B. The living conditions in Elkhead.
C. The railroad building in the Rockies.
D. The natural beauty of the West.
27. What is the text?
A. A news report.
B. A book review.
C. A children’s story.
D. A diary entry.
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)
Do you ever get to the train station and realize you forgot to bring something to read? Yes, we all have our
phones, but many of us still like to go old school and read something printed.
Well, there’s a kiosk (小亭) for that. In the San Francisco Bay Area, at least.
“You enter the fare gates (检票口) and you’ll see a kiosk that is lit up and it tells you can get a one-minute, a
three-minute, or a five-minute story,” says Alicia Trost, the chief communications officer for the San Francisco Bay
Area Rapid Transit — known as BART. “You choose which length you want and it gives you a receipt-like short
story.”
It’s that simple. Riders have printed nearly 20,000 short stories and poems since the program was launched last
March. Some are classic short stories, and some are new original works.
Trost also wants to introduce local writers to local riders. “We wanted to do something where we do a call to
artists in the Bay Area to submit stories for a contest,” Trost says. “And as of right now, we’ve received about 120
submissions. The winning stories would go into our kiosk and then you would be a published artist.”
Ridership on transit (交通) systems across the country has been down the past half century, so could short
stories save transit?
Trost thinks so.
“At the end of the day all transit agencies right now are doing everything they can to improve the rider
experience. So I absolutely think we will get more riders just because of short stories,” she says.
And you’ll never be without something to read.
24. Why did BART start the kiosk program?
A. To promote the local culture.
B. To discourage phone use.
C. To meet passengers’ needs.
D. To reduce its running costs.
25. How are the stories categorized in the kiosk?
A. By popularity.
B. By length.
C. By theme.
D. By language.
26. What has Trost been doing recently?
A. Organizing a story contest.
B. Doing a survey of customers.
C. Choosing a print publisher.
D. Conducting interviews with artists.
27. What is Trost’s opinion about BART’s future?
A. It will close down.
B. Its profits will decline.
C. It will expand nationwide.
D. Its ridership will increase.
跟踪训练2 (2020 全国III 卷B 篇)
When "Rise of the Planet of the Apes" was first shown to the public last month, a group of excited animal
activists gathered on Hollywood Boulevard. But they weren’t there to throw red paint on fur-coat-wearing film
stars. Instead, one activist, dressed in a full-body monkey suit, had arrived with a sign praising the filmmakers:
"Thanks for not using real apes (猿)!"
The creative team behind "Apes" used motion-capture (动作捕捉) technology to create digitalized animals,
spending tens of millions of dollars on technology that I records an actor’s performance and later processes it with
computer graphics to create a final image (图像). In this case, one of a realistic-looking ape.
Yet "Apes" is more exception than the rule. In fact, Hollywood has been hot on live animals lately. One
nonprofit organization, which monitors the treatment or animals in filmed entertainment, is keeping tabs on more
than 2,000 productions this year. Already, a number of films, including "Water for Elephants," "The Hangover Part
Ⅱ" and "Zookeeper," have drawn the anger of activists who say the creatures acting in them haven’t been treated
properly.
In some cases, it’s not so much the treatment of the animals on set in the studio that has activists worried; it’s
the off-set training and living conditions that are raising concerns. And there are questions about the films made
outside the States, which sometimes are not monitored as closely as productions filmed in the Sates.
24. Why did the animal activists gather on Hollywood Boulevard?
A. To see famous film stars.
B. To oppose wearing fur coats.
C. To raise money for animal protection.
D. To express thanks to some filmmakers.
25. What does paragraph 2 mainly talk about?
A. The cost of making "Apes."
B. The creation of digitalized apes.
C. The publicity about “Apes."
D. The performance of real apes.
26. What does the underlined phrase "keeping tabs on" in paragraph 3 probably mean?
A. Listing completely.
B. Directing professionally.
C. Promoting successfully.
D. Watching carefully.
27. What can we infer from the last paragraph about animal actors?
A. They may be badly treated.
B. They should take further training.
C. They could be traded illegally.
D. They would lose popularity.
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 /ˈɔːsə m/
adj. 令人惊叹的
delicate /ˈdelɪkət/
adj. 精美的；易碎的
punctual /ˈpʌŋk tʃʊəl/
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 /ˈrè sōnɡ/
n. 共鸣
barrier /ˈbæriə/
n. 障碍；屏障
consequence /ˈkɒnsɪkwəns/n. 结果；后果
3.派生词汇
co - author /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
complainer /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 /ˈsteɪʃə n/ 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：profound insight 深刻洞察、compelling narrative 引人入胜的叙事；负面评价：superficial
characterization 肤浅的人物塑造、clichéd plot 陈词滥调的情节；中性评价：balanced perspective 平衡的视角、
thought-provoking 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doctors believe AI can reduce errors
（观点）和AI helped diagnose 30% more cases（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。
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)
With the young unable to afford to leave home and the old at risk of isolation( 孤独), more families are
choosing to live together.
The doorway to peace and quiet, for Nick Bright at least, leads straight to his mother-in-law, she lives on the
ground floor, while he lives upstairs with his wife and their two daughters.
Four years ago they all moved into a three-storey Victorian house in Bristol — one of a growing number of
multigenerational families in the UK living together under the same roof. They share a front door and a washing
machine, but Rita Whitehead has her own kitchen, bathroom, bedroom and living room on the ground floor.
“We floated the idea to my mum of sharing at a house,” says Kathryn Whitehead. Rita cuts in: “We spoke
more with Nick because I think it’s a big thing for Nick to live with his mother-in-law.”
And what does Nick think? “From my standpoint, it all seems to work very well. Would I recommend it? Yes,
I think I would.”
It’s hard to tell exactly how many people agree with him, but research indicates that the numbers have been
rising for some time. Official reports suggest that the number of households with three generations living together
had risen from 325,000 in 2002 to 419,000 in 2013.
Other varieties of multigenerational family are more common. Some people live with their elderly parents;
many more adult children are returning to the family home, if they ever left. It is said that about 20% of 25-34-year-
olds live with their parents, compared with 16% in 1991.The total number of all multigenerational households in
Britain is thought to be about 1.8 million.
Stories like that are more common in parts of the world where multigenerational living is more firmly rooted.
In India, particularly outside cities, young women are expected to move in with their husband’s family when they
get married.
28. Who mainly uses the ground floor in the Victorian house in Bristol?
A. Nick.
B. Rita.
C. Kathryn
D. The daughters.
29. What is Nick’s attitude towards sharing the house with his mother-in -law?
A. Positive.
B. Carefree.
C. Tolerant.
D. Unwilling.
30. What is the author’s statement about multigenerational family based on?
A. Family traditions.
B. Financial reports.
C. Published statistics. D. Public opinions.
31. What is the text mainly about?
A. Lifestyles in different countries.
B. Conflicts between generations.
C. A housing problem in Britain.
D. A rising trend of living in the UK.
02 (2020 新课标卷)
In the mid-1990s, Tom Bissell taught English as a volunteer in Uzbekistan. He left after seven months,
阅读理解书评和新闻报道综合能力提升
physically broken and having lost his mind. A few years later, still attracted to the country, he returned to
Uzbekistan to write an article about the disappearance of the Aral Sea.
His visit, however, ended up involving a lot more than that. Hence this book, Chasing the Sea: Lost Among
the Ghosts of Empire in Central Asia, which talks about a road trip from Tashkent to Karakalpakstan, where
millions of lives have been destroyed by the slow drying up of the sea. It is the story of an American travelling to a
strange land, and of the people he meets on his way: Rustam, his translator, a lovely 24-year-old who picked up his
colorful English in California, Oleg and Natasha, his hosts in Tashkent, and a string of foreign aid workers.
This is a quick look at life in Uzbekistan, made of friendliness and warmth, but also its darker side of society.
In Samarkand, Mr Bissell admires the architectural wonders, while on his way to Bukhara he gets a taste of police
methods when suspected of drug dealing. In Ferghana, he attends a mountain funeral(葬礼)followed by a strange
drinking party. And in Karakalpakstan, he is saddened by the dust storms, diseases and fishing boats stuck miles
from the sea.
Mr Bissell skillfully organizes historical insights and cultural references, making his tale a well-rounded
picture of Uzbekistan, seen from Western eyes. His judgment and references are decidedly American, as well as his
delicate stomach. As the author explains, this is neither a travel nor a history book, or even a piece of reportage.
Whatever it is, the result is a fine and vivid description of the purest of Central Asian traditions.
28. What made Mr Bissell return to Uzbekistan?
A. His friends' invitation.
B. His interest in the country.
C. His love for teaching.
D. His desire to regain health.
29. What does the underlined word “that” in paragraph 2 refer to?
A. Developing a serious mental disease.
B. Taking a guided tour in Central Asia.
C. Working as a volunteer in Uzbekistan.
D. Writing an article about the Aral Sea.
30. Which of the following best describes Mr Bissell's road trip in Uzbekistan?
A. Romantic.
B. Eventful.
C. Pleasant.
D. Dangerous.
31. What is the purpose of this text?
A. To introduce a book.
B. To explain a cultural phenomenon.
C. To remember a writer.
D. To recommend a travel destination.
03 (2023 新课标II 卷)
Reading Art: Art for Book Lovers is a celebration of an everyday object — the book, represented here in
almost three hundred artworks from museums around the world. The image of the reader appears throughout
history, in art made long before books as we now know them came into being. In artists’ representations of books
and reading, we see moments of shared humanity that go beyond culture and time.
In this “book of books,” artworks are selected and arranged in a way that emphasizes these connections
between different eras and cultures. We see scenes of children learning to read at home or at school, with the book
as a focus for relations between the generations. Adults are portrayed (描绘) alone in many settings and poses —
absorbed in a volume, deep in thought or lost in a moment of leisure. These scenes may have been painted hundreds
of years ago, but they record moments we can all relate to.
Books themselves may be used symbolically in paintings to demonstrate the intellect (才智), wealth or faith of
the subject. Before the wide use of the printing press, books were treasured objects and could be works of art in
their own right. More recently, as books have become inexpensive or even throwaway, artists have used them as the
raw material for artworks — transforming covers, pages or even complete volumes into paintings and sculptures.
Continued developments in communication technologies were once believed to make the printed page
outdated. From a 21st-century point of view, the printed book is certainly ancient, but it remains as interactive as
any battery-powered e-reader. To serve its function, a book must be activated by a user: the cover opened, the pages
parted, the contents reviewed, perhaps notes written down or words underlined. And in contrast to our increasingly
networked lives where the information we consume is monitored and tracked, a printed book still offers the chance
of a wholly private, “off-line” activity.
28. Where is the text most probably taken from?
A. An introduction to a book.
B. An essay on the art of writing.
C. A guidebook to a museum.
D. A review of modern paintings.
29. What are the selected artworks about?
A. Wealth and intellect.
B. Home and school.
C. Books and reading.
D. Work and leisure.
30. What do the underlined words “relate to” in paragraph 2 mean?
A. Understand.
B. Paint.
C. Seize.
D. Transform.
31. What does the author want to say by mentioning the e-reader?
A. The printed book is not totally out of date.
B. Technology has changed the way we read.
C. Our lives in the 21st century are networked.
D. People now rarely have the patience to read.
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（24-25 高三下·重庆·阶段练习）
J. D ．Salinger’s The Catcher in the Rye remains a classic novel of adolescent rebellion and isolation,
connecting with generations since its 1951 publication. Through the voice of Holden Caulfield, a teenager kicked
out of prep school, Salinger captures the raw emotions of youth — anger, confusion, and a desperate search for
realness in a world he dismisses as “phoney”. The novel’s lasting power lies not in grand adventures but in its
intimate portrayal of Holden’s internal struggles, which reflect universal teenage experiences.
Holden’s journey through New York City acts as a psychological exploration. He criticizes the hypocrisy (虚
伪) of the adult world, mocks social expectations, and fantasizes about escaping to a simpler life “away from all the
nonsense.” Yet beneath his cynical (愤世嫉俗的) appearance lies vulnerability.
Symbolism deepens the novel’s exploration of innocence and loss. The repeated image of the “catcher in the
rye” — Holden’s fantasy of saving children from falling off a cliff — symbolizes his wish to preserve childhood
innocence. His repeated visits to the Museum of Natural History, where displays stay unchanged, reveal his ingoing
for stability. The ducks in Central Park’s lake, which mysteriously disappear each winter, mirror Holden’s anxiety
about life’s uncertainties. Even the novel’s controversial language, criticized when first published and briefly
defended later in one publisher’s preface (序言) as “authentic adolescent voice”, serves as a rebellion against social
norms, making Holden’s voice feel startlingly real.
Though set in the 1950s, The Catcher in the Rye continues to speak to modern teenagers. In an era
dominated by social media and artificial identities, Holden’s hatred of hypocrisy feels strikingly relatable. Unlike
today’s digital interactions, Holden’s handwritten letters and face-to-face encounters in the novel emphasize the
original and pure nature of human connection. Salinger’s refusal to romanticize adolescence — offering no easy
answers to Holden’s pain — challenges readers to confront their own struggles with growing up. The novel endures
not as a relic but as a timeless conversation about the confusion and struggles of youth.
1．Where is the text most probably taken from?
A．A comment on modern education.
B．A book review of Salinger’s novel.
C．A publisher’s preface for a special edition. D．A psychological study on teenage rebellion.
2．What does the underlined word “phoney” in paragraph 1 most likely mean?
A．Fake.
B．Dangerous.
C．Traditional.
D．Complicated.
3．According to paragraph 3, what does the image “catcher in the rye” represent?
A．Holden’s admiration for rural life.
B．Holden’s desire to escape society.
C．Holden’s criticism of education systems. D．Holden’s wish to protect childhood purity.
4．What does Salinger agree with according to the final paragraph?
A．Adolescence deserves romanticizing.
B．Genuine human connections are vital.
C．Social media fosters sincere connections. D．Teenagers require straightforward life solutions.
05（24-25 高三上·辽宁沈阳·阶段练习）
“Why does grandpa have ear hair?“ Just a few years ago my child was so curious to know “why” and “how”
that we had to cut off her questions five minutes before bedtime. Now a soon-to-be fourth grader, she says that she
dislikes school because “it’s not fun to learn.” I am shocked. As a scientist and parent, I have done everything I can
to promote a love of learning in my children. Where did I go wrong?
My child’s experience is not unique. Developmental psychologist Susan Engel notes that curiosity defined as
“spontaneous (自发的)” investigation and eagerness for new information drops dramatically in children by the
fourth grade.
In Wonder: Childhood and the Lifelong Love of Science, Yale psychologist Frank C． Keil details the
development of wonder―a spontaneous passion to explore, discover, and understand. He takes us on a journey
from its early development, when wonder drives common sense and scientific reasoning, through the drop-off in
wonder that often occurs, to the trap of life in a society that devalues wonder.
As Keil notes, children are particularly rich in wonder while they are rapidly developing causal mechanisms
(因果机制) in the preschool and early elementary school years. They are sensitive to the others’ knowledge and
goals, and they expertly use their desire for questioning. Children’s questions, particularly those about “why” and
“how” support the development of causal mechanisms which can be used to help their day-to-day reasoning.
Unfortunately, as Keil notes, ”adults greatly underestimate young children’s causal mechanisms.” In the
book, Wonder, Keil shows that we can support children’s ongoing wonder by playing games with them as partners,
encouraging question-asking, and focusing on their abilities to reason and conclude.
A decline in wonder is not unavoidable. Keil reminds us that we can accept wonder as a desirable positive
quality that exists in everyone. I value wonder deeply, and Wonder has given me hope by proposing a future for my
children that will remain wonder-full.
1．What is a common problem among fourth graders?
A．They upset their parents too often.
B．They ask too many strange questions.
C．Their desire to learn declines sharply.
D．Their love for fun disappears quickly.
2．Which is true about the “causal mechanisms” in Para. 4?
A．They usually control children’s sensitivity.
B．They slightly change in early childhood.
C．They hardly support children’s reasoning.
D．They improve through children’s questioning.
3．How can parents support children’s wonder according to Keil?
A．By welcoming inquiring minds.
B．By overestimating their abilities.
C．By monitoring all of their games.
D．By providing timely conclusions.
4．What is the text?
A．A children’s story.
B．A news report.
C．A research paper.
D．A book review.
06（24-25 高二下·安徽·阶段练习）
Burning oil, gas and coal — fuels that come from the remains of ancient plants and animals — releases
carbon (碳) into Earth’s atmosphere, where it traps heat and changes the climate. That process has caused massive
destruction and loss of life, and it will continue to do so. As a result, carbon is seen as a pollutant.
However, Paul Hawken argues in his new book Carbon: The Book of Life that both the thinking and the
message of the climate movement are wrong. “Those who call carbon a pollutant should rethink what they are
saying,” Hawken writes. “Carbon is the building block of life. Without it, Earth would just be a lonely, dead rock.”
Hawken believes that treating carbon as a pollutant not only misses what has caused climate change in the
first place, but also further separates people from the living world. “There is no climate crisis, but a crisis of human
thinking and behavior that’s damaging the soil, wiping out entire species, and changing the weather faster than
people can adapt,” he argues. “The warming atmosphere is a response, a teaching.”
Hawken’s book is a lesson in what’s sometimes called “unlearning”, or letting go of old assumptions, like the
idea that nature is something to fix or control. Instead, it explores ways to repair a broken relationship with the
natural world by drawing inspiration from native cultures and new scientific discoveries.
First of all, Hawken wants a change in how people talk about the natural world. He describes the word
“biodiversity” as “a bloodless term”. Even terms like “nature” are not proper for Hawken. He points out that such
terms would only be needed if we are not a part of the living world.
The goal of the book is not to map out a plan for saving Earth, but to rebuild the relationship with it. “My
community recently broke down a barrier under a bridge that had blocked the fish on their journey up the stream to
give birth. The lesson from the project is about care,” Hawken writes. “That’s where we should start.”
1．According to Paul Hawken, carbon should be treated as ________.
A．a polluting element
B．the result of burning fuels
C．a part of the living world
D．the cause of climate change
2．What does Paul Hawken say about “biodiversity” and ”nature“?
A．They are not based on the latest discoveries.
B．They are helpful in fighting climate changes.
C．They are not easy for the public to understand.
D．They are misleading and should be abandoned.
3．What does Paul Hawken suggest people do in his new book?
A．“Unlearn” to co-exist with nature.
B．Find ways to control nature.
C．Return to traditional ways of living.
D．Fix the problems scientifically.
4．From which is the text probably taken?
A．A new book.
B．A book review.
C．An advertisement.
D．An environment report.
07（2024·天津河西·三模）
For too many years now, the teaching of the English language in our grammar and high schools has been
uninspiring, leaving an entire generation with only unclear ideas about how to write and speak clearly and well.
Now The Handbook of Good English, a comprehensive, easy-to-use guide to modern grammar, punctuation, usage,
and style, puts the best available advice about writing and using the English language at your fingertips.
Intended to replace Strunk and White’s The Elements of Style and a host of other desk-reference books on
careful writing, The Handbook of Good English is organized for both rapid reference to check specific points and
for leisurely study to improve personal and professional writing.
This comprehensive book explores syntax, punctuation, style, organization and tone. Edward D ．Johnson
does more than issue the rules; he gives examples, exceptions, and, more important, clear, easily understood
explanations of why grammar has the rules it does. He also gives full attention to styling, the important matter of
giving consistent treatment to numbers, abbreviation, generic terms, forms of address, foreign terms, etc., in good
writing.
A special feature of this book is the combined Glossary/Index (词汇表/索引), arranged from A to Z, to give
instant answers to the most commonly asked questions about misused words, phrases, and constructions, and cross-
referenced to the text of a longer explanation is desired. For the novice, the professional, for anyone who cares
about the language, The Handbook of Good English is the crucial guide to proper communication.
“The Handbook of Good English fills a real need for a basic and strict handbook of standard English
grammar, punctuation rules and conventions of editorial styling. Because grammar has been taught so carelessly for
the past 20 years, Johnson takes pains to explain reasons for and relationships between grammatical rules,”
comments Booklist, a book-review magazine.
1．What does the author think of classroom English language teaching?
A．Engaging.
B．Time-consuming.
C．Creative.
D．Ineffective.
2．What is the purpose of The Handbook of Good English?
A．To list English words commonly used in daily conversations.
B．To provide advice on proper English communication.
C．To further develop the idea in The Elements of Style.
D．To highlight the importance of grammar learning.
3．What does Paragraph 3 mainly talk about concerning Johnson’s book?
A．Its diverse content.
B．Its unique organization.
C．Its publishing process.
D．Its target readers.
4．Why is The Handbook of Good English special according to Paragraph 4?
A．It has multiple glossaries for different users.
B．It has extensive references for further reading.
C．It has a section devoted to readers’ frequent confusions.
D．It adopts a conversational approach to explaining grammar.
5．What can the comment from Booklist be regarded as?
A．Effective means of learning standard English.
B．A further recommendation for Johnson’s book.
C．An expectation of Johnson’s creation.
D．An introduction to the history of English grammar.
08（25-26 高三上·河北保定·开学考试）
Walking along the Tidal Basin in Washington DC right now, you’ll see an almost funny scene about a
minute’s walk west of the Jefferson Memorial: fans fighting to view a little cherry tree, Stumpy. Admirers have left
cards, roses and bottles of wine at its base. One of the enthusiasts even threatened to chain himself to the trunk to
save the tree when the sad news came out: Stumpy will be among the roughly 150 trees to be removed from the
Tidal Basin as part of a three-year project to repair the site’s sinking seawalls.
Stumpy is about 25 years old. It didn’t quite enter the public’s imagination until 2020, when a tourist posted
a picture and compared Stumpy’s survival in the challenging environment to its love of life. “There’s almost no
way that the tree should still be alive. The trunk is entirely hollowed out and it has just three branches,” the post
read. “Yet, it puts out these beautiful flowers.”
After that post, people began to notice Stumpy more. Then, in 2023, people were literally lining up to get
pictures taken. “However, the fever has risen to a completely new level this year,” says Kevin Ambrose who
photographed the tree long before it got its name and later wrote an article for the Washington Post titled Stumpy
Steals the Hearts of Thousands at the Tidal Basin. “It’s sad to see it leave. But nature has the circle of life. Trees
grow and die.”
“We have considered replanting it somewhere that doesn’t flood,” says National Park Service (NPS)
spokesman Mike Litterst. “But we would probably do far more damage to it if we tried to move it than if we just
allow it to remain in place due to its extremely weakened condition.”
But people can be relieved to hear a sliver of good news: To preserve Stumpy’s memory, NPS will take
cuttings from Stumpy to produce genetically (基因) identical trees that will be planted around the Tidal Basin once
the seawall is restored.
1．Why do most people gather around Stumpy this year?
A．To visit a nearby museum.
B．To say goodbye to a beloved tree.
C．To stop the cutting of the forest.
D．To draw attention to the seawalls.
2．What did the 2020 post stress about Stumpy?
A．Its love of life.
B．Its healthy branches.C．Its strong trunk.
D．Its hard living condition.
3．What is Kevin Ambrose’s attitude to the removal of Stumpy?
A．Unclear.
B．Disapproving.
C．Unconcerned.
D．Understandable.
4．How will National Park Service deal with Stumpy?
A．By replanting it somewhere.
B．By replacing it with a different tree.
C．By preserving its DNA and reproducing it.
D．By providing proper medical treatment to it.
09（26-27 高三上·全国·课后作业）
LONDON — The U. K. recorded its highestever temperatures Tuesday with readings of over 104 degrees
Fahrenheit, as a heat wave scorched the nation and caused fires around the capital.
During the day, at least 34 places across the country broke the previous record. Several blazes broke out
across London — including a large fire in a residential area. London Mayor Sadiq Khan said on Twitter that the fire
brigade was under “immense pressure,” and warned citizens to stay safe.
Tuesday has been the second successive day of extremely hot weather in the nation. The U. K. government
has declared a national emergency, while the national meteorological (气象的) service, the Met Office, started its
first-ever “red extreme heat warning” across England.
Nationwide, schools and summer camps have closed, hospitals have canceled routine visits and transport has
been disrupted, with many railways and the London subway system urging customers to stay at home.
The heat warped (使变形) runways at U. K. airports on Monday, forcing Luton Airport to stop all flights
until early evening. The Met office has warned against melting asphalt (沥青) on roads and has advised citizens not
to travel.
“In this country we’re used to treating a hot spell as a chance to go and play in the sun,” said Penny
Endersby, chief executive at the Met Office, in a press release. “This is not that sort of weather.”
Scientists have warned that climate change is likely to make weather of this severity more common. Dr
Friederike Otto, a climate scientist at Imperial College London, said, “It would have been almost impossible to see
temperatures of 40 degrees in London without climate change.”
1．What does the underlined word “scorched” mean in the first paragraph?
A．Flooded.
B．Blew.
C．Burned.
D．Warmed.
2．What do we know about the heat in U. K. according to the passage?
A．No more than 34 places broke the previous temperature record.
B．Tuesday was the first day of extremely hot weather in the country.
C．The highest temperature readings was over 104 degrees Celsius.
D．Some fires broke out in London because of the burning weather.
3．Why has the Met office advised citizens not to travel?
A．Because the heat damaged runways at U. K. airports.
B．Because of the first-ever red extreme heat warning.
C．Because the fire brigade was under big pressure.
D．Because the awful heat has melted asphalt on roads.
4．What can we learn from what Dr Friederike Otto said?
A．Londoners are used to playing outside in the sun.
B．Climate has changed and caused burning weather.
C．This kind of climate is less likely to happen again.
D．This weather is not suitable to outdoor activities.
10（25-26 高三上·广东·开学考试）
Scientists in the Netherlands have created a soft-bodied robot that’s powered by air.
When you think of a robot, you might picture something with a lot of sensors, and inflexible metal arms
controlled by a computer. But scientists at the AMOLF institute in the Netherlands have come up with a robot that
has no brain and no sensors.
“I was in the lab, working on another project, and had to bend a tube to stop air from going through it. The
tube started oscillating (振荡) loudly at very high frequency,” says Alberto Comoretto, a roboticist. Then, he set up
a high-speed camera and recorded the movement. He found that when there was a kink ( 扭结) in the tube, the
increasing pressure pushed that kink along the tube’s length. That caused the pressure to decrease, which enabled a
new kink to appear and the cycle to repeat. Comoretto’s team was excited as the waving tube shared airflow physics
with the famous dancing “Fly guys” at the 1996 Atlanta Olympics.
Comoretto’s team decided to build a robot using the Fly guys’ physics to achieve natural, almost lifelike
movement. They finally made it. The robot can cover a distance equal to thirty times its body length in a second.
That’d be like the world’s fastest man, Usain Bolt, running the 100-meter race in 1.71 seconds. It can go over
uneven ground. Hitting a wall, it turns on its own. When dropped into water, it begins moving in a new way that
allows it to swim.
“Now when it hits a wall, it starts to turn left. If it lands in water, it starts to swim backwards. We didn’t
come up with that — it just happens,” says Johannes Overvelde, a AMOLF researcher. “We understand the system
but need a better grasp of how to design specific functionalities.” And this grasp will be needed for any applications
that require something more than tiny robots that can run, swim, or both. This is what the team invests more to
address next.
1．Why did Comoretto record the tube by using the high-speed camera?
A．To observe its airflow speed.
B．To analyze its movement causes.
C．To examine its material properties.
D．To measure its oscillation frequency.
2．What is one feature of Comoretto’s robot?
A．It copies human arm motions any time. B．It moves much faster than Usain Bolt.
C．It needs training for an extended period. D．It adjusts automatically to its conditions.
3．What is the team’s remaining challenge according to Overvelde?
A．Designing the robots of larger sizes.
B．Increasing the robot’s movement speed.
C．Trying to control the robot’s behavior.
D．Reducing production costs for the robot.
4．What’s the best title for the text?
A．A Brainless Soft Robot Running on Air B．The Physics Behind Air-powered Systems
C．From Lab accident to Robot Innovation D．Future Applications of Soft-bodied Robots
