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热点10科普知识之阅读理解押题高考卷D篇常为科普类体裁，科普类阅读理解一般阅读难度较高，对考生的知识储备和发散性思维有一定的要求。如2023年新高考I卷D篇阅读，主题是进行小组讨论的重要性。2022年新高考I卷D篇，主题是语音学的研究发现。由此可见科普阅读在高考英语阅读理解题中占着较大比例。预测2024年高考科普阅读题依然平稳。科普说明文阅读技巧策略一：抓住文体特征：主题句：背景引入后\首句四个部分：标题（简明揭示中心）、背景（引入）、主题（明确提出主题+详细说明）--通过实验、研究、举例、对比等方式进行以及结尾--简要概括中心Who-文章的主体是谁（即所要说明和描述的人或事物）thefindingsoftheresearch&backgroundWhat-文章的主体做了什么（即主体表现出的特征、功能和用途）Itsfeature,functionsandusageWhenandWhere-何时何地（即何时何地表现Characteristic）How-Howdidtheresearchpreform?（TheDataandAnalysisoftheResearch）Why-特性功能用途的原因（即Whyistheresearchimportant?）策略二：抓关键句--首末句+作者态度句；策略三：抓出题处：⑴在列举处命题。⑵在例证处命题，句中常用由as、suchas、forexample、forinstance等引导作为例证，这些例句或比喻就成为命题者设问的焦点。（3）转折but,yet,however,nevertheless,rather,though,although,while,infact,asamatteroffact,ontheotherhand,bycontrast）;。⑷在比较处命题，无端的比较、相反的比较、偷换对象的比较，经常出现在干扰项中，考生要标记并且关注到原文中的比较，才能顺利地排除干扰。⑸在复杂句中命题，包括同位词、插入语、定语、从句、不定式等，命题者主要考查考生对句子之间的指代关系和语法关系。（6）带总结归纳（thus,so,therefor,accordingly,consequently,asaresult,inaword,insummary,inbrief）;（7）表达观点，总括的动词(believe,think,assume,suggest,show,conclude,findthat,drawtheconclusionthat,discoverthat);（8）问句--设问句\反问句（问句中的内容和答案---即文章作者要介绍的主题或观点）策略四：“玩转”生词，长难句A.对于不影响文章整体理解以及解题的生词，忽略不计。B.影响理解及解题关键生词-一定要猜出。策略五：判断推理题1.不能夸大事实，过度推断。2.不能主观臆断，无中生有。3.文中细节，事实不是推断（2023·新高考I卷D）（2023·新高考I卷D）OnMarch7,1907,theEnglishstatisticianFrancisGaltonpublishedapaperwhichillustratedwhathascometobeknownasthe“wisdomofcrowds”effect.Theexperimentofestimationheconductedshowedthatinsomecases,theaverageofalargenumberofindependentestimatescouldbequiteaccurate.Thiseffectcapitalizesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren’talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon’tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople’sestimatesbeindependent.Ifforwhateverreasons,people’serrorsbecomecorrelatedordependent,theaccuracyoftheestimatewillgodown.ButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(转折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependent典例分析individuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.Inafollow-upstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Didtheyfollowthoseleastwillingtochangetheirminds?Thishappenedsomeofthetime,butitwasn’tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether”.Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.AlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremain,thepotentialimplicationsforgroupdiscussionanddecision-makingareenormous.1．Whatisparagraph2ofthetextmainlyabout?A．Themethodsofestimation.B．Theunderlyinglogicoftheeffect.C．Thecausesofpeople’serrors.D．ThedesignofGalton’sexperiment.2．Navajas’studyfoundthattheaverageaccuracycouldincreaseevenif________.A．thecrowdswererelativelysmallB．therewereoccasionalunderestimatesC．individualsdidnotcommunicateD．estimateswerenotfullyindependent3．Whatdidthefollow-upstudyfocuson?A．Thesizeofthegroups.B．Thedominantmembers.C．Thediscussionprocess.D．Theindividualestimates.4．Whatistheauthor’sattitudetowardNavajas’studies?A．Unclear.B．Dismissive.C．Doubtful.D．Approving.（建议用时：10分钟/篇）1.（2023·山东临沂·统考二模）Haveyoueverwishedyoucouldbebetterorganisedormoresociable?Perhapsyou’reaconstantworrier,andyou’dprefertobealittlemorecarefree?Manysurveysshowthatatleasttwo-thirdsofpeoplewouldliketochangesomeelementsoftheirpersonality.Inthepast,suchdesiresappearedtobeunachievable.Liketheproverbialleopardthatcouldneverchangeitsspots,ourvirtuesandflawswerebelievedtobewovenintothefabricofourminds.Recentscientificresearch,however,provesthisexpectationofpersonality’spermanencewrong.Withtherightpsychologicalstrategiesandenougheffort,manypeoplecansuccessfullyshapetheircorepersonalitiesintowhattheydesire.Ourgenesalmostcertainlyplayarole:it’swhypeople’spersonalitiesoftenreflecttheirbiologicalparents’ones.Theinfluenceofoursocialenvironmentwasthoughttoendinearlyadulthood,asthebrainreachedmaturity.Ifthisweretrue,itwouldn’tbepossibletoshiftpersonalityatwill.YetthatisexactlywhatpsychologyprofessorNathanHudsonandhiscolleagueshaveshownwithaseriesofgroundbreakingstudies.Theinterventionsintheirstudiestypicallyinvolvearrangingregularactivitiesthatreflectthepersonalitiespeoplewishtoadopt.Aquietpersonwhowishedtobemoreoutgoing,forexample,mighthavethegoalofintroducingthemselvestoastrangeronceaweek,ormakingsmalltalkwiththecashierattheirlocalsupermarket.Theaimisforthethinkingpatternsandbehaviourstheygeneratetobecomehabitual.Inthefirsttrial,providedparticipantsactuallycompletedthosearrangedtasks,th