新高考一卷英語(yǔ)高考試題及答案2023
高考結(jié)束后，考生們相互之間都會(huì)對(duì)答案、估分，參照高考試題和答案解析來(lái)認(rèn)真分析自己的分?jǐn)?shù)，所以知道高考各科試題和答案非常重要，下面小編為大家?guī)?lái)新高考一卷英語(yǔ)高考試題及答案2023，希望對(duì)您有所幫助！
新高考一卷英語(yǔ)高考試題
英語(yǔ)試題
注意事項(xiàng):
1.答卷前，考生務(wù)必將自己的姓名、準(zhǔn)考證號(hào)填寫在答題卡上。
2.回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)。回答非選擇題時(shí)，將答案寫在答題卡上，寫在本試卷上無(wú)效。
3.考試結(jié)束后，將本試卷和答題卡一并交回。
第一部分聽(tīng)力(共兩節(jié)，滿分30分)
做題時(shí)，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。
2023年高考英語(yǔ)新課標(biāo)1
24:56
第一節(jié)(共5小題;每小題1.5分， 滿分7.5分)
聽(tīng)下面5段對(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)，并標(biāo)在試卷的相應(yīng)位置。聽(tīng)完每段對(duì)話后，你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一-小題。每段對(duì)話僅讀一遍。
例: How much is the shirt?
A. ? 19.15. B. ? 9.18. C. ? 9.15.
答案是C。
1. What will Jack probably do this weekend?
A. Go camping. B. Visit a friend. C. Watch a film.
2. What does the woman ask the man to do?
A. Take care of her bags.B. Pack the food for her. C. Check the train schedule.
3. When will the man see Bob?
A. This Friday. B. This Saturday. C. Next Monday.
4. Why does the man apologize?
A. For the terrible food. B. For the overcharge. C. For the waiter's rudeness.
5. What are the speakers talking about?
A. Writing a book. B. Holding a celebration. C. Buying a present.
第二節(jié)(共15小題;每小題1.5 分，滿分22.5分)
聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳
選項(xiàng)，并標(biāo)在試卷的相應(yīng)位置。聽(tīng)每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘;聽(tīng)完后,
各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。
聽(tīng)第6段材料，回答第6、7題。
6. Why does Sara make the phone call?
A. To ask for advice. B. To arrange an outing. C. To cancel an appointment.
7. What does David want to do?
A. Go to a dinner party. B. Talk to Sara in person. C. Work on the new case.
聽(tīng)第7段材料，回答第8至9題。
8. Where is Jim now?
A. In a taxi. B. On a bus. C. In his office.
9. What is the woman's suggestion?
A. Going to the city center. B. Taking a short cut home. C. Meeting Jim in the park.
聽(tīng)第8段材料，回答第10至13題。
10. What did Clara do at the weekend?
A. She planted vegetables. B. She went to a yard sale. C. She visited her grandpa.
11. What did Mark find inside one of the books he bought?
A. A plane ticket. B. A family photo. C. A post card.
12. Where does Mark live?
A. Los Angeles. B. Chicago. C. Philadelphia.
13. What is the relationship between Mark and Ashley?
A. Brother and sister. B. Husband and wife. C. Father and daughter.
聽(tīng)第9段材料，回答第14至17題。
14. What is probably the woman?
A. A teacher. B. A journalist. C. An athlete.
15. What does Victor find difficult as a member of the basketball team?
A. Adapting himself to the intense training.
B. Dealing with the pressure from the coach.
C. Regaining the skills learned in high school.
16. What does Victor say about the players on the team?
A. They are of the same age.B. They are similar in character. C. They are from different countries.
17. How does Victor feel about his team now?
A. It's about to break up. B. It's the best in Indiana. C. It's getting stronger.
聽(tīng)第10段材料，回答第18至20題。
18. Who is Tom Hokinson?
A. Founder of a magazine. B. Publisher of a novel. C. Editor of a newspaper.
19. What do we know about the content of The Idler?
A. It's old-fashioned. B. It's wide -ranging. C. It's student-targeted.
20. Why does the speaker give the talk?
A. To do a promotion. B. To discuss an issue. C. To introduce a lecturer.
第二部分 閱讀(共兩節(jié)，滿分50分)
第一節(jié) (共15小題;每小題2.5分，滿分37.5分)
閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出最佳選項(xiàng)。
A
Bike Rental & Guided Tours
Welcome to Amsterdam, welcome to MacBike. You see much more from the seat of a bike! Cycling is the most economical, sustainable and fun way to explore the city, with its beautiful canals, parks, squares and countless lights. You can also bike along lovely landscapes outside of Amsterdam.
Why MacBike
MacBike has been around for almost 30 years and is the biggest bicycle rental company in Amsterdam. With over 2,500 bikes stored in our five rental shops at strategic locations, we make sure there is always a bike available for you. We offer the newest bicycles in a wide variety, including basic bikes with foot brake (剎車), bikes with hand brake and gears (排擋), bikes with child seats, and children’s bikes.
Prices
HandBrake,ThreeGears | FootBrake,NoGears | |
1hour | ?7.50 | ?5.00 |
3hours | ?11.00 | ?7.50 |
1day(24hours) | ?14.75 | ?9.75 |
Eachadditionalday | ?8.00 | ?6.00 |
Guided City Tours
The 2.5-hour tour covers the Gooyer Windmill, the Skinny Bridge, the Rijksmuseum, Heineken Brewery and much more. The tour departs from Dam Square every hour on the hour, starting at 1:00 pm every day. You can buy your ticket in a MacBike shop or book online.
21. What is an advantage of MacBike?
A. It gives children a discount. B. It of offers many types of bikes.
C. It organizes free cycle tours. D. It has over 2,500 rental shops.
22. How much do you pay for renting a bike with hand brake and three gears for two days?
A. ?15.75. B. ?19.50. C. ?22.75. D. ?29.50.
23. Where does the guided city tour start?
A. The Gooyer, Windmill. B. The Skinny Bridge.
C. Heineken Brewery. D. Dam Square.
B
When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems. A ditry stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making.
After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (細(xì)菌)? Which kinds of fish can eat cancer-causing chemicals? With the right combination of animals and plants, he figured, maybe he could clean up waste the way nature did. He decided to build what he would later call an eco-machine.
The task John set for himself was to remove harmful substances from some sludge (污泥). First, he constructed a series of clear fiberglass tanks connected to each other. Then he went around to local ponds and streams and brought back some plants and animals. He placed them in the tanks and waited. Little by little, these different kinds of life got used to one another and formed their own ecosystem. After a few weeks, John added the sludge.
He was amazed at the results. The plants and animals in the eco-machine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water.
Over the years, John has taken on many big jobs. He developed a greenhouse-like facility that treated sewage (污水) from 1,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China.
“Ecological design” is the name John gives to what he does. “Life on Earth is kind of a box of spare parts for the inventor,” he says. “You put organisms in new relationships and observe what’s happening. Then you let these new systems develop their own ways to self-repair.”
24. What can we learn about John from the first two paragraphs?
A. He was fond of traveling. B. He enjoyed being alone.
C. He had an inquiring mind. D. He longed to be a doctor.
25. Why did John put the sludge into the tanks?
A. To feed the animals. B. To build an ecosystem.
C. To protect the plants. D. To test the eco-machine.
26. What is the author’s purpose in mentioning Fuzhou?
A. To review John’s research plans.
B. To show an application of John’s idea.
C. To compare John’s different jobs.
D. To erase doubts about John’s invention.
27. What is the basis for John’s work?
A. Nature can repair itself. B. Organisms need water to survive.
C. Life on Earth is diverse. D. Most tiny creatures live in groups.
C
The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it’s right for you.
To do so, I divided the book into two parts. In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people’s digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy.
Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value.
In the final chapter of part one, I’ll guide you through carrying out your own digital declutter. In doing so, I’ll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter. You’ll hear these participants’ stories and learn what strategies worked well for them, and what traps they encountered that you should avoid.
The second part of this book takes a closer look at some ideas that will help you cultivate (培養(yǎng)) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the importance of solitude (獨(dú)處) and the necessity of cultivating high-quality leisure to replace the time most now spend on mindless device use. Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter. You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that words for your particular circumstances.
28. What is the book aimed at?
A. Teaching critical thinking skills. B. Advocating a simple digital lifestyle.
C. Solving philosophical problems. D. Promoting the use of a digital device.
29. What does the underlined word “declutter” in paragraph 3 mean?
A. Clear-up. B. Add-on. C. Check-in. D. Take-over.
30. What is presented in the final chapter of part one?
A. Theoretical models. B. Statistical methods.
C. Practical examples. D. Historical analyses.
31. What does the author suggest readers do with the practices offered in part two?
A. Use them as needed.
B. Recommend them to friends.
C. Evaluate their effects.
D. Identify the ideas behind them.
D
On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has come to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases, the average of a large number of independent estimates could be quite accurate.
This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whaterer reasons, people’s errors become correlated or dependent, the accuracy of the estimate will go down.
But a new study led by Joaquin Navajas offered an interesting twist (轉(zhuǎn)折) on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals.
In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together.” Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain the potential implications for group discussion and decision-making are enormous.
32. What is paragraph 2 of the text mainly about?
A. The methods of estimation. B. The underlying logic of the effect.
C. The causes of people’s errors. D. The design of Galton’s experiment.
33. Navajas’ study found that the average accuracy could increase even if ________.
A. the crowds were relatively small
B. there were occasional underestimates
C. individuals did not communicate
D. estimates were not fully independent
34. What did the follow-up study focus on?
A. The size of the groups.
B. The dominant members.
C. The discussion process.
D. The individual estimates.
35. What is the author’s attitude toward Navajas’ studies?
A. Unclear. B. Dismissive. C. Doubtful. D. Approving.
新高考一卷英語(yǔ)高考試題及答案2023
第一部分 聽(tīng)力(共兩節(jié);滿分30分)
1-5:CABBC 6-10:CBABC 11-15:ACABA 16-20:CCABC
第二部分 閱讀(共兩節(jié);滿分50分)
第一節(jié)(共15小題，每小題1.5分;滿分37.5分)
21-23:BCD 24-27:CDBA 28-31:BACA 32-35:BDCD
第二節(jié)(共5小題，每小題2.5分;滿分12.5分)
36-40:DEFCG
第三部分 語(yǔ)言運(yùn)用(共兩節(jié);滿分30分)
第一節(jié)(共15小題，每小題1分;滿分15分)
41-45:DADAC 46-50:BDABB 51-55:CDACB
第二節(jié)(共10小題，每小題1.5分;滿分15分)
56.tasty 57.to bite 58.or 59.recognized 60.by
61.to be lifted 62.their 63.a 64.rarely 65.wanting
第四部分 寫作(共兩節(jié);滿分40分)
第一節(jié)(滿分15分)
Dear foreign teacher,
I am Li Hua, one of your students. Regarding the grouping method for the oral training course, I would like to raise some concerns and suggestions. While it is true that randomly mixing up students can encourage more communication and interaction, there may also be some potential issues to consider.
Firstly, random grouping can result in students with vastly different speaking abilities being paired together. This may make some students with stronger communication skills feel inhibited, while those with weaker speaking skills may feel overwhelmed. Additionally, some students may feel uneasy and uncomfortable having to work with unfamiliar classmates.
Therefore, I suggest that a more thoughtful grouping method be adopted, such as grouping students according to their exam grades, verbal performance, or interests. This would allow each student to practice their spoken English with peers who are of a similar proficiency level, and ones with similar interests, which would serve to enhance student motivation and confidence. This approach also ensures that students with varying abilities have opportunities to develop their language skills.
I hope that my suggestions will be considered. Thank you for your attention.
Sincerely,
Li Hua
第二節(jié)(滿分25分)
Weeks passed, I forgot the competition. Thoughts of winning — a pipe dream to begin with — gave way to the enticements of a Georgia spring. Then came the news. There were two winners from each grade. A lanky, sweet-natured redhead in my class won second place. I won first place. That may have been the first time in my chatty life I was struck dumb, in any language. Our teacher hooted with delight, my classmates stared at me in open disbelief, and Second-Place Red gamely shook my hand.
The following week, the winners met with the head of the sponsoring organization. We stood in the office, clutching our plaques and tittering to one another, when a small, birdlike woman entered. She spoke to the adults, then made her way down the line of winners, congratulating each of us and shaking hands. Red and I were last. We introduced ourselves. She looked from one to the other. She didn’t speak. She didn’t extend her hand. After a few awkward seconds, she cleared her throat and explained that there had been an embarrassing mistake. Then she gently reached down and took our plaques — hands crossing at the wrists, she re-assigned them---- and apologized for the error. I was now the second-place winner.
2023年普通高等學(xué)校招生全國(guó)統(tǒng)一考試(新高考I卷)
英語(yǔ)聽(tīng)力部分
Text 1周末計(jì)劃
W: Jack, are you going camping with your friends this weekend?
M:It depends. If it’s sunny, we’ll go.
W: The weatherman says it’s going to rain.
M: In that case, we’ll go to the cinema instead.
?It depends. 視情況而定。
Text 2求助
W: Excuse me, could youmind my bags for a moment? I want to buy some food at the convenience store.
M: No problem. But be quick. It was announced that my train will arrive in 10 minutes.
?mind 照看;留心(某人/某事物)
?convenience store 便利店
Text 3計(jì)劃與安排
W: Mark came out of hospital last Friday. Have you got a chance to visit him?
M: I plan to see him this Saturday.
W: Aren’t you going to the conference then?
M: No. It has beenrescheduled for next Monday.
?reschedule 重新安排
Text 4因算錯(cuò)賬退顧客錢
M: Sorry, Miss. Wemade a terrible mistake adding up the bill. Here is the ten dollars we have to return to you.
W: Oh, I didn’t notice that. It’s OK. Don’t blame the waiter. He’s been really nice.
?make a mistake (in) doing sth. 在做某事時(shí)犯錯(cuò)誤
?add up the bill 算賬
Text 5新年禮物
W: Do you think we should get Steve a book for the New Year?
M: Books are good. But Steve wouldn’t take just any book. He has had this particular one on geography.
Text 6相約見(jiàn)面
M: Hello, Sarah.
W: Hello, David. I can’t come for dinner tonight. Sorry.
M: Oh, what happened?
W: We’ve got a new case and things get pretty crazy here in the office.
M: Well, then I’ll come to you.
W: No, no, not tonight. Let me see ifI can arrange another night.
M: Sarah, please. We need to talk. It’s about my job.
W: Then tell me on the phone.
M: No, it’s better if we do itin person. How about tomorrow night?
W: I’m not sure. You cangive me a call tomorrow afternoon.
M: OK.
高考英語(yǔ)試卷答題技巧有哪些
聽(tīng)力部分
聽(tīng)力部分是許多同學(xué)頭疼的地方，但只要掌握了一些技巧，就可以事半功倍。
先看題目，再聽(tīng)錄音。在聽(tīng)錄音之前，先瀏覽一遍題目，了解題目的要求和難度，有助于我們更好地抓住重點(diǎn)。
注意記筆記。聽(tīng)力材料往往比較長(zhǎng)，我們不可能全部記住。因此，要注意記筆記，把重點(diǎn)和關(guān)鍵詞記錄下來(lái)，有助于我們回答問(wèn)題。
多聽(tīng)多練。聽(tīng)力技巧需要長(zhǎng)期積累，只有通過(guò)多聽(tīng)多練才能提高聽(tīng)力水平。
閱讀部分
閱讀部分是英語(yǔ)考試中最重要的部分，也是最考驗(yàn)學(xué)生語(yǔ)言能力的部分。以下是一些答題技巧。
先看題目，再讀文章。與聽(tīng)力類似，我們?cè)陂喿x之前也要先看題目，了解問(wèn)題的要求和難度。
注意時(shí)間管理。閱讀部分的時(shí)間比較緊張，因此我們需要注意時(shí)間管理，盡可能快地閱讀文章，同時(shí)抓住重點(diǎn)。
多練習(xí)。閱讀能力需要長(zhǎng)期積累，只有通過(guò)多讀多練才能提高自己的閱讀能力。
寫作部分
寫作部分是考察學(xué)生語(yǔ)言表達(dá)能力的部分，以下是一些答題技巧。
先構(gòu)思，再寫作。在寫作之前，我們需要先構(gòu)思，明確文章的主旨和要點(diǎn)，有利于我們更好地組織文章結(jié)構(gòu)。
注意語(yǔ)法和拼寫。語(yǔ)法和拼寫是寫作中非常重要的部分，我們需要注意語(yǔ)法和拼寫錯(cuò)誤，避免影響文章質(zhì)量。
多練習(xí)。寫作能力需要長(zhǎng)期積累，只有通過(guò)多寫多練才能提高自己的寫作能力。
英語(yǔ)閱讀理解有什么答題技巧
1、詞匯復(fù)現(xiàn)法
復(fù)現(xiàn)，是保證文章前后銜接而經(jīng)常使用的一種寫作手段，即作者在上下文的不同位置會(huì)對(duì)同一個(gè)概念進(jìn)行重復(fù)性的描述。復(fù)現(xiàn)關(guān)系，主要是同義詞復(fù)現(xiàn)，近義詞復(fù)現(xiàn)，反義詞復(fù)現(xiàn)等。但是單純地從復(fù)現(xiàn)上找答案也會(huì)影響準(zhǔn)確性，因?yàn)椴煌倪x項(xiàng)會(huì)多次出現(xiàn)同一詞匯，所以學(xué)生需要注意和其他方法相結(jié)合。
2、詞匯同現(xiàn)法
詞匯同現(xiàn)是指屬于同一詞匯或者跟此詞匯相關(guān)的同一領(lǐng)域的詞匯在文中共同出現(xiàn)，達(dá)到語(yǔ)義銜接的目的。學(xué)生可以在選項(xiàng)中找到與此詞匯最相近的詞，從而達(dá)到快而準(zhǔn)的.目的，圖chooese和choice，think about與consider，concentrate on與put their heart into，cook與ingredient，express thoughts and ideas和communicate ideas等。一般來(lái)說(shuō)，上下文詞匯練習(xí)越接近，上下文的銜接關(guān)系越緊密。
3、代詞或數(shù)次代入法
英語(yǔ)表達(dá)中代詞出現(xiàn)的頻率較高，代詞的作用無(wú)非是指代表前面提及的名詞或者形容詞概念，如he/she，they，it，them，they等，巧妙利用這樣的指代關(guān)系和單詞的單復(fù)數(shù)差異就可以準(zhǔn)確而迅速的解題。數(shù)次代入不是很多，但是有時(shí)候，作者在寫文章時(shí)為了強(qiáng)調(diào)自己的觀點(diǎn)，會(huì)列出一些數(shù)字，除了和其他數(shù)字進(jìn)行對(duì)比和比較之外，學(xué)生可以用數(shù)據(jù)來(lái)說(shuō)明一個(gè)觀點(diǎn)。
4、邏輯關(guān)系法
由于英語(yǔ)的句子之間，段落之間經(jīng)常會(huì)用一些關(guān)聯(lián)詞或者某些具有關(guān)聯(lián)作用的副詞來(lái)進(jìn)行銜接或者過(guò)渡，使文章上下文邏輯更加清楚連貫，因此文章中表示邏輯關(guān)系的信號(hào)詞在選擇答案時(shí)非常關(guān)鍵的。在做題的時(shí)候，將不同的表示邏輯關(guān)系的詞有效結(jié)合起來(lái)，如表示并列或者遞進(jìn)關(guān)系的詞表示前后句子的名詞或句意具有同指性，表示轉(zhuǎn)折關(guān)系或讓步關(guān)系的詞往往表示句意對(duì)立或褒貶對(duì)立或肯定否定對(duì)立;表示例證關(guān)系的詞則意味著在舉例之前或之后有表述概念或某一觀點(diǎn)沒(méi)，在表例證的時(shí)候會(huì)出現(xiàn)for example，for instance，such as這樣的詞組。
英語(yǔ)閱讀理解答案規(guī)律有哪些
1、高考英語(yǔ)閱讀理解正確答案通常與文章中心思想，主旨大意，作者對(duì)文中論述事物所持的觀點(diǎn)態(tài)度有關(guān)。
注意：這是解題基調(diào)，如果作者在文中對(duì)整個(gè)事物是持積極正面的評(píng)價(jià)，那么選項(xiàng)中出現(xiàn)消極反面的，與事實(shí)相反的肯定不是解。
2、正確答案所在位置：
① 首段段尾句;② 轉(zhuǎn)折處;③ 因果關(guān)系處;④ 條件關(guān)系處。
3、高考英語(yǔ)閱讀理解正確答案設(shè)置的特點(diǎn)往往利用同義詞的替換，或者正話反說(shuō)，反話正說(shuō)。
4、正確答案從語(yǔ)義上去理解經(jīng)常含有不肯定的語(yǔ)氣詞和委婉表達(dá)的詞：can may might，possible，not necessarily，some尤其是推理題的答案常這樣設(shè)置，以顯示推理題所論述含義的相對(duì)性。
5、高考英語(yǔ)閱讀理解正確答案具有概括性(考察考生的理解歸納能力)，深刻性，因?yàn)槠淇疾榈膶?duì)象是閱讀文章的重點(diǎn)和要點(diǎn)。
6、難的最可能是答案。這與命題動(dòng)機(jī)有些相似，難的比容易的更能考察考生對(duì)語(yǔ)言的理解能力，具體體現(xiàn)在下面幾個(gè)方面：
① 否定的比肯定的難，否定的是答案(包括否定，雙重和多重否定)。
② 抽象的比具體的難，抽象深刻的是答案，具體膚淺的不是。
③ 動(dòng)態(tài)變化的比靜態(tài)的難，動(dòng)態(tài)變化的是答案。
④ 未知難于已知，未知的是答案。
7、正面積極、符合邏輯的是高考英語(yǔ)閱讀理解答案，內(nèi)容負(fù)面消極、不合邏輯的不是答案。(中考作為國(guó)內(nèi)較高層次的考試，相信沒(méi)人會(huì)冒天下之大不韙，引導(dǎo)考生走向歧途，因此，積極的、與客觀真理相符合的是答案)
8、常規(guī)的不是答案，觀點(diǎn)新且合理的是答案。(具體情況具體分析)
9、含義與文章內(nèi)容方向一致的，描述客觀的是高考英語(yǔ)閱讀理解答案。
10、選項(xiàng)含義豐富有彈性的是答案，絕對(duì)的無(wú)端的不是答案。具體體現(xiàn)在：
① 特殊說(shuō)明的是答案。
② 不肯定的是答案，部分的是答案。
③ 有條件的是答案，相對(duì)的是答案。
注意：高考英語(yǔ)閱讀理解四個(gè)選項(xiàng)中有兩項(xiàng)意思相反時(shí)，其中必有一個(gè)是答案。