高中英语新高考-阅读理解：奥卡姆剃刀原理秒杀各类阅读—以某期中考试D篇为例
高中英语新高考-阅读理解奥卡姆剃刀原理秒杀各类阅读—以某期中考试D篇为例奥卡姆剃刀原理的解释
阅读理解很多时候长的让人烦，好不容易理解了，发现选项总有一个很难排除，真是乱花渐欲迷人眼。我自己作为一个老命题人，今天就来说说如何破解，即：删繁就简。首先对文章简化；其次对选项简化。用十六个字说明：
避重趋轻
避繁逐简
以简御繁
避虚就实
为什么要将复杂变简单呢？因为复杂容易使人迷失，只有简单化后才利于人们理解和操作。
以上并非是我的发明，而是哲学上的一个著名的原理：奥卡姆剃刀原理。读者如果不怕烦，请先听我解释：
说的首先是这样一个道理：如果你发现了一个很奇怪的现象，要对它进行解释就不得不做很多假设，可能不同的解释需要不同的假设，而根据奥卡姆剃刀原理，那个需要假设最少的解释往往是最接近真相的解释。
童话《皇帝的新衣》大家都应该耳熟能详吧？看到皇帝在大街上光着屁股走路这个奇怪的现象时，总理大臣和邻居家流着鼻涕的小毛都各自有一番解释。
先看总理大臣的解释：（1）假设皇帝身上穿着一件世界上最华美的衣服；（2）假设只有聪明人才能看见这件衣服；（3）假设我是蠢人，所以我看到的是光着屁股的皇帝。
小毛的解释：假设皇帝根本没有穿衣服，所以我看到的是光着身子的皇帝。
根据奥卡姆剃刀原理，小毛的解释最有可能接近真相！因为他的假设最少。
奥卡姆剃刀原理还说明了另外一个道理：如果有某个条件是不能被我们感知和检测到的，那么和没有这个条件根本就是等价的。比如说，天上发生闪电的时候，某大师告诉我们，这是我发功召唤来的一条天龙正在吐火，但是这条天龙你们凡人是永远不可能看见的，也永远别想用任何科学手段检测到，只有我能看见。根据奥卡姆剃刀原理，某大师的说法和没有这条龙的存在是等价的。换句话说，我们应当把所有一切不能被我们所感知和检测的条件都毫不留情地像剃刀刮肉一样从我们的理论中刮去，毫不犹豫。奥卡姆剃刀原理从提出到现在已经有八百多年了，这个原理是人类智慧的精华，也是帮助我们看清这个纷繁迷乱世界的“第三只眼”。我们将会认识到爱因斯坦如何灵光闪动地运用奥卡姆剃刀原理，他就像说破皇帝根本没有穿衣服的那个小孩（那一年他26岁，在物理界确实可以算是小孩），一语点醒整个物理界对于光速的普遍看法。如果用我的话说，奥卡姆剃刀原理说的就是——“上帝喜欢简单”。
说这些和我们今天的阅读有用吗？
有！因为很多干扰项就是根据无端联想和猜测，考生千万不要被它们牵着鼻子走。我们命题人经常千方百计干扰考生，往坑里带。但你只要坚持最本原的简单，发出一句感叹：慕然回首，那人却在灯火阑珊处。
题目
1 Whether you survive a cardiac arrest may depend, at least in part, on which emergency medical services (EMS) agency shows up to treat you, a new study suggests.
2 Researchers found a wide variation in cardiac arrest survival rates depending on which EMS agency provided initial treatment, according to the study published in JAMA Cardiology. The odds of surviving to hospital discharge（出院）could vary by more than 50 percent for two similar patients treated by two randomly selected EMS agencies. “We found large outcome variations between EMS agencies that come after a cardiac arrest even after adjusting for many factors,”said lead author Masashi Okubo, an instructor of emergency medicine at the University of Pittsburgh.
3 The study did not reveal why some EMS agencies did better than others, however. “We need to determine in future research what are the underlying factors,”Okubo said.
4 Cardiac arrest “is the abrupt loss of heart function, and if appropriate steps are not taken immediately it most often is fatal,”explained Gregg Fonarow, a professor of cardiovascular medicine and science at the David Geffen School of Medicine at the University of California at Los Angeles. He also is co-director of the UCLA Preventive Cardiology Program. “Each year in the United States, more than 350,000 cardiac arrests occur outside the hospital setting.”
5 Altogether, the researchers studied 43,65
6 patients treated from 2011 to 2015 by 112 EMS agencies. When they looked at how many patients survived long enough to be discharged from the hospital, variations among agencies were quite large: the worst performing agency had 0 survivors out of 36 patients treated, or 0 percent, as compared with 66 survivors out of 228 patients treated, or nearly 30 percent, for the best-performing agency.
6 The pattern was similar when it came to recovery of function by the time a patient was discharged from the hospital. The worst performing agency in this category had favorable functional recovery in 0 out of 8
7 patients, or 0 percent, while the best had favorable functional recovery in 11 out of 54 patients, or 20 percent.
7 “These findings suggest there may be important differences in the quality of resuscitation efforts among different EMS agencies,”Fonarow said in an email.
8 Also, he said, “More layperson interventions（非正式人员干预）such as timely CPR (cardiopulmonary resuscitation 心肺复苏术) and more EMS personnel responding to cardiac arrest patients were related to better outcomes.
9 “These findings suggest that dissemination of best practices and use of formal quality improvement programs by community-based EMS agencies may help to improve quality and outcomes in cardiac arrest,”he said.
10 Can anything be done in the meantime?
11 Yes, said Fonarow, who was not involved in the new research. “When performed promptly and properly, CPR can markedly improve the chance of survival for someone having an out-of-hospital cardiac arrest,”he said. “The best advice that might save lives of loved ones if a cardiac arrest occurs is to learn CPR. Anyone can and everyone should learn CPR.”
60. What does the new study tell us?
A. EMS agencies have adjusted outcome variations.
B. People with cardiac arrest depend on EMS agencies.
C. Initial treatment has been provided for cardiac arrest patients.
D. Cardiac arrest survival is partly determined by certain EMS agencies.
61. The underlined word “odds” in Paragraph 2 probably means ______.
A. probabilities
B. examples
C. difficulties
D. differences
62. According to Okubo, what are they planning to do in future research?
A. To determine which EMS agencies are good.
B. To reveal the underlying factors of cardiac arrest.
C. To find out the hidden reasons for better EMS agencies.
D. To identify the relationship between different EMS agencies.
63. What does “the pattern” in Paragraph 6 refer to?
A. The worst performing agency.
B. The best performing agency.
C. The large variations among agencies.
D. The comparison between survivors and patients.
64. According to the findings, what leads to better outcomes in cardiac arrest?
A. more layperson interventions
B. better quality in EMS agencies
C. better practices in CPR
D. more EMS members
65. What is Fonarow’s attitude towards CPR?
A. Arbitrary.
B. Favorable.
C. Contradictory.
D. Doubtful.
解析
说说我的阅读思维：
我认为，无论一段有多长，核心永远只有一个，关键词不会超过三个。核心就是中心句，剩下的都是举例，解释等。
例如：
Para. 1: 研究结果：EMS的水平决定cardiac arrest
Para. 2: 解释结果（别看说了一大堆，其实还是第一段的内容，没有任何实质。研究类的论说文基本只看found，这里就是：cardiac arrest，
从设题题眼看，都是围绕每一段的中心，也说明了围绕段落中心命题是共识。
再看答案：
D. Cardiac arrest survival is partly determined by certain EMS agencies. C. To find out the hidden reasons for better EMS agencies.
B. better quality in EMS agencies
答案的顺序：
1.EMS agencies决定Cardiac arrest
2.为什么EMS好
3.EMS质量最重要
这个和我们阅读的总结一致，没有问题。
很多同学会被干扰项迷惑？其实，我这里建议大家，不要先看干扰项，而是自己根据题干先回答，然后对照哪一个最靠近，因为真理只有一个，它就是你的最原始的直接认识。就是我们刚才说的奥卡姆剃刀原理。
举例：
看60. What does the new study tell us?原文是：EMS的水平决定cardiac arrest。你就牢牢抓住它，下面只有：Cardiac arrest survival is partly determined by certain EMS agencies.合适。而干扰项：B. People with cardiac arrest depend on EMS agencies.这里稍不留神就错了，文章说的
是survival，再看C. Initial treatment has been provided for cardiac arrest patients，文章说的是生存率看Initial treatment结果。
其实有没有这么看吗，没有必要。你心里要是已经有了最开始的本真回答，就相信它，不要被其它的干扰方向，统统都无关。
看62. According to Okubo, what are they planning to do in future research?
很明显，文章就是说why, better，只有C. To find out the hidden reasons for better EMS agencies.符合，至于干扰项B. To reveal the underlying factors of cardiac arrest少better，A. To determine which EMS agencies are good.不是回答why，而是which了。总之，坚持自己的第一感觉的回答。
曾经，很多同学说，每次我把答案都改错了，不知道为什么？读了这篇文章你应该明白，因为你被干扰项带到坑里去了，进而想多了
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1 高中英语限时阅读理解 100篇 2 一、阅读理解 3 4 1、（1分）5分钟完成 O. Henry was a pen name used by an American writer of short stories. 5 6 His real name was William Sydney Porter. He was born in North Carolina 7 in 1862. As a young boy he lived an exciting life. He did not go to school for very long, but he managed to teach himself everything he needed to 8 9 know. When he was about 20 years old, O. Henry went to Texas, where he 10 tried different jobs. He first worked on a newspaper, and then had a job 11 in a bank, when some money went missing from the bank O. Henry was believed 12 to have stolen it. Because of that, he was sent to prison. During the 13 three years in prison, he learned to write short stories. After he got out of prison, he went to New York and continued writing. He wrote mostly 14 15 about New York and the life of the poor there. People liked his stories, 16 because simple as the tales were, they would finish with a sudden change 17 at the end, to the reader’s surprise. 18 1. In which order did O. Henry do the following things? 19 a. Lived in New York. b. Worked in a bank. c. Travelled to Texas. 20 21 d. Was put in prison. e. Had a newspaper Job. f. Learned 22 to write stories. A. e. c. f. b. d. a B. c. e. b. d. f. a C. e. b. d. c. 23 24 a. f. D. c. b. e. d. a f.
高中英语阅读课教学设计
Ⅰ.Teaching Contents 教学内容 Module 7 Unit4 Sharing Reading: A Letter Home II.Analysis of teaching material 教材分析 本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。 本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。 Ⅲ.Analysis of students学情分析 1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个课时的课文阅读。同时，在听、说、写等方面也有了一定的基础。 2．这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，本课通过阅读志愿者的家书，了解一些志愿者的工作，小组讨论“如果你/你们是志愿者你/你们将做什么工作？为什么？”帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。 3．学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。 Ⅳ.Design of Teaching Objectives 教学目标 1.Knowledge objectives 知识目标 (1)学生能够正确读写及运用本课出现的单词。 (2)学生掌握本课词组的意思并能在句子中熟练运用。 2.Ability objective能力目标 (1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确 地确定文章的段落大意，理清文章的总体框架与脉络的技能。 (2)增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。 3.Affective objectives 情感价值目标 (1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的 爱心。 (2)在小组合作互动中，增强学生的团队合作精神与分享意识。 Ⅴ.Teaching Important Points(教学重点) a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息； b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。
精编高中英语阅读理解题型解读分类总结
精编高中英语阅读理解题型解读大全 （一）阅读是获得更综合、更复杂、更精确信息的必要手段，考生在做阅读理解时，不仅要看懂文章的字面意思，还需要针对不同题材和体裁的篇目运用不同的方法作出正确的选择。一般来说，词汇、阅读速度和理解能力是阅读理解中三个最重要且有相互联系的因素。 阅读的方法可以使用以下几种： 1.读首段，找关键词（人名、地名、建筑、组织名、数字或but and besides howeverso therefor）。用这种阅读方法回答who、what、when、where之类的问题最为有效。 2.围绕关键词上下看一句。此种阅读方法能回答why、how之类的问题。 3.重复品味首尾段把好主题方向 （二）不同体裁文章的特点及解题技巧 1.记叙文 记叙文又可分传记类和故事类。传记类文章在阅读中时间是全文的关键，根据时间我们可以找到相关的事件，抓住文章的主要内容。故事类文章情节性较强，阅读时要注意故事中的时间、地点、人物和发生的事件，这些都是文章中的主要内容和信息，对于准确理解文章十分重要。 2.说明文 说明文是对事物的形状、性质、特征、成果或功用等进行介绍，解释或阐述的文章。把握所说明事物的特征和本质是理解说明文的关键。说明事物特征的方法很多，主要有定义法、解释法、比较法、比喻法、数字法、图表法、引用法和举例法等。 ●数字说明文 在阅读数字说明文时要特别注意文中数字的含义，从这些数字中可以找到文章的主要内容。 ●解释说明文 解释说明文着重说明事物的本质、特征和功用等。许多科普文章都属于这一类。在阅读这类文章时要学会解决what, how, why 等一类的问题。它们是文章的关键。如能带着这些问题阅读，将会更迅速抓住文章的主题。 ●比较说明文 比较说明文是通过对比方法说明问题。在阅读这类文章时要善于把握全篇陈述的基本倾向。作者在谈论一个有争议的问题时总要顾及到争议的各个方面。但是，在一般情况下，作者的陈述总要倾向于某一种观点。
外研版高中英语必修一《阅读理解》专项练习题(含答案)
外研版高中英语必修一《阅读理解》专项练习题（含答案） Graham and his friends preferred to shoot up in their arms, necks and legs. A dealer once said Graham was the type who would never be able to turn back and that he expected him to die from the drug. Wendy feared the same, but di dn’t know how to save her son. “ Once, after he’d disappeared for more than a month, I found him at a friend’s house with a bunch of other users,” she said, “I got down on my hands and knees, begging him to come home. He did, but the next morning he was go ne. I don’t know what made him do it, but I drove 20 miles to the nearest train station. Graham was headed for Seattle, his pockets full of drugs. If I hadn’t gotten there in time, I would never have seen him alive again.” The turning point came in 2007, after Graham was arrested yet again for possession. Wendy got a call from the Montana Drugs Project, which works with local law enforcement（强制执行）to keep track of youth-related crimes so it can help families in trouble. Following a counselor’s advice, Wendy hired two men to come to her home in the middle of the night, tie Graham and take him to a treatment program in Thompson Falls, Montana. “I was high when they came and really angry with my mom,” he said, “But if she hadn’t done that, drugs would have killed me.” After six months of treatment, Graham, now 19, came back to Kalispell, where he’s grown close to Wendy once again. “I still have the desires every day and attend support meetings every night,” he said, “But life is worth living again. My mom thinks that’s a miracle. I guess she is right.” 1．The underlined phrase “shoot up” in paragraph 1 probably means_________. A．increase very quickly and suddenly B．put illegal drugs into the body by using a needle C．kill or injure someone by using a gun D．try to achieve a particular aim 2．When the two men came to their home in the middle of the night, Graham _______. A．had just taken drugs and was in the state of excitement. B．was sleeping in a high bed above the ground. C．had just taken drugs and was in the state of suffering. D．was quarrelling with his mother.
(新)高中英语阅读理解及答案详解
高中英语阅读理解及答案详解 4 A A child who has once been pleased with a tale likes, as a rule, to have it retold in almost the same words, but this should not lead parents to treat printed fairy stories as formal texts. It is always much better to tell a story than read it out of a book, and, if a parent can produce what, in the actual situation of the time and the child, is an improvement on the printed text, so much the better. A charge made against fairy tales is that they harm the child by frightening him or making him sad thinking. To prove the latter, one would have to show in a controlled experiment that children who have read fairy stories were more often sorry for cruelty than those who had not. As to fears, there are, I think, some cases of children being dangerously terrified by some fairy story. Often, however, this arises (出现) from the child having heard the story once. Familiarity with the story by repetition turns the pain of fear into the pleasure of a fear faced and mastered. There are also people who object to fairy stories on the grounds that they are not objectively true, that giants, witches, twoheaded dragons, magic carpets, etc. do not exist; and that, instead of being fond of the strange side in fairy tales, the child should be taught to learn the reality by studying history. I find such people, I must say so peculiar (奇怪的) that I do not know how to argue with them. If their case were sound, the world should be full of mad men attempting to fly from New York to Philadelphia on a stick or covering a telephone with kisses in the belief that it was their beloved girlfriend. No fairy story ever declared to be a description of the real world and no clever child has ever believed that it was. 1．The author considers that a fairy story is more effective when it is ________. A．repeated without any change B．treated as a joke C．made some changes by the parent D．set in the present 解析：细节理解题。根据It is always much better to tell a story than read it out of a book, and, if a parent can produce what, in the actual situation of the time and the child, is an improvement on the printed text, so much the better. 可推知此题答案为C。 答案：C 2．According to the passage, great fear can take place in a child when the story is ________. A．in a realistic setting
高中英语阅读课教学设计 6
Unit4 Sharing Reading: A Letter Home教案设计 Ⅰ.Teaching Contents 教学内容 Module 7 Unit4 Sharing Reading: A Letter Home II.Analysis of teaching material 教材分析 本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。 本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。 Ⅲ.Analysis of students学情分析 1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个课时的课文阅读。同时，在听、说、写等方面也有了一定的基础。 2．这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，本课通过阅读志愿者的家书，了解一些志愿者的工作，小组讨论“如果你/你们是志愿者你/你们将做什么工作？为什么？”帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。 3．学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。 Ⅳ.Design of Teaching Objectives 教学目标 1.Knowledge objectives 知识目标 (1)学生能够正确读写及运用本课出现的单词。 (2)学生掌握本课词组的意思并能在句子中熟练运用。 2.Ability objective能力目标 (1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确 地确定文章的段落大意，理清文章的总体框架与脉络的技能。 (2)增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。 3.Affective objectives 情感价值目标 (1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的 爱心。 (2)在小组合作互动中，增强学生的团队合作精神与分享意识。 Ⅴ.Teaching Important Points(教学重点) a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息； b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。 Ⅵ. Teaching Difficult Points(教学难点) a.理解作为志愿者工作的意义，从而树立正确的价值观； b．训练用英语获取信息、处理信息、分析问题和解决问题的能力。 Ⅶ. Teaching Methods(教学方法) 1. Task-based method to make students interested in what they will learn.(任务型教学法)
高中英语阅读理解题型解读、解题技巧及练习(教师版)
高中阅读理解题型解读（教师版） （一）阅读是获得更综合、更复杂、更精确信息的必要手段，考生在做阅读理解时，不仅要看懂文章的字面意思，还需要针对不同题材和体裁的篇目运用不同的方法作出正确的选择。一般来说，词汇、阅读速度和理解能力是阅读理解中三个最重要且有相互联系的因素。 阅读的方法可以使用以下几种： 1.跳读：就是快速的一步阅读法。实际上是有选择阅读，找关键词。用这种阅读方法回答who、what、when、where之类的问题最为有效。 2.略读：指比跳读慢些的二步阅读法。即泛泛地、粗略地快速阅读，目的是了解大意，对文章有个总的概念。此种阅读方法能回答why、how之类的问题。 3.精读：即最细致、最慢的深层阅读方法，目的是求得对所读文章的全部意义的理解与掌握。 在使用阅读技巧时尽量做到以下几点： 1.带着问题阅读短文。 2.找出主题句、确定中心思想。 3.推断单词、句子和文章的含义。 4.尽快选择答案。 （二）不同体裁文章的特点及解题技巧 1.记叙文 记叙文又可分传记类和故事类。传记类文章在阅读中时间是全文的关键，根据时间我们可以找到相关的事件，抓住文章的主要内容。故事类文章情节性较强，阅读时要注意故事中的时间、地点、人物和发生的事件，这些都是文章中的主要内容和信息，对于准确理解文章十分重要。 2.说明文 说明文是对事物的形状、性质、特征、成果或功用等进行介绍，解释或阐述的文章。把握所说明事物的特征和本质是理解说明文的关键。说明事物特征的方法很多，主要有定义法、解释法、比较法、比喻法、数字法、图表法、引用法和举例法等。 ●数字说明文 在阅读数字说明文时要特别注意文中数字的含义，从这些数字中可以找到文章的主要内容。 ●解释说明文 解释说明文着重说明事物的本质、特征和功用等。许多科普文章都属于这一类。在阅读这类文章时要学会解决what, how, why 等一类的问题。它们是文章的关键。如能带着这些问题阅读，将会更迅速抓住文章的主题。 ●比较说明文 比较说明文是通过对比方法说明问题。在阅读这类文章时要善于把握全篇陈述的基本倾向。作者在谈论一个有争议的问题时总要顾及到争议的各个方面。但是，在一般情况下，作者的陈述总要倾向于某一种观点。 3.应用文 应用文涉及的范围比较广，包括广告、通知、书信等。应用文一般语言简洁，省略及不规范的句子较多。阅读时一般要求考生全面掌握文章中提供的信息，并运用这些信息去解决问题。因此对题干的理解尤为重要。 阅读理解的考题分为客观理解题(是指在短文中客观存在的事实，客观信息的答案一般都可以在原文中找到。即理解文中的具体事实或抽象概念)和主观理解题(这类问题都不可能直接从原文中找到答案，须通过阅读文章对文章主旨和深层含义有更深理解，并据此进行判断和推理)。其中细节理解题和猜测词义题属于客观题；主旨大意题和推理判断题属于主观题。针对不同类型的题目，要在平时的练习过程中，结合具体的题目，给学生进行解题方法