“新明杯”说题比赛资料

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2023 全国Ⅰ卷阅读理解 D 篇说题稿

合肥锦绣中学 徐鑫 高中英语

Good morning, ladies and gentlemen. It’s my honor to present my analysis and

interpretation of Text D from College Entrance Examination Paper 1 of 2023.

My presentation contains 4 parts.

First, I’d like to analyse the text in 4 aspects: origin, difficulty degree, capacity

hierarchy and literacy reflection.

This text is adapted from a passage titled No Man Is An Island: The Wisdom Of

Deliberating Crowds published on the NPR website. The writer is Tania Lombrozo.

The original passage is quite long.

After adaptation, the text is suitable for students to read, but the language is still

authentic with many advanced expressions and long sentences. As a whole, the text is

quite difficult for students.

It’s an expository writing about popular science, whose theme is human and society

and sub-theme is scientific spirit, cooperation and sharing.

Francis Galton made a great discovery, the wisdom of crowds effect, which showed

that the average of independent estimates could be accurate. Joaquin Navajas went

further. The new study showed that the average of group estimates could be more

accurate. Later, a follow-up study proved the new study again. Thus, the significance

“新明杯”说题比赛资料

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of group discussion is self-evident.

The 4 problems students need to solve refer to 4 types. The corresponding capacity

hierarchy mainly falls on understanding, analyzing, integrating and applying.

And the concrete ability to solve every problem can be matched with Academic

Quality Table Level 2.

So here is the table. Every problem is designed according to Academic Quality, based

on the core literacy of the English subject, whose foundation lies in the Evaluation

System of College Entrance Examination. Therefore, a closed loop comes into being.

Text D can help foster students’ virtues, select talents and in turn, guide teaching.

Exactly speaking, this text is aimed at advocating spirit of science exploration,

cooperation and sharing, and harmonious relationship.

Next is student analysis. Students’ capacity and literacy required to solve the

problems have already been shown in this table. However, in reality, as Senior 3

students in our school, most students’ core literacy is just above level 1, while the

potential is at least level 2. The gap leads to zone of proximal development. To bridge

the gap, students need support, guidance and exploration, which is the focus of my

third part.

No. 32 examines students’ ability to identity main idea of a paragraph. Students can

identify the key information and corresponding supporting evidence.

This requires students to analyze the structure to understand the connection,

distinguish the leading part from the rest through writing features and comparison

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Here, topic sentence is general and brief, and is the first sentence, while these specific

situations are supporting sentences.

This also requires students to summarize the common elements. Whether they are

forward explaining or backward explaining, they all serve the topic sentence. Thus,

students can solve this problem.

Moreover, if students don’t know the meanings of capitalize on and underlying logic,

they can use a micro-skill. That is, they can solve the problem by locating common

and key words both in the topic sentence and the choice.

These are supporting activities designed to develop students’ core literacy.

No. 33 mainly examines students’ inference ability. Students can infer the implications

and identify the layout of old and new information and recognize how they are

connected.

Locating the key sentence doesn’t mean students can solve the problem. Confusing

information may leads student to choose the wrong answer.

To avoid this, students should recognize the whole structure to fully understand the

subtle difference between the previous study and new study. In this case, the subtle

difference lies in independent VS dependent, that is independent VS group, not small

crowd VS large crowd. So choice A can be ruled out. In this difficult process, students

should adjust their emotions until they solve the problem.

Moreover, students are required to make right references according to the

information before and after. Only after students integrate all the useful information

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can they locate the right information and solve the problem confidently.

No. 34 examines students’ ability to understand detailed information

comprehensively. Students can identify the time sequence. They can understand the

logic among sentences. In this case, it’s about general account and illustration. This

kind of problem is easy for students to solve.

No. 35 examines students’ ability to analyze the author’s attitude. Students can

understand the purpose of particular language and the role it plays in reflecting

attitude.

This requires students to infer the author’s attitude through particular language and

identify the value orientation of the text.

Further exploration of the text contains two parts. The first part is exploring the

original passage to further improve students’ core literacy through culture link and by

digging into the thematic meaning and appreciating the ending part.

The second part is summarizing the problem-solving rules and skills. For all of them,

capturing key words and key sentences is fundamental. To get main idea, it’s also

necessary to analyse the structure of the paragraph, identify supporting evidence.

Sometimes, micro-skills can also help.

Analyzing the structure of the passage, comparing and combining the sentences

before and after are good for making right inferences.

Detailed information can be obtained by summarizing common elements of

information and being careful.

“新明杯”说题比赛资料

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Attitudes are reflected through particular language. The words like but and although

are used to emphasize. Besides, the value orientation should obey the main current.

Based on the text interpretation, here is my prediction for the text of the same kind.

First, the texts selected will be closely related to this era, society and our life. They

will highlight educational values.

Second, answers will be included in the texts, but to find them out requires students’

thinking ability, capacity and literacy.

Third, expository writings about popular science can effectively examine student’s

reading ability, the ability to obtain information and critical thinking in the

information era, so as an advanced type, the difficulty will not go down.

The text interpretation also enlightens my teaching strategies.

First, teaching should be associated with the curriculum standards and text books.

Basic knowledge should be emphasized.

Second, literacy orientation should be persisted in. Thinking training should be

highlighted.

Third, real situations should be created to cultivate higher-order thinking.

My presentation is over. Thank you for your listening!

参考书目：

《中国高考评价体系》

《中国高考评价体系说明》

“新明杯”说题比赛资料

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《普通高中英语课程标准（2017 年版 2020 年修订）》

《普通高中英语课程标准（2017 年版 2020 年修订）解读》

《高考试题分析及解题精选》英语分册

《考试研究》英语分册 2021.1 （总第 1 期）

合肥锦绣中学 徐鑫 2 0 2 3 . 8 . 2 3

An Analysis and Interpretation of Text D

from

CEE English Paper Ⅰ of 2023

CONTENT

Text Analysis 1

2 Student Analysis

3 Text Interpretation

4 Teaching Enlightenment

Text Analysis

ONE

origin | difficulty degree | capacity hierarchy | literacy reflection

No Man Is An Island:

The Wisdom Of

Deliberating Crowds

NPR

Mar. 12, 2018

Tania Lombrozo

Link: https://www.npr.org/sections/13.7/2018/03/12/592868569/no-man-is-anisland-the-wisdom-of-deliberating-crowds

791 words

text:

330 words

questions &

choices:

108 words

genre: expository writing

theme: human and society

sub-theme: scientific spirit,

cooperation and sharing

key words: Francis Galton, Joaquin

Navajas, wisdom of crowds,

estimates, accuracy

main idea

specific information

inference

attitude

u n d e r s t a n d i n g

a n al y si n g

i n t e g r a t i n g

a p pl y i n g

a p p r e ci a ti n g

e v al u a t i n g

m em o r i z i n g

表13 高中英语学业质量水平二

2-8

能判断和识别书面语篇的意图，获取其中的重要信

息和观点；能识别语篇中的主要事实与观点之间的

逻辑关系，理解语篇反映的文化背景；能推断语篇

中的隐含意义

2-9

能识别语篇中的内容要点和相应支撑论据；能根据

定义线索，理解概念性词汇或术语；能理解文本信

息与非文本信息的关系

2-10

能识别语篇中新旧信息的布局及承接关系；能理解

语篇成分之间的语义逻辑关系，如：次序关系、因

果关系、概括与例证关系；能识别语篇中的时间顺

序、空间顺序、过程顺序等。

2-11

能在语境中理解具体词语的功能、词语的内涵和外

延以及使用者的意图和态度；能理解语篇中特定语

言的使用意图以及语言在反映情感态度和价值观中

所起的作用。

2-12

能根据所学概念性词语，从不同角度思考和认识周

围世界；能识别语篇间接反映或隐含的社会文化现

象。

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.

main idea

表13 高中英语学业质量水平二

2-8

能判断和识别书面语篇的意图，获取其中的重要信

息和观点；能识别语篇中的主要事实与观点之间的

逻辑关系，理解语篇反映的文化背景；能推断语篇

中的隐含意义

2-9

能识别语篇中的内容要点和相应支撑论据；能根据

定义线索，理解概念性词汇或术语；能理解文本信

息与非文本信息的关系

2-10

能识别语篇中新旧信息的布局及承接关系；能理解

语篇成分之间的语义逻辑关系，如：次序关系、因

果关系、概括与例证关系；能识别语篇中的时间顺

序、空间顺序、过程顺序等。

2-11

能在语境中理解具体词语的功能、词语的内涵和外

延以及使用者的意图和态度；能理解语篇中特定语

言的使用意图以及语言在反映情感态度和价值观中

所起的作用。

2-12

能根据所学概念性词语，从不同角度思考和认识周

围世界；能识别语篇间接反映或隐含的社会文化现

象。

reference

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

表13 高中英语学业质量水平二

2-8

能判断和识别书面语篇的意图，获取其中的重要信

息和观点；能识别语篇中的主要事实与观点之间的

逻辑关系，理解语篇反映的文化背景；能推断语篇

中的隐含意义

2-9

能识别语篇中的内容要点和相应支撑论据；能根据

定义线索，理解概念性词汇或术语；能理解文本信

息与非文本信息的关系

2-10

能识别语篇中新旧信息的布局及承接关系；能理解

语篇成分之间的语义逻辑关系，如：次序关系、因

果关系、概括与例证关系；能识别语篇中的时间顺

序、空间顺序、过程顺序等。

2-11

能在语境中理解具体词语的功能、词语的内涵和外

延以及使用者的意图和态度；能理解语篇中特定语

言的使用意图以及语言在反映情感态度和价值观中

所起的作用。

2-12

能根据所学概念性词语，从不同角度思考和认识周

围世界；能识别语篇间接反映或隐含的社会文化现

象。

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.

specific information

表13 高中英语学业质量水平二

2-8

能判断和识别书面语篇的意图，获取其中的重要信

息和观点；能识别语篇中的主要事实与观点之间的

逻辑关系，理解语篇反映的文化背景；能推断语篇

中的隐含意义

2-9

能识别语篇中的内容要点和相应支撑论据；能根据

定义线索，理解概念性词汇或术语；能理解文本信

息与非文本信息的关系

2-10

能识别语篇中新旧信息的布局及承接关系；能理解

语篇成分之间的语义逻辑关系，如：次序关系、因

果关系、概括与例证关系；能识别语篇中的时间顺

序、空间顺序、过程顺序等。

2-11

能在语境中理解具体词语的功能、词语的内涵和外

延以及使用者的意图和态度；能理解语篇中特定语

言的使用意图以及语言在反映情感态度和价值观中

所起的作用。

2-12

能根据所学概念性词语，从不同角度思考和认识周

围世界；能识别语篇间接反映或隐含的社会文化现

象。

35. What is the author’s

attitude toward Navajas’

studies?

A. Unclear.

B. Dismissive.

C. Doubtful.

D. Approving.

attitude

spirit of scientific exploration

cooperation and sharing

harmonious relationship

Student Analysis

TWO

capacity requirement | zone of proximal development

students’

current

capacity

zone of proximal

development

potential

core literacy level

2 or above level 2

most students

core literacy

above level 1

support

guidance

exploration

Text Interpretation

THREE

thinking | methods | further exploration | prediction

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.

本题考查学生识别段落主旨大意的能力

2-9 能识别语篇中

的内容要点和相应

支撑论据

语言能力二级；

思维品质二级

理解多模态语篇传递的要义和具体信息，分

析语篇的组织结构、文体特征和语篇的连贯

性；通过比较，识别各种信息之间的主次关

系，根据所获得的信息，归纳共同要素

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 whatever reasons,

people’s errors become correlated or dependent, the accuracy of the estimate

will go down.

分析语篇的组织结构、文

体特征和语篇的连贯性

【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 whatever reasons,

people’s errors become correlated or dependent, the accuracy of the

estimate will go down.

specific situations

?

supporting sentences

topic sentence:

general and brief

the first sentence

分析文体特征；通过比较，识别

各种信息之间的主次关系

【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 whatever reasons, people’s errors

become correlated or dependent, the accuracy of the estimate will

go down.

forward explaining

forward explaining

backward explaining

backward explaining

√ B. The underlying logic of the effect.

根据所获得的信息，归纳共同要素

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.

2-9 能识别语篇中的内容要点和

相应支撑论据

语言能力

二级

思维品质

二级

理解多模态语篇传递的要义和具体信

息，分析语篇的组织结构、文体特征

和语篇的连贯性；通过比较，识别各

种信息之间的主次关系，根据所获得

的信息，归纳共同要素

本题考查学生识别段落主旨大意的能力

micro-skill

【This effect capitalizes on

the fact that when people

make errors, those errors

aren’t always the same. 】

Supporting Activity 1

Students answer questions to review key information of the text.

① What was Francis Galton’s finding?

② What was Joaquin Navajas’ finding?

③ What is the difference between the two findings?

③ Whose finding is the focus of this text? Why?

Supporting Activity 2

Students have a discussion to identify the function of Paragragh 2.

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

本题考查学生理解、分析比较及推断的能力

2-8能判断和识别书面语篇的意图，获取其

中的重要信息和观点；能推断语篇中的隐含

意义2-9能识别语篇中的内容要点和相应支

撑论据；2-10能识别语篇中新旧信息的布局

及承接关系

语言能力一级、

二级；思维品

质二级；学习

能力二级

辨识语篇的整体结构和文体，根据上下文推断意

义；理解多模态语篇传递的要义和具体信息；推

断作者的意图、情感、态度和价值取向；客观分

析各种信息之间的内在关联和差异；面对学习困

难能分析原因并尝试解决，调节自己的情绪和情

感

But a new study led by Joaquin Navajas offered an

interesting twist (转折) 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.

locating the key sentence

≠

solving the problem

But a new study led by Joaquin Navajas offered an

interesting twist (转折) 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.

❓ A. the crowds were relatively

small

previous study

new study

辨识语篇的整体结构和文体

2-10能识别语篇中新旧信息的布局及承接关系

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 whatever

reasons, people’s errors become correlated or dependent, the

accuracy of the estimate will go down.

independent VS dependent

→ independent VS group √

small crowd VS large crowd ×

面对学习困难能分析原因并尝试解决，调节自己的情

绪和情感

× A. the crowds were relatively

small

But a new study led by Joaquin Navajas offered an

interesting twist (转折) 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. √ D. estimates were not fully independent

not independent → more accurate

根据上下文推断意义

根据上下文推断意义

Supporting Activity 3

Students choose chunks from the box below for each paragraph.

P 1 ____________________

P 2 ____________________

P 3 ____________________

P 4 ____________________

brief introduction; previous study; new finding; research process;

research method; research influence; research shortage; further

research; further explanation for a term

Supporting Activity 4

Students work together to paraphrase two sentences and share their

understanding.

① 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.

② If for whatever reasons, people’s errors become correlated or dependent,

the accuracy of the estimate will go down.

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.

本题考查学生对细节信息的综合理解能力

2-8能判断和识别书面语篇的意图，获

取其中的重要信息和观点；2-10能理

解语篇成分之间的语义逻辑关系：概

括与例证关系；能识别语篇中的时间

顺序

语言能力二

级；思维品

质二级

理解多模态语篇传递的要义和具体信息；

根据所获得的多种信息，归纳共同要素，

建构新的概念，并通过演绎，解释、处理

新的问题，从另一个视角认识世界

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

whatever 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 (转折) 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.

能识别语篇中的时间顺序

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.

general account

illustration

√ C. The discussion process.

2-10能理解语篇成分之间的

语义逻辑关系：概括与例证

关系；

理解多模态语篇传递的要义和具体信

息；根据所获得的多种信息，归纳共

同要素，建构新的概念

Supporting Activity 5

Students translate the key sentences and try to tell their relations.

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?

35. What is the author’s attitude toward Navajas’ studies?

A. Unclear. B. Dismissive. C. Doubtful. D. Approving.

2-11能理解语篇中特定语言的使用意

图以及语言在反映情感态度和价值观

中所起的作用

语言能力二

级；文化意

识二级

推断作者的意图、情感、态度和价值取向

；分析、鉴别文化现象所反映的价值取向

，自觉坚定文化自信

本题考查学生分析观点、态度的能力

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.

positive

√ D. Approving.

positive

positive

positive

推断作者的意图、情感、态

度和价值取向；分析、鉴别

文化现象所反映的价值取向

Supporting Activity 6

Students work together to locate specific words that show author’s

attitude and try to tell the reason.

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.

Further exploration of Text D

原始文本

文化链接

country fair; wisdom

of crowd

Francis Galton；

Tania Lombrozo

文化意识三级

；学习能力三

级

领悟世界文化的多样性和丰富性；人类命运

共同体；文化自信；正确的价值观；积极拓

宽课外学习资源，运用英语进行有效沟通和

交流

主题意义的深

度挖掘与赏析

How does Tania

show her attitude in

the original passage

？

语言能力三级

；思维品质三

级

推断作者的意图、情感、态度和价值取向，

提炼并拓展主题意义，批判性地审视语篇的

内容、观点、情感态度和文体特征；针对各

种观点和思想的假设前提，提出合理的质疑

，通过辨析、判断其价值，作出正确的评价

，以此形成自己独立的细想

解题规律

与技巧

段落主旨大意 抓题干关键词和段落主题句，分析段落结构，支撑信息助理解，微技能四两拨

千斤

推理判断 抓题干关键词和文本关键句，分析语篇结构，比较上文，联系下文，提炼要义

，稳定冷静促分析

具体信息 抓题干关键词和文本关键句，获取具体信息，归纳共同要素，认真细心是关键

观点态度 抓题干关键词和文本关键句，透过语言看态度，转折让步实为强调，价值取向

不能偏