2024届高考英语二轮复习阅读理解说明文导学案-（无答案）
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| 名称 | 2024届高考英语二轮复习阅读理解说明文导学案-（无答案） |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-03-20 12:23:52 | ||
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高考阅读理解说明文导学案
学习目标：
宏观层面了解高考阅读理解说明文的语篇结构,能借助说明文语篇结构更准
确地解题；
微观层面提升语义逻辑分析能力，提高答题正确率；
增强对说明文的解题信心。
近三年新课标1卷阅读理解说明文概况
试卷名称 篇目 主题语境 话题 说明对象
2023年新课标Ⅰ卷 C 人与自我 数字极简生活方式 新理论
D 人与社会 群体智慧效应 研究报告
2022年新课标Ⅰ卷 B 人与社会 零废弃的生活方式 社会现象
C 人与社会 关爱老人 新做法
D 人与社会 人类语音发展与农业之间的关系 研究报告
2021年新课标Ⅰ卷 C 人与自然 野生动物保护----美国联邦鸭票计划 新事物
D 人与社会 情商 研究报告
二、命题依据《新课程标准》
课程类别 语篇类型内容要求
必修 1.对话、访谈; 2.记叙文，如:个人故章、人物介绍、短篇小说、童话、剧本等; 3.说明文，如:地点、事物、产品介绍等; 4.应用文，如:日记、私人信件、简历、宣传册、问卷等; 5.新闻报道，如:简讯、专题报道等; 6.新媒体语篇，如:一般网络信息、电子邮件、手机短信等; 7.其他语篇类型，如:目录或指南，表格与图示，日程表，告示牌，地图和图例，菜单和烹饪食谱，规则，操作指令，天气预报，歌曲和诗歌等。
选择性必修 1.专题讨论、讲座、报告等: 2.记叙文，如小说、科幻故事、幽默故事等; 3.议论文，如:论说文、评论等; 4.说明文，如:现象说明、事例阐释等; 5.应用文，如:正式书信等: 6.新媒体语篇，如:博客、知识类或科普类等网页: 7.其他语篇类型，如:散文、戏剧、寓言、影视、笑话、广告等。
选修（提高类） 1.专题讲座、演讲、辩论等; 2.记叙文，如:文学名著、名人传记等: 3.议论文，如:报刊社论、专栏文章、书评、影评或学术论文摘要等; 4. 说明文， 如:机构介绍、 科技成果介绍、操作指南、使用手册等; 5.应用类正式文体，如:提议、建议、工作计划、议事日程等; 6.其他语篇类型，如:专题类文章、科研和学术报告等。
三、说明文典型语篇结构
四、说明文常用语篇模式
1. General- Specific pattern（概括----具体型）
2. Problem - Solution Pattern (问题----解决型)
五、说明文常见说明方法
1.分类法(by classification)
2.比较法(by comparison)
3.举例法(by example)
4.程序法(by process)
5.因果法(by cause and effect)
6.定义法(by definition)
7.时序法(by following the order of time)
8.重要性法(by importance)
9.引入数据或研究(by using data or mentioning some studies)
10.描述法(by description)
11.解释法(by explanation)
12.作引用(by quoting)、
13.作假设(by making assumptions)
14......
14......
Activity1. Activity 1 To learn and understand
Task 1. Pay attention to some typical words and summarize the main idea of each paragraph
2023 新高考I卷D ①On 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. ②This 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. ③But 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. ④In 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. Para1: A finding : ___________ Para2: ____________ of the effect Para3: ____________ Para4:____________
Task2. Summarize the text structure and locate the answer to each task.
Task3. Analyze the key information and finish the tasks
1.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.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
3.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.
4.What is the author’s attitude toward Navajas’ studies
A．Unclear. B．Dismissive. C．Doubtful. D．Approving.
Activity 2. To apply and to practice
Task1. Read the text quickly and grasp the text structure
(2022年全国新高考Ⅱ卷·D) As we age, even if we’re healthy, the heart just isn’t as efficient in processing oxygen as it used to be. In most people the first signs show up in their 50s or early 60s. And among people who don’t exercise, the changes can start even sooner. “Think of a rubber band. In the beginning, it is flexible, but put it in a drawer for 20 years and it will become dry and easily broken,” says Dr. Ben Levine, a heart specialist at the University of Texas. That’s what happens to the heart. Fortunately for those in midlife, Levine is finding that even if you haven’t been an enthusiastic exerciser, getting in shape now may help improve your aging heart. Levine and his research team selected volunteers aged between 45 and 64 who did not exercise much but were otherwise healthy. Participants were randomly divided into two groups. The first group participated in a program of nonaerobic (无氧) exercise—balance training and weight training—three times a week. The second group did high-intensity aerobic exercise under the guidance of a trainer for four or more days a week. After two years, the second group saw remarkable improvements in heart health. “We took these 50-year-old hearts and turned the clock back to 30-or 35-year-old hearts,” says Levine. “And the reason they got so much stronger and fitter was that their hearts could now fill a lot better and pump (泵送) a lot more blood during exercise. ” But the hearts of those who participated in less intense exercise didn’t change, he says. “The sweet spot in life to start exercising, if you haven’t already, is in late middle age when the heart still has flexibility,” Levine says. “We put healthy 70-year-olds through a yearlong exercise training program, and nothing happened to them at all. ” Dr. Nieca Goldberg, a spokeswoman for the American Heart Association, says Levine’s findings are a great start. But the study was small and needs to be repeated with far larger groups of people to determine exactly which aspects of an exercise routine make the biggest difference.
Task2.Locate the answer and finish the following tasks.
1. What does Levine want to explain by mentioning the rubber band
A. The right way of exercising.
B. The causes of a heart attack.
C. The difficulty of keeping fit.
D. The aging process of the heart.
2. In which aspect were the two groups different in terms of research design
A. Diet plan. B. Professional background.
C. Exercise type. D. Previous physical condition.
3. What does Levine’s research find
A. Middle-aged hearts get younger with aerobic exercise.
B. High-intensity exercise is more suitable for the young.
C. It is never too late for people to start taking exercise.
D. The more exercise we do, the stronger our hearts get.
4. What does Dr. Nieca Goldberg suggest
A. Making use of the findings.
B. Interviewing the study participants.
C. Conducting further research.
D. Clarifying the purpose of the study.
Activity 3. Self-evaluation
Items Good Average Need Improvement
I can identify the typical words analyze the text structure.
I can locate the answers with the help of the key words and text structure.
I can analyze the key information and get the righ answers.
Activity 4.Homework(2020年全国新高考I卷·D)
According to a recent study in the Journal of Consumer Research, both the size and consumption habits of our eating companions can influence our food intake. And contrary to existing research that says you should avoid eating with heavier people who order large portions（份）, it’s the beanpoles with big appetites you really need to avoid.
To test the effect of social influence on eating habits, the researchers conducted two experiments. In the first, 95 undergraduate women were individually invited into a lab to ostensibly（表面上）participate in a study about movie viewership. Before the film began, each woman was asked to help herself to a snack. An actor hired by the researchers grabbed her food first. In her natural state, the actor weighed 105 pounds. But in half the cases she wore a specially designed fat suit which increased her weight to 180 pounds.
Both the fat and thin versions of the actor took a large amount of food. The participants followed suit, taking more food than they normally would have. However, they took significantly more when the actor was thin.
For the second test, in one case the thin actor took two pieces of candy from the snack bowls. In the other case, she took 30 pieces. The results were similar to the first test: the participants followed suit but took significantly more candy when the thin actor took 30 pieces.
The tests show that the social environment is extremely influential when we’re making decisions. If this fellow participant is going to eat more, so will I. Call it the “I’ll have what she’s having” effect. However, we’ll adjust the influence. If an overweight person is having a large portion, I’ll hold back a bit because I see the results of his eating habits. But if a thin person eats a lot, I’ll follow suit. If he can eat much and keep slim, why can’t I
1. What is the recent study mainly about
A. Food safety. B. Movie viewership.
C. Consumer demand. D. Eating behavior.
2. What does the underlined word “beanpoles” in paragraph 1 refer to
A. Big eaters. B. Overweight persons.
C. Picky eaters. D. Tall thin persons.
3. Why did the researchers hire the actor
A. To see how she would affect the participants.
B. To test if the participants could recognize her.
C. To find out what she would do in the two tests.
D. To study why she could keep her weight down.
4. On what basis do we “adjust the influence” according to the last paragraph
A. How hungry we are.
B. How slim we want to be.
C. How we perceive others.
D. How we feel about the food.
学习目标：
宏观层面了解高考阅读理解说明文的语篇结构,能借助说明文语篇结构更准
确地解题；
微观层面提升语义逻辑分析能力，提高答题正确率；
增强对说明文的解题信心。
近三年新课标1卷阅读理解说明文概况
试卷名称 篇目 主题语境 话题 说明对象
2023年新课标Ⅰ卷 C 人与自我 数字极简生活方式 新理论
D 人与社会 群体智慧效应 研究报告
2022年新课标Ⅰ卷 B 人与社会 零废弃的生活方式 社会现象
C 人与社会 关爱老人 新做法
D 人与社会 人类语音发展与农业之间的关系 研究报告
2021年新课标Ⅰ卷 C 人与自然 野生动物保护----美国联邦鸭票计划 新事物
D 人与社会 情商 研究报告
二、命题依据《新课程标准》
课程类别 语篇类型内容要求
必修 1.对话、访谈; 2.记叙文，如:个人故章、人物介绍、短篇小说、童话、剧本等; 3.说明文，如:地点、事物、产品介绍等; 4.应用文，如:日记、私人信件、简历、宣传册、问卷等; 5.新闻报道，如:简讯、专题报道等; 6.新媒体语篇，如:一般网络信息、电子邮件、手机短信等; 7.其他语篇类型，如:目录或指南，表格与图示，日程表，告示牌，地图和图例，菜单和烹饪食谱，规则，操作指令，天气预报，歌曲和诗歌等。
选择性必修 1.专题讨论、讲座、报告等: 2.记叙文，如小说、科幻故事、幽默故事等; 3.议论文，如:论说文、评论等; 4.说明文，如:现象说明、事例阐释等; 5.应用文，如:正式书信等: 6.新媒体语篇，如:博客、知识类或科普类等网页: 7.其他语篇类型，如:散文、戏剧、寓言、影视、笑话、广告等。
选修（提高类） 1.专题讲座、演讲、辩论等; 2.记叙文，如:文学名著、名人传记等: 3.议论文，如:报刊社论、专栏文章、书评、影评或学术论文摘要等; 4. 说明文， 如:机构介绍、 科技成果介绍、操作指南、使用手册等; 5.应用类正式文体，如:提议、建议、工作计划、议事日程等; 6.其他语篇类型，如:专题类文章、科研和学术报告等。
三、说明文典型语篇结构
四、说明文常用语篇模式
1. General- Specific pattern（概括----具体型）
2. Problem - Solution Pattern (问题----解决型)
五、说明文常见说明方法
1.分类法(by classification)
2.比较法(by comparison)
3.举例法(by example)
4.程序法(by process)
5.因果法(by cause and effect)
6.定义法(by definition)
7.时序法(by following the order of time)
8.重要性法(by importance)
9.引入数据或研究(by using data or mentioning some studies)
10.描述法(by description)
11.解释法(by explanation)
12.作引用(by quoting)、
13.作假设(by making assumptions)
14......
14......
Activity1. Activity 1 To learn and understand
Task 1. Pay attention to some typical words and summarize the main idea of each paragraph
2023 新高考I卷D ①On 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. ②This 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. ③But 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. ④In 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. Para1: A finding : ___________ Para2: ____________ of the effect Para3: ____________ Para4:____________
Task2. Summarize the text structure and locate the answer to each task.
Task3. Analyze the key information and finish the tasks
1.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.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
3.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.
4.What is the author’s attitude toward Navajas’ studies
A．Unclear. B．Dismissive. C．Doubtful. D．Approving.
Activity 2. To apply and to practice
Task1. Read the text quickly and grasp the text structure
(2022年全国新高考Ⅱ卷·D) As we age, even if we’re healthy, the heart just isn’t as efficient in processing oxygen as it used to be. In most people the first signs show up in their 50s or early 60s. And among people who don’t exercise, the changes can start even sooner. “Think of a rubber band. In the beginning, it is flexible, but put it in a drawer for 20 years and it will become dry and easily broken,” says Dr. Ben Levine, a heart specialist at the University of Texas. That’s what happens to the heart. Fortunately for those in midlife, Levine is finding that even if you haven’t been an enthusiastic exerciser, getting in shape now may help improve your aging heart. Levine and his research team selected volunteers aged between 45 and 64 who did not exercise much but were otherwise healthy. Participants were randomly divided into two groups. The first group participated in a program of nonaerobic (无氧) exercise—balance training and weight training—three times a week. The second group did high-intensity aerobic exercise under the guidance of a trainer for four or more days a week. After two years, the second group saw remarkable improvements in heart health. “We took these 50-year-old hearts and turned the clock back to 30-or 35-year-old hearts,” says Levine. “And the reason they got so much stronger and fitter was that their hearts could now fill a lot better and pump (泵送) a lot more blood during exercise. ” But the hearts of those who participated in less intense exercise didn’t change, he says. “The sweet spot in life to start exercising, if you haven’t already, is in late middle age when the heart still has flexibility,” Levine says. “We put healthy 70-year-olds through a yearlong exercise training program, and nothing happened to them at all. ” Dr. Nieca Goldberg, a spokeswoman for the American Heart Association, says Levine’s findings are a great start. But the study was small and needs to be repeated with far larger groups of people to determine exactly which aspects of an exercise routine make the biggest difference.
Task2.Locate the answer and finish the following tasks.
1. What does Levine want to explain by mentioning the rubber band
A. The right way of exercising.
B. The causes of a heart attack.
C. The difficulty of keeping fit.
D. The aging process of the heart.
2. In which aspect were the two groups different in terms of research design
A. Diet plan. B. Professional background.
C. Exercise type. D. Previous physical condition.
3. What does Levine’s research find
A. Middle-aged hearts get younger with aerobic exercise.
B. High-intensity exercise is more suitable for the young.
C. It is never too late for people to start taking exercise.
D. The more exercise we do, the stronger our hearts get.
4. What does Dr. Nieca Goldberg suggest
A. Making use of the findings.
B. Interviewing the study participants.
C. Conducting further research.
D. Clarifying the purpose of the study.
Activity 3. Self-evaluation
Items Good Average Need Improvement
I can identify the typical words analyze the text structure.
I can locate the answers with the help of the key words and text structure.
I can analyze the key information and get the righ answers.
Activity 4.Homework(2020年全国新高考I卷·D)
According to a recent study in the Journal of Consumer Research, both the size and consumption habits of our eating companions can influence our food intake. And contrary to existing research that says you should avoid eating with heavier people who order large portions（份）, it’s the beanpoles with big appetites you really need to avoid.
To test the effect of social influence on eating habits, the researchers conducted two experiments. In the first, 95 undergraduate women were individually invited into a lab to ostensibly（表面上）participate in a study about movie viewership. Before the film began, each woman was asked to help herself to a snack. An actor hired by the researchers grabbed her food first. In her natural state, the actor weighed 105 pounds. But in half the cases she wore a specially designed fat suit which increased her weight to 180 pounds.
Both the fat and thin versions of the actor took a large amount of food. The participants followed suit, taking more food than they normally would have. However, they took significantly more when the actor was thin.
For the second test, in one case the thin actor took two pieces of candy from the snack bowls. In the other case, she took 30 pieces. The results were similar to the first test: the participants followed suit but took significantly more candy when the thin actor took 30 pieces.
The tests show that the social environment is extremely influential when we’re making decisions. If this fellow participant is going to eat more, so will I. Call it the “I’ll have what she’s having” effect. However, we’ll adjust the influence. If an overweight person is having a large portion, I’ll hold back a bit because I see the results of his eating habits. But if a thin person eats a lot, I’ll follow suit. If he can eat much and keep slim, why can’t I
1. What is the recent study mainly about
A. Food safety. B. Movie viewership.
C. Consumer demand. D. Eating behavior.
2. What does the underlined word “beanpoles” in paragraph 1 refer to
A. Big eaters. B. Overweight persons.
C. Picky eaters. D. Tall thin persons.
3. Why did the researchers hire the actor
A. To see how she would affect the participants.
B. To test if the participants could recognize her.
C. To find out what she would do in the two tests.
D. To study why she could keep her weight down.
4. On what basis do we “adjust the influence” according to the last paragraph
A. How hungry we are.
B. How slim we want to be.
C. How we perceive others.
D. How we feel about the food.