2026届高考英语二轮复习：阅读理解D篇 课件(共21张PPT)

(共21张PPT)
2025年新高考Ⅰ卷阅读理解
D篇
文本剖析
目 录
01
02
命题解读
03
解题指导
04
教学启示
一、文本剖析
理清框架，把握主旨
01
D
【1】Microplastics have become a common source of pollution across the Earth—they have settled in the deep sea and on the Himalayas, stuck inside volcanic rocks, filled the stomachs of seabirds and even fallen in fresh Antarctic snow. They are even appearing inside humans.
【2】Now, new research suggests that a simple, cheap measure may significantly reduce the level of microplastics in water from your tap (水龙头): boiling and filtering (过滤) it. In a study published Wednesday in Environmental Science & Technology Letters, researchers from China found that boiling tap water for just five minutes—then filtering it after it cools—could remove at least 80 percent of its microplastics.
【3】Crucially, this process relies on the water containing enough calcium carbonate (碳酸钙) to trap the plastics. In the study, boiling hard water containing 300 milligrams of calcium carbonate led to an almost 90 percent drop in plastics. But in samples with less than 60 milligrams of calcium carbonate, boiling reduced the level of plastics by just 25 percent. Additionally, the research didn’t include all types of plastics. The team focused only on three common types—polystyrene, polyethylene and polypropylene—and they didn’t study other chemicals previously found in water such as vinyl chloride.
【4】Still, the findings show a potential path forward for reducing microplastic exposure—a task that’s becoming increasingly difficult. Even bottled water, scientists found earlier this year, contains 10 to 1,000 times more microplastics than originally thought.
【5】Scientists are still trying to determine how harmful microplastics are—but what they do know has raised concerns. The new study suggests boiling tap water could be a tool to limit intake. “The way they demonstrated how microplastics were trapped through the boiling process was nice,” Caroline Gauchotte-Lindsay, an environmental engineer at the University of Glasgow in Scotland who was not involved in the research, tells New Scientist. “We should be looking into upgrading drinking water treatment plants so they remove microplastics.”
话题介绍：微塑料已经成为地球上常见的污染源
中国方案：自来水煮沸五分钟后过滤
专家建议
（一）文章结构与逻辑---科普说明文：微塑料污染治理
关键局限
现实意义
全文遵循“问题呈现→方案提出→辩证分析→现实关联→未来建议”逻辑，层层递进，传递“微塑料治理任重道远，但已有可行探索”的科学认知。
（二）语言与知识亮点
1. 词汇：专业术语（microplastics、calcium carbonate ）、高频学术词（source、pollution、reduce、remove ）、熟词生义（hard water指“高钙水” ），考查学生词汇深度理解；
2. 句式：长难句密集（如“boiling tap water for just five minutes—then filtering it after it cools—could remove at least 80 percent of its microplastics.” ），训练学生语法分析与信息提取能力；
3. 体裁特征：科普文“客观陈述+数据支撑+辩证分析”的风格，培养学生科学思维与理性表达。
二、命题解读
锚定考点，明晰方向
01
（一）考查题型与能力
2025新课标全国I卷阅读理解D篇考点分析
题号 考察题型 考察能力 信息所属段落 考察内容
32 推理判断题 分析、推理判断 Para. 1
33 理解具体信息题 理解具体信息 Para. 3
34 推理判断题 分析，推理判断 Para. 4
35 细节理解题 理解具体信息 Para. 5
题目紧扣高考阅读“理解、分析、推断、主旨”等核心能力，设置：
细节理解（如考查“煮沸过滤方案的效果/局限” ）：检验信息定位与精准解码；
推理判断（如“作者提瓶装水的意图” ）：要求逻辑推导与文本意图把握；
写作手法（如“首段如何呈现微塑料问题” ）：聚焦文体特征与论证方法；
了解现状
聚焦问题
分析原因
提出建议
锚定“一核四层四翼”
锚定“一核四层四翼”
（二）命题逻辑与趋势 ：锚定“一核四层四翼”
一核：立德树人、服务选才、引导教学
四层：核心价值、学科素养、关键能力、必备知识
四翼：基础性、综合性、应用性、创新性
一核（育人）：借“微塑料污染”引导学生关注生态环保，树立社会责任；
四层（内容）：覆盖“核心价值（环保）、学科素养（科学思维）、关键能力（阅读）、必备知识（词汇语法）”；
四翼（要求）：体现“基础性（词汇理解）、综合性（逻辑推理）、应用性（方案启示）、创新性（治理思考）
锚定“一核四层四翼”
关注现实议题（微塑料污染是全球环境热点 ）；
强调文本逻辑（段落功能、句间关系 ）；
渗透学科融合（化学“碳酸钙”知识、环境科学“水处理”内容 ）；
强化思维深度（辩证看待方案优劣，思考现实意义 ）
（二）命题逻辑与趋势 ：呼应高考趋势”
三、解题指导
拆解步骤，突破难点
01
（一）通用解题流程
Step1：读题干，明题型
快速浏览题目，判断是“细节、推理、主旨、观点”等类型，明确答题方向。
Step2：抓结构，定区间
依托文章结构（问题-方案-局限-意义-建议 ），锁定题干关键词对应的段落（如题干提“首段写作手法”→Para.1；提“方案局限”→Para.3 ）。
Step3：析文本，找依据
细节题：精准定位原句（如“boiling tap water...remove at least 80 percent” ），比对选项同义替换；
推理题：结合段落主旨（如Para.4提“瓶装水微塑料更多”→ 凸显治理方案必要性 ）；
观点题：抓专家核心建议（如Para.5“upgrade drinking water treatment plants” ）。
Step4：排干扰，选答案
警惕“无中生有（如‘冷却时间影响效果’原文未提 ）、偷换概念（如‘所有塑料类型’与‘三种常见类型’混淆 ）、过度推断（如‘方案已全面推广’无依据 ）”等陷阱。
【1】Microplastics have become a common source of pollution across the Earth—they have settled in the deep sea and on the Himalayas, stuck inside volcanic rocks, filled the stomachs of seabirds and even fallen in fresh Antarctic snow. They are even appearing inside humans.
32. How does the author present the issue in the first paragraph
A. By quoting an expert.
B. By defining a concept.
C. By giving examples.
D. By providing statistics.
（二）典型题目精讲
分析：考查首段写作手法。Para.1用“settled in the deep sea...fresh Antarctic snow”等多个实例，说明微塑料污染范围广，对应选项“By giving examples”。
【3】Crucially, this process relies on the water containing enough calcium carbonate (碳酸钙) to trap the plastics. In the study, boiling hard water containing 300 milligrams of calcium carbonate led to an almost 90 percent drop in plastics. But in samples with less than 60 milligrams of calcium carbonate, boiling reduced the level of plastics by just 25 percent. Additionally, the research didn’t include all types of plastics. The team focused only on three common types—polystyrene, polyethylene and polypropylene—and they didn’t study other chemicals previously found in water such as vinyl chloride.
33. What determines the effectiveness of trapping microplastics in water
A. The hardness of water. B. The length of cooling time.
C. The frequency of filtering. D. The type of plastic in water.
分析：考查细节因果。Para.3明确“relies on the water containing enough calcium carbonate”，即“水中碳酸钙含量（水质硬度）”，对应选项“The hardness of water”。
34. What does the author try to illustrate by mentioning bottled water in paragraph 4
A. The importance of plastic recycling.
B. The severity of the microplastic problem.
C. The danger in overusing pure water.
D. The difficulty in treating polluted water
减少微塑料解除的潜在途径这一任务越来越难.
【4】Still, the findings show a potential path forward for reducing microplastic exposure—a task that’s becoming increasingly difficult. Even bottled water, scientists found earlier this year, contains 10 to 1,000 times more microplastics than originally thought.
分析：考查推理意图。Para.4提“瓶装水微塑料是预期的10 - 1000倍”，结合前文“煮沸过滤方案”，意在强调微塑料污染问题的严峻性，凸显方案价值。
思路：联系段落主旨（“减少微塑料暴露愈发困难” ），推导举例的“现实意义”，排除“塑料回收、过度用水、污水处理”等无关选项。
Scientists are still trying to determine how harmful microplastics are—but what they do know has raised concerns. The new study suggests boiling tap water could be a tool to limit intake. “The way they demonstrated how microplastics were trapped through the boiling process was nice,” Caroline Gauchotte-Lindsay, an environmental engineer at the University of Glasgow in Scotland who was not involved in the research, tells New Scientist. “We should be looking into upgrading drinking water treatment plants so they remove microplastics.”
35. What is Gauchotte-Lindsay’s suggestion about
A. Choice of new research methods.
B. Possible direction for further study.
C. Need to involve more researchers.
D. Potential application of the findings.
我们应该考虑升级饮用水处理厂，这样它们就能去除微塑料
考查学生对细节信息=以及plant熟词生义的解读
四、教学启示
立足文本，迁移拓展
01
一、课堂教学建议
一、文本精读
1. 带学生梳理“问题-方案-评价”的科普文框架，总结“现象描述→解决方案→辩证分析→现实意义”的写作逻辑，迁移到同类文本（如“大气污染治理”“新能源应用” ）；
2. 聚焦长难句（如Para.3复合句 ），拆分“主句+从句+插入语”结构，训练语法分析与信息提取。
二、词汇语法
围绕“环保”主题，拓展词群（pollution、contaminate、reduce、sustainable ）；
梳理“动词-ing作主语（boiling tap water... ）、介词短语作定语（water containing enough calcium carbonate ）”等语法点，强化语境运用。
三、思维训练
设计“辩证思考”活动：讨论“煮沸过滤方案的优劣”，培养批判性思维；
开展“迁移应用”任务：让学生基于文本，为“校园饮用水治理”提建议，强化知识输出。
二、备考策略延伸
1. 主题阅读：补充“生态环保、科学研究”类文本（如TED演讲、Nature短文 ），拓宽知识面，熟悉科普文命题规律；
2. 错题归因：引导学生建立“阅读错题本”，分类标注“词汇理解、逻辑推理、题型判断”等错因，针对性突破；
3. 应试技巧：强化“题文同序”“同义替换”意识，训练“快速定位→精准匹配→排除干扰”的答题流程，提升效率。
总结
03
新高考I卷阅读理解D篇，以“微塑料污染治理”为载体，既考查语言知识与阅读能力，又渗透科学思维与社会责任感。教学中，我们需深挖文本价值，拆解命题逻辑，强化思维训练，让学生“懂文本、会解题、能迁移”，真正实现“以读促学、以考育人”。
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