專題05 閱讀理解D篇（2024年新課標(biāo)I卷） (專家評價(jià)+三年真題+滿分策略+多維變式) 原卷版

PAGE3/《2024年高考英語新課標(biāo)卷真題深度解析與考后提升》專題05閱讀理解D篇（新課標(biāo)I卷）原卷版(專家評價(jià)+全文翻譯+三年真題+詞匯變式+滿分策略+話題變式)目錄一、原題呈現(xiàn)P2二、答案解析P3三、專家評價(jià)P3四、全文翻譯P3五、詞匯變式P4(一)考綱詞匯詞形轉(zhuǎn)換P4(二)考綱詞匯識詞知意P4(三)高頻短語積少成多P5(四)閱讀理解單句填空變式P5(五)長難句分析P6六、三年真題P7(一)2023年新課標(biāo)I卷閱讀理解D篇P7(二)2022年新課標(biāo)I卷閱讀理解D篇P8(三)2021年新課標(biāo)I卷閱讀理解D篇P9七、滿分策略（閱讀理解說明文）P10八、閱讀理解變式P12變式一：生物多樣性研究、發(fā)現(xiàn)、進(jìn)展6篇P12變式二：閱讀理解D篇35題變式（科普研究建議類）6篇P20一原題呈現(xiàn)一原題呈現(xiàn)閱讀理解D篇關(guān)鍵詞:說明文;人與社會;社會科學(xué)研究方法研究;生物多樣性;科學(xué)探究精神;科學(xué)素養(yǎng)IntheracetodocumentthespeciesonEarthbeforetheygoextinct,researchersandcitizenscientistshavecollectedbillionsofrecords.Today,mostrecordsofbiodiversityareoftenintheformofphotos,videos,andotherdigitalrecords.Thoughtheyareusefulfordetectingshiftsinthenumberandvarietyofspeciesinanarea,anewStanfordstudyhasfoundthatthistypeofrecordisnotperfect.“Withtheriseoftechnologyitiseasyforpeopletomakeobservationsofdifferentspecieswiththeaidofamobileapplication,”saidBarnabasDaru,whoisleadauthorofthestudyandassistantprofessorofbiologyintheStanfordSchoolofHumanitiesandSciences.“Theseobservationsnowoutnumbertheprimarydatathatcomesfromphysicalspecimens(標(biāo)本),andsinceweareincreasinglyusingobservationaldatatoinvestigatehowspeciesarerespondingtoglobalchange,Iwantedtoknow:Aretheyusable?”Usingaglobaldatasetof1.9billionrecordsofplants,insects,birds,andanimals,Daruandhisteamtestedhowwellthesedatarepresentactualglobalbiodiversitypatterns.“Wewereparticularlyinterestedinexploringtheaspectsofsamplingthattendtobias(使有偏差)data,likethegreaterlikelihoodofacitizenscientisttotakeapictureofafloweringplantinsteadofthegrassrightnexttoit,”saidDaru.Theirstudyrevealedthatthelargenumberofobservation-onlyrecordsdidnotleadtobetterglobalcoverage.Moreover,thesedataarebiasedandfavorcertainregions,timeperiods,andspecies.Thismakessensebecausethepeoplewhogetobservationalbiodiversitydataonmobiledevicesareoftencitizenscientistsrecordingtheirencounterswithspeciesinareasnearby.Thesedataarealsobiasedtowardcertainspecieswithattractiveoreye-catchingfeatures.Whatcanwedowiththeimperfectdatasetsofbiodiversity?“Quitealot,”Daruexplained.“Biodiversityappscanuseourstudyresultstoinformusersofoversampledareasandleadthemtoplaces–andevenspecies–thatarenotwell-sampled.Toimprovethequalityofobservationaldata,biodiversityappscanalsoencourageuserstohaveanexpertconfirmtheidentificationoftheiruploadedimage.”32.Whatdoweknowabouttherecordsofspeciescollectednow?A.Theyarebecomingoutdated. B.Theyaremostlyinelectronicform.C.Theyarelimitedinnumber. D.Theyareusedforpublicexhibition.33.WhatdoesDaru’sstudyfocuson?A.Threatenedspecies. B.Physicalspecimens.C.Observationaldata. D.Mobileapplications.34.Whathasledtothebiasesaccordingtothestudy?A.Mistakesindataanalysis. B.Poorqualityofuploadedpictures.C.Improperwayofsampling. D.Unreliabledatacollectiondevices.35.WhatisDaru’ssuggestionforbiodiversityapps?A.Reviewdatafromcertainareas. B.Hireexpertstochecktherecords.C.Confirmtheidentityoftheusers. D.Giveguidancetocitizenscientists.二答案解析二答案解析三專家評價(jià)三專家評價(jià)考查關(guān)鍵能力，促進(jìn)思維品質(zhì)發(fā)展2024年高考英語全國卷繼續(xù)加強(qiáng)內(nèi)容和形式創(chuàng)新，優(yōu)化試題設(shè)問角度和方式，增強(qiáng)試題的開放性和靈活性，引導(dǎo)學(xué)生進(jìn)行獨(dú)立思考和判斷，培養(yǎng)邏輯思維能力、批判思維能力和創(chuàng)新思維能力。新課標(biāo)Ⅰ卷閱讀D篇選取的語篇探究生物樣本數(shù)據(jù)的可用性，指出實(shí)證研究發(fā)現(xiàn)的問題并提出提高數(shù)據(jù)質(zhì)量的措施，試題循著“了解現(xiàn)狀—聚焦問題—分析原因—提出建議”的邏輯進(jìn)行設(shè)計(jì)，考查學(xué)生對每個(gè)環(huán)節(jié)關(guān)鍵內(nèi)容的準(zhǔn)確理解，引導(dǎo)學(xué)生培養(yǎng)科學(xué)探究精神，提升發(fā)現(xiàn)問題、分析問題、解決問題的能力。2024年新課標(biāo)I卷完形填空通過細(xì)膩的個(gè)人經(jīng)歷敘述，不僅促使學(xué)生深刻反思個(gè)人目標(biāo)設(shè)定的主觀性和個(gè)體間差異，還微妙地引導(dǎo)他們在遭遇挑戰(zhàn)之際，學(xué)會靈活調(diào)整策略，培養(yǎng)積極向上的思維模式，以更好地適應(yīng)個(gè)人成長與社會變遷的需求。尤為重要的是，文中作者最終達(dá)成的“不盲從、不跟風(fēng)”的認(rèn)知結(jié)論，鮮明地彰顯了命題人旨在培養(yǎng)新一代青年學(xué)子獨(dú)立思考、理性判斷的教育導(dǎo)向，鼓勵(lì)他們在多元化信息時(shí)代中堅(jiān)守自我，堅(jiān)持走自己的路?！局袊荚嚒そ逃拷逃荚囋骸克娜姆g四全文翻譯在地球上物種滅絕前的記錄競賽中，研究人員和公民科學(xué)家收集了數(shù)十億份記錄。如今，大多數(shù)生物多樣性記錄通常以照片、視頻和其他數(shù)字記錄的形式出現(xiàn)。盡管它們有助于檢測一個(gè)地區(qū)物種數(shù)量和種類的變化，但斯坦福大學(xué)的一項(xiàng)新研究發(fā)現(xiàn)，這種類型的記錄并不完美?！?隨著技術(shù)的興起，人們很容易借助移動(dòng)應(yīng)用程序?qū)Σ煌锓N進(jìn)行觀察,”該研究的主要作者、斯坦福大學(xué)人文與科學(xué)學(xué)院生物學(xué)助理教授Barnabas?Daru說?！斑@些觀測結(jié)果現(xiàn)在超過了來自物理標(biāo)本的原始數(shù)據(jù)，由于我們越來越多地使用觀測數(shù)據(jù)來研究物種如何應(yīng)對全球變化，我想知道:它們可用嗎?”Daru和他的團(tuán)隊(duì)使用19億份植物、昆蟲、鳥類和動(dòng)物記錄的全球數(shù)據(jù)集，測試了這些數(shù)據(jù)在多大程度上代表了實(shí)際的全球生物多樣性模式。Daru說:“我們特別感興趣的是探索采樣中容易對數(shù)據(jù)產(chǎn)生偏差的方面，比如市民科學(xué)家拍攝開花植物照片的可能性更大，而不是旁邊的草。”。他們的研究表明，大量僅觀察記錄并沒有帶來更好的全球覆蓋率。此外，這些數(shù)據(jù)是有偏見的，有利于某些地區(qū)、時(shí)間段和物種。這是有道理的，因?yàn)樵谝苿?dòng)設(shè)備上獲得生物多樣性觀測數(shù)據(jù)的人往往是記錄他們在附近地區(qū)與物種相遇的市民科學(xué)家。這些數(shù)據(jù)也偏向于某些具有吸引力或引人注目特征的物種。我們能如何處理不完善的生物多樣性數(shù)據(jù)集?“相當(dāng)多,”達(dá)魯解釋道。“生物多樣性應(yīng)用程序可以利用我們的研究結(jié)果告知用戶過度采樣的區(qū)域，并將他們帶到采樣不好的地方，甚至物種。為了提高觀測數(shù)據(jù)的質(zhì)量，生物多樣性軟件還可以鼓勵(lì)用戶讓專家確認(rèn)上傳圖像的身份?！蔽逶~匯變式五詞匯變式一、考綱詞匯詞形轉(zhuǎn)換1.observe vt觀察→n觀察（observe+-ation）；2.observationn觀察→adj觀察的（observation+-al）；3.use vt可用→adj可用的，適用的（use+-able）；4.sample vt取樣→n（選取的有代表性的）樣本（sample+-ing）；5.likely adj可能的→n可能（性）（likely+-hood）；6.flower vt開花→adj開花的，有花的（flower+-ing）；7.cover vt覆蓋→n覆蓋范圍（cover+-age）；8.perfect adj完美的→adj不完美的（im-+perfect）；9.sampled adj被采樣的→adj過度采樣的（over-+sample+-ed）；10.identify vt辨認(rèn)，識別→n身份（identify+-ication）；11.upload vt上傳→adj已上傳的（upload+-ed）；12.outdate vt使過時(shí)→adj過時(shí)的（out-+date+-ed）；13.threatenedvt威脅→adj受到威脅的，感到危險(xiǎn)的（threaten+-ed）；14.proper adj適當(dāng)?shù)摹鷄dj不當(dāng)?shù)?，錯(cuò)誤的（im-+proper）；15.reliable adj.可靠的→adj不可靠的（un-+reliable）；16.guide vt.指導(dǎo)→n指導(dǎo)（guide+-ance）二、考綱詞匯識詞知意第一組：高頻單詞1.document v[學(xué)術(shù)詞]；2.detect v[學(xué)術(shù)詞]；3.shift n[學(xué)術(shù)詞]；4.variety n多樣性；5.application n（縮寫為app）；6.primary adj[學(xué)術(shù)詞]；7.investigate v[學(xué)術(shù)詞]；8.reveal v[學(xué)術(shù)詞]；9.favor v；10.device n[學(xué)術(shù)詞]；11.encounter n[學(xué)術(shù)詞]；12.feature n[學(xué)術(shù)詞]第二組：低頻單詞13.dataset n（data+set）；14.eye-catching adj（eye+catch+-ing）；15.well-sampled adj（well+sample+-ed）16.biodiversity n（bio-+diversity）；17.humanity n；18.outnumber v；19.mobile adj.20.bias n.三、高頻短語積少成多1.goextinct ；2.citizenscientist ；3.intheformof ；4.withtheriseof ；5.withtheaidof ；6.leadauthor ；7.assistantprofessor；8.respondto ；9.tendtodosth ；10.makesense ；11.informsbofsth；12.belimitedinnumber13.leadto 四、核心考點(diǎn)單句填空1.Intherace___________(document)thespeciesonEarthbeforetheygoextinct,researchersandcitizenscientistshavecollectedbillionsof___________(record).2.Today,mostrecordsofbiodiversityareoftenin___________formof___________(photo),videos,andotherdigitalrecords.3.Thoughtheyareusefulfor___________(detect)shiftsinthenumberand___________(vary)ofspeciesinanarea,anewStanfordstudyhasfoundthatthistypeofrecordisnotperfect.4.“___________theriseoftechnologyitiseasyforpeople___________(make)observationsofdifferentspecies___________theaidofamobileapplication,”saidBarnabasDaru,___________isleadauthorofthestudyandassistantprofessorofbiologyintheStanfordSchoolofHumanitiesandSciences.5.Theseobservationsnowoutnumbertheprimarydata___________comesfromphysicalspecimens(標(biāo)本).6.Andsinceweare___________(increasing)using___________(observation)datatoinvestigatehowspeciesareresponding___________globalchange,Iwantedtoknow:Aretheyusable?7.___________(use)aglobaldatasetof1.9billionrecordsofplants,insects,birds,andanimals,Daruandhisteamtestedhowwellthesedatarepresentactualglobalbiodiversitypatterns.8.“Wewere___________(particular)interestedinexploringtheaspectsofsamplingthattendtobias(使有偏差)data,___________thegreaterlikelihoodofacitizenscientisttotakeapictureofafloweringplantinsteadofthegrassrightnexttoit,”saidDaru.9.Theirstudyrevealedthatthelargenumberofobservation-onlyrecordsdidnotleadtobetterglobal___________(cover).10.Moreover,thesedataarebiased___________favorcertainregions,timeperiods,andspecies.11.This___________(make)sensebecausethepeoplewhogetobservationalbiodiversitydataonmobiledevicesareoftencitizenscientists___________(record)theirencounterswithspeciesinareasnearby.12.Thesedataarealsobiasedtowardcertainspecieswith___________(attract)oreye-catchingfeatures.13.___________canwedowiththe___________(perfect)datasetsofbiodiversity?14.“Quitealot,”Daruexplained.“Biodiversityappscanuseourstudyresults___________(inform)usersofoversampledareasandleadthemtoplaces–andevenspecies–___________arenotwell-sampled.”15.___________(improve)thequalityofobservationaldata,biodiversityappscanalsoencourageusers___________(have)anexpertconfirmthe___________(identify)oftheiruploadedimage.五、長難句分析1.Theseobservationsnowoutnumbertheprimarydatathatcomesfromphysicalspecimens,andsinceweareincreasinglyusingobservationaldatatoinvestigatehowspeciesarerespondingtoglobalchange,Iwantedtoknow:Aretheyusable?【翻譯】現(xiàn)在，這些觀察結(jié)果的數(shù)量超過了來自實(shí)物標(biāo)本的原始數(shù)據(jù)，而由于我們越來越多地使用觀察數(shù)據(jù)來研究物種如何應(yīng)對全球變化，我想知道：這些觀察數(shù)據(jù)可靠嗎?【分析】本句是一個(gè)并列句，前半句中的that作關(guān)系代詞引導(dǎo)定語從句，修飾先行詞theprimarydata；后半句中的since引導(dǎo)原因狀語從句，how引導(dǎo)賓語從句作investigate的賓語。2.Usingaglobaldatasetof1.9billionrecordsofplants,insects,birds,andanimals,Daruandhisteamtestedhowwellthesedatarepresentactualglobalbiodiversitypatterns.【翻譯】Daru和他的團(tuán)隊(duì)使用了一個(gè)包含19億條植物、昆蟲、鳥類和動(dòng)物記錄的全球數(shù)據(jù)集，測試這些數(shù)據(jù)在多大程度上代表了實(shí)際的全球生物多樣性模式。【分析】Usingaglobaldataset...為分詞短語作狀語，how引導(dǎo)賓語從句作test的賓語。3.Thismakessensebecausethepeoplewhogetobservationalbiodiversitydataonmobiledevicesareoftencitizenscientistsrecordingtheirencounterswithspeciesinareasnearby.【翻譯】這是有道理的，因?yàn)槊耖g科學(xué)家經(jīng)常通過移動(dòng)設(shè)備獲取生物多樣性觀察數(shù)據(jù)，他們記錄的是在附近地區(qū)接觸到的物種?！痉治觥縝ecause引導(dǎo)原因狀語從句，who引導(dǎo)定語從句修飾先行詞thepeople，recording...nearby為分詞短語作后置定語，修飾citizenscientists。六三年真題六三年真題【2023年新課標(biāo)I卷閱讀理解D篇】OnMarch7,1907,theEnglishstatisticianFrancisGaltonpublishedapaperwhichillustratedwhathascometobeknownasthe“wisdomofcrowds”effect.Theexperimentofestimationheconductedshowedthatinsomecases,theaverageofalargenumberofindependentestimatescouldbequiteaccurate.Thiseffectcapitalizesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren’talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon’tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople’sestimatesbeindependent.Ifforwhateverreasons,people’serrorsbecomecorrelatedordependent,theaccuracyoftheestimatewillgodown.ButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(轉(zhuǎn)折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.Inafollow-upstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Didtheyfollowthoseleastwillingtochangetheirminds?Thishappenedsomeofthetime,butitwasn’tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether.”Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.AlthoughthestudiesledbyNavajashavelimitationsmanyquestionsremainthepotentialimplicationsforgroupdiscussionanddecision-makingareenormous.12.Whatisparagraph2ofthetextmainlyabout?A.Themethodsofestimation. B.Theunderlyinglogicoftheeffect.C.Thecausesofpeople’serrors. D.ThedesignofGalton’sexperiment.13.Navajas’studyfoundthattheaverageaccuracycouldincreaseevenif________.A.thecrowdswererelativelysmall B.therewereoccasionalunderestimatesC.individualsdidnotcommunicate D.estimateswerenotfullyindependent14.Whatdidthefollow-upstudyfocuson?A.Thesizeofthegroups. B.Thedominantmembers.C.Thediscussionprocess. D.Theindividualestimates.15.Whatistheauthor’sattitudetowardNavajas’studies?A.Unclear. B.Dismissive. C.Doubtful. D.Approving.【2022年新課標(biāo)I卷閱讀理解D篇】Asweage,evenifwe’rehealthy,theheartjustisn’tasefficientinprocessingoxygenasitusedtobe.Inmostpeoplethefirstsignsshowupintheir50sorearly60s.Andamongpeoplewhodon’texercise,thechangescanstartevensooner.“Thinkofarubberband.Inthebeginning,itisflexible,butputitinadrawerfor20yearsanditwillbecomedryandeasilybroken,”saysDr.BenLevine,aheartspecialistattheUniversityofTexas.That’swhathappenstotheheart.Fortunatelyforthoseinmidlife,Levineisfindingthatevenifyouhaven’tbeenanenthusiasticexerciser,gettinginshapenowmayhelpimproveyouragingheart.Levineandhisresearchteamselectedvolunteersagedbetween45and64whodidnotexercisemuchbutwereotherwisehealthy.Participantswererandomlydividedintotwogroups.Thefirstgroupparticipatedinaprogramofnonaerobic(無氧)exercise—balancetrainingandweighttraining—threetimesaweek.Thesecondgroupdidhigh-intensityaerobicexerciseundertheguidanceofatrainerforfourormoredaysaweek.Aftertwoyears,thesecondgroupsawremarkableimprovementsinhearthealth.“Wetookthese50-year-oldheartsandturnedtheclockbackto30-or35-year-oldhearts,”saysLevine.“Andthereasontheygotsomuchstrongerandfitterwasthattheirheartscouldnowfillalotbetterandpump(泵送)alotmorebloodduringexercise.”Buttheheartsofthosewhoparticipatedinlessintenseexercisedidn’tchange,hesays.“Thesweetspotinlifetostartexercising,ifyouhaven’talready,isinlatemiddleagewhentheheartstillhasflexibility,”Levinesays.“Weputhealthy70-year-oldsthroughayearlongexercisetrainingprogram,andnothinghappenedtothematall.”Dr.NiecaGoldberg,aspokeswomanfortheAmericanHeartAssociation,saysLevine’sfindingsareagreatstart.Butthestudywassmallandneedstoberepeatedwithfarlargergroupsofpeopletodetermineexactlywhichaspectsofanexerciseroutinemakethebiggestdifference.32.WhatdoesLevinewanttoexplainbymentioningtherubberband?A.Therightwayofexercising. B.Thecausesofaheartattack.C.Thedifficultyofkeepingfit. D.Theagingprocessoftheheart.33.Inwhichaspectwerethetwogroupsdifferentintermsofresearchdesign?A.Dietplan. B.Professionalbackground.C.Exercisetype. D.Previousphysicalcondition.34.WhatdoesLevine’sresearchfind?A.Middle-agedheartsgetyoungerwithaerobicexercise.B.High-intensityexerciseismoresuitablefortheyoung.C.Itisnevertoolateforpeopletostarttakingexercise.D.Themoreexercisewedo,thestrongerourheartsget.35.WhatdoesDr.NiecaGoldbergsuggest?A.Makinguseofthefindings. B.Interviewingthestudyparticipants.C.Conductingfurtherresearch. D.Clarifyingthepurposeofthestudy.【2021年新課標(biāo)I卷閱讀理解D篇】Popularizationhasinsomecaseschangedtheoriginalmeaningofemotional(情感的)intelligence.Manypeoplenowmisunderstandemotionalintelligenceasalmosteverythingdesirableinaperson’smakeupthatcannotbemeasuredbyanIQtest,suchascharacter,motivation,confidence,mentalstability,optimismand“peopleskills.”Researchhasshownthatemotionalskillsmaycontributetosomeofthesequalities,butmostofthemmovefarbeyondskill-basedemotionalintelligence.Weprefertodescribeemotionalintelligenceasaspecificsetofskillsthatcanbeusedforeithergoodorbadpurposes.Theabilitytoaccuratelyunderstandhowothersarefeelingmaybeusedbyadoctortofindhowbesttohelpherpatients,whileacheatermightuseittocontrolpotentialvictims.Beingemotionallyintelligentdoesnotnecessarilymakeoneamoralperson.Althoughpopularbeliefsregardingemotionalintelligencerunfaraheadofwhatresearchcanreasonablysupport,theoveralleffectsofthepublicityhavebeenmorebeneficialthanharmful.Themostpositiveaspectofthispopularizationisanewandmuchneededemphasis(重視)onemotionbyemployers,educatorsandothersinterestedinpromotingsocialwell-being.Thepopularizationofemotionalintelligencehashelpedboththepublicandresearchersre-evaluatethefunctionalityofemotionsandhowtheyservepeopleadaptivelyineverydaylife.Althoughthecontinuingpopularappealofemotionalintelligenceisdesirable,wehopethatsuchattentionwillexciteagreaterinterestinthescientificandscholarlystudyofemotion.Itisourhopethatincomingdecades,advancesinsciencewilloffernewperspectives(視角)fromwhichtostudyhowpeoplemanagetheirlives.Emotionalintelligence,withitsfocusonbothheadandheart,mayservetopointusintherightdirection.32.Whatisacommonmisunderstandingofemotionalintelligence?A.ItcanbemeasuredbyanIQtest. B.Ithelpstoexerciseaperson'smind.C.Itincludesasetofemotionalskills. D.Itreferstoaperson’spositivequalities.33.Whydoestheauthormention“doctor”and“cheater”inparagraph2?A.Toexplainarule. B.Toclarifyaconcept.C.Topresentafact. D.Tomakeaprediction.34.Whatistheauthor'sattitudetothepopularizationofemotionalintelligence?A.Favorable. B.Intolerant. C.Doubtful. D.Unclear.35.Whatdoesthelastparagraphmainlytalkaboutconcerningemotionalintelligence?A.Itsappealtothepublic. B.Expectationsforfuturestudies.C.Itspracticalapplication. D.Scientistswithnewperspectives.七滿分策略七滿分策略閱讀理解說明文滿分策略一、細(xì)讀文章重點(diǎn)關(guān)注文章結(jié)構(gòu)；文章主題句；各段首末句；體現(xiàn)作者觀點(diǎn)態(tài)度的詞句。二、明確說明對象通讀全文，明確作者是針對哪一個(gè)說明對象從不同的角度和側(cè)面對其加以說明的。在閱讀過程中要概括、總結(jié)每一段說明的側(cè)重點(diǎn)，理清各段之間的邏輯聯(lián)系，加深對說明對象的理解。三、弄清說明順序在說明的過程中作者會選擇合理的說明順序?qū)φf明對象進(jìn)行有條不紊的解說。把握了說明順序，就能準(zhǔn)確把握文章的脈絡(luò)，加深對整篇文章的理解。四、把握作者態(tài)度說明文的首段一般借用生活中的某個(gè)場景事件引入說明的事物。一般穿插人們對被說明事物的看法和觀點(diǎn)，要仔細(xì)體會觀點(diǎn)的傾向性和情感色彩，來對比作者態(tài)度和寫作情感。五、吃透長難句子學(xué)會運(yùn)用括號法分析長難句，把影響考生理解的各種從句、非謂語動(dòng)詞短語以及復(fù)雜介詞短語括起來，從而達(dá)到“去枝葉，留主干”的目的，進(jìn)而準(zhǔn)確理解句子含義。六、學(xué)會適當(dāng)放棄無關(guān)大局的生僻詞匯閱讀中經(jīng)常會遇到一些生詞，如果這些生詞對理解全文沒有影響或影響不大就可略過。較長的人名、地名有許多較長的表示人名、地名等的專有名詞，閱讀時(shí)可一掃而過或干脆用其首字母代替，不必試圖把整個(gè)專有名詞讀出來。說明文閱讀試題的特點(diǎn)有哪些？1.話題較陌生。這些文章從專業(yè)的角度解釋說明一個(gè)現(xiàn)象或一項(xiàng)研究結(jié)果，和考生的實(shí)際生活有一定的距離。2.專業(yè)術(shù)語多。高考說明文含有一定量的專業(yè)術(shù)語。2019年北京高考卷D篇就包含多個(gè)專業(yè)術(shù)語：marinemicroorganism，concentration，giveoffoxygen，nutrients，makeconditionsriper，foodchain，phytoplankton，carbondioxide，regulate，climatemodel，foodweb，statistically。這些和生物、環(huán)境等相關(guān)的詞匯，如海底微生物、濃度、釋放氧氣、營養(yǎng)物質(zhì)、食物鏈等，都是日常生活交流中不常涉及的。3.長難句子多。因?yàn)槲恼轮苯尤〔挠谄诳恼禄蛘哐芯繄?bào)告，所以說明文的另外一個(gè)特點(diǎn)是長難句子多。如2017年北京高考卷C篇的句子：Thisiscalled“herdimmunity”,whichprotectsthepeoplewhogethurteasily,includingthosewhocan’tbevaccinatedformedicalreasons,babiestooyoungtogetvaccinatedandpeopleonwhomthevaccinedoesn’twork.這句話主干是一個(gè)簡短的主系表結(jié)構(gòu)，但后邊附加了which引導(dǎo)的非限定性定語從句，而這個(gè)從句中又包含一個(gè)who引導(dǎo)的限定性定語從句，后面的介詞短語中也包含了who引導(dǎo)的限定性定語從句。在有限的考試時(shí)間內(nèi)，復(fù)雜的句子結(jié)構(gòu)給考生準(zhǔn)確理解句意帶來了困難。4.詞匯有新義。每一篇說明文中都會包含一些考生熟悉的詞匯，但在新的語境中它們變換了含義。2019年北京高考卷有句話中包含一個(gè)簡單的詞語project：StephanieDutkiewicz,ascientistinMIT’sCenterforGlobalChangeScience,builtaclimatemodelthatprojectschangestotheoceansthroughoutthecentury.project被大家熟知的意思是“項(xiàng)目”，但在這句話中變成了動(dòng)詞，表示“預(yù)測，推想”。如果考生對project的理解還停留在“項(xiàng)目”上，就不能很好地理解句意了。閱讀理解說明文答題策略1.把握介紹或闡述的主體。通過文章第一段迅速找出說明文介紹或闡述的事物。英語文章，尤其是說明文和議論文，最大的特點(diǎn)就是開門見山，作者會在文章開篇就把要介紹的事物或表達(dá)的觀點(diǎn)鋪平直敘出來。2.關(guān)注每一段的段首句。關(guān)注每一段的段首句，確認(rèn)段落的主旨大意。就像文章的開篇段落告訴讀者文章的主旨大意一樣，第一段落的第一句話通常也起到同樣的作用。3.關(guān)注每一段的段尾句。前兩項(xiàng)策略已經(jīng)被大多數(shù)考生廣泛應(yīng)用在閱讀中。但除了關(guān)注篇首段落和段首句子之外，也不能忽視段尾句。一個(gè)段落由三個(gè)部分組成：topicsentence（主旨句），supportingdetails（支撐細(xì)節(jié)），和concludingsentence（總結(jié)句）。在段落結(jié)尾，作者會用不同的表達(dá)方式重申主旨句，但從篇章整體來看，在每個(gè)段落結(jié)尾出現(xiàn)的句子還起到承上啟下的作用，作者會借助這個(gè)句子引出下文。4.關(guān)注文章中出現(xiàn)的問題。說明文的本質(zhì)是對一個(gè)事物進(jìn)行闡述，但在平鋪直敘的語言中，還會有問句出現(xiàn)。這些問句不僅僅是簡單的疑問句，而是作者有意為之，答案就出現(xiàn)在后文。閱讀說明文體裁的文章時(shí)應(yīng)首先抓住下面的重要信息：A.說明的對象B.說明對象的特征C.說明的方法（例證法；定義法；分類法；因果關(guān)系法；比較對照法；過程分析法）①例證法這是用具體例子來說明人或事物的特征、本質(zhì)及其規(guī)律的方法,所用例子必須有代表性、典型性,能體現(xiàn)人或事物的本質(zhì)特征。這是用特殊來說明一般的方法。通常在主題句后,用Forexample或Forinstance等短語引導(dǎo)出具體的例子。②定義法下定義就是給說明對象一個(gè)明確概念。這是科學(xué)而嚴(yán)密的說明方法。它既能揭示事物的本質(zhì)特征,勾勒其大概,描繪其輪廓,同時(shí)也能確定事物的范圍和界限。下定義是多方面的,可以給人、事物、思想等下定義。③分類法：分類法是對同屬不同類或同類而不同種的人或事物,根據(jù)不同性質(zhì)進(jìn)行分門別類地說明的方法。分類是人類認(rèn)識客觀世界的重要手段之一。分類必須遵守分類規(guī)則,使分類對象具有統(tǒng)一屬性,依據(jù)同一分類標(biāo)準(zhǔn),并使分類的子項(xiàng)相互排斥,不互相包蘊(yùn)。④因果關(guān)系法事物變化的原因和結(jié)果是緊密相關(guān)的。如果某個(gè)現(xiàn)象的存在必然引起另一個(gè)現(xiàn)象的發(fā)生,那么,這兩個(gè)現(xiàn)象之間就具有因果關(guān)系。因果關(guān)系包括由果推因(由結(jié)果去推測原因)和由因推果(由原因去推測結(jié)果)兩種情況。因果關(guān)系符合人們的日常思維邏輯,因而在寫作中得到廣泛應(yīng)用,常用because,as,since,so,nowthat,if...then,thereasonisthat...等表示因果關(guān)系。⑤比較對照法：有意識地把兩種相反、相對的事物或同一事物相反、相對的兩個(gè)方面放在一起,用比較的方法加以描述或說明,指出其相同點(diǎn),這種寫法叫做比較;指出其不同點(diǎn),叫做對照。比較和對照各有不同的側(cè)重,但兩種方法經(jīng)常結(jié)合使用。⑥過程分析法過程分析法就是把事物發(fā)展過程分為若干步驟,然后逐一加以分析說明。這種寫法在說明文中使用得相當(dāng)廣泛。過程分析與敘事和因果關(guān)系等寫法有密切關(guān)系,但彼此又有明顯區(qū)別:敘事研究的對象是Whathappens;因果關(guān)系研究的對象是Whyithappens,而過程分析研究的對象是Howithappens。八話題變式-名校好題再練八話題變式-名校好題再練變式一：生物多樣性研究、發(fā)現(xiàn)、進(jìn)展01（2024·廣西貴港·模擬預(yù)測）Thereiswidespreadagreementthatclimatechangethreatensourexistence.Butinourrushtoaddressthischallenge,oureffortsmustn’theightenanother,moreimmediateone:theglobaldeclineofbiodiversity.Wearelosingspeciesat1,000timesthenaturalrate.Ifwestayonthistrack,werisklosinguptohalfofthembythemiddleofthecentury.Sadly,thesingularfocusonsolvingclimatechangehasledtopeopleignoringbiodiversity.Thealarmingresultisthatmanyclimateeffortsunintentionallyquickennature’sdestruction.Takethehugeneedforsolarfarmsforanexample.Ifnotlocatedproperly,they’llimpactecosystemsandhabitats.InVirginia,forexample,morethanhalfofsolarfacilitiesarebeingbuiltonforestedlandratherthanareassuchasrooftopsorparkinglots.Thestate’spushforsolardevelopmentcouldleadtothedeforestationofnearly30,000acresannually.Thereisarealriskthatbadlyplannedrenewableinfrastructure(基礎(chǔ)設(shè)施)willhaveagreaterimpactonbiodiversitythanexistingfossilfuelinfrastructure.Thus,weneedtochartapaththatdoesn’taddressoneenvironmentalchallengebycreatingothers.Indeed,withpracticalchoices,wecandotheopposite,usingnaturetoaddressclimatechange.Considercarbonremoval.Researchshowsbetween2001and2019,forestsaroundtheworldseizedmorethantwicetheamountofcarbondioxidethattheyemitted(排放)—absorbingmorethanthecombinedannualemissionsoftheUSandUK.Natureisalsocriticalinsettingtheadaptationnecessarytoprepareforincreasinglysevereweathershocks,suchastheroleofmangroves(akindoftree)inabsorbingfloods.Governmentsmustthinkdifferently,employingbetterinfrastructureplanningatalllevels.AreportfromTheNatureConservancyshowscarefulsitingcanreducetheeffectsofthecleanenergyinfrastructureby70%comparedwithsitingasusualpractices.Forinstance,solarfarmscanbeputonalreadydegradedland.Itwouldbeatragicironyif,inoureffortstotackleclimatechange,weendupbringingabigandimmediatecrisisinthenaturalworld.1.WhatistheeffectofbuildingsolarfarmsonforestedlandinVirginia?A.Itdamagestheforest. B.Itboostslocaleconomy.C.Itreduceshuman’slivingspace. D.Itprotectstheenvironment.2.Whatstrategydoesthetextsuggest?A.Increasingfundsforcleanenergy. B.Usingtechnologytoremovecarbon.C.Locatingcleanenergyprojectscarefully. D.Prioritizingrenewableenergytotally.3.The“tragicirony”inthelastparagraphreferstothepossibilitythat______.A.climatechangewillcontributetomoresevereissuesB.focusonclimatechangemakespeopleignorelanduseC.effortstosolveclimatechangespeedupbiodiversitylossD.thedevelopmentofcleanenergyquickensclimatechange4.Whatistheoveralltoneofthetext?A.Pessimisticandcritical. B.Factualandconcerned.C.Subjectiveanddismissive. D.Humorousandoptimistic.02（2024·浙江·三模）Anancient,interdependentrelationshipthatcontributestofoodsystemsandecosystemstabilityacrosstheglobecouldbechanging.Manyfloweringplantscanself-pollinate(自花傳粉),ortransferpollenbetweentheirownblossomsforseedgenerationandreproduction,butmostoftheseplantshavereliedonpollinatorssuchasbutterfliesandbeestoreproduce.Now—duringdeclinesreportedinmanypollinatorpopulations—anewstudyontheevolutionofoneflowerspecies’matingsystemhasrevealedaremarkablechangethatcouldworsenthechallengesfacedbytheplants’insectpartners.Theflowersreproductiveevolutionmaybelinkedtoenvironmentalchangessuchashabitatdestructionandrapidongoingdecreasesinpollinatorbiodiversity,accordingtoSamsonAcoca-Pidolle,wholedthestudypublishedDecember19inthejournalNewPhytologist.Comparingseedsofwildfieldpansies(三色堇)collecteddecadesagoinFrancewiththeplants’moderndescendants.Acoca-Pidolleandhiscolleaguesdiscoveredthattoday’sflowersaresmallerandproducelessnectar(花蜜)asaresultofincreasedself-pollination,whichhasdirectimpactsonpollinatorbehavior.Thepansiesofthepastself-fertilizedlessandattractedfarmorepollinatorsthanthoseofthepresent,accordingtothestudy.“Itseemsthatit’sonlytraits(特性)thatareinvolvedinplant-pollinatorinteractionthatareevolving,”saidAcoca-Pidolle.Thechangescouldrestricttheplants’abilitytoadapttofutureenvironmentalchangesandhaveimplicationsfor“alloffloralbiodiversity”—potentiallydecreasingfloweringplants’genetic,speciesandecosystemvariation.“Thismayincreasethepollinatordeclin