2024年新課標I卷CD篇閱讀解析 公開課課件-2025屆高三英語一輪復習

2024年新課標I卷CD篇閱讀解析——“極簡”閱讀法

Part1Areyouworriedthat?Part2theMinimalistReadingMethodPart3Let’sworktogether!Teachingprocedures

Part4Showyourabilities!Part5Don’tworryanymore!

以學生熟悉的做題困境入手，引起學生的思考：怎樣做閱讀？?

利用課前學案中的段落舉例講解“極簡”閱讀法，激起學生學習興趣。

完成2024年新課標Ⅰ卷C篇閱讀理解題目，分析文章結構。完成2024年新課標Ⅰ卷D篇，展示答案與閱讀技巧。回應本課開始時學生對閱讀理解的困惑，鼓勵并布置作業(yè)。

Part1Areyouworriedthat?想仔細翻譯每個句子，但是

1.詞匯量不夠，導致句子翻譯不了。2.翻譯完后面一段，前面的又忘記了。3.反復糾結，浪費時間。完美主義Part1Areyouworriedthat?Checkyourhomework想在文中找到相關信息，但是1.不會分析文章和段落重點。2.不會定位，找不到重要信息。3.做題全程大腦不在線。

混沌做題Part1Areyouworriedthat?Checkyourhomework想選出正確選項，但是

糾結到底Part1Areyouworriedthat?Checkyourhomework1.不知道從哪里開始做題。2.好像每個選項都正確。3.不明白原文與選項之間的關系。如果吻合，那說明你的閱讀方法是錯的！Part1Areyouworriedthat?CheckyourhomeworkPart2theMinimalistReadingMethodPart2theMinimalistReadingMethodMinimalism(極簡主義）isaboutgettingridoftheexcessstuffandkeepingonlywhatyouneed.極簡主義是指去掉多余的東西，僅保留需要的部分。TheMinimalistreadingMethodistofocusonlyonthe

importantpartofthereadingmaterial.“極簡”閱讀法是只關注閱讀材料中的重要部分。關于做題，如何迅速定位原文，選出正確選項？定位，找對應句子對比，看同義轉述審題，抓關鍵信息原文題目選項Part2theMinimalistReadingMethod

文章一定有重點，出題必然考重點

1.段中無轉折，段首概括句2.段中有轉折，轉折是重點3.段中有提問，回答是重點

4.段尾有總結，總結是重點

5.抽象概括是重點，具體細節(jié)不重要

關于讀文章，如何速找到文章重點？關于讀文章，如何迅速找到文章重點？Part2theMinimalistReadingMethodShouldweallowmodernbuildingstobebuiltnexttoolderbuildingsinahistoricareaofacity？Inordertoanswerthisquestion，wemustfirstexaminewhetherpeoplereallywanttopreservethehistoricfeelofanarea．Notallhistoricalbuildingsareattractive．However，theremaybeotherreasons-forexample，economicreasons-whytheyshouldbepreserved．So，letusassumethathistoricalbuildingsarebothattractiveandimportanttothemajorityofpeople．Whatshouldwedothenifanewbuildingisneeded？關于讀文章，如何迅速找到文章重點？Part2theMinimalistReadingMethod課前練習題再現(xiàn)不是所有歷史建筑都好看，可能有原因。Inmyview，newarchitecturalstylescanexistperfectlywellalongsideanolderstyle．Indeed，therearemanyexamplesinmyownhometownofTourswheremoderndesignshavebenplacedverysuccessfullynexttooldbuildings．Aslongasthebuildinginquestionispleasinganddoesnotdominate（影響）itssurroundingstoomuch，itoftenimprovestheattractivenessofthearea．關于讀文章，如何迅速找到文章重點？Part2theMinimalistReadingMethod課前練習題再現(xiàn)考試目的是篩選，不要總自我為難1.關注中心句（開頭概括句，總結句，轉折句，問題答案）2.關注高頻詞（全文多次，甚至每段都出現(xiàn)，重復即重要）3.需要讓你認識的都會讓你認識，有時候看不懂的可能不重要關于讀文章，如何速找到文章重點？關于讀文章，如何迅速找到文章重點？Part2theMinimalistReadingMethodTerrafugiaInc.saidMondaythatitsnewflyingcarhascompleteditsfirstflight,bringingthecompanyclosertoitsgoalofsellingtheflyingcarwithinthenextyear.Thevehicle-namedtheTransition–hastwoseats，fourwheelsandwingsthatfoldupsoitcanbedrivenlikeacar.TheTransition,whichflewat1,400feetforeightminuteslastmonth,canreacharound70milesperhourontheroadand115intheair.Itfliesusinga23-gallontankofgasandbums5gallonsperhourintheair.Ontheground,itgets35milespergallon.關于讀文章，如何迅速找到文章重點？Part2theMinimalistReadingMethod課前練習題再現(xiàn)thedataoftheTransition.It’sundeniablethatbehaviorcomesfromourinnerdispositions（性情）,butinmanyinstanceswealsodrawinferencesaboutwhoweare,assuggestedbythesocialpsychologistDarylBern,byobservingourownbehavior.Wecanbestrangerstoourselves.Ifweknewourownminds,whyshouldweneedtoguesswhatourpreferencesarefromourbehavior?Ifourmindswereanopenbook,wewouldknowexactlyhowmuchwecareabouttheenvironmentorlikelattes.Actually,weoftenneedtolooktoourbehaviortofigureoutwhoweare.關于讀文章，如何迅速找到文章重點？Part2theMinimalistReadingMethod課前練習題再現(xiàn)

記住，

文章難，題目就簡單

高考是為了篩選你，

不是為難你，

方法正確，態(tài)度穩(wěn)定，

你就能贏關于讀文章，如何速找到文章重點？Part2theMinimalistReadingMethodPart3Let’sworktogether!Part3Let’sworktogether!ReadPassageCinthelearningguidepaper,andfinishtheexercisesin6minutes.Trytoexplainthereasonwhyyoumakethechoicetotheclass.1.Whatdoestheunderlinedphrase"shinethrough"inparagraph2mean?

A.Seemunlikelytolast.

B.Seemhardtoexplain.

C.Becomereadytouse.

D.Becomeeasytonotice.C②

Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit'sonpaperthanon

screen.Alargeamountofresearchconfirmsthisfinding.Thebenefitsof

printreadingparticularlyshinethroughwhenexperimentersmovefromposingsimpletasks-likeidentifyingthemainideainareadingpassage-toonesthatrequirementalabstraction-suchasdrawinginferencesfromatext.同義詞替換：printreading=paperreading根據(jù)前面moresuccessful可知作者應該是肯定Thebenefitsofprintreading，排除AB,根據(jù)句意選D詞義猜測題Part3Let’sworktogether!2.Whatdoestheshallowinghypothesisassume?

A.Readerstreatdigitaltextslightly.

B.Digitaltextsaresimplertounderstand.

C.Peopleselectdigitaltextsrandomly.

D.Digitaltextsaresuitableforsocialmedia.C

Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled“shallowinghypothesis(假說),"Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.同義詞替換：notsoserious=treat...lightly推理推斷題Part3Let’sworktogether!3.Whyareaudioandvideoincreasinglyusedbyuniversityteachers?

A.Theycanholdstudents'attention.

B.Theyaremoreconvenienttoprepare.

C.Theyhelpdevelopadvancedskills.

D.Theyaremoreinformativethantext.

CAudio(音頻)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies-say,assigninganonlinetalkinsteadofanarticlebythesame

person.However,psychologistshavedemonstratedthatwhen

adultsreadnewsstories,theyremembermoreofthecontentthaniftheylistentoorviewidenticalpieces.先看題目定位why--so;“so”因果連詞，前句就是原因。

同意替換：engaging引人入勝的≈attractive≈canholdstudents'attention細節(jié)理解題Part3Let’sworktogether!4.Whatdoestheauthorimplyinthelastparagraph?

A.Studentsshouldapplymultiplelearningtechniques.

B.Teachersshouldproducetheirownteachingmaterial

C.Printtextscannotbeentirelyreplacedineducation.

D.Educationoutsidetheclassroomcannotbeignored.

C

Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn'tassumeallmediaarethesame,evenwhentheycontainidenticalwords.段中有轉折，轉折是重點，可知答案選C推理推斷題Part3Let’sworktogether!Iscomprehensionthesamewhetherapersonreadsatextonscreenoronpaper?Andarelisteningtoandviewingcontentaseffectiveasreadingthewrittenwordwhencoveringthesamematerial?Theanswerstobothquestionsareoften“no.”Thereasonsrelatetoavarietyoffactors,includingreducedconcentration,anentertainmentmindset(心態(tài))andatendencytomultitaskwhileconsumingdigitalcontent.Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit'sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding.Thebenefitsofprintreadingparticularlyshinethroughwhenexperimentersmovefromposingsimpletasks-likeidentifyingthemainideainareadingpassage-toonesthatrequirementalabstraction-suchasdrawinginferencesfromatext.Thedifferencesbetweenprintanddigitalreadingresultsarepartlyrelatedtopaper'sphysicalproperties.Withpaper,thereisaliterallayingonofhands,alongwiththevisualgeographyofdistinctpages.Peopleoftenlinktheirmemoryofwhatthey'vereadtohowfarintothebookitwasorwhereitwasonthepage.Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled"shallowinghypothesis(假說),"Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.Audio(音頻)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies-say,assigninganonlinetalkinsteadofanarticlebythesameperson.However,psychologistshavedemonstratedthatwhenadultsreadnewsstories,theyremembermoreofthecontentthaniftheylistentoorviewidenticalpieces.Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn'tassumeallmediaarethesame,evenwhentheycontainidenticalwords.P1-2提出問題：屏幕閱讀與紙質閱讀在理解力上存在差異，紙質材料上的閱讀更有效。P3解釋原因（一）：紙張的物理屬性（觸感和地理位置）有助于記憶內容。P4-5解釋原因（二）：心理因素也是同等重要的原因:數(shù)字文本閱讀的投入比印刷文本少。P6總結：教育者不應認為所有媒體都是一樣的。Part3Let’sworktogether!Part4Showyourabilities!Part4Showyourabilities!Let’shaveadicussion!FinishtheexercisesinPassageDinthelearningguidepaperingroups,trytofigureouttheprocessinwhichyoumakethechoicein8minutes.Chooseonememberofyourgrouptoexplaintheprocessbeforetheclass.showtimePart4Showyourabilities!D1.IntheracetodocumentthespeciesonEarthbeforetheygoextinct,researchersandcitizenscientistshavecollectedbillionsofrecords.Today,mostrecordsofbiodiversityareoftenintheformofphotos,videos,andotherdigitalrecords.Thoughtheyareusefulfordetectingshiftsinthenumberandvarietyofspeciesinanarea,anewStanfordstudyhasfoundthatthistypeofrecordisnotperfect.2.“Withtheriseoftechnologyitiseasyforpeopletomakeobservationsofdifferentspecieswiththeaidofamobileapplication,”saidBarnabasDaru,whoisleadauthorofthestudyandassistantprofessorofbiologyintheStanfordSchoolofHumanitiesandSciences.“Theseobservationsnowoutnumbertheprimarydatathatcomesfromphysicalspecimens(標本),andsinceweareincreasinglyusingobservationaldatatoinvestigatehowspeciesarerespondingtoglobalchange,Iwantedtoknow:Aretheyusable?”3.Usingaglobaldatasetof1.9billionrecordsofplants,insects,birds,andanimals,Daruandhisteamtestedhowwellthesedatarepresentactualglobalbiodiversitypatterns.4.“Wewereparticularlyinterestedinexploringtheaspectsofsamplingthattendtobias(使有偏差)data,likethegreaterlikelihoodofacitizenscientisttotakeapictureofafloweringplantinsteadofthegrassrightnexttoit,”saidDaru.1.Whatdoweknowabouttherecordsofspeciescollectednow?A.Theyarebecomingoutdated.

B.Theyaremostlyinelectronicform.C.Theyarelimitedinnumber.D.Theyareusedforpublicexhibition.

Part4Showyourabilities!D1.IntheracetodocumentthespeciesonEarthbeforetheygoextinct,researchersandcitizenscientistshavecollectedbillionsofrecords.Today,mostrecordsofbiodiversityareoftenintheformofphotos,videos,andotherdigitalrecords.Thoughtheyareusefulfordetectingshiftsinthenumberandvarietyofspeciesinanarea,anewStanfordstudyhasfoundthatthistypeofrecordisnotperfect.2.“Withtheriseoftechnologyitiseasyforpeopletomakeobservationsofdifferentspecieswiththeaidofamobileapplication,”saidBarnabasDaru,whoisleadauthorofthestudyandassistantprofessorofbiologyintheStanfordSchoolofHumanitiesandSciences.“Theseobservationsnowoutnumbertheprimarydatathatcomesfromphysicalspecimens(標本),andsinceweareincreasinglyusingobservationaldatatoinvestigatehowspeciesarerespondingtoglobalchange,Iwantedtoknow:Aretheyusable?”3.Usingaglobaldatasetof1.9billionrecordsofplants,insects,birds,andanimals,Daruandhisteamtestedhowwellthesedatarepresentactualglobalbiodiversitypatterns.4.“Wewereparticularlyinterestedinexploringtheaspectsofsamplingthattendtobias(使有偏差)data,likethegreaterlikelihoodofacitizenscientisttotakeapictureofafloweringplantinsteadofthegrassrightnexttoit,”saidDaru.2.WhatdoesDaru’sstudyfocuson?A.Threatenedspecies.B.Physicalspecimens.C.Observationaldata.D.Mobileapplications.

Part4Showyourabilities!3.Whathasledtothebiasesaccordingtothestudy?A.Mistakesindataanalysis. B.Poorqualityofuploadedpictures.C.Improperwayofsampling. D.Unreliabledatacollectiondevices.5.Theirstudyrevealedthatthelargenumberofobservation-onlyrecordsdidnotleadtobetterglobalcoverage.Moreover,thesedataarebiasedandfavorcertainregions,timeperiods,andspecies.Thismakessensebecausethepeoplewhogetobservationalbiodiversitydataonmobiledevicesareoftencitizenscientistsrecordingtheirencounterswithspeciesinareasnearby.Thesedataarealsobiasedtowardcertainspecieswithattractiveoreye-catchingfeatures.6.Whatcanwedowiththeimperfectdatasetsofbiodiversity?7.“Quitealot,”Daruexplained.“Biodiversityappscanuseourstudyresultstoinformusersofoversampledareasandleadthemtoplaces–andevenspecies–thatarenotwell-sampled.Toimprovethequalityofobservationaldata,biodiversityappscanalsoencourageuserstohaveanexpertconfirmtheidentificationoftheiruploadedimage.”Part4Showyourabilities!4.WhatisDaru’ssuggestionforbiodiversityapps?A.Reviewdata