阅读理解说明文之研究报告 导学案-2026届高三英语二轮复习专项

该高中英语高考复习学案系统梳理了实验研究类阅读理解核心考点，涵盖12类障碍词、经典篇章结构及解题方法，按实验逻辑链条构建知识网络。通过问题导向的真题预测和任务驱动的篇章结构梳理，引导学生自主关联词汇、文本与解题技巧，形成层次分明的备考体系。 亮点在于诊断性自测与思维训练结合，如真题演练中“标记定位+干扰排除”表格设计，培养学生语言能力和思维品质。配套同义替换练习、词块翻译等个性化任务，帮助学生自主诊断薄弱点，教师可依托学情数据实施精准指导，有效提升学生自主复习效率。

高中英语阅读理解CD篇（实验研究类）核心障碍词 1 学科网（北京）股份有限公司 一、实验设计与实施类 experiment /ɪkˈsperɪmənt/ n. 实验；v. 做实验 experimenter /ɪkˈsperɪmentə(r)/ n. 实验者 method /ˈmeθəd/ n. 方法；实验手段 approach /əˈprəʊtʃ/ n. 方法；途径；v. 接近 technique /tekˈniːk/ n. 技术；技巧；手法 process /ˈprəʊses/ n. 过程；进程；v. 处理 procedure /prəʊˈsiːdʒə(r)/ n. 程序；实验步骤 conduct /kənˈdʌkt/ v. 实施；进行；引导 implement /ˈɪmplɪment/ v. 实施；执行 step /step/ n. 步骤；阶段 investigate /ɪnˈvestɪɡeɪt/ v. 调查；研究 explore /ɪkˈsplɔː(r)/ v. 探索；探究 survey /ˈsɜːveɪ/ n. /səˈveɪ/ v. 调查 trial /ˈtraɪəl/ n. 试验；试用；审讯 test /test/ n. & v. 测试；检验 二、实验操作与观测类 observe /əbˈzɜːv/ v. 观察；注意到；遵守 observation /ˌɒbzəˈveɪʃn/ n. 观察；观测 measure /ˈmeʒə(r)/ v. 测量；衡量；n. 措施 measurement /ˈmeʒəmənt/ n. 测量；度量 record /rɪˈkɔːd/ v. 记录；/ˈrekɔːd/ n. 记录 collect /kəˈlekt/ v. 收集；采集；聚集 analyze /ˈænəlaɪz/ v. 分析；解析 analysis /əˈnæləsɪs/ n. 分析（复数analyses） sample /ˈsɑːmpl/ n. 样本；v. 抽样检查 sampling /ˈsɑːmplɪŋ/ n. 抽样；采样 select /sɪˈlekt/ v. 选择；挑选 selection /sɪˈlekʃn/ n. 选择；挑选 三、实验对象与分组类 subject /ˈsʌbdʒɪkt/ n. 实验对象；研究主体；科目 participant /pɑːˈtɪsɪpənt/ n. 参与者；实验对象 volunteer /ˌvɒlənˈtɪə(r)/ n. 志愿者；v. 自愿做 individual /ˌɪndɪˈvɪdʒuəl/ adj. 个人的；n. 个人 population /ˌpɒpjuˈleɪʃn/ n. 群体；种群；人口 experimental group 实验组 control group 对照组 random /ˈrændəm/ adj. 随机的；随意的 randomly /ˈrændəmli/ adv. 随机地；随意地 四、实验变量与条件类 control /kənˈtrəʊl/ v. & n. 控制；支配；对照 variable /ˈveəriəbl/ adj. 可变的；n. 变量 constant /ˈkɒnstənt/ adj. 恒定的；n. 常数 factor /ˈfæktə(r)/ n. 因素；要素；因子 element /ˈelɪmənt/ n. 元素；要素；成分 condition /kənˈdɪʃn/ n. 条件；状况；v. 使适应 circumstance /ˈsɜːkəmstəns/ n. 环境；情况（复） environment /ɪnˈvaɪrənmənt/ n. 环境；外界 五、实验数据与结果类 result /rɪˈzʌlt/ n. 结果；v. 导致 outcome /ˈaʊtkʌm/ n. 结果；结局 finding /ˈfaɪndɪŋ/ n. 发现；研究结果（复） data /ˈdeɪtə/ n. 数据；资料（单复同） datum /ˈdeɪtəm/ n. 数据；资料（单） figure /ˈfɪɡə(r)/ n. 数字；图形；人物 statistic /stəˈtɪstɪk/ n. 统计数据（复statistics） statistical /stəˈtɪstɪkl/ adj. 统计的 percentage /pəˈsentɪdʒ/ n. 百分比；百分率 proportion /prəˈpɔːʃn/ n. 比例；部分 rate /reɪt/ n. 率；速度；v. 评价 average /ˈævərɪdʒ/ adj. 平均的；n. 平均数 mean /miːn/ adj. 平均的；n. 平均值 trend /trend/ n. 趋势；趋向 tendency /ˈtendənsi/ n. 趋势；倾向 pattern /ˈpætn/ n. 模式；规律；图案 phenomenon /fəˈnɒmɪnən/ n. 现象（复phenomena） occurrence /əˈkʌrəns/ n. 发生；出现 frequency /ˈfriːkwənsi/ n. 频率；频次 frequent /ˈfriːkwənt/ adj. 频繁的；常见的 六、结果变化与影响类 increase /ɪnˈkriːs/ v. /ˈɪŋkriːs/ n. 增加；增长 decrease /dɪˈkriːs/ v. /ˈdiːkriːs/ n. 减少；下降 decline /dɪˈklaɪn/ v. & n. 下降；衰退；谢绝 grow /ɡrəʊ/ v. 增长；生长 growth /ɡrəʊθ/ n. 增长；生长 improve /ɪmˈpruːv/ v. 改善；提高 improvement /ɪmˈpruːvmənt/ n. 改善；提高 enhance /ɪnˈhɑːns/ v. 增强；提高 boost /buːst/ v. & n. 促进；提升 promote /prəˈməʊt/ v. 促进；推动；提升 affect /əˈfekt/ v. 影响；使改变 effect /ɪˈfekt/ n. 效果；影响（have an effect on）；v. 实现 influence /ˈɪnfluəns/ n. & v. 影响 impact /ˈɪmpækt/ n. & v. 影响；冲击 七、结果描述与论证类 significant /sɪɡˈnɪfɪkənt/ adj. 显著的；重要的 significantly /sɪɡˈnɪfɪkəntli/ adv. 显著地 slight /slaɪt/ adj. 轻微的；微小的 slightly /ˈslaɪtli/ adv. 轻微地 obvious /ˈɒbviəs/ adj. 明显的 evident /ˈevɪdənt/ adj. 明显的；明白的 evidence /ˈevɪdəns/ n. 证据；证明；v. 表明 proof /pruːf/ n. 证据；证明 confirm /kənˈfɜːm/ v. 确认；证实 indicate /ˈɪndɪkeɪt/ v. 表明；指示 indication /ˌɪndɪˈkeɪʃn/ n. 表明；迹象 reveal /rɪˈviːl/ v. 揭示；显示；透露 demonstrate /ˈdemənstreɪt/ v. 证明；展示；演示 display /dɪˈspleɪ/ v. & n. 展示；显示 八、实验结论与推论类 conclusion /kənˈkluːʒn/ n. 结论；推论 conclude /kənˈkluːd/ v. 得出结论；推断 infer /ɪnˈfɜː(r)/ v. 推断；推论 inference /ˈɪnfərəns/ n. 推断；推论 deduce /dɪˈdjuːs/ v. 推论；演绎 reason /ˈriːzn/ n. 原因；理性；v. 推理 reasoning /ˈriːzənɪŋ/ n. 推理；论证 argue /ˈɑːɡjuː/ v. 争论；主张 argument /ˈɑːɡjumənt/ n. 争论；论据 claim /kleɪm/ v. & n. 声称；主张 state /steɪt/ v. 陈述；说明；n. 状态 statement /ˈsteɪtmənt/ n. 陈述；声明 suggest /səˈdʒest/ v. 建议；表明；暗示 propose /prəˈpəʊz/ v. 提议；提出 assume /əˈsjuːm/ v. 假定；假设 assumption /əˈsʌmpʃn/ n. 假定；假设 hypothesis /haɪˈpɒθəsɪs/ n. 假设；假说（复hypotheses） theory /ˈθɪəri/ n. 理论；学说 imply /ɪmˈplaɪ/ v. 暗示；意味着 implication /ˌɪmplɪˈkeɪʃn/ n. 暗示；含义 summary /ˈsʌməri/ n. 摘要；概要 summarize /ˈsʌməraɪz/ v. 总结；概述 九、实验评价与局限性类 limitation /ˌlɪmɪˈteɪʃn/ n. 局限性；限制（常pl.） restrict /rɪˈstrɪkt/ v. 限制；约束 shortcoming /ˈʃɔːtkʌmɪŋ/ n. 缺点；短处 drawback /ˈdrɔːbæk/ n. 缺点；不利条件 flaw /flɔː/ n. 缺陷；瑕疵 valid /ˈvælɪd/ adj. 有效的；有根据的 reliable /rɪˈlaɪəbl/ adj. 可靠的；可信赖的 reliability /rɪˌlaɪəˈbɪləti/ n. 可靠性 credible /ˈkredəbl/ adj. 可信的 accurate /ˈækjərət/ adj. 准确的；精确的 accuracy /ˈækjərəsi/ n. 准确性 precise /prɪˈsaɪs/ adj. 精确的；严谨的 十、实验拓展与延伸类 potential /pəˈtenʃl/ adj. 潜在的；n. 潜力 potentially /pəˈtenʃəli/ adv. 潜在地 possible /ˈpɒsəbl/ adj. 可能的 probably /ˈprɒbəbli/ adv. 很可能；大概 likely /ˈlaɪkli/ adj. 可能的；adv. 可能 likelihood /ˈlaɪklihʊd/ n. 可能性 extend /ɪkˈstend/ v. 延伸；扩展；延长 expand /ɪkˈspænd/ v. 扩大；扩张 further /ˈfɜːðə(r)/ adj. 进一步的；adv. 进一步地 furthermore /ˈfɜːðəmɔː(r)/ adv. 此外；而且 additional /əˈdɪʃənl/ adj. 额外的；附加的 additionally /əˈdɪʃənəli/ adv. 此外；另外 supplement /ˈsʌplɪment/ n. 补充；v. 补充 follow-up /ˈfɒləʊ ʌp/ adj. 后续的；n. 随访 repeated experiment 重复实验 十一、题干专属高频障碍词 主旨/目的类 intention /ɪnˈtenʃn/ n. 意图；目的 focus /ˈfəʊkəs/ n. 重点；焦点；v. 聚焦 细节/原因类 due to 由于；因为 owing to 由于；因为 element /ˈelɪmənt/ n. 要素；成分 态度/评价类 evaluate /ɪˈvæljueɪt/ v. 评价；评估 assessment /əˈsesmənt/ n. 评估；评价 comment /ˈkɒment/ n. & v. 评论；评述 指代/信息类 refer to 指的是；涉及 mention /ˈmenʃn/ v. 提及；提到 describe /dɪˈskraɪb/ v. 描述；描绘 十二、选项专属高频障碍词 肯定/否定类 definite /ˈdefɪnɪt/ adj. 明确的；肯定的 doubtful /ˈdaʊtfl/ adj. 可疑的；不确定的 contradict /ˌkɒntrəˈdɪkt/ v. 反驳；与…矛盾 contrary /ˈkɒntrəri/ adj. 相反的；n. 相反 程度/范围类 partly /ˈpɑːtli/ adv. 部分地 merely /ˈmɪəli/ adv. 仅仅；只不过 approximately /əˈprɒksɪmətli/ adv. 大约；近似地 eventually /ɪˈventʃuəli/ adv. 最终；最后 gradually /ˈɡrædʒuəli/ adv. 逐渐地 barely /ˈbeəli/ adv. 几乎不；勉强 逻辑/关系类 thus /ðʌs/ adv. 因此；从而 hence /hens/ adv. 因此；由此 nevertheless /ˌnevəðəˈles/ adv. 然而；尽管如此 meanwhile /ˈmiːnwaɪl/ adv. 同时；与此同时 consequently /ˈkɒnsɪkwəntli/ adv. 因此；结果 accordingly /əˈkɔːdɪŋli/ adv. 因此；相应地 易混干扰类 mistaken /mɪˈsteɪkən/ adj. 错误的；误解的 misunderstand /ˌmɪsʌndəˈstænd/ v. 误解；误会 confuse /kənˈfjuːz/ v. 使困惑；混淆 mislead /ˌmɪsˈliːd/ v. 误导；使误入歧途 unreasonable /ʌnˈriːznəbl/ adj. 不合理的；荒唐的 irrelevant /ɪˈreləvənt/ adj. 不相关的；无关紧要的 essential /ɪˈsenʃl/ adj. 极其重要的；本质的 vital /ˈvaɪtl/ adj. 至关重要的 crucial /ˈkruːʃl/ adj. 至关重要的；关键性的 阅读理解专题科学实验类说明文 Part I:实验类说明文的经典篇章结构： 1.引言(Introduction)—“为什么要做这个实验?”：提供研究背景，引出研究问题，明确实验目的。 通常包含： 1)研究背景：介绍该领域的普遍现象或现有理论。 2)文献回顾：简要提及前人的相关研究(“已有研究表明……”)，并指出存在的知识空白或争议(“然而，尚不清楚……”)。 3)研究问题/假设：明确地提出本研究旨在解决的具体问题或需要验证的假设。 4)实验目的：直接说明本实验的目标是什么。 阅读技巧：重点阅读引言部分的最后一两句，这里通常是全文的中心主旨句。 2.方法(Methods)—“实验是怎么做的?”：详细描述实验设计和操作流程。 通常包含： 1)参与者/样本：描述实验对象(如“60名大学生”、“200只小鼠”)及其分组情况(实验组vs.控制组)。 2)材料/工具：列出实验所用的主要仪器、量表或软件。 3)实验步骤：按时间顺序或逻辑顺序清晰说明实验的具体流程。常包含对自变量和因变量的界定。 4)数据收集与分析：说明如何测量结果以及使用何种统计方法进行分析。 阅读技巧：这部分细节繁多，不必逐字精读。解题时，根据题目要求快速定位到相关的实验设计细节即可(例如，题目问控制组的条件，就回到这里找)。 3.结果(Results)—“实验发现了什么?”：客观、准确地呈现实验收集到的数据和观察到的现象。 通常包含： 1)核心数据与统计结果：用数字和统计检验来精确、令人信服地展示发现。 2)描述性结果：描述实验观察到的现象、趋势和模式等。 阅读技巧：结合文字描述，抓住核心趋势、比较和关系。注意，这里只陈述“是什么”，不做任何解释或推论。 真题演练--研究报告型 【2024 新高考 I 卷 D 篇】 Part 1: 快速浏览题目和选项，标记关键词，预测文章框架和大意 1. What do we know about the records of species collected now? A. They are becoming outdated. B. They are mostly in electronic form. C. They are limited in number. D. They are used for public exhibition. 【预测文本内容】________________________________________________ 1. What does Daru’s study focus on? A. Threatened species. B. Physical specimens. C. Observational data. D. Mobile applications. 【预测文本内容】________________________________________________ 1. What has led to the biases according to the study? A. Mistakes in data analysis. B. Poor quality of uploaded pictures. C. Improper way of sampling. D. Unreliable data collection devices. 【预测文本内容】________________________________________________ 1. What is Daru’s suggestion for biodiversity apps? A. Review data from certain areas. B. Hire experts to check the records. C. Confirm the identity of the users. D. Give guidance to citizen scientists. 【预测文本内容】________________________________________________ 【预测篇章结构】 Part 2: 快速浏览文章，标记主题词和衔接词，梳理篇章结构 In the race to document the species on Earth before they go extinct, researchers and citizen scientists have collected billions of records. Today, most records of biodiversity are often in the form of photos, videos, and other digital records. Though they are useful for detecting shifts in the number and variety of species in an area, a new Stanford study has found that this type of record is not perfect. “With the rise of technology it is easy for people to make observations of different species with the aid of a mobile application,” said Barnabas Daru, who is lead author of the study and assistant professor of biology in the Stanford School of Humanities and Sciences. “These observations now outnumber the primary data that comes from physical specimens (标本), and since we are increasingly using observational data to investigate how species are responding to global change, I wanted to know: Are they usable?” Using a global dataset of 1.9 billion records of plants, insects, birds, and animals, Daru and his team tested how well these data represent actual global biodiversity patterns. “We were particularly interested in exploring the aspects of sampling that tend to bias (使有偏差) data, like the greater likelihood of a citizen scientist to take a picture of a flowering plant instead of the grass right next to it,” said Daru. Their study revealed that the large number of observation-only records did not lead to better global coverage. Moreover, these data are biased and favor certain regions, time periods, and species. This makes sense because the people who get observational biodiversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby. These data are also biased toward certain species with attractive or eye-catching features. What can we do with the imperfect datasets of biodiversity? “Quite a lot,” Daru explained. “Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places – and even species – that are not well-sampled. To improve the quality of observational data, biodiversity apps can also encourage users to have an expert confirm the identification of their uploaded image.” Part 3: 再次浏览文章，完成试题，并标记答案出处 1.What do we know about the records of species collected now? A. They are becoming outdated. B. They are mostly in electronic form. C. They are limited in number. D. They are used for public exhibition. 标记 + 定位 第一段：most records of biodiversity are often in the form of photos, videos, and other digital records 同义替换 digital=electronic 逻辑衔接 开篇介绍物种记录的现状，为下文研究其局限性做铺垫 干扰排除 A 文中未提记录过时；C 提及数十亿条记录，数量并不有限；D 无公共展览相关内容 答案：B 2.What does Daru’s study focus on? A. Threatened species. B. Physical specimens. C. Observational data. D. Mobile applications. 标记 + 定位 第二段：Are they usable? 第三段：tested how well these data represent actual global biodiversity patterns（these data 指代 observational data） 同义替换 observational data=the data from mobile observations 逻辑衔接 提出研究问题并说明研究方法，明确研究核心对象 干扰排除 A 未聚焦濒危物种；B 实体标本为对比对象，非研究重点；D 移动应用是观测工具，非研究对象 答案：C 3.What has led to the biases according to the study? A. Mistakes in data analysis. B. Poor quality of uploaded pictures. C. Improper way of sampling. D. Unreliable data collection devices. 标记 + 定位 第四段：exploring the aspects of sampling that tend to bias data；第五段：数据偏向特定区域、时段、物种，因公民科学家的采样主观性 同义替换 sampling aspects that tend to bias data=improper way of sampling 逻辑衔接 分析数据偏差的成因，是研究的核心发现之一 干扰排除 A 无数据分析错误；B 未提上传图片质量；D 未质疑数据收集设备可靠性 答案：C 4.What is Daru’s suggestion for biodiversity apps? A. Review data from certain areas. B. Hire experts to check the records. C. Confirm the identity of the users. D. Give guidance to citizen scientists. 标记 + 定位 第七段：inform users of oversampled areas and lead them to undersampled places；encourage users to have an expert confirm the identification 同义替换 inform/lead=give guidance 逻辑衔接 针对研究发现的问题，提出具体的解决建议 干扰排除 A 非仅审核特定区域数据，而是引导采样；B 非应用雇佣专家，而是鼓励用户让专家确认；C 未提及确认用户身份 答案：D Part 4: 根据给出的原文句子，从四个选项中选出最佳的同义替换 (paraphrase) 1. Today, most records of biodiversity are often in the form of photos, videos, and other digital records. A. Most biodiversity records now are stored in electronic forms like photos and videos. B. Digital records such as photos are less useful than physical specimens for biodiversity. C. Researchers only collect biodiversity records in the form of digital photos and videos. D. Biodiversity records are mainly used to detect species shifts in digital form. 答案：A 1. These observations now outnumber the primary data that comes from physical specimens. A. Physical specimens provide more primary data than mobile observations. B. Mobile observations are not as reliable as the data from physical specimens. C. The number of mobile observations is larger than that of physical specimen data. D. Physical specimens are the main source of data for biodiversity research now. 答案：C 1. Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places – and even species – that are not well-sampled. A. Biodiversity apps should stop users from sampling in oversampled areas completely. B. Biodiversity apps can guide users to sample in undersampled areas based on the study. C. The study results show that oversampled areas have no research value at all. D. Citizen scientists should only sample rare species in undersampled areas. 答案：B Part 5: 同义替换 原文关键词 选项关键词 替换类型 biodiversity species variety 近义词替换 digital electronic 近义词替换 observational data mobile observation records 名词→名词短语 bias deviation 近义词替换 inform/lead users give guidance to users 动作→目的替换 Part 6: 重点词块翻译 1. document the species ______________ 1. digital records ______________ 1. detect shifts ______________ 1. observational data ______________ 1. physical specimens ______________ 1. global biodiversity patterns ______________ 1. sample bias ______________ 1. eye-catching features ______________ 1. confirm the identification ______________ 1. oversampled/undersampled areas ______________ Keys: 1. 记录物种信息 2. 数字化档案；电子记录 3. 监测变化趋势 4. 观测数据 5. 实体标本 6. 全球生物多样性分布格局 7. 样本偏差 8. 醒目特征；显著特征 9. 核实物种鉴定结果 10. 采样过多/采样不足的区域 解题方法 一、三步定位核心信息 1.Findings/Discoveries（研究发现） a. 定位关键词： i. The results show/indicate that... ii. We found/observed that... iii. The data suggest... b. 解题重点： 这是研究的直接成果，可能是数据、现象或新发现。 2.Evidence（实验证据） c. 定位关键词： i. Experiment 1 demonstrated... ii. As shown in Figure 2... iii. Statistical analysis revealed... d. 解题重点： 支撑Findings的具体数据（如数字、图表）或实验方法。 3.Conclusion（应用/评价） e. 定位关键词： i. Therefore, we conclude... ii. This implies/applicable to... iii. Limitations include... f. 解题重点： 研究的实际意义、局限性或未来方向。 二、高频题型破解技巧 1. 事实细节题（直接答案） 1.问法： · What did the experiment prove? · According to the study, which statement is true? 2.方法： 直接匹配Findings或Evidence中的原句，避免主观推断。 2. 推理题（隐含逻辑） 1.问法： · What can be inferred from Paragraph 3? · Which conclusion is supported by the data? 2.方法： 将Evidence与Conclusion关联，排除无直接支持的选项。 3. 作者意图题（目的/评价） 1.问法： · Why did the author mention...? · What is the purpose of the experiment? 2.方法： · 定位Conclusion中的评价性语言（如This study fills a gap in...）。 4. 结构题（信息匹配） · 问法： · Which paragraph contains the experimental results? · 方法： Findings通常在结果部分（Results），Evidence在方法部分（Methods）。 总结 ① 某人说的话，或者是带引号的，一定要高度重视。很有可能就是某个问题的同义替换。 ②有时候每段的第一句话，仅仅是一个表述。而在第2或3句以后，会出现对比或者转折。一般来说，转折后面的是作者的态度。要注意的是：作者对什么进行了转折。 ③每一个问题，在原文中，都要有一个定位。然后精读，找出那个中心句或者关键词。要抓文章的中心主旨和各段落的大意，阅读理解考的就是这个“中心句”。 ④某人说过的话，有时并不是题眼，但可以从侧面或某个角度来反映作者的观点，也就是作者想表达的，正确答案都是和这样的观点相一致的。要把握关键词，有感情色彩的词。 ⑤注意中心句（即题眼）和前后句子之间的关系，是接着说的，还是转折关系。要把握和前后句子之间的关系。是并列关系的，可以从这些句子里找同义词；是转折关系的，就通过转折关系句子里的关键词的相反意思来判断。 ⑥注意几个词，yet表转折，hardly表否定。while 有时是比较，有时也表转折。比较的时候，注意比较的对象，要弄清楚。转折的时候，你要知道作者对什么进行了转折。 【Practice makes perfect】 · Passage 1 The benefits of regular exercise are well documented but there’s a new bonus to add to the ever-growing list. New researchers found that middle-aged women who were physically fit could be nearly 90 percent less likely to develop dementia in later life, and as they did, it came on a decade later than less sporty women. Lead researcher Dr. Helena Horder, of the University of Gothenburg in Sweden, said : "These findings are exciting because it’s possible that improving people's cardiovascular （心血管的）fitness in middle age could delay or even prevent them from developing dementia. " For the study, 191 women with an average age of 50 took a bicycle exercise test until they were exhausted to measure their peak （最大值的） cardiovascular capacity. The average peak workload was measured at 103 watts. A total of 40 women met the criteria for a high fitness level, or 120 watts or higher. A total of 92 women were in the medium fitness category; and 59 women were in the low fitness category, defined as a peak workload of 80 watts or less, or having their exercise tests stopped because of high blood pressure, chest pain or other cardiovascular problems. These women were then tested for dementia six times over the following four decades. During that time, 44 of the women developed dementia. Five percent of the highly fit women developed dementia, compared to 25 percent of the women with medium fitness and 32 percent of the women with low fitness. "However, this study does not show cause and effect between cardiovascular fitness and dementia, it only shows an association. More research is needed to see if improved fitness could have a positive effect on the risk of dementia and also to look at when during a lifetime a high fitness level is most important. " She also admitted that a relatively small number of women were studied, all of whom were from Sweden, so the results might not be applicable to other groups. 7．What is on the ever-growing list mentioned in the first paragraph? A．Positive effects of doing exercises. B．Exercises suitable for the middle-aged. C．Experimental studies on diseases. D．Advantages of sporty women over men 8．Why did the researchers ask the women to do bicycle exercise? A．To predict their maximum heart rate. B．To assess their cardiovascular capacity C．To change their habits of working out D．To detect their potential health problems 9．What do we know about Dr Horder's study? A．It aimed to find a cure for dementia. B．Data collection was a lengthy process. C．Some participants withdrew from it. D．The results were far from satisfactory. 10．Which of the following is the best title for the text? A．More Women Are Exercising to Prevent Dementia B．Middle-Aged Women Need to Do More Exercise C．Fit Women Are Less Likely to Develop Dementia D．Biking Improves Women's Cardiovascular Fitness · Passage 2 A study conducted by Branching Minds, an ed-tech company, found that 60-70 percent of students who were identified as needing additional social-emotional support were also identified as needing additional academic support. To understand the links between social-emotional learning (SEL) and academic outcomes, the study analyzed student screening assessments for social-emotional skills and reading and math performance of nearly 4, 000K-8 students in the 2021—2022 school year. The study shows social-emotional skills are positively correlated with students' reading and math performance. However, there’s still a gap in understanding how those pieces of data should be integrated and used together to create intervention plans for students. The study also found that social-emotional skills may act as “a protective factor” for some students performing below academic standards, meaning that students’ social-emotional strengths could be used to boost their academic achievement. Therefore, it would be beneficial for educators to think about more integrated support plans for struggling students. For example, if students struggling with reading are very social, “How can we build that into a support plan, and perhaps make these targeted or individualized reading support groups more social and play to that strength that they have? ” asked Essie Sutton, the director of learning science at Branching Minds. “Perhaps the students could take on the role of teachers and explain something to their peers in order to help them practice reading comprehension, as well as social skills,” Sutton added. The study recommended that results from academic, social-emotional, and behavioral screeners should be used for developing intervention plans for students. “It’s really important to look at students’ strengths and needs comprehensively,” Sutton said. To achieve this, district and school leaders should ensure that their academic, behavioral, and social-emotional support teams work together and that all stakeholders — students, parents, and teachers — are part of the process of creating intervention plans. 1．How did Branching Minds obtain the links between students’ academic performances and SEL skills? A．By giving students tests. B．By interviewing students. C．By conducting data analysis. D．By carrying out experiments. 2．What can we infer from Paragraphs 3 and 4? A．Academic achievement is critical to intervention plans. B．Students with strong SEL skills might do well academically. C．The data have been integrated into effective intervention plans. D．There’s a long way to go before the data are understood. 3．What could be done for sociable students with reading problems according to Sutton? A．Making the most of their social strengths. B．Providing them with additional reading materials. C．Organizing more reading support groups for them. D．Encouraging them to consult their peers about reading. 4．Which of the following is essential for the establishment of intervention plans? A．Technology. B．Flexibility. C．Assessment. D．Cooperation. 【文章结构分析】 Findings para1 A study found the links between SEL and academic outcomes Method para2 analyzing student screening assessments for social-emotional skills and reading and math performance Result and implication(para 3--5) social-emotional skills are positively correlated with students' reading and math performance. social-emotional strengths could be used to boost their academic achievement Recommendation(para6) Using results for developing intervention plans Working together $ 高中英语阅读理解CD篇（实验研究类）核心障碍词 1 学科网（北京）股份有限公司 一、实验设计与实施类 experiment /ɪkˈsperɪmənt/ n. 实验；v. 做实验 experimenter /ɪkˈsperɪmentə(r)/ n. 实验者 method /ˈmeθəd/ n. 方法；实验手段 approach /əˈprəʊtʃ/ n. 方法；途径；v. 接近 technique /tekˈniːk/ n. 技术；技巧；手法 process /ˈprəʊses/ n. 过程；进程；v. 处理 procedure /prəʊˈsiːdʒə(r)/ n. 程序；实验步骤 conduct /kənˈdʌkt/ v. 实施；进行；引导 implement /ˈɪmplɪment/ v. 实施；执行 step /step/ n. 步骤；阶段 investigate /ɪnˈvestɪɡeɪt/ v. 调查；研究 explore /ɪkˈsplɔː(r)/ v. 探索；探究 survey /ˈsɜːveɪ/ n. /səˈveɪ/ v. 调查 trial /ˈtraɪəl/ n. 试验；试用；审讯 test /test/ n. & v. 测试；检验 二、实验操作与观测类 observe /əbˈzɜːv/ v. 观察；注意到；遵守 observation /ˌɒbzəˈveɪʃn/ n. 观察；观测 measure /ˈmeʒə(r)/ v. 测量；衡量；n. 措施 measurement /ˈmeʒəmənt/ n. 测量；度量 record /rɪˈkɔːd/ v. 记录；/ˈrekɔːd/ n. 记录 collect /kəˈlekt/ v. 收集；采集；聚集 analyze /ˈænəlaɪz/ v. 分析；解析 analysis /əˈnæləsɪs/ n. 分析（复数analyses） sample /ˈsɑːmpl/ n. 样本；v. 抽样检查 sampling /ˈsɑːmplɪŋ/ n. 抽样；采样 select /sɪˈlekt/ v. 选择；挑选 selection /sɪˈlekʃn/ n. 选择；挑选 三、实验对象与分组类 subject /ˈsʌbdʒɪkt/ n. 实验对象；研究主体；科目 participant /pɑːˈtɪsɪpənt/ n. 参与者；实验对象 volunteer /ˌvɒlənˈtɪə(r)/ n. 志愿者；v. 自愿做 individual /ˌɪndɪˈvɪdʒuəl/ adj. 个人的；n. 个人 population /ˌpɒpjuˈleɪʃn/ n. 群体；种群；人口 experimental group 实验组 control group 对照组 random /ˈrændəm/ adj. 随机的；随意的 randomly /ˈrændəmli/ adv. 随机地；随意地 四、实验变量与条件类 control /kənˈtrəʊl/ v. & n. 控制；支配；对照 variable /ˈveəriəbl/ adj. 可变的；n. 变量 constant /ˈkɒnstənt/ adj. 恒定的；n. 常数 factor /ˈfæktə(r)/ n. 因素；要素；因子 element /ˈelɪmənt/ n. 元素；要素；成分 condition /kənˈdɪʃn/ n. 条件；状况；v. 使适应 circumstance /ˈsɜːkəmstəns/ n. 环境；情况（复） environment /ɪnˈvaɪrənmənt/ n. 环境；外界 五、实验数据与结果类 result /rɪˈzʌlt/ n. 结果；v. 导致 outcome /ˈaʊtkʌm/ n. 结果；结局 finding /ˈfaɪndɪŋ/ n. 发现；研究结果（复） data /ˈdeɪtə/ n. 数据；资料（单复同） datum /ˈdeɪtəm/ n. 数据；资料（单） figure /ˈfɪɡə(r)/ n. 数字；图形；人物 statistic /stəˈtɪstɪk/ n. 统计数据（复statistics） statistical /stəˈtɪstɪkl/ adj. 统计的 percentage /pəˈsentɪdʒ/ n. 百分比；百分率 proportion /prəˈpɔːʃn/ n. 比例；部分 rate /reɪt/ n. 率；速度；v. 评价 average /ˈævərɪdʒ/ adj. 平均的；n. 平均数 mean /miːn/ adj. 平均的；n. 平均值 trend /trend/ n. 趋势；趋向 tendency /ˈtendənsi/ n. 趋势；倾向 pattern /ˈpætn/ n. 模式；规律；图案 phenomenon /fəˈnɒmɪnən/ n. 现象（复phenomena） occurrence /əˈkʌrəns/ n. 发生；出现 frequency /ˈfriːkwənsi/ n. 频率；频次 frequent /ˈfriːkwənt/ adj. 频繁的；常见的 六、结果变化与影响类 increase /ɪnˈkriːs/ v. /ˈɪŋkriːs/ n. 增加；增长 decrease /dɪˈkriːs/ v. /ˈdiːkriːs/ n. 减少；下降 decline /dɪˈklaɪn/ v. & n. 下降；衰退；谢绝 grow /ɡrəʊ/ v. 增长；生长 growth /ɡrəʊθ/ n. 增长；生长 improve /ɪmˈpruːv/ v. 改善；提高 improvement /ɪmˈpruːvmənt/ n. 改善；提高 enhance /ɪnˈhɑːns/ v. 增强；提高 boost /buːst/ v. & n. 促进；提升 promote /prəˈməʊt/ v. 促进；推动；提升 affect /əˈfekt/ v. 影响；使改变 effect /ɪˈfekt/ n. 效果；影响（have an effect on）；v. 实现 influence /ˈɪnfluəns/ n. & v. 影响 impact /ˈɪmpækt/ n. & v. 影响；冲击 七、结果描述与论证类 significant /sɪɡˈnɪfɪkənt/ adj. 显著的；重要的 significantly /sɪɡˈnɪfɪkəntli/ adv. 显著地 slight /slaɪt/ adj. 轻微的；微小的 slightly /ˈslaɪtli/ adv. 轻微地 obvious /ˈɒbviəs/ adj. 明显的 evident /ˈevɪdənt/ adj. 明显的；明白的 evidence /ˈevɪdəns/ n. 证据；证明；v. 表明 proof /pruːf/ n. 证据；证明 confirm /kənˈfɜːm/ v. 确认；证实 indicate /ˈɪndɪkeɪt/ v. 表明；指示 indication /ˌɪndɪˈkeɪʃn/ n. 表明；迹象 reveal /rɪˈviːl/ v. 揭示；显示；透露 demonstrate /ˈdemənstreɪt/ v. 证明；展示；演示 display /dɪˈspleɪ/ v. & n. 展示；显示 八、实验结论与推论类 conclusion /kənˈkluːʒn/ n. 结论；推论 conclude /kənˈkluːd/ v. 得出结论；推断 infer /ɪnˈfɜː(r)/ v. 推断；推论 inference /ˈɪnfərəns/ n. 推断；推论 deduce /dɪˈdjuːs/ v. 推论；演绎 reason /ˈriːzn/ n. 原因；理性；v. 推理 reasoning /ˈriːzənɪŋ/ n. 推理；论证 argue /ˈɑːɡjuː/ v. 争论；主张 argument /ˈɑːɡjumənt/ n. 争论；论据 claim /kleɪm/ v. & n. 声称；主张 state /steɪt/ v. 陈述；说明；n. 状态 statement /ˈsteɪtmənt/ n. 陈述；声明 suggest /səˈdʒest/ v. 建议；表明；暗示 propose /prəˈpəʊz/ v. 提议；提出 assume /əˈsjuːm/ v. 假定；假设 assumption /əˈsʌmpʃn/ n. 假定；假设 hypothesis /haɪˈpɒθəsɪs/ n. 假设；假说（复hypotheses） theory /ˈθɪəri/ n. 理论；学说 imply /ɪmˈplaɪ/ v. 暗示；意味着 implication /ˌɪmplɪˈkeɪʃn/ n. 暗示；含义 summary /ˈsʌməri/ n. 摘要；概要 summarize /ˈsʌməraɪz/ v. 总结；概述 九、实验评价与局限性类 limitation /ˌlɪmɪˈteɪʃn/ n. 局限性；限制（常pl.） restrict /rɪˈstrɪkt/ v. 限制；约束 shortcoming /ˈʃɔːtkʌmɪŋ/ n. 缺点；短处 drawback /ˈdrɔːbæk/ n. 缺点；不利条件 flaw /flɔː/ n. 缺陷；瑕疵 valid /ˈvælɪd/ adj. 有效的；有根据的 reliable /rɪˈlaɪəbl/ adj. 可靠的；可信赖的 reliability /rɪˌlaɪəˈbɪləti/ n. 可靠性 credible /ˈkredəbl/ adj. 可信的 accurate /ˈækjərət/ adj. 准确的；精确的 accuracy /ˈækjərəsi/ n. 准确性 precise /prɪˈsaɪs/ adj. 精确的；严谨的 十、实验拓展与延伸类 potential /pəˈtenʃl/ adj. 潜在的；n. 潜力 potentially /pəˈtenʃəli/ adv. 潜在地 possible /ˈpɒsəbl/ adj. 可能的 probably /ˈprɒbəbli/ adv. 很可能；大概 likely /ˈlaɪkli/ adj. 可能的；adv. 可能 likelihood /ˈlaɪklihʊd/ n. 可能性 extend /ɪkˈstend/ v. 延伸；扩展；延长 expand /ɪkˈspænd/ v. 扩大；扩张 further /ˈfɜːðə(r)/ adj. 进一步的；adv. 进一步地 furthermore /ˈfɜːðəmɔː(r)/ adv. 此外；而且 additional /əˈdɪʃənl/ adj. 额外的；附加的 additionally /əˈdɪʃənəli/ adv. 此外；另外 supplement /ˈsʌplɪment/ n. 补充；v. 补充 follow-up /ˈfɒləʊ ʌp/ adj. 后续的；n. 随访 repeated experiment 重复实验 十一、题干专属高频障碍词 主旨/目的类 intention /ɪnˈtenʃn/ n. 意图；目的 focus /ˈfəʊkəs/ n. 重点；焦点；v. 聚焦 细节/原因类 due to/owing to 由于；因为 element /ˈelɪmənt/ n. 要素；成分 态度/评价类 evaluate /ɪˈvæljueɪt/ v. 评价；评估 assessment /əˈsesmənt/ n. 评估；评价 comment /ˈkɒment/ n. & v. 评论；评述 指代/信息类 refer to 指的是；涉及 mention /ˈmenʃn/ v. 提及；提到 describe /dɪˈskraɪb/ v. 描述；描绘 十二、选项专属高频障碍词 肯定/否定类 definite /ˈdefɪnɪt/ adj. 明确的；肯定的 doubtful /ˈdaʊtfl/ adj. 可疑的；不确定的 contradict /ˌkɒntrəˈdɪkt/ v. 反驳；与…矛盾 contrary /ˈkɒntrəri/ adj. 相反的；n. 相反 程度/范围类 partly /ˈpɑːtli/ adv. 部分地 merely /ˈmɪəli/ adv. 仅仅；只不过 approximately /əˈprɒksɪmətli/ adv. 大约；近似地 eventually /ɪˈventʃuəli/ adv. 最终；最后 gradually /ˈɡrædʒuəli/ adv. 逐渐地 barely /ˈbeəli/ adv. 几乎不；勉强 逻辑/关系类 thus /ðʌs/ adv. 因此；从而 hence /hens/ adv. 因此；由此 nevertheless /ˌnevəðəˈles/ adv. 然而；尽管如此 meanwhile /ˈmiːnwaɪl/ adv. 同时；与此同时 consequently /ˈkɒnsɪkwəntli/ adv. 因此；结果 accordingly /əˈkɔːdɪŋli/ adv. 因此；相应地 易混干扰类 mistaken /mɪˈsteɪkən/ adj. 错误的；误解的 misunderstand /ˌmɪsʌndəˈstænd/ v. 误解；误会 confuse /kənˈfjuːz/ v. 使困惑；混淆 mislead /ˌmɪsˈliːd/ v. 误导；使误入歧途 unreasonable /ʌnˈriːznəbl/ adj. 不合理的；荒唐的 irrelevant /ɪˈreləvənt/ adj. 不相关的；无关紧要的 essential /ɪˈsenʃl/ adj. 极其重要的；本质的 vital /ˈvaɪtl/ adj. 至关重要的 crucial /ˈkruːʃl/ adj. 至关重要的；关键性的 阅读理解专题科学实验类说明文 Part I:实验类说明文的经典篇章结构： 1.引言(Introduction)—“为什么要做这个实验?”：提供研究背景，引出研究问题，明确实验目的。 通常包含： 1)研究背景：介绍该领域的普遍现象或现有理论。 2)文献回顾：简要提及前人的相关研究(“已有研究表明……”)，并指出存在的知识空白或争议(“然而，尚不清楚……”)。 3)研究问题/假设：明确地提出本研究旨在解决的具体问题或需要验证的假设。 4)实验目的：直接说明本实验的目标是什么。 阅读技巧：重点阅读引言部分的最后一两句，这里通常是全文的中心主旨句。 2.方法(Methods)—“实验是怎么做的?”：详细描述实验设计和操作流程。 通常包含： 1)参与者/样本：描述实验对象(如“60名大学生”、“200只小鼠”)及其分组情况(实验组vs.控制组)。 2)材料/工具：列出实验所用的主要仪器、量表或软件。 3)实验步骤：按时间顺序或逻辑顺序清晰说明实验的具体流程。常包含对自变量和因变量的界定。 4)数据收集与分析：说明如何测量结果以及使用何种统计方法进行分析。 阅读技巧：这部分细节繁多，不必逐字精读。解题时，根据题目要求快速定位到相关的实验设计细节即可(例如，题目问控制组的条件，就回到这里找)。 3.结果(Results)—“实验发现了什么?”：客观、准确地呈现实验收集到的数据和观察到的现象。 通常包含： 1)核心数据与统计结果：用数字和统计检验来精确、令人信服地展示发现。 2)描述性结果：描述实验观察到的现象、趋势和模式等。 阅读技巧：结合文字描述，抓住核心趋势、比较和关系。注意，这里只陈述“是什么”，不做任何解释或推论。 真题演练--研究报告型 【2024 新高考 I 卷 D 篇】 Part 1: 快速浏览题目和选项，标记关键词，预测文章框架和大意 1.What do we know about the records of species collected now? A. They are becoming outdated. B. They are mostly in electronic form. C. They are limited in number. D. They are used for public exhibition. 【预测文本内容】________________________________________________ 2.What does Daru’s study focus on? A. Threatened species. B. Physical specimens. C. Observational data. D. Mobile applications. 【预测文本内容】________________________________________________ 3.What has led to the biases according to the study? A. Mistakes in data analysis. B. Poor quality of uploaded pictures. C. Improper way of sampling. D. Unreliable data collection devices. 【预测文本内容】________________________________________________ 4.What is Daru’s suggestion for biodiversity apps? A. Review data from certain areas. B. Hire experts to check the records. C. Confirm the identity of the users. D. Give guidance to citizen scientists. 【预测文本内容】________________________________________________ 【预测篇章结构】 Part 2: 快速浏览文章，标记主题词和衔接词，梳理篇章结构 In the race to document the species on Earth before they go extinct, researchers and citizen scientists have collected billions of records. Today, most records of biodiversity are often in the form of photos, videos, and other digital records. Though they are useful for detecting shifts in the number and variety of species in an area, a new Stanford study has found that this type of record is not perfect. “With the rise of technology it is easy for people to make observations of different species with the aid of a mobile application,” said Barnabas Daru, who is lead author of the study and assistant professor of biology in the Stanford School of Humanities and Sciences. “These observations now outnumber the primary data that comes from physical specimens (标本), and since we are increasingly using observational data to investigate how species are responding to global change, I wanted to know: Are they usable?” Using a global dataset of 1.9 billion records of plants, insects, birds, and animals, Daru and his team tested how well these data represent actual global biodiversity patterns. “We were particularly interested in exploring the aspects of sampling that tend to bias (使有偏差) data, like the greater likelihood of a citizen scientist to take a picture of a flowering plant instead of the grass right next to it,” said Daru. Their study revealed that the large number of observation-only records did not lead to better global coverage. Moreover, these data are biased and favor certain regions, time periods, and species. This makes sense because the people who get observational biodiversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby. These data are also biased toward certain species with attractive or eye-catching features. What can we do with the imperfect datasets of biodiversity? “Quite a lot,” Daru explained. “Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places – and even species – that are not well-sampled. To improve the quality of observational data, biodiversity apps can also encourage users to have an expert confirm the identification of their uploaded image.” Part 3: 再次浏览文章，完成试题，并标记答案出处 1.What do we know about the records of species collected now? A. They are becoming outdated. B. They are mostly in electronic form. C. They are limited in number. D. They are used for public exhibition. 标记 + 定位 同义替换 逻辑衔接 干扰排除 2.What does Daru’s study focus on? A. Threatened species. B. Physical specimens. C. Observational data. D. Mobile applications. 标记 + 定位 同义替换 逻辑衔接 干扰排除 3.What has led to the biases according to the study? A. Mistakes in data analysis. B. Poor quality of uploaded pictures. C. Improper way of sampling. D. Unreliable data collection devices. 标记 + 定位 同义替换 逻辑衔接 干扰排除 4.What is Daru’s suggestion for biodiversity apps? A. Review data from certain areas. B. Hire experts to check the records. C. Confirm the identity of the users. D. Give guidance to citizen scientists. 标记 + 定位 同义替换 逻辑衔接 干扰排除 Part 4: 根据给出的原文句子，从四个选项中选出最佳的同义替换 (paraphrase) 1.Today, most records of biodiversity are often in the form of photos, videos, and other digital records. A. Most biodiversity records now are stored in electronic forms like photos and videos. B. Digital records such as photos are less useful than physical specimens for biodiversity. C. Researchers only collect biodiversity records in the form of digital photos and videos. D. Biodiversity records are mainly used to detect species shifts in digital form. 2.These observations now outnumber the primary data that comes from physical specimens. A. Physical specimens provide more primary data than mobile observations. B. Mobile observations are not as reliable as the data from physical specimens. C. The number of mobile observations is larger than that of physical specimen data. D. Physical specimens are the main source of data for biodiversity research now. 3.Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places — and even species — that are not well-sampled. A. Biodiversity apps should stop users from sampling in oversampled areas completely. B. Biodiversity apps can guide users to sample in undersampled areas based on the study. C. The study results show that oversampled areas have no research value at all. D. Citizen scientists should only sample rare species in undersampled areas. Part 5: 同义替换 原文关键词 选项关键词 替换类型 biodiversity species variety 近义词替换 digital electronic 近义词替换 observational data mobile observation records 名词→名词短语 bias deviation 近义词替换 inform/lead users give guidance to users 动作→目的替换 Part 6: 重点词块翻译 1.document the species ______________ 2.digital records ______________ 3.detect shifts ______________ 4.observational data ______________ 5.physical specimens ______________ 6.global biodiversity patterns ______________ 7.sample bias ______________ 8.eye-catching features ______________ 9.confirm the identification ______________ 10.oversampled/undersampled areas ______________ 解题方法 一、三步定位核心信息 1.Findings/Discoveries（研究发现） a. 定位关键词： i. The results show/indicate that... ii. We found/observed that... iii. The data suggest... b. 解题重点： 这是研究的直接成果，可能是数据、现象或新发现。 2.Evidence（实验证据） c. 定位关键词： i. Experiment 1 demonstrated... ii. As shown in Figure 2... iii. Statistical analysis revealed... d. 解题重点： 支撑Findings的具体数据（如数字、图表）或实验方法。 3.Conclusion（应用/评价） e. 定位关键词： i. Therefore, we conclude... ii. This implies/applicable to... iii. Limitations include... f. 解题重点： 研究的实际意义、局限性或未来方向。 二、高频题型破解技巧 1. 事实细节题（直接答案） 1.问法： · What did the experiment prove? · According to the study, which statement is true? 2.方法： 直接匹配Findings或Evidence中的原句，避免主观推断。 2. 推理题（隐含逻辑） 1.问法： · What can be inferred from Paragraph 3? · Which conclusion is supported by the data? 2.方法： 将Evidence与Conclusion关联，排除无直接支持的选项。 3. 作者意图题（目的/评价） 1.问法： · Why did the author mention...? · What is the purpose of the experiment? 2.方法： · 定位Conclusion中的评价性语言（如This study fills a gap in...）。 4. 结构题（信息匹配） · 问法： · Which paragraph contains the experimental results? · 方法： Findings通常在结果部分（Results），Evidence在方法部分（Methods）。 总结 ① 某人说的话，或者是带引号的，一定要高度重视。很有可能就是某个问题的同义替换。 ②有时候每段的第一句话，仅仅是一个表述。而在第2或3句以后，会出现对比或者转折。一般来说，转折后面的是作者的态度。要注意的是：作者对什么进行了转折。 ③每一个问题，在原文中，都要有一个定位。然后精读，找出那个中心句或者关键词。要抓文章的中心主旨和各段落的大意，阅读理解考的就是这个“中心句”。 ④某人说过的话，有时并不是题眼，但可以从侧面或某个角度来反映作者的观点，也就是作者想表达的，正确答案都是和这样的观点相一致的。要把握关键词，有感情色彩的词。 ⑤注意中心句（即题眼）和前后句子之间的关系，是接着说的，还是转折关系。要把握和前后句子之间的关系。是并列关系的，可以从这些句子里找同义词；是转折关系的，就通过转折关系句子里的关键词的相反意思来判断。 ⑥注意几个词，yet表转折，hardly表否定。while 有时是比较，有时也表转折。比较的时候，注意比较的对象，要弄清楚。转折的时候，你要知道作者对什么进行了转折。 【Practice makes perfect】 · Passage 1 The benefits of regular exercise are well documented but there’s a new bonus to add to the ever-growing list. New researchers found that middle-aged women who were physically fit could be nearly 90 percent less likely to develop dementia in later life, and as they did, it came on a decade later than less sporty women. Lead researcher Dr. Helena Horder, of the University of Gothenburg in Sweden, said : “These findings are exciting because it’s possible that improving people's cardiovascular (心血管的) fitness in middle age could delay or even prevent them from developing dementia.” For the study, 191 women with an average age of 50 took a bicycle exercise test until they were exhausted to measure their peak(最大值的) cardiovascular capacity. The average peak workload was measured at 103 watts. A total of 40 women met the criteria for a high fitness level, or 120 watts or higher. A total of 92 women were in the medium fitness category; and 59 women were in the low fitness category, defined as a peak workload of 80 watts or less, or having their exercise tests stopped because of high blood pressure, chest pain or other cardiovascular problems. These women were then tested for dementia six times over the following four decades. During that time, 44 of the women developed dementia. Five percent of the highly fit women developed dementia, compared to 25 percent of the women with medium fitness and 32 percent of the women with low fitness. “However, this study does not show cause and effect between cardiovascular fitness and dementia, it only shows an association. More research is needed to see if improved fitness could have a positive effect on the risk of dementia and also to look at when during a lifetime a high fitness level is most important.” She also admitted that a relatively small number of women were studied, all of whom were form Sweden, so the results might not be applicable to other groups. 【文章结构分析】 discoveries evidence conclusion 7．What is on the ever-growing list mentioned in the first paragraph? A．Positive effects of doing exercises. B．Exercises suitable for the middle-aged. C．Experimental studies on diseases. D．Advantages of sporty women over men 8．Why did the researchers ask the women to do bicycle exercise? A．To predict their maximum heart rate. B．To assess their cardiovascular capacity C．To change their habits of working out D．To detect their potential health problems 9．What do we know about Dr Horder's study? A．It aimed to find a cure for dementia. B．Data collection was a lengthy process. C．Some participants withdrew from it. D．The results were far from satisfactory. 10．Which of the following is the best title for the text? A．More Women Are Exercising to Prevent Dementia B．Middle-Aged Women Need to Do More Exercise C．Fit Women Are Less Likely to Develop Dementia D．Biking Improves Women's Cardiovascular Fitness · Passage 2 A study conducted by Branching Minds, an ed-tech company, found that 60-70 percent of students who were identified as needing additional social-emotional support were also identified as needing additional academic support. To understand the links between social-emotional learning (SEL) and academic outcomes, the study analyzed student screening assessments for social-emotional skills and reading and math performance of nearly 4, 000K-8 students in the 2021—2022 school year. The study shows social-emotional skills are positively correlated with students' reading and math performance. However, there’s still a gap in understanding how those pieces of data should be integrated and used together to create intervention plans for students. The study also found that social-emotional skills may act as “a protective factor” for some students performing below academic standards, meaning that students’ social-emotional strengths could be used to boost their academic achievement. Therefore, it would be beneficial for educators to think about more integrated support plans for struggling students. For example, if students struggling with reading are very social, “How can we build that into a support plan, and perhaps make these targeted or individualized reading support groups more social and play to that strength that they have? ” asked Essie Sutton, the director of learning science at Branching Minds. “Perhaps the students could take on the role of teachers and explain something to their peers in order to help them practice reading comprehension, as well as social skills,” Sutton added. The study recommended that results from academic, social-emotional, and behavioral screeners should be used for developing intervention plans for students. “It’s really important to look at students’ strengths and needs comprehensively,” Sutton said. To achieve this, district and school leaders should ensure that their academic, behavioral, and social-emotional support teams work together and that all stakeholders — students, parents, and teachers — are part of the process of creating intervention plans. 1．How did Branching Minds obtain the links between students’ academic performances and SEL skills? A．By giving students tests. B．By interviewing students. C．By conducting data analysis. D．By carrying out experiments. 2．What can we infer from Paragraphs 3 and 4? A．Academic achievement is critical to intervention plans. B．Students with strong SEL skills might do well academically. C．The data have been integrated into effective intervention plans. D．There’s a long way to go before the data are understood. 3．What could be done for sociable students with reading problems according to Sutton? A．Making the most of their social strengths. B．Providing them with additional reading materials. C．Organizing more reading support groups for them. D．Encouraging them to consult their peers about reading. 4．Which of the following is essential for the establishment of intervention plans? A．Technology. B．Flexibility. C．Assessment. D．Cooperation. $