做高考真题，记高频单词DAY 8（说明文阅读）任务单-2027届高三英语一轮复习专项

高考高频单词 DAY 8说明文阅读）

 

板块一：真题再现

[（2024·全国一卷·高考真题）]

Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often "no." The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset and a tendency to multitask while consuming digital content.

When reading texts of several hundred words or more, learning is generally more successful when it's on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.

The differences between print and digital reading results are partly related to paper's physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they've read to how far into the book it was or where it was on the page.

But equally important is the mental aspect. Reading researchers have proposed a theory called "shallowing hypothesis." According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.

Audio and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.

Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn't assume all media are the same, even when they contain identical words.

28. What does the underlined phrase "shine through" in paragraph 2 mean?

A. Seem unlikely to last. B. Seem hard to explain.

C. Become ready to use. D. Become easy to notice.

29. What does the shallowing hypothesis assume?

A. Readers treat digital texts lightly.

B. Digital texts are simpler to understand.

C. People select digital texts randomly.

D. Digital texts are suitable for social media.

30. Why are audio and video increasingly used by university teachers?

A. They can hold students' attention.

B. They are more convenient to prepare.

C. They help develop advanced skills.

D. They are more informative than text.

31. What does the author imply in the last paragraph?

A. Students should apply multiple learning techniques.

B. Teachers should produce their own teaching material.

C. Print texts cannot be entirely replaced in education.

D. Education outside the classroom cannot be ignored.

板块二：核心词汇（30个）

comprehension /ˌkɒmprɪˈhenʃən/ 理解；理解力

content /ˈkɒntent/ 内容

effective /ɪˈfektɪv/ 有效的

written /ˈrɪtən/ 书面的；写的

material /məˈtɪəriəl/ 材料；素材

relate /rɪˈleɪt/ 有关联；涉及

factor /ˈfæktə/ 因素

reduce /rɪˈdjuːs/ 减少

concentration /ˌkɒnsənˈtreɪʃən/ 专注；集中

entertainment /ˌentəˈteɪnmənt/ 娱乐

mindset /ˈmaɪndset/ 心态；思维模式

tendency /ˈtendənsi/ 倾向；趋势

multitask /ˌmʌltiˈtɑːsk/ 同时做多件事

consume /kənˈsjuːm/ 消费；消耗

digital /ˈdɪdʒɪtəl/ 数字的

confirm /kənˈfɜːm/ 确认；证实

finding /ˈfaɪndɪŋ/ 发现；调查结果

pose /pəʊz/ 提出；摆姿势

identify /aɪˈdentɪfaɪ/ 识别；确认

require /rɪˈkwaɪə/ 需要；要求

abstraction /əbˈstrækʃən/ 抽象；抽象概念

draw inferences 推断；得出结论

difference /ˈdɪfərəns/ 差异；不同

property /ˈprɒpəti/ 属性；特性

distinct /dɪˈstɪŋkt/ 清晰的；不同的

aspect /ˈæspekt/ 方面

propose /prəˈpəʊz/ 提出；提议

approach /əˈprəʊtʃ/ 接近；处理；方法

suit /suːt/ 适合；适宜

devote /dɪˈvəʊt/ 投入；奉献

 

 

 

板块三：词形变换（供背诵）

1. comprehend /ˌkɒmprɪˈhend/ 理解 — comprehension /ˌkɒmprɪˈhenʃən/ 理解 — comprehensive /ˌkɒmprɪˈhensɪv/ 综合的 — comprehensively /ˌkɒmprɪˈhensɪvli/ 综合地 — comprehensible /ˌkɒmprɪˈhensəbəl/ 可理解的
2. effect /ɪˈfekt/ 效果 — effective /ɪˈfektɪv/ 有效的 — effectively /ɪˈfektɪvli/ 有效地 — effectiveness /ɪˈfektɪvnəs/ 有效性 — ineffective /ˌɪnɪˈfektɪv/ 无效的
3. reduce /rɪˈdjuːs/ 减少 — reduction /rɪˈdʌkʃən/ 减少 — reducible /rɪˈdjuːsəbəl/ 可减少的 — reducer /rɪˈdjuːsə/ 减速器 — irreducible /ˌɪrɪˈdjuːsəbəl/ 不可减少的
4. concentrate /ˈkɒnsəntreɪt/ 集中 — concentration /ˌkɒnsənˈtreɪʃən/ 专注 — concentrated /ˈkɒnsəntreɪtɪd/ 集中的 — concentrating /ˈkɒnsəntreɪtɪŋ/ 集中的 — concentration span 注意力持续时间
5. entertain /ˌentəˈteɪn/ 娱乐 — entertainment /ˌentəˈteɪnmənt/ 娱乐 — entertaining /ˌentəˈteɪnɪŋ/ 有趣的 — entertainer /ˌentəˈteɪnə/ 演艺人员 — entertainingly /ˌentəˈteɪnɪŋli/ 有趣地
6. tend /tend/ 倾向 — tendency /ˈtendənsi/ 倾向 — tendentious /tenˈdenʃəs/ 有偏见的 — tendentially /tenˈdenʃəli/ 有偏见地 — tender /ˈtendə/ 温柔的；投标
7. consume /kənˈsjuːm/ 消费 — consumer /kənˈsjuːmə/ 消费者 — consumption /kənˈsʌmpʃən/ 消费 — consumable /kənˈsjuːməbəl/ 可消耗的 — consuming /kənˈsjuːmɪŋ/ 消耗的
8. digit /ˈdɪdʒɪt/ 数字 — digital /ˈdɪdʒɪtəl/ 数字的 — digitally /ˈdɪdʒɪtəli/ 数字地 — digitalization /ˌdɪdʒɪtəlaɪˈzeɪʃən/ 数字化 — digitize /ˈdɪdʒɪtaɪz/ 使数字化
9. confirm /kənˈfɜːm/ 确认 — confirmation /ˌkɒnfəˈmeɪʃən/ 确认 — confirmed /kənˈfɜːmd/ 确认的 — unconfirmed /ˌʌnkənˈfɜːmd/ 未经确认的 — confirmable /kənˈfɜːməbəl/ 可确认的
10. pose /pəʊz/ 提出 — poser /ˈpəʊzə/ 难题；提问者 — posed /pəʊzd/ 摆好姿势的 — posing /ˈpəʊzɪŋ/ 摆姿势 — composer /kəmˈpəʊzə/ 作曲家
11. identify /aɪˈdentɪfaɪ/ 识别 — identification /aɪˌdentɪfɪˈkeɪʃən/ 识别 — identity /aɪˈdentəti/ 身份 — identical /aɪˈdentɪkəl/ 完全相同的 — identifiably /aɪˌdentɪˈfaɪəbli/ 可识别地
12. propose /prəˈpəʊz/ 提出 — proposal /prəˈpəʊzəl/ 提议 — proposition /ˌprɒpəˈzɪʃən/ 主张；命题 — proposer /prəˈpəʊzə/ 提议者 — proposed /prəˈpəʊzd/ 提议的
13. devote /dɪˈvəʊt/ 投入 — devotion /dɪˈvəʊʃən/ 奉献 — devoted /dɪˈvəʊtɪd/ 忠诚的 — devotee /ˌdevəˈtiː/ 热衷者 — devotional /dɪˈvəʊʃənəl/ 虔诚的

板块四：选词填空

Group A（从以下词汇中选择填空：comprehension, content, effective, written, material, relate, factor, concentration, entertainment, mindset）

1. The __________ of the article was too complex for beginners to understand.
2. Reading __________ books regularly can improve your vocabulary.
3. The new teaching method has proven highly __________.
4. The students are studying __________ from various sources for their research papers.
5. These two events are closely __________ to each other.
6. Lack of sleep is a major __________ affecting students' academic performance.
7. The task requires intense __________ and focus.
8. The concert provided excellent __________ for the audience.
9. A positive __________ is essential for overcoming challenges.

数字文本、音频和视频都有教育作用，尤其是在提供纸质版无法获得的资源时。然而，为了在需要精神专注和反思的情况下最大化学习效果，教育工作者不应假设所有媒体都是相同的，即使它们包含完全相同的文字。

板块八：单词默写（汉译英）

 

理解；理解力 __________

内容 __________

有效的 __________

书面的；写的 __________

材料；素材 __________

有关联；涉及 __________

因素 __________

减少 __________

专注；集中 __________

娱乐 __________

心态；思维模式 __________

倾向；趋势 __________

同时做多件事 __________

消费；消耗 __________

数字的 __________

确认；证实 __________

发现；调查结果 __________

提出；摆姿势 __________

识别；确认 __________

需要；要求 __________

抽象；抽象概念 __________

推断；得出结论 __________

差异；不同 __________

属性；特性 __________

清晰的；不同的 __________

方面 __________

提出；提议 __________

接近；处理；方法 __________

适合；适宜 __________

投入；奉献 __________