高考英语 试题分项版解析Ⅲ专题04 科普类阅读理解学生版.docx

高考英语 试题分项版解析Ⅲ专题04 科普类阅读理解学生版.docx

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高考英语试题分项版解析Ⅲ专题04科普类阅读理解学生版

2012年全国及各地高考英语分类精品解析系列简介

单项选择题分类解析系列

专题01单项选择题分类解析（冠词、名词和主谓一致）

专题02单项选择题分类解析（代词）

专题03单项选择题分类解析（介词和介词短语）

专题04单项选择题分类解析（形容词和副词）

专题05单项选择题分类解析（动词和动词短语）

专题06单项选择题分类解析（动词的时态和语态）

专题07单项选择题分类解析（情态动词和虚拟语气）

专题08单项选择题分类解析（非谓语动词）

专题09单项选择题分类解析（定语从句）

专题10单项选择题分类解析（连词和状语从句）

专题11单项选择题分类解析（名词性从句）

专题12单项选择题分类解析（特殊句式）

专题13单项选择题分类解析（交际用语）

完形填空题分类解析系列

专题01记叙文完形填空

专题02夹叙夹议完形填空

阅读理解题分类解析系列

专题01人物传记、故事类阅读理解

专题02新闻报道、广告类阅读理解

专题03社会生活、说理议论类阅读理解

专题04科普类阅读理解

专题05新题型阅读理解

书面表达题分类及选择讲评

专题01书面表达题分类及选择讲评（文字提纲式）

专题02书面表达题分类及选择讲评（图画式）

专题03书面表达题分类及选择讲评（开放式）

一、（2012课标卷）

B

Honey（蜂蜜）fromtheAfricanforestisnotonlyakindofnaturalsugar,itisalsodelicious.Mostpeople,andmanyanimals,likeeatingit.However,theonlywayforthemtogetthathoneyistofindawildbees'nest（巢）andtakethehoneyfromit.Often,thesenestsarehighupintrees,anditisdifficulttofindthem.InpartsofAfrica,though,peopleandanimalslookingforhoneyhaveastrangeandunexpectedhelper一alittlebirdcalledahoneyguide.

Thehoneyguidedoesnotactuallylikehoney,butitdoeslikethewax（蜂蜡）inthebeehives（蜂房）.Thelittlebirdcannotreachthiswax,whichisdeepinsidethebees’nest.So,whenitfindsasuitablenest,itlooksforsomeonetohelpit.Thehoneyguidegivesaloudcrythatattractstheattentionofbothpassinganimalsandpeople.Onceithastheirattention,itfliesthroughtheforest,waitingfromtimetotimeforthecuriousanimalorpersonasitleadsthemtothenest.Whentheyfinallyarriveatthenest,thefollowerreachesintogetatthedelicioushoneyasthebirdpatientlywaitsandwatches.Someofthehoney,andthewax,alwaysfallstotheground,andthisiswhenthehoneyguidetakesitsshare.

Scientistsdonotknowwhythehoneyguidelikeseatingthewax,butitisverydeterminedinitseffortstogetit.Thebirdsseemtobeabletosmellwaxfromalongdistanceaway.Theywillquicklyarrivewheneverabeekeeperistakinghoneyfromhisbeehives,andwillevenenterchurcheswhenbeeswaxcandlesarebeinglit.

63.Whatcanbethebesttitleforthetext?

A.WildBeesB.WaxandHoneyC.BeekeepinginAfricaD.Honey-Lover'sHelper

【答案与解析】

二、（2012大纲卷）

（C）

Facialexpressionscarrymeaningthatisdeterminedbysituationsandrelationships.Forexample,inAmericanculture（文化）thesmileisingeneralanexpressionofpleasure.Yetitalsohasotheruses.Awoman’ssmileatapoliceofficerdoesnotcarrythesamemeaningasthesmileshegivestoayoungchild.Asmilemayshowloveorpoliteness.Itcanalsohidetruefeelings.Itoftencausesconfusion（困惑）acrosscultures.Forexample,manypeopleinRussiasmilingatstrangersinpublictobeunusualandevenimproper.YetmanyAmericanssmilefreelyatstrangersinpublicplaces（althoughthisislesscommoninbigcities）.SomeRussiansbelievethatAmericanssmileinthewrongplaces;someAmericansbelievethatRussiansdon’tsmileenough.InSoutheastAsianculture,asmileisfrequentlyusedtocoverpainfulfeelings.Vietnamesepeoplemaytellasadstorybutendthestorywithasmile.

Ourfacesshowemotions（情感）,butweshouldnotattemptto“read”peoplefromanothercultureaswewould“read”someonefromourownculture.Thefactthatmembersofoneculturedonotexpresstheiremotionsasopenlyasdomembersofanotherdoesnotmeanthattheydonotexperienceemotions.Rather,thereareculturaldifferencesintheamountoffacialexpressionspermitted.Forexample,inpublicandinformalsituationsmanyJapanesedonotshowtheiremotionsasfreelyasAmericansdo.Whenwithfriends,JapaneseandAmericansseemtoshowtheiremotionssimilarly.

ItisdifficulttogeneralizeaboutAmericansandfacialexpressivenessbecauseofpersonalandculturaldifferencesintheUnitedStates.PeoplefromcertainculturalbackgroundsintheUnitedStatesseemtobemorefaciallyexpressivethanothers.Thekeyistotrynottojudgepeoplewhosewaysofshowingemotionaredifferent.Ifwejudgeaccordingtoourownculturalhabits,wemaymakethemistakeof“reading”theotherpersonincorrectly.

（E）

MakeUpYourMindtoSucceed

Kind-heartedparentshaveunknowinglylefttheirchildrendefenselessagainstfailure.Thegenerationbornbetween1980and2001grewupplayingsportswherescoresandperformancewereplayeddownbecause“everyone’swinter.”Andtheirreportcardssoundedmorepositive（正面的）thaneverbefore.Asaresult,StanfordUniversityprofessorCarolDweck,PhD,callsthem“theoverpraisedgeneration.”

Dweckhasbeenstudyinghowpeopledealwithfailurefor40years.Herresearchhasledhertofindouttwoclearlydifferentmind-setsthathaveagreateffectonhowwereacttoit.Here’showtheywork:

Afixedmind-setisgroundedinthebeliefthattalent（才能）isgenetic–you’reabornartist,pointguard,ornumbersperson.Thefixedmind-setbelievesit’ssuretosucceedwithoutmucheffortandregardsfailureaspersonalshame.Whenthingsgetdifficult,it’squicktoblame,lie,andevenstayawayfromfuturedifficulties.

Ontheotherhand,agrowthmind-setbelievesthatnotalentisentirelyheaven-sentandthateffortandlearningmakeeverythingpossible.Becausetheego（自尊）isn’tonthelineasmuch,thegrowthmind-setseesfailureasachanceratherthanshame.Whenfacedwithadifficulty,it’squicktorethink,changeandtryagain.Infact,itenjoysthisexperience.

Weareallbornwithgrowthmind-sets.（Otherwise,wewouldn’tbeabletoliveintheworld.）Butparents,teachers,andinstructorsoftenpushusintofixedmind-setsbyencouragingcertainactionsandmisdirectingpraise.Dweck’sbook,Mind-set:

TheNewPsychologyofSuccess,andonlineinstructionalprogramexplainthisindepth.Butshesaystherearemanylittlethingsyoucanstartdoingtodaytomakesurethatyourchildren,grandchildrenandevenyouareneverdefeatedbyfailure.

三、（2012北京卷）

C

Decision-makingunderStress

Anewreviewbasedonaresearchshowsthatacutestressaffectsthewaythebrainconsiderstheadvantagesanddisadvantages,causingittofocusonpleasureandignorethepossiblenegative（负面的）consequencesofadecision.

Theresearchsuggeststhatstressmaychangethewaypeoplemakechoicesinpredictableways.

“Stressaffectshowpeoplelearn,”saysProfessorMaraMather.“Peoplelearnbetteraboutpositivethannegativeoutcomesunderstress.”

Forexample,tworecentstudieslookedathowpeoplelearnedtoconnectimages（影像）witheitherrewardsorpunishments.Inoneexperiment,someoftheparticipantswerefirststressedbyhavingtogiveaspeechanddodifficultmathproblemsinfrontofanaudience;intheother,somewerestressedbyhavingtokeeptheirhandsinicewater.Inbothcases,thestressedparticipantsrememberedtherewardedmaterialmoreaccuratelyandthepunishedmateriallessaccuratelythanthosewhohadn’tgonethroughthestress.

Thisphenomenonislikelynotsurprisingtoanyonewhohastriedtoresisteatingcookiesorsmokingacigarettewhileunderstress–atthosemoments,onlythepleasureassociatedwithsuchactivitiescomestomind.Butthefindingsfurthersuggestthatstressmaybringaboutadoubleeffect.Notonlyarerewardingexperiencesrememberedbetter,butnegativeconsequencesarealsoeasilyrecalled.

Theresearchalsofoundthatstressappearstoaffectdecision-makingdifferentlyinmenandwomen.Whilebothmenandwomentendtofocusonrewardsandlessonconsequencesunderstress,theirresponsestoriskturnouttobedifferent.

Menwhohadbeenstressedbythecold-watertasktendedtotakemorerisksintheexperimentwhilewomenrespondedintheoppositeway.Instressfulsituationsinwhichrisk-takingcanpayoffbig,menmaytendtodobetter,whencautionweighsmore,however,womenwillwin.

Thistendencytoslowdownandbecomemorecautiouswhendecisionsareriskymightalsohelpexplainwhywomenarelesslikelytobecomeaddictedthanmen:

theymaymoreoftenavoidmakingtheriskychoicesthateventuallyhardenintoaddiction.

四、（2012天津卷）

C

Thepracticeofstudentsendlesslycopyinglettersandsentencesfromablackboardisathingofthepast.Withthecomingofnewtechnologieslikecomputersandsmartphone,writingbyhandhasbecomesomethingofnostalgic（怀旧的）skill.However,whiletoday’seducatorsareusingmoreandmoretechnologyintheirteaching,manybelievebasichandwritingskillsarestillnecessaryforstudentstobesuccessful---bothinschoolandinlife.

VirginiaBerninger,professorofeducationalpsychologyattheUniversityofWashington,saysit’simportanttocontinueteachinghandwritingandhelpchildrenacquiretheskillofwritingbyhand.

Berningerandhercolleaguesconductedastudythatlookedattheabilityofstudentstocompletevariouswritingtasks---bothonacomputerandbyhand.Thestudy,publishedin2009,foundthatwhenwritingwithapenandpaper,participantswrotelongeressaysandmorecompletesentencesandhadafasterwordproductionrate.

Inamorerecentstudy,Berningerlookedatwhatrolespellingplaysinastudent’swritingskillsandfoundthathowwellchildrenspellistiedtoknowwelltheycanwrite.“Spellingmakessomeofthethinkingpartsofthebrainactivewhichhelpsusaccessourvocabulary,wordmeaningandconcepts.Itisallowingourwrittenlanguagetoconnectwithideas.”Berningersaid.

Spellinghelpsstudentstranslateideasintowordsintheirmindfirstandthentotranscribe（转换）“thosewordsinthemindwrittensymbolsonpaperorkeyboardandscreen,”thestudysaid.Seeingthewordsinthe“mind’seye”helpschildrennotonlytoturntheirideasintowords,saysBerninger,butalsotospot（发现）spellingmistakeswhentheywritethewordsdo