2026届高三英语二轮复习课件：阅读之基本能力培养　第三讲　篇-4类型厘清篇章结构

能力篇

阅读之基本能力培养第一板块核心素养之阅读篇第三讲篇——4类型厘清篇章结构类型一

现象解释型此类文章通常以介绍一个社会、自然或科学现象开篇,随后的段落对其进行深入解释,分析其原因、背景、影响或发展过程,最后提出建议或发出呼吁。1.结构模板2.读文技巧[真题示例]

(2025·全国一卷阅读C篇)Whilesafetyimprovementsmighthavebeenmadetoourstreetsinrecentyears,transportstudiesalsoshowdeclinesinpedestrian(行人)mobility,especiallyamongyoungchildren.Manyparentssaythere’stoomuchtrafficontheroadsfortheirchildrentowalksafelytoschool,sotheypackthemintothecarinstead.DutchauthorsThaliaVerkadeandMarcoteBrömmelstroetarebotheredbyfactslikethese.IntheirnewbookMovement:How

to

Take

Back

Our

Streets

and

Transform

Our

Lives,theycallforarethinkofourstreetsandtheroletheyplayinourlives.Lifeoncitystreetsstartedtochangedecadesago.Wholeneighbourhoodsweredestroyedtomakewayfornewroadnetworksandkidshadtoplayelsewhere.Somecommunitiesfoughtback.Mostfamously,aCanadianjournalistwhohadmovedherfamilytoManhattanintheearly1950sledacampaigntostopthedestructionofherlocalpark.Describingheralarmatitsproposedreplacementwithanexpressway,JaneJacobscalledonhermayor(市长)tochampion“NewYorkasadecentplacetolive,andnotjustrushthrough.”SimilarcampaignsoccurredinAustraliainthelate1960sand1970saswell.Althoughthesecampaignswerewidespread,therealityisthatthemajorityofthewesterncitieswerecompletelyredesignedaroundtheneedsofthemotorcar.Thenumberofcarsonroadshasbeenincreasingrapidly.InAustraliawenowhaveovertwentymillioncarsforjustovertwenty-sixmillionpeople,amongthehighestrateofcarownershipintheworld.Weinvestalotinroadsthathelpusrushthrough,butwefailtoaccountforthetruecosts.Dowereallyrecognisewhatitcostsusasasocietywhenchildrencan’tmovesafelyaroundourcommunities?TheauthorsofMovementhaveitright:it’stimetothinkdifferentlyaboutthatstreetoutsideyourfrontdoor.[行文结构]开篇提出现象行人流动性下降,尤其是儿童。主体深入剖析①第2段:介绍观点来源,引出专家观点。②第3段:分析原因1。城市为给道路让路而改变,破坏了社区结构,孩子们不得不在其他地方玩耍。③第4段:分析原因2。尽管有运动,但现实是城市仍以汽车为中心,汽车数量剧增。文末总结/呼吁总结:只重效率,忽视了真正的社会成本。呼吁:是时候换个角度思考我们门前的街道了。类型二

实验研究型此类文章通常围绕一项或多项科学研究展开,介绍研究的背景、过程、发现、局限性以及其意义或应用前景。1.结构模板2.读文技巧[真题示例]

(2025·全国一卷阅读D篇)MicroplasticshavebecomeacommonsourceofpollutionacrosstheEarth—theyhavesettledinthedeepseaandontheHimalayas,stuckinsidevolcanicrocks,filledthestomachsofseabirdsandevenfalleninfreshAntarcticsnow.Theyareevenappearinginsidehumans.Now,newresearchsuggeststhatasimple,cheapmeasuremaysignificantlyreducethelevelofmicroplasticsinwaterfromyourtap(水龙头):boilingandfiltering(过滤)it.InastudypublishedWednesdayinEnvironmental

Science

&

Technology

Letters,researchersfromChinafoundthatboilingtapwaterforjustfiveminutes—thenfilteringitafteritcools—couldremoveatleast80percentofitsmicroplastics.Crucially,thisprocessreliesonthewatercontainingenoughcalciumcarbonate(碳酸钙)totraptheplastics.Inthestudy,boilinghardwatercontaining300milligramsofcalciumcarbonateledtoanalmost90percentdropinplastics.Butinsampleswithlessthan60milligramsofcalciumcarbonate,boilingreducedthelevelofplasticsbyjust25percent.Additionally,theresearchdidn’tincludealltypesofplastics.Theteamfocusedonlyonthreecommontypes—polystyrene,polyethyleneandpolypropylene—andtheydidn’tstudyotherchemicalspreviouslyfoundinwatersuchasvinylchloride.Still,thefindingsshowapotentialpathforwardforreducingmicroplasticexposure—ataskthat’sbecomingincreasinglydifficult.Evenbottledwater,scientistsfoundearlierthisyear,contains10to1,000timesmoremicroplasticsthanoriginallythought.Scientistsarestilltryingtodeterminehowharmfulmicroplasticsare—butwhattheydoknowhasraisedconcerns.Thenewstudysuggestsboilingtapwatercouldbeatooltolimitintake.“Thewaytheydemonstratedhowmicroplasticsweretrappedthroughtheboilingprocesswasnice,”CarolineGauchotte-Lindsay,anenvironmentalengineerattheUniversityofGlasgowinScotlandwhowasnotinvolvedintheresearch,tellsNew

Scientist.“Weshouldbelookingintoupgradingdrinkingwatertreatmentplantssotheyremovemicroplastics.”[行文结构]开篇引出背景微塑料污染无处不在,甚至进入人体,构成了一个严峻的环境和健康问题。主体详细阐述①第2段:研究及核心发现通过煮沸和过滤自来水这一简单方法,可以显著减少水中的微塑料。②第3段:研究条件与局限→关键条件:该方法的有效性依赖于水的硬度,硬水效果远好于软水。→研究局限:研究并未涵盖所有类型的塑料,也未涉及水中的其他化学物质。③第4段:研究意义尽管存在局限性,但该研究仍为减少微塑料摄入指明了潜在方向。文末总结/展望①总结观点:再次肯定该研究的价值。②研究展望:引用外部专家的正面评价,并提出更长远的建议——升级饮用水处理厂以去除微塑料。类型三

观点展示型此类文章旨在阐述作者对某个特定话题的鲜明观点或立场,并通过一系列的论据、理由或事实来支持该观点,最终说服读者。1.结构模板2.读文技巧[真题示例]

(2024·新课标Ⅰ卷阅读C篇)Iscomprehensionthesamewhetherapersonreadsatextonscreenoronpaper?Andarelisteningtoandviewingcontentaseffectiveasreadingthewrittenwordwhencoveringthesamematerial?Theanswerstobothquestionsareoften“no”...Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit’sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding.Thebenefitsofprintreadingparticularlyshinethroughwhenexperimentersmovefromposingsimpletasks...Thedifferencesbetweenprintanddigitalreadingresultsarepartlyrelatedtopaper’sphysicalproperties.Withpaper,thereisaliterallayingonofhands,alongwiththevisualgeographyofdistinctpages.Peopleoftenlinktheirmemoryofwhatthey’vereadtohowfarintothebookitwasorwhereitwasonthepage.Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled“shallowinghypothesis(假说)”.Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.Audio(音频)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies...However,psychologistshavedemonstratedthatwhenadultsreadnewsstories,theyremembermoreofthecontentthaniftheylistentoorviewidenticalpieces.Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn’tassumeallmediaarethesame,evenwhentheycontainidenticalwords.[行文结构]开篇提出观点①引出问题:屏幕阅读与纸质阅读的异同②亮明观点:对两个问题的答案通常都说“不”。主体分层论证①第2段:提出论据1。研究证实纸质阅读优势:阅读长文时,纸质阅读的学习效果优于屏幕阅读。②第3段:提出论据2。纸张提供了“亲手触摸”的体验和清晰的页面“视觉地理”,有助于读者将记忆与书本中的物理位置联系起来。③第4段:提出论据3。人们在阅读数字文本时抱着一种更随意的社交媒体心态,投入的脑力较少。④第5段:拓展论证范围。将对比范围从“纸质vs屏幕”拓展到“文字阅读vs视听学习”。文末总结/建议重申核心观点,并向教育工作者提出明确建议。类型四

故事叙述型此类文章通过讲述一段个人经历或故事,来传达一种感悟、揭示一个道理或展现人物的成长与转变。1.结构模板2.读文技巧[真题示例]

(2025·全国一卷阅读B篇)Inmyninth-gradewritingclasslastyear,Imetacowboywhosavedhistown,astrictfatherwhodemandedhissonearnstraightA’s,andamodern-dayJulietwhodiedofheartbreakafterherparentsrejectedtheloveofheryounglife.Morethanonce,Ifoundmyselfwonderingjusthowmystudents,who’dcreatedthesepeople,knewtheirsubjectssowell.Butthingsweredifferentfortheirfirstessay,whichwasaboutthequestion:“Whyiswritingimportant?”Mostoftheessaysfilledlessthanonepage,andfewcontainedasentencethatcouldbeinterpretedasathesis(论点)statement.Iwasshocked.ThenIrealizedthattheproblemwasthequestionitself.Theycouldhavewrittenpagesonthenecessityofcomputers,butwriting,inandofitself,simplydidn’tstrikethemasimportant.Thiswouldhavetochange.Asanewunitstarted,Iaskedeveryonetowriteapersuasivepieceonahealth-relatedtopicoftheirchoice.Thistimetheyfoundtheexercisemuchmoreinteresting.Forthenexttwoassignments,apersonal-narrativeunitfollowedbyacreative-writingworkshop,Ionlyre