高三英语阅读教学讲座-课件

高三英语阅读教学高三英语阅读教学1主要内容一、阅读与阅读教学二、高三阅读教学的实践和思考2022/12/312主要内容一、阅读与阅读教学2022/12/302Whatisreading?Readingistheprocessofconstructingmeaningthroughthedynamicinteractionamongthereader’sexistingknowledge,theinformationsuggestedbythewrittenlanguage,andthecontextofthereadingsituation.(Anthony,Pearson,&Raphael,1993)2022/12/313建构意义的过程要有阅读过程的保证读者已有知识；文中文字信息；阅读的情境进行能动的交互Whatisreading?ReadingistheI’dbeentravellingforlonghoursonalonelycountryroadwhenIhadaflattyre.Nightfallwasapproaching.Then,without____,itbegantorain.TherainstoppedandJeffandIchangedthetyre.*4建构意义的过程要有阅读过程的保证读者已有知识；文中文字信息；阅读的情境进行能动的交互I’dbeentravellingforlonghPISA--关于阅读素养阅读过程ProcessofReading阅读内容ContentofReading阅读情境ContextofReading由三

个维度构成读者文本应用2022/12/315PISA--关于阅读素养阅读过程阅读内容阅读情境由三个维度阅读过程

-阅读理解的五个层次理解事实性信息

Retrievinginformation

理解整体意义

Broadunderstanding发展诠释能力Developinganinterpretation反思与评价所读内容-理解深层含义

Reflectingoncontent反思与评价文体与特征Reflectingonform2022/12/316阅读过程-阅读理解的五个层次理解事实性信息2022/1理解事实性信息

Retrievinginformation

FindingaparticularfacttosupportorrefuteaclaimsomeonehasmadeTodoso,readersmustscan,searchfor,locateandselectrelevantinformationSuchtasksofteninvolveinformationatthesentencelevelorafewsentencesindifferentparagraphs.Theinformationisbasedonthetextitselfandonexplicitinformationincludedinthetext.Itmayalsoinvolvediscriminatingbetweentwosimilarpiecesofinformation2022/12/317理解事实性信息

Retrievinginformation理解整体意义

BroadunderstandingIdentifyingthemaintopicormessageIdentifyingthegeneralpurposeoruseofthetextSelect

or

createatitleforthetextExplaintheorderofinstructionsIdentifythemaindimensionsofagraphoratableDescribethemaincharacterandsettingofastoryIdentifyathemeormessageofaliterarytextExplainthepurposeoruseofamapoffigureDistinguishthemainideaandtheminordetailsRecognizethesummaryofthethemeinasentenceortitleThereadermustconsiderthetextasawholeorinabroadperspective.2022/12/318理解整体意义

BroadunderstandingIden发展诠释能力

DevelopinganinterpretationRequirelogicalunderstanding(processtheorganizationofinformation)Demonstrateunderstandingofcohesionwithorwithoutdiscoursemarkers(e.g.first,second,etc.orcauseandeffect)Comparingandcontrastinformation,drawinginferencesandidentifyingandlistingsupportingevidenceMake

inferenceabouttheauthor’sintentionandtoidentifytheevidenceusedtoinferthatintentionExtendinitialimpressionstoamorespecificorcompleteunderstanding2022/12/319发展诠释能力

Developinganinterpret反思与评价所读内容

Reflectingonand

evaluatingthecontentofatextAssesstheclaimsmadeinthetextagainsttheirownknowledgeoftheworldandarticulateanddefendtheirownpointsofview.Thisisbasedontheirunderstandingofwhatissaidandintendedinatextandtheytestthatmentalrepresentationagainstwhattheyknowandbelieveonthebasisoftheirpriorinformationorinformationfoundfromothertexts.Callonsupportingevidencefromwithinthetextandcontrastthatwithothersourcesofinformation,usingbothgeneralandspecificknowledgeaswellastheabilitytoreasonabstractly.connectinformationinatexttoknowledgefromothersources2022/12/3110反思与评价所读内容

Reflectingonand

Othertasksmayinclude:Providingevidenceorargumentsfromoutsidethetextorone’sownknowledge;Assessingtherelevanceofparticularpiecesofinformationorevidence,ordrawingcomparisonswithmoraloraestheticrulesorstandards.Offeroridentifyalternativepiecesofinformationthatmightstrengthenanauthor’saugment,ortoevaluatethesufficiencyoftheevidenceorinformationprovidedinthetext.反思与评价所读内容

Reflectingonand

evaluatingthecontentofatextconnectinformationinatexttoknowledgefromothersources2022/12/3111Othertasksmayinclude:反思与评价所反思与评价文体与特征

ReflectingonformConsiderthetextobjectivelyandevaluateitsqualityandappropriateness.Knowledgesuchastextstructure,genreandregisterplayanimportantroleinthesetasks.Evaluatinghowsuccessfulanauthorisinportrayingsomecharacteristicorpersuadingareaderdependsnotonlyonsubstantiveknowledgebutalsoontheabilitytodetectslightdifferencesinmeaningintheuseoflanguage–e.g.understandingwhenthechoiceofanadjectivemightcolorinterpretation.Determiningtheutilityofaparticulartextforaspecificpurposeandevaluateanauthor’suseofparticulartextualfeaturesonaccomplishingaparticulargoal.To

describeorcommentontheauthor’suseofstyleTo

identifytheauthor’spurposeandattitude.2022/12/3112反思与评价文体与特征

Reflectingonform阅读过程

-阅读理解的五个层次理解事实性信息

Retrievinginformation

理解整体意义

Broadunderstanding发展诠释能力Developinganinterpretation反思与评价所读内容-理解深层含义

Reflectingoncontent反思与评价文体与特征Reflectingonform2022/12/3113阅读1-周亚阅读过程-阅读理解的五个层次理解事实性信息2022/1关于阅读素养阅读过程ProcessofReading阅读内容ContentofReading阅读情境ContextofReading由三

个维度构成读者文本应用2022/12/3114关于阅读素养阅读过程阅读内容阅读情境由三个维度构成读者文本记叙文重点关注：-事件发生的顺序、前因后果-人物内心世界、情感态度议论文/论说文重点关注：-总论点（观点）、分论点-论证过程和方法-不同观点说明文重点关注：-说明的事物之特征-说明方法的特点2022/12/3115河北高考阅读记叙文重点关注：2022/12/3015河北高考阅读2022/12/3116Honey(蜂蜜)fromtheAfricanforestisnotonlyakindofnaturalsugar,itisalsodelicious.Mostpeople,andmanyanimals,likeeatingit.However,theonlywayforthemtogetthathoneyistofindawildbees'nest(巢)andtakethehoneyfromit.Often,thesenestsarehighupintrees,anditisdifficulttofindthem.InpartsofAfrica,though,peopleandanimalsunexpectedhelper---alittlebirdcalledahoneyguide.Thehoneyguidedoesnotactuallylikehoney,butitdoeslikethewaxinthebeehives(蜂房).Thelittlebirdcannotreachthiswax,whichisdeepinsidethebees'nest.So,whenitfindsasuitablenest,itlooksforsomeonetohelpit.Thehoneyguidegivesaloudcrythatattractstheattentionofbothpassinganimalsandpeople.Onceithastheirattention,itfliesthroughtheforest,waitingfromtimetotimeforthecuriousanimalorpersonasitleadsthemtothenest.Whentheyfinallyarriveatthenest,thefollowerreachesintogetatthedelicioushoneyasthebirdpatientlywaitsandwatches.Someofthehoney,andthewax,alwaysfallstotheground,andthisiswhenthehoneyguidetakesitsshare.Scientistsdonotknowwhythehoneyguidelikeseatingthewax,butitisverydeterminedinitseffortstogetit.Thebirdsseemtobeabletosmellwaxfromalongdistanceaway.Theywillquicklyarrivewheneverabeekeeperistakinghoneyfromhisbeehives,andwillevenenterchurcheswhenbeeswaxcandlesarebeinglit.说明文重点关注：-说明的事物之特征-说明方法的特点2022/12/3016Honey(蜂蜜)fromthe2022/12/311760.Whyisitdifficulttofindawildbees'nest? A.It'ssmallinsize. B.It'shiddenintrees. C.It'scoveredwithwax. D.It'shardtorecognize.61.Whatdothewords"thefollower"inParagraph2referto? A.Abee. B.Abird. C.Ahoneyseeker. D.Abeekeeper.62.Thehoneyguideisspecialintheway_____. A.itgetsitsfood B.itgoestochurch C.itsingsintheforest D.itreachesintobees'nests63.Whatcanbethebesttitleforthetext? A.WildBees B.WaxandHoney C.BeekeepinginAfrica D.Honey-Lover'sHelper2022/12/301760.Whyisitdiff2022/12/3118Abouttwentyofushadbeenfortunateenoughtoreceiveinvitationstoafilm-studio(影棚)totakepartinacrowd-scene.Althoughour"act"wouldlastonlyforashorttime,wecouldseequiteanumberofinterestingthings.Weallstoodatthefarendofthestudioasworkmenpreparedthescene,settinguptreesattheedgeofawindingpath.Verysoon,brightlightswereturnedonandthebigmovie-camerawaswheeledintoposition.Thedirectorshoutedsomethingtothecameraoperatorandthenwenttospeaktothetwofamousactorsnearby.Sinceitwashotinthestudio,itcameasasurprisetoustoseeoneoftheactorsputonaheavyovercoatandstartwalkingalongthepath.Abigfanbeganblowingtinywhitefeathersdownonhim,andsoonthetreeswerecoveredin"snow".Twomorefanswereturnedon,anda"strongwind"blewthroughthetrees.Thepicturelookedsorealthatitmadeusfeelcold.Thenextscenewasacompletecontrast(对比).Thewayitwasfilmedwasquiteunusual.PicturesinfronttakenonanislandinthePacificwereshownonaglassscreen(幕).Anactorandactressstoodofthescenesothattheylookedtricklikethis,palmtrees,sandybeaches,asiftheywereatthewater'sedgeonanisland.Byasimpleandblue,clearskieshadbeenbroughtintothestudio!Sinceitwasourturnnext,wewereleftwonderingwhatscenewouldbepreparedforus.Forafullthreeminutesinourliveswewouldbeexperiencingtheexcitementofbeingfilm"stars"!记叙文重点关注：-事件发生的顺序、前因后果-人物内心世界、情感态度2022/12/3018Abouttwentyofus2022/12/311964.Whoistheauthor? A.Acameraman. B..Afilmdirector. C.Acrowd-sceneactor. D.Aworkmanforscenesetting.65.Whatmadetheauthorfeelcold? A.Theheavysnowfall. B.Theman-madescene. C.Thelowtemperature. D.Thefilmbeingshown.66.Whatwouldhappeninthe"threeminutes"mentionedinthelastparagraph? A.Anewscenewouldbefilmed. B.Morestarswouldactinthefilm. C.Theauthorwouldleavethestudio. D.Thenextscenewouldbeprepared.2022/12/301964.Whoistheaut2022/12/312068.Theauthorexplainsthelawofoverleamingby_________. A.presentingresearchfindings B.sellingdowngeneralrules C.makingacomparison D.usingexamples71.Whatistheauthor'sopiniononcramming? A.Itleadstofailureincollegeexams. B.It'shelpfulonlyinalimitedway. C.It'spossibletoresultinpoormemory. D.Itincreasesstudents'learninginterest.议论文/论说文重点关注：-总论点（观点）、分论点-论证过程和方法-不同观点2022/12/302068.Theauthorexpl阅读教学记叙文重点关注：-事件发生的顺序、前因后果-人物内心世界、情感态度议论文/论说文重点关注：-总论点（观点）、分论点-论证过程和方法-不同观点说明文重点关注：-说明的事物之特征-说明方法的特点2022/12/3121河北高考阅读阅读教学2022/12/3021河北高考阅读PISA国际测评项目带给我们的启示以培养阅读素养为目标的教学将超越对一般阅读能力的培养，使阅读不是仅仅停留在对文本表面文字的理解，而是强调读者为了不同的目的而阅读，强调他们对文字信息的理解、使用和反思，强调读者通过积极主动的思考和与文本的互动来获取信息，不论是为个人还是为公众事业，为学习还是为工作，他们为自己成为积极的公民和终身学习者而进行阅读。2022/12/3122PISA国际测评项目带给我们的启示以培养阅读素养为目标的教学2022/12/3123Abouttwentyofushadbeenfortunateenoughtoreceiveinvitationstoafilm-studio(影棚)totakepartinacrowd-scene.Althoughour"act"wouldlastonlyforashorttime,wecouldseequiteanumberofinterestingthings.Weallstoodatthefarendofthestudioasworkmenpreparedthescene,settinguptreesattheedgeofawindingpath.Verysoon,brightlightswereturnedonandthebigmovie-camerawaswheeledintoposition.Thedirectorshoutedsomethingtothecameraoperatorandthenwenttospeaktothetwofamousactorsnearby.Sinceitwashotinthestudio,itcameasasurprisetoustoseeoneoftheactorsputonaheavyovercoatandstartwalkingalongthepath.Abigfanbeganblowingtinywhitefeathersdownonhim,andsoonthetreeswerecoveredin"snow".Twomorefanswereturnedon,anda"strongwind"blewthroughthetrees.Thepicturelookedsorealthatitmadeusfeelcold.Thenextscenewasacompletecontrast(对比).Thewayitwasfilmedwasquiteunusual.PicturesinfronttakenonanislandinthePacificwereshownonaglassscreen(幕).Anactorandactressstoodofthescenesothattheylookedtricklikethis,palmtrees,sandybeaches,asiftheywereatthewater'sedgeonanisland.Byasimpleandblue,clearskieshadbeenbroughtintothestudio!Sinceitwasourturnnext,wewereleftwonderingwhatscenewouldbepreparedforus.Forafullthreeminutesinourliveswewouldbeexperiencingtheexcitementofbeingfilm"stars"!2022/12/3023Abouttwentyofus2022/12/3124Abouttwentyofushadbeenfortunateenoughtoreceiveinvitationstoafilm-studio(影棚)totakepartinacrowd-scene.Althoughour“act”wouldlastonlyforashorttime,wecouldseequiteanumberofinterestingthings.（Whatinterestingthingsareyouexpecting?）Weallstoodatthefarendofthestudioasworkmenpreparedthescene,settinguptreesattheedgeofawindingpath.Verysoon,brightlightswereturnedonandthebigmovie-camerawaswheeledintoposition.Thedirectorshoutedsomethingtothecameraoperatorandthenwenttospeaktothetwofamousactorsnearby.Sinceitwashotinthestudio,itcameasasurprisetoustoseeoneoftheactorsputonaheavyovercoatandstartwalkingalongthepath.Abigfanbeganblowingtinywhitefeathersdownonhim,andsoonthetreeswerecoveredin“snow”.Twomorefanswereturnedon,anda“strongwind”blewthroughthetrees.Thepicturelookedsorealthatitmadeusfeelcold. (Whatdidtheysee?Howweretheyfeeling?Doyoufeelcoldtooinsuchscene?)2022/12/3024Abouttwentyofus2022/12/3125Thenextscenewasacompletecontrast(对比).(Imaginewhatwillhappen.)Thewayitwasfilmedwasquiteunusual.PicturesinfronttakenonanislandinthePacificwereshownonaglassscreen(幕).Anactorandactressstoodofthescenesothattheylookedtricklikethis,palmtrees,sandybeaches,asiftheywereatthewater'sedgeonanisland.Byasimpleandblue,clearskieshadbeenbroughtintothestudio!(Whatislikeinthesecondscene?Doyouthinkit’sreallyacompletecontrast?)Sinceitwasourturnnext,wewereleftwonderingwhatscenewouldbepreparedforus.Forafullthreeminutesinourliveswewouldbeexperiencingtheexcitementofbeingfilm"stars"! (Whatwillhappennext?)强调他们对文字信息的理解、使用和反思，强调读者通过积极主动的思考和与文本的互动来获取信息2022/12/3025Thenextscenewas主要内容一、阅读与阅读教学二、高三阅读教学的实践和思考2022/12/3126主要内容一、阅读与阅读教学2022/12/3026高三阅读教学的实践和思考阅读理解有没有更好的方法培养学生的阅读能力？信息还原考查什么能力？用什么方式培养学生的能力？如何真正培养学生的阅读理解能力？2022/12/3127高三阅读教学的实践和思考阅读理解2022/12/3027高三阅读教学的实践和思考词汇的复习（徐晓燕）词汇的分类整理—话题词汇的检测2022/12/3128高三阅读教学的实践和思考词汇的复习（徐晓燕）2022/12词汇（话题）Travelandtransportation（准备）bookahotel;packasuitcase;packupmythingsinthesuitcase;carryyourluggage;bringacompass;getavisa;choosethetravelroutes;applyforthepassport;registeratahotel;decidethetouristdestination;queueforhourstobuyaticket;（去旅行）travelbyferry;leaveforParis;setoffstraightaway;goonalonghike;payherhometownavisit;getaroundthecitybytaxi;（景观）scenicspots;aseaview;besurroundedbymountains;enjoyanamazingview;Iwashookedonthebeautyofthenature.（旅行中出现的问题）losemyluggage;postponeourvisittotheGreatWall;Wemadeourwaytotherock.阅读材料229语块（语感，词汇的意义和运用）话题（使用场合）词汇（话题）Travelandtransportatio高三阅读教学的实践和思考ThisyearIdecidedtodosomethingtoregainmygoodnameasakindlyuncle.My36Tony,hadneverforgivenmeforthedictionaryIhadboughthimasabirthdaypresentlastyear.His37hadnoreasontobethankfultomeeither,becausetheyearbefore,Ihad38theirdearsonwithapotofpaste(浆糊)andsomefunnypictures.Insteadof39themintoabook,Tonyhadnaturallycoveredeverywallinthehousewiththem.Thisyear,40,Idecidedtolethim41forhimself.高三阅读教学的实践和思考ThisyearIdecide30有效运用可读性信息有效运用可读性信息31高三阅读教学的实践和思考2022/12/3132Learningbydoing词汇（杨立宪）词汇（郑颖）段落结构高三阅读教学的实践和思考2022/12/3032Learni

Shecanbereallystubborn.Althoughshedidn’tknowthebestway…sheinsistedthat…Shegavemeadeterminedlook–thekindthatsaidshewouldnotchangehermind….Onceshehasmadeuphermind,nothingcanchangeit.Finally,Ihadtogivein.2.Underlinethewordsthatmayshowyouthemeaningof“stubborn”.1.Findthesentencewiththeword“stubborn”.LearningbydoingNewwordsShecanbereallystubbor33LearningbydoingStrategyLearningbydoingStrategy34经常不断地学习,你就什么都知道。你知道得越多,你就越有力量StudyConstantly,AndYouWillKnowEverything.TheMoreYouKnow,TheMorePowerfulYouWillBe写在最后经常不断地学习,你就什么都知道。你知道得越多,你就越有力量写35谢谢你的到来学习并没有结束，希望大家继续努力LearningIsNotOver.IHopeYouWillContinueToWorkHard演讲人：XXXXXX时间：XX年XX月XX日

谢谢你的到来演讲人：XXXXXX36高三英语阅读教学高三英语阅读教学37主要内容一、阅读与阅读教学二、高三阅读教学的实践和思考2022/12/3138主要内容一、阅读与阅读教学2022/12/302Whatisreading?Readingistheprocessofconstructingmeaningthroughthedynamicinteractionamongthereader’sexistingknowledge,theinformationsuggestedbythewrittenlanguage,andthecontextofthereadingsituation.(Anthony,Pearson,&Raphael,1993)2022/12/3139建构意义的过程要有阅读过程的保证读者已有知识；文中文字信息；阅读的情境进行能动的交互Whatisreading?ReadingistheI’dbeentravellingforlonghoursonalonelycountryroadwhenIhadaflattyre.Nightfallwasapproaching.Then,without____,itbegantorain.TherainstoppedandJeffandIchangedthetyre.*40建构意义的过程要有阅读过程的保证读者已有知识；文中文字信息；阅读的情境进行能动的交互I’dbeentravellingforlonghPISA--关于阅读素养阅读过程ProcessofReading阅读内容ContentofReading阅读情境ContextofReading由三

个维度构成读者文本应用2022/12/3141PISA--关于阅读素养阅读过程阅读内容阅读情境由三个维度阅读过程

-阅读理解的五个层次理解事实性信息

Retrievinginformation

理解整体意义

Broadunderstanding发展诠释能力Developinganinterpretation反思与评价所读内容-理解深层含义

Reflectingoncontent反思与评价文体与特征Reflectingonform2022/12/3142阅读过程-阅读理解的五个层次理解事实性信息2022/1理解事实性信息

Retrievinginformation

FindingaparticularfacttosupportorrefuteaclaimsomeonehasmadeTodoso,readersmustscan,searchfor,locateandselectrelevantinformationSuchtasksofteninvolveinformationatthesentencelevelorafewsentencesindifferentparagraphs.Theinformationisbasedonthetextitselfandonexplicitinformationincludedinthetext.Itmayalsoinvolvediscriminatingbetweentwosimilarpiecesofinformation2022/12/3143理解事实性信息

Retrievinginformation理解整体意义

BroadunderstandingIdentifyingthemaintopicormessageIdentifyingthegeneralpurposeoruseofthetextSelect

or

createatitleforthetextExplaintheorderofinstructionsIdentifythemaindimensionsofagraphoratableDescribethemaincharacterandsettingofastoryIdentifyathemeormessageofaliterarytextExplainthepurposeoruseofamapoffigureDistinguishthemainideaandtheminordetailsRecognizethesummaryofthethemeinasentenceortitleThereadermustconsiderthetextasawholeorinabroadperspective.2022/12/3144理解整体意义

BroadunderstandingIden发展诠释能力

DevelopinganinterpretationRequirelogicalunderstanding(processtheorganizationofinformation)Demonstrateunderstandingofcohesionwithorwithoutdiscoursemarkers(e.g.first,second,etc.orcauseandeffect)Comparingandcontrastinformation,drawinginferencesandidentifyingandlistingsupportingevidenceMake

inferenceabouttheauthor’sintentionandtoidentifytheevidenceusedtoinferthatintentionExtendinitialimpressionstoamorespecificorcompleteunderstanding2022/12/3145发展诠释能力

Developinganinterpret反思与评价所读内容

Reflectingonand

evaluatingthecontentofatextAssesstheclaimsmadeinthetextagainsttheirownknowledgeoftheworldandarticulateanddefendtheirownpointsofview.Thisisbasedontheirunderstandingofwhatissaidandintendedinatextandtheytestthatmentalrepresentationagainstwhattheyknowandbelieveonthebasisoftheirpriorinformationorinformationfoundfromothertexts.Callonsupportingevidencefromwithinthetextandcontrastthatwithothersourcesofinformation,usingbothgeneralandspecificknowledgeaswellastheabilitytoreasonabstractly.connectinformationinatexttoknowledgefromothersources2022/12/3146反思与评价所读内容

Reflectingonand

Othertasksmayinclude:Providingevidenceorargumentsfromoutsidethetextorone’sownknowledge;Assessingtherelevanceofparticularpiecesofinformationorevidence,ordrawingcomparisonswithmoraloraestheticrulesorstandards.Offeroridentifyalternativepiecesofinformationthatmightstrengthenanauthor’saugment,ortoevaluatethesufficiencyoftheevidenceorinformationprovidedinthetext.反思与评价所读内容

Reflectingonand

evaluatingthecontentofatextconnectinformationinatexttoknowledgefromothersources2022/12/3147Othertasksmayinclude:反思与评价所反思与评价文体与特征

ReflectingonformConsiderthetextobjectivelyandevaluateitsqualityandappropriateness.Knowledgesuchastextstructure,genreandregisterplayanimportantroleinthesetasks.Evaluatinghowsuccessfulanauthorisinportrayingsomecharacteristicorpersuadingareaderdependsnotonlyonsubstantiveknowledgebutalsoontheabilitytodetectslightdifferencesinmeaningintheuseoflanguage–e.g.understandingwhenthechoiceofanadjectivemightcolorinterpretation.Determiningtheutilityofaparticulartextforaspecificpurposeandevaluateanauthor’suseofparticulartextualfeaturesonaccomplishingaparticulargoal.To

describeorcommentontheauthor’suseofstyleTo

identifytheauthor’spurposeandattitude.2022/12/3148反思与评价文体与特征

Reflectingonform阅读过程

-阅读理解的五个层次理解事实性信息

Retrievinginformation

理解整体意义

Broadunderstanding发展诠释能力Developinganinterpretation反思与评价所读内容-理解深层含义

Reflectingoncontent反思与评价文体与特征Reflectingonform2022/12/3149阅读1-周亚阅读过程-阅读理解的五个层次理解事实性信息2022/1关于阅读素养阅读过程ProcessofReading阅读内容ContentofReading阅读情境ContextofReading由三

个维度构成读者文本应用2022/12/3150关于阅读素养阅读过程阅读内容阅读情境由三个维度构成读者文本记叙文重点关注：-事件发生的顺序、前因后果-人物内心世界、情感态度议论文/论说文重点关注：-总论点（观点）、分论点-论证过程和方法-不同观点说明文重点关注：-说明的事物之特征-说明方法的特点2022/12/3151河北高考阅读记叙文重点关注：2022/12/3015河北高考阅读2022/12/3152Honey(蜂蜜)fromtheAfricanforestisnotonlyakindofnaturalsugar,itisalsodelicious.Mostpeople,andmanyanimals,likeeatingit.However,theonlywayforthemtogetthathoneyistofindawildbees'nest(巢)andtakethehoneyfromit.Often,thesenestsarehighupintrees,anditisdifficulttofindthem.InpartsofAfrica,though,peopleandanimalsunexpectedhelper---alittlebirdcalledahoneyguide.Thehoneyguidedoesnotactuallylikehoney,butitdoeslikethewaxinthebeehives(蜂房).Thelittlebirdcannotreachthiswax,whichisdeepinsidethebees'nest.So,whenitfindsasuitablenest,itlooksforsomeonetohelpit.Thehoneyguidegivesaloudcrythatattractstheattentionofbothpassinganimalsandpeople.Onceithastheirattention,itfliesthroughtheforest,waitingfromtimetotimeforthecuriousanimalorpersonasitleadsthemtothenest.Whentheyfinallyarriveatthenest,thefollowerreachesintogetatthedelicioushoneyasthebirdpatientlywaitsandwatches.Someofthehoney,andthewax,alwaysfallstotheground,andthisiswhenthehoneyguidetakesitsshare.Scientistsdonotknowwhythehoneyguidelikeseatingthewax,butitisverydeterminedinitseffortstogetit.Thebirdsseemtobeabletosmellwaxfromalongdistanceaway.Theywillquicklyarrivewheneverabeekeeperistakinghoneyfromhisbeehives,andwillevenenterchurcheswhenbeeswaxcandlesarebeinglit.说明文重点关注：-说明的事物之特征-说明方法的特点2022/12/3016Honey(蜂蜜)fromthe2022/12/315360.Whyisitdifficulttofindawildbees'nest? A.It'ssmallinsize. B.It'shiddenintrees. C.It'scoveredwithwax. D.It'shardtorecognize.61.Whatdothewords"thefollower"inParagraph2referto? A.Abee. B.Abird. C.Ahoneyseeker. D.Abeekeeper.62.Thehoneyguideisspecialintheway_____. A.itgetsitsfood B.itgoestochurch C.itsingsintheforest D.itreachesintobees'nests63.Whatcanbethebesttitleforthetext? A.WildBees B.WaxandHoney C.BeekeepinginAfrica D.Honey-Lover'sHelper2022/12/301760.Whyisitdiff2022/12/3154Abouttwentyofushadbeenfortunateenoughtoreceiveinvitationstoafilm-studio(影棚)totakepartinacrowd-scene.Althoughour"act"wouldlastonlyforashorttime,wecouldseequiteanumberofinterestingthings.Weallstoodatthefarendofthestudioasworkmenpreparedthescene,settinguptreesattheedgeofawindingpath.Verysoon,brightlightswereturnedonandthebigmovie-camerawaswheeledintoposition.Thedirectorshoutedsomethingtothecameraoperatorandthenwenttospeaktothetwofamousactorsnearby.Sinceitwashotinthestudio,itcameasasurprisetoustoseeoneoftheactorsputonaheavyovercoatandstartwalkingalongthepath.Abigfanbeganblowingtinywhitefeathersdownonhim,andsoonthetreeswerecoveredin"snow".Twomorefanswereturnedon,anda"strongwind"blewthroughthetrees.Thepicturelookedsorealthatitmadeusfeelcold.Thenextscenewasacompletecontrast(对比).Thewayitwasfilmedwasquiteunusual.PicturesinfronttakenonanislandinthePacificwereshownonaglassscreen(幕).Anactorandactressstoodofthescenesothattheylookedtricklikethis,palmtrees,sandybeaches,asiftheywereatthewater'sedgeonanisland.Byasimpleandblue,clearskieshadbeenbroughtintothestudio!Sinceitwasourturnnext,wewereleftwonderingwhatscenewouldbepreparedforus.Forafullthreeminutesinourliveswewouldbeexperiencingtheexcitementofbeingfilm"stars"!记叙文重点关注：-事件发生的顺序、前因后果-人物内心世界、情感态度2022/12/3018Abouttwentyofus2022/12/315564.Whoistheauthor? A.Acameraman. B..Afilmdirector. C.Acrowd-sceneactor. D.Aworkmanforscenesetting.65.Whatmadetheauthorfeelcold? A.Theheavysnowfall. B.Theman-madescene. C.Thelowtemperature. D.Thefilmbeingshown.66.Whatwouldhappeninthe"threeminutes"mentionedinthelastparagraph? A.Anewscenewouldbefilmed. B.Morestarswouldactinthefilm. C.Theauthorwouldleavethestudio. D.Thenextscenewouldbeprepared.2022/12/301964.Whoistheaut2022/12/315668.Theauthorexplainsthelawofoverleamingby_________. A.presentingresearchfindings B.sellingdowngeneralrules C.makingacomparison D.usingexamples71.Whatistheauthor'sopiniononcramming? A.Itleadstofailureincollegeexams. B.It'shelpfulonlyinalimitedway. C.It'spossibletoresultinpoormemory. D.Itincreasesstudents'learninginterest.议论文/论说文重点关注：-总论点（观点）、分论点-论证过程和方法-不同观点202