登录
阅读短文,根据短文内容回答问题,每题答案不超过10个词。
体裁:说明文
主题:学习策略
难度:★★★★★
建议用时:8 min
正确率: /5
新素养·学习能力 The "protege effect"(门徒效应) is a psychological phenomenon. It means learning better by teaching others. It happens when students do presentations(演示). Students explain ideas clearly to others, which helps them understand the topic(主题) better. Research shows that students who make presentations improve more on tests than those who only study alone.
In Chinese classes, middle school students discuss questions like "Should phones be allowed in school?" In maths classes, they work in groups to build models or show their research. In history classes, they share facts about events or historical buildings like the Great Wall.
In English speech competitions, students speak in front of others. In science fairs, they might test how plants grow in different light. In clubs, students share their ideas in talks like "Why Books Are Fun".
"Teachers hope students will improve their confidence(自信心) and communication by taking part in presentations," says Mr Liu, headmaster of Hongxing Middle School. "No matter what kind of presentation it is, students need to be very sure about what they're going to talk about in front of others. And that's the first step of good preparation."
(A talk between two middle school students, Jenny and Eric)
Jenny: Eric, you did such a good job in the animal protection presentation.
Eric: Thanks, Jenny.
Jenny: What did you do for your presentation?
Eric: I read many books in the library and went through different animal websites. I learned a lot about endangered animals and the reasons for their endangerment. That's really helpful for my preparation.
Jenny: That's a lot of work!
Eric: You know what? I even spoke about 10 times in front of the audience(观众) who I imagined.
Jenny: Wow, no wonder you gave the presentation so clearly and fluently.
Eric: Oh, one more thing.
Jenny: That really made your presentation better! Thanks for sharing so much.
1. When does the "protege effect" happen?
2. What do the examples of Chinese, maths, history, English, science, and club activities have in common(共同) in the passage?
3. Why do teachers want students to join in presentations according to Mr Liu?
4. How can students prepare well for presentations according to the passage?
5. What might Eric say? Please finish the blank in the conversation.
体裁:说明文
主题:学习策略
难度:★★★★★
建议用时:8 min
正确率: /5
新素养·学习能力 The "protege effect"(门徒效应) is a psychological phenomenon. It means learning better by teaching others. It happens when students do presentations(演示). Students explain ideas clearly to others, which helps them understand the topic(主题) better. Research shows that students who make presentations improve more on tests than those who only study alone.
In Chinese classes, middle school students discuss questions like "Should phones be allowed in school?" In maths classes, they work in groups to build models or show their research. In history classes, they share facts about events or historical buildings like the Great Wall.
In English speech competitions, students speak in front of others. In science fairs, they might test how plants grow in different light. In clubs, students share their ideas in talks like "Why Books Are Fun".
"Teachers hope students will improve their confidence(自信心) and communication by taking part in presentations," says Mr Liu, headmaster of Hongxing Middle School. "No matter what kind of presentation it is, students need to be very sure about what they're going to talk about in front of others. And that's the first step of good preparation."
(A talk between two middle school students, Jenny and Eric)
Jenny: Eric, you did such a good job in the animal protection presentation.
Eric: Thanks, Jenny.
Jenny: What did you do for your presentation?
Eric: I read many books in the library and went through different animal websites. I learned a lot about endangered animals and the reasons for their endangerment. That's really helpful for my preparation.
Jenny: That's a lot of work!
Eric: You know what? I even spoke about 10 times in front of the audience(观众) who I imagined.
Jenny: Wow, no wonder you gave the presentation so clearly and fluently.
Eric: Oh, one more thing.
I also created pictures to explain the key points better.
Jenny: That really made your presentation better! Thanks for sharing so much.
1. When does the "protege effect" happen?
When students do presentations.
2. What do the examples of Chinese, maths, history, English, science, and club activities have in common(共同) in the passage?
They are all examples of students sharing ideas with others.
3. Why do teachers want students to join in presentations according to Mr Liu?
Because they hope students will improve their confidence and communication.
4. How can students prepare well for presentations according to the passage?
By knowing the topic, looking for information and keeping practicing.
5. What might Eric say? Please finish the blank in the conversation.
I also practiced with my family to get feedback.
答案
三、【语篇解读】本文是一篇说明文。文章主要介绍了“门徒效应”，并结合不同学科活动的实例，说明做学术演示能帮助学生。
1. When students do presentations. 根据“It happens when students do presentations.”可知门徒效应发生在学生做报告的时候。
2. They are all examples of students sharing ideas with others./They are all examples of students doing presentations. 根据各个活动的描述可知，语文课讨论、数学课模型展示、历史课分享史实、英语演讲比赛、科学展览测试和俱乐部分享想法，都属于学生向他人分享观点/学生做演示。
3. Because they hope students will improve their confidence and communication. 根据“‘Teachers hope students will improve their confidence and communication by taking part in presentations,’ says Mr Liu, headmaster of Hongxing Middle School.”可知老师们希望学生们通过参与演示来提高他们的自信心和沟通能力。
4. By knowing the topic, looking for information and keeping practicing. 根据“No matter what kind of presentation it is, students need to be very sure about what they're going to talk about in front of others.”可知确保对主题非常了解是准备演示的第一步；再结合埃里克的实践“I read many books in the library and went through different animal websites.”和“I even spoke about 10 times in front of the audience who I imagined.”可知准备演示应深入研究主题并不断练习。
5. I also created pictures to explain the key points better./I also practiced with my family to get feedback.(答案不唯一，言之有理即可) 根据“one more thing”和“That really made your presentation better! Thanks for sharing so much.”可知上文埃里克已经分享了深入研究和不断练习，此处应分享其他增强演示效果的方法。
1. When students do presentations. 根据“It happens when students do presentations.”可知门徒效应发生在学生做报告的时候。
2. They are all examples of students sharing ideas with others./They are all examples of students doing presentations. 根据各个活动的描述可知，语文课讨论、数学课模型展示、历史课分享史实、英语演讲比赛、科学展览测试和俱乐部分享想法，都属于学生向他人分享观点/学生做演示。
3. Because they hope students will improve their confidence and communication. 根据“‘Teachers hope students will improve their confidence and communication by taking part in presentations,’ says Mr Liu, headmaster of Hongxing Middle School.”可知老师们希望学生们通过参与演示来提高他们的自信心和沟通能力。
4. By knowing the topic, looking for information and keeping practicing. 根据“No matter what kind of presentation it is, students need to be very sure about what they're going to talk about in front of others.”可知确保对主题非常了解是准备演示的第一步；再结合埃里克的实践“I read many books in the library and went through different animal websites.”和“I even spoke about 10 times in front of the audience who I imagined.”可知准备演示应深入研究主题并不断练习。
5. I also created pictures to explain the key points better./I also practiced with my family to get feedback.(答案不唯一，言之有理即可) 根据“one more thing”和“That really made your presentation better! Thanks for sharing so much.”可知上文埃里克已经分享了深入研究和不断练习，此处应分享其他增强演示效果的方法。
解析
【分析】
本题为说明文阅读理解题，围绕“门徒效应”展开，需根据短文内容回答5个问题。解题思路：①针对每个问题，快速定位原文对应段落或关键语句；②提取符合“答案不超过10个词”要求的核心信息；③归纳共性类问题需整合多段内容，补全对话类需结合上下文逻辑。
【解析】
1. 问题1：定位原文第一段“It happens when students do presentations.”，直接提取符合要求的答案。
2. 问题2：定位第二、三段各学科活动描述，归纳共同点为学生做演示，提取简洁表述。
3. 问题3：定位第四段刘校长的表述，提取老师希望学生获得的能力提升，作为原因。
4. 问题4：结合第四段对准备的要求及埃里克的实践经历，归纳准备方法，简化表述。
5. 问题5：结合对话上下文（埃里克已分享查资料、练习，补充另一有效准备方法，符合逻辑即可）。
【答案】
1. When students do presentations.
2. They are all examples of students doing presentations.
3. To improve students' confidence and communication.
4. By knowing the topic, looking for info and practicing.
5. I also practiced with my family to get feedback.
【知识点】
阅读理解、细节定位、信息归纳
【点评】
本题考查学生的信息提取、归纳总结及对话补全能力，需准确把握原文细节，注意答案字数限制，整体难度中等偏上。
【难度系数】
0.3
本题为说明文阅读理解题，围绕“门徒效应”展开，需根据短文内容回答5个问题。解题思路：①针对每个问题，快速定位原文对应段落或关键语句；②提取符合“答案不超过10个词”要求的核心信息；③归纳共性类问题需整合多段内容，补全对话类需结合上下文逻辑。
【解析】
1. 问题1：定位原文第一段“It happens when students do presentations.”，直接提取符合要求的答案。
2. 问题2：定位第二、三段各学科活动描述，归纳共同点为学生做演示，提取简洁表述。
3. 问题3：定位第四段刘校长的表述，提取老师希望学生获得的能力提升，作为原因。
4. 问题4：结合第四段对准备的要求及埃里克的实践经历，归纳准备方法，简化表述。
5. 问题5：结合对话上下文（埃里克已分享查资料、练习，补充另一有效准备方法，符合逻辑即可）。
【答案】
1. When students do presentations.
2. They are all examples of students doing presentations.
3. To improve students' confidence and communication.
4. By knowing the topic, looking for info and practicing.
5. I also practiced with my family to get feedback.
【知识点】
阅读理解、细节定位、信息归纳
【点评】
本题考查学生的信息提取、归纳总结及对话补全能力，需准确把握原文细节，注意答案字数限制，整体难度中等偏上。
【难度系数】
0.3
