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训练5 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 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 math 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 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, math, history, English, science, and club activities have in common 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.
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 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 math 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 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./I also practiced with my family to get feedback.
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, math, history, English, science, and club activities have in common in the passage?
They are all examples of students sharing ideas with others./They are all examples of students doing presentations.
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 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)
答案
训练5 【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】
本题是一篇关于“门徒效应”的说明文阅读理解题，解题思路如下：1. 先通读全文，明确“门徒效应”的定义及相关内容，梳理文章结构；2. 针对1-4题，采用“原文定位法”，带着问题回到原文对应段落，查找与问题相关的关键语句，提取有效信息作答；3. 第5题是开放性补全对话，需结合上下文语境（埃里克已分享查资料、练习的做法，需补充其他提升演示效果的合理内容），确保符合对话逻辑。
【解析】
1. 细节理解题：根据第一段“It happens when students do presentations.”可知，门徒效应发生在学生做演示时，故答案为When students do presentations.
2. 归纳总结题：文中列举的语文讨论、数学建模展示、历史分享史实、英语演讲、科学实验、俱乐部分享想法，均属于学生向他人分享观点/做演示的活动，故答案为They are all examples of students sharing ideas with others./They are all examples of students doing presentations.
3. 细节理解题：根据第四段Mr. Liu的话“Teachers hope students will improve their confidence and communication by taking part in presentations.”可知，老师希望学生通过演示提升自信心和沟通能力，故答案为Because they hope students will improve their confidence and communication.
4. 细节理解+归纳题：结合第四段“students need to be very sure about what they're going to talk about”、埃里克“read many books...went through different animal websites”及“spoke about 10 times in front of the audience”，可知准备演示需深入了解主题、查找信息、反复练习，故答案为By knowing the topic, looking for information and keeping practicing.
5. 开放性试题：结合上下文，埃里克已分享查资料、练习的做法，此处需补充其他提升演示效果的合理内容，如制作辅助材料、和他人预演等，故答案可参考I also created pictures to explain the key points better./I also practiced with my family to get feedback.
【答案】
1. When students do presentations.
2. They are all examples of students sharing ideas with others./They are all examples of students doing presentations.
3. Because they hope students will improve their confidence and communication.
4. By knowing the topic, looking for information and keeping practicing.
5. I also created pictures to explain the key points better./I also practiced with my family to get feedback.
【知识点】
说明文阅读理解，细节理解题，开放性补全题
【点评】
本题围绕“门徒效应”展开，考查学生对说明文的信息定位、归纳总结及语境运用能力，需学生仔细梳理原文内容，找准对应依据，开放性试题需结合上下文逻辑作答，整体考查学生的阅读综合能力。
【难度系数】
0.5
本题是一篇关于“门徒效应”的说明文阅读理解题，解题思路如下：1. 先通读全文，明确“门徒效应”的定义及相关内容，梳理文章结构；2. 针对1-4题，采用“原文定位法”，带着问题回到原文对应段落，查找与问题相关的关键语句，提取有效信息作答；3. 第5题是开放性补全对话，需结合上下文语境（埃里克已分享查资料、练习的做法，需补充其他提升演示效果的合理内容），确保符合对话逻辑。
【解析】
1. 细节理解题：根据第一段“It happens when students do presentations.”可知，门徒效应发生在学生做演示时，故答案为When students do presentations.
2. 归纳总结题：文中列举的语文讨论、数学建模展示、历史分享史实、英语演讲、科学实验、俱乐部分享想法，均属于学生向他人分享观点/做演示的活动，故答案为They are all examples of students sharing ideas with others./They are all examples of students doing presentations.
3. 细节理解题：根据第四段Mr. Liu的话“Teachers hope students will improve their confidence and communication by taking part in presentations.”可知，老师希望学生通过演示提升自信心和沟通能力，故答案为Because they hope students will improve their confidence and communication.
4. 细节理解+归纳题：结合第四段“students need to be very sure about what they're going to talk about”、埃里克“read many books...went through different animal websites”及“spoke about 10 times in front of the audience”，可知准备演示需深入了解主题、查找信息、反复练习，故答案为By knowing the topic, looking for information and keeping practicing.
5. 开放性试题：结合上下文，埃里克已分享查资料、练习的做法，此处需补充其他提升演示效果的合理内容，如制作辅助材料、和他人预演等，故答案可参考I also created pictures to explain the key points better./I also practiced with my family to get feedback.
【答案】
1. When students do presentations.
2. They are all examples of students sharing ideas with others./They are all examples of students doing presentations.
3. Because they hope students will improve their confidence and communication.
4. By knowing the topic, looking for information and keeping practicing.
5. I also created pictures to explain the key points better./I also practiced with my family to get feedback.
【知识点】
说明文阅读理解，细节理解题，开放性补全题
【点评】
本题围绕“门徒效应”展开，考查学生对说明文的信息定位、归纳总结及语境运用能力，需学生仔细梳理原文内容，找准对应依据，开放性试题需结合上下文逻辑作答，整体考查学生的阅读综合能力。
【难度系数】
0.5
