高中英语2024届高考社科类语篇阅读讲解练习

这是一份高中英语2024届高考社科类语篇阅读讲解练习，共8页。试卷主要包含了语篇特点，答题策略，强化训练等内容，欢迎下载使用。
一、语篇特点
1、内容
社科类语篇有时也会涉及到科技和自然科学，比如用到了什么最新的工具，观察了大脑不同区域的生理变化等等，但社科类语篇研究的对象一般是人的行为和心理，通常会提及一项新的研究，会陈述实验过程，进行数据分析，探讨结论应用等等。
要读懂社科类语篇，除了英语本身的词汇和语法，它还涉及一些跨学科的知识，比如你的逻辑思维，数物化生的知识，生活常识等等，这些都会成为你阅读理解的助力或者障碍。举个例子，“the rati f nise t signals”，你至少得知道，既然nise写在前面，那么当nise越多的时候，这个比值肯定越大。
2、词汇
这类语篇会提及很多专有名词和抽象概念，还会出现很多课本上没有的派生词。因此同学们一定要熟练掌握各类前缀（如pre-,re-, mis-，dis-，un-等）和后缀（如-tive, -ism，-less，-ness等）的涵义，让自己阅读起来障碍更少。
3、句型
社科类语篇经常会出现一些特殊句型用来进行类比或得出结论，简单的比如“the+比较级……，the+比较级……”，表示越怎样就越怎样，“just as...正如……”, 而生僻一点的，比如what表示类比的句型，同学们可以特别留意一下。“Water is t fish what air is t man.水对于鱼就像空气对于人一样。”“varius types f infrmatin that d t us what marshmallws d t preschlers.各种类型的信息对我们的影响就像棉花糖对学龄前儿童的影响一样。”
插入语在社科类语篇中出现频率也较高，在提取主干信息的时候，同学们可以将插入语去掉，如“Nassim Taleb argues in the bk Antifragile that it is nt true n a relative basis.”去掉插入语后“Nassim Taleb argues that it is nt true n a relative basis.”，我们可以更加直观地得出后半句便是Nassim Taleb的观点。
二、答题策略
1.根据关键信息去定位原文（尤其人名，这是谁的观点，谁做的研究）。
2.当某个选项事实无误，但原文未提及，或者与题目无关，都不能选。
3.万能的排除法：当四个选项都不太符合你的预期，那就选择一个没那么离谱或者与你的预期沾点边的。
三、强化训练
语篇1（出自2024浙江首考）
The Stanfrd marshmallw(棉花糖) test was riginally cnducted by psychlgist Walter Mischel in the late1960s.Children aged fur t six at a nursery schl were placed in a rm.A single sugary treat, selected by the child,was placed n a table.Each child was tld if they waited fr 15 minutes befre eating the treat, they wuld be given a secnd treat.Then they were left alne in the rm.Fllw-up studies with the children later in life shwed a cnnectin between an ability t wait lng enugh t btain a secnd treat and varius frms f success.
As adults we face a versin f the marshmallw test every day.We're nt tempted(诱惑)by sugary treats, but by ur cmputers, phnes, and tablets---all the devices that cnnect us t the glbal delivery system fr varius types f infrmatin that d t us what marshmallws d t preschlers.
We are tempted by sugary treats because ur ancestrs lived in a calrie-pr wrld, and ur brains develped a respnse mechanism t these treats that reflected their value---a feeling f reward and satisfactin.But as we've reshaped the wrld arund us, dramatically reducing the cst and effrt invlved in btaining calries, we still have the same brains we had thusands f years ag, and this mismatch is at the heart f why s many f us struggle t resist tempting fds that we knw we shuldn't eat.
A similar prcess is at wrk in ur respnse t infrmatin.Our frmative envirnment as a species was infrmatin-pr, s ur brains develped a mechanism that prized new infrmatin.But glbal cnnectivity has greatly changed ur infrmatin envirnment.We are nw ceaselessly bmbarded(轰炸) with new infrmatin.Therefre, just as we need t be mre thughtful abut ur calric cnsumptin,we als need t be mre thughtful abut ur infrmatin cnsumptin, resisting the temptatin f the mental “junk fd” in rder t manage ur time mst effectively.
1.What did the children need t d t get a secnd treat in Mischel's test?
A.Take an examinatin alne
B.Shw respect fr the researchers.
C.Share their treats with thers.
D.Delay eating fr fifteen minutes.
2.Accrding t Paragraph 3, there is a mismatch between .
A.the calrie-pr wrld and ur gd appetites
B.the shrtage f sugar and ur nutritinal needs
C.the rich fd supply and ur unchanged brains
D.the tempting fds and ur effrts t keep fit
3.What des the authr suggest readers d?
A.Absrb new infrmatin readily.
B.Be selective infrmatin cnsumers.
C.Use diverse infrmatin surces.
D.Prtect the infrmatin envirnment.
4.Which f the fllwing is the best title fr the text?
A.Eat Less,Read Mre
B.The Bitter Truth abut Early Humans
C.The Later,the Better
D.The Marshmallw Test fr Grwnups
语篇2（出自2024九省联考）
In his 1936 wrk Hw t Win Friends and Influence Peple, Dale Carnegie wrte: “I have cme t the cnclusin that there is nly ne way t get the best f an argument—and that is t avid it.” This distaste fr arguments is cmmn, but it depends n a mistaken view f arguments that causes prblems fr ur persnal and scial lives—and in many ways misses the pint f arguing in the first place.
Carnegie wuld be right if arguments were fights, which is hw we ften think f them.Like physical fights, verbal（言语的）fights can leave bth sides bldieD.Even when yu win, yu end up n better ff.Yu wuld be feeling almst as bad if arguments were even just cmpetitins—like, say, tennis turnaments.Pairs f ppnents hit the ball back and frth until ne winner cmes ut frm all wh entereD.Everybdy else lses.This kind f thinking explains why s many peple try t avid arguments.
Hwever, there are ways t win an argument every time.When yu state yur psitin, frmulate（阐述）an argument fr what yu claim and hnestly ask yurself whether yur argument is any gD.When yu talk with smene wh takes a stand, ask them t give yu a reasn fr their view and spell ut their argument fully.Assess its strength and weakness.Raise bjectins（异议） and listen carefully t their replies.This methd will require effrt, but practice will make yu better at it.
These tls can help yu win every argument—nt in the unhelpful sense f beating yur ppnents but in the better sense f learning abut what divides peple, learning why they disagree with us and learning t talk and wrk tgether with them.If we readjust ur view f arguments—frm a verbal fight r tennis game t a reasned exchange thrugh which we all gain respect and understanding frm each ther—then we change the very nature f what it means t “win” an argument.
1.What is the authr's attitude tward Carnegie's understanding f argument?
A.Critical.
B.Supprtive. C.Tlerant.
D.Uncertain.
2.Why d many peple try t avid arguments?
A.They lack debating skills.
B.They may feel bad even if they win.
C.They fear being ignreD.
D.They are nt cnfident in themselves.
3.What des the underlined phrase “spell ut” in Paragraph 3 prbably mean?
A.DefenD.
B.Explain.
C.Cnclude.
D.Repeat.
4.What is the key t “winning” an argument accrding t the authr?
A.Sense f lgic.
B.Slid supprting evidence.
C.Prper manners.
D.Understanding frm bth sides.
语篇3（出自2024九省联考）
Fr lts f kids, tddlerhd （幼儿期） is an imprtant time fr friendship.Studies shw that the earlier kids learn t frm psitive relatinships, the better they are at relating t thers as teenagers and adults.Playing tgether als helps these kids practice scial behavirs, such as kindness, sharing, and cperatin.
Even s, hw quickly yur child develps int a scial creature may als depend n his temperament（性格）.Sme tddlers are very scial, but thers are shy.In additin, the way that tddlers demnstrate that they like ther children is markedly different frm what adults think f as expressins f friendship.Research at Ohi State University in Clumbus fund that a tddler's way f saying “I like yu” during play is likely t cme in the frm f cpying a friend's behavir.
This seemingly unusual way f demnstrating fndness can result in unpleasant behavir.Regardless f hw much they like a playmate, they may still grab his tys, refuse t share, and get bssy.But experts say that this is a nrmal and necessary part f friendship fr kids this age.Thrugh play experiences, tddlers learn scial rules.That's why it's s imprtant t take an active rle in yur tddler's scial encunters by setting limits and ffering frequent reminders f what they are.When yu establish these guidelines, explain the reasns behind them.
Begin by helping yur child learn sympathy （“Ben is crying.What's making him s sad?”）, then suggest hw he culd reslve the prblem （“Maybe he wuld feel better if yu let him play the ball.”）.When yur child shares r shws empathy（同理心） tward a friend, praise him （“Ben stpped crying! Yu made him feel better.”）.
Anther way t encurage healthy scial interactin is by encuraging kids t use wrds—nt fists—t express hw they feel.It's als imprtant t be mindful f hw yur child's persnality affects playtime.Kids are easy t get angry when they're sleepy r hungry, s schedule playtime when they're refresheD.
1.What des it indicate when tddlers cpy their playmates' behavir?
A.They are interested in acting.
B.They are shy with the strangers.
C.They are fnd f their playmates.
D.They are tired f playing games.
2.What des the authr suggest parents d fr their kids?
A.Design games fr them.
B.Find them suitable playmates.
C.Play tgether with them.
D.Help them understand scial rules.
3.What is the functin f the quted statements in Paragraph 4?
A.Giving examples.
B.Explaining cncepts.
C.Prviding evidence.
D.Making cmparisns.
4.Which f the fllwing is the best title fr the text?
A.Hw Children Adapt t Changes
B.Hw t Be a Rle Mdel fr Children
C.Hw Yur Baby Learns t Lve
D.Hw t Cmmunicate with Yur Kid
语篇4（出自2024湖南长郡中学高考适应性考试）
When cnsuming infrmatin, we try t acquire mre signals and less nise.We feel like the mre infrmatin we cnsume the mre signals we receive.While this is prbably true n an abslute basis, Nassim Taleb argues in the bk Antifragile that it is nt true n a relative basis.As yu cnsume mre data and the rati(比率) f nise t signals increases, yu knw less abut what’s ging n and yu are likely t cause mre unintentinal truble.
The supply f infrmatin t which we are expsed under mdernity is transfrming humans frm a calm persn t a neurtic(神经质的) ne.Fr the purpse f ur discussin, the first persn nly reacts t real infrmatin, and the secnd largely t nise.The difference between the tw will shw us the difference between nise and signals.Nise is what yu are suppsed t ignre; signals are what yu need t heeD.
In science, nise is a generalizatin beynd the actual sund t describe randm infrmatin that is ttally useless fr any purpse, and that yu need t clean up t make sense f what yu are listening t.Yu can use and take advantage f nise and randmness, but nise and randmness can als use and take advantage f yu, particularly with the data yu get n the Internet r thrugh ther media.The mre frequently yu lk at data the mre nise yu are likely t get, and the higher the nise-t-signal rati is.
Say yu lk at infrmatin n a yearly basis—the changes yu see will all be large nes.The rati f signals t nise is abut ne t ne —this means that abut half the changes are real imprvements r degradatins, and the ther half cme frm randmness.But if yu lk at the very same data n a daily basis, the cmpsitin wuld change t 95 percent nise and 5 percent signals, and the changes yu see daily will certainly be small.
1.What pinin des Nassim Taleb prbably hld?
A.It's hard t knw the real truth.
B.The nise-t-signal rati is changing.
C.The infrmatin explsin can be harmful.
D.Mre infrmatin brings mre signals.
2.What des the underlined wrd "heed" prbably mean in Paragraph 2?
A.Ntice.
B.Analyse.
C.Slve
D.Describe
3.What des Paragraph 3 mainly talk abut?
A.Causes and harms f mre nise.
B.The meaning and impact f nise.
C.The relatinship between nise and signals.
D.Advantages and disadvantages f nise.
4.Hw shuld we handle infrmatin accrding t the authr?
A.Check it frequently.
B.Make use f nline data.
C.Lk at key changes.
D.Fcus n all changes in it.
语篇5（出自2024重庆三诊）
Handwriting ntes in class might seem utdated as smartphnes and ther digital technlgy cver every aspect f learning acrss schls and universities.But a steady stream f research cntinues t suggest that taking ntes the traditinal way is still the best way t learn, especially fr yung children.And nw scientists are finally zering in n why.
The new research, by Audrey van der Meer and Ruud van der Weel at the Nrwegian University f Science and Technlgy (NTNU), builds n a fundatinal 2014 study suggesting that peple taking ntes by cmputer were typing withut thinking.“It kind f ges in thrugh yur ears and cmes ut thrugh yur fingertips, but yu dn’t prcess the incming infrmatin," she says.But when taking ntes by hand it is ften impssible t write everything dwn; students have t actively pay attentin t the incming infrmatin and prcess it— priritize it, cnslidate it and try t relate it t things they've learned befre.This cnscius actin f building nt existing knwledge can make it easier t stay engaged and grasp new cncepts.
T understand specific brain activity differences during the tw nte-taking appraches, the researchers sewed electrdes(电极) int a hairnet with 256 sensrs that recrded the brain activity f 36 students as they wrte r typed 15 wrds frm the game Pictinary that were displayed n a screen.
When students wrte the wrds by hand, the sensrs detected widespread cnnectivity acrss many brain regins.Typing, hwever, led t minimal activity, if any, in the same areas.Handwriting set ff cnnectin patterns cvering visual regins, which receive and prcess sensry infrmatin, and the mtr crtex(运动皮层).The latter handles bdy mvement and sensrimtr integratin, which helps the brain use envirnmental inputs t infrm a persn's next actin.
Sphia Vinci-Bher, an assistant prfessr f educatinal brain science at Vanderbilt University says," Peple may nt realize when they materialize smething by writing r drawing it, this strengthens the cncept and helps it stick in their memry."
1.What d we knw abut the new research?
A.It is an initial study n nte-taking.
B.It ffers a new nte-taking methD.
C.It finds the evidence fr previus finding.
D.It intrduces hw t take ntes effectively.
2.What des the underlined wrd “cnslidate” prbably mean in Paragraph 2?
A.Integrate.
B.Demnstrate.
C.Obtain.
D.Share.
3.What happens in the brain when taking ntes by hand?
A.Visual systems are lacking in activities.
B.Sme brain areas are highly invlveD.
C.Sensry infrmatin is prcessed rapidly.
D.The mtr crtex accepts visual infrmatin.
4.What is Sphia Vinci-Bher's attitude twards the new research?
A.Apprving.
B.Dismissive.
C.Dubtful.
D.Unclear
附：参考答案和解析
语篇1
【语篇导读】文章首先介绍了针对4-6岁儿童的一个“棉花糖实验”，即延迟满足和未来成功的联系。然后将这一实验延伸到成人世界，我们每天都会面对类似棉花糖的诱惑，比如海量的信息。接着还分析了人类早期为什么会被卡路里诱惑以及后来慢慢对卡路里有了抵制。最后作者建议人们对待信息要像对待卡路里一样，谨慎选择，以便有效管理我们的时间。
1.D 细节理解。根据第一段“Each child was tld if they waited fr 15 minutes befre eating the treat, they wuld be given a secnd treat.”，waited fr 15 minutes befre eating 与 Delay eating fr fifteen minutes表达的意义一致，故选D。
2.C 细节理解+推理判断。根据第三段“But as we've reshaped the wrld arund us, dramatically reducing the cst and effrt invlved in btaining calries, we still have the same brains we had thusands f years ag, and this mismatch ...”可知，当我们极大地减少了获取食物热量的成本和努力时，我们的大脑和几千年前并无区别，说明这个mismatch就是食物供应的增多和我们未变的大脑之间的联系。
3.B 细节理解+推理判断。根据最后一段“Therefre, just as we need t be mre thughtful abut ur calric cnsumptin, we als need t be mre thughtful abut ur infrmatin cnsumptin, resisting the temptatin f the mental “junk fd”...”可知，作者建议我们在信息消费方面要更加深思熟虑，抵制精神垃圾的诱惑。B选项“成为善于筛选信息的消费者”意义符合。
4.D 主旨大意。这类题目最好使用排除法，尤其当4个选项都不是很符合同学们自己的预期时。A选项“少吃多读”，文章没提到多读，B选项“人类早期的苦涩事实”和C选项“越晚越好”都只是文章某个片段的大意，而不是整篇文章的大意。
语篇2
【语篇导读】本文首先引用了Dale Carnegie的一个观点“赢得争论的唯一办法就是避免争论”，然后作者表示自己有不同的见解。如果你把争论当作打架或者竞争，那当然会导致两败俱伤，但如果你从不同的角度来看待争论，把它当作是互相理解和交流的方式，倾听对方的理论和支撑，那么你就能从每一次的争论中有所收获，也就是所谓的赢得争论。
1.A 推理判断。根据第一段“This distaste fr arguments is cmmn, but it depends n a mistaken view f arguments...”可知，作者认为Carnegie的观点很普遍，但这种观点是基于对争论有错误的认识，因此可推论作者对Carnegie的观点是怀疑和批判的。
2.B 细节理解。根据第二段“Even when yu win, yu end up n better ff.Yu wuld be feeling almst as ba
kind f thinking explains why s many peple try t avid arguments.”可知，很多人试图避免争论，是因为他们认为即便争赢了，最后也不会感觉良好，故选B。
3.B 词义猜测。spell ut their argument fully与give yu a reasn fr their view并列，说明它们的意义应该是接近或者顺承，“给出他们观点的理由”其实也就是在阐述他们的观点，故选B。
4.D 细节理解。根据最后一段“If we readjust ur view f arguments—frm a verbal fight r tennis game t a reasned exchange thrugh which we all gain respect and understanding frm each ther—then we change the very nature f what it means t “win” an argument.”可知，通过理性的交流，我们互相获得尊重和理解，这才是赢得争论的本质。故选D
语篇3
【语篇导读】本文开篇便列出观点：幼儿时期建立友谊和积极的社交关系对于他们整个人生都非常重要，接着便讲述了幼儿建立友谊的过程以及会出现的一些问题，由此引出家长需要通过正确的引导，让幼儿理解社交规则，从而帮助他们建立积极健康的社交关系。
1.C 细节理解。根据第二段最后一句“a tddler's way f saying‘I like yu’ during play is likely t cme in the frm f cpying a friend's behavir.”可知，幼儿说“我喜欢你”的表现就是去模仿朋友的行为，反过来，如果幼儿模仿他的伙伴，说明他喜欢这个伙伴。故选C。
2.D 推理判断。根据第三段最后三句“Thrugh play experiences, tddlers learn scial rules.That's why it's s imprtant t take an active rle ...”，可知，幼儿在玩耍中学习社交规则，在这个过程中家长的作用很重要，家长要给他们设置限制并经常提醒，同时还要给他们讲解背后的原因，因此可推论，作者建议家长帮助孩子理解社交规则。故选D。
3.A 推理判断。第四段括号中的内容都是在举例说明家长可以具体说什么来引导孩子学会同理心和学会解决问题。故选A。
4.C 主旨大意。这道题有些同学会觉得4个标题都不是很恰当，因此又要运用到我们的策略，选择与自己的预期沾边的那个。这篇文章主要讲的是幼儿如何建立友谊和社交关系，C选项“幼儿如何学会爱人”跟这个主旨有点沾边，因为你需要有同理心才能交到朋友。而其余三个选项“孩子如何适应变化”“如何成为孩子的楷模”“如何与你的孩子沟通”与主旨相差甚远。
语篇4
【语篇导读】本文首先告诉读者，我们接触的信息里面有“信号”也有“噪声”，并非你接触的信息越多，获得的“信号”就越多，然后讲述了“噪声”的定义以及作用，最后建议人们不要太过频繁地关注信息，过量关注信息会导致你接收的“噪声”比例变大，从而关注不到大的变化。
1.C 推理判断。由第一段“We feel like the mre infrmatin we cnsume the mre signals we Taleb argues in the bk Antifragile that it is nt true n a relative knw less abut what’s ging n and yu are likely t cause mre unintentinal truble.”可知，Nassim Taleb的观点与我们通常认为的不同，你接触的信息越多，你反而不知道发生了什么，还可能会引起麻烦。因此C选项“信息爆炸可能有害”符合他的观点。
2.A 词义猜测。根据前文“噪声是我们应该忽视的”，与之对应，“信号”则应该是我们应该关注或者留意的。另外根据第一段第一句话“we try t acquire mre signals and less nise”也可推知，我们要留意的主要是“信号”。
3.B 推理判断。第三段的第一句话讲了“nise”在科学中的定义，然后讲了它会干扰你的信息处理，过于频繁查看信息会增加“噪声”与“信号”的比例。
4.C 推理判断。根据最后一段，如果你一年看一次信息，你看到的都是大的变化，信噪比大概是1：1，而如果你每天都看信息，信噪比可能会变成5:95，你看到的都是小的变化。由此推知，我们不应该过于频繁查看信息，因为这样会降低信噪比，我们只需要关注大的变化。
语篇5
【语篇导读】本文首先讲述了最新研究表明手写记笔记比用电脑记笔记对学习更有益，接着从理论上分析了原因，然后又从科学实验的角度提供了深层次的证据证明这一论点。
1.C 细节理解+推理判断。根据第二段第一句“The new research, n a fundatinal 2014 study...”可知，这项新的研究是基于2014年的一个基础研究，所以A选项“它是一个首次的研究”错误，而B和D纵观全文并未提及，故选C。
2.A 词义猜测。因为这三个动作“priritize it, cnslidate it and try t relate it t things they've learned befre.”都是对prcess it的解释说明，因此画线的cnslidate也应该是处理信息的一个环节，前面是将信息按重要性排序，后面是联系过往的知识，那么中间环节应为整合信息。此题也可用排除法，“论证”“获得”“分享”都不是在加工处理信息，故选A。
3.B 细节理解。根据倒数第二段首句“When students wrte the wrds by hand, the sensrs detected widespread cnnectivity acrss many brain regins.”可知，学生手写记笔记时，传感器检测到了大脑很多区域的连接，因此B选项正确。A选项错误，因为视觉区域有参与，C选项未提及，D选项错误，因为接受视觉信息不是运动皮层的功能，而是视觉区域的功能。
4.A 推理判断。根据最后一段“Peple may nt realize when they materialize smething by writing r drawing it, this strengthens the cncept and helps it stick in their memry.”可知，Sphia Vinci-Bher认为手写记笔记可以强化对概念的理解，同时增强大脑的记忆，因此可推知，他认同这项新研究的结论。