2012届高考二轮复习英语学案：第25讲 信息的表述（湖南专用31讲）

　　第25讲

　　信息的表述

　　(湖南省长沙市一中2011 届高三月考七)According to the surprising findings of a new study by U. S. investigators, chewing sugarless gum during class and while doing homework can have a positive effect on academic performance in teenagers.

　　Study leader Craig A. Johnston of the Children's Nutrition Research Center at Baylor College of Medicine in Houston, Texas, and his colleagues studied more than 100 eighth­grade students, 52 girls and 56 boys, aged between 13 and 16 years, in four math classes. The experts randomly(任意地) assigned teenagers into two groups: one group was asked to chew Wrigley's sugar­free gum during class, while doing homework, and also while performing a standardized test. They chewed at least one stick of gum 86 per cent of the time they were in math class and 36 per cent of the time they were doing homework. The participants of the other group did not.

　　Johnston and his team found that 14 weeks later, the gum chewers had a 3 percent increase in their math scores on the Texas Assessment of Knowledge and Skills achievement test,

　　a small but statistically significant change, according to experts. There was no difference found in math scores between the participants in the two groups in another test called the Woodcock Johnston Ⅲ Tests of Achievement.

　　However,

　　the experiment revealed(展现) that gum­chewers had better final grades in the class compared to their non­chewing peers(同龄人). According to Johnston, chewing gum reduces stress and anxiety as well as it increases arousal(兴奋).

　　Researchers say that the studies and research are focused on investigating the effect of chewing gum on focus, alertness, concentration, situational stress, weight control and oral health. According to them, the study is really meaningful and should raise interest in parents “when related to small steps that can lead to better academic performance.”

　　The new study is being built on previous research that was conducted in a laboratory setting and showed that gum chewing can help reduce stress, improve alertness and relieve anxiety. The current findings, for the first time,

　　provide a possible role for chewing gum in helping to improve academic performance in a “real life” classroom setting.

　　A surprising finding — chewing gum results in 1.

　　________

　　Ⅰ.

　　Purpose of the study:

　　To investigate the effect of chewing gum on focus, alertness, concentration, situational stress, weight control and 2. ________.

　　Ⅱ. The research:

　　◆ Researchers: Craig

　　A. Johnston and 3. ________

　　◆ Participants: 4. ________ eighth­grade students aged between 13 and 16 years

　　◆ Contents:

　　◆ Results:

　　● Gum­chewers' math scores increasing by

　　8. ________ on the Texas Assessment of Knowledge and Skills achievement test

　　●9. ________ in the Woodcock Johnston III Tests of Achievement between the two groups

　　● Gum­chewers having better final grades

　　Ⅲ. Researchers' Analysis:

　　◆ Chewing gum reduces 10. ________.

　　◆ Chewing gum increases arousal.

　　【答案及解析】

　　1. better academic performance / higher marks　概括改写题。根据全文内容， 尤其是第一段内容可推知。

　　2. oral health　直接题。根据倒数第二段Researchers say that the studies and research are focused on investigating the effect of chewing gum on focus, alertness, concentration, situational stress, weight control and oral health. 可得知。

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　　【答案及解析】

　　3. his colleagues/team　直接题。根据第二段Study leader Craig A. Johnston of the Children's Nutrition Research Center at Baylor College of Medicine in Houston, Texas, and his colleagues studied…可得知。

　　4. over 100 / more than 100　直接题。根据第二段…more than 100 eighth­grade students, 52 girls and 56 boys, aged between 13 and 16 years, in four math classes.可得知。

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　　【答案及解析】

　　5. 14 weeks　直接题。根据第三段Johnston and his team found that 14 weeks later可得知。

　　6. math class(es)　直接题。根据第二段They chewed at least one stick of gum 86 per cent of the time they were in math class and 36 per cent of the time they were doing homework.可得知。

　　13

　　【答案及解析】

　　7. Chewing no gum / Not chewing gum　改写题。根据第三段the experiment revealed(展现) that gum­chewers had better final grades in the class compared to their non­chewing peers(同龄人)可得知。

　　8. 3 percent　直接题。根据第三段第一句Johnston and his team found that 14 weeks later, the gum chewers had a 3 percent increase in their math scores…可得知。

　　14

　　【答案及解析】

　　9. No difference /(Almost)the same　直接题。根据第三段There was no difference found in math scores between the participants in the two groups in another test called the Woodcock Johnston Ⅲ Tests of Achievement.可得知。

　　10. stress and anxiety　直接题。根据第三段chewing gum reduces stress and anxiety…

　　理解是前提，而表述是目的和归宿。要正确有效地表述信息要注意以下几点：

　　一、注意文字的简洁性

　　有以下几个规律可循：

　　(1)用名词所有格形式“'s”代替介词of。如Citizens' longer living就巧妙地运用了名词所有格形式“'s”， 如用of, 则变成了the longer living of citizens, 在字数上不符合要求。

　　(2)词性转换。如“The‘graying’of the United States”， 在表达时运用词性转换技巧，将原来的名词gray转换成现在分词时，含有动态意义，表示“逐渐变老”， 言简意赅。

　　(3)句子结构转换。主要通过加工压缩信息抓住要点。言简意赅， 击中要害。因此怎样加工压缩信息就成了广大考生必备的一种技能。一般的， 阅读填空题要掌握以下几种技能：

　　①词形变形能力。主要是看其前后的动词形式再作确认。如果前后都是动词原形那就不变；如果前后是v.­ing形式， 那就要随其变形。

　　②删减多余词汇能力。一般主要是删去不影响主要意思表达的修饰词汇。如形容词、副词、冠词等等。如今年湖南高考的第76题删去了creating；第79题去掉了修饰形容词various。

　　③以群体代替个体。如有的将a/an ＋n.变为其对应的复数形式。

　　④原意改换能力。或用同义或近义词代替；或用反义词或派生词改换；或用从句改写， 或用意思接近的名词短语代替原句较长的句子。如今年高考题第73题。原句是Some can help find the right schools based on one's interests.在例举式表格中Find the right schools that one __73__. 根据原句based on one's interests可得知答案用同意句改写替换。即： is /becomes interested in或shows/takes/has interest in；再如短文中的原信息是两个完整的句子： One likely development will be a gradual change in the family unit.The other likely development will be a change in the proportion of the nation's workforce.将句子的核心词进行转换，变成“Family unit change”和“Workforce proportion change”， 从而达到“每空不超过3个单词”的要求。

　　二、注意表述的概括性

　　概括性是英语阅读填空所考查的重点，要求对阅读信息具有较强的综合归纳能力。在解答这类题时，要找出共性，根据标题词的特点表达，平时注意积累典型的概括性词汇。有时不仅需要记清楚一些概括性词汇，还要熟练掌握该词汇的常用搭配，以便迅速锁定最佳词语。

　　三、注意表述的对称性

　　对称性是英语阅读填空的又一要求。考生必须对试题所在表格中的上下、左右进行研究，挖掘出其表达形式的共性，如名词短语、介词短语、非谓语动词短语及特殊符号等都应该保持一致。

　　四、注意表达的正确性

　　正确表达是英语阅读填空的基本要求。考生在找出相关信息后，必须仔细研究，作出正确的表达。务必要避免时态、人称、单复数形式的错误，更不能出拼写、标点符号等低级错误。