浅析高考英语阅读理解之篇章结构题

浅析高考英语阅读理解之篇章结构题

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浅析高考英语阅读理解之篇章结构题-英语论文

浅析高考英语阅读理解之篇章结构题

成永琴

（张家口市宣化区第一中学，河北张家口075000）

摘要：近几年的阅读理解高考试题，所选文章语篇结构复杂性增强，且运用较高级的组篇手段如：时间顺序、空间顺序、逻辑推理等。对平时习惯在课本中所接受的清楚明白的语段的学生来说，他们很不适应这些来源于真实语料的文章。学生需要有实效性的答题策略。本文总结归纳了近几年高考阅读常考的各种文体篇章的基本结构和考题方式，并给出一定的解题技巧指导。希望学生在最短时间内能够掌握分析篇章的能力，理清文章的脉络，高质量地完成篇章结构题。

关键词：阅读理解；篇章结构；高考英语

中图分类号：G633文献标识码：A文章编号：1005-6351(2013)-04-0113-01 一、问题的提出

从必修一到必修五的教学中，大部分老师把时间和精力花在讲解课文的语言点和语法分析上，对课文的题目、文体特征和篇章结构分析没有给予足够的重视，所以学生对篇章结构分析能力较弱。此外，人教版教材中的所选课文的结构比较简单有很强的中文影子，结构明显直白，因此学生面对高考阅读题束手无策，尤其是七选五这种题型，正答率较低。

二、考纲对阅读能力的要求

《2013年普通高等学校招生全国统一考试大纲说明》中语言运用的第二部分指出：阅读文章是我国考生接触外语的最主要途经，因此阅读理解在试卷中占权重较大。该部分要求考生读懂熟悉的有关日常生活话题的简单文字材料，例如公告、

说明、广告以及书、报、杂志中关于一般性话题的简短文章。理解文章的基本结构是高考考生必须具备的六中阅读能力之一。《考试说明》对七选五题型命题的表述为“主要考查考生对文章的整体内容和结构以及上下文逻辑意义的理解和掌握。”

三、问题的解决

（一）总结篇章结构类型题的命题方法

1、最常见的提问方式是：

★How is the passage organized? A．Topic——argument——description B．Opinion——discussion——explanation

C．Main idea——comparison——supporting examples D．Topic——argument——conclusion

★The author develops the passage mainly by….

★Which of the following best shows the structure of the passage?

★What is the writer most likely to write about after the l ast paragraph? ★The sentence “…” in paragraph … means …

★The example of … in Para….is used to illustrate/show …

★The last paragraph mainly tell us that …

★The purpose of writing Paragraph … is …

2、阅读填空题即七选五。

3、完形填空题中过渡词、连接词的选择。

（二）归纳篇章基本结构

1、高考常考的各种文体的基本结构

①说明文的基本结构

②议论文的基本结构

2、从写作方法来总结归纳篇章结构的特点：

a. 描述性结构（特点：介绍事物、问题或倾向；描述人物，具体包括人身体特征、家庭背景、成长过程、个人爱好、成就贡献等。出题点：时间、地点、标题的判断）

b. 释义性结构（特点：解释某一理论、学科、事物。

出题点：阐述方法如举例、比喻、类比）

c. 比较性结构（特点：对比人或事物功能、特点、优缺点。出题点：概括）

d. 原因性结构(特点：分析事物的成因。出题点：客观的、主管的、直接的和间

接的)

e. 驳斥性结构（特点：介绍一种观点→评论或驳斥→分析优缺点或危害性→阐明自己的观点。出题点：观点的判断）

（三）答题思路（通篇→段落，段落→句间，句子→标志词）

a. 阅全文，寻主题，抓结构，晓内容。（重点在首段、尾段中寻找主题句。）

b. 读段落，找关键，定大意。

（各段落根据主题展开，对文章主体进行描述，找关键词、高频词）

c. 理句子，清关系。（从逻辑角度,分为平行、顺承、层递、转折、总分、解释、因果等关系）

d. 找标志词。

顺承关系（so, therefore, thus, hence, accordingly, consequently, as a result…）

并列列关系(first, second, third…in the first place, for one thing, to begin with …)

转折关系（however, nevertheless, nonetheless, still, though, in spite of, on the contrary…）

递进关系(also, further, furthermore, likewise, similarly , moreover, in addition…)

解释关系(for example, in fact, actually)

文章的文体根据实际生活的需要，不拘泥于采取单纯独立的形式。所以在平时阅读教学中，应该让学生通过与作者的观点交流，理解文章复杂的逻辑关系，挑战学生现有的思维方式，接受新思想，感受文章流露出的情绪。这样，我们的学生

们才能在高考中取得优异的成绩。

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I watched from a distance as the homeless man quarreled with those who did not leave money for him – the majority. I walked up to him and right on queue he asked me for a quarter. ―I’ll give you a quarter if you tell me your story.‖ He laughed, ―You’ll give me a quarter for my story?‖ I lay the quarter in front of him and corrected myself –―Nah, here’s the quarter but it would be nice to hear your story.‖ I followed his eyes to the quarter and for a brief moment I saw a glimmer of reflection. I sat down next to him and waited. ―I was in the army,‖ he said. ―I was a sniper(狙击手)and was supposed to shoot down the enemy from the distance.‖ I listened carefully to his grizzly voice as he went deeper into the story. He wore dirty old torn clothes and smelled like a dead rat left in a mouse trap. He told me how he used to hunt with his family and was really good at it. He had his own way of respecting animals by not wasting what he killed for food and not killing more than he needed. When the army came knocking on his door, he felt pride and joined up. All those years of polishing his hunting skills could now serve a larger purpose—to defend us from the bad guys. He set out to fight in Iraq. It wasn’t long before he realized his ideals and expectations were just a shadow of the truth. He became disillusioned with the killings, which he felt were of innocent people. ―I was a sniper but I never really killed anyone,‖ he said. ―One day I had to do it. They asked me to shoot this lady from the distance. I saw kids near that lady and my hands were on the trigger (扳机). Man, I was tearing up ... I couldn’t do it. She wasn’t doing anything to anyone and she was with the kids—I couldn’t see through my tears. It just didn’t make any sense to me.‖ The story goes on as he describes eventually being put into prison for 180 days for refusing to follow orders. He told me how he was black listed so that he couldn’t get a job. All the rights we take for granted were taken away from him. Why? Here was a man who was being punished—and for what? For refusing to kill the lady? For being a hero? ―I have no regrets,‖ the homeless man said. ―I may be homeless now, but I never killed that lady. I never killed anyone in the army. It didn’t feel right. I didn’t go there to do that. I went there to save people.‖ He continued, ―I can live with being homeless—that’s okay. But I wouldn’t be able to live with killing innocent people.‖ On that lonely Friday night, I met a hero. It just never occurred to me that a hero could be a smelly old man left on streets. 1. It can be learned from the passage that the homeless man_______. （） A. never killed animals B. had a strong respect for life C. deserved the punishment he received D. felt guilty about disobeying the order

高考英语阅读理解练习题集(附答案)

高考阅读理解技巧 一、阅读理解题选材 高考阅读理解题选材，一般遵循三个原则： 1. 文章一般为3篇（含信息匹配题），阅读量在1100单词左右； 2. 题材广泛，包括科普、社会、文化、政治、经济等多方面内容； 3. 体裁多样，包括记叙文、描写文、说明文、议论文、应用文等。 二、英语阅读文体类型 学会分析体裁的能力对我们做好阅读理解来说是非常重要的。由于不同的文体有不同的段落组织方式和脉络层次，所以我们可以根据这种特点来快速分析文章的体裁： ●记叙文往往按时间顺序展开段落，文章有明显表示时间先后的词语。阅读时抓住时间这条主线，弄清who、 what、where、why与how。文章主旨要透过体察所揭示的人物、事件来进行提炼。描写手法大多按时间跨度、空间顺序、上下顺序来展开。阅读记叙文体应采取略读和扫读的方法，快速抓住文中描写的主要内容，从整体上去把握文章的连贯性，进而大体上揣测出作者的写作意图及情感主线。高考阅读就记叙文设题大多以细节理解为主。 ●描写文通过细节的描写以画面的方式来反应事物的特征、性质。对这种文章要迅速弄清其主题，主题词往往出 现在各个句子里，贯穿文章的始末；紧围绕这个主题进行阅读，找到文章与之有关的信息，并确定信息与主题的关系。 ●说明文用以解释或揭示事物的状态、特征、演变、结果及其相互之间的关系，这类文体的文章，首句往往是主 题句，开门见山，说明文章的关注对象：弄清作者的思路和段落组织的方式；把握次要信息及其与主题的关系。 英语说明文的总体结构通常为三部份，说明对象、说明过程和归纳总结。常见的说明方法： 1，定义与诠释说明； 2，举例与引用说明； 3，分类与图表说明； 4，比较与比喻说明； 5，分析与综合说明； 就高考英语说明文的阅读而言，首先要抓住文章说明的要点，也就是要抓住被说明对象的实质性特征；弄清作者从哪个角度、哪个层面开始说明；并明白文章最后的说明结论。高考说明文阅读材料通常介绍最新科技、重大成就、生活时尚、流行现象等。了解说明文的写作手法、说明方法，理清短文结构及段落中心思想是答题关键。 ●议论文通常为三段式，即“论点、论据、结论”三部份组成。首先借助某一现象引出论点，然后通过一定论据 从各个层面上加以推理论证，最后得出结论。议论文体主要考查学生对论点及论据的把握。因此，遇到议论文体时，应采取抓主题句的方法来把握文章主旨，弄清作者的观点。一般来说，作者的论点通常在文章首段被引出，接着是对这一论点的逻辑推理和论证，最后为结论。还应注意的是：在对论点论证的过程中，每一段的首句都是该段的主题句。把握全文论点、弄清论证各段的主题句、理解文章层次、找出中心论点的位置是理解议论文的关键。 就议论文而言，其论证的常见结构方式有： 1，总分式总---分；分----总；总----分---总； 2，并列式几个论据之间属于平等关系； 3，递进式几个论据之间属于递进关系； 4，对照式把两种事物加以对比，以彰显其中一种。 ●应用文属于实用型文体，如书信、通知、日记、广告等。应用文阅读要注意文中具体细节的把握与理解，弄清 作者所传达的实际信息及表达的具体内容。阅读时采取速读与精读相结合的方法，力求快速精确地查出试题所设置的关键内容。