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專題 36 閱讀理解之文章結(jié)構(gòu) 關(guān)鍵詞：閱讀理解,文章結(jié)構(gòu),上下文推理,語(yǔ)境 難度系數(shù)：???? 推薦指數(shù)：????? 【基礎(chǔ)回顧】 考點(diǎn)歸納： 理解文章的基本結(jié)構(gòu) 英語(yǔ)文章講究使用主題段和主題句。主題段通常在文章開(kāi)頭，簡(jiǎn)要概括文章的中心思想，主題句可能在一段的開(kāi)頭，也可能在中間或末 尾，作用是交代該段的中心思想，再由全段展開(kāi)或討論這個(gè)意思。各個(gè)段落通常由某些起連接作用的詞語(yǔ)連接，以使文章行文連貫。如果希 望準(zhǔn)確、深刻地理解一篇文章，必須對(duì)文章的結(jié)構(gòu)有所了解，把握住全 篇的文脈，即句與句、段與段之間的邏輯關(guān)系。 基礎(chǔ)必讀： 根據(jù)考綱要求（5）理解文章的基本結(jié)構(gòu)可知，考查文章的基本結(jié)構(gòu)是高考閱讀測(cè)試的目標(biāo)之一。從其考查內(nèi)容而言，可分為三種：考查考生對(duì)整個(gè)文章結(jié)構(gòu)的組織能力；考查考生對(duì)后文內(nèi)容的預(yù)測(cè)能力；考查考生對(duì)文章寫(xiě)作手法、修辭手段的鑒賞能力。 篇章結(jié)構(gòu)主要的設(shè)題方式常有： （1）How is the passage organized? （2）Which of the following best shows the structure/organization of the passage? （3）What will the author most probably talk about next? （4）The author develops the passage mainly by _________. （5）The first paragraph serves as a（n）__________. （6）The example of … is given to show/illustrate that__________. 【技能方法】 篇章結(jié)構(gòu)主要的解題策略常有： （1）了解文章結(jié)構(gòu)的組織形式。從段落組織方式上講，常見(jiàn)的文章結(jié)構(gòu)有三種：總分式結(jié)構(gòu)（總→分；總→分→總；分→總）、并列式結(jié)構(gòu)（段落之間是平行關(guān)系，并且相對(duì)獨(dú)立）、對(duì)照式結(jié)構(gòu)（結(jié)構(gòu)形式上是一正一反）。 （2）了解文章的論證方法。從論證方法上講，常見(jiàn)的議論文結(jié)構(gòu)有以下兩類： Put forward a question →Analyze the question → Solve the question 即“提出問(wèn)題、分析問(wèn)題、解決問(wèn)題”的過(guò)程；Argument/idea → Evidence → conclusion/ restating the idea 即“由論點(diǎn)到論據(jù)到結(jié)論或者強(qiáng)調(diào)論點(diǎn)”的過(guò)程。 （3）了解文章的修辭手法。從修辭手法上講，在高考閱讀中主要考查下定義、分類說(shuō)明、列舉例證和對(duì)比等寫(xiě)作手法。其中，“引用”和“例證”是議論文和說(shuō)明文中最常用的寫(xiě)作手法之一。是歷年高考閱讀試題中必不可缺的命題方向?！耙谩焙汀袄C”的共同目的就是增強(qiáng)說(shuō)服力，以更好的達(dá)到說(shuō)理、說(shuō)明的目的?！耙谩焙汀袄C”的共同功能就是服務(wù)于段落或篇章的主題。 【基礎(chǔ)達(dá)標(biāo)】 【黑龍江省雙鴨山市第一中學(xué)2017屆高三9月月考】] The main reason people come to America is said to be that they can chase the American Dream. Everyone has heard of it, and many have died fighting for it. The only thing is that there is no clear definition of the American Dream. It is not defined by one dream, but by all the opportunities that the United States offers. Since the founding of the United States, people have been striving to define the American Dream. In the play Death of a Salesman, every character is trying to realize his own version of the American Dream. Willy feels that he has done so. He has spent his whole life as a not very successful salesman. As he gets older, he starts having conflicts with everyone in his life, and feels that only by killing himself will the people around him be able to finally be happy. Bernard, on the other hand, feels that the American Dream can only be achieved through career success. He shows that through hard work and dedication he will be crowned with success. The dialogue of the characters reveals the different attitudes they have toward the American Dream, and the reaction of Willy to the fact that Bernard is very successful while he is not. Many people try to achieve the American Dream, but few actually do so. As with any goal, it takes hard work and dedication to achieve the American Dream. In Death of a Salesman, all aspects of this goal are examined. For the goal to be achieved, the dream must be an attainable one which is worth working toward. It also must be a dream that the professional world accepts and finds useful. 1.The underlined word “striving” probably has the same meaning as “_________”. A. trying hard B. giving up C. bending down D standing still] 2.According to the text, Death of a Salesman tries to tell us _________. A. what the American Dream is like B. why Willy decides to kill himself C. about Bernard’s dedication to his work? D. the life stories of Willy and Bernard 3.According to the author, Bernard is successful because _________. A. he understands the real world B. he knows how to take advantage of his knowledge C. he works hard to achieve his goals D. he is popular around the world 4.What would be the correct structure of the text? 3.C推理判斷題。根據(jù)第三段Bernard, feels that the American Dream can only be achieved through career success. He shows that through hard work and dedication he will be crowned with success.可知Bernard是按照自己理解的美國(guó)夢(mèng)去努力的，故選C. 4.B推理判斷題。文章開(kāi)頭提出人們?yōu)橹畩^斗的美國(guó)夢(mèng)是什么，提出問(wèn)題；然后用具體事例說(shuō)明人們對(duì)美國(guó)夢(mèng)的不同理解和做法；最后總結(jié)夢(mèng)想應(yīng)該是可達(dá)到的有用的能接受的，并且為之努力。結(jié)構(gòu)為總-分-總，故選B. 考點(diǎn)：考查社會(huì)生活類短文閱讀。 【能力提升】 【湖北省沙市中學(xué)2017屆高三上學(xué)期第三次考試】 Imagine a mass of floating waste is two times the size of the state of Texas. Texas has a land area of more than 678 000 square kilometers. So it might be difficult to imagine anything twice as big. All together, this mass of waste flowing in the North Pacific Ocean is known as the Great Pacific Ocean Garbage Patch. It weighs about 3 500 000 tons. The waste includes bags，bottles and containers—plastic products of all kinds. The eastern part of the Great Pacific Ocean Garbage Patch is about l 600 kilometers west of California. The western part is west of the Hawaiian Islands and east of Japan. The area has been described as a kind of oceanic desert，with light winds and slow moving water currents. The water moves so slow that garbage from all over the world collects there. In recent years，there have been growing concerns about the floating garbage and its effect on sea creatures and human health. Scientists say thousands of animals get trapped in the floating waste，resulting in death or injury. Even more die from a lack of food or water after swallowing pieces of plastic. The trash can also make animals feel full， lessening their desire to eat or drink. The floating garbage also can have harmful effects on people. There is an increased threat of infection of disease from polluted waste，and from eating fish that swallowed waste. Divers can also get trapped in the plastic. Its existence first gained public attention in l997. That was when racing boat captain and oceanographer Charles Moore and his crew sailed into the garbage while returning from a racing event. Five years earlier，another oceanographer learned of the trash after a shipment of rubber duckies got lost at sea. Many of those toys are now part of the Great Pacific Ocean Garbage Patch. In August，2009，a team from the University of California，San Diego became the latest group to travel to it. They were shocked by the amount of waste they saw. They gathered hundreds of sea creatures and water samples to measure the garbage patch’s effect on ocean environment. 1.How did the writer introduce the topic of the passage? A. By giving an example. B. By listing the facts. C. By telling a story. D. By giving a comparison. 2.What do we know about the Great Pacific Ocean Garbage Patch? A. It is made up of various kinds of plastic products. B. It is a solid mass of floating waste materials. C. It lies l60 000 kilometers east of California. D. It is described as a kind of oceanic desert. 3.Why do people pay attention to the Great Pacific Ocean Garbage Patch? A. Because it may prevent the flow of ocean water. B. Because the polluted plastic articles will move up the food chain. C. Because it may be from an island in the pacific D. Because ships may be trapped in the floating waste. 4.The purpose of writing this passage is to____________. A. warn people of the danger to travel in the pacific B. analyze what caused the waste patch in the pacific C. give advice on how to recycle waste in the ocean D. introduce the Great Pacific Ocean Garbage Patch 2.A細(xì)節(jié)推理題。根據(jù)第二段中的”The waste includes bags，bottles and containers—plastic products of all kinds.”可知這些垃圾漂流物是塑料制品。故選A。 3.B細(xì)節(jié)推理題。根據(jù)第五段中的”There is an increased threat of infection of disease from polluted waste， and from eating fish that swallowed waste.”可知受污染的塑料制品會(huì)通過(guò)食物鏈來(lái)影響人類。故選B。 4.D主旨大意題。本文通過(guò)介紹太平洋上漂浮的大量的塑料垃圾廢物的情況，指出了它們對(duì)海洋中的生物以及人類的影響，故選D。 【終極闖關(guān)】 2016北京卷] D Why college is not home The college years are supposed to be a time for important growth in autonomy(自主性) and the development of adult identity. However, now they are becoming an extended period of adolescence, during which many of todays students are not shouldered with adult responsibilities. For previous generations, college was a decisive break from parental control; guidance and support needed to come from people of the same age and from within. In the past two decades, however, continued connection with and dependence on family, thanks to cellphones, email and social media, have increased significantly. Some parents go so far as to help with coursework. Instead of promoting the idea of college as a passage from the shelter of the family to autonomy and adult responsibility, universities have given in to the idea that they should provide the same environment as that of the home. To prepare for increased autonomy and responsibility, college needs to be a time of exploration and experimentation. This process involves “trying on ” new ways of thinking about oneself both intellectually(在思維方面) and personally. While we should provide “safe spaces” within colleges, we must also make it safe to express opinions and challenge majority views. Intellectual growth and flexibility are fostered by strict debate and questioning. Learning to deal with the social world is equally important. Because a college community(群體) differs from the family, many students will struggle to find a sense of belonging. If students rely on administrators to regulate their social behaviour and thinking pattern, they are not facing the challenge of finding an identity within a larger and complex community. Moreover, the tendency for universities to monitor and shape student behaviour runs up against another characteristic of young adults: the response to being controlled by their elders. If acceptable social behaviour is too strictly defined(規(guī)定) and controlled, the insensitive or aggressive behaviour that administrators are seeking to minimize may actually be encouraged. It is not surprising that young people are likely to burst out, particularly when there are reasons to do so. Our generation once joined hands and stood firm at times of national emergency. What is lacking today is the conflict between adolescents desire for autonomy and their understanding of an unsafe world. Therefore, there is the desire for their dorms to be replacement homes and not places to experience intellectual growth. Every college discussion about community values, social climate and behaviour should include recognition of the developmental importance of student autonomy and selfregulation, of the necessary tension between safety and selfdiscovery. 1．Whats the authors attitude towards continued parental guidance to college students? A. Sympathetic. B. Disapproving. C. Supportive. D. Neutral. 2．The underlined word “passage” in Paragraph 2 means “________”. A. change B. choice C. text D. extension 3．According to the author, what role should college play? A. To develop a shared identity among students. B. To define and regulate students social behaviour. C. To provide a safe world without tension for students. D. To foster students intellectual and personal development. 4．Which of the following shows the development of ideas in the passage? 　　　　　　　　　　A．　　　　　　　　　　　　　　　　　　　　　　B. 　　 　　　　　　　　　　　C．　　　　　　　　　　　　　　　　　　　　D. I：Introduction　P：Point　Sp：Subpoint(次要點(diǎn))　C：Conclusion 2．A　詞義猜測(cè)題。根據(jù)該詞后from the shelter of the family to autonomy and adult responsibility可知，大學(xué)是家庭庇護(hù)所向自主和成年人的責(zé)任感過(guò)渡的通道(即答案中的“轉(zhuǎn)變”)，所以選A。choice選擇；text文本；extension延伸。 3．D　細(xì)節(jié)理解題。文中只說(shuō)學(xué)生“…are not facing the challenge of finding an identity… ”，并沒(méi)有說(shuō)大學(xué)的責(zé)任在此，故A不正確；第五段中“If acceptable social behaviour is too strictly defined(規(guī)定) and controlled, the insensitive or aggressive behaviour that administrators are seeking to minimize may actually be encouraged.”說(shuō)明過(guò)度限制和規(guī)定學(xué)生的社會(huì)行為會(huì)帶來(lái)不良影響，所以B不正確。最后一段的“…necessary tension between safety and selfdiscovery.”說(shuō)明要向?qū)W生提供一定的緊張環(huán)境，而不是避免，故C不正確。D項(xiàng)是根據(jù)第三段“This process involves ‘trying on’ new ways of thinking about oneself both intellectually(在思維方面) and personally.”而來(lái)的。 4．C　文章結(jié)構(gòu)題。第一段提出論點(diǎn)：大學(xué)階段應(yīng)該是自我能力和個(gè)性發(fā)展的重要成長(zhǎng)時(shí)期，然而現(xiàn)在成了青春期的延伸期，在此期間，很多大學(xué)生沒(méi)有承擔(dān)起成年人的責(zé)任。第二段分析其原因：目前這一代人，大學(xué)階段本來(lái)應(yīng)該是獨(dú)立階段，但是父母包辦過(guò)多。第三、四段從學(xué)校、個(gè)人兩方面談到如何培養(yǎng)責(zé)任感和社交能力；第五、六段是第三、四段觀點(diǎn)的延伸。最后一段呼吁大學(xué)應(yīng)該意識(shí)到培養(yǎng)學(xué)生自我發(fā)展和自我規(guī)范的重要性。