北京版高考英語高中總復(fù)習(xí)專題四《主旨大意（講解練）》教與學(xué)

1、第二部分 閱讀理解第一節(jié) 閱讀理解專題四 主旨大意高考英語 北京專用一、考查文章主旨 通常情況下,我們可以從此類題的題干中看到“mainly tell us”, “mainly talk about”, “main purpose”, “suitable title”等關(guān)鍵詞,提示我們需要進(jìn)入文章中找到主旨信息?？忌鷤儍A向于在文章中的某些固定位置找尋主旨,一般在文章的首段或尾段。雖然自古套路得人心,但是閱讀理解考查的更是隨機(jī)應(yīng)變、見機(jī)行事的能力。不關(guān)注文章的文體特點(diǎn)和提問方式而一味死板地遵循套路是行不通的。方法技巧1.文章主旨出現(xiàn)在首段我們在考試中所接觸的英文語篇,尤其是應(yīng)用文、說明文和議論文

2、,大多會采用“開門見山”的寫作手法,也就是在首段告訴讀者文章主要的關(guān)注點(diǎn)是什么。從寫作手法上來分析,在首段亮出主旨,下文才能圍繞主旨展開敘述、說明或辯論。因此,在遇到主旨大意題時(shí),尤其是需要確定主要內(nèi)容或標(biāo)題時(shí),考生要先考慮首段信息。如:例1What can be a suitable title for the text?A.Keeping Fit by Eating SmartB.Balancing Our Daily DietC.Making Yourself a Perfect ChefD.Cooking Well for Less(原文) Good Morning Britains

3、Susanna Reid is used to grilling guests on the sofa every morning, but she is cooking up a storm in her latest roleshowing families how to prepare delicious and nutritious meals on a tight budget.分析通過第一段的閱讀我們發(fā)現(xiàn),本段只有一句話,但是在這句話中有一個(gè)明顯的標(biāo)志破折號,當(dāng)我們閱讀第一段尋找主旨句時(shí),一般會傾向于在段尾查看,因?yàn)槎挝擦脸鲋髦祭谙挛牡拈_啟,尤其當(dāng)段尾出現(xiàn)破折號或冒號時(shí),此句話更

4、應(yīng)重點(diǎn)關(guān)注。句中的prepare delicious and nutritious meals與D選項(xiàng)中的Cooking Well對應(yīng),on a tight budget與D選項(xiàng)中的for Less對應(yīng)。例2Why did Edward write this letter?A.To seek assistance from the administration.B.To inform the school of his course plans.C.To show his achievements in Latin.D.To apply for the teaching position.(原

5、文)Dear Ms. Wang, I am writing to inform you of some arrangements about my composition course and Latin course next year. Ive decided to re-establish the 5-paragraph essay as the goal for the composi-tion course. I interviewed some of my former students and they all agreed that being able to write cr

6、itically and continuously was important to them. 分析通過文章的寫作格式和本題題干可知此文為書信,書信的一大特點(diǎn)就是寫信人一般會在文章的開頭告知寫信的目的,因此在看到對書信的寫作目的進(jìn)行設(shè)問的題目后,應(yīng)第一時(shí)間去文章的第一段搜索有效信息。文中第一段的下劃線部分即是寫信的目的,與B選項(xiàng)對應(yīng)。2.文章主旨出現(xiàn)在第二段我們在閱讀文章時(shí)經(jīng)常會發(fā)現(xiàn),在第一段找不到主旨并且對此段話理解不透徹,在這種情況下,尤其是在說明文和議論文中,考生不必慌張,一般可以在文章的第二段找到主旨,這時(shí)再返回第一段進(jìn)行理解就會發(fā)現(xiàn),第一段起到了引出話題或者通過描寫某個(gè)現(xiàn)象或情境來

7、達(dá)到讓讀者產(chǎn)生共鳴的目的。如:例3What is the best title for the text?A.Conversation Counts B.Ways of Making Small TalkC.Benefits of Small TalkD.Uncomfortable Silence(原文)Weve all been there: in a lift, in line at the bank or on an airplane, surrounded by people who are, like us, deeply focused on their smartphones o

8、r, worse, struggling with the uncomfortable silence.Whats the problem? It is possible that we all have compromised conversational intelligence. Its more likely that none of us start a conversation because its awkward and challenging, or we think its annoying and unnecessary. But the next time you fi

9、nd yourself among strangers, consider that small talk is worth the trouble. Experts say its an invaluable social practice that results in big benefits.分析閱讀完第一段之后我們發(fā)現(xiàn)此段只是對某些情況進(jìn)行了描述,根本無法提取出主旨,也不知道究竟要以哪個(gè)點(diǎn)為切入口深入闡述。因此我們只能從第二段搜尋線索,第二段的第一句話Whats the problem?揭示出第二段在延續(xù)第一段的話題,對第一段的描述進(jìn)行分析。在分析過問題之后,提出了解決方法,也就是第

10、二段的下劃線部分。下劃線部分中的small talk才是本文的關(guān)鍵詞,與C項(xiàng)的Small Talk呼應(yīng),而下劃線部分中最后幾個(gè)詞results in big benefits則與C項(xiàng)中的Benefits呼應(yīng),所以最合適的標(biāo)題是C項(xiàng)。3.文章主旨出現(xiàn)在尾段一般來說,文章主旨需要在尾段搜尋時(shí),題目會圍繞著文章或作者的目的來設(shè)問;有的時(shí)候文章主旨會出現(xiàn)在尾段,但一般是起到再次強(qiáng)調(diào)的作用,不太可能在尾段首次出現(xiàn)主旨。如:例4The main purpose of this passage is to .A.share experiences in using social mediaB.provide

11、 some advice on social problems C.raise public awareness of social problems D.remind people to wisely use social media (原文) Social media has its advantages and drawbacks as each coin has two sides. It is up to each user to use social sites wisely to enhance their professional and social life, and ex

12、ercise caution to ensure they do not fall victim to online dangers.分析考生需搞清楚主要內(nèi)容和寫作目的的區(qū)別,作者圍繞一個(gè)主旨進(jìn)行闡述,這個(gè)主旨就是文章的主要內(nèi)容,而作者寫這篇文章可能是為了抒發(fā)感情、引起共鳴、號召參與、鼓勵消費(fèi)等等,這才是寫作目的。只有在審題時(shí)區(qū)分清楚,才能準(zhǔn)確定位閱讀區(qū)域,并根據(jù)不同的語言特點(diǎn)進(jìn)行分析。例題中就文章的主要目的提問,就是希望考生在讀完文章后能抓住作者最想告訴我們的話,可能全文描述了目前大家使用互聯(lián)網(wǎng)的情況,也具體分析了使用社交媒體的利弊,但它們都不是寫作目的。作者動用各種寫作手法是想起到什么作用

13、?我們在文中尾段下劃線部分找到了答案,從里面我們能夠獲取到的有效信息為use social sites wisely,這就是作者通過文章給讀者的告誡,與D項(xiàng)中的關(guān)鍵詞對應(yīng)。4.文章主旨需要總結(jié)通常情況下,我們在記敘文中無法快速地找到主旨,需要根據(jù)對文章的理解進(jìn)行總結(jié)。這也比較符合記敘文的寫作特點(diǎn),試想一下,如果我們在講述一件事情時(shí),首段直接道出主旨,或告訴讀者寫這篇文章的目的或意義,讀者很有可能就不會繼續(xù)往下閱讀了。我們在閱讀記敘文時(shí),作者是希望我們隨著情節(jié)的起伏帶入情感,與作者產(chǎn)生共鳴,所以在類似的文章中是不可能直接點(diǎn)出主旨大意的。如:例5What does the story mainly

14、 tell us?A.A man owes his success to his family support.B.A winner is one with a great effort of will.C.Failure is the mother of success.D.One is never too old to learn.(原文)My First Marathon(馬拉松)A month before my first marathon, one of my ankles was injured and this meant not running for two weeks,

15、leaving me only two weeks to train. Yet, I was determined to go ahead.I remember back to my 7th year in school. In my first P.E. class, the teacher required us to run laps and then hit a softball. I didnt do either well. He later informed me that I was“not athletic”.The idea that I was “not athletic

16、”stuck with me for years. When I started running in my 30s, I realized running was a battle against myself, not about competition or whether or not I was athletic. It was all about the battle against my own body and mind. A test of wills!The night before my marathon, I dreamt that I couldnt even fin

17、d the finish line. I woke up sweating and nervous, but ready to prove something to myself.Shortly after crossing the start line, my shoe laces(鞋帶) became untied. So I stopped to readjust. Not the start I wanted!At mile 3, I passed a sign:“GO FOR IT, RUNNERS!”By mile 17, I became out of breath and th

18、e once injured ankle hurt badly. De-spite the pain, I stayed the course walking a bit and then running again.By mile 21, I was starving!As I approached mile 23, I could see my wife waving a sign. She is my biggest fan. She never minded the alarm clock sounding at 4 a.m. or questioned my expenses on

19、running.I was one of the final runners to finish. But I finished! And I got a medal. In fact, I got the same medal as the one that the guy who came in first place had.Determined to be myself, move forward, free of shame and worldly labels(世俗標(biāo)簽), I can now call myself a “marathon winner”.分析此篇文章的標(biāo)題揭示了

20、文章的主要內(nèi)容,也就是文章具體圍繞什么事情展開,而此題則關(guān)注的是通過這篇文章我們學(xué)到了什么或者是作者最想告訴我們什么,更傾向于考查中心思想。通過文章內(nèi)容能夠確定作者參加的是馬拉松比賽,而最后一段中作者給自己的定義是“marathon win-ner”,我們可以從winner這個(gè)切入點(diǎn)去進(jìn)行分析,以此將D選項(xiàng)排除。通過對文章的理解,我們知道了其實(shí)作者并沒有贏得比賽,但是憑借著意志力作者完成了比賽,戰(zhàn)勝了自己,所以我們通過對作者在這件事上突顯出的品質(zhì)可以將答案鎖定在B項(xiàng)上,a great effort of will指的就是強(qiáng)大的意志力,A winner呼應(yīng)的則是marathon winner。二

21、、考查段落主旨1.段落主要內(nèi)容尋找段落主旨比尋找全篇文章的主旨簡單一些,題干的指向非常明確,鎖定的閱讀區(qū)域也固定,段落中詞數(shù)有限,不需要耗時(shí)太久。如:例1Paragraph 2 is mainly about .A.which aircraft the author got to fly B.how the author learned to flyC.what the author learned about simulatorsD.why the author got a pilots license(原文) My group took part in activities ranging

22、 from learning about the history of aviation (航空) to flying in state-of-the-art pilot training simulators (模擬裝置). At least once a day, I devoted myself to learning one of the worlds best training aircrafts, the Cessna 182. Not only did I receive thorough ground instruction, but I also got to fly. In

23、 total, I flew five hours to receive my private pilots license. In that one joyous and oh-so-short week, my passion for aviation grew even stronger. Now, whenever I see a plane flying overhead, I feel a sense of pride thinking Ive done that.分析段落中的主旨句一般會出現(xiàn)在首句,這一特點(diǎn)尤其適用于說明文和議論文,文中下劃線處為主旨句,考生只要能夠分析此句結(jié)構(gòu)就

24、可知道ranging.simulators為activities的定語,定語中from.to.展示了活動的范圍,可以看出參與的活動都是與飛行有關(guān)的學(xué)習(xí),故選擇B項(xiàng)。2.段落功能有的時(shí)候考查段落主旨并不直接問段落大意,而是要求考生通過對段落及文章主旨的把握來定義段落在語篇中的功能和作用。如:例2Where can you find the data that best supports “children are reading a lot less for fun”?A.In paragraph 2.B.In paragraph 3. C.In paragraph 4. D.In paragr

25、aph 5.(原文) Teens and younger children are reading a lot less for fun, according to a Common Sense Media report published Monday.While the decline over the past decade is steep for teen readers, some data in the report shows that reading remains a big part of many childrens lives, and indicates how p

26、arents might help encourage more reading.According to the reports key findings, “the proportion (比例) who say they hardly ever read for fun has gone from 8 percent of 13-year-olds and 9 percent of 17-year-olds in 1984 to 22 percent and 27 percent respectively today.”分析題干中的關(guān)鍵信息“children are reading a

27、lot less for fun”即本文的主旨,一篇文章只可能圍繞一個(gè)主旨展開,因此第三段所列的數(shù)據(jù)都是為文章的主旨服務(wù)的。如果考生做出如上分析,就能明白第三段起到數(shù)據(jù)支撐作用,故選擇B項(xiàng)。三、考查文章結(jié)構(gòu)此類題一般會以邏輯結(jié)構(gòu)題的形式出現(xiàn),主要考查考生對文章整體結(jié)構(gòu)以及段落之間的邏輯關(guān)系的掌握。作者為了表達(dá)某一主題,往往按照一定的邏輯方式把具體闡述的細(xì)節(jié)組織在一起,使它們之間具有密切相關(guān)的內(nèi)在聯(lián)系,成為一個(gè)結(jié)構(gòu)嚴(yán)謹(jǐn)、層次分明的整體。例Which of the following shows the development of ideas in this passage?I:Introduc

28、tionP:Point Sp:Sub-point(次要點(diǎn))C:Conclusion(原文)Technological change is everywhere and affects every aspect of life,mostly for the better.However,social changes that are brought about by new technology are often mistaken for a change in attitudes.An example at hand is the involvement of parents in the

29、lives of their children who are attending college.Surveys(調(diào)查)on this topic suggest that parents today continue to be“very”or“somewhat”overly-protective even after their children move into college dormitories.The same surveys also indicate that the rate of parental involvement is greater today than i

30、t was a generation ago.This is usually interpreted as a sign that todays parents are trying to manage their childrens lives past the point where this behavior is appropriate.However,greater parental involvement does not necessarily indicate that par-ents are failing to let go of their“adult”children

31、.In the context(背景)of this discussion,it seems valuable to first find out the cause of change in the case of parents involvement with their grown children.If parents of earlier generations had wanted to be in touch with their college-age children frequently,would this have been possible?Probably not

32、.On the other hand,does the possibility of frequent communication today mean that the urge to do so wasnt present a generation ago?Many studies show that older parentstodays grandparentswould have called their children more often if the means and cost of doing so had not been a barrier. Furthermore,studies show