体裁教学法及高三英语阅读专项复习
浅谈高中英语阅读教学的体裁教学法
浅谈高中英语阅读教学的体裁教学法在我国高中英语教学中,阅读占有非常重要的地位,这一点从每年高考试卷阅读题的分值比例中可见一斑。
高中英语阅读课一直倍受教师的重视,但教学效果却总是不理想。
在传统的英语教学实践中,相当多的高中教师关注的是词汇和句子结构,教学的重点往往集中于词义的解释和句子的语法结构分析上。
其实,阅读理解(Reading Comprehension)是高中英语教学的侧重点,其目的是不仅要让学生学会语言知识,获取文章提供的信息,领悟文章的内涵,更重要的是要使学生掌握阅读的方法和技能,成为有独立阅读能力的人。
因此,教师在阅读课教学中采取何种阅读教学方法是一个十分重要的问题,应该引起我们的重视和思索。
一、体裁教学法内含“体裁教学法”是建立在语篇的体裁分析基础上,即把体裁和体裁分析理论自觉地运用到课堂教学中,围绕语篇的图式结构开展的教学活动。
“体裁教学法”的优点:(1)运用“体裁教学法”进行阅读教学,能使学生(尤其的具有初级或中级水平的第二语言学习者)掌握相对稳定的、可以借鉴和依赖的语篇模式,从而增强其理解语篇和创作语篇的信心。
(2)从长远看,“体裁教学法”可以开发学生的创造性思维能力。
当学生熟练掌握体裁的结构之后,就能对这些体裁运用自如,从而创造出丰富多彩的语篇。
二、体裁教学法在高中英语阅读课教学中的应用1、记叙文阅读教学方法及课文篇目记叙文是以叙述、描写为主要手法,以记人、叙事为主要内容的文章。
常见的有新闻报导、通讯、回忆录、传记、故事、游记等。
高中英语三册课本中,以传记和故事类的文章居多,所以,下面我就着重叙述这两种文体的教学方法。
(1)、传记。
传记属记叙文的一种,是用来记载人物生平事迹的文章。
在教学过程中,教师要指导学生通过时间和事件的关系把握文章的主线。
此类体裁的文章通常被分为四部分,即 A. childhood years;B. early manhood;C. great achievement;D. remarks.教师应当引导学生按照下列主线来理解传记类文章:人物(who)→时间与事件(time and events)→成功/成就/信仰(success/achievements/belief)→评价(evaluation)。
新教材适用2024版高考英语二轮总复习第2部分阅读能力突破篇专题1阅读理解第5讲体裁破解__应用文课
the restaurant is true to Thai cuisine's roots, yet still manages to add a special twist.This place is good for a candlelit dinner or a work meeting with colleagues who appreciate fine food.For those extremely hungry there's a large set menu.
1.先题后文:先读题目,了解考点;明确目的,快速捕捉,获取 信息。
2.题干定向:据题干关键词找到原文答案所在的范围,按照题目 顺序依次而下,问题与原文相同,对号入座,通过同义替换、归纳事实 等方法确定答案。
3.遇到生词,如无关答题,直接跳过;涉及答题,则根据语境、 构词法等猜测词义。
4.对于影响理解的省略句,可根据语境补全信息。
21.What do Nahm and Issaya Siamese Club have in common?____ A.They adopt modern cooking methods. B.They have branches in London. C.They have top-class chefs. D.They are based in hotels. 【解题示范】 第一步:浏览全文 把握主旨大意:本文是一篇应 用文,介绍了一些关于从哪里开始你的曼谷美食之旅的建议; 第二步:题干定位:根据题干中的关键词:Nahm和Issaya Siamese Club定位段落;
体裁教学法用于高中英语阅读教学中的对策
体裁教学法用于高中英语阅读教学中的对策摘要:随着素质教育的不断深化,如何提高学生的英语阅读能力,已经成为教育工作者的关注热点。
而在高中教育阶段,学生的英语阅读能力一直是高考英语测试的考察重点,体裁教学法是一种对文章结构进行语篇分析的教学方式,应用在高中英语教学中,能够促使学生更加深入了解文章主旨,进一步帮助学生知识迁移,对同类体裁文章的理解加深。
本文以《高中牛津译林版(2020)》教材为例,由于教材体裁主要以议论文、记叙文、说明文以及应用文为主,高中教师在针对不同体裁文章进行教学时,应找准教学重点,应用适当的教学方式,构建趣味性的英语阅读课堂,才能帮助学生掌握正确的阅读方法和技巧。
关键词:高中英语;体载教学法;阅读教学中;对策一、体裁教学法在英语议论文阅读中的教学策略在新课程改革背景下,英语课程教学的内容和要求发生变化,教师开始注重学生英语学科素养的培养。
传统的高中英语阅读教学中,教师为帮助学生获得更高的阅读分数,往往忽略对学生信息获取能力的培养,从而导致学生无法把握语篇,依然停留在浅层阅读。
体裁教学法的应用更能增强英语阅读教学效果,这种教学方法基于主题语境、语篇类型、语言技巧以及文化知识等内容对学生进行学习指导,能够有效增强学生的文章理解能力,提高语言表达能力。
教师也要特别注意,对不同的体裁文章教学也要找准不同的侧重点,才能引导学生进行思考,对同类型的文章理解更为深刻。
以“ Let's talk teens”为例,利用体裁教学法开展阅读指导。
教材中文章属于议论文,议论文的三要素是论点、论据和论证。
在英语阅读中同学们需要掌握议论文的一大阅读技巧即“separatingfacts from opinions"。
在阅读教学中指导学生注意连接词,注意论据与论据之间层层递进的关系。
首先,教师指导学生进行读前预测,通过简单的阅读,能够帮助学生了解故事背景知识,同时也能检验学生体裁类型的掌握能力,在学生进行阅读之前教师也要提出相关的问题,能够进一步引导学生找准阅读方向,比如“Can you guess the general ideaof the passage by reading the headings?”。
新教材适用2024版高考英语二轮总复习第2部分阅读能力突破篇专题1阅读理解第7讲体裁破解__说明文教
第7讲体裁破解——说明文说明文通常运用举例子、作比较、分类别、析结果、列数字和作引用等手法,描述-项研究或者介绍一项新产品、新技术,以及介绍场馆,分析社会现象、语言文化、人文地理、生物的生存状况等,用平实的语言客观地说明事物、解释现象。
事物说明文常用“总一分”式或“总一分一总”式结构;事理说明文采用由浅人深、由表及里、由现象到本质,逐层递进,剖析事理的递进式结构;文章各部分内容没有主次轻重之分时常用并列式结构;如果需要通过两个事物的对照和比较来说明其异同时常用对照式结构。
说明文通常不包含作者的个人观点。
辨明题类说明文阅读理解主要考查考生对词汇和句式的掌握和运用情况,阅读量大,生僻词汇多,句式结构复杂,题目往往涉及推理判断题和主旨大意题。
因此,阅读说明文时,应把握文章结构,弄清作者所要说明的事物;另外,考生在平时的学习中应多积累阅读词汇,提高分析长难句的能力。
技法点拨1.抓首尾段:首段往往提出文章的主题,尤其是研究类说明文,研究结果就是主题;尾段往往重申强调主题。
2.梳理文章结构:是整体叙述+细节或者是过程说明+概括评述;是现象+原因+后果/启示/措施还是研究发现/调查结果+研究/调查过程。
3.结合语境和所学语法知识破解结构复杂的长难句。
真题体验(2023·新高考全国Ⅰ卷C)The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it's right for you.To do so, I divided the book into two parts.In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people's digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy.Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter.This process requires you to step away from optional online activities for thirty days.At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believewill provide massive benefits to the things you value.In the final chapter of part one, I'll guide you through carrying out your own digital declutter.In doing so, I'll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter.You'll hear these participants' stories and learn what strategies worked well for them, and what traps they encountered that you should avoid.The second part of this book takes a closer look at some ideas that will help you cultivate(培养) a sustainable digital minimalism lifestyle.In these chapters, I examine issues such as the importance of solitude(独处) and the necessity of cultivating high-quality leisure to replace the time most now spend on mindless device use.Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter.You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that works for your particular circumstances.30.What is presented in the final chapter of part one?A.Theoretical models.B.Statistical methods.C.Practical examples.D.Historical analyses.【解题示范】第一步:浏览全文把握主旨大意:本文是一篇说明文。
体裁教学法与高中英语阅读教学
新的内涵,也让我们从更深层次来审阅阅读教学。体裁教学法能让学生 了解和掌握不同体裁的语篇的建构过程及图式结构,增强学生对语篇
的理解并提高阅读速度。但是,体裁教学法也有它的不足之处:体裁的 规约性可能导致教学活动具有浓厚的“规定主义”色彩[8],即在阅读教学 中,一旦学生在体裁类型的识别方面遇到困难,就会影响其阅读理解的
科技信息
专题论述
体裁教学法与高中英语阅读教学
山东师范大学大学外语教育学院 董苗苗
[摘 要]体裁教学法是体裁、体裁分析理论、教学法相结合的产物,以其多层次的语篇分析为英语阅读教学提供了新的发展契机。 本文将体裁教学法与英语阅读相结合,从体裁分析的角度对其在高中英语阅读教学中的应用进行了探讨。 [关键词]体裁分析 (things); Which—— —events; What—— —results. Beginning—— —Developing—— —Ending (一)说明文的阅读教学方法
说明文是以说明为主要表达方式来解说事物、阐明事理而给人知 识的文章体裁。它通过揭示概念来说明事物特征、本质及其规律性。理 解说明文的关键在于把握其所说明的事物的特征和本质。因此,教师应 引导学生按照 Topic Sentence—Further Explanation—Examples 的写作特 点和规律进行说明文的阅读,从而迅速理解文章的主旨和主要内容。
进程。因此,如何将体裁教学法有效地应用到高中英语教学中,需要在 今后的实践中不断进行摸索探讨。
参考文献 [1]韩金龙, 秦秀白.体裁分析与体裁教学法[J].外语界,2000(1). 11- 18. [2]Bhatia VK.Analyzing Genre: Language Use in Professional Settings [M].London: Longman.1993. [3]秦秀白.体裁分析概说[J].外国语,1997(6).8- 15. [4]丁建新.体裁分析的传统与前沿[J].外语研究,2007(6).13- 18 [5]Swales JM.Genre Analysis: English in Academic and R esearch Setting[s M].USA: Cambridge, University Press, 1990.45- 48. [6]Swales JM.R esearch Genres: Exploration and Application[M].USA: Cambridge University Press, 2004. [7]Hasan R .Text in the systemic- functional model[A].In W.Dressler (ed.).Current Trends in Text Linguistics [C].Berlin: Walter de Gruyler, 1978: 228- 246. [8]李奇, 折鸿雁.体裁教学法的理论依据与实践[J].外语教学, 2003, 3(24): 70- 72.
最新高考英语复习专项阅读理解体裁练习附答案
课时10阅读理解体裁解读(1)—记叙文【体裁解读】高考阅读理解体裁纷繁多样,但每套试卷通常包含一到两篇记叙文。
在所有的阅读体裁中,记叙文的难度相对是比较低的。
如果掌握了阅读的技巧,多多实践,阅读能力就会大大提高。
1.记叙文写作特点记叙文是一种记载和叙述事件由来,描绘事物和人物情景状态、过程及发展的文体。
消息、通讯、传记、游记、小说、童话、寓言以及记叙性的散文等文体,都属于记叙文的范畴。
就写作顺序而言,记叙文要么是按时间顺序,要么是按事件的重要性的顺序来展开。
不管是哪种叙述方法,最后经常会有一两句话抒发作者的情绪与感悟,这是记叙文的精华所在,也是阅读的难点所在,可谓“一篇之妙,在于落句”。
2.记叙文命题特点从命题形式上看,常见的有细节理解、词义猜测、主旨大意、推理判断、作者意图等题型。
除了推论或词义辨识题,记叙文命题的顺序一般都会按照文章的脉络和故事发展的顺序层层推进,否则就会觉得别扭,逻辑不通。
同时,记叙文需要事件的发展过程作支撑,一半以上的题目都会用来检测考生对故事的了解,因此,我们必须弄明白整件事情的发展脉络。
而其余像主旨大意、作者意图之类的题目,则取决于文章的落句,集中考查对作者所发的感触的理解。
总之,细节题是记叙文命题的主流题型。
而寓意之类的题则是高一层次的题,有一定的难度和区分度,它们是拉开差距的题,答对了这些题,你才有可能成功地跻身高分之列。
综上所述,记叙文的应对策略:不漏细节,奠定基础;把准寓意,方能成功。
体裁演练(2017·全国新课标Ⅰ)I work with Volunteers for Wildlife,a rescue and education organization at Bailey Arboretum in Locust Valley.Trying to help injured,displaced or sick creatures can be heartbreaking;survival is never certain.However,when it works,it is simply beautiful.I got a rescue call from a woman in Muttontown.She had found a young owl (猫头鹰) on the ground.When I arrived,I saw a 2- to 3-week-old owl.It had already been placed in a carrier for safety.I examined the chick (雏鸟) and it seemed fine.If I could locate the nest,I might have been able to put it back,but no luck.My next work was to construct a nest and anchor it in a tree.The homeowner was very helpful.A wire basket was found.I put some pine branches into the basket to make this nest safe and comfortable.I placed the chick in the nest,and it quickly calmed down.Now all that was needed were the parents,but they were absent.I gave the homeowner a recording of the hunger screams of owl chicks.These advertise the presence of chicks to adults;they might also encourage our chick to start calling as well.I gave the owner as much information as possible and headed home to see what news the night might bring.A nervous night to be sure,but sometimes the spirits of nature smile on us all! The homeowner called to say that the parents had responded to the recordings.I drove over and saw the chick in the nest looking healthy and active.And it was accompanied in the nest by the greatest sight of all—LUNCH!The parents had done their duty and would probably continue to do so.1.What is unavoidable in the author's rescue work according to paragraph 1?A.Efforts made in vain.B.Getting injured in his work.C.Feeling uncertain about his future.D.Creatures forced out of their homes.2.Why was the author called to Muttontown?A.To rescue a woman.B.To take care of a woman.C.To look at a baby owl.D.To cure a young owl.3.What made the chick calm down?A.A new nest. B.Some food.C.A recording. D.Its parents.4.How would the author feel about the outcome of theevent?A.It's unexpected. B.It's beautiful.C.It's humorous. D.It's discouraging.【能力提升】ABenjamin West,the father of American painting,showed his talent for art when he was only six years of age.But he did not know about brushes before a visitor told him he needed one.In those days,a brush was made from camel's hair.There were no camels nearby.Benjamin decided that cat hair would work instead.He cut some fur from the family cat to make a brush.The brush did not last long.Soon Benjamin needed more fur.Before long,the cat began to look ragged(蓬乱).His father said that the cat must be sick.Benjamin was forced to admit what he had been doing.The_cat's_lot_was_about_to_improve.That year,one of Benjamin's cousins,Mr.Pennington,came to visit.He was impressed with Benjamin's drawings.When he went home,he sent Benjamin a box of paint and some brushes.He also sent six engravings(版画) by an artist.These were the first pictures and first real paint and brushes Benjamin had ever seen.In 1747,when Benjamin was nine years old,Mr.Pennington returned for another visit.He was amazed at what Benjamin had done with his gift.He asked Benjamin's parents if he might take the boy back to Philadelphia for a visit.In the city,Mr.Pennington gave Benjamin materials for creating oil paintings.The boy began a landscape(风景)painting.William Williams,a well-known painter,came to see him work.Williams was impressed with Benjamin and gave him two classic books on painting to take home.The books were long and dull.Benjamin could read only a little,having been a poor student.But he later said,“Those two books were my companions by day,and under my pillow at night.” While it is likely that he understood very little of the books,they were his introduction to classical paintings.The nine-year-old boy decided then that he would be an artist.1.What is the text mainly about?A.Benjamin's visit to Philadelphia.B.Williams' influence on Benjamin.C.The beginning of Benjamin's life as an artist.D.The friendship between Benjamin and Pennington.2.What does the underlined sentence in paragraph 3 suggest?A.The cat would be closely watched.B.The cat would get some medical care.C.Benjamin would leave his home shortly.D.Benjamin would have real brushes soon.3.What did Pennington do to help Benjamin develop his talent?A.He took him to see painting exhibitions.B.He provided him with painting materials.C.He sent him to a school in Philadelphia.D.He taught him how to make engravings.4.Williams' two books helped Benjamin to ________.A.master the use of paintsB.appreciate landscape paintingsC.get to know other paintersD.make up his mind to be a painterBMy elder brother Steve gave me important lessons in values that helped me grow into an adult after our father died when I was six.For instance, Steve taught me to face the results of my behavior. Once when I returned in tears from a Saturday baseball game, Steve took time to ask me what had happened. When Iexplained that my baseball had broken Mrs. Holt's basement window, Steve encouraged me to confess to it. After all, I should have been playing in the park and not in the path between buildings. Although my knees knocked as I explained to Mrs. Holt, I offered to pay for the window if she would return my ball. I also learned from Steve that personal property (财产) is a sacred thing. After I found a shiny silver pen in my fifth-grade classroom, I wanted to keep it, but Steve explained that it might be important to someone else. I returned the pen to my teacher, Mrs. Davids, and she praised me.Yet of all the instructions Steve gave me, his respect for life is the most vivid in my mind. When I was twelve, I killed an old brown sparrow in the yard with a BB gun. Excited with my accuracy, I screamed to Steve to come from the house to take a look. I shall never forget the way he stood for a long moment and stared at the bird on the ground. Then in a dead, quiet voice, he asked, “Did it hurt you first, Mark?” I didn't know what to answer. He continued with his eyes firm,“ The only time you should even think of hurting a living thing is whether it hurts you first. And then you think a long, long time. ”I really felt terrible then, but that moment stands out as the most important lesson my brother taught me.5.What does the underlined word “confess” in Paragraph 2 mean?A.Cover. B.Admit.C.Deny. D.Agree.6.How did the author feel when he faced Mrs. Holt?A.He was unwilling.B.He felt frightened.C.He appeared challenging.D.He was light-hearted.7.Which was the most important lesson the author learned from his brother?A.Care for the property of others.B.The value of honesty.C.Responsibility for one's actions.D.Respect for living things.8.What technique does the author mainly use to organize the text?A.Time order. B.Cause and effect.C.Examples. D.Logical reasoning.CI first met Paul Newman in 1968,when George Roy Hill,the director of Butch Cassidy and the Sundance Kid,introduced us in New York City.When the studio didn't want me for the film—it wanted somebody as well known as Paul—he stood up for me.I don't know how many peoplewould have done that; they would have listened to their agents or the studio powers.The friendship that grew out of the experience of making that film and The Sting four years later had its root in the fact that although there was an age difference,we both came from a tradition of theater and live TV.We were respectful of craft (技艺) and focused on digging into the characters we were going to play.Both of us had the qualities and virtues that are typical of American actors: humorous,aggressive,and making fun of each other—but always with an underlying affection.Those were also at the core (核心) of our relationship off the screen.We shared the belief that if you're fortunate enough to have success,you should put something back—he with his Newman's Own food and his Hole in the Wall camps for kids who are seriously ill,and me with Sundance and the institute and the festival.Paul and I didn't see each other all that regularly,but sharing that brought us together.We supported each other financially and by showing up at events.I last saw him a few months ago.He'd been in and out of the hospital.He and I both knew what the deal was,and we didn't talk about it.Ours was a relationship that didn't need a lot of words.9.Why was the studio unwilling to give the role to the author at first?A.Paul Newman wanted it.B.The studio powers didn't like his agent.C.He wasn't famous enough.D.The director recommended someone else.10.Why did Paul and the author have a lasting friendship?A.They were of the same age.B.They worked in the same theater.C.They were both good actors.D.They had similar characteristics.11.What does the underlined word “that” in paragraph 3 refer to?A.Their belief.B.Their care for children.C.Their success.D.Their support for each other.12.What is the author's purpose in writing the text?A.To show his love of films.B.To remember a friend.C.To introduce a new movie.D.To share his acting experience.DMinutes after the last movie ended yesterday at the Plaza Theater,employees were busy sweeping up popcorns and gathering coke cups.It was a scene that had been repeated many times in the theater's 75-year history.This time,however,the cleanup was a little different.As one group of workers carried out the rubbish,another group began removing seats and other theater equipment in preparation for the building's end.The film classic The Last Picture Sho w was the last movie shown in the old theater.Though the movie is 30 years old,most of the 250 seats were filled with teary-eyed audience wanting to say good-bye to the old building.Theater owner Ed Bradford said he chose the movie because it seemed appropriate.The movie is set in a small town where the only movie theater is preparing to close down.Bradford said that large modern theaters in the city made it impossible for the Plaza to compete.He added that the theater's location (位置) was also a reason.“This used to be the center of town,”he said.“Now the area is mostly office buildings and warehouses.”Last week some city officials suggested the city might be interested in turning the old theater into a museum and public meeting place.However,these plans were abandoned because of financial problems.Bradford sold the building and land to a local development firm,which plans to build a shopping complex on the land where the theater is located.The theater audience said good-bye as Bradford locked the doors for the last time.After 75 years the Plaza Theater had shown its last movie.The theater will be missed.13.In what way was yesterday's cleanup at the Plaza special?A.It made room for new equipment.B.It signaled the closedown of the theater.C.It was done with the help of the audience.D.It marked the 75th anniversary of the theater.14.Why was The Last Picture Sho w put on?A.It was an all-time classic.B.It was about the history of the town.C.The audience requested it.D.The theater owner found it suitable.15.What will probably happen to the building?A.It will be repaired.B.It will be turned into a museum.C.It will be knocked down.D.It will be sold to the city government.16.What can we infer about the audience?A.They are disappointed with Bradford.B.They are sad to part with the old theater.C.They are supportive of the city officials.D.They are eager to have a shopping center.EAt least once each winter I manage to get a good flight in the middle of a snowstorm. Last Sunday was that flight. My gliding(滑翔的) partners had looked at the weather reports of showers and decided to stay at home. People say that you shouldn't fly by yourself, but on that day I felt the urge to go flying and so headed for my favorite gliding site.I had the mountain ridge to myself. After a smooth lift-off, I floated stably in the breeze, feeling at peace with myself and the world. I looked across the valley to Bedford and a moment later saw the town disappear in a band of snow that was moving towards me.The breeze remained strong enough for flying and I knew that as long as the visibility was good, it was OK for me to stay in the air. The snow moved in and swirled around me. It was a light dry snow. The day was already very quiet but, somehow, the light snow made it even more silent. I felt like a snowflake.Two bald eagles joined me. They didn't pay me any attention and spent a few minutes flying around the ridge before disappearing. I flew through another band of snow. I had been flying for about 45 minutes when I next looked across the valley. I could see there were more bands of snow to come and the breeze was dying too.It was time to go home, get in a hot bath and warm up. I couldn't wait to tell my gliding partners that they had missed out on a perfect flight.17.Why did the author's gliding partners refuse to fly on that day?A.They preferred to fly alone.B.The weather did not permit.C.They did not like winter flights.D.The equipment was not adequate.18.Which is closest in meaning to the underlined word “visibility” in Paragraph 3?A.Weather. B.Skill.C.Possibility. D.View.19.What can be inferred from the passage?A.The bald eagle can cause damage to the author's flight.B.The author will land and go home after the snow stops.C.Brand of snow will be a great threat to the author's flight.D.The author will hesitate to share his experience with his partners.20.What could be the best title for the article?A.The First Flight AloneB.A Narrow-Escape FlightC.One Never-Again FlightD.An Impressive Winter Flight参考答案第一部分课标词汇·基础语法演练课时1课标词汇(1)与名词、冠词和主谓一致【课标词汇演练】Ⅰ.1. designed; in opposite directions; carried out 2. breakthrough; aim to; with the help of 3.To raise the service standard; appreciate 4.put aside; run into deep debt 5.no matter which; defense/defence; depends/relies on 6.felt guilty of; for fun7.learning by heart8.now that9. play their part /role in; success10. including; add to; having access toⅡ.1. kindergartens 2. inventions 3. patiently 4. Judging 5. confidence 6. compulsory 7.width8. shallow9. celebration10. import【基础语法演练】高考经典演练Ⅰ.1.introduction[空格前是冠词,空格后是of所有格,故此处用名词形式。
体裁教学法在高中英语阅读中的应用
体裁教学法在高中英语阅读中的应用作者:张霞蓓来源:《天津教育·上》2024年第05期体裁教学法是一种较为独特的教学方法,通过对文章体裁的分析,讓学生对文本材料产生更为深刻的理解,被广泛运用于阅读教学中。
体裁教学法以解读“文体特点、语言特点、写作技巧”为主,需要阅读者对文章框架进行分析,并通过关键性信息的提取获取全新的学习经验。
高中英语教师在运用这一教学法时,需要加强对阅读材料的解读,以关键性的学习词汇,让学生掌握阅读技巧与写作经验,从而提高学生的理解能力及表达能力,打造高效率的阅读课堂。
本文探讨体裁教学法在高中英语阅读中的应用,结合译林版高中英语阅读材料,对不同阅读文本展开详细解读,围绕“文体结构”“文体对比”“分段学习”“读写结合”四个方面,对教学活动提出几点行之有效的教育举措,以体裁教学法提高阅读教学质量。
一、分析文体结构,了解文章语言特点高中英语阅读教学是拓展学生语言经验和写作素材的重要途径。
高中生学习能力较强,各个单元提供的阅读体裁各有千秋,阅读方式、语言特点也发生了较大的转变。
体裁教学法的运用,即围绕不同阅读材料的体裁设计学习活动,基于阅读材料做出针对性的教育指导,师生通过对文体结构的解读,对本篇阅读课文产生充分了解,并明确得知本单元语言学习的特点。
基于此,在体裁教学法的运用中,教师可以立足单元阅读语篇,带领学生分析并解读阅读材料的语言结构及特点,让学生了解语法知识、表达方式、句子结构、词汇搭配等知识,成功拓展学生的语言经验。
在译林版高中英语必修一第一册Unit 1中的“Realizing your potential”一课教学中,本课讲述了“开学第一天,校长欢迎高中新生入学的致辞”。
本篇阅读体裁为“演讲稿”,其主题为“意识到你的潜力”,文章用鼓励性与正面的表达,向高中生讲述了将面临的机遇与挑战。
“演讲稿”这一写作体裁通常具有较强的逻辑性和说理性,行文流畅,结合大量积极性词汇,采用循序渐进、情感递进的方式,逐步引导听者接受演讲者的观点。
2024版高考英语二轮总复习第2部分阅读能力突破篇专题1阅读理解第8讲体裁破解__议论文课件
辨明题类
议论文阅读理解难度相对比较大,命题角度多样化,细节理解题、 推理判断题、词句猜测题、主旨大意题都有可能出现。因此,在阅读议 论文时,应该从结构和内容两方面同时入手,先通读原文,再区分事实 和观点,明确论点、论证和论据,把握作者最后得出的结论。
技法点拨 研读首段,确定论点:议论文的主旨,即论点往往在首段,尤其是 首段中有however,but等转折词时,其后的内容便是论点。 细读中间段,把握论证方式:中间段是文章的主体部分,即论证部 分,作者会用两个或两个以上的段落通过举例、引用、对比、列数字、 引用事实和理论等进行论证,这一部分往往与细节理解题的考查点相对 应。 关注尾段,理解结论:尾段是结论部分,要弄清楚作者所得出的结 论。
第二部分
阅读能力突破篇
专题一 阅读理解 第8讲 体裁破解——议论文
高频考点·研析透
议论文,也叫说理文,是一种剖析事物、论述事理、发表意见、提出 主张的文体。文章主要是中外广泛关注的社会话题和热点问题,作者通过 摆事实、讲道理、辨是非等手法,大多以“总一分一总”的结构行文,即 提出问题一分析问题一解决问题”。议论文的三要素是论点、论据和论 证,其目的是说服他人、宣扬观点,或者说服读者接受某y a history would bring together texts and objects, and some chapters of this book are able to do just that, but in many cases we simply can't.The clearest example of this between literate and non-literate history is perhaps the first conflict, at Botany Bay, between Captain Cook's voyage and the Australian Aboriginals.From the English side, we have scientific reports and the captain's record of that terrible day.From the Australian side, we have only a wooden shield(盾) dropped by a man in flight after his first experience of gunshot.If we want to reconstruct what was actually going on that day, the shield must be questioned and interpreted as deeply and strictly as the written reports.
全攻略高中英语阅读理解题型体裁解读解题技巧及练习附答案
高考英语阅读理解技巧点拨—推理判断题(一)题型复习阅读理解归纳为以下四大题型,根据阅读理解题考查角度的不同,可采用不同的解题技巧来应付。
Ⅰ.事实细节题Ⅱ.猜测词义题学会"顺藤摸瓜",通过构词,语法,定义,同位,对比,因果,常识,上下文等线索确定词义。
在阅读解题时要注意从以下七个方面着手:1)根据定义或解释、说明猜测生词的词义2)根据对比关系猜测生词的词义3)通过因果关系猜测词义4)根据生活常识猜测词义5)根据同等关系猜测词义6)根据列举的事例猜测词义7)根据构词法知识猜测词义Ⅲ.推理判断题做这类题要求考生在阅读理解整体语篇的同时,又要求学生对作者的态度、意图及文章细节的发展作正确的推理判断,力求从作者的角度去考虑,不要固守自己的看法或观点。
不要主观臆断,凭空想象,任意发挥,而走入误区。
学生要学会运用主题句去推测、揣摩文字背后作者的意图,运用归纳、对比、演绎技能,运用背景知识去挖掘文章深层含义,从而正确理解作者的言外之意,同时认真体会文章的语气与感情基调(如:否定、厌恶、反问、讽刺等)。
这类试题常以如下句式发问:①Whatcanyouconclude/implyfromthispassage?②What’stheauthor’sattitude(态度)towards...?③Wecaninfer/learnfromthepassagethat...Ⅳ.主旨大意题这种题型要求考生能够把握文章的总体,并真正理解主题和中心;要求能较好地运用概括、判断、归纳、推理等逻辑思维方法解题,难度较大,属于高层次题。
一般主旨大意题可以分为两类:1.确定文章的标题和主题(titleortopic)标题位于文章之首,用来高度概括文章内容,点明文章主题。
它可以是单词,短语,也可以是句子。
要确定文章标题,首先,要在阅读原文的基础上,考虑标题是否与主题密切相关;其次,看标题是否能概括全文内容。
不能只概括短文中的某些事实或细节;然后,要注意标题范围不应太大或太小;最后,标题应简练并能吸引读者。
新教材适用高考英语二轮总复习专题1阅读理解第6讲体裁破解__记叙文(夹叙夹议文)pptx课件
真题体验
(2023·新高考全国Ⅰ卷B) When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems.A dirty stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived.When he got older, John started to wonder if this process could be used to clean up the messes people were making.
He was amazed at the results.The plants and animals in the ecomachine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water.
“Ecological design” is the name John gives to what he does.“Life on Earth is kind of a box of spare parts for the inventor,” he says.“You put organisms in new relationships and obhen you let these new systems develop their own ways to self-repair.”
“体裁教学法”在高中英语阅读教学中的应用
语 教 材 ,教 材 中体 现 的信 息 量 较 大 、且 每 篇 文 章 都 体 现 出 不 同 的 时代 特 色 和 地 域 特 点 、 文章 中渗透 着 对 学 生 的 思 想 教 育 以及 每 篇 文章 都 具 有 浓 厚 的 文 学色 彩 。但 是 。如 果 教 师将 英 语 阅读 教 学停 留在 教 材 知 识上 . 无 法 满 足 学 生 阅读 英 语 文 章 的 需要 ,也 无 法 通 过 阅读 提 高 学 生 的英 语 水 平 。因 此 ,教 师 需要 利 用 体 裁 教 学 法 为 学生 推 荐 合 适 的 阅读 材 料 。
1.明 确 “体 裁 教 学 法 ”的 实 施 过 程 “体 裁 教 学 法 ” 是 与传 统教 学 方 式 完 全 不 同 的教 学 方 式 。 目前 ,教 师 经 常 使 用 的 教 学 模 式 可 以 归类 为 两 种 :一 是 以教 师 为 教 学 中心 ,课 堂 教 学 中 以教 师 讲 课 为 主 ;二 是 以学 生 为 教 学 中心 ,教 学 中 以促 使 学 生 主 动 学 习 为 主 。而体 裁 教 学 法在 实 施 过 程 中处 于 不 断 变 化 的 位 置 ,教 师 和 学 生 的 角 色 随 着 教 学 内容 的 变 化 不 断 变 化 。例 如 :在 使 用 体 裁 教 学 法 时 ,教 师 引 导 学 生 阐述 自身 对 于 “体 裁 教 学 法 ”的观 点 .进 而 掌 握 学 生 对 英 语 体 裁 的 熟 知 程 度 ,了解 学 生 喜 欢 哪 种 体 裁 的英 语 文 章 ,而教 师 不 需 要 干 涉 学 生 的 想 法 ,学 生 自由 发 挥 。 但 是 ,在 随 后 的讲 解 中 .教 师 需 要 利 用 范 文 讲 解 阅 读 内容 的 体 裁 、结 构 时 ,教 师 占据 主 导 地 位 .且 地 位 逐 渐 愈 加 明 显 , 教 学 的进 度 和 节 奏 的 快 慢 也 被 教 师 掌 握 。 “体 裁 教 学 法” 的 实 施 过 程 与 其 他 教 学 法 存 在 明 显 的 区别 . 教 师 需 要 掌握 体 裁 教 学 法 实 施 的 具 体 要 求 .从 而 顺利 使 用 体 裁 教 学 法实 施 阅读 教 学。 2.与 其 他 教 学 方 式 融 合 使 用 高 中英 语 教 师 在 利 用 体 裁 教 学 法 进 行 阅 读 教 学 时 ,应 注 意体 裁 教 学 法 的使 用 方 式 .避 免 扼 杀 学 生 的 创 新 能力 。只 有 学 生 的 想 法 受到 体 裁 的认 可 ,其 创 新 能 力 才 能获 得 认 可 ,这 是体 裁教 学 法 认 可 学 生 创 新 能 力 的 方 式。 但 是 ,这 种 方 式存 在 一 定 的弊 端 ,教 师 需 要避 开 体 裁 教 学 法 的 弊 端 。此 外 ,英语 文章 中 的体 裁 不 具 唯 一 性 ,一 篇 文章 可 能有 很 多体 裁 同 时 出现 ,是 一 种 体 裁 的 结 合 。 例 如 :作 者 为 突 出表 达 自身 的观 点和 立 场 .在 记 叙 文 中 融 入 议 论 文 的写 作 特 点 ;或 是 将 “诗 ”与 “散 文 ” 结 合 等 。可 见 .在 英 语 文 章 中作 者 使 用 的体 裁 不 具 有 唯 一 性 的特 点 ,因此 .教 师 在 利 用体 裁教 学 法 进 行 阅读 教 学 时 ,需要 与其 他 教 学方 法 结 合 使 用 。避 免 教 学 准 确 性 出现 偏 差 ,影响 学生 对 阅读教 学 内容 的判 断 。教 师 在 选 择 与体 裁 教 学 法 合 作使 用 的 教 学 方 法 时 , 需 要 注 意 与 阅读 教 学 内容 结合 。根 据 阅读 内容 的 范 围 、以及 体 裁 与 其 他 教 学 方 法 之 间 的联 系进 行 合 理 的 选 择 .保 证体 裁 教 学 法 在 高 中英语 阅读 教 学 中发 挥 作 用 。 3.根 据 学 生 需 要 推 荐 阅 读 材 料 英 语 阅读 教 学使 用 体 裁 教 学 法 .需 要 教 师根 据 阅 读 教 学 内容 和 体 裁 , 为 学 生 推 荐 合 适 的 阅读 材 料 ,增 加 学 生 对 阅 读 教 学 内容 的 了解 和 其 对 文 章 体 裁 的 了 解 。 高 中英 语 阅读 教 学 中 。教 师 通 常 使 用 的 工 具 为 英
分析高中英语阅读体裁及其阅读训练策略-最新教育文档
分析高中英语阅读体裁及其阅读训练策略在我国学校教育中,英语是一门重要学科,在英语笔试中,大部分题目是阅读类型的。
从高中英语阅读体裁和阅读训练策略上入手,进行分析,可以进一步了解和认识高中英语阅读和英语阅读教学。
1.高中英语阅读体裁高中英语阅读体裁具有一定的共性,综合分析,可以将体裁的共性分为三种:第一,目的决定性。
高中英语阅读文章存在的交际目的决定阅读文章的体裁,也影响英语阅读语篇的内容、风格等的选择。
第二,常规性。
对当前的高中英语阅读语篇的体裁进行分析,目前遇到的体裁具有重复性和习惯性,也就是说高中英语阅读语篇体裁的基本原则是不会随意改变的,这些基本原则,需要在今后的语篇发展中遵循。
第三,差异性。
对当前遇到的高中英语阅读体裁进行分析,统一体裁的文章,存在一定的差异性,虽然英语阅读体裁具有常规性,但是这并不预示英语阅读体裁一成不变。
高中英语阅读体裁会随着文化、语篇中变量的不同,而产生一定的差异性。
针对高中英语阅读语篇,其形成的体裁结构,可以看成是一种语言办事程序,也可以看成是一种英语语篇的认知结构。
在高中英语阅读教学中,对英语阅读语篇的体裁进行分析,不但进行文本信息的分析,还包括语篇分析,对英语阅读语篇的目的和英语语言的使用策略进行分析,在对英语阅读语篇体裁进行分析时,包括:整体英语阅读语篇的写作目的;这篇英语阅读语篇的主要组织方式;语篇开头、中间、结尾的主要表达方式;英语语篇写作目的在语篇中发挥作用。
通过分析高中英语阅读语篇体裁,讲述英语语篇的结构,让学生通过掌握英语阅读语篇的体裁结构,对语篇的段落大意有认识和了解,可以找到英语阅读语篇的文章中心。
学习英语阅读方法,在英语阅读中,不断加强训练和应用,其阅读能力必然得到提高,会运用英语知识,解决遇到的问题。
2.高中英语阅读训练策略随着学校教育制度的改革,学生语言运用能力的培养、突出学生的主体地位等得到重视,在高中英语阅读教学中,要打破传统方法,让学生成为课堂教学的中心,成为英语阅读学习的真正主人。
体裁分析法与高中英语阅读教学
国 圃 团
【 摘
要 】本 文根 据 现在 阅读 教 学 中存在 的 问题 以及 阅读 教 学的优 点 ,提 出 了以体裁 分析 为 理论 基础 的 高 中英 语 阅读 教 学 法 , 文 章探 讨 了体 裁分析 在 高 中英语 阅读教 学 中的具体 应 用 。教 师在 阅读教 学 中 , 要 让 学 生认 识 到 不 同体 裁 的语 篇 有 不 同的语 言特征 、 体裁 结 构 、 教 师应 引导 学生 对具 体 的语 篇 进 行 分 析 , 从 而帮助 学生提 高 阅读 理解 能 力。 【 关键词】 体裁分析 英语 阅读 篇章模式
1 . 体 裁分 析理论
胡壮 麟教 授 认 为 , 教 师 引导 学 生分析 不 同类型 课 文 的框 架结 构及 段 与段 之 间的逻 辑 关 系 , 可 以培 养 学 生预 测语 体和 主要 内容 的 能力 。教 师在 阅读教 学 中应 教给学生篇结构知识和不 同体裁语篇 图式结构 , 使学 生在 阅读 过 程序 中运 用 这 些知 识进 行 分析 , 形成 发孤 知识网络, 增强对篇章的理解程度 , 加大信息储存量, 提高对典型篇章结构标识语的识别能力 , 从而提高 阅 读 理解 力。 2 . 体 裁分 析法在 高 中英 语 阅读 教 学 中的应 用 高 中英语 教 材 中的课 文 以记 叙 文 、 说 明文、 议 论 文为主, 下 面就 讨论 这 三 种语 篇 结构 模 式及 其 在高 中 英 语 阅读 教 学 中的应 用。 2 . 1 记叙文篇章模式在英语 阅读教学 中的应用 记 叙 文主 要讲 述 一个 故 事或 记 述 一个 事件 , 高中 英 语教 材 中的大 多数课 文属 于人 物传 记 类 , 故 事 类语 篇, 把 握这 一 类型 语篇 分 析 对于 学 生理 解课 文 的结构 有促进作用 , 拉波夫( L a b o v ) 认 为 完 整 的叙 事 性 篇 章 结 构 可 以包 括 六 部 分 : 点题 ( a b s t r a c t ) , 指 向( o r i e n t a — t i o n ) , 进 展( c o m p l i c a t i n g a c t i o n ) , 评议 ( e v a l u a t i o n ) , 结 果 或 结局 ( r e s u l t o r r e s o l u t i o n ) 和 回应( c o d a ) 。 阅读记 叙 文 时还 要注 意 以下几个 方 面 : 1 ) 人称 : 记 叙 文 可采 用 第 一或 第三 人称 , 或 者 兼用 。 第 一人 称 可 使 叙述 生动 、 逼真; 而第 三人 称使 叙 述 显得 客 观 , 叙述 范 围更 广 ; 2 ) 记叙文六要素: 时间、 地 点、 人 物、 事件 、 原因、 结果 。这 些成 分 组成 一 个事 件 或经 历 的 完整 叙 述; 3 ) 叙述 的顺序 : 顺叙 和倒叙 。顺叙 是按 时间顺序 叙 述事件, 而倒 是 先 交代 事件 的结局 ; 4) 中心 思想 : 记 叙 文 一般 围绕 一个 确定 的 、 鲜 明的 主题 或 中心 思 想展 开 对情 节 的描写 。 2 . 2议论文篇章模式及其在英语 阅读教学中的作用 议论 文 主要 是借 助 事 实和 数据 , 通过 严 密 的逻 辑 推理 , 证明某个现象或事实的真实性或确认一种事情 或观 点 的正确 或错 误 。议 论 文论 证 的方 式 有 两种 : 立 论 和驳论 。立论 即作 者从 正面 对所议 论 的 问题 阐 明 自 己观 点 的正确 性 。驳论 即作 者通 过 反驳 对 立 的 、 错 误 的见解和主张, 从而证明 自己的见解 、 主张的正确性。 常用 的论 证 方 法有 : 9 3 - 纳法、 演绎法 、 因果 论 证 法 、 归 谬 法 等。 1 ) 归纳 法 ( i n d u c t i o n ) : 归纳法通 常先有 一个假 设 或 设 想( h y p 0 t h e s i s / s u p p o s i t i o n ) , 然 后 作调 查 , 收 集 例 证, 从 而 归纳 出一般 的道 理 , 证 明这 一 设 想 的正 确性 ; 2 ) 演译性( d e d u c t i o n ) : 演绎 法 来 自形 式逻 辑 的 三段论
高考英语复习题:课时16 阅读理解体裁解读3 议论文 Word版含答案
课时16 阅读理解体裁解读3 议论文Ⅰ.体裁解读——议论文议论文也是一种运用十分广泛的文章体裁。
同学们在阅读议论文时不仅要把握文章的论点、论据和论证,还要把握文章的结构和语言。
像汉语一样,英语议论文通常也为三段式,即“论点、论据、结论”三部分组成。
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,阅读议论文体时,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,接下来是对这一论点的逻辑推理和论证,最后为结论。
同学们还应注意的是: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。
【体裁演练】(·新课标全国卷Ⅱ)More students than ever before are taking a gap-year (间隔年)before going to university.It used to be called the “year off” between school and university.The gap-year phenomenon originated(起源) with the months left over to Oxbridge applicants between entrance exams in November and the start of the next academic year.This year,25,310 students who have accepted places in higher education institutions have put off their entry until next year,according to statistics on university entrance provided by the University and College Admissions Service(UCAS).That is a record 14.7% increase in the number of students taking a gap year.Tony Higgins from UCAS said that the statistics are good news for everyone in higher education.“Students who take a well-planned year out are more likely to be satisfied with,and complete,their chosen course.Students who take a gap year are often more mature and responsible,” he said.But not everyone is happy.Owain James,the president of the National Union of Students(NUS),argued that the increase is evidence of student hardship-youngpeople are being forced into earning money before finishing their education.“New students are now aware that they are likely to leave university up to £15,000 in debt.It is not surprising that more and more students are taking a gap year to earn money to support their study for the degree.NUS statistics show that over 40% of students are forced to work during term time and the figure increases to 90% during vacation periods,”he said.1. What do we learn about the gap year from the text?A.It is flexible in length.B.It is a time for relaxation.C.It is increasingly popular.D.It is required by universities.2. According to Tony Higgins,students taking a gap year________.A.are better prepared for college studiesB.know a lot more about their future jobsC.are more likely to leave university in debtD.have a better chance to enter top universities3. How does Owain James feel about the gap-year phenomenon?A.He's puzzled. B.He's worried.C.He's surprised. D.He's annoyed.4. What would most students do on their vacation according to NUS statistics? A.Attend additional courses.B.Make plans for the new term.C.Earn money for their education.D.Prepare for their graduate studies.Ⅱ.能力提升演练A(·兰州高三质检)Do you like shopping? Or does the thought of wandering round the shops fill you with terror? For some of us, shopping is an enjoyable way of spending our spare time and our money. For me, it's something I would rather avoid. Thank goodness for the Internet! It's more convenient to buy CDs, electrical items, andeven food from the comfort of your sofa. But that's not the only reason: price is an important factor. We can buy goods and services cheaper online. But sometimes the problem is knowing what to buy. This has led to a type of shopping called “showrooming”.Showrooming is something I've done. I will go to a shop to see, touch and try out products but then go home and buy them online at a knock-down price. I'm not alone in doing this. Research by a company called Foolproof found 24% of people showroomed while Christmas shopping in .Amy Cashman, Head of Technology at TNS UK, says the reasons for this new shopping habit are that people are lacking time, lacking money and they want security about the products they are buying. She explains that consumers are not only shopping online at home but they are using the Internet in store or on their smartphones to shop around.But does this mean technology will kill shops? Certainly shops will change. They will have to offer more competitive prices or encourage people to buy more by giving in-store discounts or free gifts.We mustn't forget that buying in a shop means you can get expert advice from the sales assistant and you can get good aftercare. It's good to speak to a real human rather than look at a faceless computer screen, but at least by showrooming, you get the best of both worlds!1.What does showrooming mean in the text?A.Trying in shops and buying online.B.Showing products in a room.C.Buying something in a store.D.Shopping on the Internet.2.According to Amy Cashman, which is not the reason for showrooming?A.The lack of time.B.The comfort of the sofa.C.The shortness of money.D.The security of the product.3.What can be inferred from Paragraph 4?A.Online shops will disappear.B.Free gifts will surely promote sales.C.Shops need necessary changes.D.Shops will be replaced by online shops.4.The author's attitude towards showrooming is ________.A.critical B.neutral C.supportive D.casualBMany kids help out around the house with chores(家庭杂务) such as emptying the dishwasher, putting laundry away, and taking out the trash. In exchange, some kids get allowances(补贴) or other rewards such as extra computer time.But some people do not think that kids should get rewards for doing chores. Susie Walton, a parenting educator and family coach, believes that by rewarding kids, parents are sending a message that work isn't worth doing unless you get something in return. “Running any kind of household is a team effort,”Susie said. “A home is a living space for everyone in the family. It's important for kids to see that we all have responsibilities in the house, and that families decide together how they want their home to look, and how they are going to keep it looking like everyone wants it to look.”Other people believe that getting a cash allowance or other rewards motivates kids to do chores, and it also teaches them real world lessons about how we need to work to earn money. There are also new applications that give kids points and digital gifts that can be redeemed (兑取) either online or in the real world. With the ChoreMonster app, kids earn digital points by completing chores that they can turn in for real-life rewards such as extra Xbox time or a trip to the mall. “Our goal is to encourage kids to earn rewards,”says Chris Bergman, founder of ChoreMonster. “Kids need positive reinforcement(强化) to help motivate them.”What do you think? Should kids be rewarded for doing chores? Or should kids help out around their homes without getting anything in return?Write a 200-word response. Send it to tfkasks4you@ timeforkids. com. Your response may be published in a future issue of Time For Kids. Please include your grade and contact information of your parent or teacher if you want your response to be published. The deadline for responding is February 18.5.How does the author start the passage?A.By presenting some facts.B.By listing some evidence.C.By comparing different views.D.By stating his own experiences.6.According to Susie Walton, ________.A.kids should be rewarded for doing choresB.parents decide what kids can do for the familyC.kids have the responsibility to share houseworkD.kids can get extra computer time for doing chores7.Paragraph 3 is mainly about ________.A.Chris Bergman's opinion on raising kidsB.main reasons why kids need encouragementC.how to motivate kids to try new applicationsD.the advantage of rewarding kids for doing chores8.The purpose of writing the text is to ________.A.invite readers to express their opinionsB.inform readers of two different opinionsC.call on readers to reflect on their behaviorD.present the author's viewpoint about parentingCAccording to a recent article in The Wall Street Journal, we might all be braggarts(自吹自擂者) in this competitive society addicted to social networking.Take a close look at your social-networking sites. Do you like to post photos of yourself in restaurants to show others what an exciting life you have? Or do you like to write about how happily in love you are? Or perhaps you are of the subtle type whoconstantly complain about jobs but really just want to impress others with your important position.According to the results of a series of experiments conducted by Harvard University neuroscientists (神经系统科学家), the reward areas of our brain—the same areas that respond to “primary rewards” such as food—are activated when we talk about ourselves. We devote between 30 to 40 percent of our conversation time to doing just that. Unfortunately, Bernstein says, some people can't tell the difference between sharing positive information that others might actually want to know and direct bragging. She suggests that bragging involves comparison, whether stated or implied.“We are expected to be perfect all the time. The result is that more and more people are carefully managing their online images,”says Elizabeth Bernstein, a columnist with The Wall Street Journal.But the issue is not limited to the Internet. In a fiercely competitive job market we must sell ourselves on multiple platforms and show that we are better than others. In fact, we have become so accustomed to bragging that we don't even realize we are doing it, says Bernstein. This is harmful to our relationships and puts people off.Bernstein talked to some experts who said that people brag for all sorts of reasons: to appear worthy of attention; to prove to ourselves we are doing fine and that people who said we would fail are wrong; or simply because we're excited when good things happen to us.“Feel sorry for them, because they're doing this unconscious, destructive thing that won't help them in the long run,”said Professor Simian Valier, a research psychologist at Washington University.9.The underlined word “subtle” in Para. 2 is closest in meaning to “________”.A.hidden B.apparentC.outstanding D.simple10.Which of the following is one of the features of braggarts?A.They control conversation and only talk about themselves.B.They know well how to share positive information.C.They self-promote to stand out in their career.D.They don't pay much attention to their online image.11.What can we infer from the passage?A.Braggarts make a good first impression but the effect decreases over time. B.People who like bragging know what they are doing.C.Braggarts always adopt comparison directly to show they are excellent.D.They care much about the feelings of others when talking.12.Which would be the best title for the passage?A.Are you a braggart?B.Society addicted to networkingC.Why do we keep on bragging?D.How to deal with a braggart?DIt's half past ten in the evening,and 11-year-old Joseph is sound asleep at home.Suddenly,a loud noise wakes him up.Naturally,Joseph reaches for his cell phone.The message beeps clear: “R U awake?”Joseph's use of technology doesn't stop there.He also has a computer,a TV and three video-game consoles(控制台)in his room.With so many choices,it's no surprise that when he isn't at school,he spends nearly every waking minute using one or more of these devices.Joseph is hardly alone.According to a recent study by the Kaiser Family Foundation,kids ages 8 to 18 are spending more time than ever before using electronic devices.How much time? More than seven and a half hours a day on average,the study found.“The jump is the result of a huge explosion in mobile devices,” says Victoria Rideout,the lead author of the study.Today,nearly seven out of ten kids have cell phones.Just five years ago,it was four out of ten.Often,kids multitask,or use more than one device at a time.“If you've got a chance to do something on your computer and take a phone call and have the TV on in the background,why not?”media expert Cheryl Olson says.Most experts agree that technology has much to offer kids.But some worry thekids could be missing out on other activities like playing outside or hanging out with friends.“It's a matter of balance,”says Olson.“You've got to work on it.”Multitasking while doing homework is another concern.Some kids listen to music,watch TV or use the phone while doing their homework.“It is important to make sure that you can stop and concentrate on one thing deeply,” says Rideout.With new and exciting devices hitting stores every year,keeping technology use in__check is more important than ever.“Kids should try,”adds Rideout.“But parents might have to step in sometimes.”13.Why do children spend more time in using electronic devices?A.Because electronic devices are more exciting than before.B.Because more electronic devices are available to them.C.Because they have fewer other activities.D.Because they have less homework to do.14.It is known from the passage that ________.A.Joseph feels very annoyed about his late-night textB.the teenagers using mobile devices have increased by 30% in the past five years C.most experts think teenagers should not use electronic devices for their studies D.Cheryl Olson is not surprised about kids' increasing use of mobile devices 15.Which of the following is an example of multitasking according to the passage? A.Playing video games on the Internet.B.Talking on the phone while staying with others.C.Watching TV while using the computer.D.Listening to music while relaxing.16.The underlined phrase “in check” in the last paragraph can be replaced by ________.A.in order B.in controlC.in store D.in sightEThere is a problem each of us faces in following advice on emotional healing: apologizing is difficult.We are trapped in what we think of ourselves by holding ontoour pride.We can be selfish and not willing to admit our most obvious mistakes.Pride eats away at us as we argue or ignore the mistake.It's happened to me.I have had too much pride and selfishness to apologize to a loved one I hurt.When I did want to apologize,I couldn't bring myself to face the other person.This is the pride I'm talking about.Maybe apologies come difficult for men because they're expected to be dominant(占优势的).It's like the joke that a man never asks for directions when dies are more emotionally open than guys and are willing to express it.Still,both genders wonder how to correctly apologize.In shifting the focus on apologizing away from you,what does not apologizing do to other people? They feel hurt that you are not willing to communicate your mistake.They lose trust in you as you hide behind your mistake avoiding reality.They become angry with you,wondering why you do not tell them the truth.They may begin to counter your lack of apologies by not apologizing themselves and from this the relationship goes downhill as the two of you get caught in a power struggle.You need to communicate your mistakes.A mistake you made is like a scratch and by not apologizing you are making the scratch a deeper wound and rubbing salt into it.You need to stop hurting the other person and yourself by learning to apologize.There is real power in apologizing and emotional healing.17.People find it hard to apologize for their mistakes because of their________.A.emotional feeling B.sticking to their pride C.making argument D.being trapped in lies18.Why are men more unwilling to make apologies?A.They don't intend to hurt other people.B.They expect others to forgive them.C.They don't want to be considered weak.D.They aren't good at expressing themselves.19.What bad effect will there be if you refuse to apologize for your mistakes? A.Other people won't pay attention to you.B.You will lose confidence in yourself.C.You won't be forgiven even if you tell the truth.D.The friendship will get hurt and go worse.20.From the last paragraph,it can be inferred that ________.A.communication can stop your making mistakes B.mistakes would turn into deeper scratches C.apologizing is good for you and the other people D.apologizing is the most powerful in emotional healing第11页共11页。
高考英语阅读理解各体裁应试技巧(7页)
高考英语阅读理解各体裁应试技巧阅读理解之记叙文人物故事类的阅读理解是常考材料之一。
这类文章一般可分为人物传记和短篇故事两类。
1. 人物传记主要涉及某人的生平事迹、趣闻轶事、生活背景、个性特征、成长和奋斗历程等,其特点是以时间的先后或事件的发展为主线,脉络清楚,可读性较强。
2. 短篇故事与人物传记不同的是,这类文章一般描述的是某一件具体事情的发生发展或结局,有人物、时间、地点和事件。
命题往往从故事的情节、人物或事件之间的关系、作者的态度及意图、故事前因和后果的推测等方面着手,考查考生对细节的辨认能力以及推理判断能力。
阅读理解之说明文"英语说明文",顾名思义,就是一种以"说明、解释"为主要表达方式的英语文体。
它是对客观事物的性状、特点、功能和用途等作科学解说的。
它既不像故事那样重在情节的叙述和描写,也不像议论文那样,重在阐明主张和论点论据;更不像科幻作品那样富于想象和虚构夸张。
说明文是通过解说事物、阐明事理,使人们增长知识和技能。
说明文是高考英语阅读理解题中的重点内容之一。
说明文具有与自己特点相适应的说明方法,因此说明文结构复杂,专业术语多,易于拉开考生分数档次,便于高校分层次选拔人才。
然而对于考生来说说明文抽象度高,解题难度大。
高考对说明文的考查多为科普知识,动植物特性、自然现象和新产品、新工艺介绍以及人文地理、风土人情等方面的说明文,文中解释性、定义性、说明性的句子居多。
因此考生要掌握说明文的命题特点,叙述方式,以冷静的心态阅读原文,重点突破长句结构特点和逻辑关系,以便对其做出准确的语意理解。
说明文阅读理解的特征:一般说来,英语说明文与其他文体一样,文章所涉及的内容不外乎以下几个方面,即who → what → when → where → how → why。
1. who:问的是这篇文章的主体是谁?(即所要说明和描述的人或事物)2. what:问的是主体做了什么事情?(即主体表现出的特性、功能和用途)3. when和where:是在何时何地发生的?(即何时何地所表现出的特性、功能和用途)4. how:通过什么方式表现出来的?5. why:这种特性功能用途的原因是什么?做说明文阅读理解题的时候,一定要记住上面的wh-word。
全攻略-高中英语阅读理解题型体裁解读、解题技巧及练习(附答案)
高考英語閱讀理解技巧點撥—推理判斷題(一)題型複習閱讀理解歸納為以下四大題型,根據閱讀理解題考查角度の不同,可采用不同の解題技巧來應付。
Ⅰ.事實細節題Ⅱ.猜測詞義題學會"順藤摸瓜",通過構詞,語法,定義,同位,對比,因果,常識,上下文等線索確定詞義。
在閱讀解題時要注意從以下七個方面著手:1)根據定義或解釋、說明猜測生詞の詞義2)根據對比關系猜測生詞の詞義3)通過因果關系猜測詞義4)根據生活常識猜測詞義5)根據同等關系猜測詞義6)根據列舉の事例猜測詞義7)根據構詞法知識猜測詞義Ⅲ.推理判斷題做這類題要求考生在閱讀理解整體語篇の同時,又要求學生對作者の態度、意圖及文章細節の發展作正確の推理判斷,力求從作者の角度去考慮,不要固守自己の看法或觀點。
不要主觀臆斷,憑空想象,任意發揮,而走入誤區。
學生要學會運用主題句去推測、揣摩文字背後作者の意圖,運用歸納、對比、演繹技能,運用背景知識去挖掘文章深層含義,從而正確理解作者の言外之意,同時認真體會文章の語氣與感情基調(如:否定、厭惡、反問、諷刺等)。
這類試題常以如下句式發問:①What can you conclude/ imply from this passage?②What’s the author’s attitude(態度)towards...?③We can infer /learn from the passage that...Ⅳ.主旨大意題這種題型要求考生能夠把握文章の總體,並真正理解主題和中心;要求能較好地運用概括、判斷、歸納、推理等邏輯思維方法解題,難度較大,屬於高層次題。
一般主旨大意題可以分為兩類:1.確定文章の標題和主題(title or topic)標題位於文章之首,用來高度概括文章內容,點明文章主題。
它可以是單詞,短語,也可以是句子。
要確定文章標題,首先,要在閱讀原文の基礎上,考慮標題是否與主題密切相關;其次,看標題是否能概括全文內容。
分析高中英语阅读体裁及其阅读训练策略-最新教育文档
分析高中英语阅读体裁及其阅读训练策略在我国学校教育中,英语是一门重要学科,在英语笔试中,大部分题目是阅读类型的。
从高中英语阅读体裁和阅读训练策略上入手,进行分析,可以进一步了解和认识高中英语阅读和英语阅读教学。
1.高中英语阅读体裁高中英语阅读体裁具有一定的共性,综合分析,可以将体裁的共性分为三种:第一,目的决定性。
高中英语阅读文章存在的交际目的决定阅读文章的体裁,也影响英语阅读语篇的内容、风格等的选择。
第二,常规性。
对当前的高中英语阅读语篇的体裁进行分析,目前遇到的体裁具有重复性和习惯性,也就是说高中英语阅读语篇体裁的基本原则是不会随意改变的,这些基本原则,需要在今后的语篇发展中遵循。
第三,差异性。
对当前遇到的高中英语阅读体裁进行分析,统一体裁的文章,存在一定的差异性,虽然英语阅读体裁具有常规性,但是这并不预示英语阅读体裁一成不变。
高中英语阅读体裁会随着文化、语篇中变量的不同,而产生一定的差异性。
针对高中英语阅读语篇,其形成的体裁结构,可以看成是一种语言办事程序,也可以看成是一种英语语篇的认知结构。
在高中英语阅读教学中,对英语阅读语篇的体裁进行分析,不但进行文本信息的分析,还包括语篇分析,对英语阅读语篇的目的和英语语言的使用策略进行分析,在对英语阅读语篇体裁进行分析时,包括:整体英语阅读语篇的写作目的;这篇英语阅读语篇的主要组织方式;语篇开头、中间、结尾的主要表达方式;英语语篇写作目的在语篇中发挥作用。
通过分析高中英语阅读语篇体裁,讲述英语语篇的结构,让学生通过掌握英语阅读语篇的体裁结构,对语篇的段落大意有认识和了解,可以找到英语阅读语篇的文章中心。
学习英语阅读方法,在英语阅读中,不断加强训练和应用,其阅读能力必然得到提高,会运用英语知识,解决遇到的问题。
2.高中英语阅读训练策略随着学校教育制度的改革,学生语言运用能力的培养、突出学生的主体地位等得到重视,在高中英语阅读教学中,要打破传统方法,让学生成为课堂教学的中心,成为英语阅读学习的真正主人。
高三英语专题复习之英语阅读理解技巧
高三英语专题复习之英语阅读理解技巧教学内容:一、体裁分析能力训练二、分析题干能力训练三、猜词能力训练四、猜答案能力训练摒弃不良的阅读习惯。
1.“指读” 2.“声读” 3.“译读” 4.“回读” 5.“析读” 6.“参照读” 7.“视幅过窄”8.“毛病”(bad habits): 教学过程中,发现学生在阅读时常做些不利于阅读的坏动作。
有的同学晃头、颠腿、转笔、听音乐、咬指头、趴在桌子上、揪头发等等。
一、体裁分析能力高考英语考试中阅读理解的文章一般有这样几种文体,即记叙文、描写文、说明文、应用文和论述文。
不同的文体有不同的段落组织方式和脉络层次。
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。
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。
说明文多见于科普文章,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。
论述文的阅读难在这种文章处处都渗透作者的个人观点、态度。
阅读论述文应该从文体的写作和结构特点入手。
文章的结构往往容易把握,用主题句开门见山。
作者往往通过信号词(signal words或transitional words)和关联词(referents 来组织段落、文章.对信号词的迅速反应和对关联词的准确判断是至关重要的;要特别注意区分作者的观点与文章里所提到的人物的观点,同时注意作者所使用的表示赞同、反对等感情色彩的词汇。
二、分析题干能力1.细节类问题的命题方式有以下几种:1)Which of the following is NOT true according to the information in the passage?2) The author mentions all of the following except . . .3)Which of the following statements is correct according to the passage?4)The writer mentions all of the items listed below except ______.5) Which of the following is mentioned in the passage?6) What is the example of . . . as described in the passage?7) The reason for . . .is . . .8) According to the passage, when (where, why, how, who, etc. ) ...9)From the passage we know that ______.10)In the passage, the author states that ______.细节理解题:细节理解题就是我们常见的wh-题,它们大多是根据文章中的具体信息如事实、例证、原因、过程、论述等进行提问的。
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体裁教学法及高三英语阅读专项复习
阅读理解是高中英语教学的侧重点,有效的阅读,首先要具备篇章知识。
在教学中,教师应该自觉地运用体裁分析方法,帮助学生了解课文的体裁结构、篇章模式和篇章类型,分析作者谋篇布局和遣词造句的手法;抓住典型文章,分析其体裁框架及写作特点,并让学生通过不断的阅读实践,达到举一反三。
一、故事类阅读理解技巧点拨
1.选材特点
高考记叙文阅读,以短篇故事类居多。
这类文章一般描述的是某一件具体事情的发生发展及结局,有人物、时间、地点和事件。
故事一般取材于真实的生活事件,通过故事来赞美或谴责等等抒发某种情感。
2.故事类文章的命题特点
此类文章的命题往往从故事的情节、人物或事件之间的关系、故事前因后果的推测以及故事的主旨大意等方面着手,推理判读能力。
3.故事类文章的解题技巧
(1)理清文脉与主要信息
阅读故事类文章,理清人物或事件之间的关系,有的以事件发展为线索,有的以一句富有寓意的话为主线。
只有
抓住了主线索,才不会在解题时偏离正轨。
故事类阅读理解所涉及的题目多是文章的主要内容,几个小题的正确选项结合在一起基本上构成了文章的主脉络或文章的提纲。
因此在解题的过程中,考生如果能关注文章的主要细节,就能一气呵成,保证做题的准确性。
(2)注意作者的议论和抒情
高考英语故事类文章常伴随着作者思想情感的流露和表达,因此,议论和抒情往往夹杂其中。
这些体现作者观点或思想的语句在阅读时可以画线,它们往往体现文章中心或者写作意图,属于必考点,要仔细体会。
二、科普类阅读理解技巧点拨
1.科普说明文特点
科普说明文的文体特点:(1)大量使用专业词汇、复合词、缩略词及利用前后缀构成的派生词。
(2)句子结构复杂,长难句较多,考生对其望而生畏,不知如何下手解题。
教师首先要消除学生的畏难心理,使其了解近几年内容越简单的文章,题目的思维含量更高,难度越大,如故事类。
相反,内容庞杂、生词术语较多的文章,在事实性更强的情况下,阅读理解的题目却相对会简单,如科普类说明文,这也是命题者调控试卷难度的手段。
高考试题中科普说明文以总分总的结构模式最为常见,即先引出说明对象,然后阐述说明对象,从而使读者有
深入的理解,最后对说明对象做总结,或做一些补充性的说明,或开拓读者视野,或增强说明的准确。
2.科普说明文解题技巧
(1)运用Skimming(略读法)和Scanning(查读法)阅读技巧,巧妙解答细节
①采用略读法,快速阅读短文,考生不需要逐字去读,而是要重点留意文章的开头、结尾以及段落的首句和段尾句,把握主题思想与段落大意。
②摸清文章结构后,读阅读问题,抓住题干中的关键词,到短文中圈定大致的答题范围。
(2)精读首尾两段或段落首尾句,准确解答主旨大意和结构题
科普类说明文通常有主旨大意判断题,以考查考生对通篇文意或某一段落的理解。
解答此类题,结合这类文章的篇章结构特点考虑。
首段与结尾往往提出或归纳了文章的某一要点或中心思想,因此正确理解文章首尾两段是解答全文主旨题的关键。
三、新闻类阅读理解技巧点拨
1.选材特点
新闻类阅读材料的内容多数是与人们的生活和学习息息相关的话题。
如:国内外有影响的事件和最新的科技发明、科技进步等等。
根据报道的内容兼具记叙文或说明文体
裁的特点。
2.切入点
熟悉新闻类的倒金字塔结构。
新闻最重要的内容就放在首段或前三段(导语部分),抓住这部分无论是主题还是标题就迎刃而解了。
编辑温雪莲。