内容正文:
Section Ⅳ “Developing ideas”的课文习读环节
NO.1
NO.2
精阅读/提升阅读“理解力”
美表达/强化写作“基本功”
目 录
文意整体把握
Ⅰ.理清文脉结构
Ⅱ.把握主旨大意
1.What does this text talk about?
The popularity and the benefits of running.
2.Match the main idea of each story.
Story 1 A.Running made him get rid of the stress of work.
Story 2 B.She fell in love with running because of an app.
Story 3 C.To raise money for gorillas, she ran wearing a gorilla suit.
Story 4 D.Running makes him win silver in national competitions.
答案:1~4 DBAC
|由课文学阅读技法|
(一)把握“人物故事”类文章的文体特点
本文的语篇类型为新媒体语篇,以论坛主题讨论的形式呈现了四则短篇人物故事。人物故事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“时间、地点、人物、事件”四要素,其中事件是描述的重点,通常包括事件的起因、经过、结果及意义或影响等。如本文的四则故事,交代了四位跑步者参加跑步的起因、经过和结果,并详细描述了跑步中发生的有纪念意义的事件以及跑步带给他们的积极变化。
(二)内化“人物故事”类文章的阅读技法
理清事件的进程
人物故事类文章往往考查学生对细节的辨认能力以及推理判断能力,因此阅读时要重点放在事件的描述上。由于其语言特点偏口语化、大众化并易于接受,在看得懂的基础上,根据事件的主要情节去把握文章主旨大意,同时抓住主要情节的起因、经过和结果等细节,进一步把握事件的发展进程及人物之间的关系,细节与主旨的关系。这样,即使是碰到深层次的推理判断题也可迎刃而解。如本文的四则故事侧重点在事件的起因和结果上,通过逐个分析就可以快速掌握这些故事内容及主旨大意。
文意深度理解
(一)阅读理解
1.Why did Li Yue participate in running at first?
A.He wanted to win the competition.
B.He wished to improve his physical condition.
C.He hoped to get a gold medal.
D.He joined the running for fun.
答案:B
2.What can we know about Sarah?
A.She wanted to do something by running.
B.She was persuaded to participate in running.
C.She was inspired by Running Power app.
D.She liked jogging but running at first.
答案:C
3.What does David do when he feels stressful and nervous?
A.He offers to see a fitness coach.
B.He likes to follow others' suggestions.
C.He is ready to face all kinds of challenges.
D.He goes running as often as he possibly can.
答案:D
4.What did Grace think of the Great Gorilla Run?
A.Stressful but delighted.
B.Tired but happy.
C.Tired but ambitious.
D.Ambitious but happy.
答案:B
[Tip]
由修饰词推断观点态度
常见的修饰词一般是形容词、副词或名词等,通过作者在描述该事件时所使用的修饰词可以看出作者所持的态度。如第4题,由题干关键词the Great Gorilla Run定位至文章最后一段,根据作者描述该段经历时所用的修饰词hot, sweaty以及fun, funniest可轻松推知作者对参与该活动的看法。
(二)阅读表达
1.What are the benefits of running?
It can help to build up