内容正文:
Section Ⅱ
“Reading and Thinking”的课文习读环节
NO 1
NO 2
目
录
精阅读 / 提升阅读“理解力”
美表达 / 强化写作“基本功”
慧人生 / 以文化人“增才情”
NO 3
No.1 精阅读 / 提升阅读“理解力”
文意整体把握
Ⅰ.理清文脉结构
language
Ⅱ.把握主旨大意
1.What's the main idea of Text 1?
A.Introducing the Pacific coast.
B.Introducing of the country, Peru.
C.Introducing the ancient Inca Empire.
D.Introducing the Andes Mountains.
答案:B
2.What is the intention of writing Text 2?
A.To recommend tourist attractions of Peru.
B.To tell people to travel as often as possible.
C.To encourage people to do outdoor activities.
D.To help people learn more about Peru.
答案:A
|由课文学阅读技法|
(一)把握“景点介绍”类文章的文体特点本文是“景点介绍”类文章,属于说明性的应用文,主要向读者客观地介绍旅游景点的历史、文化、地理位置、特色等信息,让读者能够在了解景点旅游资源及文化特色的同时,形成个人见解。如本文介绍了秘鲁的地理位置、地形、历史等以及四条不同特色的旅游路线,并配有小标题以及优美的图片和设计,让读者感受南美风情,拓展国际视野,同时激发读者探索秘鲁的欲望。
(二)内化“景点介绍”类文章的阅读技法
1.理清逻辑顺序:文章一般按照一定的游览顺序进行组织,使读者能够清晰地了解旅游景点的信息和特点。在做阅读理解类题目时,可利用这一特点快速查找信息。如本文线路一按照“乘飞机到达→乘船前往雨林深处→深入雨林进行探索”的顺序叙述了游览亚马孙热带雨林的旅游路线。
2.体会感性色彩:此类文章中作者常加入自己的感受和情感,让读者能够更好地感受旅游景点的魅力和吸引力。如本文使用了“Especially amazing, admire the architecture, enjoy the excellent local food”等语言细致地描述了作者对建筑景观、饮食的感受,还大量运用了祈使句及第二人称you作主语的句子,使读者有身临其境的感觉。
文意深度理解
(一)阅读理解
1.What information isn't covered about Peru?
A.Weather. B.History.
C.Language. D.Location.
2.Why does Spanish become the main official language of Peru?
A.The Inca emperor lived in Peru.
B.Spain controlled Peru for a long time.
C.Peru was the centre of the ancient Spain.
D.People were forced to speak Spanish.
3.In which tour can visitors explore museums?
A.Amazon Rainforest Tour.
B.Machu Picchu Tour.
C.Cusco Tour.
D.Lake Titicaca Tour.
[Tip]
利用题干关键词定位法解题
针对基于某个微事实的无需意义转换的细节理解题,可以采用题干关键词定位法来迅速解题。方法是先圈出题干中的关键词,往往是名词、动词或形容词,接着迅速在原文中划出该词所在句并仔细理解,然后快速浏览题干下的四个选项,根据原文中所定位的信息,即可确定正确选项。如第3题,根据题干中的“museums”可迅速定位到Cusco Tour中的“visit the museums”,由此得出正确答案。
4.What do the four tours have in common?
A.Taking a boat is a must.
B.Ancient buildings can be explored.
C.Visitors can stay with the local people.
D.At least three days are needed.
答案:1~4 ABCD
(二)阅读表达
1