閱讀是讀者跟作者交流的過程，把握作者的寫作意圖需要讀者有較高層次的閱讀和理解能力。在高考題型中主要考察讀者對作者態(tài)度觀點的理解以及作者對某些細(xì)節(jié)描述的意圖。
1.題干形式：
1) What’s the writer’s/authr’s attitude twards… ?
2) The writer/ authr seems t agree that… ?
3) The writer/authr believe/ implies/suggests that… ?
4) Which f the fllwing is true abut the writer?
5) Hw des the authr feel abut…?
6) The writer’s attitude tward…is ________.
2.解題策略：
切忌用自己的觀點代替作者的觀點
利用語境的褒貶性進行信息推斷,找出褒貶性的標(biāo)志性詞匯或句子。
分清選項中的表示支持或肯定、中立、反對或否定的詞語
3. 常見的有關(guān)作者情感態(tài)度的詞語：
表示貶義 negative dubtful disgust critical disappinted
disapprval pessimistic subjective sarcastic hstile
表示褒義 psitive enthusiastic supprtive apprval ptimistic
bjective satisfied friendly
表示中立 neutral indifferent impassive uninterested matter-f-fact
二、 篇章結(jié)構(gòu)題
1、設(shè)問方式
(1)Which f the fllwing shws the structure f the passage?
(2)In the next part，the authr wuld mst prbably discuss with yu...
(3)The secnd paragraph is develped by...
(4)Hw des the passage develp?
(5)The authr answers the questin raised in the first paragraph with...
2、 題型攻略
題型可分為兩種：考查對文章整體結(jié)構(gòu)的把握；
考查根據(jù)現(xiàn)有文章預(yù)測后文的能力。
（1）對于文章整體結(jié)構(gòu)——考生要弄清段落意義和段落之間的關(guān)系，就很容易理解其結(jié)構(gòu)解決此類題關(guān)鍵在于找出篇章或段落中表示層次發(fā)展的關(guān)鍵詞，如表示時間、方位、因果關(guān)系或?qū)Ρ鹊年P(guān)聯(lián)詞等。
一是按段落的組織方法理解文章的結(jié)構(gòu)
一是按寫作方法（論證方法）理解文章的結(jié)構(gòu)
A. 考查從段落層次理解文章的結(jié)構(gòu)。這類題經(jīng)常用到的提問方式是：
which f the fllwing best shws the structure f the passage? 常見的段落結(jié)構(gòu)有如下幾種情況：
① ① ① ①
② ③ ② ② ③ ④
④ ③ ④
⑤ ⑤ ⑤ ②③④⑤

圖1 圖2 圖3 圖4
圖1表明：①（paragraph 1）是主題段（提出論題或論點），②、③段是就同一論據(jù)或者問題的同一方面作論述，④用另一論據(jù)材料或者從問題的另一方面論述，⑤段是結(jié)論段或者是用來重述論題、強調(diào)論點的段落。同樣我們很容易理解圖2、3、4所示的段落結(jié)構(gòu)的意義。
B. 從寫作方法，常見的議論文結(jié)構(gòu)有以下兩類：
a. put frward a questin →analyze the questin → slve the questin 這就是“提出問題、分析問題、解決問題”的過程；
b. argument/idea → evidence → cnclusin/ restating the idea
這就是“由論點到論據(jù)到結(jié)論或者強調(diào)論點”的過程。
對說明文、夾敘夾議類文章結(jié)構(gòu)的理解，只要我們弄清段落意義和段落之間的關(guān)系，很容易理解其結(jié)構(gòu)。
(2) 根據(jù)現(xiàn)有文章預(yù)測后文的能力——同學(xué)們要在正確理解篇章內(nèi)容的基礎(chǔ)上對文章的發(fā)展作出合理的推斷。同學(xué)們需要重點依據(jù)篇章最后一段(特別是最后一句話)作出判斷.作者總會給讀者充分的證據(jù)對文章的發(fā)展進行推測:或是說明了兩個對象中的一個;或是只講了區(qū)別,沒講聯(lián)系；或是只給出了理論解釋，而缺少事例的證明.
（1）
S advertising agencies hire yung actrs t "perfrm" in bars an d ther places where yung adults g．Sme peple might call this practice deceptive, but marketing executive Jnathan Ressler calls it creative．"Lk at traditinal advertising．Its effectiveness is decreasing."Hwever, ne might ask what exactly is "real" abut f yung wmen pretending t be enthusiastic abut a sweater? Adverting executives wuld say it's n less real than an ad．The difference is that yu knw an ad is trying t persuade yu t buy smething．Yu dn' t knw when a cnversatin yu verhear is just a perfrmance. Be careful nt t be cheated deliberately.
54. The attitude f the writer tward “Undercver Marketing” is ________.
A. negative B. psitive C. supprtive D. casual
(2)
The law f verlearning explains why cramming （突擊學(xué)習(xí)）fr an examinatin, thugh it may result in a passing grade, is nt a satisfactry way t learn a cllege curse. By cramming, a student may learn the subject well enugh t get by n the examinatin, but he is likely sn t frget almst everything he learned. A little verlearning, n the ther hand, is really necessary fr ne’s future develpment.
70. What is the authr’s pinin n cramming?
A. It leads t failure in cllege exams.
B. It’s helpful nly in a limited way.
C. It’s pssible t result in pr memry.
D. It increases students’ learning interest.
(3)
Fx Van Allen is a technlgy expert. He agrees the Surface seems t have mre t ffer than the iPad. "It's a very interesting new device. I think the key pint here is that it's nt just anther iPad. It's a device that almst serves as a replacement fr a PC." The Surface is meant t cmpete with the iPad. But nt everyne is sure it is a better prduct. Sme thrw dubts n it as Micrsft is gd at sftware, but nt at hard prducts.
53. Which f the fllwing might the text cntinue t deal with?
A. The prbable result f the cmpetitin.
B. The cnclusin drawn by the writer.
C. The reactin frm Micrsft.
D. Negative pinins abut the Surface.
(4)
The twentieth century saw greater changes than any century befre changes fr the better, changes fr the wrse, changes that brught a lt f benefits t human beings, changes that put man in danger .Many things caused the changes, but, in my pinin, the mst imprtant was the prgress in science.
Scientific research in physics and bilgy has vastly bradened ur views. It has given us a deeper knwledge f the structure f matter and f the universe, it has brught us a better understanding f the nature f life and f its cntinuus develpment. Technlgy in the applicatin f science has made big advances that have benefited us in nearly every part f life.
The cntinuatin f such activities in the twenty-first century will result in even greater advantages t human beings: in pure science—a wider and deeper knwledge in all fields f learning; in applied science—a mre reasnable sharing f material benefits, and better prtectin f the envirnment.
Sadly, hwever, there is anther side t the picture. The creativity f science has been emplyed in ding damage t mankind. The applicatin f science and technlgy t the develpment and prductin f weapns f mass destructin has created a real danger t the cntinued existence f the human race n this planet. We have seen this happen in the case f nuclear weapns, Althugh their actual use has s far ccurred nly in the Secnd Wrld War, the number f nuclear weapns that were prduced and made ready fr use was s large that if the weapns had actually been used, the result culd have been the ruin f the human race, as well as f many kinds f animals.
William Shakespeare said. “The web f ur life is f a mingled yarn（紗線）, gd and ill tgether. “The abve brief review f the applicatin f nly ne part f human activities—science seems t prve what Shakespeare said. But des it have t be s? Must the ill always g tgether with the gd? Are we bilgically prgrammed fr war?
72．Which f the fllwing best shws the structure f the passage?
A． B． C． D．
① ① ① ①
② ② ③ ② ③ ④
④
③ ④
⑤ ⑤ ⑤ ②③④⑤
考題印證
關(guān)于觀點態(tài)度
（2012遼寧卷）
Inside the pleasingly fragrant cafe, S All May Eat(SAME) in dwntwn Denver ,the spirit f genersity(慷慨)is instantly nticeable :A dnatin bx stands in place f a cash register. Custmers here pay nly what they can affrd, n questins asked.
A risky business plan, perhaps, but SAME Café has dne ne unchangeable thing in the Mile High City fr six years: Open nly at midday, the restaurant prvides pr lcal can instead vlunteer as waiters and waitresses, and dishwashers, r tk after the buildings and equipment fr the cafe.
“It’s based n trust, and it’s wrking all right” , says c-wner Brad Birky , wh started the café in 2006. With his wife Libby. Previusly vlunteering at sup kitchens, the Birkys were dissatisfied with the ften unhealthy meals they served there. “ We wanted t ffer quality fd in a restaurant where everyne felt cmfrtable ,regardless f their circumstances,” Birky says. SAME’s special lunch menu changes daily and mst fd materials are natural and grwn by lcal farmers. The café nw averages 65 t 70 custmers (and eight vlunteers) a day. And the spirit f genersity behind the prject appears t be spreading. In early 2007,ne vlunteer wh had cleared snw fr his meals during the lng winter said gdbye t the Birkys,” He said he was ging t New Orleans t help with the hurricane clear up,” says Birky.
70. The authr’s attitude twards running such a café is ______.
A. unfavrable B. apprving C. dubtful D. cautius
Wilderness（2012 北京）
“In wilderness(荒野) is the preservatin f the wrld.” This is a famus saying frm a writer regarded as ne f the fathers f envirnmentalism. The frequency with which it is brrwed mirrrs a heated debate n envirnmental prtectin: whether t place wilderness at the heart f what is t be preserved.
As Jhn Sauven f Greenpeace UK pints ut, there is a strng appeal in images f the wild, the untuched; mre than anything else, they speak f the nature that many peple value mst dearly. The urge t leave the subject f such images untuched is strng, and the danger explitatin(開發(fā)) brings t such landscapes(景觀) is real. Sme f these wildernesses als perfrm functins that humans need—the rainfrests, fr example, stre carbn in vast quantities. T Mr.Sauven, these ”ecsystem services” far utweigh the gains frm explitatin.
Lee Lane, a visiting fellw at the Hudsn Institute, takes the ppsing view. He acknwledges that wildernesses d prvide useful services, such as water cnservatin. But that is nt, he argues, a reasn t avid all human presence, r indeed cmmercial and industrial explitatin. There are ever mre peple n the Earth, and they reasnably and rightfully want t have better lives, rather than merely struggle fr survival. While the ways f using resurces have imprved, there is still a grwing need fr raw materials, and sme wildernesses cntain them in abundance. If they can be tapped withut reducing the services thse wildernesses prvide, the argument ges, there is n further reasn nt t d s. Being untuched is nt, in itself, a characteristic wrth valuing abve all thers.
I lk frwards t seeing these views taken further, and t their being challenged by the ther participants. One challenge that suggests itself t me is that bth cases need t take n the questin f spiritual value a little mre directly. And there is a practical questin as t whether wildernesses can be explited withut harm.
This is a tpic that calls fr nt nly free expressin f feelings, but als the guidance f reasn. What psitin wilderness shuld enjy in the preservatin f the wrld bviusly deserves much mre serius thinking.
69. What is the authr’s attitude twards this debate?
A. Objective. B. Disapprving. C. Sceptical. D. Optimistic.
70. Which f the fllwing shws the structure f the passage?
A. B. C. D.
CP: Central Pint P: Pint Sp: Sub-pint(次要點) C: Cnclusin
關(guān)于篇章結(jié)構(gòu)
In the curse f wrking my way thrugh schl, I tk many jbs I wuld rather frget. But nne f these jbs was as dreadful as my jb in an apple plant. The wrk was hard; the pay was pr; and, mst f all, the wrking cnditins were terrible.
First f all, the jb made huge demands n my strength. Fr ten hurs a night, I tk bxes that rlled dwn a metal track and piled them nt a truck. Each bx cntained twelve heavy bttles f apple juice. I nce figured ut that I was lifting an average f twelve tns f apple juice every night.
I wuld nt have minded the difficulty f the wrk s much if the pay had nt been s pr. I was paid the lwest wage f that time—tw dllars an hur. Because f the lw pay, I felt eager t get as much as pssible. I usually wrked twelve hurs a night but did nt take hme much mre than $ 100 a week.
But even mre than the lw pay, what made me unhappy was the wrking cnditins. During wrk I was limited t tw ten-minute breaks and an unpaid half hur fr lunch. Mst f my time was spent utside lading trucks with thse heavy bxes in near-zer-degree temperatures. The steel flrs f the trucks were like ice, which made my feet feel like stne. And after the prductin line shut dwn at night and mst peple left, I had t spend tw hurs alne cleaning the flr.
I stayed n the jb fr five mnths, all the while hating the difficulty f the wrk, the pr mney, and the cnditins under which I wrked. By the time I left, I was determined never t g back there again.
52．Hw is the text rganized?
A．Tpic—Argument—Explanatin
B．Opinin—Discussin—Descriptin
C．Main idea—Cmparisn—Supprting examples
D．Intrductin—Supprting examples—Cnclusin

Three Bys and a Dad(2012陜西)
Brad clsed the dr slwly as Sue left hme t visit her mther. Expecting a whle day t relax, he was thinking whether t read the newspaper r watch his favurite TV talk shw n his first day ff in mnths. “This will be like a walk in the park,” he’d tld his wife. “I’ll lk after the kids, and yu can g visit yur mm.”
Things started well, but just after eight ’clck, his three little “gd kids”—Mike, Randy, and Alex—came dwn the stairs in their night clthes and shuted “breakfast, daddy.” When fd had nt appeared within thirty secnds, Randy began using his spn n Alex’s head as if it were a drum. Alex started t shut ludly in time t the beat（節(jié)拍）. Mike chanted “Where’s my tast, where’s my tast” in the backgrund. Brad realized his newspaper wuld have t wait fr a few secnds.
Life became wrse after breakfast. Mike wre Randy’s underwear n his head. Randy lcked himself in the bathrm, while Alex shuted again because he was ging t wet his pants. Nbdy culd find clean scks, althugh they were befre their very eyes. Smene named “Nt Me” had spilled a whle glass f range juice int the basket f clean clthes. Brad knew the talk shw had already started.
By ten ’clck, things were ut f cntrl. Alex was wndering why the fish in the jar refused his bread and butter. Mike was trying t shw ff his talent by decrating the kitchen wall with his clur pencils. Randy, thankfully, appeared t be reading quietly in the family rm，but clser examinatin shwed that he was eating apple jam straight frm the bttle with his hands. Brad realised that the talk shw was ver and reading wuld be impssible.
At exactly 11:17, Brad called the daycare centre (日托所）.“I suddenly have t g int wrk and my wife’s away. Can I bring the bys ver in a few minutes?” The answer was bviusly “yes” because Brad was smiling.
52. This text is develped ______________. .
A. by space B. by cmparisn C. by prcess D. by time
附件1：律師事務(wù)所反盜版維權(quán)聲明
附件2：獨家資源交換簽約學(xué)校名錄（放大查看）
學(xué)校名錄參見：

相關(guān)學(xué)案

高考英語二輪語法回顧與訓(xùn)練學(xué)案：特殊結(jié)構(gòu)（含答案）：

這是一份高考英語二輪語法回顧與訓(xùn)練學(xué)案：特殊結(jié)構(gòu)（含答案），共10頁。學(xué)案主要包含了倒裝，強調(diào)句，省略句等內(nèi)容，歡迎下載使用。

【暑假高三預(yù)備】新高考地區(qū)英語高二（升高三）暑假專項-第15講 閱讀理解 講學(xué)案：

這是一份【暑假高三預(yù)備】新高考地區(qū)英語高二（升高三）暑假專項-第15講 閱讀理解 講學(xué)案，共25頁。學(xué)案主要包含了學(xué)習(xí)目標(biāo)，基礎(chǔ)知識，考點剖析，真題演練，過關(guān)檢測等內(nèi)容，歡迎下載使用。

第1講 閱讀理解命題規(guī)律解析——【高考二輪專題復(fù)習(xí)】2023年高考英語閱讀理解專題精講精練學(xué)案（含解析）：

這是一份第1講 閱讀理解命題規(guī)律解析——【高考二輪專題復(fù)習(xí)】2023年高考英語閱讀理解專題精講精練學(xué)案（含解析），共17頁。PPT課件主要包含了閱讀理解命題規(guī)律解析，◎命題規(guī)律，◎命題趨勢，◎備考建議，◎解題原則及解題步驟，◎真題演練一，段落大意題，細(xì)節(jié)理解題，推理判斷題，◎真題演練等內(nèi)容，歡迎下載使用。

英語朗讀寶

相關(guān)學(xué)案 更多

高考英語閱讀理解高頻必背詞匯分類匯總學(xué)案

高考英語閱讀理解高頻必背詞匯分類匯總學(xué)案
高考閱讀理解完形填空高頻單詞匯總（363個）-2022屆高三英語一輪復(fù)習(xí)素材 (1)(1)學(xué)案

高考閱讀理解完形填空高頻單詞匯總（363個）-2022屆高三英語一輪復(fù)習(xí)素材 (1)(1)學(xué)案
閱讀理解 2010-2021屆天津高考英語試題分類匯編學(xué)案

閱讀理解 2010-2021屆天津高考英語試題分類匯編學(xué)案
2020年高考英語一輪復(fù)習(xí)------閱讀理解學(xué)案

2020年高考英語一輪復(fù)習(xí)------閱讀理解學(xué)案
資料下載及使用幫助
版權(quán)申訴
版權(quán)申訴
若您為此資料的原創(chuàng)作者，認(rèn)為該資料內(nèi)容侵犯了您的知識產(chǎn)權(quán)，請掃碼添加我們的相關(guān)工作人員，我們盡可能的保護您的合法權(quán)益。
入駐教習(xí)網(wǎng)，可獲得資源免費推廣曝光，還可獲得多重現(xiàn)金獎勵，申請 精品資源制作， 工作室入駐。
版權(quán)申訴二維碼
高考專區(qū)
歡迎來到教習(xí)網(wǎng)
  • 900萬優(yōu)選資源，讓備課更輕松
  • 600萬優(yōu)選試題，支持自由組卷
  • 高質(zhì)量可編輯，日均更新2000+
  • 百萬教師選擇，專業(yè)更值得信賴
微信掃碼注冊
qrcode
二維碼已過期
刷新

微信掃碼，快速注冊

手機號注冊
手機號碼

手機號格式錯誤

手機驗證碼 獲取驗證碼

手機驗證碼已經(jīng)成功發(fā)送，5分鐘內(nèi)有效

設(shè)置密碼

6-20個字符，數(shù)字、字母或符號

注冊即視為同意教習(xí)網(wǎng)「注冊協(xié)議」及「隱私條款」
QQ注冊
手機號注冊
微信注冊

注冊成功

返回
頂部