答案&解析
1. B)。此題是考查原因的細(xì)節(jié)題。表明事實(shí)后作者馬上陳述了原因,即人們經(jīng)常愛從性別的角度詢問其工作的相關(guān)情況。故選B)。
2. A)。此題是考查指稱的細(xì)節(jié)題。代詞往往指代之前所提到的相關(guān)事物。前一句話里已經(jīng)很清楚地說(shuō)到engineering and the liberal arts。故選A)。
3. B)。此題是變相考查原因的細(xì)節(jié)題。文章用一個(gè)不定式表示原因,即to protect the Poconos’ natural beauty from irresponsible development。故選B)。
這一期我們來(lái)學(xué)習(xí)如何從整體上準(zhǔn)確地把握記敘文體裁的文章。二、語(yǔ)篇的理解任何文章都有主題思想?？疾橹黝}思想也就是考查記敘文六要素中的what。試題一般不會(huì)考查時(shí)間(when)、地點(diǎn)(where)、人物(who), 但是時(shí)間的先后、地點(diǎn)的轉(zhuǎn)換以及人與人之間的關(guān)系等是大家必須要弄清楚的。這類題常見的提問方式如下：What do we learn (conclude) from the X paragraph? / We learn (conclude) from the passage that ____. / How did the author feel about X? / This passage is most probably taken from an article entitled “_____”.
從這些問題我們可以看出，考查語(yǔ)篇的理解可以從以下三個(gè)方面來(lái)進(jìn)行:考查文章大意、考查作者的態(tài)度以及為文章選個(gè)題目。
1. 文章大意大家要注意的是，試題有時(shí)考查的是整篇文章的大意，有時(shí)是某一段落的大意。在說(shuō)明文和議論文中，往往在段落或文章的開頭或結(jié)尾部分有表明文章中心思想的主題句，但是記敘文就不一定了。記敘文的中心思想往往需要考生自己去理解和概括。這種理解既不能太籠統(tǒng)，也不能太具體，因?yàn)橹髦碱}的干擾項(xiàng)有三種：第一種是概括范圍太窄，只表達(dá)局部信息或某一細(xì)節(jié);第二種是概括范圍太寬，所表達(dá)的內(nèi)容超出了文章敘述的內(nèi)容;第三種是文章中未提到的或無(wú)依據(jù)的信息。下面我們以2007年12月四級(jí)真題A卷中第二篇深度閱讀的第一題為例，看看如何做這類題。
In this age of Internet chat, video games and reality television, there is no shortage of mindless activities to keep a child occupied. Yet, despite the competition, my 8-year-old daughter Rebecca wants to spend her leisure time writing short stories. She wants to enter one of her stories into a writing contest, a competition she won last year.
Q: What do we learn from the first paragraph?
A) Children do find lots of fun in many mindless activities.
B) Rebecca is much too occupied to enjoy her leisure time.
C) Rebecca draws on a lot of online materials for her writing.
D) A lot of distractions compete for children’s time nowadays.
此題選D)。參見上段可知，在這個(gè)網(wǎng)絡(luò)聊天、電子游戲和電視的時(shí)代，很多無(wú)需動(dòng)腦筋的活動(dòng)使孩子們分心。但是盡管如此，我8歲的女兒卻想利用業(yè)余時(shí)間寫短篇小說(shuō)。她想?yún)⒓幼魑母?jìng)賽，去年她獲過一次獎(jiǎng)。由此可見A)、B)、C)均為干擾項(xiàng)，只有D) 項(xiàng)概括全面。
了解了記敘文的各個(gè)要素并不意味著理解了整篇文章，把握事件的意義、理解它們和主題的密切關(guān)系才真正地把握住了整篇文章。記敘文實(shí)際上是夾敘夾議的文章，通過記敘得出一個(gè)結(jié)論或給出一些建議等。記敘的部分用來(lái)引出結(jié)論，理解好了結(jié)論就能更透徹地理解記敘部分的內(nèi)容。所以在閱讀前，大家可以問問自己：這個(gè)故事講了什么?它會(huì)告訴我們一個(gè)什么道理等。帶著這些疑問，在閱讀時(shí)就能抓住中心，既看得到“樹木”，也看得到“森林”。讀完一個(gè)故事，不同的人會(huì)得出不同的結(jié)論，如讀到一個(gè)母親為了不讓自己年幼的女兒對(duì)寫作失望，幫助她修改作文，這樣好讓她的作文能夠在比賽中獲獎(jiǎng)的故事，你的結(jié)論是什么呢?可能是感慨母愛的偉大，也可能是認(rèn)為家長(zhǎng)對(duì)孩子的過多干涉造成孩子心理脆弱。其實(shí)只要能講清楚你的理由，這些結(jié)論都沒錯(cuò)。但是作者要表達(dá)的結(jié)論只有一個(gè)，我們必須以文章為立足點(diǎn)，絕對(duì)不能“想得太多”。在讀完文章的最后一句話后，你就明白了這篇文章主要是告訴家長(zhǎng)要給孩子一定的空間，讓他們從自己的經(jīng)歷中有所收獲，而不需要事事都“把著手教”。
2.作者的態(tài)度之前我們講了一些方法幫助大家獲得作者的意圖，如轉(zhuǎn)折連詞的使用等。對(duì)于夾敘夾議的文章，大家尤其要注意記敘與議論部分過渡的句子，這些句子往往都是點(diǎn)睛之筆，如Now I’m not so sure.(CET-4，2001年1月，Passage 2)。從這句話可知，之前作者對(duì)某件事是非?？隙ǖ亩F(xiàn)在又變得猶豫了。句中的一些詞組和句型對(duì)于文章的理解也是非常重要的，如Why should ...，表達(dá)作者不認(rèn)同某事;而I had done something without even realizing it. 經(jīng)常表示對(duì)做了某事的后悔之意。文章的結(jié)尾段(句)也能幫助我們理解作者的態(tài)度。如2003年6月四級(jí)真題中Passage Four 的最后一段：Certainly, the biological link between parent and child is fundamental. But biological parents aren’t always preferable to adoptive ones, and biological parentage does not convey an absolute ownership that cancels all the rights of children.
Q: The author’s attitude towards the judge’s ruling could be described as ______.
A) doubtful B) critical C) cautious D) supportive
此題選D)。這篇文章講的是兩對(duì)夫妻的孩子在出生時(shí)不小心被抱錯(cuò)。若干年后，一對(duì)夫妻因孩子死亡發(fā)現(xiàn)此事，欲奪回自己親生孩子的監(jiān)護(hù)權(quán)，將另一對(duì)夫妻告上法庭。最終的結(jié)果是孩子的監(jiān)護(hù)權(quán)仍然歸其養(yǎng)父母。從最后一段，尤其是But后的句子我們可以肯定作者對(duì)法官的判斷持肯定的態(tài)度。故選D)。
為文章擬題目
記敘文的主題句不明顯，因此給擬題目帶來(lái)了一定的麻煩。題目是對(duì)文章的高度濃縮，文章的主題詞(名詞)會(huì)在文章中反復(fù)出現(xiàn)，為了避免重復(fù)啰嗦往往會(huì)用一些代詞或限定詞A該名詞的上位概念來(lái)代替。掌握了這個(gè)規(guī)則，對(duì)大家解答此類題目會(huì)有很大幫助。另外，有時(shí)還可以根據(jù)題干來(lái)確定題目。大家可以根據(jù)題干中反復(fù)出現(xiàn)的詞為依據(jù)，確定文章的主題和題目。
在教學(xué)過程中，我發(fā)現(xiàn)不少學(xué)生都有重技巧而輕行動(dòng)的毛病。在閱讀能力的培養(yǎng)上，也不例外。我想提醒大家一句，要閱讀，首先要識(shí)字。換句話說(shuō)，要想更好地理解文章就要認(rèn)識(shí)更多的單詞。大家一定要在腦海中建立自己的單詞庫(kù)，并通過多種方法，如詞綴法、聯(lián)想記憶法等，不斷讓這個(gè)詞庫(kù)擴(kuò)大和鞏固，同時(shí)通過科學(xué)合理的閱讀練習(xí)，養(yǎng)成良好的閱讀習(xí)慣，戒掉閱讀時(shí)出聲、唇動(dòng)、心動(dòng)等不良習(xí)慣，實(shí)踐我們的攻略和技巧。我相信大家這樣做肯定能得到好成績(jī)。
(The end)
Tryout
1. While stepping back was difficult for me, it was certainly a good first step that I will quickly follow with more steps, putting myself far enough away to give her room but close enough to help if asked. All the while I will be reminding myself that children need room to experiment, grow and find their own voices. (CET-4, 2007年12 月)Q: What’s the author’s advice for parents?
A) A writing career, though attractive, is not for every child to pursue.
B) Children should be allowed freedom to grow through experience.
C) Parents should keep an eye on the activities their kids engage in.
D) Children should be given every chance to voice their opinions.
2. I headed off to college sure I was going to have an advantage over those students who went to big engineering "factories" where they didn’t care if you had values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist (人文學(xué)者) all in one.
Now I’m not so sure. Some-where along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal arts courses, I have learned there are reasons why few engineering students try to reconcile (協(xié)調(diào)) engineering with liberal arts courses in college.
Q: The author’s experience shows that he was _______. (CET-4, 2001年1月)
A) creative B) ambitious C) unrealistic D) irrational
3. Today I research and teach at Barnard, a women’s college in New York City. Recently, some-one asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Still, I don’t tell them "war"stories. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about. (CET-4, 2007年6月)來(lái)源：考試大的美女編輯們
Q: What does the image the author presents to her students suggest?
A) Women students needn’t have the concerns of her generation.
B) Women have more barriers on their way to academic success.
C) Women can balance a career in science and having a family.
D) Women now have fewer problems pursuing a science career.
答案&解析
1. B)。參見選段可知，這是作者指導(dǎo)孩子寫作的感受，也是給其他家長(zhǎng)的建議，即她要提醒自己給孩子們一定的空間，讓他們嘗試、成長(zhǎng)、表達(dá)自己的心聲。故選B)。
2. C)。第一段表明作者對(duì)自己非常有信心，認(rèn)為自己會(huì)成為一名工程師。第二段話鋒一轉(zhuǎn)寫到現(xiàn)在不那么自信了，他從前的想法與現(xiàn)實(shí)相矛盾，隨后又有進(jìn)一步的說(shuō)明?？梢姡髡哌^去是不現(xiàn)實(shí)的人。故選C)。
3. C)。參見選段可知，作者通過向?qū)W生們展示自己懷孕期間做實(shí)驗(yàn)的情景，使全班女生受到鼓舞，她們向作者展現(xiàn)出45位熱愛科學(xué)的女性形象。由此推斷作者是要表達(dá)女性可以事業(yè)和家庭都兼顧的觀點(diǎn)。故選C)。
1. B)。此題是考查原因的細(xì)節(jié)題。表明事實(shí)后作者馬上陳述了原因,即人們經(jīng)常愛從性別的角度詢問其工作的相關(guān)情況。故選B)。
2. A)。此題是考查指稱的細(xì)節(jié)題。代詞往往指代之前所提到的相關(guān)事物。前一句話里已經(jīng)很清楚地說(shuō)到engineering and the liberal arts。故選A)。
3. B)。此題是變相考查原因的細(xì)節(jié)題。文章用一個(gè)不定式表示原因,即to protect the Poconos’ natural beauty from irresponsible development。故選B)。
這一期我們來(lái)學(xué)習(xí)如何從整體上準(zhǔn)確地把握記敘文體裁的文章。二、語(yǔ)篇的理解任何文章都有主題思想?？疾橹黝}思想也就是考查記敘文六要素中的what。試題一般不會(huì)考查時(shí)間(when)、地點(diǎn)(where)、人物(who), 但是時(shí)間的先后、地點(diǎn)的轉(zhuǎn)換以及人與人之間的關(guān)系等是大家必須要弄清楚的。這類題常見的提問方式如下：What do we learn (conclude) from the X paragraph? / We learn (conclude) from the passage that ____. / How did the author feel about X? / This passage is most probably taken from an article entitled “_____”.
從這些問題我們可以看出，考查語(yǔ)篇的理解可以從以下三個(gè)方面來(lái)進(jìn)行:考查文章大意、考查作者的態(tài)度以及為文章選個(gè)題目。
1. 文章大意大家要注意的是，試題有時(shí)考查的是整篇文章的大意，有時(shí)是某一段落的大意。在說(shuō)明文和議論文中，往往在段落或文章的開頭或結(jié)尾部分有表明文章中心思想的主題句，但是記敘文就不一定了。記敘文的中心思想往往需要考生自己去理解和概括。這種理解既不能太籠統(tǒng)，也不能太具體，因?yàn)橹髦碱}的干擾項(xiàng)有三種：第一種是概括范圍太窄，只表達(dá)局部信息或某一細(xì)節(jié);第二種是概括范圍太寬，所表達(dá)的內(nèi)容超出了文章敘述的內(nèi)容;第三種是文章中未提到的或無(wú)依據(jù)的信息。下面我們以2007年12月四級(jí)真題A卷中第二篇深度閱讀的第一題為例，看看如何做這類題。
In this age of Internet chat, video games and reality television, there is no shortage of mindless activities to keep a child occupied. Yet, despite the competition, my 8-year-old daughter Rebecca wants to spend her leisure time writing short stories. She wants to enter one of her stories into a writing contest, a competition she won last year.
Q: What do we learn from the first paragraph?
A) Children do find lots of fun in many mindless activities.
B) Rebecca is much too occupied to enjoy her leisure time.
C) Rebecca draws on a lot of online materials for her writing.
D) A lot of distractions compete for children’s time nowadays.
此題選D)。參見上段可知，在這個(gè)網(wǎng)絡(luò)聊天、電子游戲和電視的時(shí)代，很多無(wú)需動(dòng)腦筋的活動(dòng)使孩子們分心。但是盡管如此，我8歲的女兒卻想利用業(yè)余時(shí)間寫短篇小說(shuō)。她想?yún)⒓幼魑母?jìng)賽，去年她獲過一次獎(jiǎng)。由此可見A)、B)、C)均為干擾項(xiàng)，只有D) 項(xiàng)概括全面。
了解了記敘文的各個(gè)要素并不意味著理解了整篇文章，把握事件的意義、理解它們和主題的密切關(guān)系才真正地把握住了整篇文章。記敘文實(shí)際上是夾敘夾議的文章，通過記敘得出一個(gè)結(jié)論或給出一些建議等。記敘的部分用來(lái)引出結(jié)論，理解好了結(jié)論就能更透徹地理解記敘部分的內(nèi)容。所以在閱讀前，大家可以問問自己：這個(gè)故事講了什么?它會(huì)告訴我們一個(gè)什么道理等。帶著這些疑問，在閱讀時(shí)就能抓住中心，既看得到“樹木”，也看得到“森林”。讀完一個(gè)故事，不同的人會(huì)得出不同的結(jié)論，如讀到一個(gè)母親為了不讓自己年幼的女兒對(duì)寫作失望，幫助她修改作文，這樣好讓她的作文能夠在比賽中獲獎(jiǎng)的故事，你的結(jié)論是什么呢?可能是感慨母愛的偉大，也可能是認(rèn)為家長(zhǎng)對(duì)孩子的過多干涉造成孩子心理脆弱。其實(shí)只要能講清楚你的理由，這些結(jié)論都沒錯(cuò)。但是作者要表達(dá)的結(jié)論只有一個(gè)，我們必須以文章為立足點(diǎn)，絕對(duì)不能“想得太多”。在讀完文章的最后一句話后，你就明白了這篇文章主要是告訴家長(zhǎng)要給孩子一定的空間，讓他們從自己的經(jīng)歷中有所收獲，而不需要事事都“把著手教”。
2.作者的態(tài)度之前我們講了一些方法幫助大家獲得作者的意圖，如轉(zhuǎn)折連詞的使用等。對(duì)于夾敘夾議的文章，大家尤其要注意記敘與議論部分過渡的句子，這些句子往往都是點(diǎn)睛之筆，如Now I’m not so sure.(CET-4，2001年1月，Passage 2)。從這句話可知，之前作者對(duì)某件事是非?？隙ǖ亩F(xiàn)在又變得猶豫了。句中的一些詞組和句型對(duì)于文章的理解也是非常重要的，如Why should ...，表達(dá)作者不認(rèn)同某事;而I had done something without even realizing it. 經(jīng)常表示對(duì)做了某事的后悔之意。文章的結(jié)尾段(句)也能幫助我們理解作者的態(tài)度。如2003年6月四級(jí)真題中Passage Four 的最后一段：Certainly, the biological link between parent and child is fundamental. But biological parents aren’t always preferable to adoptive ones, and biological parentage does not convey an absolute ownership that cancels all the rights of children.
Q: The author’s attitude towards the judge’s ruling could be described as ______.
A) doubtful B) critical C) cautious D) supportive
此題選D)。這篇文章講的是兩對(duì)夫妻的孩子在出生時(shí)不小心被抱錯(cuò)。若干年后，一對(duì)夫妻因孩子死亡發(fā)現(xiàn)此事，欲奪回自己親生孩子的監(jiān)護(hù)權(quán)，將另一對(duì)夫妻告上法庭。最終的結(jié)果是孩子的監(jiān)護(hù)權(quán)仍然歸其養(yǎng)父母。從最后一段，尤其是But后的句子我們可以肯定作者對(duì)法官的判斷持肯定的態(tài)度。故選D)。
為文章擬題目
記敘文的主題句不明顯，因此給擬題目帶來(lái)了一定的麻煩。題目是對(duì)文章的高度濃縮，文章的主題詞(名詞)會(huì)在文章中反復(fù)出現(xiàn)，為了避免重復(fù)啰嗦往往會(huì)用一些代詞或限定詞A該名詞的上位概念來(lái)代替。掌握了這個(gè)規(guī)則，對(duì)大家解答此類題目會(huì)有很大幫助。另外，有時(shí)還可以根據(jù)題干來(lái)確定題目。大家可以根據(jù)題干中反復(fù)出現(xiàn)的詞為依據(jù)，確定文章的主題和題目。
在教學(xué)過程中，我發(fā)現(xiàn)不少學(xué)生都有重技巧而輕行動(dòng)的毛病。在閱讀能力的培養(yǎng)上，也不例外。我想提醒大家一句，要閱讀，首先要識(shí)字。換句話說(shuō)，要想更好地理解文章就要認(rèn)識(shí)更多的單詞。大家一定要在腦海中建立自己的單詞庫(kù)，并通過多種方法，如詞綴法、聯(lián)想記憶法等，不斷讓這個(gè)詞庫(kù)擴(kuò)大和鞏固，同時(shí)通過科學(xué)合理的閱讀練習(xí)，養(yǎng)成良好的閱讀習(xí)慣，戒掉閱讀時(shí)出聲、唇動(dòng)、心動(dòng)等不良習(xí)慣，實(shí)踐我們的攻略和技巧。我相信大家這樣做肯定能得到好成績(jī)。
(The end)
Tryout
1. While stepping back was difficult for me, it was certainly a good first step that I will quickly follow with more steps, putting myself far enough away to give her room but close enough to help if asked. All the while I will be reminding myself that children need room to experiment, grow and find their own voices. (CET-4, 2007年12 月)Q: What’s the author’s advice for parents?
A) A writing career, though attractive, is not for every child to pursue.
B) Children should be allowed freedom to grow through experience.
C) Parents should keep an eye on the activities their kids engage in.
D) Children should be given every chance to voice their opinions.
2. I headed off to college sure I was going to have an advantage over those students who went to big engineering "factories" where they didn’t care if you had values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist (人文學(xué)者) all in one.
Now I’m not so sure. Some-where along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal arts courses, I have learned there are reasons why few engineering students try to reconcile (協(xié)調(diào)) engineering with liberal arts courses in college.
Q: The author’s experience shows that he was _______. (CET-4, 2001年1月)
A) creative B) ambitious C) unrealistic D) irrational
3. Today I research and teach at Barnard, a women’s college in New York City. Recently, some-one asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Still, I don’t tell them "war"stories. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about. (CET-4, 2007年6月)來(lái)源：考試大的美女編輯們
Q: What does the image the author presents to her students suggest?
A) Women students needn’t have the concerns of her generation.
B) Women have more barriers on their way to academic success.
C) Women can balance a career in science and having a family.
D) Women now have fewer problems pursuing a science career.
答案&解析
1. B)。參見選段可知，這是作者指導(dǎo)孩子寫作的感受，也是給其他家長(zhǎng)的建議，即她要提醒自己給孩子們一定的空間，讓他們嘗試、成長(zhǎng)、表達(dá)自己的心聲。故選B)。
2. C)。第一段表明作者對(duì)自己非常有信心，認(rèn)為自己會(huì)成為一名工程師。第二段話鋒一轉(zhuǎn)寫到現(xiàn)在不那么自信了，他從前的想法與現(xiàn)實(shí)相矛盾，隨后又有進(jìn)一步的說(shuō)明?？梢姡髡哌^去是不現(xiàn)實(shí)的人。故選C)。
3. C)。參見選段可知，作者通過向?qū)W生們展示自己懷孕期間做實(shí)驗(yàn)的情景，使全班女生受到鼓舞，她們向作者展現(xiàn)出45位熱愛科學(xué)的女性形象。由此推斷作者是要表達(dá)女性可以事業(yè)和家庭都兼顧的觀點(diǎn)。故選C)。