高考英語(yǔ)閱讀理解主旨大意題魔法帶練（02）講義

一、高考英語(yǔ)閱讀主旨大意題題型技法——宏觀與微觀宏觀三步法第一步，迅速掃描題干，提取關(guān)鍵詞（何謂關(guān)鍵詞：關(guān)鍵詞是人名、地點(diǎn)、數(shù)字等識(shí)別性的信息）第二步，根據(jù)關(guān)鍵詞，回文定位，找出關(guān)鍵信息第三步，判斷文章類型，根據(jù)文章類型，判斷文章結(jié)構(gòu)（一般情況下文章結(jié)構(gòu)都是總分總）瀏覽選項(xiàng)，根據(jù)原文信息對(duì)應(yīng)選項(xiàng)。各題型微觀技法段落大意題：①概括法：根據(jù)文章結(jié)構(gòu)進(jìn)行概括。（作者直接給出主旨）總分總：一般情況下段落大意關(guān)鍵句都會(huì)出現(xiàn)在段首句或者段末句平行結(jié)構(gòu)：也就是說(shuō)文章某個(gè)段落同事討論了兩個(gè)觀點(diǎn)，找出并列連接詞比如說(shuō)and對(duì)比：也就是同樣段落存在兩個(gè)觀點(diǎn)，這兩個(gè)觀點(diǎn)是相反的，找出轉(zhuǎn)折連接詞比如說(shuō)however等信息詞②揣摩法：作者不直接給出主旨，用盡一切方法暗示讀者這是在說(shuō)什么，這其中涵蓋的可能是信息歸納或者上下義同義替換等技巧與方法文章大意題略讀法：注意每段段首句和段末句；段落其他信息盡量帶過(guò)或者采取省略注意：略讀法需要注意轉(zhuǎn)折詞（however,but,infact,actually....）或者首段出現(xiàn)疑問(wèn)句對(duì)此回答極有可能的是主旨句；重復(fù)的觀點(diǎn)或者反復(fù)出現(xiàn)的詞匯或者短語(yǔ)；表達(dá)因果關(guān)聯(lián)詞或者總結(jié)詞匯therefore、thus、inshort、conclude、conclusion標(biāo)題歸納題①正面推斷法：同學(xué)們?cè)谌媪私馕恼轮髦嫉幕A(chǔ)上，根據(jù)已有的線索來(lái)推斷哪個(gè)選項(xiàng)是合適的②反面推斷法：先看選項(xiàng)，用常識(shí)排除無(wú)中生有的選項(xiàng)，然后逐個(gè)選項(xiàng)與文章主旨進(jìn)行比較③選項(xiàng)精讀法：從語(yǔ)法層面找出選項(xiàng)中心詞與修飾詞；尤其關(guān)注修飾詞的變化、結(jié)構(gòu)、概括性高考英語(yǔ)閱讀理解主旨大意題魔法帶練【出自2023年全國(guó)高考乙卷閱讀理解D篇】①Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliterate(有文字的)societiesrecordedtheirconcernsnotonlyinwritingbutinthings.段落大意：寫作是人類較晚的成就之一，直到最近，甚至許多有文化的社會(huì)(有文字的)也不僅用文字，而且用實(shí)物記錄了他們所關(guān)心的事情。②Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan’t.Theclearestexampleofthisbetweenliterateandnon-literatehistoryisperhapsthefirstconflict,atBotanyBay,betweenCaptainCook’svoyageandtheAustralianAboriginals.FromtheEnglishside,wehavescientificreportsandthecaptain’srecordofthatterribleday.FromtheAustralianside,wehaveonlyawoodenshield(盾)droppedbyamaninflightafterhisfirstexperienceofgunshot.Ifwewanttoreconstructwhatwasactuallygoingonthatday,theshieldmustbequestionedandinterpretedasdeeplyandstrictlyasthewrittenreports.段落大意：理想情況下，歷史應(yīng)該將文本和對(duì)象結(jié)合在一起，本書的某些章節(jié)能夠做到這一點(diǎn)，但在許多情況下，我們根本做不到。③Inadditiontotheproblemofmiscomprehensionfrombothsides,therearevictoriesaccidentallyordeliberatelytwisted,especiallywhenonlythevictorsknowhowtowrite.Thosewhoareonthelosingsideoftenhaveonlytheirthingstotelltheirstories.TheCaribbeanTaino,theAustralianAboriginals,theAfricanpeopleofBeninandtheIncas,allofwhomappearinthisbook,canspeaktousnowoftheirpastachievementsmostpowerfullythroughtheobjectstheymade:ahistorytoldthroughthingsgivesthembackavoice.Whenweconsidercontact(聯(lián)系)betweenliterateandnon-literatesocietiessuchasthese,allourfirst-handaccountsarenecessarilytwisted,onlyonehalfofadialogue.Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.段落大意：除了雙方誤解的問(wèn)題外，還有一些勝利是無(wú)意或故意歪曲的，特別是當(dāng)只有勝利者才知道如何寫作的時(shí)候。1.Whatisthefirstparagraphmainlyabout?A.Howpasteventsshouldbepresented. B.Whathumanityisconcernedabout.C.Whetherfactsspeaklouderthanwords. D.Whywrittenlanguageisreliable.第一步，迅速掃描題干，提取關(guān)鍵詞（何謂關(guān)鍵詞：關(guān)鍵詞是人名、地點(diǎn)、數(shù)字等識(shí)別性的信息）1.Whatisthefirstparagraphmainlyabout?第一段的主要內(nèi)容是什么第二步，根據(jù)關(guān)鍵詞，回文定位，找出關(guān)鍵信息①Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliterate(有文字的)societiesrecordedtheirconcernsnotonlyinwritingbutinthings.如果你想講述整個(gè)世界的歷史，一段不以人類某一部分為特權(quán)的歷史，你不能僅僅通過(guò)文本來(lái)講述，因?yàn)槭澜缟现挥幸徊糠秩嗽?jīng)有過(guò)文本，而世界上大多數(shù)人在大多數(shù)時(shí)候都沒(méi)有。寫作是人類較晚的成就之一，直到最近，甚至許多有文化的社會(huì)(有文字的)也不僅用文字，而且用實(shí)物記錄了他們所關(guān)心的事情。第三步，判斷文章類型，根據(jù)文章類型，判斷文章結(jié)構(gòu)（一般情況下文章結(jié)構(gòu)都是總分總）瀏覽選項(xiàng)，根據(jù)原文信息對(duì)應(yīng)選項(xiàng)。1.Whatisthefirstparagraphmainlyabout?第一段的主要內(nèi)容是什么A.Howpasteventsshouldbepresented.過(guò)去的事件應(yīng)該如何呈現(xiàn) B.Whathumanityisconcernedabout.人類關(guān)心的是什么。C.Whetherfactsspeaklouderthanwords. 事實(shí)是否勝于雄辯D.Whywrittenlanguageisreliable.為什么書面語(yǔ)言是可靠的【出自：2023年新課標(biāo)全國(guó)高考英語(yǔ)二卷】①Turningsoil,pullingweeds,andharvestingcabbagesoundliketoughworkformiddleandhighschoolkids.Andatfirstitis,saysAbbyJaramillo,whowithanotherteacherstartedUrbanSprouts,aschoolgardenprogramatfourlow-incomeschools.Theprogramaimstohelpstudentsdevelopscienceskills,environmentalawareness,andhealthylifestyles.段落大意：該項(xiàng)目旨在幫助學(xué)生培養(yǎng)科學(xué)技能、環(huán)保意識(shí)和健康的生活方式。②Jaramillo’sstudentsliveinneighborhoodswherefreshfoodandgreenspacearenoteasytofindandfastfoodrestaurantsoutnumbergrocerystores.“Thekidsliterallycometoschoolwithbagsofsnacksandlargebottlesofsoftdrinks,”shesays.“Theycometousthinkingvegetablesareawful,dirtisawful,insectsareawful.”Thoughsomeareinitiallyscaredoftheinsectsandturnedoffbythedirt,mostareeagertotrysomethingnew.段落大意：雖然有些人一開(kāi)始害怕昆蟲(chóng)，對(duì)泥土感到厭煩，但大多數(shù)人都渴望嘗試新的東西。③UrbanSprouts’classes,attwomiddleschoolsandtwohighschools,includehands-onexperimentssuchassoiltesting,flower-and-seeddissection,tastingsoffreshordriedproduce,andworkinthegarden.Severaltimesayear,studentscookthevegetablestheygrow,andtheyoccasionallymakesaladsfortheirentireschools.段落大意：UrbanSprouts在兩所初中和兩所高中開(kāi)設(shè)了課程，課程內(nèi)容包括動(dòng)手實(shí)驗(yàn)，比如土壤測(cè)試、花和種子解剖、品嘗新鮮或干燥的農(nóng)產(chǎn)品，以及在花園里干活。④Programevaluationsshowthatkidseatmorevegetablesasaresultoftheclasses.“Wehavestudentswhosaytheywenthomeandtalkedtotheirparentsandnowthey’reeatingdifferently,”Jaramillosays.段落大意：項(xiàng)目評(píng)估顯示，孩子們吃了更多的蔬菜作為課程的結(jié)果。⑤Sheaddsthattheprogram’sbenefitsgobeyondnutrition.Somestudentsgetsointerestedingardeningthattheybringhomeseedstostarttheirownvegetablegardens.Besides,workinginthegardenseemstohaveacalmingeffectonJaramillo’sspecialeducationstudents,manyofwhomhaveemotionalcontrolissues.“Theygetoutside,”shesays,“andtheyfeelsuccessful.”段落大意：她補(bǔ)充說(shuō)，該計(jì)劃的好處不僅僅是營(yíng)養(yǎng)1.Whatcanbeasuitabletitleforthetext?A.RescuingSchoolGardens B.ExperiencingCountryLifeC.GrowingVegetableLovers D.ChangingLocalLandscape第一步，迅速掃描題干，提取關(guān)鍵詞（何謂關(guān)鍵詞：關(guān)鍵詞是人名、地點(diǎn)、數(shù)字等識(shí)別性的信息）Whatcanbeasuitabletitleforthetext?什么是合適的標(biāo)題?（標(biāo)題歸納題）第二步，根據(jù)關(guān)鍵詞，回文定位，找出關(guān)鍵信息①Turningsoil,pullingweeds,andharvestingcabbagesoundliketoughworkformiddleandhighschoolkids.Andatfirstitis,saysAbbyJaramillo,whowithanotherteacherstartedUrbanSprouts,aschoolgardenprogramatfourlow-incomeschools.Theprogramaimstohelpstudentsdevelopscienceskills,environmentalawareness,andhealthylifestyles.對(duì)初高中的孩子們來(lái)說(shuō)，翻土、拔草、收白菜聽(tīng)起來(lái)很辛苦。起初是這樣的，艾比·哈拉米洛說(shuō)，她和另一位老師在四所低收入學(xué)校啟動(dòng)了“城市芽”學(xué)?；▓@項(xiàng)目。該項(xiàng)目旨在幫助學(xué)生培養(yǎng)科學(xué)技能、環(huán)保意識(shí)和健康的生活方式。⑤Sheaddsthattheprogram’sbenefitsgobeyondnutrition.Somestudentsgetsointerestedingardeningthattheybringhomeseedstostarttheirownvegetablegardens.Besides,workinginthegardenseemstohaveacalmingeffectonJaramillo’sspecialeducationstudents,manyofwhomhaveemotionalcontrolissues.“Theygetoutside,”shesays,“andtheyfeelsuccessful.”她補(bǔ)充說(shuō)，該計(jì)劃的好處不僅僅是營(yíng)養(yǎng)。有些學(xué)生對(duì)園藝非常感興趣，他們帶回家種子開(kāi)始自己的菜園。此外，在花園里工作似乎對(duì)Jaramillo的特殊教育學(xué)生有鎮(zhèn)靜作用，他們中的許多人都有情緒控制問(wèn)題?！八麄冏叱鋈?，”她說(shuō)，“他們覺(jué)得自己很成功?！钡谌?，判斷文章類型，根據(jù)文章類型，判斷文章結(jié)構(gòu)（一般情況下文章結(jié)構(gòu)都是總分總）瀏覽選項(xiàng)，根據(jù)原文信息對(duì)應(yīng)選項(xiàng)。1.Whatcanbeasuitabletitleforthetext?什么是合適的標(biāo)題?A.RescuingSchoolGardens 拯救學(xué)?；▓@B.ExperiencingCountryLife體驗(yàn)鄉(xiāng)村生活C.GrowingVegetableLovers 蔬菜種植愛(ài)好者（直接對(duì)應(yīng)）D.ChangingLocalLandscape不斷變化的本地景觀【出自2023年新高考全國(guó)一卷】①OnMarch7,1907,theEnglishstatisticianFrancisGaltonpublishedapaperwhichillustratedwhathascometobeknownasthe“wisdomofcrowds”effect.Theexperimentofestimationheconductedshowedthatinsomecases,theaverageofalargenumberofindependentestimatescouldbequiteaccurate.段落大意：1907年3月7日，英國(guó)統(tǒng)計(jì)學(xué)家弗朗西斯·高爾頓(FrancisGalton)發(fā)表了一篇論文，闡述了后來(lái)被稱為“群體智慧”的效應(yīng)。②Thiseffectcapitalizesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren’talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon’tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople’sestimatesbeindependent.Ifforwhateverreasons,people’serrorsbecomecorrelatedordependent,theaccuracyoftheestimatewillgodown.段落大意：這種效應(yīng)利用了這樣一個(gè)事實(shí):當(dāng)人們犯錯(cuò)誤時(shí)，這些錯(cuò)誤并不總是相同的。有些人傾向于高估，有些人傾向于低估。③ButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(轉(zhuǎn)折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.段落大意：這項(xiàng)研究的關(guān)鍵發(fā)現(xiàn)是，當(dāng)人群被進(jìn)一步分成更小的群體并允許進(jìn)行討論時(shí)，這些群體的平均值比同樣數(shù)量的獨(dú)立個(gè)體的平均值更準(zhǔn)確。④Inafollow-upstudywith100universitystudentstheresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Didtheyfollowthoseleastwillingtochangetheirminds?Thishappenedsomeofthetime,butitwasn’tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether.”Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.AlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremainthepotentialimplicationsforgroupdiscussionanddecision-makingareenormous.段落大意：在一項(xiàng)針對(duì)100名大學(xué)生的后續(xù)研究中，研究人員試圖更好地了解小組成員在討論中實(shí)際做了什么。1.Whatisparagraph2ofthetextmainlyabout?A.Themethodsofestimation. B.Theunderlyinglogicoftheeffect.C.Thecausesofpeople’serrors. D.ThedesignofGalton’sexperiment.第一步，迅速掃描題干，提取關(guān)鍵詞（何謂關(guān)鍵詞：關(guān)鍵詞是人名、地點(diǎn)、數(shù)字等識(shí)別性的信息）Whatisparagraph2ofthetextmai