第4讲 语篇体裁之记叙文主旨大意-2022年高考英语语篇阅读结构化详解

第四讲  语篇体裁之记叙文主旨大意

一、作业讲解

二、新课导入

上一讲中我们说到了记叙文中的人物传记类，主要通过Timeline的形式来进行文本结构的展示。今天我们要完成第二部分，叙事不是单纯的叙事，事只是一个引子，真正的大boss是它背后所隐藏的道理，作者会learn a lesson from the experience, 读者也会有醍醐灌顶的效果，恍然大悟。而此“悟”常常发生在文章的conflict之后，也体现了作者在整个事件发生过程中情感和思想认识的一个转变，在题目中也会以最直接的方式体现出来，记叙文的主旨大意题就是选“醒悟”那一项，除了阅读理解之外，高考英语试卷中完形填空题也常常是以这种文本的形式来考察，对主旨大意的把握也就决定了大体方向。所以本讲将针对这种文本，从两个题型分别进行讲解。

三、知识点讲解

1、Story Map

这类文本跟上一讲的Timeline最明显的区别是故事的发展起伏更明显，通常伴随着作者思想意识上的变化，而这种变化的发生必然是伴随着故事发展的冲突而来，所以，简单的Timeline已经不能完整展示全面的文本信息，这时，升级版的Story Map就应运而生了。

请看以下文本：

I was never very neat, while my roommate Kate was extremely organized. Each of her objects had its place, but mine always hid somewhere. She even labeled（贴标签）everything. I always looked for everything. Over time, Kate got neater and I got messier. She would push my dirty clothing over, and I would lay my books on her tidy desk. We both got tired of each other.

War broke out one evening. Kate came into the room. Soon, I heard her screaming. “Take your shoes away! Why under my bed!” Deafened, I saw my shoes flying at me. I jumped to my feet and started yelling. She yelled back louder.

The room was filled with anger. We could not have stayed together for a single minute but for a phone call. Kate answered it. From her end of the conversation, I could tell right away her grandma was seriously ill. When she hung up, she quickly crawled（爬）under her covers, sobbing.

Obviously, that was not something she should not go through alone. All of a sudden, a warm feeling of sympathy rose up in my heart.

Slowly, I collected the pencils, took back the books, made my bed, cleaned the socks and swept the floor, even on her side. I got so into my work that I even didn’t notice Kate had sat up. She was watching, her tears dried and her expression one of disbelief. Then, she reached out her hands to grasp mine. I looked up into her eyes. She smiled at me, “Thanks.”

Kate and I stayed roommates for the rest of the year. We didn’t always agree, but we learned the key to living together: giving in, cleaning up and holding on.

根据记叙文的要素，我们可以把文本解析如下：

这样整个事件的发展就完美地展现在我们面前了，然后我们再来看题目：

1:What made Kate so angry one evening?

A．She couldn’t find her books.    

B．She heard the author shouting loud.

C．She got the news that her grandma was ill. 

D．She saw the author’s shoes beneath her bed.

2:The author tidied up the room most probably because _______.

A．she was scared by Kate’s anger   B．she hated herself for being so messy

C．she wanted to show her care    D．she was asked by Kate to do so

3:How is Paragraph 1 mainly developed?

A．By analyzing causes      B．By showing differences

C．By describing a process     D．By following time order

4:What might be the best title for the story?

A．My Friend Kate       B．Hard Work Pays Off

C．How to Be Organized     D．Learning to Be Roommates

【练习1】按Story Map形式分析下列文本并完成相应题目：

In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort. One day, this approach threw me into embarrassment

In Mrs. Totten’s eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals (小数).

Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answer to homework questions.

Mrs. Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end.

Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations.

What I failed to expect was that several students were absent, which threw off my estimate. As Mrs. Totten made her way from the beginning of the class，I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldn’t function.

When Mrs. Totten reached my desk，she asked what answer I’d got for problem No. 14.  “I…I didn’t get anything,”  I answered，and my face felt warm.

“Correct,” she said.

It turned out that the correct answer was zero.

What did I learn that day? First, always do all your homework. Second, in real life it isn’t always what you say but how you say it that matters. Third，I would never make it as a mathematician.

If I could choose one school day that taught me the most, it would be that one.

1:What does the underlined part in Paragraph 1 indicate?

1. It is wise to value one’s time.    B. It is important to make an effort

C. It is right to stick to one’s belief.   D. It is enough to do the necessary.

2:Usually, Mrs. Totten asked her students to _______.

1. recite their homework together    

B. grade their homework themselves

C. answer their homework questions orally  

D. check the answers to their homework questions

3:The author could work out which questions to answer since the teacher always _______.

1. asked questions in a regular way  

B. walked up and down when asking questions

C. chose two or three questions for the students

D. requested her students to finish their usual questions

4:The author failed to get the questions he had expected because _______.

1. the class didn’t begin as usual   

B. several students didn’t come to school

C. he didn’t try hard to make his estimate  

D. Mrs. Totten didn’t start from the back of the class

5:Which of the following can be the best title for the passage?

A. An Unforgettable Teacher     B. A Future Mathematician

C. An Effective Approach      D. A Valuable Lesson

2、Communicating Vessel

不同于阅读题的完整文本，完形填空本身就是一个不完整文本，而解题的过程就是合理补充文本的过程。但是这个补充不是完全没有依据，它和我们之前说的记叙文一样，会有一条主线，奠定了故事发展的方向和基调。同时，我们分析完形填空另一个有利的“靠山”就是文章最后总结的主旨大意，所以首尾呼应，我们不难把中间的大肚内容给补充完整，这个解析的过程就是把把文章的首尾和合理链接的过程，就好像连接一个Communicating Vessel 一样。请看以下文本：

When I was13 my only purpose was to become the star on our football team.That meant  21    Miller King,who was the best   22  at our school.

Football season started in September and all summer long I worked out.I carried my football everywhere for   23.

Just before September,Miller was struck by a car and lost his right arm.I went to see him after he came back from  24  .He looked very   25  , but he didn’t cry.

That season, I 26  all of Miller’s records while he  27  the home games from the bench.We went 10-1 and I was named most valuable player,  28  I often had crazy dreams in which I was to blame for Miller’s  29  .

One afternoon,I was crossing the field to go home and saw Miller 30  going over a fence—which wasn’t 31  to climb if you had both arms.I’m sure I was the last person in the world he wanted to accept  32  from.But even that challenge he accepted. I 33  him move slowly over the fence.When we were finally  34  on the other side,he said to me,＂You know, I didn’t tell you this during the season,but you did  35  .Thank you for filling in for  36 .＂

His words freed me from my bad 37. I thought to myself,how even without an arm he was more of a leader. Damaged but not defeated, he was 38  ahead of me. I was right to have  39 him.From that day on，I grew  40   and a little more real.

21.A. cheering for        B.beating out        C. relying on         D.staying with

22.A.coach               B.student          C. teacher            D.player

23.A.practice              B. show              C. comfort         D.pleasure

24.A.school            B. vacation           C. hospital            D.training

25.A. pale             B. calm             C. relaxed          D.ashamed

26.A. held               B. broke             C. set               D.tried

27.A.reported            B.judged             C. organized          D.watched

28.A.and                B. then             C. but             D.thus

29.A. decision         B. mistake            C.accident           D.sacrifice

30.A.stuck            B. hurt            C. tried            D.lost

31.A. steady           B. hard            C. fun             D.fit

32.A.praise            B. advice          C. assistance        D.apology

33.A.let             B. helped          C. had           D.noticed

34.A. dropped          B. ready           C. trapped        D.safe

35.A.fine               B.wrong              C. quickly            D.normally

36.A. us           B. yourself         C. me            D.them

37.A.memories            B. ideas           C. attitudes           D.dreams

38.A.still                 B. also           C. yet           D.just

39.A. challenged          B.cured              C. invited            D.admired

40.A.healthier           B. bigger             C. cleverer           D.cooler

跳读文章我们可以知道，开头作者交代了，when I was 13, my only purpose was to become the star on our football team, which meant beating out Miller King. 而结尾处Even without an arm, he was more of a leader. Damaged but not defeated, he was still ahead of me.这就是连通器的两个端点，我们要做的就是把中间合理地联系起来。分析这两句话不难推断出，我一直想要打败Miller，而他因为某种原因失去了一个胳膊，这就为我打败他提供了合理的条件。但是从另一个端点出发，he was still ahead of me必然这中间又发生了另外一件事，让我对他的想法发生了改变，再结合文本断断续续的信息，我们可以得出下列结构框架：

这样一看文本就简单得多了，再回头去做题就是水到渠成的事儿。

【练习2】按Communicating Vessel形式分析下列文本并完成相应题目：

Five months after my husband Steve died, I woke up one morning to the maddening sound of a leaking faucet（水龙头）. I knew it needed repairs badly, but it ___1____ me so much just to think of it.

All our ___2____ life, I was the “artist” bringing to our house much imagination. Steve was the”____3___” one. He had a real gift for handling chores（家务活），___4____ me from unpleasant repair jobs.

But how could such a good man have his life cut short so suddenly! I had been so sad and angry that I completely ___5____ the house. That leaky faucet somehow awakened me to the fact that I now had to ___6____ the challenge of getting things fixed.

I got a workman named Ahmed. Entering the house, he stopped before a picture of Steve and me. “Doesn’t your husband ___7____ this kind of work?” he asked. “It’s not hard.”

“He died months ago. When he was alive, he did all the repair jobs ___8____.” I said quietly. Ahmed looked at me ___9____, but he didn’t reply. He fixed the faucet, adjusted the dishwasher door, and replaced a showerhead. Apparently he was gifted as Steve had been.

He did a(n) ___10____ job. I asked him to name his fee. “No charge, Ma’am,” he said. “My father died early, and the neighbors helped my family through.”

By fixing a faucet, Ahmed mended my soul. Although I would sure carry the pain of ___11____ with me along, Ahmed reminded me of the abundant ___12____ in the world.

1: A．hurt   B．puzzled   C．cost    D．disappointed

2: A．separate   B．shared   C．spiritual   D．social

3: A．active   B．boring   C．careless   D．practical

4: A．attracting  B．sheltering   C．driving   D．prohibiting

5: A．ignored   B．hated    C．cleaned   D．missed

6: A．come up with B．face up with  C．look forward to  D．step away from

7: A．begin   B．check    C．like    D．find

8: A．gratefully  B．firmly   C．bravely   D．wonderfully

9: A．strangely  B．innocently   C．painfully   D．sympathetically

10: A．terrible  B．excellent   C．important   D．dangerous

11: A．loss   B．failure   C．fear    D．regret

12: A．friendship  B．devotion   C．kindness   D．justice

四、课堂小结

本讲主要针对带有教育意义的记叙文进行解读，这类文本考查形式多变，可以是阅读理解题，也可以是完形填空。这两个题型的答题思路有所不同，我们要具体问题具体分析，灵活运用Story Map 和Communicating Vessel两个活动形式，对文章进行切实有效的分析，从而为答题提供便利。

五、课后作业

适当使用Story Map 和Communicating Vessel对下列文本进行解读，并完成相应题目：

【作业1】

Twelve years ago, I arrived in Central Florida from Puerto Rico. I had heard of a job opportunity and decided to pursue it. But it never became a reality. I quickly learned that being alone without resources in an unfamiliar city was not a comfortable situation to be in.

Once my limited funds ran out I became homeless and spent a year and a half living on the streets of Orlando. Apart from feeling not being noticed and missing my family, I had to face another challenge—hunger.

For the first time in my life, I, as a foreign man, who had lived my life in the relative comfort of the middle class, understood the desperation someone feels when they don’t get enough to eat. I clearly remembered having run a distance of more than 7 miles on many occasions just to make it to a local feeding program before they closed at 7 pm.

Once the need for food was met, the next challenge would arise—where to find a place to sleep for the night. Fortunately, local programs like the Coalition for the Homeless, Second Harvest Food Bank and the Wayne Densch Center were an important part of my ability to survive my painful experience.

With the assistance of these programs, I was accepted by a college scholarship program through the Coalition and obtained two degrees from Valencia.

My experience has helped me understand that devoting my life to helping others offers lasting rewards. Today, I am employed as Childhood Hunger Programs Manager at Second Harvest Food Bank and oversee the summer feeding, Hi-Five Kids Pack, and Kids Café programs. I am so proud to be able to distribute food resources to those wonderful programs and help hundreds more like me.

1. What can be inferred from Paragraph 1?

A. It was impossible for the author to get a job then.

B. Many local people were out of work in Florida.

C. Florida was not a good place for people living there.

D. The author rejected many chances to get a job in Florida.

2. Why did the author run a distance of over 7 miles on many occasions?

A. Because he didn’t want to be late for work there.

B. Because he desired to get some food to eat.

C. Because he went there to help the poor.

D. Because he helped distribute food resources to the poor.

3. Before being accepted by a college scholarship program, the author________________.

A. had lived with his relatives happily   B. had won his degree in a university

C. had been struggling financially    D. had lost hope of facing the future

4. From his experience, the author learns that ________________.

A. misfortune may be an actual blessing  B. a friend in need is a friend indeed

C. where there is a will there is a way   D. one good turn deserves another

【作业2】

It was a rainy morning and the children, mainly boys with various learning difficulties, refused to settle for the start of the lesson. As an inexperienced teacher, I tried every means to get them to be   1  , but in vain. my panic was rising and I could feel my heart beating wildly. This was the   2   of my job as a music teacher, I thought -- teaching was not for me. Then I had an idea. Hoping that no one would notice that I was   3   inside, I threw my voice as far as it would reach: "Put your heads on the desks and close your   4  ! We are going on a journey."

  5  , the children fell silent. "Now what should I do?" I thought to myself. Reaching over to my collection of CDs, I blindly   6  , put it in the machine and played it.

Obediently (顺从地), my class lay their heads on their desk, closed their eyes and   7 . When the music started, the room was filled with the most beautiful tones and musical colors I could have ever imagined. All the children were   8  . When the music finished, I asked them all to raise their   9   slowly so that we could share our musical journey.

At this point, when all the children were willing to share their experiences, I began to learn how to   10  . The music allow me to learn that teaching is about sharing and respect, tears and smiles, the knowing and the   11   and most of all, an understanding of each other. This was the power that   12   in the classroom could have.

1. A. glad      B. safe         C. kind          D. quiet

2.A. end         B. aim         C. rule            D. plan

3. A. guessing      B. shaking         C. responding      D. laughing

4. A. eyes         B. mouths          C. books            D. doors

5. A. Punctually     B. Importantly      C. Amazingly      D. Obviously

6. A. passed one on    B. gave one back       C. turned one in     D. took one out

7. A. slept         B. nodded         C. waited          D. continued

8. A. talking          B. singing       C. dancing          D. listening

9. A. legs            B. heads            C. arms             D. shoulders

10. A. teach         B. imagine         C. play          D. understand

11. A. unprepared     B. unspoken        C. unknown        D. unforgotten

12. A. games         B. music         C. tears         D. knowledge