高考英语-阅读理解之议论文类备战高考英语微专题(全国通用).docx

阅读理解之议论文类文体分析议论文说理性强，语言庄重，逻辑缜密，常用难词、长词和复杂句，给我们的阅读理解带来一定难度。议论文是运用逻辑推理和证明来阐述某一观点、看法和主张的文体。这类文章或从正面提出某种见解，或驳斥别人的错误观点，以说服读者同意自己的观点为主要目的。议论文一般有论点、论据和论证三个要素。论点是议论文的核心，即中心思想，是论据和论证的服务对象。论据是作者所引用的用以支持和证明论点的材料，这些材料可以是名人名言、事实例证或统计数据等。论证是作者组织、运用论据的手法。议论文文章类型演绎论证议论文是从已知的一般原理，规律出发，推知个别事物本质的论证方法。该类文体一般先提出一个总论点，然后分别进行论述，分析各个分论点，最后得出结论。归纳论证议论文是一种由个别到一般的论证方法。它通过许多个别的事例或分论点，然后归纳出它们所共有的特性，从而得出一个一般性的结论。比较论证议论文是一种由个别到个别的论证方法。通常分为类比法和对比法两类。类比法是将性质或特点在某一方面相同或相近的不同事物加以比较而引出结论的方法。对比法是通过性质或特点在某一方面相反或对立的不同事物的比较来证明论点的方法。命题要点由于议论的目的是表明自己对事物的看法和态度，因此，命题时常考察其观点态度以及根据文章内容归纳主旨大意等，有时也对文章的结构进行考察。解题技巧1.演绎论证议论文：注意文章的开篇，因为文章的开篇是文章的主旨，抓住了主旨，也就抓住了作者的观点，从而把握了文章的中心思想。2.归纳论证议论文：注意文章的尾段，因为尾段是对前面所举事例和分论点的归纳和概括。3.比较论证议论文：注意事物的相同点以及不同点，并由此来把握文章的主旨。做题时可使用以下三个步骤：重首尾，明方式，细推测。【议论说理类文章】议论说理类文章就是议论文，是高考阅读理解题中一种较难的题目。议论说理类文章具有以下特点：1一般按提出问题、分析问题、解决问题的方法写作。作者一般从日常生活中的热点问题、社会上的重大问题、与读者息息相关的问题入手，即提出问题。然后，分析利弊，举例说明，推理判断，即分析问题。最后，阐述观点，提出办法，即解决问题。2以作者的观点或情感为核心，对细节推理等方面进行考查。3文章的主题一般是生活中的热点问题、重大问题或与生活息息相关的问题等。【典例示例】For some reason we were reminded that we primates（灵长目） need love. Kim Bard of the University of Portsmouth in England and her colleagues carried out a study on 46 baby chimpanzees orphans（黑猩猩孤儿）, which had lost their mothers.The study showed that primate babies that have tight relationships with mother figures do much better on cognitive（认知的） tests than babies who only grew up with peers（同伴）, but this is not breaking news. In fact, it's old news.In the 1950s, Harry Harlow did a series of experiments with baby monkeys that showed, that lack of love and comfort makes for a crazy monkey.Harlow made a cage that included a wire monkey “mother” with a plastic face.Then he equipped the “mother” with a milk bottle.The cage also had another wire “mother” who was covered with soft cloth.The baby monkeys spent all their time with the cloth “mother” and only went to the wire “mother” to feed.Harlow's monkey experiment was important, because at the time, child care experts, and everybody's grandmother had a “no touch, no comfort” policy（方针） toward children. They advised parents not to respond to crying babies. They thought that babies should sleep alone to become independent, and put that kid down.But Harlow's work changed that policy. Mothers were soon allowed to have their babies next to them in the hospital.The current chimp research（研究） based on Harlow's work shows that mother's love doesn't just make for a psychologically（精神上地） healthy child, it also makes for a smart child.The highly raised chimps do better than those that are not loved, and the well-raised chimps do even better than human kids on IQ tests.We are primates, social animals which need love.We need to be held and talked to and made to feel that at least one person wants to be with us all the time.1. The study Kim Bard and his colleagues did _.A. included 46 baby and mother monkeysB. is nothing new to people about the findingsC. showed that many chimpanzees lack of love when they were youngD. showed many chimpanzees had good relationship with their mothers2. The underlined part “makes for” in the third paragraph means _.A. do something for B. head for C. bring about D. connect to3. Harlow built two “mothers” for baby monkeys to _.A. make them live comfortably B. let them have more choicesC. give them more love D. make comparison well4. Which of the following can we infer from the passage?A. Well-raised chimps are better than people in IQ.B. Sometimes it's not wrong to have no touch and no comfort to babies.C. Chimps growing up in cages are less smarter than chimps growing up in wild.D. Babies who sleep with mothers tend to be cleverer than babies sleep alone. 语篇解读：这是一篇议论文。文章主要是通过对灵长目动物的两个实验说明，母爱对于小孩的成长有着非常重要的作用。因此父母亲应该多给孩子们一些爱，以让小孩们健康地成长。解析：1.B细节理解题。第二段第一句提到是46只小猴，因此A项错误；根据文章第二段最后一句可知B项正确；C项没有事实依据；文章第二段第二句提到和母亲关系好的小猴认知水平比其他小猴要好些，但是这不能说明D项。2.C猜测词义题。缺少母爱的小猴和成为疯狂的猴子是一种因果关系，因此答案选C。3.D推理判断题。根据文章第四段可知制造两个假母猴的目的是更好地比较缺乏母爱与否与小猴后来发展的关系。因此D是正确答案。 4.D推理判断题。文章第四、五段提到自从Harlow做了那个实验后，人们就认为母亲和婴儿睡在一起对婴儿的成长好一些，因此可知D项正确。应对策略解答议论类阅读理解试题，可以从以下几个方面着手考虑：作者在开始叙述一个现象，然后对现象进行解释。这类文章的主题是文中最重要的解释或作者所强调的解释，阅读时要注意作者给出的原因，所以又被称为原因结果（Cause & Effect）型。还有一种比较常见的是问题答案型，作者在一开始或一段末以问句提出一个问题（相当于一个现象），然后给出该问题的答案（相当于解释）。针对文中问题给出的主要答案就是这种文章的中心。这里强调一点，答题时优先考虑正面答题（直接从文章内容得出答案），然后从中心、态度或利用解答特征等其他角度对选项进行检验；如果从文章内容中直接无法解决，则从中心和态度方面考虑；次之，从解答特征方面考虑。考生往往最怕此类体裁。山穷水尽时，记住：首先从整体上把握文章中心和作者所持的态度，靠近中心的就是答案。解题方法： 1. 把握文章的论点、论据和论证。此外，还要把握文章的结构和语言。 2. 互推法：在议论之后，总会再列举一些具体的例子来支持观点或在一些例子之后，总要抒发一些议论。考生在理解议论时，可以借助文中所给的实例，从而在形象的例子中推理出抽象的议论；或从议论中推理理解具体例子的深刻含义，相互推断。 3. 推理法：推理的结论一定是原文有这层意思，但没有明确表达的。推理要根据文章的字面意思，通过语篇、段落和句子之间的逻辑关系，各个信息所暗示和隐含的意义，作者的隐含意等对文章进行推理判断。考生要由文字的表层信息挖掘出文章的深层含义，要能透过现象看本质。 解题技巧历年全国高考英语阅读理解的题型无非基本都是考查主旨大意、词义猜测、推理判断和细节理解四大题型。其中，命题以细节理解题为主，推理判断题为辅，又兼顾词义猜测题和主旨大意题。细节理解题和推理判断题主要考查的是对原文具体细节的理解和把控能力，难度相对较小，广大考生除了平时必要的阅读量和词汇量的积累以外，掌握一定的解题技巧对解答阅读理解题来说也是至关重要的。具体说来：1. 主旨大意型干扰项 可能是文中某个具体事实或细节。干扰项 可能是从文中某些（不完全的）事实或细节片面推出的错误结论。干扰项 可能是非文章事实的主观臆断。正确答案 根据文章全面理解而归纳概括出来；不能太笼统、言过其实或以偏概全。主旨大意题主要考查学生把握全文主题和理解中心思想的能力。根据多年的备考及高考实践，这类题目考查的范围是：基本论点、文章标题、主题或段落大意等。它要求考生在理解全文的基础上能较好地运用概括、判断、归纳、推理等逻辑思维方法，对文章进行高度概括或总结，属于高层次题。选择“主题”旨在考查考生是否掌握了所读文章的主要内容或主旨，通常用词、短语或句子来概括。常见的提问方式有：1. What is the main / general idea of this text? 2. What is mainly discussed in this passage? 3. What is the text mainly about? 4. This text mainly tells us _.5. This passage mainly deals with _.6. The main idea of this passage may be best expressed as_.7. The topic of this passage is _.标题选择题则是让考生给所读的文章选择一个合适的标题。通常标题由一个名词或名词短语充当，用词简短、精练。常见的提问方式有：1. What would be the best title for the text? 2. Which of the following is the best / most suitable title for this text? 3. The best / most suitable title for this text would be _.不管是选择主题还是选择标题，实质上都是要求考生从整体上理解语篇内容，找出贯穿语篇的主线；不管是何种体裁的文章，都是围绕一个主题来展开的。在试题设计上，3个干扰项的内容一般在文章里或多或少都有涉及，但并非主要内容，需要注意甄别。【典例示例】To err is human. To blame the other guy is even more human. These three popular misquotes（戏谑的引语）are meant to be jokes, and yet they tell us a lot about human nature. To err, or to make mistakes, is indeed a part of being human, but it seems that most people dont want to accept the responsibility for having made a mistake. They naturally look for someone else who could be responsible for the problem. Perhaps it is the natural thing to do. The original quote about human nature went like this: “To err is human, to forgive, divine（神圣的）.” This saying mirrors an ideal: people should be forgiving of others mistakes. Instead, we tend to do the oppositefind someone else to pass the blame on to. However, taking responsibility for something that went wrong is a mark of great maturity.1. What does the author want to tell us most?（原创题）A. to make as few mistakes as possible.B. to think seriously about our wrongdoings.C. to bear responsibility for our mistakes.D. to pass the blame on to someone else.解析：这是一篇典型的驳论文。作者先列出一个错误观点，即To blame the other guy is even more human，然后进行反驳。最后，通过关键词however一转折，说出了作者的观点，即为自己的错误承担责任是成熟的标志。因此，选择C项。2. 事实细节型细节理解题主要考查考生对文章中某些细节或重要事实的理解能力。它一般包括直接理解题和语意理解题两种。直接理解题的答案与原文直接挂钩，从阅读材料中可以找到。这种题难度低，只要考生读懂文章，就能得分，属于低层次题。做此类题时可以使用定位法与跳读法。定位法即根据题干和选项所提供的信息直接从原文中找到相应的句子（即定位），然后进行比较和分析（尤其要注意一些同义转换），从而选出正确答案。跳读法即根据题干和选项所提供的信息跳读原文，并找到相关的句子（有时可能是几个句子）或段落，然后进行简单分析、推理等，从而找出正确答案。（1）解题原则：忠实于原文上下文及全篇的逻辑关系，决不能主观臆断。文章中心是论点，事实细节是论据或主要理由；有关细节问题常对文中某个词语、某句子、某段落等细节及事实进行提问，所提问题一般可直接或间接在文章中找到答案。提问的特殊疑问词常有：what, who, which, where, how, why 等。在阅读理解中，要求查找主要事实和特定细节的问题常有以下几种命题方式：Which of the following statements is true?Which of the following is not mentioned in the text?The author （or the passage） states that _.According to the passage, when （where, why, how, who, what, which, etc.） _?（2）干扰项：范围过大、过小；偷换概念；正误并存，某个分句是正确的。阅读理解中细节理解题的干扰项的设置有以下几个原则：包含项原则 在答案选项分析中，假如对A选项的理解概括了对其他三项 （或其中某一项）的理解，那么我们就说选项A与其他三项是包含或概括关系，包含项A往往就是正确答案。如在花与玫瑰两选项中，正确答案肯定是花，花包含了玫瑰。正反项原则 所谓正反项，是指两选项陈述的命题完全相矛盾。两个相互矛盾的陈述不能都是假的，其中必有一真。所以，假如四选项中A、B互为正反项，那我们通常先排除C、D项，正确答案一般在A、B项当中。委婉项原则 所谓委婉，这里是指说话不能说死，要留有余地。阅读理解选项中语气平和、委婉的往往是正确答案。这些选项一般含有不十分肯定或试探性语气的表达，如：probably, possibly, may, usually, might, most of, more or less, relatively, be likely to, not necessary, although, yet, in addition, tend to等等，而含有绝对语气的表达往往不是正确答案，如：must, always, never, all, every, any, merely, only, completely, none, hardly, already等等。同形项原则命题者往往先将正确答案设置在一个大命题范围，然后通过语言形式的细微变化来考查考生的理解能力与分析能力。同形项原则告诉我们：词汇与句法结构相似的选项中有正确答案的存在。常识项原则 议论文中，那些符合一般常识、意义深刻富有哲理、符合一般规律、属于普遍现象的往往是正确答案。因果项原则 阅读理解的逻辑推理基本都是通过因果链进行的，前因后果，一步步循序渐进。然而，在推理题的选项中，有的选项会推理不到位（止于前因），或者推理过头（止于后果），这就是所谓的干扰项。因果项原则启示我们：假如四个选项中有两项互为同一事物推理过程中的因果关系，那么正确答案就是两个因果项中的其中之一。如果因项可产生几个结果，那么答案就是因；如果果项可以对应几个原因，那么答案就是果。解题方法：原文定位法。 查读法：（1）带着问题找答案，把注意力集中在与who, what, when, where问题有关的细节上。 （2）细心!3. 词义猜测型阅读理解的测试中经常有猜测词、短语、习语、句子意义的题目，近几年高考阅读中词义猜测题的考查方法呈多样化，其中根据上下文语境推测词义将会越来越多。有时短文中出现一个需猜测其意义的词或短语，后文接着会出现其定义、解释或例子，这就是判断该词或短语意义的主要依据。除此之外，我们还可以根据转折或对比关系进行判断：根据上下句的连接词，如but，however，otherwise等就可以看到前后句在意义上的差别，从而依据某一句的含义来确定另一句的含义。另外，分号（；）也可以表示转折、对比或不相干的意义。还可以根据因果关系进行判断。俗话说，有因必有果，有果必有因。根据原因可以预测结果，根据结果也可以找出原因。当然了，这些词、短语、习语要么是生词，要么是熟词新义，单靠平时积累是不够的，还要掌握以下做题技巧。（1）根据构词法（转化、合成、派生）进行判断。（2）根据文中的定义、事例、解释猜生词。用事例或解释猜生词；用重复解释的信息猜生词。（3）根据上下文的指代关系进行选择。文章中的代词it，that，he，him或them可以指上文提到的人或物，其中it和that还可以指一件事。（4）根据转折或对比关系进行判断。根据上下句的连接词如but，however，otherwise等可以看到前后句在意义上的差别，从而依据某一句的含义，来确定另一句的含义。（5）根据因果关系进行判断。俗话说，有因必有果，有果必有因。根据原因可以预测结果，根据结果也可以找出原因。（6）根据同位关系进行判断。阅读中有时出现新词、难词，后面跟着一个同位语，对前面的词进行解释。（7）利用标点符号和提示词猜测词义。分号还可以表示转折、对比或不相干的意义；破折号表示解释说明。常见的问题形式有：（1）The word  in Line  means/can be best replaced by （2）As used in the passage, the phrase  suggests（3）From the passage, we can infer that the word/phrase /the sentence  is/refers to /means（4）The word  is closest in meaning to  常用应对方法：同义法：常在词或短语之间有并列连词and或or，它们连接的两项内容在含义上是接近的或递进的，由此可以推测词义。反义法：如hot and cold, give and receive等，或前句为肯定，后句为否定。总之，互为反义的词与词间都起着互为线索的作用。释义法：对文章中的生词用定语（从句）、表语，甚至用逗号、破折号等标点符号引出并加以解释说明。此外，还有情景推断法、代词替代法等。做题要领（1）从文中找线索或信息词；（2）根据熟悉的词及词义判断新词的意思； （3）根据上下文判断新词在特定句中的确切意思。（4）要特别注意熟词新意！【典例示例】For many parents, raising a teenager is like fighting a long war, but years go by without any clear winner. Like a border conflict between neighboring countries, the parent-teen war is about boundaries: Where is the line between what I control and what you do?Both sides want peace, but neither feels it has any power to stop the conflict. In part, this is because neither is willing to admit any responsibility for starting it. From the parents point of view, the only cause of their fight is their adolescents complete unreasonableness. And of course, the teens see it in exactly the same way, except oppositely. Both feel trapped.56.What does the underlined part in Paragraph 2 mean?A. The teens blame their parents for starting the conflict.B. The teens agree with their parents on the cause of the conflict.C. The teens accuse their parents of misleading them.D. The teens tend to have a full understanding of their parents.解析：本文首先提出论点：对很多家长来说，抚养孩子就像打一场长期战争一样，没有赢家。第二段提到“战争”之长的原因：互不服气。抓住关键词：from the parents point of view; and of course, the teens, the same way。再结合题支的表述，答案为A。4. 推理判断型做题要领：既要求学生透过文章表面文字信息推测文章的隐含意思，又要求学生对作者的态度、意图及文章细节的发展作出正确的推理判断，力求从作者的角度考虑而不是固守自己的看法。常见的命题方式有：（1）The passage implies （暗示） that _.（2）We can conclude （得出结论） from the passage that _.（3）Which of the following can be inferred （推论）?（4）What is the tone （语气） of the author?（5）What is the purpose （目的） of this passage?（6）The passage is intended to _.（7）Where would this passage most probably appear? 【典例示例】Ask someone what they have done to help the environment recently and they will almost certainly mention recycling. Recycling in the home is very important of course. However, being forced to recycle often means we already have more material than we need. We are dealing with the results of that over-consumption in the greenest way possible, but it would be far better if we did not need to bring so much material home in the first place.The total amount of packaging increased by 12% between 1999 and 2020. It now makes up a third of a typical households waste in the UK. In many supermarkets nowadays food items are packaged twice with plastic and cardboard.62. The author uses figures in Paragraph 2 to show _.A. the tendency of cutting household wasteB. the increase of packaging recyclingC. the rapid growth of super marketsD. the fact of packaging overuse解析：作者在第一段分析论证之后用了一个关键句式 “ , but it would be far better if we ” 引出了论点：我们与其回收利用废品，倒不如先不要过度包装。第二段用统计数字作为论据来证明上述论点。因此选择D项。【典例示例】Why tell the truth when you can come up with a good excuse?And what is wrong with a society that thinks that making up a good excuse is like creating a work of art? One of common problems with making excuses is that people, especially young people, get the idea that its okay not to be totally honest all the time. There is a corollary（直接推论）to that: if a good excuse is “good” even if it isnt honest, then where is the place of the truth?54. What is the authors opinion about a good excuse?A. Making a good excuse is sometimes a better policy.B. Inventing a good excuse needs creative ideas.C.A good excuse is as rewarding as honesty.D. Bitter truth is better than a good excuse.解析：这是一篇驳论文。在第二段中作者用了两个疑问句和一个否定句，对 “a good excuse” 的怀疑态度体现地淋漓尽致。因此选择D项。【检测训练】1When it comes to the jobs robots could never do, you would probably put doctors and teachers at the top of the list. It's easy to imagine robot cleaners and factory workers, but some jobs need human connection and creativity. But are we underestimating （低估） what robots can do? In some cases, they already perform better than doctors at diagnosing （诊断） illness. Also, some patients might feel more comfortable sharing personal information with a machine than a person. Could there be a place for robots in education after all?British education expert Anthony Seldon thinks so. And he even has a date for the robot takeover of the classroom: 2027. He predicts robots will do the main job of transferring information and teachers will be like assistants. Intelligent robots will read students' faces, movements and maybe even brain signals. Then they will adapt the information to each student. However, it's not a popular opinion and it's unlikely that robots will ever have empathy （同理心） and the ability to really connect with humans.One thing is certain, though. A robot teacher is better than no teacher at all. In some parts of the world, there aren't enough teachers. That problem could be partly solved by robots because they can teach anywhere and won't get stressed, or tired, or move somewhere for an easier, higher-paid job.Teachers al