记叙文阅读理解应对策略 （A）.doc

记叙文阅读理解应对策略 （A） 1. 熟悉记叙文体裁特点 记叙文多介绍感人肺腑、警世惊人等富于教育意义事件的发生过程，以歌颂真善美、抨击假恶丑为写作目的，以时间、地点、人物、活动为内容要素，以时间推移、地点变换为叙述线索，以事件发生、发展、高潮、结局为文章层次。 2. 熟悉记叙文命题特点 记叙文常见题型如下： 活动目的判断题 活动目的体现记叙文写作的现实意义，因此记叙文阅读理解常出现活动目的的判断题。试题多以The author … to / in order to / so as to… 或 The author … for ... what did the author … for ? Why did the author …? 为设问方式。解题时应认真思考仔细分析作者对待定活动背景的介绍，以便准确确定其活动目的。如果文章记叙多个活动内容，应结合作者写作目的和写作线索，逐个分析活动背景，从而准确确定所指活动目的。 活动内容判断题 活动内容是记叙文的核心部分，因此记叙文阅读理解常出现活动内容判断题，试题多以What does … tell us about? What happened when the author …? What did the author do when he …? 解题时应认真阅读分析原材料，将所发生的先后顺序进行排列，从而准确推出特定时间所发生事件。 特定结果原因判断题 记叙文往往叙述一件或多件事的发生过程，常频繁交代事件发生结果及其发生原因，因此易出现特定结果原因判断题。试题常结合写作目的以Why did ……? … was … because __________ … did … because ___________...。 解题时应认真分析动作发生的前因后果、来龙去脉，并能透过现象看到本质，从而准确确定特定结果发生原因。 写作目的判断题 记叙文的写作常常是为了歌颂美德、抨击恶行，因此记叙文阅读理解常出现写作目的判断题。试题常以 Why did … write the passage? By telling his own experiences, the author tries to show ___________. The author wrote the story to ________. 为设问方式。解题时要认真阅读原文，分析作者在所描绘事件中的特定情感和态度，并思考这种态度带褒义色彩还是贬义色彩，是歌颂还是批评，歌颂什么批评什么，从而准确推断作者写作目的。 记叙文阅读理解应对策略 （B） 3. 了解高考考查情况（北京高考题）： I was 9 years old when I found out my father was ill. It was 1994 but I can remember my mother’s words as if it were yesterday. “Kerrel, I don’t want you to take food from your father, because he has AIDS. Be very careful when you are around him.” AIDS wasn’t something we talked about in my country when I was growing up. From then on, I knew that this would be a family secret. My parents were not together anymore, and my dad lived alone. For a while he could take care of himself. But when I was 12, his condition worsened. My father’s other children lived far away, so it fell to me to take after him. We couldn’t afford all the necessary medicine for him, and because Dad was unable to work. I had no money for school supplies and often couldn’t even buy food for dinner. I would sit in class feeling completely lost, the teacher’s words muffled as I tried to figure out how I was