故事型阅读理解培训教案.pptVIP

阅读理解-故事型阅读理解 * * 专题二 故事型阅读理解 专题二　故事型阅读理解 　 专题二 │ 专题导读 故事类文章描述的是一件具体事情的发生、发展和结局， 通常有时间、地点、人物、事件等。有些故事是以事件发展的经过为主线叙述的， 在叙述的过程中有详有略；有些故事是按时间的顺序叙述的， 有顺叙、倒叙等。从总体上来讲， 故事类文章的难度通常不大， 在阅读过程中， 我们一直在某个线索的引导下， 随着作者的思路去了解一个故事或 专题导读 专题二 │ 专题导读 一件事情的始末， 因此会感到比较轻松。命题者往往从故事的情节、人物或事件之间的关系、作者的意图和态度、故事的前因和后果等方面入手， 考查学生对细节的辨认能力以及推理判断能力。阅读此类文章应特别注意：1. 若是一般故事性文章， 应找到故事的发生、发展、高潮和结局；2. 若是“哲理故事”， 要理解故事所蕴含的哲理意义；3. 若是 “奇闻轶事”， 应体会对话的风趣性， 进而才能感受幽默的精髓。 专题二 │ 真题典例 [2011·广东卷] A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a 真题典例 专题二 │ 真题典例 minute，” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar？” The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for a briefcase (公文包) and standing before my full- length mirror, repeating the words, “Hello, class, Im Mr. Davis.” 专题二 │ 真题典例 Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy. 专题二 │ 真题典例 I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required. 专题二 │ 真题典例 “All right then，” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had bee