全市高三英语
第6讲高考文学作品阅读及任务型阅读经典题分析、策略
指导与训练
（一）文学作品阅读
一、题型分析
“文学与艺术”是高中新课标24话题之一。
该话题主要包括各种文学类型、艺术形式、文化名人以及艺术家等方面。
高考英语阅读理解常涉及文学与艺术话题，旨在要求考生在日常生活中多关注当代文学与艺术的发展动向，多涉足文学与艺术领域，亲自去感受文学与艺术的魅力，开阔视野，提升文学素养。
本课我们将主要探讨如何做好文学作品的阅读。
1.高考英语阅读理解中文学作品的常见形式：
1）文学作品原文或选段，如2019年江苏高考试题阅读理解D篇。
2）与经典文学作品相关的介绍、评论、反思等文章，如2012年江苏高考试题阅读理解D 篇。
2.高考英语阅读理解中文学作品的命题特点：
1）文章普遍较长，字数多在600字以上。
2）文章多以记叙文为主，在阅读时需关注文学作品的常见六大要素（setting,characters,plot,feeling,symbolism,theme）
3. 真题链接
【2019年江苏高考试题阅读理解D篇】
The 65-year-old Steve Goodwin was found s uffering from early Alzheimer’s(阿尔楚海默症). He was losing his memory.
A software engineer by profession, Steve was a keen lover of the piano, and the only musician in his family. Music was his true passion, though he had never performed outside the family.
Melissa, his daughter, felt it more than worthwhile to save his music, to which she fell asleep catch night when she was young. She thought about hiring a professional pianist to work with her father.
Naomi, Melissa’s best friend and a talented pianist, got to know about this and showed willingness to help.
“Why do this?” Steve wondered.
“Because she cares.” Melissa said.
Steve nodded, tears in eye.
Naomi drove to the Goodwin home. She told Steve she’d love to hear him play. Steve moved to the piano and sat at the bench, hands trembling as he gently placed his fingers on the keys.
Naomi put a small recorder near the piano, Starts and stops and mistakes. Long pauses, heart sinking. But Steve pressed on, playing for the first time in his life for a stranger.
“It was beautiful." Naomi said after listening to the recording. “The music was worth saving.”
Her responsibility, her privilege, would be to rescue it. The music was sill in Steve Goodwin. It was bidden in rooms with doors about to be locked.
Naomi and Steve met every other week and spent hours together. He’d move his fingers clumsily on the piano, and then she’d take his place. He struggled to explain what he heard in his head. He stood by the piano, eyes closed, listening for the first time to his own work being played by someone else.
Steve and Naomi spoke in musical code lines, beats, intervals, moving from the root to end a song in a new key. Steve heard it. All of it. He just couldn’t play it.
Working with Naomi did wonders for Steve. It had excited within him the belief he could write one last song. One day, Naomi received an email. Attached was a recording, a recording of loss and love, of the fight. Steve called it “Melancholy Flower”.
Naomi heard multiple stops and starts, Steve struggling, searching while his wife Joni called him “honey” and encouraged him. The task was so hard, and Steve, angry and upset, said he was quitting. Joni praised him, telling her husband this could be his signature piece.
Naomi managed to figure out 16 of Steve’s favorite, and most personal songs. With Naomi’s help, the Goodwin family found a sound engineer to record Naomi playing Steve’s songs. Joni thought that would be the end. But it wasn’t.
In the months leading up to the 2016 Oregon Repertory Singers Christmas concert, Naomi told the director she had a special one in mind: “Melancholy Flower”
She told the director about her project with Steve. The director agreed to add it to the playing list. But Naomi would have to ask Steve’s permission. He considered it an honor.
Af ter the concert, Naomi told the family that Steve’s music was beautiful and professional. It needed to be shared in public.
The family rented a former church in downtown Portland and scheduled a concert. By the day of the show, more than 300 people had said they would attend.
By then, Steve was having a hard time remembering the names of some of his friends. He knew the path his life was now taking. He told his family he was at peace.
Steve arrived and sat in the front row, surrounded by his family. The house lights faded. Naomi took the stage. Her fingers. His heart.
65.Why did Melissa want to save her father’s music?
A. His music could stop his disease from worsening.
B. She wanted to please her dying old father.
C. His music deserved to be preserved in the family.
D. She wanted to make her father a professional.
66.After hearing Steve’s playing, Naomi ________.
A. refused to make a comment on it
B. was deeply impressed by his music
C. decided to free Steve from suffering
D. regretted offering help to her friend
67.How can the process of Steve’s recording be described?
A. It was slow but productive.
B. It was beneficial to his health.
C. It was tiresome for Naomi.
D. It was vital for Naomi’s career.
68.Before Steve finished “Melancholy Flowe r," his wife Joni _______.
A. thought the music talent of Steve was exhausted
B. didn’t expect the damage the
disease brought about
C. didn’t fully realize the value of her husband’s music
D. brought her husband’s music career
to perfection
69.How did Steve feel at the concert held in downtown Portland？
A. He felt concerned about his illness.
B. He sensed a responsibility for music.
C. He regained his faith in music.
D. He got into a state of quiet.
70.What can be a suitable title for the passage?
A. The Kindness of Friends
B. The Power of Music
C. The Making of a Musician
D. The Value of Determination
二、技法点拨
1. 核心技法：读文求快，解题求准
2. 读文技法：
1）核心词汇读文法
例如：文章第一段The 65-year-old Steve Goodwin was found suffering from early Alzheimer’s (阿尔楚海默症). He was losing his memory. 其中Steve Goodwin，Alzheimer’s (阿尔楚海默症)，losing his memory，都是关键词，抓住这些关键词我们就可以轻松理解句意“65岁的古德云被发现患有早期阿尔茨海默氏症，他失去了记忆”，并为文章的进一步阅读打下良好基础。
3. 题型技法
1）细节理解题
解题思路：定位→ 理解→ 对比选项
65.Why did Melissa want to save her father’s music?
A. His music could stop his disease from worsening.
B. She wanted to please her dying old father.
C. His music deserved to be preserved in the family.
D. She wanted to make her father a professional.
2) 推理判断题
解题思路：定位→ 理解→ 逻辑推理→ 对比选项
69.How did Steve feel at the concert held in downtown Portland？
A. He felt concerned about his illness.
B. He sensed a responsibility for music.
C. He regained his faith in music.
D. He got into a state of quiet.
3)主旨大意题
解题思路：抓住中心句和关键词理解全文、段落→ 归纳概括→ 对比选项
70.What can be a suitable title for the passage?
A. The Kindness of Friends
B. The Power of Music
C. The Making of a Musician
D. The Value of Determination
三、巩固训练
【无锡市2017届高三第一次调研测试D】
“I moved him,” the old man said. “I moved him then.” He felt faint again now but he held on the great fish all the strength that he could. I moved him, he thought. Maybe this time I can get him over. Pull, hands, he thought. Hold up, legs. Last for me, head. Last for me. You never went. This time I'll pull him over.
But when he put all of his effort on, starting it well out before the fish came alongside and pulling with all his strength, the fish pulled part way over and then righted himself and swam away.
“Fish,” the old man said. “Fish, you are going to have to die anyway. Do you have to kill me too?”
That way nothing is accomplished, he thought. His mouth was too dry to speak but he could not reach for the water now. I must get him alongside this time, he thought. I am not good for many more turns. Yes, you are, he told himself. You're good for ever.
On the next turn, he nearly had him. But again the fish righted himself and swam slowly away.
You are killing me, fish, the old man thought. But you have a right to. Never have I seen a greater, or more beautiful, or a calmer or more noble thing than you, brother. Come on and kill me.
I do not care who kills who.
Now you are getting confused in the head, he thought. You must keep your head clear. Keep your head clear and know how to suffer like a man. Or a fish, he thought.
“Clear up, head，” he said in a voice he could hardly hear. “Clear up.”
Twice more it was the same on the turns.
I do not know, the old man thought. He had been on the point of feeling himself go each time.
I do not know. But I will try it once more.
He tried it once more and he felt himself going when he turned the fish. The fish righted himself and swam off again slowly with the great tail weaving in the air.
I'll try it again, the old man promised, although his hands were mushy now and he could only see well in flashes.
He tried it again and it was the same. So he thought, and he felt himself going before he started; I will try it once again.
The old man dropped the line and put his foot on it and lifted the harpoon(鱼叉) as high as he could and drove it down with all his strength, and more strength he had just summoned(召集), into the fish's side just behind the great chest fin that rose high in the air to the altitude of the man's chest. He felt the iron go in and he leaned on it and drove it further and then pushed all his weight after it.
Then the fish came alive, with his death in him, and rose high out of the water showing all his great length and width and all his power and his beauty. He seemed to hang in the air above the old man in the skiff. Then he fell into the water with a crash that sent spray(喷) over the old man and over all of the skiff.
1. Why did the old man keep talking to himself while fighting against the fish?
A. To rescue himself from great pressure.
B. To remind himself of the hidden danger.
C. To prevent himself from feeling tired.
D. To give himself constant encouragement.
2. Which of the following statements is TRUE about the fisherman?
A. The fisherman seemed to be playing a catandmouse game with the fish.
B. The fisherman showed respect for his rival in this fierce battle.
C. The fisherman has been fighting with the fish for long, which made him anxious.
D. The fisherman, experienced as he was in fishing, nearly got killed on several occasions.
3. What can be inferred from the sentence “Fish, you are going to have to die anyway”(Para.3)?
A. Quite a few fishermen were chasing and hunting the fish.
B. The fish had been seriously injured and couldn't live long.
C. The old man had much confidence in catching the fish.
D. As a matter of fact, the fish was too old to live any longer.
4. Which of the following words best describes the old man?
A. Ambitious.
B. Aggressive.
C. Strongwilled.
D. Sympathetic.
（二）任务型阅读
一、题型分析
1. 考查目的
任务型阅读是根据《普通高中课程标准（实验）》提出的“优化学习方式，提高自主学习能力即通常强调的Learn through doing ”的理念而设计，旨在考查考生根据学习任务的需要“用英语获取信息、处理信息、分析和解决问题能力---真正达到培养学生英语思维的能力”。
该题型要求考生在阅读所给语言材料的基础上对相关信息进行加工，在读透文章、把握主题、理清文脉和审清题意的基础上以完成表格或图表的形式完成相关文字表达的任务。
2. 考题题例
1）信息查找题---考查获取信息能力
2）信息转换题---考查处理信息能力
3）信息概括题---考查解决问题的综合能力及用英语进行思维和表达能力
三年考情统计
二、技法点拨
1. 解题的基本步骤
第一步：扫读表格，通过对表格略加分析来厘清文章的框架，对考试内容做到心中有数1）.熟悉表格的结构：顶端栏内的内容常常是文章的标题(如2019、2017)；左栏的内容通常就是短文段落的主题；表格的右栏一般是对左栏内容进行说明或阐述的重要细节，因此左右栏的内容是相辅相成的。
读懂了表格标题有助于理解短文及表格的大意，了解表格结构和题目的设置。
2）.关注“三空”(“概括词”空、“短语搭配”空及“行文逻辑”空)：
①概括词空一般在左栏(注意表格前的小标题通常就是段落和表格的主题句)，在其对应的右栏中能找到一个共性的词语，或“隐”或“显”。
“显”的方面：根据右栏的叙述很快就能填上类似于advantages, definition, concept, difference, disadvantages, explanations, reasons, approaches, causes等等常规词汇。
不过江苏高考更倾向于考查根据右栏的“隐性”词语分析得出的能力(要擅于捕捉和解读“隐性词”信息)。
②读空格前后，尽快去发现是否有熟悉的短语搭配信息。
③读空格前后信息判断是否存在着某种逻辑常识信息。
第二步：结合表格框架结构浏览全文，迅速定位，通过仔细比较甄别来确定正确答案一般说来，任务型阅读题的命题设置还是根据文章的结构来设题的。
所以可以大体快速定位，对信息进行比较甄别确定正确答案。
注意正确答案除了要避免时态、人称、单复数形式的错误，更不能出现拼写、大小写等低级错误外，还要考虑其他三个方面：①简洁性：根据试题的要求，填入一个最恰当的词，因此必须对所获取的信息进行浓缩、改写，用最恰当的词简洁地表达重要信息；②对称性：对试题所在表格的上下、左右进行研究，挖掘出其表达形式的共性，如名词短语、非谓语动词短语及介词短语等都应保持一致；③概括性：在最大程度上覆盖有关栏目内的全部信息。
2. 解题的具体方法
信息查找题
命题特点：这类题目要求考生快速在文章中查找相关句子，筛选信息，并用文章中的词填空。
解题方法：将表格中的有关部分与原文相关句子进行比对，获取到相关单词。
有时试题和原文句型句式不同，需简单地进行逻辑推理，然后找到相应的单词，一般不需变化，直接填入。
例①(2011年江苏卷)
Why Bother?
Why do we apologize? Why do we ever put ourselves in situations likely to be difficult, embarrassing, and even risky? Leaders who apologize publicly could be an easy target. They are expected to appear strong and capable. And whenever they make public statements of any kind, their individual and institutional reputations are in danger. Clearly, then, leaders should not apologize often or lightly. For a leader to express apology, there needs to be a good, strong reason. Leaders will publicly apologize if and when they think the costs of doing so are lower than the costs of not doing so.
Being public figures, leaders are (77) ▲to appear strong and capable.
例②(2012年江苏卷)In July 2010 Burt’s Bees, a personal-care products company, was going through enormous change as it began a global expansion into 19 new countries. In this kind of
high-pressure situation, many leaders bother their assistants with frequent meetings or flood their in-boxes with urgent demands. In doing so, managers lift everyone’s anxiety level, which activates the part of the brain that processes threats and steals resources from the prefrontal cortex(大脑皮层), which is responsible for effective problem solving.
Such a management style may result in greater (72) ▲and less productivity in the assistants.
信息转换题
命题特点：这类题型需要找到能够替换原文相关句子中的某些词汇的新词汇。
解题方法：信息转换题是典型的二次加工题型，需要我们考生有基本的构词法知识，对句子成分和词性的对应关系要有明确清晰的理解。
做题时，不但要找到与试题相关的句子信息，还要根据词法和句法知识以及上下文的逻辑关系进行加工，从而提炼出新词。
可细分为如下两种情况：
①词性、词形转换：被考查单词在原文和试题中充当的句子成分不同，因而需在不同词性(名词、动词、形容词、副词等)之间进行转换；或者因为语法需要，需要在动词的谓语、非谓语形式之间，主动、被动之间转换。
②句型、词汇转换：试题中的被考查单词在原文中找不到同根词，无法获取单词进行转换，需根据原文中相应句子的意义和上下文逻辑关系进行句型转换，或者选用合适的其他词汇。
例①(2015年江苏卷)News of the first kind pays its rewards at once. A reader can enjoy an indirect experience without any of the dangers or stresses involved. He can tremble wildly at an axe-murder, shake his head sympathetically and safely at a hurricane, identify himself with the winning team, laugh understandingly at a warm little story of children or dogs.
News of immediate reward will seemingly take their readers to the very frightening scene without actual (73) ▲.
例②(2014年江苏卷)Schools try to teach kids about the dangers of negative peer pressure. They teach kids to stand up and be themselves, and encourage them to politely decline to do things that they believe are wrong. Similarly, it can be helpful to encourage children to greet the beneficial influence of positive peer groups.
To avoid the danger of negative peer pressure, kids should learn to be independent when necessary, and say (80) ▲to anything that is wrong or illegal.
信息概括题
命题特点：信息概括题要求考生对全文或段落进行总体语篇把握，并结合表格的设置特点，从而归纳和概括出空格所需单词，作为文章或段落的标题或小标题。
解题方法：寻找文章或段落主题句；根据问题查找定位信息，找出共性的东西，填上结论性词汇。
有的题在原文中可能找不到明显对应的信息句，这就要求我们首先要确定信息区域，然后对该区域进行认真地分析归纳，填上归纳性词汇。
例①
例②(2010年江苏卷)
三、巩固训练
(2016年江苏卷)
An Extension of the Human Brain
Other people can help us compensate for our mental and emotional deficiencies(欠缺), much as a wooden leg can compensate for a physical deficiency. To be exact, other people can extend our intelligence and help us understand and adjust our emotions. When another person helps us in such ways, he or she is partic ipating in what I’ve called a “social prosthetic(义肢的)system.” Such systems do not need to operate face-to-face, and it’s clear to me that the Internet is expanding the range of my own social prosthetic systems. It’s already a big bank of many minds. Even in its current state, the Internet has extended my memory and judgment.
Regarding memory: Once I look up something on the Internet, I don’t need to keep all the details for future use—I know where to find that information again and can quickly and easily do so. More generally, the Internet functions as if it were my memory. This function of the Internet is particularly striking when I’m writing; I’m no longer comfortable writing if I’m not connected to the Internet. It’s become natural to check facts as I w rite, taking a minute or two to dip into PubMed, Wikipedia, or other websites.
Regarding judgment: The Internet has made me smarter in matters small and large. For example, when I’m writing a textbook, it has become second nature to check a dozen definiti ons of a key term, which helps me dig into the core and understand its meaning. But more than that, I now regularly compare my views with those of many others. If I have a “new idea”, I now quickly look to see whether somebody else has already thought of it, or something similar—and I then compare what I think with what others have thought. This certainly makes my own views clearer. Moreover, I can find out whether my reactions to an event are reasonable enough by reading about those of others on the Internet.
These effects of the Internet have become even more striking since I’ve begun using a smartphone. I now regularly pull out my phone to check a fact, watch a video, read weibo. Such activities fill the spaces that used to be dead time(such as waiting for somebody to arrive for a lunch meeting).
But that’s the upside(好处).The downside is that in those dead periods I often would let my thoughts flow and sometimes would have an unexpected insight or idea. Those opportunities are now fewer and farther between.。
