中考阅读专题：主旨大意题
所谓主旨大意题，确实是指那些针对文章的要紧内容、主题、题目或写作目的所设置的问题。这种题要紧考查同窗们在明白得全文的基础上运用归纳、判定、归纳、推理等逻辑思维方式对文章进行高度归纳或总结的能力。通过研究近两年各地的中考题咱们发觉，此刻的阅读题远非停留在明白得文句和看懂内容上。为了增加阅读明白得题的区分度，考查学生的综合明白得能力，拉开差距，阅读题中主旨大意题和推断题明显增加。那个地址，咱们要紧来探讨主旨大意题的解题方式。
一、主旨大意题的题干表现形式 1. 要紧内容型:
What is the passage / text / article mainly about? What is the main / general idea of this passage? This passage mainly tells us about / that ______.
2. 主题型:
What is the topic / subject of the article? Which subject is discussed in the text?
3. 最正确题目型:
What is the best title for this text / passage / article? Which of the following would be the best title for this passage?
4. 写作目的型:
The purpose of this article / passage / text is to_______. The author’s main purpose of writing the passage is is the writer’s purpose of writing this passage? The article has been written to explain _______.
二、主旨大意题的解答在做主旨大意题时,不管是哪一种题型,关键的一步是要找出主题句或和主题有关的关键词,从而把握文章的主旨(main idea)。
1. 议论、说明文体的文章
在议论文和说明文中,文章的主题通常出此刻首段或末段。第一段的作用一般是给出作者的观点或引出将要介绍的事物,而末段的作用一般是总结全文、重申论点。因此,在阅读议论文和说明文时,关于首段和末段必然要认真阅读,寻觅
对全文有提纲挈领或归纳结论性的语句,因为那通常确实是文章的主题所在。 但有时文章中并非存在明确点明主题的句子,这时能够联系每段的中心句来归纳、总结,然后得出主题。因为作者对文章各个段落的安排都是牢牢围绕主题展开的,或说每段都对主题的展开和深化起到了各自的作用。因此每一个段落也是相对的一个小整体,有着各自的中心,而那个中心通常由段落中的一句话表达出来,即段落的主题句(topic sentence)。由此,咱们能够看出,文章各段的主题句组成了一篇文章的\骨架\。看清了那个\骨架\的轮廓,弄清了各段与文章主题的关系,不但全文的主旨,即即是隐藏在文字深层的作者的写作目的或用意也会跃然纸上。每段中的主题句可能出此刻段首、段尾或是段中,但以出此刻段首的情形占多数。尽管每段主题句的位置不固定,但寻觅起来也并非难。记住主题句是能简练明了地归纳全段的要紧内容,具有高度的综合性和归纳性的一句话,段内的其他句子都是对主题句的进一步说明、说明、论证或拓展。 例1:
Our neighborhood has really changed. When I last visited there, about half of the houses had been torn down (拆除)to make way for a highway. The rest of the buildings were covered with billboards (宣传板)and surrounded by traffic signs and garbage. Now the whole neighborhood has become dirty, noisy and full of cars. 【分析】
本段第一句话的归纳性最强,指出环境发生了庞大转变。其他几句话别离具体说明都发生了哪些转变,和此刻的样子。因此,第一句为本段的主题句。
2. 记叙文体的文章
记叙文通常按时刻前后或情形进展的顺序来表达。寻觅这种文章的主题时也要专门留意首段和末段,因为作者有时会在表达事件之前或以后流露出自己对它的观点和情感,而这正是解题的关键。还有些情形下,文中没有明确的主题句,即主题隐含在行文当中。必需依照文章中所提供的事实细节进行全面考虑,综合分析。这时要注意表示时刻和顺序的词语,以把握情形进展的脉络。还要专门留意那些归纳情节和中心的动词,或反映人物特点的形容词等,如此才能猜想出作者在用词、语气当中流露出的隐含信息。
例2:
Every year on my birthday, from the time I turned 12, a white gardenia (栀子花) was delivered to my house. No card ever came with it. Calls to the flower-shop were not helpful at all. After a while I stopped trying to find out the sender’s name and was just pleased with the beautiful white flower, in soft pink paper.
I never stopped imagining (想像) who the giver might be, though. Some of my happiest moments were spent daydreaming about the sender. My mother encouraged these daydreams. She’d ask me if I had been especially kind to someone. Perhaps it was the old man across the street. I’d delivered his mail during the winter. As a girl, though, I had more fun imagining that it might be a boy that I had met.
One month before my graduation, my father died. I was so sad that I became completely uninterested in my upcoming graduation dance, and I didn’t care whether I had a new dress or not. My mother, in her own sadness, however, would not let me miss any of those things. She wanted her children to feel loved. In fact, my mother wanted her children to see themselves much like the gardenia: lovely, strong and perfect, with perhaps a bit of mystery (神秘).
My mother died ten days after I was married. I was 22. That was the year the gardenias stopped coming.
Which of the following would be the best title for the text? A. A Childhood Dream B. A Mother’s Love C. A Graduation Party D. A Special Birthday 【分析】
本文写的是一名母亲在自己女儿成长的进程中以一种独特的方式——每一年在女儿生日那天不签名送女儿栀子花来表达对女儿的爱。本篇文章围绕爱展开,
中考阅读专题主旨大意题
