体裁教学法及高三英语阅读专项复习
浅谈高中英语阅读教学的体裁教学法
浅谈高中英语阅读教学的体裁教学法在我国高中英语教学中,阅读占有非常重要的地位,这一点从每年高考试卷阅读题的分值比例中可见一斑。
高中英语阅读课一直倍受教师的重视,但教学效果却总是不理想。
在传统的英语教学实践中,相当多的高中教师关注的是词汇和句子结构,教学的重点往往集中于词义的解释和句子的语法结构分析上。
其实,阅读理解(Reading Comprehension)是高中英语教学的侧重点,其目的是不仅要让学生学会语言知识,获取文章提供的信息,领悟文章的内涵,更重要的是要使学生掌握阅读的方法和技能,成为有独立阅读能力的人。
因此,教师在阅读课教学中采取何种阅读教学方法是一个十分重要的问题,应该引起我们的重视和思索。
一、体裁教学法内含“体裁教学法”是建立在语篇的体裁分析基础上,即把体裁和体裁分析理论自觉地运用到课堂教学中,围绕语篇的图式结构开展的教学活动。
“体裁教学法”的优点:(1)运用“体裁教学法”进行阅读教学,能使学生(尤其的具有初级或中级水平的第二语言学习者)掌握相对稳定的、可以借鉴和依赖的语篇模式,从而增强其理解语篇和创作语篇的信心。
(2)从长远看,“体裁教学法”可以开发学生的创造性思维能力。
当学生熟练掌握体裁的结构之后,就能对这些体裁运用自如,从而创造出丰富多彩的语篇。
二、体裁教学法在高中英语阅读课教学中的应用1、记叙文阅读教学方法及课文篇目记叙文是以叙述、描写为主要手法,以记人、叙事为主要内容的文章。
常见的有新闻报导、通讯、回忆录、传记、故事、游记等。
高中英语三册课本中,以传记和故事类的文章居多,所以,下面我就着重叙述这两种文体的教学方法。
(1)、传记。
传记属记叙文的一种,是用来记载人物生平事迹的文章。
在教学过程中,教师要指导学生通过时间和事件的关系把握文章的主线。
此类体裁的文章通常被分为四部分,即 A. childhood years;B. early manhood;C. great achievement;D. remarks.教师应当引导学生按照下列主线来理解传记类文章:人物(who)→时间与事件(time and events)→成功/成就/信仰(success/achievements/belief)→评价(evaluation)。
新教材适用2024版高考英语二轮总复习第2部分阅读能力突破篇专题1阅读理解第5讲体裁破解__应用文课
the restaurant is true to Thai cuisine's roots, yet still manages to add a special twist．This place is good for a candlelit dinner or a work meeting with colleagues who appreciate fine food．For those extremely hungry there's a large set menu．
1．先题后文：先读题目，了解考点；明确目的，快速捕捉，获取 信息。
2．题干定向：据题干关键词找到原文答案所在的范围，按照题目 顺序依次而下，问题与原文相同，对号入座，通过同义替换、归纳事实 等方法确定答案。
3．遇到生词，如无关答题，直接跳过；涉及答题，则根据语境、 构词法等猜测词义。
4．对于影响理解的省略句，可根据语境补全信息。
21．What do Nahm and Issaya Siamese Club have in common？____ A．They adopt modern cooking methods． B．They have branches in London． C．They have top-class chefs． D．They are based in hotels． 【解题示范】 第一步：浏览全文 把握主旨大意：本文是一篇应 用文，介绍了一些关于从哪里开始你的曼谷美食之旅的建议； 第二步：题干定位：根据题干中的关键词：Nahm和Issaya Siamese Club定位段落；
体裁教学法用于高中英语阅读教学中的对策
体裁教学法用于高中英语阅读教学中的对策摘要：随着素质教育的不断深化，如何提高学生的英语阅读能力，已经成为教育工作者的关注热点。
而在高中教育阶段，学生的英语阅读能力一直是高考英语测试的考察重点，体裁教学法是一种对文章结构进行语篇分析的教学方式，应用在高中英语教学中，能够促使学生更加深入了解文章主旨，进一步帮助学生知识迁移，对同类体裁文章的理解加深。
本文以《高中牛津译林版（2020）》教材为例，由于教材体裁主要以议论文、记叙文、说明文以及应用文为主，高中教师在针对不同体裁文章进行教学时，应找准教学重点，应用适当的教学方式，构建趣味性的英语阅读课堂，才能帮助学生掌握正确的阅读方法和技巧。
关键词：高中英语；体载教学法；阅读教学中；对策一、体裁教学法在英语议论文阅读中的教学策略在新课程改革背景下，英语课程教学的内容和要求发生变化，教师开始注重学生英语学科素养的培养。
传统的高中英语阅读教学中，教师为帮助学生获得更高的阅读分数，往往忽略对学生信息获取能力的培养，从而导致学生无法把握语篇，依然停留在浅层阅读。
体裁教学法的应用更能增强英语阅读教学效果，这种教学方法基于主题语境、语篇类型、语言技巧以及文化知识等内容对学生进行学习指导，能够有效增强学生的文章理解能力，提高语言表达能力。
教师也要特别注意，对不同的体裁文章教学也要找准不同的侧重点，才能引导学生进行思考，对同类型的文章理解更为深刻。
以“ Let's talk teens”为例，利用体裁教学法开展阅读指导。
教材中文章属于议论文，议论文的三要素是论点、论据和论证。
在英语阅读中同学们需要掌握议论文的一大阅读技巧即“separatingfacts from opinions"。
在阅读教学中指导学生注意连接词，注意论据与论据之间层层递进的关系。
首先，教师指导学生进行读前预测，通过简单的阅读，能够帮助学生了解故事背景知识，同时也能检验学生体裁类型的掌握能力，在学生进行阅读之前教师也要提出相关的问题，能够进一步引导学生找准阅读方向，比如“Can you guess the general ideaof the passage by reading the headings？”。
新教材适用2024版高考英语二轮总复习第2部分阅读能力突破篇专题1阅读理解第7讲体裁破解__说明文教
第7讲体裁破解——说明文说明文通常运用举例子、作比较、分类别、析结果、列数字和作引用等手法，描述-项研究或者介绍一项新产品、新技术，以及介绍场馆,分析社会现象、语言文化、人文地理、生物的生存状况等,用平实的语言客观地说明事物、解释现象。
事物说明文常用“总一分”式或“总一分一总”式结构;事理说明文采用由浅人深、由表及里、由现象到本质,逐层递进,剖析事理的递进式结构;文章各部分内容没有主次轻重之分时常用并列式结构;如果需要通过两个事物的对照和比较来说明其异同时常用对照式结构。
说明文通常不包含作者的个人观点。
辨明题类说明文阅读理解主要考查考生对词汇和句式的掌握和运用情况，阅读量大，生僻词汇多，句式结构复杂，题目往往涉及推理判断题和主旨大意题。
因此，阅读说明文时，应把握文章结构，弄清作者所要说明的事物；另外，考生在平时的学习中应多积累阅读词汇，提高分析长难句的能力。
技法点拨1．抓首尾段：首段往往提出文章的主题，尤其是研究类说明文，研究结果就是主题；尾段往往重申强调主题。
2．梳理文章结构：是整体叙述＋细节或者是过程说明＋概括评述；是现象＋原因＋后果/启示/措施还是研究发现/调查结果＋研究/调查过程。
3．结合语境和所学语法知识破解结构复杂的长难句。
真题体验(2023·新高考全国Ⅰ卷C)The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it's right for you．To do so, I divided the book into two parts．In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people's digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy．Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter．This process requires you to step away from optional online activities for thirty days．At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believewill provide massive benefits to the things you value．In the final chapter of part one, I'll guide you through carrying out your own digital declutter．In doing so, I'll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter．You'll hear these participants' stories and learn what strategies worked well for them, and what traps they encountered that you should avoid．The second part of this book takes a closer look at some ideas that will help you cultivate(培养) a sustainable digital minimalism lifestyle．In these chapters, I examine issues such as the importance of solitude(独处) and the necessity of cultivating high-quality leisure to replace the time most now spend on mindless device use．Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter．You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that works for your particular circumstances．30．What is presented in the final chapter of part one？A．Theoretical models．B．Statistical methods．C．Practical examples．D．Historical analyses．【解题示范】第一步：浏览全文把握主旨大意：本文是一篇说明文。
体裁教学法与高中英语阅读教学
新的内涵，也让我们从更深层次来审阅阅读教学。体裁教学法能让学生 了解和掌握不同体裁的语篇的建构过程及图式结构，增强学生对语篇
的理解并提高阅读速度。但是，体裁教学法也有它的不足之处：体裁的 规约性可能导致教学活动具有浓厚的“规定主义”色彩[8]，即在阅读教学 中，一旦学生在体裁类型的识别方面遇到困难，就会影响其阅读理解的
科技信息
专题论述
体裁教学法与高中英语阅读教学
山东师范大学大学外语教育学院 董苗苗
［摘 要］体裁教学法是体裁、体裁分析理论、教学法相结合的产物，以其多层次的语篇分析为英语阅读教学提供了新的发展契机。 本文将体裁教学法与英语阅读相结合，从体裁分析的角度对其在高中英语阅读教学中的应用进行了探讨。 ［关键词］体裁分析 (things); Which—— —events; What—— —results. Beginning—— —Developing—— —Ending （一）说明文的阅读教学方法
说明文是以说明为主要表达方式来解说事物、阐明事理而给人知 识的文章体裁。它通过揭示概念来说明事物特征、本质及其规律性。理 解说明文的关键在于把握其所说明的事物的特征和本质。因此，教师应 引导学生按照 Topic Sentence—Further Explanation—Examples 的写作特 点和规律进行说明文的阅读，从而迅速理解文章的主旨和主要内容。
进程。因此，如何将体裁教学法有效地应用到高中英语教学中，需要在 今后的实践中不断进行摸索探讨。
参考文献 ［1］韩金龙, 秦秀白.体裁分析与体裁教学法［J］.外语界，2000(1). 11- 18. ［2］Bhatia VK.Analyzing Genre: Language Use in Professional Settings ［M］.London: Longman.1993. ［3］秦秀白.体裁分析概说［J］.外国语，1997(6).8- 15. ［4］丁建新.体裁分析的传统与前沿［J］.外语研究，2007(6).13- 18 ［5］Swales JM.Genre Analysis: English in Academic and R esearch Setting［s M］.USA: Cambridge, University Press, 1990.45- 48. ［6］Swales JM.R esearch Genres: Exploration and Application［M］.USA: Cambridge University Press, 2004. ［7］Hasan R .Text in the systemic- functional model［A］.In W.Dressler (ed.).Current Trends in Text Linguistics ［C］.Berlin: Walter de Gruyler, 1978: 228- 246. ［8］李奇, 折鸿雁.体裁教学法的理论依据与实践［J］.外语教学, 2003, 3(24): 70- 72.
最新高考英语复习专项阅读理解体裁练习附答案
课时10阅读理解体裁解读(1)—记叙文【体裁解读】高考阅读理解体裁纷繁多样，但每套试卷通常包含一到两篇记叙文。
在所有的阅读体裁中，记叙文的难度相对是比较低的。
如果掌握了阅读的技巧，多多实践，阅读能力就会大大提高。
1．记叙文写作特点记叙文是一种记载和叙述事件由来，描绘事物和人物情景状态、过程及发展的文体。
消息、通讯、传记、游记、小说、童话、寓言以及记叙性的散文等文体，都属于记叙文的范畴。
就写作顺序而言，记叙文要么是按时间顺序，要么是按事件的重要性的顺序来展开。
不管是哪种叙述方法，最后经常会有一两句话抒发作者的情绪与感悟，这是记叙文的精华所在，也是阅读的难点所在，可谓“一篇之妙，在于落句”。
2．记叙文命题特点从命题形式上看，常见的有细节理解、词义猜测、主旨大意、推理判断、作者意图等题型。
除了推论或词义辨识题，记叙文命题的顺序一般都会按照文章的脉络和故事发展的顺序层层推进，否则就会觉得别扭，逻辑不通。
同时，记叙文需要事件的发展过程作支撑，一半以上的题目都会用来检测考生对故事的了解，因此，我们必须弄明白整件事情的发展脉络。
而其余像主旨大意、作者意图之类的题目，则取决于文章的落句，集中考查对作者所发的感触的理解。
总之，细节题是记叙文命题的主流题型。
而寓意之类的题则是高一层次的题，有一定的难度和区分度，它们是拉开差距的题，答对了这些题，你才有可能成功地跻身高分之列。
综上所述，记叙文的应对策略：不漏细节，奠定基础；把准寓意，方能成功。
体裁演练(2017·全国新课标Ⅰ)I work with Volunteers for Wildlife，a rescue and education organization at Bailey Arboretum in Locust Valley.Trying to help injured，displaced or sick creatures can be heartbreaking；survival is never certain.However，when it works，it is simply beautiful.I got a rescue call from a woman in Muttontown.She had found a young owl (猫头鹰) on the ground.When I arrived，I saw a 2- to 3-week-old owl.It had already been placed in a carrier for safety.I examined the chick (雏鸟) and it seemed fine.If I could locate the nest，I might have been able to put it back，but no luck.My next work was to construct a nest and anchor it in a tree.The homeowner was very helpful.A wire basket was found.I put some pine branches into the basket to make this nest safe and comfortable.I placed the chick in the nest，and it quickly calmed down.Now all that was needed were the parents，but they were absent.I gave the homeowner a recording of the hunger screams of owl chicks.These advertise the presence of chicks to adults；they might also encourage our chick to start calling as well.I gave the owner as much information as possible and headed home to see what news the night might bring.A nervous night to be sure，but sometimes the spirits of nature smile on us all! The homeowner called to say that the parents had responded to the recordings.I drove over and saw the chick in the nest looking healthy and active.And it was accompanied in the nest by the greatest sight of all—LUNCH！The parents had done their duty and would probably continue to do so.1．What is unavoidable in the author's rescue work according to paragraph 1?A．Efforts made in vain.B．Getting injured in his work.C．Feeling uncertain about his future.D．Creatures forced out of their homes.2．Why was the author called to Muttontown?A．To rescue a woman.B．To take care of a woman.C．To look at a baby owl.D．To cure a young owl.3．What made the chick calm down?A．A new nest. B．Some food.C．A recording. D．Its parents.4．How would the author feel about the outcome of theevent?A．It's unexpected. B．It's beautiful.C．It's humorous. D．It's discouraging.【能力提升】ABenjamin West，the father of American painting，showed his talent for art when he was only six years of age.But he did not know about brushes before a visitor told him he needed one.In those days，a brush was made from camel's hair.There were no camels nearby.Benjamin decided that cat hair would work instead.He cut some fur from the family cat to make a brush.The brush did not last long.Soon Benjamin needed more fur.Before long，the cat began to look ragged(蓬乱)．His father said that the cat must be sick.Benjamin was forced to admit what he had been doing.The_cat's_lot_was_about_to_improve.That year，one of Benjamin's cousins，Mr.Pennington，came to visit.He was impressed with Benjamin's drawings.When he went home，he sent Benjamin a box of paint and some brushes.He also sent six engravings(版画) by an artist.These were the first pictures and first real paint and brushes Benjamin had ever seen.In 1747，when Benjamin was nine years old，Mr.Pennington returned for another visit.He was amazed at what Benjamin had done with his gift.He asked Benjamin's parents if he might take the boy back to Philadelphia for a visit.In the city，Mr.Pennington gave Benjamin materials for creating oil paintings.The boy began a landscape(风景)painting.William Williams，a well-known painter，came to see him work.Williams was impressed with Benjamin and gave him two classic books on painting to take home.The books were long and dull.Benjamin could read only a little，having been a poor student.But he later said，“Those two books were my companions by day，and under my pillow at night.” While it is likely that he understood very little of the books，they were his introduction to classical paintings.The nine-year-old boy decided then that he would be an artist.1．What is the text mainly about?A．Benjamin's visit to Philadelphia.B．Williams' influence on Benjamin.C．The beginning of Benjamin's life as an artist.D．The friendship between Benjamin and Pennington.2．What does the underlined sentence in paragraph 3 suggest?A．The cat would be closely watched.B．The cat would get some medical care.C．Benjamin would leave his home shortly.D．Benjamin would have real brushes soon.3．What did Pennington do to help Benjamin develop his talent?A．He took him to see painting exhibitions.B．He provided him with painting materials.C．He sent him to a school in Philadelphia.D．He taught him how to make engravings.4．Williams' two books helped Benjamin to ________.A．master the use of paintsB．appreciate landscape paintingsC．get to know other paintersD．make up his mind to be a painterBMy elder brother Steve gave me important lessons in values that helped me grow into an adult after our father died when I was six.For instance, Steve taught me to face the results of my behavior. Once when I returned in tears from a Saturday baseball game, Steve took time to ask me what had happened. When Iexplained that my baseball had broken Mrs. Holt's basement window, Steve encouraged me to confess to it. After all, I should have been playing in the park and not in the path between buildings. Although my knees knocked as I explained to Mrs. Holt, I offered to pay for the window if she would return my ball. I also learned from Steve that personal property (财产) is a sacred thing. After I found a shiny silver pen in my fifth-grade classroom, I wanted to keep it, but Steve explained that it might be important to someone else. I returned the pen to my teacher, Mrs. Davids, and she praised me.Yet of all the instructions Steve gave me, his respect for life is the most vivid in my mind. When I was twelve, I killed an old brown sparrow in the yard with a BB gun. Excited with my accuracy, I screamed to Steve to come from the house to take a look. I shall never forget the way he stood for a long moment and stared at the bird on the ground. Then in a dead, quiet voice, he asked, “Did it hurt you first, Mark？” I didn't know what to answer. He continued with his eyes firm，“ The only time you should even think of hurting a living thing is whether it hurts you first. And then you think a long, long time. ”I really felt terrible then, but that moment stands out as the most important lesson my brother taught me.5．What does the underlined word “confess” in Paragraph 2 mean?A．Cover. B．Admit.C．Deny. D．Agree.6．How did the author feel when he faced Mrs. Holt?A．He was unwilling.B．He felt frightened.C．He appeared challenging.D．He was light-hearted.7．Which was the most important lesson the author learned from his brother?A．Care for the property of others.B．The value of honesty.C．Responsibility for one's actions.D．Respect for living things.8．What technique does the author mainly use to organize the text?A．Time order. B．Cause and effect.C．Examples. D．Logical reasoning.CI first met Paul Newman in 1968，when George Roy Hill，the director of Butch Cassidy and the Sundance Kid，introduced us in New York City.When the studio didn't want me for the film—it wanted somebody as well known as Paul—he stood up for me.I don't know how many peoplewould have done that; they would have listened to their agents or the studio powers.The friendship that grew out of the experience of making that film and The Sting four years later had its root in the fact that although there was an age difference，we both came from a tradition of theater and live TV.We were respectful of craft (技艺) and focused on digging into the characters we were going to play.Both of us had the qualities and virtues that are typical of American actors: humorous，aggressive，and making fun of each other—but always with an underlying affection.Those were also at the core (核心) of our relationship off the screen.We shared the belief that if you're fortunate enough to have success，you should put something back—he with his Newman's Own food and his Hole in the Wall camps for kids who are seriously ill，and me with Sundance and the institute and the festival.Paul and I didn't see each other all that regularly，but sharing that brought us together.We supported each other financially and by showing up at events.I last saw him a few months ago.He'd been in and out of the hospital.He and I both knew what the deal was，and we didn't talk about it.Ours was a relationship that didn't need a lot of words.9．Why was the studio unwilling to give the role to the author at first?A．Paul Newman wanted it.B．The studio powers didn't like his agent.C．He wasn't famous enough.D．The director recommended someone else.10．Why did Paul and the author have a lasting friendship?A．They were of the same age.B．They worked in the same theater.C．They were both good actors.D．They had similar characteristics.11．What does the underlined word “that” in paragraph 3 refer to?A．Their belief.B．Their care for children.C．Their success.D．Their support for each other.12．What is the author's purpose in writing the text?A．To show his love of films.B．To remember a friend.C．To introduce a new movie.D．To share his acting experience.DMinutes after the last movie ended yesterday at the Plaza Theater，employees were busy sweeping up popcorns and gathering coke cups.It was a scene that had been repeated many times in the theater's 75-year history.This time，however，the cleanup was a little different.As one group of workers carried out the rubbish，another group began removing seats and other theater equipment in preparation for the building's end.The film classic The Last Picture Sho w was the last movie shown in the old theater.Though the movie is 30 years old，most of the 250 seats were filled with teary-eyed audience wanting to say good-bye to the old building.Theater owner Ed Bradford said he chose the movie because it seemed appropriate.The movie is set in a small town where the only movie theater is preparing to close down.Bradford said that large modern theaters in the city made it impossible for the Plaza to compete.He added that the theater's location (位置) was also a reason.“This used to be the center of town，”he said.“Now the area is mostly office buildings and warehouses.”Last week some city officials suggested the city might be interested in turning the old theater into a museum and public meeting place.However，these plans were abandoned because of financial problems.Bradford sold the building and land to a local development firm，which plans to build a shopping complex on the land where the theater is located.The theater audience said good-bye as Bradford locked the doors for the last time.After 75 years the Plaza Theater had shown its last movie.The theater will be missed.13．In what way was yesterday's cleanup at the Plaza special?A．It made room for new equipment.B．It signaled the closedown of the theater.C．It was done with the help of the audience.D．It marked the 75th anniversary of the theater.14．Why was The Last Picture Sho w put on?A．It was an all-time classic.B．It was about the history of the town.C．The audience requested it.D．The theater owner found it suitable.15．What will probably happen to the building?A．It will be repaired.B．It will be turned into a museum.C．It will be knocked down.D．It will be sold to the city government.16．What can we infer about the audience?A．They are disappointed with Bradford.B．They are sad to part with the old theater.C．They are supportive of the city officials.D．They are eager to have a shopping center.EAt least once each winter I manage to get a good flight in the middle of a snowstorm. Last Sunday was that flight. My gliding(滑翔的) partners had looked at the weather reports of showers and decided to stay at home. People say that you shouldn't fly by yourself, but on that day I felt the urge to go flying and so headed for my favorite gliding site.I had the mountain ridge to myself. After a smooth lift-off, I floated stably in the breeze, feeling at peace with myself and the world. I looked across the valley to Bedford and a moment later saw the town disappear in a band of snow that was moving towards me.The breeze remained strong enough for flying and I knew that as long as the visibility was good, it was OK for me to stay in the air. The snow moved in and swirled around me. It was a light dry snow. The day was already very quiet but, somehow, the light snow made it even more silent. I felt like a snowflake.Two bald eagles joined me. They didn't pay me any attention and spent a few minutes flying around the ridge before disappearing. I flew through another band of snow. I had been flying for about 45 minutes when I next looked across the valley. I could see there were more bands of snow to come and the breeze was dying too.It was time to go home, get in a hot bath and warm up. I couldn't wait to tell my gliding partners that they had missed out on a perfect flight.17．Why did the author's gliding partners refuse to fly on that day?A．They preferred to fly alone.B．The weather did not permit.C．They did not like winter flights.D．The equipment was not adequate.18．Which is closest in meaning to the underlined word “visibility” in Paragraph 3?A．Weather. B．Skill.C．Possibility. D．View.19．What can be inferred from the passage?A．The bald eagle can cause damage to the author's flight.B．The author will land and go home after the snow stops.C．Brand of snow will be a great threat to the author's flight.D．The author will hesitate to share his experience with his partners.20．What could be the best title for the article?A．The First Flight AloneB．A Narrow-Escape FlightC．One Never-Again FlightD．An Impressive Winter Flight参考答案第一部分课标词汇·基础语法演练课时1课标词汇(1)与名词、冠词和主谓一致【课标词汇演练】Ⅰ.1. designed; in opposite directions; carried out 2. breakthrough; aim to; with the help of 3.To raise the service standard; appreciate 4.put aside; run into deep debt 5.no matter which; defense/defence; depends/relies on 6.felt guilty of; for fun7.learning by heart8.now that9. play their part /role in; success10. including; add to; having access toⅡ.1. kindergartens 2. inventions 3. patiently 4. Judging 5. confidence 6. compulsory 7.width8. shallow9. celebration10. import【基础语法演练】高考经典演练Ⅰ.1.introduction[空格前是冠词，空格后是of所有格，故此处用名词形式。
体裁教学法在高中英语阅读中的应用
体裁教学法在高中英语阅读中的应用作者：张霞蓓来源：《天津教育·上》2024年第05期体裁教学法是一种较为独特的教学方法，通过对文章体裁的分析，讓学生对文本材料产生更为深刻的理解，被广泛运用于阅读教学中。
体裁教学法以解读“文体特点、语言特点、写作技巧”为主，需要阅读者对文章框架进行分析，并通过关键性信息的提取获取全新的学习经验。
高中英语教师在运用这一教学法时，需要加强对阅读材料的解读，以关键性的学习词汇，让学生掌握阅读技巧与写作经验，从而提高学生的理解能力及表达能力，打造高效率的阅读课堂。
本文探讨体裁教学法在高中英语阅读中的应用，结合译林版高中英语阅读材料，对不同阅读文本展开详细解读，围绕“文体结构”“文体对比”“分段学习”“读写结合”四个方面，对教学活动提出几点行之有效的教育举措，以体裁教学法提高阅读教学质量。
一、分析文体结构，了解文章语言特点高中英语阅读教学是拓展学生语言经验和写作素材的重要途径。
高中生学习能力较强，各个单元提供的阅读体裁各有千秋，阅读方式、语言特点也发生了较大的转变。
体裁教学法的运用，即围绕不同阅读材料的体裁设计学习活动，基于阅读材料做出针对性的教育指导，师生通过对文体结构的解读，对本篇阅读课文产生充分了解，并明确得知本单元语言学习的特点。
基于此，在体裁教学法的运用中，教师可以立足单元阅读语篇，带领学生分析并解读阅读材料的语言结构及特点，让学生了解语法知识、表达方式、句子结构、词汇搭配等知识，成功拓展学生的语言经验。
在译林版高中英语必修一第一册Unit 1中的“Realizing your potential”一课教学中，本课讲述了“开学第一天，校长欢迎高中新生入学的致辞”。
本篇阅读体裁为“演讲稿”，其主题为“意识到你的潜力”，文章用鼓励性与正面的表达，向高中生讲述了将面临的机遇与挑战。
“演讲稿”这一写作体裁通常具有较强的逻辑性和说理性，行文流畅，结合大量积极性词汇，采用循序渐进、情感递进的方式，逐步引导听者接受演讲者的观点。
2024版高考英语二轮总复习第2部分阅读能力突破篇专题1阅读理解第8讲体裁破解__议论文课件
辨明题类
议论文阅读理解难度相对比较大，命题角度多样化，细节理解题、 推理判断题、词句猜测题、主旨大意题都有可能出现。因此，在阅读议 论文时，应该从结构和内容两方面同时入手，先通读原文，再区分事实 和观点，明确论点、论证和论据，把握作者最后得出的结论。
技法点拨 研读首段，确定论点：议论文的主旨，即论点往往在首段，尤其是 首段中有however，but等转折词时，其后的内容便是论点。 细读中间段，把握论证方式：中间段是文章的主体部分，即论证部 分，作者会用两个或两个以上的段落通过举例、引用、对比、列数字、 引用事实和理论等进行论证，这一部分往往与细节理解题的考查点相对 应。 关注尾段，理解结论：尾段是结论部分，要弄清楚作者所得出的结 论。
第二部分
阅读能力突破篇
专题一 阅读理解 第8讲 体裁破解——议论文
高频考点·研析透
议论文,也叫说理文，是一种剖析事物、论述事理、发表意见、提出 主张的文体。文章主要是中外广泛关注的社会话题和热点问题,作者通过 摆事实、讲道理、辨是非等手法,大多以“总一分一总”的结构行文，即 提出问题一分析问题一解决问题”。议论文的三要素是论点、论据和论 证，其目的是说服他人、宣扬观点，或者说服读者接受某y a history would bring together texts and objects, and some chapters of this book are able to do just that, but in many cases we simply can't．The clearest example of this between literate and non-literate history is perhaps the first conflict, at Botany Bay, between Captain Cook's voyage and the Australian Aboriginals．From the English side, we have scientific reports and the captain's record of that terrible day．From the Australian side, we have only a wooden shield(盾) dropped by a man in flight after his first experience of gunshot．If we want to reconstruct what was actually going on that day, the shield must be questioned and interpreted as deeply and strictly as the written reports．
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体裁教学法及高三英语阅读专项复习
阅读理解是高中英语教学的侧重点，有效的阅读，首先要具备篇章知识。
在教学中，教师应该自觉地运用体裁分析方法，帮助学生了解课文的体裁结构、篇章模式和篇章类型，分析作者谋篇布局和遣词造句的手法；抓住典型文章，分析其体裁框架及写作特点，并让学生通过不断的阅读实践，达到举一反三。
一、故事类阅读理解技巧点拨
1.选材特点
高考记叙文阅读，以短篇故事类居多。
这类文章一般描述的是某一件具体事情的发生发展及结局，有人物、时间、地点和事件。
故事一般取材于真实的生活事件，通过故事来赞美或谴责等等抒发某种情感。
2.故事类文章的命题特点
此类文章的命题往往从故事的情节、人物或事件之间的关系、故事前因后果的推测以及故事的主旨大意等方面着手，推理判读能力。
3.故事类文章的解题技巧
（1）理清文脉与主要信息
阅读故事类文章，理清人物或事件之间的关系，有的以事件发展为线索，有的以一句富有寓意的话为主线。
只有
抓住了主线索，才不会在解题时偏离正轨。
故事类阅读理解所涉及的题目多是文章的主要内容，几个小题的正确选项结合在一起基本上构成了文章的主脉络或文章的提纲。
因此在解题的过程中，考生如果能关注文章的主要细节，就能一气呵成，保证做题的准确性。
（2）注意作者的议论和抒情
高考英语故事类文章常伴随着作者思想情感的流露和表达，因此，议论和抒情往往夹杂其中。
这些体现作者观点或思想的语句在阅读时可以画线，它们往往体现文章中心或者写作意图，属于必考点，要仔细体会。
二、科普类阅读理解技巧点拨
1.科普说明文特点
科普说明文的文体特点：（1）大量使用专业词汇、复合词、缩略词及利用前后缀构成的派生词。
（2）句子结构复杂，长难句较多，考生对其望而生畏，不知如何下手解题。
教师首先要消除学生的畏难心理，使其了解近几年内容越简单的文章，题目的思维含量更高，难度越大，如故事类。
相反，内容庞杂、生词术语较多的文章，在事实性更强的情况下，阅读理解的题目却相对会简单，如科普类说明文，这也是命题者调控试卷难度的手段。
高考试题中科普说明文以总分总的结构模式最为常见，即先引出说明对象，然后阐述说明对象，从而使读者有
深入的理解，最后对说明对象做总结，或做一些补充性的说明，或开拓读者视野，或增强说明的准确。
2.科普说明文解题技巧
（1）运用Skimming（略读法）和Scanning（查读法）阅读技巧，巧妙解答细节
①采用略读法，快速阅读短文，考生不需要逐字去读，而是要重点留意文章的开头、结尾以及段落的首句和段尾句，把握主题思想与段落大意。
②摸清文章结构后，读阅读问题，抓住题干中的关键词，到短文中圈定大致的答题范围。
（2）精读首尾两段或段落首尾句，准确解答主旨大意和结构题
科普类说明文通常有主旨大意判断题，以考查考生对通篇文意或某一段落的理解。
解答此类题，结合这类文章的篇章结构特点考虑。
首段与结尾往往提出或归纳了文章的某一要点或中心思想，因此正确理解文章首尾两段是解答全文主旨题的关键。
三、新闻类阅读理解技巧点拨
1.选材特点
新闻类阅读材料的内容多数是与人们的生活和学习息息相关的话题。
如：国内外有影响的事件和最新的科技发明、科技进步等等。
根据报道的内容兼具记叙文或说明文体
裁的特点。
2.切入点
熟悉新闻类的倒金字塔结构。
新闻最重要的内容就放在首段或前三段（导语部分），抓住这部分无论是主题还是标题就迎刃而解了。
编辑温雪莲。