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高中三年级英语

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  • 阅读理解
    阅读理解。
    Tell a story and tell it well, and you may open wide the eyes of a child, open up lines of communication
    in a business, or even open people's mind to another culture or race.
    People in many places are digging up the old folk stories and the messages in them. For example, most
    American storytellers get their tales from a wide variety of sources, cultures, and times. They regard
    storytelling not only as a useful tool in child education, but also as a meaningful activity that helps adults
    understand themselves as well as those whose culture may be very different from their own.
    "Most local stories are based on a larger theme," American storyteller Opalanga Pugh says, "Cinderella
    (灰姑娘), or the central idea of a good child protected by her goodness, appears in various forms in almost
    every culture of the world."
    Working with students in schools, Pugh helps them understand their own cultures and the general messages
    of the stories. She works with prisoner too, helping them knowing who they are by telling stories that her
    listeners can write, direct, and act in their own lives.If they don't like the story they are living, they can rewrite
    the story
    . Pugh also works to help open up lines of communication between managers and workers. "For
    every advance in business," she says, "there is a greater need for communication." Storytelling can have a great
    effect on either side of the manager-worker relationship, she says.
    Pugh spent several years in Nigeria, where she learned how closely storytelling was linked to the everyday
    life of the people there. The benefits of storytelling are found everywhere, she says.
    "I learned how people used stories to spread their culture," she says, "What I do is to focus on the value
    of the stories that people can translate into their own daily world of affairs. We are all storytellers. We all have
    a story to tell. We tell everybody's story."
    1. What do we learn about American storyteller from Paragraph 2?
    A. They share the same way of storytelling.
    B. They prefer to tell the stories from other cultures.
    C. They learn their stories from the American natives.
    D. They find storytelling useful for both children and adults.
    2. The underlined sentence (Paragraph 4) suggests that prisoners can _____.
    A. start a new life
    B. settle down in another place
    C. direct films
    D. become good actors
    3. Pugh has practised storytelling with _____ groups of people.
    A. 2
    B. 3
    C. 4
    D. 5
    4. What is the main idea of the text?
    A. Storytelling can influence the way people think.
    B. Storytelling is vital to the growth of business.
    C. Storytelling is the best way to educate children in school.
    D. Storytelling helps people understand themselves and others.
    本题信息:2007年浙江省高考真题英语阅读理解难度较难 来源:张雪
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本试题 “阅读理解。Tell a story and tell it well, and you may open wide the eyes of a child, open up lines of communicationin a business, or even open peopl...” 主要考查您对

历史文化类阅读

等考点的理解。关于这些考点您可以点击下面的选项卡查看详细档案。
  • 历史文化类阅读

什么是历史文化类阅读:

本类题型常用的方式是夹叙夹议。叙述的目的是为了议,所以要把握其议才是主要方面。阅读这类文章,先弄清其引入的话题,再弄清里面人物对其不同的看法,然后理解作者本身对话题的观点看法或思考。


历史文化类阅读技巧:

题型说明】历史文化类阅读理解文章属高考常选材料之一。这类文章常涉及历史、文化、法制、宗教等方面的文学艺术、发明创造、文化遗产保护、宗教与文化、风俗与习惯、道德与法制、中外文学名著节选、等等。这类材料的命题点往往落在主旨大意题、事实细节题上。
答题方法】在做这类阅读理解题时,我们应注意以下几个方面:
1、采用先题后文:先读题目,再带着问题读文章。这类阅读理解文章相对来说事实细节题稍多一点,如果带着问题读文章,有利于我们抓细节。
2、先做细节题。因为做完了局部性的事实细节题后,自然会加深我们对文章的理解,这样更有利于做主旨大意题。
3、重点敲定主旨题。主旨大意题提问的形式主要有两大类:一类是Main idea型;一类是Topic或Title型。
在解答这类试题时应注意以下几点:
a.读首句抓大意。
文化教育类阅读理解文章多采用说明文、议论文体裁,而这类文章大都采用文章段落的中心,即主题句在文章开头。因此,要寻找这类文章的主旨大意就需要研究文章的首句。
b.读尾句抓大意。
有时这类文章的主题句安排在文章的结尾,作为对全篇的总结。
c.读首段抓大意。
有些文章或段落的开头和结尾部分都有主题句。这种结构是为了突出主题思想而使用两次点题的写作方法。这两个主题句在句子结构和用词上有所不同,而且在内容上前句和后句也不重复。
d.从段落中抓大意。
有些文章或段落的主题句在文章中,这种文章或段落往往以一句话或几句话引出要表达的主题,在主题句出现后,再举例子陈述细节或继续论证。
e.归纳要点抓大意。
有些文章或段落无明显的主题句,只是暗示性地体现主题。这就要求同学们在阅读过程中根据文中所叙述的事实或线索来概括总结主旨大意。