內(nèi)化語篇知識(shí)，培養(yǎng)語篇邏輯
——以高考英語“七選五”閱讀為切入點(diǎn)

北京

高考英語閱讀中的“七選五”題型相對(duì)于傳統(tǒng)的四選一閱讀更加注重考查學(xué)生對(duì)語篇的宏觀、微觀結(jié)構(gòu)的把握。語篇結(jié)構(gòu)是語篇知識(shí)的重要組成部分，是培養(yǎng)學(xué)生英語學(xué)科核心素養(yǎng)的重要載體?！镀胀ǜ咧杏⒄Z課程標(biāo)準(zhǔn)（2017年版）》（以下簡稱《課程標(biāo)準(zhǔn)》）第26～28頁的語篇知識(shí)部分對(duì)什么是語篇，語篇的宏觀、微觀結(jié)構(gòu)以及語篇知識(shí)的內(nèi)容要求做了說明。作為高考英語閱讀的重要組成部分，“七選五”閱讀考查的語篇知識(shí)內(nèi)容主要有如下幾點(diǎn)。

“七選五”閱讀的體裁大部分是說明文，通過在段首、段中、段尾等不同位置設(shè)置句子填空加大對(duì)閱讀理解考查的深度。下面，筆者結(jié)合高三教學(xué)實(shí)踐和《課程標(biāo)準(zhǔn)》的相關(guān)要點(diǎn)，分析部分“七選五”閱讀，明晰“七選五”閱讀考查的要點(diǎn)，為有效的閱讀練習(xí)和思維訓(xùn)練做鋪墊。

一、“七選五”閱讀語篇分析

（一）語篇中的顯性銜接和連貫手段

語篇中的however,but,so等連接詞；these,this,that,they,he,she等代詞以及unfortunately,similarly,therefore,thus,also等副詞都在語篇中起到顯性銜接作用。

【例1】（2018年北京卷）

Why Do We Get Angry?

Anger seems simple when we are feeling it,but the causes of anger are various.Knowing these causes can make us examine our behavior,and correct bad habits.The main reasons we get angry are triggering （觸發(fā)）events,personality traits（特征）,and our assessment of situations.Understanding these reasons will control our own anger if we are willing to evaluate ourselves with a critical eye.

畫線句中的“these reasons”和上一句的主語“The main reasons”構(gòu)成顯性銜接關(guān)系，“these”指代上文中提到的人或物。

【例2】（2017年北京卷）

Every animal sleeps,but the reason for this has remained foggy.When lab rats are not allowed to sleep,they die within a month.Similarly when people go for a few days without sleeping,they get sick.

畫線句中的“Similarly”是顯性銜接詞，其前和其后的句子應(yīng)該在句子內(nèi)容和形式上相似或一致，構(gòu)成類比的句子關(guān)系。

【例3】（2019年浙江卷）

Rock music consists of many different styles.Even though there is a common spirit among all music groups,they make very different music.Rock music developed in the 1950s and the early 1960s.At that time the Beatles entered the world of music from Liverpool.

本段開頭兩句講了“rock music”有不同的風(fēng)格，畫線句講了“rock music”的發(fā)展時(shí)段。段尾句開頭部分“At that time”是顯性銜接信息，和畫線句中的時(shí)段銜接在一起。

（二）語篇中段首句、主題句、過渡句的作用，位置及行文特征

“七選五”有段首、段中和段尾三個(gè)設(shè)空位置。段首和段尾句往往在段落之間起到銜接或過渡作用，也經(jīng)常是所在段落的主旨句。第一段的段尾句常常是文章的主旨句。段中句往往是細(xì)節(jié)句或過渡句。但篇章或段落主旨并不是千篇一律的，需要考生在閱讀訓(xùn)練中不斷提升分析、概括、歸納等能力。

【例1】（2018年全國卷Ⅲ）

Dance in the U.S.is everywhere.We dance from Florida to Alaska,from north to south and sea to sea.We dance at weddings,birthdays,office parties and just to fill the time.

畫線句是明顯的段首主旨句，句中的“everywhere”既可以指后面細(xì)節(jié)句中的“Florida”“Alaska”等不同地點(diǎn)，也可以指“weddings”“birthdays”等不同場合。

【例2】

Public Speaking and Critical Thinking

What is critical thinking? To a certain degree,it’s a matter of logic（邏輯）—of being able to spot weaknesses in other people’s arguments and to avoid them in your own.It also includes related skills such as distinguishing fact from opinion and assessing the soundness of evidence.

In the broad sense,critical thinking is focused,organized thinking—the ability to see clearly the relationships among ideas.(1) It has often been said that there are few new ideas in the world,only reorganized ideas.The greatest thinkers,scientists,and inventors have often taken information that was readily available and put it together differently to produce new ideas.That,too,is critical thinking.

(2) If you are wondering what this has to do with your public speaking class,the answer is quite a lot.As the class goes on,for example,you will probably spend a good deal of time organizing your speeches.While this may seem like a purely mechanical（機(jī)械的）exercise,it is closely connected with critical thinking.If the structure of your speech is loose and confused,chances are that your thinking is also disordered and confused.If,on the other hand,the structure is clear,there is a good chance your thinking is too.Organizing a speech is not just a matter of arranging the ideas you already have.(3) Rather,it is an important part of shaping the ideas themselves.

What is true of organization is true of many aspects of public speaking.(4) The skills you learn in your speech class can help you become a more effective thinker in a number of ways.As you work on expressing your ideas in clear,accurate language,you will improve your ability to think clearly and accurately.(5) As you study the role of evidence and reasoning in speechmaking,you will see how they can be used in other forms of communication as well.As you learn to listen critically to speeches in class,you will be better able to assess the ideas of speakers in a variety of situations.

前兩段在回答一個(gè)問題“What is critical thinking?”，這兩段是通過關(guān)聯(lián)詞組“To a certain degree...In the broad sense...”銜接在一起，并且每一段內(nèi)部各自分兩個(gè)層面回答問題。從宏觀層面看，第二段中，句（1）中的“only reorganized ideas”和后一句中的“put it together differently”之間構(gòu)成對(duì)應(yīng)聯(lián)系，句（1）和其后兩句話組成句群，從宏觀層面回答了“What is critical thinking?”

第三段中，句（2）是典型的承上啟下句，前半句承上，后半句啟下，并且起到主旨句的作用。這個(gè)句子的另一個(gè)特點(diǎn)是“the answer is quite a lot”和后一句中的“for example”構(gòu)成例證的邏輯關(guān)系，既然說答案很多，后面往往要舉幾個(gè)例子說明。這個(gè)特點(diǎn)在句（4）中體現(xiàn)得也很明顯。句（4）是第四段的主旨句，概括說演講課堂對(duì)思維有多方面的幫助（in a number of ways），后面的三句話具體說明在哪些方面有助于思維的形成，而且后面三句話的開頭和結(jié)構(gòu)都一樣，是明顯的并列句。

句（2）（4）和本篇標(biāo)題呼應(yīng)，尤其是句（4）扼要地概括了“Public Speaking”和“Critical Thinking”之間的關(guān)系。

（三）語篇中的隱性銜接和連貫手段

上文對(duì)語篇中的顯性銜接和連貫手段進(jìn)行了舉例說明。下面，從隱性銜接手段的角度對(duì)“七選五”語篇進(jìn)行分析。

隱性銜接和連貫手段是指隱含在句間的意義銜接。

【例1】

Action on Hearing Losssaid all people—including musicians—should try to prevent hearing damage.(1) Hearing normally declines as people age.By sixty,10-30% of people have some hearing loss.By eighty,that goes up to as many as 60%.Problems are particularly seen in the central hearing processing system,which is associated with understanding speech,especially when there is background noise.

句（1）之所以對(duì)部分學(xué)生造成障礙有兩個(gè)原因：一是有些學(xué)生沿著第一句的思路去尋找如何防止聽覺損傷的句子，而忽視了后面所講的事實(shí)；二是有些學(xué)生不認(rèn)識(shí)decline和age兩個(gè)詞，即便有的學(xué)生了解age的詞義卻沒有將age和后面“By sixty...By eighty...”聯(lián)系起來。

【例2】（2019年北京卷）

Much of the work in today’s world is accomplished（完成）in teams.Most people believe the best way to build a great team is to gather a group of the most talented individuals.(1) Sports team owners spend millions of dollars attracting top talent.Companies spend millions hiring top business people.Is their money well spent？

(2) Several recent studies examined the role of talent in the sports world.They focused on football,basketball and baseball.The results are mixed.For football and basketball,adding talented players to a team proves a good method,but only up to the point where 70% of the players are top talent；above that level,the team’s performance begins to decline.Interestingly,this trend isn’t evident in baseball,where additional individual talent keeps improving the team’s performance.

To explain this phenomenon,the researchers explored the degree to which a good performance by a team requires its members to coordinate (協(xié)調(diào)) their actions.(3) This task interdependence distinguishes baseball from football and basketball.In baseball，the performance of individual players is less dependent on teammates.They conclude that when task interdependence is high，team performance will suffer when there is too much talent,while individual talent will have positive effects on team performance when task interdependence is lower.If a basketball star is,for example,trying to gain a high personal point total,he may take a shot himself when it would be better to pass the ball to a teammate，affecting the team’s performance.Young children learning to play team sports are often told,“There is no I in TEAM.”(4) Stars apparently do not follow this basic principle of sportsmanship.

Another possibility is that when there is a lot of talent on a team，some players may make less effort.Just as in a game of tug-of-war (拔河比賽)，whenever a person is added，everyone else pulls the rope with less force.

(5) Building up a dream team is more complex than simply hiring the best talent.An A-team may require a balance — not just A players,but a few generous B players as well.

句（1）（3）（5）體現(xiàn)了隱性銜接的語義聯(lián)系，筆者將進(jìn)行重點(diǎn)分析。

第一段沒有使用連詞，也沒有明顯的指示類詞匯，句子之間的邏輯是內(nèi)在的意義聯(lián)系?！癝ports team owners spend millions of dollars attracting top talent.”和“Companies spend millions hiring top business people.”是并列關(guān)系，是兩個(gè)例證，支持本段第二句中多數(shù)人的觀點(diǎn)“the best way to build a great team is to gather a group of the most talented individuals”。

句（3）中“interdependence”是部分學(xué)生的攔路虎，即便認(rèn)識(shí)這個(gè)詞，還需要和上一句中的“coordinate（協(xié)調(diào)）their actions”建立起語義聯(lián)系。雖然有“this”這個(gè)簡單的指示詞，但由于前后句中的對(duì)應(yīng)信息隱含在詞匯中，部分學(xué)生未能解讀出來。還有部分學(xué)生忽視了句（3）后半句的“distinguishes baseball from football and basketball”。這與第二、三段中談到的優(yōu)秀運(yùn)動(dòng)員個(gè)人在不同球類比賽中的作用不一樣的信息是對(duì)應(yīng)的。事實(shí)上，句（3）是本段主旨句，“interdependence”是本段的關(guān)鍵詞，具有高度概括性和統(tǒng)領(lǐng)作用。

在前文詳細(xì)分析后，最后一段對(duì)全篇主旨做了歸納概括，也是對(duì)第一段反問句的回答。句（5）通過“...complex than simply hiring the best talent”對(duì)全篇進(jìn)行總體概括，其后一句是具體概括：我們需要團(tuán)隊(duì)達(dá)到平衡，不能只要A player，還需要一些B player。

二、多角度訓(xùn)練，內(nèi)化語篇知識(shí)

明確了“七選五”的考查要點(diǎn)和難點(diǎn)后，教師要圍繞這些要點(diǎn)和難點(diǎn)，多角度開發(fā)練習(xí)，幫助學(xué)生建立語篇分析思路和模型。

（一）建立“What-How”語篇分析模型

內(nèi)化語篇知識(shí)需要多樣化的練習(xí)，從不同角度建立語義邏輯聯(lián)系，這是培養(yǎng)語感的過程，是長期習(xí)得的過程?！捌哌x五”題型考查的語篇知識(shí)是有限的，因此教師不能僅靠“七選五”題型，而應(yīng)該對(duì)高考中的其他閱讀文本、課外閱讀文本或教材文本進(jìn)行再次開發(fā)和利用，盡可能全方面地訓(xùn)練學(xué)生的語篇意識(shí)和能力。

下面以人教社試驗(yàn)修訂本英語第三冊中的文本為例，探討教師如何訓(xùn)練學(xué)生把握語篇知識(shí)和提升文本解讀能力。

The killing of the bison changed the whole wildlife of the plains.With fewer bison,grass shoots were not eaten,so grass did not grow as strongly.Bison waste no longer fell on the ground to improve the soil,which as a result became less good for growing plants.The ground supported fewer plants and the insects which lived on these plants died out.There was less food for birds and also for the prairie dog,a kind of animal which lives in holes in the ground.This in turn had an effect on the food supply for wolves.Thus,one simple fact,a change in the number of bison,had an effect on the whole wildlife chain of the plains.

這是一段說明美洲大草原食物鏈的文字，說明對(duì)象本身具有很強(qiáng)的邏輯性，那么在段落中這種邏輯是如何體現(xiàn)的呢？教師可以用兩個(gè)普遍性問題幫助學(xué)生形成文本分析思路和模型。

第一，本段中有哪些語法、短語、詞匯幫助語義銜接，使得行文流暢？（語法：形容詞比較級(jí)、定語和定語從句、同位語；短語、詞匯：so,as strongly,no longer,as a result,also,in turn,thus等）

第二，本段的主旨是什么（或作者的情感和態(tài)度是什么）？有哪些細(xì)節(jié)句支撐主旨？能用思維導(dǎo)圖或結(jié)構(gòu)圖概括嗎？

通過對(duì)這兩個(gè)問題的自問自答，學(xué)生可以在閱讀中獲取語篇宏觀和微觀結(jié)構(gòu)，這個(gè)理解過程可以用“what”和“how”簡單概括?；谏鲜鼋虒W(xué)實(shí)踐，教師可以設(shè)計(jì)如下練習(xí)幫助學(xué)生鞏固語篇知識(shí)：

應(yīng)用上述思路和模型，學(xué)生自行思考和討論下面段落的語義和邏輯。

Proudly reading my words,I glanced around the room,only to find my classmates bearing big smiles on their faces and tears in their eyes.Confused,I glanced toward my stonefaced teacher.Having no choice,I slowly raised the report I had slaved over,hoping to hide myself.“What could be causing everyone to act this way?”

What:I’ve got increasingly confused because of the confusing expressions on classmates and the teacher while proudly reading my words。

How:本段使用非謂語短語在句前作狀語的語法手段銜接語義。從“Proudly reading...,only to find...” 到“...Confused，...Having no choice，...”作者把自己的內(nèi)心變化烘托出來。作者內(nèi)心的困惑最后匯集為一個(gè)問句，引出下文道出原委。

（二）拓展練習(xí)形式，培養(yǎng)語篇邏輯

教師要改變單向講解的傳統(tǒng)語篇解讀模式，可以從高考語篇中抽取一些邏輯清晰、結(jié)構(gòu)明了的段落進(jìn)行練習(xí)。

1.分析比較，得出結(jié)論

教師提供學(xué)生語義上基本一致的兩組句子，要求學(xué)生進(jìn)行分析比較，選出意義更連貫的一組并說明理由。例如：

（1）The killing of the bison changed the whole wildlife of the plains.With fewer bison,grass shoots were not eaten,so grass did not grow as strongly.

（2）The killing of the bison changed the whole wildlife of the plains.Grass did not grow as strongly,because grass were not eaten because of fewer bison.

分析：句（1）的連貫性更強(qiáng)?！癟he killing of the bison”導(dǎo)致的結(jié)果是“fewer bison”，介詞“with”可以表示原因，所以“With fewer bison”作為句子開頭部分和上一句構(gòu)成緊密的因果邏輯鏈。如果不放在開頭，則這種邏輯聯(lián)系被打破。

2.回填或概括主旨

（1）在一段話中，讓學(xué)生回填挖掉的主旨句，不要求一定和原文句子一模一樣，但必須能概括全段，這樣可以增強(qiáng)和語篇的互動(dòng)，學(xué)習(xí)語篇中的優(yōu)點(diǎn)。例如：___________________

_While the sun’s rays can age and harm our skin,they also give us beneficial Vitamin D.To make sure you get enough Vitamin D—but still protect your skin—put on sunscreen right as you head outside.It takes sunscreen about fifteen minutes to start working,and that’s plenty of time for your skin to absorb a day’s worth of Vitamin D.（2019年全國卷Ⅰ）

（2）利用讀寫結(jié)合的方法，概括段落主旨。在選擇練習(xí)時(shí)，教師可以根據(jù)學(xué)生層次選擇主旨句明顯、不太明顯或沒有主旨句的段落。例如：

“Sleep is important for brain development,since that’s when the brain reorganizes itself and grows,”Walsh added.Besides,exercise has been shown to increase blood flow to the brain and oxygenation of brain tissues,and increases the connectivity of networks in the brain.Too much screen time could lead to a“cascade”effect where kids don’t get enough sleep and then are less active during the day.“You can see how this would have an impact on brain health,” Walsh said.

概括主旨：____________________________________

3.調(diào)整順序，凸顯邏輯

教師提供學(xué)生有瑕疵的段落，要求其進(jìn)行改進(jìn)，在改進(jìn)中領(lǐng)會(huì)語篇的內(nèi)在聯(lián)系。

【例1】①He reversed the direction of the canoe.②He stopped paddling after a few seconds.③He made the canoe drift to the bank slowly.④He grabbed one of the overhanging branches.

這一段都以he開頭，顯得有些單調(diào)，且語篇邏輯不突出。教師可以要求學(xué)生對(duì)其進(jìn)行改進(jìn)。改進(jìn)后可以是這樣的：

He reversed the direction of the canoe.After a few seconds,he stopped paddling.Slowly he made the canoe drift to the bank.When within a few yards,he reached out to grab one of the overhanging branches.

通過把“After a few seconds”“Slowly”放在句首，并在最后一句句首增加“When within a few yard”突出以時(shí)間和空間為序的發(fā)展邏輯。

【例2】①M(fèi)any teachers can give students information.②Very few can inspire students to learn.③Information is of little use to students.④Soon they leave college.⑤Then they forget what they have memorized.⑥They must be inspired to learn on their own.

該段句子邏輯混亂，主旨不突出。改進(jìn)后如下：

①Although many teachers can give students in formation,very few can in spire students to learn.②Information,however,is of little use to students,because they will soon forget what they have memorized when they leave college.③What they must be inspired to do is to learn on their own.

通過although,however,because把改進(jìn)前的①～⑤句緊密聯(lián)系起來，突出了邏輯意義。通過what引導(dǎo)的主語從句，改造第⑥句，突出了主旨。

總之，在高中英語閱讀訓(xùn)練中，教師應(yīng)認(rèn)真領(lǐng)會(huì)《課程標(biāo)準(zhǔn)》的相關(guān)內(nèi)容，以語篇知識(shí)為主線，拓展訓(xùn)練形式，多角度地訓(xùn)練學(xué)生的語言思維能力。