内化语篇知识，培养语篇逻辑——以高考英语“七选五”阅读为切入点

北京

高考英语阅读中的“七选五”题型相对于传统的四选一阅读更加注重考查学生对语篇的宏观、微观结构的把握。语篇结构是语篇知识的重要组成部分，是培养学生英语学科核心素养的重要载体。《普通高中英语课程标准（2017年版）》（以下简称《课程标准》）第26～28页的语篇知识部分对什么是语篇，语篇的宏观、微观结构以及语篇知识的内容要求做了说明。作为高考英语阅读的重要组成部分，“七选五”阅读考查的语篇知识内容主要有如下几点。

“七选五”阅读的体裁大部分是说明文，通过在段首、段中、段尾等不同位置设置句子填空加大对阅读理解考查的深度。下面，笔者结合高三教学实践和《课程标准》的相关要点，分析部分“七选五”阅读，明晰“七选五”阅读考查的要点，为有效的阅读练习和思维训练做铺垫。

一、“七选五”阅读语篇分析

（一）语篇中的显性衔接和连贯手段

语篇中的however,but,so等连接词；these,this,that,they,he,she等代词以及unfortunately,similarly,therefore,thus,also等副词都在语篇中起到显性衔接作用。

【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 （触发）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.

画线句中的“these reasons”和上一句的主语“The main reasons”构成显性衔接关系，“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.

画线句中的“Similarly”是显性衔接词，其前和其后的句子应该在句子内容和形式上相似或一致，构成类比的句子关系。

【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.

本段开头两句讲了“rock music”有不同的风格，画线句讲了“rock music”的发展时段。段尾句开头部分“At that time”是显性衔接信息，和画线句中的时段衔接在一起。

（二）语篇中段首句、主题句、过渡句的作用，位置及行文特征

“七选五”有段首、段中和段尾三个设空位置。段首和段尾句往往在段落之间起到衔接或过渡作用，也经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。段中句往往是细节句或过渡句。但篇章或段落主旨并不是千篇一律的，需要考生在阅读训练中不断提升分析、概括、归纳等能力。

【例1】（2018年全国卷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.

画线句是明显的段首主旨句，句中的“everywhere”既可以指后面细节句中的“Florida”“Alaska”等不同地点，也可以指“weddings”“birthdays”等不同场合。

【例2】

Public Speaking and Critical Thinking

What is critical thinking? To a certain degree,it’s a matter of logic（逻辑）—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（机械的）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.

前两段在回答一个问题“What is critical thinking?”，这两段是通过关联词组“To a certain degree...In the broad sense...”衔接在一起，并且每一段内部各自分两个层面回答问题。从宏观层面看，第二段中，句（1）中的“only reorganized ideas”和后一句中的“put it together differently”之间构成对应联系，句（1）和其后两句话组成句群，从宏观层面回答了“What is critical thinking?”

第三段中，句（2）是典型的承上启下句，前半句承上，后半句启下，并且起到主旨句的作用。这个句子的另一个特点是“the answer is quite a lot”和后一句中的“for example”构成例证的逻辑关系，既然说答案很多，后面往往要举几个例子说明。这个特点在句（4）中体现得也很明显。句（4）是第四段的主旨句，概括说演讲课堂对思维有多方面的帮助（in a number of ways），后面的三句话具体说明在哪些方面有助于思维的形成，而且后面三句话的开头和结构都一样，是明显的并列句。

句（2）（4）和本篇标题呼应，尤其是句（4）扼要地概括了“Public Speaking”和“Critical Thinking”之间的关系。

（三）语篇中的隐性衔接和连贯手段

上文对语篇中的显性衔接和连贯手段进行了举例说明。下面，从隐性衔接手段的角度对“七选五”语篇进行分析。

隐性衔接和连贯手段是指隐含在句间的意义衔接。

【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）之所以对部分学生造成障碍有两个原因：一是有些学生沿着第一句的思路去寻找如何防止听觉损伤的句子，而忽视了后面所讲的事实；二是有些学生不认识decline和age两个词，即便有的学生了解age的词义却没有将age和后面“By sixty...By eighty...”联系起来。

【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 (协调) 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 (拔河比赛)，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）体现了隐性衔接的语义联系，笔者将进行重点分析。

第一段没有使用连词，也没有明显的指示类词汇，句子之间的逻辑是内在的意义联系。“Sports team owners spend millions of dollars attracting top talent.”和“Companies spend millions hiring top business people.”是并列关系，是两个例证，支持本段第二句中多数人的观点“the best way to build a great team is to gather a group of the most talented individuals”。

句（3）中“interdependence”是部分学生的拦路虎，即便认识这个词，还需要和上一句中的“coordinate（协调）their actions”建立起语义联系。虽然有“this”这个简单的指示词，但由于前后句中的对应信息隐含在词汇中，部分学生未能解读出来。还有部分学生忽视了句（3）后半句的“distinguishes baseball from football and basketball”。这与第二、三段中谈到的优秀运动员个人在不同球类比赛中的作用不一样的信息是对应的。事实上，句（3）是本段主旨句，“interdependence”是本段的关键词，具有高度概括性和统领作用。

在前文详细分析后，最后一段对全篇主旨做了归纳概括，也是对第一段反问句的回答。句（5）通过“...complex than simply hiring the best talent”对全篇进行总体概括，其后一句是具体概括：我们需要团队达到平衡，不能只要A player，还需要一些B player。

二、多角度训练，内化语篇知识

明确了“七选五”的考查要点和难点后，教师要围绕这些要点和难点，多角度开发练习，帮助学生建立语篇分析思路和模型。

（一）建立“What-How”语篇分析模型

内化语篇知识需要多样化的练习，从不同角度建立语义逻辑联系，这是培养语感的过程，是长期习得的过程。“七选五”题型考查的语篇知识是有限的，因此教师不能仅靠“七选五”题型，而应该对高考中的其他阅读文本、课外阅读文本或教材文本进行再次开发和利用，尽可能全方面地训练学生的语篇意识和能力。

下面以人教社试验修订本英语第三册中的文本为例，探讨教师如何训练学生把握语篇知识和提升文本解读能力。

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.

这是一段说明美洲大草原食物链的文字，说明对象本身具有很强的逻辑性，那么在段落中这种逻辑是如何体现的呢？教师可以用两个普遍性问题帮助学生形成文本分析思路和模型。

第一，本段中有哪些语法、短语、词汇帮助语义衔接，使得行文流畅？（语法：形容词比较级、定语和定语从句、同位语；短语、词汇：so,as strongly,no longer,as a result,also,in turn,thus等）

第二，本段的主旨是什么（或作者的情感和态度是什么）？有哪些细节句支撑主旨？能用思维导图或结构图概括吗？

通过对这两个问题的自问自答，学生可以在阅读中获取语篇宏观和微观结构，这个理解过程可以用“what”和“how”简单概括。基于上述教学实践，教师可以设计如下练习帮助学生巩固语篇知识：

应用上述思路和模型，学生自行思考和讨论下面段落的语义和逻辑。

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:本段使用非谓语短语在句前作状语的语法手段衔接语义。从“Proudly reading...,only to find...” 到“...Confused，...Having no choice，...”作者把自己的内心变化烘托出来。作者内心的困惑最后汇集为一个问句，引出下文道出原委。

（二）拓展练习形式，培养语篇逻辑

教师要改变单向讲解的传统语篇解读模式，可以从高考语篇中抽取一些逻辑清晰、结构明了的段落进行练习。

1.分析比较，得出结论

教师提供学生语义上基本一致的两组句子，要求学生进行分析比较，选出意义更连贯的一组并说明理由。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）的连贯性更强。“The killing of the bison”导致的结果是“fewer bison”，介词“with”可以表示原因，所以“With fewer bison”作为句子开头部分和上一句构成紧密的因果逻辑链。如果不放在开头，则这种逻辑联系被打破。

2.回填或概括主旨

（1）在一段话中，让学生回填挖掉的主旨句，不要求一定和原文句子一模一样，但必须能概括全段，这样可以增强和语篇的互动，学习语篇中的优点。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年全国卷Ⅰ）

（2）利用读写结合的方法，概括段落主旨。在选择练习时，教师可以根据学生层次选择主旨句明显、不太明显或没有主旨句的段落。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.调整顺序，凸显逻辑

教师提供学生有瑕疵的段落，要求其进行改进，在改进中领会语篇的内在联系。

【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.

这一段都以he开头，显得有些单调，且语篇逻辑不突出。教师可以要求学生对其进行改进。改进后可以是这样的：

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.

通过把“After a few seconds”“Slowly”放在句首，并在最后一句句首增加“When within a few yard”突出以时间和空间为序的发展逻辑。

【例2】①Many 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.

该段句子逻辑混乱，主旨不突出。改进后如下：

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.

通过although,however,because把改进前的①～⑤句紧密联系起来，突出了逻辑意义。通过what引导的主语从句，改造第⑥句，突出了主旨。

总之，在高中英语阅读训练中，教师应认真领会《课程标准》的相关内容，以语篇知识为主线，拓展训练形式，多角度地训练学生的语言思维能力。