四川

一、引言

根據《考試說明》的要求，“七選五”的目的是“主要考查考生對文章的整體內容和結構以及上下文邏輯意義的理解和掌握?！边@其中的關鍵是結構，因為結構的本質就是在一篇文章中什么內容該放在什么地方，而這恰恰是學生在做這個題時需要完成的任務。篇章結構是語篇知識的重要組成部分。若學生掌握了英語文本的結構特點和文章內容的基本組織范式，“七選五”的問題自然就迎刃而解了。

二、英文文本的基本組織范式

描述英文文本的結構特征或者范式主要有兩個維度——宏觀維度和微觀維度。宏觀上可將文本結構分為四種類型：記敘、說明、描述、議論。而英文文本微觀層面上的結構范式廣泛運用于各種類型的文本中，而且同一文本常常綜合運用幾種范式。在以英語為母語國家的K12教育中，以上這些屬于閱讀教學的基本內容。熟練掌握這些文本結構知識不但有助于優(yōu)化學生的閱讀技巧，提高學生的閱讀能力，而且能夠幫助學生在閱讀類考試中有更好的表現(xiàn)。

1.時間先后

按時間順序敘述事件發(fā)展的過程是記敘文最常用的一種結構范式，在非小說類文本中尤其如此。常用來連接這些先后發(fā)生的事件的連接詞或短語有first,second,third,always,then,next,later,soon,before,finally,earlier,afterwards,meanwhile,eventually,next week,tomorrow,after,during,immediately,preceding,initially,not long after,now,today,as soon as,until,follow ing,on (date),when等。

掌握了記敘文的這一特點，就可以很容易地確定每個句子在文本中的正確位置。比如在下面這篇短文中，“ I just threw on some clothes and ran out the door.”這個句子的正確位置只能是在（1）處，放在（2）或（3）處都不合適。

This morning was crazy.My alarm clock was set for PMinstead of AM,so I woke up really late.（1）I rode my bike as fast as I could and thought that I was going to be late for sure,but when I got there everyone was outside and there were fire trucks all lined up in front of school.（2）I guess somebody pulled the fire alarm before class started.（3）It worked out though,because nobody really noticed or minded that I was tardy.

2.空間布局

當需要描述某個事物或場景時，常按事物所處的位置以及空間順序，比如從上到下、從左到右等，來呈現(xiàn)有關內容。這一結構范式常用于說明文。在記敘文中，時間順序與空間順序經常交替使用，比如當作者在講故事的過程中暫時停下來對某個特定的人或物進行描述時常會切換到空間順序?？臻g順序常用的連接詞或短語有in front of,behind,next to,nearest,above,below,outside,underneath,on the left/right,in the m iddle,in between,across,down,over,along,in the back of,on top of,beside等。

空間順序的選擇有一定的隨意性，可以是從左到右，也可以是從右到左。但順序一旦確定，就會一直按這一順序展開，例如下面的這篇短文就是一直按照“從下到上”的順序來描述volcano的，由此就決定了每個句子的正確順序。

Volcanoes are a feared and destructive force for good reason.A volcano is like a pressure valve for the inner earth,but they can also be very beautiful.One part of the volcano that people rarely see is the magma chamber.The magma chamber is beneath the Earth's bed rock.It is tremendously hot.Running from the magma chamber to the crater of the volcano is the conduit.The conduit connects the magma chamber to the outer world.At the top of the volcano is the crater.This is where the magma exits.Volcanoes are a beautiful yet dangerous natural phenomenon.

3.原因與結果

“原因—結果”或者“結果—原因”的結構范式廣泛應用于各種文體，用來解釋為什么某事會發(fā)生或者闡明某事導致了什么樣的結果。在實際應用中既可以先說原因也可以先說結果。在說服性的議論文中這樣的結構比較明顯，但在記敘文中有時可能比較隱晦，發(fā)生在前面的情節(jié)可能被誤認為是原因。因為在記敘文中情節(jié)的展開一般都伴隨著時間的流逝，而“原因與結果”結構中則沒有時間上的推進。因果結構常見的標志詞有because,as a result,resulted,caused,affected,since,due to,thus,therefore,so,as a consequence,accordingly,for this reason，in order to，effect等。例如，下文第二句中的reason和最后一句中的why就明顯表明本段文章是一個“原因與結果”結構。

Students are not allowed to chew gum in my class.While some students think that I am just being mean,there are many good reasons for this rule.First,some irresponsible students make messes with their gum.They may leave it on the bottoms of desks,drop it on the floor,or put it on other peop le's property.Another reason why I don't allow students to chew gum is because it is a distraction.When they are allowed to chew gum,students are more worried about having it,popping it,chew ing it,and snapping it when they are in listening,w riting,reading,and learning.This is why I don't allow students to chew gum in my class.

4.對比與對照

對比與對照結構用來闡釋兩個或兩個以上事物的異同。需要注意的是，這種結構范式一定包含“異”與“同”兩個方面，只說了“異”叫contrast，只說了“同”叫compare。例如：

Apples and oranges are both fruits,which means that they have seeds inside of them.Each has a skin,but orange skins are thick and easy to peel.Apple skins are thinner and do not peel easily.Oranges also contain more acid than apples,but both fruits are delicious.

正是黃昏，落日美麗地懸掛在西邊天宇，慢吞吞地望著我這個初來乍到的陌生人在小鎮(zhèn)上穿行。一切剛剛安頓下來，在食堂吃完晚飯，一人吃飽全家不餓。閑來無事，我走出政府大院，出去走一走，熟悉下這個我將要為奮斗的地方，也許是一年二年，也許五年十年，也許是我的一生。

此文本中的對比與對照結構比較容易辨認，因為作者會在“異”和“同”之間反復轉換，常見的標志詞有l(wèi)ike,unlike,both,neither,similar,different等。

5.分類與排序

這種結構范式按照內容的屬性分類，根據事件的重要性或嚴重性按照由大到小或者由小到大的順序排列，比如下文對組織機構的描寫：

The company has a clearly laid out hierarchy.All major decisions go through the president,who controls the entire operation,but most daily decisions go to the board.Beneath the board members are the regional managers,who oversee the branch managers running each local branch.

6.問題與辦法

這種結構范式是先提出一個問題，然后再給出解決問題的方法?！皢栴}與辦法”有時容易與“原因與結果”混淆，但需要注意的是后者只探求問題的原因，而不給出解決問題的方案。常見的標志詞有propose,solution,answer,issue,problem,problematic,remedy,prevention,fix等，例如：

Thousands of people die each year in car accidents involving drugs or alcohol.Lives could be saved if our town adopts a free public taxi service.By providing such a service,w e could prevent intoxicated drivers from endangering themselves or others.

7.步驟與程序

這種結構范式是按事件發(fā)生的先后描述過程或程序中的每一個步驟的發(fā)展，它與“時間先后”的區(qū)別在于“時間先后”中的事件有確定的發(fā)生時間，而“步驟與程序”沒有，只有相對的先后次序。常見的標志詞有first,next,before,lastly,then等。例如：

How to Make Cookies.First,get your materials.Then,make your dough.Lastly,cook your dough at 400 degrees for 10 minutes.

三、利用文本結構知識破解“七選五”

下面以近年高考真題為例，簡要闡述如何運用七把“鑰匙”打開“七選五”的“大門”。

【例1】（2015年全國卷Ⅱ“七選五”）

Training for a marathon requires careful preparation and steady, gradual increases in the length of the runs., buy the best-fitting, best-built running shoes you can find. No one can say which brand will work best for you or feel best on your feet, so you have to rely on your experience and on the feel of each pair as you shop. When you have found shoes that seem right, walk in them for a few days to double-check the fit..As always, you should stretch （伸展）at least ten minutes before each run to prevent injuries.

During the first week, do not think about distance, but run five minutes longer each day., it is wise to take a day off to rest. But during the next week, set a goal of at least a mile and a half per run.. After two weeks, start timing yourself.. Depending on the kind of race you plan to enter, you can set up a timetable for the remaining weeks before the race.

本文的主體結構范式為“步驟與程序”。整個過程包括兩個大步驟：選鞋與訓練。前者分為“選”與“試”兩個小步驟，后者按時間劃分為第一周、第二周和爾后的正式訓練三個階段。第一階段只關注time不關注distance，第二個階段只關注distance不關注time，第三階段開始計時跑，既關注time又關注distance。

厘清了這一基本架構后，各選項的大體位置就基本可以固定下來了。36題后面是逗號，符合這一特征的選項只有A、B、C三個。整句說的第一大步驟，只能選C；37題是個難點，似乎F項也說得過去（在準備階段多花點時間可以提高訓練的質量）。但按照“步驟與程序”的要求，這里的步驟還沒說完，前一句（穿幾天看看是不是真的合適）還沒有結果，而E項則正好補全了這個結果，有了這個結果才能過渡到下一句里的“run”，故37題只能選E；38題后也是逗號，只有A、B可選，承接前面的first week，只能選A；39題談的是第二個大步驟中的第二個階段，只談distance的只有D；40題選G，其中既有時間又有里程。

需要特別強調的是，“七選五”命題為了保證每個選項的長度不超過一行，開始允許挖半句（一句話的前半句），其標志是空后面的逗號（如36、38題），這為破解“七選五”，提供了新的維度。

【例2】（2018年全國卷Ⅰ“七選五”）

Color is fundamental in home design — something you'll always have in every room.A grasp of how to manage color in your spaces is one of the first steps to creating rooms you'll love to live in.Do you want a room that's full of life?Professional? Or are you just looking for a place to relax after a long day?,color is the key to making a room feel the way you want it to feel.

Over the years,there have been a number of different techniques to help designers approach this important point.,they can get a little complex.But good new s is that there're really only three kinds of decisions you need to make about color in your home：the small ones,the medium ones,and the large ones.

Medium color choices are generally furniture pieces such as sofas,dinner tables or bookshelves..They require a bigger commitment than smaller ones,and they have a more powerful effect on the feeling of a space.

The large color decisions in your rooms concern the walls,ceilings,and floors.Whether you're looking at wallpaper or paint,the time,effort and relative expense put into it are significant..

這一篇文章的結構范式比較復雜。第一段通過“原因與結果”的方式來證實color之于家裝的重要性。第二段是“問題與辦法”，其中“問題”是“they can get a little complex”，“辦法”是“three kinds of decisions”。文章的其余部分通過“分類與排序”方式“由小到大”詳細地陳述了問題的解決方法。

36、37題后面都是逗號，可供選擇的選項有A、B、C三個。36題的前面陳述了兩種情況，其中的核心詞是looking for,只有B做出了很好的照應，配合主句再次強調本段的“結果”；37題所在句陳述“問題”， C明顯不合適，故選A； 從38題起開始“由小到大”排序，故38題選D；39題進入“中”這個環(huán)節(jié)，選項G中的a step up from the small ones是一個明顯的提示；最后一段實際上是典型的“原因與結果”，F(xiàn)所說的就是其中的結果。

四、結語

盡管英文文本結構紛繁復雜，但還是有章可循的。老師把英文文本結構知識融入到平時的閱讀教學中，讓學生逐步熟悉句子構成文本的基本規(guī)律，學生的英語閱讀理解能力的提高就有了堅實的基礎。語言是思維的工具、文化的載體，英文文本結構的基本范式實際上體現(xiàn)的是英語獨特的思維方式，老師只有讓學生熟悉這些體現(xiàn)英語特點的思維方式，才能從根本上提高學生的英文文本解讀能力，同時又可以錘煉和豐富學生的思維品質。