陳立

眾所周知，語篇必定具有連貫性與條理性，而話語標(biāo)記語有助于形成語篇的連貫性與條理性，并起到一定的提示作用。常見的語話標(biāo)記語，有表示轉(zhuǎn)折的however，?yet，?still等;表示并列或遞進(jìn)的and，?or，?as?well?as，?besides，?whats?more等;表示解釋的mean，?that?is等;表示因果關(guān)系的because，?since，?as，?as?a?result，?thus，?so，?therefore等。

同時，文章往往具有一定的感情基調(diào)，而某些詞語，特別是形容詞和副詞，往往具有褒義、貶義和中性含義。

因此，考生在做有關(guān)情感態(tài)度的閱讀題和完形填空題時，如果能夠關(guān)注話語標(biāo)記語和詞匯的感情色彩，是完全可以提高解題的速度和正確率的。請看下面的具體例證：

一、解答完形的實例分析

[例1]（2020年全國Ⅱ卷）

His?son?thought?that?there?was?something?unusual?about?the?painting?with?a?young?girl?sitting?on?a?garden?chair.?It?was?signed?“Bonnato”or?so?he?thought，?but?when?he?researched?it，?he?only?found“Bonnard”，?a?French?painter?he?had?never?heard?of.?He?bought?a?book?and?was????53????to?find?a?picture?of?the?artist?Pierre?Bonnard?sitting?on?the?same?chair?in?the?same?garden?as?his?fathers?painting.

53.?A.?expected?????B.?surprised?????C.?anxious??????D.?ready

分析：根據(jù)上文的話語標(biāo)記語but可以判斷，作者有一種出乎意料的情緒變化。再由文中的“something?usual”“artist?Pierre?Bonnard?sitting?on?the?same?chair?in?the?same?garden?as?his?fathers?painting”可知，?兒子發(fā)現(xiàn)藝術(shù)家博納爾和父親的畫中的女孩是坐在同一個花園的同一把椅子上，應(yīng)是“感到驚訝surprised）”。

[例2]（2020年新高考Ⅰ卷）

When?he?was?16，?Molai?began?to?notice?something?????23?????happening?around?his?home.?A?flood?had?hit?the?area?earlier?that?year?and?the?damage?it?caused?had?driven?away?a?number?of?birds.

23.?A.?precious???B.?interesting???C.?disturbing???D.?awkward

分析：由下文的消極詞語flood（水災(zāi)），?hit（襲擊）和damage（毀壞）等，可以判斷作者的態(tài)度是負(fù)面的，所以很快排除積極詞匯precious（珍貴的）和interesting（有趣的），而D選項awkward（笨拙的）與文意不符，故選C項disturbing（令人不安的）。

二、解答閱讀題的實例分析

[例1]（2019年全國Ⅰ卷）

During?the?rosy?years?of?elementary?school（小學(xué)），?I?enjoyed?sharing?my?dolls?and?jokes，?which?allowed?me?to?keep?my?high?social?status.?I?was?the?queen?of?the?playground.?Then?came?my?tweens?and?teens，?and?mean?girls?and?cool?kids.?They?rose?in?the?ranks?not?by?being?friendly?but?by?smoking?cigarettes，?breaking?rules?and?playing?jokes?on?others，?among?whom?I?soon?found?myself.

32.?What?sort?of?girl?was?the?author?in?her?early?years?of?elementary?school？

A.?Unkind.?????B.?Lonely.?????C.?Generous.?????D.?Cool.

分析：由題干中的elementary?school可定位到本文所選這段;又由“enjoy?sharing”“queen”等具有積極感情色彩的詞，可判斷應(yīng)選積極正面的語;由此可排除一些消極的詞，如A項Unkind（不友好的），?B項Lonely（寂寞的）和C項Cool（冷酷的），很容易選出C項Generous（慷慨大方的）。

[例2]（2019年全國Ⅰ卷）

...?But?hes?nervous.“Im?here?to?tell?you?today?why?you?should?...?should?...”Chris?trips?on?the“-ld，”a?pronunciation?difficulty?for?many?non-native?English?speakers.?His?teacher，?Thomas?Whaley，?is?next?to?him，?whispering?support.“...?Vote?for?...?me?...”?Except?for?some?stumbles，?Chris?is?doing?amazingly?well.?When?he?brings?his?speech?to?a?nice?conclusion，?Whaley?invites?the?rest?of?the?class?to?praise?him.

...

Whaley?got?the?idea?of?this?second-grade?presidential?campaign?project?...?Whaley?says?the?project?is?about?more?than?just?learning?to?read?and?speak?in?public.?He?wants?these?kids?to?learn?to?boast?about?themselves?...

27.?Which?of?the?following?best?describes?Whaley?as?a?teacher？

A.?Humorous.???B.?Ambitious.???C.?Caring.???D.?Demanding.

分析：全文中，作者對Whaley的描述都是正面的，如?“whispering?support”，“invites?the?rest?of?the?class?to?praise?him”，?“wants?these?kids?to?learn?to?boast?about?themselves”等，因此可以排除ambitious（有野心的）和demanding（要求苛刻的）這樣負(fù)面的詞匯，而A項humorous（幽默的）與文意不符，故選C項caring（關(guān)心他人的）。

理解作者的意圖、觀點和態(tài)度，是近年高考全國卷的常考點。而作者在記敘事件的時候，字里行間往往透露出自己的情感。考生如果能養(yǎng)成關(guān)注話語標(biāo)記語和詞匯感情色彩的好習(xí)慣，不僅能提高解答有關(guān)情感態(tài)度的閱讀題和完形填空題的速度和正答率，而且有助于培養(yǎng)邏輯思維能力，從而提高分析問題和解決問題的能力。

責(zé)任編輯 蔣小青