語閱讀理解解題技巧及訓(xùn)練-展示頁
2025-01-19 10:48本頁面
【正文】 （ prehension）是中考英語考試的重要題型之一，它具有題量大、題材廣泛、體裁多樣以及考查方式靈活、注重現(xiàn)實(shí)生活等特點(diǎn)。閱讀理解有以下幾種類型： （又稱中心思想題） 這類題基本上是問 main idea，或 best title 是什么；也可以問作者寫此文章的 purpose 何在；或問此文的 conclusion 可總結(jié)為什么。若是僅問其中某一段的中心思想為何，則可將該段的首、 尾句加起來考慮。解題技巧為參考上、下文，尤其是下文。 常問作者對(duì)某事是什么態(tài)度：主觀（ subjective）還是客觀（ objective）；肯定（ positive）還是否定（ negative）；贊成（ approval）還是反對(duì)（ opposition）等等。 其典型詞有兩個(gè)： infer 和 ： What can you infer from the story？或 What is the implied meaning of this sentence？ 切記，推理性問題原文中沒有現(xiàn)成的答案。 這類問題與推理性問題截然相反，都可以從原文中找到答案，只不過為了迷惑考生，常常將原文進(jìn)行改寫，換一種說法。 下面介紹幾種提高閱讀理解能力的方法： 不斷擴(kuò)大詞匯量。常見的詞綴有 im, un, dis等前綴及or, ist,tion 等后綴；同時(shí)，也可利用轉(zhuǎn)化法及合成法。②利用語境，分析句子結(jié)構(gòu)的關(guān)系，結(jié)合常識(shí)來推測(cè)詞的意義，如同位語關(guān)系、反義關(guān)系、因果關(guān)系等，對(duì)文章句子理解的基礎(chǔ)上猜測(cè)詞義，加強(qiáng)閱讀理解的能力。 鞏固掌握所學(xué)語法知識(shí)。熟練掌握和運(yùn)用語法知識(shí)，如時(shí)態(tài)、語態(tài)、語氣，從句等。 熟練掌握閱讀技巧。不僅少看一遍文章，節(jié)約了時(shí)間，有目的 性 ，閱讀效率更高。 ③ .尋讀 （掃描型閱 讀方式） ：在確定了文章主要的討論內(nèi)容之后，建議把所設(shè)置的問題進(jìn)行閱讀，然后在文章中尋找到與其相關(guān)的句子或段落，并標(biāo)注其題號(hào)，對(duì)不相關(guān)的內(nèi)容一帶而過。 ④ 細(xì)讀方式 (read in detail)。不僅要了解字面意思，而且要求讀者把握文章細(xì)節(jié)，了解到文章所隱含的意思。具體表現(xiàn)在： 慢讀：許多學(xué)生誤認(rèn)為讀得越慢，理解程度 越高。而且實(shí)驗(yàn)表明，閱讀速度快的人把握文章大意優(yōu)于閱讀速度慢的人。 指讀 ：這是在閱讀過程中常見的一種現(xiàn)象。這種習(xí)慣把學(xué)生的注意力集中到了書頁的字行上，使學(xué)生讀完文章還不知主題內(nèi)容。 聲讀 ：聲讀是部分學(xué)生在閱讀時(shí)讀出聲來的一種不良習(xí)慣。而實(shí)踐證明，讀者正常的默讀速度是他們說話速度的 兩倍。 過多地依賴工具書 ：閱讀中，學(xué)生遇到不懂的單詞或短語就頻繁地使用工具書。 心讀 ：這種讀法使文字首先轉(zhuǎn)化為聲音記號(hào)進(jìn)入大腦，然后再轉(zhuǎn)化為文字思維，延緩了閱讀速度。 心 譯 ：心譯就是學(xué)生在閱讀文章時(shí)，用非英語思維模式理解閱讀材料，即英語→母語→英語。 二、典型例題： I was in line waiting to pay. In line there were two people before me. A little boy was buying some rather strange clothes. He chatted with anyone who was interested in the clothes and soon we learnt that he was going to a kindergarten(幼兒園 ) party. He had done a great job of putting together interesting costumes. I noticed that the little boy was paying mostly with change(零錢 ). It seemed that he had robbed his pig bank(豬形儲(chǔ)蓄 罐 ) to do this shopping. However, the cashier told him he was short after counting all the money. The boy thought for a moment and said, “Please keep the shirt and I will e back with more money. “ It was clear that he had already used all the money he had and he was $ short. The lady in front of me said, “Well, I could pay half of that. “I told the boy that I could pay the other half. We dug into our handbags. However, both of us only had tendollar bills(紙幣 ) and we needed the cashier to get the change for us. Other shoppers began digging into their pockets to find some change. It was amazing and touching as all these strangers seemed to react(反應(yīng) ) with the same mind. All wanted to be of help. Within minutes the cashier said, “I have too much money.” The cashier didn’t need our tendollar bills. Then the lady in front of me, who had been the first to offer help, said, “Wait! I didn’t even get a chance to give anything!” I smiled at her and said, “You did your share, because it was your idea and you started all this. “ The little boy smiled and thanked us. We wished him the best and he left. I was left with a good feeling. I had seen the love and goodness of others all around me. The woman in front of me smiled and said, “It sure feels good to give, doesn’t it?” I smiled back and said, “Yes !” 1. What is this p
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