论文部分内容阅读
阅读是同学们获取语言文字信息的主要手段，高考英语对同学们阅读理解能力的考查主要体现在以下的六个方面。
需要归纳概括大意时的设题方式
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任何一篇文章都会有一个主旨。有时从文章的第一段，甚至从第一个句子就可得到文章的主要意思，同学们可以由此知道文章所描述的是谁或是什么（即文章的主题），也可以了解作者希望同学们了解主题方向的那些内容。有时，文章的主旨要义需要从文章的字里行间进行推断。这类试题主要是考查同学们略读文章、领会大意和归纳、概括的能力。因此，同学们需要分析文章的篇章结构，找出短文的主题句或者篇幅较长的文章每段的主题句或者在文段之尾找结论，从而概括出文章的主旨或中心思想。
考查主旨大意的选项的干扰项一般是短文大意的一部分，而不是全部，或者是事实细节，而不是大意。
常出现在这类考题中的设题方式有：
The main idea of the passage is .
The main purpose of the story is to tell us .
This story mainly tells us .
The second paragraph mainly describes .
Which of the following can be the best title of the story？
[需要理解文中具体信息时的设题方式]
一篇文章的主题和中心思想确定后，还需要有大量的细节信息的支持。这些细节对理解全文内容至关重要，同时也是归纳和概括文章中心的基础，因而不容忽视。
做细节题时，通常不需要通读全文，而应该采取“带着问题找答案”的方法，即先读题干， 然后带着问题找答案。具体做法是：先抓住关键词，在文章中搜索相关的信息， 在对照比较的基础上来确立答案，确定答案时多用排除法，将是是而非的答案一一排除。
常出现在这类考题中的设题方式有：
The author states that .
The writer mentions all the following except .
According to the passage which of the following statements is correct？
Which of the following statements is true？
[需要根据上下文推测生词词义时的设题方式]
正确理解文章的单词或短语是理解文章的第一步，也是理解文章的基础，不懂单词的含义就根本谈不上理解文章。理解生词的能力包括两种情况：一种是指一词多义的词义的正确选择，要求同学们根据上下文在众多的词义中选择最确切的解释；另一种是没有学过的生词的词义，要求同学们从文中出现的同义词、近义词、句子结构或上下文，甚至在对通篇理解的基础上来猜测词义。
猜词题的设置方法很多，一般说来，有以下几种：
1.利用一个定义、定语从句、同位语从句或者一个近义词、短语作为猜词的背景或已知信息。
2.利用两个事物间的相互关系作为猜词的依据。
3.利用构词法或者常识来设置猜词题目也是很常见的。
4.利用语境来设置猜词题。
常出现在这类考题中的设题方式有：
The underlined word “...” in the last paragraph means a person’s .
Which of the following words can best take the place of the word “...” in the paragraph 2？
What does the underlined word “...” probably refer to？
[需要作出判断和推理时的设题方式]
阅读文章的主要目的是获取信息，即作者所要传达的信息。但是，在实际的阅读活动中，作者所传达的信息并不总是读者能直接明白的，有时需要根据文章提供的事实和线索，进行逻辑推理，推测作者未直接提到的事实或某事发生的可能性等。
一般情况下，同学们所阅读的文章往往比较含蓄， 需要同学们自己去领会文章内在的含义， 如果同学们只是研究语言文字的字面意义， 就会妨碍对文章真正含义的理解。
在推理的过程中，同学们不仅要理解文章的表面意义、 还要重视作者的谴词造句的特点，弄清词语的深层含义， 利用文章已有的信息， 结合作者特定的写作意图进行推理， 挖掘文章的隐含含义。
常出现在这类考题中的设题方式有：
From the text we know that the author is most likely .
The above introduction is most possibly for
The story shows that the driver is .
The author probably feels .
The passage suggests that .
The last sentence implies .
What do you think the hero of the story would finally get？
After reading the story what can we infer about the hospital？ [需要理解作者的意图和态度时的设题方式]
每篇文章都有一个特定的写作目的。或是向读者传递某个信息，或是愉悦读者、或是讲授某个道理。而这些信息往往不是明确地表达出来，而是隐含在文章之中，这就要求同学们不仅要有理解字面意义的能力，还要能够把握作者对某个问题的观点和态度，了解作者写某段、某句、某一措辞以及全文的真实意图和写作目的。
这类题主要是考查同学们对作者或短文中某一人物在短文表现出来的意图、语气进行理解把握的能力。因为意图、语气都是深层的内容，所以这类题目的干扰项往往不是完全错误，而是部分错误，这就要求必须从整体把握作者的意图、语气。
常出现在这类考题中的设题方式有：
The intention that the author wrote this letter is .
The reason that John refused Mary’s may be .
The main purpose of the passage is .
[需要理解文章的基本结构时的设题方式]
不同的体裁有不同的呈现方式。根据不同文章的内容和写作目的，作者会采取记叙、描写、议论、应用或说明的文体，也会采取叙述、例证、对比或比照等不同的组织结构。不同的文体的阅读难度、要求和任务不同，阅读的方法也不同。增强对语篇结构的理解能力有助于提高阅读质量。
事实上，高考的阅读题材的语篇意义很强。因此，学会进行语篇分析，把握住句与句，段与段之间的逻辑关系也是命题者命题的一个重点。
英语文章讲究使用主题段和主题句。主题段通常在文章开头，简要概括文章的中心思想；主题句可能在一段的开头，也可能在中间或末尾，作用是交代该段的中心思想，再由全段展开或讨论这个意思。段与段之间通常有词语连接，承上启下，使文章行文连贯。如果希望准确、深刻地理解一篇文章，必须对文章的结构有所了解，把握住全篇的文脉，即句与句、段与段之间的逻辑关系。对这种能力的考查一般反映在文章的中心思想、文中某一段的大意或指代关系的题目中。
常出现在这类考题中的设题方式有：
How is the passage organized？
How is the passage mainly developed？
Which of the following shows the structure of the passage？
What information will probably be provided following the last paragraph？
What do you think of the author is most likely to suggest if he continues to write？
例1
“TOM！”
No answer.
“TOM！”
No answer.
“What’s gone with that boy， I wonder？ You TOM！”
No answer.
The old lady pulled her spectacles down and looked over them about the room； then she put them up and looked out under them. She seldom or never looked through them for so small a thing as a boy； they were her state pair， the pride of her heart， and were built for “style，” not service — she could have seen through a pair of stove-lids just as well. She looked perplexed for a moment， and then said， not fiercely， but still loud enough for the furniture to hear：
“Well， I lay if I get hold of you I’ll —”
She did not finish， for by this time she was bending down and punching under the bed with the broom， and so she needed breath to punctuate the punches with. She resurrected nothing but the cat.
“I never did see the beat of that boy！”
She went to the open door and stood in it and looked out among the tomato vines and “jimpson”weeds that constituted the garden. No Tom. So she lifted up her voice at an angle calculated for distance and shouted：
“Y-o-u-u TOM！”
There was a slight noise behind her and she turned just in time to seize a small boy by the slack of his roundabout and arrest his flight. “There！ I might ‘a’ thought of that closet. What you been doing in there？”
“Nothing.”
“Nothing！ Look at your hands. And look at your mouth. What IS that truck？”
“I don’t know， aunt.”
“Well， I know. It’s jam — that’s what it is. Forty times I’ve said if you didn’t let that jam alone I’d skin you. Hand me that switch.”
The switch hovered in the air — the peril was desperate —
“My！ Look behind you， aunt！”
The old lady whirled round， and snatched her skirts out of danger. The lad fled on the instant， scrambled up the high board-fence， and disappeared over it.
His aunt Polly stood surprised a moment， and then broke into a gentle laugh.
1. This passage mainly describes .
A. how Aunt Polly got the switch
B. how Aunt looked for Tom
C. how Aunt treated Tom
D. how Aunt scolded Tom
2. The underlined word “resurrected” in paragraph 9 probably means .
A. discovered B. gained
C. hunted D. hurt
3. According to the story， how did aunt Polly want to do if the boy didn’t obey her？
A. She would drive him away.
B. She wouldn’t let him have dinner.
C. She would punish him strictly.
D. She would let it be.
4. It can be inferred from the passage that .
A. Aunt Polly was actually a cold-blooded woman.
B. Aunt Polly was actually a kind woman.
C. Tom was treated badly in the family.
D. Tom was spoiled in the family.
解析 1. B。 主旨大意题。从全文可知，作者描写了aunt Polly 大喊大叫找Tom的情景，选B。
2. A 。词义猜测题。从上下文可知，aunt Polly在找Tom，开始什么也没有看到，只有一只猫，选A。
3. C。细节理解题。从“Well， I know. It’s jam — that’s what it is. Forty times I’ve said if you didn’t let that jam alone I’d skin you”可知，如果Tom再动那些果酱她就会剥他的皮（处罚他），选C。
4. B。理解推理题。从最后一段“His aunt Polly stood surprised a moment， and then broke into a gentle laugh.”可知，虽然aunt Polly对Tom大喊大叫，但是看到Tom跑开了，她露出温柔的微笑，选B。
需要归纳概括大意时的设题方式
[]
任何一篇文章都会有一个主旨。有时从文章的第一段，甚至从第一个句子就可得到文章的主要意思，同学们可以由此知道文章所描述的是谁或是什么（即文章的主题），也可以了解作者希望同学们了解主题方向的那些内容。有时，文章的主旨要义需要从文章的字里行间进行推断。这类试题主要是考查同学们略读文章、领会大意和归纳、概括的能力。因此，同学们需要分析文章的篇章结构，找出短文的主题句或者篇幅较长的文章每段的主题句或者在文段之尾找结论，从而概括出文章的主旨或中心思想。
考查主旨大意的选项的干扰项一般是短文大意的一部分，而不是全部，或者是事实细节，而不是大意。
常出现在这类考题中的设题方式有：
The main idea of the passage is .
The main purpose of the story is to tell us .
This story mainly tells us .
The second paragraph mainly describes .
Which of the following can be the best title of the story？
[需要理解文中具体信息时的设题方式]
一篇文章的主题和中心思想确定后，还需要有大量的细节信息的支持。这些细节对理解全文内容至关重要，同时也是归纳和概括文章中心的基础，因而不容忽视。
做细节题时，通常不需要通读全文，而应该采取“带着问题找答案”的方法，即先读题干， 然后带着问题找答案。具体做法是：先抓住关键词，在文章中搜索相关的信息， 在对照比较的基础上来确立答案，确定答案时多用排除法，将是是而非的答案一一排除。
常出现在这类考题中的设题方式有：
The author states that .
The writer mentions all the following except .
According to the passage which of the following statements is correct？
Which of the following statements is true？
[需要根据上下文推测生词词义时的设题方式]
正确理解文章的单词或短语是理解文章的第一步，也是理解文章的基础，不懂单词的含义就根本谈不上理解文章。理解生词的能力包括两种情况：一种是指一词多义的词义的正确选择，要求同学们根据上下文在众多的词义中选择最确切的解释；另一种是没有学过的生词的词义，要求同学们从文中出现的同义词、近义词、句子结构或上下文，甚至在对通篇理解的基础上来猜测词义。
猜词题的设置方法很多，一般说来，有以下几种：
1.利用一个定义、定语从句、同位语从句或者一个近义词、短语作为猜词的背景或已知信息。
2.利用两个事物间的相互关系作为猜词的依据。
3.利用构词法或者常识来设置猜词题目也是很常见的。
4.利用语境来设置猜词题。
常出现在这类考题中的设题方式有：
The underlined word “...” in the last paragraph means a person’s .
Which of the following words can best take the place of the word “...” in the paragraph 2？
What does the underlined word “...” probably refer to？
[需要作出判断和推理时的设题方式]
阅读文章的主要目的是获取信息，即作者所要传达的信息。但是，在实际的阅读活动中，作者所传达的信息并不总是读者能直接明白的，有时需要根据文章提供的事实和线索，进行逻辑推理，推测作者未直接提到的事实或某事发生的可能性等。
一般情况下，同学们所阅读的文章往往比较含蓄， 需要同学们自己去领会文章内在的含义， 如果同学们只是研究语言文字的字面意义， 就会妨碍对文章真正含义的理解。
在推理的过程中，同学们不仅要理解文章的表面意义、 还要重视作者的谴词造句的特点，弄清词语的深层含义， 利用文章已有的信息， 结合作者特定的写作意图进行推理， 挖掘文章的隐含含义。
常出现在这类考题中的设题方式有：
From the text we know that the author is most likely .
The above introduction is most possibly for
The story shows that the driver is .
The author probably feels .
The passage suggests that .
The last sentence implies .
What do you think the hero of the story would finally get？
After reading the story what can we infer about the hospital？ [需要理解作者的意图和态度时的设题方式]
每篇文章都有一个特定的写作目的。或是向读者传递某个信息，或是愉悦读者、或是讲授某个道理。而这些信息往往不是明确地表达出来，而是隐含在文章之中，这就要求同学们不仅要有理解字面意义的能力，还要能够把握作者对某个问题的观点和态度，了解作者写某段、某句、某一措辞以及全文的真实意图和写作目的。
这类题主要是考查同学们对作者或短文中某一人物在短文表现出来的意图、语气进行理解把握的能力。因为意图、语气都是深层的内容，所以这类题目的干扰项往往不是完全错误，而是部分错误，这就要求必须从整体把握作者的意图、语气。
常出现在这类考题中的设题方式有：
The intention that the author wrote this letter is .
The reason that John refused Mary’s may be .
The main purpose of the passage is .
[需要理解文章的基本结构时的设题方式]
不同的体裁有不同的呈现方式。根据不同文章的内容和写作目的，作者会采取记叙、描写、议论、应用或说明的文体，也会采取叙述、例证、对比或比照等不同的组织结构。不同的文体的阅读难度、要求和任务不同，阅读的方法也不同。增强对语篇结构的理解能力有助于提高阅读质量。
事实上，高考的阅读题材的语篇意义很强。因此，学会进行语篇分析，把握住句与句，段与段之间的逻辑关系也是命题者命题的一个重点。
英语文章讲究使用主题段和主题句。主题段通常在文章开头，简要概括文章的中心思想；主题句可能在一段的开头，也可能在中间或末尾，作用是交代该段的中心思想，再由全段展开或讨论这个意思。段与段之间通常有词语连接，承上启下，使文章行文连贯。如果希望准确、深刻地理解一篇文章，必须对文章的结构有所了解，把握住全篇的文脉，即句与句、段与段之间的逻辑关系。对这种能力的考查一般反映在文章的中心思想、文中某一段的大意或指代关系的题目中。
常出现在这类考题中的设题方式有：
How is the passage organized？
How is the passage mainly developed？
Which of the following shows the structure of the passage？
What information will probably be provided following the last paragraph？
What do you think of the author is most likely to suggest if he continues to write？
例1
“TOM！”
No answer.
“TOM！”
No answer.
“What’s gone with that boy， I wonder？ You TOM！”
No answer.
The old lady pulled her spectacles down and looked over them about the room； then she put them up and looked out under them. She seldom or never looked through them for so small a thing as a boy； they were her state pair， the pride of her heart， and were built for “style，” not service — she could have seen through a pair of stove-lids just as well. She looked perplexed for a moment， and then said， not fiercely， but still loud enough for the furniture to hear：
“Well， I lay if I get hold of you I’ll —”
She did not finish， for by this time she was bending down and punching under the bed with the broom， and so she needed breath to punctuate the punches with. She resurrected nothing but the cat.
“I never did see the beat of that boy！”
She went to the open door and stood in it and looked out among the tomato vines and “jimpson”weeds that constituted the garden. No Tom. So she lifted up her voice at an angle calculated for distance and shouted：
“Y-o-u-u TOM！”
There was a slight noise behind her and she turned just in time to seize a small boy by the slack of his roundabout and arrest his flight. “There！ I might ‘a’ thought of that closet. What you been doing in there？”
“Nothing.”
“Nothing！ Look at your hands. And look at your mouth. What IS that truck？”
“I don’t know， aunt.”
“Well， I know. It’s jam — that’s what it is. Forty times I’ve said if you didn’t let that jam alone I’d skin you. Hand me that switch.”
The switch hovered in the air — the peril was desperate —
“My！ Look behind you， aunt！”
The old lady whirled round， and snatched her skirts out of danger. The lad fled on the instant， scrambled up the high board-fence， and disappeared over it.
His aunt Polly stood surprised a moment， and then broke into a gentle laugh.
1. This passage mainly describes .
A. how Aunt Polly got the switch
B. how Aunt looked for Tom
C. how Aunt treated Tom
D. how Aunt scolded Tom
2. The underlined word “resurrected” in paragraph 9 probably means .
A. discovered B. gained
C. hunted D. hurt
3. According to the story， how did aunt Polly want to do if the boy didn’t obey her？
A. She would drive him away.
B. She wouldn’t let him have dinner.
C. She would punish him strictly.
D. She would let it be.
4. It can be inferred from the passage that .
A. Aunt Polly was actually a cold-blooded woman.
B. Aunt Polly was actually a kind woman.
C. Tom was treated badly in the family.
D. Tom was spoiled in the family.
解析 1. B。 主旨大意题。从全文可知，作者描写了aunt Polly 大喊大叫找Tom的情景，选B。
2. A 。词义猜测题。从上下文可知，aunt Polly在找Tom，开始什么也没有看到，只有一只猫，选A。
3. C。细节理解题。从“Well， I know. It’s jam — that’s what it is. Forty times I’ve said if you didn’t let that jam alone I’d skin you”可知，如果Tom再动那些果酱她就会剥他的皮（处罚他），选C。
4. B。理解推理题。从最后一段“His aunt Polly stood surprised a moment， and then broke into a gentle laugh.”可知，虽然aunt Polly对Tom大喊大叫，但是看到Tom跑开了，她露出温柔的微笑，选B。