（考前添分指导）浙江省高考英语 阅读理解指导（精讲精析）(1).doc

高考英语阅读理解常考点分析阅读理解试题常采用以下四种题型：1. 考查考生快速捕捉信息、处理信息的能力 (细节理解题)；2. 考查考生对某个词或词语的理解能力 (词义猜测题) ； 3. 考查考生对文章主旨大意或段落大意的概括能力 (主旨大意题)；4. 考查考生对文章的隐含意义、延伸意义的推理判断能力 (推理判断题)。一、细节理解题. 细节理解题一般可分为：直接信息题、间接信息题和信息综合题。1. 直接信息题：先看题干，以便在阅读的过程中更快找出相关事实细节。2. 间接信息题：需结合上下文提供的语境和信息进行简单的概括和判断。3. 信息综合题：涉及文章中的几句话，而且有时可能散落在文章的不同地方，因此要把原文所提供的信息综合起来分析。. 正确答案的特点：与原文信息表达手法不同，但所表达的意思相同。. 干扰项的特点：1. 是原文信息，但与题目要求不符；2. 符合常识，但不符合原文内容；3. 与原文信息极为相似，只是在程度上有些不同；4. 选项中所提供的信息部分正确，部分错误；5. 在意思上与原文大相径庭甚至完全相反。【真题回放一】how did mr. plowright let people know what he was doing? why, he advertised, of course. first he opened a shop and then he put up a sign outside the shop to attract customers. that sign may have been no more than a plow carved into a piece of wood and a simple arrow pointing to the shop door. it was probably all the information people needed to find mr. plowright and his really good plows.（2013 浙江卷阅读理解a篇）42. to advertise his plows, mr. plowright .a. praised his plows in public b. placed a sign outside the shopc. hung an arrow pointing to the shop d. showed his products to the customers42. b。这是一道直接信息题。该段摘自原文第四段，根据该段中的first he opened a shop and then he put up a sign outside the shop to attract customers可知，为了推销自己的犁，mr. plowright在商店外面放了一个牌子。【真题回放二】in college i had been taught that a successful educator should ignore bad behavior. so i did, confident that, as the textbook had said, the bad behavior would disappear as i gave my students positive attention. it sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable.（2013 浙江卷阅读理解d篇）56. according to the passage, which of the following is most probably the writers problem as a new teacher?a. she had blind trust in what she learnt at college.b. she didnt ask experienced teachers for advice.c. she took too much time off to eat and sleep.d. she didnt like teaching english literature.56. a。这是一道间接信息题。该段摘自原文第四段的部分内容，根据so i did, confident that, as the textbook had said, the bad behavior would disappear as i gave my students positive attention可知，作者特别相信从书本上学到的东西，这种盲目的相信让她在实际教学中遇到了困难。二、词义猜测题. 利用同义词或近义词来猜测词义。 有时，为了避免重复，作者会运用不同的词来表述同一意思。此时会出现与之同义或近义的词语或结构，此时可以从该熟悉的词语或结构中推知生词的含义。这种情况下，通常在生词和与其同义或近义的词或短语之间有表并列关系的词and或or等。. 利用反义词或句子中的转折关系猜测词义。反义词同样能够帮助我们理解生词的含义，像although，but，while，however，otherwise，on the other hand等词或词组通常是反义词线索的标志。. 根据定义和解释猜测词义。有些文章中尽管出现了生词，但作者可能会以某种方式对该生词进行解释，如利用means，or，that is to say，that is，in other words，namely等释义性词或短语来进行解释，或利用破折号、同位语、同位语从句、定语从句等来解释。. 利用举例说明猜测词义。有时，有些生词没有给出直接的解释，而是在其后举了一些相关的例子进行说明。我们可以对这些例子进行归纳，即使不能完全猜测出生词的确切含义，也能猜测出其大致意思。常见的表示举例说明的词和短语有：like，for example，for instance，such as，such . as等。. 利用上下文语境猜测词义。猜测任何一个生词或短语的含义都离不开上下文的语境，此时就要求我们通过上下文来对该生词或短语进行合乎逻辑的推测。. 利用词义搭配猜测词义。句子中的某个单词总是和其它的词或短语相关联，我们可以通过这些前后关联的词或短语来猜测该生词的含义。. 利用因果关系猜测词义。有时，我们可以结合上下文利用因果关系来进行推断，可以是根据原因推测结果，也可以是根据结果推测原因。通常用于表示因果关系的词和短语有：because，as，since，for，so，thus，as a result，therefore，so/such . that等。. 利用类属关系猜测词义。有时，文中出现的生词可能与其他几个我们熟悉的词语同属于一个类别，此时可以利用这种类属关系推测出生词的意思。. 利用生活经验和社会常识猜测词义。有不少生词可以根据生活经验或社会常识进行推理、分析从而猜测出词义。比如了解一些西方国家的天文地理、风俗习惯、宗教信仰及社会制度等，可以帮助我们加深对文章的理解，遇到生词时，猜测词义的能力自然就增强了。. 利用构词法猜测词义。构词法以派生和合成为主，如：前缀、后缀和词根，或是复合词。了解构词法并记住一些派生词词缀，可以帮助我们扩充词汇量，也可猜测出不少生词的词义。【真题回放】and no, not because the kids like to pull their ears. the culprit is climate change, and some researchers found that rising temperatures are having harmful effects on at least five species of rabbit in the us.（浙江卷，2012年阅读理解a）42. the word “culprit” (paragraph 2) is closest in meaning to .a. criminalb. judge c. victim d. producer42. a。rising temperatures are having harmful effects on at least five species of rabbit in the us中rising temperatures与climate change有关，再根据having harmful effects on at least five species of rabbit可知，上升的温度对五种兔子有不良影响，由此可知，气候变化是引起问题的事物，与criminal (罪犯) 意思相近。 三、推理判断题推理判断题考查的是对文章的深层理解和挖掘，往往针对作者的倾向、观点、目的，人物的情感、态度以及故事的结局，文章的体裁或者出处来设题考查。题干中往往含有推理判断题的标志性词语：learn, infer, suggest, imply, conclude等。【备考策略】1. 要吃透文章的字面意思，从字里行间捕捉有用的提示和线索，这是推理的前提和基础。2. 要对文章的表面信息进行挖掘加工，由表入里，由浅入深，从具体到抽象，从特殊到一般，通过分析、综合、判断等，进行深层处理，符合逻辑地推理。3. 要忠实于原文，以文章提供的事实和线索为依据，立足已知，推断未知。不能主观臆断，凭空想象，随意揣测，更不能以自己的观点代替作者的观点。4. 要把握句、段之间的逻辑关系，了解语篇的结构。【真题回放】“you had nothing to say to them,” he repeated. “no wonder theyre bored. why not get to the meat of the literature and stop talking about symbolism. talk with them, not at them. and more important, why do you ignore their bad behavior?” we talked. he named my problems and offered solutions. we role-played. he was the bad student, and i was the forceful, yet, warm, teacher.（2013 浙江卷阅读理解d篇）59. the students behaved badly in the writers classes because .a. they were eager to embarrass herb. she didnt really understand themc. they didnt regard her as a good teacherd. she didnt have a good command of english59. b。这段选自原文的倒数第三段。这段字里行间流露出来的意思是作者之前只是停留在教学形式上，很少和学生交流，从而得知作者之前不懂学生。四、主旨大意题主旨大意题要求考生对全文的内容或某一段或某几段的内容加以合理的归纳，目的是检查对短文整体或某一或某几个段落的理解概括能力。它可以是文章或段落中心的陈述，也可以是文章标题的选择。有些文章尤其是说明文和议论文，往往有主题句表明中心思想。但有些文章，比如记叙文往往没有明确的主题句，需要考生在认真体会，明确作者的意图的基础上来概括文章的中心。【备考策略】1. 注意主题段落和主题句的位置，特别是文章首段和结尾或段首和段尾；2. 注意提炼文章的关键词，文章的关键词有时候会出现在正确选项中。【干扰项特点】1. 以偏概全。干扰项只阐述了文章的一部分内容，也就是文章的局部信息。 2. 主题扩大。干扰项所归纳、概括的范围过大，超过文章实际所讨论的内容。3. 张冠李戴。命题者有意地把属于a的特征放在b的身上，构成一个干扰项。 4. 断章取义。干扰项常常以文章中的个别信息作为选项的设置内容，或者以次要的事实或细节冒充全文的主要观点。【真题回放】a medium, in advertising talk, is the way you communicate your message. you might say that the first medium used in advertising was signs with symbols. the second medium was audio, or sound, although that term is not used exactly in the way we use it today. originally, just the human voice and maybe some kind of simple instrument, such as a bell, were used to get peoples attentiona crier, in the historical sense, is not someone who weeps easily. it is someone, probably a man, with a voice loud enough to be heard over the other noises of city. in ancient eg