浙江省奉化市高考英语二轮复习 阅读理解选练（3）.doc

浙江奉化市2016高考英语阅读理解（二轮）选练（3）短文改错题型指导一、短文改错设题的特征纵观近几年的高考试题，短文改错有以下四种设题特征：1. 设题的角度有三个：词法、句法和行文逻辑。从这三个角度考查考生在语篇中综合运用英语的能力。2. 每行错误有四种可能：无错、多词、少词和错词。其中，无错、多词、少词各占一个，错词占七个。3.七道错词设题主要考查动词、名词、形容词、副词、代词等，其中，动词考查最多。4. 多词和少词错误主要涉及介词和冠词等虚词。 二、短文改错解题技巧1. 正确理解做题要求。搞清楚改什么改动一个单词，不是两个；不改标点符号。怎么改删除、补漏、纠错、划对号。答卷一定要规范，各种符号不能缺少，形式和位置要正确。2. 无错行仅为一行。若做题结果为多行无错，则说明可能有未被发现的错误，需要进一步查找。同样地，如果一行中找到两个错误，则说明找出的某一错误有问题。 3. 以句为单位查找错误。短文改错以行为单位设置错误，有些句子要占两至三行，单从一行很难判断； 所以，应以句为单位进行审查，句与行结合起来加以验证。短文改错主要是句子层次的问题，侧重考查语言的准确性，所以句子结构正确与否的审查是关键的一步。4. 重视上下文前后照应。做题时必须立足于上下文，正确理解作者意图，根据短文的题材，从整体上把握全文。既要从单句入手检查语言错误，又要从全文着眼发现行文逻辑方面的问题。注意句与句之间的关系以及前后文之间的联系和统一，这样才能将单个句子中不易发现的错误，如连词运用不当、人称混乱、前后矛盾等问题全部找出，进行全面改正。 三、短文改错中常见错误例析 1. 冠词检查句中冠词是否多余、遗漏，是否有定冠词和不定冠词的混用及a和an的混用。【考例】 so when i have the problem i will turn to her for help. (2013全国大纲卷)in a fact, he even scared my classmates away (2013新课标i卷)this custom soon became another meal of day. (2013新课标ii卷)the teacher was angry because we had same answers. (2013四川卷)【答案及解析】 the改成a。定冠词和不定冠词混用。此处表泛指，用不定冠词a。 去掉a。冠词多余。固定短语in fact中不需要冠词。 day前加the。冠词遗漏。 same前加the冠词遗漏。the same answers相同的答案。2. 名词 检查单复数是否混用、可数名词与不可数名词是否混用、名词所有格是否正确及名词与其他词类之间的混用。 【考例】, it takes him much times to stop me. (2013全国大纲卷)he was tall, with broad shoulder and a beard that(2013新课标i卷)this made for the grow in the porcelain industry. (2013新课标ii卷)within the next few minute, my grandfather also caught a fish. (2013陕西卷)【答案及解析】 times改成time。名词单复数混用。此处指花费时间，用time，而times意为“时代”。 shoulder改成shoulders。名词单复数混用。一个人有两个肩膀，故用复数。 grow改成growth。词类混用。grow是动词“成长”，在定冠词the后面需要用名词growth。 minute改成minutes。名词单复数混用。few与复数可数名词连用。3. 动词检查时态、语态、主谓是否一致，或检查情态动词、非谓语动词、固定搭配、及物动词与不及物动词的用法以及动词词形等。 【考例】 he said if i decide to do something, it takes him (2013全国大纲卷) tea in china was traditionally drank from cups without handles. (2013新课标ii卷)the book im reading of talks about afternoon tea in britain. (2013新课标ii卷)she used to holding me on her knees and sing old songs. (2013新课标i卷)i was only four when she passes away. (2013新课标i卷) 【答案及解析】 said改成says。时态不一致。根据后面decide和takes判断，said应该用一般现在时says。 drank改成drunk。词形错误。drank是过去式，而drunk是过去分词。本句表达的是被动语态，需用过去分词。 去掉of。及物与不及物动词混用。句中read是及物动词，其后介词of是多余的。 holding改成hold。句中used to是情态动词，后接动词原形。 passes改成passed。时态不一致。根据前文时态可知用过去时。 4. 代词检查人称代词、不定代词、指示代词、物主代词、反身代词、疑问代词等的误用、漏用等。 【考例】 he had a deep voice, which set himself apart from others in our small town(2013新课标i卷) dad lost his job, and as mom explained, “he was lucky to find other one.” (2013浙江卷) but after the test, all of us were called to the teachers office. (2013四川卷) we took ours fishing poles and headed for the lake. (2013陕西卷)【答案及解析】 himself改成him。人称代词误用。 set him a part from others使他同别人区分开。 other改成another。不定代词误用。other表“其他的，另外的”；another表“又一，另一”。 all改成both。不定代词误用。根据前文语境可推知是两者，应用both。 ours改成our。物主代词误用。修饰名词用形容词性物主代词。5. 形容词与副词检查形容词与副词、名词等之间的错用、级的错误、固定搭配错误等。 【考例】 when the teacher asks us very difficulty questions (2013全国大纲卷) my mother is very much kind and is friendly to everybody. (2013全国大纲卷)however, he was the gentlest man i have never known. (2013新课标i卷)interesting, it had a connection by to the british porcelain (瓷器) industry. (2013新课标卷)【答案及解析】 difficulty改成difficult。形容词与名词混用。questions是名词，需用形容词修饰。 去掉much。much不能修饰形容词原级，very much是副词修饰动词，常置句末。 never改成ever。副词混用。他是我曾认识的最绅士的人。ever意为“曾经”常与完成时连用，never是否定副词，表示“从不，绝不”。 interesting改成interestingly。形容词与副词混用。副词可作状语置于句首，修饰整个句子。6. 介词检查介词的错用、漏用以及与动词或名词的搭配错误。 【考例】 he isnt good at talk but he gets on well with other people. (2013全国大纲卷) ill think quickly and stand to answer. (2013全国大纲卷) a beard that turned from black toward gray over the years. (2013新课标i卷)it had a connection by the british porcelain (瓷器) industry. (2013新课标卷)every day, he spends too much time with his work. (2013辽宁卷)【答案及解析】 talk改成talking。at是介词，介词后面用动名词。 stand后加up。介词遗漏。站起来回答问题，所以用stand up。 toward改成to/ into。搭配错误。turn from.to/into表“从变成”。 by改成with/to。搭配错误。have a connection with/to sth.表“与有联系”。 with改成on。搭配错误。spend time on sth.是固定短语“花费时间做某事”。7. 句子结构及上下文逻辑 检查句子结构是否正确及上下文是否符合逻辑。【考例】 i was eager to see him, but outside her room i stopped. i had to calm myself down. (2013辽宁卷) suddenly mary, my best friend, asking me to (2013四川卷) good night and remember, you, dear diary, is my only souvenir (2013浙江卷) as soon as we arrived, so we dropped the lines into the water. (2013陕西卷) before waiting for about half an hour, i was beginning to get impatient. (2013陕西卷) 【答案及解析】 her 改成his。前后逻辑不当。 asking改成asked。句中mary是主语，后面谓语应是asked, asking不可作谓语。 is改成are。句子主语是you，谓语动词用are。 去掉so。上文有as soon as引导时间状语从句，故so多余。 before改成after。前后逻辑不当。8. 关联词检查连接并列句、名词性从句、定语从句、状语从句等的关联词的错用、多用或遗漏及相关的错误。【考例】 my father is hardworking but goes to work in the field every day. (2013全国大纲卷) this is how i need to improve in the future. (2013全国大纲卷) he had a deep voice, which set him apart from others in our small town, he was strong and powerful. (2013新课标i卷) provides a bridge between lunch and dinner, that might not be served until 8 oclock at night. (2013新课标卷) his new job meant i had to say goodbye to my classmates, my school or just everything else i love in the world. (2013浙江卷)【答案及解析】 but改成and。根据句意，此处表示顺承关系，不是转折关系。 how改成what。句意为：这是我将来需要提高的地方。这时what作improve的宾语。 在he was strong前加and。连接两个简单句且前后是顺承关系。 that改成which。此句为非限制性定语从句，故用which。 or改成and。不表示选择关系，而是顺承并列关系。四、做短文改错的基本步骤 1. 改前通读全文，理解语篇大意。快速并认真阅读短文，正确理解短文意思，抓住语篇行文逻辑。在阅读过程中，一定要将一个完整的句子和几句逻辑紧密的句群一次性读完，然后逐行判断，上下兼顾，切忌断章取义，以免造成上下文逻辑不通，影响正确的判断。2. 改中细读，注意语法、词汇错误。 依据文意和上下文逻辑，对文章进行逐字逐句的分析，检查句子的结构是否完整，语气是否连贯，文意是否与原文相符等。综合运用所学语言知识，根据各行不同的错误情况分别解答。在纠错时一定要读完整个句子，仔细分析，才能发现错误、纠正错误。3. 改后回读，纠正失误，减少差错。做完后，将答案放回原文，重读全文。改后复读，会发现那些在通读与细读中不曾发现的问题或做出的误改。同时，能检查并验证所做的答案是否能使语气贯通流畅，行文逻辑发展是否合乎情理，语篇结构是否严密完整。复读过程中，凡遇到不通顺或不连贯之处，需进行细致的分析和推敲。此外，还要注意正确的拼写及改错符号的正确运用。 五、平时训练时应注意的事项考试时间短暂，如果做不好短文改错，会影响后面的书面表达。要做好短文改错，功夫在课外，平时应做以下训练：1. 切实打好语法基础。2. 多背诵、阅读地道的英语文章。特别留心在行文表达、意义结构上英汉差异较大的典型句式。3. 在学习中不断发展和归纳错误，形成自己的“错误集锦”，并经常训练，防止再次出现错误。4. 训练的形式要多样化，可以先从单句入手，再逐步过度到段、篇的改错。5. 多做练习，及时分析总结，从而达到熟能生巧。短文改错这种题型有一定的难度，要想做好并不容易，所以平时一定要注意积累更多的语言知识，扩大词汇量，尤其是要掌握丰富的英语短语和固定搭配；在记忆时要一丝不苟，切忌随意增词或减词；此外, 还要掌握更多的句型结构和习惯表达，并保持良好的心态，这样在考试中才能从容不迫，游刃有余，迅速地找出错误并正确修改。阅读理解“everyone is entitled（有权） to their opinion is a remark commonly heard in our society. we value free speech and the rights of the individual. the private preferences we keep, as long as they do not bother with the rights and freedoms of others, are ours to do with as we wish.children learn this central principle early on and soon become expert at using it effectively to suit their own purposes. the phrase well, its just my opinion can act as a get-out clause which avoids further questioning or the need to give an explanation. a student may well prefer to put up a brick wall and so avoid the difficult task of providing a justification（正当的理由） for their view.they know the holy position freedom of speech holds for all of us and they know the taboo（禁忌）around challenging the opinions of others when they do not produce unfavorable effects on anyone else.this can make things hard for the teacher. we want to promote tolerance and respect in our classrooms and give young people a sense: this is how one ought to behave. yet, we are also seeking to develop reasoning and critical thinking. to some extent, there is an idea that peoples views carry equal weight because all individuals ought to be treated equally. treating peopleequally is different from treating what they say with equal weight, though. we need to make clear to students that the right to ones opinions does not ignore the need to support them with argument when called to do so.justification is the signal difference between opinion and argument. opinions are stated;arguments are advanced. opinions are given; arguments are proposed. when we ask a student to explain themselves, we are asking them to give us something that will lend evidence to what they have said. we are asking them to convince us, to persuade us, to show us the reasonableness of what it is they are saying.64. according to paragraph 2, if you offer a get-out clause, you may.a. fall into a difficult situationb. escape being questionedc. raise your social positiond. have to further explain your opinion65. the teacher may find it hard to.a. put up a brick wall to avoid giving acceptable reasonsb. challenge the opinions of others to have a deep effect on themc. encourage tolerance and respect while developing reasoning and critical thinkingd. tell the differences between opinion and argument66. the underlined word them in paragraph 3 refers to .a. studentsb. teachersc. needsd. opinions67. what would be the best title for this passage?a. everyone is entitled to their opinionb. never bother with the rights of othersc. “its just my opinion isnt good enoughd. treat what people say equally【参考答案】2. 64-67 bcdc 阅读理解。in his 1930 essay “economic possibilities for our grandchildren”, john keynes, a famous economist, wrote that human needs fall into two classes: absolute needs, which are independent of what others have, and relative needs, which make us feel superior to our fellows. he thought that although relative needs may indeed be insatiable (无止境的) , this is not true of absolute needs.keynes was surely correct that only a small part of total spending is decided by the desire for superiority. he was greatly mistaken, however, in seeing this desire as the only source of insatiable demands. decisions to spend are also driven by ideas of quality which can influence the demand for almost all goods, including even basic goods like food. when a couple goes out for an anniversary dinner, for example, the thought of feeling superior to others probably never comes to them. their goal is to share a special meal that stands out from other meals.there are no obvious limits to the escalation of demands for quality. for example, porsche, a famous car producer, has a model which was considered perhaps the best sport car on the market. priced at over $120,000, it handles perfectly w