如何使閱讀質量最大化

閱讀理解是英語高考的重頭戲，它分值高、區分度明顯，因此如何盡快提高閱讀能力是擺在每個高一同學面前的一項緊迫任務。明確高考要求和試題類型，并掌握一定的解題技巧是使閱讀質量最大化的有效途徑之一。

一、高考要求

《考試大綱》對閱讀理解的要求是：1. 理解主旨要義；2. 理解文中的具體信息；3. 根據上下文推斷生詞的詞義；4. 理解全篇的邏輯關系，并據此作出簡單的判斷和推理；5. 理解文章的基本結構；6. 理解文章的深層含義，推斷作者的意圖和態度。

二、閱讀理解的測試點

《考試大綱》對考生閱讀能力的要求即是閱讀理解的測試點。主要包括四種題型，即歸納概括題、詞義或句義猜測題、事實細節題和推理判斷題。

1. 歸納概括類。

這類試題要求對文章的整體或局部進行分析、概括，理清文章的基本結構，歸納中心思想、段落大意或者為文章選擇標題，旨在考查考生加工與濃縮信息的能力。常見的問題形式有：

（1） Which of the following best expresses the main idea of the passage？

（2） What would be the best title of the text？

（3） How is the text organized？

2. 詞義或句義猜測題。

詞義或句義的猜測能力是閱讀理解能力的重要組成部分，歷年高考都把猜測詞義作為考生應該掌握的一項閱讀技能列入試題，考查對文中關鍵詞語（實詞、短語、長難句子或指代關系等）的理解。常見的問題形式有：

（1） The underlined word “...” is closest in meaning to ________.

（2） The underlined word “it” in Paragraph ... refers to ________.

3. 事實細節題。

主要考查考生對閱讀材料中主要事實的理解能力。這類問題包括詢問人（who）、物（what）、時間 （when）、地點 （where）、原因 （cause）、結果 （result）、文中的數據 （data）等。常見的問題形式有：

According to the passage， what / when / where / who / why / how / which... ？

4. 推理判斷題。

這類試題要求考生根據文章所提供的觀點、事實、數據、線索等進行合乎邏輯的推理、判斷，挖掘文章的深層含義，領悟作者的言外之意，推斷事情的前因后果、人物的目的動機、性格特征、作者的態度、傾向、寫作目的等。常見的問題形式有：

（1） It can be inferred from the passage that...

（2） The author's purpose of writing this passage is...

三、解題技巧

1. 如何解答歸納概括題。

這類題目主要包括：找出中心思想、理解文章的基本結構和為文章選擇合適的標題。

如果文章含有主題句，則該主題句本身就是文章的中心內容或可作為標題。我們知道任何一篇文章都有它的主題，即文章的中心，其余部分便圍繞這個中心內容展開。作者通常把文章的這個中心內容用一句話表達出來，這句話就是文章的主題句。主題句一般出現在文章的開頭或結尾。有的文章開明綜義，第一個段落甚至第一個句子就點出文章的主題，然后列舉相關事實，輔之以細說。用歸納法撰寫的文章則是事實細節在前，最后歸納要點或共性，得出結論，此時主題句則是文章的最后一句。

如果文章沒有主題句，就需要考生在正確理解細節內容的基礎上發揮自己的邏輯推理能力，概括出文章的主旨。主要有以下兩種方法：

（1） 理清“文脈”，確定文章的主題和結構。作者在寫文章的時候，為了表達中心思想，總是按照一定的思路把所需材料合理地布局、安排，作者的這個思路就是文章的脈絡。閱讀時要注意透過繁雜的事實和細節理出文脈，比如作者是按照時間順序還是按照空間順序組織材料的？文章的主要線索是什么？開頭是怎樣入題的？最后又是如何結題的？要觀察全文的結構安排，分析故事的發生、發展和結局都是圍繞什么寫作意圖來安排的。文章的脈絡理清了，主題和結構也就確定了。

（2） 劃出每一段的支撐詞句，概括出每一段的段意，并注意段落之間的邏輯關系。文章是由段落組成的，各段段意的整體歸納便是全文的中心思想。

怎樣選擇文章的標題：標題要短小精練，易懂易記，多為短語。標題涵概性要強，要能總括全文，其內涵和外延既不能范圍過大，也不能把某一細節或側面誤當作主題。

2. 如何解答詞義猜測題。

猜測詞義最常用的方法是“語境推斷法”：猜測任何詞義都離不開文章的語言情景，詞義可以從上下文的具體語境中推斷出來。請閱讀下文：

Many years ago， when I was fresh out of school and working in Denver， I was driving to my parents' home in Missouri for Christmas. I stopped at a gas station （加油站） about 50 miles from Oklahoma City， where I was planning to stop and visit a friend. While I was standing in line at the cash register （收款臺）， I said hello to an older couple who were also paying for gas.

I took off， but had gone only a few miles when black smoke poured from the back of my car. I stopped and wondered what I should do...

The words “took off” underlined in Paragraph 2 mean “________”.

A. turned off B. moved off C. put up D. set up

【析】 根據上一句的“... I was standing in line... who were also paying for gas”和后面的“gone only a few miles... I stopped and wondered...”可以推斷出took off是“離開”的意思，所以選項B. moved off （離開）為正確答案。其他選項：turn off “關掉”；put up “拿起”；set up “設立”。

常用的猜詞技巧還有：解釋（對生詞以定語、定語從句、表語、同位關系或者用破折號等加以解釋說明）；對照比較；因果關系；同義詞、近義詞；反義詞；構詞法（派生、合成、轉化）等。

3. 如何解答事實細節題。

最常用的辦法是看到題目后根據記憶迅速在原文找到能夠為此提供信息的部分，即找到細節的出處，然后放慢速度把這一部分內容再仔細閱讀一遍，比較所給選項與文中細節的細微區別，最后確定答案。

為了增加題目的難度，命題者經常將閱讀材料中所使用的詞語或結構在選項中進行同義轉換，這時要注意觀察其轉換是否準確，仔細辨認選項中細節信息的范圍、程度、語義的感情色彩等是否與原文一致。

4. 如何解答推理判斷題。

考生做推理判斷題時，一定要對文章從整體上把握，注意文章結構層次和邏輯關系，根據文字的表面意義推斷其隱含意義，調動自己的邏輯學知識，如歸納推理、演繹推理、三段式推理等，對已知信息進行合乎邏輯的加工、分析，推斷出作者的“弦外之音”。

推斷作者的態度、傾向等時，應特別注意文中的措辭，因為作者的思想傾向和感情色彩必然隱含在文章的字里行間，流露于所修飾的詞語之中。

【學以致用】

Our vicar （牧師） is always raising money for one thing or another， but he has never managed to get enough money to have the church clock repaired. The big clock which used to strike the hours day and night was damaged many years ago and has been silent ever since.

One night， however， our vicar woke up with a start： the clock was striking the hours！ Looking at his watch， he saw that it was one o'clock， but the bell struck thirteen times before it stopped. With a torch （電筒） in his hand， the vicar went up into the clock tower to see what was going on. In the torchlight， he caught sight of a figure whom he immediately recognized as Bill Wilkins， our local grocer.

“Whatever are you doing up here Bill？” asked the vicar in surprise.

“I'm trying to repair the bell，” answered Bill， “I've been coming up here night after night for weeks now. You see， I was hoping to give you a surprise.”

“You certainly did give me a surprise！” said the vicar. “You've probably woken up everyone in the village as well. Still， I'm glad the bell is working again.”

“That's the trouble， vicar，” answered Bill. “It's working all right， but I'm afraid that at one o'clock it will strike thirteen times and there's nothing I can do about it.”

“We'll get used to （逐漸習慣） that， Bill，” said the vicar. “Thirteen is not as good as one， but it's better than nothing. Now let's go downstairs and have a cup of tea.”

1. Which of the following would be the best title of the passage？

A. Bill Wilkins， our local grocer. B. The secret was out！

C. Thirteen equals one. D. A kind-hearted vicar.

2. It can be inferred from the passage that ________.

A. the church clock was so badly damaged that it couldn't be repaired

B. the vicar was too poor to have the church clock repaired

C. everyone in the village would soon be used to the clock

D. both the vicar and the local grocer were ready to help others

3. The underlined phrase “with a start ” in Paragraph 2 can be best replaced by ________.

A. suddenly and in surprise B. quickly and angrily

C. quietly D. alone

4. Which of the following is NOT true according to the passage above？

A. The purpose of this writing is to tell the readers an interesting story.

B. The clock almost woke up everyone in the village.

C. The vicar was pleased that the big clock began to work again.

D. The big clock has been out of order for many years.

5. Which of the following is the correct order of the events that happened in the story？

a. The clock struck thirteen times.

b. The clock was damaged many years ago.

c. The vicar was woken up.

d. The vicar recognized Bill Wilkins in the dim light and knew the truth.

e. Bill Wilkins climbed up to the tower night after night to repair the clock.

f. The vicar offered to have a cup of tea with the local grocer.

A. c， d， e， b， a， f B. a， c， b， e， d， f C. b， e， a， c， d， f D. f， a， e， c， d， b