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高考英语阅读理解微技能导练

高考考试说明中关于阅读理解的要求：

要求考生读懂简易的英语文学作品、科普文章、公告、说明、广告以及书、报、杂志中关于一般性话题的简短文章并回答相关问题。考生应能： １.理解语篇主旨要义； ２.理解文中具体信息；

３.根据上下文提供的线索推测生词的词义； ４.根据文中的事实和线索作出简单的判断和推理； ５.理解文章的基本结构和文脉逻辑关系； ６.理解作者的观点、意图和态度；

因此有关阅读理解题目主要有以下四种： 1. 细节理解题 2.主旨大意题 3. 词义猜测题 4. 推理判断题

一、细节理解题的解题技巧

技巧一 顺藤摸瓜法

既然是事实细节题，与其答案相关的信息必然在文中可以直接找到，有的是根据一个信息点即可选出答案，有的需要综合两个或多个信息点才可选出答案。解答这类题可用“顺藤摸瓜”法：

题干中的关键词为“藤”，文中的答案信息为“瓜”。“顺藤摸瓜”法，就是根据题干中的关键词(“藤”)到文中去找相同或相似的关键词句(“藤”)，然后顺着这根“藤”找到答案信息(“瓜”)。一般来说“瓜”多在“藤”后面，若后面的信息不是“瓜”，我们就往“藤”前去摸。

短文中的“瓜”与选项的“瓜” 一般不会完全相同，而是以同义或近义表达出现。

这种方法特别适用于英语基础薄弱的同学，哪怕在阅读文章上存在障碍，但只要根据题干中所透露出的关键信息回到原文去找相同或相似的表达即可。 技巧二：运用复现策略巧解细节题

所谓“复现”，就是指某一个单词或短语意思，以其近义词、反义词、上下义词、同根词或原

词的形式在文中重复出现的现象。懂得这种现象对解答完形填空非常有用，但用来解答阅读理解细节题也同样管用。

细节理解题的复现指的是：正确答案选项语句中的单词或短语与阅读材料中的单词或短语构成一种重复出现的关系。它同样可以分为：同义、反义、上下义、同根词或原词。如：

I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required. Q：Before he started his class, the author asked the students to ______.

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A. write down their suggestions on the paper cards B. cut maple leaves out of the construction paper C. cut some cards out of the construction paper D. write down their names on the paper cards 技巧三 信息定位的两种方法

回到原文，能够在短文中画出解题依据是正确解题的关键，更是阅读理解不丢分的保证，那么如何能快速准确回到原文找到依据呢? 1. 关键词定位法

这里的关键词并不一定是中心词，而是在理解题干所问之后，在题干中能帮助你迅速回到原文的“特征词”。它在原文出现的频率很少(多为一次)。常见的关键词有人名、地名、序数词、最高级、时间、数字等。

2. 自然段定位法

即命题者往往按照信息点在文中出现的先后来依次命制各个小题，也就是说，各题的答案信息常常在短文中依次出现，排在后面的小题，文中对应的信息点也在后面。例如，第1题往往位于第一、二自然段，第2题会在第1题的答案信息之后且与第1题的位置最接近，第3题会在第2题的答案信息之后，往往在文中较为中间的地方，而第 4题则位于文中较后的位置。最后一题(偶尔可能是第1题)一般是主旨题(包括给文章加标题、归纳写作目的)，这时，可能涉及全文内容。 实战演练：

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Lisa was running late. Lisa，25，had a lot to do at work，plus visitors on the way: her parents were coming in for Thanksgiving from her hometown. But as she hurried down the subway stairs， she started to feel uncomfortably warn. By the time she got to the platform，Lisa felt weak and tired--maybe it hadn’t been a good idea to give blood the night before，she thought. She rested herself against a post close to the tracks.

Several yards away，Frank，43，and his girlfriend，Jennifer，found a spot close to where the front of the train would stop. They were deep in discussion about a house they were thinking of buying.

But when he heard the scream，followed by someone yelling，“Oh，my God，she fell in!” Frank didn’t hesitate. He jumped down to the tracks and ran some 40 feet toward the body lying on the rails. “No! Not you! ”his girlfriend screamed after him.

She was right to be alarmed. By the time Frank reached Lisa，he could feel the tracks shaking and see the light coming. The train was about 20 seconds from the station.

It was hard to lift her. She was just out. But he managed to raise her the four feet to the platform so that bystanders could hold her by the grins and drag her away from the edge. That was where Lisa briefly regained consciousness，felt herself being pulled along the ground，and saw someone else holding her purse.

Lisa thought she’d been robbed. A woman held her hand and a man gave his shirt to help stop the blood pouring from her head. And she tried to talk but she couldn’t，and that was when she realized how much pain she was in.

Police and fire officials soon arrived，and Frank told the story to an officer. Jennifer said her boyfriend was calm on their 40一minute train ride downtown—just as he had been seconds after the rescue，which made her think about her reaction at the time. “I saw the train coming and 1 was thinking he was going to die，”she explained.

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41. What was the most probable cause for Lisa’s weakness?

A. She had run a long way. B. She felt hot in the subway.

C. She had done a 1ot of work. D. She had donated blood the night before. 42. Why did Jennifer try to stop her boyfriend?

A. Because they would miss their train. B. Because he didn’t see the train coming.

C. Because she was sure Lisa was hard to lift. D. Because she was afraid the train would kill him. 43. How did Frank save Lisa?

A. By lifting her to the platform. B. By helping her rise to her feet.

C. By pulling her along the ground. D. By dragging her away from the edge. 44. When did Lisa become conscious again?

A. When the train was leaving. B. After she was back on the platform.

C. After the police and fire officials came. D. When a man was cleaning the blood from her head.

B

When I was growing up in America, I was ashamed of my mother’s Chinese English. Because of her English, she was often treated unfairly. People in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.

My mother has realized the limitations of her English as well. When I was fifteen, she used to have me call people on phone to pretend I was she. I was forced to ask for information or even to yell at people who had been rude to her. One time I had to call her stockbroker (股票经纪人).I said in an adolescent voice that was not very convincing, “This is Mrs. Tan.”

And my mother was standing beside me, whispering loudly, “Why he don’t send me check already two week later.”

And then, in perfect English I said: “I’m getting rather concerned .You agreed to send the check two weeks ago, but it hasn’t arrived.”

Then she talked more loudly. “What he want? I come to New York tell him front of his boss.” And so I turned to the stockbroker again, “I can’t tolerate any more excuse. If I don’t receive the check immediately, I am going to have to speak to your manager when I am in New York next week.”

The next week we ended up in New York. While I was sitting there red-faced, my mother, the real Mrs. Tan, was shouting to his boss in her broken English.

When I was a teenager, my mother’s broken English embarrassed me. But now, I see it differently. To me, my mother’s English is perfectly clear, perfectly natural. It is my mother tongue. Her language, as I hear it, is vivid, direct, and full of observation and wisdom. It was the language that helped shape the way I saw things, expressed ideas, and made sense of the world.

1. Why was the author’s mother poorly served？

A. She was unable to speak good English. B. She was often misunderstood. C. She was not clearly heard. D. She was not very polite. 2. From Paragraph 2, we know that the author was ._____

A. good a pretending B. rude to the stockbroker

C. ready to help her mother D. unwilling to phone for her mother 3. After the author made the phone call, ___________.

A. they forgave the stockbroker B. they failed to get the check C. they went to New York immediately D. they spoke to their boss at once 4. What does the author think of her mother’s English now? A. It confuses her. B. It embarrasses her.

C. It helps her understand the world. D. It helps her tolerate rude people.

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