浅谈高考英语五种阅读能力的培养[下学期]
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| 名称 | 浅谈高考英语五种阅读能力的培养[下学期] |  | |
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浅谈高考英语五种阅读能力的培养
广州市 gtwzh
摘要：高考阅读理解所占分数一直高居榜首，是NMET的重头戏。而阅读能力则是决定阅读质量的最根本的因素。本文从“词义判断”、“单句理解”“细节定位”、“总结归纳”和“推测判断”等五项能力方面探讨高考阅读能力的培养。
关键词：高考英语 阅读 能力
高考阅读理解所占分数一直高居榜首，是NMET的重头戏。阅读理解采取“多项选择题”的考查形式，测试点集中，考查角度灵活。阅读理解测试题中，干扰项目的设置具有一定的模糊性，它不仅能检测出考生理解、概括、推理等逻辑思维的精确性、深刻性，而且对考生个人心理品质也是一种检验，因此，它常使很多考生陷入误区。在教学与学习中，学生的阅读理解能力培养也成为重点中的重点和难点中的难点。当然，考生阅读理解能力的高低更决定着其高考英语成绩的高低。因此，如何培养学生的阅读能力显得尤为重要。下面结合高考试题及平时教学中遇到的难点，重点谈一谈高考英语阅读的五种基本能力及技巧。
1． 高考阅读考点分析：
近几年高考阅读理解主要设题为：
1.文章的话题; (Topics)
2.文章的中心思想; (Main Ideas)
3.文章的细节; (Details)
4.文章的结构; (Organization)
5.文章的寓意; (Implication)
6.词义.语义的猜测; (Conjecture)
7.文章的逻辑推理.判断 (Deduction)
二．高考阅读理解五种基本能力
1．词义判断能力
所谓猜测词义,是指在阅读过程中根据对语篇的信息、逻辑、背景知识及语言结构等的综合理解去猜测或推断某一生词、难词、关键词的词义,它是一种非常有用的阅读技巧,获得这种技巧之后,学生在阅读过程中能很快通过上下文提供的线索或生词本身的结构特点推断出词义来,从而提高阅读速度和阅读能力。 猜词技巧是高考英语“阅读理解题”考查的一个重要方面，《教学大纲》和《考试说明》明确要求考生能读懂生词率不超过3%的阅读材料。所以，学生具备较强的词义判断能力是所有阅读能力中最为重要的。词义的准确判断可依据以下几种方法
1、 判断某些生词有没有进行精确猜测的必要；
2、根据语境线索，猜测生词意思：
A）根据解释性线索：（to be defined as ,to be called, that is to be, to refer to , in another word, in other words ,that is , that is to say）
例：The powerful poison was imperceptible when mixed in liquid; that is , it could not be tasted, seen, or smelled. (感觉不到的)
B)根据同义词线索(or ,like, similarly，also )
例：Doctors believe that smoking is detrimental to your health. They also regard drinking as harmful.（有害的）
C）根据反义词线索(yet, but ,unlike, however, while ,not…but, instead, on the contrary, in contrast, rather than)
例：Written language tends to be static, while spoken language constantly changes.（静止不变的）
D）根据例证性线索(for example, for instance, such as, like etc.)
例：Cars must have certain safety devices such as seat belt, headlights, and good brakes.
（设备）
E）根据修饰性线索(词，短语，从句）
例：He began to shave his whiskers, which had grown thick on both cheeks.
（胡须）
F）根据标点符号线索（括号、破折号在句中常引出注释性词语）
例：One of the major features of English vocabulary is polysemy—many meanings. （一词多义的）
三．根据上下文理解词义
例：The environmentalists said wild goats’ ____ on the vast grasslands was a good indication of the better environment.2004NMET上海卷
A． escape B. absence
C. attendance D. appearance
[文] 环境学家说草原上出现野生山羊是环境好转的迹象。 [D]
四．利用词的派生、转化、合成等知识猜词
（Derivation 派生、Conversion 转化、Compounding合成）
例：Today, as computers are liberating us from more and more of the daily tasks in business and in our personal lives, we are faced with a less noticeable but also foreseen problems. People tend to be over-trusting of computers and are unwilling to challenge their authority.
（noticeable——notice +able ; foreseen—— fore +seen
over-trusting——over +trusting unwilling——un +willing )
五．根据常识、自己的经验、经历及社会、科技等方面的知识猜词。
例： She read my letter slowly to the end and then tore it to shreds. [A]
A pieces B the whole C envelope D fires
词义猜测类题型常见的设题方式有:
1.The word _____could best be replaced by_____.
2.Which of the following is closest in meaning to the word_____.
3.By______the writer means_____.
4.In the ______ paragraph, the word "_____" means (refers to )_____.
5.The underlined word _____ is closest in meaning to _____.
（如04年浙江卷69题，河南卷74题，湖北卷第56题 04广东卷第58题，江苏卷62题等）
2． 单句理解能力
提高阅读能力，除了需具备较强的推测、判断生词、短语或词组意义的能力外，还需要具备较强的单句理解能力，特别是理解难句、长句和常用句式的能力。
1 难句和长句的理解
对于理解长句或句子结构较复杂的难句，最好采用确认句子谓语的办法，这样能做到“纲举目张”，即抓住了句子的主要成分——谓语，并由此来分析句子的其他成分，然后在此基础上理清各种分句之间的关系。
例如：
1）It is the ability to do the job that matters not where you come from or what you are.
(这个句子不长，但学生对这个句子的理解有一定的难度。其难点在于：对强调句式的判断)
2）First put forward by the French mathematician Pierre de Format in the seventeenth century, the theorem had baffled and beaten the finest mathematical minds, including a French woman scientist who made a major advance in working out the problem, and who had to dress like a man in order to be able to study at the Ecolab poly technique.
（简析：夹杂过去分词短语，现在分词短语，动名词及两个定语从句 ）
3）The action group has also found acceptable paper made from materials other than wood, such as agricultural waste.
（简析：关键词other than而不是）
4）Newton is shown as a gifted scientist with very human weaknesses who stood at the point in history where magic ended and science began.
（简析：夹杂两个定语从句）
2 常用句式的理解
英语中有一些固定的句式，如果能尽可能多地掌握这类句式，对提高提高阅读速度和阅读质量是很有好处的。常用的句式有：
A） 形式上是肯定句，实际上表示否定含义的句型。
例：1）She is the the last person he `d like to see. 她是他最不愿意见的人。
2)That`s the last thing I`d like to do . (我最不愿意干这件事)
B）形式上是否定句，实际上是表示肯定含义的句型。
例：1）I wish I had been more careful in yesterday`s exam.(我在昨天的考试中不够细心)
2）You can`t have too much help if you want to get progress.
(=The more help you get, the better progress you will make).
C)其他常用句型
例：1) Hardly had I set out when it began to rain.
= As soon as I set out it began to rain.
2) Suddenly , my legs gave out under me.
=Suddenly, I was so tired that I couldn`t walk any farther.
又如：
1） It is not whether you win or lose, but how you play the game that counts.
=Winning is less important than playing the game well.
2) Tom would sooner do without a car than pay all that money for one.
=Tom would never buy a car that costs so much.
注意：对常用句型、常用搭配和固定表达法的掌握，需要进行大量的类似练习并有意识地在阅读训练中收集、记忆并使用所遇到的常用句型、搭配及固定短语。
3．细节定位能力
细节理解题属直接解答性问题，是阅读理解题中最简单的一种，多数属中低难度的送分题。但由于高考所占的比例很大，应特别引起注意。
事实和细节题的命题特点是：把某词语、某个句子或某具体事实用不同于原文的另一方式或句型表达，即同义改写。解答这类题的窍门是：A)注意掌握英语的多种表达法；B）正确分析词语在句中的作用；C）熟练运用英语的句型转换；D）读懂题干所提出的问题，并准确地找到文中涉及该问题的句子。
做细节题具体方法与步骤如下：
① 略读材料,大概了解原文，掌握中心或主旨。
② 按文章的体裁，作者写作的组织模式及有关的信息词，如for example，first，second…等预测应该到何处寻找自己所需要的事实。
3 将自己精力放在寻找你所需要的细节上，快速通篇跳读，眼睛自左至右，自上而下呈Z形扫视，直到找到细节出处，待找到含细节句子时，放慢速度，仔细核对比较内容，直至找到答案。
细节题的出题形式很多，例如：
1.Which of the following statements is true／ false？
2.Which of the following is （not） mentioned？
3.The writer states…
4.The author mentions that…
5.What time does the writer think is…？
6.How many／How much／Where／How／Why？
例：2004年全国卷I中B篇的几个问题就属于细节和细节理解题。
60．The Taj Mahal was first built as ____.
A. a prison B. a gift to Mumtuz
C. a memorial D. a tourist attraction
61.We learn from the text that Mumtaz probably died in ____.
A. 1626 B. 1632
C. 1634 D. 1653
62. The underlined word “happiness” in the last sentence refers to ____.
A、the married happiness of the emperor and his wife
B、the great pleasure Jehan once found in exercising his power
C、The happiness Jehan felt on completing the Taj Mahal
D、the pleasure tourists experience when visiting the Taj Mahal
4．推测判断能力
此类题的特点是让考生根据已知的文字或事实，推断出没有直接表达的内容。推断的内容包括作者的态度、某个人物的情感、事情发展的原因或结果等，常用词有：infer, imply, suggest, conclude等词设问。要做好此类题，必须找准文章中提供的相应文字信息,特别是关键词语，把握作者的观点、态度或写作目的，借助上下文的逻辑关系来判断，并能领会文字的弦外之音。也可借助常识或文化背景来判断。根据所推测的对象和推测目的，推测判断可分为：
A）推测判断隐含意义。解答隐含意义的关键在于：1）具有较强的猜词能力；2）善于分析、理解难句；3）善于根据原文所提供的事实，原文所给予的特定信息，以及作者所暗示的意图，进行综合分析，以得出与原文意义相符的合理推断。
（注意：对文章进行整体性理解，挖掘关键词语和句子的隐含意义。）
例：Two young men went on a No.40 bus on Nanjing Road and each bought a five-fen ticket with a 10-yuan note.They did again when a further fare was required. Staying on the same bus for the return trip, for a third time they again took out 10-yuan notes and this time started a quarrel when the conductor ran out of change.They were then arrested , according to Xinmin Evening News.
1) Why you think the young men got on the No. 40 bus
a. They wanted to go to some definite place to go to and were just wasting their time.
b.They had no definite place to go to and were just wasting their time.
c. They had some definite place to go to but got on the wrong bus.
d. They were running from the police and happened to get on that bus.
2) Why do you think the young men used 10-yuan notes to buy tickets
a. They did not have small change about them.
b. Ten yuan was in fact the right amount of their fare.
c. They just wanted to give the conductor some trouble.
d. They needed a lot of small change for some particular reason.
(简析：在这篇新闻报道中，连续出现了again, on the same bus, for the return trip, for a third time等这样的词汇和短语。从这些词汇和短语中，我们可以推断出这两位年轻人是无所事事的人。把握这点，这两道题的答案就显而易见了。它们分别是：B和C
B）推测判断数据。要提高数据理解的能力，必须掌握常用的表达数据的词、词组和句型。如：1）加减乘除的词汇有：plus 加；minus减； times 乘;divided by 除；be equal to /equal to 等于。2）表示增加和减少的句型；3）表示倍数的句型；4）表示分数的句型；
例：Trinidad and Tobago is a single country composed of two islands; Trinidad , with the majority of the country`s 900,000 inhabitants(居民),is a rectangle(长方形)of about fifty by forty miles. Tobago, nineteen miles to the north, is smaller and has a population of about 35,000.
A: at least 2,000 square miles B. less than 2,000 square miles
C. more than 2,000 square miles D. less than 50 miles.
(简析：题义要求回答多巴哥的面积，而原文中没有直接陈述，因此，我们必须找到可推断的前提，再从已知数据中推求一末知数。从原文两处已知数据中我们可以得知，多巴哥的面积不到2，000平方英里。所以选B)
C）推测判断作者的意图。考查对作者及文章中人物的观点或意图的理解----要求学生有在正
确理解文意的基础上，对其观点或意图进行分析、识别的能力。其常见题式如：
The writer of the passage seems to think that____.
The writer of the story wants to tell us that ____.
What’s the writer’s attitude towards… （ 2002 Beijing C 63 ）
（注意：（1）答案一般不能直接找到, 要根据作者的观点和态度推理判断。(2)不能以自己的观点代替作者的观点。(3)推理的根据来自于上下文。）?
5、总结归纳能力
做此类题目时，首先要搞清是问某一段还是全文的大意，可利用文中主要信息来把握文脉，进行综合归纳，概括文章的主题。如有标题，标题中的蕴含的信息往往是关键信息。另外，任何一篇文章都是围绕某个主题展开的，因此，许多文章中最明显的特点之一是有一个反复出现的中心词，即高频词，也叫做主题词。抓住了它，便容易抓住文章的中心。
How to find the main idea of a passage
Sometimes the first sentence of a passage is the topic(key) sentence
Sometimes the last sentence is the topic (key) sentence
Sometimes the topic(key) sentence is in the middle of a passage
Sometimes you have to put several key sentences together to get the main idea
Sometimes you can’t find the topic(key) sentence in the passage. You have to sum it up yourself.
对主题即中心的提问类题型常见的设题方式有：
1． What is the best title for/of the passage
2．What can be inferred from the passage
3．What is mainly discussed in the article//passage//text
4．What is the main topic of this passage？
5．The passage is chiefly concerned with _______.
主旨大意题的干扰项(错误选项)有：
1. 概括范围太窄，只表达局部信息或某一细节，不能概括整篇文章的主旨大意。
2. 概括范围太宽，所表达的内容超出或多于文章阐述的内容。
3. 无关信息：即文章中未提到、或找不到语言依据的信息。
例：2004年全国卷II, C篇,介绍1971年版大众车。根据内容，是一篇说明小文。
…It’s not the flashiest car in the world. Not even close. But in the 1971 Volkswagen named Helios can do something most cars can’t: run on solar energy—energy from the sun’s light and heat!
66. What would be the best title for the text
A. The Making of Helios B. 1999 American Tour on the Road
C. Sun—powered Cars on the Road D. Use of Green Cars in Connection
注意：做答这类问题时，不易直接找到答案；将阅读重点放在首尾部分，中间部分则可采用略读或扫读的方式；对选项要注意全面性和概括性。
英语阅读能力的培养是一个渐进的复杂过程。因此，在高考备考练习时，我们教师应根据不同地题材分门别类地指导学生进行高考英语阅读的训练，引导学生熟悉并掌握不同阅读题材的相关阅读技巧和根据不同题材所设计的试题的解答方法，以提高学生的语言综合运用能力。
参考资料：
教育部考试中心，２００4，《高考试题分析》，高等教育出版社
章兼中，《外语教学心理学》，安徽出版社，1986
文秋芳，《英语学习策略论》，上海外语教育出版社，1995
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广州市 gtwzh
摘要：高考阅读理解所占分数一直高居榜首，是NMET的重头戏。而阅读能力则是决定阅读质量的最根本的因素。本文从“词义判断”、“单句理解”“细节定位”、“总结归纳”和“推测判断”等五项能力方面探讨高考阅读能力的培养。
关键词：高考英语 阅读 能力
高考阅读理解所占分数一直高居榜首，是NMET的重头戏。阅读理解采取“多项选择题”的考查形式，测试点集中，考查角度灵活。阅读理解测试题中，干扰项目的设置具有一定的模糊性，它不仅能检测出考生理解、概括、推理等逻辑思维的精确性、深刻性，而且对考生个人心理品质也是一种检验，因此，它常使很多考生陷入误区。在教学与学习中，学生的阅读理解能力培养也成为重点中的重点和难点中的难点。当然，考生阅读理解能力的高低更决定着其高考英语成绩的高低。因此，如何培养学生的阅读能力显得尤为重要。下面结合高考试题及平时教学中遇到的难点，重点谈一谈高考英语阅读的五种基本能力及技巧。
1． 高考阅读考点分析：
近几年高考阅读理解主要设题为：
1.文章的话题; (Topics)
2.文章的中心思想; (Main Ideas)
3.文章的细节; (Details)
4.文章的结构; (Organization)
5.文章的寓意; (Implication)
6.词义.语义的猜测; (Conjecture)
7.文章的逻辑推理.判断 (Deduction)
二．高考阅读理解五种基本能力
1．词义判断能力
所谓猜测词义,是指在阅读过程中根据对语篇的信息、逻辑、背景知识及语言结构等的综合理解去猜测或推断某一生词、难词、关键词的词义,它是一种非常有用的阅读技巧,获得这种技巧之后,学生在阅读过程中能很快通过上下文提供的线索或生词本身的结构特点推断出词义来,从而提高阅读速度和阅读能力。 猜词技巧是高考英语“阅读理解题”考查的一个重要方面，《教学大纲》和《考试说明》明确要求考生能读懂生词率不超过3%的阅读材料。所以，学生具备较强的词义判断能力是所有阅读能力中最为重要的。词义的准确判断可依据以下几种方法
1、 判断某些生词有没有进行精确猜测的必要；
2、根据语境线索，猜测生词意思：
A）根据解释性线索：（to be defined as ,to be called, that is to be, to refer to , in another word, in other words ,that is , that is to say）
例：The powerful poison was imperceptible when mixed in liquid; that is , it could not be tasted, seen, or smelled. (感觉不到的)
B)根据同义词线索(or ,like, similarly，also )
例：Doctors believe that smoking is detrimental to your health. They also regard drinking as harmful.（有害的）
C）根据反义词线索(yet, but ,unlike, however, while ,not…but, instead, on the contrary, in contrast, rather than)
例：Written language tends to be static, while spoken language constantly changes.（静止不变的）
D）根据例证性线索(for example, for instance, such as, like etc.)
例：Cars must have certain safety devices such as seat belt, headlights, and good brakes.
（设备）
E）根据修饰性线索(词，短语，从句）
例：He began to shave his whiskers, which had grown thick on both cheeks.
（胡须）
F）根据标点符号线索（括号、破折号在句中常引出注释性词语）
例：One of the major features of English vocabulary is polysemy—many meanings. （一词多义的）
三．根据上下文理解词义
例：The environmentalists said wild goats’ ____ on the vast grasslands was a good indication of the better environment.2004NMET上海卷
A． escape B. absence
C. attendance D. appearance
[文] 环境学家说草原上出现野生山羊是环境好转的迹象。 [D]
四．利用词的派生、转化、合成等知识猜词
（Derivation 派生、Conversion 转化、Compounding合成）
例：Today, as computers are liberating us from more and more of the daily tasks in business and in our personal lives, we are faced with a less noticeable but also foreseen problems. People tend to be over-trusting of computers and are unwilling to challenge their authority.
（noticeable——notice +able ; foreseen—— fore +seen
over-trusting——over +trusting unwilling——un +willing )
五．根据常识、自己的经验、经历及社会、科技等方面的知识猜词。
例： She read my letter slowly to the end and then tore it to shreds. [A]
A pieces B the whole C envelope D fires
词义猜测类题型常见的设题方式有:
1.The word _____could best be replaced by_____.
2.Which of the following is closest in meaning to the word_____.
3.By______the writer means_____.
4.In the ______ paragraph, the word "_____" means (refers to )_____.
5.The underlined word _____ is closest in meaning to _____.
（如04年浙江卷69题，河南卷74题，湖北卷第56题 04广东卷第58题，江苏卷62题等）
2． 单句理解能力
提高阅读能力，除了需具备较强的推测、判断生词、短语或词组意义的能力外，还需要具备较强的单句理解能力，特别是理解难句、长句和常用句式的能力。
1 难句和长句的理解
对于理解长句或句子结构较复杂的难句，最好采用确认句子谓语的办法，这样能做到“纲举目张”，即抓住了句子的主要成分——谓语，并由此来分析句子的其他成分，然后在此基础上理清各种分句之间的关系。
例如：
1）It is the ability to do the job that matters not where you come from or what you are.
(这个句子不长，但学生对这个句子的理解有一定的难度。其难点在于：对强调句式的判断)
2）First put forward by the French mathematician Pierre de Format in the seventeenth century, the theorem had baffled and beaten the finest mathematical minds, including a French woman scientist who made a major advance in working out the problem, and who had to dress like a man in order to be able to study at the Ecolab poly technique.
（简析：夹杂过去分词短语，现在分词短语，动名词及两个定语从句 ）
3）The action group has also found acceptable paper made from materials other than wood, such as agricultural waste.
（简析：关键词other than而不是）
4）Newton is shown as a gifted scientist with very human weaknesses who stood at the point in history where magic ended and science began.
（简析：夹杂两个定语从句）
2 常用句式的理解
英语中有一些固定的句式，如果能尽可能多地掌握这类句式，对提高提高阅读速度和阅读质量是很有好处的。常用的句式有：
A） 形式上是肯定句，实际上表示否定含义的句型。
例：1）She is the the last person he `d like to see. 她是他最不愿意见的人。
2)That`s the last thing I`d like to do . (我最不愿意干这件事)
B）形式上是否定句，实际上是表示肯定含义的句型。
例：1）I wish I had been more careful in yesterday`s exam.(我在昨天的考试中不够细心)
2）You can`t have too much help if you want to get progress.
(=The more help you get, the better progress you will make).
C)其他常用句型
例：1) Hardly had I set out when it began to rain.
= As soon as I set out it began to rain.
2) Suddenly , my legs gave out under me.
=Suddenly, I was so tired that I couldn`t walk any farther.
又如：
1） It is not whether you win or lose, but how you play the game that counts.
=Winning is less important than playing the game well.
2) Tom would sooner do without a car than pay all that money for one.
=Tom would never buy a car that costs so much.
注意：对常用句型、常用搭配和固定表达法的掌握，需要进行大量的类似练习并有意识地在阅读训练中收集、记忆并使用所遇到的常用句型、搭配及固定短语。
3．细节定位能力
细节理解题属直接解答性问题，是阅读理解题中最简单的一种，多数属中低难度的送分题。但由于高考所占的比例很大，应特别引起注意。
事实和细节题的命题特点是：把某词语、某个句子或某具体事实用不同于原文的另一方式或句型表达，即同义改写。解答这类题的窍门是：A)注意掌握英语的多种表达法；B）正确分析词语在句中的作用；C）熟练运用英语的句型转换；D）读懂题干所提出的问题，并准确地找到文中涉及该问题的句子。
做细节题具体方法与步骤如下：
① 略读材料,大概了解原文，掌握中心或主旨。
② 按文章的体裁，作者写作的组织模式及有关的信息词，如for example，first，second…等预测应该到何处寻找自己所需要的事实。
3 将自己精力放在寻找你所需要的细节上，快速通篇跳读，眼睛自左至右，自上而下呈Z形扫视，直到找到细节出处，待找到含细节句子时，放慢速度，仔细核对比较内容，直至找到答案。
细节题的出题形式很多，例如：
1.Which of the following statements is true／ false？
2.Which of the following is （not） mentioned？
3.The writer states…
4.The author mentions that…
5.What time does the writer think is…？
6.How many／How much／Where／How／Why？
例：2004年全国卷I中B篇的几个问题就属于细节和细节理解题。
60．The Taj Mahal was first built as ____.
A. a prison B. a gift to Mumtuz
C. a memorial D. a tourist attraction
61.We learn from the text that Mumtaz probably died in ____.
A. 1626 B. 1632
C. 1634 D. 1653
62. The underlined word “happiness” in the last sentence refers to ____.
A、the married happiness of the emperor and his wife
B、the great pleasure Jehan once found in exercising his power
C、The happiness Jehan felt on completing the Taj Mahal
D、the pleasure tourists experience when visiting the Taj Mahal
4．推测判断能力
此类题的特点是让考生根据已知的文字或事实，推断出没有直接表达的内容。推断的内容包括作者的态度、某个人物的情感、事情发展的原因或结果等，常用词有：infer, imply, suggest, conclude等词设问。要做好此类题，必须找准文章中提供的相应文字信息,特别是关键词语，把握作者的观点、态度或写作目的，借助上下文的逻辑关系来判断，并能领会文字的弦外之音。也可借助常识或文化背景来判断。根据所推测的对象和推测目的，推测判断可分为：
A）推测判断隐含意义。解答隐含意义的关键在于：1）具有较强的猜词能力；2）善于分析、理解难句；3）善于根据原文所提供的事实，原文所给予的特定信息，以及作者所暗示的意图，进行综合分析，以得出与原文意义相符的合理推断。
（注意：对文章进行整体性理解，挖掘关键词语和句子的隐含意义。）
例：Two young men went on a No.40 bus on Nanjing Road and each bought a five-fen ticket with a 10-yuan note.They did again when a further fare was required. Staying on the same bus for the return trip, for a third time they again took out 10-yuan notes and this time started a quarrel when the conductor ran out of change.They were then arrested , according to Xinmin Evening News.
1) Why you think the young men got on the No. 40 bus
a. They wanted to go to some definite place to go to and were just wasting their time.
b.They had no definite place to go to and were just wasting their time.
c. They had some definite place to go to but got on the wrong bus.
d. They were running from the police and happened to get on that bus.
2) Why do you think the young men used 10-yuan notes to buy tickets
a. They did not have small change about them.
b. Ten yuan was in fact the right amount of their fare.
c. They just wanted to give the conductor some trouble.
d. They needed a lot of small change for some particular reason.
(简析：在这篇新闻报道中，连续出现了again, on the same bus, for the return trip, for a third time等这样的词汇和短语。从这些词汇和短语中，我们可以推断出这两位年轻人是无所事事的人。把握这点，这两道题的答案就显而易见了。它们分别是：B和C
B）推测判断数据。要提高数据理解的能力，必须掌握常用的表达数据的词、词组和句型。如：1）加减乘除的词汇有：plus 加；minus减； times 乘;divided by 除；be equal to /equal to 等于。2）表示增加和减少的句型；3）表示倍数的句型；4）表示分数的句型；
例：Trinidad and Tobago is a single country composed of two islands; Trinidad , with the majority of the country`s 900,000 inhabitants(居民),is a rectangle(长方形)of about fifty by forty miles. Tobago, nineteen miles to the north, is smaller and has a population of about 35,000.
A: at least 2,000 square miles B. less than 2,000 square miles
C. more than 2,000 square miles D. less than 50 miles.
(简析：题义要求回答多巴哥的面积，而原文中没有直接陈述，因此，我们必须找到可推断的前提，再从已知数据中推求一末知数。从原文两处已知数据中我们可以得知，多巴哥的面积不到2，000平方英里。所以选B)
C）推测判断作者的意图。考查对作者及文章中人物的观点或意图的理解----要求学生有在正
确理解文意的基础上，对其观点或意图进行分析、识别的能力。其常见题式如：
The writer of the passage seems to think that____.
The writer of the story wants to tell us that ____.
What’s the writer’s attitude towards… （ 2002 Beijing C 63 ）
（注意：（1）答案一般不能直接找到, 要根据作者的观点和态度推理判断。(2)不能以自己的观点代替作者的观点。(3)推理的根据来自于上下文。）?
5、总结归纳能力
做此类题目时，首先要搞清是问某一段还是全文的大意，可利用文中主要信息来把握文脉，进行综合归纳，概括文章的主题。如有标题，标题中的蕴含的信息往往是关键信息。另外，任何一篇文章都是围绕某个主题展开的，因此，许多文章中最明显的特点之一是有一个反复出现的中心词，即高频词，也叫做主题词。抓住了它，便容易抓住文章的中心。
How to find the main idea of a passage
Sometimes the first sentence of a passage is the topic(key) sentence
Sometimes the last sentence is the topic (key) sentence
Sometimes the topic(key) sentence is in the middle of a passage
Sometimes you have to put several key sentences together to get the main idea
Sometimes you can’t find the topic(key) sentence in the passage. You have to sum it up yourself.
对主题即中心的提问类题型常见的设题方式有：
1． What is the best title for/of the passage
2．What can be inferred from the passage
3．What is mainly discussed in the article//passage//text
4．What is the main topic of this passage？
5．The passage is chiefly concerned with _______.
主旨大意题的干扰项(错误选项)有：
1. 概括范围太窄，只表达局部信息或某一细节，不能概括整篇文章的主旨大意。
2. 概括范围太宽，所表达的内容超出或多于文章阐述的内容。
3. 无关信息：即文章中未提到、或找不到语言依据的信息。
例：2004年全国卷II, C篇,介绍1971年版大众车。根据内容，是一篇说明小文。
…It’s not the flashiest car in the world. Not even close. But in the 1971 Volkswagen named Helios can do something most cars can’t: run on solar energy—energy from the sun’s light and heat!
66. What would be the best title for the text
A. The Making of Helios B. 1999 American Tour on the Road
C. Sun—powered Cars on the Road D. Use of Green Cars in Connection
注意：做答这类问题时，不易直接找到答案；将阅读重点放在首尾部分，中间部分则可采用略读或扫读的方式；对选项要注意全面性和概括性。
英语阅读能力的培养是一个渐进的复杂过程。因此，在高考备考练习时，我们教师应根据不同地题材分门别类地指导学生进行高考英语阅读的训练，引导学生熟悉并掌握不同阅读题材的相关阅读技巧和根据不同题材所设计的试题的解答方法，以提高学生的语言综合运用能力。
参考资料：
教育部考试中心，２００4，《高考试题分析》，高等教育出版社
章兼中，《外语教学心理学》，安徽出版社，1986
文秋芳，《英语学习策略论》，上海外语教育出版社，1995
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