2017上海中考英語復習系列七（閱讀理解應試指導）

 

　　2017上海中考英語復習系列七（閱讀理解診斷指導）！2017上海中考準備已經進入100天倒計時，在這種緊張的氛圍中，我們應該保持心態(tài)的穩(wěn)定，對英語這一學科進行一個系統(tǒng)的復習。下文上海愛智康初中頻道搜集整理了2017上海中考英語復習系列七（閱讀理解診斷指導），供大家學習參考。

　　2017上海中考英語復習系列七（閱讀理解診斷指導）（點擊查看2017上海中考英語總復習資料匯總）
 

　

　　中考總復習七  閱讀理解診斷指導

　　一、中考要求：

　　閱讀理解中考要求是：

　　1. 考查孩子理解短文的主旨和主題要義能力;

　　2. 理解短文具體信息(包括圖文轉換的信息)的能力; 3. 根據(jù)短文上下情景猜測單詞的能力; 4. 根據(jù)短文的內容判斷和推理能力; 5. 理解作者的意圖和態(tài)度的能力。

　　縱觀全國各地中診斷卷，中考閱讀理解診斷題的比例在整個試題占了比較大的比例，閱讀理解的成績直接決定孩子能否在中考中取得優(yōu)秀成績。中考閱讀短文的題材除了選一些通俗易懂的文學作品和故事體裁的小短文，還經常選用一些富有時代鮮明特征、實用性比較強的語言材料。例如：報刊雜志的文章、使用說明書、招貼告示、廣告和各種各類圖表。選擇這些材料不僅能夠提高診斷的真實性，還能展示目標語言在現(xiàn)實生活中的真實運用來激發(fā)孩子學習英語的興趣。

　　二、知識要點

　　A. 閱讀理解的題型：

　　近幾年中診斷卷的閱讀理解診斷題主要有選擇型診斷題、判斷正誤型診斷題和任務型診斷題三種形式。根據(jù)閱讀理解的題干部分可以分為以下幾種診斷題型：

　　1. 理解主旨大意題：

　　考查孩子對于文章的中心思想或全文梗概的領會、理解和概括能力。我們可以通過“略讀-skimming”來獲取文章或者段落的主題和主旨大意。在略讀時要注意尋找主題句(topic sentence)以幫助理解文章的主題和了解文章的大意。有一些同學可能認為沒有仔細閱讀文章的細節(jié)而感覺不太放心，其實沒有必要擔心，因為我們了解的文章的大意以后，然后對文章做仔細閱讀，比較難的短文理解起來就容易多了。 略讀時應該注意：主題句一般是短文先進個句子或者較后一個句子，偶爾位于段落的中間;每一段的主題句一般也是在每段的先進、二個句子或者較后一個句子。其次作者提供其寫作意圖，如：提供信息、描述人物、事物或者事件、討論問題、說服某人、提出建議或者對兩種觀點或者事件進行比較。而其他的句子是對主題句的進一步發(fā)展及說明性的例子，有時是為主題句提供時間、地點或者原因等背景。 主旨大意題常見的設問方式

　　1) What’s the main idea of this passage? 2) What does the passage mainly tell us?

　　3) The writer means to tell us that ______.

　　4) The main idea / point of the passage is that ______. 5) The passage is mainly about ______.

　　6) From the passage, we can learn/ conclude ______. 7) What can we know from the whole passage? 8) The last paragraph is chiefly concerned with ______. 9) What’s the best title for the passage? 10) The best title for this story can be _______. 實例說明：

　　October 16 is World Food Day. This day is also the anniversary (紀念日) of the United Nations Food and Agriculture Organization (FAO) (聯(lián)合國糧農組織). More than 100 countries are holding special events. All of these aims to celebrate the establishment of the FAO in 1945. The theme chosen for this year’s World Food Day is “Water: Source(資源) of Food Security”. A UN report says that over 6 million people have died from hunger and related diseases so far this year alone. More than 850 million people, or about one in seven, around the world do not get enough food, and the need for food will increase as the world’s population grows. The UN also reports that by year 2030, the world may need 60% more food. Most of that increase will have to come from agriculture supported by water irrigation (灌溉). However, fresh water is already in short supply in many countries.

　　Jacques Diouf, the director of the FAO, says that there are 20 countries that do not have enough water to produce enough food for their populations. Ten nations use more than 40% of their total fresh water for agriculture. He fears that the problem will only become worse as the need for water by people and by industry grows. So water is one of the most important things in the world today.

　　( ) 65. The passage is mainly about _________.

　　A. how to celebrate World Food Day B. the increase of food in many countries C. the importance of water for food D. the UN Food and Agriculture Organization 〔解析〕

　　答案是C。本題是考查短文主題理解能力。從短文的先進段的較后一個句子可以判斷短文的主題句是：Water: Source(資源) of Food Security，而先進段開頭是引出主題句，其它兩段是說明主題句。所以本題“本短文主要是討論水對于食物的重要性”。

　　2. 具體信息理解題

　　考查對事實或者細節(jié)的理解和辨別，即考查短文中直接或間接提到的具體信息的細節(jié)及線索。對于這種閱讀理解題，需要仔細比較所給的四個選項，找出語言表達差別的關鍵詞來重點思考。做這種診斷題我們一般用“掃讀Scanning”來從短文中尋找答案。

　　掃讀是有目的地在短文中為尋找某一個具體的信息或者細節(jié)而進行的搜索性閱讀。特別是尋找人名、地名、時間或者某一個關鍵詞。找到這個關鍵詞時我們要進行局部地細心地閱讀，以助力我們所尋找的答案在此處。為了助力掃讀的有效性，我們在掃讀之前必須認真審題，因為審題的過程就是我們明確閱讀目的的過程。一般來說，這種閱讀理解診斷題的答案是比較好尋找的。也是同學們閱讀理解診斷中得分比較高的題目。只要同學們仔細閱讀，認真比較，把握各準確的事實信息，從短文發(fā)現(xiàn)與其密切相關的信息，按照題干對號入座是很容易尋找準確的答案的。 實例說明：

　　Nick is twenty-three and works in a middle school. Two and a half years ago he was ill in hospital and there he knew a beautiful nurse named Rita. The girl took good care of him and he made friends with her. They loved each other. About six months later they married.

　　Nick likes reading. When he comes home, he always reads some newspaper or books. Rita begins to cook in the kitchen. And when the meat is roasted (烤), she always tells her husband to cut it in two. Then they begin to have supper together. After supper they go out for a walk, or they go to the cinema. And they enjoy themselves.

　　One day Nick planted trees with his students. They climbed up a mountain and worked hard. When he got home, he felt hungry. His wife roasted a piece of chicken that evening and told him to cut it. This time he chose a bigger piece of chicken for himself and gave her the smaller one. “I remember, dear,” Rita said with a smile. “When we married, you always gave me the bigger part. Why do you give me the smaller one now?”

　　Nick felt shy and didn’t know what to say. He thought for a while and said, “You cook better now than before.”

　　1. What does Nick do? He is ___________________.

　　A. a teacher B. a nurse C. a doctor D. a player

　　2. What did Nick choose for himself this? He chose________________________. A. the bigger part of the roast beef B. the smaller part of the roast chicken

　　C. the bigger part of the roast chicken D. the smaller part of the roast beef 〔解析〕

　　1. A。本題是考查孩子對短文的細節(jié)理解能力。通過比較四個選項可以理解是涉及到Nick的職業(yè)。帶著這個信息從短文尋找，從短文的先進個句子 “Nick is twenty-three and works in a middle school.”可以找到他的職業(yè)是教師，所以選擇A。

　　2. C。本題是考查孩子對細節(jié)理解能力和具體信息判斷能力。比較所給的選項我們選擇的關鍵信息是bigger還是smaller，是beef還是chicken。從短文的第三段較后一個句子This time he chose a bigger piece of chicken for himself and gave her the smaller one.可以尋找到答案。

　　3. 根據(jù)上下文猜測單詞題：

　　這種閱讀理解診斷題是對短文中某一個句子中的某一個的單詞或者短語畫線，讓考生猜測其漢語意思或者英語解釋意義。短文中出現(xiàn)的詞或者短語要求孩子在讀懂短文的內容，理解短文的大概意思的基礎上并且根據(jù)短文上下文的意思和情景進行猜測和推斷。一般來說這些詞匯是比較難或者是同學們沒有學過的。如果同學們的詞匯量比較大，那么解決這種閱讀理解診斷題就有很大的優(yōu)勢。但是如果能夠理解短文的內容和意思，通過上下句子和情景進行合理的猜測，其正確率還是比較高的。 猜測單詞的一些方法：

　　1. 首先要保持冷靜，迅速判斷。如果是對上下文理解影響不大的詞，就不要停留，繼續(xù)讀下去。如果

　　是影響理解的詞，尤其是劃線的詞，就要運用猜測單詞的技巧來猜測單詞的意思。 2. 如果是but連接前后兩個句子，那么其意思是表示轉折，后面句子的畫線單詞表示的意思可能和前面

　　的句子的意思是相反的。

　　3. 如果是and連接前后兩個句子，那么后面句子的畫線單詞的意思可能和前面句子的意思一致。

　　4. 畫線的單詞我們可能不認識，但這個句子的某一部分的單詞或者短語是我們認識的。這時，我們可

　　以根據(jù)所認識的部分去猜測不認識的單詞意思，就像在做填空題一樣，看看這個空應該填入什么

　　(一般下面有選項可選)。

　　5. 注意下文，有時后面的句子或在下文中可能解釋這個單詞的意義。

　　6. 有時即使我們猜測不出來單詞的具體意思也不要緊，我們只需要了解這個單詞是表示積極的還是消

　　極的意思。通過辨認這個單詞的位置和目的來確定它是動詞、形容詞還是副詞，然后從選項中選 擇。

　　實例說明：

　　Once there was a baby eagle living in a nest on a cliff (山崖).The baby eagle loved his nest. It was warm, soft and comfortable. And even better, he had all the food and love that his mother could give. Whenever the baby eagle was hungry, his mother would always come just in time with the delicious food he liked.

　　He was growing happily day after day. But suddenly his world changed. His mother stopped coming to the nest. He was full of sadness and fear. He thought he would die soon. He cried, but

　　nobody heard him.

　　Two days later his mother appeared with some nice food, The baby eagle was wild with joy. But his mother put the food at the top of the mountain and then looked down at her baby. The baby eagle cried out. “Mum, why did you do this to me? I’m hungry. Don’t you know I will die if I have nothing to eat?”

　　“Here is the last meal I give you. Come and get it by yourself,” his mother said. Then she flew down and pushed the baby eagle out of the nest.

　　The baby eagle fell down, faster and faster. He looked up at his mum, “Why do you abandon me?” He looked down at the earth. The ground was much closer. Then something strange happened. The air caught behind his arms and he began to fly! He wasn’t moving to the ground any more. Instead, his eyes were pointed up at the sun. “You are flying! You can make it!” His mother smiled. 1. What does the word “abandon” in the fifth paragraph mean? A.拋棄 B.保護 C.歧視 D.拯救

　　〔解析〕

　　答案是A。本題是考查單詞猜測能力。從短文的上下文的意思，特別是上一段短文的內容和本題句子的意思猜測這個單詞的意思是“拋棄”。

　　4. 簡單的判斷推理題：

　　考查孩子根據(jù)短文的內容進行簡單的判斷或推理的能力。中考閱讀理解不僅要讀懂一個個的句子，而且要理解這些句子之間的內在聯(lián)系。如果上下文之間存在未充分表達的內容，孩子就應該充分激活頭腦中的知識和經驗，根據(jù)字面意思和句子的意思，通過語篇邏輯關系來研究細節(jié)的暗示、推敲作者的態(tài)度、理解文章的寓意。這就是我們平時所說的深層理解。深層理解是一種創(chuàng)造性的思維活動。它必須忠于原文，要以文章提供的事實和線索為依據(jù)，立足已知的知識來推斷未知的知識，不能憑空想象、隨意推測;它要求考生對文章的表面信息進行分析、挖掘和邏輯推理，不能就事論事，以偏概全。只有吃透文章的字面意思，才能有推理的前提和基礎。

　　判斷推理題常見的設問方式：

　　1) It can be inferred/concluded that ___.

　　2) Which of the following conclusions can we draw according to the passage? 3) In which of the following publication would this passage most likely be printed? 4) The passage implies, but doesn’t directly state that ___. 5) The writer suggests that ___.

　　6) What’s the author’s attitude toward „??

　　7) The writer probably feels that ___.?

　　8) The author uses the examples of ... to show that ___.? 9) From the passage, we can see ____________. 10) According to the passage, we can infer __________________. 實例說明：

　　Take a class at Dulangkou School, and you’ll see lots of things different from other schools. You can see the desks are not in rows and students sit in groups. They put their desks together so they’re facing each other. How can they see the blackboard? There are three blackboards on the three walls of the classroom!

　　The school calls the new way of learning “Tuantuanzuo”, meaning sitting in groups. Wei

　　Liying, a Junior 3 teacher, said it was to give students more chance to communicate.

　　Each group has five or six students, according to Wei, and they play different roles (角色). There is a team leader who takes care of the whole group. There is a “study leader” who makes sure that everyone finishes their homework. And there is a discipline (紀律) leader who makes sure that nobody chats in class.

　　Wang Lin is a team leader. The 15-year-old said that having to deal with so many things was tiring.

　　“I just looked after my own business before,” said Wang. “But now I have to think about my five group members.”

　　But Wang has got used to it and can see the benefits (好處) now.

　　“I used to speak too little. But being a team leader means you have to talk a lot. You could even call me an excellent speaker today.”

　　Zhang Qi, 16, was weak in English. She used to get about 70 in English tests. But in a recent test, Zhang got a grade of more than 80.

　　“I rarely(很少)asked others when I had problems with my English. But now I can ask the team leader or study leader. They are really helpful.”

　　53. We can tell from the story that some students __________ this new way of learning. A. get benefits from B. are tired of C. cannot get used to D. hate 【解析】：A。寫作意圖推斷題。從短文的作者寫作意圖可以判斷作者是告訴人們杜朗口中學的孩子從這種新的教學方法中得到益處。所以選擇A。

　　B. 閱讀理解的解題技巧：

　　I. 事實細節(jié)題的理解方法和技巧：

　　1.詳讀細節(jié)，理順思路與文章脈絡。文章絕不是互不相干的句子雜亂無章的堆砌。作者為文，有脈可循。如記敘文多以人物為中心，以時間或空間為線索，按事件的發(fā)生、發(fā)展、結局展開故事;論述題則包含論點、論據(jù)、結論三大要素，通過解釋、舉例來闡述觀點。你可根據(jù)文章的特點，詳讀細節(jié)，以動詞、時間、地點、事件、因果等為線索，找出關鍵詞語，運用“畫圖列表法”，勾畫出一幅完整清晰的文章主題和細節(jié)的認知圖。

　　2.抓住文章的脈絡和每一段中心，后面都是圍繞這個中心展開分析，如為什么會出現(xiàn)這種現(xiàn)象。把握了文章的脈絡后，相對來說定位就比較方便，解答細節(jié)題和主旨題就很方便了。 3.學會瞻前顧后和左顧右盼方法來理解細節(jié)題目，也就是從短文的上下聯(lián)系來找到解決問題的關鍵細節(jié)。

　　4.注意引出細節(jié)的信息詞，如：for example, an example of, the most important example, first, second, next, then, last, finally, to begin with, also, besides等。

　　II. 推理判斷題的方法和技巧：

　　閱讀理解題中難度較大且出現(xiàn)頻率很高的是推理判斷題，近幾年的中考每年都保持在2、3題左右。這種題要求考生根據(jù)文章中出現(xiàn)的暗示，抓住內含語義，用邏輯思維的方法加以整理，然后做出合理的判斷。推理的方法大致可分為：簡單推理和復雜推理。 1、簡單推理

　　所謂簡單推理就是以表面文字為前提，以具體事實為依據(jù)進行推理，做出判斷。這種推理方式比較直接，只要弄清事實，即可結合常識推斷出合理的結論。 2、復雜推理

　　復雜推理不但要以文字為依據(jù)，而且還要以文章的語境、內涵為前提。這是一種間接而

　　復雜的邏輯推理方式�？忌�要推斷出文章沒有表明但又合乎邏輯的推理，就必須由表及里地歸納或演繹。下面是幾種復雜的推理方法：

　　(1)推測作者的寫作目的和意圖，此類的設題形式有： The purpose in writing this text is to . The author writes this passage to .

　　The author in this passage intends to .

　　推測作者的寫作目的,必須要先了解文章的主題,然后分析作者的論述方法、論述的重點和材料的安排。

　　(2)推測文章的觀點或結論，此類設題形式有: It can be inferred from the passage that .

　　What conclusion can be drawn from the passage? From the passage we can conclude that .

　　這類問題問的不一定是全文的中心思想或作者的全部觀點，可能只是文章中的某一觀點。但要推測出文中的某一觀點，仍離不開對全文主要觀點或中心思想的把握。 (3)推斷文章的出處，設題形式有:

　　The passage is most likely to be taken from . Where would this passage most probably appear? The passage is most likely a part of .

　　這類問題應從文章的內容或結構來判斷其出處： ①報紙：前面會出現(xiàn)日期、地點或通訊社名稱; ②廣告：因其格式和語言特殊，容易辨認;

　　③產品說明：器皿、設備的使用說明會有產品名稱或操作方式，而藥品的服用說明會告知服用時間、次

　　數(shù)、藥量等。

　　(4)推斷短文中人物性格，設題形式有: What do we know about somebody in the text? What kind of man somebody is?

　　Somebody can be said to be . 做這類題時一定要注意：

　�、贉蚀_把握字里行間的意思，切忌用自己的觀點代替作者的觀點; ②特別注意表達情感、態(tài)度和觀點的詞語。 (5)借助文章結構進行推測

　　有些推斷題要從文章結構的角度進行分析，才能推斷出正確答案。因此，閱讀時不僅要注重詞、句的理解，而且還要分析語篇的組織結構。

　　III. 單詞猜測詞義的方法和技巧： 1. 根據(jù)上下文猜測詞意，例如：

　　After giving a talk at a high school, I was asked to pay a visit to a special student. An illness had kept the boy home„

　　During the nine-mile drive to his home, I found out something about Matthew. He had muscular dystrophy(肌營養(yǎng)不良). When he was born, the doctor told his parents that he would not live to five, and then they were told he would not make it to ten. Now he was thirteen. „

　　Last summer I received a letter from Matthew’s parents telling me that Matthew had passed

　　away„

　　Dear Rick,

　　My mom said I should send you a thank-you letter for the picture you sent me. I also want to let you know that the doctors tell me that I don't have long to live any more. „

　　上面短文中passed away的含義，可以根據(jù)上文的“When he was born, the doctor told his parents that he would not live to five, and then they were told he would not make it to ten.”和下文Matthew的信中猜測出來，意為“去世”。

　　2. 根據(jù)構詞法猜測詞意。

　　在閱讀文章時，我們總會遇上一些新詞匯，有時很難根據(jù)上下文來推斷其詞意，而它們對文章的理解又有著舉足輕重的作用，此時，如掌握了一些常用的詞根、前綴、后綴等語法知識，這些問題便不難解決了。例如：

　　前綴un-表反義詞，如happy、unhappy，fair、unfair，important、unimportant等。 后綴- ment表名詞，如develop、development，state、statement，argue、argument等。 后綴-er、-or或-ist表同源名詞，如calculate/ calculator; visit/ visitor; law/ lawyer; wait/waiter; science/ scientist; art/ artist等。

　　3. 通過因果關系猜詞。

　　首先是找出生詞與上下文之間的邏輯關系，然后猜詞。有時文章借助關聯(lián)詞(如because，as，since，for，so，thus，as a result，of course，therefore等等)表示前因后果。例如： You shouldn’t have blamed him for that，for it wasn’t his fault.

　　通過for引出的句子所表示的原因(那不是他的錯)，可猜出blame的詞義是“責備”。

　　4. 通過同義詞和反義詞的關系猜詞。

　　通過同義詞猜詞，一是要看由and或or連接的同義詞詞組，如happy and gay，即使我們不認識gay這個詞，也可以知道它是愉快的意思;二是看在進一步解釋的過程中使用的同義詞，如Man has known something about the planets Venus，Mars，and Jupiter with the help of spaceships.此句中的Venus (金星)、Mars (火星)、Jupiter (木星)均為生詞，但只要知道planets就可猜出這幾個詞都屬于“行星”這一義域。通過反義詞猜詞，一是看表示轉折關系的連詞或副詞，如but，while，however等;二是看與not搭配的或表示否定意義的詞語，如： He is so homely，not at all as handsome as his brother.

　　根據(jù)not at all...handsome我們不難推測出homely的意思，即不英俊、不漂亮的意思。

　　5. 通過定義或釋義關系來推測詞義。例如：

　　But sometimes，no rain falls for a long，long time. Then there is a dry period，or drought. 從drought所在句子的上文我們得知很久不下雨，于是便有一段干旱的時期，即drought，由此可見drought意思為“久旱”，“旱災”。而a dry period和drought是同義語。這種同義或釋義關系常由is，or，that is，in other words，be called或破折號等來表示。

　　6. 通過句法功能來推測詞義。例如：

　　Bananas，oranges，pineapples，coconuts and some other kind of fruit grow in warm areas.假如pineapples和coconuts是生詞，我們可以從這兩個詞在句中所處的位置來判斷它們大致的意思。從句中不難看出pineapples，coconuts和bananas，oranges是同類關系，同屬fruit類，因此它們是兩樣水果，準確地說，是菠蘿和椰子。

　　8. 通過描述猜詞。

　　描述即作者為幫助讀者更深更感性地了解某人或某物而對該人或該物做出的外在相貌或內在特征的描寫。例如：

　　The penguin is a kind of sea bird living in the South Pole. It is fat and walks in a funny way. Although it cannot fly，it can swim in the icy water to catch the fish.

　　從例句的描述中可以得知penguin是一種生活在南極的鳥類。后面更詳盡地描述了該鳥類的生活習性。

　　C. 判斷正誤型閱讀和任務型閱讀

　　以上涉及到的都是在中功課中出現(xiàn)較多的選擇型閱讀診斷題的做題技巧。除此之外，還有正誤型閱讀和任務型閱讀兩種考查形式。

　　正誤型閱讀出現(xiàn)的逐漸減少，難度降低，一般試題在短文中可以直接找到答案，也可以用上述的方法來做題，這里不多講述。

　　任務型閱讀：

　　任務型閱讀是近年來推出的新題型，命題靈活，題型多樣，可能是問答題，也可能是翻譯句子，填寫表格信息等，能夠很好地考查孩子的英語綜合能力。但是只要我們注意養(yǎng)成良好的閱讀心理，提高閱讀速度，就能做好這種題。解題時注意： 1. 瀏覽試題，明確要求。帶著問題去讀短文，有的放矢。

　　2. 瀏覽全文，捕捉有用信息。閱讀時，注意有關的人物、事件、時間、地點、起因及一些定義、數(shù)據(jù)

　　和一些關鍵詞語，可以做出標記，有目的地把文后題目和短文中相關信息加以比較，從而找到正確 答案。

　　3. 復讀全文，抓住細節(jié)。答題時有問題，要重新在短文中尋找答案， 注意短文的首尾句或每一段的首

　　尾句，那往往是事件的結果或作者的態(tài)度、意圖等。

　　4. 再讀全文，核對答案。要用全文的主題大意重新審核各題答案，看前后是否一致，是否符合短文的

　　主旨大意，細節(jié)方面是否和短文一致，是否有拼寫和語法錯誤等。

　　三、易錯點點撥

　　I. 信息錯位，表里不一 1.閱讀文章時信息錯位。

　　2. 把題目考查的內容與文章的信息對應時出錯，也就是關鍵句的確認失誤。 II. 無據(jù)推理，張冠李戴

　　1.做題時，所做的推理在文章中找不到相應的依據(jù)。 2.在文章中找相應的依據(jù)時出現(xiàn)張冠李戴的情況。 3.憑借自己的經驗作出錯誤的判斷。

　　III. 僅憑印象，胡亂猜詞

　　1. 對于生詞，拋棄上下文，僅僅根據(jù)自己的印象來猜測詞義。 2. 沒能掌握關鍵性詞語的意思，在判斷生詞意思的時候出錯。

 

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