逍遥右脑 2015-05-09 10:10
一、考点分析
考查形式：选择题为主 高考阅读理解多采取选择题的考查形式，今年部分省市又增加了阅读填空和任务型阅读题型。
考查题量：五篇文计20题总词数2000以上
考查测试点：6点
阅读理解测试点相对集中，考查角度灵活，既考查阅读速度，又考查综合能力，阅读速度为每分钟55-70个单词。主要考查的知识点：①掌握主旨大意，辨别主旨句与细节关系的能力。②归纳全文信息，理解全篇信息间的逻辑关系并进行推理、判断的能力。③深层理解，挖掘文章没有明确表达的意义的能力。④数据推理，图形辨认，结合常识，理解主题的能力。⑤既能根据所提供的信息去理解，也能结合中学生应有的常识去理解和判断推理。⑥较复杂的长难句的处理能力。问题易、中、难皆有，以中档题居多。不仅检测考生理解、概括、推理等逻辑思维的精确性、深刻性、敏捷性，而且也检验其心理活动品质，尤其在生词量大的情况下，更是如此。
2014新变化：可能在科技、自然、医疗等领域出现一些“问题”与往年考纲相比，2014考纲删除了难以确切界定的“熟悉有关日常生活话题的简短文字材料，如公告、说明、广告及书报杂志中关于一般性的简短文章等阅读理解的相关要求”，暗示着其选材的范围将更为广泛和自由，有可能涉及科技、自然、医疗等领域的一些“专业问题”，这就要求考生要接触多领域知识面，熟悉多领域的一些专业词汇。
二、阅读理解选题特征
分析近几年的高考阅读试题，可以看出高考选题具有以下几个方面特征：
①时代新颖性。每年都有一定的文章，讲某一领域的新知识，或介绍一些新观念、新方法或新事物，如：2014年全国卷1 A篇关于对鼓励人们带宠物上班现象的思考，2014浙江卷D篇介绍具有触摸屏导购装置的超市购物车等。
②人文实用性。每年都有一定的新闻和广告方面的应用文，注重人文与学生生活、社会生活的结合，尽可能体现语言的实用性与工具性。如: 2014年全国卷1 B篇是（英国）路透社对于美加边界居民跨国界做礼拜的报道。
③体裁多样性。体裁包括人物传记、叙述文、说明文、应用文和议论文。如：2014年江苏卷A篇是人物传记，介绍英国作家Jane Austen；B篇是应用文，书店导购；C篇是叙述文，讲述the Sahara Festival庆祝活动相关内容；D篇说明文介绍植物自我保护功能；E篇议论文，论述了20世纪科学上的进步给人类带来的影响。可以说，语言输入量没有一定的广度，是不能适应这种选材上的多样化。
④考查综合性。为了能够考查学生较高层面上的阅读技能，所选语篇在结构上都较复杂。作者在时间顺序、空间顺序，或逻辑推理上，运用了较高的组篇手段。这些语篇内容一般有逻辑、有层次、有深度，因而，试题的命制也有相应的层次。另外，每年都有一定比例的试题是考语言以外的背景知识，如人文、地理、历史、政治、自然科学等。如2014年全国卷1C篇：
三：精析
When someone has deeply hurt you, it can be extremely difficult to let go of your anger. But forgiveness is possible - and it can be surprisingly helpful to your physical and mental health. Indeed, research has shown that people who forgive report more energy, better appetite (胃口) and better sleep patterns. "People who forgive show less anger and more hopefulness," says Dr. Frederic Luskin, who wrote the book Forgive for Good. " So it can help save on the wear and tear on our system and allow people to feel more energetic."
So when someone has hurt you, calm yourself first. Take a couple of breaths and think of something that gives you pleasure: a beautiful scene in nature, someone you love. Don' t wait for an apology. "Many times the person who hurt you may never think of apologizing," says Dr. Luskin. "They may have wanted to hurt you or they just don't see things the same way. So if you wait for people to apologize, you could be waiting a very long time. " Keep in mind that forgiveness does not necessarily mean accepting the action of the person who upset you. Mentally going over your hurt gives power to the person who brought you pain. Instead, learn to look for the love, beauty and kindness around you. Finally, try to see things from the other person' s perspective （视角). You may realize that he or she-was acting out of ignorance (无知) , fear - even love. To gain perspective, you may want to write a letter to yourself from that person' s point of view.
65. The text is mainly written to explain _______.
A. how to keep yourself from being hurt
B. how to stay mentally healthy
C. how and when to remain calm
D. why and how to pardon others
66. According to the writer, what is the right way to calm down after being hurt?
A. Try to figure out why you get hurt.
B. Write a letter to the person who hurt you.
C. Persuade yourself to accept what others have done to you.
D. Think about pleasant things and forget about the hurt.
67. Dr. Luskin advises us not to wait for an apology after being hurt because ______.
A. we are not patient enough
B. we' d feel worse accepting others' apology
C. people seldom want to apologize
D. people don' t mean it when they apologize
解析：65答案：D考查考生对文章中心的把握能力。通读全文，读者不难发现作者围绕forgive（宽恕，原谅）一词来展开，只有D选项中的pardon 与之吻合。
66答案：D考查考生对细节的认定能力。第二段开头提供答案。
67答案：C考查考生对事实之间逻辑关系进行认定的能力。通过Dr. Luskin 的讲话，尤其是 “Many times the person who hurt you may never think of apologizing” 做出判断。
四、题干设计
总体来说，其干扰项目的设置具有一定的科学理论模糊性，正确答案项与干扰项差异不明显，干扰项具有很大的迷惑性，常常是让考生容易上当受骗的陷阱。供选项少则每项为一个词，多则每项为一个长句，多数是每项为一个短语。阅读理解题设计从题干到选项都具有灵活巧妙，含蓄隐蔽，迂回曲折等特点，干扰性体现在：脱离原文，以偏概全，扩缩范围，偷换概念，正误并存。因此，必须在明确题意，排除干扰，找出文章依据的前提下，经过深刻思考才能确定答案。题干的设计主要有六类：
①考查主旨大意
就段落或短文的话题（theme or topic）、主题思想（main idea）、标题（title）等拟题。常见题干有以下等多种提法：
A. The paragraph (passage) deals with .
B. What topic is the paragraph primarily discussed?
C. The paragraph (passage) could be entitled .
D. Which of the following is the best title for the paragraph (passage)?
E. The paragraph (passage) is mainly about .
F. Which of the following statements is best supported by the last paragraph?
②理解具体信息
一般只针对某个特定的细节，有时也可能涉及若干个细节，或针对文章的主要事实，或利用图表、图形、地图等来表达信息。常见题干有：
A. Which of the following statements is true (not true)?
B. In the passage, which of the following is mentioned (not mentioned)?
C. All the following statements are not true (true) except .
D. Choose the right order of the events given in the passage.
此外还有when，where，how，who，what等引导的特殊疑问句。
③推测词语意义
主要有这样几种类型：①根据定义或解释推测；②根据同义、反义、同位关系推测；③根据因果关系推测。常见题干有：
A. The word “...” refers to .
B. Which of the following words can take the place of the word “...”？
C. By “...” the writer means /refers to .
D. The meaning of the word “...” is closest to .
E. The word “...” could best be replaced by .
F. The underlined word “...” in the first paragraph probably means .
④推断深层含义
常见推断方式有五类：①依据数据推断；②依据事实推断；③依据细节推断；④依据语气推断；⑤依据全文推断。常见题干有：
A. We can infer from the passage (paragraph, fact, example,...) that .
B. The writer suggests that .
C. From the passage (paragraph, story,...), we can learn that .
D. The passage implies, but does not directly state that .
E. We may conclude from the passage that .
F. From the text it can be inferred that .
⑤理解文章结构
就文章结构、文脉、句与句、段与段之间的逻辑关系拟题。常见题干有：
A. What does the underlined word “it” refer to?
B. The underlined word “them” refers to .
C. In line...the word “that” stands for .
⑥理解作者的意图和态度
每篇文章都有一个特定的写作目的，或是向读者传递某个信息，或是愉悦读者，或是阐述某个道理。而这些信息通常并不是明确地表达出来，而是隐含在文章之中。因此，这类问题要求考生在理解文章总体内容的基础上，去领会作者的言外之意。常见题干有：
A. What does the writer mean by saying...?
B. Which of the following best describes how the writer feels about ?
C. The author would agree that .
D. The writer’s purpose in writing this story is .
五、2014阅读考查展望
《新课程标准》要求学生具备综合阅读的能力，包括语篇领悟能力和语言解码能力；强调多学科知识的贯通；注重培养学生的语篇分析能力、判断能力以及根据寓意进行逻辑推理的能力，提高其阅读速度增加其阅读量和扩大其词汇量等。着重提高“学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力。” 今年是改用新教材的第一年，新教材要求的3500个单词和400到500个短语，将成为考查的方向。词汇量的增大就相应地增加了阅读的难度，考生在做阅读题时会明显感到阅读篇幅略有加长和长难句子时有出现。考虑到是第一年实施，要求有可能不会一步到位，但肯定会有所体现。