閱讀理解的設(shè)題方式

李順發(fā)

閱讀是同學(xué)們獲取語言文字信息的主要手段，高考英語對(duì)同學(xué)們閱讀理解能力的考查主要體現(xiàn)在以下的六個(gè)方面。

需要?dú)w納概括大意時(shí)的設(shè)題方式

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任何一篇文章都會(huì)有一個(gè)主旨。有時(shí)從文章的第一段，甚至從第一個(gè)句子就可得到文章的主要意思，同學(xué)們可以由此知道文章所描述的是誰或是什么（即文章的主題），也可以了解作者希望同學(xué)們了解主題方向的那些內(nèi)容。有時(shí)，文章的主旨要義需要從文章的字里行間進(jìn)行推斷。這類試題主要是考查同學(xué)們略讀文章、領(lǐng)會(huì)大意和歸納、概括的能力。因此，同學(xué)們需要分析文章的篇章結(jié)構(gòu)，找出短文的主題句或者篇幅較長的文章每段的主題句或者在文段之尾找結(jié)論，從而概括出文章的主旨或中心思想。

考查主旨大意的選項(xiàng)的干擾項(xiàng)一般是短文大意的一部分，而不是全部，或者是事實(shí)細(xì)節(jié)，而不是大意。

常出現(xiàn)在這類考題中的設(shè)題方式有：

The main idea of the passage is .

The main purpose of the story is to tell us .

This story mainly tells us .

The second paragraph mainly describes .

Which of the following can be the best title of the story？

[需要理解文中具體信息時(shí)的設(shè)題方式]

一篇文章的主題和中心思想確定后，還需要有大量的細(xì)節(jié)信息的支持。這些細(xì)節(jié)對(duì)理解全文內(nèi)容至關(guān)重要，同時(shí)也是歸納和概括文章中心的基礎(chǔ)，因而不容忽視。

做細(xì)節(jié)題時(shí)，通常不需要通讀全文，而應(yīng)該采取“帶著問題找答案”的方法，即先讀題干， 然后帶著問題找答案。具體做法是：先抓住關(guān)鍵詞，在文章中搜索相關(guān)的信息， 在對(duì)照比較的基礎(chǔ)上來確立答案，確定答案時(shí)多用排除法，將是是而非的答案一一排除。

常出現(xiàn)在這類考題中的設(shè)題方式有：

The author states that .

The writer mentions all the following except .

According to the passage which of the following statements is correct？

Which of the following statements is true？

[需要根據(jù)上下文推測生詞詞義時(shí)的設(shè)題方式]

正確理解文章的單詞或短語是理解文章的第一步，也是理解文章的基礎(chǔ)，不懂單詞的含義就根本談不上理解文章。理解生詞的能力包括兩種情況：一種是指一詞多義的詞義的正確選擇，要求同學(xué)們根據(jù)上下文在眾多的詞義中選擇最確切的解釋；另一種是沒有學(xué)過的生詞的詞義，要求同學(xué)們從文中出現(xiàn)的同義詞、近義詞、句子結(jié)構(gòu)或上下文，甚至在對(duì)通篇理解的基礎(chǔ)上來猜測詞義。

猜詞題的設(shè)置方法很多，一般說來，有以下幾種：

1.利用一個(gè)定義、定語從句、同位語從句或者一個(gè)近義詞、短語作為猜詞的背景或已知信息。

2.利用兩個(gè)事物間的相互關(guān)系作為猜詞的依據(jù)。

3.利用構(gòu)詞法或者常識(shí)來設(shè)置猜詞題目也是很常見的。

4.利用語境來設(shè)置猜詞題。

常出現(xiàn)在這類考題中的設(shè)題方式有：

The underlined word “...” in the last paragraph means a persons .

Which of the following words can best take the place of the word “...” in the paragraph 2？

What does the underlined word “...” probably refer to？

[需要作出判斷和推理時(shí)的設(shè)題方式]

閱讀文章的主要目的是獲取信息，即作者所要傳達(dá)的信息。但是，在實(shí)際的閱讀活動(dòng)中，作者所傳達(dá)的信息并不總是讀者能直接明白的，有時(shí)需要根據(jù)文章提供的事實(shí)和線索，進(jìn)行邏輯推理，推測作者未直接提到的事實(shí)或某事發(fā)生的可能性等。

一般情況下，同學(xué)們所閱讀的文章往往比較含蓄， 需要同學(xué)們自己去領(lǐng)會(huì)文章內(nèi)在的含義， 如果同學(xué)們只是研究語言文字的字面意義， 就會(huì)妨礙對(duì)文章真正含義的理解。

在推理的過程中，同學(xué)們不僅要理解文章的表面意義、 還要重視作者的譴詞造句的特點(diǎn)，弄清詞語的深層含義， 利用文章已有的信息， 結(jié)合作者特定的寫作意圖進(jìn)行推理， 挖掘文章的隱含含義。

常出現(xiàn)在這類考題中的設(shè)題方式有：

From the text we know that the author is most likely .

The above introduction is most possibly for

The story shows that the driver is .

The author probably feels .

The passage suggests that .

The last sentence implies .

What do you think the hero of the story would finally get？

After reading the story what can we infer about the hospital？

[需要理解作者的意圖和態(tài)度時(shí)的設(shè)題方式]

每篇文章都有一個(gè)特定的寫作目的?；蚴窍蜃x者傳遞某個(gè)信息，或是愉悅讀者、或是講授某個(gè)道理。而這些信息往往不是明確地表達(dá)出來，而是隱含在文章之中，這就要求同學(xué)們不僅要有理解字面意義的能力，還要能夠把握作者對(duì)某個(gè)問題的觀點(diǎn)和態(tài)度，了解作者寫某段、某句、某一措辭以及全文的真實(shí)意圖和寫作目的。

這類題主要是考查同學(xué)們對(duì)作者或短文中某一人物在短文表現(xiàn)出來的意圖、語氣進(jìn)行理解把握的能力。因?yàn)橐鈭D、語氣都是深層的內(nèi)容，所以這類題目的干擾項(xiàng)往往不是完全錯(cuò)誤，而是部分錯(cuò)誤，這就要求必須從整體把握作者的意圖、語氣。

常出現(xiàn)在這類考題中的設(shè)題方式有：

The intention that the author wrote this letter is .

The reason that John refused Marys may be .

The main purpose of the passage is .

[需要理解文章的基本結(jié)構(gòu)時(shí)的設(shè)題方式]

不同的體裁有不同的呈現(xiàn)方式。根據(jù)不同文章的內(nèi)容和寫作目的，作者會(huì)采取記敘、描寫、議論、應(yīng)用或說明的文體，也會(huì)采取敘述、例證、對(duì)比或比照等不同的組織結(jié)構(gòu)。不同的文體的閱讀難度、要求和任務(wù)不同，閱讀的方法也不同。增強(qiáng)對(duì)語篇結(jié)構(gòu)的理解能力有助于提高閱讀質(zhì)量。

事實(shí)上，高考的閱讀題材的語篇意義很強(qiáng)。因此，學(xué)會(huì)進(jìn)行語篇分析，把握住句與句，段與段之間的邏輯關(guān)系也是命題者命題的一個(gè)重點(diǎn)。

英語文章講究使用主題段和主題句。主題段通常在文章開頭，簡要概括文章的中心思想；主題句可能在一段的開頭，也可能在中間或末尾，作用是交代該段的中心思想，再由全段展開或討論這個(gè)意思。段與段之間通常有詞語連接，承上啟下，使文章行文連貫。如果希望準(zhǔn)確、深刻地理解一篇文章，必須對(duì)文章的結(jié)構(gòu)有所了解，把握住全篇的文脈，即句與句、段與段之間的邏輯關(guān)系。對(duì)這種能力的考查一般反映在文章的中心思想、文中某一段的大意或指代關(guān)系的題目中。

常出現(xiàn)在這類考題中的設(shè)題方式有：

How is the passage organized？

How is the passage mainly developed？

Which of the following shows the structure of the passage？

What information will probably be provided following the last paragraph？

What do you think of the author is most likely to suggest if he continues to write？

例1

“TOM！”

No answer.

“TOM！”

No answer.

“Whats gone with that boy， I wonder？ You TOM！”

No answer.

The old lady pulled her spectacles down and looked over them about the room； then she put them up and looked out under them. She seldom or never looked through them for so small a thing as a boy； they were her state pair， the pride of her heart， and were built for “style，” not service — she could have seen through a pair of stove-lids just as well. She looked perplexed for a moment， and then said， not fiercely， but still loud enough for the furniture to hear：

“Well， I lay if I get hold of you Ill —”

She did not finish， for by this time she was bending down and punching under the bed with the broom， and so she needed breath to punctuate the punches with. She resurrected nothing but the cat.

“I never did see the beat of that boy！”

She went to the open door and stood in it and looked out among the tomato vines and “jimpson”weeds that constituted the garden. No Tom. So she lifted up her voice at an angle calculated for distance and shouted：

“Y-o-u-u TOM！”

There was a slight noise behind her and she turned just in time to seize a small boy by the slack of his roundabout and arrest his flight.

“There！ I might ‘a(chǎn) thought of that closet. What you been doing in there？”

“Nothing.”

“Nothing！ Look at your hands. And look at your mouth. What IS that truck？”

“I dont know， aunt.”

“Well， I know. Its jam — thats what it is. Forty times Ive said if you didnt let that jam alone Id skin you. Hand me that switch.”

The switch hovered in the air — the peril was desperate —

“My！ Look behind you， aunt！”

The old lady whirled round， and snatched her skirts out of danger. The lad fled on the instant， scrambled up the high board-fence， and disappeared over it.

His aunt Polly stood surprised a moment， and then broke into a gentle laugh.

1. This passage mainly describes .

A. how Aunt Polly got the switch

B. how Aunt looked for Tom

C. how Aunt treated Tom

D. how Aunt scolded Tom

2. The underlined word “resurrected” in paragraph 9 probably means .

A. discovered B. gained

C. hunted D. hurt

3. According to the story， how did aunt Polly want to do if the boy didnt obey her？

A. She would drive him away.

B. She wouldnt let him have dinner.

C. She would punish him strictly.

D. She would let it be.

4. It can be inferred from the passage that .

A. Aunt Polly was actually a cold-blooded woman.

B. Aunt Polly was actually a kind woman.

C. Tom was treated badly in the family.

D. Tom was spoiled in the family.

解析 1. B。 主旨大意題。從全文可知，作者描寫了aunt Polly 大喊大叫找Tom的情景，選B。

2. A 。詞義猜測題。從上下文可知，aunt Polly在找Tom，開始什么也沒有看到，只有一只貓，選A。

3. C。細(xì)節(jié)理解題。從“Well， I know. Its jam — thats what it is. Forty times Ive said if you didnt let that jam alone Id skin you”可知，如果Tom再動(dòng)那些果醬她就會(huì)剝他的皮（處罰他），選C。

4. B。理解推理題。從最后一段“His aunt Polly stood surprised a moment， and then broke into a gentle laugh.”可知，雖然aunt Polly對(duì)Tom大喊大叫，但是看到Tom跑開了，她露出溫柔的微笑，選B。