高考英语短文理解学案4.docx
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高考英语短文理解学案4.docx
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高考英语短文理解学案4
2019-2020年高考英语短文理解学案(4)
阅读理解由于题材非常广泛,包括科普、社会、文化、政治、经济等;体裁多样,包括记叙文、说明文、应用文等特点,往往是考试中的难题。
那么,如何做好阅读理解呢﹖如何在平时的训练中做到心里有数,稳扎稳打的作练习;有目的、有方向的训练自己的不足之处。
阅读的提高是一个中长期的训练过程,如何在第一步就领先一步呢?
如何做好自己的计划和安排呢?
是否真的有一些实用的技巧和方法呢?
让我们来看看,到底要怎样做!
第一、是要排除心理障碍,不要因为自身词汇量小,阅读文章中有较多的“拦路虎”,而对之望而生畏,造成紧张心理,导致越读越慌,越慌越难的窘境,从而影响正常的答题。
对于阅读文章中的生词问题,我在后面会详细谈一下。
第二、忌不带问题阅读。
要先看题干,弄清题目要求,带着问题有目的地进行阅读,这样就能把握方向,同时也可边阅读边选出考查表层情况问题的答案,提高阅读效率及答题的正确性。
第三、是要切忌一个词一个词割裂地理解,或将无关的词硬凑在一起理解,以致无法获取句子语义及特定语境中篇章的意义,造成信息流中断,曲解或偏离题意。
第四、是要善于抓关键句和主题句。
文章的第一句或最后一句往往是文章或段落的关键句或主题句,对文章的理解起着重要的作用;同时要学会正确猜测词义,有机地联系上下文,读了上文,猜测下文,不要逐词翻译,造成前后脱节,缺乏语感,以致于理解错误。
第五,充分利用语篇中的文字或图表形式等基本信息,准确地捕捉关键事实和细节,进而归纳出主旨大意,领会全文的逻辑关系,弄清作者的写作意图等,进行推理判断,挖掘字里行间的深层内涵。
第六,完成选择时,看其是否与文中内容相矛盾,有无文中信息支持点,再有就是看它是否完全符合题目的要求;如果让你判断其标题的话,要看文章表达的是人还是事,从而推断其标题内容。
所有的选项必须以文章为基础,不要随意发挥想像或联想。
第七,忌忽略时间。
做阅读理解题时,一定要从整体上控制时间,时间分配根据文章的难易程度有别。
文中一两处没弄懂的地方可以暂且放置一边,等把全部题做完后,再回头来处理。
因为做完题后,你的心情相对放松了往往会产生新的思路、新的灵感。
即使做完题后时间所剩无几了,你再把未处理的题猜测一下也不晚,因为你仍然有选对的可能性。
第八,良好的阅读习惯。
这个要靠平时的培养。
克服阅读时不必要的附带动作,如头部转动、用手指或铅笔逐个点词等等;避免朗读,人看的速度要比读快2倍,朗读必然影响阅读速度;不要逐词逐词地看,这样既影响速度又影响理解。
正确的方法是头部不动,用眼睛去扫描,这样既能提高速度又能整句理解。
阅读下列短文,从每题所给的四个选项(A、B、C和D)中选出最佳选项。
A
ByLOSANGELESTIMES
Publishedon2002-02-10
Postedonxx-01-1810∶59∶54
Nervousuncertaintysurroundsthefate(命运)ofUSjournalistDanielPearl,withnoclearmunicationfromhiskidnappers(绑匪)andnosignofhiswhereaboutsafterthreeseparatepolicesearchesforhisbodyinthetroublesomeportcityKarachi,Pakistan.
Pearl,a38-year-oldWallStreetJournalreporter,disappearedtwoweeksagoonhiswaytoaninterviewinKarachi.Anemailallegedlyfromhiskidnapperscontainedfourphotosofhimandavarietyofdemands,includingoneforthereleaseofPakistaniprisonersbeingheldattheUSnavalbaseinCuba.
ThesearcheswerestartedlastFridaynightbyanemailclaimingthatPearlhadbeenkilledandhisbodythrown“inthegraveyardsofKarachi.”
PearlhasworkedforTheWallStreetjournalfor12yearsandisnowtheirSouthAsiabureauchief.HewasborninPrinceton,NewJerseyandgraduatedfromStanfordUniversitywithabachelor'sdegreeinmunications.
HejoinedTheWallStreetJournalinNovember1990,firstasareporterintheAtlantabureau.In1993hemovedtotheWashingtonofficetocovertransportationbeforebeginningaseriesofoverseaspostings.
Themembersofaradical(激进的)IslamicgroupinPakistanwhoadmithavingkidnappedhimsayPearlisamemberoftheIsraeliintelligenceservice,Mossad.ButPearl'semployershaveangrilydenied(否认)thatheistheagent(代理)ofanygovernment.
Pearl'sFrenchwife,Marianne,issixmonthspregnantwiththeirfirstchild.
ForthepastfewweeksthecouplehavebeenlivinginKarachiwhilePearltriedtoarrangeaninterviewwithMubarakAliShahGilani,headofthesmallmiclitantIslamicgroupTanzeemul-Fuqra.
56.Wecanseefromthetextthat.
APearlhasbeenmurdered BPearlhasescapedfromhiskidnappers
CPearlisindanger DPearl'sfatestillremainsinquestion
57Accordingtothetext,Pearlmostprobablydisappeared.
AonJanuary24,xx BonJanuary26,xx
ConJanuary4,xx DonJanuary11,xx
58Pearl'sdisappearancehassomethingtodowith.
ATanzeemul-Fuqra BaradicalIslamicgroupinPakistan
CtheUSnavalbaseinCuba DtheIsraeliintelligenceservice
B
Studentparticipation(参与)intheclassroomisnotonlyacceptedbutalsoexpectedofthestudentinmanycourses.Someprofessorsbasepartofthefinalgradeonthestudent'soralparticipation.Althoughthereareformallecturesduringwhichthestudenthasapassiverole(i.e.,listeningandtakingnotes),manycoursesareorganizedaroundclassroomdiscussions,studentquestions,andinformallectures.Ingraduatediscussionstheprofessorhada“manager”roleandthestudentsmakepresentationsandleaddiscussions.Thestudentsdotheactualteachinginthesediscussions.
Aprofessor'steachingmethodisanotherfactor(因素)thatdeterminesthedegreeandtypeofstudentparticipation.Someprofessorsprefertocontroldiscussionwhileothersprefertoguidetheclasswithoutcontrollingit.Manyprofessorsencouragestudentstoquestiontheirideas.Studentswhoobjecttotheprofessor'spointofviewshouldbepreparedtoprovetheirpositions.
Intheteachingofscienceandmathematics,thecontrollingmodeofinstructionisgenerallytraditional,withteacherspresentingformallecturesandstudentstakingnotes.However,neweducationaltrendshaveturnedupinthehumanitiesandsocialsciencesinthepasttwentyyears.Studentsinedcuation,society,andhistoryclasses,forexample,areoftenrequiredtosolveproblemsingroups,designprojects,makepressentations,andexaminecasestudies.Sincesomecollegeoruniversitycoursesare“practical”ratherthantheoretical,theypaymoreattentionto“doing”forthemselves.
59“Participationintheclassroomisnotonlyacceptedbutalsoexpectedofthestudent”inmanycoursesexceptin.
Ascienceandmathematics Bthehumanitiesandsocialsciences
Cinformallecturecourses Ddiscussioncourses
60Fromthepassageweknowthateducationinthehumanitiesandsociety.
Ahasnotchangedmuch Bpayattentiontostudents'studyinginsteadofteachers'teaching
Cismuchmoreimportantthanthatofscienceandmathematics
Dhasbeemorepracticalthantheoretical
61Thereasonwhysomeprofessorsaskstudentstomakepresentationsandleaddiscussionsisthat.
Atheseprofessorsareoftennotwellpreparedbeforeclass
Btheseprofessorswanttostrees“doing”
Ctheseprofessorswanttotestthestudents'abilities
Dtheseprofessorsarenotwillingtoteachtheory
62Whichofthefollowingsentencesistrueaccordingtothepassage?
AStudentparticipationisnotmonintheclassroominmanycourseslikesociety.
BSomeprofessorswanttocontroltheclassroomdiscussion.
CSomeprofessorsusuallywantthestudentstotakepartintheteachingofscienceandmathematics.
DNeweducationaltrendshaveturnedupinteachingofnaturalsciencessuchaschemistry.
C
Scientistshavetriedtoeupwithbiologicalexplanationsforthedifferencebetweenboysandgirls.
However,nonewerebelievableenoughtoexplainthegeneralpicture.Asonescientistpointsout,“Thereareslightgenetic(遗传的)differencesbetweenthesexesatbirthwhichmayaffectthesubjectsboysandgirlschoose.Butthedifficultyisthatbythetimechildrenreachschoolage,therearesomanyothereffectsthatitisalmostimpossibletotellwhethergirlsareworseatscienceandmaths,orwhetherthey'vebeenbroughtuptothinkofthesesubjectsasboys'‘territory’”.
Statistics(统计数据)showthatinmathematics,atleast,girlsareequaltoboys.Arecentreportsuggeststhatgirlsonlystopstudyingmathematicsbecuaseofsocialattitudes.Oneofthereports'authorssays,“Whileitissociallyunacceptableforpeoplenottobeabletoreadandwrite,itisstillacceptableforwomentosaythattheyare‘hope-less’atmaths.Ourresearchshowsthat,althoughgirlsgetmarkswhichareasgoodastheboys',theyhavenotbeenencouragedtodoso.”
Theexplanationforthedifference,whichisveryclearduringtheteenageyears,goesasfarbackasearlychildhoodexperiences.Fromtheirfirstdaysinnurseryschool,girlsarenotencouragedtoworkontheirownortopletetasks,althoughboysare.Forexample,boysandnotgirls,areoftenaskedto‘help’withrepairwork.Thisencouragementleadstoawayoflearninghowtosolveproblemslateroninlife.Evidence(证据)showsthatexceptionalmathematiciansandscientistsdidnothaveteacherswhosuppliedanswers;theyhadtofindoutforthemselves.
Afurtherreportonmathsteachingshowsthatteachersseemtogivemoreattentiontoboysthantogirls.
Mostteacherswhotookpartinthestudyadmittedthattheyexpecttheirmalestudentstodobetteratmathematicsandsciencesubjectsthantheirfemalestudents.Allofthistendstoencourageboystoworkharderinthesesubjects,givesthemconfidence(信心)andmakesthembelievethattheycansucceed.
Interestingly,bothboysandgirlstendtoregardsuch‘male’subjectslikemathematicsandscienceasdifficult.Yetithasbeensuggestedthatgirlsavoidmathematicscourses,notbecausetheyaredifficult,butforsocialreasons.
Mathematicsandsciencearemainlymalesubjects,andtherefore,asgirlsbeeteenagers,theyarelesslikelytotakethemup.Girlsdonotseemtowanttobeinopenpetitionwithboys.Neitherdotheywanttodobetterthanboysbecausetheyareafraidtoappearlessfemaleandso,lessattractive.
63Theunderlinedword“territory”inthesecondparagraphmostprobablymeans“”.
Ainterest Bareaofland Cspecialfield Ddistrict
64Accordingtoscientificstudies,.
Amathsisnotfitforgirlstolearn Bboyshaveaspecialsenseofmaths
Cgirlsarepooreratmathsbecausetheyaretheweakersex
Dgirlscanlearnmathsaswellasboysifgivenenoughencouragement
65Thosewhomadeextraordinarycontributioninmathematicsandscience.
Ausuallyhadgoodteacherstohelpthem
Bhadtheabilitiestosolveproblemsbythemselves
Cusuallyworkedharderthanothers
Dwereencouragedtorepairthingswhenyoung
66Whichofthefollowingisnottrueaccordingtothetext?
AItseemssociallyacceptableforagirlnottobeabletoreadandwrite.
BItisasocialproblemratherthanaproblemofbrainsthatgirlsarepooratmaths
CMathematicsandsciencearenoeasysubjectstoeithergirlsorboys.
DThereisnoconnectionbetweenagirl'sabilityinmathsandherappearance.
67Whatwouldbethebesttitleforthetext?
AWho'sAfraindofMathsAnyway?
BAreBoysClevererthanGirls?
CBoysAreBetteratMathsthanGirlsbyBirth
DMaths-ADifficultSubject
D
Thenexttimeyo
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