高考英语阅读理解

高考英语阅读理解的"猜词悟义"类试题支招

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高考阅读

猜词测意

分类：高考专线

词汇

成老师辅导

高考英语

教育

历年来高考试题中的生词量有增无减。《新课程标准》要求学生：“读懂生词率不超过3％的传记、故事、记叙文、科普小品和有关社会文史知识等不同题材的材料。”在英语阅读训练和测试中，生词障碍往往会成为学生的“绊脚石”。这些“绊脚石”的出现大致分五类：

1.熟词新意，考查词汇表中未出现的词义；

2.合成词、转化词与派生词，如cost-effective，shoplifting，heartbroken，computer-literate，people-literate，decision-thinking，imperfect等；

3.“灵活”的常用词增多，这些词必须根据具体的上下文语境才能正确理解；

4.“新鲜”的外国人名、地名、专有名称增多，这些词有些带有一定的文化背景，一篇文章中人名、地名、专用名称往往会出现多达二十几处；

5.超纲生词，每年高考英语试卷的阅读理解题中都会出现《大纲》之外的生词、短语和熟词新意的生词五十个左右。

专家支招

有些同学在阅读训练和测试中往往存在着“生词恐惧心理”，一遇到生词就有读不下去的感觉。那么做阅读理解试题时遇到大量生词该怎么办？查词典当然是排除词义障碍的一种方法，而这只有在平常的阅读训练中才可以使用，但频繁地查词典既影响阅读速度，又容易破坏学生阅读的思路和兴趣。况且，一词多义是英语词汇的主要特点，词典不一定能为学生提供单词在特定的上下文中的具体或确切的含义。平时的练习中遇到生词不要查词典，如果该词不是关键词就跳过去，若是关键词可以根据语境、上下文、句型结构、词形等判断词义。阅读时不要去“死抠”个别词，除了人名、地名等一些专有名词不必去细究外，那些一时难以断定其意思，而又不妨碍理解或答题的生词，大可不必理会。猜测词义不仅是一项阅读技巧，也是高考阅读能力考查的一个方面，每年在高考阅读题中都有猜测词义的试题。

第一招利用上下文语境线索

任何一篇文章中的句子在内容上都不是绝对孤立的，都跟句子所在的段落及整篇文章有关。利用上下文提供的情景和线索，进行合乎逻辑的综合分析进而推测词义，是阅读过程中的一大关键，这也是近年来高考考查的热点。例如：（2003年全国卷）In 1963 a schoolboy called Andrew Wiles reading in his school library came across the world’s greatest mathematical problem: Fermat’s Last Theorem （定理）first put forward by the French mathematician Pierre de Fermat in the 17th 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 Ecole Polytechnique.

Which of the following best expl ains the meaning of the word “baffle” as it is used in the text？

A.To encourage people to raise questions

B.To cause difficulty in understanding

C.To provide a person with an explanation

D.To limit people’s imagination

分析本题正确答案为B。由短文中对Fermat’s L ast Theorem一书的介绍中有the theorem had baffled and beaten the finest mathematical minds这一句可知，句中两个并列的谓语动词baffled和beaten，意义相同，加强语气，从beat的本意就可以猜测出baffled为“打败，难倒”。

第二招利用定义和解释性线索

阅读文章中的有些生词尤其是新闻报道及科普类文章中的生词，往往在其后有对该词进行解释说明性的短语或句子，如to be，that is，mean，stand for，namely，to refer to，to mean，in other words等，有时也以同位语、定语从句的形式出现，或用破折号、括弧来表示。留心阅读就可以断定它们的意思。例如：（2000年全国卷）Perhaps they will spend their days gollocking to make new spundels，or struggling with their ballalators through the scribe.These words，which I have just made up，have to stand for things and ideas that we simply can’t think of.

Spundels and ballalators are used in the text to refer to ________.

A.tools used in farming

B.ideas about modern life

C.unknown things in the future

D.hunting skills in the Stone Age

分析本题正确答案为C。从下文的定语从句which I have just made up（我所编造的这些词）及stand for things and ideas that we simply can’t think of （代替我们想不到的事物）推断，应该和选项C中的unknown（未知的）最为接近。

第三招利用因果关系

因果关系的语境，通常由because，so，therefore，so that，so/such...that...等连词体现。

（2005年上海卷）“But，” began Kim，“I feel that since you are my superior，it would be presumptuous of me to tell you what to do.”

The word “presumptuous” in the passage is the closest in meaning to

“_______”.

A.full of respect

B.too confident and rude

https://www.wendangku.net/doc/ff12220031.html,cking in experience

D.too shy and quiet

分析本题正确答案为B。在Kim看来，因为对方是自己的上司，告诉上司去做什么，会显得不礼貌（rude）、自负（too confident）。

第四招利用对比线索

有时文章作者为了增强表达效果，会用一对反义词揭示事物的不同点，形成鲜明的对比，这时只要把握其中的一个词，就不难推出另一个词的含义，这时句

中多见unlike，although，but，yet，while，on the contrary，on the other hand，instead of，rather than等信息词。

（2005年广东卷）“Unlike vitamin C，leadership skills can’t be easily swallowed down.They must be carefully cultivated.”

The underlined word “cultivated” roughly means _________ .

A.encouraged

https://www.wendangku.net/doc/ff12220031.html,pared

C.examined

D.developed

分析本题正确答案为D。从上句的对比可知，领导能力不是“swallowed down”，而是慢慢培养的。

第五招利用同义线索和同等关系

同义词替换可以为我们推测词义提供明显的语境线索。一些常见的引出同义词的标志性词语有or，like，similarly等。同等关系是指一个词、一组词或短语在句中作同一成分，而且它们的词义属同一范畴。只要我们认识其中一个或几个词或短语，即可确定同等关系中生词的词性、作用和大概意思。

Quietly，the graying of America has made us a very different society one in which people have a quite different ideas of what kind of behavior （行为）is suitable at various ages.

The underlined word “one” refers to ________.

A.a society

B.America

C.a place

D.population

分析本题正确答案为A。one指代society，one是society的同位语。

第六招利用例证性线索

某些冷僻的词汇后会举一个例子，使词汇具体易懂。如such as，like，for example，for instance等连接性词语往往用来列举说明前面较难理解的名词。

You can take any of the periodicals：The World of English，Foreign Language Teaching in School，or English Learning.

分析通过后面的举例:《英语世界》，《中小学外语教学》，《英语学习》，说明periodicals为“期刊杂志”。

第七招根据构词法

阅读中常会遇到一些由所熟悉的单词派生或合成的新词，可利用构词法知识来推测其意思。

（2005年广东卷）The reasons for a visit to a lighthouse are not all so backward-looking

in time.It is true that lighthouses were built in out-of-the-way places.But on a pleasant sunny summer day，this very isolation has a natural beauty that many people will love to experience.

The underlined phrase “out-of-the-way” means ________ .

A.far away

B.dangerous

C.ancient

D.secret

分析本题正确答案为A。由合成词的原意out-of-the-way以及下句中的isolation一词，可知灯塔在一个“孤零零”的地方。

第八招利用词性转化

The aging of the population will affect American society in many ways：education，medicine，and business.

The underlined word “aging” means _______.

A.counting the number of years someone lives

B.the numbers of years someone lives

C.becoming older

D.making someone looking older

分析本题正确答案为C。我们熟悉的是age作名词用时是“年龄”的意思，而此处是作动词用，意思是“老化”。

【英语】高考英语阅读理解练习题及答案

【英语】高考英语阅读理解练习题及答案 一、高中英语阅读理解 1．阅读理解 There might be as many as 10 million species of complex life on this planet today —— a huge number. But add up all of the complex species that ever lived and some biologists think the grand total would be about five billion. The estimate leads to an astonishing conclusion: a staggering 99% of species are not around any more. They have been driven to extinction. More species are joining the ranks of the extinct every year. Many scientists believe we are living through an episode of remarkably rapid extinction, on a scale that has been seen only five times in the last half a billion years. They call this current episode the sixth mass extinction —— a large, global decline in a wide variety of species over a relatively short period of time. And they tend to agree that humans are the main cause. Over-hunting, overfishing, and human-driven habitat loss are pushing many species to the brink. In fact, we have changed the planet so much that some geologists are now suggesting that we have entered a new phase in Earth's history; an epoch they call the ＂Anthropocene＂. By 2100, it is expected that humans will have caused the extinction of up to half of the world's current species. Because we are living through this extinction, it is relatively easy for us to study the driving forces behind it. But how do we determine what caused other mass die-offs that happened long ago? To do so we have to look at what archaeologists, palaeontologists, geologists and other scientists have concluded from the evidence they have gathered. The trouble is, those scientists do not always agree with one another —— even about the most recent extinction event. As well as the five-or six- mass extinctions, there have also been many smaller extinctions. One of these mini extinction events happened towards the end of the Pleistocene, a few tens of thousands of years ago. It is sometimes called the ＂megafaunal＂ extinction because many of the species it claimed were particularly large animals, weighing more than 97lb (44kg). However, its cause remains a debate amongst scientists. （1）What can we learn about the sixth mass extinction？ A. Humans are the main cause of it. B. It means a global decline over a long time. C. It occurred towards the end of the Pleistocene. D. Scientists still disagree about the cause of it. （2）What can be inferred from the text about species？ A. 99% of species will not be around any more by 2100. B. By the 22nd century, there will probably be about five million on this planet. C. About eight years later we will enter what is called the ＂Anthropocene＂. D. It is not easy for us to figure out causes behind the＂Anthropocene＂. （3）Which of the following is closest in meaning to the underlined word in the last paragraph ? A. Land animals. B. Marine life. C. Huge animals. D. Flesh-eating creatures.

高考英语阅读理解专项训练100篇(附答案)

高考英语阅读理解专项训练100篇 (名师传授解题技巧+实战练习，值得下载) 一、阅读理解解题技巧 阅读理解题是考查学生对活的语言材料的理解能力，即通过阅读材料获得信息的能力。具体说来，阅读理解能力测试的主要要求是：（1）掌握所读材料的主旨大意，以及用以说明主旨大意的事实和细节；（2）既理解具体事实，也理解抽象的概念；（3）既理解字面意思，也理解深层含义，包括作者的态度、意图等；（4）既理解某句、某段的意义，也理解全篇的逻辑关系，并能根据文章进行推理和判断；（5）既能根据材料所提供的信息去理解，也能结合中学生应有的常识去理解。根据这几项能力测试的要求，试题中常采用如下几种题型：事实询问题、推理判断题、数据推算题、识图解意题和主旨大意题。根据这一测试要求和题型设计，答题时可以采取如下解题技巧和对策。 1．首先解题时要充满自信。由于平时有些同学对做阅读理解时存在一种畏惧心理，因此考试做题时心理就难免会产生紧张感，特别是阅读时再遇到几个生词就头脑发胀，从而使自己的思路更加模糊不清。其实这是完全没有必要的，因为阅读中遇到几个生词或几个难以理解的句子是常有的事，也是正常现象。因为按大纲要求，试卷中允许有不超过3%的生词，只要认真分析，仔细阅读，这些生词和句子很可能并不影响你的解题。所以答题之前首先要有必胜的信心。 2．扫读全文，理解全文主旨大意。拿到一篇文章，首先要快速扫读全文，虽为扫读，但不可漫不经心，阅读时也应聚精会神，力求可能多地获取材料信息，只是这次遇到生词和难句先不必去处理，不要因纠缠文中的个别生词和难句而影响了对全文的主旨大意的了解。

3．对症下药，各个击破。了解全文的大概意思之后，再把短文的问题简单看一遍，弄懂题意，然后带着问题再去寻读全文。这次阅读过程中要善于抓文章中的关键词句。寻读也就是迅速的查找需要了解的信息，是为某些特定的问题而阅读，因此阅读时要有较强的针对性，对与问题有关的数据，词句等仔细阅读，认真理解，同时结合不同考查内容的题型，采取如下解题对策： （1）事实询问题：这类试题通常是以疑问词what，who，when，where，why，how 等引起的特殊问句，就文章中某一词语、某一句子、某一段落或某一具体细节和事实进行提问。解答此类试题首先要弄清题目和每一个选项的含义，然后按题目要求寻找与之相关的细节，正确估计答案来源，同时注意题目和文章中的暗示作用。特别注意辨别各种信息，确认各种信息。 （2）推理判断题：此题要求我们通过表面文字信息去推测文章隐含的意思，对文章的发展情节及作者的态度、意图等做出合乎逻辑的的推理判断。这种题要求我们在阅读时要抓住文章的主题和细节、从分析文章的结构入手，根据上下文的内在联系，充分挖掘文章的深层含义。对暗含在文章中事件的因果关系，人物的动机，以及作者未言明的倾向、态度、意图、观点进行合乎逻辑的推理、分析和判断。同时善于抓住文中实质性的东西，不要被带假象的表面信息或似是而非的东西所迷惑。并且注意推断作者态度时要力求从作者的态度、观点去思考，切勿想当然，凭个人的观点习惯看法来回答的问题。 （3）数据推算题：此题要求我们就文章提供的数据，以及数据与文章中其他信息的关系做出计算和推断，然后做出选择。这就要求我们解题时，要在理解好题意的前提下去对与数据有关的信息认真分析，若数据信息较多，还要注意弄清数据之间的关系，同时分清有用与无用信息，最终作出正确判断。 （4）主旨大意题：此题用以考查我们对文章主题或中心思想的领会和理解能力。在解答此类试题时要注意每段的中心句，抓住每一段的主题句。一般主题句都用来表达一段主旨大意，因此，只要找准每段的主题句，文章的中心思想和文章的最佳标题也就不难确定了。

高考英语阅读理解解题方法(四个方法)

高考英语阅读理解——出题与解题方法（杨老师） 应用文（抓题干）广告、通知记叙文（划时、人、事）说明文（找主题句）特点：分值重，知识广，篇幅大，用时多。题型上主要有细节题、推理题、主旨题、猜词题等。 开卷准备：九字真诀不要怕，划一划（划主题，难句，划核心词），X一X（答题时） 一、细节理解题（标记定位法） 一般只针对某个特定的细节，题型可以多种多样。此类题型一般分两种。第一种是直接理解题(细1)，在原文中可以直接找到答案。第二种是词义转换题(细2)，正确选项是原文有关词语和句子的转换。做此类试题一定要抓住事件发生的时间、地点、人物、发展过程和结局等环节，所选答案切不可望文生义。特别注意句子的逻辑关系。如：表因果的because, since, as等；表转折的but, however ,on the contrary, on the other hand等等。 二、推理判断题（用细节推） 考查考生根据已知信息做出合理的推断或判断，包括要求考生体会作者的态度、观点、意图等。常用提问方式有：We can infer/learn from the（last） paragraph that. It can be concluded from the passage that. The passage implies/suggests that. What can be concluded from the passage? The author's purpose of writing the passage is.这需要学生读懂原文，完全理解文中的细节信息，对其进行分析、推算，从而得出正确的结论。 三、语义猜测题（构词法、语境法） 要注意从以下三个方面着手： 1）标点符号或同位语部分，and或or猜 2）根据对比、因果关系猜 but，however，yet，otherwise，though这些表转折，because, since与as是连接原因状语从句的从属连词， 3）根据构词法知识猜测词义：UN- IN- IM-- dis mis 派生，合成，转化，缩略，知道词根和前缀或后缀的意义，就可猜出组成的新词词义。 Because you can’t see or even hear the person, it would be easy for someone to misrepresent himself/herself. 四、主旨大意题（重点）哪怕没读懂全文，懂了中心句，一样能做对题 （寻找主题句）文章主题与段落主题 一般来说，文章主题都在第一段或最后一段表明。某一段的主题句也常出现在段首或段尾，而且常有一些表归纳关系的信号词，如in short, In a word, in brief, to sum up, to conclude等。 其常用提问方式主要有：What is the main idea/topic of the passage? The central point of the selection is that. The author is mainly concerned with. The passages mainly about等。

高三英语阅读理解(带详解)

I watched from a distance as the homeless man quarreled with those who did not leave money for him – the majority. I walked up to him and right on queue he asked me for a quarter. ―I’ll give you a quarter if you tell me your story.‖ He laughed, ―You’ll give me a quarter for my story?‖ I lay the quarter in front of him and corrected myself –―Nah, here’s the quarter but it would be nice to hear your story.‖ I followed his eyes to the quarter and for a brief moment I saw a glimmer of reflection. I sat down next to him and waited. ―I was in the army,‖ he said. ―I was a sniper(狙击手)and was supposed to shoot down the enemy from the distance.‖ I listened carefully to his grizzly voice as he went deeper into the story. He wore dirty old torn clothes and smelled like a dead rat left in a mouse trap. He told me how he used to hunt with his family and was really good at it. He had his own way of respecting animals by not wasting what he killed for food and not killing more than he needed. When the army came knocking on his door, he felt pride and joined up. All those years of polishing his hunting skills could now serve a larger purpose—to defend us from the bad guys. He set out to fight in Iraq. It wasn’t long before he realized his ideals and expectations were just a shadow of the truth. He became disillusioned with the killings, which he felt were of innocent people. ―I was a sniper but I never really killed anyone,‖ he said. ―One day I had to do it. They asked me to shoot this lady from the distance. I saw kids near that lady and my hands were on the trigger (扳机). Man, I was tearing up ... I couldn’t do it. She wasn’t doing anything to anyone and she was with the kids—I couldn’t see through my tears. It just didn’t make any sense to me.‖ The story goes on as he describes eventually being put into prison for 180 days for refusing to follow orders. He told me how he was black listed so that he couldn’t get a job. All the rights we take for granted were taken away from him. Why? Here was a man who was being punished—and for what? For refusing to kill the lady? For being a hero? ―I have no regrets,‖ the homeless man said. ―I may be homeless now, but I never killed that lady. I never killed anyone in the army. It didn’t feel right. I didn’t go there to do that. I went there to save people.‖ He continued, ―I can live with being homeless—that’s okay. But I wouldn’t be able to live with killing innocent people.‖ On that lonely Friday night, I met a hero. It just never occurred to me that a hero could be a smelly old man left on streets. 1. It can be learned from the passage that the homeless man_______. （） A. never killed animals B. had a strong respect for life C. deserved the punishment he received D. felt guilty about disobeying the order

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