(
课件网) LOOK UP, ———高考英语说明文阅读理解解题策略 STRIKE DOWN 考纲解读： 阅读理解作为考查阅读与理解能力的试题，已成为历年高考英语试卷中必不可少的部分。阅读理解能力属于语言的领会能力，包括对书面语言的识别、理解、推理、判断和快速记忆等几个方面。不仅仅涉及到语音、语法、词汇这些语言因素，还涉及到非语言因素，即：阅读者对所学语言国家的社会和文化背景知识的掌握、对所读材料内容的熟悉、个人经历、生活常识、逻辑知识和语言修养等各方面。近几年英语阅读理解在高考中的比值有所增长。 新闻 ，广告，产品说明 分享经历，叙述一件事情，或表达情感 论述一个道理或表达一个观点 阅读理解的体裁 说明某个事物，现象等（可能会呼吁或倡导） 文首：导语提携全文 文末：记叙文六要素 文首：总-分-总 论点-论据-结论 文本 各体裁主题句分布 1.找主题句：首-中-尾 2.没有主题句：找反复出现的中心词 What to read 1.Various writing styles(体裁丰富)：Narration(记叙文)、Exposition(说明文)、Pratical writing(应用文)、Argumentation(议论文)and News Report(新闻报道)、Ad(广告)、Notice(通知)、Instructions(操作说明)、Chart(表格) and so on. 2. Colourful themes(题材广泛)：humans and self(人与自我), humans and sociaty(人与社会), humans and nature(人与自然). Why to read 3.Abilities: To develop language abilities、culture awareness(文化意识）、thinking qualities（思维品质） and learning abilities. While reading 1.Skim：general understanding(整体把握）,underline the key sentences about the main ideas. 2.Read carefully：read for details（细节）,judgement and inference（推理和判断） ,underline the key sentences. 3.Read deeply：read for the writer’s purpose, the meaning of the words, a person’s personality. After reading 1.Read again：go through the passage，check the answers. 注意：克服定势思维和功能固着，切莫先入为主，一切以作者的写作意图和所表达的观点为准。 How to develop the abilities Details (细节理解题) The meaning of the word(词义猜测题) Judgement and inference(推理判断题) The main idea(主旨要义题) Details (细节理解题) The meaning of the word(词义猜测题) Judgement and inference(推理判断题) The main idea(主旨要义题) How to develop the abilities Identify the structure of the passage by summarizing the main idea of each paragraph. By the end of the class, we will be able to: Learning Objectives Look up Strike down Identify the logic traps, including: ... Exposition: To introduce, explain, and describe sth. ？ Look up Look up C Exams cause a lot of worry: the silence of the hall; the ticking of the clock; the confident expression of the student who has finished 15 minutes early. It therefore seems hardly surprising that those who worry about taking tests do systematically worse than those who do not. What is, perhaps, unexpected, according to research published by Maria Theobald, is that it is not the pressure of the exam hall which causes the problem. It is the pressure of revision. Dr. Theobald theorised if anxiety was truly intervening(干预) a student’s ability to transfer known information from brain to paper, then those with high levels of it would per ... ...
