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英语阅读理解题干扰项特征 及应对策略

英语阅读理解题干扰项特征    及应对策略
英语阅读理解题干扰项特征    及应对策略

英语阅读理解题干扰项特征及应对策略

得阅读者得天下,近年高考英语阅读的难点一则是文章本身的难度上升,生词量增加、常用词转义、结构复杂的长句等;二则是阅读理解题匠心所具的命题专家们巧妙的干扰项设置造成的困难,这使得考生不知不觉落入陷阱,导致失分。这里我们着重针对如何解题进行一些探讨,希望能助2011届高三学生一臂之力。

一、干扰项特征

张冠李戴 要起到干扰的效果,出题专家常用的一个手段就是张冠李戴。通过使用原文中出现的词汇甚至句式,把本来适用于一种情况的内容移用到其他情况,考生可能只看到了文中出现过的字词,却没有注意到选项是否针对提出的问题作出回答,是否符合题目的要求,造成误选。

偷梁换柱 设计阅读理解题的选项时,命题者还可能在干扰项中保留原文的很多词句,给考生一种错觉,选项与原文意思差不多,但实际上内容有所改动,产生了不一样,甚至相反的意思。

断章取义 指干扰项去掉原文信息中的某个或某些重要组成部分,导致剩下的信息不完整,歪曲原文的意思。

以偏概全 阅读过程中,我们可能会发现文章中提到几点,在一个备选项中却只出现其中一种或两种情况,这种干扰项的特点是以偏概全,以部分代替整体。这样的干扰项通常在细节题中较多见。

曲解原意 阅读理解题中有些选项来自文章中的某一句或某几句话,命题者可能利用里面的字词设计出干扰项,看似表达文章的意思,其实是借题发挥,是对原句意思的曲解。曲解原意是干扰项设置中的常见方法。

添油加醋 命题专家在设计干扰项时还会把文中提到的一种现象或内容扩大范围,把原先未包括的东西包括进去,原先未达到一定程度却被说成达到了这种程度,因为这些干扰项的内容也来自文章,文中有

所涉及,这类干扰项也给考生做出正确选择增加了难度。

颠倒是非 干扰项的内容常涉及原文中提及的一些内容或现象,但选项的意思可能与原文恰恰相反。命题者设计这样的干扰项主要是利用文章信息量大的特点,考生可能不一定有时间一一找到选项在原文的出处。

混淆视听 有些干扰项似乎与原文的意思很符合,但只是按照字面意思进行解释,并不能体现文章中作者想表达的意思。这样的干扰项常常混淆视听,造成理解错误和选择错误。特别对于推理题来说,当题目中出现imply,demonstrated,indicate,mean等词时,按字面意思解释的选项一定不是正确选项。

无中生有 干扰项具有的另一个特点是凭空捏造,但所“造”的内容通常与文章所谈论的问题相关,并且看上去很符合提出的问题。而事实上文章中根本没有谈及干扰项内容,选项更不可能是正确选项。

二、高分解题策略

明晰了干扰项的特点,有利于考生在阅读过程中减小选择的难度。要做对题目,还要能作出正确选择。下面详细谈谈解题中应对的策略。 策略一异曲同工

为了给考生的选择制造困难,出题者不会照搬原文的字句,即使答案可以在文中找到,考生也需在理解选项和文中字句的基础上作出正确选择。

策略二顺应主旨

一篇好文章的内容和结构都是经过周密安排的,不会有无关的内容。按一定顺序排列的所有语句肯定都为文章主旨服务,围绕主题展开。因此,考生在确定了文章主旨的前提下选择答案更会有的放矢。一些看上去比较难的题目,一旦与文章主旨联系起来就不难解决了,例证题更是如此,当问一个例子说明什么情况时,正确选项不会只谈例子中的细节问题,而与文章主旨有关。

策略三求新思变

阅读理解的文章选取的都是近年来发表的一些文章,作者常常就一些新现象或新趋势发表观点,提供信息。因此,正确选项中还有一个特点,那就是谈论新事物或提到新变化,选项中有new,change这样的词往往是正确选项。

策略四中庸之道

前面谈到,干扰项有一个重要特点——添油加醋,选项表述的内容往往言过其实。与此相正确选项有一个特点,通常把一种说法控制在一定限度和范围内,这就是中庸之道原则。

策略五回归定位

之所以选择困难,主要原因是它们看似原文内容,符合题目要求,但有些是利用原文内容张冠李戴、偷梁换柱、断章取义、添油加醋、以偏概全、颠倒是非、混淆视听,有些则完全是凭空捏造、由出题者杜撰出来的。所有的阅读理解题出题时都针对文章内容,所以解题时紧紧围绕文章和作者观点,根据题干中的关键词或中心内容回归文章定位对于准确解尤其是细节题非常重要。

策略六主旨推断

文章的内容为主旨服务,根据主旨,在做阅读理解题时更容易确定正确项,也可以排除与主旨无关或与主旨意思不符的选项,缩小选择范围。

策略七选项定位

为了给选择制造困难,会出现一个与正确选项相对或相反的干扰项。然而,这恰巧帮助我们缩小了选择范围。在做题时,当发现有两个选项的结构相似、内容互相排斥或相对时,一般来说正确选项必在其中。

策略八转折词定位

文章段与段、句与句之间常常靠连词衔接,考研阅读中议论文占很大比例,要使文章层次和逻辑清晰,不可避免会出现连词。在阅读过程中,特别值得考生注意的是转折词,如but,yet,however等。这些词后往往有重要信息,作者会表明观点。考生可以利用这些词在文中定位。

策略九常识排除

干扰项的一大特点就是无中生有,这类选项是根据文章内容或个别字词设计出的备选项,仔细揣摩我们会发现其中一些不合逻辑,可以根据常识直接排除,节约考试时间。

一篇有关幽默的文章有一个理解题是:

To achieve the desired result, humorous stories should be delivered ________.

A. in well-worded language

B. as awkwardly as possible

C. in exaggerated statements

D. as casually as possible

[解析] 选项B显然不合常理,不必读原文找依据,可以马上排除。只有一种可能,在设计这一干扰项时,命题专家是想看考生是否认识awkwardly这个词。对于认识该词的考生,排除这一干扰项轻而易举。

三、考场三忌

一忌主观臆断 高考考试时间紧,题量大,很多考生阅读理解题得分率较低的主要原因就是为了节约时间,不根据文章内容,凭主观判断或印象选择,可能会将无中生有、偷梁换柱、张冠李戴、断章取义等方法设计的干扰项确定为正确答案,导致失分。

二忌妄加推断 考生容易犯的另一种错误是妄加推断。考生将文章未涉及的内容也包括进去,认为是正确答案,或在文章基础上随意推

测原本未发生的情况发生。无中生有的干扰项就是给这些考生设置的陷阱。

三忌见树不见林 考生还容易犯的错误是见树不见林。他们只看到原文的具体细节,没有从大局出发了解文章的整体意思,未能准确把握作者的意图,被涉及细节的选项所蒙蔽,造成错误。(原文作者:省镇江一中周林)

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