高考英语大题冲关秘笈 阅读理解之议论文 1_考纲解读

议论文体阅读理解题应对策略解答议论类阅读理解试题，可以从以下几个方面着手考虑：作者在开场表达一个现象，然后对现象进展解释。

这类文章主题是文中最重要解释或作者所强调解释，阅读时要注意作者给出原因，所以又被称为原因—结果(Cause & Effect)型。

还有一种比拟常见是问题—答案型，作者在一开场或一段末以问句提出一个问题(相当于一个现象)，然后给出该问题答案(相当于解释)。

针对文中问题给出主要答案就是这种文章中心。

这里强调一点，答题时优先考虑正面答题(直接从文章内容得出答案)，然后从中心、态度或利用解答特征等其他角度对选项进展检验；如果从文章内容中直接无法解决，那么从中心与态度方面考虑；次之，从解答特征方面考虑。

考生往往最怕此类体裁。

山穷水尽时，记住：首先从整体上把握文章中心与作者所持态度，靠近中心就是答案。

解题方法：1. 把握文章论点、论据与论证。

此外，还要把握文章构造与语言。

2. 互推法：在议论之后，总会再列举一些具体例子来支持观点或在一些例子之后，总要抒发一些议论。

考生在理解议论时，可以借助文中所给实例，从而在形象例子中推理出抽象议论；或从议论中推理理解具体例子深刻含义，相互推断。

3. 推理法：推理结论一定是原文有这层意思，但没有明确表达。

推理要根据文章字面意思，通过语篇、段落与句子之间逻辑关系，各个信息所暗示与隐含意义，作者隐含意等对文章进展推理判断。

考生要由文字表层信息挖掘出文章深层含义，要能透过现象看本质。

二、解题技巧历年全国高考英语阅读理解题型无非根本都是考察主旨大意、词义猜想、推理判断与细节理解四大题型。

其中，命题以细节理解题为主，推理判断题为辅，又兼顾词义猜想题与主旨大意题。

细节理解题与推理判断题主要考察是对原文具体细节理解与把控能力，难度相对较小，广阔考生除了平时必要阅读量与词汇量积累以外，掌握一定解题技巧对解答阅读理解题来说也是至关重要。

具体说来：1. 主旨大意型干扰项可能是文中某个具体事实或细节。

高考英语冲刺阅读理解的主旨大意题解题技巧在高考英语中，阅读理解占据着相当重要的地位，而其中的主旨大意题更是考查考生综合理解和把握文章核心内容的关键题型。

对于即将参加高考的同学们来说，掌握有效的解题技巧来应对主旨大意题，是提高阅读理解分数的重要途径。

一、了解主旨大意题的常见提问方式首先，我们要熟悉主旨大意题常见的提问形式。

比如：“What is the main idea of the passage?” 、“The passage is mainly about” 、“Which ofthe following best expresses the main idea of the passage?” 等等。

通过对这些常见提问方式的了解，我们能够在阅读文章时更有针对性地去寻找主旨。

二、阅读文章时要抓关键1、关注文章的开头和结尾很多文章在开头就会点明主题，或者在结尾处进行总结概括。

所以，在阅读时要特别留意开头和结尾的段落，这往往是揭示主旨的关键所在。

2、留意段落的主题句通常，每个段落都会有一个主题句，它能够概括该段落的主要内容。

主题句可能出现在段首、段中或段尾。

如果能够准确找到段落的主题句，对于理解整篇文章的主旨会有很大帮助。

3、注意文中的转折词和总结词像“but”、“however”等转折词，以及“therefore”、“thus”等总结词后面的内容，往往包含着重要的信息，可能会指向文章的主旨。

三、排除干扰选项1、以偏概全的选项这类选项往往只涉及文章的某一部分内容，而不能涵盖整篇文章的主旨。

2、过于具体的细节选项虽然是文章中提到的内容，但只是具体的细节，不能代表文章的整体大意。

3、与文章内容无关的选项有些选项可能与文章的主题毫无关联，很容易被排除。

4、主观臆断的选项这类选项是根据自己的想法推测出来的，而非基于文章的内容。

四、归纳总结文章主旨在理解了文章的大致内容，并排除了干扰选项后，我们需要对文章的主旨进行归纳总结。

专题02 阅读理解之议论文主旨类距离高考还有一段时间，不少有经验的老师都会提醒考生，愈是临近高考，能否咬紧牙关、学会自我调节，态度是否主动积极，安排是否科学合理，能不能保持良好的心态、以饱满的情绪迎接挑战，其效果往往大不一样。

以下是本人从事10多年教学经验总结出的以下学习资料，希望可以帮助大家提高答题的正确率，希望对你有所帮助，有志者事竟成！养成良好的答题习惯，是决定高考英语成败的决定性因素之一。

做题前，要认真阅读题目要求、题干和选项，并对答案内容作出合理预测;答题时，切忌跟着感觉走，最好按照题目序号来做，不会的或存在疑问的，要做好标记，要善于发现，找到题目的题眼所在，规范答题，书写工整;答题完毕时，要认真检查，查漏补缺，纠正错误。

总之，在最后的复习阶段，学生们不要加大练习量。

在这个时候，学生要尽快找到适合自己的答题方式，最重要的是以平常心去面对考试。

英语最后的复习要树立信心，考试的时候遇到难题要想“别人也难”，遇到容易的则要想“细心审题”。

越到最后，考生越要回归基础，单词最好再梳理一遍，这样有利于提高阅读理解的效率。

另附高考复习方法和考前30天冲刺复习方法。

一．（2022·江苏·东海县教育局教研室高一期中）For decades, the homework standard has been a "10-minute" rule, which suggests a daily maximum of 10 minutes of homework per grade level.But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot（试点的）program for the coming school year, extending the school day by two hours to provide more in-class instruction. "We really want kids to go home at 4 o'clock, tired," Kelly Elementary School Principal Jackie Glasheen said. "We want them to enjoy their families. We want them to go to soccer practice or football practice."New solutions to homework differ by community. These local debates aren't easily understood by the fact that even education experts disagree about what's best for kids.The most all-round research on homework so far comes from an analysis（分析）by Duke University professor Harris Cooper, who found evidence（证据）of a positive relationship between homework and student achievement, meaning students who did homework performed better in school. Cooper's analysis focused on how homework influences test scores. The relationship was stronger for older students-in 7th through 12th grade-than for those in younger grades, for whom there was a weak relationship between homework and performance.Although there is the weak relationship between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn't be doing no homework.However, Cathy Vatterott, an education professor at the University Missouri-St. Louis, thinks there is not enough evidence that homework is helpful for students in elementary school, "Relationship is not a cause," she said "Does homework cause achievement, or do high achievers do more homework?" Vatterott thinks there should be more stress on improving the quality of homework tasks, and she supports efforts to ban homework for younger kids.1．What will Kelly Elementary School have in the new term?A．No homework.B．Some football practice.C．"10-minute" homework.D．More physical education classes.2．Who can perform better according to Cooper's analysis?A．Younger students in all grades with no homework.B．Younger students in lower grades with no homework.C．Older students in lower grades with more homework.D．Older students in higher grades with more homework.3．What's the writer's attitude towards "10-minute" homework?A．Positive.B．Negative.C．Unknown.D．Doubtful.4．What is the best title for the text?A．Is homework good for students?B．How much homework is proper?C．Does high-quality homework work?D．Do students really hate homework?二．（2022·江苏宿迁·高一期中）Learning to say “yes, and”When I first heard about the improvisation (即兴交流) class, I was hesitating. As a quiet and shy girl, I feared improvising in front of strangers. However, I knew I wanted to work as a science communicator after finishing my Ph.D．, so it seemed like a perfect chance to learn how to speak and communicate with others effectively. I signed up, knowing the experience would give me help.During our first class, we learned an important concept of improvisation: “yes, and.” It means that, as improvisers, we’d better accept what fellow performers say. If someone says that rhinos (犀牛) are librarians, for example, then rhinos are librarians. We do not question the logic; we say “yes” and then continue with the scene as if nothing is wrong.The first few scenes were hard, but as weeks turned into months, I became more comfortable and even started to enjoy our classes. I became better at listening, relating to my conversation partn ers, and communicating clearly in the moment. Once when I was giving a presentation about my science, an audience member surprised me with a question that didn’t grow out of the information I’d presented. Instead of getting confused and nervous, I took the “yes, and” approach—accepting the question and letting my mind focus on why it was asked. That helped me find an appropriate answer. I got pretty excited about it.The benefits of improvisation go beyond communication. Before attending the class, I would get stuck when my experiments produced unexpected data, thinking that I had made a mistake. But now, instead of getting discouraged, I will stay open to the possibility that the results are real, keep exploring the data and end up identifying a new type of cell—one that isn’t behaving as expected.I think all scientists can benefit from this lesson. If the data say rhinos are librarians, then it’s worth finding out whether rhinos are, in fact, librarians. As scientists, our job isn’t to challenge data that support, a preconceived story, but to say “yes, and.”5．Why did the author attend the improvisation class?A．To get a different experience.B．To finish her Ph.D．at university.C．To give up her job as a science communicator.D．To improve her speaking and communicating ability.6．What was the author’s change after attending the improvisation class?A．She formed her own idea quickly.B．She came up with lots of creative responses.C．She paid more attention to the logic of answers.D．She became a good listener before giving an opinion.7．The author mentions applying the “yes, and” approach to her scientific experiments to ________. A．explain the process of using the methodB．prove the benefits of the improvisation classC．share her own research experiences with readersD．attract fellow scientists to attend the improvisation class8．What can be inferred about scientists from the last paragraph?A．They should attend the improvisation class.B．They should question all preconceived ideas.C．They should carry on research by admitting earlier data.D．They should try to improve their academic knowledge.答案一．（2022·江苏·东海县教育局教研室高一期中）二．1．A 2．D 3．C 4．A【分析】本文是议论文。

高三英语阅读理解专题三------议论文1 文体特点：写法一：正方（甲方），反方（乙方），我认为……写法二：提出问题，分析问题，解决问题写法三：论点，理由（证据），重申论点。

这是高考中常考的体裁，内容涵盖文化、历史、文学、科学和教育等各个方面。

在这类体裁的文章中把握好论点、论据和论证很重要。

此类体裁的文章中有关主旨大意和推理判断的题目会较多，这也是得分比较难的题型。

在阅读这类文章的时候，我们要认真把握作者的态度，领悟弦外之音，从而更好地依据文章的事实做出合理的推断。

解题方法：1.把握文章的论点、论据和论证。

此外，还要把握文章的结构和语言。

2. 互推法：在议论之后，总会再列举一些具体的例子来支持观点；或在一些例子之后，总要抒发一些议论。

考生在理解议论时，可以借助文中所给的实例，从而在形象的例子中推理出抽象的议论；或从议论中推理理解具体例子的深刻含义，相互推断。

3. 推理法：推理的结论一定是原文有这层意思，但没有明确表达的。

推理要根据文章的字面意思，通过语篇、段落和句子之间的逻辑关系，各个信息所暗示和隐含的意义，作者的隐含意等对文章进行推理判断。

考生要由文字的表层信息挖掘出文章的深层含义，要能透过现象看本质。

主旨大意题解题方法：一、题型解读和思维导向：主旨大意题是高考阅读理解中常考的题型之一，主要考查考生把握全文主题和理解中心思想的能力。

通常以概括文章或段落大意以和选择标题等形式出现。

主旨大意题是阅读理解题中的高难度题，能够拉开考生的分数差距，所以此类题目在高考试题中具有很好的选拔作用，属于能力型题目。

主旨大意题一般分为三类，即标题归纳类、文章大意类和段落大意类。

二、命题区间和读文关注点1．文首、段首、段尾句：一般来说，阅读文章中第一段首句往往是强开弱收型文章中心思想的表达处；第二段首句或第一段尾句往往是转开弱收型文章的主题句所在；而有时每段的段首句、段尾句是该段的段落主题句。

因此，解答主旨大意题时要对这些地方多加关注。