1，英語閱讀理解訓(xùn)練哪本書好我用過53天天練，典中點(diǎn)和快捷英語都是閱讀理解訓(xùn)練叢書，總結(jié)經(jīng)驗(yàn)后，感覺53和快捷適合做基礎(chǔ)訓(xùn)練的學(xué)生，典中點(diǎn)適合基礎(chǔ)比較扎實(shí)的學(xué)生，偏難 。

2，如何在英語的閱讀理解中快速尋找答案你好，個(gè)人覺得，閱讀理解差，可以從這幾個(gè)方面提高：1. 詞匯量一定要提高，詞匯量大了，遇見生詞的幾率就低了，那影響你閱讀的障礙也就少了 。對(duì)于這個(gè)問題，你就只能去提高詞匯量了 。2. 長句分析 。有的時(shí)候，句子解析不到位，也會(huì)影響你的分析 。你句子分析到位，有時(shí)候，即使有生詞，也不會(huì)影響你的閱讀，甚至你能猜出單詞的意思 。對(duì)于這個(gè)問題，你得去鞏固下長句的語法 。3. 平時(shí)要增加閱讀量 。去國外的網(wǎng)站看看新聞，看看博客都可以的 。說白了，就是讀得不夠，讀多了，自然就能提高 。當(dāng)然，前提是你都理解了 。你好，個(gè)人覺得，閱讀理解差，可以從這幾個(gè)方面提高：1. 詞匯量一定要提高，詞匯量大了，遇見生詞的幾率就低了，那影響你閱讀的障礙也就少了 。對(duì)于這個(gè)問題，你就只能去提高詞匯量了 。2. 長句分析 。有的時(shí)候，句子解析不到位，也會(huì)影響你的分析 。你句子分析到位，有時(shí)候，即使有生詞，也不會(huì)影響你的閱讀，甚至你能猜出單詞的意思 。對(duì)于這個(gè)問題，你得去鞏固下長句的語法 。3. 平時(shí)要增加閱讀量 。去國外的網(wǎng)站看看新聞，看看博客都可以的 。說白了，就是讀得不夠，讀多了，自然就能提高 。當(dāng)然，前提是你都理解了 ?？焖侔盐罩髦即笠馔黄崎喿x理解瓶頸閱讀理解是國內(nèi)幾乎所有英語考試中必考的題型 。其實(shí)，從英語試卷的演變趨勢(shì)看，一張?jiān)嚲硗耆梢钥醋髀犃Α㈤喿x和寫作三部分組成，如2019年高考英語I卷，除去聽力30分，寫作35分，其余85分均為閱讀理解類題，占據(jù)全卷分值的75.5%，所以素有“得閱讀者得天下”之說 。那么，如何提高閱讀理解能力？一般來說，閱讀理解能力主要取決于兩個(gè)方面，即閱讀基礎(chǔ)和閱讀技能 。閱讀基礎(chǔ)是指貯備的詞匯量、語法分析能力和必要的背景知識(shí) 。閱讀技能指通過系統(tǒng)訓(xùn)練獲得的閱讀方法和技巧 。如何獲得嫻熟的閱讀技能，光靠盲目刷題肯定事倍功半，結(jié)果人吃了虧但戲不好看 。俗話說，牽牛要牽牛鼻子 。抓住閱讀理解的關(guān)鍵和核心就是要快速把握文章的主旨大意 。且看下文分解:一、高考閱讀理解的基本題型：1、主旨大意題2、細(xì)節(jié)理解題(含事實(shí)、細(xì)節(jié))3、猜測(cè)意義題(含詞義、指代)4、推理判斷題(含計(jì)算題)5、作者意圖態(tài)度題(含意圖、態(tài)度、目的)6、篇章結(jié)構(gòu)題二、主旨大意在閱讀理解中地位：1、主旨大意題旨在考查考生把握全文主題和理解中心思想的能力，即考查考生的歸納概括能力：能否分辨主題和細(xì)節(jié)；能否具備提綱挈領(lǐng)的能力 。常見主旨大意題的設(shè)問方式主要有：(1)The subject of the passage/paragraph is ______.(2)The main idea of the passage/paragraph is ______.(3)The text is mainly about ______.(4)The passage mainly centers on ______.(5)The passage mainly tells about ______.(6)What is the subject discussed in the text?2、另一方面，在閱讀中抓主旨大意并不只是單純?nèi)?yīng)對(duì)閱讀理解中的主旨大意題，換言之，即使文章后沒有設(shè)計(jì)主旨大意題，同樣要首先抓住文章的主旨大意；也就是說，抓主旨大意是解答閱讀理解所有題型的基礎(chǔ)和前提 。只有首先把握文章的主旨大意，抓住了文章的靈魂與中心，閱讀理解這個(gè)難關(guān)才能迎刃而解 。三、從文章的邏輯結(jié)構(gòu)入手，通過快速閱讀抓主旨大意，謂之SKIMMING:1、文章的主旨大意或稱主題在文章中要么直接顯示即主題句，要么間接隱含在文章的字里行間 。實(shí)際上，多數(shù)英語文章都有主題句 。弄清文章邏輯結(jié)構(gòu)，找到文章主題句出現(xiàn)的準(zhǔn)確位置，主旨大意定矣 。因此，找準(zhǔn)文章的主題句（TOPIC SENTENCE）是關(guān)鍵 。2、常見的文章邏輯結(jié)構(gòu)：借助圖例最容易理解記憶(此處無法展示圖例)A. 正三角形結(jié)構(gòu)：即中心主題句出現(xiàn)在首段，如圖，開門見山，提出主題，隨之用具體事實(shí)細(xì)節(jié)來支撐或發(fā)展主題句所表達(dá)的主題思想 。也即：一般→具體 。B. 倒三角形結(jié)構(gòu)：即主題句出現(xiàn)在末段，如圖，在表述細(xì)節(jié)后，歸納要點(diǎn)、印象、結(jié)論、建議或結(jié)果，以概括主題 。也即：具體→一般 。C. 圓形結(jié)構(gòu)：即首尾呼應(yīng)的寫作方法，如圖，突出主題，作者先提出主題，結(jié)尾時(shí)再次點(diǎn)出主題 。通常，前后表述主題的句子不是簡單的重復(fù)，后面的表述往往有進(jìn)一步的引申或發(fā)展的意味 。也即：一般→具體→一般 。D. 菱形結(jié)構(gòu)：即主題句出現(xiàn)在文章的中間，如圖，通常前面只提出問題，文中的主題由隨之陳述的細(xì)節(jié)或合乎邏輯的引申在文中導(dǎo)出，而后又作進(jìn)一步的解釋、支撐或發(fā)展 。具體→一般→具體 。E. 正方形結(jié)構(gòu)：即中心主題句隱含在全文之中，沒有明確的主題句，如圖。在這種情況下，讀者要把各段落的段落大意概括出來或者找出各段的段落主題句，再進(jìn)行邏輯推理，概括歸納出主題句 。還有一種方法即根據(jù)文章論述詳略確定，通常與主題直接有關(guān)的部分有較詳盡的論述 。F. 時(shí)間順序結(jié)構(gòu)：按時(shí)間先后說明某一理論的發(fā)展，或某一研究成果由過去至現(xiàn)在的情況，如圖。屬于這種結(jié)構(gòu)的主題句通常在首段或末段 。G. 對(duì)比：進(jìn)行對(duì)比的各事物之間的基本共同點(diǎn)或差異為主題，如圖。H.分類：分類說明的各個(gè)大項(xiàng)的大意相加為文章主題，如圖①+②+③。四、主旨題除了直接考察短文或段落的主題(subject)或中心思想(main idea)等形式之外，還有如下變體：要求考生選出短文的標(biāo)題(title, headline)、作者的寫作意圖或態(tài)度(purpose或?yàn)閭鬟f信息、或?yàn)橛鋹傋x者、或?yàn)殛U述某一道理)等 。1、文章標(biāo)題問標(biāo)題的題也是一種主旨題，與主旨題的解題方法和技巧完全一樣 。二者的差別主要體現(xiàn)于選項(xiàng)的形式：主旨題的答案通常以一句話表示，而問標(biāo)題的答案大多為一個(gè)名詞詞組 。最重要的是，標(biāo)題在內(nèi)容上必須而且只能反映文章的中心大意 。這就要求選項(xiàng)的歸納范圍要恰如其分，既不能只提及文中的一個(gè)細(xì)節(jié)，也不能將本文以外的內(nèi)容概括于其中，要善于識(shí)別本末倒置、主次不分、以點(diǎn)代面、以偏概全或者過度概括的干擾項(xiàng) 。另外，標(biāo)題在形式上要新穎、醒目，能吸引讀者注意力，能喚起讀者對(duì)文章閱讀的興趣 。2、作者意圖態(tài)度a,作者意圖即寫作目的，與文章主題不同，但與它關(guān)系密切，所以也可以算作主旨題的一種變體 。二者的異同可以從下面的對(duì)比中看出：文章主旨問中心思想、文章大意，而寫作目的則闡述文章為何表達(dá)這個(gè)中心思想，等于文章大意＋論述方法(或＋作者口吻) 。文章大意可以根據(jù)前面所述的方法找到 。至于論述方法，可以根據(jù)閱讀理解的主體文章的體裁確定一些，注意利用以下關(guān)鍵詞判斷文體: advice…(建議，勸告)，introduce(介紹)，recommend(推薦) (這幾種答案常適用于說明文體裁)；argue for(論證)，argue against(駁斥)，reason(說理), comment(評(píng)論) (這幾種答案僅適用于議論文體裁)；convince…(說服)，present…(闡述)，propose…(建議)，warn…(警告) 。b.既然全文的寫作目的與文章的主旨密切相關(guān)，那么段落的寫作目的也與段落的大意密切相關(guān)，只有反映了段落大意的答案才是段落的寫作目的 。c.解作者態(tài)度(attitude)或語氣(tone)題，關(guān)鍵在于把握作者對(duì)全文主體事物(與主題有關(guān))或某一具體事物的態(tài)度 。表達(dá)作者態(tài)度——褒義、中性和貶義的手段主要有1)加入形容詞定語；2)加入副詞狀語；3)特殊動(dòng)詞 。英語中有些動(dòng)詞也表明說話者的正負(fù)態(tài)度，如：fail(未能)、ignore(忽視)、overestimate(高估)等動(dòng)詞表示一種負(fù)態(tài)度 。由上可知，確定作者態(tài)度，可以有兩種思路：問全文主體事物的(包括主題)，可以根據(jù)闡述主題或有關(guān)主體事物的相關(guān)句中的形容詞、副詞或動(dòng)詞確定作者的態(tài)度；如果問的是對(duì)某一具體事物的態(tài)度，則可以定位到具體相關(guān)句，然后確定答案 。五、操練實(shí)踐：例一： (20119年全國高考題D篇)During the rosy years of elementary school（小學(xué)）, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then theres the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.Enviable as the cool kids may have seemed, Dr. Prinsteins studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are ＂most likely to engage（從事）in dangerous and risky behavior.＂In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys（調(diào)查研究）. ＂We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us."Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. "Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ＂ he said.33.What is the second paragraph mainly about？A. The classification of the popular.B. The characteristics of adolescents.C. The importance of interpersonal skills.D. The causes of dishonorable behavior.35. What is the best title for the text?A. Be Nice—You Wont Finish Last B. The Higher the Status, the Better C. Be the Best—You Can Make It D. More Self-Control, Less Aggressiveness例二： (2018年全國高考題B篇)Good Morning Britains Susanna Reid is used to grilling guests on the sofa every morning, but she is cooking up a storm in her latest role – showing families how to prepare delicious and nutritious meals on a tight budget.In Save Money: Good Food, she visits a different home each week and with the help of chef Matt Tebbutt offers top tips on how to reduce food waste, while preparing recipes for under ￡5 per family a day. And the Good Morning Britain presenter says shes been able to put a lot of what shes learnt into practice in her own home, preparing meals for sons, Sam, 14, Finn, 13, and Jack, 11.“We love Mexican churros, so I buy them on my phone from my local Mexican takeaway restaurant,” she explains. “I pay ￡5 for a portion (一份), but Matt makes them for 26p a portion, because they are flour, water, sugar and oil. Everybody can buy takeaway food, but sometimes were not aware how cheaply we can make this food ourselves.”The eight-part series (系列節(jié)目), Save Money: Good Food, follows in the footsteps of ITVs Save Money: Good Health, which gave viewers advice on how to get value from the vast range of health products on the market.With food our biggest weekly household expense, Susanna and Matt spend time with a different family each week. In tonights Easter special they come to the aid of a family in need of some delicious inspiration on a budget. The team transforms the familys long weekend of celebration with less expensive but still tasty recipes.26. What does the author intend to do in paragraph 4?A. Summarize the previous paragraphs. B. Provide some advice for the readers.C. Add some background information. D. Introduce a new topic for discussion.27. What can be a suitable title for the text?A. Keeping Fit by Eating Smart B. Balancing Our Daily DietC. Making Yourself a Perfect Chef D. Cooking Well for Less例三： (2018年全國高考題C篇)Languages have been coming and going for thousands of years, but in recent times there has been less coming and a lot more going. When the world was still populated by hunter-gatherers, small, tightly knit (聯(lián)系) groups developed their own patterns of speech independent of each other. Some language experts believe that 10,000 years ago, when the world had just five to ten million people, they spoke perhaps 12,000 languages between them.Soon afterwards, many of those people started settling down to become farmers, and their languages too became more settled and fewer in number. In recent centuries, trade, industrialisation, the development of the nation-state and the spread of universal compulsory education, especially globalisation and better communications in the past few decades, all have caused many languages to disappear, and dominant languages such as English, Spanish and Chinese are increasingly taking over.At present, the world has about 6,800 languages. The distribution of these languages is hugely uneven. The general rule is that mild zones have relatively few languages, often spoken by many people, while hot, wet zones have lots, often spoken by small numbers. Europe has only around 200 languages; the Americas about 1,000; Africa 2,400; and Asia and the Pacific perhaps 3,200, of which Papua New Guinea alone accounts for well over 800. The median number (中位數(shù)) of speakers is a mere 6,000, which means that half the worlds languages are spoken by fewer people than that.Already well over 400 of the total of 6,800 languages are close to extinction (消亡), with only a few elderly speakers left. Pick, at random, Busuu in Cameroon (eight remaining speakers), Chiapaneco in Mexico (150), Lipan Apache in the United States (two or three) or Wadjigu in Australia (one, with a question-mark): none of these seems to have much chance of survival.31. What is the main idea of the text?A. New languages will be created.B. Peoples lifestyles are reflected in languages.C. Human development results in fewer languages.D. Geography determines language evolution.你好，個(gè)人覺得，閱讀理解差，可以從這幾個(gè)方面提高：1. 詞匯量一定要提高，詞匯量大了，遇見生詞的幾率就低了，那影響你閱讀的障礙也就少了 。對(duì)于這個(gè)問題，你就只能去提高詞匯量了 。2. 長句分析 。有的時(shí)候，句子解析不到位，也會(huì)影響你的分析 。你句子分析到位，有時(shí)候，即使有生詞，也不會(huì)影響你的閱讀，甚至你能猜出單詞的意思 。對(duì)于這個(gè)問題，你得去鞏固下長句的語法 。3. 平時(shí)要增加閱讀量 。去國外的網(wǎng)站看看新聞，看看博客都可以的 。說白了，就是讀得不夠，讀多了，自然就能提高 。當(dāng)然，前提是你都理解了 ?？焖侔盐罩髦即笠馔黄崎喿x理解瓶頸閱讀理解是國內(nèi)幾乎所有英語考試中必考的題型 。其實(shí)，從英語試卷的演變趨勢(shì)看，一張?jiān)嚲硗耆梢钥醋髀犃Α㈤喿x和寫作三部分組成，如2019年高考英語I卷，除去聽力30分，寫作35分，其余85分均為閱讀理解類題，占據(jù)全卷分值的75.5%，所以素有“得閱讀者得天下”之說 。那么，如何提高閱讀理解能力？一般來說，閱讀理解能力主要取決于兩個(gè)方面，即閱讀基礎(chǔ)和閱讀技能 。閱讀基礎(chǔ)是指貯備的詞匯量、語法分析能力和必要的背景知識(shí) 。閱讀技能指通過系統(tǒng)訓(xùn)練獲得的閱讀方法和技巧 。如何獲得嫻熟的閱讀技能，光靠盲目刷題肯定事倍功半，結(jié)果人吃了虧但戲不好看 。俗話說，牽牛要牽牛鼻子 。抓住閱讀理解的關(guān)鍵和核心就是要快速把握文章的主旨大意 。且看下文分解:一、高考閱讀理解的基本題型：1、主旨大意題2、細(xì)節(jié)理解題(含事實(shí)、細(xì)節(jié))3、猜測(cè)意義題(含詞義、指代)4、推理判斷題(含計(jì)算題)5、作者意圖態(tài)度題(含意圖、態(tài)度、目的)6、篇章結(jié)構(gòu)題二、主旨大意在閱讀理解中地位：1、主旨大意題旨在考查考生把握全文主題和理解中心思想的能力，即考查考生的歸納概括能力：能否分辨主題和細(xì)節(jié)；能否具備提綱挈領(lǐng)的能力 。常見主旨大意題的設(shè)問方式主要有：(1)The subject of the passage/paragraph is ______.(2)The main idea of the passage/paragraph is ______.(3)The text is mainly about ______.(4)The passage mainly centers on ______.(5)The passage mainly tells about ______.(6)What is the subject discussed in the text?2、另一方面，在閱讀中抓主旨大意并不只是單純?nèi)?yīng)對(duì)閱讀理解中的主旨大意題，換言之，即使文章后沒有設(shè)計(jì)主旨大意題，同樣要首先抓住文章的主旨大意；也就是說，抓主旨大意是解答閱讀理解所有題型的基礎(chǔ)和前提 。只有首先把握文章的主旨大意，抓住了文章的靈魂與中心，閱讀理解這個(gè)難關(guān)才能迎刃而解 。三、從文章的邏輯結(jié)構(gòu)入手，通過快速閱讀抓主旨大意，謂之SKIMMING:1、文章的主旨大意或稱主題在文章中要么直接顯示即主題句，要么間接隱含在文章的字里行間 。實(shí)際上，多數(shù)英語文章都有主題句 。弄清文章邏輯結(jié)構(gòu)，找到文章主題句出現(xiàn)的準(zhǔn)確位置，主旨大意定矣 。因此，找準(zhǔn)文章的主題句（TOPIC SENTENCE）是關(guān)鍵 。2、常見的文章邏輯結(jié)構(gòu)：借助圖例最容易理解記憶(此處無法展示圖例)A. 正三角形結(jié)構(gòu)：即中心主題句出現(xiàn)在首段，如圖，開門見山，提出主題，隨之用具體事實(shí)細(xì)節(jié)來支撐或發(fā)展主題句所表達(dá)的主題思想 。也即：一般→具體 。B. 倒三角形結(jié)構(gòu)：即主題句出現(xiàn)在末段，如圖，在表述細(xì)節(jié)后，歸納要點(diǎn)、印象、結(jié)論、建議或結(jié)果，以概括主題 。也即：具體→一般 。C. 圓形結(jié)構(gòu)：即首尾呼應(yīng)的寫作方法，如圖，突出主題，作者先提出主題，結(jié)尾時(shí)再次點(diǎn)出主題 。通常，前后表述主題的句子不是簡單的重復(fù)，后面的表述往往有進(jìn)一步的引申或發(fā)展的意味 。也即：一般→具體→一般 。D. 菱形結(jié)構(gòu)：即主題句出現(xiàn)在文章的中間，如圖，通常前面只提出問題，文中的主題由隨之陳述的細(xì)節(jié)或合乎邏輯的引申在文中導(dǎo)出，而后又作進(jìn)一步的解釋、支撐或發(fā)展 。具體→一般→具體 。E. 正方形結(jié)構(gòu)：即中心主題句隱含在全文之中，沒有明確的主題句，如圖。在這種情況下，讀者要把各段落的段落大意概括出來或者找出各段的段落主題句，再進(jìn)行邏輯推理，概括歸納出主題句 。還有一種方法即根據(jù)文章論述詳略確定，通常與主題直接有關(guān)的部分有較詳盡的論述 。F. 時(shí)間順序結(jié)構(gòu)：按時(shí)間先后說明某一理論的發(fā)展，或某一研究成果由過去至現(xiàn)在的情況，如圖。屬于這種結(jié)構(gòu)的主題句通常在首段或末段 。G. 對(duì)比：進(jìn)行對(duì)比的各事物之間的基本共同點(diǎn)或差異為主題，如圖。H.分類：分類說明的各個(gè)大項(xiàng)的大意相加為文章主題，如圖①+②+③。四、主旨題除了直接考察短文或段落的主題(subject)或中心思想(main idea)等形式之外，還有如下變體：要求考生選出短文的標(biāo)題(title, headline)、作者的寫作意圖或態(tài)度(purpose或?yàn)閭鬟f信息、或?yàn)橛鋹傋x者、或?yàn)殛U述某一道理)等 。1、文章標(biāo)題問標(biāo)題的題也是一種主旨題，與主旨題的解題方法和技巧完全一樣 。二者的差別主要體現(xiàn)于選項(xiàng)的形式：主旨題的答案通常以一句話表示，而問標(biāo)題的答案大多為一個(gè)名詞詞組 。最重要的是，標(biāo)題在內(nèi)容上必須而且只能反映文章的中心大意 。這就要求選項(xiàng)的歸納范圍要恰如其分，既不能只提及文中的一個(gè)細(xì)節(jié)，也不能將本文以外的內(nèi)容概括于其中，要善于識(shí)別本末倒置、主次不分、以點(diǎn)代面、以偏概全或者過度概括的干擾項(xiàng) 。另外，標(biāo)題在形式上要新穎、醒目，能吸引讀者注意力，能喚起讀者對(duì)文章閱讀的興趣 。2、作者意圖態(tài)度a,作者意圖即寫作目的，與文章主題不同，但與它關(guān)系密切，所以也可以算作主旨題的一種變體 。二者的異同可以從下面的對(duì)比中看出：文章主旨問中心思想、文章大意，而寫作目的則闡述文章為何表達(dá)這個(gè)中心思想，等于文章大意＋論述方法(或＋作者口吻) 。文章大意可以根據(jù)前面所述的方法找到 。至于論述方法，可以根據(jù)閱讀理解的主體文章的體裁確定一些，注意利用以下關(guān)鍵詞判斷文體: advice…(建議，勸告)，introduce(介紹)，recommend(推薦) (這幾種答案常適用于說明文體裁)；argue for(論證)，argue against(駁斥)，reason(說理), comment(評(píng)論) (這幾種答案僅適用于議論文體裁)；convince…(說服)，present…(闡述)，propose…(建議)，warn…(警告) 。b.既然全文的寫作目的與文章的主旨密切相關(guān)，那么段落的寫作目的也與段落的大意密切相關(guān)，只有反映了段落大意的答案才是段落的寫作目的 。c.解作者態(tài)度(attitude)或語氣(tone)題，關(guān)鍵在于把握作者對(duì)全文主體事物(與主題有關(guān))或某一具體事物的態(tài)度 。表達(dá)作者態(tài)度——褒義、中性和貶義的手段主要有1)加入形容詞定語；2)加入副詞狀語；3)特殊動(dòng)詞 。英語中有些動(dòng)詞也表明說話者的正負(fù)態(tài)度，如：fail(未能)、ignore(忽視)、overestimate(高估)等動(dòng)詞表示一種負(fù)態(tài)度 。由上可知，確定作者態(tài)度，可以有兩種思路：問全文主體事物的(包括主題)，可以根據(jù)闡述主題或有關(guān)主體事物的相關(guān)句中的形容詞、副詞或動(dòng)詞確定作者的態(tài)度；如果問的是對(duì)某一具體事物的態(tài)度，則可以定位到具體相關(guān)句，然后確定答案 。五、操練實(shí)踐：例一： (20119年全國高考題D篇)During the rosy years of elementary school（小學(xué)）, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then theres the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.Enviable as the cool kids may have seemed, Dr. Prinsteins studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are ＂most likely to engage（從事）in dangerous and risky behavior.＂In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys（調(diào)查研究）. ＂We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us."Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. "Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ＂ he said.33.What is the second paragraph mainly about？A. The classification of the popular.B. The characteristics of adolescents.C. The importance of interpersonal skills.D. The causes of dishonorable behavior.35. What is the best title for the text?A. Be Nice—You Wont Finish Last B. The Higher the Status, the Better C. Be the Best—You Can Make It D. More Self-Control, Less Aggressiveness例二： (2018年全國高考題B篇)Good Morning Britains Susanna Reid is used to grilling guests on the sofa every morning, but she is cooking up a storm in her latest role – showing families how to prepare delicious and nutritious meals on a tight budget.In Save Money: Good Food, she visits a different home each week and with the help of chef Matt Tebbutt offers top tips on how to reduce food waste, while preparing recipes for under ￡5 per family a day. And the Good Morning Britain presenter says shes been able to put a lot of what shes learnt into practice in her own home, preparing meals for sons, Sam, 14, Finn, 13, and Jack, 11.“We love Mexican churros, so I buy them on my phone from my local Mexican takeaway restaurant,” she explains. “I pay ￡5 for a portion (一份), but Matt makes them for 26p a portion, because they are flour, water, sugar and oil. Everybody can buy takeaway food, but sometimes were not aware how cheaply we can make this food ourselves.”The eight-part series (系列節(jié)目), Save Money: Good Food, follows in the footsteps of ITVs Save Money: Good Health, which gave viewers advice on how to get value from the vast range of health products on the market.With food our biggest weekly household expense, Susanna and Matt spend time with a different family each week. In tonights Easter special they come to the aid of a family in need of some delicious inspiration on a budget. The team transforms the familys long weekend of celebration with less expensive but still tasty recipes.26. What does the author intend to do in paragraph 4?A. Summarize the previous paragraphs. B. Provide some advice for the readers.C. Add some background information. D. Introduce a new topic for discussion.27. What can be a suitable title for the text?A. Keeping Fit by Eating Smart B. Balancing Our Daily DietC. Making Yourself a Perfect Chef D. Cooking Well for Less例三： (2018年全國高考題C篇)Languages have been coming and going for thousands of years, but in recent times there has been less coming and a lot more going. When the world was still populated by hunter-gatherers, small, tightly knit (聯(lián)系) groups developed their own patterns of speech independent of each other. Some language experts believe that 10,000 years ago, when the world had just five to ten million people, they spoke perhaps 12,000 languages between them.Soon afterwards, many of those people started settling down to become farmers, and their languages too became more settled and fewer in number. In recent centuries, trade, industrialisation, the development of the nation-state and the spread of universal compulsory education, especially globalisation and better communications in the past few decades, all have caused many languages to disappear, and dominant languages such as English, Spanish and Chinese are increasingly taking over.At present, the world has about 6,800 languages. The distribution of these languages is hugely uneven. The general rule is that mild zones have relatively few languages, often spoken by many people, while hot, wet zones have lots, often spoken by small numbers. Europe has only around 200 languages; the Americas about 1,000; Africa 2,400; and Asia and the Pacific perhaps 3,200, of which Papua New Guinea alone accounts for well over 800. The median number (中位數(shù)) of speakers is a mere 6,000, which means that half the worlds languages are spoken by fewer people than that.Already well over 400 of the total of 6,800 languages are close to extinction (消亡), with only a few elderly speakers left. Pick, at random, Busuu in Cameroon (eight remaining speakers), Chiapaneco in Mexico (150), Lipan Apache in the United States (two or three) or Wadjigu in Australia (one, with a question-mark): none of these seems to have much chance of survival.31. What is the main idea of the text?A. New languages will be created.B. Peoples lifestyles are reflected in languages.C. Human development results in fewer languages.D. Geography determines language evolution.先搞定閱讀，當(dāng)然得大量的背詞匯了 。你可能會(huì)說，好呀，我拿一本詞匯冊(cè)子開始背就可以了 。關(guān)鍵是背了得記住，背了得用起來，最好能舉一反三的用起來，這才是真正有用處的，就好像磚頭，一摞一摞的摞到地上，摞的得多了反而是堵了路了，只有把它們砌成墻，蓋成房子，它們才是真正的物盡其用了 。平時(shí)帶學(xué)生，看到有一些孩子非常的努力，他一直在背單詞，作為老師，我看在眼里，覺得他的成績應(yīng)該是十拿久九穩(wěn)的，但是每次考試成績出來卻不盡人意，細(xì)究其原因就是因?yàn)樗皇菃蝹€(gè)的去背單詞了，而沒有把這些單詞用起來 。任何參加考試的人都知道，如果能搞定英語考試當(dāng)中的閱讀，把閱讀的分值拿到4/5以上，基本就把本場(chǎng)考試搞定了 。那么我們應(yīng)該如何來搞定英語閱讀呢？把背過的單詞用起來 。最好的把單詞用起來的方法，就是把這些背過單詞帶進(jìn)你所參加的考試真題里面，用重復(fù)的方式篩選出高頻詞來 。非常容易對(duì)比出背單詞和做真題的學(xué)習(xí)效果來，如果你只記單個(gè)的單詞，它們只是一個(gè)一個(gè)的小個(gè)體，但是當(dāng)你把背過的單詞連成句子的時(shí)候，它就變成一串項(xiàng)鏈了，當(dāng)你能把這個(gè)句子說出來的時(shí)候，那就說明你已經(jīng)掌握了一串單詞了，一套的刷題也就相當(dāng)于你串了一串又一串的單詞項(xiàng)鏈 。毫無疑問用做真題的方式來背單詞才是事半功倍的 。此外為了搞定英語閱讀，也可以去選一本自己喜歡的名著，比如《小王子》，有空就讀，有空就讀，可以重復(fù)好多遍的來讀英文原版書，一來復(fù)習(xí)單詞，二來我們也可以學(xué)習(xí)真正的英文寫作的模式和技巧 。我們想為了英語考試要去背一本3指厚的英語詞匯冊(cè)子的時(shí)候，心里一定是不輕松的 。我當(dāng)年在大學(xué)里過四六級(jí)的時(shí)候，就是把一本冊(cè)子背過了三遍，一遍比一遍背的單詞少，然后在臨近考試一個(gè)月的時(shí)候，我開始大量的做歷年真題 。教書之后好多年，再進(jìn)行總結(jié)的時(shí)候，我覺得詞匯冊(cè)子我背兩遍就可以了，相反的我應(yīng)該把題做到三遍以上，因?yàn)樽鲱}的過程中我復(fù)習(xí)的都是考試中的高頻詞 。學(xué)習(xí)英語搞定閱讀的方式，第1步是背單詞冊(cè)子，第2步是做真題，個(gè)人認(rèn)為做真題的學(xué)習(xí)效率會(huì)比單純的背單詞高得多 。祝你學(xué)習(xí)愉快，學(xué)習(xí)成功 。你好，個(gè)人覺得，閱讀理解差，可以從這幾個(gè)方面提高：1. 詞匯量一定要提高，詞匯量大了，遇見生詞的幾率就低了，那影響你閱讀的障礙也就少了 。對(duì)于這個(gè)問題，你就只能去提高詞匯量了 。2. 長句分析 。有的時(shí)候，句子解析不到位，也會(huì)影響你的分析 。你句子分析到位，有時(shí)候，即使有生詞，也不會(huì)影響你的閱讀，甚至你能猜出單詞的意思 。對(duì)于這個(gè)問題，你得去鞏固下長句的語法 。3. 平時(shí)要增加閱讀量 。去國外的網(wǎng)站看看新聞，看看博客都可以的 。說白了，就是讀得不夠，讀多了，自然就能提高 。當(dāng)然，前提是你都理解了 ?？焖侔盐罩髦即笠馔黄崎喿x理解瓶頸閱讀理解是國內(nèi)幾乎所有英語考試中必考的題型 。其實(shí)，從英語試卷的演變趨勢(shì)看，一張?jiān)嚲硗耆梢钥醋髀犃Α㈤喿x和寫作三部分組成，如2019年高考英語I卷，除去聽力30分，寫作35分，其余85分均為閱讀理解類題，占據(jù)全卷分值的75.5%，所以素有“得閱讀者得天下”之說 。那么，如何提高閱讀理解能力？一般來說，閱讀理解能力主要取決于兩個(gè)方面，即閱讀基礎(chǔ)和閱讀技能 。閱讀基礎(chǔ)是指貯備的詞匯量、語法分析能力和必要的背景知識(shí) 。閱讀技能指通過系統(tǒng)訓(xùn)練獲得的閱讀方法和技巧 。如何獲得嫻熟的閱讀技能，光靠盲目刷題肯定事倍功半，結(jié)果人吃了虧但戲不好看 。俗話說，牽牛要牽牛鼻子 。抓住閱讀理解的關(guān)鍵和核心就是要快速把握文章的主旨大意 。且看下文分解:一、高考閱讀理解的基本題型：1、主旨大意題2、細(xì)節(jié)理解題(含事實(shí)、細(xì)節(jié))3、猜測(cè)意義題(含詞義、指代)4、推理判斷題(含計(jì)算題)5、作者意圖態(tài)度題(含意圖、態(tài)度、目的)6、篇章結(jié)構(gòu)題二、主旨大意在閱讀理解中地位：1、主旨大意題旨在考查考生把握全文主題和理解中心思想的能力，即考查考生的歸納概括能力：能否分辨主題和細(xì)節(jié)；能否具備提綱挈領(lǐng)的能力 。常見主旨大意題的設(shè)問方式主要有：(1)The subject of the passage/paragraph is ______.(2)The main idea of the passage/paragraph is ______.(3)The text is mainly about ______.(4)The passage mainly centers on ______.(5)The passage mainly tells about ______.(6)What is the subject discussed in the text?2、另一方面，在閱讀中抓主旨大意并不只是單純?nèi)?yīng)對(duì)閱讀理解中的主旨大意題，換言之，即使文章后沒有設(shè)計(jì)主旨大意題，同樣要首先抓住文章的主旨大意；也就是說，抓主旨大意是解答閱讀理解所有題型的基礎(chǔ)和前提 。只有首先把握文章的主旨大意，抓住了文章的靈魂與中心，閱讀理解這個(gè)難關(guān)才能迎刃而解 。三、從文章的邏輯結(jié)構(gòu)入手，通過快速閱讀抓主旨大意，謂之SKIMMING:1、文章的主旨大意或稱主題在文章中要么直接顯示即主題句，要么間接隱含在文章的字里行間 。實(shí)際上，多數(shù)英語文章都有主題句 。弄清文章邏輯結(jié)構(gòu)，找到文章主題句出現(xiàn)的準(zhǔn)確位置，主旨大意定矣 。因此，找準(zhǔn)文章的主題句（TOPIC SENTENCE）是關(guān)鍵 。2、常見的文章邏輯結(jié)構(gòu)：借助圖例最容易理解記憶(此處無法展示圖例)A. 正三角形結(jié)構(gòu)：即中心主題句出現(xiàn)在首段，如圖，開門見山，提出主題，隨之用具體事實(shí)細(xì)節(jié)來支撐或發(fā)展主題句所表達(dá)的主題思想 。也即：一般→具體 。B. 倒三角形結(jié)構(gòu)：即主題句出現(xiàn)在末段，如圖，在表述細(xì)節(jié)后，歸納要點(diǎn)、印象、結(jié)論、建議或結(jié)果，以概括主題 。也即：具體→一般 。C. 圓形結(jié)構(gòu)：即首尾呼應(yīng)的寫作方法，如圖，突出主題，作者先提出主題，結(jié)尾時(shí)再次點(diǎn)出主題 。通常，前后表述主題的句子不是簡單的重復(fù)，后面的表述往往有進(jìn)一步的引申或發(fā)展的意味 。也即：一般→具體→一般 。D. 菱形結(jié)構(gòu)：即主題句出現(xiàn)在文章的中間，如圖，通常前面只提出問題，文中的主題由隨之陳述的細(xì)節(jié)或合乎邏輯的引申在文中導(dǎo)出，而后又作進(jìn)一步的解釋、支撐或發(fā)展 。具體→一般→具體 。E. 正方形結(jié)構(gòu)：即中心主題句隱含在全文之中，沒有明確的主題句，如圖。在這種情況下，讀者要把各段落的段落大意概括出來或者找出各段的段落主題句，再進(jìn)行邏輯推理，概括歸納出主題句 。還有一種方法即根據(jù)文章論述詳略確定，通常與主題直接有關(guān)的部分有較詳盡的論述 。F. 時(shí)間順序結(jié)構(gòu)：按時(shí)間先后說明某一理論的發(fā)展，或某一研究成果由過去至現(xiàn)在的情況，如圖。屬于這種結(jié)構(gòu)的主題句通常在首段或末段 。G. 對(duì)比：進(jìn)行對(duì)比的各事物之間的基本共同點(diǎn)或差異為主題，如圖。H.分類：分類說明的各個(gè)大項(xiàng)的大意相加為文章主題，如圖①+②+③。四、主旨題除了直接考察短文或段落的主題(subject)或中心思想(main idea)等形式之外，還有如下變體：要求考生選出短文的標(biāo)題(title, headline)、作者的寫作意圖或態(tài)度(purpose或?yàn)閭鬟f信息、或?yàn)橛鋹傋x者、或?yàn)殛U述某一道理)等 。1、文章標(biāo)題問標(biāo)題的題也是一種主旨題，與主旨題的解題方法和技巧完全一樣 。二者的差別主要體現(xiàn)于選項(xiàng)的形式：主旨題的答案通常以一句話表示，而問標(biāo)題的答案大多為一個(gè)名詞詞組 。最重要的是，標(biāo)題在內(nèi)容上必須而且只能反映文章的中心大意 。這就要求選項(xiàng)的歸納范圍要恰如其分，既不能只提及文中的一個(gè)細(xì)節(jié)，也不能將本文以外的內(nèi)容概括于其中，要善于識(shí)別本末倒置、主次不分、以點(diǎn)代面、以偏概全或者過度概括的干擾項(xiàng) 。另外，標(biāo)題在形式上要新穎、醒目，能吸引讀者注意力，能喚起讀者對(duì)文章閱讀的興趣 。2、作者意圖態(tài)度a,作者意圖即寫作目的，與文章主題不同，但與它關(guān)系密切，所以也可以算作主旨題的一種變體 。二者的異同可以從下面的對(duì)比中看出：文章主旨問中心思想、文章大意，而寫作目的則闡述文章為何表達(dá)這個(gè)中心思想，等于文章大意＋論述方法(或＋作者口吻) 。文章大意可以根據(jù)前面所述的方法找到 。至于論述方法，可以根據(jù)閱讀理解的主體文章的體裁確定一些，注意利用以下關(guān)鍵詞判斷文體: advice…(建議，勸告)，introduce(介紹)，recommend(推薦) (這幾種答案常適用于說明文體裁)；argue for(論證)，argue against(駁斥)，reason(說理), comment(評(píng)論) (這幾種答案僅適用于議論文體裁)；convince…(說服)，present…(闡述)，propose…(建議)，warn…(警告) 。b.既然全文的寫作目的與文章的主旨密切相關(guān)，那么段落的寫作目的也與段落的大意密切相關(guān)，只有反映了段落大意的答案才是段落的寫作目的 。c.解作者態(tài)度(attitude)或語氣(tone)題，關(guān)鍵在于把握作者對(duì)全文主體事物(與主題有關(guān))或某一具體事物的態(tài)度 。表達(dá)作者態(tài)度——褒義、中性和貶義的手段主要有1)加入形容詞定語；2)加入副詞狀語；3)特殊動(dòng)詞 。英語中有些動(dòng)詞也表明說話者的正負(fù)態(tài)度，如：fail(未能)、ignore(忽視)、overestimate(高估)等動(dòng)詞表示一種負(fù)態(tài)度 。由上可知，確定作者態(tài)度，可以有兩種思路：問全文主體事物的(包括主題)，可以根據(jù)闡述主題或有關(guān)主體事物的相關(guān)句中的形容詞、副詞或動(dòng)詞確定作者的態(tài)度；如果問的是對(duì)某一具體事物的態(tài)度，則可以定位到具體相關(guān)句，然后確定答案 。五、操練實(shí)踐：例一： (20119年全國高考題D篇)During the rosy years of elementary school（小學(xué)）, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then theres the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.Enviable as the cool kids may have seemed, Dr. Prinsteins studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are ＂most likely to engage（從事）in dangerous and risky behavior.＂In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys（調(diào)查研究）. ＂We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us."Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. "Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ＂ he said.33.What is the second paragraph mainly about？A. The classification of the popular.B. The characteristics of adolescents.C. The importance of interpersonal skills.D. The causes of dishonorable behavior.35. What is the best title for the text?A. Be Nice—You Wont Finish Last B. The Higher the Status, the Better C. Be the Best—You Can Make It D. More Self-Control, Less Aggressiveness例二： (2018年全國高考題B篇)Good Morning Britains Susanna Reid is used to grilling guests on the sofa every morning, but she is cooking up a storm in her latest role – showing families how to prepare delicious and nutritious meals on a tight budget.In Save Money: Good Food, she visits a different home each week and with the help of chef Matt Tebbutt offers top tips on how to reduce food waste, while preparing recipes for under ￡5 per family a day. And the Good Morning Britain presenter says shes been able to put a lot of what shes learnt into practice in her own home, preparing meals for sons, Sam, 14, Finn, 13, and Jack, 11.“We love Mexican churros, so I buy them on my phone from my local Mexican takeaway restaurant,” she explains. “I pay ￡5 for a portion (一份), but Matt makes them for 26p a portion, because they are flour, water, sugar and oil. Everybody can buy takeaway food, but sometimes were not aware how cheaply we can make this food ourselves.”The eight-part series (系列節(jié)目), Save Money: Good Food, follows in the footsteps of ITVs Save Money: Good Health, which gave viewers advice on how to get value from the vast range of health products on the market.With food our biggest weekly household expense, Susanna and Matt spend time with a different family each week. In tonights Easter special they come to the aid of a family in need of some delicious inspiration on a budget. The team transforms the familys long weekend of celebration with less expensive but still tasty recipes.26. What does the author intend to do in paragraph 4?A. Summarize the previous paragraphs. B. Provide some advice for the readers.C. Add some background information. D. Introduce a new topic for discussion.27. What can be a suitable title for the text?A. Keeping Fit by Eating Smart B. Balancing Our Daily DietC. Making Yourself a Perfect Chef D. Cooking Well for Less例三： (2018年全國高考題C篇)Languages have been coming and going for thousands of years, but in recent times there has been less coming and a lot more going. When the world was still populated by hunter-gatherers, small, tightly knit (聯(lián)系) groups developed their own patterns of speech independent of each other. Some language experts believe that 10,000 years ago, when the world had just five to ten million people, they spoke perhaps 12,000 languages between them.Soon afterwards, many of those people started settling down to become farmers, and their languages too became more settled and fewer in number. In recent centuries, trade, industrialisation, the development of the nation-state and the spread of universal compulsory education, especially globalisation and better communications in the past few decades, all have caused many languages to disappear, and dominant languages such as English, Spanish and Chinese are increasingly taking over.At present, the world has about 6,800 languages. The distribution of these languages is hugely uneven. The general rule is that mild zones have relatively few languages, often spoken by many people, while hot, wet zones have lots, often spoken by small numbers. Europe has only around 200 languages; the Americas about 1,000; Africa 2,400; and Asia and the Pacific perhaps 3,200, of which Papua New Guinea alone accounts for well over 800. The median number (中位數(shù)) of speakers is a mere 6,000, which means that half the worlds languages are spoken by fewer people than that.Already well over 400 of the total of 6,800 languages are close to extinction (消亡), with only a few elderly speakers left. Pick, at random, Busuu in Cameroon (eight remaining speakers), Chiapaneco in Mexico (150), Lipan Apache in the United States (two or three) or Wadjigu in Australia (one, with a question-mark): none of these seems to have much chance of survival.31. What is the main idea of the text?A. New languages will be created.B. Peoples lifestyles are reflected in languages.C. Human development results in fewer languages.D. Geography determines language evolution.先搞定閱讀，當(dāng)然得大量的背詞匯了 。你可能會(huì)說，好呀，我拿一本詞匯冊(cè)子開始背就可以了 。關(guān)鍵是背了得記住，背了得用起來，最好能舉一反三的用起來，這才是真正有用處的，就好像磚頭，一摞一摞的摞到地上，摞的得多了反而是堵了路了，只有把它們砌成墻，蓋成房子，它們才是真正的物盡其用了 。平時(shí)帶學(xué)生，看到有一些孩子非常的努力，他一直在背單詞，作為老師，我看在眼里，覺得他的成績應(yīng)該是十拿久九穩(wěn)的，但是每次考試成績出來卻不盡人意，細(xì)究其原因就是因?yàn)樗皇菃蝹€(gè)的去背單詞了，而沒有把這些單詞用起來 。任何參加考試的人都知道，如果能搞定英語考試當(dāng)中的閱讀，把閱讀的分值拿到4/5以上，基本就把本場(chǎng)考試搞定了 。那么我們應(yīng)該如何來搞定英語閱讀呢？把背過的單詞用起來 。最好的把單詞用起來的方法，就是把這些背過單詞帶進(jìn)你所參加的考試真題里面，用重復(fù)的方式篩選出高頻詞來 。非常容易對(duì)比出背單詞和做真題的學(xué)習(xí)效果來，如果你只記單個(gè)的單詞，它們只是一個(gè)一個(gè)的小個(gè)體，但是當(dāng)你把背過的單詞連成句子的時(shí)候，它就變成一串項(xiàng)鏈了，當(dāng)你能把這個(gè)句子說出來的時(shí)候，那就說明你已經(jīng)掌握了一串單詞了，一套的刷題也就相當(dāng)于你串了一串又一串的單詞項(xiàng)鏈 。毫無疑問用做真題的方式來背單詞才是事半功倍的 。此外為了搞定英語閱讀，也可以去選一本自己喜歡的名著，比如《小王子》，有空就讀，有空就讀，可以重復(fù)好多遍的來讀英文原版書，一來復(fù)習(xí)單詞，二來我們也可以學(xué)習(xí)真正的英文寫作的模式和技巧 。我們想為了英語考試要去背一本3指厚的英語詞匯冊(cè)子的時(shí)候，心里一定是不輕松的 。我當(dāng)年在大學(xué)里過四六級(jí)的時(shí)候，就是把一本冊(cè)子背過了三遍，一遍比一遍背的單詞少，然后在臨近考試一個(gè)月的時(shí)候，我開始大量的做歷年真題 。教書之后好多年，再進(jìn)行總結(jié)的時(shí)候，我覺得詞匯冊(cè)子我背兩遍就可以了，相反的我應(yīng)該把題做到三遍以上，因?yàn)樽鲱}的過程中我復(fù)習(xí)的都是考試中的高頻詞 。學(xué)習(xí)英語搞定閱讀的方式，第1步是背單詞冊(cè)子，第2步是做真題，個(gè)人認(rèn)為做真題的學(xué)習(xí)效率會(huì)比單純的背單詞高得多 。祝你學(xué)習(xí)愉快，學(xué)習(xí)成功 。我個(gè)人的詞匯量呢其實(shí)并不好，因?yàn)槲也惶矚g的去拓展詞匯量，其實(shí)我非常害怕閱讀理解，因?yàn)槲液枚鄦卧~我不認(rèn)識(shí)，但是每一次考試呢，我的閱讀理解的答題率包括我的得分率還是相對(duì)較高的 。我自己分析了一下，可能是因?yàn)檎莆樟苏_的方法 。在這里呢，跟您也分享一下 。首先拿到一篇閱讀理解呢，你先不要去讀文章 。先要把它的題目呢，瀏覽一下，如果有時(shí)間或者是說您一目十行的話，可以適當(dāng)?shù)臑g覽一下答案，如果沒有時(shí)間的話，時(shí)間比較緊張的話，您可以瀏覽一下題目，每道題問的問題包括在哪一段哪一個(gè)段落，你提前做好標(biāo)記，然后呢您再進(jìn)入文章正文，一個(gè)段落一個(gè)段落的去讀，讀的過程中呢，順便答題 。有的時(shí)候可能呢，哪一句話你有生詞并不理解，但是結(jié)合段落并且結(jié)合他的question的話呢，你就可以找到它的答案，并且大多數(shù)的閱讀理解，他的答案呢，都是在那個(gè)段落當(dāng)中都是可以找到的 。當(dāng)然了，閱讀理解能快速找到答案的最好方法還是拓展詞匯量，因?yàn)殚喿x理解看的就是詞匯量，如果您的詞匯量非常的充實(shí)，當(dāng)然也是要用這種技巧啊，先去看題先去瀏覽一下問題的，然后您通篇都理解了，什么問題都沒有了，那分析起來回答問題那就簡單得多了 。如果說此詞匯量不夠，哪一句沒有看懂的話，就要結(jié)合文章，結(jié)合問題，然后來推理進(jìn)行這個(gè)答題 。你好，個(gè)人覺得，閱讀理解差，可以從這幾個(gè)方面提高：1. 詞匯量一定要提高，詞匯量大了，遇見生詞的幾率就低了，那影響你閱讀的障礙也就少了 。對(duì)于這個(gè)問題，你就只能去提高詞匯量了 。2. 長句分析 。有的時(shí)候，句子解析不到位，也會(huì)影響你的分析 。你句子分析到位，有時(shí)候，即使有生詞，也不會(huì)影響你的閱讀，甚至你能猜出單詞的意思 。對(duì)于這個(gè)問題，你得去鞏固下長句的語法 。3. 平時(shí)要增加閱讀量 。去國外的網(wǎng)站看看新聞，看看博客都可以的 。說白了，就是讀得不夠，讀多了，自然就能提高 。當(dāng)然，前提是你都理解了 。你好，個(gè)人覺得，閱讀理解差，可以從這幾個(gè)方面提高：1. 詞匯量一定要提高，詞匯量大了，遇見生詞的幾率就低了，那影響你閱讀的障礙也就少了 。對(duì)于這個(gè)問題，你就只能去提高詞匯量了 。2. 長句分析 。有的時(shí)候，句子解析不到位，也會(huì)影響你的分析 。你句子分析到位，有時(shí)候，即使有生詞，也不會(huì)影響你的閱讀，甚至你能猜出單詞的意思 。對(duì)于這個(gè)問題，你得去鞏固下長句的語法 。3. 平時(shí)要增加閱讀量 。去國外的網(wǎng)站看看新聞，看看博客都可以的 。說白了，就是讀得不夠，讀多了，自然就能提高 。當(dāng)然，前提是你都理解了 ?？焖侔盐罩髦即笠馔黄崎喿x理解瓶頸閱讀理解是國內(nèi)幾乎所有英語考試中必考的題型 。其實(shí)，從英語試卷的演變趨勢(shì)看，一張?jiān)嚲硗耆梢钥醋髀犃?、閱讀和寫作三部分組成，如2019年高考英語I卷，除去聽力30分，寫作35分，其余85分均為閱讀理解類題，占據(jù)全卷分值的75.5%，所以素有“得閱讀者得天下”之說 。那么，如何提高閱讀理解能力？一般來說，閱讀理解能力主要取決于兩個(gè)方面，即閱讀基礎(chǔ)和閱讀技能 。閱讀基礎(chǔ)是指貯備的詞匯量、語法分析能力和必要的背景知識(shí) 。閱讀技能指通過系統(tǒng)訓(xùn)練獲得的閱讀方法和技巧 。如何獲得嫻熟的閱讀技能，光靠盲目刷題肯定事倍功半，結(jié)果人吃了虧但戲不好看 。俗話說，牽牛要牽牛鼻子 。抓住閱讀理解的關(guān)鍵和核心就是要快速把握文章的主旨大意 。且看下文分解:一、高考閱讀理解的基本題型：1、主旨大意題2、細(xì)節(jié)理解題(含事實(shí)、細(xì)節(jié))3、猜測(cè)意義題(含詞義、指代)4、推理判斷題(含計(jì)算題)5、作者意圖態(tài)度題(含意圖、態(tài)度、目的)6、篇章結(jié)構(gòu)題二、主旨大意在閱讀理解中地位：1、主旨大意題旨在考查考生把握全文主題和理解中心思想的能力，即考查考生的歸納概括能力：能否分辨主題和細(xì)節(jié)；能否具備提綱挈領(lǐng)的能力 。常見主旨大意題的設(shè)問方式主要有：(1)The subject of the passage/paragraph is ______.(2)The main idea of the passage/paragraph is ______.(3)The text is mainly about ______.(4)The passage mainly centers on ______.(5)The passage mainly tells about ______.(6)What is the subject discussed in the text?2、另一方面，在閱讀中抓主旨大意并不只是單純?nèi)?yīng)對(duì)閱讀理解中的主旨大意題，換言之，即使文章后沒有設(shè)計(jì)主旨大意題，同樣要首先抓住文章的主旨大意；也就是說，抓主旨大意是解答閱讀理解所有題型的基礎(chǔ)和前提 。只有首先把握文章的主旨大意，抓住了文章的靈魂與中心，閱讀理解這個(gè)難關(guān)才能迎刃而解 。三、從文章的邏輯結(jié)構(gòu)入手，通過快速閱讀抓主旨大意，謂之SKIMMING:1、文章的主旨大意或稱主題在文章中要么直接顯示即主題句，要么間接隱含在文章的字里行間 。實(shí)際上，多數(shù)英語文章都有主題句 。弄清文章邏輯結(jié)構(gòu)，找到文章主題句出現(xiàn)的準(zhǔn)確位置，主旨大意定矣 。因此，找準(zhǔn)文章的主題句（TOPIC SENTENCE）是關(guān)鍵 。2、常見的文章邏輯結(jié)構(gòu)：借助圖例最容易理解記憶(此處無法展示圖例)A. 正三角形結(jié)構(gòu)：即中心主題句出現(xiàn)在首段，如圖，開門見山，提出主題，隨之用具體事實(shí)細(xì)節(jié)來支撐或發(fā)展主題句所表達(dá)的主題思想 。也即：一般→具體 。B. 倒三角形結(jié)構(gòu)：即主題句出現(xiàn)在末段，如圖，在表述細(xì)節(jié)后，歸納要點(diǎn)、印象、結(jié)論、建議或結(jié)果，以概括主題 。也即：具體→一般 。C. 圓形結(jié)構(gòu)：即首尾呼應(yīng)的寫作方法，如圖，突出主題，作者先提出主題，結(jié)尾時(shí)再次點(diǎn)出主題 。通常，前后表述主題的句子不是簡單的重復(fù)，后面的表述往往有進(jìn)一步的引申或發(fā)展的意味 。也即：一般→具體→一般 。D. 菱形結(jié)構(gòu)：即主題句出現(xiàn)在文章的中間，如圖，通常前面只提出問題，文中的主題由隨之陳述的細(xì)節(jié)或合乎邏輯的引申在文中導(dǎo)出，而后又作進(jìn)一步的解釋、支撐或發(fā)展 。具體→一般→具體 。E. 正方形結(jié)構(gòu)：即中心主題句隱含在全文之中，沒有明確的主題句，如圖。在這種情況下，讀者要把各段落的段落大意概括出來或者找出各段的段落主題句，再進(jìn)行邏輯推理，概括歸納出主題句 。還有一種方法即根據(jù)文章論述詳略確定，通常與主題直接有關(guān)的部分有較詳盡的論述 。F. 時(shí)間順序結(jié)構(gòu)：按時(shí)間先后說明某一理論的發(fā)展，或某一研究成果由過去至現(xiàn)在的情況，如圖。屬于這種結(jié)構(gòu)的主題句通常在首段或末段 。G. 對(duì)比：進(jìn)行對(duì)比的各事物之間的基本共同點(diǎn)或差異為主題，如圖。H.分類：分類說明的各個(gè)大項(xiàng)的大意相加為文章主題，如圖①+②+③。四、主旨題除了直接考察短文或段落的主題(subject)或中心思想(main idea)等形式之外，還有如下變體：要求考生選出短文的標(biāo)題(title, headline)、作者的寫作意圖或態(tài)度(purpose或?yàn)閭鬟f信息、或?yàn)橛鋹傋x者、或?yàn)殛U述某一道理)等 。1、文章標(biāo)題問標(biāo)題的題也是一種主旨題，與主旨題的解題方法和技巧完全一樣 。二者的差別主要體現(xiàn)于選項(xiàng)的形式：主旨題的答案通常以一句話表示，而問標(biāo)題的答案大多為一個(gè)名詞詞組 。最重要的是，標(biāo)題在內(nèi)容上必須而且只能反映文章的中心大意 。這就要求選項(xiàng)的歸納范圍要恰如其分，既不能只提及文中的一個(gè)細(xì)節(jié)，也不能將本文以外的內(nèi)容概括于其中，要善于識(shí)別本末倒置、主次不分、以點(diǎn)代面、以偏概全或者過度概括的干擾項(xiàng) 。另外，標(biāo)題在形式上要新穎、醒目，能吸引讀者注意力，能喚起讀者對(duì)文章閱讀的興趣 。2、作者意圖態(tài)度a,作者意圖即寫作目的，與文章主題不同，但與它關(guān)系密切，所以也可以算作主旨題的一種變體 。二者的異同可以從下面的對(duì)比中看出：文章主旨問中心思想、文章大意，而寫作目的則闡述文章為何表達(dá)這個(gè)中心思想，等于文章大意＋論述方法(或＋作者口吻) 。文章大意可以根據(jù)前面所述的方法找到 。至于論述方法，可以根據(jù)閱讀理解的主體文章的體裁確定一些，注意利用以下關(guān)鍵詞判斷文體: advice…(建議，勸告)，introduce(介紹)，recommend(推薦) (這幾種答案常適用于說明文體裁)；argue for(論證)，argue against(駁斥)，reason(說理), comment(評(píng)論) (這幾種答案僅適用于議論文體裁)；convince…(說服)，present…(闡述)，propose…(建議)，warn…(警告) 。b.既然全文的寫作目的與文章的主旨密切相關(guān)，那么段落的寫作目的也與段落的大意密切相關(guān)，只有反映了段落大意的答案才是段落的寫作目的 。c.解作者態(tài)度(attitude)或語氣(tone)題，關(guān)鍵在于把握作者對(duì)全文主體事物(與主題有關(guān))或某一具體事物的態(tài)度 。表達(dá)作者態(tài)度——褒義、中性和貶義的手段主要有1)加入形容詞定語；2)加入副詞狀語；3)特殊動(dòng)詞 。英語中有些動(dòng)詞也表明說話者的正負(fù)態(tài)度，如：fail(未能)、ignore(忽視)、overestimate(高估)等動(dòng)詞表示一種負(fù)態(tài)度 。由上可知，確定作者態(tài)度，可以有兩種思路：問全文主體事物的(包括主題)，可以根據(jù)闡述主題或有關(guān)主體事物的相關(guān)句中的形容詞、副詞或動(dòng)詞確定作者的態(tài)度；如果問的是對(duì)某一具體事物的態(tài)度，則可以定位到具體相關(guān)句，然后確定答案 。五、操練實(shí)踐：例一： (20119年全國高考題D篇)During the rosy years of elementary school（小學(xué)）, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then theres the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.Enviable as the cool kids may have seemed, Dr. Prinsteins studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are ＂most likely to engage（從事）in dangerous and risky behavior.＂In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys（調(diào)查研究）. ＂We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us."Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. "Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ＂ he said.33.What is the second paragraph mainly about？A. The classification of the popular.B. The characteristics of adolescents.C. The importance of interpersonal skills.D. The causes of dishonorable behavior.35. What is the best title for the text?A. Be Nice—You Wont Finish Last B. The Higher the Status, the Better C. Be the Best—You Can Make It D. More Self-Control, Less Aggressiveness例二： (2018年全國高考題B篇)Good Morning Britains Susanna Reid is used to grilling guests on the sofa every morning, but she is cooking up a storm in her latest role – showing families how to prepare delicious and nutritious meals on a tight budget.In Save Money: Good Food, she visits a different home each week and with the help of chef Matt Tebbutt offers top tips on how to reduce food waste, while preparing recipes for under ￡5 per family a day. And the Good Morning Britain presenter says shes been able to put a lot of what shes learnt into practice in her own home, preparing meals for sons, Sam, 14, Finn, 13, and Jack, 11.“We love Mexican churros, so I buy them on my phone from my local Mexican takeaway restaurant,” she explains. “I pay ￡5 for a portion (一份), but Matt makes them for 26p a portion, because they are flour, water, sugar and oil. Everybody can buy takeaway food, but sometimes were not aware how cheaply we can make this food ourselves.”The eight-part series (系列節(jié)目), Save Money: Good Food, follows in the footsteps of ITVs Save Money: Good Health, which gave viewers advice on how to get value from the vast range of health products on the market.With food our biggest weekly household expense, Susanna and Matt spend time with a different family each week. In tonights Easter special they come to the aid of a family in need of some delicious inspiration on a budget. The team transforms the familys long weekend of celebration with less expensive but still tasty recipes.26. What does the author intend to do in paragraph 4?A. Summarize the previous paragraphs. B. Provide some advice for the readers.C. Add some background information. D. Introduce a new topic for discussion.27. What can be a suitable title for the text?A. Keeping Fit by Eating Smart B. Balancing Our Daily DietC. Making Yourself a Perfect Chef D. Cooking Well for Less例三： (2018年全國高考題C篇)Languages have been coming and going for thousands of years, but in recent times there has been less coming and a lot more going. When the world was still populated by hunter-gatherers, small, tightly knit (聯(lián)系) groups developed their own patterns of speech independent of each other. Some language experts believe that 10,000 years ago, when the world had just five to ten million people, they spoke perhaps 12,000 languages between them.Soon afterwards, many of those people started settling down to become farmers, and their languages too became more settled and fewer in number. In recent centuries, trade, industrialisation, the development of the nation-state and the spread of universal compulsory education, especially globalisation and better communications in the past few decades, all have caused many languages to disappear, and dominant languages such as English, Spanish and Chinese are increasingly taking over.At present, the world has about 6,800 languages. The distribution of these languages is hugely uneven. The general rule is that mild zones have relatively few languages, often spoken by many people, while hot, wet zones have lots, often spoken by small numbers. Europe has only around 200 languages; the Americas about 1,000; Africa 2,400; and Asia and the Pacific perhaps 3,200, of which Papua New Guinea alone accounts for well over 800. The median number (中位數(shù)) of speakers is a mere 6,000, which means that half the worlds languages are spoken by fewer people than that.Already well over 400 of the total of 6,800 languages are close to extinction (消亡), with only a few elderly speakers left. Pick, at random, Busuu in Cameroon (eight remaining speakers), Chiapaneco in Mexico (150), Lipan Apache in the United States (two or three) or Wadjigu in Australia (one, with a question-mark): none of these seems to have much chance of survival.31. What is the main idea of the text?A. New languages will be created.B. Peoples lifestyles are reflected in languages.C. Human development results in fewer languages.D. Geography determines language evolution.你好，個(gè)人覺得，閱讀理解差，可以從這幾個(gè)方面提高：1. 詞匯量一定要提高，詞匯量大了，遇見生詞的幾率就低了，那影響你閱讀的障礙也就少了 。對(duì)于這個(gè)問題，你就只能去提高詞匯量了 。2. 長句分析 。有的時(shí)候，句子解析不到位，也會(huì)影響你的分析 。你句子分析到位，有時(shí)候，即使有生詞，也不會(huì)影響你的閱讀，甚至你能猜出單詞的意思 。對(duì)于這個(gè)問題，你得去鞏固下長句的語法 。3. 平時(shí)要增加閱讀量 。去國外的網(wǎng)站看看新聞，看看博客都可以的 。說白了，就是讀得不夠，讀多了，自然就能提高 。當(dāng)然，前提是你都理解了 ?？焖侔盐罩髦即笠馔黄崎喿x理解瓶頸閱讀理解是國內(nèi)幾乎所有英語考試中必考的題型 。其實(shí)，從英語試卷的演變趨勢(shì)看，一張?jiān)嚲硗耆梢钥醋髀犃?、閱讀和寫作三部分組成，如2019年高考英語I卷，除去聽力30分，寫作35分，其余85分均為閱讀理解類題，占據(jù)全卷分值的75.5%，所以素有“得閱讀者得天下”之說 。那么，如何提高閱讀理解能力？一般來說，閱讀理解能力主要取決于兩個(gè)方面，即閱讀基礎(chǔ)和閱讀技能 。閱讀基礎(chǔ)是指貯備的詞匯量、語法分析能力和必要的背景知識(shí) 。閱讀技能指通過系統(tǒng)訓(xùn)練獲得的閱讀方法和技巧 。如何獲得嫻熟的閱讀技能，光靠盲目刷題肯定事倍功半，結(jié)果人吃了虧但戲不好看 。俗話說，牽牛要牽牛鼻子 。抓住閱讀理解的關(guān)鍵和核心就是要快速把握文章的主旨大意 。且看下文分解:一、高考閱讀理解的基本題型：1、主旨大意題2、細(xì)節(jié)理解題(含事實(shí)、細(xì)節(jié))3、猜測(cè)意義題(含詞義、指代)4、推理判斷題(含計(jì)算題)5、作者意圖態(tài)度題(含意圖、態(tài)度、目的)6、篇章結(jié)構(gòu)題二、主旨大意在閱讀理解中地位：1、主旨大意題旨在考查考生把握全文主題和理解中心思想的能力，即考查考生的歸納概括能力：能否分辨主題和細(xì)節(jié)；能否具備提綱挈領(lǐng)的能力 。常見主旨大意題的設(shè)問方式主要有：(1)The subject of the passage/paragraph is ______.(2)The main idea of the passage/paragraph is ______.(3)The text is mainly about ______.(4)The passage mainly centers on ______.(5)The passage mainly tells about ______.(6)What is the subject discussed in the text?2、另一方面，在閱讀中抓主旨大意并不只是單純?nèi)?yīng)對(duì)閱讀理解中的主旨大意題，換言之，即使文章后沒有設(shè)計(jì)主旨大意題，同樣要首先抓住文章的主旨大意；也就是說，抓主旨大意是解答閱讀理解所有題型的基礎(chǔ)和前提 。只有首先把握文章的主旨大意，抓住了文章的靈魂與中心，閱讀理解這個(gè)難關(guān)才能迎刃而解 。三、從文章的邏輯結(jié)構(gòu)入手，通過快速閱讀抓主旨大意，謂之SKIMMING:1、文章的主旨大意或稱主題在文章中要么直接顯示即主題句，要么間接隱含在文章的字里行間 。實(shí)際上，多數(shù)英語文章都有主題句 。弄清文章邏輯結(jié)構(gòu)，找到文章主題句出現(xiàn)的準(zhǔn)確位置，主旨大意定矣 。因此，找準(zhǔn)文章的主題句（TOPIC SENTENCE）是關(guān)鍵 。2、常見的文章邏輯結(jié)構(gòu)：借助圖例最容易理解記憶(此處無法展示圖例)A. 正三角形結(jié)構(gòu)：即中心主題句出現(xiàn)在首段，如圖，開門見山，提出主題，隨之用具體事實(shí)細(xì)節(jié)來支撐或發(fā)展主題句所表達(dá)的主題思想 。也即：一般→具體 。B. 倒三角形結(jié)構(gòu)：即主題句出現(xiàn)在末段，如圖，在表述細(xì)節(jié)后，歸納要點(diǎn)、印象、結(jié)論、建議或結(jié)果，以概括主題 。也即：具體→一般 。C. 圓形結(jié)構(gòu)：即首尾呼應(yīng)的寫作方法，如圖，突出主題，作者先提出主題，結(jié)尾時(shí)再次點(diǎn)出主題 。通常，前后表述主題的句子不是簡單的重復(fù)，后面的表述往往有進(jìn)一步的引申或發(fā)展的意味 。也即：一般→具體→一般 。D. 菱形結(jié)構(gòu)：即主題句出現(xiàn)在文章的中間，如圖，通常前面只提出問題，文中的主題由隨之陳述的細(xì)節(jié)或合乎邏輯的引申在文中導(dǎo)出，而后又作進(jìn)一步的解釋、支撐或發(fā)展 。具體→一般→具體 。E. 正方形結(jié)構(gòu)：即中心主題句隱含在全文之中，沒有明確的主題句，如圖。在這種情況下，讀者要把各段落的段落大意概括出來或者找出各段的段落主題句，再進(jìn)行邏輯推理，概括歸納出主題句 。還有一種方法即根據(jù)文章論述詳略確定，通常與主題直接有關(guān)的部分有較詳盡的論述 。F. 時(shí)間順序結(jié)構(gòu)：按時(shí)間先后說明某一理論的發(fā)展，或某一研究成果由過去至現(xiàn)在的情況，如圖。屬于這種結(jié)構(gòu)的主題句通常在首段或末段 。G. 對(duì)比：進(jìn)行對(duì)比的各事物之間的基本共同點(diǎn)或差異為主題，如圖。H.分類：分類說明的各個(gè)大項(xiàng)的大意相加為文章主題，如圖①+②+③。四、主旨題除了直接考察短文或段落的主題(subject)或中心思想(main idea)等形式之外，還有如下變體：要求考生選出短文的標(biāo)題(title, headline)、作者的寫作意圖或態(tài)度(purpose或?yàn)閭鬟f信息、或?yàn)橛鋹傋x者、或?yàn)殛U述某一道理)等 。1、文章標(biāo)題問標(biāo)題的題也是一種主旨題，與主旨題的解題方法和技巧完全一樣 。二者的差別主要體現(xiàn)于選項(xiàng)的形式：主旨題的答案通常以一句話表示，而問標(biāo)題的答案大多為一個(gè)名詞詞組 。最重要的是，標(biāo)題在內(nèi)容上必須而且只能反映文章的中心大意 。這就要求選項(xiàng)的歸納范圍要恰如其分，既不能只提及文中的一個(gè)細(xì)節(jié)，也不能將本文以外的內(nèi)容概括于其中，要善于識(shí)別本末倒置、主次不分、以點(diǎn)代面、以偏概全或者過度概括的干擾項(xiàng) 。另外，標(biāo)題在形式上要新穎、醒目，能吸引讀者注意力，能喚起讀者對(duì)文章閱讀的興趣 。2、作者意圖態(tài)度a,作者意圖即寫作目的，與文章主題不同，但與它關(guān)系密切，所以也可以算作主旨題的一種變體 。二者的異同可以從下面的對(duì)比中看出：文章主旨問中心思想、文章大意，而寫作目的則闡述文章為何表達(dá)這個(gè)中心思想，等于文章大意＋論述方法(或＋作者口吻) 。文章大意可以根據(jù)前面所述的方法找到 。至于論述方法，可以根據(jù)閱讀理解的主體文章的體裁確定一些，注意利用以下關(guān)鍵詞判斷文體: advice…(建議，勸告)，introduce(介紹)，recommend(推薦) (這幾種答案常適用于說明文體裁)；argue for(論證)，argue against(駁斥)，reason(說理), comment(評(píng)論) (這幾種答案僅適用于議論文體裁)；convince…(說服)，present…(闡述)，propose…(建議)，warn…(警告) 。b.既然全文的寫作目的與文章的主旨密切相關(guān)，那么段落的寫作目的也與段落的大意密切相關(guān)，只有反映了段落大意的答案才是段落的寫作目的 。c.解作者態(tài)度(attitude)或語氣(tone)題，關(guān)鍵在于把握作者對(duì)全文主體事物(與主題有關(guān))或某一具體事物的態(tài)度 。表達(dá)作者態(tài)度——褒義、中性和貶義的手段主要有1)加入形容詞定語；2)加入副詞狀語；3)特殊動(dòng)詞 。英語中有些動(dòng)詞也表明說話者的正負(fù)態(tài)度，如：fail(未能)、ignore(忽視)、overestimate(高估)等動(dòng)詞表示一種負(fù)態(tài)度 。由上可知，確定作者態(tài)度，可以有兩種思路：問全文主體事物的(包括主題)，可以根據(jù)闡述主題或有關(guān)主體事物的相關(guān)句中的形容詞、副詞或動(dòng)詞確定作者的態(tài)度；如果問的是對(duì)某一具體事物的態(tài)度，則可以定位到具體相關(guān)句，然后確定答案 。五、操練實(shí)踐：例一： (20119年全國高考題D篇)During the rosy years of elementary school（小學(xué)）, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then theres the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.Enviable as the cool kids may have seemed, Dr. Prinsteins studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are ＂most likely to engage（從事）in dangerous and risky behavior.＂In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys（調(diào)查研究）. ＂We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us."Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. "Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ＂ he said.33.What is the second paragraph mainly about？A. The classification of the popular.B. The characteristics of adolescents.C. The importance of interpersonal skills.D. The causes of dishonorable behavior.35. What is the best title for the text?A. Be Nice—You Wont Finish Last B. The Higher the Status, the Better C. Be the Best—You Can Make It D. More Self-Control, Less Aggressiveness例二： (2018年全國高考題B篇)Good Morning Britains Susanna Reid is used to grilling guests on the sofa every morning, but she is cooking up a storm in her latest role – showing families how to prepare delicious and nutritious meals on a tight budget.In Save Money: Good Food, she visits a different home each week and with the help of chef Matt Tebbutt offers top tips on how to reduce food waste, while preparing recipes for under ￡5 per family a day. And the Good Morning Britain presenter says shes been able to put a lot of what shes learnt into practice in her own home, preparing meals for sons, Sam, 14, Finn, 13, and Jack, 11.“We love Mexican churros, so I buy them on my phone from my local Mexican takeaway restaurant,” she explains. “I pay ￡5 for a portion (一份), but Matt makes them for 26p a portion, because they are flour, water, sugar and oil. Everybody can buy takeaway food, but sometimes were not aware how cheaply we can make this food ourselves.”The eight-part series (系列節(jié)目), Save Money: Good Food, follows in the footsteps of ITVs Save Money: Good Health, which gave viewers advice on how to get value from the vast range of health products on the market.With food our biggest weekly household expense, Susanna and Matt spend time with a different family each week. In tonights Easter special they come to the aid of a family in need of some delicious inspiration on a budget. The team transforms the familys long weekend of celebration with less expensive but still tasty recipes.26. What does the author intend to do in paragraph 4?A. Summarize the previous paragraphs. B. Provide some advice for the readers.C. Add some background information. D. Introduce a new topic for discussion.27. What can be a suitable title for the text?A. Keeping Fit by Eating Smart B. Balancing Our Daily DietC. Making Yourself a Perfect Chef D. Cooking Well for Less例三： (2018年全國高考題C篇)Languages have been coming and going for thousands of years, but in recent times there has been less coming and a lot more going. When the world was still populated by hunter-gatherers, small, tightly knit (聯(lián)系) groups developed their own patterns of speech independent of each other. Some language experts believe that 10,000 years ago, when the world had just five to ten million people, they spoke perhaps 12,000 languages between them.Soon afterwards, many of those people started settling down to become farmers, and their languages too became more settled and fewer in number. In recent centuries, trade, industrialisation, the development of the nation-state and the spread of universal compulsory education, especially globalisation and better communications in the past few decades, all have caused many languages to disappear, and dominant languages such as English, Spanish and Chinese are increasingly taking over.At present, the world has about 6,800 languages. The distribution of these languages is hugely uneven. The general rule is that mild zones have relatively few languages, often spoken by many people, while hot, wet zones have lots, often spoken by small numbers. Europe has only around 200 languages; the Americas about 1,000; Africa 2,400; and Asia and the Pacific perhaps 3,200, of which Papua New Guinea alone accounts for well over 800. The median number (中位數(shù)) of speakers is a mere 6,000, which means that half the worlds languages are spoken by fewer people than that.Already well over 400 of the total of 6,800 languages are close to extinction (消亡), with only a few elderly speakers left. Pick, at random, Busuu in Cameroon (eight remaining speakers), Chiapaneco in Mexico (150), Lipan Apache in the United States (two or three) or Wadjigu in Australia (one, with a question-mark): none of these seems to have much chance of survival.31. What is the main idea of the text?A. New languages will be created.B. Peoples lifestyles are reflected in languages.C. Human development results in fewer languages.D. Geography determines language evolution.先搞定閱讀，當(dāng)然得大量的背詞匯了 。你可能會(huì)說，好呀，我拿一本詞匯冊(cè)子開始背就可以了 。關(guān)鍵是背了得記住，背了得用起來，最好能舉一反三的用起來，這才是真正有用處的，就好像磚頭，一摞一摞的摞到地上，摞的得多了反而是堵了路了，只有把它們砌成墻，蓋成房子，它們才是真正的物盡其用了 。平時(shí)帶學(xué)生，看到有一些孩子非常的努力，他一直在背單詞，作為老師，我看在眼里，覺得他的成績應(yīng)該是十拿久九穩(wěn)的，但是每次考試成績出來卻不盡人意，細(xì)究其原因就是因?yàn)樗皇菃蝹€(gè)的去背單詞了，而沒有把這些單詞用起來 。任何參加考試的人都知道，如果能搞定英語考試當(dāng)中的閱讀，把閱讀的分值拿到4/5以上，基本就把本場(chǎng)考試搞定了 。那么我們應(yīng)該如何來搞定英語閱讀呢？把背過的單詞用起來 。最好的把單詞用起來的方法，就是把這些背過單詞帶進(jìn)你所參加的考試真題里面，用重復(fù)的方式篩選出高頻詞來 。非常容易對(duì)比出背單詞和做真題的學(xué)習(xí)效果來，如果你只記單個(gè)的單詞，它們只是一個(gè)一個(gè)的小個(gè)體，但是當(dāng)你把背過的單詞連成句子的時(shí)候，它就變成一串項(xiàng)鏈了，當(dāng)你能把這個(gè)句子說出來的時(shí)候，那就說明你已經(jīng)掌握了一串單詞了，一套的刷題也就相當(dāng)于你串了一串又一串的單詞項(xiàng)鏈 。毫無疑問用做真題的方式來背單詞才是事半功倍的 。此外為了搞定英語閱讀，也可以去選一本自己喜歡的名著，比如《小王子》，有空就讀，有空就讀，可以重復(fù)好多遍的來讀英文原版書，一來復(fù)習(xí)單詞，二來我們也可以學(xué)習(xí)真正的英文寫作的模式和技巧 。我們想為了英語考試要去背一本3指厚的英語詞匯冊(cè)子的時(shí)候，心里一定是不輕松的 。我當(dāng)年在大學(xué)里過四六級(jí)的時(shí)候，就是把一本冊(cè)子背過了三遍，一遍比一遍背的單詞少，然后在臨近考試一個(gè)月的時(shí)候，我開始大量的做歷年真題 。教書之后好多年，再進(jìn)行總結(jié)的時(shí)候，我覺得詞匯冊(cè)子我背兩遍就可以了，相反的我應(yīng)該把題做到三遍以上，因?yàn)樽鲱}的過程中我復(fù)習(xí)的都是考試中的高頻詞 。學(xué)習(xí)英語搞定閱讀的方式，第1步是背單詞冊(cè)子，第2步是做真題，個(gè)人認(rèn)為做真題的學(xué)習(xí)效率會(huì)比單純的背單詞高得多 。祝你學(xué)習(xí)愉快，學(xué)習(xí)成功 。你好，個(gè)人覺得，閱讀理解差，可以從這幾個(gè)方面提高：1. 詞匯量一定要提高，詞匯量大了，遇見生詞的幾率就低了，那影響你閱讀的障礙也就少了 。對(duì)于這個(gè)問題，你就只能去提高詞匯量了 。2. 長句分析 。有的時(shí)候，句子解析不到位，也會(huì)影響你的分析 。你句子分析到位，有時(shí)候，即使有生詞，也不會(huì)影響你的閱讀，甚至你能猜出單詞的意思 。對(duì)于這個(gè)問題，你得去鞏固下長句的語法 。3. 平時(shí)要增加閱讀量 。去國外的網(wǎng)站看看新聞，看看博客都可以的 。說白了，就是讀得不夠，讀多了，自然就能提高 。當(dāng)然，前提是你都理解了 。快速把握主旨大意突破閱讀理解瓶頸閱讀理解是國內(nèi)幾乎所有英語考試中必考的題型 。其實(shí)，從英語試卷的演變趨勢(shì)看，一張?jiān)嚲硗耆梢钥醋髀犃Α㈤喿x和寫作三部分組成，如2019年高考英語I卷，除去聽力30分，寫作35分，其余85分均為閱讀理解類題，占據(jù)全卷分值的75.5%，所以素有“得閱讀者得天下”之說 。那么，如何提高閱讀理解能力？一般來說，閱讀理解能力主要取決于兩個(gè)方面，即閱讀基礎(chǔ)和閱讀技能 。閱讀基礎(chǔ)是指貯備的詞匯量、語法分析能力和必要的背景知識(shí) 。閱讀技能指通過系統(tǒng)訓(xùn)練獲得的閱讀方法和技巧 。如何獲得嫻熟的閱讀技能，光靠盲目刷題肯定事倍功半，結(jié)果人吃了虧但戲不好看 。俗話說，牽牛要牽牛鼻子 。抓住閱讀理解的關(guān)鍵和核心就是要快速把握文章的主旨大意 。且看下文分解:一、高考閱讀理解的基本題型：1、主旨大意題2、細(xì)節(jié)理解題(含事實(shí)、細(xì)節(jié))3、猜測(cè)意義題(含詞義、指代)4、推理判斷題(含計(jì)算題)5、作者意圖態(tài)度題(含意圖、態(tài)度、目的)6、篇章結(jié)構(gòu)題二、主旨大意在閱讀理解中地位：1、主旨大意題旨在考查考生把握全文主題和理解中心思想的能力，即考查考生的歸納概括能力：能否分辨主題和細(xì)節(jié)；能否具備提綱挈領(lǐng)的能力 。常見主旨大意題的設(shè)問方式主要有：(1)The subject of the passage/paragraph is ______.(2)The main idea of the passage/paragraph is ______.(3)The text is mainly about ______.(4)The passage mainly centers on ______.(5)The passage mainly tells about ______.(6)What is the subject discussed in the text?2、另一方面，在閱讀中抓主旨大意并不只是單純?nèi)?yīng)對(duì)閱讀理解中的主旨大意題，換言之，即使文章后沒有設(shè)計(jì)主旨大意題，同樣要首先抓住文章的主旨大意；也就是說，抓主旨大意是解答閱讀理解所有題型的基礎(chǔ)和前提 。只有首先把握文章的主旨大意，抓住了文章的靈魂與中心，閱讀理解這個(gè)難關(guān)才能迎刃而解 。三、從文章的邏輯結(jié)構(gòu)入手，通過快速閱讀抓主旨大意，謂之SKIMMING:1、文章的主旨大意或稱主題在文章中要么直接顯示即主題句，要么間接隱含在文章的字里行間 。實(shí)際上，多數(shù)英語文章都有主題句 。弄清文章邏輯結(jié)構(gòu)，找到文章主題句出現(xiàn)的準(zhǔn)確位置，主旨大意定矣 。因此，找準(zhǔn)文章的主題句（TOPIC SENTENCE）是關(guān)鍵 。2、常見的文章邏輯結(jié)構(gòu)：借助圖例最容易理解記憶(此處無法展示圖例)A. 正三角形結(jié)構(gòu)：即中心主題句出現(xiàn)在首段，如圖，開門見山，提出主題，隨之用具體事實(shí)細(xì)節(jié)來支撐或發(fā)展主題句所表達(dá)的主題思想 。也即：一般→具體 。B. 倒三角形結(jié)構(gòu)：即主題句出現(xiàn)在末段，如圖，在表述細(xì)節(jié)后，歸納要點(diǎn)、印象、結(jié)論、建議或結(jié)果，以概括主題 。也即：具體→一般 。C. 圓形結(jié)構(gòu)：即首尾呼應(yīng)的寫作方法，如圖，突出主題，作者先提出主題，結(jié)尾時(shí)再次點(diǎn)出主題 。通常，前后表述主題的句子不是簡單的重復(fù)，后面的表述往往有進(jìn)一步的引申或發(fā)展的意味 。也即：一般→具體→一般 。D. 菱形結(jié)構(gòu)：即主題句出現(xiàn)在文章的中間，如圖，通常前面只提出問題，文中的主題由隨之陳述的細(xì)節(jié)或合乎邏輯的引申在文中導(dǎo)出，而后又作進(jìn)一步的解釋、支撐或發(fā)展 。具體→一般→具體 。E. 正方形結(jié)構(gòu)：即中心主題句隱含在全文之中，沒有明確的主題句，如圖。在這種情況下，讀者要把各段落的段落大意概括出來或者找出各段的段落主題句，再進(jìn)行邏輯推理，概括歸納出主題句 。還有一種方法即根據(jù)文章論述詳略確定，通常與主題直接有關(guān)的部分有較詳盡的論述 。F. 時(shí)間順序結(jié)構(gòu)：按時(shí)間先后說明某一理論的發(fā)展，或某一研究成果由過去至現(xiàn)在的情況，如圖。屬于這種結(jié)構(gòu)的主題句通常在首段或末段 。G. 對(duì)比：進(jìn)行對(duì)比的各事物之間的基本共同點(diǎn)或差異為主題，如圖。H.分類：分類說明的各個(gè)大項(xiàng)的大意相加為文章主題，如圖①+②+③。四、主旨題除了直接考察短文或段落的主題(subject)或中心思想(main idea)等形式之外，還有如下變體：要求考生選出短文的標(biāo)題(title, headline)、作者的寫作意圖或態(tài)度(purpose或?yàn)閭鬟f信息、或?yàn)橛鋹傋x者、或?yàn)殛U述某一道理)等 。1、文章標(biāo)題問標(biāo)題的題也是一種主旨題，與主旨題的解題方法和技巧完全一樣 。二者的差別主要體現(xiàn)于選項(xiàng)的形式：主旨題的答案通常以一句話表示，而問標(biāo)題的答案大多為一個(gè)名詞詞組 。最重要的是，標(biāo)題在內(nèi)容上必須而且只能反映文章的中心大意 。這就要求選項(xiàng)的歸納范圍要恰如其分，既不能只提及文中的一個(gè)細(xì)節(jié)，也不能將本文以外的內(nèi)容概括于其中，要善于識(shí)別本末倒置、主次不分、以點(diǎn)代面、以偏概全或者過度概括的干擾項(xiàng) 。另外，標(biāo)題在形式上要新穎、醒目，能吸引讀者注意力，能喚起讀者對(duì)文章閱讀的興趣 。2、作者意圖態(tài)度a,作者意圖即寫作目的，與文章主題不同，但與它關(guān)系密切，所以也可以算作主旨題的一種變體 。二者的異同可以從下面的對(duì)比中看出：文章主旨問中心思想、文章大意，而寫作目的則闡述文章為何表達(dá)這個(gè)中心思想，等于文章大意＋論述方法(或＋作者口吻) 。文章大意可以根據(jù)前面所述的方法找到 。至于論述方法，可以根據(jù)閱讀理解的主體文章的體裁確定一些，注意利用以下關(guān)鍵詞判斷文體: advice…(建議，勸告)，introduce(介紹)，recommend(推薦) (這幾種答案常適用于說明文體裁)；argue for(論證)，argue against(駁斥)，reason(說理), comment(評(píng)論) (這幾種答案僅適用于議論文體裁)；convince…(說服)，present…(闡述)，propose…(建議)，warn…(警告) 。b.既然全文的寫作目的與文章的主旨密切相關(guān)，那么段落的寫作目的也與段落的大意密切相關(guān)，只有反映了段落大意的答案才是段落的寫作目的 。c.解作者態(tài)度(attitude)或語氣(tone)題，關(guān)鍵在于把握作者對(duì)全文主體事物(與主題有關(guān))或某一具體事物的態(tài)度 。表達(dá)作者態(tài)度——褒義、中性和貶義的手段主要有1)加入形容詞定語；2)加入副詞狀語；3)特殊動(dòng)詞 。英語中有些動(dòng)詞也表明說話者的正負(fù)態(tài)度，如：fail(未能)、ignore(忽視)、overestimate(高估)等動(dòng)詞表示一種負(fù)態(tài)度 。由上可知，確定作者態(tài)度，可以有兩種思路：問全文主體事物的(包括主題)，可以根據(jù)闡述主題或有關(guān)主體事物的相關(guān)句中的形容詞、副詞或動(dòng)詞確定作者的態(tài)度；如果問的是對(duì)某一具體事物的態(tài)度，則可以定位到具體相關(guān)句，然后確定答案 。五、操練實(shí)踐：例一： (20119年全國高考題D篇)During the rosy years of elementary school（小學(xué)）, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then theres the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.Enviable as the cool kids may have seemed, Dr. Prinsteins studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are ＂most likely to engage（從事）in dangerous and risky behavior.＂In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys（調(diào)查研究）. ＂We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us."Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. "Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ＂ he said.33.What is the second paragraph mainly about？A. The classification of the popular.B. The characteristics of adolescents.C. The importance of interpersonal skills.D. The causes of dishonorable behavior.35. What is the best title for the text?A. Be Nice—You Wont Finish Last B. The Higher the Status, the Better C. Be the Best—You Can Make It D. More Self-Control, Less Aggressiveness例二： (2018年全國高考題B篇)Good Morning Britains Susanna Reid is used to grilling guests on the sofa every morning, but she is cooking up a storm in her latest role – showing families how to prepare delicious and nutritious meals on a tight budget.In Save Money: Good Food, she visits a different home each week and with the help of chef Matt Tebbutt offers top tips on how to reduce food waste, while preparing recipes for under ￡5 per family a day. And the Good Morning Britain presenter says shes been able to put a lot of what shes learnt into practice in her own home, preparing meals for sons, Sam, 14, Finn, 13, and Jack, 11.“We love Mexican churros, so I buy them on my phone from my local Mexican takeaway restaurant,” she explains. “I pay ￡5 for a portion (一份), but Matt makes them for 26p a portion, because they are flour, water, sugar and oil. Everybody can buy takeaway food, but sometimes were not aware how cheaply we can make this food ourselves.”The eight-part series (系列節(jié)目), Save Money: Good Food, follows in the footsteps of ITVs Save Money: Good Health, which gave viewers advice on how to get value from the vast range of health products on the market.With food our biggest weekly household expense, Susanna and Matt spend time with a different family each week. In tonights Easter special they come to the aid of a family in need of some delicious inspiration on a budget. The team transforms the familys long weekend of celebration with less expensive but still tasty recipes.26. What does the author intend to do in paragraph 4?A. Summarize the previous paragraphs. B. Provide some advice for the readers.C. Add some background information. D. Introduce a new topic for discussion.27. What can be a suitable title for the text?A. Keeping Fit by Eating Smart B. Balancing Our Daily DietC. Making Yourself a Perfect Chef D. Cooking Well for Less例三： (2018年全國高考題C篇)Languages have been coming and going for thousands of years, but in recent times there has been less coming and a lot more going. When the world was still populated by hunter-gatherers, small, tightly knit (聯(lián)系) groups developed their own patterns of speech independent of each other. Some language experts believe that 10,000 years ago, when the world had just five to ten million people, they spoke perhaps 12,000 languages between them.Soon afterwards, many of those people started settling down to become farmers, and their languages too became more settled and fewer in number. In recent centuries, trade, industrialisation, the development of the nation-state and the spread of universal compulsory education, especially globalisation and better communications in the past few decades, all have caused many languages to disappear, and dominant languages such as English, Spanish and Chinese are increasingly taking over.At present, the world has about 6,800 languages. The distribution of these languages is hugely uneven. The general rule is that mild zones have relatively few languages, often spoken by many people, while hot, wet zones have lots, often spoken by small numbers. Europe has only around 200 languages; the Americas about 1,000; Africa 2,400; and Asia and the Pacific perhaps 3,200, of which Papua New Guinea alone accounts for well over 800. The median number (中位數(shù)) of speakers is a mere 6,000, which means that half the worlds languages are spoken by fewer people than that.Already well over 400 of the total of 6,800 languages are close to extinction (消亡), with only a few elderly speakers left. Pick, at random, Busuu in Cameroon (eight remaining speakers), Chiapaneco in Mexico (150), Lipan Apache in the United States (two or three) or Wadjigu in Australia (one, with a question-mark): none of these seems to have much chance of survival.31. What is the main idea of the text?A. New languages will be created.B. Peoples lifestyles are reflected in languages.C. Human development results in fewer languages.D. Geography determines language evolution.先搞定閱讀，當(dāng)然得大量的背詞匯了 。你可能會(huì)說，好呀，我拿一本詞匯冊(cè)子開始背就可以了 。關(guān)鍵是背了得記住，背了得用起來，最好能舉一反三的用起來，這才是真正有用處的，就好像磚頭，一摞一摞的摞到地上，摞的得多了反而是堵了路了，只有把它們砌成墻，蓋成房子，它們才是真正的物盡其用了 。平時(shí)帶學(xué)生，看到有一些孩子非常的努力，他一直在背單詞，作為老師，我看在眼里，覺得他的成績應(yīng)該是十拿久九穩(wěn)的，但是每次考試成績出來卻不盡人意，細(xì)究其原因就是因?yàn)樗皇菃蝹€(gè)的去背單詞了，而沒有把這些單詞用起來 。任何參加考試的人都知道，如果能搞定英語考試當(dāng)中的閱讀，把閱讀的分值拿到4/5以上，基本就把本場(chǎng)考試搞定了 。那么我們應(yīng)該如何來搞定英語閱讀呢？把背過的單詞用起來 。最好的把單詞用起來的方法，就是把這些背過單詞帶進(jìn)你所參加的考試真題里面，用重復(fù)的方式篩選出高頻詞來 。非常容易對(duì)比出背單詞和做真題的學(xué)習(xí)效果來，如果你只記單個(gè)的單詞，它們只是一個(gè)一個(gè)的小個(gè)體，但是當(dāng)你把背過的單詞連成句子的時(shí)候，它就變成一串項(xiàng)鏈了，當(dāng)你能把這個(gè)句子說出來的時(shí)候，那就說明你已經(jīng)掌握了一串單詞了，一套的刷題也就相當(dāng)于你串了一串又一串的單詞項(xiàng)鏈 。毫無疑問用做真題的方式來背單詞才是事半功倍的 。此外為了搞定英語閱讀，也可以去選一本自己喜歡的名著，比如《小王子》，有空就讀，有空就讀，可以重復(fù)好多遍的來讀英文原版書，一來復(fù)習(xí)單詞，二來我們也可以學(xué)習(xí)真正的英文寫作的模式和技巧 。我們想為了英語考試要去背一本3指厚的英語詞匯冊(cè)子的時(shí)候，心里一定是不輕松的 。我當(dāng)年在大學(xué)里過四六級(jí)的時(shí)候，就是把一本冊(cè)子背過了三遍，一遍比一遍背的單詞少，然后在臨近考試一個(gè)月的時(shí)候，我開始大量的做歷年真題 。教書之后好多年，再進(jìn)行總結(jié)的時(shí)候，我覺得詞匯冊(cè)子我背兩遍就可以了，相反的我應(yīng)該把題做到三遍以上，因?yàn)樽鲱}的過程中我復(fù)習(xí)的都是考試中的高頻詞 。學(xué)習(xí)英語搞定閱讀的方式，第1步是背單詞冊(cè)子，第2步是做真題，個(gè)人認(rèn)為做真題的學(xué)習(xí)效率會(huì)比單純的背單詞高得多 。祝你學(xué)習(xí)愉快，學(xué)習(xí)成功 。我是英語萬能王，我來回答問題 。對(duì)于你提出英語詞匯量很少做英語閱讀練習(xí)有意義嗎的問題，給予你一些分析建議供你參考 。對(duì)于大多數(shù)的英語學(xué)生來說，通常在做英語閱讀題時(shí)，會(huì)遇到以下幾個(gè)難點(diǎn)，包括詞匯量不夠多，語法功底不扎實(shí)不系統(tǒng)，沒有做題技巧，平時(shí)練習(xí)的題又少，答題速度慢等，其實(shí)這些問題都會(huì)影響到做閱讀題的 。提問問題里德詞匯量只是其中的一個(gè)難點(diǎn)罷了，所以，從整體上來看，如果學(xué)生的英語詞匯量很少的話，去做英語閱讀題意義不大，還是首先多背誦一些英語單詞，把自己的詞匯量擴(kuò)充到一定得數(shù)量再去做題 。在英語學(xué)習(xí)的道路上，無論是聽力和口語，還是寫作和閱讀，擴(kuò)充詞匯量是英語學(xué)習(xí)的基礎(chǔ)，也是首要任務(wù)，當(dāng)學(xué)生具有一定數(shù)量的英語詞匯時(shí)，才能更好地進(jìn)一步去提升聽說讀寫四項(xiàng)的能力 。下面重點(diǎn)說一下如何來做英語閱讀練習(xí)和提升英語閱讀能力 。1.想要做好閱讀練習(xí)題，首先就要背誦大量的英語詞匯，除了日常生活的單詞以外，最好多去背誦一些和英語閱讀相關(guān)的單詞，以便學(xué)生背誦會(huì)后更好的學(xué)以致用 。英語詞匯是做閱讀練習(xí)的根本，當(dāng)學(xué)生的詞匯量越多時(shí)，他看懂的文章也就越多，理解文章內(nèi)容也就更為準(zhǔn)確，自然答題正確率也就更高 。所以，在做閱讀題時(shí)，一定要先擴(kuò)充自己的英語詞匯量 。2.系統(tǒng)地學(xué)習(xí)英語語法知識(shí)和熟練地運(yùn)用語法知識(shí) 。在做閱讀理解題時(shí)，其實(shí)更多考核學(xué)生的難點(diǎn)就是英語語法知識(shí) 。如果學(xué)生語法知識(shí)不過關(guān)的話，在閱讀文章時(shí)遇到長難句不會(huì)分析、不理解意思，最終就無法正確的做對(duì)題 。只有你的語法功底足夠扎實(shí)，那么理解文章內(nèi)容才會(huì)更透徹，知道出題人的意圖是什么 。所以，在做英語閱讀練習(xí)時(shí)，同樣也應(yīng)該把語法知識(shí)學(xué)好 。3.在做英語閱讀練習(xí)時(shí)，還需要學(xué)生掌握一定的答題技巧 。事實(shí)上，學(xué)生除了要擁有足夠多的詞匯量和扎實(shí)的語法知識(shí)以外，答題技巧也是必不可少的 。掌握了一定的答題技巧，不僅能夠提升學(xué)生的答題速度，而且可以更好地助力學(xué)生提高答題正確率，起到了一個(gè)畫龍點(diǎn)睛的作用 。所以，學(xué)生在做閱讀練習(xí)題時(shí)，要提前學(xué)習(xí)和掌握答題技巧 。4. 想要做好英語閱讀練習(xí)和提高答題正確率的話，還需要做的就是大量地練習(xí)閱讀理解題 。任何的學(xué)習(xí)都需要一個(gè)循序漸進(jìn)的過程，英語做題也不例外，是一個(gè)由量變到質(zhì)變的過程 。當(dāng)學(xué)生做的閱讀題越多，他自然見過的題型也就越多，積累的做題經(jīng)驗(yàn)也就越豐富，自然之后答題的正確率也就越高 。所以，對(duì)于學(xué)生來說，大量地去練習(xí)英語閱讀題是必不可少的 。綜上所述，當(dāng)學(xué)生英語詞匯量很少時(shí)，是不建議去做閱讀練習(xí)題的 。最好是有了一定數(shù)量的詞匯，扎實(shí)的語法知識(shí)，同時(shí)掌握了答題技巧，這樣的話，學(xué)生再去做題，不僅更加自信，而且答題正確率也會(huì)很高的 。最后，希望以上對(duì)于你提出英語詞匯量很少做英語閱讀練習(xí)有意義嗎的問題，給予你的分析建議可以幫到你 。謝謝！更多精彩內(nèi)容請(qǐng)關(guān)注今日頭條“英語萬能王”老師！你好，個(gè)人覺得，閱讀理解差，可以從這幾個(gè)方面提高：1. 詞匯量一定要提高，詞匯量大了，遇見生詞的幾率就低了，那影響你閱讀的障礙也就少了 。對(duì)于這個(gè)問題，你就只能去提高詞匯量了 。2. 長句分析 。有的時(shí)候，句子解析不到位，也會(huì)影響你的分析 。你句子分析到位，有時(shí)候，即使有生詞，也不會(huì)影響你的閱讀，甚至你能猜出單詞的意思 。對(duì)于這個(gè)問題，你得去鞏固下長句的語法 。3. 平時(shí)要增加閱讀量 。去國外的網(wǎng)站看看新聞，看看博客都可以的 。說白了，就是讀得不夠，讀多了，自然就能提高 。當(dāng)然，前提是你都理解了 ?？焖侔盐罩髦即笠馔黄崎喿x理解瓶頸閱讀理解是國內(nèi)幾乎所有英語考試中必考的題型 。其實(shí)，從英語試卷的演變趨勢(shì)看，一張?jiān)嚲硗耆梢钥醋髀犃?、閱讀和寫作三部分組成，如2019年高考英語I卷，除去聽力30分，寫作35分，其余85分均為閱讀理解類題，占據(jù)全卷分值的75.5%，所以素有“得閱讀者得天下”之說 。那么，如何提高閱讀理解能力？一般來說，閱讀理解能力主要取決于兩個(gè)方面，即閱讀基礎(chǔ)和閱讀技能 。閱讀基礎(chǔ)是指貯備的詞匯量、語法分析能力和必要的背景知識(shí) 。閱讀技能指通過系統(tǒng)訓(xùn)練獲得的閱讀方法和技巧 。如何獲得嫻熟的閱讀技能，光靠盲目刷題肯定事倍功半，結(jié)果人吃了虧但戲不好看 。俗話說，牽牛要牽牛鼻子 。抓住閱讀理解的關(guān)鍵和核心就是要快速把握文章的主旨大意 。且看下文分解:一、高考閱讀理解的基本題型：1、主旨大意題2、細(xì)節(jié)理解題(含事實(shí)、細(xì)節(jié))3、猜測(cè)意義題(含詞義、指代)4、推理判斷題(含計(jì)算題)5、作者意圖態(tài)度題(含意圖、態(tài)度、目的)6、篇章結(jié)構(gòu)題二、主旨大意在閱讀理解中地位：1、主旨大意題旨在考查考生把握全文主題和理解中心思想的能力，即考查考生的歸納概括能力：能否分辨主題和細(xì)節(jié)；能否具備提綱挈領(lǐng)的能力 。常見主旨大意題的設(shè)問方式主要有：(1)The subject of the passage/paragraph is ______.(2)The main idea of the passage/paragraph is ______.(3)The text is mainly about ______.(4)The passage mainly centers on ______.(5)The passage mainly tells about ______.(6)What is the subject discussed in the text?2、另一方面，在閱讀中抓主旨大意并不只是單純?nèi)?yīng)對(duì)閱讀理解中的主旨大意題，換言之，即使文章后沒有設(shè)計(jì)主旨大意題，同樣要首先抓住文章的主旨大意；也就是說，抓主旨大意是解答閱讀理解所有題型的基礎(chǔ)和前提 。只有首先把握文章的主旨大意，抓住了文章的靈魂與中心，閱讀理解這個(gè)難關(guān)才能迎刃而解 。三、從文章的邏輯結(jié)構(gòu)入手，通過快速閱讀抓主旨大意，謂之SKIMMING:1、文章的主旨大意或稱主題在文章中要么直接顯示即主題句，要么間接隱含在文章的字里行間 。實(shí)際上，多數(shù)英語文章都有主題句 。弄清文章邏輯結(jié)構(gòu)，找到文章主題句出現(xiàn)的準(zhǔn)確位置，主旨大意定矣 。因此，找準(zhǔn)文章的主題句（TOPIC SENTENCE）是關(guān)鍵 。2、常見的文章邏輯結(jié)構(gòu)：借助圖例最容易理解記憶(此處無法展示圖例)A. 正三角形結(jié)構(gòu)：即中心主題句出現(xiàn)在首段，如圖，開門見山，提出主題，隨之用具體事實(shí)細(xì)節(jié)來支撐或發(fā)展主題句所表達(dá)的主題思想 。也即：一般→具體 。B. 倒三角形結(jié)構(gòu)：即主題句出現(xiàn)在末段，如圖，在表述細(xì)節(jié)后，歸納要點(diǎn)、印象、結(jié)論、建議或結(jié)果，以概括主題 。也即：具體→一般 。C. 圓形結(jié)構(gòu)：即首尾呼應(yīng)的寫作方法，如圖，突出主題，作者先提出主題，結(jié)尾時(shí)再次點(diǎn)出主題 。通常，前后表述主題的句子不是簡單的重復(fù)，后面的表述往往有進(jìn)一步的引申或發(fā)展的意味 。也即：一般→具體→一般 。D. 菱形結(jié)構(gòu)：即主題句出現(xiàn)在文章的中間，如圖，通常前面只提出問題，文中的主題由隨之陳述的細(xì)節(jié)或合乎邏輯的引申在文中導(dǎo)出，而后又作進(jìn)一步的解釋、支撐或發(fā)展 。具體→一般→具體 。E. 正方形結(jié)構(gòu)：即中心主題句隱含在全文之中，沒有明確的主題句，如圖。在這種情況下，讀者要把各段落的段落大意概括出來或者找出各段的段落主題句，再進(jìn)行邏輯推理，概括歸納出主題句 。還有一種方法即根據(jù)文章論述詳略確定，通常與主題直接有關(guān)的部分有較詳盡的論述 。F. 時(shí)間順序結(jié)構(gòu)：按時(shí)間先后說明某一理論的發(fā)展，或某一研究成果由過去至現(xiàn)在的情況，如圖。屬于這種結(jié)構(gòu)的主題句通常在首段或末段 。G. 對(duì)比：進(jìn)行對(duì)比的各事物之間的基本共同點(diǎn)或差異為主題，如圖。H.分類：分類說明的各個(gè)大項(xiàng)的大意相加為文章主題，如圖①+②+③。四、主旨題除了直接考察短文或段落的主題(subject)或中心思想(main idea)等形式之外，還有如下變體：要求考生選出短文的標(biāo)題(title, headline)、作者的寫作意圖或態(tài)度(purpose或?yàn)閭鬟f信息、或?yàn)橛鋹傋x者、或?yàn)殛U述某一道理)等 。1、文章標(biāo)題問標(biāo)題的題也是一種主旨題，與主旨題的解題方法和技巧完全一樣 。二者的差別主要體現(xiàn)于選項(xiàng)的形式：主旨題的答案通常以一句話表示，而問標(biāo)題的答案大多為一個(gè)名詞詞組 。最重要的是，標(biāo)題在內(nèi)容上必須而且只能反映文章的中心大意 。這就要求選項(xiàng)的歸納范圍要恰如其分，既不能只提及文中的一個(gè)細(xì)節(jié)，也不能將本文以外的內(nèi)容概括于其中，要善于識(shí)別本末倒置、主次不分、以點(diǎn)代面、以偏概全或者過度概括的干擾項(xiàng) 。另外，標(biāo)題在形式上要新穎、醒目，能吸引讀者注意力，能喚起讀者對(duì)文章閱讀的興趣 。2、作者意圖態(tài)度a,作者意圖即寫作目的，與文章主題不同，但與它關(guān)系密切，所以也可以算作主旨題的一種變體 。二者的異同可以從下面的對(duì)比中看出：文章主旨問中心思想、文章大意，而寫作目的則闡述文章為何表達(dá)這個(gè)中心思想，等于文章大意＋論述方法(或＋作者口吻) 。文章大意可以根據(jù)前面所述的方法找到 。至于論述方法，可以根據(jù)閱讀理解的主體文章的體裁確定一些，注意利用以下關(guān)鍵詞判斷文體: advice…(建議，勸告)，introduce(介紹)，recommend(推薦) (這幾種答案常適用于說明文體裁)；argue for(論證)，argue against(駁斥)，reason(說理), comment(評(píng)論) (這幾種答案僅適用于議論文體裁)；convince…(說服)，present…(闡述)，propose…(建議)，warn…(警告) 。b.既然全文的寫作目的與文章的主旨密切相關(guān)，那么段落的寫作目的也與段落的大意密切相關(guān)，只有反映了段落大意的答案才是段落的寫作目的 。c.解作者態(tài)度(attitude)或語氣(tone)題，關(guān)鍵在于把握作者對(duì)全文主體事物(與主題有關(guān))或某一具體事物的態(tài)度 。表達(dá)作者態(tài)度——褒義、中性和貶義的手段主要有1)加入形容詞定語；2)加入副詞狀語；3)特殊動(dòng)詞 。英語中有些動(dòng)詞也表明說話者的正負(fù)態(tài)度，如：fail(未能)、ignore(忽視)、overestimate(高估)等動(dòng)詞表示一種負(fù)態(tài)度 。由上可知，確定作者態(tài)度，可以有兩種思路：問全文主體事物的(包括主題)，可以根據(jù)闡述主題或有關(guān)主體事物的相關(guān)句中的形容詞、副詞或動(dòng)詞確定作者的態(tài)度；如果問的是對(duì)某一具體事物的態(tài)度，則可以定位到具體相關(guān)句，然后確定答案 。五、操練實(shí)踐：例一： (20119年全國高考題D篇)During the rosy years of elementary school（小學(xué)）, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then theres the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.Enviable as the cool kids may have seemed, Dr. Prinsteins studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are ＂most likely to engage（從事）in dangerous and risky behavior.＂In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys（調(diào)查研究）. ＂We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us."Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. "Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ＂ he said.33.What is the second paragraph mainly about？A. The classification of the popular.B. The characteristics of adolescents.C. The importance of interpersonal skills.D. The causes of dishonorable behavior.35. What is the best title for the text?A. Be Nice—You Wont Finish Last B. The Higher the Status, the Better C. Be the Best—You Can Make It D. More Self-Control, Less Aggressiveness例二： (2018年全國高考題B篇)Good Morning Britains Susanna Reid is used to grilling guests on the sofa every morning, but she is cooking up a storm in her latest role – showing families how to prepare delicious and nutritious meals on a tight budget.In Save Money: Good Food, she visits a different home each week and with the help of chef Matt Tebbutt offers top tips on how to reduce food waste, while preparing recipes for under ￡5 per family a day. And the Good Morning Britain presenter says shes been able to put a lot of what shes learnt into practice in her own home, preparing meals for sons, Sam, 14, Finn, 13, and Jack, 11.“We love Mexican churros, so I buy them on my phone from my local Mexican takeaway restaurant,” she explains. “I pay ￡5 for a portion (一份), but Matt makes them for 26p a portion, because they are flour, water, sugar and oil. Everybody can buy takeaway food, but sometimes were not aware how cheaply we can make this food ourselves.”The eight-part series (系列節(jié)目), Save Money: Good Food, follows in the footsteps of ITVs Save Money: Good Health, which gave viewers advice on how to get value from the vast range of health products on the market.With food our biggest weekly household expense, Susanna and Matt spend time with a different family each week. In tonights Easter special they come to the aid of a family in need of some delicious inspiration on a budget. The team transforms the familys long weekend of celebration with less expensive but still tasty recipes.26. What does the author intend to do in paragraph 4?A. Summarize the previous paragraphs. B. Provide some advice for the readers.C. Add some background information. D. Introduce a new topic for discussion.27. What can be a suitable title for the text?A. Keeping Fit by Eating Smart B. Balancing Our Daily DietC. Making Yourself a Perfect Chef D. Cooking Well for Less例三： (2018年全國高考題C篇)Languages have been coming and going for thousands of years, but in recent times there has been less coming and a lot more going. When the world was still populated by hunter-gatherers, small, tightly knit (聯(lián)系) groups developed their own patterns of speech independent of each other. Some language experts believe that 10,000 years ago, when the world had just five to ten million people, they spoke perhaps 12,000 languages between them.Soon afterwards, many of those people started settling down to become farmers, and their languages too became more settled and fewer in number. In recent centuries, trade, industrialisation, the development of the nation-state and the spread of universal compulsory education, especially globalisation and better communications in the past few decades, all have caused many languages to disappear, and dominant languages such as English, Spanish and Chinese are increasingly taking over.At present, the world has about 6,800 languages. The distribution of these languages is hugely uneven. The general rule is that mild zones have relatively few languages, often spoken by many people, while hot, wet zones have lots, often spoken by small numbers. Europe has only around 200 languages; the Americas about 1,000; Africa 2,400; and Asia and the Pacific perhaps 3,200, of which Papua New Guinea alone accounts for well over 800. The median number (中位數(shù)) of speakers is a mere 6,000, which means that half the worlds languages are spoken by fewer people than that.Already well over 400 of the total of 6,800 languages are close to extinction (消亡), with only a few elderly speakers left. Pick, at random, Busuu in Cameroon (eight remaining speakers), Chiapaneco in Mexico (150), Lipan Apache in the United States (two or three) or Wadjigu in Australia (one, with a question-mark): none of these seems to have much chance of survival.31. What is the main idea of the text?A. New languages will be created.B. Peoples lifestyles are reflected in languages.C. Human development results in fewer languages.D. Geography determines language evolution.先搞定閱讀，當(dāng)然得大量的背詞匯了 。你可能會(huì)說，好呀，我拿一本詞匯冊(cè)子開始背就可以了 。關(guān)鍵是背了得記住，背了得用起來，最好能舉一反三的用起來，這才是真正有用處的，就好像磚頭，一摞一摞的摞到地上，摞的得多了反而是堵了路了，只有把它們砌成墻，蓋成房子，它們才是真正的物盡其用了 。平時(shí)帶學(xué)生，看到有一些孩子非常的努力，他一直在背單詞，作為老師，我看在眼里，覺得他的成績應(yīng)該是十拿久九穩(wěn)的，但是每次考試成績出來卻不盡人意，細(xì)究其原因就是因?yàn)樗皇菃蝹€(gè)的去背單詞了，而沒有把這些單詞用起來 。任何參加考試的人都知道，如果能搞定英語考試當(dāng)中的閱讀，把閱讀的分值拿到4/5以上，基本就把本場(chǎng)考試搞定了 。那么我們應(yīng)該如何來搞定英語閱讀呢？把背過的單詞用起來 。最好的把單詞用起來的方法，就是把這些背過單詞帶進(jìn)你所參加的考試真題里面，用重復(fù)的方式篩選出高頻詞來 。非常容易對(duì)比出背單詞和做真題的學(xué)習(xí)效果來，如果你只記單個(gè)的單詞，它們只是一個(gè)一個(gè)的小個(gè)體，但是當(dāng)你把背過的單詞連成句子的時(shí)候，它就變成一串項(xiàng)鏈了，當(dāng)你能把這個(gè)句子說出來的時(shí)候，那就說明你已經(jīng)掌握了一串單詞了，一套的刷題也就相當(dāng)于你串了一串又一串的單詞項(xiàng)鏈 。毫無疑問用做真題的方式來背單詞才是事半功倍的 。此外為了搞定英語閱讀，也可以去選一本自己喜歡的名著，比如《小王子》，有空就讀，有空就讀，可以重復(fù)好多遍的來讀英文原版書，一來復(fù)習(xí)單詞，二來我們也可以學(xué)習(xí)真正的英文寫作的模式和技巧 。我們想為了英語考試要去背一本3指厚的英語詞匯冊(cè)子的時(shí)候，心里一定是不輕松的 。我當(dāng)年在大學(xué)里過四六級(jí)的時(shí)候，就是把一本冊(cè)子背過了三遍，一遍比一遍背的單詞少，然后在臨近考試一個(gè)月的時(shí)候，我開始大量的做歷年真題 。教書之后好多年，再進(jìn)行總結(jié)的時(shí)候，我覺得詞匯冊(cè)子我背兩遍就可以了，相反的我應(yīng)該把題做到三遍以上，因?yàn)樽鲱}的過程中我復(fù)習(xí)的都是考試中的高頻詞 。學(xué)習(xí)英語搞定閱讀的方式，第1步是背單詞冊(cè)子，第2步是做真題，個(gè)人認(rèn)為做真題的學(xué)習(xí)效率會(huì)比單純的背單詞高得多 。祝你學(xué)習(xí)愉快，學(xué)習(xí)成功 。我是英語萬能王，我來回答問題 。對(duì)于你提出英語詞匯量很少做英語閱讀練習(xí)有意義嗎的問題，給予你一些分析建議供你參考 。對(duì)于大多數(shù)的英語學(xué)生來說，通常在做英語閱讀題時(shí)，會(huì)遇到以下幾個(gè)難點(diǎn)，包括詞匯量不夠多，語法功底不扎實(shí)不系統(tǒng)，沒有做題技巧，平時(shí)練習(xí)的題又少，答題速度慢等，其實(shí)這些問題都會(huì)影響到做閱讀題的 。提問問題里德詞匯量只是其中的一個(gè)難點(diǎn)罷了，所以，從整體上來看，如果學(xué)生的英語詞匯量很少的話，去做英語閱讀題意義不大，還是首先多背誦一些英語單詞，把自己的詞匯量擴(kuò)充到一定得數(shù)量再去做題 。在英語學(xué)習(xí)的道路上，無論是聽力和口語，還是寫作和閱讀，擴(kuò)充詞匯量是英語學(xué)習(xí)的基礎(chǔ)，也是首要任務(wù)，當(dāng)學(xué)生具有一定數(shù)量的英語詞匯時(shí)，才能更好地進(jìn)一步去提升聽說讀寫四項(xiàng)的能力 。下面重點(diǎn)說一下如何來做英語閱讀練習(xí)和提升英語閱讀能力 。1.想要做好閱讀練習(xí)題，首先就要背誦大量的英語詞匯，除了日常生活的單詞以外，最好多去背誦一些和英語閱讀相關(guān)的單詞，以便學(xué)生背誦會(huì)后更好的學(xué)以致用 。英語詞匯是做閱讀練習(xí)的根本，當(dāng)學(xué)生的詞匯量越多時(shí)，他看懂的文章也就越多，理解文章內(nèi)容也就更為準(zhǔn)確，自然答題正確率也就更高 。所以，在做閱讀題時(shí)，一定要先擴(kuò)充自己的英語詞匯量 。2.系統(tǒng)地學(xué)習(xí)英語語法知識(shí)和熟練地運(yùn)用語法知識(shí) 。在做閱讀理解題時(shí)，其實(shí)更多考核學(xué)生的難點(diǎn)就是英語語法知識(shí) 。如果學(xué)生語法知識(shí)不過關(guān)的話，在閱讀文章時(shí)遇到長難句不會(huì)分析、不理解意思，最終就無法正確的做對(duì)題 。只有你的語法功底足夠扎實(shí)，那么理解文章內(nèi)容才會(huì)更透徹，知道出題人的意圖是什么 。所以，在做英語閱讀練習(xí)時(shí)，同樣也應(yīng)該把語法知識(shí)學(xué)好 。3.在做英語閱讀練習(xí)時(shí)，還需要學(xué)生掌握一定的答題技巧 。事實(shí)上，學(xué)生除了要擁有足夠多的詞匯量和扎實(shí)的語法知識(shí)以外，答題技巧也是必不可少的 。掌握了一定的答題技巧，不僅能夠提升學(xué)生的答題速度，而且可以更好地助力學(xué)生提高答題正確率，起到了一個(gè)畫龍點(diǎn)睛的作用 。所以，學(xué)生在做閱讀練習(xí)題時(shí)，要提前學(xué)習(xí)和掌握答題技巧 。4. 想要做好英語閱讀練習(xí)和提高答題正確率的話，還需要做的就是大量地練習(xí)閱讀理解題 。任何的學(xué)習(xí)都需要一個(gè)循序漸進(jìn)的過程，英語做題也不例外，是一個(gè)由量變到質(zhì)變的過程 。當(dāng)學(xué)生做的閱讀題越多，他自然見過的題型也就越多，積累的做題經(jīng)驗(yàn)也就越豐富，自然之后答題的正確率也就越高 。所以，對(duì)于學(xué)生來說，大量地去練習(xí)英語閱讀題是必不可少的 。綜上所述，當(dāng)學(xué)生英語詞匯量很少時(shí)，是不建議去做閱讀練習(xí)題的 。最好是有了一定數(shù)量的詞匯，扎實(shí)的語法知識(shí)，同時(shí)掌握了答題技巧，這樣的話，學(xué)生再去做題，不僅更加自信，而且答題正確率也會(huì)很高的 。最后，希望以上對(duì)于你提出英語詞匯量很少做英語閱讀練習(xí)有意義嗎的問題，給予你的分析建議可以幫到你 。謝謝！更多精彩內(nèi)容請(qǐng)關(guān)注今日頭條“英語萬能王”老師！我個(gè)人的詞匯量呢其實(shí)并不好，因?yàn)槲也惶矚g的去拓展詞匯量，其實(shí)我非常害怕閱讀理解，因?yàn)槲液枚鄦卧~我不認(rèn)識(shí)，但是每一次考試呢，我的閱讀理解的答題率包括我的得分率還是相對(duì)較高的 。我自己分析了一下，可能是因?yàn)檎莆樟苏_的方法 。在這里呢，跟您也分享一下 。首先拿到一篇閱讀理解呢，你先不要去讀文章 。先要把它的題目呢，瀏覽一下，如果有時(shí)間或者是說您一目十行的話，可以適當(dāng)?shù)臑g覽一下答案，如果沒有時(shí)間的話，時(shí)間比較緊張的話，您可以瀏覽一下題目，每道題問的問題包括在哪一段哪一個(gè)段落，你提前做好標(biāo)記，然后呢您再進(jìn)入文章正文，一個(gè)段落一個(gè)段落的去讀，讀的過程中呢，順便答題 。有的時(shí)候可能呢，哪一句話你有生詞并不理解，但是結(jié)合段落并且結(jié)合他的question的話呢，你就可以找到它的答案，并且大多數(shù)的閱讀理解，他的答案呢，都是在那個(gè)段落當(dāng)中都是可以找到的 。當(dāng)然了，閱讀理解能快速找到答案的最好方法還是拓展詞匯量，因?yàn)殚喿x理解看的就是詞匯量，如果您的詞匯量非常的充實(shí)，當(dāng)然也是要用這種技巧啊，先去看題先去瀏覽一下問題的，然后您通篇都理解了，什么問題都沒有了，那分析起來回答問題那就簡單得多了 。如果說此詞匯量不夠，哪一句沒有看懂的話，就要結(jié)合文章，結(jié)合問題，然后來推理進(jìn)行這個(gè)答題 。

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