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如何高效的提高英语阅读理解水平?

时间:2022-05-18 07:30:03 阅读:53674

如何高效的提高英语阅读理解水平?

如何高效的提高英语阅读理解水平?

一提到如何提高英语阅读水平,人们自然想到的答案是:多读。这当然没错,熟能生巧是世人皆知的道理。但,读也要讲求质量。盲目无绪地乱读未必就能提高阅读水平。不少学生感到委屈,自己读了不少文章,学了不少所谓技巧,可阅读水平老提不高。

另一方面,不少教师也对如何上好阅读课感到很茫然,不知道在阅读课上应当讲些什么。如果仅仅是把文章翻译过来,那就成了翻译课。如一味讲技巧,一则阅读本身并无太多技巧可循,二则易把学生引向投机取巧的歧途。

阅读到底该如何学习呢? 根据我多年的个性化辅导经验加布点法的研修心得,建议你用布点法的四步操作“区分、优化、转化、内化”作为思维分析工具,诊断自己的问题在哪?你选择几篇不同题材的英语阅读精读一下,阅读过程中人为地运用布点法的四步来加工信息,找到自己的问题所在。具体如下:

第一步:区分知与不知。1.认知阅读英语文章。2.识别出哪些词、句是理解的或不理解的。3.不理解的是词汇量问题?是语法结构问题?语感问题?英汉差异问题?

第二步:优化知与不知。1.对照工具书或“度娘”或请教老师等进一步确认问题是哪一个?2.再对着答案来反思自己是否答题技巧不足。

第三步:转化知与不知。分三个层面。1.记忆层面:回头把自己不理解的词、句精读几次,加深记忆;2.理解层面:对着答案的选项和文章相关的句子反复对着阅读,比较这些同义但表达方式、表述结构不一样的句子,这种属于语言转注能力,是语言的功力问题,尤其重要。3.应用层面:思考那些正确答案的句子是否可以转换别的句子,如果自己能转换就是尝试做。

第四步:内化知与不知。反思上述三个步骤,应该得出英语阅读理解的几个关键问题:1.词汇方面要注意“熟词生义”,如,Close attenion and large-scale layoffs should be avoided.特别是要高度关注就业问题,防止出现大规模裁员。2.句子结构方面要注意“语言转注”,如,but a smile of success from pushing my body to its extreme limit. = Because she feels a sense of achievement.3.至于阅读理解答题技巧必须在自己语言功力足够的情况下去借助,则事半功倍;否则自己的实力不够,一味地追求技巧就会走上

投机取巧、事倍功半的道路,切忌!

通过四步操作找到你的问题所在,然后建议你持之以恒地阅读800篇阅读理解,有了这样积累式的进步,所谓积累式就是经常以“自身的知与不知为参照来加工外界信息”,不断形成问题,不断解决问题,如此,你的英语阅读理解题则肯定过关,具体阅读方式如下:

1.每天花二十分钟认真阅读两篇英语阅读理解阅读。

2. 如果那篇文章的生词超过百分之3,应该立即查阅、记忆这些词汇。

3. 养成二次阅读习惯,培养逻辑推理能力,

4. 借助外力翻译、分析长难句克服长难句障碍。

5. 文章归类阅读,考前复习有奇效 。

请问如何提高英语阅读能力?

谢邀:?词汇是语言的基本单位,所以教科书中的词汇必须掌握牢记,因而词汇学习是英语学习基础,没有一定的词汇量作基础,无从谈起学习英语。

首先要努力学习,多阅读课外英语书籍,给自己制订阅读计划,每天完成一定量的阅读任务,在阅读遇到生词时不要立即查字典,先做标记,通过上下文猜测词义,在整体阅读过后再查字典。

功夫不负有心人,加油努力,祝你阅读能力快步提升。

英语的阅读理解能力差,该如何学习呢?

你好,个人觉得,阅读理解差,可以从这几个方面提高:

1. 词汇量一定要提高,词汇量大了,遇见生词的几率就低了,那影响你阅读的障碍也就少了。对于这个问题,你就只能去提高词汇量了。

2. 长句分析。有的时候,句子解析不到位,也会影响你的分析。你句子分析到位,有时候,即使有生词,也不会影响你的阅读,甚至你能猜出单词的意思。对于这个问题,你得去巩固下长句的语法。

3. 平时要增加阅读量。去国外的网站看看新闻,看看博客都可以的。说白了,就是读得不够,读多了,自然就能提高。当然,前提是你都理解了。

高考英语阅读理解怎么提高?

阅读理解的基础是精读,但可惜的是现在都不练精读,都以为通过大量刷题,背单词就可以解决阅读理解问题。结果大多数人费了九牛二虎之力也没见提高成绩。

而我则以精读训练为主。结果我的学生每年都拿高分,今年考走的三个学生分别是两个134,一个130。

要想阅读理解拿分,必须懂句法。如果你不懂句法,就算单词都认识,你也不知所云,读不懂怎么拿分,靠技巧吗?记住,所有技巧,在没有句法的前提下,都是浮云。

我们好多高中同学,初中时英语都不错的。但到了高中就急剧下降,我就教过一个中考一百一十多分的孩子,高一上学期期中只得了五十分。就是因为不懂句法。跟我学了两个半学期,高考成绩是129。如果他高二下学期还能继续跟我学的话,他上135以上没问题。后来他爷爷告诉我,当时他的成绩就稳居全班前三名了。但因为数学不好。就改成补数学了。

我主要就是训练他的句法。让他精读。新概念二三四册每篇课文都至少读五遍以上,这其实也不够,但是时间段,进度快,只能读这么多遍,如果时间充足,应该每篇课文读十遍以上才更把握。

至于单词。我从来不领他背单词,也不要求他背单词,因为我把新概念的单词进行了加工,有我独特的单词表。每天让他读我的单词表,一般每次上课读五百多单词。读多了自然就记住了。再加上反复读课文。有上下文语境,单词才记得活。而不是只靠单词表来记单词,那样只记一堆死词,不会用。

所以,要想提高阅读理解的成绩。必须学会句法。如果你不懂,可以看看我的课程《散木新概念英语课堂》系列课程。从第二册开始看。那里有句法的基础知识,学会了基础知识,你就可以学会自己分析句子结构,从而正确理解每一句话。

现在大部分同学做阅读理解都是在蒙意思。根本无法做到精准理解。而句法就是让你能够精准理解每句话的知识,所以,必须学会。

阅读理解,读不懂怎么理解?不理解怎么做题?

英语刷阅读理解能提高阅读做题准确率吗?

快速把握主旨大意

突破阅读理解瓶颈

阅读理解是国内几乎所有英语考试中必考的题型。其实,从英语试卷的演变趋势看,一张试卷完全可以看作听力、阅读和写作三部分组成,如2019年高考英语I卷,除去听力30分,写作35分,其余85分均为阅读理解类题,占据全卷分值的75.5%,所以素有“得阅读者得天下”之说。那么,如何提高阅读理解能力?一般来说,阅读理解能力主要取决于两个方面,即阅读基础和阅读技能。阅读基础是指贮备的词汇量、语法分析能力和必要的背景知识。阅读技能指通过系统训练获得的阅读方法和技巧。如何获得娴熟的阅读技能,光靠盲目刷题肯定事倍功半,结果人吃了亏但戏不好看。俗话说,牵牛要牵牛鼻子。抓住阅读理解的关键和核心就是要快速把握文章的主旨大意。且看下文分解:

一、高考阅读理解的基本题型:

1、主旨大意题

2、细节理解题(含事实、细节)

3、猜测意义题(含词义、指代)

4、推理判断题(含计算题)

5、作者意图态度题(含意图、态度、目的)

6、篇章结构题

二、主旨大意在阅读理解中地位:

1、主旨大意题旨在考查考生把握全文主题和理解中心思想的能力,即考查考生的归纳概括能力:能否分辨主题和细节;能否具备提纲挈领的能力。常见主旨大意题的设问方式主要有:

(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,在阅读中抓主旨大意并不只是单纯去应对阅读理解中的主旨大意题,换言之,即使文章后没有设计主旨大意题,同样要首先抓住文章的主旨大意;也就是说,抓主旨大意是解答阅读理解所有题型的基础和前提。只有首先把握文章的主旨大意,抓住了文章的灵魂与中心,阅读理解这个难关才能迎刃而解。

三、从文章的逻辑结构入手,通过快速阅读抓主旨大意,谓之SKIMMING:

1、文章的主旨大意或称主题在文章中要么直接显示即主题句,要么间接隐含在文章的字里行间。实际上,多数英语文章都有主题句。弄清文章逻辑结构,找到文章主题句出现的准确位置,主旨大意定矣。因此,找准文章的主题句(TOPIC SENTENCE)是关键。

2、常见的文章逻辑结构:借助图例最容易理解记忆(此处无法展示图例)

A. 正三角形结构:即中心主题句出现在首段,如图 ,开门见山,提出主题,随之用具体事实细节来支撑或发展主题句所表达的主题思想。也即:一般→具体。

B. 倒三角形结构:即主题句出现在末段,如图 ,在表述细节后,归纳要点、印象、结论、建议或结果,以概括主题。也即:具体→一般。

C. 圆形结构:即首尾呼应的写作方法,如图 ,突出主题,作者先提出主题,结尾时再次点出主题。通常,前后表述主题的句子不是简单的重复,后面的表述往往有进一步的引申或发展的意味。也即:一般→具体→ 一般。

D. 菱形结构:即主题句出现在文章的中间,如图 ,通常前面只提出问题,文中的主题由随之陈述的细节或合乎逻辑的引申在文中导出,而后又作进一步的解释、支撑或发展。具体→一般→具体。

E. 正方形结构:即中心主题句隐含在全文之中,没有明确的主题句,如图 。在这种情况下,读者要把各段落的段落大意概括出来或者找出各段的段落主题句,再进行逻辑推理,概括归纳出主题句。还有一种方法即根据文章论述详略确定,通常与主题直接有关的部分有较详尽的论述。

F. 时间顺序结构:按时间先后说明某一理论的发展,或某一研究成果由过去至现在的情况,如图 。属于这种结构的主题句通常在首段或末段。

G. 对比:进行对比的各事物之间的基本共同点或差异为主题,如图 。

H.分类:分类说明的各个大项的大意相加为文章主题,如图① ② ③ 。

四、主旨题除了直接考察短文或段落的主题(subject)或中心思想(main idea)等形式之外,还有如下变体:要求考生选出短文的标题(title, headline)、作者的写作意图或态度(purpose或为传递信息、或为愉悦读者、或为阐述某一道理)等。

1、文章标题

问标题的题也是一种主旨题,与主旨题的解题方法和技巧完全一样。二者的差别主要体现于选项的形式:主旨题的答案通常以一句话表示,而问标题的答案大多为一个名词词组。最重要的是,标题在内容上必须而且只能反映文章的中心大意。这就要求选项的归纳范围要恰如其分,既不能只提及文中的一个细节,也不能将本文以外的内容概括于其中,要善于识别本末倒置、主次不分、以点代面、以偏概全或者过度概括的干扰项。另外,标题在形式上要新颖、醒目,能吸引读者注意力,能唤起读者对文章阅读的兴趣。

2、作者意图态度

a,作者意图即写作目的,与文章主题不同,但与它关系密切,所以也可以算作主旨题的一种变体。二者的异同可以从下面的对比中看出:文章主旨问中心思想、文章大意,而写作目的则阐述文章为何表达这个中心思想,等于文章大意+论述方法(或+作者口吻)。文章大意可以根据前面所述的方法找到。至于论述方法,可以根据阅读理解的主体文章的体裁确定一些,注意利用以下关键词判断文体: advice…(建议,劝告),introduce(介绍),recommend(推荐) (这几种答案常适用于说明文体裁);argue for(论证),argue against(驳斥),reason(说理), comment(评论) (这几种答案仅适用于议论文体裁);convince…(说服),present…(阐述),propose…(建议),warn…(警告)。

b.既然全文的写作目的与文章的主旨密切相关,那么段落的写作目的也与段落的大意密切相关,只有反映了段落大意的答案才是段落的写作目的。

c.解作者态度(attitude)或语气(tone)题,关键在于把握作者对全文主体事物(与主题有关)或某一具体事物的态度。表达作者态度——褒义、中性和贬义的手段主要有1)加入形容词定语;2)加入副词状语;3)特殊动词。英语中有些动词也表明说话者的正负态度,如:fail(未能)、ignore(忽视)、overestimate(高估)等动词表示一种负态度。由上可知,确定作者态度,可以有两种思路:问全文主体事物的(包括主题),可以根据阐述主题或有关主体事物的相关句中的形容词、副词或动词确定作者的态度;如果问的是对某一具体事物的态度,则可以定位到具体相关句,然后确定答案。

五、操练实践:

例一: (20119年全国高考题D篇)

During the rosy years of elementary school(小学), 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 there’s 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. Prinstein’s 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(从事)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(调查研究). "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 Won’t 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年全国高考题B篇)

Good Morning Britain’s 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 she’s been able to put a lot of what she’s 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 we’re not aware how cheaply we can make this food ourselves.”

The eight-part series (系列节目), Save Money: Good Food, follows in the footsteps of ITV’s 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 tonight’s Easter special they come to the aid of a family in need of some delicious inspiration on a budget. The team transforms the family’s 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 SmartB. Balancing Our Daily Diet

C. Making Yourself a Perfect ChefD. Cooking Well for Less

例三: (2018年全国高考题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 (联系) 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 (中位数) of speakers is a mere 6,000, which means that half the world’s 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. People’s lifestyles are reflected in languages.

C. Human development results in fewer languages.

D. Geography determines language evolution.

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原文标题:如何高效的提高英语阅读理解水平?

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