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河北名师辅导--英语篇
第四讲
良好阅读习惯、方法、技巧综述
一、高考对考生阅读理解能力的要求
阅读理解能力测试的主要要求是：(1)理解句法并能确认和解悟句间逻辑符号、修辞手段等。比如由对语句形态的解悟达到对句子意思的理解，尤其是长句和难句。(2)掌握材料的主旨大意，以及用于说明主旨大意的事实细节。(3)既理解具体事实，也理解抽象的概念；既理解字面的意思，也理解深层含义。(4)确定作者的预先设定。作者在构思语篇之前总要进行预先设定，这种预先设定将影响作者对自己语篇的取舍、增减、剪裁、修改与定稿。(5)能理解某句、某段的意义，并能把握全篇的文脉，并能据此去推测后文的表达定向、事件的纵深发展及最终结局等深层的逻辑线索。(6)能根据材料所提供的信息，结合常识判断生词或短语的含义。（7）整体综合与推断结论。包括：分辩主要信息与次要信息、分辨事实与意见、确认可能性、发现因果关系、概括全篇中心思想、总结作者意图与态度等。
二、提升阅读理解能力四字“要诀”
提升阅读理解能力四字“要诀”——
杂、多、快、巧。
1．杂——指广泛涉猎。一是题材尽量多样化，包括日常生活、传说、传记、社会、文化、史地、科普、政治、经济等。二是体裁避免单一化，一般有记叙文、说明文、应用文、议论文等。考生应广泛接触英美文化，以了解英语的语言特征。缺乏英语背景知识是学生读不懂、读不快的重要原因。在平时的阅读中，要多留意那些介绍英美文化背景的文章，多阅读一些英文报刊、杂志，多接触原版或接近原版的文章。要有意识的多接触一些富含哲理、具有较强辩证思想和教育意义的文章。另外还应找一些生词量适当，但远离考生认知范围的文章来培养他们在缺乏背景知识的情况下，认识问题的思维方法和解题技巧。
2．多——指阅读的经常性、连续性和长久性。阅读不能搞集中突击，最好每周或每天都有阅读计划。凡是英语阅读理解能力强的考生无不得益于长期阅读所形成的语感。学好外语仅靠死记硬背是不行的，学好英语和学好其他学科一样，也要靠聪明才智、靠感觉。这种良好的感觉就得从长期大量的阅读中获得，没有量的积累，就没有质的飞跃。
3．快——指的是阅读的速度。许多英语学习者都有切身体会。做好限时的英语阅读，阅读速度是完成任务的前提。再者，阅读的速度越快，注意力就会越集中、思维会越敏捷和顺畅。整体把握文章脉络的能力就越强；相反，阅读速度越慢就越容易分心、走神儿。限时快速阅读有助于培养学生直接用英语思维的能力。
4．巧——指正确的阅读方法和解题技巧。高考加入听力测试之后，考试参考时间由过去的50分钟降至35分钟，阅读总量不减反增。很多同学反映时间不够用，留给第二卷的时间很少，匆忙赶写的作文质量不高。因此，提高阅读速度、为二卷赢得较充裕的时间就显得特别重要。阅读速度以语言基础知识的熟练程度和背景知识为基础，同时与阅读者的阅读习惯、阅读方式和阅读技巧密切相关。以意群为单位的快速阅读，能把上下文的逻辑关系有机串联起来，迅速得到总体印象；而带着问题所进行的有目的的变速阅读可达到迅速而准确掌握所读材料的内容的目的。
三、阅读方式与快速阅读技巧
（一）阅读的种类
1．从阅读的目的划分：1）以翻译为目的的阅读2）以提高口语为目的的阅读3）以巩固语法、词汇为目的的阅读4）以获取信息为目的的阅读
2．从阅读的速度划分：1）略读，也叫掠读、跳读、寻读、扫读，即跳跃式阅读。它是指读者眼睛迅速扫视或掠过所读材料，以确定其主要内容、中心思想或论点的阅读方式。是应用最广的一种阅读技巧。我们在借书、浏览书刊杂志以及考场上解主旨大意类试题时常用到此方法。2)详读
3．从阅读的形式分为1)朗读 2)默读
（二）阅读训练中应注意的问题
1. 视读与阅读。2. 心读与心译。3. 指读也有人称其为点读。
4.复视。 5. 其他不良习惯。 6．非视觉信息。
1. 视读与阅读。一提到阅读，很多人就不由得想起屋檐下那朗朗的读书声。我曾碰到在高三阅读课上，老师要全班学生齐读课文的情形，目的何在？我不得而知。以我看，课堂往往是出声阅读这一不良阅读习惯的温床。出声阅读的主要弊病就是使阅读速度和效率受说话速度的限制。有时出声阅读会以不同的形式表现出来：有时虽无声音但嘴唇在动；有时嘴唇不动，但舌头和喉咙在动。这些部位的活动无疑会影响眼睛的扫视速度，朗读中的语音过程要比视读中的视觉过程慢得多。一个高效率的读者只要看到印刷符号，就能直接获取信息，甚至可以跳过一定的文字符号实现理解。因此，一定要克服出声阅读不良习惯，养成通过视觉器官直接感知文字符号的视读能力。
2. 心读与心译。心读是一种很难观察到的阅读习惯。心读时，人体的任何部位如嘴、头或声带等都没有动，但阅读者却存在一种说话的内在形式：学生在内心里始终自言自语，清晰地发出并听着每个字音。更有甚者，有的人不光心读同时还在心译。这是英语学习中的一种顽疾。这种不良阅读习惯直接影响到阅读的速度和效率，是制约阅读理解能力提升的毒瘤，限时快速阅读是解决这一问题的有效途径。
3. 指读。也有人称其为点读。是指用手指、铅笔或尺子等，指着一个个词进行的阅读方式。指读不仅会减慢阅读速度，而且还会把我们的注意力引向错误的方向。一个高效率的阅读者不会注意单词的位置，也不会在每个单词上平均花费时间，而是把注意力集中在作者要阐明的思想内容上。指读的习惯实际上妨碍了眼睛运动并限制了大脑的快速活动能力。因此，必须克服这种不良的阅读习惯，逐渐养成用脑瞬间反映文字信息的能力。
4.复视。复视是指读完一个句子或段落后回过头去重复阅读。阅读能力差的考生往往过分依赖于复视才能确认信息，逐渐养成习惯。改变这种不良习惯的办法就是让自己阅读大量难度适宜的读物，这样就不会因遇到更多的生词、陌生的短语而回过头来再看，以至养成复视的习惯。由此看来，老师为学生所选文章的难易程度很重要。
5. 其他不良习惯。头的摆动、用尺子比着， 一行一行地向下移、一面阅读一面玩弄钢笔、 边读边抖动双腿、动辄语法分析、不时停下来查词典等等都是不良阅读习惯。这些习惯直接影响到考生的阅读速度。因此，考生必须突破“音”读，变“读”为“看”；突破“点（指）”读，注意眼与书的距离，不要摇头晃脑，注意扩大视幅，以便做到整体视读，提高效率。
6．非视觉信息。非视觉信息被形象地称为“眼球后面的东西”，它是阅读者全部知识结构的总和，包括对所学语言国家的社会和文化背景知识的掌握，对所读材料内容的熟悉程度，个人的生活经验，生活常识，逻辑知识，判断推理能力及语言文化知识的修养等。人们在看到文字符号时之所以能够理解其所蕴含的意义，是视觉信息和非视觉信息融会贯通的结果。在阅读活动中，非视觉信息越丰富，阅读单位就越大，难度就越低。
（三）阅读技巧
1、成组视读2、猜测生词3、辨认词链4、辨认信号词5、阅读目的
1. 成组视读——所谓成组视读，指阅读者的视线每停留一次要看到一组单词而不是一个单词的阅读方式；而且这些单词不是任意的一串单词，而是具有逻辑意义的一组单词，通常被称为“意群sense/meaning
group”。读者在阅读时迅速将所读内容分成若干意群，视线从意群跳跃到意群，而不是从一个单词到另一个单词。如果我们把阅读理解的一篇文章看作一幅画，若逐词阅读，我们每次只能看到一个点，我们需将很多点连在一起才能看到全貌。而成组视读则可将一幅画分成少数几个大块并迅即将大块与大块连接构成全貌。
因此，眼睛接触句子的方式、视线移动的速度、视距的大小、合理利用周边视觉以及避免复视等都是做好成组视读的重要因素。
成组视读还可使我们更快地捕捉信息。不管何人用何种语言与他人进行交际，为了说得更清楚，都不可避免地较多使用定语或状语把事情描写得具体准确，以给人予视频般的动感。这就使文章承载了许多对获取最终信息无用东西。下面让我们看一下，怎样对1999年阅读理解A篇文章的第一句进行成组视读。
This chance discovery ended a 12-day search by
the Library Company of Philadelphia
for a historical treasure —a 120-page diary kept
190 years ago by Deborah Logan,
“a woman who knew everybody in her day,” James
Green, the librarian, told the magazine
American Library.（NMET1999-A）
（译文：这次偶然的发现结束了费城图书馆公司对一件历史珍宝的12天的搜寻。这件珍宝是190年前由黛博拉?洛根保存的一份120页的日记。“黛博拉?洛根是个熟识那个时代的每一个人的女人，”图书管理员詹姆斯?格林对《美国图书馆》杂志说。）
2．猜测生词
英语的词汇以千万计。任何人都不可能将其全部掌握。因此，在阅读过程中，读者经常会碰到不认识的或不太熟悉的词汇。读者应依据构词法的有关知识，根据上下文去猜测、推断词义，不应该花太多的时间查字典。因为那样会降低你的阅读速度。
1）利用上下文猜测词义
①定义。The harbor is protected by a jetty—a wall
built out into the water. 这里我们不难发现破折号后的“a wall
built out into the water”即是对jetty所做的定义。因此，我们不应每遇生词就查字典。我们可以在一定的上下文中注意寻找作者定义某个生词或短语的提示与线索。
②复述。Miniskirts must be in again. They were fashionable
years ago, now you can see them here and there
in streets. 此处in竟为何意？我们可以根据第二句复述猜出其大概的含义。
③常识。Mark got on the motorbike, I sat behind him
on the pillion, and we roared off into the night.
凭借生活常识我们应能猜出pillion一词的含义：坐在开摩托车人的身后，被坐之物自然是摩托车的“后坐”。
④相关信息。The new curtain doesn’t go well with your
Persian carpet. In my opinion, you’d better look
around for another.
⑤举例。He likes the tropical fruits, such as coconut,
mango, etc.
2）利用构词法猜测词义。
英语单词一般分为起首、中间和结尾三个组成部分。通过起首可预测后来的字母；结尾起指明单词的性、数和词类等作用。学习、研究英语构词法是扩大词汇量的一个重要途径。记住一定量的基本词汇，通过派生、合成、转化等，一下便可了解数以十计、数以百计的“word-family”。近年来NMET中每年均有100个左右的此类词汇。
3．辨认词链
什么叫词链？词链是解悟语句间前后联系的逻辑符号。文章在意义上都具有连贯性。阅读中对某一词句或某一部分的理解依赖于对上下文的理解。比如：以代词代替上下文中的人或物，甚至某种情况。关于这点就常被作为阅读理解试题中的重要考查项目。例如：
What does The underlined word it (paragraph 2)
refer to? (NMET2002-57)
4．辨认信号词汇
(1) 顺序信号词汇（排序题<correct order>数量题<How
many>）:first, second, then, next, finally,
at last, in the end, firstly, secondly, for one
thing, for another thing etc.
(2) 附加信号词汇 (数量题<How many>比较题which is more):in
addition, similarly, besides, what’s more, too,
and, also, in the same way, etc.
(3) 重述信号词汇 (猜测词义题;复杂抽象内容的理解 ):that is, in other
words, that’s to say, namely, or rather, to put
it in another way, etc.
(4) 列举信号词汇 (数量题<How many>):like, such as,
for example, take…as an example, as follows, etc.
(5) 总结信号词汇 (结论类试题、主旨大意类试题):in short, in brief,
in one word, in general, in conclusion, etc.
(6) 话题信号词汇 (下文要讨论的主要内容):as for, as far as…is concerned,
in the way of, as we said, in the case of, etc.
(7) 转折信号词汇 (与原来的期望或叙述相反):but, though, however,
otherwise, yet, in spite of, on the contrary,
at the same time, on the other hand, meanwhile,
instead, etc.
(8) 对比、比较信号词汇 (比较对照各自的异同):while, as…as, as ever,
as usual, than, etc.
(9) 因果信号词汇 (揭示原因、结果、后果、意向、条件等之间的关系): so, therefore,
thus, as a result, because of this, for this reason,
because, since, for, so that, so…that, in order
that, etc.
(10) 比喻信号词汇 (暗示作者的情感、看法与态度):like, as, as if, as
though, etc.
（11）绝对性信号词汇:all, only, anyone, always, never,
first, most beautiful, etc.
5．阅读目的
明确阅读目的，有助于建立和强化记忆目标。带着问题的阅读可以使阅读的目的变得具体而明确。考场上阅读的目的性很强，它与读枕边书的阅读目的自然大不一样。另外，试卷上不同的题型，其阅读方式自然也不同。如：读单项填空试题既不能仅仅“taste”，又不能一下“swallow”，而要细心地“chew
and digest”。如：
The paper _____ bamboo is made is especially fine.
A. which B. into which C. of which D. from which
要是这句话处在阅读理解的文章中，我们只需读取paper,
bamboo和fine三个实词即可获取大意，不管它是什么句子结构，担当何种句子成分，何为主语等等。而单项填空则不同，考生则必须读出句子的层次与结构。即：主句：The
paper is especially fine. 从句：Bamboo is made into
the paper. 从句容易犯的错误是：The paper is made from bamboo.考生忽略了定语从句中的主语是bamboo而不是paper。
如果该句出现在听力或阅读理解题中，我们就只需攫取“paper, bamboo, fine”三个实词即可明白其含义。这时非视觉（听觉）信息的作用就显得极为重要。
四、阅读技巧运用实例赏析
（找出信息信号词）
As a child grows up, he learns how to
behave in ways which are appropriate to the
society into which he is born. That is to say(1),
（提示下文将解释上句）
he acquires the patterns of behavior which are
accepted as normal in his society. This process
of social learning is generally referred to as
socialization. By socialization, then(2), we mean
（暗示推论）
the process whereby individuals learn the rules,
values and practices of the society in which they
live.
Generally speaking(3), we can say that this （提示概括）
is brought about in two ways: firstly, as a result
of (4) （列举原因）
the child’s upbringing, or the natural interaction
with the members of his family and other people
in his immediate social environment, and,
secondly, as a result of(5) formal education.
（列举原因）
In some societies we find a certain degree of
formal
instruction included as part of the upbringing
of
the child. This occurs, for example(6), when children
（举例说明）
are taught certain kinds of ritual behavior by
members of their family or local community.
In most societies, however(7), formal education
is （提示转折）
different from upbringing and is conducted as
a separated operation.
Although(8) this is an oversimplification, （表示让步关系，下句将是重要内容）
let us for the moment use the term “primary
socialization” to refer to social learning that
takes
place as part of upbringing, as a result of(9)
（提示推论、因果关系）
the individual’s participation in the life of
his
family and his immediate community. The social
learning that results from formal education
we will refer to as “secondary socialization”.
（猜测陌生词汇）
As a child grows up, he learns how to behave in
ways which are appropriate to(1) the society into
which he is born. That is to say, he learns the
patterns of behavior which are accepted as normal
in his society. This process(2) of social learning
is generally referred to as socialization(3).
By socialization, then, we mean the process by
which individuals(4) learn the rules, values and
practices of the society in which they live.
Generally speaking, we can say that this is brought
about in two ways: firstly, as a result of the
child’s upbringing(5), or the natural interaction(6)
with the members of his family and other people
in his immediate social environment(7), and, secondly,
as a result of formal education. In some societies
we find a certain degree of formal instruction
included as part of the upbringing of the child.
This occurs, for example, when children are taught
certain kinds of ritual(礼仪) behavior by members
of their family or local community(8). In most
societies, however, formal education is different
from upbringing and is conducted as a separated
operation.
Although this is an oversimplification(9), let
us for the moment use the term “primary socialization”
to refer to social learning that takes place as
part of upbringing, as a result of the individual’s
participation(10) in the life of his family and
his immediate community. The social learning that
results from formal education we will refer to
as “secondary socialization”.
are appropriate to(1) 利用上下文(That is to say所起的定义作用)
process(2) 利用上下文
socialization(3) 利用构词法——society, social, socially（在社会地位上）,
socialize（使社会化）, socialism, socialist, socialized
medicine（公费医疗制度）, socializee (适应社会生活者)
individuals(4) 利用上下文
upbringing(5) 利用构词法——bring up与grow up
interaction(6) 利用构词法——act, action, active, actively,
activity; interaction, international, inter-city
train
environment(7) 利用上下文——环境
community(8) 利用构词法——common, commune, communism,
communist，community(团体、公社、社区)
oversimplification(9) 利用构词法——
simple adj. 简单的, 简易的, 朴素的,天真的,无经验的
simply adv. 简单地, 简直, 仅仅, 朴素地, 只是
simplify vt. 单一化, 简单化
simplification n. 简化
oversimplification n. 过度单纯化(的事物)
participation(10) n. 分享, 参与 part, participle
（找出段落主题句）
As a child grows up, he learns how to behave in
ways which are appropriate to the society into
which he is born. That is to say, he acquires
the patterns of behavior which are accepted as
normal in his society. This process of social
learning is generally referred to as socialization.
By socialization, then, we mean the process whereby
individuals learn the rules, values and practices
of the society in which they live.
Generally speaking, we can say that this is brought
about in two ways: firstly, as a result of the
child’s upbringing, or the natural interaction
with the members of his family and other people
in his immediate social environment, and, secondly,
as a result of formal education. In some societies
we find a certain degree of formal instruction
included as part of the upbringing of the child.
This occurs, for example, when children are taught
certain kinds of ritual behavior by members of
their family or local community. In most societies,
however, formal education is different from upbringing
and is conducted as a separated operation.
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