高考英语试卷中阅读理解的讲评策略

来源:用户上传      作者: 魏国云

　　摘要： 进入高三，教师在讲评试卷中的阅读理解部分时应注意要有针对性、基础性、变换性、拓展性，并注意及时消化策略，使讲评课真正起实效，帮助学生保持对英语学习的兴趣，复习巩固知识点，提高英语考试水平。
　　关键词： 高考英语 阅读理解 讲评策略
　　
　　进入高三，教师经常要讲评试卷，在此过程中，很多老师的共同感受是：单选讲评是知识点、语法点的延伸比较，讲解很有必要，但讲评5篇阅读理解却像是鸡肋，因为很多题都是考查学生对全篇文章的理解程度，但也有少部分题可以直接从文中找到答案，如果每篇都讲，教师生烦，学生厌倦；如果干脆放手全让学生自己去分析解决，则不利于阅读理解水平的提高。阅读理解在高考中占40分，重要性不言而喻，怎样讲评好也非常重要。笔者连续多年执教高三年级，在平时的教学中积累了一些经验，总结出一些阅读理解的策略，愿和大家共同讨论以利提高。
　　
　　一、针对性
　　
　　每次考完试后都要对试卷进行讲评，在讲评之前，一定要认真阅卷，全面分析，找出学生哪些题错得较多、较集中，然后才能有针对性地讲解。从每年的高考试卷分析来看，学生出错率最高的是推论和逻辑题。如：
　　What does the last sentence imply？
　　或We can infer from the text that...
　　或what can we can learn from...
　　或which is the best title for the passage？
　　这些设题重在考查学生对文章的深层次理解和逻辑思维能力。对于这些题，我们不能一句话：“这是理解问题，自己解决”就跳过去，而要从文章的题材、结构、语言特点等着手，引导学生去更好地理解分析作者的思路、理解作者是怎样构建文章的、怎样组织句子的，作者的言外之意是什么，这样学生才能找到解题的思路和方法。让我们以2007年全国高考卷的一篇记叙文为例：
　　It was a winter morning，just a couple of weeks before Christmas 2005.While most people were warning up their cars，Trevor，my husband，had to get up early to ride his bike four kilometers away from home to work.On arrival，he parked his bike outside the back door as he usually does.After putting in 10 hours of labor，he returned to find his bike gone.
　　The bike，a black Kona 18 speed，was our only transport.Trevor used it to get to work，putting in 60-hour weeks to support his young family.And the bike was also used to get groceries，saving us from having to walk long distance from where we live.
　　I was so sad that some one would steal our bike that I wrote to the newspaper and told them our story.Shortly after that，several people in our area offered to help.One wonderful stranger even bought a bike，then called my husband to pick it up.Once again my husband had a way to get to and from his job.It really is an honor that a complete stranger would go out of their way for someone they have never met before.
　　People say that a smile can be passed from one person to another，but acts of kindness from strangers are even more so.This experience has had a spreading effect in our lives because it strengthened our faith in humanity as a whole.And it has influenced us to be kindness shows that someone cares.And the results can be overlasting.
　　57.We can infer from the text that?摇?摇?摇?摇?摇?摇?摇?摇?摇?摇?摇.
　　A.the couple worked 60 hours a week?摇?摇?摇?摇B.people were busy before Christmas
　　C.the stranger brought over the bike?摇?摇 D.life was hard for the young family
　　59.What do we learn from their experience？
　　A.Strangers are usually of little help.?摇?摇?摇?摇B.One should take care of their bike.
　　C.News reports make people famous.?摇?摇?摇?摇D.An act of kindness can mean a lot.
　　这两题都是深层理解题，较有难度，很多学生出错。分析如下：第57题题干中的关键词是“infer”，意思是“推断、推测”，因此A选项可排除，因为该句是原文中直接给出的信息，而不是推测得到的信息。B选项根据常识好像是对的，但该句在文章中既没提及，也不是该文章的主题；C选项与原文不符最好排除；正确选项应是D项，对文章的头两段的再读、细读、品读，“While most people were warning up their cars，Trevor，my husband，had to get up early to ride his bike four kilometers away from home to work.”第二段：“The bike，a black Kona 18 speed，was our only transport.Trevor used it to get to work，putting in 60-hour weeks to support his young family.And the bike was also used to get groceries，saving us from having to walk long distance from where we live.”尽管没有一句说到“our life was very hard”，但字里行间处处能感受得到，所以该信息是通过对文章的理解推测得到的，是更深入的理解、更高的阅读要求。

　　第59题考查的就是读者对全文的结构理解。乍看上去，选项ABC三个选项似乎都是对的，但是让我们来分析一下文章的结构，文章的前三段是对一件事的叙述，最后一段引发出感慨：善行，尤其是对陌生人的善行会对人产生多大的影响。所以本文是通过一个事例的叙述来证明善意的重要性，作者要说的话是在最后，最后才点到文章的主旨，所以应选D项。
　　另外，针对性策略还体现在对不同篇目的选择讲解上。高考试卷中5篇阅读理解，有不同的文体，不同的难度，教师在讲解时不能篇篇都讲，而要选择其中较难的一篇、两篇甚至三篇作重点讲解，进行精讲细讲。
　　
　　二、基础性
　　
　　尽管在阅读理解的教学策略上，我们一再强调对文章的整体理解，而不是对其知识点的讲解，但是高三教学对知识点的复习也是重头戏，所以对于文章中所出现的知识点，如重要的大纲词汇、短语、长句、句型也不能一概而弃，不管不问，要适当地进行翻译、归纳、总结。如2006年全国卷的B篇，讲的是一个人在获得了别人的帮助后及时写了一封感谢信，使提供帮助的人感到很有意义，“means a lot”，而这一点总是被人忽视，然后发出一句感慨：“thank you”-two powerful words.They’re easy to say and mean so much.这篇文章是记叙文，内容简单，学生理解不成问题，后面的设题也比较简单，学生几乎全部答对，但是文章中有很多有用的句式，教师可以带领学生将其挑出进行强调复习，如：
　　While I was standing in line at the cash register，I said hello to an older couple who were also paying for gas.
　　这是要强调一下while用法，在while引导的状语从句中，往往用过去进行时，而主句则用一般过去时。再如：
　　I had gone only a few miles when black smoke poured from the back of my car.
　　该句意思是“我还没走几英里，这时车后就冒黑烟了”。这是关于when的用法，该句可以改为“I had hardly gone a few miles when black smoke poured from the back of my car.”主句是过去完成时，而when引导的从句是一般过去时，这里when的意思是“突然，这时”。还有一句：
　　A car pulled up behind me.
　　这里要注意pull不是“拉”的意思，这里pull up是短语“停车”的意思。
　　将有用的短语、句子筛选出来，等于在有上下文的语境中温习了这些词句的用法，何乐而不为呢？
　　
　　三、变换性
　　
　　阅读理解讲评课容易上得枯燥无味，教师可以想办法改变讲课的方式，以活跃课堂气氛，提高学生的听课效率。比如：可以让学生主讲，教师在一边适时地提示。或通过提问的方式，让学生自己去找答案。对于不同的篇目类型，也要有不同的讲解方式，有的一带而过，有的重在文章结构，有的重在文中词句归纳，有的重在文字欣赏，等等。如2007年的天津高考卷C篇：
　　I recently turned fifty，which is young for a tree，midlife for an elephant，and ancient for a sportsman.Fifty is a nice number for the states in the US or for a national speed limit，but it is not a number that I was prepared to have hung on me.Fifty is supposed to be my father’s age，but now I am stuck with this number and everything it means.
　　A few days ago，a friend tried to cheer me up by saying，“fifty is what forty used to be.”He had made an inspirational point.Am I over the hill？People keep telling me that the hill has been moved，and I keep telling them that the high-jump bar has dropped from the six feet I once easily cleared to the four feet that is impossible for me now.
　　“you’re not getting older，you’re getting better，”says Dr.Joyce Brothers.This，however，is the kind of doctor who inspires a second opinion.
　　And so，as I approach the day when I cannot even jump over the tennis net，I am moved to share some thoughts on aging with you.I am moved to show how aging feels to me physically and mentally.Getting older，of course，is obviously a better change than the one that brings you eulogies（悼词）.In fact，a poet named Robert Browning considered it the best change of all：
　　Grow old along with me!
　　The best is yet to be.
　　Whether or not Browning was right，most of my first years have been golden ones，so I will settle for what is ahead being as good as what has gone by.I find myself moving toward what is ahead with a curious blend of both fighting and accepting my aging，hoping that the philosopher was right when he said，“Old is always fifteen years from now.”
　　这是一篇作者对于自身渐渐变老的一些感慨，既有点自哀自怜，又有点自我安慰，语调轻松幽默，尽管有些句子可能对学生们来说会有点难度，但整篇行文简单流畅，易于理解。所以这一篇，教师可以带着大家一起通过轻声朗读来欣赏，细品作者的语气情感，对于个别的句子、段落甚至可以带着大家一起进行尝试翻译，将之翻译成风情并茂的小品文。

　　
　　四、拓展性
　　
　　高考试卷中的阅读理解取材广泛，涉及历史、政治、经济、科学、文学、广告等各种话题，都很有时代感，来源真实可靠，选材地道。这不仅使师生产生兴趣，还可以让我们从中学到很多东西。如2006年的北京卷A篇，标题是“How to make a Budget”，文中教孩子如何理财，教师可以对这个话题稍做拓展，提几个学生们感兴趣的问题加以讨论，如：
　　How much pocket money do you have every month？
　　Do you think you are good at making a budget of your money？
　　What can you learn from the passage？
　　再如本卷的C篇，标题是“Why I don’t spare ‘spare change’”，仅标题中就出现两个spare，而且该词是高考大纲词汇，那么这时老师就可以针对spare的用法词性进行拓展讲解，第一个是动词，请翻译下面句子：
　　Can you spare me a few minutes？
　　He spares no effort to make her happy again.
　　We arrived at the airport with five minutes to spare.
　　No expense was spared in furnishing the new office.
　　作为动词，spare的意思是“腾出、匀出、不吝惜（努力、金钱、时间）”。再看形容词的用法：
　　He is studying music in his spare time.
　　I’m afraid I don’t have any spare cash.
　　作为形容词，spare的意思是“多余的、空闲的”，再根据阅读全文，我们就得知标题的意思是“我为何不向乞丐施舍”。
　　
　　五、及时消化
　　
　　每次讲完阅读理解，一定要留出一定的课堂时间或安排专门的晨读课督促学生及时消化，对一些较好的、语言点较多的、语句表达漂亮的短文进行朗读，对文章中出现的大纲重点词汇、知识点进行强化记忆，这样既及时巩固了要点，又培养了语感。同时教师还要针对讲评过的试卷，及时补充练习，及时检查，确保每份试卷的实效性。
　　随着高考日渐临近，有些学生会变得急躁或茫然，不知如何应对，教师可以在课堂内外帮助学生做好及时的调适，包括学习生活上的调整和心理上的疏通。细致耐心地做好试卷讲评工作，尤其是阅读理解的讲评，能让学生们能静下心来，输入和巩固英语知识，保持着对学英语的热情和兴趣。

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