英语阅读理解文章(作者)意图解题指导.ppt
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1、,Reading Comprehension- Inference Questions,阅读理解专题-推理判断题,高考大纲中关于阅读理解的要求,要求考生读懂简易的英语文学作品、科普文章、公告、说明、广告以及书、报、杂志中关于一般性话题的简短文章并回答相关问题。考生应能: 、理解主旨要义; 、理解文中具体信息; 、根据上下文推断生词的词义; 、作出简单判断和理解; 、理解文章的基本结构; 、理解作者的意图和态度; 7、 根据所读,用恰当的词语补全文章提纲、概括关键内容或作要词词语转换。,主旨大意型,事实细节型,词 义 猜 测 型,命 题 类,推 理 判 断 型,阅读推理判断题,推断题分类,1.
2、Question forms: It can be inferred from the text that . From the text we know that is most likely . When the writer talks about , what the writer really means is . The writer suggests that . The story implies that . We can infer from the passage that . 2. 解题技巧 (1)以事实为依据 (2)挖掘深层含义 (3)从整体角度,一、如何推断隐含意义
3、,体验高考 江苏卷B篇 I handed her my boots and stuck out my foot. Like most children, I expected the adult to do an the work. After mush wiggling and pushing, she managed to get first one into place and then, with a sigh, worked the second one on too. I announced,“Theyre on the wrong feet”With the grace that
4、 only experience can bring,she struggled to get the boots off and went through the joyless task of putting them on againThen I said,“These arent my bootsyou know”As she pulled the offending boots from my feet,she still managed to look both helpful and interestedOnce they were offI said,“They are my
5、brothers bootsMy mother makes me wear them,and I hate them!” Somehow,from long years of practice,she managed to act as though I wasnt an annoying little girlShe pushed and shovedless gently this time,and the boots were returned to their proper place on my feetWith a great sigh of relief,seeing the e
6、nd of her struggle with me,she asked,“Now,where are your gloves? I looked into her eyes and said“I didnt want to lose themso I put them into the toes of my boots” 62 It can be inferred that before the little girl finally went out to enjoy the first snow of winter,the teacher had to help her put on h
7、er boots Aonce Btwice Cthree times Dfour times,Eddie McKay, a once-forgotten pilot, is a subject of great interest to a group of history students in Canada. It all started when Graham Broad, a professor at the University of Western But now, thanks to the efforts of Broad and his students, a marker i
8、n McKays memory was placed on the university grounds in November 2007. “I found my eyes filling with tears as I read the word deceased (阵亡) next to his name,” said Corey Everrett, a student who found a picture of Mckay in his uniform. “This was such a simple example of the fact that he had been a st
9、udent just like us, but instead of finishing his time at Western, he chose to fight and die for his country.” 59. We can learn from the last paragraph that McKay _. A. preferred fight to his study B. went to war before graduation C. left a picture for Corey Everrett D. set an example for his fellow
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