高考英語試卷中閱讀理解的講評策略

摘要： 進入高三，教師在講評試卷中的閱讀理解部分時應注意要有針對性、基礎性、變換性、拓展性，并注意及時消化策略，使講評課真正起實效，幫助學生保持對英語學習的興趣，復習鞏固知識點，提高英語考試水平。

關鍵詞： 高考英語 閱讀理解 講評策略

進入高三，教師經常要講評試卷，在此過程中，很多老師的共同感受是：單選講評是知識點、語法點的延伸比較，講解很有必要，但講評5篇閱讀理解卻像是雞肋，因為很多題都是考查學生對全篇文章的理解程度，但也有少部分題可以直接從文中找到答案，如果每篇都講，教師生煩，學生厭倦；如果干脆放手全讓學生自己去分析解決，則不利于閱讀理解水平的提高。閱讀理解在高考中占40分，重要性不言而喻，怎樣講評好也非常重要。筆者連續多年執教高三年級，在平時的教學中積累了一些經驗，總結出一些閱讀理解的策略，愿和大家共同討論以利提高。

一、針對性

每次考完試后都要對試卷進行講評，在講評之前，一定要認真閱卷，全面分析，找出學生哪些題錯得較多、較集中，然后才能有針對性地講解。從每年的高考試卷分析來看，學生出錯率最高的是推論和邏輯題。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？

這些設題重在考查學生對文章的深層次理解和邏輯思維能力。對于這些題，我們不能一句話：“這是理解問題，自己解決”就跳過去，而要從文章的題材、結構、語言特點等著手，引導學生去更好地理解分析作者的思路、理解作者是怎樣構建文章的、怎樣組織句子的，作者的言外之意是什么，這樣學生才能找到解題的思路和方法。讓我們以2007年全國高考卷的一篇記敘文為例：

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?搖?搖?搖?搖?搖?搖?搖?搖?搖?搖?搖.

A.the couple worked 60 hours a week?搖?搖?搖?搖B.people were busy before Christmas

C.the stranger brought over the bike?搖?搖 D.life was hard for the young family

59.What do we learn from their experience？

A.Strangers are usually of little help.?搖?搖?搖?搖B.One should take care of their bike.

C.News reports make people famous.?搖?搖?搖?搖D.An act of kindness can mean a lot.

這兩題都是深層理解題，較有難度，很多學生出錯。分析如下：第57題題干中的關鍵詞是“infer”，意思是“推斷、推測”，因此A選項可排除，因為該句是原文中直接給出的信息，而不是推測得到的信息。B選項根據常識好像是對的，但該句在文章中既沒提及，也不是該文章的主題；C選項與原文不符最好排除；正確選項應是D項，對文章的頭兩段的再讀、細讀、品讀，“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.”盡管沒有一句說到“our life was very hard”，但字里行間處處能感受得到，所以該信息是通過對文章的理解推測得到的，是更深入的理解、更高的閱讀要求。

第59題考查的就是讀者對全文的結構理解。乍看上去，選項ABC三個選項似乎都是對的，但是讓我們來分析一下文章的結構，文章的前三段是對一件事的敘述，最后一段引發出感慨：善行，尤其是對陌生人的善行會對人產生多大的影響。所以本文是通過一個事例的敘述來證明善意的重要性，作者要說的話是在最后，最后才點到文章的主旨，所以應選D項。

另外，針對性策略還體現在對不同篇目的選擇講解上。高考試卷中5篇閱讀理解，有不同的文體，不同的難度，教師在講解時不能篇篇都講，而要選擇其中較難的一篇、兩篇甚至三篇作重點講解，進行精講細講。

二、基礎性

盡管在閱讀理解的教學策略上，我們一再強調對文章的整體理解，而不是對其知識點的講解，但是高三教學對知識點的復習也是重頭戲，所以對于文章中所出現的知識點，如重要的大綱詞匯、短語、長句、句型也不能一概而棄，不管不問，要適當地進行翻譯、歸納、總結。如2006年全國卷的B篇，講的是一個人在獲得了別人的幫助后及時寫了一封感謝信，使提供幫助的人感到很有意義，“means a lot”，而這一點總是被人忽視，然后發出一句感慨：“thank you”-two powerful words.They’re easy to say and mean so much.這篇文章是記敘文，內容簡單，學生理解不成問題，后面的設題也比較簡單，學生幾乎全部答對，但是文章中有很多有用的句式，教師可以帶領學生將其挑出進行強調復習，如：

While I was standing in line at the cash register，I said hello to an older couple who were also paying for gas.

這是要強調一下while用法，在while引導的狀語從句中，往往用過去進行時，而主句則用一般過去時。再如：

I had gone only a few miles when black smoke poured from the back of my car.

該句意思是“我還沒走幾英里，這時車后就冒黑煙了”。這是關于when的用法，該句可以改為“I had hardly gone a few miles when black smoke poured from the back of my car.”主句是過去完成時，而when引導的從句是一般過去時，這里when的意思是“突然，這時”。還有一句：

A car pulled up behind me.

這里要注意pull不是“拉”的意思，這里pull up是短語“停車”的意思。

將有用的短語、句子篩選出來，等于在有上下文的語境中溫習了這些詞句的用法，何樂而不為呢？

三、變換性

閱讀理解講評課容易上得枯燥無味，教師可以想辦法改變講課的方式，以活躍課堂氣氛，提高學生的聽課效率。比如：可以讓學生主講，教師在一邊適時地提示。或通過提問的方式，讓學生自己去找答案。對于不同的篇目類型，也要有不同的講解方式，有的一帶而過，有的重在文章結構，有的重在文中詞句歸納，有的重在文字欣賞，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（悼詞）.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.”

這是一篇作者對于自身漸漸變老的一些感慨，既有點自哀自憐，又有點自我安慰，語調輕松幽默，盡管有些句子可能對學生們來說會有點難度，但整篇行文簡單流暢，易于理解。所以這一篇，教師可以帶著大家一起通過輕聲朗讀來欣賞，細品作者的語氣情感，對于個別的句子、段落甚至可以帶著大家一起進行嘗試翻譯，將之翻譯成風情并茂的小品文。

四、拓展性

高考試卷中的閱讀理解取材廣泛，涉及歷史、政治、經濟、科學、文學、廣告等各種話題，都很有時代感，來源真實可靠，選材地道。這不僅使師生產生興趣，還可以讓我們從中學到很多東西。如2006年的北京卷A篇，標題是“How to make a Budget”，文中教孩子如何理財，教師可以對這個話題稍做拓展，提幾個學生們感興趣的問題加以討論，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，標題是“Why I don’t spare ‘spare change’”，僅標題中就出現兩個spare，而且該詞是高考大綱詞匯，那么這時老師就可以針對spare的用法詞性進行拓展講解，第一個是動詞，請翻譯下面句子：

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.

作為動詞，spare的意思是“騰出、勻出、不吝惜（努力、金錢、時間）”。再看形容詞的用法：

He is studying music in his spare time.

I’m afraid I don’t have any spare cash.

作為形容詞，spare的意思是“多余的、空閑的”，再根據閱讀全文，我們就得知標題的意思是“我為何不向乞丐施舍”。

五、及時消化

每次講完閱讀理解，一定要留出一定的課堂時間或安排專門的晨讀課督促學生及時消化，對一些較好的、語言點較多的、語句表達漂亮的短文進行朗讀，對文章中出現的大綱重點詞匯、知識點進行強化記憶，這樣既及時鞏固了要點，又培養了語感。同時教師還要針對講評過的試卷，及時補充練習，及時檢查，確保每份試卷的實效性。

隨著高考日漸臨近，有些學生會變得急躁或茫然，不知如何應對，教師可以在課堂內外幫助學生做好及時的調適，包括學習生活上的調整和心理上的疏通。細致耐心地做好試卷講評工作，尤其是閱讀理解的講評，能讓學生們能靜下心來，輸入和鞏固英語知識，保持著對學英語的熱情和興趣。