閱讀理解的“三先”原則

閱讀理解題的“三先”原則，可以讓你在短期內提升閱讀效率。

一、先閱讀題干，從題干中獲取話題信息及關鍵詞

雖說對于閱讀理解的內容和題干，應該先看哪個，并沒有統一的定論。但針對廣東高考閱讀題，本人強烈建議先看題干，而且要懂得在題干中提取有用信息。

1. 通過題干中的信息詞，預測短文話題或大致內容。

以2011年高考閱讀題D篇為例，讓我們先看看文章提供的5個題干：

41. The traditional business model is harmful because of all the following EXCEPT that ______.

42. What can we infer from Paragraph 2?

43. To fully develop the low-carbon markets， government can ______.

44. We can learn from the last paragraph that businesses have many chances to ______.

45. What is the main purpose of the passage?

從41和43題的題干中，提及的traditional business model 和develop the low-carbon markets我們可以猜想本篇的閱讀話題應該是和低碳的生活或低碳經濟模式有關。另外，41題中指出The traditional business model is harmful，極有可能是在指出傳統經濟模式的不足，從而提倡新型經濟模式，即低碳的經濟模式。

2. 通過題干中的關鍵詞，確定答案信息的大致位置。

以2011閱讀理解A篇的28題為例：

28. What did the other drivers do when they saw the flashlights?

A. They speed up to pass.

B. They waited with patience.

C. They tried their best to help.

D. They put on their flashlights too.

題干中的flashlights 是關鍵信息，在文章中找到了這個詞的所在位置，上下幾行應該就是答案的所在。因此，在閱讀題干后，圈出flashlights，并用這個詞在閱讀文章中搜索，遇到flashlights時，做好標記，以便在上下幾行中找答案。

Last month， when I was driving home on a busy highway， I began to feel unwell and drove more slowly than usual. People behind me began to get impatient and angry， with some speeding up alongside me， horning (按喇叭)or even shouting at me. At the moment I decided to do something I had never done in twenty fore years of driving. I put on the car flashlights ( 首次出現) and drove on at a really low speed.

No more angry shouts and no more horns!

When I put on my flashlights（再次出現）， I was saying to other drivers， “I have a problem here. I am weak and doing the best I can.” And everyone understood.

不難看出，答案就是在下一行No more angry shouts and no more horns!正確答案應為B (They waited with patience)。

二、先通過快速瀏覽確定文體，后選擇相應的閱讀策略

1. 根據詞匯，快速判斷文體。

快速瀏覽文章的首段和末段，每一段的開頭，從一些標志性的詞語初步判斷文體。

例如有人物名字的重現現象的，或有很多生活類詞匯的，很有可能是記述文，如2011閱讀理解C篇中的第一句話A year after graduation， I was offered a position teaching a writing class；說明文中常見的是有調查研究類的詞匯如research， report shows that...，according to the study等，如2011閱讀理解B篇。

2. 根據文體，選擇閱讀策略。

記敘文：關注人物之間的關系，事情發生的先后順序（排序題），以及前因后果；有時或在文章的最后找出故事說明的人生哲理（寫作的目的）。

說明文：(1)如果是現象類型的文章，關注文章開頭部分指出的現象以及后面分析問題產生的原因及解決問題的對策；(2)如果是調查研究類的，關注首段調查及研究結果的呈現，注意數據的表達（常常是設問的熱點）；(3)如果是介紹性的文章，如介紹人物、地點或書籍等，關注被介紹物的明顯特征，而這些文章的寫作目的也是顯而易見，或是告知讀者某些信息或道理，或是吸引讀者的關注。

議論文：關注首段部分論點的提出；留意帶情感的形容詞，明確作者的觀點、態度。

閱讀議論文和說明文時，都要關注轉折詞but或 however，以及引出結論的therefore等。

以2011年廣東高考英語閱讀理解B篇為例(說明文類)：

Can dogs and cats live in perfect harmony in the same home? People who are thinking about adopting a dog as a friend for their cats are worried that they will fight. A recent research has found a new recipe of success. According to the study， if the cat is adopted before the dog， and if they are introduced when still young (less than 6 months for cats， a year for dogs)， it is highly probable that the two pets will get along swimmingly. Two-thirds of the homes interviewed reported a positive relationship between their cat and dog.

However， it wasn’t all sweetness and light. There was a reported coldness between the cat and dog in 25% of the homes， while aggression and fighting were observed in 10% of the homes. One reason for this is probably that some of their body signals were just opposite. For example， when a cat turns its head away it signals aggression， while a dog doing the same signals submission.

…

The significance of the research on cats and dogs may go beyond pets ─ to people who don’t get along， including neighbors， colleagues at work， and even world superpowers. If cats and dogs can learn to get along， surely people have a good chance.

從第一段的詞匯A recent research has found，According to the study...Two-thirds of the homes interviewed reported...可判斷出它是研究調查類型的說明文，研究內容是貓狗相處。其研究調查的結論是貓狗學會了對方的語言，對對方有了更多的了解，就可以和睦相處。在最后一段，由此推斷，我們人與人之間也應當可以學會和睦相處(文章的寫作目的或意圖所在)。

35. What can we human beings learn from cats and dogs?

A. We should learn to live in harmony.

B. We should know more about animals.

C. We should live in peace with animals.

D. We should learn more body languages.

三、不同類型的題目，先后有序

總原則是：先中心，后細節。

分原則是：先做主旨大意題，猜詞題、指代題、具體細節題，后做綜合細節題（正誤判斷題），推斷題。

一般來說，對文章整體的把握應該放在首位，明確了文章的中心，其他的細節和推斷就有根有據了。主旨大意題和最佳標題題是考查考生對文章的中心的把握，我們在第一次的快速閱讀后，可以在4個選項中做出篩選，明確方向。具體細節題（如設問what， when， where， how， why 等）的答案信息點應在具體的某一段或某一句中，閱讀時找到了關鍵詞，就比較容易確定。而猜測題則利用構詞法和上下文邏輯等策略可以解決。對于指代題可以閱讀上下句，明確所指代的是什么。

為什么要把正誤判斷的綜合細節題（如which of the following statement is true?）放在最后？那是因為更多的時候，正誤判斷題考查考生對文章多個細節的理解，可能要關注上下好幾段的內容，才能最終確定答案（尤其是采取排除法的話）。如果在一開始就過分關注細節，會不利于對文章中心的把握，可能出現只見樹木，不見森林的現象。撿了芝麻，丟了西瓜。而推斷題很多時候需要我們在深刻理解文章的基礎上，推斷出它的弦外之音或言外之意，把它放在最后是最合適不過了。

(作者單位：肇慶市四會中學)

責任編校 蔣小青