英語(yǔ)閱讀理解專題訓(xùn)練題

英語(yǔ)閱讀理解專題訓(xùn)練題英語(yǔ)閱讀理解專題訓(xùn)練題英語(yǔ)閱讀理解專題訓(xùn)練題xxx公司英語(yǔ)閱讀理解專題訓(xùn)練題文件編號(hào)：文件日期：修訂次數(shù)：第1.0次更改批準(zhǔn)審核制定方案設(shè)計(jì)，管理制度閱讀理解是英語(yǔ)能力培養(yǎng)的重點(diǎn)項(xiàng)目，是考試的一個(gè)重要題型，分值高、題量大。閱讀理解考查的根本是檢驗(yàn)學(xué)生對(duì)有關(guān)信息的加工能力。閱讀理解能力的重要標(biāo)志是閱讀速度和理解力的正確率。因此，閱讀理解的功夫應(yīng)下在平時(shí)。多分析題型，多了解考點(diǎn)，真正做到有的放矢，提高命中率。廣東2007年考題要求考生能讀懂書﹑報(bào)﹑雜志中關(guān)于一般性的簡(jiǎn)短文段以及公告﹑說明﹑廣告等,并能從中獲取相關(guān)的信息。1﹑理解主旨和要義2﹑理解文中的具體位置3﹑根據(jù)上下文推斷生詞的詞義4﹑作出判斷和推理5﹑理解文章的基本結(jié)構(gòu)6﹑理解作者的意圖﹑觀點(diǎn)和態(tài)度因此有關(guān)閱讀理解題目命題類主要有以下幾種:1.主旨大意型2.事實(shí)細(xì)節(jié)型3.詞義猜測(cè)型4.推理判斷型一、主旨大意題（做題要領(lǐng)）1.干擾項(xiàng)可能屬文中某個(gè)具體事實(shí)或細(xì)節(jié)。2.干擾項(xiàng)可能屬?gòu)奈闹心承?不完全的)事實(shí)或細(xì)節(jié)片面推出的錯(cuò)誤結(jié)論。3.干擾項(xiàng)可能屬非文章事實(shí)的主觀臆斷。(正確答案)是根據(jù)文章意思全面理解而歸納概括出來的；但不能太籠統(tǒng)、言過其實(shí)或以偏概全。主旨大意題的常見的提問形式:1)Whatdoesthewritermainlytellus2)Whichofthefollowingcansummarizethemainideaofthistext?

3)Whichofthefollowingbestexpressesthemainidea?4)Whichisthesubjectdiscussedinthetext?6)What’sthebesttitleforthispassage?

二、事實(shí)細(xì)節(jié)型解題原則：忠實(shí)于原文上下文及全篇的邏輯關(guān)系，決不能主觀臆斷。文章中心是論點(diǎn)，事實(shí)細(xì)節(jié)是論據(jù)或主要理由；有關(guān)細(xì)節(jié)的問題常對(duì)文中某個(gè)詞語(yǔ)、某句子、某段落等細(xì)節(jié)及事實(shí)進(jìn)行提問，所提問題一般可直接或間接在文章中找到答案。提問的特殊疑問詞常有：what,who,which,where,how,why等。在閱讀理解中，要求查找主要事實(shí)和特定細(xì)節(jié)問題常有以下幾種命題方式：1）Whichofthefollowingstatementistrue?

2）Whichofthefollowingisnotmentionedinthetext?

3）Theauthor(orthepassage)statesthat___.4）Accordingtothepassage,when(where,why,how,who,what,which,etc.)___

三、詞義猜測(cè)型同義法常在詞或短語(yǔ)之間有并列連詞and或or，它們連接的兩項(xiàng)內(nèi)容在含義上是接近的或遞進(jìn)的，由此可以推測(cè)。反義法如hotandcold,giveandreceive等，或前句為肯定，后句為否定。總之，詞與詞間都起著互為線索的作用。釋義法對(duì)文章中的生詞用定語(yǔ)（從句）、表語(yǔ)甚至于用逗號(hào)、破折號(hào)等標(biāo)點(diǎn)符號(hào)引出并加以解釋說明。情景推斷法、代詞替代法等做題要領(lǐng)1）文中找線索或信息詞;2)根據(jù)熟悉的詞及詞義判斷新單詞之意；3）根據(jù)上下文判斷新詞匯在特定句中確切意思。四、推理判斷型推理判斷題：高考重頭戲，著重考查學(xué)生歸納概括、邏輯推理等綜合能力。透過現(xiàn)象看本質(zhì)，領(lǐng)悟作者思想傾向、觀點(diǎn)、立場(chǎng)、語(yǔ)氣及態(tài)度等。以原文內(nèi)容為前提，據(jù)作者的觀點(diǎn)理論（非考生觀點(diǎn)），客觀地對(duì)文中未明顯說明的現(xiàn)象或事例給予合理的邏輯推斷，做出一定解釋。推理判斷題（做題要領(lǐng)）既要求學(xué)生透過文章表面文字信息推測(cè)文章隱含意思，又要求學(xué)生對(duì)作者的態(tài)度、意圖及文章細(xì)節(jié)的發(fā)展作正確的推理判斷，力求從作者的角度去考慮，不要固守自己的看法或觀點(diǎn)。推理判斷型常見的命題方式有：Thepassageimplies(暗示)that_______.Wecanconclude(得出結(jié)論)fromthepassagethat_____.Whichofthefollowingcanbeinferred(推論)

Whatisthetone(語(yǔ)氣)oftheauthor

Whatisthepurpose(目的)ofthispassage?

Thepassageisintendedto_____.Wherewouldthispassagemostprobablyappear英語(yǔ)閱讀理解專題訓(xùn)練題A Whenpeoplewanttoknowabouttheweather,theyusuallygotothereradios,TVs,newspapers,ortotheInternet.However,youcanalsofindmanyweathersignsamongwildlife,becauseoftheirhighlydevelopedsenses.Dropsinairpressure(壓力)produceaneffectonsmallanimalsinmanyways.Miceanddeeraregoodweatherindicators.Peoplewhospendalotoftimeoutdoorshaveobservedthat,beforeastorm,fieldmicecomeoutoftheirholesandrunaround,Deerleavehighgroundandcomedownfromthemountains. Birdsareespeciallygoodweatherindicatorsbecausetheyalsoshowtheeffectofapressuredropinmanyways.Forexample,somebirdsbecomeirritable(急躁的)andquarrelsomeandwillfightoverapieceofbread.Otherbirdschirp(嘰嘰喳喳)andsingjustbeforeastorm.Itseemstheyknowtheywon’tgetanotherchanceforanbourontwo.Birdsalsoseeksafeplacesbeforeastorm,Youwillsometimesseebirdssettlingintreesorgatheringtogetheronawireclosetoabuilding.Pre-stormlowpressuremakesthearesothinthatbirdshavedifficultyflying. Itisunusualtoseemanybirdsflyingoverheadinthesummertime,ratherthanduringtheperiodsinthespringorautumn.Watchforotherweathersignsifyouseethis.Iftheyflyinthewrongdirection,theymaybeflyingaheadofastorm. Bypayingcloserattentiontosomeimportantsignsinnature,wecanbecomebetterpreparedforanykindofweather.1.Theword“indicators”inparagraphIprobablymeans. A.maps B.services C.signs D.stations2.Therewillbeastormifbirds. A.makemorenoisethanusual B.flyindifferentdirections C.comedownfromtalltrees D.shareapieceofbread3.Howcanbirdssensethecomingofastorm?

A.Byfeelingadropinairtemperature. B.Bynoticingthechangeofwinddirections. C.Byfeelingadropinairpressure. D.Bynoticingthemovementsofotheranimals.4.Thebesttitleforthetextwouldbe. A.SignsofaStorm B.DropsinAirPressure C.Animals’SharpSenses D.Nature’sWeatherSignsBWhatdoyouwanttobewhenyougrowupAteacherAdoctorHowaboutanice-creamtaster?

Yes,therereallyisajobwhereyoucangetpaidtotasteice-cream.JustaskJohnHarrison,an“OfficialTasteTester”forthepast21years.Testinghelpsmanufacturerstobesureofaproduct’squality.DuringhiscareerHarrisonhasbeenresponsibleforapprovinglargequantitiesofthesweeticecream—aswellasfordevelopingover75flavors(味道).Somepeoplethinkthatitwouldbeeasytodothisjob,afterall,youjusthavetolikeicecream,right

No—there’smoretothejobthanthat,saysHarrison,whohasadegreeinchemistry.Hepointsoutthatadairyorfood-sciencedegreewouldbeveryusefultosomeonewantingacareerinthis“cool”field.Inatypicalmorningonthejob,Harrisontastesandassesses60ice-creamsamples.Heletstheicecreamwarmuptoabout12℉.Harrisonexplains,“Yougetmoreflavorfromwarmericecream,whichiswhysomekidsliketostirit,creatingice-creamsoup.Whiletheicecreamwarmsup,Harrisonlooksoverthesamplesandgradeseachoneonitsappearance.“Tastingbeginswiththeeyes,”heexplains.Hecheckstoseeiftheicecreamisattractiveandaskshimself,“Doestheproducthavethecolorexpectedfromthatflavor?”Nextit’stimetotaste!Continuingtothinkupnewideas,tryoutnewflavors,andtestsamplesfromsomanykindsoficecreameachdaykeepsHarrisonbusybuthappy—workingatonecooljob.5.WhatisJohnHarrison’sjob?

A.Anofficial. B.Anice-creamtaster.C.Achemist. D.Anice-creammanufacturer.6.AccordingtoJohnHarrison,tobequalifiedinthe“coolfield”,itishelpfulto______.A.keepadiaryofwork B.haveadegreeinrelatedsubjectsC.havenewideaseveryday D.findoutnewflavorseachday7.WhatdoesHarrisondofirstwhentestingicecream?

A.Hestirstheicecream. B.Heexaminesthecoloroftheicecream.C.Hetastestheflavoroftheicecream. D.Heletstheicecreamwarmup.8.Whichofthefollowingisprobablythebesttitleofthepassage?

A.TastingwithEyes B.FlavorsofIceCreamC.JohnHarrison’sLife D.OneCoolJobCLyinginthesunonarock,thecougar(美洲豹)sawJebandhissonTombeforetheysawit.Jebputhisbagdownquicklyandpulledhisjacketopenwithbothhands,makinghimselflookbigtothecougar,Itworked.Thecougarhesitated,readytoattackJeb,butreadytoforgetthewholethingtoo.JebgraspedTomandheldhimacrosshisbody,makingacross.Nowthecougar’senemylookedevenbigger,anditroseup,readytomoveaway,butunfortunatelyTomgotscaredandstruggledfreeofJeb.“Tom,no”shoutedhisfather.ButTombrokeandranandthat’sthelastthingyoudowithacougar.ThesecondTombrokefree,Jebthrewhimselfonthecougar,justasitjumpedfromtherock.Theyhiteachotherinmid-airandbothfell,ThecougarwasonJebinaflash,forgettingaboutTom,whichwaswhatJebwanted.Cougarsarenotasbigasmostpeoplethinkandadeterminedmanstandsachance,evenwithjusthisfists.Asthecougar’sclaws(爪子)gotintohisleftshoulder,Jebswunghisfistatitseyesandhithard.Theanimalhowled（吼叫）andputitsheadback.Jebfollowedupwithhisotherfist.Thenoutofthecornerofhiseye,JebsawTom.Theboywasrunningbacktohelphisfather.“Knife,Tom,”shoutedJeb.Theboyrantohisfather’sbag,whileJebstartedshoutingaswellashitting,tokeepthecougar’sattentionawayfromTom.TomgottheknifeandranovertoJeb.Thecougarwasmovingitsheadinandout,tryingtofindawaythroug