考研英语阅读训练术

考研英语阅读训练术（精选6篇）

考研英语阅读训练术 第1篇

考研英语阅读训练术

每天最好能拿出1个半小时的时间用在阅读理解上。

1)大家都熟知，考研得阅读者得天下，阅读的关键是要摆正思想、有良好的心态。

2)做阅读题时的误区：做完一篇阅读文章后，对下答案，做错了，就把文章再研究下，碰到长难句在分析下结构成分，然后看正确答案，发现正确答案的确比自己的答案有道理。即找选择正确答案的证据。

3)临场答题过程：读完题目和文章，根据自己的水平，想办法根据什么如何在文章中找出正确答案。即如何去做。是一个搞清“how”的`过程，而不是“why”，不要管为什么选出这个答案。

4)做阅读训练时要求精，而不是量大，目的是要拿下考研阅读题目，而不是研究考研阅读题目。 真题是最好的武器。

做阅读的顺序：

第一步：做完一篇后，先回忆下自己刚才是根据什么思维顺序一步步走下来选择这个选项的。

第二步：看自己的选项跟正确选项之间能不能看出区别来。

第三步：根据自己的选项和正确答案的差距，查看原文中的哪些信息能帮助你判断，正确的答案确实比错误的要好。

第四步：问自己第一次做题时为什么没用这些信息，或用了这些信息对比选项时却对比错了。

附加步(可以不做)：根据阅读意思上思考正确选项为什么对，将不认识的单词查查词典。翻译一下难句，分析一下句型结构。

考研英语阅读训练术 第2篇

Every day we receive many letters from our readers expressing their admiration for China, their appreciation of our work, and suggestions for improving the quality of the magazine. Some letters are published in “Postbag” while others are kept for reference.

Many readers have suggested contests to develop closer contact (联系) between readers and editors. We held a History and Tourism Contest in 1995 and a China Travel Contest in 1996. We received warm responses to both.

This year, China Today is holding a Reading Contest. Questions, chosen from articles published this year, will appear every three issues (期). Entrants (参赛者) must mail their answers before January 31, 1999. Fifty entries (参加) with correct answers to all the questions will be selected as prize winners. All the winners will be named in the April 1999 issue. Please address your entries to:

Mr. Kang Jing

China Today

24 Baiwanzhuang Road

Beijing, China, 100037

Fax: 0086 － 010 － 68238338

The First Three Questions:

1. What was Shanghai’s GDP in 1996?

2. How much of the Chinese population still lacks enough food and clothing?

3. When was the law on the Organization of the Villager Committees of the People’s Republic of China passed?

Please do not post your answers right away, but wait until all the questions have been published.

1. If you are going to be an entrant, how many ways can you send your entries to China Today?

A. It’s not clear. B. Only one.

C. No less than two. D. At least three.

2. According to the passage, we can draw a conclusion that ____.

A. fifty people who answer all the questions correctly may see their names in the April 1999 issue

B. all the people who answer the three questions correctly may see their names in the April 1999 issue

C. all the people who answer all the questions correctly must win prizes

D. all the people who answer the three questions correctly can win prizes

3. Supposing China Today is a monthly, this one in which there are the first three questions can be ____

A. the January 1995 issue B. the January 1999 issue

C. the May 1997 issue D. the March 1998 issue

4. How did the editors deal with the letters from the readers?

A. They put some letters in a big postbag for reference.

B. They published some letters in the column “Postbag” and kept the rest for reference.

C. They looked up some information in the letters and then published a “Postbag”.

D. They did nothing but keep all the letters for reference.

KEY:1－4 C A D B

考研英语阅读训练术 第3篇

笔者作为长期从事英语教学的中学教师, 在教学实践中对如何培养学生的阅读能力进行过多年的探索, 取得了一些成功的经验。

我们正处在一个信息爆炸的时代, 如何确定我们将要阅读的材料正是我们所需要而且应该阅读的, 这就要根据标题、首句或首段, 对阅读材料进行预测, 然后确定有无必要继续阅读。预测是否准确, 可以通过阅读来加以检验, 而这种预测能力的培养, 却不是一朝一夕的功夫。我们在教授每一个单元的课文前, 往往要求学生根据标题对课文的内容进行预测。这时学生们思维活跃, 思路开阔, 通过讨论, 激发他们对将要学习的课文的好奇心和求知欲。这种讨论要广开言路, 让学生们畅所欲言, 以培养他们的英语口头表达能力。在这一阶段, 我们还注意加入对本单元内容的背景知识介绍。这一教学环节是十分重要的, 在备课时要花费很多功夫, 用学生所学过的知识, 用简单易懂的语言将背景知识科学地、有趣地呈现出来。如教高二册 (B) 第十九单元“A??freedom fighter”时, 我就向学生介绍了美国黑人领袖马丁路德金 (Martin Luther King) 及其为黑人争取自由平等而奋斗的一生, 介绍他著名的演说《我有一个梦想》 (I have a dream) , 介绍他所信奉的非暴力不合作的斗争理念。这样做一方面训练了学生的听力, 另一方面也为课文的教学作了铺垫。

当我们通过预测认定了这是应该阅读的材料之后, 最常见的是要从所读材料中找出我们所需要的信息。这时我们就要通过快速阅读, 尽快找到这一信息, 对其他信息可以忽略或只作粗略的了解。中学课文教学的第一步, 常是“Read the text fast to find out the answers to the questions”, 这一步只是针对课文提出一两个最基本的问题, 要求学生迅速找出答案, 以提高他们快速寻找信息的能力。在此基础上, 根据课文内容或workbook上所安排的练习, 设计多种形式的语言实践活动, 让学生运用英语进行口头或笔头练习, 如:回答问题 (questionsandanswers) ;判断正误 (trueorfalse) ;作笔记 (note-making) ;填写表格 (fill in the form) ;寻找主题句 (topic sentence) , 归纳大意 (main idea) ;改写 (paraphrase) 7ictation) ;复述课文 (retell) 等, 使学生进一步地了解课文内容, 全面提高学生英语听、说、读、写的能力。

学生在阅读过程中肯定会遇到一些生词, 我们注意教给学生通过上下文所提供的语境猜测和理解生词的技巧, 减少阅读中的障碍, 加快阅读速度, 提高理解率。

当课文教学进行到这一环节, 还只停留在泛读的层面上, 要充分利用课文这一语言载体来提高学生的阅读能力, 还要对课文进行进一步地挖掘, 进入精读阶段。首先要对课文中的长句、难句进行详细地讲解。长句难句中往往包含较多的从句和较为复杂的语法结构, 是理解中的难点, 学生对这些句子往往是囫囵吞枣, 甚至理解错误。我们结合语法教学, 通过分析句子结构对新出现的语法现象进行详尽地说明, 对英语中的一些固定句型和习惯搭配引导学生用英语进行思维, 从整体上加以理解, 而不仅仅是字对字的翻译。通过长期的训练, 帮助学生搬开这些阅读理解中的绊脚石。

在阅读教学过程中, 不仅要指导学生理解字面上的意义, 还要引导学生去体会文章的内涵, 理解作者从字里行间传达出的思想, 从而把握作者的写作目的及对所述事物的态度。除此之外, 比较不同体裁作品的特点, 介绍各种修辞手法, 都是阅读教学中不可缺少的内容。学生进入高年级之后, 我们还把教学要求从理解提高到欣赏的高度, 特别是学习经典篇目和文学作品时, 指出文章的精华所在, 培养学生对英语文学作品的鉴赏能力。

在阅读教学过程中, 不仅要指导学生理解字面上的意义, 还要引导学生去体会文章的内涵, 理解作者从字里行间传达出的思想, 从而把握作者的写作目的及对所述事物的态度。除此之外, 比较不同体裁作品的特点, 介绍各种修辞手法, 都是阅读教学中不可缺少的内容。学生进入高年级之后, 我们还把教学要求从理解提高到欣赏的高度, 特别是学习经典篇目和文学作品时, 指出文章的精华所在, 培养学生对英语文学作品的鉴赏能力。

朗读是有声的阅读, 是提高阅读能力的有效方法之一。只有在深刻理解了阅读材料的内容和内涵之后, 才能读得流畅, 读得有感情。通过朗读, 进一步加深对所读材料的理解和记忆, 达到自我欣赏和感染他人的境界。因此, 我们要求学生早自习大声朗读课文, 课堂上也给学生朗读课文的机会, 遇到剧本、小说等课文, 我会让学生分角色朗读或表演, 这样既提高了学生的阅读能力, 对提高了他们的口头表达能力, 增强英语语感, 也使他们初步体会英语的音韵美、节奏美, 有利于培养学习英语的兴趣。对于特殊优美的文段或经典的语句, 我要求学生背诵, 让他们达到铭记在心, 出口成章的境界。

课文是教师在课堂进行教学的主要材料, 但仅仅精读课文远远不能达到提高阅读能力的目的, 所以课外阅读是必不可少的。我们注重对学生的课外阅读进行指导, 帮助学生选择适合他们英语程度又有趣味的阅读材料, 使他们看得明白, 读得有趣。我倡导学生订阅英语课外辅导报, 推荐他们阅读《快乐英语》等课外书籍, 耐心解答他们在课外阅读中遇到的问题。通过课外阅读, 学生们增加了知识, 拓展了视野, 提高了人文素养。

加强英语阅读训练 提高阅读能力 第4篇

【关键词】英语教学；阅读能力；阅读训练

《英语课程标准》将英语定为基础教育的必修课，把英语课程学习提到磨砺意志、陶冶情操、拓展视野、丰富生活经历，开展思维能力，发展人文素养的高度，并对高中阶段英语教学在听、说、读、写四大技能的培养方面，应到达的目标进行了详细的描述，其中对高中毕业生阅读能力的要求是：能理解阅读材料中不同的观点和态度；能识别不同文体的特征；能通过分析句子结构理解难句和长句；能在教师的帮助下欣赏浅显的文学作品；能根据学习任务的需要从电子读物或网络中获取信息并进行加工处理；除教材外，课外阅读量应累计达到36万词以上。笔者作为长期从事英语教学的高中老师，在教学实践中对如何培养学生的阅读能力进行过多年的探索，取得了一些成功的经验。

笔者在教授每一个单元的课文前，往往要求学生根据标题对课文的内容进行预测。这时学生们思维活跃，思路广阔，通过讨论激发他们对将要学习的课文的好奇心和求知欲。这种讨论要广开言路，让学生们畅所欲言，以培养他们的英语口头表达能力。在这一阶段，我们还注意加入对本单元内容的背景知识介绍。这一教学环节是十分重要的，在备课时要花费很多功夫，用学生所学过的知识，用简单易懂的语言将背景知识科学地，有趣地呈现出来。如人教版教高二册（B）第十九单元“A freedom fighter”时我就向学生介绍了美国黑人领袖马丁路德金（Martin Lutheer King）及其为黑人争取自由平等而奋斗的一生，介绍了他著名的演说《我有一个梦想》（I have a dream），介绍他所信奉的非暴力不合作的斗争理念。这样做一方面训练了学生的听力，另一方面也为课文的教学作了铺垫。

当我们通过预测认定了这是应该阅读的材料之后，最常见的是要从所多材料中找出我们所需要的信息。这时我们就要通过快速阅读，尽快找到这一信息，对其他信息可以忽略或只作粗略的了解。高中课文教学的第一步，常是“Read the text fast to find out the answers to the questions”，这一步只是针对课文提出一两个最基本的问题，要求学生迅速找出答案，以提高他们快速寻找信息的能力。

在此基础上，根据课文内容或workbook上所安排的练习，设计多种形式的语言实践活动，让学生运用英语进行口头或笔头练习，如：回答问题（questions and answers）；判断正误（true or false）；做笔记（note-making）；填写表格（fill in the form）；寻找主题句（topic sentence）；归纳大意（main idea）；该写（paraphrase）；听写（dictation）；复述课文（retell）等，再如牛津英语模块一第一单元阅读策略skimming and scanning的运用，使学生进一步地了解课文内容，全面提高学生英语听、说、读、写的能力。

学生在阅读过程中肯定会遇到一些生词，我们注意教给学生通过上下文所提供的语境猜测和理解生词的技巧，减少阅读中的障碍，加快阅读速度，提高理解力。

当课文教学进行到这一环节，学生对知识的掌握还只停留在泛读的层面上，要充分利用课文这一语言载体来提高学生的阅读能力，还要对课文进行进一步的挖掘，进入精读阶段。首先要对课文中的长句，难句进行详细的讲解。长句难句中往往包含较多的从句和较为复杂的语法结构，是理解中的难点，学生对这些句子往往是囫囵吞枣，甚至理解错误。我们结合语法教学，通过分析句子结构对出现的语法现象进行详细的说明，对英语中的一些固定句型和习惯搭配引导学生用英语进行思维，从整体上加以理解，而不仅仅是字对字的翻译。通过长期的训练，帮助学生搬开这些阅读中的绊脚石。

朗读是有声的阅读，是提高阅读能力的有效方法之一，只有在深刻理解了阅读材料的内容和内涵之后，才能读得流畅，读的有感情。通过朗读，进一步加深对所读材料的理解和记忆，达到自我欣赏和感染他人的境界。因此，我们要求学生早自习大声朗读课文，课堂上也给学生朗读课文的机会，遇到剧本，小说等课文，我会让学生分角色朗读课文或表演，这样既提高了学生的阅读能力，又提高了他们的口头表达能力，增强英语语感，也使他们初步体会英语的音韵美，节奏美，有利于培养学习英语的兴趣。对于特殊优美的文段或经典的语句，我要求学习背诵，让他们达到铭记在心，出口成章的境界。

课文是教师在课堂进行教学的主要材料，但仅仅精读课文远远不能达到提高阅读能力的目的，所以课外阅读是必不可少的。我们注重对学生的课外阅读进行指导，帮助学生选择适合他们英语程度又有趣味的阅读材料，使他们看得明白，读的有趣。我提倡学生订阅英语课外辅导报，推荐他们阅读《快乐英语》《21世纪英语报》以及《上海学生英文报》等课外书籍，耐心解答他们在课外阅读中遇到的问题。通过课外阅读，学生们增加了知识，拓展了视野，提高了人文素养。

总之，英语阅读能力的提高是一个长期的，循序渐进的过程，不可能一蹴而就。作为英语教师，我们一定把《英语课程标准》中对高中学生阅读能力的培养目标牢记在心，通过各种教学实验，加强阅读训练，切实提高学生的阅读能力，为他们今后进一步学习和运用英语打下坚实的基础。

考研英语阅读基础训练及答案 第5篇

Text 1

There are a great many careers in which the increasing emphasis is on specialization. You find these careers in engineering, in production, in statistical work, and in teaching. But there is an increasing demand for people who are able to take in great area at a glance, people who perhaps do not know too much about any one field. There is, in other words, a demand for people who are capable of seeing the forest rather than the trees, of making general judgments. We can call these people “generalists.” And these “generalists” are particularly needed for positions in administration, where it is their job to see that other people do the work, where they have to plan for other people, to organize other people’s work, to begin it and judge it.

The specialist understands one field; his concern is with technique and tools. He is a “trained” man; and his educational background is properly technical or professional. The generalist -- and especially the administrator -- deals with people; his concern is with leadership, with planning, and with direction giving. He is an “educated” man; and the humanities are his strongest foundation. Very rarely is a specialist capable of being an administrator. And very rarely is a good generalist also a good specialist in particular field. Any organization needs both kinds of people, though different organizations need them in different proportions. It is your task to find out, during your training period, into which of the two kinds of jobs you fit, and to plan your career accordingly.

Your first job may turn out to be the right job for you -- but this is pure accident. Certainly you should not change jobs constantly or people will become suspicious of your ability to hold any job. At the same time you must not look upon the first job as the final job; it is primarily a training job, an opportunity to understand yourself and your fitness for being an employee.

26. There is an increasing demand for ________.

[A] all round people in their own fields

[B] people whose job is to organize other people’s work

[C] generalists whose educational background is either technical or professional(B)

[D] specialists whose chief concern is to provide administrative guidance to others

27. The specialist is ________.

[A] a man whose job is to train other people

[B] a man who has been trained in more than one fields

[C] a man who can see the forest rather than the trees(D)

[D] a man whose concern is mainly with technical or professional matters

28. The administrator is ________.

[A] a “trained” man who is more a specialist than a generalist

[B] a man who sees the trees as well as the forest

[C] a man who is very strong in the humanities(C)

[D] a man who is an “educated” specialist

29. During your training period, it is important ________.

[A] to try to be a generalist

[B] to choose a profitable job

[C] to find an organization which fits you(D)

[D] to decide whether you are fit to be a specialist or a generalist

30. A man’s first job ________.

[A] is never the right job for him

[B] should not be regarded as his final job

[C] should not be changed or people will become suspicious of his ability to hold any job(B)

[D] is primarily an opportunity to fit himself for his final job

Test 2

At the bottom of the world lies a mighty continent still wrapped in the Ice Age and, until recent times, unknown to man. It is a great land mass with mountain ranges whose extent and elevation are still uncertain. Much of the continent is a complete blank on our maps. Man has explored, on foot, less than one per cent of its area. Antarctica differs fundamentally from the Arctic regions. The Arctic is an ocean, covered with drifting packed ice and hemmed in by the land masses of Europe, Asia, and North America. The Antarctic is a continent almost as large as Europe and Australia combined, centered roughly on the South Pole and surrounded by the most unobstructed water areas of the world -- the Atlantic, Pacific, and Indian Oceans.

The continental ice sheet is more than two miles high in its centre, thus, the air over the Antarctic is far more refrigerated than it is over the Arctic regions. This cold air current from the land is so forceful that it makes the nearby seas the stormiest in the world and renders unlivable those regions whose counterparts at the opposite end of the globe are inhabited. Thus, more than a million persons live within 2,000 miles of the North Pole in an area that includes most of Alaska, Siberia, and Scandinavia -- a region rich in forest and mining industries. Apart from a handful of weather stations, within the same distance of the South Pole there is not a single tree, industry, or settlement.

31. The best title for this selection would be ________.

[A] Iceland

[B] Land of Opportunity

[C] The Unknown Continent(C)

[D] Utopia at Last

32. At the time this article was written, our knowledge of Antarctica was ________.

[A] very limited

[B] vast

[C] fairly rich(A)

[D] nonexistent

33. Antarctica is bordered by the ________.

[A] Pacific Ocean

[B] Indian Ocean

[C] Atlantic Ocean(D)

[D] All three

34. The Antarctic is made uninhabitable primarily by ________.

[A] cold air

[B] calm seas

[C] ice(A)

[D] lack of knowledge about the continent

35. According to this article ________.

[A] 2,000 people live on the Antarctic Continent

[B] a million people live within 2,000 miles of the South Pole

[C] weather conditions within a 2,000 mile radius of the South Pole make settlements impractical(C)

[D] only a handful of natives inhabit Antarctica

26. [B]27. [D]28. [C]29. [D]30. [B]

31. [C]32. [A]33. [D]34. [A]35. [C]

高三英语阅读专项训练 第6篇

2.D 细节理解题。由文中第三段第一句和第二句的含义：他们怎样违反商业物理规则，比做得更好的竞争对手花了更多的时间?他们不同地看待更慢和更快的意思。可知商业物理规则应是用更少的时间做得更好。故选D项。

3.C 推理判断题。文章主要讲述了strategic speed的重要性，且在文中第四段第一句也说明了这一点：运用策略速度的公司往往在必要时作出改变。故选C项。