英语阅读理解大解密:细节理解题

　　细节理解题要求考生对阅读材料中的某一具体事实和细节进行理解。它们大都是根据文章中的具体信息如事实、例证、原因、过程、论述等进行提问的。有些问题可以在文章中直接找到答案，有些则需要我们在理解的基础上将有关内容系统化才能找到，比如计算、排序、是非判断、图形比较等。

　　常见的命题方式通常有：

　　1.特殊疑问句形式。以when, where, what, which, who, how much/many等疑问词开头引出的问题；

　　2. 以是非题的形式。true /false, not true / false或EXCEPT；

　　3. 以According to… 开头提问方式；

　　4. 以填空题的形式，如：

　　（1）To avoid attracting mountain lions, people are advised                .
　　（2）By the first sentence of the passage author means that             .
　　（3）It seems that now a country’s economy depends much on          .
　　（4）If you are interested in knowing about what people’s life will be, you may visit   
         .
　　（5）The policemen were told “to look the other way” (the underlined part in Paragraph 2) so that 
                  .
　　（6）The policeman who said “Good evening” to Rolls wanted to  

　　5. 就文中数字、排序、识图等提问。

　　做细节理解题时，大多数学生易出现的问题是阅读速度太慢，缺乏一定的快速阅读技巧，考生要培养自己快速获取信息的能力。解答此类试题时，不必通篇细看原文，而常常可采取 “带着问题找答案”的方法．先从问题中抓住关键性词语。然后以此为线索。要快速地辨认和记忆事实或细节，就要恰当地运用略读及查读的技巧快速在文章中寻找与此问题相关的段落、语句．仔细品味，对照比较．确定答案。除了运用扫读法(scanning)外，还可以兼用排除法．将“无此细节”和“与此细节相反”的选项排除。

　　了解细节题干扰选项的特点也有助于考生提高答题的正确率。一般情况下，干扰项有如下几个特点：（1）是原文信息，但不是题目要求的内容；（2）符合常识，但不是文章内容；（3）与原文的内容极其相似，只是在程度上有些变动；（4）在意思上与原文大相径庭甚至完全相反；（5）部分正确，部分错误。

　　有的细节理解题只要直接辨认不要求读者对客观的事实作出解释或判断，只要求从阅读材料中直接获取信息。同时还要求读者记住重要细节，在必要的时候（做判断、推断或结论的时候）能够准确而迅速地将他们回忆起来。解此类题要求考生快速抓住原文中的关键信息，直接得出答案，但要注意往往答案与原文中的语句并非一模一样，而是用不同的词语或句型结构表达相同的意思。有的细节理解题就需要通过有关词语和句子的转换。利用主要事实、图表、图形来获取信息，然后利用因果、类比、时间、空间等关系将零碎的细节经过一系列加工、整理，方能做出正确的判断．此类试题在高考中占大多数。

　　值得一提的是，有时原文中的信息可能只是一个短语，甚至一个单词，因此需要我们在阅读中特别仔细才能捕捉到真正有用的信息。

　　细节理解题大致有如下几种常考题型：

　　1．描写类细节题

　　描写类细节题，常常考察考生对文中有关人物动作、思想感情、心理活动、观点，或事件的起因、发展、过程、结果等方面的理解。这类描写信息往往较直接，一般不太需要考生对它们进行较深入的理解，对于该类题，考生一般都可以较直接地从原文中找到与题目对应的有关信息。

　　例题：（2008年全国高考—上海卷A篇）

　　You either have it, or you don’t—a sense of direction, that is. But why is it that some people could find their way across the Sahara without a map, while others can lose themselves in the next street?
　　Scientists say we’re all born with a sense of direction, but it is not properly understood how it works. One theory is that people with a good sense of direction have simply worked harder at developing it. Research being carried out at Liverpool University supports this idea and suggests that if we don’t use is, we lose it.
　　“Children as young as seven have the ability to find their way around,” says Jim Martland, Research Director of the project. “However, if they are not allowed out alone or are taken everywhere by car, they never develop the skills.”
　　Jim Martland also emphasizes that young people should be taught certain skills to improve their sense of direction. He makes the following suggestions:
　　●If you are using a map, turn it so it relates to the way you are facing.
　　●If you leave your bike in a strange place, put it near something like a big stone or a tree. Note landmarks on the route as you go away from your bike. When you return, go back along the same route.
　　●Simplify the way of finding your direction by using lines such as streets in a town, streams, or walls in the countryside to guide you. Count your steps so that you know how far you have gone and note any landmarks such as tower blocks or hills which can help to find out where you are.
　　Now you need never get lost again!

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