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As an important part of senior high school English teaching, reading teaching plays an important role in English teaching. Rea

Examples of reference papers for senior high school English reading

As an important part of senior high school English teaching, reading teaching plays an important role in English teaching. Rea

Examples of reference papers for senior high school English reading

As an important part of senior high school English teaching, reading teaching plays an important role in English teaching. Reading teaching has always occupied an important position in English teaching in senior high schools, no matter from the setting of English courses, the selection of teaching materials or the proportion of reading classes in senior high schools. The following is what I collected for you. Welcome to read the reference!

A Brief Analysis of Senior High School English Reading Skills

The requirements of English reading in senior high school are quite different from those in junior high school: there are more and more articles, more and more new words, complex composition methods, large amount of articles, more adult articles and certain cultural awareness requirements. Reading comprehension occupies a large proportion in the college entrance examination, and more and more attention is paid to the ability test. Therefore, in senior high school English learning, we must master three basic reading comprehension skills: guessing the meaning of words, understanding difficult sentences and understanding texts.

First, guess the meaning of the word.

The goal of CET-6 reading skills puts forward CET-6 as the minimum goal of senior high school: to be able to guess the meaning of words by using context and sentence structure. Word guessing ability is one of the most basic abilities in English reading. 2%-3% new words that do not note Chinese are also allowed in the reading articles of the college entrance examination. Therefore, from the beginning of high school, there is an appropriate proportion of new words in reading articles. Don't panic when you meet new words, because they don't exist in isolation and have no deep meaning. As long as we grasp certain clues, we can guess and understand. There are two steps in guessing words: finding clues and determining the meaning. There are various clues, which can be traced back according to word formation, interpretation, comparative relationship, causal relationship and contextual suggestion.

1. Word formation

Shantzis believes that his system can help recycle materials more cost-effectively.

At first glance, costeffective is unknown. Careful observation shows that it is composed of cost and effectiveness, and effectiveness is derived from effect and suffix. Since it is "cost-effective", it is "cost-effective". Word formation clues are most commonly used to guess words. There are six new words in Reading Comprehension A of Jiangsu College Entrance Examination in 2009, which can be guessed according to word formation: emotional, original, conditional effect, result, socialization and reaction.

2. Definition and interpretation

Decision thinking is no different from poker ... this kind of card game often attracts people's considerable interest.

It is not difficult to see from the explanation that poker is an interesting card game, and many people play it. This guess is "poker". In addition, it can be verified by pronunciation, that is, the transliteration of "poker" There are various forms of definition and explanation, such as attributive clauses, appositive words, complex sentences, and even supplementary explanations with dashes.

3. Contrast relationship

Thousands of people are trapped in the elevator. But no one is afraid. We kill time by telling stories.

Thousands of people are trapped in the elevator. I don't think so. It turned people's situation around. Clues are the turning point of comparison. If the guess is "injury", "suffocation" and "depression", it is not appropriate to post it. According to the following "telling stories to kill time", it should be inferred as "panic"

4. Causality

The biggest power outage happened yesterday. All our ice cream and frozen food have melted.

The last sentence follows the previous one. The situation of the previous sentence led to the result of the latter sentence. The clue is causality. Since there is no electricity, the thawing of ice cream and frozen food is an inevitable result. Probably "melting"

5. Context suggestion

We put a lot of candles on the table, and the waiter carried them on a tray.

From the above, it can be seen that the static candle is placed on the dining table, and the candle carried by the waiter will not be placed in his pocket or on his head, but in the "shallow dish" for serving vegetables.

Look at the example again, guess the meaning of the underlined words and tell the clue basis:

1. Modern medicine began with the stethoscope, which is a medical tool used to listen to people's lung movements and heartbeat.

Although Tom's face has been washed very clean, his neck is still dirty.

This river is too muddy, even if it is shallow, you can't see the bottom.

Most fish have sticky skin covered with scales, so it is difficult to catch them.

Passengers' belongings on the train are stored in their handbags, boxes, baskets and net bags.

1. stethoscope, definition and explanation; 2. Dirty and contrasting relationship; 3. Turbidity, law of cause and effect; 4. Slippery, fish scales, context clues; 5. Property, luggage bag, net bag, word formation.

Second, difficult sentences to understand

The difficult sentences in the article make you unable to understand the whole article like obstacles, which is daunting. One of the trends of college entrance examination is the increase of difficult sentences with various types, which not only tests the reading ability of candidates, but also tests their intellectual level and psychological quality. Difficult sentences are generally long sentences, ellipsis sentences and inverted sentences.

Long sentences are some complex sentences and complex sentences, or there are various forms of attributives, adverbials and parenthesis, or accompanied by separation, inversion and ellipsis, which are intertwined and dazzling. In fact, no matter how long the sentence is, as long as the key words in the structure can be grasped, the problem will be solved. The key words in the structure refer to the leading words or starting words of clauses and meaning groups. If you find the leading word of a clause, you can find the subject and predicate of each clause, and finally break them by breaking them into parts. Grasping the initial words of the meaning group can clarify the grammatical components and their relationships. Look at this example:

Decision thinking is no different from poker ―― it is not only about your thoughts, but also about what others think of your thoughts and what you think they think of your thoughts.

This sentence contains 29 words and its grammatical structure is complicated. Generally speaking, a dash is preceded by a simple sentence, and a dash leads to a complement sentence. Structural keywords are not only ... but also, what, what, what. After grasping the leading words, determine each subject and predicate. From this point of view, it is a formal subject, and the real subject is three subject clauses, which are not only composed of ... but also. In the second subject clause, there is an object clause, and in the third subject clause, there is also an object clause, and the object clause has an object clause, overlapping. Thinking about making decisions is like playing poker. Not only the issues you think are often important, but also the issues that others think you consider and the issues that you think others think you consider are often important.

Then look at how to grasp the structural keywords and break them into parts:

In particular, he pointed out that all games fall into two categories: one is what he called "perfect form" games. Like chess, players can't hide anything or play tricks: they don't win by luck, but by logic and skill.

This is a loose long sentence of 44 words. First of all, we should find the key words of clauses and meaning groups: that, what, game, where, no ... However, the other two colons and a comma are also important in the sentence, and they all indicate supplementary explanations or appositives. After clarifying the basic structure, long sentences can be broken down into the following six sentences:

1. In particular, he pointed out that all games fall into two categories.

2. Some games he called perfect games.

3. Games are like chess.

In the game, players can't hide anything or play tricks.

They didn't win by chance.

6. They won by logic and skill.

Long sentences are composed of these simple sentences and structural conjunctions in series. Once you take them apart one by one, it's easy to make things difficult to understand and clear at a glance.

Another form of difficult sentences is ellipsis and inversion. These difficult sentences appear more and more vividly in the college entrance examination. It is very effective to understand ellipsis and inversion by "reduction". Please look at the ellipsis in the task-based reading of Jiangsu college entrance examination: therefore, communication begins with self, is largely defined by others, and involves others, and is largely defined by self.

There are two as ellipses in the sentence. It is not difficult to understand if we analyze what is omitted and fill them in. After this sentence is omitted, the whole sentence means "according to the definition of others, communication begins with oneself;" According to my own definition, communication also involves others. "Please look at the inverted sentence in another article of Jiangsu college entrance examination:

Below is the bedrock, which is impermeable to water.

As long as the subject and predicate are reversed, that is, restored to their original state, it is easy to understand, which means "the impermeable rock layer is just below this layer"

Thirdly, discourse comprehension.

Discourse understanding has two meanings: the overall understanding of the article and the deep understanding of the article. Overall understanding refers to reading, extracting and analyzing the main information, summarizing the main ideas, so as to grasp the structural context of the article. Deep understanding refers to obtaining the implied information between the lines, accurately understanding the specific meanings of new words and some flexible words, and judging the author's implication through reasoning. Overall understanding and deep understanding are inseparable and interdependent. In order to understand this text well, we must pay attention to three points:

1. When reading fast for the first time, you should consciously find out the topic sentences and paragraphs of the article, so as to understand the whole picture of the article, clarify the hierarchical relationship and grasp the main line of the context. Most topic sentences are the beginning and end sentences of a paragraph.

When you encounter a difficult word or sentence in the first fast reading, you can read the sentence again and keep reading after grasping the main points. Try not to leave "hidden dangers" in the first reading, and avoid the deviation of understanding difficult sentences from affecting the following reading.

3. When doing the problem, you need to scan and search the relevant information again, so as not to be confused by the superficial meaning of the text. We should eliminate some superficial meanings that are contrary to the context and theme, and look for deep hidden information.

Please read the following examples and complete the related questions:

Olaf Stapleton wrote a book called The First Man and The Last Man, in which he looked forward to the future millions of years later. He held different people and strange civilizations, which were broken by the long "dark ages". In his view, the so-called present is just a moment in human history, and we are only the original human beings. Two billion years from now, there will be an eighteenth or last person.

However, most of our thoughts about the future are really short-sighted. Maybe we can see some possibilities in the next 50 years. But what about the next hundred years? Next thousand? Next one million? That would be much more difficult.

When men and women lived by hunting 50 thousand years ago, how could they begin to describe modern life? However, for people after 50,000 years, our ideas may be as primitive as those of stone age hunters. Maybe they will spend a few days knitting new spundels or fighting with their ballalators in the crib. These words I just made up must represent things and ideas that we never thought of.

So, why bother to imagine life in the distant future? There are two reasons. First of all, unless we remember how short our own lives are compared with the whole human history, we are likely to think that our own interests are much more important than they actually are. If we make the earth a bad place to live because we don't have a car, are greedy or quarrelsome, our grandchildren won't bother to think of excuses for us.

Secondly, by trying to get rid of our current interests and imagine our distant future life, we may come up with some very fresh ideas for our own use. For example, if we imagine that humans may give up farming in the future, we can consider trying it now. So, when you think about the future, release your imagination.

After the first quick reading, we know that the genre of this article is argumentative, with five sections. The first section introduces the general situation. The second section and the third section are one level, which is ugly for modern people. The fourth and fifth sections are one level, and they talk about the reasons for imagining future life. The topic sentences in sections one to four are the first sentences. The fifth section has the function of summarizing the full text, explaining that imagining the future is to cherish the present, and the topic sentence is the last sentence and the topic sentence of the full text. Although there are many difficult sentences and words in the article, it is very helpful to capture details and deep information after clarifying the context structure.

First, understand these words and phrases under the guidance of theme and context:

1. Modern life depicts modern life.

a narrow vision

3. Stone Age

Step 4 worry

5. reasons

Look at what is hidden between the lines, and seek this kind of deep information to consider at least three points:

1. article topic

2. The author's main points of view

3. Implied details

The theme of the article has been analyzed above. The author's main point of view is that modern people must be far-sighted, think about the future and realize their time value in the long river of the universe in order to shoulder their due responsibilities at present. As for the hidden details, we must first grasp the surface information, from the surface to the inside, and grasp the essence. For example, the first part is ostensibly an introduction to a book. In fact, by introducing this book, the author puts forward his own arguments, shows the theme of the full text, and initially shows his own ideological views: "Modernity" is only a moment in the long river of history, and the way of human civilization is completely different because of the separation of "time". Grasping these implicit information is very helpful to understand the detailed discussion in the next four sections.

Some hidden information must be scanned again according to the requirements of the topic before it can be searched out in a targeted way. The options in the topic are often confusing, so be good at eliminating interference and clearing the fog. At this time, we should also pay attention to the purpose, type and method of the analysis question. For example:

1. Stapleton's book is specifically mentioned in the opening paragraph _ _ _ _ _ _ _.

A. As a description of human history

B. As an introduction to the discussion

C. Show different views

D. shows the popularity of this book

I know the main idea of the paragraph through the first quick reading, and then scan it to deepen my understanding of the meaning and find the correct answer. Look at one first. Although this section mentions "human history", it does not focus on describing human history. Look at C. On the surface, there are different men and strange civilizations, but the real content does not say that there are differences of opinion. Option d is very disturbing. Although the author agrees with Stapleton's point of view and launches the whole article, the whole article does not mention whether the book is popular or not. From the perspective of text understanding, D is only a marginal topic. Look at b again, the surface information is the opening part, which should be "import". The implied information must be understood in the whole article, all of which are the topics mentioned in the first section. The surface information is consistent with the implied information. B is the correct option.

2. The purpose of discussing men and women fifty thousand years ago and fifty thousand years later is to illustrate _ _ _ _ _ _.

A. Human history is extremely long.

B. Life has changed a lot.

C. This is a useless plan for the next 50 years.

D. it's hard to say what will happen in the future

On the surface, it seems that this question can be answered by reading the third section. Actually, it's not, because A, B and C are all valid and easy to be confused. It is instructive to read the second and third parts again. The third section is an extension of the meaning of the second section, which further expounds the difficulties in looking forward to the future. It is "difficult" to talk about the past and illustrate the present with examples. So d is the correct answer.

3. Spundels and ballalators used in this article refer to _ _ _ _ _ _ _ _.

A. Tools used in farming B. Ideas about modern life

C. Unknown things in the future D. Hunting skills in the Stone Age

On the surface, fictional words refer to tools, excluding b and d first. After reading it again, I realized that it is not a farm tool, and excluding A.C. is the safe and correct option. They are the unknowns of the future.

According to the author of this article, imagine that the future will be _ _ _ _ _ _.

A. serving the interests of present and future generations

B. enable us to better understand human history.

C. Help us improve agriculture

D. Make life worth living

Test the reasoning ability and infer the author's theme. This question makes good use of the interference option and the "irrelevant answer" method. B, C and D are all true, and the article does mention "human history", "serious farming" and "the meaning of life". The theme of the author is composed of these individuals, and its central idea is extracted and condensed from these individuals, that is, although it is difficult to look forward to the future, people should still imagine the future. Since "modernity" is only a moment, why not do your duty in this historical period and cherish and cherish today's world? A was initially determined to be the correct answer. But item a itself has interference information. Avoiding immediate interests appears in the last section, and it seems that you can't choose A. This part of the article actually explains that "thinking about the future without talking about the personal interests of the present can improve the ideological realm", which means "thinking about the future", rather than saying that "thinking about the future" has nothing to do with the interests of the present. From this, we can find the "voiceover" of the article-imagining the future is beneficial to modernity and the future. A is the correct option.

Discourse understanding is a higher level of understanding, and it is also the trend and requirement of college entrance examination questions today.

No matter how reasonable reading comprehension skills are, they can only be mastered and perfected in practice. Read more books and ponder more with the skills you have learned, and you will certainly improve.

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