一、考點分析
考查形式：選擇題為主 高考閱讀理解多采取選擇題的考查形式，今年部分省市又增加了閱讀填空和任務型閱讀題型。
考查題量：五篇文計20題總詞數(shù)2000以上
考查測試點：6點
閱讀理解測試點相對集中，考查角度靈活，既考查閱讀速度，又考查綜合能力，閱讀速度為每分鐘55-70個單詞。主要考查的知識點：①掌握主旨大意，辨別主旨句與細節(jié)關系的能力。②歸納全文信息，理解全篇信息間的邏輯關系并進行推理、判斷的能力。③深層理解，挖掘文章沒有明確表達的意義的能力。④數(shù)據(jù)推理，圖形辨認，結合常識，理解主題的能力。⑤既能根據(jù)所提供的信息去理解，也能結合中學生應有的常識去理解和判斷推理。⑥較復雜的長難句的處理能力。問題易、中、難皆有，以中檔題居多。不僅檢測考生理解、概括、推理等邏輯思維的精確性、深刻性、敏捷性，而且也檢驗其心理活動品質，尤其在生詞量大的情況下，更是如此。
2014新變化：可能在科技、自然、醫(yī)療等領域出現(xiàn)一些“問題”與往年考綱相比，2014考綱刪除了難以確切界定的“熟悉有關日常生活話題的簡短文字材料，如公告、說明、廣告及書報雜志中關于一般性的簡短文章等閱讀理解的相關要求”，暗示著其選材的范圍將更為廣泛和自由，有可能涉及科技、自然、醫(yī)療等領域的一些“專業(yè)問題”，這就要求考生要接觸多領域知識面，熟悉多領域的一些專業(yè)詞匯。
二、閱讀理解選題特征
分析近幾年的高考閱讀試題，可以看出高考選題具有以下幾個方面特征：
①時代新穎性。每年都有一定的文章，講某一領域的新知識，或介紹一些新觀念、新方法或新事物，如：2014年全國卷1 A篇關于對鼓勵人們帶寵物上班現(xiàn)象的思考，2014浙江卷D篇介紹具有觸摸屏導購裝置的超市購物車等。
②人文實用性。每年都有一定的新聞和廣告方面的應用文，注重人文與學生生活、社會生活的結合，盡可能體現(xiàn)語言的實用性與工具性。如: 2014年全國卷1 B篇是（英國）路透社對于美加邊界居民跨國界做禮拜的報道。
③體裁多樣性。體裁包括人物傳記、敘述文、說明文、應用文和議論文。如：2014年江蘇卷A篇是人物傳記，介紹英國作家Jane Austen；B篇是應用文，書店導購；C篇是敘述文，講述the Sahara Festival慶�；顒酉嚓P內(nèi)容；D篇說明文介紹植物自我保護功能；E篇議論文，論述了20世紀科學上的進步給人類帶來的影響�？梢哉f，語言輸入量沒有一定的廣度，是不能適應這種選材上的多樣化。
④考查綜合性。為了能夠考查學生較高層面上的閱讀技能，所選語篇在結構上都較復雜。作者在時間順序、空間順序，或邏輯推理上，運用了較高的組篇手段。這些語篇內(nèi)容一般有邏輯、有層次、有深度，因而，試題的命制也有相應的層次。另外，每年都有一定比例的試題是考語言以外的背景知識，如人文、地理、歷史、政治、自然科學等。如2014年全國卷1C篇：
三：精析
When someone has deeply hurt you, it can be extremely difficult to let go of your anger. But forgiveness is possible - and it can be surprisingly helpful to your physical and mental health. Indeed, research has shown that people who forgive report more energy, better appetite (胃口) and better sleep patterns. "People who forgive show less anger and more hopefulness," says Dr. Frederic Luskin, who wrote the book Forgive for Good. " So it can help save on the wear and tear on our system and allow people to feel more energetic."
So when someone has hurt you, calm yourself first. Take a couple of breaths and think of something that gives you pleasure: a beautiful scene in nature, someone you love. Don' t wait for an apology. "Many times the person who hurt you may never think of apologizing," says Dr. Luskin. "They may have wanted to hurt you or they just don't see things the same way. So if you wait for people to apologize, you could be waiting a very long time. " Keep in mind that forgiveness does not necessarily mean accepting the action of the person who upset you. Mentally going over your hurt gives power to the person who brought you pain. Instead, learn to look for the love, beauty and kindness around you. Finally, try to see things from the other person' s perspective （視角). You may realize that he or she-was acting out of ignorance (無知) , fear - even love. To gain perspective, you may want to write a letter to yourself from that person' s point of view.
65. The text is mainly written to explain _______.
A. how to keep yourself from being hurt
B. how to stay mentally healthy
C. how and when to remain calm
D. why and how to pardon others
66. According to the writer, what is the right way to calm down after being hurt?
A. Try to figure out why you get hurt.
B. Write a letter to the person who hurt you.
C. Persuade yourself to accept what others have done to you.
D. Think about pleasant things and forget about the hurt.
67. Dr. Luskin advises us not to wait for an apology after being hurt because ______.
A. we are not patient enough
B. we' d feel worse accepting others' apology
C. people seldom want to apologize
D. people don' t mean it when they apologize
解析：65答案：D考查考生對文章中心的把握能力。通讀全文，讀者不難發(fā)現(xiàn)作者圍繞forgive（寬恕，原諒）一詞來展開，只有D選項中的pardon 與之吻合。
66答案：D考查考生對細節(jié)的認定能力。第二段開頭提供答案。
67答案：C考查考生對事實之間邏輯關系進行認定的能力。通過Dr. Luskin 的講話，尤其是 “Many times the person who hurt you may never think of apologizing” 做出判斷。
四、題干設計
總體來說，其干擾項目的設置具有一定的科學理論模糊性，正確答案項與干擾項差異不明顯，干擾項具有很大的迷惑性，常常是讓考生容易上當受騙的陷阱。供選項少則每項為一個詞，多則每項為一個長句，多數(shù)是每項為一個短語。閱讀理解題設計從題干到選項都具有靈活巧妙，含蓄隱蔽，迂回曲折等特點，干擾性體現(xiàn)在：脫離原文，以偏概全，擴縮范圍，偷換概念，正誤并存。因此，必須在明確題意，排除干擾，找出文章依據(jù)的前提下，經(jīng)過深刻思考才能確定答案。題干的設計主要有六類：
①考查主旨大意
就段落或短文的話題（theme or topic）、主題思想（main idea）、標題（title）等擬題。常見題干有以下等多種提法：
A. The paragraph (passage) deals with .
B. What topic is the paragraph primarily discussed?
C. The paragraph (passage) could be entitled .
D. Which of the following is the best title for the paragraph (passage)?
E. The paragraph (passage) is mainly about .
F. Which of the following statements is best supported by the last paragraph?
②理解具體信息
一般只針對某個特定的細節(jié)，有時也可能涉及若干個細節(jié)，或針對文章的主要事實，或利用圖表、圖形、地圖等來表達信息。常見題干有：
A. Which of the following statements is true (not true)?
B. In the passage, which of the following is mentioned (not mentioned)?
C. All the following statements are not true (true) except .
D. Choose the right order of the events given in the passage.
此外還有when，where，how，who，what等引導的特殊疑問句。
③推測詞語意義
主要有這樣幾種類型：①根據(jù)定義或解釋推測；②根據(jù)同義、反義、同位關系推測；③根據(jù)因果關系推測。常見題干有：
A. The word “...” refers to .
B. Which of the following words can take the place of the word “...”？
C. By “...” the writer means /refers to .
D. The meaning of the word “...” is closest to .
E. The word “...” could best be replaced by .
F. The underlined word “...” in the first paragraph probably means .
④推斷深層含義
常見推斷方式有五類：①依據(jù)數(shù)據(jù)推斷；②依據(jù)事實推斷；③依據(jù)細節(jié)推斷；④依據(jù)語氣推斷；⑤依據(jù)全文推斷。常見題干有：
A. We can infer from the passage (paragraph, fact, example,...) that .
B. The writer suggests that .
C. From the passage (paragraph, story,...), we can learn that .
D. The passage implies, but does not directly state that .
E. We may conclude from the passage that .
F. From the text it can be inferred that .
⑤理解文章結構
就文章結構、文脈、句與句、段與段之間的邏輯關系擬題。常見題干有：
A. What does the underlined word “it” refer to?
B. The underlined word “them” refers to .
C. In line...the word “that” stands for .
⑥理解作者的意圖和態(tài)度
每篇文章都有一個特定的寫作目的，或是向讀者傳遞某個信息，或是愉悅讀者，或是闡述某個道理。而這些信息通常并不是明確地表達出來，而是隱含在文章之中。因此，這類問題要求考生在理解文章總體內(nèi)容的基礎上，去領會作者的言外之意。常見題干有：
A. What does the writer mean by saying...?
B. Which of the following best describes how the writer feels about ?
C. The author would agree that .
D. The writer’s purpose in writing this story is .
五、2014閱讀考查展望
《新課程標準》要求學生具備綜合閱讀的能力，包括語篇領悟能力和語言解碼能力；強調多學科知識的貫通；注重培養(yǎng)學生的語篇分析能力、判斷能力以及根據(jù)寓意進行邏輯推理的能力，提高其閱讀速度增加其閱讀量和擴大其詞匯量等。著重提高“學生用英語獲取信息、處理信息、分析和解決問題的能力；逐步培養(yǎng)學生用英語進行思維和表達的能力�！� 今年是改用新教材的第一年，新教材要求的3500個單詞和400到500個短語，將成為考查的方向。詞匯量的增大就相應地增加了閱讀的難度，考生在做閱讀題時會明顯感到閱讀篇幅略有加長和長難句子時有出現(xiàn)�？紤]到是第一年實施，要求有可能不會一步到位，但肯定會有所體現(xiàn)。
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