阅读理解推理判断型解题技巧 阅读理解的正确作答，从整体上我们可以归纳为两大思路：   第一，A→Q→A（A=Article，Q=Question），即先从整体去阅读文章，后看问题，接着根据文章去解答问题。对于这种解题思路多为考生在平时常用的练习方式，它可以帮助考生准确把握文章的主旨大意及作者写文章的目的意图，因而对于解决综合推理判断的题目是非常好的方法，但这种方法却有其弊端：花费一定的时间，阅读速度较慢。在考场上，时间是极其宝贵的，因而很多考生较少采用此种办法。   第二，Q→A→Q，即先把整个问题快速看一遍，然后带着问题在文章中找答案。此种方法最大的特点就是节省时间，而且针对性很强，如果问题是事实性的和细节性的，那准确率也是比较高的，但它的缺点就是在解决具有推理判断或是综合性的问题时效果就不太明显了。所以考生应该灵活应对，寻找适合自己的解题技巧。为此，笔者总结归纳出如下几种方法：   1．直接法和排除法。所谓的直接法即为在文章中很容易找到的答案，类似这样的题目大多设计在开头的小题目中，较为容易；排除法是根据你所阅读的印象，可以发现这是虚假信息，在干扰你的思维，有的干扰项在文章中隐藏得很深，需要你加倍留意。   2．相似法和跳读法。考生可以根据题干中所出现的相关的重要的某几个信息词或句式，在文章的某一处找到其相同或相似的词及句式，然后根据此处所提供的信息进行加工整合，最终提炼出精华，实际上这一过程就包含了跳读法，不需要逐字逐行地去找，根据题干的提示跳读找到相关的句子，加以分析推敲，从而找到正确的答案。   3．猜测法和推敲法。在高考的试题当中经常会出现这样的题目，即让考生根据某一段话来猜测某一生词或句子的意思，对此考生只能在某一出处细细品味推敲上下文所包含的意思，从而找到答案。   4．概括法和推理法。此种方法主要用来解决一组题目中的最后一二道综合题目，这类题目难度相对较大，需要考生具有一定的解题能力，运用概括推理法的前提条件是认真阅读文章开头一段和最后的结尾，同时文章中每一段的第一句话。以上方法需要在平时多加训练，注重总结，真正变成自己的解题法宝。 新概念英语mp3下载 新概念英语听力资源 新概念英语听力下载 做题要领：既要求学生透过文章表面文字信息推测文章隐含意思，又要求学生对作者的态度、意图及文章细节的发展作正确的推理判断，力求从作者的角度考虑而不是固守自己的看法。常见的命题方式有：  The passage implies (暗示) that_______.  We can conclude (得出结论) from the passage that_____.  Which of the following can be inferred (推论)?  What is the tone (语气) of the author   ?  What is the purpose (目的) of this passage?  The passage is intended to _____.  Where would this passage most probably appear?    Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said: “Make something out of the Tinkertoys. You have 45 minutes today—and 45minutes each day for the rest of the week.”    A few students hesitated to start. They waited to see what the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations.    Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect(感染) other students.     Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, “But I’m just not creative.”   “Do you dream at night when you’re asleep?”   “Oh, sure.”   “So tell me one of your most interesting dreams.” The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. “That’s pretty creative. Who does that for you?”   “Nobody. I do it.”   “Really—at night, when you’re asleep?”   “Sure.”   “Try doing it in the daytime, in class, okay?” 1. The teacher used Tinkertoys in class in order to ________. A. know more about the students B. make the lessons more exciting       C. raise the students’ interest in art D. teach the students about toy design 2. What do we know about the boy mentioned in Paragraph 3? A. He liked to help his teacher. B. He preferred to study alone.   C. He was active in class. D. He was imaginative. 3. Why did the teacher ask the students to talk about their dreams? A. To help them to see their creativity. B. To find out about their sleeping habits.     C. To help them to improve their memory. D. To find out about their ways of thinking.