高中英语新高考-秒杀任务型阅读(解读,指导与实战)

高中英语新高考-秒杀任务型阅读（解读，指导与实战）

这个题型说白了，就是定位，转换。转换无非就是变形，变性，同义转换说法，概括总结。难在同义转换。如果你知道turn off有使人厌烦之意，那么下面让你用一个词来说明be ______ = turn...off，你应该知道是tired, bored。

但是，你不知道也没有关系，因为命题人的设题规律虽说都知道，但是还是有缺陷。从2008年开始有了这个任务型以来，笔者专门研究此题型，算为元老了吧，撰写此类题目（大概500篇），一度有两年江苏孩子用的报纸任务型基本出自本人之手。因此我对其中门道还是比较熟悉：

其一：任务型阅读设空答案必须尽量唯一，而唯一就必须直接用原文的词语，往年高考真题中此题型等于送分题。但是后来，对直接用原文词语作了限制，顶多两个。于是就要在转换上下足功夫。开始是通过词性变化，谁料一开始还能难住江苏考生，等考生熟悉了后，就是小菜一碟了，于是往短语和逻辑推理上使劲。这样就导致两个不可避免的方向：

1）短语必须是固定的搭配，要不然答案众多。如果考生短语搭配掌握还行，那就直接可以秒杀。反之，就瞎蒙。

2）逻辑推理上，这个纯粹是考查智力了，一般来说有两题就直接要考生的小命。有一年年这样的题目一下子上来四个，导致全省此题型均分1分多一点，后来被教研员称为“废题”，引以为戒。

其二：任务型阅读表格必须简化，换句话说文章再难，表格里的文字要通俗易懂，而且85%能再现文章的大意。我们的很多考生一上来就读文，结果文章容易还好说，要是第一段读不懂就开始发慌。

其三：此类题型实际有很大的弊端，因为有些可以考到的词基本稳定下来了，尤其是概括词，概括词分为两类：一是被考烂的普遍意义词，如reasons, ways，一是标题词。命题人也很苦恼啊，不能用常见的，那只能用后者了。概括词若是类似于标题，就应该在文章中有反复出现，要不然就不符合英文行文规律。

围绕这三点，结合一般做题规律，于是有了此技巧：

任务型阅读解题终极技巧

任务型阅读技巧：

第一步：看表格，细分析，最快速度找概括词的空和含有短语类的空。

概括词一般都在右面找到一个共性的词语，这个词语或隐或显。只要你足够耐心，都会发现的。什么definition, concept, difference, reasons,approaches都是弱智型答案的，现在基本都是根据右栏隐词得出，也不难。

最好得得就是短语，总有两到三个空，是固定短语，例如南京三模中的make joint efforts, a lack of.

还有一些是逻辑推测，例如苏锡常的，部队先_____城市，然后屠杀居民，这个空还用看文章吗，肯定是占领或攻克了。总有一两个这样的词汇。

如此算下来，再难的任务型，不看文章都能根据表格拿下4空了。再加上总有三个空可以直接定位（根据专有名词或数字等），将词语变形变性即可。

第二步：定位，比较

先找定位词（长相特别的词如数字，大写专有名词等，有时要结合下一题的原句所在往前回溯。）

如此，任务型在理论上能拿下6分保底，7分拉分。当然如果你的词汇量实在太差，例如有的童鞋明知道填“占领”，但是他就是不知道这个单词怎么拼，那我只能说：神仙也没法了。

以上行不通，那就：走为上计

还有一类题目，纯粹是命题人在玩文字游戏或有意考查你的高达120的智力。这样的题目，如果找到了对应句子，还无从下手，那就放弃吧。

实战

第一篇：（难度等级：二星）

请认真阅读下列短文，根据所读内容在文章后表格中的空格里填入一个最恰当的单词。

注意：请将答案写在答题卡上相应题号的横线上。每个空格只填1个单词。

St udents in Finland won’t have to studysubjects. Soon, their classrooms would resemble conferences where “topics” arediscussed.

The education system is Finland is about to undergoa thorough and fundamental change, despite enjoying the distinction of beingone of the best in the world. The education department has decided to get ridof the old method of “teaching by subject.” Instead, the country will nowinvolve the children to help them learn and question by evolving to “teachingby topic”, shared Liisa Pohjolainen, who is in charge of youth and adulteducation in Helsinki –the capital city at the forefront of the reformprogram, “This is going to be a big change in education in Finland that we’rejust beginning.”

The education system, though appearing to beradical, is quite logical, explained Pasi Silander, the city’s developmentmanager, “What we need now is a different kind of education to prepare

peoplefor working life. Young people use quite advanced computers. In the past thebanks had lots of bank clerks adding up figures but now that has totallychanged. We therefore have to make the changes in education that are necessaryfor industry and modern society.”

How does Finland plan to carry out the methodof “teaching by topic”? Evidently holistic vocational training and cumulativeskill development take up precedence over(优先于) “lessons.”Those in their late teens are already being engaged in what Finland refers toas “teaching by topic. ”For example, “cafeteria services” lessons will includeelements of finance, languages (to help serve foreign customers), writingskills and communication skills.

Students will slowly be taught cross-subjecttopics which would contain varying elements of multiple “subjects.” Theseelements will vary as per the “topic” or “skill” the studen t is learning. Apartfrom the same, students will move away from the traditional sitting andevaluation techniques as well.

Students will sit in smaller groups and worktogether to solve problems, improving upon their communication skills. Theywon’t be made to sit in rows and asked questions individually to assess theirprogress. Instead, a group whose cooperative efforts bring out results fasterwill be promoted.

The education system needs a thorough reform,owing to the fact that traditional teaching techniques were based on primitivetools that were quite limited in availability and accessibility. With modernworld being extensively connected, isn’t it time the students learned how tostep ahead of mere fact-based learning that promotes memory expansion ratherthan mental development?