猜测词义—2019高考英语卓越专项训练精英版——解析.pdf

命题方式的特点词义猜测是英语阅读的重要技巧，词义猜测题也是高考中常考的题型考生要学会“顺藤摸瓜”，通过构词、定义、对比、因果、联想、上下文等线索( 各种已知信息) 确定词义要求猜测词义的词一般为实词( 动词、名词、形容词等) 另外，这类题也包括对短语和句意的猜测考试中经常考查的词汇有以下几种：(1) 在特殊语言环境中具有特殊意义的常用词 (2)专业化程度较高的词3) 生僻词4) 常用代词命题方式的考法1. 猜测单词或短语意义-巧用线索猜词义1） “定义同位”猜词义，主要包括定义释词和同位/ 举例（2） “逻辑关系”猜词义（3）根据构词法猜词义2. 考查代词的指代意义-“就近原则”猜词义3. 句意猜测类 -“意义吻合”定句意常见设问形式(1)The underlined phrase “_” in the second paragraph could be replaced by _.(2)The underlined word “_” in the first paragraph probably means_. (3)What is the meaning of the underlined word in the second paragraph? (4)Which of the following is closest in meaning to the underlined word “_”？(5)What does the underlined word “_” in Paragraph 2 refer to?(6)What do you think the expression “_” stands for?(7)Which of the following words can best take the place of the underlined word “_” in Paragraph 3? (8)According to the passage, the underlined word “_” is known as _.选项特点(1) 正确选项的特点相应词语的同义词语。

对相应语句的解释、复述或概括2) 干扰项的特点对原相应表达方式的不正确改写故意丢三落四包含该词或短语的基本意思，而非在文章中的含义望文生义项，即从原文表面理解该项为正确答案，但深层含义未在其中半对半错曲解原意猜测词义题的解题方法(1) 利用指代关系来猜测代词词义代词词义的猜测即找出人称代词、指示代词或关系代词所指代的内容对于代词所指代的内容的判断，首先我们要连读前后段落，了解前后两段文章的内容，然后判断所画线代词的类型接下来仔细阅读前句，一般来说代词的词义推测主要是看前面句子所出现的名词及相当于名词的表达2) 利用定义语来猜测词义在许多情况下，作者预计到某个词一般读者不熟悉，则会在文章中给出该词的定义或解释这种解释可能是一种重复说明或定义通过阅读定义和解释部分，读者便可理解该词的基本含义线索词有that ，which ，is 等3) 利用定语或同位语来猜测词义通常引出该词同位语的词语有or ，that is， in other words等，还有的同位语以括号或破折号的形式出现在这些标记词后考生可较易找到同画线词意义相同或相近的词4) 利用文章中的举例来猜测词义在阅读理解中考生可以根据文章所举的例子，从具体到一般，猜出该生词的意思。

5) 利用对比或比较的词语来猜测词义当作者强调的事物之间有区别或对立时往往会运用对比的手法，即会用到对比的词语，例如反义词，也可以暗示出生词的含义注意这些词语和内容则能帮助判断所需内容能体现对比关系的词汇很多，主要有 but ，yet ，however, while, unlike, instead, on the other hand, on the contrary, in contrast with等标点符号中的分号也可表示对比6) 利用构词法知识来猜测词义分析复合词：如果一个生词是由两个或两个以上的单词构成的复合词，可以从该词各个部分的特定意思及联系上猜出该词的意思学生同时要了解构词法知识，掌握大纲所要求的对前后缀的理解7) 利用上下文语境来猜测词义通过对对应结构或平行结构中的同义词、反义词进行推断来猜测词义8) 利用因果关系来猜测词义因果关系是一种常见的、行之有效的提供生词词义信息的逻辑关系一定的原因会导致一定的结果，某一结果总是由某种或某些原因引起的作者在叙述原因的过程中就必然会把词或句子置于因果关系中常见的表示因果关系的词汇有：since ，as, because, for, so, thus, consequently, therefore, hence, due to, result in, result from, as a result, for this reason, accordingly, so that, so.that, such.that等。

考法综述此类题旨在考查考生在特定语境中理解词( 短语、句子 )的能力以及通过上下文或构词法猜测超纲词汇或表达方式的意义的能力因此，考生所掌握的词汇量的大小直接影响到这类题的得分率命题法 1 词汇意义猜测题典例 1 Situation Q ：If I remember my friends birthday a day late, should I apologize or just wish her a happy birthday like nothing happened? A：This is the reason why the word belated was invented. “Happy be lated birthday！” is short for：“Well, I know I forgot, but then I remembered. Forgive me and happy birthday.”The underlined word “belated ” in Situation probably means _. Apredicted Breturned Ccancelled Ddelayed 【解题法】词汇意义猜测题的解题思路(1) 结合上下文，读懂语境。

2) 根据逻辑关系、构词法、定语从句、同位语等来猜测画线词的意义3) 把答案代入原文，验证上下文语句是否合乎逻辑命题法 2 代词指代猜测题典例 2 There are many places to go on safari (观赏野生动物) in Africa, but riding a horse through the flooded waters of Botswanas Okavango Delta must rank as one of the worlds most exciting wildlife journeys. Several safari camps operate as the base for this adventure, providing unique rides twice a day to explore deep into the delta. The camps have excellent horses, professional guides and lots of support workers. They have a reputation for providing a great riding experience. What does the underlined word “They”refer to?AFlooded waters. BWildlife journeys. CSafari camps. DUnique rides. 【答案解析】推理判断题。

根据本段的several safari camps.和第二句的the camps.可知，这里的they 指的就是the camps 故选 C解题法】代词指代猜测题的解题思路(1) 要知道代词one, it, that, they, them等用来指代上文中提到的事物，所以要从上文找2) 有时代词与指代对象相隔较远，要认真查找3) 有时需要对前面提到的内容进行总结，才能得出代词所指代的事物命题法 3 短语或语句意义典例 3 In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing _any_more_than_ necessary_was_ wasted_effort. One day, this approach threw me into embarrassment. In Mrs Tottens eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals (小数 ) Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answers to homework questions. Mrs Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets.She would start either at the front or the back of the classroom and work toward the other end. Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations. What I failed to expect was that several students were absent, which threw off my estimate. As Mrs Totten made her way from the beginning of the class, I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldnt function. When Mrs Totten reached my desk, she asked what answer Id got for problem No.14. “I.I didnt get anything，” I answered, and m。