完形填空方法与技巧讲解[重要课资]

1、 1课堂使用 Leading-in Guess the missing words in the song Im a New Soul. 2课堂使用 Brain storming Im a New Soul Im a _ soul I came to this strange world hoping I could learn a bit about how to give and_. But since I came here felt the joy and the _ finding myself making every possible _ la-la-la-la-la-la-la

2、-la. Im a _ soul in this very strange world hoping I could learn a bit about what is true and _. But why all this hate try to communicate finding trust and love is not always easy to make. la-la-la-la-la-la-la-la. _ New _ _ _ _ _ new take fear mistake young fake 3课堂使用 Cloze test Methods & Skills 4课堂

3、使用 命题特点命题特点 1 1完形填空主要是在语篇语境中考查完形填空主要是在语篇语境中考查 知识。知识。 2 2完形填空的体裁多以完形填空的体裁多以 为主，偶为主，偶 有议论文、夹叙夹议的文章或说明文。有议论文、夹叙夹议的文章或说明文。 记叙文 词汇 5课堂使用 3 3要求选择填空的词常为实词要求选择填空的词常为实词 （如（如名词、动词、形容词名词、动词、形容词 、副词副词 等）着重词义辨析能力的考查；代等）着重词义辨析能力的考查；代 词、冠词、介词、连词（包括从句词、冠词、介词、连词（包括从句 的连接词）考得较少。的连接词）考得较少。 6课堂使用 4.4.首句不设空。首句不设空。 5.5.逻

4、辑链上挖空（原文中有线索词逻辑链上挖空（原文中有线索词 提示）。提示）。 6.6.选项设计：选项设计：同一词类、同一语法同一词类、同一语法 形式。形式。 7课堂使用 8课堂使用 9课堂使用 利用所学词汇，根据文章大意辨析词义，选出 最佳选项，如： The president spoke at the business meeting for nearly an hour without _ his notes. A. bring up B. referring to C. looking for D. trying on 【思路点拨】【思路点拨】 B。此题考查短语动词的区别，这。此题考查短语动

5、词的区别，这 四个短语的基本意义为：四个短语的基本意义为：bring up“养育，提出，养育，提出， 吐出吐出”， refer to“论及，谈到，参考论及，谈到，参考”，look for“寻找寻找”， try on“试穿试穿”，根据题义：，根据题义：“经经 理在商务会议上讲了一个小时没看讲稿理在商务会议上讲了一个小时没看讲稿”。应选。应选B。 一、词汇运用一、词汇运用 10课堂使用 1、运用、运用“前置信息前置信息”与与“后置信息后置信息”,即即 语境语境 2、运用复现词语、运用复现词语 3、运用、运用同同义词义词或近或近义词义词 4、运用反义词、运用反义词 5、运用上下义词、运用上下义词 运

6、运 7、运用生活常识及文化背景知识、运用生活常识及文化背景知识 11课堂使用 充分利用文章的上下文和前后句，找到对选择有提示作用充分利用文章的上下文和前后句，找到对选择有提示作用 的词或句。例如：的词或句。例如： Stevenson, a Scotsman, had lived for many years. In 1881 he returned to Scotland for a holiday. A. alone B. next door C. at home D. abroad 1、运用、运用“前置信息前置信息”与与“后置信息后置信息” 12课堂使用 2、利用复现词语、利用复现词语 有

7、时为了表达的需求，在上下文中有同一概念 出现，可以借助这一信息选择正确答案。 All of a sudden I started to feel rather _1_. She wondered why I was looking for this sort of_2_ . I felt even more hopeless when she told me that it would be difficult to get a job without experience. 1. A. encouraged B. dissatisfied C. hopeless D. pleased 2.

8、A. place B. job C. advice D. help 13课堂使用 在英语中有时为了避免重复，常用意思相同或 相近的词或解释性的语言来连接上下文。 I remember as a child I said something _ about somebody, and my father said, “Any time you say something unpleasant about somebody else, its a reflection of you.” A. unkind B. unnecessary C. unimportant D. unusual 【思路点拨

9、】【思路点拨】 A。近义词复现，从后暗示。近义词复现，从后暗示 unpleasant得知答案。得知答案。 3、利用同义词或近义词、利用同义词或近义词 14课堂使用 语意的连贯有时通过对比的结构采用反义 复现的手段，或者是以反义的方式对前文 加以解释。应注意分析这类概念复现，从 反义的角度判断正确的选项。 Some parts of the water are very shallow(浅的浅的). But in some places it is very . A. high B. deep C. cold D. dangerous 4、利用、利用反义词 15课堂使用 5、利用、利用上下义词

10、上义词是总称词，下义词是被包含的 个体。它们是包含与被包含的关系。如： food是bread, noodle, milk, rice的上义词， 反之bread, noodle, milk, rice是food的下 义词。 16课堂使用 1. He taught her how to rely on her other _, specifically her hearing（NMET 2010 湖北卷） A. feeling B. organs C. skills D. senses 2. Idropped all the coins into “It proved to be a waste

11、of _,” I thought A. words B. effort C. space D. money 17课堂使用 如表示结构层次的如表示结构层次的firstly, secondly, finally等；等； 如表示并列关系的如表示并列关系的and, or, besides, as well (as)等；等； 表示因果关系的表示因果关系的thus, therefore, so等，等， 表示改变话题的表示改变话题的by the way； 表示递进关系的表示递进关系的besides, whats more, further 等，等， 表示转折关系的表示转折关系的however, but, w

12、hile, on the other hand等等 等。等。 做题时如果能充分利用这些过渡词汇，就可做题时如果能充分利用这些过渡词汇，就可 以迅速理清文章脉络，弄清上下文的关系。以迅速理清文章脉络，弄清上下文的关系。 18课堂使用 【小试闯关】 1. We arrived in Spain for the first time a few weeks ago. I decided to buy a car because we had sold the one we had in England before_home. A. leaving B. making C. returning D.

13、 getting 【思路点拨】此题考查行文逻辑中的因果关系、时间先后 顺序。从第一句的arrived可知题2选A（leaving）。 _ 19课堂使用 7、运用生活常识及文化背景知识、运用生活常识及文化背景知识 了解生活常识，确定相关知识了解生活常识，确定相关知识 1.It was an early morning in summer. In the streets, sleepy-eyed people were moving quickly, heading towards their_. This was the beginning of another ordinary day in

14、New York City. A. jobs B. homes C. buses D. offices 20课堂使用 2. (Immediately)the officers jumped into their cars and rushed to the_ hospital. A. animal B. biggest C. plant D. nearest 21课堂使用 作者往往通过作者往往通过首句或首段首句或首段揭示文揭示文 章的主旨大意，体现文章的题材、章的主旨大意，体现文章的题材、 体裁。体裁。 22课堂使用 Bedtime stories are one of the delight

15、s of early childhood. According to Dr. Julie Spreadbury from Queensland University, Parents should not _1_ reading to their children after they enter primary school. 1.A. speed up B. keep up C. give up D. hold up 23课堂使用 做完形填空时，除了依据所学语言知识和解题技做完形填空时，除了依据所学语言知识和解题技 巧外，还应避免几个误区。巧外，还应避免几个误区。 1、单纯求快单纯求快，忽

16、略语篇理解，只看局部的词义辨析、，忽略语篇理解，只看局部的词义辨析、 搭配和语法结构，试图用语言知识解决所有问题。搭配和语法结构，试图用语言知识解决所有问题。 2、时间安排不当时间安排不当，做完形填空的时间应控制在，做完形填空的时间应控制在15分分 钟左右。正确的做法是钟左右。正确的做法是由易到难。由易到难。 24课堂使用 Task: Use the methods you have learned to analyse your homework. 25课堂使用 It has been argued by some that gifted children should be grouped

17、 in special classes. The 1 has been on the belief that in regular classes these children are held back in their intellectual (智力的智力的) growth by 2 situation that are designed for the 3 children. There can be little doubt that 4 classes can help the gifted children to graduate earlier and take their p

18、lace in life sooner. However, to take these 5 out of the regular classes may create serious problems. 1. A. principle B. theory C. arguments D. classification 2. A. designing B. grouping C. learning D. living 3. A. smart B. curious C. mature D. average 4. A. regular B. special C. small D. creative 5

19、. A. children B. programs C. graduates D. designs Practice makes perfect ! NMET 2011 Guangdong Cloze Test argued childrenclassesintellectual _ children _ _ theseHowever gifted 同词（同源词）暗示 同一话题暗示同一话题（场景）暗示 反义暗示 反义暗示 因果暗示 _ _ _ 26课堂使用 However, to take these 5 out of the regular classes may create seriou

20、s problems. I observed a number of 6 children who were taken out of a special class and placed in a 7 class. In the special class, they showed little ability to use their own judgment, relying 8 on their teachers directions. In the regular class, having no worry about keeping up, they began to refle

21、ct 9 on many problems, some of which were not on the school program. 5. A. children B. programs C. graduates D. designs 6. A. intelligent B. competent C. ordinary D. independent 7. A. separate B. regular C. new D. boring 8. A. specially B. slightly C. wrongly D. heavily 9. A. directly B. cleverly C.

22、 voluntarily D. quickly _ _ _ 反义暗示 与 gifted 近义暗示 gifted children _ 因果暗示 反义暗示因果暗示 27课堂使用 Many are concerned that gifted children become 10 and lose interest in learning. However this 11 is more often from parents and teachers than from students, and some of these 12 simply conclude that special classes should be set up for those who are 13 . Some top