完型及阅读Word文件下载.docx
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完型及阅读Word文件下载.docx
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以考查单词为主,考查短语为辅。
其选项的设计思路清晰,每小题的四个选项一般为相同词类,语意范畴相同;
选项绝大多数为一个词,且长短相差不多;
选项之间没有相互包容现象。
但干扰项的设计都有一定的迷惑性。
总之,考生只有很好地打好基础,过好基本知识关,了解该题型的命题特点,在老师的指导下注重做题技巧的训练,就能事半功倍。
【专题突破】考生在做完形填空题时一般要有考虑四个线索:
1.上下文的情节和文章;
2.词汇的意义和用法;
3.逻辑推理和常识;
4.习惯用法和固定搭配。
当然这四个线索在解题过程中并非泾渭分明,多数题目需要综合几个方面的因素来考虑,一切以文章要求为准,使其复原。
解题过程中要随时设想所遇到的空处应该出现的内容,然后再以该题所给的选项来验证自己的推测,然后做出必要的调整。
具体解题方法如下:
1.通读全文,把握大意(粗读)
考生应该养成通读全文的习惯。
在此过程中考生可不看选项,跳读全文,把握文章的整体结构,注意能体现文章大意的关键词、句,尤其要注意文章首句,它往往是文章的题眼和透视全文的关键。
有的同学或急于求成,总想“一步到位”,或是由于原文设置的空格所造成的理解,障碍,担心通读文章不但抓不住大意反而浪费时间,未通览全文即边读边填,结果是就句论句,无法形成连贯的思路,或“见木不见林”,理解偏离文章的中心,
欲速则不达。
2.再读全文,透析文章(细读)
完形填空每个空格的四个选项并不是一种单纯的词汇辨析,因为从语法的角度看每个选项都是正确的。
因此是否能恰如其分地传达文意才是选择最佳答案的唯一标准,要吃透文意,理解到位,大家应做到:
(1)瞻前顾后,注意上下文的内在逻辑关系;
(2)不应简单互译,应注意英汉差别;
(3)仔细研读细节,准确理解语境,克服定势思维;
(4)明确表层意义,挖掘深层含义,做到“表里”如一。
3.检查验证,理清逻辑(回读)
做完一篇完形填空后,考生应把空白处补全,然后再通读一遍,抓住文章的脉络、主旨。
如果还是似懂非懂,则需重新验证答案,在仔细推敲后最终确定答案。
当然,如果确实很R9
定最佳选项的话,最好保留最初的选择,即尊重“第一感觉”。
(1)
阅读下面短文,从短文后所给各题的四个选项(A、B、C和D)中选出能填入相应空白处的最佳选项。
ItwastheendofmyfirstdayaswaitressinabusyNewYorkrestaurant.Mycaphadgoneaway,andmyfeet1.TheloadedplatesIcarried2tobeheavierandheavier.Tiredanddiscouraged,Ididn'
tseemabletodoanything3.AsImadeoutacheckforafamilywithseveralchildrenwhohadchangedtheirice-cream4adozentimes,Iwasreadytostop.Thenthefather5atmeashehandedmemytip."
Welldone,'
hesaid,"
you'
ve6usreallywell."
Suddenlymytiredness7.Ismiledback,andlater,whenthemanageraskedmehowI’dlikemyfirstday,Isaid,"
8!
'
Thosefewwordsofpraisehad9everything.Praiseislike10tothehumanspirit;
wecannotflowerandgrowwithoutit.And11,whilemostofusareonlytoo12toapplytoothersthecoldwindofcriticism,weare13unwillingtogiveourfellowsthewarmsunshineofpraise.Why---whenonewordofpraisecanbringsuch14?
It'
sstrangehowchary(吝啬)weareaboutpraising.Perhapsit'
s15fewofusknowhowtoacceptit.It'
s16rewardingtogivepraiseinareasinwhich17generallygoesunnoticedorunmentioned.Anartistgetscomplimented(admired)foragloriouspicture,acookfora18meal.Butdoyouevertellyourlaundrymanagerhowpleasedyouarewhentheshirtsare19justright?
Infact,togivepraise20thegivernothingbutamoment'
sthoughtandamoment'
seffort.
1.A.restedB.hurtC.brokeD.slipped
2.A.remainedB.lookedC.seemedD.appeared
3.A.newB.specialC.nervousD.right
4.A.orderB.priceC.materialD.chair
5.A.staredB.smiledC.glancedD.nodded
6.A.calledonB.lookedafterC.passedbyD.thoughtof
7.A.arrivedB.continuedC.disappearedD.developed
8.A.OhB.WellC.FineD.Terrible
9.A.madeB.changedC.foundD.improved
10.A.heatB.warmthC.snowstormD.sunlight
11.A.thenB.thusC.thereforeD.yet
12.A.readyB.doubtfulC.satisfiedD.disappointed
13.A.unableB.unwillingC.likelyD.anxious
14.A.attentionB.choiceC.pleasureD.difficulty
15.A.becauseB.whenC.whatD.where
16.A.finallyB.especiallyC.sillyD.fortunately
17.A.effortB.attemptC.deedD.feeling
18.A.dailyB.lightC.perfectD.poor
19.A.doneB.soldC.chosenD.given
20.A.addsB.leavesC.offersD.costs
(2)
阅读下面短文,掌握其大意,然后从1—20各题所给的四个选项(A、B、C和D)中,选出最佳选项。
Cominghomefromschoolthatdarkwinterdaysolongago,Iwasfilledwithexcitementofhavingtheweekendoff.ButIwas1intostillnessbywhatIsaw.Mother,seatedatthefarendofthesofa,2,withthesecond-handgreentypewriteronthetable.Shetoldmethatshecouldn’ttypefastandthenshewasoutofwork.MyshockandembarrassmentatfindingMotherintearswasaperfectproofofhow3Iunderstoodthepressuresonher.Sittingbesideheronthesofa,Ibeganvery4tounderstand.“Iguessweallhaveto5sometime,”Mothersaidquietly.Icould6herpainandthetensionof7thestrongfeelingsthatwereinterruptedbymyarrival.Suddenly,somethinginsideme8.Ireachedoutandputmyarmsaroundher.Shebrokethen.Sheputherface9myshoulderandsobbed.Iheldher10anddidn’ttrytotalk.IknewIwasdoingwhatIshould,whatIcould11itwasenough.Inthatmoment,feelingMother’s12withfeelings,Iunderstoodforthefirsttimeherbeingsoeasyto13.Shewasstillmymother,14shewassomething15:
apersonlikeme,capableoffearand16andfailure.IcouldfeelherpainasshemusthavefeltmineonathousandoccasionswhenIsought17inherarms.
AweeklaterMothertookajobsellingdrygoodsathalfthesalarytheradiostation18.“It’sajobIcando,though”shesaidsimply.Buttheeveningpracticeontheoldgreentypewritercontinued.Ihadavery19feelingnowwhenIpassedherdooratnightandheardhertapping20acrossthepaper.Iknewtherewassomethingmoregoingonintherethanawomanlearningtotype.
1.A.tiredB.ashamedC.lazyD.shocked
2.A.cryingB.smilingC.thinkingD.whispering
3.A.eagerlyB.worriedlyC.littleD.much
4.A.quicklyB.slowlyC.suddenlyD.proudly
5.A.failB.winC.fallsickD.givein
6.A.knowofB.watchC.senseD.recognize
7.A.holdingbackB.puttingawayC.sittingupD.stoppingfrom
8.A.litupB.cametrueC.turnedD.increased
9.A.toB.upC.throughD.against
10.A.tightlyB.thoughtfullyC.carefullyD.politely
11.A.andthatB.nowthatC.butthatD.sothat
12.A.handB.faceC.hairD.back
13.A.contentB.breakC.fallD.understand
14.A.thereforeB.howeverC.yetD.though
15.A.moreB.muchC.littleD.huge
16.A.woundB.defeatC.cutD.hurt
17.A.kindnessB.memoryC.comfortD.support
18.A.suppliedB.offeredC.paidforD.contributed
19.A.differentB.hardC.pleasantD.serious
20.A.offB.awayC.outD.through
(3)
Somepersonalcharacteristicsplayanimportantroleinthedevelopmentofone’sintelligence.Butpeoplefailtorealizetheimportanceoftrainingthesefactorsinyoungpeople.
Theso-called‘non-intelligencefactors’include1feelings,will,motivation,interestsandhabits.Aftera30-yearfollow-upstudyof8000males,Americanpsychologists2thatthemaincauseofdisparitiesinintelligenceisnotintelligence3,butnon-intelligencefactorsincludingthedesiretolearn,willpowerandself-confidence.
4peopleallknowthatoneshouldhavedefiniteobjectives,astrongwillandgoodlearninghabits,quiteanumberofteachersandparentsdon’tpaymuchattentionto5thesefactors.
Someparentsaregreatlyworried6theirchildrenfailtodowellintheirstudies.Theyblameeithergeneticfactors,malnutrition,orlaziness,buttheynevertake7considerationthesenon-intelligencefactors.Atthesametime,someteachersdon’tinquireintothese,asreasons8studentsdopoorly.Theysimplygivethemmorecoursesandexercises,or9criticizeorlaughatthem.Afterall,thesestudentsloseself-confidence.Someofthemjustfeeldefeatedand10themselvesupashopeless.Othersmaygoastraybecausetheyaresickoflearning.11investigationofmorethan1,000middleschoolstudentsinShanghaishowedthat11.5percentofthemwere12oflearning,becauseofexaminations,1.4percentlackedpersistence,initiativeandconsciousnessand10.3percentweresickoflearning.
Itisclear13thelackofcultivation(培养)ofnon-intelligencefactorshasbeenamain14tointelligencedevelopmentinteenagers.Itevencausesanimbalancebetweenphysiologicaland15developmentamongafewstudents.
Ifwedon’tstartnowto16thecultivationofnon-intelligencefactors,itwillnotonlyaffectthedevelopmentofthe17ofteenagers,butalsoaffectthequalityofawholegeneration.Someexpertshaveputforward18abouthowtocultivatestudents’non-intelligencefactors.
First,parentsandteachersshould19understandteenagepsychology.Onthisbasis,theycanhelpthemtopursuetheobjectivesoflearning,20theirinterestsandtougheningtheirwillpower.
1.A.one’sB.theirC.hisD.her
2.A.cameoutB.foundoutC.madeoutD.workedout
3.A.initselfB.byitselfC.itselfD.onitsown
4.A.ThoughB.NeverthelessC.HoweverD.Moreover
5.A.believingB.studyingC.cultivatingD.developing
6.A.aboutB.whenC.howD.whether
7.A.forB.inC.intoD.over
8.A.whyB.thatC.whenD.how
9.A.everB.evenC.stillD.more
10.A.putB.getC.handleD.give
11.A.TheB.AnC.AnotherD.A
12.A.afraidB.aheadC.awareD.ashamed
13.A.thatB.howC.whyD.which
14.A.difficultyB.questionC.threatD.obstacle
15.A.intelligentB.characteristicC.psychologicalD.physical
16.A.practiseB.thrustC.strengthenD.urge
17.A.intelligenceB.diligenceC.maturityD.performance
18.A.projectsB.warningsC.suggestionsD.decision
19.A.fullyB.greatlyC.veryD.highly
20.A.insuringB.goingC.encouragingD.exciting
(4)
We’vehearditbefore-we’vehearditonthenews,fromteachers,fromparents-childrenandteenagerstodayaregrowinguptoofast.Therearenottoomanypeop
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