完形填空解题技巧(答案)

高考完形填空解题技巧一、考题方向：1、词汇：某些词义的识别，同义词辨析。

英语习惯用法的熟悉程度。

2、语法结构：语法规则的实际应用。

3、语篇句意：从语篇角度,即上下文和情景语境综合测试考生的阅读理解能力4、逻辑推理和生活常识二、考试题型：（一）词汇题：单纯地考单词或短语的释义：固定短语搭配题：With it, astronauts will acquire a workhouse vehicle ____ of flying into space and returning many times.A. capableB. suitableC. efficientD. fit答案：A.(二)语法题：语法结构题，主要是考结构词：代词、介词和从句连接词。

4.Moreover, inaccurate or indefinite words may make ____ difficult for the listener to understand the message which is being transmitted to him.A. thatB. itC. soD. this答案：B.(三)语篇题：文章的上下文决定所缺处所选择的词.这一考点要求学生根据文章的整体内容进行理解,根据层次结构和内容的逻辑关系,去选择符合文章情节的答案,这也叫情景意义的选择.5.Getting enough vitamins is essential to life, although the body has no nutritional use for excess vitamins. Many people ____ believe in being on the "safe side" and thus take extra vitamins.A. neverthelessB. thereforeC. moreoverD. meanwhile答案：A.三、解题技巧要做好完形填空题，除了要具备较扎实的英语基本功之外，还必须具备良好的应试心态，掌握一定的答题技巧,这样有助于在做题时思路清晰,速度加快,节约时间,增进效益.1..充满信心，沉着冷静。

2、精读第一句它是了解全文大意的基石.完形填空文章的第一句话通常是没有空白的完整句子，而且第一句往往是文章的主题句(Topic Sentence)，或是含有主题词的句子，考生可以根据它来把握文章的中心思想，为下面答题奠定基础。

这里，首先我们要知道英文的主题句的特点。

一个有效的主题句应该有以下两个标准：1.Topic：主题或议题。

明确指示段落的内容，起到限定主题范围的作用。

2.Opinion：反映作者对待主题的观点、印象、态度，起到限定段落基调的作用。

知道了英文主题句的特点之后，我们在阅读完型填空文章的第一句话时，就不应该只是读懂其字面中文意思，而是要透过首句来预测文章的中心内容，为接下来做题把准方向。

比如1994年考题的首句是：The first and smallest unit that can be discussed in relation to language is the word.这就是一句非常有效的主题句。

据此，我们可以大胆地预测文章的主题是讨论"词汇(word)"与"语言表达(language)"的关系。

作者的态度通过"first and smallest"就说明作者认为"词汇"对于"语言"的重要意义。

实际上，该篇文章的确是围绕"词汇"与"语言"的关系展开的。

3.通读全文，掌握大意,粗选答案有相当一部分同学在没有通读全文、弄懂大意的情况下就急忙边阅读边依空选择。

这是一种不良的答题习惯。

而且那些错误的答案会在大脑中先入为主，在复查时很难发现，同学们在做题之前必须先集中精力将短文精读两遍，掌握其大意，同时要记住短文里的人物、时间或地点，尤其要注意首句和尾句的含义。

这样，答题时才能心中有数。

此时可以边阅读边粗选答案,这是为了尽量减少空格,帮助更透彻地了解全文.4、从上下文寻找信息词完形填空所选的文章都是具有逻辑关系、意义相联的语篇，而词语的重复出现、同义词和反义词的使用是重要的连句成篇的词汇纽带，因此，在行文中不可避免地会出现词语的复现、前后同义词、反义词相互照应等现象。

警示：考生在答题时，不要急于求成。

而要充分利用上下文信息词，在继续阅读中寻找和斟酌答案。

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。

这些词有时可能是同义词或反义词。

例如：1)Some parts of the water are very shallow. But in some places it is very very ＿.A. deepB. highC. coldD. dangerous根据转折连词but的提示，所填入的词应与shallow相反，因此答案为A。

2)Mrs O’Neill asked ＿＿questions and she didn’t scold us either.A. noB. certainC. manyD. moreand是一个并列连词；either为副词，用在否定句或否定词后加强语势，由此可以确定所填的词也应是一个否定意义的词，因此答案是A。

5.形意结合，前后参照完形填空所要求填的答案在意义上必须和短文内容相符，形式上必须符合语法规则和习惯用法。

有些同学之所以失分较多，其中一个很重要的原因就是顾此失彼。

同学们在选择答案时，应先从意义上判断其是否与短文内容相吻合，然后再从形式上（如时态、主谓一致、固定搭配等）判断所选答案是否恰当，前后参照，连贯考虑，提高选择的准确率。

比如：Was she is a young chimpanzee(黑猩猩). She is no 41 chimpanzee, though. Scientists are doing a research 42 her . They want to see how civilized she can 43 . Already she does many things a human being can do.(95NMET)41空的选项是foolish/ordinary/special/simple,均为形容词,都能修饰chimpanzee, 根据下文, 此黑猩猩在接受驯化,已经能做人能做的许多事,从而便可确定,她不再是普通的(ordinary)黑猩猩了.如果不前后参照,去辨别四个词的用法,是无法选出正确答案的.6.先易后难，迂回解题做完形填空时，对于一时没有把握的题目，可以采用“迂回战术”，在题号前标上记号，先绕过去做下面的题目。

在做完较容易的题目之后再回过头来思考那些难题，同时把已确定好了的答案代入短文，帮助理解。

这样，也许难题就不难了。

7、把握文章组织结构主要是针对语篇题。

做题时，要把准文章作者发展脉络，文章的起承转合，要注意段落与段落之间，句与句之间的内在逻辑联系，领悟暗示，选对答案。

Comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened __21__. As was discussed before, it was not __22__ the 19th century that the newspaper became the dominant pre-electronic __23__.21. A. between B. before C. since D. later22. A. after B. by C. during D. until23. A. means B. method C. medium D. measure答案：21. A. 22. D. 23. C分析：我们注意到文章讲了两个时间：20世纪和15、16世纪，而19世纪显然是处在两者之间，故21填between。

22题是一语法结构题，固定结构：It was not until---that---。

23题属于前面介绍的"信息词"题。

上文中出现的：television, printing, newspaper均说明该题应填medium8.了解生活常识，确定相关知识。

Every morning she would give him breakfast in bed and bring him the paper to 30 (1998)A. checkB.readC. keepD.sign分析: 外国人早上有读报的习惯,其中paper即为报纸.这是理解本文细节的关键,有了这些文化背景知识,可迅速推断出正确答案为B9.必要时采用排除法,根据已知条件和信息去推断未知事物10.全文贯通，复查核定做完题目后，要仔细复查核定。

全方位,多角度地检查所选答案,看能否使全文连贯畅通,内容清晰,主题突出.对于个别拿不准的答案, 应根据语感完成.复查可以采用两种方法：1.不看已选的答案，再把所有的题目做一遍，然后看看两个答案是否一致，如不一致，再仔细比较鉴别；2.把答案代入短文细读一遍，看所选答案是否与短文整体相吻合，再把每个空白处与它相对应的4个答案一一对照。

完形填空专项训练1.Are we too slow to praise and quick to blame? It seems we are.Praise is like sunlight to the human spirit; we cannot flower and grow without it. And yet, we are somehow51 to give our fellows the warm sunshine of praise. To make matters worse, most of us are only too ready toapply to others the cold wind of 52 .It’s strange how chary(吝啬的) we are about praising. Perhaps it’s because few of us know how to accept compliments gracefully. 53 , we are embarrassed and shrug off(不予理睬) the words we are really so glad to hear. Because of this 54 reaction, direct compliments are surprisingly difficult to give. That is why some of the most valued pats on the back are those which come to us 55 , in a letter or passed on by a friend. When one thinks of the speed with which spiteful(恶意的) remarks are conveyed, it seems a pity that there isn’t more effort to pass 56 comments.It’s especially rewarding to give praise in areas where effort generally goes unnoticed or 57 . An artist gets complimented for a glorious picture, a cook for a perfect meal. But do you ever tell your 58manager how pleased you are when the shirts are done just right?Praise is particularly appreciated by those doing 59 jobs: gas-station attendants, waitresses －even housewives. Do you ever go into a house and say, “What a tidy room”? Hardly anybody does. Shakespeare said, “Our praises are our wages.” Since so often praise is the only 60 a housewife receives, surely she of all people should get her measure.Teachers agree about the value of praise. One teacher writes that instead of drowning students’ c ompositions in critical red ink, the teacher will get far more 61 results by finding one or two things which have been done better than last time, and commenting 62 on them. “I believe that a student knows when he has handed in something above his usual standard,” writes the teacher, “and that he waits hungrily for a brief comment in the margin(空白处) to show him that the teacher is aware of it, too.”To give praise 63 the giver nothing but a moment's thought and a moment’s effort. It is such a sm all64 . And yet consider the results it may produce. “I can live for two months on a good compliment,” said MarkTwain. So, let’s be 65 to the small excellences around us — and comment on them. We will not only bring joy into other people’s lives, but also, very often, add happiness into our own.1. A. guilty B. impatient C. fortunate D. reluctant2. A. charity B. criticism C. chemical D. command3. A. Instead B. Therefore C. Moreover D. Otherwise4. A. extreme B. immediate C. defensive D. positive5. A. naturally B. indirectly C. similarly D. closely6. A. pleasing B. unfair C. interesting D. objective7. A. unchanged B. unmatched C. unmentioned D. unemployed8. A. hotel B. personnel C. sales D. laundry9. A. ideal B. routine C. demanding D. steady10. A. wage B. chance C. input D. support11. A. inevitable B. constructive C. disappointing D. concrete12. A. frequently B. occasionally C. critically D. favorably13. A. highlights B. provides C. costs D. signals14. A. achievement B. challenge C. investment D. substitute15. A. certain B. alert C. resistant D. superior2.ling good about our actions — not guilt or pity— motivates giving, according to the latest research.51 seeing or hearing about suffering children makes most people uncomfortable, that grief is not whatdrives them to dig into their pockets and donate. The reasons people decide to be selfless, it turns out, may be slightly more 52 .In the study, published in the Journal of Neuroscience, researchers found that people are more likely to give when they think it will make them feel better. They donate, 53 , when they feel hope about putting smiles on those expectant and suffering faces. And that hope, or similar feel-good sensations, are driven by the brain’s reward systems.Researchers — and charities — have long known that putting a(n) 54 face on an abstract problem opens hearts and wallets. Josef Stalin once said that while one death is a(n) 55 , a million is merely a number. Studies have since found that quantifying the size of a disaster or particular need actually 56 giving, while presentinga single story is more likely to cause a desire to help.But it wasn’t clear whether this “identifiable victim” effect resulted from people’s 57 over their own privilege and resources — or from a sense of connection with the 58 and an urge to feel good about making a difference.To find out, researchers led by Alexander Genevsky, a graduate student in psychology at Stanford, imaged the brains of 22 young adults. In the scanner, they saw either a silhouette (剪影) or a head shot of a young African child.As in previous studies, participants were far more likely to give if they saw a face than a blank silhouette—donating almost twice as much in photo trials than in the others. However, this decision was related strongly to their59 . If they showed little activity in their nucleus accumbens— a brain region linked to every type of pleasurableexperience— they were actually less likely to give. But if there is a sharp 60 of activity in this reward area, they felt good and gave more. And the photos of the children were more likely to 61 this reward center.Activity in the accumbens, in fact, completely 62 the difference in giving seen between the silhouette-based requests and the photo-based ones.While the findings point to the feel-good 63 behind giving, other research will have to address the question of why givers get that positive emotional boost. Do people feel rewarded when they give because they think about the happiness of the recipient — or do they feel good because they see themselves as 64 and that self-esteem boost (自信心增强) is mood-enhancing? Such information could help charities 65 their messages to maximize their effectiveness.1. A. Since B. Although C. If D. As2. A. passive B. earnest C. impersonal D. selfish3. A. for example B. on the contrary C. as a result D. on the other hand4. A. plain B. ugly C. specific D. frightened5. A. accident B. threat C. solution D. tragedy6. A. ruins B. stimulates C. lowers D. skips7. A. anger B. guilt C. regret D. joy8. A. desire B. mind C. victim D. stuff9. A. actions B. beliefs C. images D. emotions10. A. edge B. rise C. turn D. division11. A. monitor B. target C. activate D. interrupt12. A. resulted from B. counted on C. accounted for D. subjected to13. A. motivations B. compliment s C. ambitions D. requests14. A. executive B. justified C. innocent D. generous15. A. conceal B. tailor C. obtain D. delete3.PlanningIn any planning system, from the simplest budgeting to the most complex corporate planning, there is an annual process. This is partly due to the fact that firms 51 their accounting on a yearly basis, but also because similar 52 often occur in the market.Usually, the larger the firm, the longer the planning takes. But 53 , planning for next year may start nine months or more in advance, with various stages of evaluation leading to 54 of the complete plan three months before the start of the year.Planning continues, however, throughout the year, since managers 55 progress against targets, while looking forward to the next year. What is happening now will 56 the objectives and plans for the future.In today’s business climate, as markets constantly change and become more difficult to 57 , some analysts believe that long-term planning is 58 . In some markets they may be right, as long as companies can build the sort of flexibility into their operations which allows them to59 to any sudden changes.Most firms, however, need to plan more than one year ahead in order to 60 their long-term goals. This may reflect the time it takes to commission (委任) and build a new production plant, or, in marketing 61 , it may be a question of how long it takes to research and launch a range of new products, and reach a certain 62 in the market. If, for example, it is going to take five years for a particular airline to become the 63 choice amongst business travellers on certain routes, the airline must plan for the various 64 involved.Every one-year plan, therefore, must be 65 in relation to longer-term plans, and it should contain die stages that are necessary to achieve the final goals.1. A. make up B. carry out C. bring about D. put down2. A. patterns B. guides C. designs D. distributions3. A. surprisingly B. contrarily C. equally D. typically4. A. approval B. permission C. admiration D. objection5. A. value B. confirm C. review D. survey6. A. restore B. promote C. influence D. maintain7. A. guess B. advocate C. recognize D. predict8. A. pointless B. meaningful C. realistic D. inevitable9. A. lead B. respond C. refer D. contribute10. A. share B. handle C. develop D. benefit11. A. expressions B. descriptions C. words D. terms12. A. reputation B. position C. situation D. direction13. A. reserved B. selected C. preferred D. supposed14. A. acts B. steps C. means D. points15. A. handed over B. left behind C. made out D. drawn upA child’s place in the family birth order may play a role in the type of occupations that will interest him or her as an adult, new research suggests. In two related studies, researchers found that only children were more interested in intellectual, cognitive careers than later-born children. __51__, later-born children were more interested in both artistic and outdoor-related careers.“For example, parents may be extremely __52__ of only children and worry about their physical safety. That may be why only children are more likely to show interest in academic __53__ rather than physical or outdoor activities. An only child will tend to get more time and attention from theirparents than children with siblings（兄弟姐妹）. This will often make them feel special but thedownside is that they may suffer from __54__ and loneliness when friends discuss their brothers and sisters and family life.”The first-born is an only child until the second child comes along – __55__ them from being the centre of attention, to then sharing the care of parents. Parents will also expect them to be responsible and “set an example”. The change from being the focus of a family may be quite a __56__ and so shape the first-born’s outlook on life. Therefore, first-borns may try to get back their parents’attention and approval by achieving success in their career. It is true that first-borns are __57__ more often found as political leaders than any other birth-order position.Being the youngest in the family can sometimes be a(n) __58__ experience, especially if the child wants to be taken seriously. The last-born is more likely than the other birth-order positions to take up dangerous sports. This may be a __59__ of the last-born’s rebellious characteristic – a result of being __60__ up with always being bossed about by everyone else in the family.Middle children, __61__, have different issues. “Middle –child syndrome”can mean feeling __62__ between two other “more important” people – an older sibling who gets all the rights and is treated like an adult and a younger sibling who gets all the __63__ and is treated like a spoilt child. Middle-borns have to learn to get on with older and younger children, and this may __64__ them becoming good negotiators – of all the birth-order positions they are most skillful at dealing with both authority figures and those holding __65__ positions.1. A. In other words B. In addition C. In contrast D. In particular2. A. proud B. protective C. positive D. precious3. A. pursuit B. exchange C. freedom D. reputation4. A. regret B. jealousy C. sympathy D. neglect5. A. prohibiting B. varying C. preventing D. transforming6. A. disaster B. tragedy C. shock D. tendency7. A. enormously B. significantly C. unexpectedly D. extremely8. A. exciting B. confusing C. frustrating D. rewarding9. A. sample B. signal C. symbol D. sign10. A. tied B. fed C. mixed D. caught11. A. therefore B. however C. otherwise D. meanwhile12. A. sandwiched B. trapped C. combined D. balanced13. A. honours B. resources C. privileges D. expectations14. A. insist on B. contribute to C. approve of D. result from15. A. former B. superior C. latter D. inferiorWhy girls do better at school than boys?For centuries, boys were top of the class. But these days, that’s no longer the case.A new study by the OECD, a club of mostly __51__ countries in Europe and North America, examined how 15-year-old boys and girls performed at reading, mathematics and science. Boys still get somewhat better __52__ at maths and physics, and in other science courses the genders are roughly __53__. But when it comes to the students who really struggle and suffer at school, the difference is __54__: boys are 50% more likely than girls to fall short of basic standards in all three areas.__55__, why are girls performing better at school than their male classmates?First, girls read more than boys. Reading proficiency (熟练) is the basis upon which all other learning is built. When boys don’t do well in reading, their __56__ in other school subjects suffers too.Second, girls spend much more time on their homework and out-of-class learning. __57__, girls spend five and a half hours per week doing homework while boys spend a little less than four and a half hours. Researchers suggest that doing homework __58__ by teachers is linked to better accomplishment in maths, reading and science. Boys, it appears, spend more of their free time in the __59__ world; they are 17% more likely to play cooperative online games than girls every day. They also use the internet more.Third, peer __60__ plays a role. A lot of boys decide early on that they are just too cool for school. They adopt a so-called concept of masculinity(男子气概) that includes a disreg ard for __61__, which means they’re more likely to be rude and noisy in class. Teachers mark them down for this. In anonymous (匿名的) tests, boys perform better. In fact, the gender gap in reading __62__ by a third when teachers don’t know the gender of the pupil they are marking.So what can be done to close this gap? Getting boys to do more homework and cut down on screen-time would help. And offering boys a __63__ to read non-fiction would help too: they’re keener on comics and newspapers. But most of all, abandoning gender stereotypes (旧模式) would __64__ all students. Thus, boys in all countries with the best schools read much better than girls. As we know, girls in Shanghai, Singapore and Seoul are good at mathematics, and they __65__ boys from anywhere else in the world.1. A. backward B. wealthy C. regular D. miserable2. A. scores B. directions C. guidance D. evaluation3. A. practical B. reliable C. relevant D. equal4. A. stable B. vague C. obvious D. logical5. A. However B. Therefore C. Similarly D. Instead6. A. behaviour B. comment C. preparation D. performance7. A. In brief B. On average C. On the contrary D. In addition8. A. researched B. designed C. assigned D. approved9. A. virtual B. realistic C. future D. artificial10. A. relationship B. contact C. responsibility D. pressure11. A. experts B. authorities C. adults D. peers12. A. develops B. widens C. narrows D. forms13. A. chance B. task C. favour D. resource14. A. influence B. harm C. satisfy D. benefit15. A. advance B. overtake C. overcome D. challenge参考答案：1. 1-5 DBACB 6-10. ACDBA 11-15. BDCCB2. 1-5 BDACD 6-10. CBCDB 11-15. CCADB3. 1-5 BADAC 6-10. CDABC 11-15. DBCBD4. 1-5 CBABD 6-10. CBCDB 11-15. BACBD5. 1-5 BADCA 6-10. DBCAD 11-15. BCADB。