2012届高考英语专题复习完形填空精选十篇(附详解)

2012届高考英语专题复习完形填空精选十篇(附详解)

完形填空这一题型重点考查考生对语境意义的理解以及常用的一些固定搭配。考查实词（包括名词、动词、形容词等）较多，因此，突破这一题型的方法重在精讲精练，让考生积累一些固定搭配以及一些常用的实词的用法。

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。

（一）

A Strange Greeting, a True Feeling Last week I was invited to a doctor’s meeti ng at the Ruth hospital for incurables. In one of the wards a patient, an old man, got up shakily from his bed and moved towards me. I could see that he hadn't long to 1 , but he came up to me and placed his right foot close mine on the floor.

“Frank！”I cried in astonishment. He couldn’t 2 , as I knew, but all the time 3 his foot against mine.

My 4 raced back more than thirty years to the 5 days of 1941, when I was a student in London. The 6 was an air-raid shelter, in which I and about hundred other people slept every night. Two of the regulars were Mrs. West and her son Frank.

7 wartime problems, we shelter-dwellers got to 8 each other very well. Frank West 9 me because he wasn’t10 , not even at birth. His mother told me he was 37 then, but he had 11 of a mind than a baby has. His “ 12 ” consisted of rough sounds——sounds of pleasure or anger and 13 more. Mrs. West, then about 75, was a strong, capable woman, as she had to be, of course, because Frank 14 on her entirely. He needed all the 15 of a baby.

One night a policeman came and told Mrs. West that her house had been flattened by a 500-pounder. She 16 nearly everything she owned.

When that sort of thing happened, the rest of us helped the 17 ones. So before we 18 that morning, I stood beside Frank and 19 my right foot against his. They were about the same size. That night, then, I took a pair of shoes to the shelter for frank. But as soon as he saw me he came running and placed his right foot against mine. After that, his 20 to me was always the same.

1．A．work B．stay C．live D．expect

2．A．answer B．speak C．smile D．laugh

3．A．covering B．moving C．fighting D．pressing

4．A．minds B．memories C．thoughts D．brains

5．A．better B．dark C．younger D．old

6．A．cave B．place C．sight D．scene

7．A．Discussing B．Solving C．Sharing D．Suffering

8．A．learn from B．talk to C．help D．know

9．A．needed B．recognized C．interested D．encouraged

10．A．normal B．common C．unusual D．quick

11．A．more B．worse C．fewer D．less

12．A．word B．speech C．sentence D．language

13．A．not B．no C．something D．nothing

14．A．fed B．kept C．lived D．depended

15．A．attention B．control C．treatment D．management

16．A．lost B．needed C．destroyed D．left

17．A．troublesome B．unlucky C．angry D．unpopular

18．A．separated B．went C．reunited D．returned

19．A．pushed B．tried C．showed D．measured

20．A．nodding B．greeting C．meeting D．acting

参考答案及解析

1—5 CADBB 6—10 DCDCA 11—15 DBBDA 16—20 ABADB

1．C 上文的“incurables"表明这位老人是不治之症患者，存活的时间不会太长。

2．A 我叫他名字, 他不会回答。

3．D 由下文暗示可知，37岁的Frank不如一个婴儿的智力。他不能用语言回答别人的问话，但内心有一定的反应，因此一见到我便将右脚靠着我的右脚以示问候。

/4．B Frank的这一举动使我的记忆一下子回到了30年前。

5．B 下文交待30年前作者的生活，二战期间他只能住在防空洞中，生活很苦，只能用“dark”来形容当年的岁月。

6．D 作者回忆30年前的生活，头脑中出现了防空洞的情景。

7．C ；8．D 在战争问题上由于拥有共同的话题，我们这些防空洞居住者逐渐了解了对方。9．C ；10．A 一个37岁的人智力却不正常，这一现象逐渐吸引了我的注意。

11．D 尽管Frank已经37岁，但智力还不如一个婴儿。

12．B；13．B 他的讲话仅体现了内心的快乐和愤怒，没有更多实在的内容。

14．D；15．A West夫人不得不强壮而又有能力，因为Frank完全依靠于她，他需要婴儿似的全部照料。

16．A 她几乎失去了一切。

17．B West夫人遭受这么大的损失，大家尽力帮助这不幸的一家人。

18．A ；19．D ；20．B 那天早上临走前，我站在Frank身边，将我的右脚靠着Frank 的右脚以便量出他脚的大小，目的是为他买一双鞋子。Frank将我的这一动作看成是问候的表现，从此他就用这一动作来问候我，这就有了本文开头的那种情景。

（二）

A newly trained teacher named Mary went to teach at a Navajo Indian reservation. Every day, she would ask five of the young Navajo students to __1__ the chalkboard and complete a simple math problem from 2 homework.

They would stand there, silently, 3 to complete the task. Mary couldn’t figure it out. 4 she had studied in her educational curriculum helped, and she 5 hadn’t seen anything like it in her student-teaching days back in Phoenix.

What am I doing wrong? Could I have chosen five students who can’t do the 6 ? Mary would wonder. No, 7 couldn’t be that. Finally she 8 the students what was wrong. And in their answers, she learned a 9 lesson from her young 10 pupils about self-image and a(n) 11 of self-worth.

It seemed that the students 12 each other’s individua lity and knew that 13 of them were capable of doing the problems. 14 at their early age, they understood the senselessness of the win-lose approach in the classroom. They believed no one would 15 if any students were shown up or embarrassed at the 16 . So they 17 to compete with each other in