高考英语-完形填空-讲解-10篇-(含答案)

完形填空

完形填空是一种旨在测试学生英语语言综合运用能力的填空补缺式障碍性阅读。它以语篇信息为基础，以中心脉络为主线给学生提供解题信息。主要考查学生的英语基础知识和语言运用能力，包括词汇辨析能力、分析判断能力、逻辑推理能力和跨文化交际能力。是一种集知识和能力于一体，立意新、要求高的综合性语言测试题。同时也是高考试题中要求最高、难度最大的一种题型。

近年来，高考完形填空在体裁上以记叙文、夹叙夹议文为主，有时也会出现说明文和议论文。记叙文类完形填空是高考中出现频率很高的一类，是高考完形填空中的重要体裁。记叙文是记人、叙事、写景、状物的文章，有其鲜明的特点。这些特点构成了记叙文写作的基本要素，例如时间、地点、事件的发展、高潮和结局。记叙文完形填空素材的选择通常会注重语言材料的思想性、知识性和时代性，语言材料会突出对情感态度、文化意识的渗透，突出其“励志性”和“教育性”，反映主流价值观，彰显正能量。

夹叙夹议类完形填空是近几年高考经常涉及的一类体裁。这类完形填空的特点是篇幅略长，思路跳跃性强。记叙和议论在文中交错运用。有的是以议论引出记叙；有的是在记叙的基础上发表议论。夹叙夹议文的主题明确，或告诉读者一个道理，或引人思考，或给人乐趣。夹叙夹议文完形填空突出考查考生对语言的整体理解能力、把握主题的能力、微语境的识别能力、逻辑推理判断能力及对语言的感悟能力。一般来说，文章记叙的内容积极向上、情节曲折动人、富有知识性和趣味性；文章的议论部分是记叙的升华，兼具教育性和启发性。这类完形填空重在描述事件或描写人物，因此要完成此类完形填空需要掌握以下几个基本的解题思路：

1.了解作者所叙述的故事的四大要素，即：时间(when)、地点(where)、人物(who)、原因(why)，以便对文章进行定位，达到全景化理解故事的目的。

2.注意作者写作的逻辑顺序。根据故事的不同特点，作者在写作时会采用不同的叙述方式。有顺叙、倒叙和插叙三种方式。

3.重视对人物的动作、语言、心理活动的描写，体会作者的写作意图。注意作者的选词，选词体现作者的情感态度。

4.重视文化背景知识的应用。很多完形填空涉及西方文化背景知识，熟悉西方文化背景知识是完成某些题目的一个必要的条件。

夹叙夹议文完形填空一般有以下特点：

(1)先叙述作者自己的某一个生活经历或见闻，然后针对这一事件发表自己对生活的看法或揭示生活的真理。

(2)文章的开头或者结尾有时是一个完整的富有哲理的句子，这个句子不容忽视，往往是全文的关键句，甚至是文章的主题。作者围绕这一主题用具体的事例加以说明，有时也可能用几个事例从不同的侧面来说明。

(3)提出一种观点或见解，然后用某一事例来阐述这一观点，最后再进一步地总结和升华。作者叙述所发生的事件或生活经历只是为表达其思想内容，要把握全局，理清思路，抓住主线，明确作者要说明的观点或要阐述的生活哲理，然后对题目做出判断。

说明文是用说明的方式介绍人或事物、阐述事理的一种文体。生活中会经常用到，如人物介绍、产品广告说明、现象解释、成果推广等。说明文的主要目的是帮助读者认清事物、明白事理，故其语言通常较为浅显、通俗，比较易于读者理解。但是在高考完形填空题及平时的模拟测试中，说明文比较少见。说明文将知识性、科学性、应用性和准确性融为一体，常使用下定义、举例、列举、比喻、描述等方法，按时间、空间或逻辑等顺序进行说明。

说明文通常具有下列特点：

1.多用现在时态。因为说明文通常是对客观事物或事理的一种介绍与解释，而这种客观介绍与解释一般是不随时间变化而变化的。

2.采用客观描述。说明文一般是对客观存在的说明与介绍，因此，语言的表述也应该尽可能地给人以客观可信的感觉。

3.遣词用字简练、平实、确切。议论文类完形填空是难度较高的完形填空形式，它旨在通过剖析事例，论述事理、提出见解或主张，从而告诉读者某种道理或给人某种启迪。近几年高考纯议论类文章较少。

议论文完形填空具有以下特点：

1.文章篇幅一般较长,容量大、思维跳跃性较强，作者往往通过分析某一具体事例来阐述自己的一个论点。

2.议论文的三个要素：论点、论据和论证。实际上，一篇文章就是作者提出问题、分析问题和解决问题的过程，一篇议论文体的文章往往都具备这样的属性。

不同的议论文可能采用不同的论点引入方式，因此在把握文章论点时应根据其不同引入方式，采用相应的解题方法。

从历年高考题来看,完形填空题涉及议论文体裁的试题不及记叙文和说明文常见。虽然如此，在备考中也不能忽视。掌握议论文的特点，把握好作者在文章中所阐述的观点并结合常识去推理和合理想象是做好这类完形填空题的关键。

真题演练

Cloze 1

While high school does not generally encourage students to explore new aspects of life, college sets the stage for that exploration. I myself went through this 1 process and found something that has changed my 2 at college for the better: I discovered ASL—American Sign Language.

I never felt an urge to 3 any sign language before. My entire family is hearing, and so are all my friends. The 4 languages were enough in all my interactions. Little did I know that I would discover my 5 for ASL.

The 6 began during my first week at college.

I watched as the ASL Club 7 their translation of a song. Both the hand movements and the very 8 of communicating without speaking 9 me. What I saw was completely unlike anything I had experienced in the 10 . This newness just left me 11 more.

After that, feeling the need to 12 further, I decided to drop in on one of ASL club's meetings.

I only learned how to 13 the alphabet that day. Yet instead of being discouraged by my 14 progress, I was excited. I then made it a point to 15 those meetings and learn all I could.

The following term, I 16an ASL class. The professor was deaf and any talking was17. I soon realized that the silence was not unpleasant.18, if there had been any talking, it would have 19us to learn less. Now, I appreciate the silence and the 20way of communication it opens.

1.A.searching B.planning C.natural D.formal

2.A.progress B.experience C.major D.opinion

3.A.choose B.read C.learn D.create

4.A.official B.foreign C.body D.spoken

5.A.love B.concern C.goal D.request

6.A.meeting B.trip C.story D.task

7.A.recorded B.performed C.recited D.discussed

8.A.idea B.amount C.dream D.reason

9.A.disturbed B.supported C.embarrassed D.attracted

10.A.end B.past C.course D.distance

11.A.showing B.acting C.saying D.wanting

12.A.exercise B.explore C.express D.explain

13.A.print B.write C.sign D.count

14.A.slow B.steady C.normal D.obvious

15.A.chair B.sponsor C.attend https://www.sodocs.net/doc/7015497625.html,anize

16.A.missed B.passed C.gave up D.registered for

17.A.prohibited B.welcomed C.ignored D.repeated

https://www.sodocs.net/doc/7015497625.html,stly B.Thus C.Instead D.However

19.A.required B.caused C.allowed D.expected

20.A.easy B.popular C.quick D.new

作者上大学的第一周接触到美式手语，手语的动作和这种新的交流方式吸引了作者。作者从此便爱上了这种无声的交流方式。

1.A 根据上文的“...to explore new aspects of life, college sets the stage for that exploration.”以及下文的and found something可知，作者自己经历了这个“探索”的过程，所以选A项。searching“探索的”；planning“计划的”；natural“自然的”；formal“正式的”。

2.B根据句意可知，作者在探索的过程中发现了某种东西，这种东西让他的大学经历向更好的方面转化，所以选B项。

3.C根据“My entire family is hearing, and so are all my friends.”可知，作者的家人和朋友都没有听力障碍，所以作者以前没有学习手语的强烈欲望。

4.D 由于家人和朋友都没有听力障碍，所以“口语”在日常的交往中就足够了。此处的“spoken languages”与上文的“sign language”相对应。

5.A 根据下文可知，作者接触到手语后，被它吸引，开始学习手语。所以此处应该是作者发现了自己对手语的热爱。

6.C 根据下文可知，这里讲述的是作者上大学第一周发生的事情，所以用story。

7.B 作者观看了美式手语俱乐部用手语表演的一首歌曲。perform“表演”，符合语境。record“录音”；recite“背诵”；discuss “讨论”，都与文意不符。

8.A idea“想法”；amount“数量”；dream“梦想”；reason “理由”。无声交流的想法吸引了作者，故A项符合语境。

9.D 下文提到，作者看到的和他过去经历的完全不同。由此可知，作者被手语的动作和无声交流的想法所吸引，所以选D项。disturb“打扰”；support“支持”；embarrass“使困窘”，都不符合语境。

10.B根据前面的had experienced可知，此处填past。in the past“在过去”。

11.D 作者感到这种形式非常新颖,自然想要了解更多，所以选D项。

12.B exercise“练习”；explore“探索”；express“表达”；explain“解释”。根据文章首句提到的“...encourage students to explore new aspects of life...”可知选B 项。

13.C作者那一天只学会了用手语表示字母表。print“印刷”；write“写”；sign “用手势表达”；count“数”，只有sign符合语境。

14.A根据上文的“only”可知，此处应该填“slow”，表示“进步很慢”。

15.C根据后面的宾语those meetings可知，此处应填attend，表示“参加那些会议”。

16.D根据下文提到的professor可知，作者选了美式手语这门课程。register for “注册，选课”，符合语境。

17.A由于教授本人就失聪，所以课上是“禁止”谈话的。prohibit“禁止”；welcome “欢迎”；ignore“忽视”；repeat“重复”。只有A项符合语境。

18.C上文提到“不久我就意识到这种沉默并不会令人感觉不愉快”，下文又说“如果可以用嘴说话的话，我们会学得少”，由此可知instead(反而)为最佳选项。

19.B cause sb.to do sth.“导致某人做某事”。require“要求”；allow“允许”；expect “期望”，都不符合语境。

20.D根据第三段最后的“This newness just left me...”可知，此处应为“the new way of communication”。

Cloze 2 (2016四川)

Lainey finished third grade.She had good grades and could read 1grade level,but she did not like to read.On a family car trip,her Aunt Dede pulled out a copy of Harry Potter,as a surprise for her 2.But Lainey took one look at it,3 her eyes,and said,“Borrrring!”

Aunt Dede,a teacher,had read the book to her students, and they loved it.4 the youngest children in the class were 5by the story.They 6with great interest,and then7joined in grand conversations about Harry's adventures.

“How can you say it's 8? Have you read it? ” asked Aunt Dede.

“No,it's too long and it doesn't have any 9,” complained Lainey.

“Oh,that's where you are 10;there are lots of pictures. Every page is full of pictures; you just have to read the words to 11them.It's like magic.”

“Nice try,Aunt Dede,”Lainey replied12from the back seat.

Another 13was in order.“Well,if you don't want to read it,give it 14.Maybe your mom would 15hearing the story.” The book sailed through the air to Aunt Dede and she began to read it aloud.By the end of the first chapter, 16were coming from the back seat:“Please read a little17.”

Lainey is an example of an18reader.As shown here,Lainey can become 19 about reading when 20with literature on topics that interest her,and when the people around her model involvement in the reading process.

1.A.within B.on C.to D.above

2.A.daughter B.niece C.student D.friend

3.A.opened B.dried C.rolled D.shaded

4.A.Even B.Still C.Just D.Yet

5.A.surprised B.annoyed C.puzzled D.attracted

6.A.read B.told C.listened D.wrote

7.A.suspectedly B.anxiously C.calmly D.enthusiastically

8.A.amazing B.boring C.ridiculous D.humorous

9.A.pictures B.stories C.adventures D.conversations

10.A.crazy B.foolish C.wrong D.different

高中英语教学论文 高考英语完形填空综合解析

高考英语完形填空综合解析 要提高完形填空的解题能力，首先应该综合全面地了解完形填空。要了解完形填空，我们需要回答五个问题。第一个问题：什么是完形填空？第二个问题：完形填空的特点是什么？第三个问题：学生存在的问题是什么？第四个问题：如何解完形填空？第五个问题：平时如何训练？只有解决了这五个问题，才能有的放矢地对完形填空进行教学和研究。 一、什么是完形填空？ 完形填空又称综合填空，其命题原理是格式塔心理学。格式塔心理学强调整体感知和对文章从语义上的整体把握。简单说完形填空就是在一篇语意完整的短文中有目的地制造一些空白，造成信息链的中断，让考生在理解短文的基础上，综合运用所学知识和常识，对每个题的备选项做出尽可能合理的分析、判断，从中选出正确答案或最佳答案，使重新构建的文章主旨鲜明，文意畅达，逻辑严密。如果空格要求学生填入连词、介词、冠词等，则空格为功能性空格；如果要求填入名词、形容词、动词等实义词，则空格为语义空格。从近几年的高考试题看，完形填空以语义空格为主，语法部分的内容已经弱化为对词法的考查。完形填空的空格分为四种类型：词内项、词间项、句内项、句间项，难度是逐渐上升的。 二、完形填空的特点是什么？ 1. 完形填空的题型特点 近几年来的完形填空题，有以下几个特点： ⑴短文难度基本稳定，与高中英语教材课文难易基本相当。 ⑵短文选材一般为故事性文章，极少采用其它题材的文章。但往往不按时间顺序平铺直叙，有插叙或倒叙，有时还夹有描述和议论。 ⑶短文的第一句不设空格，提供给考生一个思路，以便考生做题。 ⑷考查内容主要是逻辑上的通顺，极少是考语法，所以每题四个选项大多属同一语法范畴。 ⑸短文长度基本稳定，一般在250～300个单词左右。 2. 完形填空选项设置的几个特点 ⑴同义、近义词辨析型。多倾向考查动词、名词、形容词。所以平时要多把这几类词性的词归纳记忆。 ⑵固定搭配型。多倾向考查动词和介词或副词、名词和介词、形容词和介词、典型句子结构的搭配。 ⑶常用语法。时态和语态、从句连词。 ⑷根据上下文的逻辑关系确定选项型。 3. 近年高考完形填空题的命题趋势和新题动向 ⑴阅读量逐年提高，阅读时间减少。 ⑵生词量有增无减。 ⑶长句增多，句式灵活，结构复杂。 ⑷题目设置上单纯语法考查减少，上下文联系考查力度加大，并且以同义词、相似词为典型的迷惑选项增多。 ⑸完形填空的第一句都是完整的句子，并且每篇文章都有一个主题。 三、学生存在的问题是什么？ 有些考生虽然具有一定的基础，但完形填空题的得分却总不尽如人意。他们的问题概括起来主要有以下几方面：

历届高考英语完形填空全国卷

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高考完形填空解题技巧 (I) 完形填空是全国各地高考英语必考题型之一，占20分。题型特征是：一篇短文中间留20 个空格，每个空格给出4个选项，要求从中选出最佳答案填入相应的空格内。由于这种题型既考查学生的语法、词法、句法、习惯用法等英语基础知识的综合运用能力，又考查他们对短文的阅读和理解能力。这种题型综合性较强，因而难度较大。总的来说，完形填空为了测试考生实际应用英语的能力和语感。具体说来，是从语篇角度综合测试考生的阅读理解能力、词汇的掌握和对英语习惯用语的熟悉程度、以及语法规则的灵活运用。因此，本文我就考试出题的三个方向、考试题型和具体解题技巧做了详细阐述： 一、考试出题的大致方向是： 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： 1.There can be no question about the value of a safety program. From a financial standpoint alone, safety ____. (‘99) A. comes off B. turns up C. pays off D. holds up 答案：C. 词汇辨析题： 主要是指同义词、近义词的辨析，这类题较难。 2.They are needed for ____ food into energy and body maintenance. (‘96) A. shifting B. transferring C. altering D. transforming 答案：D. 固定短语搭配题： 3.With it, astronauts will acquire a workhouse vehicle ____ of flyingsintosspace and returning many times. (‘92) A. capable B. suitable C. efficient D. 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. (’94) A. that B. it C. so D. this答案：B. (三)语篇题：

高考英语完形填空解读

高考英语完形填空解读 高考试题： While I studied at school, I felt a great difficulty in learning my Latin translations. I was always very slow in using a dictionary, and found it most difficult, while to other boys it seemed no trouble. I formed an alliance with a boy in the Sixth Grade. He was very clever and could read Latin as easily as English. My friend for his part was almost as much troubled by the English essays he had to write for the headmaster as I was by these Latin words. We agreed together that he should tell me my Latin translations and that I should do his essays. The arrangement worked wonderfully. The headmaster seemed quite satisfied with my work, and I had more time to myself in the morning. On the other hand, once a week or so I had to compose the essays of my friend. For several months no difficulty appeared, but once we were nearly caught out. Once afternoon, the headmaster called my friend to discuss one essay with him in a lively spirit. “ I was interested in this point you make here. I think you might have gone further. Tell me what you had in your mind.” The headmaster continued in this way for some time to the fear of my friend. However the headmaster, not wishing to turn an occasion of praise into one of fault-finding, finally let him go. He came back to me like a man every effort to study my translations. 高考试题： In the summer vacation of 1997, I was fixed with a job, I worked as a(n) assistant at Mr. Breen?s fruit shop. The fruit shop did good business. Most of the trade came from the housewives who lived in the neighborhood, but he also had regular customers who arrived outside the shop in cars. Mr. Breen knew them all by name and they sometimes even had their order already made up, always getting me to carry it out to their