专题09 完形填空(记叙文、说明文与议论文)（原卷版+解析版）

这是一份专题09 完形填空(记叙文、说明文与议论文)（原卷版+解析版），文件包含09完形填空记叙文说明文与议论文原卷版docx、09完形填空记叙文说明文与议论文解析版docx等2份试卷配套教学资源，其中试卷共101页， 欢迎下载使用。
完形填空概略
第一部分 完形填空的理论依据
(一)格式塔理论
完形填空又被称为完形测验法或者补漏填空法，其创设是基于格式塔心理学关于场的理论。该理论认为，人们在观察物体形状时，总会下意识的将残缺或空缺的部分补全完整，以获得完整的物体形状。之后，语言学家研究发现在语言现象中，人们对不完整的语言现象同样具有补全心理。完形心理学同样也能运用于篇章阅读中。这也就是说，当读者接触到有空缺的篇章时，读者便会倾向于将所删减的词汇或短语填充完整，使篇章通顺，语意流畅。补全过程同时也要求读者能够从文章整体出发，而非将思维局限于部分，因为一篇文章是一由词汇、句子、段落构成的有机整体。读者还需通过篇章情境和已有的知识储备填出或选择出最佳词汇以及短语，填补篇章中的空缺，达到形式和心理上的“完形”。
(二)语篇衔接理论
衔接是语篇的一大特征，是形成语篇的重要手段。衔接指在依据语法关系和词汇之间的联系，语篇实现结构完整，语义通畅，意义连贯。从句子结构关系角度，衔接包括语法衔接;从词汇关系和内容角度，衔接又包含着词汇衔接。1976年，Halliday和Hasan ( Halliday&Hasan } 1976 )出版了《英语的衔接》( Chesin in English )专著，在书中韩礼德和哈桑将语法衔接手段划分为指代、替代、省略和连接;同时又提出词汇衔接手段包括词汇复现和词汇同现。其中，词汇通过上下义词、近义词、反义词、同义词或原词形成词汇重现。
(三)图式理论
图式理论近年来在完形填空教学中被普遍使用，并取得良好的教学效果。图式理论在20世纪70年代得到较大发展。该理论认为，人们认识新事物时，会在大脑中利用自身己有的知识背景和知识储备与新事物形态特征相联系，大脑中进行复杂活跃的认知活动，建构图示，联系新旧事物，最终达到理解新事物的状态。图式理论有三种结构:形式图式、内容图示和语言图示。形式图式指导读者分析文章体裁和结构。内容图式则涉及篇章主旨和具体内容以及文化背景知识。语言图示则是指读者对篇章语言知识如词汇、语法等的熟悉程度。三种图式结构紧密联系，缺一不可。
第二部分 完形填空的作用
完形填空比多项选择题更为有效，而目的更易于设计或运用于课堂教学。关于这一点要提及另一个事实，阅读理解题常使学生感到盲从。这些题目常使学生只是从某一点来专注于文章，用这种方式来构成学生的阅读。我们在教学中早已发现学生在阅读之前是如何常常先查看文章后面的问题。这是因为问题会告诉读者应该在文章中寻找什么或阅读什么，而这在完形填空中是行不通的，学生要根据要求利用完形填空真正地将文章阅读数遍，随后自行做出决定。因此，完形填空不同于其它的测试，是一种创造性的并且奏效的测试。这一题型促使学生注意整篇文章的语篇而不是单纯的词汇或句子结构，这对于中等或优等的学生是一个重要的因素。由于完形填空可以对学生的阅读能力提供首要的明证，以证实诸如学生入学的阅读水平或实际的阅读水平，所以可以作为入学考试或分班考试的命题手段。其具体作用体现在如下几点:
一、确立文章可读性的标准
完形填空的首要用途是确立一篇文章可读性的标准，这篇文章与拥有的读者层次有关。这对于英语作为外语或者英语作为第二语言(EsL>的教师无疑极为重要。如果学生能够流畅地阅读一篇文章，教师就没有必要对此多作解释，可以立即利用这一文章作为背景知识进行教学。如果学生表明是根据教学标准来阅读，这对于理解课文是必不可少的。如果学生阅读受挫，教师最好放弃这篇文章，这说明要么是因为语言太难，要么是因为文章的背景相对于学生的经历太陌生。
二、训练听说读写技能
鉴于完形填空的诸多优点，我们教师可以利用完形填空进行英语听说读写的训练。
发展听力技能(listening skills)
听力似乎与阅读毫无关系，其实不然，两者有其共同之处。都是用感官去接受信息，前者用耳，后者用眼去感受和接受信息，听与读都属于感受技能(receptive skills)。完形填空反映出听力与阅读技能间有重要的关系。教师可以利用完形填空的题型再借助于录有原文的录音磁带来训练或测试学生的听力技能。学生一边倾听录音中的原文，一边写出原文中被删掉的词或短语，这样能促使学生答题时认真仔细地听写，从而提高答题的准确性。此外，这样的训练或测试也能增强学生对发展听力技能的自信心，尤其是对于那些听力技能较弱的学生，他们或许能借助于上下文对未听懂之处再进行完形填空。我们在教学中发现一些学生对纯粹的听写常感到紧张和缺乏自信心，所以教师不妨变换训练或测试的手段，以激发起学生发展听力技能的兴趣。
2.增进会话技巧(speaking skills)
利用完形填空来教学。一旦学生完成后，并知道得分以后，他们会对自己的得分与教师发生不可避免的争论:“为什么我不能用房屋来代替住宅呢?毕竟它们属同一类”Why can' t工have building instead f huse? After all it cmes t the same thing.由于英语课堂教学要求学生用英语问答，学生也就会习惯成自然地用英语争辩。此时，教师应不失时机地针对学生们的争辩组织讨论。在这种场合，即便是一些被我们教师认为腼腆和沉默寡言的学生每当获悉自己的得分后，也会变得口若悬河和好争论。开口的机会越多，就越能增进学生的会话技巧。
3.提高I阅读技能(reading skills)
阅读教学的主要目的是培养学生通过阅读了解其内容找出中心思想、扩大词汇量等。一方面，学生完形填空的过程本身就是了解其内容和寻觅中心思想的过程。以此为基础，然后学生考虑空格所省略的词与上下文连贯的语义及结构，自上而下地逐一填空。另一方面，教师通过分析与讲解相关的完形填空，有助于学生借助于上下文学习与掌握语法知识、常用的固定搭配习语、词组与句型，从而提高阅读技能。
4.强化写作技能(writing skills)
完形填空除了可以用于听、说、读教学之外，还可以用于写作教学，尤其是商务信件，或者其它指导性的写作(如:小结、报告和随笔等)。教学步骤可以这样安排:首先让学生阅读一篇简单的商务信件，其次发给学生一篇类似的信件，但是信中有些语句被删掉，要求学生填出删掉的部分。此类写作教学的长处在于可根据学生的能力变换空格的出现率，随着课程的进展，空格出现的频率更多。最后学生发现他们能很容易地填出每隔三个词或者四个词出现的空格，这样，学生对于商务信件的文体规律和词汇更为熟悉，达到预期的教学效果。
第三部分 完形填空解题能力的制约因素
完形填空是一种立意新、区分度高、从语篇层面上考查学生语言能力的综合型试题。完形填空自问世以来，国内的学者专家对其进行了大量的研究。从这些研究成果中，我们可以看到，考生在完形填空的答题成绩，与以下几个因素有关:
1.快速阅读理解能力。试卷上的答题要求写道“阅读下面短文，掌握其大意，从各题所给的四个选项中，选出一个最佳答案。”由于完形填空的文章被有目的挖去了一些词，考生必须根据整篇文章信息综合分析，来补全残缺部分，因此，考生需要具备较强的阅读能力，才能把握文章脉络。完形填空不只考查英语知识层面的内容，也考查英语阅读能力。
2.整体思维和综合判断能力。命题者在试题命制过程中，从语篇的角度通盘考虑，有系统的删去一些文字，这就要求考生在答题时，必须在通览全文的基础上整体考虑，确定正确选项。而从全局出发考虑问题的能力，是优秀人才必须具备的素质。
3一定的语法知识和词汇运用能力。做完形填空题必须具有一定的语法知识，它是分析复杂长句和篇章结构的基础。但近几年英语高考完形填空题对词汇(包括习语)的考查比重最大。这种检测是放在活的语境中进行的，这就要求考生掌握词汇的含义和潜词造句的能力。

完形填空体裁及试题应对分析
第一部分 记叙文类完形填空
文体分析
记叙文是记人叙事的文章，它主要是用于说明事件的时间、背景、起因、过程及结果，即我们通常所说的五个" W "( what, wh, when, where, why )和一个" H "( hw )。记叙文的重点在于"述说"和"描写"，因此一篇好的记叙文要叙述条理清楚，描写生动形象。
1. 叙述的人称
英语的记叙文一般是以第一或第三人称的角度来叙述的。用第一称表示的是由叙述者亲眼所见、亲耳所闻的经历。它的优点在于能把故事的情节通过"我"来传达给读者，使人读后感到真实可信，如身临其境。如：
The ther day, I was driving alng the street. Suddenly, a car lst its cntrl and ran directly twards me fast. I was s frightened that I quickly turned t the left side. But it was t late. The car hit my bike and I fell ff it.
用第三人称叙述，优点在于叙述者不受"我"活动范围以内的人和事物的限制，而是通过作者与读者之外的第三者，直接把故事中的情节展现在读者面前，文章的客观性很强。如：
Little Tm was ging t schl with an umbrella, fr it was raining hard. On the way, he saw an ld wman walking in the rain with nthing t cver. Tm went up t the ld wman and wanted t share the umbrella with her, but he was t shrt. What culd he d? Then he had a gd idea.
2. 动词的时态
在记叙文中，记和叙都离不开动词。所以动词出现率最高，且富于变化。记叙文中用得最多的是动词的过去的，这是英语记叙文区别于汉语记叙文的关键之处。英语写作的优美之处就在于这些动词时态的变化，正是这一点才使得所记、所叙有鲜活的动态感、鲜明的层次感和立体感。
3. 叙述的顺序
记叙一件事要有一定的顺序。无论是顺叙、倒叙、插叙还是补叙，都要让读者能弄清事情的来龙去脉。顺叙最容易操作，较容易给读者提供有关事情的空间和时间线索。但这种方法也容易使文章显得平铺直叙，读起来平淡乏味。倒叙、插叙、补叙等叙述方法能有效地提高文章的结构效果，让所叙之事跌宕起伏，使读者在阅读时思维产生较大的跳跃，从而为文章所吸引，深入其中。但这些方法如果使用不当，则容易弄巧成拙，使文章结构散乱，头绪不清，让读者不知所云。
4. 叙述的过渡
过渡在上下文中起着承上启下、融会贯通的作用。过渡往往用在地点转移或时间、事件转换以及由概括说明到具体叙述时。如：
In my summer hlidays, I did a lt f things. Apart frm ding my hmewrk, reading an English nvel, watching TV and ding sme husewrk, I went n a trip t Qingda. It is really a beautiful city. There are many places f interest t see. But what impressed me mst was the sunrise.
The next mrning I gt up early. I was very happy because it was a fine day. By the time I gt t the beach, the cluds n the hrizn were turning red. In a little while, a small part f the sun was gradually appearing. The sun was very red, nt shining. It rse slwly. At last it brke thrugh the red cluds and jumped abve the sea, just like a deep-red ball. At the same time the cluds and the sea water became red and bright.
What a mving and unfrgettable scene!
5. 叙述与对话
引用故事情节中主要人物的对话是记叙文提高表现力的一种好方法。适当地用直接引语代替间接的主观叙述，可以客观生动地反映人物的性格、品质和心理状态，使记叙生动、有趣，使文章内容更加充实、具体。试比较下面两段的叙述效果：
I was in the kitchen, and I was cking smething. Suddenly I heard a lud nise frm the frnt. I thught maybe smene was kncking the dr. I asked wh it was but I heard n reply. After a while I saw my cat running acrss the parlr. I realized it was the cat. I felt released.
这本来应是一段故事性很强的文字，但经作者这么一写，就不那么吸引人了。原因是文中用的都是叙述模式，没有人物语言，把"悬念"给冲淡了。可作如下调整：
I was in the kitchen cking smething. "Crash!" a lud nise came frm the frnt. Thinking smene was kncking at the dr, I asked, "Wh?" N reply. After a while, I saw my cat running acrss the parlr. "Its yu." I said, quite released.
题型分析
一、题型解读
记叙文类完形填空可分为记事和记人两种形式，记叙时间、地点、人物和事件等，文章长度在300词左右。
文章首句一般不设空，以情景意义考查为主，淡化对语法的考查，4个选项词类相同，设空以实词为主，即动词、名词、形容词、副词为主，虚词为辅，即介词、连词，代词为辅，几乎不涉及情态动词与冠词。近几年记叙文文体完形填空的选文突出了叙述上的灵活性、事件的趣味性和教育性，再加上生词量的增大，及复合句的增多，考生在此题上的失分仍然很严重。因此，如在读懂原文的情况下减少失误是目前考生面临的重大问题。
二、解答技巧
1.细读文章首句，推测全文内容
完形填空通常首句是一个完整的句子，它提供的信息是把握全文主旨的关键，是理解全文大意的一扇窗户，所以理解首句信息显得很重要。一般情况下，高考完形填空首句不设空。少数情况下，即使设空，也是在句子末尾，不影响考生对句意的把握。
【典例示例】
My previus hme had a stand f wds behind it and many animals in the backyard.
That first year, I 11 feeding peanuts t the blue jays, then the squirrels. The squirrels had n 12 cming up right t me fr them . As the mnths went by , the rabbits saw that I was n 13 and didn't escape.
B. started C. canceled D. suggested
B. fun C. prblem D. privilege
B. cheat C. threat D. exceptin
2.通读全文，理清各个角色
一般来说，记叙文有两个或两个以上的角色，作者对这些角色的态度是不一样的，即便是对做同样一件事的人，作文突出了叙述上的灵者也不一定采用同样的态度来描述。只有把握好每个人物生词量的增大，及复：的特点和内心世界，才能更好地定位文章的中心思想，更准然很严重。因此，如何确地选出答案。
【典例示例】
I passed the clean cmb back t Dad. He smiled at me and 41 placed his cmb n his wallet. But this time, I nticed smething 42 .Dad had aged. He had wrinkles next t his eyes when he smiled, 43 his smile was still as 44 as befre, the smile f a father wh just wanted a gd 45 fr his family.
B. hurriedly C. casually D. carefully
B. exciting C. interesting D. urgent
43 . A . fr B. r C. s D. yet
B. heartwarming C. cautius D. inncent
B. life C. reputatin D. educatin
3.理顺事件线索，找准发展方向
记叙文一般按事件发展的顺序来叙述（有时用倒叙）,正确把握文章的发展顺序对把握文章的主脉有着重要的意义。因此，在选择答案时要事先理清人物间的关系及各自所做的事情。
【典例示例】
Obediently(顺从地）,my class lay their heads n their desks, clsed their eyes and 42 . When the music started , the rm was filled with the mst beautiful tnes and musical clrs I culd have ever imagined. All the children were 43. When the music finished, I asked them all t raise their 44 slwly s that we culd share ur musical jurneys.
B. ndded C. waited D. cntinued
B. singing C. dancing D. listening
B. heads C. arms D. shulders
4.描摩作者意图，弄清蕴含哲理
记叙文一般通过一件平常事来说明一个人生哲理，或作者的感悟，因此把握好其中的道理，对理解细节有更为准确的作用。注意不要把自己的观点放到文章中去，一切都以作者或主人公的态度和观点为线索展开。
【典例示例】
It 37 me that playing against the ther team was a great 38 mment fr all the girls n the team. I think it is a general principle. 39 is the best teacher. The lessns they learned may nt be 40 what they wuld have gtten in schl, but are certainly mre persnal and meaningful , because they had t wrk them ut n their wn .
B. struck C. reminded D. warned
38 . A . tuching B. thinking C. encuraging D. learning
39 . A . Experience B. Independence C. Curisity D. Interest
t B. mixed with C. different frm D. applied t
5.把握时间线索，做出正确判断
有些记叙文叙述一件事，故事情节随着时间而不断推进。我们可以抓住里面的时间线索，利用情节的变化来巧妙地做出判断。
【典例示例】
That secnd year, the rabbits 15 me, and ne wuld even sit up fr slices!...
By year three, the rabbits and the grundhg were back.
The grundhg 23 didn't have a prblem with me scratching her back , and I gt an idea .
B. ignred C. discvered D. remembered
23 . A . als B. thus C. just D. still
第二部分 说明文类完形填空
文体分析
说明文是一种以说明为主要表达方式的文章体裁。它通过对实体事物科学的解说，对客观事物做出说明或对抽象的阐释，使人们对事物的形态、构造、性质、种类、成因、功能，关系或对事理的概念、特点、、演变、异同等科学地认识，从而获得有关的知识。下面是收集的说明文的基本特征，希望对您有所帮助！
1、内容的确定性
说明文是以传输知识为目的的文体。而任何知识都必须有确定的内容。确定的内容有二：一是确定的对象，一是确定的要点。凡是知识总是关于一定事物、一定对象的。所以说明首先要明确说明的对象。确定的要点指说明内容的基本范围，作者说明的着眼点。说明的对象表明作者所说明的特定的事物，但特定的事物是一个整体，要介绍有关它的知识不能只作空泛的陈述，必须确定说明内容的具体范围即着眼点。有几处着眼点，就有多大的说明范围。说明的要点常表现为某些方面。一般说来，事物的属性有7个方面：形状、特性（性质）、构造、成因、关系、功能、方法。说明的要点也表现为不同的角度、类别、阶段、部位等，这些就是人们认识事物的观察点、出发点。当说明的内容确定为该事物的某个方面以后，说明的角度、部位等就成了更加具体的说明范围。
2、顺序的条理性
说明的内容最后确定在说明的要点上。当说明的要点不止一个或同一要点有不同的角度、类别等的时候，就有一个先后顺序的问题。记叙也有顺序。但它包含在事件的因果相连的链条中。无论任何事件，都有它的起因、发展和结果；无论顺叙倒叙，它们都是事件本身的顺序。议论也有顺序，但它主要包含在证明的过程中。而且，议论的顺序与说明的顺序有着很多相通的地方。所以，研究说明的顺序对我们自觉地认识议论的顺序也有着十分重要的参考价值。
说明的顺序尽管复杂，但也是有规律可寻的。总的来看，说明顺序有3种：方位顺序、时间顺序、逻辑事理顺序。逻辑事理，这是概括说法。凡在方位和时间之外的顺序都是逻辑事理顺序。如简单与复杂，主要与次要，一般与个别，概括与具体，原因与结果等。
3、语言的科学性
说明文以传播知识为目的。这就决定了说明文的语言要具有科学性。
（1）真实。对事物有关知识的说明不能夸大或缩小，更不能弄虑作假，必须持实事求是的态度。
（2）准确。准确也是真实，但它重在选用词语的恰如其分上。
（3）简明。就是简洁、明晰，不罗苏，不含糊，用精练的语言把意思表达的清清楚楚。
（4）周密。所谓周密，就是严密，没有疏漏，无懈可击。
（5）客观。所谓客观，指在语言表达中，不能携带作者的思想感情。它要求无褒无贬，冷静地观察事物，用平实地语言进行表达。这一点，正好同记叙的语言形成对比。记叙的语言具有鲜明的情感性，而说明的语言则无需表达作者的感情。如果说有感情的话，也只能说是零度感情。
题型分析
说明文的写作目的是授人以知，让人明白，说明文只是说明事物的特征，阐明原理，介绍知识。说明文完形填空的结构模式一般是：提出问题——发现直接原因——分析深层原因——得出结论或提出解决方案。
一、命题解读
说明文类完形填空题常就某一个问题从不同的角度来加以说明，文章可以是用来说明某一种社会现象、一个产品的制作过程、一种产品的使用方法、某个科学成就或人类生活中所面临的某个具体的难题。说明文所呈现的方式较为单一，作者往往一开始就交代说明的对象，然后再从不同的角度进行说明。因此，这类文章的每一段通常就是其中的一个角度或侧面，所以要注意概括每一个段落的主旨大意，尤其是文章每一段的开头或结尾，作者往往会对说明的话题进行概括说明。说明文类的完形填空的特征如下：
1.文章多用现在时态
说明文通常是对客观事物或实例的介绍与说明，与时间的变化关系不大，所以文章常用现在时态。
2.语言简练、平实、准确，常采用客观描述
说明文的目的主要是帮助读者认清事物，明白事理，所以语言简练、平实、易于理解，内容客观真实，很少含有带感情的词汇。
3.文章主题明确，层次分明
说明文类完形填空往往在文章开头就点明说明对象，从而为学生们把握文章主题提供了有利条件。而且，作者借助合理的说明顺序展开文章，使文章结构清晰，层次分明。
二、应试策略
1. 利用说明文的首句查找说明主体
2. 把握说明文的两种结构模式
(1)总分式。包括＂总—分＂＂分—总＂＂总—分—总＂等具体形式。
(2)递进式。事理说明文多用递进式结构，一层一层地剖析事理。具体包括：空间顺序——从上到下、从外到内、从左到右、从南到北、从远到近、从中间到四周、从整体到部分；时间顺序——按照时间先后顺序来安排，事物都有发生、发展、消亡的过程；逻辑顺序——有些说明文主要是剖析事理的，在说明时就按照事理的逻辑关系进行安排，或者从主到次、从浅到深、从原因到结果，具有严密的条理性。
三、解题步骤
1.利用说明文首句，明确说明对象
【典例示例】
Imagine the first days in a new time zne . Slw t respnd t the 28______ , yur bdy clck is cnfused. Yu're sleepy all day, but when it's time fr bed, yu can hardly fall asleep. Obviusly yu're 29 _________jet lag(时差反应）.
B. change C. demand D. climate
frm B. wrking n C. lking int D. leading t
2.关注内在联系，把握说明顺序
常见的说明顺序有时间顺序、空间顺序、逻辑顺序（如因果关系、果因关系、先主后次等）和认识顺序（如由此及彼、由浅入深、由局部到整体、由现象到本质、由具体到抽象等）。
【典例示例】
Hw lng can human beings live? Mst scientists wh study ld age think that the human bdy is 1 _______t live n lnger than 120 years. Hwever,110 years is prbably the lngest that anyne culd hpe t live-if he r she is 2_______ healthy and lucky. Sme scientists even say we can live as lng as 130 years! Yet, ur cells simply cannt cntinue t reprduce 3_______. They wear ut, and as a result , we get ld and 4 die .
B. selected C. imprved D. discvered
B. generally C. apparently D. extremely
B. harmlessly C. endlessly D. separately
B. hpelessly C. autmatically D. desperately
3.逐句精读短文，逐题分析选项
对特定的语境作深入的理解，克服“思维定式”，根据全文大意和文不离句、句不离文的原则逐项选择。针对说明文独有的文体特点，解答时一定要注意从上下文意义、惯用法、固定搭配、逻辑推理、常识等角度去考虑和判断，并注意其内在联系。
第三部分 议论文类完形填空
文体分析
议论文是一种剖析事物、论述事理、发表见解或提出主张的说理性文章。议论文的目的不仅是客观的解释事物，还力图说服读者相信并接受某一观点。英语议论文不完全等同于汉语的议论文，它涉及的范围要小得多。英语议论文主要是就某一主题，在摆出正反两方面观点的基础上，通过论证、推理辩论等手段，试图让读者最终接受作者对这一主题的某种观点。尽管有时也不一定非常明确的交待正反观点，但力图通过推理让读者赞同自己的观点始终是英语议论文的主要目的。
不管是在汉语中，还是在英语中，议论文都是由论点（作者的观点，也就是被证明的对象、论据（用来证明论点的依据，是说明论点的理由和材料）和论证（运用论据证明论点的过程与方法），这三个要素构成的，这也是一个提出问题——分析问题——解决问题的过程。因此，典型的议论文一般就由序论（提出问题，即what）、本论（分析问题，即why）和结论（解决问题，即hw）三个部分构成，其具体的结构模式又有以下三种：
模式一：引言段（提出观点）——正方论点心（支持作者的观点的较弱论点）、正方论点2（支持作者的观点的较强论点）、正方论点3（支持作者观点的最强论点）——结论段（总结+解决方法，论断或建议）
在这种模式中，文章主体段（中间部分）的每一个部分论述一个论点，这些论点以其重要性按序排列，最有力、最重要的论点在最后面，以示强调。
模式二：引言段（提出观点）——反面意见（反方观点+作者的反驳）、正方论点1（支持作者观点的较弱论点）、正方论点2（支持作者观点的较强论点）、正方论点3（支持作者观点的最强论点）——结论段（总结+解决方法，论断或建议）
在这种模式中，文章立体段的一开始就提出对立方的反面意见及作者对这种意见的反驳，以后各部分仍分别陈述作者的不同论点。
模式三：引言段（提出观点）——反方观点1+进行反驳的正方论点、反方观点2+进行反驳的正方论点、反方观点3+进行反驳的正方论点——结论段（总结+解决方法，论断或建议）在这种模式中，作者在文章主体段的每一部分都先提出一个反面观点，然后再进行反驳。
英语议论文的语言特点
由于与其他文体相比，英语议论文类似英语说明文，因此，它具有英语说明文的一些语言特点，比如：时态较为统一，多用现在时；强调语言表达的客观性；尽可能指明信息来源等等。但作为一种独立的文体，英语议论文在语言上也有一些自己特有的表达形式：
1.较多使用表达委婉语气的词语和句子
与英语说明文相比，英语议论文不仅需要说明自己的观点，而且还要让读者接受自己的观点，因此，在词语表达上除了客观之外，还必须注意委婉。在英语中，常用虚拟语气，让步状语从句和情态动词can，culd，may，might，wuld，shuld等。请看下面两组有关“面试在招生过程中的重要性”的文字：
（1）N ne shuld be admitted int（招收进）cllege withut a persnal interview（面试）.What can admissins peple（招生人员）tell frm a piece f paper？They can tell nthing.Only when they see a student face t face，can they decide what kind f a persn he is.
（2）Thugh admissins peple can learn sme things frm a piece f paper，such as hw well a persn writes and what he is interested in there may be many ther things that an applicatin （申请表）can nt tell but can nly be seen in a persnal interview.The way a persn talks，the way he thinks abut and answers questins，the way he reacts（反应），are all imprtant facts f a persn which can nt be fund n a piece f paper.
两段文字都强调“大学生入学必须面试”，但相比之下，例（2）用了情态动词，thugh引导的让步状语从句等表达方式，语气较为委婉，更容易为读者所接受。
2.使用有辩论、推理等含义的连接词和过渡词等词语结构
英语议论文讲究辩论推理的条理性和逻辑性，因此，往往较多地使用这类性质的过渡词和连接词，常用的包括：since （既然），nw that（既然）， therefre（因而），cnsequently（因此），accrdingly（因此），hence（因而），in that case（在那种情况下），because（因为），s（所以）。另外，还有些句型也常出现在英语议论文中，比如： It fllws that…（因而……），If…，we may cnclude that…（如果……，我们可以这样下结论……）， Shuld it be the case（如果是这样的话……），Idn't want t…，but…（我并不想……，但是……）， If yu admit…，then…（如果你承认……，那么……），It is true that…，but…（诚然……，但是……）， Even if…（即使……）等。
（1）如“很多人很快就会发现，他们在物质上是富裕了，精神上却很贫乏”，可以这样达： Many peple will sn find themselves rich in gds，but ragged in spirit.（注：句中rich in与ragged in，gds与spirit具有正反对比的关系和效果。）
（2）如“利远远大于弊”，可以这样表达： The advantages far utweigh the disadvantages.（注：句中the advantages与the disadvantages具有正反对比的关系和效果。）
（3）如“他们注意到了这些说法中的一些道理，但他们却忽视了一个重要的事实”，可以这样表达：
They have nticed a grain f truth in the statements，but have ignred a mre imprtant fact.（注：句中have nticed与have ignred，a grain f truth in the statements与a mre imprtant fact具有正反对比的关系和效果。）
（4）如“这样做既有积极效果也有消极效果”，可以这样表达：
It will have bth negative and psitive effects by s ding.（注：句中negative与psitive具有正反对比的关系和效果）
3.使用重复。
英文一般讲求简洁，因此为表达强调偶尔使用重复可以使语句的强调内容得到突出。
（1）如“现在是忘掉过去一切的时候了。现在是言归正传的时候了。现在是为未来而奋斗的时候了”，可以这样表达：
Nw is the time t frget everything in the past. Nw is the time t get dwn t the business. Nw is the time t wrk hard fr the future.（注：此句为句首重复，重复部分为句首的nw it the time t）
（2）如“我们渴望成功，而且正在为成功而努力工作”，可以这样表达：
We lng fr success and we are wrking hard fr success.（注：此句为句尾重复，重复的部分为句尾的fr success.）
（3）如“我相信我们能够成功，我相信我们也一定会成功”，可以这样表达：
I am cnvinced that we can succeed，and I am cnvinced that we must succeed.（注：and所连接的两个语句的句首与句尾部分同时重复，重复的部分为句首的I am cnvinced that与句尾的succeed）
（4）如“我们现在生活在一个新的时代，而一个改革充满着风险与机遇”，可以这样表达： We are nw living in a new era，and a new era f refrm is always full f ventures and chances.（注：and之前的句尾与and之后的句首重复，重复部分为a new era.）
4.使用倒装
倒装是进行强调的一种手段，它利用了语句句首（或句尾）的特殊位置。例如，如“充满着风险与机遇的改革的新时代正向我们走来”，可以这样表达：
Nw n cming t us is the new era f refrm full f ventures and chances.
5.使用转义
转义是一种对词语灵活运用的修辞手段，主要有比喻、拟人、夸张、反语、婉转等，比喻又包括明喻、暗喻、换喻、提喻等。
（1）如要表达“过去的经历就像图片一样总是在脑海中萦绕”，英文可为：
What had been experienced in the past was always lming in memry like a picture.（注：此句采用明喻，明喻的特点是使用了like一词）
（2）如要表达“我们的英语老师就是我们最好的英语辞典”，英文可为：
Our English teacher is ur best English dictinary.（注：此句采用暗喻，暗喻的特点是利用事物之间的相似之处进行比喻，与明喻不同之处在于不使用like一词）
（3）如要表达“我正在读莎土比亚的书呢”，英文可为：
I am reading Shakespeare.（注：此句采用换喻，换喻的特点是直接借用一事物的名称宋代替另一事物的名称，使用通过联想理解其含义，但不是所有的事物都是可以用换喻来表达的）
（4）如要表达“这里需要一个帮手”，英文可为：
A hand is needed here.（注：此句采用提喻，提喻的特点是用一个事物的部分来代表事物的整体或用一个事物的整体来代表事物的部分。这里用hand一词代表整个人）
题型分析
一、题型特点
议论文文体的完形填空一般是直接提出论点，通过论据论证，最后作者提出自己的看法或提出另一个话题供大家讨论。
议论文文体的完形填空一般都是由论点（作者的观点，也就是被证明的对象）、论据（用来证明论点的依据，是说明论点的理由和材料）和论证（运用论据证明论点的过程与方法）这三个要素构成，这也是一个提出问题→分析问题→解决问题的过程。
另外，英语议论文不仅需要说明自己的观点，而且还要让读者接受自己的观点。因此，在词语表达上除了客观之外，还比较注重委婉。作者的写作态度一般也较诚恳，在文章中通常使用的是与读者平等交流的语气，不会给人以居高临下、以势居人、逼人接受的感觉，在遣词造句方面多使用虚拟语气、让步状语从句和can, may, might, culd, wuld, shuld等情态动词。为了辩证推理的条理性和逻辑性，往往较多地使用像since, nw that, therefre, in that case, because, s, but, hwever等过渡词和连接词。
三、解答技巧
把握首段和首句完整的信息，把握全文的主旨大意
【典例示例】
All f us g thrugh sme difficult times as we apprach teenage years . It's the age when we have t deal with the mst 36_____ in ur life . This transitin(过渡） frm childhd t adulthd is 37_____ fr sme , but rugh fr thers . The mst imprtant thing abut being a teenager is 38______ . When we are teenagers , we wuld get blamed r even punished fr anything wrng we d.
B. changes C. feelings D. expectatins
B. practical C. demanding D. necessary
B. independence C. cnfidence D. respnsibility
把握作者的观点和态度
议论文往往体现作者对某一事物的观点，而作者的观点就是文章的论点。考生要把握作者的观点，把握作者对某一事物是襄还是贬，是赞成还是反对，而通常把握了作者的观点也就找准了文章的论点。
【典例示例】
Yu d nt have t train yurself 6_______ t feel the psychlgical benefits f exercise.
What really matters is 7______, nt intensity(强度）f yur exercise. Yu can try walking fr 30 minutes five times per week r simply gardening n weekends.
B. everywhere C. carefully D. late
B. length C. frm D. frequency
论点、论据互相结合，找出选项正确答案
一般说来，能说明论据主要内容的答案可以在论点里得到印证，而论点里的某些答案也可以与论据有机地结合起来，使论点、论据形成相辅相成的关系，因而整个文章上下一致。如果我们所选的答案前后矛盾，论据与论点相惊，最后的结论与论点相矛盾，那么我们就要重新回过头来理顺文章的各个部分，直到清楚为止，这样才能选出正确答案。
【典例示例】
There are fur f us nw in the huse, but ver time I've had nine peple cme in and mve n t ther places. We'd all be in 54 _______if we hadn't banded tgether .
The American Dream I believe in nw is a shared ne. It's nt s much abut what I can get fr myself ; it's abut 55_______we can all get by tgether
B. shelters C. camps D. cttages
B. what C. whether D. hw
4.通篇阅读，围绕主题（论点）推敲有疑问的题目，并最终确定答案
逐题按照文章的内容及语境选择完毕后，一篇完整的文章便呈现出来，此时，要注意一定要通读全文，以验证个别题目的答案是否与主题偏离，以求更高的准确度。
第四部分 夹叙夹议类完形填空
文体分析
一般说来，“夹叙夹议”中的“叙”常见的有三种情况：记叙性叙述、描写性叙述和议论性叙述。记叙性叙述带有很强的叙事性。描写性叙述有浓厚的描写色彩。议论性叙述往往由几个事例构成，常采用排比的句式，酣畅淋漓，大气磅礴，表达出飞扬的激情和深邃的思想，极具感染力。这种“叙”难说是叙还是议，实际上是理性化的叙述，叙议一体，渗透了作者的思想与情感。这三种叙述方法，记叙性叙述要把事件的过程写清楚，适合举一个事例时使用；描写性叙述要有对人物和情节的想像再造，适合对一个场景或情境的描述；议论性叙述要选择几个相关的事例，具有概括性，适合列举一组典型事例时使用。
“议”是“夹叙夹议”语段的核心、灵魂，是事例叙述的意义之所在。“议”，有四种常见的议论方式。
（1）分析性议论。这是一种最常见的议论形式，是对叙述的事例加以分析，揭示事例的内涵，阐释事例的意义，透析事例的实质，使读者能够悟道明理。
（2）感悟性议论。这种议论在叙述事例之后生发开去，着重表达作者的感想和领悟。
（3）联想性议论。由事例引发联想，由此及彼，联想到过去、现实、未来，联想到包含着类似道理的事例，表达出作者对客观世界的一种认知。
（4）对比性议论。先是对所叙述的事例阐述、挖掘，然后再举出事例与之比较分析，找出二者的相同点或不同点，通过对比，孰优孰劣，褒贬分明。
题型分析
一、题型解读
在夹叙夹议形式的完形填空中,作者首先叙述一件事,然后就此事提出自己的见解或由此事引出一个深刻的社会主题。夹叙夹议类型的完形填空常见的有以下三种形式：
1.先叙述最后得出结论
首先作者讲述一个事件，并且利用了主要的篇幅讲述整个事件的发生、发展、高潮、结局，然后作者就此展开议论，或者阐述一个深刻的社会热点，或者自己对生活的感悟等。
2.先议论再叙述
这也是我们平时见得比较多的完形填空类型。文章首先提出一个深刻的社会话题，或者提出一个人生哲理，然后通过一个事件来印证这个深刻的道理，让人们在具体的事例中体会作者的观点。
3.叙述议论多方结合
这一类文章包括“议论＋叙述＋议论”型、“叙述＋议论＋叙述＋议论”型。这两种模式都可以概括为多层叙述与议论。也就是针对每一部分论点用事例说明，然后再提出论点再进行论证，或者采用叙述，然后议论的形式。
二、解答技巧
夹叙夹议型文章的思路跳跃性强,按照一般的命题要求,文章的首句或者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；或者是一小段叙述文,作者下文要对此展开议论。夹叙夹议文的主题明确,那就是告诉读者一个道理。因此,正确理解首句和开头段落以及它们在文章中的作用是非常重要的。
夹叙夹议型完形填空是记叙和议论在文中交错运用,这样,不但可以大大充实文章的内容,而且能增强文章的说服力,从而既易于读者理解,又引发读者思考。只要抓住文章的线索,弄明白文章的逻辑关系,就能确定比较明确的、直接的答案。
夹叙夹议型文章的基本结构模式是：①用一段概括性的话引入要叙述的经历(话题)；②叙述先前的经历及其感悟或发现；③叙述接下来的经历及其感悟或发现；④作出总结或结论。文章通常使用对比、附加、强调、让步、举例、结论、顺序和对照等手段。因此考生应注意观察文章的结构特点,根据故事情节的发展模式,确定恰当的衔接词。常见的语篇标志词有：表示逻辑关系的,如thus,therefre,s,thugh等；表示改变话题的,如by the way等；表示递进关系的,如besides,further,furthermre,what is mre等。
【典例示例】 (2019·全国卷I)
Every year abut 40,000 peple attempt t climb Kilimanjar, the highest muntain in Africa. They 41 with them lts f waste. The 42 might damage the beauty f the place. The glaciers（冰川）are disappearing, changing the 43 f Kilimanjar.
Hearing these stries, I’m 44 abut the place — ther destinatins are described as “purer” natural experiences.
Hwever, I sn 45 that much has changed since the days f disturbing reprts f 46 amng tns f rubbish. I find a 47 muntain, with tilets at camps and alng the paths. The envirnmental challenges are 48 but the effrts made by the Tanzania Natinal Park Authrity seem t be 49 .
The best f a Kilimanjar 50 , in my pinin, isn’t reaching the tp. Muntains are 51 as spiritual places by many cultures. This 52 is especially evident n Kilimanjar as 53 g thrugh five ecsystems（生态系统）in the space f a few kilmeters. At the base is a rainfrest. It ends abruptly at 3, 000 meters, 54 lands f lw grwing plants. Further up, the weather 55 — lw cluds envelpe the muntainsides, which are cvered with thick grass. I 56 twelve shades f green frm where I stand. Abve 4, 000 meters is the highland 57 : gravel（砾石）, stnes and rcks. 58 yu climb int an arctic-like zne with 59 snw and the glaciers that may sn disappear.
Des Kilimanjar 60 its reputatin as a crwded muntain with lines f turists ruining the atmsphere f peace？I fund the ppsite t be true.
41. A. keepB. mixC. cnnect D. bring
42. A. stries B. buildings C. crwds D. reprters
43. A. psitinB. ageC. face D. name
44. A. silentB. skeptical C. serius D. crazy
45. A. discverB. argueC. decide D. advcate
46. A. equipment B. grass C. camps D. stnes
47. A. remte B. quiet C. all D. clean
48. A. newB. special C. significant D. necessary
49. A. paying ff B. spreading ut C. blwing up D. fading away
50. A. atmsphere B. experience C. experiment D. sight
51. A. studied B. bserved C. explred D. regarded
52. A. viewB. quality C. reasnD. purpse
53. A. scientists B. climbers C. lcalsD. fficials
54. A. hlding n t B. ging back t C. living up t D. giving way t
55. A. changes B. clearsC. imprvesD. permits
56. A. match B. imagine C. cunt D. add
57. A. village B. desert C. radD. lake
58. A. Obviusly B. Easily C. Cnsequently D. Finally
59. A. permanent B. littleC. freshD. artificial
60. A. enjy B. deserve C. saveD. acquire
名校资源学练
1
（2023·江苏扬州·扬州中学校考模拟预测）Twin sisters Hadley and Delaney Rbertsn were bth fund t suffer frm sclisis(脊柱侧凸)at age 12.
Delaney’s sclisis required n 1 , but Hadley’s spine curve(脊柱弯曲)was serius. T 2 the rapid prgressin, she was under the dctr’s 3 t wear a back brace(支架)fr 18 hurs a day. If Hadley needed t 4 take ff her brace, she shuld wear it fr extra hurs anther day t 5 lst time. “One thing I fund really 6 was figuring ut hw t track the 7 f my wearing,” Hadley said. “I tried 8 things. A ntepad, a whitebard and sme ther tls. And I even 9 t lk fr an app with such functin, but there really wasn’t anything s we decided t 10 an app urselves.”
The twins had n 11 f develping an app althugh they were enthusiastic abut cmputer science. They then wrked with an app develper t 12 they had everything they needed t place the app int app stres, and it was fficially 13 t the public in May. The app had arund 500 active 14 within a week. Hadley said, “Their psitive cmments n the app made us amazed. Peple said they’re glad that they can recrd hw lng they wear the brace mre 15 .”
1. A. testB. surgeryC. examinatinD. treatment
2. A. keepB. assessC. slwD. predict
3. A. termsB. rdersC. eyeD. cntrl
4. A. quicklyB. frequentlyC. accidentallyD. temprarily
5. A. make up frB. give way tC. take advantage fD. lk back n
6. A. riginalB. meaningfulC. difficultD. urgent
7. A. prgressB. lengthC. cnditinD. expense
8. A. variusB. vitalC. similarD. secure
9. A. preferredB. failedC. preparedD. attempted
10. A. emplyB. findC. selectD. build
11. A. practiceB. expectatinC. habitD. pssibility
12. A. indicateB. prveC. guaranteeD. prmise
13. A. adjustedB. intrducedC. dnatedD. cmmitted
14. A. cmmentsB. tipsC. usersD. develpers
15. A. cnvenientlyB. autmaticallyC. firmlyD. bviusly
2
（2023·陕西宝鸡·统考二模）In battling leukemia(白血病)，9-year-ld Harper Harrell has devted her days- -in the hspital-t raising mney fr the V Fundatin fr cancer research. “I knw it’s 16 , but it deserves my effrt,” said Harrell.
After Harrell was diagnsed(诊断) with leukemia in Octber 2021, she started learning abut the fundatin which 17 cancer research. The fundatin has already 18 nearly $ 290 millin fr cancer research natinwide. The fundatin’s administrative csts are paid 19 by itself, which means 100% f dnatins g t cancer research.
Believing ne small thing culd 20 a lt, Harrell started t 21 sme drawings in her ntebk shrtly after beginning 22 . One f them was a ribbn(丝带) with a “Peace ut, cancer” message written belw it. Harrell thught the 23 wuld be a great T-shirt fr children facing a(n) 24 battle.
While Harrell was 25 , her mther, Heather Hindin, fund a way t bring her 26 t life. She 27 a T-shirt campaign nline. The 28 was t dnate half f the incme t the fundatin while using the rest fr her daughter’s medical expenses. They have 29 ver $ 24,000 this year, which will 30 g t the fundatin, after launching tw T-shirt campaigns.
“There are all f these messages f 31 that peple pst when they 32 ,” Hindin said. “They help s much with her 33 and keeping her psitive.” Harrell, wh says she has always had a 34 fr helping thers, ffered a simple piece f advice: “Try t help and assist where yu can, and yu will achieve smething 35 .”
16. A. riskyB. luckyC. newD. hard
17. A. avidsB. attractsC. supprtsD. restricts
18. A. awardedB. wastedC. demandedD. missed
19. A. partlyB. cmpletelyC. accidentallyD. suddenly
20. A. resistB. prmiseC. changeD. thrill
21. A. makeB. cverC. tearD. enjy
22. A. studyB. appintmentC. discussinD. treatment
23. A. wrdB. titleC. designD. wish
24. A. riginalB. similarC. exactD. famus
25. A. under cntrlB. at schlC. in hspitalD. n duty
26. A. dreamB. bdyC. illnessD. dctr
27. A. turned dwnB. put ffC. handed verD. set up
28. A. curseB. planC. rightD. fund
29. A. cllectedB. refusedC. investedD. brrwed
30. A. temprarilyB. cautiuslyC. specificallyD. cnfidently
31. A. predictinB. encuragementC. hesitatinD. embarrassment
32. A. rderB. sellC. guessD. hurt
33. A. ntesB. rlesC. scresD. spirits
34. A. signB. passinC. view.D. finish
35. A. harmlessB. gentleC. familiarD. great
3
（2023·广东惠州·高三统考期末）At a family picnic fr emplyees f the cmpany where my father wrked, they held a cntest fr children. I was 13, full f enthusiasm, s I 36 myself int it.
The hst gave each child a clth handkerchief and tld us the winner wuld be the ne wh cast it the 37 . The first thrwers, tk mighty wind-ups, but when the clth left their hands, it 38 and landed n the grund a few inches in frnt f them. The crwd rared with 39 . Nt until then did I realize it was nt meant t 40 any real skill, but simply fr laughs. Hwever, it stimulated my 41 fr thinking utside the bx.
It 42 me t see the kids thrwing harder when the handkerchief always caught the air and died. It was bvius that using the same 43 wuld nt wrk. Suppse I tied a(an) 44 inside the handkerchief? When they inspected it, I’d be 45 . S I began tying the handkerchief arund itself t make it small and 46 packed tgether t keep it frm unflding. When I apprached the line, peple were already laughing, 47 a big strng-lking by like me casting it just a few inches.
I tk a lng wind-up, and the balled handkerchief 48 ff maybe 60 feet away. The laughing 49 in cllective shck. I had nt brken the rules. What I learned frm this cntest was that, in rder t live creatively, yu have t 50 the less-used parts f yur brain, and nt accept steretypes(刻板印象), slgans and unquestined ideas.
36. A. admittedB. threwC. trappedD. talked
37. A. farthestB. strngestC. highestD. biggest
38. A. escapedB. wrinkledC. penedD. appeared
39. A. painB. applauseC. laughterD. anger
40. A. demnstrateB. applyC. imprveD. learn
41. A. respnsibilityB. imaginatinC. demandD. passin
42. A. delightedB. frightenedC. amusedD. annyed
43. A. clthB. techniqueC. ruleD. line
44. A. antB. rckC. leafD. she
45. A. finedB. disqualifiedC. dismissedD. banned
46. A. lselyB. randmlyC. firmlyD. delicately
47. A. anticipatingB. enjyingC. stppingD. cnfirming
48. A. dashedB. jumpedC. shtD. rcketed
49. A. diedB. raredC. cntinuedD. weakened
50. A. glance thrughB. tap intC. give upD. g ver
4
（2023·江苏南京·南京市第一中学校考三模）Since 1960, cnsiderable scientific researches have been dne n chimps in their natural habitats. Astnishingly, scientists have fund ut that the scial 51 f Chimps are very similar t humans. Chimps will 52 in certain ways, like gathering tgether t prtect their land. But beynd the minimum requirements as scial beings, they have little instinct (本能) t 53 ne anther. Chimps in the wild seek fd fr themselves. Even chimp mthers regularly 54 t share fd with their children. Wh are able frm a yung age t gather their wn fd?
In the labratry, chimps dn’t 55 share fd either. If a chimp is put in a cage where he can pull in ne plate f fd fr himself r, with n greater effrt, a plate that als prvides fd fr a neighbr t the next cage, he will pull 56 -he just desn’t care whether his neighbr gets fed r nt. Chimps are truly selfish.
Human children, 57 , are extremely cperative. Frm the earliest ages, they decide t help thers, t share infrmatin and t participate in achieving cmmn gals. The psychlgist Michael Tmasell has studied this 58 in a series f experiments with very yung children. He finds that if babies aged 18 mnths see a wrried adult with hands full trying t pen a dr, almst all will immediately try t help.
There are several reasns t believe that the urges t help, infrm and share are nt taught, but naturally 59 in yung children. One is that these instincts appear at a very 60 age befre mst parents have started t train their children t behave 61 . Anther is that the helping behavirs are nt imprved if the children are rewarded. A third reasn is that scial intelligence 62 in children befre their general cgnitive(认知的) skills, at least when cmpared with chimps. In tests cnducted by Tmasell, the human children did n better than the chimps n the 63 wrld tests but were cnsiderably better at understanding the scial wrld.
The cre (核心) f what children’s minds have and chimps’ dn’t is what Tmasell calls shared intentinality. Part f this ability is that they can 64 what thers knw r are thinking. But beynd that, even very yung children want t be part f a shared purpse. They actively seek t be part f a “we”, a grup that intends t wrk tward a(n) 65 gal.
51. A. structuresB. respnsibilitiesC. pliciesD. behavirs
52. A. cnflictB. ffendC. cperateD. discuss
53. A. helpB. cntactC. divideD. trust
54. A. manageB. declineC. attemptD. frce
55. A. curiuslyB. unwillinglyC. naturallyD. carelessly
56. A. in turnB. with careC. at randmD. in advance
57. A. all in allB. as a result
C. in n caseD. n the ther hand
58. A. cperativenessB. availabilityC. attackD. attractiveness
59. A. educatedB. pssessedC. mtivatedD. stimulated
60. A. ldB. yungC. middleD. late
61. A. creativelyB. frmallyC. cmpetitivelyD. scially
62. A. develpsB. decreasesC. changesD. disappears
63. A. invisibleB. abstractC. physicalD. imaginary
64. A. inferB. adaptC. absrbD. balance
65. A. realisticB. sharedC. specificD. ambitius
5
（2023·辽宁·东北育才学校校考三模）Yung bys ften dream f superpwers t slve their prblems. It was 1933, while the cuntry was still 66 the Great Depressin, Jerry Siegel and Je Shuster put their 67 dwn n paper. In the prcess, they created the wrld’s mst ppular superher, Superman.
Je was the artist and sketched all the time, 68 ut at newsstands absrbed in magazines, especially “Amazing Stries,” and then 69 t recreate them at hme. Jerry was the stryteller. The idea f Superman 70 upn him in the middle f a sleepless summer night. When the Superman’s rigin stry started 71 , he dashed ver t Je’s place and shwed it t him. Then they just sat dwn, and wrked straight ut.
As is ften the case, when we experience smething 72 in life, we deal with the feeling thrugh 73 expressin. Jerry’s father had died during a rbbery. A yung child might 74 that experience by wishing smething culd have 75 it. Fr Jerry, ut came the Man f Steel, wh was 76 t bullets and prtecting inncent peple was his 77 .
The stry f Superman has inspired kids fr generatins. It has 78 their fears and driven their dreams. Mst 79 , the Man f Steel has inspired us all t find ur superpwer and use them t help thers. Therefre, the next time yu are inspired t 80 a friend frm being bullied, r help the widw next dr with yur superpwer smile, thank Je and Jerry, tw awkward high schl kids wh dreamt up Superman—making the wrld a little mre safe and fair.
66. A. evaluatingB. undergingC. cntrllingD. vercming
67. A. cnceptsB. principlesC. ideasD. disputes
68. A. hangingB. wrkingC. runningD. figuring
69. A. get utB. stand utC. set utD. put ut
70. A. struckB. dawnedC. fellD. ccurred
71. A. taking actinB. taking effectC. taking shapeD. taking aim
72. A. tiresmeB. tragicC. memrableD. grateful
73. A. creativeB. persnalC. academicD. skillful
74. A. rememberB. cmmendC. judgeD. prcess
75. A. defeatedB. predictedC. preventedD. supprted
76. A. subjectB. resistantC. sensitiveD. accustmed
77. A. respnsibilityB. beliefC. cmmandD. cntributin
78. A. sharedB. cnfirmedC. bstedD. calmed
79. A. unexpectedlyB. imprtantlyC. frtunatelyD. bviusly
80. A. banB. helpC. saveD. facilitate
6
（2023·湖北武汉·湖北省武昌实验中学校考模拟预测）Mre than anything, this is a bk abut uncnditinal lve—a bnd between a caring wman and a lyal dg.
Harley’s Harlequin Heart written by Christy Jaeger and 81 thrugh the narratin (叙述) f Harley, shws why the pwer f lve can vercme the 82 that is part f every life jurney.
Harley takes us alng n all his 83 with his wner Jaeger — frm grwing up, being trained, t ging t dg shws. Then ne day, Harley is diagnsed with bne cancer. Frtunately, there’s enugh time t explre 84 . “Jaeger tld me everyne has a sixth sense, which 85 them when smething’s nt right. Lking back, I’m glad she paid attentin t her 86 warning.”
Thrugh surgery, this smart dg 87 . It isn’t easy and he tells us abut his pain and fears. But chances f 88 lk prmising. After this experience, Harley 89 realizes that when smene has cancer, the entire family will 90 . Hwever, all the peple playing a part in the prcess frm an unbreakable cnnectin.
Harley’s 91 with cancer might cncern adults cnsidering reading this bk with their children. But Jaeger prvides such a psitive perspective that there is s much mre reasn t 92 this bk. Besides, it helps greatly that the bk has a 93 ending.
As Jaeger ntes, “The bk spreads lve t us. This small element can be 94 in the human and animal wrlds.” Lve can defeat all. That 95 culdn’t be any clearer than in this wnderful bk.
81. A. explainedB. presentedC. designedD. included
82. A. misfrtuneB. uneaseC. incnvenienceD. discmfrt
83. A. packagesB. dreamsC. burdensD. adventures
84. A. mysteriesB. prblemsC. curesD. challenges
85. A. frbidsB. hitsC. infrmsD. warns
86. A. activeB. innerC. usefulD. sudden
87. A. pushes thrughB. bends dwnC. cheers upD. gets ff
88. A. successB. recveryC. victryD. survival
89. A. inncentlyB. autmaticallyC. graduallyD. accidentally
90. A. sufferB. behaveC. perfrmD. delay
91. A. cmpetingB. battlingC. cntinuingD. mixing
92. A. pssessB. clseC. shareD. print
93. A. sadB. happyC. ridiculusD. unusual
94. A. decisiveB. lgicalC. attractiveD. influential
95. A. meaningB. principleC. messageD. expressin
7
（2023·上海·上海市民办文绮中学校考三模）The teenage years f an individual is marked by evaluating ne’s values, experiencing a shift in utlks, and a tendency t act rebellius. It can als be a time when smene becmes extremely 96 t negative influences, and is drawn twards dangerus situatins. On the ther hand, fr parents, the perid f their children’s adlescence means regularly wrrying abut their safety and frmatin as a citizen. Thus, a methd f 97 teenagers’ security is needed, and curfews(宵禁)are ften seen as such a measure, since they have prved their 98 . At the same time, certain peculiarities exist abut establishing curfews fr children.
The issue f teenage curfews is widely debated in the United States, where this methd is still rather 99 , and in Eurpean demcracies, where this measure is yet nt s widely used. The first and fremst reasn fr establishing curfews is children’s security. 100 curfews require teenagers under 17 years t stay ut f streets starting frm 11 p. m. r midnight. This is believed t prtect them frm crimes cmmitted after nightfall, as well as frm breaking the law, and there exists serius evidence 101 this belief. Fr example, when New Orleans enabled a dusk-till-dawn curfew in 1994, the rates f juvenile crime were reprted t fall mre than 20 percent. Even mre impressive 102 were recrded in Dallas, which reprted a 30-percent decrease in vilent juvenile crime, and a 21-percent decrease in the verall rates f crimes cmmitted by yung peple(The New Yrk Times).
On the ther hand, curfews can be seen as a preventive measure that rb yung peple f their rights, 103 their freedm. This pinin is particularly supprted by the fact that curfew vilatins and the respective charges are amng the mst ften cmmitted juvenile crimes in the United States. 104 , there were reprts claiming that plice arrested mre nn-white teenagers fr curfew vilatins.
All this can cause a teenager t believe they have crssed a psychlgical line dividing them as 105 ; thus, such teenagers may start t see themselves as utlaws, which can 106 cmmitting mre serius crimes than a curfew ffense.
What is imprtant fr a parent t remember when establishing a curfew fr their children is that a teenager’s misjudged view f certain 107 may cause them t misbehave in sme ther way; this is prved by research cnducted by the University f Minnesta, accrding t which teens tend t prtest against what they see as 108 . Cnsidering this, parents shuld 109 the authritarian style f establishing curfews; instead, they shuld have a cnversatin with their teenager that wuld be aimed at finding ideal cnditins fr a curfew that wuld 110 bth sides.
96. A. ppsedB. subjectedC. relatedD. restricted
97. A. imprvingB. restringC. ensuringD. expanding
98. A. principleB. referenceC. apprachD. efficiency
99. A. ppularB. absentC. practicalD. accessible
100. A. TypicalB. EvidentC. CriticalD. Specific
101. A. in place fB. in hnr fC. in case fD. in favr f
102. A. resultsB. eventsC. patternsD. links
103. A. prtectingB. acknwledgingC. limitingD. liberating
104. A. By cntrastB. In additinC. In cnclusinD. In general
105. A. winnersB. criminalsC. victimsD. prtectrs
106. A. take charge fB. cntribute tC. result frmD. deal with
107. A. rulesB. chargesC. crimesD. relatins
108. A. impliteB. unrealisticC. inadequateD. unfair
109. A. adptB. allwC. avidD. address
110. A. satisfyB. spareC. surrundD. settle
8
（2023·上海·高三校考阶段练习）Why sme brilliant ideas get verlked?
In 1928, Karl Jansky, a yung radi engineer at Bell Telephne Labratries, began researching static interference that might bscure vice transmissins. Five years later, after building a large rtating antenna (天线) and investigating every pssibility he culd think f, he published his remarkable 111 : sme f the static was cming frm the Milky Way.
Jansky’s thery was eye-catching enugh t be published in The New Yrk Times but scientists were 112 . Radi signals frm uter space? Surely they were t weak t detect. Jansky’s ideas were largely 113 fr abut a decade. He died at the age f 44. Thankfully, he lived lng enugh t see his ideas blssm int field f radi astrnmy.
Jansky’s stry resnates with us: we all like the idea f the researcher wh is s far ahead f their 114 that it takes years fr the rest f the wrld t catch up. Gregr Mendel’s research int plant genetics is a famus example — published in 1866, it was nly verified and taken seriusly in 1900.
The stries f Jansky and Mendel hld ut sme hpe t anyne wh feels that the wrld has nt quite 115 their brilliance. There is even a name fr such cases, cined by Anthny van Raan f Leiden University: “Sleeping Beauties”, scientific papers that receive almst n citatins fr years, befre finding wide 116 . (Sme schlars argue that the term is sexist and prefer “delayed recgnitin”.)
S what is it abut an idea that delays recgnitin? One view is that brilliant ideas are verlked when delivered by bscure messengers. Jansky and Mendel were smewhat detached frm (离开) the scientific 117 . In 1970, the scilgist Stephen Cle published an analysis arguing that the bstacle tended t lie in the 118 f the idea itself, rather than the prestige f the scientist behind it. Ideas fell asleep fr a hundred years because they were radical, r cnfusing, r bth.
It is difficult t be sure. Tw schlars f the field, Eugene Garfield and Wlfgand Glanzel, have argued that such 119 f delayed recgnitin are s rare as t be hard t analyse. Studying papers published in 1980 frm the vantage (优势) pint f 2004, they lked fr articles that were barely cited fr five years, then subsequently 120 . They fund just 60 examples in 450,000 cases. There are plenty f examples f research that is barely cited; what is rare is their subsequent ppularity.
Why, then, is this myth such a cmpelling ne? One explanatin, f curse, is that we all lve a stry f the underdg (黑马) wh triumphs against 121 . Immediate and sustained success is as bring as immediate and sustained failure.
Anther is that scientists themselves are fnd f the thught that their ideas are 122 . In an essay n delayed recgnitin, Garfield ntes mildly that ne histrian f science, Derek Price, believed ne f his wn papers was suffering delayed recgnitin. It is easy t chuckle, but it is als easy t empathise.
Delayed recgnitin is rare. Much mre 123 is fr peple simply t reach their prime late in life. David Galensn is an ecnmist wh studies the creative utput f musicians, artists, directrs and thers. Galensn has fund that while it is quite pssible t 124 as a radical yung cnceptual artist, there are many examples f “ld masters” whse later wrks are mre admired than their yuthful nes.
We all need t be able t hld n t the idea that the best is yet t cme. But it is t tempting t hpe that what we have already prduced will, ne day, be recgnized fr its brilliance. Gd things d nt cme t thse wh wait, if 125 is all they d. It is wiser t get back t wrk and make smething better.
111. A. cnclusinB. deviceC. inventinD. paper
112. A. unreliableB. uncmfrtableC. unimpressedD. unsatisfactry
113. A. criticizedB. keptC. ignredD. inspected
114. A. missinB. galC. scheduleD. time
115. A. caught up withB. had a gd cmmand f
C. made gd use fD. taken advantage f
116. A. attentinB. platfrmC. spaceD. visin
117. A. dataB. kingdmC. mainstreamD. prf
118. A. cntentB. riginC. ppularityD. presence
119. A. examplesB. lettersC. reprtsD. supprters
120. A. brke ffB. paid ffC. switched ffD. tk ff
121. A. the authritiesB. the ddsC. the ppsiteD. the wrng
122. A. underappreciatedB. underdevelped
C. underequipped D. underperfrmed
123. A. challengingB. cmmnC. cmplicatedD. difficult
124. A. break thrughB. get thrughC. make ends meetD. make sense
125. A. cmplainingB. scializingC. thinkingD. waiting
9
（2023·上海·卢湾高级中学校考三模）Fr a start, we’re nt sure what artificial intelligence (AI) is, which cmplicates ur every cnversatin abut what effect it will have n ur lives. We can’t even really 126 what intelligence is in humans, where the cnversatin inevitably ges away frm science and int philsphy.
As neither a scientist nr a philspher, but with decades f persnal experience n the frnt lines f bth human and machine cgnitin (认知), I prefer t fcus n the 127 . AI will be the greatest technlgical advance since the Internet turned the wrld int a living stream f data. It will eventually be mre 128 than the Internet, changing every part f ur lives in seen and unseen ways. And it’s already 129 .
Frm medical diagnsis t investment banking, frm hiring staff t educating ur children, these increasingly 130 systems are changing the wrld. Whether yu find this terrifying r wnderful is imprtant, because public 131 drives educatin, investment, and regulatin, making the utcme a type f self-fulfilling prmise. 132 , if peple find the rapid advance f intelligent machines terrifying instead f wnderful, it wn’t stp it, but it culd make the utcme much wrse. Pwerful new technlgy nearly always causes distress befre prducing brad benefits. By slwing dwn ur prgress ut f unreasning 133 , we lengthen the distress stage by delaying the next waves f breakthrughs needed t prduce the brader benefits.
There are real and immediate 134 abut the increase in intelligent machines, especially autnmus nes. Rising inequality if autmatin hits lwer-incme peple harder, persnal data being used imprperly by cmpanies… Nne f these issues cme anywhere clse t an existential threat – the killer rbts f Hllywd r the super-intelligent AI that sees n reasn t 135 . It’s as if everyne were curius abut hw we might all ne day be killed by rbts.
As a member f the executive bard f the Fundatin fr Respnsible Rbtics and as a security ambassadr fr Avast Sftware, I’ve becme all t 136 the real threats we may be faced with due t these AI-enhanced machines. And I’m glad that great minds like Stephen Hawking and Eln Musk are vicing their cncerns, and that tp AI authrities like Nick Bstrm are mapping ut the 137 pssibilities. After all, we live with nuclear pwer that culd literally destry the planet, and we certainly want it t be mnitred and used 138 .
But like all ur inventins, AI is capable f being used fr gd r evil. 139 matters, and s making better humans will always be mre imprtant than making smarter machines. Abve all, we must keep 140 , because the nly slutin fr the prblems caused by tday’s technlgy is tmrrw’s.
126. A. tell apartB. disapprve fC. glance atD. agree n
127. A. thereticalB. practicalC. physicalD. mental
128. A. specializedB. transfrmativeC. predictableD. irrelevant
129. A. happeningB. misleadingC. wrseningD. changing
130. A. intenseB. annyingC. capableD. simple
131. A. healthB. imageC. serviceD. pinin
132. A. In shrtB. What’s mreC. That isD. As a result
133. A. fearB. deedC. mannerD. passin
134. A. rumrsB. remarksC. mysteriesD. cncerns
135. A. take humans inB. keep humans arund
C. give humans upD. put humans away
136. A. familiar withB. ignrant fC. superir tD. unhappy abut
137. A. newestB. bestC. ldestD. wrst
138. A. ccasinallyB. respnsiblyC. immediatelyD. genuinely
139. A. TechnlgyB. MralityC. IntelligenceD. Autmatin
140. A. mving frwardB. lking upnC. calming dwnD. running away
10
（2023秋·重庆渝北·高三重庆市渝北中学校校考阶段练习）We lve letters. Just as Jhn Dnne, a pet, 141 it, “Letters, t me and my friends mean 142 greetings; they get suls tgether. Thanks t letters, friends wh are 143 speak.” He wrte these wrds nearly 400 years ag. Tday, in the age f instant text message, scial media, and email, they still ring truer than ever, because writing r receiving a letter has becme such a 144 event.
A UK-wide survey undertaken by Sunday Times suggests that ne in fur f us has nt 145 a letter fr at least 10 years. That’s ten years withut the sweet pleasure f pacing the flr waiting fr the 146 ; ten years withut recgnizing the handwriting n the envelpe and eagerly 147 the letter t read its cntent.
We may nt get them any mre, but we still lve handwritten letters. In the same survey, ne third f 148 peple interviewed say that they remember the cntent f sentimental (充满情感的) letters. Shuldn’t we make 149 t give ur friends and families what they will treasure frever? Ann Bickley went nline in 2017 and ffered t handwrite a letter t anyne wh 150 her. Her website received 50,000 151 in its first three mnths. Five years later, she is still the main frce behind ne-millin-lvely-letter.cm and has persnally written 4,000 letters ffering hpe and 152 t strangers.
The thught behind a letter 153 as much as its cntents. “I never tell anyne that 154 is ging t be OK,” Ann Bickley says, “I am letting smene knw that there is smene in the wrld wh 155 them.” Wh wuldn’t lve t receive a letter like that? Let’s get writing!
141. A. madeB. putC. helpedD. managed
142. A. rather thanB. less thanC. mre thanD. ther than
143. A. absentB. activeC. amusedD. admirable
144. A. ppularB. cmmnC. rareD. simple
145. A. receivedB. sentC. writtenD. rejected
146. A. engineerB. dctrC. pliceD. pstman
147. A. seizingB. tearingC. hidingD. carrying
148. A. AmericanB. ChineseC. AustralianD. British
149. A. mneyB. rmC. histryD. time
150. A. cntactedB. interviewedC. cnsultedD. admired
151. A. guestsB. visitrsC. friendsD. partners
152. A. effrtB. cmfrtC. surpriseD. experience
153. A. educatesB. guidesC. mattersD. rewards
154. A. nthingB. anythingC. smethingD. everything
155. A. lks afterB. cares abutC. struggles frD. agrees with
11
An ld farmer had lived n the same farm all his life. It was really a gd farm with fertile sil, but with the passing f the years, the farmer began t think that maybe there was smething 156 fr him. Every day he fund a new 157 fr criticizing sme feature f his ld farm. Finally, he decided t 158 it. He listed the farm with a brker (经纪人) wh quickly 159 an advertisement emphasizing all the 160 f the farm.
When the brker read the ad. t the farmer fr his 161 t place it in the lcal paper, the farmer listened 162 . When the brker had finished, the farmer cried ut, “Hld everything. I’ve changed my 163 . I’ve been lking fr such a place all my life!”
I think yu’ll 164 that each f us, frm time t time, 165 abut things such as ur hme, ur car, r ur jb. As human beings, it is 166 t want the best things in life.
The next time yu find yurself 167 the relatinship yu have with yur family, a neighbr r a friend, dn’t wrry. Human relatinships have their ups and dwns, s it is natural t 168 at times if yu might get n well with smene else. If yu ever find yurself in this md, sit dwn in a 169 place and write an “bituary (讣告)” fr that 170 . Experience the pwerful emtins that will surely vercme yu when yu 171 having t sum up a lved ne’s life in a few paragraphs that culd 172 a newspaper bituary. Ntice hw easy it is t cme up with nice things t say abut the persn. Ntice hw much 173 there “was” in this persn. Sme day yu may actually have t 174 this exercise “fr real”, wipe the tears and then g and spend quality time with that persn. 175 the mment and realize hw lucky yu are t have such a persn.
156. A. cheaperB. betterC. brieferD. easier
157. A. exampleB. methdC. reasnD. place
158. A. mveB. giveC. sellD. keep
159. A. fundB. placedC. answeredD. prepared
160. A. infrmatinB. advantagesC. sidesD. histry
161. A. interestB. decisinC. attemptD. apprval
162. A. happilyB. carefullyC. prudlyD. cnsciusly
163. A. suggestinB. styleC. questinD. mind
164. A. agreeB. stateC. prveD. predict
165. A. wrriesB. thinksC. talksD. cmplains
166. A. ppularB. suitableC. vitalD. natural
167. A. analyzingB. questiningC. explitingD. develping
168. A. frgiveB. aplgizeC. wnderD. learn
169. A. safeB. quietC. familiarD. cnvenient
170. A. friendB. brkerC. farmerD. persn
171. A. avidB. adptC. imagineD. ppse
172. A. add upB. hand inC. put up withD. fit in with
173. A. gdnessB. pwerC. energyD. effect
174. A. g thrughB. subscribe tC. set dwnD. decide n
175. A. GraspB. SaveC. EnjyD. Expect
12
I lked at the result f the pregnancy test and fund I was pregnant. My heart almst stpped. I was married, but my 176 had just lst his jb. I was wrking in a 177 psitin, struggling t find permanent, full-time emplyment. Having a 178 was a “future plan”—and it was suppsed t be carried ut many years later.
Weeks later, I had a 179 day at wrk. My bus ran late, my reprt didn’t save, and I 180 my lunch at hme. I started t cry at my desk and 181 int the wmen’s restrm. I hid in the stall (小隔间), but it was 182 t cver the sund.
Several peple entered the rm, heard me crying, and left withut 183 anything. Then, ne lder wman t whm I’d 184 spken several times kncked n the dr f the stall and handed me a 185 . I tld her everything that had 186 t me. I expected her t imply that I was careless and irrespnsible fr getting myself int such a dilemma. 187 she gave me a hug and tld me everything wuld 188 . She tld me I’d be a wnderful mther, and that my baby wuld be the 189 f my life.
Later that day, I saw a(n) 190 n my desk. She’d written a nte wishing me well and enclsed(随涵附上) what I 191 was all the cash frm her purse. I cried again when I 192 it. This time it was because I was in relief that smene 193 that I’d find a way t make things kay. One f the things I bught with that mney was a small Teddy Bear. My sn’s a teenager nw, but that Teddy Bear is ne f my mst prized 194 . Whenever I lk at it, I’m 195 that hpe is the mst precius gift f all.
176. A. snB. brtherC. fatherD. husband
177. A. rareB. tempraryC. necessaryD. typical
178. A. testB. familyC. childD. prmtin
179. A. terribleB. dangerusC. bringD. busy
180. A. preparedB. finishedC. rderedD. left
181. A. wanderedB. lkedC. dashedD. jumped
182. A. unusualB. impssibleC. unimprtantD. imprper
183. A. dubtingB. nticingC. repeatingD. saying
184. A. merelyB. frequentlyC. speciallyD. curiusly
185. A. cardB. certificateC. tissueD. scarf
186. A. appealedB. happenedC. appliedD. belnged
187. A. AsB. AndC. SD. But
188. A. wrk utB. turn upC. carry nD. calm dwn
189. A. dutyB. trialC. lightD. dream
190. A. brchureB. envelpeC. cntainerD. invitatin
191. A. admittedB. declaredC. predictedD. suppsed
192. A. fundB. refusedC. rememberedD. chse
193. A. explainedB. discveredC. believedD. prmised
194. A. pssessinsB. inventinsC. awardsD. achievements
195. A. taughtB. remindedC. guaranteedD. warned