高考完形填空 体裁类型突破：
议论文
解题方法： 议论文完形填空不像记叙文形式那么有情景。因此，我们对整个文章的把握相对来说也难得多。解答这类题要遵循下列原则：
（1）对于纯议论形式的完形填空，要在掌握全文主旨的情况下，抓好每段的首句。抓住了每段的主旨句也就是把握了文章的脉络，理解文意就容易了。
（2）理清文章的论点、论据有着相辅相成的关系，整个文章前后是一致的，故能说明论据的答案可以在论点里得到印证，论点里的某些答案也可以与论据有机的结合起来。若所选答案前后矛盾，论据与论点相矛盾，最后结论与论点也就像矛盾，这就说明对文章的把握缺乏条理性和系统性，需要重新理顺文章各个部分，直到条理清楚为止，再根据对全文的把握及各部分的逻辑关系选出正确答案。
典题演示： （A ）
Anna Douglas was 72 years old when she started writing her newspaper column．She had been a school teacher before she retired ，but she needed to keep．She was even willing to work without pay． that helped other businesses find jobs for old people． other old folks like her．By talking with them， two things． ． But old people also had some ．She found a new purpose for herself then．
Through the years ，she write stories about people for national magazines ．： Old people like herself．She began to write a newspaper column called “Sixty Plus”， which was about old ．She writes about the pro blems of old people，．
Anna Douglas uses her ability to see the truth behind a problem．She understands begin ．For example ，one of her said that his grand children ．understand his grandchildren．
“It's important to know your grandchildren's world ，”says Mrs. Douglas ．“That means questioning and listening ，and not what old people do best ．Say good things to them and about them，”she continues．“Never try to grandchildren or other young people．Never your opinion．Don't tell them what they should do ，they have been taught they should have respect for old people．The
old should respect them as well．”
整体把握：
1. 本文的中心话题是什么？
2．她为什么决定写有关老年人的事情？
3. 她认为应该怎么处理老人和孙子辈的关系？
1．A ．free B ．rich C ．powerful D ．busy
2．A ．service B ．money C ．students D ．books
3．A ．observed B ．met C ．comforted D ．answered
4．A ．recognized B ．followed C ．enjoye d D ．demanded
5．A ．studied B ．agreed C ．gave D ．used
6．A ．mistakes B ．problems C ．questions D ．characters
7．A ．had B ．ought C ．was D ．used
8．A ．subject B ．life C ．way D ．plan
9．A ．getting B ．respecting C ．employing D ．supporting
10．A ．unknown B ．refused C ．misunderstood D ．discouraged
11．A ．thinking B ．worki ng C ．writing D ．leading
12．A ．that B ．when C ．why D ．whether
13．A ．visitors B ．readers C ．listeners D ．friends
14．A ．got B ．entered C ．left D ．passed
15．A ．invented B ．chose C ．suggested D ．imagined
16．A ．everything B ．something C ．anything D ．nothing
17．A ．listening B ．speaking C ．pleasing D ．advising 18．A ．pra ise B ．scold C ．trouble D ．encourage
19．A ．speak out B ．give up C ．get back D ．stick to
20．A ．Commonly B ．Surprisingly C．Happily D ．Naturally
（B ）
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do 1 themselves. Teaching children to 2 is not passing reading on to them. It is certainly not endless hours 3 in activities about reading. Douglas insists that “reading cannot be 4 directly and schools should stop trying to do the impossible ”．
Teaching and learning are two entirely different 5. They 6 in kind and function. The function
of teaching is 7 the conditions and the climate that will make 8 possible for children to devise the most efficient system for teaching themselves to read. Teaching is also 9 activity. It can be seen and observed．
Learning to read involves all that each individual does to make 10 of the world of printed language. Almost all of it is 11, for learning is an occupation of the 12, and that process is not open to public scrutiny．
If teacher and learner 13 are not interchangeable, what then can be done through teaching that will 14 the child in the quest(探索)for knowledge？ Smith has one principal rule for all teaching instructions. “Make learning to read 15, which means making reading a meaningful, enjoyable and frequent 16 for children.”
When the roles of teacher and learner are 17 for what they are, and when both teacher and learner fulfill them appropriately, then 18 of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment 19 children are given the opportunity to solve the problem of learning to read by 20．
（）1. A. with B. for C.on D. of （）2. A. read B. write C.listen D. speak （）3. A. taken B. paid C.offered D. spent （）4. A. taught B. learned C.studied D. mastered （）5. A. resultsB. productsC.processesD. effects （）6. A. differ B. diverse C.range D. distinguish （）7. A. create B. to creating C.created D. to create （）8. A. them B. that C.this D. it （）9. A. personal B. individual C.privateD. public （）10. A. use B. comparison C.sense D. preparations （）11. A. private B. secret C. open D. public （）12. A. heart B. mind C. brain D. head （）13. A. roles B. attitudes C.ideas D. behaviors （）14. A. aid B. assist C.support D. teach （）15. A. simple B. easy C.possible D. interesting （）16. A. work B. job C.task D. experience （）17. A. remainedB. respected C.seen D. regarded （）18. A. most B. much C.many D. little （）19. A. where B. that C.which D. when （）20. A. studying B. reading C.teaching D. writing
详解祥析：（A ）
1. D。她从教师工作上退了下来，然而她一直很忙。B 项有一定干扰性。keep rich意思是“富有”，从后文she was even willing
to work without pay．可以看出B 项不合题意。
2. A。从空后的that helped other businesses find jobs for old people．可以看出，她提供的是商业服务。
3. B。从空后的By talking with them可以看出，Anna Douglas每天都与很多老年人会面，而不是观察或安慰他们。
4. A。通过与他们交谈，她认识到两件事情。接下来的两句便是她认识到的事情。recognize 在这里是“认识到”的意思。
5. D。老年人有未被利用的能力。这是她积极为老年人找工作发挥他们余热的原因。其他答案不合题意。
6. B。然而老年人也有老年人的问题。A 项有较大干扰性。从后文我们知道，有一位老年人不受其孙子女的欢迎，这是他
面临的问题，而不是错误。
7. D。从后文She began to write a newspaper column called “Sixty Plus”，我们知道，她为国家杂志写人物故事是以前的事。
8. A。联系上下文Old people like herself．是报纸的一个话题（subject ），因此其它选项不合题意。
9. A。get old在这里为系表结构，其它选项不正确。
10. C。B ，D 项有较大干扰性。作者举的例子说明很多老年人被其孙子女误解，而不是（他们的要求）被拒绝等。
11. A。从空后的see the truth behind a problem我们得知，Anna Douglas用的是 thinking abilities。
12. C。从下文举的例子看，她明白的是事情的起因，因此其它选项不合题意。
13. B 。A 项有较大干扰性。从前文我们知道Anna Douglas 是靠写文章与老年人交流，而不是建立了咨询中心，因此A 项
不合题意。
14. C。联系上下文我们可以推知，这位老年人与其孙子女关系并不融洽，因此当他进来时，孩子们就离开。
15. C。她给这位老人建议了几种方法。
16. B。A ，C 有较大干扰性。从空后的 your grandchildren's world我们得知，想了解孙子女世界的一切是不可能的。
17. A。本空承接and 前的分句而来，因此答案应在questioning 和listen ing 间选择，选项中没有questioning 。
18. B。联系上文Say good things to them and about them．得此答案。A 项有一定干扰性，空前的Never 决定了此选项不正
确。
19. D。stick to在这里是“固执地坚持”。A ，B 均有一定干扰性。联系前文Mrs. Douglas认为老人应该多听听孙子女的见解，
不要太固执地坚持自己的看法。 speak out意思是“说出”，give up 是“放弃”，因此不合题意。
20. A。D 有较大干扰性。Naturally 意思是“自然而然地”，而Commonly 指“通常情况下”。
（B ） 本文论述了教与学的关系、教师和学生的关系, 指出阅读能力不是教出来的, 教学的一个基本原则就是要创造一个轻松的环境, 让学生在有意义的、快乐的、经常的读的活动体验中学会阅读。 1. B 与前面的for 对应使用, 说明有些事情孩子可以为自己去做, 不需大人代替。 2. A 根据上下文可知。 3. D 表示花时间,spend 是常用词。 4. ADouglas 认为, 阅读能力不是老师“教”会的。 5. C 句意为：教和学是两个完全不同的过程。 6. Adiffer 呼应前面句子中的different, 具体说明两者的区别之处。distinguish 是“作区别”的意思, 另外两个词意义也不恰当。 7. D 根据句法, 不定式to do形式才可以作表语,C 是被动语态不符句意。 8. Dit 是形式宾语, 代替后面的动词不定式。 9. D 根据下一句It can be seen and observed.可知。 10. Cmake sense of是固定短语, 意为“理解”, 用在此处最恰当, 因为学习就是一种理解。 11. A 前面提到teaching 是public, 那么learning 就是private 。 12. B 毋庸置疑，学习是思维(mind)活动。 13. A 句意为：如果教师和学习者的角色是不能互换的, 那么怎样才能通过教学帮助学生获得知识呢？ 14. Aaid 是“帮助”的意思, 最符合句意。assist 意为“协助”, 不够恰当。 15. B 根据后半句which means making reading a meaningful, enjoyable and frequent 16 for children可知, 学习阅读应该是轻松愉快的。 16. D 根据Smith 的意思, 阅读就是一种愉快的、经常的体验（experience), 不应该当作任务（task ）来做。 17. Csee 有“看待”的意思,regard 没有这样的搭配, 另外两个词意义不符。 18. B 根据上下文意思, 只有much 最得体,many 修饰复数, 不可用。 19. Awhere 引导定语从句, 指代前面的先行词environment ，在从句中作状语。 20. B 句意为：老师应该创造环境使得孩子们有机会通过阅读来解决阅读中的问题。 温馨提示 趁热打铁，事半功倍。请老师布置同学们完成《配套检测与评估》中相应的练习。 Many heads are better than one. 三个臭皮匠，赛过诸葛亮。
高考完形填空 体裁类型突破：
议论文
解题方法： 议论文完形填空不像记叙文形式那么有情景。因此，我们对整个文章的把握相对来说也难得多。解答这类题要遵循下列原则：
（1）对于纯议论形式的完形填空，要在掌握全文主旨的情况下，抓好每段的首句。抓住了每段的主旨句也就是把握了文章的脉络，理解文意就容易了。
（2）理清文章的论点、论据有着相辅相成的关系，整个文章前后是一致的，故能说明论据的答案可以在论点里得到印证，论点里的某些答案也可以与论据有机的结合起来。若所选答案前后矛盾，论据与论点相矛盾，最后结论与论点也就像矛盾，这就说明对文章的把握缺乏条理性和系统性，需要重新理顺文章各个部分，直到条理清楚为止，再根据对全文的把握及各部分的逻辑关系选出正确答案。
典题演示： （A ）
Anna Douglas was 72 years old when she started writing her newspaper column．She had been a school teacher before she retired ，but she needed to keep．She was even willing to work without pay． that helped other businesses find jobs for old people． other old folks like her．By talking with them， two things． ． But old people also had some ．She found a new purpose for herself then．
Through the years ，she write stories about people for national magazines ．： Old people like herself．She began to write a newspaper column called “Sixty Plus”， which was about old ．She writes about the pro blems of old people，．
Anna Douglas uses her ability to see the truth behind a problem．She understands begin ．For example ，one of her said that his grand children ．understand his grandchildren．
“It's important to know your grandchildren's world ，”says Mrs. Douglas ．“That means questioning and listening ，and not what old people do best ．Say good things to them and about them，”she continues．“Never try to grandchildren or other young people．Never your opinion．Don't tell them what they should do ，they have been taught they should have respect for old people．The
old should respect them as well．”
整体把握：
1. 本文的中心话题是什么？
2．她为什么决定写有关老年人的事情？
3. 她认为应该怎么处理老人和孙子辈的关系？
1．A ．free B ．rich C ．powerful D ．busy
2．A ．service B ．money C ．students D ．books
3．A ．observed B ．met C ．comforted D ．answered
4．A ．recognized B ．followed C ．enjoye d D ．demanded
5．A ．studied B ．agreed C ．gave D ．used
6．A ．mistakes B ．problems C ．questions D ．characters
7．A ．had B ．ought C ．was D ．used
8．A ．subject B ．life C ．way D ．plan
9．A ．getting B ．respecting C ．employing D ．supporting
10．A ．unknown B ．refused C ．misunderstood D ．discouraged
11．A ．thinking B ．worki ng C ．writing D ．leading
12．A ．that B ．when C ．why D ．whether
13．A ．visitors B ．readers C ．listeners D ．friends
14．A ．got B ．entered C ．left D ．passed
15．A ．invented B ．chose C ．suggested D ．imagined
16．A ．everything B ．something C ．anything D ．nothing
17．A ．listening B ．speaking C ．pleasing D ．advising 18．A ．pra ise B ．scold C ．trouble D ．encourage
19．A ．speak out B ．give up C ．get back D ．stick to
20．A ．Commonly B ．Surprisingly C．Happily D ．Naturally
（B ）
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do 1 themselves. Teaching children to 2 is not passing reading on to them. It is certainly not endless hours 3 in activities about reading. Douglas insists that “reading cannot be 4 directly and schools should stop trying to do the impossible ”．
Teaching and learning are two entirely different 5. They 6 in kind and function. The function
of teaching is 7 the conditions and the climate that will make 8 possible for children to devise the most efficient system for teaching themselves to read. Teaching is also 9 activity. It can be seen and observed．
Learning to read involves all that each individual does to make 10 of the world of printed language. Almost all of it is 11, for learning is an occupation of the 12, and that process is not open to public scrutiny．
If teacher and learner 13 are not interchangeable, what then can be done through teaching that will 14 the child in the quest(探索)for knowledge？ Smith has one principal rule for all teaching instructions. “Make learning to read 15, which means making reading a meaningful, enjoyable and frequent 16 for children.”
When the roles of teacher and learner are 17 for what they are, and when both teacher and learner fulfill them appropriately, then 18 of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment 19 children are given the opportunity to solve the problem of learning to read by 20．
（）1. A. with B. for C.on D. of （）2. A. read B. write C.listen D. speak （）3. A. taken B. paid C.offered D. spent （）4. A. taught B. learned C.studied D. mastered （）5. A. resultsB. productsC.processesD. effects （）6. A. differ B. diverse C.range D. distinguish （）7. A. create B. to creating C.created D. to create （）8. A. them B. that C.this D. it （）9. A. personal B. individual C.privateD. public （）10. A. use B. comparison C.sense D. preparations （）11. A. private B. secret C. open D. public （）12. A. heart B. mind C. brain D. head （）13. A. roles B. attitudes C.ideas D. behaviors （）14. A. aid B. assist C.support D. teach （）15. A. simple B. easy C.possible D. interesting （）16. A. work B. job C.task D. experience （）17. A. remainedB. respected C.seen D. regarded （）18. A. most B. much C.many D. little （）19. A. where B. that C.which D. when （）20. A. studying B. reading C.teaching D. writing
详解祥析：（A ）
1. D。她从教师工作上退了下来，然而她一直很忙。B 项有一定干扰性。keep rich意思是“富有”，从后文she was even willing
to work without pay．可以看出B 项不合题意。
2. A。从空后的that helped other businesses find jobs for old people．可以看出，她提供的是商业服务。
3. B。从空后的By talking with them可以看出，Anna Douglas每天都与很多老年人会面，而不是观察或安慰他们。
4. A。通过与他们交谈，她认识到两件事情。接下来的两句便是她认识到的事情。recognize 在这里是“认识到”的意思。
5. D。老年人有未被利用的能力。这是她积极为老年人找工作发挥他们余热的原因。其他答案不合题意。
6. B。然而老年人也有老年人的问题。A 项有较大干扰性。从后文我们知道，有一位老年人不受其孙子女的欢迎，这是他
面临的问题，而不是错误。
7. D。从后文She began to write a newspaper column called “Sixty Plus”，我们知道，她为国家杂志写人物故事是以前的事。
8. A。联系上下文Old people like herself．是报纸的一个话题（subject ），因此其它选项不合题意。
9. A。get old在这里为系表结构，其它选项不正确。
10. C。B ，D 项有较大干扰性。作者举的例子说明很多老年人被其孙子女误解，而不是（他们的要求）被拒绝等。
11. A。从空后的see the truth behind a problem我们得知，Anna Douglas用的是 thinking abilities。
12. C。从下文举的例子看，她明白的是事情的起因，因此其它选项不合题意。
13. B 。A 项有较大干扰性。从前文我们知道Anna Douglas 是靠写文章与老年人交流，而不是建立了咨询中心，因此A 项
不合题意。
14. C。联系上下文我们可以推知，这位老年人与其孙子女关系并不融洽，因此当他进来时，孩子们就离开。
15. C。她给这位老人建议了几种方法。
16. B。A ，C 有较大干扰性。从空后的 your grandchildren's world我们得知，想了解孙子女世界的一切是不可能的。
17. A。本空承接and 前的分句而来，因此答案应在questioning 和listen ing 间选择，选项中没有questioning 。
18. B。联系上文Say good things to them and about them．得此答案。A 项有一定干扰性，空前的Never 决定了此选项不正
确。
19. D。stick to在这里是“固执地坚持”。A ，B 均有一定干扰性。联系前文Mrs. Douglas认为老人应该多听听孙子女的见解，
不要太固执地坚持自己的看法。 speak out意思是“说出”，give up 是“放弃”，因此不合题意。
20. A。D 有较大干扰性。Naturally 意思是“自然而然地”，而Commonly 指“通常情况下”。
（B ） 本文论述了教与学的关系、教师和学生的关系, 指出阅读能力不是教出来的, 教学的一个基本原则就是要创造一个轻松的环境, 让学生在有意义的、快乐的、经常的读的活动体验中学会阅读。 1. B 与前面的for 对应使用, 说明有些事情孩子可以为自己去做, 不需大人代替。 2. A 根据上下文可知。 3. D 表示花时间,spend 是常用词。 4. ADouglas 认为, 阅读能力不是老师“教”会的。 5. C 句意为：教和学是两个完全不同的过程。 6. Adiffer 呼应前面句子中的different, 具体说明两者的区别之处。distinguish 是“作区别”的意思, 另外两个词意义也不恰当。 7. D 根据句法, 不定式to do形式才可以作表语,C 是被动语态不符句意。 8. Dit 是形式宾语, 代替后面的动词不定式。 9. D 根据下一句It can be seen and observed.可知。 10. Cmake sense of是固定短语, 意为“理解”, 用在此处最恰当, 因为学习就是一种理解。 11. A 前面提到teaching 是public, 那么learning 就是private 。 12. B 毋庸置疑，学习是思维(mind)活动。 13. A 句意为：如果教师和学习者的角色是不能互换的, 那么怎样才能通过教学帮助学生获得知识呢？ 14. Aaid 是“帮助”的意思, 最符合句意。assist 意为“协助”, 不够恰当。 15. B 根据后半句which means making reading a meaningful, enjoyable and frequent 16 for children可知, 学习阅读应该是轻松愉快的。 16. D 根据Smith 的意思, 阅读就是一种愉快的、经常的体验（experience), 不应该当作任务（task ）来做。 17. Csee 有“看待”的意思,regard 没有这样的搭配, 另外两个词意义不符。 18. B 根据上下文意思, 只有much 最得体,many 修饰复数, 不可用。 19. Awhere 引导定语从句, 指代前面的先行词environment ，在从句中作状语。 20. B 句意为：老师应该创造环境使得孩子们有机会通过阅读来解决阅读中的问题。 温馨提示 趁热打铁，事半功倍。请老师布置同学们完成《配套检测与评估》中相应的练习。 Many heads are better than one. 三个臭皮匠，赛过诸葛亮。