1、第第 15 讲讲 情境知识考查情境知识考查 完形填空完形填空的文章多选自英文报刊、杂志或网站，选材多为贴近日常生活，具有一定故事情境和情感教育意义的短文。体裁常为夹叙夹议，由叙及议，前面大部分常采用第一人称叙述某件生活小事，最后一部分上升为议论，从生活中的小事得到的心灵感悟以及对人生态度的启迪。中西方文化、语言背景的不同造成了逻辑思维方面的差异，这就要求学生带着“跨文化意识”去理解文章的遣词造句、行文布局、上下文语境，并结合自己的亲身经历或想象与文中作者共鸣。主要从生活常识、文化背景及情感经历等角度进行设题，下面结合例题去体会这种设题特点。一、考查角度【答案及解析】B生活常识情境：当大伙围在餐
2、桌边坐好时(all of us were seated around the table)，主人应该是端上准备好的佳肴供客人享用，而不是cooked 或者 made食物，所以排除A、D。【例1】The word“spaghetti”brought back the _36._memory_of an evening at Uncle Alien s in Belleville _37._when_all of us were seated around the table and Aunt Pat _38_ spaghetti for supper.38.A.cooked B.served C
3、.got D.made【例2】What laughing _42._arguments_ we had about the _43_ respectable method for moving spaghetti from plate to mouth.43.A.nearly B.naturally C.officially D.socially【答案和解析】D文化背景情境：此题考查了学生对餐桌礼仪文化的理解。在自己家里或没有外人在场的情况下可以用任意的吃相吃spaghetti，但是若想以一种respectable 方式把长长的意大利面从盘里搬到嘴里，那是社交场合下一种约定俗成的要求。故soc
4、ially更符合题意。教学建议：为帮助学生更好地理解这种餐桌文化，可观看影片Titanic中，Jack刚进入上流社会宴会，和Rose 的母亲在同一餐桌吃饭时，俩人不同的吃相以及举止的巨大反差。【例3】He had a habit of telling _45._jokes_.One time he said,“Doc,a deafanddumb(聋哑)man _46._needed_ some nails.Having entered a store,he put two fingers together on the counter and made _47_ movements with
5、the other hand.The clerk brought him a hammer.He _48_his head and pointed to the two f i n g e r s h e w a s h a m m e r i n g.T h e c l e r k _49._brought_him some nails.He picked out the right size and left.”47.A.cutting B.hammering C.waving D.circling 48.A.nodded B.raised C.shook D.turned【答案及解析】4
6、7.B生活常识情境：一个聋哑人想买钉子，用一只手的两个指头做钉子，另一只手当然做敲锤动作了。48.C生活常识情境：当店员以为他想买锤子，而给他拿了锤子时，聋哑人当然要摇头了。教学建议：这种情境，可鼓励学生以情景剧的形式把它表演出来，使学生对该语句的理解有个直观的感受。【例4】After an absence of thirty years,I decided to visit my old school againI wondered for a moment if I had come to the right 3._address.I was pleased to find that it
7、 was 4._break time and that the children were all in the playground.This would enable me to _5_ some members of staff.5.A.remember B.know C.meet D.recognize 【答案及解析】B情感经历共鸣：文中作者阔别母校30年，重返母校时因岁月变迁之大而怀疑自己是否找对地址了。碰巧是课间休息时间，这使得他有机会去认识教职员工，故而选know。不选remember和recognize是因为30年的沧桑变故，他在母校几乎不大可能认出谁或记得谁，而meet一般是
8、约好的碰面。教学建议：这种情感经历可与贺知章的回乡偶书中“少小离家老大回”的作者相关联。Returning Home I left home young and not till old do I return，Speaking as then,but with hair grown thin and gray，The children dont know me,whom I meet on the way，“Where do you come from,reverend sir？”they smile and say.综上所述，学生阅读过程中应该根据上下文，瞻前顾后地寻找相邻信息词句，共同组
9、建文境，并激活大脑进行联想，使类似于上述情境在大脑空间中以各种方式视觉化(Visualize)，情境化(Situationize)，图像化(Picturize)。二、随堂演练 根据上述策略，体会下列题中的生活情境。1.As I drove my blue Buick into the garage.I saw that a yellow Oldsmobile was 21.parked too close to my space.I had to drive back and forth to get my car into the _22_ space.That left 23._hardl
10、y enough room to open the door.22.A.complete B.close C.narrow D.fixed 【答案】C 2.Of course,the _48._house_ awoke,and my son was thrilled(激动的)with my reaction.Many kisses were _49_，and I immediately wanted him to _50._open_ my gift.49.A.exchanged B.experienced C.expected D.exhibited 【答案】A 3.I climbed th
11、e stairs slowly,carrying a big suitcase,my father following with two more.By the time I got to the third floor,I was _26._tired_and at the same time feeling lonely.Worse still,Dad _27._missed_a step and fell,sending my new suitcases _28_down the stairs.28.A.rolling B.passing C.dropping D.turning 【答案】A
