首字母填空技巧(共9页).doc

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1、精选优质文档-倾情为你奉上首字母填空阶梯训练法不少同学经过长期艰苦的努力，可能仍达不到理想的训练效果，为了帮助同学们解决燃眉之急，在平时的教学中我采用了下面的“台阶式”教学法，而且经过试验，我发现这确实是比较有效的方法之一，对提高学生的解题能力很有帮助。具体做法如下：Step1：掌握七种句子成分与十种词性之间的对应关系。通过对单一成分的分类练习，掌握该句子成分与何种词性相对应。词性正确是答案正确的前提。(1) 对主语的判断1. _ are helpful to students. ( teach )2. _ is more important to me than money. ( healt

2、hy )3. Some famous _ are going to give lectures in our university in August. ( science)4. _ is my favorite sport. ( fish )5. _ stamps is my hobby. ( collect )Key: 1. Teachers 2. Health 3. scientists 4. Fishing 5. Collecting分析：以上练习中，所填的词均为句子的主语。主语是动作的发出者，词性主要为名词与代词（1-）；动词不能直接用作主语，必须转化成其对应的名词或动名词（-）。此

3、外，形容词前加the以及带连词的句子也可作主语。例如：The rich are not always happy. 句中the rich 指“有钱人”，因此可以作主语。What I wanted was just your help. 句中What I wanted是一个带有连词what的句子，因此也可以作主语。(2) 对谓语的判断 John was standing on the step of a house. An old woman c_ over to him. “My boy,” she a_ , “Is your father at home?” “Yes,” a_ John.

4、The woman b_ ringing the bell. She rang and rang, but there was no answer. At last she t_ back to John and s_ angrily, “Didnt you s_ that your father was at home?” “I did”, answered John, “but this i_ my house.”Key: came asked answered began turned said say isnt分析：语篇中的所缺词均为谓语动词。谓语是句子所表示的动作，词性只能是动词，而

5、且在句子中不能缺。当一个主谓结构中同时出现两个或两个以上动词时，还要判断他们之间的相互关系，对谓语动词或非谓语动词的判断只有在熟练掌握相关知识的基础上，才能作出正确的判断。平时练习和周练中，我经常让学生做些“用动词的适当形式填空”练习，有助于对动词形式的判断。(3) 对宾语的判断1.Mr. Chen was surprised to see the fast _ in Shanghai after his long absence from the city. ( develop )2.The front is in great need of medical _.( work )3.Than

6、k you for your _. ( kind )4.At last he sold his _. ( invent )Key: 1. development 2. workers 3. kindness 4. invention（s）分析：宾语是动作的承受者，分动词宾语与介词宾语两种。宾语的词性同和主语的词性一样，单是如果代词作宾语时就必须用其宾格。(4) 对表语的判断1. It is _ for an ordinary plane to fly to the moon. ( possible)2. The sick man is getting _. ( ill )3.Patrick i

7、s going to be a(n) _ when he grows up.(engine)4.Such cold weather is quite _ in June and people have to wear warm clothes again. （ usually ）5.Its a _ to have a picnic with all the members. （please ）Key: 1. impossible 2. worse 3. engineer 4. unusual 5. pleasure分析：表语是连系动词后接的成分。词性主要为形容词，名词, 介词短语。如果是动词的

8、适当形式作表语，动词必须改成 to do ,doing 或 done 的形式。(5) 对定语的判断1. The _ exams usually take place at the end of June. ( finally)2.On a _ night, you can see thousands of stars in the sky. ( clearly)3.In _ weather, the old had better stay at home. (freeze )4.The French artist said, “It is my _ time to visit Shanghai

9、. I lovethis city so much. ( one )5.Most people dont like _ food. ( freeze )6.Who is your _ teacher? ( chemical )Key: (1) final (2) clear (3) freezing (4) first (5) frozen (6) chemistry分析:定语是修饰名词与代词的成分。词性以形容词，序数词，介词短语为主。名词修饰名词说明后面名称的性能或用途。如：stamp show / physics teacher。如果是动词的适当形式作定语，动词必须改成 to do ,do

10、ing 或 done 的形式。 (6) 对状语的判断1. The old lady could hardly believe that she had got the travel pass to HongKong so _ (easy)2.Watch _, and you will find the difference between the two pictures.( care )3.After flying in the storm for nearly one hour, the helicopter landed _ at last. ( safe )Key : (1) easi

11、ly (2) carefully (3) safely分析：状语是说明动作发生的时间，地点，原因，方式，目的，结果，条件和伴随情况的成分。词性以副词为主，也可以是介词短语。如果是动词的适当形式作状语，动词必须改成 to do ,doing 或 done 的形式。(7) 对连词的判断1. Work harder, _ youll make great progress in English.2. My job is to protect the innocent _ find the guilty.3. _ you _ he can go to the cinema, but you canno

12、t go together because I have only one ticket.4. Can you tell me _ you are from?5. Ill give you a call _ I get to Japan.Key: (1)and (2) as well as (3) Eitheror (4) where (5) as soon as分析：在英语中, 并列连词and, but, or, so , not onlybut also, either or, neithernor, as well as, both and等连接并列的词,词组和句子; 而从属连词则连接主

13、句与从句。Step2：在牢记了七种句子成分与十种词性的对应关系之后，多做综合的“用所给单词的正确形式填空”，有利于提高对句子成分的判断能力。熟练掌握词性转化的技巧是通向首字母填空的第二步。Step3：锻炼自己的发散和归纳思维的能力，或称为“猜谜”的能力。Exercise : Guess the missing word.1._ are helpful to students.2._ are helpful to students. They give them knowledge.3._ are helpful to students. In class they teach them kno

14、wledge and afterclass they care for them like parents.4._ are helpful to students. They keep them healthy.分析：按顺序做你会不假思索地得出答案，1-4均为Teachers，全部解完后再思考，似乎第一题答案不仅仅只有Teachers。按判断主语的结论，凡名词，只要合乎逻辑，都可作为第一题的答案，你会发现Books也可，继而得出结论：“一切有益于学生的复数名词均为正确答案，如：Exercises、Doctors、Police、Parents”。第二题受后一句knowledge的限制，答案要少一

15、些，如：Teachers、Books，第三题限制更多，从“care for”判断主语只能是人，即: Teachers。第四题受healthy的限制，最好填Doctors / Nurses。以上练习说明解完形填空需要如下技能：1. 对所缺词的句子成分必须作出精确判断，然后填入正确的词性，即必须熟练掌握句子成分与词性的对应关系。2. 必须训练自己扩散性思维能力，如同猜谜，因为词义的确定依靠着对句中限制性信息的判断得出。3. 良好的语法基本功。在确定完词性与词义后，名词单复数、形容词的比较等级和动词时态的确定等等建立在良好的语法基本功之上。Step4：对词性、词义、词形的精确判断阶段，即综合运用阶段

16、 Mr. Wu is getting old. He is l_ the school soon. The s_ in his class have given h_ a lot of p_. Among t_ are cards, note-books, photos and books. Most of the cards are m_ by the students themselves. Photos will h_ Mr. Wu remember the happy t_ when he was with his students. Next week, t_ will have a

17、 p_ to s _ goodbye to him.分析：通读短文以后发现Mr. Wu 是一位老师。从old 可推断他不久要退休了,所以“l_” 应为谓语动词 leaving ;“s_” 是第三句的主语, 结合 have 判断为 students; “h_”是give 的宾语, 判断为him ;“p_” 的内容是 cards, note-books , 所以判断为名词presents; “t_” 是介词among 的宾语, 应为them ; “m_” 处于be done by 的结构中, 应为过去分词made;“h_” 位于情态动词will 之后, 应为动词原形help;“t_” 是remem

18、ber 的宾语, 并且受到happy 的修饰应为 time；“t_” 是主语, 名词或代词 teachers / they;“p_” 是have的宾语, 前面有冠词, 所以是名词party；“s_” 前有 to, 分析成分为目的状语 to do 即 to say。Step5：熟能生巧阶段。要做到举重若轻，必须在前四步的基础上作长期系统的训练，把上述知识演化为解题技能。自己动手试试下面的练习：(1)Often, doctors tell some people to go on diets(节食). The doctors hope the diets will make the people

19、feel b_. They hope the diets will make the people healthy.Alana was on a diet, but she didnt like it at all. She was not a _ to eat her favorite food by the doctor. While her brother Frank ate chocolate, she had to eat an apple. Alana was on the diet for two months. Her doctor was p_with her. “You h

20、ave been very good,” he said. “You can eat some of the foods you like best. But only a little. Dont eat too many sweets. Dont eat too much ice cream. If you do, you will get a lot of weight a_ .”Then the doctor put Frank on a diet. It was a different kind of diet. “You c_ eat chicken or eggs, Frank,

21、” said the doctor. “These foods will make you in t_.”“How long will I have to be on the diet?” asked Frank.“A long time,” said the doctor. “Maybe for the r_ of your life.”“But I really like chicken,” said Frank. “You said it is one of the best meats to eat.”“It is a very good food for most people,”

22、said the doctor. “But when you eat it, it makes you sick. It is not a good food for you.”“Youre right,” said Frank. “Well, Ill eat more cake i_.”Key：better; allowed; pleased; again; cannot/cant; trouble; rest (2)Bob and Jim o_ worked in the same factory. One day, Bob l_ Jim ten dollars, but then Jim

23、 left his work w_ giving back the money.Bob didnt see Jim for a year. Then he l_ from a friend that Jim was in another town those days and s_ at a hotel. So he went there to see him late in the evening.When he g_ to Jims room, he saw his shoes near the door. “Well, he must be in the room,” he though

24、t, and knocked at the door. There was no a_. He knocked again and said, “I know you are in, Jim. Your shoes are out here.”“Ive gone out in my boots(靴子)” a_ Jim.Key: once; lent; without; learned; stayed; got; answer; answered三、常用解题步骤和技巧以下是经过试验归纳总结出来的一些解题步骤和技巧，相信对许多老师指导学生解题方法有所帮助：（1） 通读全文完型填空所填的单词要使各句

25、句子意思完整，上下文相互衔接，因此，在落笔作提前一定要先通读全文，基本把握语篇的大意。（2） 根据词组的搭配考虑有些空格与固定搭配或词组表达法有关，要充分利用自己平时所积累的词组搭配来考虑填什么词。（3） 运用语法知识剖析结构，判断所需的词是什么词类。如，修饰名词一般用形容词；修饰动词一般用副词。名词前常会有冠词、代词；动词前可能有情态动词、助动词等。如果是两个分句，就得看两句之间的关系。若两句中的一句从属于另一句，就得用从属连词；若是并列关系，则用并列连词，然后根据意义考虑是时间、地点、原因还是方式，是转折还是因果关系，来决定用什么连词。另外，在根据文中意义决定了所填的词之后，还要注意使用它

26、的正确形式。如，名词要注意单、复数；人称代词要注意主格、宾格或所有格；冬刺要注意时态、语态或非谓语形式；形容词、副词要注意比较级和最高级等。（4） 根据全文的整体意义判断根据全文的整体意义，上下文隐含的涵义，作者的情感、立场等各方面的知识、文章所处的文化氛围等解题时更重要的方法，也是完型填空题的难点所在。（5） 学会在头脑中构建画面，利用想象，进行整体判断。四、注意事项（1）做完型填空题必须注意不要急于填词，不要孤立地从一个单句去确定所填的词，因为有时填入的词从脱离语境的单句来看似乎是正确的，但从上下文来看是不符合逻辑的。（2）完型填空不是按照先易后难的顺序设空，因此答题遇到不会做或者答案难以

27、确定时，不必着急，不妨继续答题，待吃透全文后，再回过头作判断。（3）填完所缺的词，将全文在朗读几遍，从文章的意义和语法的角度再次审查全文是否通顺正确。（4）要做好完型填空题，首先要积累语言材料，也就是说平时要背诵一定数量的文章，以增强语感。要多积累一些词汇，并了解他们的意义和用法。要扎实掌握学过的词法、句法，学会进行语法分析，同时要增强各方面的知识，还要增强思维能力，培养逻辑推理能力，要能分析、归纳、抓住要点、想象等。总之，这是一个综合能力的考核。总之，阅读教学是英语教学中的一个难点，给首字母完形填空又是阅读教学中最令人头痛的一环。它不但考查学生对语篇的理解能力，而且考查学生理解语篇过程中的分析判断、句子成分与词性的对应关系、语法结构、词义辨析等全方位的综合能力。只有具备了相当词汇量、扎实的语法知识、充分的扩散性思维和严密的逻辑推理能力的学生，才能很好地完成语篇，使文章通顺畅专心-专注-专业