近年高考英语完形填空题得命题趋向及应试策略

近年高考英语完形填空题得命题趋向及应试策略一、高考英语完形填空试题的历史回顾

广大中学英语教师都知道，完形填空题这一独特的英语试题形式由来已久，它不仅在中国大中学校得到广泛运用，世界其他国家也热衷于使用这一英语试题形式。可以说，有英语测试的地方，就几乎有各种形式的“完形”填空题。

那么，为什么完形填空题这样倍受各级各类英语测试命题者的青睐呢？是因为这种题型能够较科学地检测出英语考生的“综合运用英语”的能力。

众所周知，中国自恢复高考以来，高考英语试题一直在沿用各种形式的完形填空题，但真正具有现代生活气息的高考完形填空题应该是在1986年高考英语试题大规模采用“标准化”试题后开始的。然而，从80年代一直到90年代晚些时候，虽然高考英语完形填空题能在一定程度上测试出考生的“综合运用英语”的能力，但其中很多题仍留下了语法题的痕迹；换言之，就是考得比较呆板，考生只要平时死记硬背一些单词、短语、句型、语法知识等，在高考完形填空试题这部分仍可以得到较为满意的成绩。

从上个世纪90年代末到现在，高考英语完形填空题的命题方向发生了根本的改变。尤其是2004年以来的全国及各省单独命题的高考英语完形填空题，命题趋向有较大变化，体现了“新课标”的要求。具体来讲，试题进一步由“知识立意”转向“能力立意”；试题

的灵活性进一步增强；试题的形式和结构进一步灵活、完善；试题进一步突出考查“主干”知识的运用等。

二、最近几年高考英语完形填空题的命题趋向

1. 短文内容较前些年“逻辑性”进一步加强，文章结构更加严谨，层次相当分明。完形填空所给的短文一般是从交代背景（setting）开始，首句一般不设空，渐次推进，直到高潮（climax），最后结局（ending），环环相扣，具有浓厚的现代生活气息，而且条理十分清楚。

2. 文体由前些年的单一体裁向多样化、多元化方向转变。近几年文体出现了故事、新闻报道、应用文、夹叙夹议等文体，已经突破了单一的叙述文体。近年高考英语完形填空题考查的热点内容分别是：故事类、教育类、社会类、文化类、体育卫生类等。

3. 近年高考英语完形填空题所选短文的英语语言难度略低

于同等水平要求的阅读理解试题，大约相当于大学四级英语测试的听力材料水平，不再出现像2001年到2003年那样内容偏难、对考生来讲比较陌生的文章题材和内容。这样一来，考生就可以充分发挥自己的思维能力，从而理解和掌握短文内容，为选择正确答案创造了条件，能够充分展示他们的英语才华。

4. 目前高考英语完形填空题备选答案形式相对统一，词类相同或相似；语法结构相同或相近；虚词常以连词为主。这样，以往考生用语法知识去答题的方法就不灵了；仅从语法、句法的角度去选择答案，根本无法确定选项，语法、句法等只是起着最基本的辅助支撑

作用。只有完整确切地理解了全文，从文章逻辑、含义及上下文的角度，在语法、句型结构的辅助下，才能选出最恰当的答案来。特别提醒：现代高考完形填空要求选“最佳”答案，不仅仅是选“正确”答案。

5. 近几年高考英语完形填空题主要是考查考生以下几个方面的能力：首先是考查考生对全文“逻辑”关系、结构的把握，考查这一能力的试题比例较大；其次是考查考生对文章“前后照应”的识别能力；再者是考查考生句子结构识别的能力；最后才是考查考生对基础语言知识点的掌握情况。值得注意的是：现代高考完形填空试题中，“纯语法”试题越来越少，几乎快要绝迹了；语法知识、句型结构是学习英语的拐杖，但高考英语试题要考查的是考生的英语综合运用能力。

三、切合实际的高考英语完形填空题应试策略

通过以上对高考英语完形填空题命题趋势的分析和解读，我们似乎可以得到这样的启发：考生在平时的英语学习中，一定要重视加大英语文章阅读量，同时要注意在弄懂文章逻辑、含义的前提下，培养分析文章结构、赏析文章写作手法等方面的能力。可以按以下步骤做完形填空题：

1. 通读全文，力求对文章的整体内容有个基本的认识，明确主题思想，认识文章结构，了解文章的层次。

2. 按先后顺序对测试部分（空格）进行初步观察分析，初步在心里形成欲选的内容，为定向选择作好准备。

3. 按顺序观察空格，对照该空格的备选答案，考虑用哪个词语填空才能更好地满足本句的内容需要，从而更准确地为文章中心思想服务。

4. 在做题过程中，把答案填入空白处恢复短文的本来面貌，看文章被“完形”后是否通顺，如果文章不通顺，还要重新考虑答案，直到文章通畅为止。

高考英语完型填空真题大全有答案

During my second year at the city college, I was told that the education department was offering a “free” course, called Thinking Chess, for three credits. I41 the idea of taking the class because, after all, who doesn’t want to42 a few dollars? More than that, I’d always wanted to learn chess. And, even if I weren’t43 enough about free credits, news about our 44 was appealing enough to me. He was an international grand master, which 45 I would be learning from one of the game’s46 I could hardly wait to 47 him. Maurice Ashley was kind and smart, a former graduate returning to teach, and this 48 was no game for him; he meant business. In his introduction, he made it 49 that our credits would be hard-earned. In order to 50 the class among other criteria, we had to write a paper on how we plan to 51 what we would learn in class to our future professions and 52 .to our lives. I managed to get an A in that 53 and leaned life lessons that have served me well beyond the 54 . Ten years after my chess class with Ashley, I' m still putting to use what he 55 me：“the absolute most important 56 that you learn when you play chess is how to make good 57 . On every single move you have to 58 a situation, process what your opponent (对手) is doing and 59 the best move from among all your options.” These words still ring true today in my60 as a journalist. 41. A put forward B jumped at C tried out D turned down 42. A waste B earn C save D pay 43. A excited B worried C moved D tired 44. A title B competitor C textbook D instructor 45. A urged B demanded C held D meant 46. A fastest B easiest C best D rarest 47. A interview B meet C challenge D beat 48. A chance B qualification C honor D job 49. A real B perfect C clear D possible 50. A attend B pass C skip D observe 51. A add B expose C apply D compare 52. A eventually B naturally C directly D normally 53. A game B presentation C course D experiment 54. A criterion B classroom C department D situation 55. A taught B wrote C questioned D promised 56. A fact B step C manner D skill 57. A grades B decisions C impressions D comments 58. A analyze B describe C rebuild D control 59. A announce B signal C block D evaluate 60. A role B desire C concern D behavior

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研究历年的各套高考完形填空题，可以从具体的题目之中看出该题型中若干对我们解题非常有帮助的共同特点： 一、从所选文章的角度 体裁上，以叙为主，叙议结合。高考完形填空题的选材多为具有一定故事情节的记叙文或是叙议结合、以叙为主、富有哲理的论说文，这是和高考考生的语言水平紧密结合的。高考是各级各类英语测试中相对较简单的一种，因而采取了常见体裁中较简单的记叙文作为题目载体。因此，短文一般按照时间线索行文，内部逻辑清晰层次分明。 题材上，选用真实世界中的语言材料，考查考生使用语言进行信息获取和社会交际的能力，对心理问题、校园生活、奇闻轶事等热点话题继续关注，并兼顾高考的公平性原则，不涉及特定地域或人群色彩较浓的不具有一般性的话题。

难度上，基本与现行高三教材相当。字数上，完形填空短文词数在240——320之间。 二、从所挖空格的角度 首先，该题型所选短文一般无标题，但首句通常不设空，目的是让考生熟悉语言环境，迅速进入主题，对文章有宏观和整体性的把握，建立正确的思维导向。正文中通常挖去20个词，平均每14词挖一个空格，通常不会出现两个空格前后相连或同一句子挖空超过三个的情况。 其次，挖去的词汇以实词为主，虚词为辅。语言分为形式和内容两方面，而完形填空题多重视考查语言的内容，这是与承载具体信息的实词紧密相关的。在高考对具体语法规则不断淡化的趋势下，常与语言形式即具体语法条目相关的虚词数量不断下降，目前仅在3个空格左右。

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