【简介】感谢网友“雕龙文库”参与投稿，这里小编给大家分享一些，方便大家学习。
注：句内层次题：空格的答案由空格所在句子决定。句组层次题：空格的答案由与空格相距不远的一组句子决定。语篇层次题：空格的答案由整篇文章的内涵决定。
[命题者说]
研究近3年的全国卷完形填空试题，可以发现完形填空的设题方式大致可分为句内层次、句组层次及语篇层次三种题型。在难易程度上，句内层次题和句组层次题较容易，考生只需要结合语境理解空格所在句或相邻的几句就可以确定答案，对于考生来说相对比较容易得分。且句内层次、句组层次题考查最多，能保障考生取得基本分数，但高考是选拔性的考试，每篇完形填空总会有2～3个比较难的语篇层次题成为考生取得高分的拦路虎，对于此类填空，往往需要考生跨越段落，从全文的脉络、作者的思想、意图或主人公的心理等角度进行推理、判断，才能做出正确的选择。本专题将设两课对这三种题型进行分别指导。
一、基础保分课 ——巧用7大方法力保句内、句组层次题不失分
对应学生用书P66
一 5大方法速判句内层次题
解题信息分布在本句内，在读懂文意的前提下，利用本句的一些解题信息就可直接做答。对于此类题目，可边读边填，将原文信息尽量复原。
1．利用习惯搭配及固定结构解题
完形填空中经常会考查一些固定结构、固定句式，这时考生就需要运用习惯搭配及固定结构来解题。
[典例] (2024·全国卷Ⅰ) The man who had his bright lights on 48.came_over and told Larry he had
__49__
an emergency call.
49．A.returned B．received
C．made
D．confirmed
分析：选C 本题可以利用固定结构解题。make a call为固定搭配，意为“打电话”。make an emergency call意为“打急救电话”。
2．利用生活常识和文化背景解题
完形填空的语篇中往往渗透着诸如文化科学、历史地理、风俗民情等方面的知识。考生在做题时，若能积极地调动自己的文化背景知识和生活常识，巧妙地加以运用，特别是注意中西文化的差异，将会大大简化复杂的分析与判断过程，节省宝贵的时间，顺利地沿作者的思路阅读下去。
[典例] (2024·全国卷Ⅰ)Once fire and emergency people arrived, Larry and the other man __56__ and let them go to work. Then, Larry asked the __57__ if he was needed or 58.free to go. They let him and the other man go.
56．A.stepped forward
B．backed off
C．moved on
D．set out
57．A.woman
B．police
C．man
D．driver
分析：56.选B 57.选B 这两个题可以利用生活常识和文化背景解题。根据生活常识，当急救人员来的时候，其他临时施救的非专业人员当然要“后退”(back off)。然后，Larry问“是否他还有需要”，问的对象肯定是这些急救人员了，观察四个选项只有police符合常识。
3．利用对应成分分析法解题
完形填空文章的上下文之间以及句子内部之间往往有着一定的逻辑关系，它使句子的各个成分之间形成一定的对应关系。考生可以根据这种逻辑关系找出与未知填空相对应的已知成分，将它作为线索，通过它推断出未知填空的答案。
[典例] (2024·安徽高考)To __51__ the amount of rubbish and to protect the52.environment,_more governments are requiring people to recycle materials.
51．A.show
B．record
C．decrease
D．measure
分析：选C 本题可以利用对应成分分析法解题。
To __51__ the amount of rubbish and to protect the
动词并列连词动词对应关系
52．environment,_more governments ...
从上述分析可以看出，第51题与protect形成对应关系。因为前面有and这一并列连词，并且and前后意思应该一致，我们可以很轻松地选出正确答案C项(decrease“减少”)。
4．利用逻辑关系解题
此方法是通过分析未知填空前后文与已知信息之间的逻辑关系来确定答案，主要应用于完形填空的两类题型：一是考查连接词和起连接词作用的短语，二是考查上下文的逻辑关系。
[典例] (2024·全国卷Ⅲ) We went 101 and I was named most valuable player, __48__ I often had crazy dreams in which I was to blame for Miller's 49.accident.
48．A.and
B．then
C．but
D．thus
分析：选C 本题考查连词。连词的作用就是将其前后文的已知信息衔接起来，因此可以利用逻辑关系来解题，即通过分析该未知填空前后文的已知信息的逻辑关系来确定本题应该填入表达何种逻辑关系的短语。We went 101 and I was named most valuable player.
(我们10∶1赢得了比赛，并且我被评为最有价值的球员。)__48__ I often had crazy dreams in which I was to blame for Miller's 49.accident.
(我经常做疯狂的梦，在梦中我应该为Miller的车祸负责。)
通过上述分析得知本填空前后文的已知信息是明显的转折关系，因此答案是but。and表示并列关系；then表示顺承关系；thus表示因果关系。
5．利用语境暗示分析法解题
上下文语境具体体现为：全文的中心主线和主题、作者的态度倾向和评价、上下文语篇衔接、句际和段际关系。在句内层次中，我们通常可以通过上下文语境，即根据已知信息，推导出正确答案。
[典例] (2024·全国卷Ⅱ) She gave me a __33__ smile, nodded while listening patiently，and then printed out the 34.ticket immediately.
33．A.shy
B．comforting
C．familiar
D．forced
分析：选B 本题可以利用语境暗示分析法解题。根据下文“nodded while listening patiently ...immediately” 可知“她”的举止对我是非常友好、善意的，因此，我们可以快速从四个选项中选出comforting, comforting smile“让人感到安慰的笑容”。
4大方法智取句组层次题
比句内层次题稍难一级的题目，其解题信息分布在空格前后的一组意群之中，解题时需前瞻后顾，综合意群信息解答。即：本句信息不足填，空格前后再找信息源。
1．利用语义复现解题
复现是一种语义衔接手段，它通过原词、同义词或近义词、反义词、上义词、下义词、同源词或同根词等重复出现来表达某一概念，使整篇文章上下连贯，有机地衔接在一起。因此，考生可根据文章的具体情况，理解文章的结构和语境，利用文章中的复现现象来选择正确的答案。
[典例1] (2024·四川高考) Aunt Dede, a teacher, had read the book to her students, and they loved it. 44.Even the youngest children in the class were __45__ by the story.
45．A.surprised
B．annoyed
C．puzzled
D．attracted
分析：选D 本题可以利用语义复现解题。本题为近义词复现。上文中的loved是45题的近义复现，故选D项。
[典例2] (2024·陕西高考) Dad had a green comb.He bought it when he married Mum.Every night, he would hand me his __26__ and say, “Good girl, help Daddy clean it, OK？”
26．A.bag
B．wallet
C．comb
D．brush
分析：选C 本题可以利用语义复现解题。本题为原词复现。26空是上文“Dad had a green comb.”中comb的原词复现，故选C项。
2．利用作者态度或感情色彩关联解题
在高考完形填空文章中，我们一定要在快速阅读文章的过程中，仔细找出能够反映作者态度和感情色彩的重要词汇，它们往往是名词、形容词、副词或动词。这些词汇通常是我们做题时重要的参照线索，可以帮助我们快速确定某些题目的正确答案。
[典例] (2024·四川高考) Aunt Dede, a teacher, had read the book to her students, and they loved it. 44.Even the youngest children in the class were 45.attracted by the story. They 46.listened with great interest, and then __47__
joined in grand conversations about Harry's adventures.
47．A.suspectedly
B．anxiously
C．calmly
D．enthusiastically
分析：选D 本题可以利用作者态度或感情色彩关联解题。根据前文中的动词loved，were attracted以及介词短语with great interest的提示可知，47题的感情色彩是积极向上的，所以47题选择D项(热情地)。
3．利用逻辑关系解题
在句组层次题中，利用逻辑关系解题同样是一种重要的方法。
[典例] (2024·全国卷Ⅱ) Hundreds of people have formed impressions of you through that little device (装置) on your desk. And they've never actually 41.met you. Everything they know about you 42.came through this device sometimes from hundreds of miles away. __43__ they feel they can know you 44.just from the sound of your voice. That's how powerful the 45.telephone is.
43．A.Thus
B．Yet
C．Then
D．Indeed
分析：选B 本题是典型的考查上下文逻辑关系的题目，可以利用逻辑关系解题。Everything they know about you 42.came through this device sometimes from hundreds of miles away.
(他们对你的了解全部通过这台装置，有时来自数百英里远的地方。)转折_43__ they feel they
can know you 44.just from the sound of your voice.
(他们觉得只需要听到你的声音就能了解你。)_
通过上述对本空前后文已知信息的分析，能够发现上下文是明显的转折关系，因此答案可以确定为选项B.Yet。thus“因此”，then“随后”，indeed“的确，确实”。
4．利用语境暗示分析法解题
在句组层次中，有些题目我们往往也需要通过上下文语境，即根据已知信息，推导出正确答案。
[典例] (2024·全国卷Ⅰ)43.As he got closer, he found 44.another vehicle upside down on the road. One more look and he noticed __45__ shooting out from under the 46.disabled vehicle. Larry pulled over, set the brake and 47.got_hold_of the fire extinguisher (灭火器). Two good bursts from the extinguisher and the fire was put out.
45．A.flames
B．smoke
C．water
D．steam
分析：选A 本题可以利用语境暗示分析法解题。上文中提到Larry发现另一辆车翻倒在地，从而再仔细看，根据下文他“got hold of the fire extinguisher”，“Two good bursts from the extinguisher and the fire was put out”等这些语境暗示可知，他仔细看后，注意到(noticed)从车下面冒出的应该是火焰(flame)。
[课堂巩固训练]
A
(2024·陕西咸阳三模)On the first day of school our teacher introduced himself and challenged us to get to know someone we didn't know. I stood up to look around 1.when
a gentle hand touched my shoulder.
I turned 2.around
to find a little old lady with a __3__ smile. She said，“Hi, handsome. My name is Rose. I'm eightyseven years old.”“Why are you in __4__ at such a YOUNG age？”I asked. She replied，“I always __5__ of having college education and now I'm getting one！”she told me. After class we became instant friends. I was __6__ about what might have __7__ her to be taking on this challenge at her age.
3．A.falseB．cold
C．frozen
D．warm
解析：选D 根据上下文及后面的smile可推知老太太的微笑是温暖的(warm)。false“假的”；cold“冰冷的”；frozen“冷冻的”。
4．A.class
B．school
C．university
D．kindergarten
解析：选C 根据下句中的“having college education”可知老太太是来上大学(university)。
5．A.dreamed
B．spoke
C．heard
D．complained
解析：选A dream of doing sth.“梦想做某事”。speak of“说明”；hear of“听说”；complain“抱怨”。
6．A.frightened
B．embarrassed
C．shocked
D．curious
解析：选D 我对于是什么东西鼓舞她在这么大年龄还能承受这样的挑战感到很好奇(curious)。A项意为“害怕的”；B项意为“尴尬的”；C项意为“震惊的”。
7．A.forbidden
B．encouraged
C．warned
D．allowed
解析：选B 参考上题解析。A项意为“禁止”；B项意为“鼓励，鼓舞”；C项意为“警告”；D项意为“允许”。
B
(2024·河北唐山一模) I first got to know Rose while working in a hospital kitchen.
When I arrived at 6 a．m., Rose was already there.“Hi, I'm Janet.”I tried to be __1__， although I already knew Rose was hard to work with. Rose __2__ what she was doing and looked over her reading glasses. I could tell from her __3__ that she wasn't delighted to see a student worker. __4__， I started to work. However, nothing I did __5__ her. All morning her eagle eyes missed __6__ and she was very sharp with me.
1．A.confident
B．cool
C．friendly
D．patient
解析：选C 根据“although I already knew Rose was hard to work with”可知设空处答案为C项(friendly)。
2．A.loved
B．forgot
C．hated
D．stopped
解析：选D 作者向Rose打招呼，Rose停下手中的活看了她一眼。A项意为“热爱”；B项意为“忘记”；C项意为“讨厌”；D项意为“停止”。
3．A.experience
B．expression
C．description
D．appearance
解析：选B 根据上下文可知，作者从Rose的表情中可以看出Rose见我是一名实习生而感到不悦。A项意为“经验”；B项意为“表情”；C项意为“描述”；D项意为“外表”。
4．A.Otherwise
B．Anyway
C．Therefore
D．Besides
解析：选B 虽然Rose不友好，但我还是开始工作了。A项意为“否则”；B项意为“即使这样”；C项意为“因此”；D项意为“此外”。
5．A.pleased
B．excited
C．puzzled
D．disappointed
解析：选A 根据下句可知我做的一切都没让她高兴起来。A项意为“使……高兴”；B项意为“使……激动”；C项意为“使……困惑”；D项意为“使……失望”。
6．A.everything
B．nothing
C．something
D．anything
解析：选B 整个上午，我做的事没有一件逃过她锐利的目光。动词miss在本句中意为“未看到”，故答案为nothing。
C
(2024·江西百所重点高中模拟)Tenyearold Riley Christensen and her mother, Lynn, sat in front of the family computer, checking out models and prices of bikes.“Let's __1__ one out for Dad's birthday present，”Lynn suggested to her daughter.
