第 15 講

　　情境知識考查

　　完形填空的文章多選自英文報刊、雜志或網(wǎng)站，選材多為貼近日常生活，具有一定故事情境和情感教育意義的短文。

　　體裁常為夾敘夾議，由敘及議，前面大部分常采用第一人稱敘述某件生活小事，最后一部分上升為議論，從生活中的小事得到的心靈感悟以及對人生態(tài)度的啟迪。

　　中西方文化、語言背景的不同造成了邏輯思維方面的差異，這就要求學(xué)生帶著“跨文化意識”去理解文章的遣詞造句、行文布局、上下文語境，并結(jié)合自己的親身經(jīng)歷或想象與文中作者共鳴。　

　　主要從生活常識、文化背景及情感經(jīng)歷等角度進(jìn)行設(shè)題，下面結(jié)合例題去體會這種設(shè)題特點。 一、考查角度 【答案及解析】B　生活常識情境：當(dāng)大伙圍在餐桌邊坐好時(all of us were seated around the table)，主人應(yīng)該是端上準(zhǔn)備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. 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：此題考查了學(xué)生對餐桌禮儀文化的理解。在自己家里或沒有外人在場的情況下可以用任意的吃相吃spaghetti，但是若想以一種respectable 方式把長長的意大利面從盤里搬到嘴里，那是社交場合下一種約定俗成的要求。故socially更符合題意。

　　教學(xué)建議：為幫助學(xué)生更好地理解這種餐桌文化，可觀看影片Titanic中，Jack剛進(jìn)入上流社會宴會， 和Rose 的母親在同一餐桌吃飯時，倆人不同的吃相以及舉止的巨大反差。 【例3】He had a habit of telling __45._jokes__. One time he said, “Doc, a deaf-and-dumb(聾啞)man __46._needed__ some nails. Having entered a store, he put two fingers together on the counter and made __47__ movements with the other hand. The clerk brought him a hammer. He __48__his head and pointed to the two fingers he was hammering. The clerk __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】47. B　生活常識情境：一個聾啞人想買釘子，用一只手的兩個指頭做釘子，另一只手當(dāng)然做敲錘動作了。

　　48. C　生活常識情境：當(dāng)?shù)陠T以為他想買錘子，而給他拿了錘子時，聾啞人當(dāng)然要搖頭了。

　　教學(xué)建議：這種情境，可鼓勵學(xué)生以情景劇的形式把它表演出來，使學(xué)生對該語句的理解有個直觀的感受。 【例4】After an absence of thirty years, I decided to visit my old school again…I wondered for a moment if I had come to the right 3._address. …I was pleased to find that it 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　情感經(jīng)歷共鳴：文中作者闊別母校30年，重返母校時因歲月變遷之大而懷疑自己是否找對地址了。碰巧是課間休息時間，這使得他有機(jī)會去認(rèn)識教職員工，故而選know。不選remember和recognize是因為30年的滄桑變故，他在母校幾乎不大可能認(rèn)出誰或記得誰，而meet一般是約好的碰面。

　　教學(xué)建議：這種情感經(jīng)歷可與賀知章的《回鄉(xiāng)偶書》中“少小離家老大回”的作者相關(guān)聯(lián)。 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 don't know me, whom I meet on the way，

　　“Where do you come from, reverend sir？” they smile and say.

　　綜上所述，學(xué)生閱讀過程中應(yīng)該根據(jù)上下文，瞻前顧后地尋找相鄰信息詞句，共同組建文境，并激活大腦進(jìn)行聯(lián)想，使類似于上述情境在大腦空間中以各種方式視覺化(Visualize)，情境化(Situationize)，圖像化(Picturize )。 二、隨堂演練

　　根據(jù)上述策略，體會下列題中的生活情境。

　　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._hardly 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(激動的)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 the 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

　　第 15 講

　　情境知識考查

　　完形填空的文章多選自英文報刊、雜志或網(wǎng)站，選材多為貼近日常生活，具有一定故事情境和情感教育意義的短文。

　　體裁常為夾敘夾議，由敘及議，前面大部分常采用第一人稱敘述某件生活小事，最后一部分上升為議論，從生活中的小事得到的心靈感悟以及對人生態(tài)度的啟迪。

　　中西方文化、語言背景的不同造成了邏輯思維方面的差異，這就要求學(xué)生帶著“跨文化意識”去理解文章的遣詞造句、行文布局、上下文語境，并結(jié)合自己的親身經(jīng)歷或想象與文中作者共鳴。　

　　主要從生活常識、文化背景及情感經(jīng)歷等角度進(jìn)行設(shè)題，下面結(jié)合例題去體會這種設(shè)題特點。 一、考查角度 【答案及解析】B　生活常識情境：當(dāng)大伙圍在餐桌邊坐好時(all of us were seated around the table)，主人應(yīng)該是端上準(zhǔn)備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. 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：此題考查了學(xué)生對餐桌禮儀文化的理解。在自己家里或沒有外人在場的情況下可以用任意的吃相吃spaghetti，但是若想以一種respectable 方式把長長的意大利面從盤里搬到嘴里，那是社交場合下一種約定俗成的要求。故socially更符合題意。

　　教學(xué)建議：為幫助學(xué)生更好地理解這種餐桌文化，可觀看影片Titanic中，Jack剛進(jìn)入上流社會宴會， 和Rose 的母親在同一餐桌吃飯時，倆人不同的吃相以及舉止的巨大反差。 【例3】He had a habit of telling __45._jokes__. One time he said, “Doc, a deaf-and-dumb(聾啞)man __46._needed__ some nails. Having entered a store, he put two fingers together on the counter and made __47__ movements with the other hand. The clerk brought him a hammer. He __48__his head and pointed to the two fingers he was hammering. The clerk __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】47. B　生活常識情境：一個聾啞人想買釘子，用一只手的兩個指頭做釘子，另一只手當(dāng)然做敲錘動作了。

　　48. C　生活常識情境：當(dāng)?shù)陠T以為他想買錘子，而給他拿了錘子時，聾啞人當(dāng)然要搖頭了。

　　教學(xué)建議：這種情境，可鼓勵學(xué)生以情景劇的形式把它表演出來，使學(xué)生對該語句的理解有個直觀的感受。 【例4】After an absence of thirty years, I decided to visit my old school again…I wondered for a moment if I had come to the right 3._address. …I was pleased to find that it 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　情感經(jīng)歷共鳴：文中作者闊別母校30年，重返母校時因歲月變遷之大而懷疑自己是否找對地址了。碰巧是課間休息時間，這使得他有機(jī)會去認(rèn)識教職員工，故而選know。不選remember和recognize是因為30年的滄桑變故，他在母校幾乎不大可能認(rèn)出誰或記得誰，而meet一般是約好的碰面。

　　教學(xué)建議：這種情感經(jīng)歷可與賀知章的《回鄉(xiāng)偶書》中“少小離家老大回”的作者相關(guān)聯(lián)。 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 don't know me, whom I meet on the way，

　　“Where do you come from, reverend sir？” they smile and say.

　　綜上所述，學(xué)生閱讀過程中應(yīng)該根據(jù)上下文，瞻前顧后地尋找相鄰信息詞句，共同組建文境，并激活大腦進(jìn)行聯(lián)想，使類似于上述情境在大腦空間中以各種方式視覺化(Visualize)，情境化(Situationize)，圖像化(Picturize )。 二、隨堂演練

　　根據(jù)上述策略，體會下列題中的生活情境。

　　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._hardly 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(激動的)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 the 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