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高考英語(yǔ)重要知識(shí)點(diǎn)及解題指導(dǎo)
高中英語(yǔ)語(yǔ)法有哪些表達(dá)方法
(1)倍數(shù)+ as...as
倍數(shù)+as...as(意為“A是B的幾倍”，多用于對(duì)客觀事物的.比較。)
Asia is four times as large as Europe.亞洲有歐洲的四倍大。
This dictionary is twice as heavy as that one.這本字典有那本字典的兩倍重。
(2)倍數(shù)+比較級(jí)形式+than
倍數(shù)+(形容詞/副詞)比較級(jí)形式+than，意為“增加(多)幾倍”。
This type of car uses three times more petrol than that type does.這種汽車比那種汽車的耗油多三倍。
The house is twice larger than that one.這間房子比那間大兩倍。
(3)倍數(shù)+ the size of
倍數(shù)+ the size/length/depth of ...意為”是…幾倍大/長(zhǎng)/深”。
The earth is 49 times the size of the moon.地球的大小是月球的四十九倍。
Shanghai is ten times the size of our hometown.上海有我們家鄉(xiāng)的十倍大。
動(dòng)詞的時(shí)態(tài)和語(yǔ)態(tài)高考考點(diǎn)及解題指導(dǎo)
一、考點(diǎn)聚焦
綜觀近年來(lái)的單項(xiàng)填空題,動(dòng)詞成為考查的熱點(diǎn),在15個(gè)單項(xiàng)選擇中，考查動(dòng)詞時(shí)態(tài)的題一般不少于2道，動(dòng)詞的時(shí)態(tài)常和語(yǔ)態(tài)、主謂一致結(jié)合在一起進(jìn)行考查。然而,時(shí)態(tài)多達(dá)16種,常用的也有8種之多,且近幾年的在考查時(shí)態(tài)時(shí),形式靈活多樣,多體現(xiàn)在上下文語(yǔ)境中,且融多個(gè)考點(diǎn)于一題, 這樣無(wú)形中增加了的難度。其實(shí)，縱觀近幾年的時(shí)態(tài)語(yǔ)態(tài)題，我們不難發(fā)現(xiàn)其命題的三個(gè)角度：一是直接給定時(shí)間狀語(yǔ)，考生可直接根據(jù)所給時(shí)間狀語(yǔ)作出選擇；二是給定時(shí)間狀語(yǔ)，但所給時(shí)間狀語(yǔ)有著較強(qiáng)的干擾性和迷惑性，考生不能直接根據(jù)時(shí)間狀語(yǔ)進(jìn)行選擇；三是題干中不提供任何時(shí)間狀語(yǔ)，而給出一個(gè)上下文情景或一個(gè)結(jié)構(gòu)較為復(fù)雜的句子，考生必須仔細(xì)分析語(yǔ)境，才能作出判斷并選擇最佳答案。
二、真題再現(xiàn)與技巧點(diǎn)播
答題時(shí)，研讀題干，搜索出盡可能多的“時(shí)間參考信息”，如：haven’t said, was doing等，這些表達(dá)中都含有時(shí)間信息，發(fā)現(xiàn)和有效利用這些信息是解決問(wèn)題的關(guān)鍵。解決時(shí)態(tài)和語(yǔ)態(tài)問(wèn)題，要遵循如下解題思路：
① 這個(gè)動(dòng)作可能發(fā)生在什么時(shí)間？題干句中可參照的時(shí)間信息有那些？
② 這個(gè)動(dòng)作處于什么時(shí)態(tài)，是進(jìn)行中，還是已經(jīng)結(jié)束（完成）？限制或修飾這個(gè)動(dòng)作的狀語(yǔ)信息有哪些？
③ 這個(gè)動(dòng)作與主語(yǔ)的關(guān)系，是主動(dòng)還是被動(dòng)？
只要全面細(xì)致地考慮了這些問(wèn)題的答案，試題的正確答案也就水落石出了。具體技巧如下：
（一）根據(jù)題干中的時(shí)間標(biāo)志詞選擇時(shí)態(tài)
1．---The window is dirty.
--- I know. It ________ for weeks. (04全國(guó)卷III)
A．hasn’t clean B．didn’t clean
C．wasn’t cleaned D．hasn’t been cleaned
答案：D 根據(jù)時(shí)間狀語(yǔ)for weeks可知道用現(xiàn)在完成時(shí)，表示已經(jīng)有好幾周沒(méi)擦窗了。并且主語(yǔ)It (即the window)與clean 是被動(dòng)關(guān)系，故選D
2．Scientists think that the continents always where they today. （05北京）
A．a(chǎn)ren’t; are B．a(chǎn)ren’t; were C．weren’t; are D．weren’t; were
答案：C 本題考查時(shí)態(tài)。由第二個(gè)空后的時(shí)間狀語(yǔ)today可知第二個(gè)空應(yīng)使用現(xiàn)在時(shí)態(tài)，故淘汰B、D兩項(xiàng)，又因?yàn)榫渥觾?nèi)容是在不同時(shí)期的continents的位置進(jìn)行對(duì)比，因此，應(yīng)選擇C項(xiàng)。
3．They on the program for almost one week before I joined them, and now we it as no good results have come out so far. （05江蘇）
A．had been working; are still working B．had worked; were still working
C．have worked; were still working D．have worked; are still working
答案：A 此題考查的是時(shí)態(tài)問(wèn)題。從before引導(dǎo)的從句中的過(guò)去時(shí)態(tài)可知主句的時(shí)態(tài)應(yīng)為過(guò)去完成時(shí)。故排除C、D。now一詞提示用現(xiàn)在進(jìn)行時(shí)，表示“他們一直了一周”，強(qiáng)調(diào)動(dòng)作的連續(xù)。故答案為A。
4．The country life he was used to greatly since 1992. （05山東）
A．change B．has changed C．changing D．have changed
答案：B句中有since引導(dǎo)時(shí)間狀語(yǔ)，這說(shuō)明主句應(yīng)為完成時(shí)，淘汰A、C。又因主語(yǔ)life為單數(shù)，淘汰D項(xiàng)，故選B。
5．With more forests being destroyed, huge quantities of good earth each year. （05山東）
A．is washing away B．is being washed away
C．a(chǎn)re washing away D．a(chǎn)re being washed away
答案：D句意為“隨著更多森林被毀，每年有許多良田被沖”。本題考查主謂一致及被動(dòng)語(yǔ)態(tài)問(wèn)題。a large quantity of /large quantities of 后既可以加不可數(shù)名詞也可以加復(fù)數(shù)名詞，其謂語(yǔ)動(dòng)詞與quantity的數(shù)保持一致。
6．--________David and Vicky ________married?
--For about three years．(2003北京)
A．How long were；being B．How long have；got
C．How long have；been D．How long did；get
答案C 從答語(yǔ)For about three years判斷，該題問(wèn)的是動(dòng)作持續(xù)了多久，用現(xiàn)在完成時(shí)，排除A、D選項(xiàng)。get married強(qiáng)調(diào)的是結(jié)婚這一動(dòng)作，不能延續(xù)，排除B。be married表示已婚的狀態(tài)，可以延續(xù)。
[命題角度]
動(dòng)詞時(shí)態(tài)須與句中時(shí)間狀語(yǔ)一致。高考題常在題干中加入具體情景,以測(cè)試考生對(duì)動(dòng)詞時(shí)態(tài)的實(shí)際運(yùn)用。
[應(yīng)對(duì)策略]
敏銳捕捉時(shí)間標(biāo)志詞,并結(jié)合具體的語(yǔ)境,選擇出正確的動(dòng)詞時(shí)態(tài)。
（二）根據(jù)主從句時(shí)態(tài)呼應(yīng)的原則選擇時(shí)態(tài)
7．When the old man to walk back to his house, the sun itself behind the mountain. （05湖北）
A．started; had already hidden B．had started; had already hidden
C．had started; was hiding D．was starting; hid
答案：A 此題考查的是時(shí)態(tài)問(wèn)題。此題句意為“當(dāng)老人開(kāi)始往家走時(shí)，太陽(yáng)已經(jīng)下山了”。太陽(yáng)落山的動(dòng)作發(fā)生在開(kāi)始往家走之前，即從句用一般過(guò)去時(shí)，主句用過(guò)去完成時(shí)。故選A。
8．--- What would you do if it tomorrow? （05全國(guó)）
--- We have to carry it on , since we’ve got everything ready .
A．rain B．rains C．will rain D．is raining
答案：B 在條件狀語(yǔ)從句（if，as long as，even if）、時(shí)間狀語(yǔ)從句（when，until，before，the moment…）中往往用一般現(xiàn)在時(shí)表示將來(lái)。
9．They on the program for almost one week before I joined them, and now we it as no good results have come out so far. （05江蘇）
A．had been working; are still working B．had worked; were still working
C．have worked; were still working D．have worked; are still working
答案：A 此題考查的是時(shí)態(tài)問(wèn)題。從before引導(dǎo)的從句中的過(guò)去時(shí)態(tài)可知主句的時(shí)態(tài)應(yīng)為過(guò)去完成時(shí)。故排除C、D。now一詞提示用現(xiàn)在進(jìn)行時(shí)，表示“他們一直工作了一周”，強(qiáng)調(diào)動(dòng)作的連續(xù)。故答案為A。
10．As soon as he comes back, I’ll tell him when and see him. （05北京）
A．you will come B．will you come C．you come D．do you come
答案：A本題考查賓語(yǔ)從句的語(yǔ)序和時(shí)態(tài)。根據(jù)賓語(yǔ)從句應(yīng)使用陳述語(yǔ)序，淘汰B、D 兩項(xiàng)，又因?yàn)橘e語(yǔ)從句come和see發(fā)生的時(shí)間為將來(lái)的動(dòng)作就直接選用將來(lái)時(shí)態(tài)。只有在狀語(yǔ)從句中才可以用一般現(xiàn)在時(shí)表示將來(lái)的動(dòng)作，而賓語(yǔ)從句中不可，因此淘汰C。
[命題角度]
近年來(lái)的高題一般不再單純考查主從句的時(shí)態(tài)呼應(yīng),而是將其放在真實(shí)的并且符合實(shí)際的語(yǔ)境中進(jìn)行考查,也會(huì)結(jié)合強(qiáng)調(diào)結(jié)構(gòu)等其它現(xiàn)象進(jìn)行考查。
[應(yīng)對(duì)策略]
在根據(jù)時(shí)態(tài)呼應(yīng)原則解題時(shí),要把握好以下幾點(diǎn):
①在時(shí)間、條件等狀語(yǔ)從句中,用一般現(xiàn)在時(shí)態(tài)表示一般將來(lái)時(shí)態(tài),一般過(guò)去時(shí)態(tài)表示過(guò)去將來(lái)時(shí)態(tài),用現(xiàn)在完成時(shí)態(tài)表示將來(lái)完成時(shí)態(tài)。
② 正確認(rèn)定主句動(dòng)詞及從句動(dòng)詞兩個(gè)動(dòng)作發(fā)生的`時(shí)間,并認(rèn)真體會(huì)命題者所給出的語(yǔ)境。
③ 解答賓語(yǔ)從句與主句時(shí)態(tài)呼應(yīng)題時(shí),考生應(yīng)熟知以下規(guī)則: 如果主句動(dòng)詞為現(xiàn)在時(shí)態(tài),則從句動(dòng)詞可根據(jù)需要使用任何時(shí)態(tài); 如果主句動(dòng)詞為過(guò)去時(shí)態(tài),則從句動(dòng)詞須用合適的過(guò)去的某種時(shí)態(tài)(表示客觀真理時(shí)使用一般現(xiàn)在時(shí)態(tài))。
（三）根據(jù)具體的語(yǔ)言環(huán)境選擇時(shí)態(tài)
11．Years ago we didn’t know this, 高考 but recent science_________ that people who don’t sleep well will soon get ill.（05廣東）
A．showed B．will show C．has shown D．is showing
答案：C用現(xiàn)在完成時(shí)，關(guān)鍵詞是recent。
12．The coffee is wonderful! It doesn’t taste like anything I before. （05全國(guó)卷II）
A．was having B．have C．have ever had D．had ever had
答案：C在句子的情景中,表示“從來(lái)沒(méi)有嘗過(guò)這么美味的咖啡”。故選C
13．（05全國(guó)）The hero’s story differently in the newspapers.
A．was reported B．was reporting C．reports D．reported
答案：A句意為“那位英雄的故事與在報(bào)紙上報(bào)道的不一樣”。根據(jù)句意可判斷英雄的事跡被報(bào)道為過(guò)去的事，所以用過(guò)去時(shí)的某個(gè)語(yǔ)態(tài)，排除C項(xiàng)；B、D兩項(xiàng)為主動(dòng)語(yǔ)態(tài)，不符合題干要求。
14．Now that she is out of job, Lucy ______ going back to school, but she hasn’t decided yet. (04北京)
A．had considered B．has been considering
C．considered D．is going to consider
答案：B 根據(jù)所提供的情景but she hasn’t decided yet 說(shuō)明了Lucy 還在考慮這件事，要用現(xiàn)在完成進(jìn)行時(shí)，表示動(dòng)作還在繼續(xù)。
[命題角度]
近年來(lái)高考試題對(duì)時(shí)態(tài)考查的要求越來(lái)越高,大部分試題趨向情境化、實(shí)際化。
[應(yīng)對(duì)策略]
捕捉信息,理解情境,綜合運(yùn)用,靈活答題。
高考英語(yǔ)考試大綱核心單詞 Q R
Q
qualityn.質(zhì)量；特性quantityn.數(shù)量；大量
quarrelvi.爭(zhēng)吵n.爭(zhēng)吵，吵架queuen.隊(duì)列vi.排隊(duì)等候
quitvt.離開(kāi)，停止；辭職
R
rangevi.變動(dòng)，變化n.范圍
rankn.軍銜vt.歸類于raten.比率；速度；價(jià)格vt.評(píng)價(jià)，估價(jià)
rayn.光線；射線reactvi.反應(yīng)
readingn.閱讀；讀物realityn.現(xiàn)實(shí)；真實(shí)
receptiona.接待；接待處recognizevt.認(rèn)出，識(shí)別
recommendvt.推薦recovervt.恢復(fù)，痊愈
recyclevt.重復(fù)利用reducevt.減少，減小
refervt.求助于vi.談到；參考，查閱reflectvt.反射，反映；思考
reformn.改革，改良vt.改革，革新registervt.登記，注冊(cè)n.登記，注冊(cè)
regulara.規(guī)則的，整齊的；定期的，常規(guī)的rejectvt.拒絕；丟掉；駁回
relatevt.聯(lián)系relativea.有關(guān)系的；相對(duì)的.n.親戚，親屬
relevanta.有關(guān)的；中肯的reliablea.可靠的
religionn.宗教信仰relyvi.依賴，依靠 高中生物；信賴
remarkvi.評(píng)論n.評(píng)論；備注remindvt.提醒
remotea.遙遠(yuǎn)的removevt.移動(dòng)；搬遷
rentn.租金，租vi.出租repairvt.修理，修補(bǔ)n.修理
repeatvt.重說(shuō)，重做n.重復(fù)replyvi.回答，答復(fù)n.答復(fù)
representvt.描繪；代表，象征 epublicn.共和國(guó)
reputationn.名譽(yù)，聲望requestn.請(qǐng)求，要求vt.請(qǐng)求，要求
rescuevt.援救，營(yíng)救reservevt.儲(chǔ)備，保留；預(yù)定
resistvt.抵抗，抵制respectvt.尊敬，尊重n.尊敬
respondvi.回答；響應(yīng)responsiblea.有責(zé)任的；盡責(zé)的
retirevi.退休revisevt.校訂，修改
revolutionn.革命；旋轉(zhuǎn)rewardn.報(bào)答；報(bào)酬vt.報(bào)答；酬金
ripea.成熟的；時(shí)機(jī)成熟的riskn.風(fēng)險(xiǎn)，危險(xiǎn)vt.冒險(xiǎn)
robvt.搶劫，劫掠vi.搶劫，劫掠rocketn.火箭
rollvi.滾動(dòng)，轉(zhuǎn)動(dòng)n.一卷；名冊(cè)roofn.屋頂
rootn.根(部)；根源vi.生根，扎根rougha.表面不平的；粗略的；大致的
rudea.粗野的，殘暴的ruinn.毀滅；廢墟vt.毀壞
閱讀理解與閱讀模式
我們都知道，閱讀不等于理解。那么，閱讀到理解是一個(gè)怎樣的過(guò)程呢？目前主要有以下三種觀點(diǎn)：
（一）文本驅(qū)動(dòng)閱讀
文本驅(qū)動(dòng)閱讀模式，亦稱自下而上閱讀方式（bottom-up approach），指理解主要是對(duì)文本的理解。讀者首先是對(duì)字母和單詞的理解，然后是對(duì)短語(yǔ)和句子和段落的理解，最后是語(yǔ)篇的理解。閱讀過(guò)程就是這種由字母到句子，由低級(jí)到高級(jí)的理解過(guò)程，讀者所做的就是對(duì)文本的解碼。而讀者的解碼過(guò)程總是從單詞的最基本意思開(kāi)始，然后逐步過(guò)渡到對(duì)詞組和語(yǔ)篇的理解。
（二）圖式驅(qū)動(dòng)閱讀
與文本驅(qū)動(dòng)閱讀模式不同，圖式驅(qū)動(dòng)閱讀模式，亦稱自上而下的閱讀（top-down approach），認(rèn)為理解涉及文本和圖式兩方面因素。讀者在進(jìn)行文本解碼的同時(shí)同樣在應(yīng)用其已有知識(shí)幫助其理解，包括世界知識(shí)、文化知識(shí)、話題知識(shí)、語(yǔ)篇知識(shí)、策略知識(shí)等。借助這些知識(shí)，讀者可以對(duì)其所閱讀的材料和接下來(lái)要閱讀的材料進(jìn)行猜測(cè)，而整個(gè)閱讀過(guò)程就是猜測(cè)、預(yù)測(cè)、驗(yàn)證預(yù)測(cè)，修正預(yù)測(cè)、調(diào)整預(yù)測(cè)的過(guò)程，也就是讀者與文本的交互對(duì)話過(guò)程。
依據(jù)圖式驅(qū)動(dòng)理論，閱讀就是一個(gè)猜測(cè)游戲，它強(qiáng)調(diào)背景知識(shí)在閱讀中的作用。讀者對(duì)于同一篇文本會(huì)存在迥然不同的理解就是其不同的經(jīng)歷、不同的圖式知識(shí)所致。閱讀不是簡(jiǎn)單的解碼過(guò)程，而是一個(gè)對(duì)話，不僅僅是讀者與文本的對(duì)話，同時(shí)也是讀者與作者的對(duì)話
（三）交互閱讀（Interactive 高中語(yǔ)文 Approach）
交互閱讀模式，亦稱交互補(bǔ)充模式（Interactive-Compensatory approach）。根據(jù)斯坦諾威奇（Stanovich）的觀點(diǎn)，閱讀過(guò)程中讀者要同時(shí)借助多種渠道的信息才能正確理解文本。來(lái)自不同渠道的信息以不同的方式作用于理解，起到互補(bǔ)的`作用。這些信息既包括來(lái)自文本的信息如音位、詞匯、句法、語(yǔ)意和語(yǔ)篇等，又包括圖式知識(shí)。因此，如格拉比（Grabe，1991）所說(shuō)，閱讀就是一個(gè)交互過(guò)程，一是讀者與文本的交互，二是文本驅(qū)動(dòng)與圖式驅(qū)動(dòng)的交互。讀者對(duì)文本信息的建構(gòu)部分依賴于文本信息，部分依賴于讀者的已有相關(guān)知識(shí)。要做到流暢閱讀，讀者不僅要掌握解碼技能，同時(shí)還必須掌握應(yīng)有的知識(shí)，注意積累以豐富完形自己的圖式，在閱讀中注意文本與圖式的交互。
高考英語(yǔ)完形填空備考“四字訣”
完形填空題被大多數(shù)考生認(rèn)為是比較難的題型。從到做過(guò)的完形填空題應(yīng)該是夠多的了。可是考生完形填空的就是沒(méi)怎么提高。按理來(lái)說(shuō)。做過(guò)許多題目，也就是經(jīng)過(guò)了大量的訓(xùn)練，效果應(yīng)該是不錯(cuò)的，可事實(shí)卻相反。出現(xiàn)這種情況的原因，一般是訓(xùn)練上出了問(wèn)題。其實(shí)，要提高完形填空的成績(jī)并不是完全靠解題技巧。而是要靠平時(shí)有效的訓(xùn)練。許多考生平時(shí)做了大量的完形填空的練習(xí)，可是由于練習(xí)不到位，即所進(jìn)行的訓(xùn)練不是有效的訓(xùn)練，因此效果不佳。就完形填空題的“訓(xùn)練”而言。一般師生的做法就是分兩步走——做、講，僅此而已，沒(méi)有更深入的訓(xùn)練。這樣做效果當(dāng)然不會(huì)很好。
完形填空做不好的原因主要有：1、文章理解不深刻；2、做題方法不正確；3、訓(xùn)練方法不得當(dāng)。很多同學(xué)在做完形填空時(shí)沒(méi)有先讀懂文章，或者理解不深刻之前就開(kāi)始填空，甚至沒(méi)讀完一遍就直接填空。這是出錯(cuò)的主要原因。要保證有較高的正確率，考生就必須深刻解短文。要深刻解短文，考生就必須保證有足夠的時(shí)間閱讀文章。做一篇完形填空的時(shí)間應(yīng)不少于15分鐘，當(dāng)然也不能多于20分鐘。很多考生做完形填空10分鐘就做完了，這樣是不會(huì)有很高的正確率的。為了使同學(xué)們?cè)谕晷翁羁丈嫌兄卮蟮耐黄疲疚慕ㄗh大家用“練、核、填、讀”這“四字訣”來(lái)進(jìn)行高考完形填空的備考。
練
這里所說(shuō)的“練”指的是“做題”。做完形填空題一定要使用正確的方法。
完形填空做題的基本原則是“先讀懂文章，再完成空格”，即所謂的“先完其意而后完其形”。對(duì)文章整體的理解是做好完形填空的前提和基礎(chǔ)。對(duì)一篇文章理解得越透徹，完形填空就會(huì)做得越好。如果對(duì)文章的意思理解不到位或有偏差。做完形填空可能就成了“猜謎語(yǔ)”。很多學(xué)生每次做完形填空時(shí)就是靠“猜”的，這樣做題做得再多也沒(méi)什么效果。
做什么樣的完形填空題效果較好呢?要想效果好，建議大家用高考真題中的完形填空進(jìn)行訓(xùn)練，因?yàn)楦呖纪晷翁羁盏倪x材、命題等方面都是比較合理的。多做高考真題能夠很好地把握高考的命題特點(diǎn)和趨勢(shì)，能夠最有效地應(yīng)付完形填空這類。每周做2～3篇高考完形填空真題，堅(jiān)持做幾十篇后。效果就出來(lái)了。
第一步：跳過(guò)空格，通讀全文，把握大意。第一遍讀文章時(shí)不要做題，而是跳過(guò)空格，通讀試題所給的要填空的短文，獲得整體印象，做到弄清文脈、抓住主旨，較好地把握短文大意。平時(shí)自己做題時(shí)，如果讀一遍讀不懂，那就讀兩遍，讀兩遍還是讀不懂，那就再讀一遍。一定要記住“讀不懂文章不要做題”，因?yàn)闆](méi)有理解文章做了也是白做，既浪費(fèi)時(shí)間又浪費(fèi)精力，還自欺欺人，危害不小。總之，一定要在理解短文意思的基礎(chǔ)上才能開(kāi)始做題。
另外，讀第一遍時(shí)要注意先讀懂文章的首句和末句，因?yàn)檫@兩句往往是沒(méi)有被挖空的句子。它們往往是全文的關(guān)鍵句，是文章的“窗口”和“指南”，可作為解題的突破口。通過(guò)讀文章的首句一般可判斷文章的體裁、人物、時(shí)間、事件和事態(tài)等。文章的最后一句或最后一段，往往是故事發(fā)展的結(jié)果，所陳述的事件的結(jié)論、啟示性的提示，或是對(duì)全篇文章的概括。因此，先讀一讀末句對(duì)理解文章是很有幫助的。
第二步：結(jié)合選項(xiàng)，綜合考慮，初選答案。在理解全文意思的基礎(chǔ)上，結(jié)合所給備選項(xiàng)再次細(xì)讀全文。聯(lián)系上、下文內(nèi)容。注意從上、下文的結(jié)構(gòu)和詞語(yǔ)搭配及從選擇項(xiàng)中尋找解題的提示。以詞、句的意義為先，再?gòu)姆治鼍渥咏Y(jié)構(gòu)人手，根據(jù)短文意思、規(guī)則、詞語(yǔ)固定搭配等進(jìn)行綜合考慮，對(duì)備選項(xiàng)逐一進(jìn)行分析、比較和篩選，排除干擾項(xiàng)，初步選定答案。有把握的先做，沒(méi)有把握的“跳過(guò)”。
第三步：先易后難，瞻前顧后，各個(gè)擊破。對(duì)比較明顯、自己最有把握的答案先做，一下子不能確定答案的，先跳過(guò)這一空格，繼續(xù)往下做，最后回過(guò)頭來(lái)再集中精力解決難點(diǎn)。這時(shí)可結(jié)合已確定答案的選項(xiàng)再讀一遍短文，隨著對(duì)短文理解的深入，自然就會(huì)降低試題的難度，提高選擇的正確率。
值得一提的是，近年來(lái)的高考完形填空，已很少有純粹的語(yǔ)法題材。完形填空主要考查考生根據(jù)不完整的上下文，推斷出文段發(fā)展走向的邏輯能力，其考查的'重點(diǎn)不是語(yǔ)法和詞法的。任何一篇文章的句子結(jié)構(gòu)和內(nèi)容上不會(huì)孤立存在，句子與句子之間是有很強(qiáng)的邏輯關(guān)系的。因此，必須借助上下文的一些暗示才能正確解題。
第四步：復(fù)讀全文，逐空驗(yàn)證，彌補(bǔ)疏漏。做完所有的空格后，把所選的答案補(bǔ)入空格中，把文章通讀一遍，逐空認(rèn)真復(fù)查，看所選定的答案是否使短文意思前后連貫、順理成章，語(yǔ)法結(jié)構(gòu)是否正確，是否符合習(xí)慣表達(dá)法，發(fā)現(xiàn)誤選的答案或有疑問(wèn)的、不清楚的答案，再次推敲，作出修正。
核
這里所說(shuō)的“核”指的是“核對(duì)答案”。核對(duì)答案時(shí)要注意根據(jù)上下文的邏輯來(lái)做題這一精髓。核對(duì)答案后要特別注意做錯(cuò)的題目，分析做錯(cuò)的原因，這樣可以避免今后再犯同樣的錯(cuò)誤。這一步相信大家都很清楚，這里就不再多作說(shuō)明。
填
這里所說(shuō)的“填”，指的是“填空”，即不看答案，考生自己再讀文章，利用上下文的邏輯關(guān)系，根據(jù)先易后難的原則，把空格補(bǔ)充完整。這種填空的訓(xùn)練有利于培養(yǎng)考生良好的思維習(xí)慣，有利于訓(xùn)練考生的邏輯，有利于提高考生的“斷句恢復(fù)能力”，有利于加強(qiáng)考生的語(yǔ)篇理解和把握能力以及詞語(yǔ)的應(yīng)用能力。考生每周應(yīng)堅(jiān)持做2～3道高考真題的完形填空。經(jīng)過(guò)幾個(gè)月的訓(xùn)練后，考生完形填空的做題能力肯定會(huì)大大提高。
另外，這樣“填空”的訓(xùn)練也可利用高三的課文中的“選詞填空”進(jìn)行。訓(xùn)練的時(shí)候建議大家把給出的詞語(yǔ)蒙住不看，自己來(lái)填空。
讀
高中英語(yǔ) 這里所說(shuō)的“讀”指的是“熟讀”。填好的短文要讀5遍以上，達(dá)到熟練的程度。熟讀的目的是培養(yǎng)語(yǔ)感，積累語(yǔ)言材料。語(yǔ)感形成了，頭腦中積累的語(yǔ)言材料豐富了之后，完形填空的做題能力在無(wú)形中也就有效地提高了。
2016年普通高等學(xué)校招生全國(guó)統(tǒng)一考試英語(yǔ)（北京卷）
本試卷共16頁(yè)，共150分，考試時(shí)長(zhǎng)120分鐘。考生務(wù)必將答案答在答題卡上，在試卷上作答無(wú)效。考試結(jié)束后，將本試卷和答題卡一并交回。
第一部分：聽(tīng)力理解（共三節(jié)，30分）
第一節(jié)（共5小題；每小題1.5分，共7.5分）
聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有一道小題，從每題所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)完每段對(duì)話或獨(dú)白后，你將有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題。每段對(duì)話或獨(dú)白你將聽(tīng)一遍。
例：What is the man going to read?
A. A newspaper
B. A magazine
C. A book
答案是A。
Who answered the phone？
Mike B. Henry C. Tom
What’s the woman’s favourite food?
Italian. B. Chinese. C. Indian
When does the first flight arrive in Detroit?
5:18am. B.6:10am C.8:50am
What is the woman looking for?
Zoo B. Telephone C. Tennis court
What will the weather be like at the weekend?
Cloudy. B. Snowy. C. Sunny
第二節(jié)（共10小題，每小題1.5分，共15分）
聽(tīng)下面4段對(duì)話或獨(dú)白，每段對(duì)話或獨(dú)白后有幾道小題，從每題所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)每段對(duì)話或獨(dú)白前，你將有5秒鐘的時(shí)間閱讀每小題。聽(tīng)完后，每小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白你將聽(tīng)兩遍。
聽(tīng)第6段材料，回答第6至7題。
Where are the two speakers?
In the hotel B In a shop C. In a restaurant
How much did the man pay in the end?
$115. B. $130 C. $140
聽(tīng)第7段材料，回答第8至9題。
What did the man do last weekend?
Watched TV. B. Stayed at home. C. Visited a friend
What will the woman probably do this weekend?
Play tennis. B. Do some shopping C. Go to a dance
聽(tīng)第8段材料，回答第10至12題。
Where are the new houses?
On the main road. B. Close to a bus station. C. Near the sports center.
What does the woman like most about the new houses?
The garden. B. The space. C. The quietness
How does the man feel about the woman’s suggestion?
Delighted. B. Disappointed. C. Uninterested.
聽(tīng)第9段材料，回答第13至15題。
What can’t the students do without a teacher?
Hold parties.
Complete the Safety Sheet.
Use any emergency equipment.
Why are the students asked to tie back their loose hour in the lab?
It may catch fire
It may cover their eyes.
It may pass chemicals to their faces.
What is the speech mainly about?
Laboratory regulations.
Safety instructions.
After-class activities.
第三節(jié)（共5小題：每小題1.5分，共7.5分）
聽(tīng)下面的一段對(duì)話，完成第16至20五道小題，每小題近填寫一個(gè)詞，聽(tīng)對(duì)話前，你將有20秒鐘的時(shí)間閱讀試題，聽(tīng)完后你將有60秒鐘的作答時(shí)間，這段對(duì)話你將聽(tīng)兩遍。
Telephone Cancellation Request Form
Account Name
Edward 16
Telephone No.
17
Home Phone Plan
Nonrefundable(不退款) 18 pre-paid plan
Reason for Cancellation
19 house
Cancellation Date Required
20 9, by 5:00 pm
第二部分：知識(shí)運(yùn)用（共兩節(jié)，45分）
單項(xiàng)填空（共15小題：每小題1分，共15分）
從每題所給的A、B、C、D四個(gè)選項(xiàng)中，選出可以填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
例：It’s so nice to hear from her again ______, we last met more than thirty years ago.
A. What’s more B. That’s to say
C. In other words D. Believe it or not
答案是D。
21. —Look at those clouds!
—Don’t worry. ______ it rains, we’ll still have a great time.
A. Even if B.As though C. In case D. If only
22. By the time you have finished this book, your meal ______ cold.
A. gets B. has got C. will get D.is getting
23. One learns a language by making mistakes and ______ them.
A. corrects B. correct C.to correct D. correcting
24. Jerry did not regret giving the comment but felt ______ he could have expressed it differently.
A. why B. how C. that D. whether
25. George said that he would come to school to see me the next day, but he ______.
A. wouldn’t B. didn’t C. hasn’t D. hadn’t
26. When deeply absorbed in work, ______ he often was，he would forget all about eating or sleeping.
A. that B. which C. where D. when
27. _______ with care, one tin will last for six weeks.
A. Use B. Using C. Used D. To use
28. Many people have donated that type of blood; however, the blood bank needs _____.
A. some B. less C. much D. more
29. —Have you heard about that fire in the market?
— Yes, fortunately no one _____.
A. hurt B. was hurt C. has hurt D. had been hurt
30. Our friendship _____ quickly over the weeks that followed.
A. had developed B. was developing
C. would develop D. developed
31. ______ at the door before you enter my room, please.
A. Knock B. Knocking C. Knocked D. To knock
33. We ______ the difficulty together, but why didn’t you tell me?
A. should face B. might face
C. could have faced D. must have faced
34. Do you think this shirt is too tight ____ the shoulders?
A. at B. on C. to D. across
35. Don’t handle the vase as if it ____ made of steel.
A. is B. were C. has been D. had been
第二節(jié) 完形填空（共20小題；每小題1.5分，共30分）
閱讀下面短文，掌握其大意，從每題所給的A、B、C、D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
Inspiration
“Mama, when I grow up, I’m going to be one of those!” I said this after seeing the Capital Dancing Company perform when I was three. It was the first time that my __36__ took on a vivid form and acted as something important to start my training. As I grew older and was __37__ to more, my interests in the world of dance __38__ varied but that little girl’s dream of someday becoming a __39__ in the company never left me. In the summer of 2005 when I was 18, I received the phone call which made that dream a __40__; I became a member of the company __41__ back to 1925.
As I look back on that day now, it surely __42__ any sense of reality. I believe I stayed in a state of pleasant disbelief __43__ I was halfway through rehearsals (排練) on my first day. I never actually __44__ to get the job. After being offered the position, I was completely __45__. I remember shaking with excitement.
Though I was absolutely thrilled with the change, it did not come without its fair share of __46__. Through the strict rehearsal period of dancing six days a week, I found it vital to __47__ up the material fast with every last bit of concentration. It is that extreme __48__ to detail (細(xì)節(jié)) and stress on practice that set us __49__. To then follow those high-energy rehearsals __50__ a busy show schedule of up to five performances a day, I discovered a new __51__ of the words “hard work.” What I thought were my physical __52__ were pushed much further than I thought __53__. I learned to make each performance better than the last.
Today, when I look at the unbelievable company that I have the great __54__ of being a part of, not only as a member, but as a dance captain, I see a __55__ that has inspired not only generations of little girls but a splendid company that continues to develop and grow-and inspires people every day to follow their dreams.
36. A. hobby B. plan C. dream D. word
37. A connected B. expanded C. exposed D. extended
38. A. rarely B. certainly C. probably D. consistently
39. A. director B. trainer C. leader D. dancer
40. A. symbol B. memory C. truth D. reality
41. A. bouncing B. dating C. turning D. tracking
42. A. lacks B. adds C. makes D. brings
43. A. while B. since C. until D. when
44. A. Cared B. Expected C. Asked D. Decided
45. A. motivated B. relaxed C. convinced D. astonished
46. A. challenges B. profits C. advantages D. adventures
47. A. put B. mix C. build D. pick
48. A. Attention B. association C. attraction D. adaptation
49. A. apart B. aside C. off D. back
50. A. over B. by C. with D. beyond
51. A. function B. meaning C. expression D. usage
52. A. boundaries B. problems C. barriers D. efforts
53. A. necessary B. perfect C. proper D. possible
54. A. talent B. honor C. potential D. responsibility
55. A. victory B. trend C. tradition D. desire
第三部分：閱讀理解（共兩節(jié)，40分）
第一節(jié)（共15小題；每小題2分，共30分）
閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。
A
The Basics of Math—Made Clear
Basic Math introduces students to the basic concepts of mathematics, as well as the fundamentals of more tricky areas. These 30 fantastic lectures are designed to provide students with an understanding of arithmetic and to prepare them for Algebra(代數(shù)) and beyond.
The lessons in Basic Math cover every basic aspect of arithmetic. They also look into exponents(指數(shù)), the order of operations, and square roots. In addition to learning how to perform various mathematical operations, students discover why these operations work, how a particular mathematical topic relates to other branches of mathematics, and how these operations can be used practically.
Basic Math starts from the relatively easier concepts and gradually moves on to the more troublesome ones, so as to allow for steady and sure understanding of the material by students. The lectures offer students the chance to “make sense” of mathematical knowledge that may have seemed so frightening. They also help students prepare for college mathematics and overcome their anxiety about this amazing—and completely understandable—field of study.
By the conclusion of the course, students will have improved their understanding of basic math. They will be able to clear away the mystery(神秘性) of mathematics and face their studies with more confidence than they ever imagined. In addition, they will strengthen their ability to accept new and exciting mathematical challenges.
Professor H. Siegel, honored by Kentucky Educational Television as “the best math teacher in America,” is a devoted teacher and has a gift for explaining mathematical concepts in ways that make them seem clear and obvious. From the basic concrete ideas to the more abstract problems, he is master in making math lectures learner-friendlier and less scary.
With a PhD in Mathematics Education from Georgia State University, Dr. Siegel teaches mathematics at Central Arizona College. His courses include various make-up classes and a number of lectures for future primary school teachers.
If the course fails to provide complete satisfaction to you, you can easily exchange it for any other course that we offer. Or you can get your money back.
56. What does the course Basic Math mainly cover?
A. Algebra. B. College Mathematics.
C. Arithmetic. D. Mathematics Education.
57. What benefits can students expect from Basic Math?
A. Stronger imaginative ability.
B. Additional presentation skills.
C. More mathematical confidence.
D. Greater chances of becoming teachers.
58. What can we learn about Professor H. Siegel?
A. He is a guest lecturer at Kentucky Educational Television.
B. He is to deliver 30 lectures in Basic Math.
C. He works in Georgia State University.
D. He specializes in training teachers.
59. Where is the passage most likely to have been taken from?
A. A news report. B. A book review
C. A lesson plan. D. An advertisement
B
Peanuts to This
Proudly reading my words, I glanced around the room, only to find my classmates bearing big smiles on their faces and tears in their eyes. Confused, I glanced toward my stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide myself. “What could be causing everyone to act this way?”
Quickly, I flashed back to the day Miss Lancelot gave me the task. This was the first real talk I received in my new school. It seemed simple: go on the Internet and find information about a man named George Washington. Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before. As I searched the name of this fellow, it became evident that there were two people bearing the same name who looked completely different! One invented hundreds of uses for peanuts, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I called my grandfather for a golden piece of advice; flip (擲) a coin. Heads—the commander, and tails—the peanuts guy. Ah! Tails, my report would be about the great man who invented peanut butter, George Washington Carver.
Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lowered the paper and sat down at my desk, burning to find out what I had done wrong. As a classmate began his report, it all became clear, “My report is on George Washington, the man who started the American Revolution.” The whole world became quite! How could I know that she meant that George Washington?
Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and I believed I deserved a second chance. Consequently, I threw myself heartily into my work for the rest of the school year. Ten months later, that chance unfolded as I found myself sitting in the headmaster’s office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the embarrassing moment at the beginning of the year as the headmaster informed me of my option to skip the sixth grade. Justice is sweet!
60. What did the author’s classmates think about his report?
A. Controversial. B. Ridiculous.
C. Boring. D. Puzzling.
61. Why was the author confused about the task?
A. He was unfamiliar with American history.
B. He followed the advice and flipped a coin.
C. He forgot his teacher’s instruction.
D. He was new at the school.
62. The underlined word “burning” in Para. 3 probably means _______.
A. annoyed B. ashamed
C. ready D. eager
63. In the end, the author turned things around _______.
A. by redoing his task
B. through his own efforts
C. with the help of his grandfather
D. under the guidance of his headmaster
C
Decision-making under Stress
A new review based on a research shows that acute stress affects the way the brain considers the advantages and disadvantages, causing it to focus on pleasure and ignore the possible negative (負(fù)面的) consequences of a decision.
The research suggests that stress may change the way people make choices in predictable ways.
“Stress affects how people learn,” says Professor Mara Mather. “People learn better about positive than negative outcomes under stress.”
For example, two recent studies looked at how people learned to connect images(影像) with either rewards or punishments. In one experiment, some of the participants were first stressed by having to give a speech and do difficult math problems in front of an audience; in the other, some were stressed by having to keep their hands in ice water. In both cases, the stressed participants remembered the rewarded material more accurately and the punished material less accurately than those who hadn’t gone through the stress.
This phenomenon is likely not surprising to anyone who has tried to resist eating cookies or smoking a cigarette while under stress ?at those moments, only the pleasure associated with such activities comes to mind. But the findings further suggest that stress may bring about a double effect. Not only are rewarding experiences remembered better, but negative consequences are also easily recalled.
The research also found that stress appears to affect decision-making differently in men and women. While both men and women tend to focus on rewards and less on consequences under stress, their responses to risk turn out to be different.
Men who had been stressed by the cold-water task tended to take more risks in the experiment while women responded in the opposite way. In stressful situations in which risk-taking can pay off big, men may tend to do better, when caution weighs more, however, women will win.
This tendency to slow down and become more cautious when decisions are risky might also help explain why women are less likely to become addicted than men: they may more often avoid making the risky choices that eventually harden into addiction.
64. We can learn from the passage that people under pressure tend to ______.
A. keep rewards better in their memory
B. recall consequences more effortlessly
C. make risky decisions more frequently
D. learn a subject more effectively
65. According to the research, stress affects people most probably in their ______.
A. ways of making choices B. preference for pleasure
C. tolerance of punishments D. responses to suggestions
66. The research has proved that in a stressful situation, ______.
A. women find it easier to fall into certain habits
B. men have a greater tendency to slow down
C. women focus more on outcomes
D. men are more likely to take risks
D
Wilderness
“In wilderness(荒野) is the preservation of the world.” This is a famous saying from a writer regarded as one of the fathers of environmentalism. The frequency with which it is borrowed mirrors a heated debate on environmental protection: whether to place wilderness at the heart of what is to be preserved.
As John Sauven of Greenpeace UK points out, there is a strong appeal in images of the wild, the untouched; more than anything else, they speak of the nature that many people value most dearly. The urge to leave the subject of such images untouched is strong, and the danger exploitation(開(kāi)發(fā)) brings to such landscapes(景觀) is real. Some of these wildernesses also perform functions that humans need—the rainforests, for example, store carbon in vast quantities. To Mr.Sauven, these ”ecosystem services” far outweigh the gains from exploitation.
Lee Lane, a visiting fellow at the Hudson Institute, takes the opposing view. He acknowledges that wildernesses do provide useful services, such as water conservation. But that is not, he argues, a reason to avoid all human presence, or indeed commercial and industrial exploitation. There are ever more people on the Earth, and they reasonably and rightfully want to have better lives, rather than merely struggle for survival. While the ways of using resources have improved, there is still a growing need for raw materials, and some wildernesses contain them in abundance. If they can be tapped without reducing the services those wildernesses provide, the argument goes, there is no further reason not to do so. Being untouched is not, in itself, a characteristic worth valuing above all others.
I look forwards to seeing these views taken further, and to their being challenged by the other participants. One challenge that suggests itself to me is that both cases need to take on the question of spiritual value a little more directly. And there is a practical question as to whether wildernesses can be exploited without harm.
This is a topic that calls for not only free expression of feelings, but also the guidance of reason. What position wilderness should enjoy in the preservation of the world obviously deserves much more serious thinking.
67. John Sauven holds that_____.
A. many people value nature too much
B. exploitation of wildernesses is harmful
C. wildernesses provide humans with necessities
D. the urge to develop the ecosystem services is strong
68. What is the main idea of Para. 3?
A. The exploitation is necessary for the poor people.
B. Wildernesses cannot guarantee better use of raw materials.
C. Useful services of wildernesses are not the reason for no exploitation.
D. All the characteristics concerning the exploitation should be treated equally.
69. What is the author’s attitude towards this debate?
A. Objective. B. Disapproving.
C. Sceptical. D. Optimistic.
70. Which of the following shows the structure of the passage?
A. B.
C. D.
CP: Central Point P: Point Sp: Sub-point(次要點(diǎn)) C: Conclusion
第二節(jié)（共5小題 ；每小題2分，共10分）
根據(jù)短文內(nèi)容，從短文后的七個(gè)選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Empathy
Last year, researchers from the University of Michigan reported that empathy, the ability to understand other people, among college students had dropped sharply over the past 10 years. __71__ Today, people spend more time alone and are less likely to join groups and clubs.
Jennifer Freed, a co-director of a teen program, has another explanation. Turn on the TV, and you’re showered with news and reality shows full of people fighting, competing, and generally treating one another with no respect. __72__
There are good reasons not to follow those bad examples. Humans are socially related by nature. __73__ Researchers have also found that empathetic teenagers are more likely to have high self-respect. Besides, empathy can be a cure for loneliness, sadness, anxiety, and fear.
Empathy is also an indication of a good leader. In fact, Freed says, many top companies report that empathy is one of the most important things they look for in new managers. __74__ “Academics are important. But if you don’t have emotional (情感的.) intelligence, you won’t be as successful in work or in your love life,” she says.
What’s the best way to up your EQ (情商）? For starters, let down your guard and really listen to others. __75__
To really develop empathy, you’d better volunteer at a nursing home or a hospital, join a club or a team that has a diverse membership, have a “sharing circle” with your family, or spend time caring for pets at an animal shelter.
Everyone is different, and levels of empathy differ from person to person.
That could be because so many people have replaced face time with screen time, the researchers said.
“One doesn’t develop empathy by having a lot of opinions and doing a lot of talking,” Freed says.
Humans learn by example—and most of the examples on it are anything but empathetic.
Empathy is a matter of learning how to understand someone else—both what they think and how they feel.
Good social skills—including empathy—are a kind of “emotional intelligence” that will help you succeed in many areas of life.
Having relationships with other people is an important part of being human—and having empathy is decisive to those relationships.
第四部分：書面表達(dá)（共兩節(jié)，35分）
情景作文（20分）
假設(shè)你是紅星中學(xué)高三（1）班的學(xué)生李華，校報(bào)英文版正在開(kāi)展“續(xù)寫雷鋒日記”活動(dòng)。請(qǐng)根據(jù)以下四幅圖的先后順序，將你所做的一件好事以日記形式記述下來(lái)，向校報(bào)投稿。
注意：1.日記的開(kāi)頭已為你寫好。
2.詞數(shù)不少于60。
Saturday，June2 Fine
This morning
(請(qǐng)務(wù)必將情景作文寫在答題卡指定區(qū)域內(nèi))
第二節(jié) 開(kāi)放作文（15分）
請(qǐng)根據(jù)下面提示，寫一篇短文。詞數(shù)不少于50。
You are discussing the following picture with your English friend Jim. Now you are telling him how you understand the picture and what makes you think so.
(請(qǐng)務(wù)必將情景作文寫在答題卡指定區(qū)域內(nèi))
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