浙江省高考英语二轮专题总复习ppt课件第15讲-情境知识考查

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,专题二 完形填空,第,15,讲,情境知识考查,专题二 完形填空第 15 讲 情境知识考查,完形填空,的文章多选自英文报刊、杂志或网站，选材多为贴近日常生活，具有一定故事情境和情感教育意义的短文。,体裁常为夹叙夹议，由叙及议，前面大部分常采用第一人称叙述某件生活小事，最后一部分上升为议论，从生活中的小事得到的心灵感悟以及对人生态度的启迪。,中西方文化、语言背景的不同造成了逻辑思维方面的差异，这就要求学生带着“跨文化意识”去理解文章的遣词造句、行文布局、上下文语境，并结合自己的亲身经历或想象与文中作者共鸣。,完形填空的文章多选自英文报刊、杂志或网站，选,主要从生活常识、文化背景及情感经历等角度进行设题，下面结合例题去体会这种设题特点。,一、考查角度,主要从生活常识、文化背景及情感经历等角度进行设题,【,答案及解析,】,B,生活常识情境：当大伙围在餐桌边坐好时,(all of us were seated around the table),，主人应该是端上准备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,【答案及解析】B生活常识情境：当大伙围在餐桌边坐好时(al,【,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：此题考查了学生对餐桌礼仪文化的理解。在自己家里或没有外人在场的情况下可以用任意的吃相吃,spaghetti,，但是若想以一种,respectable,方式把长长的意大利面从盘里搬到嘴里，那是社交场合下一种约定俗成的要求。故,socially,更符合题意。,【例2】What laughing _42._argume,教学建议：,为帮助学生更好地理解这种餐桌文化，可观看影片,Titanic,中，,Jack,刚进入上流社会宴会，和,Rose,的母亲在同一餐桌吃饭时，俩人不同的吃相以及举止的巨大反差。,教学建议：为帮助学生更好地理解这种餐桌文化，可观看影片Tit,【,例,3】,He had a habit of telling _,45.,_,jokes,_.One time he said,“Doc,a deafanddumb(,聋哑,)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,【例3】He had a habit of telling,48.A.nodded B.raised,C.shook D.turned,【,答案及解析,】,47.B,生活常识情境：一个聋哑人想买钉子，用一只手的两个指头做钉子，另一只手当然做敲锤动作了。,48.C,生活常识情境：当店员以为他想买锤子，而给他拿了锤子时，聋哑人当然要摇头了。,48.A.nodded,教学建议：,这种情境，可鼓励学生以情景剧的形式把它表演出来，使学生对该语句的理解有个直观的感受。,教学建议：这种情境，可鼓励学生以情景剧的形式,【,例,4】,After an absence of thirty years,I decided to visit my old school againI 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,【例4】After an absence of thirty,【,答案及解析,】,B,情感经历共鸣：文中作者阔别母校,30,年，重返母校时因岁月变迁之大而怀疑自己是否找对地址了。碰巧是课间休息时间，这使得他有机会去认识教职员工，故而选,know,。不选,remember,和,recognize,是因为,30,年的沧桑变故，他在母校几乎不大可能认出谁或记得谁，而,meet,一般是约好的碰面。,【答案及解析】B情感经历共鸣：文中作者阔别母校30年，重返,教学建议：,这种情感经历可与贺知章的,回乡偶书,中“少小离家老大回”的作者相关联。,浙江省高考英语二轮专题总复习ppt课件第15讲-情境知识考查,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 dont,know,me,whom I meet on the way,，,“,Where do you come from,reverend sir,？”,they smile and say.,Returning Home,综上所述，学生阅读过程中应该根据上下文，瞻前顾后地寻找相邻信息词句，共同组建文境，并激活大脑进行联想，使类似于上述情境在大脑空间中以各种方式视觉化,(Visualize),，情境化,(Situationize),，图像化,(Picturize),。,综上所述，学生阅读过程中应该根据上下文，瞻前顾,二、随堂演练,根据上述策略，体会下列题中的生活情境。,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,二、随堂演练 根据上述策略，体会下列题中的生活情境,2.Of course,the _,48.,_,house,_ awoke,and my son was thrilled(,激动的,)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,2.Of course,the _4,3.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,3.I climbed the stai,