2013四级完形填空.doc

一、第一步：通读全文read through (1分钟)通读全文是用较快速度，一行一行地读，目的是把握至少90% 的文章内容。要先了解文章大意，带着文章脉络去找选项。所以，务必先沉着地把文章读一遍，尤其注意gap前后的位置，为寻找正确选项打下铺垫。提醒：就算是通读，也别拿来就把头埋进去傻读。先居高临下，花5秒钟把短文各个自然段的段首扫一遍。第一句是不允许出题的，它对全文起概括、提示的作用。所以，一定要认真看懂第一句。第二步：整理选项classify the options (1分钟)这一步，公认的做法是先标出15个选项的词性(parts of speech)，名词前写n, 动词前写v等等。目前四级考试只考实词(notional words)中的四种：名词n做主语和宾语, 动词v做谓语，形容词adj做定语，副词adv做状语。不考代词pron和数词num;也不考虚词form words(冠词art, 介词prep, 连词conj, 感叹词interj)动词归类要细分为v，ved, ving。因为一个空可以填动词，但填原形还是过去式还是ing形式要自己根据语法判断。对于四级的一般文章，选项有如下特点：15个单词中3个名词正确答案+1个名词干扰答案、3个动词正确答案+1个动词干扰答案、3个形容词正确答案+2个形容词干扰答案、1个副词正确答案+1个副词干扰答案。应该说四级大部分文章都存在以上特点，但是有时也不完全一致，希望考生利用以上特点作为答题的一个参考。四种实词中，考的最少的是副词adv, 不超过两个空。剩下的三种平均每次有三道题。研究样题和真题，我们发现，动词一直是考三个。另外三种词性，有两个的，也有四个的。标词性时的切入点是后缀suffix，也就是词尾。大家应该知道，以ion, age, ness, ty, ship, ace, ance, ancy, ence, ency, dom, itude, um, mony 结尾的大都是名词;以ize, ise, fy结尾的大都是动词;以ive, ent, ant, ful, ous, able, ary, ic, cal, less结尾的是大都是形容词;以ly, s, ways, wise 结尾的大都是副词。这里有两个问题：一，有的词，做名词和做动词都很常见，没有上下文不好判断，比如display, concern, challenge. 这时两个都要标出来，先标你脑子里第一个出现的词性。二，以ing, ed 结尾的词既可能是动词，也可能是分词转变而来的形容词，如holding做动词：Shes holding her mothers hand. 做形容词：holding company (控股公司);这时怎么办?很简单，新四级考试中的banked cloze 还没有到考到分词作形容词的难度，所以，碰到这种情况，一律看成是动词，包括非谓语动词(2006年6月真题：The rainfall is increased across South America bringing floods to Peru.)提醒：词性要标在选项的前面，也就是A, B, C的前面，齐刷刷的好看。也可标在两组选项的中间空白处，方便对照。如果你手快且不嫌难看，可以在标完词性之后，把同一词性的词用线连起来，这样答题的时候会找得快一点第三步瞻前顾后，谨慎选择根据文章前后的语法关系判断应填入的词性，大大缩小选择范围。当一个空可以填入好几个相同词性的词时，则根据上下文逻辑意义;如果均能说得通时，要注意近义辨析。或留到最后，等范围缩小到最小时再轻松收尾。即传统阅读所说的，首遍不行无所谓，文章看完再收尾。解题技巧1)首先要辨性(辨别词性)a. 不认识的单词看词缀(见后面附表)b. 认识的单词要注意词性的单一性和多样性比如：must，most均可做名词do the most you cac. 动词归类要细分为v，ved, ving。因为一个空可以填动词，但填原形还是过去式还是ing形式要自己根据语法判断。甚至动词分词形式还可以做定语。2)一个单词有多个词性时，要在不同分类中都标出。3)如果选项中出现一组近义词或反义词时，往往有一个是干扰选项，它注重考察的是词汇的精确理解，要求考生分析清楚其细微的区别。4)如何判断原文空缺处所需单词的词性：1. 确定空格为名词(1)a /an/the n. , adj. n. , vt. n. , 即空格处前面为冠词、形容词或者及物动词的，空格处应填入名词;(2)n. v., 即空格处后面是动词的，空格处应填入该动词的主语(名词);(3)prep. n. , 即空格处前面是介词的，空格处充当介词宾语，用填入一个名词或动名词。2. 确定空格为动词(1)n./pron. vt. n./pron., 即空格处前面已经有名词/代词作主语，后面又有名词/代词作为动词的宾语，空格处应为及物动词;(2)n./pron. vi. , 即空格处前面是名词/代词，后面没有宾语，空格处应填不及物动词;(3)n./pron. vi. adv./prep., 即空格处前面是名词/代词，空格处后面是副词/介词，空格处应填入不及物动词，与副词/介词构成固定搭配;(4)n./pron. link v./be. adj., 即空格处前面是名词/代词，后面是形容词，空格处应填入系动词或be动词;(5)to v. , 即空格处前有不定式标志to，空格处应填入动词原形;另一种情况to是介词，后面应填入动名词。3. 确定空格为形容词(1)adj. n. 或n. adj. , 即空格处前面或者后面为名词的，空格处应填入形容词;(2)adv. adj. , 即空格处前面是副词的，空格处应填入形容词;(3)link/be v. adj. , 即空格处前面是系动词或be动词的，空格处应填入形容词作表语。4. 确定空格为副词(1)adv. v. 或v. adv. , 即空格处前面或者后面为动词的，空格处应填入副词;(2)adv. adj. , 即空格处后面是形容词的，空格处应填入副词。5. 利用逻辑关系词确定答案在篇章词汇理解题目中，文章的逻辑关系对于考生把握整篇文章是很重要的，文章的逻辑关系通过一些逻辑关系词体现的，考生可以通过逻辑关系词来确定出一些答案。常见的逻辑关系词如下：(1)并列关系：and , or, as well as 等(2)对比关系：but , however , on the contrary , rather than 等(3)比较关系：asas , like , similar 等(4)因果关系：because , for , since , as a result of , therefore , thus 等(5)举例关系：for example , for instance , such as ，and so on 等(6)递进关系：and , whats more , moreover , in addition 等二、 完形填空题，就是试题中的Cloze部分，在历来的考试中被认为是难点中的难点，十几个空中只做对四五个的不乏其人。究其难点根源，主要还是因为完形填空需要从整体上去把握语篇，除了语法和固定搭配，它更注重考查对整篇材料的理解。而在最初阅读整篇材料时，材料又是不完整的，很多词被空了出来让考生去选择，这无疑为考生理解全篇又增加了难度。对原文理解不透彻，就为做题增加了困难。总之，整个阅读理解的解题过程，似乎就是在“雾里看花”，而拨开迷雾找到答题关键，还是有规律可循的。 大学英语四级考试采用的完形填空题是：“在一篇题材熟悉、难度适中的短文(约220-250词)内留有20个空白，每个空白为一题，每题有四个选择项，要求考生在全面理解内容的基础上选择一个最佳答案，使短文的意思和结构恢复完整”。 从历年考题分析，完形填空的文章内容、文章体裁等都具有鲜明的特点。所选体裁涵盖议论文、说明文和记叙文。这些文章篇幅适中，结构严谨，文笔简练，具有很高的区分度和典型性，是考查学生真正语言能力的较好的题目。最近几年的完形文章往往选取反映社会时事、介绍英美社会热点话题的内容。从体裁上看主要是议论文和说明文，记叙文所占的比重较小。从文章内容来看，完形填空的题材较为广泛，涉及到生活的各个方面。完形填空的试题设计主要有以下特点：1. 全文所设置的20个空白的间隔有的词多，有的词少。其原因是设置空白需要根据语言点和考点。2. 从选项来看，每小题的4个选项一般都属于相同或对等的词类或结构，属于同一范畴。20个小题的80个选项中所用到的词汇或结构基本不重复，以期增大考查的覆盖面。3. 从考查能力的重点看，是以考查对文章的通篇理解和词汇意义为主。单纯从语法角度命制的题不多，一般需要考生把握上下文语境的逻辑关系，掌握一定的常识，理解词语的搭配等。总体上讲，完形填空主要考查考生对语段的连贯性和一致性等特征的辨识能力，以及对一定语境中规范的语言成分的掌握，是对考生综合运用语言能力的大检验。一般而言，解答完形填空遵循如下步骤：1、通读全文，明确主旨做题之前，首先要快速通读全文，从语篇角度掌握文章的基本内容。切忌读一句填一句，望文生义，盲目猜测，以致造成判断失误。阅读时尤其要注意全文的第一句话。第一句一般不留空，它既能让考生了解文章的主题，又是对下文的重要提示。2、先整体，后局部由于完形填空的题目是以语篇为基础精心设计出来的，因此应先准确把握整篇短文的含义以及上下文的逻辑关系，而不要先将注意力集中在四个选项上，这会阻碍对全句、全文的理解，延误答题时间，降低答题效率。 四、 If you were to begin a new job tomorrow, you would bring with you some basic strengths and weaknesses. Success or (1) in your work would depend, to (2) great extent, (3) your ability to use your strengths and weaknesses to the best advantage. (4) the utmost importance is your attitude. A person (5) begins a job convinced that he isnt going to like it or is (6) that he is going to ail is exhibiting a weakness which can only hinder his success. On the other hand, a person who is secure (7) his belief that he is probably as capable (8) doing the work as anyone else and who is willing to make a cheerful attempt (9) it possesses a certain strength of purpose. The chances are that he will do well. (10) the prerequisite skills for a particular job is strength. Lacking those skills is obviously a weakness. A book-keeper who cant add or a carpenter who cant cut a straight line with a saw (11) hopeless cases. This book has been designed to help you capitalize (12) the strength and overcome the (13) that you bring to the job of learning. But insgroupsto measure your development, you must first (14) - stock of swheres you stand now. (15) we get further along in the book, well be (16) - in some detail with specific processes for developing and strengthening (17) - skills. However, (18) - begin with, you should pause (19) - examine your present strengths and weaknesses in three areas that are critical to your success or failure in school: your (20) -, your reading and communication skills, and your study habits. 1.A.improvement B. victory C. failure D. achievement 2.A.a B. the C. some D. certain 3.A.in B. on C. of D. to 4.A.Out of B. Of C. To D. Into 5.A.who B. what C. that D. which 6.A.ensure B. certain C. sure D. surely 7.A.onto B. on C. off D. in 8.A.to B. at C. of D. for 9.A.near B. on C. by D. at 10.A.Have B. Had C. Having D. Had been 11.A.being B. been C. are D. is 12.A.except B. but C. for D. on 13.A.idea B. weakness C. strength D. advantage 14.A.make B. take C. do D. give 15.A.as B. till C. over D. out 16.A.deal B. dealt C. be dealt D. dealing 17.A.learnt B. learned C. learning D. learn 18.A.around B. to C. from D. beside 19.A.to B. onto C. into D. with 20.A.intelligence B. work C. attitude D. WeaknessCloze Test 2 Cloze 3 Who won the World Cup 1994 football game? What happened at the United Nations? How did the critics like the new play? (1) - an event takes place, newspapers are on the streets (2) - the details. Wherever anything happens in the world, reports are on the spot to (3) - the news. Newspapers have one basic (4) -, to get the news as quickly as possible from its source, from those who make it to those who want to (5) - it. Radio, telegraph, television, and 6 inventions brought competition for newspapers. So did the development of magazines and other means of communication. (7) -, this competition merely spurred the newspapers on. They quickly made use of the newer and faster means of communication to improve the (8) - and thus the efficiency of their own operations. Today more newspapers are (9) - and read than ever before. Competition also led newspapers to branch outsintos many other fields. Besides keeping readers (10) - of the latest news, todays newspapers (11) - and influence readers about politics and other important and serious matters. Newspapers influence readers economic choices (12) - advertising. Most newspapers depend on advertising for their very (13) -. Newspapers are sold at a price that (14) - even a small fraction of the cost of production. The main (15) - of income for most newspapers is commercial advertising. The (16) - in selling advertising depends on a newspapers value to advertisers. This (17) - in terms of circulation. How many people read the newspaper? Circulation depends (18) - on the work of the circulation department and on the services or entertainment (19) - in a newspapers pages. But for the most part, circulation depends on a newspapers value to readers as a source of information (20) - the community, city, country, state, nation, and worldand even outer space. 1.A.Just when B. While C. Soon after D. Before 2.A.to give B. giving C. given D. being given 3.A.gather B. spread C. carry D. bring 4.A.reason B. cause C. problem D. purpose 5.A.make B. publish C. know D. write 6.A.another B. other C. one another D. the other 7.A.However B. And C. Therefore D. So 8.A.value B. ratio C. rate D. speed 9.A.spread B. passed C. printed D. completed 10.A.inform B. be informed C. to be informed D. informed 11.A.entertain B. encourage C. educate D. edit 12.A.on B. through C. with D. of 13.A.forms B. existence C. contents D. purpose 14.A.tries to cover B. manages to cover C. fails to cover D. succeeds in 15.A.source B. origin C. course D. finance 16.A.way B. means C. chance D. success 17.A.measures B. measured C. Is measured D. was measured 18.A.somewhat B. little C. much D. something 19.A.offering B. offered C. which offered D. to be offered 20.A.by B. with C. at D. about Cloze Test 3 Many students find the experience of attending university lectures to be a confusing and frustrating experience. The lecturer speaks for one or two hours, perhaps (1) - the talk with slides, writing up important information on the blackboard, (2) - reading material and giving out (3) - .The new student sees the other students continuously writing on notebooks and (4) - what to write. Very often the student leaves the lecture (5) - notes which do not catch the main points and (6) - become hard even for the (7) - to understand. Most institutions provide courses which (8) - new students to develop the skills they need to be (9) - listeners and note-takers. (10) - these are unavailable, there are many useful study-skills guides which (11) - learners to practice these skills (12) - .In all cases it is important to (13) - the problem (14) - actually starting your studies. It is important to (15) - that most students have difficulty in acquiring the language skills (16) - in college study. One way of (17) - these difficulties is to attend the language and study - skills classes which most institutions provide throughout the (18) - year. Another basic (19) - is to find a study partner (20) - it is possible to identify difficulties, exchange ideas and provide support. 1.A.extending B. illustrating C. performing D. conducting 2.A.attributing B. contributing C. distributing D. explaining 3.A.assignments B. information C. content D. definition 4.A.suspects B. understands C. wonders D. convinces 5.A.without B. with C. on D. except 6.A.what B. those C. as D. which 7.A.teachers B. classmates C. partners D. students 8.A.prevent B. require C. assist D. forbid 9.A.effective B. passive C. relative D. expressive 10.A.Because B. Though C. Whether D. If 11.A.enable B. stimulate C. advocate D. prevent 12.A.independently B. repeatedly C. logically D. generally 13.A.evaluate B. acquaint C. tackle D. formulate 14.A.before B. after C. while D. for 15.A.predict B. acknowledge C. argue D. ignore 16.A.to require B. required C. requiring D. are required 17.A.preventing B. withstanding C. sustaining D. overcoming 18.A.average B. ordinary C. normal D. academic 19.A.statement B. strategy C. situation D. suggestion 20.A.in that B. for which C. with whom D. such as Cloze Test 5 Cloze 32 Most parents, I suppose, have had the experience of reading a bedtime story to their children.And they must have 1 how difficult it is to write a 2 childrens book.Either the author has aimed too 3 , so that the children cant follow what is in his (or more often, her) story, 4 the story seems to be talking to the readers. The best childrens books are 5 very difficult nor very simple, and satisfy both the 6 who hears the story and the adult who 7 it.Unfortunately, there are in fact 8 books like this, 9 the problem of finding the right bedtime story is not 10 to solve. This may be why many of books regarded as 11 of childrens literature were in fact written for 12 .“Alices Adventure in Wonderland”is perhaps the most 13 of this. Children, left for themselves, often 14 the worst possible interest in literature.Just leave a child in bookshop o 15 and he will 16 willingly choose the books written in an imaginative way, or have a look at most childrens comics, full of the stories and jokes which are the 17 of teachers and right-thinking parents. Perhaps we parents should stop trying to brainwash childrensintos 18 our taste in literature.After all children and adults are so 19 that we parents should not expect that they will enjoy the 20 books.So I suppose well just have to compromise over that bedtime story. 1.A.hoped B.realized C.told D.said 2.A.short B.long C.bad D.good 3.A.easy B.short C.high D.difficult 4.A.and B.but C.or D.so 5.A.both B.neither C.either D.very 6.A.child B.father C.mother D.teacher. 7.A.hears B.buys C.understands D.reads 8.A.few B.many C.a great deal of D.a great number of 9.A.but B.however C.so D.because 10A.hard B.easy C.enough D.fast 11.A.articles B.work C.arts D.works 12.A.grown ups B.girls C.boys D.children 13.A.difficult B.hidden C.obvious D.easy 14.A.are B.show C.find D.add 15.A.school B.home C.office D.library 16.A.more B.less C.able D.be 17.A.lovingness B.interests C.objections D.readings 18.A.receiving B.accepting C.having D.refusing 19.A.same B.friendly C.different D.common 20.A.common B.avarage C.different D.Same Cloze 28 Historians tend to tell the same joke when they are describing history education in America. Its the one 61 the teacher standing in the schoolroom door 62 goodbye to students for the summer and calling 63 them, By the way, we won World War II. The problem with the joke, of course, is that its 64 funny. The recent surveys on 65 illiteracy (无知) are beginning to numb(令人震惊): nearly one third of American 17-year-olds cannot even 66 which countries the United States 67 against in that war. One third have no 68 when the Declaration of Independence was 69 . One third thought Columbus reached the New World after 1750. Two thirds cannot correctly 70 the Civil War between 1850 and 1900. 71 when they get the answers right, some are 72 guessing. Unlike math or science, ignorance of history cannot be 73 connected to loss of international 74 . But it does affect our future 75 a democratic nation and as individuals. The 76 news is that there is growing agreement 77 what is wrong with the 78 of history and what needs to be 79 to fix it. The steps are tentative (尝试性的) 80 yet to be felt in most classrooms. 61. A) about B) in C) for D) by 62. A) shaking B) waving C) nodding D) speaking 63. A) in B) after C) for D) up 64. A) rarely B) so C) too D) not 65. A) historical B) educational C) cultural D) political 66. A) distinguish B) acknowledge C) identify D) convey 67. A) defeated B) attacked C) fought D) struck 68. A) sense B) doubt C) reason D) idea 69. A) printed B) signed C) marked D) edited 70. A) place B) judge C) get D) lock 71. A) Even B) Though C) Thus D) So 72. A) hardly B) just C) still D) ever 73. A) exclusively B) practically C) shortly D) directly 74. A) competitiveness B) comprehension C) community D) commitment 75. A) of B) for C) with