1、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。 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【答案及解析】B生活常识情境：当大伙围在餐桌边坐好时(all
2、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. g
3、ot 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
4、要求。故socially更符合题意。 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。【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_ m
5、ovements 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. circling48. A. nodded B. raised C. shook D. turned【答案
6、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。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。【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 fin
7、d 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
8、认出谁或记得谁，而meet一般是约好的碰面。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。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综上所述，学生阅读过程中应该根
9、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 )。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
10、_ space. That left 23._hardly enough room to open the door. 22. A. complete B. close C. narrow D. fixed 【答案 】C2. 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
11、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