【高考輔導(dǎo)資料】2011屆高考英語二輪專題復(fù)習(xí)學(xué)案：專題二_完形填空之議論文

2011屆高考英語二輪專題復(fù)習(xí)學(xué)案：專題二 完形填空之議論文（3）（新課標）三、議論文【體裁詮釋】 議論文是高考完形填空中較難的文章。議論文由三個要素組成：論點、論據(jù)、論證。有著較強的說教目的和一定的語言深度。 議論文完形填空的特點：結(jié)構(gòu)清晰、脈絡(luò)有序。 有些議論型完形填空的首句常常是文章的主旨句。作者一般在文章的首段提出論點，然后在各段的首句提出分論點。 還有些議論文先敘述生活中的一件具體的事情或描述生活中的現(xiàn)象，然后根據(jù)事情或現(xiàn)象所反映的問題提出自己的論點。然后再用具體的論據(jù)去說明自己的論點。 此外，也有些議論文一開始作者僅僅是列舉生活中的現(xiàn)象，而不表明自己的觀點，然后通過對具體現(xiàn)象的分析，自然得出一種結(jié)論，這種結(jié)論往往就是作者的論點。 抓住論點是理解議論文的關(guān)鍵所在。 可以從以下幾個角度尋找或概括中心論點：分析論點所在的位置。題目。有的文章題目本身就是中心論點；開頭。有的文章在開頭直接提出中心論點，然后逐層論述；中間。有的文章在論述過程中提出中心論點，這種情況較少；結(jié)尾。有的文章通過論述，在文章結(jié)尾處歸納出全文的中心論點。 論據(jù)是論點賴以存在的根據(jù)，一般分為事實論據(jù)和道理論據(jù)。閱讀議論文，要學(xué)會分析論點與論據(jù)的關(guān)系、論據(jù)在證明論點時所起的作用。事實論據(jù)，應(yīng)該分析作者所提供的事實，從事實中發(fā)現(xiàn)道理，再驗證它與作者的論點的邏輯關(guān)系。道理論據(jù)，應(yīng)該從道理論據(jù)出發(fā)聯(lián)系和道理對應(yīng)的事實，來驗證這些道理如何證明論點。 要做好高考完形填空中的議論文，最主要的是要抓住作者議論的中心，也就是要理清文章的論點、論據(jù)和論證?！镜淅骄俊浚?010廣東卷）Every country has its own culture. Even though each country uses doors, doors may have_ 21 _functions and purposes which lead to _22_ differences. When I first came to America, I noticed that a public building had two different_23_ and they had distinct functions. You have to push the door with the word “PUSH” to go out of the building and to pull the door with the word “PULL” to_ 24_the building. This was new to me, because we use the _25_ door in South Korea. For quite a few times I failed to go out of a shopping centre and was embarrassed.The way of using school bus doors was also _26_ to me .I used to take the school bus to classes. The school decided that when the driver opened both the front and back doors, _27 _who were getting off the bus should get off first, and students who were getting on should get on _ 28_ . In South Korea, we do not need to wait for people to get off. One morning, I hurried to the bus, and when the bus doors opened, I_ 29_tried to get on the school bus through the front door. All the students around looked at me, I was totally_ 30 _ _,and my face went red.21. A. different B. important C. practical D. unusual22. A. national B. embarrassing C. cultural D. amazing23. A. exits B. entrances C. signs D. doors24. A. enter B. leave C. open D. close 25. A. main B. same C. front D. back26. A. annoying B. hard C. satisfying D. strange27. A. parents B. students C. teachers D. drivers28. A. sooner B. later C. faster D. earlier29. A. politely B. patiently C. unconsciously D. slowly30. A. embarrassed B. annoyed C. unsatisfied D. excited 【答案解析】21. 【解析】選A?？疾樾稳菰~。從下文的distinct functions，可知是不同功能，A 不同的，B 重要的，C 實踐的，D不尋常的。22. 【解析】選C?？疾樾稳菰~。從開頭總括句“Every country has its own culture.”和下文舉例兩個門功能不同可以看出。A 國家的，B 尷尬的，C文化的，D驚奇的。23. 【解析】選C?？疾槊~。從上下文的-the word “PUSH”-the word“PULL”和two different可知選C。A 出口，B 入口，C標志，D門。24. 【解析】選A。 考查動詞。從上下文push the door with the word “PUSH” to go out of the building and to pull the door with the word“PULL” to_ 24_the building相對的動作可知此處意為進入。A 進入，B 離開，C打開，D關(guān)閉。25. 【解析】選B。 考查形容詞。由上文When I first came to America, I noticed有兩個門, This was new to me, 可暗示出我們在韓國用同一個門，故選B項。26. 【解析】選D。考查形容詞。 由上文第三段知：This was new to me; The way . was also _26_ to me .可知這種方式也是奇怪的。A討厭的， B畏難的， C滿意的， D陌生的。27. 【解析】選B考查名詞。 由下文的并列句“students who were getting on .”可知。A 父母，B學(xué)生，C老師，D司機。28. 【解析】選B?？疾樾稳菰~比較級。從上文并列句who were getting off the bus should get off first, -who were getting on should get on _ 28_.可知此處與first相對，故選B項。A 很快，B較晚，C更快，D較早。29. 【解析】選C。考查副詞。從上文In South Korea, we do not need to wait for people to get off.所以作者已經(jīng)形成了習(xí)慣,已經(jīng)是無意識地做了。A 禮貌地，B耐心地，C無意識地，D慢慢地。30. 【解析】選A?？疾樾稳菰~。 從上文For quite a few times I failed to go out of a shopping centre and was embarrassed.和I was totally_ 30 _ ,and my face went red.A項，尷尬的；B項，惱怒的；C項，不滿意的；D項，興奮的?！靖櫻菥殹?（2011江蘇省無錫市高三期中）People do not analyze every problem they meet. Sometimes they try to remember a solution from the last time they had a 36 problem. They often accept the opinions or ideas of other people. Other times they begin to act without 37 ; they try to find a solution by trial and error. However, when all of these methods 38 , the person with a problem has to start analyzing. There are six 39 in analyzing a problem.First the person must recognize that there is a problem. For example, Sams bicycle is broken, and he cannot ride it to class as he usually does. Sam must 40 that there is a problem with his bicycle.Next the person must 41 the problem. Before Sam can repair his bicycle, he must know why it does not work. For example, he must 42 the parts that are wrong.Now the person must look for 43 that will make the problem clearer and lead to 44 . solutions. For example, suppose Sam 45 that his bike does not work because there is something wrong with the brakes. At this time, he can look in his bicycle repair book and read about brakes, talk to his friends at the bike shop, or look at his brakes carefully.After 46 the problem, the person should have 47 suggestions for a possible solution. Take Sam as an example 48 , his suggestions might be: tighten or loosen the brakes, buy new brakes and change the old ones.In the end, one 49 seems to be the solution 50 the problem. Sometimes the 51 idea comes quite 52 because the thinker suddenly sees something new or sees something in a 53 way. Sam, for example, suddenly sees there is a piece of chewing gum stuck to a brake. He immediately hits on the solution to his problem: he must 54 the brake.Finally the solution is 55 . Sam does it and finds his bicycle works perfectly. In short, he has solved the problem.36Aserious Busual Csimilar Dcommon37Apractising Bthinking Cunderstanding Dhelping38Afail Bwork Cchange Ddevelop39Aways Bconditions Cstages Dorders40Aexplain Bprove Cshow Dsee41Ajudge Bfind Cdescribe Dface42Acheck Bdetermine Ccorrect Drecover43Aanswers Bskills Cexplanation Dinformation44Apossible Bexact Creal Dspecial45Ahopes Bargues Cdecides Dsuggests46Adiscussing Bsettling down Ccomparing with Dstudying47Aexact Benough Cseveral Dcountless48Aonce Bagain Calso Dalone49Asuggestion Bconclusion Cdecision Ddiscovery50Awith Binto Cfor Dto51Anext Bclear Cfinal Dnew52Aunexpectedly Blate Cclearly Doften53Asimple Bdifferent Cquick Dsudden54Aclean Bseparate Cloosen Dremove55Arecorded Bcompleted Ctested Daccepted2、（2010甘肅省天水一中三模）A high school history teacher once told us, “If you make one close friend in school, you will be most fortunate. A 21 friend is someone who stays with you for life”. 22 teaches that he was right. Good friendship is just not easily 23. It is possible that we simply do not stay in one place 24 enough for true friendship to develop. However, there can be 25 disagreement on the need for each of us to think carefully about the kind of friendship we want. To most of us, friendships are considered very important, 26 we need to have it clear in our minds the kinds of friendship we want. Are they to be close or 27 at arms length? Do we want to 28 ourselves or do we want to walk on the surface? For some people, many friendships on the surface are 29 enough. And thats all right. But at some 30 we need to make sure that our expectations are the same as our friends expectations. The sharing of personal experience including our tears as well as our dark 31 is the surest way to deepen friendships. But it must 32 slowly and carried on only if there are 33 of interest and action in return. What are some of the 34 of our friendship? The greatest is to 35 too much too soon. Deep relationships 36 time. Another “major difficulty” is the selfishness to think one “possesses” the other, including his time and attention. 37 , friendships require actions in return. In other words, you must 38 as much as you take. Finally there is a question of taking care of. Unless you spend 39 time together, talking on the phone, writing letters, doing things together, friendships will die 40 .21. A. true B. fair-weather C. school D. useful22. A. Knowledge B. Experience C. Hardship D. Schooling23. A. understood B. formed C. realized D. produced24. A. certain B. patiently C. long D. fortunately25. A. some B. any C. great D. no26. A. but B. and C. or D. while27. A. remained B. left C. kept D. stayed28. A. hide B. deepen C. strengthen D. share29. A. quite B. not C. less D. very30. A. degree B. point C. places D. length31. A. clothes B. clouds C. dreams D. letters32. A. be undertaking B. have been undertaking C. have been undertaken D. be undertaken33. A. marks B. signs C. sciences D. sights34. A. disadvantages B. differences C. difficulties D. requirements35. A. expect B. pull out .command D. develop36. A. waste B. spend C. kill D. take37. A. Similarly B. Differently C. Strangely D. Surprisingly38. A. give B. possess C. act D. walk39. A. considerate B. wonderful C. reasonable D. comfortable40. A. down B. away C. out D. off3、 Happiness is what everyone looks for. 1 someone says that he is happy. However, 2 makes him happy may not work for others. And even 3 , someone may spend all his life looking for happiness, but in vain. In the past, I tried my best to make myself happy. I thought if I could 4 get and do what I wanted to, I would be happy. Certainly, it was 5 , but I was disappointed. Though I could be happy at 6 , I couldnt keep my happiness for a long time. Why? One day, when I told a friend of mine what I 7 about happiness, he smiled and said only a few words, “Happiness is not a 8 thing but a by-product ( 副產(chǎn)品). ” I was surprised, but he was really 9 . Someone thinks money can 10 everything, but when he becomes a millionaire after his hard work, perhaps he will find that he has new 11 . And he has to go to church for 12 . Sometimes love can bring happiness, but at other times it 13 misunderstanding, tiredness, and even quarrelling. Happiness is only a by-product of all 14 of things you love to do. You can not 15 it in a straight way. That is, it is not a thing 16 in the material form but in your senses. You should tell yourself, “ I do not 17 whether I am happy or not. But I must love 18 . ” And one day you will 19 find happiness itself has quietly 20 . 1. A. Maybe B. Once C. Then D. And2. A. who B. what C. it D. this3. A. more B. now C. worse D. so4. A. often B. reallyC. hardly D. frequently5. A. important B. necessaryC. unnecessary D. possible6. A. present B. all C. times D. last7. A. did B. thought C. learned D. discovered8. A. single B. simple C. common D. strange9. A. lying B. stupid C. right D. foolish10. A. get B. make C. produce D. bring11. A. wishes B. demandsC. worries D. business12. A. help B. God C. comfort D. rest13. A. suggests B. happensC. seems D. causes14. A. fields B. types C. kinds D. forms15. A. have B. grasp C. search D. discover16. A. floating B. existingC. coming D. surrounding17. A. mind B. know C. ask D. wonder18. A. life B. family C. happiness D. health19. A. hardly B. suddenly C. never D. often20. A. disappeared B. missedC. lost D. arrived4、 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 fail 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(必須的) skills for a particular job is strength. Lacking those skills is obviously a weakness. A bookkeeper 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 in groups to measure your development, you must first 14 stock of somewhere 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. victoryC. failure D. achievement2. A. a B. the C. some D. certain3. A. in B. on C. of D. to4. A. Out of B. Of C. To D. Into5. A. who B. what C. that D. which6. A. ensure B. certain C. sure D. surely7. A. onto B. on C. off D. in8. A. to B. at C. of D. for9. A. near B. on C. by D. at10. A. Have B. Had C. Having D. Had been11. A. being B. been C. are D. is12. A. except B. but C. for D. on13. A. idea B. weakness C. strength D. advantage14. A. make B. take C. do D. give15. A. As B. Till C. Over D. Out16. A. deal B. dealt C. be dealt D. dealing17. A. learnt B. learned C. learning D. learn18. A. around B. to C. from D. beside19. A. to B. onto C. into D. with20. A. intelligence B. workC. attitude D. weakness5、 The position of children in American family and society is no longer what it used to be. The 1 family in colonial （殖民時期的） North America was mainly concerned with survival and 2 that, its own economic prosperity. Thus, children were 3 in terms of their productivity （生產(chǎn)能力）, and they played the role of producer quite early. 4 they fulfilled this role, their position in the family was one of subordination（附屬）. With the 5 of the society, the position of children in the family and in the society became more important. In the complex and technological society 6 the United States has become, each 7 must fulfill a number of personal and occupational 8 and be in contact with many other members. 9 , viewing children as necessary members of society means that they are 10 more as people in their own right than as those of subordination. This acceptance of children as 11 participants in the family is reflected in various laws 12 the rights of children and in the social and public welfare programs. This new 13 of children and the frequent contact between the members of society has also 14 an increasing interest in childraising techniques. People today spend much time 15 the proper way to 16 children. Nowadays, the socialization of the child in the United States is a 17 transaction （事務(wù)）between parent and child 18 a one-way, parent-to-child training 19 . As a consequence, socializing children and 20 with them over a long period of time is for parents a mixture of pleasure, satisfaction, and problems. 1. A. poor B. ordinaryC. happy D. wealthy2. A. except B. for C. beyond D. through3. A. supported B. receivedC. encouraged D. valued4. A. UntilB. After C. Although D. When5. A. movementB. achievementC. development D. requirement6. A. that B. where C. when D. what7. A. parent B. member C. family D. relative8. A. purposes B. promises C. roles D. tasks9. A. Besides B. However C. Instead D. Therefore10. A. admired B. regarded C. made D. respected 11. A. willing B. equal C. similar D. common12. A. enjoying B. preventingC. considering D. protecting13. A. view