《2022年高考英語二輪總復(fù)習(xí) 第15講 情境知識(shí)考查學(xué)案》由會(huì)員分享，可在線閱讀，更多相關(guān)《2022年高考英語二輪總復(fù)習(xí) 第15講 情境知識(shí)考查學(xué)案（3頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、2022年高考英語二輪總復(fù)習(xí) 第15講 情境知識(shí)考查學(xué)案 完形填空的文章多選自英文報(bào)刊、雜志或網(wǎng)站，選材多為貼近日常生活，具有一定故事情境和情感教育意義的短文。 體裁常為夾敘夾議，由敘及議，前面大部分常采用第一人稱敘述某件生活小事，最后一部分上升為議論，從生活中的小事得到的心靈感悟以及對(duì)人生態(tài)度的啟迪。 中西方文化、語言背景的不同造成了邏輯思維方面的差異，這就要求學(xué)生帶著“跨文化意識(shí)”去理解文章的遣詞造句、行文布局、上下文語境，并結(jié)合自己的親身經(jīng)歷或想象與文中作者共鳴。　 主要從生活常識(shí)、文化背景及情感經(jīng)歷等角度進(jìn)行設(shè)題，下面結(jié)合例題去體會(huì)這種設(shè)題特點(diǎn)。

2、一、考查角度 【答案及解析】B　生活常識(shí)情境：當(dāng)大伙圍在餐桌邊坐好時(shí)(all of us were seated around the table)，主人應(yīng)該是端上準(zhǔn)備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__ s

3、paghetti for supper. 　　　　　　　　　　　 38. A. cooked B. served C. got 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. off

4、icially D. socially 【答案和解析】D　文化背景情境：此題考查了學(xué)生對(duì)餐桌禮儀文化的理解。在自己家里或沒有外人在場(chǎng)的情況下可以用任意的吃相吃spaghetti，但是若想以一種respectable 方式把長長的意大利面從盤里搬到嘴里，那是社交場(chǎng)合下一種約定俗成的要求。故socially更符合題意。 教學(xué)建議：為幫助學(xué)生更好地理解這種餐桌文化，可觀看影片Titanic中，Jack剛進(jìn)入上流社會(huì)宴會(huì)， 和Rose 的母親在同一餐桌吃飯時(shí)，倆人不同的吃相以及舉止的巨大反差。 【例3】He had a habit of telling

5、__45._jokes__. One time he said, “Doc, a deaf-and-dumb(聾啞)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

6、. The clerk __49._brought__him some nails. He picked out the right size and left.…” 47. A. cutting B. hammering C. waving D. circling 48. A. nodded B. raised C. shook D. turned 【答案及解析】47. B　生活常識(shí)情境：一個(gè)聾啞人想買釘子，用一只手的兩個(gè)指頭做釘子，另一只手當(dāng)然做敲

7、錘動(dòng)作了。 48. C　生活常識(shí)情境：當(dāng)?shù)陠T以為他想買錘子，而給他拿了錘子時(shí)，聾啞人當(dāng)然要搖頭了。 教學(xué)建議：這種情境，可鼓勵(lì)學(xué)生以情景劇的形式把它表演出來，使學(xué)生對(duì)該語句的理解有個(gè)直觀的感受。 【例4】After an absence of thirty years, I decided to visit my old school again…I wondered for a moment if I had e to the right 3._address. …I was pleased to find that it was 4._break time and

8、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　情感經(jīng)歷共鳴：文中作者闊別母校30年，重返母校時(shí)因歲月變遷之大而懷疑自己是否找對(duì)地址了。碰巧是課間休息時(shí)間，這使得他有機(jī)會(huì)去認(rèn)識(shí)教職員工，故而選know。不選r

9、emember和recognize是因?yàn)?0年的滄桑變故，他在母校幾乎不大可能認(rèn)出誰或記得誰，而meet一般是約好的碰面。 教學(xué)建議：這種情感經(jīng)歷可與賀知章的《回鄉(xiāng)偶書》中“少小離家老大回”的作者相關(guān)聯(lián)。 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 don't know me, whom I meet on the way， “Whe

10、re do you e from, reverend sir？” they smile and say 綜上所述，學(xué)生閱讀過程中應(yīng)該根據(jù)上下文，瞻前顧后地尋找相鄰信息詞句，共同組建文境，并激活大腦進(jìn)行聯(lián)想，使類似于上述情境在大腦空間中以各種方式視覺化(Visualize)，情境化(Situationize)，圖像化(Picturize )。 二、隨堂演練 根據(jù)上述策略，體會(huì)下列題中的生活情境。 1. As I drove my blue Buick into the garage. I saw that a yellow Oldsmobile was 　21. parked　 too

11、 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. plete B. close C. narrow D. fixed 【答案 】C 2. Of course, the __48._house__ awoke

12、, and my son was thrilled(激動(dòng)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　　 3. I climbed the stairs slowly, carryin

13、g 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