高三英语完形填空教学策略研究南平一中 邱玉芬I、完形填空作为考题的理论依据II、完形填空的命题形式和特点III、完形填空的教学策略I. 理论依据 完形填空：cloze（closure） 英国学者泰勒 (WLTaylor 1953)格式塔心理学 (Gestalt Psychology)格式塔心理学家认为：人们观察物体形状时，往往会无意识地把 物体看成是完整的，即使形状中有空缺，人 们也会根据脑海里对某一事物的完整概念， 利用已知的不完全的信息，推断出该事物的 全貌。应用于语言学习，则是人们利用自然语 言的冗余现象(redundancy)，将不完整的语 言补全。redundancywhen something is unnecessary because it is more than is needed.英国学者Oller 综合测试能更好地测量出学生的语言水平特点： 一个项目同时测试语言的多方面知识和不止 一项技能。II、完形填空题的命题形式与特点1、命题形式 提供一篇语句连贯的短文 有目的地在每隔一定数量的词语后去除一 个词语,形成总共10，15或20处的空缺 在相应的空缺处设置A、 B、 C和 D 四个备选答案 （07年起）广东省：设10处空缺的多项选择完形 （08年起）上海市：一篇为设10处空缺的 选词完形，一篇为设15处空缺的多项选择完形 （04年起）福建省： 设 20处空缺的多项选择完 形2、命题特点总体思路相对稳定考查考生对语篇整体的理解能力和行文之 间的逻辑推理能力 考查考生词汇的综合运用能力 设题意图、要求更加明晰（实施新课程后）考查点应控制在考试说明(表I) 未标号 的词汇及 (表II) 带号的词汇；考查阅读理解能力和词汇的综合运用能力； 所选的材料要有利于考生进行语篇分析，要保证本大题有较好的区分度 ；1、设项简洁、以考查词汇为主主要以考查单个的词汇为主，配以少量的词组或短语； 选项设置主要采用同一词类的单词或同 属同一范畴的词、词组或短语； 实例1：(2009福建)When Stephen Guyers three children were growing up, he told them stories about bow his grandfather, a banker, 36 all in the 1930s, but did not lose sight of what he valued most. 36. A. missed B. lost C. forgot D. ignored (2010福建) “ Still cant speak Chinese?” He 41 me , “You cant even buy a fish in Chinatown .”41 A. cared about B. laughed at C. argued with D. asked after2004至2010年福建省完形填空考点设置一览年份 v. n.adj.adv.pron. prep conj phr.04 862300100576410011067421011407852111110865310122095631112110572211112、行文逻辑关联度高、确保答案的唯一性空缺处待填充的信息不是孤立存在的， 而是相互关联的；解题时需要从整体上分 析句与句之间的联系，并通过已知信息推 断出正确的答案。 实例2：(2010福建) .On a Chinese New Years Eve , my uncle spoke to me in Chinese , but all I could do was 40 at him , confused , scratching my head . “ Still cant speak Chinese?” He 41 me , “You cant even buy a fish in Chinatown .” “Hey ,this is America , not China. Ill get some 42 with or without Chinese.” I replied and turned to my mom for 43 .40. A. aimB. joke C. nod D. stare 41. A. cared aboutB. laughed at C. argued with D. asked after 42. A. right nowB. from now C. at times D. in time 43. A. decision B. permission C. information D. preparation如果句与句是孤立存在的，就会产 生答案不是唯一性的结果。I replied and turned to my mom for 43 . (2010福建) A. decision B. permission C. information D. preparation3、稳中求变，时代感强文化内涵；正面教育的积极意义；题材新颖； 语言地道；生活气息浓郁；时代感强； 符合考生的生活经验、学习特点和认知水平；情感态度、人生价值观、跨文化思维、 跨文化交际 教学策略一依据考试说明，强化活用词汇能力重点关注： 1、近义词 2、兼类词 3、具有引申意义的词III.完形填空教学策略1、近义词完形填空的考点选项多以近义词作为干 扰选项。 实例3：(2009福建)When Stephen Guyers three children were growing up, he told them stories about how his grandfather, a banker, 36 all in the 1930s, but did not lose sight of what he valued most. 36. A. missed B. lost C. forgot D. ignored 实例4： (2010福建)the breath of the dragon(龙）on my back grew strongermy blood boiling 49 me to cry out . “Xian Sheng Yu ,please”A. forcing B. allowing C. persuading D. leading应对策略： 增强词汇辨析能力 展示不同的例句供学生观察、分析 引导和启发学生discover language（ 自行 发现和归纳语言规律） 辅以口、笔头造句或写作等形式加以应用 巩固 2、兼类词 一词多义、一词兼有多种词类的词也是完 形填空常设为考点的词。 实例5Born in America, I spoke English, not Chinese, the language of my ancestors. When I was three, my parents flashed cards with Chinese 36 at my face, , (2010福建)36. A. custom B. games C. characters D. language 实例6I found the fish 45 surrounded in a sea of customers. “Id like to buy some fresh fish ,” I shouted to the fishman . (2010福 建)A. farm B. stand C. pond D. market 应对策略：重点关注一词多义的兼类词；在平时的阅读中，关注其在不同语句、语境中的词类变化。 拓宽语言输入渠道，阅读原版英 文小说、英文报刊或收看英语电视新闻节目， 逐步养成用英语思维的习惯。3、具有引申意义的词实例7The 51 is telling the stories in a way children can 52 . (2009福建)51. A. trouble B. gift C. fact D. trick应对策略： 以教材为载体，重视猜词悟意能力的培养;引导学生通过互联网阅读英美国家的时文报刊了解更多词汇作为引申词义、原汁原味的表达。（人教版必修5 Unit 4 Making the news Reading ）ZY: But how can I listen carefully while taking notes? HX: This is a trick of the trade. （人教版必修1 Unit 3 Travel Journal Using language）There was almost no windonly the flames of our fire for company.（人教版选修6 Unit 1 ArtUsing language）A few words of warning: the admission price is not cheap and the museum is often very crowded.（人教版选修7 Unit 3 Under the sea reading）“Man overboard! Turn the boat around! urged George, shouting loudly.（人教版选修8 Unit 3 Inventors and inventionsreading）Pressed by my friends and relations, I decided to seize the opportunity to get recognition for successful idea by sending my invention to the patent office.教学策略二立足教材，培养学生分析语句结构的能力1、语法分析能力2、长、难句分析能力1、语法分析能力实例8 (2009福建) In one of the darkest times 37 his strong- minded grandfather was nearly 38 ,37. A. when B. while C. how D. why实例9 (2009福建) What they 45 was how warm the people were in the house and how 46 of their heart was accessible. 45. A. talked about B. cared about C. wrote about D. heard about 46. A. much B. many C. little D. few教学建议： 以教材为蓝本，夯实语法基础，提升语 法分析能力。还可借助英文歌曲、英文诗歌、谚语等 加深对语法基础知识的理解和记忆