【英语】2019届二轮复习完形填空错误解题纠正(六)因忽视逻辑关系而错选（6页word版） 6页

‎2019届二轮复习完形填空错误解题纠正(六)因忽视逻辑关系而错选 利用逻辑 关系解题 利用逻辑关系解题是通过分析设空前后文与已知信息之间的逻辑关 系来确定答案，主要应用于完形填空的两类题型：一是考查连词和起 连接词作用的短语；二是考查上下文的逻辑关系。‎ ‎[典例1]　(2018·全国卷Ⅲ)When most of us get a text message on our cell phone from an unknown person, we usually say “sorry, 41.wrong number！” and move on.But when Dennis Williams 42.received a text that clearly wasn’t intended for him, he did something 43 .‎ ‎43．A.reasonable　　　　　 B．special C．necessary D．practical 分析：选B　本题可以利用逻辑关系解题。根据上文中的“usually”“But”可知，他做了与众不同的事情，故选special “不寻常的”。reasonable“合理的”；necessary“必要的”； practical “现实可行的”。‎ ‎[典例2]　(2017·全国卷Ⅱ)A woman 57.excused the interruption and handed me an envelope.I stopped teaching and 58.opened it up.Inside were the “Verbs” shirt and a 59.note from Freddy’s mother.“Freddy passed away on Thanksgiving.He wanted you to have this.”‎ I told the story to the class.As sad as it was, I couldn’t help smiling.Although Freddy was taken from us, we all 60 something from Freddy.‎ ‎60．A.chose B．took C．expected D．borrowed 分析：选B　本题可以利用逻辑关系解题。‎ 通过上面对本空前后文已知信息的分析，能够发现上下文是明显的让步关系，再结合空格前的“was taken”可知，此处应用took(拿)，答案可以确定为B项。‎ ‎[典例3]　(2016·全国卷Ⅲ) We went 101 and I was named most valuable player, 48 I often had crazy dreams in which I was to blame for Miller’s 49.accident.‎ ‎48．A.and B．then C．but D．thus ‎ 分析：选C　本空考查连词。连词的作用就是将其前后文的已知信息衔接起来，因此可以利用逻辑关系来解题，即通过分析该空格前后文的已知信息的逻辑关系来确定本题应该填入表达何种逻辑关系的连词。‎ 通过上述分析得知本空前后文的已知信息是明显的转折关系，因此答案选but。and表示并列关系；then表示顺承关系；thus表示因果关系。‎ ‎[小结]‎ 掌握几种逻辑关系词 ‎1．表示转折关系：but, however, while, yet, still, instead, on the contrary, on the other hand等；‎ ‎2．表示因果关系：therefore, consequently, thus, as a result, on account of等；‎ ‎3．表示并列与让步关系：and, although/though, however, in spite of; neither ...nor ..., even if (though)；‎ ‎4．表示递进与强调关系：furthermore, moreover, additionally, actually, worse still等。‎ 根据这些具体的逻辑关系，我们能把握文章的叙述进程，继而在含义互不相同的选项中确定正确答案。‎ ‎(铺阴影的题目为“可利用逻辑关系解题”)‎ A 体裁 话题 词数 限时 记叙文 挑战自我 ‎277‎ ‎15分钟 I used to work in a lab, a wellpaid job for almost 10 years, a “not exactly exciting but safe” job, until my best friend introduced me to a man who wanted to open up a computer 1 .‎ What did he want me to do 2 ？‎ Teach!‎ Me? Teach? Is he 3 ？‎ They knew I have a speech 4 .I stutter (口吃)．‎ Not horribly, but enough, it can be uncomfortable to the 5 that a simple statement is going to take 6 than it should.And someone just asked me if I wanted to 7 in front of total strangers and speak 8 about computer technology.‎ Then the most 9 thing happened ...‎ I said yes!‎ To this day I still don’t 10 why I said yes.Maybe I didn’t want to live a “ 11 ” life where I knew exactly what to do in the same 12 year after year.‎ I had always felt I knew a better way to 13 difficult concepts to listeners than a lot of other people.I like to use analogies (类比), so they have something they can 14 them to.I’m good at explaining things when I 15 about them.So I took the class syllabus (教学大纲) and rewrote it MY WAY! It was the same 16 except I made no assumptions that the listener knew anything before he 17 the room.‎ Initially I would get the familiar funny 18 from people when I started speaking.But after 15 minutes, people were asking intelligent questions that showed they 19 .After the talks when people were 20 ， they actually shook my hand and thanked me.‎ Try getting THAT from a “not exactly exciting but safe” job!‎ 语篇解读：本文是一篇记叙文。文章讲述了口吃的作者放弃原本安逸的工作，挑战讲师这份工作的经历。‎ ‎1．A.supermarket　　　　　　 B．factory C．school D．shop 解析：选C　由下文中多次出现的“Teach”以及倒数第三段中的“the class syllabus(教学大纲)”可知，应选C项。‎ ‎2．A.specifically B．fortunately C．patiently D．gratefully 解析：选A　由下文作者口吃和三个反问句可知作者既不知为什么是他自己，又不知将要做什么。选项specifically有双关含义，既表示“具体”做什么工作，又有“特意；专门地”之意。‎ ‎3．A.guilty B．polite C．sad D．mad 解析：选D　由“Me？”“Teach？”这两个反问句和下文他们明知道作者口吃却还邀请他当讲师可知，第三个问句表示语意上的递进，选项中只有mad(疯)可以表达作者当时惊讶的心情和反应。‎ ‎4．A.dream B．problem C．memory D．schedule 解析：选B　由下文中的“I stutter (口吃)”可知，此处是对“口吃”的解释，即作者有说话“问题(problem)”。‎ ‎5．A.lawyer B．passenger C．listener D．reporter 解析：选C　由语境可知，句中的“uncomfortable”是描述作者讲话时口吃，“听者(listener)”的感受。‎ ‎6．A.longer B．easier C．quicker D．calmer 解析：选A　由上文中的“I stutter (口吃)”以及本句中的“a simple statement”可知，作者说出简单句子要比正常人用“更长的(longer)”时间。‎ ‎7．A.stand up B．make up C．pull up D．end up 解析：选A　由下文可知，作者是被邀请做讲师，一般而言，讲师是要“站(stand up)”在陌生人面前授课的。‎ ‎8．A.at last B．at length C．at risk D．at hand 解析：选B　设空处修饰动词speak，而选项中只有at length(详细地)与后面的“about computer technology”构成“speak at length about computer technology”，即上文“teach”的具体内容，故选B项。‎ ‎9．A.unwilling B．pleasing C．boring D．surprising 解析：选D　由下文中的“I said yes！”可知，口吃的作者竟然接受了这个不合常理的要求，这是最“令人惊奇的(surprising)”事情。‎ ‎10．A.accept B．prove C．know D．decide 解析：选C　由文中的“still”，重现句子“I said yes”以及下句中的“Maybe”可知，作者至今都不“知道(know)”自己当初为什么会答应这件事。‎ ‎11．A.complex B．safe C．strange D．busy 解析：选B　由第一段中的“a ‘not exactly exciting but safe’ job”以及最后一段可知，选项中的原词safe复现，以使前后衔接，即作者不想再过这样“风险小的(safe)”、年复一年“按部就班(in the same order)”做事的生活。‎ ‎12．A.word B．taste C．tradition D．order 解析：选D　参见上题解析。‎ ‎13．A.give B．join C．describe D．devote 解析：选C　选项中只有describe(描述)和后面的“difficult concepts”与上文中“speak”和“about computer technology”为近义词复现关系，故选C项。‎ ‎14．A.apply　　　　　　　　 B．adapt C．submit D．relate 解析：选D　由本句中表示因果关系的so可知，上句是下句的原因，且与analogies (类比)有关联的短语只有relate to (相关联)，故选D项。‎ ‎15．A.write　　　　　　　　 B．learn C．read D．hear 解析：选A　由下文中的连接词So可知，设空处所在句子与下句之间是因果关系，且选项中的write与rewrote是同根词复现，这样的词语重复是一种语篇衔接手段，故选A项。‎ ‎16．A.exercise B．profession C．hobby D．subject 解析：选D　上文中的“class syllabus (教学大纲)”与选项中的subject(课程)是近义词复现关系，由此可知选D项。‎ ‎17．A.entered B．checked C．changed D．decorated 解析：选A　由上下文可知，作者为了帮助听者理解课程，他是在假设听者“进入(enter)”教室之前对计算机一无所知的前提下重写教学大纲。‎ ‎18．A.books B．looks C．reasons D．gifts 解析：选B　由上文可知，因为说话口吃，作者开始讲话时总会看到人们露出好笑的“表情(looks)”。‎ ‎19．A.feared　　　　　　　　 B．understood C．struggled D．succeeded 解析：选B　由上文中表示转折的连词But可知前后句之间表示语义的转折，且句中的“asking intelligent questions”与选项中的understood (理解)语意相关联，下文中的“shook my hand and thanked me”与understood (理解)也语意相关联，故选B项。‎ ‎20．A.imaging B．donating C．leaving D．arguing 解析：选C　从本句中的“After the talks”以及“shook my hand and thanked me”可知，人 们听完课后准备“离开(leaving)”。‎