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 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. 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. 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__ movements 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. circling
48. A. nodded
B. raised
C. shook
D. turned 【答案及解析】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 again…I wondered for a moment if I had come to the right 3._address. …I was pleased to find 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 don't 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__ space. That left 23._hardly enough room to open the door.
22. A. complete
B. close
C. narrow
D. fixed
【答案 】C
2. 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
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