注意事項: 1. 答題前, 考生先將自己的姓名、準(zhǔn)考證號碼填寫清楚, 將條形碼準(zhǔn)確粘貼在考生信息條形碼粘貼區(qū)。

2. 選擇題必須使用2B鉛筆填涂; 非選擇題必須使用0.5毫米黑色字跡的簽字筆書寫, 字體工整、筆跡清楚。

3. 請按照題號順序在答題卡各題目的答題區(qū)域內(nèi)作答, 超出答題區(qū)域書寫的答案無效; 在草稿紙、試卷上答題無效。

4. 作圖可先使用鉛筆畫出, 確定后必須用黑色字跡的簽字筆描黑。

5. 保持卡面清潔, 不要折疊, 不要弄破、弄皺, 不準(zhǔn)使用涂改液、修正帶、刮紙刀。

第一部分 聽力(1-20小題)在筆試結(jié)束后進(jìn)行。

英語聽力

注意事項: 英語聽力共兩節(jié), 20小題, 每小題1.5分, 滿分30分。

第一部分聽力(共兩節(jié), 滿分30分)

做題時, 先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后, 你將有兩分鐘的時間將試卷上的答案轉(zhuǎn)涂到答題卡上。

第一節(jié)(共5小題; 每小題1.5分, 滿分7.5分)

聽下面5段對話。每段對話后有一個小題, 從題中所給的A、B、C三個選項中選出最佳選項。聽完每段對話后, 你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。

例: How much is the shirt?

A. ?19.15. B. ?9.18. C. ?9.15.

答案是C。

1. What will Jack probably do this weekend?

A. Go camping. B. Visit a friend. C. Watch a film.

2. What does the woman ask the man to do?

A. Take care of her bags. B. Pack the food for her. C. Check the train schedule.

3. When will the man see Bob?

A. This Friday. B. This Saturday. C. Next Monday.

4. Why does the man apologize?

A. For the terrible food. B. For the overcharge. C. For the waiter’s rudeness.

5. What are the speakers talking about?

A. Writing a book. B. Holding a celebration. C. Buying a present.

第二節(jié)(共15小題; 每小題1.5分, 滿分22.5分)

聽下面5段對話或獨(dú)白。每段對話或獨(dú)白后有幾個小題, 從題中所給的A、B、C三個選項中選出最佳選項。聽每段對話或獨(dú)白前, 你將有時間閱讀各個小題, 每小題5秒鐘; 聽完后, 各小題將給出5秒鐘的作答時間。每段對話或獨(dú)白讀兩遍。

聽第6段材料, 回答第6、7題。

6. Why does Sara make the phone call?

A. To ask for advice. B. To arrange an outing. C. To cancel an appointment.

7. What does David want to do?

A. Go to a dinner party. B. Talk to Sara in person. C. Work on the new case.

聽第7段材料, 回答第8、9題。

8. Where is Jim now?

A. In a taxi. B. On a bus. C. In his office.

9. What is the woman’s suggestion?

A. Going to the city center. B. Taking a short cut home. C. Meeting Jim in the park.

聽第8段材料, 回答第10至13題。

10. What did Clara do at the weekend?

A. She planted vegetables. B. She went to a yard sale. C. She visited her grandpa.

11. What did Mark find inside one of the books he bought?

A. A plane ticket. B. A family photo. C. A post card.

12. Where does Mark live?

A. Los Angeles. B. Chicago. C. Philadelphia.

13. What is the relationship between Mark and Ashley?

A. Brother and sister. B. Husband and wife. C. Father and daughter.

聽第9段材料, 回答第14至17題。

14. What is probably the woman?

A. A teacher. B. A journalist. C. An athlete.

15. What does Victor find difficult as a member of the basketball team?

A. Adapting himself to the intense training.

B. Dealing with the pressure from the coach.

C. Regaining the skills learned in high school.

16. What does Victor say about the players on the team?

A. They are of the same age.

B. They are similar in character.

C. They are from different countries.

17. How does Victor feel about his team now?

A. It’s about to break up. B. It’s the best in Indiana. C. It’s getting stronger.

聽第10段材料, 回答第18至20題。

18. Who is Tom Hokinson?

A. Founder of a magazine. B. Publisher of a novel. C. Editor of a newspaper.

19. What do we know about the content of The Idler?

A. It’s old-fashioned. B. It’s wide-ranging. C. It’s student-targeted.

20. Why does the speaker give the talk?

A. To do a promotion. B. To discuss an issue. C. To introduce a lecturer.

第二部分 閱讀(共兩節(jié), 滿分50分)

第一節(jié)(共15小題; 每小題2.5分, 滿分37.5分)

閱讀下列短文, 從每題所給的A、B、C、D四個選項中選出最佳選項。

A

Yellowstone National Park offers a variety of ranger programs throughout the park, and throughout the year. The following are descriptions of the ranger programs this summer.

Experiencing Wildlife in Yellowstone(May 26 to September 2)

Whether you’re hiking a backcountry trail(小徑), camping, or just enjoying the park’s amazing wildlife from the road, this quick workshop is for you and your family. Learn where to look for animals and how to safely enjoy your wildlife watching experience. Meet at the Canyon Village Store.

Junior Ranger Wildlife Olympics(June 5 to August 21)

Kids can test their skills and compare their abilities to the animals of Yellowstone. Stay for as little or as long as your plans allow. Meet in front of the Visitor Education Center.

Canyon Talks at Artist Point(June 9 to September 2)

From a classic viewpoint, enjoy Lower Falls, the Yellowstone River, and the breathtaking colors of the canyon(峽谷)while learning about the area’s natural and human history. Discover why artists and photographers continue to be drawn to this special place. Meet on the lower platform at Artist Point on the South Rim Drive for this short talk.

Photography Workshops(June 19& July 10)

Enhance your photography skills—join Yellowstone’s park photographer for a hands-on program to inspire new and creative ways of enjoying the beauty and wonder of Yellowstone.

6/19-Waterfalls &Wide Angles: meet at Artist Point.

7/10-Wildflowers &White Balance: meet at Washburn Trailhead in Chittenden parking area.

21. Which of the four programs begins the earliest?

A. Photography Workshops. B. Junior Ranger Wildlife Olympics.

C. Canyon Talks at Artist Point. D. Experiencing Wildlife in Yellowstone.

22. What is the short talk at Artist Point about?

A. Works of famous artists. B. Protection of wild animals.

C. Basic photography skills. D. History of the canyon area.

23. Where will the participants meet for the July 10 photography workshop?

A. Artist Point. B. Washburn Trailhead.

C. Canyon Village Store. D. Visitor Education Center.

B

Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle and high school kids. And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts, a school garden program at four low-income schools. The program aims to help students develop science skills, environmental awareness, and healthy lifestyles.

Jaramillo’s students live in neighborhoods where fresh food and green space are not easy to find and fast food restaurants outnumber grocery stores. "The kids literally come to school with bags of snacks and large bottles of soft drinks," she says. "They come to us thinking vegetables are awful, dirt is awful, insects are awful." Though some are initially scared of the insects and turned off by the dirt, most are eager to try something new.

Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on experiments such as soil testing, flower-and-seed dissection, tastings of fresh or dried produce, and work in the garden. Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools.

Program evaluations show that kids eat more vegetables as a result of the classes. "We have students who say they went home and talked to their parents and now they’re eating differently," Jaramillo says.

She adds that the program’s benefits go beyond nutrition. Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. "They get outside," she says, "and they feel successful."

24. What do we know about Abby Jaramillo?

A. She used to be a health worker. B. She grew up in a low-income family.

C. She owns a fast food restaurant. D. She is an initiator of Urban Sprouts.

25. What was a problem facing Jaramillo at the start of the program?

A. The kids’ parents distrusted her. B. Students had little time for her classes.

C. Some kids disliked garden work. D. There was no space for school gardens.

26. Which of the following best describes the impact of the program?

A. Far-reaching. B. Predictable. C. Short-lived. D. Unidentifiable.

27. What can be a suitable title for the text?

A. Rescuing School Gardens B. Experiencing Country Life

C. Growing Vegetable Lovers D. Changing Local Landscape

C

Reading Art: Art for Book Lovers is a celebration of an everyday object-the book, represented here in almost three hundred artworks from museums around the world. The image of the reader appears throughout history, in art made long before books as we now know them came into being. In artists’ representations of books and reading, we see moments of shared humanity that go beyond culture and time.

In this "book of books,” artworks are selected and arranged in a way that emphasizes these connections between different eras and cultures. We see scenes of children learning to read at home or at school, with the book as a focus for relations between the generations. Adults are portrayed(描繪)alone in many settings and poses—absorbed in a volume, deep in thought or lost in a moment of leisure. These scenes may have been painted hundreds of years ago, but they record moments we can all relate to.

Books themselves may be used symbolically in paintings to demonstrate the intellect(才智), wealth or faith of the subject. Before the wide use of the printing press, books were treasured objects and could be works of art in their own right. More recently, as books have become inexpensive or even throwaway, artists have used them as the raw material for artworks-transforming covers, pages or even complete volumes into paintings and sculptures.

Continued developments in communication technologies were once believed to make the printed page outdated. From a 21st-century point of view, the printed book is certainly ancient, but it remains as interactive as any battery-powered e-reader. To serve its function, a book must be activated by a user: the cover opened, the pages parted, the contents reviewed, perhaps notes written down or words underlined. And in contrast to our increasingly networked lives where the information we consume is monitored and tracked, a printed book still offers the chance of a wholly private, “off-line” activity.

28. Where is the text most probably taken from?

A. An introduction to a book. B. An essay on the art of writing.

C. A guidebook to a museum. D. A review of modern paintings.

29. What are the selected artworks about?

A. Wealth and intellect. B. Home and school.

C. Books and reading. D. Work and leisure.

30. What do the underlined words “relate to” in paragraph 2 mean?

A. Understand. B. Paint. C. Seize. D. Transform.

31. What does the author want to say by mentioning the e-reader?

A. The printed book is not totally out of date. B. Technology has changed the way we read.

C. Our lives in the 21st century are networked. D. People now rarely have the patience to read.

D

As cities balloon with growth, access to nature for people living in urban areas is becoming harder to find. If you’re lucky, there might be a pocket park near where you live, but it’s unusual to find places in a city that are relatively wild.

Past research has found health and wellness benefits of nature for humans, but a new study shows that wildness in urban areas is extremely important for human well-being.

The research team focused on a large urban park. They surveyed several hundred park-goers, asking them to submit a written summary online of a meaningful interaction they had with nature in the park. The researchers then examined these submissions, coding(編碼) experiences into different categories. For example, one participant’s experience of "We sat and listened to the waves at the beach for a while" was assigned the categories “sitting at beach” and “l(fā)istening to waves.”

Across the 320 submissions, a pattern of categories the researchers call a “nature language” began to emerge. After the coding of all submissions, half a dozen categories were noted most often as important to visitors. These include encountering wildlife, walking along the edge of water, and following an established trail.

Naming each nature experience creates a usable language, which helps people recognize and take part in the activities that are most satisfying and meaningful to them. For example, the experience of walking along the edge of water might be satisfying for a young professional on a weekend hike in the park. Back downtown during a workday, they can enjoy a more domestic form of this interaction by walking along a fountain on their lunch break.

"We’re trying to generate a language that helps bring the human-nature interactions back into our daily lives. And for that to happen, we also need to protect nature so that we can interact with it," said Peter Kahn, a senior author of the study.

32. What phenomenon does the author describe at the beginning of the text?

A. Pocket parks are now popular. B. Wild nature is hard to find in cities.

C. Many cities are overpopulated. D. People enjoy living close to nature.

33. Why did the researchers code participant submissions into categories?

A. To compare different types of park-goers. B. To explain why the park attracts tourists.

C. To analyze the main features of the park. D. To find patterns in the visitors’ summaries.

34. What can we learn from the example given in paragraph 5?

A. Walking is the best way to gain access to nature.

B. Young people are too busy to interact with nature.

C. The same nature experience takes different forms.

D. The nature language enhances work performance.

35. What should be done before we can interact with nature according to Kahn?

A. Language study. B. Environmental conservation.

C. Public education. D. Intercultural communication.

第二節(jié)(共5小題; 每小題2.5分, 滿分12.5分)

閱讀下面短文, 從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。

As an artist who shares her journey on social media, I’m often asked by curious followers how to begin an art journey. Unfortunately, there is no magic list I can offer. I do remember, though, what it was like to be a complete beginner. So I’ve put together some good tips for starting an art journey.

·Start small. I suggest using a sketchbook(素描本)for small studies. These small studies provide inspiration and may be a springboard for more complex works in the future. 36 You’ll want to look back on your journey to see how far you’ve come.

·Paint often and paint from life. There’s no better way to improve than to put in those brush miles. Whether you paint still lifes, portraits, or landscapes, paint from life as much as possible. 37

·Continually challenge yourself to try something new. 38 Artistic growth can be a bit painful. Welcome to the club, we’ve all been there. I love taking on challenges. I once took up a challenge to create a painting every day for a month and post the works online.

· 39 Seeking and accepting constructive feedback(反饋)is crucial to growth. I post my work on social media and, in turn, have met some of the kindest people. They make me feel valued and respected, no matter my level of artistic ability.

The journey you’re on won’t follow a straight path. 40 Push through, give it time and put in the effort. You will harvest the rewards of an artistic life.

A. Get out of your comfort zone.

B. Make career plans and set goals.

C. Don’t throw away your beginner art.

D. Share your work if you feel comfortable doing so.

E. You’ll hit roadblocks, and you’ll feel discouraged at times.

F. Evaluate your performance and, if needed, redefine your role.

G. You’ll develop that painting muscle memory that only comes with repetition.

第三部分語言運(yùn)用(共兩節(jié), 滿分30分)

第一節(jié)(共15小題; 每小題1分, 滿分15分)

閱讀下面短文, 從每題所給的A、B、C、D四個選項中選出可以填入空白處的最佳選項。

In April last year, I saw a post on the PNP(Pilots N Paws)website from a family in Topeka. They had to move to Virginia but they were on a very tight 41 . They could not afford to pay for 42 for their dog, Tiffy, and 43 wanted to take her with them.

It just 44 that I was planning another PNP flight with another pilot, Karen, who 45 to take Tiffy from Kansas City to Virginia. What I was to do was fly to Topeka to 46 Tiffy.

When I met Tiffy’s owners, they seemed very 47 . George, the husband, was trying to be calm, but I could tell this was 48 for him, having to leave his dog to a 49 and trust that everything would 50 .

After some goodbyes, I asked George and his wife to help me 51 Tiffy into the plane. I promised to take care of Tiffy and 52 them as soon as we got to Kansas City.

The flight was 53 , and Tiffy was a great passenger. The next day, she 54 with Karen and made it back to George in Virginia within a few days. He was so 55 and sent me a nice e-mail with pictures. It felt great to know that I had helped bring this family together again.

41. A. turn B. budget C. schedule· D. connection

42. A. food B. shelter C. medicine D. transportation

43. A. desperately B. temporarily C. secretly D. originally

44. A. appeared B. proved C. happened D. showed

45. A. waited B. offered C. hurried D. failed

46. A. see off B. look for C. hand over D. pick up

47. A. confused B. nervous C. annoyed D. curious

48. A. hard B. fine C. common D. lucky

49. A. coworker B. passenger C. stranger D. neighbor

50. A. speed up B. work out C. come back D. take off

51. A. feed B. follow C. change D. load

52. A. call B. join C. leave D. serve

53. A. unnecessary B. unexpected C. unavoidable D. uneventful

54. A. returned B. fought C. flew D. agreed

55. A. thankful B. generous C. proud D. sympathetic

第二節(jié)(共10小題; 每小題1.5分, 滿分15分)

閱讀下面短文, 在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。

Whenever I tell people that I teach English at the Berlin Zoo, I almost always get a questioning look. Behind it, the person is trying to figure out who exactly I teach…the animals?

Since June 2017, right before the 56 (arrive)of the two new pandas, Meng Meng and Jiao Qing, I have been helping the panda keepers at the zoo to feel more comfortable and 57 (confidence)speaking English. And who do they speak English 58 ?

Not the pandas, even though 59 language used for the medical training instructions is actually English. They talk to the flood of international tourists and to 60 (visit)Chinese zookeepers who often come to check on the pandas, which are on loan from China. They also need to be ready to give 61 (interview)in English with international journalists. This is 62 they need an English trainer.

So, what are they learning? 63 (basic), how to describe a panda’s life. It’s been an honor to watch the panda programme develop 64 to see the pandas settle into their new home. As a little girl, I 65 (wish)to be a zookeeper when I grew up. Now, I’m living out that dream indirectly by helping the panda keepers do their job in English.

第四部分 寫作(共兩節(jié), 滿分40分)

第一節(jié)(滿分15分)

假定你是李華, 外教Ryan準(zhǔn)備將學(xué)生隨機(jī)分為兩人一組, 讓大家課后練習(xí)口語, 你認(rèn)為這樣分組存在問題。請你給外教寫一封郵件, 內(nèi)容包括:

1. 說明問題;

2. 提出建議。

注意:

1. 寫作詞數(shù)應(yīng)為80個左右;

2. 請按如下格式在答題卡的相應(yīng)位置作答。

第二節(jié)(滿分25分)

閱讀下面材料, 根據(jù)其內(nèi)容和所給段洛開頭語續(xù)寫內(nèi)段, 使之構(gòu)成一篇完整的短文。

When I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.

So, why did he suddenly force me to do something at which I was sure to fail? His reply: "Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.

I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith(銀匠)in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.

What did the horse think, as he sped through the night? Did he get tired? Have doubts? Did he want to quit? I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them.

When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again." I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.

注意:

1. 續(xù)寫詞數(shù)應(yīng)為150個左右;

2. 請按如下格式在答題卡的相應(yīng)位置作答。

高考英語聽力蒙題技巧

1、邊聽邊寫

在日常練習(xí)聽力時，要養(yǎng)成邊聽邊寫的好習(xí)慣。有的同學(xué)可能會質(zhì)疑，時間那么短，只是“聽”這一項任務(wù)就已經(jīng)完全占據(jù)了注意力。針對這個問題，大家除了要平時加大聽力訓(xùn)練之外，還要養(yǎng)成速記的能力，將你聽到的重點(diǎn)信息用自己能看懂的字符表示出來。而且，要利用已有的語法知識，猜測沒有聽到的內(nèi)容大致應(yīng)該是什么詞性，再結(jié)合語境猜測是什么詞義。

2、相關(guān)保留原則

當(dāng)選項中有兩項表達(dá)意思相近時，那么正確答案必在這兩項之中!這時只需稍微聽一聽對話，即可知答案，如果出現(xiàn)了雙重相關(guān)，便可直接確認(rèn)正確選項，只需聽完對話加之認(rèn)證一下即可!

3、異項保留原則

當(dāng)選項中出現(xiàn)有意思明顯相反的兩項時，那么正確答案必在此二項中出現(xiàn)!如果出現(xiàn)雙重異項，那么即可判斷出正確答案，異項保留原則在六級考試聽力短對話中應(yīng)用廣泛!

4、找矛盾點(diǎn)(適用于單選)

比如一道題問：下列關(guān)于密度的說法中，錯誤的是：?

其中，有兩個這樣的選項：

b.質(zhì)量相同，體積大的物體密度小。

d.質(zhì)量相同，體積大的物體密度大。

這就可以看出，一定其中有一個是錯誤的——唉，你別笑!有很多的題中，都會有矛盾的地方。只要找出矛盾，再蒙的幾率就大多了。

5、培養(yǎng)“蒙感”

這個所謂“蒙感”，就是這蒙題的感覺。因為不可能一面卷子上你一道題也不會做(當(dāng)然也有例外)，你也有很大可能有不會做的題。這時，就要看蒙題的感覺了。所有考試的人都知道，選擇題中選擇b、c選項的占絕大多數(shù)。所以遇到不會的題，就往b、c上靠，幾率會大一點(diǎn)。

6、掌握透露說話人身份的關(guān)鍵詞

如果我們可以通過關(guān)鍵詞很快判斷對話者的關(guān)系和身份，將有助于我們有目的地集中注意力，并在腦海中搜索相關(guān)背景知識，進(jìn)一步加深對聽力材料的理解。

例如：I just can’t believe you are a police officer, Kay. I remember in high school, you always wanted to be a lawyer.

如果我們意識到該對話中的關(guān)鍵詞為in high school，那么我們馬上可以意識到這是兩個老同學(xué)之間的對話。

7、掌握透露地點(diǎn)/場合的關(guān)鍵詞

如果我們善于捕捉聽力材料中的關(guān)于地點(diǎn)或場合(即語言環(huán)境)的關(guān)鍵詞，也有助于我們判斷聽力材料的主題、說話人之間關(guān)系等等。

比如，如果對話中出現(xiàn)special price，那么對話很可能發(fā)生在商店;

8、捕捉數(shù)字

許多聽力材料中涉及數(shù)字，例如年代、日期、價格、數(shù)量等等，并且會以基數(shù)詞、序數(shù)詞、分?jǐn)?shù)、小數(shù)、百分比等形式出現(xiàn)，這就要求考生辨別各種形式的數(shù)字，還要熟悉數(shù)字之間的關(guān)系。

英語完形填空蒙題方法

①常作為正確選項出現(xiàn)的詞匯√

however、although、yet、because、but、by、capacity、however、of、moreover、offer、onlyif、that、which、against、any、apparent、asif、available、frequently、message、nevertheless、nor、publication、suchas、something、upon等

②常作為錯誤選項出現(xiàn)的詞匯×

about、since、at、ifonly、if、nowthat、restrict、provided、similar、since、stimulate、unless、what、incase等。

③同現(xiàn)和復(fù)現(xiàn)是詞匯的銜接手段√

完形填空所給出的文章往往有明確的主線，作者會使用一些關(guān)鍵詞圍繞主線貫穿全文。這些關(guān)鍵詞可能會原封不動地重復(fù)出現(xiàn)，也可能會以其他形式出現(xiàn)(例如同義詞、近義詞、上義詞等)。

我們可以根據(jù)文章的關(guān)鍵詞和文章的導(dǎo)向來解答一下題目，例如，如果判斷出一個空格是上下文關(guān)鍵詞的復(fù)現(xiàn)，那么我們只要從選項中選出與關(guān)鍵詞意義相同的表達(dá)即可。

④ "態(tài)度一致"√

考研完型填空文章通常全篇作者態(tài)度一致，從一個高度去指導(dǎo)整個行文。有些題目沒有具體線索可以找到時，可以從作者態(tài)度去判斷答案。

⑤選項里面有任何修辭意義的詞匯，基本上是正確答案√

選項里面有任何修辭意義的詞匯，基本上是正確答案。我們用角色互換的感覺去體會作者的用意，就不難理解，即可確認(rèn)答案，也可做驗證。

⑥選擇相對簡單的詞匯，不要選擇偏的怪的詞匯√

如出現(xiàn)陌生的選項詞匯，這里注意，兩個原則，選擇相對簡單的詞匯，不要選擇偏的怪的詞匯。

⑦選擇ABCD基本是平均排布的。(ABCD的分值基本都是2.5分)√

其實(shí)完型雖然難，但還是有些選項的答案特別容易選出來的，先把有把握的選了，出現(xiàn)3個一樣的選項連在一起的正確答案的情況極少。(這里只是說可能性很小，不是一定不會相同，如果你確定答案正確的也要大膽選)。

注意選中答案的個數(shù)，如果你選的C比較多，那剩下的就少蒙C。

英語閱讀蒙題技巧

不確定的答案以第一印象對的答案為準(zhǔn)!大家也都考過10多年試了，這一點(diǎn)相信也是門兒清的。

①根據(jù)題干反復(fù)出現(xiàn)的關(guān)鍵詞猜題√

考研英語閱讀中的細(xì)節(jié)題、例證題都是為了說明文章主旨、段落主旨。所以考的題目是主旨題時，可以通過其他題干反復(fù)出現(xiàn)的關(guān)鍵詞來確定文章主旨，最終猜出答案。

②完全照抄原文的選項往往是干擾項√

完全照抄原文的選項往往是干擾項，和原文作關(guān)鍵詞同義替換的選項可能才是正確選項。

考研英語閱讀和四六級閱讀最大的區(qū)別可能就在于答案是否能在原文找到，很明顯，考研英語一般都會將文章中的內(nèi)容替換表達(dá)，并且作為正確答案的選項。照搬原文，斷章取義都會作為干擾項，或?qū)⒃闹械哪承┚渥幼隽诉m當(dāng)調(diào)整，以此迷惑考生，所以當(dāng)與原文中完全一致的表達(dá)成為選項時，基本可以斷定是錯誤答案。

③看似極其合理的選項是干擾選項，看似比較牽強(qiáng)的選項是答案√

不受原文影響，有時看似極其合理的選項其實(shí)是干擾選項，看似比較牽強(qiáng)的選項往往是答案。

在選擇項中如果出現(xiàn)一個不太符合常識的選項，相比之下，其他幾項卻基本符合我們自身的背景知識，并且可合理地作為問題的答案，我們可以大膽猜測這個看似比較牽強(qiáng)的選項是答案。因為這時候很有可能考察的是該表達(dá)中某個詞一詞多義或熟詞僻義，所以考生如果僅僅根據(jù)單詞的基礎(chǔ)意義來理解則該選項似乎不合邏輯。

③語氣過于強(qiáng)硬絕對的往往是干擾項，委婉不絕對的選項往往是答案√

選項中語氣過于強(qiáng)硬絕對的往往是干擾項，語氣委婉不絕對的選項往往是答案。

在寫作準(zhǔn)備中，大家一定比較熟悉語域的釋義了，如果在選項中出現(xiàn)maybe，more often than not等單詞可以表達(dá)委婉的語域，這樣可以為傳達(dá)的觀點(diǎn)留有余地，而含義肯定的詞語則使得句意有些絕對、沒有余地。

萬事都不能說得太滿，因此語氣表達(dá)比較中庸和折中的選項是答案的可能性要大于含義比較絕對的選項。