【正文】 的句子作17their late teens的后置定語。19．【解析】選［D］。根據(jù)所填詞前后的tests和intelligence可知，此句意思是“用測(cè)驗(yàn)的方法來估量他們的智力水平”，選項(xiàng)中只有measure指根據(jù)一定的標(biāo)準(zhǔn)來測(cè)量物體的長度、寬度、數(shù)量等，或根據(jù)事物的發(fā)展來仔細(xì)估量可能的結(jié)果，故答案為［D］ measure。語義銜接題。選項(xiàng)中只有［A］ average符合句意，說明John的智商比一般人的智商平均數(shù)要高，故為答案。在有家人照料的情況下，病人可以在家安靜休養(yǎng)，這難免會(huì)影響家人，但原有的家庭生活秩序不一定會(huì)被完全打亂。1．【解析】選［B］。前一句話指出人人都希望healthy and happy，本句則說illness or accidents會(huì)發(fā)生。［C］ Miserably意為“悲慘地”，盡管也表達(dá)消極含義，但缺乏與上句對(duì)比的意味，不大符合本句語境。語義銜接題。本句大意為“疾病或事故往往是在沒有預(yù)兆的情況下發(fā)生的。語義銜接題。4．【解析】選［C］。此處考查的是be…of doing 。［A］ suitable和［B］ appropriate常與介詞to或 for連用；［D］ indispensable常與介詞to連用。語義銜接題。四個(gè)選項(xiàng)中只有［D］ direction最符合句意。6．【解析】選［B］。名詞arrangements通常與動(dòng)詞make搭配，make arrangements表示“做安排”，故答案為［B］ made。7．【解析】選［C］。緊接上一題，一個(gè)家訪護(hù)士能為病人做的應(yīng)該是必需的護(hù)理，下一句中出現(xiàn)的care提示所填詞應(yīng)為它的原詞復(fù)現(xiàn)，故答案為［C］ care。語義銜接題。結(jié)合四個(gè)選項(xiàng)與on搭配使用時(shí)的含義可知，［B］ carries最符合句意，故為答案。9．【解析】選［C］。由前面的during可知the 9 between the nurses visits應(yīng)為一個(gè)時(shí)間段，后面的between the nurses visits表明是護(hù)士兩次來訪之間的時(shí)間間隔。［A］ break，表示做某件事時(shí)中間短時(shí)間的間隙或休息；［B］ gap，表示“間隔，間隙”時(shí)強(qiáng)調(diào)物體或位置的間隔、空隙，表示“差距”時(shí)常與介詞between連用；［D］ course“過程，進(jìn)程”。慣用銜接題。11．【解析】選［B］。句中的rapid，immediate及the first aid都強(qiáng)調(diào)突發(fā)性，所以所填詞也應(yīng)能強(qiáng)調(diào)事情的“突發(fā)性”，選項(xiàng)中只有［B］ sudden符合要求，故為答案。語義銜接題兼慣用銜接題。13．【解析】選［C］。本句是本段的主題句，后面的內(nèi)容都是圍繞這個(gè)主題展開的，由下一句Many adjustments have to be made…可推斷，當(dāng)疾病真的來臨時(shí)，整個(gè)家庭的生活都會(huì)受到影響，故答案為［C］ affected。邏輯銜接題。15．【解析】選［D］。下句中的it指代的是the family routine，即然the family routine需要被rearranged(重新安排)，那么就說明家庭成員病了，打亂了the family routine, 所以所填詞應(yīng)表達(dá)“打亂”之意，［D］ disturbed符合要求，故為答案。語義銜接題。本句意思是簡化家庭事物以節(jié)省時(shí)間和精力，有助于減輕家庭的“極度緊張”。語義銜接題。18．【解析】選［C］。分析句子結(jié)構(gòu)可知，所填詞應(yīng)能與responsibility構(gòu)成合理的搭配，表示“承擔(dān)責(zé)任”，故答案為［C］assumed。邏輯銜接題。兩句之間在語義上存在轉(zhuǎn)折關(guān)系，故答案為［D］ However。語義銜接題。 Lecture 2第二講6大快速解題技巧解答完形填空的關(guān)鍵在于能否迅速排除干擾選項(xiàng)、準(zhǔn)確找到上下文中的“照應(yīng)”關(guān)系，而要想做到這一點(diǎn)，掌握一定的技巧和方法是十分必要的。具體來講，可以利用如下技巧：1．判斷所填詞在句中充當(dāng)什么成分，應(yīng)是什么詞性，從而排除干擾選項(xiàng)。3．利用名詞的數(shù)來判斷各選項(xiàng)是否符合句子要求。5．將各選項(xiàng)帶入空白處將句子譯成漢語，排除明顯不能使句子通順的選項(xiàng)。語義銜接題。這些元素之間應(yīng)該是可以互相作用，這樣才能促進(jìn)人體健康，而不是互相妨礙，故排除［A］ interfere（妨礙），因此答案為［B］ interact（相互作用）?！纠?】 （11681）【原文】Youll automatically be 81 the right hearthealthy track if vegetables, fruits and whole grains make 82 three quarters of the food on your dinner plate.【選項(xiàng)】［A］ at［B］ of［C］ on［D］ within【解析】選［C］。on the track為固定短語，意為“在…的軌道上”，故答案為［C］ on。技巧三： 理清所在句子結(jié)構(gòu)理清句子的語法結(jié)構(gòu)對(duì)解答完形填空來說尤其重要，這不僅僅限于直接考查語法結(jié)構(gòu)的題目，在解答那些不是針對(duì)語法結(jié)構(gòu)而設(shè)置的題目時(shí)，考生也必須仔細(xì)分析每個(gè)句子的語法結(jié)構(gòu)，這樣才能準(zhǔn)確理解句子的含義和上下文之間的邏輯關(guān)系。語義銜接題。所填詞在賓語從句中充當(dāng)定語成分，修飾capitalist economy（資本主義經(jīng)濟(jì)）。技巧四： 尋找指代、近義等復(fù)現(xiàn)關(guān)系在行文過程中，詞語的重復(fù)、替代等復(fù)現(xiàn)現(xiàn)象經(jīng)常出現(xiàn)，某一個(gè)空格所對(duì)應(yīng)的答案很可能在上下文中存在與其對(duì)應(yīng)的指代詞、同義詞、近義詞、反義詞、上義詞、下義詞，甚至是原詞?！纠?】 （091273）【原文】Older people must be given more chances to learn if they are to contribute to society…… “73 needs to continue throughout life…”…The major 76 of our education budget is spent on people below the age of 25.【選項(xiàng)】［A］ Identifying［B］ Learning［C］ Instructing［D］ Practicing【解析】73題選［B］。由全文多次提到的learn，education等可知，本文與老年人學(xué)習(xí)有關(guān)，故答案為［B］ Learning，該詞與文中的learn構(gòu)成原詞復(fù)現(xiàn)關(guān)系，并和education構(gòu)成上、下義詞復(fù)現(xiàn)關(guān)系。所以，解題時(shí)應(yīng)聯(lián)系上下文尋找相關(guān)線索，注意根據(jù)上下文尋找與所填詞屬于同一個(gè)話題的詞語。因此，考生應(yīng)充分利用文章開頭來了解文章的主旨。即講即練 Exercise 1 If ever you are called 1to introduce a speaker, it would be well for you to bear in 2 that you have a responsibility to do more than simply get up, recite a few facts, and then sit down. You have at least five major 3. It is really your responsibility to 4 the tone for the speaker, to establish close relationship with his audience, and 5 the audience that the speaker is a person worth 6 to. In acplishing this broad goal, you may also be able to ease the 7 and thus relieve your speaker 8 whatever feelings of stage fright or anxiety he may be 9.　　You should also introduce your speakers speech topic and his 10, and in doing this you should make clear that the audience is aware of the speakers 11 in his field. Some individuals are 1.［A］ for［B］ in［C］ up［D］ on2.［A］ heart［B］ mind ［C］ mood ［D］ thought3.［A］ responsibilities［B］ missions ［C］ mission［D］ venture4.［A］ make［B］ shape［C］ set［D］ form5.［A］ promise［B］ convince ［C］ persuade［D］ inform6.［A］ attending［B］ listening ［C］ presenting［D］ watching7.［A］ tension［B］ pressure ［C］ strain［D］ nervousness 8.［A］ from［B］ away［C］ of［D］ out9.［A］ enduring［B］ encountering ［C］ retaining［D］ experiencing10.［A］ effort［B］ intention ［C］ purpose［D］ meaning11.［A］ qualifications［B］ certificate so wellknown in their fields that it is only necessary to present them by name. 12, it is far better to ignore this possibility in most 13 and proceed to give some of the 14 facts concerning his educational background, his major acplishments, and his present role in society. 　　Most speakers are 15 to talk about their own acplishments, and it is your job to 16 out beforehand what these acplishments are and then tell your audience about those that seem most interesting. This requires some 17 you have referred to the speaker, possibly by name and title, before you formally introduce him, it is always a good idea to 19 the title or substance of his topic as 20 as his name and title near the close of your introduction.［C］ convictions［D］ requirements12.［A］ Moreover［B］ Unless ［C］ However［D］ Although13.［A］ places［B］ occasions ［C］ surroundings［D］ cases14.［A］ possible ［B］ appropriate ［C］ relevant ［D］ available15.［A］ eager［B］ reluctant［C］ ashamed［D］ deliberate16.［A］ check［B］ examine ［C］ find［D］ detect17.［A］ performing［B］ acplishing ［C］ planning［D］ plotting18.［A］ Although［B］ Since ［C］ Because［D］ Th