議論文

　　三、議論文

　　【體裁詮釋】

　　議論文是高考完形填空中較難的文章。議論文由三個要素組成：論點、論據、論證。有著較強的說教目的和一定的語言深度。

　　議論文完形填空的特點：結構清晰、脈絡有序。

　　①有些議論型完形填空的首句常常是文章的主旨句。作者一般在文章的首段提出論點，然后在各段的首句提出分論點。

　?、谶€有些議論文先敘述生活中的一件具體的事情或描述生活中的現象，然后根據事情或現象所反映的問題提出自己的論點。然后再用具體的論據去說明自己的論點。

　?、鄞送猓灿行┳h論文一開始作者僅僅是列舉生活中的現象，而不表明自己的觀點，然后通過對具體現象的分析，自然得出一種結論，這種結論往往就是作者的論點。

　　抓住論點是理解議論文的關鍵所在。

　　可以從以下幾個角度尋找或概括中心論點：分析論點所在的位置。①題目。有的文章題目本身就是中心論點；②開頭。有的文章在開頭直接提出中心論點，然后逐層論述；③中間。有的文章在論述過程中提出中心論點，這種情況較少；④結尾。有的文章通過論述，在文章結尾處歸納出全文的中心論點。

　　論據是論點賴以存在的根據，一般分為事實論據和道理論據。閱讀議論文，要學會分析論點與論據的關系、論據在證明論點時所起的作用。事實論據，應該分析作者所提供的事實，從事實中發現道理，再驗證它與作者的論點的邏輯關系。道理論據，應該從道理論據出發聯系和道理對應的事實，來驗證這些道理如何證明論點。

　　要做好高考完形填空中的議論文，最主要的是要抓住作者議論的中心，也就是要理清文章的論點、論據和論證。

　　【典例探究】

　　（2010·廣東卷）

　　Every country has its own culture.

　　Even though each country uses doors, doors may have_

　　21

　　__functions and purposes which lead to ___22__

　　differences.

　　When I first came to America, I noticed that a public building had two different__23___ and they had distinct functions. You have to push the door with the word “PUSH” to go out of the building and to pull the door with the word “PULL” to_

　　24____the building. This was new to me, because we use the ____25__ door in South Korea. For quite a few times I failed to go out of a shopping centre and was embarrassed.

　　The way of using school bus doors was also ____26__ to me .I used to take the school bus to classes. The school decided that when the driver opened both the front and back doors,

　　___27

　　_who were getting off the bus should get off first, and students who were getting on should get on __

　　28_

　　. In South Korea, we do not need to wait for people to get off. One morning, I hurried to the bus, and when the bus doors opened, I___ 29____tried to get on the school bus through the front door. All the students around looked at me, I was totally_

　　30 _

　　_,and my face went red.

　　21. A. different

　　B. important

　　C. practical

　　D. unusual

　　22. A. national

　　B. embarrassing

　　C. cultural

　　D. amazing

　　23. A. exits

　　B. entrances

　　C. signs

　　D. doors

　　24. A. enter

　　B. leave

　　C. open

　　D. close

　　25. A. main

　　B. same

　　C. front

　　D. back

　　26. A. annoying

　　B. hard

　　C. satisfying

　　D. strange

　　27. A. parents

　　B. students

　　C. teachers

　　D. drivers

　　28. A. sooner

　　B. later

　　C. faster

　　D. earlier

　　29. A. politely

　　B. patiently

　　C. unconsciously

　　D. slowly

　　30. A. embarrassed

　　B. annoyed

　　C. unsatisfied

　　D. excited

　　【答案解析】

　　21. 【解析】選A?？疾樾稳菰~。從下文的distinct functions，可知是不同功能，A 不同的，B 重要的，C 實踐的，D不尋常的。

　　22. 【解析】選C?？疾樾稳菰~。從開頭總括句“Every country has its own culture.”和下文舉例兩個門功能不同可以看出。A 國家的，B 尷尬的，C文化的，D驚奇的。

　　23. 【解析】選C。考查名詞。從上下文的---the word “PUSH”---the word“PULL”和two different可知選C。A 出口，B 入口，C標志，D門。

　　24. 【解析】選A。

　　考查動詞。從上下文push the door with the word “PUSH” to go out of the building and to pull the door with the word“PULL” to_

　　24____the building相對的動作可知此處意為進入。A 進入，B 離開，C打開，D關閉。

　　25. 【解析】選B。 考查形容詞。由上文When I first came to America, I noticed有兩個門, This was new to me, 可暗示出我們在韓國用同一個門，故選B項。

　　26. 【解析】選D。考查形容詞。 由上文第三段知：This was new to me; The way …. was also ____26__ to me .可知這種方式也是奇怪的。A討厭的， B畏難的， C滿意的， D陌生的。

　　27. 【解析】選B考查名詞。 由下文的并列句“students who were getting on ….”可知。

　　A 父母，B學生，C老師，D司機。

　　28. 【解析】選B?？疾樾稳菰~比較級。從上文并列句who were getting off the bus should get off first, ---who were getting on should get on __

　　28_.可知此處與first相對，故選B項。A 很快，B較晚，C更快，D較早。

　　29. 【解析】選C?？疾楦痹~。從上文In South Korea, we do not need to wait for people to get off.所以作者已經形成了習慣,已經是無意識地做了。A 禮貌地，B耐心地，C無意識地，D慢慢地。

　　30. 【解析】選A。考查形容詞。 從上文For quite a few times I failed to go out of a shopping centre and was embarrassed.和I was totally_

　　30 _ ,and my face went red.A項，尷尬的；B項，惱怒的；C項，不滿意的；D項，興奮的。

　　【跟蹤演練】

　　1（2011·江蘇省無錫市高三）People do not analyze every problem they meet. Sometimes they try to remember a solution from the last time they had a

　　36

　　problem. They often accept the opinions or ideas of other people. Other times they begin to act without

　　37

　　; they try to find a solution by trial and error. However, when all of these methods

　　38

　　, the person with a problem has to start analyzing. There are six

　　39

　　in analyzing a problem.

　　First the person must recognize that there is a problem. For example, Sam’s bicycle is broken, and he cannot ride it to class as he usually does. Sam must

　　40

　　that there is a problem with his bicycle.

　　Next the person must

　　41

　　the problem. Before Sam can repair his bicycle, he must know why it does not work. For example, he must

　　42

　　the parts that are wrong.

　　Now the person must look for

　　43

　　that will make the problem clearer and lead to

　　44 .

　　solutions. For example, suppose Sam

　　45

　　that his bike does not work because there is something wrong with the brakes. At this time, he can look in his bicycle repair book and read about brakes, talk to his friends at the bike shop, or look at his brakes carefully.

　　After

　　46

　　the problem, the person should have

　　47

　　suggestions for a possible solution. Take Sam as an example

　　48

　　, his suggestions might be: tighten or loosen the brakes, buy new brakes and change the old ones.

　　In the end, one

　　49

　　seems to be the solution

　　50

　　the problem. Sometimes the

　　51

　　idea comes quite

　　52

　　because the thinker suddenly sees something new or sees something in a

　　53

　　way. Sam, for example, suddenly sees there is a piece of chewing gum stuck to a brake. He immediately hits on the solution to his problem: he must

　　54

　　the brake.

　　Finally the solution is

　　55

　　. Sam does it and finds his bicycle works perfectly. In short, he has solved the problem.

　　36．A．serious

　　B．usual

　　C．similar

　　D．common

　　37．A．practising

　　B．thinking

　　C．understanding

　　D．helping

　　38．A．fail

　　B．work

　　C．change

　　D．develop

　　39．A．ways

　　B．conditions

　　C．stages

　　D．orders

　　40．A．explain

　　B．prove

　　C．show

　　D．see

　　41．A．judge

　　B．find

　　C．describe

　　D．face

　　42．A．check

　　B．determine

　　C．correct

　　D．recover

　　43．A．answers

　　B．skills

　　C．explanation

　　D．information

　　44．A．possible

　　B．exact

　　C．real

　　D．special

　　45．A．hopes

　　B．argues

　　C．decides

　　D．suggests

　　46．A．discussing

　　B．settling down

　　C．comparing with

　　D．studying

　　47．A．exact

　　B．enough

　　C．several

　　D．countless

　　48．A．once

　　B．again

　　C．also

　　D．alone

　　49．A．suggestion

　　B．conclusion

　　C．decision

　　D．discovery

　　50．A．with

　　B．into

　　C．for

　　D．to

　　51．A．next

　　B．clear

　　C．final

　　D．new

　　52．A．unexpectedly

　　B．late

　　C．clearly

　　D．often

　　53．A．simple

　　B．different

　　C．quick

　　D．sudden

　　54．A．clean

　　B．separate

　　C．loosen

　　D．remove

　　55．A．recorded

　　B．completed

　　C．tested

　　D．accepted

　　2、（2010·甘肅省天水一中三模）A high school history teacher once told us, “If you make one close friend in school, you will be most fortunate. A

　　21

　　friend is someone who stays with you for life”. 22 teaches that he was right. Good friendship is just not easily

　　23.

　　It is possible that we simply do not stay in one place

　　24 enough for true friendship to develop. However, there can be

　　25 disagreement on the need for each of us to think carefully about the kind of friendship we want.

　　To most of us, friendships are considered very important,

　　26

　　we need to have it clear in our minds the kinds of friendship we want. Are they to be close or

　　27

　　at arm’s length? Do we want to

　　28 ourselves or do we want to walk on the surface? For some people, many friendships on the surface are

　　29

　　enough. And that’s all right. But at some

　　30

　　we need to make sure that our expectations are the same as our friends’ expectations. The sharing of personal experience including our tears as well as our dark

　　31

　　is the surest way to deepen friendships. But it must

　　32 slowly and carried on only if there are

　　33

　　of interest and action in return.

　　What are some of the

　　34

　　of our friendship? The greatest is to

　　35

　　too much too soon. Deep relationships

　　36

　　time. Another “major difficulty” is the selfishness to think one “possesses” the other, including his time and attention.

　　37 , friendships require actions in return. In other words, you must

　　38

　　as much as you take. Finally there is a question of taking care of. Unless you spend 39

　　time together, talking on the phone, writing letters, doing things together, friendships will die

　　40

　　.

　　21. A. true

　　B. fair-weather

　　C. school

　　D. useful

　　22. A. Knowledge

　　B. Experience

　　C. Hardship

　　D. Schooling

　　23. A. understood

　　B. formed

　　C. realized

　　D. produced

　　24. A. certain

　　B. patiently

　　C. long

　　D. fortunately

　　25. A. some

　　B. any

　　C. great

　　D. no

　　26. A. but

　　B. and

　　C. or

　　D. while

　　27. A. remained

　　B. left

　　C. kept

　　D. stayed

　　28. A. hide

　　B. deepen

　　C. strengthen

　　D. share

　　29. A. quite

　　B. not

　　C. less

　　D. very

　　30. A. degree

　　B. point

　　C. places

　　D. length

　　31. A. clothes

　　B. clouds

　　C. dreams

　　D. letters

　　32. A. be undertaking

　　B. have been undertaking

　　C. have been undertaken

　　D. be undertaken

　　33. A. marks

　　B. signs

　　C. sciences

　　D. sights

　　34. A. disadvantages

　　B. differences

　　C. difficulties

　　D. requirements

　　35. A. expect

　　B. pull out

　?。?command

　　D. develop

　　36. A. waste

　　B. spend

　　C. kill

　　D. take

　　37. A. Similarly

　　B. Differently