◆三个解题步骤 一、通读全文，了解大意，为下一步填空做好准备。
二、试填空格，先易后难，这是解题的关键。要结合短文所提供的特定的语境（也就是上下文），从句子结构的完整性去分析思考空格所缺单词的词性，再根据句子的意义，以及句子之间的逻辑关系来确定具体要填的单词和所给词的正确形式。
三、重读全文，解决难题，检查答案。所有空格填好后，要把整篇文章从头至尾复读一遍，检查单词拼写，大小写，词的单复数等是否正确。 ■三个解题思路 1. 纯空格试题 2. 给出了动词的试题 3. 词类转换题 纯空格试题 [1]缺主语或宾语，一定是填代词或名词（多考代词） ①Suddenly the wall moved---__it__ was made of trees!
②This strategy suggests that teachers have conversations with students to learn about __them_.
[2]名词前是空格，若该名词前无限定词，则很可能是填限定词，即冠词，形容词性物主代词，名词所有格，基数词，序数词,量词或some, any, other(s), another等；
Once a year, people win this prize for _their_ work in physics, chemistry, medicine, literature, economics, or world peace.
[3]名词或代词前面是空格，而该名词或代词在句中不作主语、表语，也不作动词的宾语时，很可能是填介词
① With_ the help of the map he made, he got a valuable clue about the cause of the disease and was able to announce that the water was to blame.
②In the early stages of parenting, the positive aspects of having children are overshadowed by negative experiences, _like_ a lack of sleep, concerns about the child’s well-being, or financial problems. [4]若两个或几个单词或短语之间没有连词，可能是填连词
①Each winner receives a gold medal, a diploma, _and_ a sum of money. ②Write down everything you eat _and_ drink in a given day.
③Teachers sometimes spend much time talking about students to their parents _but_ little time actually talking to students themselves.
④John Snow suspected that the second theory was correct _but_ he needed evidence.
[5]若两句（一个主谓关系算一个句子）之间没有连词，也没有分号或句号，一定是填连接词 ①It’s also a good idea to take notes of emotions related to _what_ you eat.
②This was very strange _if_ the earth was the centre of the solar system and all planets went round it.
③Teachers should take advantage of the many methods _which/that__ can help them learn about their students. ④Then he returned to Russia to work with his father and mother, _who_ worked on explosive weapons. ⑤Many people said he was a bad person _because_he invented destructive weapons.
[6]若结构较完整，空格后的谓语动词是原形，特别是与上下文时态不一致或主谓不一致时，很可能是填情态动词或表示强调或倒装的助动词（do, does, did）
①To their credit, the four countries _do_ work together in some areas.
②They believed God had made the world and for that reason the earth was special and _must_ be the centre of the solar system. 给出了动词的试题 首先，要确定是谓语动词还是非谓语动词。
若句中没有别的谓语动词，所给动词就是谓语动词。若是谓语动词，就要考虑时态和语态。
若句中已有谓语动词，又不是并列谓语时，所给动词就是非谓语动词。若是非谓语动词就要确定用Ving形式、Ved形式，还是用不定式形式（to do），确定方法如下：
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高中英语阅读技巧 之 语法填空
Ving形式表主动，进行 或介词后 Ved形式表被动，完成 To do形式表主动，将来，也作目的状语、结果状语及形容词后的状语
①He got interested in two theories _explaining_ (explain) how cholera killed people. ②Nobel left his fortune _to create__ (create) the Nobel Prize. ③ He was most famous for _building_ (build) weapons of war.
④My eyes _were drawn_(draw) to a package that had a picture of a fridge on it.
⑤John Snow, a well-known doctor in London, become _inspired_(inspire) when he thought about helping ordinary people who _were exposed_ (expose) to cholera.
⑥His parents’ company, _called_(call) “Future Tours”, _transported_ (transport) me safely into the future in a time capsule.
⑦_Worried_ (worry) about the journey, I was unsettled for the first few days. 词类转换题 [1]作表语，定语或补语，通常用形容词形式
①I helped him know he could be _helpful_ (help) to others.
②The students study the effects of__environmental__ (environment) realities. [2]作主语、及物动词或介词后宾语，用名词形式
John Snow was able to announce with _certainly_ (certain).
[3]在冠词、形容词性物主代词后，或“冠词+形容词”后，用名词形式 ①On December 10, the anniversary of the _death_ (die) of Nobel…
②Recognizing what your bad eating habits are is of great _importance_ (important) in correcting the behavior. ③This gave him a _valuable__(value) clue about the cause of the disease. [4]修饰动词、形容词、副词，或整个句子，作状语，用副词形式
①_Sadly_ (sad) the library had moved from its original place into another building. ②By bending or pressing down in your seat, you can move _swiftly_ (swift) .
[5]有可能是词义转换题，词类不用变，主要是考察具有与词根意义相反的派生词，需根据句子意思及前后逻辑关系，在词根前加un-，im-等，在词根后加-less等
①Also the more children young couples have, the _unhappier__ (happy) they become. ②Your mistake caused a lot of _unnecenessary_ (necessary) work in the office. 2010年高考题(广东省) A young man, while traveling through a desert, came across a spring of clear water. water was sweet. He filled his leather container so that he could bring some back to an elder had been his teacher. After a four-day journey, the young man (present) the water to the old man. His teacher took a deep drink, smiled (warm), and thanked his student very much for the sweet water. The young man went home a happy heart.
After the student left, the teacher let student taste the water. He spit it out, (say) it was awful. Apparently, it was no longer fresh because of the old leather container. He asked his teacher, \"Sir, the water was awful. Why did you pretend to like ?\"
The teacher replied, \"You tasted the water. I tasted the gift. The water was simply the container for an act of kindness and love. Nothing could be (sweet).\"
We understand this lesson best we receive gifts of love from children. Whether it is a cheap pipe or a diamond necklace, the proper response is appreciation. We love the idea within the gift rather than the thing.
Key: The who/that presented warmly with another saying it/that sweeter when
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