填空式阅读，是一道类似高考英语试卷中出现的“七选五”类似，或者我们也可以把它看作是要求考生对一篇特殊的完形填空，命题人在一篇500词左右的文章中五个地方挖空，让我们考生根据文章所给6-7自然段选择5段分别放入五处空白处，空白处可以出现在段首，段中和段末，一般空出一个以上句子。针对这一种类型的新题型，我们可以四步走解题拿下我们的“救命六分”：

　　在拿到题目后，阅读手段，确定文章主题;

　　快速浏览文后的6-7个选项，画出鲜明的衔接标志词(如逻辑标志词，指代 ，时间，地点，数字等信息);

　　利用选项中鲜明的衔接标志词，回空前后寻找对应的衔接标志(一般至少有三道题目有非常鲜明的衔接标志，要么在选项中，要么在空格前后);

　　如时间允许，通读文章，检查一致性和连贯性。

　　接下来，我们就用历年的一道试题为例，结合我们的解题技巧来解题，看看我们如何快速的得到新题型中10分中的“救命6分”：

　　How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. 41. You begin to infer a context for the text, for instance by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where?

　　The ways of reading indicated here are without doubt kinds of comprehension. But they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues; and 42. .

　　Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or ‘true’ meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world. 43.

　　Such background material inevitably reflects who we are. 44. This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page—including for texts that engage with fundamental human concerns – debates about texts can play an important role in social discussion of beliefs and values.

　　How we read a given text also depends to some extent on our particular interest in reading it. 45. . Such dimensions of reading suggest—as others introduced later in the book will also do—that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment.

　　[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.

　　[B] Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.

　　[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.

　　[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: these might be the ones the author intended.

　　[E] You make further inferences, for instance about how the text may be significant to you, or about its plausibility – inferences that form the basis of a personal response for which the author will inevitably be far less responsible.

　　[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.

　　[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.

　　首先，阅读首段，预判文章主题，在这个过程中大家无须精读，大致浏览即可，注重首句和末句：通过首段，我们可以得知首段主要讲“如何阅读 (首句reading)”，以及在阅读过程中的行为。

　　How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. 41. You begin to infer a context for the text, for instance by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where?

　　第二步，浏览选项中鲜明的标志词，段落大于一行时我们可以快速找一下第一行，当段落只有一句话时，快速浏览整个句子(因为太远的位置，和前面的文章内容关系太远一般不构成联系)。

　　Are we studying that text and trying to respond in a way that(定语标志，不是指代) fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.

　　[B] Factors such as (句内可还原指代，不鲜明) the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.

　　[C] If you are unfamiliar with words or(句内并列标志) idioms, you guess at their (句内可以还原)meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.

　　[D] In effect, you try to reconstruct the likely meanings (the + n指代，可以用)or effects that any given sentence, image or reference might have had: these might be the ones the author intended.

　　[E] You make further inferences (可能前面有相关表达，后面才会出现比较级), for instance about how the text may be significant to you, or about its plausibility – inferences that form the basis of a personal response for which the author will inevitably be far less responsible.

　　[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.

　　[G] Rather(相反关系，需要理解句子的意思进行推理), we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.

　　在浏览完选项后，我们发现只有E选项最为鲜明，那么我们可以利用E中的further inferences 这个信息带入到每个空，对应每个空前的句子，这时我们可以发现42题空前出现了infer information，并且只能和E选项开头的further inferences相呼应，那么42题我们就可以确定答案是E选项。

　　You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues; and 42. E .

　　虽然选项当中的鲜明标志词我们只能利用一个，不过大家也能看出，我们在画完鲜明的标志词后事很轻松能对应处选项的，对此，大家一定要耐心，仔细并且对我们的新题型充满信心。

　　继续我们刚才的思路，虽然选项用完了，但是文章中(空前后)鲜明的关系词我们还没有利用，我们来看逐题观察，空后的鲜明标志词(因为刚才在看选项的时候，只有E项能和空前文章构成关系，其余空前均没有明显的鲜明的标志词，所以我们可以重点看空后)

　　41; 无

　　42：已解，E选项

　　43. 空后 such background

　　44. This (单数指代，后无名词，还原比较难); However,

　　45. Such dimensions of reading (前可能存在reading的指代或者相关信息的罗列)

　　我们将这些鲜明的标志词逐个带入后会发现，43题中的such background 可以和G项中various kinds of background相互呼应，其它选项均没有这种关系的体现，那么43 题 A 选项这个答案就可以很轻松的得出来了。

　　44. 需要我们去看一下句子意思，可能难度比较大，可以先跳过。

　　再看 45题， 45中的such demension (维度) of reading可以和A选项中way of reading 形成指代关系，其余选项均没有这种关系，那么45 题 A 选项这个答案就可以得出来了。

　　那么做到这里，新题型10分中的6分拿到手了!是不是不需要太多的语法和词汇我们一样可以得到这六分? 所以，只需要我们仔细、认真地画出文章和选项中的鲜明标志词，通过对应关系寻找。 2015年这套题目难度在往年中属于难度偏高的的题目，想得满分并不容易，难点在于找到鲜明的关系词，对此大家一定要耐得住性子，细心寻选项首句，以及文章空前空后的关系词(如原词或者指代还原)。不过在大家讲我们的解题技巧内化之后，一样可以化难为简，同学们在可以可以结合往年试题多加练习，在这里，老师建议大家带着我们刚才的思路在做一下2012年和2013年的两道新题型，检测一下大家是否理解并且会用我们的解题思路进行解题，在考研英语的抢分大战中得到我们的的“保命六分”。

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