高考英语蒙题技巧。
★清华大学★英语系测试：为中小学生英语量身定做.官方网站：/清华大学英语教授研究组提供先来口诀：1三长一短就选短，三短一长就选长。
两长两短就选B，参差不齐C无敌。
2 以蒙为主以抄为辅蒙抄结合保证及格正文：蒙选择题方法。
20道题至少能对15道。
由于我的英文不是很好，所以我苦心钻研蒙技。
我发现了很多关于选择题的规律，十分好用。
在开学考试时，总共有20道选择题，我蒙对19道（我们班的英语神童沈宜人错了两道题。
沈宜人同学据说背了两万单词，可以轻易读懂原版《简爱》）。
也就是说，这个蒙题技术有时远远高过自己本身水平。
这个蒙，总共有三点技巧。
一、找共同点。
比如说有一道题的选项有四个：A.studyB.to studyC.learningD.to read可以看出，其中的study有两个；其中的不定式也有两个。
所以两个显著特点集于一身的to study的选择可能性就十分的大。
二、找矛盾点（适用于单选）。
比如一道题问：下列关于密度的说法中，错误的是：其中，有两个这样的选项：B.质量相同，体积大的物体密度小。
D.质量相同，体积大的物体密度大。
这就可以看出，一定其中有一个是错误的——唉，你别笑！有很多的题中，都会有矛盾的地方。
只要找出矛盾，再蒙的几率就大多了。
三、培养―蒙感‖这个所谓―蒙感‖，就是这蒙题的感觉。
因为不可能一面卷子上你一道题也不会做（当然也有例外），你也有很大可能有不会做的题。
这时，就要看蒙题的感觉了。
所有考试的人都知道，选择题中选择B、C选项的占绝大多数。
所以遇到不会的题，就往B、C上靠，几率会大一点。
还有，如果你有很多题不会——比如说五道题里你有三道不会，那就要看你平时做题的感觉了。
下面有一些选项，我感觉大多数时，选项会和以下相同，大家看一看：A: AAABC AACBB AABBCABAAC ABACA ABDDCACABC ACBBC ACABDADACC ADCAA ADBADB: BACBB BACCA BABDCBBBCC BBACA BBABC(有时也会是BBBBD BBBBB)BCBBA BCABC BCDAABDACC BDDAC BDCADC: CABBC CABCD CACBDCBACB CBAAC CBBBCCCABC CCBAD CCDBCCDABC CDABD CDBACD: DABBC DACBB DBCCADBAAC DBCAC DBBBCDCABB DCBBA DCABDDDACC DDBCA DDACB这个蒙感是要靠自己的第六感，千万不要背我的―数字‖。
其一是因为它也不怎么准。
其二是因为，有背这个的时间，不如好好复习。
我写这个的主要原因是想让一部分学习不太好的同学有一些自信；遇到不会题的同学有机会得到更高的分数从而达到自己的目标。
不要过分依赖这个蒙题技巧。
而且这个蒙题技巧也并不是很完善，还有很多地方需要改进（毕竟我也不是成天到晚研究它的）。
1、单选：none no nothing nobody选none，anthing nothing……选nothing非谓语选ed或ingshould would……选should或不填冠词选几个选项的交集（懂不？）就是A、a the B a 不填 C 不填theD a a 就选A 如果只有一个空就选a时态也先交集原则，然后有过去进行选，没就选一般过去动词短语也是交集，还是选不出来就选C还有啥？2、完型选最常见的词感情词选文中出现过的动词选最短的。
其他和单选同3、阅读三短一长选长三长一短选短一样长选C一样短选B有all above 选有we dont know 选有绝对化的不选有废话的选4、改错不会的全画勾有非谓语的ed改ing ，反之亦然其他的不好说but -andcould-canI-一you-my-me-thetwith-without作文：firstly ,in adition ,whats more,moreover先摆上在加点every coin has two sides等其他简单句翻译如果答案跟顺序有关联，就选这个。
比如，第2个答案是Bachelor，因为B是字母顺序里的第2个，所以就选这个。
同理，第4个答案是department，就选这个。
命中率还是比较高的。
当然要在排除了其他你认为不可能的答案之后再这样选。
还用一种方法是全都选A，或者B等等。
这是在你对所有问题都不懂的情况下才这样。
还有就是，如果你发现已经有连续4道题都选A了，那你就考虑一下里面很可能有一个选错了，而这很可能是你最拿不准的那个。
4/view/407b24fff705cc17552709af.html回答者：xwf7292005 - 二级答案项中有绝对语气词的一般不是正确答案项。
这些语气词有：must，always，never，the most，all，only，have to，any，no，very completely，，hardly等。
选项中含有不十分肯定的语气词一般是正确答案项。
这些语气词有：can，could，may，should，usually，might，most，more or less，relatively，be likely to，possible，whether or，not necessarily 等。
选项中照抄原文的一般不是答案项，而同义替换的一般是选项-选项中表达意义较具体的、肤浅的一般不是答案项，而概括性的、抽象的、含义深刻的是答案项。
选项中较符合常识的，易明白的一般不是选项；而似乎不太合理，一时较难理解的往往是正确选项。
阅读中的干扰项的补充问题细节题干扰项特点：1、与原句内容相反；2、与原文内容一半相同一半不同；3、与原句内容相似但过于绝对化。
4、原文中根本没提到主旨大意题干扰项特点：1、虽覆盖全文意思，但显得太笼统；2、其内容太窄，不能覆盖全文内容，只是文章内容的一部分，或只是文章内容的一个细枝未节；3、与文章内容毫不相干，或与文章内容相悖。
逻辑推理题干扰项特点：1、不是在文章事实或上下文逻辑基础上进行推理而得出了观点。
2、虽然可以以文章提供的事实或内在逻辑为基础进行推理，但推理过头，概括过度记住口诀：1、单选：none no nothing nobody选none，anthing nothing……选nothing非谓语选ed或ingshould would……选should或不填冠词选几个选项的交集（懂不？）就是A、a the B a 不填 C 不填theD a a 就选A 如果只有一个空就选a时态也先交集原则，然后有过去进行选，没就选一般过去动词短语也是交集，还是选不出来就选C还有啥？2、完型选最常见的词感情词选文中出现过的动词选最短的。
其他和单选同3、阅读三短一长选长三长一短选短一样长选C一样短选B有all above 选有we dont know 选有绝对化的不选有废话的选4、改错不会的全画勾有非谓语的ed改ing ，反之亦然其他的不好说but -andcould-canI-一you-my-me-thetwith-without作文：firstly ,in adition ,whats more,moreover先摆上在加点every coin has two sidesAccording to the combination of the New Curriculum Standards of High School English, Grade one students’ Engl ish level and their mentality development, I set my 3D teaching aims:1. Knowledge and skill aims:a. Skimming and scanning skills: understanding the main idea; scanning for the needed information; and grasp the details;b. to improve the students’ organizing and using skills of English as the second language.2. Moral culture aims:a. Strengthen the sense of environmental protection; let the students understand Jane Goodall’s career and interpret the importance of her career and achievements. let students understand and respect wildlife;b. Through Jane Goodall’s spirits, enable and encourage students to behave like her; and furthermore, to establish correct value of gender and society.3. Learning methods aims:a. the ability of self-learning and cooperative learning method; and use such kind of ability to gain and deal with language information.b. foster the students’ questioning spirit to improve their abil ity of analyzing and solving problems.Step 1. Warming up and lead-in (5 mins)―Interest is the best teacher.‖ Therefore, at the very beginning of the class, I should SPARK the students’ mind to focus on the centre topic ―women of achievement‖1. Show 4 pictures of great women of the world, such as Ms. Song Qingling, J.K. Rowling (author of Harry Potter), Margaret Thatcher and the last one Jane Goodall.2. Let students guess who they are and what they achieve.After this, the students will be eager to know who Ms. Jane Goodall is and this is the very time to naturally lead the class into Step 2Step 2. Reading for information: Skimming and scanning ( 9 mins totally)In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General idea (3 mins)Prediction is an important skill in grasping the idea of a contest. Consequently, I let the students predict the general idea before they read in this task.a.Read the title and enjoy the two pictures of Ms. Goodall on Page 2 to predict the general meaning of the text.b.Then skimming Para1 & 3 as fast as possible and summarize the general idea:The passage is mainly about how Jane Goodle worked with chimps in their environment and help people understand and respect the life of these animals.Task 2 Main idea of each paragraph. (6 mins)Cooperative learning can raise the students interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Para 1. How the group fol lowed Jane’s way of studying chimps in the wild.Para 2. What Jane discovered about chimpsPara 3. How Jane tries to protect the lives of chimps in their natural habitat.Para 4. Jane Goodall’s achievementsStep 3. Reading for comprehension (5 mins)The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 3 can help check the situation.Choose the correct answers after reading the passage.1). What did the group do first in the morning? They____________.A went into the forest slowlyB left the chimp family sleeping in a treeC observed the family of chimps wake upD helped people understand the behavior of the chimps2). Why did Jane go to Africa to study chimps in the wild? Because she wanted ________.A to work with them in their own environmentB to prove the way people think about chimps was wrongC to discover what chimps eatD to observe a chimp family3). Jane was permitted to begin her work after ___________.A the chimp family woke upB she lived in the forestC her mother came to support herD she arrived at Gombe4) .The purpose of her study was to ___________.A watch the wild chimps in cagesB gain a doctor’s degreeC understand and respect the lives of chimpsD live in the forest as men canStep 4 Solving difficult language problems through reading (10 mins) It’s impor tant for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and ex plain. This period of time belongs to students. They can ask any questions they come across in the process of learning. The purpose of this is improving the students ―questioning spirit‖ and dealing with the difficulties.e.g. 1. Let students find ou t the ―–ing‖ forms and translate the sentencese.g. a. Following Jane’s way of studying chimps, our group are all going to visit them…我们一行人准备按照简研究黑猩猩的方法去拜访他们。