填空式閱讀，是一道類似高考英語試卷中出現(xiàn)的“七選五”類似，或者我們也可以把它看作是要求考生對一篇特殊的完形填空，人在一篇500詞左右的文章中五個地方挖空，讓我們考生根據(jù)文章所給6-7自然段選擇5段分別放入五處空白處，空白處可以出現(xiàn)在段首，段中和段末，一般空出一個以上句子。針對這一種類型的新題型，我們可以四步走解題拿下我們的“救命六分”：
　　在拿到題目后，閱讀手段，確定文章主題;
　　瀏覽文后的6-7個選項，畫出鮮明的標志詞(如邏輯標志詞，指代，時間，地點，數(shù)字等信息);
　　利用選項中鮮明的標志詞，回后尋找對應的標志(一般至少有三道題目有非常鮮明的標志，要么在選項中，要么在空格前后);
　　如時間允許，通讀文章，檢查一致性和連貫性。
　　接下來，我們就用的一道試題為例，結合我們的來解題，看看我們如何的得到新題型中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.
　　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，閱讀首段，預判文章主題，在這個過程中大家無須精讀，大致瀏覽即可，注重首句和末句：通過首段，我們可以得知首段主要講“如何閱讀(首句reading)”，以及在閱讀過程中的行為。
　　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，瀏覽選項中鮮明的標志詞，段落大于一行時我們可以找一下較好行，當段落只有一句話時，瀏覽整個句子(因為太遠的位置，和前面的文章內容關系太遠一般不構成聯(lián)系)。
　　Are we studying that text and trying to respond in a way that(定語標志，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.
　　Factors such as(句內可還原指代，不鮮明)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(句內并列標志)idioms,you guess at their(句內可以還原)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(可能前面有相關表達，后面才會出現(xiàn)比較級),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(相反關系，需要理解句子的意思進行推理),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.
　　在瀏覽完選項后，我們發(fā)現(xiàn)只有E選項較為鮮明，那么我們可以利用E中的further inferences這個信息帶入到每個空，對應每個的句子，這時我們可以發(fā)現(xiàn)42題出現(xiàn)了infer information，并且只能和E選項開頭的further inferences相呼應，那么42題我們就可以確定答案是E選項。
　　You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues;and 42.E.
　　雖然選項當中的鮮明標志詞我們只能利用一個，不過大家也能看出，我們在畫完鮮明的標志詞后事很能對應處選項的，對此，大家一定要耐心，仔細并且對我們的新題型充滿信心。
　　繼續(xù)我們剛才的思路，雖然選項用完了，但是文章中(后)鮮明的關系詞我們還沒有利用，我們來看逐題觀察，空后的鮮明標志詞(因為剛才在看選項的時候，只有E項能和文章構成關系，其余均沒有明顯的鮮明的標志詞，所以我們可以看空后)
　　41;無
　　42：已解，E選項
　　43.空后such background
　　44.This(單數(shù)指代，后無名詞，還原比較難);However,
　　45.Such dimensions of reading(前可能存在reading的指代或者相關信息的羅列)
　　我們將這些鮮明的標志詞逐個帶入后會發(fā)現(xiàn)，43題中的such background可以和G項中various kinds of background相互呼應，其它選項均沒有這種關系的體現(xiàn)，那么43題A選項這個答案就可以很的得出來了。
　　44.需要我們去看一下句子意思，可能難度比較大，可以先跳過。
　　再看45題，45中的such demension(維度)of reading可以和A選項中way of reading形成指代關系，其余選項均沒有這種關系，那么45題A選項這個答案就可以得出來了。
　　那么做到這里，新題型10分中的6分拿到手了!是不是不需要太多的語法和詞匯我們一樣可以得到這六分?所以，要我們仔細、認真地畫出文章和選項中的鮮明標志詞，通過對應關系尋找。2015年這套題目難度在往年中屬于難度偏高的的題目，想得并不容易，難點在于找到鮮明的關系詞，對此大家一定要耐得住性子，細心尋選項首句，以及文章空后的關系詞(如原詞或者指代還原)。不過在大家講我們的內化之后，一樣可以化難為簡，同學們在可以可以結合往年試題多加練習，在這里，老師建議大家?guī)е覀儎偛诺乃悸吩谧鲆幌?012年和2013年的兩道新題型，檢測一下大家是否理解并且會用我們的解題思路進行解題，在考研英語的搶分大戰(zhàn)中得到我們的的“保命六分”。
　　以上是啟航考研為同學們整理的"2021考研英語新題型-填空式閱讀"相關內容，考研英語，閱讀是，這部分的分值較大，考生一定要把握住，希望各位考生能夠在小編整理的這篇文章中收獲到知識點，更多考研英語閱讀理解內容盡在啟航考研英語閱讀頻道~