考前清单11.语篇型试题常见语境类型与解读策略-2025年中考英语【热点·重点·难点】专练(浙江专用)

考前清单11.语篇型试题的常见语境类型与解读策略 初中英语语篇型试题（包括阅读理解、完形填空、选词填空、语法填空、语篇型单词拼写、任务型阅读）中的常见语境类型主要包括日常生活、学校教育、社会文化、科普知识、人物故事等，针对不同的语境类型，需要采用不同的解读策略。 类型一：日常生活类 【特征分析】 1.语境范畴的具象化呈现 日常生活类语境以学生熟悉的现实场景为核心，构建起五大紧密关联的叙事维度。日常活动涵盖通勤、家务与休闲，如 “On weekdays, I take the subway to school and help my grandmother water the plants after dinner”（工作日乘地铁上学，餐后帮奶奶浇花）；家庭生活聚焦亲情互动，像 “My younger brother always hides my hair clips, but we laugh it off when Mom finds them”（弟弟总藏发夹，妈妈找到时全家一笑置之）；购物场景延伸至线上线下抉择，例如 “Last month, I compared prices online before buying a new pair of running shoes”（上月比价后网购跑鞋）。饮食健康领域则强调习惯养成，如 “Since my dentist warned me about cavities, I’ve replaced sugary drinks with homemade lemon water”（遵医嘱用柠檬水替代含糖饮料），这些实例均以短句串联日常碎片，符合初中生语言认知水平。 2.语言特征的通俗化表达 此类语境通过 “基础词汇 + 简单句式” 降低理解门槛。动词多选用 go、make、find 等单音节词，如 “Mom made pancakes this morning and I found a heart-shaped one”（妈妈煎饼，我吃到爱心形状的）；名词集中于 schoolbag、dinner、bus stop 等具象事物，辅以少量连接词（and、but、because）构建逻辑。口语化表达频繁出现，如 “Can you pass the ketchup? I’m starving!”（递下番茄酱，饿死啦！），甚至融入缩略语 “gonna”（going to）增强真实感。句式结构以 “主谓宾” 为主，偶见祈使句（“Don’t forget your umbrella!”），确保学生能快速抓取关键信息。 3.共鸣机制的生活化构建 语篇通过复现学生真实经历触发情感共振。例如，完形填空中描述 “在超市因纠结选薯片口味被妈妈催促”，或阅读理解中讨论 “如何拒绝同学分享辣条的邀请”，这些场景精准锚定青少年常见困惑。以 2023 年某地区的中考题为例，语篇讲述 “全家制定周末运动计划，起初因爸爸偷懒闹矛盾，最终通过家庭会议达成共识”，学生可直接调用自身家庭协商经验，不仅理解 “compromise”（妥协）的语义，更能体会语篇传递的沟通智慧。此类语境将抽象价值观（如责任、健康）嵌套于具体生活事件，使答题过程兼具实用性与情感共鸣。。 【解读策略】 1. 经验迁移：构建语篇与生活的认知桥梁 考生可将语篇场景与个人经历进行 “镜像关联”。例如，若语篇描述 “After school, I joined my friends at the community basketball court”，有过相似经历的考生能迅速理解 “社区篮球场” 的地理位置与社交属性；若提及 “Mom packed my lunchbox with a handwritten note”，曾收到家长便签的学生可共情其中的情感温度。通过激活记忆中的同类场景（如课后社团活动、家庭关怀细节），能辅助理解语篇隐含信息，甚至预判情节走向。 2. 细节捕捉：聚焦 “5W1H” 精准定位 阅读时需强化对时间（When）、地点（Where）、人物（Who）、事件（What）、** 原因（Why）及方式（How）** 的敏感度。例如，面对语篇 “Last Sunday, at the farmers’ market, Mrs. Lee taught me how to choose fresh tomatoes by checking their firmness”，考生可快速提取关键信息：时间（上周日）、地点（农贸市场）、人物（李太太与 “我”）、事件（学习挑番茄）、方式（按压判断软硬）。这些细节不仅是答题依据，更能串联成完整的生活画面，辅助理解语篇逻辑。 3. 语境解码：活用生活常识破解生词 遇到生词时，可依托生活常识与上下文线索双重推导。例如，若语篇出现 “The delivery guy handed me a insulated bag to keep the pizza warm”，即便 “insulated” 陌生，考生也能通过 “保持披萨温热” 的结果，结合外卖配送的生活经验，推测该词与 “保温” 相关。又如，“She used a coupon to get 20% off her new sneakers” 中，“coupon” 可通过 “打折 20%” 的价格优惠，关联到购物场景中常见的 “优惠券” 概念。 4. 习语破译：结合场景理解文化隐喻 对于生活化习语（如 “break a leg”“piece of cake”），需跳出字面直译，联系场景推导内涵。例如，若对话中一方说 “Don’t chicken out when trying the roller coaster”，结合游乐园场景与 “尝试过山车” 的语境，考生可推断 “chicken out” 并非指 “像鸡一样”，而是 “因害怕而退缩”。这类表达需将语言符号与生活体验深度绑定，方能准确把握语义。 类型二：学校教育类 【特征分析】 1.语境内容的立体解构 学校教育类语境以校园生态为核心，构建起四维叙事框架。校园生活涵盖日常作息与场景转换，如 “Between classes, the hallway buzzes with students rushing to their lockers”（课间时分，走廊里满是奔向储物柜的学生）；学习科目聚焦学科特色与学习体验，例如 “During math class, we used manipulatives to solve geometry problems”（数学课上，我们借助教具攻克几何难题）；师生关系展现互动细节，像 “Mr. Chen stayed after school to help me with my essay’s thesis statement”（陈老师留校辅导我修改论文论点）；课外活动延伸至社团、竞赛与实践，如 “Our debate club advanced to the regional finals last month”（我们的辩论社上月晋级了地区决赛）。高频词群紧密围绕 schoolyard、blackboard、textbook 等具象场景展开，形成强辨识度的校园话语体系。 2.语言符号的校园属性 此类语境通过 “学科术语 + 校园俚语” 双轨并行传递信息。学科维度渗透专业表达，如 “Photosynthesis occurs in the chloroplasts”（光合作用发生于叶绿体）中的生物学术语；校园社交则融入学生常用俚语，如 “Are you sitting for the midterms next week?”（你下周参加期中测试吗？）中的 “sit for”（应考）。句式结构常呈现 “指令性” 与 “讨论性” 特征：教师话语多为祈使句（“Turn to page 45 and pair up”），学生互动则以疑问句与观点陈述为主（“Do you think the history project should focus on WWII?”）。图表、课程表等语篇形式也高频出现，如阅读理解中模拟 “课程变更通知”，要求学生提取 “教室调整”“代课教师” 等关键信息。 3.场景共鸣的教学映射 语篇通过复现典型校园事件激活考生经验库。例如，完形填空中描述 “因忘带实验报告被老师提醒”，或阅读理解中探讨 “小组作业中的角色分配冲突”，这些场景精准锚定学生日常挑战。再如，阅读理解语篇讲述 “新转学生通过加入戏剧社融入集体”，考生可调用自身适应新环境的经历，不仅理解 “icebreaker activity”（破冰活动）的功能，更能体会语篇传递的归属感主题。此类语境常将教育理念（如协作学习、批判性思维）嵌入具体事件，如阅读材料中设计 “学生自主设计科学实验” 的情节，既考查信息提取能力，也呼应新课标倡导的探究式学习。 【解读策略】 1.主旨大意的结构化解析 解读学校类语篇时，需构建 “宏观定位 — 中观拆解 — 微观验证” 的三级分析体系。首先通过标题、首尾段核心句锁定范畴：若标题为 “STEM Festival: Igniting Curiosity”，可预判为校园科技活动；若开篇提及 “Since the new math curriculum was introduced…”，则聚焦学科教学改革。对于复杂语篇，需梳理高频关键词（如反复出现的 “debate competition”“teamwork”），并利用逻辑连接词（however/therefore）识别观点转折与结论。例如，一篇关于 “校园垃圾分类倡议” 的文章，可通过 “政策背景 — 实施步骤 — 成效反馈” 的框架快速提炼主旨。 2.校园活动类语篇的立体拆解 分析校园活动时，需从三个维度穿透内容：（1）主题内核：通过活动标语（如 “Read to Lead” 读书周口号）、开幕致辞或海报设计捕捉深层价值，明确其教育意义（如培养阅读习惯、提升领导力）；（2）过程肌理：按 “筹备期 — 高潮期 — 收尾期” 拆解细节，关注冲突与亮点（如 “因雨天临时调整运动会赛程”“机器人社团作品获省级奖项”）；（3）意义辐射：留意文末总结或人物访谈，挖掘活动对个体（“I overcame stage fright”）、群体（“增强班级凝聚力”）及社会（“获社区环保表彰”）的多重影响。 3.人物态度的多模态捕捉 语篇中的情感表达常以 “显性标记 + 隐性线索” 交织呈现：（1）显性信号：直接使用评价性词汇（“terrific PE teacher”“confusing grammar lesson”）、情感动词（“loathed group projects”“thrived in art class”）；（2）隐性编码：通过行为对比传递态度（如 “当其他同学抱怨作业时，她主动整理错题本”），或借助环境隐喻烘托情绪（“实验室窗外的阴雨映衬着实验失败的沮丧”）。在人物对话场景中，需捕捉语气词（“Ugh, 又要考试！”）、反问句（“难道地理课不该更有趣吗？”）及肢体语言描述（“他耷拉着肩膀走进数学教室”），避免仅从字面解读态度倾向。 类型三：社会文化类 【特征分析】 1.语境类型的多元呈现 文化类语境以丰富的文明图景为基底，广泛覆盖四大领域。在文化习俗层面，常涉及非语言交际规则与生活传统，如英语语篇中描述 “In New Zealand, the Māori greeting ‘hongi’ involves pressing noses to symbolize the sharing of breath”（在新西兰，毛利人的 “碰鼻礼” 通过鼻间相触象征气息交融）；或 “In the UK, queuing is deeply ingrained—cutting in line is considered extremely rude”（在英国，排队文化根深蒂固，插队被视为极不礼貌）。节日庆典类内容则聚焦全球特色仪式，例如 “During Diwali in India, families light oil lamps to celebrate the triumph of light over darkness”（印度排灯节期间，家庭点燃油灯欢庆光明战胜黑暗）；或 “In the US, Thanksgiving is marked by roasted turkey and expressing gratitude”（美国感恩节以烤火鸡与感恩为核心）。历史地理语境常融合时空线索，如 “The ancient Romans built aqueducts to transport water across vast distances”（古罗马人建造水道桥跨域输水）；社会现象类语篇则关注当代议题，像 “In Scandinavian countries, ‘lagom’—the concept of ‘not too much, not too little’—shapes minimalist lifestyle trends”（北欧国家的 “适度” 理念催生极简生活潮流）。 2.文化背景的认知挑战 此类语境因跨文化特性常包含陌生知识。语言符号层面，专有名词与习语需特定背景支撑，如 “The phrase ‘Achilles’ heel’ originates from Greek mythology, referring to a fatal weakness”（“阿喀琉斯之踵” 源于希腊神话，喻指致命弱点）；或 “In Australian slang, ‘barbie’ means barbecue—a term unique to local culture”（澳式俚语中，“barbie” 指代烧烤，为地域特色表达）。习俗隐喻方面，如 “In Western weddings, the bride’s ‘something blue’ tradition symbolizes purity”（西方婚礼中新娘佩戴 “蓝色物件” 象征纯洁），若无文化储备易误解为单纯的色彩偏好。历史地理信息同样构成难点，例如描述 “The Berlin Wall, which divided Germany from 1961 to 1989, became a symbol of the Cold War”（1961 至 1989 年间分割德国的柏林墙，是冷战的象征），需结合时代背景理解其政治意义。 3.典型语篇的解读实例 以下列阅读段落为例：“In Brazil’s Carnival, samba parades are the highlight. Participants wear vibrant costumes inspired by African and indigenous cultures, reflecting the nation’s diverse heritage.” 若学生不了解巴西狂欢节融合非洲与本土文化的历史背景，可能仅关注 “桑巴巡游” 与 “艳丽服饰” 的表面描述，而忽视其背后的移民文化交融意义。另一完形填空案例：“During Chinese Spring Festival, giving red envelopes filled with money is a must. The red color, associated with luck, wards off evil spirits.” 此处需理解 “红包” 的 “驱邪纳福” 寓意，以及红色在中国文化中的吉祥象征，方能准确选择 “symbolizes”“repels” 等关键词。再如科普类语篇提及 “The Inca Empire, centered in modern-day Peru, built Machu Picchu as a mountaintop citadel without using mortar”（印加帝国在秘鲁山区建造马丘比丘，石砌建筑无需灰泥），需结合安第斯山脉的地理条件与古文明工艺知识，才能理解其工程奇迹的特殊性。 【解读策略】 1.基于上下文的文化概念推理 面对陌生文化概念时，需构建 “线索捕捉 — 逻辑关联 — 意义推导” 的思维链。例如，语篇中提及 “The Holi festival is known as the 'Festival of Colors,' during which people splash vibrant powders on one another to celebrate the arrival of spring.” 即便考生不了解印度洒红节（Holi），也可通过 “Colors”“splash powders”“spring” 等上下文关键词，推断这是与色彩、欢庆、季节更替相关的节日。再如，当读到 “During Ramadan, Muslims observe fasting from dawn to dusk as a practice of spiritual reflection.” 考生可结合 “fasting”（禁食）与 “spiritual reflection”（精神自省）的描述，关联到宗教节日的戒律与意义，虽无需知晓斋月的具体细节，也能把握其核心特征。 2.关键文化信息的精准抓取 文化类语篇常通过 “数据 + 细节” 传递核心信息，需重点关注时间、仪式与象征物。以端午节（Dragon Boat Festival）介绍为例：“Originating over 2,000 years ago, this festival commemorates Qu Yuan. Key traditions include racing dragon-shaped boats and eating zongzi wrapped in bamboo leaves.” 考生需快速锁定 “2,000 years ago”（起源时间）、“dragon boats”（庆祝方式）、“zongzi”（特色食物）等关键信息。又如描述墨西哥亡灵节（Dia de los Muertos）：“Families create altars with marigolds, photos of the deceased, and sugar skulls, believing that these offerings guide spirits back to the living world.” 需聚焦 “altars”（祭坛）、“marigolds”（万寿菊）、“sugar skulls”（糖骷髅）等文化符号，理解其连接生死的仪式功能。 3.跨文化差异与共性的辩证思考 阅读中需建立对比视角，例如对比中国春节的 “团圆饭” 与西方感恩节的 “家庭聚餐”，虽习俗形式不同（饺子 vs 火鸡），但均承载家族凝聚的情感内核。如有阅读理解语篇对比中式 “红包” 与西式 “圣诞礼物”：“While red envelopes in China convey blessings through monetary gifts, Christmas presents in the West emphasize surprise and personal choice.” 考生需提炼 “祝福传递” 与 “情感表达” 的共性，同时理解 “现金馈赠” 与 “实物赠送” 的差异，进而在答题中体现 “文化多元性” 的认知深度。此类思考不仅助力解题，更能培养在全球化语境下尊重差异、寻求共鸣的交际素养。。 类型四：科普知识类 【特征分析】 1.语境领域的专业细分与知识呈现 科普类语境以严谨的学术逻辑为基底，深度覆盖三大核心领域。在自然科学范畴，常聚焦生态系统与物质原理，如 “The carbon cycle involves the exchange of carbon between the atmosphere, oceans, and terrestrial ecosystems”（碳循环涉及大气、海洋与陆地生态系统间的碳交换）；或 “Photosynthesis converts light energy into chemical energy in plants”（光合作用将光能转化为植物中的化学能）。科技发明类语篇侧重技术革新与应用，例如 “5G networks enable ultra-fast data transfer, reducing latency to less than 1 millisecond”（5G 网络实现超高速数据传输，将延迟降至 1 毫秒以内）；或 “AI algorithms analyze vast datasets to predict disease outbreaks”（人工智能算法分析海量数据以预测疾病爆发）。医学健康领域则关注生理机制与诊疗进展，像 “Vaccines stimulate the immune system by introducing weakened pathogens”（疫苗通过引入减毒病原体刺激免疫系统）；或 “Telemedicine allows patients to consult doctors remotely via video conferencing”（远程医疗使患者可通过视频会议远程问诊）。 2.语言表达的专业性与复杂性 此类语境呈现显著的学术语言特征：(1)专业术语密集：常出现拉丁学名（如 Homo sapiens）、技术缩写（MRI=Magnetic Resonance Imaging）及学科概念（plate tectonics 板块构造学）。例如 “Antibiotics target bacterial cell walls, inhibiting their growth”（抗生素作用于细菌细胞壁，抑制其生长）中的 “antibiotics”“cell walls” 均为专业词汇。(2)复合句式主导：多使用被动语态（“The experiment was conducted under controlled conditions”）、定语从句（“The device that measures air quality is called a monitor”）及条件状语从句（“If the pH level drops below 7, the solution becomes acidic”）。(3)数据与例证支撑：通过精确数值增强可信度，如 “The Earth’s atmosphere is composed of 78% nitrogen, 21% oxygen”（地球大气由 78% 氮气、21% 氧气构成）；或引用研究结论 “According to a NASA study, global temperatures have risen by 1.2°C since 1880”（据 NASA 研究，自 1880 年起全球气温已上升 1.2°C）。 3.典型语篇的深度解析实例 以下列科普阅读为例：“CRISPR-Cas9, a gene-editing tool, enables scientists to modify DNA sequences with unprecedented precision. By targeting specific genes, it holds promise for treating genetic disorders like cystic fibrosis.” 若考生不熟悉基因编辑技术，可通过 “modify DNA”（修改 DNA）、“genetic disorders”（遗传疾病）等上下文线索，推断其为生物技术领域的创新工具。另一完形填空案例：“The human body’s circulatory system, consisting of the heart and blood vessels, pumps oxygenated blood to every cell. Arteries carry blood away from the heart, while veins return it.” 需借助 “heart”“blood vessels”“arteries”“veins” 等专业词汇，结合 “pump”“carry”“return” 等动作描述，理解循环系统的运作机制。再如科技类语篇：“Self-driving cars rely on LiDAR sensors to detect obstacles. These sensors emit laser pulses, measuring distances by analyzing reflected light.” 考生需通过 “sensors”（传感器）、“laser pulses”（激光脉冲）等术语，把握自动驾驶技术的感知原理。 【解读策略】 1.专业术语的解构与语境突破 面对科技类语篇中的专业术语，构建 “线索关联 — 语义推导” 的思维路径是关键。例如，在描述人工智能的段落中出现 “Machine learning algorithms, such as neural networks, enable computers to improve performance through data analysis”，即便 “neural networks”（神经网络）为生僻术语，考生也可通过 “such as” 引导的举例说明，结合前文 “algorithms”（算法）及 “data analysis”（数据分析）的语境，推断其为机器学习的一种技术类型。再如，医学科普文中提及 “mRNA vaccines, like those developed for COVID-19, deliver genetic instructions to cells”，通过 “like” 后的新冠疫苗实例及 “genetic instructions”（基因指令）的解释，可理解 mRNA 疫苗的核心机制。此类推导需聚焦 “定义句”（A is defined as...）、“类比词”（similar to）及 “功能描述”（used for）等关键线索。 2.复杂句式的结构拆解与信息提炼 科技类语篇常以长难句承载复杂逻辑，需采用 “分层剖析 — 主干提取” 策略。例如，句子 “The development of 5G technology, which offers ultra-low latency and high bandwidth, has revolutionized industries ranging from healthcare to autonomous vehicles” 包含非限制性定语从句（which...bandwidth）与分词短语（ranging from...），考生可先剥离修饰成分，提炼主干 “5G technology has revolutionized industries”，再通过从句补充理解其 “低延迟、高带宽” 的特性。又如复合句 “Although quantum computing is still in its infancy, researchers predict it will solve complex problems currently intractable for classical computers”，通过 “although” 识别让步转折逻辑，优先抓取主句核心 “will solve complex problems”，再整合从句条件（处于初期阶段）。此类分析需借助标点符号（逗号、破折号）与连接词（if、while）划分结构单元。 3.逻辑链条梳理与趋势洞察 把握科普语篇的因果、递进等逻辑关系能显著提升理解深度。例如，在探讨气候变化的段落中，“Rising global temperatures, primarily caused by increased CO₂ emissions, lead to melting ice caps and subsequent sea-level rise”，通过 “caused by” 明确因果关联，即碳排放增加导致升温，进而引发冰川融化与海平面上升。而在技术发展类文章中，“First-generation solar panels had low efficiency; however, recent advancements in perovskite materials have doubled conversion rates” 呈现对比递进关系，考生可据此梳理技术迭代脉络。此外，关注时效性表达（“recently”“newly discovered”）与预测性语句（“experts anticipate”“is expected to”），能精准捕捉研究动态，如 “New research suggests that gene editing may soon cure previously incurable genetic diseases” 揭示基因疗法的未来潜力。通过逻辑链串联核心信息，可构建完整的科技认知框架。 类型五：人物故事类 【特征分析】 1.叙事结构的时间轴与逻辑链 人物类语篇以 “个体成长” 或 “事件突破” 为主线，通过清晰的时间标记或因果关联展开。按时间顺序叙述时，常使用 “in childhood”“at the age of 18”“decades later” 等节点串联人生轨迹，如：“J.K. Rowling began writing Harry Potter on a delayed train in 1990; by 1997, her manuscript was accepted by a small publisher.” 而事件逻辑驱动的故事则依托因果关系，例如：“After losing his job, Steve Jobs founded NeXT Computer, an experience that later influenced Apple’s design philosophy.” 这类叙事中，时间副词（eventually、subsequently）与连接词（therefore、as a result）成为梳理脉络的关键线索。 2.人物塑造的多维呈现 语篇通过言行细节与成就列举立体刻画人物。描写品质时，常伴随具体事例：“Despite facing discrimination, Malala Yousafzai continued advocating for girls’ education, even after surviving a Taliban assassination attempt.” 其中，“continued advocating”“surviving” 等行为动词凸显坚韧精神。在名人传记中，量化成就增强说服力，如：“Marie Curie’s discovery of radium earned her two Nobel Prizes—the first woman to achieve this distinction.” 而普通人故事则聚焦情感共鸣，例如：“Mr. Johnson, a retired teacher, volunteers at a community library every week, believing ‘knowledge should be accessible to all.’” 直接引语进一步揭示人物价值观。 3.典型语篇的解读范例 以历史人物类阅读为例：“At 21, Helen Keller lost both sight and hearing. However, with Anne Sullivan’s tutoring, she learned to communicate. In 1904, Keller graduated from Radcliffe College, becoming the first deaf-blind person to earn a Bachelor of Arts degree.” 考生可通过时间（21 岁失聪失明→接受教育→1904 年毕业）与转折词 “however” 把握逆境突破的叙事逻辑。另一篇普通人故事：“Tom, a delivery driver, noticed an elderly customer struggling with groceries. Without hesitation, he carried the bags upstairs and later started a volunteer service for seniors in his neighborhood.” 从 “noticed”“carried” 等动作链，可提炼出人物的主动性与社会责任感。此类语篇常通过 “困境 — 行动 — 影响” 的三段式结构，传递人物的精神内核。 【解读策略】 1.生平事迹的时间脉络梳理 阅读人物故事需构建 “时空坐标 — 事件链” 的认知框架。通过显性时间标记（年份、年龄、季节）与隐性逻辑线索（after、before、consequently）串联关键节点。例如，描述物理学家费曼的段落：“In 1942, at age 24, Richard Feynman joined the Manhattan Project. After the war, he developed the Feynman diagrams for quantum mechanics; in 1965, this work earned him a Nobel Prize.” 考生可通过 “1942”“战后”“1965” 等时间锚点，梳理其从科研参与到理论突破的轨迹。地点信息同样关键，如 “Born in a small Brazilian town, environmentalist Marina Silva later moved to the Amazon rainforest, where she began her fight against deforestation.” 地理迁移暗示人物使命的觉醒。 2.人物特质的言行解码 性格与品质的解读需聚焦 “语言 — 动作 — 心理” 的三维线索。直接引语常揭示价值观，如特蕾莎修女所言 “I can do things you cannot; you can do things I cannot; together we can do great things” 传递协作精神。动作细节则强化性格，例如 “He crouched beside the injured kitten, gently wiping its fur—even stray animals deserved kindness” 中，“crouched”“gently wiping” 的动作链凸显悲悯心。心理描写（如 “His hands trembled as he opened the acceptance letter—years of struggle were finally validated”）通过生理反应外化情感起伏。考生需将碎片化描写整合为特质标签，如从 “反复修改设计稿直至深夜” 提炼出 “精益求精”。 3.故事内核的启示提炼 语篇的深层价值常隐藏于 “冲突 — 抉择 — 升华” 的叙事结构中。以登山家故事为例：“Facing a blizzard 500 meters from Everest’s summit, she chose to turn back. ‘Survival matters more than records,’ she later wrote. This decision inspired others to prioritize safety over glory.” 人物在生死抉择中传递的理性态度，超越个体经历升华为普世启示。另一类成长型故事通过对比展现蜕变，如 “Once shy and hesitant, he transformed after joining the debate club: ‘Public speaking taught me confidence isn’t the absence of fear—it’s acting despite it.’” 考生需剥离具体事件，提炼抽象哲理（如 “勇气源于行动”），并关联现实生活，如将 “辩论训练” 迁移至 “克服社交恐惧” 的场景。 （建议用时：40分钟） 一、完形填空 1 I always knew that I depended too much on my phone. But I didn’t know how much, so I decided to do this 1 to find out. Every morning since I got a smartphone, I’ve used The Weather Forecast App to find out what to 2 . On the first morning, I had to dress without guidance (指导). But thankfully I was able to 3 that the day would be cold and foggy (有雾的) by looking out of my window. I couldn’t know what time it was. I haven’t worn a 4 for more than a year, because my phone 5 the time. So I was late for picking up friends who had been on the bus for two hours from Santa Monica to Palos Verdes. I was also delayed (耽误) by my part-time job. And 6 I couldn’t call people to tell them that I was late. Getting to places was harder, too. I got 7 because I couldn’t use the GPS on my phone. My driving, though, got a lot 8 because I no longer had my phone in one hand checking directions while 9 with the other hand. But the number one trouble was that I didn’t have my contact list (联系人名单). I forgot to write down my friends’ and family members’ phone numbers before I 10 the challenge. It was sad to realize that I couldn’t 11 their cellphone numbers. Oh, how I 12 to turn on the phone for just a second to look up their phone numbers! However, even with all the problems, I found a sense of 13 without worrying about missing a text message or an e-mail. This challenge was an unbelievable learning experience. It surprised me that I had never paid attention to even the 14 things like remembering phone numbers. We all should 15 some time to think about how we can depend less on our cellphones. 1．A．experience B．duty C．challenge D．action 2．A．carry B．wear C．take D．see 3．A．guess B．doubt C．think D．decide 4．A．watch B．hat C．suit D．ring 5．A．marked B．relaxed C．told D．called 6．A．even though B．after all C．even worse D．in total 7．A．caught B．changed C．lost D．hurt 8．A．earlier B．safer C．braver D．quieter 9．A．driving B．walking C．running D．moving 10．A．supported B．forgot C．started D．reported 11．A．collect B．copy C．read D．remember 12．A．felt B．wished C．liked D．hated 13．A．peace B．danger C．excitement D．sadness 14．A．happiest B．nicest C．simplest D．clearest 15．A．spend B．spare C．enjoy D．waste 【答案】 1．C 2．B 3．A 4．A 5．C 6．C 7．C 8．B 9．A 10．C 11．D 12．B 13．A 14．C 15．B 【解析】本文讲述了作者意识到自己过度依赖手机，决定进行一项挑战，挑战期间遇到诸多不便，却也体会到了别样的感受。 1．句意：但我不知道依赖程度有多高，所以我决定做这个挑战来弄清楚。 experience经历；duty责任；challenge挑战；action行动。根据最后一段“This challenge was an unbelievable learning experience.”可知，作者是要进行一项挑战。故选C。 2．句意：自从我有了智能手机，每天早上我都会用天气预报应用程序来弄清楚该穿什么。 carry携带；wear穿戴；take拿走；see看见。根据后文“On the first morning, I had to dress without guidance (指导).”可知，这里说的是通过天气预报决定穿什么。故选B。 3．句意：但谢天谢地，通过向窗外望去，我能猜出那天会寒冷且有雾。 guess猜测；doubt怀疑；think思考；decide决定。根据“... the day would be cold and foggy (有雾的) by looking out of my window.”结合前文可知，因为没有天气预报应用，只能通过看窗外猜测天气。故选A。 4．句意：我已经一年多没戴手表了，因为我的手机显示时间。 watch手表；hat帽子；suit西装；ring戒指。根据前文“I couldn’t know what time it was.” 可知，此处是没戴能显示时间的东西，因此watch“手表”，符合语境。故选A。 5．句意：我已经一年多没戴手表了，因为我的手机显示时间。 marked标记；relaxed放松；told告诉，显示；called打电话。根据“because my phone ... the time.”结合常识可知，手机可以显示时间，told“告诉，显示”，符合语境。故选C。 6．句意：更糟糕的是，我不能打电话告诉人们我迟到了。 even though即使；after all毕竟；even worse更糟糕的是；in total总共。根据“So I was late for picking up friends who had been on the bus for two hours from Santa Monica to Palos Verdes. I was also delayed (耽误) by my part-time job.”可知，前面提到接人迟到，还被兼职工作耽误了，这里进一步说不能打电话告知对方，是更糟糕的情况。故选C。 7．句意：因为我不能使用手机上的GPS，所以我迷路了。 caught捕获；changed改变；lost迷路的；hurt伤害。根据“because I couldn’t use the GPS on my phone.”可知，手机的GPS是用来导航定位的，没有了GPS，因此会容易迷路。故选C。 8．句意：不过，我的驾驶变得安全多了，因为我不再一只手拿着手机查看方向，另一只手开车。 earlier更早的；safer更安全的；braver更勇敢的；quieter更安静的。根据“because I no longer had my phone in one hand checking directions ...”可知，不再分心看手机，驾驶自然会更安全，因此safer“更安全的”，符合语境。故选B。 9．句意：不过，我的驾驶变得安全多了，因为我不再一只手拿着手机查看方向，另一只手开车。 driving驾驶；walking步行；running跑步；moving移动。根据“My driving, though, got a lot safer because I no longer had my phone in one hand checking directions ...”可知，前文说的是驾驶，这里指开车时另一只手的动作，driving“驾驶”，符合语境。故选A。 10．句意：在开始挑战之前，我忘记写下朋友和家人的电话号码。 supported支持；forgot忘记；started开始；reported报告。根据“But the number one trouble was that I didn’t have my contact list (联系人名单).”以及“before I ... the challenge.”可知，现在遇到的问题是没有联系人名单，应该是开始挑战前没写下电话号码，started“开始”，符合语境。故选C。 11．句意：意识到我记不住他们的手机号码，我很伤心。 collect收集；copy复制；read阅读；remember记住。根据“I forgot to write down my friends’ and family members’ phone numbers before I started the challenge.”以及下文“... to turn on the phone for just a second to look up their phone numbers!”可知，在开始挑战前没写下电话号码，这里是意识到记不住号码而难过，remember“记住”，符合语境。故选D。 12．句意：哦，我多么希望能打开手机一秒钟来查找他们的电话号码！ felt感觉；wished希望；liked喜欢；hated讨厌。根据前文“I forgot to write down my friends’ and family members’ phone numbers before I started the challenge. It was sad to realize that I couldn’t remember their cellphone numbers.”可知，由于记不住号码而苦恼，所以此时是希望能看手机查号码，wished“希望”，符合语境。故选B。 13．句意：然而，尽管有所有这些问题，我却找到了一种平静感，不用担心错过短信或电子邮件。 peace平静；danger危险；excitement兴奋；sadness悲伤。根据“without worrying about missing a text message or an e-mail.”结合常识可知，没有手机信息邮件的干扰，内心应该是有一种平静的感觉，peace“平静”，符合语境。故选A。 14．句意：令我惊讶的是，我甚至从未注意过像记住电话号码这样最简单的事情。 happiest最幸福的；nicest最好的；simplest最简单的；clearest最清晰的。根据“things like remembering phone numbers.”结合语境可知，记住电话号码是很简单的事，作者却没注意。故选C。 15．句意：我们都应该抽出一些时间来思考如何减少对手机的依赖。 spend花费；spare抽出；enjoy享受；waste浪费。根据“It surprised me that I had never paid attention to even the simplest things like remembering phone numbers.”以及“to think about how we can depend less on our cellphones.”可知，由于作者之前过度依赖手机，像记住电话号码这样最简单的事情都从未注意过，所以这里是说要抽出一些时间来思考对手机的依赖，spare“抽出，腾出”，spare some time表示“抽出一些时间”，符合语境。故选B。 2 先通读短文，掌握其大意，然后从A、B、C、D四个选项中选出一个可以填入相应空白处的最佳答案，并将其标号填入题前括号内。 Mrs. Chen’s class wanted to make a garden at their school. “We can grow our own vegetables!” said Tom 1 . Everyone liked this 2 . The students started by 3 a small piece of land behind their classroom. It wasn’t 4 —there were many rocks and wild grass. Their hands got dirty, but they didn’t give up. They worked together every day after lunch. When the land was ready, they 5 seeds (种子) for tomatoes, carrots, and lettuce. “Now we just wait for them to grow,” said Sarah with a 6 . But things didn’t go as planned. The first week, birds ate many of their seeds. “Don’t worry,” said Mrs. Chen. “We can plant more.” So they did. Then, a week without 7 made the soil (土壤) very dry. The students took 8 bringing water from the classroom. It was hard work, but they kept going. One morning, they found their first tiny plants! Everyone was happy. But the next day, some plants looked sick with 9 leaves. “Maybe they need better soil,” said Mike. The class learned about plant food and 10 it to their garden. Slowly, their garden started to grow. Every small green leaf made them 11 . Even when some vegetables didn’t grow well, they learned from their 12 and tried again. After three months, they had their first harvest. The tomatoes were small, and some carrots looked funny, 13 they were the best vegetables the students had ever seen. “We did it!” 14 Lisa. “Even when it was hard, we didn’t stop trying.” Mrs. Chen smiled. “You learned something more 15 than growing vegetables. You learned that good things take time and effort, but they’re worth it if you don’t give up.” The class agreed to make their garden bigger next year. They knew it would be hard work, but now they weren’t afraid of challenges. 1．A．quietly B．excitedly C．quickly D．sadly 2．A．question B．story C．idea D．problem 3．A．cleaning B．measuring C．drawing D．painting 4．A．fun B．pretty C．small D．easy 5．A．lost B．planted C．bought D．forgot 6．A．smile B．shout C．tear D．shout 7．A．wind B．rain C．snow D．sun 8．A．breaks B．turns C．runs D．jumps 9．A．green B．red C．blue D．yellow 10．A．fixed B．wasted C．added D．moved 11．A．shy B．tired C．proud D．bored 12．A．gifts B．mistakes C．lessons D．jokes 13．A．or B．and C．so D．but 14．A．cried B．cheered C．whispered D．laughed 15．A．boring B．important C．difficult D．comfortable 【答案】 1．B 2．C 3．A 4．D 5．B 6．A 7．B 8．B 9．D 10．C 11．C 12．B 13．D 14．B 15．B 【解析】本文主要讲述了陈老师的班级在学校打造花园种植蔬菜的经历，学生们在面对诸多困难时不放弃，最终收获成果并学到了宝贵经验。 1．句意：“我们可以自己种蔬菜！”汤姆兴奋地说。 quietly安静地；excitedly兴奋地；quickly快速地；sadly悲伤地。根据“We can grow our own vegetables!”可知，汤姆对于能自己种蔬菜这个提议很激动，所以是兴奋地说，故选B。 2．句意：每个人都喜欢这个主意。 question问题；story故事；idea主意；problem问题。根据前文“We can grow our own vegetables!”可知，这是一个主意，大家都喜欢，故选C。 3．句意：学生们从清理教室后面的一小块地开始。 cleaning清理；measuring测量；drawing画画；painting绘画。根据后文“there were many rocks and wild grass”可知，要先清理土地，故选A。 4．句意：这并不容易——有很多石头和野草。 fun有趣的；pretty漂亮的；small小的；easy容易的。根据“there were many rocks and wild grass”可知，提到有很多石头和野草，说明清理土地不容易，故选D。 5．句意：当地整好后，他们种下了西红柿、胡萝卜和生菜的种子。 lost丢失；planted种植；bought买；forgot忘记。根据“When the land was ready,”和语境可知，土地准备好后是要种种子，故选B。 6．句意：“现在我们只需等着它们长大”，萨拉微笑着说。 smile微笑；shout喊叫；tear眼泪；shout喊叫。根据“Now we just wait for them to grow”可知，此时萨拉心情不错，应是微笑着说，故选A。 7．句意：然后，一个星期没有下雨，使土壤非常干燥。 wind风；rain雨；snow雪；sun太阳。根据“the soil (土壤) very dry”可知，土壤干燥是没下雨引起的，故选B。 8．句意：学生们轮流从教室打水。 breaks打破；turns转动；runs跑；jumps跳。“take turns doing sth.”是固定短语，意为“轮流做某事”，这里指轮流打水，故选B。 9．句意：但是第二天，一些植物叶子发黄，看起来生病了。 green绿色的；red红色的；blue蓝色的；yellow黄色的。前面的“But”表示转折含义，植物生病时叶子通常会变黄，故选D。 10．句意：全班同学学习了植物肥料的知识，并把肥料添加到他们的花园里。 fixed修理；wasted浪费；added添加；moved移动。这里是往花园里添加肥料，add... to... 意为“把……添加到……” ，故选C。 11．句意：每一片小小的绿叶都让他们感到自豪。 shy害羞的；tired疲惫的；proud自豪的；bored无聊的。根据“Slowly, their garden started to grow. Every small green leaf made them”可知，看到花园有成果，学生们会感到自豪，故选C。 12．句意：即使有些蔬菜长得不好，他们也从错误中吸取教训，并再次尝试。 gifts礼物；mistakes错误；lessons课程；jokes玩笑。根据“Even when some vegetables didn’t grow well”可知，蔬菜长得不好是种植过程中出现的错误，要从错误中学习，故选B。 13．句意：这些西红柿很小，有些胡萝卜看起来搞笑，但它们是学生们见过的最好的蔬菜。 or或者；and和；so所以；but但是。前后是转折关系，虽然蔬菜有不足但仍是他们见过最好的，故选D。 14．句意：“我们做到了！” 莉萨欢呼道。“即使它们不好，我们也不会停止尝试。” cried哭泣；cheered欢呼；whispered低语；laughed大笑。根据“We did it!”可知，收获蔬菜很开心，应是欢呼，故选B。 15．句意：你们学到了比种蔬菜更重要的东西。 boring无聊的；important重要的；difficult困难的；comfortable舒适的。根据“You learned that good things take time and effort, but they’re worth it if you don’t give up.”可知，学生们学到了坚持和努力的道理，这比种菜更重要，故选B。 二、阅读理解 1 The British development group Practical Action says the best way to prepare foods for storage is at harvest (收获) time while still in the field. Use a sharp knife to cut the fruits and vegetables off and put them on a clean place. Do not put them on the ground. Use water to clean off dirt. Usually it is better not to pick off the leaves from fruits and vegetables before storage. Without the leaves, food can become dry. Fruits and vegetables must be cool from field heat before they are put into storage. But cooling them in water can spread fungus (菌类) in the food. A better idea is to harvest foods either early or late in the day, then leave them to cool naturally. Some fruits and vegetables must be kept at 0℃ to 4℃. Any colder, and they might go bad. Some foods need to be kept at 4℃ to 8℃ and some need to be kept above 8℃ for best results. Wet the fruits and vegetables so they do not become too dry. The best time to do this is before storage. Cover the foods in plastic once they reach the right “critical temperature (临界温度)” for storage. Most fruits and vegetables need the relative humidity in storage to be kept between 85 and 95 percent. Finally, leave space between the foods and the walls of the cold storage area so air can go around. Keep the space clean. And try not to open the doors too often. 1．Why shouldn’t we pick off the leaves before storage? A．Leaves make food look better. B．Leaves help keep food wet. C．Leaves protect food from insects. D．Leaves are necessary for food growth. 2．What is the recommended method to cool fruits and vegetables before storage? A．Cooling them in water immediately. B．Placing them in a freezer for a short time. C．Letting them cool naturally after harvesting. D．Harvesting them at midday for quick cooling. 3．What does the underlined word “humidity” in paragraph 4 mean? A．Wetness. B．Dryness. C．Warmness. D．Coldness. 4．What is the main idea of the text? A．The effects of temperature on the taste of stored foods. B．The importance of using plastic to cover fruits and vegetables. C．How to clean fruits and vegetables properly before eating them. D．The best methods for harvesting and storing fruits and vegetables. 【答案】1．B 2．C 3．A 4．D 【解析】本文主要介绍了果蔬的最佳采收和储存方法，包括采摘时的注意事项、冷却方式、温度控制、湿度要求等。 1．细节理解题。根据“Without the leaves, food can become dry.”可知，保留叶子可以防止食物变干，即帮助保持食物湿润。故选B。 2．细节理解题。根据“A better idea is to harvest foods either early or late in the day, then leave them to cool naturally.”可知，推荐的方法是让水果和蔬菜在收获后自然冷却。故选C。 3．词义猜测题。根据“Wet the fruits and vegetables so they do not become too dry. The best time to do this is before storage. Cover the foods in plastic once they reach the right “critical temperature (临界温度)” for storage. Most fruits and vegetables need the relative humidity in storage to be kept between 85 and 95 percent.”可知，要把水果蔬菜弄湿防止变干，储存时大多数水果和蔬菜需要相对湿度保持在85%到95%之间，所以humidity意为“湿度”。故选A。 4．主旨大意题。全文主要介绍了收获和储存水果蔬菜的最佳方法，包括收获时的处理、冷却方式、湿度和温度控制等。故选D。 2 I started to learn Chinese in middle school, but I didn’t do well then. As time passed, I began to fail to understand the Chinese lessons in high school because I didn’t know the important Chinese language basics. At that time, the Chinese language I learned was already HSK (Hanyu Shuiping Kaoshi, 汉语水平考试) 3 and 4, but I never got to meet with HSK 1 or 2. That made me miss the first floor of learning Chinese. For example, I didn’t know how to pronounce and write the Chinese characters correctly. All I did was meet new Chinese characters without knowing anything other than their meanings. Luckily, after high school, I entered a college in China. The Chinese lesson here started with the basics, HSK 1 and 2. My Chinese teacher, Mr. Yang, taught us the basics I never knew before, such as the airflow (气流) in each Chinese character’s pronunciation. He guided us very well. He showed us how to write each Chinese character step by step. The class was online, but it was enjoyable and interesting. Mr. Yang let us practice pronouncing Chinese words (pinyin) after him. Besides, he always asked us to take a picture of our Chinese character writing and send it to him so that he could correct the mistakes for us. The best part of this lesson was that if I had a question in class, I could ask him directly. Then he would discuss and explain the answer to the whole class. In fact, being focused (专注的) in class is the most important in learning Chinese. Chinese may be the hardest language to learn. But as the Chinese saying goes, “Where there’s a will, there’s a way.”, I believe with a lot of hard work and such kind teachers' help, I will learn it well. 1．Which of the following belongs to Chinese language basics? A．HSK 3 and 4. B．HSK 1 or 2. C．HSK 3. D．HSK 4. 2．Why did the author feel lucky to enter a college in China after high school? A．Because she could understand the Chinese lesson in the college. B．Because she knew how to pronounce and write correctly. C．Because the Chinese lesson here started with the basics. D．Because the class was enjoyable and interesting. 3．What is the most important in learning Chinese according to the author? A．Discussing and explaining. B．Reading and writing. C．Correcting the mistakes. D．Being focused in class. 4．It can be inferred from the text that the author must be ________. A．a foreign student B．a Chinese student C．a foreign teacher D．a Chinese teacher 【答案】1．B 2．C 3．D 4．A 【解析】本文是一篇记叙文，作者通过个人经历讲述了学习汉语的困难与转折，强调基础学习和课堂专注的重要性，并表达了对教师帮助的感激。 1．细节理解题。根据“I didn’t know the important Chinese language basics… I never got to meet with HSK 1 or 2”可知，作者认为HSK 1和2是汉语基础，而HSK 3和4是后续内容。故选B。 2．细节理解题。根据“Luckily… The Chinese lesson here started with the basics, HSK 1 and 2”可知，作者感到幸运的原因是大学课程从基础(HSK 1和2) 开始教学。故选C。 3．细节理解题。根据“being focused in class is the most important in learning Chinese”直接表明课堂专注最重要。故选D。 4．推理判断题。根据全文语境，如“I started to learn Chinese in middle school”“entered a college in China”等可推断，作者是外国学生，而非中国学生或教师。故选A。 3 ① The Maori arrived in New Zealand from Polynesian (波利尼西亚) islands about a thousand years ago. They were the first people to live in New Zealand. ② In the late 18th century, Europeans came to live in New Zealand. At that time, the population of the Maori was maybe 250, 000 in New Zealand. Over the next one hundred years, wars and disease killed many Maori people. By the end of the 19th century, there were only about 40, 000 Maori people left. During this time, the Maori also lost much of their land to the Europeans. Many of them were afraid that they might lose their traditions and language too, but this did not happen. ③ Today the Maori population is increasing. There are about 500, 000 Maori people in New Zealand. Most live like other New Zealanders, but they are keeping the Maori language and traditions alive. There are now Maori radio and television stations. Many schools teach in the Maori language. Nearly one half of Maori language speakers are 25 years old or younger. ④ Maori culture is also alive and well. At the center of Maori culture is the “marae”. This is a special place for ceremonies and meetings. Today the number of marae in New Zealand is increasing. Many of the new marae are in the cities. Now people in the cities can meet and learn about their Maori traditions. ⑤ Today most New Zealand cities have Maori festivals each year. Among festival activities are competitions in speaking, dancing and singing. Children practice for months. Then all the Maori in the area arrive to watch the competitions and see who wins. ⑥ The Maori have gone through hard times. Today they live a comfortable, modern life. They keep their cultural traditions alive, because they have passed and are passing them on to their children. 1．When did the Maori first arrive in New Zealand? A．Around 11th century. B．Around 14th century. C．Around 16th century. D．Around 18th century. 2．What happened to the Maori during the 19th century? A．They owned more land. B．They lost their language. C．They left New Zealand. D．They had a smaller population. 3．What’s the theme of the passage? A．Art. B．Culture. C．Travel. D．Technology 4．What would be the best structure of the passage? A．①/②/③④⑤⑥ B．①/②③④⑤⑥ C．①②/③④⑤/⑥ D．①②③/④⑤/⑥ 【答案】1．A 2．D 3．B 4．C 【解析】本文主要讲述了毛利人从古到今的发展历程以及他们是如何保持和传承自己的文化。 1．细节理解题。根据“The Maori arrived in New Zealand from Polynesian (波利尼西亚) islands about a thousand years ago.”可知，毛利人大约一千年前从波利尼西亚群岛来到新西兰，今年是2025年，所以大约是1025年，即11世纪。故选A。 2．细节理解题。根据“By the end of the 19th century, there were only about 2, 000 Maori people left.”可知，到19世纪末，只剩下大约4万毛利人，人口很少了。故选D。 3．主旨大意题。通读全文可知，本文主要讲述了毛利人从古到今的发展历程以及他们是如何保持和传承自己的文化。因此这篇文章的主题是文化。故选B。 4．篇章结构题。分析文章内容可知，第一、二两段介绍毛利人古时的情况，第三、四、五段介绍毛利人现在的情况，第六段进行总结。故选C。 4 On Wednesday, December 4, 2024, Chinese novelist Chiung Yao passed away. Chiung Yao, or Qiong Yao, whose real name is Chen Zhe, was born in 1938 in Chengdu, Sichuan Province. She moved to Taiwan Province with her parents in 1949 and lived there until her death. Known as one of the most famous romance novelists, Qiong Yao wrote more than sixty romance novels in her lifetime. Over 50 of these were adapted into hit films and TV shows, including My Fair Princess and Fantasies Behind the Pearly Curtain. Her pen name, Qiong Yao, became a cultural icon of her time. In 1962, Qiong Yao’s first novel Outside the Window was published, followed by The Deep Garden and Courtyard (1969) and the short story collection Six Dreams (1964), which made her rise to fame. By 1985, many of her works had been turned into movies and TV series. Shows like Plum Blossom Branding (adapted from Plum Blossom Branding, 1993) and Romance in the Rain (adapted from Fire and Rain, 1963) made Qiong Yao a household name. From the 1990s to the 2000s, her novels and TV series were often buzzwords (时髦术语). Qiong Yao has influenced several generations of Chinese people. Chen Wei, a retired manager from Beijing, recalls that novels like My Fair Princess and Fire and Rain were hugely popular when she was young. “I remember borrowing Fire and Rain and keeping it for a long time,” she says. “Her books and movies hold so many people’s memories.” 1．What are Qiong Yao’s works mainly about? A．Romance. B．Wars. C．Education. D．History. 2．What’s the right time order of publication of the following works? ①Plum Blossom Branding    ②Fire and Rain ③Six Dreams        ④Outside the Window A．③④②① B．②④①③ C．④②③① D．④①②③ 3．Which of the following can replace the underlined word “household” in Paragraph 3? A．Rarely understood. B．Frequently used. C．Easily remembered. D．Widely known. 4．What does Chen Wei think of Qiong Yao’s works? A．She thinks they are for managers. B．She thinks they are wonderful. C．She thinks they are not good for students. D．She thinks they are boring for older people. 【答案】1．A 2．C 3．D 4．B 【解析】本文主要介绍了中国著名言情小说家琼瑶的生平、作品及其文化影响。 1．细节理解题。根据“Known as one of the most famous romance novelists, Qiong Yao wrote more than sixty romance novels in her lifetime.”可知，琼瑶的作品以言情小说为主。故选A。 2．细节理解题。根据“Shows like Plum Blossom Branding (adapted from Plum Blossom Branding, 1993)”可知，《梅花烙》出版于1993年；根据“and Romance in the Rain (adapted from Fire and Rain, 1963)”可知，《烟雨濛濛》出版于1963年；根据“the short story collection Six Dreams (1964)”可知，《六个梦》出版于1964年；根据“In 1962, Qiong Yao’s first novel Outside the Window was published”可知，《窗外》出版于1962年。故顺序为④②③①。故选C。 3．词句猜测题。根据“From the 1990s to the 2000s, her novels and TV series were often buzzwords (时髦术语).”可知，琼瑶通过自己作品的影视改编变得家喻户晓。“household”意为“广泛知晓的”，与D选项意思相近。故选D。 4．观点态度题。根据“Her books and movies hold so many people’s memories.”可知，琼瑶的书和电影承载了许多人的回忆，可见她认为琼瑶的作品很棒。故选B。 三、短文填空 1 阅读短文，在空白处填入适当的词或括号内单词的正确形式。 Last winter, Harbin became popular across the country and hundreds of thousands of tourists had special and unforgettable experiences there. Even now, they still would like 1 (visit) Harbin again. Harbin, which lies in northeastern China, is famous 2 its cold winter and fantastic ice sculptures (雕刻品). 3 last winter, the city has turned itself into one of the most popular 4 (place) to visit in China. According to a government official (官员) in Heilongjiang Province, Harbin’s success is 5 (real) the result of years of 6 (carefully) preparation. “At the 7 (begin) of 2023, Harbin developed plans to improve 8 (it) service for tourists. We took action to improve anything that visitors were not satisfied with 9 we wanted to make Harbin a better place to visit. To help visitors who were not used to cold weather, we provided them with not 10 free hot drinks but also heated places to change clothes. We’ll continue to do everything we can to make visitors comfortable and welcome.” the official says. 【答案】 1．to visit 2．for 3．Since 4．places 5．really 6．careful 7．beginning 8．its 9．because 10．only 【解析】本文是一篇说明文。文章主要介绍了哈尔滨在冬季旅游方面的成功，包括其特色、政府准备措施以及对游客的贴心服务。 1．句意：即使现在，他们仍然愿意再次访问哈尔滨。would like to do sth.“愿意做某事”，后接动词不定式。故填to visit。 2．句意：哈尔滨位于中国东北部，以寒冷的冬天和精美的冰雕而闻名。be famous for“以……闻名”。故填for。 3．句意：自去年冬天以来，这座城市已经成为中国最受欢迎的旅游胜地之一。根据“has turned”可知，此处表示“自从……以来”，用since引导时间状语从句。故填Since。 4．句意：自去年冬天以来，这座城市已经成为中国最受欢迎的旅游胜地之一。one of后接可数名词复数形式。故填places。 5．句意：据黑龙江省一名政府官员称，哈尔滨的成功实际上是多年精心准备的结果。修饰动词需用副词形式。故填really。 6．句意：据黑龙江省一名政府官员称，哈尔滨的成功实际上是多年精心准备的结果。修饰名词preparation需用形容词形式。故填careful。 7．句意：在2023年初，哈尔滨制定了改善游客服务的计划。at the beginning of“在……之初”，固定搭配。故填beginning。 8．句意：在2023年初，哈尔滨制定了改善游客服务的计划。修饰名词service需用形容词性物主代词its。故填its。 9．句意：我们采取行动改进游客不满意的地方，因为我们想让哈尔滨成为一个更好的旅游地。 前后句为因果关系，用because引导原因状语从句。故填because。 10．句意：为了帮助那些不习惯寒冷天气的游客，我们不仅提供免费热饮，还提供取暖更衣处。 not only...but also“不仅……而且”，固定搭配。故填only。 2 阅读下面短文，根据上下文或括号内单词等提示，在空白处填入适当的单词或括号内单词的适当形式。 In China, children like to make promises by hooking their pinkies—the little fingers—with each other. They say, “A pinkie promise must 1 (keep) for 100 years.” Then they may press their thumbs together 2 (complete) the promise. Sometimes, friends will hook 3 (they) pinkies and promise to be together forever. Where does the pinkie promise come from? There are many different theories (推理) on its origin. Some say it 4 (come) from a nursery rhyme (童谣). Others say it was introduced from a Western love story. One theory is that it may have something to do 5 the role of fingers in Chinese culture. 6 Chinese character for “finger” also means “aim” (referring to people’s thoughts), so hooking fingers can be seen as the exchanging of thoughts. 7 (general), hooking fingers means making an important promise. In some 8 (movie), a person who breaks a promise may have his or her little finger cut off! Of course, it is 9 (possible) for such a thing to happen in real life. But we can still see 10 serious “pinkie promises” can be. The next time you hook pinkies with someone, remember to be careful with your promise! 【答案】 1．be kept 2．to complete 3．their 4．comes 5．with 6．The 7．Generally 8．movies 9．impossible 10．how 【解析】本文主要讲述了“小指互相勾在一起来许下承诺”的起源。 1．句意：小指承诺必须保持100年。must是情态动词，其后跟动词原形，且主语与keep是动宾关系，因此用被动语态be done。故填be kept。 2．句意：然后他们可能会一起按下拇指来完成承诺。此处用动词不定式作目的状语。故填to complete。 3．句意：有时候，朋友会勾勾小指，承诺永远在一起。根据“…pinkies”可知，此处说的是他们的小指，用形容词性物主代词their，意为“他们的”。故填their。 4．句意：有人说它来自一首童谣。句子时态是一般现在时，主语是it，谓语动词用单数第三人称comes，意为“来”。故填comes。 5．句意：一种理论认为，这可能与手指在中国文化中的作用有关。have something to do with意为“与……有关”，动词短语。故填with。 6．句意：汉字“指”也意味着“目标”(指人的思想)，所以勾住手指可以被视为思想的交流。此处特指“汉字‘指’”，需用定冠词The。故填The。 7．句意：一般来说，勾手指意味着做出重要的承诺。此处用副词修饰一整句话，Generally意为“一般来说”，首字母大写。故填Generally。 8．句意：在一些电影中，一个违背诺言的人可能会被切掉小指！some修饰可数名词复数形式。故填movies。 9．句意：当然，这样的事情在现实生活中是不可能发生的。根据“…for such a thing to happen in real life.”可知，此处说的是在现实生活中是不可能发生的，impossible意为“不可能的”，形容词作表语。故填impossible。 10．句意：但我们仍然可以看到“小指承诺”有多严重。分析句子可知，此处是感叹句结构，修饰形容词serious，用how表示“多么”。故填how。 3 阅读下面短文，在空白处填入一个适当的单词或括号内单词的正确形式。 In Shanghai, there is a shop that sells a 38-yuan herbal (药草的) ice cream that mixes different traditional Chinese medicines (TCM). And 1 (it) special taste makes it quite popular. There are 16 tastes in the shop. Each taste 2 (have) herbal things in it and is marked with what it can do for you. For example, the “Ginseng Jasmine lime tea” can make you feel more energetic (充满活力的), and the “longan red date rice milk” can help you be more 3 (peace). You can buy different 4 (size). For example, a serving 5 two tastes costs 38 yuan, one with three tastes is 45 yuan, and a big family-sized box is 150 yuan. The shop also sells herbal teas and they 6 (usual) cost about 20 yuan each. The products use ice cream as the main part 7 add a little bit of herbs to make the taste better. The idea behind them is the TCM principle (原则) which says “food and medicine come from 8 same place.” The principle makes it possible 9 (put) herbal medicine into our daily food. The quick development of the “TCM + food” model shows that people care more about their health and also have a 10 (strong) belief in our culture than before. 【答案】 1．its 2．has 3．peaceful 4．sizes 5．with 6．usually 7．and 8．the 9．to put 10．stronger 【解析】本文主要介绍了上海一家出售混合中药的药草冰淇淋店，包括其口味、规格、价格，以及产品背后“药食同源”的中医原则，体现人们对健康的关注和对文化更强的信念。 1．句意：并且它独特的味道使它相当受欢迎。此处修饰“special taste”，需用it的形容词性物主代词形式its，表示“它的特别味道”。故填its。 2．句意：每种口味都含有草药成分，并标注了它对你的作用。时态为一般现在时，主语“Each taste”为单数形式，因此have应用第三人称单数形式has。故填has。 3．句意：例如，“人参茉莉青柠茶”能让你感觉更有活力，“龙眼红枣米乳”能帮助你更平和。peace“和平”，名词，根据“help you be more”可知，此处应用其形容词形式peaceful，表示“更平和”。故填peaceful。 4．句意：你可以购买不同的规格。different后接可数名词复数，size的复数形式为sizes。故填sizes。 5．句意：例如，一份有两种口味的售价38元，一份有三种口味的是45 元，一个大的家庭装盒子是150元。根据“a serving…two tastes costs 38 yuan”可知，此处表示“带有两种口味的一份”，应用介词with。故填with。 6．句意：这家商店也出售药草茶，它们通常每杯售价约20元。此处修饰动词cost，应用usual的副词形式usually。故填usually。 7．句意：这些产品以冰淇淋为主要部分，并添加一点草药使味道更好。“use ice cream as the main part”与“add a little bit of herbs”之间为并列关系，应用and连接。故填and。 8．句意：它们背后的理念是中医“药食同源”的原则。the same“同一的”，固定搭配。故填the。 9．句意：这个原则使将草药融入我们的日常食物成为可能。根据“makes it possible”可知，此处要用动词不定式，在句中作宾语补足语。故填to put。 10．句意：“中医 + 食物”模式的快速发展表明，人们比以前更关心自己的健康，对我们的文化也有了更强的信念。根据“in our culture than before”可知，此处要用strong的比较级形式stronger，表示“对我们的文化也有了更强的信念”。故填stronger。 4 阅读下面短文，根据括号内所给汉语意思写出单词的正确形式（每空一词）。 Have you heard of a place called “Liu Chi Xiang” in Tongcheng, Anhui? 1 (每人) who goes there will pay a visit. Behind it is an ancient story. 2 (在……期间) the Qing Dynasty, Minister Zhang Ying received a letter from his family back in his 3 (家乡) of Tongcheng one day. From the letter, Zhang learned that his family quarreled with their neighbor Wu over the boundary (边界) between their houses. Since the two families held strong power in Tongcheng, 4 (两者都不) of them would give in. Zhang’s family wrote the letter hoping that Zhang could 5 (借出) them a hand. However, Zhang replied with a poem saying, “Writing a letter from home, miles away, just for a wall. All that fuss (大发牢骚) over one meter or two. Look at the long Great Wall. Long gone is its builder Emperor Qinshihuang.” The poem was really 6 (有帮助的). The family 7 (成员) realized the wall was only a temporary (暂时的) matter and that the close relationship with their neighbor was More important. They 8 (后悔) quarelling with their neighbor. So, they decided to move their Wall back about one meter. In turn, the Wu family was deeply touched by this act and moved back 9 (另一) meter while building their wall. It created an about two-meter-wide narrow “alley” between the houses. Today, Tongcheng has become a 10 (国家的) historical and cultural city. And the alley shows the values of tolerance and harmony (宽容与和谐) which are deeply admired in China. 【答案】 1．Everyone 2．During 3．hometown 4．neither 5．lend 6．helpful 7．members 8．regretted 9．another 10．national 【解析】本文主要介绍了六尺巷的故事，这个典故给我们的启发是，邻里之间要和睦相处。 1．句意：每个去那里的人都会去参观。everyone“每人”，不定代词，做主语，句首首字母大写。故填Everyone。 2．句意：清朝时期，张英大臣有一天在家乡桐城收到了家人的来信。during“在……期间”，介词，句首首字母大写。故填During。 3．句意：清朝时期，张英大臣有一天在家乡桐城收到了家人的来信。hometown“家乡”，名词，his hometown of Tongcheng“他的家乡桐城”。故填hometown。 4．句意：由于这两个家族在桐城拥有强大的权力，两家都不会屈服。neither“两者都不”，代词，neither of them“他们两者都不”。故填neither。 5．句意：张的家人写了这封信，希望张能帮他们一把。lend“借出”，lend sb a hand“帮某人一把”，情态动词could后面加动词原形。故填lend。 6．句意：这首诗真的有帮助。helpful“有帮助的”，形容词，在句中作表语。故填helpful。 7．句意：家人们意识到这堵墙只是暂时的事，与邻居的亲密关系更重要。member“成员”，the family members“家庭成员、家人们”。故填members。 8．句意：他们后悔和邻居吵架了。regret“后悔”，时态为一般过去时，陈述故去发生的事，谓语动词用过去式regretted。故填regretted。 9．句意：反过来，吴家被这一举动深深打动，在修建他们家墙的时候也向后移动了一米。another“另一”，作定语，修饰名词meter。故填another。 10．句意：今天，桐城已成为国家历史文化名城。national“国家的”，形容词，作定语。故填national。 5 根据短文内容和所给中文提示，在空白处填入单词的正确形式，每空限填一词。 A yearbook is a type of a book published yearly. It is used to record and remember the past school year. Many schools publish yearbooks. The first yearbooks appeared in the 1600s. They were just scrapbooks, because photography was not really around 1 (直到) the 1820s. The first formal yearbook was published by Yale 2 (大学) in 1806. Most yearbooks have a 3 (相似的) format, which 4 (包含) personal photos of students and information on sports and activities. In the US, yearbooks often cover the whole school and not just the 5 (级别高的) class. In the UK and other countries, yearbooks often only cover the final year group and not the whole school. The yearbook staff 6 (选择) questions for students to answer, such as “Favourite teacher?” or “Where will you be in 5 years?” Today, we use 7 (电脑) to make yearbooks. With the help of QR codes and websites, we are 8 (能够) to add slideshows and 9 (视频) into the book for students to look back on recorded 10 (大事). Many schools are simply dropping physical yearbdoks and turning to digital yearbooks. 【答案】 1．until 2．University 1．similar 2．includes 3．senior 1．chooses 2．computers 3．able 4．videos 5．events 【解析】本文主要介绍了年鉴的进化。 1．句意：它们只是剪贴簿，因为摄影术直到19世纪20年代才真正出现。until“直到”。故填until。 2．句意：第一本正式的年鉴于1806年由耶鲁大学出版。university“大学”，此处是专有名词，首字母大写。故填University。 3．句意：大多数年鉴都有类似的格式，包括学生的个人照片和体育活动信息。similar“相似的”，形容词作定语。故填similar。 4．句意：大多数年鉴都有类似的格式，包括学生的个人照片和体育活动信息。include“包括”，在从句中作谓语，此处用一般现在时，which后用动词第三人称单数形式。故填includes。 5．句意：在美国，年鉴通常涵盖整个学校，而不仅仅是高年级。senior“级别高的”，形容词作定语。故填senior。 6．句意：年鉴工作人员选择问题让学生回答，比如“最喜欢的老师?”或者“五年后你会在哪里?”choose“选择”，主语“The yearbook staff”表单数含义，时态为一般现在时，谓语用动词第三人称单数形式。故填chooses。 7．句意：今天，我们用电脑制作年鉴。computer“电脑”，可数名词，空前无限定词，用复数表示泛指。故填computers。 8．句意：在二维码和网站的帮助下，我们可以在书中添加幻灯片和视频，让学生回顾所记录的事件。be able to“能够”，是固定搭配。故填able。 9．句意：在二维码和网站的帮助下，我们可以在书中添加幻灯片和视频，让学生回顾所记录的事件。video“视频”，and连接并列结构，空前无限定词，与slideshows保持一致，用复数。故填videos。 10．句意：在二维码和网站的帮助下，我们可以在书中添加幻灯片和视频，让学生回顾所记录的事件。event“大事”，前无限定词，用复数表示泛指。故填events。 四、选词填空 1 将方框中所给词语的适当形式填入短文中，每词仅用一次。 easy  knowledge  how  join  make great progress Dear Mario, How is everything going? I am glad to hear you have 1 in Chinese learning and hope to learn more about Chinese culture. Here I would like to introduce a club to you. In this club, you can learn about Tang poetry (唐诗), which shows historic Chinese culture. I believe you will exclaim (感叹) 2 beautiful Chinese is. But before the class, you’d better make full preparations and have a little 3 of the history of Tang Dynasty, which will make it 4 for you to go through the class. The lesson will be given from 3 p.m. to 5 p.m. every Tuesday if you want 5 it, please tell me. Li Hua 【答案】1．made great progress 2．how 3．knowledge 4．easier 5．to join 【解析】本文是一封李华写给Mario的信，主要介绍了一个能学习唐诗、了解中国文化的俱乐部，包括学习内容、课前准备以及上课时间等信息。 1．句意：我很高兴听说你在中文学习上取得了巨大的进步，并希望你能更多地了解中国文化。根据“I am glad to hear you have... in Chinese learning”可知，“make great progress”是固定短语，意为“取得巨大的进步”。结合语境，这里说的是Mario在中文学习方面取得了进步，且“have”表明句子时态为现在完成时，“make”的过去分词是“made”。故填made great progress。 2．句意：我相信你会感叹中文是多么美丽。根据“I believe you will exclaim... beautiful Chinese is.”可知，这是一个感叹句，“how”引导感叹句时，其结构为“How+形容词/副词+主语+谓语”，这里“beautiful”是形容词，所以用“how”引导。故填how。 3．句意：但是在上课之前，你最好做好充分的准备，对唐朝历史有一点了解，这会让你们更容易理解这门课。根据“have a little...of the history of Tang Dynasty”可知，“have a knowledge of”是固定短语，意为“了解；知道一点”，这里表示对唐朝历史有一定了解。故填knowledge。 4．句意：但是在上课之前，你最好做好充分的准备，对唐朝历史有一点了解，这会让你们更容易理解这门课。根据“which will make it...for you to go through the class”可知，“make it +形容词+for sb. to do sth.”是固定结构，意为“使某人做某事……”，结合前文提到提前了解唐朝历史，这样做会使上课过程更轻松，“easy”的比较级“easier”更符合语境，表示“更容易的”。故填easier。 5．句意：课程每周二下午3点到5点上课，如果你想加入，请告诉我。根据“if you want...it, please tell me.”可知，“want to do sth.”是固定用法，意为“想要做某事”，“join”有“加入”的意思，这里表示加入这个俱乐部。故填to join。 2 用方框中所给词的适当形式填空，每词限用一次。 around   value   exactly   discover   symbol “Rock, paper and scissors” is a typical game which gave us 1 memory in our childhood. It is said that people played it widely 2,000 years ago in China. Today, people play it 2 the world. In Indonesia, it’s known as “ant, person, elephant”. People in Singapore play “bird, stone, water”. People use different hand 3 in different countries. But the instruction of the game is the same all over the world. Many people think “rock, paper, scissors” is all luck. But the game is not 4 accidental. A 2014 study in China 5 two key patterns in the way people played. The fact is that the winner always repeat his winning hand gestures. So what’s the best way to win this game? Expert players not only think about their next move, but also what their players’ next move might be. 【答案】1．valuable 2．around 3．symbols 4．exactly 5．discovered 【解析】本文是一篇说明文。主要介绍了“石头、剪刀、布”这个游戏。 1．句意：”石头、剪刀、布”是一个典型的游戏，它给了我们童年宝贵的记忆。根据“memory in our childhood”可知，此处指宝贵的记忆，应用value的形容词形式valuable“宝贵的，有价值的”作定语修饰名词memory。故填valuable。 2．句意：今天，人们在世界各地玩它。around the world“全世界”是固定搭配。故填around。 3．句意：在不同的国家，人们使用不同的手势。根据“People use different hand”可知，此处指不同的手势，应用可数名词symbol“符号”的复数形式。故填symbols。 4．句意：但这个游戏并不全是偶然的。此处应用副词exactly“完全”修饰形容词accidental“偶然的”。故填exactly。 5．句意：2014年在中国进行的一项研究发现了人们游戏方式的两种主要模式。此处指发现游戏的主要模式，本句时态为一般过去时，应用动词discover“发现”的过去式。故填discovered。 / 学科网（北京）股份有限公司 $$ 考前清单11.语篇型试题的常见语境类型与解读策略 初中英语语篇型试题（包括阅读理解、完形填空、选词填空、语法填空、语篇型单词拼写、任务型阅读）中的常见语境类型主要包括日常生活、学校教育、社会文化、科普知识、人物故事等，针对不同的语境类型，需要采用不同的解读策略。 类型一：日常生活类 【特征分析】 1.语境范畴的具象化呈现 日常生活类语境以学生熟悉的现实场景为核心，构建起五大紧密关联的叙事维度。日常活动涵盖通勤、家务与休闲，如 “On weekdays, I take the subway to school and help my grandmother water the plants after dinner”（工作日乘地铁上学，餐后帮奶奶浇花）；家庭生活聚焦亲情互动，像 “My younger brother always hides my hair clips, but we laugh it off when Mom finds them”（弟弟总藏发夹，妈妈找到时全家一笑置之）；购物场景延伸至线上线下抉择，例如 “Last month, I compared prices online before buying a new pair of running shoes”（上月比价后网购跑鞋）。饮食健康领域则强调习惯养成，如 “Since my dentist warned me about cavities, I’ve replaced sugary drinks with homemade lemon water”（遵医嘱用柠檬水替代含糖饮料），这些实例均以短句串联日常碎片，符合初中生语言认知水平。 2.语言特征的通俗化表达 此类语境通过 “基础词汇 + 简单句式” 降低理解门槛。动词多选用 go、make、find 等单音节词，如 “Mom made pancakes this morning and I found a heart-shaped one”（妈妈煎饼，我吃到爱心形状的）；名词集中于 schoolbag、dinner、bus stop 等具象事物，辅以少量连接词（and、but、because）构建逻辑。口语化表达频繁出现，如 “Can you pass the ketchup? I’m starving!”（递下番茄酱，饿死啦！），甚至融入缩略语 “gonna”（going to）增强真实感。句式结构以 “主谓宾” 为主，偶见祈使句（“Don’t forget your umbrella!”），确保学生能快速抓取关键信息。 3.共鸣机制的生活化构建 语篇通过复现学生真实经历触发情感共振。例如，完形填空中描述 “在超市因纠结选薯片口味被妈妈催促”，或阅读理解中讨论 “如何拒绝同学分享辣条的邀请”，这些场景精准锚定青少年常见困惑。以 2023 年某地区的中考题为例，语篇讲述 “全家制定周末运动计划，起初因爸爸偷懒闹矛盾，最终通过家庭会议达成共识”，学生可直接调用自身家庭协商经验，不仅理解 “compromise”（妥协）的语义，更能体会语篇传递的沟通智慧。此类语境将抽象价值观（如责任、健康）嵌套于具体生活事件，使答题过程兼具实用性与情感共鸣。。 【解读策略】 1. 经验迁移：构建语篇与生活的认知桥梁 考生可将语篇场景与个人经历进行 “镜像关联”。例如，若语篇描述 “After school, I joined my friends at the community basketball court”，有过相似经历的考生能迅速理解 “社区篮球场” 的地理位置与社交属性；若提及 “Mom packed my lunchbox with a handwritten note”，曾收到家长便签的学生可共情其中的情感温度。通过激活记忆中的同类场景（如课后社团活动、家庭关怀细节），能辅助理解语篇隐含信息，甚至预判情节走向。 2. 细节捕捉：聚焦 “5W1H” 精准定位 阅读时需强化对时间（When）、地点（Where）、人物（Who）、事件（What）、** 原因（Why）及方式（How）** 的敏感度。例如，面对语篇 “Last Sunday, at the farmers’ market, Mrs. Lee taught me how to choose fresh tomatoes by checking their firmness”，考生可快速提取关键信息：时间（上周日）、地点（农贸市场）、人物（李太太与 “我”）、事件（学习挑番茄）、方式（按压判断软硬）。这些细节不仅是答题依据，更能串联成完整的生活画面，辅助理解语篇逻辑。 3. 语境解码：活用生活常识破解生词 遇到生词时，可依托生活常识与上下文线索双重推导。例如，若语篇出现 “The delivery guy handed me a insulated bag to keep the pizza warm”，即便 “insulated” 陌生，考生也能通过 “保持披萨温热” 的结果，结合外卖配送的生活经验，推测该词与 “保温” 相关。又如，“She used a coupon to get 20% off her new sneakers” 中，“coupon” 可通过 “打折 20%” 的价格优惠，关联到购物场景中常见的 “优惠券” 概念。 4. 习语破译：结合场景理解文化隐喻 对于生活化习语（如 “break a leg”“piece of cake”），需跳出字面直译，联系场景推导内涵。例如，若对话中一方说 “Don’t chicken out when trying the roller coaster”，结合游乐园场景与 “尝试过山车” 的语境，考生可推断 “chicken out” 并非指 “像鸡一样”，而是 “因害怕而退缩”。这类表达需将语言符号与生活体验深度绑定，方能准确把握语义。 类型二：学校教育类 【特征分析】 1.语境内容的立体解构 学校教育类语境以校园生态为核心，构建起四维叙事框架。校园生活涵盖日常作息与场景转换，如 “Between classes, the hallway buzzes with students rushing to their lockers”（课间时分，走廊里满是奔向储物柜的学生）；学习科目聚焦学科特色与学习体验，例如 “During math class, we used manipulatives to solve geometry problems”（数学课上，我们借助教具攻克几何难题）；师生关系展现互动细节，像 “Mr. Chen stayed after school to help me with my essay’s thesis statement”（陈老师留校辅导我修改论文论点）；课外活动延伸至社团、竞赛与实践，如 “Our debate club advanced to the regional finals last month”（我们的辩论社上月晋级了地区决赛）。高频词群紧密围绕 schoolyard、blackboard、textbook 等具象场景展开，形成强辨识度的校园话语体系。 2.语言符号的校园属性 此类语境通过 “学科术语 + 校园俚语” 双轨并行传递信息。学科维度渗透专业表达，如 “Photosynthesis occurs in the chloroplasts”（光合作用发生于叶绿体）中的生物学术语；校园社交则融入学生常用俚语，如 “Are you sitting for the midterms next week?”（你下周参加期中测试吗？）中的 “sit for”（应考）。句式结构常呈现 “指令性” 与 “讨论性” 特征：教师话语多为祈使句（“Turn to page 45 and pair up”），学生互动则以疑问句与观点陈述为主（“Do you think the history project should focus on WWII?”）。图表、课程表等语篇形式也高频出现，如阅读理解中模拟 “课程变更通知”，要求学生提取 “教室调整”“代课教师” 等关键信息。 3.场景共鸣的教学映射 语篇通过复现典型校园事件激活考生经验库。例如，完形填空中描述 “因忘带实验报告被老师提醒”，或阅读理解中探讨 “小组作业中的角色分配冲突”，这些场景精准锚定学生日常挑战。再如，阅读理解语篇讲述 “新转学生通过加入戏剧社融入集体”，考生可调用自身适应新环境的经历，不仅理解 “icebreaker activity”（破冰活动）的功能，更能体会语篇传递的归属感主题。此类语境常将教育理念（如协作学习、批判性思维）嵌入具体事件，如阅读材料中设计 “学生自主设计科学实验” 的情节，既考查信息提取能力，也呼应新课标倡导的探究式学习。 【解读策略】 1.主旨大意的结构化解析 解读学校类语篇时，需构建 “宏观定位 — 中观拆解 — 微观验证” 的三级分析体系。首先通过标题、首尾段核心句锁定范畴：若标题为 “STEM Festival: Igniting Curiosity”，可预判为校园科技活动；若开篇提及 “Since the new math curriculum was introduced…”，则聚焦学科教学改革。对于复杂语篇，需梳理高频关键词（如反复出现的 “debate competition”“teamwork”），并利用逻辑连接词（however/therefore）识别观点转折与结论。例如，一篇关于 “校园垃圾分类倡议” 的文章，可通过 “政策背景 — 实施步骤 — 成效反馈” 的框架快速提炼主旨。 2.校园活动类语篇的立体拆解 分析校园活动时，需从三个维度穿透内容：（1）主题内核：通过活动标语（如 “Read to Lead” 读书周口号）、开幕致辞或海报设计捕捉深层价值，明确其教育意义（如培养阅读习惯、提升领导力）；（2）过程肌理：按 “筹备期 — 高潮期 — 收尾期” 拆解细节，关注冲突与亮点（如 “因雨天临时调整运动会赛程”“机器人社团作品获省级奖项”）；（3）意义辐射：留意文末总结或人物访谈，挖掘活动对个体（“I overcame stage fright”）、群体（“增强班级凝聚力”）及社会（“获社区环保表彰”）的多重影响。 3.人物态度的多模态捕捉 语篇中的情感表达常以 “显性标记 + 隐性线索” 交织呈现：（1）显性信号：直接使用评价性词汇（“terrific PE teacher”“confusing grammar lesson”）、情感动词（“loathed group projects”“thrived in art class”）；（2）隐性编码：通过行为对比传递态度（如 “当其他同学抱怨作业时，她主动整理错题本”），或借助环境隐喻烘托情绪（“实验室窗外的阴雨映衬着实验失败的沮丧”）。在人物对话场景中，需捕捉语气词（“Ugh, 又要考试！”）、反问句（“难道地理课不该更有趣吗？”）及肢体语言描述（“他耷拉着肩膀走进数学教室”），避免仅从字面解读态度倾向。 类型三：社会文化类 【特征分析】 1.语境类型的多元呈现 文化类语境以丰富的文明图景为基底，广泛覆盖四大领域。在文化习俗层面，常涉及非语言交际规则与生活传统，如英语语篇中描述 “In New Zealand, the Māori greeting ‘hongi’ involves pressing noses to symbolize the sharing of breath”（在新西兰，毛利人的 “碰鼻礼” 通过鼻间相触象征气息交融）；或 “In the UK, queuing is deeply ingrained—cutting in line is considered extremely rude”（在英国，排队文化根深蒂固，插队被视为极不礼貌）。节日庆典类内容则聚焦全球特色仪式，例如 “During Diwali in India, families light oil lamps to celebrate the triumph of light over darkness”（印度排灯节期间，家庭点燃油灯欢庆光明战胜黑暗）；或 “In the US, Thanksgiving is marked by roasted turkey and expressing gratitude”（美国感恩节以烤火鸡与感恩为核心）。历史地理语境常融合时空线索，如 “The ancient Romans built aqueducts to transport water across vast distances”（古罗马人建造水道桥跨域输水）；社会现象类语篇则关注当代议题，像 “In Scandinavian countries, ‘lagom’—the concept of ‘not too much, not too little’—shapes minimalist lifestyle trends”（北欧国家的 “适度” 理念催生极简生活潮流）。 2.文化背景的认知挑战 此类语境因跨文化特性常包含陌生知识。语言符号层面，专有名词与习语需特定背景支撑，如 “The phrase ‘Achilles’ heel’ originates from Greek mythology, referring to a fatal weakness”（“阿喀琉斯之踵” 源于希腊神话，喻指致命弱点）；或 “In Australian slang, ‘barbie’ means barbecue—a term unique to local culture”（澳式俚语中，“barbie” 指代烧烤，为地域特色表达）。习俗隐喻方面，如 “In Western weddings, the bride’s ‘something blue’ tradition symbolizes purity”（西方婚礼中新娘佩戴 “蓝色物件” 象征纯洁），若无文化储备易误解为单纯的色彩偏好。历史地理信息同样构成难点，例如描述 “The Berlin Wall, which divided Germany from 1961 to 1989, became a symbol of the Cold War”（1961 至 1989 年间分割德国的柏林墙，是冷战的象征），需结合时代背景理解其政治意义。 3.典型语篇的解读实例 以下列阅读段落为例：“In Brazil’s Carnival, samba parades are the highlight. Participants wear vibrant costumes inspired by African and indigenous cultures, reflecting the nation’s diverse heritage.” 若学生不了解巴西狂欢节融合非洲与本土文化的历史背景，可能仅关注 “桑巴巡游” 与 “艳丽服饰” 的表面描述，而忽视其背后的移民文化交融意义。另一完形填空案例：“During Chinese Spring Festival, giving red envelopes filled with money is a must. The red color, associated with luck, wards off evil spirits.” 此处需理解 “红包” 的 “驱邪纳福” 寓意，以及红色在中国文化中的吉祥象征，方能准确选择 “symbolizes”“repels” 等关键词。再如科普类语篇提及 “The Inca Empire, centered in modern-day Peru, built Machu Picchu as a mountaintop citadel without using mortar”（印加帝国在秘鲁山区建造马丘比丘，石砌建筑无需灰泥），需结合安第斯山脉的地理条件与古文明工艺知识，才能理解其工程奇迹的特殊性。 【解读策略】 1.基于上下文的文化概念推理 面对陌生文化概念时，需构建 “线索捕捉 — 逻辑关联 — 意义推导” 的思维链。例如，语篇中提及 “The Holi festival is known as the 'Festival of Colors,' during which people splash vibrant powders on one another to celebrate the arrival of spring.” 即便考生不了解印度洒红节（Holi），也可通过 “Colors”“splash powders”“spring” 等上下文关键词，推断这是与色彩、欢庆、季节更替相关的节日。再如，当读到 “During Ramadan, Muslims observe fasting from dawn to dusk as a practice of spiritual reflection.” 考生可结合 “fasting”（禁食）与 “spiritual reflection”（精神自省）的描述，关联到宗教节日的戒律与意义，虽无需知晓斋月的具体细节，也能把握其核心特征。 2.关键文化信息的精准抓取 文化类语篇常通过 “数据 + 细节” 传递核心信息，需重点关注时间、仪式与象征物。以端午节（Dragon Boat Festival）介绍为例：“Originating over 2,000 years ago, this festival commemorates Qu Yuan. Key traditions include racing dragon-shaped boats and eating zongzi wrapped in bamboo leaves.” 考生需快速锁定 “2,000 years ago”（起源时间）、“dragon boats”（庆祝方式）、“zongzi”（特色食物）等关键信息。又如描述墨西哥亡灵节（Dia de los Muertos）：“Families create altars with marigolds, photos of the deceased, and sugar skulls, believing that these offerings guide spirits back to the living world.” 需聚焦 “altars”（祭坛）、“marigolds”（万寿菊）、“sugar skulls”（糖骷髅）等文化符号，理解其连接生死的仪式功能。 3.跨文化差异与共性的辩证思考 阅读中需建立对比视角，例如对比中国春节的 “团圆饭” 与西方感恩节的 “家庭聚餐”，虽习俗形式不同（饺子 vs 火鸡），但均承载家族凝聚的情感内核。如有阅读理解语篇对比中式 “红包” 与西式 “圣诞礼物”：“While red envelopes in China convey blessings through monetary gifts, Christmas presents in the West emphasize surprise and personal choice.” 考生需提炼 “祝福传递” 与 “情感表达” 的共性，同时理解 “现金馈赠” 与 “实物赠送” 的差异，进而在答题中体现 “文化多元性” 的认知深度。此类思考不仅助力解题，更能培养在全球化语境下尊重差异、寻求共鸣的交际素养。。 类型四：科普知识类 【特征分析】 1.语境领域的专业细分与知识呈现 科普类语境以严谨的学术逻辑为基底，深度覆盖三大核心领域。在自然科学范畴，常聚焦生态系统与物质原理，如 “The carbon cycle involves the exchange of carbon between the atmosphere, oceans, and terrestrial ecosystems”（碳循环涉及大气、海洋与陆地生态系统间的碳交换）；或 “Photosynthesis converts light energy into chemical energy in plants”（光合作用将光能转化为植物中的化学能）。科技发明类语篇侧重技术革新与应用，例如 “5G networks enable ultra-fast data transfer, reducing latency to less than 1 millisecond”（5G 网络实现超高速数据传输，将延迟降至 1 毫秒以内）；或 “AI algorithms analyze vast datasets to predict disease outbreaks”（人工智能算法分析海量数据以预测疾病爆发）。医学健康领域则关注生理机制与诊疗进展，像 “Vaccines stimulate the immune system by introducing weakened pathogens”（疫苗通过引入减毒病原体刺激免疫系统）；或 “Telemedicine allows patients to consult doctors remotely via video conferencing”（远程医疗使患者可通过视频会议远程问诊）。 2.语言表达的专业性与复杂性 此类语境呈现显著的学术语言特征：(1)专业术语密集：常出现拉丁学名（如 Homo sapiens）、技术缩写（MRI=Magnetic Resonance Imaging）及学科概念（plate tectonics 板块构造学）。例如 “Antibiotics target bacterial cell walls, inhibiting their growth”（抗生素作用于细菌细胞壁，抑制其生长）中的 “antibiotics”“cell walls” 均为专业词汇。(2)复合句式主导：多使用被动语态（“The experiment was conducted under controlled conditions”）、定语从句（“The device that measures air quality is called a monitor”）及条件状语从句（“If the pH level drops below 7, the solution becomes acidic”）。(3)数据与例证支撑：通过精确数值增强可信度，如 “The Earth’s atmosphere is composed of 78% nitrogen, 21% oxygen”（地球大气由 78% 氮气、21% 氧气构成）；或引用研究结论 “According to a NASA study, global temperatures have risen by 1.2°C since 1880”（据 NASA 研究，自 1880 年起全球气温已上升 1.2°C）。 3.典型语篇的深度解析实例 以下列科普阅读为例：“CRISPR-Cas9, a gene-editing tool, enables scientists to modify DNA sequences with unprecedented precision. By targeting specific genes, it holds promise for treating genetic disorders like cystic fibrosis.” 若考生不熟悉基因编辑技术，可通过 “modify DNA”（修改 DNA）、“genetic disorders”（遗传疾病）等上下文线索，推断其为生物技术领域的创新工具。另一完形填空案例：“The human body’s circulatory system, consisting of the heart and blood vessels, pumps oxygenated blood to every cell. Arteries carry blood away from the heart, while veins return it.” 需借助 “heart”“blood vessels”“arteries”“veins” 等专业词汇，结合 “pump”“carry”“return” 等动作描述，理解循环系统的运作机制。再如科技类语篇：“Self-driving cars rely on LiDAR sensors to detect obstacles. These sensors emit laser pulses, measuring distances by analyzing reflected light.” 考生需通过 “sensors”（传感器）、“laser pulses”（激光脉冲）等术语，把握自动驾驶技术的感知原理。 【解读策略】 1.专业术语的解构与语境突破 面对科技类语篇中的专业术语，构建 “线索关联 — 语义推导” 的思维路径是关键。例如，在描述人工智能的段落中出现 “Machine learning algorithms, such as neural networks, enable computers to improve performance through data analysis”，即便 “neural networks”（神经网络）为生僻术语，考生也可通过 “such as” 引导的举例说明，结合前文 “algorithms”（算法）及 “data analysis”（数据分析）的语境，推断其为机器学习的一种技术类型。再如，医学科普文中提及 “mRNA vaccines, like those developed for COVID-19, deliver genetic instructions to cells”，通过 “like” 后的新冠疫苗实例及 “genetic instructions”（基因指令）的解释，可理解 mRNA 疫苗的核心机制。此类推导需聚焦 “定义句”（A is defined as...）、“类比词”（similar to）及 “功能描述”（used for）等关键线索。 2.复杂句式的结构拆解与信息提炼 科技类语篇常以长难句承载复杂逻辑，需采用 “分层剖析 — 主干提取” 策略。例如，句子 “The development of 5G technology, which offers ultra-low latency and high bandwidth, has revolutionized industries ranging from healthcare to autonomous vehicles” 包含非限制性定语从句（which...bandwidth）与分词短语（ranging from...），考生可先剥离修饰成分，提炼主干 “5G technology has revolutionized industries”，再通过从句补充理解其 “低延迟、高带宽” 的特性。又如复合句 “Although quantum computing is still in its infancy, researchers predict it will solve complex problems currently intractable for classical computers”，通过 “although” 识别让步转折逻辑，优先抓取主句核心 “will solve complex problems”，再整合从句条件（处于初期阶段）。此类分析需借助标点符号（逗号、破折号）与连接词（if、while）划分结构单元。 3.逻辑链条梳理与趋势洞察 把握科普语篇的因果、递进等逻辑关系能显著提升理解深度。例如，在探讨气候变化的段落中，“Rising global temperatures, primarily caused by increased CO₂ emissions, lead to melting ice caps and subsequent sea-level rise”，通过 “caused by” 明确因果关联，即碳排放增加导致升温，进而引发冰川融化与海平面上升。而在技术发展类文章中，“First-generation solar panels had low efficiency; however, recent advancements in perovskite materials have doubled conversion rates” 呈现对比递进关系，考生可据此梳理技术迭代脉络。此外，关注时效性表达（“recently”“newly discovered”）与预测性语句（“experts anticipate”“is expected to”），能精准捕捉研究动态，如 “New research suggests that gene editing may soon cure previously incurable genetic diseases” 揭示基因疗法的未来潜力。通过逻辑链串联核心信息，可构建完整的科技认知框架。 类型五：人物故事类 【特征分析】 1.叙事结构的时间轴与逻辑链 人物类语篇以 “个体成长” 或 “事件突破” 为主线，通过清晰的时间标记或因果关联展开。按时间顺序叙述时，常使用 “in childhood”“at the age of 18”“decades later” 等节点串联人生轨迹，如：“J.K. Rowling began writing Harry Potter on a delayed train in 1990; by 1997, her manuscript was accepted by a small publisher.” 而事件逻辑驱动的故事则依托因果关系，例如：“After losing his job, Steve Jobs founded NeXT Computer, an experience that later influenced Apple’s design philosophy.” 这类叙事中，时间副词（eventually、subsequently）与连接词（therefore、as a result）成为梳理脉络的关键线索。 2.人物塑造的多维呈现 语篇通过言行细节与成就列举立体刻画人物。描写品质时，常伴随具体事例：“Despite facing discrimination, Malala Yousafzai continued advocating for girls’ education, even after surviving a Taliban assassination attempt.” 其中，“continued advocating”“surviving” 等行为动词凸显坚韧精神。在名人传记中，量化成就增强说服力，如：“Marie Curie’s discovery of radium earned her two Nobel Prizes—the first woman to achieve this distinction.” 而普通人故事则聚焦情感共鸣，例如：“Mr. Johnson, a retired teacher, volunteers at a community library every week, believing ‘knowledge should be accessible to all.’” 直接引语进一步揭示人物价值观。 3.典型语篇的解读范例 以历史人物类阅读为例：“At 21, Helen Keller lost both sight and hearing. However, with Anne Sullivan’s tutoring, she learned to communicate. In 1904, Keller graduated from Radcliffe College, becoming the first deaf-blind person to earn a Bachelor of Arts degree.” 考生可通过时间（21 岁失聪失明→接受教育→1904 年毕业）与转折词 “however” 把握逆境突破的叙事逻辑。另一篇普通人故事：“Tom, a delivery driver, noticed an elderly customer struggling with groceries. Without hesitation, he carried the bags upstairs and later started a volunteer service for seniors in his neighborhood.” 从 “noticed”“carried” 等动作链，可提炼出人物的主动性与社会责任感。此类语篇常通过 “困境 — 行动 — 影响” 的三段式结构，传递人物的精神内核。 【解读策略】 1.生平事迹的时间脉络梳理 阅读人物故事需构建 “时空坐标 — 事件链” 的认知框架。通过显性时间标记（年份、年龄、季节）与隐性逻辑线索（after、before、consequently）串联关键节点。例如，描述物理学家费曼的段落：“In 1942, at age 24, Richard Feynman joined the Manhattan Project. After the war, he developed the Feynman diagrams for quantum mechanics; in 1965, this work earned him a Nobel Prize.” 考生可通过 “1942”“战后”“1965” 等时间锚点，梳理其从科研参与到理论突破的轨迹。地点信息同样关键，如 “Born in a small Brazilian town, environmentalist Marina Silva later moved to the Amazon rainforest, where she began her fight against deforestation.” 地理迁移暗示人物使命的觉醒。 2.人物特质的言行解码 性格与品质的解读需聚焦 “语言 — 动作 — 心理” 的三维线索。直接引语常揭示价值观，如特蕾莎修女所言 “I can do things you cannot; you can do things I cannot; together we can do great things” 传递协作精神。动作细节则强化性格，例如 “He crouched beside the injured kitten, gently wiping its fur—even stray animals deserved kindness” 中，“crouched”“gently wiping” 的动作链凸显悲悯心。心理描写（如 “His hands trembled as he opened the acceptance letter—years of struggle were finally validated”）通过生理反应外化情感起伏。考生需将碎片化描写整合为特质标签，如从 “反复修改设计稿直至深夜” 提炼出 “精益求精”。 3.故事内核的启示提炼 语篇的深层价值常隐藏于 “冲突 — 抉择 — 升华” 的叙事结构中。以登山家故事为例：“Facing a blizzard 500 meters from Everest’s summit, she chose to turn back. ‘Survival matters more than records,’ she later wrote. This decision inspired others to prioritize safety over glory.” 人物在生死抉择中传递的理性态度，超越个体经历升华为普世启示。另一类成长型故事通过对比展现蜕变，如 “Once shy and hesitant, he transformed after joining the debate club: ‘Public speaking taught me confidence isn’t the absence of fear—it’s acting despite it.’” 考生需剥离具体事件，提炼抽象哲理（如 “勇气源于行动”），并关联现实生活，如将 “辩论训练” 迁移至 “克服社交恐惧” 的场景。 （建议用时：40分钟） 一、完形填空 1 I always knew that I depended too much on my phone. But I didn’t know how much, so I decided to do this 1 to find out. Every morning since I got a smartphone, I’ve used The Weather Forecast App to find out what to 2 . On the first morning, I had to dress without guidance (指导). But thankfully I was able to 3 that the day would be cold and foggy (有雾的) by looking out of my window. I couldn’t know what time it was. I haven’t worn a 4 for more than a year, because my phone 5 the time. So I was late for picking up friends who had been on the bus for two hours from Santa Monica to Palos Verdes. I was also delayed (耽误) by my part-time job. And 6 I couldn’t call people to tell them that I was late. Getting to places was harder, too. I got 7 because I couldn’t use the GPS on my phone. My driving, though, got a lot 8 because I no longer had my phone in one hand checking directions while 9 with the other hand. But the number one trouble was that I didn’t have my contact list (联系人名单). I forgot to write down my friends’ and family members’ phone numbers before I 10 the challenge. It was sad to realize that I couldn’t 11 their cellphone numbers. Oh, how I 12 to turn on the phone for just a second to look up their phone numbers! However, even with all the problems, I found a sense of 13 without worrying about missing a text message or an e-mail. This challenge was an unbelievable learning experience. It surprised me that I had never paid attention to even the 14 things like remembering phone numbers. We all should 15 some time to think about how we can depend less on our cellphones. 1．A．experience B．duty C．challenge D．action 2．A．carry B．wear C．take D．see 3．A．guess B．doubt C．think D．decide 4．A．watch B．hat C．suit D．ring 5．A．marked B．relaxed C．told D．called 6．A．even though B．after all C．even worse D．in total 7．A．caught B．changed C．lost D．hurt 8．A．earlier B．safer C．braver D．quieter 9．A．driving B．walking C．running D．moving 10．A．supported B．forgot C．started D．reported 11．A．collect B．copy C．read D．remember 12．A．felt B．wished C．liked D．hated 13．A．peace B．danger C．excitement D．sadness 14．A．happiest B．nicest C．simplest D．clearest 15．A．spend B．spare C．enjoy D．waste 2 先通读短文，掌握其大意，然后从A、B、C、D四个选项中选出一个可以填入相应空白处的最佳答案，并将其标号填入题前括号内。 Mrs. Chen’s class wanted to make a garden at their school. “We can grow our own vegetables!” said Tom 1 . Everyone liked this 2 . The students started by 3 a small piece of land behind their classroom. It wasn’t 4 —there were many rocks and wild grass. Their hands got dirty, but they didn’t give up. They worked together every day after lunch. When the land was ready, they 5 seeds (种子) for tomatoes, carrots, and lettuce. “Now we just wait for them to grow,” said Sarah with a 6 . But things didn’t go as planned. The first week, birds ate many of their seeds. “Don’t worry,” said Mrs. Chen. “We can plant more.” So they did. Then, a week without 7 made the soil (土壤) very dry. The students took 8 bringing water from the classroom. It was hard work, but they kept going. One morning, they found their first tiny plants! Everyone was happy. But the next day, some plants looked sick with 9 leaves. “Maybe they need better soil,” said Mike. The class learned about plant food and 10 it to their garden. Slowly, their garden started to grow. Every small green leaf made them 11 . Even when some vegetables didn’t grow well, they learned from their 12 and tried again. After three months, they had their first harvest. The tomatoes were small, and some carrots looked funny, 13 they were the best vegetables the students had ever seen. “We did it!” 14 Lisa. “Even when it was hard, we didn’t stop trying.” Mrs. Chen smiled. “You learned something more 15 than growing vegetables. You learned that good things take time and effort, but they’re worth it if you don’t give up.” The class agreed to make their garden bigger next year. They knew it would be hard work, but now they weren’t afraid of challenges. 1．A．quietly B．excitedly C．quickly D．sadly 2．A．question B．story C．idea D．problem 3．A．cleaning B．measuring C．drawing D．painting 4．A．fun B．pretty C．small D．easy 5．A．lost B．planted C．bought D．forgot 6．A．smile B．shout C．tear D．shout 7．A．wind B．rain C．snow D．sun 8．A．breaks B．turns C．runs D．jumps 9．A．green B．red C．blue D．yellow 10．A．fixed B．wasted C．added D．moved 11．A．shy B．tired C．proud D．bored 12．A．gifts B．mistakes C．lessons D．jokes 13．A．or B．and C．so D．but 14．A．cried B．cheered C．whispered D．laughed 15．A．boring B．important C．difficult D．comfortable 二、阅读理解 1 The British development group Practical Action says the best way to prepare foods for storage is at harvest (收获) time while still in the field. Use a sharp knife to cut the fruits and vegetables off and put them on a clean place. Do not put them on the ground. Use water to clean off dirt. Usually it is better not to pick off the leaves from fruits and vegetables before storage. Without the leaves, food can become dry. Fruits and vegetables must be cool from field heat before they are put into storage. But cooling them in water can spread fungus (菌类) in the food. A better idea is to harvest foods either early or late in the day, then leave them to cool naturally. Some fruits and vegetables must be kept at 0℃ to 4℃. Any colder, and they might go bad. Some foods need to be kept at 4℃ to 8℃ and some need to be kept above 8℃ for best results. Wet the fruits and vegetables so they do not become too dry. The best time to do this is before storage. Cover the foods in plastic once they reach the right “critical temperature (临界温度)” for storage. Most fruits and vegetables need the relative humidity in storage to be kept between 85 and 95 percent. Finally, leave space between the foods and the walls of the cold storage area so air can go around. Keep the space clean. And try not to open the doors too often. 1．Why shouldn’t we pick off the leaves before storage? A．Leaves make food look better. B．Leaves help keep food wet. C．Leaves protect food from insects. D．Leaves are necessary for food growth. 2．What is the recommended method to cool fruits and vegetables before storage? A．Cooling them in water immediately. B．Placing them in a freezer for a short time. C．Letting them cool naturally after harvesting. D．Harvesting them at midday for quick cooling. 3．What does the underlined word “humidity” in paragraph 4 mean? A．Wetness. B．Dryness. C．Warmness. D．Coldness. 4．What is the main idea of the text? A．The effects of temperature on the taste of stored foods. B．The importance of using plastic to cover fruits and vegetables. C．How to clean fruits and vegetables properly before eating them. D．The best methods for harvesting and storing fruits and vegetables. 2 I started to learn Chinese in middle school, but I didn’t do well then. As time passed, I began to fail to understand the Chinese lessons in high school because I didn’t know the important Chinese language basics. At that time, the Chinese language I learned was already HSK (Hanyu Shuiping Kaoshi, 汉语水平考试) 3 and 4, but I never got to meet with HSK 1 or 2. That made me miss the first floor of learning Chinese. For example, I didn’t know how to pronounce and write the Chinese characters correctly. All I did was meet new Chinese characters without knowing anything other than their meanings. Luckily, after high school, I entered a college in China. The Chinese lesson here started with the basics, HSK 1 and 2. My Chinese teacher, Mr. Yang, taught us the basics I never knew before, such as the airflow (气流) in each Chinese character’s pronunciation. He guided us very well. He showed us how to write each Chinese character step by step. The class was online, but it was enjoyable and interesting. Mr. Yang let us practice pronouncing Chinese words (pinyin) after him. Besides, he always asked us to take a picture of our Chinese character writing and send it to him so that he could correct the mistakes for us. The best part of this lesson was that if I had a question in class, I could ask him directly. Then he would discuss and explain the answer to the whole class. In fact, being focused (专注的) in class is the most important in learning Chinese. Chinese may be the hardest language to learn. But as the Chinese saying goes, “Where there’s a will, there’s a way.”, I believe with a lot of hard work and such kind teachers' help, I will learn it well. 1．Which of the following belongs to Chinese language basics? A．HSK 3 and 4. B．HSK 1 or 2. C．HSK 3. D．HSK 4. 2．Why did the author feel lucky to enter a college in China after high school? A．Because she could understand the Chinese lesson in the college. B．Because she knew how to pronounce and write correctly. C．Because the Chinese lesson here started with the basics. D．Because the class was enjoyable and interesting. 3．What is the most important in learning Chinese according to the author? A．Discussing and explaining. B．Reading and writing. C．Correcting the mistakes. D．Being focused in class. 4．It can be inferred from the text that the author must be ________. A．a foreign student B．a Chinese student C．a foreign teacher D．a Chinese teacher 3 ① The Maori arrived in New Zealand from Polynesian (波利尼西亚) islands about a thousand years ago. They were the first people to live in New Zealand. ② In the late 18th century, Europeans came to live in New Zealand. At that time, the population of the Maori was maybe 250, 000 in New Zealand. Over the next one hundred years, wars and disease killed many Maori people. By the end of the 19th century, there were only about 40, 000 Maori people left. During this time, the Maori also lost much of their land to the Europeans. Many of them were afraid that they might lose their traditions and language too, but this did not happen. ③ Today the Maori population is increasing. There are about 500, 000 Maori people in New Zealand. Most live like other New Zealanders, but they are keeping the Maori language and traditions alive. There are now Maori radio and television stations. Many schools teach in the Maori language. Nearly one half of Maori language speakers are 25 years old or younger. ④ Maori culture is also alive and well. At the center of Maori culture is the “marae”. This is a special place for ceremonies and meetings. Today the number of marae in New Zealand is increasing. Many of the new marae are in the cities. Now people in the cities can meet and learn about their Maori traditions. ⑤ Today most New Zealand cities have Maori festivals each year. Among festival activities are competitions in speaking, dancing and singing. Children practice for months. Then all the Maori in the area arrive to watch the competitions and see who wins. ⑥ The Maori have gone through hard times. Today they live a comfortable, modern life. They keep their cultural traditions alive, because they have passed and are passing them on to their children. 1．When did the Maori first arrive in New Zealand? A．Around 11th century. B．Around 14th century. C．Around 16th century. D．Around 18th century. 2．What happened to the Maori during the 19th century? A．They owned more land. B．They lost their language. C．They left New Zealand. D．They had a smaller population. 3．What’s the theme of the passage? A．Art. B．Culture. C．Travel. D．Technology 4．What would be the best structure of the passage? A．①/②/③④⑤⑥ B．①/②③④⑤⑥ C．①②/③④⑤/⑥ D．①②③/④⑤/⑥ 4 On Wednesday, December 4, 2024, Chinese novelist Chiung Yao passed away. Chiung Yao, or Qiong Yao, whose real name is Chen Zhe, was born in 1938 in Chengdu, Sichuan Province. She moved to Taiwan Province with her parents in 1949 and lived there until her death. Known as one of the most famous romance novelists, Qiong Yao wrote more than sixty romance novels in her lifetime. Over 50 of these were adapted into hit films and TV shows, including My Fair Princess and Fantasies Behind the Pearly Curtain. Her pen name, Qiong Yao, became a cultural icon of her time. In 1962, Qiong Yao’s first novel Outside the Window was published, followed by The Deep Garden and Courtyard (1969) and the short story collection Six Dreams (1964), which made her rise to fame. By 1985, many of her works had been turned into movies and TV series. Shows like Plum Blossom Branding (adapted from Plum Blossom Branding, 1993) and Romance in the Rain (adapted from Fire and Rain, 1963) made Qiong Yao a household name. From the 1990s to the 2000s, her novels and TV series were often buzzwords (时髦术语). Qiong Yao has influenced several generations of Chinese people. Chen Wei, a retired manager from Beijing, recalls that novels like My Fair Princess and Fire and Rain were hugely popular when she was young. “I remember borrowing Fire and Rain and keeping it for a long time,” she says. “Her books and movies hold so many people’s memories.” 1．What are Qiong Yao’s works mainly about? A．Romance. B．Wars. C．Education. D．History. 2．What’s the right time order of publication of the following works? ①Plum Blossom Branding    ②Fire and Rain ③Six Dreams        ④Outside the Window A．③④②① B．②④①③ C．④②③① D．④①②③ 3．Which of the following can replace the underlined word “household” in Paragraph 3? A．Rarely understood. B．Frequently used. C．Easily remembered. D．Widely known. 4．What does Chen Wei think of Qiong Yao’s works? A．She thinks they are for managers. B．She thinks they are wonderful. C．She thinks they are not good for students. D．She thinks they are boring for older people. 三、短文填空 1 阅读短文，在空白处填入适当的词或括号内单词的正确形式。 Last winter, Harbin became popular across the country and hundreds of thousands of tourists had special and unforgettable experiences there. Even now, they still would like 1 (visit) Harbin again. Harbin, which lies in northeastern China, is famous 2 its cold winter and fantastic ice sculptures (雕刻品). 3 last winter, the city has turned itself into one of the most popular 4 (place) to visit in China. According to a government official (官员) in Heilongjiang Province, Harbin’s success is 5 (real) the result of years of 6 (carefully) preparation. “At the 7 (begin) of 2023, Harbin developed plans to improve 8 (it) service for tourists. We took action to improve anything that visitors were not satisfied with 9 we wanted to make Harbin a better place to visit. To help visitors who were not used to cold weather, we provided them with not 10 free hot drinks but also heated places to change clothes. We’ll continue to do everything we can to make visitors comfortable and welcome.” the official says. 2 阅读下面短文，根据上下文或括号内单词等提示，在空白处填入适当的单词或括号内单词的适当形式。 In China, children like to make promises by hooking their pinkies—the little fingers—with each other. They say, “A pinkie promise must 1 (keep) for 100 years.” Then they may press their thumbs together 2 (complete) the promise. Sometimes, friends will hook 3 (they) pinkies and promise to be together forever. Where does the pinkie promise come from? There are many different theories (推理) on its origin. Some say it 4 (come) from a nursery rhyme (童谣). Others say it was introduced from a Western love story. One theory is that it may have something to do 5 the role of fingers in Chinese culture. 6 Chinese character for “finger” also means “aim” (referring to people’s thoughts), so hooking fingers can be seen as the exchanging of thoughts. 7 (general), hooking fingers means making an important promise. In some 8 (movie), a person who breaks a promise may have his or her little finger cut off! Of course, it is 9 (possible) for such a thing to happen in real life. But we can still see 10 serious “pinkie promises” can be. The next time you hook pinkies with someone, remember to be careful with your promise! 3 阅读下面短文，在空白处填入一个适当的单词或括号内单词的正确形式。 In Shanghai, there is a shop that sells a 38-yuan herbal (药草的) ice cream that mixes different traditional Chinese medicines (TCM). And 1 (it) special taste makes it quite popular. There are 16 tastes in the shop. Each taste 2 (have) herbal things in it and is marked with what it can do for you. For example, the “Ginseng Jasmine lime tea” can make you feel more energetic (充满活力的), and the “longan red date rice milk” can help you be more 3 (peace). You can buy different 4 (size). For example, a serving 5 two tastes costs 38 yuan, one with three tastes is 45 yuan, and a big family-sized box is 150 yuan. The shop also sells herbal teas and they 6 (usual) cost about 20 yuan each. The products use ice cream as the main part 7 add a little bit of herbs to make the taste better. The idea behind them is the TCM principle (原则) which says “food and medicine come from 8 same place.” The principle makes it possible 9 (put) herbal medicine into our daily food. The quick development of the “TCM + food” model shows that people care more about their health and also have a 10 (strong) belief in our culture than before. 4 阅读下面短文，根据括号内所给汉语意思写出单词的正确形式（每空一词）。 Have you heard of a place called “Liu Chi Xiang” in Tongcheng, Anhui? 1 (每人) who goes there will pay a visit. Behind it is an ancient story. 2 (在……期间) the Qing Dynasty, Minister Zhang Ying received a letter from his family back in his 3 (家乡) of Tongcheng one day. From the letter, Zhang learned that his family quarreled with their neighbor Wu over the boundary (边界) between their houses. Since the two families held strong power in Tongcheng, 4 (两者都不) of them would give in. Zhang’s family wrote the letter hoping that Zhang could 5 (借出) them a hand. However, Zhang replied with a poem saying, “Writing a letter from home, miles away, just for a wall. All that fuss (大发牢骚) over one meter or two. Look at the long Great Wall. Long gone is its builder Emperor Qinshihuang.” The poem was really 6 (有帮助的). The family 7 (成员) realized the wall was only a temporary (暂时的) matter and that the close relationship with their neighbor was More important. They 8 (后悔) quarelling with their neighbor. So, they decided to move their Wall back about one meter. In turn, the Wu family was deeply touched by this act and moved back 9 (另一) meter while building their wall. It created an about two-meter-wide narrow “alley” between the houses. Today, Tongcheng has become a 10 (国家的) historical and cultural city. And the alley shows the values of tolerance and harmony (宽容与和谐) which are deeply admired in China. 5 根据短文内容和所给中文提示，在空白处填入单词的正确形式，每空限填一词。 A yearbook is a type of a book published yearly. It is used to record and remember the past school year. Many schools publish yearbooks. The first yearbooks appeared in the 1600s. They were just scrapbooks, because photography was not really around 1 (直到) the 1820s. The first formal yearbook was published by Yale 2 (大学) in 1806. Most yearbooks have a 3 (相似的) format, which 4 (包含) personal photos of students and information on sports and activities. In the US, yearbooks often cover the whole school and not just the 5 (级别高的) class. In the UK and other countries, yearbooks often only cover the final year group and not the whole school. The yearbook staff 6 (选择) questions for students to answer, such as “Favourite teacher?” or “Where will you be in 5 years?” Today, we use 7 (电脑) to make yearbooks. With the help of QR codes and websites, we are 8 (能够) to add slideshows and 9 (视频) into the book for students to look back on recorded 10 (大事). Many schools are simply dropping physical yearbdoks and turning to digital yearbooks. 四、选词填空 1 将方框中所给词语的适当形式填入短文中，每词仅用一次。 easy  knowledge  how  join  make great progress Dear Mario, How is everything going? I am glad to hear you have 1 in Chinese learning and hope to learn more about Chinese culture. Here I would like to introduce a club to you. In this club, you can learn about Tang poetry (唐诗), which shows historic Chinese culture. I believe you will exclaim (感叹) 2 beautiful Chinese is. But before the class, you’d better make full preparations and have a little 3 of the history of Tang Dynasty, which will make it 4 for you to go through the class. The lesson will be given from 3 p.m. to 5 p.m. every Tuesday if you want 5 it, please tell me. Li Hua 2 用方框中所给词的适当形式填空，每词限用一次。 around   value   exactly   discover   symbol “Rock, paper and scissors” is a typical game which gave us 1 memory in our childhood. It is said that people played it widely 2,000 years ago in China. Today, people play it 2 the world. In Indonesia, it’s known as “ant, person, elephant”. People in Singapore play “bird, stone, water”. People use different hand 3 in different countries. But the instruction of the game is the same all over the world. Many people think “rock, paper, scissors” is all luck. But the game is not 4 accidental. A 2014 study in China 5 two key patterns in the way people played. The fact is that the winner always repeat his winning hand gestures. So what’s the best way to win this game? Expert players not only think about their next move, but also what their players’ next move might be. / 学科网（北京）股份有限公司 $$