Unit 5 Poems 定语从句（单元核心语法精练）英语人教版选择性必修第三册

Unit 5 Poems 核心语法精练（定语从句） 目录 1 B 考点夯基·专项突破 2 一、单句语法填空 2 二、完成句子 9 C 综合攻坚·能力跃升 12 题型一 语法填空（模考真题） 12 题型二 阅读理解（模考真题） 15  一、定语从句以及相关术语 ★定义：定语从句（也称关系从句、形容词性从句），是指一类由关系词引导的从句,因为这类从句的句法功能多是做定语，所以曾被称为定语从句。 ★先行词：被定语从句修饰的名词或代词叫先行词。通常情况下，引导词前面的名词即为从句的先行词。 ★关系词：引导定语从句的词叫关系词。也可以称作引导词。 ①关系代词：who，whom，which，that，whose，as，在从句内作主语、宾语等名词性成分。 ②关系副词：when，where，why在从句内作状语。 ★分类：定语从句分为限制性定语从句和非限制性定语从句。  二、定语从句的关系词(引导词)用法 （一）关系代词：who、whom、which、that、whose、as 关系代词 先行词 在从句中充当的成分 who 人 主语、宾语、表语 whom 人 宾语 whose 人/物 定语 which 物 主语、宾语 that 人/物 主语、宾语、表语 as 人/物 主语、宾语、表语 （二）关系副词：where, when, why 关系副词 先行词 在从句中充当的成分 when 表示时间的名词 时间状语 where 表示地点的名词 地点状语 why 表示原因的名词(reason) 原因状语 特别提醒 下列情况只用that不用which： ①先行词是all，something，everything，anything，nothing，little，much，few等不定代词； ②先行词被all，any，every，no，little，much，some等词修饰； ③先行词被序数词、形容词最高级修饰或先行词本身是序数词； ④先行词被the only，the very(正是，恰是)，the last修饰； ⑤先行词中既有人也有物； ⑥在which或who的特殊疑问句中含有定语从句。 一、单句语法填空 1．Mary, brother is a doctor, wants to study medicine. 2．He failed the exam, was not surprising. 3．The dictionary, my mother bought for me, is very useful. 4．The small town, I was born, has become a tourist attraction. 5．Beethoven, composed many famous works, is a great musician. 6．Yesterday I passed by a building windows were all painted green. 7．We finally reached the small town at midnight, the whole area was covered in quiet darkness. 8．This was the most inspiring event I have ever experienced. 9． you can imagine, the skies over the city get pretty busy. 10．The desert appeared completely empty, was calming and threatening at the same time. 11．The small town, I spent my childhood, has changed a lot. 12．I still remember the year, I first went to college. It was really an unforgettable experience. 13． the company hoped, the new product became popular among the teenagers within a short time. 14．A film is about environmental protection will be shown in our school. 15．The company products are known worldwide is investing in new technology. 16．To tell the truth, this is not so difficult an examination we had expected. 17．The GPNP is intended to provide stronger protection for all the species live within this area. 18．He came to public attention during the 1960 Rome Olympics, he won the light heavyweight gold medal for the USA, demonstrating great talent and personality in the process. 19． is often the case, the weather in spring is quite changeable. 20．Fueled by my envy for those with gardens, I signed up for a plot, a place I could read and write in the sun, safe from distractions. 21．She succeeded in passing the difficult exam, surprised all her classmates and teachers. 22．Have you been to the Louvre Museum, you can see the Mona Lisa on display? 23．This medicine, discovery led to the naming of artemisinin, soon became a standard treatment for malaria. 24．The Mid-Autumn Festival is a special holiday the whole Chinese family are supposed to get together and enjoy each other’s company 25．Shanghai, human’s dream meets reality, is the most populous city in China. 26．The little child, mother tongue is not Chinese, has picked up the language very quickly. 27．Last summer, I went to Lijiang, the ancient buildings and beautiful scenery impressed me deeply. 28．The book, my mother bought for me yesterday, is very interesting. 29．To sum up, it is wise to read news reports written from various perspectives and at different stages, brings us a more accurate understanding of a situation. 30．What do you want to write about these people, stories I have just told you? 二、完成句子 31．那是一个经济快速发展的时期。 That is the economy is developing rapidly. 32． like rides, Dollywood has a superb old wooden roller coaster, Thunderhead. 对于那些喜欢游乐设施的人来说，多莱坞有一个很棒的老式木制过山车，“雷电脑袋”。 33．也许我最需要感谢的是我的同桌，他总是帮助我。 Perhaps the person I need to appreciate most is . 34．积极的反馈能建立自信，而这反过来会激励个人接受更大的挑战。 Positive feedback builds confidence, motivates individuals to take on greater challenges. 35．起初，屠呦呦奔赴疟疾更为常见的海南研究疟疾患者。 In the beginning, Tu Youyou went to Hainan, malaria was more common, malaria patients. 36．我有两个外教，他们都来自美国。 I have two foreign teachers, are from America. 37． , friends are the family we choose for ourselves. 众所周知，朋友就是我们为自己选择的家人。 38．This is the very book for several days. 这正是我找了好几天的那本书。 39．There was no person to in the dark street. 在黑漆漆的街上没有她可以求助的人。 40． , the elephant is like a snake. 正如每个人所看到的一样, 这匹大象像一条蛇。 题型一 语法填空 （25-26高二上·安徽宿州·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式，并将答案填写在答题卡上。 On Monday, the library of Shanxi Medical University in Taiyuan, Shanxi Province, was filled with excitement. That was because over 50 female students who had been exposed to Chinese culture for several years from 11 different countries came together 1 (celebrate) International Women’s Day and explore Chinese rich cultural heritage. Throughout the day, the attendees engaged in hands-on workshops 2 they tried their hands at paper-cutting, crafting cloth tigers and creating sachets. These activities 3 (choose) to showcase the complex craftsmanship and symbolic meanings which are deeply rooted in Chinese history and society. 4 was clear that the event offered the international students an immersive experience of Shanxi’s traditional culture. By engaging in these traditional practices, the students gained 5 deeper understanding of local customs, 6 (develop) a sense of mutual respect among the women. This cultural exchange aimed to strengthen the idea that despite a 7 (vary) of backgrounds, we share common threads that bind us together. In 8 (additional), the event acted 9 a platform to establish friendship, leaving a 10 (vision) mark on the hearts of all who participated. All the participants said, “Maybe we will be observing International Women’s Day in different parts of the world this time next year, but wherever we are, we will always remember the charm of traditional Chinese culture!” （25-26高二上·江西九江·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Quiet Voices, Lasting Legacy: Women Who Shaped Literary Heritage Throughout history, women have crafted extraordinary literary works that capture the 1 (deep) of human experience. While historical records often focus on politics and wars, women’s writing offers 2 different perspective — one that lives in the subtle moments between major events and in the language of human relationships. During the Eastern Han Dynasty, Chinese poet Cai Wenji wrote Poem of Sorrow and Anger, bearing witness 3 the human cost of war. Centuries earlier, the Greek poet Sappho explored love with striking modernity. While Cai documented external scars, Sappho 4 (map) inner feelings — together showing two essential dimensions of women’s literary contributions. The Song Dynasty poet Li Qingzhao found profound meaning in nature’s small changes, 5 (reveal) the extraordinary in ordinary life. 6 (similar), American poet Emily Dickinson, who wrote quietly from her home, discovered freedom in anonymity (匿名). Her work celebrates connection beyond public recognition. The power of women’s literature 7 (root) in its unwavering pursuit of emotional truth. It shows not just what happened, 8 how it felt to live through those times. These writers created an alternative history — not of empires, but of the human heart. Today, this legacy is carried forward by contemporary women writers, 9 continue this foundational way of seeing and writing about the world. Their works ensure women’s voices — often quiet but deeply insightful — remain essential to our 10 (culture) heritage, enriching our understanding of what connects us all. 题型二 阅读理解 （25-26高二上·湖南长沙·期末）New psychology research points to the factors that explain why we find particular poems aesthetically pleasing. “While it may seem obvious that individual taste matters in judgments of poetry, we found certain factors consistently influence how much a poem will be enjoyed.” Aesthetics (美学), the basis of what we find appealing or not, play an important role in our everyday lives. However, little is known about how we make these judgments. The researchers sought to answer an age-old question — “Why do we like what we like?” — by measuring what we find aesthetically pleasing in poetry. To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems. After reading each poem, participants answered questions about the poem’s vividness(“How vivid is the imagery evoked (唤起) from this poem?”), emotional arousal (“How relaxing or stimulating is this poem?”), emotional valence (“How positive or negative is the content of this poem?”), and aesthetic appeal (“How enjoyable or aesthetically appealing did you find this poem?”). Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing. Emotional valence also predicted aesthetic appeal, though to a lesser extent; specifically, poems that were found to be more positive were generally found to be more appealing. By contrast, emotional arousal did not have a clear relationship to aesthetic appeal. “The vividness of a poem consistently predicted its aesthetic appeal,” notes Starr, author of Feeling Beauty: The Neuroscience of Aesthetic Experience. “Therefore, it seems that vividness of mental imagery may be a key factor influencing what we like more broadly.” “While limited to poetry,” she adds, “our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields.” 1．What did the researchers ask the participants to do? A．Explain factors of emotional valence B．Evaluate poems of haiku and sonnet C．Predict the aesthetic attraction of poems. D．Ask questions about the poem’s vividness. 2．Which of the following is true according to paragraph 4? A．Emotional arousal is negatively related to aesthetic appeal. B．Poems with more positive content are the most appealing. C．Emotional valence is the most important predictor of aesthetic appeal. D．Vividness of mental imagery has the strongest connection with aesthetic appeal. 3．What can be inferred from Starr’s words? A．The research will help explore aesthetic judgments in other fields. B．The finding of vividness being a key factor in our aesthetic judgements. C．Emotional valence should be further studied in the context of other art forms. D．The research has little value for understanding aesthetic judgments in other areas. 4．What is the main purpose of this passage? A．To discuss the importance of aesthetics. B．To persuade people to admire the poems. C．To show the findings of aesthetic appeal. D．To introduce aesthetically pleasing poems. （25-26高二上·广东·期中）In my high school English class, I often witness the magic power of writing. At the beginning of the semester, I assigned a topic for the students to write about: “What is your dream?” I expected to read some inspiring and creative essays, but to my surprise, most of the papers were rather dull and lacked depth. The students seemed to struggle to express their true thoughts and feelings, and the essays were filled with clichés (陈词滥调) and general statements. I realized that I needed to change my teaching approach. Instead of simply assigning topics, I decided to guide the students through the writing process step by step. We started with brainstorming sessions, where the students were encouraged to share their ideas and experiences about the topic. Then, we worked on organizing their thoughts and creating an outline. Finally, they began to write their first drafts. As the students progressed through the writing process, I noticed a significant improvement in their work. They became more confident, and their essays were filled with vivid descriptions, personal experiences, and impressive reflections. One student, in particular, wrote about her dream of becoming a doctor. She shared her experience of visiting a hospital and seeing the doctors and nurses working hard to save lives. Her essay was so touching and sincere that it brought tears to my eyes. Through this experience, I learned that writing is not just a skill to be taught; it is a powerful tool for self-expression and personal growth. As the semester came to an end, I asked the students to write a final essay reflecting on their learning experience. Many of them wrote about how much they had grown as writers. Reading their essays, I felt a sense of pride and satisfaction. I knew that I had made a difference in their lives, and I was grateful for the opportunity to be a part of their learning journey. 1．How did the author feel about the students’ first essays? A．She was moved by their true feelings. B．She was deeply inspired by their creativity. C．She felt disappointed by their lack of depth. D．She was satisfied with their general statements. 2．What did the author do to help the students? A．She assigned more topics for them. B．She encouraged them to brainstorm. C．She organized more activities for them. D．She provided them with detailed guidance. 3．Which of the following is NOT true about the students’ essays in paragraph 3? A．They were significant. B．They were impressive. C．They were written in vivid language. D．They were true feelings and thoughts. 4．What can we infer from the last paragraph? A．Writing is mainly a skill to be taught. B．The author felt proud of her students. C．Students made a difference in their lives. D．Students felt grateful for their learning journey. 1 / 12 学科网（北京）股份有限公司 $ Unit 5 Poems 核心语法精练（定语从句） 目录 1 B 考点夯基·专项突破 2 一、单句语法填空 2 二、完成句子 9 C 综合攻坚·能力跃升 12 题型一 语法填空（模考真题） 12 题型二 阅读理解（模考真题） 15  一、定语从句以及相关术语 ★定义：定语从句（也称关系从句、形容词性从句），是指一类由关系词引导的从句,因为这类从句的句法功能多是做定语，所以曾被称为定语从句。 ★先行词：被定语从句修饰的名词或代词叫先行词。通常情况下，引导词前面的名词即为从句的先行词。 ★关系词：引导定语从句的词叫关系词。也可以称作引导词。 ①关系代词：who，whom，which，that，whose，as，在从句内作主语、宾语等名词性成分。 ②关系副词：when，where，why在从句内作状语。 ★分类：定语从句分为限制性定语从句和非限制性定语从句。  二、定语从句的关系词(引导词)用法 （一）关系代词：who、whom、which、that、whose、as 关系代词 先行词 在从句中充当的成分 who 人 主语、宾语、表语 whom 人 宾语 whose 人/物 定语 which 物 主语、宾语 that 人/物 主语、宾语、表语 as 人/物 主语、宾语、表语 （二）关系副词：where, when, why 关系副词 先行词 在从句中充当的成分 when 表示时间的名词 时间状语 where 表示地点的名词 地点状语 why 表示原因的名词(reason) 原因状语 特别提醒 下列情况只用that不用which： ①先行词是all，something，everything，anything，nothing，little，much，few等不定代词； ②先行词被all，any，every，no，little，much，some等词修饰； ③先行词被序数词、形容词最高级修饰或先行词本身是序数词； ④先行词被the only，the very(正是，恰是)，the last修饰； ⑤先行词中既有人也有物； ⑥在which或who的特殊疑问句中含有定语从句。 一、单句语法填空 1．Mary, brother is a doctor, wants to study medicine. 【答案】whose 【详解】考查定语从句。句意：玛丽的哥哥是一名医生，她自己想要学医。先行词Mary指人，且定语从句中需要修饰名词brother，表示所属关系，关系代词whose可以引导该定语从句。故填whose。 2．He failed the exam, was not surprising. 【答案】which 【详解】考查定语从句。句意：他考试不及格，这并不奇怪。空格处引导的是非限制性定语从句，从句中缺少主语，主语是前面整个主句的内容，因此用which引导定语从句，故填which。 3．The dictionary, my mother bought for me, is very useful. 【答案】which 【详解】考查非限制性定语从句。句意：这本我妈妈买给我的词典非常有用。此处为关系词引导的非限制性定语从句，先行词the dictionary指物，在从句中作宾语，所以此处关系代词which引导。故填which。 4．The small town, I was born, has become a tourist attraction. 【答案】where 【详解】考查定语从句。句意：我出生的那个小镇，如今已经成了一个旅游景点。此处为关系词引导的非限制性定语从句，先行词the small town表示地点，且定语从句中缺少地点状语，关系副词where可以引导该定语从句。故填where。 5．Beethoven, composed many famous works, is a great musician. 【答案】who 【详解】考查非限制性定语从句。句意：贝多芬创作了许多著名的作品，他是一位伟大的音乐家。此处为关系词引导的非限制性定语从句，先行词Beethoven指人，从句中缺少主语，所以此处使用关系代词who。故填who。 6．Yesterday I passed by a building windows were all painted green. 【答案】whose 【详解】考查定语从句。句意：昨天我路过一栋窗户都漆成绿色的大楼。本空引导定语从句，修饰先行词a building，关系词代替先行词在定语从句中作定语，修饰名词windows，用关系代词whose引导。故填whose。 7．We finally reached the small town at midnight, the whole area was covered in quiet darkness. 【答案】when 【详解】考查定语从句。句意：我们终于在午夜到达了那个小镇，这时整个地区都笼罩在寂静的黑暗中。空处引导非限制性定语从句，结合从句内容可知，这是对先行词midnight作补充说明，先行词在从句中表示行为发生的时间，作时间状语，应用关系副词when作引导词。故填when。 8．This was the most inspiring event I have ever experienced. 【答案】that 【详解】考查定语从句。句意：这是我经历过的最鼓舞人心的一件事。分析句子结构可知，此空考查定语从句，先行词event，为物，且被形容词最高级the most inspiring修饰，在从句中作宾语，关系代词只能用that，符合语境。故填that。 9． you can imagine, the skies over the city get pretty busy. 【答案】As 【详解】考查非限制性定语从句。句意：正如你所能想象的，这座城市上空变得十分繁忙。空处引导非限制性定语从句，关系词指代后文整个主句内容，在从句中作imagine 的宾语，表示“正如”应用关系代词as，且位于句首，首字母需大写。故填 As。 10．The desert appeared completely empty, was calming and threatening at the same time. 【答案】which 【详解】考查定语从句。句意：沙漠似乎完全空旷，既令人平静，同时又充满威胁。空处引导非限制性定语从句，先行词为逗号前面的主句，指代一件事情，关系词在从句中作主语，应用关系代词which来引导。故填which。 11．The small town, I spent my childhood, has changed a lot. 【答案】where 【详解】考查定语从句。句意：我童年时生活过的那个小城镇已经发生了很大的变化。设空处引导非限制性定语从句，先行词the small town，在从句中作地点状语，需填关系副词where引导。故填where。 12．I still remember the year, I first went to college. It was really an unforgettable experience. 【答案】when 【详解】考查定语从句。句意：我还清楚地记得那一年，也就是我第一次上大学的那一年。那真是一段难以忘怀的经历。非限制性定语从句修饰先行词year，在从句作时间状语，故填when。 13． the company hoped, the new product became popular among the teenagers within a short time. 【答案】As 【详解】考查定语从句。句意：正如该公司所期望的那样，这款新产品在很短的时间内就在青少年中广受欢迎了。空处引导非限制性定语从句，表示“正如”，位于句首用as，首字母大写。故填As。 14．A film is about environmental protection will be shown in our school. 【答案】which/that 【详解】考查定语从句。句意：一部关于环境保护的电影将在我们学校放映。空处引导定语从句，在从句中作主语，先行词是a film，指物，此空应是关系代词that或which。故填that/which。 15．The company products are known worldwide is investing in new technology. 【答案】whose 【详解】考查定语从句。句意：这家产品闻名世界的公司正在投资新技术。空处引导限制性定语从句，先行词是company，指物，在从句中作定语，与products是所属关系，应用关系代词whose作引导词。故填whose。 16．To tell the truth, this is not so difficult an examination we had expected. 【答案】as 【详解】考查定语从句关系代词。句意：说实话，这次考试并不像我们预想的那么难。此处为关系词引导的定语从句，从句中缺少expected的宾语，所以此处使用关系代词，先行词前有so，所以此处使用关系代词as引导定语从句。故填as。 17．The GPNP is intended to provide stronger protection for all the species live within this area. 【答案】that 【详解】考查定语从句。句意：GPNP旨在为生活在该地区的所有物种提供更强有力的保护。空格处引导的是限制性定语从句，从句中缺少主语，先行词species是物，且被不定代词all修饰，因此关系代词只用that不用which，故填that。 18．He came to public attention during the 1960 Rome Olympics, he won the light heavyweight gold medal for the USA, demonstrating great talent and personality in the process. 【答案】when 【详解】考查定语从句。句意：他在1960年罗马奥运会期间受到公众关注，当时他为美国赢得了轻重量级金牌，过程中展现出卓越的天赋和个性。空处引导非限制性定语从句，先行词为“the 1960 Rome Olympics”，表时间，从句中缺少时间状语，需用关系副词when引导。故填when。 19． is often the case, the weather in spring is quite changeable. 【答案】As 【详解】考查定语从句。句意：正如通常情况那样，春天的天气变化无常。根据句意和句子结构可知，此处表示“常有的事”，用固定结构as is often the case，此处as引导非限制性定语从句，在从句中做主语，表示“正如……；就像……”，代指逗号后面整个句子，且单词位于句首，首字母大写，故填As。 20．Fueled by my envy for those with gardens, I signed up for a plot, a place I could read and write in the sun, safe from distractions. 【答案】where 【详解】考查定语从句。句意：出于对那些有花园的人的羡慕，我报名了一块地，一个我可以在阳光下读写、不受干扰的地方。空格处引导定语从句，先行词为a place，表示地点，在从句中作地点状语，需用关系副词where引导，符合语境。故填where。 21．She succeeded in passing the difficult exam, surprised all her classmates and teachers. 【答案】which 【详解】考查定语从句。句意：她成功地通过了这场艰难的考试，让所有同学和老师都感到惊讶。空处引导非限制性定语从句，修饰主句，从句缺少主语，故应用关系代词which。故填which。 22．Have you been to the Louvre Museum, you can see the Mona Lisa on display? 【答案】where 【详解】考查定语从句。句意：你去过卢浮宫博物馆吗？在那里你能看到《蒙娜丽莎》这幅画展出。空处引导非限制性定语从句，先行词是Louvre Museum，在从句中作地点状语，用where引导。故填where。 23．This medicine, discovery led to the naming of artemisinin, soon became a standard treatment for malaria. 【答案】whose 【详解】考查定语从句。句意：这种药物的发现导致了青蒿素的命名，很快成为治疗疟疾的标准药物。空处引导非限制性定语从句，代替先行词medicine在从句中定语，表示“它的”应用关系代词whose作引导词。故填whose。 24．The Mid-Autumn Festival is a special holiday the whole Chinese family are supposed to get together and enjoy each other’s company 【答案】when 【详解】考查定语从句。句意：中秋节是一个特殊的节日，在这天整个中国家庭都应该团聚，享受彼此的陪伴。分析句子结构可知，这里考查定语从句，先行词为a special holiday，在从句中作时间状语，应用关系副词when引导。故填when。 25．Shanghai, human’s dream meets reality, is the most populous city in China. 【答案】where 【详解】考查定语从句。句意：上海，人类的梦想与现实相遇的地方，是中国人口最稠密的城市。关系词指代先行词Shanghai并在非限定性定语从句中作地点状语，故填where。 26．The little child, mother tongue is not Chinese, has picked up the language very quickly. 【答案】whose 【详解】考查定语从句。句意：这个母语不是中文的小孩，学这门语言学得很快。分析句子结构可知，句子主干是“The child has picked up the language.”，“____ mother tongue is not Chinese”是非限制性定语从句，先行词是The little child，指人，且与从句中mother tongue存在所属关系，应用关系代词whose在从句中作定语。故填whose。 27．Last summer, I went to Lijiang, the ancient buildings and beautiful scenery impressed me deeply. 【答案】where 【详解】考查定语从句。句意：去年夏天，我去了丽江，那里古老的建筑和美丽的风景给我留下了深刻的印象。句中先行词为Lijiang，在非限定性定语从句中作地点状语，所以用关系副词where引导。故填where。 28．The book, my mother bought for me yesterday, is very interesting. 【答案】which 【详解】考查定语从句。句意：我妈妈昨天给我买的那本书很有趣。空处引导非限制性定语从句，修饰先行词“The book”，且在从句中作“bought”的宾语，指物，应用关系代词which引导该从句。故填which。 29．To sum up, it is wise to read news reports written from various perspectives and at different stages, brings us a more accurate understanding of a situation. 【答案】which 【详解】考查定语从句。句意：总之，阅读从不同角度和不同阶段写的新闻报道是明智的，这会让我们更准确地了解一种情况。空格处引导的是非限制性定语从句，从句中缺少主语，主语是前面整个主句的内容，因此用which引导定语从句。故填which。 30．What do you want to write about these people, stories I have just told you? 【答案】whose 【详解】考查定语从句。句意：关于这些人——我刚给你讲过他们的故事——你想写点什么？此处为非限制性定语从句，先行词是these people，与空后的stories之间为所属关系，应用关系代词whose引导从句。故填whose。 二、完成句子 31．那是一个经济快速发展的时期。 That is the economy is developing rapidly. 【答案】a time when 【详解】考查定语从句引导词和名词。“一个……时期”翻译为a time，根据句意“一个经济快速发展的时期” 以及空后“the economy is developing rapidly”可知，“经济快速发展的”为限制性定语从句，修饰先行词为a time，先行词表时间，在从句中作时间状语，因此，此定语从句用关系副词when引导。故填a time when。 32． like rides, Dollywood has a superb old wooden roller coaster, Thunderhead. 对于那些喜欢游乐设施的人来说，多莱坞有一个很棒的老式木制过山车，“雷电脑袋”。 【答案】 For those who 【详解】考查定语从句及固定搭配。“对于某人来说”用固定搭配for sb.，句首单词，首字母大写，“那些人”用those，作For的宾语；“____like rides”为定语从句，修饰those，关系词代替先行词在从句中作主语，用who引导。故填For those who。 33．也许我最需要感谢的是我的同桌，他总是帮助我。 Perhaps the person I need to appreciate most is . 【答案】my deskmate, who always helps me 【详解】考查定语从句。根据中文提示“我的同桌，他总是帮助我”可知，此处需补充my deskmate, who always helps me，其中my deskmate作表语，who always helps me是非限制性定语从句，修饰先行词my deskmate(指人)，关系代词who在从句中作主语，描述常态，从句谓语用一般现在时helps。故填my deskmate, who always helps me. 34．积极的反馈能建立自信，而这反过来会激励个人接受更大的挑战。 Positive feedback builds confidence, motivates individuals to take on greater challenges. 【答案】which in turn 【详解】考查定语从句和介词短语。根据句意，空处在句中作主语，指代句子“Positive feedback can build confidence, and this in turn will motivate individuals to take on greater challenges.”，故“而这反过来会激励个人接受更大的挑战。”可用关系代词which引导的非限制性定语从句表达；介词短语in turn表示“反过来”，作状语修饰动词motivates，故从句译为which in turn motivates individuals to take on greater challenges。故填which in turn。 35．起初，屠呦呦奔赴疟疾更为常见的海南研究疟疾患者。 In the beginning, Tu Youyou went to Hainan, malaria was more common, malaria patients. 【答案】 where to study 【详解】考查定语从句和非谓语动词。第一空非限制性定语从句修饰先行词Hainan，在从句作地点状语，故用where引导；第二空和第三空表示“研究”用动词study，此处作目的状语用不定式。故填①where；②to；③study。 36．我有两个外教，他们都来自美国。 I have two foreign teachers, are from America. 【答案】 both of whom 【详解】考查非限制性定语从句。根据句意和中文提示可知，表示“他们（两）都”应用both of whom，其中both of，表“两者都”，为固定搭配；whom指代先行词“two foreign teachers”，引导非限制性定语从句；both of whom与后文“are from America” 搭配可完整表达“他们都来自美国”，语法和语义均通顺。故填both of whom。 37． , friends are the family we choose for ourselves. 众所周知，朋友就是我们为自己选择的家人。 【答案】As we all know 【详解】考查固定表达（或非限制性定语从句）及时态。根据中英文句子可知，空处缺少“众所周知”的英文表达，应用固定句型“as we all know”，时态与主句保持一致，用一般现在时，且位于句首，首字母需大写，其中“As”引导非限制性定语从句，指代逗号后的整个主句“friends are the family we choose for ourselves”的内容，“we all know”为从句的主谓结构。故填As we all know。 38．This is the very book for several days. 这正是我找了好几天的那本书。 【答案】that I have been looking for 【详解】考查定语从句。“我找了好几天的”处理为修饰book的定语从句，从句主语是I，谓语“寻找”表达为look for，结合语境和时间状语for several days可知，此处陈述从过去开始且刚刚结束的动作，用现在完成进行时，主语是I，助动词用have，代替先行词book在从句中作宾语，用关系代词that引导。故填that I have been looking for。 39．There was no person to in the dark street. 在黑漆漆的街上没有她可以求助的人。 【答案】whom she could turn for help 【详解】考查定语从句和动词短语。根据句意以及句子结构可知，“求助”常用动词短语“turn to sb. for help”表达，此处先行词是“person”，指人，且在定语从句中作“turn to”的宾语，介词“to”可提前，构成“to whom”的结构。“她可以求助”译为“she could turn to sb for help”。故填whom she could turn for help。 40． , the elephant is like a snake. 正如每个人所看到的一样, 这匹大象像一条蛇。 【答案】As anybody can see 【详解】考查非限制性定语从句。表示“正如”常见表达为as，“每个人”是anybody，“看到”为see ，as引导非限制性定语从句，指代整个主句内容作宾语，在从句中作宾语，位于句首，首字母需大写“正如”。故填As anybody can see。 题型一 语法填空 （25-26高二上·安徽宿州·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式，并将答案填写在答题卡上。 On Monday, the library of Shanxi Medical University in Taiyuan, Shanxi Province, was filled with excitement. That was because over 50 female students who had been exposed to Chinese culture for several years from 11 different countries came together 1 (celebrate) International Women’s Day and explore Chinese rich cultural heritage. Throughout the day, the attendees engaged in hands-on workshops 2 they tried their hands at paper-cutting, crafting cloth tigers and creating sachets. These activities 3 (choose) to showcase the complex craftsmanship and symbolic meanings which are deeply rooted in Chinese history and society. 4 was clear that the event offered the international students an immersive experience of Shanxi’s traditional culture. By engaging in these traditional practices, the students gained 5 deeper understanding of local customs, 6 (develop) a sense of mutual respect among the women. This cultural exchange aimed to strengthen the idea that despite a 7 (vary) of backgrounds, we share common threads that bind us together. In 8 (additional), the event acted 9 a platform to establish friendship, leaving a 10 (vision) mark on the hearts of all who participated. All the participants said, “Maybe we will be observing International Women’s Day in different parts of the world this time next year, but wherever we are, we will always remember the charm of traditional Chinese culture!” 【答案】 1．to celebrate 2．where 3．were chosen 4．It 5．a 6．developing 7．variety 8．addition 9．as 10．visible 【导语】本文是一篇新闻报道。文章主要讲述了山西医科大学举办活动，来自不同国家的女学生共同庆祝国际妇女节并探索中国文化遗产。 1．考查非谓语动词。句意：这是因为来自11个不同国家的50多名接触中国文化多年的女学生齐聚一堂，庆祝国际妇女节，探索中国丰富的文化遗产。本空在句中作目的状语，表示“为了庆祝”，用动词不定式to celebrate。故填to celebrate。 2．考查定语从句。句意：一整天，与会者都参加了实践工作坊，他们尝试剪纸、制作布老虎和制作香囊。本空引导限制性定语从句，先行词是workshops，关系词代替先行词在从句中作地点状语，应用关系副词where引导。故填where。 3．考查时态语态。句意：选择这些活动是为了展示深深植根于中国历史和社会的复杂工艺和象征意义。本空在句中作谓语，句子描述的是过去的事情，应用一般过去时，choose与主语activities之间是被动关系，应用一般过去时的被动语态，主语是复数，be动词用were。故填were chosen。 4．考查代词。句意：很明显，这次活动为国际学生提供了一个沉浸式体验山西传统文化的机会。本空作形式主语，that引导的主语从句作真正的主语，用代词it，句首单词首字母大写。故填It。 5．考查冠词。句意：通过参与这些传统实践，学生们对当地习俗有了更深入的了解，在女性之间培养了一种相互尊重的意识。本空修饰名词understanding，表示“一个更深入的理解”，应用不定冠词a/an，deeper以辅音音素开头，应用a。故填a。 6．考查非谓语动词。句意：通过参与这些传统实践，学生们对当地习俗有了更深入的了解，在女性之间培养了一种相互尊重的意识。本空在句中作结果状语，表示自然而然的结果，应用现在分词developing。故填developing。 7．考查固定短语。句意：这次文化交流旨在加强这样一种观念，即尽管背景各异，但我们有着共同的纽带把我们联系在一起。本空作宾语，应用名词variety，构成短语a variety of，表示“各种各样的”。故填variety。 8．考查固定短语。句意：此外，这次活动还作为一个建立友谊的平台，给所有参与者留下了深刻的印象。本空作介词in的宾语，应用名词addition，构成短语in addition，表示“此外”。故填addition。 9．考查介词。句意：此外，这次活动还作为一个建立友谊的平台，给所有参与者留下了深刻的印象。固定短语act as，表示“充当，担任”。故填as。 10．考查形容词。句意：此外，这次活动还作为一个建立友谊的平台，给所有参与者留下了明显的印记。本空修饰名词mark，应用形容词visible，表示“看得见的，明显的”，作定语。故填visible。 （25-26高二上·江西九江·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Quiet Voices, Lasting Legacy: Women Who Shaped Literary Heritage Throughout history, women have crafted extraordinary literary works that capture the 1 (deep) of human experience. While historical records often focus on politics and wars, women’s writing offers 2 different perspective — one that lives in the subtle moments between major events and in the language of human relationships. During the Eastern Han Dynasty, Chinese poet Cai Wenji wrote Poem of Sorrow and Anger, bearing witness 3 the human cost of war. Centuries earlier, the Greek poet Sappho explored love with striking modernity. While Cai documented external scars, Sappho 4 (map) inner feelings — together showing two essential dimensions of women’s literary contributions. The Song Dynasty poet Li Qingzhao found profound meaning in nature’s small changes, 5 (reveal) the extraordinary in ordinary life. 6 (similar), American poet Emily Dickinson, who wrote quietly from her home, discovered freedom in anonymity (匿名). Her work celebrates connection beyond public recognition. The power of women’s literature 7 (root) in its unwavering pursuit of emotional truth. It shows not just what happened, 8 how it felt to live through those times. These writers created an alternative history — not of empires, but of the human heart. Today, this legacy is carried forward by contemporary women writers, 9 continue this foundational way of seeing and writing about the world. Their works ensure women’s voices — often quiet but deeply insightful — remain essential to our 10 (culture) heritage, enriching our understanding of what connects us all. 【答案】 1．depth/depths 2．a 3．to 4．mapped 5．revealing 6．Similarly 7．is rooted 8．but 9．who 10．cultural 【导语】本文是一篇说明文。主要介绍中外杰出女性作家的文学成就及其作品对人类文化遗产的深远影响。 1．考查名词。句意：纵观历史，女性创作了非凡的文学作品，捕捉了人类经历的深度。此处作动词capture的宾语，且有定冠词the修饰，用deep的名词形式depth，表示“深度(情感、思想、理解等层面)”为不可数名词，也可以使用其复数depths，表示意为“(情感、苦难等的)深处、极致”。故填depth/depths。 2．考查冠词。句意：虽然历史记载往往聚焦于政治与战争，但女性的作品提供了一种不同的视角——一种存在于重大事件间隙的微妙时刻与人际关系话语中的视角。此处泛指“一种不同的视角”，different是以辅音音素开头的单词，用不定冠词a。故填a。 3．考查介词。句意：东汉时期，中国女诗人蔡文姬创作了《悲愤诗》，见证了战争给人类带来的代价。此处为固定搭配bear witness to，意为“见证”，用介词to。故填to。 4．考查动词时态。句意：蔡文姬记录的是外在的创伤，而萨福描绘的是内心的情感——二者共同展现了女性文学贡献的两个重要维度。此处为谓语动词，与前面的documented时态保持一致，描述过去发生的动作，用一般过去时，所以谓语动词为mapped。故填mapped。 5．考查非谓语动词。句意：宋代女词人李清照从自然的细微变化中探寻深刻的意义，于平凡生活中发掘不凡的价值。此处为非谓语动词作状语，Li Qingzhao与reveal为主动关系，用现在分词revealing。故填revealing。 6．考查副词。句意：同样地，在家中默默创作的美国诗人艾米莉•狄金森，在匿名创作中找到了自由。此处修饰整个句子，用similar的副词形式similarly，位于句首，首字母大写。故填Similarly。 7．考查动词时态和语态。句意：女性文学的力量根植于其对情感真相的执着追求。此处为固定短语be rooted in，意为“根植于”，描述客观事实用一般现在时，主语The power为第三人称单数，所以谓语动词用is rooted。故填is rooted。 8．考查连词。句意：它不仅展现了历史事件本身，更诉说了亲历那些岁月的真切感受。此处为固定搭配not just...but...，意为“不仅……而且……”，用连词but。故填but。 9．考查定语从句。句意：如今，这一遗产由当代女性作家传承下去，她们延续了这种观察和书写世界的基本方式。此处为非限制性定语从句，先行词为contemporary women writers，指人，关系词在从句中作主语，用关系代词who。故填who。 10．考查形容词。句意：她们的作品确保了女性的声音——往往轻柔却极具洞察力——始终是人类文化遗产的重要组成部分，丰富了我们对人类共同联结的理解。此空作定语，修饰heritage，故用culture的形容词形式cultural，意为“文化方面的”。故填cultural。 题型二 阅读理解 （25-26高二上·湖南长沙·期末）New psychology research points to the factors that explain why we find particular poems aesthetically pleasing. “While it may seem obvious that individual taste matters in judgments of poetry, we found certain factors consistently influence how much a poem will be enjoyed.” Aesthetics (美学), the basis of what we find appealing or not, play an important role in our everyday lives. However, little is known about how we make these judgments. The researchers sought to answer an age-old question — “Why do we like what we like?” — by measuring what we find aesthetically pleasing in poetry. To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems. After reading each poem, participants answered questions about the poem’s vividness(“How vivid is the imagery evoked (唤起) from this poem?”), emotional arousal (“How relaxing or stimulating is this poem?”), emotional valence (“How positive or negative is the content of this poem?”), and aesthetic appeal (“How enjoyable or aesthetically appealing did you find this poem?”). Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing. Emotional valence also predicted aesthetic appeal, though to a lesser extent; specifically, poems that were found to be more positive were generally found to be more appealing. By contrast, emotional arousal did not have a clear relationship to aesthetic appeal. “The vividness of a poem consistently predicted its aesthetic appeal,” notes Starr, author of Feeling Beauty: The Neuroscience of Aesthetic Experience. “Therefore, it seems that vividness of mental imagery may be a key factor influencing what we like more broadly.” “While limited to poetry,” she adds, “our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields.” 1．What did the researchers ask the participants to do? A．Explain factors of emotional valence B．Evaluate poems of haiku and sonnet C．Predict the aesthetic attraction of poems. D．Ask questions about the poem’s vividness. 2．Which of the following is true according to paragraph 4? A．Emotional arousal is negatively related to aesthetic appeal. B．Poems with more positive content are the most appealing. C．Emotional valence is the most important predictor of aesthetic appeal. D．Vividness of mental imagery has the strongest connection with aesthetic appeal. 3．What can be inferred from Starr’s words? A．The research will help explore aesthetic judgments in other fields. B．The finding of vividness being a key factor in our aesthetic judgements. C．Emotional valence should be further studied in the context of other art forms. D．The research has little value for understanding aesthetic judgments in other areas. 4．What is the main purpose of this passage? A．To discuss the importance of aesthetics. B．To persuade people to admire the poems. C．To show the findings of aesthetic appeal. D．To introduce aesthetically pleasing poems. 【答案】1．B 2．D 3．A 4．C 【导语】这是一篇说明文。一项心理学研究探究了人们认为诗歌具有美感的原因，发现意象生动性是关键因素，积极内容也有影响，该研究可为其他领域的美学判断研究提供参考。 1．细节理解题。根据第三段“To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems. (为此，研究团队让400多名参与者阅读并评价两种体裁的诗歌 —— 俳句和十四行诗，目的是了解最能预测诗歌美学吸引力的因素。)”可知，研究人员要求参与者评价俳句和十四行诗。故选B项。 2．细节理解题。根据第四段“Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing. (他们的结果表明，心理意象的生动性是美学吸引力的最佳预测指标，能够唤起更丰富意象的诗歌更令人愉悦。)”可知，心理意象的生动性与美学吸引力的联系最强。故选D项。 3．推理判断题。根据第五段“our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields. (我们的研究揭示了最影响美学判断的因素，并为未来研究其他领域的此类判断铺平了道路。)” 可知，这项研究有助于探索其他领域的美学判断。故选A项。 4．推理判断题。根据第一段“New psychology research points to the factors that explain why we find particular poems aesthetically pleasing. (一项新的心理学研究指出了能解释我们为何会觉得某些诗歌具有美学吸引力的因素。)”以及下文内容可知，本文的主要目的是展示关于诗歌美学吸引力的研究结果。故选C项。 （25-26高二上·广东·期中）In my high school English class, I often witness the magic power of writing. At the beginning of the semester, I assigned a topic for the students to write about: “What is your dream?” I expected to read some inspiring and creative essays, but to my surprise, most of the papers were rather dull and lacked depth. The students seemed to struggle to express their true thoughts and feelings, and the essays were filled with clichés (陈词滥调) and general statements. I realized that I needed to change my teaching approach. Instead of simply assigning topics, I decided to guide the students through the writing process step by step. We started with brainstorming sessions, where the students were encouraged to share their ideas and experiences about the topic. Then, we worked on organizing their thoughts and creating an outline. Finally, they began to write their first drafts. As the students progressed through the writing process, I noticed a significant improvement in their work. They became more confident, and their essays were filled with vivid descriptions, personal experiences, and impressive reflections. One student, in particular, wrote about her dream of becoming a doctor. She shared her experience of visiting a hospital and seeing the doctors and nurses working hard to save lives. Her essay was so touching and sincere that it brought tears to my eyes. Through this experience, I learned that writing is not just a skill to be taught; it is a powerful tool for self-expression and personal growth. As the semester came to an end, I asked the students to write a final essay reflecting on their learning experience. Many of them wrote about how much they had grown as writers. Reading their essays, I felt a sense of pride and satisfaction. I knew that I had made a difference in their lives, and I was grateful for the opportunity to be a part of their learning journey. 1．How did the author feel about the students’ first essays? A．She was moved by their true feelings. B．She was deeply inspired by their creativity. C．She felt disappointed by their lack of depth. D．She was satisfied with their general statements. 2．What did the author do to help the students? A．She assigned more topics for them. B．She encouraged them to brainstorm. C．She organized more activities for them. D．She provided them with detailed guidance. 3．Which of the following is NOT true about the students’ essays in paragraph 3? A．They were significant. B．They were impressive. C．They were written in vivid language. D．They were true feelings and thoughts. 4．What can we infer from the last paragraph? A．Writing is mainly a skill to be taught. B．The author felt proud of her students. C．Students made a difference in their lives. D．Students felt grateful for their learning journey. 【答案】1．C 2．D 3．A 4．B 【导语】本文是一篇记叙文。文章主要讲述了作者作为一名写作课老师，通过教学实践逐渐认识到如何教授学生写作，并领悟写作的自我表达与成长价值，为影响学生而感到自豪。 1．细节理解题。根据第一段中“I expected to read some inspiring and creative essays, but to my surprise, most of the papers were rather dull and lacked depth. (我期望读到一些鼓舞人心和富有创造性的文章，但令我惊讶的是，大多数文章都相当乏味且缺乏深度)”可知，作者对学生们的第一篇论文感到失望，认为它们缺乏深度。故选C。 2．细节理解题。根据第二段中“I realized that I needed to change my teaching approach. Instead of simply assigning topics, I decided to guide the students through the writing process step by step. (我意识到需要改变教学方法。我不再单纯布置话题，而是决定逐步引导学生完成写作过程)”可知，作者开始改变教学方法，逐步引导学生完成写作流程，为他们提供详细的指导。故选D。 3．细节理解题。根据第三段“As the students progressed through the writing process, I noticed a significant improvement in their work. They became more confident, and their essays were filled with vivid descriptions, personal experiences, and impressive reflections. One student, in particular, wrote about her dream of becoming a doctor. She shared her experience of visiting a hospital and seeing the doctors and nurses working hard to save lives. Her essay was so touching and sincere that it brought tears to my eyes. (随着学生们在写作过程中不断推进，我发现他们的作品有了显著进步。他们变得更加自信，作文中充满了生动的描写、个人经历和深刻的反思。尤其是有一位学生，写了她想成为一名医生的梦想。她分享了自己去医院的经历，看到医生和护士们努力拯救生命的场景。她的文章如此感人、真挚，让我热泪盈眶)”可知，学生的作文有显著进步、描写生动、令人印象深刻并表达真实感情和想法，选项B、C、D表述均正确，选项A“They were significant. (它们意义重大)”与原文不符。故选A。 4．推理判断题。根据最后一段“Reading their essays, I felt a sense of pride and satisfaction. I knew that I had made a difference in their lives, and I was grateful for the opportunity to be a part of their learning journey. (读着他们的文章，我感到一种自豪和满足。我知道自己对他们的生活产生了影响，也很感激能有机会参与他们的学习之旅)”可推知，老师阅读学生作文时感到自豪并认为自己对学生的生活产生了积极影响。故选B。 1 / 12 学科网（北京）股份有限公司 $