暑假作业07 句子成分和基本句型（巩固培优）高一英语译林版

**基本信息** 聚焦句子成分与基本句型，构建“成分定义-结构构成-句型组合-综合运用”四层逻辑体系，通过高频考点标注与典例解析提升语言理解与逻辑分析能力。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |八大句子成分|8成分+24例句|成分精准分类（如谓语分实义/系动词/合成谓语）、高频考点标注（动名词作主语等）|从核心成分（主谓）到修饰成分（定状补），构建句子主体与修饰的逻辑关系| |八大基本句型|8句型+16例句|句型结构归纳（如双宾语转换、There be变式）、系动词分类表|基于成分组合，形成“主谓→主谓宾→主谓双宾/宾补”的结构拓展链条| |综合应用|单选30题+语填/阅读/完形等|成分判断三步法（找谓语→定主干→析修饰）、句型识别流程图|从单一成分/句型识别到语篇中综合运用，实现知识迁移|

完成时间： 月 日 今日打卡：☐ 已完成 用时： min 自评勋章： 作业07 句子成分和基本句型 第一部分 高中八大句子成分 八大成分：主语、谓语、表语、宾语、定语、状语、补语、同位语 一、主语（S） 句子的陈述主体，指明句子所描述的人/事物/概念，是整句的核心。 可充当主语的结构 名词、代词、数词、动名词、动词不定式、主语从句 1. We should stick to our dreams.（代词作主语） 1. Learning English well is of great importance.（动名词短语作主语，高频考点） 1. What he said moved everyone present.（主语从句作主语，长难句考点） 二、谓语（V） 说明主语的动作、状态、特征，是句子的唯一核心，句子缺一不可。 分类（精准划分） 1. 实义谓语：表示具体动作（及物动词、不及物动词） 2. 系动词谓语：表示状态、特征 3. 情态/助动词+实义动词：合成谓语（高中重点） 例句 1. He has finished his homework.（合成谓语：助动词+实义动词） 2. The leaves turn yellow in autumn.（系动词谓语） 三、表语（P） 位于系动词之后，用来说明主语的身份、性质、状态、特征，构成系表结构。 可充当表语结构 形容词、名词、介词短语、非谓语动词、表语从句 例句 1. The task is challenging.（形容词作表语） 2. My dream is to become a doctor.（不定式作表语） 四、宾语（O） 实义动词、介词的动作承受对象，回答“做什么、对谁做”。 宾语分类 直接宾语、间接宾语、宾语从句、形式宾语 例句 1. He gave me a book.（间接宾语+直接宾语） 2. I find it easy to learn physics.（it作形式宾语，高中高频） 五、定语（Att） 修饰、限定名词/代词，翻译为“……的”，是长难句最常见修饰成分。 高中核心考点 前置定语、后置定语（介词短语、非谓语、定语从句，高考核心） 例句 1. The running water is clean.（前置定语） 2. The girl standing under the tree is my classmate.（现在分词短语后置定语） 六、状语（Adv） 修饰动词、形容词、副词、整个句子，表时间、地点、原因、让步、目的、结果等。 高中重点状语类型 九大状语：时间、地点、方式、原因、目的、结果、让步、条件、伴随 例句 1. To improve his grades, he studies day and night.（不定式作目的状语） 2. Although he is tired, he keeps working.（从句作让步状语） 七、补语（C） 补充说明主语或宾语的状态、身份，分为主语补足语、宾语补足语，是高中句型核心。 例句 1. We keep the room clean.（形容词作宾补） 2. He was elected monitor.（名词作主补，被动句式考点） 八、同位语（App） 紧跟名词/代词之后，对前面的名词进行解释、说明、补充，与前面成分地位平等、指代同一事物。 例句 1. Mr. Li, our math teacher, is very patient.（名词短语作同位语） 2. The news that our team won excited us.（同位语从句，高考必考） 第二部分 句子的基本构型——八大基本句型 句型1 主语＋谓语(S V) 归纳：谓语动词是不及物动词，本身能表达完整的意思，后面不需接宾语。 The rain stopped.雨停了。 句型2 主语＋谓语＋状语(S V Ad) 归纳：谓语动词是不及物动词。状语一般由副词、介词短语、不定式、分词或相当于副词的词或短语来充当。其位置一般放在句末，但也可放在句首或句中。 The time passed quickly. 时间过得很快。 句型3 主语＋系动词＋表语(S V P) 归纳：系动词不能表达一个完整的意思，后面必须加上一个表明主语身份、特征、性质、状态等的表语。 My sister is a nurse. 我姐姐是个护士。 [温馨提示]　系动词除了be动词之外，还有： ①表示感官的动词：feel, look, smell, taste, sound等； ②表示似乎、好像的动词：seem, appear等； ③表示状态延续的动词：remain, stay, keep等； ④表示转变、变化的动词：become, get, turn, go, run, fall, come, grow等； ⑤表示终止性结果的动词：prove, turn out。 I feel quite happy.我感觉很开心。 句型4 主语＋谓语＋宾语(S V O) 归纳：谓语动词是及物动词，表达的意思不完整，其后必须要接一个宾语，即动作的承受者。作宾语的可以是：名词、代词、动名词、不定式、疑问词＋不定式、宾语从句等。 ①I love these types of books. 我爱读这些种类的书籍。 ②I know how to solve the problem. 我知道如何解决这个问题。 句型5 主语＋谓语＋宾语＋状语(S V O Ad) 归纳：有时宾语后会接副词、介词短语、不定式、分词等作状语。 ①I like to stay at home on Sundays. 星期天我喜欢待在家里。 ②He turned his head around to look at the child. 他扭头看向那个孩子。 句型6 主语＋谓语＋间宾＋直宾(S V IO DO) 此句型中的谓语动词后接两个宾语："间接宾语"多由代词或名词充当；"直接宾语"，往往由名词充当。这类句型常有"给某人某物"、"送某人某物"、"留给某人某物"等意思。常见的这类谓语动词有：buy, bring, get(给某人弄到……), give, hand, lend, leave(留给某人…… ), pay, pass(递给某人……), read, rent(租赁某人……), recommend(将某人推荐给……) , send, show, tell , take(给某人拿……), teach , write等。例如： 这种句型中间接宾语常常指“人”，直接宾语常常指“物”。 He　　　　bought　　　　me　  　a birthday present．他给我买了一份生日礼物。 主语　 谓语(及物动词)　间接宾语　　直接宾语 　I　　showed　　　　him　 　my pictures．我给他看我的照片。 主语 谓语(及物动词)  间接宾语　 直接宾语 常见的能跟双宾语的及物动词 (1)give, tell, teach, write, bring, lend, hand, show, offer, send, pay, pass, allow, return等后的间接宾语可转换为介词to的宾语。 ◆Please hand him a book! ＝Please hand a book to him!   请递给他一本书。  (2)buy, do, get, fetch, save, make, sing, choose等后的间接宾语可转换为介词for的宾语来表示。 ◆Her father bought her a bike． ＝Her father bought a bike for her． 她的父亲给她买了一辆自行车。 句型7 主语＋谓语＋宾语＋宾语补足语(S V O C)  有些及物动词的后面有时常带复合宾语结构（即：宾语 + 宾语补足语）。在这一结构中，宾语补足语是对宾语"做什么"、"怎么样"等方面进行补充说明。宾语补足语可由名词、形容词、动词不定式、分词或介词短语担当。常带复合宾语结构的及物动词有： ask(请求，要求) , allow(容许) ,appoint(任命) , believe , call(称) ,  cause(使得) , catch(发现) , consider(认为) , elect(选举) , expect(预期) , feel(感觉到) , find , get(使得) , have(使，让) , hear , imagine(想象) , keep , let , listen to , look at ,make(使) , notice(注意到) , see , smell, watch(注视，看) , tell等等。 这种句型中的“宾语＋宾语补足语”可统称为“复合宾语”。 迈克告诉我不要现在走。 Mike　　told　　  me　 〈not to go now〉．  主语 谓语(及物动词)  宾语　　宾语补足语 They　　painted　　the door　〈green〉． 他们把门漆成绿色。 主语　 　 谓语　　 宾语　     宾语补足语 句型8 There be结构 【归纳总结】There be ... 意思是“有”，表示“人或事物的存在”或“某地有某物”。There be ... 属于倒装结构，后面的名词是句子的主语。There be中的be有时可以用lie, exist, stand, happen to be, used to be, seem to be, appear to be等代替。 ①There are two people waiting outside. 有两个人正在外面等候。 ②There happened to be nobody around. 碰巧周围没有人。 一、单项选择 1．He admits that he was mistaken. A．表语 B．定语 C．状语 D．宾语 2．I went to a large library last week.  划线部分的成分是______. A．主语 B．谓语 C．定语 D．宾补 3．Talking to him is a mistake.  划线部分的成分是 A．主语 B．表语 C．宾语 D．宾补 4．The weather is very nice today.  划线部分的成分是 A．主语 B．谓语 C．宾语 D．宾补 5．The old man sitting under the tree is my grandfather. What’s the function of the underlined words? A．Attributive B．Adverbial C．Subject D．Object 6．The boy in the classroom needs a pen of yours. What’s the function of the underlined word? A．Attributive B．Subject C．Adverbial D．Complement 7．They painted the door green. What’s the function of the underlined word? A．Object B．Attributive C．Complement D．Adverbial 8．选出划线部分在句中所做的成分。The meat went bad because of the hot weather. A．主语 B．谓语 C．宾语 D．状语 9．选出划线部分在句中所做的成分。The war made him a soldier. A．状语 B．补语 C．定语 D．宾语 10．I bought a new bike yesterday. A．主语 B．谓语 C．状语 D．表语 11．Which is the verb (谓语) in the sentence: “After carefully reviewing the proposal, the board members decided to approve the project.”? A．reviewing B．carefully reviewing C．decided D．decided to 12．Spending too much time online makes it very difficult to focus on other things in life. A．主语 B．宾语 C．宾补 D．状语 13．Her mom bought her a pet dog as a birthday present. A．宾补 B．直接宾语 C．间接宾语 D．表语 14．“The news makes me feel very happy.” The structure of this sentence is “________”. A．S+V+O B．S+V+Oi+Od C．S+V+C D．S+V+O+C 15．“She cooked her husband a delicious meal.” 属于以下哪种句子结构？________ A．SVOC（主谓宾宾补） B．SVO（主谓宾） C．SP（主系表） D．SVIODO（主谓间宾直宾） 16．Identify the sentence pattern of the following sentence. I found the answer a bit puzzling. A．SVC． B．SVO. C．SVOC． D．SVOiOd. 17．Her best friend gave her a custom dress for the ceremony. What’s the sentence pattern of the above sentence? A．S+V+O B．S+V+P C．S+V+O+C D．S+V+Oi+Od 18．What is the sentence structure of “She found a wallet lying on the ground when she walked home.”? A．SVOC． B．SVP. C．SVOO. D．SVA． 19．What is the sentence structure of “The company offered the talented graduate a well-paid job immediately after graduation.”? A．SVO. B．SVOC． C．SVOA． D．SVOO. 20．What is the sentence structure of “The nice smell from the kitchen made me feel hungry.”? A．SVOA． B．SVOC． C．SVOO. D．SVP. 21．The sentence structure of “My mother told us an interesting story.” is________. A．SVP B．SVO C．SVOO D．SVOC 22．请选出与句子匹配的句子结构: He considers himself an expert on the subject. A．SVOA B．SVOC C．SV IO DO D．SVP 23．The sentence structure of “My friends offered me some practical suggestions.” is _______. A．S V B．S V O C．S V IO DO D．S V A 24．Would you please pass me the dictionary? A．SV B．SVO C．SVP D．SVOO 25．That gentleman can speak three languages fluently. A．SV B．SVO C．SVP D．SVOO 26．We consider our monitor a reliable partner in both study and life. A．SVO B．SVOC C．SVOO D．SV 27．The strong wind made the windows rattle loudly all night long. A．SVOO B．SVOC C．SVO D．SVP 28．I didn’t feel awkward or frightened. 本句的句子成分是？ A．SP B．SV C．SVA D．SVIODO 29．Our math teacher often tells us funny jokes to make the class more lively. A．SV B．SVO C．SVOO D．SVOC 30．What’s the sentence structure of “We elected Li Hua our monitor.”? A．SVO B．SVP C．SVOO D．SVOC 二、简单句的8种基本类型句式结构如下： A．主语+不及物动词(S+Vi.) B．主语+不及物动词+状语(S+Vi.+A) C．主语+系动词+表语(S+Link V.+P) D．主语+及物动词+宾语(S+Vt.+O) E.主语+及物动词+间接宾语+直接宾语(S+Vt.+IO+DO) F.主语+及物动词+宾语+宾语补足语(S+Vt.+O+OC) G.主语+及物动词+宾语+状语(S+Vt.+O+A) H.存现句(There be句型及其变式句) 观察下面句子,选择合适的句式结构并把相应的字母填到句子前面的括号内。 31．People spoke so fast. 32．She could understand. 33．I want to make a good first impression. 34．I didn’t feel awkward or frightened at all. 35．There lives an old man in the ancient castle. 36．We had our chemistry class in the science lab. 37．The teacher let the students do cool experiments. 38．The teacher showed us how to do the experiment. 一、语法填空 阅读下面短文，在空白处填入一个恰当的单词或括号内单词的正确形式。 A 72-year-old grandma has become a hit on Chinese social media for 1 (bring) physics to the masses with her unique videos and attracted more 2 one million followers in the process. Wu Yuren is a retired physics professor from Shanghai’s Tongji University in eastern China. Three years ago, she joined 3 team of teachers as part of a science “popularization campaign” on Kuaishou and other short video platforms. “Physics is very 4 (interest). Why is it that many students don’t like it? Because they are afraid of difficult physics tests,” Wu said. “I hope to tell teachers and kids 5 to teach or learn physics.” When Wu 6 (teach) physics to university students many years ago, she found they did not like the subject, and had no curiosity or desire 7 (learn) about it. Wu, 8 (call) “grandma Wu” or “science grandma” online, uses simple props (道具) that can easily 9 (find) in everyday life to teach a young audience about physics concepts (概念). She sets up many simple 10 (experiment) in a down-to-earth style to attract and hold people’s interest. She also tries to inspire her students’ imagination. 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。 We believe that life in a Chinese high school 1 (be) an adventure in which we have to survive mountains of homework and exams. Yet, would you be amazed if I told you that high school life in the US is almost as 2 (stress) as it is in China? 3 (study) hard is important for US high school students. In US high schools, everything 4 (record) and graded, including your grades on quizzes, tests and final examinations. Failing 5 (hand) in your homework on time will actually affect your grade in a certain course. Perhaps different from what we used to think of US high school students, they pay great attention 6 getting high to get into a key university. Otherwise, they’ll be disappointed after graduation. Like university students, US high school students have the freedom to choose the courses 7 attract them. Even a 9th grader can sit in 8 same classroom as 12th graders. But this also means he or she has to work 9 (extreme) hard. Obviously the teacher will not treat him or her differently just because he or she is a few years younger than others, and there will be plenty of problems to overcome. But overcoming these problems will make your 10 (confident) stronger. 二、阅读理解 With the rapid development of artificial intelligence(AI), DeepSeek, a Chinese AI company, has appeared as a pioneer in educational technology. Its latest model, DeepSeek-R1, combines advanced machine learning methods to provide personalized learning solutions for students worldwide. Unlike traditional AI models that rely on pre-programmed answers, DeepSeek-R1 uses reinforcement (强化) learning to drive human logical thinking. This allows it to guide students through problem-solving step by step, much like a patient teacher. For example, when a student struggles with a math equation, DeepSeek-R1 doesn’t just give the answer, it breaks down the logic, identifies errors, and encourages critical thinking. The model’s applications reach beyond academic areas. In language learning, it analyzes students’ pronunciation through AI speech recognition and offers real-time response. For teachers, DeepSeek-R1 can make lesson plans according to subject standards and even predict students’ learning difficulties based on historical data. Its “adaptive testing” feature creates personalized tests that adjust difficulty according to individual progress. However, challenges remain. Critics argue that over-dependence on AI might reduce human interaction in education. DeepSeek’s developers address this by stressing its role as an “addition, not a replacement.” As Dr. Li, a DeepSeek researcher, stated, “Our goal is to free teachers from repetitive tasks so they can focus on inspiring creativity.” Looking ahead, DeepSeek aims to add virtual reality (VR) into its platform, allowing students to explore historical events or scientific ideas in engaging 3D environments. While ethical (伦理的）debates about AI in education continue to exist, one thing is clear: tools like DeepSeek are reshaping how we learn, mixing technology with human wisdom. 1．What makes DeepSeek-R1 different from traditional AI models? A．It uses pre-programmed answers. B．It focuses on memory techniques. C．It replaces teachers in classrooms. D．It employs reinforcement learning for thinking logically. 2．The underlined word “adaptive” in Paragraph 3 most likely means ______. A．fixed B．adjustable C．limitless D．appealing 3．What can be inferred about DeepSeek’s future plans? A．VR technology will improve interactive learning. B．It will stop all classroom activities. C．It gives priority to profit rather than educational values. D．Teachers will lose their jobs to AI. 4．What is the main purpose of the passage? A．To advertise DeepSeek products. B．To criticize the risks of AI in schools. C．To discuss AI’s role in transforming education. D．To compare different AI models. Some high school students in Camarillo are getting a real hands-on education, thanks to a one-of-a-kind farm program. They aren’t just learning about farm animals; They’re raising them! This is the only high school in the country that raises its own animals on site. Addisyn Bolles has been feeding the Great Hambino — her 202- pound pig in person since it was a piglet (猪仔). “I’ve learned a lot from this program. I’ve learned to be responsible for one because you have a whole animal that you have to take care of. I’ve learned how to do that, which helps prepare me for so many ways,” said Bolles. “We have a really unique program because we’re one of the few schools that actually do have a farm on our campus…… We’re in the classroom, the students are learning about how to raise livestock (牲畜) and then they can step outside and directly use what they’re learning,” said teacher Breanna Cole. There’s no sleeping in for these students. They are up early, feeding, walking and cleaning their animals in preparation to show them off at the Ventura County Fair. “It seems like a lot of work, and you do put a lot of time and effort into it. But it’s fun at the end of the day especially when you just need some time to cool off,” said Nevach Cornish, a student from the school. To enter the livestock competition, each animal must meet the requirements on size. Getting to the Fair makes all those early morning feedings worth it. “Carp, Santa Paula, Fillmore, they all have one and it’s really cool because at the Fair you get to meet new people, and you can get a connection with them and exchange ideas,” said another student, Julia Santos. This Camarillo high school farm program isn’t just an extra class — it’s a life-shaping experience that turns textbook lessons into real responsibility and joy. It’s the kind of learning more schools should look to, proving education can grow just as strongly on the farm as it does in a classroom. 1．What makes the school unique? A．It has a farm for students. B．It mainly offers lessons about farm animals. C．It develops students’life skills. D．It allows students to raise animals at school. 2．How does the program influence the students? A．They prefer feeding animals to studying. B．They are too busy to develop other hobbies. C．They better understand the meaning of teamwork. D．They have a chance to put what they learn into use. 3．What is the author’s attitude towards the program? A．Supportive. B．Uncaring. C．Doubtful. D．Unclear. 4．What is the text mainly about? A．A popular farm. B．Hands-on education. C．Human-animal relation. D．A livestock competition. 三、完形填空 In my ninth-grade writing class last year, my students were full of imagination. For example, in their stories, I met a cowboy who saved his town, a strict father who 1 his son earn straight A’s, and a modern-day Juliet (朱丽叶) who died of heartbreak after her parents 2 the love of her young life. I often wondered how my students, who’d created these people, knew their 3 so well. But things were different for their first essay (文章), which was about the 4 : “Why is writing important?” Most of the essays 5 less than one page, and few only contained a sentence. I was 6 . They could have written pages on the topic. 7 , they thought writing itself wasn’t so important. This would have to 8 . In a new unit, I asked everyone to write a piece on a health-related topic of their 9 . This time they found the writing exercise much more 10 . For the next two writing tasks, what I only asked was that the piece meet the 11 of its genre (体裁) and contain a thesis (论点). The 12 was surprising. The students took on various topics and 13 stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I had believed that writing was important as a means of 14 . But my students showed me something more important. I understood writing’s great 15 — the ability to connect people, to put us in another’s skin, and to teach us what it means to be human. 1．A．decided B．demanded C．exchanged D．admired 2．A．refused B．praised C．accepted D．forgot 3．A．parents B．teachers C．students D．characters 4．A．challenge B．topic C．question D．idea 5．A．took B．made C．filled D．copied 6．A．excited B．annoyed C．moved D．shocked 7．A．Besides B．However C．Therefore D．Otherwise 8．A．change B．quit C．work D．respond 9．A．hobby B．level C．ability D．choice 10．A．disappointing B．boring C．interesting D．confusing 11．A．skills B．requirements C．plans D．styles 12．A．goal B．strategy C．result D．design 13．A．handed in B．gave up C．cut out D．turned to 14．A．registration B．achievement C．tradition D．communication 15．A．source B．significance C．method D．effort When I entered Berkeley, I hoped to earn a scholarship. Having been a Straight-A student, I believed I could 1 tough subjects and really learn something. One such course was World Literature given by Professor Jayne. I was extremely interested in the ideas he presented in class. When I took the first exam, I was 2 to find a 77, C-plus, on my test paper, 3 English was my best subject. I went to Professor Jayne, who listened to my arguments but remained unmoved. I decided to try harder, although I don’t know what that 4 because school had always been easy for me. I read the books more carefully, but got another 77. Again, I 5 with Professor Jayne. Again, he listened patiently but wouldn’t change his 6 . One more test before the final exam. One more 7 to improve my grade. So I redoubled my efforts and, for the first time 8 the meaning of the word “thorough”. But my 9 did no good and everything went as before. The last hurdle (障碍) was the final. No matter what 10 I got, it wouldn’t cancel three C-pluses. I might as well kiss the 11 goodbye. I stopped working hard. I felt I knew the course material as well as I ever would. The night before the final, I even treated myself to a movie. The next day I decided for once I’d have 12 with a test. A week later, I was surprised to find I got an A．I hurried into Professor Jayne’s office. He 13 to be expecting me. “If I gave you the As you 14 , you wouldn’t continue to work as hard.” I stared at him, 15 that his analysis and strategy were correct. I had worked my head off, as I had never done before. I was speechless when my course grade arrived: A-plus. It was the only A-plus given. The next year I received my scholarship. I’ve always remembered Professor Jayne’s lesson: you alone must set your own standard of excellence 1．A．take B．discuss C．cover D．get 2．A．shocked B．worried C．exchanged D．obtained 3．A．but B．so C．for D．or 4．A．reflected B．meant C．improved D．affected 5．A．quarreled B．reasoned C．bargained D．chatted 6．A．attitude B．mind C．plan D．view 7．A．choice B．step C．chance D．measure 8．A．memorized B．considered C．accepted D．learned 9．A．ambition B．confidence C．effort D．method 10．A．grade B．answer C．lesson D．comment 11．A．scholarship B．course C．degree D．subject 12．A．fun B．luck C．problems D．tricks 13．A．happened B．proved C．pretended D．seemed 14．A．valued B．imagined C．expected D．welcomed 15．A．remembering B．guessing C．supposing D．realizing 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The ceremony (庆典) of my graduation from graduate school would be held in a school hall that I had never visited. Somehow I heard about the stairs that I’d have to pass in the ceremony. I decided I couldn’t bear the pressure of steps. Walking across the stage was going to be scary enough. I called my friend Sally in tears and told her I was not going. The stairs were driving me crazy. We had been through many hard times during graduate school. We took all our classes together, studied together, and edited each other’s work. Sally was like my note-taker because I write slowly due to cerebral palsy (脑瘫). She knew I needed a good cry when I called her because I didn’t know how to do it. Sally said she’d take care of everything; she would make a plan. My breathing slowed, and I could feel my body again. I knew that I had to sit quietly and let Sally work her plan, whatever that was. She made me promise that I would be at the school hall in an hour to get into my full dress. I arrived at the school hall and saw the stairs on both sides of the stage. I would walk up on one side, shake everyone’s hand, and then walk down the other side to leave the stage. It wasn’t just the stairs I worried about; it was the handshake, too. My cerebral palsy mostly affects my right side, giving me limited coordination (协调性) of my right hand. Not only would I need to walk the stairs and the stage in front of hundreds, but I also would need to shake hands with five teachers using my right hand. The whole day was falling apart fast, and my tears would flow again. But I knew that I just had to trust Sally. When I found her, she rushed over and hugged me. “I have it all worked out,” she said. “It’s going to be fine.” 注意： (1) 续写词数应为150个左右； (2) 请按如下格式在答题卡的相应位置作答。 As my name got closer, I still couldn’t help feeling frightened. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After my classmate and Sally walked me up the stairs, I found no handshakes, but hugs. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 1 / 5 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 完成时间： 月 日 今日打卡：☐ 已完成 用时： min 自评勋章： 作业07 句子成分和基本句型 第一部分 高中八大句子成分 八大成分：主语、谓语、表语、宾语、定语、状语、补语、同位语 一、主语（S） 句子的陈述主体，指明句子所描述的人/事物/概念，是整句的核心。 可充当主语的结构 名词、代词、数词、动名词、动词不定式、主语从句 1. We should stick to our dreams.（代词作主语） 1. Learning English well is of great importance.（动名词短语作主语，高频考点） 1. What he said moved everyone present.（主语从句作主语，长难句考点） 二、谓语（V） 说明主语的动作、状态、特征，是句子的唯一核心，句子缺一不可。 分类（精准划分） 1. 实义谓语：表示具体动作（及物动词、不及物动词） 2. 系动词谓语：表示状态、特征 3. 情态/助动词+实义动词：合成谓语（高中重点） 例句 1. He has finished his homework.（合成谓语：助动词+实义动词） 2. The leaves turn yellow in autumn.（系动词谓语） 三、表语（P） 位于系动词之后，用来说明主语的身份、性质、状态、特征，构成系表结构。 可充当表语结构 形容词、名词、介词短语、非谓语动词、表语从句 例句 1. The task is challenging.（形容词作表语） 2. My dream is to become a doctor.（不定式作表语） 四、宾语（O） 实义动词、介词的动作承受对象，回答“做什么、对谁做”。 宾语分类 直接宾语、间接宾语、宾语从句、形式宾语 例句 1. He gave me a book.（间接宾语+直接宾语） 2. I find it easy to learn physics.（it作形式宾语，高中高频） 五、定语（Att） 修饰、限定名词/代词，翻译为“……的”，是长难句最常见修饰成分。 高中核心考点 前置定语、后置定语（介词短语、非谓语、定语从句，高考核心） 例句 1. The running water is clean.（前置定语） 2. The girl standing under the tree is my classmate.（现在分词短语后置定语） 六、状语（Adv） 修饰动词、形容词、副词、整个句子，表时间、地点、原因、让步、目的、结果等。 高中重点状语类型 九大状语：时间、地点、方式、原因、目的、结果、让步、条件、伴随 例句 1. To improve his grades, he studies day and night.（不定式作目的状语） 2. Although he is tired, he keeps working.（从句作让步状语） 七、补语（C） 补充说明主语或宾语的状态、身份，分为主语补足语、宾语补足语，是高中句型核心。 例句 1. We keep the room clean.（形容词作宾补） 2. He was elected monitor.（名词作主补，被动句式考点） 八、同位语（App） 紧跟名词/代词之后，对前面的名词进行解释、说明、补充，与前面成分地位平等、指代同一事物。 例句 1. Mr. Li, our math teacher, is very patient.（名词短语作同位语） 2. The news that our team won excited us.（同位语从句，高考必考） 第二部分 句子的基本构型——八大基本句型 句型1 主语＋谓语(S V) 归纳：谓语动词是不及物动词，本身能表达完整的意思，后面不需接宾语。 The rain stopped.雨停了。 句型2 主语＋谓语＋状语(S V Ad) 归纳：谓语动词是不及物动词。状语一般由副词、介词短语、不定式、分词或相当于副词的词或短语来充当。其位置一般放在句末，但也可放在句首或句中。 The time passed quickly. 时间过得很快。 句型3 主语＋系动词＋表语(S V P) 归纳：系动词不能表达一个完整的意思，后面必须加上一个表明主语身份、特征、性质、状态等的表语。 My sister is a nurse. 我姐姐是个护士。 [温馨提示]　系动词除了be动词之外，还有： ①表示感官的动词：feel, look, smell, taste, sound等； ②表示似乎、好像的动词：seem, appear等； ③表示状态延续的动词：remain, stay, keep等； ④表示转变、变化的动词：become, get, turn, go, run, fall, come, grow等； ⑤表示终止性结果的动词：prove, turn out。 I feel quite happy.我感觉很开心。 句型4 主语＋谓语＋宾语(S V O) 归纳：谓语动词是及物动词，表达的意思不完整，其后必须要接一个宾语，即动作的承受者。作宾语的可以是：名词、代词、动名词、不定式、疑问词＋不定式、宾语从句等。 ①I love these types of books. 我爱读这些种类的书籍。 ②I know how to solve the problem. 我知道如何解决这个问题。 句型5 主语＋谓语＋宾语＋状语(S V O Ad) 归纳：有时宾语后会接副词、介词短语、不定式、分词等作状语。 ①I like to stay at home on Sundays. 星期天我喜欢待在家里。 ②He turned his head around to look at the child. 他扭头看向那个孩子。 句型6 主语＋谓语＋间宾＋直宾(S V IO DO) 此句型中的谓语动词后接两个宾语："间接宾语"多由代词或名词充当；"直接宾语"，往往由名词充当。这类句型常有"给某人某物"、"送某人某物"、"留给某人某物"等意思。常见的这类谓语动词有：buy, bring, get(给某人弄到……), give, hand, lend, leave(留给某人…… ), pay, pass(递给某人……), read, rent(租赁某人……), recommend(将某人推荐给……) , send, show, tell , take(给某人拿……), teach , write等。例如： 这种句型中间接宾语常常指“人”，直接宾语常常指“物”。 He　　　　bought　　　　me　  　a birthday present．他给我买了一份生日礼物。 主语　 谓语(及物动词)　间接宾语　　直接宾语 　I　　showed　　　　him　 　my pictures．我给他看我的照片。 主语 谓语(及物动词)  间接宾语　 直接宾语 常见的能跟双宾语的及物动词 (1)give, tell, teach, write, bring, lend, hand, show, offer, send, pay, pass, allow, return等后的间接宾语可转换为介词to的宾语。 ◆Please hand him a book! ＝Please hand a book to him!   请递给他一本书。  (2)buy, do, get, fetch, save, make, sing, choose等后的间接宾语可转换为介词for的宾语来表示。 ◆Her father bought her a bike． ＝Her father bought a bike for her． 她的父亲给她买了一辆自行车。 句型7 主语＋谓语＋宾语＋宾语补足语(S V O C)  有些及物动词的后面有时常带复合宾语结构（即：宾语 + 宾语补足语）。在这一结构中，宾语补足语是对宾语"做什么"、"怎么样"等方面进行补充说明。宾语补足语可由名词、形容词、动词不定式、分词或介词短语担当。常带复合宾语结构的及物动词有： ask(请求，要求) , allow(容许) ,appoint(任命) , believe , call(称) ,  cause(使得) , catch(发现) , consider(认为) , elect(选举) , expect(预期) , feel(感觉到) , find , get(使得) , have(使，让) , hear , imagine(想象) , keep , let , listen to , look at ,make(使) , notice(注意到) , see , smell, watch(注视，看) , tell等等。 这种句型中的“宾语＋宾语补足语”可统称为“复合宾语”。 迈克告诉我不要现在走。 Mike　　told　　  me　 〈not to go now〉．  主语 谓语(及物动词)  宾语　　宾语补足语 They　　painted　　the door　〈green〉． 他们把门漆成绿色。 主语　 　 谓语　　 宾语　     宾语补足语 句型8 There be结构 【归纳总结】There be ... 意思是“有”，表示“人或事物的存在”或“某地有某物”。There be ... 属于倒装结构，后面的名词是句子的主语。There be中的be有时可以用lie, exist, stand, happen to be, used to be, seem to be, appear to be等代替。 ①There are two people waiting outside. 有两个人正在外面等候。 ②There happened to be nobody around. 碰巧周围没有人。 一、单项选择 1．He admits that he was mistaken. A．表语 B．定语 C．状语 D．宾语 【答案】D 【详解】考查句子成分。句意：他承认自己犯了错。he作主语，及物动词admits作谓语，that he was mistaken作宾语，为that引导的宾语从句。故选D。 2．I went to a large library last week.  划线部分的成分是______. A．主语 B．谓语 C．定语 D．宾补 【答案】C 【详解】考查句子成分。句意：上周我去了一家大型图书馆。I是主语；went to是谓语；a library是宾语，large是形容词，作定语，修饰名词library；last week是状语。故选C。 3．Talking to him is a mistake.  划线部分的成分是 A．主语 B．表语 C．宾语 D．宾补 【答案】B 【详解】考查句子成分。句意：和他说话是个错误。分析句子结构可知，本句中，Talking to him为动名词作主语； is为系动词； a mistake为名词作表语。故选B项。 4．The weather is very nice today.  划线部分的成分是 A．主语 B．谓语 C．宾语 D．宾补 【答案】B 【详解】考查句子成分。句意：今天天气很好。“The weather”是句子的主体，表示所谈论的对象，是主语；“is”是表示主语状态的系动词，为谓语；“very nice”是对主语“The weather”状态的描述，作表语；“today”是时间状语。划线词is在句中作谓语。故选B。 5．The old man sitting under the tree is my grandfather. What’s the function of the underlined words? A．Attributive B．Adverbial C．Subject D．Object 【答案】A 【详解】考查句子成分。句意：坐在树下的那位老人是我的祖父。划线部分的语法功能是什么？“The old man is my grandfather”是句子主干，为主系表结构。其中“sitting under the tree(坐在树下的)”是划线部分，用于修饰主语 “The old man”，说明“老人”的具体状态和位置，为现在分词作定语。故选A项。 6．The boy in the classroom needs a pen of yours. What’s the function of the underlined word? A．Attributive B．Subject C．Adverbial D．Complement 【答案】A 【详解】考查句子成分。句意：教室里的那个男孩需要你的一支钢笔。A. Attributive定语；B. Subject主语；C. Adverbial状语；D. Complement补足语。in the classroom是介词短语，用来修饰限定前面的名词the boy，作定语。故选A。 7．They painted the door green. What’s the function of the underlined word? A．Object B．Attributive C．Complement D．Adverbial 【答案】C 【详解】考查句子成分。句意：他们把门漆成了绿色。划线单词的语法功能是什么？They“他们”作主语，painted“在……上刷油漆”是谓语动词，the door“门”是宾语，划线词green“绿色的”，用于补充说明宾语 the door在动作painted之后所处的状态（即门被漆后的颜色），为宾语补足语（Complement）。故选C项。 8．选出划线部分在句中所做的成分。The meat went bad because of the hot weather. A．主语 B．谓语 C．宾语 D．状语 【答案】D 【详解】考查句子成分。句意：由于天气炎热，肉变坏了。名词The meat“肉”作句子的主语，动词短语went bad“变坏了”构成系表结构，because of the hot weather为介词短语和名词短语的搭配，意为“由于天气炎热”，作原因状语。故选D。 9．选出划线部分在句中所做的成分。The war made him a soldier. A．状语 B．补语 C．定语 D．宾语 【答案】B 【详解】考查句子成分。句意：这场战争使他成为军人。The war为主语；made为谓语；him为宾语；a soldier为宾补。故选B。 10．I bought a new bike yesterday. A．主语 B．谓语 C．状语 D．表语 【答案】C 【详解】考查句子成分。句意：我昨天买了一辆新自行车。句子结构为：主语+谓语+宾语+状语；划线词yesterday作状语。故选C。 11．Which is the verb (谓语) in the sentence: “After carefully reviewing the proposal, the board members decided to approve the project.”? A．reviewing B．carefully reviewing C．decided D．decided to 【答案】C 【详解】考查句子成分。句意：董事会成员仔细审查了提案后，决定批准这个项目。谓语动词是句子中表示动作或状态的动词，通常由一个动词或动词短语构成。在这个句子中，decided是主语the board members发出的动作，是句子的谓语。选项A和B是动名词短语，作介词after的宾语，选项D是动词短语，但to approve是decided的宾语，故选C。 12．Spending too much time online makes it very difficult to focus on other things in life. A．主语 B．宾语 C．宾补 D．状语 【答案】B 【详解】考查句子成分。句意：过多的在线时间使得专注于生活中的其他事情变得非常困难。it为形式宾语，to focus on other things in life为真正的宾语。故选B。 13．Her mom bought her a pet dog as a birthday present. A．宾补 B．直接宾语 C．间接宾语 D．表语 【答案】B 【详解】考查句子成分。句意：她妈妈给她买了一只宠物狗作为生日礼物。分析句子可知，本句中her为间接宾语，而a pet dog为直接宾语。故选B项。 14．“The news makes me feel very happy.” The structure of this sentence is “________”. A．S+V+O B．S+V+Oi+Od C．S+V+C D．S+V+O+C 【答案】D 【详解】考查英语句子结构。句意：“这个消息让我感到非常开心。”这个句子的结构是________。A. 主语+谓语+宾语；B. 主语+谓语+间接宾语+直接宾语；C. 主语+谓语+表语；D. 主语+谓语+宾语+宾语补足语。该句中The news是主语 (S)，makes 是谓语(V)，me是宾语(O)，feel very happy用来补充说明宾语me的状态，是宾语补足语(C)，符合S+V+O+C的句子结构。故选D。 15．“She cooked her husband a delicious meal.” 属于以下哪种句子结构？________ A．SVOC（主谓宾宾补） B．SVO（主谓宾） C．SP（主系表） D．SVIODO（主谓间宾直宾） 【答案】D 【详解】考查基本句型。句意：她给丈夫做了一顿美味的饭。She是主语 (S)，cooked是谓语 (V)，her husband是间接宾语 (IO)，a delicious meal是直接宾语 (DO)。故选D。 16．Identify the sentence pattern of the following sentence. I found the answer a bit puzzling. A．SVC． B．SVO. C．SVOC． D．SVOiOd. 【答案】C 【详解】考查基本句型。句意：判断下面这个句子的句型。我发现这个答案有点令人费解。I为主语；found为谓语；the answer为宾语；a bit puzzling为宾语补足语。即SVOC句型。故选C。 17．Her best friend gave her a custom dress for the ceremony. What’s the sentence pattern of the above sentence? A．S+V+O B．S+V+P C．S+V+O+C D．S+V+Oi+Od 【答案】D 【详解】考查句子结构。句意：她最好的朋友送给她一件为婚礼定制的礼服。her best friend作主语，gave作谓语，her是间接宾语，a custom dress for the ceremony是直接宾语，因此本句为主谓间宾直宾结构，即S+V+Oi+Od。故选D。 18．What is the sentence structure of “She found a wallet lying on the ground when she walked home.”? A．SVOC． B．SVP. C．SVOO. D．SVA． 【答案】A 【详解】考查句子结构。句意：她回家时发现地上有一个钱包。分析句子结构可知，She是主语，found是谓语动词，a wallet是宾语，lying on the ground是宾语补足语，用来补充说明宾语a wallet的状态，when she walked home是时间状语从句，所以本句的句子结构为“主谓宾补”。故选A。 19．What is the sentence structure of “The company offered the talented graduate a well-paid job immediately after graduation.”? A．SVO. B．SVOC． C．SVOA． D．SVOO. 【答案】D 【详解】考查句子成分。句意：“The company offered the talented graduate a well-paid job immediately after graduation.”的句子结构是什么？A. SVO主谓宾；B. SVOC主谓宾补；C. SVOA主谓宾状；D. SVOO主谓间宾直宾。在该句中，“The company”是主语，“offered”是谓语，“the talented graduate”是间接宾语，“a well-paid job”是直接宾语，“immediately after graduation”是时间状语，但句子的核心结构是“主语 + 谓语 + 间接宾语 + 直接宾语”，也就是SVOO结构。故选D。 20．What is the sentence structure of “The nice smell from the kitchen made me feel hungry.”? A．SVOA． B．SVOC． C．SVOO. D．SVP. 【答案】B 【详解】考查基本句型。句意：“厨房里散发出的怡人香气让我感到饿了。”这个句子的结构是怎样的？The nice smell from the kitchen为主语；made为谓语；me为宾语；feel hungry为宾补，即为SVOC。故选B。 21．The sentence structure of “My mother told us an interesting story.” is________. A．SVP B．SVO C．SVOO D．SVOC 【答案】C 【详解】考查句子结构。句意：我的妈妈给我们讲了一个有趣的故事。My mother是主语，told是谓语，us是间接宾语，an interesting story是直接宾语，因此本句为主谓宾宾结构，即SVOO。故选C。 22．请选出与句子匹配的句子结构: He considers himself an expert on the subject. A．SVOA B．SVOC C．SV IO DO D．SVP 【答案】B 【详解】考查基本句型。句意：他认为自己是这方面的专家。He“他”为主语；considers“认为”为谓语；himself“他自己”为宾语；an expert on the subject“这方面的专家”为宾语补足语。该句结构为SVOC（主语+谓语+宾语+宾语补足语）。故选B。 23．The sentence structure of “My friends offered me some practical suggestions.” is _______. A．S V B．S V O C．S V IO DO D．S V A 【答案】C 【详解】考查句子结构。句意：我的朋友们给了我一些实用的建议。My friends为主语；offered为谓语；me为间接宾语；some practical suggestions为直接宾语。故选C。 24．Would you please pass me the dictionary? A．SV B．SVO C．SVP D．SVOO 【答案】D 【详解】考查句子结构。句意：请把字典递给我好吗？分析句子可知，句子“Would you please pass me the dictionary?”中，S（主语）是“you”，V（谓语）是“pass”，谓语“pass”后接两个宾语：间接宾语“me”（人）和直接宾语“the dictionary”（物），符合“主语 + 谓语 + 间接宾语 + 直接宾语（SVOO）”的结构。故选D项。 25．That gentleman can speak three languages fluently. A．SV B．SVO C．SVP D．SVOO 【答案】B 【详解】考查句子结构类型。句意：那位绅士能流利地说三种语言。该句结构为主语(That gentleman) + 谓语(can speak) + 宾语(three languages)，属于主谓宾结构。故选B。 26．We consider our monitor a reliable partner in both study and life. A．SVO B．SVOC C．SVOO D．SV 【答案】B 【详解】考查句子结构。句意：我们认为班长是学习和生活中可靠的伙伴。we作主语，consider“认为”作谓语，our monitor“我们的班长”作宾语，a reliable partner in both study and life“学习和生活中可靠的伙伴”作宾补，因此本句为主谓宾宾补结构，即SVOC。故选B。 27．The strong wind made the windows rattle loudly all night long. A．SVOO B．SVOC C．SVO D．SVP 【答案】B 【详解】考查基本句型。句意：狂风使窗户整夜嘎嘎作响。在本句中，The strong wind 为主语，made为谓语，the windows为宾语，rattle loudly为宾语补足语，所以本句为“主谓宾+宾补”结构，故选B。 28．I didn’t feel awkward or frightened. 本句的句子成分是？ A．SP B．SV C．SVA D．SVIODO 【答案】A 【详解】考查句子成分。句意：我没有感到尴尬或者恐惧。A. 主系表；B. 主谓；C. 主谓状；D. 主谓间宾直宾。根据分析句子成分可知，I是主语，feel是系动词，awkward or frightened作表语，所以是主系表结构。故选A项。 29．Our math teacher often tells us funny jokes to make the class more lively. A．SV B．SVO C．SVOO D．SVOC 【答案】C 【详解】考查基本句型，句意：为了让课堂更加生动，我们的数学老师经常给我们讲滑稽的笑话。本句中，Our math teacher为主语，tells为谓语，us 和funny jokes均为宾语，其中为funny jokes直接宾语，us为间接宾语，所以本句为“主谓+双宾语”结构，故选C。 30．What’s the sentence structure of “We elected Li Hua our monitor.”? A．SVO B．SVP C．SVOO D．SVOC 【答案】D 【详解】考查句子结构。句意：我们选举李华当我们的班长。A. 主语+谓语+宾语；B. 主语+系动词+表语；C. 主语+谓语+间接宾语+直接宾语；D. 主语+谓语+宾语+宾语补足语。在这个句子中，“We”是主语，“elected”是谓语，“Li Hua”是宾语，“our monitor”是宾语补足语，用来补充说明宾语“Li Hua”的身份或状态，该句子的结构是“主语+谓语+宾语+宾语补足语”，即SVOC。故选D项。 二、简单句的8种基本类型句式结构如下： A．主语+不及物动词(S+Vi.) B．主语+不及物动词+状语(S+Vi.+A) C．主语+系动词+表语(S+Link V.+P) D．主语+及物动词+宾语(S+Vt.+O) E.主语+及物动词+间接宾语+直接宾语(S+Vt.+IO+DO) F.主语+及物动词+宾语+宾语补足语(S+Vt.+O+OC) G.主语+及物动词+宾语+状语(S+Vt.+O+A) H.存现句(There be句型及其变式句) 观察下面句子,选择合适的句式结构并把相应的字母填到句子前面的括号内。 31．People spoke so fast. 32．She could understand. 33．I want to make a good first impression. 34．I didn’t feel awkward or frightened at all. 35．There lives an old man in the ancient castle. 36．We had our chemistry class in the science lab. 37．The teacher let the students do cool experiments. 38．The teacher showed us how to do the experiment. 【答案】31．B 32．A 33．D 34．C 35．H 36．G 37．F 38．E 【解析】31．考查句子结构。句意：人们说话太快了。主语是People，谓语动词spoke是不及物动词，so fast是状语，修饰动词spoke。因此，符合S+Vi.+A 结构。故选B项。 32．考查句子结构。句意：她能理解。主语是She，谓语部分是could understand，其中could是情态动词，understand不及物动词，无宾语。因此符合S+Vi. 结构。故选A项。 33．考查句子结构。句意：我想给人留下好的第一印象。主语是I，谓语动词want是及物动词，宾语是to make a good first impression (不定式短语作宾语)。因此符合S+Vt.+O 结构。故选D项。 34．考查句子结构。句意：我一点也不觉得尴尬或害怕。主语是I，feel (表示状态或感觉) 是系动词，形容词短语awkward or frightened作表语。at all是状语，但核心结构是主系表关系，因此符合 S+Link V.+P 结构。故选C项。 35．考查句子结构。句意：古堡里住着一位老人。句子以There开头，动词lives表示存在，an old man是主语，in the ancient castle是地点状语。这是There be句型的变式 (使用live代替be)，因此，符合存现句 (There be句型及其变式句)。故选H项。 36．考查句子结构。句意：我们在科学实验室上化学课。主语是We，谓语动词是had是及物动词，our chemistry class是名词短语作宾语；in the science lab是地点状语。因此，符合S+Vt.+O+A 结构。故选G项。 37．考查句子结构。句意：老师让学生做很酷的实验。主语是The teacher，谓语动词let是及物动词，the students是宾语，do cool experiments是省略to的不定式短语作宾语补足语，补充说明宾语的动作。因此，符合 S+Vt.+O+OC 结构。故选F项。 38．考查句子结构。句意：老师教我们如何做实验。主语是The teacher，谓语动词showed是及物动词，us是间接宾语，how to do the experiment是直接宾语。因此，符合 S+Vt.+IO+DO 结构。故选E项。 一、语法填空 阅读下面短文，在空白处填入一个恰当的单词或括号内单词的正确形式。 A 72-year-old grandma has become a hit on Chinese social media for 1 (bring) physics to the masses with her unique videos and attracted more 2 one million followers in the process. Wu Yuren is a retired physics professor from Shanghai’s Tongji University in eastern China. Three years ago, she joined 3 team of teachers as part of a science “popularization campaign” on Kuaishou and other short video platforms. “Physics is very 4 (interest). Why is it that many students don’t like it? Because they are afraid of difficult physics tests,” Wu said. “I hope to tell teachers and kids 5 to teach or learn physics.” When Wu 6 (teach) physics to university students many years ago, she found they did not like the subject, and had no curiosity or desire 7 (learn) about it. Wu, 8 (call) “grandma Wu” or “science grandma” online, uses simple props (道具) that can easily 9 (find) in everyday life to teach a young audience about physics concepts (概念). She sets up many simple 10 (experiment) in a down-to-earth style to attract and hold people’s interest. She also tries to inspire her students’ imagination. 【答案】 1．bringing 2．than 3．a 4．interesting 5．how 6．taught 7．to learn 8．called 9．be found 10．experiments 【导语】文章主要讲述退休物理教授吴於人通过短视频用生活道具趣味科普物理，圈粉百万的故事。 1．考查非谓语动词。句意：一位72岁的老奶奶因其独特的视频将物理带给大众而在中文社交媒体上走红，并在此过程中吸引了超过一百万的粉丝。根据空前介词for可知，空处需用bring“带来”的动名词形式bringing作宾语。 2．考查固定搭配。句意同上。more than为固定搭配，意为“超过，多于”，故填than。 3．考查冠词。句意：三年前，她加入了一个教师团队，作为快手及其他短视频平台上科学“普及活动”的一部分。team为可数名词，此处表示泛指“一支队伍”，且为辅音音素开头，故填不定冠词a。 4．考查形容词。句意：“物理学非常有趣。为什么很多学生不喜欢它？因为他们害怕困难的物理考试，”吴说道。根据空前is可知，空处需用形容词作表语，修饰物（Physics）用interesting，表示“有趣的”。 5．考查疑问词。句意：“我希望告诉老师和孩子们如何教或学物理。”根据“to teach or learn physics”可知，此处表示方式，意为“如何”，用how构成“疑问词+to do”结构作宾语。 6．考查时态。句意：多年前，当吴在给大学生教物理时，她发现他们不喜欢这门学科，也没有好奇心或学习的欲望。空格处为when引导的时间状语从句的谓语动词，根据时间状语“many years ago”和“found”可知，此处描述过去发生的动作，用一般过去时，teach的过去式为taught。 7．考查非谓语动词。句意同上。desire to do sth.为固定搭配，意为“做某事的欲望”，用learn“学习”的动词不定式形式作后置定语。 8．考查非谓语动词。句意：在网上被称为“吴奶奶”或“科学奶奶”的吴，使用在日常生活中很容易找到的简单道具，向年轻观众传授物理概念。句子谓语动词是uses，空格处用非谓语动词，call“称为”与其逻辑主语Wu是被动关系，用过去分词called作后置定语。 9．考查被动语态。句意同上。空格处是that引导的定语从句的谓语动词，that指代先行词props（道具），且与find“发现，找到”之间是被动关系，且空前有情态动词can，find的过去分词为found，所以用be found。 10．考查名词复数。句意：她以接地气的风格设置了许多简单的实验来吸引并保持人们的兴趣。根据空前many可知，空处需用可数名词experiment“实验”的复数形式experiments。 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。 We believe that life in a Chinese high school 1 (be) an adventure in which we have to survive mountains of homework and exams. Yet, would you be amazed if I told you that high school life in the US is almost as 2 (stress) as it is in China? 3 (study) hard is important for US high school students. In US high schools, everything 4 (record) and graded, including your grades on quizzes, tests and final examinations. Failing 5 (hand) in your homework on time will actually affect your grade in a certain course. Perhaps different from what we used to think of US high school students, they pay great attention 6 getting high to get into a key university. Otherwise, they’ll be disappointed after graduation. Like university students, US high school students have the freedom to choose the courses 7 attract them. Even a 9th grader can sit in 8 same classroom as 12th graders. But this also means he or she has to work 9 (extreme) hard. Obviously the teacher will not treat him or her differently just because he or she is a few years younger than others, and there will be plenty of problems to overcome. But overcoming these problems will make your 10 (confident) stronger. 【答案】 1．is 2．stressful 3．Studying 4．is recorded 5．to hand 6．to 7．that/which 8．the 9．extremely 10．confidence 【导语】这是一篇说明文。文章介绍了美国高中的学习生活，指出其学业压力并不亚于中国高中，同时提及美国高中生的学习要求、选课自由以及学业挑战等相关情况。 1．考查动词的时态和主谓一致。句意：我们认为中国高中的生活是一场冒险，在这场冒险中，我们必须应对堆积如山的作业和考试。We believe是主句，that life in a Chinese high school_______an adventure in which we have to survive mountains of homework and exams是that引导的宾语从句，陈述客观事实，要用一般现在时。主语life是单数名词，所填be 动词作谓语，要用is。故填is。 2．考查形容词。句意：然而，如果我告诉你美国的高中生活几乎和中国的一样有压力，你会感到惊讶吗？as______as放在be动词之后作表语，要填形容词，要将名词stress变成对应的形容词stressful，表示“有压力的”，符合句意。故填stressful。 3．考查非谓语动词。句意：努力学习对美国高中生来说很重要。_______hard作主语，要将括号里的动词study变成非谓语动词形式。由于“努力学习”是习惯性动作，而非具体一次，要用V-ing结构作主语，放在句首时首字母要大写。故填Studying。 4．考查动词的语态和主谓一致。句意：在美国高中，所有的东西都会被记录并评分，包括你在小测验、测试和期末考试中的成绩。所填词作谓语，时态要用一般现在时和上下文保持一致。主语everything和动词record之间为被动关系，要用一般现在时的被动语态。主语是表示人的复合不定代词，be动词要用is，record的过去分词为recorded。故填is recorded。 5．考查非谓语动词。句意：未能按时交作业实际上会影响你某门课程的成绩。Failing_______in your homework on time是V-ing结构作主语，fail to do sth.为固定搭配，表示 “未能做某事”。故填to hand。 6．考查介词。句意：也许与我们过去对美国高中生的看法不同，他们非常注重取得高分，以便进入重点大学。pay great attention to是固定搭配，表示“高度重视”。故填to。 7．考查定语从句。句意：和大学生一样，美国高中生有自由选择吸引他们的课程。______attract them引导定语从句，修饰先行词为courses。先行词指物，且关系词在从句中作主语，应用关系代词that/which。故填that/which。 8．考查冠词。句意：甚至九年级的学生能和十二年级的学生坐在同一个教室。由于the same...as...是固定结构，表示“和……一样的……”。故填the。 9．考查副词。句意：但这也意味着他或她必须非常努力地学习。空处修饰副词hard，应用副词形式，extreme的副词为extremely。故填extremely。 10．考查名词。句意：但克服这些问题会让你的自信心更强。空处作谓语will make的宾语，且前面有形容词性物主代词your修饰，要将括号中的形容词confident变成名词confidence。该词是不可数名词，没有单复数的变化，故填confidence。 二、阅读理解 With the rapid development of artificial intelligence(AI), DeepSeek, a Chinese AI company, has appeared as a pioneer in educational technology. Its latest model, DeepSeek-R1, combines advanced machine learning methods to provide personalized learning solutions for students worldwide. Unlike traditional AI models that rely on pre-programmed answers, DeepSeek-R1 uses reinforcement (强化) learning to drive human logical thinking. This allows it to guide students through problem-solving step by step, much like a patient teacher. For example, when a student struggles with a math equation, DeepSeek-R1 doesn’t just give the answer, it breaks down the logic, identifies errors, and encourages critical thinking. The model’s applications reach beyond academic areas. In language learning, it analyzes students’ pronunciation through AI speech recognition and offers real-time response. For teachers, DeepSeek-R1 can make lesson plans according to subject standards and even predict students’ learning difficulties based on historical data. Its “adaptive testing” feature creates personalized tests that adjust difficulty according to individual progress. However, challenges remain. Critics argue that over-dependence on AI might reduce human interaction in education. DeepSeek’s developers address this by stressing its role as an “addition, not a replacement.” As Dr. Li, a DeepSeek researcher, stated, “Our goal is to free teachers from repetitive tasks so they can focus on inspiring creativity.” Looking ahead, DeepSeek aims to add virtual reality (VR) into its platform, allowing students to explore historical events or scientific ideas in engaging 3D environments. While ethical (伦理的）debates about AI in education continue to exist, one thing is clear: tools like DeepSeek are reshaping how we learn, mixing technology with human wisdom. 1．What makes DeepSeek-R1 different from traditional AI models? A．It uses pre-programmed answers. B．It focuses on memory techniques. C．It replaces teachers in classrooms. D．It employs reinforcement learning for thinking logically. 2．The underlined word “adaptive” in Paragraph 3 most likely means ______. A．fixed B．adjustable C．limitless D．appealing 3．What can be inferred about DeepSeek’s future plans? A．VR technology will improve interactive learning. B．It will stop all classroom activities. C．It gives priority to profit rather than educational values. D．Teachers will lose their jobs to AI. 4．What is the main purpose of the passage? A．To advertise DeepSeek products. B．To criticize the risks of AI in schools. C．To discuss AI’s role in transforming education. D．To compare different AI models. 【答案】1．D 2．B 3．A 4．C 【导语】本文主要介绍了中国人工智能公司DeepSeek推出的DeepSeek-R1模型，阐述了其与传统AI模型的区别、应用领域、面临的挑战以及未来规划，探讨了人工智能在教育转型中的作用。 1．细节理解题。根据第二段中的“Unlike traditional AI models that rely on pre-programmed answers, DeepSeek-R1 uses reinforcement (强化) learning to drive human logical thinking.(与依赖预编程答案的传统人工智能模型不同，DeepSeek-R1使用强化学习来推动人类的逻辑思维。)”可知，DeepSeek-R1与传统人工智能模型的不同之处在于它采用强化学习来促进逻辑思维。 2．词句猜测题。根据第三段中的“Its ‘adaptive testing’ feature creates personalized tests that adjust difficulty according to individual progress.(它的‘adaptive测试’功能可以根据个人进度调整难度，创建个性化测试。)”可知，这种测试能根据个人进度调整难度，所以“adaptive”意思是“可调整的”，与“adjustable”意思相近。 3．推理判断题。根据最后一段中的“Looking ahead, DeepSeek aims to add virtual reality (VR) into its platform, allowing students to explore historical events or scientific ideas in engaging 3D environments.(展望未来，深寻旨在将虚拟现实（VR）纳入其平台，让学生能够在引人入胜的3D环境中探索历史事件或科学理念。)”可推断出，VR技术将改善互动学习。 4．推理判断题。通读全文，文章介绍了深寻公司及其模型在教育领域的应用、优势、挑战和未来规划等，结合最后一段“While ethical (伦理的）debates about AI in education continue to exist, one thing is clear: tools like DeepSeek are reshaping how we learn, mixing technology with human wisdom.(虽然关于人工智能在教育中的伦理争论仍然存在，但有一件事是明确的：像深寻这样的工具正在重塑我们的学习方式，将技术与人类智慧相结合。)”可知，文章主要目的是讨论人工智能在改变教育方面的作用。 Some high school students in Camarillo are getting a real hands-on education, thanks to a one-of-a-kind farm program. They aren’t just learning about farm animals; They’re raising them! This is the only high school in the country that raises its own animals on site. Addisyn Bolles has been feeding the Great Hambino — her 202- pound pig in person since it was a piglet (猪仔). “I’ve learned a lot from this program. I’ve learned to be responsible for one because you have a whole animal that you have to take care of. I’ve learned how to do that, which helps prepare me for so many ways,” said Bolles. “We have a really unique program because we’re one of the few schools that actually do have a farm on our campus…… We’re in the classroom, the students are learning about how to raise livestock (牲畜) and then they can step outside and directly use what they’re learning,” said teacher Breanna Cole. There’s no sleeping in for these students. They are up early, feeding, walking and cleaning their animals in preparation to show them off at the Ventura County Fair. “It seems like a lot of work, and you do put a lot of time and effort into it. But it’s fun at the end of the day especially when you just need some time to cool off,” said Nevach Cornish, a student from the school. To enter the livestock competition, each animal must meet the requirements on size. Getting to the Fair makes all those early morning feedings worth it. “Carp, Santa Paula, Fillmore, they all have one and it’s really cool because at the Fair you get to meet new people, and you can get a connection with them and exchange ideas,” said another student, Julia Santos. This Camarillo high school farm program isn’t just an extra class — it’s a life-shaping experience that turns textbook lessons into real responsibility and joy. It’s the kind of learning more schools should look to, proving education can grow just as strongly on the farm as it does in a classroom. 1．What makes the school unique? A．It has a farm for students. B．It mainly offers lessons about farm animals. C．It develops students’life skills. D．It allows students to raise animals at school. 2．How does the program influence the students? A．They prefer feeding animals to studying. B．They are too busy to develop other hobbies. C．They better understand the meaning of teamwork. D．They have a chance to put what they learn into use. 3．What is the author’s attitude towards the program? A．Supportive. B．Uncaring. C．Doubtful. D．Unclear. 4．What is the text mainly about? A．A popular farm. B．Hands-on education. C．Human-animal relation. D．A livestock competition. 【答案】1．D 2．D 3．A 4．B 【导语】本文是一篇说明文。主要介绍美国卡马里奥一所高中独特的农场项目，学生可在校饲养牲畜，将课堂知识转化为实践，收获责任感与乐趣。 1．细节理解题。根据第一段中的“This is the only high school in the country that raises its own animals on site.(这是该国唯一一所在校内饲养自己动物的高中。)”可知，这所学校的独特之处在于允许学生在学校饲养动物。故选D项。 2．细节理解题。根据第三段中的“We’re in the classroom, the students are learning about how to raise livestock (牲畜) and then they can step outside and directly use what they’re learning.(我们在教室里，学生们学习如何饲养牲畜，然后他们可以走到外面，直接运用他们所学的知识。)”可知，该项目让学生有机会将所学知识付诸实践。故选D项。 3．推理判断题。根据最后一段中的“This Camarillo high school farm program isn’t just an extra class — it’s a life-shaping experience that turns textbook lessons into real responsibility and joy. It’s the kind of learning more schools should look to, proving education can grow just as strongly on the farm as it does in a classroom.(这所卡马里奥高中的农场项目不仅仅是一门额外的课程——它是一种塑造人生的经历，将课本知识转化为真正的责任感和乐趣。这是更多学校应该借鉴的学习方式，证明教育在农场可以和在课堂上一样蓬勃发展。)”可知，作者认为该项目极具价值，值得其他学校借鉴，态度是支持的。故选A项。 4．主旨大意题。通读全文，第一段点明高中农场项目让学生获得亲身实践教育，后续段落介绍项目内容、学生体验及价值，最后强调这种实践教育的意义，核心围绕“实践教育”展开。故选B项。 三、完形填空 In my ninth-grade writing class last year, my students were full of imagination. For example, in their stories, I met a cowboy who saved his town, a strict father who 1 his son earn straight A’s, and a modern-day Juliet (朱丽叶) who died of heartbreak after her parents 2 the love of her young life. I often wondered how my students, who’d created these people, knew their 3 so well. But things were different for their first essay (文章), which was about the 4 : “Why is writing important?” Most of the essays 5 less than one page, and few only contained a sentence. I was 6 . They could have written pages on the topic. 7 , they thought writing itself wasn’t so important. This would have to 8 . In a new unit, I asked everyone to write a piece on a health-related topic of their 9 . This time they found the writing exercise much more 10 . For the next two writing tasks, what I only asked was that the piece meet the 11 of its genre (体裁) and contain a thesis (论点). The 12 was surprising. The students took on various topics and 13 stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I had believed that writing was important as a means of 14 . But my students showed me something more important. I understood writing’s great 15 — the ability to connect people, to put us in another’s skin, and to teach us what it means to be human. 1．A．decided B．demanded C．exchanged D．admired 2．A．refused B．praised C．accepted D．forgot 3．A．parents B．teachers C．students D．characters 4．A．challenge B．topic C．question D．idea 5．A．took B．made C．filled D．copied 6．A．excited B．annoyed C．moved D．shocked 7．A．Besides B．However C．Therefore D．Otherwise 8．A．change B．quit C．work D．respond 9．A．hobby B．level C．ability D．choice 10．A．disappointing B．boring C．interesting D．confusing 11．A．skills B．requirements C．plans D．styles 12．A．goal B．strategy C．result D．design 13．A．handed in B．gave up C．cut out D．turned to 14．A．registration B．achievement C．tradition D．communication 15．A．source B．significance C．method D．effort 【答案】 1．B 2．A 3．D 4．C 5．C 6．D 7．B 8．A 9．D 10．C 11．B 12．C 13．A 14．D 15．B 【导语】本文是一篇记叙文。主要讲述作者的九年级学生在故事创作中充满想象力，却对“写作为何重要”的命题敷衍，作者调整教学方法后学生佳作频出，进而领悟写作深层意义的故事。 1．考查动词词义辨析。句意：例如，在他们的故事里，我遇到过拯救小镇的牛仔、要求儿子门门功课得A的严厉父亲，还有一位现代版朱丽叶——在父母拒绝了她年轻生命中的挚爱后，心碎而亡。A. decided决定；B. demanded要求；C. exchanged交换；D. admired钦佩。根据“strict father”可知，父亲会对儿子有高标准的要求，“demanded”符合“严厉父亲”的行为特征，指要求儿子取得全A成绩。故选B项。 2．考查动词词义辨析。句意：例如，在他们的故事里，我遇到过拯救小镇的牛仔、要求儿子门门功课得A的严厉父亲，还有一位现代版朱丽叶——在父母拒绝了她年轻生命中的挚爱后，心碎而亡。A. refused拒绝；B. praised赞扬；C. accepted接受；D. forgot忘记。根据后文“died of heartbreak”的悲剧结局，可推测父母反对她的爱情，“refused”表示“拒绝”，符合剧情逻辑。故选A项。 3．考查名词词义辨析。句意：我常常好奇，这些创造出这些人物的学生，怎么会如此了解他们笔下的角色。A. parents父母；B. teachers老师；C. students学生；D. characters角色。前文提到“a cowboy”“a strict father”“a modern-day Juliet”，这些都是学生故事中塑造的角色，此处指学生对自己创造的角色非常了解。故选D项。 4．考查名词词义辨析。句意：但他们的第一篇作文却截然不同，作文的题目是：“为什么写作很重要？”A. challenge挑战；B. topic话题；C. question问题；D. idea想法。根据后文引号内的“Why is writing important?”可知，这是一个明确的问题，作文要求围绕这个问题展开，因此是作文的题目（问题）。故选C项。 5．考查动词词义辨析。句意：大多数作文还不到一页纸，有些甚至只包含一句话。A. took花费；B. made制作；C. filled填满；D. copied复制。根据后文“less than one page”可知，此处指作文内容篇幅短，只填满了不到一页纸，“filled”体现“占据篇幅”的含义。故选C项。 6．考查形容词词义辨析。句意：我感到很震惊。A. excited兴奋的；B. annoyed恼怒的；C. moved感动的；D. shocked震惊的。根据前文“my students were full of imagination”和后文“They could have written pages on the topic”可知，学生在故事创作中表现出色，却对作文敷衍了事，这种反差让作者感到震惊。故选D项。 7．考查副词词义辨析。句意：然而，他们认为写作本身并没有那么重要。A. Besides此外；B. However然而；C. Therefore因此；D. Otherwise否则。前文提到作者认为学生本可以写很多内容，后文说明学生敷衍的原因是不重视写作，前后为转折关系，“However”表转折。故选B项。 8．考查动词词义辨析。句意：这种情况必须改变。A. change改变；B. quit放弃；C. work工作；D. respond回应。学生不重视写作，作文质量差，作者作为老师希望改善这种状况，因此“change”（改变）符合语境。故选A项。 9．考查名词词义辨析。句意：在一个新单元中，我让每个人写一篇关于健康相关的、自己选择的主题的文章。A. hobby爱好；B. level水平；C. ability能力；D. choice选择。根据后文“This time they found the writing exercise much more 　10　　.”可知，学生表现出色可知，让学生自主选择主题能激发他们的写作兴趣。故选D项。 10．考查形容词词义辨析。句意：这一次，他们觉得这个写作练习有趣多了。A. disappointing令人失望的；B. boring无聊的；C. interesting有趣的；D. confusing令人困惑的。根据后文“10 to 20 pages each,”可知，学生写出10到20页的作品可知，所以他们对自主选择的健康主题感兴趣，才会积极创作。故选C项。 11．考查名词词义辨析。句意：在接下来的两项写作任务中，我只要求文章符合其体裁的要求，并包含一个论点。A. skills技能；B. requirements要求；C. plans计划；D. styles风格。根据后文“its genre (体裁) and contain a thesis (论点).”可知，作为写作任务，作者需要提出明确的要求，“meet the requirements of”表示“符合……的要求”，指符合体裁规范并包含论点。故选B项。 12．考查名词词义辨析。句意：结果令人惊讶。A. goal目标；B. strategy策略；C. result结果；D. design设计。后文描述学生的写作成果（“various topics”“10 to 20 pages each”），这是作者调整教学方法后的结果，“result”符合语境。故选C项。 13．考查动词短语辨析。句意：学生们选择了各种各样的主题，提交的故事有10到20页不等，其中的角色拓宽了我的视野，触动了我的心灵。A. handed in提交；B. gave up放弃；C. cut out删除；D. turned to转向。根据前文“writing tasks”可知，学生完成任务后需要提交作品，“handed in”表示“提交”，符合教学场景。故选A项。 14．考查名词词义辨析。句意：我一直认为写作作为一种交流方式很重要。A. registration注册；B. achievement成就；C. tradition传统；D. communication交流。根据常识可知，写作的核心功能之一是传递信息、表达思想，即作为交流的手段，“communication”符合对写作功能的常规认知。故选D项。 15．考查名词词义辨析。句意：我明白了写作的重大意义——连接人与人的能力，让我们换位思考的能力，以及教会我们何为人性的能力。A. source来源；B. significance意义；C. method方法；D. effort努力。根据后文“the ability to connect people, to put us in another’s skin, and to teach us what it means to be human”可知，这是写作更深层次的意义，“significance”表示“意义、重要性”，符合语境。故选B项。 When I entered Berkeley, I hoped to earn a scholarship. Having been a Straight-A student, I believed I could 1 tough subjects and really learn something. One such course was World Literature given by Professor Jayne. I was extremely interested in the ideas he presented in class. When I took the first exam, I was 2 to find a 77, C-plus, on my test paper, 3 English was my best subject. I went to Professor Jayne, who listened to my arguments but remained unmoved. I decided to try harder, although I don’t know what that 4 because school had always been easy for me. I read the books more carefully, but got another 77. Again, I 5 with Professor Jayne. Again, he listened patiently but wouldn’t change his 6 . One more test before the final exam. One more 7 to improve my grade. So I redoubled my efforts and, for the first time 8 the meaning of the word “thorough”. But my 9 did no good and everything went as before. The last hurdle (障碍) was the final. No matter what 10 I got, it wouldn’t cancel three C-pluses. I might as well kiss the 11 goodbye. I stopped working hard. I felt I knew the course material as well as I ever would. The night before the final, I even treated myself to a movie. The next day I decided for once I’d have 12 with a test. A week later, I was surprised to find I got an A．I hurried into Professor Jayne’s office. He 13 to be expecting me. “If I gave you the As you 14 , you wouldn’t continue to work as hard.” I stared at him, 15 that his analysis and strategy were correct. I had worked my head off, as I had never done before. I was speechless when my course grade arrived: A-plus. It was the only A-plus given. The next year I received my scholarship. I’ve always remembered Professor Jayne’s lesson: you alone must set your own standard of excellence 1．A．take B．discuss C．cover D．get 2．A．shocked B．worried C．exchanged D．obtained 3．A．but B．so C．for D．or 4．A．reflected B．meant C．improved D．affected 5．A．quarreled B．reasoned C．bargained D．chatted 6．A．attitude B．mind C．plan D．view 7．A．choice B．step C．chance D．measure 8．A．memorized B．considered C．accepted D．learned 9．A．ambition B．confidence C．effort D．method 10．A．grade B．answer C．lesson D．comment 11．A．scholarship B．course C．degree D．subject 12．A．fun B．luck C．problems D．tricks 13．A．happened B．proved C．pretended D．seemed 14．A．valued B．imagined C．expected D．welcomed 15．A．remembering B．guessing C．supposing D．realizing 【答案】 1．A 2．A 3．C 4．B 5．B 6．B 7．C 8．D 9．C 10．A 11．A 12．A 13．D 14．C 15．D 【导语】作者进入伯克利大学想拿奖学金，一门课程屡次低分，放松应考后却得高分，终明白老师用心，靠自律标准收获成长与奖学金。 1．考查动词。句意：一直是全优生，我相信自己可以选修难度大的科目，并真正学到一些东西。A. take读，修（课程）；B. discuss讨论；C. cover涵盖；D. get获得。根据后文“One such course was World Literature given by Professor Jayne”以及语境可知，此处指选修课程。 2．考查形容词。句意：参加第一次考试时，我震惊地在试卷上看到77分，C+，因为英语是我最擅长的科目。A. shocked震惊的；B. worried担忧的；C. exchanged交换；D. obtained获得。根据后文“English was my best subject”可知，英语是作者最擅长的科目，低分让人十分意外。 3．考查连词。句意：参加第一次考试时，我震惊地在试卷上看到77分，C+，因为英语是我最擅长的科目。A. but但是；B. so所以；C. for因为；D. or否则。根据前文“I was 　　 to find a 77, C-plus”描述自己考出低分很震惊可知，后文补充说明原因，for用来引出理由。 4．考查动词。句意：我决定更加努力，尽管我不知道那意味着什么，因为上学对我来说一向很轻松。A. reflected反思；B. meant意味着；C. improved提升；D. affected影响。根据后文“school had always been easy for me”可知，作者从未辛苦学习过，不懂“更努力”具体指什么。 5．考查动词。句意：我再次和杰恩教授据理力争。A. quarreled争吵；B. reasoned讲道理、申辩；C. bargained讨价还价；D. chatted闲聊。根据前文“I went to Professor Jayne, who listened to my arguments but remained unmoved”可知，这里指自己对77分不服又去找老师理论。 6．考查名词。句意：再一次，他耐心倾听，却不愿改变主意。A. attitude态度；B. mind主意；C. plan计划；D. view观点。根据前文“but remained unmoved”以及语境可知，这里指老师还是始终没有更改分数，固定搭配change one’s mind，表示“改变主意”。 7．考查名词。句意：期末考试前还有一场考试，这是提高成绩的又一次机会。A. choice选择；B. step步骤；C. chance机会；D. measure措施。根据前文“One more test before the final exam”以及语境可知，这里指还有一次测试可以挽回分数、提升绩点。 8．考查动词。句意：于是我加倍努力，第一次真正领悟到“透彻”这个词的含义。A. memorized记住；B. considered考虑；C. accepted接受；D. learned领悟。根据后文“the meaning of the word “thorough””以及语境可知，这里指作者认真钻研，真正体会到深度学习的意义。 9．考查名词。句意：但我的努力毫无效果，成绩依旧和从前一样。A. ambition抱负；B. confidence自信；C. effort努力；D. method方法。根据前文“So I redoubled my efforts”以及语境可知，作者自己加倍付出努力却没有成效。 10．考查名词。句意：无论我期末考出什么样的分数，都无法抵消三个 C + 的成绩。A. grade分数；B. answer答案；C. lesson课程；D. comment评论。根据后文“it wouldn’t cancel three C-pluses”可知，此处指无论期末分数怎样，都无法影响课程最终评级。 11．考查名词。句意：我或许只好和奖学金无缘了。A. scholarship奖学金；B. course课程；C. degree学位；D. subject科目。根据文章开头“I hoped to earn a scholarship”可知，作者初衷是拿奖学金，如今希望渺茫。 12．考查名词。句意：第二天，我决定这一次随性轻松地参加考试。A. fun轻松乐趣；B. luck运气；C. problems问题；D. tricks技巧。根据前文“I stopped working hard”和“I even treated myself to a movie”可知，作者不再紧绷备考，决定放松应考。 13．考查动词。句意：他似乎早已在等我。A. happened碰巧；B. proved证明；C. pretended假装；D. seemed似乎。根据后文“If I gave you the As you _______, you wouldn’t continue to work as hard.”老师开口就说出深意的话可知，看起来早就预料到作者会来。 14．考查动词。句意：如果我当初给了你所期待的A，你就不会一直这么刻苦努力了。A. valued重视；B. imagined想象；C. expected期待；D. welcomed欢迎。根据前文“Having been a Straight-A student”描述作者身为全优生可知，本理应拿到A级分数，这是自己内心的期待。 15．考查动词。句意：我望着他，意识到他的这种考量和育人策略是正确的。A. remembering记得；B. guessing猜测；C. supposing认为；D. realizing意识到。根据后文“that his analysis and strategy were correct”可知，这里指作者意识到了老师的良苦用心和教育用意。 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The ceremony (庆典) of my graduation from graduate school would be held in a school hall that I had never visited. Somehow I heard about the stairs that I’d have to pass in the ceremony. I decided I couldn’t bear the pressure of steps. Walking across the stage was going to be scary enough. I called my friend Sally in tears and told her I was not going. The stairs were driving me crazy. We had been through many hard times during graduate school. We took all our classes together, studied together, and edited each other’s work. Sally was like my note-taker because I write slowly due to cerebral palsy (脑瘫). She knew I needed a good cry when I called her because I didn’t know how to do it. Sally said she’d take care of everything; she would make a plan. My breathing slowed, and I could feel my body again. I knew that I had to sit quietly and let Sally work her plan, whatever that was. She made me promise that I would be at the school hall in an hour to get into my full dress. I arrived at the school hall and saw the stairs on both sides of the stage. I would walk up on one side, shake everyone’s hand, and then walk down the other side to leave the stage. It wasn’t just the stairs I worried about; it was the handshake, too. My cerebral palsy mostly affects my right side, giving me limited coordination (协调性) of my right hand. Not only would I need to walk the stairs and the stage in front of hundreds, but I also would need to shake hands with five teachers using my right hand. The whole day was falling apart fast, and my tears would flow again. But I knew that I just had to trust Sally. When I found her, she rushed over and hugged me. “I have it all worked out,” she said. “It’s going to be fine.” 注意： (1) 续写词数应为150个左右； (2) 请按如下格式在答题卡的相应位置作答。 As my name got closer, I still couldn’t help feeling frightened. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After my classmate and Sally walked me up the stairs, I found no handshakes, but hugs. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】范文 As my name got closer, I still couldn’t help feeling frightened. My heart raced, and my legs felt shaky under the heavy gown. Sally squeezed my hand reassuringly. Just then, a strong classmate appeared beside me. Together with Sally, they each offered me an arm for support. Taking a deep breath, I leaned on them. Step by step, we slowly ascended the intimidating staircase. The hundreds of eyes watching felt overwhelming, but the firm grip of my friends anchored me. Their presence gave me the courage to keep moving forward towards the stage. After my classmate and Sally walked me up the stairs, I found no handshakes, but hugs. To my immense surprise and relief, each teacher, one after another, stepped forward not with an outstretched hand, but with open arms. They embraced me warmly and sincerely. The overwhelming fear instantly melted into tears of gratitude. In that moment, Sally’s brilliant plan became clear. This simple, heartfelt gesture bypassed my physical worry completely. Walking off the stage felt lighter, filled with a profound sense of accomplishment and deep appreciation for Sally’s kindness and the teachers’ understanding. 【导语】本文以人物为线索展开，讲述了研究生毕业庆典前，患脑瘫的作者因需走过舞台台阶、用不协调的右手与老师握手而恐惧退缩。挚友萨莉精心筹划，庆典时与同学搀扶作者登台，而老师们默契地以拥抱替代握手，化解了作者的困境，让作者满怀感恩与成就感完成了毕业仪式。 1.段落续写： ①由第一段首句内容“随着名字的临近，我还是忍不住感到害怕”可知，第一段可描写庆典时与同学搀扶作者登台。 ②由第二段首句内容“在我的同学和萨莉扶我走上楼梯后，我发现大家没有握手，而是拥抱了我”可知，第二段可描写老师们默契地以拥抱替代握手，化解了作者的困境，让作者满怀感恩与成就感完成了毕业仪式。 2.续写线索：被叫到名字——同学提供帮助——作者感动——老师握手——作者感悟 3.词汇激活 行为类 ①跳得快：race/beat ②提供：offer/provide ③拥抱：embrace/hug 情绪类 ①惊讶：surprise/astonishment ②真诚：heartfelt/sincere 【点睛】[高分句型1] Their presence gave me the courage to keep moving forward towards the stage.（运用了不定式作后置定语） [高分句型2] Taking a deep breath, I leaned on them.（运用了现在分词作状语） 1 / 5 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $