第14卷 完形填空专项训练（非谓语动词、从句、固定搭配）-【2027版】广西（对口考试）《英语45分钟训练卷》（原卷版+解析版）

**基本信息** 以校园项目、职业体验等情境化语篇为载体，系统训练非谓语动词、从句引导词及固定搭配在上下文中的应用，提升语言理解与表达能力。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |校园项目|10小题|语法填空，考查decided to do等非谓语|语境理解→动作逻辑分析→非谓语形式判断| |职业体验|10小题|语法填空，涉及who引导定语从句|情境感知→句法关系识别→从句引导词选择| |文化传播|10小题|语法填空，含plan to introduce固定搭配|文化情境→搭配结构分析→固定用法应用| |劳动教育|10小题|语法填空，综合考查非谓语、从句|劳动场景→多语法点关联→上下文逻辑推导|

编写说明：本卷依据最新版《广西高等职业教育考试大纲与说明（英语）》编写。本系列定位为45分钟训练卷，用于课堂限时训练、周测检测和阶段复习。本卷为完形填空专项训练卷，围绕非谓语动词、从句引导词和固定搭配设置四篇语法填空短文，共40小题，每题2.5分，满分100分。语篇选取校园项目、职业体验、文化传播和劳动教育情境，重点训练学生在上下文中识别句法关系、搭配结构和动作逻辑的能力。 【2027版】广西（对口考试）《英语45分钟训练卷》 第14卷 完形填空专项训练（二）：语法填空（非谓语动词、从句、固定搭配） 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 一、完形填空（共40小题；每小题2.5分，满分100分） 阅读下列短文，在空白处填入一个适当的词，或填入括号中所给单词的正确形式，并将答案写在对应处。 A Designing a Smart Notice Board Our information technology group decided 1 ______ (design) a smart notice board for the school gate. The board, 2 ______ could show class notices and weather reports, was part of a skills project. At first, students spent two evenings 3 ______ (work) on the screen size and menu. They changed the plan 4 ______ the first design was too difficult for new users. The teacher asked them 5 ______ (solve) one real problem at a time. The new board became 6 ______ (useful) than the old paper notices. 7 ______ students wanted to check club activities, they could touch the screen. By 8 ______ (share) the work, the group finished the project. Their design 9 ______ (choose) for the school exhibition, and everyone promised 10 ______ (keep) improving it. They interviewed teachers, club leaders, and students from different grades before making the final plan. Some users wanted larger words, while others wanted notices to be grouped by date. The group added a simple search button and a color mark for urgent messages. During the test, they stood beside the board and watched how quickly users could find information. These observations helped them improve the project without adding unnecessary functions. 1._________ 2._________ 3._________ 4._________ 5._________ 6._________ 7._________ 8._________ 9._________ 10._________ 【答案】1. to design 2. which 3. working 4. because 5. to solve 6. more useful 7. if 8. sharing 9. was chosen 10. to keep 【导语】本文介绍学生设计智能公告栏的项目过程，考查不定式、定语从句、状语从句和动名词作介词宾语等用法。 【详解】 1. 考查非谓语动词。decide to do sth.为固定搭配，表示“决定做某事”，填to design。故填to design。 2. 考查从句引导词。逗号后的非限制性定语从句修饰board，指物，用which。故填which。 3. 考查非谓语动词。spend time doing sth.表示“花时间做某事”，填working。故填working。 4. 考查从句引导词。前后为因果关系：改变计划是因为设计太难，用because。故填because。 5. 考查非谓语动词。ask sb. to do sth.表示“要求某人做某事”，填to solve。故填to solve。 6. 考查比较级。than提示比较级，useful为多音节形容词，比较级为more useful。故填more useful。 7. 考查从句引导词。句意为“如果学生想查看社团活动”，引导条件状语从句用if。故填if。 8. 考查介词搭配。By为介词，后接动名词，share变为sharing。故填sharing。 9. 考查被动语态。主语design与choose是被动关系，叙述过去被选中，用was chosen。故填was chosen。 10. 考查非谓语动词。promise to do sth.为固定搭配，表示“承诺做某事”，填to keep。故填to keep。 B A Morning at the Hotel Front Desk During her hotel internship, Fang Lin met a guest 11 ______ wanted to visit the Li River. Her instructor told her 12 ______ (greet) the guest first and then offer clear information. Fang Lin kept 13 ______ (listen) carefully while the guest described his plan, 14 ______ she understood the real need before giving advice. She used a map 15 ______ (make) the route clearer. She also marked the bus stop 16 ______ the guest should wait. After work, the instructor advised her 17 ______ (improve) her English pronunciation by reading service dialogues aloud. Fang Lin learned that 18 ______ (ask) polite questions was helpful. The next day, she spoke 19 ______ (confidently) and realized 20 ______ good service begins with careful listening. The guest thanked her because the route included both the bus number and the walking direction after getting off. Fang Lin also wrote down two new English expressions in her notebook: ticket office and riverside path. During the evening review, she compared her first answer with the instructor's example and found that short sentences were often clearer. This experience made her understand that hotel service needed language ability, local knowledge, and a calm attitude. 11._________ 12._________ 13._________ 14._________ 15._________ 16._________ 17._________ 18._________ 19._________ 20._________ 【答案】11. who 12. to greet 13. listening 14. so 15. to make 16. where 17. to improve 18. asking 19. more confidently 20. that 【导语】本文讲述酒店前台实习生为游客提供路线服务，考查定语从句、不定式、动名词和宾语从句。 【详解】 11. 考查从句引导词。空处引导定语从句修饰guest，指人并在从句中作主语，用who。故填who。 12. 考查非谓语动词。tell sb. to do sth.表示“告诉某人做某事”，填to greet。故填to greet。 13. 考查非谓语动词。keep doing sth.表示“持续做某事”，填listening。故填listening。 14. 考查从句引导词。前句认真倾听，后句理解需求，结果关系用so。故填so。 15. 考查非谓语动词。use sth. to do sth.表示“使用某物来做某事”，填to make。故填to make。 16. 考查从句引导词。空处引导定语从句修饰bus stop，表示地点，用where。故填where。 17. 考查非谓语动词。advise sb. to do sth.表示“建议某人做某事”，填to improve。故填to improve。 18. 考查非谓语动词。从句主语位置用动名词短语，ask变为asking。故填asking。 19. 考查比较级。此处修饰动词spoke，并含比较意味“更自信地”，填more confidently。故填more confidently。 20. 考查从句引导词。realized后接宾语从句，从句意义完整，用that引导。故填that。 C Telling a Story about Luosifen The English club planned 21 ______ (introduce) Liuzhou luosifen to exchange students. They believed 22 ______ local food could tell visitors about a city. Instead of 23 ______ (make) a long speech, the club chose a short story. It began with a student 24 ______ first tried luosifen and learned to enjoy its special smell. Pictures helped visitors 25 ______ (remember) the ingredients, such as rice noodles, sour bamboo shoots, and peanuts. The story worked well 26 ______ it was simple and real. Some students said it was 27 ______ (good) than reading a list of facts. By 28 ______ (use) daily-life examples, the club made culture easier to understand. The presentation 29 ______ (praise) by the teacher, who explained 30 ______ stories could make English learning warmer. Before the presentation, students visited a small noodle shop near school and interviewed the owner. They learned how rice noodles were prepared and why many local people enjoyed eating luosifen with friends. These real details helped them avoid empty introductions. They also designed a question card for visitors, asking which local food in their hometown had a special story. The activity turned a food topic into a friendly cultural exchange. 21._________ 22._________ 23._________ 24._________ 25._________ 26._________ 27._________ 28._________ 29._________ 30._________ 【答案】21. to introduce 22. that 23. making 24. when 25. to remember 26. because 27. better 28. using 29. was praised 30. how 【导语】本文介绍英语社团用故事方式介绍柳州螺蛳粉，体现地方文化传播和英语表达策略。 【详解】 21. 考查非谓语动词。plan to do sth.表示“计划做某事”，填to introduce。故填to introduce。 22. 考查从句引导词。believed后接宾语从句，从句不缺成分，用that。故填that。 23. 考查介词搭配。instead of为介词短语，后接动名词，填making。故填making。 24. 考查从句引导词。空处引导定语从句修饰student，并表示“第一次尝试时”的时间语境，用when。故填when。 25. 考查非谓语动词。help sb. do/to do均可，此处表示帮助游客记住食材，填to remember。故填to remember。 26. 考查从句引导词。前后为因果关系：故事有效是因为简单真实，用because。故填because。 27. 考查比较级。than提示比较级，good比较级为better。故填better。 28. 考查介词搭配。By为介词，后接动名词，use变为using。故填using。 29. 考查被动语态。主语presentation与praise为被动关系，叙述过去，用was praised。故填was praised。 30. 考查从句引导词。explained后接宾语从句，表示“故事如何让英语学习更有温度”，用how。故填how。 D Learning from a School Garden Our class started a school garden by 31 ______ (plant) vegetables behind the training building. The teacher said 32 ______ labor education could help students respect food. Each group chose seeds 33 ______ (grow) in its own small area. Some students measured the soil 34 ______ others prepared name cards. Every morning, two students came 35 ______ (water) the plants. They enjoyed 36 ______ (see) small leaves come out of the soil. The garden, 37 ______ looked ordinary at first, soon became a lively classroom. Students worked carefully, 38 ______ the vegetables grew well. The teacher asked everyone 39 ______ (write) a weekly note. Through the notes, students understood teamwork 40 ______ (well). At first, some students thought gardening was only physical work. Later, they found it required planning, patience, and careful records. They compared the height of plants every Friday and discussed why some grew faster than others. The science teacher connected the activity with lessons about sunlight and water. When the first vegetables were picked, the class sent them to the school dining hall, and students felt proud of their useful work. 31._________ 32._________ 33._________ 34._________ 35._________ 36._________ 37._________ 38._________ 39._________ 40._________ 【答案】31. planting 32. that 33. to grow 34. while 35. to water 36. seeing 37. which 38. so 39. to write 40. better 【导语】本文讲述班级建设校园菜园的劳动教育活动，考查介词后动名词、宾语从句、定语从句和目的不定式。 【详解】 31. 考查介词搭配。by为介词，后接动名词，plant变为planting。故填planting。 32. 考查从句引导词。said后接宾语从句，从句意义完整，用that。故填that。 33. 考查非谓语动词。此处不定式作后置定语，表示“要种植的种子”，填to grow。故填to grow。 34. 考查从句引导词。两个小组动作同时进行，用while表示“当……同时”。故填while。 35. 考查非谓语动词。come to do sth.可表示来做某事，此处指来浇水，填to water。故填to water。 36. 考查非谓语动词。enjoy doing sth.为固定搭配，填seeing。故填seeing。 37. 考查从句引导词。逗号后的非限制性定语从句修饰garden，指物，用which。故填which。 38. 考查从句引导词。前句认真劳动，后句蔬菜长得好，结果关系用so。故填so。 39. 考查非谓语动词。ask sb. to do sth.表示“要求某人做某事”，填to write。故填to write。 40. 考查比较级。understood teamwork better表示“更好地理解团队合作”，well比较级为better。故填better。 原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $ 编写说明：本卷依据最新版《广西高等职业教育考试大纲与说明（英语）》编写。本系列定位为45分钟训练卷，用于课堂限时训练、周测检测和阶段复习。本卷为完形填空专项训练卷，围绕非谓语动词、从句引导词和固定搭配设置四篇语法填空短文，共40小题，每题2.5分，满分100分。语篇选取校园项目、职业体验、文化传播和劳动教育情境，重点训练学生在上下文中识别句法关系、搭配结构和动作逻辑的能力。 【2027版】广西（对口考试）《英语45分钟训练卷》 第14卷 完形填空专项训练（二）：语法填空（非谓语动词、从句、固定搭配） 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 一、完形填空（共40小题；每小题2.5分，满分100分） 阅读下列短文，在空白处填入一个适当的词，或填入括号中所给单词的正确形式，并将答案写在对应处。 A Designing a Smart Notice Board Our information technology group decided 1 ______ (design) a smart notice board for the school gate. The board, 2 ______ could show class notices and weather reports, was part of a skills project. At first, students spent two evenings 3 ______ (work) on the screen size and menu. They changed the plan 4 ______ the first design was too difficult for new users. The teacher asked them 5 ______ (solve) one real problem at a time. The new board became 6 ______ (useful) than the old paper notices. 7 ______ students wanted to check club activities, they could touch the screen. By 8 ______ (share) the work, the group finished the project. Their design 9 ______ (choose) for the school exhibition, and everyone promised 10 ______ (keep) improving it. They interviewed teachers, club leaders, and students from different grades before making the final plan. Some users wanted larger words, while others wanted notices to be grouped by date. The group added a simple search button and a color mark for urgent messages. During the test, they stood beside the board and watched how quickly users could find information. These observations helped them improve the project without adding unnecessary functions. 1._________ 2._________ 3._________ 4._________ 5._________ 6._________ 7._________ 8._________ 9._________ 10._________ B A Morning at the Hotel Front Desk During her hotel internship, Fang Lin met a guest 11 ______ wanted to visit the Li River. Her instructor told her 12 ______ (greet) the guest first and then offer clear information. Fang Lin kept 13 ______ (listen) carefully while the guest described his plan, 14 ______ she understood the real need before giving advice. She used a map 15 ______ (make) the route clearer. She also marked the bus stop 16 ______ the guest should wait. After work, the instructor advised her 17 ______ (improve) her English pronunciation by reading service dialogues aloud. Fang Lin learned that 18 ______ (ask) polite questions was helpful. The next day, she spoke 19 ______ (confidently) and realized 20 ______ good service begins with careful listening. The guest thanked her because the route included both the bus number and the walking direction after getting off. Fang Lin also wrote down two new English expressions in her notebook: ticket office and riverside path. During the evening review, she compared her first answer with the instructor's example and found that short sentences were often clearer. This experience made her understand that hotel service needed language ability, local knowledge, and a calm attitude. 11._________ 12._________ 13._________ 14._________ 15._________ 16._________ 17._________ 18._________ 19._________ 20._________ C Telling a Story about Luosifen The English club planned 21 ______ (introduce) Liuzhou luosifen to exchange students. They believed 22 ______ local food could tell visitors about a city. Instead of 23 ______ (make) a long speech, the club chose a short story. It began with a student 24 ______ first tried luosifen and learned to enjoy its special smell. Pictures helped visitors 25 ______ (remember) the ingredients, such as rice noodles, sour bamboo shoots, and peanuts. The story worked well 26 ______ it was simple and real. Some students said it was 27 ______ (good) than reading a list of facts. By 28 ______ (use) daily-life examples, the club made culture easier to understand. The presentation 29 ______ (praise) by the teacher, who explained 30 ______ stories could make English learning warmer. Before the presentation, students visited a small noodle shop near school and interviewed the owner. They learned how rice noodles were prepared and why many local people enjoyed eating luosifen with friends. These real details helped them avoid empty introductions. They also designed a question card for visitors, asking which local food in their hometown had a special story. The activity turned a food topic into a friendly cultural exchange. 21._________ 22._________ 23._________ 24._________ 25._________ 26._________ 27._________ 28._________ 29._________ 30._________ D Learning from a School Garden Our class started a school garden by 31 ______ (plant) vegetables behind the training building. The teacher said 32 ______ labor education could help students respect food. Each group chose seeds 33 ______ (grow) in its own small area. Some students measured the soil 34 ______ others prepared name cards. Every morning, two students came 35 ______ (water) the plants. They enjoyed 36 ______ (see) small leaves come out of the soil. The garden, 37 ______ looked ordinary at first, soon became a lively classroom. Students worked carefully, 38 ______ the vegetables grew well. The teacher asked everyone 39 ______ (write) a weekly note. Through the notes, students understood teamwork 40 ______ (well). At first, some students thought gardening was only physical work. Later, they found it required planning, patience, and careful records. They compared the height of plants every Friday and discussed why some grew faster than others. The science teacher connected the activity with lessons about sunlight and water. When the first vegetables were picked, the class sent them to the school dining hall, and students felt proud of their useful work. 31._________ 32._________ 33._________ 34._________ 35._________ 36._________ 37._________ 38._________ 39._________ 40._________ 原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 $