期中考试语法填空专项2（Unit1-Unit4无锡新题型）2026-2027学年译林版九年级上册

9A U1—U4 期中语法填空专项 2 期中考试语法填空专项2 新版译林9A U1—U4 读懂宾语从句中的问题与信息 姓名：____________ 班级：____________ 日期：____________ 4篇语篇 共40空 建议用时35—40分钟 答案与解析见第4页 语法范围与判断要点 单元 核心内容 判断要点 U1 连接词 that宾语从句 连接主语时辨清数；as well as与except看前面的主语；that宾从用陈述语序。 U2 if/whether 疑问词宾语从句 从句用陈述语序；结合主句与具体时间判断动词形式。 U3 时间状语从句 辨清先后、同时、起点与终点；将来时间从句通常用一般现在时。 U4 动词-ing与-ed 动名词作主语或宾语；-ing作宾补；-ing/-ed形容词依语义选择。 1. 找清从句的主语：whether后不是疑问语序；疑问词后一般按“主语＋谓语”组织。 2. 分清信息与时间：asked、wanted等提示过去语境，但不能脱离从句的具体内容判断。 3. 留意连接词两侧：as well as、except不改变前面主语的数；并列结构须保持一致。 阅读短文，根据短文内容，用括号内所给词的适当形式填空。每空不限一词，注意句首字母大写。 A The voice behind the photograph An old photograph started our family’s history project. Last Sunday, neither my brother nor my parents (1)__________ (be) sure when it was taken. Now, everyone except the youngest children (2)__________ (know) the street in the picture, because we pass it every week. But I wanted to know more than its name. I asked Grandma who the young woman beside the bicycle (3)__________ (be). I also wondered what the little boy (4)__________ (have) in his hands that day. While Grandma (5)__________ (look) at the picture, my brother was recording her voice. The woman was her sister, and the boy was holding a paper windmill. The photograph (6)__________ (be) in Grandma’s album since her sister gave it to her many years ago. We enjoy (7)__________ (record) such memories because details disappear when nobody asks about them. Grandma looked (8)__________ (interest) in our project and brought out another photograph. Next Sunday, we will compare the two pictures as soon as my aunt (9)__________ (arrive). We now understand that (10)__________ (ask) good questions helps us hear the story behind a picture. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 教材语法依据：第12—14、26—28、40—42、54—56页；时态等结合语篇情境综合运用。 语篇巩固训练 用括号内所给词的适当形式填空。先通读，再判断结构、时间与意义。 B A guide made for Grandpa (1)__________ (Design) a guide for Grandpa taught me to ask the reader what he needed. Not only Grandpa but also our neighbour (2)__________ (need) large letters when reading a leaflet. Both my partner and I (3)__________ (know) this now. Last Saturday, we asked Grandpa why the letters on our first leaflet (4)__________ (be) so difficult to read. We also wondered whether he (5)__________ (can) follow the route without his glasses at that time. The small map was (6)__________ (confuse): the symbols had no words beside them. While I (7)__________ (test) a new map, my partner was adding clear names to each symbol. We asked Grandpa to find the entrance, the seats and the nearest exit. He told us which parts helped and which parts still made him stop. I have paid more attention to readers since I (8)__________ (try) this task. Next Saturday, we will print the guide after Grandpa (9)__________ (finish) another test. With the new version, I can imagine him (10)__________ (use) it without asking us for help. A design becomes useful when its reader can actually use it. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ C One game everyone can play Last Tuesday, both the players and our PE teacher (1)__________ (be) waiting in the gym at two o’clock. In our club, either the coach or his helpers (2)__________ (be) always nearby during a game. We were testing a new activity in which teams rolled a soft ball towards a target. Before the test, the coach asked where the scorecard (3)__________ (be) at that moment. He also wanted to know how many turns each player (4)__________ (have) in our first version of the rules. When another helper (5)__________ (join) our conversation with two beginners, he began recording their suggestions. They wanted a closer target and more time. We (6)__________ (change) the rules twice since we first tested the game. During practice, one helper kept the ball (7)__________ (roll) slowly so that everyone could follow it. A shy boy felt (8)__________ (encourage) when his idea became part of the game. Tomorrow, the second test will begin as soon as each group (9)__________ (get) ready. This time, we will ask the quietest players for their opinions first. We know that (10)__________ (play) together matters more than choosing only the strongest players. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 回填自查：主语找对了吗？从句类型分清了吗？时间线索是否与所填形式一致？ 综合迁移与关键辨析 D The message that waited Last Wednesday, I received a message from our club leader: “Don’t come on Monday. We are full.” I thought the club did not want me. Today, neither my friends nor our teacher (1)__________ (think) that a short message always tells the whole story. A kind tone, as well as clear information, (2)__________ (matter) in our daily conversations. That evening, Mum asked what the message (3)__________ (mean) when the leader wrote it. She wondered whether the club (4)__________ (be) closed to new members that week. While I (5)__________ (write) a polite question, she was checking the date of the next meeting. I did not forward the message to anyone until the leader (6)__________ (answer) me. It turned out that Monday’s room had only ten seats; Wednesday’s meeting was open to everyone. I felt (7)__________ (relax) after our conversation. It was (8)__________ (surprise) how much one missing detail could change a message. Now I begin by (9)__________ (read) a message again. Whenever someone (10)__________ (speak) too briefly for me to understand, I ask one more question before deciding what they mean. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 关键结构对照 1 确定信息与是否 I know that the room is open. I wonder whether the room is open. that引出陈述信息；whether表示是否，不能只看从句的词序来选择。 2 疑问词是否作主语 I know who needs help. I know what the visitors need. who可直接作主语；what在后句作宾语，visitors才是主语。 3 主语不随插入成分改变 The monitor as well as the helpers is ready. Everyone except the twins is here. 谓语分别由monitor和everyone决定。 4 -ing作宾语或宾补 We enjoy planning the route. We imagine visitors using the guide. planning是enjoy的宾语；using说明visitors正在做什么。 作答复盘 任选两空，写出决定答案的具体线索，不能只写“固定搭配”或“根据句意”。 题号与依据：____________________________________________________________ 题号与依据：____________________________________________________________ 参考答案与逐空解析 U1—U4标示对应单元。先核对词形，再回到原文找出依据。 A The voice behind the photograph B A guide made for Grandpa 1. were U1 neither ... nor ...就近看parents。 1. Designing U4 动名词短语作主语，句首大写。 2. knows U1 except后的children不改变everyone的数。 2. needs U1 not only ... but also ...就近看neighbour。 3. was U2 who引导宾从；谈论照片中的人物。 3. know U1 both ... and ...主语用复数谓语。 4. had U2 宾从中的that day限定过去时间。 4. were U2 why宾从叙述过去；letters为复数。 5. was looking U3 与was recording表示同时进行。 5. could U2 宾从中的at that time指过去能力。 6. has been U3 since引出起点；状态持续到现在。 6. confusing U4 地图令人困惑，用-ing形容词。 7. recording U4 enjoy后用动名词作宾语。 7. was testing U3 与was adding表示同时进行。 8. interested U4 表示祖母对项目感兴趣。 8. tried U3 since从句通常用一般过去时。 9. arrives U3 将来时间从句用一般现在时。 9. finishes U3 将来after从句用一般现在时。 10. asking U4 动名词作宾语从句中的主语。 10. using U4 imagine后用-ing说明宾语的动作。 C One game everyone can play D The message that waited 1. were U1 both ... and ...连接复数主语。 1. thinks U1 neither ... nor ...就近看teacher。 2. are U1 either ... or ...就近看helpers。 2. matters U1 as well as前的tone决定单数谓语。 3. was U2 where宾从指当时位置，用过去时。 3. meant U2 宾从指写消息时的含义。 4. had U2 宾从询问第一版规则中的次数。 4. was U2 whether宾从谈论那一周的状态。 5. joined U3 when从句叙述上周二的动作。 5. was writing U3 两项过去动作同时进行。 6. have changed U3 since引出起点，主句用现在完成时。 6. answered U3 not ... until ...表示回复后才转发。 7. rolling U4 keep后用-ing作宾补，表示持续动作。 7. relaxed U4 我感到放松，用-ed形容词。 8. encouraged U4 男孩受到鼓励，用-ed形容词。 8. surprising U4 这种情况令人惊讶，用-ing形容词。 9. gets U3 将来时间从句用一般现在时。 9. reading U4 介词by后接动名词作宾语。 10. playing U4 动名词作宾语从句中的主语。 10. speaks U3 whenever从句表示经常发生的情况。 评分提示：每空1分；句首需大写；复合动词形式需填写完整。 第 页 共4页 学科网（北京）股份有限公司 $