（Unit 1-Unit 4）期中复习语法填空15篇 2026-2027学年译林版英语九年级上册

9A期中复习语法填空15篇 江苏译林新教材 U1—U4 解析版 阅读短文，在空白处填入1个适当的单词，或用括号内所给单词的正确形式填空。有提示词的空格不限一词，无提示词的空格限填一词。 第1篇 一次图书交换活动 Our class held a book exchange last Friday. Nora, a quiet student, offered to lead it. She is usually 1 (organize) and keeps careful notes. Before the event, she prepared both a book list 2 a simple plan for the room. Not only Nora but also two new helpers 3 (be) busy checking every box that morning. The helpers were surprised that so much work happened before the visitors arrived. Some classmates were unsure about the activity, but Nora invited them 4 (join) the team. Ms Chen believes 5 a quiet student can be a good leader too. Nora enjoys 6 (make) things clear for everyone. When a younger child could not find a suitable book, she listened 7 (patient) and asked about his interests instead of choosing for him. 8 (listen) to other people also helps a leader understand the group. At the end of the afternoon, the child left with a story he wanted to read. Nora felt 9 (encourage) by his smile. Her classmates learnt that clear plans, as well as kindness, can make a small activity work well. Nora is already planning another exchange. When she 10 (lead) it next month, she will ask her helpers to share their ideas. 【参考答案】 1. organized 2. and 3. were 4. to join 5. that 6. making 7. patiently 8. Listening 9. encouraged 10. leads 【逐空解析】 1. organized ［基础 动词变形容词］系动词is后描述Nora的品质，organize变为形容词organized。 2. and ［U1 both…and…］both a book list与a simple plan并列，使用both…and…。 3. were ［U1 就近原则］not only…but also…连接主语，谓语靠近two new helpers；last Friday提示过去，用were。 4. to join ［基础 动词不定式］invite sb to do sth表示邀请某人做某事，填to join。 5. that ［U1 that宾语从句］believes后引出一个完整陈述，填that；本题要求填一个单词，不能省略。 6. making ［U4 -ing作宾语］enjoy后接动词-ing形式作宾语，make去e加-ing。 7. patiently ［基础 形容词变副词］修饰动词listened，使用副词patiently。 8. Listening ［U4 -ing作主语］动词短语作主语，使用Listening；位于句首首字母大写。 9. encouraged ［U4 -ed表感受］felt后描述Nora受到鼓舞的感受，填encouraged。 10. leads ［U3 将来时间从句］主句will ask表示将来，when引导的时间从句用一般现在时；she后填leads。 第2篇 写给烦恼信箱的纸条 A small worry box appeared outside our classroom last month. Students could put unsigned notes inside it. My friend Eva wrote that she was not sure 1 or not joining a club would leave enough time for homework. She also wondered 2 she could ask for advice. The answer was a person rather than a website: our school counsellor, Ms Li. Ms Li met Eva after lunch. She asked whether Eva 3 (be) free on Wednesday afternoons that term. Together, they discussed how 4 (choose) one activity instead of trying everything at once. Eva made a 5 (decide) to join the drawing club for a few weeks. She wrote the plan in 6 (she) notebook and left some evenings free for revision. The club turned out to be 7 (relax), and Eva still had time to finish her work. She gradually learnt 8 to do when two tasks seemed equally important: decide which mattered more at that moment. Now she feels less 9 (worry) about making choices. She says that talking about a problem can be the first step towards solving it, even when the problem seems small. She will ask for help before a small worry 10 (become) a big one. 【参考答案】 1. whether 2. who / whom 3. was 4. to choose 5. decision 6. her 7. relaxing 8. what 9. worried 10. becomes 【逐空解析】 1. whether ［U2 whether or not］空格紧接or not，表示是否，用whether，不能用if紧接or not。 2. who / whom ［U2 疑问代词引导从句］后文说明要找一个人咨询，且空格作ask的宾语；who和较正式的whom均可。 3. was ［U2 宾语从句时态］主句asked以及that term均指过去；从句主语Eva为单数，填was。 4. to choose ［U2 疑问词加不定式］how to choose表示怎样选择，使用to choose。 5. decision ［基础 动词变名词］make a decision表示作出决定，a后接单数名词decision。 6. her ［基础 物主代词］修饰名词notebook，使用形容词性物主代词her。 7. relaxing ［U4 -ing形容词］描述俱乐部活动令人放松的特点，填relaxing。 8. what ［U2 what to do］do后缺宾语，what to do表示做什么；不能直接用how to do。 9. worried ［U4 -ed表感受］描述Eva感到担忧的状态，使用worried。 10. becomes ［U3 before时间从句］主句will ask表示将来，before从句用一般现在时；单数worry后填becomes。 第3篇 从不敢开口到完成演讲 At the beginning of term, I joined a short-talk competition. As soon 1 the teacher called my name during the first practice, I stood up. My hands 2 (shake) when I saw the listeners, and I forgot the opening sentence. I sat down feeling 3 (disappoint). That afternoon, I almost crossed my name off the list, but my partner asked me to try one more time. I waited 4 the classroom became quiet and then practised with her. I decided 5 (improve) one small part of the talk each day. On Monday, I worked on the opening. On Tuesday, I added a clear example. One afternoon, my sister found me 6 (stand) in front of the mirror while she was walking past my room. I was practising the same part again. I recorded 7 (I) so I could hear where I paused. My speaking habits 8 (change) a lot since then. I have also become more confident 9 I started asking for useful feedback. At the competition, I finished the whole talk. I did not win, but I learnt that improvement often begins when we keep 10 (try) after an uncomfortable first attempt. 【参考答案】 1. as 2. were shaking 3. disappointed 4. until / till 5. to improve 6. standing 7. myself 8. have changed 9. since 10. trying 【逐空解析】 1. as ［U3 as soon as］固定时间连接表达as soon as，意为一……就……。 2. were shaking ［U3 过去进行时］起身看到听众时双手正在颤抖，用过去进行时；hands为复数，填were shaking。 3. disappointed ［U4 -ed表感受］描述我失败后失望的感受，填disappointed。 4. until / till ［U3 till与until］等待持续到教室安静下来这一时点，until和till均表示直到。 5. to improve ［基础 动词不定式］decide to do sth表示决定做某事，填to improve。 6. standing ［U4 -ing作宾补］find sb doing表示发现某人正在做某事；此处发现我正站在镜前练习，用standing。 7. myself ［基础 反身代词］录音者和被录音的人都是I，使用myself。 8. have changed ［基础 现在完成时］since then表示从过去持续到现在，复数主语habits后用have changed。 9. since ［U3 since引导时间从句］主句have become表示从开始征求反馈至今的变化，使用since引出起点。 10. trying ［U4 -ing作宾语］keep doing表示继续做某事，填trying。 第4篇 窗台上的小花园 Our class started a windowsill garden in March. 1 (grow) plants looked simple, but it soon taught us several useful lessons. Our teacher said the project would be 2 (value) because it could help us notice small changes. Before we began, I asked 3 often we should check the soil. We agreed to look at it every morning rather than water every pot in the same way. The seeds 4 (plant) by the students on the first day. We took turns looking after them. One afternoon, Dad 5 (watch) a leaf carefully when I came home. He explained that looking closely could be just as useful as doing something quickly. At school, everyone 6 Leo took part in the daily checks; he was away that week. Clear notes helped us understand each plant. We needed more 7 (patient) than we expected. Some leaves appeared later than others, and not every pot grew at the same speed. When the first new leaves opened, everyone felt 8 (please). We had learnt 9 useful skill, but the project meant more than that. By 10 (care) for living things day after day, we began to understand why responsibility grows through small, repeated actions. 【参考答案】 1. Growing 2. valuable 3. how 4. were planted 5. was watching 6. except / but 7. patience 8. pleased 9. a 10. caring 【逐空解析】 1. Growing ［U4 -ing作主语］Growing plants作句子主语，动词用-ing形式，句首大写。 2. valuable ［基础 名词变形容词］be后描述项目有价值的特点，value变为valuable。 3. how ［U2 how often］询问检查频率，用how often引导宾语从句。 4. were planted ［基础 一般过去时被动］seeds是被种植的对象，by引出执行者；过去复数主语用were planted。 5. was watching ［U3 过去进行时］when I came home表示回家那一刻，Dad正在观察叶子，用was watching。 6. except / but ［U1 except表示排除］Leo是未参与者，everyone except Leo表示除Leo外的每个人；介词but也可表示排除。 7. patience ［基础 形容词变名词］needed后用名词patience表示耐心。 8. pleased ［U4 -ed表感受］描述大家感到高兴的状态，填pleased。 9. a ［基础 不定冠词］泛指一项有用的技能，useful以辅音音素/j/开头，用a。 10. caring ［U4 介词后-ing］介词by后接动词-ing，by caring表示通过照料。 第5篇 失物招领台的一天 Our school asked for volunteers to run a lost-and-found desk. I chose 1 (lead) the afternoon group because I wanted to practise communicating with people. At first, I thought the work was only about putting things into boxes. Then a younger student arrived with a worried face. He did not know 2 was inside the bag he had lost, except that it contained a note from his grandfather. I soon learnt that his story was worth 3 (listen) to. Neither the colour nor the shape of the bag gave us enough information, so we asked where he had been that morning. Our teacher, as well as two volunteers, 4 (be) standing near the hall when he described his route. We followed it and found a small bag under a bench. Inside was a 5 (write) note, carefully folded. The boy checked the name 6 (he) and smiled. He said 7 he had feared losing the message more than the bag. A line in the note read, "Whenever a problem 8 (seem) too large, I will be here to listen." I felt 9 (encourage) by the experience. Neither labels 10 storage boxes can replace a patient listener; sometimes people need someone to understand why an ordinary object matters. 【参考答案】 1. to lead 2. what 3. listening 4. was 5. written 6. himself 7. that 8. seems 9. encouraged 10. nor 【逐空解析】 1. to lead ［基础 动词不定式］choose to do sth表示选择做某事，填to lead。 2. what ［U2 what作从句主语］从句缺少was inside的主语，询问包内有什么，用what。 3. listening ［U4 worth后-ing］be worth doing表示值得做，填listening，保留后文介词to。 4. was ［U1 as well as主谓一致］as well as不改变核心主语Our teacher的单数，过去进行时用was standing。 5. written ［U4 -ed作定语］note是被写下的便条，write的过去分词written作定语。 6. himself ［基础 反身代词强调］himself强调男孩亲自核对名字。 7. that ［U1 that宾语从句］said后是完整陈述内容，填that。 8. seems ［U3 whenever时间从句］引语主句will be指将来，whenever从句用一般现在时；单数problem后填seems。 9. encouraged ［U4 -ed表感受］描述志愿者受到鼓舞的感受，填encouraged。 10. nor ［U1 neither…nor…］neither与nor搭配，表示标签和收纳箱两者都不能替代倾听。 第6篇 一节特别的手机课 Every Saturday, our community centre offers a phone lesson for older residents. My cousin Lucy helps there. During the first lesson, a learner asked 1 many buttons she needed to press to make a video call. Another wanted to know 2 or not she could practise without using her own account. Lucy realized that a clear lesson should begin with the learners' questions, not with a long speech about technology. Before the next lesson, she prepared cards explaining how 3 (answer) a call. She also stopped avoiding difficult questions and saw the value of 4 (ask) for help from the main teacher. As soon 5 a learner finished one step, Lucy asked the person to explain it in his or her own words. This helped her discover which part needed another explanation. One man wanted to know where the camera button 6 (be) on that particular screen. Lucy showed him and let him try. He looked amazed when his granddaughter appeared. He has kept the practice cards since he 7 (make) that first call. The cards were 8 (help), but a patient listener mattered too. 9 (build) confidence takes time. Since those early lessons, Lucy 10 (become) much better at explaining simple things without making other people feel foolish. 【参考答案】 1. how 2. whether 3. to answer 4. asking 5. as 6. was 7. made 8. helpful 9. Building 10. has become 【逐空解析】 1. how ［U2 how many］询问按钮数量，用how many引导宾语从句。 2. whether ［U2 whether or not］whether紧接or not表示是否。 3. to answer ［U2 疑问词加不定式］how to answer a call表示怎样接听电话。 4. asking ［U4 介词后-ing］介词of后用动词-ing，the value of asking表示主动求助的价值。 5. as ［U3 as soon as］as soon as表示一……就……，填as。 6. was ［U2 从句语序与时态］主句wanted为过去，从句主语the camera button在谓语前，填was。 7. made ［U3 since从句时态］主句has kept用现在完成时，since引出过去发生的起点事件，make过去式为made。 8. helpful ［基础 名词或动词变形容词］were后描述卡片有帮助，用形容词helpful。 9. Building ［U4 -ing作主语］Building confidence作主语，句首首字母大写。 10. has become ［基础 现在完成时］Since those early lessons引出过去起点，Lucy单数，用has become。 第7篇 重新学会下棋 Tom has wanted to teach his little brother chess 1 he joined the school club. At first, he thought explaining the rules would be easy. His brother remembered the names of the pieces but kept 2 (practise) the same opening without understanding it. Tom became impatient. Last Sunday, he 3 (set) a new goal for 4 (he): make one idea clear rather than finish a whole game. He believes 5 a good teacher should notice the learner's needs. Instead of giving a long explanation, he asked his brother what he wanted 6 (learn) first. Then they used just a few pieces. Tom watched carefully 7 his brother was working out where to move. He left time for questions and did not immediately correct every mistake. At eight that evening, his brother 8 (play) another short game when their mother came in. This time the boy could explain each move. His mother said, "Before he 9 (make) his next move tomorrow, ask him to explain it again." Tom felt 10 (satisfy) with the progress. He understood that teaching is not a test of how much the teacher knows. It is a chance to help someone take the next useful step. 【参考答案】 1. since 2. practising 3. set 4. himself 5. that 6. to learn 7. while / when 8. was playing 9. makes 10. satisfied 【逐空解析】 1. since ［U3 since与完成时］主句has wanted表示愿望从入社团持续至今，since引出起点。 2. practising ［U4 -ing作宾语］keep后用动词-ing，填practising。 3. set ［基础 一般过去时］Last Sunday提示过去；set的过去式仍为set。 4. himself ［基础 反身代词］为他自己设目标，Tom与受益对象同指，用himself。 5. that ［U1 that宾语从句］believes后引出完整陈述，用that。 6. to learn ［基础 动词不定式］want to do sth，填to learn。 7. while / when ［U3 同时发生的动作］哥哥观看与弟弟思考同时发生，while合适，when也可表示在这段时间内。 8. was playing ［U3 过去进行时］at eight及when mother came in限定当时正在进行的动作，用was playing。 9. makes ［U3 before时间从句］引语中tomorrow指将来，before从句用一般现在时；he后填makes。 10. satisfied ［U4 -ed表感受］felt satisfied with表示对……感到满意。 第8篇 泥塑课上的新发现 Our class visited a clay workshop in Wuxi last week. The instructor placed 1 ordinary piece of clay on the table and asked us what we could make from it. At first, most of us suggested an animal or a cup. Then she showed us a small figure of an old man reading. I felt 2 (move) by the gentle expression on his face. The figure seemed to tell a story without saying anything. 3 (make) a figure was harder than simply copying its shape. We soon found it much 4 (hard) than expected, and some classmates did not know 5 to do next. Our instructor asked us to choose one detail to improve. I planned 6 (create) a clearer smile. Not only the shape of the mouth 7 also the position of the eyes mattered. I worked 8 (careful) and looked at my figure from different sides. The examples helped me notice small differences. They have stayed in my mind since I 9 (see) them last week. My finished work was far from perfect, but I understood more about the patience behind a simple object. It was a 10 (meaning) afternoon: we learnt that careful attention can turn an ordinary material into something personal. 【参考答案】 1. an 2. moved 3. Making 4. harder 5. what 6. to create 7. but 8. carefully 9. saw 10. meaningful 【逐空解析】 1. an ［基础 不定冠词］泛指一块普通的泥，ordinary以元音音素开头，填an。 2. moved ［U4 -ed表感受］作者被人物神情打动，描述人的感受，用moved。 3. Making ［U4 -ing作主语］Making a figure作句子主语，make去e加-ing，句首大写。 4. harder ［基础 形容词比较级］much和than共同提示比较级，hard变为harder，表示比预期更难。 5. what ［U2 what to do］do缺少宾语，用what to do next表示接下来做什么。 6. to create ［基础 动词不定式］plan to do sth，填to create。 7. but ［U1 not only…but also…］固定并列结构not only…but also…，填but。 8. carefully ［基础 副词修饰动词］修饰worked，使用副词carefully。 9. saw ［U3 since从句时态］since引出上周看到范例的过去事件，与主句have stayed相配，see过去式为saw。 10. meaningful ［基础 名词变形容词］修饰afternoon，表示有意义的，填meaningful。 第9篇 一份关于复习习惯的小调查 Our class recently compared different revision habits. We did not ask who studied the longest. Instead, we asked 1 some plans worked better than others. The answers were about reasons: clear goals, useful breaks and regular checks. Our class monitor suggested 2 (spend) a few minutes planning before opening a textbook. We then tried the idea for a week and wrote down what happened. At the beginning, several students wondered 3 planning would waste time. They wanted 4 (improve) their marks, but they usually started with whichever task looked easiest. During the experiment, whenever a student 5 (finish) a task, he or she checked it and recorded the result. Neither our teacher nor the students 6 (be) expecting an instant change at that point. By Friday, many students felt more 7 (relax). They had not magically learnt every difficult topic, but they knew where to begin. By 8 (check) their own notes, they could see which tasks needed another try. Since the experiment began, we 9 (learn) that a good plan must fit the person using it. Clear goals, as well 10 honest reflection, can make revision more manageable. 【参考答案】 1. why 2. spending 3. if / whether 4. to improve 5. finished 6. were 7. relaxed 8. checking 9. have learnt / have learned 10. as 【逐空解析】 1. why ［U2 why引导宾语从句］后文明确说答案涉及原因，用why询问某些计划为何更有效。 2. spending ［U4 -ing作宾语］suggest doing表示建议做某事，填spending。 3. if / whether ［U2 if或whether宾语从句］宾语从句表示是否，空格后没有紧接or not，此处if和whether均可。 4. to improve ［基础 动词不定式］want后接不定式，填to improve。 5. finished ［U3 whenever从句时态］叙述过去实验中反复发生的行为，主句checked、recorded为过去时，从句填finished。 6. were ［U1 neither…nor…就近原则］靠近谓语的是the students，且叙述过去的试验，用were expecting。 7. relaxed ［U4 -ed表感受］felt后描述学生更放松的感受，填relaxed。 8. checking ［U4 介词后-ing］by后接动词-ing，表示通过检查笔记。 9. have learnt / have learned ［基础 现在完成时］Since the experiment began引出起点，we后用have learnt或have learned。 10. as ［U1 as well as］固定连接表达as well as，填as。 第10篇 一条小巷的照片 Last month, our photography group chose a quiet lane in Wuxi for a project. We wanted to show both old buildings 1 everyday life. We 2 (invite) by our teacher to photograph the same place at different times, so that our pictures would tell more than one story. Not only the students but also our teacher 3 (be) excited about the idea when we discussed it. On our first visit, an elderly shopkeeper brought out an old photograph. We could see 4 the lane had looked like years before. The door in the picture was still there, but the tree beside it had grown much taller. We waited 5 the afternoon light reached the wall. Then we took a picture from nearly the same position. The shopkeeper enjoyed 6 (show) us the details. Our group leader introduced 7 (she) and asked permission to include the old photograph. Later, we found several classmates 8 (hang) our new pictures on the classroom wall. They were still arranging them when we arrived. Visitors 9 (read) our notes when the closing bell rang, and several asked for more stories. The project became a 10 (meaning) way to connect familiar streets with the people living in them. 【参考答案】 1. and 2. were invited 3. was 4. what 5. until / till 6. showing 7. herself 8. hanging 9. were reading 10. meaningful 【逐空解析】 1. and ［U1 both…and…］both与and配对，连接old buildings和everyday life。 2. were invited ［基础 一般过去时被动］we是被邀请的对象，by our teacher引出施动者，last month表示过去，填were invited。 3. was ［U1 not only…but also…就近原则］靠近谓语的是单数our teacher；过去讨论时用was excited。 4. what ［U2 what…looked like］what作like的宾语，what the lane had looked like表示小巷过去是什么样子。 5. until / till ［U3 till与until］等待持续到光线照到墙上这一时点，填until或till。 6. showing ［U4 -ing作宾语］enjoy后用动词-ing，填showing。 7. herself ［基础 反身代词］组长介绍她自己，使用herself。 8. hanging ［U4 -ing作宾补］find sb doing表示发现某人正在做；后文说明他们仍在布置，填hanging。 9. were reading ［U3 过去进行时］铃响时访客正在阅读，复数主语Visitors用were reading。 10. meaningful ［基础 名词变形容词］修饰way，填形容词meaningful。 第11篇 给校园广播的一次尝试 Jia is quiet and usually avoids being the centre of attention. Last term, neither she 1 her parents 2 (be) ready to imagine her speaking on the school radio. She was afraid of 3 (speak) into a microphone, even when the room was empty. However, her English teacher believed 4 confidence could grow through small successes rather than sudden changes. Last Monday, a short announcement 5 (choose) by her teacher for Jia to practise at home. Her father listened 6 (patient) instead of correcting each word at once. At first, they worked for only five minutes. They 7 (work) together every Tuesday and Thursday since the project began. Jia has kept every recording 8 she made the first one, so she can listen for changes in her own voice. After several weeks, she felt 9 (encourage) by her progress. One evening, her mother caught her 10 (read) an announcement aloud with the microphone switched off. Jia was no longer worried about making a perfect recording immediately. On the day of her first broadcast, she paused once, took a breath and continued. The message was simple, but finishing it meant a great deal to her. 【参考答案】 1. nor 2. were 3. speaking 4. that 5. was chosen 6. patiently 7. have worked 8. since 9. encouraged 10. reading 【逐空解析】 1. nor ［U1 neither…nor…］neither与nor配对，连接Jia和her parents。 2. were ［U1 就近原则］靠近谓语的是复数her parents，Last term表示过去，用were。 3. speaking ［U4 介词后-ing］be afraid of后接动词-ing，填speaking。 4. that ［U1 that宾语从句］believed后是完整陈述，填that引导宾语从句。 5. was chosen ［基础 一般过去时被动］announcement是被选择的材料；Last Monday表示过去，单数主语用was chosen。 6. patiently ［基础 副词修饰动词］修饰listened，填patiently。 7. have worked ［基础 现在完成时］since the project began表明工作延续至今，主语they后填have worked。 8. since ［U3 since引导时间从句］主句has kept表持续保存，since引出第一次录音的时间。 9. encouraged ［U4 -ed表感受］描述Jia受到鼓舞，用encouraged。 10. reading ［U4 -ing作宾补］catch sb doing表示发现某人正在做某事，填reading。 第12篇 旧玩具的新故事 A small repair table opens in our community centre once a month. Mr Lin does not charge for his work. Children bring 1 (break) toys, and he checks them with an adult helper beside him. He finds the work 2 (satisfy) because a useful repair can bring back a favourite object. One morning, he wanted to know 3 had left a wooden train on the table. A little boy soon came forward and explained what had happened. Both the wheels and the main body 4 (be) still in good condition. One small piece had come loose. Mr Lin showed the boy how 5 (repair) it without changing the whole toy. The boy then checked the wheels 6 (he). A careful explanation, as well 7 a successful repair, helped him understand the object better. For Mr Lin, this is 8 useful way to share his skills. He says that the value of doing something for others is not always easy to measure. He promises that before a repaired toy 9 (leave) the table, he will check it one last time. The boy left with a working train and a new question: what else could he learn to fix? Since then, the repair table 10 (change) from a place for damaged objects into a place where neighbours learn from one another. 【参考答案】 1. broken 2. satisfying 3. who 4. were 5. to repair 6. himself 7. as 8. a 9. leaves 10. has changed 【逐空解析】 1. broken ［U4 -ed作定语］修饰toys，表示坏了的玩具，break的过去分词broken作定语。 2. satisfying ［U4 -ing形容词］find the work satisfying，说明工作令人满足的特点。 3. who ［U2 who作从句主语］询问留下火车的人，who在从句中作主语，后接had left。 4. were ［U1 both…and…主谓一致］两部分由both…and…连接，谓语用复数；本段叙述过去事件，填were。 5. to repair ［U2 疑问词加不定式］how to repair表示怎样修理，填to repair。 6. himself ［基础 反身代词强调］男孩亲自检查，填himself。 7. as ［U1 as well as］固定表达as well as，填as。 8. a ［基础 不定冠词］useful以辅音音素/j/开头，泛指一种方法，用a。 9. leaves ［U3 before时间从句］主句will check指将来，before从句用一般现在时；单数主语toy用leaves。 10. has changed ［基础 现在完成时］Since then提示延续到现在的变化，单数主语table用has changed。 第13篇 不是只看职业名称 Our class interviewed local workers about their jobs last week. I had always wanted 1 (become) a librarian, but I could not explain why. My partner thought she would be either a teacher 2 a social worker. Before the interviews, our teacher reminded us to ask about everyday actions rather than just job titles. We needed to discover which personal qualities were useful in different kinds of work. The librarian we met was 3 (create). She designed short reading games for children who did not usually open a book. We asked 4 much time she spent preparing each game. My partner also wanted to know where the quiet reading area 5 (be) in the old building. The librarian showed us both her notes and the room itself. She enjoys 6 (help) a child find the right story. She believes 7 a small success can change someone's attitude towards reading. Last month, she made a set of simple picture cards 8 (she) after visitors asked for easier signs. Her 9 (encourage) words made us think differently about work. Good career 10 (decide) begin with understanding what people actually do, not simply choosing an attractive title. 【参考答案】 1. to become 2. or 3. creative 4. how 5. was 6. helping 7. that 8. herself 9. encouraging 10. decisions 【逐空解析】 1. to become ［基础 动词不定式］want to do sth，填to become。 2. or ［U1 either…or…］either与or搭配，表示两个职业之间的选择。 3. creative ［基础 动词变形容词］系动词was后形容人物有创造力，填creative。 4. how ［U2 how much］询问准备时间的多少，使用how much time。 5. was ［U2 从句语序与时态］wanted to know后从句主语area在谓语前，过去单数用was。 6. helping ［U4 -ing作宾语］enjoy后接动词-ing，填helping。 7. that ［U1 that宾语从句］believes后陈述一个观点，用that。 8. herself ［基础 反身代词强调］herself强调图书管理员亲自制作。 9. encouraging ［U4 -ing形容词］words具有鼓舞人心的特点，用encouraging。 10. decisions ［基础 动词变复数名词］句中缺主语中心词，且后面begin为复数谓语，填decisions。 第14篇 新生看得懂的地图 On the 1 (one) morning of the new term, our school welcomed younger students. I found one boy 2 (walk) slowly between two buildings with a map in his hands. He was still trying to find his classroom. He wanted to know 3 could show him the way, so I offered to help. His map included every room, but the small words and similar colours made it difficult to use. Our group decided to make a clearer version. We wrote short notes explaining how 4 (use) the map and asked three new students to test it. We soon understood 5 they found the old one confusing: the symbols looked almost the same. We changed the symbols and kept only the most useful information. Our teacher was 6 (satisfy) with this improvement. So far, we 7 (receive) many useful comments from younger students. The map is not only clearer 8 also easier to read while walking. We feel 9 (pride) of the work, but the best part is hearing that someone reached the right room alone. 10 (help) people find a simple answer can sometimes matter more than showing them how much information we know. 【参考答案】 1. first 2. walking 3. who 4. to use 5. why 6. satisfied 7. have received 8. but 9. proud 10. Helping 【逐空解析】 1. first ［基础 序数词］the first morning表示第一天早上，填first。 2. walking ［U4 -ing作宾补］find sb doing表示发现某人正在做某事，填walking。 3. who ［U2 who作从句主语］询问能带路的人，who在从句中作主语。 4. to use ［U2 疑问词加不定式］how to use表示怎样使用，填to use。 5. why ［U2 why引导宾语从句］冒号后解释原因，即符号太相似，因此用why。 6. satisfied ［U4 -ed表感受］be satisfied with表示对……感到满意，填satisfied。 7. have received ［基础 现在完成时］So far表示到目前为止，复数主语we用have received。 8. but ［U1 not only…but also…］固定并列结构not only…but also…，填but。 9. proud ［基础 名词变形容词］feel proud of表示为……感到自豪，pride变为proud。 10. Helping ［U4 -ing作主语］Helping people find…作主语，动词用-ing且句首大写。 第15篇 写给未来自己的信 Our teacher asked us to write a letter to our future selves. 1 (write) about the future sounded easy until I tried it. I did not want to make a long list of marks and prizes. I decided 2 (open) my letter at the end of the school year, but first I needed to know what I really wanted to change. I wondered 3 I could become more patient with myself. I wrote that I believe 4 progress comes from useful habits. Last night, I 5 (study) a difficult paragraph when a friend called. I had read it several times and still felt 6 (worry). Instead of pretending to understand, I asked her to explain one sentence. As soon 7 the meaning became clear, the next part was easier to follow. I put that small experience into my letter. Since the beginning of term, I 8 (learn) to ask more questions and listen more 9 (patient). I still make 10 (mistake), but they now show me where to work next. When I open the letter later, I hope to find evidence of steady effort rather than a perfect new person. 【参考答案】 1. Writing 2. to open 3. if / whether 4. that 5. was studying 6. worried 7. as 8. have learnt / have learned 9. patiently 10. mistakes 【逐空解析】 1. Writing ［U4 -ing作主语］Writing about the future作主语，write去e加-ing且句首大写。 2. to open ［基础 动词不定式］decide to do sth，填to open。 3. if / whether ［U2 if或whether宾语从句］宾语从句表示是否，空格后没有紧接or not，此处if和whether均可。 4. that ［U1 that宾语从句］believe后引出完整陈述内容，填that。 5. was studying ［U3 过去进行时］when a friend called表示电话打来时阅读正在进行，填was studying。 6. worried ［U4 -ed表感受］felt后描述作者担忧的状态，填worried。 7. as ［U3 as soon as］as soon as表示一……就……，填as。 8. have learnt / have learned ［基础 现在完成时］Since the beginning of term表从过去持续到现在，I后填have learnt或have learned。 9. patiently ［基础 副词修饰动词］修饰listen，比较级用more patiently，空格填patiently。 10. mistakes ［基础 可数名词复数］泛指仍会犯各种错误，make mistakes使用复数。 语法考点索引 全卷15篇，共150空。U1—U4核心语法共104空，其余46空复现时态、语态、词形与常用搭配。考点可在不同语境中反复巩固。 模块 考查内容 空数 U1 并列连接表达、主谓一致、that宾语从句 22 U2 if/whether、疑问词宾语从句、语序时态、疑问词加不定式 23 U3 before/when/while/since/till/until/as soon as/whenever及相关时态 22 U4 -ing作主语、宾语、宾补，-ing/-ed形容词及-ed作定语 37 基础复现 动词不定式、完成时、被动语态、词形、代词和冠词 46 篇目与核心考点 表内数字为相应篇目的题号，“—”表示该篇未在此模块设空。逐空说明见各篇解析。 篇次 U1题号 U2题号 U3题号 U4题号 基础题号 1 2、3、5 — 10 6、8、9 1、4、7 2 — 1、2、3、4、8 10 7、9 5、6 3 — — 1、2、4、9 3、6、10 5、7、8 4 6 3 5 1、8、10 2、4、7、9 5 4、7、10 2 8 3、5、9 1、6 6 — 1、2、3、6 5、7 4、9 8、10 7 5 — 1、7、8、9 2、10 3、4、6 8 7 5 9 2、3 1、4、6、8、10 9 6、10 1、3 5 2、7、8 4、9 10 1、3 4 5、9 6、8 2、7、10 11 1、2、4 — 8 3、9、10 5、6、7 12 4、7 3、5 9 1、2 6、8、10 13 2、7 4、5 — 6、9 1、3、8、10 14 8 3、4、5 — 2、6、10 1、7、9 15 4 3 5、7 1、6 2、8、9、10 说明：if/whether、who/whom、while/when、till/until等在特定语境下可有合法替换；参考答案已逐空列明。其他答案须同时符合题干限制、句法结构与上下文。 9A U1—U4 语法填空 解析版 第 1 页 / 共 16 页 学科网（北京）股份有限公司 $ 9A期中复习语法填空15篇 江苏译林新教材 U1—U4 阅读短文，在空白处填入1个适当的单词，或用括号内所给单词的正确形式填空。有提示词的空格不限一词，无提示词的空格限填一词。 第1篇 一次图书交换活动 Our class held a book exchange last Friday. Nora, a quiet student, offered to lead it. She is usually 1 (organize) and keeps careful notes. Before the event, she prepared both a book list 2 a simple plan for the room. Not only Nora but also two new helpers 3 (be) busy checking every box that morning. The helpers were surprised that so much work happened before the visitors arrived. Some classmates were unsure about the activity, but Nora invited them 4 (join) the team. Ms Chen believes 5 a quiet student can be a good leader too. Nora enjoys 6 (make) things clear for everyone. When a younger child could not find a suitable book, she listened 7 (patient) and asked about his interests instead of choosing for him. 8 (listen) to other people also helps a leader understand the group. At the end of the afternoon, the child left with a story he wanted to read. Nora felt 9 (encourage) by his smile. Her classmates learnt that clear plans, as well as kindness, can make a small activity work well. Nora is already planning another exchange. When she 10 (lead) it next month, she will ask her helpers to share their ideas. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第2篇 写给烦恼信箱的纸条 A small worry box appeared outside our classroom last month. Students could put unsigned notes inside it. My friend Eva wrote that she was not sure 1 or not joining a club would leave enough time for homework. She also wondered 2 she could ask for advice. The answer was a person rather than a website: our school counsellor, Ms Li. Ms Li met Eva after lunch. She asked whether Eva 3 (be) free on Wednesday afternoons that term. Together, they discussed how 4 (choose) one activity instead of trying everything at once. Eva made a 5 (decide) to join the drawing club for a few weeks. She wrote the plan in 6 (she) notebook and left some evenings free for revision. The club turned out to be 7 (relax), and Eva still had time to finish her work. She gradually learnt 8 to do when two tasks seemed equally important: decide which mattered more at that moment. Now she feels less 9 (worry) about making choices. She says that talking about a problem can be the first step towards solving it, even when the problem seems small. She will ask for help before a small worry 10 (become) a big one. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第3篇 从不敢开口到完成演讲 At the beginning of term, I joined a short-talk competition. As soon 1 the teacher called my name during the first practice, I stood up. My hands 2 (shake) when I saw the listeners, and I forgot the opening sentence. I sat down feeling 3 (disappoint). That afternoon, I almost crossed my name off the list, but my partner asked me to try one more time. I waited 4 the classroom became quiet and then practised with her. I decided 5 (improve) one small part of the talk each day. On Monday, I worked on the opening. On Tuesday, I added a clear example. One afternoon, my sister found me 6 (stand) in front of the mirror while she was walking past my room. I was practising the same part again. I recorded 7 (I) so I could hear where I paused. My speaking habits 8 (change) a lot since then. I have also become more confident 9 I started asking for useful feedback. At the competition, I finished the whole talk. I did not win, but I learnt that improvement often begins when we keep 10 (try) after an uncomfortable first attempt. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第4篇 窗台上的小花园 Our class started a windowsill garden in March. 1 (grow) plants looked simple, but it soon taught us several useful lessons. Our teacher said the project would be 2 (value) because it could help us notice small changes. Before we began, I asked 3 often we should check the soil. We agreed to look at it every morning rather than water every pot in the same way. The seeds 4 (plant) by the students on the first day. We took turns looking after them. One afternoon, Dad 5 (watch) a leaf carefully when I came home. He explained that looking closely could be just as useful as doing something quickly. At school, everyone 6 Leo took part in the daily checks; he was away that week. Clear notes helped us understand each plant. We needed more 7 (patient) than we expected. Some leaves appeared later than others, and not every pot grew at the same speed. When the first new leaves opened, everyone felt 8 (please). We had learnt 9 useful skill, but the project meant more than that. By 10 (care) for living things day after day, we began to understand why responsibility grows through small, repeated actions. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第5篇 失物招领台的一天 Our school asked for volunteers to run a lost-and-found desk. I chose 1 (lead) the afternoon group because I wanted to practise communicating with people. At first, I thought the work was only about putting things into boxes. Then a younger student arrived with a worried face. He did not know 2 was inside the bag he had lost, except that it contained a note from his grandfather. I soon learnt that his story was worth 3 (listen) to. Neither the colour nor the shape of the bag gave us enough information, so we asked where he had been that morning. Our teacher, as well as two volunteers, 4 (be) standing near the hall when he described his route. We followed it and found a small bag under a bench. Inside was a 5 (write) note, carefully folded. The boy checked the name 6 (he) and smiled. He said 7 he had feared losing the message more than the bag. A line in the note read, "Whenever a problem 8 (seem) too large, I will be here to listen." I felt 9 (encourage) by the experience. Neither labels 10 storage boxes can replace a patient listener; sometimes people need someone to understand why an ordinary object matters. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第6篇 一节特别的手机课 Every Saturday, our community centre offers a phone lesson for older residents. My cousin Lucy helps there. During the first lesson, a learner asked 1 many buttons she needed to press to make a video call. Another wanted to know 2 or not she could practise without using her own account. Lucy realized that a clear lesson should begin with the learners' questions, not with a long speech about technology. Before the next lesson, she prepared cards explaining how 3 (answer) a call. She also stopped avoiding difficult questions and saw the value of 4 (ask) for help from the main teacher. As soon 5 a learner finished one step, Lucy asked the person to explain it in his or her own words. This helped her discover which part needed another explanation. One man wanted to know where the camera button 6 (be) on that particular screen. Lucy showed him and let him try. He looked amazed when his granddaughter appeared. He has kept the practice cards since he 7 (make) that first call. The cards were 8 (help), but a patient listener mattered too. 9 (build) confidence takes time. Since those early lessons, Lucy 10 (become) much better at explaining simple things without making other people feel foolish. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第7篇 重新学会下棋 Tom has wanted to teach his little brother chess 1 he joined the school club. At first, he thought explaining the rules would be easy. His brother remembered the names of the pieces but kept 2 (practise) the same opening without understanding it. Tom became impatient. Last Sunday, he 3 (set) a new goal for 4 (he): make one idea clear rather than finish a whole game. He believes 5 a good teacher should notice the learner's needs. Instead of giving a long explanation, he asked his brother what he wanted 6 (learn) first. Then they used just a few pieces. Tom watched carefully 7 his brother was working out where to move. He left time for questions and did not immediately correct every mistake. At eight that evening, his brother 8 (play) another short game when their mother came in. This time the boy could explain each move. His mother said, "Before he 9 (make) his next move tomorrow, ask him to explain it again." Tom felt 10 (satisfy) with the progress. He understood that teaching is not a test of how much the teacher knows. It is a chance to help someone take the next useful step. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第8篇 泥塑课上的新发现 Our class visited a clay workshop in Wuxi last week. The instructor placed 1 ordinary piece of clay on the table and asked us what we could make from it. At first, most of us suggested an animal or a cup. Then she showed us a small figure of an old man reading. I felt 2 (move) by the gentle expression on his face. The figure seemed to tell a story without saying anything. 3 (make) a figure was harder than simply copying its shape. We soon found it much 4 (hard) than expected, and some classmates did not know 5 to do next. Our instructor asked us to choose one detail to improve. I planned 6 (create) a clearer smile. Not only the shape of the mouth 7 also the position of the eyes mattered. I worked 8 (careful) and looked at my figure from different sides. The examples helped me notice small differences. They have stayed in my mind since I 9 (see) them last week. My finished work was far from perfect, but I understood more about the patience behind a simple object. It was a 10 (meaning) afternoon: we learnt that careful attention can turn an ordinary material into something personal. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第9篇 一份关于复习习惯的小调查 Our class recently compared different revision habits. We did not ask who studied the longest. Instead, we asked 1 some plans worked better than others. The answers were about reasons: clear goals, useful breaks and regular checks. Our class monitor suggested 2 (spend) a few minutes planning before opening a textbook. We then tried the idea for a week and wrote down what happened. At the beginning, several students wondered 3 planning would waste time. They wanted 4 (improve) their marks, but they usually started with whichever task looked easiest. During the experiment, whenever a student 5 (finish) a task, he or she checked it and recorded the result. Neither our teacher nor the students 6 (be) expecting an instant change at that point. By Friday, many students felt more 7 (relax). They had not magically learnt every difficult topic, but they knew where to begin. By 8 (check) their own notes, they could see which tasks needed another try. Since the experiment began, we 9 (learn) that a good plan must fit the person using it. Clear goals, as well 10 honest reflection, can make revision more manageable. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第10篇 一条小巷的照片 Last month, our photography group chose a quiet lane in Wuxi for a project. We wanted to show both old buildings 1 everyday life. We 2 (invite) by our teacher to photograph the same place at different times, so that our pictures would tell more than one story. Not only the students but also our teacher 3 (be) excited about the idea when we discussed it. On our first visit, an elderly shopkeeper brought out an old photograph. We could see 4 the lane had looked like years before. The door in the picture was still there, but the tree beside it had grown much taller. We waited 5 the afternoon light reached the wall. Then we took a picture from nearly the same position. The shopkeeper enjoyed 6 (show) us the details. Our group leader introduced 7 (she) and asked permission to include the old photograph. Later, we found several classmates 8 (hang) our new pictures on the classroom wall. They were still arranging them when we arrived. Visitors 9 (read) our notes when the closing bell rang, and several asked for more stories. The project became a 10 (meaning) way to connect familiar streets with the people living in them. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第11篇 给校园广播的一次尝试 Jia is quiet and usually avoids being the centre of attention. Last term, neither she 1 her parents 2 (be) ready to imagine her speaking on the school radio. She was afraid of 3 (speak) into a microphone, even when the room was empty. However, her English teacher believed 4 confidence could grow through small successes rather than sudden changes. Last Monday, a short announcement 5 (choose) by her teacher for Jia to practise at home. Her father listened 6 (patient) instead of correcting each word at once. At first, they worked for only five minutes. They 7 (work) together every Tuesday and Thursday since the project began. Jia has kept every recording 8 she made the first one, so she can listen for changes in her own voice. After several weeks, she felt 9 (encourage) by her progress. One evening, her mother caught her 10 (read) an announcement aloud with the microphone switched off. Jia was no longer worried about making a perfect recording immediately. On the day of her first broadcast, she paused once, took a breath and continued. The message was simple, but finishing it meant a great deal to her. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第12篇 旧玩具的新故事 A small repair table opens in our community centre once a month. Mr Lin does not charge for his work. Children bring 1 (break) toys, and he checks them with an adult helper beside him. He finds the work 2 (satisfy) because a useful repair can bring back a favourite object. One morning, he wanted to know 3 had left a wooden train on the table. A little boy soon came forward and explained what had happened. Both the wheels and the main body 4 (be) still in good condition. One small piece had come loose. Mr Lin showed the boy how 5 (repair) it without changing the whole toy. The boy then checked the wheels 6 (he). A careful explanation, as well 7 a successful repair, helped him understand the object better. For Mr Lin, this is 8 useful way to share his skills. He says that the value of doing something for others is not always easy to measure. He promises that before a repaired toy 9 (leave) the table, he will check it one last time. The boy left with a working train and a new question: what else could he learn to fix? Since then, the repair table 10 (change) from a place for damaged objects into a place where neighbours learn from one another. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第13篇 不是只看职业名称 Our class interviewed local workers about their jobs last week. I had always wanted 1 (become) a librarian, but I could not explain why. My partner thought she would be either a teacher 2 a social worker. Before the interviews, our teacher reminded us to ask about everyday actions rather than just job titles. We needed to discover which personal qualities were useful in different kinds of work. The librarian we met was 3 (create). She designed short reading games for children who did not usually open a book. We asked 4 much time she spent preparing each game. My partner also wanted to know where the quiet reading area 5 (be) in the old building. The librarian showed us both her notes and the room itself. She enjoys 6 (help) a child find the right story. She believes 7 a small success can change someone's attitude towards reading. Last month, she made a set of simple picture cards 8 (she) after visitors asked for easier signs. Her 9 (encourage) words made us think differently about work. Good career 10 (decide) begin with understanding what people actually do, not simply choosing an attractive title. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第14篇 新生看得懂的地图 On the 1 (one) morning of the new term, our school welcomed younger students. I found one boy 2 (walk) slowly between two buildings with a map in his hands. He was still trying to find his classroom. He wanted to know 3 could show him the way, so I offered to help. His map included every room, but the small words and similar colours made it difficult to use. Our group decided to make a clearer version. We wrote short notes explaining how 4 (use) the map and asked three new students to test it. We soon understood 5 they found the old one confusing: the symbols looked almost the same. We changed the symbols and kept only the most useful information. Our teacher was 6 (satisfy) with this improvement. So far, we 7 (receive) many useful comments from younger students. The map is not only clearer 8 also easier to read while walking. We feel 9 (pride) of the work, but the best part is hearing that someone reached the right room alone. 10 (help) people find a simple answer can sometimes matter more than showing them how much information we know. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 第15篇 写给未来自己的信 Our teacher asked us to write a letter to our future selves. 1 (write) about the future sounded easy until I tried it. I did not want to make a long list of marks and prizes. I decided 2 (open) my letter at the end of the school year, but first I needed to know what I really wanted to change. I wondered 3 I could become more patient with myself. I wrote that I believe 4 progress comes from useful habits. Last night, I 5 (study) a difficult paragraph when a friend called. I had read it several times and still felt 6 (worry). Instead of pretending to understand, I asked her to explain one sentence. As soon 7 the meaning became clear, the next part was easier to follow. I put that small experience into my letter. Since the beginning of term, I 8 (learn) to ask more questions and listen more 9 (patient). I still make 10 (mistake), but they now show me where to work next. When I open the letter later, I hope to find evidence of steady effort rather than a perfect new person. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 9A U1—U4 语法填空 第 1 页 / 共 8 页 学科网（北京）股份有限公司 $