期中复习短文首字母填空15篇2026-2027学年江苏译林版英语八年级上册

江苏译林新教材8A U1—U4 短文首字母填空 江苏译林8A期中复习 短文首字母填空15篇 原卷版 范围 U1—U4 共150题 姓名 __________ 班级 __________ 阅读短文，根据上下文和首字母提示补全单词。每空一词，答题处写出完整单词。 Passage 1 The first lunch On my first day at a new school, I carried my lunch into a noisy dining hall. Everyone seemed to know where to sit except me. A girl called Emma moved her bag and offered me the empty s          ⁠1 beside her. That small action made the room feel less frightening. Emma was usually c          ⁠2, with a smile on her face. She did not ask ten questions at once. She was p          ⁠3 with me and waited quietly when I could not find the right words. Later, she helped me find our next classroom instead of leaving me to follow the crowd. During lunch, I said that I was good at basketball. To tell you the t          ⁠4, I was only hoping to sound interesting. Emma was h          ⁠5 about her own skills: she loved basketball but often missed the basket. Her story made me l          ⁠6, and I admitted that I was a beginner too. Our f          ⁠7 began over that lunch. Now I try to be as c          ⁠8 as Emma and notice when someone needs company. I also think about other people's f          ⁠9 before I speak. Remembering a new student's worries and saving them a place is a simple but t          ⁠10 thing to do. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 2 A joke on the wrong day My friend Max often tells j          ⁠1 that make our class laugh. He has a great s          ⁠2 of humour and can make an ordinary bus ride interesting. Last Monday, however, one of his stories upset me. He told everyone that I had lost my way in our small school. On most days, I would not mind a h          ⁠3 story about myself. That morning was different. I was already u          ⁠4 because I had forgotten my homework. I expected a good friend to keep all my s          ⁠5, especially something I had told him during a private conversation the day before. At lunch, Max noticed that I was not speaking to him. He asked what was wrong, and I explained how I felt. He n          ⁠6 to show he was listening. Then he said that he had never meant to hurt me. I could b          ⁠7 him because he usually did what he promised. We talked for a few minutes, and Max finally u          ⁠8 why the story had upset me. He is still the same cheerful p          ⁠9, but now he asks before sharing a story about someone else. I also learnt to say what I really t          ⁠10 instead of waiting for him to guess. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 3 Lessons in the kitchen Last term, our school o          ⁠1 us a new Friday activity: cooking in a community kitchen. It was part of a p          ⁠2 about useful life skills. We had lessons in the classroom first, but our teacher wanted us to see what happened when real people needed our help. Before the first lesson, we put on clean u          ⁠3, including white hats and jackets. Mrs Green told us to wash our hands and read each recipe c          ⁠4. We could ask questions at any time. A volunteer stayed beside each group while we used the tools, so nobody had to guess. Our job was to p          ⁠5 a simple lunch for eight visitors. Two of them were f          ⁠6 guests from another country. They told us about food at home. We noticed several d          ⁠7 between their meals and ours, but everyone agreed that fresh food and a friendly welcome mattered most. We f          ⁠8 preparing lunch just before twelve. Mine was not the prettiest dish, but all the visitors enjoyed eating it. The experience helped us understand the i          ⁠9 of working as a team. Now we practise each week to i          ⁠10 our skills, and I can finally make lunch without asking Mum to do everything. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 4 Lunch from four countries Our school held an i          ⁠1 lunch on Friday. Students brought food from several countries and explained how people ate it at home. Nobody had to cook an expensive meal. The only rule was to bring enough for a few friends and to explain what was in each dish. Yuki, a J          ⁠2 student from Tokyo, brought small rice balls. Two G          ⁠3 from Berlin made a potato s          ⁠4, mixing potatoes with fresh vegetables. Some I          ⁠5 from Rome brought pizza. They cut it into small pieces so that everyone could try a little without becoming too full. We also set out the things people needed for eating. There were pairs of c          ⁠6 for noodles, metal f          ⁠7 with four points for picking up pieces of potato, and round s          ⁠8 for soup. Our guests showed us how to use them, and we helped each other when something felt difficult. At the end, we shared small sweet c          ⁠9 that Ben had baked in his oven. The lunch was quite u          ⁠10: our dining room had never served so many different kinds of food at once. Yet the best part was simple. We were talking to classmates we had hardly spoken to before. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 5 A garden without a prize Our class entered a school garden competition. At first, we wanted to buy new pots and colourful flowers. Then our teacher asked us to think about the e          ⁠1. Could we make the school greener without buying so many new things? We decided to use materials that people were throwing away. We collected old p          ⁠2 bottles instead of sending them straight to the rubbish bin. With an adult's help, we turned them into small pots and f          ⁠3 them with soil. One group planted beans, while another chose pink r          ⁠4. We put a small m          ⁠5 on each pot to show its group. For two weeks, we measured how much water the plants needed. Our notes showed that some groups were using too much. We changed our plan and r          ⁠6 the amount the following week. That helped us avoid water w          ⁠7. The plants stayed healthy, so using less did not mean caring less. On the final day, the r          ⁠8 were announced, and our class did not win a prize. Still, we felt great j          ⁠9 when the first flowers opened. We had made the garden by o          ⁠10, and younger pupils were already stopping to look at it. We left the pots there for everyone to enjoy. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 6 A night at camp Our school camping trip began with a long j          ⁠1 by bus. We watched the houses disappear and the hills get closer. At the campsite, a g          ⁠2 showed us where to put our bags. She knew every path in the area and told us which places we could visit safely. After lunch, we visited a small farm. The farmer gave us some animal food, and we f          ⁠3 the chickens from a low bowl. Back at camp, the campers had to look after t          ⁠4. We kept our bags dry, put away our shoes and made sure we knew where our group would meet. That evening, a sudden s          ⁠5 brought heavy rain and strong winds. Rain beat a          ⁠6 the sides of our tent, and I felt s          ⁠7 inside. Our teacher came to check on us. She said there was no immediate d          ⁠8, but asked everyone to stay together in the large hall until the weather improved. My friend Sam was b          ⁠9 enough to admit that he was frightened too. We sat beside each other and played a quiet card game. When we r          ⁠10 to school the next afternoon, I remembered the friendly people more clearly than the bad weather. I wanted to go camping again. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 7 The right course for me I could already ride a bike, but busy roads frightened me. When the community centre advertised weekend c          ⁠1, I did not simply choose the one with the nicest photograph. I wrote down what I needed: help at road crossings, a Saturday lesson and a place close enough to reach with Dad. One class was c          ⁠2 than the others, but it taught exciting tricks on a closed playground. Another was only for people who had never ridden a bike. I asked my teacher for two s          ⁠3 about choosing. She told me to pay a          ⁠4 to what each lesson actually taught, not just to its price or name. A third class seemed right, and it was p          ⁠5 to join it without buying a new bike. The teacher used a simple teaching m          ⁠6: first show a skill, then let us practise it together. This was different from my u          ⁠7 way of learning, which was just to watch Dad and copy him. I n          ⁠8 missed the first lesson because I read the starting time too quickly. Luckily, we arrived before it began. I followed the teacher's i          ⁠9 and checked both ways before crossing. By the end, I could c          ⁠10 the short practice route without help. Choosing well had mattered more than choosing quickly. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 8 A little water at a time At our science fair, I met an i          ⁠1 who designed things to solve everyday problems. He asked what job I disliked most. I said that I often forgot to water the classroom plants. His next question surprised me: could I make an i          ⁠2 that gave a plant water a little at a time? I was c          ⁠3 about how this could work, so I asked questions and watched a demonstration. The visitor said that people had used simple tools for c          ⁠4, long before computers existed. He also explained that different t          ⁠5 were useful: one student might draw well, while another was good with numbers. Our teacher f          ⁠6 a small club that week so we could work on our ideas. We used a bottle, a piece of string and a box. A small p          ⁠7 in the office produced the labels for our designs. On our first attempt, all the water came out at once and made the table wet. Our second attempt was s          ⁠8: the soil stayed slightly wet for several days. That s          ⁠9 made us want to keep testing. We did not have perfect p          ⁠10 ready for shops. We had something more useful for our next lesson: a real problem, a working model and several questions we wanted to answer. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 9 Voice messages for Luca Hi Luca, I'm glad our teachers put us in touch. You are the first I          ⁠1 friend I have had, and I would love to hear about your school in Rome. Shall we have a short online c          ⁠2 every Friday? We can spend five minutes speaking English and then teach each other a few words from our home languages. My main problem is p          ⁠3. Sometimes I know what a word means but do not know how to p          ⁠4 it. Could you speak s          ⁠5 at first, rather than rush through everything? That will give me time to listen to the sounds and think about my own reply. If I do not understand a word, please r          ⁠6 it once. Then let me try saying it. I do not need a perfect voice, but I want to say words c          ⁠7 so that people can understand me. I can help you with Chinese in the same way if you would like that. After each chat, we could check the s          ⁠8 of new words by writing them in a message. Then we can use them in our own s          ⁠9, not just copy them ten times. I think regular practice will help us i          ⁠10. Write back when you can, and tell me whether Friday works for you. Best wishes, Lily 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 10 Three minutes without notes Our English club asked each member to give a three-minute s          ⁠1 about a useful skill. I chose making breakfast because I often helped my grandfather in the kitchen. At first, I wrote a long t          ⁠2 and tried to learn every word. When I forgot one sentence, I could not remember what came next. Grandpa e          ⁠3 me to try a different plan. He had taught h          ⁠4 to use a phone by practising a little each day. He said that being an adult did not mean stopping being a l          ⁠5. Together, we changed my two p          ⁠6 of notes into a few pictures showing the main steps. I practised reading the opening a          ⁠7, so I could hear where I needed to pause. Then I r          ⁠8 myself on my phone and listened. The first try went b          ⁠9: I spoke too quickly and looked down all the time. The pictures helped me start again without trying to remember every single word. On Friday, I felt more e          ⁠10 after a good night's sleep. I still forgot a small detail, but I explained the next step and continued. Afterwards, a classmate asked for my breakfast idea. That question showed me that a talk could be useful even when the speaker did not say everything exactly as planned. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 11 A museum map that worked Our class helped at a science museum during the holidays. Many t          ⁠1 came from other cities, and a few visitors spoke little Chinese. Our job was to make a simple map that helped people choose what to see. We soon found that a map needed more than a pretty picture. The museum showed models of r          ⁠2 that could travel into space. One model was so tall that a visitor asked about its h          ⁠3. We added the number beside it. We also wrote a short welcome in F          ⁠4 for visitors from Paris and another in G          ⁠5 for a family from Berlin. We did not try to t          ⁠6 every word on every sign into another language. Our teacher s          ⁠7 keeping the main information short. We paid special a          ⁠8 to the arrows because visitors needed to know where each room was. The first map had too many lines, so we removed some of them. The simplest design used the l          ⁠9 space but was the easiest to follow. At the entrance, we told visitors, 'Please help y          ⁠10 to a map.' By lunchtime, several families were using it without asking for directions. We felt pleased that a small change could make their visit a little easier. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 12 A second life for a wooden box My room needed a place for books, but I did not want to buy new furniture. Dad found an old wooden box and asked whether we could turn it into a small set of s          ⁠1. He did the heavy work, and I helped plan the colours and decide where everything should go. We used strong t          ⁠2 from a sticky reel to protect the edges while we painted. Then I used g          ⁠3, the thick white liquid in a bottle, to attach paper pictures. Soon the floor was in a m          ⁠4, with old paper all over it. We stopped to clear a safe space before continuing. After painting, I washed both b          ⁠5 until the water ran clear. Dad left two small m          ⁠6 on the wall to show where the box should sit. Then he fixed it safely in place. We moved the two l          ⁠7 on my desk so that I would have enough light to read. I was t          ⁠8 a piece of string around some old cards when Dad called me to look. The box had become a real book corner. I u          ⁠9 the string and put the cards inside. My sister was s          ⁠10 when she saw the result. She could hardly believe it was the same box. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 13 A present made at home Before the Mid-Autumn Festival, Mum bought some m          ⁠1, the round cakes we share at that time of year. I wanted to give our neighbour a handmade box for them. The r          ⁠2 was simple: she often helped me water my plants when my family was away, and I wanted to thank her. I am not a b          ⁠3 artist. My first picture looked like a red cloud instead of a flower. I tried drawing with the tips of my f          ⁠4, one small spot at a time. Mum asked me to wear thin g          ⁠5 because the colour was difficult to wash off my hands. We made a little red d          ⁠6, a liquid used for colouring, from some beetroot. It was not our u          ⁠7 way of decorating a gift box, but the colour looked warm on the paper. At first, I thought it would be i          ⁠8 to finish before dinner. Breaking the job into small steps helped. Our neighbour smiled when she opened the door. She said the box did not look like a factory p          ⁠9, and that was exactly why she liked it. I felt great j          ⁠10 as she put it on her table. The present had taken an afternoon to make, but I was already planning another. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 14 The mystery at the film club Our film club watches short m          ⁠1 made by young people. Last week, we chose one about a family birthday party. I expected a serious d          ⁠2, but it was full of h          ⁠3. A child hid the birthday cake, forgot where he had put it and then blamed the family dog. The first scene was so f          ⁠4 that everyone smiled. Later, the story slowed down, and I thought a long kitchen scene was b          ⁠5. My friend Lily disagreed. She noticed a small clue in the scene: a little cream on the child's schoolbag. Without it, the ending would not make sense. We paused the film before the family discovered the cake. Each group tried to guess the s          ⁠6 behind its disappearance. Our group n          ⁠7 guessed correctly, but we chose the wrong bag. When the answer appeared on the screen, we l          ⁠8 at how close we had come. Afterwards, we talked about the bright b          ⁠9 in the party scenes and the music that made the search feel exciting. The film had a tiny budget. H          ⁠10, it gave us plenty to discuss. Next time, I will watch a quiet scene more closely before deciding that nothing important is happening. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ Passage 15 The racket library Several students at our school wanted to play b          ⁠1, the sport in which players hit a small feathered object over a net. They had space after school, but not everyone owned a racket. Buying one was expensive for some families. So our class asked whether borrowing equipment could help more children stay a          ⁠2. We collected our classmates' t          ⁠3 by asking what they wanted to borrow and when they could play. The school already had sports p          ⁠4 for older pupils, but j          ⁠5 students had only one choice. We decided to start with a small cupboard and ten rackets, rather than ask for a whole new building. Two local families o          ⁠6 us their spare equipment. An adult checked each racket, and our teacher helped us d          ⁠7 a simple system for borrowing. We ran a two-week t          ⁠8 to see if it worked. Every player wrote a name beside the item and brought it back before the next morning. The plan was much c          ⁠9 than buying ten new rackets, and there were f          ⁠10 unused ones sitting at home. More importantly, students who had never played together began meeting after class. Our cupboard was small, but it gave people a reason to try something new without paying for it first. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ 第 页 共 页 学科网（北京）股份有限公司 $江苏译林新教材8A U1—U4 短文首字母填空 8A期中复习短文首字母填空15篇 详细解析版 Passage 1 The first lunch On my first day at a new school, I carried my lunch into a noisy dining hall. Everyone seemed to know where to sit except me. A girl called Emma moved her bag and offered me the empty s          ⁠1 beside her. That small action made the room feel less frightening. Emma was usually c          ⁠2, with a smile on her face. She did not ask ten questions at once. She was p          ⁠3 with me and waited quietly when I could not find the right words. Later, she helped me find our next classroom instead of leaving me to follow the crowd. During lunch, I said that I was good at basketball. To tell you the t          ⁠4, I was only hoping to sound interesting. Emma was h          ⁠5 about her own skills: she loved basketball but often missed the basket. Her story made me l          ⁠6, and I admitted that I was a beginner too. Our f          ⁠7 began over that lunch. Now I try to be as c          ⁠8 as Emma and notice when someone needs company. I also think about other people's f          ⁠9 before I speak. Remembering a new student's worries and saving them a place is a simple but t          ⁠10 thing to do. 参考答案 1. seat 2. cheerful 3. patient 4. truth 5. honest 6. laugh 7. friendship 8. caring 9. feelings 10. thoughtful 篇意与考点 主动交友与体谅他人 U1 1. seat 前文写女孩移开包，让作者在她旁边坐下，提示“座位”。the empty 后需要单数名词 seat，不能写成表示坐这一动作的 sit。 2. cheerful with a smile on her face 说明她脸上常带笑容，空格描述她的状态，填 cheerful，意为“快乐的”。was 后接形容词作表语。 3. patient 下文 waited quietly 和没有催促作者说明她有耐心。be patient with sb 表示“对某人有耐心”，此处填形容词 patient。 4. truth to tell you the truth 是固定表达，意为“说实话”。后文承认自己只是想显得有趣，也提示作者接下来要说实话。 5. honest Emma 坦言自己经常投不进球，没有夸大能力，提示 honest“诚实的”。be honest about sth 表示“如实说明某事”。 6. laugh 故事让作者发笑，填 laugh。make sb do sth 中使用不带 to 的动词原形，不能因主句 made 是过去式而填 laughed。 7. friendship 这一顿午餐使两人成为朋友，因此是“友谊”开始了。Our 后需要名词 friendship；这里指两人之间的一段关系，用单数。 8. caring 后文 notice when someone needs company 表示留意别人是否需要陪伴，呼应 caring“关心他人的”。as ... as 中间用形容词原级。 9. feelings other people's 后需要名词，“说话前考虑别人的感受”用 feelings。feelings 常用复数表示内心感受，注意不能写成动词 feel。 10. thoughtful 记住新同学的担忧并留座体现“体贴”，填 thoughtful。but 连接 simple 与 thoughtful 两个形容词，共同修饰 thing。 重点归纳 be patient with to tell the truth make sb do sth as caring as 名词与形容词判断 Passage 2 A joke on the wrong day My friend Max often tells j          ⁠1 that make our class laugh. He has a great s          ⁠2 of humour and can make an ordinary bus ride interesting. Last Monday, however, one of his stories upset me. He told everyone that I had lost my way in our small school. On most days, I would not mind a h          ⁠3 story about myself. That morning was different. I was already u          ⁠4 because I had forgotten my homework. I expected a good friend to keep all my s          ⁠5, especially something I had told him during a private conversation the day before. At lunch, Max noticed that I was not speaking to him. He asked what was wrong, and I explained how I felt. He n          ⁠6 to show he was listening. Then he said that he had never meant to hurt me. I could b          ⁠7 him because he usually did what he promised. We talked for a few minutes, and Max finally u          ⁠8 why the story had upset me. He is still the same cheerful p          ⁠9, but now he asks before sharing a story about someone else. I also learnt to say what I really t          ⁠10 instead of waiting for him to guess. 参考答案 1. jokes 2. sense 3. humorous 4. unhappy 5. secrets 6. nodded 7. believe 8. understood 9. person 10. thought 篇意与考点 玩笑的分寸与朋友间的沟通 U1 1. jokes tell jokes 意为“讲笑话”。often 和后文“使全班发笑”说明经常讲各种笑话，泛指时用可数名词复数 jokes。 2. sense a great sense of humour 表示“很强的幽默感”，属于固定搭配。冠词 a 后的中心名词用单数 sense，不能漏掉词尾 e。 3. humorous 空格修饰 story，表示“幽默的故事”，填 humorous。与上一段的 humour 联系，注意形容词拼写中不是 humourous。 4. unhappy 忘带作业使作者心情不好，且 That morning was different 表示与平时不介意形成对照，因此填 unhappy，而非表示通常心情的词。 5. secrets keep one's secrets 表示“保守某人的秘密”。后文 private conversation 说明这是私下说的事情；secrets 用复数泛指不愿公开的信息。 6. nodded to show he was listening 说明他点头回应。整段叙述过去的午餐谈话，nod 要用过去式 nodded，双写 d 再加 -ed。 7. believe 后文“通常信守承诺”说明作者可以相信朋友的解释。could 后用动词原形 believe；believe sb 在这里表示相信某人所说的话。 8. understood why 引导的内容说明 Max 最终理解了原因。与 talked 保持过去时一致，填 understood；understand 的过去式是不规则变化。 9. person the same cheerful 后需要单数名词 person，表示“同一个开朗的人”。后文仍然用 he 指代 Max，不应填 persons 或 people。 10. thought say what I really thought 表示“说出我真正的想法”。learnt 和 waiting 所在语境叙述这次经历，think 应用过去式 thought。 重点归纳 tell jokes a sense of humour keep secrets could 加动词原形 不规则过去式 Passage 3 Lessons in the kitchen Last term, our school o          ⁠1 us a new Friday activity: cooking in a community kitchen. It was part of a p          ⁠2 about useful life skills. We had lessons in the classroom first, but our teacher wanted us to see what happened when real people needed our help. Before the first lesson, we put on clean u          ⁠3, including white hats and jackets. Mrs Green told us to wash our hands and read each recipe c          ⁠4. We could ask questions at any time. A volunteer stayed beside each group while we used the tools, so nobody had to guess. Our job was to p          ⁠5 a simple lunch for eight visitors. Two of them were f          ⁠6 guests from another country. They told us about food at home. We noticed several d          ⁠7 between their meals and ours, but everyone agreed that fresh food and a friendly welcome mattered most. We f          ⁠8 preparing lunch just before twelve. Mine was not the prettiest dish, but all the visitors enjoyed eating it. The experience helped us understand the i          ⁠9 of working as a team. Now we practise each week to i          ⁠10 our skills, and I can finally make lunch without asking Mum to do everything. 参考答案 1. offered 2. programme 3. uniforms 4. carefully 5. provide 6. foreign 7. differences 8. finished 9. importance 10. improve 篇意与考点 真实操作中的校园学习 U2 1. offered Last term 限定过去时间，空格是主句谓语，填 offered。offer sb sth 表示“向某人提供某物”，本句 school 为学生提供活动。 2. programme a 后需要单数名词。这里指培养生活技能的课程或活动安排，填 programme；使用美式拼写 program 也正确。 3. uniforms 后文列举统一的白帽和夹克，说明是工作制服，填 uniforms。主语 we 表示多名学生，clean 前没有单数限定词，此处用复数。 4. carefully 空格修饰 read，表示仔细阅读每份食谱，应用副词 carefully。不能填形容词 careful；read ... carefully 是常见搭配。 5. provide provide a lunch for sb 表示“为某人提供午餐”。to 在本句中是不定式符号，后接动词原形 provide，不能填 provided 或 providing。 6. foreign from another country 提示“外国的”，填形容词 foreign，修饰 guests。foreigners 是表示人的名词，不能再直接修饰 guests。 7. differences several 要求可数名词复数。between their meals and ours 表示比较两种饮食，填 differences，注意 difference 词尾直接加 -s。 8. finished 上文讲过去的一次做午餐活动，just before twelve 表示完成的时间，填 finished。finish doing sth 表示“完成做某事”，后面的 preparing 已给出。 9. importance the ... of working as a team 需要名词作中心词，填 importance，表示团队合作的重要性。importance 通常不可数，不加 -s。 10. improve practise each week 的目的是提高技能，to 后填原形 improve。末句能独立做午餐也说明能力得到改善，而不是单纯完成一次任务。 重点归纳 offer sb sth read carefully provide sth for sb finish doing sth the importance of Passage 4 Lunch from four countries Our school held an i          ⁠1 lunch on Friday. Students brought food from several countries and explained how people ate it at home. Nobody had to cook an expensive meal. The only rule was to bring enough for a few friends and to explain what was in each dish. Yuki, a J          ⁠2 student from Tokyo, brought small rice balls. Two G          ⁠3 from Berlin made a potato s          ⁠4, mixing potatoes with fresh vegetables. Some I          ⁠5 from Rome brought pizza. They cut it into small pieces so that everyone could try a little without becoming too full. We also set out the things people needed for eating. There were pairs of c          ⁠6 for noodles, metal f          ⁠7 with four points for picking up pieces of potato, and round s          ⁠8 for soup. Our guests showed us how to use them, and we helped each other when something felt difficult. At the end, we shared small sweet c          ⁠9 that Ben had baked in his oven. The lunch was quite u          ⁠10: our dining room had never served so many different kinds of food at once. Yet the best part was simple. We were talking to classmates we had hardly spoken to before. 参考答案 1. international 2. Japanese 3. Germans 4. salad 5. Italians 6. chopsticks 7. forks 8. spoons 9. cookies 10. unusual 篇意与考点 国际校园中的饮食与文化交流 U2 1. international 来自多个国家的学生分享食物，提示 international“国际的”。an 后需要与 lunch 搭配的形容词，international 的首音为元音。 2. Japanese from Tokyo 提示来自日本，空格修饰 student，填形容词 Japanese。国籍词首字母要大写；Japan 是国家名，不能直接替代此处形容词。 3. Germans Berlin 是德国城市，Two 后需要表示人的复数名词 Germans。German 作德国人讲时复数加 -s，不与 Japanese 的单复数规则混淆。 4. salad 后文说明把土豆与新鲜蔬菜混合，是 potato salad“土豆沙拉”。a 限定一份菜，空格填单数 salad，不必因 vegetables 是复数而改变。 5. Italians from Rome 提示意大利人。Some 后指多名学生，填 Italians，首字母大写；单数 Italian 在这里需要变为表示人的复数名词。 6. chopsticks pairs of 和 for noodles 提示“筷子”。a pair of chopsticks 为“一双筷子”，无论 pair 本身单复数如何，chopsticks 都采用复数形式。 7. forks with four points 与 picking up pieces of potato 说明是有叉齿的餐叉，填 forks。There were 表示餐具不止一件，名词用复数。 8. spoons round 和 for soup 说明是用来喝汤的勺子，填 spoons。它与前面的 chopsticks、forks 并列，均使用可数名词复数。 9. cookies small sweet 和 baked in his oven 共同提示“饼干”，填 cookies。前面没有 a，且由大家分享，应使用复数 cookies，不能漏掉词尾 -s。 10. unusual 后文说餐厅以往从未同时提供这么多种食物，说明这顿午餐“不寻常”，填 unusual。was quite 后用形容词，注意否定前缀 un-。 重点归纳 国籍词与国籍名词复数 a pair of chopsticks 餐具名词复数 usual 与 unusual Passage 5 A garden without a prize Our class entered a school garden competition. At first, we wanted to buy new pots and colourful flowers. Then our teacher asked us to think about the e          ⁠1. Could we make the school greener without buying so many new things? We decided to use materials that people were throwing away. We collected old p          ⁠2 bottles instead of sending them straight to the rubbish bin. With an adult's help, we turned them into small pots and f          ⁠3 them with soil. One group planted beans, while another chose pink r          ⁠4. We put a small m          ⁠5 on each pot to show its group. For two weeks, we measured how much water the plants needed. Our notes showed that some groups were using too much. We changed our plan and r          ⁠6 the amount the following week. That helped us avoid water w          ⁠7. The plants stayed healthy, so using less did not mean caring less. On the final day, the r          ⁠8 were announced, and our class did not win a prize. Still, we felt great j          ⁠9 when the first flowers opened. We had made the garden by o          ⁠10, and younger pupils were already stopping to look at it. We left the pots there for everyone to enjoy. 参考答案 1. environment 2. plastic 3. filled 4. roses 5. mark 6. reduced 7. waste 8. results 9. joy 10. ourselves 篇意与考点 校园环保与动手制作 U2 U4 1. environment 后文 make the school greener 与减少购买新物品都与环境有关，填 environment。think about the environment 表示“考虑环境问题”。 2. plastic 空格说明 bottles 的材料，填 plastic“塑料的”。后文将废瓶改作花盆，也与减少垃圾的情境一致；不要填名词的复数形式。 3. filled fill sth with sth 表示“用某物装满某物”。本段叙述已完成的制作过程，和 turned 并列的谓语用过去式 filled。 4. roses pink 描述花的颜色，结合 planted、flowers，填 roses“玫瑰”。此处泛指栽种的多株玫瑰，用可数名词复数。 5. mark to show its group 说明在花盆上作分组标记，填 mark。a small 后需要单数名词；这里不是表示考试分数的 marks。 6. reduced 前文说明用水过多，后文 using less 提示“减少”。the following week 属于过去叙事，reduce 用过去式 reduced，词尾直接加 -d。 7. waste avoid water waste 表示“避免水资源浪费”。water 修饰名词 waste，此处 waste 表示抽象的浪费现象，为不可数名词。 8. results 比赛结束后宣布的是评选结果，填 results。the results were announced 为“结果被公布”，were 与复数 results 一致。 9. joy 第一批花开放使大家感到喜悦，填不可数名词 joy。felt great joy 中 great 修饰名词，不应填形容词 joyful。 10. ourselves by oneself 表示“靠自己”。主语 We 是第一人称复数，填 ourselves；注意词尾是 -selves，不能写成 ourself。 重点归纳 fill with 一般过去时 reduce waste results 的复数 by ourselves Passage 6 A night at camp Our school camping trip began with a long j          ⁠1 by bus. We watched the houses disappear and the hills get closer. At the campsite, a g          ⁠2 showed us where to put our bags. She knew every path in the area and told us which places we could visit safely. After lunch, we visited a small farm. The farmer gave us some animal food, and we f          ⁠3 the chickens from a low bowl. Back at camp, the campers had to look after t          ⁠4. We kept our bags dry, put away our shoes and made sure we knew where our group would meet. That evening, a sudden s          ⁠5 brought heavy rain and strong winds. Rain beat a          ⁠6 the sides of our tent, and I felt s          ⁠7 inside. Our teacher came to check on us. She said there was no immediate d          ⁠8, but asked everyone to stay together in the large hall until the weather improved. My friend Sam was b          ⁠9 enough to admit that he was frightened too. We sat beside each other and played a quiet card game. When we r          ⁠10 to school the next afternoon, I remembered the friendly people more clearly than the bad weather. I wanted to go camping again. 参考答案 1. journey 2. guide 3. fed 4. themselves 5. storm 6. against 7. scared 8. danger 9. brave 10. returned 篇意与考点 营地出行与互相帮助 U1 U3 1. journey by bus 和从房屋到山丘的沿途景象提示“旅程”，填 journey。a long 后用单数名词；不能用表示活动频次的复数 journeys。 2. guide 后文说明她熟悉每条路径，并告诉大家如何安全参观，提示 guide“向导”。a 后需要单数可数名词，后面的 She 指代这位向导。 3. fed 前文给了动物饲料，后文说给鸡喂食，因此填 fed。全段使用过去时，feed 的过去式是 fed，不是 feeded。 4. themselves 主语 the campers 表示多位营员，与 themselves 对应。look after themselves 表示“照顾他们自己”，不要填指代另外一些人的 them。 5. storm heavy rain and strong winds 是暴风雨的特征，填 storm。a sudden 后接单数名词，不能用形容词 stormy 作这里的中心词。 6. against 雨水拍打在帐篷侧面，beat against 表示“拍打、撞击”。空格需要介词 against，后接 the sides of our tent；不是表示上下位置的介词。 7. scared 作者在帐篷中遇到风雨，且下文 admitted ... frightened too 呼应害怕的感受，填 scared。felt 后用形容词作表语。 8. danger no immediate danger 表示“没有迫在眉睫的危险”。immediate 修饰名词 danger；dangerous 是形容词，不能在本句中替代名词。 9. brave 主动承认害怕需要勇气，填 brave。brave enough to do sth 为“足够勇敢去做某事”，enough 放在形容词之后。 10. returned to school 表明回到学校，填 returned。the next afternoon 仍属于过去的营地经历，用一般过去时，return 直接加 -ed。 重点归纳 feed 的过去式 look after themselves against no danger brave enough to do Passage 7 The right course for me I could already ride a bike, but busy roads frightened me. When the community centre advertised weekend c          ⁠1, I did not simply choose the one with the nicest photograph. I wrote down what I needed: help at road crossings, a Saturday lesson and a place close enough to reach with Dad. One class was c          ⁠2 than the others, but it taught exciting tricks on a closed playground. Another was only for people who had never ridden a bike. I asked my teacher for two s          ⁠3 about choosing. She told me to pay a          ⁠4 to what each lesson actually taught, not just to its price or name. A third class seemed right, and it was p          ⁠5 to join it without buying a new bike. The teacher used a simple teaching m          ⁠6: first show a skill, then let us practise it together. This was different from my u          ⁠7 way of learning, which was just to watch Dad and copy him. I n          ⁠8 missed the first lesson because I read the starting time too quickly. Luckily, we arrived before it began. I followed the teacher's i          ⁠9 and checked both ways before crossing. By the end, I could c          ⁠10 the short practice route without help. Choosing well had mattered more than choosing quickly. 参考答案 1. courses 2. cheaper 3. suggestions 4. attention 5. possible 6. method 7. usual 8. nearly 9. instructions 10. complete 篇意与考点 根据需求选择合适的课程 U2 U3 U4 1. courses 后文对比三种骑车课程，提示 courses。weekend 作定语，课程本身不止一门，故使用 course 的复数形式。 2. cheaper than 明确要求比较级，且后文提到 price，填 cheaper“更便宜的”。cheap 为单音节形容词，比较级直接加 -er。 3. suggestions two 明确要求两条可数建议，填 suggestions。suggestion 可数，advice 不可数；不要写成动词 suggests。 4. attention pay attention to 为固定搭配，意为“注意”。to 后的从句指出要关注课程的实际内容，空格只能填名词 attention。 5. possible 不必买新自行车便能参加，说明加入是可能的，填 possible。it was possible to do sth 表示“做某事是可能的”。 6. method 冒号后说明先示范、再共同练习的教学方式，提示 method。a simple teaching 后需要单数中心名词，不能使用复数 methods。 7. usual which 从句描述作者平常只是观察并模仿爸爸，因此填 usual“通常的”。my usual way of learning 表示“我平常的学习方式”。 8. nearly 下文说明实际赶上了课程，故是“差一点错过”，填 nearly。nearly missed 不等于真的错过；此处副词修饰 missed。 9. instructions follow the instructions 表示“按照指示做”。后文具体说明过路前看两边，instructions 在操作指令含义下通常用复数。 10. complete could 后用动词原形，complete the route 表示“完成这段路线”。without help 说明可以独立完成，不能写成 completed。 重点归纳 cheaper than two suggestions pay attention to possible to do 情态动词后用原形 Passage 8 A little water at a time At our science fair, I met an i          ⁠1 who designed things to solve everyday problems. He asked what job I disliked most. I said that I often forgot to water the classroom plants. His next question surprised me: could I make an i          ⁠2 that gave a plant water a little at a time? I was c          ⁠3 about how this could work, so I asked questions and watched a demonstration. The visitor said that people had used simple tools for c          ⁠4, long before computers existed. He also explained that different t          ⁠5 were useful: one student might draw well, while another was good with numbers. Our teacher f          ⁠6 a small club that week so we could work on our ideas. We used a bottle, a piece of string and a box. A small p          ⁠7 in the office produced the labels for our designs. On our first attempt, all the water came out at once and made the table wet. Our second attempt was s          ⁠8: the soil stayed slightly wet for several days. That s          ⁠9 made us want to keep testing. We did not have perfect p          ⁠10 ready for shops. We had something more useful for our next lesson: a real problem, a working model and several questions we wanted to answer. 参考答案 1. inventor 2. invention 3. curious 4. centuries 5. talents 6. founded 7. printer 8. successful 9. success 10. products 篇意与考点 从真实需求出发的小发明 U3 U4 1. inventor who designed things 指设计解决问题工具的人，填 inventor“发明家”。an 后用单数名词，不能填表示物品的 invention。 2. invention make an invention 表示做出一项发明。后面的 that gave a plant water 描述装置的用途，故填表示发明物的单数 invention。 3. curious asked questions 和 watched a demonstration 表明作者想弄明白原理，提示 curious。be curious about 表示“对……感到好奇”。 4. centuries long before computers existed 表示很久以前，for centuries 为“几个世纪以来”。century 以辅音字母加 y 结尾，复数改为 centuries。 5. talents 冒号后列出绘画、数字方面的不同才能，填 talents。different 修饰多个不同的方面，且后面谓语为 were，提示可数名词复数。 6. founded found 在这里表示“建立”，teacher 建立社团，过去式为 founded。不能与 find“找到”的过去式 found 混淆。 7. printer produced the labels 说明是能输出标签的打印设备，填 printer。a small 限定单数；printer 在本句中不是表示印刷工。 8. successful 冒号后说明土壤几天都保持适度湿润，表明第二次尝试成功了。was 后用形容词 successful，不是名词 success。 9. success That 后需要名词作主语，指刚才那次成功，填 success。与前一空 successful 对照，注意 success 不以 -ful 结尾。 10. products ready for shops 指准备投放商店的产品，填 products。We 没有完美产品的泛指语境中用复数，不能填表示制作过程的其他词。 重点归纳 inventor 与 invention centuries found 与 find successful 与 success 名词复数 Passage 9 Voice messages for Luca Hi Luca, I'm glad our teachers put us in touch. You are the first I          ⁠1 friend I have had, and I would love to hear about your school in Rome. Shall we have a short online c          ⁠2 every Friday? We can spend five minutes speaking English and then teach each other a few words from our home languages. My main problem is p          ⁠3. Sometimes I know what a word means but do not know how to p          ⁠4 it. Could you speak s          ⁠5 at first, rather than rush through everything? That will give me time to listen to the sounds and think about my own reply. If I do not understand a word, please r          ⁠6 it once. Then let me try saying it. I do not need a perfect voice, but I want to say words c          ⁠7 so that people can understand me. I can help you with Chinese in the same way if you would like that. After each chat, we could check the s          ⁠8 of new words by writing them in a message. Then we can use them in our own s          ⁠9, not just copy them ten times. I think regular practice will help us i          ⁠10. Write back when you can, and tell me whether Friday works for you. Best wishes, Lily 参考答案 1. Italian 2. conversation 3. pronunciation 4. pronounce 5. slowly 6. repeat 7. correctly 8. spelling 9. sentences 10. improve 篇意与考点 通过真实交流改进语言学习 U2 U3 1. Italian Rome 提示意大利，空格修饰 friend，填 Italian，首字母大写。此处不能用表示国家的 Italy，也不需要变成复数。 2. conversation have a conversation 表示“进行交谈”。后文约定线上每周交流，并讨论语言分配，提示名词 conversation，a short 后用单数。 3. pronunciation 下一句说知道词义却不会读，说明主要问题是发音，填 pronunciation。它是名词，注意不要按动词 pronounce 的拼写直接加词尾。 4. pronounce how to 后用动词原形 pronounce，意为“发音”。与前一空名词 pronunciation 对照记忆，两个词在拼写和句法位置上不同。 5. slowly rather than rush through everything 表示不要说得太快，提示 slowly“慢慢地”。修饰 speak 要用副词，不能填形容词 slow。 6. repeat 不理解时请再说一次，填 repeat。please 后用动词原形，once 表示重复一次，不能因为语篇是邮件就使用过去式。 7. correctly so that people can understand me 说明目标是正确读词。空格修饰 say words，用副词 correctly，不能填形容词 correct。 8. spelling by writing them in a message 表示通过写下来核对单词字母，提示 spelling“拼写”。the 后用名词，不是进行时动词。 9. sentences use them in our own sentences 表示在自己的句子中运用词汇。此处指多次练习中的多个句子，用复数 sentences。 10. improve regular practice 的作用是使语言能力提高，填 improve。help sb do sth 中用动词原形；本句不是描述已经完成的过去动作。 重点归纳 have a conversation pronunciation 与 pronounce 副词修饰动词 help sb do sth Passage 10 Three minutes without notes Our English club asked each member to give a three-minute s          ⁠1 about a useful skill. I chose making breakfast because I often helped my grandfather in the kitchen. At first, I wrote a long t          ⁠2 and tried to learn every word. When I forgot one sentence, I could not remember what came next. Grandpa e          ⁠3 me to try a different plan. He had taught h          ⁠4 to use a phone by practising a little each day. He said that being an adult did not mean stopping being a l          ⁠5. Together, we changed my two p          ⁠6 of notes into a few pictures showing the main steps. I practised reading the opening a          ⁠7, so I could hear where I needed to pause. Then I r          ⁠8 myself on my phone and listened. The first try went b          ⁠9: I spoke too quickly and looked down all the time. The pictures helped me start again without trying to remember every single word. On Friday, I felt more e          ⁠10 after a good night's sleep. I still forgot a small detail, but I explained the next step and continued. Afterwards, a classmate asked for my breakfast idea. That question showed me that a talk could be useful even when the speaker did not say everything exactly as planned. 参考答案 1. speech 2. text 3. encouraged 4. himself 5. learner 6. pages 7. aloud 8. recorded 9. badly 10. energetic 篇意与考点 准备一次真实的英语发言 U1 U3 1. speech give a speech 表示“发表演讲”。three-minute 描述发言时长，a 后需要单数名词 speech，注意拼写为双 e。 2. text 前文说先写出全部内容，后文试图记住每个词，提示一段文本 text。a long 限定单数，不能填 texts。 3. encouraged encourage sb to do sth 表示“鼓励某人做某事”。故事叙述过去的准备过程，填 encouraged，末尾直接加 -d。 4. himself teach oneself 表示“自学”。Grandpa 对应第三人称男性单数，填 himself；不能写成表示宾格但不强调自学的 him。 5. learner a learner 指一个学习者。上下文说明成年人也能继续学习新技能，空格需要表示人的单数名词，不是动词 learning。 6. pages two 明确限定两页笔记，page 用复数 pages。of notes 是后置修饰语，不能因 notes 复数而忽略 two 对 page 的要求。 7. aloud so I could hear 表明作者把开头出声读出来，填 aloud。read aloud 表示“朗读”，aloud 本身是副词，不再加 -ly。 8. recorded on my phone and listened 表示用手机录下并回听自己的声音，填 recorded。与 practised、listened 保持一般过去时一致。 9. badly 冒号后说明说得太快且一直低头，表示第一次效果不好。go badly 中 badly 为副词，不能写成 bad；这里没有两者比较，不用 worse。 10. energetic 睡眠充足后感到更有精力，填 energetic。more 已给出比较意义，空格只填形容词原形；不能用名词 energy 作 felt 后的表语。 重点归纳 give a speech encourage sb to do sth teach oneself read aloud 过去式与副词 Passage 11 A museum map that worked Our class helped at a science museum during the holidays. Many t          ⁠1 came from other cities, and a few visitors spoke little Chinese. Our job was to make a simple map that helped people choose what to see. We soon found that a map needed more than a pretty picture. The museum showed models of r          ⁠2 that could travel into space. One model was so tall that a visitor asked about its h          ⁠3. We added the number beside it. We also wrote a short welcome in F          ⁠4 for visitors from Paris and another in G          ⁠5 for a family from Berlin. We did not try to t          ⁠6 every word on every sign into another language. Our teacher s          ⁠7 keeping the main information short. We paid special a          ⁠8 to the arrows because visitors needed to know where each room was. The first map had too many lines, so we removed some of them. The simplest design used the l          ⁠9 space but was the easiest to follow. At the entrance, we told visitors, 'Please help y          ⁠10 to a map.' By lunchtime, several families were using it without asking for directions. We felt pleased that a small change could make their visit a little easier. 参考答案 1. tourists 2. rockets 3. height 4. French 5. German 6. translate 7. suggested 8. attention 9. least 10. yourselves 篇意与考点 校外参观中的信息选择与表达 U1 U2 U3 1. tourists came from other cities 和 visitors 说明是外来参观者，填 tourists“游客”。Many 后接可数名词复数，不能填单数 tourist。 2. rockets could travel into space 提示火箭，填 rockets。models of 后泛指多种火箭模型，名词用复数；不是表示普通飞机的词。 3. height so tall 说明游客问模型的高度，填名词 height。its 后用名词，不能用形容词 high；注意拼写顺序 height。 4. French visitors from Paris 提示使用法语，in French 表示“用法语”。语言名称首字母要大写，不能填表示国家的 France。 5. German a family from Berlin 提示德语，填 German。与前面 French 一样表示语言，不加表示多位德国人的复数词尾 -s。 6. translate translate ... into ... 表示“把……译成……”。try to 后用动词原形 translate；不应填名词 translation。 7. suggested suggest doing sth 表示“建议做某事”。全文叙述已发生的制作过程，填过去式 suggested，后面的 keeping 是已给出的动名词。 8. attention pay attention to 为固定搭配，指特别留意地图箭头。special 修饰名词 attention，不能填表示形容词的其他形式。 9. least space 是不可数名词，the ... but the easiest 表示多种设计中作最高程度比较，填 least“最少的”。不能用修饰可数名词的 fewest。 10. yourselves help yourselves to ... 表示“请自取……”。visitors 是复数，礼貌邀请多位游客时用 yourselves；单数才用 yourself。 重点归纳 height 与 high 语言名称 translate into suggest doing sth the least help yourselves to Passage 12 A second life for a wooden box My room needed a place for books, but I did not want to buy new furniture. Dad found an old wooden box and asked whether we could turn it into a small set of s          ⁠1. He did the heavy work, and I helped plan the colours and decide where everything should go. We used strong t          ⁠2 from a sticky reel to protect the edges while we painted. Then I used g          ⁠3, the thick white liquid in a bottle, to attach paper pictures. Soon the floor was in a m          ⁠4, with old paper all over it. We stopped to clear a safe space before continuing. After painting, I washed both b          ⁠5 until the water ran clear. Dad left two small m          ⁠6 on the wall to show where the box should sit. Then he fixed it safely in place. We moved the two l          ⁠7 on my desk so that I would have enough light to read. I was t          ⁠8 a piece of string around some old cards when Dad called me to look. The box had become a real book corner. I u          ⁠9 the string and put the cards inside. My sister was s          ⁠10 when she saw the result. She could hardly believe it was the same box. 参考答案 1. shelves 2. tape 3. glue 4. mess 5. brushes 6. marks 7. lamps 8. tying 9. untied 10. surprised 篇意与考点 旧物改造与按步骤操作 U4 1. shelves 前文需要放书的位置，旧箱子改造成的是书架。a set of shelves 为“一组架子”，shelf 的复数把 f 改为 ves，填 shelves。 2. tape sticky reel 和保护边缘的用途提示胶带 tape。strong 修饰材料名词，这里 tape 是不可数名词，不写成 tapes。 3. glue the thick white liquid in a bottle 进一步解释是白色胶水，填 glue。used glue to attach ... 表示用胶水粘贴，glue 在此是名词。 4. mess 地上到处是废纸，说明乱作一团。in a mess 是固定搭配，a 后填名词 mess，不能填形容词 messy。 5. brushes After painting 和 washed 说明清洗两支画笔。both 要求复数 brushes；brush 以 sh 结尾，复数加 -es。 6. marks to show where the box should sit 说明在墙上作位置标记，填 marks。two small 后用可数名词复数，不能填动词过去式 marked。 7. lamps enough light to read 提示把台灯挪到合适位置，填 lamps。two 明确要求复数，lamp 直接加 -s。 8. tying was ... when 表示当时正在系绳子，填 tying。tie 变现在分词时将 ie 改为 y，再加 -ing，不能写 tieing。 9. untied 随后要把卡片放进箱子，需要解开绳子，填 untied。与 put 并列叙述过去动作，untie 的过去式直接加 -d。 10. surprised could hardly believe 表示妹妹难以相信变化，提示惊讶的感受。was 后填 surprised；surprising 表示使人惊讶的特点。 重点归纳 shelf 的复数 tape 与 glue in a mess brush 的复数 tie 与 untie surprised Passage 13 A present made at home Before the Mid-Autumn Festival, Mum bought some m          ⁠1, the round cakes we share at that time of year. I wanted to give our neighbour a handmade box for them. The r          ⁠2 was simple: she often helped me water my plants when my family was away, and I wanted to thank her. I am not a b          ⁠3 artist. My first picture looked like a red cloud instead of a flower. I tried drawing with the tips of my f          ⁠4, one small spot at a time. Mum asked me to wear thin g          ⁠5 because the colour was difficult to wash off my hands. We made a little red d          ⁠6, a liquid used for colouring, from some beetroot. It was not our u          ⁠7 way of decorating a gift box, but the colour looked warm on the paper. At first, I thought it would be i          ⁠8 to finish before dinner. Breaking the job into small steps helped. Our neighbour smiled when she opened the door. She said the box did not look like a factory p          ⁠9, and that was exactly why she liked it. I felt great j          ⁠10 as she put it on her table. The present had taken an afternoon to make, but I was already planning another. 参考答案 1. mooncakes 2. reason 3. born 4. fingers 5. gloves 6. dye 7. usual 8. impossible 9. product 10. joy 篇意与考点 有心意的节日手作礼物 U4 1. mooncakes Mid-Autumn Festival 和 round cakes 是中秋月饼的明确线索，填 mooncakes。some 后表示多块月饼，使用可数名词复数。 2. reason 后文解释想送礼是因为邻居经常帮忙，提示 reason“原因”。The ... was simple 中用单数名词作主语，不应填 reasons。 3. born not a born artist 表示“并非天生的艺术家”。后文第一幅画并不成功，呼应这一说法；born 在此为形容词，不是过去时谓语。 4. fingers with the tips of my ... 表示用手指尖点画，填 fingers。身体有多个手指，tips 也为复数，因此应填可数名词复数 fingers。 5. gloves wear 和避免手上沾色说明戴手套，填 gloves。手套通常成双使用，前面无单数限定词，填复数 gloves。 6. dye 同位解释 a liquid used for colouring 提示“染料”，填 dye。a little 修饰少量液体材料，dye 在这里作不可数名词。 7. usual 从甜菜中提取颜色不是平常的装饰方式，not our usual way 表示“不是我们通常的方法”。usual 修饰 way，不需要副词形式。 8. impossible At first 与后文小步骤帮助完成形成转折，说明起初觉得不可能按时做好，填 impossible，注意前缀是 im-。 9. product factory product 表示工厂生产的产品。a 限定单数 product；后文说邻居正因为它像手作而喜欢，帮助确定其含义。 10. joy feel great joy 表示“感到非常喜悦”。great 后需要名词 joy，不能填形容词 joyful，也不用给不可数的 joy 加 -s。 重点归纳 born 作形容词 身体部位与衣物复数 dye 的名词用法 usual 与 impossible feel joy Passage 14 The mystery at the film club Our film club watches short m          ⁠1 made by young people. Last week, we chose one about a family birthday party. I expected a serious d          ⁠2, but it was full of h          ⁠3. A child hid the birthday cake, forgot where he had put it and then blamed the family dog. The first scene was so f          ⁠4 that everyone smiled. Later, the story slowed down, and I thought a long kitchen scene was b          ⁠5. My friend Lily disagreed. She noticed a small clue in the scene: a little cream on the child's schoolbag. Without it, the ending would not make sense. We paused the film before the family discovered the cake. Each group tried to guess the s          ⁠6 behind its disappearance. Our group n          ⁠7 guessed correctly, but we chose the wrong bag. When the answer appeared on the screen, we l          ⁠8 at how close we had come. Afterwards, we talked about the bright b          ⁠9 in the party scenes and the music that made the search feel exciting. The film had a tiny budget. H          ⁠10, it gave us plenty to discuss. Next time, I will watch a quiet scene more closely before deciding that nothing important is happening. 参考答案 1. movies 2. drama 3. humour 4. funny 5. boring 6. secret 7. nearly 8. laughed 9. balloons 10. However 篇意与考点 用证据讨论观影感受 U1 U2 U4 1. movies film club 的活动是看年轻人制作的短片，填 movies。这里泛指经常观看的多部影片，使用可数名词复数。 2. drama serious 和生日故事的影片类型提示 drama“戏剧性影片”。a serious 后需要单数名词；后文实际充满幽默，与原先预期形成反差。 3. humour 孩子藏蛋糕却责怪狗的情节带有幽默，full of humour 表示“充满幽默”。of 后用名词 humour，不能用 humorous。 4. funny everyone smiled 表示场景令人发笑，填 funny。so ... that ... 中空格为形容词，说明 scene 的特点，不应填名词 fun。 5. boring the story slowed down 与 long kitchen scene 表明作者当时认为这一段令人厌倦，填 boring。场景使人无聊的特点用 boring，而不是人的感受 bored。 6. secret behind its disappearance 指蛋糕消失背后的秘密，填 secret。the ... behind ... 中需要单数名词，后文揭示袋子的位置。 7. nearly but we chose the wrong bag 表明没有完全猜中，只是差一点，填 nearly。nearly guessed correctly 表示几乎猜对，不等于已经猜对。 8. laughed 答案揭晓后大家笑自己只差一点，填 laughed。叙述上周观影经历，与 appeared 保持过去时一致，laugh 的过去式直接加 -ed。 9. balloons birthday party、bright 与场景布置共同提示气球，填 balloons。前面没有 a，且指多个装饰气球，需用复数。 10. However 前句说预算很少，后句却说很有讨论价值，形成转折，填 However。它位于句首且后有逗号，首字母必须大写。 重点归纳 humour 与 funny boring 与 bored nearly 的语义 laughed However 表转折 Passage 15 The racket library Several students at our school wanted to play b          ⁠1, the sport in which players hit a small feathered object over a net. They had space after school, but not everyone owned a racket. Buying one was expensive for some families. So our class asked whether borrowing equipment could help more children stay a          ⁠2. We collected our classmates' t          ⁠3 by asking what they wanted to borrow and when they could play. The school already had sports p          ⁠4 for older pupils, but j          ⁠5 students had only one choice. We decided to start with a small cupboard and ten rackets, rather than ask for a whole new building. Two local families o          ⁠6 us their spare equipment. An adult checked each racket, and our teacher helped us d          ⁠7 a simple system for borrowing. We ran a two-week t          ⁠8 to see if it worked. Every player wrote a name beside the item and brought it back before the next morning. The plan was much c          ⁠9 than buying ten new rackets, and there were f          ⁠10 unused ones sitting at home. More importantly, students who had never played together began meeting after class. Our cupboard was small, but it gave people a reason to try something new without paying for it first. 参考答案 1. badminton 2. active 3. thoughts 4. programmes 5. junior 6. offered 7. develop 8. test 9. cheaper 10. fewer 篇意与考点 由学生需求出发改善运动空间 U1 U2 1. badminton 后文解释隔网击打羽毛制成的小球，明确指羽毛球，填 badminton。play badminton 中球类运动名称前不加冠词。 2. active 前文说让更多孩子借到球拍参与运动，stay active 表示“保持活跃”。stay 是连系动词，后用形容词 active，不用副词。 3. thoughts by asking what they wanted ... 表示收集同学的想法，填 thoughts。classmates' 对应多人的意见，此处用名词复数。 4. programmes 学校已有为较大学生开设的体育课程，填 programmes。sports 作定语，courses 或 programmes 指一系列课程，但首字母 p 明确锁定 programmes；programs 也可。 5. junior 与 older pupils 对照，指低年级学生，填 junior，修饰 students。这里考查教材中 junior“初级的；青少年的”在校园语境中的用法。 6. offered spare equipment 表明家庭向项目提供闲置器材，填 offered。全文讲已经实施的计划，与 checked、helped 保持过去时。 7. develop develop a system 表示“形成、建立一个制度”。help sb do sth 中用原形 develop，不能因为 helped 为过去式就填 developed。 8. test to see if it worked 表示先试验这个借用方案，填 test。a two-week 后需要单数名词，表示为期两周的一次试运行。 9. cheaper than 引出与买十副新球拍的成本比较，填 cheaper。much 可修饰比较级，但不能直接修饰原级 cheap。 10. fewer unused ones 指闲置球拍，是可数名词复数，需用 fewer“更少的”。与借出前作比较，不能填修饰不可数名词的 less。 重点归纳 stay active collect thoughts offer sb sth help sb do sth cheaper than fewer 与 less 第 页 共 页 学科网（北京）股份有限公司 $