专题01 完形填空-【题型易-必考题型精练】2026-2027学年九年级上册英语期中考前梯度特训（外研版·天津专用）

考前特训 专题01 完形填空 期中考满分冲刺（天津专用） 姓名：___________班级：___________座号：___________ 内容提要 题型分析 解题指导 集中突破 一、题型定位 完形填空是天津中考英语的常规题型，旨在考查学生在语篇中综合运用语言知识的能力。本题型给出一篇或数篇留有空白的短文，每空提供 A、B、C、D 四个选项，要求学生根据上下文语境选出最佳答案，使补全后的短文意思通顺、结构完整。 本次特训共收录 9 篇短文、90 道小题，篇幅在 180—360 词之间，话题高度贴近天津考情与九年级上册（外研版）单元主题，涵盖中华传统文化（皮影戏、木版印刷）、青少年成长、货币与理财、口述历史、博物馆志愿活动等。 二、命题特点 （1）以“上下文逻辑”为主：单纯考语法的题极少，绝大多数题目必须回到前后句甚至跨段寻找线索，如并列、转折、因果、递进关系。 （2）实词辨析唱主角：名词、动词、形容词、副词的辨析占六成以上，且多为近义词或易混词（如 record / watch、bright / weak、budget / list）。 （3）短语动词与固定搭配稳定出现：give up、wear VR headsets、made of 等搭配是高频考点。 （4）文化背景与常识介入：部分题需结合文化常识（如“皮影”中 pi = leather）才能判定。 （5）设空分布均匀、首尾常设干扰：首句一般不设空，末句常考总结性词汇（如 support、value）。 三、核心考点分布（基于本次特训 9 篇梳理） 通过对 90 道小题的归类，核心考点可归纳为以下六类： （1）名词辨析（约 18 题）：如 art / medicine、bridge / flower、budget / list。 （2）动词及短语辨析（约 24 题）：如 record / buy、wear / ride、give up / put up。 （3）形容词辨析（约 16 题）：如 bright / weak、old-fashioned / valuable、independent / dependent。 （4）连词与介词（约 10 题）：如 and / but / or、with / without / by。 （5）副词与其他（约 8 题）：如 still / nearly、really / instead。 （6）文化背景与常识推断（约 14 题）：结合主题语境（皮影、印刷、货币史）判定。 一、四步解题法 第一步：通读全文，跳过设空，把握主旨与文体（叙事、说明、议论），切忌拿起来就填。 第二步：逐空突破，先凭语感初选，再回原文找“同义复现、反义对照、逻辑连接、固定搭配”四类证据。 第三步：比对选项，排除明显不合语境的项，用“代入法”读一遍是否通顺。 第四步：复读核查，重点检查逻辑连词、时态一致与搭配，避免“读半句”造成的误选。 二、结合本次特训题目的实战点拨 【点拨1】逻辑连词题——以 Passage 1 题 9 为例：原文写道“the spread of cultural history, social beliefs”，其后接空，再接“local customs”。并列的三个名词短语应由并列连词连接，且前文“and”已多次出现于同类结构，故选 B（and）。做并列题时，先看前后是否同属一类概念，再看文中是否已有呼应词。 【点拨2】固定搭配题——以 Passage 2 题 16 为例：空后宾语为“VR headsets”，英语中“戴头显”的固定表达是 wear VR headsets，eat / drive / ride 均不能与 headsets 搭配，故选 C（wear）。积累“动宾搭配”是完形提分的关键。 【点拨3】语境推断题——以 Passage 3 题 22 为例：空前说“most young people today think this art is”，空后说“and prefer watching short videos online”，由年轻人更爱刷短视频可知他们认为皮影“过时”，故选 C（old-fashioned）。当选项都是形容词时，一定回到前后句找态度倾向词。 【点拨4】文化背景题——以 Passage 1 题 5 为例：空后说“form is called piyingxi, and pi means leather”，由 pi = leather（皮革）可直接推出这种艺术形式叫“皮影戏”，属于 art form，故选 C（art）。此类题考查“词源+常识”，平时多积累文化词汇事半功倍。 【点拨5】名词辨析题——以 Passage 4 题 37 为例：空后说“for our pocket money, dividing it into spending, saving and donating parts”，把零花钱分成“消费、储蓄、捐赠”三部分，这正是做“预算”，故选 B（budget）。解题时抓住空后同位或解释性内容即可秒杀。 【点拨6】短语动词题——以 Passage 3 题 27 为例：空前说“she kept trying and never”，由 kept trying（坚持尝试）可知她“从未放弃”，故选 B（gave up）。短语动词是天津完形高频考点，建议按“动词+up / off / out”分类背诵。 三、易错提醒 • 忌“只见树木”：只盯空前一句就选，忽略后文复现词，易掉进近义词陷阱。 • 忌“熟词生义”想当然：如 record 在此作“记录”而非“唱片”，appreciate 作“珍惜”而非“欣赏”。 • 忌“搭配张冠李戴”：及物动词后是否缺宾语、介词是否与动词固定搭配，要逐题核验。 • 忌“最后一题草率”：末句常考查全文情感态度（support / value），需结合主旨作答。 Passage 1 Shadow play is a traditional form of fun in China. Leather (皮革) puppets, controlled by sticks, are held up against a screen with a light behind them. With 1 , songs and dialogue, they tell a story. It’s possible that some form of shadow play has been in China for a long time, but it was not until the Northern Song Dynasty that shadow play was 2 in books. The tools required for a shadow play are 3 : just a white screen, puppets, and a light. Screens were made of paper, and some had the scenery painted on. Puppets might have been first 4 paper too, but no doubt leather quickly became more popular because of its durability (耐用性). Therefore, in modern Chinese the 5 form is called piyingxi, and pi means leather. Puppets stood for people and different things. They were carved (雕刻) and painted. The colours were very 6 in order to show through the screen. A typical performing team was made up of around five people. One 7 the puppets, three played the instruments and one sang all the parts. The 8 performances made shadow play an ideal entertainment art form for the working class. Skills were passed down through families, in teams, and from masters to pupils. The art form enabled the spread of cultural history, social beliefs 9 local customs. The Chinese government 10 this ancient and important art form, yet it is the performers themselves who can best bring it to young people. 1．A．music B．food C．love D．interest 2．A．enjoyed B．recorded C．watched D．played 3．A．difficult B．popular C．expensive D．simple 4．A．stopped from B．depended on C．made of D．taken up 5．A．sports B．learning C．art D．medicine 6．A．bright B．blue C．weak D．strange 7．A．caught B．moved C．shook D．threw 8．A．morning B．noon C．afternoon D．evening 9．A．for B．and C．but D．or 10．A．invents B．produces C．educates D．supports Passage 2 Wang Hao is a middle school student who loves traditional Chinese culture. This year, he joined a school club called “Intangible Cultural Heritage Guardians”. Their latest project is to 1 the ancient skill of making Ruan’s woodblock printing, which is in danger of being forgotten. The first step was to learn from Master Ruan, an 85-year-old artist. However, Master Ruan had difficulty teaching the 2 and carving techniques because of his poor eyesight. Wang Hao decided to use a special 3D camera to 3 every movement of the old master’s hands. Every Tuesday afternoon, Wang Hao went to Master Ruan’s workshop. The high-tech camera turned the master’s 4 into digital models. When the first interactive digital textbook was completed, Master Ruan was deeply 5 . “I never expected modern technology could keep my skills alive,” he said with tears in his eyes. At the city’s Cultural Festival, visitors could 6 VR headsets to “touch” the virtual woodblocks and feel the carving process. A 7 boy who had trouble hearing was able to “see” the sound of carving through visual effects. “Now I can learn this art without missing any details!” he said excitedly. So far, their digital platform has attracted over 30,000 students. Many of them have 8 their own printing works online. Though Wang Hao is busy with his studies, he 9 spends his weekends learning the craft. “Technology is just a tool,” he said. “It is like a 10 that links the ancient wisdom with our future.” 1．A．lose B．protect C．forget D．break 2．A．printing B．painting C．writing D．cutting 3．A．laugh B．record C．buy D．stop 4．A．actions B．story C．money D．voice 5．A．angry B．sad C．moved D．afraid 6．A．eat B．drive C．wear D．ride 7．A．noisy B．deaf C．silly D．lazy 8．A．hidden B．shared C．polluted D．thrown 9．A．nearly B．instead C．really D．still 10．A．mountain B．flower C．bridge D．ball Passage 3 When 16-year-old Lin Mo first watched her grandmother make shadow puppetry, she fell in love with the ancient art. Her grandma was a well-known 1 who had been performing puppetry for over 40 years. But most young people today think this art is 2 and prefer watching short videos online. Lin Mo decided to do something to change that. As a creative 3 , she came up with an idea: put traditional puppet stories onto short video platforms. She practiced how to 4 the puppets with her fingers every evening after school, and filmed every 5 carefully. She also added modern fun stories to the old shows to attract young 6 . At first, only a few people watched her videos. But she kept trying and never 7 . Slowly, more and more people began to enjoy her works. Many teenagers commented that they never knew traditional puppetry could be so interesting. Now, Lin Mo has thousands of followers, and she even holds online workshops to teach other young people the basic skills of puppetry. Lin Mo says that as the new generation of traditional art, it is our 8 to keep it alive. Her story tells us that young people can use their 9 to help old arts shine again. She has become a good 10 for other teenagers who want to protect our cultural treasures. 1．A．inventor B．performer C．director D．designer 2．A．modern B．valuable C．old-fashioned D．meaningless 3．A．teenager B．gentleman C．lady D．volunteer 4．A．create B．connect C．control D．carry 5．A．show B．performance C．practice D．program 6．A．artists B．performers C．viewers D．creators 7．A．put up B．gave up C．cheer up D．hang up 8．A．duty B．work C．job D．task 9．A．attention B．creativity C．courage D．effort 10．A．hero B．role model C．student D．idol Passage 4 Money has a long and amazing history that goes hand in hand with human society. From the earliest barter to today’s mobile payment, every 1 in money reflects the development of human life. Over 10,000 years ago, people had to trade crops and animals for what they needed, but this way was not convenient at all. More than 3,000 years ago, shells and metal coins appeared, which made trade 2 . Then over 1,000 years ago, the Chinese invented paper money in the Song Dynasty, a great 3 that changed the world’s trade forever. Paper money is light and easy to carry, so it became popular quickly around the world. About 50 years ago, with the development of technology, electronic payment came out. Now we can pay for things with just a click on the phone, 4 going to the bank to get cash. Credit cards, debit cards and QR codes have become part of our daily life, making shopping much more 5 . But no matter what form money takes, its basic role never changes: it helps people trade goods and services smoothly. Economists always say that there’s no such thing as a free lunch, which means every “free” thing has a hidden cost. This teaches us to 6 the hard work of others who produce goods and provide services. For teenagers, learning to manage money is a very important life skill. We can start with making a 7 for our pocket money, dividing it into spending, saving and donating parts. Many schools hold charity sales every year, which is a good way to 8 money for people in need. It not only helps others, but also lets us learn the meaning of sharing and responsibility. Some students have no saving habits at all and spend all their pocket money at once, which is not a wise choice. We should save some money for a rainy day, like buying useful books or preparing for unexpected things. When we learn to use money wisely, we will become more 9 and responsible. Money is just a tool, but how we use it says a lot about our life attitude. Let’s learn to manage money well and 10 the hard work of others. 1．A．change B．chance C．character D．choice 2．A．harder B．easier C．slower D．worse 3．A．invention B．discovery C．plan D．idea 4．A．with B．for C．without D．by 5．A．boring B．convenient C．expensive D．difficult 6．A．forget B．miss C．appreciate D．ignore 7．A．list B．budget C．note D．report 8．A．raise B．save C．waste D．earn 9．A．dependent B．independent C．careless D．helpless 10．A．value B．meet C．manage D．report Passage 5 Little Mary sees her mum spend money on daily needs, She sees her dad buy new tools. She thinks it’s great fun. “Money is just some paper,” Mary thinks. “Why do my parents get the things from others after they 1 the paper to others?” Then she has an idea. She 2 her big box of crayons. She colours some paper and cuts out pieces of paper the same 3 as a 100-dollar bill (钞票). She takes her paper money to the 4 shop to buy a doll. The shopkeeper is very 5 and says, “Sorry, my girl. That’s not real money. You can’t use this paper to buy things.” Mary asks her dad about money. He answers, “Money is a 6 type of paper. You have to work to get money. That is the only kind of paper you can use to buy other things in life.” “Can I work and get some money?” Mary asks. “Not now, you are too little,” says her dad. Mary wants to 7 her parents’ burden, so she does what she can to help her parents after that. These days, Mary’s father has seen Mary’s efforts, so he decides to buy her the doll she wants. Mary happily goes back to the shop and buys the doll with her father. “The work is so 8 , but spending the money is so easy,” Mary thinks. Now, she knows 9 her dad and mum work for money every day. She decides to spend money in a 10 way in the future. 1．A．lend B．sell C．give D．throw 2．A．takes away B．takes out C．gets up D．wakes up 3．A．size B．colour C．material D．date 4．A．fruit B．flower C．shoe D．toy 5．A．surprised B．happy C．sad D．hungry 6．A．beautiful B．useless C．bright D．special 7．A．reduce B．save C．promise D．inspire 8．A．wonderful B．expensive C．interesting D．tiring 9．A．what B．why C．where D．which 10．A．cool B．crazy C．wise D．polite Passage 6 Teenagers’ growth covers creativity, money management and understanding of history. Unit1-Unit3 show us these three meaningful sides of teenage life. Lucy is a 15-year-old teenager with rich creativity. She loves puppetry and wishes to give public shows. To buy new puppet materials, she has to learn to deal with her pocket money wisely. She draws up a clear 1 every month, so she won’t spend all her money at one time. She puts part of her money into her piggy bank 2 buying everything on sale. She thinks it is a 3 habit for teenagers. When Lucy visits the city museum, she always spends hours watching the cultural remains from old kingdoms. Those ancient silk, statues and tomb relics are really 4 . Some archaeologists dug into ancient sites years ago and found these objects. Detailed reports and multimedia 5 visitors to know more about that special historical period. Some teenagers think treasure only means expensive things you can buy. 6 Lucy holds a different opinion. True treasure includes creative ideas, good living habits and our ancient culture. People can 7 knowledge from old cultural relics. We can enjoy cartoon stories about history, but we must tell fiction from real facts. Unless we keep learning, we cannot 8 understand our past. Money can buy many goods, but it cannot buy creativity or ancient culture. When teenagers become independent, they will realize the real 9 of these invisible treasures. Every small learning step counts, and it will finally shape a 10 and thoughtful young person. 1．A．budget B．account C．penny D．chain 2．A．because of B．instead of C．according to D．thanks to 3．A．old-fashioned B．positive C．noisy D．tiny 4．A．expensive B．valuable C．spare D．central 5．A．warn B．prevent C．help D．punish 6．A．If B．But C．Though D．Until 7．A．take up B．give up C．put up D．pick up 8．A．loudly B．certainly C．slowly D．suddenly 9．A．pride B．value C．pleasure D．secret 10．A．wealthy B．strange C．modern D．creative Passage 7 Do you know what your grandmother’s school was like? Most of us don’t. When old people pass away, their memories 1 with them. That is why some schools now teach students to do “oral history”—to 2 old people and record what they say. Oral history is not the same as reading a book. Books tell us what happened in a country; oral history tells us what happened to a 3 . A woman may remember how her family shared one bowl of rice; a man may remember the day electricity 4 his village. These small stories are 5 , because history books seldom have room for them. Doing oral history is 6 than it looks. You must ask good questions, listen carefully and 7 what you hear. You also need to be 8 : some old people do not want to talk about sad years. Always ask before you record, and never 9 what they say. One student said, “I used to think history was about dates. Now I know it is about 10 .” When we listen to old people, we are not only collecting stories. We are telling them: your life matters. 1．A．stay B．go C．grow D．start 2．A．invite B．teach C．interview D．thank 3．A．person B．country C．school D．book 4．A．left B．reached C．missed D．avoided 5．A．cheap B．common C．precious D．funny 6．A．easier B．harder C．shorter D．safer 7．A．give up B．throw away C．write down D．look after 8．A．careful B．brave C．quick D．lucky 9．A．make up B．hear C．share D．break 10．A．money B．dates C．people D．places Passage 8 Last summer I spent three days at a “young curator (策展人)” camp in our city museum. On the first morning, Miss Gao, a young curator, took us into a room full of old objects. “Choose one,” she said, “and tell its 1 .” I chose a small wooden 2 . It was a lunch box used by a railway worker sixty years ago. Its paint had come off, and one corner was 3 . To be honest, I chose it only because it was light and easy to carry. Around it on the shelf were a matchbox, a fridge magnet, an old cartoon book and a baseball bat—nothing valuable, but each of them had once been someone’s everyday life. But when I began to 4 into its past, everything changed. I found the worker’s name inside the lid, and with Miss Gao’s help, I found his daughter in a nearby town. She was seventy years old. She told me that her father carried his lunch in it every day, and that on winter mornings he 5 it under his coat so that the rice would stay warm. That night I wrote his story on a card and put it next to the box. On the last day, visitors 6 our little show. Many of them stopped at my table. An old man read the card twice and said, “I had a box like this. My father was a worker, too.” Then he 7 me a photo on his phone. Suddenly the old box was not old any more. It had become a 8 between strangers. I learned that a museum is not a place for 9 things; it is a place where the past and the present 10 . 1．A．price B．story C．weight D．colour 2．A．clock B．chair C．lunch box D．drawer 3．A．broken B．clean C．new D．shining 4．A．dig B．cut C．run D．jump 5．A．hid B．threw C．sold D．dropped 6．A．missed B．closed C．visited D．built 7．A．showed B．lent C．read D．wrote 8．A．wall B．bridge C．window D．door 9．A．useless B．expensive C．modern D．heavy 10．A．end B．stop C．meet D．wait Passage 9 Last summer, I became a volunteer at the Anhui Museum. I thought my job would be easy—just showing visitors the way. But on the first morning, Miss Chen, an archaeologist (考古学家), gave me a box of broken pieces of pottery (陶器). “Your job is to 1 them together,” she said. “These pieces slept in the earth for more than 3,000 years.” I looked at the hundreds of grey pieces and felt 2 . How could anyone put them together? But Miss Chen told me to start with the 3 ones: first the bottom, then the sides. “Every piece has its own place,” she said. “History is like a big 4 . When one piece is missing, we can’t see the whole picture.” For two weeks, I sat at the table with a small brush in my hand. Sometimes two pieces fitted perfectly, and I felt like a 5 discovering gold. Sometimes I 6 for hours and found nothing. Slowly, a round pot began to 7 before my eyes. On the last day, a group of children came to the museum. I 8 the children a story about how the pot was made 3,000 years ago and how we pieced it together. Their eyes grew wide. “You mean these pieces are older than my grandpa’s grandpa?” one boy asked. Everyone laughed. I laughed, too—but inside, I felt something new: 9 . Our ancestors left us a wonderful world, and my small work helped to bring it 10 . Now I understand why Miss Chen loves her job. 1．A．put B．cut C．throw D．mix 2．A．excited B．helpless C．proud D．calm 3．A．biggest B．smallest C．heaviest D．newest 4．A．puzzle B．story C．game D．picture 5．A．teacher B．visitor C．child D．guard 6．A．waited B．stood C．searched D．slept 7．A．disappear B．take shape C．run away D．break down 8．A．asked B．showed C．told D．warned 9．A．fear B．pride C．worry D．pity 10．A．up B．out C．in D．back 18 / 18乐思英语 学科网（北京）股份有限公司 $考前特训 专题01 完形填空 期中考满分冲刺（天津专用） 姓名：___________班级：___________座号：___________ 内容提要 题型分析 解题指导 集中突破 一、题型定位 完形填空是天津中考英语的常规题型，旨在考查学生在语篇中综合运用语言知识的能力。本题型给出一篇或数篇留有空白的短文，每空提供 A、B、C、D 四个选项，要求学生根据上下文语境选出最佳答案，使补全后的短文意思通顺、结构完整。 本次特训共收录 9 篇短文、90 道小题，篇幅在 180—360 词之间，话题高度贴近天津考情与九年级上册（外研版）单元主题，涵盖中华传统文化（皮影戏、木版印刷）、青少年成长、货币与理财、口述历史、博物馆志愿活动等。 二、命题特点 （1）以“上下文逻辑”为主：单纯考语法的题极少，绝大多数题目必须回到前后句甚至跨段寻找线索，如并列、转折、因果、递进关系。 （2）实词辨析唱主角：名词、动词、形容词、副词的辨析占六成以上，且多为近义词或易混词（如 record / watch、bright / weak、budget / list）。 （3）短语动词与固定搭配稳定出现：give up、wear VR headsets、made of 等搭配是高频考点。 （4）文化背景与常识介入：部分题需结合文化常识（如“皮影”中 pi = leather）才能判定。 （5）设空分布均匀、首尾常设干扰：首句一般不设空，末句常考总结性词汇（如 support、value）。 三、核心考点分布（基于本次特训 9 篇梳理） 通过对 90 道小题的归类，核心考点可归纳为以下六类： （1）名词辨析（约 18 题）：如 art / medicine、bridge / flower、budget / list。 （2）动词及短语辨析（约 24 题）：如 record / buy、wear / ride、give up / put up。 （3）形容词辨析（约 16 题）：如 bright / weak、old-fashioned / valuable、independent / dependent。 （4）连词与介词（约 10 题）：如 and / but / or、with / without / by。 （5）副词与其他（约 8 题）：如 still / nearly、really / instead。 （6）文化背景与常识推断（约 14 题）：结合主题语境（皮影、印刷、货币史）判定。 一、四步解题法 第一步：通读全文，跳过设空，把握主旨与文体（叙事、说明、议论），切忌拿起来就填。 第二步：逐空突破，先凭语感初选，再回原文找“同义复现、反义对照、逻辑连接、固定搭配”四类证据。 第三步：比对选项，排除明显不合语境的项，用“代入法”读一遍是否通顺。 第四步：复读核查，重点检查逻辑连词、时态一致与搭配，避免“读半句”造成的误选。 二、结合本次特训题目的实战点拨 【点拨1】逻辑连词题——以 Passage 1 题 9 为例：原文写道“the spread of cultural history, social beliefs”，其后接空，再接“local customs”。并列的三个名词短语应由并列连词连接，且前文“and”已多次出现于同类结构，故选 B（and）。做并列题时，先看前后是否同属一类概念，再看文中是否已有呼应词。 【点拨2】固定搭配题——以 Passage 2 题 16 为例：空后宾语为“VR headsets”，英语中“戴头显”的固定表达是 wear VR headsets，eat / drive / ride 均不能与 headsets 搭配，故选 C（wear）。积累“动宾搭配”是完形提分的关键。 【点拨3】语境推断题——以 Passage 3 题 22 为例：空前说“most young people today think this art is”，空后说“and prefer watching short videos online”，由年轻人更爱刷短视频可知他们认为皮影“过时”，故选 C（old-fashioned）。当选项都是形容词时，一定回到前后句找态度倾向词。 【点拨4】文化背景题——以 Passage 1 题 5 为例：空后说“form is called piyingxi, and pi means leather”，由 pi = leather（皮革）可直接推出这种艺术形式叫“皮影戏”，属于 art form，故选 C（art）。此类题考查“词源+常识”，平时多积累文化词汇事半功倍。 【点拨5】名词辨析题——以 Passage 4 题 37 为例：空后说“for our pocket money, dividing it into spending, saving and donating parts”，把零花钱分成“消费、储蓄、捐赠”三部分，这正是做“预算”，故选 B（budget）。解题时抓住空后同位或解释性内容即可秒杀。 【点拨6】短语动词题——以 Passage 3 题 27 为例：空前说“she kept trying and never”，由 kept trying（坚持尝试）可知她“从未放弃”，故选 B（gave up）。短语动词是天津完形高频考点，建议按“动词+up / off / out”分类背诵。 三、易错提醒 • 忌“只见树木”：只盯空前一句就选，忽略后文复现词，易掉进近义词陷阱。 • 忌“熟词生义”想当然：如 record 在此作“记录”而非“唱片”，appreciate 作“珍惜”而非“欣赏”。 • 忌“搭配张冠李戴”：及物动词后是否缺宾语、介词是否与动词固定搭配，要逐题核验。 • 忌“最后一题草率”：末句常考查全文情感态度（support / value），需结合主旨作答。 Passage 1 Shadow play is a traditional form of fun in China. Leather (皮革) puppets, controlled by sticks, are held up against a screen with a light behind them. With 1 , songs and dialogue, they tell a story. It’s possible that some form of shadow play has been in China for a long time, but it was not until the Northern Song Dynasty that shadow play was 2 in books. The tools required for a shadow play are 3 : just a white screen, puppets, and a light. Screens were made of paper, and some had the scenery painted on. Puppets might have been first 4 paper too, but no doubt leather quickly became more popular because of its durability (耐用性). Therefore, in modern Chinese the 5 form is called piyingxi, and pi means leather. Puppets stood for people and different things. They were carved (雕刻) and painted. The colours were very 6 in order to show through the screen. A typical performing team was made up of around five people. One 7 the puppets, three played the instruments and one sang all the parts. The 8 performances made shadow play an ideal entertainment art form for the working class. Skills were passed down through families, in teams, and from masters to pupils. The art form enabled the spread of cultural history, social beliefs 9 local customs. The Chinese government 10 this ancient and important art form, yet it is the performers themselves who can best bring it to young people. 1．A．music B．food C．love D．interest 2．A．enjoyed B．recorded C．watched D．played 3．A．difficult B．popular C．expensive D．simple 4．A．stopped from B．depended on C．made of D．taken up 5．A．sports B．learning C．art D．medicine 6．A．bright B．blue C．weak D．strange 7．A．caught B．moved C．shook D．threw 8．A．morning B．noon C．afternoon D．evening 9．A．for B．and C．but D．or 10．A．invents B．produces C．educates D．supports 【答案】 1．A 2．B 3．D 4．C 5．C 6．A 7．B 8．D 9．B 10．D 【导语】本文主要介绍了中国皮影戏的历史、道具、表演形式、文化价值及政府支持，旨在弘扬传统艺术。 【详解】1．句意：通过音乐、歌曲和对话，它们讲述了一个故事。 结合常识以及“songs and dialogue”可知，表演需要声音配合，music“音乐”符合语境；food“食物”、love“爱”、interest“兴趣”，均不符合语境。 2．句意：中国可能早已存在某种形式的皮影戏，但直到北宋时期，皮影戏才被记录在案。 根据“in books”可知是书面记录，recorded“记录”符合语境；enjoyed“享受”、watched“观看”、played“玩”，均不符合语境。 3．句意：皮影戏所需的工具很简单：只有一个白色屏幕、木偶和一盏灯。 根据“just a white screen, puppets, and a light”可知，所需工具很简单，应用simple“简单的”。difficult“困难的”、popular“流行的”、expensive“昂贵的”，均不符合语境。 4．句意：木偶最初可能也是用纸做的，但毫无疑问，皮革因为耐用而迅速变得更受欢迎。 空后“paper”表示制作木偶的材料，应用made of“由……制成”；stopped from“阻止”、depended on“依赖于”、taken up“占据”，均不符合语境。 5．句意：因此，在现代汉语中，这种艺术形式被称为皮影戏，皮的意思是皮革。 空后“form”以及后文“this ancient and important art form”表明，皮影戏是传统艺术，应用art“艺术”。sports“运动”、learning“学习”、medicine“药”，均不符合语境。 6．句意：为了透过屏幕显示，颜色非常明亮。 根据“show through the screen”可知颜色需鲜艳才能看清，应用bright“明亮的”。blue“蓝色的”、weak“微弱的”、strange“奇怪的”，均不符合语境。 7．句意：一个人移动木偶，三个人演奏乐器，一个人演唱所有的角色。 皮影人偶是靠棍子操控的，表演者需要移动人偶来完成演出，moved“移动”符合语境，侧重操控、移动木偶；caught“抓住”、shook“摇晃”、threw“扔”，均不符合语境。 8．句意：晚上的表演使皮影戏成为工人阶级理想的娱乐艺术形式。 皮影依靠背光成像，晚间环境光线暗，演出效果好，因此多在晚间表演，evening“夜晚”符合语境；morning“早上”、noon“中午”、afternoon“下午”，均不符合语境。 9．句意：这种艺术形式使得文化历史、社会信仰和当地风俗得以传播。 此处表示并列，应用连词and“和”；for“为了”、but“但是”、or“或者”，均不符合语境。 10．句意：中国政府支持这种古老而重要的艺术形式，然而最能把它带给年轻人的还是表演者自己。 政府对传统文化通常是保护、支持，supports“支持”符合语境；invents“发明”、produces“生产”、educates“教育”，均不符合语境。 Passage 2 Wang Hao is a middle school student who loves traditional Chinese culture. This year, he joined a school club called “Intangible Cultural Heritage Guardians”. Their latest project is to 1 the ancient skill of making Ruan’s woodblock printing, which is in danger of being forgotten. The first step was to learn from Master Ruan, an 85-year-old artist. However, Master Ruan had difficulty teaching the 2 and carving techniques because of his poor eyesight. Wang Hao decided to use a special 3D camera to 3 every movement of the old master’s hands. Every Tuesday afternoon, Wang Hao went to Master Ruan’s workshop. The high-tech camera turned the master’s 4 into digital models. When the first interactive digital textbook was completed, Master Ruan was deeply 5 . “I never expected modern technology could keep my skills alive,” he said with tears in his eyes. At the city’s Cultural Festival, visitors could 6 VR headsets to “touch” the virtual woodblocks and feel the carving process. A 7 boy who had trouble hearing was able to “see” the sound of carving through visual effects. “Now I can learn this art without missing any details!” he said excitedly. So far, their digital platform has attracted over 30,000 students. Many of them have 8 their own printing works online. Though Wang Hao is busy with his studies, he 9 spends his weekends learning the craft. “Technology is just a tool,” he said. “It is like a 10 that links the ancient wisdom with our future.” 1．A．lose B．protect C．forget D．break 2．A．printing B．painting C．writing D．cutting 3．A．laugh B．record C．buy D．stop 4．A．actions B．story C．money D．voice 5．A．angry B．sad C．moved D．afraid 6．A．eat B．drive C．wear D．ride 7．A．noisy B．deaf C．silly D．lazy 8．A．hidden B．shared C．polluted D．thrown 9．A．nearly B．instead C．really D．still 10．A．mountain B．flower C．bridge D．ball 【答案】 1．B 2．A 3．B 4．A 5．C 6．C 7．B 8．B 9．D 10．C 【导语】本文讲述了中学生王浩利用科技手段保护传统木版印刷技艺的故事。他通过3D相机记录大师动作，制作数字教材，让传统文化得以传承并发扬光大。 【详解】1．句意：他们最新的项目是保护阮氏木版印刷这一古老技艺，该技艺正面临着被遗忘的危险。 根据前文社团名称“Intangible Cultural Heritage Guardians”及后文“in danger of being forgotten”可知，项目目的是保护濒危技艺。protect意为“保护”，符合语境。lose意为“失去”，forget意为“忘记”，break意为“打破”，均与守护者的身份和目的不符。 2．句意：然而，阮师傅因视力不好，难以教授印刷与雕刻技法。 根据前文“Ruan’s woodblock printing”及后文“carving techniques”可知，这里指印刷与雕刻技术。printing意为“印刷”，符合语境。painting意为“绘画”，writing意为“书写”，cutting意为“切割”，均不能准确对应前文。 3．句意：王浩决定用一台特殊的3D相机来记录老艺人双手的每一个动作。 根据后文“turned the master’s...into digital models”可知，相机的作用是把动作记录下来。record意为“记录”，符合语境。laugh意为“笑”，buy意为“买”，stop意为“停止”，均不符合用相机记录动作的语境。 4．句意：高科技相机把大师的动作转化成数字模型。 根据前文“every movement of the old master’s hands”可知，被转化的是动作。actions意为“动作”，符合语境。story意为“故事”，money意为“钱”，voice意为“声音”，均不是相机拍摄的对象。 5．句意：当第一本交互式数字教材完成时，阮师傅深受感动。 根据后文“‘I never expected modern technology could keep my skills alive,’ he said with tears in his eyes.”可知，老人被深深打动了。moved意为“感动的”，符合语境。angry意为“生气的”，sad意为“难过的”，afraid意为“害怕的”，均与后文含泪说出的感激话语不符。 6．句意：在这座城市的文化节上，参观者可以戴上VR头盔，“触摸” 虚拟木刻版，感受雕刻的过程。 根据固定搭配wear VR headsets可知，此处用wear表示“穿戴”，符合语境。eat意为“吃”，drive意为“驾驶”，ride意为“骑”，均不能与“headset”构成合理搭配。 7．句意：一个听障男孩能够通过视觉效果“看见”雕刻的声音。 根据后文“who had trouble hearing”可知，男孩是听力障碍者。deaf意为“聋的，听障的”，符合语境。noisy意为“吵闹的”，silly意为“愚蠢的”，lazy意为“懒惰的”，均不能准确描述有听力困难的人。 8．句意：他们中的许多人已经在网上分享了自己的印刷作品。 根据后文“their own printing works online”及语境可知，学生们把自己的作品发布到网上与人分享。shared意为“分享”，符合语境。hidden意为“隐藏”，polluted意为“污染”，thrown意为“扔掉”，均与网上展示作品的积极行为不符。 9．句意：虽然王浩学业繁忙，他仍然在周末学习这门手艺。 根据前文“Though”引导的让步状语从句及后文“spends his weekends learning the craft”可知，他尽管忙但依然坚持学习。still意为“仍然”，符合语境。nearly意为“几乎”，instead意为“代替”，really意为“真的”，均不能表达坚持的含义。 10．句意：它就像一座桥，把古老的智慧与我们的未来连接起来。 根据后文“links the ancient wisdom with our future”及“like a...”的比喻可知，连接两端的东西是桥。bridge意为“桥”，符合语境。mountain意为“山”，flower意为“花”，ball意为“球”，均不能承担“连接”的功能。 Passage 3 When 16-year-old Lin Mo first watched her grandmother make shadow puppetry, she fell in love with the ancient art. Her grandma was a well-known 1 who had been performing puppetry for over 40 years. But most young people today think this art is 2 and prefer watching short videos online. Lin Mo decided to do something to change that. As a creative 3 , she came up with an idea: put traditional puppet stories onto short video platforms. She practiced how to 4 the puppets with her fingers every evening after school, and filmed every 5 carefully. She also added modern fun stories to the old shows to attract young 6 . At first, only a few people watched her videos. But she kept trying and never 7 . Slowly, more and more people began to enjoy her works. Many teenagers commented that they never knew traditional puppetry could be so interesting. Now, Lin Mo has thousands of followers, and she even holds online workshops to teach other young people the basic skills of puppetry. Lin Mo says that as the new generation of traditional art, it is our 8 to keep it alive. Her story tells us that young people can use their 9 to help old arts shine again. She has become a good 10 for other teenagers who want to protect our cultural treasures. 1．A．inventor B．performer C．director D．designer 2．A．modern B．valuable C．old-fashioned D．meaningless 3．A．teenager B．gentleman C．lady D．volunteer 4．A．create B．connect C．control D．carry 5．A．show B．performance C．practice D．program 6．A．artists B．performers C．viewers D．creators 7．A．put up B．gave up C．cheer up D．hang up 8．A．duty B．work C．job D．task 9．A．attention B．creativity C．courage D．effort 10．A．hero B．role model C．student D．idol 【答案】 1．B 2．C 3．A 4．C 5．B 6．C 7．B 8．A 9．B 10．B 【导语】本文讲述了16岁女孩Lin Mo通过短视频平台创新皮影戏表演，吸引年轻人关注传统艺术的故事。 【详解】1．句意：她的奶奶是一位著名的表演者，表演皮影戏已有40多年。 后文“performing puppetry”提示奶奶是“表演者”，performer“表演者”符合语境，inventor“发明家”、director“导演”、designer“设计师”均不合理。 2．句意：但现在的大多数年轻人认为这门艺术是过时的。 后文“prefer watching short videos online”表明年轻人认为皮影戏“过时”，old-fashioned“过时的”符合语境，modern“现代的”、valuable“有价值的”、meaningless“无意义的”均不合理。 3．句意：作为一个有创造力的青少年，她提出一个想法：将传统皮影故事放到短视频平台上。 第一段“16-year-old Lin Mo”表明她是“青少年”，teenager“青少年”符合语境，gentleman“绅士”、lady“女士”、volunteer“志愿者”均不合理。 4．句意：她每天放学后练习如何用手指操控皮影。空处与“the puppets with her fingers”搭配，表示“操控”皮影，control“操控”符合语境，create“创造”、connect“连接”、carry“携带”均不合理。 5．句意：她仔细地拍摄了每一次表演。 前文提到她练习操控皮影并拍摄视频，她拍摄的应是练习熟练后最终的“表演”过程，performance“表演”符合语境，show“展示”、practice“练习”、program“节目”均不贴切。 6．句意：她还在传统表演中加入现代有趣的故事来吸引年轻观众。 她发视频是为了吸引“观众”，viewers“观众”符合语境，artists“艺术家”、performers“表演者”、creators“创作者”均不合理。 7．句意：但她坚持尝试，从未放弃。 前文“kept trying”与后文“never”搭配，表示“从未放弃”，gave up“放弃”符合语境，put up“张贴”、cheer up“振作”、hang up“挂断”均不合理。 8．句意：作为新一代传统艺术的传承者，我们有责任让它保持活力。 保护传统艺术是“责任”，duty“责任”符合语境，work“工作”、job“职业”、task“任务”均不贴切。 9．句意：她的故事告诉我们，年轻人可以用他们的创造力帮助老艺术重新发光。 她通过创新方式传播传统艺术，体现了“创造力”，creativity“创造力”符合语境，attention“注意力”、courage“勇气”、effort“努力”均不贴切。 10．句意：她已经成为了其他想要保护文化遗产的青少年的好榜样。 她的事迹为他人树立了“榜样”，role model“榜样”符合语境，hero“英雄”、student“学生”、idol“偶像”均不贴切。 Passage 4 Money has a long and amazing history that goes hand in hand with human society. From the earliest barter to today’s mobile payment, every 1 in money reflects the development of human life. Over 10,000 years ago, people had to trade crops and animals for what they needed, but this way was not convenient at all. More than 3,000 years ago, shells and metal coins appeared, which made trade 2 . Then over 1,000 years ago, the Chinese invented paper money in the Song Dynasty, a great 3 that changed the world’s trade forever. Paper money is light and easy to carry, so it became popular quickly around the world. About 50 years ago, with the development of technology, electronic payment came out. Now we can pay for things with just a click on the phone, 4 going to the bank to get cash. Credit cards, debit cards and QR codes have become part of our daily life, making shopping much more 5 . But no matter what form money takes, its basic role never changes: it helps people trade goods and services smoothly. Economists always say that there’s no such thing as a free lunch, which means every “free” thing has a hidden cost. This teaches us to 6 the hard work of others who produce goods and provide services. For teenagers, learning to manage money is a very important life skill. We can start with making a 7 for our pocket money, dividing it into spending, saving and donating parts. Many schools hold charity sales every year, which is a good way to 8 money for people in need. It not only helps others, but also lets us learn the meaning of sharing and responsibility. Some students have no saving habits at all and spend all their pocket money at once, which is not a wise choice. We should save some money for a rainy day, like buying useful books or preparing for unexpected things. When we learn to use money wisely, we will become more 9 and responsible. Money is just a tool, but how we use it says a lot about our life attitude. Let’s learn to manage money well and 10 the hard work of others. 1．A．change B．chance C．character D．choice 2．A．harder B．easier C．slower D．worse 3．A．invention B．discovery C．plan D．idea 4．A．with B．for C．without D．by 5．A．boring B．convenient C．expensive D．difficult 6．A．forget B．miss C．appreciate D．ignore 7．A．list B．budget C．note D．report 8．A．raise B．save C．waste D．earn 9．A．dependent B．independent C．careless D．helpless 10．A．value B．meet C．manage D．report 【答案】 1．A 2．B 3．A 4．C 5．B 6．C 7．B 8．A 9．B 10．A 【导语】本文介绍货币漫长的发展历史，从以物换物、贝壳金属钱币、纸币到电子支付，同时告诉青少年要学会理财、懂得珍惜他人劳动成果，树立正确的金钱观。 【详解】1．句意：从最早的以物换物到如今的移动支付，货币的每一次变化都反映着人类生活的发展。 前文讲货币有着漫长惊人的历史，和人类社会同步发展，后文依次介绍货币形式不断更新迭代，change“变化”符合语境；chance“机会”，character“性格”，choice“选择”，都不符合语境。 2．句意：三千多年前，贝壳和金属钱币出现，这让交易变得更加容易。 前文提到以物换物这种方式十分不方便，贝壳、金属钱币出现之后，交易就便利起来，easier“更容易”符合语境；harder“更难”，slower“更慢”，worse“更差”，都不符合语境。 3．句意：然后一千多年前，中国人在宋朝发明了纸币，这一项伟大的发明永久改变了世界贸易。 本句承接上文货币发展历程，纸币是创造出来的新事物，属于一项发明，invention“发明”符合语境；discovery“发现”，plan“计划”，idea“想法”，都不符合语境。 4．句意：现在我们只需在手机上点一下就能购物，不用去银行取现金。 前文介绍电子支付出现，电子支付的特点就是不需要去银行提取现金，without“不用，没有”符合语境；with“带有”，for“为了”，by“通过”，都不符合语境。 5．句意：信用卡、借记卡和二维码已经成为我们日常生活的一部分，让购物方便得多。 顺着前文电子支付的内容，这类支付方式让购物变得便捷，convenient“方便的”符合语境；boring“无聊的”，expensive“昂贵的”，difficult“困难的”，都不符合语境。 6．句意：这教会我们要感激那些生产商品、提供服务的人们的辛苦付出。 上一句提到天下没有免费的午餐，任何免费的东西都有隐藏成本，所以我们应当感激他人的劳动，appreciate“感激”符合语境；forget“忘记”，miss“想念；错过”，ignore“忽视”，都不符合语境。 7．句意：我们可以先为零花钱做预算，把钱分成消费、储蓄和捐赠几个部分。 前文说对青少年来说学会理财是重要的生活技能，后文划分零花钱的不同用途，也就是做预算，budget“预算”符合语境；list“清单”，note“笔记”，report“报告”，都不符合语境。 8．句意：很多学校每年举办义卖活动，这是为有需要的人筹款的好方式。 义卖属于慈善活动，目的是筹集资金帮助有困难的人，raise money是固定搭配，表示“筹款”，raise符合语境；save“节约”，waste“浪费”，earn“挣钱”，都不符合语境。 9．句意：当我们学会理性用钱，我们会变得更加独立、有责任心。 学会合理规划、支配金钱，能够让青少年更加独立，independent“独立的”符合语境；dependent“依赖的”，careless“粗心的”，helpless“无助的”，都不符合语境。 10．句意：让我们好好学会理财，珍惜他人的辛苦劳动。 整篇文章传递正确金钱观，呼应前文要懂得感恩他人劳动，value“珍惜，重视”符合语境；meet“遇见”，manage“管理”，report“报道”，都不符合语境。 Passage 5 Little Mary sees her mum spend money on daily needs, She sees her dad buy new tools. She thinks it’s great fun. “Money is just some paper,” Mary thinks. “Why do my parents get the things from others after they 1 the paper to others?” Then she has an idea. She 2 her big box of crayons. She colours some paper and cuts out pieces of paper the same 3 as a 100-dollar bill (钞票). She takes her paper money to the 4 shop to buy a doll. The shopkeeper is very 5 and says, “Sorry, my girl. That’s not real money. You can’t use this paper to buy things.” Mary asks her dad about money. He answers, “Money is a 6 type of paper. You have to work to get money. That is the only kind of paper you can use to buy other things in life.” “Can I work and get some money?” Mary asks. “Not now, you are too little,” says her dad. Mary wants to 7 her parents’ burden, so she does what she can to help her parents after that. These days, Mary’s father has seen Mary’s efforts, so he decides to buy her the doll she wants. Mary happily goes back to the shop and buys the doll with her father. “The work is so 8 , but spending the money is so easy,” Mary thinks. Now, she knows 9 her dad and mum work for money every day. She decides to spend money in a 10 way in the future. 1．A．lend B．sell C．give D．throw 2．A．takes away B．takes out C．gets up D．wakes up 3．A．size B．colour C．material D．date 4．A．fruit B．flower C．shoe D．toy 5．A．surprised B．happy C．sad D．hungry 6．A．beautiful B．useless C．bright D．special 7．A．reduce B．save C．promise D．inspire 8．A．wonderful B．expensive C．interesting D．tiring 9．A．what B．why C．where D．which 10．A．cool B．crazy C．wise D．polite 【答案】 1．C 2．B 3．A 4．D 5．A 6．D 7．A 8．D 9．B 10．C 【导语】本文讲述了小女孩Mary对“钱”的初步认知过程。起初她认为钱只是普通的纸，于是自己用蜡笔制作“假钱”去商店买玩具，结果被店主拒绝。后来爸爸告诉她，钱是一种特殊的纸，需要通过工作才能获得。Mary为了减轻父母负担，努力帮忙做家务，最终爸爸奖励她钱去买想要的娃娃。Mary明白了赚钱不易、花钱容易的道理，并决定以后要明智地花钱。 【详解】1．句意：为什么我的父母在把纸给别人之后，还能从别人那里得到东西呢？ 根据上下文及常识可知，父母买东西时是把钱“给”别人，然后得到物品。lend意为“借出”，sell意为“卖”，throw意为“扔”，均不符合买东西的语境；give意为“给”，符合语境。 2．句意：然后她有了个主意。她拿出了她的大盒蜡笔。 根据上下文可知，Mary想要画假钱，所以需要先拿出工具。takes away意为“带走”，gets up意为“起床”，wakes up意为“醒来”，均不符合语境；takes out意为“拿出”，符合语境。 3．句意：她给一些纸涂色，并剪出和100美元钞票一样大小的纸片。 根据常识可知，模仿钞票需要大小一致才能以假乱真。colour意为“颜色”，material意为“材料”，date意为“日期”，均不是剪裁的主要标准；size意为“大小/尺寸”，符合语境。 4．句意：她拿着她的纸钱去玩具商店买一个娃娃。 根据句中“buy a doll”可知，娃娃属于玩具。fruit意为“水果”，flower意为“花”，shoe意为“鞋”，均不符合买娃娃的场所；toy意为“玩具”，符合语境。 5．句意：店主非常惊讶，说：“对不起，我的女孩。那不是真钱。” 根据上下文可知，一个小女孩拿着一张画出来的纸来买东西，店主的反应应该是感到意外。happy意为“高兴的”，sad意为“难过的”，hungry意为“饥饿的”，均不符合语境；surprised意为“惊讶的”，符合语境。 6．句意：钱是一种特殊的纸。 根据后文“That is the only kind of paper you can use to buy other things in life”可知，钱不同于普通的纸。beautiful意为“美丽的”，useless意为“无用的”，bright意为“明亮的”，均不符合语境；special意为“特殊的”，符合语境。 7．句意：Mary想要减轻她父母的负担，所以她在那之后尽她所能帮助父母。 根据后文“help her parents”可知，她是想分担或减少父母的压力。save意为“节省/挽救”，promise意为“承诺”，inspire意为“鼓舞”，均不符合语境；reduce意为“减少/减轻”，搭配burden，符合语境。 8．句意：工作太累人了，但花钱却是如此容易。 根据转折连词but和后文“spending the money is so easy”可知，前文应表达工作的辛苦与不易。wonderful意为“精彩的”，expensive意为“昂贵的”，interesting意为“有趣的”，均不符合语境；tiring意为“累人的”，符合语境。 9．句意：现在，她知道爸爸和妈妈每天为什么为了钱而工作了。 根据前文Mary体验了工作的辛苦后，她理解了父母工作的动机和原因。what意为“什么”，where意为“哪里”，which意为“哪一个”，均不符合语境；why意为“为什么”，引导宾语从句表示原因，符合语境。 10．句意：她决定将来以一种明智的方式花钱。 根据全文Mary的成长经历，她明白了赚钱不易，所以以后不会再乱花钱，而是会理性消费。cool意为“酷的”，crazy意为“疯狂的”，polite意为“礼貌的”，均不符合语境；wise意为“明智的”，符合语境。 Passage 6 Teenagers’ growth covers creativity, money management and understanding of history. Unit1-Unit3 show us these three meaningful sides of teenage life. Lucy is a 15-year-old teenager with rich creativity. She loves puppetry and wishes to give public shows. To buy new puppet materials, she has to learn to deal with her pocket money wisely. She draws up a clear 1 every month, so she won’t spend all her money at one time. She puts part of her money into her piggy bank 2 buying everything on sale. She thinks it is a 3 habit for teenagers. When Lucy visits the city museum, she always spends hours watching the cultural remains from old kingdoms. Those ancient silk, statues and tomb relics are really 4 . Some archaeologists dug into ancient sites years ago and found these objects. Detailed reports and multimedia 5 visitors to know more about that special historical period. Some teenagers think treasure only means expensive things you can buy. 6 Lucy holds a different opinion. True treasure includes creative ideas, good living habits and our ancient culture. People can 7 knowledge from old cultural relics. We can enjoy cartoon stories about history, but we must tell fiction from real facts. Unless we keep learning, we cannot 8 understand our past. Money can buy many goods, but it cannot buy creativity or ancient culture. When teenagers become independent, they will realize the real 9 of these invisible treasures. Every small learning step counts, and it will finally shape a 10 and thoughtful young person. 1．A．budget B．account C．penny D．chain 2．A．because of B．instead of C．according to D．thanks to 3．A．old-fashioned B．positive C．noisy D．tiny 4．A．expensive B．valuable C．spare D．central 5．A．warn B．prevent C．help D．punish 6．A．If B．But C．Though D．Until 7．A．take up B．give up C．put up D．pick up 8．A．loudly B．certainly C．slowly D．suddenly 9．A．pride B．value C．pleasure D．secret 10．A．wealthy B．strange C．modern D．creative 【答案】 1．A 2．B 3．B 4．B 5．C 6．B 7．D 8．B 9．B 10．D 【导语】本文通过Lucy的故事，讲述青少年在创造力、理财和历史理解方面的成长，强调无形财富的价值，旨在塑造有创造力和深思熟虑的年轻人。 【详解】1．句意：她每月制定清晰的预算，以便不会一次花光所有钱。 根据前文她要明智管理零花钱、后文不会一次性花光所有钱的提示，可知她每月会制定清晰的预算。应选用budget。account“账户”、penny“便士”、chain“链条”不符合语境。 2．句意：她把部分钱存入存钱罐，而不是买所有打折商品。 根据“puts part of her money into her piggy bank...buying everything on sale”可知，前后是“理性储蓄”和“盲目消费”的取舍对立关系，instead of 准确体现了她选择前者、摒弃后者的行为逻辑。because of“因为”、according to“根据”、thanks to“多亏”不符合语境。 3．句意：她认为这对青少年来说是一个积极的习惯。 根据上文明智理财的行为可知，这是好习惯。positive表示“积极的”，符合语境。old-fashioned“过时的”、noisy“吵闹的”、tiny“极小的”不符合语境。 4．句意：那些古代丝绸、雕像和墓葬文物真的很有价值。 根据“ancient silk, statues and tomb relics”可知，文物具有历史价值。valuable表示“有价值的”，符合语境。expensive“昂贵的”、spare“空闲的”、central“中心的”不符合语境。 5．句意：详细的报告和多媒体帮助游客了解更多关于那个特殊历史时期的知识。 根据“visitors to know more”可知，博物馆设施的作用是辅助学习。help表示“帮助”，符合语境。warn“警告”、prevent“阻止”、punish“惩罚”不符合语境。 6．句意：一些青少年认为财富仅指昂贵的物品，但Lucy持有不同观点。 前半句提到“有些青少年认为财富只意味着你能买到的昂贵物品”，后半句说Lucy持有完全不同的观点，前后是明确的转折对立关系，用转折连词But衔接逻辑最通顺。If“如果”、Though“尽管”、Until“直到”不符合语境。 7．句意：人们可以从古老文物中获得知识 根据“knowledge from old cultural relics”可知，是获取知识。pick up在此处表示“获取/学到(知识)”，符合语境。take up“占据”、give up“放弃”、put up“搭建”不符合语境。 8．句意：除非我们坚持学习，否则我们不能确切地理解我们的过去。 根据“Unless we keep learning, we cannot...understand”可知，只有不断学习才能“真正地/确实地”理解过去。应选用certainly。loudly“大声地”、slowly“缓慢地”、suddenly“突然地”不符合语境。 9．句意：当青少年独立时，他们会意识到这些无形财富的真正价值。 前文点明“金钱能买到商品，却买不到创造力和古文化”，当青少年走向独立之后，就会意识到这些无形的精神财富的真正价值，应选用value。pride“骄傲”、pleasure“快乐”、secret“秘密”不符合语境。 10．句意：每一个小小的学习步骤都很重要，它最终将塑造一个富有创造力且善于思考的年轻人。 第一段句首提到“青少年的成长涵盖创造力”，结尾呼应开头，说明学习最终会塑造一个“有创造力的”年轻人，应选用creative。wealthy“富有的”、strange“奇怪的”、modern“现代的”不符合语境。 Passage 7 Do you know what your grandmother’s school was like? Most of us don’t. When old people pass away, their memories 1 with them. That is why some schools now teach students to do “oral history”—to 2 old people and record what they say. Oral history is not the same as reading a book. Books tell us what happened in a country; oral history tells us what happened to a 3 . A woman may remember how her family shared one bowl of rice; a man may remember the day electricity 4 his village. These small stories are 5 , because history books seldom have room for them. Doing oral history is 6 than it looks. You must ask good questions, listen carefully and 7 what you hear. You also need to be 8 : some old people do not want to talk about sad years. Always ask before you record, and never 9 what they say. One student said, “I used to think history was about dates. Now I know it is about 10 .” When we listen to old people, we are not only collecting stories. We are telling them: your life matters. 1．A．stay B．go C．grow D．start 2．A．invite B．teach C．interview D．thank 3．A．person B．country C．school D．book 4．A．left B．reached C．missed D．avoided 5．A．cheap B．common C．precious D．funny 6．A．easier B．harder C．shorter D．safer 7．A．give up B．throw away C．write down D．look after 8．A．careful B．brave C．quick D．lucky 9．A．make up B．hear C．share D．break 10．A．money B．dates C．people D．places 【答案】 1．B 2．C 3．A 4．B 5．C 6．B 7．C 8．A 9．A 10．C 【导语】本文是一篇说明文，主要介绍了口述历史的概念及其价值，对比了其与书籍记录的不同，并说明了口述历史采访时的注意事项。 【详解】1．句意：当老人去世时，他们的记忆也随之消逝。 根据“When old people pass away”可知，记忆跟着一起离去，应用go。stay“停留”；grow“生长”；start“开始”，均不符合语境。 2．句意：这就是为什么现在一些学校教学生做“口述史”——采访老人并记录他们说的话。 根据“record what they say”可知，做口述史需要采访老人来获取故事，应用interview。invite“邀请”；teach“教”；thank“感谢”，均无法体现获取信息的过程。 3．句意：口述历史告诉我们发生在一个人身上的事。 根据“Books tell us what happened in a country”，前半句是“a country”，前后对比，后半句对应人，应用person。country“国家”；school“学校”；book“书”，均与前文重复或不符合对比关系。 4．句意：一位男士可能记得电力到达他村庄的那一天。 根据“electricity...his village”可知，此处表达电力抵达村庄，应用reached。left“离开”；missed“错过”；avoided“避免”，均不符合常理。 5．句意：这些小故事很珍贵，因为历史书很少有空间记录它们。 根据“history books seldom have room”可知，这些故事稀缺而珍贵，应用precious。cheap“便宜”；common“普通”；funny“有趣”，均无法体现其价值。 6．句意：做口述历史比看起来更难。 根据“You must ask good questions, listen carefully...”，后文列举多项要求，说明这件事并不简单，应用harder。easier“更容易”；shorter“更短”；safer“更安全”，均与后文矛盾或无关。 7．句意：你必须问好的问题，仔细听并写下听到的内容。 根据“record what they say”可知，需要记录讲述内容，应用write down。give up“放弃”；throw away“扔掉”；look after“照顾”，均不符合语义。 8．句意：你还需要细心谨慎：有些老人不想谈论悲伤的岁月。 根据“some old people do not want to talk about sad years”可知，采访时要顾及老人感受，应用careful。brave“勇敢”；quick“快”；lucky“幸运”，均不符合语境。 9．句意：录音前总要询问，绝不要编造他们说的话。 根据“Always ask before you record”可知，强调口述记录要保证真实，应用make up。hear“听到”；share“分享”；break“打破”，均不符合逻辑。 10．句意：过去我以为历史是关于日期的。现在我知道它是关于人的。 根据“We are telling them: your life matters”可知，历史核心是人，应用people。money“钱”；dates“日期”；places“地方”，均不符合语境。 Passage 8 Last summer I spent three days at a “young curator (策展人)” camp in our city museum. On the first morning, Miss Gao, a young curator, took us into a room full of old objects. “Choose one,” she said, “and tell its 1 .” I chose a small wooden 2 . It was a lunch box used by a railway worker sixty years ago. Its paint had come off, and one corner was 3 . To be honest, I chose it only because it was light and easy to carry. Around it on the shelf were a matchbox, a fridge magnet, an old cartoon book and a baseball bat—nothing valuable, but each of them had once been someone’s everyday life. But when I began to 4 into its past, everything changed. I found the worker’s name inside the lid, and with Miss Gao’s help, I found his daughter in a nearby town. She was seventy years old. She told me that her father carried his lunch in it every day, and that on winter mornings he 5 it under his coat so that the rice would stay warm. That night I wrote his story on a card and put it next to the box. On the last day, visitors 6 our little show. Many of them stopped at my table. An old man read the card twice and said, “I had a box like this. My father was a worker, too.” Then he 7 me a photo on his phone. Suddenly the old box was not old any more. It had become a 8 between strangers. I learned that a museum is not a place for 9 things; it is a place where the past and the present 10 . 1．A．price B．story C．weight D．colour 2．A．clock B．chair C．lunch box D．drawer 3．A．broken B．clean C．new D．shining 4．A．dig B．cut C．run D．jump 5．A．hid B．threw C．sold D．dropped 6．A．missed B．closed C．visited D．built 7．A．showed B．lent C．read D．wrote 8．A．wall B．bridge C．window D．door 9．A．useless B．expensive C．modern D．heavy 10．A．end B．stop C．meet D．wait 【答案】 1．B 2．C 3．A 4．A 5．A 6．C 7．A 8．B 9．B 10．C 【导语】本文讲述作者参加博物馆夏令营，通过探究旧饭盒的故事，感悟博物馆是连接过去与现在的桥梁，不仅是展示贵重物品的场所。 【详解】1．句意：“选一个，” 她说，“然后讲讲它的故事。” 根据后文一直在讲述老物件背后的过往经历，策展人要求挑选一件物品并讲述它的故事。应选用story，表示“故事”，契合策展活动的任务要求。price价格、weight重量、colour颜色，都不符合后文叙事的主题。 2．句意：我选了一个小木饭盒。 根据下一句“It was a lunch box used by a railway worker sixty years ago”，点明这件物品是饭盒。应选用lunch box，表示“饭盒”，和后文介绍内容对应。clock时钟、chair椅子、drawer抽屉，和原文介绍的物品不符。 3．句意：油漆脱落，一个角坏了。 根据前文“Its paint had come off”，这个旧饭盒油漆脱落，状态是破损的。应选用broken，表示“破损的”，匹配旧物件的状态。clean干净的、new崭新的、shining光亮的，和旧饭盒的描述矛盾。 4．句意：但当我开始深挖它的过往时，一切都不一样了。 根据后文去查找饭盒主人名字、联系他女儿，是深入挖掘这件物品的过往。应选用dig，dig into是固定搭配，表示“探究、深挖”，符合语境。cut切割、run奔跑、jump跳跃，无法和past构成合理搭配。 5．句意：她告诉我，她的父亲每天都用它带午饭，在冬天的早晨，他会把饭盒藏在外套下面，让米饭保持温热。 根据后文“so that the rice would stay warm”，冬天早上他把饭盒藏在外套底下保温。应选用hid，表示“隐藏”，符合保温的动作逻辑。threw扔掉、sold卖掉、dropped掉落，和保温的目的相悖。 6．句意：最后一天，参观者参观了我们的小型展览。 根据“visitors”以及“our little show”，参观者来参观这场小型展品展示。应选用visited，表示“参观”，符合游客的行为。missed错过、closed关闭、built建造，和visitor的身份不匹配。 7．句意：然后他给我看手机上的照片。 根据“a photo on his phone”，老人拿出手机向我展示照片。应选用showed，表示“展示”，搭配合理。lent借出、read阅读、wrote书写，不能搭配手机里的照片。 8．句意：它成了陌生人之间的桥梁。 根据上下文，这个旧饭盒让陌生人之间产生共鸣、建立连接，它成为陌生人之间的桥梁。应选用bridge，表示“桥梁”，比喻人与人之间的联结。wall墙、window窗户、door门，没有连接沟通的比喻含义。 9．句意：博物馆不是存放昂贵物品的地方。 根据上文这些物件本身不值钱，但是承载故事，说明博物馆不是只存放贵重物品的地方。应选用expensive，表示“昂贵的”，形成文意转折。useless无用的、modern现代的、heavy沉重的，不符合句子对比逻辑。 10．句意：它是过去与现在交汇的地方。 根据句意，博物馆是过去与现在相遇交汇的地方。应选用meet，表示“相遇、交汇”，贴合文章主旨。end结束、stop停止、wait等待，语义不通。 Passage 9 Last summer, I became a volunteer at the Anhui Museum. I thought my job would be easy—just showing visitors the way. But on the first morning, Miss Chen, an archaeologist (考古学家), gave me a box of broken pieces of pottery (陶器). “Your job is to 1 them together,” she said. “These pieces slept in the earth for more than 3,000 years.” I looked at the hundreds of grey pieces and felt 2 . How could anyone put them together? But Miss Chen told me to start with the 3 ones: first the bottom, then the sides. “Every piece has its own place,” she said. “History is like a big 4 . When one piece is missing, we can’t see the whole picture.” For two weeks, I sat at the table with a small brush in my hand. Sometimes two pieces fitted perfectly, and I felt like a 5 discovering gold. Sometimes I 6 for hours and found nothing. Slowly, a round pot began to 7 before my eyes. On the last day, a group of children came to the museum. I 8 the children a story about how the pot was made 3,000 years ago and how we pieced it together. Their eyes grew wide. “You mean these pieces are older than my grandpa’s grandpa?” one boy asked. Everyone laughed. I laughed, too—but inside, I felt something new: 9 . Our ancestors left us a wonderful world, and my small work helped to bring it 10 . Now I understand why Miss Chen loves her job. 1．A．put B．cut C．throw D．mix 2．A．excited B．helpless C．proud D．calm 3．A．biggest B．smallest C．heaviest D．newest 4．A．puzzle B．story C．game D．picture 5．A．teacher B．visitor C．child D．guard 6．A．waited B．stood C．searched D．slept 7．A．disappear B．take shape C．run away D．break down 8．A．asked B．showed C．told D．warned 9．A．fear B．pride C．worry D．pity 10．A．up B．out C．in D．back 【答案】 1．A 2．B 3．A 4．A 5．C 6．C 7．B 8．C 9．B 10．D 【导语】本文讲述作者去年夏天在安徽博物馆做志愿者，在考古学家陈老师指导下修复破碎陶片的经历。 【详解】1．句意：你的工作就是把它们拼在一起。 后文提到把破碎陶片拼合起来，put together意为“拼接、组装”；cut切割，throw扔，mix混合，其余选项代入句子不符合修复陶片的语境。 2．句意：我看着数百块灰色碎片，感到很无助。 后文作者内心疑惑：怎么才能把它们拼在一起，说明此时作者无从下手，helpless无助的；excited兴奋的，proud自豪的，calm冷静的，都不符合当下的心情。 3．句意：但是陈女士告诉我从最大的碎片开始拼：先拼底部，再拼侧面。 后文说先拼底部，底部一般是体积最大的碎片，biggest最大的；smallest最小的，heaviest最重的，newest最新的，不符合修复陶器的操作逻辑。 4．句意：历史就像一个巨大的拼图。一块缺失，我们就看不到完整的画面。 后文提到少一块就看不到完整画面，puzzle拼图；story故事，game游戏，picture图片，只有拼图符合“碎片拼接、缺一不可”的比喻。 5．句意：有时候两片碎片完美契合，我感觉自己像一个发现黄金的孩子。 结合语境，拼成功碎片时，内心激动，像孩子发现宝藏一样；teacher老师，visitor游客，guard保安，代入句子不符合这种惊喜的感觉。 6．句意：有时候我搜寻好几个小时，却一无所获。 后文说什么都没找到，search搜寻；wait等待，stand站立，sleep睡觉，其余单词不能表达寻找碎片的动作。 7．句意：慢慢地，一个圆罐子在我眼前开始成型。 take shape表示成型、初具轮廓；disappear消失，run away逃跑，break down破碎，不符合陶片慢慢拼出罐子的过程。 8．句意：我给孩子们讲这个陶罐在3000年前如何制作，以及我们如何把碎片拼合的故事。 tell sb. a story是固定搭配，给某人讲故事；ask询问，show展示，warn警告，不搭配story。 9．句意：我也笑了，但内心生出一种新的感受：自豪。 前文作者成功修复陶罐，给孩子们讲解文物，内心产生自豪感；fear恐惧，worry担忧，pity遗憾，都不符合语境。 10．句意：我们的祖先留给我们一个精彩的世界，而我的微小努力帮助把它复原回来。 前文讲述作者将破碎的陶片拼接，复原出古老陶罐这件事，bring back为固定短语，意为“使……恢复、重现”，契合文中把破损文物复原的含义；bring up意为抚养，bring out意为使显现，bring in意为引进，其余短语代入句子，无法表达文物复原的含义。 18 / 18乐思英语 学科网（北京）股份有限公司 $