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/ 让学习更有效 期中备考培优 | 英语学科
/ 让学习更有效 期中备考培优 | 英语学科
2025-2026学年七年级下册英语期中复习考点培优沪教版（五四学制）
（新教材）专题02 语法选择
学校:___________姓名：___________班级：___________考号：___________
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
The Return of a Legend
Dao Lang is a unique figure in the Chinese music industry. His real name is Luo Lin. Unlike many idols who love the spotlight, Dao Lang prefers a quiet life. In his early years, he traveled to Xinjiang alone. He wanted 1 for musical inspiration in the vast desert. The local culture there deeply influenced his style.
In 2004, his album The First Snow of 2002 came out. It was a sudden success. His rough and husky voice 2 all over the country. At that time, whether in taxis or shops, you could hear his songs. It seemed that everyone knew his name overnight. However, 3 becoming famous, he chose to disappear in the public eye. He enjoys 4 books and studying traditional culture at home rather than appearing on TV shows.
5 he was away for many years, fans never forgot him. In 2023, Dao Lang returned with a new album Shan Ge Liao Zai. The song Luocha Haishi became a huge hit immediately. The song, 6 is based on a story from Strange Stories from a Chinese Studio (Liaozhai), discusses truth and ugliness in society.
Many people were 7 by the deep meaning behind the lyrics. Dao Lang proves that true music 8 by time. If you focus on creating good art, you 9 success in the end. He is truly 10 artist with a pure heart.
1．A．to look B．looked C．looking
2．A．heard B．was heard C．hears
3．A．after B．before C．if
4．A．read B．to read C．reading
5．A．Because B．If C．Although
6．A．who B．which C．where
7．A．amazed B．amazing C．to amaze
8．A．is not stopped B．did not stop C．will not stop
9．A．find B．found C．will find
10．A．a B．an C．/
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
The Blind Master of the Erhu
Abing, whose real name was Hua Yanjun, is a legend in Chinese music history. He was born in Wuxi in 1893. His father was a Taoist priest (道士) who was excellent at music. Under his father’s guidance, Abing learned to play many instruments when he was very young.
However, Abing’s life was full of tragedy (悲剧). After his father died, Abing fell ill and sadly 11 his sight. He became blind and homeless. To support himself, he had to perform on the streets 12 money. His life became even 13 as he grew older. He often walked in the dark streets, wearing ragged clothes and carrying his erhu.
Despite the hardship, Abing continued to create music. He is the musician 14 composed the masterpiece, The Moon Reflected on the 15 Spring (Erquan Yingyue). It is a melody full of sorrow and beauty. 16 to his music allows people to feel his deep emotions.
In 1950, two professors visited Abing. His most famous works 17 by them with a wire recorder. It is said 18 Abing wrote hundreds of pieces, but only six were saved for the world to hear.
19 Abing passed away many years ago, his spirit lives on. Today, he is considered 20 amazing artist who turned his suffering into beautiful art.
11．A．loses B．lost C．has lost
12．A．make B．making C．to make
13．A．hard B．harder C．hardest
14．A．who B．which C．what
15．A．Two B．Second C．Twice
16．A．Listen B．Listens C．Listening
17．A．recorded B．were recorded C．record
18．A．that B．if C．who
19．A．Because B．If C．Although
20．A．a B．an C．the
Emma, an exchange student from Canada, was nervous about studying in Japan. Before she left, her school conducted a survey 21 (选出正确的音标) to help students prepare for cultural differences. The results showed that many students worried about language barriers.
To help her settle in, her host mother advised her 22 some basic Japanese phrases before she arrived. But Emma felt too shy to start. Looking back later, she regretted not 23 more before her trip.
The first challenge came when she was invited to a friend’s house. Her friend asked, “Would you like tea or coffee ” Emma replied, “ 24 is fine. Thank you!” She thought she was being polite, but her friend looked a little confused.
Later, Emma 25 she had made another mistake—she had arrived empty-handed. She felt sorry and apologized for 26 a small gift. She wanted to avoid 27 the same mistake again. Her Japanese friend smiled and said, “Don’t worry. Next time, you’ll know.”
As she spent more time in Japan, Emma noticed that Japanese people often speak 28 than Canadians do when giving bad news. She learned that a good speaker is not always the most direct one.
One day, a minor emergency 29 (选出正确的音标) happened near her school. At first, she felt scared and nearly 30 to stay calm. But then she remembered what her host mother had told her and began to help others follow the safety instructions.
By the end of her exchange, Emma understood that cross-cultural learning takes time, patience, and an open heart.
21．A．/’s ve / B．/s ’ vi:/ C．/’s vi/ D．/s ’ve /
22．A．learn B．learning C．to learn D．learns
23．A．practise B．practice C．to practise D．practising
24．A．None B．Neither C．Either D．Both
25．A．noticed B．understood C．realized D．recognized
26．A．bring B．not to bring C．not bringing D．bringing
27．A．to make B．making C．make D．made
28．A．more calm B．more calmly C．calmer D．calmlier
29．A．/ ’m d nsi/ B．/ ’m d nse / C．/i:’m d nsi/ D．/ ’m d nsi/
30．A．forgets B．forgot C．forgotten D．forgetting
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
The Silent Language
Language is not the only way to communicate. Sometimes, a simple gesture can be 31 than a thousand words. This is a lesson I learned during my trip to Italy last year.
On the 32 day of my trip, I visited a small, beautiful village. While taking photos, I lost my way. I felt anxious until I saw an elderly woman 33 on a bench by the river. I walked up to her, hoping to ask for directions to the train station. “Excuse me, could you help me ” I asked in English. The woman looked at me with a confused smile. It was clear that English 34 by her. We stood there for a moment in silence. I didn’t know 35 I should do next. Suddenly, an idea came to my mind. I decided 36 my hands instead of my mouth. I made a “choo-choo” sound and moved my arms like wheels. The woman’s eyes lit up immediately! She pointed down the street and turned her hand to the left.
37 we spoke different languages, we understood each other perfectly. Using body language effectively is truly a useful skill for travelers. 38 her directions, I found the station easily. It was a bridge 39 connected two strangers. Seldom 40 I forget that warm afternoon. It proved that kindness expressed through gestures is a universal language.
31．A．effective B．more effective C．most effective
32．A．two B．second C．twice
33．A．sitting B．sat C．to sit
34．A．doesn’t speak B．was not spoken C．didn’t speak
35．A．what B．that C．which
36．A．use B．using C．to use
37．A．Because B．If C．Although
38．A．To follow B．Following C．Followed
39．A．who B．that C．what
40．A．do B．did C．will
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
Besiege (围困) Wei to Rescue Zhao
The idiom “Besiege Wei to Rescue Zhao” is a classic example of Chinese wisdom. It comes from a famous war during the Warring States Period. At that time, the State of Zhao was in great danger because the State of Wei was attacking it.
The King of Zhao asked the State of Qi for help. The King of Qi immediately sent his general Tian Ji and the military strategist Sun Bin 41 the ally (盟友). Tian Ji wanted to rush to Zhao to fight the Wei army directly. However, Sun Bin, 42 was a genius in strategy, stopped him. Sun Bin pointed out 43 the best troops of Wei were all in Zhao. Therefore, their own capital, Daliang, 44 by only a few weak soldiers. “It is 45 to strike their empty home than to fight their strong army head-on,” Sun Bin said. “If we attack their capital, the Wei army 46 to turn back to save their families. Then, the siege (围困) of Zhao will be solved.” Tian Ji followed this advice. He avoided 47 the enemy on the battlefield and marched towards Wei’s capital instead.
Hearing the news, the Wei soldiers were worried about their homes. They ran back hurriedly. 48 from the long journey, they were easily defeated by the Qi army. In the end, Sun Bin 49 the battle with his wisdom. This story teaches us not just to use force, 50 also to use our brains.
41．A．save B．to save C．saving
42．A．which B．that C．who
43．A．that B．what C．if
44．A．defended B．is defended C．was defended
45．A．good B．better C．best
46．A．have B．will have C．has
47．A．meeting B．to meet C．meet
48．A．To exhaust B．Exhausting C．Exhausted
49．A．won B．wins C．has won
50．A．and B．but C．or
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
A Lesson in First Aid
Last Friday, our school invited a nurse to teach us some basic first aid skills. She explained that 51 first aid correctly can sometimes save a person’s life.
She began by showing us how to treat a bleeding wound, “First, you should clean the wound gently with clean water. Then, cover it 52 a sterile (无菌的) bandage,” she said. She also warned us not 53 it too tightly, as it might stop the blood circulation. Next, she taught us what 54 if someone chokes (窒息). The Heimlich maneuver, 55 is very useful in such situations, should be performed carefully. We practised on dummies (人体模型) 56 everyone had a chance to try.
One student, Leo, asked 57 we should do if we find someone unconscious. The nurse replied that we must check if the person is breathing and call for help immediately. She reminded us that staying calm 58 crucial in emergencies.
By the end of the lesson, we all felt more confident about following first aid steps and calling for help 59 necessary. It was an important lesson 60 we might need one day.
51．A．performs B．performing C．perform
52．A．with B．on C．under
53．A．to tie B．tying C．tie
54．A．to do B．doing C．done
55．A．who B．which C．where
56．A．so that B．because C．although
57．A．how B．why C．what
58．A．is B．were C．will be
59．A．after B．when C．before
60．A．who B．where C．that
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
The Magic of Classical Music
Many students think classical music is only for old people. However, it is actually full of life and emotion.
61 to classical music has become a popular hobby among some teenagers recently. It helps them relax after a busy day at school.
Last week, our music teacher, Mr. Lee, told us a story about Beethoven. He was a great German musician 62 wrote many famous symphonies. The teacher told us 63 Beethoven lost his hearing when he was young. It was a terrible thing for a musician, 64 he didn’t give up. He managed to create some of his best works even though he couldn’t hear a sound. Science also shows that classical music is good for us. 65 you feel tired or stressed, a piece of Mozart might help you feel better. It is said that this kind of music helps the brain 66 faster and focus better. Besides listening, playing an instrument is also beneficial. My friend, Alice, practices the violin every day because she wants 67 a musician in the future. She says the violin is an instrument 68 can express deep feelings.
Choosing the right music is 69 good start for beginners. You can start with short and happy pieces. Finally, remember that music is a universal language. 70 an enjoyable journey it is to explore the world of sound!
61．A．Listen B．Listening C．Listened
62．A．which B．who C．what
63．A．that B．if C．which
64．A．and B．or C．but
65．A．Unless B．Before C．If
66．A．work B．working C．worked
67．A．become B．becoming C．to become
68．A．who B．which C．where
69．A．a B．an C．the
70．A．How B．What C．Why
阅读下面短文，按照句子结构的语法性和上下文连贯的要求，从各题所给的A、B、C和D项中选出最佳选项。
Tongtong is an 11-year-old girl from Zhengzhou, Henan Province. She loves dancing. She started learning Chinese dance 71 she was just three and a half years old.
Tongtong is very interested in Pangu dance, 72 traditional dance from the Han dynasty. Dancers of Pangu dance use drums 73 wear beautiful clothes. They jump and dance on the drums, and make beat (有规律的敲击声) 74 their feet and wave long sleeves (挥舞长袖)。
Through 75 love for dancing, Tongtong has made friends with many dance lovers. They enjoy learning from online videos and sharing their dance videos on Douyin. Because of them, Tongtong 76 started putting her dance videos on Douyin.
Every day, Tongtong spends about half an hour 77 dance on Douyin after finishing her schoolwork. She 78 to dance classes twice a week. Her mother, Ms Wang, is glad that Tongtong uses her time 79 and can keep up with her schoolwork.
Tongtong is 80 that many people like her dance videos. She says she will practise even harder and help keep the old tradition of Chinese dance.
71．A．if B．because C．before D．when
72．A．a B．an C．the D．/
73．A．or B．but C．so D．and
74．A．in B．with C．on D．by
75．A．she B．her C．hers D．herself
76．A．also B．too C．either D．neither
77．A．learn B．to learn C．learning D．learnt
78．A．go B．goes C．went D．is going
79．A．good B．better C．best D．well
80．A．happiness B．unhappy C．happy D．happily
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
Exploring the Logic of Chinese
Many students say Chinese sentences can be as mysterious (神秘的) as puzzles. Some meanings appear only 81 a reader looks at the words with a cultural background.
Two weeks ago, our class 82 a “Logic in Chinese” activity. Each group 83 to analyze a sentence that had been used in different stories. I was impressed by how Chinese logic connects ideas through order rather than forms, which is very different from 84 we learn in English. One of my classmates, Li Hui, often finds pleasure in discovering hidden relations in texts. 85 by the teacher, he led the discussion by giving examples from classical Chinese. He said that understanding language logic requires reading carefully and 86 deeply at the same time.
Learning Chinese logic helps us build stronger reasoning skills. Some sentences contain 87 layers of meaning, so we must learn to read between the lines. Not only can Chinese logic improve reading ability, 88 it can also guide us in writing more clearly. 89 you practise often, you will gradually notice patterns that once seemed difficult. In the future, you 90 new ways to explain ideas more precisely. After all, understanding Chinese logic is the most valuable skill for anyone who hopes to use the language well.
81．A．when B．after C．before
82．A．hold B．held C．holds
83．A．chooses B．was chosen C．choosing
84．A．that B．what C．which
85．A．Inviting B．Invited C．Invite
86．A．thinking B．thinks C．think
87．A．many B．much C．more
88．A．or B．and C．but
89．A．If B．Because C．Unless
90．A．find B．will find C．are finding
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
Different People, Different Humor
Everyone enjoys humor because it makes communication 91 . Some people laugh loudly, while others smile 92 .
Last week, our English club organized a “Humor Night”. Each student 93 to share a funny story or joke. I was amazed by the different kinds of humor in 94 school. One of my classmates, Tina, enjoys language humor. She loves creating jokes by 95 with English words in unusual ways. She told me she 96 to write a humor blog next year to make more people laugh.
Humor can also teach us language skills. For example, telling jokes requires quick thinking and clear expression. During the event, we learned that some people understand jokes easily, 97 others may need more time. These skills are useful not only for humor but also in daily communication. People’s humor styles often reflect their personalities. Some students enjoy simple jokes, 98 others prefer jokes that are more surprising. Whatever your humor style is, it should bring you joy and help with relaxation.
99 you still find English jokes difficult, don’t worry! You 100 a humor type that suits you in the future. After all, humor is one of the best ways to make communication easier and life more colorful.
91．A．more interesting B．the most interesting C．interesting
92．A．more slowly B．slowest C．as slow as
93．A．was asking B．was asked C．is asked
94．A．we B．our C．ours
95．A．to play B．playing C．played
96．A．plans B．planned C．planning
97．A．although B．because C．while
98．A．so B．but C．or
99．A．If B．Before C．Because
100．A．will find B．find C．found
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
Helping Others Brings Joy
Last spring our school held a “Help Week” to encourage students to care for people in our community. Everyone tried more carefully than before 101 food packages and small gifts for the elderly.
On the first day, each student 102 to join a team that would visit nearby homes. I was proud 103 our class had collected more packages than any other class by the end of the week. One of my classmates, Mei, enjoys 104 in practical ways. She prefers to take part in hands-on activities rather than only donate money. 105 she decided to form a small volunteer team that meets on weekends. 106 by the teachers and local volunteers, the students organized several activities. Warm coats 107 were no longer used were carefully mended and sent to families in need.
These activities taught us that helping others can be 108 than we first imagined. Not only did we learn about kindness, 109 we also learned how to plan and work as a group. If every student continues to do small good deeds, we 110 stronger ties with the people around us.
101．A．preparing B．prepared C．to prepare
102．A．asked B．was asked C．has asked
103．A．that B．while C．so
104．A．to help B．helping C．helped
105．A．So B．And C．But
106．A．To encourage B．Encouraged C．Encouraging
107．A．who B．that C．what
108．A．rewarding B．more rewarding C．most rewarding
109．A．but B．and C．so
110．A．will build B．build C．built
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
Helping a Foreign Friend Learn Chinese
Last term, our school organized an international exchange program. Through the program, I got to know Lucas, a student from Spain. He was very 111 in Chinese culture and hoped to learn Chinese well one day.
At first, Lucas found Chinese characters difficult 112 many of them look similar. To help him, I made a study plan and showed him how to practice writing stroke by stroke. He listened carefully and tried his best, and soon his handwriting 113 much better than before. We also practiced speaking together. Every afternoon, Lucas would come to my classroom, practicing Chinese with me for half 114 hour. Sometimes we talked about food and festivals, 115 sometimes we discussed famous Chinese historical figures. I noticed he learned more quickly when he enjoyed 116 about things he liked.
Last Friday, our Chinese teacher invited Lucas to give a short speech in class. Everyone 117 because his pronunciation was clear enough for us to understand. His confidence encouraged other students to work harder as well. Lucas once told me that, although learning Chinese is challenging, helping others makes the journey 118 and more meaningful. He said what impressed him most 119 the kindness he received from Chinese friends.
Next semester, I plan 120 him prepare for a Chinese speech contest. I believe he will make great progress and enjoy the beauty of the language even more.
111．A．interest B．interesting C．interested
112．A．because B．while C．when
113．A．becomes B．became C．has become
114．A．/ B．a C．an
115．A．so B．and C．while
116．A．talk B．talking C．to talk
117．A．surprised B．was surprising C．was surprised
118．A．easier B．easy C．easily
119．A．was B．were C．is
120．A．help B．helped C．to help
Read the passage and choose the best answer. (读短文，选择最恰当的答案)
The Spring Festival Gala in 121 Year of Snake featured a famous nursery rhyme (童谣) called Yu Pan (Jade Plate). This charming song not only reminds people 122 their childhood but also shows the 123 of traditional Chinese nursery rhymes.
Nursery rhymes are an important part of Chinese culture and are 124 enjoyed by children and adults alike. These songs give a relaxing way for children to learn 125 language values and traditions. For example, Yu Pan 126 kids about thank and family love through its simple but meaningful lyrics.
Parents often advises 127 songs like Yu Pan. They think the song will help with language development and promote (促进) 128 messages as well. Many schools now have these rhymes in music classes, and it’s a good chance for students to enjoy 129 .
Chinese nursery rhymes are not only popular in China 130 gaining recognition around the world. They offer people a fun and meaningful way to know about Chinese culture.
121．A．a B．an C．/ D．the
122．A．with B．for C．to D．of
123．A．beauty B．beautiful C．beautifully D．beautify
124．A．wide B．widen C．widely D．width
125．A．many B．much C．more D．most
126．A．teach B．will teach C．taught D．teaches
127．A．choose B．choosing C．to choose D．chosen
128．A．calmly B．friendly C．gently D．early
129．A．them B．they C．their D．themselves
130．A．and B．so C．but D．or
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
The Bridge of Language
Learning a new language is like opening a door to a new world. Last year, my family moved to a community where many foreigners lived. I decided 131 French because I wanted to make friends with my neighbor, a French girl 132 Sophie.
At the beginning, it was very difficult. Remembering the complex grammar rules gave me a headache. I often felt shy and afraid of making mistakes. However, Sophie was very kind. She told me that practice makes perfect. So, I started to practice 133 than before. I listened to French radio every morning and tried to speak as 134 as the radio host.
One afternoon, I saw Sophie 135 alone on a bench in the park. She looked sad. I walked over and asked her 136 she was unhappy. She told me she lost her favorite book. I helped her look for it everywhere. Among all the kids there, I searched 137 Finally, we found the book under a tree.
The book 138 to her. She smiled and thanked me in French. At that moment, I felt so proud. Language is 139 tool which connects people’s hearts. It takes time to master a language, 140 the joy it brings is endless.
131．A．learn B．learning C．to learn
132．A．to name B．named C．naming
133．A．hard B．harder C．hardest
134．A．clearly B．more clearly C．most clearly
135．A．sit B．sitting C．to sit
136．A．that B．why C．what
137．A．carefully B．more carefully C．the most carefully
138．A．returned B．was returned C．is returned
139．A．the B．an C．a
140．A．but B．so C．or
Choose the best answer. (选择最恰当的答案，每题只有一个正确答案。)
My Journey of Learning Chinese
I am an American boy named Tom. Three years ago, I came to Shanghai with my parents. At that time, 141 Chinese was a huge challenge for me. The tones were difficult to master.
My classmate, Li Ming, offered to help me. He encouraged me 142 Chinese with him every day. I didn’t know 143 I could stick to it, but I decided to have a try. We practiced in the park every morning. I tried to speak 144 than before to make myself understood. Li Ming told me to listen as 145 as I could to native speakers. One day, we saw an old man doing Tai Chi. He came over and 146 to me. To my surprise, I could understand him! I spoke 147 of all the foreigners in my community that day. Later, I took part in a Chinese speech contest. A gold medal 148 to me by the judge. It was the moment when I felt truly proud of. 149 .
Now I love this language. 150 it is still hard sometimes, I will never give up. Language is a bridge that connects me to this beautiful city.
141．A．learn B．learning C．learned
142．A．practicing B．practice C．to practice
143．A．that B．if C．what
144．A．clear B．clearly C．more clearly
145．A．carefully B．more carefully C．most carefully
146．A．talk B．talked C．talks
147．A．best B．better C．well
148．A．gave B．is given C．was given
149．A．me B．myself C．mine
150．A．Although B．Because C．If
Colleen Wall is an artist (艺术家) from the USA．She is trying hard 151 the patients up at a cancer center through her “window view” art.
Colleen got 152 idea from her own experience. Years ago, she suffered 153 cancer, too. Luckily, she fought hard 154 made it through. She knew how boring it was to stay in a hospital room. After she got well, she considered 155 her love for art to change the situation.
156 did she do to help the patients Well, she started a project called A View for a Room. She started painting window views with beautiful 157 , like forests, flowers and trees. These paintings 158 carry positive messages. They give the patients courage to face their illness and make 159 feel more hopeful.
Last year, she created ten “window view” paintings for the cancer center. And she has no plans to stop. “In the future, I 160 using my art to lift the spirits of those cancer patients,” Colleen said.
151．A．cheer B．cheers C．to cheer
152．A．a B．an C．the
153．A．in B．from C．on
154．A．and B．but C．or
155．A．use B．to use C．using
156．A．What B．Who C．Why
157．A．thing B．thing’s C．things
158．A．all B．both C．either
159．A．they B．them C．their
160．A．continue B．continued C．will continue
/ 让学习更有效 期中备考培优 | 英语学科
/ 让学习更有效 期中备考培优 | 英语学科
21世纪教育网(www.21cnjy.com)
21世纪教育网(www.21cnjy.com)
参考答案及试题解析
1．A 2．B 3．A 4．C 5．C 6．B 7．A 8．A 9．C 10．B
【导语】本文介绍中国音乐界的独特人物刀郎，他远离聚光灯，在新疆采风创作，2004年一夜成名后选择隐退，2023年携新专辑回归再次引发关注。
1．句意：他想在广袤的沙漠中寻找音乐灵感。
want to do sth.“想要做某事”为动词短语，应用不定式to look。looked过去式，looking动名词，均不能用于want后。
2．句意：他那粗犷沙哑的声音传遍全国。
主语his rough and husky voice与hear之间为被动关系，表示“被听到”，且描述过去的事情，应用一般过去时的被动语态was heard。heard主动形式，hears一般现在时，均不符。
3．句意：然而，成名之后，他选择消失在公众视野中。
根据下文他选择隐退，可知是在“之后”消失，after“在……之后”符合。before“在……之前”与语境相反，if“如果”表条件，均不符。
4．句意：他喜欢在家看书、研究传统文化，而不是参加电视节目。
enjoy doing sth.“喜欢做某事”为动词短语，应用动名词reading。read动词原形，to read不定式，均不能用于enjoy后。
5．句意：虽然他离开了多年，但粉丝们从未忘记他。
前后句为转折关系，表示虽然离开但未被忘记，应用Although“虽然”。Because“因为”表因果，If“如果”表条件，均不符。
6．句意：这首歌根据《聊斋志异》中的一个故事改编，探讨了社会中的真与丑。
空处引导非限制性定语从句修饰the song，且在从句中作主语，应用which指代物。who指代人，where指地点，均不符。
7．句意：许多人对歌词背后的深层含义感到惊讶。
主语Many people与amaze之间为被动关系，表示“感到惊讶”，应用过去分词amazed作表语。amazing“令人惊讶的”修饰物，to amaze不定式，均不能表示人的感受。
8．句意：刀郎证明了真正的音乐不会被时间所阻挡。
主语true music与stop之间为被动关系，且陈述客观事实，应用一般现在时的被动语态is not stopped。did not stop主动形式，will not stop一般将来时，均不符。
9．句意：如果你专注于创作好的艺术作品，你最终会获得成功。
if引导的条件状语从句用一般现在时，主句用一般将来时，应用will find“将会找到”。find一般现在时，found过去式，均与主句时态不符。
10．句意：他确实是一位内心纯粹的艺术家。
artist为可数名词单数，且空后artist以元音音素开头，应用不定冠词an。a用于辅音音素前，/零冠词用于复数或不可数名词，均不符。
11．B 12．C 13．B 14．A 15．B 16．C 17．B 18．A 19．C 20．B
【导语】本文讲述中国音乐史上的传奇人物“瞎子阿炳”（华彦钧）的生平。
11．句意：父亲去世后，阿炳生病了，不幸失明。
描述过去发生的事情，应用一般过去时lost“失去”，lost his sight“失明”。loses一般现在时，has lost现在完成时，均与上下文时态不符。
12．句意：为了谋生，他不得不在街头卖艺挣钱。
空处作目的状语，表示“为了挣钱”，应用不定式to make。make动词原形不能作状语，making动名词表伴随，均与目的不符。
13．句意：随着年龄增长，他的生活变得更加艰难。
上文他失明、无家可归，下文生活更糟，结合even“甚至”后接比较级，应用harder“更艰难的”。hard原级，hardest最高级，均与even的用法不符。
14．句意：他就是那位创作了传世杰作《二泉映月》的音乐家。
空处引导定语从句修饰musician，且在从句中作主语，应用who指代人。which指物，what不能引导定语从句，均不符。
15．句意：他就是那位创作了传世杰作《二泉映月》的音乐家。
the Moon Reflected on the Second Spring“二泉映月”为专有名词，其中Second Spring指“第二泉”，应用序数词Second。Two基数词，Twice“两次”，均不符。
16．句意：聆听他的音乐能让人们感受到他深沉的情感。
空处作主语，应用动名词Listening“聆听”。Listen动词原形不能作主语，Listens单三形式不能作主语。
17．句意：他最著名的作品被他们用钢丝录音机录了下来。
主语his most famous works与record之间为被动关系，且描述过去的事情，应用一般过去时的被动语态were recorded。recorded过去分词不能单独作谓语，record主动形式，均不符。
18．句意：据说阿炳写了数百首曲子，但只有六首被保存下来供世人聆听。
It is said that...“据说……”为固定句型，应用that引导主语从句。if“是否”，who指代人，均不符。
19．句意：虽然阿炳多年前就去世了，但他的精神永存。
前后句为转折关系，应用Although“虽然”。Because“因为”表因果，If“如果”表条件，均不符。
20．句意：如今，他被认为是一位将痛苦化为美丽艺术的杰出艺术家。
amazing以元音音素开头，应用不定冠词an。a用于辅音音素前，the表特指，均不符。
21．A 22．C 23．D 24．C 25．C 26．C 27．B 28．B 29．D 30．B
【导语】本文讲述了加拿大交换生艾玛在日本学习期间遇到的文化差异和语言挑战，通过亲身经历学会了跨文化交际需要耐心和开放的心态。
21．句意：在她离开之前，她的学校进行了一项调查以帮助学生为文化差异做准备。
“survey”作名词时读作/ s ve /，重音在第一个音节。选项A符合此读音；B的拼写和发音均不正确；C结尾为/i/；D是动词读音，重音在第二音节。
22．句意：为了帮助她安顿下来，她的寄宿妈妈建议她在到达之前学习一些基本的日语短语。
“advise sb. to do sth.”为固定搭配，表示“建议某人做某事”，因此用动词不定式“to learn”。
23．句意：后来回想起来，她后悔在旅行前没有更多练习。
“regret not doing sth.”意为“后悔没做某事”，动名词作宾语，因此用“practising”。注意“practise”为动词，“practice”为名词。
24．句意：朋友问“茶还是咖啡？”，她回答“哪个都可以。谢谢！”
在两者之间表示“任何一个”，应用“either”。“none”用于三者以上，“neither”表示两者都不，“both”表示两者都，但谓语动词应用复数形式。
25．句意：后来，艾玛意识到她犯了另一个错误——她空手而来。
“realized”意为“意识到”，指她明白自己犯了错。“noticed”指注意到具体细节，“understood”指理解道理，“recognized”指认出或承认。
26．句意：她感到抱歉并为没有带小礼物而道歉。
“apologize for doing sth.”为固定搭配，否定形式为“for not doing sth.”，因此用“not bringing”。
27．句意：她想避免再犯同样的错误。
“avoid doing sth.”意为“避免做某事”，动名词作宾语，因此用“making”。
28．句意：艾玛注意到日本人在传达坏消息时通常比加拿大人说话更平静。
修饰动词“speak”应用副词“calmly”，比较级为“more calmly”。“calmer”是形容词比较级，不能修饰动词。
29．句意：一天，她学校附近发生了一个小紧急情况。
“emergency”的正确读音为/ m d nsi/，重音在第二音节，第一个音节为/ /。选项D符合；A第一个音节为/ /；B结尾为/se /；C开头为/i /。
30．句意：起初，她感到害怕，几乎忘记了保持冷静。
描述过去发生的事情，应用一般过去时，且“and”连接“felt”和“forgot”，因此用“forgot”。
31．B 32．B 33．A 34．B 35．A 36．C 37．C 38．B 39．B 40．C
【导语】本文是一篇记叙文，主要讲述了作者在意大利旅行时迷路，通过肢体语言与一位不懂英语的当地老人交流并成功找到火车站的经历，展现了肢体语言作为通用交流方式的有效性。
31．句意：有时，一个简单的手势比千言万语更有效。
根据“than a thousand words”可知，此处存在比较关系，需用形容词比较级。“more effective”为比较级形式，符合“比千言万语更有效”的语境。“effective”为原级，“most effective”为最高级，均不符合比较语境。
32．句意：在我旅行的第二天，我参观了一个美丽的小村庄。
根据语境可知，此处表示“旅行的第二天”，需用序数词。“second”为序数词，表示“第二”，符合语境。“two”为基数词，“twice”表示“两次”，均不符合“第几天”的表达习惯。
33．句意：我感到焦虑，直到我看到一位老妇人坐在河边的长凳上。
此处为“see sb. doing sth.”结构，表示“看到某人正在做某事”，强调动作正在进行。“sitting”为现在分词，符合“看到老妇人正坐在长凳上”的语境。“sat”为过去式，“to sit”为不定式，均不符合该结构要求。
34．句意：很明显，她不懂英语。
此处表示英语是“被说”的语言，需用被动语态；“was not spoken”为一般过去时的被动语态否定形式，符合“她不懂英语”的语境。“doesn’t speak”为一般现在时主动语态，“didn’t speak”为一般过去时主动语态，均不符合被动语态的要求。
35．句意：我不知道接下来该做什么。
此处为“know+疑问词+to do”结构，疑问词作“do”的宾语。“what”可作宾语，表示“什么”，符合“不知道该做什么”的语境。“that”和“which”均不能单独作“do”的宾语，不符合语境。
36．句意：我决定用手而不是嘴。
此处为“decide to do sth.”结构，表示“决定做某事”。“to use”为不定式，符合该结构要求。“use”为原形，“using”为现在分词，均不符合该结构。
37．句意：虽然我们说不同的语言，但我们完全理解彼此。
根据语境可知，前后句存在转折关系，需用转折连词。“Although”表示“虽然”，引导让步状语从句，符合“虽然语言不同，但能理解”的语境。“Because”表示原因，“If”表示条件，均不符合语境。
38．句意：按照她的指示，我轻松找到了车站。
此处为“Following her directions”作状语，表示“按照她的指示”，其中“Following”为现在分词，与主语“I”构成主动关系，符合语境。“To follow”为不定式，表示目的或将来；“Followed”为过去分词，表示被动或完成，均不符合此处语境。
39．句意：它是一座连接两个陌生人的桥梁。
此处为定语从句，修饰先行词“bridge”，且从句中缺少主语，需用关系代词。“that”可指代物，在从句中作主语，符合“桥梁连接陌生人”的语境。“who”指代人，“what”不能引导定语从句，均不符合语境。
40．句意：我很少会忘记那个温暖的下午。
根据语境可知，此处表示“将来很少会忘记”，需用一般将来时。“will”为一般将来时的助动词，符合语境。“do”为一般现在时，“did”为一般过去时，均不符合“将来”的时间背景。
41．B 42．C 43．A 44．C 45．B 46．B 47．A 48．C 49．A 50．B
【导语】本文是一篇记叙文，讲述了战国时期“围魏救赵”这一经典战例。齐国军师孙膑没有直接派兵救援被围困的赵国，而是选择攻打魏国都城大梁，迫使魏军回撤，从而在途中以逸待劳击败魏军，展示了以智取胜的军事智慧。
41．句意：齐王立即派他的将军田忌和军事家孙膑去救援盟友。
“send sb. to do sth.”为固定搭配，意为“派某人去做某事”，应用动词不定式to save作宾语补足语。save动词原形，saving现在分词/动名词，均不符合此搭配。
42．句意：然而，在战略上堪称天才的孙膑阻止了他。
此处为非限制性定语从句，修饰先行词Sun Bin (人名)，关系代词在从句中作主语，应用who。which指物，that不能引导非限制性定语从句，均不符合。
43．句意：孙膑指出，魏国最精锐的部队都在赵国。
“pointed out”后接宾语从句，从句结构完整，不缺成分，应用that引导。that在宾语从句中无实义，可省略。what在从句中充当成分，if意为“是否”，均不符合语境。
44．句意：因此，他们自己的都城大梁只有少量弱兵防守。
根据上下文，此事发生在过去，应用一般过去时。主语“Daliang”与defend之间为被动关系，故用一般过去时的被动语态was defended。defended为过去式或过去分词，is defended为一般现在时的被动语态，均不符合时态和语态要求。
45．句意：攻打他们空虚的都城，比正面迎战他们的精锐部队更好。
下文“than”为比较级的标志词，此处应用形容词good的比较级better，符合语法。good为原级，best为最高级，均不符合比较结构。
46．句意：如果我们攻击他们的都城，魏军将不得不掉头回去拯救他们的家人。
此句为if引导的条件状语从句，主句应用一般将来时，will have to意为“将不得不”，符合语法。have to缺少助动词will，has to主语为第三人称单数且时态不符。
47．句意：他避免在战场上与敌人正面交锋，而是率军向魏国都城进发。
“avoid doing sth.”为固定搭配，意为“避免做某事”，应用动名词meeting作宾语。to meet为不定式，meet为动词原形，均不符合此搭配。
48．句意：由于长途跋涉而疲惫不堪，他们被齐军轻易击败。
此处为形容词短语作状语，说明主语“the Wei soldiers”的状态。Exhausted意为“疲惫的”，表示人的感受，符合语境。To exhaust为不定式，表目的或将来；Exhausting意为“令人疲惫的”，通常修饰事物，均不符合语境。
49．句意：最后，孙膑凭借他的智慧赢得了这场战役。
本文讲述历史故事，应用一般过去时，谓语动词win应用过去式won。wins为一般现在时，has won为现在完成时，均不符合叙述过去事实的语境。
50．句意：这个故事教导我们不仅要使用武力，还要运用智慧。
“not just…but also…”为固定搭配，意为“不仅……而且……”，此处but与also连用构成并列结构。and与also搭配不当，or意为“或者”，均不符合此结构。
51．B 52．A 53．A 54．A 55．B 56．A 57．C 58．A 59．B 60．C
【导语】本文讲述学校邀请护士教授急救技能，包括处理流血伤口、海姆立克急救法和处理昏迷者的正确步骤。
51．句意：她解释说，正确实施急救有时能挽救一个人的生命。
空处作主语从句的主语，应用动名词performing“实施”。performs动词单三形式，perform动词原形，均不能作主语。
52．句意：“然后，用无菌绷带盖住它。”她说。
cover sth. with sth.“用某物盖住某物”为动词短语，表示覆盖的工具，应用with。on“在……上”，under“在……下”，均不符。
53．句意：她还警告我们不要系得太紧，因为可能会阻碍血液循环。
warn sb. not to do sth.“警告某人不要做某事”为动词短语，应用不定式to tie。tie动词原形，tying动名词，均不能用于warn sb. not后。
54．句意：接下来，她教我们如果有人窒息该怎么做。
what to do“该做什么”为“疑问词+不定式”结构，在句中作宾语。doing动名词，done过去分词，均不能用于疑问词后。
55．句意：海姆立克急救法在这种情况下非常有用，应该谨慎操作。
空处引导非限制性定语从句修饰The Heimlich maneuver，且在从句中作主语，应用which指代物。who指代人，where指地点，均不符。
56．句意：我们在人体模型上练习，以便每个人都有机会尝试。
so that“以便，为了”引导目的状语从句，表示练习的目的是让每个人都有机会尝试。because“因为”表原因，although“虽然”表让步，均不符。
57．句意：一个学生Leo问，如果发现有人失去知觉，我们该怎么办。
空处引导宾语从句，且在从句中作do的宾语，应用what“什么”。how“如何”表方式，why“为什么”表原因，均不能作宾语。
58．句意：她提醒我们，在紧急情况下保持冷静至关重要。
主语staying calm为动名词短语，视为单数，且描述客观事实，应用一般现在时is。were用于复数，will be将来时，均不符。
59．句意：课程结束时，我们都对在必要时遵循急救步骤和寻求帮助更有信心了。
when necessary“必要时”为省略结构，when引导时间状语从句，表示“当必要时”。after“在……之后”，before“在……之前”，均不符。
60．句意：这是一个我们有一天可能需要的重要课程。
空处引导定语从句修饰lesson，且在从句中作need的宾语，应用that引导。who指代人，where指地点，均不符。
61．B 62．B 63．A 64．C 65．C 66．A 67．C 68．B 69．A 70．B
【导语】
本文是一篇说明文，主要讲述了古典音乐对青少年的吸引力，贝多芬虽失聪仍创作佳作的故事，以及古典音乐对大脑的好处和选择合适音乐的重要性，表达了作者对古典音乐的赞美。
61．句意：最近，听古典音乐在一些青少年中已成为一种流行的爱好。
此处作主语，要用动名词形式。“Listening”为动名词，可作主语，表示“听古典音乐这一行为”，符合语法和语境。“Listen”为动词原形，不能直接作主语；“Listened”为过去分词，不能作主语，均不符合要求。
62．句意：他是一位伟大的德国音乐家，创作了许多著名的交响曲。
此处是定语从句，先行词“a great German musician”指人，在从句中作主语。“who”可引导定语从句，且在从句中作主语，修饰人，符合此处语法。“which”用于修饰物；“what”不能引导定语从句，均不符合语境。
63．句意：老师告诉我们贝多芬年轻时失去了听力。
此处是宾语从句，“told us”后接宾语从句，从句“Beethoven lost his hearing when he was young”是陈述句，不缺成分。“that”可引导宾语从句，且在从句中不充当成分，只起连接作用，符合此处语法。“if”表示“是否”，引导宾语从句时，从句通常是一般疑问句；“which”引导宾语从句时，在从句中作主语、宾语等成分，均不符合此处语境。
64．句意：这对一个音乐家来说是一件可怕的事情，但他没有放弃。
根据前后句语境，前面说失去听力对音乐家是可怕的事，后面说没放弃，前后是转折关系。“but”表示转折，符合此处逻辑。“and”表示并列；“or”表示选择，均不符合语境。
65．句意：如果你感到疲劳或有压力，听一首莫扎特的作品可能会让你感觉好一些。
根据语境，此处是假设的情况，即“如果”感到疲劳或有压力。“If”表示“如果”，引导条件状语从句，符合此处语境。“Unless”表示“除非”；“Before”表示“在……之前”，均不符合语境。
66．句意：据说这种音乐有助于大脑更快地运转，更好地集中注意力。
help sb./sth. do sth.是固定搭配，意为“帮助某人/某物做某事”。“work”为动词原形，“help the brain work faster”符合该固定搭配，表示“帮助大脑更快运转”。“working”为动名词；“worked”为过去式，均不符合该固定搭配。
67．句意：我的朋友爱丽丝每天练习小提琴，因为她想在未来成为一名音乐家。
want to do sth.是固定搭配，意为“想要做某事”。“to become”为动词不定式，“want to become a musician”符合该固定搭配，表示“想要成为一名音乐家”。“become”为动词原形；“becoming”为动名词，均不符合该固定搭配。
68．句意：她说小提琴是一种能表达深刻情感的乐器。
此处是定语从句，先行词“an instrument”指物，在从句中作主语。“which”可引导定语从句，且在从句中作主语，修饰物，符合此处语法。“who”用于修饰人；“where”在定语从句中作地点状语，均不符合语境。
69．句意：对于初学者来说，选择合适的音乐是一个好的开始。
此处表示“一个好的开始”，“good”是以辅音音素开头的单词，要用不定冠词“a”。“a”用于以辅音音素开头的单词前，“a good start”表示“一个好的开始”，符合语境。“an”用于以元音音素开头的单词前；“the”表示特指，均不符合此处语境。
70．句意：探索声音的世界是一段多么令人愉快的旅程啊！
此处是感叹句，感叹句的结构为“What + (a/an) + 形容词 + 可数名词单数 + 其他成分！”或“How + 形容词/副词 + 主语 + 谓语！”。本句中“an enjoyable journey”是名词短语，要用“What”引导感叹句。“What an enjoyable journey it is”符合“What + (a/an) + 形容词 + 可数名词单数 + 主语 + 谓语！”的结构，表示“多么令人愉快的旅程啊”。“How”引导感叹句时，后面接形容词或副词；“Why”不能引导感叹句，均不符合此处结构。
71．D 72．A 73．D 74．B 75．B 76．A 77．C 78．B 79．D 80．C
【导语】本文主要介绍了一个童童的11岁女孩喜欢盘古舞，在抖音上分享视频并希望更努力练习，传承传统舞蹈。
71．句意：她在三岁半的时候开始学习中国舞蹈。
if如果；because因为；before之前；when当……时候。根据“She started learning Chinese dance…she was just three and a half years old.”可知，此处表示她三岁半时开始学舞蹈，用when引导时间状语从句。故选D。
72．句意：童童对盘古舞很感兴趣，盘古舞是汉代的一种传统舞蹈。
a一个，用于修饰以辅音音素开头的词，表泛指；an一个，用于修饰以元音音素开头的词，表泛指；the定冠词，表特指；/零冠词。根据“Tongtong is very interested in Pangu dance,…traditional dance from the Han dynasty.”可知，此处泛指“一种汉朝传统舞蹈”，且traditional以辅音音素开头，用冠词a修饰。故选A。
73．句意：盘古舞的舞者使用鼓，穿着漂亮的衣服。
or或者；but但是；so因此；and和。根据“Dancers of Pangu dance use drums…wear beautiful clothes.”可知，“使用鼓”和“穿漂亮衣服”为并列动作，用and连接。故选D。
74．句意：他们在鼓上跳来跳去，用脚打拍子，挥舞着长袖。
in在里面；with用；on在上面；by通过。根据“They jump and dance on the drums, and make beat (有规律的敲击声)…their feet and wave long sleeves (挥舞长袖)。”可知，此处表示“用脚发出敲击声”，with表工具或身体部位。故选B。
75．句意：通过对舞蹈的热爱，童童结交了许多舞蹈爱好者。
she她，主格；her她的，形容词性物主代词；hers她的，名词性物主代词；herself她自己，反身代词。根据“Through…love for dancing, Tongtong has made friends with many dance lovers.”可知，此处空后为名词，应用形容词性物主代词去修饰。故选B。
76．句意：因为他们，童童也开始把她的舞蹈视频放在抖音上。
also也；too也，位于肯定句句尾；either或者；neither都不。根据“Because of them, Tongtong…started putting her dance videos on Douyin.”可知，此处表示“也”，且位于实义动词started前，also符合语境。故选A。
77．句意：每天做完作业后，童童花半个小时左右的时间在抖音上学习舞蹈。
learn学习，原形；to learn动词不定式；learning动名词；learnt过去式。根据“Every day, Tongtong spends about half an hour…dance on Douyin after finishing her schoolwork.”可知，此处为固定搭配spend time (in) doing“花时间做某事”，用动名词。故选C。
78．句意：她每周上两次舞蹈课。
go去，原形；goes三单形式；went过去式；is going现在进行时。根据“She…to dance classes twice a week.”可知，此处描述现在的习惯，时态为一般现在时，主语为she，动词用三单形式。故选B。
79．句意：她的妈妈，王老师，很高兴童童能很好地利用她的时间，并能跟上她的功课。
good好的；better更好的，比较级；best最好的，最高级；well好地，副词。根据“Ms Wang, is glad that Tongtong uses her time…and can keep up with her schoolwork.”可知，此处表示“有效利用时间”，修饰动词use需用副词well。故选D。
80．句意：童童很高兴很多人喜欢她的舞蹈视频。
happiness开心，名词；unhappy不开心的；happy开心的，形容词；happily快乐地，副词。根据“Tongtong is…that many people like her dance videos.”可知，此处应用形容词happy作表语。故选C。
81．A 82．B 83．B 84．B 85．B 86．A 87．A 88．C 89．A 90．B
【导语】本文介绍了汉语的逻辑特点，通过班级活动展示汉语通过语序而非形式连接思想的独特之处，并阐述了学习汉语逻辑对提升推理能力和语言运用能力的重要性。
81．句意：只有读者带着文化背景来看待文字时，某些意义才会显现。
前后句为时间条件关系，表示“只有当……时”。 when意为“当……时”，引导时间状语从句，符合语境。
82．句意：两周前，我们班举办了一场“汉语中的逻辑”活动。
时间状语“Two weeks ago”表示过去时间，应用一般过去时。held是hold的过去式，意为“举办”，符合时态要求。
83．句意：每个小组被选中分析一个在不同故事中使用过的句子。
主语“Each group”与动词“choose”之间为被动关系，且描述过去发生的事，应用一般过去时的被动语态。was chosen是被动语态的过去式，意为“被选中”，符合语法要求。
84．句意：这让我印象深刻，因为汉语逻辑通过语序而非形式来连接思想，这与我们在英语中学到的截然不同。
空格在介词“from”后作宾语从句，且在从句中作“learn”的宾语，表示“学到的内容”。what意为“什么”，引导宾语从句并在从句中作宾语，符合语法要求。
85．句意：在老师的邀请下，他通过引用古代汉语的例子来引导讨论。
主语“he”与动词“invite”之间为被动关系，表示“被老师邀请”。Invited是过去分词，作状语，表示被动，符合语法。
86．句意：他说理解语言逻辑需要同时仔细阅读和深入思考。
空格与“reading carefully”并列，且位于“and”后，应用动名词形式构成平行结构。thinking是动名词，与reading并列作requires的宾语。
87．句意：有些句子包含多层含义。
“layers of meaning”意为“多层含义”，layers是可数名词复数，应用many修饰。many意为“许多”，修饰可数名词复数。more是比较级，此处无比较含义。
88．句意：汉语逻辑不仅能提高阅读能力，还能引导我们更清晰地写作。
空格在“Not only...”句型中，与“but (also)”构成固定搭配，所以填but。
89．句意：如果你经常练习，你会逐渐发现曾经觉得困难的规律。
前后句为条件关系，“经常练习”是“发现规律”的条件。If意为“如果”，引导条件状语从句。
90．句意：在未来，你会发现更精确表达想法的新方法。
时间状语“In the future”表示将来时间，应用一般将来时。will find是一般将来时，意为“将发现”，符合时态要求。
91．A 92．A 93．B 94．B 95．B 96．B 97．C 98．B 99．A 100．A
【导语】本文介绍了不同人拥有不同幽默风格的现象，通过英语俱乐部的幽默之夜活动，展示了语言幽默、简单幽默和意外幽默等多种形式，并指出幽默可以锻炼语言能力、反映个性，最终鼓励每个人找到适合自己的幽默方式。
91．句意：每个人都喜欢幽默，因为它使沟通更有趣。
空格在“makes communication”后作宾语补足语，表示“使沟通变得……”，且前文提到“enjoys humor”，说明幽默的作用应是让沟通更有趣，含比较之意，more interesting意为“更有趣的”，符合语境。
92．句意：有些人放声大笑，而有些人则笑得更慢一些。
空格修饰动词“smile”，应用副词，且与“loudly”形成对比，表示笑的方式不同。more slowly意为“更慢地”，符合语境。slowest是最高级，此处无比较范围；as slow as结构不完整，且slow是形容词。
93．句意：每个学生被要求分享一个有趣的故事或笑话。
主语“Each student”与动词“ask”之间为被动关系，且描述过去发生的事，应用一般过去时的被动语态。was asked是一般过去时的被动语态，符合要求。
94．句意：我对我们学校中不同类型的幽默感到惊讶。
空格后是名词“school”，应用形容词性物主代词our表示“我们的”。
95．句意：她喜欢通过不寻常的方式运用英语单词来创作笑话。
空格在介词“by”后，应用动名词作宾语，playing意为“玩，运用”，符合语法。
96．句意：她告诉我她计划明年写一个幽默博客。
told是过去式，宾语从句需要用相应的过去时态，所以填planned。
97．句意：在活动中，我们了解到有些人很容易理解笑话，而另一些人可能需要更多时间。
前后句对比两种人理解笑话的不同速度，表示对比关系。while意为“而”，用于表示对比，符合语境。
98．句意：有些学生喜欢简单的笑话，而另一些学生则更喜欢更出人意料的玩笑。
前后句对比两种人喜欢的幽默风格，表示转折对比关系。but意为“但是”，表示转折，符合语境。
99．句意：如果你仍然觉得英语笑话难懂，别担心！
前后句为条件关系，“觉得难”是“不用担心”的条件前提。If意为“如果”，引导条件状语从句，符合逻辑。
100．句意：你将来会找到适合自己的幽默类型。
时间状语“in the future”表示将来时间，应用一般将来时。will find是一般将来时，意为“将找到”，符合时态。
101．C 102．B 103．A 104．B 105．A 106．B 107．B 108．B 109．A 110．A
【导语】本文讲述学校举办“帮助周”活动，鼓励学生为社区老人准备礼物和食品，学生在活动中学会了善良、规划和团队合作。
101．句意：每个人比以往更认真地准备食品包和小礼物送给老人。
try to do sth.“努力做某事”为动词短语，表示努力准备食品包，应用不定式to prepare。preparing动名词，prepared过去式，均不能用于try后。
102．句意：第一天，每个学生被要求加入一个团队，去拜访附近的家庭。
主语each student与ask之间为被动关系，表示“被要求”，且描述过去的事情，应用一般过去时的被动语态was asked。
103．句意：我很自豪，到周末我们班收集的包裹比其他任何班都多。
空处引导宾语从句，从句结构完整，应用that引导，表示“我们班收集的包裹最多这件事”。while“而”，so“所以”，均不能引导宾语从句。
104．句意：我的一个同学梅喜欢以实际的方式帮助别人。
enjoy doing sth.“喜欢做某事”为动词短语，应用动名词helping。to help不定式，helped过去式，均不能用于enjoy后。
105．句意：所以她决定组建一个周末见面的小型志愿者团队。
上文梅喜欢实际帮助他人，下文她决定组建团队，前后为因果关系，应用So“所以”。And“和”表并列，But“但是”表转折，均不符。
106．句意：在老师和当地志愿者的鼓励下，学生们组织了几项活动。
主语the students与encourage之间为被动关系，表示“被鼓励”，应用过去分词Encouraged作状语。To encourage不定式表目的，Encouraging现在分词表主动，均不符。
107．句意：不再使用的保暖外套被仔细修补并送到有需要的家庭。
空处引导定语从句修饰coats，且在从句中作主语，应用that指代物。who指代人，what不能引导定语从句，均不符。
108．句意：这些活动教会我们，帮助他人可能比我们最初想象的更有回报。
空后有than，应用比较级more rewarding“更有回报的”。
109．句意：我们不仅学会了善良，还学会了如何计划和团队合作。
not only...but also...“不仅……而且……”为固定搭配，表示并列关系，应用but。
110．句意：如果每个学生都继续做小小的善事，我们将与周围的人建立更紧密的联系。
if引导的条件状语从句用一般现在时，主句用一般将来时，应用will build“将会建立”。
111．C 112．A 113．B 114．C 115．B 116．B 117．C 118．A 119．A 120．C
【导语】本文讲述作者帮助西班牙交换生Lucas学习中文的经历，通过制定学习计划、练习书写和口语，最终Lucas取得进步并感受到中国朋友的善意。
111．句意：他对中国文化非常感兴趣，希望有一天能学好中文。
be interested in“对……感兴趣”为形容词短语，表示人的兴趣，应用interested。interest名词，interesting“有趣的”修饰物，均不符。
112．句意：起初，Lucas觉得汉字很难，因为许多汉字看起来很相似。
前后句为因果关系，表示觉得难“因为”相似，应用because。while“当……时”，when“当……时”，均表时间，不符。
113．句意：他认真听讲，尽力而为，很快他的书写比以前好多了。
描述过去发生的事情，应用一般过去时became“变得”。becomes一般现在时，has become现在完成时，均与上下文时态不符。
114．句意：每天下午，Lucas都会来我的教室，和我练习半小时中文。
half an hour“半小时”为固定短语，hour以元音音素开头，应用不定冠词an。/零冠词，a用于辅音音素前，均不符。
115．句意：有时我们谈论食物和节日，有时我们讨论著名的中国历史人物。
前后句为并列关系，表示“有时……有时……”，应用and“和”连接并列分句。so“所以”表结果，while“而”表对比，均不符。
116．句意：我注意到，当他谈论自己喜欢的事情时，他学得更快。
enjoy doing sth.“喜欢做某事”为动词短语，应用动名词talking。talk动词原形，to talk不定式，均不能用于enjoy后。
117．句意：每个人都很惊讶，因为他的发音足够清晰，我们都能听懂。
主语Everyone与surprise之间为被动关系，表示“感到惊讶”，应用一般过去时的被动语态was surprised。surprised过去分词不能单独作谓语，was surprising“令人惊讶的”修饰物，均不符。
118．句意：卢卡斯曾经告诉我，虽然学习中文很有挑战性，但帮助他人让这段旅程更容易、更有意义。
and连接并列成分，后为more meaningful，前应用形容词比较级easier“更容易的”。easy原级，easily副词，均不能与more meaningful并列作宾语补足语。
119．句意：他说最让他印象深刻的是从中国朋友那里得到的善意。
主语what impressed him most为名词性从句，视为单数，且描述过去的事情，应用一般过去时was。were用于复数，is一般现在时，均不符。
120．句意：下学期，我计划帮他准备一场中文演讲比赛。
plan to do sth.“计划做某事”为动词短语，应用不定式to help。help动词原形，helped过去式，均不能用于plan后。
121．D 122．D 123．A 124．C 125．A 126．D 127．B 128．B 129．A 130．C
【导语】本文讲述了中国传统童谣的文化价值和教育意义，重点介绍了蛇年春晚节目《玉盘》这首童谣。
121．句意：在蛇年的春节联欢晚会上，一首著名的童谣《玉盘》成为亮点。
a一个（辅音开头）；an一个（元音开头）；/不填冠词；the这个，特指。根据“Year of Snake”可知此处特指某一年，需用定冠词the。故选D。
122．句意：这首迷人的歌曲不仅让人们想起童年，还展现了中国传统童谣的美。
with和；for为了；to到；of……的。固定搭配remind sb of sth，表示“使某人想起某事”。故选D。
123．句意：展现中国传统童谣的美丽。
beauty美丽（名词）；beautiful美丽的（形容词）；beautifully美丽地（副词）；beautify美化（动词）。“the…of”结构需用名词形式。故选A。
124．句意：童谣是中国文化的重要组成部分，被儿童和成人广泛喜爱。
wide宽的（形容词）；widen拓宽（动词）；widely广泛地（副词）；width宽度（名词）。此处修饰动词“enjoyed”需用副词。故选C。
125．句意：这些歌曲为孩子们提供了一种轻松的方式来学习许多语言价值观和传统。
many许多（修饰可数名词）；much许多（修饰不可数名词）；more更多；most最多。“language values and traditions”为可数概念，用many修饰。故选A。
126．句意：例如，《玉盘》通过简单而有意义的歌词教导孩子感恩与亲情。
teach教（原形）；will teach教（一般将来时）；taught教（动词过去式）；teaches教（动词三单）。全文时态是一般现在时，主语是第三人称单数，谓语动词用三单形式。故选D。
127．句意：父母经常建议选择《玉盘》这类歌曲。
choose选择（动词原形）；choosing选择（动名词）；to choose选择（不定式）；chosen选择（过去分词）。advise doing sth“建议做某事”，故选B。
128．句意：他们认为这首歌有助于语言的发展，并促进友好的信息。
calmly平静地；friendly友好的；gently温柔地；early早的/早地。空处需要用形容词修饰名词，排除AC；根据“They think the song will help with language development ”可知，歌曲应该可以促进友好的信息。故选B。
129．句意：现在许多学校在音乐课上都有这些押韵诗，这是学生们享受自己的好机会。
them它们（宾格）；they他们（主格）；their他们的（形容词物主代词）；themselves他们自己（反身代词）。空处作enjoy的宾语，需要用宾格。故选A。
130．句意：中国童谣不仅在中国流行，还在世界范围内获得认可。
and和；so所以；but但是；or或者。此处是not only…but also结构，故选C。
131．C 132．B 133．B 134．A 135．B 136．B 137．C 138．B 139．C 140．A
【导语】本文是一篇记叙文，主要讲述了作者学习法语并用法语与法国邻居交流的经历，通过帮助邻居找回丢失的书，作者感受到了语言连接人心的力量以及学习语言带来的无尽喜悦。
131．句意：我决定学习法语，因为我想和我的邻居，一个叫索菲的法国女孩交朋友。
根据“decided”可知，此处考查“decide to do sth.”（决定做某事）的固定搭配。“to learn”为动词不定式，符合“decide to do stth.”的结构要求。“learn”为动词原形，“learning”为动名词形式，均不符合该固定搭配。
132．句意：我决定学习法语，因为我想和我的邻居，一个叫索菲的法国女孩交朋友。
此处需要一个后置定语来修饰“a French girl”，表示“一个被叫做索菲的法国女孩”。“named”为过去分词作后置定语，符合语境和语法规则。“to name”为不定式形式，“naming”为现在分词形式，均不能直接作后置定语修饰名词。
133．句意：所以，我开始比以前更加努力地练习。
根据“than before”可知，此处应用比较级形式，表示“比以前更努力”。“harder”为“hard”的比较级，符合语境。“hard”为原级，“hardest”为最高级，均不符合“与以前比较”的语境。
134．句意：我每天早上听法语广播，并尽量像广播主持人一样清晰地说话。
“as...as...”结构中间用形容词或副词的原级，表示“和……一样……”，此处修饰动词“speak”，应用副词“clearly”的原级。“clearly”为副词原级，符合“as...as...”的结构要求。“more clearly”为比较级，“most clearly”为最高级，均不符合此处无比较含义的语境。
135．句意：一天下午，我看见索菲独自坐在公园的长凳上。
根据“saw Sophie”可知，此处考查“see sb. doing sth.”（看见某人正在做某事）的固定搭配。“sitting”为现在分词形式，符合“see sb. doing stth.”的结构要求。“sit”为动词原形，“to sit”为不定式形式，均不符合该固定搭配。
136．句意：我走过去问她为什么不开心。
根据“She told me she lost her favorite book.”可知，此处是询问“不开心的原因”。“why”表示“为什么”，用于询问原因，符合语境。“that”引导宾语从句时无实际意义，“what”表示“什么”，均不符合询问原因的语境。
137．句意：在所有孩子中，我找得最仔细。
根据“Among all the kids there”可知，此处是在所有孩子中进行比较，应用最高级形式，表示“最仔细”。“the most carefully”为“carefully”的最高级形式，符合语境。“carefully”为原级，“more carefully”为比较级，均不符合“在所有孩子中比较”的语境。
138．句意：这本书被归还给了她。
根据“She smiled and thanked me in French.”可知，句子应用一般过去时，且“book”与“return”之间是被动关系，应用被动语态。“was returned”为一般过去时的被动语态，符合语境。“returned”为一般过去时的主动形式，“is returned”为一般现在时的被动语态，均不符合语境。
139．句意：语言是一种连接人心的工具。
此处表示泛指“一种工具”，且“tool”以辅音音素开头，应用不定冠词“a”。“a”为不定冠词，用于辅音音素开头的单词前，符合语境。“the”为定冠词，表示特指，“an”用于元音音素开头的单词前，均不符合此处泛指的语境。
140．句意：掌握一门语言需要时间，但它带来的快乐是无穷无尽的。
根据“It takes time to master a language”和“the joy it brings is endless”可知，前后句之间是转折关系，应用“but”连接。“but”表示转折关系，符合语境。“so”表示因果关系，“or”表示选择关系，均不符合此处转折的语境。
141．B 142．C 143．B 144．C 145．A 146．B 147．A 148．C 149．B 150．A
【导语】本文讲述了美国男孩Tom在中国学习汉语的经历，从最初的困难到通过努力获得认可，最终爱上这门语言并坚持学习的故事。
141．句意：那时，学习汉语对我来说是一个巨大的挑战。
此处作句子主语，应用learning。learn为动词原形，learned为动词过去式/动词过去分词均不能直接作主语。
142．句意：他鼓励我每天和他练习汉语。
encourage sb. to do sth. 是固定搭配，意为“鼓励某人做某事”，应用to practice。practicing为动名词，practice为动词原形均不符合语法。
143．句意：我不知道我是否能坚持下去，但我决定试一试。
if引导宾语从句，表示“是否”，符合“不确定能否坚持”的语境，应用if。that引导从句无实际语义，what不符合句子逻辑。
144．句意：我试着比以前说得更清楚，以便让别人听懂。
than before表示比较，应用more clearly。clear为形容词原级，clearly为副词原级，均不满足比较级要求。
145．句意：李明告诉我要尽可能认真地听母语者说话。
as...as I could结构中需用副词原级carefully修饰动词listen，应用carefully。more carefully为比较级，most carefully为最高级均不符合此结构。
146．句意：有一天，我们看到一位老人打太极，他走过来和我交谈。
came over是过去式，并列的动作talk也需用过去式，应用talked。talk为动词原形，talks为第三人称单数均时态不符。
147．句意：令我惊讶的是，那天我能听懂他的话！我在社区里所有外国人中说得最好。
of all the foreigners表示范围，需用副词最高级best修饰动词spoke，应用best。better为比较级，well为原级均不符合。
148．句意：后来我参加了一个汉语演讲比赛，一枚金牌被评委颁发给了我。
主语A gold medal是动作的承受者，需用被动语态；故事发生在过去，因此用一般过去时被动语态，应用was given。gave为主动语态，is given为一般现在时被动均不符合。
149．句意：就是那一刻，我真正为自己感到骄傲。
feel proud of oneself是固定搭配，意为“为自己感到骄傲”，主语是I，应用myself；me宾格，mine名词性物主代词均不符合。
150．句意：虽然有时仍然很难，但我永远不会放弃。
Although引导让步状语从句，表示“虽然……但是……”，符合“困难但不放弃”的逻辑，应用Although。Because“原因”，If“条件”均不符合语境。
151．C 152．C 153．B 154．A 155．C 156．A 157．C 158．A 159．B 160．C
【导语】本文讲述美国艺术家科琳通过“窗景”艺术鼓励癌症患者的故事。她因亲身经历萌生创意，用绘画传递希望。
151．句意：她正在努力通过她的“窗口”艺术让癌症中心的病人们振作起来。
cheer鼓舞，动词原形；cheers鼓舞，三单形式；to cheer鼓舞，不定式。try hard to do sth.“努力做某事”，是固定搭配。故选C。
152．句意：科琳从自己的经历中得到了这个想法。
a不定冠词，表泛指，用于以辅音音素开头的单词前；an不定冠词，表泛指，用于以元音音素开头的单词前；the定冠词，表特指。此处特指通过她的“窗口”艺术让癌症中心的病人们振作起来这一想法，用定冠词the。故选C。
153．句意：几年前，她也患了癌症。
in在……里；from来自；on在……上。suffer from“患有”，是固定搭配。故选B。
154．句意：幸运的是，她努力抗争，渡过难关。
and和；but但是；or或者。根据“Luckily, she fought hard…made it through”的语境可知，此处表示并列关系。故选A。
155．句意：康复后，她考虑用对艺术的热爱来改变这种情况。
use使用，动词原形；to use使用，不定式；using使用，动名词。consider doing sth.“考虑做某事”，是固定搭配。故选C。
156．句意：她做了什么来帮助病人？
What什么；Who谁；Why为什么。此处询问具体行为，what符合。故选A。
157．句意：她开始用美丽的东西来描绘窗外的景色，比如森林、花和树。
thing东西，单数形式；thing’s，所有格形式；things东西，复数形式。根据“like forests, flowers and trees”可知，此处表示复数概念。故选C。
158．句意：这些画都传达了积极的信息。
all全部，指三者及以上；both两者；either(两者中的)任何一个。前文未限定数量，“all”概括全部。故选A。
159．句意：他们给了病人面对疾病的勇气，让他们感到更有希望。
they他们；them他们；their他们的。此处应用人称代词宾格，作宾语。故选B。
160．句意：在未来，我将继续用我的艺术来振奋那些癌症患者的精神。
continue继续，动词原形；continued继续，过去式；will continue将继续，一般将来时。根据“In the future”可知，句子时态为一般将来时。故选C。
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