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广州市八年级英语下册暑假专题大通关
组合训练（七）
一、语法选择
Body language is very useful because it can help make others 1 you easily. When talking 2 others, you are not just using words, but also using expressions and gestures. For example, 3 one’s hand is to say “goodbye”. A smile and a handshake show welcome, and clapping hands 4 congratulations.
But different countries have different body languages. For example, men in Russia, France and Arab countries kiss each other when they meet, 5 men in China or Australia shake hands instead of 6 . People in Puerto Rico like 7 each other, but people 8 English-speaking countries do not touch each 9 . If you touch 10 English person, you 11 say “sorry”. People in Arab countries like standing 12 to one another 13 they are talking, but English people must 14 a distance when they are talking. When you use a foreign language, 15 is very important to know the meanings of gestures in the foreign country.
1．A．understand B．understanding C．understands D．understood
2．A．about B．for C．with D．in
3．A．wave B．waving C．to waving D．waved
4．A．mean B．means C．meant D．will mean
5．A．but B．or C．and D．so
6．A．kiss B．to kiss C．kissing D．kissed
7．A．touching B．to touching C．touch D．touched
8．A．on B．to C．at D．from
9．A．the other B．the others C．other D．another
10．A．a B．an C．the D．/
11．A．could B．might C．should D．would
12．A．closed B．closes C．closing D．close
13．A．until B．when C．because D．unless
14．A．keep B．keeping C．kept D．keeps
15．A．its B．this C．that D．it
二、完形填空
Do you know the lovely elephant Dumbo with big ears in the Disney film Now, the elephant is on the red list of animals in danger, 16 the Asian elephants in the wild. Jinghong, a city in Southwest China, has 17 a food source base (食物资源基地) to help them. The government 18 to build the base last year. Because of the hard work of the 19 , the number of wild Asian elephants has grown from 170 in the 1940s to 300 today.
The base covers three towns across 670 km2. More than 38,000 banana trees grow well in the base. Workers also built salty ponds (盐池) for the elephants. In the base, the elephants can enjoy delicious food, and they can also have a 20 .
Scientists did lots of 21 in the base before it was open. Chai, one of the scientists said, “We want to offer many kinds of food to them. After finishing the project, elephants will be able to 22 in the food source base. This can stop them from 23 food in villages and destroying the farmers’ fields.”
The elephant family is one of the most 24 animal groups on the earth. They are very useful to us and the environment. However, there are few groups of elephants left. “We hope to share our 25 with other countries and cities. Let’s protect the Asian elephants together.” Chai added.
16．A．finally B．especially C．unluckily D．suddenly
17．A．asked for B．thought of C．set up D．taken away
18．A．offered B．asked C．advised D．started
19．A．villagers B．government C．volunteers D．locals
20．A．party B．talk C．bath D．trip
21．A．homework B．experiments C．research D．reading
22．A．eat B．walk C．sleep D．run
23．A．looking at B．looking for C．looking up D．looking after
24．A．interesting B．beautiful C．exciting D．important
25．A．happiness B．result C．experience D．findings
阅读理解
A
It is said that two-thirds of our communication is through body language. Teachers’ body language to students is important too. Positive body language in a classroom can encourage students to learn better. It can make your students feel safe and confident enough to take part in the lessons. It can also make your students believe that you are kind and always there to help them. Below are some positive body languages you can use in class.1. Eye Contact
Eye contact is one of the best ways to connect with your students and keep their minds on class. Look at one student for about 15-30 seconds before changing to another student. Your students may listen more carefully when they know you’re speaking to them. It also helps them feel that they are noticed.2. Keep Your Arms Open
An open body position shows an invitation. It also encourages brainstorming and new ideas. It also keeps your students’ mind on your words and therefore they will be more likely to hear what you say.3. Praise with Your Whole Body
Nod your head. Give a thumbs-up — maybe two! Raise your hands in excitement! Show them they are on the right way and they will be more confident in continuing down it.4. Use a Thinking Pose
Hold your chin (下巴), and tilt (倾斜) your head. These will send a message to the student you are looking at to think about the question.5. Smile
This is the most important. A smile shows a teacher’s friendliness. Students connect best with teachers who always smile at them, want to be with them, and want to share the love for knowledge.
Using more body language in the classroom will allow teachers to become excellent communicators of knowledge. In addition, teachers will become skilled receivers of students’ needs, and get the power to send messages that improve students’ learning interest.
26．Positive body language can ________.
A．make teachers feel safe and confident
B．help teachers make a good impression on students
C．make students believe their teacher is confident
D．help students learn by themselves
27．If you want a student to feel that he is noticed, you can ________.
A．look at him for about 15 seconds B．keep your arms open
C．give him a thumbs-up D．use a thinking pose
28．What is NOT true according to the article
A．Making eye contact with students can make them listen more carefully in class.
B．Students connect best with teachers who like to smile at them.
C．When a teacher nods his head, he wants a student to think about the question.
D．Using more body language helps a teacher learn more about students’ needs.
29．Which is the best title for the article
A．Body Language in Teaching
B．Body Language of Students
C．How to Communicate with Students
D．How to Be an Excellent Teacher
B
阅读左右两栏信息，左栏是关于五个人在沟通中遇到的问题，右栏是关于沟通的六个网站。请为每个人遇到的问题匹配对应的沟通网站。选项中有一项为多余选项。
30 Emma finds it difficult to express her opinions in group discussions. She wants to become more confident in conversation. 31 Sara tries to write clear and short emails in English. She needs to improve her written communication skills. 32 Tom has trouble understanding non-verbal cues during conversation. He wants to learn how to read body language better. 33 Mike often misunderstands people when communicating online. He wants to learn how to communicate better online. 34 Lucy often gets nervous when speaking in front of others. She wants to improve her public speaking skills. A．The website helps you understand cultural differences in communication and not to misunderstand cross-cultural communication. B．Learn how to explain body language and improve your understanding of non-verbal communication. This website gives practical tips to you. C． This website teaches you how to write effective emails. It can also help improve your social skills. D．Learn how to express your ideas confidently in groups. This website offers ways for conversation and group discussions. E. This website helps you to find ways to deal with online communication challenges. It teaches you how to communicate better on the internet. F. This website helps you overcome nervousness and build confidence in public speaking. It offers tips and exercises to make your talk more effective.
四、任务型阅读
请阅读下面短文，根据所提供的信息，回答五个问题。要求所写答案语法正确、信息完整切题。
During the 2026 Spring Festival, 54 students from China went on a two-week trip to California, the USA．The trip’s purpose is to help Chinese and American students learn about each other’s cultures and make friends.
The students joined classes at local schools. At first, the American students were a bit worried, because they thought the Chinese students didn’t speak English well. However, their Chinese friends soon showed they could communicate clearly.
For all the students, cultural activities were fun. The Chinese students taught the American students paper-cutting, Chinese writing, and how to make dumplings, though Liu Ruiqin joked that their first try looked messy. American students shared popular songs, films, and common English words. Jiang Zheng found it funny when her classmates asked how to say “stop talking” in Chinese.
Even with some language problems, students became close friends. Though he is back in China now, Liu Ruiqin still keeps in touch with his American friends through WeChat. Once, he shared photos of yuanxiao with them during the Lantern Festival.
The trip showed that talking to each other breaks down walls. As Jiang Zheng said, “Without communication, there’s no understanding.” American students will visit China next year to keep building these special friendships.
35．How long did the 54 students stay in the USA
36．How did the American students feel at first
37．What was fun for all the students
38．How does Liu Ruiqin stay in touch with his American friends
39．When will the American students visit China
五、选词填空
请从方框中选择适当的词并用其正确形式填空，使文章完整连贯。注意每空一词，每词仅用一次，有两词为多余。(每空一词)
more difficult crazy when however on make robot take either other busy
Wu Yulu comes from a small village. He loves inventing things and he is a common inventor. 40 Wu was a child, he was interested in 41 robots. At the age of 8, he made his first mini-electrical machine(小型电机). He was always 42 working on robots and had no time to do other things. He didn’t care about other things, 43 . Local villagers thought Wu Yulu was crazy. 44 , he never gave up his dream. He spent most of his time 45 robots with different skills.
So far, he has created 46 than sixty robots, some do the dishes and 47 pour water or serve food. “I will try my best to make robots and I’m glad that I keep on doing it.” said Wu Yulu. “ I was invited to an exhibition in Shijiazhuang with my robots in 2009. I am proud of what I’ve invented.” His son Wu Wangyang was influenced by Wu Yulu, so he also loves 48 very much. Wu Wangyang is so 49 about robots that he always loses himself in his inventions. In the future, he and his father Wu Yulu will surely invent more useful robots.
六、短文填空
Last month, our school h 50 a reading week. Every student could offer to share their favorite books. My friend Lily and I decided to v 51 to help organize a book corner in the classroom.
Unluckily, on the first day of the reading week, Lily had a fever and had to stay at home. So I had to work on the book corner a 52 . At first, I felt worried because I didn’t know how to do everything by myself. But soon I found an unexpected (意想不到的) a 53 : I could arrange the books in my own way without waiting for others’ opinions.
I decided to put some old but famous stories on the top shelf. One of them was Robinson Crusoe, a c 54 novel that almost everyone has heard of. I also wrote small introduction cards for each book to help my classmates understand them better.
In the end, many classmates came to borrow books. I felt proud not only because I finished the work but also because I learned that being alone doesn’t mean being weak.
阅读下面短文，在空白处填入一个适当的词，或填入括号中所给单词的正确形式。
Last Saturday, I went to Harbin Central Street with some of my friends. It 55 (be) a sunny day. Walking along the street, we saw many volunteers in the sun. Though they were very tired, they didn’t stop 56 (have) a rest. We were 57 (deep) moved when we saw this. Just as we turned a corner, we saw two little boys 58 (stand) there and crying. We went over to see what happened. One boy told us that they couldn’t find their mother and gave us their mother’s phone number. I tried to call her several times. Twenty minutes later, their mother turned up. With tears in her eyes, she was very thankful 59 us.
/ 让教学更有效 高效备考 | 英语学科
试卷第1页，共3页
试卷第1页，共3页
参考答案
1．A 2．C 3．B 4．B 5．A 6．C 7．A 8．D 9．C 10．B 11．C 12．D 13．B 14．A 15．D
【导语】本文是一篇说明文，介绍了肢体语言在日常交流中的重要作用，并对比了不同国家在见面礼仪、交谈距离等方面的肢体语言差异，强调了学习外国手势含义的重要性。
1．句意：肢体语言非常有用，因为它能帮助别人容易地理解你。
make sb. do sth.为固定结构，后接动词原形，understand符合“使别人理解你”的语境。
2．句意：当与别人交谈时，你不仅使用语言，还使用表情和手势。
talk为不及物动词，与某人交谈需借助介词with，构成talk with sb.。
3．句意：例如，挥手表示“再见”。
空处为主语位置，需用动名词短语waving one’s hand表示“挥手”这一动作，与后文a smile and handshake、clapping hands结构一致。
4．句意：微笑和握手表示欢迎，鼓掌表示祝贺。
主语“clapping hands”是动名词短语，视为单数，谓语动词用第三人称单数形式means。
5．句意：但中国或澳大利亚的男人见面时握手而不亲吻。
上文说俄罗斯、法国等国的男人见面亲吻，下文说中国、澳大利亚的男人握手，前后形成对比。but表示转折，符合逻辑。
6．句意：中国或澳大利亚的男人见面时握手而不是亲吻。
instead of为介词短语，后面接动名词作宾语。
7．句意：波多黎各的人喜欢触碰对方。
like表示“喜欢”时，后可接动名词作宾语，表示习惯性爱好。touching符合like doing sth.结构。
8．句意：但来自英语国家的人不会互相触碰。
表示“来自某地”需用介词from，people from English-speaking countries意为“来自英语国家的人”，from符合语义和搭配。
9．句意：但来自英语国家的人不会互相触碰。
上文提到波多黎各的人喜欢触碰对方，此处转折说英语国家的人不这样做。“互相触碰”指的是两人或多人之间的互动。each other为相互代词，意为“互相”，专门用于表示两个或多个人或事物之间的相互关系，符合“英语国家的人不互相触碰”的语境。
10．句意：如果你触碰一个英国人，你应该说“对不起”。
English以元音音素开头发音，不定冠词用an。an泛指“某一个”英国人，符合语境。
11．句意：如果你触碰一个英国人，你应该说“对不起”。
触碰别人后道歉是礼貌行为，should意为“应该”，符合情理和语境。
12．句意：阿拉伯人交谈时喜欢站得很近，而英国人说话时则需要保持一定距离。
上文对比不同国家肢体语言的差异，此处描述阿拉伯国家的人的习惯。下文提到英国人必须保持距离，说明阿拉伯人正好相反，喜欢站得“靠近”交谈。close在此处为副词，意为“靠近地”，修饰动词stand，表示站立的位置距离近。
13．句意：阿拉伯人交谈时喜欢站得很近，而英国人说话时则需要保持一定距离。
上文描述阿拉伯国家的人喜欢站得很近交谈，空格后说“他们说话的时候”，说明“站得很近”和“说话”这两个动作是同时发生的。when引导时间状语从句，意为“当……的时候”，表示两个动作同时进行，符合逻辑。
14．句意：阿拉伯人交谈时喜欢站得很近，而英国人说话时则需要保持一定距离。
keep distance为固定搭配，意为“保持距离”，must后接动词原形，keep符合语法。
15．句意：当使用外语时，了解手势在该国的含义是非常重要的。
it is + 形容词 + to do sth.为固定句型，it作形式主语，真正的主语是后面的不定式短语。it符合语法，用于指代“了解手势含义”这件事。
16．B 17．C 18．D 19．B 20．C 21．C 22．A 23．B 24．D 25．C
【导语】本文主要介绍了中国景洪建立食物资源基地保护野生亚洲象的具体措施及显著成效，并呼吁各国共同保护大象。
【详解】16．句意：现在，大象在危险动物的红色名单上，尤其是野生亚洲象。
根据“Now, the elephant is on the red list of animals in danger…the Asian elephants in the wild.”可知，此处强调大象中处境更危险的特定群体，especially“特别是”表示强调。finally“最后”；unluckily“不幸的是”；suddenly“突然”。不符合逻辑。
17．句意：景洪，中国西南部的一个城市，建立了一个食物来源基地帮助它们。
根据“has…a food source base to help them”可知，是为了帮助大象而建立了基地，“set up”符合建立基地的动作。asked for“要求”；thought of“考虑”；taken away“带走”语意不通。
18．句意：政府去年开始建造基地。
根据“The government…to build the base last year.”可知，政府启动了建造基地的项目，started“开始”表示动作的起始。offered“提供”；asked“询问”；advised“建议”不符合句意。
19．句意：由于政府的努力，野生亚洲象的数量从20世纪40年代的170头增加到今天的300头。
根据上一句主语“The government”可知，此处指代政府的努力工作，government“政府”与前文主语保持一致。villagers“村民”；volunteers“志愿者”；locals“当地人”与前文逻辑不符。
20．句意：在基地里，大象可以享用美味的食物，它们还可以洗澡。
根据“Workers also built salty ponds for the elephants.”可知，盐池供大象洗澡使用，“bath”与盐池功能对应。party“聚会”；talk“谈话”；trip“旅行”不符合语境。
21．句意：科学家们在基地开放前对其进行了大量的研究。
根据“Scientists did lots of…in the base before it was open”可知，科学家在开放前进行的是调查研究，research“研究”符合科学家的工作性质。homework“家庭作业”；experiments“实验”；reading“阅读”不符合场景。
22．句意：项目完成后，大象将能够在食物来源基地吃东西。
根据“We want to offer many kinds of food to them.”可知，提供食物是为了让大象吃，eat“吃”与食物对应。walk“走”；sleep“睡觉”；run“跑”不符合逻辑。
23．句意：这可以阻止它们在村庄觅食和破坏农民的田地。
根据“stop them…food in villages”可知，大象在基地有食物，就不需去村庄寻找食物。looking for“寻找”表示觅食动作。looking at“看着”；looking up“仰望”；looking after“照顾”语意不通。
24．句意：大象家族是地球上最重要的动物群体之一。
根据“They are very useful to us and the environment.”可知，大象对环境有用，所以很重要，important符合有用性描述。interesting“有趣的”；beautiful“美丽的”；exciting“令人兴奋的”不够准确。
25．句意：我们希望与其他国家和城市分享我们的经验。
根据“share our…with other countries”及保护大象的背景可知，此处指分享保护经验，experience“经验”符合分享的内容。happiness“幸福”；result“结果”；findings“研究成果”均不符合语境。
26．B 27．A 28．C 29．A
【导语】本文介绍了课堂中教师积极肢体语言的重要性，并提供了五种具体方法，旨在帮助教师优化教学沟通、提升学生学习效果。
【详解】26．根据文章第一段“It can also make your students believe that you are kind and always there to help them.”，可知积极的肢体语言能让学生觉得老师友善乐于助人，从而帮助老师在学生心中留下好印象。
27．根据文章“Eye Contact”部分“Looking at one student for about 15-30 seconds…It also helps them feel that they are noticed.”可知，注视学生约15秒能让他们感到被关注。
28．根据文章“Praise with Your Whole Body”可知，“Nod your head”是用来表示表扬；而根据“Use a Thinking Pose”可知，“Hold your chin, and tilt your head”才是示意学生思考问题。C项将两种肢体语言的作用混淆了。
29．文章主要围绕“Teachers’ body language to students”展开，列举了五种课堂上的积极肢体语言技巧。A项“教学中的肢体语言”最能概括文章主题。
30．D 31．C 32．B 33．E 34．F
【导语】本文是一篇应用文，匹配五人各自的沟通困扰与对应学习网站，涵盖小组发言、英文邮件、肢体语言、线上交流及公开演讲五类问题，各网站提供针对性沟通提升技巧。
【详解】30．根据“Emma finds it difficult to express her opinions in group discussions. She wants to become more confident in conversation.”可知，Emma在小组讨论中难以表达观点，想提升沟通自信。D项“学会如何在小组中自信地表达自己的想法。这个网站提供了交流和小组讨论的方法。”针对小组中自信表达观点提供方法，符合Emma的需求。
31．根据“Sara tries to write clear and short emails in English. She needs to improve her written communication skills.”可知，Sara想写清晰简短的英文邮件，需提升书面沟通能力。C项“这个网站教你如何撰写高效的电子邮件，也能帮助提升你的社交技能。”教授有效写邮件的方法，匹配Sara的需求。
32．根据“Tom has trouble understanding non-verbal cues during conversation. He wants to learn how to read body language better.”可知，Tom难以理解非语言线索，想提升解读肢体语言的能力。B项“学习如何解读肢体语言，提高对非言语交流的理解。这个网站为您提供实用的建议。”提供解读肢体语言的实用技巧，符合Tom的需求。
33．根据“Mike often misunderstands people when communicating online. He wants to learn how to communicate better online.”可知，Mike在线沟通时易误解他人，想提升线上沟通能力。E项“这个网站帮助您找到应对网络交流挑战的方法。它教您如何在互联网上更好地交流。”针对线上沟通挑战提供方法，匹配Mike的需求。
34．根据“Lucy often gets nervous when speaking in front of others. She wants to improve her public speaking skills.”可知，Lucy当众演讲紧张，想提升演讲能力。F项“这个网站能帮助您克服紧张情绪，增强公开演讲的信心。它提供了一些技巧和练习，能让您的演讲更有效果。”帮助克服紧张、提升演讲自信，符合Lucy的需求。
35．Two weeks. 36．They were a bit worried. 37．Cultural activities. 38．Through WeChat. 39．Next year.
【导语】本文主要讲述了在2026年春节期间，54名中国学生前往美国加利福尼亚州进行为期两周的交流活动，通过课堂学习和文化活动促进中美学生相互了解文化并建立友谊，强调了交流对于增进理解的重要性。
35．第一段明确提到“During the 2026 Spring Festival, 54 students from China went on a two-week trip to California, the USA.”，所以答案是原文直接信息，直接得出答案。
36．第二段明确表述“At first, the American students were a bit worried”，这是原文中的具体表述，直接提取可得答案。
37．第三段提到“For all the students, cultural activities were fun.”，这是原文直接给出的信息，直接提取答案为Cultural activities。
38．第四段提到“Though he is back in China now, Liu Ruiqin still keeps in touch with his American friends through WeChat.”，这是原文中的具体内容，直接提取可得答案。
39．第五段提到“American students will visit China next year to keep building these special friendships.”，这是原文直接信息，直接得出答案。
40．When 41．making 42．busy 43．either 44．However 45．on 46．more 47．others 48．robots 49．crazy
【导语】本文讲述了农民发明家吴玉禄从小痴迷机器人，克服困难坚持发明，最终成功创造多款实用机器人的故事，传递了坚持梦想的精神。
【详解】40．句意：当吴玉禄还是个孩子的时候，他就对制作机器人感兴趣。此处引导时间状语从句，需用连词“when”，句首大写为“When”，表示“当……时候”，符合语境。
41．句意：当吴玉禄还是个孩子的时候，他就对制作机器人感兴趣。“be interested in doing sth.”为固定结构，需用动名词形式，“make”的动名词为“making”，表示“制作机器人”，符合语境。
42．句意：他总是忙于研究机器人，没有时间做其他事情。“be busy doing sth.”为固定搭配，意为“忙于做某事”，故填“busy”，符合“没时间做其他事”的语境。
43．句意：他也不在乎其他事情。否定句中表示“也”需用“either”，符合语境。
44．句意：然而，他从未放弃自己的梦想。前后句为转折关系，需用转折连词“however”，句首大写为“However”，表示“然而”，与前文“村民认为他疯了”形成对比。
45．句意：他把大部分时间花在研究具有不同技能的机器人上。“spend time on sth.”为固定搭配，意为“在某事上花费时间”，故填介词“on”，符合语境。
46．句意：到目前为止，他已经创造了超过 60 个机器人。“more than”为固定搭配，意为“超过”，故填“more”，符合语境。
47．句意：一些机器人会洗碗，另一些会倒水或上菜。“some…others…”为固定结构，意为“一些……另一些……”，“other”需变为复数形式“others”，符合语境。
48．句意：他的儿子汪洋也非常喜欢机器人。结合前文吴玉禄的影响，此处指“喜欢机器人”，“robot”需变为复数形式“robots”，符合语境。
49．句意：吴汪洋对机器人如此痴迷，以至于他总是沉浸在自己的发明中。“be crazy about”为固定搭配，意为“对……痴迷”，故填“crazy”，符合语境。
50．held/eld 51．volunteer/olunteer 52．alone/lone 53．advantage/dvantage 54．classic/lassic
【导语】本文主要介绍了学校读书周活动中我独自布置图书角的行为和心得。
【详解】50．句意：上个月，我们学校举办了读书周活动。根据“a reading week”可知学校举办了读书周，又因为句首的“Last month”，需要用“举办”的动词过去式held。
51．句意：我和好友莉莉决定自愿帮忙在教室里布置图书角。根据“decide to”可知，横线处需要填写动词原形，并结合后文中的“to help organize a book corner”，推断出两人是自愿帮忙，横线处填写volunteer。
52．句意：于是我只好独自打理图书角。根据“Lily had a fever and had to stay at home.”可知，好友生病我只能自己干活了。横线处填写副词alone表示独自。
53．句意：但很快我发现了一个意外好处：我可以按自己的想法整理书籍，不用顾及他人意见。根据后文的“I could arrange the books in my own way without waiting for others’ opinions.”可知，这是自己独自布置图书的好处。横线处填写名词advantage。
54．句意：其中一本是《鲁滨逊漂流记》，一本几乎人人都听过的经典小说。根据后文中“almost everyone has heard of”可知，这本小说是人尽皆知的经典小说。名词“novel”前需要填写形容词classic来修饰。
55．was 56．to have 57．deeply 58．standing 59．to
【导语】本文讲述了作者和朋友上周六在哈尔滨中央大街遇到志愿者辛勤工作以及帮助走失儿童找到母亲的经历，展现了助人为乐的精神。
【详解】55．句意：那是一个晴朗的日子。描述过去的状态，需用一般过去时。主语“It”为第三人称单数，be动词需用“was”。
56．句意：尽管他们很累，但他们没有停下来去休息。“stop to do sth.”意为“停下来去做某事”，此处表示他们不停下来（去休息），需用动词不定式“to have”。
57．句意：看到这一幕，我们被深深感动了。修饰动词“moved”，需用副词形式作状语。“deep”的副词形式为“deeply”，意为“深深地”。
58．句意：就在我们转过拐角时，我们看到两个小男孩站在那里哭。“see sb. doing sth.”表示“看到某人正在做某事”，强调动作正在进行，需用现在分词“standing”。
59．句意：她眼里含着泪水，对我们非常感激。“be thankful to sb.”是固定搭配，意为“对某人感激”，需用介词“to”。
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