高考英语二轮-完形填空（句内层次题）（题型专练）（全国通用）（学生版）

这是一份高考英语二轮-完形填空（句内层次题）（题型专练）（全国通用）（学生版），共57页。试卷主要包含了 并列与递进关系， 转折与对比关系， 因果与解释关系， 让步关系， 条件与假设关系等内容，欢迎下载使用。
题型简介
句内层次题是高考英语完形填空中考查语言微观应用能力的基础题型。该题型要求考生仅依据空格所在句子的内部信息，便能确定正确答案，无需依赖上下文其他句子。
在高考英语完形填空中，句内层次题是衡量学生语言基本功是否扎实的关键标尺。它并非孤立地考查词汇量，而是对学生精准掌握词汇内涵、熟练运用语法结构、敏锐辨析句子内部逻辑关系等核心能力的综合检验。随着高考对语言应用精确性要求的不断提升，确保此类题目的得分率，对于学生构建解题信心、稳固成绩基础具有至关重要的战略意义，是学生在完形填空部分稳健发挥的基石。
该题型主要考查四大方向：根据句子内部逻辑关系选词、根据词汇复现或同现关系选词、根据固定搭配与习惯用法选词以及根据生活常识或文化背景知识选词。
设题类型&解题思路
考向01 根据逻辑关系分析选词
在高考英语完形填空的句内层次题中，“根据逻辑关系分析选词”是核心的考查方向之一。这类题目不单纯测试词汇量，而是聚焦于考生对单个句子内部逻辑脉络的敏锐洞察力与严谨推理能力。其本质是要求考生识别出句子各成分之间隐含或明示的逻辑纽带，并据此推断出空格处唯一合乎逻辑的词语，从而确保句子在意思和结构上达成内在统一与自洽。
1. 并列与递进关系
设题角度：空格前后信息在语义上呈同等重要、并列列举或程度加深的关系。
逻辑标志：and, r, as well as, nt als..., besides, mrever, what’s mre等。
解题关键：填入的词语须与句中另一成分在词性、色彩（褒贬）或语义范畴上构成平行并列或层层推进。例如，若前文描述积极行动，空格处常需填入另一个积极的、同向的词语。
示例：“The prject was nt nly cmpleted n time but als ___ the highest quality standards.” (该项目不仅准时完成，而且 ___ 最高质量标准。)
解题关键：nt als... 连接两个并列的谓语部分。cmpleted（完成）是积极动作，空格处也应填入一个积极的动词，且能与“质量标准”搭配，如 met（达到/符合）或 exceeded（超越）。
2. 转折与对比关系
设题角度：空格处信息与句中已知信息在语义上形成直接对立、矛盾或意外对比。
逻辑标志：but, hwever, yet, althugh, thugh, while, whereas, n the cntrary, instead等。
解题关键：这是高频考点。解题时需牢牢把握“转折之后是重点”的原则，明确转折词前后的语义反差，从而选择能构成最鲜明、最合理对比的词语。答案往往与前半句的提示词在情感或方向上相反。
示例：“The dress lked quite expensive, ___ it was actually very affrdable.” (这条裙子看起来相当昂贵，___ 它实际上非常便宜。)
解题关键：lked expensive（看起来贵）与 very affrdable（很便宜）构成直接的价格对比，空格处需填入表示转折的连词 but。
3. 因果与解释关系
设题角度：空格处或是某事的原因，或是某事导致的结果，或是对前文观点的进一步解释说明。
逻辑标志：because, since, as, fr, s, therefre, thus, as a result, , 等。
解题关键：理清因与果的链条。若空格表“因”，则需在句中寻找“果”的线索；若空格表“果”，则需回溯句中给出的“因”。填入的词语必须能使这种因果关系成立且合乎常理。
示例： “He practiced the vilin s diligently that he eventually ___ a place in the rchestra.” (他练习小提琴如此勤奋，以至于最终 ___ 了管弦乐队的一个席位。)
解题关键： 结构表明，前句“勤奋练习”是“因”，后句是导致的“果”。这个“果”应是积极、应得的结果，如 wn（赢得）、secured（获得）或 earned（挣得）。
4. 让步关系
设题角度：先承认或假设某一种情况，但主句引出的结果并不受此情况影响，甚至与之相反。
逻辑标志：althugh, thugh, even if, even thugh, while, in spite f, despite等。
解题关键：把握“让步”与“转折”的呼应。让步从句的内容常为一种障碍或相反预期，主句才是表达的真正核心和结果。空格若设在主句，其语义常需“克服”或“无视”从句提到的障碍。
示例：“___ the heavy rain, the utdr cncert prceeded smthly as planned.” (___ 大雨，户外音乐会仍按计划顺利进行。)
解题关键：主句 prceeded smthly（顺利进行）是积极结果，与 the heavy rain（大雨）这一不利条件构成反差。空格处需填入表示“尽管”的介词或短语，如 Despite 或 In spite f。
5. 条件与假设关系
设题角度：空格处信息依赖于句中提出的某种条件或假设才能成立。
逻辑标志：if, unless, nce, as lng as, prvided that等。
解题关键：明确条件与结果之间的必然联系。根据条件的性质（真实条件或虚拟条件），判断结果应有的状态或动作，从而选出最匹配的词语。
示例：“Yu will surely make great prgress ___ yu keep up with yur current effrts.” (只要你 ___ 保持目前的努力，你一定会取得巨大进步。)
解题关键：主句 make great prgress（取得巨大进步）是积极结果，其实现依赖于一个持续性的条件。空格处需填入引导条件状语从句的连词，表示“只要”，如 as lng as 或 if。
考向02 根据生活常识或文化背景选词
“根据生活常识或文化背景选词”是一个独特且重要的考查方向。它超越了纯粹的语言知识，重点检验学生将普遍生活经验、基本科学常识或特定文化背景知识应用于具体语境的能力。解题时，考生往往无需复杂分析句子结构，而是需要调用自身知识储备，识别出最符合常理或文化惯例的选项。
1. 基于普遍生活经验与客观规律
设题角度：答案需符合人们在日常生活中观察、体验到的基本规律和常识。
常见语境：描述自然现象、日常活动、身体反应、时间顺序等。
解题关键：调用最基础的生活经验进行判断。
示例： “When yu cut an nin, yur eyes ften start t ___.”
解题关键：根据生活常识，切洋葱会刺激眼睛，导致“流泪”。因此，填入 water（流泪）或 tear up 是最直接、最合理的答案。
2. 基于社会行为规范与场景逻辑
设题角度：答案需符合在特定公共场所或社会场景下，人们普遍遵守的行为准则、惯例或职业要求。
常见语境：校园、医院、图书馆、交通、紧急情况等场景下的行为描述。
解题关键：设想自己身处该场景，依据公序良俗和社会规则进行推理。
示例：“In a library, we shuld keep ur vices dwn t maintain a quiet ___ fr everyne.”
解题关键：图书馆的核心公共规则是保持安静，以维护一个适合阅读的“环境”。因此，填入 envirnment（环境）或 atmsphere（氛围）符合场景逻辑。
3. 基于特定文化背景知识
设题角度：答案需符合以英语国家为主的主流文化习俗、节日传统或特定象征意义。
常见语境：涉及节日（如圣诞节、感恩节）、饮食文化、礼仪习俗、历史常识等。
解题关键：需积累一定的英美文化常识，理解其文化内涵。
示例：“On Thanksgiving Day, it's a traditin fr families t gather and share a rast ___.”
解题关键：了解感恩节文化可知，烤火鸡是节日最经典的传统主菜。因此，填入 turkey（火鸡）是唯一符合文化背景的答案。
4. 基于事物固有属性与功能
设题角度：答案需符合某一事物（工具、物品、场所）的基本功能、属性或使用目的。
常见语境：涉及工具的使用、物品的存放、场所的功能等。
解题关键：从事物的本质用途出发进行思考。
示例：“We use a ___ t erase pencil marks n paper.”
解题关键：根据文具的功能，用来擦除铅笔痕迹的自然是“橡皮”。因此，填入 rubber（英式）或 eraser（美式）。
5. 基于基本科学常识
设题角度：答案需符合基础的自然科学或健康常识。
常见语境：涉及简单的物理、化学、生物或健康养生知识。
解题关键：运用中学阶段的基础科学知识进行判断。
示例：
“Plants need sunlight t carry ut ___， which helps them grw.”
解题关键：根据基础生物知识，植物需要阳光进行“光合作用”以制造养分。因此，填入 phtsynthesis（光合作用）符合科学常识。
考向03 根据对应成分分析选词
“根据对应成分分析选词”是一种侧重于句子内部语法结构与语义搭配和谐性的考查方式。它要求考生通过分析空格在句中所充当的语法成分（如主语、谓语、宾语、定语、状语等），并找到与之在形式、意义或逻辑上形成直接呼应的另一成分，从而推断出正确答案。这类题目直接检验考生的基础语法功底与语言的精确感知能力。
1. 主谓搭配关系
设题角度：考查主语与谓语动词之间在语法（如单复数、时态、语态）和语义上的合理匹配。
解题关键：分析主语的性质（人/物、单数/复数、抽象/具体），判断其可能发出或承受的动作。确保谓语动词的形式和意义与主语逻辑自洽。
示例：“The news frm the frnt, alng with the vivid images n TV, ___ deep anxiety amng the public.”
解题关键：主语为 The news，核心是单数。alng with... 引导的是附加成分，不影响主谓一致。因此，谓语动词需用单数形式。同时，“消息”本身会“引起”焦虑，故填入 caused。
2. 动宾搭配关系
设题角度：考查动词与宾语（或介词与宾语）之间是否符合习惯用法和逻辑语义。
解题关键：根据宾语的内容，选择与之最常搭配、能构成合理动作关系的动词或介词。这常涉及固定短语或习惯表达。
示例：“The new plicy aims t ___ the gap between urban and rural educatin resurces.”
解题关键：宾语是 the gap（差距）。与“差距”搭配的动词，表示“消除”或“缩小”最为合理，如 bridge（弥合）、narrw（缩小）或 clse（消除）。aims t（旨在）体现了政策目的。
3. 修饰关系
设题角度：考查形容词与名词、副词与动词/形容词/句子等修饰语与被修饰成分之间的恰当性。
解题关键：确保修饰语在程度、范围、情感色彩、逻辑上与被修饰的中心词完全匹配。空格处的词必须能精准描述中心词的特征或动作的方式。
示例：“After a ___ debate that lasted fr hurs, the cmmittee finally reached a cnsensus.”
解题关键：被修饰的中心词是 debate（辩论），且持续了数小时。因此，填入一个能形容长时间辩论特征的形容词最为合适，如 heated（激烈的）、lengthy（冗长的）或 thrugh（彻底的）。
4. 并列结构对应
设题角度：通过 and, r, but, nt als... 等并列连词，设置空格使其与句中另一并列成分在词性、形式、语义范畴或色彩上保持平行。
解题关键：识别并列连词，找到与之并列的参照成分，确保填入的词在语法功能和语义类型上与之严格对等。
示例：“A gd teacher shuld be nt nly knwledgeable ___ als patient and inspiring.”
解题关键：nt als... 连接两个并列表语。knwledgeable（知识渊博的）是形容词，描述教师的品质。因此，als 后引导的也应是一系列形容词品质。空格本身是结构词，需填入 but 以构成完整并列结构。
5. 比较结构对应
设题角度：在 than, , the mre... 等比较结构中，考查比较对象、比较结果或程度副词的对应关系。
解题关键：理清比较的双方，确保比较的对象具有可比性。当空格处在比较级或程度状语位置时，需确保其与比较逻辑一致。
示例： “The prject was ___ mre cmplex than we had initially anticipated.”
解题关键：mre cmplex 已是比较级，前面需要填入一个修饰比较级的程度副词，表示“远比…得多”。因此，much、far 或 a lt 等为正确选项。
考向04 根据习惯用法或固定搭配选词
“根据习惯用法或固定搭配选词”是考查语言“地道性”和“准确性”的核心方向。这类题目不依赖于上下文逻辑推理，而纯粹检验考生对英语中约定俗成的词组、短语、句型结构的记忆与掌握程度。解题的关键在于识别出空格前后词汇构成的“固定框架”，并据此从记忆中提取唯一或最地道的搭配词。
1. 动词短语
设题角度：考查“动词+小品词（介词/副词）”构成的固定短语，其整体意义往往不等于各部分的简单相加。
逻辑/结构标志：空格前为动词，后接介词或副词；或者空格后为名词/代词，需选择正确的动词和小品词组合。
解题关键：准确记忆常见动词短语的构成及含义（如 give up 放弃， lk int 调查）。
示例： “We must ___ the facts befre making a decisin. Let's lk int the matter carefully.”
解题关键：第二句的 lk int（调查）直接解释了前一句的行为。因此，前句需要填入一个与 lk int 同义或近义的动词短语。lk int 的同义短语可以是 investigate 或 examine，但考虑到搭配，更常见的表达是直接使用 lk int 或 check ut。但原句已给出动词 lk，故典型考法是 We must lk int the facts...。若需填动词，则填 investigate。
2. 介词固定搭配
设题角度：考查名词、动词、形容词与特定介词构成的固定组合。
逻辑/结构标志：“名词 + ___ + 名词” 或 “动词/形容词 + ___ + 名词/动名词”。
常见结构如：have a gift fr（有…天赋），be prud f（为…自豪），depend n（依赖于）。
解题关键：牢记核心词（名、动、形）的“伴侣介词”。
示例：“Her cnstant dedicatin ___ her wrk earned her great respect frm clleagues.”
解题关键：名词 dedicatin（奉献）的固定搭配介词是 t，表示“对…的奉献”。因此，填入 t。
3. 常见句型结构
设题角度：考查一些特定句型中的固定用词，这些句型本身就是一个完整的“搭配框架”。
逻辑/结构标志：如 （如此…以至于…），，the mre..., the mre...（越…越…），nt als...（不仅…而且…），prefer t d A rather than d B（宁愿A而不愿B）等。
解题关键：识别句型标志词，补全框架中缺失的部分。
示例： “It was ___ a mving stry that everyne in the rm was in tears.”
解题关键：that 引导结果状语从句，且前有 a mving stry（一个感人的故事），这是“such + (a/an) + 形容词 + 名词 + that...”的经典句型。因此，填入 such。
4. 形容词固定搭配
设题角度：考查形容词与介词、不定式或从句的固定连接方式。
逻辑/结构标志：be + 形容词 + ___ + 宾语，或 be + 形容词 + t d。
解题关键：记忆形容词的后续要求，如 be interested in（对…感兴趣），be full f（充满），be likely t d（可能做某事）。
示例： “He is always very cnsiderate and ready t help, s he is ppular ___ his classmates.”
解题关键：形容词 ppular（受欢迎的）的固定搭配是 be ppular with/amng sb.（受…欢迎）。因此，填入 with 或 amng。
5. 习语与惯用表达
设题角度：考查英语中一些完整的、不可拆分的习惯用语或俚语。
逻辑/结构标志：结构固定，意义具有整体性，不能按字面理解。
解题关键：依赖平时积累，直接识别并调用。
示例：“Dn't wrry abut the small mistake. It's nt the ___ f the wrld.”
解题关键：习语 It's nt the end f the wrld.（这不是世界末日。/没什么大不了的。）是固定表达。因此，填入 end。
考向01 根据逻辑关系分析选词
【例1-1】（25-26高三上·浙江富阳中学&·三校联考节选）
Each mnth, Melanie Gldberg vlunteers at the lcal fd bank. This past December, she had the 1 f visiting the Fd Bank f the Ri Grande Valley in McAllen, where she’s learned that pverty has a very different 2 in the media cmpared t real life. Hunger is nt just a distant issue; it als 3 in the U.S.,where ver 47 millin peple face fd 4 .
During her visit, Melanie helped deliver meals t families wh were ften 5 t accept help ut f cncerns fr their privacy. Unlike her experiences at hme, where fd distributin was 6 , the atmsphere in McAllen was messy and mre persnal.But this allwed her t feel 7 t the cmmunity. Belw, Melanie shares her 8 n the experience.
1．A．ptinB．privilegeC．freedmD．intentin
2．A．expressinB．definitinC．imageD．discvery
3．A．wrksB．survivesC．prgressesD．exists
4．A．insecurityB．qualityC．addictinD．industry
5．A．cheerfulB．readyC．hesitantD．patient
6．A．prmisedB．valuedC．encuragedD．rganized
7．A．expsedB．cnnectedC．ppsedD．related
8．A．recmmendatins B．influencesC．reflectinsD．decisins
【答案】1．B 2．C 3．D 4．A 5．C 6．D 7．B
【导语】本文是一篇记叙文，讲述了梅兰妮・戈德伯格在当地食品银行做志愿者的经历，通过走访格兰德河谷食品银行，她对贫困与饥饿有了更真实的认知，坚定了为消除饥饿贡献力量的决心。
1．考查名词词义辨析。句意：去年12月，她有幸参观了麦卡伦市的格兰德河谷食品银行，在那里她了解到，贫困在媒体上的形象与现实生活大相径庭。A. ptin选择；B. privilege特权、荣幸；C. freedm自由；D. intentin意图。根据后文“f visiting the Fd Bank f the Ri Grande Valley in McAllen”可知，她有幸参观了麦卡伦市的格兰德河谷食品银行，“privilege”体现“有幸参与”的珍视感，符合语境。故选B项。
2．考查名词词义辨析。句意：去年12月，她有幸参观了麦卡伦市的格兰德河谷食品银行，在那里她了解到，贫困在媒体上的形象与现实生活大相径庭。A. expressin表达；B. definitin定义；C. image形象；D. discvery发现。根据常识可知，媒体呈现的内容往往是经过加工的“形象”，与真实的贫困状况存在差异，“image”符合“媒体呈现与现实对比”的语境。故选C项。
3．考查动词词义辨析。句意：饥饿不仅仅是一个遥远的问题；它在美国也存在，超过4700万人面临粮食不安全问题。A. wrks工作；B. survives幸存；C. prgresses进步；D. exists存在。根据前文“Hunger is nt just a distant issue”可知，前文否定饥饿是“遥远问题”，强调其在美“存在”的客观性，“exists”直接呼应“nt just a distant issue”。故选D项。
4．考查名词词义辨析。句意：饥饿不仅仅是一个遥远的问题；它在美国也存在，超过4700万人面临粮食不安全问题。A. insecurity不安全；B. quality质量；C. addictin上瘾；D. industry产业。根据前文“Hunger is nt just a distant issue”可知，超过4700万人面临粮食不安全问题。“fd insecurity”为固定表达，指“粮食不安全”，即无法稳定获得足够食物的状态，符合贫困与饥饿的语境。故选A项。
5．考查形容词词义辨析。句意：访问期间，梅兰妮帮助向那些因担心隐私而往往犹豫受帮助的家庭运送食物。A. cheerful愉快的；B. ready准备好的；C. hesitant犹豫的；D. patient耐心的。根据前文“cncerns fr their privacy”可知，家庭因隐私顾虑会“犹豫”接受帮助，“hesitant”体现其矛盾心态。故选C项。
6．考查形容词词义辨析。句意：与她在家乡的经历不同，那里的食品分发很有条理，而麦卡伦的氛围则比较混乱，也更具人情味。A. prmised承诺的；B. valued宝贵的；C. encuraged受鼓励的；D. rganized有条理的。根据后文“messy”（混乱的）形成对比，家乡的食品分发应是“有条理的”，“rganized”符合对比逻辑。故选D项。
7．考查形容词词义辨析。句意：但这让她感觉与社区紧密相连。A. expsed暴露的；B. cnnected相连的；C. ppsed反对的；D. related相关的。根据前文“the atmsphere in McAllen was messy and mre persnal”可知，混乱却有人情味的氛围让她更贴近社区居民，“feel cnnected t”为固定搭配，表“感觉与……相连”，体现情感联结。故选B项。
8．考查名词词义辨析。句意：下面，梅兰妮分享她对这次经历的感悟。A. recmmendatins建议；B. influences影响；C. reflectins感悟、反思；D. decisins决定。结合后文她对经历的思考与收获，此处指分享“感悟”，“reflectins”符合“事后思考总结”的语境。故选C项。
【例1-2】（2026·浙江湖州吴兴区等5地·一模节选）
James Smith has lng succeeded in cmpetitin, even in snwball fights as a child. Nw that he’s 80, his 1 edge has nly gtten sharper. “Many have said, ‘Yu’re crazy,’” said Smith, wh visits dctrs every few mnths t check n his 2 . “But they’ve never tld me nt t 3 .”
Smith nt nly runs ultramarathns—races lnger than 26.2 miles that ften take days t 4 —he als sets recrds. Smith said, “I’ve never really thught f my 5 as an bstacle, I kind f have the 6 f “If smebdy else can d it, yu knw, why can’t I?”
……….
After he finished Badwater Ultramarathn, ne f the wrld’s hardest ftraces, Smith tld his trainer Michael Jhnsn that it wuld be his 13 ultramarathn. Smith hasn’t 14 anther race—but Jhnsn said he wuld prbably find ne sn. “He’s shwing what’s 15 nt just fr him, but fr yu t, fr me, fr all f us,” said Jhnsn.
1．A．knwledgeableB．cmpetitiveC．creativeD．influential
2．A．recveryB．prgressC．healthD．memry
3．A．runB．jumpC．playD．leave
4．A．watchB．cmpleteC．apprachD．maintain
5．A．appearanceB．genderC．persnalityD．age
6．A．expectatinB．chiceC．attitudeD．methd
13．A．upcmingB．favuriteC．lastD．unfrgettable
14．A．missedB．finishedC．wnD．scheduled
15．A．realB．necessaryC．pssibleD．useful
【答案】
1．B 2．C 3．A 4．B 5．D 6．C 13．C 14．D 15．C
【导语】这是一篇记叙文。主要介绍了80岁的詹姆斯・史密斯仍热衷超级马拉松并创纪录，其跑步背后有多重故事，不仅激励他人，更向所有人展示了突破局限的可能。
1．考查形容词词义辨析。句意：如今他80岁了，竞争优势却愈发突出。A. knwledgeable博学的；B. cmpetitive竞争的；C. creative有创造力的；D. influential有影响力的。根据上文“lng succeeded in cmpetitin”可知，他一直擅长竞争，cmpetitive与“cmpetitin”为同根词复现，符合语境。故选B项。
2．考查名词词义辨析。句意：史密斯每隔几个月就去看医生检查健康状况。A. recvery康复；B. prgress进步；C. health健康；D. memry记忆。根据上文“visits dctrs every few mnths t check n his”以及语境可知，80岁的老人定期看医生，核心目的是检查身体健康，health符合“就医检查的核心对象”的语境。故选C项。
3．考查动词词义辨析。句意：“但他们从没让我不要跑步。”A. run跑步；B. jump跳跃；C. play玩耍；D. leave离开。根据下文“runs ultramarathns”可知，他的核心活动是跑步，医生未禁止的也是这项运动，run为原词复现。故选A项。
4．考查动词词义辨析。句意：史密斯不仅跑超级马拉松，超级马拉松赛程超过26.2英里，通常需要数天才能完成。A. watch观看；B. cmplete完成；C. apprach接近；D. maintain维持。根据上文“races lnger than 26.2 miles”以及语境可知，此处指完成比赛，cmplete符合“结束赛程”的语境。故选B项。
5．考查名词词义辨析。句意：我从未真正把自己的年龄当作障碍。A. appearance外貌；B. gender性别；C. persnality性格；D. age年龄。根据上文“ he’s 80”可知，前文提到他80岁，这是他与其他跑者最明显的差异，age对应“80岁”这一关键信息。故选D项。
6． 考查名词词义辨析。句意：我有种这样的态度：如果别人能做到，你知道的，我为什么不能？A. expectatin期待；B. chice选择；C. attitude态度；D. methd方法。根据下文“If smebdy else can d it, yu knw, why can’t I?”可知，这是一种看待事物的心态，attitude符合“对某事的看法和心态”的语境。故选C项。
13．考查形容词词义辨析。句意：这将是他最后一场超级马拉松。A. upcming即将到来的；B. favurite最喜欢的；C. last最后的；D. unfrgettable难忘的。根据下文“but Jhnsn said he wuld prbably find ne sn”以及语境可知，前后形成转折，此处指他原本说这是最后一场，last符合语境。故选C项。
14．考查动词词义辨析。句意：史密斯还没有安排另一场比赛，但约翰逊说他可能很快就会找到。A. missed错过；B. finished完成；C. wn赢得；D. scheduled安排。根据下文“he wuld prbably find ne sn”可知，他目前还没确定下一场比赛，即未安排，scheduled符合“规划、确定时间”的语境。故选D项。
15．考查形容词词义辨析。句意：他在展示什么是可能的—— 不仅对他自己，对你、对我、对我们所有人来说都是如此。A. real真实的；B. necessary必要的；C. pssible可能的；D. useful有用的。根据上文“he finished Badwater Ultramarathn”以及语境可知，80岁的史密斯仍能完成超级马拉松，这证明了年龄不是限制，展示了看似不可能的事其实可以实现，pssible符合“打破局限、证明可行性”的语境。故选C项。
解｜题｜技｜巧
一、核心原则
解题的关键不在于单纯记忆词汇的中文意思，而在于深入分析句子内部的逻辑脉络。正确答案必须使句子在语义和逻辑上达成内在统一与自洽。
二、解题步骤（“三步法”）
定关系：精读空格所在句，寻找并识别逻辑标志词（如 and, but, because, unlike 等）或隐含的逻辑对比（如时间对比、情感对比、预期与现实对比等）。
析语义：明确逻辑标志词所连接的前后部分在语义上的关系（是相同、相反、因果，还是让步？）。确定空格处词语需要与前文或后文构成的逻辑指向。
选匹配：在选项中寻找能完美实现该逻辑关系的词语。注意词语的感情色彩（褒/贬/中性）、语义范畴及搭配习惯是否与上下文一致。
三、五大逻辑关系解题技巧详解
1. 并列与递进关系
例题印证：【例1-1第3题】：Hunger is nt just a distant issue; it als ___ in the U.S. 分号表示递进说明
，前句否定“只是遥远问题”，后句强调它“存在”于美国，选 exists。
2. 转折与对比关系
例题印证：【例1-1第6题】：Unlike her experiences at hme, where fd distributin was ___ , the atmsphere in McAllen was messy... “Unlike”标志直接对比，家乡分发是“有组织的”，与“混乱”相反，选 rganized。
3. 因果与解释关系
例题印证：【例1-1第5题】：families wh were ften ___ t accept help ut f cncerns fr their privacy. “ut f cncerns fr...”表原因，因隐私担忧而“犹豫”接受，选 hesitant。
4. 让步关系
例题印证：【例1-1第11题】：the parents were grateful fr the help they received ___ the challenging circumstances. 父母“尽管”处境艰难，仍感激帮助，选 in spite f。
5. 条件、假设与时间承接关系
例题印证：【例1-2第23题】：... when he ___ the challenge f a 100-mile race... “when”引导时间状语从句，描述他当时“接受”了挑战，动作承接自然，选 tk n。
注｜意｜事｜项
整体性原则：逻辑关系分析虽聚焦单句，但必须置于段落甚至全文语境中验证。例如，【例1-2第3题】选“run”，是由全文主题决定的。
联系上下文：特别注意代词指代、同义词/反义词复现和词汇同现（常一起出现的词）。例如，【例1-1第2题】“媒体形象”是常见搭配；【例1-2第15题】展示什么是“可能的”，是对其超越年龄取得成就的总结。
警惕“同根词”陷阱：有时正确选项是上下文关键词的同根词（如【例1-2第1题】cmpetitive 与 cmpetitin），但并非绝对，仍需逻辑验证。
识别隐含逻辑：并非所有逻辑关系都有明显标志词。需通过语义判断，如【例1-2第5题】“不把______视为障碍”与后文“别人能，我也能”形成隐含对比，提示空格应为常被视作障碍的“年龄”。
排除干扰：选项可能语法上都成立，但只有一个能完美嵌入当前的逻辑链条。必须选择逻辑上最必然、最直接的那一个。
【变式1-1】（2026·浙江宁波海曙&4地·一模）
Wyatt Smuszk, a teenager with Dwn syndrme (唐氏综合征), felt lnely as he grew. His mther, Deanne Frère, watched with a heavy heart because his pprtunities t cnnect with the wrld 1 .
That’s when Deanne and her sn 2 an idea — a stall (摊位) called “Wild Wild Wyatt” and Wyatt became “the bss” f his wn business selling secnd-hand cwby clthing. Sn this pp-up stall became his unique 3 . “There, he learned t lk custmers in the eye, shake hands, and explain the stry behind each 4 shirt and pair f bts.” recalled Deanne.
Peple didn’t just buy; they 5 . They stpped fr a while, chatting with Wyatt, knwing their 6 was fr a larger cause. Wyatt’s stall sn piled up with dnated cwby clthing frm a (n) 7 cmmunity. After tw successful years, Wyatt had raised an impressive $ 5,000 fr charity. Upn his graduatin, he 8 the business prudly t Samantha Webber, a 15-year-ld with the same disease and a fan f cwby clthing wh had nce bught her first pair f cwby bts frm him.
9 , Samantha stepped right int the rle f running the business, which she renamed “Stampede Samantha’s Cuntry Sparkle”. Like Wyatt, she rganized new 10 and planned t dnate her prfits t charity.
Watching Samantha greet her first custmer, Wyatt 11 . Fr him, the greatest 12 wasn’t the mney raised, but the cnfidence gained and the 13 that his idea wuld develp in Samantha’s hands.
Frm Wyatt’s first brave “ 14 ” t Samantha’s successful takever, what began as a slutin t islatin blssmed int a 15 f kindness.
1．A．surfacedB．fadedC．multipliedD．changed
2．A．ruled utB．struggled withC．hit upnD．made up
3．A．labratryB．classrmC．drmD．ffice
4．A．well-wrnB．hard-wnC．hme-madeD．custm-fit
5．A．bargainedB．cmprmisedC．celebratedD．cnnected
6．A．apprvalB．curisityC．sacrificeD．purchase
7．A．supprtiveB．energeticC．wealthyD．cmpetitive
8．A．narrwed dwnB．handed verC．shwed ffD．brught back
9．A．NervusB．RelievedC．ThrilledD．Hesitant
10．A．salesB．talksC．gamesD．shws
11．A．shutedB．bwedC．sighedD．smiled
12．A．challengeB．secretC．rewardD．idea
13．A．prpsalB．knwledgeC．assumptinD．lessn
14．A．hellB．thanksC．nD．gdbye
15．A．surceB．wrdC．histryD．chain
【变式1-2】（2026·广西柳州·一模）
I used t be a determined maker f New Year’s gals. Each January 1st, I wuld 1 ambitius gals like running a marathn r lsing 50 punds. Hwever, my willpwer always 2 by February, leaving me with guilt and a sense f 3 .
Everything 4 tw years ag. It started with what I thught was a lasting stmach issue. After suffering severe pain fr weeks, I finally went t the dctr. T my shck, I was 5 with breast cancer. Wrse still, dctrs later fund the pain came frm appendix (阑尾) cancer — I was battling tw cancers at nce! The 6 treatments that fllwed taught me a priceless 7 : being alive with my family was the greatest 8 .
This made me realize that every day is a fresh start, nt just January Ist. S I chse t 9 New Year’s grand gals. Nw I fcus n small, 10 gals, like running 20 minutes three times a week instead f a marathn. These small wins 11 satisfactin and the mtivatin t keep ging.
I als build new habits n ld nes. Fr instance, I turned daily fruits and vegetables int a 12 . After mnths f 13 it, I recently added drinking mre water. Nearly lsing my life made me value every mment 14 . I still pursue self-imprvement, but small steps 15 me frm guilt and keep me mving frward.
1． A．adjustB．reachC．setD．break
2．A．fadedB．remainedC．strengthenedD．recvered
3．A．insecurityB．failureC．prideD．relief
4．A．pausedB．cntinuedC．returnedD．changed
5．A．assciatedB．cnnectedC．infectedD．diagnsed
6．A．slwB．tughC．smthD．gentle
7．A．skillB．experienceC．lessnD．memry
8．A．prblemB．cmfrtC．blessingD．challenge
9．A．abandnB．maintainC．expandD．pstpne
10．A．achievableB．grandC．distantD．cmplex
11．A．streB．bringC．findD．waste
12．A．habitB．custmC．ruleD．task
13．A．fcusing nB．sticking tC．depending nD．giving up
14．A．casuallyB．deliberatelyC．suddenlyD．deeply
15．A．separateB．inviteC．freeD．call
考向02 根据生活常识或文化背景选词
【例2-1】（25-26高三上·江西景德镇·一模）
After Mr. & Mrs. Bacchus started farming their little land patch, they faced a prblem f birds feeding n their precius crps. Then, a man stpped utside their huse, asking the cuple if he culd take 1 f the birds n the prperty. Afterwards, he suggested that 2 getting rid f the birds, they shuld learn t 3 them, and Maraksacha Reserve was brn.
Tday, the cuple 4 the celebrated bird phtgrapher Manu Espinsa, with changing their lives, and helping them persuade thers f the vital imprtance f cnservatin here.
Birding turism is 5 in Ecuadr, with increasing numbers f specialist tur grups. Ecuadr 6 a variety f ecsystems at differing altitudes, which explains why it’s amng the tp 10 cuntries glbally fr bird 7 . The cuntry is hme t ver 1,600 bird species —nearly duble the 8 fund in Eurpe.
As the business f birding grws, mre and mre farmers 9 their land frm agriculture t bird reserves, 10 nt just the birds, but the cuntry’s 11 t. One ntable example is the Ajila family, wh have been 12 preserving the lng-wattled umbrellabird. On his land near Recint, Luis Ajila’ has turned dairy farming t cnservatin, replanting trees and prmting the site t wildlife turists—wrk that he says is a 13 livelihd than farming.
…………
1． A．risksB．cmmandsC．phtgraphsD．ntes
2．A．tgether withB．instead fC．apart frmD．aside by
3．A．live alngsideB．d withutC．run acrssD．drive away
4．A．anticipateB．cnsiderC．thankD．credit
5．A．runningB．flurishingC．cntrllingD．praising
6．A．purchasesB．rbsC．bastsD．discvers
7．A．beautyB．envirnmentC．habitatD．diversity
8．A．qualityB．heightC．balanceD．quantity
9．A．switchB．stpC．defendD．highlight
10．A．shrinkingB．benefitingC．testingD．varying
11．A．fateB．securityC．ecnmyD．identity
12．A．satisfied withB．wrried abutC．surprised atD．devted t
13．A．lazierB．clearerC．slwerD．better
【答案】
1．C 2．B 3．A 4．D 5．B 6．C 7．D 8．D 9．A 10．B 11．C 12．D 13．D
【导语】本文是一篇说明文，介绍了厄瓜多尔的农民们从农业种植转向鸟类保护与生态旅游的转变，这种转变既保护了鸟类多样性，又为国家经济和后代福祉带来积极影响，凸显了生态保护与可持续发展的双赢。
1．考查名词词义辨析。句意：后来，一个男人停在他们家外面，问这对夫妇他是否可以拍摄这片土地上的鸟类。A. risks风险；B. cmmands命令；C. phtgraphs照片、拍摄；D. ntes笔记。根据后文“celebrated bird phtgrapher Manu Espinsa”，这个男人是鸟类摄影师，因此是请求“拍摄”鸟类，“take phtgraphs f”为固定搭配，意为“拍摄……”。故选C项。
2．考查介词短语辨析。句意：之后，他建议他们不要赶走鸟类，而是学会与它们共存，马拉克萨查保护区就此诞生。A. tgether with和……一起；B. instead f代替、而不是；C. apart frm除了；D. aside by无此搭配。摄影师建议“不赶走”鸟类，而是共存，“instead f”体现“替代”关系，符合逻辑。故选B项。
3．考查动词短语辨析。句意：之后，他建议他们不要赶走鸟类，而是学会与它们共存，马拉克萨查保护区就此诞生。A. live alngside与……共存；B. d withut没有……也行；C. run acrss偶然遇见；D. drive away赶走。根据后文“Maraksacha Reserve was brn.”可知，建立保护区，核心是与鸟类“共存”，与前文“getting rid f”（赶走）形成对比。故选A项。
4．考查动词词义辨析。句意：如今，这对夫妇将改变他们生活、帮助他们说服他人重视此地保护工作的功劳归于著名鸟类摄影师马努·埃斯皮诺萨。A. anticipate预期；B. cnsider考虑；C. thank感谢；D. credit归功于。根据前文“Afterwards, he suggested that 2 getting rid f the birds, they shuld learn t 3 them,”可知，保护工作的功劳归于著名鸟类摄影师马努·埃斯皮诺萨。“credit sb. with sth.”为固定搭配，意为“把某事归功于某人”，符合夫妇对摄影师的认可。故选D项。
5．考查动词词义辨析。句意：观鸟旅游在厄瓜多尔蓬勃发展，专业旅游团的数量不断增加。A. running奔跑；B. flurishing蓬勃发展；C. cntrlling控制；D. praising赞扬。根据后文“increasing numbers f specialist tur grups”可知，观鸟旅游“蓬勃发展”，符合语境。故选B项。
6．考查动词词义辨析。句意：厄瓜多尔在不同海拔拥有多种生态系统，这也是它能跻身全球鸟类多样性前十的原因。A. purchases购买；B. rbs抢劫；C. basts拥有、以……为傲；D. discvers发现。根据后文“a variety f ecsystems at differing altitudes, which explains why it’s amng the tp 10 cuntries”可知，厄瓜多尔“拥有”多样生态系统，是其鸟类丰富的基础，“basts”体现客观拥有且引以为傲的意味。故选C项。
7．考查名词词义辨析。句意：厄瓜多尔在不同海拔拥有多种生态系统，这也是它能跻身全球鸟类多样性前十的原因。A. beauty美丽；B. envirnment环境；C. habitat栖息地；D. diversity多样性。根据后文“ver 1,600 bird species”可知，鸟类种类多体现“多样性”，“bird diversity”为固定表达。故选D项。
8．考查名词词义辨析。句意：这个国家拥有超过1600种鸟类——几乎是欧洲鸟类数量的两倍。A. quality质量；B. height高度；C. balance平衡；D. quantity数量。根据前文“1,600 bird species”可知，前文强调鸟类种类“数量”多，与欧洲形成数量对比，“quantity”符合语境。故选D项。
9．考查动词词义辨析。句意：随着观鸟产业的发展，越来越多的农民将他们的土地从农业用地转变为鸟类保护区，这不仅有利于鸟类，也有利于国家经济。A. switch转变、切换；B. stp停止；C. defend保卫；D. highlight强调。根据后文“their land frm agriculture t bird reserves,”可知，从农业到保护区，是土地用途的“转变”，“switch ”为固定搭配，意为“从……转变为……”。故选A项。
10．考查动词词义辨析。句意：随着观鸟产业的发展，越来越多的农民将他们的土地从农业用地转变为鸟类保护区，这不仅有利于鸟类，也有利于国家经济。A. shrinking缩小；B. benefiting使受益；C. testing测试；D. varying变化。根据常识可知，建立保护区对鸟类和国家经济都有好处，“benefiting”体现积极影响。故选B项。
11．考查名词词义辨析。句意：随着观鸟产业的发展，越来越多的农民将他们的土地从农业用地转变为鸟类保护区，这不仅有利于鸟类，也有利于国家经济。A. fate命运；B. security安全；C. ecnmy经济；D. identity身份。根据前文“Birding turism”可知，观鸟旅游属于产业，能带动“经济”发展，符合逻辑。故选C项。
12．考查形容词短语辨析。句意：一个显著的例子是阿希拉家族，他们一直致力于保护长肉垂伞鸟。A. satisfied with对……满意；B. wrried abut担心……；C. surprised at对……惊讶；D. devted t致力于……。根据后文“turned dairy farming t cnservatin”可知，阿希拉家族“致力于”保护鸟类。故选D项。
13．考查形容词词义辨析。句意：路易斯·阿希拉在雷辛托附近的土地上，将乳畜业转变为保护事业，重新种植树木，并向野生动物游客推广这个地方——他说这份工作比务农更能维持生计。A. lazier更懒的；B. clearer更清晰的；C. slwer更慢的；D. better更好的。根据后文“wildlife turism is much mre prfitable”可知，这份工作比务农“更好”，符合其认可态度。故选D项。
【例2-2】（25-26高三·云南大理白族自治州·一检）
This year was special fr Zhu Jiejing, a famus dancer frm the Shanghai Dance Theatre. She has deeply tuched us with her 1 battle against cancer.
Zhu Jiejing was diagnsed with breast cancer, and the treatment jurney was 2 tugh. Six chemtherapy sessins（化疗疗程） tested bth her bdy and 3 . Each sessin was a struggle, as the drug, while fighting the cancer cells, brught abut endless suffering. 4 bthered her cnstantly, casting heavy shadws ver her life.
Hwever, n January 18th, 2025, just after her last 5 in hspital, Zhu Jiejing headed t Beijing withut 6 t participate in the rehearsal f the Spring Festival Gala. As sn as the stage lights came n, she seemed t frget all the pain in an instant. She said,“Only the stage, nly dance, and nly perfrmance can 7 me.” The statement vividly 8 her prfund lve fr dance.
1． A．respectedB．determinedC．flexibleD．stable
2．A．incrediblyB．suddenlyC．smthlyD．basically
3．A．shrtcutB．willpwerC．mindsetD．utcme
4．A．Eye cntactB．Heart diseaseC．Side effectsD．Wrk lads
5．A．perfrmanceB．trainingC．decisinD．treatment
6．A．hesitatinB．supprtC．dubtD．excuse
7．A．changeB．relieveC．beatD．heal
8．A．stressesB．resistsC．increasesD．shwcases
【答案】1．B 2．A 3．B 4．C 5．D 6．A 7．D 8．D
【导语】本文是一篇记叙文，讲述了上海歌舞团著名舞者朱洁静身患乳腺癌后，凭借坚定意志对抗病魔，刚结束治疗就奔赴春晚彩排，用对舞蹈的热爱与执着诠释生命力量的故事，彰显了“不向命运低头，为热爱全力以赴”的精神。
1．考查形容词词义辨析。句意：她与癌症的坚定抗争深深打动了我们。A. respected受尊敬的；B. determined坚定的；C. flexible灵活的；D. stable稳定的。根据后文“Hwever, n January 18th, 2025, just after her last 5 in hspital, Zhu Jiejing, headed t Beijing withut 6 t participate in the rehearsal f the Spring Festival Gala”可知，她刚结束治疗就参加彩排、坚持舞蹈事业，体现了她对抗癌症的“坚定”态度，“determined”符合其顽强的特质。故选B项。
2．考查副词词义辨析。句意：朱洁静被诊断出乳腺癌，治疗过程极其艰难。A. incredibly极其、非常；B. suddenly突然；C. smthly顺利地；D. basically基本上。根据后文“Six chemtherapy sessins（化疗疗程）”可知，化疗带来无尽痛苦，治疗过程“极其”艰难，“incredibly”强调程度之深，符合语境。故选A项。
3．考查名词词义辨析。句意：六个化疗疗程既考验了她的身体，也考验了她的意志力。A. shrtcut捷径；B. willpwer意志力；C. mindset心态；D. utcme结果。根据前文“bth her bdy ”可知，化疗的痛苦不仅折磨身体，更需要强大的“意志力”支撑，“willpwer”体现对抗病魔的精神力量。故选B项。
4．考查名词短语辨析。句意：副作用不断困扰着她，给她的生活蒙上了沉重的阴影。A. Eye cntact眼神交流；B. Heart disease心脏病；C. Side effects副作用；D. Wrk lads工作量。根据常识可知，化疗药物在杀死癌细胞的同时，会带来“副作用”，这是治疗癌症的常见情况，符合语境。故选C项。
5．考查名词词义辨析。句意：然而，2025年1月18日，刚结束最后一次住院治疗，朱洁静就毫不犹豫地奔赴北京，参加春晚彩排。A. perfrmance表演；B. training训练；C. decisin决定；D. treatment治疗。结合前文“chemtherapy sessins”，此处指最后一次“治疗”，与治疗历程呼应。故选D项。
6．考查名词词义辨析。句意：然而，2025年1月18日，刚结束最后一次住院治疗，朱洁静就毫不犹豫地奔赴北京，参加春晚彩排。A. hesitatin犹豫；B. supprt支持；C. dubt怀疑；D. excuse借口。根据后文“participate in the rehearsal f the Spring Festival Gala”可知，她对舞蹈的热爱让她在病后没有“犹豫”，立刻投入彩排，“withut hesitatin”为固定搭配，表“毫不犹豫”。故选A项。
7．考查动词词义辨析。句意：她说：“只有舞台，只有舞蹈，只有表演才能治愈我。”A. change改变；B. relieve缓解；C. beat打败；D. heal治愈。根据前文“As sn as the stage lights came n, she seemed t frget all the pain in an instant.”可知，舞蹈能让她忘记痛苦，从身心层面“治愈”她，符合她对舞蹈的依赖与热爱。故选D项。
8．考查动词词义辨析。句意：这句话生动地展现了她对舞蹈深深的热爱。A. stresses强调；B. resists抵抗；C. increases增加；D. shwcases展现、展示。根据前文“nly perfrmance can 7 me.”以及后文“her prfund lve fr dance.”她的话语直观“展现”了对舞蹈的热爱，“shwcases”体现情感的自然流露。故选D项。
解｜题｜技｜巧
一、核心原则
解题的关键在于调用个人知识储备，运用普遍的生活经验、社会规范、科学常识或特定文化背景。正确答案必须符合客观世界的常理、特定场景下的行为逻辑或主流文化的认知习惯。
二、解题步骤（“四步法”）
审场景：精读空格所在句及上下文，快速识别事件发生的场景或领域（如文化表演、自然现象）。
调常识：基于识别的场景，主动调取相关的个人知识库，思考“在这种情况下，通常会怎么样？”或“这个东西/行为通常是用来做什么的？”
析选项：将每个选项代入空格，运用常识判断其合理性。排除明显违背常理或背景知识的选项。
验语境：将最符合常识的选项放入原文，检查其是否与上下文整体语义顺畅衔接，确保常识判断没有脱离具体语境。
三、五大常见常识背景与解题技巧
1. 基于普遍生活经验与客观规律
解题关键：调用日常观察和体验。
例题印证：【例2-2第3题】：tested bth her bdy and ___. 与严重疾病抗争，考验的不仅是身体，更是精神“意志力”，选 willpwer。
2. 基于特定场景逻辑与事物功能
解题关键：依据特定场所（如医院）的常规活动或事物的基本用途来判断。
例题印证：【例2-1第1题】：asking... if he culd take ___ f the birds. 结合下文“著名鸟类摄影师”，其职业行为自然是“拍摄”，选 phtgraphs。
3. 基于社会经济发展常识
解题关键：运用对产业、经济、环境保护等社会现象的基本认知。
例题印证：【例2-1第5题】：Birding turism is ___ in Ecuadr, with increasing numbers f... tur grups. 旅游团数量增加，意味着该产业在“蓬勃发展”，选 flurishing。
4. 基于基础科学（尤其是生物、地理）常识
解题关键：运用中学阶段的自然科学知识。
例题印证：【例2-1第7题】：amng the tp 10 cuntries glbally fr bird ___. 物种数量多寡是衡量“多样性”的核心指标，选 diversity。
5. 基于行为动机与文化心理
解题关键：理解常见的人类行为动机和文化心理表达。
例题印证：【例2-1第12题】：the Ajila family, wh have been ___ preserving the... bird. 一个家庭长期专注于保护濒危物种，体现了“奉献”精神，选 devted t。
注｜意｜事｜项
整体性原则：常识判断必须服务于文章主旨，并接受上下文语境的最终检验。例如，【例2-1第9题】选“switch”，虽符合常识，但最终是由“frm agriculture t bird reserves”这一具体上下文决定的。
避免文化误读：注意区分普世常识和特定文化习俗。在缺乏明确文化背景提示时，优先采用普世的生活逻辑和科学常识。
警惕“绝对化”陷阱：常识往往具有普遍性，但并非绝对。解题时需选择最可能、最典型的选项，而非绝对唯一的选项。
结合语言线索：常识判断常与词汇复现、固定搭配等语言线索相结合。例如，【例2-1第10题】“benefiting”的判断，既基于“保护区有益”的常识，也受到与“nt just... but...”结构搭配的积极词汇的要求。
排除“反常识”干扰：当选项中出现明显违背基本常识或逻辑的内容时（除非上下文有特殊设定），应果断排除。例如，在环保主题文章中，出现“破坏有益”等选项通常是干扰项。
【变式2-1】（25-26高三上·陕西榆林·一模）
In the early 1980s during my cllege years in Bengalure, weekends ften meant trips t the 1 . One Saturday, my friend Sumi and I 2 t Rex Theatre by autrickshaw (机动三轮车) . Brigade Rad was 3 , and as I stepped ff the rickshaw, fcusing n ppcrn and the mvie, I suddenly 4 — my ft twisted, pain surging.
A crwd gathered, murmuring 5 . Sumi rushed t find anther rickshaw but was 6 repeatedly. Just as we felt 7 , a lean, sft-spken yung man in his early 20s 8 . He bent dwn, asked abut my pain, and then quickly 9 an aut, helped me in, and said “take care” befre disappearing int the 10 .
Mnths later, my ft 11 . One evening at Lid Theatre, waiting fr tickets, I saw him again. He walked ver and asked hw my ft was — he’d seen me frm a bus and wanted t 12 . I tld him it was just a sprain, and I was fine. He smiled, said“take care” nce mre, and 13 .
I never asked his name r why he’d helped. His kindness wasn’t 14 , but it was unrequired — n script, n expectatin. In a fast-frgetting wrld, his care and remembrance felt sacred, a gentle reminder that peple still chse t be kind, even when it’s “inefficient.” That warmth 15 , lng after the pain and chas faded.
1．A．parkB．cinemaC．libraryD．market
2．A．headedB．wanderedC．drveD．flew
3．A．quietB．emptyC．chaticD．clean
4．A．stdB．jumpedC．satD．tripped
5．A．angrilyB．curiuslyC．sadlyD．happily
6．A．acceptedB．praisedC．refusedD．thanked
7．A．helplessB．hpefulC．excitedD．relaxed
8．A．lked arundB．stepped frwardC．passed byD．slwed dwn
9．A．bughtB．missedC．repairedD．stpped
10．A．crwdB．theatreC．busD．shp
11．A．hurtB．brkeC．healedD．wrsened
12．A．checkB．testC．detectD．investigate
13．A．returnedB．talkedC．waitedD．left
14．A．smallB．grandC．cheapD．expensive
15．A．fadedB．disappearedC．stayedD．died
【变式2-2】（25-26高三上·山西运城·期中）
There’s an autumn day that I recall every time I find myself immersed in the nn-stp rush f life. I was a teenager at that time, 1 in the whirlwind f schl, scial activities, and the pressure r 2 cllege applicatins. It was my neighbr, Mr. Jensen, wh brught me back t earth.
Mr. Jensen was a quiet man in his seventies, living alne in the huse next dr. Despite ur age 3 we had a shared lve fr gardening, a hbby that 4 an unlikely friendship between us.
One sunny afternn, feeling 5 and anxius, I decided t take a break frm my studies. I 6 utside t my backyard garden where I began t 7 weed, my frustratins puring int each pull f 8 greenery. Mr. Jensen was there as usual, 9 his blssming rsebushes.
Seeing my frustratin, he stepped ver and 10 started weeding alngside me. After a mment, he said, “Weeding a garden is like ging thrugh 11 . Smetimes, we fcus s much n the weeds —the prblems — that we frget t 12 the flwers.” He gestured t the beautiful rses in his garden. That simple wisdm 13 me hard. I had been s fcused n my prblems, n the stress f my future, that I had ignred the beauty f my 14 .
That day, Mr. Jensen taught me a life lessn that I’ve carried with me ever since. I recall it nw and then t 15 myself frm a suffering perid.
1． A．stuckB．interestedC．specializedD．experienced
2．A．permanentB．upcmingC．hesitantD．frmal
3．A．familiarityB．apprachC．similarityD．difference
4．A．frmedB．bannedC．tappedD．dtted
5．A．satisfiedB．cmmittedC．verwhelmedD．inspired
6．A．remvedB．headedC．beyedD．arrested
7．A．wildlyB．calmlyC．humblyD．shyly
8．A．unwantedB．desiredC．prtectedD．shaved
9．A．living nB．tending tC．fading awayD．summing up
10．A．angrilyB．nblyC．dizzilyD．silently
11．A．parkB．turC．lifeD．class
12．A．distinguishB．appreciateC．stimulateD．recgnize
13．A．frightenedB．pattedC．struckD．hnred
14．A．despairB．presentC．fitnessD．memry
15．A．exhaustB．preventC．frustrateD．refresh
考向03 根据对应成分分析选词
【例3-1】（25-26高三上·贵州六盘水·一模）
It was 5 a.m. in Niagara Falls, Ontari, windy, cld, and rainy. I was alne under a bus shelter, 1 fr the next bus t Trnt, still tw hurs away. There was nwhere pen fr warmth, s I 2 the time by watching a mvie n my phne, trying t frget the cld.
Then, a girl stepped int the 3 . She was small and thin, all wet, carrying a heavy wrn backpack. “Excuse me,” she said sftly. “D yu knw if Tim Hrtns Cafe is 4 right nw?” I tld her it wasn’t. She sighed and glanced at the silent crssrads. I culd see she was 5 , s I ffered, “Yu can wait here with me if yu’d like.” She 6 . “Thank yu! Yu have n idea hw much that 7 t me.”
We talked as the rain whispered against the rf, ur 8 filling the stillness. I learned that she was a painter but having a hard time financially, s she had t 9 at a nearby shelter. Even s, she spke with 10 and humr and said, “I received a $75 gift card frm a kind man recently, s I want t buy sme fd t 11 with thers. After all, there’s nly s much cffee and bread a girl can eat. Wuld yu like sme, t?” I tried t 12 , but she insisted, still smiling.
1． A．leavingB．waitingC．standingD．sleeping
2．A．killedB．wastedC．enjyedD．spent
3．A．busB．cinemaC．shelterD．cafe
4．A．penB．clsedC．emptyD．safe
5．A．sadB．nervusC．angryD．disappinted
6．A．std upB．sped upC．brightened upD．turned up
7．A．appliesB．meansC．happensD．appeals
8．A．wrdsB．nisesC．sngsD．arguments
9．A．restB．stareC．pintD．stay
10．A．patienceB．hnestyC．warmthD．pride
11．A．sellB．shareC．exchangeD．ck
12．A．ignreB．avidC．resistD．decline
【答案】1．B 2．A 3．C 4．A 5．D 6．C 7．B 8．A 9．D 10．C 11．B 12．D
【导语】本文是一篇记叙文。文章主要讲述了作者在等车时遇到一位经济困难却仍想分享食物的女孩，深受感动的故事。
1．考查动词词义辨析。句意：我独自一人在公共汽车候车亭下，等待下一班开往多伦多的公共汽车，还有两个小时的车程。A. leaving离开；B. waiting等待；C. standing站立；D. sleeping睡觉。根据后文“fr the next bus t Trnt, still tw hurs away.”可知，此处指等待下一班公共汽车，固定搭配 wait fr 表示“等待”。故选B。
2．考查动词词义辨析。句意：没有地方可以取暖，所以我用手机看电影来打发时间，试图忘记寒冷。A. killed杀死；B. wasted浪费；C. enjyed享受；D. spent花费（时间、金钱等）。根据“by watching a mvie n my phne, trying t frget the cld.”可知，此处指用手机看电影来打发时间，kill time是固定表达，意为“打发/消磨时间”。故选A。
3．考查名词词义辨析。句意：然后，一个女孩走进了候车亭。A. bus公共汽车；B. cinema电影院；C. shelter避难所，候车亭；D. cafe咖啡馆。根据前文“I was alne under a bus shelter”可知，女孩进来后与作者一同等待，故此处指候车亭。故选C。
4．考查形容词词义辨析。句意：你知道蒂姆霍顿咖啡馆现在开门吗？A. pen开着的；B. clsed关闭的；C. empty空的；D. safe安全的。根据后文“I tld her it wasn’t.”和“When the cafe pened”可知，此处指询问咖啡馆是否开门。故选A。
5．考查形容词词义辨析。句意：我看得出她很失望，所以我主动提出：“如果你愿意，你可以和我一起在这里等。”A. sad悲伤的；B. nervus紧张的；C. angry生气的；D. disappinted失望的。根据前文“She sighed and glanced at the silent crssrads.”可知，女孩很失望。故选D。
6．考查动词短语辨析。句意：她高兴起来。A. std up站起来；B. sped up加速；C. brightened up高兴起来；D. turned up出现。根据后文“Thank yu! Yu have n idea hw much that 7 t me.”可知，作者邀请女孩一同等待，女孩应是感到高兴，面露喜色。故选C。
7．考查动词词义辨析。句意：你不知道那对我来说有多重要。A. applies申请，应用；B. means意味着；C. happens发生；D. appeals呼吁，吸引。根据前文“Yu have n idea hw much”可知，女孩在寒冷雨夜无处可去，作者的邀请对她来说很有意义，“mean t sb.”表示“对某人有意义”。故选B。
8．考查名词词义辨析。句意：我们边聊边听雨打在屋顶上的声音，我们的话语打破了寂静。A. wrds话语；B. nises噪音；C. sngs歌曲；D. arguments争论。根据前文“We talked”可知，此处指我们的话语打破了寂静。故选A。
9．考查动词词义辨析。句意：我了解到她是一名画家，但经济上很困难，所以她不得不住在附近的收容所。A. rest休息；B. stare盯着看；C. pint指向；D. stay停留，暂住。根据前文“I learned that she was a painter but having a hard time financially”和后文“at a nearby shelter”可知，此处指住在附近的收容所。故选D。
10．考查名词词义辨析。句意：即便如此，她说话时还是带着温暖和幽默。A. patience耐心；B. hnesty诚实；C. warmth温暖；D. pride骄傲。根据后文“and humr”和女孩想分享食物的行为可知，她性格开朗、待人友善，说话带有温暖感。故选C。
11．考查动词词义辨析。句意：我最近从一位好心人那里收到了一张75美元的礼品卡，所以我想买些食物和别人分享。A. sell卖；B. share分享；C. exchange交换；D. ck烹饪。根据前文“I want t buy sme fd”和后文“with thers”以及“After all, there’s nly s much cffee and bread a girl can eat. Wuld yu like sme, t?”可知，此处指和别人分享食物。故选B。
12．考查动词词义辨析。句意：我试图谢绝，但她坚持要给我，仍然微笑着。A. ignre忽视；B. avid避免；C. resist抵制；D. decline下降，谢绝。根据后文“but she insisted”和“When the cafe pened, she 13 cffees, bread, and sandwiches-enugh fr us tw and thers still ut in the cld”可知，面对对方好意，作者想“拒绝/推辞”，decline最符合礼貌语境。故选D。
【例3-2】（25-26高三上·浙江温州·一模）
Yu can find Jacb Ren at his neighbrhd market n Sundays. He desn’t sell prduce. Instead, he ffers prtraits (肖像) — 1 nes. He sits behind a table with a sign that reads: “TERRIBLE PORTRAITTS, $5, STERRIBLE MINUTES.” Every week, peple 2 fr their turn t take hme a hand-drawn prtrait that might lk like them — r nt. Since May, Ren has 3 mre than 500 peple. His pictures are 4 yet charming.
Ren first tried his hand at 5 at a party where Ren and a friend thught it wuld be 6 t draw each ther. When Ren turned his drawing arund fr his friend, they bth burst int laughter. Ren realized he might have 7 a hidden talent.
He did nt 8 drawing until this past spring. He left his media jb and bught a piece f pster bard t 9 his services. He set up shp fr the first time in May. T his 10 , a stream f strangers stpped fr their “terrible prtrait”. Indeed, Ren desn’t just draw — he 11 . He chats with his subjects and tries t get t knw them. He sets a(n) 12 fr five minutes, but he always ges ver. Ren said what he lves abut his prject is that it allws him t interact with peple in his 13 and make them laugh.
In a wrld that is increasingly digital, Ren believes his artwrk ffers a rare chance t slw dwn and 14 . “What I try t prvide is just an incredibly 15 experience,” he said.
1． A．badB．fakeC．ldD．usual
2．A．lk utB．call inC．line upD．stand in
3．A．drawnB．invitedC．gatheredD．helped
4．A．elegantB．ffensiveC．delicateD．awkward
5．A．sculptureB．paintingC．psterD．calligraphy
6．A．tuchingB．inspiringC．exhaustingD．entertaining
7．A．unearthedB．plishedC．evaluatedD．applied
8．A．practiceB．studyC．pursueD．appreciate
9．A．dcumentB．advertiseC．expandD．imprve
10．A．delightB．reliefC．amusementD．admiratin
11．A．teachesB．quitsC．perfrmsD．reflects
12．A．experimentB．timerC．sceneD．recrd
13．A．cmpanyB．rganizatinC．familyD．cmmunity
14．A．escapeB．cnnectC．cmpeteD．imagine
15．A．virtualB．charitableC．humanD．cllective
【答案】
1．A 2．C 3．A 4．D 5．B 6．D 7．A 8．C 9．B 10．A 11．C 12．B 13．D 14．B 15．C
【导语】本文是一篇记叙文。文章主要讲述了Jacb Ren画“糟糕肖像”的故事。
1．考查形容词词义辨析。句意：他不卖农产品，而是提供肖像画——糟糕的那种。A. bad糟糕的；B. fake假的；C. ld老的；D. usual通常的。根据后文“TERRIBLE PORTRAITTS”可知，此处指“糟糕的肖像”。故选A。
2．考查动词短语辨析。句意：每周都有人排队等着把一幅可能像他们、也可能不像他们的手绘肖像画带回家。A. lk ut小心；B. call in召集；C. line up排队；D. stand in代替。根据后文“fr their turn t take hme a hand-drawn prtrait”可知，人们排队等着把一张手绘肖像带回家。故选C。
3．考查动词词义辨析。句意：自5月以来，Ren已经画了500多人。A. drawn画；B. invited邀请；C. gathered聚集；D. helped帮助。根据后文“mre than 500 peple”以及上文提到他画肖像可知，此处指画了500多人。故选A。
4．考查形容词词义辨析。句意：他的画很笨拙，但很迷人。A. elegant优雅的；B. ffensive冒犯的；C. delicate精致的；D. awkward笨拙的。根据上文“TERRIBLE PORTRAITTS”以及后文“yet charming”可知，Ren的画很笨拙，但很迷人。故选D。
5．考查名词词义辨析。句意：Ren第一次尝试绘画是在一次聚会上，他和一个朋友认为互相画画会很有趣。A. sculpture雕塑；B. painting绘画；C. pster海报；D. calligraphy书法。根据后文“draw each ther”可知，此处指尝试绘画。故选B。
6．考查形容词词义辨析。句意同上。A. tuching感人的；B. inspiring鼓舞人心的；C. exhausting令人疲惫的；D. entertaining有趣的。根据后文“When Ren turned his drawing arund fr his friend, they bth burst int laughter.”可知，他们认为互相画画会很有趣。故选D。
7．考查动词词义辨析。句意：Ren意识到他可能发掘出了自己隐藏的天赋。A. unearthed发掘；B. plished磨光；C. evaluated评估；D. applied应用。根据后文“a hidden talent”可知，此处指发掘出了隐藏的天赋。故选A。
8．考查动词词义辨析。句意：直到今年春天，他才开始追求绘画。A. practice练习；B. study学习；C. pursue追求；D. appreciate欣赏。根据后文“He left his media jb and bught a piece f pster bard”可知，Ren辞职开始追求绘画。故选C。
9．考查动词词义辨析。句意：他辞去了媒体工作，买了一块海报板来宣传他的服务。A. dcument记录；B. advertise宣传；C. expand扩大；D. imprve改善。根据后文“his services”以及上文提到他辞职追求绘画可知，此处指宣传他的服务。故选B。
10．考查名词词义辨析。句意：令他高兴的是，一群陌生人停下来要他们的“糟糕的肖像”。A. delight高兴；B. relief安慰；C. amusement娱乐；D. admiratin钦佩。根据后文“a stream f strangers stpped fr their “terrible prtrait””可知，一群陌生人停下来要他们的“糟糕的肖像”，这让他很高兴。故选A。
11．考查动词词义辨析。句意：事实上，Ren不仅仅是画画——他还会表演。A. teaches教；B. quits停止；C. perfrms表演；D. reflects反映。根据后文“He chats with his subjects and tries t get t knw them.”可知，Ren的画画过程更像一场“表演”，而非单纯的绘画动作。故选C。
12．考查名词词义辨析。句意：他设定了一个五分钟的计时器，但他总是超时。A. experiment实验；B. timer计时器；C. scene场景；D. recrd记录。根据后文“fr five minutes, but he always ges ver”可知，此处指设定了一个五分钟的计时器。set a timer为固定搭配，意为“设定计时器”。故选B。
13．考查名词词义辨析。句意：雷诺说，他喜欢这个项目的原因是它让他能够与社区里的人互动，让他们开怀大笑。A. cmpany公司；B. rganizatin组织；C. family家庭；D. cmmunity社区。根据上文“at his neighbrhd market”可知，此处指社区里的人。故选D。
14．考查动词词义辨析。句意：在一个日益数字化的世界里，Ren相信他的艺术作品提供了一个难得的机会，让人们放慢脚步，建立联系。A. escape逃跑；B. cnnect联系；C. cmpete竞争；D. imagine想象。根据上文“Ren believes his artwrk ffers a rare chance t slw dwn and”以及后文提到与人们互动可知，此处指让人们放慢脚步，建立联系。故选B。
15．考查形容词词义辨析。句意：他说：“我试图提供的只是一种难以置信的人文体验。”A. virtual虚拟的；B. charitable慈善的；C. human人文的；D. cllective集体的。根据上文“Ren believes his artwrk ffers a rare chance t slw dwn and”可知，Ren的艺术作品让人们放慢脚步，建立联系，因此是提供了一种人文体验。故选C。
解｜题｜技｜巧
一、核心原则
解题的关键在于分析空格在句中的语法成分，并识别其与其他成分（如主语、谓语、宾语、修饰语等）之间在形式、意义和习惯上的搭配关系。正确答案必须确保句子在语法结构和语义搭配上的和谐与准确。
二、解题步骤（“三步法”）
定角色：分析空格在句中所充当的语法成分（如：谓语动词、宾语、表语、定语、状语等）。
找伙伴：找到与空格成分形成直接语法或语义关联的“伙伴成分”。例如：谓语动词的主语或宾语；形容词修饰的名词；副词修饰的动词或形容词；并列连词连接的另一成分。
验匹配：将各选项代入，检查其与“伙伴成分”在以下方面是否匹配：
语法上：主谓一致、动宾搭配、修饰关系是否正确。
语义上：是否符合逻辑常理和语境。
习惯上：是否是固定短语或常用搭配。
三、五大常见对应关系与解题技巧
1. 主谓搭配关系
解题关键：分析主语，确保谓语动词在单复数和语义上与之匹配。
例题印证：【例3-1第8题】：ur ___ filling the stillness. 主语需要是能“fill the stillness”（打破寂静）的事物。根据上文“We talked”，话语是主体，选 wrds。
2. 动宾搭配关系
解题关键：根据宾语（或隐含宾语）的内容，选择能与之构成合理动作关系的动词。尤其注意固定短语。
例题印证：【例3-1第2题】：I ___ the time by watching a mvie... 宾语是“the time”，固定搭配 kill time 表示“消磨时间”，选 killed。
3. 修饰关系（形容词/副词）
解题关键：确保修饰语（形容词/副词）能精确描述被修饰的中心词（名词/动词/形容词）的特征、程度或方式。
例题印证：【例3-2第4题】：His pictures are ___ yet charming. “yet”连接两个对比的形容词。“charming”（迷人的）是褒义，前面应为略带贬义或中性的词，描述其画作“糟糕”但有趣的特点，选 awkward（笨拙的）。
4. 并列结构对应
解题关键：识别并列连词（and, r, but, nt als...等），确保空格处成分与另一并列成分在词性、形式和语义范畴上保持平行。
例题印证：【例3-1第10题】：she spke with ___ and humr. “and”连接两个并列的名词作宾语。与“humr”（幽默）并列，且能体现她友善性格的品质，选 warmth（温暖）。
5. 习惯用法与固定搭配
解题关键：直接考查对常用短语、介词搭配、习语的掌握。
例题印证：【例3-1第12题】：I tried t ___, but she insisted. “谢绝”对方的提议或馈赠，常用动词 decline，构成“try t decline”的合理搭配。
注｜意｜事｜项
语法先行：首先从语法角度判断空格词性，可快速排除明显不符合语法规则的选项（如该用形容词却给了副词）。
瞻前顾后：不仅要看空格前的词，更要看空格后的词，特别是介词和宾语，它们常常决定了动词的选择。
警惕“伪平行”：并列连词两边的词性必须一致，但语义上可能是对比或递进，需结合语境判断（如【例3-2第4题】的“yet”）。
固定搭配优先：当空格明显处于一个常见短语或搭配中时，应优先考虑该固定用法。
排除干扰：选项可能单独看都合理，但只有其一能与句中的“伙伴成分”形成最直接、最地道的搭配。需反复验证“伙伴”间的契合度。
【变式3-1】（25-26高三上·江西·仿真一模）
I had spent the previus decade wrking 1 tward my gal f becming a prfessr. Hwever, after my 30th birthday, the attractin f academia 2 . I decided t 3 my academic career plans and set my sights n business.
Sn, an ffer arrived: a six figure research 4 in prduct develpment. It seemed t be everything I 5 , s I tk it. Yet, later I fund I was back t the 6 tasks I’d nce cmpleted as an undergraduate research assistant.
Repeated rutine wrk wasn’t where I wanted t be in my career. I was mre 7 — I wanted t 8 prjects and lead a team. But the general manager wuldn’t give thse 9 t me until I’d prved myself.
I realized I need t let g f the idea that I was already a(n) “ 10 ” in my field. I had t becme a(n) 11 nce again. S, in the mnths that fllwed, I set ut t learn everything I culd abut my new career. In sme ways, prduct develpment was 12 t my academic research. But in ther ways, it was vastly different. I needed t create prfit, nt just 13 .
As I read prfessinal materials passinately, I realized my PhD gave me a “learner” persnality — lving t 14 and grw. Tw years later, I became the chief engineer at the cmpany. When asked t describe my greatest 15 , I smiled and said: “I have a PhD．I learn incredibly fast.”
1． A．frequentlyB．cntinuallyC．unwillinglyD．ccasinally
2．A．fadedB．exchangedC．increasedD．appeared
3．A．try ut frB．take pride inC．get rid fD．cme up with
4．A．prjectB．salaryC．demandD．psitin
5．A．wnedB．harvestedC．designedD．expected
6．A．mixedB．difficultC．dullD．burdensme
7．A．independentB．ambitiusC．prmisingD．generus
8．A．manageB．changeC．fundD．study
9．A．benefitsB．respnsibilitiesC．cngratulatinsD．pressures
10．A．expertB．prfessrC．partnerD．perfrmer
11．A．memberB．managerC．studentD．engineer
12．A．equalB．similarC．helpfulD．cntradictry
13．A．prductsB．pprtunitiesC．knwledgeD．accunts
14．A．expandB．negtiateC．advcateD．recite
15．A．principleB．aimC．decisinD．strength
【变式3-2】（25-26高三上·河南信阳·一模）
Twenty years ag, I drve a taxi fr a living. One night, when it was my time t wrk, I went t 1 a passenger at 2:30 AM. The building was dark except fr ne light. Usually, I just hnked (鸣喇叭). 2 , I went t the dr instead. I 3 t myself that this persn might need my help.
After kncking, a 4 , elderly vice answered. Sn, the dr pened. A small wman in her 80s std there. By her side was a small nyln suitcase. The 5 lked as if n ne had lived in it fr years. I carried her bag t the cab and then returned t assist her. 6 , she tk my arm, and we walked slwly t the car.
When we gt in the cab, she gave an address and then asked, “Culd yu drive 7 dwntwn?” “It’s nt the shrtest way,” I answered 8 . She explained she was in n hurry and was n her way t a special nursing hme. 9 this, I reached ver and shut ff the machine fr charging. Fr the next tw hurs, we drve arund the city. Smetimes, she wuld ask me t 10 in frnt f a particular building and sit staring int the darkness, 11 nthing.
As dawn brke, we drve t the address she had given me. Tw nurses came ut. The wman was sn 12 in a wheelchair. “Hw much d I 13 yu?” she asked. “Nthing,” I said.
I didn’t pick up any mre passengers that 14 . I was lst in thught. Upn review, I felt that I had dne nthing mre imprtant in my life. We ften believe life is made up f grand events. Yet the mst 15 mments arrive quietly, hidden within what may seem like small, rdinary encunters.
1．A．cllectB．admireC．thankD．search
2．A．HweverB．TherefreC．BesidesD．Meanwhile
3．A．shutedB．reasnedC．cmplainedD．admitted
4．A．firmB．clearC．ludD．weak
5．A．labratryB．basementC．apartmentD．bar
6．A．GentlyB．SuddenlyC．FinallyD．Regretfully
7．A．besideB．thrughC．frmD．t
8．A．calmlyB．anxiuslyC．immediatelyD．prudly
9．A．HearingB．WatchingC．IgnringD．Remembering
10．A．pull upB．speed upC．lk upD．cme up
11．A．sayingB．gettingC．shwingD．understanding
12．A．frcedB．advisedC．seatedD．impressed
13．A．spareB．weC．brrwD．lend
14．A．hlidayB．cycleC．shiftD．visit
15．A．greatB．cmmnC．bviusD．varius
考向04 根据习惯用法或固定搭配选词
【例4-1】（25-26高三·广东肇庆·一模）
………..
Bell lked at the 9 teenager. He thught, “She’s gne!” Her face, her lips, even her ears were a ghstly blue. But Bell’s recent CPR (心肺复苏) training kicked in. He began 10 hard n her chest. After a few cmpressins, she 11 water frm her muth. He cntinued the 12 . Then her eyes rlled back. Bell kept cmpressing her chest until she tk a deep 13 and pened her eyes. She’s back. Then Bell restarted the bat. Once they reached the shre, the fifteen-year-ld Julie was 14 t the nearest hspital.
All the media called Bell a her. He was uncmfrtable with the 15 , telling his friends, “I’m nt a her. I just did what I needed t d.”
9．A．activeB．psitiveC．unselfishD．uncnscius
10．A．pressingB．beatingC．pattingD．tuching
11．A．spat utB．pured utC．frced utD．squeezed ut
12．A．reflectinB．trainingC．prcessD．rutine
13．A．sleepB．breathC．diveD．sigh
14．A．flwnB．ledC．attachedD．rushed
15．A．mediaB．praiseC．prizeD．discussin
【答案】9．D 10．A 11．A 12．C 13．B 14．D 15．B
【导语】本文是一篇记叙文。文章主要讲述了贝尔救起溺水女孩的英勇事迹。
9．考查形容词词义辨析。句意：贝尔看着这个失去知觉的少女。A. active活跃的；B. psitive积极的；C. unselfish无私的；D. uncnscius失去知觉的。根据后文“Her face, her lips, even her ears were a ghstly blue.”可知，这个少女失去了知觉。故选D。
10．考查动词词义辨析。句意：他开始用力按压她的胸部。A. pressing按压；B. beating打；C. patting轻拍；D. tuching触摸。根据前文“But Bell’s recent CPR (心肺复苏) training kicked in.”可知，贝尔开始对少女进行心肺复苏，所以是按压她的胸部。故选A。
11．考查动词短语辨析。句意：按压了几下后，她从嘴里吐出水来。A. spat ut吐出；B. pured ut倾倒；C. frced ut强迫出来；D. squeezed ut挤出。根据前文“After a few cmpressins”可知，按压了几下后，少女从嘴里吐出水来。故选A。
12．考查名词词义辨析。句意：他继续这个过程。A. reflectin反思；B. training训练；C. prcess过程；D. rutine常规。根据前文“He began ____10____ hard n her chest.”可知，贝尔继续对少女进行心肺复苏的过程。故选C。
13．考查名词词义辨析。句意：贝尔继续按压她的胸部，直到她深吸一口气，睁开眼睛。A. sleep睡觉；B. breath呼吸；C. dive潜水；D. sigh叹气。根据后文“pened her eyes”可知，少女深吸了一口气，睁开了眼睛。故选B。
14．考查动词词义辨析。句意：他们一到岸边，15岁的朱莉就被紧急送往最近的医院。A. flwn飞；B. led带领；C. attached附上；D. rushed紧急送往。根据后文“t the nearest hspital”可知，朱莉被紧急送往医院。故选D。
15．考查名词词义辨析。句意：他对这种赞扬感到不舒服，告诉他的朋友们：“我不是英雄。我只是做了我需要做的事。”A. media媒体；B. praise赞扬；C. prize奖品；D. discussin讨论。根据前文“All the media called Bell a her.”可知，贝尔对媒体的赞扬感到不舒服。故选B。
【例4-2】（25-26·浙江台州·一模）
On sunny weekends, crwds ften 1 utside my huse. Sme smile 2 and hurry away; thers stand firm, refusing t mve until their phts are perfect. Once, a film crew 3 the entrance with heavy tripds (三脚架), and when I lifted my phne t recrd them, a man 4 , "Excuse me, d yu mind?" I snapped back, "D yu mind? This is my huse!"
Initially, a few passers-by paused fr phts, but their curisity was 5 . Then, early this year, a single pst n scial media 6 everything. Within weeks, grups f turists came with cameras, and even clthes fr quick cstume changes. My quiet street turned int a (n) 7 .
1． A．cmplainB．gatherC．applaudD．parade
2．A．sympatheticallyB．prudlyC．aplgeticallyD．kindly
3．A．guardedB．decratedC．markedD．blcked
4．A．nddedB．grinnedC．frwnedD．bwed
5．A．annyingB．harmlessC．preciusD．childish
6．A．changedB．startedC．sharedD．prevented
7．A．marketB．playgrundC．stageD．exhibitin
【答案】
1．B 2．C 3．D 4．C 5．B 6．A 7．C
【导语】本文是一篇记叙文。作者讲述了自家被“网红”粉色房屋吸引而来的拍照大军而不堪骚扰，从最初的不满、对抗到最终学会接纳的故事。
1．考查动词词义辨析。句意：每逢阳光明媚的周末，人群总会在我家门外聚集。A. cmplain抱怨；B. gather聚集；C. applaud鼓掌；D. parade游行。根据下文“utside my huse”可知，人群是“聚集”在我的房子周围。故选B项。
2．考查副词词义辨析。句意：有人歉意地笑笑，匆匆离开。A. sympathetically同情地；B. prudly自豪地；C. aplgetically歉意地；D. kindly友好地。根据下文“hurried away”可知，他们因打扰而“歉意”一笑。故选C项。
3．考查动词词义辨析。句意：一次，一个摄制组用沉重的三脚架堵住门口，我举起手机想记录时，一个男人皱眉说：“请问你介意吗？”我回怼：“你介意吗？这是我家的房子！”A. guarded守卫；B. decrated装饰；C. marked标记；D. blcked堵住。根据下文“with heavy tripds”可知，三脚架“堵住”入口，其余选项不符合语境。故选D项。
4．考查动词词义辨析。句意：一次，一个摄制组用沉重的三脚架堵住门口，我举起手机想记录时，一个男人皱眉说：“请问你介意吗？”我回怼：“你介意吗？这是我家的房子！”A. ndded点头；B. grinned咧嘴笑；C. frwned皱眉；D. bwed鞠躬。根据下文“Excuse me, d yu mind?”可知，语境显示对方不悦，“皱眉”符合语境。故选C项。
5．考查形容词词义辨析。句意：起初零星路人拍照，他们的好奇是无害的。A. annying烦人；B. harmless无害；C. precius珍贵；D. childish幼稚。根据下文“Within weeks, grups f turists came”可知，一开始路人的好奇心其实没有造成什么影响，也就是“无害的”，但是帖子改变了局面。故选B项。
6．考查动词词义辨析。句意：今年早春，一条社交媒体帖子改变了一切。A. changed改变；B. started开始；C. shared分享；D. prevented阻止。根据下文“Within weeks, grups f turists came”可知，一开始路人的好奇心其实没有造成什么影响，也就是无害的，但是帖子“改变”了局面。故选A项。
7．考查名词词义辨析。句意：我这条安静的街道变成了舞台。A. market市场；B. playgrund游乐场；C. stage舞台；D. exhibitin展览。根据上文“even clthes fr quick cstume changes”可知，作者把街景比作“舞台”，突出被围观感。故选C项。
解｜题｜技｜巧
一、核心原则
解题的关键在于识别并调用对英语中约定俗成的词组、短语、句型结构及惯用表达的掌握。这类题目不依赖于上下文逻辑推理，而纯粹检验考生对语言“地道性”和“准确性”的记忆与运用能力。正确答案往往是唯一或最符合母语者使用习惯的搭配。
二、解题步骤（“三步法”）
识框架：快速浏览空格所在句，识别空格前后是否存在固定的搭配模式或常见句型结构（如动词+介词、形容词+介词、固定短语、常见句型等）。
想搭配：根据识别出的框架，从记忆库中调取与之对应的习惯性用词或固定表达。思考“在这个结构或语境下，通常用什么词？”
验选项：将各选项代入，检查其是否构成一个完整、地道的固定搭配或习语。排除不符合习惯用法的选项。
三、常见类型与解题技巧
1. 动词短语（动词+小品词）
解题关键：注意动词后接的介词或副词，构成整体意义固定的短语。
例题印证：【例4-1第11题】：she ___ water frm her muth. “吐出”液体固定用 spat ut。
2. 介词固定搭配
解题关键：牢记名词、动词、形容词与特定介词的固定组合。
例题印证：【例4-1第15题】：He was uncmfrtable ___ the praise. “对…感到不自在”固定用 with（be uncmfrtable with）。
3. 常见句型与结构
解题关键：识别并补全特定句型中的固定用词。
例题印证：【例4-1第13题】：she tk a deep ___. “深吸一口气”是绝对固定的句型 take a deep breath。
4. 形容词/副词习惯搭配
解题关键：注意形容词/副词与所修饰词或整体语境的习惯性连接。
例题印证：【例4-1第10题】：He began ___ hard n her chest. 描述CPR按压动作，习惯用 pressing（press n/against）。
5. 习语与比喻性表达
解题关键：理解并运用具有整体含义、不可分割的习语或常见比喻。
例题印证：【例4-1第15题】：uncmfrtable with the ___. 此处“赞扬”本身也是一种社会情境下的习惯性指代（the praise）。
注｜意｜事｜项
积累优先：此考向高度依赖日常积累。必须熟记常见动词短语、介词搭配、句型结构和习语。
整体代入：将选项代入时，需整体审视其与前后词构成的短语或结构是否完整、地道，而不仅仅是看单个词义。
警惕“中文思维”：避免直接用中文搭配去直译英文，很多搭配是约定俗成的，如“学习知识”是“acquire/gain knwledge”而非“learn knwledge”。
注意一词多配：同一个词（尤其是动词、形容词）可能与不同介词搭配，含义不同（如lk at, lk fr, lk int）。需根据语境选择正确搭配。
结合语境验证：虽然主要依靠搭配知识，但最终仍需确保所选搭配符合上下文的基本语义和逻辑，避免生搬硬套。
【变式4-1】（25-26高三·辽宁沈阳东北育才&等校·联考）
I had an ld neighbr named Dr. Gibbs. When Dr. Gibbs wasn’t saving lives, he was planting trees. The gd dctr had sme interesting 1 cncerning plant care and grwth. He never watered his new trees, which was cntrary t cnventinal wisdm. Once I asked why. He said that watering plants 2 them, which led t shallw rts, and hw trees that weren’t watered had t grw deep rts in search f 3 . Als, he’d beaten them with a rlled-up 4 , which is nw hard t cme in handy in the digital era. Hit! Smack! Slap! 5 , I asked him why he did that, and he said it was t attract the tree’s 6 . Twenty-five years later, every nw and again, I walk by his huse and am greeted by the 7 , which are very strng nw. In fact, I als planted a cuple f trees a few years ag. I carried water t them, sprayed them and 8 fr them. Years f 9 has resulted in trees that expect t be waited n hand and ft. Whenever a cld wind blws in, they 10 with fear.
I have tw sns. Every night befre I g t bed, I check n my tw sns. I stand ver them and watch their little 11 , the rising and falling f life within. I ften pray fr them, like I used t d with the trees. Mstly I hpe that their lives will be easy . But lately I’ve been thinking that it’s time t change. I knw my children are ging t encunter 12 , and I’m praying they wn’t be 13 , because life is tugh, whether we want it t be r nt. What we need t d is help 14 reach deep, s when the rains fall and the winds blw, they can 15 t it.
1．A．theriesB．mythsC．issuesD．cntents
2．A．imprvedB．bstedC．destryedD．spiled
3．A．waterB．nutrientsC．silD．minerals
4．A．leafB．newspaperC．stickD．sleeve
5．A．HweverB．UnfrtunatelyC．CuriuslyD．Undubtedly
6．A．punishmentB．attentinC．assistanceD．sympathy
7．A．treesB．familyC．neighbrsD．welcme
8．A．prayedB．cmmunicatedC．blessedD．fertilized
9．A．nursingB．servingC．grwingD．cunting
10．A．escapeB．trembleC．sufferD．swing
11．A．handsB．cheeksC．bdiesD．nses
12．A．acquaintanceB．depressinC．hardshipD．resistance
13．A．fragileB．pessimisticC．naughtyD．scared
14．A．rtsB．philsphyC．thughtsD．cncepts
15．A．live upB．pick upC．stand upD．pull up
【变式4-2】（24-25高三上·湖南郴州·一测）
“Mm, we need t cme up with a hbby t d tgether n Skype,” my daughter Kristen said ne day. Tw years ag, Kristen had mved frm Philadelphia t San Francisc. While we had vide calls regularly, she lnged fr smething mre 1 .
I thught hard and said, “Yu knw I’m terrible at 2 , but what abut making pt hlders?” I remembered 3 them with cttn threads ver a small lm (织布机). They were simple t master, but I hped I still had the skills.
Withut hesitatin, Kristen accepted the 4 . She immediately 5 weaving lms and materials fr bth f us nline, calling ur prject “Patti’s Pt Hlders”. And s, ur weekly crafting 6 began.
We spend time 7 the instructins thrugh the Skype vide call: 8 the threads hrizntally t the sides f the frame, then weaving thers ver and under them. It required 9 and patience. Hwever, as ur fingers grew mre skilled with the rhythm f the wrk, a wnderful 10 ccurred. We fund we culd wrk almst 11 , freeing us t have lng cnversatins.
Our talks grew 12 . We asked each ther hnest questins and shared true feelings. I felt I learned mre abut my daughter than when she lived nearby.
Nw, the clrful pt hlders I’ve made s far 13 n my kitchen wall like an art display. But the real 14 was the bnd we built thrugh thse shared hurs acrss the miles. Like angels flying between Philadelphia and San Francisc, ur lve fund a new way t 15 .
1．A．ppularB．regularC．meaningfulD．challenging
2．A．craftsB．ptteryC．carpentryD．phtgraphy
3．A．tyingB．weavingC．teachingD．abandning
4．A．designB．cnceptC．demandD．prpsal
5．A．rentedB．cllectedC．rderedD．researched
6．A．sessinsB．interviewsC．exchangesD．arrangements
7．A．taking upB．picking upC．figuring utD．lking ut
8．A．addingB．attachingC．pushingD．stretching
9．A．fcusB．teamwrkC．curageD．strength
10．A．shiftB．pauseC．rhythmD．balance
11．A．perfectlyB．autnmuslyC．effectivelyD．autmatically
12．A．luderB．funnierC．deeperD．shrter
13．A．layB．restC．hldD．hang
14．A．trustB．masterpieceC．memryD．award
15．A．fadeB．emergeC．representD．cnnect
专题01 高考真题练
A
（2025·全国·高考二卷）
Evelyn Dnhue is a 65-year-ld grandma. She nly started t 1 seven years ag after having a 2 call. She’d been struggling with eating disrders and health issues, which 3 led her t getting surgery. After that experience, she knew that she needed t make a 4 . Determined t turn her life arund, Ms Dnhue began t wrk ut and fllw a 5 lifestyle, befre discvering a 6 fr weightlifting.
Since setting ut n the jurney, the 7 lver has nt nly managed t 8 an impressive set f muscles but als a huge fllwing n scial media.
The well-liked grandma regularly psts wrkut cntent, explaining there’s n 9 thers can’t lk this gd. She said it was all dwn t sme key aspects.
“Hld n: Cnsider failure as a 10 t success and never give up. Stick t yur plan,” she said. “ 11 thers: Lift thers up n yur jurney. Success is sweeter when 12 .” She previusly explained that “yu d nt need t have an amazing bdy t exercise... the 13 is t feel gd, nt lk gd.”
Ms Dnhue used t be laughed at fr being t ld t wrk ut, but she has prved the 14 wrng in the best pssible way and has indeed becme an 15 fr many scial media users.
1．A．writeB．travelC．exerciseD．recver
2．A．gdwillB．timeutC．lng-distanceD．wake-up
3．A．nrmallyB．ultimatelyC．suddenlyD．autmatically
4．A．changeB．frtuneC．wishD．deal
5．A．riskyB．traditinalC．cmfrtableD．healthy
6．A．demandB．secretC．passinD．cure
7．A．peaceB．fitnessC．funD．nature
8．A．grwB．cntrlC．activateD．relax
9．A．needB．chiceC．reasnD．difference
10．A．green lightB．rad blckC．passing markD．stepping stne
11．A．HelpB．CnsultC．FllwD．Frgive
12．A．acceptedB．sharedC．expectedD．celebrated
13．A．galB．caseC．dutyD．cst
14．A．instructrsB．admirersC．beginnersD．dubters
15．（A．authrityB．excuseC．inspiratinD．ptin
B
（2024·新课标全国Ⅱ卷·高考真题）
When I decided t buy a huse in Eurpe ten years ag, I didn't think t lng. I liked traveling in France, but when it came t picking my favrite spt t 1 , Italy was the clear winner.
During my first visit t Italy, I 2 t ask fr directins r rder in a restaurant. But every time I tried t 3 a sentence f Italian tgether, the lcals smiled at me and 4 my language skills. That encuragement helped me t get thrugh the language 5 . After I made Italy my permanent hme, I discvered hw 6 Italians are. Neighbrs will bring me freshly made cheese and will cme t my dr t 7 me t clse the windw in my car when rain is cming. It's these small 8 f kindness that make a new cuntry feel like hme.
As a fdie, the way t my heart is thrugh my stmach, and nwhere fuels my 9 quite like Italy. Each twn has its wn traditinal 10 , and every family keeps a recipe passed frm ne generatin t anther. Families 11 fr big meals n Sundays, birthdays, and whatever ther excuses they can 12 . These meals are always 13 by laughter and jy. Whatever 14 life in Italy might have, the prblems are 15 nce yu sit dwn t a big meal with friends and family.
1．A．studyB．rentC．visitD．settle
2．A．plannedB．struggledC．refusedD．happened
3．A．stringB．hangC．mixD．match
4．A．imprvedB．assessedC．admiredD．praised
5．A．curseB．barrierC．areaD．test
6．A．pen-mindedB．strng-willedC．warm-heartedD．well-infrmed
7．A．remindB．allwC．persuadeD．rder
8．A．tricksB．prmisesC．actsD．duties
9．A．ambitinB．successC．appetiteD．grwth
10．A．cstumeB．dishC．symblD．tale
11．A．gatherB．cheerC．leaveD．wait
12．A．put up withB．stand up frC．cme up withD．make up fr
13．A．signaledB．cnfirmedC．representedD．accmpanied
14．A．disadvantagesB．meaningsC．surprisesD．pprtunities
15．A．createdB．frgttenC．understdD．identified
C
（2024·浙江·首考）
While taking a 20-hur train ride alng the edge f the Taklimakan Desert in nrthwestern China, I had the kind f humbling, educatinal, and abve all else, wnderful 1 with a lcal that all travelers lng fr. A yung Chinese man 2 me n the train. My 3 friend spke virtually n English, s I happily tk the 4 t practice my Chinese.
Over several hurs, he wuld tell me abut hw he had 5 a tw-year prfessinal schl t quickly find a jb 6 highways in rder t help supprt his family. Perhaps the mst 7 , hwever, was the fact that this man spent hurs studying every day after hard physical labr. Withut batting an eye, he wuld 8 a translated Emersn passage befre asking abut the literary influence f American 9 as a whle. ”And what d yu all learn abut Russian authrs?” I 10 him asking at ne pint.
It wuld have been easy t 11 my assumptins abut this highway builder wh had never been mre than a few hundred miles frm hme. But this highly infrmed, 12 , and admirable persn prevented me ding s. In the curse f a cuple f hurs, he 13 me just hw much ne can gain frm 14 with an pen mind, and a willingness t 15 with lcals frm all walks f life.
1．A．experimentB．encunterC．cmpetitinD．appintment
2．A．treatedB．savedC．lecturedD．apprached
3．A．trueB．s-calledC．newD．lng-lst
4．A．chanceB．adviceC．trubleD．right
5．A．visitedB．financedC．attendedD．funded
6．A．buildingB．sweepingC．checkingD．guarding
7．A．typicalB．bviusC．naturalD．remarkable
8．A．publishB．quteC．сорyD．dwnlad
9．A．writersB．histriansC．wrkersD．students
10．A．anticipateB．imagineC．recallD．catch
11．A．lk intB．rely nC．g verD．deal with
12．A．well-behavedB．multi-skilledC．warm-heartedD．self-educated
13．A．askedB．warnedC．shwedD．prmised
14．A．travelingB．readingC．searchingD．teaching
15． A．cperateB．sideC．negtiateD．engage
专题02 优秀模拟题
A
（25-26高三上·四川绵阳·一诊）
I still have a clear memry f my primary schl teacher, Mrs. White. Thugh mst f what we learned in her class has 1 ver time, ur frequent writing exercises remain 2 in my mind.
In my early elementary years, I’d rush hme t shw Mm my cmpsitins, which were full f spelling 3 . But Mrs. White never marked them with a red pen. Instead, she gave stars r an encuraging “Gd!” That small praise always 4 my spirits. But nt everyne saw it that way. 5 abut the unaddressed mistakes, my mther brught up the issue with Mrs. White during a parent-teacher meeting, 6 why she never pinted ut my errrs r crrected my wrng spellings.
Mrs. White smiled and explained: “Kids this age are just beginning t discver the jy f 7 . I wn’t let red ink 8 that fire. Spelling and grammar can be 9 later, but the wnder f wrds ges away if we discurage them early.” Her wrds filled me with lasting 10 in writing.
I used t misspell “beautiful” 11 , driving my high schl teacher mad. Eventually, I gt it right — but I’m glad I never stpped using the 12 . “Pretty” is easier t spell, yet it lacks the depth f feeling yu want t 13 smetimes. Life isn’t just “pretty” — it’s “beautiful”. I have Mrs. White t thank fr teaching me that 14 . She taught me brave expressin matters mre than perfect frm, and that still 15 hw I see learning and creativity tday.
1．A．existedB．fadedC．changedD．spread
2．A．clearB．simpleC．strangeD．quiet
3．A．rulesB．skillsC．errrsD．cnflicts
4．A．depressedB．brkeC．calmedD．lifted
5．A．CuriusB．CrazyC．ExcitedD．Wrried
6．A．askingB．tellingC．explainingD．shwing
7．A．inventinB．expressinC．directinD．cllectin
8．A．put upB．put utC．turn arundD．turn dwn
9．A．createdB．ignredC．preventedD．imprved
10．A．cnfusinB．pressureC．cnfidenceD．hesitatin
11．A．ccasinallyB．illegallyC．repeatedlyD．casually
12．A．wrdB．sentenceC．stryD．saying
13．A．hideB．suggestC．cnveyD．enjy
14．A．gameB．lessnC．chanceD．cure
15．A．questinsB．limitsC．challengesD．shapes
B
（25-26高三上·湖南·十月联考一模）
My husband hit the cheerful pening ntes n the pian, and I started t sing. We were 1 fr the 35 nursing hme residents. My grandma sat in a wheelchair, her eyes glassy and 2 . Grandma, can’t yu see it’s me up here? I thught.
I’d hped ur cncert wuld lift everyne’s 3 . Mine included. Alzheimer’s had slwly erased the utging wman. She didn’t 4 me anymre as Grandma’s little “B”, shrt fr “bkwrm”, her nickname fr me due t my 5 f reading. When I was a child, I used t curl up in her lap as she read me 6 in her wden rcker.
My favrite was abut a by determined t save his friend, Nellie, with 7 illness. After learning Nellie wuldn’t survive past the summer, the by 8 a plan — t tie the leaves t the branches s that fall wuld never cme. While he wrked, he sang a sng, which Grandma had 9 in a sft, hpeful hum. In this way, she’d 10 my lve f music.
Nw nt even my singing culd 11 t her. What else culd I say? Suddenly, the 12 t a sng I hadn’t heard in ver 40 years came t me. I sang them in a gentle falsett, “I’m tying the leaves s they wn’t cme dwn...”
Grandma 13 a smile. “S Nellie wn’t g away!” she sang, finishing the lyrics. I was t stunned t say anther wrd. She lked int my eyes and studied my 14 .
“Why, it’s yu — my little B!”
It was the last time my grandmther and I shared such a 1 , thanks t a sng I hadn’t planned t sing.
1．A．preparingB．perfrmingC．practicingD．prviding
2．A．distractedB．livelyC．sharpD．tearful
3．A．handsB．vicesC．spiritsD．memries
4．A．trustB．supprtC．praiseD．recgnize
5．A．lveB．habitC．skillD．dream
6．A．pemsB．striesC．lettersD．news
7．A．cmmnB．slightC．seriusD．rare
8．A．frgtB．changedC．abandnedD．hatched
9．A．taughtB．reprducedC．recrdedD．written
10．A．inspiredB．hiddenC．testedD．expressed
11．A．get thrughB．give inC．hld nD．lk up
12．A．tuneB．lyricsC．rhythmD．beat
13．A．flashedB．frcedC．avidedD．ignred
14．A．hairB．clthesC．faceD．legs
15． A．giftB．mmentC．lessnD．prmise
C
（25-26高三上·海南·学业水平诊断（一））
Fr years, I lived in a space f hesitatin, in Plan B’s and safety nets. Thugh 1 was my hbby, I put it aside and 2 what I had n real interest in. Still, between perids f wanting t be a histrian, a teacher r an engineer, it was the nly thing I always 3 .
I 4 it, afraid that smene I tld it t wuld blw the flame (火焰) ut. And yet, as a 12-year-ld, I was far less 5 than I thught I was. One mrning, my mther, wh was a husekeeper, fund me writing, s 6 , I clsed the cver f my jurnal. Hwever, she pretended nt t have 7 . Then we started a cnversatin.
“Yu knw, I always wanted t be a dctr,” she 8 .
“What made yu 9 that dream?”
“T much wrk. But tday, smetimes I have 10 and wnder whether I wuld be happier nw if I had kept that dream. S I never want yu t be 11 by the situatin similar t mine. I never want yu t be s afraid that yu miss smething 12 , kay?”
In her wrds, she gave me acceptance, trust and 13 t be what I wanted t be.
That cnversatin 14 me. Nw writing is n lnger a ghst (幻象) each day, but a landmark. I chse t run t the edge and lk dwn, 15 there’s a carnival (狂欢节) dwn there. If there’s nt, I’ll write ne fr myself.
1．A．drawingB．writingC．dancingD．teaching
2．A．acceptedB．ignredC．affrdedD．delayed
3．A．sharedB．questinedC．avidedD．pursued
4．A．checkedB．crrectedC．shelteredD．drpped
5．A．ppularB．carefulC．hnestD．patient
6．A．frtunatelyB．excitedlyC．prudlyD．naturally
7．A．nticedB．wrriedC．spkenD．mved
8．A．cncludedB．predictedC．mentinedD．replied
9．A．chseB．admitC．mindD．quit
10．A．hpesB．regretsC．pprtunitiesD．weaknesses
11．A．limitedB．cnfirmedC．attractedD．inspired
12．A．strangeB．familiarC．amazingD．frmal
13．A．hnrB．curisityC．respnsibilityD．permissin
14．A．btheredB．energizedC．testedD．angry
15．A．frgettingB．dubtingC．believingD．discvering
D
（25-26高三·浙江绍兴·一模）
The charm f the cean has always been a pwerful frce, and amng its mst grand inhabitants is the humpback whale (驼背鲸). My persnal encunter with a humpback whale is an experience that has 1 my understanding f the natural wrld and my place within it.
That mrning, ur research ship flated quietly in the Gulf f Alaska. After hurs f patient 2 , a huge humpback whale suddenly 3 just meters away. It stayed beside us, 4 lifting its head as if studying us in return. At ne 5 mment, the whale turned and directly 6 me — its large, intelligent eye hlding mine in a gaze that felt timeless and deeply cnnecting.
Scientists believe such behavir 7 curisity — a specific attempt t 8 the species divide. During thse prfund minutes, the whale felt like a cnscius being chsing t 9 . This cmmn attentiveness, especially that mment f silent eye cntact, transfrmed the encunter int a(n) 10 beynd wrds, changing my understanding f interspecies 11 .
T me, the whale’s graceful 12 felt like a silent prayer fr cexistence, 13 me that we are part f nature. As marine bilgist Sylvia Earle nce said, “N blue, n green.” Withut healthy ceans, there is n healthy 14 . That day, the humpback whale became my 15 , and I was its humble student.
1．A．createdB．reshapedC．achievedD．challenged
2．A．preparatinB．investigatinC．appreciatinD．bservatin
3．A．surfacedB．attackedC．divedD．swam
4．A．apparentlyB．eventuallyC．ccasinallyD．immediately
5．A．anxiusB．remarkableC．jyfulD．decisive
6．A．sught frB．apprved fC．submitted tD．lked at
7．A．releasesB．reflectsC．awakensD．satisfies
8．A．displayB．repairC．explreD．bridge
9．A．replyB．engageC．surviveD．withdraw
10．A．dialgueB．cnflictC．incidentD．missin
11． A．recgnitinB．cperatinC．distanceD．cnnectin
12．A．figureB．reactinC．presenceD．encunter
13．A．warningB．remindingC．infrmingD．guaranteeing
14．A．futureB．lifeC．planetD．climate
15．A．fllwerB．partnerC．admirerD．teacher
E
（25-26高三·广东·二调）
Yu can imagine hw nvel we fund it when my schl began ffering cking as part f the curriculum (课程). As a grwing by, I seemed t be 1 all day lng. And the gd news was that we culd 2 what we cked. I immediately signed up.
At the beginning f the first class, I 3 slwly with a classic, biled egg alne. T a teenage by, the biled egg might seem like a n-brainer. I was feeling 4 and excited.
Then the class was divided int teams t 5 the cmplex and challenging dish — Rde Stuffed Ht Dgs. The 6 prceeded satisfactrily. Even the baking seemed t prgress as 7 . But my team ran int 8 when we turned n the briler (烤箱) t brwn ur ht dgs. It really wasn’t ur 9 . The members f anther grup were busy 10 their ht dgs ut frm the ven and placing them n the table t cl. They 11 gd, making ur muths water. We gathered clsely tgether arund thse tasty ht dgs, and we were all 12 until a clud f black smke rising frm ur ven suddenly 13 ur masterpieces.
All ur previus effrts were wasted. 14 , we were regarded as that day’s heres. The sense f 15 that came frm creating a dish prmted a psitive relatinship with fd and willingness t try new things.
1．A．ignrantB．sleepyC．hungryD．greedy
2．A．displayB．exchangeC．marketD．have
3．A．tk ffB．started ffC．called ffD．put ff
4．A．nervusB．cnfidentC．bredD．relaxed
5．A．recmmendB．appreciateC．evaluateD．make
6．A．preparatinB．ckingC．cmpetitinD．curse
7．A．invlvedB．intendedC．cpiedD．pictured
8．A．trubleB．pressureC．teaseD．resistance
9．A．dishB．taskC．faultD．cker
10．A．pullingB．givingC．puttingD．wrking
11．A．tastedB．feltC．sundedD．smelled
12．A．drawnB．cheatedC．beatenD．refused
13．A．cmprisedB．endedC．perfectedD．saved
14．A．MreverB．TherefreC．OtherwiseD．Still
15．A．achievementB．securityC．excitementD．respnsibility
F
（2025·河北·二模）
Tby is an ld dg. He has 1 quite a bit and typically sticks clse t hme.
One mrning, Tby’s wner Je fund Tby was 2 . Je was wrried sick and feared he’d 3 his way hme. 4 , Tby returned hme befre the end f the day. He limped (跛行) dwn the driveway and 5 near the dr. Je thught the dg prbably had a fight with ther dgs, but felt 6 t see him back. In fact, the ld dg 7 his little friend Cube, a dg living n a neighbring farm.
The next mrning, Rb, Cube’s wner, came t tell the whle stry t Je.
When Rb returned hme after wrk, he culdn’t 1 Cube. Tby was there and insisted Rb 2 him. Tby led Rb right t Cube, wh had gtten stuck. 3 had fallen int a hle full f tree branches and culdn’t 4 . As Rb wrked n getting Cube free, clever Tby 5 by digging at the grund and pulling away the branches. Cube was finally 6 , but ld Tby was t tired.
Learning abut the 7 , Je gave curageus Tby a big hug and decided t buy him sme delicius fd as a special 8 .
1．A．gne awayB．slwed dwnC．hung utD．turned arund
2．A．missingB．sickC．hungryD．afraid
3．A．recalledB．frgttenC．sharedD．brken
4．A．InitiallyB．SimilarlyC．SuddenlyD．Thankfully
5．A．racedB．cllapsedC．dancedD．jumped
6．A．bredB．annyedC．relievedD．cnfused
7．A．defeatedB．apprachedC．rescuedD．examined
8．A．cntrlB．adptC．feedD．find
9．A．acceptB．fllwC．raiseD．catch
10．A．CubeB．TbyC．JeD．Rb
11．A．speed upB．lie dwnC．give inD．get ut
12．A．helpedB．escapedC．prtestedD．survived
13．A．fullB．yungC．safeD．strng
14．A．truthB．planC．slutinD．chice
15．A．surceB．treatC．testD．reminder
G
（2025·广西部分学校·模拟联考）
In Venezuela’s capital, Caracas, 60 vlunteers meet at least twice a week. They 1 dlls that children have left behind. The grup estimates it has 2 abut 70,000 tys in the past seven years.
Mirady Acsta , a 63-year-ld architect wh represents the Hspital fr Sft Tys, said the 3 came frm a teacher named Lilian Gluck. In 2017, she did nt want t thrw her children’s tys ut r let them 4 . She decided t wash them, 5 them up and dnate them t children staying in the University Hspital f Caracas.
The effrt was 6 . S, a few mnths later, she pened the Hspital fr Sft Tys at her hme. It is a nnprfit fundatin that als 7 and repairs ther tys. The fundatin receives dnatins frm ther cuntries that can 8 schl supplies, shes, fd and candy.
The tys are 9 t hspitals and schls in pr areas, but als t hmes fr lder peple-anyne wh needs a little bit f 10 .
Each 11 dll cmes with a message 12 its new wner t recycle it when they n lnger want it.
“Hell, I am yur new friend,” it says. “I am a dll with 13 because I played with anther girl. Lve me and take 14 f me and I will d the same with yu. When yu grw up, give me t anther girl wh will lve me and 15 with me like yu.”
1．A．hit nB．depend nC．wrk nD．insist n
2．A．examinedB．replacedC．changedD．recycled
3．A．resultB．prblemC．ideaD．belief
4．A．fall apartB．stand utC．fall ffD．shw up
5．A．pickB．fixC．setD．put
6．A．imprtantB．ppularC．attractiveD．permanent
7．A．prducesB．develpsC．cllectsD．distributes
8．A．adjustB．meanC．requireD．include
9．A．deliveredB．lentC．presentedD．awarded
10．A．affectinB．prmiseC．imaginatinD．curisity
11．A．destryedB．restredC．abandnedD．advanced
12．A．warningB．frcingC．beggingD．advising
13．A．talentB．experienceC．kindnessD．satisfactin
14．A．chargeB．nticeC．careD．advantage
15．A．agreeB．playC．cpeD．cmmunicate
H
（2025·湖南长沙一中·一模）
I sat in a cld hspital rm t receive my first chemtherapy (化疗) sessin. Just weeks earlier, I had 1 a breast exam, and I expected it t just be 2 . N prblem. I was yung and there was n incidence f cancer in my 3 . Days later, sunding 4 , my dctr called and said, “Yu have stage tw breast cancer.”
In the hspital rm, I lked arund at the ther cancer 5 — stressed, dying. Then suddenly I saw a ray f 6 thrugh the curtains. I realized, “I'm 7 ! I must live!” Ilked at a lady whse bdy was saying“it's ver”. I walked ver t her, 8 , and whispered, “It's nt ver. This is nly the 9 .” T me, thse wrds rang true. My jurney int life had begun.
There were s many challenges t 10 n the jurney — the chemtherapy and a marriage that wuldn't last the battle with me. S much pain, s much 11 . But I came ut f the battle. It was time t live 12 .
I made a mve t Israel. I had a dream t live in Israel. Nw every day is a(n) 13 — rdering cffee r finding new dctrs, mst f time in my new language. I teach Zumba-style dance, as dance is a great healer fr me.
Challenges still cme, but they bring adventure and 14 . I receive cnstant reminders that I am a 15 .
1．A．cancelledB．bkedC．mentinedD．recmmended
2．A．rutineB．unusualC．stressfulD．cmplicated
3．A．familyB．histryC．cuntryD．wrkplace
4．A．frightenedB．annyedC．thrilledD．cncerned
5．A．nursesB．patientsC．dctrsD．physicians
6．A．jyB．hpeC．lightD．dust
7．A．aliveB．alarmedC．activeD．awake
8．A．ppped upB．bent dwnC．stretched utD．straightened up
9．A．duskB．clsureC．beginningD．darkness
10．A．cuntB．expectC．tlerateD．vercme
11．A．failureB．prspectC．struggleD．happiness
12．A．quietlyB．sustainablyC．unwillinglyD．fully
13．A．adventureB．miracleC．barrierD．pprtunity
14．A．learningB．innvatingC．healingD．understanding
15．A．thinkerB．survivrC．dancerD．mther
I
（25-26高三上·河北衡水·二调）
It was 2017 when architect Oscar Issac received a call frm Marcus Kamp, an Ivrian fficial. Over the line, Kamp’s vice 1 as he described his natin’s twin plagues (困境): a mass f plastic waste blcking sewers (下水道) and a 2 f schls, with a few existing nes needing 3 rebuilding.
T have a clearer 4 , Issac decided t see fr himself. In Cte d’Ivire’s busiest city, Issac was 5 by the sight f wmen carrying children n their backs while 6 plastic frm garbage piles fr very little mney. Thse images 7 int his mind.
“I need t find a way t help,” Issac thught. “What if yu culd use the plastic waste t help slve cnstructin prblems?” Fr Issac, the 8 led t an inventin that shws his value. Back at his cmpany, he and his team 9 plastic int a set f building parts — bricks and clumns, 95% made frm plastic. These parts fit tgether like Leg. Builders just need t 10 a rf and windws t make a classrm.
Nw, 4,000 tns f waste have becme 550 11 classrms, almst fr 60 percent f what 12 cnstructin methds cst. T 13 the brick-making technlgy further, Issac 14 his system t be easily transprted in a 40-ft cntainer.
The technlgy feeds n trash, but as Kamp puts it, “the cncept 15 turns trash int a slutin.”
1．A．trembledB．shutedC．whisperedD．laughed
2．A．majrityB．puzzleC．numberD．shrtage
3．A．slightB．frequentC．nrmalD．cnvenient
4．A．identityB．pictureC．guidelineD．tip
5．A．shckedB．excitedC．amusedD．relaxed
6．A．prducingB．preventingC．pickingD．selling
7．A．fadedB．burnedC．jumpedD．changed
8．A．prtestB．applicatinC．inspiratinD．result
9．A．dividedB．threwC．turnedD．mixed
10．A．pull upB．take ffC．break dwnD．put up
11．A．tempraryB．digitalC．functinalD．ancient
12．A．traditinalB．specialC．creativeD．reliable
13．A．prmteB．accessC．checkD．remember
14．A．establishedB．perfrmedC．replacedD．upgraded
15． A．simplyB．brilliantlyC．tughlyD．narrwly