搶分秘籍05完形填空(詞匯復(fù)現(xiàn)+瞻前顧后+邏輯推理+生活常識(shí))(原卷版+解析)-2025年高考英語(yǔ)總復(fù)習(xí)(通用版)

這是一份搶分秘籍05完形填空(詞匯復(fù)現(xiàn)+瞻前顧后+邏輯推理+生活常識(shí))(原卷版+解析)-2025年高考英語(yǔ)總復(fù)習(xí)(通用版)，文件包含搶分秘籍05完形填空詞匯復(fù)現(xiàn)+瞻前顧后+邏輯推理+生活常識(shí)原卷版-2025年高考英語(yǔ)總復(fù)習(xí)通用版docx、搶分秘籍05完形填空詞匯復(fù)現(xiàn)+瞻前顧后+邏輯推理+生活常識(shí)解析版-2025年高考英語(yǔ)總復(fù)習(xí)通用版docx等2份試卷配套教學(xué)資源，其中試卷共45頁(yè)， 歡迎下載使用。

目錄
【高考預(yù)測(cè)】（完形填空）詞匯復(fù)現(xiàn)+瞻前顧后+邏輯推理+生活常識(shí)
【思維導(dǎo)圖】完形填空考點(diǎn)考向思維導(dǎo)圖
【應(yīng)試秘籍】完形填空?？键c(diǎn)及應(yīng)對(duì)的策略
【誤區(qū)點(diǎn)撥】完形填空點(diǎn)撥常見的易錯(cuò)點(diǎn)
【搶分通關(guān)】完形填空押題新高考方向，講解通關(guān)策略（含新考法）
【模擬新題練】
【押題演練】

【思維導(dǎo)圖】
一、詞匯復(fù)現(xiàn)

利用語(yǔ)義復(fù)現(xiàn)解題
語(yǔ)義復(fù)現(xiàn)是指同一語(yǔ)篇內(nèi)詞匯相同(原詞)或者詞匯在詞義上存在同義、近義、同源、上義或下義關(guān)系的現(xiàn)象?？忌梢岳眠@些詞匯特點(diǎn)并結(jié)合具體語(yǔ)境來解題。
易錯(cuò)點(diǎn)1：無法識(shí)別同義詞造成錯(cuò)誤
1．(2025年1月浙江卷節(jié)選)
Manuela Ribeir has a healthy addictin. It’s cking. A few mnths ag, the 30-year-ld teacher decided it was time t put her ___42___ t gd use. She signed up n the website Bkalkal, and nw welcmes strangers int her Brussels flat twice a week fr dinner parties.
42. A. hbby B. energy C. educatin D. mney
這里需要辨別出addictin n. 嗜好和hbby n. 業(yè)余愛好是同義詞，英語(yǔ)復(fù)習(xí)時(shí)，要把常用替代的同義詞系統(tǒng)復(fù)習(xí)一下。
2.（2024年1月浙江完形填空節(jié)選）
Withut batting an eye, he wuld qute 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 recall him asking at ne pint.
9．A．writersB．histriansC．wrkersD．students
易錯(cuò)點(diǎn)2：忽視反義詞復(fù)現(xiàn)造成錯(cuò)誤

(2023·全國(guó)乙卷)The Chinese cach transfrmed Duglas int ne f the best gymnasts in the wrld, helping her skyrcket frm an 54 member f the natinal team t the tp f the sprt.
54．A.amateurB．elected
C．a(chǎn)verageD．enthusiastic
易錯(cuò)點(diǎn)3：忽視句子結(jié)構(gòu)造成錯(cuò)誤
(2023·全國(guó)乙卷)“I'm ging t inspire s many peple，” she said. “I'm ready t 60 .” And shine she did.
60．A.shineB．fly
C．danceD．scre
這里文章的And shine she did.倒裝句，正常語(yǔ)序是 "And she did shine."（強(qiáng)調(diào)確實(shí)如此），其中 "did" 是助動(dòng)詞，"shine" 是主動(dòng)詞的原形。因此，根據(jù)句意shine就是重復(fù)強(qiáng)調(diào)上文的原詞。
利用詞匯復(fù)現(xiàn)解題
詞匯復(fù)現(xiàn)包括原詞復(fù)現(xiàn)、同義詞復(fù)現(xiàn)、同根詞復(fù)現(xiàn)、概括詞復(fù)現(xiàn)以及結(jié)構(gòu)復(fù)現(xiàn)等。完形填空所選的文章都是具有邏輯關(guān)系、意義相連的語(yǔ)篇，因此，在行文中不可避免地會(huì)出現(xiàn)詞語(yǔ)的復(fù)現(xiàn)、前后同義或反義、相互照應(yīng)等現(xiàn)象。所以，解題時(shí)應(yīng)聯(lián)系上下文尋找相關(guān)線索，如某一個(gè)詞的原詞、指代詞、同義詞、近義詞、上義詞、下義詞和概括詞等。但由于我們?cè)谧鲱}時(shí)不可能總是重復(fù)地閱讀文章，因此，在做完形填空時(shí)要培養(yǎng)一種捕捉并記憶相關(guān)信息的能力。
（1）原詞或同根詞復(fù)現(xiàn)
原詞或同根詞復(fù)現(xiàn)是指相同的單詞或同根詞在原文中反復(fù)出現(xiàn)，達(dá)到銜接文章的目的。
（2）同義詞或近義詞復(fù)現(xiàn)
同義詞或近義詞復(fù)現(xiàn)是指意義相同或相近的單詞在原文中反復(fù)出現(xiàn)，以達(dá)到銜接文章的目的。在做完形填空試題時(shí)，就可以利用這種銜接方式找到要填入單詞的同義詞或者近義詞，從而也就找到了試題的答案。這也包括了同源詞復(fù)現(xiàn)，即相同詞根構(gòu)成的不同詞性的單詞在文章中反復(fù)出現(xiàn)。
（3）)反義詞復(fù)現(xiàn)
反義詞復(fù)現(xiàn)是指和前文中詞義相反的單詞在原文中出現(xiàn)，以達(dá)到銜接文章的目的。我們可以利用這一銜接手段在文章中尋找要填入單詞的反義詞。
（4）結(jié)構(gòu)復(fù)現(xiàn)
有時(shí)空格處的信息并不局限于與前一句中某個(gè)信息點(diǎn)的重復(fù)，可能是與前幾句中的某個(gè)信息點(diǎn)的重復(fù)，也不局限于同詞復(fù)現(xiàn)或同義復(fù)現(xiàn)，甚至連句式結(jié)構(gòu)都非常類似。
二、利用邏輯關(guān)系解題

所謂的邏輯關(guān)系是指文章在語(yǔ)法或語(yǔ)意上存在的并列、順承、轉(zhuǎn)折、因果、目的等關(guān)系。考生只有在透徹理解文意的基礎(chǔ)上，才能對(duì)句內(nèi)或句組的上下文邏輯關(guān)系做出正確的判斷，從而選出正確答案。因此，考生須掌握常見的邏輯關(guān)系標(biāo)志詞(如：and, but, hwever, then, s, because, instead f, s as t等)，通過標(biāo)志詞透徹理解上下文的文意。
易錯(cuò)點(diǎn)： 忽視邏輯關(guān)系造成錯(cuò)誤

1.（2025年1月浙江卷完形填空節(jié)選）“But it’s als a great ___53___, fr it can smetimes take days t rganise a single event,” Ribeir said.
53. A. lessn B. pleasure C. success D. challenge
文中的并列連詞fr表原因，對(duì)解題起到了關(guān)鍵解釋作用，為正確選擇提供了線索。
2.（2024年1月浙江卷完形填空節(jié)選）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.
11．A．lk intB．rely nC．g verD．deal with
12．A．well-behavedB．multi-skilledC．warm-heartedD．self-educated
But但是……，轉(zhuǎn)折關(guān)系再加上highly infrmed, 12 , and admirable對(duì)persn的同義詞修飾。理清作者的思路，進(jìn)而做出正確選擇。
3.（2023·新高考Ⅰ卷·完形填空節(jié)選）Althugh the tw yung wmen were strangers befre the 54 , they’ve since becme friends. Neither wn the race, but the 55 f human kindness wn the day.
( )B.testC.meetD.shw
( )B.displayC.benefit D.exchange
Althugh盡管……，盡管這兩個(gè)年輕婦女以前是陌生人，但它們匆匆成為朋友。利用讓步關(guān)系理清作者的思路，進(jìn)而做出正確選擇。
利用行文邏輯解題
完形填空首先考查的就是考生對(duì)文章的理解能力。因此考生在做完形填空時(shí)，應(yīng)把它看作一個(gè)意思連貫、結(jié)構(gòu)完整的語(yǔ)篇，而不是單項(xiàng)填空。做題時(shí)要善于利用段首句或首段最大限度地獲取信息。完形填空的首句或前幾句話一般都是完整的，為考生提供足夠的信息去挖掘文章的思路，而且，這里往往包含主題句，為理解文章大意和主要內(nèi)容提供必要的線索。此外，完形填空是具有完整內(nèi)容且按照一定思路發(fā)展的文章，各段及各句之間都有邏輯上的必然聯(lián)系，因此還要注意把握文章發(fā)展的基本線索，搞清段與段、句與句之間的邏輯關(guān)系。答題時(shí)，考生首先要樹立起語(yǔ)篇概念，抓住文章主題思想，理清其結(jié)構(gòu)布局， 明辨句子之間以及段落之間的關(guān)系，利用句與句、句群與句群之間的邏輯關(guān)系解題。句子之間的邏輯關(guān)系主要包括：并列關(guān)系(連接詞有and，while等)；轉(zhuǎn)折關(guān)系(連接詞有but，hwever，whereas，nevertheless等)；因果關(guān)系(連接詞有s，therefre，thus，because, fr，since，as等)；讓步關(guān)系(連接詞或短語(yǔ)有thugh，althugh，despite, in spite f等)；條件關(guān)系(連接詞或短語(yǔ)有if，unless, nce，prvided that，in case f等)；解釋關(guān)系(連接詞或短語(yǔ)有i.e.，that is t say, in ther wrds等)；順序關(guān)系(連接詞有befre，after，and，first，secnd，then，next, finally等)。
完形填空的句子內(nèi)部、句與句之間以及段落之間往往都存在一定的邏輯關(guān)系，有些題目就是考查這些邏輯關(guān)系，因此可以借助并列連詞和從屬連詞等表示邏輯關(guān)系的標(biāo)志詞，理清上下文邏輯關(guān)系，快速解題。
三、利用習(xí)語(yǔ)搭配解題

完形填空題對(duì)固定搭配的考查主要是動(dòng)詞、形容詞和介詞、副詞的搭配?？忌氃谄綍r(shí)多積累這些搭配的意義與用法，才能快速準(zhǔn)確地解答這類題目。
易錯(cuò)點(diǎn)1：專注于同義詞辨析造成錯(cuò)誤
1.（2024·全國(guó)Ⅱ卷）
Neighbrs will bring me freshly made cheese and will cme t my dr t ___27___ me t clse the windw in my car when rain is cming. It's these small acts f kindness that make a new cuntry feel like hme.
27. A. remindB. allwC. persuadeD. rder
這里不是考查同義詞辨析，而是通過語(yǔ)境和固定搭配來判斷答案。此處重點(diǎn)考查詞語(yǔ)搭配remind sb t d sth意為：提醒某人做什么。再加上后面的語(yǔ)境：正是這些小小的善舉讓一個(gè)新的國(guó)家感覺像是家。
2.（2024年1月浙江高考卷）
Over several hurs, he wuld tell me abut hw he had 45 a tw-year prfessinal schl t quickly find a jb 46 highways in rder t help supprt his family.
45．A．visitedB．financedC．a(chǎn)ttendedD．funded
46．A．buildingB．sweepingC．checkingD．guarding
這里不是考查同義詞辨析，而是通過固定搭配來判斷答案。此處重點(diǎn)考查詞語(yǔ)搭配attend schl意為“上學(xué)”；build highways意為：建高速公路。
易錯(cuò)點(diǎn)2：習(xí)慣搭配或短語(yǔ)記得不熟造成錯(cuò)誤
1.（2023·全國(guó)甲卷·節(jié)選）Many years ag, I bught a huse in the Garfagnana, where we still g every summer. The first time we stayed there, we heard the chug chug-chug f a mtrbike ___42___ its way dwn the hill tward us.
( )B.searchingC.squeezingD.feeling
此處重點(diǎn)考查詞語(yǔ)搭配make ne’s way意為“去,前往,到……地方去”。
2.(2022·浙江1月卷)Ms. Burdeyney talked t sme friends wh had 39.similar prblems and discvered that they were largely suffering in 40 . “Nbdy chses t talk abut it because it seems s 41.insignificant，” she said. “But mre and mre are suffering and lives are being 42.cmprmised.”
40．A.turn B．peace
C．vain D．silence
利用習(xí)語(yǔ)搭配解題
英語(yǔ)語(yǔ)言中的很多詞匯均以短語(yǔ)搭配的形式出現(xiàn)，完形填空中的詞匯也不例外。很多時(shí)候，在分析語(yǔ)境、理清空白處含義的基礎(chǔ)上，利用對(duì)詞匯前后搭配的分析可以快速、準(zhǔn)確地推斷完形填空的未知信息。所謂前后搭配主要是指動(dòng)詞(名詞、形容詞等)與介詞的搭配、動(dòng)詞與其賓語(yǔ)的搭配、句式結(jié)構(gòu)和各種習(xí)慣搭配。在解答完形填空題時(shí)，充分考慮這些搭配關(guān)系，有助于我們做出正確選擇。
值得注意的是：英語(yǔ)完形填空中的詞義辨析，大多是利用短語(yǔ)和語(yǔ)境解題，與詞義辨析沒什么關(guān)系。
四、利用情感態(tài)度解題

在做完形填空題時(shí)，我們一定要在快速閱讀文章的過程中，仔細(xì)找出能夠反映作者態(tài)度和感情色彩的重要詞匯，它們往往是名詞、形容詞、副詞或動(dòng)詞。這些詞匯通常是我們做題時(shí)重要的參照線索，可以幫助我們快速確定某些題目的正確答案。
易錯(cuò)點(diǎn)：忽視語(yǔ)篇故事中的情感線造成錯(cuò)誤

1.(2023·全國(guó)甲卷)It was a very nice 45.gesture fr him t make. But when we lked at the tmates，we were 46.wrried because they were s misshapen: nt at all like the nice, rund, 47.shiny things yu get in a supermarket. And the wine was cludy, in a funny ld bttle with n label(標(biāo)簽) n it. These can't be any 48.gd, we thught. But we were 49 his kindness, s we 50.tried them.
49．A.sympathetic t B．thankful fr
C．cautius abutD．interested in
2. （2022·全國(guó)高考甲卷·節(jié)選）
Yu can tell a lt abut a man by hw he treats his dgs.
Fr many years, I enjyed living with my dgs, Tilly and Chance. Their 41 was nearly enugh t keep my lneliness at bay.
41．A．wnership B．membership
C．cmpaninshipD．leadership
在快速閱讀文章的過程中，仔細(xì)找出能夠反映作者態(tài)度和感情色彩的重要詞匯,它們往往是名詞、形容詞、副詞或動(dòng)詞。這些詞匯通常是解題時(shí)重要的參照線索,可以幫助考生快速確定某些題目的正確答案。
考生在解答該類問題時(shí)，要善于把握與作者的寫作態(tài)度、感悟色彩相關(guān)的詞匯，特別是某些形容詞、副詞。這類題型主觀性較強(qiáng)，心理描寫較多。

利用情感態(tài)度解題
在完形填空中,我們一定要在快速閱讀文章的過程中，仔細(xì)找出能夠反映作者態(tài)度和感情色彩的重要詞匯,它們往往是名詞、形容詞、副詞或動(dòng)詞。這些詞匯通常是我們做題時(shí)重要的參照線索,可以幫助我們快速確定某些題目的正確答案。
每篇完形填空所表達(dá)的內(nèi)容都有一定的褒貶性，這種褒貶性反映了作者的特定心理、情緒狀態(tài)和寫作意圖，因此利用文章內(nèi)容的情感態(tài)度的相關(guān)詞匯就能對(duì)文章進(jìn)行準(zhǔn)確的邏輯判斷，從而在理解文意并準(zhǔn)確傳遞文意的基礎(chǔ)上推斷出答案。
情感態(tài)度：①關(guān)注故事的轉(zhuǎn)折點(diǎn)和相關(guān)人物的情緒變化；②判斷作者與文中其他人物的情感態(tài)度；③積累表達(dá)“愛憎好惡”的詞匯和固定短語(yǔ)。
五、利用上下文語(yǔ)境解題

上下文語(yǔ)境具體體現(xiàn)為全文的中心主線和主題、作者的態(tài)度傾向和評(píng)價(jià)、上下文語(yǔ)篇銜接、句際和段際關(guān)系。在句內(nèi)層次題中，我們通?？梢酝ㄟ^上下文語(yǔ)境暗示，即根據(jù)已知信息，推導(dǎo)出正確答案。
易錯(cuò)點(diǎn)：忽視上下文語(yǔ)境造成錯(cuò)誤

1.(2024年1月·浙江卷·節(jié)選)
A yung Chinese man 2 me n the train. My new friend spke virtually n English, s I happily tk the chance t practice my Chinese.
2．A．treatedB．savedC．lecturedD．a(chǎn)pprached
根據(jù)下文語(yǔ)境解題I happily tk the chance t practice my Chinese我很高興地抓住這個(gè)機(jī)會(huì)去練習(xí)了我的中文。可知，只有兩個(gè)人離得近了才能進(jìn)行對(duì)話。所以一位年輕的中國(guó)男子在火車上向我走來。選apprached。
4.（2023·新高考Ⅰ卷·完形填空節(jié)選）
On Oct. 11, hundreds f runners cmpeted in a crss-cuntry race in Minnesta. Melanie Bailey shuld have finished the curse earlier than she did. Her ____22____ came because she was carrying a cmpetitir acrss the finish line.
22. A. delayB. chanceC. trubleD. excuse
根據(jù)上下文語(yǔ)境解題是最常用的方法?？忌谧鲱}時(shí)要有全局觀念，進(jìn)行連貫性思維，做題時(shí)要把每個(gè)空白處的含義與前后句的意思聯(lián)系起來理解，進(jìn)行合乎邏輯的推理判斷。難選之處前后通常多有暗示，這種暗示多為后面暗示前面。
利用上下文語(yǔ)境解題
完形填空題主要考查學(xué)生對(duì)語(yǔ)境的理解能力，所以空處的前后多有暗示(下文暗示上文的居多)。學(xué)生在做題時(shí)，一定要從整體上把握文章的內(nèi)容，弄清文章的結(jié)構(gòu)和文章的內(nèi)在邏輯關(guān)系。
六、利用文化或生活常識(shí)解題

一些完形填空題經(jīng)常會(huì)涉及文化或生活常識(shí)方面的知識(shí)，這些文化或生活常識(shí)主要靠考生平時(shí)的閱讀積累，從某種程度上來說，此類問題主要考查考生的學(xué)習(xí)視野和知識(shí)面。
易錯(cuò)點(diǎn)：缺乏生活常識(shí)造成錯(cuò)誤

1.（2025年1月·浙江卷·節(jié)選）Ribeir ___44___ €35 per persn fr what is usually a three-curse meal that can last up t three hurs.
44. A. pays B. charges C. wes D. raises
根據(jù)生活常識(shí)：享受了三道菜的一頓飯，再加上3個(gè)小時(shí)的服務(wù)，理應(yīng)收取費(fèi)用，故用charges。
2.（2023·新高考Ⅰ卷·節(jié)選）Bailey tk her arm t see if she culd walk frward with aid. She culdn’t. Bailey then 47 t let Lenue climb nt her back and carried her all the way t the finish line, then anther 300 feet t where Lenue culd get medical attentin.
( ) awayB.std upC.stepped asideD.bent dwn
根據(jù)常識(shí)自然是彎下腰，讓Lenue爬到她的背上。
3.（2023·新高考Ⅰ卷·節(jié)選）Althugh the tw yung wmen were strangers befre the 54 , they’ve since becme friends.
( )B.testC.meetD.shw
根據(jù)常識(shí)，兩人沒見面之前自然是陌生人。
利用生活常識(shí)解題
跨文化思考意識(shí)是中學(xué)英語(yǔ)《新課程標(biāo)準(zhǔn)》中要求的基本準(zhǔn)則之一。因此考生在備考過程中，應(yīng)該有意識(shí)地利用有關(guān)資料，了解一些有關(guān)中西方文化差異的知識(shí)來完善自己的知識(shí)系統(tǒng)。完形填空題中有時(shí)就滲透著相關(guān)的，如科學(xué)、歷史、文化、風(fēng)俗民情等方面的知識(shí)。如果考生掌握了豐富的文化背景知識(shí)和生活常識(shí)，就具備了一定的判斷能力，可以大大簡(jiǎn)化復(fù)雜的分析過程和判斷過程。這就要求考生平時(shí)既要多體驗(yàn)生活，又要擴(kuò)大閱讀面，增強(qiáng)自己這方面的知識(shí)儲(chǔ)備，避免常識(shí)性錯(cuò)誤。同時(shí)，還要注意中西方文化的差異，避免出現(xiàn)漢語(yǔ)式表達(dá)或理解。
完形填空題所選的文章多是具有一定故事情節(jié)和教育意義的記敘文，這些語(yǔ)篇都非常貼近學(xué)生的生活，涉及日常生活常識(shí)的試題就在所難免。所以考生在解題時(shí)，可以根據(jù)這些常識(shí)做出正確選擇。
完形填空的語(yǔ)篇信息常交織滲透著各類相關(guān)的文化背景知識(shí)：有些選項(xiàng)的設(shè)置與文化背景有關(guān)，這就要求考生有較寬的知識(shí)面，同時(shí)具備一定的文化意識(shí)，特別要有對(duì)英語(yǔ)國(guó)家文化的敏感性和鑒別力，只有這樣才能既快又準(zhǔn)確地解題。
【總結(jié)方法】
生活是一本書，世事洞明皆學(xué)問。完形填空的語(yǔ)篇中往往滲透著三者如文化科學(xué)、歷史地理、風(fēng)俗民情等方面的知識(shí)。能夠根據(jù)生活常識(shí)答題，也是完形填空要考查的一個(gè)方面。學(xué)生在把握全文意思的基礎(chǔ)上，有時(shí)還需要根據(jù)生活常識(shí)和一般情理進(jìn)行選擇。

高考模擬新題練
時(shí)間：45分鐘 滿分：45分 得分：__________
1.（2025屆安徽省安慶市高三期二模）
My grandmther, Mary, was a gardening artist. She 1 herself with the garden and each element there vividly shwed her 2 fr plants.
Hwever, a fruit tree refused t bear fruit. Mary studied all in an attempt t change the 3 . She spke t the tree, sang t the tree, 4 with this tree—but all in vain. Finally, she cntacted a farm expert fr help. After Mary’s 5 a lng list f what she had dne, the expert made a dramatic suggestin— 6 the base f the tree.
Cncerned abut being cnsidered as a 7 , Grandma lked bth ways befre hitting the tree. She knew the shcks wuld find their way dwn t the rt system and 8 the tree, but still dubted the result.
T her 9 , the next spring the tree bre many fruits. We enjyed the prducts f the tree fr years t cme and ften 10 tgether at hw silly this elderly wman must have lked as she hit the defenseless tree. The stry will always 11 a great surce f jy fr ur family.
At ne time in depressin, I called Grandma fr 12 . “The tree’s greatest strength and value 13 after hardship”, she reminded me 14 that my rts were being awken by the challenges I faced and that I wuld be a mre 15 “tree” because f them.
1．A．cnnectedB．busiedC．challengedD．prvided
2．A．passinB．cncernC．supprtD．respect
3．A．a(chǎn)greementB．decisinC．envirnmentD．situatin
4．A．struggledB．partedC．reasnedD．a(chǎn)rgued
5．A．hearingB．cmparingC．recitingD．discvering
6．A．beatB．prtectedC．dugD．watered
7．A．cheatB．lserC．flD．thief
8．A．stimulateB．shakeC．remveD．damage
9．A．satisfactinB．shameC．regretD．a(chǎn)mazement
10．A．screamedB．laughedC．wnderedD．jumped
11．A．cme frmB．rely nC．serve asD．lead t
12．A．sympathyB．a(chǎn)dviceC．cmpanyD．a(chǎn)ctin
13．A．survivedB．changedC．reducedD．came
14．A．gentlyB．frequentlyC．suddenlyD．nervusly
15．A．beautifulB．impressiveC．influentialD．fruitful
2.（2025·廣東省高三期3月綜合測(cè)試）
It’s puring all day in Mumbai tday, making it a disaster t g utdrs. Hwever, I had a(n) 1 task that required my immediate physical presence.
Under such circumstances, calling a taxi seemed nearly 2 . I std fr quite sme time, but either the taxi was 3 r the drivers were declining custmers due t the strmy weather.
Then, a lucky turn f events ccurred: a driver wh had initially 4 me, after mving ahead, came back and ffered me a(n) 5 . I was verjyed! I tld him my destinatin hesitantly as that area was already 6 . I aplgized t him and thanked him as I gt in. He turned arund and said, “Madamji, dn’t yu 7 me? I’m Radheshyam. I used t be the security guard at yur building. Nw, I’ve 8 this jb.” I was 9 , realizing that he was indeed familiar frm my residence. We 10 a light cnversatin n the way t my destinatin.
Upn arrival, I thanked him again fr transprting me despite the tugh 11 . He respnded, “I wuld take yu anywhere yu need t g. Yu were the nly ne wh wished us gd mrning every day and spke t us 12 .”
This encunter is a(n) 13 that regardless f ur prfessins r scial status, every individual 14 t be treated with respect. Simple phrases like “Thank yu,” “Please,” and “Gd mrning” cst nthing but can significantly 15 smene’s day.
1．A．urgentB．riskyC．repetitiveD．easy
2．A．unnecessaryB．effrtlessC．impssibleD．manageable
3．A．ccupiedB．delayedC．damagedD．a(chǎn)bandned
4．A．cntactedB．refusedC．fllwedD．fund
5．A．ticketB．rideC．chiceD．explanatin
6．A．develpedB．leveledC．restredD．flded
7．A．hearB．trustC．understandD．recgnize
8．A．finishedB．createdC．landedD．desired
9．A．surprisedB．embarrassedC．cnfusedD．verjyed
10．A．reflected nB．struck upC．lnged frD．put ff
11．A．cmpetitinB．trainingC．decisinsD．cnditins
12．A．hnestlyB．casuallyC．cnfidentlyD．respectfully
13．A．reminderB．blessingC．discveryD．decisin
14．A．a(chǎn)greesB．deservesC．chsesD．learns
15．A．startB．fillC．brightenD．recrd
3.（2025·河南省名校學(xué)術(shù)聯(lián)盟高三下學(xué)期模擬沖刺英語(yǔ)試題（三））
I started writing petry just after hitting my teens. Then I quickly fell in lve with the artistry, wrdplay, and rhythmic challenge f 1 pems.
A few years later, it 2 t me that I shuld be reading petry, s I lked at a few bks f petry but 3 nthing that spke t me. Fr years afterward, I 4 t write petry but did nt read the wrks f established pets. 5 , I eventually went t cllege, where I was frced t read petry and finally fund 6 and pets that resnated (共鳴) with me.
It’s nt unusual t 7 yung pets wh dn’t read petry. Sme say they dn’t want their wrk t be 8 by ther pets, but many have faced the same 9 I did: they haven’t been able t find petry that they like.
As a yung pet, mst f the wrks I encuntered were 10 t me. I didn’t care abut the tpics, and the language felt 11 . A lt f it was frm petry, and I have since discvered that I 12 free-frm. It was like digging dwn a massive muntain t 13 a few small, sparkly gems (寶石). Frankly, it tk t much 14 t find ne pet r pem that interested me.
But that was back befre the Internet. Nwadays, it’s much easier t 15 the available wrks f petry t find the gd stuff.
1．A．craftingB．a(chǎn)ppreciatingC．bservingD．reciting
2．A．a(chǎn)ppliedB．happenedC．ccurredD．referred
3．A．createdB．wrteC．learnedD．fund
4．A．refusedB．cntinuedC．a(chǎn)ffrdedD．pretended
5．A．FrtunatelyB．BasicallyC．NaturallyD．Reasnably
6．A．resurcesB．partnersC．meansD．wrks
7．A．a(chǎn)dmireB．encunterC．criticizeD．persuade
8．A．imitatedB．enviedC．influencedD．pssessed
9．A．pprtunityB．defeatC．prcessD．difficulty
10．A．irrelevantB．unfamiliarC．cmplicatedD．a(chǎn)dptable
11．A．vividB．utdatedC．a(chǎn)ccurateD．brief
12．A．cpyB．hideC．preferD．dubt
13．A．plishB．strikeC．designD．unearth
14．A．curageB．effrtC．cnsumptinD．expectatin
15．A．stare atB．turn dwnC．scan thrughD．a(chǎn)ccunt fr
押題演練
時(shí)間：45分鐘 滿分：45分 得分：__________
Passage1
A Canadian mm was shcked recently when she learned a message in a bttle she wrte and threw int a lake ver 20 years ag was discvered.
Van said she received an 1 call frm her daughter’s schl secretary. “ 2 , when the schl calls, parents are usually pretty 3 , but he said, ‘It’s gd news. We fund a letter that yu wrte!’” It turned ut that a by had 4 a bttle near a shre with a letter inside that was written by 9-year-ld Van. In the letter, yung Van even 5 that whever fund the letter cntact the schl t let them knw.
Pierre, Van’s frmer teacher, nw 6 , said he remembered giving the message-in-a-bttle 7 t his students back in 1998. “They had t identify themselves and write dwn little things abut what they learned,” Pierre 8 . “Then, we walked it ver t the lake, and they all 9 their bttles int the water. And a few weeks later, we received ne 10 , but then, that was it, until tw weeks ag.”
Pierre 11 the entire stry as unreal. “It was wild, and it 12 memries. The cincidences t this stry — the fact that Scarlet, Van’s daughter, is in grade 4 at the same schl that her mm was when she 13 it. As fr the little by wh fund the bttle, I taught his father as well,” Pierre said.
“It was extremely 14 t me,” Van said. “I can see the pwer f educatin nw and hw it lives n. S it’s definitely a beautiful 15 ,” she added.
1．A．unrealisticB．unfrtunateC．unexpectedD．unreliable
2．A．EventuallyB．TypicallyC．HpefullyD．Cnsequently
3．A．delightedB．embarrassedC．surprisedD．wrried
4．A．fundB．lstC．heldD．bught
5．A．urgedB．rderedC．requestedD．a(chǎn)dvised
6．A．retiredB．a(chǎn)bsrbedC．stressedD．refreshed
7．A．a(chǎn)ssignmentB．instructinC．experimentD．presentatin
8．A．cmplainedB．explainedC．prmisedD．a(chǎn)pprved
9．A．puredB．lweredC．kickedD．threw
10．A．excuseB．chanceC．respnseD．suggestin
11．A．mistkB．namedC．a(chǎn)cceptedD．described
12．A．brught backB．stred upC．tk awayD．made up
13．A．heardB．returnedC．wrteD．received
14．A．cmfrtableB．memrableC．challengingD．cnfusing
15．A．dealB．mmentC．lessnD．jurney
Passage2
I was sitting in a chemistry lab class during my first year f university, nervus abut the experiment we were t perfrm. My hands started t 1 when I grabbed a pipette (吸液管). The experience was 2 . I was hping t pursue a career in science, but I started t wnder whether that wuld be 3 .
I was brn with brain damage. My family 4 t find gd dctrs fr me. Shrtly after my first birthday, I started walking, and it became clear that my intelligence functin was 5 . S, in sme sense, I was lucky. Still, bth my hands shk, especially when I was nervus r embarrassed. I learned t write and d simple tasks, but it wasn’t easy t d anything 6 .
As a teenager, I jined a study grup called “The Natural Wrld”, which arused my 7 abut bilgy. At university, I enjyed the lectures in my science classes. 8 , many lab tasks prved impssible.
At the end f my secnd year, I 9 the prfessr f the lab t see whether I culd wrk with her. I was afraid t 10 I culdn’t d any lab tasks. T my relief, she was cmpletely 11 . She set me t wrk perfrming behaviral experiments fr thers in the lab with the help f clleagues.
I’ve cme t realize that my hands aren’t the 12 I thught they were. By making use f my abilities and wrking as part f a 13 , I’ve been able t fllw my 14 . I may design experiments and interpret results, which 15 me mst in the field f science.
1．A．hurtB．mveC．waveD．shake
2．A．frighteningB．dishearteningC．surprisingD．a(chǎn)mazing
3．A．a(chǎn)vailableB．a(chǎn)cceptableC．suitableD．pssible
4．A．failedB．wantedC．managedD．refused
5．A．limitedB．unaffectedC．imprvedD．tested
6．A．graduallyB．cmpletelyC．carefullyD．precisely
7．A．curisityB．fearC．cnfusinD．regret
8．A．TherefreB．HweverC．BesidesD．Meanwhile
9．A．questinedB．encunteredC．a(chǎn)pprachedD．inspired
10．A．a(chǎn)dmitB．findC．pretendD．deny
11．A．criticalB．indifferentC．supprtiveD．resistant
12．A．tlB．giftC．barrierD．a(chǎn)dvantage
13．A．familyB．teamC．debateD．game
14．A．rulesB．habitsC．stepsD．passins
15．A．excitedB．challengedC．remindedD．cnfused
Passage3
After ten years in the same cmpany, I fund my jb was n lnger fun. Hwever, I didn’t have the cnfidence t apply fr new jbs due t lack f experience. I felt 1 .
A friend suggested anther path — 2 . I had tyed with the idea f studying fr a master’s degree but 3 std in my way. Yet I fund a curse at Lndn Cllege f
Cmmunicatin, then I 4 my jb and enrlled (注冊(cè)).
During the 18 mnths that fllwed, I began t flurish (茁壯成長(zhǎng)). Nt nly had I fund the curage t take my life frward in a new and 5 directin but the self-dubt that had fllwed me arund like a shadw began t 6 gradually. My classmates and I treated each ther as 7 : Yunger students 8 my experience and knwledge when it came t grup wrk. I made new friends and jined cmmittees.
I als decided t mve ut f hme. Living in student halls was a(n) 9 . The life in halls added t my sense f 10 and cnfidence. I was 11 new things every day. Even making myself a meal r managing my small living space made me feel 12 .
Sn after cmpleting my master’s degree, I made my way back thrugh the university gate — this time t 13 . I am nw a lecturer n the same curse that I tk. I 14 the persn I was befre and smile — she didn’t yet knw her 15 .
1．A．guiltyB．humbleC．a(chǎn)shamedD．stuck
2．A．cmmunicatinB．educatinC．managementD．training
3．A．cmpetenceB．self-disciplineC．cnfidenceD．self-dubt
4．A．quitB．cmpletedC．lstD．switched
5．A．uncertainB．permanentC．excitingD．ppsite
6．A．ccurB．a(chǎn)pprachC．disappearD．gather
7．A．equalsB．ppnentsC．strangersD．elders
8．A．valuedB．questinedC．ignredD．strengthened
9．A．embarrassmentB．failureC．challengeD．experience
10．A．freedmB．safetyC．independenceD．justice
11．A．cpyingB．learningC．missingD．rdering
12．A．tughB．rewardingC．impssibleD．meaningless
13．A．visitB．interviewC．leadD．teach
14．A．lk back nB．keep away frmC．catch up withD．hld n t
15．A．jbB．dutyC．wrthD．career
概率預(yù)測(cè)
☆☆☆☆☆
題型預(yù)測(cè)
完形填空——詞匯復(fù)現(xiàn)+瞻前顧后+邏輯推理+生活常識(shí)
考向預(yù)測(cè)
完形填空
☆☆☆☆☆