D(2024·江苏扬州宝应二模)
I felt coming steps. She was coming to teach all things to me, and to love me.
I still remember the morning my teacher came. She 1 me into her room and gave me a doll(玩偶). When I played with it, Miss Sullivan slowly 2 the word "d-o-l-l" into my hand. I was very interested in this finger play and 3 to copy it. When I succeeded in making the letters 4, I was so excited and proud. I did not know I was spelling, even didn't 5 everything has a name.
Once as I was playing with my new doll, Miss Sullivan put my old doll 6 my leg, spelled "d-o-l-l" and tried to make me understand they were 7 dolls. Another time, she tried to tell me that "m-u-g" is mug and that "w-a-t-e-r" is water, but I still 8 them up. In despair(绝望), she had to teach me from the beginning. I became 9 at her repeated actions, so I threw the new doll upon the floor.
I was quite happy when I 10 the pieces of the doll at my feet. I was neither sad nor 11. In my still, dark world, there was no warmth or love. I felt my teacher sweep the pieces away, and it seemed that my trouble 12 away.
Later, we walked down the path to a well-house. She put my 13 under the spout(出水管) when someone was taking water. As the cool stream 14 over one hand, she spelled the word "w-a-t-e-r" into the other, first slowly, then quickly. I stood still and paid my whole 15 on her fingers. Suddenly I knew "w-a-t-e-r" meant the wonderful thing flowing over my hand. That living word awakened my soul, gave it light, hope, joy, and set it free!
That night, I was for the first time hoped for a new day to come.
()1. A. broke
B. led
C. looked
D. ran
()2. A. read
B. drew
C. spelled
D. sang
()3. A. tried
B. refused
C. continued
D. forgot
()4. A. simply
B. bravely
C. exactly
D. correctly
()5. A. understand
B. agree
C. hope
D. notice
()6. A. into
B. onto
C. for
D. with
()7. A. all
B. either
C. neither
D. both
()8. A. mixed
B. cleaned
C. picked
D. put
()9. A. impossible
B. incorrect
C. impatient
D. impolite
()10. A. saw
B. felt
C. sounded
D. heard
()11. A. helpful
B. thankful
C. regretful
D. hopeful
()12. A. put
B. gave
C. passed
D. moved
()13. A. foot
B. leg
C. hand
D. arm
()14. A. looked
B. got
C. pulled
D. flowed
()15. A. attention
B. ability
C. achievement
D. advantage

D
1. B 【点拨】break 打破;lead 引领;look 看;run 跑。结合语境和备选词汇可知,此处是指老师把作者领进了她的房间。故选 B。
2. C 【点拨】read 朗读;draw 画;spell 拼写;sing 唱歌。根据“the word ‘d-o-l-l’”可知,此处是指老师在作者手上拼写单词。故选 C。
3. A 【点拨】try 尝试;refuse 拒绝;continue 继续;forget 忘记。根据上文“I was very interested in this finger play”可知,此处是指作者对这手指游戏很感兴趣,试图去模仿它。try to do sth.尝试做某事。故选 A。
4. D 【点拨】simply 简单地;bravely 勇敢地;exactly 精确地;correctly 正确地。根据“I was so excited and proud”可知,此处是指作者正确地拼出了字母,所以很兴奋和自豪。故选 D。
5. A 【点拨】understand 理解;agree 同意;hope 希望;notice 注意到。结合语境和备选词汇可知,此处是指作者甚至不理解每样东西都有名字。故选 A。
6. B 【点拨】into 到……里面;onto 到……之上;for 给,为;with 具有。根据语境可知,此处是指老师把旧娃娃放在作者的腿上。故选 B。
7. D 【点拨】all 三者或三者以上都;either 两者之一;neither 两者都不;both 两者都。根据上文语境可知,此处是指老师想让作者明白新的娃娃和旧的娃娃都是娃娃。故选 D。
8. A 【点拨】mix 混合;clean 弄干净;pick 挑选;put 放。结合下文语境和备选词汇可知,此处是指作者还是不能分清。mix up 混淆。故选 A。
9. C 【点拨】impossible 不可能的;incorrect 不正确的;impatient 不耐烦的;impolite 不礼貌的。根据下文可知,作者因为分不清那几个词,所以表现出没有耐心。故选 C。
10. B 【点拨】see 看见;feel 感觉到;sound 听起来;hear 听到。根据下文“I felt my teacher sweep the pieces away”可知,此处是指作者感觉到娃娃的碎片在她的脚上。故选 B。
11. C 【点拨】helpful 有帮助的;thankful 感激的;regretful 后悔的;hopeful 有希望的。根据下文可知,此处是指作者不伤心,更没有后悔把娃娃扔在地上。故选 C。
12. D 【点拨】put 放;give 给;pass 传递;move 移动。根据下文“Later, we walked down the path to a well-house.”可知,此处是指作者的烦恼消失了。move away 离开。故选 D。
13. C 【点拨】foot 脚;leg 腿;hand 手;arm 手臂。根据下文“As the cool stream $\underline{14}$ over one hand”可知,此处是指老师把作者的手放在出水管下面。故选 C。
14. D 【点拨】look 看;get 获得;pull 拉;flow 流动。根据下文“Suddenly I knew ‘w-a-t-e-r’ meant the wonderful thing flowing over my hand.”可知,此处是指水流过作者的手。故选 D。
15. A 【点拨】attention 注意;ability 能力;achievement 成就;advantage 好处。pay attention 注意。故选 A。

【分析】
这是一篇记叙文类完形填空，节选自海伦·凯勒的经典作品，讲述了莎莉文老师耐心教导失明失聪的主人公认识事物、学会拼写的经历。解题时第一步先通读全文，梳理故事主线，明确主人公无法通过视觉获取信息的特殊背景；第二步逐空辨析四个选项的词义，结合上下文的前后呼应线索、固定搭配逻辑排除不符合语境的选项，比如后文多次出现“into my hand”“flowing over my hand”这类提示，就能对应选出和触觉、手部动作相关的答案，遇到固定搭配类题目直接结合短语含义匹配语境即可，最后代入所有答案通读验证逻辑通顺。
【解析】
1. 考查动词辨析：break打破，lead引领，look看，run跑。结合语境，老师是把主人公带进自己的房间，选led符合逻辑，故选B。
2. 考查动词辨析：read朗读，draw画，spell拼写，sing唱歌。后文出现了逐个字母拆分的"d-o-l-l"，说明老师是在主人公手上拼写单词，故选C。
3. 考查动词辨析：try尝试，refuse拒绝，continue继续，forget忘记。前文提到主人公对这个手指游戏很感兴趣，自然会尝试模仿动作，try to do sth.表示尝试做某事，故选A。
4. 考查副词辨析：simply简单地，bravely勇敢地，exactly精确地，correctly正确地。后文提到主人公十分兴奋自豪，说明她成功正确拼出了所有字母，故选D。
5. 考查动词辨析：understand理解，agree同意，hope希望，notice注意到。语境表示此时主人公根本不知道自己在拼写，甚至不理解万事万物都有名字，故选A。
6. 考查介词辨析：into到…里面，onto到…之上，for为了，with和。此处指老师把旧玩偶放到主人公的腿上，onto符合动作逻辑，故选B。
7. 考查不定代词辨析：all三者及以上都，either两者之一，neither两者都不，both两者都。此处指代新、旧两个玩偶，要表达“两个都是玩偶”的含义，both符合，故选D。
8. 考查动词辨析：mix混合，clean清理，pick挑选，put放置。mix up是固定短语表示混淆，语境说明主人公还是没法区分mug和water，把两个词弄混了，故选A。
9. 考查形容词辨析：impossible不可能的，incorrect不正确的，impatient不耐烦的，impolite不礼貌的。后文主人公把新玩偶扔到地上，说明她对老师重复的动作已经不耐烦了，故选C。
10. 考查动词辨析：see看见，feel感觉到，sound听起来，hear听到。主人公是视障人士，没法用眼睛看玩偶碎片，只能靠触觉感知，后文也出现了“I felt my teacher sweep the pieces away”的呼应线索，故选B。
11. 考查形容词辨析：helpful有帮助的，thankful感激的，regretful后悔的，hopeful有希望的。前文说主人公摔完玩偶很开心，说明她既不难过也不后悔，故选C。
12. 考查动词辨析：put放，give给，pass传递，move移动。move away是固定短语表示离开、消失，此处指主人公的烦恼仿佛也跟着碎片被扫走一同消失了，故选D。
13. 考查名词辨析：foot脚，leg腿，hand手，arm胳膊。后文提到水流过其中一只手，老师在另一只手上拼写单词，对应此处是把主人公的手放到出水管下面，故选C。
14. 考查动词辨析：look看，get得到，pull拉，flow流动。形容水流过手上的动作用flow，后文也出现了“flowing over my hand”的呼应线索，故选D。
15. 考查名词辨析：attention注意力，ability能力，achievement成就，advantage优势。pay attention是固定搭配表示集中注意力，此处指主人公全神贯注感受老师的手指动作，故选A。
【答案】
1-5 BCADA 6-10 BDACB 11-15 CDCDA
【知识点】
动词词义辨析，固定短语搭配，记叙文语境理解
【点评】
本题选取经典文学片段作为素材，情节连贯有温度，考点贴合初中英语核心考点，不少题目设置了前后文呼应的线索，既考察学生对词汇短语的掌握程度，也引导学生养成通读全文、依托上下文线索解题的好习惯，避免孤立看单句选错答案。
【难度系数】
0.6