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二、扇子在中国有着悠久的历史和深厚的文化底蕴。从方框中选择合适的句子，完成有关扇子的短文。(5分)
A. But how much do you know about them?
B. Some of them were round, while others were square.
C. Today, fans are popular gifts. D. This made the fans into art works.
E. Some were mountains and rivers, while others were flowers and animals.
China is famous for the fans. Fans are everywhere in our daily life. 1. ___
During the Shang Dynasty, people used fans to cool the air. At that time, fans were made of feathers(羽毛), bamboo or silk(丝绸). 2. ___
Paper folding fans(折扇)first became popular during the Song Dynasty. There were usually beautiful pictures on the fans. 3. ___ Many poets, including Su Dongpo, even painted and wrote poems on fans. 4. ___ Many rich and important people liked holding fans.
5. ___ During the 2008 Beijing Olympic Games, leaders and officials from other countries got folding fans as gifts. Audience got them too. Many people are experiencing Chinese culture.
A. But how much do you know about them?
B. Some of them were round, while others were square.
C. Today, fans are popular gifts. D. This made the fans into art works.
E. Some were mountains and rivers, while others were flowers and animals.
China is famous for the fans. Fans are everywhere in our daily life. 1. ___
During the Shang Dynasty, people used fans to cool the air. At that time, fans were made of feathers(羽毛), bamboo or silk(丝绸). 2. ___
Paper folding fans(折扇)first became popular during the Song Dynasty. There were usually beautiful pictures on the fans. 3. ___ Many poets, including Su Dongpo, even painted and wrote poems on fans. 4. ___ Many rich and important people liked holding fans.
5. ___ During the 2008 Beijing Olympic Games, leaders and officials from other countries got folding fans as gifts. Audience got them too. Many people are experiencing Chinese culture.
答案
1. A 2. B 3. E 4. D 5. C
解析
【分析】
解题时需先通读全文，把握短文围绕扇子历史与文化展开的整体脉络，再结合每个空格前后的语境，分析句子间的逻辑关系，匹配最合适的句子：
1. 第一空前介绍扇子在中国很常见且闻名，后文开始讲述扇子的发展历史，此处需要一个过渡句引出下文对扇子的深入介绍。
2. 第二空前讲商朝扇子的制作材质，接下来应补充描述当时扇子的外形特点，形成对商朝扇子的完整介绍。
3. 第三空前提到折扇上有漂亮的图案，后文需要具体说明图案的内容，承接前文的“beautiful pictures”。
4. 第四空前讲述诗人在扇子上作画题诗的行为，后文需要总结这种行为带来的结果，体现扇子的文化价值。
5. 第五空后举了北京奥运会将扇子作为礼物的例子，前文需要总起说明如今扇子的用途之一是作为受欢迎的礼物，引出后文的实例。
【解析】
1. 第1空：前文点明扇子在中国的普及度和知名度，后文转入扇子的历史介绍，A选项“But how much do you know about them?”以问句形式自然过渡，引出下文对扇子的详细介绍，故选A。
2. 第2空：前文介绍商朝扇子的制作材料，B选项“Some of them were round, while others were square.”补充说明当时扇子的形状，与前文的材质介绍共同展现商朝扇子的特征，衔接紧密，故选B。
3. 第3空：前文提到折扇上有漂亮的图案，E选项“Some were mountains and rivers, while others were flowers and animals.”具体描述图案内容，承接前文的“beautiful pictures”，逻辑连贯，故选E。
4. 第4空：前文讲述诗人在扇子上作画题诗，D选项“This made the fans into art works.”是对前文行为的结果总结，体现扇子从实用物品到艺术品的升华，符合语境，故选D。
5. 第5空：后文举例说明北京奥运会将扇子作为礼物赠送，C选项“Today, fans are popular gifts.”总起该段内容，引出后文的实例，与下文衔接自然，故选C。
【答案】
1. A 2. B 3. E 4. D 5. C
【知识点】
上下文逻辑衔接、语篇语境理解
【点评】
本题考查学生对英语语篇逻辑的把握能力，要求学生结合上下文语境，分析句子间的承接、过渡、总结等关系。解题时需先理清短文的写作脉络，再通过前后文的线索匹配合适的句子，有助于提升学生的语篇理解能力和逻辑思维能力。
【难度系数】
0.6
解题时需先通读全文，把握短文围绕扇子历史与文化展开的整体脉络，再结合每个空格前后的语境，分析句子间的逻辑关系，匹配最合适的句子：
1. 第一空前介绍扇子在中国很常见且闻名，后文开始讲述扇子的发展历史，此处需要一个过渡句引出下文对扇子的深入介绍。
2. 第二空前讲商朝扇子的制作材质，接下来应补充描述当时扇子的外形特点，形成对商朝扇子的完整介绍。
3. 第三空前提到折扇上有漂亮的图案，后文需要具体说明图案的内容，承接前文的“beautiful pictures”。
4. 第四空前讲述诗人在扇子上作画题诗的行为，后文需要总结这种行为带来的结果，体现扇子的文化价值。
5. 第五空后举了北京奥运会将扇子作为礼物的例子，前文需要总起说明如今扇子的用途之一是作为受欢迎的礼物，引出后文的实例。
【解析】
1. 第1空：前文点明扇子在中国的普及度和知名度，后文转入扇子的历史介绍，A选项“But how much do you know about them?”以问句形式自然过渡，引出下文对扇子的详细介绍，故选A。
2. 第2空：前文介绍商朝扇子的制作材料，B选项“Some of them were round, while others were square.”补充说明当时扇子的形状，与前文的材质介绍共同展现商朝扇子的特征，衔接紧密，故选B。
3. 第3空：前文提到折扇上有漂亮的图案，E选项“Some were mountains and rivers, while others were flowers and animals.”具体描述图案内容，承接前文的“beautiful pictures”，逻辑连贯，故选E。
4. 第4空：前文讲述诗人在扇子上作画题诗，D选项“This made the fans into art works.”是对前文行为的结果总结，体现扇子从实用物品到艺术品的升华，符合语境，故选D。
5. 第5空：后文举例说明北京奥运会将扇子作为礼物赠送，C选项“Today, fans are popular gifts.”总起该段内容，引出后文的实例，与下文衔接自然，故选C。
【答案】
1. A 2. B 3. E 4. D 5. C
【知识点】
上下文逻辑衔接、语篇语境理解
【点评】
本题考查学生对英语语篇逻辑的把握能力，要求学生结合上下文语境，分析句子间的承接、过渡、总结等关系。解题时需先理清短文的写作脉络，再通过前后文的线索匹配合适的句子，有助于提升学生的语篇理解能力和逻辑思维能力。
【难度系数】
0.6
三、新素养价值导向 完形填空。(9分)
Mr Wang lives near us. He plants trees in his garden and gives 1 to other people. People say, "Why not let us buy your fruit?" "It's OK. I like sharing," he answers.
One day, I say to Mr Wang, "You 2 worry about anything, not like me. I'll go to my new school tomorrow. I am worried because I have no friends there." "I worried a lot when I was young! Then I bought this house. There were some fruit trees in the garden, 3 they looked dying. I started looking after them. When I got lots of fruit, I gave it to others. I'm 4 when people like my fruit. It's the best thing." I think about his words all night.
The next day, when I feel worried in my new classroom, I find a nice apple in my schoolbag. It must be 5 Mr Wang! Then I turn to the boy beside me and say, "Hello! Would you like an apple?" "I love apples. Thanks!" the boy says. This time, I understand Mr Wang's words. The best thing is 6! And when I watch the boy smile and take a bite, I really feel happy.
( )1. A. trees B. vegetables C. fruit ( )2. A. never B. always C. usually
( )3. A. or B. because C. but ( )4. A. tired B. happy C. sorry
( )5. A. for B. to C. from ( )6. A. planting B. learning C. giving
Mr Wang lives near us. He plants trees in his garden and gives 1 to other people. People say, "Why not let us buy your fruit?" "It's OK. I like sharing," he answers.
One day, I say to Mr Wang, "You 2 worry about anything, not like me. I'll go to my new school tomorrow. I am worried because I have no friends there." "I worried a lot when I was young! Then I bought this house. There were some fruit trees in the garden, 3 they looked dying. I started looking after them. When I got lots of fruit, I gave it to others. I'm 4 when people like my fruit. It's the best thing." I think about his words all night.
The next day, when I feel worried in my new classroom, I find a nice apple in my schoolbag. It must be 5 Mr Wang! Then I turn to the boy beside me and say, "Hello! Would you like an apple?" "I love apples. Thanks!" the boy says. This time, I understand Mr Wang's words. The best thing is 6! And when I watch the boy smile and take a bite, I really feel happy.
( )1. A. trees B. vegetables C. fruit ( )2. A. never B. always C. usually
( )3. A. or B. because C. but ( )4. A. tired B. happy C. sorry
( )5. A. for B. to C. from ( )6. A. planting B. learning C. giving
答案
1. C 2. A 3. C 4. B 5. C 6. C
解析
【分析】
1. 第1空：先看后文人们的提问“Why not let us buy your fruit?”，结合前文王先生种果树的内容，能推断出他送给别人的是水果，所以要选表示“水果”的选项。
2. 第2空：根据作者说的“not like me... I am worried”，可知作者很焦虑，而王先生和作者状态相反，是从不担心的，因此选表示“从不”的词。
3. 第3空：前文提到花园里有果树，后文说果树快死了，前后是转折关系，要选转折连词。
4. 第4空：王先生喜欢分享，当人们喜欢他的水果时，他的情绪应该是开心的，所以选表示“开心”的形容词。
5. 第5空：作者发现书包里的苹果，结合上下文推测是王先生给的，也就是来自王先生，选表示“来自”的介词。
6. 第6空：结合全文王先生分享水果的行为，以及作者分享苹果后感受到的快乐，可知文章传递的核心是“给予”的快乐，所以选表示“给予”的词。
【解析】
1. 第1题：根据下文“People say, 'Why not let us buy your fruit?'”的提示，可知王先生是把种出的水果送给他人，故选C（fruit）。
2. 第2题：根据后文作者说自己很担心新学校的事，且提到“not like me”，说明王先生从不担心，never意为“从不”，符合语境，故选A。
3. 第3题：前半句“花园里有一些果树”和后半句“它们看起来快死了”是转折关系，but用于连接转折关系的句子，故选C。
4. 第4题：王先生乐于分享，当人们喜欢他的水果时，他会感到开心，happy意为“开心的”，符合语境，故选B。
5. 第5题：根据语境，作者推测书包里的苹果是王先生给的，from表示“来自”，符合语义，故选C。
6. 第6题：结合全文内容，王先生通过给予水果获得快乐，作者分享苹果后也体会到快乐，可知文章主旨是“给予是最美好的事”，giving意为“给予”，故选C。
【答案】
1. C 2. A 3. C 4. B 5. C 6. C
【知识点】
上下文语境理解、词义辨析、完形填空解题方法
【点评】
这篇完形填空以“分享与给予”为主题，内容贴近学生生活，既考查了学生对词汇的辨析能力，又传递了积极的价值观。解题时需紧扣上下文线索，结合语境判断选项，是一道兼具知识性和教育性的题目。
【难度系数】
0.7
1. 第1空：先看后文人们的提问“Why not let us buy your fruit?”，结合前文王先生种果树的内容，能推断出他送给别人的是水果，所以要选表示“水果”的选项。
2. 第2空：根据作者说的“not like me... I am worried”，可知作者很焦虑，而王先生和作者状态相反，是从不担心的，因此选表示“从不”的词。
3. 第3空：前文提到花园里有果树，后文说果树快死了，前后是转折关系，要选转折连词。
4. 第4空：王先生喜欢分享，当人们喜欢他的水果时，他的情绪应该是开心的，所以选表示“开心”的形容词。
5. 第5空：作者发现书包里的苹果，结合上下文推测是王先生给的，也就是来自王先生，选表示“来自”的介词。
6. 第6空：结合全文王先生分享水果的行为，以及作者分享苹果后感受到的快乐，可知文章传递的核心是“给予”的快乐，所以选表示“给予”的词。
【解析】
1. 第1题：根据下文“People say, 'Why not let us buy your fruit?'”的提示，可知王先生是把种出的水果送给他人，故选C（fruit）。
2. 第2题：根据后文作者说自己很担心新学校的事，且提到“not like me”，说明王先生从不担心，never意为“从不”，符合语境，故选A。
3. 第3题：前半句“花园里有一些果树”和后半句“它们看起来快死了”是转折关系，but用于连接转折关系的句子，故选C。
4. 第4题：王先生乐于分享，当人们喜欢他的水果时，他会感到开心，happy意为“开心的”，符合语境，故选B。
5. 第5题：根据语境，作者推测书包里的苹果是王先生给的，from表示“来自”，符合语义，故选C。
6. 第6题：结合全文内容，王先生通过给予水果获得快乐，作者分享苹果后也体会到快乐，可知文章主旨是“给予是最美好的事”，giving意为“给予”，故选C。
【答案】
1. C 2. A 3. C 4. B 5. C 6. C
【知识点】
上下文语境理解、词义辨析、完形填空解题方法
【点评】
这篇完形填空以“分享与给予”为主题，内容贴近学生生活，既考查了学生对词汇的辨析能力，又传递了积极的价值观。解题时需紧扣上下文线索，结合语境判断选项，是一道兼具知识性和教育性的题目。
【难度系数】
0.7
