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Online tours are a practical and wonderful way to explore the world, especially for people with busy lives. Nowadays, the internet and technology let us visit famous places without actually travelling there. Last month, I joined an online tour of the Louvre. I saw the Mona Lisa up close on my computer, which felt like being there!
A.Introduction→Idea→Example
B.Idea→Introduction→Example
C.Introduction→Example→Idea
D.Idea→Example→Introduction
A
)9.Which of the following shows how the text develops?Online tours are a practical and wonderful way to explore the world, especially for people with busy lives. Nowadays, the internet and technology let us visit famous places without actually travelling there. Last month, I joined an online tour of the Louvre. I saw the Mona Lisa up close on my computer, which felt like being there!
A.Introduction→Idea→Example
B.Idea→Introduction→Example
C.Introduction→Example→Idea
D.Idea→Example→Introduction
答案
9. A
解析
【分析】
要解答这道题，需先梳理文章各部分的内容及功能，明确语篇的发展逻辑：第一步通读全文划分层次，第二步判断每部分的作用（引入话题、阐述观点、举例支撑等），第三步匹配选项选出正确结构。
【解析】
文章各部分的功能分析如下：
1. 第一句"Online tours are a practical and wonderful way to explore the world, especially for people with busy lives."是Introduction（引入），点明在线旅游的价值，引出核心话题；
2. 第二句"Nowadays, the internet and technology let us visit famous places without actually travelling there."是Idea（观点阐述），进一步说明在线旅游的可行性，支撑引入的话题；
3. 后续内容"Last month, I joined an online tour of the Louvre...which felt like being there!"是Example（举例），用自身经历证明在线旅游的效果。
因此文章结构为Introduction→Idea→Example，对应选项A。
【答案】
A
【知识点】
英语语篇结构分析、阅读理解
【点评】
本题考查英语语篇的逻辑结构理解，属于基础阅读理解题型，难度较低，学生只需理清文章各部分的功能即可选出正确答案。
【难度系数】
0.6
要解答这道题，需先梳理文章各部分的内容及功能，明确语篇的发展逻辑：第一步通读全文划分层次，第二步判断每部分的作用（引入话题、阐述观点、举例支撑等），第三步匹配选项选出正确结构。
【解析】
文章各部分的功能分析如下：
1. 第一句"Online tours are a practical and wonderful way to explore the world, especially for people with busy lives."是Introduction（引入），点明在线旅游的价值，引出核心话题；
2. 第二句"Nowadays, the internet and technology let us visit famous places without actually travelling there."是Idea（观点阐述），进一步说明在线旅游的可行性，支撑引入的话题；
3. 后续内容"Last month, I joined an online tour of the Louvre...which felt like being there!"是Example（举例），用自身经历证明在线旅游的效果。
因此文章结构为Introduction→Idea→Example，对应选项A。
【答案】
A
【知识点】
英语语篇结构分析、阅读理解
【点评】
本题考查英语语篇的逻辑结构理解，属于基础阅读理解题型，难度较低，学生只需理清文章各部分的功能即可选出正确答案。
【难度系数】
0.6
(
—. Just click on the “Tour” icon and you’ll see a menu to choose from.
A.Never mind
B.Of course not
C.No problem
D.Help yourself
B
)10.—Would you mind showing me how to start this online tour?—. Just click on the “Tour” icon and you’ll see a menu to choose from.
A.Never mind
B.Of course not
C.No problem
D.Help yourself
答案
10. B
解析
【分析】本题考查日常交际用语的运用，需结合问句语境和各选项的适用场景作答。问句“Would you mind showing me...?”意为“你介意给我展示……吗？”，这类问句的回答需明确是否介意。答句后半部分说明具体操作方法，表明对方不介意帮忙，据此选择合适的答语。
【解析】逐一分析选项：A项“Never mind”多用于回应他人的道歉，不符合此处语境；B项“Of course not”意为“当然不”，用于回应“是否介意”的问句，表示不介意，符合语境；C项“No problem”虽有“没问题”之意，但更常用于回应请求帮忙做某事（非“介意与否”的询问），此处不如B项贴合；D项“Help yourself”意为“请自便”，用于招待他人，与语境不符。因此正确答案为B。
【答案】B
【知识点】日常交际用语
【点评】本题围绕“Would you mind...?”的应答展开，考查学生对日常交际用语的掌握情况，属于基础题型，需准确区分各交际用语的适用场景。
【难度系数】0.7
【解析】逐一分析选项：A项“Never mind”多用于回应他人的道歉，不符合此处语境；B项“Of course not”意为“当然不”，用于回应“是否介意”的问句，表示不介意，符合语境；C项“No problem”虽有“没问题”之意，但更常用于回应请求帮忙做某事（非“介意与否”的询问），此处不如B项贴合；D项“Help yourself”意为“请自便”，用于招待他人，与语境不符。因此正确答案为B。
【答案】B
【知识点】日常交际用语
【点评】本题围绕“Would you mind...?”的应答展开，考查学生对日常交际用语的掌握情况，属于基础题型，需准确区分各交际用语的适用场景。
【难度系数】0.7
二、完形填空(每小题 1 分，满分 15 分)
“Hey! Ms Woodall!” I was in the backyard of my house when I heard a voice call out my name. I turned around and saw William, one of my 11, who loved plants and always smiled.
It was true. William was a joy in my class. When other students were having trouble understanding the lessons, he always cheered them up and brought them 12 moments. However, because of his poor grades, I couldn’t help 13. I kept wondering if William could pass the exams because he didn’t make any progress in study.
Things didn’t change 14 we started to study the life cycle of plants. As it was a class project, each child planted a sunflower. I did this every year with different results in different parts. At first, it was 15 for many of the students to plant the sunflowers. 16, most kids had little patience for the growing part. They lost interest and forgot to 17 the sunflowers except William. I’d never seen him show such great 18 in class.
Every afternoon, William made sure all the sunflowers were watered. 19 even offered to care for them well during the summer holiday. To help the little sunflowers get plenty of sunlight, we 20 moved them to the perfect place behind the library with William. All of us hoped the twenty sunflowers could 21 the best.
About a month into the summer vacation, I happened to drive by the school. There, behind the library, stood William’s sunflowers. I counted all 22 of them. They must have been at least 12 feet tall with faces to the sun.
Looking at the sunflowers, I realized we teachers should 23 what was planted in our children and try our best to nurture (培育) it. This was also 24 I chose to be a teacher, I thought. At that moment, I knew I didn’t have to worry about William. And I believed that one day he would bloom and shine 25 his sunflowers.
(
B. students
C. teachers
D. classmates
(
B. free
C. quiet
D. bright
(
B. accepting
C. crying
D. laughing
(
B. unless
C. until
D. because
(
B. tiring
C. exciting
D. moving
(
B. However
C. Luckily
D. Suddenly
(
B. pick up
C. think of
D. look after
(
B. interest
C. regret
D. courage
(
B. I
C. She
D. They
(
B. proudly
C. politely
D. carefully
(
B. feel
C. turn
D. smell
(
B. four
C. twelve
D. twenty
(
B. trust
C. change
D. teach
(
B. when
C. how
D. where
(
B. for
C. like
D. with
“Hey! Ms Woodall!” I was in the backyard of my house when I heard a voice call out my name. I turned around and saw William, one of my 11, who loved plants and always smiled.
It was true. William was a joy in my class. When other students were having trouble understanding the lessons, he always cheered them up and brought them 12 moments. However, because of his poor grades, I couldn’t help 13. I kept wondering if William could pass the exams because he didn’t make any progress in study.
Things didn’t change 14 we started to study the life cycle of plants. As it was a class project, each child planted a sunflower. I did this every year with different results in different parts. At first, it was 15 for many of the students to plant the sunflowers. 16, most kids had little patience for the growing part. They lost interest and forgot to 17 the sunflowers except William. I’d never seen him show such great 18 in class.
Every afternoon, William made sure all the sunflowers were watered. 19 even offered to care for them well during the summer holiday. To help the little sunflowers get plenty of sunlight, we 20 moved them to the perfect place behind the library with William. All of us hoped the twenty sunflowers could 21 the best.
About a month into the summer vacation, I happened to drive by the school. There, behind the library, stood William’s sunflowers. I counted all 22 of them. They must have been at least 12 feet tall with faces to the sun.
Looking at the sunflowers, I realized we teachers should 23 what was planted in our children and try our best to nurture (培育) it. This was also 24 I chose to be a teacher, I thought. At that moment, I knew I didn’t have to worry about William. And I believed that one day he would bloom and shine 25 his sunflowers.
(
B
)11. A. friendsB. students
C. teachers
D. classmates
(
D
)12. A. simpleB. free
C. quiet
D. bright
(
A
)13. A. worryingB. accepting
C. crying
D. laughing
(
C
)14. A. thoughB. unless
C. until
D. because
(
C
)15. A. boringB. tiring
C. exciting
D. moving
(
B
)16. A. BesidesB. However
C. Luckily
D. Suddenly
(
D
)17. A. run afterB. pick up
C. think of
D. look after
(
B
)18. A. wishB. interest
C. regret
D. courage
(
A
)19. A. HeB. I
C. She
D. They
(
D
)20. A. secretlyB. proudly
C. politely
D. carefully
(
A
)21. A. growB. feel
C. turn
D. smell
(
D
)22. A. twoB. four
C. twelve
D. twenty
(
B
)23. A. createB. trust
C. change
D. teach
(
A
)24. A. whyB. when
C. how
D. where
(
C
)25. A. asB. for
C. like
D. with
答案
11~15 BDACC 16~20 BDBAD 21~25 ADBAC
解析
【分析】
本文是一篇教育主题的记叙文，讲述教师通过学生William种植向日葵的经历，感悟到教师应关注并培育学生的闪光点。解题时需先通读全文把握主旨，再结合上下文语境、词汇辨析、逻辑关系逐一分析每个小题，排除干扰项确定答案。
【解析】
11. 由后文“in my class”可知William是作者的学生，故选B。
12. William总能让同学开心，带来“明亮的（bright）”时刻，故选D。
13. 因为William成绩差，作者忍不住“担心（worrying）”，couldn’t help doing为固定搭配，故选A。
14. 事情没有改变，“直到（until）”我们开始学习植物生命周期，故选C。
15. 一开始种向日葵对学生来说是“令人兴奋的（exciting）”，与后文转折形成对比，故选C。
16. 前文说种向日葵令人兴奋，后文说多数孩子没耐心，是转折关系，用However，故选B。
17. 多数孩子忘记“照顾（look after）”向日葵，故选D。
18. William对向日葵表现出极大的“兴趣（interest）”，show interest in为固定搭配，故选B。
19. 指代William，用He，故选A。
20. 为了让向日葵获得充足阳光，我们“小心地（carefully）”移动它们，故选D。
21. 希望向日葵能“生长（grow）”得最好，故选A。
22. 前文提到“twenty sunflowers”，所以数20株，故选D。
23. 教师应该“相信（trust）”学生身上的潜力，故选B。
24. 这是我选择当老师的“原因（why）”，故选A。
25. 像他的向日葵一样绽放，用like表示“像”，故选C。
【答案】
11~15 BDACC 16~20 BDBAD 21~25 ADBAC
【知识点】
完形填空解题技巧，词汇辨析，上下文语境理解
【点评】
本题围绕教育主题展开，通过具体事例考查学生对词汇、语境及逻辑关系的理解，需学生把握文章脉络，结合上下文逐一分析选项，难度适中。
【难度系数】
0.5
本文是一篇教育主题的记叙文，讲述教师通过学生William种植向日葵的经历，感悟到教师应关注并培育学生的闪光点。解题时需先通读全文把握主旨，再结合上下文语境、词汇辨析、逻辑关系逐一分析每个小题，排除干扰项确定答案。
【解析】
11. 由后文“in my class”可知William是作者的学生，故选B。
12. William总能让同学开心，带来“明亮的（bright）”时刻，故选D。
13. 因为William成绩差，作者忍不住“担心（worrying）”，couldn’t help doing为固定搭配，故选A。
14. 事情没有改变，“直到（until）”我们开始学习植物生命周期，故选C。
15. 一开始种向日葵对学生来说是“令人兴奋的（exciting）”，与后文转折形成对比，故选C。
16. 前文说种向日葵令人兴奋，后文说多数孩子没耐心，是转折关系，用However，故选B。
17. 多数孩子忘记“照顾（look after）”向日葵，故选D。
18. William对向日葵表现出极大的“兴趣（interest）”，show interest in为固定搭配，故选B。
19. 指代William，用He，故选A。
20. 为了让向日葵获得充足阳光，我们“小心地（carefully）”移动它们，故选D。
21. 希望向日葵能“生长（grow）”得最好，故选A。
22. 前文提到“twenty sunflowers”，所以数20株，故选D。
23. 教师应该“相信（trust）”学生身上的潜力，故选B。
24. 这是我选择当老师的“原因（why）”，故选A。
25. 像他的向日葵一样绽放，用like表示“像”，故选C。
【答案】
11~15 BDACC 16~20 BDBAD 21~25 ADBAC
【知识点】
完形填空解题技巧，词汇辨析，上下文语境理解
【点评】
本题围绕教育主题展开，通过具体事例考查学生对词汇、语境及逻辑关系的理解，需学生把握文章脉络，结合上下文逐一分析选项，难度适中。
【难度系数】
0.5
