任务四:根据短文内容填空。
1. Last year, the writer and her mother had a trip in Sanya.
2. They learned to make by hand with a teacher's help.
3. They visited a fruit ecological and saw many fruit plants.
4. They also experienced the joy of fruits themselves.
5. This trip made the writer understand the farmers' hard and love nature more.

1. wonderful 2. paper cuts 3. park 4. picking 5. work

本题为结合对应阅读短文内容的填空题，结合七年级所学词汇与语境语法要求填写：
1. 此处修饰名词trip，需要填入描述旅行体验的形容词，对应原文语境，填表示愉快美好旅行的形容词即可，标准对应答案为wonderful；
2. 此处表示在老师帮助下手工学习制作的物品，对应短文内容，填paper cuts（剪纸）；
3. 此处表示参观的地点，"fruit ecological park"是固定常用表达，意为水果生态园，填park；
4. 介词of后需要接动名词形式，对应“亲自采摘水果的乐趣”，动词pick的动名词形式为picking；
5. 此处表示体会到农民的辛苦劳作，填入名词work，符合语义和语法。

B. 语音规则。
Saturday, January 29, 2026
Today was amazing! My mum and I spent the whole day at Hong Kong Disneyland, and we stayed at the Explorer Hotel. The rooms have warm lights and
fun jungle pictures, and the soft beds made us feel like we were in a wonderful world.
First, we watched a 4D show where Donald Duck led an orchestra(管弦乐队). We felt like we were in the movie, and I laughed a lot when he chased his hat. Next, we went to the Frozen area. We saw a stage show Let It Go. The lights and snow made me feel like I was in Arendelle. After the show, I met Kristoff! He was nice and told me stories. I wore my Elsa dress, so he called me “little snow queen”. In the afternoon, we joined the Disney parade. Everyone clapped and danced. Later, we bought an ice cream with the shape of Olaf. My favourite part was the drawing class. A Disney artist taught me to draw Mickey and Donald. Mum helped me, and we made a great picture together.
By the time we went back to the hotel, I was tired, but I was excited. Today was a day full of happy memories that I will never forget.
任务一:请朗读短文,注意动词过去式的读音。
任务二:梳理读音规则。根据读音规则,请将上文中重点标注的单词进行分类或查找资料完成表格。

阳光假日
七年级文科(暑假)
续表

|动词原形变过去式|读音规则|上文或资料符合条件的动词归类|
| ---- | ---- | ---- |
|直接在动词原形后加-ed|动词原形以清辅音(/p/,/k/,/f/,/s/,/ʃ/,/tʃ/等,不包括/t/)结尾时,-ed读/t/|watched, laughed, helped|
|直接在动词原形后加-ed|动词原形以浊辅音(/b/,/g/,/v/,/z/,/ʒ/,/dʒ/等)或元音结尾时,-ed读/d/|stayed, joined|
|以不发音的字母e结尾:直接加-d|如果原形动词以浊辅音或元音结尾加-d后,-ed读/d/|moved, lived|
|以不发音的字母e结尾:直接加-d|动词以清辅音(不包括/t/)结尾加-d后,-ed读/t/|chased, danced|
|以辅音字母+y结尾:先把y改为i,再加-ed|变化后词尾-ed读/d/|studied, carried|
|以重读闭音节结尾,且末尾只有一个辅音字母:双写这个辅音字母,再加-ed|双写末尾辅音加-ed后,词尾-ed读/d/|clapped, stopped|
|不规则变化|无统一的-ed发音规则,按单词本身特殊发音拼读|spent, made, saw, bought, taught, went, was, felt, told, met, wore|

本题考察规则动词过去式的词尾-ed发音规律，结合文中出现的动词和对应七年级语音知识点完成分类：
1. 直接加-ed、清辅音（不含/t/）结尾ed读/t/：对应文中的watch→watched、laugh→laughed、help→helped，几个词原形结尾分别是/tʃ/、/f/、/p/，都属于清辅音，ed发/t/。
2. 直接加-ed、浊辅音或元音结尾ed读/d/：对应文中的stay→stayed、join→joined，stay以元音/eɪ/结尾，join以浊辅音/n/结尾，ed发/d/。
3. 不发音e结尾直接加-d、浊辅音/元音结尾加-d读/d/：列举符合规则的常见基础词即可。
4. 不发音e结尾直接加-d、清辅音（不含/t/）结尾加-d读/t/：对应文中的chase→chased、dance→danced，两个词原形都以不发音e结尾，末尾是清辅音/s/，加d后发/t/。
5. 辅音字母+y结尾改y为i加ed：发音规则为变化后词尾-ed读/d/，列举符合规则的常见基础词即可。
6. 重读闭音节双写末尾辅音加ed：发音规则为双写辅音加-ed后，词尾-ed读/d/，对应文中的clap→clapped，补充同类常见词即可。
7. 不规则变化：无统一的-ed发音规则，按单词本身特殊发音拼读，整理文中所有不规则变化的动词过去式即可。