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Ⅳ. 完形填空
$Paula, Jeffrey, and Emma were good friends. They were reading the script and getting ready to try out for a part in the school \underline{1}. However, when their drama teacher, Mrs Anderson, called out the \underline{2} of the students with acting parts, they did not hear their names called.$
$They were asked to be the set designers. Paula was \underline{3} because she performed well at the tryout($选拔赛$). But she had a(n) \underline{4}. "If the girl who got the starring part($主演$) gets sick or \underline{5}, I'll have the chance. So, I am supposed to know the lines perfectly."$
$For the next month the set-design team \underline{6} after school every day. Emma and Jeffrey cut, fixed and painted, while Paula sat in the corner, learning the \underline{7} of the starring part. She could see that the sets were going \underline{8}, but she did not think it mattered.$
That evening, when the teacher saw the sets before the rehearsal(排练$), she was \underline{9} because the rainbow had not been painted. So the actors had to rehearse \underline{10} the sets.$
$As Paula watched the play rehearsal with no sets, she \underline{11} she was holding it back although she had imagined stepping in at the last minute to save it. Paula decided that \underline{12} she could not act, she could help tell the story with excellent sets.$
$The set-design team worked every afternoon and evening to get the sets \underline{13} and looking wonderful.$
$At the end of the play on the opening night, their teacher had the design team come out to take a bow. The audience \underline{14} the set designers just as loudly as they did for the actors. It seemed that the sets designers were also stars of the show!$
$From this \underline{15}, Paula came to understand that whether she played a part or worked as the set designer, she could achieve her success.$
1. A. trip
B. meeting
C. play
D. camp
2. A. numbers
B. names
C. grades
D. owners
3. A. excited
B. worried
C. patient
D. unhappy
4. A. idea
B. action
C. dream
D. lesson
5. A. nothing
B. anything
C. something
D. everything
6. A. met
B. rested
C. trained
D. ran
7. A. opinions
B. lines
C. rules
D. suggestions
8. A. easily
B. slowly
C. quickly
D. normally
9. A. relaxed
B. pleased
C. interested
D. disappointed
10. A. without
B. before
C. with
D. out
11. A. realized
B. mentioned
C. remembered
D. announced
12. A. before
B. until
C. unless
D. if
13. A. cut
B. repaired
C. completed
D. copied
14. A. checked out
B. cheered for
C. pulled together
D. got mad
15. A. performance
B. teamwork
C. volunteering
D. experience
$Paula, Jeffrey, and Emma were good friends. They were reading the script and getting ready to try out for a part in the school \underline{1}. However, when their drama teacher, Mrs Anderson, called out the \underline{2} of the students with acting parts, they did not hear their names called.$
$They were asked to be the set designers. Paula was \underline{3} because she performed well at the tryout($选拔赛$). But she had a(n) \underline{4}. "If the girl who got the starring part($主演$) gets sick or \underline{5}, I'll have the chance. So, I am supposed to know the lines perfectly."$
$For the next month the set-design team \underline{6} after school every day. Emma and Jeffrey cut, fixed and painted, while Paula sat in the corner, learning the \underline{7} of the starring part. She could see that the sets were going \underline{8}, but she did not think it mattered.$
That evening, when the teacher saw the sets before the rehearsal(排练$), she was \underline{9} because the rainbow had not been painted. So the actors had to rehearse \underline{10} the sets.$
$As Paula watched the play rehearsal with no sets, she \underline{11} she was holding it back although she had imagined stepping in at the last minute to save it. Paula decided that \underline{12} she could not act, she could help tell the story with excellent sets.$
$The set-design team worked every afternoon and evening to get the sets \underline{13} and looking wonderful.$
$At the end of the play on the opening night, their teacher had the design team come out to take a bow. The audience \underline{14} the set designers just as loudly as they did for the actors. It seemed that the sets designers were also stars of the show!$
$From this \underline{15}, Paula came to understand that whether she played a part or worked as the set designer, she could achieve her success.$
1. A. trip
B. meeting
C. play
D. camp
2. A. numbers
B. names
C. grades
D. owners
3. A. excited
B. worried
C. patient
D. unhappy
4. A. idea
B. action
C. dream
D. lesson
5. A. nothing
B. anything
C. something
D. everything
6. A. met
B. rested
C. trained
D. ran
7. A. opinions
B. lines
C. rules
D. suggestions
8. A. easily
B. slowly
C. quickly
D. normally
9. A. relaxed
B. pleased
C. interested
D. disappointed
10. A. without
B. before
C. with
D. out
11. A. realized
B. mentioned
C. remembered
D. announced
12. A. before
B. until
C. unless
D. if
13. A. cut
B. repaired
C. completed
D. copied
14. A. checked out
B. cheered for
C. pulled together
D. got mad
15. A. performance
B. teamwork
C. volunteering
D. experience
答案
1.C 2.B 3.D 4.A 5.C 6.A 7.B 8.B 9.D 10.A 11.A 12.D 13.C 14.B 15.D
【文章大意】本文是一篇记叙文,讲述了宝拉和朋友们参加学校的话剧试镜落选后改当布景设计师。最终,布景设计团队以出色的表现得到了观众的认可,这让宝拉明白了无论是演员还是布景设计师,都能实现自己的梦想。
1. C 解析:根据“They were reading the script and getting ready to try out for a part”可知,此处表示“话剧”。故选 C。
2. B 解析:根据“they did not hear their names called”可知,戏剧老师在喊名字。故选 B。
3. D 解析:根据“They were reading the script and getting ready to try out for a part in the school ___1___.”和“They were asked to be the set designers.”可知,宝拉想表演却被要求担任布景设计师,所以她不开心。故选 D。
4. A 解析:根据“If the girl who got the starring part gets sick or ...”可知,如果得到主角角色的女孩生病了或者遇到其他情况,她就有机会了。此处指她的想法。故选 A。
5. C 解析:根据“gets sick or ...”可知,此处为“生病或者诸如此类的突发事件”。故选 C。
6. A 解析:根据“Emma and Jeffrey cut, fixed and painted”可知,每个人有了不同分工,因此分工前先碰面。故选 A。
7. B 解析:根据“If the girl who got the starring part gets sick ... I am supposed to know the lines perfectly.”可知,宝拉等待着当主演的机会,因此为了这个机会熟悉台词,做好准备。故选 B。
8. B 解析:根据“when the teacher saw the sets before the rehearsal ... because the rainbow had not been painted”可知,布景进展缓慢,没有及时完成,耽误了排练。故选 B。
9. D 解析:根据“the rainbow had not been painted”可知,老师对布景不满意,很失望。故选 D。
10. A 解析:根据“because the rainbow had not been painted”可知,演员们得在没有布景的情况下进行排练。故选 A。
11. A 解析:根据“although she had imagined stepping in at the last minute to save it”可知,前后是转折关系,尽管宝拉曾想象过在最后去挽救这场话剧,但是事实上她是在拖延进度,宝拉最终意识到了这一点。故选 A。
12. D 解析:句意:宝拉决定,如果她不能表演,她可以用出色的布景来帮助讲述这个故事。此处表假设,如果不能演出,她可以做好布景助力这次演出成功。故选 D。
13. C 解析:根据“worked every afternoon and evening”以及“looking wonderful”可知,团队辛勤工作是为了完成布景,并且让布景设计出彩。故选 C。
14. B 解析:checked out 查证;cheered for 为……欢呼;pulled together 齐心协力;got mad 生气。根据“as loudly as”可知,此处指观众在为布景团队欢呼。故选 B。
15. D 解析:根据“Paula came to understand”可知,宝拉从自己做好布景设计也可以成功的经历中,有了进一步的思考。故选 D。
【文章大意】本文是一篇记叙文,讲述了宝拉和朋友们参加学校的话剧试镜落选后改当布景设计师。最终,布景设计团队以出色的表现得到了观众的认可,这让宝拉明白了无论是演员还是布景设计师,都能实现自己的梦想。
1. C 解析:根据“They were reading the script and getting ready to try out for a part”可知,此处表示“话剧”。故选 C。
2. B 解析:根据“they did not hear their names called”可知,戏剧老师在喊名字。故选 B。
3. D 解析:根据“They were reading the script and getting ready to try out for a part in the school ___1___.”和“They were asked to be the set designers.”可知,宝拉想表演却被要求担任布景设计师,所以她不开心。故选 D。
4. A 解析:根据“If the girl who got the starring part gets sick or ...”可知,如果得到主角角色的女孩生病了或者遇到其他情况,她就有机会了。此处指她的想法。故选 A。
5. C 解析:根据“gets sick or ...”可知,此处为“生病或者诸如此类的突发事件”。故选 C。
6. A 解析:根据“Emma and Jeffrey cut, fixed and painted”可知,每个人有了不同分工,因此分工前先碰面。故选 A。
7. B 解析:根据“If the girl who got the starring part gets sick ... I am supposed to know the lines perfectly.”可知,宝拉等待着当主演的机会,因此为了这个机会熟悉台词,做好准备。故选 B。
8. B 解析:根据“when the teacher saw the sets before the rehearsal ... because the rainbow had not been painted”可知,布景进展缓慢,没有及时完成,耽误了排练。故选 B。
9. D 解析:根据“the rainbow had not been painted”可知,老师对布景不满意,很失望。故选 D。
10. A 解析:根据“because the rainbow had not been painted”可知,演员们得在没有布景的情况下进行排练。故选 A。
11. A 解析:根据“although she had imagined stepping in at the last minute to save it”可知,前后是转折关系,尽管宝拉曾想象过在最后去挽救这场话剧,但是事实上她是在拖延进度,宝拉最终意识到了这一点。故选 A。
12. D 解析:句意:宝拉决定,如果她不能表演,她可以用出色的布景来帮助讲述这个故事。此处表假设,如果不能演出,她可以做好布景助力这次演出成功。故选 D。
13. C 解析:根据“worked every afternoon and evening”以及“looking wonderful”可知,团队辛勤工作是为了完成布景,并且让布景设计出彩。故选 C。
14. B 解析:checked out 查证;cheered for 为……欢呼;pulled together 齐心协力;got mad 生气。根据“as loudly as”可知,此处指观众在为布景团队欢呼。故选 B。
15. D 解析:根据“Paula came to understand”可知,宝拉从自己做好布景设计也可以成功的经历中,有了进一步的思考。故选 D。
解析
【分析】
做完形填空首先要通读全文，先把握整篇记叙文的核心叙事脉络：本文讲述了Paula和好友参加学校戏剧试镜落选后担任布景设计师，从一开始不甘心只背主演台词耽误布景进度，到最后醒悟全力完成布景，最终和团队获得观众认可，领悟到不同岗位都能收获成功的故事。解题时不要孤立判断单个空的答案，要主动寻找上下文给出的提示线索：比如看到前文中的script（剧本）、drama teacher（戏剧老师）就能直接对应第一空的场景；后文出现的“没画完彩虹”的细节，也能反过来印证前文布景进度慢的描述，结合语境逻辑逐一排除不符合叙事逻辑的选项，就能顺利选出所有正确答案。
【解析】
1. 选C。根据前文“reading the script（读剧本）、try out for a part（试镜角色）”的提示，可知三人是准备参加学校戏剧的选拔，trip旅行、meeting会议、camp露营都不符合场景，故选C。
2. 选B。根据后文“they did not hear their names called（没听到喊自己的名字）”，可知戏剧老师是在喊获得表演角色的学生的名字，numbers数字、grades分数、owners所有者都不符合语境，故选B。
3. 选D。Paula在选拔赛表现很好，却没有获得表演角色，反而被安排做布景设计师，因此她的情绪是不开心的，excited兴奋的、worried担心的、patient耐心的都不符合此处情绪逻辑，故选D。
4. 选A。后文Paula想到“如果主演生病我就有机会，要把台词背熟”，这是她脑海里冒出来的一个想法，action行动、dream梦想、lesson教训都不符合此处语义，故选A。
5. 选C。此处表达的是“主演生病或者出别的什么突发状况”，something指代不确定的某件意外事件，nothing没有事、anything任何事、everything所有事都不符合语境，故选C。
6. 选A。后文提到Emma和Jeffrey负责切割、固定、刷漆，说明布景设计团队放学后每天都碰面集合分工干活，rest休息、train训练、run跑步都不符合场景，故选A。
7. 选B。前文Paula提到自己要把主演的台词背得滚瓜烂熟，因此她坐在角落学习主演的台词，opinion观点、rule规则、suggestion建议都不符合前文提示，故选B。
8. 选B。后文提到排练前布景的彩虹都还没画完，说明布景的进展非常缓慢，easily容易地、quickly快速地、normally正常地都和后文情节矛盾，故选B。
9. 选D。老师来查看布景的时候发现彩虹还没画，没有达到预期，因此是失望的，relaxed放松的、pleased满意的、interested感兴趣的都不符合情绪逻辑，故选D。
10. 选A。因为核心的彩虹布景都没做完，所以演员们只能在没有布景的情况下排练，before在…之前、with有、out向外都不符合语义，故选A。
11. 选A。Paula看着没有布景的排练，终于意识到是自己拖慢了整个项目的进度，mention提及、remember记得、announce宣布都不符合此处人物醒悟的逻辑，故选A。
12. 选D。此处表达假设含义：Paula决定，如果自己不能上台表演，也可以用出色的布景帮助讲好故事，before在…之前、until直到、unless除非都不符合假设的逻辑关系，故选D。
13. 选C。团队每天下午晚上都加班，是为了把布景全部完成，让它看起来效果很棒，cut切割、repair修理、copy复制都不符合此处语义，故选C。
14. 选B。前文提到演出结束后设计团队上台谢幕，观众为布景设计师欢呼的声音和给演员的一样大，check out查证、pull together齐心协力、get mad生气都不符合演出谢幕的场景，故选B。
15. 选D。Paula从这次参与布景设计的亲身经历中，领悟到不管是当演员还是做布景师都能获得成功，performance表演、teamwork团队合作、volunteering志愿活动都不符合此处指代的含义，故选D。
【答案】
1.C 2.B 3.D 4.A 5.C 6.A 7.B 8.B 9.D 10.A 11.A 12.D 13.C 14.B 15.D
【知识点】
1. 语境词义辨析
2. 记叙文逻辑推理
3. 动词短语辨析
【点评】
本题是一篇贴近校园生活的记叙文完形填空，整体叙事流畅，正向价值观突出，所有题目的答案都能在上下文中找到明确的提示线索，没有设置偏难怪的考点，重点考察学生抓取文本细节、结合上下文逻辑推理判断的能力，学生解题时只要顺着故事发展的脉络梳理人物情绪和情节走向，就能轻松选出正确答案，同时也能从故事中体会到不同岗位都能创造价值的道理。
【难度系数】
0.7
做完形填空首先要通读全文，先把握整篇记叙文的核心叙事脉络：本文讲述了Paula和好友参加学校戏剧试镜落选后担任布景设计师，从一开始不甘心只背主演台词耽误布景进度，到最后醒悟全力完成布景，最终和团队获得观众认可，领悟到不同岗位都能收获成功的故事。解题时不要孤立判断单个空的答案，要主动寻找上下文给出的提示线索：比如看到前文中的script（剧本）、drama teacher（戏剧老师）就能直接对应第一空的场景；后文出现的“没画完彩虹”的细节，也能反过来印证前文布景进度慢的描述，结合语境逻辑逐一排除不符合叙事逻辑的选项，就能顺利选出所有正确答案。
【解析】
1. 选C。根据前文“reading the script（读剧本）、try out for a part（试镜角色）”的提示，可知三人是准备参加学校戏剧的选拔，trip旅行、meeting会议、camp露营都不符合场景，故选C。
2. 选B。根据后文“they did not hear their names called（没听到喊自己的名字）”，可知戏剧老师是在喊获得表演角色的学生的名字，numbers数字、grades分数、owners所有者都不符合语境，故选B。
3. 选D。Paula在选拔赛表现很好，却没有获得表演角色，反而被安排做布景设计师，因此她的情绪是不开心的，excited兴奋的、worried担心的、patient耐心的都不符合此处情绪逻辑，故选D。
4. 选A。后文Paula想到“如果主演生病我就有机会，要把台词背熟”，这是她脑海里冒出来的一个想法，action行动、dream梦想、lesson教训都不符合此处语义，故选A。
5. 选C。此处表达的是“主演生病或者出别的什么突发状况”，something指代不确定的某件意外事件，nothing没有事、anything任何事、everything所有事都不符合语境，故选C。
6. 选A。后文提到Emma和Jeffrey负责切割、固定、刷漆，说明布景设计团队放学后每天都碰面集合分工干活，rest休息、train训练、run跑步都不符合场景，故选A。
7. 选B。前文Paula提到自己要把主演的台词背得滚瓜烂熟，因此她坐在角落学习主演的台词，opinion观点、rule规则、suggestion建议都不符合前文提示，故选B。
8. 选B。后文提到排练前布景的彩虹都还没画完，说明布景的进展非常缓慢，easily容易地、quickly快速地、normally正常地都和后文情节矛盾，故选B。
9. 选D。老师来查看布景的时候发现彩虹还没画，没有达到预期，因此是失望的，relaxed放松的、pleased满意的、interested感兴趣的都不符合情绪逻辑，故选D。
10. 选A。因为核心的彩虹布景都没做完，所以演员们只能在没有布景的情况下排练，before在…之前、with有、out向外都不符合语义，故选A。
11. 选A。Paula看着没有布景的排练，终于意识到是自己拖慢了整个项目的进度，mention提及、remember记得、announce宣布都不符合此处人物醒悟的逻辑，故选A。
12. 选D。此处表达假设含义：Paula决定，如果自己不能上台表演，也可以用出色的布景帮助讲好故事，before在…之前、until直到、unless除非都不符合假设的逻辑关系，故选D。
13. 选C。团队每天下午晚上都加班，是为了把布景全部完成，让它看起来效果很棒，cut切割、repair修理、copy复制都不符合此处语义，故选C。
14. 选B。前文提到演出结束后设计团队上台谢幕，观众为布景设计师欢呼的声音和给演员的一样大，check out查证、pull together齐心协力、get mad生气都不符合演出谢幕的场景，故选B。
15. 选D。Paula从这次参与布景设计的亲身经历中，领悟到不管是当演员还是做布景师都能获得成功，performance表演、teamwork团队合作、volunteering志愿活动都不符合此处指代的含义，故选D。
【答案】
1.C 2.B 3.D 4.A 5.C 6.A 7.B 8.B 9.D 10.A 11.A 12.D 13.C 14.B 15.D
【知识点】
1. 语境词义辨析
2. 记叙文逻辑推理
3. 动词短语辨析
【点评】
本题是一篇贴近校园生活的记叙文完形填空，整体叙事流畅，正向价值观突出，所有题目的答案都能在上下文中找到明确的提示线索，没有设置偏难怪的考点，重点考察学生抓取文本细节、结合上下文逻辑推理判断的能力，学生解题时只要顺着故事发展的脉络梳理人物情绪和情节走向，就能轻松选出正确答案，同时也能从故事中体会到不同岗位都能创造价值的道理。
【难度系数】
0.7
