25 语法填空：先结构、再语义、后形式

建议位置：高3·上；原创能力递进，不等同于学校实际学期/人教版单元。只训练书面英语。每个编号计一道练习；编号内小项不重复计数。

学习目标

• 完成一篇含有提示词和无提示词的十空语篇
• 区分谓语、非谓语、词形及功能词判断路径
• 解释开放答案中的语义/结构约束
• 在“历史、考古与档案证据”语境中区分常用词义、搭配并完成新的书面迁移。

核心讲解

1. 有提示词的判断树

先找空格所在分句是否缺有限谓语。若缺，决定时态、语态、数；若已有谓语，再判断非谓语的角色、逻辑主语和先后；若提示词不作动作，检查名词单复数、形容词/副词、比较或词性派生。不可用“有be就填形容词”“有介词一律动名词”这种忽略整体结构的口诀。

2. 无提示词的判断树

名词前可能缺冠词/限定词；名词或动名词前可能缺介词；两分句间可能缺连接词；定语从句要看缺成分；代词要核对指代。填入后全文必须通顺，不能只让局部成立。本课无提示词空每空一词；有提示词按正确形式，必要时多词。

3. 回读与变式

保留线索：in 2019、since then、by the time…、主语单复数、并列结构。答案不止一种时要解释差异；题目若无法区分，不把自己偏好的一个答案强称唯一。正式考试应按当次卷面要求，本课只是原创训练。

主题词汇拓展：历史、考古与档案证据

下面的词条按本课情境扩展意义与搭配，不是课标完整词表。先把词分成“人/物、行动、性质/关系”三组；同一中文词不保证英语可互换。每条搭配示范本课采用的义项。读完语境再做新增的两项迁移题；能认出词义但不能在句中正确使用时，仍应保留为待复习项。

本课词汇与搭配

阅读材料

Original ten-gap passage: Reading a River Map

In 2019, an archivist [1] ___ (discover) an old map in a town archive. Along the river were several handwritten [2] ___ (mark). The map, [3] ___ had been stored in a plain box, showed paths that no longer appeared on modern plans.

Researchers interviewed older residents [4] ___ (understand) the unusual symbols. They treated each conversation as [5] ___ record of personal memory, not a perfect account of the past. Comparing the map [6] ___ recent photographs revealed changes in the riverbank. However, a [7] ___ (care) comparison also showed that some apparent differences came from the mapmaker’s choices rather than changes in the landscape.

By the time the researchers recorded these conversations, the map [8] ___ (create) decades earlier. It could suggest how people travelled [9] ___ where they gathered, but it could not answer every historical question. Today the work [10] ___ (continue) to remind us that history includes not only dates, but also the choices through which people give meaning to places.

主题词汇语境：历史、考古与档案证据

An archaeologist recorded the location of each artefact before attempting to reconstruct the settlement’s history. A damaged inscription appeared to mention a merchant, but several letters were missing. The team compared the fragment with a local chronicle and oral history accounts. None alone supplied a complete answer. Establishing provenance and documenting uncertainty were essential parts of preservation, because later researchers needed to know which details were observed and which had been reconstructed.

例题解析

例 1 The collection, ___ includes several early maps, is open to the public. → which，逗号后的非限定性定语从句缺主语。

例 2 A label explained why the map was ___ (value). → valuable，was 后表语形容词；不是 map 被“估价”的被动语境。

例 3 Visitors were encouraged ___ (compare) the two maps. → to compare，encourage sb to do 的被动，不是需要另一个有限谓语。

练习

1. 填[1]并说明时态线索。

2. 填[2]并说明单复数。

3. 填[3]并说明从句类型。

4. 填[4]并说明非谓语逻辑主语。

5. 填[5]并解释冠词选择。

6. 填[6]并解释介词搭配。

7. 填[7]并解释词性。

8. 填[8]并解释语态和时间。

9. 填[9]并说明并列关系。

10. 填[10]并说明为何不是被动。

11. 用中文画出最后一句的句法层级，再写一个把地图当作历史证据、但不过度推断的新英文句子。

12. 【主题词汇·辨义】将“亲历者口述记忆”“物件来源沿革”“物体上刻写文字”“手写文稿”对应本组词，并说明它们为何不能自动被视为完全可靠。

13. 【主题词汇·迁移】用非限定定从写一句介绍manuscript，再用may或suggests写一句谨慎历史推断；不得自创真实朝代事实。