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Unit2. Getting along
A
Last Monday, Tom and Jack ___1___ (argue) at the school gate. Tom ___2___
(shout) angrily, “You’re so ___3___ (self)! You never share your study notes with me
since I helped you last month!” Jack ___4___ (reply), “I’m not selfish! I’m just too
busy ___5___ (prepare) them.” Neither Tom ___6___(or) Jack was willing to back
down.
Their best friend Lucy was afraid that this argument would end their
___7__(friend). She said, “Stop ___8___(fight)! You two are like a lively team. Your
friendship is much more valuable than grades.” After listening to Lucy, Tom and Jack
felt sorry. Jack promised ___9___ return the notes the next day, and Tom realized
sharing wasn’t just about getting help. They finally understood true friendship means
caring, not keeping things only ___10___(their).
1. _______ 2. ________ 3. _______ 4._______ 5.________
6. _______ 7. ________ 8. _______ 9._______ 10._______
B
Our class decided to create an ___1___(adapt) of a beloved fairy tale for the
school festival. ___2___(happiness) struck when we disagreed ___3___ the
climax—half the group wanted the dragon to defeat the hero, while others insisted on
a happy rescue. Voices rose, and the room filled with tension until Ms. Lee, our
teacher ___4___(who) we all admire, stepped in.
She gave a wise ___5___ (suggest): "Why not let the story have two
___6___(climax) " We could perform both endings on different nights! Everyone’s
eyes lit up.
We ___7___ (return) to rehearsals（排練室） with new energy. Attending each
practice, we designed sets differently ___8___ tried out lines. Some students added
funny jokes, while others crafted dramatic music. When the ___9___(show) finally
arrived, both versions were a hit. Parents cheered, and we realized the experience was
___10___ (price). It taught us that differences make stories stronger—and teamwork
makes dreams come true!
1. _______ 2. ________ 3. _______ 4._______ 5.________
6. _______ 7. ________ 8. _______ 9._______ 10._______
C
選詞并用適當(dāng)形式填空
into agree argue at, relative lane attend and play the
Last weekend, my ___1___ took me skating. The rink had bright ___2___, but I
felt uncertain ___3__ first. Cheerful ___4___ showed me how to balance, ___5___
their words comforted me. Soon I was gliding happily!
But an ___6___ started when my cousins fought over dividing into teams. One
wanted races, another preferred slow skating. I suggested ___7___ "follow the
leader." Everyone liked the idea and reached an ___8___.
We laughed as we skated together, forgetting ___9___ quarrel. The day taught
me that sharing fun is better than arguing—and a little kindness can turn uncertain
moments ___10___cheerful memories!
1. _______ 2. ________ 3. _______ 4._______ 5.________
6. _______ 7. ________ 8. _______ 9._______ 10._______
D
選詞并用適當(dāng)形式填空
bright feel shame that the we by hole deep poem
Since last month, ___1___ neighbourhood ___2___ more lively. Ms. Wang, who
lives next door, started putting___3___ on the walls inside our building. But one day,
I noticed small ___4___ near her poems—someone had torn ___5___papers!
I felt ___6___ when I saw my little brother passing ___7___with glue. "I wanted
to fix them," he said quietly. ___8___ moved, I helped him mend the holes. Now we
decorate each unit’s door with new poems.
Our building is ___9___now, and neighbours smile more. Those small holes
taught us ___10___kindness, like poems, can fill any space with warmth.
1. _______ 2. ________ 3. _______ 4._______ 5.________
6. _______ 7. ________ 8. _______ 9._______ 10._______
答案與解析
A篇
1. argued. 解析：根據(jù)時間狀語“Last Monday”可知，句子時態(tài)為一般過去時，argue
的過去式是 argued。
2. shouted. 解析：同樣基于一般過去時，shout的過去式為 shouted，與前文時態(tài)
一致。
3. selfish. 解析：be動詞后接形容詞作表語，self的形容詞形式是 selfish，表示“自
私的”。
4. replied. 解析：講述過去發(fā)生的動作，reply的過去式為 replied，符合一般過去
時要求。
5. preparing. 解析：固定搭配“be busy doing sth.”表示“忙于做某事”，故用 prepare
的現(xiàn)在分詞形式 preparing。
6. nor. 解析：固定短語“neither...nor...”表示“既不……也不……”，用于連接兩個
并列成分。
7. friendship. 解析：形容詞性物主代詞 their后接名詞，friend的名詞形式 friendship
表示“友誼”。
8. fighting. 解析：固定搭配“stop doing sth.”表示“停止做某事”，fight的現(xiàn)在分詞
為 fighting。
9. to. 解析：固定搭配“promise to do sth.”表示“承諾做某事”，故用不定式符號 to。
10. theirs. 解析：此處需用名詞性物主代詞，theirs相當(dāng)于“their things”，表示“他
們的東西”。
B篇
1. adaptation. 解析：不定冠詞 an 后接名詞，adapt 的名詞形式為 adaptation，表
示“改編本”，符合“創(chuàng)作一個改編版本”的語境。
2. Unhappiness. 解析：此處作主語，需用名詞形式。根據(jù)后文“disagreed”可知是
“不愉快”，happiness加否定前綴 un-變?yōu)?unhappiness。
3. on. 解析：固定搭配 disagree on sth.表示“在某事上意見不一致”，此處指在故
事高潮部分有分歧。
4. whom. 解析：引導(dǎo)定語從句，修飾先行詞 teacher，且在從句中作 admire的賓
語，故用賓格 whom。
5. suggestion. 解析：形容詞 wise 后接名詞，suggest 的名詞形式為 suggestion，
表示“建議”，符合“給出一個明智的建議”。
6. climaxes. 解析：two后接可數(shù)名詞復(fù)數(shù)，climax的復(fù)數(shù)形式為 climaxes，表示
“兩個高潮”。
7. returned. 解析：講述過去發(fā)生的動作，用一般過去時，return的過去式為 returned，
“返回排練室”。
8. and. 解析：連接兩個并列謂語“designed sets”和“tried out lines”，表示順承關(guān)系，
用連詞 and。
9. shows. 解析：根據(jù)后文“both versions”可知演出有多個場次，show用復(fù)數(shù)形式
shows。
10. priceless. 解析：be 動詞后接形容詞作表語，price 的形容詞形式 priceless 表
示“無價的”，符合“經(jīng)歷是無價的”語義。
C篇
1. relatives 解析：形容詞性物主代詞 my后接名詞，根據(jù)語境是“親戚”帶我去滑
冰，relative是可數(shù)名詞，這里用復(fù)數(shù)形式 relatives表示泛指的親戚們。
2. lanes 解析：bright是形容詞，后接名詞，rink（溜冰場）有“滑道”，lane是可
數(shù)名詞，用復(fù)數(shù) lanes表示多個滑道。
3. at 解析：固定短語“at first”表示“起初；一開始” ，符合“我一開始感到不確定”
的語義。
4. attendants 解析：cheerful是形容詞，后接名詞，溜冰場有“工作人員（服務(wù)員
等）”指導(dǎo)，attendant是可數(shù)名詞，用復(fù)數(shù) attendants表示這類人。
5. and 解析：連接兩個并列的句子“Cheerful attendants showed me how to balance”
和“their words comforted me”，表順承關(guān)系，用連詞 and。
6. argument 解析：an后接可數(shù)名詞單數(shù)，根據(jù)“my cousins fought over...”可知是
發(fā)生了“爭論”，argue的名詞形式是 argument。
7. playing 解析：固定搭配“suggest doing sth.”（建議做某事），“play ‘follow the
leader’”表示玩“ follow the leader（跟著 leader 做動作等游戲玩法 ）” ，所以
用 play的動名詞形式 playing。
8. agreement 解析：an后接可數(shù)名詞單數(shù)，“reached an agreement”是固定短語，
意為“達(dá)成協(xié)議；達(dá)成一致” ，agree的名詞形式是 agreement。
9. the 解析：這里的 quarrel是特指上文提到的 cousins 之間發(fā)生的爭論，用定
冠詞 the表特指。
10. into 解析：固定短語“turn...into...”表示“把……變成……” ，符合“把不確定
的時刻變成愉快的回憶”的語義。
D篇
1. our 解析：修飾名詞“neighbourhood”，要用形容詞性物主代詞，結(jié)合語境是“我
們的小區(qū)”，所以填 our 。
2. feels 解析：“neighbourhood”是單數(shù)主語，句子描述從上個月開始小區(qū)的狀態(tài)，
用一般現(xiàn)在時，“feel”的第三人稱單數(shù)形式是 feels ，表示“感覺起來，顯得” 。
3. poems 解析：“put”后接名詞，結(jié)合后文“near her poems”可知是貼“詩歌”，“poem”
是可數(shù)名詞，這里用復(fù)數(shù) poems表泛指 。
4. holes 解析：根據(jù)后文“mend the holes”可知是發(fā)現(xiàn)小“洞”，“hole”是可數(shù)名詞，
用復(fù)數(shù) holes 。
5. the 解析：特指前文提到的“poems”對應(yīng)的紙張，用定冠詞 the 。
6. ashamed 解析：“felt”是系動詞，后接形容詞作表語，“shame”的形容詞形式
“ashamed”表示“羞愧的” ，符合看到弟弟行為后的感受。
7. by 解析：“pass by”是固定短語，意為“經(jīng)過；路過” ，所以填 by 。
8. Deeply 解析：修飾形容詞“moved”，要用副詞，“deep”的副詞形式“deeply”表
示“深深地” ，強(qiáng)調(diào)被感動的程度。
9. brighter 解析：結(jié)合前文小區(qū)變得更有生機(jī)，現(xiàn)在和之前對比，用比較級
“brighter” ，表示“更明亮，更熱鬧” ，符合“鄰居們笑得更多”的語境。
10. that 解析：引導(dǎo)賓語從句，從句“kindness, like poems, can fill any space with
warmth”是完整的陳述內(nèi)容，用 that引導(dǎo) ，在句中無實際意義，只起連接作用。Unit2. Getting along
A
Last Monday, Tom and Jack ___1___ (argue) at the school gate. Tom ___2___ (shout) angrily, “You’re so ___3___ (self)! You never share your study notes with me since I helped you last month!” Jack ___4___ (reply), “I’m not selfish! I’m just too busy ___5___ (prepare) them.” Neither Tom ___6___(or) Jack was willing to back down.
Their best friend Lucy was afraid that this argument would end their ___7__(friend). She said, “Stop ___8___(fight)! You two are like a lively team. Your friendship is much more valuable than grades.” After listening to Lucy, Tom and Jack felt sorry. Jack promised ___9___ return the notes the next day, and Tom realized sharing wasn’t just about getting help. They finally understood true friendship means caring, not keeping things only ___10___(their).
1. _______ 2. ________ 3. _______ 4._______ 5.________
6. _______ 7. ________ 8. _______ 9._______ 10._______
B
Our class decided to create an ___1___(adapt) of a beloved fairy tale for the school festival. ___2___(happiness) struck when we disagreed ___3___ the climax—half the group wanted the dragon to defeat the hero, while others insisted on a happy rescue. Voices rose, and the room filled with tension until Ms. Lee, our teacher ___4___(who) we all admire, stepped in.
She gave a wise ___5___ (suggest): "Why not let the story have two ___6___(climax) " We could perform both endings on different nights! Everyone’s eyes lit up.
We ___7___ (return) to rehearsals（排練室） with new energy. Attending each practice, we designed sets differently ___8___ tried out lines. Some students added funny jokes, while others crafted dramatic music. When the ___9___(show) finally arrived, both versions were a hit. Parents cheered, and we realized the experience was ___10___ (price). It taught us that differences make stories stronger—and teamwork makes dreams come true!
1. _______ 2. ________ 3. _______ 4._______ 5.________
6. _______ 7. ________ 8. _______ 9._______ 10._______
C
選詞并用適當(dāng)形式填空
into agree argue at, relative lane attend and play the
Last weekend, my ___1___ took me skating. The rink had bright ___2___, but I felt uncertain ___3__ first. Cheerful ___4___ showed me how to balance, ___5___ their words comforted me. Soon I was gliding happily!
But an ___6___ started when my cousins fought over dividing into teams. One wanted races, another preferred slow skating. I suggested ___7___ "follow the leader." Everyone liked the idea and reached an ___8___.
We laughed as we skated together, forgetting ___9___ quarrel. The day taught me that sharing fun is better than arguing—and a little kindness can turn uncertain moments ___10___cheerful memories!
1. _______ 2. ________ 3. _______ 4._______ 5.________
6. _______ 7. ________ 8. _______ 9._______ 10._______
D
選詞并用適當(dāng)形式填空
bright feel shame that the we by hole deep poem
Since last month, ___1___ neighbourhood ___2___ more lively. Ms. Wang, who lives next door, started putting___3___ on the walls inside our building. But one day, I noticed small ___4___ near her poems—someone had torn ___5___papers!
I felt ___6___ when I saw my little brother passing ___7___with glue. "I wanted to fix them," he said quietly. ___8___ moved, I helped him mend the holes. Now we decorate each unit’s door with new poems.
Our building is ___9___now, and neighbours smile more. Those small holes taught us ___10___kindness, like poems, can fill any space with warmth.
1. _______ 2. ________ 3. _______ 4._______ 5.________
6. _______ 7. ________ 8. _______ 9._______ 10._______
答案與解析
A篇
1. argued. 解析：根據(jù)時間狀語“Last Monday”可知，句子時態(tài)為一般過去時，argue的過去式是argued。
2. shouted. 解析：同樣基于一般過去時，shout的過去式為shouted，與前文時態(tài)一致。
3. selfish. 解析：be動詞后接形容詞作表語，self的形容詞形式是selfish，表示“自私的”。
4. replied. 解析：講述過去發(fā)生的動作，reply的過去式為replied，符合一般過去時要求。
5. preparing. 解析：固定搭配“be busy doing sth.”表示“忙于做某事”，故用prepare的現(xiàn)在分詞形式preparing。
6. nor. 解析：固定短語“neither...nor...”表示“既不……也不……”，用于連接兩個并列成分。
7. friendship. 解析：形容詞性物主代詞their后接名詞，friend的名詞形式friendship表示“友誼”。
8. fighting. 解析：固定搭配“stop doing sth.”表示“停止做某事”，fight的現(xiàn)在分詞為fighting。
9. to. 解析：固定搭配“promise to do sth.”表示“承諾做某事”，故用不定式符號to。
10. theirs. 解析：此處需用名詞性物主代詞，theirs相當(dāng)于“their things”，表示“他們的東西”。
B篇
1. adaptation. 解析：不定冠詞an后接名詞，adapt的名詞形式為adaptation，表示“改編本”，符合“創(chuàng)作一個改編版本”的語境。
2. Unhappiness. 解析：此處作主語，需用名詞形式。根據(jù)后文“disagreed”可知是“不愉快”，happiness加否定前綴un-變?yōu)閡nhappiness。
3. on. 解析：固定搭配disagree on sth.表示“在某事上意見不一致”，此處指在故事高潮部分有分歧。
4. whom. 解析：引導(dǎo)定語從句，修飾先行詞teacher，且在從句中作admire的賓語，故用賓格whom。
5. suggestion. 解析：形容詞wise后接名詞，suggest的名詞形式為suggestion，表示“建議”，符合“給出一個明智的建議”。
6. climaxes. 解析：two后接可數(shù)名詞復(fù)數(shù)，climax的復(fù)數(shù)形式為climaxes，表示“兩個高潮”。
7. returned. 解析：講述過去發(fā)生的動作，用一般過去時，return的過去式為returned，“返回排練室”。
8. and. 解析：連接兩個并列謂語“designed sets”和“tried out lines”，表示順承關(guān)系，用連詞and。
9. shows. 解析：根據(jù)后文“both versions”可知演出有多個場次，show用復(fù)數(shù)形式shows。
10. priceless. 解析：be動詞后接形容詞作表語，price的形容詞形式priceless表示“無價的”，符合“經(jīng)歷是無價的”語義。
C篇
1. relatives 解析：形容詞性物主代詞my后接名詞，根據(jù)語境是“親戚”帶我去滑冰，relative是可數(shù)名詞，這里用復(fù)數(shù)形式relatives表示泛指的親戚們。
2. lanes 解析：bright是形容詞，后接名詞，rink（溜冰場）有“滑道”，lane是可數(shù)名詞，用復(fù)數(shù)lanes表示多個滑道。
3. at 解析：固定短語“at first”表示“起初；一開始” ，符合“我一開始感到不確定”的語義。
4. attendants 解析：cheerful是形容詞，后接名詞，溜冰場有“工作人員（服務(wù)員等）”指導(dǎo)，attendant是可數(shù)名詞，用復(fù)數(shù)attendants表示這類人。
5. and 解析：連接兩個并列的句子“Cheerful attendants showed me how to balance”和“their words comforted me”，表順承關(guān)系，用連詞and。
6. argument 解析：an后接可數(shù)名詞單數(shù)，根據(jù)“my cousins fought over...”可知是發(fā)生了“爭論”，argue的名詞形式是argument。
7. playing 解析：固定搭配“suggest doing sth.”（建議做某事），“play ‘follow the leader’”表示玩“ follow the leader（跟著 leader 做動作等游戲玩法 ）” ，所以用play的動名詞形式playing。
8. agreement 解析：an后接可數(shù)名詞單數(shù)，“reached an agreement”是固定短語，意為“達(dá)成協(xié)議；達(dá)成一致” ，agree的名詞形式是agreement。
9. the 解析：這里的quarrel是特指上文提到的 cousins 之間發(fā)生的爭論，用定冠詞the表特指。
10. into 解析：固定短語“turn...into...”表示“把……變成……” ，符合“把不確定的時刻變成愉快的回憶”的語義。
D篇
1. our 解析：修飾名詞“neighbourhood”，要用形容詞性物主代詞，結(jié)合語境是“我們的小區(qū)”，所以填our 。
2. feels 解析：“neighbourhood”是單數(shù)主語，句子描述從上個月開始小區(qū)的狀態(tài)，用一般現(xiàn)在時，“feel”的第三人稱單數(shù)形式是feels ，表示“感覺起來，顯得” 。
3. poems 解析：“put”后接名詞，結(jié)合后文“near her poems”可知是貼“詩歌”，“poem”是可數(shù)名詞，這里用復(fù)數(shù)poems表泛指 。
4. holes 解析：根據(jù)后文“mend the holes”可知是發(fā)現(xiàn)小“洞”，“hole”是可數(shù)名詞，用復(fù)數(shù)holes 。
5. the 解析：特指前文提到的“poems”對應(yīng)的紙張，用定冠詞the 。
6. ashamed 解析：“felt”是系動詞，后接形容詞作表語，“shame”的形容詞形式“ashamed”表示“羞愧的” ，符合看到弟弟行為后的感受。
7. by 解析：“pass by”是固定短語，意為“經(jīng)過；路過” ，所以填by 。
8. Deeply 解析：修飾形容詞“moved”，要用副詞，“deep”的副詞形式“deeply”表示“深深地” ，強(qiáng)調(diào)被感動的程度。
9. brighter 解析：結(jié)合前文小區(qū)變得更有生機(jī)，現(xiàn)在和之前對比，用比較級“brighter” ，表示“更明亮，更熱鬧” ，符合“鄰居們笑得更多”的語境。
10. that 解析：引導(dǎo)賓語從句，從句“kindness, like poems, can fill any space with warmth”是完整的陳述內(nèi)容，用that引導(dǎo) ，在句中無實際意義，只起連接作用。

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