练20 词汇新角度题+思维跨度大题(记叙文)+跨文化沟通类
限时18分钟
(2025·宁波二模) 体裁:记叙文 主题语境:跨文化沟通 难度:★★★★☆
While her French classmates ate salads, Li Mei took out a package of steamed rice. When she transferred to a high school in Paris, her lunch became a daily 1 . One Monday, one boy Pierre pointed at her lunch and whispered, “That looks 2 !” Li Mei flushed, quietly avoiding the cafeteria.
Everything 3 when her history teacher, Mr. Dupont, 4 a project “Food & Culture Week”. Each student was to 5 a traditional dish and present its cultural significance. Li Mei 6 —would anyone care about Chinese food here Eventually, she decided on jianbing, a flavor from hometown.
On presentation day, she 7 the materials with trembling hands. To her surprise, Pierre volunteered to help cook. As they spread the batter (面糊), he 8 , “I made fun of your food at first, but now I see it’s part of your 9 .” When the crispy jianbing was served, classmates crowded around, asking questions about Chinese New Year traditions.
The event made everyone 10 . Students who once 11 her now greeted her warmly. A girl named Sophie even proposed 12 a French-Chinese cookbook together for the school fair and suggested including family dishes passed down through generations.
On the final day, 13 filled a book titled Bites Beyond Borders. Holding it, Li Mei realized that cultural gaps weren’t about walls but doors—waiting to be unlocked. A simple 14 had taught her more about belonging than any textbook.
“Food is the 15 foreign policy,” Mr. Dupont said, biting into a red bean croissant.
1.A. adventure B. struggle C. routine D. necessity
2.A. messy B. ordinary C. strange D. special
3.A. mattered B. worked C. rested D. changed
4.A. praised B. postponed C. concluded D. launched
5.A. purchase B. review C. prepare D. receive
6.A. joked B. hesitated C. insisted D. protested
7.A. laid out B. held back C. heated up D. gave away
8.A. argued B. denied C. admitted D. added
9.A. identity B. interest C. personality D. quality
10.A. freed B. relaxed C. amused D. connected
11.A. betrayed B. overlooked C. envied D. misled
12.A. borrowing B. authoring C. promoting D. sponsoring
13.A. stories B. photos C. recipes D. quotes
14.A. game B. question C. gift D. lunch
15.A. tastiest B. heaviest C. oldest D. fastest
◎文本再利用
仿效文章加灰底部分的表达,补全下面的“演讲比赛”类续写片段并背诵
Ben immediately thought of Harry, who had built up his confidence but still shrank from presenting in public. Ben went to find Harry and told him about the contest. Harry lowered his head, ①___________________________ (他两颊通红,独立主格). “What if I mess up ” Harry murmured. Ben patted him on the shoulder, ②___________________________ (鼓励他,非谓语动词), “Remember how you first started This is just another step.” Harry nodded, ③___________________________ (同意试一试,非谓语动词). For days, Ben set aside time to coach Harry on reading with expression and rhythm. Jack also shared tips on adding emotions to reading. Gradually, Harry’s voice sounded rhythmic and energetic.
练20
中国女孩李梅在法国上学时,因午餐文化差异受到同学嘲笑,后来在历史老师杜邦先生发起的 “美食文化周” 活动中,她通过介绍家乡美食煎饼,成功拉近了与同学们的距离,打破了文化隔阂。
1.B 情感分析法解题。首段尾句“Li Mei flushed, quietly avoiding the cafeteria.” 体现了李梅在校吃午餐时的负面情绪,由此可推知,她因午餐文化差异避开食堂,午餐对她来说是个难事。 故选B。adventure “冒险”; struggle “难事;斗争”; routine “常规;例行程序”; necessity “必需品;必要”。
2.C 文化背景+情感分析法。首段首句提到中法饮食差异(李梅的米饭和法国同学的沙拉),首段尾句提到李梅脸红,避开食堂,由此可推出,Pierre指着她的午餐给出的是负面的评价,strange “奇怪的;异常的”是Pierre的直观反应,故选C。messy “凌乱的”; ordinary “普通的”; strange “奇怪的”; special “特别的”。
3.D 下文提到“美食文化周”活动展示日,Pierre的行为“volunteered to help cook”、他的评价“I see it’s part of your 9 ”、活动效果“classmates crowded around, asking questions about Chinese New Year traditions” 及后文同学们的态度“now greeted her warmly” 可知,情况发生了变化。故选D。rest “休息”; change “改变”。
熟词生僻义 ①matter 熟义: n. 问题;事态 生僻义: vi. 事关紧要;要紧;有重大影响 ②work 熟义: n. & vi. 工作 生僻义: vi. 运转;运行;奏效;产生预期的结果(或作用)
4.D 根据下文对参与者的要求:“Each student was to 5 a traditional dish and present its cultural significance”可知,这是老师发起的活动。故选D。praise “赞扬”; postpone “推迟”; conclude “断定;结束”; launch “发起;推出”。
5.C 根据该句中and后的“展示其文化意义”及第二段尾句“她决定做家乡美食——煎饼”可知,每个学生都要做一种传统食物。故选C。purchase “购买”; review “复习;评论”; prepare “预备(饭菜);做(饭);准备”; receive “收到;受到”。
6.B 下文的疑问句“would anyone care about Chinese food here ”是心理描写,体现了李梅因为文化不自信而导致的迟疑的心态,且与后文decided形成转折。故选B。joke “开玩笑”; hesitate “犹豫,迟疑不决”; insist “坚持”; protest “抗议;反对”。
7.A 根据肢体语言“with trembling hands”和下文的“spread the batter (面糊)”可知,此处表具体操作的动词, 故此处指“她用颤抖的手摆放材料”,描写做煎饼的场景。lay out “铺开;摆开;展开”;hold back “阻挡;隐瞒;抑制,控制”; heat up “(使)变热;(使)变暖;激烈起来;更加活跃”; give away “赠送;颁发;分发;泄露;暴露”。
8.C 上文提到Pierre取笑李梅的午餐很奇怪,此处用admitted “承认”体现Pierre态度的转变。 故选C。 argue “争论;争吵”; deny “否认;拒绝承认”; admit “承认;承认说”; add “补充说”。
9.A 此处为主题升华:将饮食差异提升至文化身份认同层面。美食是identity “身份象征”,呼应下文提到的法中食谱的标题“Bites Beyond Borders”。故选A。identity “身份;特征;特有的感觉”; interest “兴趣”; personality “个性”; quality “质量;品质”。
10.D 此处与倒数第二段中的 “cultural gaps weren’t about walls but doors—waiting to be unlocked (文化差异不是高墙,而是静待开启的门户)”同属跨文化沟通语义场,指活动的成果——文化沟通; 且呼应下文“now greeted her warmly (现在热情地和她打招呼)”;通过这次活动,同学们对李梅更加了解了,也建立了良好关系。故选D。free “释放;使摆脱;解除”; relax “放松”; amuse “逗乐;(提供)消遣”; connect “(与某人)建立良好关系,沟通”。
11.B 情感分析法解题。此处与现在“greeted her warmly”构成行为反转,指曾经同学们忽视(overlooked)李梅,且呼应首段提到的李梅因为饮食差异而遭遇的难堪和嘲笑。betray “出卖;泄露(机密);背叛”; overlook “忽略;俯视”; envy “羡慕;忌妒”; mislead “误导;引入歧途;使误信”。
12.B 由倒数第二段中的“filled a book titled Bites Beyond Borders”可知,一个叫索菲的女孩甚至提议一起为学校的义卖写一本法中食谱。故选B。 borrow “借”; promote “促进”; sponsor “赞助”。
熟词生僻义 author 熟义: n. 著者;作者 生僻义: vt. 著作;写作;编写
13.C 食谱书内容应为recipes “菜谱”,与上文的cookbook “烹饪书;烹饪菜谱;食谱”为同义词复现。故选C。story “故事”; photo “照片”; recipe “烹饪法;食谱”; quote “引语;引文;语录”。
14.D 原词复现解题。 此处回扣首段描述的午餐事件,指简单的午餐教会了她归属感。故选D。game “游戏”; question “问题”; gift “礼物”; lunch “午餐”。
15.A 通读文章,总结文章结构:首段由午餐饮食差异引入文化冲突→老师举办美食文化周活动、展示美食→认知转变→文化认同+文化融合共生。 尾段用老师幽默的类比总结主题:“tastiest foreign policy (最美味的外交)”,将味觉与文化交流巧妙关联。 故选A。tastiest “最美味的”; heaviest “最重的”; oldest “最古老的”; fastest “最快的”。
文本再利用
①his cheeks flushing ②encouraging him
③agreeing to give it a shot(共21张PPT)
练20 词汇新角度题+思维跨度大题(记叙文)+跨文化沟通类
第二部分 完形填空练
(2025·宁波二模) 体裁：记叙文 主题语境：跨文化沟通
难度：★★★★☆
While her French classmates ate salads, Li Mei took out a package of steamed rice. When she transferred to a high school in Paris, her lunch became a daily 1 . One Monday, one boy Pierre pointed at her lunch and whispered, “That looks 2 !” Li Mei flushed, quietly avoiding the cafeteria.
Everything 3 when her history teacher, Mr. Dupont, 4 a project “Food & Culture Week”. Each student was to 5 a traditional dish and present its cultural significance. Li Mei 6 —would anyone care about Chinese food here Eventually, she decided on jianbing, a flavor from hometown.
On presentation day, she 7 the materials with trembling hands. To her surprise, Pierre volunteered to help cook. As they spread the batter (面糊), he 8 , “I made fun of your food at first, but now I see it’s part of your 9 .” When the crispy jianbing was served, classmates crowded around, asking questions about Chinese New Year traditions.
The event made everyone 10 . Students who once 11 her now greeted her warmly. A girl named Sophie even proposed 12 a French-Chinese cookbook together for the school fair and suggested including family dishes passed down through generations.
On the final day, 13 filled a book titled Bites Beyond Borders. Holding it, Li Mei realized that cultural gaps weren’t about walls but doors—waiting to be unlocked. A simple 14 had taught her more about belonging than any textbook.
“Food is the 15 foreign policy，” Mr. Dupont said, biting into a red bean croissant.
1.A. adventure B. struggle C. routine D. necessity
2.A. messy B. ordinary C. strange D. special
3.A. mattered B. worked C. rested D. changed
4.A. praised B. postponed C. concluded D. launched
5.A. purchase B. review C. prepare D. receive
6.A. joked B. hesitated C. insisted D. protested
7.A. laid out B. held back C. heated up D. gave away
8.A. argued B. denied C. admitted D. added
9.A. identity B. interest C. personality D. quality
10.A. freed B. relaxed C. amused D. connected
11.A. betrayed B. overlooked C. envied D. misled
12.A. borrowing B. authoring C. promoting D. sponsoring
13.A. stories B. photos C. recipes D. quotes
14.A. game B. question C. gift D. lunch
15.A. tastiest B. heaviest C. oldest D. fastest
中国女孩李梅在法国上学时，因午餐文化差异受到同学嘲笑，后来在历史老师杜邦先生发起的 “美食文化周” 活动中，她通过介绍家乡美食煎饼，成功拉近了与同学们的距离，打破了文化隔阂。
1.B 情感分析法解题。首段尾句“Li Mei flushed, quietly avoiding the cafeteria.” 体现了李梅在校吃午餐时的负面情绪，由此可推知,她因午餐文化差异避开食堂，午餐对她来说是个难事。 故选B。adventure “冒险”； struggle “难事；斗争”； routine “常规；例行程序”； necessity “必需品；必要”。
答案与解析
2.C 文化背景+情感分析法。首段首句提到中法饮食差异(李梅的米饭和法国同学的沙拉)，首段尾句提到李梅脸红，避开食堂，由此可推出，Pierre指着她的午餐给出的是负面的评价，strange “奇怪的；异常的”是Pierre的直观反应，故选C。messy “凌乱的”； ordinary “普通的”； strange “奇怪的”； special “特别的”。
答案与解析
3.D 下文提到“美食文化周”活动展示日，Pierre的行为“volunteered to help cook”、他的评价“I see it’s part of your 9 ”、活动效果“classmates crowded around, asking questions about Chinese New Year traditions” 及后文同学们的态度“now greeted her warmly” 可知，情况发生了变化。故选D。rest “休息”； change “改变”。
熟词生僻义 ①matter 熟义： n. 问题；事态 生僻义： vi. 事关紧要；要紧；有重大影响 ②work 熟义： n. & vi. 工作 生僻义： vi. 运转；运行；奏效；产生预期的结果(或作用)
答案与解析
4.D 根据下文对参与者的要求：“Each student was to 5 a traditional dish and present its cultural significance”可知，这是老师发起的活动。故选D。praise “赞扬”； postpone “推迟”； conclude “断定；结束”； launch “发起；推出”。
5.C 根据该句中and后的“展示其文化意义”及第二段尾句“她决定做家乡美食——煎饼”可知，每个学生都要做一种传统食物。故选C。purchase “购买”； review “复习；评论”； prepare “预备(饭菜);做(饭)；准备”； receive “收到；受到”。
答案与解析
6.B 下文的疑问句“would anyone care about Chinese food here ”是心理描写，体现了李梅因为文化不自信而导致的迟疑的心态，且与后文decided形成转折。故选B。joke “开玩笑”； hesitate “犹豫，迟疑不决”； insist “坚持”； protest “抗议；反对”。
答案与解析
7.A 根据肢体语言“with trembling hands”和下文的“spread the batter (面糊)”可知，此处表具体操作的动词, 故此处指“她用颤抖的手摆放材料”，描写做煎饼的场景。lay out “铺开；摆开；展开”；hold back “阻挡；隐瞒；抑制，控制”； heat up “(使)变热；(使)变暖；激烈起来；更加活跃”； give away “赠送；颁发；分发；泄露;暴露”。
答案与解析
8.C 上文提到Pierre取笑李梅的午餐很奇怪，此处用admitted “承认”体现Pierre态度的转变。 故选C。 argue “争论；争吵”； deny
“否认；拒绝承认”； admit “承认；承认说”； add “补充说”。
9.A 此处为主题升华：将饮食差异提升至文化身份认同层面。美食是identity “身份象征”，呼应下文提到的法中食谱的标题“Bites Beyond Borders”。故选A。identity “身份；特征；特有的感觉”； interest “兴趣”； personality “个性”； quality “质量；品质”。
答案与解析
10.D 此处与倒数第二段中的 “cultural gaps weren’t about walls but doors—waiting to be unlocked (文化差异不是高墙，而是静待开启的门户)”同属跨文化沟通语义场，指活动的成果——文化沟通； 且呼应下文“now greeted her warmly (现在热情地和她打招呼)”；通过这次活动，同学们对李梅更加了解了，也建立了良好关系。故选D。free “释放；使摆脱；解除”； relax “放松”； amuse “逗乐；
(提供)消遣”； connect “(与某人)建立良好关系，沟通”。
答案与解析
11.B 情感分析法解题。此处与现在“greeted her warmly”构成行为反转，指曾经同学们忽视(overlooked)李梅，且呼应首段提到的李梅因为饮食差异而遭遇的难堪和嘲笑。betray “出卖；泄露(机密)；背叛”； overlook “忽略；俯视”； envy “羡慕；忌妒”； mislead “误导；引入歧途；使误信”。
答案与解析
12.B 由倒数第二段中的“filled a book titled Bites Beyond Borders”可知，一个叫索菲的女孩甚至提议一起为学校的义卖写一本法中食谱。故选B。 borrow “借”； promote “促进”； sponsor “赞助”。
熟词生僻义 author 熟义： n. 著者；作者 生僻义： vt. 著作；写作；编写
答案与解析
13.C 食谱书内容应为recipes “菜谱”，与上文的cookbook “烹饪书;烹饪菜谱；食谱”为同义词复现。故选C。story “故事”； photo “照片”； recipe “烹饪法；食谱”； quote “引语；引文；语录”。
14.D 原词复现解题。 此处回扣首段描述的午餐事件，指简单的午餐教会了她归属感。故选D。game “游戏”； question “问题”； gift “礼物”； lunch “午餐”。
答案与解析
15.A 通读文章，总结文章结构：首段由午餐饮食差异引入文化冲突→老师举办美食文化周活动、展示美食→认知转变→文化认同+文化融合共生。 尾段用老师幽默的类比总结主题：“tastiest foreign policy (最美味的外交)”，将味觉与文化交流巧妙关联。 故选A。tastiest “最美味的”； heaviest “最重的”； oldest “最古老的”; fastest “最快的”。
答案与解析
◎文本再利用
仿效文章加灰底部分的表达，补全下面的“演讲比赛”类续写片段并背诵
Ben immediately thought of Harry, who had built up his confidence but still shrank from presenting in public. Ben went to find Harry and told him about the contest. Harry lowered his head, ①_________________ (他两颊通红，独立主格). “What if I mess up ” Harry murmured. Ben patted
his cheeks flushing
him on the shoulder, ②___________________ (鼓励他，非谓语动词), “Remember how you first started This is just another step.” Harry nodded, ③________________________ (同意试一试，非谓语动词). For days, Ben set aside time to coach Harry on reading with expression and rhythm. Jack also shared tips on adding emotions to reading. Gradually, Harry’s voice sounded rhythmic and energetic.
encouraging him
agreeing to give it a shot
