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    7．阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式．
        British children generally learn how to ride a bike at a young age after（61）being taught （teach）by their parents．However，that rule doesn't apply（62）to me．It's not my dad's fault-he tried to teach me．One of my earliest（63）memories（memory）is falling from my bike and getting my legs hurt．I definitely didn't want to repeat that．Time passed and（64）that I couldn't ride a bike never affected my life in high school because I lived close enough to walk to school．I never felt like I was missing out（65）until/till I couldn't go on a bike ride with my friends in Byron Bay because I was only confident that I could ride in（66）a straight line．So when the opportunity came up（67）to cycle（cycle）the wall of Xi'an，I wanted to prove to（68）myself （me）that I could do it．With the help of a friend，I got on the bike．However，I had absolutely no idea how to start!I was instructed to push off with one foot hard．It（69）sounded（sound） simple but just would not happen．I fell off and landed（70）heavily（heavy）on the ground before hitting a Chinese tourist．At 22 years old，I finally learnt how to ride a bike．

    分析 本文主要讲述作者小时学骑自行车时腿受伤，便一直不想学骑自行车，当要到西安城墙上骑自行车时，又开始学，不过，最后在22岁时，学会了骑自行车．

    解答 61．being taught 考查动名词被动式．介词afte后面用动名词作宾语，句子的主语children和teach之间是被动关系，所以此处用动名词一般式的被动式，故填being taught．
    62．to 考查介词．apply to意为"适用于…"，是固定搭配．
    63．memories 考查名词．one of意为"…之一"，后接名词复数形式．
    64．that 考查连词．根据句意：我不能骑自行车从来没影响我高中的生活．此处that引导主语从句．
    65．until/till 考查连词．根据句意：我从来没有觉得我错过了什么直到我不能和我的朋友在Byron Bay骑自行车．用连词until/till．
    66．a 考查冠词．line是可数名词单数形式前加不定冠词a表示泛指．
    67．to cycle 考查动词不定式．此处动词不定式短语to cycle the wall of Xi'an作the opportunity的宾语．
    68．myself 考查代词．根据句意：我想向我自己证明我能做．用反身代词myself．
    69．sounded 考查动词时态．全文讲述的是已发生的事情，要用一般过去时态．
    70．heavily 考查副词．land是动词，要用副词修饰，形容词heavy的副词是heavily．

    点评 在一篇200词左右的语篇（短文或对话）中留出10处空白，部分空白的后面给出单词的基本形式，要求考生根据上下文填写空白处所需的内容或所提供单词的正确形式，所填写词语不得多于3个单词．要做好语法填空题，理解短文是解题的前提，扎实的词汇、句型和语法知识是基础，英语国家的背景知识是必要的补充．考生须灵活运用语法知识，如单词词性、单词时态、名词单复数、连接词、代词、冠词等判断各空白处应填写的内容．答完后，还要通读全文，核对所填单词形式是否正确，是否符合语境．

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