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一、根据汉语意思或音标写单词。
1. He （收拾）everything before he set out.
2. Linda is brushing her teeth in the /ˈbɑːθruːm/ now.
3. Tom （邀请）Emma to his party and Emma accepted it.
4. We should /sɔːt/ rubbish before we throw it away to protect our environment（环境）.
5. These are Andy's and Edward's （卧室）. They are small but warm.
1. He （收拾）everything before he set out.
2. Linda is brushing her teeth in the /ˈbɑːθruːm/ now.
3. Tom （邀请）Emma to his party and Emma accepted it.
4. We should /sɔːt/ rubbish before we throw it away to protect our environment（环境）.
5. These are Andy's and Edward's （卧室）. They are small but warm.
答案
1. packed 2. bathroom 3. invited 4. sort 5. bedrooms
解析
1. 表示“收拾”的动词常用pack，句中后半句的set out是一般过去时，动作发生在过去，因此空处填pack的过去式packed。
2. 根据给出的音标/'bɑ:θru:m/，可判断对应的单词是bathroom（浴室），符合“在里面刷牙”的语境。
3. 表示“邀请”的动词是invite，后半句的accepted为一般过去时，并列的动作也用过去式，因此填invited。
4. 根据音标/sɔ:t/可判断单词为sort，情态动词should后接动词原形，sort rubbish意为“垃圾分类”，符合语境。
5. 表示“卧室”的单词是bedroom，句中These are以及指代两人各自的卧室，提示要用名词复数形式bedrooms。
2. 根据给出的音标/'bɑ:θru:m/，可判断对应的单词是bathroom（浴室），符合“在里面刷牙”的语境。
3. 表示“邀请”的动词是invite，后半句的accepted为一般过去时，并列的动作也用过去式，因此填invited。
4. 根据音标/sɔ:t/可判断单词为sort，情态动词should后接动词原形，sort rubbish意为“垃圾分类”，符合语境。
5. 表示“卧室”的单词是bedroom，句中These are以及指代两人各自的卧室，提示要用名词复数形式bedrooms。
二、用括号中所给单词的适当形式填空。
6. We went to the countryside and (feed) some animals.
7. At the moment we are watching TV in the (live) room with our parents.
8. It's too hot outside. Few children would like (go) out.
9. My mother (sweep) the floor just now, so it's very clean now.
10. Forests are the home to thousands of (plant) and animals.
6. We went to the countryside and (feed) some animals.
7. At the moment we are watching TV in the (live) room with our parents.
8. It's too hot outside. Few children would like (go) out.
9. My mother (sweep) the floor just now, so it's very clean now.
10. Forests are the home to thousands of (plant) and animals.
答案
6. fed
7. living
8. to go
9. swept
10. plants
7. living
8. to go
9. swept
10. plants
解析
6. 句中and连接并列的谓语动词，前面的went是动词go的过去式，时态为一般过去时，所以feed也要使用过去式形式fed。
7. 此处是固定搭配living room，意为“客厅”，需要把动词live变为形容词living作定语修饰room。
8. 此处考查固定用法would like to do sth.，意思是“想要做某事”，所以要填动词不定式结构to go。
9. 时间状语just now意为“刚才”，是一般过去时的标志，动词sweep的过去式为swept。
10. 短语thousands of意为“成千上万的”，后面要接可数名词的复数形式，plant是可数名词，复数形式为plants。
7. 此处是固定搭配living room，意为“客厅”，需要把动词live变为形容词living作定语修饰room。
8. 此处考查固定用法would like to do sth.，意思是“想要做某事”，所以要填动词不定式结构to go。
9. 时间状语just now意为“刚才”，是一般过去时的标志，动词sweep的过去式为swept。
10. 短语thousands of意为“成千上万的”，后面要接可数名词的复数形式，plant是可数名词，复数形式为plants。
三、阅读理解。
①Now, students from primary and middle schools have at least one labour（劳动）skill class every week.
②Labour education（教育）can help people to be happy, active and creative in life. Through such classes, students can learn the true meaning and the value（价值）of labour. They can also learn different life skills.
③Some schools prepared some interesting labour skill classes for students. Some students from Chongqing had a class about catching fish in the river and learned about the geographical knowledge（地理知识）of the river at the same time. In a city called Fengyi, students made tofu with a millstone（磨盘）. Of course, they tasted tofu after they made it.
④Some students learn how to look after animals at home. They also learn the biological（生物的）knowledge of the animal. Some students learn how to cook a dish in the labour skill class and then cook at home. They may share videos of their cooking with their classmates. It is to share the taste of the delicious food at the same time. It is to share the happiness of labour too.
⑤Labour education plays a role in students' growth. Schools try to use different ways to help to improve students' life skills so that students will have a bright future with hard-working hands.
()11. What can we know from Paragraph ②?
A. Labour education is dangerous.
B. Labour education is useful to students.
C. Labour education is meaningless（无意义的）.
D. Labour education is difficult.
()12. What does the writer think of cooking dishes according to Paragraph ④?
A. Busy.
B. Boring.
C. Enjoyable.
D. Useless.
()13. Which is the RIGHT structure of the passage?
()14. What's the passage mainly about?
A. Different labour skills.
B. The importance of labour.
C. Labour education in schools.
D. Interesting labour skill classes.
①Now, students from primary and middle schools have at least one labour（劳动）skill class every week.
②Labour education（教育）can help people to be happy, active and creative in life. Through such classes, students can learn the true meaning and the value（价值）of labour. They can also learn different life skills.
③Some schools prepared some interesting labour skill classes for students. Some students from Chongqing had a class about catching fish in the river and learned about the geographical knowledge（地理知识）of the river at the same time. In a city called Fengyi, students made tofu with a millstone（磨盘）. Of course, they tasted tofu after they made it.
④Some students learn how to look after animals at home. They also learn the biological（生物的）knowledge of the animal. Some students learn how to cook a dish in the labour skill class and then cook at home. They may share videos of their cooking with their classmates. It is to share the taste of the delicious food at the same time. It is to share the happiness of labour too.
⑤Labour education plays a role in students' growth. Schools try to use different ways to help to improve students' life skills so that students will have a bright future with hard-working hands.
()11. What can we know from Paragraph ②?
A. Labour education is dangerous.
B. Labour education is useful to students.
C. Labour education is meaningless（无意义的）.
D. Labour education is difficult.
()12. What does the writer think of cooking dishes according to Paragraph ④?
A. Busy.
B. Boring.
C. Enjoyable.
D. Useless.
()13. Which is the RIGHT structure of the passage?
()14. What's the passage mainly about?
A. Different labour skills.
B. The importance of labour.
C. Labour education in schools.
D. Interesting labour skill classes.
答案
11.B 12.C 13.B 14.C
解析
【解析】
11. 定位到第②段：该段指出劳动教育能帮助人们在生活中保持快乐、积极和有创造力，学生可以通过这类课程了解劳动的真正意义与价值，还能学习不同的生活技能，体现出劳动教育对学生是有益的，排除A（危险的）、C（无意义的）、D（困难的）选项，选B。
12. 定位到第④段：文中提到学生做完菜后会和同学分享美食的味道，也分享劳动的快乐，能看出作者认为做菜是令人愉悦的，排除A（忙碌的）、B（无聊的）、D（无用的）选项，选C。
13. 分析文章结构：第①段引出中小学开设劳动技能课的背景；第②段总述劳动教育的作用与意义；第③段和第④段分别从学校开设特色劳动课、学生在家实践劳动两个方面举例展开说明；第⑤段总结劳动教育对学生成长的作用，对应选项B的结构。
14. 通读全文：文章围绕中小学开展的劳动教育展开，介绍了劳动教育的意义、相关课程形式和实践等内容，排除A（不同劳动技能）、B（劳动的重要性）、D（有趣的劳动技能课）选项，选C。
【答案】
11.B 12.C 13.B 14.C
【知识点】
阅读理解细节查找
文章结构分析
主旨大意把握
【点评】
本题围绕劳动教育的主题考查阅读理解的常见题型，考点覆盖细节定位、篇章结构梳理和主旨归纳，难度梯度合理，既考查学生快速从文本中提取关键信息的能力，也要求学生整体把握文章的行文逻辑，符合中小学英语阅读的考查要求。
【难度系数】
0.7
11. 定位到第②段：该段指出劳动教育能帮助人们在生活中保持快乐、积极和有创造力，学生可以通过这类课程了解劳动的真正意义与价值，还能学习不同的生活技能，体现出劳动教育对学生是有益的，排除A（危险的）、C（无意义的）、D（困难的）选项，选B。
12. 定位到第④段：文中提到学生做完菜后会和同学分享美食的味道，也分享劳动的快乐，能看出作者认为做菜是令人愉悦的，排除A（忙碌的）、B（无聊的）、D（无用的）选项，选C。
13. 分析文章结构：第①段引出中小学开设劳动技能课的背景；第②段总述劳动教育的作用与意义；第③段和第④段分别从学校开设特色劳动课、学生在家实践劳动两个方面举例展开说明；第⑤段总结劳动教育对学生成长的作用，对应选项B的结构。
14. 通读全文：文章围绕中小学开展的劳动教育展开，介绍了劳动教育的意义、相关课程形式和实践等内容，排除A（不同劳动技能）、B（劳动的重要性）、D（有趣的劳动技能课）选项，选C。
【答案】
11.B 12.C 13.B 14.C
【知识点】
阅读理解细节查找
文章结构分析
主旨大意把握
【点评】
本题围绕劳动教育的主题考查阅读理解的常见题型，考点覆盖细节定位、篇章结构梳理和主旨归纳，难度梯度合理，既考查学生快速从文本中提取关键信息的能力，也要求学生整体把握文章的行文逻辑，符合中小学英语阅读的考查要求。
【难度系数】
0.7
