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一、根据汉语提示填写单词。
1. My driving
2. She tried rock climbing even though she had a
3. My sister wrote some
4. I found a
5. —Will you help me with English? I can help you with maths.
—All right. It's a
1. My driving
instructor
(教练) tells me the importance of checking mirrors.2. She tried rock climbing even though she had a
fear
(害怕) of heights.3. My sister wrote some
poems
(诗) about nature, and she won first prize in her school.4. I found a
single
(单个的) red leaf among the yellow ones.5. —Will you help me with English? I can help you with maths.
—All right. It's a
deal
(协议)!答案
一、1. instructor 2. fear 3. poems
4. single 5. deal
4. single 5. deal
解析
【分析】
做这类根据汉语提示完成单词的题目，我们可以按照三步思路来解题：1. 先通读完整句子，理解句子整体含义；2. 结合空格前后的单词，判断空格处所需要填写的单词词性，同时留意冠词、限定词等提示信息（比如a/an、some这类词）；3. 结合给出的汉语提示，匹配对应的英语词汇，同时注意固定搭配、名词单复数等细节，确保填入的单词符合英语的常用表达规则。比如第1题谓语是第三人称单数tells，说明空格是可数名词单数，对应“教练”搭配driving的常用表达就是instructor；第2题要注意固定搭配have a fear of；第3题some后面接可数名词要变为复数形式；第4题修饰名词需要用形容词；第5题是日常对话的固定常用表达。
【解析】
1. 句意：我的驾驶教练告诉我检查后视镜的重要性。空格后谓语动词是tells，为第三人称单数形式，说明空格处填表示“教练”的可数名词单数，driving instructor是固定常用搭配，意为“驾驶教练”，故填instructor。
2. 句意：尽管她恐高，她还是尝试了攀岩。空前有不定冠词a，空后接of，固定搭配have a fear of意为“害怕……”，对应汉语提示“害怕”，故填fear。
3. 句意：我妹妹写了一些关于自然的诗，她在学校获得了一等奖。空前的some表示“一些”，后面接可数名词时需要用复数形式，“诗”的英文是poem，复数形式为poems，故填poems。
4. 句意：我在一堆黄叶里发现了一片单独的红叶。空格后是名词red leaf，需要填形容词作定语修饰名词，对应汉语提示“单个的”的形容词是single，故填single。
5. 句意：——你能帮我学英语吗？我可以帮你学数学。——好的，一言为定，这是个协议！日常对话中固定表达It's a deal意为“就这么定了、达成协议”，对应汉语提示“协议”，故填deal。
【答案】
1. instructor 2. fear 3. poems 4. single 5. deal
【知识点】
固定搭配识记；名词单复数变形；词性判断应用
【点评】
本题属于初中英语基础的单词拼写题型，考察的都是课标要求掌握的核心基础词汇，既考察了学生对单词词义的记忆，也兼顾了对语境判断、固定常用表达的积累，整体难度不高，易错点集中在第3题容易忽略some的限定漏加s，第5题容易错填其他表示协议的词汇，要注意贴合日常口语的常用表达习惯。
【难度系数】
0.8
做这类根据汉语提示完成单词的题目，我们可以按照三步思路来解题：1. 先通读完整句子，理解句子整体含义；2. 结合空格前后的单词，判断空格处所需要填写的单词词性，同时留意冠词、限定词等提示信息（比如a/an、some这类词）；3. 结合给出的汉语提示，匹配对应的英语词汇，同时注意固定搭配、名词单复数等细节，确保填入的单词符合英语的常用表达规则。比如第1题谓语是第三人称单数tells，说明空格是可数名词单数，对应“教练”搭配driving的常用表达就是instructor；第2题要注意固定搭配have a fear of；第3题some后面接可数名词要变为复数形式；第4题修饰名词需要用形容词；第5题是日常对话的固定常用表达。
【解析】
1. 句意：我的驾驶教练告诉我检查后视镜的重要性。空格后谓语动词是tells，为第三人称单数形式，说明空格处填表示“教练”的可数名词单数，driving instructor是固定常用搭配，意为“驾驶教练”，故填instructor。
2. 句意：尽管她恐高，她还是尝试了攀岩。空前有不定冠词a，空后接of，固定搭配have a fear of意为“害怕……”，对应汉语提示“害怕”，故填fear。
3. 句意：我妹妹写了一些关于自然的诗，她在学校获得了一等奖。空前的some表示“一些”，后面接可数名词时需要用复数形式，“诗”的英文是poem，复数形式为poems，故填poems。
4. 句意：我在一堆黄叶里发现了一片单独的红叶。空格后是名词red leaf，需要填形容词作定语修饰名词，对应汉语提示“单个的”的形容词是single，故填single。
5. 句意：——你能帮我学英语吗？我可以帮你学数学。——好的，一言为定，这是个协议！日常对话中固定表达It's a deal意为“就这么定了、达成协议”，对应汉语提示“协议”，故填deal。
【答案】
1. instructor 2. fear 3. poems 4. single 5. deal
【知识点】
固定搭配识记；名词单复数变形；词性判断应用
【点评】
本题属于初中英语基础的单词拼写题型，考察的都是课标要求掌握的核心基础词汇，既考察了学生对单词词义的记忆，也兼顾了对语境判断、固定常用表达的积累，整体难度不高，易错点集中在第3题容易忽略some的限定漏加s，第5题容易错填其他表示协议的词汇，要注意贴合日常口语的常用表达习惯。
【难度系数】
0.8
二、根据汉语意思翻译下列句子，每空一词。
1. 过去她怕水，因此她不喜欢游泳。
She
2. 为了战胜他的恐惧，他决定在同班同学面前表演。
In order to
3. 当你设法解出一道很难的数学题时，你通常感觉怎么样?
How do you usually feel when you
4. 他帮助我做项目，作为回报我给了他一个小礼物。
He helped me with my project, and I gave him a small gift
5. 当事情不顺利时，他鼓励我不要放弃。
When things were not going well, he
1. 过去她怕水，因此她不喜欢游泳。
She
used
to
be
scared / afraid
of
water, so she didn't enjoy swimming.2. 为了战胜他的恐惧，他决定在同班同学面前表演。
In order to
get
over
his
fear
, he decided to perform
in front of his classmates.3. 当你设法解出一道很难的数学题时，你通常感觉怎么样?
How do you usually feel when you
manage
to
solve
a difficult maths problem?4. 他帮助我做项目，作为回报我给了他一个小礼物。
He helped me with my project, and I gave him a small gift
in
return
.5. 当事情不顺利时，他鼓励我不要放弃。
When things were not going well, he
encouraged
me not to
give
up
.答案
二、1. used to be scared / afraid of 2. get over his
fear; perform 3. manage to solve 4. in
return 5. encouraged; to give up
fear; perform 3. manage to solve 4. in
return 5. encouraged; to give up
解析
【分析】
这是限空汉译英题型，解题思路如下：首先通读完整汉语句子，明确需要翻译的核心语义；接着对照给出的英文部分和剩余空数，匹配对应数量的常用英语固定短语，同时结合句子时态、固定句式规则调整单词的正确形式；最后填完后通读整句，检查语义是否通顺、搭配是否符合英语表达习惯，确认空数完全对应。
【解析】
1. 句中要翻译“过去怕”，共5个空：used to do sth是固定搭配表示“过去曾经/过去常常处于某种状态”，“害怕”的常用表达为be scared of 或者be afraid of，组合后刚好匹配5个空的要求。
2. 第一部分要翻译“战胜他的恐惧”，共4个空：“战胜、克服”用固定短语get over，“他的恐惧”译为his fear，组合为get over his fear；第二空“表演”是动词perform，跟在decide to后面直接用原形即可。
3. 句中要翻译“设法解出”，共3个空：固定搭配manage to do sth表示“设法成功做成某事”，“解出（数学题）”用动词solve，组合后刚好匹配3个空的要求。
4. 句中要翻译“作为回报”，共2个空，是固定短语in return，完全符合语义和空数要求。
5. 前半句语境为一般过去时，“鼓励”的过去式为encouraged；固定搭配encourage sb not to do sth表示“鼓励某人不要做某事”，“放弃”是固定短语give up，因此后面三个空填to give up。
【答案】
1. used to be scared / afraid of 2. get over his fear; perform 3. manage to solve 4. in return 5. encouraged; to give up
【知识点】
固定短语搭配，动词时态，非谓语用法
【点评】
本题属于初中英语基础题型，全部考察单元核心高频短语，覆盖了used to的用法、动词的固定搭配规则，整体难度不高，学生平时要多积累课本重点短语，注意结合时态调整动词形式，避免出现形式类错误。
【难度系数】
0.7
这是限空汉译英题型，解题思路如下：首先通读完整汉语句子，明确需要翻译的核心语义；接着对照给出的英文部分和剩余空数，匹配对应数量的常用英语固定短语，同时结合句子时态、固定句式规则调整单词的正确形式；最后填完后通读整句，检查语义是否通顺、搭配是否符合英语表达习惯，确认空数完全对应。
【解析】
1. 句中要翻译“过去怕”，共5个空：used to do sth是固定搭配表示“过去曾经/过去常常处于某种状态”，“害怕”的常用表达为be scared of 或者be afraid of，组合后刚好匹配5个空的要求。
2. 第一部分要翻译“战胜他的恐惧”，共4个空：“战胜、克服”用固定短语get over，“他的恐惧”译为his fear，组合为get over his fear；第二空“表演”是动词perform，跟在decide to后面直接用原形即可。
3. 句中要翻译“设法解出”，共3个空：固定搭配manage to do sth表示“设法成功做成某事”，“解出（数学题）”用动词solve，组合后刚好匹配3个空的要求。
4. 句中要翻译“作为回报”，共2个空，是固定短语in return，完全符合语义和空数要求。
5. 前半句语境为一般过去时，“鼓励”的过去式为encouraged；固定搭配encourage sb not to do sth表示“鼓励某人不要做某事”，“放弃”是固定短语give up，因此后面三个空填to give up。
【答案】
1. used to be scared / afraid of 2. get over his fear; perform 3. manage to solve 4. in return 5. encouraged; to give up
【知识点】
固定短语搭配，动词时态，非谓语用法
【点评】
本题属于初中英语基础题型，全部考察单元核心高频短语，覆盖了used to的用法、动词的固定搭配规则，整体难度不高，学生平时要多积累课本重点短语，注意结合时态调整动词形式，避免出现形式类错误。
【难度系数】
0.7
三、根据材料内容选择最佳答案。
I joined a band as a drummer in my middle school. At first, it was easy and I felt really happy, but a month later it got difficult. I was the only one who couldn't keep pace (节奏) with the other players.
Our teacher, Angie, singled me out to keep practising while everyone else started to relax. I felt ashamed (羞愧的) as my teammates watched me fail so many times. Finally, I got so tired of practising that I didn't care about doing it right.
"Are you giving up on me, Steve?" Angie asked.
"Yes, I am," I shouted. Angie sent me inside the music room, and I cried out. Then Angie came in and said, "Don't be sad. I believe you can make it!" She told me not to give up. She left me alone and I realized Angie was right — by giving up, I was also giving up on the team and myself.
With her comfort (安慰), I decided to go on practising. However, I still couldn't play very well. Knowing my difficulties, my teammates gave me a hand. They spent more hours practising with me every week. Thanks to their support and help, I began to keep pace with them. Later, we performed wonderfully in an important show.
After that, I learned that although we each had our own task to do in a show, all of us needed to work together to make the show a success. I felt accepted and made great progress.
I love everyone in the band. I can't imagine what my school life will be like without them.
(
A. Funny.
B. Helpful.
C. Noisy.
D. Hard.
(
A. He decided to have a good rest.
B. He decided to go on practising.
C. He decided to give up on her.
D. He decided to start another band.
(
A. They helped him practise.
B. They laughed at him.
C. They told him to give up.
D. They singled him out to practise.
(
A. Accepted→happy→sad→ashamed.
B. Ashamed→happy→accepted→sad.
C. Happy→ashamed→sad→accepted.
D. Sad→accepted→happy→ashamed.
(
A. The power of music.
B. The effect of shows.
C. The importance of hobbies.
D. The value of teamwork.
I joined a band as a drummer in my middle school. At first, it was easy and I felt really happy, but a month later it got difficult. I was the only one who couldn't keep pace (节奏) with the other players.
Our teacher, Angie, singled me out to keep practising while everyone else started to relax. I felt ashamed (羞愧的) as my teammates watched me fail so many times. Finally, I got so tired of practising that I didn't care about doing it right.
"Are you giving up on me, Steve?" Angie asked.
"Yes, I am," I shouted. Angie sent me inside the music room, and I cried out. Then Angie came in and said, "Don't be sad. I believe you can make it!" She told me not to give up. She left me alone and I realized Angie was right — by giving up, I was also giving up on the team and myself.
With her comfort (安慰), I decided to go on practising. However, I still couldn't play very well. Knowing my difficulties, my teammates gave me a hand. They spent more hours practising with me every week. Thanks to their support and help, I began to keep pace with them. Later, we performed wonderfully in an important show.
After that, I learned that although we each had our own task to do in a show, all of us needed to work together to make the show a success. I felt accepted and made great progress.
I love everyone in the band. I can't imagine what my school life will be like without them.
(
D
) 1. How did Steve feel about playing the drums after he was in the band for one month?A. Funny.
B. Helpful.
C. Noisy.
D. Hard.
(
B
) 2. What did Steve decide to do after Angie talked to him?A. He decided to have a good rest.
B. He decided to go on practising.
C. He decided to give up on her.
D. He decided to start another band.
(
A
) 3. What did Steve's teammates do when he couldn't play well?A. They helped him practise.
B. They laughed at him.
C. They told him to give up.
D. They singled him out to practise.
(
C
) 4. How did Steve's feelings change according to the text?A. Accepted→happy→sad→ashamed.
B. Ashamed→happy→accepted→sad.
C. Happy→ashamed→sad→accepted.
D. Sad→accepted→happy→ashamed.
(
D
) 5. What did Steve learn from his experience?A. The power of music.
B. The effect of shows.
C. The importance of hobbies.
D. The value of teamwork.
答案
三、1—5 DBACD
解析
【分析】
这是一篇校园主题的记叙文阅读理解，解题时可以先标注每道题干的核心关键词，带着问题回原文定位对应段落，逐一比对选项排除错误项：第1题抓关键词"after he was in the band for one month"回第一段找感受描述；第2题定位老师和Steve谈话后的内容找他的决定；第3题定位队友在他状态不好时的行为描述；第4题顺着故事发展线梳理Steve的情绪变化顺序；第5题定位文末的感悟部分提炼核心主旨，就能快速选出正确答案。
【解析】
1. 细节理解题：根据原文第一段"At first, it was easy and I felt really happy, but a month later it got difficult."可知，一个月后Steve觉得打鼓变得很困难，Hard和difficult含义一致，故选D。
2. 细节理解题：根据原文第五段"With her comfort (安慰), I decided to go on practising."可知，和Angie谈完之后Steve决定继续练习，故选B。
3. 细节理解题：根据原文第五段"Knowing my difficulties, my teammates gave me a hand. They spent more hours practising with me every week."可知，Steve的队友主动帮他一起练习，故选A。
4. 逻辑排序题：顺着故事线梳理情绪：刚加入乐队时Steve感到开心→多次练习失败被队友注视时他感到羞愧→和老师争吵后他在音乐室大哭十分难过→最后演出成功后他感受到被接纳，情绪顺序为Happy→ashamed→sad→accepted，对应C选项。
5. 主旨大意题：根据原文最后一段"After that, I learned that although we each had our own task to do in a show, all of us needed to work together to make the show a success."可知，Steve感悟到了团队协作才能取得成功，也就是团队合作的价值，故选D。
【答案】
1—5 DBACD
【知识点】
细节信息查找，记叙文情感梳理，主旨大意提炼
【点评】
本篇阅读贴近学生校园生活，考点以细节查找为主，大部分题目都能直接在原文找到对应依据，仅情绪排序和主旨题需要简单梳理归纳，整体难度不高，适合用来锻炼快速回文定位的阅读解题能力。
【难度系数】
0.8
这是一篇校园主题的记叙文阅读理解，解题时可以先标注每道题干的核心关键词，带着问题回原文定位对应段落，逐一比对选项排除错误项：第1题抓关键词"after he was in the band for one month"回第一段找感受描述；第2题定位老师和Steve谈话后的内容找他的决定；第3题定位队友在他状态不好时的行为描述；第4题顺着故事发展线梳理Steve的情绪变化顺序；第5题定位文末的感悟部分提炼核心主旨，就能快速选出正确答案。
【解析】
1. 细节理解题：根据原文第一段"At first, it was easy and I felt really happy, but a month later it got difficult."可知，一个月后Steve觉得打鼓变得很困难，Hard和difficult含义一致，故选D。
2. 细节理解题：根据原文第五段"With her comfort (安慰), I decided to go on practising."可知，和Angie谈完之后Steve决定继续练习，故选B。
3. 细节理解题：根据原文第五段"Knowing my difficulties, my teammates gave me a hand. They spent more hours practising with me every week."可知，Steve的队友主动帮他一起练习，故选A。
4. 逻辑排序题：顺着故事线梳理情绪：刚加入乐队时Steve感到开心→多次练习失败被队友注视时他感到羞愧→和老师争吵后他在音乐室大哭十分难过→最后演出成功后他感受到被接纳，情绪顺序为Happy→ashamed→sad→accepted，对应C选项。
5. 主旨大意题：根据原文最后一段"After that, I learned that although we each had our own task to do in a show, all of us needed to work together to make the show a success."可知，Steve感悟到了团队协作才能取得成功，也就是团队合作的价值，故选D。
【答案】
1—5 DBACD
【知识点】
细节信息查找，记叙文情感梳理，主旨大意提炼
【点评】
本篇阅读贴近学生校园生活，考点以细节查找为主，大部分题目都能直接在原文找到对应依据，仅情绪排序和主旨题需要简单梳理归纳，整体难度不高，适合用来锻炼快速回文定位的阅读解题能力。
【难度系数】
0.8
