一、根据汉语或音标提示写单词,每空一词
1. Over the charity (/ˌɔ:ɡənaɪˈzeɪʃn/) has helped more than 2,000 poor children go to school.
2. Yesterday, the (/ˈɪntəvjuːə(r)/) asked me two questions about my favourite after-school activities.
3. Last month, our whole grade collected books as a (/dəʊˈneɪʃn/) for the primary school in the mountain village.
4. The community （提供） warm blankets and hot meals for the homeless people during the cold winter last year.
5. The museum has received thousands of （参观者） from different parts of the city.
6. The （主人） of the bakery next to our school always gives us a small cookie when we buy bread.

1. organization 2. interviewer 3. donation
4. provided 5. visitors 6. owner

【分析】
本题要求根据音标或汉语提示填写单词，需结合句子语境、语法规则（如时态、名词单复数）及单词发音/词义来确定正确词汇。解题时，先识别每个小题的提示类型（音标/汉语），再匹配对应单词，最后检查是否符合句子结构和时态要求。
【解析】
1. 根据音标/ˌɔ:ɡənaɪˈzeɪʃn/，结合“charity（慈善）”的常用搭配，确定单词为organization；
2. 根据音标/ˈɪntəvjuːə(r)/，结合“问我问题”的主语语境，确定单词为interviewer；
3. 根据音标/dəʊˈneɪʃn/，结合“as a（作为）”的结构，确定单词为donation；
4. 汉语提示“提供”，句子时间状语为last year（去年），需用一般过去式，故填provided；
5. 汉语提示“参观者”，thousands of后接可数名词复数，故填visitors；
6. 汉语提示“主人”，结合“bakery（面包店）”的语境，确定单词为owner。
【答案】
1. organization 2. interviewer 3. donation 4. provided 5. visitors 6. owner
【知识点】
根据音标/汉语写单词、一般过去式、可数名词复数
【点评】
本题考查基础单词的拼写与运用，涵盖音标识别、词义匹配及语法变形，是英语学习的基础题型，需扎实掌握核心词汇。
【难度系数】
0.5

二、用 for 或 since 填空
1. Tom has worked as a doctor
ten years.
2. She has lived in Shanghai
she was born.
3. We have read the books in the library
more than two hours.
4. Mr Wang has taught science in No. 1
Middle School 2010.
5. My father has worked a
long time, so he is very tired.
6. Mike has visited the new museum
twice it opened last
month.

1. for 2. since 3. for 4. since 5. for 6. since

【分析】首先明确现在完成时中for和since的用法区别：for后接时间段（表示动作持续的时长），since后接时间点或时间状语从句（表示动作从过去某一时间开始持续到现在）。解题时先判断每个句子中空格后的内容类型，再对应选择合适的词。
【解析】1. 空格后“ten years”是时间段，用for；2. 空格后“she was born”是时间状语从句，用since；3. 空格后“more than two hours”是时间段，用for；4. 空格后“2010”是时间点，用since；5. 空格后“a long time”是时间段，用for；6. 空格后“it opened last month”是时间状语从句，用since。
【答案】1. for 2. since 3. for 4. since 5. for 6. since
【知识点】现在完成时、for和since的用法
【点评】本题考查现在完成时中for与since的核心区别，属于基础语法考点，需准确区分时间段和时间点/从句的用法，难度较低，适合巩固基础。
【难度系数】0.3

三、用方框中所给词语的适当形式填空，每词仅用一次
clean up give directions
make a difference pick up look after
1. Yesterday, a foreigner asked me to to the city park, and I drew a simple map for him.
2. My mum will my brother at the school gate this afternoon because his bike is being repaired.
3. Even small actions like saving water every day can to protecting our planet.
4. My aunt sent me a pet cat. I have it carefully for about one year.
5. After the picnic, we all the park and took all the rubbish into the rubbish bin.

1. give directions 2. pick up 3. make a difference
4. looked after 5. cleaned up

【分析】
首先明确方框内短语的含义：clean up（打扫）、give directions（指路）、make a difference（起作用）、pick up（接；捡起）、look after（照顾）。解题思路为：先通读句子理解语境，匹配对应词义的短语，再结合句子的时态、固定搭配（如ask sb to do sth、will后接原形、现在完成时结构等）确定短语的适当形式，确保每词仅用一次。
1. 由“画简单地图”可知是“指路”，结合ask sb to do sth结构用原形；
2. 由“学校门口、自行车在修”可知是“接人”，结合will后接原形的要求；
3. 由“小行动对保护地球”可知是“起作用”，结合can后接原形；
4. 由“宠物猫、一年”可知是“照顾”，结合现在完成时结构have+过去分词；
5. 由“野餐之后、垃圾”可知是“打扫”，结合一般过去时的时态要求。
【解析】
1. 句意为：昨天，一个外国人让我给城市公园指路，我给他画了一张简单的地图。“指路”对应短语give directions，ask sb to do sth要求用动词原形，故填give directions；
2. 句意为：今天下午我妈妈会在学校门口接我弟弟，因为他的自行车正在修理。“接（某人）”对应短语pick up，will后接动词原形，故填pick up；
3. 句意为：即使像每天节约用水这样的小行动也能对保护我们的地球起作用。“起作用”对应短语make a difference，can后接动词原形，故填make a difference；
4. 句意为：我阿姨送了我一只宠物猫。我已经仔细照顾它大约一年了。“照顾”对应短语look after，现在完成时结构为have+动词过去分词，look的过去分词是looked，故填looked after；
5. 句意为：野餐之后，我们都打扫了公园，把所有垃圾放进了垃圾桶。“打扫”对应短语clean up，由and连接的过去式动词took可知，此处用一般过去时，clean的过去式是cleaned，故填cleaned up。
【答案】
1. give directions 2. pick up 3. make a difference 4. looked after 5. cleaned up
【知识点】
动词短语；时态运用；固定搭配
【点评】
本题考查常用动词短语的词义辨析及语境中的适当形式运用，需结合句子语境、时态规则和固定搭配选择短语并变形，属于基础题型，侧重对短语掌握的灵活性。
【难度系数】
0.5

四、完形填空
Many years ago, when I lived in England, part of my college work was to help the children with special needs. The teacher chose me to $\underline{\ \ 1\ \ }$ in a school with disabled children. The teacher asked me to $\underline{\ \ 2\ \ }$ Nancy, a ten-year-old girl. One of her $\underline{\ \ 3\ \ }$ could not move. At her school the teachers would think it was an exciting thing $\underline{\ \ 4\ \ }$ she was able to put on her own coat. But I saw $\underline{\ \ 5\ \ }$ in her.
Nancy always wanted to put a string through the hole of a key, but it was $\underline{\ \ 6\ \ }$ for her.
For the 5 years when Nancy was in the school, the teachers always $\underline{\ \ 7\ \ }$ to help her, but always ended up doing all the work for her. I knew Nancy could do more, so I encouraged her to do something $\underline{\ \ 8\ \ }$. At first Nancy often failed and got very $\underline{\ \ 9\ \ }$ because she couldn't do that. Sometimes I wanted to $\underline{\ \ 10\ \ }$, too. But after a week Nancy was able to do $\underline{\ \ 11\ \ }$ that she wanted to do alone. Her teachers cried $\underline{\ \ 12\ \ }$ when they saw she was able to do something with just some encouragement.
Disabled people should $\underline{\ \ 13\ \ }$ be told they can't do this or that. With just some encouragement they can do it. The look $\underline{\ \ 14\ \ }$ that girl's face when she was able to do it herself meant the sun to me. I hope everyone will encourage people to do all they want by themselves and won't $\underline{\ \ 15\ \ }$ them they can't do it.
We should remember that disabled people are also clever and able to do many things.
()1. A. read
B. study
C. work
D. visit
()2. A. look after
B. look for
C. look at
D. look up
()3. A. legs
B. hands
C. eyes
D. feet
()4. A. before
B. because
C. if
D. until
()5. A. farther
B. more
C. longer
D. larger
()6. A. exciting
B. interesting
C. meaningless
D. difficult
()7. A. stopped
B. tried
C. forgot
D. refused
()8. A. himself
B. myself
C. herself
D. yourself
()9. A. bored
B. sick
C. careful
D. sad
()10. A. give out
B. call up
C. give up
D. take up
()11. A. everything
B. something
C. anything
D. nothing
()12. A. happily
B. angrily
C. luckily
D. quickly
()13. A. always
B. often
C. sometimes
D. never
()14. A. of
B. in
C. on
D. at
()15. A. advise
B. tell
C. trust
D. believe
[53]

1-5. CABCB 6-10. DBCDC 11-15. BADCB

【分析】
做完形填空需先通读全文把握主旨，再结合上下文语境、词义辨析、固定搭配逐一分析选项：1. 结合“大学工作是帮助特殊儿童”，可知是在学校工作，选work；2. 此处指照顾Nancy，对应look after；3. 后文提到穿外套、穿钥匙孔，可知是手不能动；4. 表条件“如果她能自己穿外套”，用if；5. 指看到她更多的潜力，用more；6. 穿钥匙孔对她来说困难，选difficult；7. 老师总是尝试帮助她，用try；8. 鼓励她自己做，对应herself；9. 失败后会难过，选sad；10. 有时想放弃，用give up；11. 能做所有想做的事，选everything；12. 成功后老师开心地哭，用happily；13. 残疾人绝不应该被告知不能做，用never；14. 脸上的表情用on；15. 不要告诉他们不能做，用tell。
【解析】
1. 语境：大学工作是帮助特殊儿童，老师选我在学校工作，选C（work）；
2. 短语辨析：look after（照顾）符合“老师让我照顾Nancy”，选A；
3. 语境：结合后文穿外套、穿钥匙孔，可知是手不能动，选B；
4. 连词：if引导条件状语从句，表“如果她能自己穿外套是件令人兴奋的事”，选C；
5. 语境：指看到她更多的潜力，more符合，选B；
6. 形容词：穿钥匙孔对残疾的她来说困难，选D（difficult）；
7. 动词：try to do（尝试做），老师总是尝试帮她，选B；
8. 反身代词：主语是Nancy，对应herself，选C；
9. 形容词：失败后会难过，选D（sad）；
10. 短语：give up（放弃），有时我也想放弃，选C；
11. 代词：能做所有想做的事，everything符合，选A；
12. 副词：成功后老师开心地哭，happily符合，选A；
13. 副词：残疾人绝不应该被告知不能做，never符合主旨，选D；
14. 介词：on one's face（在脸上），选C；
15. 动词：不要告诉他们不能做，tell符合，选B。
【答案】
1-5. CABCB 6-10. DBCDC 11-15. BADCB
【知识点】
完形填空、词义辨析、语境理解
【点评】
本文通过作者帮助残疾女孩Nancy独立做事的故事，传递鼓励的重要性，考查学生对词汇、语境的综合运用能力，主旨积极，贴近学生生活。
【难度系数】
0.5