一、根据括号内所给汉语注释写出单词的正确形式(每空一词)
1. The girl painted her room (紫色)because it’s her favourite colour.
2. He’s (反对)eating in the classroom.
3. Any practice that draws blood(抽血)could increase the risk of getting the (病毒).
4. I can’t (买得起)the new phone because it’s too expensive.
5. Everyone’s face showed (失望)when he lost the game.
6. The (公众)library is a great place to read and study.
7. The new (治疗)helped the sick patient recover quickly.

一、1. purple 2. against 3. virus 4. afford
5. disappointment 6. public 7. treatment

二、用所给单词的适当形式填空
1. I was very (luck)to find my lost keys under the sofa.
2. My sister (graduate)from high school next June.
3. The (fireman)were brave. They rescued over ten people from the burning building.
4. These (bottle)are all filled with cold water.
5. The teacher asked us to look (direct)at the camera for the photo.
6. The boy missed school for a week because of a serious (ill).
7. From this unit, I have learnt the (mean)of helping others.

二、1. lucky 2. will graduate 3. firemen 4. bottles
5. directly/direct 6. illness 7. meaning

三、阅读理解
Andre and David are both second graders at Wilson Primary School in New York. The 7-year-olds were eating lunch one day when Andre suddenly started to choke(窒息)on a piece of pizza. David was afraid, but thanks to a lesson of *The Good Doctor*, he knew what to do!
“I was afraid my friend would die at first,” David said. “ ▲ I’d seen the Heimlich manoeuvre(海姆利希急救法)in the play *The Good Doctor*. It seemed important, so I tried to remember it.” When the time came to act, he just did it. Running to his friend’s side, he performed the Heimlich manoeuvre on the back of Andre according to the “five-and-five” steps he’d seen on TV. By the time teachers reached Andre, the object(物品)had jumped out from Andre’s mouth, and he was able to breathe again.
“If anybody is choking or in danger, you should try to find ways to save them,” David said. “If you don’t, that could be really dangerous.”
Later, Andre was examined by the doctor and his parents were called. At the same time, school teachers couldn’t wait to celebrate their newest little hero! New York State even gave David a special prize for his quick and brave action. Without David, Andre wouldn’t have been saved.
David’s family was also proud of their son, even though they had no idea how he learned to use the Heimlich manoeuvre! “I’m very proud of my son,” said David’s mother. “He’s a hero in my eyes.”
()1. What happened to Andre?
A. He was unable to breathe before lunch.
B. He had a stomachache after having lunch.
C. He fought with his classmate during lunch.
D. He choked on a piece of pizza during lunch.
()2. Which of the following can be put into “ ▲ ”?
A. So I rushed to call 911.
B. And he was in great danger.
C. Because I didn’t know what to do.
D. But I managed to calm down quickly.
()3. What can we learn from the passage?
A. David got some money from his school for saving Andre.
B. David performed Heimlich manoeuvre on Andre’s feet.
C. David was so clever and brave that he saved his friend’s life.
D. David’s family knew he could perform Heimlich manoeuvre before.
()4. What’s the writer’s main purpose in writing the passage?
A. To encourage people to learn first-aid skills.
B. To introduce what the Heimlich manoeuvre is.
C. To tell a boy’s quick action to save his classmate.
D. To teach us how to perform the Heimlich manoeuvre.

三、1—4 DDCC