A 夯实基础
一、根据汉语意思写单词。
1. My mum (燃烧)her hands when she cooked this morning.
2. There is a great movie on. Let's go to the cinema (在今晚), Michael!
3. He smelt (烟)when he got home.
4. It does (伤害)to people's health to play computer games for too long.
5. The villagers built that bridge by (他们自己).

1. burnt/burned 2. tonight 3. smoke 4. harm 5. themselves

【分析】
我们可以结合句子语境、时态和固定搭配来逐一解题：
1. 第1题，句中有时间状语“this morning”和过去式动词“cooked”，说明句子是一般过去时，所以“燃烧”对应的动词要用过去式形式。
2. 第2题，“在今晚”是常用时间副词，直接填写对应的英文单词即可。
3. 第3题，“smelt”是感官动词smell的过去式，后面需要接名词作宾语，填写“烟”对应的英文名词。
4. 第4题，考查固定短语“do harm to”，意为“对……有害”，根据短语搭配填写对应的单词。
5. 第5题，固定搭配“by oneself”表示“独自，靠自己”，主语是复数的“villagers”，所以要用对应的复数反身代词。
【解析】
1. 由时间状语“this morning”和谓语动词“cooked”可知句子为一般过去时，“燃烧”的英文是burn，其过去式为burnt或burned，故填burnt/burned。
2. “在今晚”对应的英文单词是tonight，在句中作时间状语，直接填写tonight。
3. smelt是smell的过去式，此处需要名词作宾语，“烟”的英文是smoke，故填smoke。
4. 固定短语“do harm to”表示“对……有害”，符合句意，所以此处填harm。
5. 固定搭配“by oneself”意为“独自，靠自己”，主语“The villagers”是复数，对应的反身代词是themselves，故填themselves。
【答案】
1. burnt/burned 2. tonight 3. smoke 4. harm 5. themselves
【知识点】
1. 一般过去时用法
2. 固定短语搭配
3. 反身代词用法
【点评】
本题属于英语基础词汇与语法考查题，涵盖了动词时态变化、常用词汇拼写、固定短语及反身代词的运用，旨在夯实学生的英语基础，要求学生熟练掌握常见词汇和基础语法点，平时注重积累固定搭配。
【难度系数】
0.8

二、用括号中所给单词的适当形式填空。
6. While the children are playing (happy), their parents are watching them.
7. Mr Smith (throw) a ball to his dog, and it quickly jumped up and caught the ball in its mouth.
8. Our teacher always tells us to put (safe) first when we play basketball.
9. The little boy began to cry (sad) when he found his dog dead.
10. (luck), Mr Li was sent to the hospital in time yesterday, and he's better now.

6. happily 7. threw 8. safety 9. sadly 10. Luckily

【分析】
我们可以结合语境、语法规则来确定每个空的单词形式：
1. 第6题：空格用来修饰动词playing，形容词不能修饰动词，需将形容词happy转换为副词形式happily，以此体现玩耍的状态。
2. 第7题：句子后半部分的jumped和caught都是过去式，说明句子时态为一般过去时，因此throw要变为对应的过去式threw。
3. 第8题：put后需要名词作宾语，safe是形容词，其对应的名词是safety，“put safety first”是固定表达，意为“把安全放在第一位”。
4. 第9题：空格用来修饰动词cry，需要用副词，sad的副词形式是sadly，用来描述哭泣的状态。
5. 第10题：空格位于句首，用来修饰整个句子，需用副词，luck的副词形式是Luckily（句首单词首字母需大写），用来表达幸运的情况。
【解析】
6. 空格修饰动词playing，需使用副词，happy的副词形式为happily，故填happily。
7. 由句中jumped和caught的时态可知句子为一般过去时，throw的过去式是threw，故填threw。
8. put后需接名词作宾语，safe的名词形式是safety，故填safety。
9. 空格修饰动词cry，需使用副词，sad的副词形式是sadly，故填sadly。
10. 空格位于句首修饰整个句子，需使用副词，luck的副词形式是Luckily（首字母大写），故填Luckily。
【答案】
6. happily 7. threw 8. safety 9. sadly 10. Luckily
【知识点】
1. 副词的用法
2. 一般过去时
3. 词性转换
【点评】
本题属于英语基础题型，主要考查词性转换和动词时态的运用。解题关键是结合语境判断单词在句中的成分，熟练掌握形容词与副词、形容词与名词的转换规则，以及一般过去时的时态标志，这类题目能帮助巩固英语基础语法知识。
【难度系数】
0.7

三、阅读理解。
A boy helped to save the life of his friend from choking(使窒息)in the dining hall at school while having their lunch there. Many people watched the video of the accident on the internet.
In the video, the new student, Jackson, just got a seat and ate his chicken sandwich. Suddenly, the food got stuck(卡住)in his throat and his face turned purple. Hunter Olsen sat across from Jackson.
He thought that Jackson was just joking and laughed at him along with his friends. But soon it became clear that Jackson was choking and trying to cough out the food. Jackson pointed to his throat to tell Hunter that he was not joking. Hunter realized that he had to do something. At once, he used the Heimlich Maneuver(海姆立克急救法). Finally, Jackson coughed out the food and could breathe again.
Ms Smith, who taught them the Heimlich Maneuver during her health class, said she couldn't believe her ears when she heard what had happened. But she was happy to know that her student put what she taught into practice. She was so proud of Hunter.
Hunter said he wasn't interested in Ms Smith's class before because he thought he would never use it in his life, but her great teaching helped him know what to do when in trouble. Then he said, "I just thought that doing something was better than doing nothing."
()11. What was Hunter doing when Jackson choked?
A. Telling a joke.
B. Having an English class.
C. Having lunch.
D. Learning the Heimlich maneuver.
()12. How did Ms Smith feel when she heard what had happened?
A. Angry.
B. Sad.
C. Nervous.
D. Unbelievable.
()13. What's the CORRECT order of the following events according to the passage?
①Jackson ate a chicken sandwich in the dining hall.
②Hunter used the Heimlich Maneuver to save Jackson.
③Hunter learned the Heimlich Maneuver in Ms Smith's class.
④Ms Smith was happy that students applied what she taught.
A. ③①④②
B. ③①②④
C. ①②④③
D. ①③②④
()14. What's the passage mainly about?
A. What the Heimlich Maneuver is.
B. How the Heimlich Maneuver works.
C. Why the Heimlich Maneuver is useful.
D. A boy saved his friend by doing Heimlich Maneuver.

11—14. CDBD
【文章大意】本文是一篇记叙文。文章主要讲述了 Hunter 在学校食堂吃午餐时，运用课上学到的海姆立克急救法，救下了因食物卡喉窒息的朋友的故事。
11. C【思路点拨】细节理解题。根据第一段“A boy helped... from choking... while having their lunch there”可知，Jackson 窒息时 Hunter 正在吃午餐。故选 C。
12. D【思路点拨】细节理解题。根据第四段“Ms Smith... couldn't believe her ears when she heard what had happened”可知，Ms Smith 听到这件事时感到难以置信。故选 D。
13. B【思路点拨】推理判断题。根据第二段“Jackson... ate his chicken sandwich”，第三段“used the Heimlich Maneuver”和最后一段“taught them the Heimlich Maneuver during her health class...”和“happy to know that her student put what she taught into practice”可知，事件顺序为③①②④。故选 B。
14. D【思路点拨】文章大意题。通读全文可知，文章主要围绕 Hunter 运用海姆立克急救法救下窒息的朋友这一事件展开。故选 D。

【分析】
这是一篇记叙文类阅读理解，包含四道不同类型的题目，解题思路如下：
1. 第11题是细节理解题，需要从原文中定位Jackson窒息时Hunter的行为相关语句，找到对应信息即可得出答案。
2. 第12题也是细节理解题，重点查找Ms Smith听到事件后的感受描述，匹配选项中的词汇。
3. 第13题是事件排序题，需要梳理文中事件的先后逻辑：先学习急救方法，再发生意外，接着实施救援，最后老师得知情况后的反应，按这个逻辑排列事件顺序。
4. 第14题是主旨大意题，需要通读全文，提炼核心事件——男孩用海姆立克急救法救朋友，以此确定文章主旨。
【解析】
11. 细节理解题。根据第一段“A boy helped to save the life of his friend from choking(使窒息)in the dining hall at school while having their lunch there.”以及后文场景描述，可知Jackson窒息时，Hunter正在吃午餐。故选C。
12. 细节理解题。根据第四段“Ms Smith, who taught them the Heimlich Maneuver during her health class, said she couldn't believe her ears when she heard what had happened.”可知，Ms Smith听到这件事时觉得难以置信，“couldn't believe”与选项D“Unbelievable”意思一致。故选D。
13. 推理判断题。梳理文中事件顺序：首先Hunter在Ms Smith的健康课上学到了海姆立克急救法（③）；之后Jackson在学校食堂吃鸡肉三明治时食物卡喉（①）；接着Hunter使用海姆立克急救法救下Jackson（②）；最后Ms Smith得知学生将所学知识应用到实际中，感到很开心（④）。所以正确顺序是③①②④。故选B。
14. 主旨大意题。通读全文可知，文章围绕Hunter在学校食堂运用课上学到的海姆立克急救法，救下因食物卡喉窒息的朋友这一核心事件展开。故选D。
【答案】
11—14. CDBD
【知识点】
细节理解、事件排序、主旨概括
【点评】
本文通过真实的急救事件，考查了学生对文章细节的捕捉、逻辑推理以及主旨概括的能力，同时向学生传递了急救知识的实用性，引导学生重视生活实用技能的学习。
【难度系数】
0.6