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 (目的)of this meeting is to discuss how to improve our study habits.
2. Please (关闭)the door to keep the cold wind out.
3. Don’t worry about snacks—we have of(大量)fruit and drinks for the party.
4. First, wash your hands. Next, prepare the vegetables. (最后), cook the meal.

1. purpose 2. shut 3. plenty 4. Lastly

【解析】
1. 空格处需填“目的”的英文单词，对应purpose，根据语境使用单数形式。
2. 本句为祈使句，“关闭”对应动词shut，用动词原形即可。
3. “大量”的固定搭配为plenty of，故填plenty。
4. 与前文First、Next的顺序表述呼应，“最后”用副词Lastly。
【答案】
1. purpose 2. shut 3. plenty 4. Lastly
【知识点】
固定短语搭配、祈使句用法、基础词汇运用
【点评】
本题考查初中英语基础词汇、固定短语及句式的综合运用，结合语境和句式要求填写单词，侧重对日常基础知识点的掌握，能有效检验学生的词汇运用能力。
【难度系数】
0.8

二、用 although、if、until 或 so that 填空
1. Grant knew it was his fault, he couldn’t control his anger at first.
2. Teachers will give you the award you meet the high standard.
3. Peter felt lonely and upset for days Harry forgave and talked to him.
4. her words sounded hurtful, I chose to forgive her because she was my best friend.
5. He got up early he could catch the bus.
6. Alice writes emails to her parents first she feels less stressed during face - to - face talks.

1. Although 2. if 3. until 4. Although 5. so that 6. so that

【解析】
1. 句子前后为转折关系，“Grant知道是自己的错，但起初无法控制愤怒”，故用Although引导让步状语从句。
2. 句子为条件关系，“达到高标准”是“老师给奖励”的前提，故用if引导条件状语从句。
3. 句子为时间关系，“Peter感到孤独难过”的状态持续到“Harry原谅他”，故用until引导时间状语从句。
4. 句子前后为转折关系，“她的话听起来伤人，但我选择原谅她”，故用Although引导让步状语从句。
5. 句子为目的关系，“早起”的目的是“赶上公交”，故用so that引导目的状语从句。
6. 句子为目的关系，“先给父母写邮件”的目的是“面对面谈话时压力更小”，故用so that引导目的状语从句。
【答案】
1. Although 2. if 3. until 4. Although 5. so that 6. so that
【知识点】
让步状语从句、条件状语从句、目的/时间状语从句
【点评】
本题考查although、if、until、so that引导状语从句的用法，需结合句子逻辑关系辨析连词，侧重对状语从句连词的理解与运用。
【难度系数】
0.7

三、将方框中所给词语的适当形式填入句中，每词仅用一次
on purpose, clear the air, get... across, put oneself in sb’s shoes, in future
1. If you , you’ll understand why she felt so upset when you forgot her birthday.
2. The teacher used simple examples to her ideas , making the lesson easy to understand.
3. After their argument, Alice decided to talk with her friend and rebuild their friendship.
4. I promise to check my work carefully to avoid making the same mistakes.
5. Lily didn’t take your pen . She just forgot to return it.

1. put yourself in her shoes 2. get, across 3. to clear the air 4. in future 5. on purpose

【解析】
1. 句意为“如果你换位思考，你就会明白当你忘记她生日时她为什么如此难过”，结合语境应填put yourself in her shoes，主语为you，短语形式符合语境。
2. 句意为“老师用简单的例子来把她的想法传达清楚，让课程容易理解”，get...across表示“把……传达清楚”，符合语境，故填get, across。
3. 句意为“争吵之后，爱丽丝决定和朋友谈谈来消除隔阂，重建她们的友谊”，此处表目的，用不定式to clear the air，符合语境。
4. 句意为“我承诺今后仔细检查我的工作，避免犯同样的错误”，in future表示“今后”，符合语境。
5. 句意为“莉莉不是故意拿你的笔，她只是忘了还”，on purpose表示“故意”，符合语境。
【答案】
1. put yourself in her shoes
2. get, across
3. to clear the air
4. in future
5. on purpose
【知识点】
固定短语辨析、语境选词填空、动词短语运用
【点评】
本题考查英语固定短语的理解与语境运用能力，要求学生结合句子语境准确选择合适短语，注重短语在实际语境中的灵活使用，有助于提升学生的语用能力。
【难度系数】
0.6

四、完形填空
Hello, I’m Alice. Several years ago I became a 1 at a middle school in Hangzhou. When I first entered the classroom as a new teacher, everything was unfamiliar and challenging. The biggest problem was deciding 2 to say to my students and their parents during daily communication. The only phrases I could think of were simple ones like “Logan, you’re doing great!” or “Madeline, please hand in your homework 3 next Monday.”
I deeply wanted to improve 4 with my students, so I always tried to 5 with them about their real thoughts. After weeks of worry, I discovered that building friendships with students was a 6 way. We started 7 educational board games during lunch breaks. Slowly, they began sharing personal 8 and dreams with me, which touched my heart.
Communicating with parents became another 9 challenge. During my first parent - teacher meeting, I felt very 10 when facing so many adults. I tried to 11 a conversation about a student’s progress. But I couldn’t 12 after basic greetings. The silence made me want to run away.
To solve the problem, I asked Mrs Chen for help, a teacher 13 thirty years of experience. She wisely advised me to 14 to parents through weekly emails first. Following her advice, my 15 lowered significantly. Now I confidently discuss students’ growth face - to - face, understanding that teaching is about connecting hearts.
()1. A. driver B. teacher C. doctor D. climber
()2. A. when B. which C. what D. why
()3. A. on time B. in time C. at times D. all the time
()4. A. skills B. relations C. marks D. ways
()5. A. argue B. play C. teach D. communicate
()6. A. crazy B. right C. terrible D. hurtful
()7. A. watching B. playing C. making D. reading
()8. A. food B. toys C. secrets D. money
()9. A. big B. clear C. small D. strange
()10. A. upset B. lonely C. nervous D. shocked
()11. A. start B. stop C. avoid D. finish
()12. A. go on B. come on C. put on D. hold on
()13. A. about B. from C. for D. with
()14. A. walk B. sing C. call D. write
()15. A. joy B. hope C. pressure D. standard

1—5 BCABD 6—10 BBCAC 11—15 AADDC

【解析】
1. 第1空：根据后文“as a new teacher”可知Alice成为了一名老师，故选B. teacher。
2. 第2空：“decide what to say”表示“决定说什么”，疑问代词what作say的宾语，符合语境，故选C. what。
3. 第3空：“on time”意为“按时”，此处指要求学生下周一按时交作业，符合语境；“in time”指“及时”，不符合题意，故选A. on time。
4. 第4空：根据后文“building friendships with students”可知，作者想改善和学生的关系，“relations”表示“关系”，故选B. relations。
5. 第5空：“communicate with sb about sth”是固定搭配，意为“和某人交流关于某事的内容”，此处指和学生交流真实想法，故选D. communicate。
6. 第6空：结合前文想改善和学生的关系，可知和学生建立友谊是正确的方法，“right”表示“正确的”，故选B. right。
7. 第7空：“play board games”是固定搭配，意为“玩棋盘游戏”，故选B. playing。
8. 第8空：根据语境，学生开始和作者分享个人秘密和梦想，“secrets”表示“秘密”，符合语境，故选C. secrets。
9. 第9空：前文提到和学生交流是难题，此处指和家长交流是另一个大挑战，“big”表示“大的”，故选A. big。
10. 第10空：第一次家长会面对众多成年人，作者应感到紧张，“nervous”表示“紧张的”，故选C. nervous。
11. 第11空：“start a conversation”表示“开始一段对话”，符合作者尝试和家长交流学生进步的语境，故选A. start。
12. 第12空：根据后文“The silence made me want to run away”可知，除了基本问候作者没法继续对话，“go on”表示“继续”，故选A. go on。
13. 第13空：“a teacher with thirty years of experience”表示“有三十年经验的老师”，with表“带有、具有”，故选D. with。
14. 第14空：根据“through weekly emails”可知是通过邮件写给家长，“write to sb”表示“给某人写信/邮件”，故选D. write。
15. 第15空：按照建议做之后，作者的压力明显降低，“pressure”表示“压力”，故选C. pressure。
【答案】
1—5 BCABD 6—10 BBCAC 11—15 AADDC
【知识点】
1. 语境推理
2. 固定搭配
3. 词义辨析
【点评】
本文围绕新教师Alice的职场成长经历展开，贴近校园生活，考查学生对语境的理解能力、固定短语的掌握以及词义辨析能力，有助于学生体会教师工作中的挑战与成长。
【难度系数】
0.6