四、根据所给中文意思完成句子。
1. 过马路时小心是必要的。
when crossing the road.
2. 对孩子们而言，拥有他们父母的支持很重要。
to have their parents’ support.
3. 对年轻人来说，看这部电影有意义。
young people to watch this film.
4. 你瞧不起残疾人是不礼貌的。
you to the disabled.

四、1. It's necessary to be careful 2. It's important for children 3. It's meaningful for 4. It's impolite of; look down on/upon

【分析】
这几道题全部围绕it作形式主语的核心句型展开，解题时首先要回忆固定表达：当要描述“做某事是某种属性/特征”时，为了避免句子头重脚轻，常用It is + 形容词 + (for/of sb) + to do sth的结构，it指代后面的不定式内容作形式主语。接下来逐题对应中文含义：首先确定每句对应的形容词，再判断形容词是描述事物的性质还是描述人的品格特征，以此确定介词用for还是of，最后补全对应的名词、动词短语即可完成句子。
【解析】
1. 本句真正的主语是“小心（be careful）”，符合It's + 形容词 + to do sth的结构，“必要的”对应形容词necessary，因此填入对应内容。
2. 本句要表达“对孩子们来说做某事很重要”，形容词important是描述“拥有父母支持”这件事的属性，用介词for引出对象children，因此填入对应内容。
3. 本句中“有意义的”对应形容词meaningful，修饰“看电影”这件事的属性，用介词for引出对象young people，因此填入对应内容。
4. 第一空：形容词impolite是描述“你瞧不起残疾人”这个行为体现出的人的品格特征，要用介词of引出you，因此填对应内容；第二空：“瞧不起”对应的固定短语是look down on/upon，不定式符号to后接动词原形，因此填入对应短语。
【答案】
1. It's necessary to be careful
2. It's important for children
3. It's meaningful for
4. It's impolite of; look down on/upon
【知识点】
it作形式主语
for与of的用法区别
固定短语搭配
【点评】
本题是it作形式主语句型的典型基础训练题，核心易错点在于区分It's + adj. + for sb to do和It's + adj. + of sb to do的适用场景，同时也考察了常见动词短语的识记，能帮助学生巩固避免句子头重脚轻的常用英语表达逻辑。
【难度系数】
0.7

五、按要求改写句子。
1. You can’t play with fire. It’s dangerous.(合并为一句)
It’s you with fire.
2. We must train ourselves before running.(同义句转换)
us to train ourselves before running.
3. It’s kind of you to help me with my homework.(同义句转换)
You to help me with my homework.
4. I find it’s fantastic to work with these special people.(改为简单句)
I fantastic to work with these special people.

五、1. dangerous for; to play 2. It's necessary for 3. are kind 4. find it

【分析】
我们可以逐题梳理改写思路：
1. 第一题要把两个独立句合并，原句语义是“玩火对你来说是危险的”，对应it作形式主语的固定句式，先判断形容词dangerous是描述“玩火”这件事的属性，不是描述人的品质，所以选用It's + 形容词 + for sb to do sth的结构补全空缺即可。
2. 第二题做同义转换，原句“跑步前我们必须训练自己”的等价语义是“跑步前对我们来说训练自己是很有必要的”，同样套用it作形式主语的结构，选用对应含义的形容词就能匹配三个空的要求。
3. 第三题原句是It's + 描述人品质的形容词 + of sb to do sth的经典句型，转换同义句时直接把人作为主语，用sb + be动词 + 形容词 + to do sth的结构即可。
4. 第四题要求把带宾语从句的复合句改为简单句，只需要把从句里的形式主语it，调整为主句中find的形式宾语，构成find it + 形容词 + to do sth的简单句结构，就能完成改写。
【解析】
1. 第一小题：根据It's + adj + for sb to do sth（做某事对某人来说是……的）的固定句型，dangerous是描述“玩火”这件事的危险性，不属于描述人性格品质的形容词，介词用for，真正主语用不定式结构to play，因此填入dangerous for; to play。
2. 第二小题：原句语义等价于“跑步前训练自己对我们来说是必要的”，套用it作形式主语的句型，“必要的”对应的英文是necessary，因此三个空依次填入It's necessary for。
3. 第三小题：原句It's kind of you to do sth的同义转换，将主语换为you，对应be动词用are，直接接形容词kind，构成You are kind to do sth的结构，因此填入are kind。
4. 第四小题：原句是包含宾语从句I find (that) it's fantastic...的复合句，改为简单句需要用it作形式宾语，结构为主语 + find + it + 形容词 + to do sth，省略从句的系动词is，因此填入find it。
【答案】
1. dangerous for; to play 2. It's necessary for 3. are kind 4. find it
【知识点】
It固定句型、形式宾语用法、同义句转换
【点评】
本题集中考察了初中英语it相关核心句式的辨析与应用，区分了修饰事物用for、修饰人物品质用of的不同场景，同时覆盖了复合句转简单句的基础规则，都是句型转换类题型的高频考点，学生需要重点区分形式主语和形式宾语的结构差异，避免介词搭配错误。
【难度系数】
0.7

六、[核心素养]语法填空。
人与社会——志愿服务
Are you looking for a good volunteer activity? Get outdoors and go gleaning!
What is gleaning? Well, let’s begin 1. ______ the problem of food waste on farms. Some farm produce is of good quality 2. ______ looks not that good. Farmers don’t usually try to sell this kind of produce. Much of it is left in the fields. That 3. ______ (mean)a great waste. And gleaning is about reducing this waste—by 4. ______ (collect)the leftover produce.
These days, many volunteer groups go out gleaning in order to provide those in need with fresh, 5. (health)food. Holly’s group is among them. Her volunteers collect about 300 boxes of food each week. Once, 6. local fruit farmer called Holly to ask for gleaning services. The farmer had a large field with more than 700 fruit trees. A member of Holly’s group 7. (create)a digital map of the trees. With the help of the map, the volunteers 8. (easy)collected the leftover fruit from the trees.
Besides this, Holly’s volunteers have also picked 9. (potato), cabbages and many other vegetables from farms. The food has been sent to food banks and community kitchens in her area.
Gleaning helps solve the problems of farm waste and food shortages(短缺). And gleaners also find it is meaningful 10. (do)the work. “We can get outside and do something good for the world,” said Holly. “I feel happy whenever I go gleaning!”

六、1. with 2. but 3. means 4. collecting 5. healthy 6. a 7. created 8. easily 9. potatoes 10. to do

【分析】
做这篇语法填空首先要先通读全文，明确语篇主题是介绍名为gleaning的捡拾农场剩余农产品的志愿服务，整体把握语篇的主体时态为一般现在时，涉及过去发生的具体事例用一般过去时。接下来逐空判断考点：先根据句子结构和上下文逻辑判断空格所需的词性、词义，再结合固定搭配、语法规则推导答案：遇到介词先考虑固定搭配和后面接动名词的规则，遇到两个分句先判断并列/转折等逻辑关系，遇到动词先判断时态、主谓一致和非谓语形式，修饰名词用形容词、修饰动词用副词，泛指可数名词单数考虑冠词，名词要结合语境判断单复数，遇到it作形式宾语的结构要想到不定式作真正宾语的规则，一步步推导就能得出正确答案。
【解析】
1. 考查固定搭配，begin with是固定短语，意为“以……开始”，此处表示从农场食物浪费的问题切入介绍gleaning，故填with。
2. 考查并列连词，空前“部分农产品品质优良”和空后“外观看起来不太好”是转折逻辑关系，故填but。
3. 考查主谓一致和时态，主语是单数指示代词That，语篇主体为一般现在时，谓语动词要用第三人称单数形式，故填means。
4. 考查非谓语动词，介词by后面需要接动名词作宾语，by doing sth表示“通过做某事”，故填collect的动名词形式collecting。
5. 考查词性转换，空格修饰后面的名词food，需要用形容词作定语，health的形容词形式healthy意为“健康的”，符合语境，故填healthy。
6. 考查冠词，此处泛指“一位当地果农”，local以辅音音素开头，故填不定冠词a。
7. 考查时态，此处描述过去果农求助后志愿者制作果树地图的已发生事件，要用一般过去时，create的过去式是created，故填created。
8. 考查词性转换，空格修饰后面的动词collected，需要用副词作状语，easy的副词形式easily意为“轻易地”，符合语境，故填easily。
9. 考查名词单复数，此处表示泛指土豆这类农作物，和后面并列的复数名词cabbages保持形式一致，potato的复数形式是potatoes，故填potatoes。
10. 考查固定句型，此处是“find it + 形容词 + to do sth”结构，it作形式宾语，真正的宾语是后面的不定式，故填to do。
【答案】
1. with 2. but 3. means 4. collecting 5. healthy 6. a 7. created 8. easily 9. potatoes 10. to do
【知识点】
固定搭配、词性转换、时态与主谓一致
【点评】
本题贴合“人与社会-志愿服务”的核心素养主题，考点覆盖初中英语核心语法点，难度梯度平缓，既考查学生对基础语法规则的识记掌握，也要求学生结合上下文逻辑推导答案，同时能让学生了解新型志愿活动的价值，实现语言学习和德育的结合。
【难度系数】
0.7

七、阅读理解。
Last year, I went to a special education school for community service(社区服务). Before we took the bus there, my friend asked me a question, “Why do you go there?” I did not know how to answer the question.
That school was not far from my school, but it looked like it was in a different world. A group of children were waiting for us when we arrived. Suddenly, a boy walked towards me. He held my hands and pulled me to the ground. I fell down on my face.
I stood up slowly and felt very unhappy. I could not understand what he was doing, but I tried to keep cool. We both just stood there face to face, not knowing what to do. Then a teacher ended this embarrassing moment. She shouted at the boy, “What are you doing right here, right now?” She said, “You will never see your mum again if you keep doing this. Now, say sorry!” “Sorry!” he shouted with tears in the eyes. I said nothing, but I realized something unusual about this child. After lunch, I asked the teacher for information about the child’s parents.
She said that the child was very different from other students because of an illness. He needed the kindness of his family, but they were so poor that they left him in the school. The boy could only live on the support from the teachers and community service workers like us.
I suddenly realized I could answer the question my friend asked me at the beginning of the day. Community service workers help others and make everyone feel better. There are so many people in the world that need help. Playing with sick children may not bring great changes. But it can light a corner in the children’s hearts, making them know they are loved by people.
1. Why did the writer feel unhappy after arriving at the special education school?
A. Because the school was far from his own school.
B. Because a boy pulled him to the ground suddenly.
C. Because the teacher shouted at the boy loudly.
D. Because the boy didn’t want to say “sorry” to him.
2. The underlined word “embarrassing” probably means “”.
A. serious
B. uncomfortable
C. familiar
D. pleasant
3. Which of the following is true according to the passage?
A. The boy in the school was sick and his family could not support him.
B. The writer knew clearly why he went to the special education school at first.
C. The teacher asked the boy to say “sorry” because he didn’t finish his lunch.
D. The writer thought playing with the sick children didn’t help at all.
4. Which of the following is the best title for the passage?
A. A visit to my friend’s school
B. The story of a special boy
C. The meaning of community service
D. The ways to help special children

七、1. B 细节理解题。根据“Suddenly, a boy... I fell down on my face.”和“I stood up slowly and felt very unhappy.”可知，一个小男孩使作者脸朝下摔倒了，这使作者不高兴。
2. B 词义猜测题。根据“We both just stood... not knowing what to do.”可知，作者突然间被小男孩弄摔倒，感到不开心，与小男孩面对面站着，不知道该做什么，这样的时刻是非常尴尬的。
3. A 细节理解题。根据“He needed the kindness... in the school.”和“The boy could only live on... like us.”可知，男孩家长因为贫穷把生病的他留在学校，小男孩只能得到老师和社区工作者的支持。
4. C 标题概括题。根据“Community service workers... they are loved by people.”可知，通过这个小男孩的事情，作者最终理解了社区服务的真正意义所在，故C项为最佳标题。

【分析】
这是一篇记叙类阅读理解，解题时可以按清晰的步骤推进：首先通读全文梳理故事脉络，明确作者是通过参与特殊教育学校的社区服务经历，最终领悟到社区服务的价值。做细节题时，提取题干的核心关键词回到原文对应段落定位信息，逐一比对选项排除错误表述；词义猜测题结合划线词前后的场景描述推导单词含义；正误判断题将每个选项的内容带回原文核对，确认和原文表述完全一致的才是正确项；主旨大意题找到首尾呼应的核心主题，排除只覆盖局部内容的片面选项，选出最贴合全文的答案。
【解析】
1. 第1题：定位到原文第二段“Suddenly, a boy walked towards me. He held my hands and pulled me to the ground. I fell down on my face.”以及第三段开头“I stood up slowly and felt very unhappy.”，可知作者不开心的原因是突然被男孩拽倒摔了，对应B选项。A选项不符合原文“那所学校离我自己的学校不远”的表述；C选项老师呵斥男孩不是作者情绪低落的原因；D选项男孩最后说出了对不起，和原文内容矛盾。
2. 第2题：划线词前文描述作者被男孩拽倒后，两人面对面站着都不知所措，这个场景是尴尬、让人不适的，因此embarrassing的含义和“不舒服的”匹配，对应B选项uncomfortable。A选项严肃的、C选项熟悉的、D选项愉快的都不符合当下的场景逻辑。
3. 第3题：根据原文第四段“She said that the child was very different from other students because of an illness. He needed the kindness of his family, but they were so poor that they left him in the school.”可知男孩生病，家庭贫困无法抚养他，A选项表述完全正确。B选项和原文开头“我回答不上朋友问我为什么要去那里的问题”矛盾；C选项老师让男孩道歉是因为他把作者拽倒，并非因为没吃完午饭；D选项和文末作者认为陪伴患病孩子能点亮他们的内心、让他们感受到被爱的表述矛盾。
4. 第4题：全文从作者一开始不知道参与社区服务的意义，到经历事件后彻底理解社区服务的价值，核心主题就是社区服务的意义，对应C选项。A选项错误，这不是作者朋友的学校；B选项只是文中的局部故事，不是全文核心；D选项文中没有重点介绍帮助特殊儿童的各类方法，均不符合主旨。
【答案】
1. B 2. B 3. A 4. C
【知识点】
细节信息查找，词义猜测，主旨归纳
【点评】
本篇叙事类阅读贴合中学生生活实际，整体难度适中，重点考察学生的文本信息定位和整体理解能力，不少学生容易误选B作为标题，错把文中的局部人物故事当成全文核心，解题时要注意区分细节内容和文章想要表达的核心主旨。
【难度系数】
0.7