四、根据中文意思完成句子。
1. 请问，李老师，你能告诉我《哈利·波特》系列在哪里吗？

2. 它们在那边的书架上，和小说类的书放在一起。

3. 这些书在全世界都非常受欢迎。

4. 这一系列共有七本书，你想借哪一本？

5. 你一次最多可以借三本书，但必须在一个月内归还。

1. Excuse me, Mrs Li, could you tell me where to find the Harry Potter series? 2. They're on the shelf over there with the fiction books. 3. These books are very popular all over the world. 4. There are seven books in the series. Which one do you want to borrow? 5. You can borrow three books at a time, but you must return them within a month.

【分析】
这是图书馆借书场景下的汉译英完成句子题，解题时首先要结合对话的日常交际属性，优先选择地道的常用口语表达，避免生硬直译。第一步先逐句拆解中文核心语义，确定每句的核心句式：第一句是礼貌求助句，要选用委婉的请求句式；第二句是方位描述句，用主系表结构说明物品位置；第三句是描述事物受欢迎程度的简单句；第四句前半部分用there be句型表存在，后半部分是选择类特殊疑问句；第五句是带转折关系的规则说明句，同时对应匹配各个核心含义的固定短语，比如“全世界”“一次”“一个月内”的标准英文表达，最后检查语法和拼写是否正确即可。
【解析】
1. 第一句：句首用礼貌交际常用的Excuse me表示“请问、打扰一下”，称呼后用could you tell me的委婉请求结构体现礼貌，“在哪里找到《哈利·波特》系列”用“疑问词where+不定式to find”的简洁结构表达，组合后得到对应句子。
2. 第二句：用They指代前文提到的《哈利·波特》系列书籍，“在那边的书架上”对应方位表达on the shelf over there，用with引导伴随状语说明“和小说类书籍一起”，组合后得到对应句子。
3. 第三句：主语为These books，“非常受欢迎”对应very popular，固定搭配all over the world表示“全世界”，组合后得到对应句子。
4. 第四句：前半句用There be句型表达“存在、有”的含义，说明系列包含七本书，后半句用特殊疑问句询问想要借的那一本，组合后得到连贯的两个句子。
5. 第五句：前半句说明借书数量规则，固定短语at a time表示“一次”，用but转折引出归还规则，within a month表示“在一个月内”，组合后得到对应句子。
【答案】
1. Excuse me, Mrs Li, could you tell me where to find the Harry Potter series?
2. They're on the shelf over there with the fiction books.
3. These books are very popular all over the world.
4. There are seven books in the series. Which one do you want to borrow?
5. You can borrow three books at a time, but you must return them within a month.
【知识点】
情景交际用语；固定短语搭配；there be句型
【点评】
本题选取图书馆借书的真实日常场景，考察的都是初中阶段核心的基础表达，既检验了学生对常用交际用语的掌握程度，也巩固了高频固定短语的用法，同学们完成这类题目时要注意贴合场景选择地道表达，不要逐字生硬翻译，同时注意检查句式的语法正确性。
【难度系数】
0.7

五、完形填空。
Ronny looked like every other child in the first - grade classroom where I volunteered as the Reading Mum. But he was different from his classmates in other ways. He had a speech problem so he couldn’t 1 like other children.
I worked with every student in Ronny’s class to improve their reading skills. On the days when it was Ronny’s 2, I’d give him a smile, and he’d fly out of his chair. He opened the book as if he was opening a treasure 3 had ever seen.
I watched his 4 move slowly under each word when he tried to read out. Every time he managed to read a word with a strange pronunciation 5 smile would appear 6 his face and his eyes would shine brightly.
Several weeks 7 I left, I held an awards ceremony(典礼). I gave Ronny a book called *Little Golden Book*. Tears ran down his 8 as he held the book close to him and went back to his seat. Ronny 9 let go of(放开) the book, not once. It never left his hands.
A few days later, I returned to the school. I 10 Ronny on a chair near the playground, with the book open in his hands. His teacher said, “He hasn’t put that book down since you gave it to him. Do you know that’s his 11 book he has ever owned?”
I walked to Ronny and asked, “Will you read me your book, Ronny?” For the next few minutes, he read to me more 12 than I’d ever thought possible from him. When he finished reading, Ronny 13 his book and said satisfyingly, “Good book!”
What a powerful 14 the writer of *Little Golden Book* had made to the life of a child with problems! At that moment, I knew I would become serious about my own writing and do 15 that writer had done, care enough to write a story that changes a child’s life, care enough to make a difference.
()1. A. read
B. copy
C. write
D. listen
()2. A. class
B. race
C. turn
D. book
()3. A. somebody
B. nobody
C. everybody
D. anybody
()4. A. ears
B. arms
C. legs
D. fingers
()5. A. the biggest
B. big
C. bigger
D. no
()6. A. with
B. on
C. in
D. at
()7. A. after
B. before
C. since
D. when
()8. A. ear
B. arm
C. hand
D. face
()9. A. seldom
B. always
C. sometimes
D. never
()10. A. followed
B. noticed
C. heard
D. impressed
()11. A. first
B. second
C. third
D. last
()12. A. sadly
B. slowly
C. clearly
D. quietly
()13. A. opened
B. closed
C. threw
D. showed
()14. A. difference
B. method
C. trust
D. warmth
()15. A. who
B. how
C. when
D. what

1.A 2.C 3.B 4.D 5.A 6.B 7.B 8.D 9.D 10.B 11.A 12.C 13.B 14.A 15.D

【分析】
做完形填空首先要先通读全文理清故事主线：本文讲述了作为阅读志愿者的“我”陪伴有语言障碍的一年级男孩Ronny练习阅读，在离开前送给他一本绘本，这份礼物给Ronny带来极大的鼓励，也让“我”下定决心投身写作、创作能改变孩子人生的作品。解题时可以结合三个维度逐一判断选项：第一抓住全文“阅读帮扶”的核心线索，所有选项都要贴合故事的情感走向；第二结合前后文的情节呼应提示排除不符合逻辑的选项；第三利用固定搭配、基础语法的知识点直接筛选正确答案，避免孤立看单个句子选错。
【解析】
1. 前文提到Ronny有语言障碍，全文围绕“阅读练习”展开，说明他没法像其他孩子一样正常阅读，A.read符合语境；copy抄写、write书写、listen听均不符合上下文核心线索。
2. 固定搭配it's one's turn表示“轮到某人”，这里指轮到我辅导Ronny的日子，C.turn符合句意；class班级、race比赛、book书均不符合语境。
3. 句意是他翻开书就像打开一份从来没人见过的宝藏，突出他对书本的珍视，B.nobody没有人符合逻辑；somebody某人、everybody所有人、anybody任何人均和语境不符。
4. 初学习朗读的孩子会用手指点着单词逐字阅读，这里指他尝试朗读时手指在每个单词下方慢慢移动，D.fingers手指符合动作逻辑；ears耳朵、arms胳膊、legs腿均不符合动作描述。
5. 这里要突出他好不容易读出一个词时的自豪状态，出现了最大的笑容，用形容词最高级the biggest，A符合要求；原级big没有语境支撑、比较级bigger没有对应比较对象、no不符合他开心的状态。
6. 固定搭配on one's face表示“在某人的脸上”，B介词on是正确用法，其余介词均不符合搭配规则。
7. 后文提到我举办颁奖典礼送书之后才离开学校，所以是在我离开之前的几周举办的典礼，B.before在…之前符合时间逻辑；after在…之后、since自从、when当…时均不符合时间顺序。
8. 常识中眼泪是从脸上流下来的，D.face脸符合描述；ear耳朵、arm胳膊、hand手均不符合流泪的动作逻辑。
9. 后文明确提示“not once. It never left his hands”，说明他从来没有放开过这本书，D.never从不符合提示；seldom很少、always总是、sometimes有时均和后文内容矛盾。
10. 句意是我回到学校，注意到Ronny坐在操场边的椅子上，手里摊开那本书，B.noticed注意到符合语境；followed跟随、heard听到、impressed留下印象均不符合场景描述。
11. 前文提到他收到书之后就再也没放下，说明这是他人生中拥有的第一本属于自己的书，A.first第一符合逻辑；second第二、third第三、last最后均不符合上下文提示。
12. 这里要体现Ronny的进步，他朗读的状态比我预想的要清晰得多，C.clearly清晰地符合语境；sadly悲伤地、slowly缓慢地、quietly安静地均不符合他取得进步的情感走向。
13. 句意是他读完之后，合上书满足地说“好书”，B.closed合上符合读完书的动作逻辑；opened打开、threw扔、showed展示均不符合场景。
14. 固定搭配make a difference表示“产生影响、带来改变”，对应后文提到这本书改变了Ronny的状态，A.difference符合搭配和句意；method方法、trust信任、warmth温暖均不符合要求。
15. 此处what引导宾语从句，在从句中作done的宾语，表达“做那个作者所做的事”的含义，D.what符合语法规则；who指代人、how表方式、when表时间均不符合从句的成分要求。
【答案】
1.A 2.C 3.B 4.D 5.A 6.B 7.B 8.D 9.D 10.B 11.A 12.C 13.B 14.A 15.D
【知识点】
完形语境辨析，固定搭配，宾语从句引导词
【点评】
本篇是温情叙事类完形填空，贴合中小学英语完形的常见出题风格，既考察基础词义辨析、固定搭配的识记，也要求学生梳理全文情感线索、结合前后文的呼应提示解题，没有偏难怪题，能很好地锻炼学生的语篇理解能力，同时传递出正向的情感价值。
【难度系数】
0.65