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Ⅴ. 阅读短文,用方框中所给词的恰当形式填空,每词仅用一次。
be help although discuss of work her amazing idea a
Florence Nightingale was born in 1820. She 1.
In 1854, a war broke out. Some soldiers suffered terribly from poor medical care. Florence decided 3.
She worked day and night. She cleaned the hospital, improved food, and cared for soldiers on 5.
The following years, Florence kept 7.
Florence lived to be nearly 90. Her story was 9.
be help although discuss of work her amazing idea a
Florence Nightingale was born in 1820. She 1.
was
a great British nurse. Her family wanted her to live a comfortable life, but she had a different dream. At 17, she started a 2. discussion
with her parents about becoming a nurse—a job that few women chose at that time.In 1854, a war broke out. Some soldiers suffered terribly from poor medical care. Florence decided 3.
to help
. She went to the war hospital with 38 nurses. 4. Although
the conditions there were terrible, she didn't give up.She worked day and night. She cleaned the hospital, improved food, and cared for soldiers on 5.
her
own. At night, she walked with a lamp to check on patients, so people called her "The Lady with the Lamp". Her work saved millions 6. of
lives.The following years, Florence kept 7.
working
to improve nursing. She wrote books and set up schools to train nurses. Her 8. ideas
were useful for nursing development all over the world.Florence lived to be nearly 90. Her story was 9.
amazing
. She showed that one person can make 10. a
big difference in the world.答案
1. was 2. discussion 3. to help 4. Although 5. her 6. of 7. working 8. ideas 9. amazing 10. a
解析
【分析】
本题为选词填空，需结合句子语境、语法规则（时态、词性、固定搭配等），将方框内单词转换为恰当形式，且每词仅用一次。解题思路：1. 通读全文，把握文章关于南丁格尔的主旨；2. 逐个分析空格：根据句子成分确定所需词性，结合时态、固定搭配等确定单词形式，同时注意单词的单复数、大小写等细节。
【解析】
1. 句子时态为一般过去时，主语是she，be动词的过去式用was，故填was。
2. 空前有不定冠词a，需填名词，方框内动词discuss转换为名词discussion，构成固定搭配start a discussion with（与某人讨论），故填discussion。
3. 固定搭配decide to do sth（决定做某事），方框内动词help用不定式形式to help，故填to help。
4. 前后句为让步关系，需填引导让步状语从句的连词，方框内although符合，且首字母大写，故填Although。
5. 固定搭配on one's own（靠某人自己），主语是she，对应形容词性物主代词her，故填her。
6. 固定短语millions of（数以百万计的），方框内介词of符合，故填of。
7. 固定搭配keep doing sth（继续做某事），方框内动词work用动名词形式working，故填working。
8. 句中be动词为were，主语需为复数名词，方框内名词idea转换为复数ideas，符合语境（她的想法对护理发展有用），故填ideas。
9. 此处需形容词作表语，描述故事的特点，方框内amazing（令人惊讶的）符合，故填amazing。
10. 固定搭配make a big difference（产生很大影响），方框内冠词a符合，故填a。
【答案】
1. was 2. discussion 3. to help 4. Although 5. her 6. of 7. working 8. ideas 9. amazing 10. a
【知识点】
固定搭配、词性转换、连词用法
【点评】
本题考查词汇在语境中的运用，涉及固定搭配、词性转换等基础知识点，需学生掌握常见短语及单词的形式变化，难度适中，是初中英语常见题型。
【难度系数】
0.6
本题为选词填空，需结合句子语境、语法规则（时态、词性、固定搭配等），将方框内单词转换为恰当形式，且每词仅用一次。解题思路：1. 通读全文，把握文章关于南丁格尔的主旨；2. 逐个分析空格：根据句子成分确定所需词性，结合时态、固定搭配等确定单词形式，同时注意单词的单复数、大小写等细节。
【解析】
1. 句子时态为一般过去时，主语是she，be动词的过去式用was，故填was。
2. 空前有不定冠词a，需填名词，方框内动词discuss转换为名词discussion，构成固定搭配start a discussion with（与某人讨论），故填discussion。
3. 固定搭配decide to do sth（决定做某事），方框内动词help用不定式形式to help，故填to help。
4. 前后句为让步关系，需填引导让步状语从句的连词，方框内although符合，且首字母大写，故填Although。
5. 固定搭配on one's own（靠某人自己），主语是she，对应形容词性物主代词her，故填her。
6. 固定短语millions of（数以百万计的），方框内介词of符合，故填of。
7. 固定搭配keep doing sth（继续做某事），方框内动词work用动名词形式working，故填working。
8. 句中be动词为were，主语需为复数名词，方框内名词idea转换为复数ideas，符合语境（她的想法对护理发展有用），故填ideas。
9. 此处需形容词作表语，描述故事的特点，方框内amazing（令人惊讶的）符合，故填amazing。
10. 固定搭配make a big difference（产生很大影响），方框内冠词a符合，故填a。
【答案】
1. was 2. discussion 3. to help 4. Although 5. her 6. of 7. working 8. ideas 9. amazing 10. a
【知识点】
固定搭配、词性转换、连词用法
【点评】
本题考查词汇在语境中的运用，涉及固定搭配、词性转换等基础知识点，需学生掌握常见短语及单词的形式变化，难度适中，是初中英语常见题型。
【难度系数】
0.6
Ⅵ. 阅读理解。
Liu Lingli has been a teacher for hearing-impaired(听力受损的) children for over 30 years.
Her first communication with hearing-impaired people was with her neighbour, Mrs Wang. One day, when Liu was playing in her house, Wang used sign language to communicate with her. But Liu couldn't understand. Wang's husband told Liu that Mrs Wang wanted to make her a scarf.
"I was moved by her kindness, and thought it would be great if she could speak," Liu said, "so I decided to become a teacher for hearing-impaired students."
At first, Liu almost gave up because of difficulties. She then thought about her neighbour and the pain on her face when she could not make people understand what she was trying to say. That made Liu stick to her dream of being a "special education" teacher and she succeeded.
Although she was very young at that time, she regarded the students as her children. Every day, she spent much time teaching them to speak. One of her students said Liu would show over 100 times how to speak just one word. She also taught the students how to wash their face and clothes, and clip their nails.
Liu Lingli made lots of efforts to help them live better, too. With her help and encouragement, another student Liu Hanxiang could communicate normally with others. Liu Hanxiang has learnt dancing and is a member of an art group now.
Thanks to Liu's devotion, more than 20 students have received higher education. "Whenever they tried to say 'mum' or 'dad' for the first time, I felt it was the sweetest sound in the world," Liu Lingli said.
(
A. To help people who couldn't speak like Mrs Wang.
B. To help Mrs Wang's husband understand Mrs Wang.
C. To help children who have trouble communicating with others.
D. To learn more about sign language.
(
A. By telling stories.
B. By giving examples.
C. By answering questions.
D. By giving reasons.
(
A. Warm.
B. Humorous.
C. Active.
D. Creative.
(
A. Culture.
B. Sports.
C. People.
D. Health.
Liu Lingli has been a teacher for hearing-impaired(听力受损的) children for over 30 years.
Her first communication with hearing-impaired people was with her neighbour, Mrs Wang. One day, when Liu was playing in her house, Wang used sign language to communicate with her. But Liu couldn't understand. Wang's husband told Liu that Mrs Wang wanted to make her a scarf.
"I was moved by her kindness, and thought it would be great if she could speak," Liu said, "so I decided to become a teacher for hearing-impaired students."
At first, Liu almost gave up because of difficulties. She then thought about her neighbour and the pain on her face when she could not make people understand what she was trying to say. That made Liu stick to her dream of being a "special education" teacher and she succeeded.
Although she was very young at that time, she regarded the students as her children. Every day, she spent much time teaching them to speak. One of her students said Liu would show over 100 times how to speak just one word. She also taught the students how to wash their face and clothes, and clip their nails.
Liu Lingli made lots of efforts to help them live better, too. With her help and encouragement, another student Liu Hanxiang could communicate normally with others. Liu Hanxiang has learnt dancing and is a member of an art group now.
Thanks to Liu's devotion, more than 20 students have received higher education. "Whenever they tried to say 'mum' or 'dad' for the first time, I felt it was the sweetest sound in the world," Liu Lingli said.
(
A
)1. Why did Liu Lingli decide to be a teacher for hearing-impaired students?A. To help people who couldn't speak like Mrs Wang.
B. To help Mrs Wang's husband understand Mrs Wang.
C. To help children who have trouble communicating with others.
D. To learn more about sign language.
(
B
)2. How does the writer show that Liu Lingli considered the students as her kids?A. By telling stories.
B. By giving examples.
C. By answering questions.
D. By giving reasons.
(
A
)3. Which of the following words can best describe Liu Lingli?A. Warm.
B. Humorous.
C. Active.
D. Creative.
(
C
)4. In which part of the newspaper can we find the passage?A. Culture.
B. Sports.
C. People.
D. Health.
答案
1. A 2. B 3. A 4. C
解析
【分析】
这是一篇关于特殊教育教师刘玲丽的阅读理解题，需通读全文后，针对每个问题定位原文关键信息，逐一分析选项：
1. 第1题考查职业选择的原因，需找到原文中刘玲丽决定当听力受损学生老师的动机；
2. 第2题考查论证方法，需定位体现“把学生当孩子”的具体内容，判断论证方式；
3. 第3题考查人物品质，需结合全文事迹总结人物特点；
4. 第4题考查文章出处，需判断文章类型对应的报纸板块。
【解析】
1. 第1题：根据原文第三段刘玲丽的表述“我被她的善意感动，觉得如果她能说话就太好了，所以我决定成为听力受损学生的老师”，可知她的动机是帮助像王女士这样不能说话的人，对应选项A；B选项原文未提及帮王女士的丈夫理解她，C选项是职业结果而非直接原因，D选项学手语不是职业目的，故答案为A。
2. 第2题：原文第五段通过列举刘玲丽反复教学生说单词、教学生洗漱剪指甲等具体事例，体现她把学生当作自己的孩子，采用的是举例子的论证方法，故答案为B。
3. 第3题：全文讲述刘玲丽对听力受损学生的关爱与无私付出，“Warm（温暖的）”最能概括她的品质，B选项“幽默的”、C选项“活跃的”、D选项“有创造性的”均不符合，故答案为A。
4. 第4题：文章主要介绍特殊教育教师刘玲丽的事迹，属于人物类内容，应出现在报纸的“People（人物）”板块，A选项“文化”、B选项“体育”、D选项“健康”均不匹配，故答案为C。
【答案】
1.A 2.B 3.A 4.C
【知识点】
阅读理解、细节理解、人物品质推断
【点评】
本题为人物事迹类阅读理解，侧重考查学生提取原文细节、分析论证方法及总结人物特点的能力，题目设置贴合初中英语阅读核心考点，难度适中，需学生精准定位原文信息作答。
【难度系数】
0.6
这是一篇关于特殊教育教师刘玲丽的阅读理解题，需通读全文后，针对每个问题定位原文关键信息，逐一分析选项：
1. 第1题考查职业选择的原因，需找到原文中刘玲丽决定当听力受损学生老师的动机；
2. 第2题考查论证方法，需定位体现“把学生当孩子”的具体内容，判断论证方式；
3. 第3题考查人物品质，需结合全文事迹总结人物特点；
4. 第4题考查文章出处，需判断文章类型对应的报纸板块。
【解析】
1. 第1题：根据原文第三段刘玲丽的表述“我被她的善意感动，觉得如果她能说话就太好了，所以我决定成为听力受损学生的老师”，可知她的动机是帮助像王女士这样不能说话的人，对应选项A；B选项原文未提及帮王女士的丈夫理解她，C选项是职业结果而非直接原因，D选项学手语不是职业目的，故答案为A。
2. 第2题：原文第五段通过列举刘玲丽反复教学生说单词、教学生洗漱剪指甲等具体事例，体现她把学生当作自己的孩子，采用的是举例子的论证方法，故答案为B。
3. 第3题：全文讲述刘玲丽对听力受损学生的关爱与无私付出，“Warm（温暖的）”最能概括她的品质，B选项“幽默的”、C选项“活跃的”、D选项“有创造性的”均不符合，故答案为A。
4. 第4题：文章主要介绍特殊教育教师刘玲丽的事迹，属于人物类内容，应出现在报纸的“People（人物）”板块，A选项“文化”、B选项“体育”、D选项“健康”均不匹配，故答案为C。
【答案】
1.A 2.B 3.A 4.C
【知识点】
阅读理解、细节理解、人物品质推断
【点评】
本题为人物事迹类阅读理解，侧重考查学生提取原文细节、分析论证方法及总结人物特点的能力，题目设置贴合初中英语阅读核心考点，难度适中，需学生精准定位原文信息作答。
【难度系数】
0.6
