一、根据句意及所给中文提示、首字母或英文解释，填入所缺单词，每空一词
1. I am （搜索）for something about the Blue Moon now.
2. （汉堡）sales dropped in some cities after the new nutrition guidelines were released.
3. In China, it's impolite to use your （筷子）to hit an empty bowl.
4. What great fun we had chatting with each other at （午餐时间）!
5. The foods that Australians like most are ham and beef with lots of s.
6. Work hard, or you won't be able to f your work in a week.
7. Americans and British people speak the same language, but there are big cultural d.
8. The （a series of moving pictures recorded with sound）shows us Chinese culture, and it is really worth watching again.

1. searching 2. Hamburger 3. chopstick(s)
4. lunchtime 5. salad(s) 6. finish 7. differences
8. movie

【分析】
本题为英语词汇填空题，需根据句意、中文提示、首字母或英文释义，结合语法规则（如时态、词性、固定搭配等）填入正确单词。具体思路：1. 由句中now判断用现在进行时，需用动词现在分词；2. 句首单词首字母大写，结合“汉堡”的英文及作定语的用法确定形式；3. 结合“筷子”的常用表达及单复数用法；4. 固定短语“在午餐时间”对应lunchtime；5. 结合句意和首字母s，确定澳大利亚人喜欢的食物salad；6. be able to后接动词原形，结合句意“完成工作”确定finish；7. 结合句意和首字母d，确定“差异”的复数形式differences；8. 根据英文释义“带声音的系列移动图片”对应movie。
【解析】
1. 句中now提示用现在进行时，结构为“am + 现在分词”，“搜索”的现在分词是searching，故填searching；
2. 单词位于句首，首字母需大写，“汉堡”的英文是hamburger，此处作定语修饰sales，用单数形式，故填Hamburger；
3. “筷子”的英文是chopstick，常用单复数均可，故填chopstick(s)；
4. “午餐时间”的英文是lunchtime，固定搭配为at lunchtime，故填lunchtime；
5. 结合句意“澳大利亚人最喜欢的食物”及首字母s，可知是salad（沙拉），单复数均可，故填salad(s)；
6. be able to后接动词原形，结合句意“否则你一周内无法完成工作”，可知填finish；
7. 结合句意“美国人与英国人说同一种语言，但有很大的文化差异”及首字母d，可知用difference的复数形式differences，故填differences；
8. 英文释义“a series of moving pictures recorded with sound”意为“带声音的系列移动图片”，对应单词movie，故填movie。
【答案】
1. searching 2. Hamburger 3. chopstick(s) 4. lunchtime 5. salad(s) 6. finish 7. differences 8. movie
【知识点】
现在进行时、名词单复数、动词用法
【点评】
本题考查基础英语词汇的运用，涉及时态、固定搭配、词义匹配等知识点，难度适中，适合初中学生巩固词汇基础。
【难度系数】
0.8

1. You worry about the exam. Just prepare well and do your best.

A.needn't to
B.don't need to
C.need not to
D.don't need

1.B

【分析】首先回忆need的两种词性及用法：①作为情态动词时，否定式为needn't，后直接接动词原形，无需加to；②作为实义动词时，否定式需借助助动词don't/doesn't，后接不定式to do。接下来逐一分析选项：A选项needn't后多了to，不符合情态动词用法；B选项don't need to，符合实义动词的否定结构；C选项need not后多了to，不符合情态动词用法；D选项don't need后缺少to，不符合实义动词用法。因此选B。
【解析】need有两种词性：1. 情态动词：否定形式为needn't，后接动词原形，无to；2. 实义动词：否定形式为don't/doesn't need，后接to do sth。选项A中needn't后加to，错误；选项B中don't need to，结构正确；选项C中need not后加to，错误；选项D中don't need后缺to，错误。故答案为B。
【答案】B
【知识点】情态动词用法，实义动词用法
【点评】本题考查need的两种词性的否定形式，是初中英语基础语法考点，需准确区分情态动词和实义动词的用法差异，难度适中。
【难度系数】0.5

2. My new shoes are the same the you have.

A.from; one
B.as; one
C.from; ones
D.as; ones

2.D

【分析】这道题考查固定搭配和代词的用法。首先回忆固定短语“the same as”的用法，确定第一空的介词；再根据指代的名词单复数，确定第二空的代词形式，进而排除错误选项得出答案。
【解析】1. 固定搭配：“the same as”是表示“和……一样”的固定短语，因此第一空应填as，排除含from的A、C选项；2. 代词指代：空格处指代前文的复数名词shoes，需用复数代词ones，one用于指代单数名词，因此排除B选项，故正确答案为D。
【答案】D
【知识点】固定搭配；代词用法
【点评】本题考查英语基础的固定短语搭配和代词指代，属于常见基础题型，掌握核心知识点即可作答。
【难度系数】0.6

3. more about animals, I spent some time reading online last night.

A.To learn
B.Learning
C.Learned
D.Learn

3.A

【分析】首先观察句子结构，句子已有谓语动词spent，前面的部分需作状语。此处“更多了解动物”是“花时间上网阅读”的目的，表目的的非谓语形式要用不定式，因此需选择不定式结构。
【解析】句子主干为“I spent some time reading online last night”，前面的部分作目的状语，需用不定式（to do）表示动作的目的；现在分词（Learning）表主动或进行，过去分词（Learned）表被动或完成，动词原形（Learn）不能作状语，故只有A选项To learn符合要求。
【答案】A
【知识点】非谓语动词、不定式作目的状语
【点评】本题考查非谓语动词中不定式作目的状语的基础用法，需明确不同非谓语形式的语法功能，属于基础题型。
【难度系数】0.8

4. Would you please them us in the games?

A.inviting; join
B.invite; to join
C.to invite; to join
D.to invite; join

4.B

【分析】
这道题考查英语固定句型和动词搭配的用法，解题思路分两步：首先确定"Would you please"后的动词形式，再验证第二个空的动词搭配。第一步，"Would you please"是用于礼貌请求的固定句型，后面必须接动词原形，据此可排除非动词原形的选项；第二步，验证动词"invite"的搭配，"invite sb to do sth"是固定用法，再确定第二个空的形式，最终选出正确答案。
【解析】
1. 固定句型"Would you please + 动词原形"表示"请你做某事好吗"，用于提出请求，因此第一空需填动词原形invite，排除A（inviting）、C（to invite）、D（to invite）；
2. 动词invite的固定搭配为"invite sb to do sth"（邀请某人做某事），因此第二空需填to join，综上选B选项。
【答案】
B
【知识点】
固定句型；动词搭配
【点评】
本题考查英语基础的固定句型和动词短语搭配，属于日常交际用语的基础考点，只要掌握相关固定用法即可轻松作答，是常见的基础题型。
【难度系数】
0.7

5. There are many kinds of computers that I didn't know which one to buy.

A.such; to choose
B.so; to choose from
C.so; to choose
D.such; to choose from

5.B

【分析】
这道题考查两个核心知识点：一是so与such的用法区别，二是choose和choose from的短语辨析。首先，第一空后是形容词many，需用修饰形容词的so，排除用such的选项；第二空要结合语境判断是“从多种中选”，需用表范围的choose from，最终锁定答案。
【解析】
1. 区分so与such：so用于修饰形容词/副词，结构为so + adj./adv.；such用于修饰名词，结构为such + (a/an) + adj. + n.。句中第一空后是形容词many，故用so，排除A、D选项。
2. 区分choose与choose from：choose侧重“选择（特定对象）”，choose from侧重“从……范围内挑选”。本句语境是“有很多种电脑”，即选择范围是多种电脑，因此需用to choose from，排除C选项。综上，答案为B。
【答案】
B
【知识点】
so...that结构；动词短语辨析
【点评】
本题为英语基础语法题，考查固定结构与动词短语的基础用法，需掌握两者的用法差异，是考试中常见的易错题，难度适中。
【难度系数】
0.6

三、阅读理解
When some teenagers start a new school, they are usually nervous about being part of the group. This was exactly how it was for 15-year-old Sergio Peralta who started his school year.
It was a challenge for Sergio because he was trying to keep his disability a secret from his new classmates. Born with a right hand that was not fully formed, Sergio got used to doing everything with his left hand, including writing. “As I was growing up, many people asked me what was wrong with my hand. So in the first days of school, I really felt like hiding my right hand,” he said.
But Jeff Wilkins, a teacher in the school's engineering programme, learned about the boy's right hand and thought Sergio's classmates could do something. He asked them to think of a way to help. Then they considered building a robotic hand. Leslie Jaramillo, a student, said that the project showed the spirit of the engineering programme. “I was introduced to them by the teacher. They ended up telling me that they could build me a prosthetic(假体的) hand, and I never expected it,” said Sergio.
The students decided to deal with the project at once. They chose one online model and worked on it with a printer. To make sure that the end product would actually work, they put the tool to the test with a game of catch. The game was something that Sergio wasn't able to do one-handed. And with the robotic hand, Sergio could catch the ball.
Besides making the robotic hand, the classmates made friends with Sergio and helped him get used to the new school life in ways he never expected. “No one has ever offered me this tool. I'm really lucky to meet them,” Sergio said.
1. What caused Sergio to feel nervous about his new school life?
A. His difficulty in using his left hand.
B. His little interest in the writing class.
C. His fear of communicating with new classmates.
D. His worry about being noticed for his disability.
2. What can we learn from Sergio's words in Paragraph 3?
A. He shared some creative ideas.
B. He was surprised at his classmates' offer.
C. He found the learning environment challenging.
D. He regretted hiding his secret from his classmates.
3. What is mentioned about the robotic hand?
A. It still needs to be tested.
B. It was made for ball games.
C. It was shown to be a helpful tool.
D. It is slow in catching moving balls.
4. What can be inferred about Sergio's classmates?
A. They were interested in playing games.
B. They were worried about Sergio's future.
C. They were kind and caring towards Sergio.
D. They were curious about Sergio's right hand.
5. Which of the following would be the best title for the text?
A. A creative student turns his dream into reality
B. Ways to get over the fear in a new environment
C. Technology and kindness change a teenager's life
D. A teenager's difficult journey through high school

1.D 2.B 3.C 4.C 5.C

【分析】
本题为英语阅读理解题，需通过定位原文对应信息，逐一比对选项与原文内容，排除错误选项后选出正确答案。解题时需先明确每道题的考查类型（细节理解、主旨大意等），再精准定位原文相关段落，分析选项与原文的匹配度。
【解析】
1. 第1题：定位原文第二段“he was trying to keep his disability a secret from his new classmates”，可知Sergio紧张的原因是担心残疾被同学注意，对应选项D。A选项未提及使用左手的困难；B选项无写作课兴趣的描述；C选项并非怕交流，而是怕残疾暴露，均排除。
2. 第2题：定位第三段Sergio的话“I never expected it”，意为“我从未预料到”，对应选项B“对同学的提议感到惊讶”。A选项未提及分享创意；C选项无学习环境挑战的表述；D选项无后悔隐藏秘密的内容，均排除。
3. 第3题：原文第四段提到机器人手让Sergio能完成接球，第五段提到这是从未有过的帮助工具，说明机器人手是有用的，对应选项C。A选项机器人手已通过接球测试；B选项并非只为球类设计；D选项无接球速度慢的描述，均排除。
4. 第4题：同学帮Sergio制作机器人手、和他交朋友、帮他适应新学校，体现了善良关心，对应选项C。A选项并非对游戏感兴趣；B选项无担心未来的描述；D选项并非好奇右手，而是帮助他，均排除。
5. 第5题：全文围绕同学用科技（机器人手）帮助Sergio，改变他的学校生活展开，对应选项C“科技和善意改变青少年的生活”。A选项主体是学生而非Sergio的梦想；B选项未提及克服恐惧的方法；D选项并非艰难旅程，均排除。
【答案】
1.D 2.B 3.C 4.C 5.C
【知识点】
英语阅读理解、细节理解题、主旨大意题
【点评】
本文为记叙文，讲述了青少年Sergio因残疾在新学校紧张，同学用科技帮助他的故事，题目以细节理解为主，少量主旨归纳，需学生精准定位原文信息，整体难度适中。
【难度系数】
0.6