一、单项选择
(
—No. If anyone is found smoking in public, he
A.is going to be punished
B.is going to punish
C.is punishing
D.has punished
(
A
) 1.—Is smoking allowed in public places in your city?—No. If anyone is found smoking in public, he
is going to be punished
.A.is going to be punished
B.is going to punish
C.is punishing
D.has punished
答案：1. A
解析：
【解析】
根据语境可知，主语he与动词punish之间是被动关系（“他”是被惩罚的对象），因此需使用被动语态。分析选项：
A选项“is going to be punished”为一般将来时的被动语态，既体现被动关系，又符合语境中“将会被惩罚”的将来含义；
B选项“is going to punish”是一般将来时主动语态，不符合被动逻辑；
C选项“is punishing”是现在进行时主动语态，不符合语境及被动关系；
D选项“has punished”是现在完成时主动语态，同样不符合要求。
综上，答案选A。
【答案】
A
【知识点】
一般将来时的被动语态、被动语态辨析
【点评】
本题考查被动语态的运用，需结合语境判断主语与谓语动词的逻辑关系，区分主动与被动语态的结构，掌握不同时态下被动语态的形式，属于基础语法考查题。
【难度系数】
0.8
根据语境可知，主语he与动词punish之间是被动关系（“他”是被惩罚的对象），因此需使用被动语态。分析选项：
A选项“is going to be punished”为一般将来时的被动语态，既体现被动关系，又符合语境中“将会被惩罚”的将来含义；
B选项“is going to punish”是一般将来时主动语态，不符合被动逻辑；
C选项“is punishing”是现在进行时主动语态，不符合语境及被动关系；
D选项“has punished”是现在完成时主动语态，同样不符合要求。
综上，答案选A。
【答案】
A
【知识点】
一般将来时的被动语态、被动语态辨析
【点评】
本题考查被动语态的运用，需结合语境判断主语与谓语动词的逻辑关系，区分主动与被动语态的结构，掌握不同时态下被动语态的形式，属于基础语法考查题。
【难度系数】
0.8
(
A.will save
B.was saved
C.has saved
D.will be saved
D
) 2. More money will be saved
if we use both sides of paper.A.will save
B.was saved
C.has saved
D.will be saved
答案：2. D
解析：
【解析】
这是含有条件状语从句的复合句，遵循“主将从现”原则，从句用一般现在时，主句需用一般将来时。同时，主语“More money”与谓语动词“save”之间是被动关系，钱是被节省，因此要用一般将来时的被动语态，其结构为“will be+动词过去分词”，“save”的过去分词是“saved”，所以选D。
【答案】
D
【知识点】
一般将来时的被动语态；主将从现原则
【点评】
本题考查条件状语从句的时态规则与被动语态的结合运用，需准确判断主语和谓语的逻辑关系及时态搭配，区分主动与被动语态的用法。
【难度系数】
0.6
这是含有条件状语从句的复合句，遵循“主将从现”原则，从句用一般现在时，主句需用一般将来时。同时，主语“More money”与谓语动词“save”之间是被动关系，钱是被节省，因此要用一般将来时的被动语态，其结构为“will be+动词过去分词”，“save”的过去分词是“saved”，所以选D。
【答案】
D
【知识点】
一般将来时的被动语态；主将从现原则
【点评】
本题考查条件状语从句的时态规则与被动语态的结合运用，需准确判断主语和谓语的逻辑关系及时态搭配，区分主动与被动语态的用法。
【难度系数】
0.6
(
A.living; living
B.living; alive
C.alive; alive
D.alive; living
B
) 3. All the living
things, like plants and animals, need air and water. Without them, nothing can stay alive
.A.living; living
B.living; alive
C.alive; alive
D.alive; living
答案：3. B
解析：
【解析】
第一空修饰名词things，living可作定语，意为“活着的”，可用来修饰事物；alive通常作表语，不能放在名词前作定语，故第一空填living。第二空stay是系动词，后接形容词作表语，alive可作表语，stay alive表示“存活”，living作表语时多表示“现存的”，不符合此处语境，故第二空填alive。因此选B。
【答案】
B
【知识点】
形容词用法辨析；系动词用法
【点评】
本题重点考查living与alive的用法差异，需明确二者在作定语、表语时的不同适用场景，结合语境完成选择。
【难度系数】
0.6
第一空修饰名词things，living可作定语，意为“活着的”，可用来修饰事物；alive通常作表语，不能放在名词前作定语，故第一空填living。第二空stay是系动词，后接形容词作表语，alive可作表语，stay alive表示“存活”，living作表语时多表示“现存的”，不符合此处语境，故第二空填alive。因此选B。
【答案】
B
【知识点】
形容词用法辨析；系动词用法
【点评】
本题重点考查living与alive的用法差异，需明确二者在作定语、表语时的不同适用场景，结合语境完成选择。
【难度系数】
0.6
(
A.is smelt terrible
B.is smelt terribly
C.smells terrible
D.smells terribly
D
) 4. The food in the fridge smells terribly
bad. Throw it away, please.A.is smelt terrible
B.is smelt terribly
C.smells terrible
D.smells terribly
答案：4. D
解析：
【解析】
1. 感官动词smell作系动词时，不用于被动语态，故排除A、B选项；
2. 空处需用副词修饰后面的形容词bad，terrible是形容词，terribly是副词，因此排除C选项，应选D。
【答案】
D
【知识点】
感官系动词用法、副词修饰形容词
【点评】
本题考查感官系动词的主动表被动用法及副词修饰形容词的语法规则，要求学生准确区分系动词与实义动词的用法差异，掌握形容词和副词的不同修饰功能。
【难度系数】
0.6
1. 感官动词smell作系动词时，不用于被动语态，故排除A、B选项；
2. 空处需用副词修饰后面的形容词bad，terrible是形容词，terribly是副词，因此排除C选项，应选D。
【答案】
D
【知识点】
感官系动词用法、副词修饰形容词
【点评】
本题考查感官系动词的主动表被动用法及副词修饰形容词的语法规则，要求学生准确区分系动词与实义动词的用法差异，掌握形容词和副词的不同修饰功能。
【难度系数】
0.6
(
—
A.I hope so
B.I'm afraid not
C.Sorry, I won't
D.It's nothing
C
) 5. —Tom, don't keep water running when you wash hands.—
Sorry, I won't
.A.I hope so
B.I'm afraid not
C.Sorry, I won't
D.It's nothing
答案：5. C
解析：
【解析】
上句是提醒Tom洗手时不要让水一直流着，属于指出不当行为的场景。A选项“我希望如此”不符合语境；B选项“恐怕不行”与语境不符；C选项“抱歉，我不会了”，既表达歉意又表明会改正，符合对话情景；D选项“没什么”不恰当。因此选C。
【答案】
C
【知识点】
情景交际用语
【点评】
本题考查日常交际中的应答能力，需结合对话场景判断合适的回应，学生要掌握不同交际场景下应答语的正确使用。
【难度系数】
0.8
上句是提醒Tom洗手时不要让水一直流着，属于指出不当行为的场景。A选项“我希望如此”不符合语境；B选项“恐怕不行”与语境不符；C选项“抱歉，我不会了”，既表达歉意又表明会改正，符合对话情景；D选项“没什么”不恰当。因此选C。
【答案】
C
【知识点】
情景交际用语
【点评】
本题考查日常交际中的应答能力，需结合对话场景判断合适的回应，学生要掌握不同交际场景下应答语的正确使用。
【难度系数】
0.8
二、词汇运用
Our school is going to have an Environment Week next month. Many activities
1.
5.
Our school is going to have an Environment Week next month. Many activities
are going to be held/will be held
1 (hold) to encourage students to protect the planet. First, we will design posters
2 (海报) to raise more people's awareness. Some students will also give speeches about the lakes and rivers which are seriously polluted
3 (pollute). We care about other pollution problems too, like air pollution. We know harmful gases
4 (气体) from cars make the air unclean and can even cause coughing
5 (咳嗽). For those problems, we will come up with ideas to deal with them and vote for
6 the best "Green Idea". We hope our actions can really make a difference!1.
are going to be held/will be held
2. posters
3. polluted
4. gases
5.
coughing
6. for
答案：1. are going to be held/will be held 2. posters
3. polluted 4. gases 5. coughing
6. for
3. polluted 4. gases 5. coughing
6. for
解析：
【解析】
1. 主语Many activities与动词hold是被动关系，且根据next month可知用一般将来时的被动语态，故填are going to be held/will be held。
2. “海报”的英文是poster，此处表泛指，用复数形式posters。
3. 先行词lakes and rivers与pollute是被动关系，此处用过去分词polluted构成被动结构。
4. “气体”的英文是gas，汽车排放的有害气体不止一种，用复数形式gases。
5. cause后接名词，“咳嗽”的名词形式为coughing，故填coughing。
6. vote for是固定短语，意为“投票赞成”，故填for。
【答案】
1. are going to be held/will be held
2. posters
3. polluted
4. gases
5. coughing
6. for
【知识点】
一般将来时的被动语态、名词复数变化、固定短语搭配
【点评】
本题考查词汇与语法在语境中的综合运用，涵盖被动语态、名词复数、固定短语等知识点，要求结合语境和语法规则准确作答，注重对学生基础语言知识的考查。
【难度系数】
0.6
1. 主语Many activities与动词hold是被动关系，且根据next month可知用一般将来时的被动语态，故填are going to be held/will be held。
2. “海报”的英文是poster，此处表泛指，用复数形式posters。
3. 先行词lakes and rivers与pollute是被动关系，此处用过去分词polluted构成被动结构。
4. “气体”的英文是gas，汽车排放的有害气体不止一种，用复数形式gases。
5. cause后接名词，“咳嗽”的名词形式为coughing，故填coughing。
6. vote for是固定短语，意为“投票赞成”，故填for。
【答案】
1. are going to be held/will be held
2. posters
3. polluted
4. gases
5. coughing
6. for
【知识点】
一般将来时的被动语态、名词复数变化、固定短语搭配
【点评】
本题考查词汇与语法在语境中的综合运用，涵盖被动语态、名词复数、固定短语等知识点，要求结合语境和语法规则准确作答，注重对学生基础语言知识的考查。
【难度系数】
0.6
三、阅读与回答问题
Anna Du was walking along the beach when she noticed plastic there. She reached down to pick them up and quickly realized there were many more pieces than she
could deal with.
Du, 12 years old at the time, tried to solve the problem like any good scientist—first, by doing a little research. That's how she learnt that 8 million tons of plastic end up in the oceans every year. Then she got to work building something that could help solve the problem: a robot that uses infrared light (红外线) to find plastic. Her robot can move through water and find plastic on the ocean floor.
Du started attending lectures and workshops at a university when she was five years old, so she learned the necessary engineering skills to build her robot. She said getting her robot to move through water well was not easy. She failed many times, but she never gave up trying and testing.
When asked about future plans, she said she wanted to deal with the effects of climate change. "I think there are a lot of problems that could be solved with new inventions," said Du.
In addition to her amazing robot, Du also wrote a book called *Microplastics* (微塑料) *and Me* to introduce the harm of microplastic. She said, "I encourage my fellow students to visit local libraries, universities, environmental and other organizations to find out about the pollution issues facing your own community."
1. What did Anna Du notice while walking along the beach?
2. What can Du's robot do?
3. How did Du learn the necessary engineering skills to build her robot?
4. What is Du's future plan?
5. What is Du's book about?
Anna Du was walking along the beach when she noticed plastic there. She reached down to pick them up and quickly realized there were many more pieces than she
could deal with.
Du, 12 years old at the time, tried to solve the problem like any good scientist—first, by doing a little research. That's how she learnt that 8 million tons of plastic end up in the oceans every year. Then she got to work building something that could help solve the problem: a robot that uses infrared light (红外线) to find plastic. Her robot can move through water and find plastic on the ocean floor.
Du started attending lectures and workshops at a university when she was five years old, so she learned the necessary engineering skills to build her robot. She said getting her robot to move through water well was not easy. She failed many times, but she never gave up trying and testing.
When asked about future plans, she said she wanted to deal with the effects of climate change. "I think there are a lot of problems that could be solved with new inventions," said Du.
In addition to her amazing robot, Du also wrote a book called *Microplastics* (微塑料) *and Me* to introduce the harm of microplastic. She said, "I encourage my fellow students to visit local libraries, universities, environmental and other organizations to find out about the pollution issues facing your own community."
1. What did Anna Du notice while walking along the beach?
Plastic.
2. What can Du's robot do?
It can move through water and use infrared light to find plastic on the ocean floor.
3. How did Du learn the necessary engineering skills to build her robot?
By attending lectures and workshops at a university.
4. What is Du's future plan?
She wants to deal with the effects of climate change.
5. What is Du's book about?
It introduces the harm of microplastic.
答案：1. Plastic.
2. It can move through water and use infrared light to find plastic on the ocean floor.
3. By attending lectures and workshops at a university.
4. She wants to deal with the effects of climate change.
5. It introduces the harm of microplastic.
2. It can move through water and use infrared light to find plastic on the ocean floor.
3. By attending lectures and workshops at a university.
4. She wants to deal with the effects of climate change.
5. It introduces the harm of microplastic.
解析：
【解析】
本题为阅读理解细节理解题，需根据文章内容精准定位信息作答：
1. 由第一段第一句“Anna Du was walking along the beach when she noticed plastic there.”可得出答案；
2. 由第二段“a robot that uses infrared light (红外线) to find plastic. Her robot can move through water and find plastic on the ocean floor.”可得出答案；
3. 由第三段第一句“Du started attending lectures and workshops at a university when she was five years old, so she learned the necessary engineering skills to build her robot.”可得出答案；
4. 由第四段第一句“When asked about future plans, she said she wanted to deal with the effects of climate change.”可得出答案；
5. 由第五段第一句“In addition to her amazing robot, Du also wrote a book called *Microplastics* (微塑料) *and Me* to introduce the harm of microplastic.”可得出答案。
【答案】
1. Plastic.
2. It can move through water and use infrared light to find plastic on the ocean floor.
3. By attending lectures and workshops at a university.
4. She wants to deal with the effects of climate change.
5. It introduces the harm of microplastic.
【知识点】
细节信息定位、文本信息提取
【点评】
本文讲述了12岁女孩Anna Du发明机器人处理海洋塑料污染并关注气候变化的故事，题目侧重考查学生对文章细节信息的捕捉与提取能力，同时引导学生关注环保与科技创新，培养坚持不懈的探索精神。
【难度系数】
0.7
本题为阅读理解细节理解题，需根据文章内容精准定位信息作答：
1. 由第一段第一句“Anna Du was walking along the beach when she noticed plastic there.”可得出答案；
2. 由第二段“a robot that uses infrared light (红外线) to find plastic. Her robot can move through water and find plastic on the ocean floor.”可得出答案；
3. 由第三段第一句“Du started attending lectures and workshops at a university when she was five years old, so she learned the necessary engineering skills to build her robot.”可得出答案；
4. 由第四段第一句“When asked about future plans, she said she wanted to deal with the effects of climate change.”可得出答案；
5. 由第五段第一句“In addition to her amazing robot, Du also wrote a book called *Microplastics* (微塑料) *and Me* to introduce the harm of microplastic.”可得出答案。
【答案】
1. Plastic.
2. It can move through water and use infrared light to find plastic on the ocean floor.
3. By attending lectures and workshops at a university.
4. She wants to deal with the effects of climate change.
5. It introduces the harm of microplastic.
【知识点】
细节信息定位、文本信息提取
【点评】
本文讲述了12岁女孩Anna Du发明机器人处理海洋塑料污染并关注气候变化的故事，题目侧重考查学生对文章细节信息的捕捉与提取能力，同时引导学生关注环保与科技创新，培养坚持不懈的探索精神。
【难度系数】
0.7