What season does the boy like best?

A.Summer. B.Spring. C.Winter.

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科目：初中英語 來源：山東省臨沂市蒙陰縣2019-2020學(xué)年九年級上學(xué)期期末英語試卷 題型：語法填空

用括號內(nèi)所給動詞的適當(dāng)形式填空,必要時可加助動詞或情態(tài)動詞.

What Would You Do? is a TV program on American ABC.

The program 1.(start) by the news reporter John Quinones 3 months ago. He said, "It is popular with many people-both the young and the old. It tests what people 2.(do) when they see someone in trouble. We use hidden cameras to record what will happen. Its purpose is to tell us to help people in need."

Here is last week's program. In a cake shop, one actor acted as a blind woman named Pamela and the other as the shop worker of the cake shop. The shop worker looked down upon the blind. So when the blind woman came into the shop, bought a box of cakes and 3.(pay) for it, the shop worker cheated(欺騙) her when he gave her the change(零錢). He only gave her 6 dollars instead of 34 dollars.

Would someone be brave enough to help the blind woman? Yes! A woman customer stopped the shop worker from 4.(cheat）the blind. Seeing this, several other customers joined in too and asked the shop worker to return the rest(剩余的) money to the blind woman. At this time, John Quinones appeared. He explained, "We 5.(make) a program called What would you do?. We 6.(play) the experiment in 5 cities in the past 3 months. We are trying to calling on people to help the weak by doing this. Everyone should give a hand when they see the weak in trouble. " Then he interviewed the first customer who said that it is necessary 7. (give) a hand to the people in need.

A psychologist(心理學(xué)家) said, "It's difficult to take the first step to stand up. It needs courage."

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科目：初中英語 來源：江蘇省揚(yáng)州市教育集團(tuán)樹人學(xué)校2019-2020學(xué)年八年級上學(xué)期期中英語試卷（含聽力） 題型：填空

Communication(交流) is important for strong family relationships. However, if you don’t truly listen to others, it can be difficult to communicate. Working on your listening skills can help you understand each other better and form stronger bonds.

Stay in the present When listening to a family member, do not think about anything else. Put your phone away and give the speaker your full attention. It’s important to try to stay in the present to make your family member feel heard and valued. Pay attention to what is being said. Make understanding the speaker’s thoughts the most important thing at the moment.

Use body language If you want the family member to feel valued, make sure to show that you are listening. You can do it by using body language. Nod as the speaker talks. Smile when it is suitable. Keep eye contact.

Do not cut in Cutting in can prevent you from communicating effectively. No matter how excited you feel about a subject, do not start talking until the family member has finished. Always allow a few seconds of silence after the speaker finishes talking before offering your reply. This allows you to make sure the speaker has finished, and gives the speaker a chance to fully express himself.

Ask questions Part of listening is understanding. If there is anything in the conversation you don’t understand, please ask after the family member finishes. This shows you are truly listening to him and value his thoughts.

Ask questions that encourage open discussions. For example, “What do you think of the situation?” Don’t ask “why” questions, which might not make the speaker feel comfortable.

Follow these tips, listen actively to your family to help communication run smoothly so that you can build strong family relationships.

Title: How to be a good 1. to your family

Reason

Working on your listening skills helps you have better 2. and form stronger family relationships.

3. for improving listening skills

Stay in the present

When listening to your family member, do not think about 4. things. It is the most important thing to understand the speaker.

Use body language

5. as the speaker talks, smiling when it’s suitable and keeping eye contact can show that you are listening.

Do not cut in

6. until the family member has finished talking.

A few 7. of silence is needed to allow the speaker to fully express himself.

8.questions

Never ask “why” questions, which might make the speaker feel 9..

Conclusion

Listen actively to your family and 10. strong family relationships.

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科目：初中英語 來源：江蘇省揚(yáng)州市教育集團(tuán)樹人學(xué)校2019-2020學(xué)年八年級上學(xué)期期中英語試卷（含聽力） 題型：單選題

When something you, come to me help.

A.worries; for B.worries; to

C.worried; for D.worried; to

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科目：初中英語 來源：江蘇省揚(yáng)州市教育集團(tuán)樹人學(xué)校2019-2020學(xué)年八年級上學(xué)期期中英語試卷（含聽力） 題型：聽短對話回答問題

What do the speakers think of Lucy’s brother?

A.He is friendly. B.He doesn’t like to talk. C.He is an unfriendly man.

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科目：初中英語 來源：江蘇省2018-2019學(xué)年八年級上學(xué)期10月月考英語試卷 題型：材料作文

假如你是Lucy, 你在給你的美國的筆友Tom寫封信，介紹你的學(xué)校和學(xué)校生活。要點(diǎn)如下：

個人情況

八年級學(xué)生，就讀于天一實(shí)驗(yàn)學(xué)校（Tianyi Experimental School)

學(xué)校情況

1）7:05上課，17:15放學(xué)，午餐一小時，午餐時間......

2) 有明亮整潔的大食堂，現(xiàn)代化圖書館，藏書很多

3）學(xué)科豐富，學(xué)生自由選擇

4）一個半小時的家庭作業(yè)

課外活動

各種俱樂部，活動豐富

注意：

1. 詞數(shù)90字左右，開頭和結(jié)尾已經(jīng)寫好，不計入詞數(shù)

2 回復(fù)必須包含所有要點(diǎn)，不要逐句翻譯，可適當(dāng)發(fā)揮，使全文連貫、連貫。

Hi, Tom!

Thanks for your e-mail. Sorry I haven’t written sooner. Now I want to tell you about my school and school life.

I think my school is great and school life is colorful. We have much fun here.

All the best,

Lucy

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科目：初中英語 來源：江蘇省2018-2019學(xué)年八年級上學(xué)期10月月考英語試卷 題型：單選題

—Did you enjoy yourself at the party?

—Yes. What great fun __________ ourselves to all kinds of snacks!

A.we had to help B.it was helping C.it is to help D.we had helping

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科目：初中英語 來源：北京市首師大二附2019-2020學(xué)年九年級開學(xué)測試英語試卷 題型：閱讀單選

Learning Colour Words

In the first few years of their lives, children brought up in English-speaking homes successfully master the use of hundreds of words, including those for objects, actions, emotions, and many other aspects of the physical world. However, when it comes to learning colour words, the same children perform very badly. If shown a blue cup and asked about its colour, typical two-year-olds seem as likely to come up with “red” as “blue”.

Cognitive (認(rèn)知) scientists at Stanford University in California supposed that children's inability at colour-word learning may be directly linked to the way these words are used in English. They are used mostly in pre-nominal position (e. g. “blue cup”), in contrast to post-nominal position (e. g. “The cup is blue. ”). The difficulty children have may simply come down to the challenge of having to make predictions from colour words to the objects they refer to, rather than from the objects to the colour words.

To explore this idea further, the research team recruited (招募) 40 English children aged between 23 and 29 months and carried out a three-period experiment. It included a pre-test, followed by training in the use of colour words, and finally a post-test that was the same to the pre-test. The pre- and post- test materials contained six objects that were unfamiliar to the children. There were three examples of each object in each of three colours-red, yellow and blue. The objects were presented on trays (托盤), and in both tests, the children were asked to pick out objects in response to requests in which the colour word was either a pre-nominal ( “Which is the red one?”) or a post-nominal ( “Which one is red?”).

In the training, the children were introduced to five sets of familiar items (balls, cups, crayons, glasses,and toy bears) in each of the three colours. Half the children were presented with the items one by one and heard them labeled with colour words used pre-nominally, while the other half were introduced to the same items described with a post-nominal colour word. After the training, the children repeated the selection task on the novel items in the post-test. Correct choices on items that were consistent (一致的) across the pre-and post-tests were used to measure children's colour knowledge.

According to the assessment, children's performance was consistent when they were both trained and tested on post-nominal adjectives, and worst when trained on pre-nominal adjectives and tested on post-nominal adjectives. Comparing the pre-and post-test scores across each condition showed a significant decline in performance when children were both pre-and post-tested with questions that placed the colour words pre-nominally.

1.What is the purpose of Paragraph 2?

A.To present a phenomenon. B.To make a contrast.

C.To give a possible explanation. D.To provide an example.

2.What can we learn about the experiment from the passage?

A.The children had to place the pre-and post-test objects onto coloured trays.

B.The children were presented with the same objects in the pre-and post-tests.

C.Pre-nominal questions were less used than post-nominal questions in the training.

D.The researchers aimed to look for consistencies in children's knowledge of word order.

3.The outcome of the experiment shows that ______.

A.children are unable to accurately sort objects by colour.

B.children trained on pre-nominal adjectives perform well.

C.children learn colour words rapidly in post-nominal position.

D.children can make predictions from the objects to the colour words.

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科目：初中英語 來源：上海民辦新竹園中學(xué)2019-2020學(xué)年九年級上學(xué)期第二次月考英語試卷 題型：單選題

—Must I get up early tomorrow, Dad?

—No, you________. Tomorrow is Sunday.

A.can’t B.couldn't C.mustn't D.needn’t

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