Unit 5 Poems（单元自测·基础卷）英语人教版选择性必修第三册

Unit 5 Poems单元自测·基础卷 （考试时间：100分钟 试卷满分：120分） 注意事项： 1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2．回答第Ⅰ卷时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。 4．考试结束后，将本试卷和答题卡一并交回。 第一部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Notice of the School Science and Technology Innovation Competition To encourage students to explore scientific knowledge, develop innovative thinking, and showcase their practical abilities, the School Youth League Committee will hold the 5th School Science and Technology Innovation Competition. The details are as follows: 1. Participants: All Senior 1 and Senior 2 students (individual or team participation, with a maximum of 3 members per team) 2. Registration Time: From October 20th to October 27th, 2025 3. Registration Method: Submit the application form to the Youth League Committee Office (Room 203, Administrative Building) or send the electronic version to the official email: stic@school.edu.cn (subject format: Class + Name + Project Name) 4. Competition Categories:       - Invention and Creation (e.g., small practical inventions, technological improvements)       - Science and Technology Essays (thematic essays on scientific and technological development)       - Digital Works (e.g., science and technology posters, short videos about scientific experiments) 5. Competition Process:       - Preliminary Selection (November 1st - November 5th): Review of application materials and preliminary evaluation of works       - Final Competition (November 12th, 2:30-5:00 p.m.): On-site display and defense (for invention and creation and digital works); essay review (for science and technology essays)       - Award Announcement (November 18th): Results will be posted on the school bulletin board and official WeChat account 6. Awards: First Prize (5%), Second Prize (10%), Third Prize (15%), and Excellent Organization Award (for classes with outstanding participation). Winners will receive certificates and prizes, and outstanding works will be recommended to the municipal science and technology competition. For more information, please contact Teacher Zhang at 138xxxx5678 or visit the Youth League Committee Office during working hours (9:00 a.m.-5:00 p.m., Monday to Friday). We welcome all students with enthusiasm for science and technology to participate actively! School Youth League Committee October 15th, 2025 1．Who can participate in the Science and Technology Innovation Competition? A．Only Senior 2 students. B．Senior 1 and Senior 2 students. C．All students in the school. D．Teachers and students. 2．How can students register for the competition? A．Only submit the application form to Room 203, Administrative Building. B．Only send the electronic version to the official email. C．Either submit the paper form or send the electronic version. D．Register online through the school official WeChat account. 3．When will the final competition be held? A．October 20th - October 27th. B．November 1st-November 5th. C．November 12th, 2:30-5:00 p.m. D．November 18th. 【答案】1．B 2．C 3．C 【导语】本文是一篇应用文。主要介绍了学校团委举办第五届科技创新竞赛的目的、参赛对象、报名及竞赛相关事宜等信息。 1．细节理解题。根据通知1中的“Participants: All Senior 1 and Senior 2 students (individual or team participation, with a maximum of 3 members per team)(参赛对象：全体高一、高二学生（可个人或团队参赛，每队最多3人）)”可知，高一和高二学生可以参加此次科技发明竞赛。故选B项。 2．细节理解题。根据通知3中的“Registration Method: Submit the application form to the Youth League Committee Office (Room 203, Administrative Building) or send the electronic version to the official email: stic@school.edu.cn (subject format: Class + Name + Project Name)(报名方式：将申请表提交至团委办公室（行政楼203室），或发送电子版至官方邮箱：stic@school.edu.cn（邮件主题格式：班级+姓名+项目名称）)”可知，学生可以提交纸质申请表或发送电子版进行报名。故选C项。 3．细节理解题。根据通知5中的“Final Competition (November 12th, 2:30-5:00 p.m.): On-site display and defense (for invention and creation and digital works); essay review (for science and technology essays)(决赛（11月12日下午2:30-5:00）：现场展示与答辩（针对发明创造类、数字作品类）；论文评审（针对科技小论文类）)”可知，决赛将于11月12日下午2:30至5:00举行。故选C项。 B Decades ago, my friend Caetlin received a peculiar assignment from the poet Robert L. Hass, who was then her undergraduate literature professor. He instructed each student to memorize three poems from The Norton Anthology of American Literature not for any urgent academic reason but to prepare them for their unavoidable future solitude, claiming that you’re going to be alone, and poetry is going to be all you have. The act of memorizing a poem seemed curiously old-fashioned in an era when few of us encounter poetry at all. I mostly devoted myself to prose (散文). It was only in my 40s that I began to change my ways. It happened in a flight to Seattle. For hours, I read nothing else but a poem, sometimes going through, sometimes repeating over and over. At the end of my flight, I had all 40 lines in my head. Memorizing a great poem always begins as a crime. The boredom of repetition reduces the great charm it has. But as you keep trying, the lines finally come together again, and the scattered text transforms back into a treasure, often a more valuable one than it was before. In other words, poetry perpetuates itself by becoming a part of those who read it. It can do so only because it is so specific, so entirely different, that taking it in expands our own sense of what we are. Some of the poems I’ve memorized are already fading, and that’s fine. I know if I spend a little time with them, they’ll sing in me again. Others keep thumping (重击) in me like a new pulse. I won’t promise you that memorizing poetry will make your life better, but it will make you more: more in touch with language, with other minds, maybe with what you might yet become. 4．What did professor Robert assign his students to do? A．Appreciate literature works. B．Write poems to avoid future solitude. C．Recite poems for potential loneliness. D．Memorize poems for academic reasons. 5．Why does the author say memorizing a poem begins as a crime? A．Repetition makes poems boring. B．It’s a way to kill time on the plane. C．The author preferred prose to poetry. D．People hardly encountered poetry then. 6．What does the underlined word perpetuates in paragraph 3 mean? A．Make something famous. B．Keep something alive. C．Make something beautiful. D．Keep something special. 7．How does the author understand memorizing poetry? A．It makes our life better. B．It leads to the pursuit of dream. C．It expands our life properly. D．It enriches our memory definitely. 【答案】4．C 5．A 6．B 7．C 【导语】本文是一篇夹叙夹议文。文章讲述了教授让学生为未来可能的孤独背诵诗歌，作者分享自己背诗的经历，探讨了背诵诗歌的意义。 4．细节理解题。根据第一段中“He instructed each student to memorize three poems from The Norton Anthology of American Literature not for any urgent academic reason but to prepare them for their unavoidable future solitude, claiming that you’re going to be alone, and poetry is going to be all you have.(他指示每个学生从《诺顿美国文学选集》中背诵三首诗，不是出于任何紧迫的学术原因，而是为他们不可避免的未来孤独做准备，他声称你会孤独，而诗歌将是你仅有的东西)”可知，罗伯特教授让学生为潜在的孤独背诵诗歌。故选C项。 5．细节理解题。根据第二段中“Memorizing a great poem always begins as a crime. The boredom of repetition reduces the great charm it has.(背诵一首伟大的诗总是始于一种“罪过”。重复带来的无聊感削弱了它原本的巨大魅力)”可知，作者说背诵诗歌始于一种“罪过”是因为重复让诗歌变得无聊。故选A项。 6．词句猜测题。“In other words”意为“换句话说”，说明划线词所在句“In other words, poetry perpetuates itself by becoming a part of those who read it.(换句话说，诗歌通过成为读者的一部分而perpetuates自身)”是对前文意思的再解读。前文“Memorizing a great poem always begins as a crime. The boredom of repetition reduces the great charm it has. But as you keep trying, the lines finally come together again, and the scattered text transforms back into a treasure, often a more valuable one than it was before.(背诵一首伟大的诗总是一开始就犯了罪。重复的无聊降低了它的巨大魅力。但在你不断努力的过程中，诗句最终会重新组合在一起，分散的文字又重新变成了一件珍宝，而且往往比以前更有价值)”告诉我们，在不断重复的过程中，无聊的诗歌会重新变成了一件珍宝，比以前更有价值，换句话说，说明诗歌通过被背诵而成为读者的一部分，进而价值得以延续。由此推知，划线词perpetuates是指“使……延续、使……存活”，与“Keep something alive.”同义。故选B项。 7．推理判断题。根据最后一段“I won’t promise you that memorizing poetry will make your life better, but it will make you more: more in touch with language, with other minds, maybe with what you might yet become.(我不会向你保证背诵诗歌会让你的生活更美好，但它会让你更丰富：更能接触语言、接触他人的思想，也许还能接触到你未来可能成为的样子)”可推知，作者认为背诵诗歌能让生活更丰富，能适当地拓展我们的生活。故选C项。 C When it comes to our emotional well-being, feeling lonely is a risk factor for several mental disorders, and also makes us more fearful and anxious. Loneliness is now widely recognised as a major public health problem. What is perhaps less obvious is one answer to the problem: the healing power of poetry can make us feel more connected to others. Poetry lets us connect with other people who have experienced similar feelings. When we have a poem by our side, whether put into a bag or on a bedside table, it feels like we’re being accompanied (陪伴) by a friend: an arm is wrapped around our shoulders. I remember one woman starting to cry as she read Derek Walcott’s poem Love After Love during a poetry session held at my local hospital. Fighting through tears, she eventually said,“I feel understood.” Everyone in the room knew just what she meant. She had, in Walcott’s phrase, struggled to “love again the stranger who was yourself”. The poet’s invitation to “Sit. Feast (尽情享用) on your life” was the push she needed, in language which spoke to her, to imagine loving herself in a way she had always found hard. Poetry had worked its magic, unlocking a feeling of inner connection. I am not alone in believing that poems can aid our mental health. There are beginning to be clinical studies on poetry’s healing power. To take just one recent example, a 2021 study found that a group of 44 hospitalised children who were encouraged to read and write poetry saw reductions in fear, sadness, anger and worry. “Poetry was a welcome escape from stress and an opportunity for self-reflection,” the researchers concluded. According to the poet Paul Celan, a poem is like a handshake: it creates bonds between us. 8．Why does the author mention the poetry session in paragraph 2? A．To support her view. B．To attract readers’ attention. C．To share her experience. D．To advise people to study poetry. 9．What can we learn about the woman? A．She found it difficult to get along with strangers. B．She cried because she was touched by everyone. C．She will begin to love herself and enjoy the life. D．She will try to connect with people through poetry. 10．What is paragraph 4 mainly about? A．Supporting evidence for poetry’s healing power. B．Potential application of poetry’s healing power. C．A further explanation of the research method. D．A reasonable doubt about the research process. 11．Where is this text most likely from? A．A diary. B．A guidebook. C．A research paper. D．A health magazine. 【答案】8．A 9．C 10．A 11．D 【导语】本文是一篇说明文。文章介绍了孤独是心理健康问题的风险因素，而诗歌具有治愈力量，能让人产生与他人的连接感。 8．推理判断题。根据第二段中“Poetry lets us connect with other people who have experienced similar feelings. When we have a poem by our side, whether put into a bag or on a bedside table, it feels like we’re being accompanied (陪伴) by a friend: an arm is wrapped around our shoulders. I remember one woman starting to cry as she read Derek Walcott’s poem Love After Love during a poetry session held at my local hospital. Fighting through tears, she eventually said, ‘I feel understood.’ Everyone in the room knew just what she meant. (诗歌让我们与有过相似感受的人产生联系。当我们身边有一首诗时，无论是放在包里还是放在床头柜上，感觉就像有一个朋友在陪伴我们：一只手臂搭在我们的肩膀上。我记得在我当地医院举办的一次诗歌活动中，一位女士在阅读德里克·沃尔科特的《爱复爱》这首诗时开始哭泣。她含着泪，最后说：‘我感觉被理解了。’房间里的每个人都明白她的意思)”可推知，作者提到诗歌活动中一位女士的表现是为了举例说明诗歌能让人与人产生情感上的联系，从而支持段首自己的观点：Poetry lets us connect with other people who have experienced similar feelings.(诗歌让我们与其他有类似感受的人联系起来)。故选A项。 9．推理判断题。根据第三段中“She had, in Walcott’s phrase, struggled to ‘love again the stranger who was yourself’. The poet’s invitation to ‘Sit. Feast (尽情享用) on your life’ was the push she needed, in language which spoke to her, to imagine loving herself in a way she had always found hard. (用沃尔科特的话说，她一直在努力“重新爱上曾经陌生的自己”。诗人“坐下来，尽情享受你的生活”的邀请，用能打动她的语言，给了她所需要的动力，让她想象以一种她一直觉得很难做到的方式爱自己)”可推知，这位女士在诗歌的影响下，会开始爱自己并享受生活。故选C项。 10．主旨大意题。根据第四段“There are beginning to be clinical studies on poetry’s healing power. To take just one recent example, a 2021 study found that a group of 44 hospitalised children who were encouraged to read and write poetry saw reductions in fear, sadness, anger and worry. ‘Poetry was a welcome escape from stress and an opportunity for self reflection,’ the researchers concluded. (关于诗歌的治愈力量已经开始有临床研究。仅举一个最近的例子，2021年的一项研究发现，一组44名住院儿童在被鼓励阅读和写诗后，恐惧、悲伤、愤怒和担忧的情绪有所减少。研究人员总结道：‘诗歌是一种受欢迎的摆脱压力的方式，也是一个自我反思的机会。’)”可知，该段主要通过列举研究例子来提供诗歌具有治愈力量的证据。故选A项。 11．推理判断题。根据第一段中“When it comes to our emotional well-being, feeling lonely is a risk factor for several mental disorders, and also makes us more fearful and anxious. Loneliness is now widely recognised as a major public health problem. What is perhaps less obvious is one answer to the problem: the healing power of poetry can make us feel more connected to others. (当涉及到我们的情绪健康时，感到孤独是几种精神障碍的风险因素，也会让我们更加恐惧和焦虑。孤独现在被广泛认为是一个主要的公共健康问题。也许不太明显的是这个问题的一个答案：诗歌的治愈力量可以让我们感觉与他人更有联系)”和第四段中“There are beginning to be clinical studies on poetry’s healing power.  (关于诗歌的治愈力量已经开始有临床研究)”可知，文章围绕孤独这一健康问题和诗歌对心理健康的作用展开，且提到了相关临床研究。由此推知，这类内容通常会出现在健康杂志上。故选D项。 D New psychology research points to the factors that explain why we find particular poems aesthetically pleasing. “While it may seem obvious that individual taste matters in judgments of poetry, we found certain factors consistently influence how much a poem will be enjoyed.” Aesthetics (美学), the basis of what we find appealing or not, play an important role in our everyday lives. However, little is known about how we make these judgments. The researchers sought to answer an age-old question — “Why do we like what we like?” — by measuring what we find aesthetically pleasing in poetry. To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems. After reading each poem, participants answered questions about the poem’s vividness (“How vivid is the imagery evoked from this poem?”), emotional arousal (“How relaxing or stimulating is this poem?”), emotional valence (“How positive or negative is the content of this poem?”), and aesthetic appeal (“How enjoyable or aesthetically appealing did you find this poem?”). Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing. Emotional valence also predicted aesthetic appeal, though to a lesser extent; specifically, poems that were found to be more positive were generally found to be more appealing. By contrast, emotional arousal did not have a clear relationship to aesthetic appeal. “The vividness of a poem consistently predicted its aesthetic appeal,” notes Starr, author of Feeling Beauty: The Neuroscience of Aesthetic Experience. “Therefore, it seems that vividness of mental imagery may be a key factor influencing what we like more broadly.” “While limited to poetry,” she adds, “our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields.” 12．What did the researchers ask the participants to do? A．Evaluate poems of haiku and sonnet. B．Write the aesthetic appeal of poems. C．Explain factors of emotional valence. D．Ask questions about the poem’s vividness. 13．Which of the following is true according to paragraph 4? A．Poems with more negative content are more appealing. B．Emotional arousal is negatively related to aesthetic appeal. C．Emotional valence is the most important predictor of aesthetic appeal. D．Vividness of mental imagery has the strongest connection with aesthetic appeal. 14．What can be inferred from Starr’s words? A．The research will help explore aesthetic judgments in other fields. B．The finding of vividness being a key factor is only applicable to poetry. C．Emotional valence should be further studied in the context of other art forms. D．The research has little value for understanding aesthetic judgments in other areas. 15．What is the main purpose of this passage? A．To introduce different types of poems. B．To discuss the importance of aesthetics. C．To show the findings of aesthetic appeal. D．To persuade people to admire the poems. 【答案】12．A 13．D 14．A 15．C 【导语】本文是一篇说明文。文章主要介绍了新的心理学研究指出了为什么我们觉得某些诗歌具有美学吸引力的因素。 12．细节理解题。根据第三段中“To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems.(为了做到这一点，研究小组让400多名参与者阅读并评价两种类型的诗歌——俳句和十四行诗，目的是了解哪些因素最能预测诗歌的美学吸引力)”可知，研究人员要求参与者评价俳句和十四行诗。故选A项。 13．细节理解题。根据第四段中“Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing.(他们的研究结果表明，心理意象的生动性是审美吸引力的最佳预测指标 —— 能唤起更多意象的诗歌更令人愉悦)”可知，心理意象的生动性与美学吸引力有着最强的联系。故选D项。 14．推理判断题。根据最后一段中Starr的话““While limited to poetry,” she adds, “our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields.”(“虽然仅限于诗歌，”她补充说，“但我们的工作揭示了哪些事实最影响我们的美学判断，并为未来研究我们在其他领域如何做出这样的判断铺平了道路。”)”可知，从Starr的话中可以推断出，这项研究将有助于探索其他领域的美学判断。故选A项。 15．主旨大意题。通读全文，结合第一段“New psychology research points to the factors that explain why we find particular poems aesthetically pleasing.(新的心理学研究指出了为什么我们觉得某些诗歌具有美学吸引力的因素)”可知，文章开篇指出新的心理学研究指出了人们觉得某些诗歌具有审美吸引力的因素，接着介绍了研究过程和研究发现，最后说明研究的意义，所以文章的主要目的是展示关于审美吸引力的研究发现。故选C项。 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项 Poetry challenges to enrich your reading life Whether you desire for more poetry or simply appreciate striving for reading goals, these three poetry challenges can serve as that push to create space for more poetry in your life. 16 . Finally, they will help you know new works and writers, and much more. · 17 If a daily commitment interests you, visit Poets.org to sign up for the ever-popular Poem-a-Day newsletter. Over 250,000 people have subscribed to receive a “new” poem every weekday and a “classic” poem every weekend day. Each month, a different guest editor takes charge of the weekday publications. Recent editors include Fatimah Asghar Anai Duplan, and Rachel Eliza Griffiths. ·Take part in National Poetry Writing Month (NaPoWriMo) If you prefer shorter commitments, NaPoWriMo takes place every April during National Poetry Month. For NaPoWriMo, poetry lovers pen “30 poems in 30 days”. Often while sitting at your writing desk and waiting on the muses (灵感), you can reach for authors and pieces that move you. 18 . ·Create your own poetry challenge 19 . Why not borrow what fits your current life from those exciting challenges and invite other poetry enthusiasts to participate? If you do find yourself inspired by others, please credit the lovely minds that dreamed up the challenges. Whether you’re new to poetry or a long-time fan, I’m crossing my fingers and toes that these poetry challenges cause you to form a deeper connection to the genre. 20 . If you’re interested in getting involved in poems, you can click 50 Must-Read Best Poetry Books and Where to Find Free Poetry Online to get helpful resources. A．Meet more recent editors B．Sign up for Poem-a-Day Newsletter C．Many poetry challenges exist because of others D．Perhaps writing poems will keep you reading poems, too E．In short, it gives you opportunities to create poetry challenges F．And I hope it pushes you to put poetry first in your reading life G．Also, they can connect you with a community of poetry readers 【答案】16．G 17．B 18．D 19．C 20．F 【导语】本文是一篇说明文。文章主要讲述了三项能丰富阅读生活的诗歌挑战及相关参与方式与意义。 16．上文“Whether you desire for more poetry or simply appreciate striving for reading goals, these three poetry challenges can serve as that push to create space for more poetry in your life.(无论你是渴望接触更多诗歌，还是仅仅喜欢为阅读目标而努力，这三项诗歌挑战都能成为一种推动力，为你生活中创造更多诗歌的空间。)”提到三个诗歌挑战给自己带来生活中的的好处；而空后“Finally, they will help you know new works and writers, and much more.(最终，它们将帮助你了解新的作品和作家，以及更多。)”指出，挑战能帮助了解更多的作品和作家。选项G“Also, they can connect you with a community of poetry readers(此外，它们能让你与诗歌读者社群相连。)”用“also”承接前文的“push to create space”，用“they”指代前文的“three poetry challenges”，衔接自然。故选G。 17．空处为小标题，为本段主要内容。根据下文“If a daily commitment interests you, visit Poets.org to sign up for the ever-popular Poem-a-Day newsletter. Over 250,000 people have subscribed to receive a “new” poem every weekday and a “classic” poem every weekend day. Each month, a different guest editor takes charge of the weekday publications.(如果你对每日的投入感兴趣，请访问Poets.org网站，注册订阅广受欢迎的“每日一诗”电子通讯。已有超过25万人订阅，以便在每个工作日收到一首新诗，每个周末收到一首经典诗。每个月，都会有不同的客座编辑负责工作日的内容发布。)”可知，下文围绕订阅Poets.org的Poem-a-Day通讯展开，包括订阅人数、每日推送内容、客座编辑等细节。选项B“Sign up for Poem-a-Day Newsletter(订阅“每日一诗”通讯)”概括了本段内容。故选B。 18．上文“If you prefer shorter commitments, NaPoWriMo takes place every April during National Poetry Month. For NaPoWriMo, poetry lovers pen “30 poems in 30 days”. Often while sitting at your writing desk and waiting on the muses (灵感), you can reach for authors and pieces that move you.(如果你更喜欢较短时间的投入，全国诗歌写作月在每年四月的全国诗歌月期间举行。对于全国诗歌写作月，诗歌爱好者要在30天内创作30首诗。通常，当你坐在书桌前等待灵感女神降临时，你可以去探寻那些能打动你的作家和作品)”介绍了NaPoWriMo 的核心是“30天写30首诗”，并提到可以借鉴打动你的作家和作品。选项D“Perhaps writing poems will keep you reading poems, too (或许写诗也会让你坚持读诗。)”承接写诗的主题，同时呼应全文“enrich your reading life”的核心目标，符合挑战的意义。故选D。 19．根据小标题“Create your own poetry challenge(创建你自己的诗歌挑战)”可知，本段主题是创建自己的诗歌挑战；而下文“Why not borrow what fits your current life from those exciting challenges and invite other poetry enthusiasts to participate?(为什么不从那些令人兴奋的挑战中借鉴适合你当前生活的部分，并邀请其他诗歌爱好者参与呢？)”提到可以借鉴那些令人兴奋的挑战中适合当下生活的部分。选项C“Many poetry challenges exist because of others(许多诗歌挑战的存在都源于他人。)”为借鉴他人挑战提供了合理性前提，使段落内容更通顺。故选C。 20．上文“Whether you’re new to poetry or a long-time fan, I’m crossing my fingers and toes that these poetry challenges cause you to form a deeper connection to the genre.(无论你是诗歌新手还是长期爱好者，我都热切期盼这些诗歌挑战能让你与诗歌这一体裁建立更深的联系。)”提到挑战欢迎对象。选项F“And I hope it pushes you to put poetry first in your reading life(并且我希望这能推动你把诗歌放在阅读生活的首位。)”用“and”递进，延续希望的语气，符合逻辑。故选F。 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项 I used to believe that friendship was something that happened naturally, like finding a missing puzzle piece. This idea 21 from books and movies, was challenged in my senior year. Our school 22 a “Peer Support” program, matching academically strong students with those who were struggling. I was 23 with Leo, a quiet boy from another class. My task was to tutor him in math, which I saw merely as a weekly 24 . I was 25 about its deeper value. Our first few meetings were awkward. I would 26 concepts, and Leo would nod silently, rarely asking questions. I felt a sense of 27 , thinking my efforts were like seeds falling on barren soil. I almost quit. One afternoon, a fire alarm rang out. It was a minor drill. As we walked downstairs in the orderly but hurried flow, I noticed Leo was not just quiet; he was apparently 28 . The overwhelming noise and crowd seemed to 29 him. Instinctively (直觉地), I moved closer and said calmly, “Focus on the steps. One at a time, like we break down a math problem.” I wasn’t 30 . I was showing him a familiar routine. To my surprise, he 31 me and nodded, his breathing gradually steadying. That moment changed everything. Leo began to talk. He shared his fear of crowds. I, in turn, shared my 32 about exams. Our interaction became two-way. We became a team, 33 each other's struggles. By the end of the term, his grades had improved. But the real success was the bridge we built across the silent 34 . I had entered to teach, but I left having learned: “True connection isn't about finding a perfect match, but the courage to build one, piece by piece, across the divides we 35 .” 21．A．released B．absorbed C．distinguished D．adapted 22．A．contacted B．launched C．downloaded D．exited 23．A．competed B．charged C．paired D．ranked 24．A．session B．instance C．category D．priority 25．A．confident B．curious C．nervous D．doubtful 26．A．demonstrate B．grasp C．accept D．question 27．A．pride B．fulfillment C．frustration D．solidarity 28．A．proceeding B．struggling C．screaming D．grinning 29．A．accuse B．persuade C．boost D．trap 30．A．betting B．lying C．explaining D．exaggerating 31．A．locked eyes with B．turned away from C．reached out to D．smiled bitterly at 32．A．anxiety B．ambition C．prediction D．arrangement 33．A．appreciating B．limiting C．handling D．rating 34．A．square B．landscape C．platform D．boundary 35．A．widen B．explore C．close D．imagine 【答案】 21．B 22．B 23．C 24．A 25．D 26．A 27．C 28．B 29．D 30．C 31．A 32．A 33．C 34．D 35．D 【导语】本文为一篇记叙文。文章讲述了作者通过参与“同伴支持”项目，从最初机械地辅导同学数学，到在一次突发事件中主动帮助对方克服恐慌，最终与对方建立起双向理解与支持的深厚友谊，从而领悟到真正的友谊并非偶然相遇，而是主动跨越隔阂、用心构建的结果。 21．考查动词词义辨析。句意：这个从书本和电影中吸收来的想法，在我高三那年受到了挑战。A. released释放；B. absorbed吸收；C. distinguished区分；D. adapted改编。根据前文“I used to believe that friendship was something that happened naturally”以及“from books and movies”的语境，可知作者的这个观点是从书本和电影里获取、吸收来的，“absorbed”符合语义，故选B。 22．考查动词词义辨析。句意：我们学校发起了一个“同伴互助”项目，把学业成绩优异的学生和学习有困难的学生匹配到一起。A. contacted联系；B. launched发起；C. downloaded下载；D. exited退出。结合原文语境，“a “Peer Support” program, matching academically strong students with those who were struggling”可知，学校发起了一个项目，故选B。 23．考查动词词义辨析。句意：我被配对给了Leo，一个来自另一个班级的安静男孩。A. competed竞争；B. charged指派、委托；C. paired配对；D. ranked排名。根据前文学校“Peer Support”项目“matching academically strong students with those who were struggling”的核心规则，此处应是项目将作者与Leo“配对”辅导，故选C。 24．考查名词词义辨析。句意：我的任务是辅导他数学，我仅仅把这件事看作每周一次的辅导课。A. session一场、一节；B. instance例子；C. category类别、分类；D. priority优先事项。结合前文“tutor him in math”的任务的和“weekly”时间限定，“session”特指“一次课程、一场活动”，“weekly session”即“每周一次的辅导课”，符合语境，故选A。 25．考查形容词词义辨析。句意：我对它更深层次的价值感到怀疑。A. confident自信的；B. curious好奇的；C. nervous紧张的；D. doubtful怀疑的。根据前文“I saw merely as a weekly 4 ”的表述，可知作者一开始并没有重视这份任务，对其深层价值持怀疑态度，“doubtful”符合语境，故选D。 26．考查动词词义辨析。句意：我会讲解相关概念，Leo则会默默点头，很少提出问题。A. demonstrate演示、讲解；B. grasp领会、理解；C. accept接受；D. question质疑。根据前文“my task was to tutor him in math”的核心目的，辅导者的核心动作是向被辅导者“讲解”知识，故选A。 27．考查名词词义辨析。句意：我感到一种沮丧，认为自己的努力就像落在贫瘠土地上的种子。A. pride自豪；B. fulfillment成就感；C. frustration沮丧；D. solidarity团结。根据后文“thinking my efforts were like seeds falling on barren soil”的比喻，可知作者的辅导努力没有得到回应，内心应是消极情绪。“frustration”意为“沮丧、挫败感”，匹配作者努力无果的心态，故选C。 28．考查动词词义辨析。句意：我注意到Leo不只是安静，他显然在努力挣扎。A. proceeding继续；B. struggling挣扎，吃力地进行；C. screaming尖叫；D. grinning咧嘴笑。根据后文“The overwhelming noise and crowd”以及作者主动安抚他的行为，可知Leo在嘈杂拥挤的环境中感到不适。“struggling”意为“挣扎、感到不适”，符合Leo在恶劣环境中的状态，故选B。 29．考查动词词义辨析。句意：震耳欲聋的噪音和拥挤的人群似乎让他陷入困境。A. accuse指责；B. persuade说服；C. boost使振奋；D. trap使陷入困境。根据前文Leo挣扎的状态，以及后文作者安抚他“Focus on the steps. One at a time”的行为，可知嘈杂拥挤的环境让Leo难以适应、陷入困境，故选D。 30．考查动词词义辨析。句意：我不是在刻意解释，而是在给他展示一个熟悉的流程。A. betting打赌；B. lying撒谎；C. explaining解释；D. exaggerating夸大。根据后文“I was showing him a familiar routine”，结合前文作者用“分解数学题”的方式安抚Leo，可知作者是用两人熟悉的辅导场景传递安全感。“explaining”此处可理解为“刻意解释”，作者想表达自己的行为是自然的安抚，而非刻意说教，故选C。 31．考查动词短语辨析。句意：令我惊讶的是，他与我对视并点了点头，呼吸渐渐平稳下来。A. locked eyes with与……对视；B. turned away from转身离开；C. reached out to伸出援手；D. smiled bitterly at苦涩地对……笑。根据后文“his breathing gradually steadying”的状态变化，可知Leo接受了作者的安抚，产生了积极回应。“locked eyes with”意为“与……对视”，体现Leo对作者安抚的回应与信任，故选A。 32．考查名词词义辨析。句意：反过来，我也分享了自己对考试的焦虑。A. anxiety焦虑；B. ambition抱负；C. prediction预测；D. arrangement安排。根据前文“He shared his fear of crowds”以及后文“Our interaction became two-way”的语境，可知两人开始互相分享内心的担忧，“anxiety”符合语义，故选A。 33．考查动词词义辨析。句意：我们成为了一个团队，共同应对彼此的困境。A. appreciating欣赏；B. limiting限制；C. handling处理、应对；D. rating评价。根据前文“Our interaction became two-way”以及互相分享烦恼的情节，可知两人是共同面对困难。“handling”意为“处理、应对”，符合两人作为团队共渡难关的语境，故选C。 34．考查名词词义辨析。句意：但真正的成功是我们跨越了沉默的隔阂搭建起的桥梁。A. square广场；B. landscape景致；C. platform平台；D. boundary边界、隔阂。根据前文两人“first few meetings were awkward”、Leo的“nod silently”的沉默状态，到后文双向互动的转变，可知此处是跨越了“沉默带来的隔阂”，故选D。 35．考查动词词义辨析。句意：我本是去教书的，但离开时却明白了：“真正的联结不是找到完美的匹配，而是鼓起勇气，一点一滴地跨越我们想象中的隔阂去建立联结。”A. widen拓宽；B. explore探索；C. close拉近；D. imagine想象。结合全文主旨，人与人之间的联结难在“打破主观壁垒”，很多隔阂是我们主观想象出来的（如陌生时觉得彼此难以沟通），真正的勇气是跨越这种“想象中的隔阂”主动建立联结，故选D。 第二节（共10小题；每小题1. 5分, 满分15分） 阅读下面短文，在空白处填入 1个适当的单词或括号内单词的正确形式。 World Poetry Day takes place each year 36 March 21 to promote the teaching of poetry, as well as the publishing, writing, and reading of this form of writing around the world. It 37 (announce) by UNESCO in 1999 in the hope of supporting language diversity through poetic expression and increasing the opportunity for 38 (endanger) languages to be heard. World Poetry Day was about giving fresh drive and 39 (recognize) to international, regional, and national poetry movements. It also focused on promoting a return to the oral tradition of poetry recitals, as well as 40 (strengthen) the association between poetry and other forms of expression, such as dance, music, and painting. The day is celebrated 41 (global). Government agencies, community groups and individuals get involved in promoting or participating in the day, which enables children to learn and enjoy 42 (variety) of poetry. It is a time 43 students are busy examining poets and learning about different types of poetry. Poets may be invited to read and share their work to audience at book stores and schools. Ceremonies are held 44 (honor) poets of remarkable achievements. All in all, it’s a day for poetry: 45 ancient art form that still enriches our understanding of humanity today. 【答案】 36．on 37．was announced 38．endangered 39．recognition 40．strengthening 41．globally 42．varieties 43．when 44．to honor 45．an 【导语】这是一篇说明文。文章主要介绍了世界诗歌日的建立和发展。 36．考查介词。句意：每年的3月21日是世界诗歌日，旨在促进诗歌教学，以及这种写作形式的出版、写作和阅读。表示在具体某一天，应用介词on。故填on。 37．考查动词语态。句意：联合国教科文组织于1999年宣布世界语言日，希望通过诗意的表达来支持语言多样性，并增加濒危语言被听到的机会。主语It与动词announce是被动关系，应用被动语态，由in 1999可知，应用一般过去时的被动语态，be动词使用was。故填was announced。 38．考查形容词。句意同上。此处修饰名词languages，应用形容词endangered“濒危的”，作定语。故填endangered。 39．考查名词。句意：世界诗歌日旨在为国际、区域和国家诗歌运动注入新的动力和认可。此处与drive并列，作动词giving的宾语，应用名词recognition“认可”，不可数。故填recognition。 40．考查非谓语动词。句意：它还侧重于促进诗歌朗诵口头传统的回归，以及加强诗歌与其他表达形式（如舞蹈、音乐和绘画）之间的联系。此处作介词on的宾语，与promoting并列，应用动名词。故填strengthening。 41．考查副词。句意：这一天在全球范围内庆祝。此处修饰动词celebrate，应用副词globally“全球地”，作状语。故填globally。 42．考查名词复数。句意：政府机构、社区团体以及个人都参与到对这一日的推广或参与活动当中，这使得孩子们能够学习并欣赏到各种各样的诗歌。固定短语varieties of“各种各样的”。故填varieties。 43．考查定语从句。句意：这是一个学生们忙着研究诗人并了解不同类型诗歌的时期。此处是定语从句，先行词是a time，关系词在从句中作时间状语，应用关系副词when引导。故填when。 44．考查非谓语动词。句意：举行仪式是为了纪念有杰出成就的诗人。此处作目的状语，应用动词不定式。故填to honor。 45．考查冠词。句意：总而言之，这是属于诗歌的一天：这一古老的艺术形式，至今仍丰富着我们对人性的理解。此处泛指“一种古老的艺术形式”，且ancient以元音音素开头，应用不定冠词an。故填an。 第三部分 写作（共两节, 满分40分） 第一节（满分15分） 46．假定你是李华，上周你校举办了“用英语讲中国故事(Telling Chinese Stories in English)”主题活动。请你为校英文报写一篇报道，介绍此次活动。内容包括： 1.活动的目的； 2.活动的内容； 3.学生的反响。 注意： 1.写作词数应为80左右； 2.请在答题卡的相应位置作答。 Telling Chinese Stories in English ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】Telling Chinese Stories in English Last week, our school launched the “Telling Chinese Stories in English” activity to spread Chinese culture and enhance students’ English communication abilities. Participants shared diverse stories, ranging from ancient myths like “Nuwa Mends the Sky” to stories of great figures such as Yuan Longping. Some added pictures or short videos to make their presentations more attractive. The activity was a hit among students. They expressed that it made English learning more fun and helped them better convey Chinese culture, leaving a deep impression on everyone. 【导语】本篇书面表达属于应用文。要求考生以李华的身份为校英文报写一篇报道，介绍学校上周举办的“用英语讲中国故事(Telling Chinese Stories in English)”的主题活动。 【详解】1.词汇积累 发起：launch→initiate 有吸引力的：attractive→appealing 表达：express→state 杰出人物：great figures→notables/luminaries 2.句式拓展 简单句变复合句 原句： Last week, our school launched the “Telling Chinese Stories in English” activity to spread Chinese culture and enhance students’ English communication abilities. 拓展句： To spread Chinese culture and enhance students’ English communication abilities, last week our school launched an activity, which was named “Telling Chinese Stories in English” . 【点睛】【高分句型1】Participants shared diverse stories, ranging from ancient myths like “Nuwa Mends the Sky” to stories of great figures such as Yuan Longping.（运用了现在分词ranging作定语） 【高分句型2】They expressed that it made English learning more fun and helped them better convey Chinese culture, leaving a deep impression on everyone.（运用了that引导的宾语从句） 第二节（满分25分） 47．阅读下面材料，根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。 PE class was popular with every student. Betty was no exception. The playground saw her skipping rope at ease. Meanwhile, her classmates were watching her excitedly. The rope rotated (旋转) fast as she jumped. Time being up, the counter showed 300 skips. Betty did her best. Smiling, Betty waved a victory sign to the crowd. Just then, the bell rang, saying PE was over. Betty packed up her skipping rope. She was ready to give her answer to Ms. Blake. Ms. Blake had asked her whether she would like to do something for the class bulletin board (板报) with the competition upcoming. Mary who was usually in charge of it had asked for sick leave. Betty was shocked that Ms. Blake had chosen her. She answered nervously, insisting that her handwriting was bad. But Ms. Blake encouraged her, saying she believed in her, expected her to do the duty and let her know her decision soon. Approaching the teachers’ office, Betty felt nervous again. On thinking of her poor handwriting appearing on the bulletin board, she felt her stomach turning. Having decided to say no, Betty quickened her pace and ran across the sports ground. Betty was about to pass the sandpit (沙坑) when someone nearby drew her attention. It was Jack from a different class. As she knew clearly, Jack had never been good at the long jump, but he was practicing it. Full of curiosity, she ran over to ask what he was doing. Tom explained that no one else had wanted to compete in the long jump event, and if so, their class would score zero in the school sports meet. The moment the headteacher asked if anyone would give it a try, he volunteered immediately. Betty reminded him that he wasn’t excellent in it, but Jack simply said that it wasn’t about being the best, but about trying to compete for the class. Then he went on practicing. It dawned on Betty that what a similar issue they were both faced with! 注意： 1.续写词数应为150左右； 2.请按如下格式在答题卡的相应位置作答。 Betty stood there, watching Jack practicing persistently. _ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Determined, Betty walked into the teachers' office. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】参考范文 Betty stood there, watching Jack practicing persistently. Every time he jumped, he would have a big fall, black and blue. However, he went on jumping, his forehead sweating. Then he adjusted his posture and tried again. Instantly Betty thought that Jack was willing to perform duty regardless of the awkward long jump, shame was flashing across her face. She was scared of showing her bad handwriting, but why not try her best like Jack? Imperfect though the bulletin board would be due to her bad handwriting, she could put her heart into it. Slowly, her stomach stopped turning, instead a new sense of determination took its place. She turned around and ran straight for the teachers’ office, her steps not hesitant but steady. Determined, Betty walked into the teachers’ office. Ms. Blake was sitting at her desk, grading homework. On seeing Betty, she looked up and smiled, gently asking whether she had made her decision. Betty took a deep breath and nodded firmly, “Yes, Ms. Blake. It is up to me to do the class bulletin board.” She then added, “although my handwriting is terrible, I’ll practice and do my best to make it nice. I want to help our class, just like Jack is helping his.” Ms. Blake’s eyes were sparkling with pride. She stood up and patted Betty on the shoulder, “That’s what I want to hear, Betty. Try confidently as well as bravely and you will perfect everything.” “Exactly, one for all, all for one.” Betty left the office with a radiant smile blossoming on her face. 【导语】文章以人物为线索展开，讲述了Betty在体育课后被老师邀请负责班级板报工作，她因担心自己字写得不好而打算拒绝，但在看到Jack为班级运动会主动练习并不擅长的跳远后，意识到自己和Jack面临相似的问题，即都应为了班级而勇于尝试和担当。 【详解】1.段落续写 ①由第一段首句内容“Betty站在那里，看着Jack坚持不懈地练习。”可知，第一段可描写Jack练习的过程以及受到他的激励决定用心负责板报工作。 ②由第二段首句内容“Betty下定决心，走进了教师办公室。”可知，第二段可描写Betty向Blake老师说明自己的愿意出黑板报并受到了老师的表扬和鼓励。 2.续写线索：观看Jack练习——受到启发，开始反思——决定用心负责板报工作——向老师说明来意——受到表扬和鼓励 3.词汇激活 行为类 ①愿意做某事：be willing to do sth/be disposed to do sth ②展示：show/display ③帮助：help/assist 情绪类 ①害怕：be scared of/be afraid of ②温柔地：gently/tenderly 【点睛】[高分句型1] Instantly Betty thought that Jack was willing to perform duty regardless of the awkward long jump, shame was flashing across her face.（运用了that引导的宾语从句） [高分句型2] She turned around and ran straight for the teachers’ office, her steps not hesitant but steady.（运用了独立主格结构） 原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司1 / 23 学科网（北京）股份有限公司 $………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… 此卷只装订不密封 ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… … 学校：______________姓名：_____________班级：_______________考号：______________________ Unit 5 Poems单元自测·基础卷 （考试时间：100分钟 试卷满分：120分） 注意事项： 1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2．回答第Ⅰ卷时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。 4．考试结束后，将本试卷和答题卡一并交回。 第一部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Notice of the School Science and Technology Innovation Competition To encourage students to explore scientific knowledge, develop innovative thinking, and showcase their practical abilities, the School Youth League Committee will hold the 5th School Science and Technology Innovation Competition. The details are as follows: 1. Participants: All Senior 1 and Senior 2 students (individual or team participation, with a maximum of 3 members per team) 2. Registration Time: From October 20th to October 27th, 2025 3. Registration Method: Submit the application form to the Youth League Committee Office (Room 203, Administrative Building) or send the electronic version to the official email: stic@school.edu.cn (subject format: Class + Name + Project Name) 4. Competition Categories:       - Invention and Creation (e.g., small practical inventions, technological improvements)       - Science and Technology Essays (thematic essays on scientific and technological development)       - Digital Works (e.g., science and technology posters, short videos about scientific experiments) 5. Competition Process:       - Preliminary Selection (November 1st - November 5th): Review of application materials and preliminary evaluation of works       - Final Competition (November 12th, 2:30-5:00 p.m.): On-site display and defense (for invention and creation and digital works); essay review (for science and technology essays)       - Award Announcement (November 18th): Results will be posted on the school bulletin board and official WeChat account 6. Awards: First Prize (5%), Second Prize (10%), Third Prize (15%), and Excellent Organization Award (for classes with outstanding participation). Winners will receive certificates and prizes, and outstanding works will be recommended to the municipal science and technology competition. For more information, please contact Teacher Zhang at 138xxxx5678 or visit the Youth League Committee Office during working hours (9:00 a.m.-5:00 p.m., Monday to Friday). We welcome all students with enthusiasm for science and technology to participate actively! School Youth League Committee October 15th, 2025 1．Who can participate in the Science and Technology Innovation Competition? A．Only Senior 2 students. B．Senior 1 and Senior 2 students. C．All students in the school. D．Teachers and students. 2．How can students register for the competition? A．Only submit the application form to Room 203, Administrative Building. B．Only send the electronic version to the official email. C．Either submit the paper form or send the electronic version. D．Register online through the school official WeChat account. 3．When will the final competition be held? A．October 20th - October 27th. B．November 1st-November 5th. C．November 12th, 2:30-5:00 p.m. D．November 18th. B Decades ago, my friend Caetlin received a peculiar assignment from the poet Robert L. Hass, who was then her undergraduate literature professor. He instructed each student to memorize three poems from The Norton Anthology of American Literature not for any urgent academic reason but to prepare them for their unavoidable future solitude, claiming that you’re going to be alone, and poetry is going to be all you have. The act of memorizing a poem seemed curiously old-fashioned in an era when few of us encounter poetry at all. I mostly devoted myself to prose (散文). It was only in my 40s that I began to change my ways. It happened in a flight to Seattle. For hours, I read nothing else but a poem, sometimes going through, sometimes repeating over and over. At the end of my flight, I had all 40 lines in my head. Memorizing a great poem always begins as a crime. The boredom of repetition reduces the great charm it has. But as you keep trying, the lines finally come together again, and the scattered text transforms back into a treasure, often a more valuable one than it was before. In other words, poetry perpetuates itself by becoming a part of those who read it. It can do so only because it is so specific, so entirely different, that taking it in expands our own sense of what we are. Some of the poems I’ve memorized are already fading, and that’s fine. I know if I spend a little time with them, they’ll sing in me again. Others keep thumping (重击) in me like a new pulse. I won’t promise you that memorizing poetry will make your life better, but it will make you more: more in touch with language, with other minds, maybe with what you might yet become. 4．What did professor Robert assign his students to do? A．Appreciate literature works. B．Write poems to avoid future solitude. C．Recite poems for potential loneliness. D．Memorize poems for academic reasons. 5．Why does the author say memorizing a poem begins as a crime? A．Repetition makes poems boring. B．It’s a way to kill time on the plane. C．The author preferred prose to poetry. D．People hardly encountered poetry then. 6．What does the underlined word perpetuates in paragraph 3 mean? A．Make something famous. B．Keep something alive. C．Make something beautiful. D．Keep something special. 7．How does the author understand memorizing poetry? A．It makes our life better. B．It leads to the pursuit of dream. C．It expands our life properly. D．It enriches our memory definitely. C When it comes to our emotional well-being, feeling lonely is a risk factor for several mental disorders, and also makes us more fearful and anxious. Loneliness is now widely recognised as a major public health problem. What is perhaps less obvious is one answer to the problem: the healing power of poetry can make us feel more connected to others. Poetry lets us connect with other people who have experienced similar feelings. When we have a poem by our side, whether put into a bag or on a bedside table, it feels like we’re being accompanied (陪伴) by a friend: an arm is wrapped around our shoulders. I remember one woman starting to cry as she read Derek Walcott’s poem Love After Love during a poetry session held at my local hospital. Fighting through tears, she eventually said,“I feel understood.” Everyone in the room knew just what she meant. She had, in Walcott’s phrase, struggled to “love again the stranger who was yourself”. The poet’s invitation to “Sit. Feast (尽情享用) on your life” was the push she needed, in language which spoke to her, to imagine loving herself in a way she had always found hard. Poetry had worked its magic, unlocking a feeling of inner connection. I am not alone in believing that poems can aid our mental health. There are beginning to be clinical studies on poetry’s healing power. To take just one recent example, a 2021 study found that a group of 44 hospitalised children who were encouraged to read and write poetry saw reductions in fear, sadness, anger and worry. “Poetry was a welcome escape from stress and an opportunity for self-reflection,” the researchers concluded. According to the poet Paul Celan, a poem is like a handshake: it creates bonds between us. 8．Why does the author mention the poetry session in paragraph 2? A．To support her view. B．To attract readers’ attention. C．To share her experience. D．To advise people to study poetry. 9．What can we learn about the woman? A．She found it difficult to get along with strangers. B．She cried because she was touched by everyone. C．She will begin to love herself and enjoy the life. D．She will try to connect with people through poetry. 10．What is paragraph 4 mainly about? A．Supporting evidence for poetry’s healing power. B．Potential application of poetry’s healing power. C．A further explanation of the research method. D．A reasonable doubt about the research process. 11．Where is this text most likely from? A．A diary. B．A guidebook. C．A research paper. D．A health magazine. D New psychology research points to the factors that explain why we find particular poems aesthetically pleasing. “While it may seem obvious that individual taste matters in judgments of poetry, we found certain factors consistently influence how much a poem will be enjoyed.” Aesthetics (美学), the basis of what we find appealing or not, play an important role in our everyday lives. However, little is known about how we make these judgments. The researchers sought to answer an age-old question — “Why do we like what we like?” — by measuring what we find aesthetically pleasing in poetry. To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems. After reading each poem, participants answered questions about the poem’s vividness (“How vivid is the imagery evoked from this poem?”), emotional arousal (“How relaxing or stimulating is this poem?”), emotional valence (“How positive or negative is the content of this poem?”), and aesthetic appeal (“How enjoyable or aesthetically appealing did you find this poem?”). Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing. Emotional valence also predicted aesthetic appeal, though to a lesser extent; specifically, poems that were found to be more positive were generally found to be more appealing. By contrast, emotional arousal did not have a clear relationship to aesthetic appeal. “The vividness of a poem consistently predicted its aesthetic appeal,” notes Starr, author of Feeling Beauty: The Neuroscience of Aesthetic Experience. “Therefore, it seems that vividness of mental imagery may be a key factor influencing what we like more broadly.” “While limited to poetry,” she adds, “our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields.” 12．What did the researchers ask the participants to do? A．Evaluate poems of haiku and sonnet. B．Write the aesthetic appeal of poems. C．Explain factors of emotional valence. D．Ask questions about the poem’s vividness. 13．Which of the following is true according to paragraph 4? A．Poems with more negative content are more appealing. B．Emotional arousal is negatively related to aesthetic appeal. C．Emotional valence is the most important predictor of aesthetic appeal. D．Vividness of mental imagery has the strongest connection with aesthetic appeal. 14．What can be inferred from Starr’s words? A．The research will help explore aesthetic judgments in other fields. B．The finding of vividness being a key factor is only applicable to poetry. C．Emotional valence should be further studied in the context of other art forms. D．The research has little value for understanding aesthetic judgments in other areas. 15．What is the main purpose of this passage? A．To introduce different types of poems. B．To discuss the importance of aesthetics. C．To show the findings of aesthetic appeal. D．To persuade people to admire the poems. 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项 Poetry challenges to enrich your reading life Whether you desire for more poetry or simply appreciate striving for reading goals, these three poetry challenges can serve as that push to create space for more poetry in your life. 16 . Finally, they will help you know new works and writers, and much more. · 17 If a daily commitment interests you, visit Poets.org to sign up for the ever-popular Poem-a-Day newsletter. Over 250,000 people have subscribed to receive a “new” poem every weekday and a “classic” poem every weekend day. Each month, a different guest editor takes charge of the weekday publications. Recent editors include Fatimah Asghar Anai Duplan, and Rachel Eliza Griffiths. ·Take part in National Poetry Writing Month (NaPoWriMo) If you prefer shorter commitments, NaPoWriMo takes place every April during National Poetry Month. For NaPoWriMo, poetry lovers pen “30 poems in 30 days”. Often while sitting at your writing desk and waiting on the muses (灵感), you can reach for authors and pieces that move you. 18 . ·Create your own poetry challenge 19 . Why not borrow what fits your current life from those exciting challenges and invite other poetry enthusiasts to participate? If you do find yourself inspired by others, please credit the lovely minds that dreamed up the challenges. Whether you’re new to poetry or a long-time fan, I’m crossing my fingers and toes that these poetry challenges cause you to form a deeper connection to the genre. 20 . If you’re interested in getting involved in poems, you can click 50 Must-Read Best Poetry Books and Where to Find Free Poetry Online to get helpful resources. A．Meet more recent editors B．Sign up for Poem-a-Day Newsletter C．Many poetry challenges exist because of others D．Perhaps writing poems will keep you reading poems, too E．In short, it gives you opportunities to create poetry challenges F．And I hope it pushes you to put poetry first in your reading life G．Also, they can connect you with a community of poetry readers 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项 I used to believe that friendship was something that happened naturally, like finding a missing puzzle piece. This idea 21 from books and movies, was challenged in my senior year. Our school 22 a “Peer Support” program, matching academically strong students with those who were struggling. I was 23 with Leo, a quiet boy from another class. My task was to tutor him in math, which I saw merely as a weekly 24 . I was 25 about its deeper value. Our first few meetings were awkward. I would 26 concepts, and Leo would nod silently, rarely asking questions. I felt a sense of 27 , thinking my efforts were like seeds falling on barren soil. I almost quit. One afternoon, a fire alarm rang out. It was a minor drill. As we walked downstairs in the orderly but hurried flow, I noticed Leo was not just quiet; he was apparently 28 . The overwhelming noise and crowd seemed to 29 him. Instinctively (直觉地), I moved closer and said calmly, “Focus on the steps. One at a time, like we break down a math problem.” I wasn’t 30 . I was showing him a familiar routine. To my surprise, he 31 me and nodded, his breathing gradually steadying. That moment changed everything. Leo began to talk. He shared his fear of crowds. I, in turn, shared my 32 about exams. Our interaction became two-way. We became a team, 33 each other's struggles. By the end of the term, his grades had improved. But the real success was the bridge we built across the silent 34 . I had entered to teach, but I left having learned: “True connection isn't about finding a perfect match, but the courage to build one, piece by piece, across the divides we 35 .” 21．A．released B．absorbed C．distinguished D．adapted 22．A．contacted B．launched C．downloaded D．exited 23．A．competed B．charged C．paired D．ranked 24．A．session B．instance C．category D．priority 25．A．confident B．curious C．nervous D．doubtful 26．A．demonstrate B．grasp C．accept D．question 27．A．pride B．fulfillment C．frustration D．solidarity 28．A．proceeding B．struggling C．screaming D．grinning 29．A．accuse B．persuade C．boost D．trap 30．A．betting B．lying C．explaining D．exaggerating 31．A．locked eyes with B．turned away from C．reached out to D．smiled bitterly at 32．A．anxiety B．ambition C．prediction D．arrangement 33．A．appreciating B．limiting C．handling D．rating 34．A．square B．landscape C．platform D．boundary 35．A．widen B．explore C．close D．imagine 第二节（共10小题；每小题1. 5分, 满分15分） 阅读下面短文，在空白处填入 1个适当的单词或括号内单词的正确形式。 World Poetry Day takes place each year 36 March 21 to promote the teaching of poetry, as well as the publishing, writing, and reading of this form of writing around the world. It 37 (announce) by UNESCO in 1999 in the hope of supporting language diversity through poetic expression and increasing the opportunity for 38 (endanger) languages to be heard. World Poetry Day was about giving fresh drive and 39 (recognize) to international, regional, and national poetry movements. It also focused on promoting a return to the oral tradition of poetry recitals, as well as 40 (strengthen) the association between poetry and other forms of expression, such as dance, music, and painting. The day is celebrated 41 (global). Government agencies, community groups and individuals get involved in promoting or participating in the day, which enables children to learn and enjoy 42 (variety) of poetry. It is a time 43 students are busy examining poets and learning about different types of poetry. Poets may be invited to read and share their work to audience at book stores and schools. Ceremonies are held 44 (honor) poets of remarkable achievements. All in all, it’s a day for poetry: 45 ancient art form that still enriches our understanding of humanity today. 第三部分 写作（共两节, 满分40分） 第一节（满分15分） 46．假定你是李华，上周你校举办了“用英语讲中国故事(Telling Chinese Stories in English)”主题活动。请你为校英文报写一篇报道，介绍此次活动。内容包括： 1.活动的目的； 2.活动的内容； 3.学生的反响。 注意： 1.写作词数应为80左右； 2.请在答题卡的相应位置作答。 Telling Chinese Stories in English ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二节（满分25分） 47．阅读下面材料，根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。 PE class was popular with every student. Betty was no exception. The playground saw her skipping rope at ease. Meanwhile, her classmates were watching her excitedly. The rope rotated (旋转) fast as she jumped. Time being up, the counter showed 300 skips. Betty did her best. Smiling, Betty waved a victory sign to the crowd. Just then, the bell rang, saying PE was over. Betty packed up her skipping rope. She was ready to give her answer to Ms. Blake. Ms. Blake had asked her whether she would like to do something for the class bulletin board (板报) with the competition upcoming. Mary who was usually in charge of it had asked for sick leave. Betty was shocked that Ms. Blake had chosen her. She answered nervously, insisting that her handwriting was bad. But Ms. Blake encouraged her, saying she believed in her, expected her to do the duty and let her know her decision soon. Approaching the teachers’ office, Betty felt nervous again. On thinking of her poor handwriting appearing on the bulletin board, she felt her stomach turning. Having decided to say no, Betty quickened her pace and ran across the sports ground. Betty was about to pass the sandpit (沙坑) when someone nearby drew her attention. It was Jack from a different class. As she knew clearly, Jack had never been good at the long jump, but he was practicing it. Full of curiosity, she ran over to ask what he was doing. Tom explained that no one else had wanted to compete in the long jump event, and if so, their class would score zero in the school sports meet. The moment the headteacher asked if anyone would give it a try, he volunteered immediately. Betty reminded him that he wasn’t excellent in it, but Jack simply said that it wasn’t about being the best, but about trying to compete for the class. Then he went on practicing. It dawned on Betty that what a similar issue they were both faced with! 注意： 1.续写词数应为150左右； 2.请按如下格式在答题卡的相应位置作答。 Betty stood there, watching Jack practicing persistently. _ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Determined, Betty walked into the teachers' office. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 试题 第3页（共8页） 试题 第4页（共8页） 试题 第1页（共8页） 试题 第2页（共8页） 学科网（北京）股份有限公司 $ Unit 5 Poems单元自测·基础卷 （考试时间：100分钟 试卷满分：120分） 注意事项： 1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2．回答第Ⅰ卷时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。 4．考试结束后，将本试卷和答题卡一并交回。 第一部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Notice of the School Science and Technology Innovation Competition To encourage students to explore scientific knowledge, develop innovative thinking, and showcase their practical abilities, the School Youth League Committee will hold the 5th School Science and Technology Innovation Competition. The details are as follows: 1. Participants: All Senior 1 and Senior 2 students (individual or team participation, with a maximum of 3 members per team) 2. Registration Time: From October 20th to October 27th, 2025 3. Registration Method: Submit the application form to the Youth League Committee Office (Room 203, Administrative Building) or send the electronic version to the official email: stic@school.edu.cn (subject format: Class + Name + Project Name) 4. Competition Categories:       - Invention and Creation (e.g., small practical inventions, technological improvements)       - Science and Technology Essays (thematic essays on scientific and technological development)       - Digital Works (e.g., science and technology posters, short videos about scientific experiments) 5. Competition Process:       - Preliminary Selection (November 1st - November 5th): Review of application materials and preliminary evaluation of works       - Final Competition (November 12th, 2:30-5:00 p.m.): On-site display and defense (for invention and creation and digital works); essay review (for science and technology essays)       - Award Announcement (November 18th): Results will be posted on the school bulletin board and official WeChat account 6. Awards: First Prize (5%), Second Prize (10%), Third Prize (15%), and Excellent Organization Award (for classes with outstanding participation). Winners will receive certificates and prizes, and outstanding works will be recommended to the municipal science and technology competition. For more information, please contact Teacher Zhang at 138xxxx5678 or visit the Youth League Committee Office during working hours (9:00 a.m.-5:00 p.m., Monday to Friday). We welcome all students with enthusiasm for science and technology to participate actively! School Youth League Committee October 15th, 2025 1．Who can participate in the Science and Technology Innovation Competition? A．Only Senior 2 students. B．Senior 1 and Senior 2 students. C．All students in the school. D．Teachers and students. 2．How can students register for the competition? A．Only submit the application form to Room 203, Administrative Building. B．Only send the electronic version to the official email. C．Either submit the paper form or send the electronic version. D．Register online through the school official WeChat account. 3．When will the final competition be held? A．October 20th - October 27th. B．November 1st-November 5th. C．November 12th, 2:30-5:00 p.m. D．November 18th. B Decades ago, my friend Caetlin received a peculiar assignment from the poet Robert L. Hass, who was then her undergraduate literature professor. He instructed each student to memorize three poems from The Norton Anthology of American Literature not for any urgent academic reason but to prepare them for their unavoidable future solitude, claiming that you’re going to be alone, and poetry is going to be all you have. The act of memorizing a poem seemed curiously old-fashioned in an era when few of us encounter poetry at all. I mostly devoted myself to prose (散文). It was only in my 40s that I began to change my ways. It happened in a flight to Seattle. For hours, I read nothing else but a poem, sometimes going through, sometimes repeating over and over. At the end of my flight, I had all 40 lines in my head. Memorizing a great poem always begins as a crime. The boredom of repetition reduces the great charm it has. But as you keep trying, the lines finally come together again, and the scattered text transforms back into a treasure, often a more valuable one than it was before. In other words, poetry perpetuates itself by becoming a part of those who read it. It can do so only because it is so specific, so entirely different, that taking it in expands our own sense of what we are. Some of the poems I’ve memorized are already fading, and that’s fine. I know if I spend a little time with them, they’ll sing in me again. Others keep thumping (重击) in me like a new pulse. I won’t promise you that memorizing poetry will make your life better, but it will make you more: more in touch with language, with other minds, maybe with what you might yet become. 4．What did professor Robert assign his students to do? A．Appreciate literature works. B．Write poems to avoid future solitude. C．Recite poems for potential loneliness. D．Memorize poems for academic reasons. 5．Why does the author say memorizing a poem begins as a crime? A．Repetition makes poems boring. B．It’s a way to kill time on the plane. C．The author preferred prose to poetry. D．People hardly encountered poetry then. 6．What does the underlined word perpetuates in paragraph 3 mean? A．Make something famous. B．Keep something alive. C．Make something beautiful. D．Keep something special. 7．How does the author understand memorizing poetry? A．It makes our life better. B．It leads to the pursuit of dream. C．It expands our life properly. D．It enriches our memory definitely. C When it comes to our emotional well-being, feeling lonely is a risk factor for several mental disorders, and also makes us more fearful and anxious. Loneliness is now widely recognised as a major public health problem. What is perhaps less obvious is one answer to the problem: the healing power of poetry can make us feel more connected to others. Poetry lets us connect with other people who have experienced similar feelings. When we have a poem by our side, whether put into a bag or on a bedside table, it feels like we’re being accompanied (陪伴) by a friend: an arm is wrapped around our shoulders. I remember one woman starting to cry as she read Derek Walcott’s poem Love After Love during a poetry session held at my local hospital. Fighting through tears, she eventually said,“I feel understood.” Everyone in the room knew just what she meant. She had, in Walcott’s phrase, struggled to “love again the stranger who was yourself”. The poet’s invitation to “Sit. Feast (尽情享用) on your life” was the push she needed, in language which spoke to her, to imagine loving herself in a way she had always found hard. Poetry had worked its magic, unlocking a feeling of inner connection. I am not alone in believing that poems can aid our mental health. There are beginning to be clinical studies on poetry’s healing power. To take just one recent example, a 2021 study found that a group of 44 hospitalised children who were encouraged to read and write poetry saw reductions in fear, sadness, anger and worry. “Poetry was a welcome escape from stress and an opportunity for self-reflection,” the researchers concluded. According to the poet Paul Celan, a poem is like a handshake: it creates bonds between us. 8．Why does the author mention the poetry session in paragraph 2? A．To support her view. B．To attract readers’ attention. C．To share her experience. D．To advise people to study poetry. 9．What can we learn about the woman? A．She found it difficult to get along with strangers. B．She cried because she was touched by everyone. C．She will begin to love herself and enjoy the life. D．She will try to connect with people through poetry. 10．What is paragraph 4 mainly about? A．Supporting evidence for poetry’s healing power. B．Potential application of poetry’s healing power. C．A further explanation of the research method. D．A reasonable doubt about the research process. 11．Where is this text most likely from? A．A diary. B．A guidebook. C．A research paper. D．A health magazine. D New psychology research points to the factors that explain why we find particular poems aesthetically pleasing. “While it may seem obvious that individual taste matters in judgments of poetry, we found certain factors consistently influence how much a poem will be enjoyed.” Aesthetics (美学), the basis of what we find appealing or not, play an important role in our everyday lives. However, little is known about how we make these judgments. The researchers sought to answer an age-old question — “Why do we like what we like?” — by measuring what we find aesthetically pleasing in poetry. To do this, the team had more than 400 participants read and rate poems of two genres — haiku and sonnet — with the aim of understanding the factors that best predicted the aesthetic appeal of the poems. After reading each poem, participants answered questions about the poem’s vividness (“How vivid is the imagery evoked from this poem?”), emotional arousal (“How relaxing or stimulating is this poem?”), emotional valence (“How positive or negative is the content of this poem?”), and aesthetic appeal (“How enjoyable or aesthetically appealing did you find this poem?”). Their results showed that vividness of mental imagery was the best predictor of aesthetic appeal — poems that evoked greater imagery were more pleasing. Emotional valence also predicted aesthetic appeal, though to a lesser extent; specifically, poems that were found to be more positive were generally found to be more appealing. By contrast, emotional arousal did not have a clear relationship to aesthetic appeal. “The vividness of a poem consistently predicted its aesthetic appeal,” notes Starr, author of Feeling Beauty: The Neuroscience of Aesthetic Experience. “Therefore, it seems that vividness of mental imagery may be a key factor influencing what we like more broadly.” “While limited to poetry,” she adds, “our work sheds light into which facts most influence our aesthetic judgments and paves the way for future research investigating how we make such judgments in other fields.” 12．What did the researchers ask the participants to do? A．Evaluate poems of haiku and sonnet. B．Write the aesthetic appeal of poems. C．Explain factors of emotional valence. D．Ask questions about the poem’s vividness. 13．Which of the following is true according to paragraph 4? A．Poems with more negative content are more appealing. B．Emotional arousal is negatively related to aesthetic appeal. C．Emotional valence is the most important predictor of aesthetic appeal. D．Vividness of mental imagery has the strongest connection with aesthetic appeal. 14．What can be inferred from Starr’s words? A．The research will help explore aesthetic judgments in other fields. B．The finding of vividness being a key factor is only applicable to poetry. C．Emotional valence should be further studied in the context of other art forms. D．The research has little value for understanding aesthetic judgments in other areas. 15．What is the main purpose of this passage? A．To introduce different types of poems. B．To discuss the importance of aesthetics. C．To show the findings of aesthetic appeal. D．To persuade people to admire the poems. 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项 Poetry challenges to enrich your reading life Whether you desire for more poetry or simply appreciate striving for reading goals, these three poetry challenges can serve as that push to create space for more poetry in your life. 16 . Finally, they will help you know new works and writers, and much more. · 17 If a daily commitment interests you, visit Poets.org to sign up for the ever-popular Poem-a-Day newsletter. Over 250,000 people have subscribed to receive a “new” poem every weekday and a “classic” poem every weekend day. Each month, a different guest editor takes charge of the weekday publications. Recent editors include Fatimah Asghar Anai Duplan, and Rachel Eliza Griffiths. ·Take part in National Poetry Writing Month (NaPoWriMo) If you prefer shorter commitments, NaPoWriMo takes place every April during National Poetry Month. For NaPoWriMo, poetry lovers pen “30 poems in 30 days”. Often while sitting at your writing desk and waiting on the muses (灵感), you can reach for authors and pieces that move you. 18 . ·Create your own poetry challenge 19 . Why not borrow what fits your current life from those exciting challenges and invite other poetry enthusiasts to participate? If you do find yourself inspired by others, please credit the lovely minds that dreamed up the challenges. Whether you’re new to poetry or a long-time fan, I’m crossing my fingers and toes that these poetry challenges cause you to form a deeper connection to the genre. 20 . If you’re interested in getting involved in poems, you can click 50 Must-Read Best Poetry Books and Where to Find Free Poetry Online to get helpful resources. A．Meet more recent editors B．Sign up for Poem-a-Day Newsletter C．Many poetry challenges exist because of others D．Perhaps writing poems will keep you reading poems, too E．In short, it gives you opportunities to create poetry challenges F．And I hope it pushes you to put poetry first in your reading life G．Also, they can connect you with a community of poetry readers 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项 I used to believe that friendship was something that happened naturally, like finding a missing puzzle piece. This idea 21 from books and movies, was challenged in my senior year. Our school 22 a “Peer Support” program, matching academically strong students with those who were struggling. I was 23 with Leo, a quiet boy from another class. My task was to tutor him in math, which I saw merely as a weekly 24 . I was 25 about its deeper value. Our first few meetings were awkward. I would 26 concepts, and Leo would nod silently, rarely asking questions. I felt a sense of 27 , thinking my efforts were like seeds falling on barren soil. I almost quit. One afternoon, a fire alarm rang out. It was a minor drill. As we walked downstairs in the orderly but hurried flow, I noticed Leo was not just quiet; he was apparently 28 . The overwhelming noise and crowd seemed to 29 him. Instinctively (直觉地), I moved closer and said calmly, “Focus on the steps. One at a time, like we break down a math problem.” I wasn’t 30 . I was showing him a familiar routine. To my surprise, he 31 me and nodded, his breathing gradually steadying. That moment changed everything. Leo began to talk. He shared his fear of crowds. I, in turn, shared my 32 about exams. Our interaction became two-way. We became a team, 33 each other's struggles. By the end of the term, his grades had improved. But the real success was the bridge we built across the silent 34 . I had entered to teach, but I left having learned: “True connection isn't about finding a perfect match, but the courage to build one, piece by piece, across the divides we 35 .” 21．A．released B．absorbed C．distinguished D．adapted 22．A．contacted B．launched C．downloaded D．exited 23．A．competed B．charged C．paired D．ranked 24．A．session B．instance C．category D．priority 25．A．confident B．curious C．nervous D．doubtful 26．A．demonstrate B．grasp C．accept D．question 27．A．pride B．fulfillment C．frustration D．solidarity 28．A．proceeding B．struggling C．screaming D．grinning 29．A．accuse B．persuade C．boost D．trap 30．A．betting B．lying C．explaining D．exaggerating 31．A．locked eyes with B．turned away from C．reached out to D．smiled bitterly at 32．A．anxiety B．ambition C．prediction D．arrangement 33．A．appreciating B．limiting C．handling D．rating 34．A．square B．landscape C．platform D．boundary 35．A．widen B．explore C．close D．imagine 第二节（共10小题；每小题1. 5分, 满分15分） 阅读下面短文，在空白处填入 1个适当的单词或括号内单词的正确形式。 World Poetry Day takes place each year 36 March 21 to promote the teaching of poetry, as well as the publishing, writing, and reading of this form of writing around the world. It 37 (announce) by UNESCO in 1999 in the hope of supporting language diversity through poetic expression and increasing the opportunity for 38 (endanger) languages to be heard. World Poetry Day was about giving fresh drive and 39 (recognize) to international, regional, and national poetry movements. It also focused on promoting a return to the oral tradition of poetry recitals, as well as 40 (strengthen) the association between poetry and other forms of expression, such as dance, music, and painting. The day is celebrated 41 (global). Government agencies, community groups and individuals get involved in promoting or participating in the day, which enables children to learn and enjoy 42 (variety) of poetry. It is a time 43 students are busy examining poets and learning about different types of poetry. Poets may be invited to read and share their work to audience at book stores and schools. Ceremonies are held 44 (honor) poets of remarkable achievements. All in all, it’s a day for poetry: 45 ancient art form that still enriches our understanding of humanity today. 第三部分 写作（共两节, 满分40分） 第一节（满分15分） 46．假定你是李华，上周你校举办了“用英语讲中国故事(Telling Chinese Stories in English)”主题活动。请你为校英文报写一篇报道，介绍此次活动。内容包括： 1.活动的目的； 2.活动的内容； 3.学生的反响。 注意： 1.写作词数应为80左右； 2.请在答题卡的相应位置作答。 Telling Chinese Stories in English ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二节（满分25分） 47．阅读下面材料，根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。 PE class was popular with every student. Betty was no exception. The playground saw her skipping rope at ease. Meanwhile, her classmates were watching her excitedly. The rope rotated (旋转) fast as she jumped. Time being up, the counter showed 300 skips. Betty did her best. Smiling, Betty waved a victory sign to the crowd. Just then, the bell rang, saying PE was over. Betty packed up her skipping rope. She was ready to give her answer to Ms. Blake. Ms. Blake had asked her whether she would like to do something for the class bulletin board (板报) with the competition upcoming. Mary who was usually in charge of it had asked for sick leave. Betty was shocked that Ms. Blake had chosen her. She answered nervously, insisting that her handwriting was bad. But Ms. Blake encouraged her, saying she believed in her, expected her to do the duty and let her know her decision soon. Approaching the teachers’ office, Betty felt nervous again. On thinking of her poor handwriting appearing on the bulletin board, she felt her stomach turning. Having decided to say no, Betty quickened her pace and ran across the sports ground. Betty was about to pass the sandpit (沙坑) when someone nearby drew her attention. It was Jack from a different class. As she knew clearly, Jack had never been good at the long jump, but he was practicing it. Full of curiosity, she ran over to ask what he was doing. Tom explained that no one else had wanted to compete in the long jump event, and if so, their class would score zero in the school sports meet. The moment the headteacher asked if anyone would give it a try, he volunteered immediately. Betty reminded him that he wasn’t excellent in it, but Jack simply said that it wasn’t about being the best, but about trying to compete for the class. Then he went on practicing. It dawned on Betty that what a similar issue they were both faced with! 注意： 1.续写词数应为150左右； 2.请按如下格式在答题卡的相应位置作答。 Betty stood there, watching Jack practicing persistently. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Determined, Betty walked into the teachers' office. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司1 / 23 学科网（北京）股份有限公司 $ Unit 5 Poems单元自测·基础卷 （考试时间：100分钟 试卷满分：120分） （参考答案） 第一部分 阅读 (共两节，满分50分) 1．B 2．C 3．C 4．C 5．A 6．B 7．C 8．A 9．C 10．A 11．D 12．A 13．D 14．A 15．C 16．G 17．B 18．D 19．C 20．F 第二部分 语言知识运用 (共两节，满分30分) 第1节 (共15小题；每小题1分，满分15分) 21．B 22．B 23．C 24．A 25．D 26．A 27．C 28．B 29．D 30．C 31．A 32．A 33．C 34．D 35．D 第二节 (共10小题；每小题1.5分，满分15分) 36．on 37．was announced 38．endangered 39．recognition 40．strengthening 41．globally 42．varieties 43．when 44．to honor 45．an 第三部分 写作(共两节，满分40分) 第一节 （满分15分） Telling Chinese Stories in English Last week, our school launched the “Telling Chinese Stories in English” activity to spread Chinese culture and enhance students’ English communication abilities. Participants shared diverse stories, ranging from ancient myths like “Nuwa Mends the Sky” to stories of great figures such as Yuan Longping. Some added pictures or short videos to make their presentations more attractive. The activity was a hit among students. They expressed that it made English learning more fun and helped them better convey Chinese culture, leaving a deep impression on everyone. 第二节 （满分25分） Betty stood there, watching Jack practicing persistently. Every time he jumped, he would have a big fall, black and blue. However, he went on jumping, his forehead sweating. Then he adjusted his posture and tried again. Instantly Betty thought that Jack was willing to perform duty regardless of the awkward long jump, shame was flashing across her face. She was scared of showing her bad handwriting, but why not try her best like Jack? Imperfect though the bulletin board would be due to her bad handwriting, she could put her heart into it. Slowly, her stomach stopped turning, instead a new sense of determination took its place. She turned around and ran straight for the teachers’ office, her steps not hesitant but steady. Determined, Betty walked into the teachers’ office. Ms. Blake was sitting at her desk, grading homework. On seeing Betty, she looked up and smiled, gently asking whether she had made her decision. Betty took a deep breath and nodded firmly, “Yes, Ms. Blake. It is up to me to do the class bulletin board.” She then added, “although my handwriting is terrible, I’ll practice and do my best to make it nice. I want to help our class, just like Jack is helping his.” Ms. Blake’s eyes were sparkling with pride. She stood up and patted Betty on the shoulder, “That’s what I want to hear, Betty. Try confidently as well as bravely and you will perfect everything.” “Exactly, one for all, all for one.” Betty left the office with a radiant smile blossoming on her face. 原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司1 / 2 学科网（北京）股份有限公司 $