命题比赛：2025-2026学年黑龙江省高一英语上学期阶段测试（外研版必修一第1单元）

篇目 题号 考查技能 认知层次 难度预估 对应单元主题 分值 Passage 1 1 词义猜测 理解分析 中 适应高中生活 2.5 Passage 1 2 情感变化推理 分析推断 中 适应高中生活 2.5 Passage 1 3 细节推断 分析 中 合作学习 2.5 Passage 2 4 短语指代 理解 中 社交适应 2.5 Passage 2 5 写作目的/修辞作用 分析 中偏难 社交群体 2.5 Passage 2 6 细节理解 理解 易 交友技巧 2.5 Passage 2 7 作者建议 理解提取 中 交友策略 2.5 Passage 3 8 情感态度 理解 易 学习反思 2.5 Passage 3 9 细节推断 分析 中 学习方法 2.5 Passage 3 10 词义猜测 理解 中 元认知概念 2.5 Passage 3 11 作者态度变化 分析评价 中偏难 学习工具价值 2.5 Passage 4 12 细节比较 理解分析 中 学业压力与自主性 2.5 Passage 4 13 研究结果理解 理解 中 压力来源 2.5 Passage 4 14 短语理解 分析 中偏难 错误观重塑 2.5 Passage 4 15 写作意图 评价综合 中偏难 适应策略 2.5 七选五 16 语篇连贯（主题句） 理解综合 中 选择核心态度句 2.5 七选五 17 转折逻辑 理解分析 中 识别对比关系 2.5 七选五 18 指代与术语对应 分析 中偏难 “chunking”匹配前文 2.5 七选五 19 功能句对应 理解 易 ritual的作用 2.5 七选五 20 段落总结 理解综合 中 过程性结论 2.5 书面表达 21 应用文写作 表达困难，提出解决办法 内容完整性 困难描述、两种方法、核心建议 40% 中 建议 15 学科网（北京）股份有限公司 $ 参考答案 1．B 2．B 3．B 【导语】本文是一篇记叙文，作者讲述自己高一入学第一周的校园生活。起初面对偌大的校园感到紧张不安，后来参加学生会组织的探索活动，和组员合作完成新生校园指南，不仅收获了朋友，也明白了高中生活不是单打独斗，而是需要开放心态、互帮互助、合作成长，最终收获归属感。 1．细节理解题。“rite of passage”指人生重要阶段的过渡，结合语境，进入高中是重要转变。故选B。 2．细节理解题。原文定位句① My initial anxiety, however, gradually gave way to curiosity.② By Friday, I had not only contributed to a useful project but also gained two friends and a sense of belonging.第一段提到“initial anxiety”，最后一段提到“a sense of belonging”。故选B。 3．细节理解题。原文定位句We were divided into mixed-ability groups and tasked with creating a “survival guide” for new students. Together, we designed a digital map with QR codes...从“mixed-ability groups”“creating a survival guide”可知促进合作与创造。故选B。 4．B 5．C 6．D 7. C 【导语】本文是一篇记叙文。文章指出高中生活除了学业压力，还有一门隐形社交课程。校园里有着各自固定的社交小群体，新生融入并不容易。作者凭借共同兴趣主动结识新朋友，领悟到：看似自信的人内心也会忐忑不安，新生适应新环境最好的办法就是心怀善意、主动交流、保持真诚与好奇。 4．细节理解题。第一段结尾“While these are real, there exists another, less obvious challenge: the hidden curriculum of social navigation”及后文描述社交规则，可知指不成文的社交潜规则。故选B项。 5．细节理解题。原文定位句：the cafeteria was a map of invisible cliques: athletes sat near the windows, drama club members occupied the corner by the stage, and the “techies” huddled around the charging stations.作者列出不同群体的位置是为了说明存在不同社交圈子。故选C项。 6．推理判断题。原文定位句：Then I spotted a girl wearing a T-shirt of my favourite band. I took a breath and asked, “Mind if I sit here?”作者看到她的T恤是自己喜欢的乐队，从而有了共同兴趣。故选D项。 7. 最后一段“By the end of the week, I had discovered thatthe best strategy is simply to be kind and curious”。文章末尾直接点明核心建议：待人友善、心怀好奇。故选C项。 8．B 9．A 10. B 11. A 【导语】本文是一篇记叙文。高一科目繁多让作者手忙脚乱，生物老师布置的一周学习日志作业，起初作者满心怀疑。坚持记录每日所学、疑惑和优点后，作者不仅能自主想出难题答案，还找到了自己的薄弱学科。文章最后介绍元认知的学习原理，说明学习反思能强化大脑记忆、提升学习能力，学习日志也成为作者高中最实用的学习工具。 8．细节理解题。第二段“I approached the task with scepticism”表示怀疑。故选B。 9．细节理解题原文定位句：When I wrote my question about the chemistry experiment, the answer came to me as I was writing it.。作者在写问题时自然想起了答案，说明书写有助于生成答案。故选A。 10．最后一段定义：“the ability to think about one’s own thinking”反思自我思考的能力。故选B。 11. A。最后一句“That journal, which I had dismissed as a waste of time, becamemy most valuable tool”从一开始觉得浪费时间，到后来认为是最宝贵的学习工具，态度变为感激且完全认可。故选A。 12．B 13．C 14．B 15．C 【导语】这是一篇议论文（科普说理类）。文章纠正了学生普遍的错误看法：高中学习不只是难度加大，而是学习模式发生根本性转变。初中是老师一步步引导学习，高中强调自主学习、自我规划、自我管理。调研表明，高一新生的学业压力主要来自自主管理要求骤增，而非知识点太难。适应能力强的学生善于组建学习小组、坚持规划时间、把错误当作成长的经验而非个人失败。最后点明：高一适应期考验的不是智商，而是抗压韧性与变通能力，勇于接受挑战才能快速适应高中生活。 12．细节理解题。第一段：In junior high, students are often guided step by step; in senior high, they are expected to initiate and regulate their own learning.”即更多自主性。初中被动被指导，高中需要更强的学习自主性。A作业更多、C初中老师更严格、D高中考试更少，都不是文章强调的核心差异。故选B。 13．细节理解题。根据第二段“the sudden increase in autonomy”压力主要不是知识太难，而是自我管理、自主学习的需求大幅增加。故选C。 14．细节理解题。原文信息句they reframed mistakes as learning data rather than personal failures.将错误视为学习数据，意味着不再将其视为个人失败，而是反馈。故选B。 15. 主旨大意题。全文解释高中压力来源并给出适应建议，目的在指导适应。故选C。 16.F 17. C 18.A 19.E 20.D 【导语】本文围绕升入高中第一周，很多同学都会紧张不安，这就是“新生焦虑”。本文给出四条实用方法，帮助高一新生克服紧张心理，快速融入高中新生活。 16. F.前文定义了“freshman fear”，此处应该给出核心应对态度：关键不是消除恐惧，而是带着恐惧行动。F项符合。 17. C.前文说看到同学很轻松，转折“然而研究表明那往往是表演”，C项正确。 18. A.前文介绍了把担忧分解成小步骤的方法，这正是“chunking”（分块），A项。 19. E.前文定义了“comfort anchor”，这里说明其作用：提供连续性和安全感，E项。 20. D.前文说“适应是一个过程”，后文说每次小成功都会重塑大脑，因此本空应提醒不要期待第一周就完全舒适，D项。 多余选项：B（避免挑战会使恐惧增加，未直接对应上下文）、G（只有加入最受欢迎的俱乐部才能成功，过于绝对且不符合文意）。 参考答案： My First Week: From Struggle to Strategy By Li Hua Never had I imagined that senior high could be so overwhelming — until the first week hit me. My biggest struggle was time management. With nine subjects and endless homework, I often stayed up until midnight, only to feel exhausted the next day. To turn things around, I adopted two strategies. First, I created a priority matrix, ranking tasks by urgency and importance. This helped me focus on what truly mattered instead of being buried by small assignments. Second, I formed a “study accountability group” with two classmates. We checked each other’s progress every evening via a five-minute voice message. Surprisingly, knowing someone was expecting my update pushed me to stay on track. So here is my core advice to fellow freshmen: Don’t let the first week define your story — let it be the first page only. Small adjustments can lead to big changes. Believe in your ability to adapt. 学科网（北京）股份有限公司 $ 外研版必修一Unit 1单元测试卷 第一节 阅读（共15小题；每小题2.5分，满分37.5分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Navigating the First Week Entering senior high school is often described as a rite of passage, yet for many freshmen, it feels more like a daunting leap into the unknown. When I first set foot on the campus of No. 1 High School, its sheer size overwhelmed me. The hallways were crowded with older students who seemed to know exactly where they were going, while I clutched my timetable as if it were a lifeline. My initial anxiety, however, gradually gave way to curiosity. The highlight of the first week was a “Discovery Session” organised by the student union. We were divided into mixed-ability groups and tasked with creating a “survival guide” for new students. My group included Zhang Lin, a quiet boy who turned out to be a coding genius, and Chen Xi, a talkative girl who had already memorised the school map. Together, we designed a digital map with QR codes linking to video introductions of each building. The experience taught me that senior high is not a battlefield but a collaborative space. Challenges exist — from heavier homework to unfamiliar teachers — but they are best met with an open mind and a willingness to ask for help. By Friday, I had not only contributed to a useful project but also gained two friends and a sense of belonging. 1. What does the underlined phrase “a rite of passage” in paragraph 1 most likely mean? A. A dangerous adventure B. An important life transition C. A boring daily routine D. A meaningless ceremony 2. How did the author’s feeling change during the first week? A. From excitement to disappointment B. From anxiety to a sense of belonging C. From curiosity to fear D. From confidence to confusion 3. What can be inferred about the “Discovery Session”? A. It was a competition to find the best student. B. It encouraged cooperation and creativity. C. It was designed to test students’ memory. D. It only focused on academic subjects. B The Hidden Curriculum Most students expect that the greatest challenge of senior high will be academic — more homework, harder exams, and stricter grading. While these are real, there exists another, less obvious challenge: the hidden curriculum of social navigation. In my first week, I quickly realised that knowing the right people could be as important as knowing the right answers. During lunch, the cafeteria was a map of invisible cliques: athletes sat near the windows, drama club members occupied the corner by the stage, and the “techies” huddled around the charging stations. Choosing where to sit felt like a strategic decision. I recall hesitating near the centre of the cafeteria, tray in hand, feeling exposed. Then I spotted a girl wearing a T-shirt of my favourite band. I took a breath and asked, “Mind if I sit here?” She smiled and said, “Sure. I’m Yuanyuan. Love your backpack.” That small exchange opened a door. Over the next few days, I learned that Yuanyuan was also nervous about making friends, despite her confident smile. The hidden curriculum teaches that everyone, even those who appear self-assured, shares the same uncertainty. The trick is not to avoid it but to lean into it. By the end of the week, I had discovered that the best strategy is simply to be kind and curious. 4. What does “the hidden curriculum” refer to in this passage? A. The school’s official rules. B. The unspoken social rules of fitting in. C. The secret courses for top students. D. The timetable for extracurricular activities. 5. Why does the author mention the “map of invisible cliques”? A. To show the physical layout of the cafeteria. B. To illustrate the existence of social groups. C. To criticise students who are unfriendly. D. To suggest that athletes are the most popular. 6. What helped the author start a conversation with Yuanyuan? A. Yuanyuan spoke to him first. B. He saw she had a same interest in music. C. The teacher introduced them. D. They were assigned to the same group. 7. What is the author’s final advice to new students? A. Avoid sitting in the centre of the cafeteria. B. Pretend to be confident even if you are not. C. Be kind and curious towards others. D. Only talk to people who share your hobbies. C The Power of a Study Journal At the end of my first week at senior high, I was exhausted. Nine subjects, each with its own teacher, homework style, and deadlines, had left me feeling disorganised. Then my biology teacher, Mr. Zhang, gave us an unexpected assignment: keep a study journal for one week and reflect on it in class. I approached the task with scepticism. How could writing about my day help me learn biology? But I followed the instructions. Every evening, I spent ten minutes writing down three things: 1. What I learned today (one sentence per subject). 2. One question I still had. 3. One thing I did well. By Wednesday, something interesting happened. When I wrote my question about the chemistry experiment, the answer came to me as I was writing it — I had remembered the teacher’s explanation. By Friday, I noticed a pattern: my difficulties often came from the same two subjects, physics and English vocabulary. More importantly, the journal helped me realise that I was improving, even when I felt stuck. In class, Mr. Zhang explained the science behind it: reflecting on learning strengthens neural pathways and boosts metacognition — the ability to think about one’s own thinking. That journal, which I had dismissed as a waste of time, became my most valuable tool. I still use it, now in my third month of senior high. 8. How did the author initially feel about the study journal assignment? A. Enthusiastic B. Doubtful C. Frightened D. Bored 9. What does the author’s experience on Wednesday illustrate? A. Writing can sometimes generate answers. B. Chemistry is harder than biology. C. The journal should be written in the morning. D. Teachers are always right. 10. What is “metacognition” according to the passage? A. A method of memorising facts. B. The ability to reflect on one’s own thinking. C. A type of brain disease. D. The process of grading homework. 11. Which of the following best describes the author’s attitude towards the journal by the end? A. Grateful and convinced B. Bitter and regretful C. Indifferent D. Humorous D Adapting to Academic Pressure: A Comparative View A common misconception among junior high graduates is that senior high simply offers more of the same — only harder. Yet research in educational psychology suggests that the transition involves a fundamental shift in learning paradigms. In junior high, students are often guided step by step; in senior high, they are expected to initiate and regulate their own learning. A 2023 study by the National Education Research Centre surveyed 1,500 freshmen and found that 68% reported significant academic stress during the first month. The primary sources were not the difficulty of content but the sudden increase in autonomy — managing multiple deadlines, choosing effective study strategies without prompting, and seeking help before falling behind. Interestingly, students who adapted best shared three habits: they formed small study groups (not just social groups), they used a digital or paper planner religiously, and they reframed mistakes as learning data rather than personal failures. One participant, Li Ming, noted, “In junior high, a bad grade meant I wasn’t trying. Now I see it as a signal that I need to adjust my method.” Schools can help, but the ultimate responsibility lies with students. The first month is not a test of intelligence but of resilience and flexibility. Those who embrace the challenge — rather than fearing it — tend to find their footing quickly. 12. According to the passage, what is the main difference between junior high and senior high learning? A. Senior high has more homework. B. Senior high requires more student autonomy. C. Junior high teachers are more strict. D. Senior high has fewer exams. 13. What did the 2023 study reveal about academic stress? A. It is caused mainly by difficult content. B. It affects less than half of freshmen. C. It stems from increased self-management demands. D. It disappears after the first week. 14. What does the author mean by “reframed mistakes as learning data”? A. Mistakes should be recorded in a notebook. B. Mistakes are valuable feedback, not personal faults. C. Mistakes should be avoided at all costs. D. Only math mistakes are useful. 15. What is the author’s purpose in writing this passage? A. To criticise junior high education. B. To persuade students to avoid stress. C. To explain how to adapt to senior high pressure. D. To describe a research experiment. 【原创】第二节 七选五（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文中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。 Overcoming the “Freshman Fear” The first week at senior high can trigger a mix of excitement and unease. Psychologists call this the “freshman fear” — a natural response to unfamiliar environments. 1 First, understand that nearly everyone feels this way. You may look around and see classmates who appear completely at ease. 2 Studies show that most people hide their nervousness behind a calm mask. Second, break down your worries into small, manageable parts. Instead of thinking “I’ll never fit in,” ask yourself: “What’s one small thing I can do today to connect with someone?” 3 For example, complimenting a classmate’s notebook or asking about a homework question. Third, create a “comfort anchor” — an object, place, or routine that grounds you. It could be a photo in your locker, a five-minute walk around the library, or listening to a favourite song between classes. 4 Finally, remember that adaptation is a process, not an event. 5 Each small success — finding your classroom without getting lost, speaking up in a discussion — rewires your brain to feel more competent. A. This technique is called “chunking” by cognitive scientists. B. The more you avoid challenges, the more fearful you become. C. However, research reveals that what you see is often a performance. D. Don’t expect to feel completely comfortable within the first week. E. These small rituals provide a sense of continuity and safety. F. The key is not to eliminate fear but to act despite it. G. Joining the most popular club is the only way to succeed. 【原创】第三节 （满分15分） 应用文写作题目： 假设你是李华，你在高中第一周遇到了一些困难，但你通过积极的方法克服了它们。请你给学校英语报“Freshman Voice”栏目投稿，分享你的经历与建议。内容包括： 1. 描述你遇到的一个具体困难（如时间管理、交友、某学科障碍等）； 2. 说明你采取的至少两种解决方法； 3. 给其他高一新生提出一条核心建议（用一句有感染力的话总结）。 要求： · 词数80左右； · 不得出现真实校名、人名； ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 $