专题03：学生学习2026-2027学年译林版英语九年级上册

**基本信息** 以“学生学习”为主题，整合完形填空“语境三部曲”与阅读理解“题型拆解”技巧，构建“方法-题型-主题”三维训练体系，提升语言理解与表达能力，培养逻辑思维与策略运用能力。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |完形填空|2封信+10题|首句定调预测情绪、逻辑连接词分析、原词复现与同义替换|以“提升口语”为情境，串联情绪词、动作副词、固定搭配的语境应用| |阅读理解|3学生自述+5题|细节定位、推理概括、写作手法识别|通过学科喜好自述，构建“观点-论据-结论”的文本分析逻辑链|

2027九年级暑假 南京 阅读 Emily老师 ____________________________________________________________________________________________ 九年级阅读提升暑假特训 专题03：学生学习 自主学习 一.完形填空 LETTER 1 Dear Eliza, I think my reading and listening are all right for my level, but I'm worried about my speaking. I don't feel very 1 when I speak English, and I want to improve it. Do you have any 2 ? Thank you, Sevim LETTER 2 Hi Sevim, I'm glad that you wrote to me for ideas. I remember when I was learning Turkish, I felt embarrassed to speak. I could remember a lot of words and I knew grammar rules, but my 3 with others was not good. Now I feel more relaxed about speaking, 4 here are some ideas for you. First of all, don't worry about making mistakes. Other people will still understand you. Secondly, remember that the only way to speak a language well is by speaking it 5 . Use every chance you get to speak. You should also try practising the new vocabulary and grammar you learn by 6 them many times at home. Next, you should 7 building up your speaking skills through extra practice outside the classroom. You can join a conversation group. They are 8 to join. Finally, you can also practise speaking online. For instance, there are a lot of 9 where you can find speaking partners around the world. 10 , I hope these are helpful to you. Best wishes, Eliza 选择题： 1. A. nervous B. relaxed C. excited D. interested 2. A. plans B. reasons C. methods D. questions 3. A. memory B. conversation C. listening D. writing 4. A. so B. but C. though D. because 5. A. early B. actively C. quickly D. clearly 6. A. shouting B. imagining C. recording D. repeating 7.A. consider B. forget C. avoid D. enjoy 8. A. busy B. difficult C. free D. expensive 9. A. books B. meetings C. clubs D. websites 10. A. In fact B. In general C. As usual D. By chance 二。阅读理解 Garcia: My favourite subject is science because it lets me discover the wonders of the natural world. I can learn about many interesting topics through science, including the solar system, plants, animals, and the human body. Experiments are my favourite part of science. They make learning more enjoyable. In the future, I want to learn more about science and perhaps even work in a scientific field. Tina: My favourite subject is mathematics since it challenges my clear and organised thinking. Every lesson feels like a puzzle that must be solved in order to find the right answer. Mathematics is simple. If you follow the correct formulas and steps, you will get the correct answer. Every time I solve a difficult problem, I can get a great sense of achievement. I want to work in math-related fields like computer science or engineering in the future. Tim: My favourite subject is history because it takes me back in time, enabling me to learn about the achievements and lives of people from the past. Studying history teaches us about different time periods and the effects of past choices on the present. For example, learning about how the ancient Chinese invented paper helps us understand how books and knowledge spread. In the future, I hope to continue exploring history. I plan to read more history books and visit museums to learn even more about the past. 选择题： 1.What is one of Garcia's favourite parts of learning science? A. Doing experiments. B. Drawing pictures. C. Learning about interesting topics. D. Asking questions. According to Tina, what can we know about mathematics? A. It is as difficult as a puzzle. B. It is difficult to get correct answers. C. It requires clear thinking and proper steps. D. It helps you to be famous in the future. How did Tim support his idea? A. By telling a story. B. By asking a question. C. By showing a saying. D. By giving an example. Match children with the jobs they might do in the future. ① Garcia ② Tina ③ Tim a. Historian. b. Engineer. c. Scientist. A. ①-a ②-b ③-c B. ①-b ②-a ③-c C. ①-c ②-b ③-a D. ①-c ②-a ③-b What is the main purpose of the passage? A. To introduce how to learn well. B. To encourage students to do experiments. C. To show different students' favourite subjects. D. To explain why science is important. 技巧点拨 一、 针对“完形填空”的“语境三部曲”技巧（以第14页为例） 这篇完形讲的是“如何提升口语”，属于方法建议类。做这类题，核心是“代入角色，逻辑为王”。 1. 首句定调，预测情绪（解第1题） 技巧：完形首句通常不设空，是全文的“风向标”。 应用：Sevim 说阅读听力尚可，但担心口语。此时她“说英语时”的情绪一定是负面的。 排除：B（放松的）、C（兴奋的）、D（感兴趣的）均为正面。答案锁定 A（nervous 紧张的）。 2. 逻辑连接词是“路标”（解第4题） 技巧：看空前后的逻辑关系。now...more relaxed（现在放松）与前面was not good（过去不好）形成对比，且后者是前者的结果。 锁定：空格后是结果，选 A（so 所以）。 3. 原词复现与同义替换（解第3、8、9题） 技巧：作者不会无缘无故重复某个词。前文提到speaking、with others，第3题选 B（conversation 对话），这是对“说英语”的精准概括。 第8题：关于“对话小组”，结合生活常识，为了鼓励学生，这类小组通常是 C（free 免费的），而不是“忙碌/困难/昂贵”。 第9题：后文提到find speaking partners around the world（找语伴），且前文说online，这一定是在 D（websites 网站） 上，这是典型的“场景复现”。 4. 副词修饰动作的精准辨析（解第5题） 技巧：看动词speaking。既然想学好，就不能“早期/快速/清晰地”说，而应该抓住机会主动说。 答案：B（actively 积极地）。 5. 固定搭配与动作顺序（解第6、7、10题） 第6题：在家练习新词汇，只能是重复（D. repeating），这是最基础的记忆策略。 第7题：后文提到课外额外练习，说明作者建议“考虑”这样做。选 A（consider 考虑）。 第10题：结尾总结，通常是“总之”。B（In general）符合语境，这是书信结尾的常用客套话。 二、 针对“选择型阅读”的“题型拆解”技巧（以第15页为例） 这篇是多人自述，属于“多文本对比”题。做题顺序至关重要：先读题干，带着任务回原文“定位”。 1. 细节题：锁定“最”与“喜欢” （解第1题） 技巧：题干问one of...favourite parts（最喜欢的部分之一）。 应用：直接去Garcia的话里找表达喜爱的词。原文Experiments are my favourite part，直接对应 A（Doing experiments）。 避坑：C选项虽提及，但原文说的是learn about...interesting topics，并非“最喜欢的部分”，此为“偷换概念”。 2. 推理/概括题：注意“绝对化”与“温和”表述 （解第2题） 技巧：选项中出现as difficult as、difficult这种主观绝对词要警惕。 应用：Tina说数学像puzzle（谜题），但下文马上说Mathematics is simple（是简单的），并强调formulas and steps。 答案：C（It requires clear thinking and proper steps.），这是对原文的同义改写。 3. 新考点：写作手法（解第3题） 技巧：问“如何支撑观点”，看论据类型。是讲故事？引用？还是举例子？ 应用：Tim说历史让人了解过去，紧接着用For example引出了“造纸术”的例子。 答案：D（By giving an example.）。这是这两年中考的热门新考法，务必熟记example这个词。 4. 新考点：信息匹配（解第4题） 技巧：这是送分题，快速扫读最后一句话。 应用：Garcia想搞科学（Scientist）→ c；Tina想搞计算机/工程（Engineer）→ b；Tim想逛博物馆读历史（Historian）→ a。 答案：C（①-c ②-b ③-a）。 5. 主旨大意题（解第5题） 技巧：看文章开头或整体结构。这篇文章是三个人的自述，开头都是My favourite subject is...。 应用：全文在展示不同学生的最爱学科。 答案：C（To show different students' favourite subjects.）。A、B、D均属于“以偏概全”。 三、 给中考生的两大“主题阅读”备考锦囊 1. 建立“主题词库” 看到“学生学习”主题，大脑要自动激活高频词：subject（学科）、improve（提升）、practice（练习）、method（方法）、experiment（实验）、achievement（成就）。 作用：这些词一旦在文中出现，就是解题的关键锚点。 2. 时间分配“黄金法则” 完形填空（7分钟）：1分钟通读大意（不急着选），4分钟逐空解决，2分钟代入检查（把选好的词放回原文默读一遍）。 选择阅读（7分钟）：2分钟读题干划关键词，3分钟回原文定位，2分钟对比选项排除干扰（特别是那种“原文没提但好像很对”的选项）。 课堂精练 1． 阅读选择 A Source: Cardiff University study published in The Lancet Child & Adolescent Health, Feb 2026 A major new study has found that teenagers who feel under intense academic pressure are more likely to experience depression and self-harm in the years that follow. The research, led by University College London and involving researchers from Cardiff University‘s Wolfson Centre for Young People’s Mental Health, followed 4,800 young people in England from the age of fifteen into their mid-twenties. At age fifteen, participants were asked how much pressure they felt from schoolwork, exams, and expectations around academic achievements. Researchers then tracked their mental health over time, including symptoms of depression and experiences of self-harm. Importantly, these associations were still present even after researchers took into account earlier emotional difficulties and a range of social and family factors. Professor Rice, one of the lead researchers, explained: “This suggests that academic pressure itself may play a meaningful role in shaping longer-term mental health outcomes. We found that reducing academic pressure could be one potential way of improving later mental health outcomes.” While exams and achievement are central to education systems, the findings raise important questions about how schools, policymakers and families can support young people to succeed without compromising their wellbeing. The research adds to growing evidence that adolescence is a sensitive period for mental health. Experiences during this time, including stress related to school and performance, may have effects that extend well beyond the exam hall. A recent study of 11 to 16-year-olds in Wales tracked trends between 2002 and 2021 and found that perceived schoolwork pressure rose over time, particularly among older girls, alongside increases in emotional problems. Professor Rice concluded: “Together, these studies suggest that understanding why young people experience high levels of pressure at school is a pressing public health priority. Identifying how academic demands on young people are shifting, and how best to support young people to cope with them, will be key to preventing further rises in mental health difficulties.” Questions: 1 What was the sample size of the main study mentioned in the passage? A 4,800 young people in England. B 4,800 young people in Wales. C 11,000 young people in England. D 15,000 young people across the UK. 2 At what age were the participants first asked about their academic pressure? A 11 years old. B 13 years old. C 15 years old. D 22 years old. 3 What did researchers find about the link between academic pressure and mental health? A The link disappeared after considering family factors. B The link was only found in girls. C The link remained even after considering other factors. D The link was strongest among younger students. 4 According to Professor Rice, what is one way to improve later mental health outcomes? A Increasing exam difficulty. B Reducing academic pressure. C Adding more schoolwork. D Extending school hours. 5 What did the Wales study (2002–2021) reveal about schoolwork pressure? A It decreased over time for all students. B It remained stable over the two decades. C It rose over time, especially among older girls. D It was lower than in England. B Source: BBC Worklife, June 2025 Sal Khan, founder of Khan Academy, is one of the most prominent voices making an optimistic case for how AI could improve classrooms in a meaningful way. In a recent interview with BBC‘s Katty Kay, he addressed parents’ fears about AI in education and painted a vision of how the technology could serve as an enabler rather than a threat. Khan acknowledged that parents‘ fears are “real” and “legitimate.” However, he suggested thinking about the fundamental goals of education first. “If you talk to an English teacher, they’ll say it‘s important to be able to communicate and structure your thoughts,” he said. By breaking down these goals, educators can find ways to address fears about AI while possibly doing things even better than before. To illustrate his point, Khan offered an analogy rather than discussing technology directly. Imagine if a school district discovered a billion dollars and decided to hire amazing graduate students to be present in the classroom. These graduate students would help teachers grade papers, bounce ideas, and create creative lesson plans. When class starts, they would walk around with the teacher and help children when they need it—students wouldn‘t have to wait for help. Moreover, these assistants would report back to the teacher with observations: “Hey, I noticed Katty is not as engaged as she was yesterday” or “Sal’s really engaged today. Did you know that he‘s really into baseball? Let’s make the next example about that.” Khan‘s vision suggests that AI, when properly implemented, could provide personalized attention that is currently impossible in classrooms with limited teacher resources. Rather than outsourcing students’ thinking, AI could help teachers understand each student‘s unique needs and interests, making learning more engaging and effective. The key, he argues, is to use AI as a tool to enhance human teaching rather than replace it. Questions: 6 What is Sal Khan‘s overall attitude towards AI in education according to the passage? A Deeply worried and opposed. B Cautiously optimistic. C Completely indifferent. D Strongly critical. 7 What analogy did Khan use to explain his vision of AI in classrooms? A AI as a replacement for teachers. B AI as a librarian organizing books. C AI as graduate students helping in class. D AI as a grading machine. 8 According to Khan, what is one benefit of having AI assistants in the classroom? A They can replace teachers completely. B They can provide personalized attention to students. C They can make all lessons about baseball. D They can eliminate the need for homework. 9 What did Khan suggest educators should do before adopting AI? A Buy the most expensive AI software. B Think about the fundamental goals of education. C Wait for more research data. D Ban all AI tools from schools. 10 What is the main idea of the passage? A AI will destroy students‘ ability to think critically. B AI can enhance education when used as a tool to support teachers. C All schools should immediately adopt AI technology. D Teachers are no longer needed in modern classrooms. C Source: BBC News, October 2025 After learning languages in school, Reuben Constantine found a podcast entirely in French, and found it satisfying that he could understand what was being said. That kickstarted an interest in learning about other languages. He is currently speaking and learning 11 in total—making him a polyglot. Now at 23, he has almost 120,000 followers on Instagram, and uses his skills to teach other people how to learn languages online. Constantine, from Shrewsbury, said the journey began when a friend who is also an influencer suggested doing some interviews together. “In the comments, people were calling for me to start my own channel,” he said. “I really wasn‘t too sure about it, I didn’t really necessarily have the confidence to do it.” A couple of his videos then went viral, and his follower count began to climb. “I remember one video talking about Romanian went viral in Romania, and overnight I woke up with 6,000 new followers from Romania,” he said. “I made one video talking about how Portuguese people can understand Spanish, but Spanish people struggle to understand Portuguese, and this specific video got played on national TV in Portugal and I gained a lot of followers quite quickly.” Now on his Instagram account, called Reuben Lingo, he shares facts about the origins of languages, tips on grammar, and interviews people in their native language. His favourite language is Romanian. “It‘s a romance language so it’s got the same Latin base that French has, as Spanish has, but it has some really interesting grammatical features that are kind of archaic and in some ways closer to ancient languages.” However, he said he still had not come to terms with his popularity online. “It‘s a remarkable privilege and a dream come true.” Constantine’s story demonstrates that language learning can open unexpected doors and that sharing knowledge with others can create communities far beyond what one might imagine. Questions: 11 How many languages does Reuben Constantine currently speak and learn? A 5. B 7. C 11. D 23. 12 What event initially sparked Constantine‘s interest in learning other languages? A His friend’s encouragement. B Watching a national TV program. C Finding a podcast in French that he could understand. D His Instagram followers‘ requests. 13 What happened after Constantine posted a video about Romanian? A He was invited to speak on national TV. B He gained 6,000 new followers from Romania overnight. C He decided to stop making videos. D He moved to Romania. 14 Why does Constantine like Romanian according to the passage? A It is the easiest language to learn. B It has the same Latin base as French and Spanish with interesting archaic features. C It was the first language he learned. D It has the most followers on Instagram. 15 What is the name of Constantine‘s Instagram account? A Reuben Speaks. B Reuben Lingo. C Language Master. D Polyglot World. D Source: European Journal of Psychology of Education, March 2026 Academic pressure from parents is a familiar part of many adolescents’ school lives. It is often assumed to simply make students feel “more stressed.” But a new study published in the European Journal of Psychology of Education suggests a more nuanced picture: parental pressure may shape how students experience the costs of learning, and those costs do not all matter in the same way. Surveying 616 Chinese seventh-grade students, the researchers found that stronger perceived parental academic pressure was associated with four distinct forms of motivational cost: effort cost, opportunity cost, psychological cost, and emotional cost. These dimensions were then linked in different ways to two key outcomes: school burnout and academic achievement. The findings are especially relevant in early adolescence, when students are adjusting to the demands of middle school and parents often place growing emphasis on academic success. At this stage, external expectations can become intertwined with how students evaluate the effort, sacrifice, emotional strain, and self-worth implications involved in studying. In a study published online on 24 March, 2026, researchers led by Dr. Yi Jiang examined the learning experiences of 616 Chinese seventh-grade students. Importantly, these costs did not function in the same way. For school burnout, the most important mediators were emotional cost and opportunity cost. Students who felt more pressure from parents were more likely to report emotional strain and a sense that studying required sacrificing other valued parts of life, and these two costs were linked to greater burnout. For academic achievement, effort cost and emotional cost were associated with lower achievement, whereas psychological cost showed the opposite pattern and was positively associated with achievement. Although this may seem counterintuitive at first, it suggests that in high-pressure academic settings, concerns about self-worth and fear of failure may sometimes coexist with strong performance, especially among students who are highly invested in meeting expectations. The study further suggests that the associations linking parental academic pressure and perceived cost to adolescents‘ burnout and achievement may be broadly similar for boys and girls, even though girls reported somewhat higher levels of some perceived costs. “These findings highlight the need for context-sensitive interventions that directly address the specific motivational barriers students face,” the authors note. Questions: 16 How many seventh-grade students participated in the study? A 616. B 6160. C 61. D 600. 17 Which type of motivational cost was positively associated with academic achievement? A Effort cost. B Opportunity cost. C Psychological cost. D Emotional cost. 18 According to the study, which two costs were most strongly linked to school burnout? A Effort cost and opportunity cost. B Emotional cost and opportunity cost. C Psychological cost and effort cost. D Emotional cost and psychological cost. 19 What did the researchers find about gender differences in the study? A Boys reported higher levels of all perceived costs. B Girls reported somewhat higher levels of some perceived costs. C There were no girls in the study. D Gender differences were not examined. 20 What is the main message of the study’s authors regarding interventions? A Interventions should target academic pressure in general. B Interventions should address specific types of cost students experience. C No interventions are needed. D Only parents should be responsible for interventions. E Source: Asian-Pacific Journal of Second and Foreign Language Education, August 2025 A study published in the Asian-Pacific Journal of Second and Foreign Language Education examined the extent to which the Cornell note-taking method improves the reading comprehension of Gen Z students when engaging with longer academic texts. The research investigated the use of Cornell note-taking in a first-year English reading class to assess whether this intervention can enhance reading comprehension skills. The Cornell note-taking system, developed in the 1940s by Walter Pauk at Cornell University, is a structured method for organizing and reviewing notes. The system divides a page into three sections: a narrow left column for cues or key questions, a wider right column for detailed notes, and a bottom section for a summary. This structure encourages students to actively engage with material, identify main ideas, and create a built-in review system. The study, which involved first-year university students, found that students who used the Cornell method showed significant improvement in their ability to comprehend and retain information from academic texts compared to those who used traditional note-taking methods. The researchers noted that the method‘s emphasis on summarization and questioning helped students move beyond surface-level reading to deeper understanding. One of the key advantages of the Cornell method is its adaptability. Students can use it across different subjects and text types. The cue column, in particular, serves as a powerful tool for self-testing—students can cover the notes column and use the cues to recall information, effectively creating a built-in study guide. The findings have important implications for educators. Teaching students effective note-taking strategies may be as important as teaching content itself. In an age of information overload, the ability to filter, organize, and synthesize information is increasingly valuable. The Cornell method, with its simple yet effective structure, offers one practical solution. Questions: 21 What is the Cornell note-taking method primarily designed to do? A Replace traditional textbooks. B Help students organize and review notes effectively. C Eliminate the need for classroom teaching. D Make note-taking faster. 22 According to the study, what was one benefit of using the Cornell method? A Students spent less time studying. B Students showed improved comprehension and retention. C Students no longer needed to attend classes. D Students found all texts equally easy. 23 What function does the cue column serve in the Cornell method? A It provides space for drawing pictures. B It allows students to write down every word from the lecture. C It serves as a tool for self-testing and recall. D It is used for writing the teacher‘s comments. 24 What implication does the study have for educators? A They should stop teaching content. B They should focus only on tests. C They should teach effective note-taking strategies. D They should ban all note-taking. 25 What challenge does the passage suggest the Cornell method addresses? A The high cost of textbooks. B Information overload and the need to synthesize information. C The lack of qualified teachers. D The difficulty of learning foreign languages. 2． 阅读填空 A Dear Lucy, I hope this email finds you well. I‘m writing to ask for your advice about my English learning. I’ve been studying English for about five years now, and my reading and writing are quite good. However, I still find it extremely difficult to speak 26 in conversations. Every time I try to speak, I become 27 and my mind goes blank. I know the words, but I just can‘t seem to get them out. Have you ever experienced something similar? Do you have any 28 that could help me overcome this problem? Yours sincerely, Tom Dear Tom, Thank you for your email. I completely understand how you feel because I went through the exact same thing when I was learning Spanish. The good news is that speaking anxiety is something you can 29 with practice and the right strategies. Here are some suggestions that worked for me. First, remember that making mistakes is a 30 part of learning. Native speakers don’t expect you to be perfect, and they will usually understand you even if your grammar isn‘t 31 correct. Second, try to speak as 32 as possible. The more you practice, the more comfortable you will become. You can start by speaking to yourself at home—describe what you’re doing or what you see around you. Third, find a language exchange partner. There are many 33 where you can connect with native English speakers who want to learn your language. This way, you can help each other and practice in a relaxed, 34 environment. Finally, don‘t be too hard on yourself. Celebrate small victories—every conversation you complete is a step forward. 35, remember that confidence comes with time. Keep practicing and you will see improvement. I believe in you! Best wishes, Lucy Choose the best answer for each blank: 26 A slowly B fluently C quietly D loudly 27 A excited B relaxed C nervous D bored 28 A suggestions B complaints C excuses D warnings 29 A ignore B avoid C overcome D forget 30 A unusual B normal C dangerous D strange 31 A always B never C sometimes D hardly 32 A little B often C rarely D never 33 A websites B books C schools D offices 34 A stressful B competitive C supportive D expensive 35 A In addition B However C For example D Above all B Self-regulated learning, also known as autonomous learning, is the ability to take control of one‘s own learning process. Students who are self-regulated learners do not 36 on teachers to tell them what to study or how to study. Instead, they set their own goals, choose appropriate learning strategies, and monitor their own 37. Research has shown that self-regulated learning is closely 38 to academic success. Students who can manage their own learning tend to perform better in exams and feel more 39 about their abilities. However, many students struggle with self-regulation because they have never been taught how to do it. So how can students develop self-regulated learning skills? First, it is important to set 40 and achievable goals. Instead of saying “I want to improve my English,” try saying “I will learn 10 new words every day for the next month.” Second, create a study 41 and stick to it. Consistency is more important than studying for long hours occasionally. Third, use self-assessment techniques. After each study session, ask yourself: What did I learn? What was difficult? What should I do differently next time? This kind of 42 helps you understand your own learning process better. Fourth, find a study environment that works for you. Some people study best in complete 43, while others prefer background music. Finally, remember that self-regulated learning is a skill that develops over time. Don’t expect to become a perfect self-regulated learner 44. Start with small changes and gradually build up your self-regulation muscles. The 45 is worth it—self-regulated learners are better prepared for lifelong learning and future challenges. Choose the best answer for each blank: 36 A depend B call C turn D pass 37 A progress B payment C position D promise 38 A connected B compared C competed D complained 39 A worried B confused C confident D disappointed 40 A vague B specific C impossible D random 41 A break B schedule C group D budget 42 A reflection B rejection C repetition D relaxation 43 A silence B darkness C freedom D comfort 44 A immediately B recently C frequently D carefully 45 A cost B effort C risk D delay C Taking good notes in class is an essential skill for academic success. However, many students struggle with note-taking and end up with messy, incomplete, or unusable notes. 46 Here are some strategies that can help you become a better note-taker. First, prepare before class. Read the assigned material ahead of time so you have a general idea of what will be covered. 47 This will help you follow the lecture more easily and identify what is most important. Second, focus on key ideas rather than trying to write down everything the teacher says. 48 Instead, listen for main points, definitions, and examples. Use abbreviations and symbols to save time. Third, use a structured note-taking system. The Cornell method, for example, divides your page into three sections: cues, notes, and summary. 49 Many students find this system helps them organize information more effectively. Fourth, review and revise your notes soon after class. 50 Fill in any gaps, clarify unclear points, and write a brief summary. This review process strengthens your memory and helps you identify what you need to study further. Choose the best sentence from A-G to fill each blank. There are TWO extra sentences. A This structure makes it easy to review and test yourself later. B Don‘t worry if your handwriting is not perfect. C This preparation gives you a framework for understanding the lecture. D Writing down every word is not only impossible but also ineffective. E You should also share your notes with classmates. F The longer you wait, the more you will forget. G Note-taking is a skill that can be learned and improved with practice. D Exam anxiety is a common experience among students of all ages. A certain amount of nervousness can actually be helpful—it keeps you alert and focused. 51 When anxiety becomes overwhelming, it can interfere with your ability to concentrate, recall information, and perform well on tests. The first step in managing exam anxiety is preparation. 52 Create a study schedule well in advance and stick to it. Cramming at the last minute only increases anxiety because you feel you don‘t have enough time. Second, practice relaxation techniques. Deep breathing, meditation, and progressive muscle relaxation can help calm your nerves. 53 Even a few minutes of deep breathing before an exam can make a significant difference. Third, change your mindset about exams. Instead of viewing an exam as a threat, try to see it as an opportunity to show what you know. 54 Remember that one exam does not define your worth as a person. Fourth, take care of your physical health. Get enough sleep, eat well, and exercise regularly. 55 When your body is healthy, your mind functions better. Finally, if your anxiety is severe and persistent, don’t hesitate to seek help from a school counselor or mental health professional. You don‘t have to face this alone. Choose the best sentence from A-G to fill each blank. There are TWO extra sentences. A However, there is a difference between helpful nervousness and harmful anxiety. B Positive self-talk can reduce negative thoughts and build confidence. C You should avoid all social activities before exams. D Physical well-being is closely connected to mental performance. E These techniques can be practiced anywhere, anytime. F The best way to reduce exam fear is to be well-prepared. G You should only study subjects you enjoy. E Source: Multiple academic sources, 2025–2026 Generative Artificial Intelligence (GenAI) has rapidly become a significant tool in education. Research published in 2025 and 2026 has explored how GenAI can support self-regulated learning (SRL)—the process by which learners take control of their own learning by setting goals, selecting strategies, and monitoring their progress. A study examining GenAI-supported informal English reading found that learners’ self-regulation strategies could be categorized into different profiles, and these profiles predicted different levels of learning engagement. Students who used more sophisticated SRL strategies—such as goal-setting, self-monitoring, and strategic help-seeking—showed higher engagement with reading materials. Another study explored AI-supported tools and self-regulated learning strategies for extending EFL students‘ attention span. The research revealed that certain learning strategies helped students maintain focus when learning English, as a short attention span leads to distraction. Students who actively managed their attention using SRL strategies performed better than those who did not. The flipped classroom model has also been studied in relation to self-regulated learning. Research published in 2026 explored how the flipped classroom, implemented in secondary English as a Foreign Language contexts, may support students’ academic achievement and online self-regulated learning skills. The study found that the flipped classroom provided contextual scaffolds that helped students develop better self-regulation. Perhaps most significantly, a 2026 study investigated the impact of GenAI chatbot-empowered self-directed out-of-class reading. The findings offered practical implications for the design and implementation of GenAI-powered tools to empower EFL students‘ self-directed learning. Students who used GenAI chatbots for out-of-class reading reported higher motivation and better reading outcomes. However, researchers also caution that technology alone is not enough. Effective self-regulated learning requires not only access to AI tools but also training in how to use them strategically. Teachers play a crucial role in helping students develop the metacognitive skills needed to benefit from AI-supported learning environments. The most successful learners are those who combine technological tools with strong self-regulation strategies. Task 1: Complete the table below with key information from the passage. Write no more than THREE WORDS for each blank. Research Focus Key Finding GenAI-supported informal reading SRL strategies predicted different levels of (56) ________ AI tools and attention span Certain strategies helped students (57) ________ on learning Flipped classroom in EFL Provided (58) ________ that helped develop self-regulation GenAI chatbot for out-of-class reading Students reported higher (59) ________ and better outcomes Overall conclusion Technology needs to be combined with (60) ________ training Task 2: Answer the following questions based on the passage. Use complete sentences. 61 What is self-regulated learning according to the passage?______________________________________________________________ 62 What problem does a short attention span lead to when learning English?_____________________________________________________________ 63 What role do teachers play in AI-supported learning environments according to the passage?______________________________________________________________ 64 What did the flipped classroom study find about its impact on students? __________________________________________________________________ 65 Why do researchers caution that technology alone is not enough for effective self-regulated learning?_____________________________________________________________ 课后作业 1． 阅读选择 A Source: BBC CrowdScience programme, October 2025 Why does mathematics come easily to some people while others find it extremely difficult? This question has puzzled educators and researchers for decades. A growing body of research suggests that the answer lies not in a single factor but in a complex combination of genetics, biology, psychology, and environment. Professor Yulia Kovas from Goldsmiths, University of London, is a geneticist and psychologist who studies why people differ in mathematical ability. She participated in a large-scale twin study that tracked approximately 10,000 pairs of identical and non-identical twins from birth, examining how genetic and environmental factors influence learning abilities. According to Professor Kovas‘s research, genetic components account for about 50% to 60% of mathematical learning ability during secondary school and adulthood. “This reinforces the idea that genes and environment are equally important,” she said. However, the environment we are exposed to is equally worthy of attention—and this goes beyond the quality of teaching at school or the help we receive with homework. Professor Kovas noted that it could even be “random”—for example, a piece of content on the radio changing the direction of our interests. But she also pointed out that genetic tendencies may guide a person to be exposed to certain things. Dr Iro Xenidou-Dervou from Loughborough University, who researches mathematical cognition, offers encouraging news: while not everyone will become a mathematician, everyone can improve their abilities. She explains that research evidence shows our thoughts, beliefs, attitudes, and emotions all play important roles in developing our number sense and mathematical skills. Dr Xenidou-Dervou highlights that “math anxiety” can affect performance, and for those who want to improve, believing that they can do it is very important. Negative experiences—such as being told that one is not good at maths, or scoring below classmates in exams—can lead to a “vicious cycle” of anxious thinking. “Math anxiety leads to avoidance of maths, which in turn leads to poor performance, which further increases math anxiety.” This condition overloads the working memory that our brains use for thinking. She explained: “In this situation, negative anxious thoughts take up valuable space in our working memory, leaving you with almost no remaining resources to actually solve the problem at hand.” Fortunately, researchers agree that with the right mindset and support, students can overcome math anxiety and develop stronger mathematical skills. The key is to break the vicious cycle by building confidence through small successes and reframing mistakes as learning opportunities rather than failures. Questions: 1 What did Professor Yulia Kovas‘s twin study reveal about mathematical ability? A It is determined entirely by genetics. B Genetic factors account for about half to 60% of it. C Environmental factors play no role in it. D It cannot be improved through practice. 2 According to Dr Iro Xenidou-Dervou, what role do beliefs play in mathematical performance? A Believing in oneself is important for improvement. B Beliefs have no effect on mathematical ability. C Only genetic factors determine performance. D Beliefs only matter for professional mathematicians. 3 What does the passage say about “math anxiety”? A It improves working memory capacity. B It leads to avoidance and further poor performance. C It only affects children under age ten. D It has no relation to exam performance. 4 How does math anxiety affect working memory according to the passage? A It expands working memory capacity. B It has no effect on working memory. C It occupies valuable space in working memory. D It improves problem-solving efficiency. 5 What is one recommended way to overcome math anxiety mentioned in the passage? A Avoiding maths altogether. B Building confidence through small successes. C Ignoring all negative feedback. D Relying solely on genetic advantages. B Source: Beijing Normal University research published in Educational Psychology Review, September 2025 Retrieval practice is a highly effective learning strategy that improves memory performance by recalling previously learned knowledge. Research has shown that within the same amount of time, retrieval practice promotes learning and memory more effectively than other learning strategies. Previous studies have mostly focused on the effectiveness of overt retrieval, which requires learners to externalize retrieved content through writing, typing, or speaking. However, in real classroom and self-study settings, students often use covert retrieval strategies. For example, they might “silently think about the answer” when the teacher calls on someone else, or use flashcards to self-test without producing output. Compared with overt retrieval, covert retrieval is more time-efficient and easier to integrate into diverse educational settings. But can learners truly benefit from covert retrieval? Is covert retrieval as effective as overt retrieval? What factors influence its effectiveness? To answer these questions, Associate Professor Yang Chunliang‘s team at Beijing Normal University published a research paper in the top journal Educational Psychology Review. The study integrated data from 18 studies involving 2,560 participants and used multi-level meta-analysis to systematically examine the effectiveness of covert retrieval as a learning strategy. In terms of theoretical mechanisms, researchers often explain covert retrieval effects using theories related to overt retrieval. The extra exposure theory suggests that regardless of whether retrieval is overt or covert, retrieval practice provides additional learning opportunities for successfully recalled items, thereby promoting memory. The desirable difficulties theory argues that compared with passive learning methods (such as re-studying), retrieval practice, as an active learning strategy, requires learners to expend more cognitive effort, triggering deeper processing and construction that benefits long-term memory consolidation. The meta-analysis results showed that covert retrieval can improve learning outcomes to some extent, but its effectiveness is moderated by factors such as corrective feedback, control strategies, and retention intervals. Furthermore, the study found that overt retrieval is generally superior to covert retrieval, and this advantage is moderated by the specific implementation of covert retrieval. Based on the available evidence, the researchers offer the following recommendations: although covert retrieval has a positive impact on learning, its effects are still limited and cannot completely replace overt retrieval. Educators should value the unique advantages of covert retrieval and regard it as an effective supplementary strategy. To optimize learning outcomes, appropriate covert retrieval methods should be used in suitable contexts—such as recalling answers in one‘s mind when learning complex materials—and corrective feedback should be provided in a timely manner. Questions: 6 What is retrieval practice according to the passage? A A passive way of reviewing notes. B A strategy that improves memory by recalling learned knowledge. C A method that replaces all other learning strategies. D A technique only useful for language learning. 7 What is one difference between covert and overt retrieval mentioned in the passage? A Covert retrieval requires writing down answers. B Overt retrieval is more time-efficient than covert retrieval. C Covert retrieval is more time-efficient and easier to integrate into various settings. D Overt retrieval does not involve any cognitive effort. 8 How many participants were included in the meta-analysis conducted by Yang‘s team? A 256. B 2,560. C 18,000. D 25,600. 9 According to the desirable difficulties theory, why is retrieval practice effective? A Because it requires less effort than passive learning. B Because it triggers deeper processing through more cognitive effort. C Because it allows learners to avoid making mistakes. D Because it does not require any memory recall. 10 What recommendation do the researchers make about covert retrieval? A It should completely replace overt retrieval. B It should be used as a supplementary strategy alongside overt retrieval. C It should never be used in classrooms. D It is only effective for young children. C Source: Educational Psychology Review, November 2025 Students frequently rely on ineffective learning strategies instead of those that promote long-term retention. Research on self-regulated learning typically emphasizes that students deliberately avoid effective strategies due to time and effort demands, or because their academic goals can be met without them. However, a new perspective published in Educational Psychology Review in November 2025 suggests that this explanation may be incomplete. The paper, titled “Understanding Learning Strategy Use through the Lens of Habit,” argues that students‘ frequent use of ineffective learning strategies—such as re-reading and highlighting—is not just due to lack of awareness, time pressure, or goals. Instead, the researchers propose that non-deliberate, habitual behaviors play a significant role in students’ self-directed use of learning strategies. This habit-based lens offers a fresh way of understanding why students continue using strategies that are known to be ineffective. Habits are automatic behaviors triggered by contextual cues, often operating outside conscious awareness. When students sit down to study, they may automatically reach for a highlighter or re-read a textbook chapter simply because that is what they have always done, not because they have made a deliberate choice. The implications of this perspective are significant for educational interventions. If strategy use is partly habitual, then simply telling students about effective strategies may not be enough. Interventions may need to leverage behavior-change principles to help students break old habits and form new ones. This could involve restructuring study environments, creating new cues that trigger effective strategies, and providing repeated practice with new approaches until they become automatic. The research also surveyed students about their knowledge, use, and perceived effectiveness of different learning strategies. Students reported teachers, friends, and self-discovery as the most common sources of learning about both effective and ineffective strategies, while published research was the least common source. This finding highlights a gap between scientific evidence and everyday practice—students are learning about study strategies from informal sources rather than from research-backed recommendations. The authors conclude that understanding learning strategy use through a habit-based lens opens new avenues for research and practice. By recognizing the role of automatic behaviors, educators and students can develop more effective approaches to improving study habits and academic outcomes. Questions: 11 What is the main argument of the paper published in Educational Psychology Review? A Students deliberately choose ineffective strategies. B Habitual behaviors play a significant role in strategy use. C Teachers are the main cause of poor study habits. D Effective strategies are too difficult to learn. 12 According to the passage, what are habits? A Deliberate choices made by students. B Automatic behaviors triggered by contextual cues. C Strategies that are always effective. D Methods taught exclusively by teachers. 13 What implication does the habit-based perspective have for educational interventions? A Interventions should only focus on teaching new content. B Interventions may need to help students break old habits and form new ones. C Interventions are unnecessary because habits cannot change. D Interventions should ignore habitual behaviors. 14 Where do students most commonly learn about learning strategies according to the survey? A From published research. B From teachers, friends, and self-discovery. C From formal textbooks only. D From online courses exclusively. 15 What gap does the survey finding reveal? A A gap between students‘ ages and their strategy use. B A gap between scientific evidence and everyday practice. C A gap between boys and girls in strategy use. D A gap between different school subjects. 2． 阅读填空 A Procrastination is a common challenge for students of all ages. Putting off tasks until the last minute can lead to stress, poor performance, and a cycle of guilt and avoidance. 16 The key is to understand why you procrastinate and develop strategies to overcome it. One major cause of procrastination is fear of failure. When a task seems difficult or important, the anxiety about not doing it perfectly can be so overwhelming that you avoid starting altogether. 17 Remind yourself that perfection is not the goal—progress is. Another cause is poor time management. Many students underestimate how long tasks will take and overestimate how much they can accomplish in a short time. 18 Break large projects into smaller, manageable steps, and set specific deadlines for each step. This makes the task feel less intimidating and gives you a clear path forward. The environment also plays a crucial role. 19 If your study space is full of distractions—your phone, social media, or a messy desk—it‘s much harder to focus. Create a dedicated study area that is clean, quiet, and free from interruptions. Consider using apps that block distracting websites during study sessions. Finally, reward yourself for completing tasks. 20 Positive reinforcement can help build momentum and make studying feel more enjoyable. Over time, these small rewards can help rewire your brain to associate studying with positive feelings rather than dread. Choose the best sentence from A-G to fill each blank. There are TWO extra sentences. A However, procrastination is not a character flaw that cannot be changed. B You should always study in a group to stay motivated. C To avoid this, start by breaking tasks into smaller pieces. D If you finish a study session, treat yourself to something you enjoy. E Distractions in your environment can significantly increase procrastination. F Procrastination is actually a sign of intelligence. G Instead of aiming for perfection, focus on just getting started. B Source: Research published in China University Science & Technology, January 2026 In today‘s digital age, online learning has become increasingly important for students at all levels. However, not all students are equally successful in online learning environments. Research published in January 2026 found that digital literacy—the ability to use digital tools effectively—plays a crucial role in students’ online self-directed learning ability. The study, which surveyed 627 university students, analyzed how different aspects of digital literacy affect online self-directed learning. The researchers found that information and data literacy, communication and collaboration literacy, security literacy, and future development literacy all significantly and positively influenced online self-directed learning ability. 21 Interestingly, the study also found that security literacy and future development literacy had significant positive effects on all dimensions of online self-directed learning. 22 Students who understand how to protect their privacy and evaluate online information critically are better equipped to navigate digital learning environments independently. Based on these findings, the researchers made several recommendations. 23 This includes integrating digital literacy into general education curricula and regularly assessing students‘ digital literacy levels. For students, developing digital literacy is not just about knowing how to use technology—it’s about using it strategically to support learning goals. 24 Understanding how to find reliable information, communicate effectively online, and stay safe in digital spaces are essential skills for successful online learning. 25 As education continues to move online, the ability to learn independently in digital environments will become increasingly important for academic and professional success. Choose the best sentence from A-G to fill each blank. There are TWO extra sentences. A However, digital content creation literacy did not show a significant effect. B This means students should actively work on improving their digital skills. C Digital literacy is only important for computer science majors. D The government and universities should improve digital literacy education policies. E Online learning is becoming less popular among students. F These two types of literacy are particularly important for self-directed learning. G The findings have important implications for both educators and students. C Source: China Youth Daily / People‘s Daily Health, May 2026 A major survey on the mental health of primary and secondary school students in China was conducted from March to October 2025 across 31 provinces and regions. The survey, which collected 112,840 valid responses, used authoritative scales appropriate for primary and secondary school students. The findings were released at a symposium in May 2026. The report outlined the current mental health状况 of Chinese adolescents: nearly 90% of surveyed children were in good mental health, but approximately 11% still urgently need attention and support. Positive emotions, psychological resilience, and life satisfaction were found to be significantly positively correlated with mental health. Positive psychological qualities are the core protective factors for mental health. The report analyzed students‘ mental health from four core dimensions: learning, self, interpersonal relationships, and adaptation. It identified four typical patterns of mental health among primary and secondary school students: The moderate-balanced type showed average performance across all four dimensions, accounting for 37.2% of students. The comprehensive development type performed at high levels across all dimensions, accounting for 36.2%. Most notably, the high-ability low-adaptation type showed high levels in learning and self but low levels in interpersonal relationships and adaptation, accounting for 4.6%. These students often perform excellently academically and appear to have high self-esteem on the surface, but they tend to fall into emotional distress when faced with setbacks or criticism. “These 4.6% of children may be the silent group we tend to overlook,” said Xu Hanghang, a mental health researcher from the Guangdong Provincial Institute of Education. “These students excel academically but are relatively weak in interpersonal and adaptation skills. Their excellence often overshadows their needs, causing teachers and parents to overlook that they also require help and support.” Experts pointed out that from an individual perspective, these students have well-developed cognitive systems that allow them to complete academic tasks efficiently, but their emotional networks develop relatively slowly—abilities that can only be improved through real social practice. Families and schools also play a role. Many families define a “good child” narrowly as “academically good,” overprotecting children and not involving them in social affairs. Schools also tend to hold stereotypes about “good students,” assuming that academically successful students are good at everything. To help this group, experts proposed three recommendations: first, help students redefine the meaning of “excellence” and “success”; second, parents should improve their own mental health literacy and involve children in real-life activities; third, schools should introduce social-emotional training courses. Task 1: Complete the table below with key information from the passage. Write no more than THREE WORDS for each blank. Mental Health Pattern Characteristics Percentage Moderate-balanced type Average across all dimensions (26) ________ Comprehensive development type (27) ________ across all dimensions 36.2% Overall弱势 type (28) ________ across all dimensions 22.0% High-ability low-adaptation type High in learning and self, (29) ________ in interpersonal and adaptation (30) ________ Task 2: Answer the following questions based on the passage. Use complete sentences. 31 How many valid responses were collected in the survey? __________________________________________________________________ 32 What did the report find about the relationship between positive psychological qualities and mental health? __________________________________________________________________ 33 According to the passage, what are two reasons why some students develop the “high-ability low-adaptation” pattern? __________________________________________________________________ 34 What three recommendations did experts propose to help the “high-ability low-adaptation” group? __________________________________________________________________ 学科网（北京）股份有限公司 $2026九年级暑假 阅读 Emily老师 ____________________________________________________________________________________________ 课堂精练  1 A 2 C 3 C 4 B 5 C  6 B 7 C 8 B 9 B 10 B 11 C 12 C 13 B 14 B 15 B  16 A 17 C 18 B 19 B 20 B  21 B 22 B 23 C 24 C 25 B  26 B 27 C 28 A 29 C 30 B 31 A 32 B 33 A 34 C 35 D  36 A 37 A 38 A 39 C 40 B 41 B 42 A 43 A 44 A 45 B  46 G 47 C 48 D 49 A 50 F  51 A 52 F 53 E 54 B 55 D 56 learning engagement 57 maintain focus / stay focused 58 contextual scaffolds 59 motivation 60 metacognitive / self-regulation 61 Self-regulated learning is the process by which learners take control of their own learning by setting goals, selecting strategies, and monitoring their progress. 62 A short attention span leads to distraction when learning English. 63 Teachers play a crucial role in helping students develop the metacognitive skills needed to benefit from AI-supported learning environments. 64 The flipped classroom provided contextual scaffolds that helped students develop better self-regulation and supported their academic achievement. 65 Because effective self-regulated learning requires not only access to AI tools but also training in how to use them strategically. 课后作业  1 B 2 A 3 B 4 C 5 B  6 B 7 C 8 B 9 B 10 B 11 B 12 B 13 B 14 B 15 B 16 A 17 G 18 C 19 E 20 D 21 A 22 F 23 D 24 B 25 G 26 37.2% 27 high levels / performed high 28 poor performance / performed poorly 29 low / poor 30 4.6% 31 The survey collected 112,840 valid responses. 32 The report found that positive emotions, psychological resilience, and life satisfaction were significantly positively correlated with mental health, and positive psychological qualities are the core protective factors for mental health. 33 Xu Hanghang said these students are easily overlooked because their excellence often overshadows their needs, causing teachers and parents to overlook that they also require help and support. 34 First, these students have well-developed cognitive systems but their emotional networks develop relatively slowly. Second, families define a “good child” narrowly as “academically good” and overprotect children, while schools hold stereotypes that academically successful students are good at everything. 35 First, help students redefine the meaning of “excellence” and “success”; second, parents should improve their own mental health literacy and involve children in real-life activities; third, schools should introduce social-emotional training courses. 学科网（北京）股份有限公司 $