Unit 3 Smart Learning时文单元话题 同步阅读提分提升练习一2026-2027学年人教版九年级英语上册

**基本信息** 以"Smart Learning"为主题，融合阅读与语法训练，系统提炼语境推理、细节定位等解题方法，构建"主题-方法-语法"三维知识逻辑，提升语言能力与学习能力。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |完形填空|10题|语境推理与近义词辨析|以"复习方法"为载体，强化动词、形容词词义语境匹配| |阅读理解|3篇15题|细节定位、主旨归纳、态度判断|通过成长思维、AI教育、自学案例，训练信息提取与思维品质| |六选五|5题|语篇衔接与逻辑匹配|围绕主动学习策略，考查上下文关键词对应| |语法填空|10题|宾语从句引导词(that/whether)辨析|聚焦单元核心语法，在"成功学习者习惯"语境中强化应用|

Unit 3 Smart Learning时文单元话题 同步阅读提分提升练习一 命题依据 ：《义务教育英语课程标准2022版》 素材来源 ： 教育、科技专题英文读物 单元核心语法 ：宾语从句（that / whether / if） ## 一、完形填空（共10小题，每小题1.5分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处 The Power of Reviewing Many students think that learning ends when the class bell rings. However, research shows that reviewing is a key part of the learning process. When you review, you ___1___ your memory and make connections between different ideas. Without regular review, you may easily ___2___ what you have learned. Experts suggest that you should review new information within 24 hours. This helps to ___3___ it in your long-term memory. Also, you should review ___4___, not just once. Spaced repetition is a ___5___ technique that many successful learners use. Another useful method is self-testing. It can ___6___ your weak points and show you where to focus more. It is also helpful to ___7___ what you have learned to a friend. Teaching others forces you to ___8___ the material clearly in your own mind. Finally, create a ___9___ review schedule. Make sure you set aside time each week to go over your studies. This will help you feel more ___10___ and less stressed when exams come.- 1. A. strengthen　　　B. weaken　　　C. forget　　　D. ignore 2. A. remember　　　B. recall　　　C. forget　　　D. recite 3. A. keep　　　B. lose　　　C. change　　　D. avoid 4. A. regularly　　　B. rarely　　　C. suddenly　　　D. carelessly 5. A. proven　　　B. unknown　　　C. difficult　　　D. dangerous 6. A. hide　　　B. reveal　　　C. create　　　D. solve 7. A. explain　　　B. hide　　　C. keep　　　D. write 8. A. understand　　　B. memorize　　　C. organize　　　D. practice 9. A. strict　　　B. flexible　　　C. regular　　　D. random 10. A. confident　　　B. nervous　　　C. tired　　　D. bored ## 二、阅读理解（共15小题，每小题2分，满分30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。 The Power of a Growth Mindset In recent years, educational psychologists have made a surprising discovery. They found that students who believe they can get smarter actually do get smarter. This belief is called a "growth mindset" — the understanding that abilities can be developed through hard work and good strategies. Dr. Carol Dweck, a leading researcher at Stanford University, has spent over 30 years studying how mindset affects learning. In one famous experiment, she gave a group of students a set of challenging puzzles. After finishing, half of the students were praised for their intelligence ("You must be smart!") while the other half were praised for their effort ("You must have worked hard!"). The results were striking. Students who were praised for effort were more willing to take on harder challenges later, while those praised for intelligence often gave up when things got difficult. Dweck's research shows that students with a growth mindset see mistakes as learning opportunities. They understand that struggling with a problem is a sign of growth, not failure. On the other hand, students with a "fixed mindset" believe that intelligence is something you either have or you don't. They often avoid challenges because they are afraid of failing. The good news is that mindsets can change. Teachers and parents can help students develop a growth mindset by praising effort and strategies rather than intelligence. They can also encourage students to use the word "yet" — for example, "I can't do this yet" — which reminds them that learning is a process. Dr. Dweck believes that everyone has the ability to become a better learner. The key is to embrace challenges and keep trying. As she often says, "Becoming is better than being." 11. What did Dr. Dweck's experiment show about students praised for effort? A. They avoided difficult challenges. B. They were more willing to take on harder challenges. C. They believed they were less intelligent. D. They gave up more quickly than others. 12. According to the passage, what do students with a fixed mindset believe? A. Abilities can be developed through hard work. B. Mistakes are good opportunities for learning. C. Intelligence is something you either have or you don't. D. Everyone can become smarter with practice. 13. What does the word "yet" help students to remember? A. They should finish their homework on time. B. They are not smart enough. C. Learning is a process, not an instant result. D. They should avoid difficult problems. 14. Which of the following statements is TRUE according to the passage? A. A growth mindset means believing that intelligence is fixed. B. Praising intelligence helps students face challenges bravely. C. Mindsets cannot be changed once they are formed. D. Students with a growth mindset see mistakes as chances to learn. 15. What is the main idea of this passage? A. Intelligence is the most important factor for success. B. The way we think about our abilities affects how well we learn. C. Teachers should never praise students for their efforts. D. Only gifted students can become successful learners. How AI Is Changing the Way We Learn In July 2026, a new report from the Global Education Technology Association showed that artificial intelligence is rapidly transforming how students learn around the world. From personalized learning apps to AI-powered tutors, technology is creating new opportunities for students to take control of their own education. One of the most exciting developments is adaptive learning technology. These AI systems can analyze a student's performance in real time and adjust the difficulty and content of lessons accordingly. For example, if a student struggles with a particular maths concept, the app will provide extra practice problems and explain the concept in different ways until the student understands it. Dr. Li Wei, a professor at Beijing Normal University, has been studying the effects of AI on learning for the past five years. She believes that AI can help solve one of the biggest problems in education: the one-size-fits-all approach. "Every student learns differently," Dr. Li said in a recent interview. "AI makes it possible for each student to have a learning experience that is designed just for them." However, Dr. Li also warns that technology alone cannot replace good teaching. She says that AI works best when it is used as a tool to support, rather than replace, human teachers. "The role of the teacher is still crucial," she added. "Students need guidance, emotional support, and human connection — things that AI cannot provide." Despite these challenges, many schools around the world are already using AI tools in the classroom. Some experts predict that by 2030, AI will be a normal part of every student's learning experience. They suggest that students who learn to use these tools wisely will have a big advantage in the future. 16. What is adaptive learning technology able to do? A. It can replace human teachers completely. B. It can adjust lessons according to each student's needs. C. It can help students finish their homework faster. D. It can teach all subjects equally well. 17. According to Dr. Li Wei, what is the biggest problem in education that AI can help solve? A. There are not enough teachers. B. Students do not want to learn. C. The one-size-fits-all approach to teaching. D. Schools do not have enough technology. 18. What does Dr. Li Wei say about the role of teachers in the age of AI? A. Teachers will no longer be needed. B. Teachers should only focus on technology. C. Teachers are still important for guidance and support. D. Teachers should stop using traditional methods. 19. What do some experts predict about AI in education by 2030? A. AI will be banned in schools. B. AI will become a normal part of learning. C. AI will make all subjects easier. D. AI will only be used in science classes. 20. What is the author's attitude towards AI in education? A. It is completely positive and has no downsides. B. It is helpful but should be used to support teachers. C. It is dangerous and should be stopped. D. It is only useful for maths and science. The Teenager Who Taught Himself to Code At the age of 12, Zhang Hao from Chengdu had never written a single line of computer code. By the time he turned 15, he had developed three mobile apps and won first prize in a national coding competition. His secret? A strong sense of curiosity and the ability to teach himself. Zhang Hao's story began when he received a smartphone as a gift from his parents. He became fascinated by the apps on the phone and started to wonder how they were made. He asked his parents whether they could buy him some books about programming. They bought him two beginner books, but Zhang Hao soon found that they were not enough. He turned to the internet for more resources. "I didn't know if I could learn coding on my own at first," Zhang Hao said in an interview. "But I thought that if others could do it, I could too." He spent hours every day watching video tutorials, reading online forums, and practicing writing code. He often stayed up late, trying to fix bugs in his programs. Zhang Hao's parents were initially worried that he spent too much time on the computer. However, they realized that he was learning valuable skills and decided to support him. His mother said, "I believe that if a child is truly interested in something, they will find a way to learn it." Today, Zhang Hao is not only a talented programmer but also an active learner in other subjects. He says that the skills he learned from coding — such as problem-solving, patience, and logical thinking — have helped him in all areas of his studies. "I have learned that the most important thing is not how smart you are, but how hard you are willing to work," he said. Zhang Hao hopes to study computer science at university and one day create technology that can help people in need. 21. When did Zhang Hao start learning to code? A. At the age of 15. B. At the age of 12. C. When he won the competition. D. When he went to university. 22. What did Zhang Hao do when the beginner books were not enough? A. He gave up learning to code. B. He asked his teacher for help. C. He turned to the internet for more resources. D. He bought more expensive books. 23. How did Zhang Hao's parents feel about his coding at first? A. They were very proud of him. B. They were worried about his computer time. C. They wanted him to stop coding. D. They bought him a new computer. 24. According to Zhang Hao, what skills has he gained from coding? A. Drawing and painting skills. B. Only technical programming skills. C. Problem-solving, patience, and logical thinking. D. Sports and teamwork skills. 25. What message does Zhang Hao's story convey? A. Only gifted children can learn coding. B. Smartphones are harmful to teenagers. C. Anyone can learn through curiosity and hard work. D. Parents should never allow their children to use computers. ## 三、六选五（共5小题，每小题2分，满分10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 一项为多余选项 。 Active Learning Strategies Active learners use several strategies to make their learning more effective. First, they try to understand the big picture. ___26___ They don't get lost in small details. Second, they are curious about everything. ___27___ They keep asking "why" and "how" to get a deeper understanding. Third, they make connections between different things. ___28___ This helps them build a network of knowledge. Fourth, they are never too proud to ask for help. ___29___ They know that learning from others is a shortcut to progress. Finally, they keep a positive mindset. ___30___ They believe that every difficulty is a chance to improve. A. They concentrate on understanding the main ideas. B. They are eager to find out the reasons. C They relate new knowledge to their existing knowledge. D. They are open to suggestions from others. E. They see difficulties as chances to grow. F. They usually study in a quiet place. 四、语法填空（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。 How to Become a Successful Learner Everyone has the ability to learn, but not everyone ___31___ (know) how to become a successful learner. Studies show ___32___ the most successful learners share some common habits. First, successful learners have a growth mindset. They believe ___33___ they can improve their abilities through hard work. They see mistakes ___34___ (chance) for learning rather than signs of failure. Second, they practise new and difficult things regularly. They understand ___35___ practice is the key to mastering any skill. Third, successful learners often study with others. They find ___36___ learning in groups helps them stay motivated and learn from different perspectives. It is also important ___37___ learners to use the best learning materials they can find. In today's digital world, there are many online resources available. However, learners should think carefully about ___38___ these resources are suitable for their level. Finally, successful learners see learning as a lifelong journey. They do not stop learning after they leave school. They know ___39___ the world is always changing, and they want to keep up with it. Remember, becoming a successful learner is not about being the smartest person in the room. ___40___ is about having the right attitude and never giving up. 答案解析 ## 一、完形填空答案解析（第1–10题） 1. 【出题概要】 复习能"加强"记忆，选strengthen。 【答案】A 【解析】strengthen意为"加强"，符合复习增强记忆的语境。weaken"削弱"、forget"忘记"、ignore"忽视"均与句意相反。 2. 【出题概要】 不复习会"忘记"所学，选forget。 【答案】C 【解析】forget"忘记"，与前文"without review"构成因果关系。remember/recall"记住"、recite"背诵"均不符合。 3. 【出题概要】 复习帮助"保持"长期记忆，选keep。 【答案】A 【解析】keep"保持"，指将信息保留在记忆中。lose"失去"、change"改变"、avoid"避免"均不搭配。 4. 【出题概要】 应"定期"复习，选regularly。 【答案】A 【解析】regularly"定期地"，与后文"not just once"呼应。rarely"很少"、suddenly"突然"、carelessly"粗心"均不合逻辑。 5. 【出题概要】 间隔重复是"被证实的"有效技巧，选proven。 【答案】A 【解析】proven"被证实的"，修饰technique，表示该方法是经过验证的。unknown"未知的"、difficult"困难的"、dangerous"危险的"均不符合。 6. 【出题概要】 自测能"暴露"薄弱点，选reveal。 【答案】B 【解析】reveal"揭示、暴露"，指自测能让你看到弱点。hide"隐藏"、create"创造"、solve"解决"均不搭配。 7. 【出题概要】 向朋友"讲解"所学内容，选explain。 【答案】A 【解析】explain"解释、讲解"，符合"教别人"的语境。hide"隐藏"、keep"保持"、write"写"均不恰当。 8. 【出题概要】 教别人迫使自己"理解"清晰，选understand。 【答案】A 【解析】understand"理解"，指自己要先弄明白才能教别人。memorize"记忆"、organize"组织"、practice"练习"均不如understand贴切。 9. 【出题概要】 制定"固定的"复习计划，选regular。 【答案】C 【解析】regular"有规律的、固定的"，修饰schedule，符合定期复习的建议。strict"严格的"、flexible"灵活的"、random"随机的"均不准确。 10. 【出题概要】 定期复习让人更"自信"，选confident。 【答案】A 【解析】confident"自信的"，与后文"less stressed"并列，表示复习带来的积极心态。nervous"紧张的"、tired"疲惫的"、bored"无聊的"均相反。 --- 【完形填空整篇出题思路】 以"复习方法"为主题，每个选项均为实词，考查根据上下文选择词义最贴合的词，强调语境推理与近义词辨析能力。 --- ## 二、阅读理解答案解析 ### A篇（第11–15题） --- 11. 【出题概要】 细节定位：被表扬努力的学生更愿接受挑战。 【答案】B 【解析】原文："Students who were praised for effort were more willing to take on harder challenges later." A项"逃避挑战"相反，C项"认为自己不聪明"未提及，D项"更快放弃"相反。 12. 【出题概要】 细节定位：固定思维者认为智力是天生的。 【答案】C 【解析】原文："Students with a 'fixed mindset' believe that intelligence is something you either have or you don't." A/B/D均为成长思维的观点。 13. 【出题概要】 细节理解："yet"提醒学习是一个过程。 【答案】C 【解析】原文："which reminds them that learning is a process." A项"按时完成作业"未提及，B项"不够聪明"相反，D项"逃避难题"相反。 14. 【出题概要】 正误判断：成长思维者将错误视为学习机会。 【答案】D 【解析】原文："students with a growth mindset see mistakes as learning opportunities." A项与成长思维相反，B项与实验结论相反，C项与"mindsets can change"相反。 15. 【出题概要】 主旨归纳：对能力的看法影响学习效果。 【答案】B 【解析】全文围绕思维模式对学习的影响展开。A项"智力最重要"与主旨相反，C项"不应表扬努力"相反，D项"只有天才才能成功"与成长思维相反。 --- 【阅读A篇出题思路】 以成长思维实验研究为素材，考查细节定位、正误判断与主旨归纳；干扰项设置偷换概念与过度推断，训练区分思维模式对学习的影响。 --- ### B篇（第16–20题） --- 16. 【出题概要】 细节定位：自适应技术能根据学生需求调整课程。 【答案】B 【解析】原文："adjust the difficulty and content of lessons accordingly." A项"完全取代教师"与后文矛盾，C项"帮助完成作业"未提及，D项"所有科目同样好"未提及。 17. 【出题概要】 细节定位：AI可解决"一刀切"教学问题。 【答案】C 【解析】原文："She believes that AI can help solve one of the biggest problems in education: the one-size-fits-all approach." A/B/D均不是她认为的最大问题。 18. 【出题概要】 细节定位：教师对指导和情感支持仍很重要。 【答案】C 【解析】原文："Students need guidance, emotional support, and human connection — things that AI cannot provide." A项"不再需要"相反，B项"只关注技术"未提及，D项"放弃传统方法"未提及。 19. 【出题概要】 细节定位：预测AI到2030年成为学习常态。 【答案】B 【解析】原文："AI will be a normal part of every student's learning experience." A项"被禁止"、C项"让所有科目更容易"、D项"只用于理科"均未提及。 20. 【出题概要】 态度判断：AI有帮助但应辅助教师。 【答案】B 【解析】全文既肯定AI的好处，也强调教师不可替代。A项"完全积极无缺点"过于绝对，C项"危险应停止"未提及，D项"只适合理科"未提及。 --- 【阅读B篇出题思路】 以AI改变教育方式为话题，考查细节定位与作者态度判断；干扰项侧重极端表述与偷换概念，引导辩证看待技术与教师的关系。 --- ### C篇（第21–25题） --- 21. 【出题概要】 细节定位：张浩12岁开始学编程。 【答案】B 【解析】原文："At the age of 12, Zhang Hao from Chengdu had never written a single line of computer code." 暗示12岁时开始接触并学习。A项15岁是获奖时间，C/D未提及。 22. 【出题概要】 细节定位：书本不够时转向网络资源。 【答案】C 【解析】原文："He turned to the internet for more resources." A项"放弃"相反，B项"找老师"未提及，D项"买更贵的书"未提及。 23. 【出题概要】 细节定位：父母最初担心他用电脑时间太多。 【答案】B 【解析】原文："Zhang Hao's parents were initially worried that he spent too much time on the computer." A项"骄傲"是后来态度，C项"想让他停止"过度推断，D项"买新电脑"未提及。 24. 【出题概要】 细节定位：编程培养了问题解决能力、耐心和逻辑思维。 【答案】C 【解析】原文："such as problem-solving, patience, and logical thinking." A项"绘画"、B项"仅技术技能"、D项"体育和团队合作"均未提及或片面。 25. 【出题概要】 主旨归纳：通过好奇心和努力，任何人都能学习。 【答案】C 【解析】全文展现张浩通过自学取得成功的经历。A项"只有天才"相反，B项"手机有害"未提及，D项"父母不应允许用电脑"与原文支持相反。 --- 【阅读C篇出题思路】 以少年自学编程成功故事为载体，考查细节定位与主旨归纳；干扰项设置张冠李戴和过度推断，传递"好奇心+努力=成长"的价值观。 --- ## 三、六选五答案解析（第26–30题） --- 26. 【出题概要】 对应"理解主旨大意"，选A。 【答案】A 【解析】空前说"理解整体图景"，空后说"不迷失于细节"，A项"专注于理解主要观点"正好衔接。B项讲"原因"，C项讲"联系"，D项讲"建议"，E项讲"困难"，均不匹配。 27. 【出题概要】 对应"好奇，问为什么"，选B。 【答案】B 【解析】空前说"对一切好奇"，空后说"问为什么和怎么"，B项"渴望找出原因"直接对应。其他选项均不符合。 28. 【出题概要】 对应"联系新旧知识"，选C。 【答案】C 【解析】空前说"在不同事物间建立联系"，C项"将新知识与已有知识联系"最贴合。D项讲"建议"，E项讲"困难"，均无关。 29. 【出题概要】 对应"向他人求助"，选D。 【答案】D 【解析】空前说"不耻下问"，空后说"向他人学习"，D项"乐于接受他人建议"直接匹配。A/B/C/E均偏离。 30. 【出题概要】 对应"视困难为成长机会"，选E。 【答案】E 【解析】空前说"保持积极心态"，空后说"困难是改进的机会"，E项"视困难为成长机会"完全吻合。F项"在安静处学习"为多余选项。 --- 【六选五出题思路】 以主动学习策略为主题，考查语篇衔接与逻辑连贯；六个选项中有意设置一项无关干扰，训练学生通过上下文关键词匹配选出正确答案。 --- ## 四、语法填空答案解析（第31–40题） --- 31. 【出题概要】 一般现在时主谓一致，主语everyone用knows。 【答案】knows 【解析】everyone为不定代词，作主语时谓语用第三人称单数knows。know为原形，knowing为非谓语，have known时态不符。 32. 【出题概要】 宾语从句用that引导，陈述研究发现的事实。 【答案】that 【解析】show后接宾语从句，从句陈述事实，用that引导。what需作成分，if/whether表"是否"，不符合。 33. 【出题概要】 宾语从句用that引导，陈述信念的内容。 【答案】that 【解析】believe后接宾语从句，陈述"能提高能力"这一事实，用that引导。what/if/whether均不符合。 34. 【出题概要】 名词复数，mistakes视为chances。 【答案】chances 【解析】see...as...意为"将…视为…"，此处需用名词复数chances与mistakes对应。chance（单数）、chancing（分词）、chanced（过去式）均词性/数错误。 35. 【出题概要】 宾语从句用that引导，陈述"练习是关键"。 【答案】that 【解析】understand后接宾语从句，陈述事实，用that引导。what需作成分，if/whether表"是否"，均不符合。 36. 【出题概要】 宾语从句用that引导，find后接事实。 【答案】that 【解析】find后接宾语从句，陈述"小组学习有帮助"这一事实，用that引导。what/if/whether均不符合。 37. 【出题概要】 It is + adj. + for sb to do，用for引出逻辑主语。 【答案】for 【解析】"It is also important for learners to use..."用for引出不定式逻辑主语。of用于描述人的品质，此处不适用。 38. 【出题概要】 宾语从句用whether表示"是否"，含疑问选择含义。 【答案】whether 【解析】think about后接宾语从句，表示"是否适合"，用whether（可与if互换，但whether更正式）。that陈述事实不符，what需作成分。 39. 【出题概要】 宾语从句用that引导，陈述客观事实。 【答案】that 【解析】know后接宾语从句，陈述"世界总在变化"这一事实，用that引导。what/if/whether均不符合。 40. 【出题概要】 It作形式主语，真正主语是后面的不定式/动名词。 【答案】It 【解析】此处用It作形式主语，指代后面"having the right attitude and never giving up"这件事。首字母需大写。 --- 【语法填空出题思路】 以成功学习者习惯为语境，集中考查宾语从句引导词that/whether的辨析，兼顾一般现在时主谓一致、名词复数及It作形式主语结构。 21 学科网（北京）股份有限公司 $