Welcome Unit 单元测试-2026-2027学年高中英语人教版必修第一册

**基本信息** 高中英语Welcome Unit单元测试，以真实情境素材（如语言营地、AI教育应用、学习策略研究）考查阅读、语言运用及写作能力，注重语言能力与学习能力培养，适配单元复习巩固需求。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读理解（含七选五）|20题/50分|细节理解、推理判断、词义猜测|A篇语言营地情境渗透文化意识，七选五AI教育话题体现时代性| |完形填空|15题/15分|词汇辨析、上下文逻辑|成人重返校园素材引导学习能力反思| |语法填空|10题/15分|时态、介词、非谓语等|高中首日校园生活情境贴近单元主题| |写作（应用文+读后续写）|2题/40分|信息整合、情感表达|应用文分享初中生活培养表达能力，续写互助学习故事提升思维品质|

Welcome Unit单元测试 （考试时间：120分钟 试卷满分：120分） 注意事项： 1．本试卷分为第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2．回答第Ⅰ卷时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。 4．考试结束后，将本试卷和答题卡一并交回。 第一部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A LSU Summer Language Camp This summer, our camp will design a program for kids aged 6-11 to dive into a world of languages and cultures! Choose from four exciting options: Chinese, French, German, or Spanish. Learn through fun games, role-playing, and hands-on activities like cooking French pastries (点心), trying Chinese calligraphy, exploring Spanish festivals, or acting out German fairy tales. Time July 2-6 (9 am-4 pm) July 9-13 (9 am-4 pm) Place The LSU Summer Language Camp will take place at LSU’s World Language Lab & Resource Center located in Prescott Hall room 234. Prescott Hall is located on LSU’s Quad right in the heart of campus. Program Cost The two-week program cost is $550 plus a $50 registration fee. One-week options are also available, please contact Dr. Dettinger for details ($250 plus $50 registration fee). Program and registration costs will cover books, learning materials, and a daily snack. Please have a lunch for your child for Monday-Thursday. Friday lessons each week will focus on cooking lessons and lunch will be provided. Before and After Care Before care will be from 7:30-9 am and after care will be from 4-5 pm in Prescott Hall. One week before OR after care $50 One week before AND after care $100 Two weeks before OR after care $100 Two weeks before AND after care $200 Registration for the 2025 Summer Camp is now live!! Please contact Mike Dettinger at mbdett@lau.edu to register your child! 1．What will the program provide for children? A．Independent life and study skills. B．Cross-subject learning experience. C．Different languages and cultures. D．Experiential teaching methods. 2．What are parents supposed to do if their children attend the program? A．Design a program for them. B．Prepare lunches for four days. C．Engage in hands-on activities. D．Pick them up at 3pm every day. 3．What is the total cost of one-week program and two weeks before care? A．$700. B．$600. C．$500. D．$400. B Some students get so nervous before a test. They do poorly even if they know the material. Sian Beilock, a professor at the University of Chicago in Illinois, has studied these highly anxious test-takers. The students start worrying about the results. And when we worry, it actually uses up attention and memory resources. Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test. The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test. Professor Beilock says those who sat quietly scored an average of 12% worse on the second test. But the students who had written about their fears improved their performance by an average of 5%. Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test. Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not. “What we showed is that for students who are highly test-anxious, who’d done our writing intervention (干预), all of a sudden there was no relationship between test fear and performance. They were performing just as well as their classmates who don’t normally get nervous in these tests.” But what if students do not have a chance to write about their fears immediately before an exam? Professor Beilock says students can try it themselves at home or in the library and still improve their performance. 4．What do the students start worrying about before an exam according to Paragraph 1? A．What other students do during the test. B．Whether they can pass the exam. C．Whether they have remembered the materials. D．What kind of problems they will meet on the test paper. 5．What is the solution developed by researchers? A．Making the students focused on the test. B．Asking the students to sit quietly before the test. C．Having the students write about their worries about the test. D．Asking the students to direct the attention away from the test. 6．According to Professor Beilock, those who thought about things unrelated to the test ______. A．did worse than those who wrote about their feelings B．became less nervous before the test C．were better at controlling their feelings D．did better than those who wrote about their feelings 7．What’s the writer’s attitude to the solution developed by researchers? A．Opposed. B．Worried. C．Doubtful. D．Unknown. C Some students get so nervous before a test. They do poorly even if they know the material. Sian Beilock, a professor at the University of Chicago in Illinois, has studied these highly anxious test-takers. The students start worrying about the results. And when we worry, it actually uses up attention and memory resources (资源). Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test. The researchers tested the idea on a group of twenty anxious college students. They gave them two short maths tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test. Professor Beilock says those who sat quietly scored an average of 12% worse on the second test. But the students who had written about their fears improved their performance by an average of 5%. Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test. Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not. “What we showed is that for students who are highly test-anxious, and who’d done our writing intervention (干预), all of a sudden there was no relationship between test anxiety and grades. They were performing just as well as their classmates who don’t normally get nervous in these tests.” But what if students do not have a chance to write about their fears immediately before an exam? Professor Beilock says students can try it themselves at home or in the library and still improve their performance. 8．What may the students start worrying about before an exam? A．What other students do during the test B．Whether they can pass the exams C．Whether they have remembered the materials. D．What kind of problems they will meet on the test paper. 9．What is the solution developed by the two researchers? A．Asking the students to think nothing of the test. B．Asking the students to focus on the test C．Asking the students to write about their worries before the test. D．Asking the students to sit quietly before the test. 10．According to Professor Beilock, those who thought about things unrelated to the test ________. A．became less nervous before the test. B．were better at controlling their feelings. C．did better than those who took two tests D．did worse than those who wrote about their feelings. 11．What can be learned from the last paragraph? A．Writing about worries before an exam can work a bit. B．Studying in the library can improve students’ performance. C．It doesn’t matter where to write about worries before an exam. D．Students can only write about worries right before an exam. D Understanding a proof in a math textbook is one thing; being able to reconstruct it without help is another thing. My classmates and I learned this the hard way at university. Most of our exams were oral exams, and nothing exposes a lack of deep knowledge faster than trying to explain a concept to someone. Unlike written exams, where visual learners may be able to parrot back memorized notes that they barely understand, an oral test demands creative thinking in real time. When presented with a problem, students not only need to recall relevant definitions and theories, but they also need to apply them-sometimes in ways they never anticipated. Students often fall into a familiar trap. They read the textbooks, highlight key passages, and review lecture notes. These activities feel productive, but when exam day arrives, a student will often realize their passive familiarity with the material doesn’t translate into the ability to apply it. Nor does it translate into a good grade. Passive learning is misleading. It feels like we’re making progress, but without actually applying what we learn, it slips away quickly. Consuming information is not the same as developing skills. The cognitive psychologist Daniel T. Willingham explains the distinction between passive and active learning when he writes, “Memory is the result of thought.” In other words, we forget most of what we encounter and remember only what we think about. Reading about calculations doesn’t automatically create the neural pathways needed to solve calculating problems. Those pathways only form through deliberate practice: by solving problems, making mistakes, and experiencing the struggle. As a general rule, the harder your brain works during practice, the better it performs when it matters. To truly master something, you should embrace challenges and accept the slow, often frustrating, pace of true learning. The oral math exam was valuable because it broke the illusion of passive learning. Standing in front of the professor, faced with a problem, there’s nowhere to hide. The pressure to produce mathematics revealed the true state of our understanding. To truly know what we don’t know, we should simulate our own oral exams by picturing an imaginary professor asking questions and forcing ourselves to figure out answers on our own. 12．What does the underlined phrase “parrot back” mean in paragraph 2? A．Repeat mechanically. B．Appreciate deeply. C．Apply creatively. D．Forget quickly. 13．Why do students fall into the learning trap? A．Because of over-reliance on textbooks. B．Because of brilliant exam performance. C．Because of a false sense of competence. D．Because of overemphasis on memory skills. 14．Which of the following statements might Daniel T. Willingham agree with? A．Repeated exposure strengthens memories. B．Active engagement builds solid memory. C．Memory improves with extensive reading. D．Learning occurs when teachers ask questions. 15．What would be the best title for the text? A．Passive Learning: The Silent Killer of Exams B．Conscious Practice: The Best Way to Learn Math C．Oral Math Exams: The Frustrating University Tests D．Active Learning: The Key to Mastering Knowledge 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项 AI is playing an increasingly important role in education, with tools like ChatGPT changing students’ learning and teachers’ teaching methods. 16 DeepSeek is such a new AI tool, which is different from common ones and is built for education. In education, it is difficult to meet different students’ learning needs. 17 DeepSeek can study each student’s learning habits and change learning materials for them. This kind of personalization is better than what ChatGPT can do now, so it’s a great tool for one-to-one teaching. 18 A high school uses DeepSeek to solve the problem of different learning needs among students. The AI finds 30% of its students have trouble with physics by analyzing their test results. Then it provides special exercises and video lessons for them. 19 After a few months, the students’ physics scores go up by 20%. In fact, DeepSeek and ChatGPT are not competitors. 20 ChatGPT is good at general tasks, like answering questions or writing articles. DeepSeek focuses on education-related work. Together, they can build a complete AI learning system for students and teachers. It’s time for students, teachers and schools to accept these technologies and make the most of them. A．This is exactly where DeepSeek can play a key role. B．It’s easy to see DeepSeek’s power in real school life. C．They are actually AI tools that can support each other. D．However, a new AI tool is appearing in the education field. E．It can help students solve the problems in their daily study quickly. F．Many students are interested in the new AI tools used in their schools. G．This is a good way to make students more interested in physics learning. 第二部分 语言运用（共两节，满分30分） 第一节 （共15小题；每小题1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的最佳选项 One day I recognized that I was no longer challenged or fulfilled by my job. Then I began exploring other 21 . My inner voice told me that I truly 22 to become a paralegal (律师助理). However, to become a paralegal, I needed a (n) 23 . After discussing the financial and time details with my family, I began 24 McHenry County College. The results produced very positive reviews of courses and staff. It’s 25 to start a new chapter in one’s life, particularly while progressing to retirement age. Did I 26 for the challenge? The answer was simple: Yes. Being a student at my age 27 relearning many things, and staying 28 , like keeping to my schedule and reviewing materials before and after class. Fortunately, I am receiving a great deal of 29 from my professors on these topics. These were not taught in college four 30 ago. My communication skills have been greatly sharpened by 31 my learning approach. I now have a clear career path as well as the resources 32 for professional success. This experience has had a positive effect on my entire family. I feel that I am not only improving 33 , but surprisingly, my family dynamics are changing as well. Every time our18-year-old son 34 me reading textbooks, I am positively influencing his school work ethic. I will never regret beginning this 35 with continued learning. 21．A．fields B．places C．problems D．details 22．A．pretended B．volunteered C．desired D．continued 23．A．sponsor B．degree C．award D．allowance 24．A．researching B．appreciating C．promoting D．searching 25．A．possible B．wrong C．difficult D．obvious 26．A．get ready B．make up C．make arrangements D．get suited 27．A．postpones B．involves C．resists D．regrets 28．A．connected B．motivated C．interested D．organized 29．A．generosity B．judgement C．guidance D．admiration 30．A．weeks B．months C．years D．decades 31．A．challenging B．evaluating C．improving D．recording 32．A．designed B．exchanged C．rewarded D．prepared 33．A．academically B．economically C．strategically D．scientifically 34．A．minds B．sees C．leaves D．stops 35．A．track B．incident C．access D．promise 第二节（共10小题；每小题1. 5分, 满分15分） 阅读下面短文，在空白处填入 1个适当的单词或括号内单词的正确形式。 Finally, the first day of senior high school arrived. I was really curious 36 the new school life on the first day. The moment I entered the classroom, I looked around. I saw all my classmates waiting 37 (anxious) for the bell to ring. After I sat down, I 38 (exchange) a smile with my deskmate. As soon as the bell rang, a middle-aged man 39 wore a big smile on his face walked in. He introduced himself as Mr Malouf and told us that he was our class teacher. Then he asked us 40 (introduce) ourselves to each other, including information like our names, hobbies, junior high schools, 41 a fact about ourselves. Next, Mr Malouf told the class about his background after we asked where he was from. We finished the first class with the 42 (impress) that our senior high school would be colorful. Our next class was Mrs Kelly’s biology class. She has very strict rules that the students 43 (require) to follow. When I heard these rules, I got very nervous. Although Mrs Kelly appeared strict, I found her also 44 (help) and patient. At the end of the day, I learned if I did not work hard, I would not achieve my goals. However, senior high school is also about being free, being able to join clubs and have fun. I really look forward to 45 (see) my classmates and teachers tomorrow. 第三部分 写作（共两节, 满分40分） 第一节（满分15分） 46．假设你是李阳，你的英语老师Ms. Smith让同学们分享自己的初中生活，并谈谈对高中学习的计划。请你根据以下要点写一篇短文： 1. 初中最难忘的一件事； 2. 高中打算如何学习英语； 3. 对高中生活的简单期望。 词数80左右。 Dear Ms. Smith, _____________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Yang 第二节（满分25分） 47． 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 It was a dark afternoon when my classmate, Tom, came to me with many English test papers in his hands. His head was down, and his eyes were filled with sadness. “I just don’t know what to do anymore. My English grades keep dropping, and I feel so lost,” he said, his voice shaking with sadness. I took a deep breath, knowing that Tom needed more than just words of kindness. I had to think of a plan to help him make things better. “Tom, don’t worry. We’ll work this out together. First, let’s look at your test papers and see where you’re making the most mistakes,” I suggested, trying to sound as sure as possible. We spent the next few hours looking carefully at his test papers, marking the areas where he had the most problems. It became clear that his biggest weak points were in grammar and reading comprehension (理解力). “Okay, here’s what we’ll do. I’ll lend you my grammar books, and we can start with some basic exercises. For reading comprehension, we’ll practice reading a little bit every day and work on improving your speed and understanding,” I explained. Tom nodded, his eyes showing a bit of hope. “Thank you so much for doing this for me. I really thank you for it,” he said, his voice filled with thanks. Over the next few weeks, we followed the plan carefully. Every day after school, we would meet in the library and spend two hours reviewing grammar rules and practicing reading comprehension. Tom was a quick learner, but he still had problems with some of the more difficult grammar ideas. I tried my best to explain them in different ways, using examples from our daily lives. One day, as we were working on a very difficult grammar exercise, Tom suddenly looked up at me with a smile on his face. “I think I get it now! This is so much clearer than before,” he said loudly, his eyes shining with joy. I felt a sense of pride come over me, knowing that our hard work was finally leading to success. 注意： （1）续写词数应为150个左右； （2）请按如下格式在答题卡的相应位置作答。 As his English skills improved, Tom behaved differently. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On the day of the final exam, he walked into the classroom full of confidence. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 $ Welcome Unit单元测试 （考试时间：120分钟 试卷满分：120分） 注意事项： 1．本试卷分为第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。 2．回答第Ⅰ卷时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。 3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。 4．考试结束后，将本试卷和答题卡一并交回。 第一部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A LSU Summer Language Camp This summer, our camp will design a program for kids aged 6-11 to dive into a world of languages and cultures! Choose from four exciting options: Chinese, French, German, or Spanish. Learn through fun games, role-playing, and hands-on activities like cooking French pastries (点心), trying Chinese calligraphy, exploring Spanish festivals, or acting out German fairy tales. Time July 2-6 (9 am-4 pm) July 9-13 (9 am-4 pm) Place The LSU Summer Language Camp will take place at LSU’s World Language Lab & Resource Center located in Prescott Hall room 234. Prescott Hall is located on LSU’s Quad right in the heart of campus. Program Cost The two-week program cost is $550 plus a $50 registration fee. One-week options are also available, please contact Dr. Dettinger for details ($250 plus $50 registration fee). Program and registration costs will cover books, learning materials, and a daily snack. Please have a lunch for your child for Monday-Thursday. Friday lessons each week will focus on cooking lessons and lunch will be provided. Before and After Care Before care will be from 7:30-9 am and after care will be from 4-5 pm in Prescott Hall. One week before OR after care $50 One week before AND after care $100 Two weeks before OR after care $100 Two weeks before AND after care $200 Registration for the 2025 Summer Camp is now live!! Please contact Mike Dettinger at mbdett@lau.edu to register your child! 1．What will the program provide for children? A．Independent life and study skills. B．Cross-subject learning experience. C．Different languages and cultures. D．Experiential teaching methods. 2．What are parents supposed to do if their children attend the program? A．Design a program for them. B．Prepare lunches for four days. C．Engage in hands-on activities. D．Pick them up at 3pm every day. 3．What is the total cost of one-week program and two weeks before care? A．$700. B．$600. C．$500. D．$400. 【答案】1．C 2．B 3．D 【导语】文章主要讲述了LSU夏令营的语言和文化项目安排及费用等信息。 【详解】1．细节理解题。根据第一段中“This summer, our camp will design a program for kids aged 6-11 to dive into a world of languages and cultures!(今年夏天，我们的夏令营将为6-11岁的孩子设计一个项目，让他们沉浸在语言和文化的世界中！)”可知，该项目将为孩子们提供不同的语言和文化。 2．细节理解题。根据Program Cost部分中“Please have a lunch for your child for Monday-Thursday.(请为您的孩子准备周一到周四的午餐。)”可知，如果孩子参加这个项目，父母需要为孩子准备四天的午餐。 3．细节理解题。根据Program Cost部分中“One-week options are also available, please contact Dr. Dettinger for details ($250 plus $50 registration fee).(也有为期一周的选项，详情请联系Dettinger博士（250美元加50美元注册费）。)”以及Before and After Care部分中“Two weeks before OR after care $100(两周的课前或课后护理100美元)”可知，一周课程和两周课前护理的总费用是250+50+100=400美元。 B Some students get so nervous before a test. They do poorly even if they know the material. Sian Beilock, a professor at the University of Chicago in Illinois, has studied these highly anxious test-takers. The students start worrying about the results. And when we worry, it actually uses up attention and memory resources. Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test. The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test. Professor Beilock says those who sat quietly scored an average of 12% worse on the second test. But the students who had written about their fears improved their performance by an average of 5%. Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test. Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not. “What we showed is that for students who are highly test-anxious, who’d done our writing intervention (干预), all of a sudden there was no relationship between test fear and performance. They were performing just as well as their classmates who don’t normally get nervous in these tests.” But what if students do not have a chance to write about their fears immediately before an exam? Professor Beilock says students can try it themselves at home or in the library and still improve their performance. 4．What do the students start worrying about before an exam according to Paragraph 1? A．What other students do during the test. B．Whether they can pass the exam. C．Whether they have remembered the materials. D．What kind of problems they will meet on the test paper. 5．What is the solution developed by researchers? A．Making the students focused on the test. B．Asking the students to sit quietly before the test. C．Having the students write about their worries about the test. D．Asking the students to direct the attention away from the test. 6．According to Professor Beilock, those who thought about things unrelated to the test ______. A．did worse than those who wrote about their feelings B．became less nervous before the test C．were better at controlling their feelings D．did better than those who wrote about their feelings 7．What’s the writer’s attitude to the solution developed by researchers? A．Opposed. B．Worried. C．Doubtful. D．Unknown. 【答案】4．B 5．C 6．A 7．D 【导语】主要介绍一些学生考前过度紧张，即使掌握知识也考不好，芝加哥大学的贝洛克教授研究了这类高焦虑考生，她和另一位研究者拉米雷斯提出一种可能的解决方案，即让高焦虑考生考前花十分钟写下对考试的担忧，并通过对大学生和生物课低年级学生的测试验证了该方案的有效性。 【详解】4．细节理解题。根据第一段“The students start worrying about the results. (学生们开始担心考试结果。)可知，学生们在考试前担心的是自己能否通过考试，也就是考试结果。 5．细节理解题。根据第二段“Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test. (贝洛克教授和另一位研究人员杰拉多·拉米雷斯提出了一种可能的解决方案。就在考试前，高度焦虑的考生花十分钟写下他们对考试的担忧。)”可知，研究人员提出的解决方案是让学生写下对考试的担忧。 6．细节理解题。根据第四段“Professor Beilock says highly anxious students who did the writing got an average grade of B +, compared to a B - for those who did not. (贝洛克教授说，写了担忧的高焦虑学生平均成绩为B +，而没有写的学生平均成绩为B -。)”可知，那些思考与考试无关事情的学生（即没有写担忧的学生）比写了自己感受的学生考得差。 7．推理判断题。根据第二段“Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test. (贝洛克教授和另一位研究人员杰拉多·拉米雷斯提出了一种可能的解决方案。就在考试前，高度焦虑的考生花十分钟写下他们对考试的担忧。)” 以及下文可知，短文只是在陈述研究人员的行为、实验过程及教授对结果的表述，未掺杂作者的态度倾向。所以作者的态度是未知的。 C Some students get so nervous before a test. They do poorly even if they know the material. Sian Beilock, a professor at the University of Chicago in Illinois, has studied these highly anxious test-takers. The students start worrying about the results. And when we worry, it actually uses up attention and memory resources (资源). Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test. The researchers tested the idea on a group of twenty anxious college students. They gave them two short maths tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test. Professor Beilock says those who sat quietly scored an average of 12% worse on the second test. But the students who had written about their fears improved their performance by an average of 5%. Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test. Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not. “What we showed is that for students who are highly test-anxious, and who’d done our writing intervention (干预), all of a sudden there was no relationship between test anxiety and grades. They were performing just as well as their classmates who don’t normally get nervous in these tests.” But what if students do not have a chance to write about their fears immediately before an exam? Professor Beilock says students can try it themselves at home or in the library and still improve their performance. 8．What may the students start worrying about before an exam? A．What other students do during the test B．Whether they can pass the exams C．Whether they have remembered the materials. D．What kind of problems they will meet on the test paper. 9．What is the solution developed by the two researchers? A．Asking the students to think nothing of the test. B．Asking the students to focus on the test C．Asking the students to write about their worries before the test. D．Asking the students to sit quietly before the test. 10．According to Professor Beilock, those who thought about things unrelated to the test ________. A．became less nervous before the test. B．were better at controlling their feelings. C．did better than those who took two tests D．did worse than those who wrote about their feelings. 11．What can be learned from the last paragraph? A．Writing about worries before an exam can work a bit. B．Studying in the library can improve students’ performance. C．It doesn’t matter where to write about worries before an exam. D．Students can only write about worries right before an exam. 【答案】8．B 9．C 10．D 11．C 【导语】本文是一篇说明文。文章主要介绍缓解学生考前焦虑的方法及相关研究验证其有效性的过程。 【详解】8．细节理解题。根据第一段中的“The students start worrying about the results.(学生们开始担心考试结果)”可知，学生考前担忧的是考试结果，也就是自己能否通过考试。故选B项。 9．细节理解题。根据第二段中的“Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.(贝洛克教授和另一位研究员杰拉多・拉米雷斯研发了一个可行的解决办法。在考试前夕，高度焦虑的考生花十分钟写下自己对这场考试的担忧)”可知，两位研究者提出的解决办法是让考前焦虑的学生写下自己的担忧。故选C项。 10．推理判断题。根据第四段中的“Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not. They told them before final exams either to write about their feelings or to think about things unrelated to the test.(贝洛克教授表示，高度焦虑且写下自身感受的学生平均成绩为 B+，而未写的学生平均成绩为 B-。研究员在期末考试前告知学生，要么写下自己的感受，要么去想和考试无关的事情)”可知，想和考试无关事情的学生，成绩要比写下担忧的学生差。故选D项。 11．细节理解题。根据最后一段中的“But what if students do not have a chance to write about their fears immediately before an exam? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.(但如果学生在临考前没有机会写下自己的担忧该怎么办？贝洛克教授表示，学生可以在家或图书馆自行尝试这个方法，依然能提升考试表现)”可知，考前写下担忧的地点并不影响效果。故选C项。 D Understanding a proof in a math textbook is one thing; being able to reconstruct it without help is another thing. My classmates and I learned this the hard way at university. Most of our exams were oral exams, and nothing exposes a lack of deep knowledge faster than trying to explain a concept to someone. Unlike written exams, where visual learners may be able to parrot back memorized notes that they barely understand, an oral test demands creative thinking in real time. When presented with a problem, students not only need to recall relevant definitions and theories, but they also need to apply them-sometimes in ways they never anticipated. Students often fall into a familiar trap. They read the textbooks, highlight key passages, and review lecture notes. These activities feel productive, but when exam day arrives, a student will often realize their passive familiarity with the material doesn’t translate into the ability to apply it. Nor does it translate into a good grade. Passive learning is misleading. It feels like we’re making progress, but without actually applying what we learn, it slips away quickly. Consuming information is not the same as developing skills. The cognitive psychologist Daniel T. Willingham explains the distinction between passive and active learning when he writes, “Memory is the result of thought.” In other words, we forget most of what we encounter and remember only what we think about. Reading about calculations doesn’t automatically create the neural pathways needed to solve calculating problems. Those pathways only form through deliberate practice: by solving problems, making mistakes, and experiencing the struggle. As a general rule, the harder your brain works during practice, the better it performs when it matters. To truly master something, you should embrace challenges and accept the slow, often frustrating, pace of true learning. The oral math exam was valuable because it broke the illusion of passive learning. Standing in front of the professor, faced with a problem, there’s nowhere to hide. The pressure to produce mathematics revealed the true state of our understanding. To truly know what we don’t know, we should simulate our own oral exams by picturing an imaginary professor asking questions and forcing ourselves to figure out answers on our own. 12．What does the underlined phrase “parrot back” mean in paragraph 2? A．Repeat mechanically. B．Appreciate deeply. C．Apply creatively. D．Forget quickly. 13．Why do students fall into the learning trap? A．Because of over-reliance on textbooks. B．Because of brilliant exam performance. C．Because of a false sense of competence. D．Because of overemphasis on memory skills. 14．Which of the following statements might Daniel T. Willingham agree with? A．Repeated exposure strengthens memories. B．Active engagement builds solid memory. C．Memory improves with extensive reading. D．Learning occurs when teachers ask questions. 15．What would be the best title for the text? A．Passive Learning: The Silent Killer of Exams B．Conscious Practice: The Best Way to Learn Math C．Oral Math Exams: The Frustrating University Tests D．Active Learning: The Key to Mastering Knowledge 【答案】12．A 13．C 14．B 15．D 【导语】本文是一篇议论文。主要论述了被动学习无法让人真正掌握知识，通过大学数学口试的经历，强调主动学习、刻意练习才是掌握知识的关键。 12．词句猜测题。根据第二段中的“Unlike written exams, where visual learners may be able to parrot back memorized notes that they barely understand, an oral test demands creative thinking in real time.(与笔试不同，视觉学习者在笔试中可能会对自己几乎不理解的背诵笔记进行parrot back，而口试则需要实时的创造性思维。)”可知，笔试中学习者可能只是重复记忆的笔记，并未真正理解，与口试的创造性思维形成对比。因此“parrot back”表示“机械重复”。故选A项。 13．细节理解题。根据第三段中的“These activities feel productive, but when exam day arrives, a student will often realize their passive familiarity with the material doesn’t translate into the ability to apply it. Nor does it translate into a good grade. Passive learning is misleading. It feels like we’re making progress, but without actually applying what we learn, it slips away quickly.(这些活动让人感觉很有成效，但当考试日到来时，学生往往会意识到，他们对材料的被动熟悉并不能转化为应用能力，也不能转化为好成绩。被动学习具有误导性。感觉我们在进步，但如果不实际应用所学，知识很快就会溜走。)”可知，学生陷入学习陷阱是因为被动学习带来了虚假的能力感，让他们误以为自己掌握了知识。故选C项。 14．推理判断题。根据第四段中的“The cognitive psychologist Daniel T. Willingham explains the distinction between passive and active learning when he writes, “Memory is the result of thought.” In other words, we forget most of what we encounter and remember only what we think about.(认知心理学家丹尼尔·T·威林厄姆在解释被动学习和主动学习的区别时写道：“记忆是思考的结果。”换句话说，我们会忘记大部分遇到的东西，只记住我们思考过的东西。)”可知，威林厄姆认为记忆源于思考，即主动参与才能形成牢固的记忆。故选B项。 15．主旨大意题。通读全文，文章通过大学数学口试的经历引出被动学习的弊端，引用心理学家的观点强调“记忆是思考的结果”，并指出主动练习、迎接挑战才是真正掌握知识的方式，所以题目“主动学习是掌握知识的关键”概括了全文的主题，适合作为最佳标题。故选D项。 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项 AI is playing an increasingly important role in education, with tools like ChatGPT changing students’ learning and teachers’ teaching methods. 16 DeepSeek is such a new AI tool, which is different from common ones and is built for education. In education, it is difficult to meet different students’ learning needs. 17 DeepSeek can study each student’s learning habits and change learning materials for them. This kind of personalization is better than what ChatGPT can do now, so it’s a great tool for one-to-one teaching. 18 A high school uses DeepSeek to solve the problem of different learning needs among students. The AI finds 30% of its students have trouble with physics by analyzing their test results. Then it provides special exercises and video lessons for them. 19 After a few months, the students’ physics scores go up by 20%. In fact, DeepSeek and ChatGPT are not competitors. 20 ChatGPT is good at general tasks, like answering questions or writing articles. DeepSeek focuses on education-related work. Together, they can build a complete AI learning system for students and teachers. It’s time for students, teachers and schools to accept these technologies and make the most of them. A．This is exactly where DeepSeek can play a key role. B．It’s easy to see DeepSeek’s power in real school life. C．They are actually AI tools that can support each other. D．However, a new AI tool is appearing in the education field. E．It can help students solve the problems in their daily study quickly. F．Many students are interested in the new AI tools used in their schools. G．This is a good way to make students more interested in physics learning. 【答案】16．D 17．A 18．B 19．G 20．C 【导语】文章主要讲述了DeepSeek这一新型AI工具在教育领域的应用及其与ChatGPT的互补作用。 16．上文“AI is playing an increasingly important role in education, with tools like ChatGPT changing students’ learning and teachers’ teaching methods.(人工智能在教育领域正发挥着越来越重要的作用，像ChatGPT这样的工具正在改变学生的学习方式和教师的教学方式)”说明AI工具在教育领域的重要性。空后“DeepSeek is such a new AI tool, which is different from common ones and is built for education.(DeepSeek就是这样一种新的AI工具，它与常见的工具不同，是专为教育而设计的)”引出新工具。空处表转折，引出新兴教育AI。选项D“However, a new AI tool is appearing in the education field.(然而，一种新的AI工具正在教育领域出现)”承上启下，符合语境。 17．上文“In education, it is difficult to meet different students’ learning needs.(在教育领域，很难满足不同学生的学习需求)”说明教育领域面临的难题。空后“DeepSeek can study each student’s learning habits and change learning materials for them.(DeepSeek可以研究每个学生的学习习惯，并为他们改变学习材料)”说明DeepSeek可以解决这一难题。空处衔接，点明DeepSeek可发挥关键作用。选项A“This is exactly where DeepSeek can play a key role.(这正是DeepSeek可以发挥关键作用的地方)”承上启下，符合语境。 18．下文“A high school uses DeepSeek to solve the problem of different learning needs among students.(一所高中使用DeepSeek来解决学生不同学习需求的问题)”说明DeepSeek在实际学校生活中的应用。空处为本段总起句，引出实例体现工具实力。选项B“It’s easy to see DeepSeek’s power in real school life.(很容易看出DeepSeek在实际学校生活中的力量)”引出下文，符合语境。 19．上文“Then it provides special exercises and video lessons for them.(它为这些学生提供专项习题和视频课程)”介绍具体帮扶措施。空后“After a few months, the students’ physics scores go up by 20%.(数月后学生物理成绩提升 20%)”说明成效。空处说明该方式对学习的积极作用。选项G“This is a good way to make students more interested in physics learning.(这是提升学生物理学习兴趣的好方法)”承接措施、铺垫成效，符合语境。 20．上文“In fact, DeepSeek and ChatGPT are not competitors.(事实上DeepSeek和ChatGPT并非竞争对手)”表明二者不是竞争关系。空后分别介绍两款工具各自优势、可以协同合作。空处说明二者可互为助力。选项C“They are actually AI tools that can support each other.(它们实则是可以互相助力的人工智能工具)”衔接前后文，符合语境。 第二部分 语言运用（共两节，满分30分） 第一节 （共15小题；每小题1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的最佳选项 One day I recognized that I was no longer challenged or fulfilled by my job. Then I began exploring other 21 . My inner voice told me that I truly 22 to become a paralegal (律师助理). However, to become a paralegal, I needed a (n) 23 . After discussing the financial and time details with my family, I began 24 McHenry County College. The results produced very positive reviews of courses and staff. It’s 25 to start a new chapter in one’s life, particularly while progressing to retirement age. Did I 26 for the challenge? The answer was simple: Yes. Being a student at my age 27 relearning many things, and staying 28 , like keeping to my schedule and reviewing materials before and after class. Fortunately, I am receiving a great deal of 29 from my professors on these topics. These were not taught in college four 30 ago. My communication skills have been greatly sharpened by 31 my learning approach. I now have a clear career path as well as the resources 32 for professional success. This experience has had a positive effect on my entire family. I feel that I am not only improving 33 , but surprisingly, my family dynamics are changing as well. Every time our18-year-old son 34 me reading textbooks, I am positively influencing his school work ethic. I will never regret beginning this 35 with continued learning. 21．A．fields B．places C．problems D．details 22．A．pretended B．volunteered C．desired D．continued 23．A．sponsor B．degree C．award D．allowance 24．A．researching B．appreciating C．promoting D．searching 25．A．possible B．wrong C．difficult D．obvious 26．A．get ready B．make up C．make arrangements D．get suited 27．A．postpones B．involves C．resists D．regrets 28．A．connected B．motivated C．interested D．organized 29．A．generosity B．judgement C．guidance D．admiration 30．A．weeks B．months C．years D．decades 31．A．challenging B．evaluating C．improving D．recording 32．A．designed B．exchanged C．rewarded D．prepared 33．A．academically B．economically C．strategically D．scientifically 34．A．minds B．sees C．leaves D．stops 35．A．track B．incident C．access D．promise 【答案】 21．A 22．C 23．B 24．A 25．C 26．A 27．B 28．D 29．C 30．D 31．C 32．D 33．A 34．B 35．A 【导语】主要讲述作者中年后对原有工作失去动力，重返校园进修，开启新职业并带动家人共同成长的经历。 【详解】21．考查名词。句意：有一天我意识到这份工作不再给我带来挑战和成就感，于是我开始探索其他领域。A. fields领域；B. places地方；C. problems问题；D. details细节。根据前文“I was no longer challenged or fulfilled by my job”以及后文想转行做律师助理可知，作者开始探索其他职业领域。 22．考查动词。句意：内心的声音告诉我，我真心渴望成为一名律师助理。A. pretended假装；B. volunteered自愿，主动要求；C. desired渴望；D. continued继续。根据后文“However, to become a paralegal, I needed a (n) ________ .”以及作者为此重返校园学习可知，成为律师助理是她内心渴望做的事。 23．考查名词。句意：然而，想要成为一名律师助理，我需要拿到学位。A. sponsor赞助者；B. degree学位；C. award奖项；D. allowance津贴。根据后文“I began _______ McHenry County College”可知，作者进入大学学习，说明从事该职业需要大学学位。 24．考查动词。句意：在和家人商量经济与时间安排后，我开始调研麦克亨利县立学院。A. researching调查，研究；B. appreciating感激；C. promoting推广；D. searching寻找。根据后文“The results produced very positive reviews of courses and staff”可知，作者提前调研学校的课程和师资口碑。 25．考查形容词。句意：人生开启新的篇章是很艰难的，尤其是临近退休的年纪。A. possible可能的；B. wrong错误的；C. difficult困难的；D. obvious明显的。根据上文“I began ____ McHenry County College”以及后文“to start a new chapter in one’s life, particularly while progressing to retirement age”可知，作者临近退休去上大学学一个新的专业，这通常会面对很多困难，因此此处指开启新的篇章是很困难的。 26．考查动词短语。句意：我做好迎接这份挑战的准备了吗？A. get ready准备好；B. make up编造；C. make arrangements安排；D. get suited适合。根据后文“The answer was simple: Yes.”以及后文入学学习可知，作者反问自己是否准备好迎接挑战。 27．考查动词。句意：在我这个年纪做学生，需要重新学习很多东西，还要保持做事有条理，比如遵守作息、课前课后复习知识点。A. postpones推迟；B. involves包含，需要；C. resists抵制；D. regrets后悔。根据后文“relearning many things”可知，大龄求学这件事本身就包含重新学习各类知识。 28．考查形容词。句意：在我这个年纪做学生，需要重新学习很多东西，还要保持做事有条理，比如遵守作息、课前课后复习知识点。A. connected有联系的；B. motivated有动力的；C. interested感兴趣的；D. organized有条理的。根据后文“like keeping to my schedule and reviewing materials before and after class”可知，这些都是自律且做事有条理的表现。 29．考查名词。句意：幸运的是，在这些方面我得到了教授们很多指导。A. generosity慷慨；B. judgement判断；C. guidance指导；D. admiration钦佩。根据后文“from my professors”可知，此处指作者在这些方面得到了教授们的大量指导。 30．考查名词。句意：这些内容在四十年前的大学里是不会讲授的。A. weeks周；B. months月；C. years年；D. decades数十年。根据前文“particularly while progressing to retirement age”、“four”以及常识可知，作者临近退休年龄，距离上一次上大学应是数十年前，four decades意为“四十年”符合“退休前的时间跨度”语境。 31．考查动词。句意：通过改进自己的学习方式，我的沟通能力也得到了极大提升。A. challenging挑战；B. evaluating评估；C. improving改进；D. recording记录。根据前文“My communication skills have been greatly sharpened”可知，学习方式得到优化改进后，自身能力也随之提升。 32．考查动词。句意：如今我有了清晰的职业道路，也具备了职业成功所必备的储备条件。A. designed设计；B. exchanged交换；C. rewarded回报；D. prepared准备。根据前文“the resources”和后文“for professional success”可知，这些资源是为将来职业成功“准备”的，此处指作者现在有了为专业成功做好准备的资源。 33．考查副词。句意：我觉得自己不仅在学业上取得了进步，令人意外的是，家庭氛围也随之发生了积极改变。A. academically学业上地；B. economically经济上地；C. strategically策略上地；D. scientifically科学上地。根据前文“My communication skills have been greatly sharpened by ____ my learning approach. I now have a clear career path as well as the resources”可知，作者改进学习方法、贮备了资源，此处指作者在学业上有所提高。 34．考查动词。句意：每当我们18岁的儿子看到我捧着课本学习，我也在潜移默化地影响他的学习态度。A. minds介意；B. sees看见；C. leaves离开；D. stops停止。根据后文“I am positively influencing his school work ethic”可知，儿子亲眼目睹作者坚持学习的模样，从而受到正面影响。 35．考查名词。句意：我永远不会后悔踏上这条持续学习的人生道路。A. track轨迹，路径；B. incident事件；C. access通道；D. promise承诺。根据后文“with continued learning”可知，继续学习是作者的人生道路中的一段，此处指作者永远不会后悔开始这条继续学习的道路。 第二节（共10小题；每小题1. 5分, 满分15分） 阅读下面短文，在空白处填入 1个适当的单词或括号内单词的正确形式。 Finally, the first day of senior high school arrived. I was really curious 36 the new school life on the first day. The moment I entered the classroom, I looked around. I saw all my classmates waiting 37 (anxious) for the bell to ring. After I sat down, I 38 (exchange) a smile with my deskmate. As soon as the bell rang, a middle-aged man 39 wore a big smile on his face walked in. He introduced himself as Mr Malouf and told us that he was our class teacher. Then he asked us 40 (introduce) ourselves to each other, including information like our names, hobbies, junior high schools, 41 a fact about ourselves. Next, Mr Malouf told the class about his background after we asked where he was from. We finished the first class with the 42 (impress) that our senior high school would be colorful. Our next class was Mrs Kelly’s biology class. She has very strict rules that the students 43 (require) to follow. When I heard these rules, I got very nervous. Although Mrs Kelly appeared strict, I found her also 44 (help) and patient. At the end of the day, I learned if I did not work hard, I would not achieve my goals. However, senior high school is also about being free, being able to join clubs and have fun. I really look forward to 45 (see) my classmates and teachers tomorrow. 【答案】 36．about 37．anxiously 38．exchanged 39．who/that 40．to introduce 41．and 42．impression 43．are required 44．helpful 45．seeing 【导语】本文主要讲述作者高中开学第一天的经历，描写初见同学、班主任和生物老师的场景，并抒发了对高中生活的感悟与期待。 【详解】36．考查介词。句意：第一天，我对全新的校园生活充满好奇。固定搭配be curious about表示“对…… 感到好奇”。 37．考查副词。句意：我看见全班同学都焦急地等待上课铃响起。此处修饰动词waiting，要用副词anxiously。 38．考查时态。句意：我坐下后，和同桌相视一笑。叙述开学当天发生的事，使用一般过去时，exchange的过去式是exchanged。 39．考查定语从句。句意：铃声一响，一位面带笑容的中年男士走了进来。空处引导限制性定语从句，先行词a middle aged man，指人，关系词在从句中作主语，可用关系代词who或that。 40．考查非谓语动词。句意：随后他让我们互相做自我介绍，内容包括姓名、爱好、初中母校以及关于自己的一个事实。固定搭配ask sb. to do sth.意为“要求某人做某事”，用不定式to introduce作宾语补足语。 41．考查并列连词。句意同上。names, hobbies, junior high schools与a fact about ourselves是并列列举的内容，用并列连词and连接。 42．考查名词。句意：第一堂课结束时，我留下了这样的印象：高中生活会丰富多彩。定冠词the后需要名词作with的宾语，动词impress对应的名词是impression。 43．考查时态、语态。句意：她制定了十分严格的规章制度，要求学生必须遵守。根据has可知，句子描述客观情况，使用了一般现在时，students和require之间是被动关系，故用一般现在时的被动语态，主语students是复数，被动语态用are required。 44．考查形容词。句意：尽管凯利老师看起来很严厉，但我发现她热心又有耐心。此处与patient并列作宾语补足语，需要形容词，help的形容词形式helpful，意为“乐于助人的”。 45．考查非谓语动词。句意：我十分期待明天再见到老师和同学们。固定搭配look forward to doing sth.中to是介词，后面接动名词seeing作宾语。 第三部分 写作（共两节, 满分40分） 第一节（满分15分） 46．假设你是李阳，你的英语老师Ms. Smith让同学们分享自己的初中生活，并谈谈对高中学习的计划。请你根据以下要点写一篇短文： 1. 初中最难忘的一件事； 2. 高中打算如何学习英语； 3. 对高中生活的简单期望。 词数80左右。 Dear Ms. Smith, _____________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Yang 【答案】Dear Ms. Smith,     I’d like to share my junior high life. The most unforgettable thing was winning the English speech contest last year. It built up my confidence and made me love English more. For senior high, I plan to improve English by listening to BBC news and reading more English novels so that I can expand my vocabulary. I also hope to make new friends and learn to be more independent in the coming three years.     I’m really looking forward to my new journey because it will be a fresh start where I can explore unknown possibilities and become a better version of myself. Yours, Li Yang 【导语】本篇书面表达要求考生写一篇短文，分享自己的初中生活，并谈谈对高中学习的计划。 【详解】1. 词汇积累： 难忘的：unforgettable → memorable 比赛：contest → competition 即将到来的：coming → forthcoming 扩大：expand → enlarge 2. 句式拓展 简单句变复合句 原句：I’d like to share my junior high life. 拓展句：I’d like to share my junior high life, which was filled with both challenges and joys. 【点睛】【高分句型1】For senior high, I plan to improve English by listening to BBC news and reading more English novels so that I can expand my vocabulary. （运用了so that引导的目的状语从句） 【高分句型2】I’m really looking forward to my new journey because it will be a fresh start where I can explore unknown possibilities and become a better version of myself. （运用了because引导的原因状语从句和where引导的定语从句） 第二节（满分25分） 47． 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 It was a dark afternoon when my classmate, Tom, came to me with many English test papers in his hands. His head was down, and his eyes were filled with sadness. “I just don’t know what to do anymore. My English grades keep dropping, and I feel so lost,” he said, his voice shaking with sadness. I took a deep breath, knowing that Tom needed more than just words of kindness. I had to think of a plan to help him make things better. “Tom, don’t worry. We’ll work this out together. First, let’s look at your test papers and see where you’re making the most mistakes,” I suggested, trying to sound as sure as possible. We spent the next few hours looking carefully at his test papers, marking the areas where he had the most problems. It became clear that his biggest weak points were in grammar and reading comprehension (理解力). “Okay, here’s what we’ll do. I’ll lend you my grammar books, and we can start with some basic exercises. For reading comprehension, we’ll practice reading a little bit every day and work on improving your speed and understanding,” I explained. Tom nodded, his eyes showing a bit of hope. “Thank you so much for doing this for me. I really thank you for it,” he said, his voice filled with thanks. Over the next few weeks, we followed the plan carefully. Every day after school, we would meet in the library and spend two hours reviewing grammar rules and practicing reading comprehension. Tom was a quick learner, but he still had problems with some of the more difficult grammar ideas. I tried my best to explain them in different ways, using examples from our daily lives. One day, as we were working on a very difficult grammar exercise, Tom suddenly looked up at me with a smile on his face. “I think I get it now! This is so much clearer than before,” he said loudly, his eyes shining with joy. I felt a sense of pride come over me, knowing that our hard work was finally leading to success. 注意： （1）续写词数应为150个左右； （2）请按如下格式在答题卡的相应位置作答。 As his English skills improved, Tom behaved differently. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On the day of the final exam, he walked into the classroom full of confidence. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】参考范文： As his English skills improved, Tom behaved differently. He no longer sat quietly in the back row. Instead, he put up his hand to answer questions, his eyes full of new hope. During group work, he shared his ideas with confidence, even helping classmates with grammar problems. Teachers saw the change — his once-shaking voice now strong, his sad face now happy. The library was our meeting place where he arrived early, ready to learn. “I really enjoy reading now,” he said softly, holding a book. His great change encouraged everyone around him. On the day of the final exam, he walked into the classroom full of confidence. Tom placed his pencil case on the desk slowly, took a deep breath, and smiled at me. During the test, his pen moved quickly without stopping. Afterwards, he ran over, eyes bright. “I finished every question! Even the comprehension passage made perfect sense!” he said with joy. When the scores came, he had improved by twenty points. “We did it!” he said, full of thanks. That moment proved that hard work and help can turn sadness into success. 【导语】本文以人物为线索展开。作者的同学汤姆因英语成绩持续下滑而沮丧，作者主动提出帮助，与他一起分析试卷找出薄弱点，并制定学习计划。经过几周的努力，汤姆终于攻克难题，脸上露出笑容，作者也倍感自豪。 【详解】1.段落续写 ①由第一段句首内容“随着汤姆的英语水平不断提高，他的表现也发生了变化。”可知，第一段可以描写汤姆随着英语水平提升，在课堂表现、小组合作、学习态度等方面发生的积极变化，展现他从沉默自卑到自信开朗的转变过程。 ②由第二段句首内容“期末考试那天，他满怀自信地走进教室。”可知，第二段可以描写汤姆参加期末考试时的状态、答题过程、考完后的激动心情以及成绩进步的结果，最后升华文章主旨：努力与帮助能将悲伤化为成功。 2.续写线索：英语进步 —— 课堂表现改变 —— 积极帮助同学 —— 坚持认真学习 —— 自信参加考试 —— 成绩大幅提升 3.词汇激活 行为类 ①举手回答问题：put up his hand to answer questions/raise his hand to respond ②帮助：help/assist ③深呼吸：take a deep breath/breathe deeply 情绪类 ①自信地：with confidence/self-assuredly ②高兴：joy/delight 【点睛】【高分句型1】The library was our meeting place where he arrived early, ready to learn. (运用了where引导的限制性定语从句) 【高分句型2】When the scores came, he had improved by twenty points. (运用了When引导的时间状语从句) 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 $