Unit 1 Back to school 单元测试-2026-2027学年高一英语必修第一册（译林版）

**基本信息** 本单元卷围绕“Back to school”主题，精选文化活动、家庭纽带、校园实践及创造力培养等真实情境素材，通过梯度化设问与综合题型，全面考查语言能力、文化意识及思维品质，适配高中英语单元复习需求。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|20题/50分|细节理解、词义猜测、主旨归纳、逻辑推理|A篇戏剧演出信息题考查信息筛选能力，B篇“点心与家庭”渗透文化传承，体现文化意识| |语言运用|25题/30分|语法应用、词汇辨析、篇章结构|完形填空通过学习经历故事强化思维品质，语法填空结合植树活动考查时态、代词等基础语言能力| |写作|2题/40分|应用文写作、故事续写|邮件写作考查信息表达，读后续写围绕校园才艺展示，需结合情感描写与逻辑发展，提升语言综合运用能力|

Unit 1 Back to school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 Northern Michigan University (NMU) Theatre and Dance will present a festive new production titled “Home for the Holidays” this December. The show features a group of NMU students sharing tales of their different family traditions through singing and dancing before journeying home. This year’s performance stresses the “spirit of togetherness”, showing how different cultures celebrate the winter season. Performance Schedule All performances take place at the Forest Roberts Theatre (FRT). Date Time Notes Dec. 5, 12 7:30 pm Standard Performances Dec. 6, 13 7:30 pm Standard Performances Dec. 7 1:00 pm Theatre For All (Sensory-friendly) Dec. 7 7:30 pm Standard Performance Dec. 14 1:00 pm Family Afternoon Show (Includes a gift) Dec. 14 7:30 pm Final Performance Special Attractions • Meet Santa: The famous old man, Santa Claus, will be visiting the FRT hall one hour before each performance! Bring your family for festive photos and share your holiday wishes. • Various Styles: Enjoy a variety of dance styles, including Irish step dancing, clogging, tap, and even a traditional Swedish Sankta Lucia number. • Cast & Crew: The production is entirely student-driven, featuring talented performers like Henry Moore and Sara Neva. Students also take charge of the stage lighting and costume design. Ticket Prices & Policies • General Public: $25 • NMU Workers/Seniors (62 +): $22 • Youth (under 18): $15 • Students (only for NMU): $10 • Group Discount: Groups of ten or more are eligible (有资格的) for 10% off the original price (NMU students are not included). Notice: The show lasts about 2 hours, including a 15-minute break. Latecomers will only be seated during proper breaks in the performance to avoid affecting the audience. 1．Which performance attracts people expecting presents? A．The Dec. 5, 7:30 pm one. B．The Dec. 14, 1:00 pm one. C．The Dec. 7, 1:00 pm one. D．The Dec. 14, 7:30 pm one. 2．What can the audience do one hour before a show starts? A．Attend an opening night party. B．Meet student performers. C．Learn dancing from professionals. D．Take photos with Santa Claus. 3．How much should a group of ten 10-year-olds pay for the Final Performance? A．$225. B．$150. C．$135. D．$90. 【答案】1．B 2．D 3．C 【导语】本文介绍北密歇根大学戏剧舞蹈系节日演出《Home for the Holidays》，包含演出排期、特色活动、票价政策与观演注意事项。 【详解】1．细节理解题。根据演出时间表“Dec. 14 1:00 pm Family Afternoon Show (Includes a gift) (12月14日下午1点：家庭午后场（附赠礼品）)”可知，12月14日下午1点的场次会赠送礼物，适合期待拿到礼品的观众。 2．细节理解题。根据Special Attractions板块“Meet Santa: The famous old man, Santa Claus, will be visiting the FRT hall one hour before each performance! Bring your family for festive photos and share your holiday wishes. (遇见圣诞老人：每场演出开始前一小时，圣诞老人都会来到森林罗伯茨剧院大厅！带上家人拍摄节日合影，诉说你的节日心愿。)”可知，观众可在开演前一小时和圣诞老人合影。 3．细节理解题。根据Ticket Prices & Policies中“Youth (under 18): $15 (18岁以下青少年票价：15美元)” 以及“Group Discount: Groups of ten or more are eligible for 10% off the original price (团体优惠：十人及以上团体可享受原价九折)”可知，单个10岁孩子票价15美元，10人原价：15×10=150美元；打九折后：150×0.9=135美元。因此一共需要支付135美元。 B In my family, Saturday mornings were for dim sum (点心). Weekends started with shrimp dumplings, beef tripe, and rice noodle rolls, all washed down with Pu’er tea. “If you want to eat it, you have to read it,” my mom would say, handing me the order sheet. Struggling with unfamiliar characters, I tried to match dish names with images in my mind. “You need to keep up your language,” she’d add. “Dim sum is about connecting with family.” For us, yum cha happened at local cha lou — those loud, colorful tea houses and Chinese restaurants. At the cha lou, my usually timid mother came alive and was popular among the staff, chatting and joking with them. Dim sum was her connection to home. Naturally, it was over dim sum one Saturday that my parents told me they were leaving Canada for Hong Kong to be with my aging grandparents. I was in college and visiting home. I stuffed an egg custard bun into my mouth, and said in a low voice that they should do what they wanted. My mom placed the last shrimp dumpling in my bowl. “Eat up,” she said, “you might not get dim sum for a while.” In the years that followed, I often visited an ethnic grocery store near college to buy dim sum. I’d take home cha siu baos, barbecued pork buns, and eat them alone, defying dim sum’s shared spirit. I’d send photos to my mom, who’d reply with pictures of her own, always better-looking dim sum. Exchanging these photos became our way of sharing lives. Despite our differences, dim sum remained our simple connection. We struggle, still. Just as I struggle with the characters of the dim sum menu, my experiences are often lost in translation with my parents. There may never be the right words, but there is always the right food. Whenever we visit each other, we have dim sum, piling each other’s plates as if to say, “I’m sorry,” “I missed you,” and “I love you.” In Chinese, dim sum means “touch the heart”. And for me, it always does. 4．Why did the author’s mother ask her to read the dim sum menu? A．To impress the staff. B．To practice Chinese. C．To choose dishes faster. D．To test her language skills. 5．How did the author react to her parents’ decision to leave Canada? A．She expressed her worry. B．She stopped eating anything. C．She accepted with a heavy heart. D．She begged them not to leave. 6．What does the underlined word “defying” in paragraph 7 mean? A．Breaking. B．Respecting. C．Celebrating. D．Remembering. 7．What does dim sum symbolize for the author? A．A generational conflict. B．A personal challenge. C．A childhood memory. D．A family connection. 【答案】4．B 5．C 6．A 7．D 【导语】作者儿时伴着点心早茶成长，点心承载亲情。父母迁居后，彼此互发点心照片维系牵挂，语言存有隔阂，点心却始终是联结家人心意的温情纽带。 【详解】4．细节理解题。根据第二段“You need to keep up your language(你需要坚持练习你的语言能力)”可知，作者的母亲让她阅读点心菜单是为了练习中文。 5．细节理解题。根据第三段“Naturally, it was over dim sum one Saturday that my parents told me they were leaving Canada for Hong Kong to be with my aging grandparents. I was in college and visiting home. I stuffed an egg custard bun into my mouth, and said in a low voice that they should do what they wanted.(自然，那是在一个周六的下午吃点心的时候，我的父母告诉我他们要离开加拿大前往香港，去和我年迈的祖父母团聚。当时我正在上大学，正在回家探亲。我咬了一口蛋奶馅的点心，低声说道：“他们应该做自己想做的事。”)”可知，作者怀着沉重的心情接受了父母决定离开加拿大这一决定。 6．词句猜测题。根据划线词上文“I’d take home cha siu baos, barbecued pork buns, and eat them alone(我会买回叉烧包、烤猪肉包，然后独自一人享用)”以及后文“dim sum’s shared spirit(点心分享的精神)”可知，作者独自享用点心，违背了点心分享的这一传统精神，故划线词意思是“违背”。 7．细节理解题。根据倒数第二段“Despite our differences, dim sum remained our simple connection.(尽管我们之间存在差异，但点心却成为了我们之间最纯粹的纽带)”可知，对于作者而言，点心象征着一种家庭联系。 C School is still out for the summer, but at Eastern Senior High School in Washington D．C．, students are hard at work outdoors. In a garden filled with flowers and beds bursting with vegetables and herbs, nearly a dozen teenagers are harvesting (收获) vegetables for the weekend’s farmers market. Roshawn Little is going into her junior year at Eastern, and has been working in this garden for three years now. During the summer, Little gets paid to work Tuesday through Saturday from 9 a.m. until 2 p.m. with City Blossoms, a nonprofit that brings community gardens to schools in urban areas. She believes that working in the garden has taught her to try all sorts of new things, like eating different kinds of vegetables more often. And she’s taken those healthy behaviours home with her and her eating habits have encouraged her family to buy more fruits and vegetables. City Blossoms is one of many groups across the country teaming up with local communities to build school gardens, like the one at Eastern. It works with schools to create learning gardens and trains teachers on how to use them to get students engaged (使参与) and improve academic performance. These gardens are really outdoor classrooms. For example, the gardens can be used for math lessons, like calculating the area of a plant bed or learning the science of how plants grow. For the students, the experience can be a nutritional eye-opener, which has totally changed their views on where food comes from, and what it takes to produce food. Partner schools have also seen a 12 to 15 percent increase in the number of students passing standardized tests and 94 percent of teachers reported seeing increased engagement from their students, according to an independent evaluation (评价) conducted by PEER Associates. 8．What does Roshawn Little think of the summer outdoor activity？ A．It is a good way to earn pocket money. B．It has improved her family relationship. C．It contributes to her healthy eating habit. D．It is helpful to her academic performance. 9．What is the purpose of the school gardens？ A．To invite students to care for plants. B．To advance teachers’ teaching skills. C．To get students interested in science. D．To provide a creative way of learning. 10．What does the last paragraph focus on about the project of City Blossoms？ A．Its evaluations. B．Its effects. C．Its operations. D．Its expectations. 11．What can be a suitable title for the passage？ A．City Blossoms: Team up with Local Community Teachers B．Happy Holiday, Sweet Memory: How Kids Enjoy the Harvest C．Outdoor Classrooms: Get out for the Weekend’s Farmers Market D．Healthy Eaters, Smart Minds: What School Gardens Teach Kids 【答案】8．C 9．D 10．B 11．D 【导语】这篇文章主要介绍了暑期学生在校菜园劳作，该项目不仅帮助大家养成健康饮食习惯，还打造户外课堂，有效提升了学生课堂参与度与学业成绩。 【详解】8．细节理解题。根据第二段中“She believes that working in the garden has taught her to try all sorts of new things, like eating different kinds of vegetables more often. And she’s taken those healthy behaviours home with her and her eating habits have encouraged her family to buy more fruits and vegetables.(利特尔认为，参与园艺让她学会了尝试各种新事物，比如更经常地吃不同种类的蔬菜。她把这些健康的生活方式带回家，也鼓励家人多买水果和蔬菜。)”可知，利特尔认为这项户外活动有助于她养成健康的饮食习惯。 9．细节理解题。根据第三段中“It works with schools to create learning gardens and trains teachers on how to use them to get students engaged (使参与) and improve academic performance. These gardens are really outdoor classrooms. For example, the gardens can be used for math lessons, like calculating the area of a plant bed or learning the science of how plants grow.(该组织与学校合作创建学习型花园，并培训教师如何利用这些花园激发学生兴趣，从而提升学业表现。这些花园实际上是户外教室。例如，它们可用于数学课，比如计算花坛的面积，或学习植物生长的科学原理。)”可知，该组织打造的菜园本质是“户外教室”，可用于数学、科学等多学科教学，目的是提升学生参与度、改善学业表现，也就是提供一种创新的学习方式。 10．主旨大意题。根据最后一段“For the students, the experience can be a nutritional eye-opener, which has totally changed their views on where food comes from, and what it takes to produce food. Partner schools have also seen a 12 to 15 percent increase in the number of students passing standardized tests and 94 percent of teachers reported seeing increased engagement from their students, according to an independent evaluation (评价) conducted by PEER Associates.(对学生而言，这种体验能带来营养上的启发，彻底改变了他们对食物来源以及生产食物所需条件的认识。根据PEER Associates进行的一项独立评估，合作学校的学生在通过标准化考试方面提高了12%至15%，同时94%的教师表示学生的参与度有所提升。)”可知，最后一段分别从学生认知、考试通过率、课堂参与度三个维度，介绍了校园菜园项目带来的实际改变，核心聚焦项目产生的效果与影响。 11．主旨大意题。通读全文可知，全文围绕校园菜园展开，既讲到它帮助学生建立健康饮食观念，也讲到它作为户外教室提升学业表现、促进学生成长，“健康饮食 + 智慧成长”完整概括了校园菜园的教育价值。由此可知，这篇文章适合的标题是“健康的饮食者，聪明的头脑：学校花园教给孩子的东西”。 D Creativity scholars are often asked whether everyone is creative. Not everyone is creative in the sense of having developed new products that enrich our lives. However, everyone might be able to build their creative potential. Creative potential is best described as the combination of the capacity for creative thinking and the drive for creativity. Creative thinking is called for when we are facing open-ended problems which cannot be addressed by following a precise step-by-step process. The drive for creativity is based on our confidence that we can be creative. It is a common belief that schools kill creativity. Research shows that this belief is not supported by evidence. On the contrary, creative thinking abilities tend to grow as students progress through school. Why does the capacity to think creatively increase with schooling, although schools do not teach creative thinking explicitly (外显地)? This is due to the nature of creative thinking itself. New ideas are built from knowledge and experience, often by applying them in new ways. A student who takes a machining class might be more likely to think of unusual uses for a can, such as turning it into an organizer for different tools. Similarly, a theater class might inspire ideas how a can might be turned into a tool to make sound effects. Developing the drive for creativity is largely about implicit (内隐的) learning. Scientists have shown that creative confidence is boosted when others, especially those in authority, such as teachers or leaders, expect us to be creative and encourage us. It is as if we think, “Well, they think I can, therefore I should be able to.” We are not aware of these influences, but they are real nevertheless. If you aim to build creative potential, start small. Next, aim for multiple ideas. Finally, understand that creative potential is not fixed. It grows as we expand what we know and how we see ourselves and creativity. By building potential, we create the foundation from which what we could do can be transformed into what we actually do. 12．What does paragraph 2 mainly talk about? A．Steps of building creativity. B．The pursuit of being creative. C．Effects of creative thinking. D．The definition of creative potential. 13．How does the author prove that creativity increases with schooling? A．By giving examples. B．By citing a study. C．By providing statistics. D．By quoting an expert. 14．What can be inferred about the drive for creativity? A．It relies on those in authority. B．We know where it comes from. C．It grows as we are encouraged. D．We have high expectations for it. 15．What is the author’s purpose in writing the text? A．To illustrate that not everyone is creative. B．To explain how to build creative potential. C．To prove that schools do not kill creativity. D．To show how to boost creative confidence. 【答案】12．D 13．A 14．C 15．B 【导语】本文介绍创造潜能的定义，辨析学校与创造力的关系，说明外界鼓励对创造动力的作用，讲解培养个人创造潜能的方法。 【详解】12．主旨大意题。根据第二段“Creative potential is best described as the combination of the capacity for creative thinking and the drive for creativity.(创造潜能是创造性思维能力与创造动力的结合体)”可知，第二段主要界定创造潜能的含义，后文进一步对创造性思维能力与创造动力这两个组成部分分别解释。 13．推理判断题。根据第四段“A student who takes a machining class might be more likely to think of unusual uses for a can, such as turning it into an organizer for different tools. Similarly, a theater class might inspire ideas how a can might be turned into a tool to make sound effects.(上过机械加工课的学生可能会更倾向于想到罐子的非同寻常用途，比如将其改造成不同工具的收纳器。同样，戏剧课程也可能激发他们将罐子改造成能制作音效的工具的想法)”可知，作者列举课堂实例证明校园学习提升创造力。 14．推理判断题。根据第五段“Scientists have shown that creative confidence is boosted when others, especially those in authority, such as teachers or leaders, expect us to be creative and encourage us.(科学家们发现，当他人——尤其是教师或领导者等权威人士——期望我们富有创造力并鼓励我们时，我们的创造性自信心会得到提升)”可知，外界鼓励能够助力创造动力增长。 15．推理判断题。通读全文可知，本文开篇指出每个人都可以培养自身的创造潜能，之后介绍了创造潜能的相关概念与特点，最后给出培养创造潜能的具体方法和方向，因此作者的写作目的是解释如何培养创造潜能。 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 Many people believe that learning should be easy. There is a myth: if you find the right method, learning will become easy. People search for the perfect system to avoid struggle. 16 Learning is a process of friction (摩擦力), requiring you to sit with confusion and discomfort until clarity appears. This is hard learning — it demands effort without immediate reward. When people avoid struggle, they turn to passive learning — watching videos, reading summaries and feeling productive. But passive exposure creates only familiarity, not mastery. 17 It is slower, more frustrating. It involves rereading the same paragraph, attempting problems without knowing the answer, and failing repeatedly before getting it right. This process feels slow and painful. There is no instant reward, only gradual improvement. One key element is deliberate repetition — returning to material with deeper attention each time. What was once confusing becomes familiar; what was familiar becomes clear; what was clear becomes flexible. 18 Hard learning requires you to think, not just consume. You must explain ideas in your own words, test your understanding, and apply knowledge in new contexts. This turns knowledge into ability. Learning that avoids struggle rarely lasts. There is also a psychological barrier. Many people mistake difficulty for failure, thinking they are not good at it. 19 Look at experts in any field: they rely on hard learning — they don’t run from difficulty. Their success is built on long hours of focused effort, repeated attempts, and willingness to stay with complexity. No method can replace effort. Techniques guide you, but cannot do the work for you. In the end, learning is not about avoiding difficulty — it is about building the ability to move through it. 20 A．Hard learning is different. B．Another key aspect is active engagement. C．Challenging yourself is the key to progress. D．This process feels uncomfortable but necessary. E．And the sooner you accept that, the sooner your learning becomes real. F．But the truth is far less pleasant: real learning is not designed to be easy. G．In reality, difficulty is not a sign of inability — it is a sign that learning is happening. 【答案】16．F 17．A 18．B 19．G 20．E 【导语】文章主要讲述了刻苦学习的重要性以及学习者应该怎么做。 【详解】16．根据上文“Many people believe that learning should be easy. There is a myth: if you find the right method, learning will become easy.(很多人都认为学习本该是件轻松的事。存在这样一种误区：只要找到合适的方法，学习就会变得轻而易举。)”和下文“Learning is a process of friction (摩擦力), requiring you to sit with confusion and discomfort until clarity appears.(学习是充满阻力的过程，你必须直面困惑与煎熬，直到思路豁然开朗。)”可知，上文指出人们普遍迷信找到完美方法，学习就毫不费力，下文指出学习充满阻力，要忍受困惑不适。上下文形成转折关系，F项“但真相远没有那么美好：真正的学习本就不会轻松” 承接上文的误区，引出下文对艰苦学习的介绍。 17．根据上文“But passive exposure creates only familiarity, not mastery.(但被动接触知识只能让你对内容眼熟，根本无法做到精通掌握。)”和下文“It is slower, more frustrating. It involves rereading the same paragraph, attempting problems without knowing the answer, and failing repeatedly before getting it right. This process feels slow and painful.(它节奏更慢，过程更磨人：反复重读同一段文字，毫无头绪地尝试解题，屡屡碰壁后才终于弄懂。这个过程缓慢又痛苦。)”可知，上文提到被动学习，下文切换描述另一种学习模式，形成二者对比。A选项“深度刻苦学习则完全不同”起到过渡作用，引出下文对艰苦学习特点的详细描述，下文It刚好指代Hard learning。 18．根据上段“One key element is deliberate repetition — returning to material with deeper attention each time.(刻苦学习的核心要点之一是刻意复盘：每次重温知识点时，都投入更深层次的思考。)”和下文“Hard learning requires you to think, not just consume. You must explain ideas in your own words, test your understanding, and apply knowledge in new contexts.(刻苦学习要求你主动动脑，而非单纯被动接收信息。你要用自己的话复述知识点、检验自身理解程度，并把知识运用到全新场景中。)”可知，上一段讲第一个核心要素：刻意重复，下文整段核心是学习需要主动思考。B项“另一关键要素是主动参与思考。”符合语境，上文One key element与选项中Another key aspect结构呼应。 19．根据上文“Many people mistake difficulty for failure, thinking they are not good at it.( 很多人把学习过程中的困难等同于自己能力不足，觉得自己不擅长这门学科。)”和下文“ Look at experts in any field: they rely on hard learning — they don’t run from difficulty. Their success is built on long hours of focused effort, repeated attempts, and willingness to stay with complexity.(看一看各行各业的专家便知：他们都坚持深度学习，从不逃避难题。他们的成就，来源于长年专注的付出、无数次的试错，以及敢于钻研复杂难题的恒心。)”可知，上文指出人们把学习困难等同于自己不行、能力不足，下文指出各行各业专家都直面难题，依靠艰苦学习获得成功，空处纠正前文错误认知。G选项“事实上，困难并非能力不足的标志，而是你正在学习的证明)”反驳上一句的错误想法，衔接通顺。 20．根据上文“In the end, learning is not about avoiding difficulty — it is about building the ability to move through it.(归根结底，学习的真谛不是规避困难，而是练就直面困难、突破难关的能力。)”可知，上文收尾观点：学习不在于躲避困难，而在于拥有熬过困难的能力，E选项“你越早接受这一点，你的学习才能越早落到实处”中that指代上文“学习无法避开困难，要直面困难”这一核心观点，收束全文，升华主旨。 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 Mistakes are a fact of life. It is the response to error that counts. During my second year of college, I was taking a tough science course. Our first 21 would cover materials from the previous classes. Having passed the last class with a B, I became over-confident. I held the 22 belief that a quick review of the materials would be enough, so I ignored hard preparation for the coming exam. On exam day, I felt 23 at first. But during the test, everything looked foreign. I had to 24 blindly and handed in my paper. When I checked my score later, I saw a 65%. I was heartbroken. On the way home, I cried, feeling 25 . My parents gave me a serious 26 , and they were right — I hadn’t studied because I hadn’t 27 . I made up my mind to 28 my attitude and work hard from then on. I started studying every day, even forming a study group with classmates, reviewing notes daily and listening to online lectures 29 . The more I studied, the easier it became. Two weeks later, the second exam came. This time, I felt completely 30 . I understood everything and answered with 31 . When I saw my score — 96% — I couldn’t believe it. My hard work had 32 . I went from failing to nearly perfect. Looking back, I realise that 33 are not the end; they are 34 to grow. The best thing we can do is take responsibility, learn, and improve. Because of that one 35 , I became a more mature person. 21．A．project B．research C．exam D．activity 22．A．wrong B．reasonable C．common D．strange 23．A．nervous B．confident C．curious D．energetic 24．A．guess B．write C．read D．check 25．A．anxious B．hurt C．confused D．tired 26．A．look B．punishment C．lecture D．speech 27．A．cared B．recorded C．repeated D．planned 28．A．keep B．change C．show D．hide 29．A．passively B．quickly C．independently D．carefully 30．A．relaxed B．inspired C．confused D．prepared 31．A．passion B．curiosity C．pride D．ease 32．A．paid off B．run out C．faded away D．carried on 33．A．scores B．mistakes C．courses D．choices 34．A．barriers B．excuses C．opportunities D．ceremonies 35．A．assignment B．measure C．attempt D．failure 【答案】 21．C 22．A 23．B 24．A 25．B 26．C 27．A 28．B 29．D 30．D 31．D 32．A 33．B 34．C 35．D 【导语】本文主要讲述作者因过度自信疏于备考，第一次理科考试失利，在父母开导后端正学习态度、刻苦复习，第二次取得高分；由此感悟错误并非终点，而是成长的机会，那次失败让自己变得更加成熟。 【详解】21．考查名词。句意：我们的第一次考试将涵盖之前的课程材料。A. project项目；B. research研究；C. exam考试；D. activity活动。根据后文“ignored hard preparation for the coming exam”可知，此处指考试。 22．考查形容词。句意：我持有错误的信念，认为快速复习材料就足够了，所以忽略了为即将到来的考试做充分准备。A. wrong错误的；B. reasonable合理的；C. common常见的；D. strange奇怪的。根据后文“I ignored hard preparation”以及“But during the test, everything looked foreign. I had to ________ blindly and handed in my paper. When I checked my score later, I saw a 65%.”可知，作者最终考砸，说明他“快速复习一下材料就足够”的想法是错误的。 23．考查形容词。句意：考试当天，一开始我十分自信。A. nervous紧张的；B. confident自信的；C. curious好奇的；D. energetic精力充沛的。根据前文“Having passed the last class with a B, I became over-confident.”提到作者考试之前过度自信，以及空后转折“But during the test, everything looked foreign.”可知，考试开始时作者也是自信的。 24．考查动词。句意：我不得不盲目地猜测，然后交上了试卷。A. guess猜测；B. write写；C. read阅读；D. check检查。根据前文“everything looked foreign”可知，作者看所有题目都很陌生，说明不会做，只能瞎猜。 25．考查形容词。句意：回家路上我哭了，感到深受打击。A. anxious焦虑的；B. hurt伤心的，受打击的；C. confused困惑的；D. tired疲惫的。根据前文“When I checked my score later, I saw a 65%. I was heartbroken.”可知，作者只考65分，内心深受打击，心碎痛哭。feel hurt指心理上受伤害、打击，符合语境。 26．考查名词。句意：父母严肃地开导教育了我一番，他们说得没错——我没有学习，因为我根本没上心。A. look眼神；B. punishment惩罚；C. lecture(长辈的)教训、批评；D. speech演讲。根据下文“they were right — I hadn’t studied because I hadn’t ________.”可知，父母帮作者分析问题，针对作者的松懈严肃批评教育。give sb a serious lecture是固定搭配，意为“给某人严肃的批评，严厉教训某人”，符合语境。 27．考查动词。句意：父母严肃地开导教育了我一番，他们说得没错——我没有学习，因为我根本没上心。A. cared在意，上心；B. recorded记录；C. repeated重复；D. planned计划。根据上文“Having passed the last class with a B, I became over-confident. I held the ________belief that a quick review of the materials would be enough, so I ignored hard preparation for the coming exam.”可知，作者盲目自信没认真复习备考，根本没把考试放在心上。 28．考查动词。句意：我下定决心转变心态，从此刻苦学习。A. keep保持；B. change改变；C. show展示；D. hide隐藏。根据上文“Having passed the last class with a B, I became over-confident. I held the ________ belief that a quick review of the materials would be enough, so I ignored hard preparation for the coming exam.”以及下文“I started studying every day, even forming a study group with classmates, reviewing notes daily and listening to online lectures”可知，作者之前松懈自大，现在要改变学习态度，努力学习。 29．考查副词。句意：我每天开始学习，甚至和同学组建了学习小组，每天复习笔记，认真地听在线讲座。A. passively被动地；B. quickly快速地；C. independently独立地；D. carefully认真地。结合前文“I started studying every day, even forming a study group with classmates, reviewing notes daily”可知，作者开始踏实努力，认真听课复习。 30．考查形容词。句意：这一次，我感觉完全准备好了。A. relaxed放松的；B. inspired受鼓舞的；C. confused困惑的；D. prepared准备好的。根据前文“I started studying every day, even forming a study group with classmates, reviewing notes daily and listening to online lectures ________. The more I studied, the easier it became.”以及下文“I understood everything”可知，努力学习两周后，第二次考试时作者感觉自己准备好了。 31．考查名词。句意：所有题目我都懂，答题得心应手。A. passion热情；B. curiosity好奇；C. pride骄傲；D. ease轻松，自如。根据上文“I understood everything”以及下文“When I saw my score — 96% — I couldn’t believe it.”可知，作者准备充分，知识点都掌握，因此答题很从容。with ease是固定搭配，意为“轻松地、毫不费力地”，符合语境。 32．考查动词短语。句意：我的努力终于得到回报。A. paid off取得成效，得到回报；B. run out耗尽；C. faded away逐渐消失；D. carried on继续。根据上文“I started studying every day, even forming a study group with classmates, reviewing notes daily and listening to online lectures ________.”以及“When I saw my score — 96% — I couldn’t believe it.”可知，作者努力学习后取得高分，说明努力得到回报。 33．考查名词。句意：回首往事，我明白失误并非终点：它们是成长的机会。A. scores分数；B. mistakes错误，失误；C. courses课程；D. choices选择。文章开篇点题“Mistakes are a fact of life”，并结合上文讲述的作者一开始过度自信疏于备考导致考试失利后吸取教训，努力学习获得高分的经历以及下文“to grow”，全文围绕犯错失利后改正展开，说明失误并非终点，可以改正。 34．考查名词。句意：它们是成长的机会。A. barriers障碍；B. excuses借口；C. opportunities机会；D. ceremonies仪式。根据上文“I made up my mind to ________ my attitude and work hard from then on.”以及作者讲述的经历可知，学习松懈导致考试失利后作者吸取教训，改变态度通过努力学习获得好的成绩，这一经历让作者感悟犯错让人吸取教训，是成长的契机。 35．考查名词。句意：正是那次失利，让我变得更加成熟。A. assignment作业；B. measure措施；C. attempt尝试；D. failure失败，失利。根据前文“When I checked my score later, I saw a 65%.”以及“I made up my mind to ________ my attitude and work hard from then on.”可知，由于学习松懈和过度自信作者第一次考试只考65分，正是这一次考试失利让作者意识到自己问题所在，做出改变、变得更成熟。 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。 Last spring, our school organized a tree-planting activity. At first I thought it would be boring 36 I imagined just digging holes in the hot sun. However, it was 37 (complete) different. On the first day, our teacher 38 (divide) us into groups. Each group got a young tree and some tools. “Teamwork is 39 key to success,” said Mr. Wang. My friend Lily and I volunteered 40 (carry) water and we thought it was easy. But the buckets (水桶) were 41 (heavy) than we had expected and we poured half the water on the way back. By the 42 (two) day, our group learned to share tasks better. Tom dug holes quickly. Lucy carefully placed the trees and others added soil. I noticed something amazing — birds started singing around 43 (we), as if cheering for our work. We were all very excited. But the challenges came. On the third day, dark 44 (cloud) came. “We must finish planting the last ten trees before the rain arrived!” shouted Mr. Wang. Everyone worked faster. Suddenly, Lily fell down and hurt her knee. But she smiled and said, “Don’t worry! I’ll tie ribbons (丝带) in the trees to mark our progress.” Her courage made us feel energetic again. Now the empty field is full of green leaves. Every time I see those trees, a sense of pride filled my heart. I realized that even small actions, 45 planting a tree, could change the world. 【答案】 36．because 37．completely 38．divided 39．the 40．to carry 41．heavier 42．second 43．us 44．clouds 45．like 【导语】本文讲述了去年春天学校组织植树活动的经历，作者从一开始觉得无趣，到亲身参与后体会团队协作的力量，感悟微小行动也能改变世界。 【详解】36．考查连词。句意：一开始我觉得植树会很无聊，因为我想象只是在烈日下挖坑。空格前后是两个完整分句，后半句是前半句觉得无聊的原因，用连词because引导原因状语从句。 37．考查副词。句意：然而，事情完全不一样。空处修饰形容词different，需用副词作状语，complete的副词形式为completely。 38．考查时态。句意：第一天，老师把我们分成了若干小组。此句描述的是过去的事实，时态为一般过去时，divide的过去式是divided。 39．考查冠词。句意：“团队合作是成功的关键。”王老师说。the key to…是固定搭配，表示“……的关键”。 40．考查非谓语动词。句意：我和朋友Lily主动去挑水，我们本以为这很轻松。volunteer to do sth.是固定搭配，意为“自愿做某事”，用不定式to carry作宾语。 41．考查形容词。句意：但水桶比我们预想的更重，我们在路上洒掉了一半水。根据than可知，此处应填形容词比较级，heavy的比较级为heavier。 42．考查数词。句意：到第二天，我们小组学会了更好地分工。空格后为名词day，结合定冠词the可知，需用序数词表示“第二”，two的序数词是second。 43．考查代词。句意：我注意到一件奇妙的事——小鸟开始围着我们唱歌，好像在为我们的劳作喝彩。介词around后接人称代词宾格，we的宾格形式是us。 44．考查名词。句意：第三天，乌云密布。cloud为可数名词，此处泛指多片乌云，用复数形式clouds。 45．考查介词。句意：我意识到哪怕是像种树这样微小的举动，也能改变世界。空格后“planting a tree”是对前文“small actions”的举例，应填介词like表示“像，例如”。 第三部分 写作（共两节, 满分40分） 第一节（满分15分） 46．假如你是李华，你的英国朋友Peter得知你们班在学校英文歌曲合唱比赛中获奖，他写信祝贺你并想了解具体备赛情况。请你给他回一封邮件，内容包括： 1．备赛过程； 2．你的感受。 注意： 1．写作词数应为80左右； 2．请按如下格式在答题卡的相应位置作答。 Dear Peter, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Dear Peter, Thanks for your congratulations on our victory in the school English chorus competition. Now I’d like to share the details with you. Once informed of the competition, we chose ‌“You Raise Me Up” as our entry after heated discussion. To deliver a perfect performance, we practiced pronunciation with our English teacher and worked on harmony under the guidance of our music teacher every day after class. Though exhausted, we stuck together and finally won first prize. This unforgettable experience has made me realize that teamwork and persistence really matter. I truly treasure the precious memories. Yours, Li Hua 【导语】本篇书面表达要求考生以李华的身份给英国朋友Peter回信，介绍班级英文歌曲合唱比赛的备赛过程及个人感受。 【详解】1.词汇积累 比赛：competition → contest 选择：choose → select/pick 令人难忘的：unforgettable → memorable 珍惜：treasure → cherish/value 2.句式拓展 简单句变复合句 原句：Thanks for your congratulations on our victory in the school English chorus competition. 拓展句：Thanks for your congratulations on our victory in the school English chorus competition, which means a great deal to all of us. 【点睛】[高分句型1] Once informed of the competition, we chose ‌“You Raise Me Up” as our entry after heated discussion. (运用了过去分词作时间状语) [高分句型2] This unforgettable experience has made me realize that teamwork and persistence really matter. (运用了that引导的宾语从句) 第二节（满分25分） 47． 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 It all started in the most unexpected way. I had just moved to a new city for college, leaving behind everything familiar. The excitement of new beginnings was mixed with a deep sense of uncertainty. The campus was bustling with energy, but I felt like an outsider, trying to find my place in this new world. On my first day, I met Sarah. She was my roommate, and we were both nervous about the journey ahead. Despite our initial awkwardness, we quickly discovered that we had a lot in common. Our shared interests in books, music, and late-night discussions became the solid foundation of our friendship. Sarah had a knack for seeing the best in people. Her unwavering support and encouragement pushed me to step out of my comfort zone. She urged me to join clubs, attend workshops, and take up leadership roles. Her belief in me was contagious, and soon I started to believe in myself, too. The real turning point came with the annual college fest, when Sarah convinced me to participate in a talent show. I had always loved singing, but the fear of performing in front of a crowd had always held me back. Sarah, on the other hand, was a natural performer. “We’ll do a duet (双人合唱),” she smiled, leaving no room for my refusal. The night of the talent show arrived. As we stood backstage, I could feel my heart pounding wildly against my ribs. Sensing my terror, Sarah tightly held my hand and whispered, “We’ve got this. Just focus on the music and forget about everything else.” Before I could respond, the host loudly announced our names through the microphone. 注意： （1）续写词数应为150左右； （2）请按如下格式在答题卡的相应位置作答。 As we stepped onto the stage, the blinding lights and the roaring crowd made my mind go completely blank. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Just as panic was about to consume me, Sarah turned to look at me and started the first line. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】    As we stepped onto the stage, the blinding lights and the roaring crowd made my mind go completely blank. All the lyrics I had practiced countless times vanished from my memory. My hands turned cold and my legs trembled slightly. Staring at the sea of unfamiliar faces, I was overwhelmed by nervousness and instantly wanted to run off the stage. I squeezed Sarah’s hand tightly, my breath quickening with every passing second, regret flooding my heart for agreeing to the duet. Just as panic was about to consume me, Sarah turned to look at me and started the first line. Her voice was soft yet steady, warm and soothing amid the noisy crowd. Her bright, encouraging eyes calmed my racing heart instantly. Taking a deep breath, I relaxed my stiff body and joined in the song. Our voices blended perfectly, flowing gently through the hall. The crowd fell silent, listening attentively. When we finished, thunderous applause burst out. Thanks to Sarah, I conquered my fear and truly found courage and warmth in my new life. 【导语】文章以作者与室友莎拉的友谊为线索，主要讲述了作者初入大学倍感陌生自卑，在室友莎拉的鼓励与陪伴下，克服舞台恐惧、突破自我，在新环境中收获勇气与温暖的故事。 【详解】1. 段落续写 ①由第一段首句内容可知，第一段可描写作者在舞台上紧张与心理活动。 ②由第二段首句内容可知，第二段可描写萨拉的歌声安抚并鼓励了作者，她们顺利完成了歌曲并获得观众的赞美。 2. 续写线索：感到紧张和后悔——萨拉通过歌声安抚并鼓励作者——顺利完成歌曲——获得观众赞美 3. 词汇激活 行为类 ①颤抖：tremble/shiver ②克服：conquer/overcome 情绪类 ①害怕：fear/dread ②紧张：nervousness/tension 【点睛】【高分句型1】Staring at the sea of unfamiliar faces, I was overwhelmed by nervousness and instantly wanted to run off the stage. (运用了现在分词短语作状语) 【高分句型2】When we finished, thunderous applause burst out. (运用了when引导时间状语从句) 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 $ Unit 1 Back to school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 Northern Michigan University (NMU) Theatre and Dance will present a festive new production titled “Home for the Holidays” this December. The show features a group of NMU students sharing tales of their different family traditions through singing and dancing before journeying home. This year’s performance stresses the “spirit of togetherness”, showing how different cultures celebrate the winter season. Performance Schedule All performances take place at the Forest Roberts Theatre (FRT). Date Time Notes Dec. 5, 12 7:30 pm Standard Performances Dec. 6, 13 7:30 pm Standard Performances Dec. 7 1:00 pm Theatre For All (Sensory-friendly) Dec. 7 7:30 pm Standard Performance Dec. 14 1:00 pm Family Afternoon Show (Includes a gift) Dec. 14 7:30 pm Final Performance Special Attractions • Meet Santa: The famous old man, Santa Claus, will be visiting the FRT hall one hour before each performance! Bring your family for festive photos and share your holiday wishes. • Various Styles: Enjoy a variety of dance styles, including Irish step dancing, clogging, tap, and even a traditional Swedish Sankta Lucia number. • Cast & Crew: The production is entirely student-driven, featuring talented performers like Henry Moore and Sara Neva. Students also take charge of the stage lighting and costume design. Ticket Prices & Policies • General Public: $25 • NMU Workers/Seniors (62 +): $22 • Youth (under 18): $15 • Students (only for NMU): $10 • Group Discount: Groups of ten or more are eligible (有资格的) for 10% off the original price (NMU students are not included). Notice: The show lasts about 2 hours, including a 15-minute break. Latecomers will only be seated during proper breaks in the performance to avoid affecting the audience. 1．Which performance attracts people expecting presents? A．The Dec. 5, 7:30 pm one. B．The Dec. 14, 1:00 pm one. C．The Dec. 7, 1:00 pm one. D．The Dec. 14, 7:30 pm one. 2．What can the audience do one hour before a show starts? A．Attend an opening night party. B．Meet student performers. C．Learn dancing from professionals. D．Take photos with Santa Claus. 3．How much should a group of ten 10-year-olds pay for the Final Performance? A．$225. B．$150. C．$135. D．$90. B In my family, Saturday mornings were for dim sum (点心). Weekends started with shrimp dumplings, beef tripe, and rice noodle rolls, all washed down with Pu’er tea. “If you want to eat it, you have to read it,” my mom would say, handing me the order sheet. Struggling with unfamiliar characters, I tried to match dish names with images in my mind. “You need to keep up your language,” she’d add. “Dim sum is about connecting with family.” For us, yum cha happened at local cha lou — those loud, colorful tea houses and Chinese restaurants. At the cha lou, my usually timid mother came alive and was popular among the staff, chatting and joking with them. Dim sum was her connection to home. Naturally, it was over dim sum one Saturday that my parents told me they were leaving Canada for Hong Kong to be with my aging grandparents. I was in college and visiting home. I stuffed an egg custard bun into my mouth, and said in a low voice that they should do what they wanted. My mom placed the last shrimp dumpling in my bowl. “Eat up,” she said, “you might not get dim sum for a while.” In the years that followed, I often visited an ethnic grocery store near college to buy dim sum. I’d take home cha siu baos, barbecued pork buns, and eat them alone, defying dim sum’s shared spirit. I’d send photos to my mom, who’d reply with pictures of her own, always better-looking dim sum. Exchanging these photos became our way of sharing lives. Despite our differences, dim sum remained our simple connection. We struggle, still. Just as I struggle with the characters of the dim sum menu, my experiences are often lost in translation with my parents. There may never be the right words, but there is always the right food. Whenever we visit each other, we have dim sum, piling each other’s plates as if to say, “I’m sorry,” “I missed you,” and “I love you.” In Chinese, dim sum means “touch the heart”. And for me, it always does. 4．Why did the author’s mother ask her to read the dim sum menu? A．To impress the staff. B．To practice Chinese. C．To choose dishes faster. D．To test her language skills. 5．How did the author react to her parents’ decision to leave Canada? A．She expressed her worry. B．She stopped eating anything. C．She accepted with a heavy heart. D．She begged them not to leave. 6．What does the underlined word “defying” in paragraph 7 mean? A．Breaking. B．Respecting. C．Celebrating. D．Remembering. 7．What does dim sum symbolize for the author? A．A generational conflict. B．A personal challenge. C．A childhood memory. D．A family connection. C School is still out for the summer, but at Eastern Senior High School in Washington D．C．, students are hard at work outdoors. In a garden filled with flowers and beds bursting with vegetables and herbs, nearly a dozen teenagers are harvesting (收获) vegetables for the weekend’s farmers market. Roshawn Little is going into her junior year at Eastern, and has been working in this garden for three years now. During the summer, Little gets paid to work Tuesday through Saturday from 9 a.m. until 2 p.m. with City Blossoms, a nonprofit that brings community gardens to schools in urban areas. She believes that working in the garden has taught her to try all sorts of new things, like eating different kinds of vegetables more often. And she’s taken those healthy behaviours home with her and her eating habits have encouraged her family to buy more fruits and vegetables. City Blossoms is one of many groups across the country teaming up with local communities to build school gardens, like the one at Eastern. It works with schools to create learning gardens and trains teachers on how to use them to get students engaged (使参与) and improve academic performance. These gardens are really outdoor classrooms. For example, the gardens can be used for math lessons, like calculating the area of a plant bed or learning the science of how plants grow. For the students, the experience can be a nutritional eye-opener, which has totally changed their views on where food comes from, and what it takes to produce food. Partner schools have also seen a 12 to 15 percent increase in the number of students passing standardized tests and 94 percent of teachers reported seeing increased engagement from their students, according to an independent evaluation (评价) conducted by PEER Associates. 8．What does Roshawn Little think of the summer outdoor activity？ A．It is a good way to earn pocket money. B．It has improved her family relationship. C．It contributes to her healthy eating habit. D．It is helpful to her academic performance. 9．What is the purpose of the school gardens？ A．To invite students to care for plants. B．To advance teachers’ teaching skills. C．To get students interested in science. D．To provide a creative way of learning. 10．What does the last paragraph focus on about the project of City Blossoms？ A．Its evaluations. B．Its effects. C．Its operations. D．Its expectations. 11．What can be a suitable title for the passage？ A．City Blossoms: Team up with Local Community Teachers B．Happy Holiday, Sweet Memory: How Kids Enjoy the Harvest C．Outdoor Classrooms: Get out for the Weekend’s Farmers Market D．Healthy Eaters, Smart Minds: What School Gardens Teach Kids D Creativity scholars are often asked whether everyone is creative. Not everyone is creative in the sense of having developed new products that enrich our lives. However, everyone might be able to build their creative potential. Creative potential is best described as the combination of the capacity for creative thinking and the drive for creativity. Creative thinking is called for when we are facing open-ended problems which cannot be addressed by following a precise step-by-step process. The drive for creativity is based on our confidence that we can be creative. It is a common belief that schools kill creativity. Research shows that this belief is not supported by evidence. On the contrary, creative thinking abilities tend to grow as students progress through school. Why does the capacity to think creatively increase with schooling, although schools do not teach creative thinking explicitly (外显地)? This is due to the nature of creative thinking itself. New ideas are built from knowledge and experience, often by applying them in new ways. A student who takes a machining class might be more likely to think of unusual uses for a can, such as turning it into an organizer for different tools. Similarly, a theater class might inspire ideas how a can might be turned into a tool to make sound effects. Developing the drive for creativity is largely about implicit (内隐的) learning. Scientists have shown that creative confidence is boosted when others, especially those in authority, such as teachers or leaders, expect us to be creative and encourage us. It is as if we think, “Well, they think I can, therefore I should be able to.” We are not aware of these influences, but they are real nevertheless. If you aim to build creative potential, start small. Next, aim for multiple ideas. Finally, understand that creative potential is not fixed. It grows as we expand what we know and how we see ourselves and creativity. By building potential, we create the foundation from which what we could do can be transformed into what we actually do. 12．What does paragraph 2 mainly talk about? A．Steps of building creativity. B．The pursuit of being creative. C．Effects of creative thinking. D．The definition of creative potential. 13．How does the author prove that creativity increases with schooling? A．By giving examples. B．By citing a study. C．By providing statistics. D．By quoting an expert. 14．What can be inferred about the drive for creativity? A．It relies on those in authority. B．We know where it comes from. C．It grows as we are encouraged. D．We have high expectations for it. 15．What is the author’s purpose in writing the text? A．To illustrate that not everyone is creative. B．To explain how to build creative potential. C．To prove that schools do not kill creativity. D．To show how to boost creative confidence. 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 Many people believe that learning should be easy. There is a myth: if you find the right method, learning will become easy. People search for the perfect system to avoid struggle. 16 Learning is a process of friction (摩擦力), requiring you to sit with confusion and discomfort until clarity appears. This is hard learning — it demands effort without immediate reward. When people avoid struggle, they turn to passive learning — watching videos, reading summaries and feeling productive. But passive exposure creates only familiarity, not mastery. 17 It is slower, more frustrating. It involves rereading the same paragraph, attempting problems without knowing the answer, and failing repeatedly before getting it right. This process feels slow and painful. There is no instant reward, only gradual improvement. One key element is deliberate repetition — returning to material with deeper attention each time. What was once confusing becomes familiar; what was familiar becomes clear; what was clear becomes flexible. 18 Hard learning requires you to think, not just consume. You must explain ideas in your own words, test your understanding, and apply knowledge in new contexts. This turns knowledge into ability. Learning that avoids struggle rarely lasts. There is also a psychological barrier. Many people mistake difficulty for failure, thinking they are not good at it. 19 Look at experts in any field: they rely on hard learning — they don’t run from difficulty. Their success is built on long hours of focused effort, repeated attempts, and willingness to stay with complexity. No method can replace effort. Techniques guide you, but cannot do the work for you. In the end, learning is not about avoiding difficulty — it is about building the ability to move through it. 20 A．Hard learning is different. B．Another key aspect is active engagement. C．Challenging yourself is the key to progress. D．This process feels uncomfortable but necessary. E．And the sooner you accept that, the sooner your learning becomes real. F．But the truth is far less pleasant: real learning is not designed to be easy. G．In reality, difficulty is not a sign of inability — it is a sign that learning is happening. 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 Mistakes are a fact of life. It is the response to error that counts. During my second year of college, I was taking a tough science course. Our first 21 would cover materials from the previous classes. Having passed the last class with a B, I became over-confident. I held the 22 belief that a quick review of the materials would be enough, so I ignored hard preparation for the coming exam. On exam day, I felt 23 at first. But during the test, everything looked foreign. I had to 24 blindly and handed in my paper. When I checked my score later, I saw a 65%. I was heartbroken. On the way home, I cried, feeling 25 . My parents gave me a serious 26 , and they were right — I hadn’t studied because I hadn’t 27 . I made up my mind to 28 my attitude and work hard from then on. I started studying every day, even forming a study group with classmates, reviewing notes daily and listening to online lectures 29 . The more I studied, the easier it became. Two weeks later, the second exam came. This time, I felt completely 30 . I understood everything and answered with 31 . When I saw my score — 96% — I couldn’t believe it. My hard work had 32 . I went from failing to nearly perfect. Looking back, I realise that 33 are not the end; they are 34 to grow. The best thing we can do is take responsibility, learn, and improve. Because of that one 35 , I became a more mature person. 21．A．project B．research C．exam D．activity 22．A．wrong B．reasonable C．common D．strange 23．A．nervous B．confident C．curious D．energetic 24．A．guess B．write C．read D．check 25．A．anxious B．hurt C．confused D．tired 26．A．look B．punishment C．lecture D．speech 27．A．cared B．recorded C．repeated D．planned 28．A．keep B．change C．show D．hide 29．A．passively B．quickly C．independently D．carefully 30．A．relaxed B．inspired C．confused D．prepared 31．A．passion B．curiosity C．pride D．ease 32．A．paid off B．run out C．faded away D．carried on 33．A．scores B．mistakes C．courses D．choices 34．A．barriers B．excuses C．opportunities D．ceremonies 35．A．assignment B．measure C．attempt D．failure 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。 Last spring, our school organized a tree-planting activity. At first I thought it would be boring 36 I imagined just digging holes in the hot sun. However, it was 37 (complete) different. On the first day, our teacher 38 (divide) us into groups. Each group got a young tree and some tools. “Teamwork is 39 key to success,” said Mr. Wang. My friend Lily and I volunteered 40 (carry) water and we thought it was easy. But the buckets (水桶) were 41 (heavy) than we had expected and we poured half the water on the way back. By the 42 (two) day, our group learned to share tasks better. Tom dug holes quickly. Lucy carefully placed the trees and others added soil. I noticed something amazing — birds started singing around 43 (we), as if cheering for our work. We were all very excited. But the challenges came. On the third day, dark 44 (cloud) came. “We must finish planting the last ten trees before the rain arrived!” shouted Mr. Wang. Everyone worked faster. Suddenly, Lily fell down and hurt her knee. But she smiled and said, “Don’t worry! I’ll tie ribbons (丝带) in the trees to mark our progress.” Her courage made us feel energetic again. Now the empty field is full of green leaves. Every time I see those trees, a sense of pride filled my heart. I realized that even small actions, 45 planting a tree, could change the world. 第三部分 写作（共两节, 满分40分） 第一节（满分15分） 46．假如你是李华，你的英国朋友Peter得知你们班在学校英文歌曲合唱比赛中获奖，他写信祝贺你并想了解具体备赛情况。请你给他回一封邮件，内容包括： 1．备赛过程； 2．你的感受。 注意： 1．写作词数应为80左右； 2．请按如下格式在答题卡的相应位置作答。 Dear Peter, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 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 all started in the most unexpected way. I had just moved to a new city for college, leaving behind everything familiar. The excitement of new beginnings was mixed with a deep sense of uncertainty. The campus was bustling with energy, but I felt like an outsider, trying to find my place in this new world. On my first day, I met Sarah. She was my roommate, and we were both nervous about the journey ahead. Despite our initial awkwardness, we quickly discovered that we had a lot in common. Our shared interests in books, music, and late-night discussions became the solid foundation of our friendship. Sarah had a knack for seeing the best in people. Her unwavering support and encouragement pushed me to step out of my comfort zone. She urged me to join clubs, attend workshops, and take up leadership roles. Her belief in me was contagious, and soon I started to believe in myself, too. The real turning point came with the annual college fest, when Sarah convinced me to participate in a talent show. I had always loved singing, but the fear of performing in front of a crowd had always held me back. Sarah, on the other hand, was a natural performer. “We’ll do a duet (双人合唱),” she smiled, leaving no room for my refusal. The night of the talent show arrived. As we stood backstage, I could feel my heart pounding wildly against my ribs. Sensing my terror, Sarah tightly held my hand and whispered, “We’ve got this. Just focus on the music and forget about everything else.” Before I could respond, the host loudly announced our names through the microphone. 注意： （1）续写词数应为150左右； （2）请按如下格式在答题卡的相应位置作答。 As we stepped onto the stage, the blinding lights and the roaring crowd made my mind go completely blank. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Just as panic was about to consume me, Sarah turned to look at me and started the first line. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 $