Unit 1 Life Choices 单元测试卷-2026-2027学年高中英语北师大版必修第一册

北师大版必修第一册 Unit 1 Life Choices 单元测试卷 (新高考题型 · 满分 120 分 · 考试时间 120 分钟) 第一部分 阅读(共两节,满分 50 分) 第一节 阅读理解(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 Clubs & Societies Fair 2025 Welcome to Northfield High School! The annual Clubs & Societies Fair will take place on Friday, September 12, from 3:00 PM to 5:30 PM in the Main Hall. This is your chance to explore over 40 student-run clubs and find the ones that match your interests and schedule. Academic Clubs - Debate Society: Meets every Tuesday 4:00–5:30 PM. Develop public speaking and critical thinking skills. No experience needed — training provided. - Science Olympiad: Meets every Thursday 3:30–5:00 PM. Hands-on experiments and regional competitions. Recommended for students interested in STEM fields. - Creative Writing Workshop: Meets every Friday lunchtime (12:30–1:15 PM). Share stories and poetry in a supportive environment. Open to all grades. Sports & Fitness - Running Club: Meets every Monday and Wednesday 4:00–5:00 PM. All levels welcome. We run 3–5 km around the school track and nearby park. - Yoga & Mindfulness: Meets every Friday 4:30–5:30 PM in the Gym Studio. Reduce stress and improve flexibility. Bring your own mat if possible. Arts & Culture - Drama Club: Meets every Tuesday and Thursday 4:00–6:00 PM. Annual school production in March. Auditions for the fall play will be held on September 20. - Photography Society: Meets every Wednesday 4:00–5:00 PM. Learn composition and editing. School camera available for members. How to Sign Up Visit the fair on Friday and speak with club representatives. You may join up to three clubs. Sign-up forms are due by Monday, September 15. Late submissions will not be accepted. For questions, email studentactivities@northfield.edu. 1. When will the Clubs & Societies Fair be held? A. On September 12 B. On September 15 C. On September 20 D. On September 12 and 15 2. What do we know about the Creative Writing Workshop? A. It meets twice a week. B. It is held during lunchtime. C. It requires previous writing experience. D. It prepares students for writing competitions. 3. If a student wants to join the Drama Club, what should they do first? A. Email the club director directly. B. Attend the fall play auditions on September 20. C. Sign up at the fair and submit the form by September 15. D. Join three clubs before applying for Drama Club. B When Lily Chen started high school, she felt completely lost. The hallways seemed endless, her classmates appeared confident, and every teacher spoke at a pace that left her scrambling to take notes. On the third day, she sat in the cafeteria alone, staring at her untouched sandwich, wondering if she belonged there at all. That afternoon, her English teacher, Ms. Parker, noticed Lily lingering after class. "How's your first week going?" she asked. Lily hesitated, then admitted, "I feel like everyone else has it figured out except me." Ms. Parker smiled. "When I was your age, I ate lunch in the bathroom for the first two weeks," she said. "High school is like moving to a new country — nobody speaks the language at first. You just have to be patient with yourself." Those words stayed with Lily. The next day, she sat at a table with two girls from her biology class and simply said, "Hi, I'm Lily. I'm still trying to find my locker." They laughed — one of them admitted she had been late to three classes that week. By the end of lunch, they had exchanged phone numbers and agreed to study together. Over the following months, Lily made small, deliberate choices. She joined the school newspaper, not because she was a great writer, but because it forced her to talk to people. She set her alarm fifteen minutes earlier each morning so she wouldn't rush. She started using a planner, color-coding her assignments, and breaking large projects into smaller tasks. By the end of her freshman year, Lily still wasn't the most popular student, and she still occasionally got lost in the science wing. But she no longer felt like an outsider. She had learned that fitting in wasn't about being perfect — it was about showing up, being honest about her struggles, and giving herself time to grow. 4. Why did Lily feel lost at the beginning of high school? A. She couldn't understand her teachers' lectures. B. She had no friends in her new school. C. She found the environment overwhelming and unfamiliar. D. She was late to classes on the first three days. 5. What did Ms. Parker mean by saying "high school is like moving to a new country"? A. Students need to learn a new language. B. Everyone feels unfamiliar and needs time to adapt. C. High school students often come from different countries. D. The school provides international programs. 6. How did Lily change after her conversation with Ms. Parker? A. She became the top student in her class. B. She started making conscious efforts to adapt. C. She stopped eating lunch alone in the cafeteria. D. She joined the school newspaper as a writer. 7. What is the best title for the text? A. A Teacher's Unforgettable Advice B. Lily's Freshman Year: From Lost to Found C. How to Make Friends in High School D. The Importance of Time Management C For decades, parents and teachers have told teenagers that a good night's sleep is essential for school success. Now, a growing body of research is quantifying exactly how much sleep matters — and the results are striking. A 2024 study published in *Sleep Medicine Reviews* tracked 5,000 adolescents across three countries over two years. Researchers found that students who consistently slept 8 to 10 hours per night scored an average of 15 percent higher on standardized tests than those who slept fewer than 7 hours. The gap was most pronounced in mathematics and reading comprehension, subjects that require sustained attention and working memory. Dr. Elena Rodriguez, the study's lead author, explained the mechanism: "During deep sleep, the brain consolidates memories formed during the day. When teenagers cut sleep short, they're essentially interrupting the file-saving process. Information learned that day may not be properly stored." The research also identified a common misconception. Many students believe they can "catch up" on sleep during weekends. However, the study showed that irregular sleep patterns — staying up late on weekdays and sleeping in on weekends — disrupted the body's internal clock as severely as chronic sleep deprivation. Students with consistent bedtimes, even if they slept slightly less overall, performed better than those with erratic schedules. School start times emerged as a significant factor. Schools that shifted their start time from 7:30 AM to 8:30 AM reported a 20 percent reduction in tardiness and a noticeable improvement in students' morning alertness. However, researchers cautioned that later start times alone are not enough — students must also choose to go to bed earlier rather than using the extra hour for screen time. The practical advice from experts is straightforward: maintain a consistent sleep schedule, limit screen use one hour before bed, and keep the bedroom cool and dark. As Dr. Rodriguez put it, "Sleep isn't a luxury for teenagers. It's the foundation upon which learning is built." 8. What did the 2024 study find about teenagers' sleep? A. Students who sleep 7 hours perform best in exams. B. Sleeping 8–10 hours leads to higher test scores. C. Weekend catch-up sleep can compensate for weekday loss. D. Math scores are unaffected by sleep duration. 9. The word "consolidates" in paragraph 3 probably means ______. A. weakens gradually B. strengthens and stores C. replaces completely D. shares with others 10. According to the text, what is a common misunderstanding among students? A. They think they can recover lost sleep on weekends. B. They believe 8 hours of sleep is enough. C. They assume screen time before bed is harmless. D. They feel later school start times are unnecessary. 11. What can be inferred from the last two paragraphs? A. Later school start times guarantee better academic performance. B. Students should sleep less on weekends to maintain routine. C. Both school policies and personal habits matter for sleep quality. D. Cool and dark bedrooms can improve students' test scores by 20%. D In the late 1960s, psychologist Walter Mischel conducted what became one of the most famous experiments in psychology. He placed hundreds of four-year-old children in a room, one at a time, with a single marshmallow on the table. Each child was told they could eat the marshmallow immediately, or wait fifteen minutes and receive a second marshmallow as a reward. Some children ate it right away; others covered their eyes, sang songs, or turned around to distract themselves — and waited. Mischel followed these children for decades. The results, published in the 1990s, stunned the research community. Children who had waited longer for the second marshmallow scored significantly higher on SAT tests, had lower body mass indexes in adulthood, and reported better coping skills in stressful situations. The ability to delay gratification, it seemed, predicted life success more powerfully than IQ. However, a 2018 replication study published in *Psychological Science* complicated this narrative. Researchers Tyler Watts and Greg Duncan repeated the experiment with a larger, more diverse sample of over 900 children. When they controlled for factors such as family income, parental education, and early home environment, the correlation between delayed gratification and later outcomes weakened substantially. The marshmallow test, they argued, was measuring not just willpower but also a child's trust that the second marshmallow would actually arrive. This nuance is crucial. Children from unstable backgrounds may eat the marshmallow immediately not because they lack self-control, but because experience has taught them that promised rewards often disappear. Conversely, children from stable, supportive homes can afford to wait — they trust the system to deliver. Nevertheless, the original study's core insight remains valuable: self-control is a skill that can be cultivated. Mischel himself emphasized that willpower is not a fixed trait but a set of strategies — distraction, reframing, and pre-commitment — that anyone can learn. Recent research has shown that teaching adolescents these "cognitive reappraisal" techniques can improve their academic self-regulation and reduce impulsive decision-making. The lesson for educators and parents is clear: rather than simply telling teenagers to "be more disciplined," we should teach them concrete strategies for managing temptation. A student who puts their phone in another room while studying isn't necessarily more willpowerful than one who doesn't — they've just learned a better strategy. 12. What were the children in Mischel's experiment asked to do? A. Eat the marshmallow within fifteen minutes. B. Choose between one marshmallow now or two later. C. Distract themselves while waiting for a reward. D. Share marshmallows with other children in the room. 13. The 2018 replication study suggested that ______. A. the original results were completely invalid B. family background affects whether children choose to wait C. IQ is a better predictor of success than self-control D. children from wealthy families lack willpower 14. What can we conclude from the comparison between the two studies? A. Delayed gratification has no relationship with life outcomes. B. Self-control is the sole determinant of academic success. C. The ability to wait reflects both willpower and environmental trust. D. Children from unstable backgrounds should not participate in such experiments. 15. What is the researchers' attitude toward teaching self-control strategies to adolescents? A. Doubtful B. Supportive C. Indifferent D. Critical 第二节 七选五(共 5 小题;每小题 2.5 分,满分 12.5 分) 根据短文内容,从短文后的选项中选出能填入空白处的最佳选项｡选项中有两项为多余选项｡ Five Habits That Help New High School Students Thrive Starting high school is a major transition. The workload increases, the social landscape shifts, and the freedom to make your own choices can feel overwhelming. However, students who establish good habits early tend to navigate this period with far less stress. Here are five evidence-based habits that can make a real difference. 1. Use a Planner — Actually Use It It sounds obvious, but many students buy a planner in September and abandon it by October. The key is to write everything down: assignment deadlines, test dates, club meetings, even personal plans. ___16___ Review it every Sunday evening to prepare for the week ahead. 2. Build a Consistent Study Routine Your brain learns better when it knows what to expect. Choose a regular time and place for homework — perhaps 7:00 to 9:00 PM at your desk, with a ten-minute break halfway through. ___17___ Avoid studying in bed, as your brain associates bed with sleep, not focus. 3. Learn to Prioritize Not all tasks are equally important. Each evening, spend five minutes ranking your assignments: urgent and important, important but not urgent, and neither. ___18___ This prevents the common trap of spending an hour on an easy, low-value task while ignoring a major project due Friday. 4. Take Care of Your Physical Health Sleep, nutrition, and exercise directly affect your academic performance. Aim for 8 to 10 hours of sleep, eat breakfast before school, and move your body for at least 30 minutes most days. ___19___ A tired, hungry brain simply cannot learn efficiently. 5. Ask for Help Early High school moves fast, and falling behind in one subject can create a snowball effect. If you don't understand a concept, ask your teacher, a classmate, or a tutor within 48 hours. ___20___ Remember: seeking help is a sign of strength, not weakness. By building these habits now, you're not just surviving high school — you're creating a foundation for lifelong success. A. Start with the most challenging task when your energy is highest. B. Color-code entries by subject to make the planner visually organized. C. Many students wait until the last minute to seek academic support. D. Consistency matters more than the exact time you choose. E. These are not optional extras — they are necessities for learning. F. Most high schools offer free tutoring after school. G. You don't need expensive apps; a simple notebook works just as well. 第二部分 语言运用(共两节,满分 30 分) 第一节 完形填空(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｡ Marcus had always been the kind of student who did just enough to get by. Homework was ___21___ completed at the breakfast table, essays were written the night before they were due, and studying meant ___22___ flipping through notes ten minutes before a quiz. It had worked in middle school, where the material came easily to him. But high school was different. By the end of the first semester, Marcus's grades had ___23___ significantly. His math teacher called home. His English teacher left notes on his papers saying, "You're capable of much more." Marcus felt embarrassed but didn't know how to ___24___. The habits he had relied on for years were no longer enough, and changing them felt ___25___. Then, during a particularly difficult week, Marcus stayed late at school to finish a lab report. He noticed his classmate Priya working at the next table, methodically ___26___ her notes with colored highlighters. "How do you stay so ___27___?" he asked. Priya looked up. "I wasn't always," she said. "Last year, I was completely overwhelmed. Then I realized that being organized isn't about being perfect — it's about making small ___28___ every day." She showed him her system: a simple notebook where she listed three priorities each morning, plus a rule that she would work for 25 minutes, then take a 5-minute break. Marcus was ___29___. It seemed too simple to make a difference, but he was desperate enough to try. The next morning, he wrote down three priorities. The first was "review biology notes for 20 minutes." He set a timer on his phone and ___30___. When the timer went off, he was surprised to find he had actually ___31___ the material. Over the following weeks, Marcus ___32___ the routine. Some days he failed miserably — he would get distracted by videos and lose an hour. But he didn't ___33___. He simply started again the next day. Gradually, the 25-minute focus periods became longer. His grades began to ___34___, and more importantly, he no longer felt like he was drowning. By the end of the school year, Marcus had learned a lesson more valuable than any subject: the choices we make about how to spend our time ___35___ who we become. He still wasn't perfect, but he was no longer just getting by — he was growing. 21. A. carefully B. hurriedly C. completely D. voluntarily 22. A. patiently B. thoroughly C. casually D. repeatedly 23. A. improved B. remained C. dropped D. varied 24. A. change B. escape C. explain D. complain 25. A. exciting B. impossible C. unnecessary D. reasonable 26. A. reviewing B. copying C. organizing D. rewriting 27. A. calm B. focused C. confident D. intelligent 28. A. choices B. mistakes C. promises D. efforts 29. A. inspired B. confused C. amused D. disappointed 30. A. gave up B. started C. hesitated D. finished 31. A. forgotten B. understood C. questioned D. expected 32. A. abandoned B. adjusted C. maintained D. discovered 33. A. quit B. blame C. notice D. worry 34. A. suffer B. matter C. recover D. appear 35. A. predict B. reflect C. determine D. describe 第二节 语法填空(共 10 小题;每小题 1.5 分,满分 15 分) 阅读下面短文,在空白处填入 1 个适当的单词或括号内单词的正确形式｡ A morning routine is more than just a series of habits — it is a framework that shapes the rest of your day. Research ___36___ (show) that people who follow a consistent morning routine report lower stress levels and higher productivity throughout the day. The key is ___37___ (keep) it simple. A good routine might include waking up at the same time, drinking a glass of water, spending ten minutes ___38___ (exercise), and eating a nutritious breakfast. These small actions signal to your brain that the day has begun in an orderly way. Many students resist routines because they feel too restrictive. However, a routine is not a prison — it is a tool ___39___ frees up mental energy. When you don't have to decide what to do first each morning, you can focus your decision-making power on more important tasks. One of the ___40___ (effective) routines is the "five-minute plan." Before leaving for school, spend five minutes writing down your top three priorities for the day. This simple practice ___41___ (help) you stay on track and prevents you from feeling overwhelmed by a long to-do list. It is also important ___42___ (avoid) screens during the first hour after waking. Scrolling through social media immediately can flood your brain with information and leave you feeling anxious before the day even starts. Instead, use that time to think, read, or simply enjoy a quiet moment. Remember, building a routine takes time. Start with one or two changes, such as setting a regular bedtime ___43___ drinking water first thing in the morning. Once these become automatic, add another. The goal is not perfection ___44___ consistency. Over time, your morning routine will become ___45___ natural part of your life, and you will wonder how you ever managed without it. 第三部分 写作(共两节,满分 40 分) 第一节 应用文写作(满分 15 分) 假定你是李华｡你的英国笔友 Chris 最近升入高中,写信向你倾诉他对新生活感到不适应,包括学业压力增大､难以交到新朋友等问题｡请你给他写一封回信,内容包括: 1. 表示理解与安慰; 2. 给出至少两条具体建议; 3. 表达祝愿｡ 注意: 词数 80 左右; 2. 可以适当增加细节,以使行文连贯｡ 第二节 读后续写(满分 25 分) 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｡ Sarah was a straight-A student in middle school, or at least that's what everyone thought. The truth was, she had a secret: she did everything at the last minute. Book reports were written in a single frantic evening. Science fair projects were assembled the night before. She told herself she worked best under pressure, that the adrenaline made her more creative. When she entered Riverside High School, Sarah assumed the same strategy would work. But the assignments were longer, the expectations higher. Still, she procrastinated. When her history teacher assigned a research paper on the Industrial Revolution — worth 30 percent of the semester grade — Sarah waited. And waited. Three days before the deadline, Sarah finally opened her laptop. She had done no research, taken no notes, and had only a vague idea of what she wanted to say. That night, she sat at her desk until 2 AM, staring at a blank document. The next day, she fell asleep in chemistry class. Her teacher, Mr. Henderson, gave her a concerned look but said nothing. The night before the paper was due, Sarah sat in her room, surrounded by open tabs on her computer. She had found some sources but hadn't read any of them carefully. Her mother knocked on the door. "Sarah, it's almost midnight. Are you okay?" "I'm fine," Sarah said, but her voice was shaking. She felt a lump in her throat. For the first time, she realized that her "last-minute" strategy wasn't working — it was destroying her. She couldn't continue this way. But the paper was due in eight hours, and she had nothing. Tears filled her eyes. She thought about calling Mr. Henderson to ask for an extension, but she was too ashamed. She thought about her classmates, who had probably been working on their papers for weeks. Why had she been so foolish? Just then, her phone buzzed. It was a message from her friend Emma: "Hey, how's the paper going? I finished mine yesterday. Want me to come over and help you organize your notes? I can bring snacks." Sarah stared at the message. She wanted to say no — to handle it alone, as she always had. But something in her broke. She typed back: "Yes. Please come." 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｡ Fifteen minutes later, Emma arrived with a backpack full of snacks and a determined look on her face.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The next morning, Sarah walked into history class with a printed paper in her hand — not perfect, but finished.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案与解析 第一部分 阅读 第一节 阅读理解 解析: 1. A 细节理解｡根据第一段"The annual Clubs & Societies Fair will take place on Friday, September 12"直接定位｡干扰项B是报名截止日,C是试镜日,D为无中生有｡ 2. B 细节理解｡根据Creative Writing Workshop条目"Meets every Friday lunchtime (12:30–1:15 PM)"｡A项错误(每周一次),C项错误(开放给所有年级,无需经验),D项原文未提及｡ 3. C 细节理解｡根据How to Sign Up部分,需先在博览会报名并于9月15日前提交表格｡B项是加入后的活动,不是第一步;A项原文无依据;D项"最多加入三个"是上限而非前提｡ 4. C 细节理解｡根据第一段,Lily觉得走廊无尽､同学自信､老师语速快,综合来看是环境让她感到应接不暇｡A项以偏概全(只是记笔记跟不上,不是完全听不懂),B项不是根本原因,D项原文未提及｡ 5. B 推理判断｡Ms. Parker用比喻说明高中就像搬到新国家,每个人一开始都不熟悉,需要时间适应｡A项字面理解错误,C､D项偏离比喻意图｡ 6. B 细节理解｡根据第五段"Lily made small, deliberate choices"及后续具体做法,可知她开始有意识地努力适应｡A项过度推断,C项只是其中一个表现,D项与原文"not because she was a great writer"不符｡ 7. B 主旨大意｡全文围绕Lily从高一初的迷茫到逐渐适应的成长过程｡A项范围过窄(老师的话只是转折点),C项以偏概全,D项只是她适应的方法之一｡ 8. B 细节理解｡根据第二段"students who consistently slept 8 to 10 hours per night scored an average of 15 percent higher"｡A项与原文相反,C项是被否定的观点,D项与原文"gap was most pronounced in mathematics"矛盾｡ 9. B 词义猜测｡根据第三段上下文,深度睡眠时大脑"巩固"白天形成的记忆,即加强并储存｡A项方向相反,C､D项不符合语境｡ 10. A 细节理解｡根据第四段"a common misconception. Many students believe they can 'catch up' on sleep during weekends"｡B､C､D项均不是文中指出的误解｡ 11. C 推理判断｡最后两段既提到学校上课时间的影响,也强调学生个人选择(早睡而非刷手机)的重要性,可推断两者都重要｡A项"guarantee"过于绝对,B项与原文不符,D项数据偷换(20%是迟到率下降,不是分数提高)｡ 12. B 细节理解｡根据第一段,实验中孩子可以选择立刻吃一颗棉花糖,或等待15分钟得到两颗｡A项曲解,C项是部分孩子的策略而非要求,D项原文未提及｡ 13. B 推理判断｡根据第三､四段,2018年研究控制家庭背景因素后相关性减弱,并指出来自不稳定家庭的孩子立刻吃是因为不信任奖励会到来,可推断家庭背景影响孩子是否选择等待｡A项"completely invalid"过于绝对,C项不是该研究结论,D项曲解｡ 14. C 推理判断｡综合两项研究:原始研究发现延迟满足与成功相关,复制研究指出这种等待能力既反映意志力也反映对环境的信任｡A项否定过度,B项"sole determinant"错误,D项无依据｡ 15. B 作者态度｡根据最后两段,研究者强调自律是可培养的技能,教授具体策略有益,态度是支持的｡ 第二节 七选五 解析: 16. B 前文提到写planner,后文说每周日晚回顾｡B项"用颜色按科目标注"是使用planner的具体方法,承接上下文｡G项为干扰项(说不需要贵的app),但与后文"review it every Sunday"衔接不如B紧密｡ 17. D 前文建议选择固定时间地点,D项"一致性比你选择的确切时间更重要"顺承前文,强调routine的核心｡后文"避免在床上学习"也是具体建议｡ 18. A 前文说给任务排序,A项"精力最充沛时先做最有挑战性的任务"是排序后的具体行动,逻辑顺承｡ 19. E 前文列举睡眠､营养､运动,E项中"These"指代这些健康习惯,"不是可选的额外事项,而是学习的必需品"总结本段｡ 20. C 前文说48小时内求助,C项"很多学生等到最后一刻才寻求学业支持"从反面说明为什么要尽早求助,逻辑衔接｡F项为干扰项(提到免费辅导),但与"尽早求助"的论点衔接不如C｡ 第二部分 语言运用 第一节 完形填空 解析: 21. B hurriedly 匆忙地｡根据后文"在早餐桌上完成"可知是匆忙赶作业｡carefully(仔细地)､completely(完全地)､voluntarily(自愿地)均不符合"临时抱佛脚"的语境｡ 22. C casually 随意地｡复习意味着考前10分钟随意翻笔记,与Marcus敷衍的学习态度一致｡patiently(耐心地)､thoroughly(彻底地)方向相反,repeatedly(重复地)不符合语境｡ 23. C dropped 下降｡高中难度增加,Marcus的老办法失效,成绩显著下降｡improved(提高)方向相反,remained(保持)､varied(变化)不符合后文老师打电话的情节｡ 24. A change 改变｡他感到尴尬但不知道如何改变现状｡escape(逃避)､explain(解释)､complain(抱怨)均不符合他想要进步的隐含态度｡ 25. B impossible 不可能的｡改变多年的习惯感觉不可能,体现他的无力感｡exciting(令人兴奋的)方向相反,unnecessary(不必要的)､reasonable(合理的)不符合语境｡ 26. C organizing 整理｡Priya用彩色荧光笔有条理地整理笔记,与后文她展示自己的系统呼应｡reviewing(复习)､copying(抄写)､rewriting(重写)不如organizing准确体现"有条理"｡ 27. B focused 专注的｡Marcus好奇她如何保持如此专注｡calm(冷静的)､confident(自信的)､intelligent(聪明的)均不是本段核心——本段讲的是专注和时间管理｡ 28. A choices 选择｡有条理不是关于完美,而是每天做出小的选择｡与全文主题"Life Choices"呼应｡mistakes(错误)､promises(承诺)､efforts(努力)虽合理,但choices更贴合主题｡ 29. A inspired 受到启发的｡这个方法看起来太简单,但他绝望到愿意一试,说明受到了启发｡confused(困惑的)､amused(被逗乐的)､disappointed(失望的)不符合｡ 30. B started 开始｡他设了计时器然后开始(学习)｡gave up(放弃)､hesitated(犹豫)方向相反,finished(完成)与后文计时器响才结束矛盾｡ 31. B understood 理解｡计时器响时,他惊讶地发现自己真的理解了材料｡forgotten(忘记)方向相反,questioned(质疑)､expected(期待)不符合"有效学习"的语境｡ 32. C maintained 维持,坚持｡接下来几周他坚持这个routine｡abandoned(放弃)方向相反,adjusted(调整)､discovered(发现)不符合"持续做"的含义｡ 33. A quit 放弃｡有些天他失败了,但他没有放弃,第二天重新开始｡blame(责备)､notice(注意)､worry(担心)不如quit准确｡ 34. C recover 恢复,回升｡成绩开始回升｡suffer(受苦)方向相反,matter(重要)､appear(出现)不符合语境｡ 35. C determine 决定｡我们如何度过时间的选择决定了我们成为什么样的人,升华全文主旨｡predict(预测)､reflect(反映)､describe(描述)语气不够强,determine最贴合"选择塑造人生"的主题｡ 第二节 语法填空 解析: 36. shows / has shown 研究表明……｡主语research为不可数名词,谓语用第三人称单数｡可用一般现在时(shows)表示客观研究结论,或现在完成时(has shown)强调对现在的影响｡ 37. to keep / keeping 关键是保持简单｡此处为表语,可用不定式(to keep)或动名词(keeping),不定式更常见｡ 38. exercising 固定搭配spend time (in) doing sth.,花时间做某事｡ 39. that / which 定语从句,先行词为tool(物),关系词在从句中作主语,可用that或which｡ 40. most effective one of the + 形容词最高级 + 名词复数,表示"最……之一"｡effective为多音节词,最高级加most｡ 41. helps 主语This simple practice为单数,描述客观事实用一般现在时,谓语加-s｡ 42. to avoid 固定句型It is + adj. + to do sth.,it为形式主语,不定式为真正主语｡ 43. or 从一两个改变开始,比如设定固定就寝时间或早上先喝水｡两者是选择关系,用or｡ 44. but 固定结构not...but...,表示"不是……而是……"｡目标不是完美而是坚持｡ 45. a 你的晨间习惯将成为你生活中一个自然的部分｡part为可数名词,此处表泛指,natural以辅音音素开头,用a｡ 第三部分 写作 第一节 应用文写作(参考范文) Dear Chris, I'm sorry to hear that you're struggling with your new high school life. It's completely normal to feel overwhelmed at first I went through the same thing last year. Here are two suggestions that really helped me. First, join a club or sports team that interests you. It's the easiest way to meet people who share your hobbies. Second, don't hesitate to ask teachers for help when you fall behind. They are usually more than willing to support you. High school is a fresh start. Be patient with yourself, and I'm sure you'll settle in soon. Yours, Li Hua 评分要点: - 内容完整:理解安慰(√)､两条具体建议(√)､祝愿(√) - 格式正确:书信格式 - 语言地道:be overwhelmed, fall behind, settle in 等表达准确 - 衔接自然:First, Second 使条理清晰 第二节 读后续写(参考范文) Paragraph 1: Fifteen minutes later, Emma arrived with a backpack full of snacks and a determined look on her face. She didn't scold Sarah or ask why she had waited so long. Instead, she spread out her own notes and said, "Okay, we have six hours. Here's what we're going to do." Together, they outlined the paper, identified three key arguments, and divided the sources. Emma stayed until 3 AM, helping Sarah organize her thoughts and structure her paragraphs. When Emma finally left, Sarah looked at the screen and saw, for the first time, a real paper taking shape. Paragraph 2: The next morning, Sarah walked into history class with a printed paper in her hand — not perfect, but finished. She handed it in with a mixture of relief and exhaustion. That afternoon, she sat down and made a decision: she would never do this to herself again. She bought a planner, broke her next assignment into weekly milestones, and asked Emma to check on her progress. The paper earned a B+, not her usual A, but Sarah didn't care. She had learned something more important than any grade — that asking for help and planning ahead were not signs of weakness, but tools for success. 评分要点: - 与原文衔接自然,情节合理 - 第一段:Emma到来后帮助Sarah,两人合作完成论文框架 - 第二段:交论文后的反思与改变,呼应"自律/选择"主题 - 情感线索完整:从绝望→被帮助→释然→成长 - 语言丰富,使用了scold, outline, milestone, mixture of relief and exhaustion等表达 - 结尾升华主题,与单元主题Life Choices呼应 ( 1 ) 学科网（北京）股份有限公司 $