Unit 9 Learning 单元测试卷 -2025-2026学年高中英语北师大版必修第三册

北师大版必修第三册 Unit 9 Learning 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 Study Smart Workshops — Autumn Term 2025 Are you studying harder but not seeing the results you want? Our free Study Smart workshops are designed to help you learn more effectively, reduce stress, and achieve your potential. Open to all students in Years 10–13. Workshop Schedule - Session 1: Memory & Revision Techniques Tuesday, October 14, 3:30–5:00 PM, Room 102 Learn how memory works and discover evidence-based revision strategies, including spaced repetition, active recall, and mind mapping. Bring a notebook. - Session 2: Time Management & Focus Tuesday, October 21, 3:30–5:00 PM, Room 102 Explore practical tools for managing your time, beating procrastination, and maintaining focus in a world full of distractions. Laptops welcome. - Session 3: Reading & Note-Making Tuesday, October 28, 3:30–5:00 PM, Room 102 Learn how to read academic texts efficiently and take notes that actually help you understand and remember. Suitable for all subjects. - Session 4: Exam Preparation & Stress Management Tuesday, November 4, 3:30–5:00 PM, Main Hall Develop a personalised exam preparation plan and learn relaxation techniques to manage test anxiety. Special guest: educational psychologist Dr. Sarah Mills. Who Should Attend? These workshops are for any student who wants to improve their study skills — whether you're struggling to keep up or aiming for top grades. Each session is independent, so you can attend one or all four. Registration Places are limited to 40 students per session. Register online at www.school.ac.uk/studysmart by October 10. Late registrations will be placed on a waiting list. For enquiries, email studysmart@school.ac.uk. 1. Which workshop should a student attend to learn about spaced repetition? A. Session 1 B. Session 2 C. Session 3 D. Session 4 2. What is special about Session 4? A. It is held in Room 102. B. It focuses on reading skills. C. It features a guest speaker. D. It is the only free workshop. 3. What do we know about the workshops? A. They are only for students with learning difficulties. B. Students must attend all four sessions. C. Registration closes on October 10. D. Each workshop lasts for two hours. B Marcus had always been told he was "smart but lazy." His teachers wrote it on his report cards, his parents said it at dinner, and even Marcus himself had started to believe it. He could understand complex ideas in class, but when it came to exams, his mind went blank. He studied for hours, rereading notes and highlighting textbooks, but nothing seemed to stick. Then, in Year 11, his form tutor, Ms. Okonkwo, asked him a simple question: "How do you study, Marcus?" He shrugged. "I read my notes. A lot." Ms. Okonkwo nodded. "That's your problem," she said. "Reading is not studying. It's the academic equivalent of watching someone else ride a bike — you're not actually doing the work." She introduced Marcus to a technique called "active recall." Instead of rereading his notes, he should close the book and try to remember what he had learned. Write it down. Say it out loud. Test himself. At first, Marcus felt silly — he could barely remember anything. But Ms. Okonkwo explained that the struggle to remember was exactly how the brain built stronger memories. Marcus was sceptical, but he tried it. For his next history test, instead of rereading his textbook three times, he made a list of questions and tested himself. The first time, he got most of them wrong. But he reviewed the answers, then tested himself again. And again. When he sat the test, something was different. The information was there, ready when he needed it. He scored 82 percent — his highest history grade ever. Over the following months, Marcus experimented with other techniques. He used spaced repetition, reviewing material at increasing intervals rather than cramming the night before. He taught concepts to his little sister, discovering that explaining something aloud revealed gaps in his own understanding. He even started drawing diagrams and mind maps, realising he was a visual learner. By the end of Year 11, Marcus's grades had improved across all subjects. But more importantly, he no longer saw himself as "smart but lazy." He understood that he had simply been using the wrong tools. Learning, he realised, wasn't about how long you sat at your desk — it was about how effectively you used that time. "The best thing I ever learned," Marcus told his younger cousin years later, "was that being smart isn't something you're born with. It's something you build, one effective study session at a time." 4. Why did Marcus's teachers describe him as "smart but lazy"? A. He refused to do any homework. B. He understood material in class but performed poorly in exams. C. He was often absent from school. D. He disrupted lessons with his behaviour. 5. What did Ms. Okonkwo mean by "reading is not studying"? A. Students should not read their textbooks at all. B. Passive reading is less effective than actively retrieving information. C. Reading is only useful for language subjects. D. Students should watch videos instead of reading. 6. What can we infer about Marcus's experience with active recall? A. It worked immediately after the first attempt. B. He found it easy from the beginning. C. The initial struggle was part of the learning process. D. It only worked for history but not other subjects. 7. What is the main message of the text? A. Intelligence is fixed at birth and cannot be changed. B. Cramming the night before exams is the most effective method. C. Using effective learning strategies can transform academic performance. D. Visual learners are more intelligent than other types of learners. C For many students, pulling an all-nighter before an exam feels like a necessary sacrifice. But a growing body of research suggests that sacrificing sleep to study may be counterproductive — sleep is not a break from learning; it's when much of the learning actually happens. A 2024 study published in *Nature Neuroscience* examined the relationship between sleep and memory consolidation in 200 university students. Participants learned a series of new facts, then were divided into two groups: one slept normally that night, while the other stayed awake. When tested a week later, the sleep group retained 40 percent more information than the sleep-deprived group. Dr. Rachel Nguyen, the study's lead author, explained the mechanism. "During deep sleep, the brain replays the day's experiences, transferring information from the hippocampus — where short-term memories are stored — to the neocortex for long-term storage," she said. "When you skip sleep, you're essentially interrupting the file-saving process. Information learned that day may not be properly stored." The research also identified the importance of sleep timing. Students who slept between 10 PM and 6 AM performed better on memory tests than those who slept from 2 AM to 10 AM, even though both groups got the same eight hours. Dr. Nguyen noted that the brain's memory-consolidation processes are most active during the earlier hours of the night, aligned with natural circadian rhythms. One surprising finding concerned napping. A 20-minute nap after a learning session improved memory retention by 15 percent compared to staying awake. However, naps longer than 45 minutes had the opposite effect, causing grogginess and impairing cognitive function for up to an hour after waking. Critics point out that the study focused on university students and may not apply to all age groups. However, the core finding — that sleep is essential for learning — has been replicated across ages and populations. As Dr. Nguyen put it, "You wouldn't try to save a document without clicking 'save.' Don't try to learn without sleeping. Your brain needs that time to lock in what you've studied." 8. What did the 2024 study find about sleep and memory? A. Sleep-deprived students performed better due to adrenaline. B. The sleep group retained 40 percent more information a week later. C. Sleeping after learning has no effect on memory. D. All-nighters are an effective study strategy. 9. The word "replicated" in the last paragraph probably means ______. A. criticised and rejected B. repeated and confirmed C. ignored and forgotten D. modified and improved 10. According to the text, why is a 20-minute nap beneficial? A. It allows the brain to consolidate information. B. It replaces the need for a full night's sleep. C. It helps students stay awake all night. D. It increases the amount of deep sleep at night. 11. What can be inferred from the comparison between the two sleep schedules? A. The total hours of sleep are the only factor that matters. B. Going to bed earlier is better for memory consolidation. C. Students should sleep from 2 AM to 10 AM for best results. D. Circadian rhythms have no effect on learning. D In 2006, psychologist Carol Dweck published *Mindset: The New Psychology of Success*, introducing the world to a simple but powerful idea: what you believe about your own intelligence can determine how much you actually learn. Dweck distinguished between two mindsets: a "fixed mindset," the belief that intelligence is static and unchangeable, and a "growth mindset," the belief that abilities can be developed through effort and learning. A 2023 meta-analysis published in *Psychological Bulletin* examined 30 years of growth mindset research, encompassing over 400 studies and 400,000 participants. The analysis found that students with a growth mindset consistently achieved higher academic outcomes, particularly in challenging subjects and among students from disadvantaged backgrounds. However, the effect size was modest — suggesting that mindset alone is not a magic solution, but one important factor among many. Dr. David Chen, who led the meta-analysis, explained the nuance. "A growth mindset doesn't mean believing anyone can become Einstein if they just try hard enough," he said. "It means understanding that effort, strategy, and feedback can actually change your brain's capacity. Students with this view are more likely to embrace challenges, persist through failures, and seek help when they need it." The research identified a key distinction between "false growth mindset" and genuine growth mindset. Some schools and companies adopted the language of growth mindset — praising effort regardless of outcome, hanging posters that say "yet" — without changing their underlying practices. Dr. Chen found that these superficial interventions had little effect. Genuine growth mindset cultures combined the belief in malleability with concrete support: high expectations, effective feedback, and teaching students actual learning strategies. One surprising finding concerned the role of struggle. Students with a growth mindset didn't enjoy failure — no one does — but they interpreted it differently. Instead of seeing a poor grade as evidence that they "weren't smart enough," they saw it as information about what they needed to work on. This interpretation, researchers found, predicted greater improvement over time. Critics argue that mindset research has sometimes been oversimplified and that structural factors — poverty, school funding, class size — matter far more than individual beliefs. Dr. Chen acknowledged this. "Mindset is not a substitute for equitable education," he said. "But within any system, students who believe they can grow tend to learn more. It's not either-or. It's both." 12. What is a "growth mindset" according to the text? A. The belief that intelligence is fixed at birth. B. The belief that abilities can be developed through effort. C. The belief that only talented people can succeed. D. The belief that effort alone guarantees success. 13. What did the 2023 meta-analysis find about growth mindset? A. It has no effect on academic outcomes. B. Its effect is strongest among wealthy students. C. It has a modest but consistent positive effect on achievement. D. It is a magic solution to all educational problems. 14. What can we conclude from the discussion of "false growth mindset"? A. Posters and slogans are the most effective way to promote growth mindset. B. Genuine growth mindset requires both belief and concrete support. C. Praising effort regardless of outcome is always beneficial. D. Schools should not attempt to teach growth mindset. 15. What is the researchers' attitude toward the relationship between mindset and structural factors? A. Mindset is more important than structural factors. B. Structural factors make mindset completely irrelevant. C. Both mindset and structural conditions matter. D. Neither mindset nor structural factors affect learning. 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 Evidence-Based Strategies for Effective Learning Everyone wants to study smarter, not harder. But with so much advice available, it can be hard to know what actually works. Here are five strategies backed by cognitive science. 1. Practice Active Recall Instead of rereading your notes, close the book and try to retrieve information from memory. Use flashcards, write summaries from memory, or explain concepts aloud. ___16___ 2. Use Spaced Repetition Review material at increasing intervals — one day later, then three days, then a week. ___17___ This is far more effective than cramming everything into one long session. 3. Interleave Your Practice Don't study one topic for hours on end. Mix different types of problems or subjects within a single study session. ___18___ It may feel harder, but it leads to better long-term retention. 4. Teach What You Learn Find a study partner and explain concepts to each other. If you can't explain something simply, you don't understand it well enough yet. ___19___ 5. Take Care of Your Brain Sleep, exercise, and nutrition are not luxuries — they're learning tools. Aim for 8–10 hours of sleep, move your body regularly, and eat brain-friendly foods. ___20___ Remember, the best study strategy is the one you'll actually use consistently. Start with one or two techniques and build from there. A. This forces your brain to work harder and strengthens memory traces. B. Many students find that teaching reveals gaps in their own understanding. C. Cramming may help you pass a test, but you'll forget it quickly. D. A tired, hungry brain simply cannot learn efficiently. E. This technique works best for subjects like maths and physics. F. Each review strengthens the memory and makes it last longer. G. For example, alternate between vocabulary, grammar, and reading practice. 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。 Sophia had always been a "good" student. She did her homework, paid attention in class, and got decent grades. But in Year 12, when the work got harder, she hit a ___21___. No matter how many hours she studied, her maths grades stayed the same — solidly average. She felt like she had ___22___ her potential, and it wasn't good enough. Her maths teacher, Mr. Adeyemi, noticed her frustration. "Sophia, you're studying hard," he said after class one day. "But are you studying ___23___?" Sophia was confused. "What do you mean? I do all the exercises." "Doing the exercises isn't the same as ___24___ from them," Mr. Adeyemi said. "When you get a problem wrong, what do you do?" "I look at the answer and move on," Sophia admitted. "That's your problem," he said. "You're not ___25___ your mistakes. Every wrong answer is a map of what you don't understand yet. If you don't study that map, you'll keep making the same mistakes." He showed her a different approach. Instead of just doing exercises, Sophia should keep a "mistake notebook." Every time she got a problem wrong, she would write it down, ___26___ exactly where she had gone wrong, and redo it correctly. Then, a week later, she would try the same problem again to see if she had truly ___27___ it. Sophia was sceptical. It sounded like more work, and she already felt overloaded. But she was desperate, so she ___28___ it. The first week was frustrating. She filled pages with mistakes, and redoing them felt tedious. But slowly, she noticed something: the same types of errors kept appearing. She had been making the same algebraic mistake for months without ___29___ it. Once she identified the pattern, she could ___30___ on fixing it. Within a month, Sophia's approach had changed. She no longer feared getting problems wrong — she ___31___ them, because each one taught her something. Her mistake notebook became her most valuable study tool. She started doing better on tests, not because she was smarter, but because she was learning from her ___32___. By the end of the year, Sophia's maths grade had jumped from a C to an A. But the real change wasn't the grade. It was her ___33___. She no longer saw mistakes as evidence of failure. She saw them as ___34___ — stepping stones on the path to understanding. "Mr. Adeyemi taught me the most important lesson I ever learned," Sophia said at her graduation speech. "He taught me that intelligence isn't a ceiling you hit. It's a skill you build. And the best way to build it is to ___35___ your mistakes, learn from them, and try again." 21. A. wall B. goal C. partner D. method 22. A. reached B. increased C. discovered D. shared 23. A. longer B. smarter C. harder D. earlier 24. A. suffering B. benefiting C. learning D. escaping 25. A. making B. repeating C. analysing D. hiding 26. A. ignore B. identify C. deny D. forget 27. A. understood B. memorised C. copied D. taught 28. A. abandoned B. tried C. refused D. invented 29. A. noticing B. correcting C. avoiding D. understanding 30. A. rely B. focus C. comment D. agree 31. A. feared B. welcomed C. ignored D. criticised 32. A. success B. teachers C. mistakes D. classmates 33. A. grade B. attitude C. appearance D. schedule 34. A. obstacles B. failures C. opportunities D. punishments 35. A. hide from B. laugh at C. embrace D. repeat 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。 Learning a new language is one of the most rewarding experiences a person can have, but it is also one of the most challenging. ___36___ (fortunate), decades of research in linguistics and cognitive science have identified strategies that can make the process more effective. One key finding is that consistency matters more than intensity. Studying for 15 minutes every day ___37___ (produce) better results than studying for three hours once a week. This is because language learning requires repeated exposure ___38___ new words and structures over time. Another important factor is comprehensible input — language that is slightly above your current level but still understandable. Linguist Stephen Krashen ___39___ (argue) for decades that we acquire language best when we receive input that we can mostly understand, with just enough new material to stretch us. This is why reading books or watching shows ___40___ (design) for language learners can be so effective. Speaking practice is also essential, even for beginners. Many learners wait ___41___ they feel "ready" to speak, but this is a mistake. Making mistakes is not a sign of failure — it is a necessary part of the learning process. ___42___ (research) have found that learners who speak from day one progress faster than those who wait. Technology has transformed language learning in recent years. Apps, online tutors, and language exchange platforms make it easier than ever ___43___ (practise) regularly. However, experts warn that technology should supplement, not replace, real human interaction. Perhaps the most important factor of all is motivation. Learners who have a clear, personal reason for learning a language — whether it's connecting with family, advancing a career, or simply enjoying the culture — tend ___44___ (persist) longer and achieve more. As the saying goes, "To learn a language is to have one more window from ___45___ to look at the world." 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。你的英国朋友 Peter 最近在学习中文，但遇到了一些困难，写信向你寻求学习方法的建议。请你给他写一封回信，内容包括： 1. 对他的努力表示肯定； 2. 给出至少两条具体的学习建议； 3. 鼓励他坚持。 注意： 1. 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。 Emma had always been the top student in her year. She had a photographic memory, could absorb information like a sponge, and had never scored below an A on any exam. School felt easy — almost too easy. She studied the night before each test, aced it, and moved on. Then came university. In her first semester, Emma enrolled in Advanced Chemistry, a course notorious for its difficulty. She attended lectures, took notes, and did the reading — but at a casual pace, the way she always had. When the midterm exam arrived, she studied for four hours the night before, just like always. She failed. Not just failed — scored 42 percent, the lowest mark in the class. Emma stared at the paper in disbelief. This had never happened before. She felt sick. Her confidence, which had always been her greatest strength, shattered into pieces. For the next week, Emma avoided the chemistry building. She skipped lectures, told her friends she was "fine," and spent hours in her room, replaying the exam in her head. She told herself she was stupid, that she didn't belong at university, that she should just drop out. Then, on the eighth day, her phone buzzed. It was a message from Dr. Rao, her chemistry professor: "Emma, I noticed you haven't been in class. Would you like to meet to discuss your midterm? My door is always open." Emma hesitated. She was embarrassed, ashamed, and afraid. But something in the message — the kindness, the lack of judgment — made her reply: "Yes. Thank you." The next day, she sat in Dr. Rao's office, her hands trembling. "I don't understand," she said. "I studied. I always study. Why did I fail?" Dr. Rao pulled out Emma's exam paper and spread it on the desk. "You studied hard," she said. "But you studied the wrong way. You memorised facts, but this course requires understanding — connecting concepts, applying them to new situations. Your memory is impressive, but memory alone won't get you through this." She pointed to a question Emma had gotten completely wrong. "See this? You wrote down the definition perfectly. But when I asked you to apply it to a new scenario, you had nothing. That's not a failure of intelligence. That's a failure of strategy." Paragraph 1: Dr. Rao spent the next hour teaching Emma a different way to study.________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Three months later, Emma sat for her final chemistry exam._______________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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Session 1内容"spaced repetition, active recall, and mind mapping"可知间隔重复在第一场。 2. C 细节理解。根据Session 4部分"Special guest: educational psychologist Dr. Sarah Mills"可知第四场有特邀嘉宾。A项错误（在Main Hall），B项错误（主题是考试准备），D项错误（所有工作坊都免费）。 3. C 细节理解。根据Registration部分"Register online... by October 10"可知注册截止10月10日。A项与原文"any student"矛盾，B项与"attend one or all four"矛盾，D项错误（每场1.5小时）。 4. B 细节理解。根据第一段，他在课堂上能理解复杂概念，但考试时大脑一片空白，因此老师说他"聪明但懒"。A、C、D项均无依据。 5. B 推理判断。Ms. Okonkwo说阅读不是学习，因为阅读是被动的，而主动提取信息才是真正的学习。A项过于绝对，C、D项无依据。 6. C 推理判断。根据第五、六段，他一开始几乎什么都记不住，但Ms. Okonkwo解释说努力回忆正是大脑建立更强记忆的方式，可推断最初的困难是学习过程的一部分。A项与原文相反，B项与原文"sceptical""felt silly"矛盾，D项与后文各科都提高矛盾。 7. C 主旨大意。全文通过Marcus的故事传达使用有效的学习策略可以改变学业表现。A项与原文相反，B项与原文反对临时抱佛脚矛盾，D项无依据。 8. B 细节理解。根据第二段，睡眠组一周后保留的信息比睡眠剥夺组多40%。A、C、D项均与原文相反。 9. B 词义猜测。根据上下文，核心发现在不同年龄和人群中被replicated，即重复并确认。A项方向相反，C、D项不符合。 10. A 细节理解。根据第五段，学习后20分钟小睡能提高记忆保留15%，因为大脑可以巩固信息。B、C、D项均无依据。 11. B 推理判断。根据第四段，10点到6点睡觉的学生比2点到10点睡觉的学生表现好，因为大脑记忆巩固在夜间早些时候最活跃，可推断早睡对记忆巩固更好。A项与原文相反（总时长相同但结果不同），C项与原文相反，D项与原文矛盾。 12. B 细节理解。根据第一段，成长型思维是相信能力可以通过努力和学习来发展。A项是固定型思维，C项无依据，D项过度推断（不是只要努力就一定成功）。 13. C 细节理解。根据第二段，元分析发现成长型思维学生学业成绩更高，但效应量适中，说明有适度但一致的积极影响。A项与原文相反，B项与"disadvantaged backgrounds"矛盾，D项与"not a magic solution"矛盾。 14. B 推理判断。根据第四段，虚假成长型思维只有语言没有实质改变，效果甚微；真正的成长型思维文化结合可塑性信念和具体支持（高期望、有效反馈、学习策略），可推断真正的成长型思维需要信念和具体支持。A项与原文相反，C项与原文"praising effort regardless of outcome"是虚假的矛盾，D项无依据。 15. C 作者态度。根据最后一段，Dr. Chen认为心态不是公平教育的替代品，但在任何系统中，相信自己能成长的学生学得更多，两者都重要，态度是两者都重要。A、B、D项均与原文不符。 第二节 七选五 解析： 16. A 本段讲主动回忆，前文说合上书从记忆中提取信息，A项"这迫使大脑更努力工作并强化记忆痕迹"解释了主动回忆为什么有效，逻辑衔接。 17. F 本段讲间隔重复，前文说间隔越来越长地复习，F项"每次复习都强化记忆并使其更持久"解释了间隔重复的原理，承接前文。 18. G 本段讲交叉练习，前文说在一次学习中混合不同类型的问题或科目，G项"例如，交替进行词汇、语法和阅读练习"举例说明，承接前文。 19. B 本段讲教别人，前文说如果你不能简单地解释某事，说明你理解得不够好，B项"许多学生发现教学揭示了自己理解中的漏洞"顺承前文，说明教学的好处。 20. D 本段讲照顾大脑，前文说睡眠、运动和营养不是奢侈品而是学习工具，D项"疲惫、饥饿的大脑根本无法高效学习"总结本段，逻辑衔接。 第二部分 语言运用 第一节 完形填空 解析： 21. A wall 墙，障碍。hit a wall为固定搭配，表示"遇到瓶颈、碰壁"。goal（目标）、partner（伙伴）、method（方法）不符合。 22. A reached 达到。她觉得自己已经达到了潜力的极限。increased（增加）、discovered（发现）、shared（分享）不符合。 23. B smarter 更聪明地。你在努力学习，但你是在聪明地学习吗？与后文学习方法改进呼应。longer（更长）、harder（更努力）、earlier（更早）不符合。 24. C learning 学习。做练习不等于从练习中学习。suffering（受苦）、benefiting（受益）、escaping（逃跑）不符合。 25. C analysing 分析。你没有分析你的错误。making（制造）、repeating（重复）、hiding（隐藏）不符合。 26. B identify 找出，确认。她写下错题，找出确切哪里出错了。ignore（忽视）、deny（否认）、forget（忘记）方向相反。 27. A understood 理解。一周后重做同样的题，看是否真正理解了。memorised（记住）、copied（抄写）、taught（教）不符合。 28. B tried 尝试。她很怀疑，但绝望之下还是尝试了。abandoned（放弃）、refused（拒绝）方向相反，invented（发明）不符合。 29. A noticing 注意到。她几个月来一直犯同样的代数错误却没有注意到。correcting（纠正）、avoiding（避免）、understanding（理解）不符合。 30. B focus 集中。focus on为固定搭配，表示"专注于"。一旦识别出模式，她就能专注于修复它。rely（依赖）、comment（评论）、agree（同意）不符合。 31. B welcomed 欢迎。她不再害怕错题，而是欢迎它们，因为每个错题都教会她东西。feared（害怕）方向相反，ignored（忽视）、criticised（批评）不符合。 32. C mistakes 错误。她从错误中学习。success（成功）、teachers（老师）、classmates（同学）不符合全文主题。 33. B attitude 态度。真正的改变不是分数，而是她的态度。grade（分数）、appearance（外貌）、schedule（日程）不符合。 34. C opportunities 机会。她把错误看作机会——通往理解的垫脚石。obstacles（障碍）、failures（失败）方向相反，punishments（惩罚）不符合。 35. C embrace 拥抱，接纳。最好的方法是接纳你的错误，从中学习，再试一次。hide from（躲避）、laugh at（嘲笑）、repeat（重复）不符合。 第二节 语法填空 解析： 36. Fortunately 副词修饰整个句子，表示"幸运的是"。fortunate为形容词，需转换为副词，注意首字母大写。 37. produces 动名词短语Studying for 15 minutes every day作主语，谓语动词用第三人称单数，一般现在时。 38. to 固定搭配exposure to，表示"接触、暴露于"。 39. has argued for decades为现在完成时标志，主语Stephen Krashen为单数，用has argued。 40. designed 过去分词作定语，修饰books or shows，表示"为语言学习者设计的"。be designed for为固定搭配。 41. until / till 许多学习者等到他们觉得"准备好了"才开口说。until/till表示"直到"。 42. Researchers 名词复数作主语，表示"研究人员发现"。research为动词/名词，需转换为表示人的名词researcher，并用复数。 43. to practise / to practice 固定结构make it easier to do sth.，it为形式宾语，不定式为真正宾语。 44. to persist 固定搭配tend to do sth.，表示"倾向于做某事"。 45. which 定语从句，先行词为window，介词from后用which，不可用that。from which to look at the world表示"从那里看世界"。 第三部分 写作 第一节 应用文写作（参考范文） Dear Peter, I'm so glad to hear you're learning Chinese — it's a challenging but rewarding language, and your effort is truly admirable. Here are two tips that helped my friends learn Chinese. First, practise speaking every day, even if it's just for ten minutes. Don't be afraid of making mistakes — they're an essential part of learning. Second, watch Chinese TV shows or listen to Chinese songs with subtitles. This exposes you to natural pronunciation and helps you pick up everyday vocabulary. Remember, language learning is a marathon, not a sprint. Be patient with yourself, and celebrate small progress. You're doing great! Yours, Li Hua 评分要点： - 内容完整：肯定努力（√）、两条具体建议（√）、鼓励坚持（√） - 格式正确：书信格式 - 语言地道：rewarding, essential, pick up, marathon not a sprint - 语气真诚鼓励 第二节 读后续写（参考范文） Paragraph 1: Dr. Rao spent the next hour teaching Emma a different way to study. She showed her how to make concept maps, connecting ideas instead of memorising them in isolation. She taught her to practise applying concepts to new problems, not just recalling definitions. "Your brain is like a muscle," Dr. Rao said. "It grows when you struggle with hard problems, not when you memorise easy answers." Emma left the office with a new plan — and, for the first time since the midterm, a flicker of hope. She started attending office hours weekly, formed a study group, and changed her approach completely. Paragraph 2: Three months later, Emma sat for her final chemistry exam. As she read the questions, she didn't feel the panic she had expected. She understood the concepts. She could apply them. She worked through each problem methodically, and when she finished, she felt something unfamiliar: confidence. When the results came back, Emma had scored 88 percent — one of the highest in the class. But more importantly, she had learned a lesson that would serve her far beyond chemistry: intelligence wasn't a fixed trait. It was something you built, through struggle, strategy, and the courage to try again after failing. 评分要点： - 与原文衔接自然，情节合理 - 第一段：Dr. Rao教Emma新的学习方法，Emma改变策略 - 第二段：期末考试Emma取得好成绩，领悟到智力是可以培养的，主题升华 - 情感线索完整：崩溃→羞愧→希望→努力→自信→领悟 - 语言丰富：concept maps, in isolation, flicker of hope, methodically, fixed trait - 结尾呼应单元主题：学习方法与成长型思维 ( 1 ) 学科网（北京）股份有限公司 $