Unit 3 Smart Learning完形填空专练-2026-2027学年九年级英语上学期考点大通关（人教版）

**基本信息** 聚焦“Smart Learning”主题，通过完形填空系统整合学习策略方法与语言知识，实现语言能力与学习能力协同提升。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |基础篇|5篇|含笔记整理、要点总结、词汇应用等基础策略|从学习态度（如positive）到基础方法（如teach oneself），构建学习能力词汇与语法应用逻辑| |提升篇|10篇|涵盖主动学习、批判性思维、AI工具使用等进阶方法|从个人学习到小组协作再到技术融合，形成学习策略递进与语言知识综合应用链条|

2026-2027学年九年级英语上学期考点大通关（人教版新教材） Unit 3 Smart Learning完形填空专练 基础篇 （1） 1．A 2．B 3．A 4．C 5．B 6．C 7．A 8．D 9．C 10．C 【导语】本文讲述了著名数学家华罗庚自学成才的故事，介绍了他的学习方法，并鼓励大家通过努力和决心成为成功的学习者。 【详解】1．句意：然而，他热爱数学，不想放弃。 根据“he loved maths”可知他热爱数学，不想放弃。固定搭配give up意为“放弃”符合语境；take up“占据，开始从事”、get up“起床”、put up“张贴”，均不符合。 2．句意：最后，他决定通过研读数学书籍自学。 根据“studying maths books”，此处表示凭借某种方式，介词by表示“通过（某种方式）”符合语境；for“为了”、in“在……里面”、with“和……一起”，均不符合。 3．句意：后来华罗庚向年轻学习者介绍了一种阅读和学习的方法。 根据“introduced a reading and learning”，method意为“方法”，a reading and learning method表示“一种阅读学习方法”符合语境；result“结果”、reason“原因”、chance“机会”，均不符合。 4．句意：他建议学习者应当仔细阅读并记笔记，然后总结重点。 读完书记笔记之后一般要总结重点，summarize意为“总结”，符合语境；forget“忘记”、remember“记住”、copy“抄写”，均不符合。 5．句意：一本书开始厚重难懂，但当你理解得更透彻时，它就变得更薄。 根据“A book starts heavy and thick”，前后形成对比，thinner意为“更薄的”符合语境；thicker“更厚的”、heavier“更重的”、lighter“更轻的”，均不符合。 6．句意：作为一名积极的学习者，无论遇到什么困难，华罗庚都保持积极乐观。 根据“no matter what difficulties he met”以及“an active learner”，positive意为“积极的”符合语境；worried“担忧的”、nervous“紧张的”、negative“消极的”，均不符合。 7．句意：他说学习有许多挑战，一步一步来很重要。 根据下文“learning had many challenges”的复现，challenges意为“挑战”符合语境；chances“机会”、changes“改变”、choices“选择”，均不符合。 8．句意：很难相信这样一位天才在校考试也会失利，但这对于他来说确是事实。 本句为It is hard to believe that…宾语从句固定句型，that引导宾语从句，无实际含义；what“什么”、if“是否”、why“为什么”，均不符合。 9．句意：他说学习有许多挑战，并且一步一步来很重要。 根据“learning had many challenges”和“it was important to take things step by step”，前后是并列顺承关系，and“并且”符合语境；so“所以”、but“但是”、or“或者”，均不符合。 10．句意：他的故事告诉我们，凭借努力和决心，任何人都可以成为一名成功的学习者。 根据语境，anyone意为“任何人”，表达人人皆可通过努力获得成功；nobody“没有人”、someone“某人”、everyone“每个人”，均不符合。 （2） 11．B 12．A 13．C 14．B 15．A 16．B 17．C 18．A 19．A 20．C 【导语】本文介绍先驱者精神及学习策略，强调努力的重要性，鼓励学生利用资源，坚持不懈，将智慧与毅力结合以实现目标。 【详解】11．句意：所以我们都敬仰他们的精神。 根据“look up...their spirits”及语境，可知此处指尊敬、敬仰。固定搭配look up to意为“尊敬，仰望”，符合语境。 12．句意：如果你遇到生词或语法，查字典。 根据“come...strange words”及语境，可知此处指偶然遇到。固定搭配come across 意为“偶遇，碰到”，符合语境。 13．句意：我们应该利用所有材料并接受老师的反馈。 根据“take advantage...all materials”可知，此处考查固定搭配take advantage of，意为“利用”。 14．句意：没有努力，天赋和好记忆都不能创造进步。 根据“Neither talent...good memory”可知，此处考查固定搭配Neither...nor...，意为“既不……也不……”。 15．句意：现代工具可以加快我们的学习，但坚持比任何工具都重要。 根据“speed...our study”及语境，可知此处指加速。固定搭配speed up意为“加速”，符合语境。 16．句意：每一条反馈都可以被加以利用。 根据“put...good use”可知，此处考查固定搭配put...to good use，意为“加以利用”。 17．句意：如果你坚持常规计划，你可能会取得进步。 根据“If you stick..., you...make progress”可知，此处表示对未来的推测，语气较委婉。may表示“可能”，符合语境。 18．句意：总结课文能让词汇更长久地保持在脑海中。 根据“keeps vocabulary...mind”可知，此处考查固定搭配keep in mind，意为“记住”。 19．句意：没有努力，就没有任何有价值的东西到来。 根据“Nothing valuable comes...effort”及常识可知，此处指“没有”努力就没有收获。without意为“没有”，符合逻辑。 20．句意：你将轻松地达到你的目标。 根据“...ease”可知，此处考查固定搭配with ease，意为“轻松地，容易地”，符合语境。 （3） 21．B 22．A 23．C 24．A 25．D 26．B 27．C 28．A 29．D 30．B 【导语】本文围绕如何提升英语口语展开，提出首要条件是要自信、坚持练习，不必害怕丢脸，明确学英语的核心目的是实现交流，鼓励大家大胆尝试，就能在口语上快速进步。 【详解】21．句意：首要且最重要的事是相信你自己。 根据后文“You should always be full of confidence”全文以第二人称向读者提建议，yourself“你自己”符合语境，itself“它自己”、themselves“他们自己”、myself“我自己”均不符。 22．句意：你应该一直充满自信，否则你的英语永远无法进步。 前后句为条件转折逻辑，or“否则”符合语境，and“并且”、so“所以”、but“但是”均不符。 23．句意：你永远不要灰心，也永远不要放弃。 根据前文“never lose heart”不要灰心的并列语境，give up“放弃”符合语境，put off“推迟”、look up“查阅”、take off“脱下；起飞”均不符。 24．句意：或许你怕丢脸，但你应该想到既然我们是正在学习英语的学生，就没必要担心任何事。 根据前文文章主题“improve your spoken English”提升英语口语，learning“学习”符合语境，teaching“教授”、writing“书写”、singing“歌唱”均不符。 25．句意：你必须在练习中一直保持积极主动。 结合练习口语要主动开口的语境，active“积极主动的”符合语境，busy“忙碌的”、silent“沉默的”、creative“有创造力的”均不符。 26．句意：你的发音和语调没法和本地人一样好是正常的，因为我们是中国人。 固定搭配as good as意为“和……一样好”，good“好的”符合语境，polite“礼貌的”、bad“差的”、loud“大声的”均不符。 27．句意：我们很多人没有机会住在国外、一直和当地人交流。 固定搭配have chances to do sth.“有机会做某事”，chances“机会”符合语境，advice“建议”、direction“方向”、relatives“亲戚”均不符。 28．句意：但我们必须清楚，学习英语的主要方式是让别人理解我们，同时理解别人。 结合后文阐述学习英语的核心途径，way“方式，方法”符合语境，rule“规则”、form“形式”、influence“影响”均不符。 29．句意：你要相信以英语为母语的人不会嘲笑你。 根据后文“Instead they will encourage you”宽慰学习者的语境，believe“相信”符合语境，avoid“避免”、warn“警告”、refuse“拒绝”均不符。 30．句意：不要害羞或者害怕！只管试一试。 根据后文“or afraid”以及全文鼓励大胆开口的主旨，shy“害羞的”符合语境，proud“骄傲的”、happy“开心的”、brave“勇敢的”均不符。 （4） 31．B 32．B 33．A 34．A 35．C 36．B 37．B 38．C 39．D 40．C 【导语】本文对比新旧两种学习模式，以学生探究蚂蚁识路的实验事例，阐述学习不能只依靠课本，应当主动提问、动手实践、独立思考的观点。 【详解】31．句意：学生会背诵这些内容来应对考试。 根据上句十年前学生有问题时老师只会给出课本答案，能够推断学生需要熟记知识点应对考试，memorize意为“记忆，背诵”，符合语境；forget“忘记”，read“阅读”，watch“观看”，均不符合句意。 32．句意：但是如今，情况不一样了。 句首But表示转折，和过去传统学习方式形成对比，different意为“不同的”，符合语境；similar“相似的”，easy“容易的”，hard“困难的”，均不符合句意。 33．句意：他们仔细观察蚂蚁搬运食物。 前文指出这是一堂户外科学课，学生需要认真观察昆虫活动，carefully意为“仔细地”，符合语境；quickly“快速地”，loudly“大声地”，sadly“伤心地”，均不符合句意。 34．句意：让我们一起弄清楚。 上文老师没有直接回答学生提出的问题，打算和学生一同探寻答案，find out意为“查明，弄清楚”，符合语境；give up“放弃”，look around“四处张望”，put away“收起来”，均不符合句意。 35．句意：蚂蚁留下信息素来指引同伴。 根据生物学常识，蚂蚁依靠信息素为其他同类指引路线，guide意为“指引”，符合语境；stop“阻止”，follow“跟随”，catch“抓住”，均不符合句意。 36．句意：于是学生们设计了一场实验。 根据后文学生利用糖水搭建通道观察蚂蚁行动，可以看出学生规划、搭建实验，designed意为“设计”，符合语境；believed“相信”，asked“询问”，helped“帮助”，均不符合句意。 37．句意：随后，意料之外的事情发生了。 根据下文中蚂蚁并没有按照人工智能预测的路线前进，出现了预想之外的状况，unexpected意为“出乎意料的”，符合语境；confident“自信的”，boring“无聊的”，delicious“美味的”，均不符合句意。 38．句意：人工智能给了我们思路。 根据上下文可知人工智能提供相关参考，但是不能完全信赖，需要自主验证，ideas意为“想法，思路”，符合语境；passages“段落”，books“书籍”，questions“问题”，均不符合句意。 39．句意：学生们找到了实验设计里的错误并进行修正。 根据后面并列短语and corrected it，能够看出学生发现实验存在问题并且改正，mistake意为“错误”，符合语境；way“方式”，difficulty“困难”，answer“答案”，均不符合句意。 40．句意：他们看见更多蚂蚁走更短的路线。 结合生活常识，动物外出觅食会优先选择距离更近的道路，shorter意为“更短的”，符合语境；longer“更长的”，wider“更宽的”，cleaner“更干净的”，均不符合句意。 （5） 41．B 42．C 43．A 44．D 45．C 46．B 47．B 48．A 49．C 50．B 【导语】本文讲述汤姆学习英语的经历。 【详解】41．句意：他发现很难记住生词并且理解长句子。 根据“remember new words and understand long…”可知是理解长句子，应用sentences“句子”。novels“小说”、partners“伙伴”、secrets“秘密”词义和语境不符。 42．句意：一天，他的老师对他说：“别担心。只要找到正确的方法，每个人都能学好英语。” 固定搭配learn English“学习英语”，应用learn“学习”。create“创造”、discover“发现”、review“复习”语义不通。 43．句意：首先，汤姆开始通过把单词运用到句子当中来记忆英语单词。 后文“This helped him remember words better”提示此处是记单词，应用memorize“记忆”。pronounce“发音”、repeat“重复”、express“表达”语境不符。 44．句意：每当有空的时候，他就把卡片拿出来复习这些单词。 拿出单词卡片的目的是复习巩固，应用review“复习”。lay out“铺开”、look up“查阅”、pay attention to“注意”逻辑不通。 45．句意：其次，为了提升自己的发音，汤姆每天早晨大声朗读英语课本。 后文“Reading aloud not only helped him with pronunciation”给出提示，大声朗读改善发音，应用pronunciation“发音”。writing“写作”、listening“听力”、speaking“口语”和下文提示不匹配。 46．句意：其次，为了提升自己的发音，汤姆每天早晨大声朗读英语课本。 后文“He chose simple ones at first,like short stories and textbooks”，ones指代本空内容，应用textbooks “课本”。riddles“谜语”、couplets“对联”、dust“灰尘”语义不通。 47．句意：大声朗读不仅帮他改善发音，还提升了他的阅读速度。 固定搭配increased reading speed“提高阅读速度”，应用speed“速度”。knowledge“知识”、brain“大脑”、ability“能力”不符合本处搭配。 48．句意：汤姆还学会借助例句把语法规则联系起来。 固定搭配connect…with…“把……和……联系起来”，应用connect“联系”。steal“偷窃”、admire“羡慕”、gather“收集”语义不通。 49．句意：他特别注意正确使用some和any，以及其他常见语法点。 固定搭配pay attention to“注意”，应用attention“注意”。custom“习俗”、tradition“传统”、expression“表达”不能构成该固定搭配。 50．句意：秘诀就是要有耐心并且坚持练习。 结合语境，学好英语的诀窍是耐心和坚持练习，应用secret“秘诀”。pattern“模式”、relative“亲戚”、stranger“陌生人”上下文无相关提示。 提升篇 （1） 1．A 2．B 3．D 4．B 5．A 6．A 7．B 8．C 9．B 10．A 【导语】本文讲述作者九年级英语遇困，参加课后班掌握方法，通过演讲比赛获进步奖，最终克服恐惧，实现自信交流的学习成长故事。 【详解】1．句意：我在课堂上很难跟上老师的节奏，常常无法理解她说的内容。 结合前文英语是最大的挑战，课堂跟不上老师，由此推断作者听不懂老师所讲，understand意为“理解”，填入此处语义通顺。forget意为“忘记”，miss意为“错过”，copy意为“抄写”，都无法对应课堂听不懂内容的状态。 2．句意：妈妈注意到我的焦虑，建议我参加一个课后英语班。 后文提到一开始犹豫，但最终同意，能够看出妈妈建议作者去参与课后课程，join意为“参加”，契合故事发展逻辑。drop 意为“放弃”，leave意为“离开”，close意为“关闭”，代入和报名上课的语境相悖。 3．句意：在课后班上，老师教给我们学习英语有用的方法。 下文举例介绍记单词、练习口语的学习途径，这些都是学习英语的方法，methods意为“方法”，和后文所举的学习例子相呼应。skills意为“技能”，games意为“游戏”，rules意为“规则”，不能概括文中列举的学习途径。 4．句意：我尝试了这种方式，发现记住词汇要容易得多。 前文提到把新单词和故事联系起来记忆，这套办法的目的就是记住单词，remember意为“记住”，放在此处可以体现学习带来的效果。forget意为“忘记”，lose意为“丢失”，waste意为“浪费”，和记忆单词的目的不匹配。 5．句意：尽你最大努力——你会给自己带来惊喜。 此处为伙伴鼓励的话语，do one’s best为固定表达，意为尽某人最大努力，do意为“做”，适配鼓励他人的对话场景。make意为“制作”，take意为“拿取”，get意为“得到”，无法构成该表达。 6．句意：我花了三个晚上写我的题为《我的英语学习之旅》的演讲稿，并且在家人面前练习。 要参加演讲比赛，需要先完成演讲稿的撰写，writing意为“写”，符合赛前筹备演讲稿这一行为。reading意为“阅读”，selling意为“售卖”，buying意为“购买”，不符合赛前准备演讲稿的行为。 7．句意：我没有拿到第一名，但我获得了“最大进步奖”。这让我意识到进步比获胜更加重要。 前文交代作者拿到的是进步奖，由此感悟进步的意义，progress意为“进步”，正好对应文中所获奖项传递出的内核。losing意为“失败”，sleeping意为“睡觉”，playing意为“玩耍”，和获奖带来的感悟逻辑不符。 8．句意：我可以自由地和老师、同学交流，我的考试分数也提升了很多。 英语不再是难题之后，可以和师生自由沟通，communicate意为“交流”，能够体现语言能力提升后的状态。argue意为“争论”，fight意为“争斗”，agree意为“同意”，不能体现语言能力提升后的正常沟通。 9．句意：我懂得学好一门语言的关键是不要害怕犯错，每一个错误都帮助你学得更好。 根据后文错误有助于学习，可知要克服对犯错的畏惧，to后面接动词原形，not be afraid of意为“不要害怕”，语法与语义均成立。be意为“是”，feel意为“感到”，not feel意为“不感到”，均不符合此处语义与语法。 10．句意：我会坚持练习英语，希望有朝一日我可以给全世界的孩子讲英语故事。 此处搭配English stories，表达讲述故事，tell 意为“讲述”，适配tell stories这一常用搭配。say意为“说（内容）”，speak意为“讲（某种语言）”，talk意为“交谈”，只有tell可以搭配stories表示讲故事。 （2） 11．A 12．B 13．B 14．C 15．C 16．B 17．A 18．D 19．A 20．B 【导语】本文围绕优秀学习者的良好习惯展开说明，依次从设定学习目标、巧用学习方法、主动合作学习、直面难题不放弃、主动肩负学习责任几个层面，介绍高效学习的可行途径。 【详解】11．句意：实际上，成功的学习者有一些不错的诀窍。 后文分段罗列优秀学习者的各类做法，secrets“秘诀”，契合下文列举的学习经验。problems“问题”、mistakes“错误”、questions“问题”均不属于优秀学习者具备的正向特质，和段落语境不匹配。 12．句意：他们知道自己想要达成的目标，并把大目标拆解成细小任务。 根据前文“good learners set clear goals”，优秀学习者会规划目标，know“知晓；清楚”，贴合规划目标的语境。forget“忘记”、hide“隐藏”、doubt“怀疑”，均和设定清晰目标的语义相反。 13．句意：例如，他们借助闪卡记忆新单词，并且每周定期复习，保证他们不会遗忘。 根据前文“use the right strategies”以及“flashcards”的常见用途，闪卡多用于背诵识记单词，words“单词”符合语境。rules“规则”、stories“故事”、numbers“数字”都不是闪卡最常规的识记内容，不符合学习场景。 14．句意：例如，他们借助闪卡记忆新单词，并且每周定期复习，保证他们不会遗忘。 根据后文“every week to make sure they don’t forget”，每周固定频次复习，对应副词regularly“定期地”。slowly“缓慢地”、suddenly“突然地”、luckily“幸运地”，无法体现按周期复习的含义。 15．句意：第三，优秀学习者属于主动型学习者。 根据后文“They don’t just sit and listen. They take notes...”，记笔记、交流探讨的行为体现“主动”，active“主动的”符合语境。lazy“懒惰的”、busy“忙碌的”、silent“沉默的”，都和后文主动学习的表现相悖。 16．句意：他们记笔记、提出问题，还会和同班同学交流观点。 主动学习的人会提出问题，questions“问题”符合语境，ask questions“提出问题”为固定搭配。answers“答案”、names“姓名”、times“次数”无法和动词ask构成课堂场景下的合理搭配。 17．句意：小组学习十分有帮助，因为他们可以互相学习。 根据后文“they can learn from each other”，彼此互助学习，体现小组学习是有帮助的。helpful“有帮助的”符合语境。boring“无聊的”、difficult“困难的”、expensive“昂贵的”，均不能诠释小组协作的价值。 18．句意：第四，当他们遇到难题时，他们不会放弃。 根据前后逻辑，遇见难题是触发不放弃态度的时间节点，用when“当……时”引导时间状语从句。because“因为”表因果、unless“除非”表条件、although“虽然”表让步，三种逻辑均不契合句意。 19．句意：总而言之，优秀学习者会为自身的学习承担责任。 take responsibility for为固定搭配，表示“为……担负责任”。put“放置”、get“获得”、make“制作”不能构成该固定短语。 20．句意：他们明白学习是终身旅程，并且他们始终愿意提升自我。 优秀的学习者愿意自我提升，be willing to do为固定搭配，表示“乐意做某事”。afraid“害怕的”、unable“没有能力的”、sad“难过的”均不符合持续进步的积极语境。 （3） 21．A 22．A 23．A 24．A 25．A 26．A 27．A 28．A 29．A 30．A 【导语】本文是一篇记叙文，主要讲述学校开展小组学习，害羞女孩李佳通过讨论变得自信，意识到主动学习的好处，决心坚持练习。 【详解】21．句意：老师总是引导学生去讨论困难的学习问题。 固定搭配guide sb. to do sth. 意为“引导某人做某事”，应用to。in不构成该结构，其余选项不符合语法。 22．句意：她经常告诉她自己应该勇敢尝试。 主语为she，表达 “她自己”，使用反身代词herself 作told的宾语。she为人称代词主格，不能直接作宾语，其余选项语义不符。 23．句意：老师把全班分成不同小组为了一个阅读理解任务。 此处介词for表目的，分组是为了完成阅读任务。and是连词，the为冠词，均不符合语境逻辑。 24．句意：起初李佳感到紧张，不知道如何能用英语表达想法。 本句为“疑问词+从句”结构，how表达方式，how she could express意为“她该如何表达”。than用于比较，其余选项语义不通。 25．句意：同桌给了她微笑，所以她深呼吸并勇敢分享。 前后分句是顺承因果关系，so意为于是、因此，承接上文情景。well为副词，其余选项无法连接两个完整句子。 26．句意：所有组员仔细听并同意她的学习计划确实实用。 agree后面接宾语从句，从句句意完整、不缺成分，用that引导宾语从句，只起到连接作用。on是介词，不能引导从句。 27．句意：李佳慢慢意识到主动学习总是带来更好的结果。 realized后接宾语从句，从句语义完整，使用that引导宾语从句。at是介词，无法引导从句。 28．句意：她也发现小的勇敢改变能逐渐建立自信。 found后面接宾语从句，从句句意完整，用that引导从句，不作句子成分。out不能引导宾语从句。 29．句意：从此她下定决心保持练习小组交流。 固定搭配make up one’s mind to do sth.意为“下定决心做某事”，不定式符号to符合结构要求。 30．句意：并在每次课堂活动期间勇敢发言。 during every class activity表示“在每一次课堂活动期间”，介词during意为“在……期间”，符合语境。 （4） 31．B 32．C 33．B 34．A 35．D 36．C 37．A 38．B 39．C 40．A 【导语】本文讲述作者自幼喜爱英语，学习遇挫后兴趣减退，在老师帮助下改进方法，重拾兴趣并与外国人交流，体会到实践的乐趣。 【详解】31．句意：我仍然记得，从很小的时候我就爱上了英语，因为我认为它是一门如此美妙的语言。 根据“fell in love with English”可知，作者爱上英语是因为觉得它很美好，应选用wonderful“美妙的”。helpful“有帮助的”、exciting“令人激动的”、careful“仔细的”均不符合语境。 32．句意：抱着想要学习英语的强烈愿望，我开始学习英语。 根据“Full of strong wishes of learning English”可知，愿望是学习英语，所以行动也是开始学习，应选用learn“学习”。read“阅读”、teach“教”、write“写”均不符合语境。 33．句意：但很快我发现它比预期的更难。 根据下文“There were too many words... to remember”可知，作者遇到了困难，说明实际学习比预期困难，应选用more difficult“更困难的”。better“更好的”、worse“更差的”、easier“更容易的”均不符合语境。 34．句意：而且即使你知道如何写出它们，你也不能正确和准确地使用它们。 根据“use them”可知，前文指知道如何书写这些单词（them），应选用how to write them“如何写它们”。how to write“如何写”、what to write them（语法错误）、what to write“写什么”均不符合语境。 35．句意：第一次英语测试时，我做得相当糟糕。 根据“worried about it”和“upset”可知，测试结果不好，应选用badly“糟糕地”。well“好地”、worse“更差地”、better“更好地”均不符合语境。 36．句意：这让我感到不安，并渐渐地对英语失去了兴趣。 兴趣的丧失是一个过程，应选用little by little“逐渐地”。one by one“一个接一个”、one another“互相”、each other“互相”均不符合语境。 37．句意：我知道兴趣并不意味着一切，我还应该有一些学习的方法。 兴趣很重要，但不能代表全部，还要有学习方法。 应选用everything“一切”。anything“任何事物”、nothing“没有什么”、something“某物”均不符合语境。 38．句意：随着时间的推移，我学得越来越好，对它越来越感兴趣。 As the days went by是固定搭配，意为“随着时间的推移”，应选用As“随着”。When“当……时候”、While“当……时候”、For“因为”均不符合语境。 39．句意：这是我第一次遇见一个外国人。 It was the first time to do sth.是固定句型，意为“这是第一次做某事”。此处表示第一次见外国人，应选用to meet“遇见”。to talk“去交谈”、speak“说”、meet“遇见”均不符合语境。 40．句意：开始的时候我有一点点紧张，但很快我发现跟她交谈令人激动。 nervous是形容词，需用副词性短语修饰。a little可修饰形容词，表示“有点”。little“几乎没有”、a few“一些（修饰可数名词）”、few“几乎没有（修饰可数名词）”均不符合语境。 （5） 41．B 42．C 43．A 44．B 45．A 46．C 47．B 48．A 49．A 50．A 【导语】本文讲述数学家华罗庚自学成才的故事，介绍其学习方法，激励学生拥有成长型思维，坚持梦想，不断学习，克服困难。 【详解】41．句意：他想知道是否有一种可以继续学习的途径。 根据“He wondered”可知，此处表达“是否”的含义，引导宾语从句，应选用if。that“那个”，what“什么”，which“哪一个”，均不符合此处语义。 42．句意：最后，他决定自学数学书。 根据“teach himself”可知，固定搭配teach oneself表示“自学”，搭配介词from，应选用from。with“和……一起”，by“通过”，on“在……上面”，均与语境无关。 43．句意：他建议学习者应当认真阅读并记笔记，然后总结重点。 根据“read and take notes very carefully, then”可知，读完笔记之后要对要点进行归纳梳理，应选用summarize。forget“忘记”，ignore“忽视”，repeat“重复”，均不符合读书的逻辑。 44．句意：没有老师对他来说学习并不容易。 根据“It was not easy”可知，固定句型It is +形容词+for sb. to do sth.表示“对某人来说做某事是……的”，应选用for。of“……的”，to“向”，with“和”，均不匹配该句型结构。 45．句意：他相信学习会遇到许多挑战，但一步步处理事情很重要。 根据整篇文章围绕学习展开可知，此处谈论学习这件事，应选用learning。playing“玩耍”，teaching“教学”，working“工作”，均与上下文主题无关。 46．句意：如果你坚持前行，你就会看见更多美丽的风景。 根据“you keep going, you will see more beautiful views”可知，前后为条件逻辑关系，应选用If。Unless“除非”，Although“虽然”，Because“因为”，均不符合条件逻辑。 47．句意：对一些学生来说意识到这一点是很难的。 根据“It is hard”可知，固定句型It is +形容词+for sb. to do sth.表示“对某人来说做某事是困难的”，应选用for。of“……的”，to“向”，with“和”，均不匹配该句型。 48．句意：但是如果你拥有成长型思维，你就会把错误看作学习的机会。 根据“mistakes”以及后文“They teach us how to improve”可知，错误可以当作学习的机会，应选用chances。problems“问题”，excuses“借口”，decisions“决定”，均不符合“错误促使人进步”的语境。 49．句意：他证明凭借强大的意志和恰当的方法，任何人都能够成为一名成功的学习者。 根据“with strong will and proper methods”可知，拥有意志和方法可以成为成功的学习者，应选用successful。rich“富有的”，famous“有名的”，powerful“强大的”，均与句意不匹配。 50．句意：所以永远不要放弃你的梦想，坚持每天学习。 根据“and keep learning every day”可知，此处表达不要放弃梦想，应选用give up。pick up“捡起”，put up“张贴”，make up“编造”，均与语境无关。 （6） 51．B 52．C 53．A 54．B 55．C 56．A 57．B 58．A 59．A 60．B 【导语】本文介绍2025‑2026年人工智能教学代理进入大学校园的应用现状，举例说明它的功能优势与课堂使用模式，探讨教师角色的转变，同时指出AI不能替代人际联结，学生应当理性、明智地使用人工智能工具。 【详解】51．句意：几乎每一位进入全国决赛的老师都将教学智能体嵌入（融入）到了他们的课程中。 根据“teaching agents into their courses”可知，此处指将智能体融入课程，embed“嵌入，融入”符合语境，avoided“避免”、separated“分离”、removed“移除”均不符合。 52．句意：在一个学期里，学生们向智能体提问的数量比直接向吴教授提问的数量更多。 根据“than directly to him”可知，此处存在比较关系，且修饰可数名词复数questions，应使用many的比较级more，表示“向智能体提问的数量比直接向吴教授提问的数量更多”，fewer“更少的”、less“更少的（修饰不可数名词）”、better“更好的”均不符合。 53．句意：一个班有66名学生，每个学生的学习路径都是不同的。 根据“66 students in one class”可知，此处强调班里的“每一个”学生，every“每一个”符合语境，no“没有”、either“两者之一”、neither“两者都不”均不符合。 54．句意：对于传统课堂来说，要实现这种“千人千面”（每个学生都有不同路径）是不可能的。 根据语境，传统课堂无法做到为每个学生定制学习路径，impossible“不可能的”符合语境，necessary“必要的”、important“重要的”、interesting“有趣的”均不符合。 55．句意：北京理工大学副教授吴勤将“试错”作为使用教学智能体的核心部分。 根据“made ‘trial and error’ the... part”以及“Students experienced the whole research process — a process of full trial and error.”可知，此处强调试错是关键或核心，core“核心的”符合语境，easiest“最容易的”、hardest“最难的”、weakest“最弱的”均不符合。 56．句意：他还设计了一项特殊任务：学生必须标记出他们自己认为不符合物理原理的部分。 根据“students had to mark the parts”可知，此处指学生“自己”标记，空前有they，对应反身代词themselves“他们自己”符合语境，ourselves“我们自己”、itself“它自己”、yourself“你自己”均不符合。 57．句意：虽然这项技术带来了极大的便利，但教育工作者也提醒我们，人工智能不应取代人与人之间的联系。 根据“technology brings great convenience, educators also remind us...”可知，前后句存在让步关系，Although“虽然”符合语境，Unless“除非”、Because“因为”、If“如果”均不符合。 58．句意：教师的角色正在从知识的传授者转变为成长的引导者。 根据“from knowledge givers to growth guides”可知，此处指角色的转变，changing“改变”符合语境，keeping“保持”、escaping“逃避”、suffering“遭受”均不符合。 59．句意：未来的课堂将是一个人类和人工智能共同合作的地方。 根据“a place”可知，此处需要一个关系副词引导定语从句，修饰先行词place，且在从句中作地点状语，where“在那里”符合语境，when“当……时”、which“哪一个”、who“谁”均不符合。 60．句意：学生们明智地使用人工智能工具是很重要的。 根据“It is important... students to use AI tools wisely”可知，此处考查固定句型“It is + adj. + for sb. + to do sth.”（对某人来说做某事是……的），for“对于”符合语境，of、to、with均不符合该句型结构。 （7） 61．D 62．D 63．A 64．B 65．A 66．C 67．B 68．C 69．A 70．C 【导语】本文是一篇说明文，主要介绍成功的语言学习者身上具备的三类优秀学习习惯。 【详解】61．句意：首先，成功的语言学习者都是独立的学习者。 后文通篇在讲解优秀学习者的学习方式，此处用来引出主体对象，successful意为“成功的”，贴合全文语境；lazy“懒惰的”、patient“耐心的”、useful“有用的”均不合语境。 62．句意：他们不会依赖书本或是老师。 后文交代他们自主摸索专属的语言学习方法，不需要被动等候老师讲解，depend on意为“依靠、依赖”，贴合语境；lay out“布置”、connect with“和……联系”、look up“查阅”均不合语境。 63．句意：他们尝试自己寻找模式和规则，而不是等待老师在课堂上解释一切。 空格和后文rules并列，语言学习需要摸索句式规律，patterns表示“模式”，贴合语境；partners“伙伴”、relatives“亲戚”、brains“头脑”均不合语境。 64．句意：他们擅长猜测，会寻找线索并且得出不同于他人的结论。 此处搭配名词clues（线索），look for意为“寻找”，贴合语境；care for“照料”、pay for“付款”、ask for“索要”均不合语境。 65．句意：其次，成功的语言学习是主动的学习。 后文写到学习者主动抓住机会开口运用语言，active意为“主动的”，贴合语境；polite“有礼貌的”、wise“明智的”、lifelong“终身的”均不合语境。 66．句意：他们找到会这门语言的人，并且和对方交谈。 学习语言需要与人沟通对话，have conversations with意为“和……交谈”，贴合语境；expressions“短语”、secrets“秘密”、suggestions“建议”均不合语境。 67．句意：然后他们要求人们在他们犯错时纠正他们。 犯下错误之后需要旁人帮忙改正，correct意为“纠正”，贴合语境；involve“牵涉”、admire“钦佩”、create“创造”均不合语境。 68．句意：比起弄懂每一个单词的含义，学会用语言思考更为重要。 结合语言学习的学习理念，think表示“思考”，think in the language意为“用语言思考”，贴合语境；treat“对待”、steal“偷窃”、increase“增长”均不合语境。 69．句意：最后，成功的语言学习者是带有学习目标的学习者。 文章依次使用Firstly、Secondly展开分点，此处为最后一条要点，Finally意为“最后”，贴合行文顺序语境；Recently“最近”、Widely“广泛地”、Luckily“幸运地”均不合语境。 70．句意：他们想学习一门语言，因为他们对这门语言以及说这种语言的人感兴趣。 后半句用来解释学习语言的缘由，because意为“因为”，用来引出原因，贴合语境；though“虽然”、until“直到”、before“在……之前”均不合语境。 （8） 71．A 72．C 73．A 74．A 75．A 76．B 77．A 78．A 79．C 80．A 【导语】本文介绍了复习在学习过程中的重要性，并提出了多种有效的复习方法，包括及时复习、间隔重复、自我检测以及向他人讲解等，帮助读者提高学习效率并增强考试信心。 【详解】71．句意：当你复习时，你会加强记忆并在不同观点之间建立联系。 根据“make connections between different ideas”及复习的积极作用可知，复习能“加强”记忆力，strengthen“加强”符合语境。weaken“削弱”；forget“忘记”；ignore“忽视”，均不符合复习的积极作用。 72．句意：如果不定期复习，你可能很容易忘记所学内容。 根据“Without regular review”及常识可知，不复习会导致遗忘，forget“忘记”符合语境。remember“记住”；recall“回想”；recite“背诵”，均不符合“不复习导致遗忘”的消极结果。 73．句意：这有助于将其保留在你的长期记忆中。 根据“it in your long-term memory”可知，复习有助于“保留”信息，keep“保留；保持”符合语境。lose“丢失”；change“改变”；avoid“避免”，均不符合“存入长期记忆”的语义。 74．句意：此外，你应该定期复习，而不仅仅是一次。 根据下文“Spaced repetition”及科学复习方法可知，复习应“定期”进行，regularly“定期地”符合语境。rarely“很少”；suddenly“突然”；carelessly“粗心地”，均不符合“间隔重复”的科学方法。 75．句意：间隔重复是许多成功学习者使用的一种被证实有效的技巧。 根据“many successful learners use”可知，这是一种“被证实的”有效方法，proven“被证实的”符合语境。unknown“未知的”；difficult“困难的”；dangerous“危险的”，均不符合“成功学习者使用”的肯定描述。 76．句意：它可以揭示你的薄弱点，并告诉你需要在哪里更加努力。 根据“show you where to focus more”可知，自我测试能“揭示”薄弱点，reveal“揭示；显示”符合语境。hide“隐藏”；create“创造”；solve“解决”，均不符合“展示不足”的语义。 77．句意：把你所学的内容讲解给一个朋友听也很有帮助。 根据“Teaching others”可知，此处指“讲解”所学内容，explain“解释；讲解”符合语境。hide“隐藏”；keep“保留”；write“写”，均不符合“口头讲解”的语义。 78．句意：教别人会迫使你在自己脑海中清晰地理解材料。 根据“the material clearly in your own mind”及教别人的过程可知，需要自己先“理解”，understand“理解”符合语境。memorize“记忆”；organize“组织”；practice“练习”，均不符合“清晰理解才能讲解”的逻辑。 79．句意：最后，制定一个定期的复习计划。 根据“Make sure you set aside time each week to go over your studies”可知，每周固定时间复习，强调的是“定期的、有规律的”计划，regular“定期的；有规律的”符合语境。strict“严格的”（侧重纪律而非时间规律）；flexible“灵活的”（与每周固定的安排矛盾）；random“随机的”（无规律），均不符合“每周安排固定时间”的语义。 80．句意：这将帮助你在考试来临时更加自信，压力更小。 根据“less stressed”及充分复习带来的积极效果可知，会更“自信”，confident“自信的”符合语境。nervous“紧张的”；tired“疲倦的”；bored“无聊的”，均不符合“充分准备”的积极心态。 （9） 81．A 82．A 83．B 84．B 85．C 86．B 87．A 88．C 89．C 90．A 91．A 92．A 93．B 94．B 95．C 【导语】本文主要介绍了如何成为一名主动学习者，包括承担责任、使用策略、练习语言、面对错误及适当休息等方法。 【详解】81．句意：第一步是成为一名主动的学习者。 根据下文“Active learners use different...”可知，文章主题是关于主动学习者，可知空格处应填active。lazy“懒惰的”，passive“被动的”，lonely“孤独的”，均不符合语境。 82．句意：你要为自己的学习承担责任。 根据“take ... for”及上下文“不要等老师告诉你做什么”，可知是承担责任。take responsibility for为固定搭配，意为“对……负责”。action“行动”，time“时间”，care“关心”，均不符合语境。 83．句意：主动学习者使用不同的策略来学得更好。 根据后文提到的提问、联系知识等方法，可知是指学习策略。strategies“策略”符合语境。questions“问题”只是其中一种，chances“机会”，results“结果”，均不全面。 84．句意：例如，他们不只是阅读课本，而是提出问题，并尝试将新信息与已知的知识联系起来。 与“textbooks”搭配的动词是read，且“instead of just reading”与后文“ask questions”形成对比。writing“写”，repeating“重复”，remembering“记住”，均不符合语境。 85．句意：例如，他们不只是阅读课本，而是提出问题，并尝试将新信息与已知的知识联系起来。 根据“connect new ... with what they already know”，将新信息与已知知识联系起来。information“信息”符合语境。words“单词”，friends“朋友”，problems“问题”，均不符合语境。 86．句意：另一个重要习惯是花时间使用语言。 根据“... time using”，spend time doing sth.“花时间做某事”是固定搭配。spend符合搭配及积极语境。waste“浪费”，save“节省”，kill“消磨”，均不符合语境。 87．句意：如果你正在学习英语，你可以和朋友说英语，重复电影中的对话，或用英语写日记。 根据“from films”及语言学习特点，通常是重复台词或对话。dialogues符合电影学习场景。games“游戏”，stories“故事”，exercises“练习”，均不如dialogues贴合“说英语”的语境。 88．句意：这些活动帮助你练习所学内容。 根据前文说话、重复、写日记等活动，目的是练习。practise符合语境。forget“忘记”，avoid“避免”，ignore“忽视”，均不符合语境。 89．句意：主动学习者也知道犯错是可以的。 make mistakes是固定搭配，意为“犯错误”，符合下文“They see mistakes as chances to learn.”的语境。progress“进步”，decisions“决定”，plans“计划”，均不符合语境。 90．句意：当他们遇到问题时，他们不会放弃。 come across problems表示“遇到问题”，符合语境。come up“发生”，come out“出版”，come on“加油”，均不符合语境。 91．句意：相反，他们尝试寻找解决问题的方法。 根据“to solve them”，解决问题需要方法。ways符合逻辑。excuses“借口”，reasons“原因”，rules“规则”，均不符合语境。 92．句意：俗话说：“失败是成功之母。” Failure is the mother of success是谚语，意为“失败是成功之母”，应选用success。failure“失败”，talent“才能”，luck“运气”，均不符合语境。 93．句意：然而，主动学习者知道休息也很重要。 根据前句“认为需要一直学习”与本句“知道休息重要”形成转折。However表转折，符合逻辑。Otherwise“否则”，Instead“相反”，Therefore“因此”，均不符合逻辑。 94．句意：这帮助他们保持专注并避免疲劳。 根据“avoid tiredness”及学习状态，休息有助于保持专注。focused符合“学习一段时间后休息有助于保持注意力”的语境。active“积极的”，quiet“安静的”，calm“冷静的”，均不符合语境。 95．句意：这不是关于变得聪明或幸运。 根据下文“It is about being curious, persistent...”可知，成为积极学习者不是靠天生的“聪明”或运气，而是靠好奇、坚持等品质。clever意为“聪明的”，符合对比语境。weak“虚弱的”，hard-working“勤奋的”，confident“自信的”，均不符合语境。 （10） 96．D 97．B 98．B 99．C 100．A 101．C 102．D 103．C 104．A 105．D 【导语】本文是一篇记叙文。本文讲述了作者学习包括中文在内的四门语言的经历。 【详解】96．考查名词辨析。句意：虽然小时候我的中文不太好，但通过去北京、大理和昆明等地旅行，我有所提高。English英语；Spanish西班牙语；French法语；Chinese中文。根据后文“learn more about the Chinese language”“between China and the US”等信息可知，作者重点讲述与中文学习相关的经历，此处指小时候不擅长“中文”。故选D。 97．考查动词辨析。句意：虽然小时候我的中文不太好，但通过去北京、大理和昆明等地旅行，我有所提高。appeared 出现；improved 提高；graduated 毕业；increased 增加。根据前文 “Although I wasn’t great at Chinese when I was a kid” 及 “by traveling to places like Beijing, Dali and Kunming” 可知，通过旅行，作者的中文水平 “提高” 了。故选B。 98． 考查形容词辨析。句意：对我来说，重要的一次经历是两年前的夏天，我去了杭州。awful 糟糕的；important 重要的；embarrassing 尴尬的；expensive 昂贵的。根据后文 “this...completely changed how I see the world” 可知，这次经历改变了作者对世界的看法，因此是 “重要的”。故选B。 99．考查名词辨析。句意：这次经历让我更多地了解了中文和中国传统。class 班级；survey 调查；experience 经历；examination 考试。根据前文 “An important time for me was two summers ago when I went to Hangzhou. I joined a program where I became an English teacher for primary school kids” 可知，在杭州当小学英语老师是一段 “经历”。故选C。 100．考查动词辨析。句意：我的旅行和在杭州的教学经历彻底改变了我对世界的看法。teaching 教学；loving 热爱；guiding 指导；communicating 交流。根据前文 “I joined a program where I became an English teacher for primary school kids” 可知，作者在杭州的经历是 “教学” 相关的。故选A。 101．考查动词辨析。句意：这让我意识到不同国家之间的紧密联系，现在我想成为一名世界公民。change 改变；remind 提醒；realize 意识到；achieve 实现。根据 “the close relationship of different countries” 可知，是 “意识到” 这种紧密联系。故选C。 102．考查副词辨析。句意：我想帮助来自不同国家的人们相互理解，尤其是中美之间。only 仅仅；seriously 严肃地；actually 实际上；especially 尤其。根据 “between China and the US” 可知，此处强调中美之间是重点，用 “尤其”。故选D。 103．考查名词辨析。句意：在中国，我们能看到很多美国文化的迹象。programs 节目；dreams 梦想；signs 迹象；advertisements 广告。根据后文 “However, I couldn’t find many signs of Chinese culture in the US” 可知，此处与后文 “signs” 呼应，指美国文化的 “迹象”。故选C。 104．考查名词辨析。句意：然而，在美国我找不到很多中国文化的迹象，除了中餐馆。restaurants 餐馆；shops 商店；farms 农场；factories 工厂。根据后文 “I went to some but found the food there very different from real Chinese food” 可知，此处指 “餐馆”。故选A。 105．考查动词辨析。句意：至于我，我会继续成为那些能帮助加深中美之间理解的人之一。regret 后悔；refuse 拒绝；happen 发生；continue 继续。根据前文 “I want to help people from different countries understand each other, especially between China and the US” 可知，作者想继续为中美理解贡献力量，因此是 “继续”。故选D。 学科网（北京）股份有限公司 $ 2026-2027学年九年级英语上学期考点大通关（人教版新教材） Unit 3 Smart Learning完形填空专练 基础篇 （1） Hua Luogeng was a great Chinese mathematician. As a youth, he left high school to support his family. However, he loved maths and did not want to 1 up. Finally, he decided to teach himself 2 studying maths books. Hua Luogeng later introduced a reading and learning 3 to young learners. He suggested that learners should read and take notes very carefully, then 4 the key points. He once said, “A book starts heavy and thick but becomes 5 as you understand it better.” As an active learner, Hua Luogeng stayed 6 no matter what difficulties he met. He said that learning had many 7 and it was important to take things step by step. It is hard to believe 8 such a talent also failed exams in school, but that was true for him. He said that learning had many challenges 9 it was important to take things step by step. His story shows us that with hard work and determination, 10 can become a successful learner. 1．A．give B．take C．get D．put 2．A．for B．by C．in D．with 3．A．method B．result C．reason D．chance 4．A．forget B．remember C．summarize D．copy 5．A．thicker B．thinner C．heavier D．lighter 6．A．worried B．nervous C．positive D．negative 7．A．challenges B．chances C．changes D．choices 8．A．what B．if C．why D．that 9．A．so B．but C．and D．or 10．A．nobody B．someone C．anyone D．everyone （2） Unit 2 introduces many inspiring people, such as chemists and physicists. These admirable pioneers faced hard trouble. Some were wounded at work, some almost dropped out of research because of hunger. But none gave up exploration. Their discoveries stopped the spread of diseases, so we all look up 11 their spirits. Unit 3 teaches us practical learning strategies. We have many useful resources: textbooks, flashcards, e-books and podcasts. If you come 12 strange words or grammar, look them up in dictionaries. Reading aloud and hands-on experiments work well. In general, step-by-step practice builds up our ability. We should take advantage 13 all materials and accept teachers’ feedback. Many students feel stressed from heavy schoolwork. The pioneers’ stories bring us courage. Neither talent 14 good memory can create progress without hard work. Some learners only read textbooks and ignore online podcasts. Modern tools can speed 15 our study, but persistence matters more than any tool. When you meet difficult knowledge, ask teachers for guidance and summarize key points. Every piece of feedback can be put 16 good use. We can share learning skills in class and learn from each other. If you stick to regular plans, you 17 make progress. Don’t waste study resources or refuse teachers’ advice. Memorizing words mechanically makes you forget fast. Summarizing texts keeps vocabulary 18 mind longer. Those pioneers had no digital tools, yet they kept researching all their lives. Nothing valuable comes 19 effort. Match the pioneers’ persistence with smart learning, and you will reach your goals 20 ease. 11．A．at B．to C．on D．of 12．A．across B．along C．around D．after 13．A．in B．for C．of D．with 14．A．and B．nor C．or D．but 15．A．up B．out C．off D．down 16．A．into B．to C．for D．on 17．A．need B．must C．may D．should 18．A．in B．on C．at D．for 19．A．without B．with C．by D．through 20．A．in B．at C．with D．on （3） How can you improve your spoken English? The first and the most important thing is to believe in 21 . You should always be full of confidence (自信), 22 you will never be able to improve your English. You should often say to yourself, “Come on, don’t be afraid!” You should never lose heart and never 23 . Maybe you are afraid of losing face, but you should think since we are students and we’re 24 English, there’s no need to worry about anything. You must always be 25 in practice. There’s no problem that your pronunciation and intonation (语调) can’t be as 26 as the native (本地的) speakers because we are Chinese, and many of us don’t have 27 to live in foreign countries and talk with the people there all the time. But we must know that the main 28 to study English is to make ourselves understood and understand other people. You should 29 that native speakers will not laugh at you. Instead they will encourage you. So if you are brave enough, you’ll certainly make rapid progress in your spoken English. Don’t be 30 or afraid! Just have a try. 21．A．itself B．yourself C．themselves D．myself 22．A．or B．and C．so D．but 23．A．put off B．look up C．give up D．take off 24．A．learning B．teaching C．writing D．singing 25．A．busy B．silent C．creative D．active 26．A．polite B．good C．bad D．loud 27．A．advice B．direction C．chances D．relatives 28．A．way B．rule C．form D．influence 29．A．avoid B．warn C．refuse D．believe 30．A．proud B．shy C．happy D．brave （4） The way of learning has changed. Ten years ago, if students had questions, teachers would just give answers from textbooks. Students would 31 them for exams. That was how they learned. But today, things are 32 . A group of primary school students from Beijing went to the mountains for a science class. They watched ants carrying food 33 . Suddenly, a girl asked, “How do they find their way home?” This time, the teacher didn’t give the answer directly. Instead, she said, “Let’s 34 together.” Back in class, the students asked AI, “How do ants mark their way?” The AI answered, “Ants leave pheromones (信息素) to 35 others.” But the teacher said, “Can we believe AI? Let’s test it. ” So the students 36 an experiment. They used sugar water to make “smell bridges” and watched ants walk on different paths. Then something 37 happened. The ants didn’t follow the paths as AI predicted. “Was AI wrong?” a student asked. “Not exactly,” the teacher said. “AI gave us 38 . Now we must think for ourselves.” The students found the 39 in their experimental design and corrected it. Finally, the experiment worked. They saw more ants walk on 40 paths. A girl wrote, “Ants can teach us maths.” This is how we learn today—not just from books, but by asking, testing, and thinking. 31．A．forget B．memorize C．read D．watch 32．A．similar B．different C．easy D．hard 33．A．carefully B．quickly C．loudly D．sadly 34．A．find out B．give up C．look around D．put away 35．A．stop B．follow C．guide D．catch 36．A．believed B．designed C．asked D．helped 37．A．confident B．unexpected C．boring D．delicious 38．A．passages B．books C．ideas D．questions 39．A．way B．difficulty C．answer D．mistake 40．A．longer B．wider C．shorter D．cleaner （5） Learning English is a wonderful journey, and everyone has their own ways to make progress. Let’s read about Tom’s story. Tom used to struggle with English. He found it hard to remember new words and understand long 41 . One day, his teacher told him, “Don’t worry. Everyone can 42 English well if they find the right methods.” First, Tom started to 43 English words by using them in sentences. He also made word cards and carried them everywhere. Whenever he had free time, he would take them out and 44 the words. This helped him remember words better. Second, to improve his 45 , Tom began reading English 46 aloud every morning. He chose simple ones at first, like short stories and textbooks. Reading aloud not only helped him with pronunciation but also increased his reading 47 . Tom also learned to 48 grammar rules with examples. He wrote down important rules in a notebook and reviewed them regularly. He paid special 49 to using “some” and “any” correctly, as well as other common grammar points. Now, Tom is good at English. He even won a prize in the school English speech contest. He often says, “Learning English is not difficult. The 50 is to be patient and keep practicing.” 41．A．novels B．sentences C．partners D．secrets 42．A．create B．discover C．learn D．review 43．A．memorize B．pronounce C．repeat D．express 44．A．lay out B．look up C．pay attention to D．review 45．A．writing B．listening C．pronunciation D．speaking 46．A．riddles B．textbooks C．couplets D．dust 47．A．knowledge B．speed C．brain D．ability 48．A．connect B．steal C．admire D．gather 49．A．custom B．tradition C．attention D．expression 50．A．pattern B．secret C．relative D．stranger 提升篇 （1） When I started Grade Nine, English was my biggest challenge. I struggled to follow the teacher in class and often couldn’t 1 what she said. I was too scared to ask questions, so my problems just got worse. My mom noticed my worry and advised me to 2 an after-school English class. At first, I was hesitant, but I finally agreed. In the after-school class, the teacher taught us useful 3 to learn English. For example, she said we could remember new words by connecting them to stories, not just repeating them. I tried this way and found it much easier to 4 vocabulary. Another tip was to practice speaking with a partner every day—this helped me become more confident when talking in English. One month later, we had a class English speech contest. I wanted to join but was afraid of failing. My partner encouraged me, “Just 5 your best—you’ll surprise yourself!” I decided to try. I spent three nights 6 my speech about “My English Learning Journey” and practiced it in front of my family. On the day of the contest, I stood in front of the class. My hands were shaking at first, but when I started speaking, I forgot my nervousness. I spoke clearly and even made some classmates laugh with a small joke. When I finished, everyone clapped. I didn’t win first place, but I got a “Most Progress” award. This made me realize that 7 is more important than winning. Now, English is no longer a problem for me. I can 8 with my teacher and classmates freely, and my test scores have improved a lot. I’ve learned that the key to learning a language well is to 9 afraid of making mistakes—every mistake helps you learn better. I will keep practicing English, and I hope one day I can 10 English stories to children around the world. 1．A．understand B．forget C．miss D．copy 2．A．drop B．join C．leave D．close 3．A．skills B．games C．rules D．methods 4．A．forget B．remember C．lose D．waste 5．A．do B．make C．take D．get 6．A．writing B．reading C．selling D．buying 7．A．losing B．progress C．sleeping D．playing 8．A．argue B．fight C．communicate D．agree 9．A．be B．not be C．feel D．not feel 10．A．tell B．say C．speak D．talk （2） What makes a good learner? Is it just about being smart? Actually, successful learners share some good 11 . First, good learners set clear goals. They 12 what they want to achieve and break the big goal into small tasks. Second, they use the right strategies. For example, they use flashcards to memorize new 13 and review them 14 every week to make sure they don’t forget. Third, good learners are 15 learners. They don’t just sit and listen. They take notes, ask 16 , and discuss ideas with classmates. Group study can be very 17 because they can learn from each other. Fourth, they don’t give up 18 they meet difficult problems. They think that failure is part of learning. They will ask the teacher for help or find more resources online. In short, good learners 19 responsibility for their own studies. They know that learning is a lifelong journey, and they are always 20 to improve themselves. 11．A．secrets B．problems C．mistakes D．questions 12．A．forget B．know C．hide D．doubt 13．A．rules B．words C．stories D．numbers 14．A．slowly B．suddenly C．regularly D．luckily 15．A．lazy B．busy C．active D．silent 16．A．answers B．questions C．names D．times 17．A．helpful B．boring C．difficult D．expensive 18．A．because B．unless C．although D．when 19．A．take B．put C．get D．make 20．A．afraid B．willing C．unable D．sad （3） In recent years, more and more schools across our country carry out new group learning projects to improve students’ learning ability. This term, our school also makes clear classroom rules for smart learning. Teachers always guide students 21 discuss difficult study problems in small groups instead of letting everyone study alone all the time. Li Jia was a very quiet girl before. She was too shy to raise her voice and share her own ideas in front of her classmates for a long time. She often told 22 that she should have a brave try and make some changes in the new term. Last Monday morning, our English teacher divided the whole class into different groups 23 a reading comprehension task. At first, Li Jia felt nervous and didn’t know 24 she could express her thoughts properly in English. Just at that moment, her deskmate gave her a warm gentle smile, 25 she took a deep breath and bravely shared her word-card memorizing method. All the group members listened carefully and agreed 26 her learning plan was really practical and useful. After the group discussion, the teacher praised every active member sincerely. Day by day, Li Jia slowly realized 27 active learning always brings much better results than passive listening. She also found 28 small brave changes can build up her confidence little by little. From then on, she made up her mind 29 keep practicing group communication and speaking up bravely 30 every class activity. 21．A．to B．in C．an D．slowly 22．A．herself B．she C．better D．but 23．A．for B．and C．the D．carefully 24．A．how B．than C．a D．himself 25．A．so B．well C．one D．taller 26．A．that B．on C．quietly D．two 27．A．that B．at C．again D．mine 28．A．that B．out C．the D．tall 29．A．to B．more C．on D．himself 30．A．during B．up C．an D．fast （4） I still remember I fell in love with English from a very young age, because I thought it was such a (n) 31 language. Full of strong wishes of learning English, I began to 32 it. But soon I found it 33 than expected. There were too many words, expressions and many other things to remember. And even if you knew 34 , you couldn’t use them correctly and exactly. And I did rather 35 in my first English test. I was worried about it. This made me upset and dropped my interest in English 36 . While I was in trouble, my English teacher gave me much help. I knew that interest didn’t mean 37 and I should have some learning methods. I did as he said and tried many different ways of learning English. 38 the days went by, I could do better and better and became more and more interested in it. During the summer vacation, an old lady from Australia visited my school. She had a talk with us. It was the first time 39 a foreigner. I got 40 nervous at first, but soon I found it exciting to talk with her, and I learned a lot from her. How I wish to practice speaking English with foreigners every day! 31．A．helpful B．wonderful C．exciting D．careful 32．A．read B．teach C．learn D．write 33．A．better B．more difficult C．worse D．easier 34．A．how to write them B．how to write C．what to write them D．what to write 35．A．well B．worse C．better D．badly 36．A．one by one B．one another C．little by little D．each other 37．A．everything B．anything C．nothing D．something 38．A．When B．As C．While D．For 39．A．to talk B．speak C．to meet D．meet 40．A．a little B．little C．a few D．few （5） Hua Luogeng—A Self-taught Math Master Hua Luogeng was a famous Chinese mathematician. As a young man, he left high school to support his family. However, he loved maths and did not want to give up. He wondered 41 there was a way to continue learning. Finally, he decided to teach himself 42 maths books. Hua later introduced a reading method to young learners. He suggested that learners should read and take notes very carefully, then 43 the key points. He once said, “A book starts heavy and thick but becomes thinner as you understand it better.” It was not easy 44 him to study without a teacher. But he stayed positive no matter what difficulties he met. He believed that 45 had many challenges, but it was important to take things step by step. Many people think that such a talent never failed in school, but that was not true for him. He said that learning was like climbing a mountain. 46 you keep going, you will see more beautiful views. Hua’s story tells us that everyone has the ability to learn. It is hard 47 some students to realize this. But if you have a growth mindset, you will see mistakes as 48 for learning. They teach us how to improve. Today, many students still draw inspiration from Hua. He proves that with strong will and proper methods, anyone can become a 49 learner. So never 50 your dreams, and keep learning every day. 41．A．that B．if C．what D．which 42．A．with B．by C．from D．on 43．A．summarize B．forget C．ignore D．repeat 44．A．of B．for C．to D．with 45．A．learning B．playing C．teaching D．working 46．A．Unless B．Although C．If D．Because 47．A．of B．for C．to D．with 48．A．chances B．problems C．excuses D．decisions 49．A．successful B．rich C．famous D．powerful 50．A．give up B．pick up C．put up D．make up （6） AI Teaching Agents Enter University Campuses In 2025, many universities began to try teaching agents powered by artificial intelligence. Beijing Institute of Technology deployed over 10 official agents and hundreds of agents built by teachers and students. As 2026 is called the “first year of large-scale agent adoption,” more universities have started to build teaching agent systems. At the 6th National College Teachers Teaching Innovation Competition held in Nanjing, teaching agents became the absolute focus. Almost every teacher who reached the national final had 51 teaching agents into their courses. Guangzhou University of Chinese Medicine Associate Professor Wu Jinjun developed a pharmacology AI agent. Over one semester, students asked 52 questions to the agent than directly to him. What’s more important, the agent automatically recorded every student’s conversation history, quiz performance, and weak points. “During breaks, students used to surround me with questions. Now they all run to ask AI,” Wu said with a smile. He showed a student’s personalized profile — a six-sided radar chart clearly marking knowledge mastery, ability achievement, and AI usage. “There are 66 students in one class, and 53 student’s learning path is different. It’s 54 for a traditional classroom to achieve such ‘thousands of people, thousands of paths,’” he said. Teaching agents are more than just question-answering tools. Tianjin Medical University team built a five-dimensional agent system covering “learning, testing, thinking, using, and reviewing.” Beijing Institute of Technology Associate Professor Wu Qin made “trial and error” the 55 part of using teaching agents. He asked students to use AI tools to design solutions and then verify them through experiments. Students experienced the whole research process — a process of full trial and error. He also designed a special task: students had to mark the parts where they 56 did not follow physics principles. This trained students to find problems, ask AI questions, and think critically. 57 technology brings great convenience, educators also remind us that AI should not replace human connection. The role of teachers is 58 from knowledge givers to growth guides. The future classroom will be a place 59 humans and AI work together. It is important 60 students to use AI tools wisely. The key is not to depend on AI completely, but to learn with it and grow together. 51．A．avoided B．embedded C．separated D．removed 52．A．fewer B．less C．more D．better 53．A．every B．no C．either D．neither 54．A．necessary B．impossible C．important D．interesting 55．A．easiest B．hardest C．core D．weakest 56．A．themselves B．ourselves C．itself D．yourself 57．A．Unless B．Although C．Because D．If 58．A．changing B．keeping C．escaping D．suffering 59．A．where B．when C．which D．who 60．A．of B．for C．to D．with （7） If we look at successful language learners, we may discover some skills that make language learning easier for them. Firstly, 61 language learners are independent learners. They do not 62 books or teachers. They discover their own ways to learn the language. They try to find the 63 and the rules for themselves instead of waiting for the teacher to explain everything in class. They are good guessers who 64 for clues (线索) and form their own conclusions (结论) which are different from others’. Secondly, successful language learning is 65 learning. So successful learners don’t wait for a chance to use the language, they look for such a chance. They find people who speak the language and have 66 with them. Then they ask the people to 67 them when they make mistakes. They will try everything to communicate. When communication is difficult, they can accept information that is incomplete (不完整的). It is more important for them to learn to 68 in the language than to know the meaning of every word. 69 , successful language learners are learners with a purpose (目的). They want to learn a language 70 they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn from them. 61．A．lazy B．patient C．useful D．successful 62．A．lay out B．connect with C．look up D．depend on 63．A．patterns B．partners C．relatives D．brains 64．A．care B．look C．pay D．ask 65．A．active B．polite C．wise D．lifelong 66．A．expressions B．secrets C．conversations D．suggestions 67．A．involve B．correct C．admire D．create 68．A．treat B．steal C．think D．increase 69．A．Finally B．Recently C．Widely D．Luckily 70．A．though B．until C．because D．before （8） The Power of Reviewing Many students think that learning ends when the class bell rings. However, research shows that reviewing is a key part of the learning process. When you review, you 71 your memory and make connections between different ideas. Without regular review, you may easily 72 what you have learned. Experts suggest that you should review new information within 24 hours. This helps to 73 it in your long-term memory. Also, you should review 74 , not just once. Spaced repetition is a 75 technique that many successful learners use. Another useful method is self-testing. It can 76 your weak points and show you where to focus more. It is also helpful to 77 what you have learned to a friend. Teaching others forces you to 78 the material clearly in your own mind. Finally, create a 79 review schedule. Make sure you set aside time each week to go over your studies. This will help you feel more 80 and less stressed when exams come. 71．A．strengthen B．weaken C．forget D．ignore 72．A．remember B．recall C．forget D．recite 73．A．keep B．lose C．change D．avoid 74．A．regularly B．rarely C．suddenly D．carelessly 75．A．proven B．unknown C．difficult D．dangerous 76．A．hide B．reveal C．create D．solve 77．A．explain B．hide C．keep D．write 78．A．understand B．memorize C．organize D．practice 79．A．strict B．flexible C．regular D．random 80．A．confident B．nervous C．tired D．bored （9） Do you want to become a smart learner? The first step is to become an 81 learner. What does that mean? It means you don’t just wait for the teacher to tell you what to do. You take 82 for your own learning. Active learners use different 83 to learn better. For example, instead of just 84 their textbooks, they ask questions and try to connect new 85 with what they already know. This helps them understand things more deeply. Another important habit is to 86 time using the language. If you are learning English, you can speak English with friends, repeat 87 from films, or write your diary in English. These activities help you 88 what you have learned. Active learners also know that it is OK to make 89 . They see mistakes as chances to learn. When they 90 problems, they don’t give up. Instead, they try to find 91 to solve them. As the saying goes, “Failure is the mother of 92 .” Many students think they need to study all the time to be successful. 93 , active learners know that taking breaks is also important. They study for a while and then rest. This helps them stay 94 and avoid tiredness. In short, being an active learner means taking control of your own learning. It is not about being 95 or lucky. It is about being curious, persistent, and willing to try new things. 81．A．active B．lazy C．passive D．lonely 82．A．responsibility B．action C．time D．care 83．A．questions B．strategies C．chances D．results 84．A．writing B．reading C．repeating D．remembering 85．A．words B．friends C．information D．problems 86．A．waste B．spend C．save D．kill 87．A．dialogues B．games C．stories D．exercises 88．A．forget B．avoid C．practise D．ignore 89．A．progress B．decisions C．mistakes D．plans 90．A．come across B．come up C．come out D．come on 91．A．ways B．excuses C．reasons D．rules 92．A．success B．failure C．talent D．luck 93．A．Otherwise B．However C．Instead D．Therefore 94．A．active B．focused C．quiet D．calm 95．A．weak B．hard-working C．clever D．confident （10） I have learned four languages—English, Spanish, French and Chinese. Although I wasn’t great at 96 when I was a kid, I 97 by traveling to places like Beijing, Dali and Kunming. An 98 time for me was two summers ago when I went to Hangzhou. I joined a program where I became an English teacher for primary school kids. This 99 let me learn more about the Chinese language and traditions. Our classroom was like a melting pot (熔炉) of ideas, with lots of language sharing and laughter. My travels and 100 experience in Hangzhou completely changed how I see the world. It made me 101 the close relationship of different countries, and now I want to be a global citizen (世界公民). I want to help people from different countries understand each other, 102 between China and the US. In China, we see a lot of 103 of American culture. However, I couldn’t find many signs of Chinese culture in the US, except for Chinese 104 . I went to some but found the food there very different from real Chinese food. I think China still has much to do to further promote (推动) its cultural influence among the American people. As for me, I will 105 to be one of those who can help deepen the understanding between China and the US. 96．A．English B．Spanish C．French D．Chinese 97．A．appeared B．improved C．graduated D．increased 98．A．awful B．important C．embarrassing D．expensive 99．A．class B．survey C．experience D．examination 100．A．teaching B．loving C．guiding D．communicating 101．A．change B．remind C．realize D．achieve 102．A．only B．seriously C．actually D．especially 103．A．programs B．dreams C．signs D．advertisements 104．A．restaurants B．shops C．farms D．factories 105．A．regret B．refuse C．happen D．continue 学科网（北京）股份有限公司 $