高中英语单元测试——Unit 1 Relationships（较易版01）

高中英语单元测试——Unit 1 Relationships（较易版01）（解析版） 学校:___________姓名：___________班级：___________考号：___________ 一、听力选择题 1．（本题1.5分）What does the woman respect John for? A．His patience. B．His strictness. C．His creativity. 【答案】A 【原文】W: I admire how calmly you handled that challenging situation with the student today, John. M: Thanks. I believe kindness and understanding are more useful than strictness, particularly with children who’ve made mistakes. 2．（本题1.5分）Where does the conversation probably take place? A．In a company. B．At a school reunion. C．At a graduation ceremony. 【答案】B 【原文】W: Jim Green, is that you? I haven’t seen you since graduation. What have you been doing these days? M: I am working for a company now. Well, isn’t it a surprise, so many old friends together again? 3．（本题1.5分）What does Alice offer to do for David? A．Take him to hospital. B．Make notes for him. C．Help him with homework. 【答案】B 【原文】W: David, you look pale. Are you okay? M: I think I’m getting a cold or flu — I’ve been coughing and sneezing all morning. W: You should go to the hospital now. I can help you take notes. M: That’s so kind of you, Alice. And could you message me the homework after school? 4．（本题1.5分）What are the speakers doing? A．Studying a book. B．Reading a letter. C．Collecting money. 【答案】A 【原文】W: OK. Back to Catch-22. Can anybody remember where we left off last time? M: Umm... somewhere in Chapter 31, I think. W: Ah, yes. Here we are. Mrs. Daneeka had just received the letter from the War Department and was going to collect the money. 5．（本题1.5分）How many units must the man review over the weekend? A．Five units. B．Eight units. C．Ten units. 【答案】A 【原文】W: Professor Liu said that the final exam would cover the first ten units. M: Really? I thought it only included the first five units. Then I must spend the weekend reviewing the rest of the lessons. （本题3分）听下面一段长对话，回答以下小题 6．(1.5分)What does the man’s brother think of Mr. Williams? A．He’s talented. B．He’s strict. C．He’s humorous. 7．(1.5分)What would Mr. Williams like his students to do? A．Join the special Spanish club. B．Speak Spanish freely and loudly. C．Communicate with native speakers. 【答案】6．B 7．C 【原文】M: Which language will you study this term? W: I prefer Spanish. M: I hear from my brother that the teacher, Mr. Williams, is very tough on students. W: But he has a special teaching style. M: A special teaching style. What is it? W: He usually invites native speakers to join the class. It’s good to study foreign languages with native speakers. Many students can speak Spanish well after taking Mr. Williams’s course. M: Great. I think I will also register for it. That’s good. （本题3分）听下面一段较长对话，回答以下小题。 8．(1.5分)What is the probable relationship between the speakers? A．Mother and son. B．Classmates. C．Workmates. 9．(1.5分)What are the speakers doing? A．They are studying for a test. B．They are playing games. C．They are having a class. 【答案】8．B 9．A 【原文】W: Let’s study for our test. We have to be quick. It’s already 2:15 pm. Class will start in 15 minutes. M: Shh. We have to talk quietly. Other people are trying to study. How many units do we have to study? W: Hmm. Let me see. Just five units. Let’s ask each other questions. M: It’s a great idea! （本题4.5分）听下面一段对话，回答以下小题。 10．(1.5分)What are the speakers mainly talking about? A．A newspaper article. B．An interview. C．A sports event. 11．(1.5分)Who does the man suggest inviting? A．Some athletes. B．Some town leaders. C．Some actors. 12．(1.5分)Where will the woman go next? A．To her home. B．To the playground. C．To the teachers’ office. 【答案】10．C 11．B 12．C 【原文】W: Jack, have you heard about our school’s new project — Sports Week? M: Yes. Do you have any ideas? We should hurry up, because the project will start next week. W: What do you think about inviting famous athletes to meet with local students? Athletes would tell their stories and give some interviews. M: Personally, I think we should invite our town leaders instead. Inviting famous athletes or actors will cost a lot. We should also arrange some kind of mini Olympics on our playground. W: Yeah. That’s a great idea! Oh, I have to go. I have to bring these newspapers to the teachers’ office. Let’s talk about our ideas on our way home together. Bye! （本题6分）听下面一段对话，回答以下小题。 13．(1.5分)What does the man think of the Spelling Bee? A．It’s fun. B．It’s stress-free. C．It’s well-organized. 14．(1.5分)What was the woman good at in high school? A．Writing. B．Reading. C．Spelling. 15．(1.5分)When will the speakers arrive at school tonight? A．At 6:30. B．At 6:45. C．At 7:00. 16．(1.5分)What is the woman trying to do in the end? A．Give advice. B．Ask for help. C．Express thanks. 【答案】13．A 14．C 15．B 16．A 【原文】W: Hi, Steve. Did you hear about the Spelling Bee the school organized? M: Hi, Carol. Yes. Actually, my daughter, Sylvia, is in the competition. W: How exciting! I wish I could go to watch it. M: You should. There are always lots of laughs, but it’s also very stressful. W: I know. I won the school Spelling Bee when I was in high school. M: You did? I didn’t know that. W: I was undefeated until I graduated from high school. M: Wow! That’s amazing. Is that why you became an English teacher? W: Well, that’s part of the reason. I like words. I like reading and writing. M: You should come with us tonight. W: I would love to. What time does it start? M: 7 p.m. But we have to leave around 6:30. Sylvia needs to be there at 6:45. W: OK. I’ll be ready at 6:30. I’m so excited. I hope Sylvia wins. M: We do too. Do you have any advice for her? W: Just stay focused and concentrate on each word. （本题6分）听下面一段独白，回答以下小题。 17．(1.5分)What made the speaker unhappy at first? A．The bad weather. B．The early meeting time. C．The tiring bus journey. 18．(1.5分)How many students went on the trip? A．10. B．30. C．33. 19．(1.5分)What did the speaker do after lunch? A．She looked for food. B．She made a shelter. C．She collected potatoes. 20．(1.5分)What did the speaker have for supper? A．Leftovers from lunch. B．Food prepared at home. C．Self-made soup. 【答案】17．A 18．B 19．A 20．C 【原文】W: Let me tell you all about an amazing Survival Weekend trip with my class. When the bus picked us up from the school gate at 6 in the morning, it was raining heavily, which wasn’t great. However, it hadn’t rained in the forest. That was important because we needed dry places for our first survival activity: building shelters. There were three leaders, each responsible for 10 students. After we were divided into three groups, we started collecting broken tree branches and leaves to build our shelters. Then we ate a light breakfast we had prepared at home. After breakfast, we learned how to build a fire safely. For lunch, we had hot dogs and potatoes cooked over the fire. After lunch, we put out the fire and got ready to look for food in the forest. Our leaders showed us which foods were safe. We returned late in the afternoon. Each group made their own campfire and learned to cook soup for supper over the fire with the things we had collected. It was delicious. We all enjoyed the trip. 二、阅读理解 （本题7.5分）Make a Little Time for Some Mime Introduction Mime Time is a traditional presentation of classical and modern mime techniques. It is designed to introduce your students to an art form that has been practised for centuries throughout the world. Your students will be totally absorbed as our performer presents several humorous short “silent stories” which may include many familiar illusions such as walls, ropes, ladders and everybody’s favorite — walking against the wind. The performer may even play different characters within the same story! Each program is followed by a short question-and-answer session. There is also an optional all-day program, in which the students receive instruction in small groups on mime techniques. These “funshops” exercise both the mind and the body. Mime Time is a fascinating educational experience designed to inspire the imagination in all of us!Program Summary Grade Level Kindergarten to Grade 9 Max Audience Size Depending on the space Session Time 45 minutes Daily Session Limit Up to 2 (Extra sessions available for an additional fee) Setup Time 30 minutes Teardown Time 30 minutes Required Facilities ◆A stage or 15’ × 25’ performance area ◆Private bathroom for performers to change clothes and apply makeup Subjects Covered ◆Theatrical storytelling ◆Performance of popular mime acts Feel free to call us at 800-433-7459 or email us info@mobileedproductions.com if you have any questions. 21．(2.5分)What can students do in Mime Time? A．Watch short silent shows. B．Design a mime performance. C．Play different roles in the same story. D．Answer questions about mime techniques. 22．(2.5分)Mime Time requires _________. A．kids to be aged 9 and above B．thirty minutes to set up the stage C．extra fees for more than one session D．a performance area that holds 45 people 23．(2.5分)The passage is most probably intended for _________. A．students B．teachers C．parents D．performers 【答案】21．A 22．B 23．B 【导语】本文是一篇应用文。文章主要介绍“默剧时光”活动的内容、适用人群、场地要求等信息，吸引学校开展该教育活动。 【详解】21．细节理解题。根据第一段中“Your students will be totally absorbed as our performer presents several humorous short ‘silent stories’ which may include many familiar illusions such as walls, ropes, ladders and everybody’s favorite — walking against the wind.(当我们的表演者呈现几个幽默的短篇“无声故事”时，你的学生将会完全沉浸其中，这些故事可能包含许多熟悉的幻象，比如墙、绳子、梯子以及所有人都喜欢的——逆风行走)”可知，学生在默剧时光中可以观看简短的无声表演。故选A。 22．细节理解题。根据Program Summary部分中“Setup Time 30 minutes(准备时间 30 分钟)”可知，默剧时光活动需要30分钟的时间来布置场地。A选项“孩子年龄在9岁及以上”与原文表格第一行“Grade Level: Kindergarten to Grade 9(适用年级：幼儿园至9年级)”表述不符；C选项“超过一场活动需要额外付费”与原文表格第四行为“Daily Session Limit: Up to 2 (Extra sessions available for an additional fee)(每日场次限制：最多2场，额外场次需另行付费)”表述不符；D选项“可容纳45人的表演区域”，原文表格倒数第二行中为“Required Facilities ◆A stage or 15’×25’ performance area(所需设施◆一个舞台或 15英尺×25英尺的表演区域)”，未提及容纳人数。故选B。 23．推理判断题。根据第一段中“Mime Time is a traditional presentation of classical and modern mime techniques. It is designed to introduce your students to an art form that has been practised for centuries throughout the world.(默剧时光是一场集古典与现代默剧技巧于一体的传统表演，它旨在向你的学生介绍一种在全球范围内传承了数百年的艺术形式)”可知，文章多次提及“你的学生”，且内容是面向学校的教育活动介绍。由此推知，文章的目标读者是教师。故选B。 （本题10分）A few years ago, I stood in a small classroom just outside of New York City, watching a high schooler named Serena Stevenson answer math questions. A teacher read out numbers — 74,470, 70,809, 98,402 — and Stevenson added them in her head. For each question, she closed her eyes, and then the fingers of her right hand began to move. She answered most of the problems correctly. The key to her success was an ancient technology called the abacus (算盘). Stevenson used a practice called “mental abacus”, imagining the abacus in her mind and then using her fingers to work out the problems. From watching Stevenson, I knew that gaining skill at the abacus was more than a matter of counting beads (珠子), so I decided to sign up for an abacus course with my two daughters to see if we could also improve our math skills. I was one of the many who had some math doubts and I felt scared. My usual solution was escape, and if I had to calculate something like a percentage change, I would go online. Then after a few abacus classes and a good amount of practice, math seemed a little less scary. I didn’t become Euclid, the founder of geometry (几何学). But the practice brought my fears down. This is a time-tested power of the abacus. Confidence grows easily in the device (设备), and abacus students are less likely to be nervous about an upcoming math test. Part of the reason, it seems, is that practice and results appear to move in step. My kids gained much as well. My youngest daughter could work out those difficult math problems, while my older child brought her abacus to school to show it to her classmates and teacher. These were just small successes for them, but that was how they finally believed in themselves. 24．(2.5分)What is the main purpose of the first paragraph? A．To prove the difficulty of math. B．To introduce the topic of the abacus. C．To show the cleverness of Stevenson. D．To compare the author with Stevenson. 25．(2.5分)What do we know about the author from paragraph 3? A．He was weak in math. B．He was good at computers. C．He thought of math as useful. D．He had a close relationship with kids. 26．(2.5分)What does the author realize from his learning experience? A．All roads lead to Rome. B．It’s never too late to learn. C．Practice makes perfect. D．Faith can move mountains. 27．(2.5分)What did the author’s kids both gain from abacus learning? A．Interest in abacus. B．Working skills. C．Secrets to success. D．Self-confidence. 【答案】24．B 25．A 26．C 27．D 【导语】本文讲述了作者目睹了珠心算高手的表现后，亲身带着女儿学习算盘，在学习的过程中克服了对数学的恐惧，建立了自信。 【详解】24．推理判断题。根据第一段“A few years ago, I stood in a small classroom just outside of New York City, watching a high schooler named Serena Stevenson answer math questions. A teacher read out numbers — 74,470, 70,809, 98,402 — and Stevenson added them in her head. For each question, she closed her eyes, and then the fingers of her right hand began to move. She answered most of the problems correctly.(几年前，我站在纽约市郊的一间小教室里，看着一位名叫塞雷娜·史蒂文森的高中生解答数学题。老师念出一串数字——74470、70809、98402，史蒂文森在脑子里把数字加起来。每一道题，她都会闭上眼睛，随后右手手指开始动起来。她答对了大多数题目)”以及第二段“The key to her success was an ancient technology called the abacus (算盘).(她成功的关键是一项古老的技术——算盘)”可知，第一段描述了一名高中生令人惊叹的心算能力，紧接着第二段揭示了她成功的秘诀是“算盘”（abacus）。因此，第一段的作用是通过一个生动的事例来引出本文的核心话题——算盘。 25．细节理解题。根据第三段“I was one of the many who had some math doubts and I felt scared. My usual solution was escape, and if I had to calculate something like a percentage change, I would go online.(我属于对数学心存疑惑的人，我对数学感到害怕。我的常规解决办法就是逃避，如果我需要计算类似百分比变化这类问题，我都会上网去算)”可知，作者数学不好，不擅长数学计算。 26．推理判断题。根据第四段“Then after a few abacus classes and a good amount of practice, math seemed a little less scary....Part of the reason, it seems, is that practice and results appear to move in step.(在上了几节算盘课，进行了大量练习之后，数学似乎没那么可怕了……部分原因似乎在于，练习和成果是同频的)”可知，作者通过自身学习经历意识到，坚持练习就能够改善能力、获得成果，也就是“熟能生巧”的道理。 27．细节理解题。根据最后一段“These were just small successes for them, but that was how they finally believed in themselves.(这些对她们来说只是小小的成功，但正是这些小成功让她们最终相信了自己)”可知，作者的两个女儿都从学习算盘的过程中收获了自信。 （本题10分）A study explored the causal role that music engagement has on student achievement in mathematics — and it found a significant benefit. The new meta-analysis published in the journal Educational Studies analysed 55 studies from around the world, involving almost 78,000 students, from kindergarten to university age. Three types of musical interventions were included: typical music lessons; instrument-playing classes; and music-math integrated interventions. Students took math tests before and after taking part in the intervention, and the change in their scores was compared with those who didn’t take part in any intervention. The use of music — whether in separate lessons or as part of math classes — caused an improvement in math over time. Combining both in the same lessons had the most significant effect, with around 73 percent of students who had integrated lessons doing significantly better than children who didn’t have any type of musical intervention. Math and music have much in common, such as the use of symbols and symmetry. Both subjects also require abstract thought and reasoning ability. Math may lend itself particularly well to being taught through music because core concepts of mathematics, such as fractions and ratios, are also fundamental to music. “Encouraging mathematics and music teachers to plan lessons together could help ease students’ anxiety about mathematics, while also boosting achievement,” said Dr. Ayca Akin, a Turkish researcher specializing in math-music integrated education. However, she also added that there was much more to be explored in this field. The relatively small number of previous studies meant that it was impossible to look at the effect of variables (变量) like types of music on the results. 28．(2.5分)What do we know about the new meta-analysis? A．It mainly studied college students. B．It collected data from one single journal. C．It used three new math teaching methods. D．It compared math scores of two student groups. 29．(2.5分)What can be inferred from paragraph 4? A．Math and music share some similarities. B．Math learning depends on music training. C．Music symbols are created for math study. D．Math and music don’t need abstract thinking. 30．(2.5分)What’s Dr. Ayca Akin’s opinion on the joint math-music lesson? A．It suits students with long music learning. B．It can remove all the math anxiety of students. C．It helps reduce math stress and improve study performance. D．Short music training is useless for easing students’ math anxiety. 31．(2.5分)What is the main idea of the passage? A．Mathematics is similar to music. B．Study pressure can be reduced by useful ways. C．Music can improve students’ math performance. D．There are different problems in modern school education. 【答案】28．D 29．A 30．C 31．C 【导语】一项研究表明音乐学习对学生数学成绩有积极作用，分析原因并给出教学相关建议与研究局限。 【详解】28．细节理解题。根据第二段中的“Students took math tests before and after taking part in the intervention, and the change in their scores was compared with those who didn’t take part in any intervention.(学生们在参与干预前后都参加了数学测试，并且他们的分数变化与未参与任何干预的学生进行了对比)”可知，这项新的元分析对比了两组学生的数学成绩。 29．推理判断题。根据第四段中的“Math and music have much in common, such as the use of symbols and symmetry.(数学和音乐有许多共同点，例如符号和对称的使用)”可知，数学和音乐存在部分相似之处。 30．细节理解题。根据第五段中的“Encouraging mathematics and music teachers to plan lessons together could help ease students’ anxiety about mathematics, while also boosting achievement.(鼓励数学和音乐教师共同备课，有助于缓解学生的数学焦虑，同时提升成绩)”可知，整合课程能够减轻学生的数学压力、提升学习成绩。 31．主旨大意题。根据第一段“A study explored the causal role that music engagement has on student achievement in mathematics — and it found a significant benefit.(一项研究探究了参与音乐活动对学生数学成绩的影响，且发现了显著的益处)”以及全文内容可知，文章主要围绕音乐能够提升学生的数学成绩展开论述。 （本题10分）Giving students a chance to write about their passions can help them engage not only in writing but also in what they’re learning. Research suggests when given the opportunity to write more about subjects that interest them, students tend to spend more time in the process. To spend their writing time on a subject that fuels their interests can also help students build important skills they need in their education. Some research points out a deep knowledge of a subject is essential before students can analyze, evaluate or synthesize. A student passionate about a topic likely knows a great deal about the subject, and that is a key first step before making connections with and critically analyzing a subject, and applying those skills to other subjects, as well. Curriculum designers want to look at using journal writing as one method of involving students in topics they care about or have a passion to explore. A 2006 paper found journal assignments helped students make sense of what they were learning, rather than just memorize a topic, which promoted more critical thinking skills. Poetry festivals, held by the Sharon Public Schools in Massachusetts, or spoken word assignments, used by teachers at schools including the Academy of American Studies in New York City, are other ways educators can help channel students and their passions into writing. Allowing students to choose their writing topics may not only help bring about more assignments full of passion, but also spark the development of key learning skills. 32．(2.5分)What makes students spend more time writing? A．The interest. B．The knowledge. C．The writing skill. D．The analysis. 33．(2.5分)Why do curriculum designers use journal assignments? A．To help students do their homework. B．To help students understand what they are learning. C．To help students memorize a topic. D．To help students read the journals. 34．(2.5分)What does the text mainly talk about? A．Giving students a chance to learn special subjects. B．Writing subjects students love fuels learning. C．Journal writing helps develop students’ speaking skill. D．Allowing students to choose their own pace of study. 35．(2.5分)In which column of a newspaper does the text most probably appear? A．Science. B．Geography. C．Health. D．Education. 【答案】32．A 33．B 34．B 35．D 【导语】本文主要介绍了让学生书写自己热爱的主题，能够激发写作投入度，促进知识理解，助力学习技能发展。 【详解】32．细节理解题。根据第一段“Research suggests when given the opportunity to write more about subjects that interest them, students tend to spend more time in the process. (研究表明，当有机会写更多他们感兴趣的主题时，学生往往会在写作过程中花费更多时间。)”可知，是兴趣让学生花更多时间写作。 33．细节理解题。根据第三段“A 2006 paper found journal assignments helped students make sense of what they were learning, rather than just memorize a topic, which promoted more critical thinking skills. (2006年的一篇论文发现，日志作业帮助学生理解他们正在学习的内容，而不仅仅是记住一个主题，这促进了更多的批判性思维技能。)”可知，课程设计者使用日志作业是为了帮助学生理解所学内容。 34．主旨大意题。根据第一段“Giving students a chance to write about their passions can help them engage not only in writing but also in what they’re learning. (给学生一个写他们热爱的东西的机会，不仅能帮助他们投入到写作中，还能帮助他们投入到所学内容中。)”以及全文内容可知，文章主要讲述了写学生喜欢的主题能激发学习。 35．推理判断题。根据第一段“Giving students a chance to write about their passions can help them engage not only in writing but also in what they’re learning. Research suggests when given the opportunity to write more about subjects that interest them, students tend to spend more time in the process.(给学生一个写他们热爱的东西的机会，不仅能帮助他们投入到写作中，还能帮助他们投入到所学内容中。研究表明，当有机会写更多他们感兴趣的主题时，学生往往会在写作过程中花费更多时间。)”、第二段“To spend their writing time on a subject that fuels their interests can also help students build important skills they need in their education.(把写作时间花在激发自身兴趣的科目上，也可以帮助学生培养他们在教育当中所需要的重要技能)”以及第三段“Curriculum designers want to look at using journal writing as one method of involving students in topics they care about or have a passion to explore.(课程设计者想要考虑把日记写作作为一种方式，让学生参与到他们关心或者有热情去探究的话题当中)”可知，全文围绕学生写作、课程设计、学习能力培养展开，属于教育相关内容。很有可能出现在报纸的教育版块。 （本题12.5分）Teaching your children about world cultures helps them appreciate the differences in people and their traditions. 36(2.5分) Instead, use your imagination to explore the world without even needing a suitcase. Create a Passport. Help them make a small book to serve as their “passport”. 37(2.5分) That way, you can draw or glue a picture of the country’s flag to stamp the pages of their “passports” as they “travel” to learn about world cultures. Learn Cultural Customs. What you might do in your home country isn’t necessarily acceptable in other countries. Learning about each culture’s customs can be important for you both 38(2.5分) Your left hand is considered unclean in India, so pass all food or objects to other people with your right one. 39(2.5分) Learning a foreign language is fun for children. When they’re exploring world cultures, study each country’s official language. Celebrate Holidays. Keep a calendar of upcoming holidays celebrated in other countries. 40(2.5分) For example, Australia, Canada, New Zealand and the United Kingdom observe Boxing Day. The holiday’s tradition includes giving money and donations to organizations and people in need. To celebrate, the two of you can box some canned goods for the local food bank. You can also drop a few bills or donate things to a nonprofit. A．Teach the Language. B．You celebrate it with fireworks. C．The pages should be blank on the inside. D．Pointing at things with feet in Thailand is not polite. E．Achieving this doesn’t require just opening a textbook. F．Celebrate national holidays just as people in that country do G．Take them to a heritage and cultural center when you are free. 【答案】36．E 37．C 38．D 39．A 40．F 【导语】本文是一篇说明文。文章主要讲述了教孩子了解世界文化的几种方法，包括制作“护照”、学习文化习俗、教授语言和庆祝节日等。 【详解】36．由上文“Teaching your children about world cultures helps them appreciate the differences in people and their traditions.(教你的孩子了解世界文化有助于他们欣赏不同民族和他们的传统之间的差异。)”、下文“Instead, use your imagination to explore the world without even needing a suitcase.(相反，用你的想象力去探索世界，甚至不需要行李箱。)”可知，本空应说明教孩子了解世界文化的方法，E选项“Achieving this doesn’t require just opening a textbook.(要做到这一点，并不只是打开课本。)”能承上启下，符合语境，故选E。 37．由上文“Create a Passport. Help them make a small book to serve as their “passport”.(创建一本护照。帮他们做一本小书作为他们的“护照”。)”及下文“That way, you can draw or glue a picture of the country’s flag to stamp the pages of their “passports” as they “travel” to learn about world cultures.(这样，当他们“旅行”了解世界文化时，你可以画或粘贴一个国家国旗的图片来在他们的“护照”上盖章。)”可知，本空应描述“护照”的制作细节，特别是关于内页的描述。C选项“The pages should be blank on the inside.(内页应该是空白的。)”能承上启下，符合语境，故选C。 38．由上文“Learning about each culture’s customs can be important for you both.(了解每种文化的习俗对你俩来说都很重要。)”及下文“Your left hand is considered unclean in India, so pass all food or objects to other people with your right one.(在印度，左手被认为是不干净的，所以要用右手传递所有食物或物品。)”可知，本空应再补充一个不同国家的文化习俗案例，丰富说明内容。D选项“Pointing at things with feet in Thailand is not polite.(在泰国，用脚指着东西是不礼貌的。)”与下文的印度习俗例子并列，均为“文化习俗”的具体体现，承接上文的核心观点，符合逻辑。故选D。 39．由下文“Learning a foreign language is fun for children. When they’re exploring world cultures, study each country’s official language.(学习外语对孩子来说很有趣。当他们探索世界文化时，学习每个国家的官方语言。)”可知，本空应是一个小标题，概括下文内容，即语言的教授和学习。A选项“Teach the Language.(教授语言。)”作为段落主题句，概括了下文的核心内容，能总领全段，符合题意。故选 A。 40．由上文“Celebrate Holidays. Keep a calendar of upcoming holidays celebrated in other countries (庆祝节日。记录其他国家即将庆祝的节日。)”及下文“For example, Australia, Canada, New Zealand and the United Kingdom observe Boxing Day. The holiday’s tradition includes giving money and donations to organizations and people in need. To celebrate, the two of you can box some canned goods for the local food bank. You can also drop a few bills or donate things to a nonprofit.(例如，澳大利亚、加拿大、新西兰和英国都庆祝节礼日。这个节日的传统包括给有需要的组织和个人捐款。为了庆祝，你们两个可以为当地的食物银行打包一些罐头食品。你也可以捐几张钞票或捐东西给非营利组织。)”可知，本空应强调按照该国的习俗来庆祝节日。F选项“Celebrate national holidays just as people in that country do(像那个国家的人一样庆祝国家节日)”能承上启下，符合题意。故选F。 三、完形填空 （本题15分）In a remote village in Zambia, where roads seem to stretch endlessly before reaching the nearest town, a classroom is filled with the energy of its young learners. The desks are basic, the books are 41 , and the room is crowded beyond capacity — but something 42 is happening here. Andrew, a 38-year-old teacher, has 43 his under-resourced and overcrowded classroom. Students in Andrew’s class travel 5 to 15 kilometers each day to attend his lessons. The daily 44 reflects the broader barriers to 45 in Zambia, where over 800,000 primary school-aged children are out of school. Andrew 46 to let these barriers limit the potential of the 47 young learners who make the daily journey to his classroom. Drawing from local culture, he 48 traditional games — like skipping rope. These 49 helped children understand numbers and develop foundational skills in 50 ways. At the same time, he 51 support from the school administration and fellow teachers, even using his own funds to obtain essential teaching materials. 52 to developing a sense of professionalism and 53 among teachers, Andrew and his colleagues printed T-shirts decorated with “Catch-Up Program Teacher”. It was a small but powerful 54 that reinforced their identity as teachers dedicated to transforming learning outcomes. One of his students 55 Andrew’s impact best: “My mother asked me why I go to school. I replied, to become just like my teacher when I grow up.” 41．(1分)A．inappropriate B．insufficient C．inexpensive D．incredible 42．(1分)A．extraordinary B．shocking C．urgent D．amusing 43．(1分)A．decorated B．equipped C．occupied D．transformed 44．(1分)A．struggle B．exercise C．schedule D．choice 45．(1分)A．transportation B．education C．communication D．accommodation 46．(1分)A．managed B．tended C．refused D．threatened 47．(1分)A．determined B．straightforward C．generous D．talented 48．(1分)A．appreciated B．named C．included D．created 49．(1分)A．beliefs B．missions C．instructions D．activities 50．(1分)A．attractive B．complex C．typical D．abstract 51．(1分)A．withdrew B．secured C．confirmed D．ignored 52．(1分)A．Contrary B．Committed C．Sensitive D．Addicted 53．(1分)A．humour B．justice C．pride D．relief 54．(1分)A．lesson B．organization C．routine D．gesture 55．(1分)A．got over B．benefited from C．summed up D．brought about 【答案】 41．B 42．A 43．D 44．A 45．B 46．C 47．A 48．C 49．D 50．A 51．B 52．B 53．C 54．D 55．C 【导语】本文是一篇记叙文，主要讲述了在赞比亚的一个偏远村庄，老师Andrew在教育资源匮乏、教室拥挤的条件下，致力于改变学生学习现状的感人事迹。 41．考查形容词词义辨析。句意：课桌十分简单，书本数量不足，教室拥挤得远超容纳限度——但这里正发生着不同寻常的事。A. inappropriate不适当的；B. insufficient不足的；C. inexpensive便宜的；D. incredible难以置信的。根据上文“The desks are basic”及下文“his under-resourced and overcrowded classroom”可知，教学条件很差，书本数量不足。故选B。 42．考查形容词词义辨析。句意参考上题。A. extraordinary非凡的；B. shocking令人震惊的；C. urgent紧急的；D. amusing有趣的。but说明前后形成转折，前面“The desks are basic, the books are _____, and the room is crowded beyond capacity”说教育条件差，转折后说这里正发生不寻常的事，以引出后文故事。故选A。 43．考查动词词义辨析。句意：38岁的教师Andrew改造了这间资源匮乏、拥挤不堪的教室。A. decorated装饰；B. equipped配备；C. occupied占据；D. transformed改变。根据下文“he _______ traditional games — like skipping rope.”及“he _____ support from the school administration and fellow teachers, even using his own funds to obtain essential teaching materials”可知，Andrew通过自己的努力改变了这个资源匮乏、拥挤的教室。故选D。 44．考查名词词义辨析。句意：这种日常的艰辛折射出赞比亚在接受教育上存在的更普遍障碍——该国超80万学龄儿童无法入学。A. struggle挣扎；B. exercise锻炼；C. schedule日程；D. choice选择。根据上文“Students in Andrew’s class travel 5 to 15 kilometers each day to attend his lessons.(Andrew班的学生每天要走5到15公里去上课。)”可知，学生每天要长途跋涉上学，非常不易，体现了挣扎。故选A。 45．考查名词词义辨析。句意参考上题。A. transportation交通；B. education教育；C. communication交流；D. accommodation住宿。根据下文“over 800,000 primary school-aged children are out of school”可知，赞比亚有超过80万适龄儿童失学，这反映了赞比亚面临的教育障碍。故选B。 46．考查动词词义辨析。句意：Andrew拒绝让这些障碍限制那些每天步行来上课的、意志坚定的年轻学习者的潜力。A. managed管理；B. tended倾向；C. refused拒绝；D. threatened威胁。根据上文“Andrew, a 38-year-old teacher, has ______ his under-resourced and overcrowded classroom.”和下文“teachers dedicated to transforming learning outcomes”可知，Andrew拒绝让这些障碍限制孩子的潜力，符合他积极改变的态度，refused to do sth.“拒绝做某事”符合他积极作为的形象。故选C。 47．考查形容词词义辨析。句意参考上题。A. determined坚定的；B. straightforward直接的；C. generous慷慨的；D. talented有天赋的。根据下文“young learners who make the daily journey to his classroom”可知，能每天坚持走很远路来上学的学生，是意志坚定的。故选A。 48．考查动词词义辨析。句意：他从当地文化中汲取灵感，在教学中纳入了跳绳这类传统游戏。A. appreciated欣赏；B. named命名；C. included包括；D. created创造。根据下文“helped children understand numbers and develop foundational skills”可知，Andrew借鉴当地文化，在教学中加入了传统游戏，培养了孩子们的基本技能。故选C。 49．考查名词词义辨析。句意：这些活动帮助孩子们理解数字概念，并以生动有趣的方式培养基本技能。A. beliefs信仰；B. missions任务；C. instructions指示；D. activities活动。这里的These指代前文的“traditional games”，游戏属于教学活动。故选D。 50．考查形容词词义辨析。句意参考上题。A. attractive有吸引力的，引起兴趣的；B. complex复杂的；C. typical典型的；D. abstract抽象的。根据上文“traditional games”可知，用游戏的方式来教学，是一种有趣的、有吸引力的方式，能让孩子更愿意参与。故选A。 51．考查动词词义辨析。句意：与此同时，他争取到了学校管理层和其他老师的支持，甚至用自己的资金购买必要的教材。A. withdrew撤回；B. secured获得；C. confirmed确认；D. ignored忽视。根据下文“support from the school administration and fellow teachers”可知，Andrew还从学校管理层和同事那里争取到支持。故选B。 52．考查形容词词义辨析。句意：致力于培养教师的职业素养与自豪感，Andrew和同事们印制了印有“补习计划教师”字样的T恤。A. Contrary相反的；B. Committed尽心尽力的，坚定的；C. Sensitive敏感的；D. Addicted上瘾的。根据下文“to developing a sense of professionalism and ______ among teachers, Andrew and his colleagues printed T-shirts decorated with “Catch-Up Program Teacher””可知，印制T恤说明了他们的决心，此处指Andrew和同事致力于培养教师的职业素养和自豪感。committed to doing sth.意为“致力于做某事”。故选B。 53．考查名词词义辨析。句意参考上题。A. humour幽默；B. justice正义；C. pride自豪；D. relief宽慰。根据上文“developing a sense of professionalism and”和下文“reinforced their identity as teachers dedicated to transforming learning outcomes”可知，他们印制带标识的T恤，可以强调其身份，能够增强教师的职业认同感和对其身份的自豪感。故选C。 54．考查名词词义辨析。句意：这小且充满力量的举动，强化了他们作为教师的身份——一群致力于改变学生学习成效的教育者。A. lesson课；B. organization组织；C. routine常规；D. gesture手势，姿态。根据上文“Andrew and his colleagues printed T-shirts decorated with “Catch-Up Program Teacher””可知，印制T恤这个行为虽小，却能强化教师身份，是一种有影响力的举动。故选D。 55．考查动词短语辨析。句意：他的一名学生最能概括Andrew的影响：“妈妈问我为什么要上学，我回答说，长大后要成为像老师一样的人。”A. got over克服；B. benefited from受益于；C. summed up总结；D. brought about引起。根据下文““My mother asked me why I go to school. I replied, to become just like my teacher when I grow up.”可知，学生的话总结了Andrew的行为带来的影响。故选C。 四、语法填空 （本题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。 There are few people who could find joy in waiting for a microwave (微波炉) 56(1.5分) (finish) heating, but my mum did it. One of my earliest memories is being held 57(1.5分) her arms, counting down the flashing green 58(1.5分) (number) together. Mum is small, but I remember feeling so high up there. She would dance us left and right around the kitchen, our eyes 59(1.5分) (watch) the microwave like it was a space rocket countdown, 60(1.5分) (excite) and tension building to that final moment: BEEP! The microwave had a loud alarm, but we overshadowed that noise with our own performance, tipping our heads back and shouting into the air — a scream 61(1.5分) always ended in laughter. My mum would find fun even when completing the most boring of tasks. I remember 62(1.5分) (push) in a supermarket trolley (手推车) over 63(1.5分) uneven car park ground like riding a rollercoaster. She would speed up, the wind blowing our hair back 64(1.5分) my tiny voice singing out, “Weeee-eee-eee!” I realise now that Mum didn’t find the joy in these tasks: she created it. Who cares if neighbours can hear you singing along to a microwave? Life is full of so many 65(1.5分) (seeming) uneventful moments, but we can turn any of them into a celebration. 【答案】 56．to finish 57．in 58．numbers 59．watching 60．excitement 61．that/which 62．being pushed 63．the 64．and 65．seemingly 【导语】本文是一篇记叙文。文章主要讲述了作者回忆童年时与母亲一起度过的快乐时光，以及母亲如何将平凡的日常活动变得充满乐趣。 【详解】56．考查非谓语动词。句意：很少有人能在等待微波炉加热完成时找到乐趣，但我妈妈却能。who引导的定语从句的谓语为could find，此处为非谓语动词，wait for sb/sth to do sth.是固定搭配，意为“等待某人/某物做某事”，所以用finish的不定式形式to finish，作宾语补足语。故填to finish。 57．考查介词。句意：我最早的记忆之一是被妈妈抱在怀里，一起倒数闪烁的绿色数字。固定搭配in one’s arms表示“在某人的怀里”。故填in。 58．考查名词复数。句意：我最早的记忆之一是被妈妈抱在怀里，一起倒数闪烁的绿色数字。number“数字”是可数名词，此处指多个数字，应用复数形式，作宾语。故填numbers。 59．考查非谓语动词。句意：她带着我们在厨房里左右跳舞，我们的眼睛盯着微波炉，就像它是一艘太空火箭的倒计时，兴奋和紧张一直持续到最后一刻：哔！本句已有谓语动词would dance，此处为独立主格结构，our eyes与watch之间为主动关系，用现在分词表主动。故填 watching。 60．考查名词。句意：她会带着我们在厨房里左右跳舞，我们的眼睛盯着微波炉，仿佛那是火箭发射的倒计时，兴奋和紧张的情绪在最后一刻不断累积：叮！本空与后面的tension为并列关系，共同作主语，需用excite的名词形式excitement“兴奋”。故填excitement。 61．考查定语从句。句意：微波炉的警报声很大，但我们用自己的表演掩盖了那个声音，仰起头对着天空大喊——一声尖叫总是以笑声结束。本空引导定语从句，先行词是a scream，指物，关系词代替先行词在定语从句中作主语，应用关系代词that或which引导。故填that/which。 62．考查非谓语动词。句意：我记得坐在超市的手推车里，被人推着，在凹凸不平的停车场地面上就像坐过山车一样。remember doing sth.“记得做过某事”，且I与push“推”之间为被动关系，需用动名词的被动形式，作宾语。故填being pushed。 63．考查冠词。句意：我记得坐在在超市的手推车里被推着，在凹凸不平的停车场地面就像坐过山车一样。此处特指凹凸不平的停车场地面，应用定冠词the。故填the。 64．考查连词。句意：她会加速，风吹着我们的头发向后飘，而我小小的声音喊着：“呜呜呜！”本空连接两个并列的独立主格结构the wind blowing our hair back和my tiny voice singing out为并列关系，用and连接。故填and。 65．考查副词。句意：生活中充满了许多看似平淡无奇的时刻，但我们可以把其中任何一个变成庆祝。此处修饰形容词uneventful，应用副词seemingly“看似”，作状语。故填seemingly。 五、书信写作 66．（本题15分）假设你是李华，你的外国笔友Peter对上周日你校举办的主题为“中国传统饮食文化”（Traditional Chinese Cuisine Culture）展览感兴趣，请你给他写一封邮件介绍活动内容。内容包括： 1. 活动内容；2. 活动意义。 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Dear Peter, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】One possible version: Dear Peter, I was delighted to learn of your interest in our school’s recent exhibition on Traditional Chinese Cuisine Culture. I’m very happy to share the details with you. The exhibition offered a rich experience through three main parts. First, there were live demonstrations of making classic dishes like dumplings and mooncakes. Second, we displayed beautiful historical tableware (餐具) which came from various dynasties. Finally, interactive tea culture sessions allowed visitors to learn about and taste different Chinese teas. I truly believe this event helped us all appreciate the depth of our food heritage more deeply. I hope we can enjoy some traditional Chinese food together in the future! Yours, Li Hua 【导语】本篇书面表达属于应用文。要求考生以李华的身份给外国笔友Peter写邮件，介绍学校上周日举办的“中国传统饮食文化”展览，包括活动具体内容和活动意义，回应Peter的兴趣。 【详解】1.词汇积累 展示：display → showcase 各种各样的：various → diverse 遗产：heritage → legacy 传统的：traditional → conventional 2.句式拓展 简单句变复合句 原句：I was delighted to learn of your interest in our school’s recent exhibition on Traditional Chinese Cuisine Culture. 拓展句：I was delighted to learn that you’re interested in our school’s recent exhibition on Traditional Chinese Cuisine Culture. 【点睛】【高分句型1】Second, we displayed beautiful historical tableware (餐具) which came from various dynasties.（运用了which引导的定语从句） 【高分句型2】I truly believe this event helped us all appreciate the depth of our food heritage more deeply.（运用了省略了连接词that的宾语从句） 六、书面表达 67．（本题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。 I used to believe confidence belonged to other people. In my class, there were students who could raise a hand without trembling, who could read aloud as if their voices were made for attention. I was not one of them. When our English teacher announced a storytelling contest, my stomach tightened. “Everyone will try,” she said, smiling as if it were a gift. My classmates began discussing topics immediately. I kept my eyes on my notebook, pretending to be busy. That afternoon, while I was cleaning the blackboard, I found a crumpled card under the teacher’s desk. It was a judging card from last year, with a sentence written on the back: “Speak to one person, not to a crowd.” I didn’t know who wrote it, but the words felt like a quiet hand on my shoulder. At home, I practiced in front of the mirror. The mirror offered no applause, only my own nervous face. On the day of the contest, the auditorium lights looked brighter than usual. My hands were cold, and my mouth felt dry. When my name was called, I stepped onto the stage and saw rows of blurred faces. For a moment, I wanted to run. Then I remembered the card in my pocket. 续写要求： 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。 Paragraph 1: I took a deep breath and searched for just one face in the audience. _________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: After the contest, I unfolded the card once more and understood it differently. _____________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 Paragraph 1: I took a deep breath and searched for just one face in the audience. I noticed my English teacher, who was sitting in the front row and giving me a supportive smile. Her smile made me feel that I was not alone and that I had someone who believed in me. I focused on her face and began to tell my story as if I were speaking only to her, ignoring the rest of the crowd. As I spoke, I found that my nervousness gradually faded away, and I felt more and more confident.Paragraph 2: After the contest, I unfolded the card once more and understood it differently. The sentence “Speak to one person, not to a crowd” not only gave me courage during the contest but also taught me a valuable lesson. It reminded me that confidence comes from within and that I should not be afraid to express myself, no matter who is listening. What matters is that I believe in myself and my abilities, which is what the card had been trying to tell me all along. 【导语】本文以人物为线索展开，讲述作者曾认为自信属于他人，自己总是紧张不自信。英语老师宣布讲故事比赛时，作者很紧张。偶然作者发现一张写有鼓励话语的卡片，比赛当天紧张至极时，作者想起了它。 【详解】1.段落续写 ①由第一段句首内容“我深吸一口气，在观众中努力寻找一张熟悉的面孔。”可知，第一段可以描写作者在观众中找到老师，描写老师的表情带来的心理感受，接着写作者专注于她讲述故事，以及讲述过程中心态的变化。 ②由第二段句首内容“比赛结束后，我再次展开那张卡片，对上面的话有了新的理解。”可知，第二段可以描写作者重新理解卡片上的话，点明这句话带来的勇气和教会的道理，进而升华对自信的认知，点出卡片话语的真正内涵。 2.续写线索：深呼吸找观众面孔 —— 看到老师的鼓励微笑 —— 专注她讲述故事 —— 紧张感消退变得自信 —— 赛后重读卡片——有新理解 —— 领悟话语内涵与自信的真谛 3.词汇激活 行为类 ①注意到：notice/spot/observe ②支持性地微笑：give a supportive smile/smile supportively ③专注于：focus on/concentrate on/fix one’s attention on 情绪类 ①紧张：nervousness/anxiety/tension ②自信：confidence/self-assurance/self-confidence 【点睛】【高分句型1】I noticed my English teacher, who was sitting in the front row and giving me a supportive smile. (运用了who引导的定语从句) 【高分句型2】As I spoke, I found that my nervousness gradually faded away, and I felt more and more confident. (运用了As引导的时间状语从句、that引导的宾语从句) 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 2 / 2 学科网（北京）股份有限公司 $ 高中英语单元测试——Unit 1 Relationships（较易版01）（原卷版） 学校:___________姓名：___________班级：___________考号：___________ 一、听力选择题 1．（本题1.5分）What does the woman respect John for? A．His patience. B．His strictness. C．His creativity. 2．（本题1.5分）Where does the conversation probably take place? A．In a company. B．At a school reunion. C．At a graduation ceremony. 3．（本题1.5分）What does Alice offer to do for David? A．Take him to hospital. B．Make notes for him. C．Help him with homework. 4．（本题1.5分）What are the speakers doing? A．Studying a book. B．Reading a letter. C．Collecting money. 5．（本题1.5分）How many units must the man review over the weekend? A．Five units. B．Eight units. C．Ten units. （本题3分）听下面一段长对话，回答以下小题 6．(1.5分)What does the man’s brother think of Mr. Williams? A．He’s talented. B．He’s strict. C．He’s humorous. 7．(1.5分)What would Mr. Williams like his students to do? A．Join the special Spanish club. B．Speak Spanish freely and loudly. C．Communicate with native speakers. （本题3分）听下面一段较长对话，回答以下小题。 8．(1.5分)What is the probable relationship between the speakers? A．Mother and son. B．Classmates. C．Workmates. 9．(1.5分)What are the speakers doing? A．They are studying for a test. B．They are playing games. C．They are having a class. （本题4.5分）听下面一段对话，回答以下小题。 10．(1.5分)What are the speakers mainly talking about? A．A newspaper article. B．An interview. C．A sports event. 11．(1.5分)Who does the man suggest inviting? A．Some athletes. B．Some town leaders. C．Some actors. 12．(1.5分)Where will the woman go next? A．To her home. B．To the playground. C．To the teachers’ office. （本题6分）听下面一段对话，回答以下小题。 13．(1.5分)What does the man think of the Spelling Bee? A．It’s fun. B．It’s stress-free. C．It’s well-organized. 14．(1.5分)What was the woman good at in high school? A．Writing. B．Reading. C．Spelling. 15．(1.5分)When will the speakers arrive at school tonight? A．At 6:30. B．At 6:45. C．At 7:00. 16．(1.5分)What is the woman trying to do in the end? A．Give advice. B．Ask for help. C．Express thanks. （本题6分）听下面一段独白，回答以下小题。 17．(1.5分)What made the speaker unhappy at first? A．The bad weather. B．The early meeting time. C．The tiring bus journey. 18．(1.5分)How many students went on the trip? A．10. B．30. C．33. 19．(1.5分)What did the speaker do after lunch? A．She looked for food. B．She made a shelter. C．She collected potatoes. 20．(1.5分)What did the speaker have for supper? A．Leftovers from lunch. B．Food prepared at home. C．Self-made soup. 二、阅读理解 （本题7.5分）Make a Little Time for Some Mime Introduction Mime Time is a traditional presentation of classical and modern mime techniques. It is designed to introduce your students to an art form that has been practised for centuries throughout the world. Your students will be totally absorbed as our performer presents several humorous short “silent stories” which may include many familiar illusions such as walls, ropes, ladders and everybody’s favorite — walking against the wind. The performer may even play different characters within the same story! Each program is followed by a short question-and-answer session. There is also an optional all-day program, in which the students receive instruction in small groups on mime techniques. These “funshops” exercise both the mind and the body. Mime Time is a fascinating educational experience designed to inspire the imagination in all of us!Program Summary Grade Level Kindergarten to Grade 9 Max Audience Size Depending on the space Session Time 45 minutes Daily Session Limit Up to 2 (Extra sessions available for an additional fee) Setup Time 30 minutes Teardown Time 30 minutes Required Facilities ◆A stage or 15’ × 25’ performance area ◆Private bathroom for performers to change clothes and apply makeup Subjects Covered ◆Theatrical storytelling ◆Performance of popular mime acts Feel free to call us at 800-433-7459 or email us info@mobileedproductions.com if you have any questions. 21．(2.5分)What can students do in Mime Time? A．Watch short silent shows. B．Design a mime performance. C．Play different roles in the same story. D．Answer questions about mime techniques. 22．(2.5分)Mime Time requires _________. A．kids to be aged 9 and above B．thirty minutes to set up the stage C．extra fees for more than one session D．a performance area that holds 45 people 23．(2.5分)The passage is most probably intended for _________. A．students B．teachers C．parents D．performers （本题10分）A few years ago, I stood in a small classroom just outside of New York City, watching a high schooler named Serena Stevenson answer math questions. A teacher read out numbers — 74,470, 70,809, 98,402 — and Stevenson added them in her head. For each question, she closed her eyes, and then the fingers of her right hand began to move. She answered most of the problems correctly. The key to her success was an ancient technology called the abacus (算盘). Stevenson used a practice called “mental abacus”, imagining the abacus in her mind and then using her fingers to work out the problems. From watching Stevenson, I knew that gaining skill at the abacus was more than a matter of counting beads (珠子), so I decided to sign up for an abacus course with my two daughters to see if we could also improve our math skills. I was one of the many who had some math doubts and I felt scared. My usual solution was escape, and if I had to calculate something like a percentage change, I would go online. Then after a few abacus classes and a good amount of practice, math seemed a little less scary. I didn’t become Euclid, the founder of geometry (几何学). But the practice brought my fears down. This is a time-tested power of the abacus. Confidence grows easily in the device (设备), and abacus students are less likely to be nervous about an upcoming math test. Part of the reason, it seems, is that practice and results appear to move in step. My kids gained much as well. My youngest daughter could work out those difficult math problems, while my older child brought her abacus to school to show it to her classmates and teacher. These were just small successes for them, but that was how they finally believed in themselves. 24．(2.5分)What is the main purpose of the first paragraph? A．To prove the difficulty of math. B．To introduce the topic of the abacus. C．To show the cleverness of Stevenson. D．To compare the author with Stevenson. 25．(2.5分)What do we know about the author from paragraph 3? A．He was weak in math. B．He was good at computers. C．He thought of math as useful. D．He had a close relationship with kids. 26．(2.5分)What does the author realize from his learning experience? A．All roads lead to Rome. B．It’s never too late to learn. C．Practice makes perfect. D．Faith can move mountains. 27．(2.5分)What did the author’s kids both gain from abacus learning? A．Interest in abacus. B．Working skills. C．Secrets to success. D．Self-confidence. （本题10分）A study explored the causal role that music engagement has on student achievement in mathematics — and it found a significant benefit. The new meta-analysis published in the journal Educational Studies analysed 55 studies from around the world, involving almost 78,000 students, from kindergarten to university age. Three types of musical interventions were included: typical music lessons; instrument-playing classes; and music-math integrated interventions. Students took math tests before and after taking part in the intervention, and the change in their scores was compared with those who didn’t take part in any intervention. The use of music — whether in separate lessons or as part of math classes — caused an improvement in math over time. Combining both in the same lessons had the most significant effect, with around 73 percent of students who had integrated lessons doing significantly better than children who didn’t have any type of musical intervention. Math and music have much in common, such as the use of symbols and symmetry. Both subjects also require abstract thought and reasoning ability. Math may lend itself particularly well to being taught through music because core concepts of mathematics, such as fractions and ratios, are also fundamental to music. “Encouraging mathematics and music teachers to plan lessons together could help ease students’ anxiety about mathematics, while also boosting achievement,” said Dr. Ayca Akin, a Turkish researcher specializing in math-music integrated education. However, she also added that there was much more to be explored in this field. The relatively small number of previous studies meant that it was impossible to look at the effect of variables (变量) like types of music on the results. 28．(2.5分)What do we know about the new meta-analysis? A．It mainly studied college students. B．It collected data from one single journal. C．It used three new math teaching methods. D．It compared math scores of two student groups. 29．(2.5分)What can be inferred from paragraph 4? A．Math and music share some similarities. B．Math learning depends on music training. C．Music symbols are created for math study. D．Math and music don’t need abstract thinking. 30．(2.5分)What’s Dr. Ayca Akin’s opinion on the joint math-music lesson? A．It suits students with long music learning. B．It can remove all the math anxiety of students. C．It helps reduce math stress and improve study performance. D．Short music training is useless for easing students’ math anxiety. 31．(2.5分)What is the main idea of the passage? A．Mathematics is similar to music. B．Study pressure can be reduced by useful ways. C．Music can improve students’ math performance. D．There are different problems in modern school education. （本题10分）Giving students a chance to write about their passions can help them engage not only in writing but also in what they’re learning. Research suggests when given the opportunity to write more about subjects that interest them, students tend to spend more time in the process. To spend their writing time on a subject that fuels their interests can also help students build important skills they need in their education. Some research points out a deep knowledge of a subject is essential before students can analyze, evaluate or synthesize. A student passionate about a topic likely knows a great deal about the subject, and that is a key first step before making connections with and critically analyzing a subject, and applying those skills to other subjects, as well. Curriculum designers want to look at using journal writing as one method of involving students in topics they care about or have a passion to explore. A 2006 paper found journal assignments helped students make sense of what they were learning, rather than just memorize a topic, which promoted more critical thinking skills. Poetry festivals, held by the Sharon Public Schools in Massachusetts, or spoken word assignments, used by teachers at schools including the Academy of American Studies in New York City, are other ways educators can help channel students and their passions into writing. Allowing students to choose their writing topics may not only help bring about more assignments full of passion, but also spark the development of key learning skills. 32．(2.5分)What makes students spend more time writing? A．The interest. B．The knowledge. C．The writing skill. D．The analysis. 33．(2.5分)Why do curriculum designers use journal assignments? A．To help students do their homework. B．To help students understand what they are learning. C．To help students memorize a topic. D．To help students read the journals. 34．(2.5分)What does the text mainly talk about? A．Giving students a chance to learn special subjects. B．Writing subjects students love fuels learning. C．Journal writing helps develop students’ speaking skill. D．Allowing students to choose their own pace of study. 35．(2.5分)In which column of a newspaper does the text most probably appear? A．Science. B．Geography. C．Health. D．Education. （本题12.5分）Teaching your children about world cultures helps them appreciate the differences in people and their traditions. 36(2.5分) Instead, use your imagination to explore the world without even needing a suitcase. Create a Passport. Help them make a small book to serve as their “passport”. 37(2.5分) That way, you can draw or glue a picture of the country’s flag to stamp the pages of their “passports” as they “travel” to learn about world cultures. Learn Cultural Customs. What you might do in your home country isn’t necessarily acceptable in other countries. Learning about each culture’s customs can be important for you both 38(2.5分) Your left hand is considered unclean in India, so pass all food or objects to other people with your right one. 39(2.5分) Learning a foreign language is fun for children. When they’re exploring world cultures, study each country’s official language. Celebrate Holidays. Keep a calendar of upcoming holidays celebrated in other countries. 40(2.5分) For example, Australia, Canada, New Zealand and the United Kingdom observe Boxing Day. The holiday’s tradition includes giving money and donations to organizations and people in need. To celebrate, the two of you can box some canned goods for the local food bank. You can also drop a few bills or donate things to a nonprofit. A．Teach the Language. B．You celebrate it with fireworks. C．The pages should be blank on the inside. D．Pointing at things with feet in Thailand is not polite. E．Achieving this doesn’t require just opening a textbook. F．Celebrate national holidays just as people in that country do G．Take them to a heritage and cultural center when you are free. 三、完形填空 （本题15分）In a remote village in Zambia, where roads seem to stretch endlessly before reaching the nearest town, a classroom is filled with the energy of its young learners. The desks are basic, the books are 41 , and the room is crowded beyond capacity — but something 42 is happening here. Andrew, a 38-year-old teacher, has 43 his under-resourced and overcrowded classroom. Students in Andrew’s class travel 5 to 15 kilometers each day to attend his lessons. The daily 44 reflects the broader barriers to 45 in Zambia, where over 800,000 primary school-aged children are out of school. Andrew 46 to let these barriers limit the potential of the 47 young learners who make the daily journey to his classroom. Drawing from local culture, he 48 traditional games — like skipping rope. These 49 helped children understand numbers and develop foundational skills in 50 ways. At the same time, he 51 support from the school administration and fellow teachers, even using his own funds to obtain essential teaching materials. 52 to developing a sense of professionalism and 53 among teachers, Andrew and his colleagues printed T-shirts decorated with “Catch-Up Program Teacher”. It was a small but powerful 54 that reinforced their identity as teachers dedicated to transforming learning outcomes. One of his students 55 Andrew’s impact best: “My mother asked me why I go to school. I replied, to become just like my teacher when I grow up.” 41．(1分)A．inappropriate B．insufficient C．inexpensive D．incredible 42．(1分)A．extraordinary B．shocking C．urgent D．amusing 43．(1分)A．decorated B．equipped C．occupied D．transformed 44．(1分)A．struggle B．exercise C．schedule D．choice 45．(1分)A．transportation B．education C．communication D．accommodation 46．(1分)A．managed B．tended C．refused D．threatened 47．(1分)A．determined B．straightforward C．generous D．talented 48．(1分)A．appreciated B．named C．included D．created 49．(1分)A．beliefs B．missions C．instructions D．activities 50．(1分)A．attractive B．complex C．typical D．abstract 51．(1分)A．withdrew B．secured C．confirmed D．ignored 52．(1分)A．Contrary B．Committed C．Sensitive D．Addicted 53．(1分)A．humour B．justice C．pride D．relief 54．(1分)A．lesson B．organization C．routine D．gesture 55．(1分)A．got over B．benefited from C．summed up D．brought about 四、语法填空 （本题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。 There are few people who could find joy in waiting for a microwave (微波炉) 56(1.5分) (finish) heating, but my mum did it. One of my earliest memories is being held 57(1.5分) her arms, counting down the flashing green 58(1.5分) (number) together. Mum is small, but I remember feeling so high up there. She would dance us left and right around the kitchen, our eyes 59(1.5分) (watch) the microwave like it was a space rocket countdown, 60(1.5分) (excite) and tension building to that final moment: BEEP! The microwave had a loud alarm, but we overshadowed that noise with our own performance, tipping our heads back and shouting into the air — a scream 61(1.5分) always ended in laughter. My mum would find fun even when completing the most boring of tasks. I remember 62(1.5分) (push) in a supermarket trolley (手推车) over 63(1.5分) uneven car park ground like riding a rollercoaster. She would speed up, the wind blowing our hair back 64(1.5分) my tiny voice singing out, “Weeee-eee-eee!” I realise now that Mum didn’t find the joy in these tasks: she created it. Who cares if neighbours can hear you singing along to a microwave? Life is full of so many 65(1.5分) (seeming) uneventful moments, but we can turn any of them into a celebration. 五、书信写作 66．（本题15分）假设你是李华，你的外国笔友Peter对上周日你校举办的主题为“中国传统饮食文化”（Traditional Chinese Cuisine Culture）展览感兴趣，请你给他写一封邮件介绍活动内容。内容包括： 1. 活动内容；2. 活动意义。 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在答题卡的相应位置作答。 Dear Peter, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 六、书面表达 67．（本题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。 I used to believe confidence belonged to other people. In my class, there were students who could raise a hand without trembling, who could read aloud as if their voices were made for attention. I was not one of them. When our English teacher announced a storytelling contest, my stomach tightened. “Everyone will try,” she said, smiling as if it were a gift. My classmates began discussing topics immediately. I kept my eyes on my notebook, pretending to be busy. That afternoon, while I was cleaning the blackboard, I found a crumpled card under the teacher’s desk. It was a judging card from last year, with a sentence written on the back: “Speak to one person, not to a crowd.” I didn’t know who wrote it, but the words felt like a quiet hand on my shoulder. At home, I practiced in front of the mirror. The mirror offered no applause, only my own nervous face. On the day of the contest, the auditorium lights looked brighter than usual. My hands were cold, and my mouth felt dry. When my name was called, I stepped onto the stage and saw rows of blurred faces. For a moment, I wanted to run. Then I remembered the card in my pocket. 续写要求： 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。 Paragraph 1: I took a deep breath and searched for just one face in the audience. _________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: After the contest, I unfolded the card once more and understood it differently. _____________________________________________________________________________________________________________________________________________________________________________________________________ I took a deep breath and searched for just one face in the audience. I noticed my English teacher, who was sitting in the front row and giving me a supportive smile. Her smile made me feel that I was not alone and that I had someone who believed in me. I focused on her face and began to tell my story as if I were speaking only to her, ignoring the rest of the crowd. As I spoke, I found that my nervousness gradually faded away, and I felt more and more confident.Paragraph 2: 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 2 / 2 学科网（北京）股份有限公司 $