高中英语单元测试——Unit 1 Back to School（较难版01）

高中英语单元测试——Unit 1 Back to School（较难版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 played the most important role in Tom’s passing the TOEFL test? A．His luck. B．His effort. C．The language school. 【答案】B 【原文】M: How was it that Tom managed to pass Test of English as a Foreign Language or TOEFL, as it is called? W: Oh, he had studied English in a language school for several years. And hard work paid off. 2．（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? 3．（本题1.5分）Where does the conversation most probably take place? A．In the classroom. B．In the school clinic. C．In the office. 【答案】A 【原文】W: David, I’ve got a fever. I feel sick and can’t concentrate on my exercises. M: That’s terrible. Let me take you to the school clinic. Then I’ll go to the office and tell Mr. Smith about it. 4．（本题1.5分）What did the girls do in the history class? A．They were late. B．They criticized others. C．They improperly laughed. 【答案】C 【原文】W: A group of girls laughed in our history class when they shouldn’t. The teacher used to be patient with them, but she criticized them after class today. M: I understand your teacher. Every lesson should be respected. 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）听下面一段对话，回答以下小题。 6．(1.5分)What is the woman now? A．A student. B．A teacher. C．A pianist. 7．(1.5分)What do the woman’s parents want her to learn? A．Painting. B．Singing. C．Acting. 【答案】6．A 7．C 【原文】M: What are you going to do when you graduate from school, Sophia? W: I haven’t made up my mind yet. But maybe I will go to an art institute. M: What are you going to learn there? Is it singing? I know you are very good at singing. W: Well, I want to be a singer. But my parents think I should learn acting and try to be an actress. They just say that popular singers are usually young people. M: But it’s not true. There are many old singers. W: You’re right, Ben. I’ll try to persuade them to let me learn singing. M: You are right. I want to be a pianist and I will never give up playing the piano. （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．Colleagues. B．Schoolmates. C．Roommates. 9．(1.5分)What does Frank plan to do right after graduation? A．Travel around the world. B．Work as a programmer. C．Start his own business. 【答案】8．B 9．B 【原文】M: Hi, Sue. How’s it going? W: Oh, hi, Frank, just fine. How are your classes? M: Pretty good. I’m glad this is my last term here, though. W: Why is that? I thought you were enjoying school. M: I was. But now I’m getting tired of it. I’m ready for the real world. W: What are you planning to do when you graduate? M: First, I want to get a job as a computer programmer, and then after five years or so, I’d like to start my own business. W: Sounds good. I still have three terms to go until I’m done. M: You’ll make it for sure. Well, see you later. W: Bye! （本题4.5分）听下面一段对话，回答以下小题。 10．(1.5分)What does the man offer to do for the woman? A．Give her a ride. B．Help her with the work. C．Recommend a school to her. 11．(1.5分)Why did the woman decide to attend night school? A．To learn job skills. B．To enrich her life. C．To share short videos. 12．(1.5分)What may the woman learn next? A．Traditional Chinese painting. B．Advertising photography. C．A foreign language. 【答案】10．A 11．B 12．C 【原文】M: It’s already 6:00 p.m. Let’s call it a day. Your place is on my way home. Do you need a lift? W: Thanks, but I need to go to night school. M: Go to night school after a full day’s work? What made you decide to do that? W: Well, night school is a great place to learn new skills. One of my friends takes classes to keep up with the latest job skills. As for me, learning something is definitely better than wasting time watching short videos at home. Before going to night school, I always felt that my life was boring and empty. M: I see. What class are you taking? W: I’m taking a baking class right now. There are a lot of options, like traditional Chinese painting and advertising photography. And I might take a foreign language class after I finish this. （本题6分）听下面一段较长对话，回答以下小题。 13．(1.5分)What are the speakers mainly talking about? A．A scientific study. B．A summer camp. C．A study plan. 14．(1.5分)How many students will be chosen to go to the camp? A．20. B．19. C．300. 15．(1.5分)What would the woman like to study? A．How animals act. B．How plants change. C．How animals grow. 16．(1.5分)Who will join the camp staff this year? A．A plant scientist. B．An animal expert. C．A famous explorer. 【答案】13．B 14．A 15．B 16．A 【原文】M: Hello! Are you interested in going to the science camp this summer? W: Yes. I think I am. What is it like? M: Well, you get to live with 19 other kids in the country’s best science center. You do real experiments with some experts. Do you like animals? W: Of course! M: Good. You could study the way animals grow or how they act. There will be a scientist teaching these things at camp. W: I’m interested in learning about how plants change over time. M: Wonderful! Then this is the perfect place for you. A famous plant scientist will be joining the camp staff this year. W: Great! How much does it cost? M: It’s free. But you have to apply. Only a small number of students get to attend each summer. You will be competing against about three hundred others. （本题6分）听下面一段独白，回答以下小题。 17．(1.5分)What is the announcement mainly about? A．A school meeting. B．A website update. C．A Fun Day event. 18．(1.5分)Who can attend the event for free? A．School students. B．Attendees. C．Family members. 19．(1.5分)What activity will be held in the evening? A．A fun fair. B．A concert. C．A swimming race. 20．(1.5分)Why does the speaker ask the website club to see him? A．To organize the Fun Day. B．To check the event details. C．To update the school website. 【答案】17．C 18．A 19．B 20．C 【原文】 M: Good morning, everyone. Before the meeting, I have an exciting announcement to make. As part of our end of year celebrations, the governors have allowed the school to hold a rather amazing Fun Day. The school grounds will stage a fun fair with exciting rides to enjoy. There’ll be various competitions including sports games and swimming races. In the evening, there will be a concert. The day is totally free for school students, but please note there will be a small fee for parents and other family members. There will be more details coming out closer to the event and as always, our school website will have all the up-to-date information. It reminds me, can I ask all members of our website building club to see me at break time? There are a few important updates we’ve been advised to make. 二、阅读理解 （本题7.5分）Language & Culture Short Term English Program (STEP) Come practice your English and experience American culture in the lively city of Seattle! Designed for international learners, this intense four-week program combines structured morning lessons with optional afternoon activities to help you gain confidence and fluency in real-world settings. Academic Lessons Morning classes (Monday — Friday, 9:00 am — 12:00 pm) focus on practical communication skills. Led by experienced ESL (English as a Second Language) teachers, lessons cover practical skills in conversations, vocabulary development through multimedia resources, and the use of American idioms and slang (俚语) in everyday contexts. Small class sizes, limited to 18 students, ensure personalized attention and plenty of speaking opportunities for every participant. Cultural Exploration Twice weekly (Tuesdays and Thursdays, 1:00 pm — 4:00 pm), program staff and University of Washington students lead optional field trips to famous Seattle destinations, such as Pike Place Market and the Space Needle. These guided trips provide natural environments to practice English while exploring local history and modern Pacific Northwest culture. Program Costs Here are the costs you need to know: Item Cost Notes Tuition (学费) $ 1,955 Includes all course materials Sign-up fee $ 55 No refund; due upon application Room & board $ 1,600 General; varies by option Activity transport $ 10 / day For optional Tuesday / Thursday trips Housing Options On-campus dormitories are available only for summer classes (June-August). Winter participants (January-March) must arrange off-campus accommodation; we recommend contacting qualified homestay organizations to experience daily life with local families. All housing costs are the student’s responsibility. Admission Requirements Applicants must be at least 18 years old, or 17 with proof of high school graduation. Basic English skills include simple spelling, the ability to introduce oneself, and understanding simple classroom directions. 21．(2.5分)What do the morning classes specifically highlight? A．Academic writing and research methods. B．Business English and presentation techniques. C．Conversational strategies and vocabulary build-up. D．Grammar translation and classical literature research. 22．(2.5分)What is the transport cost for a student joining all optional trips in one week? A．$ 20. B．$ 40. C．$ 50. D．$ 60. 23．(2.5分)Where is the text most likely taken from? A．A travel brochure at a Seattle hotel. B．A research report on language teaching. C．A program guide on a university website. D．A news article about summer schools abroad. 【答案】21．C 22．A 23．C 【导语】本文介绍了美国西雅图华盛顿大学面向国际学习者推出的为期四周的语言文化短期英语项目，内容涵盖课程设置、文化活动、项目费用、住宿选择和入学要求。 【详解】21．细节理解题。根据Academic Lessons部分“Morning classes (Monday — Friday, 9:00 am — 12:00 pm) focus on practical communication skills. Led by experienced ESL (English as a Second Language) teachers, lessons cover practical skills in conversations, vocabulary development through multimedia resources, and the use of American idioms and slang (俚语) in everyday contexts.(上午课程（周一至周五，上午9:00—12:00）聚焦实用沟通技能。课程由经验丰富的ESL（英语作为第二语言）教师授课，内容涵盖对话实用技巧、依托多媒体资源拓展词汇，以及在日常语境中使用美国习语和俚语。)”可知，上午课程专门强调对话技巧和词汇积累。 22．推理判断题。根据Program Costs部分“Activity transport”、“$ 10 / day”、“For optional Tuesday / Thursday trips”可知，每周有2次选择性出行（周二/周四），每次交通费10美元，因此一周的总交通费为2×10=20美元。 23．推理判断题。根据文章标题“Language & Culture Short Term English Program (STEP)(语言文化短期英语项目)”和第一段“Come practice your English and experience American culture in the lively city of Seattle! Designed for international learners, this intense four-week program combines structured morning lessons with optional afternoon activities to help you gain confidence and fluency in real-world settings.(快来西雅图这座充满活力的城市练习英语，体验美国文化吧！这个为期四周的密集型项目专为国际学习者设计，将结构化的早课与可选的下午活动相结合，帮助您在现实世界中建立信心、提升英语流利度。)”并结合全文内容可知，本文是面向国际学习者的短期英语语言文化项目的完整介绍，还标注了清晰的费用、住宿要求和申请条件，邀请读者参加，因此最可能出自一所大学官网的项目指南。 （本题10分）It was in my second year in college. One day, Dr Martin was lecturing, and we were taking notes. Suddenly he stopped and fixed a cold stare on Luke beside me. Luke stared back, and crossed his arms over his chest. “What is your problem, young man?” the professor tried to calm down. “You,” Luke replied. “Me?” “Yeah, you and the boring course you’re teaching.” I sat in terror and surprise. I had never seen such a scene. “Get out of my class!” Dr Martin thundered. Luke put away his books and headed toward the classroom door. The door shut, and Dr Martin continued his lecture. However, I didn’t hear a word he said. My complete attention was on Luke who had stormed out of the classroom. Five minutes or so went by. Dr Martin stopped his lecture and asked, “What have I been lecturing about for the last five minutes?” I didn’t know. Nobody knew. The class was silent. Then, Dr Martin said to me, “John, go and tell Luke that he can come back in.” As Luke was making his way back to his seat, Dr Martin thanked him for his excellent acting job. We sat in stunned (震惊的) silence. And then, Dr Martin said something I would never forget. “You weren’t listening to my lecture. You were all thinking about Luke and our little conflict. Remember that when you start teaching, any time there is a disruption (扰乱) in class, you’ll lose your students’ attention.” It was one of the most useful lessons I ever learned in college. I became a teacher later, and over the years, my class was interrupted by various distractions. Every time I lost the class’s attention, I flashed back to the lesson Dr Martin taught me that day. I gave my students five minutes to discuss what had happened and then said cheerfully, “Let’s get back to today’s lesson!” 24．(2.5分)Why was the author unable to focus on the lecture after the conflict? A．He was scared by Dr Martin’s anger. B．His attention was fixed entirely on Luke. C．He was busy taking notes about the conflict. D．Dr Martin’s lecture was too boring to follow. 25．(2.5分)How did the students most probably feel after they knew the truth? A．Confused. B．Excited. C．Relieved. D．Disappointed. 26．(2.5分)Which words can best describe Dr Martin’s teaching style? A．Strict and traditional. B．Humorous and casual. C．Simple and repetitive. D．Creative and instructive. 27．(2.5分)What does the author want to tell us by writing the text? A．A strategy to attract students. B．A strategy to settle a conflict. C．A way to deal with a disruption. D．A way to discipline students. 【答案】24．B 25．A 26．D 27．C 【导语】这篇文章主要讲述了马丁教授和学生卢克假意课堂争执，让全班分心，借此告诉师范生课堂突发干扰易分散学生注意力。作者从教后沿用此法妥善处理课堂意外。 【详解】24．细节理解题。根据第二段中“However, I didn’t hear a word he said. My complete attention was on Luke who had stormed out of the classroom. (然而，我什么也没听到。我的全部注意力都集中在冲出教室的卢克身上。)”可知，在卢克离开后，作者无法集中注意力听课是因为他的注意力完全在卢克的身上。 25．推理判断题。根据第三段中“As Luke was making his way back to his seat, Dr Martin thanked him for his excellent acting job. We sat in stunned (震惊的) silence. ( 当卢克往自己的座位走去时，马丁教授感谢他出色的表现。我们呆呆地坐着，鸦雀无声。)”可知，学生们在得知这是一场表演后是一片震惊的安静，所以他们最可能是感到困惑，无法立刻反应。 26．推理判断题。根据文章大意以及第四段“And then, Dr Martin said something I would never forget. “You weren’t listening to my lecture. You were all thinking about Luke and our little conflict. Remember that when you start teaching, any time there is a disruption (扰乱) in class, you’ll lose your students’ attention.” (然后，马丁教授说了一句话，我永远都不会忘记。“你根本没听我的讲课。”你们都在想着卢克以及我们之间的那场小冲突。记住这一点吧：当你开始授课时，一旦课堂出现任何干扰，你就会失去学生的注意力。”)”可知，马丁教授通过一场精心设计的课堂“冲突”给作者上了一堂关于如何应对课堂干扰的课，说明他的教学方法很有创意(creative) ，并且这一课对作者产生了深远的影响，说明他的教学方法富有教益(instructive)。由此可推知，马丁教授的教学风格是具有创造性和启发性。 27．推理判断题。根据最后一段中“Every time I lost the class’s attention, I flashed back to the lesson Dr Martin taught me that day. I gave my students five minutes to discuss what had happened and then said cheerfully, “Let’s get back to today’s lesson!” (每次我失去学生的注意力时，我都会回想起马丁博士那天给我的那堂课。我给学生们五分钟时间来讨论所发生的事情，然后愉快地说道：“让我们回到今天的课程吧！”)”可推知，作者写这篇文章是想告诉我们一种应对课堂干扰的方法。 （本题10分）Most young people today have never picked a tomato off a vine (藤蔓), collected eggs from a chicken cage, or understood the work that goes into growing a single head of cabbage. This disconnection from food sources creates a broader disconnection from the environment and the systems that sustain us. Sustainable agriculture education fills this gap by giving students direct experience with how food is grown and harvested. When the youth engage with farming and gardening, they develop a deeper appreciation for the resources required to produce food. They witness the first-hand relationship between healthy soil, clean water, and nutritious crops. They learn that food production doesn’t happen in isolation but as part of complex ecosystems involving insects, microorganisms, weather patterns, and human labor. Beyond environmental awareness, students also learn patience as they wait for seeds to come up and plants to mature. They develop problem-solving abilities when facing challenges such as pests, drought, and unexpected weather. They practice responsibility through regular care and maintenance of plants and animals. They experience how individual contributions combine to create collective success. Many students also discover they enjoy and excel at hands-on work, building confidence that might not emerge in traditional academic settings. When students work with living systems, they witness cause-and-effect relationships that might otherwise remain abstract. Water conservation becomes personal when students must regularly irrigate their plants and can observe the consequences of too much or too little water. Installing rainwater collectors, learning about drip irrigation, or comparing the water needs of different crops can make resource management tangible. Students begin thinking critically about water use, not just in the garden but in their broader lives. Simply begin by assessing your available space and resources. A sunny corner of a schoolyard, a vacant lot, or even containers can become productive growing spaces. The key is to start with manageable projects that can succeed. Growing easy, fast-maturing crops gives students quick wins and keeps up enthusiasm while they learn fundamental skills. 28．(2.5分)What problem can sustainable agriculture education address? A．The urgent threat posed by climate change. B．The growing challenges of ensuring food security. C．Students’ ignorance of environmental conservation. D．Students’ lack of direct engagement with farming. 29．(2.5分)How does sustainable agriculture education benefit students? A．By improving their physical strength. B．By boosting their academic performance. C．By maximizing their personal contributions. D．By developing their qualities and capabilities. 30．(2.5分)What does “tangible” underlined in paragraph 4 mean? A．Available. B．Concrete. C．Flexible. D．Complex. 31．(2.5分)What does the author suggest on agricultural education? A．Finding a sunny farm. B．Buying costly equipment first. C．Waiting for perfect conditions. D．Starting with accessible projects. 【答案】28．D 29．D 30．B 31．D 【导语】文章介绍了可持续农业教育对学生认知、能力与环保意识的益处。 【详解】28．细节理解题。根据第一段“This disconnection from food sources creates a broader disconnection from the environment and the systems that sustain us. Sustainable agriculture education fills this gap by giving students direct experience with how food is grown and harvested.(这种与食物来源的脱节造成了与环境和生存系统的更大脱节。可持续农业教育通过让学生直接体验食物的种植和收获来填补这一空白。)”可知，该教育解决学生缺乏农耕实践、脱离农业生产的问题。 29．推理判断题。根据第三段“Beyond environmental awareness, students also learn patience as they wait for seeds to come up and plants to mature. They develop problem-solving abilities when facing challenges such as pests, drought, and unexpected weather. They practice responsibility through regular care and maintenance of plants and animals. They experience how individual contributions combine to create collective success. Many students also discover they enjoy and excel at hands-on work, building confidence that might not emerge in traditional academic settings.(除了提升环境意识，学生们在等待种子发芽、作物成熟的过程中学会了耐心。面对虫害、干旱和异常天气等挑战时，他们培养了解决问题的能力。通过对动植物的日常照料和维护，他们践行着责任感。他们亲身体会到个人贡献如何汇聚成集体成果。许多学生还发现自己喜爱并擅长动手实践，这建立了在传统课堂中可能无法获得的自信。)”可知，该教育全面培养学生的个人品质与综合能力。 30．词句猜测题。根据第四段“When students work with living systems, they witness cause-and-effect relationships that might otherwise remain abstract. Water conservation becomes personal when students must regularly irrigate their plants and can observe the consequences of too much or too little water. Installing rainwater collectors, learning about drip irrigation, or comparing the water needs of different crops can make resource management tangible.(当学生们接触生命系统时，那些原本可能停留在抽象层面的因果关系变得清晰可见。当学生必须定期灌溉作物，并能直观看到水分过多或过少带来的后果时，节水意识就转化为切身感受。安装雨水收集器、学习滴灌技术、比较不同作物的需水量，这些实践能让资源管理变得tangible。)”可知，亲身实践让抽象知识变为具体可感知的内容。tangible意为“具体的”。 31．细节理解题。根据最后一段“The key is to start with manageable projects that can succeed.(关键在于从可操作、能成功的项目起步。)”可知，作者建议从简单易开展、可实现的项目入手。 （本题10分）What kind of people can become scientists? When a group of researchers posed that question to ninth-and 10th-graders, almost every student gave such responses as “People who work hard” or “Anyone who seems interested in the field of science.” Many of these same students struggled to imagine themselves as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.” It’s easy for them to see a scientist’s work as arising from an inborn talent. But for high school students, learning more about some struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students’ beliefs that scientific achievement depends on ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts. During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday. Intellectual(智力的)struggle stories: stories about how scientists “struggled intellectually,” such as making mistakes while addressing a scientific problem and learning from them. Life struggle stories: stories about how scientists struggled in their personal lives, such as not giving up in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of coexisting challenges. Researchers found that students who heard either type of “struggle stories” improved their science performance after-intervention, compared to students in the control group. The effect was especially pronounced for lower performing students, for whom exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories. In addition, students who read struggle stories reported feeling more personally connected to the scientists. By recognizing a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize(共情)with the scientists during their own struggles. 32．(2.5分)Why do students fail to imagine themselves as scientists? A．They lack interest in science. B．They are short of confidence. C．They don’t have inborn talent. D．They have no ability to study science. 33．(2.5分)What’s the purpose of the intervention? A．To introduce some inspirational stories to students. B．To expose students to scientists’ great achievements. C．To ensure students will become scientists in the future. D．To clear students’ misunderstandings of scientific work. 34．(2.5分)The underlined word “pronounced” in the last paragraph is closest in meaning to________. A．minimal B．noticeable C．doubtful D．long-lasting 35．(2.5分)What can we learn from the research? A．Science ability has nothing to do with efforts. B．Students are more motivated by achievement stories. C．Scientists’ struggle stories can influence readers’ beliefs. D．Low-performing students tend to feel connected to scientists. 【答案】32．B 33．D 34．B 35．C 【导语】这是一篇说明文。文章主要讲述了研究人员向九年级和十年级的学生提出“什么样的人可以成为科学家”这个问题时，几乎每个学生的回答都是“努力学习的人”或“对科学领域感兴趣的人”。为了解除这种误解，研究人员设计了一项干预，即了解更多关于科学家的奋斗可以帮助学生更有动力学习科学，结果发现，听过任何一种“奋斗故事”的学生在干预后的科学表现都有所提高。 【详解】32．推理判断题。根据文章第二段内容“Many of these same students struggled to imagine themselves as scientists, citing concerns such as ‘I’m not good at science’ and ‘Even if I work hard, I will not do well.’ It’s easy for them to see a scientist’s work as arising from an inborn talent.(同样是这些学生中的许多人都很难将自己想象成科学家，理由是“我不擅长科学”和“即使我努力工作，也不会做得很好”。他们很容易将科学家的工作视为天生的才能。)”可知，这些学生认为能够成为科学家是天生的才能，“自己不擅长”或“即使努力也无法做好”这样的理由可以看作为他们缺乏自信，从而很难将自己想象成科学家。故选B项。 33．推理判断题。根据文章第三段内容“Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts.(教师学院、哥伦比亚大学和华盛顿大学的研究人员设计了一种干预措施，让学生了解有成就的科学家在科学努力中如何努力和克服挑战的故事，从而改变学生们认为科学成就反映的是能力而不是努力的观念。)”可知，这项干预通过让学生们了解科学家们是如何努力奋斗克服挑战的，以澄清学生对科学工作的误解。故选D项。 34．词义猜测题。分析可知，非限制性定语从句“for whom exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories. (对他们来说，接触奋斗故事比阅读成就故事的成绩差的学生在科学课上表现更好)”的先行词为“lower performing students(成绩差的学生)”，因此可知，在“干预”后，接触奋斗故事的成绩差的学生和阅读成就故事的成绩差的学生在科学课上都有了好的表现，且二者之间通过对比出现了“更好”，由此可推知，干预对于成绩差的学生效果显著，因此，“The effect was especially pronounced”应是“效果显著”的意思，由此可推知，“pronounced”应是“明显的，显著的”含义，与选项B“noticeable(显而易见的)”含义相同。故选B项。 35．推理判断题。根据文章末尾内容“By recognizing a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize (共情) with the scientists during their own struggles.(通过认识科学家的奋斗，并介绍他或她在完成伟大工作时所运用的成长心态，学生们能够在科学家的奋斗过程中感同身受。)”可知，通过了解一个科学家的奋斗史，学生们使得自己在奋斗过程中能够产生与科学家的共鸣，从而能够改变之前的对于科学家工作的误解。由此可推知，科学家的奋斗故事可以影响读者的信念。故选C项。 （本题12.5分）If I run for student body president, the number one way I hope to positively impact my school is by creating a culture of belonging. 36(2.5分) , but if students do not feel connected or welcomed, those opportunities go unused. My goal will be to make leadership feel accessible and community feel intentional. 37(2.5分) . As part of a special club at the university, I greet students each week, offering encouragement. One Sunday, I noticed a student hesitate at the entrance, clearly overwhelmed (不知所措). Instead of simply offering a greeting and moving on, I stopped and asked how she was doing. That brief moment of attention turned into a meaningful conversation, and she became cheerful. That interaction reminded me that leadership sometimes is about recognizing when someone needs to be acknowledged. As student body president, I will bring that same intentionality to student leadership. 38(2.5分) . To change that, I will prioritize open communication by creating regular forums (论坛) where students can share concerns, ideas, and feedback in a welcoming environment. Leadership should feel like a bridge, not a barrier. When students feel heard, they become more engaged in their campus community. I’ll also promote belonging by improving access to information and involvement opportunities. 39(2.5分) , but they often feel frightened or unsure where to start. I will work to strengthen communication across campus through consistent updates, collaboration with student organizations, and visible leadership presence at events. 40(2.5分) , so students feel encouraged to step outside their comfort zones. By creating an environment where students feel welcomed, supported, and empowered, I believe our campus can become a place where everyone feels encouraged to lead, serve, and grow. A．A campus can have endless opportunities B．Students are confident that their voice matters C．I have got many opportunities to interact with others D．My goal will be to make involvement inviting rather than overwhelming E．I’ve learned the power of belonging through my experience of serving others F．Students often feel disconnected from those making decisions on their behalf G．Many students want to join organizations, attend events, or use campus resources 【答案】36．A 37．E 38．F 39．G 40．D 【导语】本文主要介绍了竞选学生会主席的候选人承诺营造归属感文化，通过开放沟通、信息透明和积极鼓励，让每位学生都能参与并感到被支持。 【详解】36．上文“If I run for student body president, the number one way I hope to positively impact my school is by creating a culture of belonging. (如果我竞选学生会主席，我希望对学校产生积极影响的首要方式是营造一种归属感文化)”提出营造归属感文化的目标，及下文“but if students do not feel connected or welcomed, those opportunities go unused.  (但如果学生感受不到联结或者不被欢迎，那些机会就会被浪费)”提到机会未被利用，A选项“A campus can have endless opportunities (校园可以有无尽的机会)”中的“endless opportunities”与下文“those opportunities”呼应，且与下文形成转折，符合语境。 37．下文“As part of a special club at the university, I greet students each week, offering encouragement. One Sunday, I noticed a student hesitate at the entrance, clearly overwhelmed (不知所措). Instead of simply offering a greeting and moving on, I stopped and asked how she was doing. That brief moment of attention turned into a meaningful conversation, and she became cheerful. That interaction reminded me that leadership sometimes is about recognizing when someone needs to be acknowledged. (作为大学一个特别俱乐部的一员，我每周都问候学生，给予鼓励。一个星期天，我注意到一个学生在入口处犹豫，显然不知所措。我没有简单地打招呼就走开，而是停下来问她怎么样。那短暂的关注时刻变成了一场有意义的对话，她变得开朗起来。那次互动提醒我，领导力有时在于识别何时有人需要被认可)”通过具体事例说明服务他人带来的归属感力量，E选项“I’ve learned the power of belonging through my experience of serving others (我通过服务他人的经历领悟到了归属感的力量)”概括本段主旨，引出下文，符合语境。 38．下文“To change that, I will prioritize open communication by creating regular forums (论坛) where students can share concerns, ideas, and feedback in a welcoming environment. (为了改变这一点，我将优先通过创建定期的论坛来促进开放沟通，让学生可以在友好温馨的环境中分享担忧、想法和反馈)”提到要改变某种现状，F选项“Students often feel disconnected from those making decisions on their behalf (学生们经常感到与那些代表他们做决定的人脱节)”描述了需要改变的问题，与下文“To change that”呼应，符合语境。 39．下文“but they often feel frightened or unsure where to start. (但他们经常感到害怕或不确定从哪里开始)”提到学生想参与却害怕，G选项“Many students want to join organizations, attend events, or use campus resources (许多学生想加入组织、参加活动或使用校园资源)”与下文形成转折，且“want to”与“feel frightened”构成对比，符合语境。 40．上文“I will work to strengthen communication across campus through consistent updates, collaboration with student organizations, and visible leadership presence at events. (我将致力于通过持续更新消息、与学生组织合作以及领导层公开出席各类活动来加强整个校园的沟通)”提到加强沟通的具体措施，及下文“so students feel encouraged to step outside their comfort zones. (因此学生们感到被鼓励走出舒适区)”说明结果，D选项“My goal will be to make involvement inviting rather than overwhelming (我的目标是让参与变得有吸引力而不是令人不知所措)”中的“make involvement inviting”与上文措施一致，“rather than overwhelming”与下文“step outside their comfort zones”呼应，承上启下，符合语境。 三、完形填空 （本题15分）When I entered Berkeley, I hoped to earn a scholarship. Having been a Straight-A student, I believed I could 41 tough subjects and really learn something. One such course was World Literature given by Professor Jayne. I was extremely interested in the ideas he 42 in class. When I took the first exam, I was 43 to find a 77, C-plus, on my test paper, for English was my best subject. I went to Professor Jayne, who listened to my arguments but remained 44 . I decided to try harder, although I didn’t know what that means 45 school had always been easy for me. I read the books more carefully, but got another 77. Again, I 46 with Professor Jayne. Again, he listened 47 but wouldn’t change his mind. One more test before the final exam. One more 48 to improve my grade. So I redoubled my efforts and, for the first time, learned the meaning of the word “ 49 ”. But my 50 did no good and everything went as before. The last hurdle was the final. No matter what grade I got, it wouldn’t cancel three C-pluses. I might as well kiss the 51 goodbye. I stopped working hard. I felt I knew the course material as well as I ever would. The night before the final, I even 52 myself to a movie. The next day I decided for once I’d have fun with a test. A week later, I was surprised to find I got an A．I hurried into Professor Jayne’s office. He 53 to be expecting me. “If I gave you the grade as you expected, you wouldn’t continue to work as hard.” I stared at him, 54 that his analysis and strategy were correct. I had worked my head off, as I had never done before. I was 55 when my course grade arrived: A-plus. It was the only A-plus given. The next year I received my scholarship. I’ve always remembered Professor Jayne’s lesson: you alone must set your own standard of excellence. 41．(1分)A．take B．discuss C．cover D．get 42．(1分)A．sought B．presented C．exchanged D．obtained 43．(1分)A．shocked B．worried C．scared D．anxious 44．(1分)A．unchanged B．unpleasant C．unfriendly D．unmoved 45．(1分)A．when B．because C．if D．though 46．(1分)A．quarreled B．reasoned C．bargained D．chatted 47．(1分)A．angrily B．patiently C．surprisedly D．naturally 48．(1分)A．choice B．step C．chance D．measure 49．(1分)A．tough B．difficult C．final D．thorough 50．(1分)A．ambition B．confidence C．effort D．method 51．(1分)A．scholarship B．course C．degree D．subject 52．(1分)A．helped B．favored C．treated D．relaxed 53．(1分)A．happened B．proved C．pretended D．seemed 54．(1分)A．remembering B．guessing C．supposing D．realizing 55．(1分)A．anxious B．touched C．speechless D．correct 【答案】 41．A 42．B 43．A 44．D 45．B 46．B 47．B 48．C 49．D 50．C 51．A 52．C 53．D 54．D 55．C 【导语】这是一篇记叙文。文章讲述了作者一直是个优等生，认为学习很简单，进入伯克利后，他在杰恩教授的课上却得了C+，他不断努力，仍然没有改进，但在期末考试中，他却获得了A+，原来C+的成绩是教授为了激励他不断努力。 41．考查动词词义辨析。句意：作为一名优等生，我相信我可以选修一些艰难的科目，并真正学到一些东西。A. take开始学习（某课程），选修；B. discuss讨论；C. cover覆盖；D. get获得。根据句中“tough subjects”可知，我是一名优等生，我相信我可以选修一些艰难的科目，“take”意为“开始学习（某课程），选修”，符合语境。故选A项。 42．考查动词词义辨析。句意：我对他在课堂上提出的想法非常感兴趣。A. sought寻找；B. presented提出；C. exchanged交换；D. obtained获得。根据上文“One such course was World Literature given by Professor Jayne.”可知，我想学习杰恩教授的课程，由此可知，我对他在课堂上提出的想法感兴趣。故选B项。 43．考查形容词词义辨析。句意：当我参加第一次考试时，我震惊的发现我的试卷上是77分，C+，因为英语是我最好的科目。A. shocked震惊的；B. worried担心的；C. scared害怕的；D. anxious焦虑的。根据上文“Having been a Straight-A student”可知，我是一名优等生，由此可知，“C+”的分数让我感到震惊。故选A项。 44．考查形容词词义辨析。句意：我去找了杰恩教授，他听了我的争辩，但仍然无动于衷。A. unchanged没有变化的；B. unpleasant不愉快的；C. unfriendly不友好的；D. unmoved无动于衷的。根据句中转折连词“but”可知，杰恩教授听了我的争辩，但仍然无动于衷。故选D项。 45．考查从属连词词义辨析。句意：我决定更加努力，尽管我不知道这意味着什么，因为学校对我来说一直很容易。A. when何时；B. because因为；C. if如果；D. though尽管。根据句中“I didn’t know what that means”和“school had always been easy for me”可知，上下文为因果关系，我不知道更加努力意味着什么，因为学校对我来说一直很容易，故应用“because”引导从句。故选B项。 46．考查动词词义辨析。句意：我再次和杰恩教授讲道理。A. quarreled争吵；B. reasoned说服，劝说；C. bargained讨价还价；D. chatted聊天。根据上文“who listened to my arguments”可知，之前，因为分数我已经和杰恩教授沟通过一次了，由此可知，这次，由于分数，我再次和杰恩教授讲道理，“reason with sb.”意为“和某人讲道理”。故选B项。 47．考查副词词义辨析。句意：他又耐心地听着，但没有改变主意。A. angrily生气地；B. patiently耐心地；C. surprisedly惊讶地；D. naturally自然地。根据上文“who listened to my arguments”可知，杰恩教授会仔细听我的争论，由此可知，这次，他又耐心地听着我说的话。故选B项。 48．考查名词词义辨析。句意：再给我一次提高成绩的机会。A. choice选择；B. step步伐；C. chance机会；D. measure措施。根据上文“One more test before the final exam.”可知，我又迎来了一次考试，由此可知，对我来说，这是一次提高成绩的机会。故选C项。 49．考查形容词词义辨析。句意：因此，我加倍努力，第一次学会了“彻底的”这个词的含义。A. tough艰苦的；B. difficult困难的；C. final最终的；D. thorough彻底的。根据句中“So I redoubled my efforts”可知，为了取得好成绩，我加倍努力，彻底复习，由此可知，我第一次学会了“彻底的”这个词的含义。故选D项。 50．考查名词词义辨析。句意：但我的努力没有起到任何作用，一切都像以前一样。A. ambition雄心；B. confidence信心；C. effort努力；D. method方法。根据句中“everything went as before”可知，我的成绩没有提高，和以前一样，由此可知，我的努力没有起到任何作用。故选C项。 51．考查名词词义辨析。句意：我还不如和奖学金吻别。A. scholarship奖学金；B. course课程；C. degree学位；D. subject科目。根据上文“I hoped to earn a scholarship”可知，我希望能获得奖学金，由此可知，因为成绩不好，我要和奖学金说再见了。故选A项。 52．考查动词词义辨析。句意：期末考试前一天晚上，我甚至请自己看了一场电影。A. helped帮助；B. favored偏爱；C. treated款待；D. relaxed放松。根据上文“I stopped working hard.”可知，我不再纠结于学习，由此可知，我请自己看了一场电影，“treat oneself to…”意为“请/款待自己……”。故选C项。 53．考查动词词义辨析。句意：他似乎在等我。A. happened发生；B. proved证明；C. pretended假装；D. seemed似乎。根据下文“If I gave you the grade as you expected, you wouldn’t continue to work as hard.”可知，教授解释了他这样做的原因，由此可知，他似乎在等我，预料到我一定会来找他。故选D项。 54．考查动词词义辨析。句意：我凝视着他，意识到他的分析和策略是正确的。A. remembering记得；B. guessing猜测；C. supposing假设；D. realizing意识到。根据下文“I had worked my head off, as I had never done before.”可知，因为教授的策略，我付出了前所未有的努力，由此可知，我意识到他的分析和策略是正确的。故选D项。 55．考查形容词词义辨析。句意：当我的课程成绩达到A+时，我说不出话来。A. anxious焦虑的；B. touched受感动的；C. speechless说不出话的；D. correct正确的。根据上文“No matter what grade I got, it wouldn’t cancel three C-pluses.”可知，我认为不管我得了什么分数，都不会取消三个C+，由此可知，当我的课程成绩达到A+时，我惊讶到说不出话来。故选C项。 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。 The Teacher-student Relationship A good teacher-student relationship will make learning enjoyable and interesting for the students. To set up a good teacher-student relationship, a teacher’s 56(1.5分) (behave) is important. The teacher should motivate (激发) the students so that they want to learn. A good teacher should be 57(1.5分) (patience) , friendly and strict. However, being too friendly may cause students to become lazy and stop making progress. On the other hand, being 58(1.5分) (extreme) strict may frighten the students. So a teacher should avoid 59(1.5分) (go) too strict in treating his students. And teachers should encourage the students to think independently and learn to study by 60(1.5分) (they). As for the students, they must always respect their teachers. Students should be eager 61(1.5分) (learn) as well as willing to work hard. It’s important to listen with attention in class and it’s more important to learn to raise questions and work out problems 62(1.5分) new ways. Above all, both students and teachers have to focus on 63(1.5分) they should do most, which 64(1.5分) (mean) that the students have to study hard and teachers have to be responsible when teaching. Besides, students and teachers have to respect each other, 65(1.5分) is a necessary basis of setting up a good teacher-student relationship. 【答案】 56．behavior/behaviour 57． patient 58．extremely 59．going 60．themselves 61．to learn 62．in 63．what 64．means 65．which 【导语】这是一篇议论文。主要论述了构建良好师生关系的方法途径。 【详解】56．考查名词。句意：为了建立良好的师生关系，教师的行为是很重要的。根据空格前有名词所有格a teacher’s（老师的）可知，空格处要填名词作主语，behavior或behaviour，表“行为”，为不可数名词，符合句意。故填behavior/behaviour。 57． 考查形容词。句意：一位好的教师应该是耐心的，友好的，但同时也是严格要求的。根据空格前有be动词，所以空格处要填形容词作表语。故填patient。 58．考查副词。句意：另一方面，过于严格可能会吓到学生。分析句子可知，此空应填副词作状语，修饰后面形容词。故填extremely。 59．考查非谓语动词。句意：因此，老师应该避免对学生过于严格。这里考查avoid doing sth，表“避免干某事”，为固定搭配，所以此空应用动名词作宾语。故填going。 60．考查代词。句意：老师应该鼓励学生们独立思考并且独立学习。这里考查by oneself，表“独立地”，为固定搭配，所以此空应填反身代词。故填themselves。 61．考查非谓语。句意：学生应该既渴望学习，又愿意努力学习。这里考查be eager to do sth，表“渴望做某事”，为固定搭配。故填to learn。 62． 考查介词。句意：上课时认真听讲很重要，同时学会用新的方法提出问题并解决问题也是很重要的。根据空格后new ways（新的方法途径）可知，此处是用介词短语in new ways （用新的方法）来修饰前面的动词work out。故填in。 63．考查宾语从句。句意：最重要的是，老师和学生们都必须集中于应该要做的事，意味着学生必须努力学习，老师们在教课时必须负责任。分析句型可知，此处“ 8 they should do most”位于动词短语focus on后做宾语从句，从句谓语动词should do后缺少宾语成分，再由句意可知，应用连接代词what，表“什么”。故填what。 64．考查时态。句意：最重要的是，老师和学生们都必须集中于应该要做的事，意味着学生必须努力学习，老师们在教课时必须负责任。分析句子可知，此空应填谓语动词，which代指前面这件事，为第三人称单数形式，与mean为主动关系，且这里时态应与前文保持一致用一般现在时。故填means。 65． 考查定语从句。句意：此外，老师和学生必须尊重彼此，这是建立良好师生关系的必要基础。分析句型可知，此处“ 10 is a necessary basis of setting up a good teacher-student relationship”在句中做非限制性定语从句，先行词为前面句子，在从句中作主语，所以应用关系代词which。故填which。 五、书信写作 66．（本题15分）假定你是李华，你打算高中毕业后出国留学，但你的父母要求你在国内继续学习。你感到非常苦恼，请给英文杂志社的Mr Know All写封信，陈述你的苦恼并征求他的建议。 内容包括：1. 你打算出国留学的理由； 2. 父母要求你在国内学习的原因。 注意：1. 词数100左右； 2. 可以适当增加细节，以使行文连贯。 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: Dear Mr Know All, I am a senior high school student, and I am writing to seek your advice about a difficult decision. I have always dreamed of studying abroad after graduation because it can offer a unique opportunity to gain a global perspective and develop greater independence. I am convinced that the experience will significantly broaden my horizons and enhance my future career prospects. However, my parents strongly insist that I continue my studies in China. They argue that domestic universities provide excellent education at a lower cost, and they are concerned about my well-being if I live alone overseas. I feel troubled by the conflict between my aspirations and their expectations. I would be truly grateful if you could offer some guidance. Yours, Li Hua 【导语】本篇书面表达属于应用文。题目要求学生以李华的身份，给英文杂志社的Mr Know All写封信，陈述自己因为与父母就出国留学产生分歧而产生的烦恼，寻求他的建议，需涵盖自己打算出国留学的理由，以及父母期望自己在国内学习的原因。 【详解】1. 词汇积累 寻求：seek for → search for 收获：gain → obtain 主张：argue → claim 为……担心：be concerned about → be worried about 2. 句式拓展 简单句变复合句 原句：I feel troubled by the conflict between my aspirations and their expectations. 拓展句：What troubles me is the conflict between my aspirations and their expectations. 【点睛】[高分句型1] I have always dreamed of studying abroad after graduation because it can offer a unique opportunity to gain a global perspective and develop greater independence. (运用了because引导原因状语从句) [高分句型2] They argue that domestic universities provide excellent education at a lower cost, and they are concerned about my well-being if I live alone overseas. (运用了that引导宾语从句以及if引导条件状语从句) 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。 The annual school sports day was approaching, and for Alex, a shy and slightly overweight tenth grader, it was a source of dread rather than excitement. While his classmates enthusiastically signed up for track events, Alex would quietly retreat to the library, burying himself in books about ancient history — his safe haven. His lack of athletic confidence stemmed from a childhood incident where he had stumbled and fallen during a primary school race, becoming the target of laughter. Since then, he had avoided any physical competition. Mr. Davies, the perceptive PE teacher, noticed Alex’s pattern of avoidance. One afternoon, he approached Alex in the library. “I’m forming a relay team for the sports day,” Mr. Davies said, his voice calm but firm. “It’s not about being the fastest. It’s about trust, teamwork, and finishing what you start. I believe you have something to contribute.” Alex was taken aback. No teacher had ever expressed such faith in him regarding sports. After a long pause, driven by a mix of fear and a flicker of curiosity, he agreed. The following weeks were challenging. The relay practices were grueling. Alex’s breathing was heavy, his coordination awkward compared to his teammates — James, Sarah, and Liam, who were all natural athletes. Yet, they never complained. Instead, James would run alongside him during extra practice, Sarah shared tips on breathing rhythm, and Liam always offered a fist bump of encouragement after each attempt. Their patience and unwavering support slowly chipped away at Alex’s wall of self-doubt. He wasn’t just learning to pass a baton; he was learning to trust and be trusted. The day of the sports day dawned bright and clear. The atmosphere was electric with cheers and music. As Alex stood at his relay position, the third leg, his heart hammered against his ribs. The noise of the crowd seemed to fade into a distant buzz. He watched as Sarah sped toward him, baton outstretched. 注意： （1）续写词数应为150个左右； （2）请按如下格式在答题卡的相应位置作答。 Alex’s palm was sweaty as he reached back for the baton. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Standing with his team after the race, a profound sense of peace replaced the earlier anxiety. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】      Alex’s palm was sweaty as he reached back for the baton. His fingers trembled slightly, and he almost fumbled it, but Sarah’s firm grip guided it into his hand. “You’ve got this!” she shouted, her voice cutting through his nerves. With a deep breath, Alex started running, his legs aching but his mind focused on the baton in his hand. He could hear his teammates cheering loudly, and for the first time, he didn’t feel ashamed of his pace. He pushed through the tiredness, passing the baton to Liam smoothly, a small smile escaping his lips as he did so.       Standing with his team after the race, a profound sense of peace replaced the earlier anxiety. They didn’t win first place, but no one looked disappointed. James clapped him on the shoulder, Sarah gave him a big hug, and Liam high-fived him excitedly. “You were amazing out there,” Mr. Davies said, approaching with a proud grin. Alex looked at his teammates, his eyes warm with gratitude. He realized that sports weren’t about being the best; they were about courage and teamwork. For the first time in years, he felt proud of his effort — and he knew he would never hide from a challenge again. 【导语】本文以人物为线索展开，文章讲述内向超重的十年级学生Alex因童年阴影害怕体育，总躲去图书馆。体育老师Davies注意到后，邀请他加入接力队，强调团队而非速度。在队友们的耐心鼓励下，Alex逐渐克服自卑。运动会当天，他站在第三棒位置，紧张地等待接力棒。 【详解】1. 段落续写： ①由第一段首句内容“Alex伸手去接接力棒时，手心全是汗。”可以预测续写这段主要内容：Alex紧张地接过棒，在队友鼓励下坚持跑完，顺利交棒，不再自卑。 ②由第二段首句内容“赛后和队友站在一起，先前的焦虑被一种深深的平静取代。”可以预测续写这段主要内容：赛后Alex内心平静，虽未夺冠但备受鼓励，他领悟到运动重在勇气与团队，不再逃避挑战。 2. 续写线索：紧张地接过棒——坚持跑完——顺利交棒——未夺冠但备受鼓励——感悟 3. 词汇激活 行为类 ①颤抖：tremble/shake ②大叫：shout/scream/yell ③专注于：focus on/concentrate on 情绪类 ①愧疚的：ashamed/guilty ②激动地： excitedly/in excitement 【点睛】[高分句型1] “You’ve got this!” she shouted, her voice cutting through his nerves. （运用了独立主格结构） [高分句型2] He realized that sports weren’t about being the best; they were about courage and teamwork. （运用了that引导的宾语从句） 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 Back to School（较难版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 played the most important role in Tom’s passing the TOEFL test? A．His luck. B．His effort. C．The language school. 2．（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. 3．（本题1.5分）Where does the conversation most probably take place? A．In the classroom. B．In the school clinic. C．In the office. 4．（本题1.5分）What did the girls do in the history class? A．They were late. B．They criticized others. C．They improperly laughed. 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）听下面一段对话，回答以下小题。 6．(1.5分)What is the woman now? A．A student. B．A teacher. C．A pianist. 7．(1.5分)What do the woman’s parents want her to learn? A．Painting. B．Singing. C．Acting. （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．Colleagues. B．Schoolmates. C．Roommates. 9．(1.5分)What does Frank plan to do right after graduation? A．Travel around the world. B．Work as a programmer. C．Start his own business. （本题4.5分）听下面一段对话，回答以下小题。 10．(1.5分)What does the man offer to do for the woman? A．Give her a ride. B．Help her with the work. C．Recommend a school to her. 11．(1.5分)Why did the woman decide to attend night school? A．To learn job skills. B．To enrich her life. C．To share short videos. 12．(1.5分)What may the woman learn next? A．Traditional Chinese painting. B．Advertising photography. C．A foreign language. （本题6分）听下面一段较长对话，回答以下小题。 13．(1.5分)What are the speakers mainly talking about? A．A scientific study. B．A summer camp. C．A study plan. 14．(1.5分)How many students will be chosen to go to the camp? A．20. B．19. C．300. 15．(1.5分)What would the woman like to study? A．How animals act. B．How plants change. C．How animals grow. 16．(1.5分)Who will join the camp staff this year? A．A plant scientist. B．An animal expert. C．A famous explorer. （本题6分）听下面一段独白，回答以下小题。 17．(1.5分)What is the announcement mainly about? A．A school meeting. B．A website update. C．A Fun Day event. 18．(1.5分)Who can attend the event for free? A．School students. B．Attendees. C．Family members. 19．(1.5分)What activity will be held in the evening? A．A fun fair. B．A concert. C．A swimming race. 20．(1.5分)Why does the speaker ask the website club to see him? A．To organize the Fun Day. B．To check the event details. C．To update the school website. 二、阅读理解 （本题7.5分）Language & Culture Short Term English Program (STEP) Come practice your English and experience American culture in the lively city of Seattle! Designed for international learners, this intense four-week program combines structured morning lessons with optional afternoon activities to help you gain confidence and fluency in real-world settings. Academic Lessons Morning classes (Monday — Friday, 9:00 am — 12:00 pm) focus on practical communication skills. Led by experienced ESL (English as a Second Language) teachers, lessons cover practical skills in conversations, vocabulary development through multimedia resources, and the use of American idioms and slang (俚语) in everyday contexts. Small class sizes, limited to 18 students, ensure personalized attention and plenty of speaking opportunities for every participant. Cultural Exploration Twice weekly (Tuesdays and Thursdays, 1:00 pm — 4:00 pm), program staff and University of Washington students lead optional field trips to famous Seattle destinations, such as Pike Place Market and the Space Needle. These guided trips provide natural environments to practice English while exploring local history and modern Pacific Northwest culture. Program Costs Here are the costs you need to know: Item Cost Notes Tuition (学费) $ 1,955 Includes all course materials Sign-up fee $ 55 No refund; due upon application Room & board $ 1,600 General; varies by option Activity transport $ 10 / day For optional Tuesday / Thursday trips Housing Options On-campus dormitories are available only for summer classes (June-August). Winter participants (January-March) must arrange off-campus accommodation; we recommend contacting qualified homestay organizations to experience daily life with local families. All housing costs are the student’s responsibility. Admission Requirements Applicants must be at least 18 years old, or 17 with proof of high school graduation. Basic English skills include simple spelling, the ability to introduce oneself, and understanding simple classroom directions. 21．(2.5分)What do the morning classes specifically highlight? A．Academic writing and research methods. B．Business English and presentation techniques. C．Conversational strategies and vocabulary build-up. D．Grammar translation and classical literature research. 22．(2.5分)What is the transport cost for a student joining all optional trips in one week? A．$ 20. B．$ 40. C．$ 50. D．$ 60. 23．(2.5分)Where is the text most likely taken from? A．A travel brochure at a Seattle hotel. B．A research report on language teaching. C．A program guide on a university website. D．A news article about summer schools abroad. （本题10分）It was in my second year in college. One day, Dr Martin was lecturing, and we were taking notes. Suddenly he stopped and fixed a cold stare on Luke beside me. Luke stared back, and crossed his arms over his chest. “What is your problem, young man?” the professor tried to calm down. “You,” Luke replied. “Me?” “Yeah, you and the boring course you’re teaching.” I sat in terror and surprise. I had never seen such a scene. “Get out of my class!” Dr Martin thundered. Luke put away his books and headed toward the classroom door. The door shut, and Dr Martin continued his lecture. However, I didn’t hear a word he said. My complete attention was on Luke who had stormed out of the classroom. Five minutes or so went by. Dr Martin stopped his lecture and asked, “What have I been lecturing about for the last five minutes?” I didn’t know. Nobody knew. The class was silent. Then, Dr Martin said to me, “John, go and tell Luke that he can come back in.” As Luke was making his way back to his seat, Dr Martin thanked him for his excellent acting job. We sat in stunned (震惊的) silence. And then, Dr Martin said something I would never forget. “You weren’t listening to my lecture. You were all thinking about Luke and our little conflict. Remember that when you start teaching, any time there is a disruption (扰乱) in class, you’ll lose your students’ attention.” It was one of the most useful lessons I ever learned in college. I became a teacher later, and over the years, my class was interrupted by various distractions. Every time I lost the class’s attention, I flashed back to the lesson Dr Martin taught me that day. I gave my students five minutes to discuss what had happened and then said cheerfully, “Let’s get back to today’s lesson!” 24．(2.5分)Why was the author unable to focus on the lecture after the conflict? A．He was scared by Dr Martin’s anger. B．His attention was fixed entirely on Luke. C．He was busy taking notes about the conflict. D．Dr Martin’s lecture was too boring to follow. 25．(2.5分)How did the students most probably feel after they knew the truth? A．Confused. B．Excited. C．Relieved. D．Disappointed. 26．(2.5分)Which words can best describe Dr Martin’s teaching style? A．Strict and traditional. B．Humorous and casual. C．Simple and repetitive. D．Creative and instructive. 27．(2.5分)What does the author want to tell us by writing the text? A．A strategy to attract students. B．A strategy to settle a conflict. C．A way to deal with a disruption. D．A way to discipline students. （本题10分）Most young people today have never picked a tomato off a vine (藤蔓), collected eggs from a chicken cage, or understood the work that goes into growing a single head of cabbage. This disconnection from food sources creates a broader disconnection from the environment and the systems that sustain us. Sustainable agriculture education fills this gap by giving students direct experience with how food is grown and harvested. When the youth engage with farming and gardening, they develop a deeper appreciation for the resources required to produce food. They witness the first-hand relationship between healthy soil, clean water, and nutritious crops. They learn that food production doesn’t happen in isolation but as part of complex ecosystems involving insects, microorganisms, weather patterns, and human labor. Beyond environmental awareness, students also learn patience as they wait for seeds to come up and plants to mature. They develop problem-solving abilities when facing challenges such as pests, drought, and unexpected weather. They practice responsibility through regular care and maintenance of plants and animals. They experience how individual contributions combine to create collective success. Many students also discover they enjoy and excel at hands-on work, building confidence that might not emerge in traditional academic settings. When students work with living systems, they witness cause-and-effect relationships that might otherwise remain abstract. Water conservation becomes personal when students must regularly irrigate their plants and can observe the consequences of too much or too little water. Installing rainwater collectors, learning about drip irrigation, or comparing the water needs of different crops can make resource management tangible. Students begin thinking critically about water use, not just in the garden but in their broader lives. Simply begin by assessing your available space and resources. A sunny corner of a schoolyard, a vacant lot, or even containers can become productive growing spaces. The key is to start with manageable projects that can succeed. Growing easy, fast-maturing crops gives students quick wins and keeps up enthusiasm while they learn fundamental skills. 28．(2.5分)What problem can sustainable agriculture education address? A．The urgent threat posed by climate change. B．The growing challenges of ensuring food security. C．Students’ ignorance of environmental conservation. D．Students’ lack of direct engagement with farming. 29．(2.5分)How does sustainable agriculture education benefit students? A．By improving their physical strength. B．By boosting their academic performance. C．By maximizing their personal contributions. D．By developing their qualities and capabilities. 30．(2.5分)What does “tangible” underlined in paragraph 4 mean? A．Available. B．Concrete. C．Flexible. D．Complex. 31．(2.5分)What does the author suggest on agricultural education? A．Finding a sunny farm. B．Buying costly equipment first. C．Waiting for perfect conditions. D．Starting with accessible projects. （本题10分）What kind of people can become scientists? When a group of researchers posed that question to ninth-and 10th-graders, almost every student gave such responses as “People who work hard” or “Anyone who seems interested in the field of science.” Many of these same students struggled to imagine themselves as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.” It’s easy for them to see a scientist’s work as arising from an inborn talent. But for high school students, learning more about some struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students’ beliefs that scientific achievement depends on ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts. During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday. Intellectual(智力的)struggle stories: stories about how scientists “struggled intellectually,” such as making mistakes while addressing a scientific problem and learning from them. Life struggle stories: stories about how scientists struggled in their personal lives, such as not giving up in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of coexisting challenges. Researchers found that students who heard either type of “struggle stories” improved their science performance after-intervention, compared to students in the control group. The effect was especially pronounced for lower performing students, for whom exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories. In addition, students who read struggle stories reported feeling more personally connected to the scientists. By recognizing a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize(共情)with the scientists during their own struggles. 32．(2.5分)Why do students fail to imagine themselves as scientists? A．They lack interest in science. B．They are short of confidence. C．They don’t have inborn talent. D．They have no ability to study science. 33．(2.5分)What’s the purpose of the intervention? A．To introduce some inspirational stories to students. B．To expose students to scientists’ great achievements. C．To ensure students will become scientists in the future. D．To clear students’ misunderstandings of scientific work. 34．(2.5分)The underlined word “pronounced” in the last paragraph is closest in meaning to________. A．minimal B．noticeable C．doubtful D．long-lasting 35．(2.5分)What can we learn from the research? A．Science ability has nothing to do with efforts. B．Students are more motivated by achievement stories. C．Scientists’ struggle stories can influence readers’ beliefs. D．Low-performing students tend to feel connected to scientists. （本题12.5分）If I run for student body president, the number one way I hope to positively impact my school is by creating a culture of belonging. 36(2.5分) , but if students do not feel connected or welcomed, those opportunities go unused. My goal will be to make leadership feel accessible and community feel intentional. 37(2.5分) . As part of a special club at the university, I greet students each week, offering encouragement. One Sunday, I noticed a student hesitate at the entrance, clearly overwhelmed (不知所措). Instead of simply offering a greeting and moving on, I stopped and asked how she was doing. That brief moment of attention turned into a meaningful conversation, and she became cheerful. That interaction reminded me that leadership sometimes is about recognizing when someone needs to be acknowledged. As student body president, I will bring that same intentionality to student leadership. 38(2.5分) . To change that, I will prioritize open communication by creating regular forums (论坛) where students can share concerns, ideas, and feedback in a welcoming environment. Leadership should feel like a bridge, not a barrier. When students feel heard, they become more engaged in their campus community. I’ll also promote belonging by improving access to information and involvement opportunities. 39(2.5分) , but they often feel frightened or unsure where to start. I will work to strengthen communication across campus through consistent updates, collaboration with student organizations, and visible leadership presence at events. 40(2.5分) , so students feel encouraged to step outside their comfort zones. By creating an environment where students feel welcomed, supported, and empowered, I believe our campus can become a place where everyone feels encouraged to lead, serve, and grow. A．A campus can have endless opportunities B．Students are confident that their voice matters C．I have got many opportunities to interact with others D．My goal will be to make involvement inviting rather than overwhelming E．I’ve learned the power of belonging through my experience of serving others F．Students often feel disconnected from those making decisions on their behalf G．Many students want to join organizations, attend events, or use campus resources 三、完形填空 （本题15分）When I entered Berkeley, I hoped to earn a scholarship. Having been a Straight-A student, I believed I could 41 tough subjects and really learn something. One such course was World Literature given by Professor Jayne. I was extremely interested in the ideas he 42 in class. When I took the first exam, I was 43 to find a 77, C-plus, on my test paper, for English was my best subject. I went to Professor Jayne, who listened to my arguments but remained 44 . I decided to try harder, although I didn’t know what that means 45 school had always been easy for me. I read the books more carefully, but got another 77. Again, I 46 with Professor Jayne. Again, he listened 47 but wouldn’t change his mind. One more test before the final exam. One more 48 to improve my grade. So I redoubled my efforts and, for the first time, learned the meaning of the word “ 49 ”. But my 50 did no good and everything went as before. The last hurdle was the final. No matter what grade I got, it wouldn’t cancel three C-pluses. I might as well kiss the 51 goodbye. I stopped working hard. I felt I knew the course material as well as I ever would. The night before the final, I even 52 myself to a movie. The next day I decided for once I’d have fun with a test. A week later, I was surprised to find I got an A．I hurried into Professor Jayne’s office. He 53 to be expecting me. “If I gave you the grade as you expected, you wouldn’t continue to work as hard.” I stared at him, 54 that his analysis and strategy were correct. I had worked my head off, as I had never done before. I was 55 when my course grade arrived: A-plus. It was the only A-plus given. The next year I received my scholarship. I’ve always remembered Professor Jayne’s lesson: you alone must set your own standard of excellence. 41．(1分)A．take B．discuss C．cover D．get 42．(1分)A．sought B．presented C．exchanged D．obtained 43．(1分)A．shocked B．worried C．scared D．anxious 44．(1分)A．unchanged B．unpleasant C．unfriendly D．unmoved 45．(1分)A．when B．because C．if D．though 46．(1分)A．quarreled B．reasoned C．bargained D．chatted 47．(1分)A．angrily B．patiently C．surprisedly D．naturally 48．(1分)A．choice B．step C．chance D．measure 49．(1分)A．tough B．difficult C．final D．thorough 50．(1分)A．ambition B．confidence C．effort D．method 51．(1分)A．scholarship B．course C．degree D．subject 52．(1分)A．helped B．favored C．treated D．relaxed 53．(1分)A．happened B．proved C．pretended D．seemed 54．(1分)A．remembering B．guessing C．supposing D．realizing 55．(1分)A．anxious B．touched C．speechless D．correct 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。 The Teacher-student Relationship A good teacher-student relationship will make learning enjoyable and interesting for the students. To set up a good teacher-student relationship, a teacher’s 56(1.5分) (behave) is important. The teacher should motivate (激发) the students so that they want to learn. A good teacher should be 57(1.5分) (patience) , friendly and strict. However, being too friendly may cause students to become lazy and stop making progress. On the other hand, being 58(1.5分) (extreme) strict may frighten the students. So a teacher should avoid 59(1.5分) (go) too strict in treating his students. And teachers should encourage the students to think independently and learn to study by 60(1.5分) (they). As for the students, they must always respect their teachers. Students should be eager 61(1.5分) (learn) as well as willing to work hard. It’s important to listen with attention in class and it’s more important to learn to raise questions and work out problems 62(1.5分) new ways. Above all, both students and teachers have to focus on 63(1.5分) they should do most, which 64(1.5分) (mean) that the students have to study hard and teachers have to be responsible when teaching. Besides, students and teachers have to respect each other, 65(1.5分) is a necessary basis of setting up a good teacher-student relationship. 五、书信写作 66．（本题15分）假定你是李华，你打算高中毕业后出国留学，但你的父母要求你在国内继续学习。你感到非常苦恼，请给英文杂志社的Mr Know All写封信，陈述你的苦恼并征求他的建议。 内容包括：1. 你打算出国留学的理由； 2. 父母要求你在国内学习的原因。 注意：1. 词数100左右； 2. 可以适当增加细节，以使行文连贯。 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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。 The annual school sports day was approaching, and for Alex, a shy and slightly overweight tenth grader, it was a source of dread rather than excitement. While his classmates enthusiastically signed up for track events, Alex would quietly retreat to the library, burying himself in books about ancient history — his safe haven. His lack of athletic confidence stemmed from a childhood incident where he had stumbled and fallen during a primary school race, becoming the target of laughter. Since then, he had avoided any physical competition. Mr. Davies, the perceptive PE teacher, noticed Alex’s pattern of avoidance. One afternoon, he approached Alex in the library. “I’m forming a relay team for the sports day,” Mr. Davies said, his voice calm but firm. “It’s not about being the fastest. It’s about trust, teamwork, and finishing what you start. I believe you have something to contribute.” Alex was taken aback. No teacher had ever expressed such faith in him regarding sports. After a long pause, driven by a mix of fear and a flicker of curiosity, he agreed. The following weeks were challenging. The relay practices were grueling. Alex’s breathing was heavy, his coordination awkward compared to his teammates — James, Sarah, and Liam, who were all natural athletes. Yet, they never complained. Instead, James would run alongside him during extra practice, Sarah shared tips on breathing rhythm, and Liam always offered a fist bump of encouragement after each attempt. Their patience and unwavering support slowly chipped away at Alex’s wall of self-doubt. He wasn’t just learning to pass a baton; he was learning to trust and be trusted. The day of the sports day dawned bright and clear. The atmosphere was electric with cheers and music. As Alex stood at his relay position, the third leg, his heart hammered against his ribs. The noise of the crowd seemed to fade into a distant buzz. He watched as Sarah sped toward him, baton outstretched. 注意： （1）续写词数应为150个左右； （2）请按如下格式在答题卡的相应位置作答。 Alex’s palm was sweaty as he reached back for the baton. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Standing with his team after the race, a profound sense of peace replaced the earlier anxiety. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 $