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

高中英语单元测试——Unit 1 Back to School（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 can be inferred about Professor Jones’s lectures? A．They are extremely popular. B．They are often rescheduled. C．They are difficult to follow. 【答案】A 【原文】W: Are you going to Professor Jones’s guest lecture on quantum physics tomorrow? M: Try to stop me. I’ve had it in my calendar for months. I just hope I can get a seat. Last time, people were sitting in the aisles. 2．（本题1.5分）Where does the conversation probably take place? A．At home. B．In a bookstore. C．At school. 【答案】C 【原文】W: Oh no, I left my textbook at home. Mr. Warren will be mad at me. M: Don’t worry, I can share mine with you during his class. W: Thank you. I’ll treat you to ice cream after this English class. 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 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. 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 did the speakers just do? A．They had a typing class. B．They wrote something by hand. C．They did homework on computers. 7．(1.5分)What does the woman think about handwriting? A．It’s valuable. B．It’s difficult. C．It’s impractical. 【答案】6．B 7．A 【原文】W: I just finished tonight’s homework. M: Me too, although I don’t understand why we’re doing it when computers exist! W: Calligraphy helps us understand a character’s structure and meaning. M: But we could learn the characters without physically copying them out. W: Maybe not! It’s harder to remember a character if you only see it quickly while typing. Besides, it’s part of our history and culture. M: But wouldn’t touch-typing classes be more practical? W: I see your point. But handwriting also teaches important life skills. Patience, focus... （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)Where will the Packaging Reuse Station be? A．Behind the student dorms. B．Near the coffee shop. C．Next to the post room. 11．(1.5分)What kind of box can be put in the Packaging Reuse Station? A．One with old labels. B．One with a little dust. C．One with strange smells. 12．(1.5分)What can students get with 200 points from the Campus Carbon Account? A．A free coffee. B．A reusable bag. C．A notebook. 【答案】10．C 11．B 12．C 【原文】M: The school is going to set up a Packaging Reuse Station right by the post room next month. W: That’s smart! I’ve noticed the huge amount of packaging waste from online shopping near the student dorms. M: Yes. We can take our used packaging boxes there. But we should make sure the boxes don’t have strange smells or old labels inside. If they don’t meet these conditions, they can’t be put in the station. Of course, a little dust is fine. W: But how is the school planning to encourage more students to join in? M: The school will launch a Campus Carbon Account. Students can earn points by joining these activities. With 50 points, you can get a discounted card for the campus coffee shop. If you save up 200 points, you can exchange them for a notebook. With 300 points or more, you can even get a reusable bag. （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 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 MimeIntroduction 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）On a sunny morning in a small courtyard at Walt Whitman Middle School, a 14-year-old with a purple buzz cut held a plump chicken gently in her arms. “Her name is Betsy,” Maicy Nealy, an eighth-grader, said. Nealy used to be afraid of chickens as a young child. Now she spends hours after school collecting their eggs and cleaning the coop (鸡舍) for the school’s five hens. And though she says she is never an outdoorsy type, she feeds them their worm meals as well. For her, the chickens provide structure after school and make her very interested in agriculture. Now she can’t imagine adulthood without chickens involved. She says when she grows up, she plans to be “a lawyer that owns chickens”. The chicken program at Whitman started about a year ago, when after-school program specialist Lee Maguire planned a month-long embryo (胚胎) development program for kids to learn about biology. Throughout the school year, they’ve observed students gaining not only companionship from the animals but some life skills. The students replenish the feed supply — which costs about $25 for 50 pounds — with money from selling some of the eggs the chickens produce at $5 to $10 a dozen, making the project self-sustaining. “Egg prices soared, making it a great deal,” said Maguire, “and it teaches sustainability.” The chickens’ calming presence on campus is an advantage of the program that the school’s social workers and counselors (辅导员) quickly picked up on as well. They sometimes accompany struggling students outside to the coop to help them calm down or sort through their feelings. “It’s a moment that they don’t have to think about housing insecurity, food insecurity, whether their parents are going to get deployed, or how they’re going to have to improve their grades because they’re struggling,” he said. “The chickens don’t judge. They just love them. It’s a peaceful escape.” As school ends, students head home to prepare for high school, while the chickens stay with Maguire for the summer. But first, he has a surprise he’s going to let the kids in on soon. “I bought more baby chicks,” he said. “I got them eight more and I’m looking forward to boosting my students’ learning interest further.” 24．(2.5分)What can be learned from the story of Maicy Nealy? A．Her career choices through animal care. B．Her professional farming skill development. C．Her transformation from fear to lifelong passion. D．Her strong companionship with outdoor animals. 25．(2.5分)Why did Maguire introduce the chicken program at first? A．To improve students’ teamwork skills in class. B．To help students deal with employment problems. C．To create a sustainable food source for the school. D．To provide hands-on science learning experiences. 26．(2.5分)What impressed the school counselors about the program? A．Its potential to generate school income. B．Its healing value for troubled students. C．Its improvement in academic performance. D．Its popularity among small animal lovers. 27．(2.5分)What does the arrival of the new chicks symbolize? A．The program’s financial success. B．The necessity of animal care. C．The advanced feeding techniques. D．The new round of learning experience. 【答案】24．C 25．D 26．B 27．D 【导语】本文是一篇记叙文。文章主要讲述了沃尔特·惠特曼初中通过养鸡项目让学生获得生活技能、学习科学知识并帮助问题学生平静情绪的故事。 【详解】24．细节理解题。根据第二段中“Nealy used to be afraid of chickens as a young child. Now she spends hours after school collecting their eggs and cleaning the coop (鸡舍) for the school’s five hens. And though she says she is never an outdoorsy type, she feeds them their worm meals as well. For her, the chickens provide structure after school and make her very interested in agriculture. Now she can’t imagine adulthood without chickens involved. She says when she grows up, she plans to be “a lawyer that owns chickens”.(Nealy小时候很怕鸡。现在，她放学后花几个小时收集鸡蛋，并为学校的五只母鸡打扫鸡舍。尽管她说自己从来都不是一个喜欢户外活动的人，但她也会给它们喂虫子。对她来说，鸡为她的课后生活提供了框架，使她对农业非常感兴趣。现在她无法想象没有鸡的成年生活。她说，当她长大后，她计划成为一名“养鸡的律师”。)”可知，从Maicy Nealy的故事中可以了解到她从害怕鸡到对鸡充满热情的转变。故选C。 25．细节理解题。根据第三段中“The chicken program at Whitman started about a year ago, when after-school program specialist Lee Maguire planned a month-long embryo (胚胎) development program for kids to learn about biology.(惠特曼的养鸡项目大约始于一年前，当时课后项目专家Lee Maguire计划了一个为期一个月的胚胎发育项目，让孩子们学习生物学。)”可知，Maguire最初引入养鸡项目是为了提供实践性的科学学习体验。故选D。 26．细节理解题。根据第四段中“The chickens’ calming presence on campus is an advantage of the program that the school’s social workers and counselors (辅导员) quickly picked up on as well. They sometimes accompany struggling students outside to the coop to help them calm down or sort through their feelings.(鸡在校园里的平静存在是该项目的一个优势，学校的社会工作者和辅导员也很快注意到了这一点。他们有时会陪那些陷入困境的学生到鸡舍外面，帮助他们冷静下来或理清自己的情绪。)”可知，让学校辅导员印象深刻的是该项目对问题学生的治愈价值。故选B。 27．推理判断题。根据最后一段中““I bought more baby chicks,” he said. “I got them eight more and I’m looking forward to boosting my students’ learning interest further.”(“我买了更多的小鸡，”他说。“我又买了八只，我期待着进一步提高学生的学习兴趣。”)”可知，新小鸡的到来象征着新一轮的学习体验。故选D。 （本题10分）Any birder knows the thrill of identifying a new species. Recently, a woman noticed an unfamiliar woodpecker (啄木鸟). Curious, she fished out her phone and soon got the answer on her phone app. Scientists usually regard curiosity as motivation for discovering new information and learning, noting people tend to seek answers quickly. Previous research showed that when given a choice, people generally opted for the fastest path to resolution. But this picture of curiosity is incomplete. In a study published, the researchers explored whether there are multiple forms of curiosity. More than 2,000 people aged 19 to 76 years were asked to watch a series of short videos, each starting with a blank screen. A line would then appear, gradually taking shape. While the participants watched each video, they were asked to assess their level of inquiring mind about the final form of the drawing, on a scale of 1 to 100. Their responses enabled the researchers to evaluate how curiosity shifted with the unfolding content. Participants were also offered two options: follow the slow progress of the drawing or skip straight to the ending to see the complete image at once. The research found that although natural curiosity can indeed drive an urgent desire for answers, it can also generate more patience, setting people up for moments of discovery. Participants with higher levels of curiosity about the final shape tended to follow its gradual development instead of skipping to the answer. The study underlines the complexity of curiosity, opening new ways for further research. “Considering curiosity as going beyond the need for quick answers also highlights the power of what happens when we engage with uncertainty: pondering (深思) and anticipating answers can improve learning and memory,” said Rooth Moran, leader of the study. “Learning new things can be tough, but taking advantage of curiosity can help us enjoy the process of learning and delight in overcoming challenges as we work out a mystery.” 28．(2.5分)What do scientists generally believe about curiosity? A．It makes people entirely impatient. B．It quickens people’s pursuit of answers. C．It slows people’s pace of making discoveries. D．It forces people to make an immediate decision. 29．(2.5分)How was participants’ curiosity measured in the study? A．By scoring their inner desire. B．By recording their watching times. C．By comparing their watching speeds. D．By observing their instant responses. 30．(2.5分)What is the major finding of the research? A．Less curiosity, more patience. B．Less curiosity, fewer discoveries. C．Curiosity strong, process favored. D．Curiosity strong, result prioritized. 31．(2.5分)What are Rooth Moran’s remarks about? A．The value of curiosity in learning. B．The hidden reasons behind curiosity. C．The way to make the most of curiosity. D．The difficulty in overcoming curiosity. 【答案】28．B 29．A 30．C 31．A 【导语】文章介绍了一项关于好奇心的研究，研究表明好奇心不只是促使人们急于寻找答案，强烈的好奇心同样让人愿意耐心等待、享受探索过程。 【详解】28．细节理解题。根据第二段“Scientists usually regard curiosity as motivation for discovering new information and learning, noting people tend to seek answers quickly.(科学家通常把好奇心视作发掘新信息与开展学习的动力，指出人们倾向于快速寻找答案。)”可知，科学家普遍认为好奇心会加快人们寻求答案的速度。 29．细节理解题。根据第三段“While the participants watched each video, they were asked to assess their level of inquiring mind about the final form of the drawing, on a scale of 1 to 100.(参与者观看每一段视频时，研究人员要求他们按照1到100分的分值，评估自己对于图案最终形态的好奇程度。)”可知，研究通过参与者打分，评估内心好奇程度来衡量好奇心。 30．细节理解题。根据第四段“Participants with higher levels of curiosity about the final shape tended to follow its gradual development instead of skipping to the answer.(对最终图案好奇心更强的参与者，往往选择观察图案逐步成型，而不是直接跳到结果。)”可知，好奇心越强的人，越愿意等待过程，而非直接跳到结果。 31．推理判断题。根据最后一段““Considering curiosity as going beyond the need for quick answers also highlights the power of what happens when we engage with uncertainty: pondering (深思) and anticipating answers can improve learning and memory,” said Rooth Moran, leader of the study. “Learning new things can be tough, but taking advantage of curiosity can help us enjoy the process of learning and delight in overcoming challenges as we work out a mystery.”(该研究负责人Rooth Moran表示：“把好奇心视作超越快速获取答案需求的事物，这一点同样凸显了我们面对未知时所产生事物的作用：深思和预判答案可以提升学习效果与记忆力。学习新事物或许很难，但利用好奇心可以帮助我们享受学习的过程，并且在解开谜团的过程中，因克服挑战而感到愉悦。”)”可知，Rooth Moran的话阐述好奇心在学习当中具备的价值。 （本题10分）A Stanford University study led by Hyesang Chang explored why some children find math much harder than their classmates. Many people think math difficulties simply come from not understanding numbers. However, this study looked deeper at how children learn from mistakes and adjust their strategies over time. In the study, children completed simple comparison tasks. They had to decide which of two groups of dots was larger. The researchers didn’t just focus on whether answers were right or wrong. Instead, they tracked how each child’s performance changed across many trials, paying attention to whether children adjusted their approach after making errors. The results showed a clear pattern. Children who struggled with math were less likely to shift their strategy after getting a problem wrong. Even when they made different kinds of mistakes, they did not seem to update their thinking. This difficulty in adjusting behavior was a key difference between children with typical math abilities and those with math learning challenges. To understand what was happening in the brain, the researchers used brain imaging. This technique measures activity in different regions of the brain while a person performs tasks. The scans revealed that children with more math difficulties had weaker activity in brain areas responsible for monitoring performance and adjusting behavior. These brain regions help evaluate mistakes, shift strategies, and adapt to new information. Lower activity in these areas could predict whether a child had math difficulties. The findings suggest that math struggles may not come only from problems with understanding numbers. Some children have trouble revising their thought processes while working through problems. Being able to recognize an error and try a new approach is essential not just in math, but in many types of learning. Chang explained that these difficulties may apply to broader cognitive abilities, not just number skills. The researchers now plan to study larger and more diverse groups of children to see whether problems with adapting strategies affect other academic areas as well. 32．(2.5分)What task did children perform in the study? A．Grouping the dots. B．Comparing the quantities. C．Adjusting the trials. D．Adopting post-error strategies. 33．(2.5分)What can be inferred about children struggling with math? A．They failed to predict their mistakes. B．They solved problems at a slower pace. C．They repeated similar errors frequently. D．They had trouble changing their thinking. 34．(2.5分)What did the brain scans suggest about children with math difficulties? A．Better performance in irrelevant brain parts. B．Lower activity in performance-related sections. C．Quicker response in mistake-evaluating regions. D．Less connection in performance-monitoring areas. 35．(2.5分)What may be explored in future research? A．Differences among larger child samples. B．Typical thinking shifts of children. C．Academic effects of poor adjustments. D．Cognitive abilities in number skills. 【答案】32．B 33．D 34．B 35．C 【导语】文章主要介绍斯坦福大学关于儿童数学学习困难的新研究。 【详解】32．细节理解题。根据第二段中“In the study, children completed simple comparison tasks. They had to decide which of two groups of dots was larger. (在这项研究中，孩子们完成了简单的比较任务，他们必须判断两组点中哪一组的数量更多。)”可知，孩子们的任务是比较数量多少。 33．推理判断题。根据第三段中“The results showed a clear pattern. Children who struggled with math were less likely to shift their strategy after getting a problem wrong. Even when they made different kinds of mistakes, they did not seem to update their thinking. (结果呈现出清晰规律：数学学习吃力的孩子，在答错题目后更难切换解题策略，即便犯下不同类型的错误，也不会更新自身思维。)”可知，数学学习困难的孩子很难转变自己的思维。 34．细节理解题。根据第四段中“The scans revealed that children with more math difficulties had weaker activity in brain areas responsible for monitoring performance and adjusting behavior. (扫描结果显示，数学学习困难更多的孩子，在负责监测表现和调整行为的大脑区域活动更弱。)”可知，他们和表现监测相关的脑区活跃度更低。 35．细节理解题。根据最后一段中“The researchers now plan to study larger and more diverse groups of children to see whether problems with adapting strategies affect other academic areas as well. (研究人员现在计划研究更大、更多样化的儿童群体，看看策略调整的问题是否也会影响其他学术领域。)”可知，未来研究会探索策略调整能力不足对学业的影响。 （本题12.5分）Do you want to learn the material you’re studying — like, really learn it? 36(2.5分) One learning theory suggests that if you overlearn, you’ll gain the ability to do something without having to think about it — and eventually get more knowledge. Here’s what overlearning is and how to do it. What is overlearning? Simply put, overlearning means studying something even once you’re sure you know it. Don’t stop reviewing or studying just because you succeeded in memorizing something. 37(2.5分) The purpose of overlearning is to make the task easy to ensure it is completed to a high standard with no stress. For example, a student wants to pass his/her spelling test which has 10 words. Knowing about overlearning, he/she doesn’t just memorize each word, but also learns about the origins of each word. 38(2.5分) Similarly, a teacher wanting to learn about teaching strategies might not simply read one book — they may read ten books, watch videos, attend lectures (and maybe even write their own book). 39(2.5分) Review the material you’ve already known front to back. For example, when using the Leitner method, always review all the flashcards you’re assigned on a particular day, even if you feel like passing over them because you got them right last time. Repeatedly going over the material you know well is the key to overlearning and eventual automatic recall. 40(2.5分) This can be as easy as rereading your notes, or as difficult as taking practice tests. Continually reintroducing familiar ideas to yourself will dig them deeper into your long-term memory. A．How do you overlearn? B．How do you schedule your time? C．Overlearning has several benefits. D．Then what you need to do is overlearn it. E．This takes time, but it makes the spelling test a walk in the park. F．Instead, keep going, digging it deeper and deeper into your brain. G．Set aside time each week to review materials you’ve already mastered. 【答案】36．D 37．F 38．E 39．A 40．G 【导语】文章主要介绍了超量学习的定义、作用，并具体讲解了开展超量学习的具体方法，帮助人们高效掌握知识。 【详解】36．上文“Do you want to learn the material you’re studying — like, really learn it?(你想学好正在学习的知识吗——真正地掌握它？)”提出如何真正掌握知识的问题，下文“One learning theory suggests that if you overlearn, you’ll gain the ability to do something without having to think about it—and eventually get more knowledge.(一种学习理论表明，如果你进行超量学习，你将能够不假思索地完成事情，最终收获更多知识)”引出超量学习的概念。D选项“Then what you need to do is overlearn it.(那么你需要做的就是超量学习)”承接上文问题，引出下文核心话题超量学习。 37．上文“Simply put, overlearning means studying something even once you’re sure you know it. Don’t stop reviewing or studying just because you succeeded in memorizing something.(简单来说，超量学习就是即便你确定自己掌握了知识，依然继续学习。不要因为成功记住内容就停止复习和学习)”指出即使确定掌握知识也不要停止学习。F选项“Instead, keep going, digging it deeper and deeper into your brain.(相反，坚持学习，将知识在脑海中钻研得越来越深)”承接上文，说明正确的做法，与上文Don’t stop形成呼应。 38．上文“For example, a student wants to pass his/her spelling test which has 10 words. Knowing about overlearning, he/she doesn’t just memorize each word, but also learns about the origins of each word.(例如，一名学生想要通过十个单词的拼写测试，了解超量学习后，他不仅记忆单词，还学习每个单词的起源)”列举学生超量学习的例子。E选项“This takes time, but it makes the spelling test a walk in the park.(这需要花费时间，但能让拼写考试变得轻而易举)”承接上文事例，说明超量学习带来的效果，同时引出下文同类举例。 39．设空处为本段小标题，需概括本段核心内容。下文“Review the material you’ve already known front to back... Repeatedly going over the material you know well is the key to overlearning and eventual automatic recall.(彻底复习已经掌握的知识……反复温习熟知的内容是超量学习、实现自主回忆的关键)”详细介绍了开展超量学习的具体方法。A选项“How do you overlearn?(如何进行超量学习？)”概括段落主旨，贴合小标题设问格式，与下文内容对应。 40．下文“This can be as easy as rereading your notes, or as difficult as taking practice tests. Continually reintroducing familiar ideas to yourself will dig them deeper into your long-term memory.(这可以是简单的重读笔记，也可以是难度较高的模拟测试，不断温习熟悉的知识，能将其深化为长期记忆)”介绍了具体的复习方式和作用。G选项“Set aside time each week to review materials you’ve already mastered.(每周留出时间复习已经掌握的知识)”引出下文各类复习方式，起到总起段落的作用。 三、完形填空 （本题15分）Two years ago, our elementary school turned a piece of unused land into a small vegetable garden. However, I didn’t know it would become the 41 of our school’s social-emotional learning program. My 7-and 8-year-old students 42 tomatoes, carrots, and spinach from seeds. It was 43 work — soil stuck under fingernails, seeds accidentally spilled — but the excitement was 44 . We created a garden journal where we 45 not only when we watered or weeded, but also how the plants made us 46 . “It feels like 47 . I’m looking forward to its future,” recorded 8-year-old Leo when the first tiny tomato sprout (芽) broke through the soil. Students who were sad could tend to the spinach — its soft leaves became a 48 to touch. Students who felt angry were 49 to pull weeds. “Pulling the bad stuff out of the dirt feels like pulling the bad feelings out of me,” one student said. We had a “healing circle” in the garden, where students talked about 50 — how it felt when something they worked hard on didn’t turn out right. Now, when I walk through the 51 , I see kids sitting alone with the 52 , talking to them softly, or working together to pull weeds. It’s a reminder that 53 doesn’t just teach us about science — it teaches us about being human. For young kids still learning to 54 their emotions, that’s a lesson no worksheet can 55 . 41．(1分)A．outline B．heart C．outcome D．proof 42．(1分)A．borrowed B．purchased C．planted D．consumed 43．(1分)A．permanent B．thorough C．messy D．transitional 44．(1分)A．infectious B．contradictory C．temporary D．alternative 45．(1分)A．made up B．wrote down C．broke down D．cut up 46．(1分)A．applaud B．contribute C．feel D．evolve 47．(1分)A．competition B．silence C．heritage D．hope 48．(1分)A．comfort B．challenge C．memory D．description 49．(1分)A．demanded B．begged C．forced D．invited 50．(1分)A．indifference B．loneliness C．ignorance D．disappointment 51．(1分)A．classroom B．garden C．school D．farm 52．(1分)A．textbooks B．seeds C．instructors D．vegetables 53．(1分)A．nature B．collaboration C．space D．intervention 54．(1分)A．manage B．quote C．recall D．investigate 55．(1分)A．boost B．match C．eliminate D．capture 【答案】 41．B 42．C 43．C 44．A 45．B 46．C 47．D 48．A 49．D 50．D 51．B 52．D 53．A 54．A 55．B 【导语】学校闲置土地改造成菜园，不仅供学生种植学习，还成为情感教育载体，帮孩子感知、疏导情绪，收获成长。 41．考查名词。句意：然而，我没想到它会成为学校社会情感学习项目的核心。A. outline大纲；B. heart核心；C. outcome结果；D. proof 证明。根据“of our school’s social-emotional learning program”以及后文全文围绕菜园开展情感育人活动可知，菜园是该学习项目的核心载体，heart符合语境。 42．考查动词。句意：我七八岁的学生们从种子开始种植番茄、胡萝卜和菠菜。A. borrowed借；B. purchased购买；C. planted种植；D. consumed消耗。根据前文“turned a piece of unused land into a small vegetable garden”可知，开辟了菜园，孩子们在此播种种菜，planted符合语境。 43．考查形容词。句意：这是一项乱糟糟的活儿 —— 指甲缝沾满泥土，种子还会不小心撒落——但孩子们的兴奋之情极具感染力。A. permanent永久的；B. thorough彻底的；C. messy杂乱的；D. transitional过渡的。根据后文“soil stuck under fingernails, seeds accidentally spilled” 可知，劳作场面凌乱不整洁，messy符合语境。 44．考查形容词。句意：这是一项乱糟糟的活儿 —— 指甲缝沾满泥土，种子还会不小心撒落——但孩子们的兴奋之情极具感染力。A. infectious有感染力的；B. contradictory矛盾的；C. temporary暂时的；D. alternative可替代的。根据后文“We created a garden journal where we 　　 not only when we watered or weeded”描述孩子们认真写菜园日志可知，这里指高涨的兴致能互相感染，infectious符合语境。 45．考查动词短语。句意：我们做了一本园艺日记，不仅记录浇水、除草的时间，还写下植物带给我们的感受。A. made up编造；B. wrote down记下；C. broke down崩溃；D. cut up切碎。根据前文“We created a garden journal”以及语境可知，日志本用来记录日常农事，wrote down符合语境。 46．考查动词。句意：我们做了一本园艺日记，不仅记录浇水、除草的时间，还写下植物带给我们的感受。A. applaud鼓掌；B. contribute贡献；C. feel感受；D. evolve进化。根据后文“It feels like 　　 . I’m looking forward to its future”描述学生记录内心情绪、抒发感想可知，日志本记录自身感受，feel符合语境。 47．考查名词。句意：八岁的利奥在第一颗番茄嫩芽破土而出时写道：这就像希望，我期待它未来的成长。A. competition竞争；B. silence沉默；C. heritage遗产；D. hope希望。根据后文“I’m looking forward to its future”以及常识可知，嫩芽新生象征着希望，hope符合语境。 48．考查名词。句意：心情难过的学生会去照料菠菜，它柔软的叶片成了抚慰心灵的慰藉。A. comfort慰藉；B. challenge挑战；C. memory回忆；D. description描述。根据前文“Students who were sad”以及语境可知，触碰柔软叶片能安抚低落情绪，带来心灵慰藉，comfort符合语境。 49．考查动词。句意：心生怒气的学生被邀请去除草。A. demanded要求；B. begged乞求；C. forced强迫；D. invited邀请。根据后文“to pull weeds”以及语境可知，此处指通过除草疏导负面情绪，是善意引导而非强制，invited符合语境。 50．考查名词。句意：我们在菜园设立“治愈圈”，让孩子们倾诉失望——当他们努力工作的事情没有成功时的感觉。A. indifference冷漠；B. loneliness孤独；C. ignorance无知；D. disappointment失望。根据后文“how it felt when something they worked hard on didn’t turn out right”可知，付出努力却无果，对应的心情是失望，disappointment符合语境。 51．考查名词。句意：如今，当我漫步花园时，总能看到孩子们独自坐在菜畦边，轻声和蔬菜说话，或是结伴一起除草。A. classroom教室；B. garden菜园；C. school学校；D. farm农场。根据上文“Two years ago, our elementary school turned a piece of unused land into a small vegetable garden.”以及语境可知，全文故事围绕学校小菜园展开，前文多次出现garden，是原词复现，garden符合语境。 52．考查名词。句意：如今，当我漫步花园时，总能看到孩子们独自坐在菜畦边，轻声和蔬菜说话，或是结伴一起除草。A. textbooks课本；B. seeds种子；C. instructors指导者；D. vegetables蔬菜。根据前文“My 7- and 8-year-old students 　　 tomatoes, carrots, and spinach from seeds”描述学生在菜园种植各类蔬菜可知，孩子们对着菜园里的植物倾诉心事，vegetables符合语境。 53．考查名词。句意：这提醒我们，大自然教给我们的不只是科学知识，更教会我们如何做人。A. nature自然；B. collaboration合作；C. space空间；D. intervention干预。根据前文“working together to pull weeds”可知，田间劳作都属于自然范畴，nature符合语境。 54．考查动词。句意：对于还在学习管控情绪的小孩子来说，这是练习册无法替代的一课。A. manage管控；B. quote引用；C. recall回忆；D. investigate调查。根据前文“Students who felt angry were 　　 to pull weeds.”描述菜园帮孩子疏导悲伤、愤怒等情绪可知，这里指让孩子们学习管理情绪，manage符合语境。 55．考查动词。句意：对于还在学习管控情绪的小孩子来说，这是练习册无法替代的一课。A. boost提升；B. match比得上；C. eliminate消除；D. capture捕捉。根据前文“Pulling the bad stuff out of the dirt feels like pulling the bad feelings out of me”可知，菜园带来的情感成长体验十分珍贵，没有纸质习题能与之相比，match符合语境。 四、语法填空 （本题15分）阅读下面材料，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 FRESHMAN CHALLENGE Hi! My name is Adam and I’m a freshman at senior high school. 56(1.5分) (go) from junior high school to senior high school is a really big challenge. The first week was a little 57(1.5分) (confuse). First, I had to think very carefully about which courses I wanted to take. The school adviser helped 58(1.5分) (I) choose the suitable ones: maths, English, chemistry, world history, and Chinese. I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. My adviser recommended that I should sign up for advanced literature 59(1.5分) I like English and I’m good at it. I had to choose extra-curricular activities, too. I tried to join the school football team, but the coach 60(1.5分) (tell) me that I didn’t play well enough. 61(1.5分) (obvious), I was unhappy, but I won’t quit. I’ll find a way 62(1.5分) (improve) on my own so that I can make the team next year. I joined a volunteer club instead. Every Wednesday, we work at a soup kitchen and hand out food to homeless people in the community. I know I’ll have to study harder as a senior high school student and get used to being responsible 63(1.5分) a lot more. I’m a bit worried about keeping up with the other students in my advanced course, and it’ll be quite difficult to get used to all the homework. Still, I’m happy to be here. Studying hard 64(1.5分) (be) not always fun, but I’ll be well prepared for university or whatever else comes in 65(1.5分) future. 【答案】 56．Going 57．confusing 58．me 59．because 60．told 61．Obviously 62．to improve 63．for 64．is 65．the 【导语】本文是一篇记叙文。主要讲述了Adam作为一名高一新生所面临的挑战以及他如何调整心态和做法来解决遇到的问题。 【详解】56．考查动名词。句意：从初中到高中是一个很大的挑战。此处为非谓语动词作主语，结合句意，此处表示的是经常性的动作，所以此处使用动名词形式作主语going，位于句首，首字母需大写。故填Going。 57．考查形容词。句意：第一周有点混乱。此处为形容词作表语，confuse的形容词confusing意为“令人迷惑的”符合句意。故填confusing。 58．考查代词。句意：学校顾问帮我选择了合适的科目：数学、英语、化学、世界历史和语文。此处为helped的宾语，所以使用I的代词形式me。故填me。 59．考查状语从句。句意：我的指导老师建议我报高级文学班，因为我喜欢英语，而且我擅长英语。空前后均为句子，所以此处需要连词，结合句意，上下文之间为因果关系，所以此处使用because引导原因状语从句。故填because。 60．考查谓语动词。句意：我想加入学校足球队，但教练告诉我，我踢得不够好。此处为谓语动词，结合语境，本文讲述的是高中开学第一周的经历，为过去发生的事情，结合并列句的谓语动词tried可知，此处使用一般过去时，tell与主语the coach之间为主动关系。故填told。 61．考查副词。句意：显然，我很不开心，但我不会放弃。此处为副词作状语修饰整个句子，obvious的副词为obviously意为“显然”，位于句首，首字母需大写。故填Obviously。 62．考查动词不定式。句意：我会找到一种方法来提高自己，这样我明年就可以进入球队了。此处为非谓语动词作定语修饰名词way，当way意为“方式，方法”时，应使用动词不定式形式修饰。故填to improve。 63．考查介词。句意：我知道，作为一名高中生，我必须更加努力地学习，习惯承担更多的责任。此处为固定短语be responsible for意为“对……负责”符合句意，所以此处使用介词for。故填for。 64．考查谓语动词。句意：努力学习并不总是有趣的，但我会为大学或未来的任何其他事情做好准备。此处为谓语动词，结合语境可知，此处讲述的是客观事实，所以使用一般现在时，主语为动名词短语，所以谓语动词应为单数形式。故填is。 65．考查冠词。句意：努力学习并不总是有趣的，但我会为大学或未来的任何其他事情做好准备。此处为固定短语in the future意为“在未来”符合句意，所以此处使用定冠词the。故填the。 五、书信写作 66．（本题15分）假定你是李华，学校将举办“畅想未来”主题分享会，请你写一篇英语发言稿，从家居（home life）、学习（learning）、健康（health）、社交（socialising）、娱乐（entertainment）五个角度中任选两个进行阐述，内容包括： (1)畅想这两个领域未来会出现的改变； (2)说明这些改变对你自身的积极影响。 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。 My Future Life Good morning, I’d like to share my vision of future life. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ That’s all. Thank you! 【答案】One possible version: My Future Life Good morning, I’d like to share my vision of future life. I am particularly looking forward to the changes in learning and health. In the future, AI-powered virtual reality will make learning immersive. Instead of just reading textbooks, I will be able to take virtual field trips to ancient civilizations or outer space, which will greatly spark my curiosity and make studying highly efficient. In terms of health, smart wearable devices will monitor our physical conditions in real time. They will provide personalized diet and exercise plans, helping me form healthy habits and stay energetic every day. I believe these advancements will make our lives much better. That’s all. Thank you! 【导语】本篇书面表达要求考生以李华的身份撰写一篇题为“My Future Life”的英语发言稿，从指定的五个角度中选取两个方面畅想未来生活的变化，并介绍这些变化带来的积极影响。 【详解】1.词汇积累 期望：look forward to → anticipate 激发：spark → stimulate 个性化的：personalized → customized 精力充沛的：energetic → vigorous 2.句式拓展 合并句子 原句：In terms of health, smart wearable devices will monitor our physical conditions in real time. They will provide personalized diet and exercise plans, helping me form healthy habits and stay energetic every day. 拓展句：In terms of health, smart wearable devices, which will monitor our physical conditions in real time, will provide personalized diet and exercise plans, helping me form healthy habits and stay energetic every day. 【点睛】【高分句型 1】Instead of just reading textbooks, I will be able to take virtual field trips to ancient civilizations or outer space, which will greatly spark my curiosity and make studying highly efficient.（运用了which引导的非限制性定语从句） 【高分句型 2】They will provide personalized diet and exercise plans, helping me form healthy habits and stay energetic every day.（运用了现在分词短语作状语） 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。 Jake had never imagined himself entering a writing contest. Writing had always seemed dull, and sharing his work with the entire school felt even worse. But his English teacher, Ms. Laveau, saw things differently. “Jake, your storytelling is truly creative,” she told him after class. “You should give this school writing competition a shot.” Jake hesitated. He didn’t think he could compete with the talented writers in school. Writing was for the top students, not for someone like him. But something about her words stayed with him. That evening, he stared at the blank screen, his fingers hovering over the keyboard. After several false starts, he finally typed his first sentence. He remembered what Ms. Laveau had once said — “Great writing isn’t about being perfect the first time. It’s about rewriting and making it better.” As he wrote, he became deeply engaged in his story — a tale about a student trapped in school, searching for freedom. The words flowed, reflecting his own feelings about expectations and the struggle to be heard. He worked harder than ever, revising his piece before handing it in just before the deadline. On the day the results were announced, Jake’ s heart raced as he grabbed a copy of the latest school paper. His fingers flipped (迅速翻动) through the pages, scanning for his name. But his story wasn’t there. Confused, he checked again. Nothing. Then, at the bottom of the editorial (编辑的) page, he spotted a small note: “A special thanks to all participants. Some entries could not be published, but we encourage everyone to keep writing.” A sinking feeling settled in his chest. Had he really thought he could succeed? Around him, students chatted excitedly about the published works, praising the featured stories and poems. Jake felt invisible. For a moment, he considered giving up. But then his eyes landed on Linda — the student editor of the school newspaper. Maybe he needed answers before making a decision. 注意： 1.续写词数应为150个左右； 2.请按如下格式在答题纸的相应位置作答。 Jake took a deep breath before knocking on the editorial office door. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As he walked out of the room, his thoughts were no longer filled with disappointment. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: Jake took a deep breath before knocking on the editorial office door. Inside, Linda looked up, surprised to see him. “Hey, Jake. What’s up?” He hesitated, holding the newspaper tightly in his hand. “I wanted to know... why wasn’t my story chosen?” Linda sighed, gesturing for him to sit. “Your idea was great, but the structure was a bit unclear, and there were some grammar issues.” Jake’ s heart sank, “So it wasn’t good enough?” Linda smiled, “Not yet. But that’s the point of writing — it’s about improving. If you’re willing, we can work on it together.” As he walked out of the room, his thoughts were no longer filled with disappointment. Instead, he felt a sense of determination. Writing wasn’t just about talent — it was about practice, about refining his work. He pulled out his notebook, flipping through his story. For the first time, he saw it not as a failure, but as a draft with potential. Maybe Ms. Laveau and Linda were right. He wasn’t going to give up. The next time he submitted his work, it wouldn’t just be another entry. It would be his best work yet. 【导语】本文以人物为线索展开，主要讲述了杰克原本对写作比赛不感兴趣，在英语老师拉沃女士的鼓励下参加了学校的写作比赛。他认真创作并提交了作品，但作品未被发表。在看到结果后，杰克决定找校报编辑询问原因，这一经历让他对写作有了新的认识。 【详解】1.段落续写： ①由第一段首句内容“杰克深吸了一口气，然后敲了敲编辑部的门。”可知，第一段可描写杰克进入编辑办公室后与琳达的对话，包括琳达对他作品未被选中的解释，如作品结构和语法问题等，以及琳达给予他的鼓励，为他后续思想的转变做铺垫。 ②由第二段首句内容“当他走出房间时，他的思想不再充满失望。”可知，第二段可描写杰克走出房间后的心理变化，他意识到写作不仅仅关乎天赋，还需要练习和完善，以及他对自己作品的新看法，即把未发表的作品看作是有潜力的初稿，还有他决定不放弃并努力提升自己作品质量的决心。 2.续写线索：杰克敲门进入编辑办公室——与琳达交流，琳达指出作品问题并给予鼓励——杰克走出房间，思想转变，意识到写作需要练习和完善——不再把未发表的作品视为失败，将其看作有潜力的初稿——决定不放弃，努力提升作品质量。 3.词汇激活 行为类 ① 犹豫：hesitate/waver ② 微笑：smile/beam ③ 翻阅：look through/flip through 情绪类： ① 惊讶的：surprised/astonished ②决心：determination/resolution 【点睛】【高分句型 1】If you’re willing, we can work on it together.（运用了If引导的状语从句） 【高分句型 2】The next time he submitted his work, it wouldn’t just be another entry.（运用了The next time引导的状语从句） 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 can be inferred about Professor Jones’s lectures? A．They are extremely popular. B．They are often rescheduled. C．They are difficult to follow. 2．（本题1.5分）Where does the conversation probably take place? A．At home. B．In a bookstore. C．At school. 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 played the most important role in Tom’s passing the TOEFL test? A．His luck. B．His effort. C．The language school. 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 did the speakers just do? A．They had a typing class. B．They wrote something by hand. C．They did homework on computers. 7．(1.5分)What does the woman think about handwriting? A．It’s valuable. B．It’s difficult. C．It’s impractical. （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)Where will the Packaging Reuse Station be? A．Behind the student dorms. B．Near the coffee shop. C．Next to the post room. 11．(1.5分)What kind of box can be put in the Packaging Reuse Station? A．One with old labels. B．One with a little dust. C．One with strange smells. 12．(1.5分)What can students get with 200 points from the Campus Carbon Account? A．A free coffee. B．A reusable bag. C．A notebook. （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 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 MimeIntroduction 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）On a sunny morning in a small courtyard at Walt Whitman Middle School, a 14-year-old with a purple buzz cut held a plump chicken gently in her arms. “Her name is Betsy,” Maicy Nealy, an eighth-grader, said. Nealy used to be afraid of chickens as a young child. Now she spends hours after school collecting their eggs and cleaning the coop (鸡舍) for the school’s five hens. And though she says she is never an outdoorsy type, she feeds them their worm meals as well. For her, the chickens provide structure after school and make her very interested in agriculture. Now she can’t imagine adulthood without chickens involved. She says when she grows up, she plans to be “a lawyer that owns chickens”. The chicken program at Whitman started about a year ago, when after-school program specialist Lee Maguire planned a month-long embryo (胚胎) development program for kids to learn about biology. Throughout the school year, they’ve observed students gaining not only companionship from the animals but some life skills. The students replenish the feed supply — which costs about $25 for 50 pounds — with money from selling some of the eggs the chickens produce at $5 to $10 a dozen, making the project self-sustaining. “Egg prices soared, making it a great deal,” said Maguire, “and it teaches sustainability.” The chickens’ calming presence on campus is an advantage of the program that the school’s social workers and counselors (辅导员) quickly picked up on as well. They sometimes accompany struggling students outside to the coop to help them calm down or sort through their feelings. “It’s a moment that they don’t have to think about housing insecurity, food insecurity, whether their parents are going to get deployed, or how they’re going to have to improve their grades because they’re struggling,” he said. “The chickens don’t judge. They just love them. It’s a peaceful escape.” As school ends, students head home to prepare for high school, while the chickens stay with Maguire for the summer. But first, he has a surprise he’s going to let the kids in on soon. “I bought more baby chicks,” he said. “I got them eight more and I’m looking forward to boosting my students’ learning interest further.” 24．(2.5分)What can be learned from the story of Maicy Nealy? A．Her career choices through animal care. B．Her professional farming skill development. C．Her transformation from fear to lifelong passion. D．Her strong companionship with outdoor animals. 25．(2.5分)Why did Maguire introduce the chicken program at first? A．To improve students’ teamwork skills in class. B．To help students deal with employment problems. C．To create a sustainable food source for the school. D．To provide hands-on science learning experiences. 26．(2.5分)What impressed the school counselors about the program? A．Its potential to generate school income. B．Its healing value for troubled students. C．Its improvement in academic performance. D．Its popularity among small animal lovers. 27．(2.5分)What does the arrival of the new chicks symbolize? A．The program’s financial success. B．The necessity of animal care. C．The advanced feeding techniques. D．The new round of learning experience. （本题10分）Any birder knows the thrill of identifying a new species. Recently, a woman noticed an unfamiliar woodpecker (啄木鸟). Curious, she fished out her phone and soon got the answer on her phone app. Scientists usually regard curiosity as motivation for discovering new information and learning, noting people tend to seek answers quickly. Previous research showed that when given a choice, people generally opted for the fastest path to resolution. But this picture of curiosity is incomplete. In a study published, the researchers explored whether there are multiple forms of curiosity. More than 2,000 people aged 19 to 76 years were asked to watch a series of short videos, each starting with a blank screen. A line would then appear, gradually taking shape. While the participants watched each video, they were asked to assess their level of inquiring mind about the final form of the drawing, on a scale of 1 to 100. Their responses enabled the researchers to evaluate how curiosity shifted with the unfolding content. Participants were also offered two options: follow the slow progress of the drawing or skip straight to the ending to see the complete image at once. The research found that although natural curiosity can indeed drive an urgent desire for answers, it can also generate more patience, setting people up for moments of discovery. Participants with higher levels of curiosity about the final shape tended to follow its gradual development instead of skipping to the answer. The study underlines the complexity of curiosity, opening new ways for further research. “Considering curiosity as going beyond the need for quick answers also highlights the power of what happens when we engage with uncertainty: pondering (深思) and anticipating answers can improve learning and memory,” said Rooth Moran, leader of the study. “Learning new things can be tough, but taking advantage of curiosity can help us enjoy the process of learning and delight in overcoming challenges as we work out a mystery.” 28．(2.5分)What do scientists generally believe about curiosity? A．It makes people entirely impatient. B．It quickens people’s pursuit of answers. C．It slows people’s pace of making discoveries. D．It forces people to make an immediate decision. 29．(2.5分)How was participants’ curiosity measured in the study? A．By scoring their inner desire. B．By recording their watching times. C．By comparing their watching speeds. D．By observing their instant responses. 30．(2.5分)What is the major finding of the research? A．Less curiosity, more patience. B．Less curiosity, fewer discoveries. C．Curiosity strong, process favored. D．Curiosity strong, result prioritized. 31．(2.5分)What are Rooth Moran’s remarks about? A．The value of curiosity in learning. B．The hidden reasons behind curiosity. C．The way to make the most of curiosity. D．The difficulty in overcoming curiosity. （本题10分）A Stanford University study led by Hyesang Chang explored why some children find math much harder than their classmates. Many people think math difficulties simply come from not understanding numbers. However, this study looked deeper at how children learn from mistakes and adjust their strategies over time. In the study, children completed simple comparison tasks. They had to decide which of two groups of dots was larger. The researchers didn’t just focus on whether answers were right or wrong. Instead, they tracked how each child’s performance changed across many trials, paying attention to whether children adjusted their approach after making errors. The results showed a clear pattern. Children who struggled with math were less likely to shift their strategy after getting a problem wrong. Even when they made different kinds of mistakes, they did not seem to update their thinking. This difficulty in adjusting behavior was a key difference between children with typical math abilities and those with math learning challenges. To understand what was happening in the brain, the researchers used brain imaging. This technique measures activity in different regions of the brain while a person performs tasks. The scans revealed that children with more math difficulties had weaker activity in brain areas responsible for monitoring performance and adjusting behavior. These brain regions help evaluate mistakes, shift strategies, and adapt to new information. Lower activity in these areas could predict whether a child had math difficulties. The findings suggest that math struggles may not come only from problems with understanding numbers. Some children have trouble revising their thought processes while working through problems. Being able to recognize an error and try a new approach is essential not just in math, but in many types of learning. Chang explained that these difficulties may apply to broader cognitive abilities, not just number skills. The researchers now plan to study larger and more diverse groups of children to see whether problems with adapting strategies affect other academic areas as well. 32．(2.5分)What task did children perform in the study? A．Grouping the dots. B．Comparing the quantities. C．Adjusting the trials. D．Adopting post-error strategies. 33．(2.5分)What can be inferred about children struggling with math? A．They failed to predict their mistakes. B．They solved problems at a slower pace. C．They repeated similar errors frequently. D．They had trouble changing their thinking. 34．(2.5分)What did the brain scans suggest about children with math difficulties? A．Better performance in irrelevant brain parts. B．Lower activity in performance-related sections. C．Quicker response in mistake-evaluating regions. D．Less connection in performance-monitoring areas. 35．(2.5分)What may be explored in future research? A．Differences among larger child samples. B．Typical thinking shifts of children. C．Academic effects of poor adjustments. D．Cognitive abilities in number skills. （本题12.5分）Do you want to learn the material you’re studying — like, really learn it? 36(2.5分) One learning theory suggests that if you overlearn, you’ll gain the ability to do something without having to think about it — and eventually get more knowledge. Here’s what overlearning is and how to do it. What is overlearning? Simply put, overlearning means studying something even once you’re sure you know it. Don’t stop reviewing or studying just because you succeeded in memorizing something. 37(2.5分) The purpose of overlearning is to make the task easy to ensure it is completed to a high standard with no stress. For example, a student wants to pass his/her spelling test which has 10 words. Knowing about overlearning, he/she doesn’t just memorize each word, but also learns about the origins of each word. 38(2.5分) Similarly, a teacher wanting to learn about teaching strategies might not simply read one book — they may read ten books, watch videos, attend lectures (and maybe even write their own book). 39(2.5分) Review the material you’ve already known front to back. For example, when using the Leitner method, always review all the flashcards you’re assigned on a particular day, even if you feel like passing over them because you got them right last time. Repeatedly going over the material you know well is the key to overlearning and eventual automatic recall. 40(2.5分) This can be as easy as rereading your notes, or as difficult as taking practice tests. Continually reintroducing familiar ideas to yourself will dig them deeper into your long-term memory. A．How do you overlearn? B．How do you schedule your time? C．Overlearning has several benefits. D．Then what you need to do is overlearn it. E．This takes time, but it makes the spelling test a walk in the park. F．Instead, keep going, digging it deeper and deeper into your brain. G．Set aside time each week to review materials you’ve already mastered. 三、完形填空 （本题15分）Two years ago, our elementary school turned a piece of unused land into a small vegetable garden. However, I didn’t know it would become the 41 of our school’s social-emotional learning program. My 7-and 8-year-old students 42 tomatoes, carrots, and spinach from seeds. It was 43 work — soil stuck under fingernails, seeds accidentally spilled — but the excitement was 44 . We created a garden journal where we 45 not only when we watered or weeded, but also how the plants made us 46 . “It feels like 47 . I’m looking forward to its future,” recorded 8-year-old Leo when the first tiny tomato sprout (芽) broke through the soil. Students who were sad could tend to the spinach — its soft leaves became a 48 to touch. Students who felt angry were 49 to pull weeds. “Pulling the bad stuff out of the dirt feels like pulling the bad feelings out of me,” one student said. We had a “healing circle” in the garden, where students talked about 50 — how it felt when something they worked hard on didn’t turn out right. Now, when I walk through the 51 , I see kids sitting alone with the 52 , talking to them softly, or working together to pull weeds. It’s a reminder that 53 doesn’t just teach us about science — it teaches us about being human. For young kids still learning to 54 their emotions, that’s a lesson no worksheet can 55 . 41．(1分)A．outline B．heart C．outcome D．proof 42．(1分)A．borrowed B．purchased C．planted D．consumed 43．(1分)A．permanent B．thorough C．messy D．transitional 44．(1分)A．infectious B．contradictory C．temporary D．alternative 45．(1分)A．made up B．wrote down C．broke down D．cut up 46．(1分)A．applaud B．contribute C．feel D．evolve 47．(1分)A．competition B．silence C．heritage D．hope 48．(1分)A．comfort B．challenge C．memory D．description 49．(1分)A．demanded B．begged C．forced D．invited 50．(1分)A．indifference B．loneliness C．ignorance D．disappointment 51．(1分)A．classroom B．garden C．school D．farm 52．(1分)A．textbooks B．seeds C．instructors D．vegetables 53．(1分)A．nature B．collaboration C．space D．intervention 54．(1分)A．manage B．quote C．recall D．investigate 55．(1分)A．boost B．match C．eliminate D．capture 四、语法填空 （本题15分）阅读下面材料，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 FRESHMAN CHALLENGE Hi! My name is Adam and I’m a freshman at senior high school. 56(1.5分) (go) from junior high school to senior high school is a really big challenge. The first week was a little 57(1.5分) (confuse). First, I had to think very carefully about which courses I wanted to take. The school adviser helped 58(1.5分) (I) choose the suitable ones: maths, English, chemistry, world history, and Chinese. I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. My adviser recommended that I should sign up for advanced literature 59(1.5分) I like English and I’m good at it. I had to choose extra-curricular activities, too. I tried to join the school football team, but the coach 60(1.5分) (tell) me that I didn’t play well enough. 61(1.5分) (obvious), I was unhappy, but I won’t quit. I’ll find a way 62(1.5分) (improve) on my own so that I can make the team next year. I joined a volunteer club instead. Every Wednesday, we work at a soup kitchen and hand out food to homeless people in the community. I know I’ll have to study harder as a senior high school student and get used to being responsible 63(1.5分) a lot more. I’m a bit worried about keeping up with the other students in my advanced course, and it’ll be quite difficult to get used to all the homework. Still, I’m happy to be here. Studying hard 64(1.5分) (be) not always fun, but I’ll be well prepared for university or whatever else comes in 65(1.5分) future. 五、书信写作 66．（本题15分）假定你是李华，学校将举办“畅想未来”主题分享会，请你写一篇英语发言稿，从家居（home life）、学习（learning）、健康（health）、社交（socialising）、娱乐（entertainment）五个角度中任选两个进行阐述，内容包括： (1)畅想这两个领域未来会出现的改变； (2)说明这些改变对你自身的积极影响。 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。 My Future Life Good morning, I’d like to share my vision of future life. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ That’s all. Thank you! 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。 Jake had never imagined himself entering a writing contest. Writing had always seemed dull, and sharing his work with the entire school felt even worse. But his English teacher, Ms. Laveau, saw things differently. “Jake, your storytelling is truly creative,” she told him after class. “You should give this school writing competition a shot.” Jake hesitated. He didn’t think he could compete with the talented writers in school. Writing was for the top students, not for someone like him. But something about her words stayed with him. That evening, he stared at the blank screen, his fingers hovering over the keyboard. After several false starts, he finally typed his first sentence. He remembered what Ms. Laveau had once said — “Great writing isn’t about being perfect the first time. It’s about rewriting and making it better.” As he wrote, he became deeply engaged in his story — a tale about a student trapped in school, searching for freedom. The words flowed, reflecting his own feelings about expectations and the struggle to be heard. He worked harder than ever, revising his piece before handing it in just before the deadline. On the day the results were announced, Jake’ s heart raced as he grabbed a copy of the latest school paper. His fingers flipped (迅速翻动) through the pages, scanning for his name. But his story wasn’t there. Confused, he checked again. Nothing. Then, at the bottom of the editorial (编辑的) page, he spotted a small note: “A special thanks to all participants. Some entries could not be published, but we encourage everyone to keep writing.” A sinking feeling settled in his chest. Had he really thought he could succeed? Around him, students chatted excitedly about the published works, praising the featured stories and poems. Jake felt invisible. For a moment, he considered giving up. But then his eyes landed on Linda — the student editor of the school newspaper. Maybe he needed answers before making a decision. 注意： 1.续写词数应为150个左右； 2.请按如下格式在答题纸的相应位置作答。 Jake took a deep breath before knocking on the editorial office door. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As he walked out of the room, his thoughts were no longer filled with disappointment. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 $