高中英语单元测试——Unit 1 Back to School（适中版02）

高中英语单元测试——Unit 1 Back to School（适中版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）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. 3．（本题1.5分）Where does the conversation probably take place? A．In the dormitory. B．In the bookstore. C．In the classroom. 【答案】C 【原文】M: Excuse me. I wonder if I can use your dictionary. I left mine in the dormitory. W: Help yourself. It’s on my desk over there. 4．（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? 5．（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. （本题3分）听下面一段对话，回答以下小题。 6．(1.5分)Which part of the presentation matters most for the woman? A．The AI-generated text. B．The research process. C．The information sources. 7．(1.5分)What will the speakers do finally? A．Reassign their sections. B．Ask the professor for advice. C．Finish the task with AI’s help. 【答案】6．B 7．C 【原文】M: Hey, for the group presentation, I fed our topic to the AI. It produced a full text and slides in seconds. We’re basically done! W: Wow! That’s fast. But didn’t the professor warn us against using AI for the final work? M: Yeah, but we can just refine it and make it our own. It is a tool and saves us so much time. W: I’m not sure. The important part is the research process. If we skip that, what’s the value? Maybe we should use it for ideas, but do the writing ourselves. M: Fine. How about this: we use the AI’s outline as a starting point, but we each develop our assigned section with our own sources and words? W: That works for me — efficiency without sacrificing our own input. （本题3分）听下面一段对话，回答以下小题。 8．(1.5分)What does Sam say about his daughter? A．She dislikes doing homework. B．She overuses her smartphone. C．She feels lonely at school. 9．(1.5分)What is Sam’s attitude towards the school policies? A．Supportive. B．Uncertain. C．Disapproving. 【答案】8．B 9．A 【原文】W: Hi, Sam. How is your daughter doing at school? M: Well, since I bought a smartphone for Jillian last summer, it seems the phone has become an extension of her arm. And it has made it impossible for her to concentrate. That really upsets me. W: You are not alone in that. It is said that 95% of teenagers either own or have access to a smartphone. Some schools have put in place policies, banning or controlling phone use during school hours. M: I’m all in favor of these policies. W: Yeah, more and more schools have begun doing this. A friend of mine works at a school, and he told me that these policies had brought about positive changes. （本题4.5分）听下面一段对话，回答以下小题。 10．(1.5分)What is the probable relationship between the speakers? A．Classmates. B．Teacher and student. C．Librarian and reader. 11．(1.5分)What does the man invite the woman to do? A．Go to the library. B．Go to the dining hall. C．Go swimming. 12．(1.5分)When will the woman have a dance class? A．On Monday. B．On Saturday. C．On Sunday. 【答案】10．A 11．C 12．B 【原文】M: Hi, Susan. Where were you after class? I was saving a seat for you in the dining hall. W: Oh, sorry to have missed you. I went to the library and looked for some books there. M: Have you found the books you need? W: Yes, I got two books to prepare for my paper. M: When is the paper due? W: On June twenty-ninth. There are still two weeks left, so I have enough time to prepare for it. M: Great. By the way, I wonder if you want to go swimming with me on Saturday afternoon. W: I’d love to, but I have a dance class that afternoon. （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）We’re excited you are considering an undergraduate degree at our university. Join us to experience world-class teaching and learning at one of the best universities. Before you apply ● Explore our exciting range of courses at the campus. ● Check tuition fees (学费) and work out your living costs. ● Learn about the standard of admission. Admission tests are required. ● Explore the colleges where you’ll live and visit us on an open day or join one of our events to discover more. How to apply ● Sign up and prepare for your admission assessments (评估). ● Read our tips to complete your application and write a personal statement. ● Complete the “My College Application” form online. After you apply ● Check your written work and learn the way to send it to us. ● Prepare for your interview. See what we might ask and expect. ● Get ready for your written college admission assessments. Reminders We’re aware of private companies and individuals who offer, at a charge, information and advice on our admissions process and interviews. We DO NOT support any of these. We recognise some applicants may choose to engage in the services but our university does not work with any educational agents or newspaper. Contact the admissions office at any college for more information. 21．(2.5分)What should an applicant do before applying? A．Take admission tests. B．Prepare for an interview. C．Download some courses. D．Pay for one’s living costs. 22．(2.5分)After the application, one should _________. A．check the admission date. B．write a personal statement. C．seek support from a company. D．learn how to send the written work. 23．(2.5分)How can applicants get more information? A．By paying for advice from private companies. B．By contacting the college admissions office. C．By seeking help from educational agents. D．By referring to the local newspaper. 【答案】21．A 22．D 23．B 【导语】本文是一篇应用文。文章主要介绍了某大学本科申请的流程，包含申请前准备、申请步骤、申请后的注意事项，以及关于第三方服务的提醒。 21．细节理解题。根据Before you apply部分“Learn about the standard of admission. Admission tests are required.(了解入学标准。入学需要参加入学测试。)”可知，申请前需要参加入学测试。故选A。 22．细节理解题。根据After you apply部分“Check your written work and learn the way to send it to us.(检查你的书面作业，并了解提交给我们的方式。)”可知，提交申请后需要了解如何提交书面作业。故选D。 23．细节理解题。根据Reminders部分“Contact the admissions office at any college for more information.(联系任意学院的招生办公室以获取更多信息。)”可知，申请人可以联系学院招生办公室获取更多信息。故选B。 （本题10分）One day last January, my classroom was full of nervous atmosphere as 15 teenagers prepared to lock their smartphones in a cabinet (柜子) and stop all Internet use for the next two weeks. The ceremony kicked off a mini-course I taught called Logging Off. During the school year, I taught high school chemistry, but this mini-course gave my students and me a chance to examine the role of technology in our lives. When the time came to power down, many students were eager to be free of their phones, while others held onto their phones and their emotions seemed to range from worry (“How will I talk with my friends?”) to expectation (“I can’t wait to read more books.”). Over the next few days, the students showed a surprising source of anxiety. Without their phones, they weren’t sure what to do when there was nothing to do. That’s when it hit me: I long for the kind of time alone with my thoughts that my students feared. I use these moments to replay a difficult conversation until I know where it went wrong, imagine myself living abroad, or stare at a person sitting nearby and invent the story of her life. As we closed in on the final days of the course, I noticed a change in the kids’ attitude. Their anxiety faded. They went for walks, composed music, and played board games. They experienced life in the moment. On the last day, when I returned their phones, I expected the kids to power up immediately and go straight to social media. Instead, most of them left the classroom with screens still dark, saying they wanted to see how long they could wait. I know the pull of the digital world is strong, but I’m hoping the brief break from connectivity with phones has shown my students that they have a choice in what to do in their downtime, while they’re waiting in line for coffee or walking home. I hope they seize the precious chance to daydream. 24．(2.5分)What did the author’s students decide to do? A．Put more effort into chemistry learning. B．Live without the Internet for the school year. C．Put their phones aside for a period of time. D．Stop themselves from connecting with each other. 25．(2.5分)What is paragraph 2 mainly about? A．Students’ thoughts about technology. B．Students’ expectations of the mini-course. C．Students’ emotions at the end of the mini-course. D．Students’ different reactions at the beginning stage. 26．(2.5分)What does the author like doing in her moments alone? A．Making up stories. B．Imagining her future life. C．Preparing for overseas travel. D．Reflecting on a funny conversation. 27．(2.5分)What did most students do when they got their phones back? A．They kept their phones off. B．They went straight back to social media. C．They made changes to their phone screens. D．They had their phones recharged immediately. 【答案】24．C 25．D 26．A 27．A 【导语】本文是一篇记叙文。文章主要讲述了作者作为老师，带领学生开展了一项为期两周的“断网”迷你课程，期间学生们经历了从焦虑到享受当下的变化，作者希望学生们能意识到在空闲时间有更多选择，珍惜白日梦的宝贵机会。 【详解】24．细节理解题。根据第一段中“One day last January, my classroom was full of nervous atmosphere as 15 teenagers prepared to lock their smartphones in a cabinet (柜子) and stop all Internet use for the next two weeks.(去年1月的一天，我的教室里充满了紧张的气氛，15名青少年准备把他们的智能手机锁在柜子里，并在接下来的两周内停止所有互联网使用)”可知，作者的学生决定把手机放在一边一段时间。故选C项。 25．主旨大意题。根据第二段“When the time came to power down, many students were eager to be free of their phones, while others held onto their phones and their emotions seemed to range from worry (“How will I talk with my friends?”) to expectation (“I can’t wait to read more books.”).(当放下手机的时刻来临，许多学生迫不及待想要摆脱手机束缚，而另一些则紧握手机，情绪从担忧(“我该怎么和朋友联系？”)到期待(“我终于能多读点书了”)不一而足)”可知，本段主要讲述了在课程开始阶段学生们不同的反应。故选D项。 26．细节理解题。根据第三段中“I use these moments to replay a difficult conversation until I know where it went wrong, imagine myself living abroad, or stare at a person sitting nearby and invent the story of her life.(我利用这些时刻重放一段艰难的对话，直到我知道哪里出了问题，想象自己生活在国外，或者盯着坐在附近的人，编造她的人生故事)”可知，作者喜欢在她独处的时候编造故事。故选A项。 27．细节理解题。根据倒数第二段中“On the last day, when I returned their phones, I expected the kids to power up immediately and go straight to social media. Instead, most of them left the classroom with screens still dark, saying they wanted to see how long they could wait.(最后一天归还手机时，我原以为孩子们会立刻开机直奔社交媒体。不料大多数人拿着屏幕依旧漆黑的手机走出教室，纷纷表示想看看自己能坚持多久)”可知，大多数学生拿到手机后仍然保持手机关机状态。故选A项。 （本题10分）A new study was conducted by AI expert André Barcaui of the Federal University of Rio de Janeiro, who ran an experiment with a group of university students. Half were allowed to use ChatGPT to help them respond to an assignment on artificial intelligence, and half weren’t. In a surprise test 45 days after the assignment, the students who used ChatGPT scored an average of 5.75 out of 10, while those who took the traditional study route averaged 6.85. That’s a notable difference, which chimes with other research showing that using AI to find information means we don’t take as much in. “This suggests that unrestricted ChatGPT use affected long-term memory storage, likely by reducing the cognitive effort that supports durable memory,” Barcaui writes. In the study, the students were given two weeks to learn about AI, then had to give a 10-minute demonstration. The ChatGPT group could use the tool to search, integrate, and structure information; the other group stuck to traditional methods. Learning was faster with AI: the ChatGPT group spent an average of 3.2 hours on the assignment, compared with 5.8 hours for the non-AI group. This reminds us that using apps like ChatGPT could be robbing our brains of the exercise they need — and that has consequences. The idea of cognitive offloading isn’t new. In 2011, a team led by psychologist Betsy Sparrow first described “digital amnesia (失忆症)” — the effect of search engines like Google on our ability to remember information. With AI assistants now able to take on much of the mental workload, studies suggest they could be changing how we think, perceive, focus and remember — not necessarily for the better. “Future teaching strategies should aim to take advantage of the benefits of AI without sacrificing the cognitive engagement and productive struggle required for durable learning,” Barcaui writes. “In the age of AI, the core principles of human learning are not outdated; in fact, they are more important than ever to uphold.” 28．(2.5分)What does the underlined phrase “chimes with” in paragraph 2 mean? A．Conflicts with. B．Corresponds to. C．Contributes to. D．Comes from. 29．(2.5分)What explains the faster learning of ChatGPT group? A．Limited memory storage. B．Enriched learning experience. C．Increased learning motivation. D．Reduced cognitive involvement. 30．(2.5分)Why does the author mention “digital amnesia”? A．To emphasize AI’s great risk. B．To clarify cognitive offloading. C．To add evidence to the findings. D．To criticize over-reliance on tools. 31．(2.5分)What is Barcaui’s attitude toward the use of AI? A．Supportive. B．Unclear. C．Dismissive. D．Doubtful. 【答案】28．B 29．D 30．C 31．A 【导语】本文讲述了一项新研究证实，无限制使用人工智能工具完成学习任务会降低学习者的认知努力程度，对长期记忆留存产生负面影响，建议未来教育应当在发挥人工智能优势的同时，坚持人类学习的核心原则，保证学习者获得足够的认知锻炼，支撑长效学习。 【详解】28．词句猜测题。根据第二段“In a surprise test 45 days after the assignment, the students who used ChatGPT scored an average of 5.75 out of 10, while those who took the traditional study route averaged 6.85. That’s a notable difference, which chimes with other research showing that using AI to find information means we don’t take as much in.(在布置作业后45天的一次意外测试中，使用ChatGPT的学生平均得分为5.75分（满分10分），而采用传统学习方式的学生平均分为6.85分。这是一个显著的差异，chimes with其他研究结果，这些研究表明使用人工智能查找信息意味着我们吸收的知识更少)”可知，本项研究发现使用ChatGPT的学生测试成绩远低于不使用的学生，该结论和其他已有研究得出的“使用AI会减少知识吸收”的结论一致，可知chimes with意思是“与……一致、相符”，与Corresponds to“与……一致、符合”意思一致。 29．细节理解题。根据第二段“This suggests that unrestricted ChatGPT use affected long-term memory storage, likely by reducing the cognitive effort that supports durable memory(这表明无限制使用ChatGPT会影响长期记忆存储，原因很可能是它减少了支撑长效记忆所需的认知努力)”以及第三段“This reminds us that using apps like ChatGPT could be robbing our brains of the exercise they need(这提醒我们，使用ChatGPT这类应用可能会剥夺大脑所需的锻炼)”可知，ChatGPT组完成任务更快，是因为人工智能承担了大部分认知工作，减少了学习者自身的认知参与。 30．推理判断题。第四段开头提出“The idea of cognitive offloading isn’t new.(认知卸载的概念并不新鲜)”，接着“In 2011, a team led by psychologist Betsy Sparrow first described “digital amnesia (失忆症)” — the effect of search engines like Google on our ability to remember information. With AI assistants now able to take on much of the mental workload, studies suggest they could be changing how we think, perceive, focus and remember — not necessarily for the better.(2011年，心理学家Betsy Sparrow领导的一个团队首次描述了“数字失忆症”——谷歌等搜索引擎对我们记忆信息能力的影响。随着人工智能助手现在能够承担大部分的脑力工作，研究表明，它们可能会改变我们思考、感知、专注和记忆的方式，但不一定会变得更好。 )”介绍“数字失忆症”概念，谷歌这类搜索引擎已经证明会影响人类的信息记忆能力，现在人工智能可以承担更多认知工作，也会对人类的思维、感知、注意力和记忆产生不一定向好的改变。由此可推知，作者提到早已被提出的“数字失忆症”，是为新研究结论提供更早的相关研究佐证。 31．推理判断题。根据最后一段“Future teaching strategies should aim to take advantage of the benefits of AI without sacrificing the cognitive engagement and productive struggle required for durable learning(未来的教学策略应当着眼于利用人工智能的优势，同时不牺牲长效学习所需的认知参与和有效的思考努力)”可知，Barcaui并不反对使用人工智能，他支持合理发挥AI的优势，只是要求保证学习者获得足够认知参与和大脑锻炼，因此他对AI的使用持支持态度，只是强调要理性合理应用。 （本题10分）It’s a rainy Tuesday morning in a primary school in Manchester, UK. Year 5 students aren’t sitting quietly at their desks — instead, they’re standing in a circle, voices rising as they role-play a scene from Hamlet. Their classmates lean forward, completely absorbed in the scene. This is the core of immersive (沉浸式的) drama-based learning. A 2025 study published in the Journal of Educational Psychology explores how this approach transforms students’ academic and emotional development. Conducted by researchers at University College London (UCL), the six-month experiment tracked 500 Year 5 students across 45 UK primary schools. Participants were divided into two groups: both groups analyzed an excerpt from Hamlet and completed a writing task from Hamlet’s perspective after leaving his country. However, the target group engaged in 30-minute drama workshops — including role-play, emotional mirroring, and line delivery exercises — before writing, while the control group directly worked on the assignment. The findings revealed striking gaps between the two groups: the target group produced writing samples with 37% richer vocabulary, including subtle terms such as “anguish” and “desolation” instead of phrases like “I’m sad.” The findings further highlighted their superior (出众的) emotional depth, while control group students primarily drew on personal experiences of separation, the drama-integrated students demonstrated remarkable empathy, expressing Hamlet’s internal conflict with profound understanding. The lead researcher Dr. Becky Francis said she had been impressed most by the emotional understanding in the children’s writing. “When students physically immerse themselves into a character’s emotions, they develop both linguistic precision and emotional literacy. Shakespeare’s works, with their vocabulary bank of over 20,000 words, provide the perfect linguistic playground — but it’s the active, dramatic engagement that turns passive reading into transformative learning,” she added. Critics note challenges in resource-limited settings, but Francis emphasizes the model’s adaptability. Even simple role-play exercises can yield significant benefits when carried out consistently. This research provides evidence that creative teaching shouldn’t be excluded as “extra-curricular” — they’re fundamental to overall student development. 32．(2.5分)What was the decisive factor in the experiment? A．Student age. B．Writing task. C．Literary text. D．Pre-writing activity. 33．(2.5分)Why does the author mention anguish and desolation? A．To create dramatic conflicts. B．To illustrate vocabulary richness. C．To reflect students’ true feelings. D．To analyze complex emotional states. 34．(2.5分)What amazed Francis most about the target group’s writing? A．Scene setting. B．Plot design. C．Emotional insight. D．Word precision. 35．(2.5分)What can be learned from the text? A．Reading enriches life. B．Literature builds emotion. C．Words mirror one’s mind. D．Learning by doing works best. 【答案】32．D 33．B 34．C 35．D 【导语】文章介绍了一项实验证明，在写作前进行戏剧角色扮演等主动活动，能显著提升学生的词汇丰富度和情感理解力，说明在实践中学习对学生的全面发展至关重要。 【详解】32．细节理解题。根据第三段中“However, the target group engaged in 30-minute drama workshops — including role-play, emotional mirroring, and line delivery exercises — before writing, while the control group directly worked on the assignment. (然而，目标组在写作前参加了30分钟的戏剧工作坊——包括角色扮演、情感镜像和台词练习——而对照组则直接完成作业。)”可知，实验中的决定性因素是写作前的活动。 33．推理判断题。根据第四段中“the target group produced writing samples with 37% richer vocabulary, including subtle terms such as “anguish” and “desolation” instead of phrases like “I’m sad.” (目标组写出的样本词汇丰富度高出37%，包括诸如“痛苦”和“荒凉”等细腻词汇，而非“我很难过”这样的短语)”可知，这两个词是细腻的，作者提到它们是为了说明词汇的丰富性。 34．细节理解题。根据第五段中“The lead researcher Dr. Becky Francis said she had been impressed most by the emotional understanding in the children’s writing. (首席研究员Becky Francis博士表示，孩子们写作中展现的情感理解力给她留下了最深刻的印象。)”可知，Francis对目标组写作最惊讶的是他们的情感洞察力。 35．推理判断题。通读全文，尤其是第五段中“but it’s the active, dramatic engagement that turns passive reading into transformative learning (但正是积极而富有戏剧性的参与，将被动阅读转化为具有变革性的学习)”和最后一段中“This research provides evidence that creative teaching shouldn’t be excluded as “extra-curricular” — they’re fundamental to overall student development. (这项研究提供了证据，证明创造性教学不应被视为“课外活动”——它们对学生全面发展至关重要。)”可知，文章主要围绕一项实验展开，该实验证明在写作前进行戏剧角色扮演等主动活动，能显著提升学生的词汇丰富度和情感理解力，说明在实践中学习，即通过戏剧表演主动参与，效果最好。 （本题12.5分）For ages, it’s been known that explaining a concept deepens your own understanding. The Roman thinker Seneca noted, “While we teach, we learn.” 36(2.5分) It shows why teaching is a powerful way to learn and it has led to new methods that allow students to become instructors. Studies show that students who tutor others work harder, remember better, and use knowledge more effectively than those studying only for themselves. This “learning by teaching” effect is so strong that it even helps explain why older siblings often score higher on IQ tests — they spend time teaching their younger brothers and sisters. 37(2.5分) They have college students teach high school students, who then teach middle school students the same subjects. The most advanced tool is the “teachable agent”. 38(2.5分) It learns, makes mistakes, and asks questions. For example, a character named Betty’s Brain has been taught science by many middle school students. The students must organize their knowledge clearly and correct misunderstandings in order to teach Betty successfully. 39(2.5分) 40(2.5分) Its questions make tutors think differently, and watching it solve problems lets students see their knowledge in action. Most importantly, the emotions involved — frustration when the agent fails, and pride when it succeeds — deepen the learning experience and strengthen memory. A．Researchers support this idea. B．Educators are now using this idea in schools. C．This process deepens their own understanding. D．The experiences in teaching facilitate learning. E．Modern science now confirms this ancient wisdom. F．It is a computer program that acts like a real student. G．The teachable agent also provides helpful feedback. 【答案】36．E 37．B 38．F 39．C 40．G 【导语】本文是一篇说明文，介绍了“教即是学”这一古老智慧被现代科学证实，并在教育中得到应用。文章通过研究、实例和“可教学代理”等工具，说明通过教别人，学生能更努力、更牢固地掌握知识，从而深化自身理解。 【详解】36．根据上文“The Roman thinker Seneca noted, “While we teach, we learn.”(罗马思想家塞涅卡曾说：“在教导他人的同时，我们自己也在学习”）”以及下文“It shows why teaching is a powerful way to learn (它解释了为什么教学是一种高效的学习方式)”可知，空格处表达古老观点被现代科学证实。E选项“Modern science now confirms this ancient wisdom.(现代科学证实了这一古老智慧)”承上启下，符合语境。故选E项。 37．根据下文“They have college students teach high school students, who then teach middle school students the same subjects.(他们让大学生教高中生，高中生再教初中生同一科目)”可知，空格处说明教育者在学校运用这一理念。B选项“Educators are now using this idea in schools.(教育工作者如今在学校里运用这一理念)”引出下文举例，符合语境。故选B项。 38．根据上文“The most advanced tool is the “teachable agent”.(最先进的工具是“可教学代理”)”以及下文“It learns, makes mistakes, and asks questions.(它会学习、犯错、提问)”可知，空格处解释这一工具是什么。F选项“It is a computer program that acts like a real student.(它是一个表现得像真实学生一样的电脑程序)”承接上文，符合语境。故选F项。 39．根据上文“The students must organize their knowledge clearly and correct misunderstandings in order to teach Betty successfully.(学生必须清晰梳理知识、纠正误区才能教好贝蒂)”可知，空格处说明这一过程的作用。C选项“This process deepens their own understanding.(这一过程深化了他们自己的理解)”承接上文，符合语境。故选C项。 40．根据下文“Its questions make tutors think differently, and watching it solve problems lets students see their knowledge in action.(它提出的问题能让辅导老师从不同角度思考，而观看它解题的过程，也能让学生看到自己所学知识是如何实际运用的)”可知，空格处说明该工具能提供反馈。G选项“The teachable agent also provides helpful feedback.(可教学代理还会提供有益的反馈)”引出下文，符合语境。故选G项。 三、完形填空 （本题15分）It was a chilly November morning when I first met Mrs. Hargrove. As a student teacher, I was assigned to 41 her senior English class, hoping to learn the magic she reportedly performed with 42 readers. I slipped into a seat at the back, only to find the lesson was about to 43 a poet I’d never heard of. She didn’t 44 the lecture directly. 45 , she read a single line aloud: “The road draws its own map as it goes.” Then she asked, “What does the road feel?” 46 . Students exchanged glances, struggling to find the “right” answer in their textbooks. But Mrs. Hargrove just 47 and pulled up a chair beside a boy named Marcus, who had been staring out the window. “Marcus,” she said gently, “you’ve been looking outside. What does the road feel?” Marcus 48 , surprised. “I dunno. Tired, maybe? Like it doesn’t know where it’s going but has to keep moving?” The class chuckled nervously, but Mrs. Hargrove’s eyes lit up. “Go on.” As Marcus spoke — 49 at first, then with more confidence — the other students began to chime in. Mrs. Hargrove never provided a definitive answer. She simply walked among us, listening, occasionally 50 our thoughts with a quiet “Why?” or “What makes you say that?” I later learned that many of these kids had been labeled “unteachable.” Marcus hadn’t passed a single English exam in two years. But over the following weeks, I watched him 51 . He started arriving early, carrying a worn copy of poetry under his arm. On my last day, Mrs. Hargrove showed me a folded 52 written by Marcus: “Thank you for believing a road that’s lost can still be moving.” Mrs. Hargrove taught me something far more 53 : that teaching is less about filling a bucket and more about lighting a fire — or simply recognizing that the fire was there all along, waiting for someone to 54 the wind just right. Years later, now a full teacher myself, I still remember that note. Sometimes the most important lessons are the roads that 55 themselves as they go. 41．(1分)A．evaluate B．observe C．criticize D．overlook 42．(1分)A．pretending B．struggling C．engaging D．demanding 43．(1分)A．feature B．publish C．inspire D．celebrate 44．(1分)A．skip B．attend C．start D．follow 45．(1分)A．Otherwise B．Moreover C．Therefore D．Instead 46．(1分)A．Silence B．Excitement C．Delight D．Fear 47．(1分)A．shrugged B．frowned C．smiled D．blushed 48．(1分)A．stayed B．shifted C．laughed D．trembled 49．(1分)A．frankly B．loudly C．rapidly D．hesitantly 50．(1分)A．interrupting B．correcting C．praising D．challenging 51．(1分)A．disappear B．fail C．transform D．freeze 52．(1分)A．page B．letter C．newspaper D．note 53．(1分)A．complex B．abstract C．valuable D．efficient 54．(1分)A．block B．fan C．measure D．ignore 55．(1分)A．lose B．follow C．map D．repeat 【答案】 41．B 42．B 43．A 44．C 45．D 46．A 47．C 48．B 49．D 50．D 51．C 52．D 53．C 54．B 55．C 【导语】文章讲述了作者作为实习老师旁听哈格罗夫夫人的高三英语课的经历。 【详解】41．考查动词‌。句意：作为一名实习老师，我被安排去旁听她的高三英语课，希望能学到传说中她辅导阅读困难学生的神奇方法。A. evaluate评估；B. observe旁听，观察；C. criticize批评；D. overlook忽视。根据上文“As a student teacher”可知，实习老师的任务是旁听、观摩在职教师授课。 42．考查形容词‌。句意：作为一名实习老师，我被安排去旁听她的高三英语课，希望能学到传说中她辅导阅读困难学生的神奇方法。A. pretending假装的；B. struggling吃力的，困难的；C. engaging迷人的；D. demanding要求高的。根据下文第四段“I later learned that many of these kids had been labeled “unteachable””可知，学生阅读、学习很吃力。 43．考查动词‌。句意：我悄悄溜到后排坐下，却发现这节课即将重点讲解一位我从未听说过的诗人。A. feature以……为重点，以……为特色；B. publish出版；C. inspire激励；D. celebrate庆祝。根据下文“a poet I’d never heard of”可知，课堂重点讲解的是一位诗人。 44．考查动词。句意：她没有直接开始讲课。A. skip跳过；B. attend参加；C. start开始；D. follow跟随。根据下文“ she read a single line aloud: “The road draws its own map as it goes.” ”可知，她没有直接讲授知识点，而是朗读了一句诗的行为，能看出她没有按常规流程开启课堂。 45．考查副词‌。句意：相反，她大声朗读了单独的一句诗：“道路在前行的过程中为自己绘制地图。”A. Otherwise否则；B. Moreover此外；C. Therefore因此；D. Instead相反。根据上文“She didn’t ____ the lecture directly.”和下文“she read a single line aloud: “The road draws its own map as it goes.””可知，上文说她没有直接开始讲课，下文说她选择了朗读诗句的特殊方式，前后是转折替代的逻辑关系。 46．考查名词‌。句意：（教室里）一片安静。A. Silence沉默；B. Excitement兴奋；C. Delight愉悦；D. Fear恐惧。根据下文“Students exchanged glances, struggling to find the “right” answer in their textbooks.”可知，没人敢主动回答问题，课堂陷入了安静的状态。 47．考查动词‌。句意：但哈格罗夫夫人只是微笑着，拉过一把椅子坐到了一个一直盯着窗外的名叫马库斯的男孩身边。A. shrugged耸肩；B. frowned皱眉；C. smiled微笑；D. blushed脸红。根据下文第三段“she said gently”可知，她的态度是亲切包容的，没有因为课堂沉默而不悦，因此是微笑着。 48．考查动词。句意：马库斯动了动身子，很惊讶。A. stayed停留；B. shifted挪动，移动；C. laughed大笑；D. trembled颤抖。根据下文“who had been staring out the window.”可知，原本走神看窗外的马库斯突然被老师点名，下意识做出了身体挪动的反应，表现出他的意外和局促。 49．考查副词‌。句意：马库斯一开始犹豫地说着，后来越来越自信，其他学生也开始纷纷插话。A. frankly坦率地；B. loudly大声地；C. rapidly快速地；D. hesitantly犹豫地。根据下文“then with more confidence”可知，他最开始发言是不笃定、很迟疑的状态。 50．考查动词。句意：她只是在我们中间走动，倾听着，偶尔用一句轻声的“为什么？”或者“你为什么这么说？”来引导我们深入思考自己的想法。A. interrupting打断；B. correcting纠正；C. praising表扬；D. challenging启发，质疑。根据下文“with a quiet “Why?” or “What makes you say that?””可知，她没有直接给出标准答案，而是用提问的方式推动学生进一步梳理自己的思路，属于对想法的深度启发。 51．考查动词。句意：但在接下来的几周里，我看着他发生了转变。A. disappear消失；B. fail失败；C. transform转变；D. freeze僵住。根据下文“He started arriving early, carrying a worn copy of poetry under his arm”可知，原本对英语毫无兴趣的马库斯发生了巨大的积极变化。 52．考查名词‌。句意：在我离开的最后一天，哈格罗夫夫人给我看了马库斯写的一张折起来的便条。A. page书页；B. letter信件；C. newspaper报纸；D. note便条。根据下文“I still remember that note”可知，此处是信息词note的原词复现。 53．考查形容词。句意：哈格罗夫夫人教会了我一件远比其他东西更有价值的事：教育不是灌满一桶水，而是点燃一把火——或者说，只是意识到这团火一直都在，等待有人用恰到好处的风把它吹旺。A. complex复杂的；B. abstract抽象的；C. valuable有价值的；D. efficient高效的。根据下文“ that teaching is less about filling a bucket and more about lighting a fire — or simply recognizing that the fire was there all along, waiting for someone to ________ the wind just right.”可知，下文点明教育的真谛，是作者多年后仍铭记的重要感悟，因此是极具价值的道理。 54．考查动词‌。句意同上。A. block阻挡；B. fan扇动；C. measure测量；D. ignore忽视。根据上文“more about lighting a fire — or simply recognizing that the fire was there all along”可知，用fan the wind的搭配，对应“扇风助燃”的意象，契合前文“点燃火焰”的比喻。 55．考查动词‌。句意：有时候最重要的课程，就是那些在前行过程中为自己绘制地图的道路。A. lose失去；B. follow跟随；C. map绘制地图；D. repeat重复。这句话和前文第二段诗歌里的“The road draws its own map as it goes”形成首尾呼应，map在这里用作动词，对应“绘制地图”的含义。 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。 How Learning Habits Influence Learning Results It’s useful and necessary to discuss learning habits. There is 56(1.5分) famous saying ”Good habits lead to good endings”, 57(1.5分) shows the importance of habits. “An apple a day keeps a doctor away.” also shows that our body 58(1.5分) (build) up by developing a healthy everyday habit. Thus, good learning habits can help us gain great learning results, 59(1.5分) (include ) high scores and abundant (丰富的) knowledge. At first, learning habits form our ways of thinking and attitudes to the content of our learning. 60(1.5分) (obvious), a good habit can help us to speed up to reach our destinations. As we can see, developing a good habit is so important 61(1.5分) I would like to introduce one kind of good learning habits — keep a learning diary every day. We can start the habit by 62(1.5分) (write) learning summaries and remember to record something 63(1.5分) (impress) and meaningful. If we can gain this good learning habit, we 64(1.5分) (benefit) a lot from it. What’s more, I find out that I still have some bad learning habits as well. I can only focus on reading for a short time and I will overcome this problem by spending more time 65(1.5分) concentration practice in future. 【答案】 56．a 57．which 58．is built 59．including 60．Obviously 61．that 62．writing 63．impressive 64．will benefit 65．on 【导语】本文是一篇说明文。主要介绍学习习惯对学习效果的影响，并倡导养成记学习日记等良好学习习惯。 【详解】56．考查冠词。句意：有一句名言：“好习惯成就好结局”，这体现了习惯的重要性。saying为可数名词单数，空前无限定词，所以此处使用冠词，结合句意，此处表示“一句名言”为泛指，且famous是以辅音音素开头的单词，所以用不定冠词a。故填a。 57．考查定语从句。句意：有一句名言：“好习惯成就好结局”，这体现了习惯的重要性。此处引导非限制性定语从句，先行词saying指物，在从句中作主语，所以用关系代词which。故填which。 58．考查动词时态和语态。句意：“一天一苹果，医生远离我”也表明，养成健康的日常习惯可以增强我们的体质。此处为谓语动词，描述客观事实，应用一般现在时，主语our body与build为被动关系，且主语为第三人称单数，所以用is built。故填is built。 59．考查介词。句意：因此，良好的学习习惯能帮助我们取得优异的学习成果，包括高分和丰富的知识。此处表示“包括”，后接名词作宾语，所以用介词including。故填including。 60．考查副词。句意：显而易见，好习惯能帮助我们更快地达成目标。此处修饰整个句子，用obvious的副词形式obviously意为“显而易见地”，且位于句首，首字母需大写。故填Obviously。 61．考查连词。句意：正如我们所见，养成好习惯如此重要，因此我想介绍一种好的学习习惯——每天记学习日记。此处为固定句型so...that...，意为“如此……以至于……”，所以用连词that。引导结果状语从句。故填that。 62．考查非谓语动词。句意：我们可以通过写学习总结来开始这个习惯，并记得记录下令人印象深刻且有意义的内容。此处位于介词by后，后接动名词形式，所以用writing。故填writing。 63．考查形容词。句意：我们可以通过写学习总结来开始这个习惯，并记得记录下令人印象深刻且有意义的内容。此处与meaningful并列修饰不定代词something，用impress的形容词形式impressive意为“印象深刻的”。故填impressive。 64．考查动词时态。句意：如果我们能养成这个良好的学习习惯，我们将从中受益匪浅。此处为谓语动词，遵循“主将从现”原则，主句用一般将来时，所以用will benefit。故填will benefit。 65．考查介词。句意：我只能短时间集中注意力阅读，今后我会通过花更多时间进行专注力训练来克服这个问题。此处为固定搭配spend time on sth.，意为“在某事上花费时间”，所以用介词on。故填on。 五、书信写作 66．（本题15分）假定你是李华，为庆祝即将到来的五四青年节，你校将举办一场文艺演出，届时有外教出席。现面向学生招募一名英文主持人，请你写一封信申请该职位，内容包括： （1）申请的理由； （2）自身的优势。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题卡的相应位置作答。 Dear Sir or Madam, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】参考范文： Dear Sir or Madam, I’m Li Hua. Learning that our school is looking for an English host for the Youth Day art show, I’m writing to apply for the position. I really want to take part in this meaningful activity. Youth Day inspires us to be responsible and energetic, and I hope to show the spirit of Chinese youth to foreign teachers through hosting. Besides, I have many advantages. I have a good command of English and can speak fluently. Also, I once hosted an English party, so I’m experienced and confident on stage. I’m easy to work with and will make full preparations. I would appreciate it if I could be chosen. Yours, Li Hua 【导语】本篇书面表达属于应用文。要求考生以李华的身份写一封英文申请信，申请五四青年节文艺演出的英文主持人职位，说明申请理由与自身优势。 【详解】1.词汇积累 寻找：look for→seek 参加：take part in→participate in 精力充沛的：energetic→vigorous 精通：have a good command of→have a good mastery of 2.句式拓展 简单句变复合句 原句：I really want to take part in this meaningful activity. 拓展句：I really want to take part in this activity, which is meaningful. 【点睛】【高分句型1】Learning that our school is looking for an English host for the Youth Day art show, I’m writing to apply for the position.(运用了现在分词短语作原因状语、that引导的宾语从句和动词不定式作目的状语) 【高分句型2】I would appreciate it if I could be chosen.(运用了固定句型I would appreciate it if...) 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。 Evan always believed that success followed a simple path: if you worked hard enough, good results would come. That idea stayed with him until his junior year, when his science teacher Mr. White announced a technology design competition. Seeing it as a chance to prove himself, Evan signed up at once, sure that his long hours of devotion would finally bring success. His project was a voice-controlled study helper, a small device that could respond to simple commands and remind users of their tasks. The idea sounded useful, and for weeks, Evan worked alone in his room, surrounded by notes, wires, and small parts. He rarely showed his work to others, believing that solving problems by himself meant real ability. When the device worked, Evan felt overjoyed. On the day of the competition, the school hall was full of energy. Machines lit up, screens flashed, and students spoke confidently about their designs. Some students demonstrated smart lights, while others presented robots or energy-saving inventions. Evan set up his device carefully and began his presentation. At first, everything seemed fine. But when the judges asked him to test it in a noisy environment, the device failed to respond. Evan repeated the command, adjusting the settings quickly, but the system stayed silent. Heat rose to his face as the voices around him seemed suddenly louder. The moment felt longer than it was, and soon the judges moved on. That evening, Evan sat at his desk, looking at the silent device. In the following days, he tried to avoid thinking about the competition, but his thoughts kept returning. While reading through his notebook, he noticed how often he had skipped careful testing because he was too eager to finish. He had trusted his first success too easily and ignored the possibility that real conditions might be different. What troubled him most was not simply the loss, but the realization that he had mistaken working alone for working well. 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。 Determined not to let the failure define him, Evan started over. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Months later, Evan signed up for another technology design competition.   ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: Determined not to let the failure define him, Evan started over. He first asked Mr. White for advice, who pointed out his lack of testing and teamwork. Evan then invited two classmates good at programming and acoustics to join him. They improved the device’s noise cancellation together, testing it in crowded classrooms and busy corridors over and over again. Every small problem was discussed openly, and Evan learned to listen to others’ opinions instead of working alone. He also recorded every test result, and adjusted the settings patiently until the device worked perfectly in any environment. Months later, Evan signed up for another technology design competition. This time, he presented his improved voice-controlled study helper confidently. He calmly introduced the design concept and detailed improvement process of his work. When tested in various complex environments, his voice-controlled study helper responded accurately and operated steadily without any mistakes. His sincere sharing and outstanding work won wide recognition from the judges and warm applause from the audience. Holding the award, he realized that real success wasn’t just about hard work, but also about reflection, humility, teamwork and careful preparation. 【导语】本文以人物为线索展开，讲述了坚信“努力即成功”的Evan在科技设计大赛中因设备抗噪性差而惨败，事后反思认识到独自蛮干并非高效工作，进而决心改进方法、寻求合作的故事。 【详解】1. 段落续写： ①由第一段首句内容可知，第一段可描写Evan主动向老师求教，组建团队共同改进设备，并通过反复测试解决抗噪问题的过程。 ②由第二段首句内容可知，第二段可描写Evan在新比赛中从容展示改进后的作品，获得评委认可，并从中领悟到成功的真谛。 2. 续写线索：​ 决心重启——请教老师——组建团队——反复测试——再次参赛——从容展示——获奖感悟 3. 词汇激活 行为类 ①征求建议：ask sb. for advice/seek suggestions from sb. ②赢得认可：win recognition/gain approval 情绪类 ①自信地：confidently/with assurance/self-assuredly ②谦逊：humility/modesty 【点睛】【高分句型1】​ He first asked Mr. White for advice, who pointed out his lack of testing and teamwork.(运用了关系代词who引导非限制性定语从句) 【高分句型2】​ Holding the award, he realized that real success wasn’t just about hard work, but also about reflection, humility, teamwork and careful preparation.(运用了连接词that引导宾语从句、现在分词Holding...作状语) 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（适中版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）How many units must the man review over the weekend? A．Five units. B．Eight units. C．Ten units. 3．（本题1.5分）Where does the conversation probably take place? A．In the dormitory. B．In the bookstore. C．In the classroom. 4．（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. 5．（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. （本题3分）听下面一段对话，回答以下小题。 6．(1.5分)Which part of the presentation matters most for the woman? A．The AI-generated text. B．The research process. C．The information sources. 7．(1.5分)What will the speakers do finally? A．Reassign their sections. B．Ask the professor for advice. C．Finish the task with AI’s help. （本题3分）听下面一段对话，回答以下小题。 8．(1.5分)What does Sam say about his daughter? A．She dislikes doing homework. B．She overuses her smartphone. C．She feels lonely at school. 9．(1.5分)What is Sam’s attitude towards the school policies? A．Supportive. B．Uncertain. C．Disapproving. （本题4.5分）听下面一段对话，回答以下小题。 10．(1.5分)What is the probable relationship between the speakers? A．Classmates. B．Teacher and student. C．Librarian and reader. 11．(1.5分)What does the man invite the woman to do? A．Go to the library. B．Go to the dining hall. C．Go swimming. 12．(1.5分)When will the woman have a dance class? A．On Monday. B．On Saturday. C．On Sunday. （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）We’re excited you are considering an undergraduate degree at our university. Join us to experience world-class teaching and learning at one of the best universities. Before you apply ● Explore our exciting range of courses at the campus. ● Check tuition fees (学费) and work out your living costs. ● Learn about the standard of admission. Admission tests are required. ● Explore the colleges where you’ll live and visit us on an open day or join one of our events to discover more. How to apply ● Sign up and prepare for your admission assessments (评估). ● Read our tips to complete your application and write a personal statement. ● Complete the “My College Application” form online. After you apply ● Check your written work and learn the way to send it to us. ● Prepare for your interview. See what we might ask and expect. ● Get ready for your written college admission assessments. Reminders We’re aware of private companies and individuals who offer, at a charge, information and advice on our admissions process and interviews. We DO NOT support any of these. We recognise some applicants may choose to engage in the services but our university does not work with any educational agents or newspaper. Contact the admissions office at any college for more information. 21．(2.5分)What should an applicant do before applying? A．Take admission tests. B．Prepare for an interview. C．Download some courses. D．Pay for one’s living costs. 22．(2.5分)After the application, one should _________. A．check the admission date. B．write a personal statement. C．seek support from a company. D．learn how to send the written work. 23．(2.5分)How can applicants get more information? A．By paying for advice from private companies. B．By contacting the college admissions office. C．By seeking help from educational agents. D．By referring to the local newspaper. （本题10分）One day last January, my classroom was full of nervous atmosphere as 15 teenagers prepared to lock their smartphones in a cabinet (柜子) and stop all Internet use for the next two weeks. The ceremony kicked off a mini-course I taught called Logging Off. During the school year, I taught high school chemistry, but this mini-course gave my students and me a chance to examine the role of technology in our lives. When the time came to power down, many students were eager to be free of their phones, while others held onto their phones and their emotions seemed to range from worry (“How will I talk with my friends?”) to expectation (“I can’t wait to read more books.”). Over the next few days, the students showed a surprising source of anxiety. Without their phones, they weren’t sure what to do when there was nothing to do. That’s when it hit me: I long for the kind of time alone with my thoughts that my students feared. I use these moments to replay a difficult conversation until I know where it went wrong, imagine myself living abroad, or stare at a person sitting nearby and invent the story of her life. As we closed in on the final days of the course, I noticed a change in the kids’ attitude. Their anxiety faded. They went for walks, composed music, and played board games. They experienced life in the moment. On the last day, when I returned their phones, I expected the kids to power up immediately and go straight to social media. Instead, most of them left the classroom with screens still dark, saying they wanted to see how long they could wait. I know the pull of the digital world is strong, but I’m hoping the brief break from connectivity with phones has shown my students that they have a choice in what to do in their downtime, while they’re waiting in line for coffee or walking home. I hope they seize the precious chance to daydream. 24．(2.5分)What did the author’s students decide to do? A．Put more effort into chemistry learning. B．Live without the Internet for the school year. C．Put their phones aside for a period of time. D．Stop themselves from connecting with each other. 25．(2.5分)What is paragraph 2 mainly about? A．Students’ thoughts about technology. B．Students’ expectations of the mini-course. C．Students’ emotions at the end of the mini-course. D．Students’ different reactions at the beginning stage. 26．(2.5分)What does the author like doing in her moments alone? A．Making up stories. B．Imagining her future life. C．Preparing for overseas travel. D．Reflecting on a funny conversation. 27．(2.5分)What did most students do when they got their phones back? A．They kept their phones off. B．They went straight back to social media. C．They made changes to their phone screens. D．They had their phones recharged immediately. （本题10分）A new study was conducted by AI expert André Barcaui of the Federal University of Rio de Janeiro, who ran an experiment with a group of university students. Half were allowed to use ChatGPT to help them respond to an assignment on artificial intelligence, and half weren’t. In a surprise test 45 days after the assignment, the students who used ChatGPT scored an average of 5.75 out of 10, while those who took the traditional study route averaged 6.85. That’s a notable difference, which chimes with other research showing that using AI to find information means we don’t take as much in. “This suggests that unrestricted ChatGPT use affected long-term memory storage, likely by reducing the cognitive effort that supports durable memory,” Barcaui writes. In the study, the students were given two weeks to learn about AI, then had to give a 10-minute demonstration. The ChatGPT group could use the tool to search, integrate, and structure information; the other group stuck to traditional methods. Learning was faster with AI: the ChatGPT group spent an average of 3.2 hours on the assignment, compared with 5.8 hours for the non-AI group. This reminds us that using apps like ChatGPT could be robbing our brains of the exercise they need — and that has consequences. The idea of cognitive offloading isn’t new. In 2011, a team led by psychologist Betsy Sparrow first described “digital amnesia (失忆症)” — the effect of search engines like Google on our ability to remember information. With AI assistants now able to take on much of the mental workload, studies suggest they could be changing how we think, perceive, focus and remember — not necessarily for the better. “Future teaching strategies should aim to take advantage of the benefits of AI without sacrificing the cognitive engagement and productive struggle required for durable learning,” Barcaui writes. “In the age of AI, the core principles of human learning are not outdated; in fact, they are more important than ever to uphold.” 28．(2.5分)What does the underlined phrase “chimes with” in paragraph 2 mean? A．Conflicts with. B．Corresponds to. C．Contributes to. D．Comes from. 29．(2.5分)What explains the faster learning of ChatGPT group? A．Limited memory storage. B．Enriched learning experience. C．Increased learning motivation. D．Reduced cognitive involvement. 30．(2.5分)Why does the author mention “digital amnesia”? A．To emphasize AI’s great risk. B．To clarify cognitive offloading. C．To add evidence to the findings. D．To criticize over-reliance on tools. 31．(2.5分)What is Barcaui’s attitude toward the use of AI? A．Supportive. B．Unclear. C．Dismissive. D．Doubtful. （本题10分）It’s a rainy Tuesday morning in a primary school in Manchester, UK. Year 5 students aren’t sitting quietly at their desks — instead, they’re standing in a circle, voices rising as they role-play a scene from Hamlet. Their classmates lean forward, completely absorbed in the scene. This is the core of immersive (沉浸式的) drama-based learning. A 2025 study published in the Journal of Educational Psychology explores how this approach transforms students’ academic and emotional development. Conducted by researchers at University College London (UCL), the six-month experiment tracked 500 Year 5 students across 45 UK primary schools. Participants were divided into two groups: both groups analyzed an excerpt from Hamlet and completed a writing task from Hamlet’s perspective after leaving his country. However, the target group engaged in 30-minute drama workshops — including role-play, emotional mirroring, and line delivery exercises — before writing, while the control group directly worked on the assignment. The findings revealed striking gaps between the two groups: the target group produced writing samples with 37% richer vocabulary, including subtle terms such as “anguish” and “desolation” instead of phrases like “I’m sad.” The findings further highlighted their superior (出众的) emotional depth, while control group students primarily drew on personal experiences of separation, the drama-integrated students demonstrated remarkable empathy, expressing Hamlet’s internal conflict with profound understanding. The lead researcher Dr. Becky Francis said she had been impressed most by the emotional understanding in the children’s writing. “When students physically immerse themselves into a character’s emotions, they develop both linguistic precision and emotional literacy. Shakespeare’s works, with their vocabulary bank of over 20,000 words, provide the perfect linguistic playground — but it’s the active, dramatic engagement that turns passive reading into transformative learning,” she added. Critics note challenges in resource-limited settings, but Francis emphasizes the model’s adaptability. Even simple role-play exercises can yield significant benefits when carried out consistently. This research provides evidence that creative teaching shouldn’t be excluded as “extra-curricular” — they’re fundamental to overall student development. 32．(2.5分)What was the decisive factor in the experiment? A．Student age. B．Writing task. C．Literary text. D．Pre-writing activity. 33．(2.5分)Why does the author mention anguish and desolation? A．To create dramatic conflicts. B．To illustrate vocabulary richness. C．To reflect students’ true feelings. D．To analyze complex emotional states. 34．(2.5分)What amazed Francis most about the target group’s writing? A．Scene setting. B．Plot design. C．Emotional insight. D．Word precision. 35．(2.5分)What can be learned from the text? A．Reading enriches life. B．Literature builds emotion. C．Words mirror one’s mind. D．Learning by doing works best. （本题12.5分）For ages, it’s been known that explaining a concept deepens your own understanding. The Roman thinker Seneca noted, “While we teach, we learn.” 36(2.5分) It shows why teaching is a powerful way to learn and it has led to new methods that allow students to become instructors. Studies show that students who tutor others work harder, remember better, and use knowledge more effectively than those studying only for themselves. This “learning by teaching” effect is so strong that it even helps explain why older siblings often score higher on IQ tests — they spend time teaching their younger brothers and sisters. 37(2.5分) They have college students teach high school students, who then teach middle school students the same subjects. The most advanced tool is the “teachable agent”. 38(2.5分) It learns, makes mistakes, and asks questions. For example, a character named Betty’s Brain has been taught science by many middle school students. The students must organize their knowledge clearly and correct misunderstandings in order to teach Betty successfully. 39(2.5分) 40(2.5分) Its questions make tutors think differently, and watching it solve problems lets students see their knowledge in action. Most importantly, the emotions involved — frustration when the agent fails, and pride when it succeeds — deepen the learning experience and strengthen memory. A．Researchers support this idea. B．Educators are now using this idea in schools. C．This process deepens their own understanding. D．The experiences in teaching facilitate learning. E．Modern science now confirms this ancient wisdom. F．It is a computer program that acts like a real student. G．The teachable agent also provides helpful feedback. 三、完形填空 （本题15分）It was a chilly November morning when I first met Mrs. Hargrove. As a student teacher, I was assigned to 41 her senior English class, hoping to learn the magic she reportedly performed with 42 readers. I slipped into a seat at the back, only to find the lesson was about to 43 a poet I’d never heard of. She didn’t 44 the lecture directly. 45 , she read a single line aloud: “The road draws its own map as it goes.” Then she asked, “What does the road feel?” 46 . Students exchanged glances, struggling to find the “right” answer in their textbooks. But Mrs. Hargrove just 47 and pulled up a chair beside a boy named Marcus, who had been staring out the window. “Marcus,” she said gently, “you’ve been looking outside. What does the road feel?” Marcus 48 , surprised. “I dunno. Tired, maybe? Like it doesn’t know where it’s going but has to keep moving?” The class chuckled nervously, but Mrs. Hargrove’s eyes lit up. “Go on.” As Marcus spoke — 49 at first, then with more confidence — the other students began to chime in. Mrs. Hargrove never provided a definitive answer. She simply walked among us, listening, occasionally 50 our thoughts with a quiet “Why?” or “What makes you say that?” I later learned that many of these kids had been labeled “unteachable.” Marcus hadn’t passed a single English exam in two years. But over the following weeks, I watched him 51 . He started arriving early, carrying a worn copy of poetry under his arm. On my last day, Mrs. Hargrove showed me a folded 52 written by Marcus: “Thank you for believing a road that’s lost can still be moving.” Mrs. Hargrove taught me something far more 53 : that teaching is less about filling a bucket and more about lighting a fire — or simply recognizing that the fire was there all along, waiting for someone to 54 the wind just right. Years later, now a full teacher myself, I still remember that note. Sometimes the most important lessons are the roads that 55 themselves as they go. 41．(1分)A．evaluate B．observe C．criticize D．overlook 42．(1分)A．pretending B．struggling C．engaging D．demanding 43．(1分)A．feature B．publish C．inspire D．celebrate 44．(1分)A．skip B．attend C．start D．follow 45．(1分)A．Otherwise B．Moreover C．Therefore D．Instead 46．(1分)A．Silence B．Excitement C．Delight D．Fear 47．(1分)A．shrugged B．frowned C．smiled D．blushed 48．(1分)A．stayed B．shifted C．laughed D．trembled 49．(1分)A．frankly B．loudly C．rapidly D．hesitantly 50．(1分)A．interrupting B．correcting C．praising D．challenging 51．(1分)A．disappear B．fail C．transform D．freeze 52．(1分)A．page B．letter C．newspaper D．note 53．(1分)A．complex B．abstract C．valuable D．efficient 54．(1分)A．block B．fan C．measure D．ignore 55．(1分)A．lose B．follow C．map D．repeat 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。 How Learning Habits Influence Learning Results It’s useful and necessary to discuss learning habits. There is 56(1.5分) famous saying ”Good habits lead to good endings”, 57(1.5分) shows the importance of habits. “An apple a day keeps a doctor away.” also shows that our body 58(1.5分) (build) up by developing a healthy everyday habit. Thus, good learning habits can help us gain great learning results, 59(1.5分) (include ) high scores and abundant (丰富的) knowledge. At first, learning habits form our ways of thinking and attitudes to the content of our learning. 60(1.5分) (obvious), a good habit can help us to speed up to reach our destinations. As we can see, developing a good habit is so important 61(1.5分) I would like to introduce one kind of good learning habits — keep a learning diary every day. We can start the habit by 62(1.5分) (write) learning summaries and remember to record something 63(1.5分) (impress) and meaningful. If we can gain this good learning habit, we 64(1.5分) (benefit) a lot from it. What’s more, I find out that I still have some bad learning habits as well. I can only focus on reading for a short time and I will overcome this problem by spending more time 65(1.5分) concentration practice in future. 五、书信写作 66．（本题15分）假定你是李华，为庆祝即将到来的五四青年节，你校将举办一场文艺演出，届时有外教出席。现面向学生招募一名英文主持人，请你写一封信申请该职位，内容包括： （1）申请的理由； （2）自身的优势。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题卡的相应位置作答。 Dear Sir or Madam, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 六、书面表达 67．（本题25分）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Evan always believed that success followed a simple path: if you worked hard enough, good results would come. That idea stayed with him until his junior year, when his science teacher Mr. White announced a technology design competition. Seeing it as a chance to prove himself, Evan signed up at once, sure that his long hours of devotion would finally bring success. His project was a voice-controlled study helper, a small device that could respond to simple commands and remind users of their tasks. The idea sounded useful, and for weeks, Evan worked alone in his room, surrounded by notes, wires, and small parts. He rarely showed his work to others, believing that solving problems by himself meant real ability. When the device worked, Evan felt overjoyed. On the day of the competition, the school hall was full of energy. Machines lit up, screens flashed, and students spoke confidently about their designs. Some students demonstrated smart lights, while others presented robots or energy-saving inventions. Evan set up his device carefully and began his presentation. At first, everything seemed fine. But when the judges asked him to test it in a noisy environment, the device failed to respond. Evan repeated the command, adjusting the settings quickly, but the system stayed silent. Heat rose to his face as the voices around him seemed suddenly louder. The moment felt longer than it was, and soon the judges moved on. That evening, Evan sat at his desk, looking at the silent device. In the following days, he tried to avoid thinking about the competition, but his thoughts kept returning. While reading through his notebook, he noticed how often he had skipped careful testing because he was too eager to finish. He had trusted his first success too easily and ignored the possibility that real conditions might be different. What troubled him most was not simply the loss, but the realization that he had mistaken working alone for working well. 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。 Determined not to let the failure define him, Evan started over. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Months later, Evan signed up for another technology design competition.   ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 $