第一次月考试自编卷（安徽专用Units 1-2）2026-2027学年人教版英语九年级上册

2026—2027学年人教版新教材九年级英语上册第一次月考 安徽专用 Unit 1 The Changing World Unit 2 Inspiring People 学生版 满分120分 考试时间120分钟 学校：________________ 班级：____________ 姓名：____________ 座位号：________ 注意事项：本卷按安徽省初中学业水平考试英语题型结构编制，共四部分、十大题。测试范围为 Unit 1 The Changing World 与 Unit 2 Inspiring People。请在规定区域作答。 第一部分 听力 共四大题 满分20分 I 短对话理解 共5小题 每小题1分 满分5分 你将听到五段对话。每段对话后有一个小题，请在每小题所给的 A、B、C 三个选项中选出一个最佳选项。每段对话读两遍。 1. What used to be in the town square? A. A flower garden. B. A dirt parking area. C. A bus station. 2. What has the new bridge made easier? A. Travelling to school. B. Protecting the river. C. Taking farm products to market. 3. Who is the girl reading about? A. Zhong Yang. B. Sima Qian. C. I. M. Pei. 4. What quality of Zhang Qian does the boy admire most? A. Patience. B. Humour. C. Courage. 5. What will the girl compare in her project? A. Two maps of different towns. B. Two photos of the same place. C. Two interviews with teachers. II 长对话理解 共5小题 每小题1分 满分5分 你将听到两段对话。每段对话后有几个小题，请从 A、B、C 三个选项中选出一个最佳选项。每段对话读两遍。 听下面一段对话，回答第6至7小题。 6. When did the new library open? A. Last month. B. Last week. C. Last year. 7. Why does the boy's grandfather choose audio books? A. He likes music better. B. There are no printed books. C. He cannot see well. 听下面一段对话，回答第8至10小题。 8. Who will the girl introduce? A. Marie Curie. B. Wang Yaping. C. Zhong Yang. 9. Why does the girl admire this person? A. She is very famous. B. She shows courage and prepares carefully. C. She has visited many countries. 10. What does the teacher ask students to do in the talk? A. Memorize many dates. B. Draw a large portrait. C. Use an achievement to explain a quality. III 短文理解 共5小题 每小题1分 满分5分 你将听到一篇短文。短文后有五个小题，请根据短文内容，从 A、B、C 三个选项中选出一个最佳选项。短文读两遍。 11. What was the students' task in the Change Detectives project? A. To decide whether a change really improved life. B. To design a new village road. C. To collect old bus tickets. 12. What was the road like in 2016? A. Wide and clean. B. Busy and noisy. C. Narrow and covered with dirt. 13. How did the students get present-day travel data? A. They searched an old newspaper. B. They timed a bus trip. C. They asked their English teacher. 14. What benefit did the farmer mention? A. He could send vegetables to market earlier. B. He could grow more corn. C. He could buy a larger lorry. 15. Why did the teacher praise the team? A. They wrote the longest report. B. They said the new road was perfect. C. They used evidence, not only opinions. IV 信息转换 共5小题 每小题1分 满分5分 你将听到一篇短文。请根据短文内容，写出下面表格中所缺的单词，每空仅填一词。短文读两遍。 A School Talk The Inspiring Seed Scientist Information Person Zhong Yang, a 16. __________ and professor Place He often travelled to 17. __________ Scientific work He collected and recorded 18. __________ Education He trained many young 19. __________ Main idea Useful work and a spirit of service can 20. __________ on 第二部分 语言知识运用 共三大题 满分35分 V 单项填空 共10小题 每小题1分 满分10分 从每小题所给的 A、B、C、D 四个选项中选出一个可以填入空白处的最佳选项。 21. Our town ______ three new bus routes since 2023. A. opened B. opens C. was opening D. has opened 22. My grandfather ______ walk two kilometres to school, but children here take a bus now. A. used to B. is used to C. was using D. has used 23. Online services are useful, but they should ______ people instead of making life more difficult. A. wound B. admire C. benefit D. drop 24. The new bridge ______ the mountain village with the county town. A. spreads B. links C. collects D. balances 25. —Have you been to the new digital library ______? —Yes. I went there last Saturday. A. already B. just C. yet D. ever 26. It was very ______ of Zhong Yang to keep working in difficult conditions. A. brave B. convenient C. wide D. digital 27. It is necessary ______ us to use evidence when we introduce an inspiring person. A. of B. with C. from D. for 28. It was Yuan Longping ______ developed hybrid rice and helped reduce hunger. A. which B. who C. where D. what 29. The scientist is gone, but his spirit will ______ in the students he trained. A. drop out B. take place C. live on D. stay the same 30. We should ______ people for what they do for others, not simply because they are famous. A. look up to B. leave behind C. bring about D. give up VI 完形填空 共20小题 每小题1分 满分20分 阅读下列短文，从每小题所给的 A、B、C、D 四个选项中选出一个最佳选项。 A During a school project, Mei Lin's group studied a hillside near their town. Ten years ago, much of it was covered with sand and the road was rough. Her grandfather said strong winds often ____31____ soil away, and villagers worried about a water ____32____ . Instead of simply saying 'things are better now', the group looked for ____33____ . They found old photos, interviewed workers and walked along the new forest road. Local people had planted bushes and trees because their ____34____ help hold the soil. A greenhouse project also helped several families start a small ____35____ . Meanwhile, the wider road made it easier to carry farm ____36____ to market. The group noticed that not every change was positive. More visitors meant more rubbish, so the students ____37____ local managers to add signs and bins. They learned that real change should be judged from several ____38____ , including the environment, daily life and long-term effects. At the exhibition, they placed a past photo beside a new one. The ____39____ made the story easy to understand. Mei Lin concluded that a good report should not only say 'great changes have taken place'; it should explain ____40____ they happened and whom they benefit. 31. A. linked B. spread C. carried D. stored 32. A. product B. shortage C. discussion D. flight 33. A. courage B. balance C. belief D. evidence 34. A. roots B. tracks C. seeds D. tunnels 35. A. period B. collection C. business D. calendar 36. A. beliefs B. products C. flights D. pyramids 37. A. warned B. followed C. avoided D. asked 38. A. aspects B. centuries C. nations D. pioneers 39. A. accident B. invention C. comparison D. shortage 40. A. whose B. how C. where D. whether B At first, Hao Yu joined the science club because experiments looked exciting. He hated failure. If a plant did not grow, he would throw it away and start again without asking why. After reading about Zhong Yang, a seed scientist, the teacher asked the club to build a small seed collection. The class learned that a seed scientist does more than put seeds in boxes. Each seed must be correctly named, recorded and stored so future researchers can use it. Hao Yu began to see why careful work is as ____41____ as a great idea. During the project, several beans became mouldy. Hao Yu wanted to give up, but his partner said, 'Let's find out what went wrong.' They checked their notes and discovered the boxes were too wet. This time, Hao Yu did not hide the ____42____ . He wrote it in the report and explained the ____43____ . Their second group of seeds stayed dry. At the end, Hao Yu wrote, 'I used to think I admired scientists because of their discoveries. Now I admire the ____44____ behind the work: the patience to record small things, the ____45____ to continue when conditions are hard, and the willingness to share knowledge.' The teacher smiled. 'That is why we study inspiring people. Their stories should not end in a book. Their spirit can ____46____ in choices we make.' Months later, Hao Yu still kept the first failed beans in a sealed bag. They reminded him that failure can be useful when we ____47____ from it. At the science fair, he showed classmates ____48____ he changed his method after the mistake. His project was simple, but his thinking had become ____49____ . For Hao Yu, inspiration now meant knowing what kind of ____50____ to make when he met difficulty. 41. A. famous B. private C. valuable D. ancient 42. A. method B. mistake C. collection D. discovery 43. A. prize B. title C. journey D. cause 44. A. spirit B. fame C. business D. product 45. A. humour B. silence C. courage D. luck 46. A. take place B. drop out C. live on D. turn back 47. A. hide B. learn C. escape D. borrow 48. A. when B. how C. who D. whose 49. A. more famous B. more convenient C. more silent D. more careful 50. A. choice B. flight C. century D. balance VII 补全对话 共5小题 每小题1分 满分5分 根据对话内容，从方框内的选项中选出能填入空白处的最佳选项，其中有两个为多余选项。 A. What was travelling like before the bridge was built? B. How has the bridge changed local people's lives? C. Do you have any evidence for that? D. What change are you going to study? E. I think your report will be stronger with those details. F. Did you design the bridge yourself? G. Why not just say the bridge is useful? A: We need to choose a topic for the Then and Now report. 51. ______ B: The new bridge near my grandparents' village. A: Good choice. 52. ______ B: People used to cross the river by ferry, and the ferry stopped in bad weather. A: 53. ______ B: Farmers can reach the market earlier, and students get to school more easily. A: 54. ______ B: Yes. I found an old ferry timetable, and I interviewed a shop owner yesterday. A: 55. ______ B: I agree. I'll put the timetable and one short quote beside our photos. 第三部分 阅读 共一大题 满分40分 VIII 阅读理解 共20小题 每小题2分 满分40分 阅读下列短文，从每小题所给的 A、B、C、D 四个选项中选出最佳选项；最后一篇按要求用英语回答问题。 A EVIDENCE OF CHANGE Class Exhibition Choose One change in your school or community Past evidence An old photo, map, timetable, record, or interview about the past Present evidence Your own observation or a simple measurement Conclusion Explain what improved and what problem, if any, still remains Add one short quotation from a person affected by the change. Hand in your board before Wednesday; the exhibition is on Friday. 56. Which can NOT be used as past evidence according to the notice? A. An old photo. B. An old bus timetable. C. Today's travel time. D. A grandparent's memory of the past. 57. Why should students add a quotation? A. To show how the change affects real people. B. To make the board longer. C. To replace present evidence. D. To avoid writing a conclusion. 58. Which plan best meets all the requirements? A. Four new photos with no explanation. B. An online article copied onto a board. C. A paragraph saying the community is much better now. D. An old map, today's travel time, an interview and a balanced conclusion. B In a lesson about the Mombasa-Nairobi railway, Ms Luo did not ask the class to remember only where the two cities are. She wrote two headings on the board: Before and After. Students learned that the older railway journey was slow, while the newer link moves passengers and goods much more efficiently. Then Ms Luo added a third heading: Different Voices. One student found a comment from a shop manager near a station. He said more travellers had brought new customers. Another student read about a family living farther from a station. They still needed a bus before taking the train. 'If we write only faster and newer, our report is unfinished,' Ms Luo explained. 'A change can bring clear benefits and still leave questions.' The class finally made a chart comparing travel, business and access. Their conclusion was not simply that the railway was good. It was that judging a change requires evidence from more than one side. 59. Why did Ms Luo add the heading Different Voices? A. To teach students new city names. B. To show that the same change can affect people differently. C. To prove every family uses the railway. D. To make the report longer. 60. What did the shop manager's comment provide? A. A timetable for the old railway. B. A complaint about ticket prices. C. Evidence that buses are unnecessary. D. Evidence of a business benefit. 61. What is the main lesson of the passage? A. New transport is always better than old transport. B. Students should learn every railway fact by heart. C. A good report should judge change with several kinds of evidence. D. Business is the only important result of transport change. C Old photos of Saihanba show large areas of sandy land. Strong winds could carry soil away, and growing trees there was far from easy. When workers began planting, many young trees died. The cold, the lack of water and the poor soil were serious problems. Instead of giving up, the workers studied which kinds of trees could live there and changed their planting methods. Year after year, more trees survived. Their roots helped hold the soil, and the growing forest reduced the movement of sand. What once looked like an impossible task gradually became a green landscape. The story does not end with 'more trees'. A healthier environment has also brought visitors, which creates new work but also new pressure. Protecting water, preventing forest fires and controlling rubbish now matter greatly. In other words, yesterday's success creates today's responsibility. Saihanba is often called a green miracle. Yet the word miracle can hide an important truth: the change came from repeated work, careful observation and the willingness to improve a method after failure. 62. Why did many young trees die at first? A. The natural conditions were difficult. B. Workers planted them too close to roads. C. Visitors damaged the forest. D. The trees grew too quickly. 63. What helped more trees survive? A. Building more shops for visitors. B. Changing planting methods after studying the conditions. C. Moving all workers to cities. D. Waiting for the climate to change by itself. 64. Why does the writer mention visitors in Paragraph 3? A. To prove tourism is the main purpose of the forest. B. To explain why the first trees died. C. To show progress can also create new responsibilities. D. To suggest the forest should be closed. 65. Which is the best title for the passage? A. The Fastest Way to Grow a Tree B. A Holiday Guide to Saihanba C. Why Sandy Land Never Changes D. A Green Change Built Step by Step D When Class 9 read about Zhong Yang, their teacher asked them to draw a timeline rather than copy a list of praises. Zhong Yang was a biologist and professor. For years, he travelled to high places to collect and record seeds. The work was tiring, but the collections could support future scientific study. The class also noticed another part of his story: he trained young students. Some later continued research of their own. This made the students think about the expression live on. A scientist's influence can continue not only through things he collected, but also through people he taught. At first, Wei Fang wrote, 'I admire Zhong Yang because he travelled very far.' Her partner asked, 'Is distance itself inspiring?' Wei Fang changed the sentence: 'I admire him because he kept doing useful work even when the conditions were difficult.' Their teacher agreed. A strong judgment needs an action as evidence. The class finally used three headings for the timeline: Challenge, Choice and Influence. The task helped them move from knowing facts about a person to explaining why those facts matter. 66. Why were Zhong Yang's seed collections important? A. They made travel easier. B. They were sold to visitors. C. They could support future scientific study. D. They replaced all field work. 67. Why does the writer mention the students Zhong Yang trained? A. To compare different schools. B. To show one way his influence continues. C. To explain how to collect seeds. D. To show that research is easy. 68. Why did Wei Fang change her first sentence? A. She learned Zhong Yang never travelled far. B. Her partner disliked science. C. Her teacher asked for a shorter sentence. D. Distance alone did not explain the quality she admired. 69. What reading skill did the class mainly practise? A. Matching actions with qualities and influence. B. Memorizing dates without context. C. Guessing a person's job from a photo. D. Translating every sentence word for word. E After reading about Mozi, a class discussed whether ideas from an ancient thinker can still inspire people today. Mozi lived long ago, but he argued that people should care about others and that states should avoid attacking one another. Chen Rui said, 'The world is completely different now, so an old idea cannot give us a ready answer.' Li Na agreed with the first half but not the second. 'Maybe we should not copy an ancient solution,' she said, 'but we can ask what principle is behind it. When two groups in class disagree, trying to solve the problem without hurting each other is still meaningful.' Their teacher did not ask who had won the discussion. Instead, he asked everyone to write one sentence beginning, 'This idea matters today when ...' He wanted students to see that learning about inspiring people is more than remembering names. It also means examining beliefs, testing them against present situations, and deciding what is worth carrying forward. 70. What did Chen Rui and Li Na agree on? A. Ancient ideas give ready answers to modern problems. B. Students should stop studying ancient thinkers. C. Today's world is different from Mozi's time. D. Class disagreements are not important. 71. Which action best matches Li Na's understanding of Mozi's principle? A. Winning an argument at any cost. B. Solving a conflict without hurting the other side. C. Avoiding every disagreement. D. Copying an ancient rule word for word. 72. What does the teacher want students to do? A. Remember as many dates as possible. B. Choose the most famous thinker. C. Prove that every old idea is correct. D. Judge old beliefs by using them in present situations. F For her project Change Has Faces and Hands, Zhou Qing first planned to photograph a new road near her grandfather's village. Her teacher asked, 'What will the photo prove?' That question changed her plan. Zhou Qing found her grandfather's notebook from 2015. It showed that vegetables sometimes reached the town too late to be sold. She then checked a current delivery record from the village co-op. Trips now took much less time. But the most useful evidence came from an interview with Ms Fang, the co-op manager. She had helped farmers arrange shared deliveries and learn to sell some products online. 'A road creates a possibility,' Ms Fang said. 'People still have to learn how to use it well.' Zhou Qing's final board included the old notebook, the new record, two photos and Ms Fang's words. She wrote that a change has a face because real people experience it, and it has hands because real people make it useful. Her project was no longer just about a road; it was about the choices behind change. 73. What two written records did Zhou Qing compare? ________________________________________________________________________________ 74. What did Ms Fang help the farmers do? ________________________________________________________________________________ 75. What does the title Change Has Faces and Hands mean? 请用不超过15个词作答 ________________________________________________________________________________ 第四部分 写 共两大题 满分25分 IX 单词拼写 共5小题 每小题1分 满分5分 根据首字母及汉语提示，完成下列单词的拼写，使句意明确，语言通顺。 76. The new railway has brought many b________ (益处) to local businesses. 77. The old road was too n________ (狭窄的) for two lorries to pass. 78. We a________ (钦佩) Zhong Yang for his work and spirit. 79. It takes c________ (勇气) to keep trying after a failure. 80. His b________ (信念) in helping others influenced many students. X 书面表达 共1小题 满分20分 校英文报正在征集 Changes and People Behind Them 主题短文。请选择你在学校、社区或家乡观察到的一项真实或熟悉的变化，写一篇英语短文投稿。 内容包括：1. What the place or situation used to be like；2. What has changed and one piece of evidence；3. Who helped bring about the change；4. What you admire or have learned from the person or group。 注意：1. 词数80—100；2. 可适当增加细节，使行文连贯；3. 文中不得出现真实姓名和校名。 请在答题卡书面表达区域作答。 答题卡 选择题请将答案字母填入相应题号下方。非选择题写在对应区域。 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 66 67 68 69 70 71 72 ____ ____ ____ ____ ____ ____ ____ 16. __________ 17. __________ 18. __________ 19. __________ 20. __________ 73. ______________________________________________________________________________ 74. ______________________________________________________________________________ 75. ______________________________________________________________________________ 76. __________ 77. __________ 78. __________ 79. __________ 80. __________ 书面表达 ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 教师版 参考答案与解析 适用范围 人教版新教材九年级上册 Unit 1 The Changing World 与 Unit 2 Inspiring People 一 命题设计说明 本卷用于完成 Unit 1 与 Unit 2 后的阶段诊断。总分120分、考试时间120分钟，题型结构采用安徽初中学业水平考试常见的四部分、十大题框架。命题不把单元知识拆成孤立小题，而是围绕两条学习任务线组织：能否用事实和证据解释“变化”，能否用具体事迹说明“为什么一个人值得敬佩”。 Unit 1 检查学生能否在今昔对比中正确使用 used to、一般过去时和现在完成时，理解环境治理、交通建设与社会变化材料，并用 before/after、数据、访谈等证据判断变化的影响；Unit 2 检查人物与品质词汇、It is/was + adj. + of/for sb. + to do 和 It is/was ... that/who ... 结构，以及从“人物行动—困难—品质—影响”链条中作出有依据的评价。 难度采用“同一语篇内由信息定位到推断评价”的方式递进。基础题主要检查教材语言和明确信息；中档题要求跨句整合、时间线或因果判断；提升题要求比较证据、解释观点并迁移到真实表达。预设分值为基础60分、中档42分、提升18分，此比例是命题设计值，不等同于实际得分率。 二 教材目标与诊断用途 范围 教材学习重点 本卷如何检测 错题主要说明 Unit 1 变化主题；used to；一般过去时/现在完成时；环境、交通、社会发展词汇；比较与证据 听力1—2、5—7、11—15；21—25；完形A；对话；阅读A—C；76—77；写作 若只会时态却不能解释证据，说明主题语篇能力尚未形成 Unit 2 人物事迹与品质；It句型；强调结构；人物时间线；用行动证明品质 听力3—4、8—10、16—20；26—30；完形B；阅读D—E；78—80；写作 若能认人物却不能从行动推断品质，说明阅读停留在事实层 综合迁移 把“变化”与“人”联系起来，形成有证据的判断 阅读F与书面表达 若观点正确但无证据，说明表达缺少支撑；若证据有但结论弱，说明概括能力不足 三 听力材料 I 短对话理解 Text 1 M: The town square looks green now. Was it always like this? W: No. Ten years ago, it was just a dirt parking area. Text 2 W: Has the new bridge changed life in your village? M: Yes. Farmers can take their products to market even on rainy days. Text 3 M: Which person are you reading about? W: Zhong Yang. I admire how he collected seeds and trained young students. Text 4 W: Why did you put Zhang Qian on your poster? M: Because it was brave of him to make difficult journeys and build connections. Text 5 M: What will you use for your Then and Now project? W: Two photos of the same street, one from my grandpa and one I took yesterday. II 长对话理解 Text 1 W: Have you been to the new digital library yet? M: Yes. I went there with my grandpa last Saturday. It opened last month. W: What did your grandpa think of it? M: He liked the audio-book area most. He can't see very well, so listening is easier for him. W: That is a good example of technology making a public service more useful. Text 2 M: Who are you going to introduce in the English club talk? W: Wang Yaping. Her live class from space first made me interested in her. M: Is that why you admire her? W: Partly. What I admire more is her courage and careful preparation. Space work needs both. M: Our teacher said we shouldn't just list dates. W: Right. We should choose one achievement and explain what quality it shows. I'm going to use the space class as evidence. III 短文理解 Last Friday, Class 9 took part in a project called Change Detectives. Their task was to study one local change and decide whether it had really improved people's lives. Team One chose the road to Shuanghe Village. An old map showed that the road was a narrow dirt track in 2016. The students interviewed three villagers and timed today's bus trip. The journey to town now takes about eighteen minutes, while it used to take nearly fifty. A farmer said the wider road helps him send vegetables to market early in the morning. However, a shop owner said more traffic also brings noise. The team did not write, 'The new road is perfect.' Their conclusion was that the road brought clear benefits, but the village still needs to manage traffic well. Their teacher praised them because they used evidence instead of only giving opinions. IV 信息转换 At Friday's school assembly, Ms Gao introduced one of the people students will read about this month, Zhong Yang. She said he was a biologist and professor who spent many years studying plants. He often travelled to Tibet and collected seeds in difficult conditions. The seeds were carefully recorded and stored for future study. He also trained many young students. Ms Gao asked students not to remember only his job or the places he visited. 'Ask what choices made his work inspiring,' she said. 'A person's life ends, but useful work and a spirit of service can live on.' Next week, each student will choose one detail from Zhong Yang's story and explain what it shows about his character. 四 参考答案 1—5 B C A C B 6—10 A C B B C 11—15 A C B A C 16—20 biologist Tibet seeds students live 21—25 D A C B C 26—30 A D B C A 31—35 C B D A C 36—40 B D A C B 41—45 C B D A C 46—50 C B B D A 51—55 D A B C E 56—58 C A D 59—61 B D C 62—65 A B C D 66—69 C B D A 70—72 C B D 73. Her grandfather's 2015 notebook and a current delivery record. 74. She helped them arrange shared deliveries and learn to sell some products online. 75. Real people experience change and make it useful. 其他意思相近且符合原文的答案亦可。 76. benefits 77. narrow 78. admire 79. courage 80. belief 五 关键题解析与错因诊断 21. since 2023 把过去的起点与现在连接起来，应用现在完成时。若错选 opened，说明学生只看到“过去时间”而没有理解持续到现在的时间关系。 22. used to do 用来表达过去的常态并与 now 形成对比。若误选 be used to，说明把“过去常常”和“习惯于”混淆。 25. Have you ... yet? 是本单元教材语境中的现在完成时用法；回答再用 last Saturday 明确切回一般过去时。此题同时检测两种时态的语境切换。 26. brave 描述人的品质，It was brave of sb. to do sth. 中 of 指向对人的评价。 27. necessary 描述事情对某人的必要性，使用 for sb.；若选 of，说明尚不能区分“评价人”和“评价事情”。 28. It was ... who ... 对人物进行强调，突出“是袁隆平做了这件事”，对应 Unit 2 的人物评价表达。 31. carry soil away 与 strong winds 构成自然因果。若只凭单词熟悉度选 spread，说明没有把动词与宾语、方向副词一起理解。 33. 小组不接受空泛的“变好了”，而去找照片、访谈和现场观察，目标是 evidence。此题检测主题任务而非孤立词义。 38. environment、daily life、long-term effects 是判断变化的不同 aspects，要求学生从列举关系概括上位词。 41. 种子记录、命名和保存说明 careful work 与 great idea 同样 valuable；答案来自段落意义，不靠固定搭配。 46. 人物故事不应停在书本里，精神会在后来者的选择中 live on，对应 Unit 2 的核心表达。 49. 项目本身并未变复杂，变化的是 Hao Yu 的思考方式，所以 more careful 比 famous/convenient/silent 更符合人物成长线。 58. D 同时具备过去证据、现在证据、人物声音和有保留的结论。若只选有图片的方案，说明学生仍把“材料多”误当成“证据完整”。 61. 文章重点不是给铁路下简单好坏结论，而是示范用比较、不同人物声音和可达性等多类证据判断变化。 64. 塞罕坝取得成果后又面对游客、用水、防火和垃圾管理，说明变化会产生新的责任；这是跨段因果推断。 68. 魏芳把“走得远”改成“困难条件下坚持做有用的事”，说明人物评价必须从行动指向品质，而不能停在表面事实。 72. 老师要求把古代信念放到当下情境中检验，考查的是观点迁移，不是记住墨子的姓名和年代。 75. 标题中的 faces 指真实的人承受变化影响，hands 指真实的人通过选择把变化变得有用。答案应概括这两个层面，而非重复某条道路事实。 六 书面表达参考答案 One possible version Changes and People Behind Them A new bus line near my grandparents' village is one change I know well. People used to wait for a ride or cycle to the town, but buses now run every hour. Last month, my grandfather reached the health centre in twenty minutes, which is clear evidence of the improvement. The change came from villagers who shared their needs and local workers who adjusted the route. I admire them because they did not stop at building a road; they made transport useful for real people. Their work taught me to judge change by how it improves daily life. 解析：范文同时完成今昔对比、变化证据、推动变化的人以及由人物行动得到的认识。used to 服务于 Unit 1 的今昔变化表达，admire/人物行为评价服务于 Unit 2；结尾把两单元主题合并为“用人的行动理解变化”。学生可写学校、社区或家乡的其他熟悉变化，只要证据与人物贡献之间逻辑成立即可。 七 命题双向细目表 题号 题型 分值 主题与内容 核心语言点 主要能力 基础 中档 提升 1—20 听力 20 变化证据与人物品质 Units 1—2 教材词汇和主题表达 获取信息与简单推断 14 6 0 21—30 单项填空 10 语境化语言运用 现在完成时 used to；of/for；强调结构 语言运用 5 4 1 31—40 完形 A 10 环境变化调查 环境与发展词汇；证据链 语篇理解 5 4 1 41—50 完形 B 10 种子项目与人物精神 品质词汇；live on；上下文逻辑 语篇推断 4 4 2 51—55 补全对话 5 变化调查任务 提问、证据与回应衔接 交际运用 3 2 0 56—58 阅读 A 6 变化证据展览 任务要求与证据类型 信息提取 4 2 0 59—61 阅读 B 6 蒙内铁路学习任务 比较、人物声音、多面证据 概括与判断 2 2 2 62—65 阅读 C 8 塞罕坝绿色变化 问题—行动—结果—新责任 因果推断 4 2 2 66—69 阅读 D 8 钟扬与种子研究 行动—品质—影响 证据性评价 2 4 2 70—72 阅读 E 6 墨子思想的当代意义 观点迁移 观点判断 2 2 2 73—75 阅读 F 6 变化背后的人 证据整合与概括 综合概括 2 2 2 76—80 单词拼写 5 单元核心词汇 词形与拼写 语言运用 4 1 0 X 书面表达 20 Changes and People Behind Them 今昔变化＋证据＋人物行动与认识 综合表达 9 7 4 合计 120 Units 1—2 综合 听说读写综合 60 42 18 难度比例：基础60分（50%），中档42分（35%），提升18分（15%）。分值用于命题预设与质量核对，实际得分受教学进度和学情影响。 八 单元覆盖核对 单元 主题 核心考点 主要落点 Unit 1 The Changing World used to；一般过去时/现在完成时；环境、交通、发展词汇；比较与证据 听力 1—2、5—7、11—15；21—25；完形A；对话；阅读A—C；76—77；写作 Unit 2 Inspiring People 人物与品质词汇；It is/was + adj. + of/for sb. + to do；It is/was ... that/who ...；live on 听力 3—4、8—10、16—20；26—30；完形B；阅读D—E；78—80；写作 综合 变化中的人与选择 用事实解释变化，用行动证明品质 阅读F 书面表达 九 阅卷后的教学回收建议 这张卷子的价值不只在总分。阅卷后可按错题簇判断下一步教学重点： 错题簇 可能的学习问题 建议回到课堂做什么 21、22、25 能认时态形式，但不会根据时间线切换一般过去时与现在完成时 用 before / now / since / last ... 画时间线，再做真实情境口头改写 26—28 Unit 2 句型只会背结构，不能判断评价对象或强调焦点 把人物事迹改写成 of / for 句型，再用强调结构突出“谁做了什么” 33、38、58、61、64 会找单个细节，但不会区分事实、证据和结论 用“证据—说明什么—结论”三栏表重读 Unit 1 语篇 41、46、49、66—72 知道人物事实，却不能从行动推出品质、信念和影响 按“挑战—选择—品质—影响”复述钟扬、墨子等人物材料 73—75、书面表达 信息能找到，但跨材料概括或有证据表达不足 先用两条证据支持一句判断，再扩写成80—100词完整短文 十 评分参考与听力实施提示 1. 听力使用：本Word文件提供完整听力原文，未附独立音频。建议教师依据“每段读两遍”的题目要求进行朗读或自行录制音频；应在正式测评前测试语速、停顿和音量，确保考生听清。 2. 阅读回答题：第73—75题，每题2分。参考答案为可接受作答示例，含义正确的同义表达可得分。评分参考见下表。 题号 2分（信息完整） 1分（部分准确） 73 指出2015年祖父笔记和现在的配送记录两项 只指出其中一项准确记录 74 同时写出组织联合配送和帮助网上销售两项 仅写出其中一项准确措施 75 既说明变化影响真实的人，又说明人通过行动使变化发挥作用 仅概括“影响人”或“人推动变化”之一 以上三题：回答与原文不符或空白计0分；语法、拼写小误不影响核心意思时，不宜机械判零分；第75题不超过15词。 3. 书面表达：下表为本卷建议的20分分析式评分参考，并非安徽省统一公布的官方细则。 评分维度 分值 判分观察点 内容落实 8 过去情况、现在变化及一条证据、推动变化的人、个人感悟；每项2分 语言准确 6 语法、拼写、时态、词汇使用基本准确；明显影响理解时酌情扣分 行文组织 4 叙述顺序清楚，使用适当衔接，因果与例证关系明确 规范表达 2 80—100词左右，基本符合书面语规范，书写与分段清楚 4. 使用提示：本卷是Units 1—2阶段练习，不是安徽省教育考试机构发布的统一月考试题。实际使用前请按学校教学进度调整测试时间与题目范围。 人教版新教材 九上英语 第一次月考 安徽专用 第 页 学科网（北京）股份有限公司 $