Unit7单元试卷2026-2027学年沪教版英语九年级上册

2026—2027学年九年级英语单元质量调研卷 沪教牛津版新教材上册 Unit 7 Reading Mark Twain 笔试部分　满分110分　考试时间100分钟 学校________________　班级________　姓名________　学号________ 注意事项： 1. 本卷共四大题，61小题。选择题每题只有一个最佳答案。 2. 请将选择题答案填入答题栏，非选择题答案写在指定位置。 3. 简答题可用短语或完整句回答；开放题须结合项目材料说明。 一、语言知识运用（共两节，满分25分） 第一节　语法选择（共10小题；每小题1.5分，满分15分） 阅读下面短文，按照句子结构的语法性和上下文连贯的要求，从1—10各题所给的A、B、C、D项中选出最佳选项。 Last month, our book club planned ___1___ unusual meeting. Instead of giving reports about Mark Twain, we would each bring an object and tell a story about it. Mrs Lin, the teacher ___2___ runs the club, placed an old shoe on the table. Nobody could imagine why she had brought it. She asked us to examine the objects for ___3___ before hearing their owners’ stories. My object was a bus ticket. I spent an evening ___4___ a story about the journey it recorded. At first, I included every stop, every shop and every person on the bus. My sister listened politely, then asked when the story would begin. I cut half the sentences. The shorter version was ___5___ than the first one because the important moment was no longer hidden among small details. At the meeting, Mrs Lin explained a rule: “You ___6___ interrupt a speaker before the story ends.” She then showed us her shoe again. It had a hole near the toe. She had worn it during a walk with her father, who kept stopping to look at birds. ___7___ she was in a hurry, she had missed almost everything he noticed. Years later, the shoe brought back that quiet afternoon. When my turn came, the ticket ___8___ around the circle by Mrs Lin so that everyone could look at it. I described a little boy who had offered his seat to a tired worker. The worker thanked him, but the boy shook his head: he had taken the wrong bus and wanted to get off. Everyone laughed. Afterwards, a member asked ___9___. I told her it was my description of the small shops along the route. “___10___ surprising ending!” she said. We left the meeting with ordinary objects in our bags and several new stories in our heads. The old shoe remained on the table, waiting for the next group. 1. A. a B. the C. / D. an 2. A. which B. where C. who D. what 3. A. ourselves B. ours C. our D. us 4. A. write B. writing C. wrote D. to write 5. A. clearer B. clearest C. clearly D. clear 6. A. may B. mustn’t C. needn’t D. can 7. A. Unless B. Although C. Because D. Before 8. A. passes B. passing C. was passing D. was passed 9. A. what I had cut B. what had I cut C. what I cut had D. what cut I had 10. A. How B. What C. How a D. What a 第二节　完形填空（共10小题；每小题1分，满分10分） 阅读下面短文，掌握其大意，然后从11—20各题所给的A、B、C、D项中选出最佳选项。 I had finished a review of a short story for Reading Week in ten minutes. The main character was clever; the ending was funny. Those two ideas seemed ___11___ to me. I added a colourful title and handed the page to Mei, our reading partner. She read it twice without smiling. “Where does the story show that he is clever?” she asked. I pointed at the word in my review. Mei shook her head. She wanted an ___12___ from the story, not another word meaning the same thing. I opened the book and searched for a line that might ___13___ my opinion. There were plenty of amusing lines, but the first one I chose only described the weather. I had selected it because it sounded nice. Then I found a conversation. The boy promised to return a friend’s coin, while his hands quietly hid it behind his back. Mei asked what the difference between his words and actions ___14___. I read the scene again. The answer seemed less simple now. He was quick at avoiding trouble, but he was also ___15___ the person who trusted him. Our teacher invited us to compare our notes. Some students admired the boy’s quick thinking. Others disliked the way he treated his friend. At first, I wanted everyone to ___16___ with me. But two classmates used details I had not noticed. I wrote their questions along the edge of my page instead of arguing at once. I began to see why a reader might have a different ___17___. That evening, I ___18___ my review. I kept the word “clever”, but added the boy’s action and explained my mixed feelings about it. The new review was only a little longer. It gave my readers a reason to ___19___ about the character, rather than asking them to accept my label. When Mei returned the page, she had drawn a small question mark beside my last sentence. This time, I knew that a question could help me ___20___ the story further. 11. A. strange B. dangerous C. enough D. new 12. A. example B. invitation C. answer D. order 13. A. change B. hide C. forget D. support 14. A. cost B. suggested C. needed D. lost 15. A. feeding B. following C. cheating D. teaching 16. A. compete B. travel C. play D. agree 17. A. view B. address C. voice D. name 18. A. counted B. copied C. revised D. posted 19. A. complain B. think C. dream D. joke 20. A. explore B. leave C. sell D. finish 二、阅读（共两节，满分35分） 第一节　阅读理解（共15小题；每小题2分，满分30分） 阅读下列短文，从21—35各题所给的A、B、C、D项中选出最佳选项。 A (1) Eli had been carrying chairs into the village hall all morning. By eleven, his arms ached. The last chair was different from the others: it had a high back, a soft red seat and a small card that said “For the guest speaker”. Eli set it near the door and lowered himself into it for just a moment. (2) Mrs Bell came in with a box of paper cups. She saw the card, then Eli. “You must be our speaker,” she said. Before he could answer, she put the box down and hurried away. A minute later, a boy brought him a glass of water. Another person asked whether the window was too cold. Eli opened his mouth twice, but both times somebody began telling him how much the village was looking forward to his talk. (3) For the first time that morning, nobody asked him to move anything. He was reluctant to give up the seat; he wanted to stay there and rest. When someone asked about the subject of his talk, he answered, “Chairs, perhaps.” The visitor nodded seriously. “A very practical subject.” Eli looked at the little card again. His ears grew warm, although the window was open. (4) Then a woman entered carrying a notebook. Nobody offered her water. Mrs Bell asked if she could help with the cups. The woman smiled and did so. Eli watched her for a moment, then stood up. “I think this chair belongs to you,” he said. He held out the card. Mrs Bell looked from him to the woman and gave a short laugh. (5) The speaker thanked Eli and sat down. Her first words to the hall were about the friendly welcome she had received. Then she pointed to the empty glass beside her chair. “Somebody has already enjoyed part of it,” she added. People laughed, and Eli reached for the box of cups. This time, he stayed on his feet. His arms still ached, but he was glad the chair had finally found its proper owner. 21. What first caused the villagers to mistake Eli for the speaker? A. He said he would give a talk about chairs. B. He was drinking water beside an open window. C. He was carrying a notebook into the hall. D. He was sitting in the chair marked for the speaker. 22. What does “reluctant” in paragraph 3 mean? A. Ready to help immediately. B. Unwilling to do something. C. Unable to hear clearly. D. Certain about a decision. 23. What do Eli’s warm ears most probably show? A. He is becoming uncomfortable about the mistake. B. He is excited that his talk has been accepted. C. He is angry that nobody has closed the window. D. He is feeling unwell after carrying the chairs. 24. Why does the writer show the real speaker helping with the cups? A. To explain why she arrives later than the other villagers. B. To suggest that she has forgotten what her talk is about. C. To contrast her treatment with the attention Eli receives. D. To prove that she enjoys practical work more than speaking. 25. Which title best brings out the story’s humour? A. A Village Without Enough Chairs B. A Speaker Who Forgot Her Notes C. The Longest Talk in the Hall D. The Chair That Made a Speaker B (1) A river can look like a picture to one person and a page of instructions to another. Mark Twain knew both ways of seeing it. Before becoming a famous writer, he worked as a riverboat pilot on the Mississippi. That work gave him more than a background for his stories: it changed what he noticed. (2) A pilot could not simply keep a boat in the middle of the wide river. The safe route changed as the water rose or fell. Trees, riverbanks and small marks on the water all carried information. A pilot had to remember them and understand what they meant, sometimes in darkness. A beautiful line of moving water might be a warning about something hidden below it. (3) In Life on the Mississippi, Twain describes the price of learning this skill. He remembers a wonderful sunset from his early days on the river. Later, the same kinds of sights made him think about weather, shallow water and danger. He had gained useful knowledge, but the easy pleasure of looking had become harder to find. The river itself had not stopped being beautiful. His purpose for looking at it had changed. (4) More than a century later, writer David Carkeet travelled beside the Mississippi for Smithsonian magazine. In a museum, he tried to guide a boat on a screen showing the river. He crashed into a bridge. He had been looking at another boat that reminded him of an unpleasant meal. Even with modern equipment and no real passengers at risk, his attention had wandered at the wrong moment. (5) Put these two experiences together and the river becomes more than scenery. Twain shows how work trains a person’s eye; Carkeet’s mistake shows how easily attention can slip. When a character in a story notices one small thing and misses another, readers can ask what that choice reveals. A writer’s earlier job may help explain such details, but it cannot explain every thought on every page. We still have to read the words in front of us. 注：scenery 风景；riverbank 河岸。 26. What is the main function of the opening sentence? A. To introduce two ways of seeing the same river. B. To show that Twain learned to paint before writing. C. To compare the lengths of two different rivers. D. To explain why instructions are harder to read than stories. 27. Which statement best explains the change described in paragraph 3? A. Twain stopped liking rivers because he became a writer. B. The river became less attractive after its safe route changed. C. Twain’s trained eye looked for risks where he once saw beauty. D. The sunset was too bright for Twain to notice the riverbanks. 28. What does Carkeet’s museum experience add to the passage? A. Proof that modern boats are less safe than old riverboats. B. A modern example of why a pilot must keep paying attention. C. A reason to prefer museums to journeys along a real river. D. Evidence that eating a bad meal always affects memory. 29. What advice can readers take from the final paragraph? A. Use a writer’s life to replace reading the story. B. Accept every character’s opinion as the writer’s own. C. Ignore a writer’s work experience when reading fiction. D. Use life experience as a clue and check it against the text. 30. Which description best matches the passage? A. A set of safety rules written for riverboat passengers. B. An article linking a writer’s experience with ways of reading. C. A personal diary listing each stop on a holiday journey. D. A review comparing two films about the Mississippi. C (1) You know a funny story and want your friends to enjoy it. Should you begin by promising that it is the funniest thing they will ever hear? Mark Twain would have warned you against that. In his essay How to Tell a Story, he explains that the way a story is told can matter as much as the events themselves. (2) Twain describes a storyteller who speaks seriously, as if nothing unusual is happening. The listeners have to discover the joke for themselves. A quiet voice does not mean the teller has done little work. It may take careful practice to make the words sound natural. If the teller laughs first or explains every funny point, the listeners lose some of that pleasure. (3) Consider this classroom example. A boy tells his sister that he has finally taught their dog to read. She puts a book in front of the dog. It sits down, looks at the page and walks away. The sister asks why it has not read anything. The boy waits for a moment, then says, “I taught him. I never said he learned.” Nothing in the room has changed, but the meaning of the first sentence suddenly has. (4) The brief silence before the last line is a pause. Twain considered its length important. A pause that is too short gives listeners little time to form an expectation; one that is too long may allow them to guess the surprise. There is no fixed number of seconds that works for every room. The teller has to notice the listeners, not just count inside his head. (5) Try telling the dog story twice, changing only the pause. Ask a partner what they expected before the ending and when the meaning changed for them. Comparing those answers is more useful than simply asking which version was louder. You are listening for how the words work. Once you understand that, you can try a different story and choose its pauses for a reason. Reading humour closely can help you tell it well. 31. What makes the dog story funny? A. The dog reads a book but refuses to speak. B. The sister believes dogs learn faster than people. C. The last line changes how we understand “taught”. D. The boy has chosen a book that his sister dislikes. 32. What is the writer’s main purpose? A. To help readers tell humorous stories more effectively. B. To prove that all funny stories need the same ending. C. To compare the lives of several famous storytellers. D. To teach readers how to train a dog to read books. 33. What does the passage suggest about choosing a pause? A. The longest silence always makes the strongest ending. B. The same number of seconds should be used in every story. C. A teller should avoid silence in front of a large audience. D. Its length should suit the story and the listeners’ response. 34. Which plan would best check the effect of a pause? A. Tell two different stories and ask which has more characters. B. Keep the story and voice the same but change the pause. C. Use a loud voice once and a quiet voice with a new story. D. Change the ending and the pause together in the second telling. 35. How does the writer mainly develop the passage? A. A life story → a list of books → a timeline of jobs. B. A problem → a survey of readers → a set of numbers. C. An idea → an example → an explanation → a practice task. D. A place → a journey → a description of different people. 第二节　阅读填空（共5小题；每小题1分，满分5分） 阅读短文及文后A—E选项，选出可以填入36—40各题空白处的最佳选项，并在答题栏作答。每个选项只用一次。 When our class first discussed a Mark Twain story, I brought a list of five words describing the main character. I expected to read them aloud and finish. Our teacher asked us to choose just one word and defend it. ___36___ I could no longer hide behind a long list of labels. I chose “brave” because the boy entered a dark place. Another reader chose “careless” for exactly the same action. At first, I thought one of us had to be wrong. ___37___ She asked whether he knew the danger and whether he had thought about the person with him. We returned to the scene and began looking at what happened before and after the action. Words spoken by a character also need checking. Someone may say “I am not afraid” while his hands are shaking. The sentence tells us what he wants another person to believe; his hands may suggest something else. ___38___ Reading both can give us a fuller picture than choosing only the sentence that sounds most confident. We next compared the beginning with the ending. A character may make the same kind of mistake twice, or respond differently the second time. Small repeated details can help us notice that change. ___39___ My first list described the boy as if he could never grow. Now I had to ask which part of the story my word actually fitted. For our final task, we wrote one question that the story had not answered directly. Mine was about the boy’s friend: would the friend trust him again? We could suggest different answers, but each answer needed a reason from the story. ___40___ I left space below my question for another reader’s reply. When I opened my notebook the next day, I had a new detail to consider and a reason to read the scene once more. A. That change was what my list of fixed labels had missed. B. His words and his actions do not always tell the same story. C. That small change made the task much harder than I expected. D. We were opening a discussion, rather than closing it with a label. E. Our teacher asked us to explain the reasons behind both choices. 三、项目情境读写综合（共两节，满分20分） 学校阅读周将举行文学短剧展示。你是小组成员，请阅读项目材料并完成41—50题。 Material 1　The project brief Our four-member group will turn a funny story into a one-act play. We have a total of ten minutes, including any spoken introduction. There will be no microphone or screen. Our budget is 60 yuan. Every member must have a speaking part, and the audience must be able to follow the story without having read it. We may use classroom furniture for free, but we cannot borrow furniture from the hall. The performance should keep the main cause of the misunderstanding and the point at which the truth becomes clear. We can shorten less important parts. The audience will be twenty-four Year 8 students. After the first practice, we will ask them what caused the misunderstanding and which action ended it. Material 2　Three plans Plan Time Speaking parts Cost and main needs A The Million-Pound Note 2-minute introduction + 8-minute play 3 55 yuan; a table, a chair and a paper bank note B The Guest’s Chair 1-minute introduction + 8-minute play 4 32 yuan; classroom chairs, paper cups and a “guest speaker” card C The Cave 1-minute introduction + 8-minute play 4 58 yuan; a screen to show the way through the cave Material 3　Practice notes for Plan B Stage action or line Notes from the first practice Eli sits in the marked chair. Mrs Bell calls him the speaker. The card faces the back wall, so the audience cannot read it. Eli begins to explain; Mrs Bell hurries away. The actors speak at the same time. Several words cannot be heard. The real speaker enters and helps with the cups. This happens very quickly. Eight viewers think she is an extra helper. Eli stands and gives the card to the real speaker. The actors speak clearly and leave time for the audience to notice the change. Audience check: 18 of the 24 viewers understood how the mistake began. Of those 18, only 9 also understood how it ended. The other 6 viewers understood neither part. 注：one-act play 独幕剧；viewer 观看者。 第一节　项目选择（共5小题；每小题2分，满分10分） 41. Which plan meets all the requirements without changes? A. Plan A. B. Plan B. C. Plan C. D. Both Plans A and C. 42. Which part of Plan B is most important to keep when shortening it? A. The full list of drinks served to the villagers. B. A long description of the weather outside the hall. C. A separate speech about how all the chairs were moved. D. The marked chair, the mistaken greeting and Eli’s correction. 43. What is the best first change for the opening scene? A. Turn the card towards the audience before Eli sits down. B. Remove the card and ask Eli to explain the whole plot first. C. Make Mrs Bell speak faster while Eli is still speaking. D. Keep the card hidden until the end to save stage time. 44. How many viewers understood both the beginning and the ending? A. 6. B. 18. C. 9. D. 24. 45. What is the most reasonable conclusion from the audience check? A. The opening needs no improvement because most viewers understood it. B. The group should improve the ending and check both parts again. C. Every viewer who missed the ending also missed the beginning. D. The group needs more expensive props to make the story clear. 第二节　项目简答（共5小题；每小题2分，满分10分） 根据项目材料，用英语回答问题。开放题可提出不同方案，但须符合材料条件并说明理由。 46. Give one change that would let Plan A meet the speaking-part rule. Explain why the change works. ____________________________________________________________________________ ____________________________________________________________________________ 47. Suggest one stage action that would help viewers recognise the real speaker. Explain how it helps. ____________________________________________________________________________ ____________________________________________________________________________ 48. Why can the group not say that hiding the card caused every wrong answer? Give two reasons from the materials. ____________________________________________________________________________ ____________________________________________________________________________ 49. The group wants to test the effect of turning the card around. What should they keep the same, and what should they ask the viewers? ____________________________________________________________________________ ____________________________________________________________________________ 50. Write one line Eli could say while giving up the chair. Then explain what the line shows about him. ____________________________________________________________________________ ____________________________________________________________________________ 四、写作（共三节，满分30分） 第一节　语篇填词（共5小题；每小题1分，满分5分） 阅读短文，根据上下文和所给首字母写出所缺单词。每空限填一个单词，答题时须写出完整单词。 For Reading Week, our group made a small display about Mark Twain. We introduced his work as a j___51___, a person who writes news stories for newspapers. We also prepared a b___52___, or short, introduction to one of his books; it took less than a minute to read. At the display, a student read a funny scene a___53___ so that everyone nearby could hear it. The visitors enjoyed Twain’s h___54___, his ability to make people laugh. We asked them why they r___55___ him as a great writer. Several visitors mentioned the way his characters sound like real people. 51. __________　52. __________　53. __________　54. __________　55. __________ 第二节　语法填空（共5小题；每小题1分，满分5分） 阅读短文，用括号中所给词的适当形式填空。每空可填一个或多个单词。 Our reading group has six ___56___ (member). Last Friday at four, while we ___57___ (discuss) a story, I noticed that two classmates had very different ideas about its ending. They listened ___58___ (patient) to each other and returned to the text for reasons. Since that meeting, our group ___59___ (collect) several new questions about the story. Tomorrow will be our ___60___ (three) meeting, and we will begin with one of those questions. 56. __________________ 57. __________________ 58. __________________ 59. __________________ 60. __________________ 选择题答题栏 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 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 第三节　书面表达（共1小题，满分20分） 61. 学校英文刊物“Reading Week”征集故事评论。请根据下面的阅读记录，为阅读理解A篇中的故事写一篇英语评论。可采用不同评价立场，但须用故事细节支持。 Reading notes Details Story title The Guest’s Chair Writer The school reading group Main characters Eli, Mrs Bell and the real guest speaker Plot A marked chair → a mistaken greeting → the real speaker helps → Eli gives up the chair Your comments Eli’s words or actions; why the ending works; who may enjoy the story 写作要求： 1. 简要介绍故事并概述主要情节； 2. 评价Eli，用至少一个具体言行细节作依据； 3. 说明你对结尾的看法，并给出一个推荐对象及理由； 4. 正文100—120词，标题自拟；不得照抄整段原文，不得出现真实姓名和校名。 Title: __________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 参考答案与评分说明 Unit 7 Reading Mark Twain　教师用 笔试110分。简答题按信息与理由给分；人物评价和故事评论允许不同立场。 一、选择题答案 语法选择 题号 1 2 3 4 5 6 7 8 9 10 答案 D C A B A B C D A D 完形填空 题号 11 12 13 14 15 16 17 18 19 20 答案 C A D B C D A C B A 阅读理解 题号 21 22 23 24 25 26 27 28 答案 D B A C D A C B 题号 29 30 31 32 33 34 35 答案 D B C A D B C 阅读填空 题号 36 37 38 39 40 答案 C E B A D 项目选择 题号 41 42 43 44 45 答案 B D A C B 二、语言知识运用解析 语法选择 1. D　unusual以元音音素开头，首次提到一次不同寻常的聚会，用an。 2. C　先行词teacher指人，空格在定语从句中作主语，用who。which指物，where不能作主语，what不引导此类定语从句；that也可用于本句，故不把that设为干扰项。 3. A　for ourselves表示自己亲自观察、判断，主语为we。本题不辨析介词。 4. B　spend an evening doing sth.表示花一个晚上做某事，用writing。 5. A　than the first one引出比较，系动词was后用形容词比较级clearer。 6. B　明确的发言规则禁止打断，用mustn’t；needn’t表示不必，may与can表示许可或能力。 7. C　匆忙是错过父亲所见之物的原因，用Because；不是让步关系。 8. D　ticket是传递的对象，by Mrs Lin明确执行者，叙事发生在过去，用was passed。其他三个选项均为主动形式或缺少完整谓语。 9. A　asked后用宾语从句的陈述语序what I had cut；过去完成时在四项中保持一致，本题直接考查语序。 10. D　中心词为单数可数名词ending，用What a＋形容词＋名词。 完形填空 11. C　作者起初认为“clever”和“funny”两点已经足够，选enough；下文促使其补充依据。 12. A　Mei追问故事哪里体现聪明，需要具体example。 13. D　寻找能支持观点的文字，用support；第一句天气描写不能支持该人物评价。 14. B　问题是言行不同说明什么，用suggested；四项均为过去式，本题考意义。 15. C　嘴上答应归还硬币却把硬币藏到背后，说明在欺骗信任他的朋友，选cheating。 16. D　起初希望所有人赞同自己的看法，用agree。 17. A　同学提出不同的人物评价，是不同view；不是嗓音、姓名或地址。 18. C　保留原观点并补充行为与复杂感受，是revised。 19. B　提供依据，促使读者思考人物，用think。 20. A　问号促使进一步探究故事，用explore；与匆忙完成初稿的开篇照应。 三、阅读与项目选择解析 21. D　【误会的起因与时间顺序】误会首先由“座位上的人＋guest speaker标签”产生；Chairs的回答发生在误会形成之后。 22. B　【语境猜词】分号后wanted to stay there and rest解释其不愿离开，不靠词形记忆作答。 23. A　【非语言细节与心理推断】明知卡片用途仍享受照顾，重新看卡后耳热；although the window was open排除环境热，暗示不好意思。 24. C　【情节安排与对比作用】真正讲者未被认出，却帮忙；与Eli被照顾形成对比，并促使他纠正误会。D把一次帮忙推为喜好比较，证据不足。 25. D　【标题概括与幽默机制】高背椅及标签使普通搬椅者被当作讲者，是全文误会与反转的核心；其余标题不符合事实或偏离主线。 26. A　【开篇句的篇章功能】picture与instructions引出欣赏者和领航员的观察目的，统领其后Twain的视角变化。 27. C　【跨句因果与视角变化】培训使同样的景物指向水浅、天气与危险，改变的是观察目的，而非风景本身。 28. B　【例证与中心论述的联系】屏幕练习仍因分心撞桥，说明持续注意的重要性；无真实风险不能推出现代船更危险。 29. D　【证据边界与阅读策略迁移】可用经历解释部分细节，同时必须回到文本；避免把作家生平当作解释一切的答案。 30. B　【语篇体裁与交际功能】文章联系作家经历、观察变化与读者策略，是专题文章；并非操作规则、旅行日记或影评。 31. C　【语义反转与幽默来源】最后一句区分“教过”与“学会”，打破读者把taught理解为已成功教会的预期；其余三项没有文本依据。 32. A　【写作意图】文章用Twain的方法解释讲述效果，并给出实践方案，目的是帮助读者更好地讲幽默故事。不是人物生平比较或教狗识字的方法。 33. D　【条件推理】过短和过长都有代价，且无固定秒数，需要根据故事与听众作判断。 34. B　【控制变量与探究方案】保持故事与声音相同，只改变停顿，才能把反应差异合理联系到停顿；D同时改变两项，难以判断原因。 35. C　【篇章结构】第1—2段提出讲法影响效果，第3段举例，第4段解释停顿，第5段提出实践任务。 36. C　【语篇衔接】从“五个标签”改为“一个词并用证据捍卫”，That small change承接任务变化；后句说明不能躲在标签表后。 37. E　【语篇衔接】both choices回指brave和careless，She承接老师，后面的问题帮助追问两种评价的依据。 38. B　【语篇衔接】words与actions承接“说不怕但手在抖”，Reading both继续指向两类证据。 39. A　【语篇衔接】That change回指第二次行为可能改变，fixed labels与第一段list照应。 40. D　【语篇衔接】讨论未直接回答的问题并留出同伴回应，是opening a discussion；和下一句reply衔接。 41. B　【多条件方案筛选】B满足总时间9分钟、4个发言角色、32元预算及无设备条件。A只有3个发言角色，C需要场地没有的屏幕。 42. D　【把握改编不可删的因果链】材料明确保留误会的原因与真相揭晓点；标牌、误认和纠正共同构成主线。 43. A　【问题诊断与改编策略】让观众看到标牌直接修正可见性问题，并保持故事的误会原因；B削弱核心舞台线索。 44. C　【交叉信息的准确解读】18人理解开端，其中9人也理解结局，both为9人；其余9人只理解开端，6人两者均未理解。 45. B　【数据解释及结论限度】18人看懂开端但仅9人看懂结尾，提示结尾理解更弱；不能把18/24等同全部，也不能凭结果归因于价格。 四、项目简答题参考答案及给分要点 46. Give the narrator a speaking part, such as introducing the place and time. Then all four members can speak without adding a new main character. 给分要点：具体增加第四个发言角色或让原无台词角色有合适台词，1分；说明达到四人均发言且不破坏主线，1分。可设旁白、顾客、侍者等；只说“add a person”而未说明发言安排，不给满分。新增片段仍须控制在10分钟内。 47. Let the woman show a notebook with “Guest speaker” on the cover before she helps with the cups. The audience can identify her even when Mrs Bell cannot. 给分要点：具体可表演且不依赖屏幕、麦克风的动作或舞台线索，1分；解释如何帮助观众认出真实讲者，1分。可让其查看演讲提纲、整理带讲者身份的纸卡，或用简短自然台词；不要求观众与Mrs Bell同时知道真相。 48. The actors also speak at the same time, and the real speaker’s entrance is too quick. Both problems may make parts of the story unclear. 给分要点：指出至少两个材料已有的其他理解障碍，各1分：重叠说话听不清；真实讲者入场过快且8人误认助手；没有单独改变标牌并比较的证据。不能仅凭错答人数确定每个观众错答的原因。 49. Keep the actors, lines and speaking speed the same. Ask who the audience first thought was the speaker and what caused that belief. 给分要点：写出具体应保持不变的表演条件，1分；提出检验开端身份或误会原因的理解问题，1分。可保持台词、走位、音量、速度等；“Did you like it?”只能测喜好，不能测标牌是否解释清误会。 50. “I’m sorry. I move chairs here; I don’t give speeches.” It shows that Eli is willing to tell the truth and correct the mistake. 给分要点：符合Eli交还座位情境的原创台词，1分；解释其反映的人物特点且与台词相符，1分。可体现尴尬、自嘲、诚实、体谅他人；不固定为某一种正面评价。 每题最多2分。小的语言错误不妨碍理解时，不另扣信息分。开放题以符合条件、具体可行、理由对应为准，不要求复现参考答案。 五、写作客观题答案 51. journalist　定义明确为给报纸写新闻的人；j开头。 52. brief　不到一分钟可读完的简短介绍；b开头。 53. aloud　大家都能听到，表示出声朗读；a开头。若写audibly且拼写正确、语意成立，也可接受。 54. humour　逗人发笑的能力；接受美式拼写humor。 55. regard　regard… as…意为把……看作……；r开头。若写recognise／recognize且拼写正确、语意成立，也可接受。 56. members　six后用member的复数members。 57. were discussing　Last Friday at four及while引出过去某一时刻正在发生的讨论，首选were discussing；若写discussed，能以一般过去时表达过去背景，也可接受。 58. patiently　修饰listened这一行为，用patiently。 59. has collected　Since that meeting表示从过去起点到现在，首选has collected；group按整体作单数。英式英语按成员整体写have collected也可；has／have been collecting表达持续收集且形式正确时，也可接受。 60. third　three的序数词third，表示第三次聚会；前有our，不再加the。 51—55每题1分，须写出完整单词且拼写正确；56—60每题1分，所需词形全部正确方可得分。 六、书面表达参考范文与评分建议 61. A Seat in the Wrong Place The Guest’s Chair, written by our school reading group, is a humorous story about Eli and a mistaken welcome. Eli sits in a chair marked for the guest speaker. The villagers mistake him for their guest and offer him attention. When the real speaker arrives, he finally gives her the chair. I find Eli imperfect but honest in the end. His warm ears show his embarrassment, and his final action corrects the mistake. The ending works well because the empty glass reminds us of the welcome Eli enjoyed. I recommend the story to students who like quiet humour. They may laugh at the mistake and also think about how they treat strangers. 范文正文112词，标题不计。可以认为Eli爱占便宜、犹豫但愿意纠正，也可以作较宽容的评价；须有具体证据。结尾评价与推荐对象不固定。 维度 分值 评分要点 内容 8分 介绍故事与概述情节2分；人物评价及具体言行依据2分；结尾评价及理由2分；推荐对象及对应理由2分。 语言 8分 用词、语法、拼写基本准确；能清楚表达情节、人物判断及证据之间的关系。小错不影响理解时，不反复扣分。 组织 4分 具有故事评论的功能；标题贴切、段落合理，概述简洁，评价与理由衔接清楚。 建议等级：18—20分，内容充分、评价有依据、表达较准确；14—17分，主要内容齐全、连贯，有少量错误；10—13分，要点基本完成，错误较多但意思可理解；6—9分，内容不完整或表达受阻；1—5分，仅有少量相关句子；0分，空白或完全无关。先按维度评分，再核对等级。 不把某一种定语从句句式设为隐藏得分条件。只复述情节而无人物或结尾评价，不能取得相应内容分；词数略有浮动且要点完整时不机械扣分，缺项按内容维度评分。 九年级英语 Unit 7　　第 页 学科网（北京）股份有限公司 $