Unit3 SectionB 同步作业 2026-2027学年人教版英语九年级上册

九年级上册 Unit 3 Section B 同步作业 答案与解析 一 阅读理解 阅读短文，选择最佳答案。 A A Study Group with a Small Goal The school library is starting a four-week study group for Year Nine students. We welcome students who want to improve one part of their learning. You do not need to be good at every subject, but you do need to arrive prepared and listen to others. We meet on Tuesdays from 4:10 to 4:50 in the reading room. At the first meeting, each member chooses a small goal, such as explaining one difficult maths method or reading a short English story without stopping at every new word. Write your goal on a card and keep it until the final meeting. There will be four students in each group. Before every meeting, bring one question and one example of something you have tried. Members take turns explaining their ideas. Nobody should simply copy another person's work. If the group cannot solve a problem, write down what you have discussed and ask a teacher afterwards. At the end of each meeting, choose one change to try during the week. At the final meeting, return to your goal card and show a piece of work that tells us whether you have improved. We are interested in the steps you took, even if you have not reached your goal yet. To join, speak to Mrs Wu at the library desk before Monday. Places are limited to sixteen students. Members should attend all four meetings; if you cannot come, tell Mrs Wu in advance. 1. What must a member bring to every meeting? A. A finished poster and a new textbook. B. A question and an example of a method tried. C. Four cards with other members' names. D. A list of all the answers from a teacher. 答案：B。【细节理解】第三段明确要求每次带一个问题，以及一个自己已经尝试过的方法的实例。 2. What should a group do with a problem it cannot solve? A. Leave it out of the next discussion. B. Ask the best student to finish everyone's work. C. Change every member's learning goal immediately. D. Record its discussion and then ask a teacher. 答案：D。【细节理解】第三段最后一句要求记下讨论内容，之后请教老师。 3. What does the final meeting mainly help students do? A. Choose the strongest student in each subject. B. Collect more goals for the following year. C. Look at their progress and the steps behind it. D. Prove that group work always solves every problem. 答案：C。【推断理解】最后一次活动要回看目标、展示进步的证据，并关注采取过的步骤，即反思学习过程与进步。 参考译文 一个从小目标开始的学习小组 学校图书馆将为九年级学生开设一个为期四周的学习小组。欢迎想改善某一方面学习情况的同学参加。你不必每门学科都擅长，但需要做好准备再来，并倾听别人。 我们每周二4:10至4:50在阅览室见面。第一次活动时，每人选择一个小目标，例如解释一种较难的数学方法，或读一篇英语短故事时不再每遇到一个生词就停下来。把目标写在卡片上，保留到最后一次活动。 每组四人。每次活动前，带来一个问题和一个你尝试过的方法的实例。成员轮流解释自己的想法，不能直接抄别人的作业。如果小组无法解决问题，记下已经讨论过的内容，之后请教老师。 每次活动结束时，选一种调整，在接下来的一周尝试。最后一次活动时，重新查看目标卡片，并展示一份能说明自己是否有进步的成果。即使还未达成目标，我们也关注你已经采取的步骤。 想参加的话，请在周一之前到图书馆服务台找吴老师。活动限十六人。成员应参加全部四次活动；不能到场时，请提前告知吴老师。 B Grandpa placed his new phone on the table and pushed it towards me. "Could you show me how to record a message?" he asked. I explained quickly, touched several buttons, and handed it back. Five minutes later, he asked the same question. I almost said, "I've already shown you." Then I remembered my own trouble with maths. When someone finished all the steps for me, I often thought I understood. Alone with another problem, I got lost again. This time, I let Grandpa hold the phone. I explained one step and waited while he tried it. He recorded a message, listened to it, and laughed at how different his voice sounded. We wrote three short instructions on a card. Later, he used the card to send a message to my aunt. The next Sunday, Grandpa found me struggling with a wooden shelf for my room. He had made furniture for years, so I asked him to finish it. Instead, he asked me to show him where the pieces should go. He pointed out one mistake, then let me measure and try again. When the shelf finally stood straight, I felt proud in a way I would not have felt if Grandpa had built it for me. We put his instruction card on it beside my maths notebook. Grandpa still sometimes asks about his phone, and I still need help with practical jobs. Neither of us minds. We have learnt to give each other enough time to try. 4. Why did the writer change the way of helping Grandpa? A. The writer remembered a similar learning difficulty. B. Grandpa asked for a more expensive phone. C. The writer wanted to finish the maths homework first. D. Grandpa already knew every button on the phone. 答案：A。【细节理解】作者想到自己学数学时，看别人完成步骤并不等于自己会做，因此改让爷爷亲手尝试。 5. What did Grandpa and the writer have in common? A. They both preferred working without any instructions. B. They both learnt a new skill by trying it with guidance. C. They both stopped asking questions after one lesson. D. They both found phone recording harder than maths. 答案：B。【信息整合】爷爷在作者指导下操作手机，作者在爷爷指导下组装木架，两人都通过亲手尝试学习。 6. What is the best title for the story? A. The Fastest Way to Finish Homework B. A Phone with Too Many Buttons C. The Shelf That Nobody Could Build D. Learning Goes Both Ways 答案：D。【主旨大意】故事写祖孙相互帮助、相互学习，D概括了“双向学习”；另外三项仅涉及局部或与事实不符。 参考译文 爷爷把新手机放在桌上，推到我面前。“你能教我录留言吗？”他问。我快速解释，按了几个按钮，就把手机还给他。五分钟后，他又问了同样的问题。 我差点说：“我已经教过你了。”随后想到自己学数学的困难。别人替我做完所有步骤时，我常常以为自己懂了，可独自面对另一道题时又不知怎么办。 这一次，我让爷爷自己拿着手机。我解释一步，等他试着操作。爷爷录了一条留言，听了听，笑着说自己的声音听起来很不一样。我们把三条简短说明写在卡片上。后来，他照着卡片给姑姑发了留言。 下一个周日，爷爷发现我正在费力地组装房间里的木架。他做家具很多年了，我便请他替我完成。他却让我先指出各块木板应该放在哪里。他指出一处错误，随后让我重新测量、再次尝试。 木架终于立稳时，我感到自豪。如果是爷爷替我做的，我就不会有这种感觉。我们把他的说明卡放在架子上，旁边是我的数学笔记本。爷爷有时仍会问手机怎么用，我做实际的工作也仍需要帮助。我们都不介意，已经学会给彼此足够的时间去尝试。 C A Full Folder Is Not a Learning Plan When you find a useful learning video, saving it feels like a good first step. Soon your phone may hold dozens of videos, your computer may contain several courses, and your desk may be covered with books. But when you have twenty minutes to study, you still do not know where to begin. Having many resources does not automatically give you a clear plan. You need to decide what each resource is for. Begin with a question about your own learning. "I want to improve my English" is a wish, but it does not help you choose between a listening video and a grammar book. "I want to understand short conversations about shopping" gives you a clearer direction. A suitable resource should offer practice close to that goal. It should also be at a level where you can understand enough to make a start, while still meeting a few new challenges. Before spending a whole afternoon on a resource, try a small part. Can you follow the explanation? Does it give examples and a way to check your work? Can you find out who made it? An attractive title is not enough. If you cannot tell whether an explanation is correct, compare it with your textbook or ask a teacher. A resource that needs constant guessing may be a poor choice for learning alone. Once you choose, decide what you will do with it. Watching a video can introduce an idea, but you still need to use that idea. Pause to explain it in your own words, complete a task, or write a new example. After a few days, try a similar task without help. Your work can show whether the resource is useful more clearly than the number of lessons you have watched. You may discover that the material is too easy, too difficult, or simply unsuitable for your goal. Changing resources then is reasonable. Changing every time a task becomes hard, however, can prevent you from practising enough to improve. Ask yourself whether the problem is the material or the way you are using it. A smaller collection, used with a clear purpose and checked regularly, may serve you better than a folder full of promises. 7. Why is the shopping conversation goal useful? A. It makes all grammar books unnecessary. B. It helps a learner choose resources for a specific need. C. It allows a learner to avoid every new word. D. It guarantees success after twenty minutes of study. 答案：B。【细节理解】第二段用具体目标与笼统愿望对比，指出具体目标能为资源选择提供清晰方向。 8. Which evidence best shows that a resource is helping? A. The learner has saved many lessons from it. B. Its title is more attractive than other titles. C. Many people have made comments about it. D. The learner can complete a similar task without help. 答案：D。【信息整合】第四段提出几天后独立完成类似任务，以实际表现判断资源效果；收藏量、标题和评论不等于学习成效。 9. What would the writer probably say to a student who keeps changing courses? A. Choose the newest course whenever a difficult task appears. B. Keep every course even if none suits your goal. C. Check whether the difficulty comes from the material or how you use it. D. Stop using learning resources outside the textbook. 答案：C。【观点推断】末段明确建议判断问题来自材料还是使用方式，并区分合理更换与遇难就换。 参考译文 装满文件夹不等于有了学习计划 发现一个有用的学习视频时，把它收藏起来似乎是个好的开始。很快，你的手机里可能有几十个视频，电脑里有几门课程，桌面上摆满书。但有二十分钟可以学习时，你仍不知道从哪里开始。拥有许多资源并不会自动带来明确的计划，你需要确定每份资源是用来做什么的。 先提出一个与自己学习有关的问题。“我想提高英语”是一个愿望，却无法帮助你在听力视频和语法书之间作出选择。“我想听懂关于购物的简短对话”则提供了更明确的方向。合适的资源应提供贴近这个目标的练习，难度也应让你理解足够多的内容、能够开始，同时仍遇到一些新挑战。 投入整个下午之前，先试一小部分。你能跟上讲解吗？它是否提供例子和检查练习的办法？能查明是谁制作的吗？吸引人的标题并不足够。如果无法判断讲解是否正确，可以与教材对照或请教老师。一份总是需要猜测的资源，可能不适合独自学习。 选好之后，决定如何使用它。看视频可以让你初步接触一个观点，但你仍需要运用它。停下来，用自己的话解释，完成一项任务，或写一个新例子。几天后，不借助帮助尝试类似任务。与看过多少节课相比，你的实际成果更能说明资源是否有用。 你可能发现材料太容易、太难，或不适合目标。这时更换资源是合理的。但每逢任务变难就更换，可能会妨碍充分练习和进步。问问自己，问题出在材料上，还是使用方式上。有明确目的、定期检查的一小批资源，可能比装满各种承诺的文件夹更能帮助你。 二 完形填空 阅读短文，选择最佳答案。 A I wanted to read a story at our class reading afternoon. At home, I practised the whole story again and again. I thought that speaking faster would make me sound more ___1___. During our first group practice, my friend Jun stopped me. "I can't tell who is speaking," he said. I felt ___2___. I had worked hard, and I wanted him to praise me. Our teacher listened to a short part. Instead of saying "Read better", she gave me some specific ___3___: slow down where the speaker changes and leave a short pause after an important sentence. She marked two places on my page. I worked on those places first. Then Jun listened again. This time, he could ___4___ the conversation between the two characters. He asked me to try a softer ___5___ for the younger one. We discussed why that would fit the story. On the reading afternoon, I made a small mistake. I took a breath and ___6___. Afterwards, a classmate told me which part she had enjoyed. Her words helped me see my ___7___. I still have much to learn, but now I ask for feedback that I can ___8___. "Which sentence was unclear?" is more useful than "Was I good?" Practice matters, but good advice gives it a ___9___. When someone points out a problem, I try to listen before I ___10___ myself. 1. A. silent B. confident C. careless D. nervous 答案：B。【词汇与用法】作者误以为速度快会显得更有自信，confident符合希望改善朗读表现的语境。 2. A. disappointed B. curious C. comfortable D. thankful 答案：A。【词汇与用法】作者希望被表扬，却听到朋友指出问题，因此感到disappointed（失落的）。 3. A. equipment B. permission C. guidance D. news 答案：C。【词汇与用法】下文给出放慢速度、适当停顿等具体指导，guidance与之对应。 4. A. forget B. copy C. avoid D. follow 答案：D。【词汇与用法】调整后朋友能够follow（跟上、理解）两个角色的对话，回应第一段练习的问题。 5. A. voice B. paper C. light D. seat 答案：A。【词汇与用法】给年轻角色用更轻柔的voice（嗓音），属于朗读技巧。 6. A. gave up B. fell down C. went on D. ran away 答案：C。【词汇与用法】犯了小错误后吸一口气继续朗读，go on意为“继续”。 7. A. prize B. progress C. schedule D. secret 答案：B。【词汇与用法】同学说出喜欢的部分，帮助作者看到练习后的progress（进步）。 8. A. hide B. count C. sell D. use 答案：D。【词汇与用法】作者希望获得能实际运用的反馈，use符合“具体、可执行”的建议。 9. A. price B. direction C. weight D. colour 答案：B。【词汇与用法】好的建议为练习提供direction（方向），说明应该改进哪里。 10. A. defend B. teach C. test D. introduce 答案：A。【词汇与用法】defend myself意为“为自己辩解”，作者学会先听取建议，不急于解释自己。 参考译文 我想在班级阅读分享下午朗读一个故事。在家里，我一遍又一遍练习整个故事。我以为说得更快，就会显得更自信。 第一次小组练习时，朋友俊打断了我，说：“我分不清是谁在说话。”我感到失落。我很努力，希望他能表扬我。 老师听了一小段。她没有只说“读好一些”，而是给出具体指导：人物转换时慢下来，重要句子后稍作停顿。她在我的纸上标出两处。 我先练习这两处，然后俊再次听我读。这次，他能跟上两个角色的对话了。他让我试着用更轻柔的声音读年纪小的角色。我们讨论了为什么这样适合故事。 阅读分享下午，我犯了一个小错误。我吸了口气，继续读下去。之后，一位同学告诉我她喜欢哪个部分。她的话帮助我看到自己的进步。 我还有很多要学，但现在会主动寻求能付诸行动的反馈。“哪个句子不清楚？”比“我读得好吗？”更有用。练习很重要，好的建议则为练习指明方向。有人指出问题时，我尽量先倾听，再为自己辩解。 B For our reading project, I borrowed the thickest English book in the library. My friends looked impressed, and I felt proud. But after three evenings, I was still on page four. I looked up so many words that I had ___1___ the story. Mrs Chen, the librarian, noticed that my bookmark had hardly moved when I brought the book back. She asked what I enjoyed reading. "Stories about people solving problems," I said. She handed me a much ___2___ book with clear pictures. I worried that my friends would think it was childish. "Try one chapter," she suggested. "Then tell me whether you want to know what happens ___3___." I read it on the bus and missed my stop because I was so interested. For once, I remembered the characters instead of a list of ___4___. When our group met, one student laughed at my thin book. I nearly put it away. Then another student asked about the ___5___. I explained how a girl found a lost dog by following small clues. Soon everyone was offering ideas about the ending. I realized I could ___6___ something to the discussion. Over the next month, I read two more books at that level. I began to understand some new words from the ___7___, although I still checked important ones. Later, I returned to my first book. It was still difficult, but I could follow a few more pages. I had mistaken the size of a book for the size of my ___8___. Mrs Chen helped me choose a better starting point. Now I choose books with both interest and difficulty in ___9___. A reading journey needs a first step that I can actually ___10___. 1. A. forgotten B. finished C. written D. enjoyed 答案：A。【词汇与用法】查词太频繁打断阅读，导致作者忘了故事内容，forgotten符合后文改用适合难度的书。 2. A. older B. darker C. thinner D. heavier 答案：C。【词汇与用法】与最初the thickest及后文my thin book呼应，thinner表示“更薄的”。 3. A. instead B. outside C. alone D. next 答案：D。【词汇与用法】what happens next意为“接下来发生什么”，图书管理员用情节是否吸引作者来判断兴趣。 4. A. dates B. words C. rules D. addresses 答案：B。【词汇与用法】呼应开头频繁looked up ... words，作者这次记住人物而不是一串单词。 5. A. author B. plot C. price D. cover 答案：B。【词汇与用法】后面解释女孩找到走失小狗的过程，谈论的是plot（情节）。 6. A. refuse B. translate C. contribute D. compare 答案：C。【词汇与用法】contribute ... to ...意为“为……贡献……”，作者发现自己可以参与讨论。 7. A. context B. advertisement C. title D. dictionary 答案：A。【词汇与用法】下文although I still checked important ones说明有些词已能根据上下文猜懂；context意为“上下文”。 8. A. library B. class C. bag D. progress 答案：D。【词汇与用法】作者曾认为读厚书就意味着更大进步；mistake A for B表示“把A误认为B”。 9. A. silence B. order C. mind D. danger 答案：C。【词汇与用法】with ... in mind表示“考虑到……”，选书时考虑兴趣和难度。 10. A. save B. draw C. break D. take 答案：D。【词汇与用法】take a step是固定搭配，表示“迈出一步”，照应starting point。 参考译文 为了阅读项目，我借了图书馆里最厚的英语书。朋友们看起来很佩服，我也很自豪。但读了三个晚上，我仍停在第四页。我查了太多词，已经忘记故事讲什么了。 还书时，图书管理员陈老师注意到，我的书签位置几乎没往后移。她问我喜欢读什么。我说：“人们解决问题的故事。”她递给我一本薄得多、带有清晰图片的书。我担心朋友们会觉得它幼稚。 她建议：“试读一章，再告诉我你是否想知道接下来发生什么。”我在公交车上读得入迷，甚至坐过了站。这一次，我记住的是人物，而不是一串单词。 小组见面时，一个同学笑我的书薄。我差点收起来。另一个同学却问起情节。我解释，一个女孩怎样沿着细小线索找到走失的狗。很快，大家都对结尾提出想法。我意识到自己也能为讨论贡献一些内容。 接下来的一个月，我又读了两本同等难度的书。我开始能根据上下文理解一些生词，虽然重要的词仍会查。后来，我又拿起第一本书。它仍然难，但我能读懂更多页面了。 我曾把书的厚薄误当成自己进步的大小。陈老师帮我选了更合适的起点。现在选书时，我会同时考虑兴趣和难度。阅读之旅需要一个自己真正能够迈出的第一步。 三 单项选择 1. Our teacher's ______ helped us understand which parts of the project needed improvement. A. background B. feedback C. temperature D. distance 答案：B。【词汇辨析】feedback意为“反馈”，可以指出项目需要改进的部分。 2. Choose a reading ______ that suits your level and gives you enough practice. A. medicine B. instrument C. method D. uniform 答案：C。【词汇辨析】method意为“方法”，与阅读、难度及练习的语境相符。 3. The website ______ clear examples, so I can see how to use the expressions. A. provides B. proves C. prepares D. protects 答案：A。【词汇辨析】provide表示“提供”；prove表示“证明”，prepare表示“准备”，protect表示“保护”。 4. We should take advantage ______ the school library when choosing learning materials. A. with B. to C. for D. of 答案：D。【固定搭配】take advantage of意为“利用”，本句指利用图书馆的资源。 5. Even when a task is difficult, do not lose ______. Ask for help and try again. A. voice B. heart C. face D. touch 答案：B。【固定搭配】lose heart意为“灰心”；后文鼓励求助并再次尝试。 6. The group helps me practise speaking ______ learn useful expressions. A. as well as B. because of C. instead of D. according to 答案：A。【固定搭配】as well as表示“也、以及”，连接practise speaking与learn useful expressions两个并列内容。 7. I believe ______ mistakes can show us what to work on next. A. whether B. if C. that D. who 答案：C。【宾语从句】从句为完整陈述，用that引导，表达“我相信犯错能指出下一步要改进的内容”。 8. The students are discussing ______ the new resource is useful or not. A. that B. what C. which D. whether 答案：D。【宾语从句】表示“是否”且与or not连用，四个选项中whether正确；that不表示疑问，what和which在本从句中无相应成分可充当。 9. —Do you know ______? —Yes. They practise together every Tuesday. A. whether the members meet every week B. whether do the members meet every week C. that do the members meet every week D. if meet the members every week 答案：A。【宾语从句】询问“是否每周见面”，用whether；从句用the members meet ...的陈述语序。 10. Which sentence is correct? A. I think that does this book suit my level. B. I want to know if can I join the group. C. I believe that learning continues after school. D. I wonder whether is the course too difficult. 答案：C。【宾语从句】C中that引导陈述内容，语序正确。A、B、D均把疑问句语序误用于宾语从句。 四 单句语法填空 用括号中所给词的正确形式填空。 1. We believe that ______ (reflect) on mistakes can help us learn better. 答案：reflecting。从句中用动名词短语reflecting on mistakes作主语。 2. The coach says that regular practice is ______ (important) than collecting prizes. 答案：more important。than提示比较级，多音节形容词important前加more。 3. The school library has several useful online ______ (resource) for language learners. 答案：resources。several后接可数名词复数resources。 4. The teacher thinks that Mei chose her reading materials ______ (wise). 答案：wisely。修饰动词chose，应用副词wisely。 5. I asked whether the students ______ (need) more guidance during yesterday's practice. 答案：needed。yesterday's practice明确指过去的练习，need在此用过去式needed。 6. With her partner's help, Amy felt much more ______ (confidence) about speaking English. 答案：confident。feel后接形容词作表语；confidence是名词，对应形容词为confident。 五 完成句子 根据汉语完成句子，每空一词。 1. 我们应当明智地选择学习材料。 We should ______ learning materials ______. 答案：choose; wisely。choose作动词“选择”，wisely作副词修饰choose；两空分别填choose和wisely。 2. 老师帮助我们把错误看作学习的机会。 Our teacher helps us see mistakes as ______ ______ learning. 答案：chances for / opportunities for。chances for learning意为“学习的机会”；opportunities for也可接受。 3. 我想把学习变成终身习惯。 I want to make learning a ______ ______. 答案：lifetime habit / lifelong habit。教材表达为a lifetime habit；lifelong habit同样表示“终身习惯”。 4. 我们正在改进小组的阅读计划。 We are ______ ______ our group's reading plan. 答案：working on。work on意为“致力于、改进”；are后用working构成现在进行时。 5. 你练习得越多，学得就越好。 The more you practise, ______ ______ you learn. 答案：the better。“the＋比较级，the＋比较级”表示“越……就越……”。 6. 读科普书为我打开了新的世界。 Reading popular science books has ______ ______ new worlds for me. 答案：opened up。open up意为“打开、开拓”；has后接过去分词opened。 六 书面表达 1 学校英语论坛正在征集阅读分享帖。请以My Reading Habits为题，介绍你通常何时、何地读书，喜欢哪类书，遇到阅读困难时怎样处理，以及阅读给你带来的一个变化。词数60以上。 【写作要点】写清阅读时间与地点、书籍类型、应对困难的办法，以及一项具体变化。内容应相互衔接，不必罗列所有可能的阅读方法。 Possible Version 1 My Reading Habits I usually read at home after dinner and in the school library. I enjoy stories and popular science books because they help me discover new things. When a book is difficult, I try to understand the main idea first. I also ask my teacher about important words. Reading has made me more confident in English. Now I can share a short story with my classmates without looking at my notes. Possible Version 2 My Reading Habits Most evenings, I spend a little time reading beside my bedroom window. At school, the library is where I go when I want a quiet break. I am especially drawn to stories in which ordinary people solve unexpected problems. I used to interrupt my reading to check every unfamiliar word. Now I follow the story first, mark expressions worth returning to, and discuss confusing parts with a friend. If a book remains beyond me, I choose something more suitable and return to it later. This habit has made me more patient with difficulty and more willing to listen to ideas different from my own. 2 你是Li Hua。你的小组调查了20名同学的学习习惯：15人认为定期复习有帮助，12人认为向老师寻求反馈有帮助，8人认为与同伴讨论有帮助。请给英语老师Ms Green写邮件，介绍这三项结果，并结合结果提出一条小组改进计划及理由。词数60以上。 【写作要点】准确写出调查人数20及三项结果15、12、8；提出一条能落实的计划，并说明理由。三项答案可以重叠，无须把人数相加；不要把同学的看法写成已经验证的学习效果。 Possible Version 1 Dear Ms Green, Our group asked twenty students about their learning habits. Fifteen find regular review helpful, twelve value feedback from teachers, and eight think discussions with classmates are useful. We plan to hold a short group discussion every week. Each member will bring one problem and explain what they have tried. I believe this will help us learn from each other and ask teachers clearer questions. Yours, Li Hua Possible Version 2 Dear Ms Green, Our survey of twenty students suggests that regular review is widely valued: fifteen students find it helpful. Twelve value teachers' feedback, while eight consider discussions with classmates useful. These answers describe students' views rather than prove which method works best. We plan to introduce a weekly discussion in which each member brings one difficulty and a piece of work showing it. Explaining a problem may help us understand it more clearly, and listening to others may suggest a different approach. When we need your guidance, we will bring a record of what we have already tried. After four weeks, we will review the plan together. Yours, Li Hua 学科网（北京）股份有限公司 $ 九年级上册 Unit 3 Section B 同步作业 一 阅读理解 阅读短文，选择最佳答案。 A A Study Group with a Small Goal The school library is starting a four-week study group for Year Nine students. We welcome students who want to improve one part of their learning. You do not need to be good at every subject, but you do need to arrive prepared and listen to others. We meet on Tuesdays from 4:10 to 4:50 in the reading room. At the first meeting, each member chooses a small goal, such as explaining one difficult maths method or reading a short English story without stopping at every new word. Write your goal on a card and keep it until the final meeting. There will be four students in each group. Before every meeting, bring one question and one example of something you have tried. Members take turns explaining their ideas. Nobody should simply copy another person's work. If the group cannot solve a problem, write down what you have discussed and ask a teacher afterwards. At the end of each meeting, choose one change to try during the week. At the final meeting, return to your goal card and show a piece of work that tells us whether you have improved. We are interested in the steps you took, even if you have not reached your goal yet. To join, speak to Mrs Wu at the library desk before Monday. Places are limited to sixteen students. Members should attend all four meetings; if you cannot come, tell Mrs Wu in advance. 1. What must a member bring to every meeting? A. A finished poster and a new textbook. B. A question and an example of a method tried. C. Four cards with other members' names. D. A list of all the answers from a teacher. 2. What should a group do with a problem it cannot solve? A. Leave it out of the next discussion. B. Ask the best student to finish everyone's work. C. Change every member's learning goal immediately. D. Record its discussion and then ask a teacher. 3. What does the final meeting mainly help students do? A. Choose the strongest student in each subject. B. Collect more goals for the following year. C. Look at their progress and the steps behind it. D. Prove that group work always solves every problem. B Grandpa placed his new phone on the table and pushed it towards me. "Could you show me how to record a message?" he asked. I explained quickly, touched several buttons, and handed it back. Five minutes later, he asked the same question. I almost said, "I've already shown you." Then I remembered my own trouble with maths. When someone finished all the steps for me, I often thought I understood. Alone with another problem, I got lost again. This time, I let Grandpa hold the phone. I explained one step and waited while he tried it. He recorded a message, listened to it, and laughed at how different his voice sounded. We wrote three short instructions on a card. Later, he used the card to send a message to my aunt. The next Sunday, Grandpa found me struggling with a wooden shelf for my room. He had made furniture for years, so I asked him to finish it. Instead, he asked me to show him where the pieces should go. He pointed out one mistake, then let me measure and try again. When the shelf finally stood straight, I felt proud in a way I would not have felt if Grandpa had built it for me. We put his instruction card on it beside my maths notebook. Grandpa still sometimes asks about his phone, and I still need help with practical jobs. Neither of us minds. We have learnt to give each other enough time to try. 4. Why did the writer change the way of helping Grandpa? A. The writer remembered a similar learning difficulty. B. Grandpa asked for a more expensive phone. C. The writer wanted to finish the maths homework first. D. Grandpa already knew every button on the phone. 5. What did Grandpa and the writer have in common? A. They both preferred working without any instructions. B. They both learnt a new skill by trying it with guidance. C. They both stopped asking questions after one lesson. D. They both found phone recording harder than maths. 6. What is the best title for the story? A. The Fastest Way to Finish Homework B. A Phone with Too Many Buttons C. The Shelf That Nobody Could Build D. Learning Goes Both Ways C A Full Folder Is Not a Learning Plan When you find a useful learning video, saving it feels like a good first step. Soon your phone may hold dozens of videos, your computer may contain several courses, and your desk may be covered with books. But when you have twenty minutes to study, you still do not know where to begin. Having many resources does not automatically give you a clear plan. You need to decide what each resource is for. Begin with a question about your own learning. "I want to improve my English" is a wish, but it does not help you choose between a listening video and a grammar book. "I want to understand short conversations about shopping" gives you a clearer direction. A suitable resource should offer practice close to that goal. It should also be at a level where you can understand enough to make a start, while still meeting a few new challenges. Before spending a whole afternoon on a resource, try a small part. Can you follow the explanation? Does it give examples and a way to check your work? Can you find out who made it? An attractive title is not enough. If you cannot tell whether an explanation is correct, compare it with your textbook or ask a teacher. A resource that needs constant guessing may be a poor choice for learning alone. Once you choose, decide what you will do with it. Watching a video can introduce an idea, but you still need to use that idea. Pause to explain it in your own words, complete a task, or write a new example. After a few days, try a similar task without help. Your work can show whether the resource is useful more clearly than the number of lessons you have watched. You may discover that the material is too easy, too difficult, or simply unsuitable for your goal. Changing resources then is reasonable. Changing every time a task becomes hard, however, can prevent you from practising enough to improve. Ask yourself whether the problem is the material or the way you are using it. A smaller collection, used with a clear purpose and checked regularly, may serve you better than a folder full of promises. 7. Why is the shopping conversation goal useful? A. It makes all grammar books unnecessary. B. It helps a learner choose resources for a specific need. C. It allows a learner to avoid every new word. D. It guarantees success after twenty minutes of study. 8. Which evidence best shows that a resource is helping? A. The learner has saved many lessons from it. B. Its title is more attractive than other titles. C. Many people have made comments about it. D. The learner can complete a similar task without help. 9. What would the writer probably say to a student who keeps changing courses? A. Choose the newest course whenever a difficult task appears. B. Keep every course even if none suits your goal. C. Check whether the difficulty comes from the material or how you use it. D. Stop using learning resources outside the textbook. 二 完形填空 阅读短文，选择最佳答案。 A I wanted to read a story at our class reading afternoon. At home, I practised the whole story again and again. I thought that speaking faster would make me sound more ___1___. During our first group practice, my friend Jun stopped me. "I can't tell who is speaking," he said. I felt ___2___. I had worked hard, and I wanted him to praise me. Our teacher listened to a short part. Instead of saying "Read better", she gave me some specific ___3___: slow down where the speaker changes and leave a short pause after an important sentence. She marked two places on my page. I worked on those places first. Then Jun listened again. This time, he could ___4___ the conversation between the two characters. He asked me to try a softer ___5___ for the younger one. We discussed why that would fit the story. On the reading afternoon, I made a small mistake. I took a breath and ___6___. Afterwards, a classmate told me which part she had enjoyed. Her words helped me see my ___7___. I still have much to learn, but now I ask for feedback that I can ___8___. "Which sentence was unclear?" is more useful than "Was I good?" Practice matters, but good advice gives it a ___9___. When someone points out a problem, I try to listen before I ___10___ myself. 1. A. silent B. confident C. careless D. nervous 2. A. disappointed B. curious C. comfortable D. thankful 3. A. equipment B. permission C. guidance D. news 4. A. forget B. copy C. avoid D. follow 5. A. voice B. paper C. light D. seat 6. A. gave up B. fell down C. went on D. ran away 7. A. prize B. progress C. schedule D. secret 8. A. hide B. count C. sell D. use 9. A. price B. direction C. weight D. colour 10. A. defend B. teach C. test D. introduce B For our reading project, I borrowed the thickest English book in the library. My friends looked impressed, and I felt proud. But after three evenings, I was still on page four. I looked up so many words that I had ___1___ the story. Mrs Chen, the librarian, noticed that my bookmark had hardly moved when I brought the book back. She asked what I enjoyed reading. "Stories about people solving problems," I said. She handed me a much ___2___ book with clear pictures. I worried that my friends would think it was childish. "Try one chapter," she suggested. "Then tell me whether you want to know what happens ___3___." I read it on the bus and missed my stop because I was so interested. For once, I remembered the characters instead of a list of ___4___. When our group met, one student laughed at my thin book. I nearly put it away. Then another student asked about the ___5___. I explained how a girl found a lost dog by following small clues. Soon everyone was offering ideas about the ending. I realized I could ___6___ something to the discussion. Over the next month, I read two more books at that level. I began to understand some new words from the ___7___, although I still checked important ones. Later, I returned to my first book. It was still difficult, but I could follow a few more pages. I had mistaken the size of a book for the size of my ___8___. Mrs Chen helped me choose a better starting point. Now I choose books with both interest and difficulty in ___9___. A reading journey needs a first step that I can actually ___10___. 1. A. forgotten B. finished C. written D. enjoyed 2. A. older B. darker C. thinner D. heavier 3. A. instead B. outside C. alone D. next 4. A. dates B. words C. rules D. addresses 5. A. author B. plot C. price D. cover 6. A. refuse B. translate C. contribute D. compare 7. A. context B. advertisement C. title D. dictionary 8. A. library B. class C. bag D. progress 9. A. silence B. order C. mind D. danger 10. A. save B. draw C. break D. take 三 单项选择 1. Our teacher's ______ helped us understand which parts of the project needed improvement. A. background B. feedback C. temperature D. distance 2. Choose a reading ______ that suits your level and gives you enough practice. A. medicine B. instrument C. method D. uniform 3. The website ______ clear examples, so I can see how to use the expressions. A. provides B. proves C. prepares D. protects 4. We should take advantage ______ the school library when choosing learning materials. A. with B. to C. for D. of 5. Even when a task is difficult, do not lose ______. Ask for help and try again. A. voice B. heart C. face D. touch 6. The group helps me practise speaking ______ learn useful expressions. A. as well as B. because of C. instead of D. according to 7. I believe ______ mistakes can show us what to work on next. A. whether B. if C. that D. who 8. The students are discussing ______ the new resource is useful or not. A. that B. what C. which D. whether 9. —Do you know ______? —Yes. They practise together every Tuesday. A. whether the members meet every week B. whether do the members meet every week C. that do the members meet every week D. if meet the members every week 10. Which sentence is correct? A. I think that does this book suit my level. B. I want to know if can I join the group. C. I believe that learning continues after school. D. I wonder whether is the course too difficult. 四 单句语法填空 用括号中所给词的正确形式填空。 1. We believe that ______ (reflect) on mistakes can help us learn better. 2. The coach says that regular practice is ______ (important) than collecting prizes. 3. The school library has several useful online ______ (resource) for language learners. 4. The teacher thinks that Mei chose her reading materials ______ (wise). 5. I asked whether the students ______ (need) more guidance during yesterday's practice. 6. With her partner's help, Amy felt much more ______ (confidence) about speaking English. 五 完成句子 根据汉语完成句子，每空一词。 1. 我们应当明智地选择学习材料。 We should ______ learning materials ______. 2. 老师帮助我们把错误看作学习的机会。 Our teacher helps us see mistakes as ______ ______ learning. 3. 我想把学习变成终身习惯。 I want to make learning a ______ ______. 4. 我们正在改进小组的阅读计划。 We are ______ ______ our group's reading plan. 5. 你练习得越多，学得就越好。 The more you practise, ______ ______ you learn. 6. 读科普书为我打开了新的世界。 Reading popular science books has ______ ______ new worlds for me. 六 书面表达 1 学校英语论坛正在征集阅读分享帖。请以My Reading Habits为题，介绍你通常何时、何地读书，喜欢哪类书，遇到阅读困难时怎样处理，以及阅读给你带来的一个变化。词数60以上。 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2 你是Li Hua。你的小组调查了20名同学的学习习惯：15人认为定期复习有帮助，12人认为向老师寻求反馈有帮助，8人认为与同伴讨论有帮助。请给英语老师Ms Green写邮件，介绍这三项结果，并结合结果提出一条小组改进计划及理由。词数60以上。 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 学科网（北京）股份有限公司 $