期中考试试卷（安徽专用·Units 1—4）2026-2027学年人教版英语九年级上册

2026—2027学年 · 九年级英语 · 安徽专用 · 原创期中检测 2026—2027学年九年级上学期英语期中质量检测卷 人教版新教材 · 安徽专用 · Units 1—4　｜　满分120分　考试时间120分钟 学校：____________________　班级：____________　姓名：____________　座位号：________ 注意事项：考试范围为九年级上册 Unit 1—4。全卷分听力、语言知识运用、阅读、写作四部分。请将答案填写在配套答题卡上；听力各段材料朗读两遍。 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。从A、B、C三个选项中选出最佳选项。每段对话读两遍。 1. What did Ben leave at home? A B C 2. What will Mia do after school? A B C 3. What is new in the school library? A. A café. B. A quiet study corner. C. A computer room. 4. What does the girl admire about Mr Luo? A. He listens patiently. B. He runs very fast. C. He knows many languages. 5. What will the boy do to check his learning? A. Copy the notes again. B. Watch another video. C. Try a short quiz without notes. 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。每段对话读两遍。 听下面一段对话，回答第6—7题。 6. What did Grandfather bring to the exhibition? A. A train ticket. B. An old library card. C. A school uniform. 7. Why was the object special to Grandfather? A. It helped him make friends through reading. B. It won a design prize. C. It belonged to a famous writer. 听下面一段对话，回答第8—10题。 8. Where will the students meet on Thursday? A. In the sports hall. B. In the school garden. C. In the study room. 9. What will the group do first? A. Choose the words they find difficult. B. Read all the words ten times. C. Ask the teacher for more homework. 10. Why will they explain answers to a partner? A. To finish before lunch. B. To see whether they really understand. C. To practise speaking loudly. 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，从A、B、C三个选项中选出最佳选项。短文读两遍。 11. What did the two groups try to remember? A. Six drawings. B. A short song. C. Ten new words. 12. What did the first group do? A. Read the list three times. B. Make a poster. C. Ask parents for help. 13. What did the second group do? A. Use a dictionary. B. Hide the list and recall the words. C. Write the words on a wall. 14. When did the teacher test the groups again? A. Ten minutes later. B. The next morning. C. Two days later. 15. What did the teacher say about the result? A. One way works for everyone. B. A small test cannot answer every question. C. Memorizing words is a waste of time. 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。根据短文内容填写表格，每空仅填一词。短文读两遍。 A neighbourhood talk Ms Jin’s first-aid lessons Speaker Ms Jin, a retired (16) __________ Time Sunday (17) __________ First job Check each first-aid (18) __________ Teaching aid Use simple (19) __________ Message Small acts of (20) __________ matter 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 school ______ three new reading clubs since the beginning of this term. A. starts B. has started C. was starting D. started 22. I wonder ______ our science club will meet online tomorrow, because the classroom is being repaired. A. what B. where C. that D. whether 23. I could not remember ______ I had left my pencil case until I checked the art room. A. where B. why C. whether D. that 24. Those photographs always ______ me of my first year at primary school. A. prevent B. divide C. remind D. receive 25. My aunt ______ work in a small village clinic, but now she teaches new nurses. A. is used to B. has used to C. was used D. used to 26. It was very ______ of the students to help an older neighbour carry the heavy bags. A. kind B. regular C. careless D. private 27. —Can you tell me ______ the school science show begins? —At half past two. A. whether B. why C. when D. what 28. Instead of studying for three hours once a week, I follow a ______ plan of fifteen minutes a day. A. silent B. regular C. strange D. sudden 29. Mr Han said that a good learner should be willing to learn from ______ rather than hide them. A. reasons B. memories C. mistakes D. habits 30. The neighbourhood has changed a lot, but some old buildings have been ______ to protect local history. A. repeated B. invented C. forgotten D. kept VI. 完形填空（共20小题；每小题1分，满分20分） 阅读下列两篇短文，从每小题所给的A、B、C、D四个选项中选出最佳选项。 A When the zip on Qiu Shan’s schoolbag broke, she was ready to buy a new bag. Then a friend showed her how to fix it. Qiu Shan began to notice how quickly people threw small things away. With three classmates, she started a ‘Fix It Friday’ table at school. At first, few students visited it. Many assumed learning repair skills would be (31) ______ and did not even try. Qiu Shan’s team did not (32) ______. They asked a shop owner to teach them a few simple repairs. The students practised on their own things before (33) ______ to help others. They put up a sign: ‘Bring one small thing. Learn one useful (34) ______.’ One day, a boy brought a pencil case with a stuck zip. Qiu Shan looked at it (35) ______ and found a piece of thread inside. It took her five minutes to (36) ______ the problem. Soon more students came. After three months, the team counted 64 things that could be used again. It was a small number compared with the whole school’s waste, (37) ______ it was a useful beginning. Students now asked (38) ______ an object could be repaired before replacing it. Qiu Shan discovered that change often happens (39) ______: people see a problem, test an idea and improve it. She hopes the practice will (40) ______ to other schools. 31. A. easy B. difficult C. safe D. enjoyable 32. A. give up B. turn on C. look out D. keep away 33. A. refusing B. forgetting C. offering D. hiding 34. A. language B. mistake C. secret D. skill 35. A. proudly B. loudly C. carefully D. suddenly 36. A. cause B. name C. share D. solve 37. A. but B. because C. if D. until 38. A. why B. whether C. where D. how 39. A. unluckily B. without reason C. step by step D. all at once 40. A. spread B. fall C. return D. belong B Kang Yi enjoyed listening to stories but rarely wrote them down. One autumn, her neighbour Mrs Tao invited her to record the memories of older people in their building. Kang Yi thought the job would be (41) ______: turn on a recorder and ask a few questions. During their first visit, Mr Shen stared at an old photograph and became quiet. Kang Yi quickly moved to another question, but Mrs Tao asked her to (42) ______. After a minute, Mr Shen began to talk about his first job at a theatre and the friends who had (43) ______ him when he was nervous. On the way home, Mrs Tao explained that people need time to (44) ______. She also said that permission was important before sharing someone’s story. Kang Yi wrote both rules in her (45) ______. A week later, Kang Yi returned with fewer questions and listened more (46) ______. She checked names and dates with each speaker and let people decide which parts of their stories could be made (47) ______. At the class’s Memory Evening, several families thanked her for saving voices they might otherwise (48) ______. Kang Yi had wanted to make a perfect recording. Instead, she learned something more (49) ______: respect matters more than speed. She now hopes to (50) ______ younger students to listen with the same care. 41. A. simple B. painful C. private D. wasteful 42. A. argue B. wait C. leave D. shout 43. A. tested B. borrowed C. supported D. visited 44. A. pretend B. perform C. compare D. remember 45. A. notebook B. pocket C. calendar D. mirror 46. A. suddenly B. carefully C. loudly D. publicly 47. A. public B. dirty C. small D. unknown 48. A. repair B. collect C. lose D. explain 49. A. common B. convenient C. expensive D. important 50. A. warn B. encourage C. test D. prevent VII. 补全对话（共5小题；每小题1分，满分5分） 根据对话内容，从方框内选项中选出能填入空白处的最佳选项，其中有两项多余。 A. What example could you bring? B. That is a fair concern. C. What could we put on the display? D. Could we also add one helpful tip beside each example? E. The goal is to help learners, not to embarrass them. F. Who won the last sports meeting? G. I never correct my homework. A: Our English teacher wants us to plan a ‘Learning from Mistakes’ display. (51) ______ B: I think we should show how we improved, not just our final marks. A: That sounds useful. (52) ______ B: I could bring my first science report and the corrected version. A: Great. But some students may not want to show their mistakes. B: (53) ______ We should ask before using anyone’s work. A: Yes. Could we let them cover their names? B: Of course. (54) ______ A: Then visitors can read the advice without knowing who wrote it. B: Exactly. (55) ______ A: Let’s try it and ask our classmates for feedback. 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 LEARNING WEEK | TRY, CHECK, IMPROVE The school learning centre will open three hands-on stations next Wednesday. Students may visit any two stations. Please bring a pen and a small notebook. STATION 1 — EXPLAIN IT (Room 201, 3:30–4:00) Choose an idea you learned this week. Explain it to a partner without reading your notes. Your partner may ask one ‘why’ question. Write down the part you found difficult to explain. STATION 2 — MEMORY STEPS (Room 203, 4:05–4:35) Learn eight place names on a map. Cover the map, recall the names and check your answers ten minutes later. Try a different method if you wish. STATION 3 — ASK BETTER QUESTIONS (Library, 4:40–5:10) Bring one question you got wrong in a recent exercise. Find out whether the problem was a word, a rule or a misunderstanding of the question. IMPORTANT: These activities are for learning, not for grades. Do not photograph another student’s work without permission. The centre will collect anonymous feedback after the event. 56. What should students bring to Learning Week? A. Their exam papers only. B. A pen and a small notebook. C. A camera for taking pictures. D. Eight books about places. 57. Which station asks students to remember information after a short delay? A. EXPLAIN IT. B. ASK BETTER QUESTIONS. C. All three stations. D. MEMORY STEPS. 58. Why does the centre say the activities are not for grades? A. Students should focus on finding better ways to learn. B. Every participant will receive full marks. C. Students may skip all instructions. D. No one is allowed to check answers. B THE FIVE-MINUTE CHANGE At Lakeside School, students used to leave their classrooms at exactly the same time. The stairs became crowded. Teachers kept telling everyone to be careful, but the problem returned each afternoon. After his friend hurt an ankle and needed to walk slowly, ninth-grader Fang Bo began to watch what happened near the stairs. He noticed that students stopped to talk at the narrowest part. Some rushed past them, making it difficult for others to move. Fang Bo suggested a five-minute change. Half the classes would leave at the usual time; the others would wait five minutes and use that time to tidy their desks. He invited two teachers and the school bus driver to discuss the plan. The driver pointed out that students on one bus could not leave late. The group changed the plan so those students could still leave first. For one week, volunteers counted how often teachers had to stop students at the stairs. The number became smaller. However, some students complained about the extra waiting time. Fang Bo wrote both findings in his report. ‘It isn't a perfect plan,’ he said, ‘but now we know what to improve.’ The school agreed to try a revised timetable for another two weeks. Fang Bo learned that changing a rule works best when the people affected can help shape it. 59. What problem did Fang Bo notice at the stairs? A. Students frequently forgot their bags. B. Teachers could not find their classrooms. C. Students stopped at a narrow point and others rushed past. D. The stairs were closed for building work. 60. Why did the school bus driver join the discussion? A. To make sure the plan worked for students who took the bus. B. To offer prizes for the quietest class. C. To ask students to walk to school. D. To explain why all buses were late. 61. Which best describes Fang Bo’s way of solving the problem? A. Copy a rule from another school. B. Trust the first idea without testing it. C. Ask teachers to make all decisions alone. D. Observe, test, listen and revise. C HOW DID LIN XIAO CHANGE HER REVISION? Lin Xiao used to feel busy whenever a test was near. She would read the same page again and again. The page looked familiar, so she believed she knew it. Yet in class, she sometimes found that she could not explain a simple idea in her own words. One day, her biology teacher gave the class a challenge: ‘Close the book and draw a diagram of how water moves through a plant.’ Lin Xiao could draw only half of it. That surprised her because she had read the page three times the night before. She decided to try a different routine. First, she read a short section and wrote one question about it. Next, she closed the book and answered her question aloud. Finally, she checked the book and added any missing details in another colour. She reviewed the same questions two days later, instead of waiting until the night before a test. The new routine was not always comfortable. Finding a mistake made her feel less confident for a moment. But the mistake also showed her where to focus. After three weeks, she found it easier to explain diagrams and processes in class. Lin Xiao did not decide that everyone must study in exactly the same way. She said, ‘A method is useful only if I check what it helps me learn.’ She still reads carefully, but she no longer mistakes a familiar page for a clear understanding. 62. Why did Lin Xiao once think she had learned the material? A. Her classmates always gave her answers. B. She could remember every diagram. C. The teacher told her to stop reading. D. Repeated reading made the page seem familiar. 63. What did Lin Xiao do immediately after closing the book in her new routine? A. Answer her own question aloud. B. Rewrite the entire chapter. C. Compare marks with a friend. D. Look for a new textbook. 64. What role did mistakes play in the new method? A. They proved that Lin Xiao was a weak student. B. They helped her find what needed more practice. C. They showed that books were unnecessary. D. They meant she should give up the method. 65. Which message does the passage mainly convey? A. One learning plan is best for every subject. B. Reading should be removed from revision. C. Check understanding rather than depend only on familiarity. D. Only top students can learn without notes. D THE LIBRARY WITH NO WALLS When Mr Ren retired from his job at a printing shop, he wanted to do something for the children in his neighbourhood. He noticed that many families lived far from the nearest public library. He first thought about giving away the books he had collected over the years. But at a community meeting, a mother pointed out another problem: some children had books at home but did not have anyone to talk with about them. A teenager added that younger readers sometimes stopped after a few pages because they met too many unfamiliar words. Mr Ren realised that handing out books would not solve every problem. He then started a Saturday reading circle under a covered space in the community centre. Each meeting had three parts. Children first chose a short text. They then shared one question they could not answer. Finally, older students helped younger ones find clues in the text instead of simply telling them the answer. One rainy Saturday, only four children arrived. Mr Ren was disappointed, but he listened when they explained that some families were busy on weekends. The next month he worked with volunteers to offer a shorter Wednesday session. Attendance improved, though he still asked students whether the sessions were helpful. A parent called him ‘a hero with books’. Mr Ren smiled but replied, ‘The children are teaching me, too. Being useful means listening and changing your plan when necessary.’ The circle has no grand building or expensive equipment. Its greatest resource may be the people who give one another time. 66. What did Mr Ren plan to do at first? A. Open a printing company. B. Give away books from his collection. C. Ask children to buy new books. D. Build a larger public library. 67. What did Mr Ren learn at the community meeting? A. Families did not want their children to read. B. The nearest library was about to close. C. More books alone would not meet every need. D. All children preferred reading on phones. 68. What did older students do during the reading circle? A. Help younger children look for evidence in the text. B. Give the younger ones all the answers. C. Test how fast they could read aloud. D. Choose the same difficult book for everyone. 69. Which quality of Mr Ren is best shown in the last two paragraphs? A. He is eager to become famous. B. He refuses to change his first plan. C. He depends only on expensive equipment. D. He listens and adjusts his work to others’ needs. E TWO MEMORIES OF ONE DAY During a class project, Jia Ning asked two friends to describe their visit to a science museum three years earlier. One friend remembered a robot show as the best part of the day. The other was certain that the robot show had been cancelled because of a power problem. Both spoke confidently. Jia Ning found photographs from the trip. One showed the class standing beside a robot, but it did not prove that the show had taken place. She then discovered the teacher’s notes: the robot demonstration had begun, stopped halfway and continued after the lights came back on. Each friend had remembered a different part of the same event. Her teacher explained that remembering is not exactly like playing a video. People pay attention to different details, and a strong feeling may make one moment stand out. That does not mean every memory is wrong. It means we should be careful when treating a memory as the full story. At the project exhibition, Jia Ning placed the two accounts next to the photographs and notes. She did not ask visitors to choose a ‘winner’. Instead, she invited them to consider what each source could tell them, and what it could not. 70. Why did the two friends give different accounts? A. They had never visited the museum together. B. They remembered different parts of an interrupted show. C. One had changed schools before the trip. D. Neither had seen any robots that day. 71. What could the photograph of the class beside the robot prove? A. The show lasted two hours. B. The lights had never gone out. C. The class had been beside a robot. D. Every student enjoyed the robot show. 72. What is the writer’s main purpose? A. To encourage checking memories against other evidence. B. To show that photographs always tell the whole story. C. To suggest that students should stop talking about the past. D. To explain how to build a robot. F THE SOUNDS ON GRANDFATHER’S MAP For the school’s Memory Week, Xiao He wanted to make a map of the neighbourhood where her grandfather had grown up. She first marked buildings: a cinema, a bakery and a small park. Her grandfather looked at the map and said, ‘Those places are right, but I remember their sounds more clearly than their shapes.’ He described the morning bicycle bells near the bakery, the music from the old cinema and the calls of fruit sellers. Xiao He asked if she could record him telling these stories. He agreed but requested that she leave out one private family story. She respected his choice. Next, Xiao He visited the neighbourhood with her grandfather. They recorded today’s sounds and compared them with the ones he remembered. The cinema had become a community hall, and the fruit sellers no longer stood in the same street. Yet children still played in the park. At the exhibition, visitors could scan a code on the map to hear the recordings. Xiao He added a note: ‘These are one person’s memories, not a complete history of the neighbourhood.’ She hoped the map would encourage other families to talk and listen. 73. What did Grandfather remember more clearly than the shapes of the buildings? ______________________________________________________________________________ 74. What did Xiao He leave out of the recording at Grandfather’s request? ______________________________________________________________________________ 75. Why did Xiao He describe the recordings as “one person’s memories”? (Within 15 words) ______________________________________________________________________________ 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，完成单词拼写，使句意明确、语言通顺。 76. Good study h________ (习惯) take time to build. 77. The school has become much q________ (更安静的) since the music room was moved. 78. Her p________ (耐心) made the younger children feel safe when they asked questions. 79. Please r________ (复习) the words two days after you first learn them. 80. I have a clear m________ (记忆) of my first day at this school. X. 书面表达（共1小题；满分20分） 学校英语学习专栏正在征集题为“A Method That Helped Me”的短文，向即将进入九年级的同学介绍一种你亲自尝试过的有效学习方法。请写一篇英语短文。 内容包括：①你原来遇到的一个具体学习困难；②你怎样尝试、检查并调整一种学习方法；③这段经历给你的启发，以及对学弟学妹的一条建议。 注意：①词数80—100；②不得出现真实姓名、学校名称或其他个人信息；③可以写英语或其他学科的学习经历。 ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 九年级上学期英语期中检测 · 答题卡 Units 1—4 | 120分 | 120分钟 学校：___________________　班级：_____________　姓名：_____________　考号：________________ 选择题请在相应字母上作标记；书写题请写在指定区域。 一、选择题作答区 题号 选项 题号 选项 1 (A) (B) (C) 40 (A) (B) (C) (D) 2 (A) (B) (C) 41 (A) (B) (C) (D) 3 (A) (B) (C) 42 (A) (B) (C) (D) 4 (A) (B) (C) 43 (A) (B) (C) (D) 5 (A) (B) (C) 44 (A) (B) (C) (D) 6 (A) (B) (C) 45 (A) (B) (C) (D) 7 (A) (B) (C) 46 (A) (B) (C) (D) 8 (A) (B) (C) 47 (A) (B) (C) (D) 9 (A) (B) (C) 48 (A) (B) (C) (D) 10 (A) (B) (C) 49 (A) (B) (C) (D) 11 (A) (B) (C) 50 (A) (B) (C) (D) 12 (A) (B) (C) 51 (A) (B) (C) (D) (E) (F) (G) 13 (A) (B) (C) 52 (A) (B) (C) (D) (E) (F) (G) 14 (A) (B) (C) 53 (A) (B) (C) (D) (E) (F) (G) 15 (A) (B) (C) 54 (A) (B) (C) (D) (E) (F) (G) 21 (A) (B) (C) (D) 55 (A) (B) (C) (D) (E) (F) (G) 22 (A) (B) (C) (D) 56 (A) (B) (C) (D) 23 (A) (B) (C) (D) 57 (A) (B) (C) (D) 24 (A) (B) (C) (D) 58 (A) (B) (C) (D) 25 (A) (B) (C) (D) 59 (A) (B) (C) (D) 26 (A) (B) (C) (D) 60 (A) (B) (C) (D) 27 (A) (B) (C) (D) 61 (A) (B) (C) (D) 28 (A) (B) (C) (D) 62 (A) (B) (C) (D) 29 (A) (B) (C) (D) 63 (A) (B) (C) (D) 30 (A) (B) (C) (D) 64 (A) (B) (C) (D) 31 (A) (B) (C) (D) 65 (A) (B) (C) (D) 32 (A) (B) (C) (D) 66 (A) (B) (C) (D) 33 (A) (B) (C) (D) 67 (A) (B) (C) (D) 34 (A) (B) (C) (D) 68 (A) (B) (C) (D) 35 (A) (B) (C) (D) 69 (A) (B) (C) (D) 36 (A) (B) (C) (D) 70 (A) (B) (C) (D) 37 (A) (B) (C) (D) 71 (A) (B) (C) (D) 38 (A) (B) (C) (D) 72 (A) (B) (C) (D) 39 (A) (B) (C) (D) 二、听力填词（每空1分） 16. ____________ 17. ____________ 18. ____________ 19. ____________ 20. ____________ 三、阅读回答问题（每小题2分） 73. ___________________________________________________________________________ ___________________________________________________________________________ 74. ___________________________________________________________________________ ___________________________________________________________________________ 75. ___________________________________________________________________________ ___________________________________________________________________________ 四、单词拼写（每小题1分） 76. ____________ 77. ____________ 78. ____________ 79. ____________ 80. ____________ 五、书面表达（20分） 题目：A Method That Helped Me（80—100词） ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 九年级英语期中质量检测 · 教师版 听力原文 · 参考答案 · 逐题解析 · 评分细则 · 命题细目 适用：2026—2027学年人教版九年级上册 Units 1—4，安徽地区学校阶段性质量检测。 一、命题范围与使用说明 测试范围为九年级上册 Unit 1—4。全卷共四部分、十大题，满分120分，考试时间120分钟，借鉴安徽省初中学业水平考试英语卷的常见题型安排。各学校可按实际进度选用。 教材覆盖：Unit 1 The Changing World（今昔变化、used to、现在完成时、证据意识）；Unit 2 Inspiring People（人物行为与品质、It is/was ... of/for ... 等）；Unit 3 Smart Learning（学习策略，that、if/whether 引导的宾语从句）；Unit 4 Our Memory（回忆、记忆方法、疑问词引导的宾语从句及语序）。 二、分值结构与命题双向细目 板块 题号 分值 单元 主要能力 I—IV 听力 1—20 20 U1—U4 事实获取、意图理解、信息转换 V 单项填空 21—30 10 U1—U4 时态/词汇/宾语从句与语境运用 VI 完形填空 31—50 20 U1/U2/U4 语篇衔接、词义与逻辑判断 VII 补全对话 51—55 5 U3 交际功能与信息连贯 VIII 阅读理解 56—75 40 U1—U4 检索、推断、整合、证据判断 IX 单词拼写 76—80 5 U1—U4 词形与语境对应 X 书面表达 写作 20 U2/U3/U4 经历描述、方法反思与建议 总计 — 120 Unit 1—4 基础—应用—迁移综合评价 命题难度配置（预设）：基础约50%、中档约35%、提高约15%；语篇题可综合多个单元。教师可根据学情对个别题目作适当调整。 三、听力使用说明与完整原文 听力材料可由监考教师现场朗读或提前录制。建议语速约120—135词/分钟，各段材料朗读两遍；两遍之间和各题之间留出适当作答时间。正式考试前应检查考场听音条件。 I. 短对话理解 Text 1 W: Ben, have you got everything for the trip? M: I have my water bottle and sports shoes, but oh no! My notebook is still on my desk at home. Text 2 M: Are you playing chess after school, Mia? W: Not today. I promised to practise singing with the school choir. We have a performance on Friday. Text 3 W: The library looks different this term. Is that a new café? M: No, the tables at the back are a quiet study corner. Students asked for a place to work without noise. Text 4 M: Mr Luo has helped many students. What do you admire most about him? W: He always listens patiently before giving advice. That makes us feel understood. Text 5 W: You have read your science notes twice. What will you do next? M: I will close the notebook and try a five-question quiz. Then I can see what I still need to learn. II. 长对话理解 Conversation 1 W: What will you put in our school’s Memory Exhibition? M: My grandfather has given me his old library card. W: That small card? Does it mean a lot to him? M: Yes. He used to borrow one book every Friday, and he met some of his closest friends while waiting at the library. W: Then the card tells a story about friendship, not just reading. M: Exactly. I will add a short recording of his memories. Conversation 2 W: Our English study group meets on Thursday. Can you come? M: Sure. Where are we meeting this time? W: In the study room, just after school. M: Shall we read the whole word list together first? W: Let us each choose five words that we find difficult. Then we can make our own examples. M: Good idea. What will we do at the end? W: Explain our answers to a partner without looking at our notes. If we can explain why an answer is right, we probably understand it better. M: I like that plan. I will bring my word cards. III. 短文理解 Passage Last month, Ms Tang asked her class to try two ways of learning ten new English words. There were twelve students in each group. The first group read the word list three times. The second group looked at the list once, hid it and tried to write down as many words as they could remember. Both groups studied for the same length of time. Two days later, Ms Tang gave everyone a short test. In this small activity, the second group remembered more words. Some students wanted to say that one way must be best for everyone. But Ms Tang disagreed. She explained that the class had tried only one task with a small number of students. “Use the result to ask better questions,” she said, “not to make a rule for every learner.” The class decided to try different methods again the following week. IV. 信息转换 Passage Today I want to introduce Ms Jin, a retired nurse who gives children first-aid lessons in our neighbourhood. She meets them on Sunday mornings. Before each lesson, she asks them to check a first-aid kit and see whether anything is missing. Then she uses simple pictures to show what to do in everyday situations, such as a small cut. She reminds the children that they should ask an adult for help when the situation is serious. Ms Jin does not want the children to remember only instructions. She hopes they will learn to notice when others need help. Her message is simple: small acts of care matter. 四、参考答案（含命题解析） 听力1—15 1A　2C　3B　4A　5C　6B　7A　8C　9A　10B　11C　12A　13B　14C　15B 1. A　Ben left his notebook on his desk; he brought the other two things. 2. C　Mia promised to sing with the choir. 3. B　The speakers mention a new quiet study corner. 4. A　The girl values patient listening. 5. C　He decides to check recall without notes. 6. B　He brought an old library card. 7. A　The card reminds him of meeting friends through books. 8. C　They will meet in the study room. 9. A　First they select difficult words. 10. B　Explaining answers tests understanding. 11. C　The task was ten new words. 12. A　The first group reread the list. 13. B　They recalled the words without looking. 14. C　The teacher retested two days later. 15. B　The teacher warns against overgeneralising. 听力信息转换16—20 16. nurse　17. mornings　18. kit　19. pictures　20. care 评分：每小题1分，单词拼写完全正确得分；合理的大小写变化不扣分。 单项填空21—30 21B　22D　23A　24C　25D　26A　27C　28B　29C　30D 21. B　since the beginning of this term 与现在完成时搭配。 22. D　询问“是否线上开会”，whether 引导宾语从句。 23. A　从 art room 可推知询问放在何处。 24. C　remind sb. of sth. 为固定搭配。 25. D　过去长期习惯，用 used to do。 26. A　It is/was kind of sb. to do sth. 是对人的品质评价。 27. C　回答具体时刻，连接词用 when，宾语从句陈述语序。 28. B　regular 表示有规律的日常复习。 29. C　从 rather than hide them 可判断为 mistakes。 30. D　kept 指保留建筑，符合保护地方历史语境。 完形填空31—50 31B　32A　33C　34D　35C　36D　37A　38B　39C　40A　41A　42B　43C　44D　45A　46B　47A　48C　49D　50B 31. B　许多学生尚未尝试就认为维修技能难学，故选 difficult。 32. A　did not give up 表示没有放弃 33. C　offer to help others 表示主动提出帮助 34. D　learn a useful skill 学会实用技能 35. C　细看拉链才能发现线头 36. D　solve the problem 解决问题 37. A　数量少与起点有用构成转折 38. B　询问物品是否能修复 39. C　过程是逐步改进 40. A　做法向其他学校推广 41. A　原以为打开录音机、提问即可 42. B　给受访者留出回忆时间 43. C　朋友在紧张时支持了他 44. D　回忆需要时间 45. A　将规则记在笔记本上 46. B　更认真倾听 47. A　决定哪些内容可以公开 48. C　本可能失去长辈的声音 49. D　尊重人的重要性高于录制完美 50. B　希望鼓励年轻学生耐心倾听 补全对话51—55 51C　52A　53B　54E　55D 51. C　根据前后句交际功能与语义衔接选择。 52. A　根据前后句交际功能与语义衔接选择。 53. B　根据前后句交际功能与语义衔接选择。 54. E　根据前后句交际功能与语义衔接选择。 55. D　根据前后句交际功能与语义衔接选择。 阅读选择56—72 56B　57D　58A　59C　60A　61D　62D　63A　64B　65C　66B　67C　68A　69D　70B　71C　72A 56. B　活动通知明确要求 pen 和 small notebook。 57. D　Station 2 十分钟后再次回忆。 58. A　活动以尝试与改进学习方法为目标，而非排名。 59. C　第二段写学生堵在狭窄区域，其他人急于通过。 60. A　公交车时刻给方案带来限制，需纳入设计。 61. D　提出—协商—测量—修改构成解决问题流程。 62. D　第一段指出熟悉感让她误以为掌握。 63. A　步骤二为关书回答自己提出的问题。 64. B　错误成为定位待改进内容的线索。 65. C　核心为以回忆和解释检查理解，而非依赖熟悉感。 66. B　第一段起初设想捐出私人藏书。 67. C　家长与学生指出缺少讨论帮助，单纯赠书不够。 68. A　年长学生帮助找线索，而非直接给答案。 69. D　依据反馈调整时间安排，体现愿意倾听与改进。 70. B　展演中断后继续，双方记住不同片段。 71. C　照片只能证明同机器人合影，无法证明展演全过程。 72. A　多来源相互核对与证据界限是文章核心。 阅读回答问题73—75 73. 参考答案：The sounds of the places / the neighbourhood.（地点的声音） 74. 参考答案：One private family story. 75. 参考答案：Because they could not tell the whole history of the neighbourhood.（答案合理即可） 评分参考：每小题2分。信息完整、语义正确且语言表达清楚得2分；答出核心信息但有不影响理解的语言错误酌情得1分；信息错误、缺失关键内容或答非所问得0分。75题严格按题目“15词以内”要求评阅；同义表达可给分。 单词拼写76—80 76. habits　habits 复数与主谓 take 一致。 77. quieter　比较级 quieter 与 has become 呼应。 78. patience　名词 patience 作主语。 79. review　祈使句动词原形 review。 80. memory　a clear memory 单数名词。 评分：每题1分，词形和拼写均须正确。 五、书面表达参考与评分细则（20分） 作文题目：A Method That Helped Me；80—100词。 A Method That Helped Me I used to read my notes again and again before tests. The words looked familiar, but I could not always explain them. My teacher suggested trying short questions instead. After reading one page, I closed my book and wrote down what I remembered. Then I checked my answers and marked the missing points. Two days later, I tried the same questions again. At first I made many mistakes, but they showed me what to practise. Now I feel more prepared in class. My advice is simple: do not only count your study hours. Check what you can actually explain. 范文正文约99词。范文仅供参考，其他真实有效的方法、经历与表达均可得分。 指标 具体评分依据 内容完整（8分） 具体困难2分；尝试及核验方法4分；收获与建议2分。 语言质量（8分） 语法及句式准确性5分；词汇选择与表达自然度3分。 组织与规范（4分） 结构连贯、衔接清晰2分；拼写、标点、格式规范2分。 评分原则：先按内容与表达整体评定，再按上述维度细化。少量不影响理解的错误不宜重复扣分；严重偏题、内容缺失、无法理解的表达相应扣分；超出或低于80—100词可酌情扣1—2分，避免与内容缺失重复扣分。严禁以是否使用范文句子作为评分依据。 六、诊断与后续教学建议 21、25：区分现在完成时、used to 与过去—现在语境；30：辨析语境中的词义和保留历史建筑的表达。 22、23、27；29：区分 whether、where、when 引导的宾语从句与语义；从完整对话推断连接词。 31—40；59—61：用“问题—方案—证据—局限”链条讨论社区或校园改变。 41—50；66—69：结合人物行动而非空泛赞美解释品质，注意尊重、倾听和方法调整。 62—65；70—75：训练主动回忆、证据核查及说明信息的局限；不把记忆当完整记录。 写作：要求学生呈现具体困难、可操作学习步骤、复测证据和给同龄人的建议。 九上英语 Units 1—4　｜　 学科网（北京）股份有限公司 $