期中模拟卷Unit1-unit4 （无锡新题型） 2026-2027学年译林版英语九年级上册

9A Units 1–4 期中模拟卷参考答案 总分100分。第I卷50分，第II卷50分。考试范围：新版译林9A Units 1–4。 第I卷 阅读理解 题号 答案 简要解析 1 D 反复犯同类错误并只关注他人分数，应分析错因并比较自己的新旧表现。 2 B 父母替她做决定，应找合适时间交流并协商自主选择。 3 C 新生希望结识兴趣相近的同学，应参加相关社团并从简单交流开始。 4 A 先玩游戏导致作业拖到很晚，应规划任务和休闲时间。 5 B 耐心、儿童文字游戏、室内及周三下午均符合B。 6 D 有条理、擅长数字、幕后工作及周五下午均符合D。 7 A 绘画、创意、周二下午且无需相机均符合A。 8 C 户外、保护环境、周日上午且无需搬重物均符合C。 9 C 周二午间可参加两项活动，但无需预约的只有Find your strengths。 10 A 活动12:30开始，至少提前5分钟到达，因此最晚12:25。 11 D 12:30至13:15，共45分钟。 12 B 周五的Set a new goal须在前一天即周四18:00前预约。 13 D 第一段说明作者因排在最后而怀疑自己没有游泳天赋。 14 A That指前句中只通过与他人比较来衡量成功的做法。 15 C 笔记本记录小目标和个人变化，帮助作者发现进步并继续训练。 16 B 作者改变了衡量成功的方式；A Different Finish Line概括这一变化。 17 B 首段以“安静的人不能成为好领导”这一常见说法引出话题。 18 D 记录员尝试指导种植，发现自己能清楚解释，体现新任务揭示新能力。 19 A fixed在文中指被认为不会改变的；后文讨论这种看法会限制尝试。 20 C 末段说明接纳自己与发展技能可以同时进行。 阅读理解每小题2分，共40分。信息匹配A为四选四，B为四选五；C、D、E各四题。 第I卷 完形填空 题号 答案 简要解析 1 B position表示职位或岗位，与apply for和leader’s搭配。 2 D 设计地图体现imagination，即想象力。 3 A 漂亮的地图却无法帮助新生找到楼梯，作者感到失望。 4 C wondered whether表示想知道自己是否适合这项任务。 5 B Don’t ... until ...表示直到了解使用者需求后再作决定。 6 C 认真听取反馈，与defending my drawing形成对照。 7 D suggest doing sth表示建议做某事；这里建议添加彩色箭头。 8 A 发现错误后共同纠正，用corrected。 9 B public praise表示公众的赞扬，呼应最后对项目价值的认识。 10 C make a difference表示产生影响或起作用。 第II卷 选词填空 题号 答案 简要解析 1 organized 根据keep my books in good order可知应填有条理的organized。 2 stress under great stress表示承受很大的压力。 3 cut back on decide to cut back on my phone time表示决定减少手机使用时间。 4 balance achieve a balance between ... and ...表示在两者之间取得平衡。 5 advice ask sb for advice表示向某人寻求建议。 6 ordinary an ordinary person表示一个普通人。 7 positive stay positive表示保持积极的态度。 8 courage It took courage to do sth表示做某事需要勇气。 9 kindness kindness是名词，指通过小事表现出的善意。 10 purpose a clearer purpose in life表示更加明确的人生目标。 第II卷 语法填空 题号 答案 简要解析 1 Working 动词-ing形式作主语；句首首字母大写。 2 have made Since引导过去起点；three model cars强调截至现在已完成的数量，用现在完成时have made。 3 was neither ... nor ...连接主语时遵循就近原则；靠近谓语的是I，结合Last Saturday用was。 4 had 宾语从句用陈述语序；at that moment指过去时刻，have用过去式had。 5 was checking / checked 通常用过去进行时表示背景动作；checked也可表示两项过去的动作同时发生，予以接受。 6 to test decide to do sth，填不定式to test。 7 trying keep doing sth，填trying。 8 encouraging encouraging修饰words，表示令人受到鼓舞的话。 9 excited excited描述人在模型车成功移动后的兴奋感受。 10 satisfied be satisfied with表示对……满意，使用-ed形容词。 第II卷 阅读表达 1. Because some new students were afraid to ask questions. 关键信息：部分新生不敢提问或求助。答案须符合10词以内的要求。 2. In the science classroom. 明确地点为科学教室即可。 3. Schoolwork and school life. 两类分别为学业问题和学校生活问题。 4. She encouraged him to ask a friend a question. 关键信息：先让他向一位朋友提问，逐步减轻公开发言的压力。 5. I can sort cards and listen patiently. 开放题，建议符合项目需要且不超过10词即可，不要求与范例一致。 评分建议：每题2分。第1—4题按关键信息给分，接受符合文意且不超过10个词的同义表达；第5题建议合理即可。答案超出限词或有明显语言错误但关键信息可辨，可酌情给1分。 第II卷 书面表达 参考范文 Dear Editor, Growing up helps me understand myself and think about the person I want to become. I am creative and enjoy designing posters, but I am sometimes careless. I want to become more organized and patient. At the beginning of this term, I was under stress because I could not finish my homework on time. First, I made a daily plan and cut back on my phone time. Second, I asked my teacher for advice instead of keeping my worries to myself. Whenever a plan did not work, I changed it and tried again. Gradually, I began to manage my time better. In the future, I will record my progress and learn from my mistakes. I will also help classmates with their studies and volunteer at the community library. I may be an ordinary student, but I can still do useful things for others. I believe small steps can help me become a better person. Yours sincerely, Jack 书面表达评分建议 内容8分：自我认识2分；成长问题及至少两种应对方法3分；今后改进与助人行动3分。 语言8分：时态、句法和词汇基本准确，能够恰当表达经历与计划；允许合理的同义表达。 结构4分：书信格式正确，段落清楚，行文连贯。词数不足90个，酌情扣1—2分。 学科网（北京）股份有限公司 $ 9A Units 1–4 期中考试模拟卷 满分：100分 班级：____________ 姓名：____________ 第I卷 选择题（50分） 一、阅读理解（每小题2分，共20小题，共40分） 第一节 信息匹配 A Teenagers sometimes need help with their problems. Read the four suggestions below. A. Plan your time: Write down your main tasks and decide when to do them. Leave time for hobbies too. A clear plan can stop you from doing everything at the last minute. B. Talk honestly: Choose a quiet time to tell your parents how you feel. Listen to their reasons too. Discuss one small decision that you could make by yourself. C. Find your people: Join a club that interests you. Start by asking one member a simple question. Doing something together can make it easier to build a friendship. D. Learn from mistakes: Check why you lost marks and practise the parts you find difficult. Compare your new work with your old work, rather than only with other students’ results. 1–4 Match each student’s problem with the best suggestion. Use each letter once. ( ) 1. Ben: I study hard but still make the same errors. When I see my classmates’ high marks, I feel even worse. I need a better way to judge my progress. ( ) 2. Sue: My parents choose almost everything for me. We often argue about clothes. I hope we can understand each other and agree on something. ( ) 3. Leo: I am new here and usually spend lunchtime alone. I want to meet students with similar interests, but I do not know how to begin. ( ) 4. May: I play games as soon as I get home and finish my homework very late. I need to arrange my homework and free time better. B The students below want to use their strengths to help others. On the next page are five advertisements for volunteer positions. Choose the most suitable position for each student. There is one extra advertisement. ( ) 5. Amy: Amy is quiet but patient with young children. She enjoys explaining word games. She can help on Wednesday afternoons, but she does not like outdoor work. ( ) 6. Nick: Nick is organized and careful with numbers. He wants to help behind the scenes rather than give a speech. He is free on Friday afternoons. ( ) 7. Sara: Sara is creative and can draw well. She wants her designs to encourage people to help the community. She is free on Tuesday afternoons and has no camera. ( ) 8. Tom: Tom is energetic and enjoys working outdoors. He would like to protect the environment. He is free on Sunday mornings, but he cannot lift heavy things. A. Poster designers Help us design posters for community projects. We need students with creative ideas and drawing skills. Work indoors in the art room on Tuesdays from 4 p.m. to 5 p.m. We provide paper and pens. You do not need a camera or computer. Your posters will invite neighbours to take part in useful activities. B. Children’s game helpers Patient volunteers are needed to explain simple word games to children aged seven to nine. Join us in the library on Wednesdays from 4 p.m. to 5 p.m. You will work with a teacher, and all games are played indoors. Being willing to listen is more important than speaking loudly. C. River watchers Join our team on Sundays from 9 a.m. to 11 a.m. Walk along the river, count birds and record any rubbish you see. We need energetic students who enjoy outdoor activities. There is no heavy lifting. Adults will deal with dangerous objects. Bring a notebook; training is provided. D. Book sale recorders Can you keep information in good order? Help record prices and count the books sold at our charity sale. We meet in the school hall on Fridays from 4 p.m. to 5 p.m. This position suits careful students who are comfortable with numbers. You will work behind the sales tables and will not have to make a speech. E. Community speakers Confident speakers are needed to introduce local volunteer projects at our Saturday morning meetings. You should enjoy talking to a large audience and be able to answer questions clearly. We meet indoors from 9 a.m. to 11 a.m. Prepare a two-minute introduction before you come. There is no drawing or record-keeping work. 第二节 阅读短文，根据短文内容，在四个选项中选出最佳选项。 C Sunshine School is holding “Growing Together Week”. All sessions are free. If booking is required, book online by 6 p.m. the day before. Otherwise, just come. Arrive at least five minutes before a session starts. Session Day Starts Ends Place Booking Plan your week Monday 12:30 13:00 Room 201 Yes Find your strengths Tuesday 12:30 13:10 Room 202 No Talk with a listener Tuesday 12:30 13:00 Room 201 Yes Learn from mistakes Wednesday 12:30 13:15 Room 202 No Small acts of kindness Thursday 12:30 13:10 Library No Set a new goal Friday 12:30 13:05 Room 201 Yes ( ) 9. Alex is free only at lunchtime on Tuesday and has not booked. Which session can he attend? A. Plan your week. B. Talk with a listener. C. Find your strengths. D. Set a new goal. ( ) 10. What is the latest time to arrive for “Plan your week”? A. 12:25. B. 12:30. C. 12:35. D. 13:00. ( ) 11. How long does “Learn from mistakes” last? A. 30 minutes. B. 35 minutes. C. 40 minutes. D. 45 minutes. ( ) 12. Which statement agrees with the programme and its rules? A. Students must book every session before attending. B. Students should book “Set a new goal” by 6 p.m. on Thursday. C. All sessions take place in the same room. D. “Small acts of kindness” finishes at 13:15. D When I came last in the school swimming trial, I hid the result sheet in my bag. I had practised for weeks, yet everyone was still faster than me. I decided that I simply had no talent for swimming. My coach did not tell me to work harder. Instead, she asked me to bring a notebook to the next lesson. “Write down one thing you want to improve,” she said. I chose turning at the end of the pool. Each Friday, I recorded what I had tried and what still needed work. The targets were small. Sometimes I improved only a little; sometimes I made the same mistake again. My coach helped me change my practice when a method did not work. Slowly, I began to notice things that a place on a result sheet could not show. Six weeks later, I raced again and still finished last. My first thought was to give up. Then my coach pointed to the time in my notebook. “You are eight seconds faster than before,” she said. “Does that sound like no progress?” I had been measuring success only by comparing myself with others. That had made my own progress almost invisible to me. Now I had a different reason to keep training: I wanted to see what I could learn next. The following week, a younger boy wanted to leave the team after a bad trial. I showed him my notebook and helped him choose a small target. I still hoped to swim faster, but I had also discovered that something I had learnt could be useful to someone else. ( ) 13. Why did the writer want to stop swimming at first? A. The coach had refused to teach the writer. B. The writer had no time to practise after school. C. The other swimmers had laughed at the writer. D. Coming last made the writer doubt his or her ability. ( ) 14. What does the underlined word “That” refer to in Paragraph 5? A. Judging success only by comparison with others. B. Writing down a small target every Friday. C. Changing practice with the coach’s help. D. Helping a younger boy stay in the team. ( ) 15. Why did the coach ask the writer to keep a notebook? A. To prepare an article about famous swimmers. B. To collect the other swimmers’ results. C. To help the writer see and build on personal progress. D. To show that the writer needed no more practice. ( ) 16. Which is the best title for the text? A. The Secret of a Fast Turn B. A Different Finish Line C. A Coach’s First Notebook D. The Fastest Swimmer at School E “I am a quiet person, so I cannot be a good leader.” You may have heard a statement like this. Words such as quiet, outgoing and creative help us describe ourselves. However, a description can become a problem when we use it to decide what we can never do. In a school garden project, students first chose jobs that felt comfortable. One quiet student kept the records because she liked working alone. Later, the teacher asked everyone to try a different role. When she showed younger pupils how to plant seeds, she discovered that she could explain things clearly. The pupils enjoyed learning from her, and she began to consider helping with other activities. This does not mean that every quiet person must become outgoing. It means that one word cannot describe all our abilities. We may speak little in a large group but talk confidently about a subject we know well. Our experiences can influence how we act. Treating personality as fixed may stop us from noticing these possibilities. A useful way forward is to try a small task before making a final decision about yourself. If you find speaking difficult, prepare what you want to say before a phone call. If planning is hard, make a short list for one afternoon. After the task, ask what went well and what you could change. Feedback from a patient friend or teacher can help you see more than a simple label does. Learning about yourself should open doors. Your strengths can guide your choices, while practice can help you develop other skills. You do not have to choose between accepting yourself and improving yourself. Both can happen together. Instead of asking only “What kind of person am I?”, you can also ask “What can I learn to do next?” ( ) 17. How does the writer introduce the topic? A. By giving the result of a school survey. B. By using a familiar statement about personality. C. By describing the history of gardening. D. By listing the qualities of famous leaders. ( ) 18. What did the quiet student discover in the garden project? A. Keeping records was the only job that suited her. B. Younger pupils preferred to work without her help. C. She had to give up her interest in working alone. D. Trying a new role showed her another ability. ( ) 19. What does the underlined word “fixed” in Paragraph 3 mean? A. Not changing. B. Clearly explained. C. Easily noticed. D. Carefully chosen. ( ) 20. Which idea would the writer most probably agree with? A. We should choose only tasks we can already do well. B. Improving a skill means rejecting our personalities. C. Knowing our strengths and trying new tasks can work together. D. One personality word is enough to decide our future. 二、完形填空（每小题1分，共10小题，共10分） Last month, our class decided to make a map for new students. I did not apply for the leader’s ___1___ because I was too quiet. Instead, I offered to design the map. Our teacher said that my drawings showed ___2___, and she was glad that I wanted to help. My first map looked beautiful, but a new student could not find the stairs with it. I felt ___3___ and wondered ___4___ I was the right person for the task. “Don’t decide ___5___ you have heard what people need,” my teacher said. She asked me to talk to several students who had just joined our school. They explained which directions were confusing. I listened ___6___ instead of defending my drawing. One boy ___7___ adding coloured arrows. Another girl wanted clearer names for the buildings. I began again, this time thinking more about the people who would use the map. The work took several afternoons. Whenever we noticed an error, we ___8___ it together. At last, we placed copies near the school gate. Three new students used the map to find the library without asking anyone for help. Seeing them arrive at the right place made me smile. Our teacher put the map on the school website. But what I remembered most was a student saying, “Now I know where to go.” I realized that public ___9___ was not my main goal. Even a simple piece of paper could make a ___10___ when it met someone’s real need. ( ) 1. A. standard B. position C. personality D. condition ( ) 2. A. patience B. courage C. stress D. imagination ( ) 3. A. disappointed B. relaxed C. satisfied D. proud ( ) 4. A. that B. who C. whether D. what ( ) 5. A. when B. until C. after D. while ( ) 6. A. angrily B. secretly C. carefully D. carelessly ( ) 7. A. forgot B. avoided C. refused D. suggested ( ) 8. A. corrected B. created C. hid D. repeated ( ) 9. A. stress B. praise C. advice D. patience ( ) 10. A. mistake B. choice C. difference D. promise 第II卷 非选择题（50分） 一、选词填空（每空1分，共10空，共10分） 阅读短文，根据短文内容，选择合适的词或短语填空。每个词或短语只用一次。 courage ordinary balance advice organized kindness stress purpose positive cut back on At the beginning of Grade 9, I often lost my notes. Now I am more (1)__________: I keep my books in good order and make a list of tasks each evening. Exams used to put me under great (2)__________. I also stayed up late because I spent too much time on my mobile phone. I decided to (3)__________ my phone time and achieve a (4)__________ between homework and hobbies. When I had problems, I asked Mr Wang for (5)__________. He told me that an (6)__________ person could still do useful things. He also encouraged me to stay (7)__________, even when my first plan did not work. It took (8)__________ to tell my classmates that I needed help, but they listened patiently. Later, I helped a quiet classmate practise reading aloud. I learnt that (9)__________ could be shown through small actions. Now I have a clearer (10)__________ in life: to keep improving myself and use what I learn to help others. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 二、语法填空（每空1分，共10空，共10分） 阅读短文，根据短文内容，用括号内所给单词的适当形式填空。 (1)__________ (work) with others used to make me nervous. Since I joined the science club, I (2)__________ (make) three model cars with partners. Last Saturday, neither my friend nor I (3)__________ (be) sure how to make our model car move. Our teacher asked how many wheels it (4)__________ (have) at that moment. We told him there were four, but one of them was loose. While I (5)__________ (check) the drawing, my partner repaired the loose wheel. Then we decided (6)__________ (test) the car again. We kept (7)__________ (try) until it moved across the table. Our teacher’s (8)__________ (encourage) words helped us stay positive throughout the task. As soon as the car reached the other end, we felt (9)__________ (excite). The teacher reminded us that solving a problem required both patience and cooperation. I felt tired but (10)__________ (satisfy) with our work. Now I know that I do not have to do everything alone. 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ 8. __________ 9. __________ 10. __________ 三、阅读表达（每小题2分，共5小题，共10分） 根据短文内容回答问题。每题答案不超过10个词。 Yun was a quiet Grade 9 student who liked keeping things in order. At the start of term, she noticed that some new students were afraid to ask for help. They kept their questions to themselves and sometimes missed important information. Yun wanted to do something about it. With her teacher’s permission, she started a “Question Corner” in the science classroom every Friday lunchtime. Students could put unsigned question cards into a box. Nobody had to give a name or speak in front of a crowd. Yun and three volunteers sorted the cards into two baskets: schoolwork and school life. They discussed the questions together. When they were unsure about an answer, they asked a teacher instead of guessing. Sometimes a problem needed a private conversation rather than a quick written reply. A boy named Dan said that his hands shook whenever he wanted to ask a question in class. Yun did not ask him to speak to everyone immediately. First, she encouraged him to ask a friend one simple question. Later, he tried speaking in a small group. After several weeks, he was ready to raise his hand in class. The volunteers also listened to suggestions about the corner itself. At first, some students could not come on Fridays. So Yun put a second question box outside the classroom, where students could leave cards throughout the week. The volunteers still met on Fridays to discuss them. By the end of the term, more students knew where to find help. Yun had once thought that only outgoing people could lead a project. Now she understood that careful planning and patient listening were useful strengths too. Helping others had also taught her more about herself. 1. Why did Yun want to start the Question Corner? ____________________________________________________________________ 2. Where did the volunteers meet every Friday? ____________________________________________________________________ 3. What were the two groups of question cards about? ____________________________________________________________________ 4. How did Yun first help Dan practise asking questions? ____________________________________________________________________ 5. What can you do to help such a project?（言之有理即可） ____________________________________________________________________ 四、书面表达（共20分） 你校英语杂志正在征集主题为“Growing into a better self”的读者来信。假设你是Jack，请根据以下提示，给编辑写一封信，谈谈你对自己的认识、面对成长挑战的经历，以及今后的行动。 内容提示 1. What are your strengths? What would you like to improve? (at least 2 qualities in total) 2. What problem or challenge have you faced? How have you dealt with it? (at least 2 ways) 3. How will you keep improving and be useful to others? (at least 2 actions) 注意事项 1. 短文内容须自拟，要求语句通顺，意思连贯，符合题意。 2. 词数不少于90个。信的开头和结尾已给出，不计入总词数。 3. 文中不得使用真实的个人姓名或学校名称。 Dear Editor, Growing up helps me understand myself and think about the person I want to become. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ I believe small steps can help me become a better person. Yours sincerely, Jack 第 1 页 学科网（北京）股份有限公司 $