期中模拟卷4 （覆盖Unit1-Unit4知识点，无锡新题型）2026-2027学年译林版英语九年级上册

9A Units 1–4 期中考试模拟卷4 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 The reading club has collected four suggestions for making reading more useful and enjoyable. Read them below. A. Turn reading into a conversation: Pause to ask why a character acts in a certain way. Share your question with another reader and compare the details you each noticed. Different views can deepen your understanding. B. Choose a manageable starting point: Try a shorter text about something you already enjoy. Read a little regularly before moving to a longer book. Finishing a small piece can help you build confidence. C. Keep a trail of evidence: When you form an opinion, note the sentence or action that led you to it. Before deciding, check whether another part of the text gives a different picture. A feeling alone is not enough. D. Give your mind time to picture it: Do not race through every description. Stop and imagine the sounds, colours and movements. A quick sketch can help you enter the scene without translating every word. 1–4 Match each student’s situation with the best suggestion. Use each letter once. ( ) 1. Sam: I read descriptions quickly and understand the individual words, but I cannot imagine where the story takes place. The scenes feel empty. ( ) 2. Alice: I want to discuss a character with my group, but I cannot point to any detail that supports my opinion. I often change my mind because someone speaks louder. ( ) 3. Noah: I have not finished a book for months. Long books make me want to stop before I begin, although I love reading short articles about sport. ( ) 4. Zoe: I finish stories alone and rarely think about the characters’ choices. I would like someone to help me explore questions I have not considered. B Four students want to help with a community reading project. Choose the most suitable advertisement on the next page. There is one extra advertisement. ( ) 5. Daniel has a clear speaking voice and wants to record short stories indoors. He is free on Friday afternoons and has never edited sound files. ( ) 6. Mia likes talking with young children and can explain rules patiently. She is free on Saturday mornings, but cannot carry boxes or work outdoors. ( ) 7. Owen enjoys walking and knows the neighbourhood well. He wants an outdoor task on Sunday mornings and can carry a small bag of books. ( ) 8. Ruby is careful with names and numbers. She prefers work behind the scenes and is free only on Saturday afternoons. A. Little readers’ games Help children aged six to eight enjoy simple reading games in the library on Saturdays, 9–11 a.m. Explain the rules and listen to their answers. A teacher prepares the room. There is no outdoor work or lifting of boxes. B. Keep our records clear Check book numbers and readers’ names on Saturdays, 2–4 p.m. Work in the library office with a staff member. This task needs care and patience. You will not have to lead an activity or speak to a group. C. Stories in your voice Record short stories for our audio collection on Fridays, 4–5 p.m. Work in a quiet room with a teacher. A clear voice matters more than experience. We provide the microphone and teach you how to edit the recording. D. Books to the door Join an adult volunteer to deliver books to readers who cannot easily leave home. Meet on Sundays, 9–11 a.m. Walk short routes around the neighbourhood, carrying no more than three books at a time. Comfortable shoes are needed. E. Read together outdoors Lead a story circle in the park on Sunday afternoons, 2–3 p.m. Read aloud to families and invite questions. You should enjoy speaking to an audience. Bring a favourite picture book; staff provide seats. 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 The community library offers the borrowing plans below. Books are due by closing time on the final day of the loan period. A renewal（续借）adds seven days and is allowed only when nobody else has requested that book. Visit Pass holders may read inside but cannot borrow. Children under 12 must use a Family plan with an adult. Plan Who can use it Books at a time Loan period Renewals per book Student Ages 12–18 3 14 days 1 Adult Ages 19 and above 5 21 days 1 Family 1 adult and up to 2 children 8 in total 21 days 2 Visit Pass All ages 0 — — ( ) 9. Which plan must ten-year-old Ben use to borrow books? A. Student. B. Adult. C. Family with an adult. D. Visit Pass. ( ) 10. Nobody has requested Ava’s book. With a Student plan, what is the longest she can keep it after renewing once? A. 14 days. B. 21 days. C. 28 days. D. 35 days. ( ) 11. A family has already borrowed six books on one Family plan. How many more can they borrow before returning any? A. Eight. B. Five. C. Three. D. Two. ( ) 12. Which notice correctly explains a library rule? A. A requested book cannot be renewed under any borrowing plan. B. Each person on a Family plan may borrow eight books. C. Visit Pass holders may borrow a book for seven days. D. Adult plan users can renew each book twice. D Mina missed our reading group again. I looked at the empty chair and closed my notebook. We had agreed to perform a scene from a novel on Friday, but she had not stayed after school for three days. “We should give her part to someone else,” I told the others. At lunchtime, I went to the library to tell her our decision. She was sitting near the window with two notebooks open. Before I could speak, she held out a page. It contained the lines for every character, with suggestions beside them. “I thought this might help,” she said. “Then why don’t you come to practice?” I asked. My voice was sharper than I had intended. Mina looked down. “I have to collect my little brother from school this week. My mum is taking a training course, and the school closes before she returns.” She folded the page once, carefully. “I should have told you.” I remembered seeing her leave quickly each afternoon. I had taken her hurry as a sign that she did not care. Now I saw the notes she had made while we were eating lunch. For a moment, I could think of nothing to say. “Could you practise with us at lunchtime?” I finally asked. “We can use the library’s meeting room.” Mina nodded. I took her page back to the group. I explained that she could not stay late that week, but I did not tell everyone about her family. That was her story to share. On Friday, Mina knew her lines and helped me remember one of mine. After the performance, I moved the chairs back into a circle for our next meeting. I left my notebook closed until everyone had arrived. This time, I wanted to hear how each person’s week had been before deciding what we should do next. ( ) 13. What did the writer plan to do at the beginning? A. Give Mina’s role to another person. B. Ask Mina to write a new novel. C. Move the performance to another school. D. Leave the reading group with Mina. ( ) 14. What do Mina’s notes suggest? A. She wanted to perform every character herself. B. She had misunderstood the group’s task. C. She preferred writing to reading all novels. D. She had been contributing in a less visible way. ( ) 15. Why did the writer avoid giving the group details about Mina’s family? A. The writer had forgotten Mina’s explanation. B. The writer respected Mina’s right to share it herself. C. The other members had already met Mina’s brother. D. The performance required the information to remain secret. ( ) 16. Which change in the writer is best shown by the ending? A. From enjoying reading to avoiding books. B. From trusting everyone to working alone. C. From making quick judgments to listening first. D. From leading a group to refusing responsibility. E A student asks an AI tool to explain a story. Within seconds, a neat answer appears: the main character is brave, the river represents freedom and the ending is hopeful. The answer sounds convincing. But the student has not yet checked whether those ideas fit the story. A well-written answer can save time, but it can also hide a gap in understanding. If you copy an explanation you cannot connect to a particular sentence, you have a finished paragraph without a reason for believing it. The useful question is not just “Does this sound good?” but “What in the text supports it?” One way to use a tool more thoughtfully is to begin with your own attempt. Write a short answer and mark the part you find difficult. Then ask for a hint about that part. For example, instead of requesting a complete character analysis, ask what kind of action might show that a person is responsible. Return to the story and find an example yourself. You can also test a suggested explanation against another possibility. Suppose the tool says a character leaves because he is angry. Look for details showing anger, but also ask whether he might be afraid or trying to protect someone. Comparing possibilities helps you read more closely. Finally, close the tool and explain your answer in your own words. If you cannot, that is useful information: you have found something you still need to learn. Go back to the difficult sentence, discuss it with a classmate or ask your teacher a clear question. A learning tool is most helpful when it gives you work worth doing: a question to investigate, an example to check or feedback on an attempt. A polished answer is a possible starting point. Your understanding grows through what you do with it. ( ) 17. What concern does the writer raise about the neat AI answer? A. It may take too long for the student to read. B. It may be accepted without checking the story. C. It can only discuss stories about rivers. D. It is always less clear than a student’s writing. ( ) 18. Which request best follows the advice in Paragraph 3? A. Write my complete answer so I can hand it in. B. Give me an impressive sentence unrelated to the story. C. Tell me which character is best without giving reasons. D. Give me a hint about what responsible actions look like. ( ) 19. In Paragraph 5, what does “that” refer to? A. Being unable to explain the answer in your own words. B. Turning a long answer into several shorter paragraphs. C. Finding a classmate who uses the same tool. D. Receiving a complete explanation within seconds. ( ) 20. What is the writer’s main message? A. The longest answer always leads to the deepest learning. B. Students should avoid discussing ideas with other readers. C. Tools support learning when students actively check and explain. D. A confident explanation removes the need to read carefully. 二、完形填空（每小题1分，共10小题，共10分） Our class decided to record stories for children who were waiting in hospital. I volunteered at once because I liked reading aloud. I imagined the children listening ___1___ to my exciting voices. For my first recording, I chose a long adventure with many characters. I spoke quickly and changed my voice often. When our teacher played it to a small group of younger pupils, one boy asked, “Who is speaking now?” Another said the story was too ___2___ to follow. I was disappointed. “Perhaps they weren’t listening,” I said. Our teacher asked me to listen again, this time without looking at the page. Halfway through, I lost ___3___ of the characters too. The problem was not only with the listeners. I asked the pupils which parts they enjoyed and which parts confused them. Their ___4___ helped me choose a shorter story. I added a brief introduction to each character and left small pauses ___5___ important events. My friend checked that the voices were different enough to recognize. We recorded it again. This time, I did not try to make every sentence dramatic. I focused on making the story ___6___. When a girl retold the main events in the correct order, I knew we were getting closer to our ___7___. Before sending the recording, we asked a hospital volunteer whether the volume and length were suitable. She ___8___ that children might need to stop and continue later, so we divided the story into short parts. Our final recording sounded quieter than the first one. Yet I felt more ___9___ with it. I had learnt that helping others begins with understanding what they need, ___10___ showing what I can do. ( ) 1. A. angrily B. eagerly C. reluctantly D. carelessly ( ) 2. A. funny B. short C. familiar D. complicated ( ) 3. A. track B. hope C. time D. control ( ) 4. A. silence B. permission C. feedback D. appearance ( ) 5. A. unless B. although C. whether D. between ( ) 6. A. longer B. clearer C. stranger D. louder ( ) 7. A. turn B. room C. goal D. secret ( ) 8. A. explained B. denied C. promised D. forgot ( ) 9. A. popular B. satisfied C. crowded D. patient ( ) 10. A. because of B. as well as C. rather than D. according to 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。 normal lately diary will society position social judge dialogue kindness Earlier this term, our reading club needed a student for the (1)__________ of leader. I was quiet and did not think I was (2)__________ enough to lead a group. My teacher told me not to (3)__________ myself only by how much I spoke. She said that feeling nervous before a new task was (4)__________. What mattered was the (5)__________ to learn. I started a (6)__________ and wrote a few lines after each meeting. Instead of giving long speeches, I invited members to read a short (7)__________ from a story in pairs. This speaking practice helped us listen to one another. I also showed (8)__________ by helping younger readers find suitable books. I have been more willing to share my own ideas (9)__________. Now I understand that leading does not always mean speaking the most. It can mean helping people use their abilities to do something useful for (10)__________ as a whole. 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。 Last month, our reading club invited students to recommend a story. Either my classmates or I (1)__________ (be) responsible for arranging each meeting, and I took the first turn. I spent an evening (2)__________ (choose) a book for different readers. It was harder than I expected. I asked several students what they usually (3)__________ (read) in their free time. Some liked adventures, while others preferred stories about everyday life. At lunchtime one day, I saw my partner while she (4)__________ (prepare) a list of suggestions. We decided (5)__________ (invite) everyone to bring one short text. During the meeting, we encouraged members to explain their choices (6)__________ (clear). A quiet boy gave an (7)__________ (interest) introduction to a story about friendship. Everyone enjoyed (8)__________ (listen) to him. Since then, he (9)__________ (share) two more stories with us. As soon as our next meeting starts, he (10)__________ (introduce) a new book to the group. 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。 At a community repair afternoon, fourteen-year-old Lin expected to watch adults mend broken things. Instead, the organizer handed her a notebook and asked her to welcome visitors. Lin’s task was to record what each person had brought and what help they needed. The event took place in the community hall on the first Sunday of each month. Volunteers helped with simple sewing and checked small items. Only trained adults handled electrical repairs. Anything that could not be repaired safely was returned with advice about where to seek professional help. An older man brought a cloth bag with a torn handle. Lin began writing “bag, low value”. He explained that his granddaughter had made it for him. Lin crossed out the last two words. The bag’s price did not tell her how much it mattered to him. At first, visitors simply left their items and waited. Then the volunteers changed the arrangement. They invited owners to sit beside them and watch safe repairs. The man learnt how to sew a strong line of stitches. Lin drew the steps in her notebook so that he could remember them at home. After each event, the team counted the items that had been repaired and discussed what visitors wanted to learn next. Lin suggested making a short guide to caring for bags and clothes. The next month, several visitors arrived with questions about preventing damage rather than replacing things. Lin still liked the moment when something broken became useful again. But she had discovered another result worth recording: a visitor leaving with a skill, a clearer plan or a little more confidence. 1. What was Lin first asked to do at the event? ________________________________________________________________________ 2. When was the repair event held? ________________________________________________________________________ 3. Who was allowed to handle electrical repairs? ________________________________________________________________________ 4. Why was the cloth bag special to the older man? ________________________________________________________________________ 5. What could you do to support a similar event?（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“A strength I learnt to use”的读者来信。假设你是Jack，请给编辑写一封信，介绍你如何在一次真实任务中发现并运用自己的长处。 内容提示 1. What strength did you discover? What weakness did you want to improve? (at least 2 qualities in total) 2. What task helped you discover it? How did you deal with a difficulty? (at least 2 actions) 3. How has your understanding of yourself changed? What will you do next? (at least 2 actions to improve yourself or help others) 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, Sometimes we discover our strengths by doing something useful. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ I will keep learning about myself through action. Yours sincerely, Jack 期中考试模拟卷4 参考答案与解析 试题与答案合订版 试题部分总分100分 第I卷 一 阅读理解（40分） 题号 答案 简要解析 1 D 理解词语却无法构建场景，宜放慢并想象或速画。 2 C 观点缺少文本依据，需记录并核查证据。 3 B 畏惧长篇但喜欢体育短文，适合从可完成的文本起步。 4 A 希望与人探讨人物选择，对应共同提问和交流。 5 C 周五下午室内录音且提供培训，符合C。 6 A 周六上午室内儿童阅读游戏，无需搬运，符合A。 7 D 周日上午结伴送书，户外步行且携带少量图书，符合D。 8 B 周六下午登记借阅信息、无需面对公众，符合B。 9 C 12岁以下借书必须与成人使用家庭方案。 10 B 学生借期14天，续借一次加7天，共21天。 11 D 家庭方案合计上限8本，已借6本，还能借2本。 12 A 有人预约的书不可续借，这条规则适用于全部借阅方案。 13 A 首段明确提出将Mina的角色交给别人。 14 D 虽缺席课后排练，仍通过准备台词建议参与任务。 15 B That was her story to share体现尊重对方隐私。 16 C 结尾先倾听成员经历，再决定行动，呼应最初的草率判断。 17 B 答案看似有说服力，但学生尚未核对文本。 18 D 先自行尝试，再就具体困难索要提示。 19 A that指前句所述无法用自己的话解释答案这一情况。 20 C 工具应促成主动核查、比较和自主解释。 第I卷 二 完形填空（10分） 题号 答案 简要解析 1 B 作者想象孩子们热切地听自己生动朗读。 2 D 人物多且语速快，故事复杂难以跟上。 3 A lose track of表示跟不上、弄不清人物。 4 C 询问听众后得到的反馈帮助作者调整。 5 D 在重要情节之间留停顿，用between。 6 B 目标从卖弄声音转为让情节更清楚。 7 C 听众能复述，说明更接近项目目标。 8 A 志愿者解释孩子可能需分次收听。 9 B feel satisfied with表示对作品满意。 10 C 理解需求而非展示能力，用rather than。 第II卷 一 选词填空（10分） 题号 答案 单元及教材页码 简要解析 1 position U1 p18；the position of leader 表示负责人职位。 2 social U1 p7；social 表示好交际的，形容与人交往的特点。 3 judge U4 p53；judge myself 表示判断、评价自己。 4 normal U2 p26；紧张是正常的，be后用形容词。 5 will U3 p37；the will to learn 表示学习的意愿。 6 diary U3 p45；start a diary 表示开始写日记。 7 dialogue U2 p27；两人分角色朗读故事中的对话。 8 kindness U1 p13；show kindness 表示表现出善意。 9 lately U2 p21；lately 表示最近，符合现在完成时语境。 10 society U4 p53；society as a whole 表示整个社会。 第II卷 二 语法填空（10分） 题号 答案 简要解析 1 was 过去语境；either ... or ...遵循就近原则，邻近主语为I。 2 choosing spend time doing sth。 3 read 过去语境中的日常习惯用一般过去时；read拼写不变。 4 was preparing 过去看见她时，她正在准备清单。 5 to invite decide to do sth。 6 clearly 副词修饰explain。 7 interesting 修饰introduction，表示有趣的。 8 listening enjoy doing sth。 9 has shared Since then加完成数量，主语he用has。 10 will introduce as soon as时间从句用一般现在时，主句表将来。 第II卷 三 阅读表达（10分） 1. Welcome visitors and record their items and needs. 接待访客、记录物品及需求；表达完整即可。 2. On the first Sunday of each month. 注意是每月第一个周日。 3. Only trained adults. 须包含受过培训的成年人。 4. His granddaughter had made it for him. 物品因孙女亲手制作而具有特殊意义。 5. I could draw clear instructions for safe repairs. 开放题，可写接待、记录、整理或安全范围内的帮助。 评分建议：每题2分，接受符合文意且不超过10词的同义表达。第5题建议具体合理即可。信息不完整或语言有误但要点可辨，酌情给1分；两要点题每个要点1分。超出限词要求，最多给1分。 第II卷 四 书面表达（20分） 参考范文 Dear Editor, Sometimes we discover our strengths by doing something useful. I used to think I had nothing special to offer because I was quiet. However, I am patient and careful. Helping at our community reading afternoon taught me to use these strengths and improve my communication. My task was to help younger children choose books. At first, I recommended my favourite stories, but some children quickly lost interest. I felt unsure of myself. Then I asked them about their hobbies and listened to their answers. I found shorter books that matched their interests and read the first page with them. I also asked an experienced volunteer for advice. Gradually, the children began to enjoy our time together. I learnt that listening carefully can be as useful as speaking confidently. In future, I will practise asking clearer questions and continue volunteering at the library. I will also encourage quiet classmates to share their ideas. We all have strengths worth developing. I will keep learning about myself through action. Yours sincerely, Jack 书面表达评分建议 内容8分：长处与不足2分；具体任务、困难及至少两项应对行动3分；自我认识变化及至少两项后续行动3分。 语言8分：词汇和句法使用基本准确，能恰当表达人物特点、经历与计划；鼓励自然、具体的表达。 结构4分：书信格式正确，段落清楚，信息衔接自然。词数不足90个，酌情扣1—2分。 范文仅供参考。合理的不同经历、做法与观点均可，不要求学生套用范文内容。 — — 学科网（北京）股份有限公司 $