Unit1至4阅读专项训练2026-2027学年译林版英语七年级上册

译林版七年级上册 Unit 1–4 阅读专项训练 押题卷 解析版 新版译林英语七年级上册 Unit 1 至 Unit 4 阅读专项训练 押题卷 解析版 题型 篇数题数 内容主题 考查方向 关联单元 完形填空 3篇 30题 新生交流、校园采访、兴趣服务 词义与搭配、上下文照应、行为与情节 U1、2、3 七选五 3篇 15题 爱好练习、学校空间、AI学习 指代、并列、转折、段落及例证衔接 U2、3、4 阅读理解 4篇 16题 文化体验、团队活动、同伴服务、课程观察 细节、猜词、顺序、推断与表文应用 U1、2、4 共10篇61题。图片为相关资料图，作答以文字和表格为依据。 完形填空 C1 Three Places, Three Stories 主题 校园小记者；设施用途与学生生活 Unit 3 校园报道式记叙文 从A、B、C、D中选出最佳答案。 On Wednesday, I work as a student reporter for our school newspaper. My job is to write about three places for new students. I take a notebook and meet Lily, our school photographer, before lunch. Our first story comes from the dining hall. Students stand in a short 1 ______ to get their food. Then they sit with friends. “I like this place because we can eat and 2 ______ together,” says a girl. Lily takes a photo of her table after asking the students. In the science lab, a teacher shows us some leaves. Students use magnifying glasses to look at them 3 ______ . The glasses make the thin lines easy to see. We ask one boy about his 4 ______ . He points to a leaf and explains the picture on his paper. I 5 ______ down his words in my notebook. The reading room is different. We hear almost no 6 ______ . Some students read newspapers, while others look for books about their favourite subjects. A helper asks us to speak 7 ______ , so we write our questions on paper. Back in our classroom, Lily chooses three photos. I choose short sentences from my interview notes and put these 8 ______ beside them. Our report shows what people 9 ______ in each place, not just the buildings. The newspaper comes out on Friday. The new students visit these places next Monday, so they get the report 10 ______ their visit. 词语注释 reporter 小记者；记者；photographer 摄影者；lab 实验室；magnifying glass 放大镜 1. A. team B. line C. club D. class 2. A. sleep B. draw C. chat D. swim 3. A. closely B. early C. loudly D. away 4. A. lunch B. weekend C. glasses D. work 5. A. read B. write C. send D. give 6. A. noise B. news C. light D. work 7. A. quickly B. happily C. quietly D. clearly 8. A. names B. meals C. games D. words 9. A. do B. have C. need D. bring 10. A. after B. during C. before D. without 作答栏 1 _____ 2 _____ 3 _____ 4 _____ 5 _____ 6 _____ 7 _____ 8 _____ 9 _____ 10 _____ 完形填空 C1 答案解析 Three Places, Three Stories 教材联系 U3 Reading校园介绍视频与Integration场所用途、校园网页介绍。 参考答案 1 B 2 C 3 A 4 D 5 B 6 A 7 C 8 D 9 A 10 C 语篇主旨 两名学生采访食堂、实验室和阅览室，用照片与具体活动介绍校园设施，帮助新生认识学校。 1. B line 考点 场景信息与常见搭配。前句明确进入食堂取餐，后句才写学生坐下吃饭，因此空处指排队等候，选line。team是队伍中的团队，club是社团，class是班级，都不能具体说明取餐前站成一列的情境。应把取餐和入座两个动作连起来看。 2. C chat 考点 设施用途与语境选词。女孩正在说明喜欢食堂的理由，前文又写学生与朋友同坐，因此eat and chat表示边吃饭边聊天，符合场所用途。画画、睡觉或游泳并非这段采访描述的活动，不能只凭日常动词选择。 3. A closely 考点 动作方式与结果照应。后句说明小玻璃镜使叶片上的细线容易看清，故学生用它们仔细观察，选closely。early强调时间早，loudly强调声音大，away表示移开目光，都不能与看清细线的结果形成联系。空处修饰观察动作，不是在说明参观时刻。 4. D work 考点 指代范围与细节联系。紧接着男孩指向叶子并解释自己纸上的图画，可知记者询问的是他正在做的学习任务，选work。lunch和weekend不属于此时的实验室话题，glasses也不能概括纸上图画及其说明。纸上画面是男孩解释时给出的直接依据。 5. B write 考点 常见动词搭配。记者正在采访男孩，并把他说的话记在笔记本上，write down表示“写下、记下”，故选write。read、send和give分别是阅读、发送和给予，在这里不能与down和话语构成所需的常用记录表达。所填动词也要符合记者记录采访的身份。 6. A noise 考点 场所对比与感官信息。前句提示阅览室不同于食堂，后文又要求轻声说话并改用纸笔采访，说明almost no noise是在描写安静的环境。news谈信息内容，不能概括本段的声音特征；light与听觉不搭配，work也不是此处要描写的声音。 7. C quietly 考点 副词与前后照应。前文已经描写阅览室几乎听不到声音，工作人员又让采访者改用纸笔提问，所以应轻声说话，选quietly。quickly、happily、clearly分别强调速度、情绪或清晰度，不能解释改为书写的原因。声音小与尽量不打扰读者的行为相一致。 8. D words 考点 采访信息与篇章联系。记者明确从采访笔记中选择短句，再把这些内容配在三张照片旁，故words指所选的文字。names只有姓名，不能概括这里已经限定的short sentences；meals和games也不是可以从采访笔记中选出的句子。 9. A do 考点 语法搭配与内容概括。食堂吃饭聊天、实验室观察叶片、阅览室读书都是人在场所中做的事，故what people do概括三段活动。have、need、bring分别强调拥有、需要或携带，不能准确概括报道已经展示的内容。三段都提供了活动动作作为概括的依据。 10. C before 考点 日期信息与时间先后。校报周五发行，而新生下周一才参观，先取得报道、后实地访问，故选before。after和during分别表示参观后与参观中，均与两个日期矛盾；without表示没有，也不能说明这里清楚的时间先后关系。 教材表达 look for books：look for意为“寻找”；说明在阅览室进行的具体活动。；speak quietly：quietly修饰speak，表示“轻声说话”，符合阅览室情境。 完形填空 C2 A Turn to Speak 主题 新同学；倾听与轮流表达 Unit 1 校园交往记叙文 从A、B、C、D中选出最佳答案。 At our first class meeting, we sit in a circle and share our hobbies. I begin a story about my football team, the Lakes. Leo suddenly talks about the Hills, his favourite team. Soon only his voice fills the room. I try twice but cannot 11 ______ my story. Our teacher gives us a ball. “The person holding it can speak. The others 12 ______ to that person. Pass the ball when your turn ends.” Leo goes first. He says he is new and eats lunch 13 ______ . “I don’t know anyone yet,” he adds. I feel 14 ______ for him and give him a smile. Then Leo passes the ball to me. I tell my story. When I finish, I pass it back to him. He asks his 15 ______ question about my team: “What happens in your game?” He hands me the ball again and waits 16 ______ I finish answering. After class, we keep talking. He remembers my 17 ______ about a new player and asks how the boy feels now. We support 18 ______ teams, but we both want new players to feel welcome. I am 19 ______ to invite Leo to our next game. This time, he asks where and when to meet. He also asks for my name again and writes it down. Our next 20 ______ begins with a question, and we both have time to answer. 词语注释 circle 圆圈；support 支持；pass 传递 11. A. finish B. repeat C. remember D. choose 12. A. wait B. listen C. agree D. answer 13. A. early B. outside C. alone D. quickly 14. A. sure B. proud C. lucky D. sorry 15. A. first B. last C. same D. usual 16. A. when B. because C. until D. if 17. A. rule B. answer C. invitation D. name 18. A. strong B. new C. famous D. different 19. A. ready B. careful C. busy D. late 20. A. lesson B. picture C. conversation D. match 作答栏 11 _____ 12 _____ 13 _____ 14 _____ 15 _____ 16 _____ 17 _____ 18 _____ 19 _____ 20 _____ 完形填空 C2 答案解析 A Turn to Speak 教材联系 U1 Welcome问候新同学与Reading认识人物、建立友谊；以基本活动词和常用搭配串联故事。 参考答案 11 A 12 B 13 C 14 D 15 A 16 C 17 B 18 D 19 A 20 C 语篇主旨 两名新同学通过传球轮流发言，逐渐听懂对方的经历，并在课后继续交流、约好一起看比赛。 11. A finish 考点 跨句照应与动作结果。Leo不断说话，“我”两次尝试仍说不下去，说明原来的故事尚未讲完，故选finish。repeat强调重新讲，remember强调记得，choose强调选择，都没有表达发言被打断而未完成的结果。注意两次尝试都发生在他持续讲话的时候。 12. B listen 考点 规则与常见搭配。老师要求持球者发言，其他人应倾听，listen to that person完整表达这条规则。wait通常与for搭配，agree to后接人不能表示倾听，answer后也不需要此处的to，均不能代替规则内容。后面的传球安排也要求双方轮流进行表达。 13. C alone 考点 人物处境与明确信息。Leo紧接着说自己还不认识任何人，因此这里写他独自吃午饭，选alone。early和quickly分别是时间与速度，outside是地点，都不能与不认识同伴的解释构成直接的信息联系。应依据人物自己补充的话确定其处境。 14. D sorry 考点 人物情感与常用表达。听到Leo新来又独自吃午饭后，“我”向他微笑，feel sorry for him表示对他的处境感到难过或同情。sure、proud、lucky均不能与for him构成此处所需的常见情感表达，不能套用比较结构判断。微笑说明叙述者开始愿意接近和理解他。 15. A first 考点 叙事顺序与信息照应。此前Leo只顾说自己喜欢的球队，直到听完“我”的故事后才开始询问“我”的队伍，故是first question。last缺少以后不再问的依据，same和usual也要求文中已有相同或惯常提问的信息。提问对象由自己的球队转为对方的球队。 16. C until 考点 时间关系与规则执行。Leo把球交回后等待“我”回答完，until明确等待一直持续到回答结束，体现他开始遵守轮流交流的规则。when只定位某时，because说明原因，if提出条件，均没有表达这一等待终点。这一动作与开头不断抢话形成清楚对照。 17. B answer 考点 对话内容回指。课后Leo记得“我”关于一名新队员的回答，并追问男孩现在的感受，因此选answer。rule来自老师，invitation在后文才出现，结尾还写Leo再次询问姓名，均不能指向此处已记住的谈话内容。追问男孩感受说明他记住了上一轮内容。 18. D different 考点 前后照应与转折。开头已交代“我”支持Lakes，Leo喜欢Hills，所以两人支持不同球队，选different。but后说明双方仍关心新队员的感受，形成转折；球队强弱、名气或成立时间都没有在文中提供依据。共同关心新队员不等于支持同一个球队。 19. A ready 考点 人物行动与教材搭配。两人已经能耐心交流，并有让新队员感到受欢迎的共同想法，“我”因此愿意邀请Leo，be ready to符合U1常用表达。careful强调小心，busy和late也不能说明主动发出邀请的心理状态。邀请是态度变友好的具体行动证据。 20. C conversation 考点 结尾情境与词汇联系。末段写Leo询问见面地点、时间和姓名，双方也都得到回答机会，表明新的交谈从问题开始，选conversation。lesson和picture不属于此时活动；正式比赛尚未举行，match也不能由一个问题开始概括。此处概括的是双方正在继续进行的互动。 教材表达 give him a smile：give someone a smile意为“向某人微笑”，用具体动作表示友好。；feel welcome：feel后接形容词welcome，表示感到自己受到欢迎。 完形填空 C3 The Repair Club 主题 修补社团；绘画兴趣与使用者需要 Unit 2 兴趣实践记叙文 从A、B、C、D中选出最佳答案。 I almost miss the first Repair Club meeting. “I only draw,” I tell Xiaoyu. “Then come and 21 ______ ,” he says. I stand near the door. Xiaoyu works on a toy car, and Mei sews a bag. Everyone seems to have a job 22 ______ me. A small boy brings three books without covers. He cannot read the names inside, so he cannot 23 ______ the one about space. I copy the names onto new covers and draw bright flowers. They look beautiful, but the boy still seems 24 ______ . All three flowers tell him the same thing. “Who are the covers for?” Mei asks. I look at my drawings and then at the boy. I am thinking about my favourite colours, not his 25 ______ . I ask what would help. “A moon,” he says. I draw a moon beside the name of the space book. The other books get different pictures too. Now the boy chooses his book 26 ______ asking again. He smiles and needs no more help. I 27 ______ a small picture of a moon in my club notebook to remember this job. Later, I draw signs for the repair tables. People find the right place more 28 ______ . I stay until closing time. We save old things by 29 ______ what people need, not just by fixing broken parts. Next week, I will not wait by the 30 ______ . 词语注释 repair 修补；sew 缝补；cover 封面 21. A. leave B. watch C. teach D. guess 22. A. behind B. beside C. except D. like 23. A. choose B. finish C. return D. write 24. A. proud B. ready C. excited D. lost 25. A. rules B. needs C. colours D. games 26. A. before B. after C. without D. through 27. A. draw B. buy C. cut D. find 28. A. quietly B. carefully C. slowly D. easily 29. A. hiding B. understanding C. changing D. forgetting 30. A. window B. table C. door D. car 作答栏 21 _____ 22 _____ 23 _____ 24 _____ 25 _____ 26 _____ 27 _____ 28 _____ 29 _____ 30 _____ 完形填空 C3 答案解析 The Repair Club 教材联系 U2 Reading兴趣帮助修理物品与Integration兴趣活动、技能用途。 参考答案 21 B 22 C 23 A 24 D 25 B 26 C 27 A 28 D 29 B 30 C 语篇主旨 绘画爱好者在修补社团为书籍设计不同内容图标，解决儿童认书困难，并继续参与社团工作。 21. B watch 考点 人物动作与后文照应。“我”认为只会画画，尚不知道怎样参与，随后确实站在门口看别人修东西，故Xiaoyu邀请来watch。leave是离开，teach要求主动教人，guess是猜测，都与接下来旁观社团工作的行为不一致。门口的位置帮助确认他最初的参与方式。 22. C except 考点 对比关系与常见介词。前文列出Xiaoyu修车、Mei缝包，而“我”只站在门边，说明似乎人人有事做，只有“我”没有，选except。behind和beside都表示位置，like表示相似，无法表达这个被排除在工作之外的感受。要比较三个人的状态，不能只看站立位置。 23. A choose 考点 问题识别与动作目标。男孩不会读内页书名，因而无法从三本没有封面的书里选出太空书，故选choose。finish、return和write分别表示完成、归还和书写，都不是后来借助不同图片得到解决的那项困难。太空主题是辨认书籍的目标，而非写作任务。 24. D lost 考点 人物反应与具体问题。三本封面虽漂亮却都是花朵，不能帮助不会读书名的男孩分清内容，他仍感到茫然，选lost。proud和excited表示积极感受，ready表示准备好，均与后文仍需重新设计图标的事实不符。新的封面尚未给他可区分书本的有效线索。 25. B needs 考点 跨句整合与认识变化。Mei问封面是为谁做的，“我”才转而询问男孩怎样才容易认出书，因此空处是他的实际需要，选needs。colours只是“我”的装饰偏好，rules和games也不是男孩此时要解决的内容辨认问题。月亮图标回答的是辨认内容所需的帮助。 26. C without 考点 前后对照与结果。增加不同内容图后，男孩能自己选中书，并微笑且不再需要帮助，说明这次不必再问，选without。after表示问过才选，before只说明先后，不能准确表达不再求助的结果；through也不构成这里所需的常用表达。 27. A draw 考点 实义动词与具体语境。“我”在社团记录本中画一个小月亮，用来记住这项工作，draw与前面已展现的绘画技能相符。buy、cut、find分别是购买、剪下和找到，文中都没有相应过程，不能表达直接在本子上作画。 28. D easily 考点 工具用途与动作结果。简单标牌能帮助人们分清各维修桌的位置，因此找到正确地方更容易，选easily。quietly、carefully、slowly分别说明声音、态度和速度，均不是增加视觉标牌后这段文字强调的主要效果。标牌让位置更清楚，并非要求动作更安静。 29. B understanding 考点 跨事件整合与概括。封面图标和维修桌标牌都先考虑别人要辨认什么，再用绘画解决问题，因此选understanding。hiding和forgetting与主动询问相反，changing表示改变别人的需要，也不是文中帮助使用者的做法。两项工作的共同起点都是辨清实际需求。 30. C door 考点 首尾照应与参与变化。开头“我”不知怎样参与，站在门边看；结尾已完成封面和标牌工作，决定下周直接加入，故选door。table是开展工作的地方，car是修理对象，window也没有对应开头的旁观位置。这也表示绘画者已从旁观变为实际参与。 教材表达 Everyone seems to have a job except me.：except表示“除……之外”，整句说明别人似乎都有事做，只有我没有。；not just by fixing broken parts：not just表示“不仅仅”；by后用动词-ing形式说明做事方式。 七选五 G1 A Notebook for Your Hobby 主题 兴趣练习；记录、榜样与梦想 Unit 2 分节使用指南 从A至G中选出五个句子填空，每项限用一次，有两项多余。 Do you like drawing, making models or playing music? A small hobby notebook can help you learn. 31 ______ Use the pages in these ways. Write about one small thing you try. For example, “My task: draw the wheels of a car,” is clear. 32 ______ A long list of everything you want to learn is hard to use. Keep a picture or a small piece of your work. Do not keep only the best one. 33 ______ You may notice that the car’s wheels are clearer in your new drawing. That is progress. Make a page for a person you learn from. This may be a famous artist or someone in your family. 34 ______ Write down one thing about their work, such as the colours in a painting. Then try that skill yourself. Leave a page for your dream. Perhaps you want to become a designer. 35 ______ You can collect pictures of patterns and practise drawing them. Add to the page when you learn something useful. Your notebook then shows both what you do now and where you want to go. 词语注释 progress 进步；designer 设计师；pattern 图案 A. Put an old piece beside a new one and look for changes. B. Use it to keep notes about your own practice. C. Keep only your best work and throw the other pieces away. D. Think about the skills that can help you get there. E. Choose a step that you can finish in one practice. F. Write down every new skill you hope to learn at once. G. You do not have to copy a whole piece of their work. 作答栏 31 _____ 32 _____ 33 _____ 34 _____ 35 _____ 七选五 G1 答案解析 A Notebook for Your Hobby 教材联系 U2 Integration爱好问卷中的活动、榜样与梦想；一般现在时和兴趣表达。 参考答案 31 B 32 E 33 A 34 G 35 D 语篇主旨 兴趣记录本保存具体练习与作品，帮助学习者向榜样学习，并把日常练习与未来梦想联系起来。 31. B 考点 总说与下文分说。开头提出一本普通记录本可以帮助学习，B具体说明用它保存自己的练习记录，再由下句引出几种使用方式。其他选项分别涉及作品比较、榜样或设计梦想，只能连接后面的具体分节，不能承担这里的整体介绍。 32. E 考点 例子与范围限定。前句把本次任务缩小到画车轮，后句又说过长的学习清单难使用，E要求一次选择能完成的小步骤，正好承接两端。F把所有想学内容都列出，会与后句不宜写长清单的提醒相冲突。 33. A 考点 前后对照与结果联系。前句要求保留作品，而且不要只保留最好的一张，A说明把旧作与新作放在一起比较的用途。后句车轮在新画中更清楚，正是比较所得结果；C只留佳作并丢掉其他作品，直接违反前句保留多种作品的要求。 34. G 考点 人物回指与例证。前句引入想学习的人，G说明不必把对方整幅作品完整复制下来，随后挑选颜色等一个特点练习，构成自然的具体做法。D谈图案和未来目标，应衔接设计师梦想，不能回答这里怎样向榜样学习。 35. D 考点 目标与实际做法衔接。前句提出想成为设计师，D要求想一想这种梦想需要怎样的技能；后句收集图案并练习绘画，便是具体回应。E强调一次练习的小任务，已与第二节相连，不能像D这样把未来职业与所需技能直接对应。 多余选项辨析 C只保留最佳作品、丢弃其他作品，与正文Do not keep only the best one直接矛盾，也会失去新旧对照材料。F建议一次写下所有想学技能，与第二节选择小步骤、避免长清单的做法相反。 教材表达 learn from：learn from表示“向……学习”，后接人或可学习的内容。；want to become a designer：want to后接动词原形，表达想成为设计师的愿望。 七选五 G2 A Dining Hall You Can Hear 主题 食堂声音播客；校园场所与日常使用 Unit 3 校园节目制作说明 从A至G中选出五个句子填空，每项限用一次，有两项多余。 Our school podcast introduces a different school place each week. This time, our group chooses the dining hall. We want new students to know what happens there before, during and after lunch. 36 ______ So we take a recorder as well as a camera. Before lunch, the hall is quiet. A cook is cutting vegetables in the kitchen. We record the sound from the doorway and stay outside the working area. 37 ______ She tells us how the cooks prepare lunch for so many people. At noon, students carry their food to the tables. We hear spoons and bowls. 38 ______ Listeners cannot smell lunch, so our words help them imagine it. After lunch, we meet a cleaner. We ask if we can record her voice. 39 ______ We keep her story about cleaning the tables and leave out the other people’s private talk. Our programme has three parts. 40 ______ For example, “Now lunch is over,” comes before the cleaner’s story. We choose short sounds and clear words, so the programme is easy to follow. Next week, another group will introduce the sports field. 词语注释 podcast 播客；音频节目；recorder 录音器；doorway 门口；private 私人的 A. She agrees, but asks us not to record the talk nearby. B. When she finishes cutting, we talk to the cook. C. All three parts show what the hall is like after lunch. D. Photos alone cannot let them hear the dining hall. E. We use a short sentence to connect one part to the next. F. We give each photograph a name before showing it. G. We also describe the smell of warm rice and oranges. 作答栏 36 _____ 37 _____ 38 _____ 39 _____ 40 _____ 七选五 G2 答案解析 A Dining Hall You Can Hear 教材联系 U3食堂等场所及其用途；模块Project 1用媒体介绍新学校生活。 参考答案 36 D 37 B 38 G 39 A 40 E 语篇主旨 学生按午餐前、中、后三个时段制作食堂播客，以现场声音与简短解说介绍场所和工作人员。 36. D 考点 媒介需要与因果衔接。前文要介绍食堂午餐前后的真实活动，D指出照片不能让人听见这些声音，因此下一句才说同时带录音器和相机。F只涉及给照片命名，不能解释为什么这个介绍项目需要专门采集声音。 37. B 考点 人物回指与动作顺序。前句已经介绍一位正在厨房切菜的厨师，B写等她切完后再交谈，使下一句She指代明确，也与采访者留在工作区外的安排相合。其他选项没有引入采访厨师这一动作，不能自然承接她随后介绍备餐工作。 38. G 考点 感官差异与内容补充。学生此时正在吃午饭，G补充米饭和橙子的气味描述；下句解释听众不能闻到午餐，需要语言帮助想象。F虽然也属于制作介绍的动作，却只谈给照片命名，不能引出声音无法传递气味这一具体说明。 39. A 考点 询问与许可条件。前句询问清洁员能否录下她的声音，A先表示同意，再限定不录附近人的谈话，后句正好按这一条件处理录音。C改谈三部分的取材时间，不能回应录音许可，而且把全部内容说成午餐后，与前两部分的时段矛盾。 40. E 考点 段落组织与例证。本段先说节目分三部分，E说明用简短句连接各部分；后句以“现在午餐结束了”作例子，位置也正好在清洁员故事前。F只说给照片加标题，既不连接音频段落，也不能对应后面的口头解说例句。 多余选项辨析 C把三个部分都说成午餐后的食堂，但全文明确按午餐前、午餐中、午餐后分别取材，与整体结构矛盾。F只谈给照片加名称，不能解释带录音器的需要，也不能承接音频节目的口头过渡句。 教材表达 before, during and after lunch：三个时间词帮助按午餐前、中、后组织节目内容。；is easy to follow：be easy to follow意为“容易听懂或跟上”，说明节目解说应清楚。 七选五 G3 Ten Minutes with a Study Helper 主题 十分钟学习安排；自主尝试与AI提示 Unit 4 学习活动流程说明 从A至G中选出五个句子填空，每项限用一次，有两项多余。 Every Tuesday, we have ten minutes of study time before lessons. Groups share a school tablet. We use an AI helper. 41 ______ Our teacher sees our questions and helps us use it. For the first four minutes, we read a short story in our books. We choose a question about it. 42 ______ Even a wrong answer gives us a starting point. This shows where we need help. For the next three minutes, we ask the helper for a hint, not a finished answer. 43 ______ This sends us back to the story to find a sentence about the person. We also check the helper’s information. If it gives a page number, we open that page in our book. 44 ______ A number on the screen is useful only when it takes us to the right place. In the last three minutes, we turn the screens off. Partners take turns to explain. 45 ______ Our partner can ask us to point to the sentence in the book. We finish by writing one thing we now understand. 词语注释 tablet 平板电脑；AI 人工智能；hint 提示 A. We tell our partner our answer in our own words. B. It may ask us to make the question shorter. C. We can use it only when our teacher is with us. D. We look for the information on that page. E. We copy that number into our notebook as the answer. F. For example, it may ask, “Which words show that the girl is nervous?” G. We first write down our own answer and a reason for it. 作答栏 41 _____ 42 _____ 43 _____ 44 _____ 45 _____ 七选五 G3 答案解析 Ten Minutes with a Study Helper 教材联系 U4学校固定学习活动与时间表达；主要结构为四分钟、三分钟、三分钟的课堂流程。 参考答案 41 C 42 G 43 F 44 D 45 A 语篇主旨 课堂十分钟先自主阅读尝试，再用AI索取提示、核对书本，最后关闭屏幕并用自己的话解释依据。 41. C 考点 使用规则与人物衔接。前文说明各组共用平板进行AI学习，C补充只能在老师在场时使用的规则，后句再说明老师可看见提问并指导工具使用。其他选项属于自主作答、阅读提示或同伴分享阶段，不能在这里引入老师的指导作用。 42. G 考点 阶段安排与后文回指。本段仍是最初四分钟的自主阅读，G要求先写出答案并说明理由；后句“即使答案错了”便有明确指向。A也涉及自己表达，却是对同伴说出的解释，更适合最后关闭屏幕后轮流分享的安排。 43. F 考点 具体提示与内容对应。下一句要求回故事中找人物相关句子，F用“哪些词说明女孩很紧张”作提示，能引导学生查文本。B只讨论把问题写短，虽也是AI可能提出的问题，却不能解释为何随后去寻找人物描写。 44. D 考点 核对步骤与条件结果。前句给出AI推荐页码的情境，D要求查看那一页是否确有需要的信息，后句才能说明数字只有指向正确内容才有用。E直接把页码抄进本子并当作答案，不包含实际查书步骤，无法构成核对。 45. A 考点 活动阶段与表达方式。最后三分钟已经关屏并轮流解释，A要求用自己的话向同伴说明答案，后面再让同伴追问书中句子，形成完整分享。G是前四分钟先写答案的动作，不能取代此处面向同伴进行口头解释的任务。 多余选项辨析 B只要求缩短提问，没有把学生带回故事中的人物描写，不能连接第三空后寻找有关句子的行动。E只是记录屏幕上的页码并把它当答案，跳过查书核对，与第四段实际打开该页、确认内容的要求不符。 教材表达 take turns to explain：take turns to do表示“轮流做某事”，此处指同伴轮流解释。；point to the sentence：point to表示“指向”，这里要求指出书中的具体句子作为依据。 阅读理解 R1 Behind the Screen 主题 皮影文化展；四种表演分工 Unit 2 学校文化展览指南 从A、B、C、D中选出最佳答案。 Welcome to the Shadow-play Corner at our school culture fair. Shadow plays use figures, a screen and light to tell stories. Our club makes simple paper figures. You can see some of them on the display table before watching a short show. Our show is about a horse crossing a bridge. Four students work behind the white screen. Wei uses thin sticks to move the horse. Anya tells the story. Jun taps two wooden blocks to make the sound of the horse’s steps. Lin looks after the light, so the horse’s shape stays clear on the screen. The four jobs follow the same story. When the horse stops at the bridge, Wei holds it still and Jun stops tapping. The light stays on. Anya tells us what the horse sees. The horse moves again after her words. Visitors first watch from the front. Then they can go behind the screen to see how the four jobs work together. After watching, visitors can make groups of four and try a short scene. Each person chooses one job. A club member gives the group a story card and shows the first steps. You do not need to make a figure or learn a whole play. Use the paper figures already on the table. 词语注释 shadow-play 皮影戏；figure 影人；人物形象；screen 幕布；tap 轻敲；scene 场景 46. What does Jun do in the show? A. He tells the story of the horse. B. He makes the sound of the horse’s steps. C. He moves the horse with thin sticks. D. He keeps the light on the screen. 47. What happens when the horse stops at the bridge? A. The horse stays still and the tapping stops. B. The horse runs and the light goes off. C. The tapping gets faster and Anya stops speaking. D. The light goes off and Anya moves the horse. 48. Why do visitors watch from the front before going behind the screen? A. To choose which paper horse they want to take home. B. To practise speaking before they see the figures. C. To find a place where the screen looks brighter. D. To connect the finished show with the work behind it. 49. Which heading best fits the last paragraph? A. Choose a Longer Story B. Make a New Paper Horse C. Try the Four Jobs D. Find the Best Seat 作答栏 46 _____ 47 _____ 48 _____ 49 _____ 资料图：악준동；CC BY-SA 4.0；照片来源；等比例缩放。 阅读理解 R1 答案解析 Behind the Screen 教材联系 U2兴趣社团、活动参与及个人技能；纸艺文化材料以学生可参与的活动呈现。 参考答案 46 B 47 A 48 D 49 C 语篇主旨 文化展指南介绍皮影的基本形式、四名学生的配合方式，以及观众观看幕后并体验短场景的办法。 46. B 考点 角色信息定位。第二段把四项工作分别交给Wei、Anya、Jun和Lin，明确写Jun用木块敲出马的脚步声，故选B。其他三项也确实属于这场表演，却分别由另外三人完成，不能只凭都是幕后工作就混选。应核对姓名与任务的一一对应关系。 47. A 考点 同一场景的动作整合。第三段说明马停在桥前时，Wei保持影人不动，Jun同时停止敲击；灯光仍亮，Anya继续讲述，故选A。其余选项分别改变马、灯光或讲述者的动作，均与这个停顿场景的具体安排不符。 48. D 考点 观看安排与目的推断。观众先在前面看完整场景，再到后面看四项工作怎样配合，两次观看把舞台效果与制作过程联系起来，故选D。文中没有挑选带走影人、先练说话或寻找更亮观看点的安排，不能加入未写出的参观目的。 49. C 考点 段落内容与小标题。末段依次说明四人组队、每人选一个角色、领取故事卡并利用现成影人体验，因此Try the Four Jobs概括这一组操作。它明确不用制作新影人或学习整出戏，也未介绍座位选择，其余标题都偏离重点。 教材表达 work together：work together表示“一起合作”，这里指四种表演工作配合。；make groups of four：make groups of four表示“组成四人小组”，是参加体验活动的具体要求。 阅读理解 R2 The Last Place on the Team 主题 学校团队赛；共同配速与具体分工 Unit 4 学校体育活动记叙文 从A、B、C、D中选出最佳答案。 Our class has a team race on Friday. Each team needs six students and four cards from places around the school. Everyone must return together. We practise on Wednesday afternoon. Five classmates are ready. “Ben, there is one place left,” says our captain, Mia. I look at my shoes. I like puzzles, but I am our slowest runner. Perhaps they only need my name to make six. I offer to carry our bag with six water bottles. It gives me something to do, but soon my shoulders hurt and I fall behind. Mia stops the team. “Give the bag to Kai,” she says. “He and I can take turns with it. You can hold the map. You know the school well.” We start again at a speed we can all keep. I point out that the path beside the library is closed. We take another path. Later, I notice that we almost miss a card table and call the others back. They stop and listen. At the finish, Mia writes my name in the last space on the team list. I still cannot run as fast as Kai. But now I know my job, and my shoulders do not hurt. We will practise again on Thursday before the real race. 词语注释 captain 队长；puzzle 智力游戏；shoulder 肩膀；path 小路 50. Why does Ben think the others may only need his name? A. He does not know the rules of the race. B. He is unsure whether his skills are useful to the team. C. He wants to choose a different team name. D. He thinks the team already has six runners. 51. Which rule does the team have to follow? A. Only the fastest student needs to return with the cards. B. The team can leave a tired runner at a card table. C. All six students must come back together. D. Each student must carry a bag of water bottles. 52. Why does Mia ask Kai to help her carry the bag? A. To let Ben draw a new map during practice. B. To let Ben get back to the classroom early. C. To make Ben run faster than Kai by the end of practice. D. To let Ben read the map without carrying the heavy bag. 53. Which order matches the Wednesday practice? A. Ben carries the bag → Mia changes the jobs → Ben notices a card table. B. Mia changes the jobs → Ben carries the bag → the team starts practice. C. Ben notices a card table → the team chooses six students → Mia changes the jobs. D. The real race ends → Ben carries the bag → Mia writes the team list. 作答栏 50 _____ 51 _____ 52 _____ 53 _____ 阅读理解 R2 答案解析 The Last Place on the Team 教材联系 U4课后体育活动、校园团队合作与时间安排；保留具体比赛规则、行动和顺序。 参考答案 50 B 51 C 52 D 53 A 语篇主旨 团队赛练习中，同伴分担背包并共同配速，跑得慢的Ben负责地图与卡点，逐渐明确自己的团队任务。 50. B 考点 内心描写与原因推断。Ben低头看鞋，并想到自己跑得最慢，因而怀疑同伴只是要凑够人数，没有看重自己的能力，选B。队伍此时只有五人；文中也没有不懂规则或想更换队名的表现，不能把担心原因改写成这些事情。 51. C 考点 比赛规则定位。首段明确规定Everyone must return together，表示六名队员须一同返回，故选C。收集四张卡并不允许只让最快者回来，也没有让疲惫者留在卡点的例外；六瓶水装在一个包里，而非每人一包。共享背包与全体一同返回是不同信息。 52. D 考点 问题与具体解决办法。Ben背六瓶水后肩膀疼并落后，Mia和Kai轮流背包，让他不用背重物就能负责地图，选D。Ben使用的是已有地图，并未提前回教室；结尾仍说他跑得没有Kai快，C所说的目标也与实际结果不符。 53. A 考点 事件顺序整合。故事先写Ben主动背水包，接着Mia发现他疼痛落后而调整分工，重新出发后Ben提醒队伍不要错过卡点，故顺序为A。其余选项颠倒背包与换岗、组队与练习的时间，或把尚未开始的正式比赛写成已结束。 教材表达 take turns with it：take turns with something表示“轮流使用或承担某物”，这里指轮流背水包。；at a speed we can all keep：at a speed表示“以某种速度”；后面说明全体成员都能保持这个速度。 阅读理解 R3 Meet Our Student Helpers 主题 学生简介；特长与校园互助服务 Unit 1 人物简介与校园服务信息 从A、B、C、D中选出最佳答案。 New to Grade 7? Meet three student helpers. They are all in Grade 7, but they are in different classes. Their desk is outside the library. It closes at 12:40. Please bring one clear question so that more students have a chance to talk. Nina is twelve and is in Class 1. She enjoys drawing maps. She can explain where a room is, then ask you to point to it on the map. She wants you to find it yourself next time. Jay is thirteen and is in Class 2. He runs with beginners and knows which sports clubs welcome new players. You do not have to be a fast runner to ask him about joining. Mina is twelve and is in Class 3. She is good at making models from old boxes. She shows the first step and lets you try. If it falls, she asks you to try another way instead of finishing it for you. Helper Duty days Duty time Nina Monday, Wednesday 12:20–12:40 Jay Wednesday, Friday 12:25–12:40 Mina Tuesday, Friday 12:20–12:40 The helpers can explain school activities. Please go to a teacher about lost money or problems between students. If someone is speaking at the desk, wait for your turn. You can ask for help even when you are unsure about something. 词语注释 helper 助手；desk 服务台；beginner 初学者；duty 值班；职责 54. Which fact about Nina is correct? A. She enjoys drawing maps. B. She is a student in Class 2. C. She is thirteen years old. D. She helps beginners with sports clubs. 55. May can come only on Tuesday or Wednesday after 12:30. She needs help with a box model. What should she do? A. Visit Mina on Friday at 12:35. B. Visit Nina on Wednesday at 12:35. C. Visit Mina on Tuesday at 12:35. D. Visit Mina on Tuesday at 12:15. 56. What do Nina and Mina both encourage students to do? A. Ask their teachers to finish difficult jobs. B. Learn to do more of the task on their own. C. Choose the same hobbies as the helpers. D. Finish every task before the desk closes. 57. Sam loses some money at school. What should he do according to the notice? A. Ask Jay to look for it during his run. B. Wait until Mina finishes a model. C. Choose the helper with the shortest queue. D. Tell a teacher about the problem. 作答栏 54 _____ 55 _____ 56 _____ 57 _____ 阅读理解 R3 答案解析 Meet Our Student Helpers 教材联系 U1介绍同学的年龄、班级、爱好及特长；以校园服务表作具体情境延伸。 参考答案 54 A 55 C 56 B 57 D 语篇主旨 三名七年级学生介绍个人信息和特长，配合值班表提供校园帮助，并说明求助范围与基本秩序。 54. A 考点 人物基本信息定位。Nina的简介明确说她十二岁、在一班，并喜欢画地图，因此A准确。二班、十三岁和帮助新手了解体育社团都来自Jay的资料，不能把同一服务台上不同学生的信息混在一起判断。 55. C 考点 服务内容与时间整合。盒子模型应找擅长旧纸箱手作的Mina，她周二12:20至12:40值班，与May周二12:30后有空的条件吻合，选C。A日期不合，B找错助手，D既早于May有空时刻，也早于服务开始。此题须同时核对特长、日期和具体钟点。 56. B 考点 两段信息比较。Nina让求助者自己指地图，希望下次能独立找路；Mina示范第一步后让学生亲自尝试，失败也先引导再试，两者共同目标是自主完成更多任务，选B。关闭服务台的时间不是完成所有任务的期限。 57. D 考点 求助范围与实际应用。末段明确把丢钱和学生之间的问题交给老师处理，Sam的钱款丢失，应依这一服务范围找老师，选D。其余选项虽涉及服务台或助手活动，但等待时间和个人特长不能改变这项处理规则。 教材表达 is good at making models：be good at后接名词或动词-ing形式，表示擅长制作模型。；wait for your turn：wait for表示“等待”，your turn指轮到自己的机会。 阅读理解 R4 Bird Week in Our Biology Class 主题 Biology校本活动；观察表与课程作品 Unit 4 课程活动介绍与观察表 从A、B、C、D中选出最佳答案。 A 2025 Nanjing guide introduces 204 kinds of wild animals on local campuses. At Green Hill School, our Biology class uses the idea for a Bird Week. We usually have Biology on Tuesdays and Thursdays. During the project, groups also watch birds before lessons or at lunchtime. Each group watches one place for ten minutes. We stand back, speak quietly and leave the birds’ food alone. We write the time and place, draw one bird and note what it does. Here are three groups’ notes from our week. Day and time Place Birds seen Action Monday, 8:00 a.m. Garden 4 Drinking Wednesday, 12:20 p.m. Beside the library 6 Resting Friday, 8:00 a.m. Sports field 3 Eating In class, we look closely at our drawings of feet and beaks. We compare them with pictures in a guide. This helps us notice details we may miss outside. We also read one another’s notes. The garden group writes about a bird drinking from a shallow dish. The library group describes birds resting on branches. Next Thursday, each student will make one page for our classroom display. It must include the time, the place, a drawing and one action. A photo alone is not enough. Visitors need these details to understand the scene. We can use our group’s notes, but each person chooses a bird and draws it. Our Biology wall will soon show parts of school life that we often walk past. 词语注释 campus 校园；beak 鸟喙；shallow 浅的；branch 树枝；detail 细节 58. Which group sees birds resting at lunchtime? A. The Monday group in the garden. B. The Friday group on the sports field. C. The Wednesday group by the library. D. All three groups at lunchtime. 59. What do the Monday and Friday notes show? A. They start at the same time but record different actions. B. They see the same number of birds in different places. C. Both groups watch birds beside the library. D. Both groups see birds eating on the sports field. 60. Why do students compare their drawings with pictures in a guide? A. To choose the quietest place for their next lesson. B. To decide which group should have a longer break. C. To make sure every student draws the same bird. D. To notice small parts of a bird more carefully. 61. Which page is ready for next Thursday’s display? A. A bird photo with its name and the photographer’s name. B. Monday, 8:00 a.m.; garden; a bird drawing; drinking. C. A garden drawing with the words “a lovely morning”. D. Three bird drawings with numbers but no places. 作答栏 58 _____ 59 _____ 60 _____ 61 _____ 阅读理解 R4 答案解析 Bird Week in Our Biology Class 教材联系 U4 Reading生物课认识自然与Integration实践活动、校园课程和时间安排。 参考答案 58 C 59 A 60 D 61 B 语篇主旨 Biology课程开展校园观鸟，学生结合时间、地点与行为记录整理观察表，再制作具备具体信息的课堂展示页。 58. C 考点 表格时间、地点与行为整合。表中周三12:20的图书馆旁一行记录六只鸟正在休息，既符合午餐时间又符合resting，故选C。周一和周五均在上午八点观察，行为分别为喝水和进食，不能只凭地点或鸟的数量选择。 59. A 考点 两行表格比较。周一花园组和周五运动场组都在8:00开始，但前者记录喝水，后者记录进食，因此A同时符合时间和行为。两组数量分别为四只和三只，地点也不同，不能把某一行的信息套给另一组。 60. D 考点 课堂做法与具体目的。正文说学生把脚和鸟喙的画与图鉴比较，这有助于发现户外可能漏看的细节，因此选D。活动没有评选最安静课堂、调整休息时长，也明确每人自己选择一种鸟，不要求全班画同一只。 61. B 考点 展示要求与实际应用。末段要求展示页同时有时间、地点、鸟的图画和一个动作，B四项俱全。A只有照片及姓名，C缺少鸟和具体动作，D虽有鸟图与数字却没有地点，均不能满足文中明确列出的全部要求。 教材表达 compare them with pictures：compare ... with ...表示“把……和……比较”，这里用图鉴帮助观察形态细节。；at lunchtime：at lunchtime意为“在午餐时间”，体现at用于具体时间点或固定时间表达。 答案与教材考点索引 供订正与复习使用。按错题所在语篇回看原文，再核对具体证据。 篇目 单元 文体 教材联系 答案速查 C1 U3 校园报道式记叙文 U3 Reading校园介绍视频与Integration场所用途、校园网页介绍。 1B 2C 3A 4D 5B 6A 7C 8D 9A 10C C2 U1 校园交往记叙文 U1 Welcome问候新同学与Reading认识人物、建立友谊；以基本活动词和常用搭配串联故事。 11A 12B 13C 14D 15A 16C 17B 18D 19A 20C C3 U2 兴趣实践记叙文 U2 Reading兴趣帮助修理物品与Integration兴趣活动、技能用途。 21B 22C 23A 24D 25B 26C 27A 28D 29B 30C G1 U2 分节使用指南 U2 Integration爱好问卷中的活动、榜样与梦想；一般现在时和兴趣表达。 31B 32E 33A 34G 35D G2 U3 校园节目制作说明 U3食堂等场所及其用途；模块Project 1用媒体介绍新学校生活。 36D 37B 38G 39A 40E G3 U4 学习活动流程说明 U4学校固定学习活动与时间表达；主要结构为四分钟、三分钟、三分钟的课堂流程。 41C 42G 43F 44D 45A R1 U2 学校文化展览指南 U2兴趣社团、活动参与及个人技能；纸艺文化材料以学生可参与的活动呈现。 46B 47A 48D 49C R2 U4 学校体育活动记叙文 U4课后体育活动、校园团队合作与时间安排；保留具体比赛规则、行动和顺序。 50B 51C 52D 53A R3 U1 人物简介与校园服务信息 U1介绍同学的年龄、班级、爱好及特长；以校园服务表作具体情境延伸。 54A 55C 56B 57D R4 U4 课程活动介绍与观察表 U4 Reading生物课认识自然与Integration实践活动、校园课程和时间安排。 58C 59A 60D 61B 错题回看 完形填空：把答案放回整句，检查词义和搭配；涉及人物态度的题，回看人物前后的具体动作，不只凭正面含义选词。 七选五：同时检查空前和空后。先确定代词指谁、例子说明什么，再检查时间顺序和转折；将两项多余句逐一放回，找出具体不合之处。 阅读理解：事实题先定位；表格题核对表头、时间和条件；推断题写出支持判断的原文信息。答对后仍说不出依据的题，需要再次阅读。 第 页 学科网（北京）股份有限公司 $译林版七年级上册 Unit 1–4 阅读专项训练 押题卷 新版译林英语七年级上册 Unit 1 至 Unit 4 阅读专项训练 押题卷 题型 篇数题数 内容主题 考查方向 关联单元 完形填空 3篇 30题 新生交流、校园采访、兴趣服务 词义与搭配、上下文照应、行为与情节 U1、2、3 七选五 3篇 15题 爱好练习、学校空间、AI学习 指代、并列、转折、段落及例证衔接 U2、3、4 阅读理解 4篇 16题 文化体验、团队活动、同伴服务、课程观察 细节、猜词、顺序、推断与表文应用 U1、2、4 共10篇61题。图片为相关资料图，作答以文字和表格为依据。 完形填空 C1 Three Places, Three Stories 主题 校园小记者；设施用途与学生生活 Unit 3 校园报道式记叙文 从A、B、C、D中选出最佳答案。 On Wednesday, I work as a student reporter for our school newspaper. My job is to write about three places for new students. I take a notebook and meet Lily, our school photographer, before lunch. Our first story comes from the dining hall. Students stand in a short 1 ______ to get their food. Then they sit with friends. “I like this place because we can eat and 2 ______ together,” says a girl. Lily takes a photo of her table after asking the students. In the science lab, a teacher shows us some leaves. Students use magnifying glasses to look at them 3 ______ . The glasses make the thin lines easy to see. We ask one boy about his 4 ______ . He points to a leaf and explains the picture on his paper. I 5 ______ down his words in my notebook. The reading room is different. We hear almost no 6 ______ . Some students read newspapers, while others look for books about their favourite subjects. A helper asks us to speak 7 ______ , so we write our questions on paper. Back in our classroom, Lily chooses three photos. I choose short sentences from my interview notes and put these 8 ______ beside them. Our report shows what people 9 ______ in each place, not just the buildings. The newspaper comes out on Friday. The new students visit these places next Monday, so they get the report 10 ______ their visit. 词语注释 reporter 小记者；记者；photographer 摄影者；lab 实验室；magnifying glass 放大镜 1. A. team B. line C. club D. class 2. A. sleep B. draw C. chat D. swim 3. A. closely B. early C. loudly D. away 4. A. lunch B. weekend C. glasses D. work 5. A. read B. write C. send D. give 6. A. noise B. news C. light D. work 7. A. quickly B. happily C. quietly D. clearly 8. A. names B. meals C. games D. words 9. A. do B. have C. need D. bring 10. A. after B. during C. before D. without 作答栏 1 _____ 2 _____ 3 _____ 4 _____ 5 _____ 6 _____ 7 _____ 8 _____ 9 _____ 10 _____ 完形填空 C2 A Turn to Speak 主题 新同学；倾听与轮流表达 Unit 1 校园交往记叙文 从A、B、C、D中选出最佳答案。 At our first class meeting, we sit in a circle and share our hobbies. I begin a story about my football team, the Lakes. Leo suddenly talks about the Hills, his favourite team. Soon only his voice fills the room. I try twice but cannot 11 ______ my story. Our teacher gives us a ball. “The person holding it can speak. The others 12 ______ to that person. Pass the ball when your turn ends.” Leo goes first. He says he is new and eats lunch 13 ______ . “I don’t know anyone yet,” he adds. I feel 14 ______ for him and give him a smile. Then Leo passes the ball to me. I tell my story. When I finish, I pass it back to him. He asks his 15 ______ question about my team: “What happens in your game?” He hands me the ball again and waits 16 ______ I finish answering. After class, we keep talking. He remembers my 17 ______ about a new player and asks how the boy feels now. We support 18 ______ teams, but we both want new players to feel welcome. I am 19 ______ to invite Leo to our next game. This time, he asks where and when to meet. He also asks for my name again and writes it down. Our next 20 ______ begins with a question, and we both have time to answer. 词语注释 circle 圆圈；support 支持；pass 传递 11. A. finish B. repeat C. remember D. choose 12. A. wait B. listen C. agree D. answer 13. A. early B. outside C. alone D. quickly 14. A. sure B. proud C. lucky D. sorry 15. A. first B. last C. same D. usual 16. A. when B. because C. until D. if 17. A. rule B. answer C. invitation D. name 18. A. strong B. new C. famous D. different 19. A. ready B. careful C. busy D. late 20. A. lesson B. picture C. conversation D. match 作答栏 11 _____ 12 _____ 13 _____ 14 _____ 15 _____ 16 _____ 17 _____ 18 _____ 19 _____ 20 _____ 完形填空 C3 The Repair Club 主题 修补社团；绘画兴趣与使用者需要 Unit 2 兴趣实践记叙文 从A、B、C、D中选出最佳答案。 I almost miss the first Repair Club meeting. “I only draw,” I tell Xiaoyu. “Then come and 21 ______ ,” he says. I stand near the door. Xiaoyu works on a toy car, and Mei sews a bag. Everyone seems to have a job 22 ______ me. A small boy brings three books without covers. He cannot read the names inside, so he cannot 23 ______ the one about space. I copy the names onto new covers and draw bright flowers. They look beautiful, but the boy still seems 24 ______ . All three flowers tell him the same thing. “Who are the covers for?” Mei asks. I look at my drawings and then at the boy. I am thinking about my favourite colours, not his 25 ______ . I ask what would help. “A moon,” he says. I draw a moon beside the name of the space book. The other books get different pictures too. Now the boy chooses his book 26 ______ asking again. He smiles and needs no more help. I 27 ______ a small picture of a moon in my club notebook to remember this job. Later, I draw signs for the repair tables. People find the right place more 28 ______ . I stay until closing time. We save old things by 29 ______ what people need, not just by fixing broken parts. Next week, I will not wait by the 30 ______ . 词语注释 repair 修补；sew 缝补；cover 封面 21. A. leave B. watch C. teach D. guess 22. A. behind B. beside C. except D. like 23. A. choose B. finish C. return D. write 24. A. proud B. ready C. excited D. lost 25. A. rules B. needs C. colours D. games 26. A. before B. after C. without D. through 27. A. draw B. buy C. cut D. find 28. A. quietly B. carefully C. slowly D. easily 29. A. hiding B. understanding C. changing D. forgetting 30. A. window B. table C. door D. car 作答栏 21 _____ 22 _____ 23 _____ 24 _____ 25 _____ 26 _____ 27 _____ 28 _____ 29 _____ 30 _____ 七选五 G1 A Notebook for Your Hobby 主题 兴趣练习；记录、榜样与梦想 Unit 2 分节使用指南 从A至G中选出五个句子填空，每项限用一次，有两项多余。 Do you like drawing, making models or playing music? A small hobby notebook can help you learn. 31 ______ Use the pages in these ways. Write about one small thing you try. For example, “My task: draw the wheels of a car,” is clear. 32 ______ A long list of everything you want to learn is hard to use. Keep a picture or a small piece of your work. Do not keep only the best one. 33 ______ You may notice that the car’s wheels are clearer in your new drawing. That is progress. Make a page for a person you learn from. This may be a famous artist or someone in your family. 34 ______ Write down one thing about their work, such as the colours in a painting. Then try that skill yourself. Leave a page for your dream. Perhaps you want to become a designer. 35 ______ You can collect pictures of patterns and practise drawing them. Add to the page when you learn something useful. Your notebook then shows both what you do now and where you want to go. 词语注释 progress 进步；designer 设计师；pattern 图案 A. Put an old piece beside a new one and look for changes. B. Use it to keep notes about your own practice. C. Keep only your best work and throw the other pieces away. D. Think about the skills that can help you get there. E. Choose a step that you can finish in one practice. F. Write down every new skill you hope to learn at once. G. You do not have to copy a whole piece of their work. 作答栏 31 _____ 32 _____ 33 _____ 34 _____ 35 _____ 七选五 G2 A Dining Hall You Can Hear 主题 食堂声音播客；校园场所与日常使用 Unit 3 校园节目制作说明 从A至G中选出五个句子填空，每项限用一次，有两项多余。 Our school podcast introduces a different school place each week. This time, our group chooses the dining hall. We want new students to know what happens there before, during and after lunch. 36 ______ So we take a recorder as well as a camera. Before lunch, the hall is quiet. A cook is cutting vegetables in the kitchen. We record the sound from the doorway and stay outside the working area. 37 ______ She tells us how the cooks prepare lunch for so many people. At noon, students carry their food to the tables. We hear spoons and bowls. 38 ______ Listeners cannot smell lunch, so our words help them imagine it. After lunch, we meet a cleaner. We ask if we can record her voice. 39 ______ We keep her story about cleaning the tables and leave out the other people’s private talk. Our programme has three parts. 40 ______ For example, “Now lunch is over,” comes before the cleaner’s story. We choose short sounds and clear words, so the programme is easy to follow. Next week, another group will introduce the sports field. 词语注释 podcast 播客；音频节目；recorder 录音器；doorway 门口；private 私人的 A. She agrees, but asks us not to record the talk nearby. B. When she finishes cutting, we talk to the cook. C. All three parts show what the hall is like after lunch. D. Photos alone cannot let them hear the dining hall. E. We use a short sentence to connect one part to the next. F. We give each photograph a name before showing it. G. We also describe the smell of warm rice and oranges. 作答栏 36 _____ 37 _____ 38 _____ 39 _____ 40 _____ 七选五 G3 Ten Minutes with a Study Helper 主题 十分钟学习安排；自主尝试与AI提示 Unit 4 学习活动流程说明 从A至G中选出五个句子填空，每项限用一次，有两项多余。 Every Tuesday, we have ten minutes of study time before lessons. Groups share a school tablet. We use an AI helper. 41 ______ Our teacher sees our questions and helps us use it. For the first four minutes, we read a short story in our books. We choose a question about it. 42 ______ Even a wrong answer gives us a starting point. This shows where we need help. For the next three minutes, we ask the helper for a hint, not a finished answer. 43 ______ This sends us back to the story to find a sentence about the person. We also check the helper’s information. If it gives a page number, we open that page in our book. 44 ______ A number on the screen is useful only when it takes us to the right place. In the last three minutes, we turn the screens off. Partners take turns to explain. 45 ______ Our partner can ask us to point to the sentence in the book. We finish by writing one thing we now understand. 词语注释 tablet 平板电脑；AI 人工智能；hint 提示 A. We tell our partner our answer in our own words. B. It may ask us to make the question shorter. C. We can use it only when our teacher is with us. D. We look for the information on that page. E. We copy that number into our notebook as the answer. F. For example, it may ask, “Which words show that the girl is nervous?” G. We first write down our own answer and a reason for it. 作答栏 41 _____ 42 _____ 43 _____ 44 _____ 45 _____ 阅读理解 R1 Behind the Screen 主题 皮影文化展；四种表演分工 Unit 2 学校文化展览指南 从A、B、C、D中选出最佳答案。 Welcome to the Shadow-play Corner at our school culture fair. Shadow plays use figures, a screen and light to tell stories. Our club makes simple paper figures. You can see some of them on the display table before watching a short show. Our show is about a horse crossing a bridge. Four students work behind the white screen. Wei uses thin sticks to move the horse. Anya tells the story. Jun taps two wooden blocks to make the sound of the horse’s steps. Lin looks after the light, so the horse’s shape stays clear on the screen. The four jobs follow the same story. When the horse stops at the bridge, Wei holds it still and Jun stops tapping. The light stays on. Anya tells us what the horse sees. The horse moves again after her words. Visitors first watch from the front. Then they can go behind the screen to see how the four jobs work together. After watching, visitors can make groups of four and try a short scene. Each person chooses one job. A club member gives the group a story card and shows the first steps. You do not need to make a figure or learn a whole play. Use the paper figures already on the table. 词语注释 shadow-play 皮影戏；figure 影人；人物形象；screen 幕布；tap 轻敲；scene 场景 46. What does Jun do in the show? A. He tells the story of the horse. B. He makes the sound of the horse’s steps. C. He moves the horse with thin sticks. D. He keeps the light on the screen. 47. What happens when the horse stops at the bridge? A. The horse stays still and the tapping stops. B. The horse runs and the light goes off. C. The tapping gets faster and Anya stops speaking. D. The light goes off and Anya moves the horse. 48. Why do visitors watch from the front before going behind the screen? A. To choose which paper horse they want to take home. B. To practise speaking before they see the figures. C. To find a place where the screen looks brighter. D. To connect the finished show with the work behind it. 49. Which heading best fits the last paragraph? A. Choose a Longer Story B. Make a New Paper Horse C. Try the Four Jobs D. Find the Best Seat 作答栏 46 _____ 47 _____ 48 _____ 49 _____ 资料图：악준동；CC BY-SA 4.0；照片来源；等比例缩放。 阅读理解 R2 The Last Place on the Team 主题 学校团队赛；共同配速与具体分工 Unit 4 学校体育活动记叙文 从A、B、C、D中选出最佳答案。 Our class has a team race on Friday. Each team needs six students and four cards from places around the school. Everyone must return together. We practise on Wednesday afternoon. Five classmates are ready. “Ben, there is one place left,” says our captain, Mia. I look at my shoes. I like puzzles, but I am our slowest runner. Perhaps they only need my name to make six. I offer to carry our bag with six water bottles. It gives me something to do, but soon my shoulders hurt and I fall behind. Mia stops the team. “Give the bag to Kai,” she says. “He and I can take turns with it. You can hold the map. You know the school well.” We start again at a speed we can all keep. I point out that the path beside the library is closed. We take another path. Later, I notice that we almost miss a card table and call the others back. They stop and listen. At the finish, Mia writes my name in the last space on the team list. I still cannot run as fast as Kai. But now I know my job, and my shoulders do not hurt. We will practise again on Thursday before the real race. 词语注释 captain 队长；puzzle 智力游戏；shoulder 肩膀；path 小路 50. Why does Ben think the others may only need his name? A. He does not know the rules of the race. B. He is unsure whether his skills are useful to the team. C. He wants to choose a different team name. D. He thinks the team already has six runners. 51. Which rule does the team have to follow? A. Only the fastest student needs to return with the cards. B. The team can leave a tired runner at a card table. C. All six students must come back together. D. Each student must carry a bag of water bottles. 52. Why does Mia ask Kai to help her carry the bag? A. To let Ben draw a new map during practice. B. To let Ben get back to the classroom early. C. To make Ben run faster than Kai by the end of practice. D. To let Ben read the map without carrying the heavy bag. 53. Which order matches the Wednesday practice? A. Ben carries the bag → Mia changes the jobs → Ben notices a card table. B. Mia changes the jobs → Ben carries the bag → the team starts practice. C. Ben notices a card table → the team chooses six students → Mia changes the jobs. D. The real race ends → Ben carries the bag → Mia writes the team list. 作答栏 50 _____ 51 _____ 52 _____ 53 _____ 阅读理解 R3 Meet Our Student Helpers 主题 学生简介；特长与校园互助服务 Unit 1 人物简介与校园服务信息 从A、B、C、D中选出最佳答案。 New to Grade 7? Meet three student helpers. They are all in Grade 7, but they are in different classes. Their desk is outside the library. It closes at 12:40. Please bring one clear question so that more students have a chance to talk. Nina is twelve and is in Class 1. She enjoys drawing maps. She can explain where a room is, then ask you to point to it on the map. She wants you to find it yourself next time. Jay is thirteen and is in Class 2. He runs with beginners and knows which sports clubs welcome new players. You do not have to be a fast runner to ask him about joining. Mina is twelve and is in Class 3. She is good at making models from old boxes. She shows the first step and lets you try. If it falls, she asks you to try another way instead of finishing it for you. Helper Duty days Duty time Nina Monday, Wednesday 12:20–12:40 Jay Wednesday, Friday 12:25–12:40 Mina Tuesday, Friday 12:20–12:40 The helpers can explain school activities. Please go to a teacher about lost money or problems between students. If someone is speaking at the desk, wait for your turn. You can ask for help even when you are unsure about something. 词语注释 helper 助手；desk 服务台；beginner 初学者；duty 值班；职责 54. Which fact about Nina is correct? A. She enjoys drawing maps. B. She is a student in Class 2. C. She is thirteen years old. D. She helps beginners with sports clubs. 55. May can come only on Tuesday or Wednesday after 12:30. She needs help with a box model. What should she do? A. Visit Mina on Friday at 12:35. B. Visit Nina on Wednesday at 12:35. C. Visit Mina on Tuesday at 12:35. D. Visit Mina on Tuesday at 12:15. 56. What do Nina and Mina both encourage students to do? A. Ask their teachers to finish difficult jobs. B. Learn to do more of the task on their own. C. Choose the same hobbies as the helpers. D. Finish every task before the desk closes. 57. Sam loses some money at school. What should he do according to the notice? A. Ask Jay to look for it during his run. B. Wait until Mina finishes a model. C. Choose the helper with the shortest queue. D. Tell a teacher about the problem. 作答栏 54 _____ 55 _____ 56 _____ 57 _____ 阅读理解 R4 Bird Week in Our Biology Class 主题 Biology校本活动；观察表与课程作品 Unit 4 课程活动介绍与观察表 从A、B、C、D中选出最佳答案。 A 2025 Nanjing guide introduces 204 kinds of wild animals on local campuses. At Green Hill School, our Biology class uses the idea for a Bird Week. We usually have Biology on Tuesdays and Thursdays. During the project, groups also watch birds before lessons or at lunchtime. Each group watches one place for ten minutes. We stand back, speak quietly and leave the birds’ food alone. We write the time and place, draw one bird and note what it does. Here are three groups’ notes from our week. Day and time Place Birds seen Action Monday, 8:00 a.m. Garden 4 Drinking Wednesday, 12:20 p.m. Beside the library 6 Resting Friday, 8:00 a.m. Sports field 3 Eating In class, we look closely at our drawings of feet and beaks. We compare them with pictures in a guide. This helps us notice details we may miss outside. We also read one another’s notes. The garden group writes about a bird drinking from a shallow dish. The library group describes birds resting on branches. Next Thursday, each student will make one page for our classroom display. It must include the time, the place, a drawing and one action. A photo alone is not enough. Visitors need these details to understand the scene. We can use our group’s notes, but each person chooses a bird and draws it. Our Biology wall will soon show parts of school life that we often walk past. 词语注释 campus 校园；beak 鸟喙；shallow 浅的；branch 树枝；detail 细节 58. Which group sees birds resting at lunchtime? A. The Monday group in the garden. B. The Friday group on the sports field. C. The Wednesday group by the library. D. All three groups at lunchtime. 59. What do the Monday and Friday notes show? A. They start at the same time but record different actions. B. They see the same number of birds in different places. C. Both groups watch birds beside the library. D. Both groups see birds eating on the sports field. 60. Why do students compare their drawings with pictures in a guide? A. To choose the quietest place for their next lesson. B. To decide which group should have a longer break. C. To make sure every student draws the same bird. D. To notice small parts of a bird more carefully. 61. Which page is ready for next Thursday’s display? A. A bird photo with its name and the photographer’s name. B. Monday, 8:00 a.m.; garden; a bird drawing; drinking. C. A garden drawing with the words “a lovely morning”. D. Three bird drawings with numbers but no places. 作答栏 58 _____ 59 _____ 60 _____ 61 _____ 第 页 学科网（北京）股份有限公司 $