Unit1至4阅读专项训练-2026-2027学年新版译林版九年级上册

译林版九年级上册 Unit 1—4 阅读专项 押题卷 解析版 新版译林英语九年级上册 Unit 1 至 Unit 4 阅读专项训练 押题卷 解析版 题型 篇数 / 题数 内容及考查方向 关联单元 完形填空 3篇 / 30题 试味决策、AI核验、社区互助；词义与语境 U1、2、4 七选五 3篇 / 15题 信息核验、目标调整、文化交流；语篇衔接 U2—4 阅读理解 4篇 / 16题 职业体验、活动选择、自然观察与证据；推断与应用 U1—4 共10篇，61题。 完形填空 C1 答案解析 The Taste-Testing Notes 试味记录 教材联系：Unit 1　认识自我与个人优势 参考答案 1 D 2 C 3 D 4 D 5 D 6 B 7 B 8 D 9 C 10 B 语篇主旨 睿通过试味记录、控制变量和审视样本认识自己的优势。 1. D choices。标明配料有助于客人根据自身情况作出选择。 2. C winner。四人偏爱第一种汤，同伴据此宣布第一种获胜。 3. D preference。两种汤不止一处不同，因此难确定每项偏好的原因。 4. D similar。单独测试姜味时尽可能保持其他配料相同。 5. D decide。把姜放在一旁并标明，让客人自己决定是否添加。 6. B represent。少数同一时间参加的志愿者不能代表所有未来访客的口味。 7. B found。睿不知道每份的准确含量，因此询问营养信息在哪里可以找到。 8. D reconsider。仔细观察使团队能够重新考虑最初的选择。 9. C number。结尾说决策不只是采用第一个有数字支持的答案，还要检查计数与比较。 10. B uncertain。样本和比较方式有局限，因此需要指出仍不确定的内容。 参考译文 睿的小组计划为学校美食节做蔬菜汤。睿擅长察觉味道差别，因此在其他人准备两种汤时记录意见。 第一种汤姜更多，第二种盐更少。睿建议列出配料，让客人自己作出选择。 六名志愿者品尝了两种汤。四人更喜欢第一种，一名队友便宣布它明显获胜。睿阅读评论后发现：一人虽然觉得姜味太浓仍喜欢第一种，另一人则喜欢更软的蔬菜。 两种汤不止一处不同，因此小组无法判断哪一特点解释了各人的偏好。睿建议单独测试姜味，并尽可能让其他配料相同。 第二次试味意见不一。小组选择味道较淡的汤，将姜另放一边，贴上标签让客人自己决定是否添加。睿没有声称这一决定适合所有人：六名志愿者不能代表所有未来访客。 美食节上，一位客人询问汤里的盐。睿没有猜测，而是查看食谱。她不知道每份的含量，于是询问老师在哪里能找到相关信息。 队友感谢她注意细节。睿意识到，自己的优势包括作出能帮助小组重新考虑最初想法的观察。他们保存记录，计划明年邀请更多志愿者。 睿认识到，好的决定不只是第一个有数字支持的答案，还取决于统计了什么、比较了什么，以及什么仍不确定。 完形填空 C2 答案解析 A Tool and a Question 工具与问题 教材联系：Unit 2　青少年问题与自我调节 参考答案 11 C 12 C 13 D 14 A 15 D 16 D 17 B 18 D 19 A 20 C 语篇主旨 学生核查人工智能生成的内容，区分观察与推断。 11. C source。工具给出百分比却没有来源，source 符合下文追查研究。 12. C verify。链接找不到，因此需要先核实再使用数字。 13. D number。老师指出含有数字不等于论断更有力。 14. A limits。只统计水果、就餐人数不相同，都是小调查的限制。 15. D changed。水果种类等其他因素也发生变化，不能断定单一因果。 16. D reviewed。学生审查每个问题，删除带不公平假设的问题。 17. B predict。特殊活动让食堂用餐人数难以预测。 18. D clear。报告明确标注样本和局限，因此限制清楚。 19. A checked。使用工具要判断哪些内容能够核查。 20. C heard。访问食堂人员体现需要倾听相关人员的经验。 参考译文 芸使用人工智能工具帮助规划关于食物浪费的课堂报告。工具很快给出建议和一个数字：“学校可以减少80%的食物浪费。”芸很高兴，但搭档博询问数字来自哪里。回答没有来源。 他们请工具给出相关研究。工具给出标题和网址，但页面无法找到。博建议核实之前删除数字。芸担心报告听起来不够令人印象深刻。老师回答说，一项论断不会仅仅因为包含数字就更有力。 学生决定自己收集少量信息。经食堂同意，他们连续三天统计午餐后托盘上未动过的整块水果数量。他们没有称量所有食物残余，三天就餐人数也不同。他们把这些限制写进记录。 统计显示，第三天剩下的未打开水果更少，那天学生可以选择较小份量。然而，小组无法确定变化仅由份量造成，包括供应水果种类在内的其他因素也发生了变化。芸最初写“较小份量解决食物浪费”，博建议把“解决”改成“可能有助于减少”。 他们再次使用人工智能工具，让它建议可以询问食堂工作人员的问题。他们审查每个问题，删除了一条假定工作人员粗心的问题。一名工作人员解释，食堂已经根据前几周情况调整订货，但特殊活动有时让人数难以预测。 在最终报告中，学生把工具给出的建议与自己的观察分开，把三天统计标注为当地的小例子，没有把它当作所有学校的结果。报告不那么夸张，但局限清楚。 芸仍认为工具有助于开启思路。不过她认识到，流畅的回答可能缺少来源，也可能含有不公平的假设。负责任的使用者需要询问：什么可以核查，什么仍不确定，以及应该倾听谁的经验。 完形填空 C3 答案解析 The Day the River Rose 河水上涨的那天 教材联系：Unit 4　生命关怀与社区互助 参考答案 21 D 22 B 23 C 24 D 25 A 26 B 27 C 28 A 29 A 30 A 语篇主旨 社区在洪水后以核对需求和诚实沟通持续互助。 21. D unsafe。道路被洪水淹没，前往祖父母家的路不安全。 22. B meet。家庭需求不同，同样的包裹无法满足所有需求。 23. C privacy。公开板用编号代替姓名是为了保护个人隐私。 24. D changed。两条请求可能来自同一家庭，但需求也可能发生变化，不能直接划掉。 25. A update。道路何时开放尚不确定，承诺有更新时再联系更诚实。 26. B frightening。邻居送手电并检查电池，使停电的房屋不那么令人害怕。 27. C check。复盘提出核对重复请求的方法，与前文电话确认相呼应。 28. A informed。倾听、核实和诚实告知能帮助别人作出知情决定。 29. A fell。洪水退去后部分家庭仍需要支持，fell 指水位下降。 30. A continue。结尾强调关怀是社区可以持续进行的行动。 参考译文 大雨过后，村庄附近的河水涨过了平常的水位。学校停课一天，邻居们查看独居者的情况。十四岁的岚想帮忙，但道路被洪水淹没，平常去祖父母家的路已不安全。 母亲请她远离洪水，改到社区中心帮忙。起初，岚觉得整理物资不如到外面帮忙重要。随后，一位志愿者给她看需求清单：有些家庭需要饮用水，有些需要药品或联系亲属的帮助。给每家送同样的包裹无法满足所有需求。 岚和另一名学生先与志愿者核对每项请求，再写到板上。公开的一面使用编号而不是姓名，以保护隐私。两条请求看起来属于同一家庭时，他们给收集信息的志愿者打电话，而不是直接划掉一条，因为这个家庭的需求可能已经改变。 下午，一条消息说一批物资延误了。岚最初想保证物资很快会到，但她不知道道路何时重新开放。她把团队已知的情况告诉等待的家庭，并说有更新时会再打电话。这家人感谢她的诚实。 后来，岚给祖父母打电话。他们很安全，物资充足。祖父说，一位邻居送来手电并检查了电池。这个举动虽小，却让停电的房屋显得不那么可怕。 雨停后，岚帮忙收好未用的物资。团队回顾哪些消息传到了正确的人那里，哪些耗时太久。他们列出下次应急的改进事项，包括更清楚的联系方式和核对重复请求的办法。 岚明白，帮助不一定是做最显眼的工作。倾听、核实和分享诚实的信息也能帮助别人作出知情决定。她为自己的工作感到自豪，同时知道应对依赖许多人，而且水退后一些家庭仍会长期需要支持。她意识到，关怀不是一次戏剧性的举动，而是社区可以持续进行的行动。 七选五 G1 答案解析 A Claim, a Source and a Decision 论断、来源与决定 教材联系：Unit 2　信息核验与科学决策 参考答案 31 B 32 A 33 D 34 E 35 F 语篇主旨 本文说明如何核实健康类信息、区分相关与因果，并依据可靠证据作出决定。 31. B。上文指出缺少研究者、日期或研究对象，选项建议寻找原报告并核查，呼应下文无法查到的情况。 32. A。空前只描述喝水与分数的关系，空后列出可能的其他因素，因此不能直接推断因果。 33. D。空前提及样本小和代表性限制，选项说明负责任的报告应呈现限制；空后 Such words 指这种说明。 34. E。广告可能强调有利结果，不能单独依靠广告；空后进一步建议与独立可靠来源对照。 35. F。空前说无法核实就不要当事实传播，选项给出说明未核实及核查过程的具体做法。 多余选项辨析 G：观看量不能证明科学正确；C：单个例子不能代表所有人和所有情境，均不符合核查证据的思路。 参考译文 一段视频声称某种饮料能让每个青少年的记忆力翻倍。视频观看量很高，讲述者也很自信。你应该把它分享给朋友吗？谨慎的读者会先提出几个问题。 寻找原始来源。帖子可能提到“一项研究”，却没有说明研究者、日期或研究对象。试着找到原报告，检查它是否支持帖子内容。如果找不到这些信息，就应谨慎看待具体数字。 接着，询问实际比较了什么。假设报告称考试时喝水的学生得分更高，仅凭这种关系不能证明喝水导致了高分。喝水的学生可能也有不同的睡眠或学习习惯。 注意证据的规模和局限。少数志愿者参与的试验可以是有用的起点，但可能不能代表不同年龄或健康状况的学生。负责任的报告应说明这些限制，而不是隐藏它们。这类说明帮助读者理解证据能够支持什么、不能支持什么。 考虑谁能从信息中受益。销售饮料的公司可以提供有用信息，但广告有理由强调积极结果。因此不要只依靠广告，应与独立可靠的来源或有资质专业人士的建议比较。 最后，根据已知信息决定如何行动。如果原始说法无法核实，就不要把它作为事实转发。可以说明该说法尚未核实，并解释自己尝试核查了什么。诚实表达不确定性，能让别人有更好的依据作决定。 七选五 G2 答案解析 The Goal Behind the Schedule 日程背后的目标 教材联系：Unit 3　目标调整与坚持 参考答案 36 F 37 E 38 D 39 B 40 A 语篇主旨 本文说明面对时间限制，应保留目标、调整路径，并通过复盘检验方案。 36. F。前文区分目标与日程，选项说明错过一小时不等于目标不可能，后文解释目标及可能路径。 37. E。空前罗列可练习的时间，选项总结找到短时段与较长间隔，后文给出具体安排。 38. D。上句指出动作顺序有误，选项说明这一反馈指出需要改变之处，引出练习完整信息。 39. B。晚间会面影响作业，选项提出改变会面时间，与后文提前会面一致。 40. A。空前活动中仍犯了小错，选项指出计划价值不在于零失误，后文总结调整与坚持。 多余选项辨析 C：导师没有保证永不犯错，活动当天 Kai 仍有小失误；G：不再征求意见与向搭档及有经验者求反馈相反。 参考译文 凯想学会足够的手语，在学校活动中欢迎来访者。他计划每天晚上练习一小时。然而第一周，家庭事务和作业三次打断计划。 凯认为自己缺乏决心。指导老师请他把目标与日程分开：错过一小时并不意味着目标不可能。目标是传达简短的欢迎词，而每天晚上练一小时只是可能的路径之一。 他们列出凯实际上可以练习的时间，发现一周中有几个短时段和一个较长的空当。他可以早餐后花十分钟复习手语，每周与搭档见两次，练习简短对话。 搭档注意到凯记得单个手语动作，但有时顺序不对。这条反馈指出了练习中需要改变的部分。他们开始练完整信息，而不是孤立的词语，还邀请有经验的手语使用者给予反馈。 接下来两周结束时，凯回顾进步，也考虑计划的代价：欢迎词表达得更清楚了，但晚间会面留给作业的时间太少。他与搭档同意改变会面时间。目标不变，会面改得更早。 活动当天，凯仍犯了一个小错。搭档帮助他纠正，访客听懂了欢迎词。对凯来说，计划的价值不在于没有任何差错，而在于它教会他调整方法、寻求反馈，并继续朝有意义的目标努力。 七选五 G3 答案解析 More Than a Word-for-Word Translation 不只是逐词翻译 教材联系：Unit 4　跨文化交流与尊重差异 参考答案 41 D 42 B 43 A 44 E 45 C 语篇主旨 学生在翻译感谢话语时关注对象、语境和反馈，而不是逐词套用。 41. D。上句询问原句意图，选项说明其表达对来访者付出时间和支持的感谢，下句 this purpose 指该意图。 42. B。空前区分访客与亲密朋友，选项说明这种关系影响措辞，后文选择温暖而尊重的语气。 43. A。上句指出第一版本像请求再访，选项说明另一个版本更明确表达感谢，后文据意图选择第二版。 44. E。空前查词典并询问短语，选项说明查看用法示例，空后说明示例应符合语境。 45. C。空前说最终卡片不是逐词复制，选项转折说明其用自然英语传达同样感谢，回应结论。 多余选项辨析 G：短语可能有多个含义，不能断言所有语境中只有一种；F：读者理解是本段选择译文的重要依据。 参考译文 一个班为学校艺术活动的访客制作双语感谢卡。一组学生想逐词翻译一句中文。英语在语法上说得通，但来访老师读到时显得不太确定。 学生首先问原句要达到什么目的：它表达对访客付出时间和支持的感谢。知道目的后，他们就能判断译文是否适当。 接着，他们考虑读者和场合。卡片是给付出时间的访客的，不是给接受玩笑的亲密朋友的。这种关系影响了选用的语言，小组选择温暖而尊重的语气。 他们写出两个英文版本，请两位读者说说各自的理解。一人认为第一版听起来像请求再次来访；另一版则更清楚地表达感谢。由于学生的意图是感谢而不是提出请求，他们选择第二版。 小组还查词典，向英语老师请教一个不熟悉的短语，并查看该短语的用法示例。一个短语可能有不止一种意思，因此示例必须符合语境。 最终卡片没有逐词复制中文，而是用自然的英语表达同样的感谢。学生认识到，好的翻译既要跨越语言，也要结合语境传达意思。 阅读理解 R1 答案解析 The Questions in the Design Notebook 设计笔记中的问题 教材联系：Unit 1　自我认识与职业体验 参考答案 46 B 47 A 48 A 49 B 语篇主旨 通过观察真实工作、提出具体问题并反思个人兴趣，学生对自身优势和职业有更准确的认识。 46. B。首段他预期设计师整天画漂亮物品，却看到观察使用方式与讨论成本等工作。 47. A。第三段受试者从桌子对面看不清说明，因此他放大关键词。 48. A。第三段末句说明他发现与志愿者交谈和画画一样有趣。 49. B。结尾明确一次访问不足以决定职业，但能帮助他以更有用的问题探索兴趣。 参考译文 职业体验周期间，志参观了一家当地产品设计工作室。他原以为设计师整天都在画漂亮物品，却看到一位设计师观察人们如何单手打开水瓶，另一位讨论不同瓶盖的成本。 志想问这份工作最重要的学校学科是什么。参观前，他因为喜欢画画，写下的答案是“美术”。设计师告诉他，草图有助于分享想法，但他们还需要理解使用者、测试模型，并向关注点不同的人解释选择。 后来，志尝试重新设计午餐盒的标签。他的第一张草图看起来整洁，但一位坐在桌子对面的志愿者看不清说明。志放大关键词并测试新版。他惊讶地发现，自己喜欢与志愿者交流，程度不亚于画画。 回家后，志把笔记中的问题从“我是擅长美术的人吗？”改成“我喜欢这项工作的哪些部分，还需要发展哪些技能？”一个下午不能告诉他应该选择什么职业，却给了他一种更有用的方式探索兴趣。 阅读理解 R2 答案解析 The Event Choices 活动选择与条件 教材联系：Unit 2　时间管理与信息整合 参考答案 50 B 51 C 52 A 53 B 语篇主旨 依据通知中的时间、参与条件和截止日期作出安排，并理解选择活动时应考虑个人负担。 50. B。周一 Quiet Reading 明确无需报名。 51. C。咨询活动说明匿名问题须在周一中午前交到办公室；报名截止另为周一17点。 52. A。周三 Walking Group 说明雨天在体育馆做室内活动。 53. B。周四工作坊需周二17点前报名并带下周任务清单，其余选项与时间或条件不符。 参考译文 学校身心健康周——选择一项活动 周一15:40—16:20 安静阅读：图书馆1号室。无需报名；手机请放在包里。 周二16:00—17:00 咨询老师答疑：5号室。学生可在周一中午前将匿名问题交到办公室。名额有限；须于周一17:00前报名。 周三15:40—16:30 步行小组：东门集合，所有人可参加。如遇雨天，小组在体育馆进行室内活动。 周四16:00—16:45 计划工作坊：2号室。带上预计下周要做的任务清单，周二17:00前报名。 学生可以参加多项活动，但组织者提醒大家为路程和其他安排留出足够时间。咨询问题不会与学生姓名一起展示。 阅读理解 R3 答案解析 A Garden in Different Seasons 不同季节里的花园 教材联系：Unit 4　自然观察与生态关怀 参考答案 54 A 55 A 56 C 57 B 语篇主旨 学生通过制定持续观察计划、比较不同日期的记录，理解季节变化并谨慎解释有限证据。 54. A。第二段说学生标记四处地点，并在每月观察各处；这样可以反复观察相同地点。 55. A。第二段明确说明他们还记录日期、时间和天气。 56. C。第三段指出温度、天气和时段等其他条件也可能影响观察结果。 57. B。结尾指出短时观察可能遗漏昆虫，计数变化不能单独证明原因，但记录有助于提出后续问题。 参考译文 学校自然小组想让小花园更适合昆虫。初春时，学生注意到花园一侧有很多花，另一侧只有少量花。他们想知道一年中花园会怎样变化。 小组画了地图，标出四个观察地点。每月一次，两名学生在每处观察十分钟，统计开放的花并记录看到的昆虫，同时写下日期、时间和天气。一位当地园艺师帮助他们选择不同时间开花的植物，但小组同意在第一年观察期间不改变花园。 五月，学生在向阳花坛附近记录到的昆虫比阴凉处多。十月，开放的花更少，昆虫计数也更低。他们没有断定花的数量是唯一原因，因为温度、天气和一天中的时段也可能影响观察结果。 一年结束时，小组与园艺师分享记录，共同计划增加一些花期较晚的植物，并在下一年继续记录。学生知道短时间观察可能遗漏昆虫，计数变化本身不能证明发生变化的原因。不过，记录帮助他们提出了更多关于照料花园的问题。 阅读理解 R4 答案解析 The Museum Label 博物馆说明牌 教材联系：Unit 3　证据推断与修正观点 参考答案 58 B 59 C 60 D 61 B 语篇主旨 学生通过核对实物、记录与日期，修正对一件物品用途的初步判断。 58. B。第二段明说把手使他想起面包师的工具，这只是初步联想。 59. C。清单提到染色材料用木工具，但没有图片和尺寸，不能单独确定就是该物。 60. D。清单、照片及表面检测进展均不足以确定用途，应标注不确定性。 61. B。结尾提出比较尺寸、检查表面及寻找其他记录，可用于区分可能用途。 参考译文 在当地博物馆，参观者受邀为一件陌生木制物品撰写说明牌。它有一个把手、一处浅浅的弧形边缘和靠近顶部的小孔。旁边卡片只说它是在一间旧作坊发现的。 明写道：“它肯定用来移动热面包。”把手使他想起面包师的工具。搭档莉拉同意这种想法有可能，但她问，什么证据能让“肯定”这个词恰当。她说，单凭形状可能适用于不止一种工作。 学生查看作坊物品清单的副本。其中一条记载了一种用于移动染色材料的木工具，却没有图片或尺寸。数年后拍摄的一张照片显示工作台上有相似物品，但部分被篮子挡住。 博物馆教育员解释，工作人员正在检查物品表面是否有材料痕迹。结果出来之前，清单和照片都不能确定其用途。学生重写说明牌：“它可能曾在作坊中使用；确切用途仍在调查。” 明觉得新说明牌没那么吸引人。莉拉指出，它也邀请访客提出更好的问题：还需要什么证据才能区分不同用途？全班建议比较尺寸、检查表面并寻找其他记录。 第 页 学科网（北京）股份有限公司 $译林版九年级上册 Unit 1—4 阅读专项 押题卷 新版译林英语九年级上册 Unit 1 至 Unit 4 阅读专项训练 押题卷 题型 篇数 / 题数 内容及考查方向 关联单元 完形填空 3篇 / 30题 试味决策、AI核验、社区互助；词义与语境 U1、2、4 七选五 3篇 / 15题 信息核验、目标调整、文化交流；语篇衔接 U2—4 阅读理解 4篇 / 16题 职业体验、活动选择、自然观察与证据；推断与应用 U1—4 共10篇，61题。 完形填空 C1 The Taste-Testing Notes 教材联系：Unit 1　认识自我与个人优势 阅读下面短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 Rui’s team planned a vegetable soup for a school food fair. Rui was good at noticing differences in flavour, so she recorded comments while the others prepared two versions. The first soup contained more ginger; the second contained less salt. Rui suggested listing the ingredients so that guests could make their own (1) ______. Six volunteers tasted both soups. Four preferred the first, so a teammate announced it was the clear (2) ______. Rui read the comments: one volunteer liked it despite the strong ginger; another preferred its softer vegetables. The soups differed in more than one way, so the team could not tell which feature explained each (3) ______. Rui suggested testing the ginger separately and keeping the other ingredients as (4) ______ as possible. The second tasting produced mixed views. The team chose the milder soup and offered ginger on the side. A label let guests (5) ______ whether to add it. Rui did not claim that the decision would suit everyone: six volunteers could not (6) ______ all future visitors. At the fair, a guest asked about the salt. Rui checked the recipe rather than guessing. She did not know the amount in each serving, so she asked the teacher where that information could be (7) ______. Her teammates thanked her for noticing details. Rui realised that her strength included making observations that helped the group (8) ______ its first idea. They saved the notes and planned to invite more volunteers next year. A good decision, Rui learned, is not simply the first answer supported by a (9) ______. It depends on what was counted, what was compared and what is still (10) ______. 1. A. journeys B. promises C. mistakes D. choices 2. A. question B. ingredient C. winner D. guest 3. A. instruction B. accident C. timetable D. preference 4. A. expensive B. unusual C. secret D. similar 5. A. forget B. pretend C. prove D. decide 6. A. cancel B. represent C. measure D. change 7. A. invented B. found C. thrown D. hidden 8. A. advertise B. repeat C. defend D. reconsider 9. A. colour B. recipe C. number D. story 10. A. complete B. uncertain C. impossible D. identical 作答栏 1.____ 2.____ 3.____ 4.____ 5.____ 6.____ 7.____ 8.____ 9.____ 10.____ 完形填空 C2 A Tool and a Question 教材联系：Unit 2　青少年问题与自我调节 阅读下面短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 Yun used an AI tool to help plan a class report about food waste. The tool quickly produced a list of suggestions and a number: “Schools can cut food waste by 80 percent.” Yun was pleased, but her partner Bo asked where that number came from. The answer had no (11) ______. They asked the tool for the study behind it. It gave a title and a web address, but the page could not be found. Bo suggested removing the number until they could (12) ______ it. Yun worried that the report would sound less impressive. Their teacher replied that a claim was not stronger just because it contained a (13) ______. The students decided to collect a small amount of information themselves. With the canteen’s permission, they counted whole pieces of fruit left untouched on a tray after lunch on three days. They did not weigh all food waste, and the number of students eating lunch was not the same each day. They wrote these (14) ______ in their notes. The count showed fewer untouched pieces of fruit on the third day, when students could choose a smaller portion. Yet the group could not be sure that portion size alone caused the change. Other things, including the fruit offered, had also (15) ______. Yun’s first sentence was “Smaller portions solve food waste.” Bo suggested changing “solve” to “may help reduce”. They used the AI tool again, this time to suggest questions they might ask canteen staff. They (16) ______ each question and removed one that assumed staff had been careless. A staff member explained that the canteen already changed orders based on previous weeks, but unusual events sometimes made numbers hard to (17) ______. In the final report, the students separated the tool’s suggestions from their own observations. They labelled the three-day count as a small local example and did not present it as a result for all schools. The report was less dramatic, but its limits were (18) ______. Yun still found the tool useful for starting ideas. She had learned, however, that a smooth answer could contain a missing source or an unfair assumption. A responsible user needs to ask what can be (19) ______, what remains uncertain and whose experience should be (20) ______. 11. A. colour B. mistake C. source D. heading 12. A. repeat B. translate C. verify D. decorate 13. A. picture B. story C. question D. number 14. A. limits B. invitations C. rewards D. memories 15. A. disappeared B. stopped C. agreed D. changed 16. A. accepted B. memorised C. hid D. reviewed 17. A. cancel B. predict C. paint D. borrow 18. A. identical B. irrelevant C. secret D. clear 19. A. checked B. imagined C. promised D. guessed 20. A. invented B. ignored C. heard D. counted 作答栏 11.____ 12.____ 13.____ 14.____ 15.____ 16.____ 17.____ 18.____ 19.____ 20.____ 完形填空 C3 The Day the River Rose 教材联系：Unit 4　生命关怀与社区互助 阅读下面短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 After heavy rain, the river near a village rose above its usual level. The school closed for a day, and neighbours checked on people who lived alone. Fourteen-year-old Lan wanted to help, but the flooded road made her usual journey to her grandparents’ home (21) ______. Her mother asked her to stay away from the water and help at the community centre instead. At first Lan felt that sorting supplies was less important than going outside. Then a volunteer showed her a list of requests. Some families needed drinking water, while others needed medicine or help contacting relatives. Sending the same package to everyone would not (22) ______ every need. Lan and another student checked each request with a volunteer before writing it on a board. They used numbers rather than names on the public side to protect people’s (23) ______. When two requests seemed to describe the same household, they called the volunteer who had collected them instead of simply crossing one out. It was possible that the family’s needs had (24) ______. By afternoon, a message arrived that a delivery had been delayed. Lan’s first thought was to promise it would arrive soon, but she did not know when the road would reopen. She told the waiting family what the team knew and said someone would call again when there was an (25) ______. The family thanked her for being honest. Later, Lan phoned her grandparents. They were safe and had enough supplies. Her grandfather told her that a neighbour had brought a torch and checked the batteries. The action was small, but it made the house feel less (26) ______ during the power cut. When the rain stopped, Lan helped put away the unused materials. The team reviewed which messages had reached the right people and which had taken too long. They kept a list of improvements for the next emergency, including clearer contact details and a way to (27) ______ repeated requests. Lan understood that helping did not always mean doing the most visible job. Listening, checking and sharing honest information could help others make (28) ______ decisions. She was proud of her work, but she also knew that the response had depended on many people and that some families would need support long after the water (29) ______. Care, she realised, was not a single dramatic act; it was something a community could (30) ______ over time. 21. A. cheaper B. familiar C. shorter D. unsafe 22. A. hide B. meet C. create D. forget 23. A. seat B. uniform C. privacy D. baggage 24. A. agreed B. ended C. disappeared D. changed 25. A. update B. argument C. accident D. invitation 26. A. colourful B. frightening C. noisy D. crowded 27. A. erase B. ignore C. check D. publish 28. A. informed B. similar C. random D. hurried 29. A. fell B. returned C. froze D. boiled 30. A. continue B. cancel C. divide D. measure 作答栏 21.____ 22.____ 23.____ 24.____ 25.____ 26.____ 27.____ 28.____ 29.____ 30.____ 七选五 G1 A Claim, a Source and a Decision 教材联系：Unit 2　信息核验与科学决策 阅读短文，从 A—G 七个选项中选出五个句子填入空白处，使短文完整、通顺；其中两项多余。 A video claims that a particular drink will make every teenager remember twice as much. It has many views and a confident speaker. Should you share it with your friends? A careful reader has several questions to ask first. Look for the original source. A post may mention “a study” without naming the researchers, the date or the group studied. (31) ______ If you cannot find that information, treat the exact number with caution. Next, ask what was actually compared. Suppose a report says students who drink water during a test receive higher scores. (32) ______ Students who drink water might also have different sleep or study habits. Pay attention to the size and limits of the evidence. A trial with a few volunteers may offer a useful starting point, but it may not represent students of different ages or health conditions. (33) ______ Such words help readers understand what the evidence can and cannot support. Consider who benefits from the message. A company selling a drink can provide useful information, but its advertisement has a reason to emphasise positive results. (34) ______ Compare it with independent, reliable sources or advice from a qualified professional. Finally, decide what to do with what you know. If the original claim cannot be checked, do not pass it on as a fact. (35) ______ Honest uncertainty gives other people a better basis for their own decisions. A. That relationship alone does not prove the water caused the higher scores. B. Try to find the report itself and check whether it supports the post. C. A single example can describe every person in every situation. D. Responsible reports should explain these limits instead of hiding them. E. For that reason, do not rely on the advertisement alone. F. You can say that the claim is unverified and explain what you tried to check. G. The number of views proves that the message is scientifically correct. 作答栏 31 _____ 32 _____ 33 _____ 34 _____ 35 _____ 七选五 G2 The Goal Behind the Schedule 教材联系：Unit 3　目标调整与坚持 阅读短文，从 A—G 七个选项中选出五个句子填入空白处，使短文完整、通顺；其中两项多余。 Kai wanted to learn enough sign language to welcome visitors at a school event. He planned an hour of practice every evening. During the first week, however, family duties and homework interrupted the plan three times. Kai concluded that he lacked determination. His instructor asked him to separate the goal from the schedule. (36) ______ The goal was to communicate a short welcome; one hour every evening was only one possible route. They listed the situations in which Kai could actually practise. (37) ______ He could use ten minutes after breakfast to review signs and meet a partner twice a week to practise a short conversation. The partner noticed that Kai remembered individual signs but sometimes used them in the wrong order. (38) ______ They began practising complete messages rather than isolated words and invited an experienced signer to give feedback. At the end of the next two weeks, Kai reviewed both his progress and the cost of the plan. He could deliver the welcome more clearly, but late meetings left too little time for homework. (39) ______ The goal stayed the same; the meeting moved to an earlier time. On the event day, Kai still made a small mistake. His partner helped him correct it, and the visitors understood the welcome. (40) ______ It had taught him to adjust his methods, seek feedback and keep working toward a meaningful goal. A. For Kai, the value of the plan was not that nothing went wrong. B. He and his partner agreed to change when they met. C. The instructor promised that mistakes would never happen. D. That feedback showed which part of his practice needed to change. E. They found several short periods and one longer break during the week. F. A missed hour did not mean the goal itself was impossible. G. Kai stopped asking anyone to comment on his signs. 作答栏 36 _____ 37 _____ 38 _____ 39 _____ 40 _____ 七选五 G3 More Than a Word-for-Word Translation 教材联系：Unit 4　跨文化交流与尊重差异 阅读短文，从 A—G 七个选项中选出五个句子填入空白处，使短文完整、通顺；其中两项多余。 A class prepared bilingual thank-you cards for visitors at a school art event. One group wanted to translate a Chinese sentence word for word. The English was grammatically possible, but a visiting teacher looked uncertain when she read it. The students first asked what the original sentence was meant to do. (41) ______ Knowing this purpose helped them judge whether a translation felt appropriate. Next, they considered the reader and situation. The cards were for visitors who had given their time, not for a close friend receiving a joke. (42) ______ The group chose a warm but respectful tone. They wrote two English versions and asked two readers what each version meant to them. One reader thought the first sounded like a request for another visit. (43) ______ Since the students intended to express thanks rather than make a request, they chose the second. The group also checked a dictionary and asked an English teacher about an unfamiliar phrase. (44) ______ A phrase can have more than one meaning, so the example must match the situation. The final card did not copy the Chinese sentence word for word. (45) ______ The students learned that a good translation carries meaning across a situation as well as across languages. A. The other version more clearly focused on appreciation. B. That relationship affected the kind of language they chose. C. Instead, it communicated the same thanks in natural English. D. It expressed appreciation for the visitors’ time and support. E. They looked at examples of how the phrase was used. F. The students decided that the visitors’ understanding did not matter. G. Every English phrase has exactly one meaning in every situation. 作答栏 41 _____ 42 _____ 43 _____ 44 _____ 45 _____ 阅读理解 R1 The Questions in the Design Notebook 教材联系：Unit 1　自我认识与职业体验 阅读短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 During a careers week, Zhi visited a local product-design studio. He expected the designers to spend the whole day drawing attractive objects. Instead, he saw one designer observing how people opened a water bottle with one hand, while another discussed the cost of a different lid. Zhi wanted to ask which school subject was most important for the job. Before the visit, he had written “art” as his own answer because he enjoyed drawing. The designers told him that sketching helped them share ideas, but they also needed to understand users, test models and explain choices to people with different concerns. Later, Zhi tried redesigning a label for a lunch box. His first sketch looked neat, but a volunteer reading it from across a table could not see the instructions. Zhi enlarged the key words and tested the new version. He was surprised that he enjoyed the conversation with the volunteer as much as the drawing itself. At home, Zhi changed the question in his notebook from “Am I an art person?” to “Which parts of this work do I enjoy, and what skills do I need to develop?” One afternoon could not tell him what career he should choose. It did give him a more useful way to explore his interests. 46. What surprised Zhi during the studio visit? A. No one considered how a bottle was used. B. The designers did more than draw attractive objects. C. All designers worked without discussing costs. D. The designers refused to speak about their work. 47. Why did Zhi change the lunch-box label? A. A reader could not see the instructions from across the table. B. The volunteer asked him to remove every instruction. C. The lunch box had no lid. D. The designers said drawings were never useful. 48. What did Zhi discover about his own interests? A. He enjoyed discussing the design as well as drawing it. B. He could choose a career with no further exploration. C. He wanted to stop testing his work. D. He disliked all contact with other people. 49. Which conclusion does the passage support? A. One visit is enough to choose a career with certainty. B. Career exploration can lead to better questions without giving an immediate answer. C. Every designer needs exactly the same interests. D. An attractive sketch proves that a product works well. 作答栏 46 _____ 47 _____ 48 _____ 49 _____ 阅读理解 R2 The Event Choices 教材联系：Unit 2　时间管理与信息整合 阅读短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 SCHOOL WELL-BEING WEEK — CHOOSE AN ACTIVITY Monday, 3:40–4:20 p.m. Quiet Reading: Library Room 1. No sign-up is needed; leave your phone in your bag. Tuesday, 4:00–5:00 p.m. Ask a Counsellor: Room 5. Students may submit an anonymous question at the office by Monday noon. Places are limited; register by Monday 5:00 p.m. Wednesday, 3:40–4:30 p.m. Walking Group: Meet at the east gate. Open to all. If it rains, the group meets in the sports hall for indoor movement. Thursday, 4:00–4:45 p.m. Planning Workshop: Room 2. Bring a list of the tasks you expect next week. Register by Tuesday 5:00 p.m. A student may attend more than one activity, but the organiser reminds everyone to leave enough time for travel and other commitments. Information about counselling questions will not be displayed with students’ names. 50. Which Monday activity does not require sign-up? A. Ask a Counsellor. B. Quiet Reading. C. Planning Workshop. D. The Thursday walk. 51. By when should an anonymous question be submitted? A. Tuesday 5:00 p.m. B. Monday 5:00 p.m. C. Monday noon. D. Wednesday 3:40 p.m. 52. What happens to the walking group if it rains? A. It meets in the sports hall. B. It is automatically cancelled. C. It moves to Library Room 1. D. It meets on Thursday instead. 53. Which plan satisfies the listed requirements? A. Join Monday’s reading group by calling the east gate. B. Register for Thursday’s workshop by Tuesday and bring a task list. C. Submit a counselling question on Thursday and attend on Tuesday. D. Arrive at the walking group at 4:45 on Wednesday. 作答栏 50 _____ 51 _____ 52 _____ 53 _____ 阅读理解 R3 A Garden in Different Seasons 教材联系：Unit 4　自然观察与生态关怀 阅读短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 资料图（与题目情境相关）：Pexels，https://www.pexels.com/photo/woman-checking-on-the-tomato-plants-5561298/ A school nature group wanted to make its small garden more welcoming to insects. At the start of spring, the students noticed many flowers on one side of the garden and only a few on the other. They wondered how the garden would change through the year. The group drew a map and marked four places to watch. Once a month, two students visited each place for ten minutes, counted the open flowers and recorded any insects they saw. They also wrote down the date, time and weather. A local gardener helped them choose plants that flower at different times, but the group agreed not to change the garden halfway through the first year of observations. In May, the students recorded more insects near the sunny flower beds than in the shaded area. In October, fewer flowers were open, and their count of insects was lower. They did not conclude that the number of flowers was the only reason. Temperature, weather and the time of day could also affect what they saw. At the end of the year, the group shared its notes with the gardener. Together they planned to add some later-flowering plants and continue recording in the following year. The students knew that their short visits could miss insects and that a change in counts alone would not prove why it happened. Their records nevertheless helped them ask better questions about caring for the garden. 54. Why did the group mark four places on a map? A. To observe the same places during later visits. B. To prevent anyone from entering the garden. C. To count every insect in the neighbourhood. D. To show where four new buildings would stand. 55. What information did the students record besides flowers and insects? A. The date, time and weather. B. The length of the school day. C. The price of every plant in the town. D. The names of all garden visitors. 56. Why did the students avoid claiming that flowers alone explained the October count? A. The gardener had removed all the plants in May. B. They had no record from October. C. Other conditions could also affect what they observed. D. They had counted the same number in every month. 57. What is the strongest conclusion from the study? A. One year of short visits records every insect in the garden. B. The records suggest questions for further observation, but do not prove a cause. C. Insects can never visit shaded areas. D. The insect count proves that the new plants caused every change. 作答栏 54 _____ 55 _____ 56 _____ 57 _____ 阅读理解 R4 The Museum Label 教材联系：Unit 3　证据推断与修正观点 阅读短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 At a local museum, visitors were invited to write a label for an unfamiliar wooden object. It had a handle, a shallow curved edge and a small hole near the top. A card beside it said only that the object had been found in an old workshop. Ming wrote, “It was definitely used to move hot bread.” The handle reminded him of a baker’s tool. His partner Lila agreed that the idea was possible, but she asked what evidence would make “definitely” appropriate. The shape alone, she said, might suit more than one job. The students examined a copy of the workshop’s inventory. One entry described a wooden tool used for moving dyeing materials, but the entry had no picture or measurements. A photograph taken years later showed a similar object on a worktable, though part of it was hidden behind a basket. The museum educator explained that the object’s surface was being studied for traces of material. Until the results were available, neither the inventory nor the photograph could establish its purpose with certainty. The students rewrote the label: “This may have been used in the workshop; its exact purpose is still being investigated.” Ming thought the new label sounded less exciting. Lila pointed out that it also invited visitors to ask a better question: what further evidence would distinguish the possible uses? The class suggested comparing measurements, examining the surface and looking for other records. 58. Why did Ming first suggest a baking use? A. The inventory named bread and showed the object. B. The handle reminded him of a baker’s tool. C. A museum worker confirmed the purpose. D. The surface test had already finished. 59. What could the workshop inventory establish on its own? A. It showed the object was made after the photograph. B. It included an exact photograph and measurements. C. It recorded a wooden tool, but did not identify the object with certainty. D. It proved the object was used for bread. 60. Why did the students replace “definitely” with “may”? A. They had learned that the object was not wooden. B. Every old tool has exactly the same use. C. The museum had asked visitors not to use labels. D. The available evidence allowed possibilities but not certainty. 61. Which further action would best help distinguish possible uses? A. Ignore all records that lack photographs. B. Compare measurements and examine material traces. C. Assume a similar shape proves the same use. D. Choose the most exciting explanation without checking. 作答栏 58 _____ 59 _____ 60 _____ 61 _____ 第 页 学科网（北京）股份有限公司 $