Unit 1～4阅读专项训练 A卷-2026-2027学年译林版英语九年级上册

译林版九年级上册 Unit 1—4 阅读专项 A卷 新版译林英语九年级上册 Unit 1 至 Unit 4 阅读专项训练 A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 自我认识、压力调适、坚持；词义与上下文 U1—3 七选五 3篇 / 15题 沟通、目标与感恩；语篇衔接 U2—4 阅读理解 4篇 / 16题 团队、学习、互助与观察；细节及推断 U1—4 共10篇，61题。 完形填空 C1 A Job That Fits 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。 Our class needed a leader for the school garden project. Several students put up their hands, but Lin stayed (1) ______. He enjoyed growing plants, yet he did not think a quiet person could lead a team. After class, Ms Zhao asked him to help make a plan. Lin first (2) ______ the garden with a tape measure and drew its shape. Then he listed what each plant needed. When two classmates offered different ideas, he listened (3) ______ before suggesting a way to combine them. At the first meeting, a rainstorm changed their plans. Some students wanted to cancel the project. Lin did not have a quick (4) ______, so he asked the group to think together. They decided to start seeds indoors and move them outside later. That way, they could keep working (5) ______ the rain. A week later, one group forgot to water its seeds. Instead of blaming anyone, Lin made a simple timetable. Each student could see when it was their (6) ______. Soon the seedlings began to grow. Lin also noticed that Mei was good at drawing, so he invited her to make (7) ______ for the garden. At the end of the month, Ms Zhao asked the class what made their project work. “Everyone had a part,” Mei said, “and Lin made sure our ideas were (8) ______.” Lin smiled. He had always thought leaders had to be the (9) ______ people in a room. Now he understood that careful listening could be a (10) ______, too. 1. A. angry B. awake C. busy D. quiet 2. A. sold B. entered C. measured D. hid 3. A. carelessly B. secretly C. suddenly D. carefully 4. A. hobby B. corner C. ticket D. answer 5. A. unless B. until C. among D. despite 6. A. fault B. turn C. choice D. dream 7. A. storms B. signs C. rules D. seeds 8. A. copied B. forgotten C. refused D. heard 9. A. youngest B. richest C. loudest D. slowest 10. A. problem B. strength C. promise D. mistake 作答栏 1.____ 2.____ 3.____ 4.____ 5.____ 6.____ 7.____ 8.____ 9.____ 10.____ 完形填空 C2 A Different Kind of Break 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。 Nina used to fill every minute after school. She went from homework to piano practice and then to more exercises. By bedtime she felt (11) ______, but she worried that stopping would waste time. One evening, she spent twenty minutes on a maths question without making progress. Her brother suggested a short walk. Nina (12) ______ at first. The test was the next day, and she believed she should stay at her desk. Finally, she agreed to walk around the block with him. Outside, they talked about the soup their father was cooking. They did not discuss school. When Nina returned, the question looked less (13) ______. She found that she had missed a number in the first line and was able to (14) ______ her mistake. The walk did not make the question easier by magic. It gave Nina a chance to (15) ______ and return with fresh attention. She told her teacher about the experience. Her teacher suggested planning breaks as carefully as study time and choosing activities that helped her (16) ______. Nina now uses a small timer. After a period of focused work, she stretches or gets a drink. If a problem still troubles her, she writes it down and asks for (17) ______ the next day. She also leaves her phone in another room, because one short video can easily (18) ______ into many. Nina still works hard. The difference is that she no longer sees every break as a (19) ______ of time. A useful break, she has learned, can help her (20) ______ to her work ready to think again. 11. A. excited B. safe C. tired D. proud 12. A. cheered B. smiled C. refused D. agreed 13. A. delicious B. valuable C. familiar D. confusing 14. A. correct B. repeat C. hide D. record 15. A. compete B. shout C. hurry D. rest 16. A. worry B. complain C. compare D. relax 17. A. food B. help C. money D. permission 18. A. move B. translate C. divide D. turn 19. A. waste B. gift C. change D. record 20. A. listen B. forget C. return D. point 作答栏 11.____ 12.____ 13.____ 14.____ 15.____ 16.____ 17.____ 18.____ 19.____ 20.____ 完形填空 C3 One More Try 教材联系：Unit 3　坚持尝试与解决问题 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。 When the school science fair was announced, Omar decided to build a small bridge from paper. He wanted it to hold a row of coins. His first bridge looked beautiful, but it fell as soon as he added the third coin. Omar felt (21) ______ and pushed the paper away. His grandfather came over and asked what had happened. After listening, he picked up the fallen bridge. “Can you tell where it began to (22) ______?” he asked. Omar pointed to the middle. His grandfather suggested keeping a record of each (23) ______ instead of simply starting again. Omar drew the bridge and wrote down how many coins it held. For the next model, he folded the paper into a triangle. This one held four coins. He was pleased, but he also noticed that the ends moved when he put the coins in the (24) ______. He added small supports at both ends. The third bridge held six coins, but Omar knew that a single test was not (25) ______. He tested it three times and got almost the same result. Then he asked his classmate Jia to check his notes. She pointed out that he had used different coins in the first two tests, so their results were difficult to (26) ______. Omar repeated the tests with coins of the same kind. The new numbers were not exactly what he had hoped for, but they were more (27) ______. At the fair he displayed both his successful bridge and an earlier model. A visitor asked why he had kept the broken one. “It helped me decide what to change,” Omar explained. He did not win first prize. Still, he was (28) ______ of his work. He had learned that trying again is useful when you also (29) ______ from what happened before. The next time something fails, he plans to ask a question before making another (30) ______. 21. A. relaxed B. curious C. hungry D. disappointed 22. A. burn B. bend C. shine D. fly 23. A. letter B. song C. test D. journey 24. A. box B. pocket C. drawer D. centre 25. A. enough B. harmful C. strange D. possible 26. A. imagine B. compare C. collect D. hide 27. A. expensive B. popular C. reliable D. colourful 28. A. proud B. certain C. tired D. afraid 29. A. learn B. suffer C. escape D. borrow 30. A. change B. noise C. friend D. speech 作答栏 21.____ 22.____ 23.____ 24.____ 25.____ 26.____ 27.____ 28.____ 29.____ 30.____ 七选五 G1 A Better Conversation 教材联系：Unit 2　与父母沟通 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。 When your parents and you disagree, the problem is not always a lack of love. Sometimes both sides simply need a better way to talk. The following steps may help. Choose a calm moment. If everyone is in a hurry or already angry, even a small question can turn into an argument. (31) ______ For example, you could ask, “Can we talk after dinner?” Describe the problem without attacking anyone. (32) ______ This tells the other person how the situation affects you. It also makes it easier for them to listen without feeling blamed. Listen to the answer. Your parents may be worried about something you have not noticed. (33) ______ Then ask whether you have understood them correctly. You do not have to agree immediately, but you do need to understand their reason. Look for a small plan that both sides can try. Suppose you want more time for basketball and your parents worry about homework. (34) ______ After one week, look at the results together and adjust the plan if necessary. Finally, remember that one talk may not solve everything. (35) ______ A calm return to the subject can be more useful than trying to win the argument at once. A. You might begin with “I feel worried when I cannot explain my plan.” B. Instead, agree on a time when both sides can give the conversation their attention. C. The person who speaks the longest must have the best idea. D. Try putting their main point into your own words. E. You could agree to finish a set task before going to practice. F. If the discussion becomes too heated, take a break and return to it later. G. Keep your problem secret so that nobody can ask questions. 作答栏 31 _____ 32 _____ 33 _____ 34 _____ 35 _____ 七选五 G2 A Record of Small Steps 教材联系：Unit 3　坚持与目标管理 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。 When the school announced a five-kilometre run, Lian wanted to join. She could not run far at first, so the whole distance looked frightening. Her coach suggested a different starting point. (36) ______ For the first week, Lian ran for two minutes and then walked for one. (37) ______ The record did not show how fast other people were; it showed what she herself had done. Some days were more difficult than others. Once, after a late night, she could not finish her usual route. (38) ______ Instead, she went to bed earlier and shortened the next practice. Every two weeks, Lian looked back at her notes. She noticed that the part she once found hardest was becoming easier. (39) ______ She increased her running time slowly rather than trying to do everything at once. On the day of the event, Lian did not finish near the front. (40) ______ As she crossed the line, she remembered the two-minute runs that had once seemed difficult. A. However, she completed the distance she had trained for. B. That evidence helped her decide what to try next. C. She threw away the record without reading it. D. Her coach reminded her that one difficult day did not erase her earlier progress. E. After each practice, she wrote a few lines about the distance and how she felt. F. She could divide the big goal into smaller steps. G. The coach promised that she would win every race. 作答栏 36 _____ 37 _____ 38 _____ 39 _____ 40 _____ 七选五 G3 A Message of Thanks 教材联系：Unit 4　感恩与社区关怀 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。 Every morning, students at Hill School walked past a clean bus stop. Most did not notice who cared for it. One wet Monday, Mia arrived early and saw a worker picking up paper near the seats. (41) ______ Mia told her class what she had seen. Their teacher suggested writing a message, but she asked them to think about what they wanted to say. (42) ______ A message is more meaningful when it mentions the action you appreciate. The class made a card. On the front they drew the bus stop. Inside, they thanked the worker for cleaning the seats and keeping the path clear. (43) ______ The teacher placed the card in an envelope and asked the office to pass it on. A few days later, the office received a short reply. The worker thanked the students and explained that the stop was cleaned by a team, not one person. (44) ______ So the class made a second card for the whole team. Mia says the experience changed the way she looks at familiar places. (45) ______ Now, when she sees a clean path or a working light, she thinks about the people whose work helped make it possible. A. They also signed their first names at the bottom. B. “Thank you for everything” is kind, but it is not very specific. C. She has started to notice people and jobs she once overlooked. D. He had already cleared most of the leaves from the path. E. That detail helped the students see the work in a wider way. F. Mia had built the bus stop all by herself the year before. G. The students decided to stop using the bus stop forever. 作答栏 41 _____ 42 _____ 43 _____ 44 _____ 45 _____ 阅读理解 R1 A Place for Different Strengths 教材联系：Unit 1　认识自我与团队合作 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。 The school library wanted a new guide for visitors. Four students joined the project, and each had a different idea of what a guide should be. Sara liked meeting people. She interviewed new students about the places they found difficult to locate. Ben enjoyed drawing, so he turned the information into a simple map. He used large letters and marked the lift, stairs and reading rooms with clear symbols. At first, the group thought the map was finished. Then An noticed that visitors might not understand one of the symbols. She asked five students who had never seen the map to test it. Two of them could not find the lift. The group changed the symbol and added the word “Lift”. Finally, Jun checked that all the room numbers were correct and that the guide could be printed clearly in black and white. The librarian put the guide near the entrance. A week later, visitors were finding their way more easily. “I thought a good project needed one person with the best idea,” Sara said. “Now I think it needs people who notice different things.” 46. Why did Sara interview new students? A. To sell copies of the guide. B. To learn which places were hard to find. C. To practise giving a speech. D. To choose a librarian. 47. What did the group do after the map test? A. They changed a symbol and added a word. B. They removed the lift from the map. C. They stopped printing the guide. D. They moved the reading rooms. 48. Which task did Jun do? A. He checked room numbers and printing. B. He taught visitors to use a lift. C. He interviewed the librarian. D. He drew pictures of new students. 49. What is the main idea of the passage? A. Drawing is more useful than careful checking. B. Different strengths can improve a shared project. C. New students should always work alone. D. A map must have as many symbols as possible. 作答栏 46 _____ 47 _____ 48 _____ 49 _____ 阅读理解 R2 Testing a Study Suggestion 教材联系：Unit 2　学习建议与信息判断 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。 A post on a study website said, “Everyone should study with music. It always improves memory.” Tao wanted to know whether the advice was useful for him. For four evenings, he learned ten new words at the same time of day. On two evenings, he listened to quiet music; on the other two, he worked in silence. The next morning, he checked how many words he could remember. He also wrote down how tired he had felt. Tao remembered eight and seven words after the quiet evenings, and seven and six after the evenings with music. However, he noticed a problem: the word lists were not equally difficult. He had also slept less before one of the music evenings. His notes were useful, but they could not prove that silence was always better. Tao decided to try again with more similar word lists and a regular bedtime. For now, he chose silence when learning new words because it helped him pay attention. His friend preferred soft music while drawing. They agreed that a useful study suggestion should be tested, not accepted simply because a post says it works for everyone. 50. What claim appeared in the post? A. Only artists should listen to music. B. Music always improves everyone’s memory. C. Ten words are impossible to learn. D. Sleep has no connection with attention. 51. What did Tao record besides the number of words? A. The price of the music. B. The colour of his desk. C. How tired he felt. D. His friend’s drawing time. 52. Why was Tao careful about his results? A. The word lists and his sleep were not the same. B. He had forgotten which days he studied. C. The test was taken by different people. D. His friend had written the post. 53. What can be learned from the passage? A. Never change your study habits. B. Test a suggestion before deciding whether it fits you. C. A four-day test proves a rule for everyone. D. Music makes every task more difficult. 作答栏 50 _____ 51 _____ 52 _____ 53 _____ 阅读理解 R3 A Repair Café Notice 教材联系：Unit 4　社区互助与珍惜物品 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/hands-inserting-the-thread-in-the-needle-6461169/ REPAIR CAFÉ — SATURDAY 16 NOVEMBER Time: 9:30 a.m.–12:00 noon. Place: Room 2, Green Community Centre. Bring a small item that no longer works as well as it should. Volunteers can help you look at a loose button, a simple toy or a bicycle bell. Please bring any missing button or spare part you already have. How it works: First, write your name and describe the problem at the welcome desk. Then wait for a volunteer. You will work alongside the volunteer and learn what they are doing. Repairs are free, but a repair cannot be promised: some items need parts or skills that are not available on the day. For safety, do not bring electrical items that plug into the wall. Children under 14 must come with an adult. If you would like to help as a volunteer, email the centre by Wednesday. You do not need to be an expert; helpers are also needed to welcome visitors and record items. 54. When does the event begin? A. At 9:30 a.m. B. On Wednesday evening. C. At 2:00 p.m. D. At 12:00 noon. 55. What should a visitor do first at the event? A. Give a name and describe the problem. B. Email the centre from the repair table. C. Take an item apart alone. D. Pay for a new part. 56. Which item should NOT be brought? A. A bicycle bell. B. A toy with a loose wheel. C. A lamp that plugs into the wall. D. A coat with a loose button. 57. What does the notice say about repairs? A. Visitors must buy a drink first. B. Some items may not be repaired on the day. C. Only experts may enter the centre. D. Every broken item will certainly be repaired. 作答栏 54 _____ 55 _____ 56 _____ 57 _____ 阅读理解 R4 The Notes in the Seed Box 教材联系：Unit 3　坚持、记录与生命观察 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 class project, Yuwei planted bean seeds in three paper cups. She gave each cup the same amount of soil and water, then put them in different places: one near a window, one on a shelf away from the window, and one inside a closed cupboard. Every morning she checked the cups and drew what she saw. After a week, the seed near the window had a short green stem. The one on the shelf had a longer, paler stem. Nothing had appeared above the soil in the cupboard cup. Yuwei first wrote, “The cupboard seed is dead.” Her teacher asked whether she had enough evidence to be certain. Together they carefully moved the soil and found a small pale shoot. It had grown, but not above the soil yet. Yuwei returned the shoot to the soil and moved the cup to a bright place. Over the next few days, she continued to record the changes. The shoot turned greener and began to open its first leaves. At the end of the project, Yuwei did not say that every plant would grow in exactly the same way. She had tested only a few seeds. Her most useful discovery was a habit: look closely, write down the evidence and be ready to change an early idea. 58. What did Yuwei keep the same at the beginning? A. The amount of sunlight. B. The amount of soil and water. C. The place where each cup stood. D. The colour of the first leaves. 59. What did the teacher help Yuwei discover? A. The shelf was brighter than the window. B. All three plants had green leaves. C. A small shoot was still under the soil. D. The cupboard contained no seed. 60. Why did Yuwei change her first idea? A. Her classmates asked her to copy their notes. B. The teacher told her never to write records. C. She found a fourth cup by the window. D. New observation showed that the seed had grown. 61. Which statement best describes Yuwei’s final conclusion? A. Every plant grows at the same speed. B. A few seeds are not enough to prove a rule for every plant. C. Changing an early idea is always a mistake. D. All seeds in cupboards are certain to die. 作答栏 58 _____ 59 _____ 60 _____ 61 _____ 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 A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 A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 自我认识、压力调适、坚持；词义与上下文 U1—3 七选五 3篇 / 15题 沟通、目标与感恩；语篇衔接 U2—4 阅读理解 4篇 / 16题 团队、学习、互助与观察；细节及推断 U1—4 共10篇，61题。 完形填空 C1 答案解析 A Job That Fits 找到适合自己的工作 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 林通过组织花园项目发现倾听也是一种领导优势。 1. D quiet。下文说他认为安静的人不能带领团队，故此处与举手的同学形成对比，选 quiet。 2. C measured。with a tape measure 表明他先用卷尺测量，再画出花园形状。 3. D carefully。由下文提出结合两种意见的办法可知，他仔细听取意见。 4. D answer。暴雨打乱计划，他没有立即找到解决办法，于是请大家共同思考。 5. D despite。他们在室内育苗，因此尽管下雨仍能继续工作；despite 意为“尽管”。 6. B turn。时间表让每位同学知道何时轮到自己；it is one’s turn 意为“轮到某人”。 7. B signs。Mei 擅长绘画，所以请她为花园制作标牌。 8. D heard。Lin 倾听意见并邀请每个人参与，说明他确保大家的意见被听见。 9. C loudest。原先他以为领导者必须是房间里声音最大的人，与安静的自己形成对照。 10. B strength。经历表明认真倾听也可以成为领导团队的优势。 参考译文 班里需要一名校园花园项目的负责人。几位同学举了手，林却保持沉默。他喜欢种植物，但认为安静的人不能带领团队。 课后，赵老师请他帮忙制订计划。林先用卷尺测量花园并画出形状，然后列出每种植物所需的条件。两名同学提出不同意见时，他认真听取，随后提出把两种想法结合起来的办法。 第一次会议时，一场暴雨打乱了计划。有些同学想取消项目。林没有立即找到答案，于是请大家一起想办法。他们决定先在室内育苗，之后再移到室外。这样，即使下雨也能继续工作。 一周后，一个小组忘了给种子浇水。林没有责怪任何人，而是制订了简单的时间表，让每个人都知道何时轮到自己。不久幼苗就开始生长。他还注意到梅擅长画画，于是邀请她为花园制作标牌。 月底，赵老师问大家项目成功的原因。梅说：“每个人都参与了，林还确保大家的意见得到倾听。”林笑了。他一直以为领导者必须是房间里声音最大的人。现在，他明白认真倾听也可以是一种优势。 完形填空 C2 答案解析 A Different Kind of Break 另一种休息方式 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 妮娜通过调整学习与休息的安排，学会以更清醒的状态解决问题。 11. C tired。她把放学后的时间排得满满，睡前感到疲惫。 12. C refused。下文说她担心第二天考试、认为应该继续学习，因此起初拒绝散步建议。 13. D confusing。休息之后她发现题目第一行漏看了数字，题目看起来不再那么令人困惑。 14. A correct。发现错误之后，应是能够纠正错误。 15. D rest。散步让她得到休息，之后以新的注意力回到学习。 16. D relax。教师建议选择能帮助自己放松的活动。 17. B help。题目仍不会时，她记下来并在第二天寻求帮助。 18. D turn。turn into 表示“变成”，指一段短视频容易变成连续看许多段。 19. A waste。首段说她担心休息浪费时间，此处呼应这一想法的改变。 20. C return。文章最后总结：有用的休息可以帮助她重新投入学习。 参考译文 妮娜过去把放学后的每一分钟都排满：做完作业练钢琴，然后再做更多练习。睡觉时她感到疲惫，却担心停下来会浪费时间。 一天晚上，她花了二十分钟做一道数学题，却没有进展。哥哥建议她短暂散步。妮娜起初拒绝了：第二天就要考试，她认为自己应该留在书桌前。最后她同意和哥哥绕街区走一走。 在外面，他们聊起父亲正在做的汤，没有谈学校的事。妮娜回来后，觉得题目没那么令人困惑了。她发现自己漏看了第一行的一个数字，并纠正了错误。 散步并没有神奇地让题目变容易，而是让妮娜有机会休息，再以新的注意力回来。她把经历告诉老师。老师建议她像安排学习时间一样认真安排休息，选择有助于放松的活动。 妮娜现在使用一个小计时器。专注学习一段时间后，她会伸展身体或喝水。如果一道题仍困扰她，她就记下来，第二天寻求帮助。她还把手机放在另一个房间，因为一段短视频很容易变成连续观看许多段。 妮娜仍然努力学习。不同的是，她不再把每次休息都视为浪费时间。她认识到，有用的休息能帮助她重新回到学习中，准备再次思考。 完形填空 C3 答案解析 One More Try 再试一次 教材联系：Unit 3　坚持尝试与解决问题 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 奥马尔通过记录、比较和改进实验，在失败中不断学习。 21. D disappointed。第一座桥放到第三枚硬币时倒塌，他因此感到失望。 22. B bend。桥从中间承受压力，祖父让他指出开始弯曲的位置。 23. C test。下文 Omar 记录每座桥承受的硬币数量，可知祖父建议记录每次测试。 24. D centre。第二座桥放入硬币时两端移动，与桥中央承重的情境相符。 25. A enough。下文他又测试三次，说明他认为一次测试不够。 26. B compare。前两次使用的硬币不同，条件不一致，因此结果难以比较。 27. C reliable。统一硬币后测得的数字未必更高，但更可靠。 28. A proud。虽然没有获得一等奖，他仍为自己的作品感到自豪。 29. A learn。他根据之前的测试作出调整，说明再次尝试需要从经历中学习。 30. A change。根据前文不断调整桥的结构，此处指再次作出改变之前先提出问题。 参考译文 学校宣布举办科学展后，奥马尔决定用纸搭一座小桥，让它能承受一排硬币。他的第一座桥很漂亮，但放上第三枚硬币时就倒了。奥马尔很失望，把纸推到一边。 爷爷走过来询问发生了什么。听完后，他拿起倒塌的桥，问：“你能指出它从哪里开始弯曲吗？”奥马尔指了指中间。爷爷建议他记录每次测试，而不是简单地重新开始。 奥马尔画出桥的样子，记下它能承受多少枚硬币。下一次，他把纸折成三角形。这座桥承受了四枚硬币。他很高兴，但也注意到把硬币放在中间时，两端会移动。 他在两端加了小支撑。第三座桥承受了六枚硬币，但奥马尔知道一次测试不够。他又测试了三次，得到的结果几乎相同。随后，他请同学佳查看记录。佳指出前两次测试使用了不同的硬币，因此结果难以比较。 奥马尔用同一种硬币重新测试。新的数字并非完全如他所愿，但更可靠。在展会上，他同时展示了成功的桥和早期模型。一名参观者问他为什么留下破损的模型。 “它帮助我决定要改什么。”奥马尔解释道。虽然没有获得一等奖，他仍为自己的作品感到自豪。他明白，再次尝试时，如果也能从之前的经历中学习，这样的尝试才有用。下次遇到失败，他打算在再次改变之前先提出问题。 七选五 G1 答案解析 A Better Conversation 一次更好的交谈 教材联系：Unit 2　与父母沟通 参考答案 31 B 32 A 33 D 34 E 35 F 语篇主旨 本文介绍在分歧中如何选择合适的时机、表达感受并共同商量可执行的安排。 31. B。空前提到匆忙或生气时容易争吵，空后举例约定晚饭后谈话，因此应先商定双方能专心交流的时间。 32. A。本段建议描述自己的感受而非攻击对方，选项中的 I feel 句式提供了具体示例。 33. D。空后要求确认是否理解父母，先用自己的话复述对方的主要观点自然衔接。 34. E。空前是运动时间与作业之间的矛盾，选项提出先完成约定任务再训练的具体方案，空后承接一周后评估。 35. F。空前说一次谈话未必解决所有问题，空后建议平静地回到话题，选项中的暂停并稍后继续与之衔接。 多余选项辨析 G：隐瞒问题与本文倡导的主动沟通相反；C：说得最多不代表观点最好，不能承接倾听与协商。 参考译文 当你与父母意见不同时，问题并不总是缺少爱。有时双方只是需要更好的交谈方式。下面几个步骤或许有帮助。 选择平静的时刻。如果大家都很匆忙或已经生气，即使一个小问题也可能演变成争吵。相反，应约好双方都能专心交谈的时间。例如，你可以问：“我们能在晚饭后谈吗？” 描述问题，不要攻击任何人。你可以这样开头：“当我无法解释我的计划时，我感到担忧。”这能告诉对方情况对你的影响，也能让对方更容易倾听，而不觉得受到指责。 倾听对方的回答。父母担心的事情可能是你没有注意到的。试着用自己的话复述他们的主要观点，然后询问自己是否理解正确。你不必立即同意，但确实需要理解他们的理由。 寻找双方都能尝试的小方案。假设你想多花时间打篮球，而父母担心作业，你们可以约定先完成一项既定任务再去训练。一周后一起查看结果，必要时调整计划。 最后，请记住，一次谈话未必能解决所有问题。如果讨论变得过于激烈，就先休息一会儿，稍后再继续。平静地回到话题可能比立刻争赢更有用。 七选五 G2 答案解析 A Record of Small Steps 记录每一小步 教材联系：Unit 3　坚持与目标管理 参考答案 36 F 37 E 38 D 39 B 40 A 语篇主旨 本文通过准备长跑的经历说明，分解目标、记录进展和适当调整有助于持续努力。 36. F。空前说五公里看起来令人害怕，教练建议换一种起点；分解目标引出下文两分钟跑、一分钟走。 37. E。本段末句中的 The record 指代记录，选项说明她每次练习后记下距离和感受。 38. D。空前某次没有完成路线，空后她调整休息与训练，而不是放弃，选项强调一次困难不抹去进步。 39. B。上句说她发现过去最难的一段变容易了，选项中的 evidence 指这一观察，并引出下一步的训练调整。 40. A。空前说她没有在前列完成，空后她跨过终点线；转折句说明她完成了训练目标。 多余选项辨析 C：扔掉记录与下文定期回看笔记相矛盾；G：教练没有保证她赢得比赛，文末也说她并未名列前茅。 参考译文 学校宣布举行五公里跑时，莲想参加。一开始她跑不了多远，整个距离看起来令人害怕。教练建议换个起点：把大目标分成更小的步骤。 第一周，莲跑两分钟、走一分钟。每次练习后，她都写几行，记录距离和自己的感受。这份记录不显示别人跑得多快，而是显示她自己做了什么。 有些日子比其他日子更困难。有一次，她前一晚睡得晚，没能跑完平常的路线。教练提醒她，艰难的一天不会抹去之前的进步。于是，她早些睡觉，并缩短了下一次练习。 每过两周，莲都会回看记录。她注意到，曾经觉得最难的那一段正变得容易。这一证据帮助她决定下一步做什么。她慢慢增加跑步时间，而不是试图一次做到所有事情。 活动当天，莲没有跑在前列，但她完成了自己为之训练的距离。跨过终点线时，她想起了那些曾经看起来很难的两分钟跑。 七选五 G3 答案解析 A Message of Thanks 一封感谢信 教材联系：Unit 4　感恩与社区关怀 参考答案 41 D 42 B 43 A 44 E 45 C 语篇主旨 本文讲述学生为社区清洁工写具体的感谢留言，认识到日常服务背后的人。 41. D。上句介绍工人在座位附近捡纸，选项继续描述其清理道路上的落叶，与后文感谢保持通道畅通相照应。 42. B。空后指出感谢具体行为更有意义，选项以笼统的“感谢你做的一切”引出具体性的要求。 43. A。上句说明卡片内部的感谢内容，选项补充学生在卡片底部署名，随后老师将卡片放入信封。 44. E。上句揭示清洁工作由团队完成，选项指出这一细节扩大了学生的认识，从而引出他们为整个团队制作第二张卡片。 45. C。空前说经历改变了 Mia 看待熟悉场所的方式，空后列举她开始想到的工作人员，选项概括这种变化。 多余选项辨析 G：放弃使用公交站与后文为清洁团队写感谢卡的经过无关；F：Mia 独自修建公交站缺乏文中依据。 参考译文 每天早晨，希尔学校的学生都会经过一个干净的公交站。大多数人没有注意到是谁在照料它。一个下雨的星期一，米娅到得很早，看到一名工作人员正在座位附近捡纸。他已经清理了路上大部分落叶。 米娅把所见告诉了全班。老师建议大家写一则留言，但先让他们想清楚要说什么。“谢谢你做的一切”很友善，却不够具体。提到自己感谢的具体行为，会让留言更有意义。 全班制作了一张卡片，在封面画上公交站，在里面感谢这名工作人员清洁座位、保持通道畅通。他们还在底部签上名字。老师把卡片放进信封，请办公室转交。 几天后，办公室收到一封简短的回复。工作人员感谢了学生，并解释说公交站由一个团队而非一个人清洁。这个细节帮助学生从更广的角度看待这项工作，于是大家为整个团队又做了一张卡片。 米娅说，这次经历改变了她看待熟悉场所的方式。她开始注意到自己曾忽略的人和工作。如今看到干净的道路或正常工作的灯，她会想起帮助实现这一切的人。 阅读理解 R1 答案解析 A Place for Different Strengths 让不同优势发挥作用 教材联系：Unit 1　认识自我与团队合作 参考答案 46 B 47 A 48 A 49 B 语篇主旨 不同能力可以在团队任务中相互补充；选择合适的工作能帮助每个人发挥作用。 46. B。Sara 采访新生，是为了了解哪些地方难找；第一、二段有明确依据。 47. A。测试中两人找不到电梯，因此小组修改符号并加上 Lift。 48. A。末段前一段说明 Jun 核对房间号及黑白打印效果。 49. B。文章展示采访、画图、测试和核对如何互补，结尾也强调不同视角。 参考译文 学校图书馆想为来访者制作一份新指南。四名学生加入项目，他们对指南的样子各有想法。 萨拉喜欢与人交流，便采访新生，了解哪些地方难找。本喜欢画画，于是把信息画成一张简洁的地图。他使用大字，并用清晰的符号标出电梯、楼梯和阅览室。 起初，小组认为地图已经完成。后来，安注意到访客可能看不懂其中一个符号。她请五名从未见过地图的学生测试，其中两人找不到电梯。小组于是修改符号，并加上“Lift”一词。 最后，俊核对了所有房间号，还检查黑白打印是否清晰。图书管理员把指南放在入口附近。一周后，访客更容易找到路了。 萨拉说：“我以前以为一个好项目需要一个拥有最佳想法的人。现在我认为，项目需要能注意到不同事情的人。” 阅读理解 R2 答案解析 Testing a Study Suggestion 检验一条学习建议 教材联系：Unit 2　学习建议与信息判断 参考答案 50 B 51 C 52 A 53 B 语篇主旨 面对学习建议，应辨认其适用条件，通过小规模尝试和记录判断它是否适合自己。 50. B。首段直接引用帖子称每个人都应听音乐学习，音乐总能改善记忆。 51. C。第二段最后说明他也记下自己感到多疲劳。 52. A。第三段指出词表难度不同且有一晚睡眠较少，影响比较。 53. B。结尾强调建议应经过尝试，不应因帖子声称适用于所有人就接受。 参考译文 学习网站上的一则帖子说：“每个人都应该听着音乐学习。音乐总能改善记忆。”涛想知道这条建议是否适合自己。 连续四个晚上，他都在每天同一时间学习十个新单词。其中两晚听轻音乐，另外两晚在安静中学习。第二天早晨，他检查自己记住了多少单词，也记录当时有多疲劳。 安静学习后的两个早晨，涛分别记住八个和七个单词；听音乐学习后分别记住七个和六个。然而，他发现了一个问题：几组单词的难度并不相同，而且其中一个听音乐的晚上，他此前睡得更少。记录有用，但不能证明安静总是更好。 涛决定使用难度更相近的单词表，并保持规律的就寝时间，再试一次。目前，他选择安静地记新词，因为这样有助于集中注意力。他的朋友画画时则更喜欢轻音乐。他们一致认为，对学习建议应该先尝试，而不是仅因帖子说适合所有人就接受。 阅读理解 R3 答案解析 A Repair Café Notice 修理咖啡角通知 教材联系：Unit 4　社区互助与珍惜物品 参考答案 54 A 55 A 56 C 57 B 语篇主旨 通过阅读活动通知，了解修理活动的安排、限制及志愿者帮助方式。 54. A。通知明确写明活动从上午9:30开始。 55. A。How it works 指出首先在接待处登记姓名并描述问题。 56. C。安全说明禁止携带需要插墙上电源的电器，插电台灯不适合。 57. B。通知说部分物品可能缺少零件或技能，不能保证当日修好。 参考译文 修理咖啡角——11月16日星期六 时间：上午9:30至中午12:00。地点：绿色社区中心2号房间。 带一件不如以前好用的小物品来吧。志愿者可以帮助检查松动的纽扣、简单的玩具或自行车铃。请带上你已有的缺失纽扣或备用零件。 活动流程：首先在接待处填写姓名并描述问题，然后等待志愿者。你将与志愿者一起动手，了解他们正在做什么。修理免费，但无法保证修好：有些物品需要当天无法提供的零件或技能。 为安全起见，请勿携带需要插墙上电源的电器。14岁以下儿童须由成年人陪同。如果想做志愿者，请在周三前给中心发电子邮件。你不必是专家；接待访客和登记物品也需要帮手。 阅读理解 R4 答案解析 The Notes in the Seed Box 种子盒里的记录 教材联系：Unit 3　坚持、记录与生命观察 参考答案 58 B 59 C 60 D 61 B 语篇主旨 学生通过记录种子生长条件和更换条件，理解耐心观察与坚持改进的意义。 58. B。第一段说三个杯子使用相同的土壤和水量，放置位置不同。 59. C。第三段中师生轻移土壤，发现土下有一个浅色小芽。 60. D。原先她认为种子死了，观察到土下小芽后有了相反证据。 61. B。结尾明确说只测试少量种子，不能断言所有植物都以完全相同的方式生长。 参考译文 课堂项目中，雨薇把豆种种在三个纸杯里。她给每杯加入相同量的土和水，然后放在不同位置：一个靠窗，一个放在远离窗户的架子上，另一个放进关着门的柜子里。 每天早晨她都会检查纸杯，画下所见。一周后，靠窗的种子长出了一根短短的绿色茎；架子上的茎更长、颜色更浅；柜子里的杯子则没有东西露出土面。 雨薇起初写道：“柜子里的种子死了。”老师问她是否有足够证据确定这一点。两人轻轻移开土，发现了一个浅色的小芽。它已经生长，只是还没有露出土面。 雨薇把小芽放回土里，把杯子移到明亮处。接下来几天，她继续记录变化。小芽变得更绿，第一批叶子开始展开。 项目结束时，雨薇没有说每一株植物都会以完全相同的方式生长，因为她只测试了少量种子。她最有用的发现是一种习惯：仔细观察，记下证据，并准备好改变最初的想法。 第 页 学科网（北京）股份有限公司 $