Unit 1-Unit 4 阅读专项训练B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 B卷 新版译林英语九年级上册 Unit 1 至 Unit 4 阅读专项训练 B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 认识自我、健康习惯、传统剪纸；词义与上下文 U1—3 七选五 3篇 / 15题 接受反馈、调整策略、社区记忆；语篇衔接 U1、3、4 阅读理解 4篇 / 16题 数据、网络信息、无障碍与出行；细节及推断 U1—4 共10篇，61题。 完形填空 C1 An Unexpected Role 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。 资料图：Pexels，https://www.pexels.com/photo/gray-and-black-microphone-8343665/ The student radio team needed a new host. Everyone expected Leo to apply because he spoke confidently in class. Instead, he offered to work behind the scenes. His classmate Han, who rarely volunteered to speak, surprised everyone by asking to (1) ______. At the first practice, Han read the news too quickly. When she heard the recording, she felt (2) ______. “Perhaps everyone was right about me,” she said. Leo did not tell her that she was already perfect. He asked which part she wanted to improve (3) ______. Han chose the opening. She marked the places where she needed to pause and practised with a timer. Leo listened and made a note each time the words became difficult to (4) ______. After several tries, they compared the notes. Han realised that she hurried most when she was (5) ______ about making mistakes. On the day of the broadcast, the team received a message just before going live: the school bus would be late. Han had to add the information to her script. She took a breath, checked the time with a teacher and (6) ______ the message clearly. Afterwards, she thanked Leo for his help. Leo said that editing recordings suited him better than being a host. He enjoyed finding small details that others might (7) ______. Han learned something too: being quiet did not mean she could never speak to an audience. It meant she might need a different way to (8) ______. The team did not decide people’s roles only by their first (9) ______. They tried different jobs, listened to feedback and let skills develop. As their adviser said, “Knowing yourself includes noticing both what you can do now and what you are (10) ______ to learn.” 1. A. leave B. wait C. hide D. try 2. A. sleepy B. amused C. discouraged D. hungry 3. A. again B. outside C. yesterday D. first 4. A. purchase B. carry C. paint D. understand 5. A. careless B. certain C. honest D. worried 6. A. refused B. delivered C. copied D. forgot 7. A. share B. miss C. measure D. expect 8. A. escape B. complain C. travel D. prepare 9. A. timetables B. invitations C. impressions D. inventions 10. A. unable B. willing C. unlikely D. afraid 作答栏 1.____ 2.____ 3.____ 4.____ 5.____ 6.____ 7.____ 8.____ 9.____ 10.____ 完形填空 C2 A Question About Sleep 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。 For two weeks, Jia felt tired during her first lesson. She thought she needed stronger coffee, but her science teacher suggested that she first (11) ______ her daily habits. Jia began a short record of when she went to bed and how she felt the next morning. The record showed that she spent nearly an hour watching short videos after finishing her homework. She had not noticed the time because each video seemed very (12) ______. Jia decided to put her phone outside her bedroom at 9:30. On the first night, she reached for it several times out of (13) ______. After a few days, she found it easier to stop. However, on Thursday she stayed up late to finish a group report. The next morning she was tired again. “The plan has (14) ______,” she told her teacher. The teacher asked her to look at the whole week rather than one day. Together they compared her notes. Jia had gone to bed earlier on four evenings, but her report had taken longer because the group had not (15) ______ the work clearly. She could not remove every late night, yet she could speak to her classmates about setting earlier (16) ______. The following week the group divided its tasks on Monday and checked progress on Wednesday. Jia also kept her phone outside her room. By Friday she felt more awake, though she knew that a short record could not (17) ______ every cause of tiredness. Her teacher reminded her that continuing tiredness may have many reasons and that she should talk with a trusted adult or health professional if it continued. Jia appreciated the (18) ______. She no longer looked for one quick answer; she collected information, adjusted her plan and knew when to ask for (19) ______. For her, a healthy habit was a practice to (20) ______, not a perfect rule she had to follow every day. 11. A. hide B. forget C. examine D. repeat 12. A. expensive B. silent C. short D. strange 13. A. danger B. pride C. luck D. habit 14. A. failed B. arrived C. travelled D. grown 15. A. copied B. sold C. finished D. divided 16. A. holidays B. seats C. prices D. deadlines 17. A. collect B. explain C. invent D. prevent 18. A. excuse B. competition C. secret D. reminder 19. A. help B. change C. permission D. money 20. A. measure B. avoid C. develop D. destroy 作答栏 11.____ 12.____ 13.____ 14.____ 15.____ 16.____ 17.____ 18.____ 19.____ 20.____ 完形填空 C3 Learning to Leave a Line 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。 At a community workshop, Mei tried to cut a paper window decoration. The teacher showed the group how a folded sheet could become a pattern of flowers. Mei hurried to finish hers. When she opened the paper, several petals fell onto the table. The pattern was in (21) ______. Mei wanted another sheet immediately, but the teacher asked her to look at the broken pattern first. A narrow line that should have held two parts together had been cut through. “The part you leave can be as important as the part you (22) ______,” the teacher explained. On her second attempt, Mei drew a light outline and marked the lines she needed to keep. Even so, she found it hard to follow a curve. The scissors moved too quickly, and her hands felt (23) ______. Another learner suggested turning the paper slowly rather than turning the scissors at every corner. Mei practised that movement on scrap paper. Her first curves were uneven, but each piece helped her notice where she had lost (24) ______. She also watched an older learner fold the paper, then asked why the fold needed to be carefully (25) ______ before cutting. “If the layers move, the shapes on the two sides may not match,” the learner said. Mei pressed the fold again and tried a simpler pattern. This time it stayed in one piece. It was not as detailed as the teacher’s example, yet Mei chose to (26) ______ it beside her earlier attempts. At the end of the workshop, the teacher invited everyone to describe one useful discovery. Mei did not say that practice always made a person perfect. She explained how a mistake, a suggestion and a smaller task had helped her make (27) ______. At home, Mei planned to practise for a short time each week and bring her questions to the next workshop. She understood that learning a traditional craft involves patience and (28) ______ from others. Keeping the broken piece also reminded her that a setback could show her (29) ______ to pay attention. Her next goal was not to work faster, but to cut with greater (30) ______. 21. A. danger B. silence C. order D. pieces 22. A. collect B. remove C. protect D. fold 23. A. empty B. warm C. tense D. clean 24. A. hope B. interest C. money D. control 25. A. pressed B. hidden C. weighed D. painted 26. A. throw B. display C. copy D. sell 27. A. trouble B. excuses C. progress D. noise 28. A. learning B. borrowing C. escaping D. hiding 29. A. where B. whose C. who D. whether 30. A. care B. speed C. luck D. fear 作答栏 21.____ 22.____ 23.____ 24.____ 25.____ 26.____ 27.____ 28.____ 29.____ 30.____ 七选五 G1 Feedback You Can Use 教材联系：Unit 1　自我认识与接受反馈 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。 Feedback can help you understand how your work affects others, but not every comment is equally useful. Learning to ask questions can turn a vague opinion into a practical next step. First, ask for a specific example. If someone says a presentation is confusing, do not assume the whole talk is poor. (31) ______ Their answer may show that one diagram needs a label, while the rest is clear. Next, listen before defending your choice. (32) ______ Even if you later decide not to follow the suggestion, understanding the listener’s experience is valuable. Then consider the purpose of your work. A friend may suggest adding a long story to a two-minute report. The story could be interesting, but it may take time away from the main point. (33) ______ Finally, choose one change and test it. (34) ______ Ask another listener to explain the point back to you. If they understand it more easily, the change may be helping. A useful response to feedback is neither accepting everything nor refusing everything. (35) ______ That habit gives you evidence for your own decisions. A. You can write the comment down and ask what led them to it. B. Ask which part was difficult to follow. C. Never ask another person to look at your work. D. Compare the suggestion with the goal and the available time. E. For example, add a label to the diagram and present it again. F. It is asking, thinking and checking what happens after a change. G. A comment is useful only when it is completely positive. 作答栏 31 _____ 32 _____ 33 _____ 34 _____ 35 _____ 七选五 G2 When a Plan Meets a Setback 教材联系：Unit 3　面对挫折与调整策略 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 good plan can still meet an unexpected problem. Persistence does not mean using the same method forever; it means keeping the goal while examining the method. Start by naming the obstacle as clearly as possible. “I am bad at English” is difficult to act on. (36) ______ A specific description gives you a better starting point. Next, check what resources you have. (37) ______ A dictionary, a teacher’s comment or a study partner may each offer a different kind of help. Make a change small enough to try. If long listening tasks are difficult, choose a short recording and listen once for the main idea. (38) ______ Write down which words helped you understand the answer. After several days, look at your notes. (39) ______ If not, ask whether the task was too difficult or whether a different resource would help. Changing a method is not the same as giving up the goal. Finally, allow time for rest. (40) ______ A plan that leaves room for recovery is more likely to last. A. Tiredness can make it harder to notice progress or use feedback. B. Did the small change help you follow more of the recording? C. The best plan can never need a change. D. Then listen again for one or two important details. E. You do not have to solve every problem without support. F. “I lose the main idea when the speaker changes the topic” is more useful. G. Throw away all notes before checking them. 作答栏 36 _____ 37 _____ 38 _____ 39 _____ 40 _____ 七选五 G3 Whose Story Is Missing 教材联系：Unit 4　社区记忆与多元视角 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 planned a small exhibition about a neighbourhood food market. The first display contained beautiful photographs of the buildings and descriptions of the busiest shopping hours. Then a student asked, “Whose story have we missed?” The question changed the group’s plan. (41) ______ They asked permission to speak with a fruit seller, a cleaner and a customer who used a wheelchair. The seller described how deliveries arrived before sunrise. The cleaner talked about keeping the paths clear after the market closed. (42) ______ These experiences were different, yet all belonged to the same place. The students checked how each person wished to be named. (43) ______ For one interview, the speaker preferred not to have a photograph taken, so the group used a written quotation with permission. The final display still showed the market buildings, but it also included short accounts of daily work and access. (44) ______ Visitors could compare them and notice details a single account might miss. The class learned that collecting more voices takes time. (45) ______ Asking who is missing can be a useful first step toward a fuller picture. A. They also asked what information could be shared publicly. B. The customer explained which entrances were easy to use and which were not. C. It can also reveal parts of a community that a photograph alone cannot show. D. They decided to listen to people who used the market in different ways. E. No one account was presented as the whole story. F. Every visitor had exactly the same experience of the market. G. The group decided that permission was unnecessary. 作答栏 41 _____ 42 _____ 43 _____ 44 _____ 45 _____ 阅读理解 R1 What the Numbers Cannot Show 教材联系：Unit 1　认识自我与指标的局限 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 class used a shared online board to plan a book exchange. At the end of the week, the board showed how many messages each student had posted. Evan had written the most, so he assumed he had done the most work. Then the group reviewed what had happened. Priya had posted only twice, but she had spent an afternoon checking whether the books were suitable for younger readers. Chen had written five messages and had also sorted boxes during lunch. Evan’s messages included useful suggestions, but several repeated earlier ideas. The teacher asked whether the number of messages was useless. “Not exactly,” Priya said. “It shows who wrote on the board. It does not show everything people did.” The group agreed to keep the count but add a short record of tasks completed offline. The change did not produce a perfect measure of contribution. Some work remained difficult to count, such as helping another member solve a problem. Still, the group’s discussion became fairer because students asked what the number represented before using it to judge a person. 46. What did Evan first assume? A. The book exchange had been cancelled. B. The student with the most messages had done the most work. C. The books were all for teachers. D. Offline work was recorded on the board. 47. What did Priya do away from the board? A. She checked books for younger readers. B. She repeated earlier messages. C. She counted visitors at the gate. D. She designed an online game. 48. Why did the group keep the message count? A. It still showed one kind of activity. B. It showed how many books were exchanged. C. The teacher refused to discuss it. D. It measured every contribution perfectly. 49. Which conclusion is supported? A. Work that cannot be counted has no value. B. A number should be considered alongside what it measures. C. Online messages should never be used. D. One record can measure every kind of help. 作答栏 46 _____ 47 _____ 48 _____ 49 _____ 阅读理解 R2 A Pause Before Sharing 教材联系：Unit 2　网络信息与同伴沟通 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 message in a class group claimed that the school sports day had been cancelled. It included a picture of an old notice but no date. Several students began changing their travel plans. Before forwarding the message, Noor checked the school website. The latest notice said the sports day would go ahead, but some outdoor events might move indoors if it rained. She then asked a teacher whether the notice was still current. The teacher confirmed it was. Noor posted a link to the notice and wrote, “This is the latest information I could check. Some events may move indoors.” She avoided blaming the classmate who had shared the earlier message because she did not know where it had come from. The classmate replied that the picture was from a previous year and removed it. The group later agreed to include a date and a source when sharing school announcements. Noor knew that checking a website could not answer every question, especially if the site had not been updated. When the stakes were important or the information was unclear, she would ask the school directly. 50. What was missing from the picture? A. A title. B. A date. C. A school name. D. A weather report. 51. What did the latest notice say? A. The school would close for a week. B. All events had been cancelled. C. Sports day would go ahead, with possible indoor changes. D. Every event must take place outside. 52. Why did Noor ask a teacher as well? A. To check whether the notice was still current. B. To discover who first took the picture. C. To ask the teacher to cancel the event. D. To avoid reading the school website. 53. What is the best description of Noor’s response? A. She treated every website as always up to date. B. She checked the source and corrected the message without blaming. C. She forwarded the picture to more groups. D. She refused to share the correct information. 作答栏 50 _____ 51 _____ 52 _____ 53 _____ 阅读理解 R3 The Library Ramp 教材联系：Unit 4　无障碍与社区行动 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 town library had a step-free entrance at the side of the building, but visitors could not see it from the front. Students in a design club noticed that people sometimes reached the front steps and had to turn back. The club first suggested a bright arrow. Before making it, they invited two wheelchair users and a parent with a pushchair to walk the route. One wheelchair user said an arrow was useful but should also include the words “step-free entrance”. The parent pointed out that a sign placed too low could be hidden by parked bicycles. The students made a large-print sign and showed a temporary version to the visitors. The visitors could find the side entrance more easily, but one person suggested a second sign near the turn. The club added it after receiving permission from the library. The signs did not solve every access problem. The side door was still heavy, and the library reported it to the building manager. The project showed that a design improves when the people who use it can explain their experiences and try changes for themselves. 54. Why did some visitors turn back? A. The step-free entrance could not be seen from the front. B. The side entrance was permanently closed. C. The students had moved the front steps. D. The library had no books that day. 55. Why was a very low sign a problem? A. Parked bicycles could hide it. B. Visitors would mistake it for a book. C. It could make the side door heavier. D. The library did not allow large print. 56. What happened after the visitors tried the first sign? A. The library closed the entrance. B. All signs were removed immediately. C. A second sign was added near the turn. D. The side door became lighter. 57. What does the heavy door show? A. A sign can replace building maintenance. B. The signs addressed only part of the access problem. C. The students had solved every difficulty. D. The visitors had not tested the route. 作答栏 54 _____ 55 _____ 56 _____ 57 _____ 阅读理解 R4 The Bus That Arrived Early 教材联系：Unit 3　坚持改进与解决实际问题 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。 Students waiting for the school bus often worried that they would miss it. The school council suggested sending a reminder at the same time every afternoon. Before choosing the time, a group of students recorded when the bus arrived over two weeks. On most days it arrived between 4:10 and 4:15. On Tuesday of the second week, however, it arrived at 4:04. The first reminder, set for 4:05, would have come too late on that day. The group asked the driver what had happened. He explained that road work had ended earlier than expected, so traffic moved faster. The students proposed sending the reminder at 3:55 and asking students to be at the stop by 4:00. They tested the plan for another week. More students reached the stop on time, but some said the reminder appeared during an after-school activity and was easy to miss. The council kept the earlier reminder and added a printed notice near the activity rooms. Members also agreed to check the plan again if the bus route or timetable changed. They knew that a few weeks of records could not predict every journey, but the observations had helped them improve the first idea. 58. Why did the students record arrival times? A. To decide the price of bus tickets. B. To choose a useful time for a reminder. C. To replace the driver with a student. D. To cancel after-school activities. 59. Why would the first reminder have been too late on that Tuesday? A. The activity rooms were closed. B. The driver took a different bus stop. C. The bus arrived one minute before the planned reminder time. D. The reminder was sent at 3:55. 60. What did the council add after the trial? A. A second bus for every student. B. A new road next to the school. C. A rule ending all school activities. D. A printed notice near the activity rooms. 61. What does the final paragraph suggest? A. A reminder must never be adjusted. B. The plan should be reviewed when conditions change. C. The driver caused every late arrival. D. Two weeks of data predict every bus journey. 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 B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 B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 认识自我、健康习惯、传统剪纸；词义与上下文 U1—3 七选五 3篇 / 15题 接受反馈、调整策略、社区记忆；语篇衔接 U1、3、4 阅读理解 4篇 / 16题 数据、网络信息、无障碍与出行；细节及推断 U1—4 共10篇，61题。 完形填空 C1 答案解析 An Unexpected Role 意想不到的角色 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 广播团队通过尝试和反馈发现不同成员的潜能。 1. D try。Han 出乎意料地请求尝试主持，try 与前文招聘主持人相呼应。 2. C discouraged。听到自己语速过快的录音后，她感到沮丧。 3. D first。Leo 请她先选择想改进的部分，下一段交代她选择开场。 4. D understand。Leo 倾听录音并记录听不清的地方，understand 符合语境。 5. D worried。反复练习后 Han 发现，担心出错时自己最容易加快语速。 6. B delivered。直播前临时加入信息，她核对后清楚播报了消息。 7. B miss。Leo 善于发现别人可能忽略的小细节。 8. D prepare。安静不意味着永远不能面对听众，但可能需要不同的准备方式。 9. C impressions。团队没有仅凭初次印象决定角色，而是尝试不同工作并听取反馈。 10. B willing。认识自我不仅要看到现在会做什么，也要看到自己愿意学习什么。 参考译文 学生广播队需要一名新主持人。大家都认为课堂发言自信的利奥会报名，可他主动提出做幕后工作。很少主动发言的韩却出人意料地请求一试。 第一次练习时，韩读新闻太快。听到录音后，她很沮丧，说：“也许大家对我的看法是对的。”利奥没有说她已经很完美，而是问她想先改进哪一部分。 韩选择了开场。她标出需要停顿的位置，用计时器练习。利奥倾听，并在话语难以听清时记下来。几次练习后，他们比较记录。韩意识到，自己担心出错时最容易加快语速。 播出当天，团队在直播前收到消息：校车会晚到。韩必须把消息加进稿子。她深吸一口气，向老师核对时间，然后清楚地播报。事后，她感谢利奥的帮助。 利奥说，剪辑录音比当主持人更适合他。他喜欢发现别人可能忽略的小细节。韩也学到：安静不代表永远不能面对听众，只是可能需要不同的准备方式。 团队没有仅凭对人的第一印象决定角色，而是尝试不同工作、听取反馈，让技能得到发展。指导老师说：“认识自己既包括了解现在能做什么，也包括注意自己愿意学习什么。” 完形填空 C2 答案解析 A Question About Sleep 关于睡眠的一个问题 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 佳通过观察习惯、调整安排与适时求助应对疲劳。 11. C examine。老师建议先检查日常习惯，后文用记录睡觉时间落实这一建议。 12. C short。每段视频似乎很短，导致她没有注意到总时间。 13. D habit。第一晚多次伸手拿手机是过去养成的习惯。 14. A failed。她又因疲劳而说计划失败，老师提醒她不要只看一天。 15. D divided。小组未明确分配工作，报告才耗时较久。 16. D deadlines。为减少临时赶工，她可以和组员商定更早的截止时间。 17. B explain。短期记录无法解释疲劳的所有原因，呼应后文寻求进一步帮助。 18. D reminder。老师提醒持续疲劳有多种原因，并提出求助建议，Jia 感谢这一提醒。 19. A help。她知道什么时候向可信任的人或专业人士寻求帮助。 20. C develop。健康习惯是需要逐步培养的实践，不是每天必须完美执行的规则。 参考译文 连续两周，佳在第一节课时都感到疲劳。她以为自己需要更浓的咖啡，但科学老师建议她先检查日常习惯。佳开始简要记录就寝时间和第二天早晨的感受。 记录显示，完成作业后，她会花将近一小时看短视频。由于每段视频似乎都很短，她没有注意总时间。佳决定九点半把手机放在卧室外。第一个晚上，她出于习惯多次伸手去拿手机。 几天后，她发现停止看视频容易了一些。然而周四她为完成小组报告熬夜，第二天又感到疲劳。她告诉老师：“计划失败了。”老师请她看整周，而不是只看一天。 他们一起比较记录。佳有四个晚上睡得更早，但小组报告耗时较长，因为小组没有明确分工。她不可能消除每一次熬夜，却可以和同学商量设定更早的截止时间。 接下来一周，小组周一分配任务、周三检查进度。佳也继续把手机放在房间外。到周五，她感觉更清醒了，但她知道短期记录不能解释疲劳的所有原因。 老师提醒她，持续疲劳可能有多种原因，如果情况持续，应与可信任的成年人或健康专业人士交谈。佳感谢这一提醒。她不再寻找单一的快速答案，而是收集信息、调整计划，并知道何时寻求帮助。对她来说，健康习惯是要逐步培养的实践，不是一条每天必须完美遵守的规则。 完形填空 C3 答案解析 Learning to Leave a Line 学会留住一条线 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 梅在学习传统剪纸时从错误、建议和有针对性的练习中取得进步。 21. D pieces。花瓣掉落，作品成了碎片；in pieces 表示“成了碎片”。 22. B remove。老师强调留下的部分与剪掉的部分同样重要。 23. C tense。剪曲线时剪刀移动太快，她的手感到紧张。 24. D control。练习中她注意到自己在哪里失去控制，control 对应剪曲线的动作。 25. A pressed。下文解释纸层移动会使图案不对称，因此折痕要压紧。 26. B display。作品虽然不够精细，她仍把它与早期尝试放在一起展示。 27. C progress。错误、建议和降低任务难度帮助她取得进步。 28. A learning。向老师和其他学员请教，体现传统技艺学习需要耐心并向他人学习。 29. A where。失败的作品提醒她需要在哪里更加注意，where 引导间接疑问。 30. A care。末句与追求更快相对，强调更仔细地剪裁。 参考译文 在社区工作坊，梅尝试剪一幅窗花。老师展示了折叠的纸如何变成花朵图案。梅急着完成，打开纸时，几片花瓣掉在桌上，图案碎成了几块。 梅立刻想换一张纸，但老师请她先观察破损的图案：原本连接两部分的一条细线被剪断了。老师解释说：“留下的部分可能和剪掉的部分同样重要。” 第二次尝试时，梅轻轻画出轮廓，并标出需要保留的线。即使这样，她仍觉得沿曲线剪很难。剪刀移动得太快，她的手也很紧张。另一位学员建议慢慢转动纸，而不是每到拐角都转动剪刀。 梅用废纸练习这个动作。最初的曲线并不均匀，但每一张纸都帮助她注意到自己在哪里失去控制。她还观察一位年长学员折纸，并询问为什么剪之前要仔细压紧折痕。 那位学员说：“如果纸层移动，两侧的形状可能对不上。”梅重新压紧折痕，尝试了更简单的图案。这一次作品保持完整。虽然没有老师的示例那么精细，她还是选择把它和早期尝试一起展示。 工作坊结束时，老师邀请大家说出一项有用的发现。梅没有说练习总能让人完美，而是解释一次错误、一条建议和一个更小的任务如何帮助自己取得进步。 回家后，梅计划每周练习一小段时间，并把问题带到下一次工作坊。她明白学习传统技艺需要耐心，也需要向他人学习。保留破损作品还提醒她在哪里需要更加注意。她下一个目标不是更快，而是更仔细地剪裁。 七选五 G1 答案解析 Feedback You Can Use 用得上的反馈 教材联系：Unit 1　自我认识与接受反馈 参考答案 31 B 32 A 33 D 34 E 35 F 语篇主旨 本文介绍如何把他人的反馈转化为具体可行的改进步骤。 31. B。笼统意见 confusing 需要具体例子；下文 their answer 引出是哪一部分难懂。 32. A。先听取再辩解，写下评论并询问其依据呼应本段主旨。 33. D。建议加长故事与两分钟的目标存在时间冲突，应将建议与目标及时间比较。 34. E。本段建议选择一项修改并测试，添加图示标签并再次展示是具体例子。 35. F。空前排除全盘接受和全盘拒绝，选项概括提问、思考与检验构成有效回应。 多余选项辨析 G：反馈并非只有完全正面才有价值；C：拒绝他人查看与下文请另一位听众测试修改相反。 参考译文 反馈有助于你了解作品对别人的影响，但并非每条评论都同样有用。学会提问，可以把模糊意见变成可操作的下一步。 首先，要求具体例子。如果有人说展示令人困惑，不要以为整场报告都不好。问问哪一部分难以理解。回答可能显示只是一张图需要标签，而其他部分是清楚的。 接着，在为自己的选择辩解之前先倾听。你可以记下评论并询问对方为何这么想。即使最终决定不采纳建议，理解听众的体验也有价值。 然后，考虑作品的目的。朋友可能建议在两分钟报告中加一段长故事。故事可能有趣，却会占用阐述重点的时间。把建议与目标和可用时间比较。 最后，选择一处修改并测试。例如，给图示加上标签，再展示一次。请另一位听众用自己的话复述要点。如果对方更容易理解，这一修改可能有帮助。 对反馈有用的回应既不是全盘接受，也不是全盘拒绝，而是提问、思考，并检查修改之后发生了什么。这一习惯能为自己的决定提供证据。 七选五 G2 答案解析 When a Plan Meets a Setback 计划遇到挫折时 教材联系：Unit 3　面对挫折与调整策略 参考答案 36 F 37 E 38 D 39 B 40 A 语篇主旨 本文说明坚持目标时也要根据实际障碍调整计划、使用资源并进行回顾。 36. F。空前说“我英语不好”难以采取行动；选项给出具体听力障碍，符合具体描述。 37. E。空后列出词典、老师和同伴等资源，说明不必独自解决问题。 38. D。先听主旨后再听细节，顺序自然，且与下一句记录帮助理解答案的词相接。 39. B。空前要求回看笔记，空后 If not 引出没有改善时的调整，选项应是询问变化是否有帮助。 40. A。本段谈休息，选项解释疲劳为什么影响观察和使用反馈。 多余选项辨析 C：计划永远不需改变与文章建议调整方法相反；G：先扔掉笔记与回看记录的步骤冲突。 参考译文 好计划也可能遇到意外困难。坚持不意味着永远使用同一方法，而是在检查方法的同时保持目标。 首先尽可能清楚地说出障碍。“我英语不好”很难据此采取行动。“说话人转换话题时我会跟不上主旨”则更有用。具体描述能提供更好的起点。 接着检查自己有哪些资源。你不必独自解决所有问题。词典、老师的反馈或学习伙伴可能分别提供不同的帮助。 做出一个小到能够尝试的改变。如果长篇听力较难，就选一段短录音，先听一遍了解主旨，再听一遍寻找一两个重要细节。记下哪些词帮助你理解答案。 几天后看看记录。这个小改变是否帮助你听懂了更多内容？如果没有，就问问自己任务是否太难，或者其他资源是否更有帮助。改变方法不等于放弃目标。 最后，留出休息时间。疲劳会让人更难注意到进步或运用反馈。留出恢复空间的计划更有可能坚持下去。 七选五 G3 答案解析 Whose Story Is Missing 谁的故事被遗漏了 教材联系：Unit 4　社区记忆与多元视角 参考答案 41 D 42 B 43 A 44 E 45 C 语篇主旨 学生制作社区展览时通过补充不同人的讲述，意识到单一视角的局限。 41. D。提问谁被遗漏后，小组决定倾听不同使用者，与随后列出的三类受访者相接。 42. B。上文介绍水果商和清洁工，此处补充使用轮椅的顾客对出入口的体验。 43. A。询问如何署名后进一步确认哪些信息可公开，与后文征得同意使用引语相接。 44. E。空前说展览包含不同叙述，空后说访客可以比较 them，选项强调没有单一叙述代表全部。 45. C。空前承认收集更多声音耗时，选项说明这样做的价值，与结尾形成完整结论。 多余选项辨析 G：认为不必征求许可与文中核实受访者分享意愿相反；F：访客经历完全相同与文中多样经历相反。 参考译文 一个班计划制作关于社区菜市场的小展览。最初的展板有漂亮的建筑照片，也介绍了最繁忙的购物时段。随后一名学生问：“我们遗漏了谁的故事？” 这个问题改变了小组的计划。他们决定倾听以不同方式使用市场的人，并征得许可采访一名水果商、一名清洁工和一名使用轮椅的顾客。 水果商讲述天亮前送货的情形；清洁工谈到市场关门后保持通道畅通；顾客解释哪些入口容易使用、哪些不容易。这些经历不同，却都属于同一个地方。 学生核实每个人希望如何署名，也询问哪些信息可以公开。一位受访者不愿拍照，小组于是征得同意，以文字引语代替。 最后的展览仍展示市场建筑，也加入关于日常工作和通行的简短叙述。没有任何一种叙述被当成完整故事。访客可以比较它们，注意到单一叙述可能遗漏的细节。 全班认识到，收集更多声音需要时间，也能揭示一张照片无法呈现的社区面貌。询问谁被遗漏，可以成为了解更完整图景的第一步。 阅读理解 R1 答案解析 What the Numbers Cannot Show 数字不能显示什么 教材联系：Unit 1　认识自我与指标的局限 参考答案 46 B 47 A 48 A 49 B 语篇主旨 学生通过一次团队项目认识到计数只能显示部分工作，不能概括每个人的贡献。 46. B。首段说 Evan 消息数最多，因此认为自己做了最多工作。 47. A。第二段说明 Priya 用一下午检查书籍是否适合年幼读者。 48. A。Priya 认为数字仍能显示谁在留言板上发言，只是不涵盖所有工作。 49. B。结尾指出先问数字代表什么，再用于判断，使讨论更公平。 参考译文 班级使用共享在线留言板筹划图书交换。周末时，留言板显示了每名学生发出的消息数。埃文发得最多，因此认为自己做了最多工作。 随后小组回顾了事情的经过。普丽娅只发了两条消息，却花了一下午检查书籍是否适合年幼读者；陈写了五条消息，还在午餐时间整理箱子。埃文的消息中有有用建议，也有几条重复了以前的想法。 老师问消息数量是否毫无用处。普丽娅说：“也不是。它显示谁在留言板上发了言，但不能显示大家做的全部事情。”小组同意保留计数，同时增加一份线下任务的简短记录。 这一改变并没有带来完美的贡献衡量方式。有些工作仍难以计数，例如帮助另一名成员解决问题。不过，小组的讨论更公平了，因为学生先询问数字代表什么，再用它判断一个人。 阅读理解 R2 答案解析 A Pause Before Sharing 转发前停一停 教材联系：Unit 2　网络信息与同伴沟通 参考答案 50 B 51 C 52 A 53 B 语篇主旨 面对未经证实的网络信息，通过查证来源和尊重他人来减少误传。 50. B。首段说明旧通知图片没有日期。 51. C。第二段说明运动会照常举行，若下雨部分活动可能转到室内。 52. A。Noor 向老师确认网站通知是否仍然有效。 53. B。Noor 查网站并询问老师，分享最新信息时没有责怪同学。 参考译文 班级群里一条消息声称学校运动会取消了。消息附有一张旧通知图片，却没有日期。几名学生开始调整出行安排。 转发之前，努尔查看了学校网站。最新通知说运动会照常举行，但如果下雨，一些室外项目可能转到室内。她又问老师这则通知是否仍然有效，老师确认有效。 努尔发布通知链接，并写道：“这是我能核实到的最新信息。部分项目可能转到室内。”她没有责怪分享旧消息的同学，因为她不知道消息来自哪里。这名同学回复说图片来自前一年，并删除了图片。 后来群里约定，分享学校通知时要附上日期和来源。努尔知道，查看网站不能回答所有问题，尤其是网站可能尚未更新。遇到重要或不清楚的信息时，她会直接向学校询问。 阅读理解 R3 答案解析 The Library Ramp 图书馆的坡道 教材联系：Unit 4　无障碍与社区行动 参考答案 54 A 55 A 56 C 57 B 语篇主旨 学生通过观察、咨询和试用改进无障碍指引，并认识到应持续听取使用者意见。 54. A。首段指出无障碍入口位于侧面，正面看不到，因此有人到台阶前后折返。 55. A。第二段家长指出停放的自行车可能挡住过低的标志。 56. C。第三段受试者提出在转弯处增加标志，小组获许可后添加。 57. B。末段说明门仍很重，标志没有解决全部无障碍问题。 参考译文 镇图书馆的无台阶入口位于建筑侧面，从正面看不到。设计社的学生注意到，有人走到正面台阶前后不得不折返。 社团最初建议设置醒目箭头。制作前，他们邀请两名轮椅使用者和一位推婴儿车的家长走一遍路线。一名轮椅使用者说箭头有用，但还应写上“无台阶入口”；家长指出，过低的标志可能被停放的自行车挡住。 学生做了一张大字标志，并让访客试用临时版本。访客更容易找到侧门，但一人建议在转弯处增加第二张标志。获得图书馆许可后，社团添加了标志。 标志没有解决所有无障碍问题。侧门仍然很重，图书馆已向建筑管理人员反映。这个项目说明，让使用者讲述经历并亲自试用改动，有助于改进设计。 阅读理解 R4 答案解析 The Bus That Arrived Early 提前到站的公交车 教材联系：Unit 3　坚持改进与解决实际问题 参考答案 58 B 59 C 60 D 61 B 语篇主旨 学生通过多次观察校车到站与等待时间，调整提醒方案，也认识到有限记录的局限。 58. B。首段说明为选择提醒时间，学生记录了两周公交车到达时间。 59. C。车在4:04到站，若按原定时间4:05发送提醒，就会比到站晚一分钟。 60. D。第三段说有的学生活动时容易错过提醒，末段增加活动室附近的纸质通知。 61. B。委员会决定路线或时间表改变时重新检查计划，说明方案应随条件变化复核。 参考译文 等校车的学生常担心错过车辆。学生会建议每天下午固定时间发送提醒。选择时间前，一组学生记录了两周的到站时间。 大多数日子车在4:10至4:15之间到达。然而第二周周二，车在4:04就到了。原定4:05发送的第一条提醒那天会太迟。学生询问司机原因。司机解释，道路施工比预计提前结束，交通因此更顺畅。 学生建议3:55发送提醒，并请大家在4:00前到站。他们又试行了一周。更多学生准时到站，但有些人说提醒出现在课后活动期间，很容易错过。 学生会保留较早的提醒，并在活动室附近增加纸质通知。成员还同意，如果公交路线或时间表改变，就再次检查方案。他们知道几周的记录无法预测每次行程，但观察帮助他们改进了最初的想法。 第 页 学科网（北京）股份有限公司 $