Unit 2 Being a Good Language Learner单元练习卷-2026-2027学年高中英语重大版必修第一册

Unit 2 Being a Good Language Learner单元练习卷-2026-2027学年高中英语重大版必修第一册答案及解析 第一部分单词练习（共两节，满分30分） 第一节单句语法填空（共10小题；每小题1.5分，满分15分） 1.to acquire 2.motivated 3.consistent 4.being exposed 5.evaluates 6.accumulates 7.to adjust 8.reinforce 9.competent 10.to distinguish 第二节单词拼写（共10小题；每小题1.5分，满分15分） 11.adequate 12.curiosity 13.persist 14.obstacle 15.fluent 16.strategy 17.absorb 18.commit 19.grasp 20.efficient 第二部分阅读（共两节，满分50分） 第一节阅读理解（共15小题；每小题2.5分，满分37.5分） 21.B 22.A 23.B 24.B 25.B 26.A 27.A 28.B 29.B 30.C 31.A 32.A 33.B 34.B 35.C 第二节七选五（共5小题；每小题2.5分，满分12.5分） 36.E 37.B 38.A 39.C 40.G 第三部分语言运用（共两节，满分30分） 第一节完形填空（共15小题；每小题1分，满分15分） 41.A 42.B 43.C 44.B 45.A 46.C 47.B 48.C 49.A 50.B 51.B 52.A 53.C 54.B 55.C 第二节语篇语法填空(共10个小题；每小题1.5分，满分15分) 56.a 57.are applied 58.which 59.allowing 60.to realise 61.more helpful 62.reminded 63.skills 64.patient 65.steadily 第四部分写作(共两节，满分40分) 第一节应用文写作(满分15分) 66.参考范文 Dear Tom, I’m sorry to hear that you are having trouble with your foreign-language study. As is known to us,language learning calls for scientific methods rather than blind hard work.To begin with,you ought to attach great importance to language output.It is by bravely opening your mouth to communicate that you can spot your hidden weak points.Besides,it is highly recommended that you carry out short but frequent practice instead of cramming for long hours occasionally,which can strengthen your long-term memory effectively. Bear in mind that there exists no universal perfect method for every learner.What counts most is to explore a style suitable for your own rhythm.As long as you stick to steady practice,you are bound to make satisfying progress sooner or later. Yours sincerely, Li Hua 第二节读后续写(满分25分) 67.参考范文 Paragraph 1: The first several weeks of carrying out her new plan brought her much trouble. When taking oral activities in class,Anna still stumbled over words and made various embarrassing mistakes.At times,a wave of shyness would sweep over her and she wanted to shrink back into silence.Nevertheless,she reminded herself of the viewpoint from Merrill Swain that mistakes were essential for language output.Instead of giving up,she forced herself to keep speaking and carefully noted down every error in her notebook.She kept listening to German youth stories every day even when she felt discouraged.Gradually,she grew less sensitive to others’ glances and dared to express her real thoughts freely. Paragraph 2: Months later,Anna was invited to give a short German speech in her class.Standing in front of her classmates,she delivered her speech fluently without obvious hesitation.All the listeners were amazed at her striking improvement in oral German.After the speech,she shared her experience:it was not natural talent but brave practice and proper attitudes towards mistakes that contributed to her progress.It was at that moment that Anna realized she had broken free from the fear that had trapped her for such a long time. 详细解析 第一部分单词练习（共两节，满分30分） 第一节单句语法填空（共10小题；每小题1.5分，满分15分） 1.to acquire 考点：非谓语动词，It takes some time for sb.to do sth.固定句型。 句意：学习者要花数年时间才能习得一门外语地道的发音。 解析：it为形式主语，真正主语为后面的不定式结构，因此填不定式to acquire（习得，获得）。 2.motivated 考点：非谓语，过去分词作宾语补足语。 句意：来自语言伙伴的积极反馈让学习者在长期练习中保持积极性。 解析：keep sb.+形容词/过去分词，learners与motivate是被动关系，motivated（受激励的，有积极性的）描述人的状态。 3.consistent 考点：词性转换，形容词修饰名词。 句意：只有持之以恒的日常练习才能在二语学习中取得真正进步。 解析：空格修饰名词daily practice，需要形容词；consistent（持续的、一贯的）。 4.being exposed 考点：非谓语动词keep doing以及固定搭配be exposed to。 句意：如果你想提高听力，就要持续接触地道的音频材料。 解析：keep doing sth.表示持续做某事；be exposed to（接触），be要变为动名词being exposed。 5.evaluates 考点：动词时态、主谓一致，一般现在时。 句意：Maren每个月评估自己的进步，并且设定新的小学习目标。 解析：时间标志Every month表示经常性动作；主语Maren是第三人称单数，和并列谓语sets保持一致，谓语使用三单形式evaluates（评估）。 6.accumulates 考点：动词时态、主谓一致。 句意：如果你只在考试前临时死记硬背，词汇知识就会积累得很慢。 解析：条件状语从句遵循主将从现，从句使用一般现在时；主语Vocabulary knowledge为不可数名词，谓语动词用三单accumulates（积累）。 7.to adjust 考点：非谓语动词，need to do sth.。 句意：当你发现一种方法不再奏效时，你需要调整你的学习计划。 解析：need作实义动词，后接不定式to do；to adjust（调整）。 8.reinforce 考点：情态动词后接动词原形。 句意：频繁的对话会巩固你学过的语法规则。 解析：情态动词will后面必须使用动词原形；reinforce（加强，巩固）。 9.competent 考点：词性转换，形容词作表语，固定搭配be competent in。 句意：经过两年练习，她可以胜任日常德语交流。 解析：系动词becomes后接形容词作表语；be competent in意为“在……方面胜任”。 10.to distinguish 考点：非谓语动词，It is+adj.+for sb.to do sth.形式主语句型。 句意：对于初学者来说，区分相似的发音有时是困难的。 解析：it作形式主语，不定式为句子真正主语，填to distinguish（区分，辨别）。 第二节单词拼写（共10小题；每小题1.5分，满分15分） 11.adequate 考点：形容词拼写，形容词修饰名词。 句意：很多学习者失败，是因为他们得不到符合自身水平的足够输入。 解析：修饰名词input用形容词；adequate(足够的，充分的)。 12.curiosity 考点：名词拼写，名词作句子主语。 句意：天生的好奇心促使青少年提问并探索新的表达方式。 解析：本空在句中作主语，需要名词；curiosity(好奇心)，不可数名词。 13.persist 考点：动词拼写，persist in doing sth.固定搭配。 句意：如果你坚持每天阅读简易文章，你终将取得突破。 解析：if引导条件状语从句，此处填谓语动词原形；persist in doing sth.坚持做某事，persist(坚持；执着)。 14.obstacle 考点：名词拼写。 句意：对于大部分学习者来说，口语练习时害怕犯错是最大的障碍。 解析：the biggest后面接单数名词；obstacle(障碍，阻碍)。 15.fluent 考点：形容词拼写，形容词修饰名词。 句意：经过一年半沉浸式学习，她可以用法语进行流利的对话。 解析：修饰名词conversations，使用形容词；fluent(流利的)。 16.strategy 考点：名词拼写。 句意：Nation博士提出一个有用的策略：聚焦高频日常词汇。 解析：a useful后面接单数可数名词；strategy(策略，方法)。 17.absorb 考点：动词拼写，情态动词后接动词原形。 句意：当你的大脑放松的时候，你可以更好吸收、理解新的语言信息。 解析：情态动词can之后使用动词原形；absorb(吸收；理解)。 18.commit 考点：动词拼写，have to后接动词原形。 句意：如果你希望掌握一门新语言，你必须每天投入至少二十分钟。 解析：have to do sth.必须做某事；commit可以表示投入（时间、精力）。 19.grasp 考点：动词拼写，It takes time to do不定式结构。 句意：要花时间领会、掌握短语背后隐藏的文化含义。 解析：不定式符号to后接动词原形；grasp(领会，掌握)。 20.efficient 考点：形容词，形容词比较级more+adj.。 句意：短时间专注学习板块，比连续数小时不休息学习效率更高。 解析：more+形容词原级构成比较级；efficient(高效的)。 第二部分 阅读（共两节，满分 50 分） 第一节 阅读理解（共 15 小题；每小题 2.5 分，满分 37.5 分） A篇 【语篇解读】说明文。基于科学记者Benedict Carey的研究，面向各年龄段语言学习者给出四条学习建议。 21.答案B题型：细节理解题 段落定位：★Seek suitable learning materials 原文：The point is to pick content where the majority of words and sentences are within your reach.（关键是挑选大部分词句你能够理解的内容。） 解析：该小标题下说明学习者应当选择自己大体可以看懂的材料。A（日夜死记语法规则）、C（尽可能读高难度学术论文）、D（阅读练习避开全部生词）均和原文不符。 22.答案A题型：细节理解题 段落定位：★View mistakes as helpful feedback 原文：Carey points out that shame becomes a hidden barrier（障碍）to improvement.（Carey指出羞愧感会成为进步的隐性障碍。） 解析：让学习者害怕犯错的羞愧心理阻碍进步。B（获得老师及时反馈）、C（进行短期日常练习）、D（使用大脑发散模式）都是有利于语言学习的因素。 23.答案B题型：细节理解题 段落定位：★Allow your brain time to rest 原文：While your body relaxes,your brain continues organizing and storing the language knowledge you have just taken in.（当你的身体放松时，你的大脑继续整理、储存刚刚接收的语言知识。） 解析：大脑休息时还会处理语言信息，所以休息是学习的一部分。A（休息短时间记住更多单词）、C（休息时找学习资源）、D（休息彻底消除知识薄弱点），D表述绝对化，原文无支持。 B篇 【语篇解读】记叙文。讲述19岁西班牙艺术生Lila学习中文的经历。起初机械死记汉字，但实际交流能力很差。读到Merrill Swain输出假说的文章后，意识到语言输出练习不可或缺，调整学习方案，结合兴趣做输入输出练习，克服挫折，取得语言进步。告诉读者语言进步来源于科学策略与持续努力，并非天赋。 24.答案B题型：细节理解题 段落定位：第2段 原文：She managed to recognize a large number of separate characters,yet she could hardly piece them together for simple daily conversations.（她可以认识大量零散汉字，但几乎不能把汉字组合起来完成简单日常对话。） 解析：早期Lila机械死记，但是实际语言运用提升有限。A（没有中文学习资源）、C（中国艺术家拒绝交流）、D（剪纸纪录片太难）文中没有提及。 25.答案B题型：细节理解题 段落定位：第3段 原文：Swain argued that only reading and listening were not enough;learners needed to speak and write to find out their own weak points…she watched short Chinese art‑themed video clips and read simplified online stories…took an active part in online language‑exchange groups（Swain提出仅仅读写听是不够的，学习者需要说和写找出薄弱点……她观看中文艺术短视频、读简易网络故事，积极参加线上语言交流小组） 解析：读完文章之后，Lila除阅读输入之外，开始重视口语输出练习。A（花更多时间抄写汉字）；C（全部精力投入复杂语法练习）；D（放弃线上语言交流小组，和原文相反）。 26.答案A题型：推理判断题 段落定位：全文 解析：根据文中adjusted the difficulty of learning materials accordingly（相应调整学习材料难度），可以看出Lila会根据自身实际不断调整学习方法。B（半年之内中文完全流利，文中8个月才取得进步）；C（完全依靠AI翻译），原文无；D（天赋是成功关键，文章否定天赋至上）。 27.答案A题型：主旨大意题 解析：整篇文章讲述艺术生Lila依靠科学的学习方法，中文取得进步的故事。B（剪纸艺术在欧洲的流行，只是背景）；C（Merrill Swain生平，文中没有介绍生平）；D（西方学习者学亚洲语言的困难，只是局部信息）。 C篇 【语篇解读】议论文。反驳“学习时间越长，语言学得越好”的错误观念。介绍大脑的专注模式和发散模式，指出休息对于记忆巩固的意义，批判考前临时突击，倡导间隔复习，给初学者提出设立现实小目标的建议。 28.答案B题型：词义猜测题 段落定位：第5段 原文：Compared with cramming,spaced review（间隔复习）produces much more fruitful learning effects.（和临时突击相比，间隔复习产生更加____的学习效果。） 解析：productive富有成效的；discouraging令人沮丧的；challenging有挑战性的；confusing令人困惑的。上下文表示间隔复习效果更好，因此选productive。 29.答案B题型：细节理解题 段落定位：第3段 原文：The diffuse mode operates when our mind relaxes…our brain continues to sort,classify and reinforce the newly‑gained language information.（发散模式在大脑放松时运行，大脑继续整理分类巩固新接收的语言信息。） 解析：大脑在放松休息时处理知识。A（做语法难题时运行，这是focused mode）；C（可以完全替代专注模式，原文否定）；D（只在备考时起作用，错误）。 30.答案C题型：细节理解题 段落定位：第6段 原文：Carey also reminds beginners to set realistic small goals rather than chasing native‑level fluency in a short time.（Carey提醒初学者设立现实的小目标，而不是短时间追求母语者流利度。） 解析：给初学者建议设立小而现实的目标。A（考前突击背大量单词）；B（不停学习不休息）；D（短时间达到母语流利度，是要避免的）。 31.答案A题型：主旨大意题 解析：文章开篇提出longer study hours equal better learning results这一错误观点，全文都在反驳它，核心论点：更长的学习时间不一定带来更好语言学习效果。B（专注模式对初学者完全无用，原文否定）；C（突击备考最有效，文章批判突击）；D（发散模式优于其他一切模式，无依据）。 D篇 【语篇解读】新闻报道。《The Guardian》发布一份针对成年外语学习者的调查报告，新西兰词汇专家Paul Nation担任顾问。调查发现成年人最大障碍是害怕口语犯错，同时分析词汇学习和输出练习的关系，提到反馈、时间压力等问题，指出语言学习没有捷径。 32.答案A题型：细节理解题 段落定位：第2段 原文：According to the collected data,fear of making mistakes ranks as the top barrier for adult learners.（根据收集的数据，害怕犯错是成年学习者的首要障碍。） 解析：成年人最大障碍是害怕口语交流犯错。B（缺少自学阅读材料）；C（没有机会接受语言教育）；D（娱乐浪费大量空闲时间，文中没有）。 33.答案B题型：细节理解题 段落定位：第3段 原文：He explained that vocabulary building and real output should go hand in hand…seeking perfect accuracy in the early learning stage puts unnecessary mental burden on themselves.（他解释词汇积累和真实输出练习应当同步进行，早期追求完美准确度会带来不必要心理负担。） 解析：Paul Nation认为词汇学习要和真实输出练习结合。A（只背单词就可以取得巨大进步，和原文相反）；C（早期交流不能出现错误）；D（最初几个月必须做到完全准确，原文反对）。 34.答案B题型：细节理解题 段落定位：第4段 原文：Proper feedback helps learners locate their knowledge weaknesses.（恰当的反馈帮助学习者定位知识薄弱点。） 解析：反馈帮助找到薄弱点并且改进。A（一开始就要追求完美准确，原文反对）；C（周末长时间学习效果最好，原文建议短时高频）；D（成年人语言天赋高于青少年，文中无对比）。 35.答案C题型：最佳标题题 解析：整篇新闻围绕一份调查报告，介绍成年语言学习者的主要障碍。A（短时间实现口语完美的方法）；B（成年人为什么应该放弃学外语，完全错误）；D（Paul Nation针对青少年的新研究，本报告对象是成年人）。 第二节七选五（共5小题；每小题2.5分，满分12.5分） 【语篇解读】说明文。主题：养成良好的语言学习习惯。良好学习习惯比天赋重要，不要照搬网上方法，要选择合适材料，勇敢面对错误，重视休息，坚持微小努力才能进步。 选项翻译： A.Face your mistakes bravely（勇敢面对你的错误） B.So you need to choose proper materials（因此你需要选择合适的材料） C.Taking short breaks is part of learning（短暂休息是学习的一部分） D.You should spend all day memorizing new words（你应该花一整天记忆新单词） E.You need to find ways suitable for yourself（你需要找到适合自己的方法） F.It is necessary to avoid any mistakes in practice（练习中必须避免所有错误） G.Small steady efforts finally bring big improvements（持续微小的努力终会带来巨大进步） 36.E 解析：原文上句“Many learners copy popular study tips online,yet those methods do not fit their own situation.”（很多学习者照搬网上的学习建议，但是这些方法并不适合自己的情况）。前后存在因果逻辑，既然网上的方法不一定适合，就要寻找适合自己的办法，选E。 37.B 解析：原文上句“Too‑difficult articles will make you discouraged.”（太难的文章会让你灰心丧气）；原文下句“Materials where you know most words but still meet several new expressions are your best choice.”（大部分认识、少量生词的材料是最好选择）。上下文说明材料难度的重要性，空格处承接上文，得出结论要挑选合适材料，选B。 38.A 解析：空格为本段主题句。原文后面“Many learners treat mistakes as shame.Actually each mistake shows you where you need improvement.You can keep a small notebook to record your typical errors and review them regularly.”（很多学习者把错误当成耻辱。实际上每个错误都暴露出你需要提升的地方，你可以记典型错题定期复习）。整段围绕“对待错误”展开，主题是勇敢面对错误，选A。 39.C 解析：本段主题句“Do not ignore the power of rest.”（不要忽视休息的力量）；原文后句“It does not mean you are lazy;it helps knowledge settle in your long‑term memory.”（这不代表懒惰，休息帮助知识沉淀到长时记忆）。本空解释休息的定位：短暂休息本身就是学习的一部分，选C。 40.G 解析：原文上句“Forming good language‑learning habits cannot happen overnight.”（养成良好语言学习习惯不可能一蹴而就）；原文下句“Keep patient and stick to your small daily tasks,and you will see gradual progress.”（保持耐心，坚持日常小任务，就会看到逐步的进步）。G选项“持续微小的努力终会带来巨大进步”，承上启下，呼应small daily tasks，选G。 第三部分语言运用（共两节，满分30分） 第一节完形填空（共15小题；每小题1分，满分15分） 【语篇解读】记叙文。高中生Leo学习法语两年成绩不理想，只会抄写单词，不会在真实交际中运用。在老师介绍Merrill Swain理论之后，他改变旧的学习习惯，坚持每日短时阅读和口语练习，学会分析错题、拆分任务，不再羡慕看上去毫不费力的同学，懂得点滴积累，不再寻找速成技巧，慢慢培养自我管理能力。 41.A copy（抄写） 其他选项翻译：B hide（隐藏）；C return（返回；归还）；D deliver（递送；发表） 解析：根据后文原文提示word‑copying tasks（抄写单词的任务），过去他每晚抄写大量新单词，但是很快遗忘，选copy。 42.B recall（回忆，回想，记起） 其他选项翻译：A forget（忘记）；C create（创造）；D miss（错过；想念） 解析：原文“Before exams,he hurried to review piles of notes,yet he could hardly 42.________useful expressions in real communication.”（考试前匆忙复习笔记，但真实交际中很难记起有用表达），recall“回想、记起”贴合语境。 43.C low（低的） 其他选项翻译：A high（高的）；B special（特别的）；D steady（稳定的） 解析：前文交代他学习效果不好，因此分数长期处于较低水平。 44.B depend on（依靠，取决于）【唯一词语辨析小题】 其他选项翻译：A take up（占据；从事）；C give away（赠送；泄露）；D break out（爆发） 解析：原文“Leo learned that language progress did not 44.________how many words you memorized,but whether you took part in real language output practice.”（Leo了解到语言进步不取决于背多少单词，而在于是否参与真实语言输出练习）。depend on“取决于”贴合but连接的对比逻辑。 45.A adjust（调整） 其他选项翻译：B forbid（禁止）；C praise（表扬）；D admire（钦佩，羡慕） 解析：了解全新学习理念之后，他决定调整旧的学习流程。 46.C follow（遵循；遵照） 其他选项翻译：A predict（预测）；B ignore（忽视）；D doubt（怀疑） 解析：原文“At first,Leo found it hard to 46.________the new way of learning.”（一开始，Leo发现很难遵循这套新的学习方式），follow the way“遵循某种方式”固定搭配。 47.B put off（推迟） 其他选项翻译：A give up（放弃）；C take over（接管）；D bring about（导致，引起） 解析：原文“On lazy days,he hoped to 47.________his reading‑speaking task till later.”（在懈怠的日子，他总想把读‑说任务往后推迟），put off…till later“把……推迟到之后”。 48.C analyse（分析） 其他选项翻译：A hide（隐藏）；B copy（抄写）；D praise（表扬） 解析：原文“He also started to 48.________his mistakes and mark weak points in his notebook.”（他开始分析自己的错误，在笔记本标记薄弱点），analyse mistakes“分析错误”符合语言学习场景。 49.A divide（拆分，分割） 其他选项翻译：B force（强迫）；C push（推；逼迫）；D turn（转动） 解析：原文“If a reading task felt too hard,he would 49.________it into smaller parts.”（如果阅读任务太难，就把它拆分成更小的部分），divide…into…把……拆分为……，固定搭配。 50.B admiring（羡慕） 其他选项翻译：A helping（帮助）；C stopping（阻止）；D troubling（使烦恼） 解析：原文“He stopped 50.________those classmates who seemed to pick up French without much effort.”（他不再羡慕那些看上去毫不费力就学会法语的同学）。 51.B add 其他选项翻译：A give（给予）；C keep（保持）；D make（制作） 解析：原文“Every tiny daily effort would 51.________up little by little.”每一份微小的日常努力一点点积累起来。固定搭配add up积累。 52.A searching（搜索） 其他选项翻译：B waiting（等待）；C calling（打电话；呼叫）；D working（工作） 解析：原文“He no longer 52.________online for magic high‑score tricks.”他不再上网搜寻提分的神奇捷径。search for搜寻。 53.C key（关键） 其他选项翻译：A barrier（障碍）；B warning（警告）；D memory（记忆） 解析：原文“He held the belief that careful regular practice was the real 53.________to progress.”他相信认真规律练习才是进步的关键。the key to………的关键。 54.B results（结果） 其他选项翻译：A chances（机会）；C signs（迹象）；D barriers（障碍） 解析：原文“He learned not to judge his growth only through test 54.________.”他学会不只依靠考试结果评判自己的成长。 55.C ability（能力） 其他选项翻译：A pressure（压力）；B difficulty（困难）；D stress（压力） 解析：原文“Slowly,he gained stronger self‑management 55.________.”慢慢地，他拥有了更强的自我管理能力。 第二节语篇语法填空(共10个小题；每小题1.5分，满分15分) 【语篇解读】这是一篇介绍加拿大应用语言学家Merrill Swain的科普短文。短文简单介绍她的输出假说在青少年外语课堂的广泛应用，解释大脑专注模式与发散模式在语言学习中的作用，告诫学习者不要寻找学习捷径，要敢于面对错误，坚持练习，保持耐心，循序渐进取得进步。 56.a 解析：不定冠词，a world‑famous Canadian applied linguist一位世界知名的加拿大应用语言学家。world辅音音素开头，用a。 57.are applied 考点：被动语态，一般现在时。 解析：主语theories（理论）和apply（运用）是被动关系；at present表示现在，一般现在时。句意：如今她的理论被广泛运用于青少年外语课堂。 58.which 解析：非限制性定语从句；one of which，which指代前面two main thinking modes。 59.allowing 考点：现在分词作结果/伴随状语。 解析：the other（diffuse mode）和allow是主动关系，现在分词作状语。 60.to realise 解析：固定搭配a chance to do sth.做某事的机会，不定式作后置定语。 61.more helpful 解析：than提示要用比较级；helpful多音节形容词，比较级more helpful。 62.reminded 解析：时间标志years ago多年以前，一般过去时。 63.skills 解析：practical前面没有单数限定词，skill可数名词，用复数skills。 64.patient 解析：系动词keep后面接形容词作表语；keep patient保持耐心。 65.steadily 解析：副词修饰动词make progress，steadily（稳定地，逐步地）。 第四部分写作(共两节，满分40分) 第一节应用文写作（满分15分） 66.【解题思路步骤】 1.审题：体裁电子邮件；交际对象英国笔友Tom；写作背景：Tom外语学习效率低、不敢开口；要点①两条科学学习建议；②适合自己最重要+鼓励；词数100左右，开头结尾已经给出不计入词数。 2.要点拆解： ①建议一：重视语言输出，敢于开口，通过表达发现薄弱点（用到强调句型It is by doing…that…高级句式）。 ②建议二：短时高频练习，拒绝考前突击，巩固长时记忆（非限制性定语从句提升句式）。 ③提醒：不存在万能学习方法，要寻找匹配自己节奏的方式。 ④结尾给予鼓励，相信坚持就会进步。 3.语言要求：邮件正式但亲切，适当使用高级句型，避免低级语法错误；逻辑使用连接词To begin with,Besides,Bear in mind that,As long as。 4.成文检查：核对要点齐全、人称时态无误，控制篇幅。 范文 Dear Tom, I’m sorry to hear that you are having trouble with your foreign-language study. As is known to us,language learning calls for scientific methods rather than blind hard work.To begin with,you ought to attach great importance to language output.It is by bravely opening your mouth to communicate that you can spot your hidden weak points.Besides,it is highly recommended that you carry out short but frequent practice instead of cramming for long hours occasionally,which can strengthen your long-term memory effectively. Bear in mind that there exists no universal perfect method for every learner.What counts most is to explore a style suitable for your own rhythm.As long as you stick to steady practice,you are bound to make satisfying progress sooner or later. Yours sincerely, Li Hua 第二节读后续写满分25分） 67解题思路步骤】 1.审题：原文人物Anna，16岁高中生；事件：德语笔试不错，口语因为害怕犯错不敢开口，读到Merrill Swain文章决心改变；两段给出段首句；词数150左右。 2.第一段段首：The first several weeks of carrying out her new plan brought her much trouble. 情节逻辑：执行新计划初期困难重重→说德语卡顿、不断犯错、内心羞愧想退缩→想起Swain观点，犯错对输出必不可少→坚持开口，记录错题，坚持听力输入→慢慢克服心理障碍。使用时间状语从句、分词作状语。 3.第二段段首：Months later,Anna was invited to give a short German speech in her class. 情节逻辑：几个月后受邀课堂演讲→流利完成演讲，同学们震惊进步→分享自己感悟：不是天赋而是勇敢练习和对待错误的态度带来进步→感悟自己摆脱长久以来的恐惧。使用倒装、强调句高级句式。 4.逻辑：紧扣原文线索：fear of mistakes、Merrill Swain理论、oral practice；情绪由胆怯-挣扎-坚持-获得成功，情节闭环；检查时态以一般过去时为主。 5.润色：加入心理描写，适当高级句式，控制总词数。 范文 Paragraph 1: The first several weeks of carrying out her new plan brought her much trouble. When taking oral activities in class,Anna still stumbled over words and made various embarrassing mistakes.At times,a wave of shyness would sweep over her and she wanted to shrink back into silence.Nevertheless,she reminded herself of the viewpoint from Merrill Swain that mistakes were essential for language output.Instead of giving up,she forced herself to keep speaking and carefully noted down every error in her notebook.She kept listening to German youth stories every day even when she felt discouraged.Gradually,she grew less sensitive to others’ glances and dared to express her real thoughts freely. Paragraph 2: Months later,Anna was invited to give a short German speech in her class.Standing in front of her classmates,she delivered her speech fluently without obvious hesitation.All the listeners were amazed at her striking improvement in oral German.After the speech,she shared her experience:it was not natural talent but brave practice and proper attitudes towards mistakes that contributed to her progress.It was at that moment that Anna realized she had broken free from the fear that had trapped her for such a long time. 学科网（北京）股份有限公司 $ Unit 2 Being a Good Language Learner单元练习卷-2026-2027学年高中英语重大版必修第一册 （试卷满分：150分考试时间：120分钟） 第一部分单词练习（共两节，满分30分） 第一节单句语法填空（共10小题；每小题1.5分，满分15分） 用括号内单词适当形式填空。 1.It takes years for learners________(acquire)natural pronunciation of a foreign language. 2.Positive feedback（反馈）from language partners keeps learners________(motivate)through long‑term practice. 3.Only________(consistent)daily practice can create real progress in second‑language learning. 4.If you wish to improve listening,keep________(expose)yourself to authentic（地道的）audio materials. 5.Every month,Maren________(evaluate)her own progress and sets new small learning goals. 6.Vocabulary knowledge________(accumulate)slowly if you only cram（临时死记）before tests. 7.You need________(adjust)your learning plan when you find one method no longer works. 8.Frequent conversation will________(reinforce)the grammar rules you have learned. 9.After two years of practice,she becomes________(competent)in daily German communication. 10.It is sometimes hard for beginners________(distinguish)between similar pronunciation pairs. 第二节单词拼写（共10小题；每小题1.5分，满分15分） 根据句意、首字母提示写出单词。 11.Many learners fail because they do not get a________(足够的，充分的)input that matches their level. 12.Natural c________(好奇心)pushes teenagers to ask questions and explore new expressions. 13.If you p________(坚持；执着)in reading simple articles every day,you will finally break through. 14.The biggest o________(障碍，阻碍)for most learners is the fear of making mistakes while speaking. 15.She can hold f________(流利的)conversations in French after one and a half years of immersion（沉浸式学习）. 16.Dr.Nation suggests a useful s________(策略，方法):focus on high-frequency daily vocabulary. 17.When your mind is relaxed,you can better a________(吸收；理解)new language information. 18.You have to c________(投入〈时间、精力〉)at least twenty minutes each day if you hope to master a new tongue. 19.It takes time to g________(领会，掌握)the hidden cultural meanings behind certain phrases. 20.Using short,focused study blocks is more e________(高效的)than sitting for hours without breaks. 第二部分 阅读（共两节，满分 50 分） 第一节 阅读理解（共 15 小题；每小题 2.5 分，满分 37.5 分） 阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 A Practical Tips for Language Learners of All Ages Based on research from science journalist（科学记者）Benedict Carey,author of How We Learn,here are several practical suggestions for people of different ages who want to improve their foreign-language ability. ★Seek suitable learning materials Language ability improves when you receive messages you can mostly understand,instead of memorizing grammar rules without thinking.You are not supposed to bury yourself in extremely difficult reading materials.Teen news,short youth stories and student-level podcasts（播客）are great choices for young learners.For adult beginners,simple daily-life articles are more suitable than complex academic texts.The point is to pick content where the majority of words and sentences are within your reach. ★View mistakes as helpful feedback（反馈） Lots of language learners of all ages avoid oral practice because they fear making mistakes and being laughed at.However,mistakes show clearly which parts of your language knowledge remain weak.Carey points out that shame becomes a hidden barrier（障碍）to improvement.You should accept proper corrections from teachers or language partners rather than keeping silent to escape errors. ★Allow your brain time to rest Our brain has two working modes for language learning:focused mode and diffuse mode（发散模式）.Focused mode deals with detailed grammar.Diffuse mode works when you take breaks or go for a short walk.While your body relaxes,your brain continues organizing and storing the language knowledge you have just taken in.That is why continuous hours of study do not always bring better results. ★Stick to short daily practice There are no magic shortcuts for language learning.Twenty-minute practice every day works far better than painful long-time cramming only on weekends.Small repeated efforts build up your vocabulary and language sense step by step. 21.What should learners do under the tip“Seek suitable learning materials”? A.Memorize grammar rules day and night B.Choose materials they can mostly understand C.Read hard academic papers as much as possible D.Avoid any new words in reading practice 22.According to Benedict Carey,what may prevent learners from making language progress? A.Feeling ashamed of making mistakes B.Getting timely feedback from teachers C.Doing short-term daily practice D.Using diffuse mode of the brain 23.Why does the text advise learners to allow the brain to rest? A.Rest helps learners memorize more word lists in a short time B.Rest gives chances for the brain to process language information C.Learners can look for more learning resources during rest D.Rest completely stops weak points from appearing B Lila was a 19-year-old art-college student from southern Spain.She first developed strong interest in Chinese when she watched a well-produced online documentary（纪录片）about traditional Chinese paper-cutting art two years ago.Fascinated by the cultural stories behind the documentary,she made up her mind to pick up Chinese so that she could read original art materials and communicate with Chinese artists in the future. At the very beginning,Lila followed the common learning method shared online.She bought thick grammar reference books and spent two hours every evening copying and memorizing hundreds of Chinese characters.She kept this strict routine for nearly half a year.She managed to recognize a large number of separate characters,yet she could hardly piece them together for simple daily conversations.Whenever she joined online language-exchange activities,she froze up and could not express her real thoughts freely.Gradually she felt greatly discouraged and began to doubt whether she possessed any gift for learning a totally different Asian language. One rainy weekend,she came across an online article written by Canadian applied linguist（应用语言学家）Merrill Swain,famous for the Output Hypothesis（输出假说）.Swain argued that only reading and listening were not enough;learners needed to speak and write to find out their own weak points.Reading through her viewpoints,Lila suddenly realized where her problem lay.She had devoted almost all her energy to mechanical rote memorization（机械死记硬背）,while paying little attention to real language output.Inspired by her theory,Lila decided to completely adjust her learning schedule.She cut down endless character‑copying tasks.Instead,she watched short Chinese art‑themed video clips and read simplified online stories related to painting and handicrafts（手工艺品）.She took an active part in online language-exchange groups,bravely opening her mouth and accepting corrections patiently whenever she made mistakes. Naturally,setbacks（挫折）still appeared from time to time.Some video materials turned out beyond her current level,and certain complex grammar points still confused her.Rather than giving herself up,Lila evaluated her progress every Sunday and adjusted the difficulty of learning materials accordingly.She stuck to 20-minute daily practice instead of exhausting marathon‑style study on weekends. Eight months went by.Lila could hold smooth online conversations with Chinese art lovers.She also managed to read short articles about Chinese folk art without too much difficulty.From her own experience,she learned that language achievement rarely comes from natural talent.Real progress grows from scientific learning strategies and steady,continuous small efforts. 24.What troubled Lila in her early Chinese-learning stage? A.She could not get access to Chinese learning resources B.Rote memorization brought limited practical language ability C.Chinese artists refused to communicate with foreign learners D.Documentaries about paper-cutting were hard for her to follow 25.What change did Lila make after reading Merrill Swain’s article? A.She spent more time copying Chinese characters every day B.She valued real-life speaking practice besides reading input C.She focused all her energy on complex grammar exercises D.She gave up taking part in online language-exchange groups 26.What can we infer about Lila? A.She wisely adjusted her learning methods based on reality B.She reached complete fluency in Chinese within half a year C.She depended entirely on AI translation for daily communication D.Natural talent contributed most to her final achievement 27.What is the main idea of the passage? A.How a young art‑college student made progress in Chinese with scientific methods B.The popularity of traditional Chinese paper-cutting among European artists C.Merrill Swain’s life experience as a world-famous linguist D.Main challenges for western learners studying Asian languages C Many language learners hold a deep‑rooted misunderstanding about language acquisition（语言习得）:longer study hours equal better learning results.It is not rare to see learners sit for hours with textbooks,believing that as long as they spend enough time,they will finally master a foreign tongue.This belief drives countless learners to push themselves into tiring long‑time study every single day.However,plenty of research carried out by Benedict Carey shows that simple time input cannot guarantee satisfying language outcomes. Our brain works in two different modes when we take in new language knowledge.The focused mode enables us to deal with detailed grammar rules and complex sentence structures.This mode demands our full concentration and mental energy,so it cannot keep running effectively without breaks.If learners force their brains to stay focused for too long,their concentration will drop and learning efficiency will suffer greatly. The diffuse mode operates when our mind relaxes.Many learners wrongly regard rest as a waste of valuable study time.In fact,during relaxation periods such as walking or light listening,our brain continues to sort,classify and reinforce the newly-gained language information.This invisible mental process builds connections for long‑term memory,which cannot be completed when we keep pushing for focused study. Last‑minute cramming remains another common bad habit among language learners.When tests are approaching,some learners stay up late memorizing large amounts of vocabulary.They may get acceptable scores for that test,yet most of the knowledge will fade away within several days.Cramming only creates fragile short-term memory and offers almost no support for long‑term language competence（语言能力）. Compared with cramming,spaced review（间隔复习）produces much more fruitful learning effects.By reviewing knowledge at reasonable time intervals（时间间隔）,learners strengthen memory connections inside the brain.Information can be kept for far longer periods instead of disappearing rapidly after examinations. Carey also reminds beginners to set realistic small goals rather than chasing native-level fluency in a short time.Small achievable victories can keep learners motivated.Language learning is a gradual journey,and no way can skip this necessary process. 28.The underlined word“fruitful”in Paragraph 5 most probably means______. A.discouraging B.productive C.challenging D.confusing 29.What does the writer stress about diffuse mode? A.It works when we are doing difficult grammar exercises B.It helps our brain process knowledge during relaxation C.It can completely replace focused mode in language study D.It only functions when learners are preparing for language tests 30.What suggestion is given to language beginners? A.Memorize massive word lists the night before tests B.Keep studying non-stop without taking any breaks C.Set small and realistic learning goals D.Try to achieve native-speaker fluency in a short period 31.What is the main argument of this passage? A.More study time does not necessarily bring better language-learning results B.Focused mode is totally useless for ordinary language beginners C.Cramming is the most effective way for language test preparation D.Diffuse mode works better than any other learning methods D Last month,a language-research team published its latest survey report on adult foreign-language learning on The Guardian.Over 1,200 adult participants aged from 20 to 45 took part in this nationwide survey.The research invited New Zealand vocabulary expert Paul Nation as its main consultant（顾问）.The team aimed to figure out what stops grown-up learners from making steady progress in second‑language study. According to the collected data,fear of making mistakes ranks as the top barrier for adult learners.More than sixty-five percent of interviewees admitted they avoided oral communication.They worried that grammatical errors or wrong pronunciation would leave bad impressions on others.Unlike teenagers,many adults have formed strong self-image（自我形象）,so they feel more stressed when their language performance is not perfect.This psychological pressure keeps them from opening their mouths in real-world communication. Professor Paul Nation offered his professional opinion.He explained that vocabulary building and real output should go hand in hand.Many adults spend most time memorizing word lists but seldom use words in speaking or writing.For adult learners,seeking perfect accuracy in the early learning stage puts unnecessary mental burden on themselves.What matters more is getting sufficient practice and gathering real communication experience.If learners keep avoiding speaking for fear of errors,they will lose the most valuable chance to practise and improve. The survey also showed the importance of timely feedback.Nearly seventy-percent of participants said they made faster progress when they received gentle but clear corrections.Proper feedback helps learners locate their knowledge weaknesses.Instead of feeling ashamed about mistakes,adults ought to treat errors as useful clues for future improvement. Besides psychological barriers,the survey mentioned time pressure as another main difficulty.Most adult learners have busy work and family tasks.They cannot afford long continuous study periods.Researchers therefore suggested short,frequent daily practice rather than occasional long‑time learning on weekends. In the end,the report concluded that there exists no magic shortcut for adult language learning.Over-anxiety about perfection,lack of regular practice and insufficient feedback are major troubles.Persistence,reasonable expectation and brave communication serve as key factors for adult learners to achieve language goals. 32.What is the biggest barrier for adult language learners according to the survey? A.Fear of making mistakes in oral communication B.Lack of good reading materials for self-study C.No chances to receive language-learning education D.Too much free time wasted on entertainment 33.What is Paul Nation’s opinion for adult learners? A.Memorizing word lists alone can produce great progress B.Vocabulary study should be combined with real-life output practice C.Mistakes should never appear in early-stage communication D.Adults must reach perfect accuracy in the first few months 34.What can we learn from the survey result? A.Adults should aim for perfect accuracy at the very beginning B.Feedback helps learners find weaknesses and make improvements C.Long weekend study always brings the best learning outcomes D.Adults have more natural language talent than teenage learners 35.What is the best title for the news report? A.Ways to Achieve Perfect Oral Accuracy in a Short Time B.Why Adults Should Stop Learning Foreign Languages C.Survey Discovers Main Barriers for Adult Language Learners D.Paul Nation’s New Research on Teenage Language Education 第二节七选五（共5小题；每小题2.5分，满分12.5分） 根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 Build Good Language-learning Habits Good language‑learning habits matter far more than natural talent.Many learners copy popular study tips online,yet those methods do not fit their own situation.36.________ Pay attention to your input quality.Not all language materials are equally helpful.Too‑difficult articles will make you discouraged.37.________Materials where you know most words but still meet several new expressions are your best choice. 38.________Many learners treat mistakes as shame.Actually each mistake shows you where you need improvement.You can keep a small notebook to record your typical errors and review them regularly. Do not ignore the power of rest.Your brain needs time to process new language information.39.________It does not mean you are lazy;it helps knowledge settle in your long‑term memory. Forming good language habits cannot happen overnight.40.________Keep patient and stick to your small daily tasks,and you will see gradual progress. A.Face your mistakes bravely B.So you need to choose proper materials C.Taking short breaks is part of learning D.You should spend all day memorizing new words E.You need to find ways suitable for yourself F.It is necessary to avoid any mistakes in practice G.Small steady efforts finally bring big improvements 第三部分语言运用（共两节，满分30分） 第一节完形填空（共15小题；每小题1分，满分15分） 阅读下面短文，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项。 Leo was a high‑school student.He had been learning French for two years,but his performance remained unsatisfying.He used to 41.________lots of new words every night,but he would soon forget most of them.Before exams,he hurried to review piles of notes,yet he could hardly 42.________useful expressions in real communication.His scores stayed 43.________month after month. His French teacher introduced the learning ideas of Merrill Swain to him.Leo learned that language progress did not 44.________how many words you memorized,but whether you took part in real language output practice.He decided to 45.________his old learning routine. At first,Leo found it hard to 46.________the new way of learning.He often wanted to go back to word‑copying tasks.On lazy days,he hoped to 47.________his reading-speaking task till later.Still,he refused to give up.He set aside twenty minutes every day to read simple French stories and do short oral practice. Gradually,this new habit showed its power.When doing listening and reading tasks,he could understand more content.He also started to 48.________his mistakes and mark weak points in his notebook.He learned to make good use of rest instead of studying non-stop.If a reading task felt too hard,he would 49.________it into smaller parts.He stopped 50.________those classmates who seemed to pick up French without much effort. Leo came to realise good language competence would not appear overnight.Every tiny daily effort would 51.________up little by little.He no longer 52.________online for magic high‑score tricks.He held the belief that careful regular practice was the real 53.________to progress. Sometimes progress could hardly be seen and he felt discouraged.He learned not to judge his growth only through test 54.________.Slowly,he gained stronger self-management 55.________. 41.A.copy B.hide C.return D.deliver 42.A.forget B.recall C.create D.miss 43.A.high B.special C.low D.steady 44.A.take up B.depend on C.give away D.break out 45.A.adjust B.forbid C.praise D.admire 46.A.predict B.ignore C.follow D.doubt 47.A.give up B.put off C.take over D.bring about 48.A.hide B.copy C.analyse D.praise 49.A.divide B.force C.push D.turn 50.A.helping B.admiring C.stopping D.troubling 51.A.give B.add C.keep D.make 52.A.searching B.waiting C.calling D.working 53.A.barrier B.warning C.key D.memory 54.A.chances B.results C.signs D.barriers 55.A.pressure B.difficulty C.ability D.stress 第二节语篇语法填空(共10个小题；每小题1.5分，满分15分) 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Merrill Swain is 56.________world‑famous Canadian applied linguist whose Output Hypothesis（输出假说）has influenced millions of second-language learners.Her theories 57.________(apply)widely in teen foreign-language classrooms at present.In her recent speech,she shared several valuable opinions for high‑school language learners. Our brain has two main thinking modes,one of 58.________is focused mode.It helps us deal with complex grammar rules.The other is diffuse mode,59.________(allow)our brain to process information while we take a break. Every mistake we make offers a chance 60.________(realise)our weak points.Daily short practice is far 61.________(help)than last‑minute cramming before exams. Swain 62.________(remind)teenagers years ago not to seek magic learning shortcuts.We should make full use of practical 63.________(skill)in our daily language practice,especially speaking and writing output. You need to keep 64.________(patience)while building new language habits.Only in this way can you make progress 65.________(steady)step by step. 第四部分写作(共两节，满分40分) 第一节应用文写作(满分15分) 66.假定你是李华，你的英国笔友Tom最近外语学习效率低下，不敢开口说口语，请给他写一封邮件，要点： 1.分享两条科学语言学习建议； 2.提醒适合自己的方法最重要，给予鼓励。 注意：词数100左右；开头结尾已给出，不计入总词数。 Dear Tom, I’m sorry to hear that you are having trouble with your foreign-language study. Yours sincerely, Li Hua 第二节 读后续写 (满分 25 分) 67.阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。词数150左右，续写部分分为两段，每段开头已为你写好。 Anna was a 16-year-old high-school student.She had been learning German（德语）for nearly two and a half years.She devoted plenty of spare time to this subject.Every week,she spent hours copying new German words and memorizing complex grammar rules from thick reference books.She finished all written homework carefully and got satisfying marks in grammar-focused written tests.However,whenever oral-practice activities came in class,Anna always kept silent.She dared not open her mouth to express herself.Deep in her heart,she feared making grammar mistakes or wrong pronunciation,worrying that her classmates would laugh at her foolish errors. As time went by,her oral German remained stuck at a low level.She could read and write fairly well,but real-time communication became a great headache for her.Gradually she grew upset and confused.She poured lots of time and energy into German study,yet she could hardly make any breakthrough in speaking.She even began to doubt whether she had the gift for language learning.She did not know where her real problem lay and felt helpless. One quiet afternoon in the school library,she picked up a popular education magazine and read an article written by applied linguist Merrill Swain.In the article,Swain explained that much vocabulary and reading input alone cannot produce strong oral ability.Mistakes were natural and necessary in the whole course of language output.What really counted was brave speaking practice rather than chasing perfect accuracy.Suddenly Anna realized her biggest problem was her own fear of errors.She made up her mind to break away from her old state completely.She planned to listen to simple German youth stories every day and take an active part in all in-class oral activities from then on. 注意：词数150左右。 Paragraph 1: The first several weeks of carrying out her new plan brought her much trouble. Paragraph 2: Months later,Anna was invited to give a short German speech in her class. 学科网（北京）股份有限公司 $