资源简介

/ 让教学更有效 高效备考 | 英语学科
七年级上册 Unit 1 This is me! 单元培优测试题答案及解析
听力原文
一．听短对话，选择最佳答案（每小题 1 分，共 5 分）
1.M: Have you met Lisa, the new exchange student
W: Yes! She’s tall and slim like Sandy, but she’s not used to chopsticks—she asked me to teach her at lunch.
M: Does she like sports
W: No, she’s quiet—she usually reads storybooks, not science ones.
2.W: Daniel, are you joining the Science Club this week
M: I want to, but I’m busy. I have football training with Simon on Wednesday and Thursday afternoons.
W: What about Friday
M: Friday I need to help my deskmate with math. Maybe next week!
3.M: Lisa feels lonely because she has few friends. What did you suggest, Sandy
W: I told her to join the reading club—she can share English storybooks there. She doesn’t like sports, so football is not a good idea. Nora tried to ask her to do DIY, but she’s not interested.
4. W: How are Simon and David doing in the basketball team
M: Simon is great at running fast and passing the ball to teammates. David is better at scoring—he always gets points for us.
W: No wonder they’re the best pair!
5.M: Mr Wu, how can we make our self-introductions better
W: Don’t just say your name and age—add a small fun fact, like “I can speak two languages” or “I have a pet parrot”. It makes people remember you.
W: So we don’t need to talk about our family
M: You can, but keep it short!
听长对话，选择最佳答案（每小题 2 分，共 10 分）
6-7对话
W1: Lisa, are you joining the “International Friends Club”
W2: What do I need to do W1: The club requires two things: first, you need to speak basic English to talk with foreign students; second, you have to bring one cultural item, like a book or a small craft from your country.
W2: I can do that! When can I sign up
W1: They’re in the library every Friday afternoon. But this Friday there’s a basketball match—they’ll be there after the match.
W2: OK, I’ll go then.
8-10对话
M: Millie, you’re busy with something. What’s it for
W: The school’s “Self-Introduction Contest”! I’m making a poster—there are my photos, my hobbies like reading, and a small English poem I wrote.
M: Do you need help
W: Yes! Sandy likes reading English poems—she’s helping me practice reciting it. Daniel is good at science, not English.
M: What’s the prize for the winner
W: The top three get a trip to the city’s international cultural center. I want to go there to learn about other countries!
M: Good luck—you’ll do great!
三、听短文，选择最佳答案（每小题 2 分，共 10 分）
Hi Ana! I’m Maria, and I’m now a student at Sunshine Middle School in China. It’s a beautiful school, but I had some small problems at first.
I’m from Brazil, so I’m not used to using chopsticks—when I first ate lunch, I dropped my food many times. Also, my Chinese is not good, so I couldn’t talk to my classmates much. But my deskmate Millie is very kind. She teaches me to use chopsticks every lunchtime—now I can use them well! She also practices Chinese with me after class—we learn simple words like “friend” and “thank you”.
My classmates are all friendly. Simon taught me to play football, but I’m not good at it—we laugh a lot when I miss the ball. Sandy shares her music with me, and Daniel helps me with my math homework. Last week, I joined the reading club and shared a Brazilian storybook with everyone. They asked many questions about Brazil, and I felt very happy.
I like my new school and friends now. I’m grateful for their help. How about you Write to me soon and tell me about your life in Brazil!
听力原文及参考答案
听力原文（已附在听力部分各题后）
参考答案
听力部分（25 分）
1.B 2. B 3. A 4. A 5. B
5.B 7. C 8. C 9. B 10. C
11.C 12. C 13. A 14. B 15. C
笔试部分（95 分）
一、阅读理解（50 分）
16.B 17. C 18. A 19. B 20. D
16. 答案：B
解析：根据原文第一段 “At first, she felt like a fish out of water—everything was new, from the food to the language”，“离水的鱼” 指因 “食物、语言等一切都陌生” 而不适应，A（想回国）、C（找不到图书馆）、D（同学不陪玩）均无原文依据，故选 B。
17.答案：C
解析：原文第二段提到 Millie “taught Maria to use chopsticks”，第三段未提及 Millie 教舞蹈或制作卡片（A、B、D 错误）；结合全文，Millie 与 Maria 在图书馆读书，可推断 Millie 邀请她参与阅读相关活动，故选 C。
18.答案：A
解析：根据原文第三段 “Daniel even made flashcards with Chinese characters and Brazilian Portuguese translations”，Daniel 通过 “制作汉葡对照卡片” 帮 Maria 学中文，B（教写名字）、C（带她去文化中心）、D（帮备诗歌比赛）均无提及，故选 A。
19.答案：B
解析：原文第四段明确提到 “Maria brought a Brazilian flag and a small drum”，A（足球）、C（叉子）、D（科学书）均非她分享的物品，故选 B。
20.答案：D
解析：根据最后一段 Maria 的话 “I have the best friends here. Sunshine Middle School is my second home”，直接体现她对学校的认可，A（无聊）、B（不如巴西学校）、C（学中文难）均与原文相反，故选 D。
21.C 22. B 23. A 24. D 25. B
21.答案：C
解析：原文表格 “China” 部分明确 Content 顺序为 “Basic info (name, age, class) →...”，且下文补充 “In China, students start self-introductions with clear basic info—name, age, and class are a must”，A（家庭家乡）是巴西重点，B（外貌性格）是中国第二步，D（爱好）是后续内容，故选 C。
22.答案：B
解析：表格 “Brazil” 部分 “Special Habit” 为 “Often add a small performance (e.g., singing a short song, playing a drum)”，下文也提到 “the most special part is the small performance”；A（提帮助他人）是中国习惯，C（谈学科）是中国话题，D（谦虚表达）是中国语气，故选 B。
23.答案：A
解析：根据原文最后一段 “When Maria learned about Chinese styles, she added ‘my class and hopes’ to her introduction”，直接对应选项 A；B（停止谈家庭）、C（用谦虚语气）、D（每次击鼓）均无原文依据，故选 A。
24.答案：D
解析：对比表格 “China” 和 “Brazil” 的 Content，两者均包含 “Hobbies”（中国：学校相关爱好；巴西：活力爱好）；A（从家庭开始）仅巴西，B（加表演）仅巴西，C（活力语气）仅巴西，故选 D。
25.答案：B
解析：划线 “it” 指代前文 “Millie learned about Brazilian styles, she added a short poem recital to her introduction”，即 “Millie 带诗歌朗诵的自我介绍”；A（Maria 的基础介绍）、C（Maria 的民歌）、D（中国自我介绍风格）均不匹配，故选 B。
26.B 27. A 28. B 29. B 30. C
26.答案：B
解析：文章首段提出核心观点 “self-introduction...needs cultural awareness. This means...adjusting your introduction to make others feel comfortable. It helps build better friendships”，结尾也总结 “self-introduction with cultural awareness helps...build big friendships”；A（只谈自己）、C（巴西风格更好）、D（必须谦虚）均与主旨不符，故选 B。
27.答案：A
解析：根据原文第二段 “Chinese students often say ‘I’m not good at sports’ to be modest. But Brazilian students may think...Maria once thought Millie didn’t like football because Millie said ‘I’m not good at it’”，Maria 因不了解中国 “谦虚表达” 而误解，B（Millie 拒绝）、C（Millie 爱读书）、D（Millie 忙科学俱乐部）均无依据，故选 A。
28.答案：B
解析：原文第三段提到 “Millie learned that Brazilian students like performances, so she added a short poem recital to her introduction for Maria’s birthday”，符合选项 B；A（谈春节传统）、C（跳桑巴）、D（送巴西国旗）均非 “自我介绍中的调整”，故选 B。
29.答案：B
解析：根据原文第四段 “Maria learned that Chinese students value ‘helping others’, so she started talking about how she helps her little sister with homework”，直接对应选项 B；A（活力谈爱好）是巴西风格，C（用筷子）是生活帮助，D（加入阅读俱乐部）是交友方式，故选 B。
30.答案：C
解析：原文第五段明确 “being yourself doesn’t mean ignoring others’ cultures. It means being yourself while making others feel comfortable”，即 “结合文化意识让他人舒适的做自己”；A（忽视文化）、B（不调整）、D（必须谦虚）均与原文相反，故选 C。
31.B 32. C 33. A 34. C 35. B
31.答案：B
解析：表格 “Activity Stages” 明确标注时间为 “November 25, 2025”，A（11.20）是报名截止日，C、D 无提及，故选 B。
32.答案：C
解析：Stage1 “Self-Introduction Sharing” 要求 “Include 1 cultural item...Use 1-2 sentences in a foreign language”，与选项 C 一致；A（5 分钟舞蹈）是表演环节，B（3 张文化卡）是友谊环节，D（家庭历史）无要求，故选 C。
33.答案：A
解析：Stage2 “Cultural Performance” 明确 “Performance time: 1-3 minutes”，B、C、D 均不符合时间要求，故选 A。
34.答案：C
解析：Stage3 “Friendship Making” 要求 “Ask at least 2 questions about others’ cultures...Collect 3+ ‘Cultural Cards’”，与选项 C 一致；A（2 分钟介绍）是 Stage1，B（表演）是 Stage2，D（演讲）无提及，故选 C。
35.答案：B
解析：“Sign-Up Info” 明确步骤为 “a. Get a form from your class teacher. b. Fill in... c. Return the form”，与选项 B 一致；A（线上报名）、C（当天告诉老师）、D（先加俱乐部）均无依据，故选 B。
36.A 37. E 38. C 39. D
40.（示例）I know you love samba—I can teach you a simple step, and you can tell me about Brazilian Carnival!（答案合理即可）
36. 答案：A
解析：前文 “learn about the cultural preferences of your audience”（了解听众文化偏好），后文举例 “中国学生喜欢基础信息，巴西学生喜欢家庭趣事”，A 选项 “理解他们想在自我介绍中听到什么” 承接上下文，逻辑连贯。
答案：E
解析：前文 “include both your own culture and common topics”（包含自身文化和共同话题），E 选项 “这样听众既了解你，又能找到共同点” 解释该做法的作用，与后文 Maria “谈巴西狂欢节和阅读爱好” 的例子呼应。
答案：C
解析：前文 “choose a suitable tone”（选择合适语气），后文对比 “中国用谦虚语气，巴西用活力语气”，C 选项 “符合文化的语气让自我介绍更受欢迎” 总结语气的重要性，衔接自然。
答案：D
解析：前文 “add a small ‘cultural bridge’ element”（加一个 “文化桥梁” 元素），D 选项 “这是连接你和他们文化的东西” 解释 “文化桥梁” 的含义，与后文 “说外语单词、问文化问题” 的例子匹配。
参考答案：I love Brazilian samba very much—do you have a favorite dance By the way, “Ni hao” means hello in Chinese, and I want to learn to say “hello” in Portuguese!
解析：需包含 “连接自身文化与巴西文化” 的元素，如提及巴西文化（桑巴、葡萄牙语），并引入中国文化（中文问候），同时体现互动性，符合 “文化桥梁” 的定义。
二、语言应用（35 分）
（一）完形填空（15 分）
41.C 42. A 43. B 44. B 45. B
46. B 47. A 48. B 49. C 50. C
51. A 52. D 53. B 54. C 55. A
解析
C（cultural awareness）：文章核心是 “跨文化交友”，需理解不同文化特点，而非 “钱（A）、时间（B）、好成绩（D）”，故选 “文化意识”。
A（polite）：后文 “always smiled” 体现礼貌，“粗鲁（B）、生气（C）、无聊（D）” 均与 “微笑” 矛盾，故选 A。
B（confused）：Millie 想聊天但 Luna 只点头，她会 “困惑”（不知道对方为何不说话），“开心（A）、兴奋（C）、骄傲（D）” 不符合语境，故选 B。
B（offered）：Millie 觉得 Luna 害羞，会 “主动提供” 书分享，“拒绝（A）、忘记（C）、停止（D）” 均与 “友好交友” 态度矛盾，故选 B。
B（relieved）：Luna 解释 “不害羞只是喜欢听”，Millie 的困惑解除，会 “安心”，“紧张（A）、生气（C）、害怕（D）” 不符合，故选 B。
B（energetic）：后文 “loved to dance”（爱跳舞）体现 “精力充沛”，“安静（A）、悲伤（C）、懒惰（D）” 与 “跳舞” 不符，故选 B。
A（silly）：Millie 说 “不擅长跳舞”，担心自己看起来 “傻”，“酷（B）、聪明（C）、勇敢（D）” 均与 “不擅长” 的担忧矛盾，故选 A。
B（feel）：“参加舞蹈活动” 会让人 “感觉” 更舒服，“听起来（A）、尝起来（C）、看起来（D）” 与 “comfortable”（感受）搭配不当，故选 B。
C（relaxed）：后文 “don’t worry about being ‘good’”（不担心做得好不好）体现 “放松的” 文化氛围，“严肃（A）、正式（B）、严格（D）” 均相反，故选 C。
C（common）：鞠躬是日本文化中 “常见的” 尊重方式，“奇怪（A）、不礼貌（B）、有趣（D）” 不符合文化常识，故选 C。
A（thank）：Yuki 带零食是为了 “感谢” Daniel 的帮助，“拒绝（B）、忽视（C）、接受（D）” 均不符合逻辑，故选 A。
D（right）：Yuki “眼睛亮起来”（开心），说明 Daniel 鞠躬的行为是 “正确的”，“错误（A）、困难（B）、容易（C）” 均不体现结果，故选 D。
B（made）：饺子通常是 “制作” 的，“卖（A）、买（C）、扔（D）” 与 “妈妈准备的食物” 语境不符，故选 B。
C（enjoyed）：后文 “talked about their cultures”（愉快交流）说明大家 “喜欢” 食物，“讨厌（A）、不喜欢（B）、浪费（D）” 均相反，故选 C。
A（carefully）：Yuki 性格礼貌（前文鞠躬感谢），会 “仔细地” 解释传统，“粗心地（B）、快速地（C）、生气地（D）” 不符合其形象，故选 A。
（二）词汇题（10 分）
51.basic Chinese 52. performance 53. cultural awareness 54. polite
55. shared 56.energetic 57. offered 58. modest 59. sushi 60. problems
（三）语法填空（10 分）
61.went 62. read 63. asked 64. told 65.said
66. helps 67. made 68. wrote 69.love 70. will have
三、书面表达（10 分）
Project Plan for "Grade 7 International Self-Show Contest"
1. Project Theme
"Show Yourself, Share Culture, Make Friends"
2. Project Time
December 8, 2025 (Friday), 2:00-4:30 p.m.
3. Project Process
① Pre-Contest Preparation
Students prepare 2-minute self-introductions with 1 cultural item (e.g., photos, crafts) and practice 1 foreign language sentence.
② Self-Show Session
Students take turns showing introductions; judges score based on cultural content and clarity.
③ Friendship Interaction
Students exchange "Cultural Cards" and ask 1 cultural question to a classmate from another culture.
4. Expected Effects
Help students share culture, improve self-expression, and build international friendships./ 让教学更有效 高效备考 | 英语学科
七年级上册 Unit 1 This is me! 单元培优测试题
（满分：120 分 考试时间：90 分钟）
听力部分（共 25 分）
一、听短对话，选择最佳答案（每小题 1 分，共 5 分）
听下面 5 段短对话，每段对话后有一个问题，从 A、B、C 三个选项中选出最佳答案。
（ ）1. What do we know about the new exchange student Lisa
A. She is short with glasses and likes reading science books.
B. She is tall and slim, and has trouble using chopsticks at lunch.
C. She is quiet and shy, and often plays football with Simon after school.
（ ）2. Why can’t Daniel join the school’s “Science Club” this week
A. He has to help his deskmate with math homework every afternoon.
B. He has football training with Simon on Wednesday and Thursday.
C. He needs to practice playing the piano for the music class show.
（ ）3. What does Sandy suggest Lisa do to make more friends
A. Join the reading club and share English storybooks.
B. Play football with Simon and his teammates after school.
C. Help classmates with DIY projects like making paper flowers.
（ ）4. What is the difference between Simon’s and David’s basketball skills
A. Simon is good at running fast and passing the ball, while David is good at scoring.
B. Simon can’t play basketball well, but David is the best player in the team.
C. Simon likes playing basketball for fun, while David hates it and wants to quit.
（ ）5. What can we infer about Mr Wu’s advice for self-introduction
A. He thinks students should only talk about their hobbies, not their looks.
B. He suggests adding a small interesting fact to make the introduction memorable.
C. He says self-introductions must be long and include all family members.
二、听长对话，选择最佳答案（每小题 2 分，共 10 分）
听下面 2 段长对话，每段对话后有 2-3 个问题，从 A、B、C 三个选项中选出最佳答案。
对话一
（ ）6. What requirements does the “International Friends Club” have for new members
A. They must be good at playing the piano and bring a music book.
B. They need to speak basic English and share one cultural item.
C. They have to join football training every Tuesday afternoon.
（ ）7. When will Lisa go to the club to sign up
A. This Monday afternoon after science class.
B. This Wednesday morning before the first class.
C. This Friday afternoon after the basketball match.
对话二
（ ）8. What is Millie preparing for the school’s “Self-Introduction Contest”
A. A speech about her family’s Spring Festival traditions.
B. A short play showing her friendship with Simon and Sandy.
C. A poster with her photos, hobbies, and a small English poem.
（ ）9. Who helps Millie practice her English poem
A. Daniel, who is good at English writing.
B. Sandy, who likes reading English poems.
C. Mr Wu, their English teacher.
（ ）10. What will Millie get if she wins the contest
A. A chance to join the school’s English club for free.
B. A set of science books and a new basketball.
C. A trip to the city’s international cultural center.
三、听短文，选择最佳答案（每小题 2 分，共 10 分）
听下面一段短文，短文后有 5 个问题，从 A、B、C 三个选项中选出最佳答案。
（ ）11. Where is Maria from
A. Canada.
B. Australia.
C. Brazil.
（ ）12. What does Maria find difficult to do at Sunshine Middle School
A. Playing football with Simon and his friends.
B. Understanding her classmates’ DIY projects.
C. Using chopsticks and speaking basic Chinese.
（ ）13. How does Millie help Maria solve this problem
A. She teaches Maria to use chopsticks during lunch and practices Chinese with her.
B. She invites Maria to join the football team and play every Tuesday.
C. She helps Maria make DIY crafts like paper flowers for the class.
（ ）14. How does Maria feel about her new classmates now
A. Lonely and scared, because she has no friends.
B. Happy and grateful, because everyone is kind to her.
C. Bored and angry, because she can’t join the science club.
（ ）15. Who is this passage most probably written for
A. Maria’s parents, to tell them about her school life in China.
B. The school’s English teacher, to ask for more help for Maria.
C. Maria’s old friends in Brazil, to share her new life in China.
笔试部分（共 95 分）
一、阅读理解（共 50 分）
（一）选择题阅读（每小题 2 分，共 40 分）
A
Maria, a 12-year-old exchange student from Brazil, started her life at Sunshine Middle School in September. At first, she felt like a fish out of water—everything was new, from the food to the language. But with the help of her classmates, she soon felt at home.
On Maria’s first day, Millie noticed she was sitting alone at lunch, staring at her chopsticks. “Do you need help ” Millie asked. Maria nodded shyly. Millie showed her how to hold chopsticks: “Hold the top one like a pencil, and move the bottom one to pick up food.” After 10 minutes of practice, Maria finally picked up a dumpling. She smiled and said, “Thank you! This is harder than using a fork, but fun.”
Maria also struggled with Chinese. She could only say “hello” and “thank you” at first. Daniel, who loved learning new languages, offered to help. Every Wednesday afternoon, they sat in the library and practiced simple sentences: “What’s your hobby ” “I like reading.” Daniel even made flashcards with Chinese characters and Brazilian Portuguese translations. Soon, Maria could talk about her hobbies and family with her classmates.
One day, the class had a “Cultural Sharing Day”. Maria brought a Brazilian flag and a small drum. She told everyone about Brazilian Carnival: “We wear colorful costumes and dance samba. My family goes to the parade every year.” She even played a short samba rhythm on the drum. Simon clapped and said, “That’s amazing! Can you teach us the dance ” Maria laughed and said, “Maybe next time!”
Now, a month later, Maria is not the shy girl from Brazil anymore. She plays football with Simon every Tuesday, reads with Millie in the library, and practices Chinese with Daniel. She told her parents in a video call, “I have the best friends here. Sunshine Middle School is my second home!”
（ ）16. Why did Maria feel “like a fish out of water” at first
A. She didn’t like the school’s food and wanted to go back to Brazil.
B. Everything was new, including the food and language.
C. She couldn’t find the school library and classroom.
D. Her classmates didn’t want to play with her.
（ ）17. How did Millie help Maria
A. She taught Maria to use chopsticks and shared Brazilian stories.
B. She taught Maria to play football and make Chinese flashcards.
C. She taught Maria to use chopsticks and invited her to the reading club.
D. She taught Maria to dance samba and use a drum.
（ ）18. What did Daniel do to help Maria with Chinese
A. He made flashcards with Chinese and Portuguese translations.
B. He taught Maria to write Chinese characters for her name.
C. He took Maria to the city’s international cultural center.
D. He helped Maria prepare for the English poem contest.
（ ）19. What did Maria share on “Cultural Sharing Day”
A. A Brazilian storybook and a football.
B. A Brazilian flag and a small drum.
C. A samba costume and a fork.
D. A Carnival poster and a science book.
（ ）20. What does Maria think of Sunshine Middle School now
A. It’s a boring place with no fun activities.
B. It’s not as good as her school in Brazil.
C. It’s a difficult place to learn Chinese.
D. It’s her second home with the best friends.
B
Self-introduction is a great way to make friends. But styles are different in different countries. The chart below compares how middle school students in China and Brazil introduce themselves, focusing on content, tone, and favorite topics.
Aspect China (Sunshine Middle School) Brazil (Maria’s Old School)
Content Basic info (name, age, class) → Looks & character → Hobbies → Hopes Basic info (name, age) → Family & hometown → Hobbies → Fun facts
Tone Polite, modest (e.g., “I’m not good at sports, but I like trying”) Energetic, outgoing (e.g., “I love samba—I can teach you!”)
Favorite Topics School-related (clubs, subjects, classmates) Life-related (family trips, hometown festivals, pets)
Special Habit Often mention “helping others” (e.g., “I like helping classmates with math”) Often add a small performance (e.g., singing a short song, playing a drum)
In China, students start self-introductions with clear basic info—name, age, and class are a must. This helps classmates know their “school identity” quickly. Then they talk about their looks (e.g., “I wear glasses”) and character (e.g., “I’m friendly”). Hobbies are usually school-related, like “joining the reading club” or “liking math”. Finally, they share hopes for school, such as “I hope to make new friends” or “I want to improve my English”. The tone is polite and modest—students rarely say “I’m the best at…”; instead, they use phrases like “I like trying new things”.
In Brazil, students also start with basic info, but they focus more on family and hometown next. For example, Maria used to say, “My dad is a farmer in Rio, and we grow coffee.” Hobbies are often lively, like “dancing samba” or “playing football with family”. The most special part is the small performance—many students sing a short folk song or play a simple instrument to make the introduction fun. The tone is energetic—Brazilian students love to show their personalities, like “I’m great at samba—let’s dance together!”
Both styles have advantages. Chinese self-introductions are clear and help build trust quickly. Brazilian self-introductions are fun and make people feel close fast. When Maria learned about Chinese styles, she added “my class and hopes” to her introduction. Her classmates said, “We know more about you now!” When Millie learned about Brazilian styles, she added a short poem recital to her introduction—it was a big hit!
（ ）21. What do Chinese students usually talk about first in self-introductions
A. Family and hometown.
B. Looks and character.
C. Basic info (name, age, class).
D. Hobbies and school clubs.
（ ）22. What is a special habit of Brazilian students’ self-introductions
A. They mention “helping others” many times.
B. They add a small performance like singing or playing an instrument.
C. They talk about their favorite school subjects.
D. They use modest phrases like “I’m not good at…”
（ ）23. How did Maria change her self-introduction after learning Chinese styles
A. She added her class and hopes for school.
B. She stopped talking about her family and hometown.
C. She started to use more modest phrases.
D. She played the drum for every introduction.
（ ）24. What do Chinese and Brazilian self-introductions have in common
A. Both start with talking about family.
B. Both have a small performance to make it fun.
C. Both use energetic and outgoing tones.
D. Both include hobbies as an important part.
（ ）25. What does the underlined word “it” in the last paragraph refer to
A. Maria’s self-introduction with basic info.
B. Millie’s self-introduction with a poem recital.
C. The Brazilian folk song Maria sang.
D. The Chinese style of self-introduction.
C
In a world with more international friends, self-introduction is not just about “telling others about yourself”—it needs cultural awareness. This means understanding how different cultures like to learn about people, and adjusting your introduction to make others feel comfortable. It helps build better friendships, especially with international classmates.
First, cultural awareness helps avoid misunderstandings. For example, Chinese students often say “I’m not good at sports” to be modest. But Brazilian students may think, “Does he not want to play with me ” because they are used to energetic self-introductions. Maria once thought Millie didn’t like football because Millie said “I’m not good at it”. Later, Millie explained it was just modesty—they played football together and had fun. If Millie had known Brazilian culture, she could have said “I’m not good at it, but I’d love to try”—this would have made Maria understand better.
Second, cultural awareness makes your introduction more interesting. When you add elements from others’ cultures, people feel you care about them. Millie learned that Brazilian students like performances, so she added a short poem recital to her introduction for Maria’s birthday. Maria was surprised and happy: “You remembered my culture!” Daniel added Portuguese words to his introduction when talking to Maria—she felt more at home. These small changes make your introduction stand out and build closer friendships.
Third, cultural awareness helps you learn more about the world. When you adjust your self-introduction for others, you also learn about their culture. Maria learned that Chinese students value “helping others”, so she started talking about how she helps her little sister with homework. This made her Chinese classmates like her more, and she also learned to appreciate the Chinese value of kindness. Millie learned about Brazilian Carnival from Maria’s introduction—she now wants to learn more about Brazilian culture.
Some people say “just be yourself in self-introductions”. But being yourself doesn’t mean ignoring others’ cultures. It means being yourself while making others feel comfortable. Cultural awareness in self-introduction is not hard—it just takes a little observation and care.
In short, self-introduction with cultural awareness helps avoid misunderstandings, makes introductions fun, and lets you learn about the world. It’s a small step, but it builds big friendships.
（ ）26. What is the main idea of the passage
A. Self-introduction should only focus on telling others about yourself.
B. Cultural awareness is important in self-introduction to build good friendships.
C. Brazilian self-introductions are better than Chinese ones.
D. Students should always be modest in self-introductions.
（ ）27. Why did Maria think Millie didn’t like football at first
A. Millie said “I’m not good at it” in a modest tone, which Maria misunderstood.
B. Millie refused to play football with Maria after class.
C. Millie told Maria she preferred reading to playing sports.
D. Millie was too busy with the science club to play football.
（ ）28. What did Millie do to make her introduction interesting for Maria
A. She talked about her family’s Spring Festival traditions.
B. She added a short poem recital, knowing Brazilians like performances.
C. She learned to dance samba and performed it for Maria.
D. She gave Maria a Brazilian flag as a gift.
（ ）29. What did Maria learn from Chinese self-introductions
A. She learned to be energetic and outgoing when talking about hobbies.
B. She learned to value the Chinese value of “helping others” and talked about helping her sister.
C. She learned to use chopsticks and speak basic Chinese.
D. She learned to join the reading club to make more friends.
（ ）30. What does the writer think of “being yourself” in self-introductions
A. It means ignoring others’ cultures and only talking about your own.
B.It means you don’t need to adjust your introduction for anyone.
C. It means being yourself while making others feel comfortable with cultural awareness.
D. It means you should always be modest, like Chinese students.
D
Welcome to “Show Yourself”!
This activity is for Grade 7-8 students. It lets you share your culture through self-introduction and make international friends.
Activity Stages (November 25, 2025)
Stage Time Content Requirements
1: Self-Introduction Sharing 9:00-10:30 a.m. Share a 2-minute self-introduction with cultural elements (e.g., Chinese students talk about Spring Festival; foreign students talk about hometown festivals). Include 1 cultural item (photo, small craft, or food sample). Use 1-2 sentences in a foreign language (e.g., Chinese students say “Obrigado” (thank you) in Portuguese).
2: Cultural Performance 10:45 a.m.-12:15 p.m. Perform a short cultural show (e.g., singing a folk song, dancing, playing an instrument). Performance time: 1-3 minutes. Tell a 1-sentence story about your performance (e.g., “This is a Brazilian samba dance for Carnival”).
3: Friendship Making 1:30-3:00 p.m. Talk to students from other classes/countries, exchange “Cultural Cards” (write your name, hobby, and 1 fun fact). Ask at least 2 questions about others’ cultures (e.g., “What do you eat on your hometown festival ”). Collect 3+ “Cultural Cards” to get a small prize.
Sign-Up Info
Deadline: November 20, 2025.
How to Sign Up:
Get a form from your class teacher.
Fill in your name, class, and the stage(s) you want to join (you can join 1 or all stages).
Return the form to your teacher by the deadline.
Tips for Success
Practice your self-introduction 2-3 times—make sure it’s clear and not too fast.
Bring a small cultural item that’s easy to carry (e.g., a Brazilian drum keychain, a Chinese paper cut).
Be brave to ask questions—people love talking about their culture!
Join us to show yourself and make global friends!
根据指南内容，选择最佳答案。
（ ）31. When is the “Show Yourself” activity held
A. November 20, 2025.
B. November 25, 2025.
C. December 5, 2025.
D. December 25, 2025.
（ ）32. What do students need to include in their self-introduction
A. A 5-minute performance of a folk dance.
B. 3+ “Cultural Cards” from other students.
C. 1 cultural item and 1-2 foreign language sentences.
D. A long story about their family’s history.
（ ）33. How long should the cultural performance be
A. 1-3 minutes.
B. 2-5 minutes.
C. 5-10 minutes.
D. 10-15 minutes.
（ ）34. What do students need to do in the “Friendship Making” stage
A. Share a 2-minute self-introduction with cultural elements.
B. Perform a short dance or play an instrument.
C. Ask 2+ cultural questions and collect 3+ “Cultural Cards”.
D. Give a speech about international friendship.
（ ）35. How do students sign up for the activity
A. They sign up online through the school website.
B. They get a form from the class teacher, fill it out, and return it.
C. They tell the English teacher their name and class on the day of the activity.
D. They join the school’s international club first.
（二）任务型阅读（每小题 2 分，共 10 分）
阅读下面短文，从所给的选项中选择合适的句子补全短文（其中有一项多余），并回答最后一个问题。
Writing a self-introduction that respects others’ cultures helps you make friends easily. Here are 4 steps to follow:
First, learn about the cultural preferences of your audience. 36 For example, if you’re talking to Chinese students, they like clear basic info (class, age); if you’re talking to Brazilian students, they love hearing about family and fun facts. Ask your teacher or friends about the culture if you’re not sure.
Second, include both your own culture and common topics. 37 Talk about your hometown festival (your culture) and your hobbies (a common topic). Maria, for example, talked about Brazilian Carnival and her love for reading—Chinese classmates were interested in both.
Third, choose a suitable tone. 38 For Chinese audiences, use a polite and modest tone (e.g., “I like playing football, and I’m still learning”); for Brazilian audiences, use an energetic tone (e.g., “I love dancing samba—let’s try it together!”).
Fourth, add a small “cultural bridge” element. 39 This could be a foreign word (e.g., say “Xie Xie” to Brazilian students) or a small question about their culture (e.g., “Do you have a festival like Carnival in China ”). It shows you care about their culture.
A good self-introduction with cultural awareness is not long, but it’s thoughtful. It makes you and your audience feel comfortable, and it’s the first step to a great friendship.
A. This means understanding what they like to hear in a self-introduction.
B. Don’t talk about your own culture—only focus on common topics.
C. A tone that fits the culture makes your introduction more welcome.
D. This is something that connects your culture with theirs.
E. This way, your audience learns about you and finds common ground.
40. Write one sentence to add a “cultural bridge” element to your self-introduction for a Brazilian student.
二、语言应用（共 35 分）
（一）完形填空（每小题 1 分，共 15 分）
阅读下面短文，从 A、B、C、D 四个选项中选出最佳答案，使短文通顺、完整。
Last month, our school welcomed 5 international students. Millie was excited to make new friends, but she soon learned that making friends with different cultures needs 41. ______
The first international student was Luna from Canada. She was 42. ______ and always smiled, but she didn’t talk much. Every time they sat together, Millie tried to start conversations, but Luna usually just nodded—this made Millie a little 43. ______ at first. Millie thought Luna was shy, so she 44. ______ to share her favorite books with her. One day, Luna said, “I’m not shy—I just like listening. Thank you for being so kind.” After hearing Luna’s words, Millie felt 45. ______ and understood her better. She realized that some cultures value listening more than talking.
Then there was Carlos from Brazil. He was 46. ______ and loved to dance. He asked Millie to dance samba with him, but Millie said, “I’m not good at it. I might look 47. ______!” Carlos laughed and said, “It’s OK—just have fun!” Millie tried, and they laughed a lot. After that, Millie often joined Carlos in dance activities, which made her 48. ______ more comfortable. She learned that Brazilian culture is more 49. ______ than she thought—they don’t worry about being “good” at something.
Daniel helped a Japanese student named Yuki with math. Yuki always said “thank you” and bowed slightly. Daniel was surprised at first, but Millie told him, “It’s a 50. ______ way to show respect in Japanese culture.” Yuki also brought small snacks for Daniel sometimes, as a way to 51. ______ his help. Daniel then bowed back when Yuki thanked him—Yuki’s eyes lit up with happiness. Seeing Yuki’s smile, Daniel knew he had done the 52. ______ thing.
Last week, the international students and our class had a “Cultural Dinner”. Luna brought Canadian maple cookies, Carlos brought Brazilian feijoada, and Yuki brought Japanese sushi. Millie brought dumplings that her mom had 53. ______ for her. Everyone 54. ______ the food and talked about their cultures. Carlos played samba music, and even shy Yuki joined the dance. During the dinner, Millie asked Yuki about Japanese traditions, and Yuki 55. ______ explained them.
Millie told her diary, “I used to think all people are the same, but now I know culture makes us different. These differences are not problems—they make friendships more fun. I want to learn more about other cultures and make more international friends!”
A. money B. time C. cultural awareness D. good grades
A. polite B. rude C. angry D. bored
A. happy B. confused C. excited D. proud
A. refused B. offered C. forgot D. stopped
A. nervous B. relieved C. angry D. scared
A. quiet B. energetic C. sad D. lazy
A. silly B. cool C. smart D. brave
A. sound B. feel C. taste D. look
A. serious B. formal C. relaxed D. strict
A. strange B. impolite C. common D. funny
A. thank B. refuse C. ignore D. accept
A. wrong B. hard C. easy D. right
A. sold B. made C. bought D. thrown
A. hated B. disliked C. enjoyed D. wasted
A. carefully B. carelessly C. quickly D. angrily
（二）词汇题（每小题 1 分，共 10 分）
A. 根据汉语提示及语境，写出单词或短语的正确形式补全句子。
51. Maria needs to improve her ______（基础汉语）to talk better with her Chinese classmates.
52. Brazilian students often add a small ______（表演）like singing to their self-introductions.
53. Millie learned that ______（文化意识）is important to avoid misunderstandings with international friends.
54. Yuki bowed slightly to Daniel as a ______（礼貌的）way to show thanks.
55. The international students ______（分享）their hometown food at the “Cultural Dinner”.
B. 根据首字母提示及语境，写出单词或短语的正确形式补全句子。
56. Carlos is from Brazil—he is very e______ and loves to dance samba every day.
57. Millie o______ to teach Maria to use chopsticks, and Maria learned it quickly.
58. Chinese students often use a m______ tone in self-introductions, like “I’m still learning”.
59. Yuki brought Japanese s______ to the “Cultural Dinner”—it’s made of rice and fish.
60. The differences between cultures are not p______—they make friendships more interesting.
（三）语法填空（每小题 1 分，共 10 分）
阅读下面短文，在空白处填入适当的单词或括号内单词的正确形式。
November 10
Today, I 61 （go）to the library with Millie. She 62 （read）a Chinese storybook, and I looked at Brazilian photos. She 63 （ask）me about Carnival, and I 64 （tell）her about the colorful costumes. She 65 （say）she wants to see it someday.
November 15
Daniel 66 （help）me with Chinese every Wednesday. Today, we 67 （make）flashcards. He 68 （write）Chinese characters, and I translated them into Portuguese. Now I can say “I like reading” in Chinese. I 69 （love）my Chinese friends—they are so kind. Next week, we 70 （have）a “Cultural Dinner”.
三、书面表达（共 10 分）
活动策划书
学校计划举办 “七年级国际自我展示大赛”，旨在让学生通过自我介绍分享文化、结交朋友。请你设计一份策划书，包含核心要素。要求：
包含活动主题、时间、3 项具体流程（如赛前准备、展示环节、友谊互动）；
语言通顺，逻辑清晰，体现 “文化分享 + 友谊建立” 理念；
80-100 词左右。
Project Plan for "Grade 7 International Self-Show Contest"
1. Project Theme
2. Project Time
3. Project Process
① Pre-Contest Preparation
② Self-Show Session
③ Friendship Interaction
4. Expected Effects

展开更多......

收起↑