资源简介

人教版九年级英语上册（2026 年秋季学期）
Unit 3　Smart Learning　单元作业设计
（卷面满分 100 分　建议用时 90 分钟　拓展实践 20 分为附加项）
一、基础信息
项目 内容
作品名称 Unit 3 Smart Learning 单元整合作业设计——What makes a good learner
学段学科 初中　英语
适用年级 九年级
教材版本 人教版（人民教育出版社）
对应内容 九年级上册 Unit 3 Smart Learning（Section A / Section B / Project）
作业类型 单元作业（含跨学科实践作业）
完成时长 总时长 90 分钟（卷面 55 小题）；拓展实践 Project 约 1 周
设计者
二、设计背景与意图
1. 课标与教材分析
◆ 课标要求：本作业对应的英语学科核心素养为语言能力、文化意识、思维品质与学习能力；需达成《义务教育英语课程标准（2022 年版）》三级（9 年级）学业质量标准——能围绕“人与自我——生活与学习、做人与做事”主题语境，理解并运用所学语言知识；能读懂 200 词左右的简短语篇并获取、归纳主要信息；能运用所学语言就熟悉话题进行书面表达，语意连贯、表达基本准确。
◆ 教材地位：本单元 Smart Learning 以单元大问题 What makes a good learner 统领，承载的核心概念是“学习方式（how we learn）”与“学习品质（what makes a good learner）”；核心方法是宾语从句的表意功能与学习策略的迁移运用；价值观指向“勤学善思、终身学习”以及“方法优于天赋”的成长型思维，是全册中唯一以“学会学习”为主题的单元，具有方法论与育人价值的双重定位。
◆ 教学重难点：① 重点——Unit 3 核心词块（learner, method, strategy, guidance, feedback, resource, summarize, hands-on, step by step 等）在语境中的准确理解与运用；that / whether / if 引导宾语从句的连词选择与陈述语序。② 难点——近义词块辨析（method 与 strategy、look up 与 build up）；语篇中的推理判断、主旨归纳与语篇衔接；在真实情境中运用单元语言输出可迁移的学习观。
以下进一步说明本作业的命题依据与题型分值结构：
本作业对照《义务教育英语课程标准（2022 年版）》三级学段要求命制，主题语境为“人与自我——生活与学习、做人与做事”。题型与分值参照九年级单元测评卷（语言知识运用 33、阅读 43、情景交际 5、书面表达 19），难度按 4∶4∶2 的易、中、难梯度分布；语篇均围绕 Unit 3 主题原创，覆盖 Section A 与 B 核心词块及宾语从句。本作业为笔答型单元作业，不设听力板块，听说能力检测建议结合教材 Section A 的课堂听说活动另行实施。
题型 题量 / 分值 考查重点与说明
单项选择 8 小题 × 1 分 = 8 分 单元核心词汇与词块辨析、非谓语、宾语从句（that / whether / if 连词选择与陈述语序）、动词时态
完形填空 15 小题 × 1 分 = 15 分 以 Michael Faraday 自学成才语篇为载体（约 500 词），考查语境理解、词义辨析与逻辑衔接；选项大量采用 Unit 3 核心词块（learner, resource, look up, summarize, step by step, guidance, feedback, hands-on, method, build up 等）
短文填空 10 小题 × 1 分 = 10 分 方框中 11 个词选 10 个并用其适当形式填空（含名词复数、动词过去式），其中有一个词多余；考查词汇在语境中的准确运用
阅读理解 16 小题 = 43 分 A、B、C 三篇为常规阅读（11 小题 × 3 分 = 33 分），D 篇为阅读还原（七选五，5 小题 × 2 分 = 10 分）；考查细节理解、推理判断、词义猜测、写作目的、主旨归纳与语篇衔接
情景交际 5 小题×1 分＝5 分 补全对话（七选五）：围绕“怎样成为好的学习者”展开，考查情景理解、上下文逻辑衔接与交际用语
书面表达 1 题 = 19 分 以电子邮件形式回复笔友 Peter（学中文想放弃）：分享 2—3 种学习方法、结合一次亲身经历、表达鼓励；120—150 词，须使用至少 2 个宾语从句，并恰当运用本单元词块
拓展实践（附加） 1 题 = 20 分 How Do We Learn Best 班级学习方式调查，跨学科项目，含问卷、图表、口头汇报
合计 55 小题 = 100 分（＋20 分） 客观性试题 81 分（单选 8＋完形 15＋短文填空 10＋阅读 43＋补全对话 5），主观性试题 19 分（书面表达）
教学重难点在教材中的落点见下表（教材板块 作业题号 覆盖重难点）：
教材板块 教材内容 对应作业题号 覆盖的教学重难点
Section A　听说 How do we learn 学习方式的听辨与表达 单选 2、6；补全对话 50—54 在真实语境中运用宾语从句；就学习话题进行日常交际
Section A　语法聚焦 that / whether / if 引导的宾语从句 单选 2、5、6；写作要求 2；Project Step 1 连词选择与陈述语序（本单元第一重难点）
Section B　阅读 成功学习者语篇、华罗庚自学故事、如何学得更好 完形 9—23；阅读 A、C 篇；阅读还原 D 篇 45—49 人物学习品质的理解、推断与词义辨析
Section B　写作 用邮件分享学习策略、给予建议与鼓励 单选 1、4、7、8；短文填空 24—33；书面表达 Unit 3 词块的语境运用与篇章输出
Project 学习情况调查与成果汇报 第五部分拓展实践 跨学科调查、数据处理与英语口头汇报
词汇表（Unit 3） learner, flashcard, hands-on, experiment, look up, aloud, dialogue, step by step, strategy, method, mindset, summarize, feedback, guidance, resource, textbook, advantage, efficiently, pronunciation, thinker, period, kingdom, HSK（汉语水平考试）, Frank, Cathy, Terry 等 完形、短文填空、阅读、写作全面覆盖 核心词块在语境中的准确理解与运用
2. 学情分析
维度 具体描述
已有基础 已掌握 800—1000 个课标核心词汇，能读懂 150—200 词的简易语篇；已学习 that 引导的宾语从句，具备初步的语篇阅读策略（略读、寻读）；对“线上学习”“思维导图”等学习方式有真实生活经验
现有困惑 宾语从句的连词选择（that / whether / if）与陈述语序易混，写作中常出现 he can 之类疑问语序；近义词块 method 与 strategy、look up 与 build up 等短语辨析不清；阅读推断题、主旨题失分较多；缺乏对自身学习方式的反思意识
差异分析 约 30% 学生基础薄弱，词块积累不足，需完成 A 层基础题并延时；约 50% 学生能完成全部必做题，需在语篇理解与表达上提升；约 20% 学生学有余力，可承担 Project 组长与拓展任务
3. 设计意图
　　本作业以教材单元大问题 What makes a good learner 为统领，把“语言知识—语篇理解—开放表达—跨学科实践”串成一条递进的任务链：先以词块与宾语从句夯实基础，再借四位中外学习者的真实语篇引导学生比较、归纳与推断，继而通过邮件写作把“学会学习”的认识转化为可迁移的表达，最后以 Project 调查促成学生从“做题”走向“反思自己的学习”。全程配套量规、自评互评表与错题反思单，实现“教—学—评”一体化。
三、作业目标
目标维度 编号 具体目标 对应核心素养 评价证据
知识理解 A 识记并辨别 Unit 3 核心词块（learner, method, strategy, guidance, feedback, resource, summarize, hands-on, step by step 等）；掌握 that / whether / if 引导宾语从句的连词选择与陈述语序 语言能力 单选、完形、选词填空正确率；宾语从句专项题（第 2、5、6 题）正确率
能力运用 B 能在语篇中运用词块与阅读策略获取信息；能运用单元词块完成 120—150 词的邮件写作；能与小组合作完成英文问卷、图表描述与口头汇报 语言能力、学习能力 阅读题得分；书面表达量规得分；Project 成果与汇报表现
思维发展 C 能比较、归纳优秀学习者的共同特质；能进行推理判断、词义猜测、主旨归纳与语篇衔接分析；能反思并调整自己的学习方式 思维品质 阅读高阶题（36、37、40、41、44 题）得分；阅读还原（45—49 题）正确率
情感态度 D 认同“勤学善思”是中外共通的价值追求，能用英语讲述中国学者的学习故事；形成主动反思、乐于合作的学习习惯与成长型思维 文化意识、学习能力 自评互评表、错题反思单填写质量；学习勋章墙达成情况
四、作业内容与目标对应表
题号 题型 题目概要 对应作业目标编号 设计意图 参考答案 / 评价要点
1 单项选择 flashcard 词块辨析 A 语境中辨别学习工具类词块 A
2 单项选择 if / whether 宾语从句 A wonder 后表“是否”，限用 if / whether B
3 单项选择 非谓语 to summarize A It's + adj. + for sb. + to do 句型 C
4 单项选择 guidance 词块 A with the guidance of sb. 搭配 D
5 单项选择 that 宾语从句 A 辨连词，排除语序错误项 A
6 单项选择 宾语从句陈述语序 A 特殊疑问句作从句须改陈述语序 B
7 单项选择 efficiently 与 resource A 词性转换；every + 单数名词 C
8 单项选择 现在完成时与 look up A since 从句要求主句用现在完成时 B
9 完形填空 learner B 首尾呼应，把握“学习者”主线 B
10 完形填空 started A start to work 固定搭配 D
11 完形填空 resources A 由后文 books, magazines 归纳 C
12 完形填空 read B 由 word by word 判定 D
13 完形填空 look（look up） A 与 in a dictionary 搭配 B
14 完形填空 summarize B 由 the main idea 判定 A
15 完形填空 step by step A 由 without any teacher's help 判定 D
16 完形填空 guidance A 由 from those books 判定 C
17 完形填空 feedback B 与 advice 呼应，构成学习闭环 D
18 完形填空 corrected A 与 mistakes 搭配 A
19 完形填空 hands-on A 单元词块，与 experiments 搭配 C
20 完形填空 give up B 由 tried again and again 反推 B
21 完形填空 method A 与 changed 搭配 D
22 完形填空 lucky C 与 but he knew better 对比，凸显立意 C
23 完形填空 even C 递进关系，强调终身学习 B
24 短文填空 learner A 名词原形，主题词复现 learner
25 短文填空 growth A 名词，show great growth 搭配 growth
26 短文填空 guidance A 名词，with the guidance of guidance
27 短文填空 method A 名词，与 strategy 近义辨析 method
28 短文填空 strategy A 名词，整体规划义 strategy
29 短文填空 summarize A 动词原形，help sb. do summarize
30 短文填空 suggested A 动词过去式，后接 that 从句 suggested
31 短文填空 feedback A 名词，ask for feedback feedback
32 短文填空 corrected A 动词过去式，correct mistakes corrected
33 短文填空 resource A 名词，与 useful 搭配 resource
34 阅读理解 居里夫人的贡献 B 定位段末句，排除张冠李戴 C
35 阅读理解 华罗庚如何成才 B、D 自学经历，渗透文化自信 D
36 阅读理解 三则故事共同点 C 跨段归纳，提炼核心品质 B
37 阅读理解 语篇主旨 C 看首尾段，把握“变化”主线 D
38 阅读理解 过去学习困难的原因 B 定位原文因果句 D
39 阅读理解 今日学校状况判断 B 逐项比对原文 C
40 阅读理解 推断 Mr. Chen 的笑 C 由 smiles 与末句推断情感态度 C
41 阅读理解 作者写作目的 C 全文推断，排除表象选项 B
42 阅读理解 任教时长 B 由 over the past eight years 换算 B
43 阅读理解 词义猜测：links B 由上下文 words and ideas 推断 A
44 阅读理解 最佳标题 C 概括主旨，排除以偏概全项 B
45 阅读还原 学习是可练的技能 C 承上启下，过渡到“给方法” E
46 阅读还原 及时复习的做法 C 与本段 make a plan 衔接 B
47 阅读还原 动手实践的补充 C 与 hands-on 段落衔接 C
48 阅读还原 寻求反馈的意义 C 与 feedback 段落衔接 D
49 阅读还原 成长型思维总结 C、D 收束全文，呼应单元大问题 A
50 情景交际 询问学习方法 B 由答语“及时复习”反推问句 B
51 情景交际 追问其他做法 B 由答语 Yes 判定为一般疑问句 A
52 情景交际 回应对方评价 B 由答语“不确定是否有效”判定 G
53 情景交际 提出共同学习请求 B 由答语 Sure! Let's… 判定 C
54 情景交际 表达感谢 B 由答语 You're welcome 判定 D
写作 书面表达 回邮件：分享 2—3 种方法＋一次经历＋鼓励（120—150 词） B、C、D 迁移运用词块与宾语从句，输出可迁移的学习观 按书面表达评分量规评分（内容 8＋语言 5＋结构 3＋书写 3）
Project 跨学科实践 班级学习方式调查：问卷—数据—图表—英文汇报 B、C、D 跨学科合作，把所学转化为反思学习方式的行动 按拓展实践评分量规评分（20 分，按 50% 折算计入综评）
附：作业类型与素养指向
　　本作业按新课标与大赛要求，将全部题目划分为基础性、拓展性、探究性、跨学科实践性四类，逐块标注如下：
作业类型 对应题号 分值 占比 素养指向
基础性作业 单选 1—8、完形 9—23、短文填空 24—33 33 分 33% 语言能力：单元词块与宾语从句的识记、理解与初步运用
拓展性作业 阅读理解 34—49、情景交际 50—54 48 分 48% 语言能力＋思维品质：语篇理解、推理判断、逻辑衔接与情境交际
探究性作业 第四部分书面表达（邮件） 19 分 19% 语言能力＋文化意识：在真实情境中迁移运用，形成可迁移的学习观
跨学科实践性作业 第五部分 Project 班级学习方式调查（小组选做） 20 分（附加） — 学习能力＋思维品质：跨学科探究、合作与反思，成果纳入综合素质评价
　　四类作业呈递进关系：基础性作业保底达标 → 拓展性作业综合语篇运用 → 探究性作业开放表达 → 跨学科实践性作业迁移创新，体现“人人达标、各展所长”的设计理念。
基础达标线：卷面达 60 分且基础性作业正确率不低于 80%，即认定本单元作业达标；未达标者须完成错题反思单并参加补偿教学后二次提交。
五、作业评价
维度 A（优秀） B（良好） C（待改进） 权重 得分
知识理解 基础题全对，词块与宾语从句运用精确 少量细节错误，不影响理解 较多基础错误，词块与语序掌握不牢 20%
能力运用 阅读方法恰当，写作要点齐全、词块贴切，能独立完成项目汇报 方法基本正确，写作要点齐全但表达一般 方法不当或缺失，写作要点不全 30%
思维发展 观点明确，推断与归纳充分，阅读还原衔接准确 表达清楚，能完成简单推断但欠缺深度 思路混乱，缺乏证据与衔接意识 30%
情感态度 主动投入，乐于协作，能主动反思并改进学习方式 态度端正，能按要求完成任务，基本参与合作 学习态度消极，被动完成任务，合作意识弱 20%
（一）素养维度评价表（学生自评 / 同伴互评 / 教师评）
（二）卷面成绩等级换算
等级 卷面得分 评价说明
Excellent（优秀） 85—100 分 单元目标全面达成，能熟练运用单元词块与宾语从句，阅读理解与表达能力强
Good（良好） 70—84 分 单元目标基本达成，语言运用有少量错误，能独立完成阅读与写作任务
Pass（合格） 60—69 分 掌握核心基础知识，综合语用与语篇理解能力有待加强，需针对性补偿练习
To be improved（待改进） 60 分以下 基础知识存在明显缺口，须在教师指导下重做错题并二次提交
（三）书面表达评分量规（19 分）
维度 分值 优秀标准 待改进表现
内容要点 8 分 三项要点齐全；方法有细节或反例支撑，经历有转折与具体做法，结尾有升华而非空洞打气 要点缺失，内容空洞或偏题
语言准确 5 分 Unit 3 词块运用不少于 6 处且贴切自然；宾语从句不少于 2 个，连词有变化；句式多样（破折号、冒号列举、not…but… 等） 语法错误多，未使用宾语从句
篇章结构 3 分 分段合理，衔接自然，开头结尾呼应 结构松散，缺乏衔接词
书写规范 3 分 120—150 词，邮件格式规范（称呼与落款完整），书写工整 词数不足 120 词、格式不全或书写潦草
（四）拓展实践评分量规（20 分）
维度 分值 评价标准（优秀档）
问卷设计 4 分 5 个问题语言规范、指向明确，含 whether / if 宾语从句，贴合单元主题
数据收集 4 分 有效问卷不少于 20 份，记录完整、真实可信
图表与描述 4 分 图表类型合适、标注清晰，3—5 句英文描述准确到位
合作与汇报 4 分 分工明确，英文汇报流畅，能回答同学提问
反思与建议 4 分 能提出 2 条以上可操作的改进策略，体现元认知反思
折算办法：拓展实践得分按 50% 折算后计入单元综评（最高加 10 分）；另设“最佳调查员”“最佳跨文化讲述人”单项奖，鼓励差异化发展。
（五）反馈与订正要求
1. 客观题由学生依据参考答案自批或互批，错题须在《错题反思单》上写出错误原因与正确思路；
★ 我的学习勋章墙（达到条件就给星星涂色，或签上你的名字）
勋章 获得条件 我的签名
语法达人勋章 单项选择拿到 6 分及以上，宾语从句题全部答对
词块达人勋章 完形填空 + 短文填空共拿到 22 分及以上
阅读侦探勋章 阅读理解拿到 24 分及以上
妙笔生花勋章 书面表达拿到 13 分及以上，且用对 2 个以上宾语从句
项目领袖勋章 完成 Project 并完成小组英文汇报
进步之星勋章 比上一次单元练习进步 5 分以上
2. 书面表达采用“教师详批 + 同伴互评 + 学生自改”三级反馈，二次修改稿计入成长档案；
3. 教师依据得分分布诊断班级薄弱点（如宾语从句语序、阅读推断题），在下单元教学中进行补偿教学。
六、试题详情
◆ 带上词块和思考力，连闯 5 关，一起找出 “What makes a good learner ” 的答案 ◆
姓名：__________________　　班级：____________　　学号：____________　　得分：____________
◆ 单元大问题 BIG Question：What makes a good learner
今天你是一名「学习侦探」。词块是你的工具，思考力是你的放大镜。连闯下面 5 关，每一关都会给你一条线索——走到终点，这个问题的答案就由你自己写出来！
关卡 任务 分值 我的星章
Level 1　词块工坊 Word Lab 单选 8 题＋完形 15 空＋选词填空 10 空，词块入句不丢分 33 分 ☆☆☆
Level 2　阅读探案 Reading Quest 破解 4 篇语篇（含七选五阅读还原），找出“好学者密码” 43 分 ☆☆☆
Level 3　情景交际 Talk It Out! 补全对话七选五，把话接得自然又得体 5 分 ☆☆☆
Level 4　写作直播间 Writer's Live 给笔友写封邮件，说说你心中的 good learner 19 分 ☆☆☆
Level 5　项目实验室 Project Lab（选做） 调查班级学习方式，跨学科秀出来 20 分 ☆☆☆
第一部分　语言知识运用（共 33 分）
（一）单项选择（本大题共 8 小题，每小题 1 分，共 8 分）
（　　）1. — I always forget new words quickly.　— Why not try making ＿＿＿ They are small and easy to carry.
　　　　A. flashcards　　　　B. dialogues　　　　C. projects　　　　D. websites
（　　）2. I wonder ＿＿＿＿ it is helpful to read aloud every morning.
　　　　A. that　　　　B. if　　　　C. what　　　　D. how
（　　）3. It's necessary for students ＿＿＿＿ the main idea of each passage while reading.
　　　　A. summarize　　　　B. summarizing　　　　C. to summarize　　　　D. summarized
（　　）4. With the ＿＿＿＿ of my teacher, I found a better way to remember new words.
　　　　A. magazine　　　　B. shelf　　　　C. schoolwork　　　　D. guidance
（　　）5. My teacher told me ＿＿＿＿.
that a good learner should learn from his mistakes　　
B. if a good learner should learn from his mistakes
　　　　C. whether should a good learner learn from his mistakes　　
D. that should a good learner learn from his mistakes
（　　）6. — Could you tell me ＿＿＿＿ 　— By making flashcards and looking them up in a dictionary.
　　　　A. how can I remember new words　　　　B. how I can remember new words
　　　　C. how could I remember new words　　　　D. how did I remember new words
（　　）7. Good learners don't just work hard; they work ＿＿＿＿ and make full use of every ＿＿＿＿ in the school library.
efficient; resource　　　　B. efficiently; resources　　　　
C. efficiently; resource　　　　D. efficient; resources
（　　）8. My English ＿＿＿＿ a lot since I started to ＿＿＿＿ the new words in a dictionary.
improved; look up　　　　B. has improved; look up　　　　
C. has improved; looking up　　　　D. improved; looking up
（二）完形填空（本大题共 15 小题，每小题 1 分，共 15 分）
　　Michael Faraday was one of the greatest scientists in Britain. But his story is really about a young ＿＿＿9＿＿＿ who started from almost nothing. Born into a poor family in 1791, he had only a few years of schooling — much less than most children today. His father was often ill and could not work, so the whole family had to count on every coin.
　　At fourteen Michael ＿＿＿10＿＿＿ to work in a bookshop in London, carrying heavy books and cleaning the shop every day. He worked from early morning until late at night, and his hands were often black with ink. It was hard, tiring work, yet that was exactly where his real education began.
　　The bookshop was full of ＿＿＿11＿＿＿ for a curious boy: books, magazines and even old newspapers from other countries. Every evening after work, when the other workers went home, Michael ＿＿＿12＿＿＿ books about science — not quickly, but word by word, sometimes until midnight. He read the same page again and again until he really understood it. When he came across words he did not know, he would ＿＿＿13＿＿＿ them up in a dictionary and copy them into his notebook, together with a short sentence of his own.
　　Soon he found a better way. He also learned to ＿＿＿14＿＿＿ the main idea of each chapter and draw simple pictures to show how things worked, because a picture, he said, could say what twenty sentences could not. Piece by piece, his own way of learning was built up ＿＿＿15＿＿＿, without any teacher's help and without any exam to push him.
　　A year later, a kind customer noticed the thin boy reading in the corner and gave him a ticket to a science talk. Michael went, listened carefully and took notes on everything the speaker said. After that, with the ＿＿＿16＿＿＿ he got from those books, he turned his notes into a small book of his own — more than three hundred pages, all written by hand. He even sent it to a famous scientist and asked for ＿＿＿17＿＿＿; when the advice came back, he ＿＿＿18＿＿＿ his mistakes at once instead of feeling hurt. That, he later said, was the most useful lesson of his life.
　　Soon Michael began to do ＿＿＿19＿＿＿ experiments in a small lab. His first machine did not work at all — the wire stayed cold and silent. But he did not ＿＿＿20＿＿＿. He tried again and again, changed his ＿＿＿21＿＿＿, and finally made electricity move through a wire. People who saw the result thought he was ＿＿＿22＿＿＿, but he knew better: every failure had taught him something useful, and every mistake had pointed him in a new direction.
　　Faraday never stopped learning, ＿＿＿23＿＿＿ after he became famous and busy. He kept a small notebook with him all his life and wrote down every question that came into his mind. He gave hundreds of public talks, many of them for children, because he believed anyone could learn. He once said, “The important thing is not to be clever, but to keep trying.” His life shows us exactly what a growth mindset really means.
（　　）9．A. thinker　　B. learner　　C. doctor　　D. worker
（　　）10．A. thanked　　B. moved　　C. arrived　　D. started
（　　）11．A. magazines　　B. shelves　　C. resources　　D. textbooks
（　　）12．A. found　　B. painted　　C. bought　　D. read
（　　）13．A. put　　B. look　　C. take　　D. give
（　　）14．A. summarize　　B. write　　C. copy　　D. forget
（　　）15．A. in a hurry　　B. by accident　　C. at once　　D. step by step
（　　）16．A. money　　B. time　　C. guidance　　D. luck
（　　）17．A. money　　B. praise　　C. work　　D. feedback
（　　）18．A. corrected　　B. forgot　　C. found　　D. kept
（　　）19．A. easy　　B. quick　　C. hands-on　　D. boring
（　　）20．A. look up　　B. give up　　C. open up　　D. build up
（　　）21．A. book　　B. lab　　C. plan　　D. method
（　　）22．A. lonely　　B. lazy　　C. lucky　　D. proud
（　　）23．A. never　　B. even　　C. only　　D. just
（三）短文填空（本大题共 10 小题，每小题 1 分，共 10 分）
请先阅读下面短文，掌握其大意，然后用方框中所给词的适当形式填空，并将答案写在题号后的横线上。每个词限用一次，其中有一个词多余。
方框词
learner　　method　　strategy　　growth　　correct　　suggest　　summarize　　feedback　　guidance　　resource　　advantage
　　Do you know Li Mei She is a top 24．＿＿＿＿＿＿＿＿＿＿ in our school. She has shown great 25．＿＿＿＿＿＿＿＿＿＿ in English learning over the past three years, but things were not always like this. She became interested in English when she was a very little girl, listening to English songs on the radio and repeating every word aloud.
　　Last term, she was chosen from more than 300 students to take part in the school English speaking competition. At first she was nervous, because she had never spoken in front of so many people. During her preparation, she faced many difficulties. With the 26．＿＿＿＿＿＿＿＿＿＿ of her teacher, she tried a new 27．＿＿＿＿＿＿＿＿＿＿ to remember words and used a clear 28．＿＿＿＿＿＿＿＿＿＿ to plan her time every day. She learned to 29．＿＿＿＿＿＿＿＿＿＿ the main idea of each passage instead of translating it word by word.
　　What surprised us most was that she asked for help actively. Her teacher 30．＿＿＿＿＿＿＿＿＿＿ that she should also ask for 31．＿＿＿＿＿＿＿＿＿＿ from her classmates after each practice, and she did. She listened, 32．＿＿＿＿＿＿＿＿＿＿ her mistakes in time and wrote them down in a small notebook. She also used every 33．＿＿＿＿＿＿＿＿＿＿ in the school library — textbooks, magazines, English podcasts and e-books. In the end, she won the first prize with the help of her group.
　　Her story tells us that a good learner is not born smart, but keeps trying.
◆ Level 2 · 阅读探案三步：题干划关键词 → 回原文定位 → 比对选项排除干扰。主旨题看首尾段，推断题盯住 but / however，指代题往前一句找。
第二部分　阅读理解（本大题共 16 小题：A—C 篇 11 小题每小题 3 分，D 篇 5 小题每小题 2 分，共 43 分）
A．阅读选择
Three great learners in history
　　What makes a good learner Is it talent, or something else Some people believe that great learners are born, not made. Here are three stories from history that may help you find the answer.
　　Marie Curie was born in Poland in 1867. At that time there was no university for girls in her city, so she taught herself at home, reading every book she could borrow and doing simple experiments on the kitchen table. To save money for her sister's education, she worked as a teacher for several years. Later she moved to Paris and studied in a poor, cold lab, where she often worked for more than twelve hours a day. She kept working for years before she discovered radium. “Nothing in life is to be feared,” she once said. “It is only to be understood.”
　　Michael Faraday came from a poor family and had only a few years of schooling. At fourteen he started working in a bookshop, where he read science books and took notes every evening. When he met a word he did not know, he looked it up and copied it down. Later he even made his own notebook of everything he had learned. Step by step, he built up his knowledge and became one of the greatest scientists in Britain.
　　Hua Luogeng, a famous Chinese mathematician, had to leave school because of illness when he was young. While working in his father's shop, he studied maths by himself for hours every day and often forgot his meals. There was no one to teach him and no one to ask for help, but he never thought of giving up. “I am not clever,” he once said. “I only spend more time on what I am not good at.”
（　　）34. What did Marie Curie do
　　　　A. She was the first woman doctor in the world.　　　　B. She won the Nobel Prize for literature.
　　　　C. She discovered radium through years of hard work.　　　　D. She taught maths in a famous university.
（　　）35. How did Hua Luogeng become a famous mathematician
　　　　A. By travelling around the world.　　　　B. By working in a bookshop.
　　　　C. By asking a famous scientist for help.　　　　D. By studying maths by himself when he was ill.
（　　）36. What can we learn from the three stories
　　　　A. Great learners are born, not made.
　　　　B. A good learner keeps trying even in difficult situations.
　　　　C. Only famous scientists can become great learners.
　　　　D. Books are more important than teachers.
B．阅读选择
　　Our school is very different from what it was 20 years ago. If you walk around it today, you may find it hard to believe that it was once a quiet, almost empty place.
　　Mr. Chen, an experienced teacher, has worked here for thirty years. “When I was young, students couldn't get much help after class,” he says. “There weren't any computers or smart screens in those days. We only had textbooks and exercise books. If we wanted to know something more, we had to wait for the next class. Life was difficult. We didn't have many learning tools — just blackboards and chalk. We didn't even have a reading room! Our school was a quiet place.”
　　Everything began to change ten years ago. First the library was built, and then the computer room. Last year, the old gym was turned into a learning center, and now students can do hands-on experiments there after class. Old textbooks were replaced by e-books, and a small studio was set up for students to record English podcasts.
　　Today, students learn in a very different way. “Now there is a learning center,” says Mr. Chen. “There are also computers, smart screens and online courses. We have bright classrooms and a big library, and students can find all kinds of useful resources on the school website — e-books, podcasts and even magazines from other countries. Our school is busy now — there are study groups, English corners and lots of hands-on activities. Students don't just listen; they discuss, question and create. They are not afraid of making mistakes any more, because mistakes are part of learning.”
　　Mr. Chen looks at the students in front of him and smiles. “One thing is still the same: students' love for learning. Tools change, but that never does. We're working hard to keep it just like this.”
（　　）37. What is the passage mainly about
　　　　A. A famous teacher in a school.　　　　B. A large library in a city.
　　　　C. A quiet place for reading.　　　　D. The changes of learning ways in a school.
（　　）38. Why was it hard for students to learn in the past
　　　　A. Because the weather was terrible.　　　　B. Because there were too many students.
　　　　C. Because teachers didn't work hard.　　　　D. Because there were few learning tools.
（　　）39. Which of the following is TRUE about the school today
　　　　A. Few students go there.　　　　B. There are no computers or screens.
　　　　C. It has a learning center and a big library.　　　　D. Students still study only from textbooks.
（　　）40. What can we infer from Mr. Chen's smile and words
　　　　A. He prefers the old ways of learning.　　　　B. Students today are lazier than before.
　　　　C. He is happy that students still love learning.　　　　D. The school will go back to the old days.
C．阅读选择
　　Over the past eight years, Miss Zhou has been teaching learning methods at a middle school in Nanchang, Jiangxi Province. Her students are Grade 9 students who once found English difficult and boring. Many of them thought they were simply “not good at languages” and had already given up on themselves.
　　Miss Zhou began learning the “mind map” method in 2015. One day, she saw a teacher drawing a colourful mind map on the blackboard. The whole class became lively: even the quietest students put up their hands. She was amazed, and then she decided to learn the skills herself. She read books, watched online courses and practised drawing mind maps every evening for a whole year. At first her drawings were messy, but she corrected them again and again.
　　The mind map has a short history but is now popular around the world. Different pictures, colours and lines can be used to show the links between words and ideas. According to Miss Zhou, different from many traditional ways of learning, a mind map can be kept in mind for a long time, because it works with the brain instead of against it. When you copy a list of words ten times, you are only using half of your brain; when you draw a mind map, you are using both. However, it's not easy to draw a good one. It needs clear thinking and great patience. A mind map with too many words is no better than a list.
　　Miss Zhou also works hard to spread the method. She has given more than fifty talks in other schools and trained over two hundred teachers. Her students are good learners of the method, because they can see the links between words clearly and can completely focus on their work. Some of them even draw mind maps to plan their weekends. The method is now used in other languages too. Some foreign students in our city also use it when they get ready for the HSK, the Chinese Proficiency Test.
　　“They also have their own understanding of the method,” said Miss Zhou. “They get lots of happiness from the process. Learning is not a race — it is more like drawing a map, and every step you take makes the map clearer.”
（　　）41. Why does the writer write this passage
　　　　A. To sell books about mind maps.
　　　　B. To introduce a helpful way of learning and the teacher behind it.
　　　　C. To ask students to draw more pictures in class.
　　　　D. To compare Chinese and foreign students.
（　　）42. How long has Miss Zhou taught learning methods
　　　　A. 6 years.　　　　B. 8 years.　　　　C. 10 years.　　　　D. 15 years.
（　　）43. What does the underlined word “links” mean in the passage
　　　　A. 联系　　　　B. 区别　　　　C. 数量　　　　D. 顺序
（　　）44. What would be the best title for the passage
　　　　A. A kind-hearted English teacher　　　　B. A helpful way of learning
　　　　C. The history of mind maps　　　　D. Helping poor students
D．阅读还原（七选五）
　　请先阅读下面短文，掌握其大意，然后从方框中七个选项中选择五个最佳选项填入文中空白处，使短文意思通顺、结构完整。其中有两个选项多余。
How can we get better at learning
　　Everyone wants to learn better, but few of us are taught how to do it. We are told to work harder, yet no one shows us how. ＿＿＿45＿＿＿ Here are some ideas that good learners use every day.
　　First, make a plan and review in time. A good learner does not wait until the night before an exam. He looks back at his notes every evening and corrects his mistakes at once, because mistakes are the best teachers — they show you exactly what you have not understood. ＿＿＿46＿＿＿
　　Second, learn in a hands-on way. Reading a textbook is not enough, because the words stay on the page. Instead of only reading, ＿＿＿47＿＿＿. You will be surprised how much you remember when you have to teach someone else, explain an idea in your own words, or do an experiment with your own hands.
　　Third, ask for feedback. Many students work hard in silence for weeks, only to find they have been practising the wrong thing. ＿＿＿48＿＿＿ A few honest words from them may save you weeks of hard work in the wrong direction, so do not be afraid to show them your work before it is perfect.
　　Most importantly, believe that you can grow. Scientists call this a “growth mindset”. Students with such a mindset do not run away from difficult tasks, and they do not hide their mistakes. They think that effort, not talent, makes the difference. ＿＿＿49＿＿＿
A. So the next time you find learning hard, do not say “I'm not good at this”. Add one small word — say “I'm not good at this yet.”
B. Studies also show that we forget most of what we learn within 24 hours unless we review it.
C. try doing experiments, drawing mind maps or explaining the idea to a classmate in your own words
D. Your teacher and classmates can see problems that you cannot see yourself.
E. In fact, learning is a skill, and skills can be practised and improved.
F. Many students prefer studying alone at home.
G. Learning a language takes a lot of time and money.
第三部分　情景交际（本大题共 5 小题，每小题 1 分，共 5 分）
　　请阅读下面对话，从下面七个选项中选出五个最佳选项补全对话，使对话意思通顺、完整。其中有两个选项多余。
Tom:　Hi, Li Mei! I heard you won the first prize in the English speaking competition. Congratulations!
Li Mei: Thank you! It was really a surprise.
Tom:　50. ＿＿＿＿＿＿
Li Mei: Well, I think the most important thing is to review in time. I look back at my notes every evening.
Tom:　51. ＿＿＿＿＿＿
Li Mei: Yes. I also make flashcards and listen to English podcasts on my way to school.
Tom:　52. ＿＿＿＿＿＿
Li Mei: I'm not sure whether it works for everyone, but it really helps me.
Tom:　53. ＿＿＿＿＿＿
Li Mei: Sure! Let's study together this weekend. I can share my methods with you.
Tom:　54. ＿＿＿＿＿＿
Li Mei: You're welcome. I'm sure you'll make progress.
A. Do you do anything else
B. How did you become such a good learner
C. Can I study with you
D. Thank you so much!
E. I don't like English at all.
F. When did you start learning English
G. That sounds like a lot of work.
第四部分　书面表达（本大题共 1 题，共 19 分）
　　假设你是李华，你的英国笔友 Peter 给你发来一封邮件，他说学习中文很难，记不住汉字，想要放弃。请你结合 Unit 3 Smart Learning 的学习内容，给他回一封邮件，分享你的学习经验并鼓励他。
内容要点：
1. 分享 2—3 种有效的学习方法（如制定计划、及时复习、制作词卡、从错误中学习等）；
2. 结合你自己的一次学习经历说明其中一点；
3. 表达对 Peter 的鼓励。
写作要求：
1. 词数 120—150 词，开头与结尾已给出，不计入总词数；
2. 须使用至少 2 个由 that / whether / if 引导的宾语从句；
3. 文中不得出现真实姓名和校名。
Dear Peter,
　　I'm sorry to hear that ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
　　　　　　　　　　　　　　　　　　　　　　Yours,
　　　　　　　　　　　　　　　　　　　　　　Li Hua
第五部分　拓展实践 Project（小组选做，共 20 分，不纳入卷面 100 分）
项目主题：How Do We Learn Best —— 班级学习方式小调查
跨学科融合：英语（问卷设计、数据描述与英文报告）+ 信息技术（在线问卷、图表生成）+ 心理健康（学习策略与自我调节）
任务步骤：
Step 1　小组合作设计一份含 5 个问题的英文问卷（须含 1 个 whether / if 引导的宾语从句；可设一题对比中外学生学习外语的方式，如外国学生备考 HSK 的做法）；
Step 2　在本班或本年级收集不少于 20 份有效问卷；
Step 3　用信息技术课所学工具将结果制成柱状图或饼图，并用 3—5 句英文描述图表；
Step 4　小组完成 3 分钟英文口头汇报，提交一页 A4 英文调查报告（含 2—3 条改进学习方式的建议）。
成果形式：英文问卷 1 份 + 数据图表 1 张 + 英文调查报告 1 页 + 小组汇报视频或现场展示。
问卷参考问题（可直接使用或改写）
1. How do you usually learn new words (A. flashcards　B. reading aloud　C. copying)
2. Do you review your notes every evening
3. I wonder ＿＿＿＿ studying in a group is helpful for you.（含宾语从句）
4. What do you do when you make a mistake in English
5. What is the biggest advantage of online study in your opinion
报告模板（一页 A4，可参考下列框架）
Title：How Do We Learn Best
Part 1　What we did：We asked ＿＿＿ students in our grade ＿＿＿ questions about…
Part 2　What we found：＿＿＿% of the students…; the most popular way is…
Part 3　Our advice：We suggest that…; we should…
语言支持 Useful expressions
交际功能 可参考表达
开场问候 Good morning, everyone. We are Group ＿＿＿. Today we'd like to share…
描述图表 As the chart shows, … / The largest part is… / ＿＿＿% of the students…
表达观点 We think that… / In our opinion, … / We are not sure whether…
提出建议 We suggest that… / It's a good idea to… / Why not try…
结束致谢 That's all. Thank you for listening. Any questions
参考答案
第一部分　语言知识运用（1—33 小题，每小题 1 分，共 33 分）
1．A　2．B　3．C　4．D　5．A　6．B　7．C　8．B
9．B　10．D　11．C　12．D　13．B　14．A　15．D　16．C　17．D
18．A　19．C　20．B　21．D　22．C　23．B
24．learner　25．growth　26．guidance　27．method　28．strategy
29．summarize　30．suggested　31．feedback　32．corrected　33．resource
第二部分　阅读理解（34—49 小题：34—44 每小题 3 分，45—49 每小题 2 分，共 43 分）
34．C　35．D　36．B　37．D　38．D
39．C　40．C　41．B　42．B　43．A
44．B　45．E
46．B　47．C　48．D　49．A
第三部分　情景交际（50—54 小题，每小题 1 分，共 5 分）
50．B　51．A　52．G　53．C　54．D
（三）书面表达参考范文
Dear Peter,
　　I'm sorry to hear that Chinese characters give you trouble. Don't worry — a good learner is not someone who never fails, but someone who keeps trying.
　　Here are two methods that worked for me. First, make flashcards and read them aloud: when you come across a new word, look it up in a dictionary. Second, ask for feedback and, with your teacher's guidance, correct your mistakes instead of hiding them.
　　Last term I failed a test and didn't know whether I could catch up. My teacher told me that my problem was not memory but method. So I started small: ten words a day, five minutes of review. I used every resource there. Two months later, I found that I had built up my confidence.
　　So don't give up — ask yourself if you are using the right method. I'm sure that step by step, you will make great progress.
　　　　　　　　　　　　　　　　　　　　　　Yours,
　　　　　　　　　　　　　　　　　　　　　　Li Hua

展开更多......

收起↑