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2026—2027学年人教版九年级英语上册
Unit 6 Beyond Earth 单元测试卷
笔试90分 考试时间100分钟 班级________ 姓名____________
一、完形填空（共15小题，每小题1分，满分15分）
阅读短文，从每小题所给的四个选项中，选出一个能填入空白处的最佳选项。
“Put that one away,” Han said, pointing to our model moon lander. One of its legs was bent. The science fair was on Friday, and Han wanted to 1 only a successful model on our table.
We had been asked to build a lander that could 2 an egg in a one-metre drop. We used plenty of paper inside, 3 it would keep the egg safe. 4 , the model landed on its side, and the egg broke.
Han reached for more paper. “Wait,” I said. “We 5 the paper and the legs together last time. How can we tell the 6 of each change ”
We agreed that the paper had to stay the same. The legs were the 7 part we would change. Before each drop, we wrote down what we expected. Then we noted what 8 happened.
After three tests, we saw a pattern: when the legs were closer together, the lander fell over more easily. We 9 the distance between them, and the next egg did not break.
I wanted to throw the broken model away. Then I looked at our notes. Without those results, we might still be 10 paper.
On Friday, both models were on our table. A younger boy pointed to the 11 one. “Why have you 12 this one, too ”
Han answered by 13 our notebook. He showed the boy how each test had 14 our next decision. The boy studied the two landers and said, “So this one helped you make that one!”
Han smiled. Our best 15 had begun with the model he once wanted to hide.
1. A. measure B. display C. repair D. compare
2. A. carry B. hold C. hide D. protect
3. A. hoping B. doubting C. denying D. forgetting
4. A. Therefore B. Besides C. However D. Otherwise
5. A. checked B. changed C. compared D. measured
6. A. effect B. cost C. order D. purpose
7. A. first B. cheapest C. only D. largest
8. A. usually B. gradually C. possibly D. actually
9. A. reduced B. increased C. ignored D. marked
10. A. adding B. cutting C. folding D. saving
11. A. finished B. colourful C. successful D. damaged
12. A. bought B. broken C. brought D. fixed
13. A. copying B. sharing C. hiding D. correcting
14. A. repeated B. replaced C. delayed D. guided
15. A. explanation B. prediction C. question D. instruction
二、阅读理解（共两节，满分40分）
第一节（共15小题，每小题2分，满分30分）
阅读三篇短文，从每小题所给的四个选项中，选出一个与短文内容相符的最佳选项。
A Space Lab Saturday
For Grade 9 students · Room 302 · Saturday morning
Time Workshop What you will investigate
09:00–09:40 Message Mission Send instructions to a partner behind a screen. Wait two minutes for each reply. Find out how a delay changes teamwork.
10:00–10:40 Space Gloves Wear thick gloves to pick up small pare tools with different handles. Look for a design that makes the job easier.
11:00–11:40 Hidden Planet Move a ball past a lamp and record changes in light. Discuss what the results can tell you about an object you cannot see directly.
Choose ONE workshop. Each has 12 places. Apply by Thursday: give your choice and one question you hope to investigate. No previous experience is needed.
Bring a notebook. Gloves, lamps and other materials are provided. There is no charge.
You will work in pairs. At the end, each pair will write one claim supported by its results and one question that remains open.
All activities use classroom models. They do not control real spacecraft or prove that life exists on other planets.
16. Why was the notice written
A. To report three experimental results. B. To help students prepare for workshops.
C. To explain real astronaut training. D. To request equipment from companies.
17. Lin is free from 09:50 to 11:40 and wants to improve tools for astronauts. Which workshop best suits her
A. Message Mission. B. Both the first and second workshops.
C. Hidden Planet. D. Space Gloves.
18. What should a student bring
A. A notebook. B. Thick gloves. C. A lamp. D. A spacecraft model.
19. Which question best fits Hidden Planet
A. Do gloves keep astronauts warm B. How does a slow reply affect a team
C. How does a passing object change light D. Which handle is most comfortable to use
20. What can we infer about the workshops
A. Every question must be answered by the end. B. A model’s evidence and limits both matter.
C. Previous space knowledge is a requirement. D. Students may attend all three workshops.
B
On a long space journey, dinner cannot depend on a delivery truck. Crews on the International Space Station receive food from Earth, but a mission much farther away would make regular deliveries difficult. Growing fresh food is one possible answer. Researchers therefore need to know whether astronauts can grow plants and care for them reliably.
A small garden called Veggie helps them investigate this. About the size of a piece of hand luggage, it usually holds six plants. Each grows in a special bag containing material that holds water and plant food. Lights help the plants grow. Water, however, behaves differently in space. If too much collects around the roots, they may not get enough air. Simply adding water is not always helpful.
During one experiment, astronaut Mike Hopkins noticed that some plants were struggling. He took extra young plants from bags of healthy plants and moved them into two bags where growth was poor. The moved plants survived and grew. The equipment mattered, but so did the person watching the plants. Hopkins had to notice a problem and decide how to respond. Following the same routine without looking closely would have missed that chance.
The research also looks at people. Many astronauts have reported that caring for plants is enjoyable and relaxing. A garden can offer something living to look after during months away from home. Meanwhile, student groups on Earth have helped researchers test possible crops in equipment similar to a space garden. Their work shows that preparation for future missions can include people who never leave the ground. Space gardening is still research, rather than a complete food supply for a long mission. Each small test helps researchers learn what a dependable system would require.
21. What kind of text is this
A. A report giving the full steps and raw data of one experiment.
B. A diary describing the writer’s own daily life in space.
C. A popular science article explaining an area of research.
D. An advertisement encouraging families to buy a garden kit.
22. What does the underlined word “struggling” in Paragraph 3 probably mean
A. Having difficulty growing. B. Growing much faster than usual.
C. Producing many new flowers. D. Needing no daily care.
23. Why might adding more water fail to help a weak plant in Veggie
A. Its leaves may grow before its roots can use the water.
B. The extra water may prevent the garden lights from working.
C. The bag may become too heavy for an astronaut to move.
D. Extra water may leave too little air around its roots.
24. Why does the writer include Hopkins’s experience
A. To compare the flavours of vegetables grown in different bags.
B. To show how a person’s observation can improve an experiment.
C. To explain how astronauts choose their meals before a launch.
D. To prove that plants from Earth cannot grow well in space.
25. Which is the best title for the text
A. New Menus on the Space Station B. Growing Food without Human Care
C. A Small Garden for Long Space Journeys D. Why Plant Roots Grow without Water
C
① Imagine a busy road with broken buses left in the middle. New vehicles could keep arriving, but using the road would become harder. Something similar is happening around Earth. Old satellites, used rocket parts and pieces from broken spacecraft remain in orbit（轨道）. This space debris（碎片）keeps moving very fast. Even a small piece can damage a working satellite. Protecting the route matters as well as building the next spacecraft.
② One approach is to prevent new rubbish. A mission needs a plan for what happens when its work ends. Designers can plan how to safely use up fuel and battery power left after a mission, reducing the chance of a break-up. Operators can guide objects out of useful orbits. Teams also watch for possible crashes and move working satellites aside when necessary. That can protect one mission, but the unwanted object remains. Avoiding a crash and removing rubbish are different jobs.
③ Another approach is to remove large objects before they break into many smaller pieces. This is difficult. A removal spacecraft must get close to a moving object, match its movement and catch it safely. Some old satellites keep turning and have no suitable part to hold. Engineers are therefore developing designs that give future removal spacecraft a place to get a firm grip（抓牢）. After capture, an object may be guided towards Earth’s atmosphere（大气层）, where much of it can burn up. Removing one object still requires careful planning.
④ Technical progress offers ways forward, but it cannot make every decision for us. A designer’s choices today can affect another team’s mission years later. Launch companies, satellite operators and space agencies need to agree on practical ways to keep orbits usable. A successful mission should include a responsible ending. As we plan journeys beyond Earth, keeping the space around our own planet safe is part of the work.
26. Why does the writer begin with the example of a busy road
A. To make the space problem easier to picture. B. To suggest sending old buses into space.
C. To compare space and road travel costs. D. To suggest slowing satellites to bus speed.
27. Which statement shows the limit of moving a working satellite aside
A. It collects the old object as the satellite moves past it.
B. It makes large objects break into pieces that are easier to catch.
C. It works only for satellites designed to be removed later.
D. It can leave the same object to threaten other missions.
28. Which best describes the organisation of the text
A. Question → tests → results. B. Problem → approaches → responsibility.
C. Plan → success → failure → new plan. D. Discovery → causes → traffic effects.
29. Which view would the writer most likely agree with
A. Wait for perfect removal technology. B. Let operators handle debris alone.
C. Combine technology with responsibility. D. Rely on better tracking alone.
30. Which new satellite design would best support the ideas in the text
A. A part that other spacecraft can grip safely. B. Full batteries kept after every mission.
C. A device that breaks it into small pieces. D. Extra instruments in place of removal parts.
第二节（共5小题，每小题2分，满分10分）
阅读短文，选择最佳选项填入空白处，使短文通顺、连贯。六个选项中有一项多余。
Our class decided to make a space-news wall. At first, we collected headlines like “A New Earth Has Been Found!” They looked exciting, but readers could not tell what had really happened. 31
We began with the source. A photograph with no author or link is hard to check. 32 Then we could return to the original report when a classmate questioned our caption（图片说明）.
Dates mattered, too. An old launch video can be posted again with a new title. 33 We therefore put both dates beside each picture.
Next, we compared headlines with the reports themselves. One article said engineers were planning a test, while its title made the test sound finished. 34 On our wall, we used “plan” and “test” wherever they were needed.
Finally, we left space for questions. 35 We checked for new answers during the following weeks. The wall became a place to keep reading, rather than a collection of exciting pictures.
A. The date of the event might differ from the date of the post.
B. We needed a rule for deciding what our wall could claim.
C. We chose the biggest photograph for the centre of the wall.
D. Some things about space were still unknown to us.
E. So we recorded the organisation and the web link for each story.
F. That difference could make readers mistake a future plan for a completed achievement.
31. ______ 32. ______ 33. ______ 34. ______ 35. ______
三、短文填空（共10小题，每小题1分，满分10分）
阅读短文，从方框中选词并用其适当形式填空。每空一词，每词限用一次。
careful mission be we cooperate far until science might publish
Last month, our space club 36 a report called “A Home Beyond Earth” on the school website. We invited a 37 to discuss it online. He compared short 38 near Earth with long trips to Mars. Then he asked us to check one claim in 39 report: people will soon live comfortably on Mars.
We listened 40 as he explained the problems. We had thought mostly about landing, and had not considered the return journey 41 he asked, “How will people get home ”
Next Friday, the report will 42 shown at our science exhibition, but with changes. First, Mars is 43 from Earth than the moon is, so a trip there will need more preparation. Second, countries will need to 44 with each other and share knowledge. Third, finding water does not prove the existence of life. There 45 be life somewhere else, but we need evidence.
We still want to visit Mars. Now we have a better idea of the work ahead.
36. __________ 37. __________ 38. __________ 39. __________ 40. __________
41. __________ 42. __________ 43. __________ 44. __________ 45. __________
四、读写结合（共两节，满分25分）
第一节 任务型阅读（共5小题，每小题2分，满分10分）
阅读短文，用英文填空或回答问题。（注意每小题的词数要求）
After a serious flood, rescue teams need to know where water has spread and which roads may be blocked. Checking every place from the ground takes time. A satellite can view a wide area at once and help people make maps of the flooded land.
Clouds can make ordinary satellite photographs less useful. Satellites carrying radar（雷达）, however, can collect information through clouds, even in poor weather. That gives map makers another way to see where the water is.
One satellite cannot meet every need. It may not pass over the right place at the right time. Through the International Charter Space and Major Disasters, space agencies in different countries share satellite information. Combining their images helps provide a fuller picture for rescue work. The information is offered to disaster-response users without charge.
A map is still only part of the answer. Flood water can change quickly, and a satellite does not watch every location continuously. People on the ground must check local conditions and decide how to act. Teams that produce maps also need to make the information clear to those who use it.
Space technology can seem far from daily life. During a flood, its value becomes easier to see. ▲ 47
plete the chart according to the passage.（每空不超过6词）
Space technology for rescue work How it helps or what is needed
A wide view View ① __________________________ at once.
Information in bad weather Use ② __________________________ to collect information through clouds.
International teamwork Combine images shared by ③ __________________________.
Work on the ground Check ④ __________________________ and decide how to act.
47. Please write a sentence to fill in ▲ to end the passage.（不超过25词）
第二节 书面表达（共1题，满分15分）
48. 学校英文校刊开设“My Space Dream”专栏。请你写一篇短文投稿，介绍一个你希望实现的太空探索设想，并说明它为什么值得尝试。
内容要点：
（1）你的设想是什么，希望未来实现怎样的改变；
（2）说明它的一项具体价值，并用例子或解释展开；
（3）指出实现它需要面对的一项困难，以及你现在可以做的一件事。
写作要求：词数80左右；可适当发挥，条理清楚，语句通顺；文中不得出现真实姓名和校名。题目已给出，不计入总词数。
My Space Dream
参考答案与评分说明
含答案依据、开放题参考表达及书面表达评分建议
一、完形填空
1. B 2. D 3. A 4. C 5. B
6. A 7. C 8. D 9. B 10. A
11. D 12. C 13. B 14. D 15. A
语篇主线：首次失败 → 分清改变的作用 → 对照预测与实测 → 依据结果改进 → 用失败模型解释学习过程。
1. B 展示目的。首段交代科学展和展示台，末段又写两个模型同时展出。display 对应让参观者看到；其余三项是制作或研究中的动作。
2. D 任务目标。后文“keep the egg safe”和“the egg broke”明确任务成败标准。carry、hold 只表示承载，hide 表示遮藏，都未表达保护目标。
3. A 人物预期。放入许多纸是为了保护鸡蛋，hoping 对应这一期待。怀疑、否认或忘记保护作用都不能解释这个有明确目的的做法。
4. C 结果与预期的转折。原本希望纸起保护作用，实际模型侧翻、鸡蛋破裂，构成转折；不是因果、递进或“否则”的条件关系。
5. B 问题成因回溯。下一段提出保持纸不变，只改腿部，说明上次同时改变了两项。检查、比较、测量本身不会使两项改变的效果混在一起。
6. A 实验问题识别。同时改两项，就无法分清每项改变产生的作用。任务目的已经清楚，文中也未讨论花费或先后顺序。
7. C 控制变量的范围。纸保持不变，腿部是本轮唯一要改的部分。first 暗示还会改其他部分；价格和大小不是这项安排的依据。
8. D 预测与实测对照。先写 expected，再记实际发生的结果，形成预测与观察的对应。其余副词分别强调惯常、渐变或可能性。
9. B 依据结果作决策。腿靠得越近越容易倒，因此下一步应增大腿间距离。reduced 与证据相反；忽略或标记距离没有落实改进。
10. A 跨段反事实推断。第三段 Han 原本想再加纸。没有记录和比较，他们可能还会沿着这个未经验证的方向继续加纸。
11. D 指代对象与参观者疑问。展台上既有成功模型，也有坏模型；男孩随后问为什么还保留展示这个，指向 damaged one，而非已成功的模型。
12. C 交际意图。男孩面对展台，疑问在于为何把坏模型也带来。Han 随后解释它的展示价值，不是在解释购买、损坏或修复经过。
13. B 以行动回应问题。下一句写 Han 给男孩看每次试验怎样影响决策，所以是分享记录。抄写、藏起或订正记录不能直接回应参观者。
14. D 证据与后续行动的关系。每轮结果帮助确定下一步做什么，即 guided。试验并未替代决策，也没有被写成重复决策或拖延决策。
15. A 全文主题收束。男孩通过模型和记录明白了改进过程，说明坏模型帮助形成了有说服力的解释；结尾并非预测、提问或操作指令。
二、阅读理解第一节
A 活动告示
16. B 17. D 18. A 19. C 20. B
16. B 写作意图。告示提供活动内容、时段、名额、报名和准备要求，目的是帮助学生选择并准备参加活动。
17. D 条件整合与选择。Space Gloves 的时段符合空闲时间，比较不同手柄又符合改进工具的目标；Hidden Planet 只符合时间，不符合兴趣目标。
18. A 关键信息提取。告示明确要求带 notebook；手套、灯和其他材料均由活动方提供。
19. C 研究问题匹配。Hidden Planet 用球经过灯前并记录光变化；其余问题分别与手套保暖、回复延迟或手柄操作有关。
20. B 由规则推断学习方式。活动既要求用结果支持判断，也保留未解决的问题，且明确课堂模型的适用边界，因此指向证据与局限。
B 太空种植
21. C 22. A 23. D 24. B 25. C
21. C 语篇体裁。文章面向普通读者解释太空种植研究，以设备、事例和研究意义展开；未给完整实验程序和原始数据，也没有日记口吻或销售目的。
22. A 语境猜词。后文 healthy plants 与 growth was poor 对比，以及移植后 survived and grew，说明原先有些植物生长遇到困难。
23. D 因果分析。第二段说明根部积水过多会使空气不足，解释了“越弱就越浇水”未必有效；其余三项均非文章给出的原因。
24. B 事例的论证作用。事例后明确强调观察者的作用：发现问题并作出应对。这不是口味比较、菜单选择或植物不能生长的证据。
25. C 全文主旨。全文围绕太空小型种植系统如何为长期任务作准备，涵盖需求、技术、人的作用及研究边界。A 过窄，B、D 与文意相反。
C 轨道碎片
26. A 27. D 28. B 29. C 30. A
26. A 类比的表达作用。用道路被废旧车辆占用这一熟悉情境引出轨道碎片问题，是类比说明，不是运输建议、成本比较或速度建议。
27. D 方法效果与适用边界。第二段说明避让可保护一次任务，但 unwanted object remains，因此危险物仍可能威胁别的任务；避让并未清除碎片。
28. B 篇章结构。①提出轨道碎片问题；②防止新增并避撞；③主动移除；④回到各方责任。②③是应对问题的两个并列方向。
29. C 作者立场。末段肯定技术进步，同时强调设计者、运营者等需共同作出负责的选择。不能把责任推给单方，也不能仅靠跟踪或等待。
30. A 设计迁移与方案评价。第三段提出为后续清除预留可抓取部位。B 保留残余能量，C 制造碎片，D 取消移除条件，均不符合负责的任务结束设计。
二、阅读理解第二节
31. B 32. E 33. A 34. F 35. D
31. B 前文转折指出“吸引人却看不清实际发生了什么”，B 提出建立判断规则，总领后文的来源、日期和措辞核查。
32. E 作者和链接缺失导致难以核查，E 补上记录机构和链接这一做法；后句 return to the original report 随之有了依据。
33. A 前文说旧视频被重新发布，A 区分事件日期与发帖日期；后文 both dates 回指这两个日期。
34. F That difference 回指正文“计划测试”与标题“测试完成”的差异；后文修正 plan、test 的用词来防止误读。
35. D questions → unknown things → checked for new answers 构成连贯链。C 只谈图片大小，不能承接核查和求知的线索。
三、短文填空
36. published 一般过去时。Last month 确定叙述过去的动作；publish a report 表示发表报告。
37. scientist 构词与职业名词。a 后需要表示人的可数名词，science 转为 scientist；不是形容词 scientific。
38. missions 可数名词复数。short 前没有单数限定词，且与 long trips 对照，填 missions。
39. our 形容词性物主代词。report 是名词，需用 we 的形容词性物主代词 our 修饰。
40. carefully 副词修饰动作。修饰 listened，用 careful 的副词形式 carefully。
41. until 时间状语从句。had not considered … until … 表示“直到……才考虑到……”。
42. be 一般将来时的被动语态。report 是被展示的对象，Next Friday 指将来，完整结构为 will be shown，此处只缺 be。
43. farther / further 比较级。than 引出距离比较，两种比较级均可表示更远，均接受。
44. cooperate 单元词汇与合作表达。need to 后接动词原形；cooperate with each other 表示相互合作。
45. might 可能性与证据边界。finding water 不等于证明生命存在；might 表示可能，保留需进一步取证的空间。
评分：每空1分。第43空 farther、further 均可；其他空须与语法和语境相符。第42空只填 be，句中的 will 与 shown 已给出。
四、读写结合
第一节 任务型阅读
46①. a wide area
可接受表达及要点：a large area / a large area of land；不超过6词的同义表达均可。核心是大范围同时观测。
46②. radar
可接受表达及要点：radar technology / satellites carrying radar 均可。普通照片或 cameras 不符合穿透云层的语境。
46③. space agencies in different countries
可接受表达及要点：different space agencies / agencies from different countries 均可。须保留跨机构或跨国共享的意义。
46④. local conditions
可接受表达及要点：conditions on the ground 等同义表达均可。不能只写 maps，因为需要核查的是当地实际状况。
46题评分：四空各2分。内容准确、衔接通顺且符合词数要求得2分；核心信息正确但有轻微语言错误得1分；关键信息错误、缺失或超出词数限制得0分。同义表达按所传达的意义评分。
47. One possible ending
Space technology helps protect people on Earth when different teams turn shared information into useful action.
Another acceptable ending: Exploring space can also help us care for the planet we already call home.
47题评分：能自然承接前文，概括太空技术对地球生活或救灾的价值，表达清楚且不超过25词，得2分；相关但概括不够清楚或有影响表达的语言错误，得1分；偏题、与文意矛盾或超出词数限制，得0分。合理的不同结尾均可，不要求复现示例句。
第二节 书面表达
One possible version
My Space Dream
I hope a small research station will be built on the moon. Scientists could study moon rocks there and learn more about its history. They could also test equipment for longer journeys.
However, keeping people safe far from Earth will be difficult. We need reliable ways to provide food and water and bring everyone home.
I would like to help design useful machines. For now, I can study science carefully and practise working with others. My dream begins with learning to solve real problems.
评分建议（15分）：内容6分，语言6分，组织与衔接3分。
内容：设想与预期改变2分；一项具体价值及其展开2分；一项困难与当下行动各1分。语言：词汇、时态和语态符合语义，表达基本准确、清楚。组织：信息顺序合理，段落与句间衔接自然。
参考档次：13—15分，任务完成充分，表达清楚自然；10—12分，要点基本齐全，错误较少；7—9分，部分内容展开不足，错误不妨碍主要理解；4—6分，遗漏较多或错误影响理解；1—3分，只有少量相关语句；0分，无有效相关内容。
词数以80左右为宜，约70—100词可正常评价；较短或较长时结合内容与表达综合判断。书写以清晰可辨为准。
卫星服务、无人探测、太空生活设施等设想均可，按价值说明与实现条件评价。
命题范围与考点分布
教材范围：人教版英语新教材九年级上册 Unit 6 Beyond Earth，教材第51—60页。核心语法为一般将来时的被动语态；主题涉及太空探索的价值、挑战、合作和个人梦想。
板块 分值 主要考查
完形填空 1—15 15 围绕同一事件考查词义、人物意图、因果、转折、跨段呼应和主题收束。
阅读第一节 16—30 30 写作意图、情境选择、体裁、猜词、因果、事例作用、主旨、类比、结构、作者立场和设计迁移。
阅读第二节 31—35 10 总分关系、来源链、日期回指、指示衔接和语义连贯。
短文填空 36—45 10 依次为过去时、职业名词构词、名词复数、物主代词、副词、时间从句、将来被动、比较级、合作表达、可能性。
任务型阅读 46—47 10 结构化提取、信息整合和开放性结尾。
书面表达 48 15 面向校刊读者说明设想、展开价值，联系困难与个人行动。
合计90分。短文填空十空各有不同的主要语言考查点，评分依据见前页。
Unit 6 Beyond Earth 英语单元测试 第 页

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