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Starter&Unit 1 单元培优测试题听力原文及参考答案
听力原文
一、听短对话，选择最佳答案（每小题1分，共5分）
1. W: Maria, why are you in a hurry
M: I put my math textbook in my schoolbag this morning, but now it’s a geography one! I must have mixed them up at home.
W: Let’s check the lost-and-found—maybe someone found it.
M: Wang Han, how was your first English lesson
W: It was amazing! Ms Chen wrote a Confucius saying on the blackboard, and when I pointed out her small mistake, she praised me for thinking independently.
W: That’s a great way to start junior high!
W: Li Lin, did you go to the Students’ Union’s time management talk What advice did they give
M: Yes! They said I should write down my tasks every morning, and do the most important ones first—like math homework before art.
W: I need to try that too—I always forget my tasks.
M: Zhu Xiaomeng, is your junior high uniform like your primary one
W: No. My primary uniform was a white T-shirt and skirt, but now I have to wear a sports jacket, trousers, and a red scarf every day.
M: That’s more formal than primary school!
W: Mia, how did you feel after reading your parents’ letter about junior high
M: At first I was nervous, but their words—comparing junior high to a river I can sail—made me feel brave. I’m ready to try my best!
W: That’s the spirit!
二、听长对话，选择最佳答案（每小题2分，共10分）
听下面一段长对话，回答6-7两个问题，从A、B、C三个选项中选出最佳答案。
W1: Maria, you look worried. What’s wrong
W2: I have biology class tomorrow, but I don’t know where the science lab is. The schedule only says “Lab 3”, but I can’t find it.
W1: Oh, Lab 3 is on the third floor of the teaching building. I’ll take you there before class tomorrow—don’t worry.
W2: Thank you, Li Meng! You’re so helpful.
W1: You’re welcome. I had the same problem last week!
听下面一段长对话，回答8-10三个问题，从A、B、C三个选项中选出最佳答案。
M1: Excuse me, I’m Wang Peng. I have a problem with junior high life.
M2: What’s your problem
M1: I have 7 subjects, and every day I have too much homework—I can’t finish it on time.
M2: That’s a common problem. Our advice is to divide big tasks into small ones. For example, if you have a book report, read 10 pages every day instead of doing it all at once.
M1: That makes sense! Do you have more tips
M2: We’re holding a workshop this Wednesday afternoon after school. You can learn more there.
M1: I’ll definitely go. Thank you!
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。
Mia started junior high last month. She prepared carefully for her first day: she checked her schoolbag twice—textbooks, pencil case, and red scarf were all there—and practiced her self-introduction in front of the mirror.
On the first day, Mia was nervous in math class. The teacher asked her a question about the new topic, and she froze—she hadn’t understood it well. But her deskmate Li Lin whispered a small hint, and Mia answered correctly. After class, Li Lin shared her daily task list: she wrote down homework and activities, and marked the most important ones. Mia started using this method too.
Mia also received a letter from her parents. They compared junior high to a river, telling her to “sail bravely and ask for help when needed”. This made Mia feel encouraged.
Now, a month later, Mia is no longer nervous. She joins the music club after school, finishes homework on time with her task list, and even helps new classmates find their classrooms. She says, “Junior high is challenging, but it’s also fun. I’m glad I have friends and family to help me!”
参考答案
听力部分（25分）
1. B 2. A 3. B 4. C 5. B
6. C 7. C 8. A 9. B 10. A
11. A 12. C 13. B 14. B 15. A
笔试部分（95分）
一、阅读理解（50分）
16. B 17. A 18. C 19. B 20. B
16 ：B
答案依据：原文第三段明确提到 “He remembered his primary school teacher telling him the same sentence—but she said it was from Confucius, not Mencius”，即 Wang Han 发现 Ms Chen 可能混淆了 “孔子” 和 “孟子”。
17 ：A
答案依据：原文第三段 “Questions jumped into his mind: ‘Is it polite to point out a teacher’s mistake in the first lesson Will she be angry ’”，直接体现 Wang Han 担心老师生气。
18 ：C
答案依据：原文第六段 “Ms Chen smiled. ‘Well done, Wang Han!’ she said. ‘This is exactly what I want to teach you today... It takes courage to question’”，即老师表扬 Wang Han 并解释独立思考的重要性。
19 ：B
答案依据：原文第八段 “Li Meng... said, ‘I noticed the mistake too, but I was too scared to say anything’”。
20 ：B
答案依据：原文最后一段 “He knows that learning isn’t just about getting answers right—it’s about asking ‘why’ and thinking independently”，即 Wang Han 学会 “独立思考 + 勇敢质疑”。
A 22. D 23. B 24. C 25. A
21 ：A
答案依据：图表 “Primary School Students” 部分明确 “30 minutes of homework”，且原文第二段 “homework takes only 30 minutes” 呼应。
22 ：D
答案依据：图表 “Junior High Students” 部分 “Use task lists or planners; write down homework and activity times”，原文第三段也提及 “many use task lists”。
23 ：B
答案依据：图表 “Junior High Students” 部分 “Challenges: Not having enough time for all tasks”，原文第三段 “they often struggle with time—for example, finishing math homework and going to the music club” 呼应。
24 ：C
答案依据：原文第三段 “schools’ Students’ Union hold time management workshops”。
25 ：A
答案依据：后文 “do important tasks (e.g., math homework) before less important ones (e.g., playing games)” 是对 “prioritize” 的解释，即 “按重要性排序”。
B 27. B 28. C 29. B 30. D
26 ：B
答案依据：第一段总起 “independent thinking is one of the most important. It helps students learn better, solve problems, and grow into confident people”，后文分三点论证，B 选项概括主旨。
27 ：B
答案依据：原文第二段 “independent thinking helps students learn deeper, not just memorize... understand the saying better”，即独立思考帮助 “理解” 而非 “死记”。
28 ：C
答案依据：原文第三段 “Li Lin... thought: ‘Which tasks are most important Can I divide my homework into small parts ’ She made a task list”，即 “独立思考 + 列任务清单 + 排序”。
29 ：B
答案依据：原文第四段 “Mia... thought independently and shared her ideas about a book, her teacher praised her. Now, she often raises her hand in class—she’s more confident”。
30 ：D
答案依据：原文第五段 “Some people say... But this is wrong. Independent thinking doesn’t mean ‘doing everything alone’—it means ‘thinking before asking for help’”。
A 32. B 33. C 34. B 35. D
31 ：A
答案依据：原文 “Workshop Details” 部分明确 “Date: October 12, 2025 (Thursday)”。
32 ：B
答案依据：表格 “1: Problem Sharing” 部分 “Students share their time management problems... Zhang Wei lists common problems on the whiteboard”。
33 ：C
答案依据：表格 “2: Skill Training” 部分 “What to Bring: A notebook and a pen to practice making a task list”。
34 ：B
答案依据：表格 “2: Skill Training” 部分 “Tip 2: Divide big tasks (e.g., a book report) into small steps”。
35 ：D
答案依据：原文 “Post-Workshop Support” 部分 “Add Zhang Wei’s WeChat (ID: TimeMaster7) for more tips after the workshop”。
36. C 37. A 38. D 39. E
40. （示例）I’m still having trouble remembering all my homework, but I’m writing it down in a notebook every afternoon after class.（答案合理即可）
36 ：C
逻辑依据：前句 “start with a warm greeting and thanks”（以温暖问候和感谢开头），后句举例 “Thank you for your letter”（感谢父母的信），C 选项 “温暖问候并感谢支持 / 过往信件” 完美承接，解释 “问候 + 感谢” 的具体内容。
37 ：A
逻辑依据：前句 “share your positive experiences”（分享积极经历），后句举例 “喜欢的课、新朋友”（具体积极事件），A 选项 “告诉父母学校里的好事” 呼应 “积极经历” 的主题。
38 ：D
逻辑依据：前句 “be honest about your problems—but don’t just complain”（坦诚问题但不抱怨），后句举例 “作业晚但尝试列任务清单”（问题 + 解决方案），D 选项 “分享问题并说明解决措施” 贴合 “不抱怨” 的要求。
39 ：E
逻辑依据：前句 “end with hopes or a request for advice”（以希望或求建议结尾），后句举例 “希望周末聊任务清单 + 求时间管理技巧”（希望 + 建议请求），E 选项 “告知希望或求建议” 呼应结尾要求。
40 ：（示例）I’m still having trouble remembering all my after-school activities, but I’m writing them down in a small notebook every morning before class.
评分标准：需包含 “具体问题”（如记不住活动、作业慢）和 “对应解决方案”（如写笔记本、列清单），句子通顺、符合书信语境即可，语法错误每处扣 0.5 分（不超过 1 分）。
二、语言应用（35分）
（一）完形填空（15分）
41. A 42. A 43. B 44. A 45. B
46. B 47. B 48. C 49. A 50. C
51. D 52. C 53. B 54. C 55. A
41 ：A（fitting）
语境依据：固定搭配 “fit in” 意为 “适应（环境）”，前文 “everything felt overwhelming”（一切令人不知所措）与后文 “with help... 慢慢适应” 形成转折，符合 “新生适应” 主题。
42 ：A（new）
语境依据：前文 “new textbooks”（新课本）+ 后文 “couldn’t tell geography from math”（分不清地理和数学课本），可知课本 “外观新且相似”，导致混淆。
43 ：B（suggested）
语境依据：后文 “Write the subject name on the cover”（在封面写科目名）是 Li Meng 给 Maria 的 “解决方案”，“suggest” 意为 “建议”，符合 “同学提建议” 的场景。
44 ：A（time management）
语境依据：后文 “couldn’t finish homework on time”（完不成作业）、“Li Meng shared her ‘task list’ method”（任务清单方法），均指向 “时间管理” 问题。
45 ：B（late）
语境依据：前文 “couldn’t finish homework on time”（完不成作业）+ 后文 “now she finishes homework 30 minutes earlier”（现在提前 30 分钟完成），可知之前作业 “完成得晚”，形成对比。
46 ：B（worried）
语境依据：前文 “作业完不成”+ 后文 “wanted to give up”（想放弃），可知 Maria 的情绪是 “担心的”，符合 “遇到困难时的负面情绪”。
47 ：B（important）
语境依据：后文 “Do the star tasks first”（先做标星任务），可知 “标星” 代表 “重要”，优先完成重要任务是时间管理的核心方法。
48 ：C（English）
语境依据：前文 A 篇提及 “Wang Han’s first English lesson... Ms Chen”，此处 “Ms Chen” 为同一人物，且 “Confucius saying”（孔子名言）是英语课中 “文化渗透” 的常见内容，前后文呼应。
49 ：A（answer）
语境依据：前文 “Ms Chen asked a question”（老师提问）+ 后文 “but she was too nervous to raise her hand”（但不敢举手），可知 Maria “知道答案却不敢说”，“answer” 符合 “问题 - 答案” 逻辑。
50 ：C（nervous）
语境依据：后文 “she worried about making mistakes”（担心犯错），可知 Maria 不敢举手的原因是 “紧张”，“nervous” 符合 “害怕犯错的情绪”。
51 ：D（slowly）
语境依据：后文 “she didn’t rush, just sat down and listened patiently”（不催促，耐心倾听），可知老师和 Maria “慢慢交谈”，“slowly” 体现 “不急躁” 的态度。
52 ：C（pride）
语境依据：前文 “she raised her hand to answer a question—and she got it right! Her classmates clapped”（答对问题，同学鼓掌），可知 Maria 产生 “自豪感”，“a sense of pride” 意为 “自豪感”。
53 ：B（encouraged）
语境依据：父母信中 “Junior high is like a new adventure—enjoy the journey”（初中像新冒险，享受过程）是鼓励的话语，后文 “Maria 加入音乐俱乐部、帮助新生” 体现她受到 “鼓舞” 后的积极行动。
54 ：C（club）
语境依据：前文 “join the music club”（加入音乐俱乐部）+ 后文 “where she plays the guitar with other students”（和同学弹吉他的地方），可知此处指 “音乐俱乐部”，“club” 符合 “社团活动” 场景。
55 ：A（give up）
语境依据：前文 “wanted to give up”（曾想放弃）+ 后文 “I’m glad I didn’t give up”（庆幸没放弃），可知 Maria 学会 “不放弃”，“not give up” 呼应前文，符合 “坚持适应” 的主题。
（二）词汇题（10分）
51. independent thinking 52. time management workshop 53. adapted to
54. task list 55. encourages 56. solve 57. subjects 58. tips
59. nervous 60. deeper
51. independent thinking
考点：固定短语（“独立思考” 的标准英文表达），不可写为 “independently think”（需名词短语作宾语）。语境依据：前文 Wang Han “指出老师错误” 体现 “独立思考”，前后呼应。
52. time management workshop
考点：固定短语（“时间管理工作坊”），“workshop” 指 “专题工作坊”，符合原文 “学生会举办的技能培训活动”。语境依据：D 篇提及 “time management workshop”，此处为原短语复现。
53. adapted to
考点：动词短语及时态（“适应” 用 “adapt to”，事件发生在过去，用过去式 “adapted”）。语境依据：全文讲 Maria “适应初中生活”，“adapt to” 贴合 “适应” 主题。
54. task list
考点：固定短语（“任务清单”），原文多次提及 “task list”（如 Li Meng 的方法），为原词复现。语境依据：Li Lin 用 “任务清单” 管理时间，符合 “时间管理” 话题。
55. encourages
考点：动词时态（“鼓励” 用 “encourage”，主语 Ms Chen 是第三人称单数，一般现在时用 “encourages”）。语境依据：Ms Chen “鼓励学生质疑”，体现 “鼓励” 的动作，为常态行为，用一般现在时。
56. solve
语境依据：前文 “Maria mixed up her textbooks”（混淆课本）+ 后文 “wrote the subject names on the covers”（写科目名），可知是 “解决问题”，首字母 “s”+ 动词原形（to 后接原形），故为 “solve”。
57. subjects
语境依据：后文 “more homework”（更多作业）+ 原文对比 “初中生 6-7 科，小学生 3-4 科”，可知是 “科目更多”，首字母 “s”+ 复数（more 后接可数名词复数），故为 “subjects”。
58. tips
语境依据：前文 “Zhang Wei shared three useful...”（分享三个有用的）+ 后文 “for time management”（时间管理的），可知是 “技巧”，首字母 “t”+ 复数（三个技巧），故为 “tips”。
59. nervous
语境依据：后文 “but now she often raises her hand”（但现在常举手），转折体现 “最初紧张”，首字母 “n”+ 形容词（feel 后接形容词），故为 “nervous”。
60. deeper
语境依据：前文 “independent thinking helps students learn...”（独立思考帮助学习）+ 后文 “instead of just memorizing facts”（而非死记事实），可知是 “学得更深入”，首字母 “d”+ 比较级（与 “死记” 对比，用比较级），故为 “deeper”。
（三）语法填空（10分）
61. woke 62. made 63. didn’t give 64. taught 65. making
66. will do 67. were 68. gave 69. will keep 70. believe
61. woke（一般过去时）
解析：日记记录的是 10 月 5 日 “过去发生的事”（文中 “today” 指代 10 月 5 日，为过去时间），需用一般过去时。“wake” 的过去式为不规则变形 “woke”，而非加 - ed。
62. made（一般过去时）
解析：“and” 连接两个并列谓语 “woke up” 和 “______ a task list”，前半句 “woke” 为过去式，后半句也需用一般过去时。“make” 的过去式为不规则变形 “made”。
63. didn’t give（一般过去时否定）
解析：前文 “finished math homework” 为过去式，后文 “不放弃” 也是过去发生的动作，需用一般过去时否定。一般过去时否定结构为 “didn’t + 动词原形”，故填 “didn’t give”。
64. taught（一般过去时）
解析：日记记录 10 月 8 日的事，前文 “attended”（参加）为过去式，后文 “教我们列清单” 也是当天发生的过去动作，需用一般过去时。“teach” 的过去式为不规则变形 “taught”。
65. making（非谓语动词 - 动名词）
考点：固定搭配 “practice doing sth”（练习做某事）。
解析：“practice” 后接非谓语动词时，只能接动名词（doing），不能接不定式（to do），属于固定用法，故填 “making”。
66. will do（一般将来时）
解析：“列明天的清单” 说明 “做英语阅读” 是 “未来（10 月 9 日）的计划动作”，需用一般将来时，结构为 “will + 动词原形”。
67. were（一般过去时的 be 动词）
考点：一般过去时的 be 动词变形 + 主谓一致。
解析：“当我告诉他们的时候”（“told” 为过去式），“父母开心” 是过去某一时刻的状态，需用一般过去时。主语 “my parents” 是复数，一般过去时中复数主语的 be 动词用 “were”。
68. gave（一般过去时）
解析：“yesterday” 是明确的过去时间标志，“给新计划本” 是过去发生的动作，需用一般过去时。“give” 的过去式为不规则变形 “gave”。
69. will keep（一般将来时）
考点：一般将来时的用法（表达未来的意愿 / 计划）。
解析：前文 “用了一周任务清单有效果”，后文 “继续用” 是 “未来的意愿”，需用一般将来时，结构为 “will + 动词原形”。
70. believe（一般现在时）
考点：一般现在时的用法（表达当前的观点 / 信念）。
解析：“相信任务清单会帮到自己” 是作者 “当前（10 月 12 日）的观点”，并非过去或未来的想法，需用一般现在时。主语是第一人称 “I”，动词用原形 “believe”。
三、书面表达（10分）
（参考范文）
Project Plan for "Grade 7 Independent Thinking Development Week"
1. Project Theme
"Cultivate Independent Thinking, Adapt to Junior High Learning"
2. Project Time
November 18-22, 2025
3. Project Process
① Expert Lecture
A teacher talks about "How to Think Independently in Class" (30 mins, Monday).
② Class Practice Activity
Students discuss and question a textbook topic (e.g., Confucius’ sayings) in groups (40 mins, Wednesday).
③ Student Sharing Session
Students share stories of "Thinking Independently" and win small prizes (30 mins, Friday).
4. Expected Effects
Help students develop independent thinking, improve learning skills, and adapt to junior high better./ 让教学更有效 高效备考 | 英语学科
七年级上册Starter&Unit1 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 Maria’s problem with her school things
A. She forgot her pencil case and borrowed one from Li Meng.
B. She mixed up her math textbook with her geography textbook.
C. She can’t find her red scarf and needs to buy a new one.
（ ）2. Why does Wang Han think his first English lesson is special
A. Ms Chen taught them a Confucius saying and encouraged them to think independently.
B. They played English games all class and didn’t have any homework.
C. Ms Chen gave them beautiful notebooks as gifts for their first lesson.
（ ）3. What advice does the Students’ Union give to Li Lin about time management
A. She should finish all homework before joining after-school activities.
B. She should write down tasks and focus on the most important ones first.
C. She should ask her parents to help plan her daily schedule.
（ ）4. What is the difference between Zhu Xiaomeng’s junior high uniform and her primary school uniform
A. Her junior high uniform has a red scarf, while her primary one didn’t.
B. Her junior high uniform is blue, while her primary one was white.
C. Her junior high uniform has a sports jacket, while her primary one was a T-shirt.
（ ）5. What can we infer about Mia’s feeling after reading her parents’ letter
A. She feels scared because she thinks junior high is too difficult.
B. She feels encouraged and ready to face challenges in junior high.
C. She feels angry because her parents won’t protect her anymore.
二、听长对话，选择最佳答案（每小题2分，共10分）
听下面一段长对话，回答6-7两个问题，从A、B、C三个选项中选出最佳答案。
（ ）6. What problem does Maria have with her school schedule
A. She can’t tell the difference between geography and biology classes.
B. She often mixes up the time of her math and English classes.
C. She doesn’t know where the science lab is for her biology class.
（ ）7. How does Li Meng help Maria solve this problem
A. She draws a map of the school and marks the science lab.
B. She gives Maria a copy of her own schedule with class locations.
C. She promises to take Maria to the science lab before the first biology class.
听下面一段长对话，回答8-10三个问题，从A、B、C三个选项中选出最佳答案。
（ ）8. What does Wang Peng think is the hardest part of junior high
A. Having too many subjects and not enough time to finish homework.
B. Making new friends with classmates from different primary schools.
C. Understanding difficult topics in history and geography classes.
（ ）9. What advice does the Students’ Union member give Wang Peng
A. He should join a study group to get help with difficult subjects.
B. He should divide big tasks into small ones and finish them step by step.
C. He should ask his teacher to reduce the amount of homework.
（ ）10. When will Wang Peng attend the Students’ Union’s time management workshop
A. This Wednesday afternoon after school.
B. This Friday morning before the first class.
C. This Saturday afternoon at 2:00 p.m. in the library.
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. What did Mia do to prepare for her first day of junior high
A. She checked her schoolbag twice and practiced introducing herself.
B. She asked her primary school teacher for advice on junior high life.
C. She bought a new pencil case and a pair of sports shoes.
（ ）12. Why did Mia feel nervous in her first math class
A. She couldn’t understand the teacher’s explanation of the new topic.
B. She forgot to bring her math textbook and had to share with a classmate.
C. She was asked to answer a question but didn’t know the answer.
（ ）13. Who helped Mia solve her problem with time management
A. Her parents, who wrote a letter with time-planning tips.
B. Her deskmate Li Lin, who shared her daily task list.
C. Her English teacher Ms Chen, who taught her to make a schedule.
（ ）14. How does Mia feel about junior high life now
A. She feels bored because there are too many classes.
B. She feels confident and enjoys both studying and activities.
C. She feels tired because she has to stay up late doing homework.
（ ）15. What is the main purpose of this passage
A. To tell readers how Mia adapted to junior high life with help.
B. To explain why junior high is more difficult than primary school.
C. To introduce the different subjects Mia has in junior high.
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
Wang Han’s First Lesson: The Courage to Think
Wang Han’s first English lesson in junior high was not just about words—it was a lesson about courage and independent thinking. He would never forget that morning.
Ms Chen, their new English teacher, walked into the classroom with a smile. She wrote a sentence on the blackboard: “Learning without thinking is of no use.” “This is from Confucius, a great Chinese thinker,” she said. “Please write it down.”
Wang Han picked up his pen, but he stopped halfway. He remembered his primary school teacher telling him the same sentence—but she said it was from Confucius, not Mencius. “Did Ms Chen make a mistake ” he thought. Questions jumped into his mind: “Is it polite to point out a teacher’s mistake in the first lesson Will she be angry ” His mouth felt dry, and his hands started to shake.
Just then, Ms Chen noticed him staring at the blackboard. “Wang Han, why aren’t you writing ” she asked gently. All eyes turned to him. Wang Han took a deep breath—he thought about the sentence’s meaning: “Learning without thinking is useless.” If he didn’t speak up, he would be “learning without thinking” too.
He raised his hand. “Ms Chen, I’m sorry, but I think there’s a small mistake,” he said. “This sentence is from Confucius, not Mencius. My primary teacher taught me that.”
The classroom went quiet. Wang Han’s heart beat fast. But to his surprise, Ms Chen smiled. “Well done, Wang Han!” she said. “This is exactly what I want to teach you today. In junior high, learning is not just about remembering—it’s about thinking for yourselves. It takes courage to question, but that’s how you grow.”
She then explained the story behind the sentence: Confucius said it to encourage his students to think while learning. She also shared a story about herself—once she made a mistake in class, and a student pointed it out. “That student taught me to be more careful,” she said.
After class, Li Meng, Wang Han’s deskmate, said, “I noticed the mistake too, but I was too scared to say anything. You’re brave!” Wang Han smiled. He realized that the first lesson wasn’t just about English—it was about being brave enough to think and speak up.
Now, whenever Wang Han faces a difficult problem, he remembers that lesson. He knows that learning isn’t just about getting answers right—it’s about asking “why” and thinking independently.
（ ）16. Why did Wang Han stop writing halfway
A. He forgot how to spell the words in the sentence.
B. He noticed Ms Chen might have mixed up Confucius and Mencius.
C. He didn’t have a pen to write with.
D. He didn’t understand the meaning of the sentence.
（ ）17. What did Wang Han worry about before speaking up
A. Ms Chen would be angry with him for pointing out the mistake.
B. His classmates would laugh at him for being wrong.
C. He would forget the sentence’s meaning.
D. He would be late for his next class.
（ ）18. What did Ms Chen do after Wang Han pointed out the mistake
A. She felt angry and asked him to stand up.
B. She ignored the mistake and continued the lesson.
C. She praised Wang Han and explained the importance of thinking.
D. She asked Wang Han to leave the classroom.
（ ）19. What did Li Meng say to Wang Han after class
A. She thought Wang Han was wrong to question the teacher.
B. She noticed the mistake too but was too scared to speak.
C. She asked Wang Han to help her with English homework.
D. She invited Wang Han to join the English club.
（ ）20. What does Wang Han learn from the first lesson
A. English is the most important subject in junior high.
B. It’s important to think independently and be brave to question.
C. Teachers never make mistakes, so students should not question them.
D. Primary school teachers are better than junior high teachers.
B
A Comparison of Time Management Between Primary and Junior High Students
Time management is a key skill for junior high students. It’s very different from primary school, as there are more subjects, homework, and activities. The chart below compares time management habits between primary and junior high students, focusing on daily tasks, planning methods, and challenges.
Aspect Primary School Students Junior High Students
Daily Tasks 3-4 subjects, 30 minutes of homework, 1 after-school activity (e.g., drawing) 6-7 subjects, 1-2 hours of homework, 2+ after-school activities (e.g., music club, sports)
Planning Methods No formal plan—remember tasks by heart; parents help remind them Use task lists or planners; write down homework and activity times; prioritize tasks
Challenges Forgetting small tasks (e.g., bringing a textbook); not finishing homework on time Not having enough time for all tasks; mixing up class times/locations; balancing study and activities
Solutions Parents’ reminders; teacher notes in textbooks Students’ Union workshops; peer help (sharing task lists); using phone apps (with parents’ permission)
In primary school, students have fewer daily tasks. They usually have 3-4 subjects, and homework takes only 30 minutes. Most have one after-school activity, like drawing or dancing. They don’t need formal plans—they remember tasks (e.g., “bring a pencil case”) by heart, and parents often remind them if they forget. The biggest challenge is forgetting small things, like a textbook or an eraser. Solutions are simple: parents put a note in their schoolbag, or teachers write reminders on the blackboard.
Junior high students have a busier schedule. With 6-7 subjects, homework takes 1-2 hours every day. They also join more after-school activities, like music clubs or sports teams. This means they need formal planning methods: many use task lists to write down homework and activity times. They also learn to prioritize—do important tasks (e.g., math homework) before less important ones (e.g., playing games).
The challenges for junior high students are more complex. They often struggle with time—for example, finishing math homework and going to the music club on the same day. They may also mix up class locations, like going to the wrong lab for biology. To solve these problems, schools’ Students’ Union hold time management workshops. Peer help is also useful: students share their task lists and tips. Some even use phone apps (with parents’ permission) to set reminders for tasks.
Understanding these differences helps students adjust to junior high. It also shows that time management is a skill that improves with practice—junior high students can learn from their mistakes and become better at planning!
根据短文及图表内容，选择最佳答案。
（ ）21. How much time do primary school students usually spend on homework
A. 30 minutes. B. 1 hour. C. 1-2 hours. D. 2-3 hours.
（ ）22. What planning method do junior high students use
A. They remember tasks by heart.
B. They don’t use any planning methods.
C. They ask parents to make a plan for them.
D. They use task lists or planners to write down tasks.
（ ）23. What is a common challenge for junior high students
A. Forgetting to bring a pencil case to school.
B. Not having enough time for all tasks and activities.
C. Having too few after-school activities to join.
D. Finishing homework in 30 minutes every day.
（ ）24. How do schools help junior high students with time management
A. Teachers write reminders on the blackboard every day.
B. Parents put notes in their schoolbags.
C. The Students’ Union holds time management workshops.
D. Students use phone apps without parents’ permission.
（ ）25. What does the underlined word “prioritize” in Paragraph 3 mean
A. To do tasks in order of importance.
B. To do tasks as quickly as possible.
C. To do tasks with friends together.
D. To do tasks without planning.
C
Why Independent Thinking Matters in Junior High
Junior high is a time of growth—students learn more subjects, meet new people, and face new challenges. Among all the skills they need, independent thinking is one of the most important. It helps students learn better, solve problems, and grow into confident people.
First, independent thinking helps students learn deeper, not just memorize. In primary school, students often learn by remembering facts—like “the capital of China is Beijing”. But in junior high, subjects like history and geography require more than memory. For example, when learning about Confucius, students need to think: “What did his sayings mean for people then How do they help us now ” Wang Han, a Grade 7 student, pointed out his teacher’s small mistake in class because he thought independently. This didn’t just correct the mistake—it helped him understand the saying better. Without independent thinking, students may just write down answers without understanding, which won’t help them in the long run.
Second, independent thinking helps students solve problems on their own. Junior high has more challenges: too much homework, difficult subjects, or misunderstandings with friends. Students who think independently can find solutions. For example, Li Lin couldn’t finish her homework on time. Instead of asking her parents for help immediately, she thought: “Which tasks are most important Can I divide my homework into small parts ” She made a task list and finished her homework on time. Students who don’t think independently may give up easily when facing problems.
Third, independent thinking builds confidence. When students think for themselves and get good results—like solving a math problem or understanding a difficult topic—they feel proud. This pride makes them more confident to face new challenges. Mia, another Grade 7 student, used to be scared to speak in class. But after she thought independently and shared her ideas about a book, her teacher praised her. Now, she often raises her hand in class—she’s more confident because she knows her thoughts matter.
Some people say “junior high students are too young to think independently”. But this is wrong. Independent thinking doesn’t mean “doing everything alone”—it means “thinking before asking for help”. Teachers and parents can guide students, but students need to try to think first.
In short, independent thinking is a key skill for junior high students. It helps them learn deeper, solve problems, and build confidence. Every student should practice it—they’ll benefit from it for life.
根据短文内容，选择最佳答案。
（ ）26. What is the main idea of the passage
A. Junior high students have more subjects and challenges than primary students.
B. Independent thinking is important for junior high students to learn and grow.
C. Teachers should help students correct mistakes in class.
D. Parents should help junior high students with their homework.
（ ）27. How does independent thinking help students learn deeper
A. It helps them remember more facts and figures.
B. It helps them understand topics instead of just memorizing.
C. It helps them finish homework faster.
D. It helps them make more friends in class.
（ ）28. What did Li Lin do to solve her homework problem
A. She asked her parents to do her homework for her.
B. She gave up some of her after-school activities.
C. She thought independently, made a task list, and prioritized tasks.
D. She asked her teacher to reduce the amount of homework.
（ ）29. How did independent thinking help Mia become more confident
A. She got good grades in all her subjects.
B. She thought independently and shared her ideas, which were praised by her teacher.
C. She joined the music club and made many new friends.
D. She received a letter from her parents encouraging her.
（ ）30. What does the writer think of the idea that “junior high students are too young to think independently”
A. It’s correct—students need to rely on teachers and parents.
B. It’s wrong—junior high students should do everything by themselves without help.
C. It’s correct for some students but not for others.
D. It’s wrong—independent thinking means thinking before asking for help, not doing everything alone.
D
Sunshine Middle School Students’ Union: Time Management Workshop Guide
Welcome to the Workshop!
This workshop helps Grade 7 students learn time management skills for junior high. It’s free and open to all Grade 7 students—no sign-up needed!
Workshop Details
Date: October 12, 2025 (Thursday)
Time: 4:00-5:30 p.m.
Place: School Library Meeting Room
Leader: Zhang Wei (Students’ Union President, Grade 9)
Workshop Schedule
Part Time Content What to Bring
1: Problem Sharing 4:00-4:20 p.m. Students share their time management problems (e.g., “I can’t finish homework on time”). Zhang Wei lists common problems on the whiteboard. A piece of paper to write down your problem.
2: Skill Training 4:25-5:00 p.m. Tip 1: Make a “Daily Task List” (write tasks + time for each, mark priorities with ★). Tip 2: Divide big tasks (e.g., a book report) into small steps (read 10 pages/day). Tip 3: Use “Time Blocks” (e.g., 5:30-6:00 p.m. for math homework). A notebook and a pen to practice making a task list.
3: Practice & Q&A 5:00-5:30 p.m. Students practice making their own task lists with Zhang Wei’s help. Ask questions about time management (e.g., “How to balance study and clubs ”). Your next day’s homework/activity list (optional).
Useful Tips for the Workshop
1. Be active—sharing your problem helps everyone learn.
2. Take notes—you’ll need the tips to practice at home.
3. Bring your homework list—you can make a real task list during the workshop.
Post-Workshop Support
Get a free “Time Management Planner” at the end of the workshop.
Add Zhang Wei’s WeChat (ID: TimeMaster7) for more tips after the workshop.
Don’t miss this chance to learn skills that will help you in junior high and beyond!
根据以上指南内容，选择最佳答案。
（ ）31. When is the time management workshop held
A. October 12, 2025. B. October 10, 2025.
C. October 15, 2025. D. October 20, 2025.
（ ）32. What do students do in the “Problem Sharing” part
A. They practice making daily task lists.
B. They share their time management problems and Zhang Wei lists them.
C. They ask Zhang Wei questions about balancing study and clubs.
D. They receive a free “Time Management Planner”.
（ ）33. What do students need to bring to the “Skill Training” part
A. A piece of paper to write down their problem.
B. Their next day’s homework/activity list.
C. A notebook and a pen to practice making a task list.
D. A book report they need to finish.
（ ）34. What is Tip 2 in the “Skill Training” part
A. Make a “Daily Task List” and mark priorities.
B. Divide big tasks into small steps.
C. Use “Time Blocks” for different subjects.
D. Ask parents to remind you of tasks.
（ ）35. How can students get more tips after the workshop
A. They can read the school newspaper every week.
B. They can borrow time management books from the library.
C. They can attend the Students’ Union’s weekly meeting.
D. They can add Zhang Wei’s WeChat (ID: TimeMaster7).
（二）任务型阅读（每小题2分，共10分）
阅读下面短文，从方框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。
How to Write a Letter to Your Parents About Junior High Life
Writing a letter to your parents is a great way to share your junior high experiences and feelings. Here are 4 steps to write a meaningful letter:
First, start with a warm greeting and thanks. ______36______ For example: “Dear Dad and Mom, Thank you for your letter last week—it made me feel brave to face junior high.” This makes your parents feel appreciated and shows you care about their words.
Second, share your positive experiences. ______37______ Talk about your favorite class (e.g., “My English teacher Ms Chen taught us a Confucius saying today”), or a new friend (e.g., “Li Lin helped me find the science lab”). Sharing good things lets your parents know you’re adapting well.
Third, be honest about your problems—but don’t just complain. ______38______ For example: “I’m still having trouble finishing math homework on time, but I’m trying to make a task list like you suggested.” This shows you’re trying to solve problems, which makes your parents feel at ease.
Fourth, end with hopes or a request for advice. ______39______ You can say: “I hope we can talk about my task list this weekend. Do you have any other tips for time management ” This keeps the conversation going and makes your parents feel involved.
A letter doesn’t need to be long—just sincere. Your parents will be happy to read your thoughts about junior high!
A. Tell them about the good things that happened at school.
B. Don’t share any problems—only talk about positive experiences.
C. Greet them warmly and thank them for their support or previous letters.
D. Share your problems, and explain what you’re doing to solve them.
E. Let them know what you hope for, or ask for their advice on a problem.
40. Write one sentence to share a problem and your solution in a letter to your parents.
________________________________________________________________
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。
Maria’s Journey to Adapt to Junior High
Maria, a 12-year-old from Brazil, started junior high in China last month. At first, everything felt overwhelming—new language, new subjects, and new rules. But with small steps and help from others, she’s slowly 41 in.
The first challenge was her school things. Her new textbooks had similar blue covers, so they all looked 42 to her at first—she couldn’t tell geography from math. Maria mixed up her textbooks twice—she took her geography book to math class and her history book to biology. Her deskmate Li Meng 43 her a simple solution: “Write the subject name on the cover of each book.” Maria tried it, and she hasn’t mixed them up since.
Then there was the problem of 44. With 7 subjects, Maria often finished homework 45 because she didn’t know which task to start with. She felt 46 and wanted to give up. But Li Meng shared her “task list” method—every morning, she writes down her tasks and marks the most 47 ones with a star. “Do the star tasks first,” Li Meng said. Maria started using this method, and now she finishes homework 30 minutes earlier every day.
Maria also struggled with speaking up in class. In her first 48 lesson, Ms Chen asked a question about a Confucius saying (“Learning without thinking is useless”). Maria knew the 49, but she was too 50 to raise her hand—she worried about making mistakes. After class, Ms Chen talked to her 51—she didn’t rush, just sat down and listened patiently. “It’s OK to make mistakes—what matters is that you think,” Ms Chen said. “Next time, try raising your hand even if you’re not sure.” Maria took her advice. The next week, she raised her hand to answer a question—and she got it right! Her classmates clapped, and Maria felt a sense of 52.
Last week, Maria received a letter from her parents in Brazil. They told her, “Junior high is like a new adventure—enjoy the journey, and ask for help when you need it.” This 53 Maria. She now joins the music 54 after school, where she plays the guitar with other students. She even helps new students who are lost—just like Li Meng helped her.
Maria now says, “Junior high is not easy, but it’s full of surprises. I’ve learned to be brave, ask for help, and not 55 when things are hard. I’m glad I didn’t give up.” Her journey shows that adapting to new things takes time—but with courage and help, anyone can do it.
（ ）41. A. fitting B. giving C. taking D. looking
（ ）42. A. new B. old C. easy D. hard
（ ）43. A. refused B. suggested C. ignored D. forgot
（ ）44. A. time management B. language learning C. making friends D. school rules
（ ）45. A. early B. late C. quickly D. slowly
（ ）46. A. happy B. worried C. excited D. bored
（ ）47. A. interesting B. important C. difficult D. easy
（ ）48. A. Chinese B. math C. English D. history
（ ）49. A. answer B. question C. book D. pen
（ ）50. A. brave B. confident C. nervous D. excited
（ ）51. A. early B. late C. quickly D. slowly
（ ）52. A. failure B. sadness C. pride D. anger
（ ）53. A. discouraged B. encouraged C. worried D. scared
（ ）54. A. family B. school C. club D. city
（ ）55. A. give up B. keep trying C. turn back D. run away
（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. Wang Han showed ______（独立思考）when he pointed out his teacher’s small mistake in class.
52. The Students’ Union held a ______（时间管理工作坊）to help Grade 7 students finish homework on time.
53. Maria ______（适应）junior high life with the help of her deskmate Li Meng.
54. Li Lin uses a ______（任务清单）to write down her daily homework and activities.
55. Ms Chen ______（鼓励）students to ask questions and think independently in class.
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. Maria mixed up her textbooks twice—she wrote the subject names on the covers to s______ this problem.
57. Junior high students have more s______ and homework than primary school students.
58. Zhang Wei, the Students’ Union President, shared three useful t______ for time management in the workshop.
59. Mia felt n______ to speak in class at first, but now she often raises her hand.
60. Independent thinking helps students learn d______ instead of just memorizing facts.
（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。
Mia’s Time Management Diary
October 5
I had a busy day today. I ______61____（wake）up at 6:30 a.m. and ______62______（make）a task list: math homework, English reading, and music club. I finished math homework from 5:30 to 6:00 p.m.—it was difficult, but I ______63______（not give）up.
October 8
I attended the Students’ Union’s time management workshop today. Zhang Wei ______64______（teach）us to make a “Daily Task List”. He said we should mark important tasks with a star. I practiced 65 (make) a list for tomorrow—I ______66______（do）English reading first, then history homework.
October 12
I used the task list for a week now. It helped me finish homework 20 minutes earlier every day! My parents ______67_____（be）happy when I told them. They ______68______（give）me a new planner yesterday. I ______69______（keep）using the task list—I ______70______（believe）it will help me in junior high.
三、书面表达（共10分）
学校计划举办“七年级新生独立思考能力培养周”活动，旨在帮助新生养成独立思考习惯，适应初中学习。请你设计一份策划书，包含核心要素。要求：
1. 包含活动主题、时间、3项具体流程（如专题讲座、课堂实践、分享会）；
2. 语言通顺，逻辑清晰，体现“独立思考+初中适应”理念；
3. 80-100词左右。
Project Plan for "Grade 7 Independent Thinking Development Week"
1. Project Theme
_____________________________________________________________
2.Project Time
________________________________________________________________
3. Project Process
① Expert Lecture
________________________________________________________________
② Class Practice Activity
________________________________________________________________
③ Student Sharing Session
________________________________________________________________
4.Expected Effects
________________________________________________________________
