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仁爱科普版 2025 年秋七年级英语上册期中培优测试卷（Unit 1-Unit 3）—— 听力原文、答案及解析
听力部分（共 25 分）
一．听力原文
1. 听短对话，选择最佳答案（对应 1-5 题）
对话 1
W: Lucy, you mentioned your new friend Tom—what’s he like
M: Oh, Tom’s great! He lives with his parents and a little sister, so it’s a big family. We often play basketball after PE class—he’s really good at it.
W: Does he like any subjects
M: Yeah, he loves science, but he’s not into reading much.
对话 2
W: Mike, everyone’s joining the “Friend & Family Day” this Saturday—we’ll introduce our families to each other!
M: I wish I could, but my grandma is ill. Dad needs me to help look after her at home.
W: That’s a shame—we’ll save you a photo of the activities!
对话 3
M: Li Ming, how is your family different from your Canadian pen pal’s
W: Well, I live with my parents and grandparents—we’re an extended family. But he only lives with his mom and dad, no grandparents. We both have one sibling, though—he has a brother, I have a sister.
M: Oh, that’s a big cultural difference!
对话 4
W: Sarah, how do you stay connected with your international friends from the English club
M: I write emails every Sunday—we talk about our families, like my mom’s cooking or their weekend trips. Then we meet at the club every Wednesday to do group activities, like role-plays.
W: That’s a good balance of online and in-person chat!
对话 5
M: Did you see the “Friendship Week” poster What activities are planned
W: Yeah! There’s a family photo show so we can share our homes, a treasure hunt on the playground, and even a pen pal matching game with students from other schools.
M: Cool—can Grade 7 join too
W: Of course! It’s for all middle school students.
2. 听长对话，选择最佳答案（对应 6-10 题）
对话一（对应 6-7 题）
M1: Li Hua, you just had a video call with your Australian pen pal, right What did he talk about
M2: Yeah! He told me his dad is a wheat farmer—on weekends, he helps feed the sheep. His mom is a nurse, not a teacher, so she can’t help him with homework often. He has a younger sister, not a twin, who likes drawing.
M1: Did you share anything about yourself
M2: I told him about our school’s art club, but next time I’ll send a video of my family’s Mid-Autumn dinner—we made mooncakes together, and my grandma told stories about Chang’e.
M1: That’ll be fun for him to see!
对话二（对应 8-10 题）
W1: Our school is holding a “Cross-Cultural Friend & Family Day” next month. Do you know why
W2: Yeah! It’s to let us learn about how families live in other countries—like how Australian families farm or how American families celebrate Thanksgiving. We can also make friends with exchange students.
W1: What activities will there be
W2: There’s a “Family Story Corner”—we’ll talk about our own family traditions, like my family’s Tomb-Sweeping Day trips. And a “Craft Station” to make family-themed cards.
W1: Do we need help to get ready
W2: The English teachers will help translate, and exchange students will share their family stories too. My partner is a student from Canada—we’re planning to talk about our weekend activities together.
W1: I can’t wait to join!
3. 听短文，选择最佳答案（对应 11-15 题）
Emma is a Canadian exchange student who came to China this term. She was worried about making friends at first, but everything changed at the school’s “Welcome Party” for international students.
At the party, she met Li Na, a Chinese student in her class. Li Na was friendly and helped Emma understand the party games. They talked about their families—Emma told Li Na about her Canadian family’s Thanksgiving dinners, and Li Na shared stories about her Chinese family’s Spring Festival. A week later, Li Na invited Emma to her home for the weekend.
During the visit, Emma’s biggest surprise was how everyone in Li Na’s family helped with chores: Li Na set the table, her little brother washed vegetables, and her grandparents prepared dumpling filling. Li Na’s mom taught Emma to make dumplings and explained, “We eat dumplings on festivals for good luck—their shape looks like gold ingots.” Emma thought the dumplings were delicious!
The next Monday, Emma shared her weekend experience with her class. She brought photos of making dumplings and talked about Canadian family traditions, like decorating Christmas trees. Her classmates asked lots of questions: “Do Canadian families live with grandparents ” “What food do you eat on Thanksgiving ” Emma felt proud to share her culture.
Now, Emma and Li Na are best friends. Emma says, “Making friends in China helped me learn not just about family culture, but also about myself. I’m more confident now!”
二听力答案及解析
答案：A
解析：听力材料中明确提到 “we often play basketball after PE class”，说明 Tom 课后喜欢打篮球，对应选项 A；选项 B（在图书馆读书）是 Tom 不喜欢的事，选项 C（做科学实验）是 Tom 喜欢的科目而非课后活动，因此排除 B、C。
答案：A
解析：Mike 在对话中说 “my grandma is ill. Dad needs me to help look after her at home”，表明他因要照顾生病的奶奶无法参加 “Friend & Family Day”，对应选项 A；选项 B（为英语演讲比赛练习）、选项 C（拜访其他城市的笔友）在材料中均未提及，排除 B、C。
答案：A
解析：Li Ming 提到 “我 live with my parents and grandparents”，说明他与父母和祖父母同住，对应选项 A；选项 B（仅与父母同住）是他加拿大笔友的家庭结构，选项 C（与父母和兄弟同住）中 “兄弟” 表述错误（Li Ming 有一个妹妹），排除 B、C。
答案：A
解析：Sarah 说 “I write emails every Sunday”，表明她每周日给国际朋友写邮件，对应选项 A；选项 B（每周三）是她和朋友在俱乐部见面的时间，选项 C（每天晚上）在材料中未提及，排除 B、C。
答案：C
解析：材料中提到 “Friendship Week” 的活动包括 “family photo show”“treasure hunt”“pen pal matching game”，没有 “basketball game”，对应选项 C；选项 A、B 均为活动包含的内容，排除 A、B。
答案：A
解析：Li Hua 的澳大利亚笔友提到 “his dad is a wheat farmer”，说明笔友的父亲是农民，对应选项 A；选项 B（老师）是干扰项，选项 C（护士）是笔友母亲的职业，排除 B、C。
答案：A
解析：Li Hua 说 “next time I’ll send a video of my family’s Mid-Autumn dinner—we made mooncakes”，表明他下次会给笔友发送家人做月饼的视频，对应选项 A；选项 B（科学实验照片）、选项 C（长城故事）在材料中均未提及，排除 B、C。
答案：A
解析：材料中提到 “Cross-Cultural Friend & Family Day” 的目的是 “learn about how families live in other countries”，即帮助学生了解不同国家的家庭文化，对应选项 A；选项 B（为新图书馆筹钱）、选项 C（奖励成绩好的学生）未提及，排除 B、C。
答案：A
解析：“Family Story Corner” 活动要求 “talk about our own family traditions”，即分享家庭传统故事，对应选项 A；选项 B（做传统食物）、选项 C（玩家庭主题游戏）是其他活动的内容，排除 B、C。
答案：A
解析：材料中说 “English teachers will help translate, and exchange students will share their family stories”，说明英语老师和交换学生会协助准备活动，对应选项 A；选项 B（父母和社区志愿者）、选项 C（美术老师和音乐社成员）未提及，排除 B、C。
答案：A
解析：Emma 在 “school’s ‘Welcome Party’ for international students” 上认识了第一个中国朋友 Li Na，对应选项 A；选项 B（一年级数学课）、选项 C（学校图书馆）在材料中未提及，排除 B、C。
答案：A
解析：Li Na 的妈妈 “taught Emma to make dumplings”，说明 Emma 在 Li Na 家学会了做饺子，对应选项 A；选项 B（月饼）、选项 C（面包）未提及，排除 B、C。
答案：B
解析：Emma 对 Li Na 家的最大惊讶是 “everyone in Li Na’s family helped with chores”，即全家都参与做家务，对应选项 B；选项 A（每天吃饺子）表述错误（饺子是节日食物），选项 C（祖父母住在其他城市）是加拿大家庭的特点，排除 A、C。
答案：B
解析：材料中提到 “Emma felt proud to share her culture”，说明 Emma 在班级分享加拿大传统时感到自豪，对应选项 B；选项 A（紧张）、选项 C（无聊）与 “proud” 语义矛盾，排除 A、C。
答案：B
解析：短文围绕 Emma“在中国认识朋友、了解中国家庭文化” 的经历展开，核心内容是分享这一过程，对应选项 B；选项 A（如何成为交换生）、选项 C（加拿大与中国校园生活的差异）并非短文主旨，排除 A、C。
笔试部分（共 95 分）
一、阅读理解（50 分）
（一）. 选择题阅读（每小题 2 分，共 40 分）
A 篇
答案：B
解析：原文提到 “Alex was surprised to see all students standing straight and singing the national anthem. ‘In Canada, we have morning announcements, but no flag-raising every day,’ he said”，说明 Alex 对学校每天的升旗仪式感到惊讶，对应选项 B；选项 A（早餐吃包子）、C（课间做眼保健操）、D（下午有社团活动）均不是 “早晨让他惊讶的事”，排除 A、C、D。
答案：B
解析：原文说 “Alex loved dumplings and asked my classmates how to use chopsticks—my deskmate, Li Mei, taught him step by step”，表明 “我” 的同桌 Li Mei 教 Alex 用筷子，对应选项 B；选项 A（“我” 的父母）、C（“我” 的祖父母）、D（音乐老师）均未参与教 Alex 用筷子，排除 A、C、D。
答案：B
解析：原文提到 “Alex shared photos of his Canadian family: his dad is a doctor, his mom is a teacher”，说明 Alex 的父亲是医生、母亲是老师，对应选项 B；选项 A（父亲是农民、母亲是护士）、C（父亲是司机、母亲是农民）、D（父亲是老师、母亲是医生）职业匹配错误，排除 A、C、D。
答案：B
解析：原文说 “we set up a booth to introduce Canadian family traditions... taught students to make simple Canadian maple syrup cookies”，表明在 “Friendship Fair” 上，“我们” 摆摊介绍加拿大家庭传统并教大家做枫糖饼干，对应选项 B；选项 A（表演加拿大传统音乐）、C（看加拿大家庭主题电影）、D（组织加拿大风格的升旗仪式）未提及，排除 A、C、D。
答案：B
解析：原文结尾提到 “This visit taught me that even though we’re from different countries, friendship and family love are the same everywhere”，说明 “我” 从 Alex 的来访中领悟到 “友谊和亲情无国界”，对应选项 B；选项 A（加拿大学校比中国学校好）、C（跨文化沟通很难）、D（中餐比加拿大食物美味）均未提及，排除 A、C、D。
B 篇
答案：B
解析：原文提到 “Many extended families (parents + grandparents + children); nuclear families are also common”，说明中国常见 “父母 + 祖父母 + 孩子” 的大家庭，对应选项 B；选项 A（仅核心家庭常见）表述错误，选项 C（单亲家庭常见）、选项 D（无孩子家庭常见）未提及，排除 A、C、D。
答案：C
解析：原文说 “Children often help with small chores (setting the table, washing dishes)”，表明中国孩子常做摆餐具、洗碗等家务，对应选项 C；选项 A（倒垃圾）、B（遛狗）是加拿大孩子常做的家务，选项 D（修剪草坪）未提及，排除 A、B、D。
答案：B
解析：原文提到 “Canadian students... optional: Drama, Technology, Foreign Languages (e.g., Chinese)”，说明加拿大学生有戏剧这门选修课，对应选项 B；选项 A（中文）是外语选修课，选项 C（数学）、D（英语）是核心科目，排除 A、C、D。
答案：B
解析：原文对比中加学生课后活动：“Chinese students: school clubs... private classes (piano, math) are common; Canadian students: school teams... community activities... fewer private classes”，说明中国学生侧重社团和补习班，加拿大学生侧重校队和社区活动，对应选项 B；选项 A（“仅核心科目” 表述绝对）、C（“中国校队活动更多” 错误）、D（“中国无课后活动” 错误），排除 A、C、D。
答案：C
解析：前文提到 “Canadian families may eat dinner together 3-4 times a week (parents busy with work). However, they still have quality time on weekends”，“they” 指代前文的 “Canadian families”（加拿大家庭），说明加拿大家庭虽因父母工作忙较少一起吃晚餐，但周末仍会共度美好时光，对应选项 C；选项 A（父母）、B（孩子）、D（祖父母）均不能指代 “全家共度时光” 的主体，排除 A、B、D。
C 篇
答案：B
解析：原文首段明确 “good friendships can improve both our school life and family life”，核心观点是 “友谊能改善校园生活和家庭生活”，对应选项 B；选项 A（交朋友浪费学习时间）、C（朋友越多成绩越好）、D（友谊比亲情重要）均与原文观点矛盾，排除 A、C、D。
答案：B
解析：原文提到 “my friend Li Tao spent 20 minutes every day helping me practice”，说明 Li Tao 每天花 20 分钟帮 “我” 练习英语语法，对应选项 B；选项 A（给 “我” 语法书）、C（邀请 “我” 加入英语社）、D（帮 “我” 考试作弊）未提及，排除 A、C、D。
答案：C
解析：原文说 “my pen pal from Canada told me about how Canadian families spend weekends hiking. This made me think about my own family—now, I suggest we go hiking every Sunday”，表明加拿大笔友的徒步故事启发 “我” 家开始周末徒步，对应选项 C；选项 A（来 “我” 家做加拿大食物）、B（教 “我” 家人英语）、D（帮 “我” 父母找工作）未提及，排除 A、B、D。
答案：A
解析：原文提到 “talking to friends about our hobbies teaches us to listen and share—skills we can use when talking to our family members better”，说明从朋友处学到的 “倾听和分享” 技巧，能帮助 “我们” 更好地与家人相处，对应选项 A；选项 B（做饭）、C（运动）、D（艺术）技能与 “和家人相处” 无关，排除 B、C、D。
答案：B
解析：原文说 “Some people say ‘focusing on study is more important than making friends’. But this is wrong. Good friendships don’t take time away from study—they help us study better and make our lives more balanced”，表明作者认为 “专注学习比交朋友重要” 的观点错误，因为友谊能帮助学习、让生活更平衡，对应选项 B；选项 A（观点正确）、C（对高年级学生正确）、D（错误因朋友帮写作业）均表述错误，排除 A、C、D。
D 篇
答案：B
解析：手册 “Festival Schedule” 明确标注活动时间为 “November 20, 2025”，对应选项 B；选项 A（10 月 15 日）、C（12 月 5 日）、D（9 月 30 日）均与手册时间不符，排除 A、C、D。
答案：B
解析：手册 “Family Culture Zone” 部分提到活动包括 “Family Photo Show: Display photos... Family Story Corner: Tell stories about your family traditions”，即展示家庭照片并分享家庭传统故事，对应选项 B；选项 A（分享传统食物）是 “Food Sharing Zone” 的活动，选项 C（找笔友、玩游戏）是 “Friendship Zone” 的活动，选项 D（分享校园生活）是 “School Culture Zone” 的活动，排除 A、C、D。
答案：C
解析：手册 “Friendship Zone” 要求 “Bring a notebook to write down your pen pal’s contact info”，即带笔记本记录笔友的联系方式，对应选项 C；选项 A（传统食物）是 “Food Sharing Zone” 需准备的物品，选项 B（家庭照片）是 “Family Culture Zone” 需准备的物品，选项 D（课本）未提及，排除 A、B、D。
答案：C
解析：手册 “School Culture Zone” 提到活动包括 “International School Booth: Students from Canada... share their school life”，即 “国际校园展台” 是该区域的活动，对应选项 C；选项 A（家庭故事角）是 “Family Culture Zone” 的活动，选项 B（笔友匹配）是 “Friendship Zone” 的活动，选项 D（食物分享）是 “Food Sharing Zone” 的活动，排除 A、B、D。
答案：A
解析：手册 “Tips for Fun” 建议 “Wear clothes that represent your culture (e.g., Chinese hanfu, Canadian maple leaf shirts)”，即可以穿体现文化的衣服（如汉服、加拿大枫叶衫），对应选项 A；选项 B（校服）、C（运动服）、D（正装）均不能体现文化特色，排除 B、C、D。
（二). 任务型阅读（每小题 2 分，共 10 分）
答案：A
解析：前文话题是 “为跨文化友谊活动确定清晰的主题和目的”，选项 A“活动主题应连接家庭分享与友谊，目的需明确（比如帮助学生了解不同文化）” 承接 “主题和目的”，且后文 “A good theme could be...” 进一步呼应选项 A 中的 “theme”，逻辑连贯；其他选项未涉及 “主题和目的”，排除 B、C、D。
答案：D
解析：前文话题是 “设计适合家庭参与的活动”，选项 D“活动应让学生分享家庭生活，同时邀请家人一起参与（比如让家长展示传统手艺）” 贴合 “家庭友好型活动” 的要求，后文 “Family Photo Sharing”“Friend-Family Game” 等活动例子均体现 “家人参与”，与选项 D 一致；选项 B（不让家人参与）与 “家庭友好” 矛盾，排除 A、B、C。
答案：C
解析：前文话题是 “准备活动所需的物资和场地”，选项 C“物资需匹配活动内容（比如展示照片需要展板和便利贴），场地需足够大（比如学校礼堂或操场）” 对应 “物资和场地”，后文 “display board and sticky notes”“school hall or playground” 分别呼应选项 C 中的 “materials” 和 “venue”，逻辑合理；其他选项未涉及 “物资和场地”，排除 A、B、D。
答案：E
解析：前文话题是 “为活动分配角色”，选项 E“明确每个角色的职责（比如有人负责迎接嘉宾，有人负责协助活动），能确保活动不混乱” 解释 “分配角色” 的意义，后文 “some can greet guests, some can help with activities” 进一步说明角色分工，与选项 E 一致；其他选项未涉及 “角色分配”，排除 A、B、C。
答案示例：I will share my family’s tradition of making mooncakes on Mid-Autumn Festival, because it’s a special time for my family to gather and talk, and it’s easy to act out with toy mooncakes and plates.
解析：需包含 “家庭传统” 和 “选择该传统的原因”，语句通顺且贴合 “角色扮演” 场景即可（如分享春节贴春联、端午包粽子等传统，说明原因时可结合 “家人互动”“易展示” 等角度）。
二.语言应用（35 分）
(一）. 完形填空（每小题 1 分，共 15 分）
答案：A
解析：前文提到 “Maria didn’t know how to use chopsticks”（Maria 不会用筷子），因此 “我” 需要 “教” 她，“taught”（教）符合语境；选项 B（watched，看）、C（left，离开）、D（saved，拯救）语义均不符，排除 B、C、D。
答案：A
解析：前文说 “Maria spoke little English”（Maria 英语说得少），所以 “我们” 用 “简单的” 单词和手势沟通，“simple”（简单的）符合 “英语不好” 的沟通需求；选项 B（difficult，难的）、C（long，长的）、D（funny，有趣的）与 “方便沟通” 的目的矛盾，排除 B、C、D。
答案：A
解析：前文提到 “Maria joined our soccer club”（Maria 加入了 “我们” 的足球俱乐部），因此她现在每周二下午和 “我们” 一起 “踢足球”，“plays”（踢）符合 “足球俱乐部” 的活动场景；选项 B（studies，学习）、C（talks，聊天）、D（lives，生活）语义不符，排除 B、C、D。
答案：A
解析：后文提到 “my parents prepared Brazilian food”（父母准备了巴西食物），可知 “我”“邀请” Maria 来家里，“invited”（邀请）符合语境；选项 B（refused，拒绝）、C（followed，跟随）、D（stopped，阻止）语义相反，排除 B、C、D。
答案：A
解析：前文 “haven’t had feijoada”（没吃过巴西炖菜）用现在完成时，“since”（自从）后接过去时间点（离开家），符合 “自从离开家就没吃过” 的语境；选项 B（until，直到）、C（when，当…… 时）、D（if，如果）均不匹配现在完成时，排除 B、C、D。
答案：A
解析：后文 “talked about their childhood”（聊起他们的童年）表明祖父母和 Maria 在 “聊天”，“talked”（聊）符合语境；选项 B（listened，听）、C（wrote，写）、D（read，读）语义不符，排除 B、C、D。
答案：A
解析：后文 “who grows coffee”（种咖啡）说明 Maria 的父亲是 “农民”，“farmer”（农民）符合 “种咖啡” 的职业属性；选项 B（doctor，医生）、C（teacher，老师）、D（driver，司机）与 “种咖啡” 无关，排除 B、C、D。
答案：A
解析：前文提到 “Carnival”（狂欢节），人们在狂欢节上 “穿” 彩色服装，“wear”（穿）符合场景；选项 B（make，做）、C（sell，卖）、D（wash，洗）语义不符，排除 B、C、D。
答案：A
解析：前文 “we watched a short video of her family’s Carnival celebration”（看了狂欢节的视频），因此 “我” 的妹妹 “想” 学桑巴舞，“wanted”（想要）符合语境；选项 B（forgot，忘记）、C（hated，讨厌）、D（stopped，停止）语义相反，排除 B、C、D。
答案：A
解析：后文 “like planting trees in the school garden”（比如在学校花园种树）是户外课的例子，说明巴西学生有 “更多” 户外课，“more”（更多的）符合语境；选项 B（fewer，更少的）、C（less，更少的，修饰不可数名词）、D（no，没有）语义相反，排除 B、C、D。
答案：A
解析：前文提到 “plant small flowers in the school yard”（在校园种小花），Maria 教 “我们” 如何正确给花 “浇水”，“water”（浇水）符合 “种花” 的场景；选项 B（cut，剪）、C（pick，摘）、D（sell，卖）语义不符，排除 B、C、D。
答案：A
解析：前文 “Maria is no longer nervous. She has many friends at school”（Maria 不再紧张，有了很多朋友），说明她 “经常” 来 “我” 家，“often”（经常）符合 “关系亲密” 的语境；选项 B（never，从不）、C（hardly，几乎不）、D（seldom，很少）语义相反，排除 B、C、D。
答案：A
解析：前文 “we learned some Portuguese words”（学习葡萄牙语单词），结合语境可知是 “一起” 学，“together”（一起）符合；选项 B（alone，独自）、C（early，早地）、D（suddenly，突然地）语义不符，排除 B、C、D。
答案：A
解析：全文围绕 “帮助 Maria 融入，建立友谊” 展开，因此 “友谊” 和善意能打破文化隔阂，“friendship”（友谊）符合主旨；选项 B（honesty，诚实）、C（courage，勇气）、D（patience，耐心）非核心主题，排除 B、C、D。
答案：A
解析：前文 “一起经历很多事，友谊加深”，这段经历让 “我们” 的友谊 “更牢固”，“stronger”（更牢固的）符合语境；选项 B（weaker，更弱的）、C（newer，更新的）、D（older，更老的）语义不符，排除 B、C、D。
（二）. 词汇题（每小题 1 分，共 10 分）
A. 汉语提示填空
答案：nuclear family
解析：“核心家庭” 的固定英文表达为 “nuclear family”，指 “仅父母和孩子的家庭”，是名词短语，符合题干 “由父母和孩子组成” 的定义。
答案：friendship fair
解析：“友谊博览会” 的固定表达为 “friendship fair”，是名词短语，对应原文中 “展示不同文化、促进友谊” 的活动场景。
答案：Brazilian
解析：“巴西的” 形容词形式为 “Brazilian”，用于修饰名词（如 “Brazilian feijoada” 巴西炖菜），首字母需大写，符合语法要求。
答案：chores
解析：“家务” 常用复数形式 “chores”，名词，常见搭配为 “help with chores”（帮忙做家务），对应原文中 “家人一起做家务” 的场景。
答案：understand
解析：“理解” 的动词形式为 “understand”，“help sb (to) do sth” 结构中，动词用原形，因此填 “understand”，符合语法规则。
B. 首字母提示填空
答案：share
解析：首字母为 “s”，结合 “family members”（家庭成员）和语境，“share stories”（分享故事）是固定搭配，符合 “大家庭成员交流经历” 的场景，填 “share”。
答案：optional
解析：首字母为 “o”，结合 “subjects”（科目）和原文 “Canadian students have more optional subjects”，“optional”（可选的）修饰 “subjects”，表示 “选修课”，填 “optional”。
答案：improved
解析：首字母为 “i”，结合 “my English grade”（英语成绩）和 “Li Tao helped me”（Li Tao 帮忙），可知成绩 “提高” 了，“improved”（提高）是过去式，符合 “过去发生的变化”，填 “improved”。
答案：prizes
解析：首字母为 “p”，结合 “win”（赢）和语境，“win prizes”（赢奖品）是固定搭配，原文中提到 “prizes like books and stationery”，因此用复数形式 “prizes”，填 “prizes”。
答案：Tuesday
解析：首字母为 “T”，结合 “every... afternoon”（每周…… 下午）和原文 “play with us every Tuesday afternoon”，“Tuesday”（星期二）符合，星期首字母需大写，填 “Tuesday”。
（三）. 语法填空（每小题 1 分，共 10 分）
答案：met
解析：“two years ago”（两年前）是一般过去时的标志，动词 “meet”（遇见）的过去式为 “met”，因此填 “met”。
答案：wrote
解析：“before”（以前）是一般过去时的标志，因此填 “wrote”。
答案：teaches
解析：描述客观事实（母亲的职业）用一般现在时，主语 “his mom” 是第三人称单数，动词 “teach”（教）的第三人称单数形式为 “teaches”，因此填 “teaches”。
答案：him
解析：动词 “took”（带）后接人称代词宾格，“he”（他）的宾格形式为 “him”，因此填 “him”。
答案：was
解析：“surprised”（惊讶的）是过去的感受，主语 “he” 是第三人称单数，一般过去时中 be 动词用 “was”，因此填 “was”。
答案：the
解析：演奏乐器（如 “erhu” 二胡）时，乐器名称前需加定冠词 “the”，是固定语法规则，因此填 “the”。
答案：but
解析：前文 “learning to play the erhu is harder”（学二胡更难）与后文 “it’s more interesting”（更有趣）是转折关系，连词 “but”（但是）表转折，因此填 “but”。
答案：parents
解析：结合语境 “做饺子” 的主体是 “我的父母”，“parent”（父母）的复数形式为 “parents”，因此填 “parents”。
答案：them
解析：动词 “loved”（喜欢）后接人称代词宾格，指代前文的 “dumplings”（饺子），宾格形式为 “them”，因此填 “them”。
答案：a
解析：“一部中国电影” 表泛指，“Chinese” 以辅音音素开头，不定冠词用 “a”，因此填 “a”。
三、书面表达（10 分）
参考示例
Project Plan for "Campus International Friend & Family Day"
Project Theme
"Share Family Cultures, Build International Friendships"
Project Time
January 18, 2026 (Saturday), 9:00 a.m.-11:30 a.m.
Project Content
① Family Culture Display: Students show family photos and traditional snacks (e.g., Chinese dumplings, Canadian cookies) and explain their family traditions.
② Campus Life Exchange: Chinese and international students visit the school canteen and playground, sharing how they spend time at school.
③ Friendship Game Time: Play "Cultural Guess"—describe a family or school activity, and others guess which country it’s from.
Expected Effects
Help students learn about different cultures, make international friends, and feel more connected to the campus./ 让教学更有效 高效备考 | 英语学科
仁爱科普版2025年秋七年级英语上册期中培优测试卷
（Unit 1-Unit3）
（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 does Tom like doing after PE class
Playing basketball
Reading books in the library
C. Doing science experiments
（ ）2. Why can’t Mike join the “Friend & Family Day” on Saturday
He needs to look after his sick grandma
He has to practice for an English speech contest
C. He will visit his pen pal in another city
（ ）3. Who does Li Ming live with
His parents and grandparents
Only his parents
C. His parents and a brother
（ ）4. How often does Sarah write emails to her international friends
A. Every Sunday B. Every Wednesday C. Every night
（ ）5. Which activity is NOT in the “Friendship Week”
A. A family photo show B. A campus treasure hunt C. A basketball game
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（共 2 题）
（ ）6. What does Tom’s dad do
A. He is a farmer B. He is a teacher C. He is a nurse
（ ）7. What will Li Hua send to Tom next time
A video of making mooncakes
Photos of science experiments
C. A story about the Great Wall
对话二（共 3 题）
（ ）8. What is the purpose of “Cross-Cultural Friend & Family Day”
To learn about different family cultures
To raise money for the new library
C. To award good students
（ ）9. What will students do in the “Family Story Corner”
Tell stories about family traditions
Cook traditional food
C. Play family-themed games
（ ）10. Who will help students prepare for the activity
English teachers and exchange students
Parents and community volunteers
C. Art teachers and music club members
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 did Emma meet her first Chinese friend
A. At the “Welcome Party” B. In the math class C. In the school library
（ ）12. What did Emma learn to make at Li Na’s home
A. Dumplings B. Mooncakes C. Bread
（ ）13. What surprised Emma about Li Na’s family
They eat dumplings every day
Everyone helps with chores
C. Grandparents live in another city
（ ）14. How did Emma feel when sharing Canadian traditions
A. Nervous B. Proud C. Bored
（ ）15. What is the main idea of the passage
How to be an exchange student in China
Emma’s experience of making Chinese friends and learning about Chinese family culture
C. The difference between Canadian and Chinese school lives
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
Last month, my Canadian pen pal, Alex, came to visit my school and home. It was a 5-day trip that let him experience Chinese friendship, family life, and campus culture—and it was one of the most unforgettable times of my life.
The first day, I took Alex to my school. We started with the morning flag-raising ceremony—Alex was surprised to see all students standing straight and singing the national anthem. “In Canada, we have morning announcements, but no flag-raising every day,” he said. Then we visited my favorite places: the science lab (where we do experiments) and the music club (where I play the guitar). Alex joined our music class and tried playing the erhu—he laughed and said, “It’s harder than the guitar, but so cool!” During lunch, we ate in the school canteen. Alex loved dumplings and asked my classmates how to use chopsticks—my deskmate, Li Mei, taught him step by step.
On Saturday, I invited Alex to my home. My parents prepared a big dinner: braised pork, stir-fried vegetables, and dumplings (Alex’s favorite). My grandparents talked to him about their childhood—they told stories about farming in the countryside. Alex shared photos of his Canadian family: his dad is a doctor, his mom is a teacher, and he has a little sister who likes drawing. After dinner, we watched a Chinese movie about family love—Alex said, “The movie is different from Canadian films, but I understand the feeling of loving family.”
On the last day, we went to my school’s “Friendship Fair”. Alex helped me set up a booth to introduce Canadian family traditions. We put up photos of his family’s Thanksgiving and taught students to make simple Canadian maple syrup cookies. Many students came to our booth—they asked Alex about his school life in Canada, like their favorite subjects and after-school clubs.
When Alex left, he gave me a Canadian flag pin. “Thank you for showing me your friendship, family, and school,” he said. “I’ll never forget this trip.” I felt the same way. This visit taught me that even though we’re from different countries, friendship and family love are the same everywhere. I can’t wait to visit Alex in Canada next year!
根据短文内容，选择最佳答案。
（ ）16. What surprised Alex about the writer’s school morning
A. The school has a big science lab with many experiments.
B. Students have a flag-raising ceremony every day.
C. The music club teaches students to play the erhu.
D. The canteen serves delicious dumplings for lunch.
（ ）17. Who taught Alex to use chopsticks
A. The writer’s parents.
B. The writer’s deskmate, Li Mei.
C. The writer’s grandparents.
D. The school’s music teacher.
（ ）18. What did Alex’s family do for a living
A. His dad is a farmer, and his mom is a nurse.
B. His dad is a doctor, and his mom is a teacher.
C. His dad is a cook, and his mom is a singer.
D. His dad is a driver, and his mom is a policewoman.
（ ）19. What did Alex and the writer do at the school’s “Friendship Fair”
A. They performed a music show with the erhu and guitar.
B. They set up a booth to introduce Canadian family traditions and make maple syrup cookies.
C. They watched a Chinese movie about family love with other students.
D. They helped organize the flag-raising ceremony for visiting students.
（ ）20. What did the writer learn from Alex’s visit
A. Canadian schools are better than Chinese schools.
B. Friendship and family love are universal, even across different countries.
C. It’s difficult to communicate with people from different cultures.
D. Chinese food is more delicious than Canadian food.
B
Family and school life are important parts of a student’s life. The chart below compares these two areas between China and Canada, focusing on family structure, daily routines, and school activities.
Aspect China Canada
Family Structure Many extended families (parents + grandparents + children); nuclear families are also common. Mostly nuclear families (parents + children); grandparents usually live separately.
Family Daily Routine Children often help with small chores (setting the table, washing dishes); families eat dinner together daily. Children help with chores (taking out trash, walking pets); families may eat dinner together 3-4 times a week (parents busy with work).
School Subjects Core subjects: Chinese, Math, English, Science; optional: Music, Art, PE. Core subjects: English, Math, Science, Social Studies; optional: Drama, Technology, Foreign Languages (e.g., Chinese).
After-School Activities School clubs (music, science, art); private classes (piano, math) are common. School teams (basketball, soccer); community activities (scouts, art workshops); fewer private classes.
Festival Celebrations Family gatherings for Spring Festival (dumplings, lucky money), Mid-Autumn Festival (mooncakes). Family gatherings for Thanksgiving (turkey, pumpkin pie), Christmas (gifts, Christmas trees).
In China, extended families are still common—many children live with their grandparents. This means more family members to share stories and help with daily life. For example, grandparents often pick up children from school and help cook meals. Chinese families value eating dinner together—this is a time to talk about school and work. Children usually help with small chores, like setting the table or washing dishes after dinner.
In Canada, most families are nuclear. Grandparents may live in another city, so they visit on holidays. Canadian children also do chores, but their tasks are different—like taking out the trash or walking the family dog. Families may not eat dinner together every day because parents often work late. However, they still have quality time on weekends, like going hiking or having picnics.
At school, Chinese students focus on core subjects like Chinese and Math. After school, many join school clubs (e.g., music, science) or take private classes to improve their skills. Canadian students have more optional subjects, like Drama or Technology. Their after-school activities are often team-based (e.g., soccer teams) or community-focused (e.g., scouts), which help build teamwork.
Festival celebrations are a big part of family life in both countries. Chinese families gather for Spring Festival to eat dumplings and give lucky money. Canadian families celebrate Thanksgiving with turkey and pumpkin pie, and Christmas with gifts and decorated trees. These festivals let families spend time together and pass on traditions.
Understanding these differences helps students learn about other cultures and appreciate their own. It also makes it easier to make international friends!
根据短文及图表内容，选择最佳答案。
（ ）21. What is a common family structure in China
A. Only nuclear families (parents + children).
B. Extended families (parents + grandparents + children).
C. Single-parent families (one parent + children).
D. Families with no children.
（ ）22. What chore do Chinese children often do
A. Taking out the trash.
B. Walking the family dog.
C. Setting the table or washing dishes.
D. Mowing the lawn.
（ ）23. What optional subject can Canadian students take
A. Chinese. B. Drama. C. Math. D. English.
（ ）24. How are after-school activities different between China and Canada
A. Chinese students only take private classes, while Canadian students only join school teams.
B. Chinese students focus on school clubs and private classes, while Canadian students focus on teams and community activities.
C. Chinese students have more team-based activities, while Canadian students have more art workshops.
D. Chinese students do no after-school activities, while Canadian students do many.
（ ）25. What does the underlined word “they” in Paragraph 3 refer to
A. Canadian parents.
B. Canadian children.
C. Canadian families.
D. Canadian grandparents.
C
Many students think making friends is just for fun—but in reality, good friendships can improve both our school life and family life. They help us learn, grow, and feel happier. Every student should try to build positive friendships.
First, friendships make school life more enjoyable and help us study better. At school, friends can help us with difficult subjects—for example, if you’re bad at Math, a friend who’s good at it can explain problems to you. Friends also make school activities more fun: joining a music club with a friend is more enjoyable than joining alone, and playing sports with friends makes PE class exciting. Last term, I struggled with English grammar. My friend Li Tao spent 20 minutes every day helping me practice. With his help, I got a better grade in the English exam. Friends also encourage us to try new things—my friend Xiao Yu asked me to join the science club, and now it’s my favorite after-school activity.
Second, friendships can improve our family life. When we make good friends, we learn communication skills that help us talk to our family members better. For example, talking to friends about our hobbies teaches us to listen and share—skills we can use when talking to our parents or grandparents. Friends can also help us understand our family better. My pen pal from Canada told me about how Canadian families spend weekends hiking. This made me think about my own family—now, I suggest we go hiking every Sunday, and my parents love this new family activity. Sometimes, friends even visit our homes, which makes family gatherings more lively. Last month, my friend Alex came to my home, and my grandparents loved hearing about his Canadian family—they talked and laughed for hours!
Some people say “focusing on study is more important than making friends”. But this is wrong. Good friendships don’t take time away from study—they help us study better and make our lives more balanced. Without friends, school life would be boring, and we might not learn important skills like teamwork or communication.
In short, making friends is not just for fun. It improves our school life by helping us study and try new things, and it makes our family life better by teaching us communication skills. Every student should value friendships and try to build more positive ones.
根据短文内容，选择最佳答案。
（ ）26. What is the main idea of the passage
A. Making friends is a waste of time and students should focus on study.
B. Good friendships improve both school life and family life.
C. Only students with many friends can get good grades.
D. Friendships are more important than family relationships.
（ ）27. How did Li Tao help the writer with English
A. He gave the writer English grammar books.
B. He spent 20 minutes every day explaining grammar to the writer.
C. He asked the writer to join the English club.
D. He helped the writer cheat in the English exam.
（ ）28. How did the writer’s Canadian pen pal improve his family life
A. The pen pal visited the writer’s home and cooked Canadian food for the family.
B. The pen pal taught the writer’s family to speak English.
C. The pen pal’s stories about Canadian weekend hiking inspired the writer to start family hiking trips.
D. The pen pal helped the writer’s parents find new jobs.
（ ）29. What skill do we learn from friends that helps us with family
A. Communication skills (listening and sharing).
B. Cooking skills (making dumplings or maple syrup cookies).
C. Sports skills (playing basketball or soccer).
D. Art skills (drawing or playing the guitar).
（ ）30. What does the writer think of the idea “focusing on study is more important than making friends”
A. It is correct—students should study first.
B. It is wrong—good friendships help study and balance life.
C. It is correct for older students but not for middle school students.
D. It is wrong because friends can do homework for us.
D
Welcome to the Festival!
This festival is for all Grade 7-8 students. It aims to help you learn about international family and school cultures, make new friends, and share your own traditions.
Festival Schedule (November 20, 2025)
Time Zone Activities What to Bring
9:00-10:30 a.m. Family Culture Zone Family Photo Show: Display photos of your family’s daily life or festivals. Family Story Corner: Tell stories about your family traditions (e.g., Spring Festival dumplings). 1-2 family photos; a short story about your family.
10:45 a.m.-12:15 p.m. School Culture Zone International School Booth: Students from Canada, Australia, and Japan share their school life (subjects, clubs). DIY Craft: Make school-themed crafts (e.g., Chinese calligraphy, Canadian maple leaf cards). No materials needed—we provide paper, pens, and paint.
1:30-3:00 p.m. Friendship Zone Pen Pal Matching: Fill out a form (hobbies, family) to find an international pen pal. Friendship Game: Play “Cultural Bingo” (guess facts about other countries) to win prizes. A notebook to write down your pen pal’s contact info.
3:15-4:30 p.m. Food Sharing Zone Share traditional food with friends (e.g., Chinese dumplings, Canadian maple cookies). Learn to make simple international snacks from student volunteers. A small dish of your family’s traditional food (optional).
Eligibility & Tips
Who Can Join: All Grade 7-8 students; no need to sign up—just come to the school playground!
Tips for Fun:
a.Wear clothes that represent your culture (e.g., Chinese hanfu, Canadian maple leaf shirts).
b.Be curious—ask international students questions about their families and schools.
c.Take photos—share your festival experience with your family at home!
Contact Us
Teacher Li: lihua@school.
Student Council: Room 203 (before/after school)
Join us to celebrate friendship and culture—see you on November 20!
根据手册内容，选择最佳答案。
（ ）31. When is the “Friendship Across Cultures” festival held
A. November 10, 2025.
B. November 20, 2025.
C. December 5, 2025.
D. December 25, 2025.
（ ）32. What do students do in the Family Culture Zone
A. They share traditional food and learn to make international snacks.
B. They display family photos and tell stories about family traditions.
C. They find international pen pals and play “Cultural Bingo”.
D. They share their school life and make school-themed crafts.
（ ）33. What do students need to bring to the Friendship Zone
A. A small dish of traditional food.
B. 1-2 family photos.
C. A notebook to write pen pal contacts.
D. School textbooks and pens.
（ ）34. Which activity is in the School Culture Zone
A. Family Story Corner.
B. Pen Pal Matching.
C. International School Booth.
D. Food Sharing.
（ ）35. What can students wear to represent their culture
A. Chinese hanfu or Canadian maple leaf shirts.
B. School uniforms.
C. Sports clothes and sneakers.
D. Formal dresses or suits.
（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。
Organizing this activity helps classmates share their family life and build stronger friendships. Here are 5 steps to plan it:
First, set a clear theme and purpose. 36 A good theme could be “Share Our Families, Grow Our Friendships”—it shows the link between family sharing and friendship. The purpose should be to let classmates learn about each other’s families and become closer friends. Avoid themes that are too narrow (e.g., only talking about family pets).
Second, design family-friendly activities. 37 For example: “Family Photo Sharing” (classmates show photos and explain family members), “Family Tradition Role-Play” (act out a small family routine, like making breakfast together), and “Friend-Family Game” (teams of classmates and their family members play trivia about each other). Activities should be easy for family members to join too.
Third, prepare materials and a venue. 38 For photo sharing, prepare a display board and sticky notes (classmates can write comments on photos). For role-play, prepare simple props (e.g., toy plates for breakfast scenes). Choose a venue like the school hall or playground—big enough for classmates and their family members.
Fourth, invite family members and assign roles. 39 Ask classmates to invite 1-2 family members (e.g., parents or grandparents). Assign roles to classmates: some can greet guests, some can help with activities, and some can take photos. This makes the activity run smoothly.
Fifth, follow up after the activity. After the day, collect photos and make a “Friend & Family Album” to share with the class. Ask classmates to write a short note about what they learned—e.g., “I didn’t know Xiao Ming’s mom is a doctor—she told us interesting stories about hospitals!”
A. The theme should connect family sharing and friendship, and the purpose should be clear.
B. Don’t design activities that need family members—classmates should do everything alone.
C. Materials should match the activities, and the venue should be spacious enough.
D. Activities should let classmates share family life and involve family members.
E. Clear roles help ensure the activity is not messy or disorganized.
40.What family tradition will you share in the “Family Tradition Role-Play” activity Why (Answer in one sentence.)
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。
When Maria, a new exchange student from Brazil, joined our class last month, she looked nervous. I remembered how scared I was when I transferred to this school last year, so I decided to help her fit in—both at school and with my family.
At school, I showed Maria around the campus first. I took her to the canteen and explained how to buy food with a student card. She didn’t know how to use chopsticks, so I 41 ____ her—we practiced with plastic forks first, then tried real chopsticks. During break time, I introduced her to my friends. At first, Maria spoke little English, but we used 42 ____ words and gestures. My friend Li Tao loves soccer, and Maria plays soccer too—they quickly became friends. Maria joined our soccer club, and now she 43 ____ with us every Tuesday afternoon.
On weekends, I 44 ____ Maria to my home. My parents prepared Brazilian food (they asked a Brazilian neighbor for recipes!)—Maria was surprised and happy. “I haven’t had feijoada (a Brazilian dish) 45 ____ I left home,” she said. My grandparents 46 ____ to her about their childhood on a farm. Maria shared photos of her Brazilian family: her dad is a 47 ____ who grows coffee, and her mom is a teacher. She told us about Brazilian festivals, like Carnival—she said people dance samba and 48 ____ colorful costumes. We watched a short video of her family’s Carnival celebration—my little sister 49 ____ to learn samba!
Maria also helped us learn about Brazilian school life. She said Brazilian students have 50 ____ outdoor classes, like planting trees in the school garden. We decided to try this in our class—we asked our teacher if we could plant small flowers in the school yard. The teacher agreed, and Maria taught us how to 51 ____ the flowers properly.
Now, Maria is no longer nervous. She has many friends at school, and she 52 ____ visits my family. Last week, she brought her Brazilian textbook to show us—we learned some Portuguese words 53 ____. Helping Maria fit in taught me that 54 ____ and kindness can break down cultural barriers. I also learned a lot about Brazilian family and school life. This experience made our friendship 55 ____, and I hope to visit Maria in Brazil someday.
（ ）41. A. taught B. watched C. left D. saved
（ ）42. A. simple B. difficult C. long D. funny
（ ）43. A. plays B. studies C. talks D. lives
（ ）44. A. invited B. refused C. followed D. stopped
（ ）45.A. since B. until C. when D. if
（ ）46. A. talked B. listened C. wrote D. read
（ ）47. A. farmer B. doctor C. teacher D. driver
（ ）48.A. wear B. make C. sell D. wash
（ ）49. A. wanted B. forgot C. hated D. stopped
（ ）50. A. more B. fewer C. less D. no
（ ）51. A. water B. cut C. pick D. sell
（ ）52. A. often B. never C. hardly D. seldom
（ ）53. A. together B. alone C. early D. suddenly
（ ）54. A. friendship B. honesty C. courage D. patience
（ ）55. A. stronger B. weaker C. newer D. older
（二）词汇题（每小题 1 分，共 10 分）
A. 根据汉语提示及语境，写出单词的正确形式补全句子。
56. My Canadian pen pal lives in a ______（核心家庭）—only his parents and him, no grandparents.
57. We had a ______（友谊博览会）at school last week, where we shared family traditions with international students.
58. Maria taught us how to make ______（巴西的）feijoada, a delicious dish with beans and meat.
59. Chinese students often help with small ______（家务）like setting the table or washing dishes after dinner.
60. The school’s “Cross-Cultural Day” helps students ______（理解）different family and school cultures better.
B. 根据首字母提示及语境，写出单词的正确形式补全句子。
61. Extended families in China often include grandparents, which means more family members to s______ stories and help with daily life.
62. Canadian students have more o______ subjects like Drama and Technology, which are not common in Chinese schools.
63. My friend Li Tao helped me with English grammar, and my grade i______ a lot in the exam.
64. During the “Friendship Game”, we played “Cultural Bingo” and won p______ like books and stationery.
65. Maria is an exchange student from Brazil—she joined our soccer club and plays with us every T______ afternoon.
（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。
My Story of Making an International Friend
I 66 (meet) Alex, my Canadian pen pal, two years ago. We 62 (write) emails to each other before. He told me about his family: his dad is a doctor, and his mom 63 (teach) English in a primary school. He has a little sister who likes drawing.
Last month, Alex came to visit me. I took 64 (he) to my school. He 65 (be) surprised by the morning flag-raising ceremony. We joined the music club, and Alex tried to play 66 erhu. He said it was harder than the guitar 67 more interesting.
Alex also visited my home. My 68 (parent) cooked dumplings for him—he loved 69 (they) and asked for seconds! We watched 70 Chinese movie about family, and Alex shared photos of his Canadian Thanksgiving.
三、书面表达（共 10 分）
学校计划发起 “校园国际朋友家庭日” 活动，旨在让中外学生分享家庭文化、增进友谊。请你设计一份活动策划书，包含核心要素。要求：
1.包含活动主题、时间、3 项具体内容（如家庭文化展示、校园生活交流、友谊游戏）；
2.语言通顺，逻辑清晰，体现 “家庭 + 友谊 + 校园” 整合理念；
3.70-90 词左右。
Project Plan for "Campus International Friend & Family Day"
1. Project Theme
2. Project Time
3. Project Content
① Family Culture Display
② Campus Life Exchange
③ Friendship Game Time
4. Expected Effects
