/ 让教学更有效 高效备考 | 英语学科
仁爱科普版2025年秋七年级上册期末培优测试卷答案及解析
（满分：120 分 考试时间：90 分钟）
第一部分 听力部分（共25分）
一、听力原文整理
（一）听短对话（1-5题）
对话1：
W: I saw red couplets at Li Ming’s home. What do they mean
M: They’re for Spring Festival—red stands for good luck. Western families hang Christmas stockings for Santa to put gifts in.
W: Oh, different cultures have different traditions!
问题：What’s the difference between Chinese Spring Festival couplets and Western Christmas stockings
对话2：
M: Did you hear The nature club’s hiking is changed to Sunday.
W: Why I planned to go on Saturday.
M: The weather forecast says Saturday will rain heavily—hiking on wet paths is dangerous. Sunday will be sunny.
W: That makes sense. I’ll adjust my weekend plan.
问题：Why does the school’s nature club change their hiking plan from Saturday to Sunday
对话3：
W: Tom, you’re joining the international festival project. What skill helps most
M: I think basic English. Foreign students don’t speak Chinese, so we need to talk about festivals in English. Cooking is useful too, but communication comes first.
W: I’ll practice my English with you!
问题：What skill does Tom think is most useful for joining the international festival exchange project
对话4：
M: Lucy, what do you think of the school’s eco-friendly Mid-Autumn activity
W: I’m so excited! We’ll make mooncakes with less sugar, and use bamboo boxes instead of plastic. It’s good for nature and healthy.
M: I’ll join you—making green mooncakes sounds fun.
问题：How does Lucy feel about the new “eco-friendly Mid-Autumn Festival” activity at school
对话5：
W: Are you joining the dragon boat race next month
M: I want to, but we need to wear life jackets. My mom said it’s safe.
W: That’s a rule—all players must wear them. Let’s practice rowing after class.
M: OK!
问题：What can we infer about the dragon boat race from the conversation
（二）听长对话（6-10题）
对话一：
W1: Our Cross-Cultural Festival Club is preparing for the exhibition, but we have a problem.
W2: What’s wrong
W1: Many foreign students in our club have exams on the exhibition day—they can’t come to show their countries’ festivals.
W2: Why not change the time Next week their exams will be over.
W1: That’s a good idea! I’ll talk to the teacher about adjusting the date.
W2: I can help make new posters with the new time.
问题6：What problem does the “Cross-Cultural Festival Club” face when preparing for the exhibition
问题7：What solution do they agree on to solve the problem
对话二：
M: Mom, where are we going for the “Nature & Festival” trip
W: We’re going to Yunnan! We’ll join the Dai Water-Splashing Festival and visit the Xishuangbanna Rainforest.
M: That sounds amazing! What should we bring
W: Bring warm jackets—summer mornings in the rainforest are cool. Don’t forget your camera to take photos of the festival and rainforest plants.
M: How will we get there
W: By plane. It only takes 3 hours—we’ll have more time to play.
M: Great! I can’t wait to splash water with the Dai people.
问题8：What is the family planning to do for the upcoming “Nature & Festival” trip
问题9：What does the mother remind the children to bring for the trip
问题10：How will the family go to Yunnan
（三）听短文（11-15题）
短文：
Li Hua, an eighth-grader, went to Australia as an exchange student last month. She stayed with an Australian family and studied at a local school. Her biggest harvest was sharing Chinese festivals and learning about Australian traditions.
The Australian family, the Smiths, were very kind. They asked Li Hua to talk about Chinese festivals every evening. Mrs. Smith even bought red paper for Li Hua to teach them to write Spring Festival couplets. “We want you to feel at home,” Mr. Smith said. For Christmas, the Smiths prepared a small Christmas tree and gave Li Hua a gift—a book about Australian wildlife. Li Hua was surprised that Australian Christmas is in summer—they had their dinner outdoors, with turkey and fresh fruits.
At school, Li Hua joined the “Cultural Club”. She taught her classmates to make Chinese lanterns. At first, she was nervous—she worried they wouldn’t be interested. But when she showed them how to fold paper and draw patterns, everyone was excited. They asked many questions: “When do you celebrate the Lantern Festival ” “What do lantern riddles mean ” Li Hua felt proud to share her culture.
Before leaving, Li Hua gave the Smiths a box of mooncakes. “Thank you for teaching us about Chinese culture,” Mrs. Smith said. Li Hua replied, “Thank you for letting me know Australian Christmas—it’s so different but fun!” This experience made Li Hua love cross-cultural communication more.
问题11：What did Li Hua do as an exchange student in Australia last month
问题12：What did the Australian family do to help Li Hua feel at home
问题13：What surprised Li Hua about Australian Christmas celebrations
问题14：How did Li Hua feel when she shared Chinese lantern-making with her Australian classmates
问题15：What is the main purpose of this passage
二、听力答案及解析（共25分）
1. A 解析：细节匹配题。男士明确提到“春联红色表好运，圣诞袜用于装礼物”，A选项完全匹配；B（春联用于吃）、C（春联挂在圣诞）均与对话矛盾，核心考点为“节日物品功能区分”，是七上文化常识考点。
2. A 解析：原因定位题。男士直接说明“周六大雨，徒步危险”，A选项符合；B（周日有数学竞赛，与原文“周日晴天”矛盾）、C（公园关闭，未提及），核心考点为“因果逻辑捕捉”，七上基础听力技能。
3. B 解析：观点提取题。Tom强调“基础英语最重要，因为要和外国学生交流”，B选项匹配；A（弹吉他）、C（做中餐）均为次要技能，核心考点为“人物观点优先级区分”。
4. A 解析：情感态度题。Lucy用“so excited”表达感受，并说明“环保月饼健康又有益自然”，A选项符合；B（担心材料贵）、C（觉得无聊）均与原文矛盾，核心考点为“情感词汇识别”，七上高频考点。
5. B 解析：推理判断题。对话提到“参赛必须穿救生衣”，可推断B选项正确；A（在操场举办，未提及）、C（仅九年级可参加，未提及），核心考点为“细节推理”，七上听力进阶技能。
6. C 解析：问题定位题。W1明确“外国学生考试冲突无法参加”，C选项匹配；A（缺少外国服饰，未提及）、B（礼堂太小，未提及），核心考点为“问题信息精准捕捉”。
7. C 解析：解决方案题。两人达成共识“将时间改到外国学生考试后的下周”，C选项符合；A（借服饰）、B（换大礼堂）均非对话解决方案，核心考点为“对话逻辑闭环识别”。
8. A 解析：计划提取题。妈妈明确“去云南，体验傣族泼水节和雨林”，A选项完全匹配；B（新疆葡萄节）、C（四川熊猫和元宵节）均与对话矛盾，核心考点为“旅行计划细节捕捉”。
9. A 解析：细节提取题。妈妈提醒“带保暖外套，雨林清晨凉”，A选项符合；B（泳衣，未提及）、C（太阳帽，针对沙漠，与雨林场景不符），核心考点为“场景与物品匹配”。
10. B 解析：交通方式题。妈妈明确“坐飞机，3小时节省时间”，B选项匹配；A（火车）、C（汽车）均未提及，核心考点为“交通方式信息定位”。
11. B 解析：主旨活动题。短文开篇即说“分享中国节日，了解澳大利亚传统”，B选项概括核心；A（仅教包饺子，片面）、C（加入自然俱乐部种树，未提及），核心考点为“语篇核心活动归纳”。
12. B 解析：细节匹配题。短文提到“史密斯一家买红纸让李华教写春联”，B选项符合；A（每天做中餐，未提及）、C（圣诞给红包，混淆中国习俗），核心考点为“跨文化关怀细节捕捉”。
13. A 解析：惊喜点定位题。李华惊讶“澳大利亚圣诞在夏天，户外吃晚餐”，A选项匹配；B（贴春联）、C（吃饺子）均为中国习俗，核心考点为“文化差异识别”。
14. B 解析：情感变化题。短文提到“同学们感兴趣，李华感到自豪”，B选项符合；A（紧张，是起初的感受）、C（无聊，与原文矛盾），核心考点为“情感动态捕捉”，七上情感词汇考点。
15. B 解析：主旨大意题。全文围绕“李华的跨文化交流经历”展开，B选项概括主旨；A（如何成为交换生，未提及）、C（圣诞比春节流行，与原文无关），核心考点为“语篇主旨提炼”。
第二部分 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篇（中美节日交流活动）
16. B 解析：目标定位题。首段明确“活动目标是让中美学生分享传统节日”，B选项匹配；A（教美学生汉语）、C（办圣诞派对）、D（带中学生去美国）均非目标，核心考点为“活动核心目的提取”。
17. B 解析：解决方案题。第二段提到“带灯笼和粽子照片解释，解决沟通问题”，B选项符合；A（请老师翻译）、C（只说简单词）、D（全英交流）均未提及，核心考点为“问题解决方式定位”。
18. B 解析：细节提取题。第三段明确“Emma弹吉他带领唱《铃儿响叮当》”，B选项匹配；A（教包粽子）、C（讲屈原故事）是中国学生的活动，D（装饰饼干）是后续工作坊内容，核心考点为“活动与人物匹配”。
19. B 解析：原因定位题。第五段提到“中美学生组队合作，作者团队获胜”，B选项符合；A（全是中国学生，与原文矛盾）、C（作弊，未提及）、D（唯一参赛队，未提及），核心考点为“成功原因捕捉”。
20. A 解析：感悟提取题。末段总结“跨文化交流需耐心，实践活动促进理解”，A选项匹配；B（美国节日更有趣，与原文无关）、C（需流利英语，原文未强调）、D（浪费时间，与原文矛盾），核心考点为“作者核心感悟提炼”。
B篇（中日节日对比）
21. B 解析：图表信息题。表格明确“日本新年是公历1月1日”，B选项匹配；A（农历正月初一，是中国新年）、C（农历八月十五，中秋）、D（公历5月5日，男孩节），核心考点为“图表信息精准提取”。
22. A 解析：细节匹配题。第三段提到“中国中秋吃月饼”，A选项符合；B（月见团子，日本中秋）、C（御节料理，日本新年）、D（柏饼，日本男孩节），核心考点为“节日与食物匹配”，七上文化常识。
23. C 解析：象征意义题。第四段提到“鲤鱼旗代表勇气，武士玩偶象征力量”，C选项概括；A（财富好运）、B（长寿健康）、D（丰收团圆）均非鲤鱼旗含义，核心考点为“文化符号象征意义”。
24. B 解析：共性提炼题。末段提到“中日节日主题相似，如丰收、新开始”，B选项匹配；A（纪念诗人，仅中国端午）、C（祝愿男孩勇敢，仅日本男孩节）、D（午夜放烟花，仅中国新年），核心考点为“同类事物共性归纳”。
25. C 解析：代词指代题。前文围绕“中日对比的节日”展开，“them”指代这些节日；A（节日主题）、B（传统食物）、D（龙舟和武士玩偶）均范围不符，核心考点为“代词指代逻辑”，七上阅读高频考点。
C篇（传统节日与现代生活）
26. B 解析：观点定位题。首段明确“不应抛弃传统节日，应让其跟上现代生活”，B选项匹配；A（应抛弃）、C（完全不变）、D（仅老人过，无价值）均与原文矛盾，核心考点为“作者核心观点提取”。
27. B 解析：措施定位题。第二段提到“城市办LED灯笼灯光秀，学校开现代灯笼制作工坊”，B选项符合；A（取消猜灯谜）、C（仅老人过）、D（用饼干代替汤圆）均未提及，核心考点为“具体措施捕捉”。
28. A 解析：例子作用题。第三段提到“环保月饼将传统与现代环保理念结合”，A选项概括其作用；B（抛弃传统食物）、C（用科技传播）、D（让节日更贵）均与例子无关，核心考点为“例证逻辑理解”。
29. A 解析：细节提取题。第四段提到“科技让人们发电子红包、看龙舟赛直播”，A选项符合；B（让活动难参与）、C（用网游代替团聚）、D（阻止线下庆祝）均与原文矛盾，核心考点为“科技的积极作用定位”。
30. C 解析：关键信息题。第五段明确“关键是平衡传统与现代”，C选项匹配；A（改变核心意义）、B（抛弃旧活动）、D（仅线下家庭庆祝）均非关键，核心考点为“核心观点定位”。
D篇（全球节日桥梁项目指南）
31. C 解析：时间信息题。首段提到“项目持续8个月（2025年3-10月）”，C选项匹配；A（4个月）、B（6个月）、D（10个月）均与原文矛盾，核心考点为“时间信息精准提取”。
32. B 解析：阶段活动题。表格明确“第二阶段（本地实践）组织校内节日活动，分享照片视频”，B选项匹配；A（线上课程，第一阶段）、C（出国体验，第三阶段）、D（做文化相册，第四阶段），核心考点为“阶段与活动匹配”。
33. B 解析：资格条件题。“申请资格”部分提到“能说基础英语”，B选项符合；A（流利日语）、C（高级汉语）、D（简单葡萄牙语）均未提及，核心考点为“资格条件定位”。
34. A 解析：材料清单题。“申请材料”明确包含“300字作文《我最爱的家乡节日》”，A选项匹配；B（校长推荐信）、C（外国节日门票）、D（外国朋友名单）均未提及，核心考点为“清单信息提取”。
35. B 解析：建议细节题。“成功技巧”提到“拍清晰的本地活动照片视频”，B选项符合；A（避免提问）、C（不学外语短语）、D（独自做相册）均与原文矛盾，核心考点为“建议信息匹配”。
（二）任务型阅读（每小题2分，共10分）
36. A 解析：逻辑衔接题。前文“确定清晰主题”，A句“主题应突出传统与现代融合”承接主题要求，与后文“好主题示例”呼应；B（不分区，与前文“分区”矛盾）、C（材料来源）、D（互动活动）均不衔接“主题”话题。
37. E 解析：逻辑衔接题。前文“将展览分区”，E句“清晰分区帮助观众理解展览主旨”解释分区意义，与后文“分区示例”呼应；B（不分区，矛盾）、A（主题）、C（材料）均不衔接“分区”话题。
38. C 解析：逻辑衔接题。前文“收集展览材料”，C句“材料可来自学生、家庭和本地文化中心”说明材料来源，与后文“具体收集方式”呼应；A（主题）、E（分区）、D（互动）均不衔接“材料”话题。
39. D 解析：逻辑衔接题。前文“增加互动活动”，D句“互动活动让观众参与并在实践中学习”解释互动意义，与后文“互动活动示例”呼应；A（主题）、E（分区）、C（材料）均不衔接“互动”话题。
40. 示例：I will add "dragon boat model with QR codes (scanning to know Qu Yuan's story)" to the exhibition, because it combines traditional dragon boat culture with modern technology, helping visitors learn more easily. 解析：需体现“传统元素+现代更新”，理由合理即可，核心考点为“传统与现代融合的创意应用”。
二、语言应用（共35分）
（一）完形填空（每小题1分，共15分）
41. B 解析：形容词情感逻辑。前文“体验巴西狂欢节”及后文“开心的经历”提示，每一刻都“令人兴奋”，exciting符合积极基调；A（无聊的）、C（累的）、D（困难的）均矛盾，七上基础情感词。
42. A 解析：介词时间逻辑。由文化常识可知，狂欢节在基督教“斋戒期之前”举办，before表时间先后；B（之后）、C（期间）、D（两者之间）均不符合常识。
43. B 解析：形容词视觉描述。后文“羽毛和亮片”提示服装“色彩鲜艳”，colorful贴合场景；A（简单的）、C（黑色的）、D（白色的）均与视觉特征矛盾。
44. C 解析：名词细节匹配。后文“长长的亮尾巴”及“热带的”提示是“鸟类”，bird与描述一致；A（花）、B（动物，范围过广）、D（树）均不符合细节。
45. B 解析：形容词情感逻辑。由“but”转折及妈妈鼓励可知，起初“害羞”不敢拍照，shy符合；A（开心的）、C（生气的）、D（难过的）均无语境支撑。
46. B 解析：动词逻辑引导。妈妈说“去吧”是“鼓励”，encouraged与后文“我敢上前”形成因果；A（使气馁）、C（阻止）、D（警告）均与积极引导矛盾。
47. A 解析：名词文化标识。后文明确“桑巴是巴西快节奏舞蹈”，可知游行是“桑巴”主题，samba为巴西文化核心词；B（探戈）、C（华尔兹）、D（嘻哈）均非巴西特色。
48. C 解析：形容词特征匹配。由“fast”（快的）及狂欢节氛围可知，桑巴舞“活泼”，lively符合；A（慢的）、B（安静的）、D（轻柔的）均与“fast”矛盾。
49. B 解析：动词场景匹配。前文“桑巴游行”“音乐响亮”提示大家想“跳舞”，dance与场景衔接；A（唱歌）、C（吃）、D（睡觉）均不符合氛围。
50. C 解析：形容词味觉评价。由“but”转折可知，虽辣但“美味”，delicious符合饮食体验；A（容易的）、B（难的）不描述口感，D（难吃的）与转折逻辑矛盾。
51. A 解析：名词指代衔接。前文举例“巴西炖豆和凯匹林纳酒”，核心是“分享食物”，food概括前文；B（饮品，仅部分内容）、C（衣服）、D（玩具）均无关。
52. A 解析：动词短语逻辑。分享食物是“连接”朋友与陌生人的方式，connect with（建立联系）符合文化内涵；B（争论）、C（竞争）、D（打架）均与“分享”矛盾。
53. D 解析：名词场景匹配。后文“天空变成红黄绿”及“看烟花”明确是“烟花”表演，fireworks符合视觉效果；A（太阳）、B（月亮）、C（星星）均无“色彩变化”特征。
54. A 解析：名词情感共鸣。由“无论来自哪里，都是庆典的一部分”可知，狂欢节关乎“团结”，unity符合；B（悲伤）、C（愤怒）、D（孤独）均与“欢聚”矛盾。
55. B 解析：名词主旨关联。末段转折指出节日不止于“传统”，更在于凝聚人心，traditions贴合前文“狂欢节传统活动”的铺垫；A（游戏）、C（钱）、D（书）均非节日核心。
（二）词汇题（每小题1分，共10分）
A. 汉语提示填空
56. cross-cultural 解析：“跨文化的”对应cross-cultural，为七上跨文化主题核心形容词，修饰friendship，符合语境。
57. balance 解析：“平衡”对应balance，此处为动词，与“between...and...”搭配，是短文核心词汇，七上重点动词。
58. samba 解析：“桑巴”对应samba，为巴西文化核心词，专有名词首字母小写（非句首），七上文化拓展词。
59. molds 解析：“模具”对应mold，由前文“ancient”及语境可知用复数形式molds，七上名词复数考点。
60. connect 解析：“连接”对应connect，与“way to do sth”搭配，短文原词复现，七上高频动词。
B. 首字母提示填空
61. visuals 解析：由括号“photos, videos”及首字母v可知是visuals（视觉材料），用复数形式，符合“辅助交流”语境。
62. appreciate 解析：由“欣赏月亮之美”及首字母a可知是appreciate，动词原形，与“to do sth”搭配，短文原词复现。
63. reusable 解析：由“环保”“代替塑料”及首字母r可知是reusable（可重复使用的），形容词修饰boxes，短文核心环保词汇。
64. core 解析：由“不改变核心意义”及首字母c可知是core（核心的），形容词修饰meaning，短文原词复现。
65. lively 解析：由“大家都想跳舞”及首字母l可知是lively（活泼的），形容词修饰music，与前文“桑巴舞特征”呼应。
（三）语法填空（每小题1分，共10分）
66. have taken 解析：由“this term”及“each one taught me”可知用现在完成时，take的过去分词为taken，七上现在完成时考点（表本学期已完成的动作）。
67. an 解析：online以元音音素开头，用不定冠词an修饰workshop，表“一个线上工作坊”，七上冠词考点。
68. taught 解析：短文叙述过去的经历，teach的过去式为taught，不规则动词变化，七上时态核心考点。
69. questions 解析：many后接可数名词复数，question变questions，七上名词复数基本考点。
70. patiently 解析：用副词修饰动词explained，patient变patiently，七上形容词变副词考点（直接加ly）。
71. in 解析：“在学校泳池里”用介词in，表“在……内部”，与pool搭配，七上介词场景应用。
72. us 解析：动词show后接宾格，we变us，指代“我们”，七上人称代词宾格考点。
73. that 解析：learn后接宾语从句，从句不缺成分，用that引导（可省略，但此处需填词），七上宾语从句引导词考点。
74. have made 解析：“这些经历让我意识到”，用现在完成时表“过去动作对现在的影响”，make的过去分词为made，七上现在完成时应用。
75. are 解析：festivals为复数主语，be动词用are，陈述客观事实用一般现在时，七上主谓一致考点。
三、书面表达（共10分）
参考范文
Invitation to "Sharing Chinese and Foreign Traditional Festivals"
Dear students from all countries,
Our school will launch the "Sharing Chinese and Foreign Traditional Festivals" project. Its theme is "Connect Cultures Through Festivals", and it will run from November 1 to 30, 2025.
We will have three activities: online festival story sharing, cross-country handicraft workshops (e.g., making dumplings and Christmas cookies), and cultural quiz competitions. Let's share and learn together!
We sincerely invite you to join us.
Yours,
The Student Union
October 20, 2025/ 让教学更有效 高效备考 | 英语学科
仁爱科普版2025年秋七年级上册期末培优测试卷
（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’s the difference between Chinese Spring Festival couplets and Western Christmas stockings
A. Couplets are red for good luck, while stockings are for gifts.
B. Couplets are used for eating, while stockings are for decoration.
C. Couplets are hung at Christmas, while stockings are for Spring Festival.
（ ）2. Why does the school’s nature club change their hiking plan from Saturday to Sunday
A. The forecast says Saturday will be rainy and dangerous for hiking.
B. Most members have a math competition on Sunday.
C. The park they planned to visit is closed on Saturday.
（ ）3. What skill does Tom think is most useful for joining the international festival exchange project
A. Playing the guitar—he can perform at the festival.
B. Speaking basic English—he can communicate with foreign students.
C. Cooking Chinese food—he can share dumplings with others.
（ ）4. How does Lucy feel about the new “eco-friendly Mid-Autumn Festival” activity at school
A. Excited—she can make mooncakes with less sugar and reusable boxes.
B. Worried—she thinks eco-friendly materials are too expensive.
C. Bored—she prefers traditional mooncakes in plastic boxes.
（ ）5. What can we infer about the dragon boat race from the conversation
A. It will be held on the school playground instead of the river.
B. Students need to wear life jackets to take part in the race.
C. The race is only for students in Grade 9, not Grade 8.
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 problem does the “Cross-Cultural Festival Club” face when preparing for the exhibition
A. They don’t have enough traditional costumes from foreign countries.
B. The school hall they booked is too small for all the exhibition booths.
C. Foreign students can’t join because the exhibition time conflicts with their exams.
（ ）7. What solution do they agree on to solve the problem
A. Borrow traditional costumes from the city’s cultural center.
B. Ask the school to provide a larger hall for the exhibition.
C. Change the exhibition time to next week after foreign students’ exams.
对话二（共 3 题）
（ ）8. What is the family planning to do for the upcoming “Nature & Festival” trip
A. Go to Yunnan to experience the Dai Water-Splashing Festival and visit rainforests.
B. Go to Xinjiang to celebrate the Grape Festival and hike in deserts.
C. Go to Sichuan to watch pandas and join the Lantern Festival.
（ ）9. What does the mother remind the children to bring for the trip
A. Warm jackets—even though it’s summer, the rainforest is cool in the morning.
B. Swimming suits—they need to swim in the river during the Water-Splashing Festival.
C. Sun hats—desert sun is strong and may cause sunburn.
（ ）10. How will the family go to Yunnan
A. By train—it’s cheaper and they can enjoy the scenery along the way.
B. By plane—it’s faster and saves time for more activities.
C. By car—they can stop to visit small towns on the way.
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 Li Hua do as an exchange student in Australia last month
A. She taught Australian students to make dumplings for Spring Festival.
B. She learned to celebrate Christmas with an Australian family and shared Chinese festivals.
C. She joined an Australian school’s nature club to plant trees in the desert.
（ ）12. What did the Australian family do to help Li Hua feel at home
A. They cooked Chinese food like fried rice every day.
B. They asked her to teach them to write Chinese Spring Festival couplets.
C. They bought her a red envelope with lucky money for Christmas.
（ ）13. What surprised Li Hua about Australian Christmas celebrations
A. They have Christmas dinners outdoors because it’s summer in December.
B. They put red couplets on the door like Chinese people do for Spring Festival.
C. They eat dumplings instead of turkey for Christmas dinner.
（ ）14. How did Li Hua feel when she shared Chinese lantern-making with her Australian classmates
A. Nervous—she was afraid they wouldn’t like the activity.
B. Proud—her classmates loved making lanterns and asked about the Lantern Festival.
C. Bored—she thought the classmates were not interested in Chinese culture.
（ ）15. What is the main purpose of this passage
A. To tell readers how to become an exchange student in Australia.
B. To introduce Li Hua’s experience of sharing Chinese culture and learning about Australian festivals.
C. To explain why Christmas is more popular than Spring Festival in Australia.
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 term, our school’s “International Club” organized a “Sino-US Festival Exchange” activity. I was the student leader, and it was a challenging but rewarding experience.
The goal was to let Chinese and US students share their traditional festivals. First, I had to form a team—10 Chinese students and 5 US exchange students. We held our first meeting in the school library. At first, communication was a little hard—some US students didn’t understand “Lantern Festival” or “zongzi”. I brought photos of lanterns and zongzi to explain. Soon, they started asking questions: “Do you have games during the Lantern Festival ” “What does zongzi taste like ” This made me realize that visuals help cross-cultural communication.
Next, we planned three activities. The first was a “Festival Story Corner”—US students talked about Christmas traditions, like hanging stockings and singing carols. One US student, Emma, played the guitar and led us in singing “Jingle Bells”. Chinese students shared the story of Qu Yuan and the Dragon Boat Festival. I told them how my family makes zongzi every year—Emma said she wanted to try making them.
The second activity was a “Hands-On Workshop”. We set up two booths: one for making dumplings (Spring Festival) and one for decorating Christmas cookies. I taught Emma to fold dumplings—her first dumpling was lopsided, but she laughed and kept trying. Emma taught me to decorate cookies with red and green icing. We took photos of our works and posted them on the school’s social media page.
The third activity was a “Festival Quiz Game”. We made questions like “What food do Chinese people eat on Mid-Autumn Festival ” and “What do US children hang by the fireplace on Christmas Eve ” Teams with both Chinese and US students worked together. My team won—we got a small prize: a book about international festivals.
After the activity, Emma told me, “I used to think Chinese festivals are only about food, but now I know they have rich stories.” This made me happy. Organizing the activity taught me three things: first, cross-cultural communication needs patience; second, hands-on activities help people understand each other better; third, festivals are a great way to connect different cultures. I hope to organize more such activities next term!
根据短文内容，选择最佳答案。
（ ）16. What was the goal of the “Sino-US Festival Exchange” activity
A. To help US students learn Chinese well.
B. To let Chinese and US students share their traditional festivals.
C. To organize a Christmas party for US exchange students.
D. To take Chinese students to the US to celebrate festivals.
（ ）17. How did the writer solve the communication problem with US students
A. She asked a teacher to translate for them.
B. She brought photos of festivals and food to explain.
C. She only talked about simple festival words in English.
D. She asked Chinese students to speak English all the time.
（ ）18. What did Emma do in the “Festival Story Corner”
A. She taught Chinese students to make zongzi.
B. She played the guitar and sang “Jingle Bells”.
C. She told the story of Qu Yuan.
D. She decorated Christmas cookies with icing.
（ ）19. Why did the writer’s team win the “Festival Quiz Game”
A. They were all Chinese students who knew more about festivals.
B. They worked together with both Chinese and US students.
C. They cheated by looking at the answers.
D. They were the only team that joined the game.
（ ）20. What did the writer learn from organizing the activity
A. Cross-cultural communication needs patience and hands-on activities help understanding.
B. US festivals are more interesting than Chinese festivals.
C. Only students who speak fluent English can organize international activities.
D. Festival activities are a waste of time for students.
B
China and Japan are neighboring countries with similar but different festival cultures. The chart below compares three important festivals in both countries, focusing on their dates, activities, and cultural meanings.
Festival China Japan
New Year Festival Date: Lunar January 1stActivities: Eat dumplings, give lucky money, set off fireworksMeaning: Welcome new beginnings, wish for good luck Date: January 1st (solar)Activities: Eat “osechi” (traditional New Year food), visit temples, write “New Year’s resolutions”Meaning: Reflect on the past year, hope for a good new year
Mid-Autumn Festival / Tsukimi (Moon-Viewing Festival) Date: Lunar August 15thActivities: Eat mooncakes, watch the full moon, tell Chang’e storiesMeaning: Celebrate harvest, family reunion Date: Lunar August 15th or September 15thActivities: Eat “tsukimi dango” (sweet rice balls), display pampas grass, watch the moonMeaning: Appreciate the moon’s beauty, give thanks for harvest
Dragon Boat Festival / Boys’ Festival (Tango no Sekku) Date: Lunar May 5thActivities: Race dragon boats, eat zongzi, hang mugwortMeaning: Remember Qu Yuan, avoid bad luck Date: May 5th (solar)Activities: Fly carp streamers, display samurai dolls, eat “kashiwa mochi” (rice cakes)Meaning: Wish for boys’ health and courage
China’s New Year Festival (Spring Festival) is the most important festival. Families travel long distances to reunite for the New Year’s Eve dinner. Dumplings are a must—their shape looks like ancient Chinese gold ingots, symbolizing wealth. Parents give children red envelopes with lucky money, which is believed to bring good luck. Fireworks are set off at midnight to “scare away evil spirits”.
Japan’s New Year (Shogatsu) is on January 1st. Families eat “osechi”—a box of small dishes like fish, vegetables, and rice cakes. Each dish has a meaning: for example, shrimp symbolizes long life. Many people visit temples to pray for good health. Children write “New Year’s resolutions” like “study harder” or “help family more”.
China’s Mid-Autumn Festival and Japan’s Tsukimi are both moon-viewing festivals. In China, families sit outdoors to watch the full moon and eat mooncakes—some have lotus seed or egg yolk fillings. Parents tell children the story of Chang’e, a lady who lives on the moon. In Japan, people display pampas grass (which represents autumn) and eat “tsukimi dango”. They sit quietly to appreciate the moon, often with green tea.
China’s Dragon Boat Festival remembers Qu Yuan, a loyal poet. Dragon boat races show teamwork, and zongzi are thrown into rivers (in tradition) to stop fish from eating Qu Yuan’s body. Japan’s Boys’ Festival is for boys—carp streamers represent courage (carp swim upstream), and samurai dolls symbolize strength.
These festivals show that while China and Japan have similar festival themes (harvest, new beginnings), their activities and cultural meanings are unique. Learning about them helps us understand both cultures better.
根据短文及图表内容，选择最佳答案。
（ ）21. What is the date of Japan’s New Year Festival
A. Lunar January 1st. B. January 1st (solar).
C. Lunar August 15th. D. May 5th (solar).
（ ）22. What do Chinese families eat on the Mid-Autumn Festival
A. Mooncakes. B. Tsukimi dango.
C. Osechi. D. Kashiwa mochi.
（ ）23. What does the carp streamer symbolize in Japan’s Boys’ Festival
A. Wealth and good luck. B. Long life and health.
C. Courage and strength. D. Harvest and reunion.
（ ）24. What is a common theme of China’s and Japan’s compared festivals
A. Remembering ancient poets.
B. Celebrating harvest and new beginnings.
C. Wishing for boys’ courage.
D. Setting off fireworks at midnight.
（ ）25. What does the underlined word “them” in the last paragraph refer to
A. The festival themes of China and Japan.
B. The traditional foods of China and Japan.
C. The compared festivals of China and Japan.
D. The dragon boats and samurai dolls.
C
In today’s fast-paced modern life, many traditional festivals are losing their charm. Young people prefer to celebrate Western festivals like Christmas or Halloween, and some traditional activities are forgotten. But this doesn’t mean we should abandon traditional festivals—instead, we should let them keep up with modern life to stay alive.
First, updating traditional activities makes festivals more attractive to young people. For example, the Lantern Festival used to only have lantern riddles and tangyuan. Now, many cities hold “light shows” with colorful LED lanterns. Young people can take photos with the lanterns and share them on social media. Some schools organize “lantern-making workshops” with modern designs, like cartoon-shaped lanterns. These changes make the Lantern Festival fun for young people, while still keeping its core meaning of reunion.
Second, combining traditional festivals with modern values helps them stay relevant. Traditional festivals often have values like family love and respect for nature. We can link these to modern issues. For example, the Mid-Autumn Festival is about harvest and family. Now, some families have “eco-friendly mooncakes”—made with less sugar and packed in reusable boxes. This combines the festival’s tradition with modern environmental protection values. Young people are more willing to join when they see festivals care about issues they care about.
Third, using technology to spread traditional festival culture helps reach more people. In the past, we only celebrated festivals with family. Now, we can have online activities: for example, during the Spring Festival, people send digital red envelopes or hold online family dinners with relatives who live far away. During the Dragon Boat Festival, schools live-stream dragon boat races so students who can’t attend can watch. Technology makes traditional festivals more accessible.
Some people say, “Changing traditional festivals will make them lose their history.” But this is not true. We only update the form, not the core meaning. For example, LED lanterns are a new form, but the Lantern Festival’s meaning of reunion remains. The key is to balance tradition and modernity.
In short, traditional festivals are precious parts of our culture. To keep them alive, we need to let them keep up with modern life. By updating activities, combining with modern values, and using technology, we can make traditional festivals popular for generations to come.
根据短文内容，选择最佳答案。
（ ）26. What is the writer’s opinion on traditional festivals
A. They should be abandoned because young people prefer Western festivals.
B. They should keep up with modern life to stay alive.
C. They should stay exactly the same to keep their history.
D. They are only for old people and not worth celebrating.
（ ）27. How do cities make the Lantern Festival more attractive to young people
A. They stop holding lantern riddle activities.
B. They hold “light shows” with LED lanterns and modern design workshops.
C. They only let old people celebrate the festival.
D. They replace tangyuan with Western food like cookies.
（ ）28. What is “eco-friendly mooncakes” an example of
A. Combining traditional festivals with modern environmental values.
B. Abandoning traditional festival food for modern food.
C. Using technology to spread festival culture.
D. Making traditional festivals more expensive.
（ ）29. How does technology help spread traditional festival culture
A. It lets people send digital red envelopes and watch live-streamed races.
B. It makes traditional activities more difficult to join.
C. It replaces family gatherings with online games.
D. It stops people from celebrating festivals in person.
（ ）30. What is the key to keeping traditional festivals alive
A. Changing their core meaning to fit modern life.
B. Abandoning old activities and only keeping new ones.
C. Balancing tradition and modernity.
D. Only celebrating them with family in person.
D
“Global Festival Bridges” Youth Exchange Project Guide
About the Project
This project connects 13-18-year-olds from China, the US, Japan, and Brazil to share traditional festivals and build cross-cultural friendship. It runs for 8 months (March-October 2025).
Project Phases
Phase Time Activities Goals
1: Online Learning March-April Weekly online classes (1 hour): Learn about 4 countries’ festivals (e.g., China’s Spring Festival, Brazil’s Carnival). Group discussions: Share your hometown’s festival traditions. Understand basic festival cultures of partner countries.
2: Local Practice May-June Organize a small festival event in your school (e.g., Chinese students hold a zongzi-making workshop; US students hold a Christmas cookie party). Take photos/videos and share with international partners. Practice sharing your culture locally.
3: International Exchange July-August 10-day trip to one partner country (e.g., Chinese students visit the US; US students visit Japan). Join local festival activities (e.g., watch Brazil’s Carnival parade, celebrate Japan’s Tsukimi). Experience foreign festivals in person.
4: Project Show September-October Create a “Festival Culture Album” (photos, stories, artworks) with your international team. Hold an online show to share the album with schools worldwide. Spread cross-cultural festival knowledge.
Eligibility & Application
Who Can Join: 13-18-year-olds; interested in cross-cultural communication; can speak basic English.
Application Materials:
a.A 300-word essay: “My Favorite Hometown Festival”.
b.A short video (2-3 minutes): Show one festival activity (e.g., making dumplings).
Deadline: February 28, 2025.
Apply Online: www.globalfestivalbridges.org/apply
Tips for Success
Be active in online discussions—ask your partners questions about their festivals.
Take clear photos/videos of your local event—they will be in your album.
Learn 2-3 basic phrases in your partner’s language (e.g., “Happy Spring Festival” in Chinese for US partners).
Join us to build “bridges” between cultures through festivals!
根据指南内容，选择最佳答案。
（ ）31. How long does the “Global Festival Bridges” project run
A. 4 months. B. 6 months. C. 8 months. D. 10 months.
（ ）32. What do students do in Phase 2 (Local Practice)
A. Take online classes about foreign festivals.
B. Organize a local festival event and share photos/videos.
C. Travel to a partner country to experience foreign festivals.
D. Create a “Festival Culture Album” with international partners.
（ ）33. What language skill do students need to join the project
A. Fluent Japanese. B. Basic English.
C. Advanced Chinese. D. Simple Portuguese.
（ ）34. What is included in the application materials
A. A 300-word essay about the applicant’s favorite hometown festival.
B. A letter of recommendation from the school principal.
C. A ticket to a foreign festival.
D. A list of foreign friends the applicant has.
（ ）35. What is a tip for success in the project
A. Avoid asking partners questions about their festivals.
B. Take clear photos/videos of the local event.
C. Don’t learn foreign phrases—only speak English.
D. Create the “Festival Culture Album” alone without partners.
（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 exhibition helps students understand how traditional festivals can blend with modern life. Here are 5 steps to plan it:
First, set a clear exhibition theme. 36 A good theme could be “Tradition Meets Modern: Festivals for Today’s Youth”. It shows the balance between old and new, and attracts students’ interest. Avoid themes that only focus on either tradition or modernity.
Second, divide the exhibition into sections. 37 For example: “Traditional Roots” (show old photos of festival activities, like 1980s Spring Festival couplets), “Modern Updates” (display LED lanterns, eco-friendly mooncakes), and “Youth Creations” (show students’ modern festival designs, like cartoon zongzi). Sections help visitors follow the exhibition logic.
Third, collect exhibition materials. 38 Ask students to bring old festival items (e.g., their grandparents’ Spring Festival red envelopes) or make modern works (e.g., painted LED lanterns). You can also borrow traditional festival artifacts from the local cultural center, like ancient mooncake molds.
Fourth, add interactive activities. 39 Set up a “Modern Lantern-Making” station (let visitors make lanterns with LED lights) or a “Festival Quiz” (questions about both traditional and modern festival facts). Interactive activities make the exhibition engaging, not just a display.
Fifth, promote the exhibition. Use school posters, social media, and morning announcements. Invite local festival experts to give short talks during the exhibition—they can share how festivals evolve. After the exhibition, collect feedback to improve future events.
A. The theme should highlight the blend of traditional and modern elements.
B. Don’t divide into sections—mix all materials to make it more fun.
C. Materials can come from students, families, and local cultural centers.
D. Interactive activities let visitors take part and learn through doing.
E. Clear sections help visitors understand the exhibition’s message.
40.What modern update will you add to the Dragon Boat Festival for the exhibition 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。
Last summer, I went to Brazil with my parents to experience Carnival—the most famous festival in Brazil. It was my first time in a South American country, and every moment was full of 41______ .
Carnival is held every year 42______ Lent (a Christian period). The streets of Rio de Janeiro were crowded with people wearing 43______ costumes. Some dressed up as animals, while others wore feathers and glitter. My favorite costume was a lady’s—she looked like a tropical 44______ with a long, bright tail. I wanted to take a photo with her, but I was too 45______ at first. My mom 46______ me: “Go ahead! She’ll be happy to share the joy.” I walked over, and she smiled and posed with me. I felt so happy!
The most amazing part was the 47______ parade. Samba is a fast, 48______ dance from Brazil. Schools and communities have samba teams—each team has 100+ members. They danced on large floats, and the music was so loud that everyone wanted to 49______ .
During Carnival, people share food and drinks. We tried “feijoada”—a traditional Brazilian dish with beans and meat. It was spicy but 50______ . We also drank “caipirinha”—a drink made with lime and sugar. My mom told me that sharing 51______ is a big part of Brazilian culture—it’s a way to 52______ friends and strangers alike.
On the last day of Carnival, there was a 53______ show over the sea. The sky turned red, yellow, and blue—like the Brazilian flag. I stood with Carlos and his family, watching the fireworks. Carlos said, “Carnival is about joy and 54______ . No matter where you’re from, you’re part of the celebration.”
This trip taught me that festivals are not just about 55______ —they’re about bringing people together. I also learned to be more confident in talking to strangers. I hope to come back to Brazil someday to experience Carnival again.
（ ）41. A. boring B. exciting C. tiring D. difficult
（ ）42. A. before B. after C. during D. between
（ ）43. A. simple B. colorful C. black D. white
（ ）44. A. flower B. animal C. bird D. tree
（ ）45. A. happy B. shy C. angry D. sad
（ ）46. A. discouraged B. encouraged C. stopped D. warned
（ ）47. A. samba B. tango C. waltz D. hip-hop
（ ）48. A. slow B. quiet C. lively D. soft
（ ）49. A. sing B. dance C. eat D. sleep
（ ）50. A. easy B. hard C. delicious D. terrible
（ ）51. A. food B. drinks C. clothes D. toys
（ ）52. A. connect with B. argue with C. compete with D. fight with
（ ）53. A. sun B. moon C. stars D. fireworks
（ ）54. A. unity B. sadness C. anger D. loneliness
（ ）55. A. games B. traditions C. money D. books
（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. The “Global Festival Bridges” project helps build ______（跨文化的）friendship between youth from different countries.
57. We should ______（平衡）traditional festival elements with modern life to keep festivals alive.
58. Brazilian Carnival is famous for its lively ______（桑巴）parades and colorful costumes.
59. The local cultural center lent us ancient mooncake ______（模具）for the festival exhibition.
60. Sharing food is a way to ______（连接）people, no matter if they are friends or strangers.
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. During the “Sino-US Festival Exchange”, we used v______ (photos, videos) to help foreign students understand Chinese festivals.
62. Japan’s Tsukimi Festival is a time to a______ the moon’s beauty and give thanks for harvest.
63. Eco-friendly mooncakes are packed in r______ boxes instead of plastic ones to protect the environment.
64. The key to keeping traditional festivals alive is to update their form, not their c______ meaning.
65. Brazilian Carnival’s samba music is so l______ that everyone wants to dance to it.
（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。
I 66 (take) part in many cross-cultural festival activities this term, and each one taught me something new.
In March, I joined 67 online workshop about Japanese Tsukimi. A Japanese student 68 (teach) us to make “tsukimi dango”. She said that dango symbolizes the full moon. I didn’t make dango before, so I asked her many 69 (question). She 70 (patient) explained each step, and finally, my dango looked good!
In May, our school held a “Dragon Boat & Boys’ Festival” day. We raced small dragon boats 71 the school pool, and Japanese students showed 72 (we) their samurai dolls. I learnt 73 both festivals are on May 5th, but they have different meanings.
These experiences 74 (make) me realize that festivals 75 (be) a great way to learn about other cultures.
三、书面表达（共 10 分）
学校计划发起 “中外传统节日共享” 项目，邀请多国学生线上交流节日文化。请你根据以下内容写一份邀请信，包含核心要素。要求：
1.包含项目主题、时间、3 项具体内容（如线上节日故事分享、跨国手工工作坊、文化问答竞赛）；
2.语言通顺，逻辑清晰，体现 “跨文化共享” 理念；
3.70-90 词左右。
