9年级上学期原创累积非听力测评。材料未在前课例题中出现；场景、人物和数据均为学习任务自编，不是实际活动通知。
学习目标
- 独立完成本学期及前置知识的陌生语篇读写任务。
- 为答案写出可核对的语法理由或原文证据，并识别范围限制。
- 依照分项量表评分，使用补救链接订正后再以陌生材料复测。
核心讲解
本卷20个编号任务，每题5分，合计100分。第1—16题为基础区80分，至少64分并订正错因视为达到基础训练门槛；第17—20题为迁移区20分。冲刺目标为全卷95分以上，且能够解释证据、在另一份陌生材料中复现表现。它们不是中考成绩保证，也不能换算为含听力整卷成绩。
先独立完成再展开答案。非写作题除答案外均写一句理由或原文依据，理由已包含在5分内；开放题按内容、语言和连贯量表计分，示例不唯一。建议给自己一个与篇幅相称的训练时段，记录实际用时，再依据错因调整；本卷不规定官方考试时长。不要预读参考答案来制造分数。
例题解析
仅示范评分方法，不属于本卷20题：短文说“Among ten students, only two stayed”。问“是否所有学生留下？”答“不是，因为only two仅指两人”同时给出判断和范围证据；若只写“不是”，判断分可得，证据分未完成。开放写作先核对要点，再看句子与组织，不要求与范文逐字相同。
练习
材料一 完形选择（第5—6题各含两空）
Our group designed a poster stand from used cardboard. At first, it looked attractive, but it fell over when we placed a heavy poster on it. We felt (5a), so we checked the base instead of decorating it again. One member suggested making the base wider. After this change, the stand stayed upright during our classroom test. We were pleased, but our teacher asked us not to call it “perfect”. We had tested only one poster in one room. We needed more (5b) before making a broad claim. We therefore wrote both the successful result and the (6a) in our report. The project taught us that admitting what we do not know can make an explanation more (6b).
材料二 词库填空（第7—8题各含两空）
词库：they / carefully / decide / strong / empty / compare。每词最多用一次，允许必要语法变化。 Last week, another group (7a) to test two bridge models. The students recorded the starting conditions (7b). They (8a) the weights the models could hold. One model was (8b) than the other in this test, but the group did not claim that it would perform better under every condition.
材料三 原创展览公告（第9—12题）
Student Design Day Friday, 2:00–4:00, main hall. Exhibitors must arrive at 1:30. Visitors may enter from 2:00. Each group has a table no wider than one metre. Electrical models must be checked by a teacher before they are displayed. Visitors can ask questions, but must not operate a model without permission. If a group cannot bring its model safely, photographs and a written explanation are acceptable.
材料四 原创观察报告（第13—14题）
The first visitors to a music display walked past a screen showing long paragraphs. Few stopped to read. The students shortened the text and added a diagram of a simple rhythm pattern. More visitors then asked questions. The students thought that clearer information had helped, but they also noticed that the hall was busier later in the afternoon. Their final report mentioned both changes. They suggested trying the two versions at similar times before deciding how much the new design alone had changed visitor behaviour.
材料五 三选二还原（第15—16题）
A class wanted to share local memories. (15) Some students brought photographs, while others wrote short accounts of everyday events. They checked the descriptions with the people involved before displaying them. (16) The display did not claim to represent every family in the town. A. This helped reduce mistakes in names, dates and details. B. Every old photograph tells exactly the same story. C. It invited students to contribute objects or stories from home.
材料六 书面对话（第17—18题）
A: Our model is difficult to transport safely. Do we have another option? B: (17) A: Great. When must exhibitors arrive? B: (18)
1. G9A-CHECK-E01（5分）
按过去之前填写：By the time the visitors arrived, the group ___ (finish) the display. 明确先完成后到访。
2. G9A-CHECK-E02（5分）
填当前进行被动：The model ___ (check) by a teacher now.
3. G9A-CHECK-E03（5分）
改错：I wonder how does the device work.
4. G9A-CHECK-E04（5分）
填词形：The exhibition was a great ___ (succeed).
5. G9A-CHECK-E05（5分）
材料一选5a和5b：5a A disappointed B proud C relaxed D certain；5b A decoration B evidence C noise D space。
6. G9A-CHECK-E06（5分）
材料一选6a和6b：6a A price B invitation C limitations D colours；6b A expensive B reliable C musical D rapid。
7. G9A-CHECK-E07（5分）
填写材料二7a和7b。
8. G9A-CHECK-E08（5分）
填写材料二8a和8b。
9. G9A-CHECK-E09（5分）
展览者规定到场时刻、访客最早入场时刻分别是什么？
10. G9A-CHECK-E10（5分）
1.2米宽桌子是否合规则？为什么？
11. G9A-CHECK-E11（5分）
电动模型展示前必须做什么？访客是否可自由操作？
12. G9A-CHECK-E12（5分）
无法安全运送实物模型时，有何替代形式？
13. G9A-CHECK-E13（5分）
材料四为何不能把后期提问增多完全归因于新图文设计？
14. G9A-CHECK-E14（5分）
材料四提出怎样的后续比较？作者态度属于何种？
15. G9A-CHECK-E15（5分）
填材料五(15)并说明承接。
16. G9A-CHECK-E16（5分）
填材料五(16)并说明This指代。
17. G9A-CHECK-E17（5分）
补材料六(17)，依据公告。
18. G9A-CHECK-E18（5分）
补材料六(18)，明确身份所对应时间。
19. G9A-CHECK-E19（5分）
为展示模型写两条英文限制说明：仅室内测过，尚未确认室外表现；不要暗示绝对安全。
20. G9A-CHECK-E20（5分）
写100—120词报告一次虚构设计测试，含初始问题、改进、观察结果、未验证范围与下一步。
参考答案与解析 · 完成练习后展开
参考答案与解析
1. G9A-CHECK-E01 答案
had finished。早于过去arrived参照，过去完成时。形式3分，时间关系2分。
2. G9A-CHECK-E02 答案
is being checked。model受事，now过程，单数用is。形式3分，时间/语态2分。
3. G9A-CHECK-E03 答案
I wonder how the device works. 宾语从句陈述语序，去does并用works。修改3分，说明2分。
4. G9A-CHECK-E04 答案
success。a great后需名词。形式3分，句法2分。
5. G9A-CHECK-E05 答案
5a A，倒下引失望；5b B，扩大结论需更多证据。两空各1.5分，各证据1分，共5分。
6. G9A-CHECK-E06 答案
6a C，一屋一海报为局限；6b B，承认不确定使说明更可靠。两空各1.5分，各理由1分。
7. G9A-CHECK-E07 答案
decided；carefully。last week过去，decide to test；recorded用副词修饰。各形式1.5分，各理由1分。
8. G9A-CHECK-E08 答案
compared；stronger。过去记录后的比较用compared，than需stronger。各形式1.5分，各说明1分。
9. G9A-CHECK-E09 答案
展览者must arrive1:30；访客may enter from2:00。每个时间2分，角色与义务/允许区分1分。
10. G9A-CHECK-E10 答案
不合，no wider than one metre最多1米，1.2超过。判断2分，数字范围3分。
11. G9A-CHECK-E11 答案
须教师检查；访客需permission才能操作。两项各2分，规则范围1分。
12. G9A-CHECK-E12 答案
照片加书面说明。photographs与written explanation各2分，说明可接受替代1分。
13. G9A-CHECK-E13 答案
同时人流也变多，是另一可能影响因素；两项因素变化，无法隔离设计单独影响。另一因素2分，因果限制3分。
14. G9A-CHECK-E14 答案
在相近时段比较两版本；谨慎/认可可能好处但保留验证。办法3分，态度及理由2分。
15. G9A-CHECK-E15 答案
C。前句class要分享地方记忆，It指class，邀请家庭故事引出后句不同贡献。选择3分，衔接2分。
16. G9A-CHECK-E16 答案
A。This指向相关人核对描述的行为，减少姓名日期细节错误；B无依据绝对化。选择2分，指代和排除3分。
17. G9A-CHECK-E17 答案
You can bring photographs and a written explanation instead. 两类替代内容3分，表达2分。
18. G9A-CHECK-E18 答案
Exhibitors must arrive at one thirty./At 1:30. 时间3分，展览者而非访客依据2分。
19. G9A-CHECK-E19 答案
The model has only been tested indoors. Its performance outside has not yet been checked. 两条信息各2分，完成被动及范围1分。
20. G9A-CHECK-E20 答案
示例：Our group made a cardboard stand for a classroom poster. The first version looked neat, but it fell when we placed a heavier poster on it. We checked the base and decided to make it wider. The second version stayed upright during our next test. However, we used only one poster in the same room, so the result does not prove that the stand will work everywhere. We have not tested it near an open window or with several poster sizes. Our next step is to compare those conditions while keeping clear records. The project showed us that reporting a limitation is part of explaining a design honestly. 内容2分，时态/语态/连接2分，证据与限制1分。
错因定位与补救
| 题号 | 优先检查 | 回课链接 |
|---|---|---|
| 1—4 | 时间参照、语态、从句和词形 | g9a-01、g9a-02、g9a-03、g9a-04 |
| 5—8 | 完形选择与词库变形 | g9a-05、g9a-06 |
| 9—16 | 规则范围、推断、还原 | g8a-07、g8b-07、g9a-07 |
| 17—20 | 对话回应、限制与报告写作 | g8a-08、g8b-08、g9a-08 |
订正时先写自己误用的规则或遗漏的证据，再写正确解释。基础不足先回对应讲解和例题，不以抄答案替代复习；达到95也应换陌生文本复测。词汇范围见本站已讲词汇索引；它仅统计实际呈现的教学词条，不冒充教材或课标完整词表。