Unit 3 To be a good learner Integration 课后练习2026-2027学年译林版英语八年级上册

Unit 3 To be a good learner Integration 课后练习 学校:___________姓名：___________班级：___________考号：___________ 一、翻译 1．________ /ˈspelɪŋ/ n. 拼写 2．________ /ˈnɪəbaɪ/ n. 附近；adj. 附近的 3．________ /rɪˈpiːt/ vt. 重复 4．________ /ˈtʊərɪst/ n. 游客；观光者 5．尽可能…… ________ 6．而不是 ________ 7．令某人惊讶的是 ________ 8．写下 ________ 9．专注于做某事 ________ 10．试一试 ________ 二、用所给单词的正确形式填空 11．We had better ________ (develop) good reading habits. 12．It takes the boy three days ________ (read) the English book. 13．We enjoyed ________ (we) at the school picnic in the park. 14．She studies hard and always does her homework very _________(care). 15．There are many ________ (amaze) films at the local cinema. 16．The old man walked even ________ (slow) along the street, enjoying the warm sunshine. 17．If you want to learn English well, ________ (pronounce) is well worth paying attention to. 18．You can hear students read English or Chinese ________ (loud) in the classroom every day. 19．To ________ (we) surprise, the quiet new student turned out to be an amazing singer during the talent show. 三、选词填空 从方框中选择适当的单词或短语并用其适当形式填空，每个单词或短语限用一次。 read; surprise; success; hard; wake; final; get; spirit; in order to; focus on It is true that hard workers are always fighting against the attraction of sleep. The allusion (典故) xuan liang ci gu, which means tying one’s hair to the house beam (房 梁) and stabbing one’s thigh (大腿) with a sharp tool, tells two stories about the hard experiences of keeping 20 In the Eastern Han Dynasty, there was a famous politician named Sun Jing, who really enjoyed studying, even in the evening. 21 fall asleep when he was reading at night, Sun thought of a special way that would help him. He tied his hair to the beam while 22 . Then.if he felt sleepy, his hair would be pulled upward by the rope and the pain would wake him up. Before you are 23 by Sun’s action, the story of Su Qin, another celebrated man who lived in the Warring States Period, was more shocking. According to Strategies of the Warring States (《战 国 策 》), when Su was young, he failed so many times 24 a governmental position that he even let his family down. So he decided to work 25 . When he felt sleepy at night, he used a sharp tool to stab at his thigh so that he woke up and 26 reading again. Certainly, Su’s hard work was rewarded. 27 , he realised his dream and became 28 . Then, people joined Su’s story with Sun’s and created the allusion xuan liang ci gu. At present, although we are not supposed to follow their actions, their amazing 29 of learning are still meaningful and encouraging. 四、阅读理解 Last week, my colleague (同事) Mary told me she had just spent two hours explaining to her students how to use the word “as”. I asked her if her students would be able to use the word correctly in everyday conversations after all of her great effort (努力). Her answer, interestingly, was, “Probably not.” I began to wonder whether it was worth it to spend so much time teaching grammar rules to students. Indeed, grammar is important. It controls how words are put together in order to form sentences. For years, many teachers have been tirelessly explaining grammar rules to their students before giving them plenty of exercises to do. In recent years, however, more and more studies have found that, for most language learners, studying grammar rules is not that important. Some researchers even consider it to be a waste of time. This has left some young teachers to wonder: Should I be teaching grammar to my students? In my opinion, students should be taught grammar. However, I don’t think grammar should be considered as a separate “skill” or “course”. For the past two years, I have created situations in which my students feel a need to use good grammar in order to communicate properly in English. I leave them to discover the grammar rules on their own. Meanwhile, I encourage them to use English as much as possible outside of the classroom. I believe that, to become good at English, the most important thing is to spend enough time practising speaking it. I won’t ever spend two hours explaining a grammar rule. It will only make my students fall asleep rather than improve their English. 30．What can we learn from Paragraph 1? A．Teaching grammar is difficult. B．Teaching grammar is very interesting. C．Mary is good at teaching grammar. D．Mary’s students could use “as” correctly. 31．What’s grammar used for? A．Doing exercises. B．Forming sentences. C．Making rules. D．Explaining reasons. 32．How does the writer teach grammar? A．By spending time explaining grammar rules. B．By helping students discover grammar rules. C．By using English as much as possible. D．By making his students fall asleep. 五、任务型阅读 阅读下面短文，简略回答问题。 What’s the fastest and most effective (有效的) way to learn? What’s the secret to remembering what you learn? The “learning pyramid (金字塔)” suggests that students only remember 5% from lectures (讲座). They remember 10% of what they read from textbooks, but get nearly 90% of what they learn through teaching others. The most common form of teaching others is peer tutoring (同伴辅导). It is a really fun and helpful way to learn. It means that we teach each other and help each other. We like peer tutoring because it makes learning more exciting and it makes us feel like we are part of a team. To do peer tutoring, we can take turns being the teacher. The teacher explains a subject, and the student tries to understand it. If the student doesn’t get it right away, the teacher helps them understand it. It’s important to ask questions and give positive feedback (积极反馈) to each other. Then, they can both learn and have fun at the same time. Peer tutoring is really good for our brains because it helps us remember things better. When we teach others, we have to think about it really hard to make sure we explain it right. And when others teach us, we need to listen carefully and try to understand what they’re saying. This helps us learn better. So if you’re looking for a way to make learning more fun and effective, try peer tutoring! You’ll be surprised at how much you can learn from each other. 33．What can the students remember 10% of? 34．Why do we like peer tutoring? 35．How do we do peer tutoring? 36．What do we need to do when others teach us? 37．Do you like learning by teaching others? Why or why not? 六、书面表达 38．假设你们学校英文报正在举办以“如何成为一名好的学习者”为主题的征文活动，请根据以下问题，以“How to be a good learner”为题，写一篇英语短文投稿。 1. What do you think makes a good learner? 2. What good learning habits do you have? 3. What advice would you give to other students? 要求： 1. 短文需包含所有问题要点，并适当发挥; 2. 词数100左右。 How to be a good learner ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 《Unit 3 To be a good learner Integration 课后练习》参考答案 题号 30 31 32 答案 A B B 1．spelling 2．nearby 3．repeat 4．tourist 【详解】1．spelling“拼写”，名词。故填spelling。 2．nearby“附近”，名词；“附近的”，形容词。故填nearby。 3．repeat“重复”，动词。故填repeat。 4．tourist“游客；观光者”，名词。故填tourist。 5．as…as possible 6．rather than/instead of 7．to one’s surprise 8．write down 9．focus on doing sth 10．have a try 【详解】5．尽可能……：as…as possible，固定搭配。故填as…as possible。 6．而不是：rather than，固定搭配；instead of，介词短语。故填rather than/instead of。 7．令某人惊讶的是：to one’s surprise，介词短语。故填to one’s surprise。 8．写下：write down，动词短语。故填write down。 9．专注于做某事：focus on doing sth，focus on动词短语，介词“on”后需接名词或动名词作宾语，因此“做某事”应用动名词形式“doing sth”。故填focus on doing sth。 10．试一试：have a try，动词短语。故填have a try。 11．develop 【详解】句意：我们最好养成良好的阅读习惯。句中固定搭配had better后接动词原形，表示“最好做某事”，符合语境，故填develop。 12．to read 【详解】句意：这个男孩花了三天时间读完这本英语书。 固定句型It takes sb. some time to do sth.意为“花费某人多长时间做某事”。句型中要用动词不定式作真正的主语，it为形式主语，故填to read。 13．ourselves 【详解】句意：我们在公园的学校野餐中玩得很开心。“enjoy”的固定用法“enjoy oneself”，意为“玩得开心”。主语是“we”，对应的反身代词是“ourselves”。故填ourselves。 14．carefully 【详解】句意：她学习努力，总是很认真地做作业。此处修饰动词短语“does her homework”，要用副词。“care”的副词形式是“carefully”，表示“仔细地、认真地”。故填carefully。 15．amazing 【详解】句意：当地电影院有很多精彩的电影。此处修饰名词“films”，要用形容词，“amaze”的形容词形式为“amazed/ amazing”，“amazing”表示“令人惊奇的，精彩的”，修饰物；“amazed”一般用来修饰人。故填amazing。 16．more slowly 【详解】句意：这位老人沿着街道走得甚至更慢了，享受着温暖的阳光。句中walked是动词，需要用副词修饰，slow的副词形式是slowly，even用来修饰比较级，slowly的比较级为more slowly。 17．pronunciation 【详解】句意：如果你想学好英语，发音很值得注意。pronounce是动词，“发音”。本句空格在主语位置，需要填名词形式，pronounce的名词是pronunciation。 18．loudly 【详解】句意：每天你都能听见学生们在教室里大声朗读英语或汉语。空格修饰动词read（朗读），修饰动词要用副词，所以loud变为loudly，意为“大声地”。 19．our 【详解】句意：令我们惊讶的是，这位文静的新生在才艺表演中竟然是一位出色的歌手。根据固定短语to one’s surprise（令某人惊讶的是）可知此处要用形容词性物主代词，we是主格，形容词性物主代词是our。故填our。 20．awake 21．In order not to 22．reading 23．surprised 24．to get 25．harder 26．focused on 27．Finally 28．successful 29．spirits 【导语】本文是一篇记叙文。文章主要讲述了“悬梁刺股”这一典故中孙敬和苏秦刻苦学习的故事，并赞扬了他们值得学习的精神。 【详解】20．句意：“悬梁刺股”这一典故，意为将头发绑在房梁上，用尖锐的工具刺入大腿，讲述了两个关于保持清醒的艰苦经历的故事。根据“The allusion xuan liang ci gu,”可知，该处指的是“保持清醒”，keep后面需要形容词；wake是动词“醒来”，变为形容词awake（醒着的）；keep awake表示“保持清醒”，对应对抗睡意的语境。 21．句意：为了在晚上读书时不睡着，孙想出了一个特别的办法。此处表示目的，位于句首，首字母需大写，in order to（为了）的否定形式in order not to（为了不……），引出孙敬想办法悬梁的目的，贴合下文他把头发系在房梁的做法。 22．句意：他在读书时把头发系在房梁上。根据前文“when he was reading at night”可知是“读书”，备选词read符合题意，while后接动词-ing 形式表示正在进行的状态，read的现在分词为reading。 23．句意：在你被孙敬的行为惊讶之前，战国时期另一位著名人物苏秦的故事更加令人震惊。根据“was more shocking”可知该处指的是“惊讶”，备选词surprise符合题意，此处考查be surprised by，意为“被……惊讶”，surprise的形容词形式为surprised，修饰主语you。 24．句意：据《战国策》记载，苏年轻时屡次未能获得官职，甚至让家人失望。根据“he even let his family down”可知苏秦年轻时屡次未能获得官职，备选词get“得到”符合题意，此处考查“fail to do sth.”，意为“未能做某事”，因此用不定式to get。 25．句意：于是他决定更加努力地学习。前文提到苏年轻时屡次未能获得官职，甚至让家人失望，及下文提到他用尖锐的工具刺向大腿，可知他决定更加努力学习；此处修饰动词work，需用副词，备选词hard意为“努力地”，符合题意，该处指的是“更加努力”，用比较级harder。 26．句意：每当晚上感到困倦时，他就会用尖锐的工具刺向大腿，这样就能醒来，重新集中注意力阅读。根据“When he felt sleepy at night, he used a sharp tool to stab at his thigh so that he woke up”可知是“重新集中注意力阅读”，备选词focus on意为“专注于”，符合题意；and 连接并列谓语，前文woke为过去式，此处也需用过去式focused on。 27．句意：最终，他实现了自己的梦想，并取得了成功。前面写苏秦刻苦奋斗的过程，后面写梦想成真。final形容词，变为副词Finally（最后，终于）放在句首，修饰整个句子，表示经过努力之后最终的结果，首字母大写。 28．句意：最终，他实现了自己的梦想，并取得了成功。根据“he realised his dream”可知，苏秦取得了成功，备选词success符合题意；become为系动词，后接形容词作表语，success的形容词形式为 successful。 29．句意：目前，尽管我们不应效仿他们的行为，但他们令人惊叹的学习精神仍然意义深远且鼓舞人心。此处指他们惊人的学习精神依然有激励意义，谓语动词are表明主语为复数，spirit“精神”，其复数形式为spirits。 30．A 31．B 32．B 【导语】本文是一篇议论文，作者通过同事 Mary 的教学案例引出话题，探讨了语法教学的重要性及自己的教学方法，主张让学生在情境中自主发现语法规则并多练习口语。 【详解】30．根据第一段“Mary told me she had just spent two hours explaining…Her answer, interestingly, was, ‘Probably not.’”可知，Mary花费大量时间讲解但学生可能仍无法正确使用，说明语法教学难度大，得出教学不易的结论。 31．根据第一段“It controls how words are put together in order to form sentences.”可推知核心推理逻辑，语法的作用是控制单词组合以形成句子，得出语法用于构建句子的结论。 32．根据第二段“I leave them to discover the grammar rules on their own.”可推知核心推理逻辑，作者让学生自主发现语法规则，得出作者通过帮助学生发现语法规则来教学的结论。 33．What they read from textbooks. 34．Because it makes learning more exciting and it makes us feel like we are part of a team. 35．We can take turns being the teacher. 36．We need to listen carefully and try to understand what they’re saying. 37．Yes, I do. Because it helps me remember what I have learned better. 【导语】本文是一篇说明文，主要介绍了“学习金字塔”理论，重点阐述了同伴辅导（教别人）这种学习方式的好处和具体做法。 【详解】33．定位文章第2段第二句：“They remember 10% of what they read from textbooks, but get nearly 90% of what they learn through teaching others.”可推知学生能记住他们从课本上阅读的内容的10%，可以从原文提取答案。 34．定位文章第3段最后一句：“We like peer tutoring because it makes learning more exciting and it makes us feel like we are part of a team.”可推知我们喜欢同伴辅导是因为它让学习更令人兴奋，并让人有团队归属感，可以从原文提取答案。 35．定位文章第4段第一句：“To do peer tutoring, we can take turns being the teacher.”可推知我们可以通过轮流当老师来进行同伴辅导，可以从原文提取答案。 36．定位文章第5段第三句：“And when others teach us, we need to listen carefully and try to understand what they’re saying.”可推知当别人教我们时，我们需要仔细听并努力理解对方的话，可以从原文提取答案。 37．本题为开放性问题，结合自身实际回答，表明观点并给出合理的理由即可。故填Yes, I do. Because it helps me remember what I have learned better. 38． How to be a good learner Being a good learner can help us study more efficiently. In my opinion, a good learner should have good habits and effective learning methods. I have good learning habits. I listen carefully in class and take notes. After class, I review notes and finish homework on time. When I meet difficulties, I ask teachers for help. Here is my advice for other students. First, connect new knowledge with something you know to remember it better. Second, don’t fear mistakes—learn from them. Third, study in groups sometimes to share ideas. If you follow these tips, you will become a good learner soon. 【详解】写作步骤 确定文体：议论文，以一般现在时为主 明确要点：优秀学习者具备的特质；自身良好学习习惯；给其他学生的学习建议 确定人称：以第一、二人称为主 注意事项：不得透露真实姓名和学校名称；词数100左右 [第二步：构思布局] 三段式结构： 开头段：点题，阐述优秀学习者需要良好习惯与高效学习方法 主体段：先介绍自身学习习惯，再给出多条学习建议 结尾段：总结，呼应主题 [第三步：要点展开] 要点一：优秀学习者的特质 核心表达：have good habits/use effective learning methods/keep thinking等 要点二：个人良好学习习惯 可用表达：listen carefully in class/take notes/review lessons/finish homework on time/read learning materials every day等 要点三：给其他学生的建议 可用表达：connect new knowledge with known things/learn from mistakes/study in groups/make clear study plans等 句式提示：使用First/Second/Third分点，采用动词原形开头祈使句提建议 要点四：总结升华 可用表达：follow these tips/become a good learner/make great progress等 学科网（北京）股份有限公司 $