Unit 1 Sports Lesson 1 The Olympics 课后作业 2026-2027学年北师大版英语八年级上册

八年级上册 Unit 1 L1 同步作业 一、单项选择 1. The new signs show the way much _____ than the old ones do. A. clearly B. most clearly C. clear D. more clearly 2. Our sports club is becoming _____ because more students want to try new games. A. popular and popular B. most and most popular C. more and more popular D. more popular and popular 3. The small sports centre is not as _____ as the new one, but it is just as busy. A. large B. largely C. largest D. larger 4. —Are you going to _____ the school sports day? —Yes. I have entered the long jump. A. take part in B. get on with C. take care of D. look forward to 5. The coach used a few kind words to _____ the new players before their first game. A. introduce B. encourage C. interview D. describe 二、阅读理解 A Try Something New: School Sports Afternoon You do not need to be a fast runner or a team captain to enjoy our Sports Afternoon. On Friday, 18 October, students from Years 7 and 8 can try activities that are different from their usual PE lessons. The afternoon runs from 2:00 to 4:00. All activities are free. There are three stations. At the flying-disc station on the north field, you can learn to throw to a partner and practise in a small group. In the gym, the table-tennis station offers short lessons for beginners. Beside the library, the outdoor chess station welcomes students who enjoy a quieter challenge. If it rains, chess will move to Room 12 and flying-disc practice will move to the covered playground. Each station has two sessions: 2:10–2:50 and 3:00–3:40. Choose two different stations and write your choices on the list outside the PE office by Wednesday lunchtime. Each session has room for twenty students. A teacher will help you choose another session if your first choice is full. Please meet at the gym entrance at 2:00 to collect a card showing your group and starting station. Wear trainers and bring drinking water. We will provide the equipment, so there is no need to buy anything. At the end, leave your card in the box by the gym. On the back, tell us one thing you enjoyed and one thing we could improve. Your ideas will help us plan next term's afternoon. 词语：session 一场活动；equipment 器材 6. Where will flying-disc practice take place if it rains? A. On the north field. B. Inside the school gym. C. On the covered playground. D. Beside the school library. 7. What should students do by Wednesday lunchtime? A. Leave their suggestions in the box. B. Return their equipment to the office. C. Collect their cards at the entrance. D. Write down their choices of stations. 8. Why are students asked to write on the backs of their cards? A. To explain their favourite sport rules. B. To help improve the next activity. C. To show how much equipment costs. D. To record their scores during games. 9. Who would find the notice most useful? A. A club member planning weekend practice with friends. B. A student hoping to try an unfamiliar activity. C. A captain looking for experienced players to compete. D. A student preparing to choose a school team. B During her first week at a new school, Clara ate lunch quickly and then walked alone around the field. She was an exchange student from Denmark. She could understand her lessons, but the quick jokes between classmates often left her silent. One afternoon, she stopped beside the flying-disc club. A disc landed near her shoes. She picked it up and threw it back. It fell halfway to the group. “Mine did that yesterday,” said a girl called Ruby. “Come and try again.” Clara joined a passing game. At first, she watched the disc so carefully that she forgot to move. Then she noticed something: everyone ran towards the person holding it. The other side of the field was empty. Clara moved there and raised her hand. Ruby saw her, made a short throw, and their group completed its longest set of passes that afternoon. The next day, Clara still could not follow every joke at lunch. But Ruby moved her bag from the chair beside her. “We need your eyes on the field again,” she said. For the first time, Clara stayed until lunch ended. Three weeks later, a new boy stood beside the club with his hands in his pockets. Clara sent an easy throw towards him, but he missed it. “Mine did that on my first day,” she said, walking over. She had not become the club's best thrower. She had learned how to leave a place open for someone else. 词语：exchange student 交换生；disc 飞盘 10. What made Clara quiet at the beginning? A. She missed the meaning of her classmates’ jokes. B. She disliked the food served at the school. C. She wanted to spend more time practising alone. D. She worried about the difficulty of her lessons. 11. How did Clara help her group during the passing game? A. She found a useful space away from the crowd. B. She moved closer to the person holding the disc. C. She asked the fastest player to change teams. D. She taught the others a different throwing skill. 12. What can we infer from Ruby’s words at lunch? A. She thought Clara could understand every joke. B. She wanted Clara to explain the game rules. C. She expected Clara to practise instead of eating. D. She valued Clara’s contribution to their group. 13. Which is the best title for the story? A. Learning the Rules of a Game B. Making Room for Someone New C. Training for a School Final D. Choosing the Best Disc Thrower C Imagine entering a sports hall during an important match. The seats are full, but nobody is calling out. A ball moves across the floor, and a player quickly stretches out to stop it. Has the crowd lost interest? At a goalball match, the silence shows that people are paying attention. Goalball is a Paralympic team sport for athletes who are blind or cannot see well. Three players from each team are on court at a time. They try to throw the ball into the other team's goal while protecting their own. Bells inside the ball help players work out where it is going. A shout from the seats could cover this important sound. That is why spectators must stay quiet while the ball is in play. They can cheer when play stops. Sound is not the only part of the game's design. Players have different levels of sight, so all of them wear eyeshades that block light. This makes the competition fairer. Raised lines on the floor also help players know their position by touch. These details allow athletes to use their skills without depending on sight. To understand the silence, picture a simple classroom activity. A teacher shakes a small bell somewhere in the room while a seated student closes her eyes. In a quiet room, she may point towards the bell quite easily. Now imagine twenty classmates talking at once. The task becomes harder, although nothing about the bell has changed. At a goalball match, players must do much more than point: they have to make a quick decision and move their bodies in time. A first-time visitor may feel unsure about when to clap. The useful thing is to listen to the officials and follow instructions about quiet play. Fans do not have to look bored or stop caring about the result. They simply show their support in a way that fits the game. Even putting away a noisy snack packet can make a difference. Many people connect exciting sport with loud voices. Goalball asks us to widen that picture. The crowd still shares the players' hopes, but support does not always have the same sound. Sometimes the best thing a fan can give a player is the chance to hear. 词语：Paralympic 残奥会的；spectator 观众；eyeshade 遮光眼罩 14. Why must spectators stay quiet during play? A. Players need to hear their coaches’ advice. B. Players need more time to plan each throw. C. Players need to hear the ball’s movement. D. Officials need to explain each player’s action. 15. What is Paragraph 3 mainly about? A. Why players choose different places to train. B. How special designs help athletes play fairly. C. Why players need more time to learn rules. D. How officials decide which team plays first. 16. What does the classroom example help readers understand? A. Listening skills matter more than court design. B. Players rely mainly on the loudest sounds. C. Background noise can make listening more difficult. D. Smaller bells are usually harder to hear clearly. 17. What would the writer probably agree with? A. Experienced fans should decide when players need noise. B. Quiet support works best in most team sports. C. Good support should match the needs of the sport. D. Fans should leave communication to officials and coaches. D At our last sports day, the loudest applause followed the fastest runner. That was fair: she had trained for months and deserved her medal. But after the prize table was cleared, I kept thinking about another student. Owen had finished near the back. A month earlier, he could not complete the same distance without stopping. On sports day, he ran all the way. Should schools reward only the winners? I do not think so. A school sports day is a competition, but it is also part of education. It can show students that hard work matters, that rules protect everyone, and that different people can help a group succeed. If the only public message is “first place matters”, much of that lesson disappears. This does not mean giving everyone the same medal. Winning has a clear meaning, and we should respect it. A runner who finishes first should receive the prize for winning. Handing out identical prizes to every runner may leave students wondering what the race was for. The answer is not to remove the result, but to recognise other achievements beside it. For example, a progress award could recognise a student who reaches a clear personal goal after weeks of practice. A teamwork award could go to someone who helps others prepare while still doing their own job. Such awards need evidence. “Always cheerful” is too unclear; “helped three beginners learn the relay changeover” tells us what actually happened. Teachers should explain these standards before sports day, so quiet students have the same chance to be noticed as popular ones. Some people worry that extra awards will weaken the wish to win. That could happen if schools praise every small action or use prizes to avoid disappointment. However, a few carefully chosen awards can give more students a reason to work hard. The fastest runner can aim for another record. Owen can aim to improve his time. Both goals deserve serious effort, even though only one student may cross the line first. Schools do not need a prize for everything. They do need a wider conversation about success. Celebrate the winner, then tell a few other true stories from the field. Students should leave knowing who ran fastest—and understanding why the effort of others was worth noticing. 词语：applause 掌声；identical 完全相同的；relay changeover 接力交接 18. Why does the writer mention Owen at the beginning? A. To show an achievement beyond a high finishing place. B. To suggest a change in the order of the prizes. C. To explain a problem with the length of the race. D. To compare a beginner’s training with a winner’s training. 19. What is the main idea of Paragraph 4? A. Personal goals should matter more than team results. B. Teamwork awards should mainly encourage popular students. C. Teachers should choose awards after watching the races. D. Extra awards should follow clear and fair standards. 20. How does the writer answer the worry about extra awards? A. By accepting a risk and explaining a possible benefit. B. By listing more prizes and removing individual races. C. By describing a survey and comparing several schools. D. By questioning the winners and changing the race rules. 21. Which is the best title for the passage? A. The Right Distance for Every School Runner B. An Easier Way to Win School Races C. A New Reason to Cancel Sports Awards D. A Wider View of Success on Sports Day 三、完形填空 A On Saturday morning, Miles arrived early to help at a sports festival. His job was to show visitors the way. He put on his volunteer shirt and stood beside the __22__. Before long, three families asked him the same question: “Where is the badminton hall?” Miles __23__ towards a blue arrow on the wall. Yet the families still looked __24__. The arrow showed a direction, but it did not say which building to enter. Miles first tried to __25__ the route in words. “Go past the tennis courts, turn right, then look for the second door.” A little girl repeated the first turn but forgot the next one. Miles realised that visitors needed something easier to __26__. With the organiser's permission, he drew a simple map. Instead of building numbers, he used __27__: a racket for badminton and a ball for basketball. He added arrows between them. Then he asked a visitor to __28__ the map by walking to the hall without help. The visitor came back with one suggestion. “Put the map lower. Children cannot see it up there.” Miles moved it. This time, the girl who had been lost led her family to the __29__ place. By noon, fewer people were stopping to ask directions. Miles had expected to help by giving quick __30__. Instead, he had learned to look at a problem through someone else's eyes. His most useful work began when he stopped talking and started __31__. Their comments, not his own guesses, showed him what to change. 词语：permission 允许；racket 球拍 22 A. balcony B. library C. entrance D. kitchen 23 A. returned B. pointed C. rushed D. shouted 24 A. confused B. bored C. relaxed D. proud 25 A. remember B. explain C. compare D. design 26 A. collect B. carry C. repair D. follow 27 A. symbols B. prices C. names D. scores 28 A. fold B. colour C. test D. copy 29 A. largest B. usual C. nearest D. right 30 A. gifts B. orders C. answers D. lessons 31 A. listening B. running C. drawing D. waiting B When the community sports centre cleared a cupboard, sixteen old badminton rackets appeared beside the door. Some had loose strings, and others had worn handles. Hazel, a student volunteer, heard that they might be thrown away. She picked one up. Apart from its handle, it still looked __32__. Hazel imagined collecting the rackets, cleaning them and giving them to children. She made a bright poster saying, “Free rackets this Friday!” Before she put it up, the centre manager asked a question: “Have you found out what people actually __33__?” Hazel had not. She thought a free gift would be enough. That afternoon, she spoke to families waiting outside a beginners' class. One father said his two children shared a racket, but buying one was not their only problem. They also needed somewhere to __34__. Another parent explained that her daughter wanted to try badminton before choosing a sport. She would rather __35__ a racket for a few weeks than own one immediately. Hazel put her poster aside. With the manager's help, she invited a local coach to check every racket. Six were too damaged to use, so they were set __36__. The remaining ten needed new grips or strings. A repair shop agreed to do the work at a low price, and volunteers raised the money by washing bicycles. The project changed from a giveaway into a small equipment library. Members could borrow a racket for up to two weeks. The centre also opened a __37__ court on Sunday mornings, when it was usually empty. Hazel made a notebook to __38__ each loan and added a page where borrowers could report problems. At first, only two families came. Hazel felt __39__ after all the work. Then one girl returned with a friend. She showed her how to hold a racket, using the same patient words the coach had used with her. More children soon joined them. By the end of the month, the notebook held twenty-three names. The rackets did not look new, but they were __40__ again. Hazel kept a piece of her first poster inside the cupboard. It reminded her that helping was not simply passing things from one hand to another. A useful project began with a __41__, and a willingness to change the answer. 词语：string 球拍线；grip 球拍柄上的握把胶；loan 借用；借出 32 A. expensive B. strong C. familiar D. beautiful 33 A. need B. refuse C. sell D. remember 34 A. meet B. rest C. practise D. celebrate 35 A. choose B. borrow C. keep D. repair 36 A. out B. up C. off D. aside 37 A. crowded B. distant C. famous D. spare 38 A. record B. check C. explain D. discuss 39 A. nervous B. sleepy C. disappointed D. ashamed 40 A. fashionable B. heavy C. tidy D. useful 41 A. message B. question C. prize D. promise 四、完成句子 42. 我们学校的运动会将在下周举行。 Our school sports day will __________ next week. 43. 这家体育俱乐部有着悠久的历史。 This sports club has __________. 44. 别担心名次。在比赛中尽你最大的努力。 Do not worry about your place. __________ in the competition. 45. 对维克托来说，结交新朋友和赢得比赛一样重要。 For Victor, making new friends is __________ winning a game. 46. 加入我们的俱乐部，你会变得越来越强壮。 Join our club and you will become __________. 五、书面表达 47. 你是 Daniel。学校将于本周五下午 3:00 在体育馆举行运动体验活动，可体验羽毛球、乒乓球等项目。请给新来的交换生 Lucas 写一封电子邮件，邀请他参加，介绍你推荐的一项活动及理由，并提醒他穿运动鞋、带水。词数不少于 60，邮件开头与结尾自行补全。 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 1 学科网（北京）股份有限公司 $ 八年级上册 Unit 1 L1 同步作业 解析版 一、单项选择 1. The new signs show the way much _____ than the old ones do. A. clearly B. most clearly C. clear D. more clearly 【答案】D　【考点】比较级与同级比较 【解析】句中有 than，且 much 可以修饰比较级。修饰动词 show 应用副词 clearly，因此填 more clearly，表示“清楚得多”。 2. Our sports club is becoming _____ because more students want to try new games. A. popular and popular B. most and most popular C. more and more popular D. more popular and popular 【答案】C　【考点】比较级与同级比较 【解析】“越来越……”可用“比较级＋and＋比较级”表示。popular 的比较级是 more popular，故用 more and more popular。 3. The small sports centre is not as _____ as the new one, but it is just as busy. A. large B. largely C. largest D. larger 【答案】A　【考点】比较级与同级比较 【解析】not as...as 意为“不如……”，两个 as 之间用形容词或副词原级。此处描述体育中心的大小，应填形容词原级 large。 4. —Are you going to _____ the school sports day? —Yes. I have entered the long jump. A. take part in B. get on with C. take care of D. look forward to 【答案】A　【考点】词汇与固定搭配 【解析】答语说报名参加了跳远，因此问句应表示是否参加运动会。take part in 意为“参加”；take care of 表示“照顾”，look forward to 表示“期待”，get on with 表示“与……相处／进展”。 5. The coach used a few kind words to _____ the new players before their first game. A. introduce B. encourage C. interview D. describe 【答案】B　【考点】词汇与固定搭配 【解析】首次比赛前，教练用亲切的话语“鼓励”新队员，故填 encourage。interview 意为“采访”，describe 意为“描述”，introduce 意为“介绍”。 二、阅读理解 A Try Something New: School Sports Afternoon You do not need to be a fast runner or a team captain to enjoy our Sports Afternoon. On Friday, 18 October, students from Years 7 and 8 can try activities that are different from their usual PE lessons. The afternoon runs from 2:00 to 4:00. All activities are free. There are three stations. At the flying-disc station on the north field, you can learn to throw to a partner and practise in a small group. In the gym, the table-tennis station offers short lessons for beginners. Beside the library, the outdoor chess station welcomes students who enjoy a quieter challenge. If it rains, chess will move to Room 12 and flying-disc practice will move to the covered playground. Each station has two sessions: 2:10–2:50 and 3:00–3:40. Choose two different stations and write your choices on the list outside the PE office by Wednesday lunchtime. Each session has room for twenty students. A teacher will help you choose another session if your first choice is full. Please meet at the gym entrance at 2:00 to collect a card showing your group and starting station. Wear trainers and bring drinking water. We will provide the equipment, so there is no need to buy anything. At the end, leave your card in the box by the gym. On the back, tell us one thing you enjoyed and one thing we could improve. Your ideas will help us plan next term's afternoon. 词语：session 一场活动；equipment 器材 6. Where will flying-disc practice take place if it rains? A. On the north field. B. Inside the school gym. C. On the covered playground. D. Beside the school library. 【答案】C　【考点】细节理解 【解析】第二段说明，下雨时飞盘练习将移至 the covered playground，即有顶棚的操场。体育馆是乒乓球站点，北边运动场则是飞盘活动原定地点。 7. What should students do by Wednesday lunchtime? A. Leave their suggestions in the box. B. Return their equipment to the office. C. Collect their cards at the entrance. D. Write down their choices of stations. 【答案】D　【考点】细节理解 【解析】第三段要求学生在星期三午餐时间结束前，填写所选站点。领卡和交建议都发生在星期五活动当天。 8. Why are students asked to write on the backs of their cards? A. To explain their favourite sport rules. B. To help improve the next activity. C. To show how much equipment costs. D. To record their scores during games. 【答案】B　【考点】原因理解 【解析】最后一段要求学生写出喜欢的方面和可改进之处，并说明这些意见将用于筹划下学期的活动。因此目的是改进之后的活动。 9. Who would find the notice most useful? A. A club member planning weekend practice with friends. B. A student hoping to try an unfamiliar activity. C. A captain looking for experienced players to compete. D. A student preparing to choose a school team. 【答案】B　【考点】推断理解 【解析】开头强调不必擅长运动，并说明可尝试不同于日常体育课的活动。由此可推断，想尝试新活动的学生最需要这则通知；其他选项的需求不在通知服务范围内。 参考译文 你不必跑得很快，也不必是队长，就能享受我们的运动体验下午。10月18日星期五，七、八年级的学生可以尝试一些不同于平时体育课的活动。活动时间为下午2点至4点。所有活动均免费。 活动设有三个站点。在北边运动场的飞盘站，你可以学习向同伴投掷飞盘，并进行小组练习。体育馆里的乒乓球站为初学者安排了简短课程。图书馆旁的户外国际象棋站欢迎喜欢较安静挑战的学生。如果下雨，国际象棋活动将移至12号教室，飞盘练习将移至有顶棚的操场。 每个站点设两场活动：2点10分至2点50分，以及3点至3点40分。请选两个不同的站点，并在星期三午餐时间结束前，将选择填在体育办公室门外的名单上。每场活动可容纳20名学生。如果你首选的场次已满，老师会帮你选择其他场次。 请于2点在体育馆入口集合，领取一张标有你的小组和起始站点的卡片。穿运动鞋，并带上饮用水。我们会提供器材，因此无需购买任何东西。 活动结束时，请把卡片放进体育馆旁的箱子里。在卡片背面，告诉我们一件你喜欢的事，以及一件我们可以改进的事。你的想法将帮助我们筹划下学期的活动。 B During her first week at a new school, Clara ate lunch quickly and then walked alone around the field. She was an exchange student from Denmark. She could understand her lessons, but the quick jokes between classmates often left her silent. One afternoon, she stopped beside the flying-disc club. A disc landed near her shoes. She picked it up and threw it back. It fell halfway to the group. “Mine did that yesterday,” said a girl called Ruby. “Come and try again.” Clara joined a passing game. At first, she watched the disc so carefully that she forgot to move. Then she noticed something: everyone ran towards the person holding it. The other side of the field was empty. Clara moved there and raised her hand. Ruby saw her, made a short throw, and their group completed its longest set of passes that afternoon. The next day, Clara still could not follow every joke at lunch. But Ruby moved her bag from the chair beside her. “We need your eyes on the field again,” she said. For the first time, Clara stayed until lunch ended. Three weeks later, a new boy stood beside the club with his hands in his pockets. Clara sent an easy throw towards him, but he missed it. “Mine did that on my first day,” she said, walking over. She had not become the club's best thrower. She had learned how to leave a place open for someone else. 词语：exchange student 交换生；disc 飞盘 10. What made Clara quiet at the beginning? A. She missed the meaning of her classmates’ jokes. B. She disliked the food served at the school. C. She wanted to spend more time practising alone. D. She worried about the difficulty of her lessons. 【答案】A　【考点】细节理解 【解析】第一段指出，克拉拉能听懂课程，但同学们说得很快的笑话常让她沉默。她的障碍在于融入同伴交流，而非听课或午餐。 11. How did Clara help her group during the passing game? A. She found a useful space away from the crowd. B. She moved closer to the person holding the disc. C. She asked the fastest player to change teams. D. She taught the others a different throwing skill. 【答案】A　【考点】细节理解 【解析】第三段中，其他人挤向持盘者，而克拉拉发现另一边的空位并跑过去接应，因此帮助团队完成连续传盘。 12. What can we infer from Ruby’s words at lunch? A. She thought Clara could understand every joke. B. She wanted Clara to explain the game rules. C. She expected Clara to practise instead of eating. D. She valued Clara’s contribution to their group. 【答案】D　【考点】推断理解 【解析】鲁比腾出座位，并说还需要克拉拉在场上的观察力，说明她认可克拉拉的贡献，也愿意接纳她。 13. Which is the best title for the story? A. Learning the Rules of a Game B. Making Room for Someone New C. Training for a School Final D. Choosing the Best Disc Thrower 【答案】B　【考点】标题归纳 【解析】故事从克拉拉得到接纳写到她主动接纳新人，“留出位置”既照应场上的空位，也指在集体中接纳他人，贯穿全文。 参考译文 在新学校的第一周，克拉拉总是很快吃完午饭，然后独自绕着运动场散步。她是一名来自丹麦的交换生。她能听懂课堂内容，但同学们之间脱口而出的笑话常常让她默不作声。 一天下午，她在飞盘社旁停下脚步。一只飞盘落在她鞋子附近。她捡起来扔了回去，飞盘却在距离人群一半的地方落了地。“我昨天也是这样，”一个名叫鲁比的女孩说，“过来再试试。” 克拉拉参加了传盘游戏。起初，她只顾盯着飞盘，忘了移动。随后她注意到一件事：大家都跑向拿着飞盘的人，运动场的另一侧却空着。克拉拉跑到那里，举起手。鲁比看见她，短距离传出飞盘，她们小组完成了那天下午连续传盘次数最多的一轮。 第二天，克拉拉吃午饭时仍然听不懂所有笑话。不过，鲁比把自己的包从身旁的椅子上拿开。“我们还需要你在场上帮我们找空位呢，”她说。克拉拉第一次一直待到午餐时间结束。 三周后，一个新来的男孩双手插在口袋里，站在社团旁。克拉拉轻轻向他扔出飞盘，但他没接住。“我第一天也是这样，”她边说边走过去。她并没有成为社团里投盘最好的队员，却学会了怎样为别人留出一个位置。 C Imagine entering a sports hall during an important match. The seats are full, but nobody is calling out. A ball moves across the floor, and a player quickly stretches out to stop it. Has the crowd lost interest? At a goalball match, the silence shows that people are paying attention. Goalball is a Paralympic team sport for athletes who are blind or cannot see well. Three players from each team are on court at a time. They try to throw the ball into the other team's goal while protecting their own. Bells inside the ball help players work out where it is going. A shout from the seats could cover this important sound. That is why spectators must stay quiet while the ball is in play. They can cheer when play stops. Sound is not the only part of the game's design. Players have different levels of sight, so all of them wear eyeshades that block light. This makes the competition fairer. Raised lines on the floor also help players know their position by touch. These details allow athletes to use their skills without depending on sight. To understand the silence, picture a simple classroom activity. A teacher shakes a small bell somewhere in the room while a seated student closes her eyes. In a quiet room, she may point towards the bell quite easily. Now imagine twenty classmates talking at once. The task becomes harder, although nothing about the bell has changed. At a goalball match, players must do much more than point: they have to make a quick decision and move their bodies in time. A first-time visitor may feel unsure about when to clap. The useful thing is to listen to the officials and follow instructions about quiet play. Fans do not have to look bored or stop caring about the result. They simply show their support in a way that fits the game. Even putting away a noisy snack packet can make a difference. Many people connect exciting sport with loud voices. Goalball asks us to widen that picture. The crowd still shares the players' hopes, but support does not always have the same sound. Sometimes the best thing a fan can give a player is the chance to hear. 词语：Paralympic 残奥会的；spectator 观众；eyeshade 遮光眼罩 14. Why must spectators stay quiet during play? A. Players need to hear their coaches’ advice. B. Players need more time to plan each throw. C. Players need to hear the ball’s movement. D. Officials need to explain each player’s action. 【答案】C　【考点】原因理解 【解析】第二段说明球内装有铃铛，队员依靠铃声判断球的运动方向；看台喊声可能遮住铃声，所以观众需要安静。 15. What is Paragraph 3 mainly about? A. Why players choose different places to train. B. How special designs help athletes play fairly. C. Why players need more time to learn rules. D. How officials decide which team plays first. 【答案】B　【考点】段落大意 【解析】第三段依次介绍眼罩和凸起线条：前者减小视力差异带来的影响，后者帮助队员定位，中心是特殊设计怎样帮助运动员公平参赛。 16. What does the classroom example help readers understand? A. Listening skills matter more than court design. B. Players rely mainly on the loudest sounds. C. Background noise can make listening more difficult. D. Smaller bells are usually harder to hear clearly. 【答案】C　【考点】写作意图 【解析】课堂情境中，铃铛没有变化，周围的人声却让判断方向变难。这个例子直观说明背景噪声会干扰听觉判断。 17. What would the writer probably agree with? A. Experienced fans should decide when players need noise. B. Quiet support works best in most team sports. C. Good support should match the needs of the sport. D. Fans should leave communication to officials and coaches. 【答案】C　【考点】观点推断 【解析】末两段强调支持方式应适合运动本身；安静并不意味着冷漠。观众应了解这项运动的需要，不能把同一种助威方式套用到所有比赛，也不能只按观众自己的习惯决定。 参考译文 想象一下，你在一场重要比赛进行时走进体育馆。看台坐满了人，却没有人喊叫。一只球在地板上移动，一名运动员迅速伸展身体将它挡住。观众不感兴趣了吗？在盲人门球比赛中，安静恰恰表明人们正在关注比赛。 盲人门球是供盲人或视力较弱的运动员参加的一项残奥会团体运动。每队每次有三名队员上场。他们在守住本方球门的同时，设法把球投进对方球门。球内的铃铛帮助队员判断球的运动方向。看台上的喊声可能盖住这一重要声音。因此，球处于比赛状态时，观众必须保持安静。比赛暂停时，他们可以欢呼。 声音不是这项运动在设计上的唯一特点。队员的视力水平不同，因此所有人都要佩戴遮光眼罩。这让比赛更加公平。地板上凸起的线条还可以帮助队员通过触觉判断自己的位置。这些细节使运动员能够不依赖视觉来发挥技能。 要理解安静的作用，不妨想象一个简单的课堂活动：老师在教室某处摇一只小铃铛，一名坐着的学生闭上眼睛。在安静的教室里，她或许很容易就能指出铃铛的方向。现在，想象20名同学同时说话。虽然铃铛本身没有任何变化，这个任务却变难了。在盲人门球比赛中，队员要做的远不止指出方向：他们必须迅速作出判断，并及时移动身体。 第一次观赛的人可能不确定什么时候可以鼓掌。有效的做法是听裁判的口令，并遵守有关比赛时保持安静的要求。球迷不必显得无精打采，也不必不再关心比赛结果。他们只是以适合这项运动的方式表达支持。哪怕收起会发出噪声的零食袋，也能有所帮助。 许多人一提起激动人心的运动，就会想到响亮的声音。盲人门球让我们拓宽这种认识。观众仍然与运动员怀着相同的期待，但支持并不总是发出同一种声音。有时，球迷能给予运动员的最好支持，就是让他们听得清楚。 D At our last sports day, the loudest applause followed the fastest runner. That was fair: she had trained for months and deserved her medal. But after the prize table was cleared, I kept thinking about another student. Owen had finished near the back. A month earlier, he could not complete the same distance without stopping. On sports day, he ran all the way. Should schools reward only the winners? I do not think so. A school sports day is a competition, but it is also part of education. It can show students that hard work matters, that rules protect everyone, and that different people can help a group succeed. If the only public message is “first place matters”, much of that lesson disappears. This does not mean giving everyone the same medal. Winning has a clear meaning, and we should respect it. A runner who finishes first should receive the prize for winning. Handing out identical prizes to every runner may leave students wondering what the race was for. The answer is not to remove the result, but to recognise other achievements beside it. For example, a progress award could recognise a student who reaches a clear personal goal after weeks of practice. A teamwork award could go to someone who helps others prepare while still doing their own job. Such awards need evidence. “Always cheerful” is too unclear; “helped three beginners learn the relay changeover” tells us what actually happened. Teachers should explain these standards before sports day, so quiet students have the same chance to be noticed as popular ones. Some people worry that extra awards will weaken the wish to win. That could happen if schools praise every small action or use prizes to avoid disappointment. However, a few carefully chosen awards can give more students a reason to work hard. The fastest runner can aim for another record. Owen can aim to improve his time. Both goals deserve serious effort, even though only one student may cross the line first. Schools do not need a prize for everything. They do need a wider conversation about success. Celebrate the winner, then tell a few other true stories from the field. Students should leave knowing who ran fastest—and understanding why the effort of others was worth noticing. 词语：applause 掌声；identical 完全相同的；relay changeover 接力交接 18. Why does the writer mention Owen at the beginning? A. To show an achievement beyond a high finishing place. B. To suggest a change in the order of the prizes. C. To explain a problem with the length of the race. D. To compare a beginner’s training with a winner’s training. 【答案】A　【考点】写作意图 【解析】欧文虽然名次靠后，却从无法连续跑完全程进步到完成全程。这个事例引出“名次之外也有值得肯定的成就”这一论点。 19. What is the main idea of Paragraph 4? A. Personal goals should matter more than team results. B. Teamwork awards should mainly encourage popular students. C. Teachers should choose awards after watching the races. D. Extra awards should follow clear and fair standards. 【答案】D　【考点】段落大意 【解析】第四段给出进步奖与合作奖的例子，重点强调事实依据、具体标准和提前公布，以保障公平。其他选项与这些要求不符。 20. How does the writer answer the worry about extra awards? A. By accepting a risk and explaining a possible benefit. B. By listing more prizes and removing individual races. C. By describing a survey and comparing several schools. D. By questioning the winners and changing the race rules. 【答案】A　【考点】论证方式 【解析】第五段先承认奖项设置不当可能削弱争胜意愿，再说明少量、审慎设置的奖项能激励更多学生，属于承认风险后说明益处。 21. Which is the best title for the passage? A. The Right Distance for Every School Runner B. An Easier Way to Win School Races C. A New Reason to Cancel Sports Awards D. A Wider View of Success on Sports Day 【答案】D　【考点】标题归纳 【解析】全文既肯定获胜者，又主张基于明确标准看见进步与合作，因此标题应突出运动会上更广阔的成功观，而不是降低竞争要求或取消奖励。 参考译文 在我们上一次运动会上，最热烈的掌声送给了跑得最快的选手。这很公平：她已经训练了几个月，理应获得奖牌。不过，颁奖桌清空后，我一直在想另一名学生。欧文的名次比较靠后。一个月前，他还无法不间断地跑完同样的距离。而在运动会当天，他一口气跑完了全程。 学校是否只应该奖励获胜者？我认为不是。学校运动会是一场竞赛，但也是教育的一部分。它可以让学生明白：努力很重要，规则保护每个人，不同的人都能帮助集体取得成功。如果公开传递的唯一信息是“第一名才重要”，这些教育意义就会大大减少。 这并不意味着给每个人同样的奖牌。获胜有明确的含义，我们应该尊重它。第一个跑到终点的人应该获得胜利的奖项。给所有选手发放完全相同的奖品，可能会让学生疑惑比赛究竟是为了什么。解决方法不是取消比赛结果，而是在结果之外，也肯定其他成就。 例如，进步奖可以表彰经过数周练习、达到明确个人目标的学生。团队合作奖可以颁给既完成自己的任务、又帮助他人做好准备的人。这些奖项需要事实依据。“总是很开朗”过于含糊；“帮助三名初学者学会接力交接”则告诉我们实际发生了什么。老师应在运动会前说明这些标准，让安静的学生也拥有与受欢迎的学生同样被看见的机会。 有些人担心，增设奖项会削弱争胜的意愿。如果学校对每一个小动作都加以表扬，或者用奖品来避免学生失望，这种情况可能发生。然而，少量经过认真设置的奖项，可以让更多学生有努力的理由。最快的选手可以争取再创纪录，欧文可以争取缩短自己的用时。两个目标都值得认真付出，尽管可能只有一名学生最先冲过终点。 学校不需要为所有事情设奖，却需要就成功展开更广泛的讨论。庆祝获胜者的成功，然后再讲几个运动场上其他人的真实故事。学生离开时，应该知道谁跑得最快，也应该理解为什么其他人的努力同样值得关注。 三、完形填空 A On Saturday morning, Miles arrived early to help at a sports festival. His job was to show visitors the way. He put on his volunteer shirt and stood beside the __22__. Before long, three families asked him the same question: “Where is the badminton hall?” Miles __23__ towards a blue arrow on the wall. Yet the families still looked __24__. The arrow showed a direction, but it did not say which building to enter. Miles first tried to __25__ the route in words. “Go past the tennis courts, turn right, then look for the second door.” A little girl repeated the first turn but forgot the next one. Miles realised that visitors needed something easier to __26__. With the organiser's permission, he drew a simple map. Instead of building numbers, he used __27__: a racket for badminton and a ball for basketball. He added arrows between them. Then he asked a visitor to __28__ the map by walking to the hall without help. The visitor came back with one suggestion. “Put the map lower. Children cannot see it up there.” Miles moved it. This time, the girl who had been lost led her family to the __29__ place. By noon, fewer people were stopping to ask directions. Miles had expected to help by giving quick __30__. Instead, he had learned to look at a problem through someone else's eyes. His most useful work began when he stopped talking and started __31__. Their comments, not his own guesses, showed him what to change. 词语：permission 允许；racket 球拍 22 A. balcony B. library C. entrance D. kitchen 【答案】C　【考点】名词辨析 【解析】志愿者负责为进入体育节的访客指路，站在入口 entrance 旁最符合场景；其他地点与后续来访家庭集中问路的情境不符。 23 A. returned B. pointed C. rushed D. shouted 【答案】B　【考点】动词辨析 【解析】面对问路的人，迈尔斯用手指向墙上的箭头。point towards 表示“指向”，与说明路线的动作相符。 24 A. confused B. bored C. relaxed D. proud 【答案】A　【考点】形容词辨析 【解析】后文说箭头没有说明该进入哪栋建筑，可见访客仍不清楚路线，故为 confused（困惑的）。 25 A. remember B. explain C. compare D. design 【答案】B　【考点】动词辨析 【解析】引号中的话是迈尔斯向访客口头解释路线，explain the route in words 符合语境；此时并非设计新路线。 26 A. collect B. carry C. repair D. follow 【答案】D　【考点】动词辨析 【解析】小女孩记不住连续转弯的说明，因此需要更容易“照着走、遵循”的指引，follow 符合上下文。 27 A. symbols B. prices C. names D. scores 【答案】A　【考点】名词辨析 【解析】球拍代表羽毛球、球代表篮球，这些都是表示活动的图形标志，因此用 symbols。 28 A. fold B. colour C. test D. copy 【答案】C　【考点】动词辨析 【解析】让访客不靠他人帮助，实际走一遍路线，是为了检验地图是否有效，故用 test。 29 A. largest B. usual C. nearest D. right 【答案】D　【考点】形容词辨析 【解析】改善后的地图帮助原本迷路的女孩带家人找到“正确的”地点；文章没有说明该地点最大、最近或是常去的地方。 30 A. gifts B. orders C. answers D. lessons 【答案】C　【考点】名词辨析 【解析】迈尔斯原来主要通过回答访客的问路问题提供帮助，故为 giving quick answers。 31 A. listening B. running C. drawing D. waiting 【答案】A　【考点】动词辨析 【解析】最后一句承接他理解访客困难、听取地图高度建议的过程，并与 stopped talking 对应；listening 点出倾听他人需求的主题。 参考译文 星期六早上，迈尔斯早早来到体育节做志愿服务。他的工作是为访客指路。他穿上志愿者衫，站在入口旁。 没过多久，就有三家人问他同一个问题：“羽毛球馆在哪里？”迈尔斯指向墙上的蓝色箭头，可那几家人看上去仍然很困惑。箭头标出了方向，却没有说明该进入哪栋建筑。 迈尔斯最初试着用语言解释路线：“经过网球场，向右拐，再找第二扇门。”一个小女孩重复了第一个转弯的指示，却忘了下一个。迈尔斯意识到，访客需要一种更容易照着走的指引。 得到组织者允许后，他画了一幅简易地图。他用图形标志代替建筑编号：用球拍代表羽毛球，用球代表篮球，并在它们之间加上箭头。随后，他请一位访客不借助别人帮助走到球馆，以检验地图是否好用。 那位访客回来后提出了一条建议：“把地图放低一点。孩子们看不到那么高的地方。”迈尔斯移动了地图。这一次，先前迷路的女孩带着家人找到了正确的地方。 到了中午，停下来问路的人变少了。迈尔斯原以为，他会通过迅速回答问题来帮助别人。结果，他学会了从他人的角度看问题。他最有用的工作，始于他停止说话、开始倾听的时候。告诉他该如何改进的，是他们的意见，而不是他自己的猜测。 B When the community sports centre cleared a cupboard, sixteen old badminton rackets appeared beside the door. Some had loose strings, and others had worn handles. Hazel, a student volunteer, heard that they might be thrown away. She picked one up. Apart from its handle, it still looked __32__. Hazel imagined collecting the rackets, cleaning them and giving them to children. She made a bright poster saying, “Free rackets this Friday!” Before she put it up, the centre manager asked a question: “Have you found out what people actually __33__?” Hazel had not. She thought a free gift would be enough. That afternoon, she spoke to families waiting outside a beginners' class. One father said his two children shared a racket, but buying one was not their only problem. They also needed somewhere to __34__. Another parent explained that her daughter wanted to try badminton before choosing a sport. She would rather __35__ a racket for a few weeks than own one immediately. Hazel put her poster aside. With the manager's help, she invited a local coach to check every racket. Six were too damaged to use, so they were set __36__. The remaining ten needed new grips or strings. A repair shop agreed to do the work at a low price, and volunteers raised the money by washing bicycles. The project changed from a giveaway into a small equipment library. Members could borrow a racket for up to two weeks. The centre also opened a __37__ court on Sunday mornings, when it was usually empty. Hazel made a notebook to __38__ each loan and added a page where borrowers could report problems. At first, only two families came. Hazel felt __39__ after all the work. Then one girl returned with a friend. She showed her how to hold a racket, using the same patient words the coach had used with her. More children soon joined them. By the end of the month, the notebook held twenty-three names. The rackets did not look new, but they were __40__ again. Hazel kept a piece of her first poster inside the cupboard. It reminded her that helping was not simply passing things from one hand to another. A useful project began with a __41__, and a willingness to change the answer. 词语：string 球拍线；grip 球拍柄上的握把胶；loan 借用；借出 32 A. expensive B. strong C. familiar D. beautiful 【答案】B　【考点】形容词辨析 【解析】后文要检查修复旧球拍，且本句排除了磨损的拍柄，因此这里是指球拍其余部分看起来仍结实 strong，并非讨论售价或外观。 33 A. need B. refuse C. sell D. remember 【答案】A　【考点】动词辨析 【解析】经理的问题引出黑兹尔对使用者需求的调查，应为“人们真正需要什么”。 34 A. meet B. rest C. practise D. celebrate 【答案】C　【考点】动词辨析 【解析】这位父亲说孩子们除了球拍还缺少场地；后文开放球场正是回应这一需求，因此填 practise（练习）。 35 A. choose B. borrow C. keep D. repair 【答案】B　【考点】动词辨析 【解析】母亲希望女儿先体验几周，不马上拥有球拍，borrow“借用”与 rather...than own 的对比最吻合。 36 A. out B. up C. off D. aside 【答案】D　【考点】固定搭配 【解析】六副球拍损坏严重，不能使用，因此被 set aside（放到一边）；set off、set out、set up 均不符合此处处理坏球拍的含义。 37 A. crowded B. distant C. famous D. spare 【答案】D　【考点】形容词辨析 【解析】后面的 when it was usually empty 说明该时段场地闲置，spare 在此表示“空闲的、可供使用的”。 38 A. record B. check C. explain D. discuss 【答案】A　【考点】动词辨析 【解析】黑兹尔用本子登记每次借用，后文也说本子里记有23个名字，因此 record（记录）最合适。 39 A. nervous B. sleepy C. disappointed D. ashamed 【答案】C　【考点】形容词辨析 【解析】付出很多努力却起初仅有两家人来，黑兹尔感到失望；不是因为犯错而羞愧，也不是临场紧张。 40 A. fashionable B. heavy C. tidy D. useful 【答案】D　【考点】形容词辨析 【解析】旧球拍再次被许多孩子借去打球，虽然外观不新，却重新发挥了作用，故选 useful。 41 A. message B. question C. prize D. promise 【答案】B　【考点】名词辨析 【解析】结尾回扣经理的提问“大家真正需要什么”，强调先了解需求并调整方案。question 与后面的 answer 也形成呼应。 参考译文 社区体育中心清理一个柜子时，16支旧羽毛球拍被放到了门边。有些拍线松了，有些拍柄磨损了。学生志愿者黑兹尔听说这些球拍可能会被丢掉，便拿起其中一支。除了拍柄，它看起来仍然很结实。 黑兹尔想把球拍收集起来，清洗干净，送给孩子们。她做了一张鲜艳的海报，上面写着：“本周五免费送球拍！”在她贴出海报之前，体育中心的经理问：“你弄清楚大家真正需要什么了吗？”黑兹尔还没有。她原以为，免费礼物就足够了。 那天下午，她与在初学者课堂外等候的家庭交谈。一位父亲说，他的两个孩子共用一支球拍，但买球拍并不是他们面临的唯一问题。他们还需要练习的地方。另一位家长解释，她女儿想先试试羽毛球，再决定选择什么运动。她宁愿先借一支球拍用几周，也不想立刻拥有一支。 黑兹尔把海报放到一边。在经理的帮助下，她请来一名当地教练检查所有球拍。其中六支损坏得太严重，无法使用，于是被放到一旁。其余十支需要更换握把胶或拍线。一家修理店同意以较低的价格维修，志愿者则通过为人清洗自行车筹集费用。 这个项目从免费赠送变成了一个小型器材借用站。会员可以借用一支球拍，最长两周。体育中心还在星期日早上开放了一块空闲场地，那段时间它通常无人使用。黑兹尔准备了一个本子，登记每次借用，并增加了一页，供借用者报告问题。 起初，只有两家人来。付出了这么多努力，黑兹尔感到失望。后来，一个女孩带着朋友再次来到这里。她教朋友怎样握拍，用的正是教练先前教她时那些耐心的话语。很快，更多孩子加入了她们。 到了月底，本子上已经记下23个名字。球拍看上去并不新，却又重新变得有用了。黑兹尔把第一张海报的一小部分留在了柜子里。它提醒她，帮助别人不只是把东西从一只手交到另一只手。一个有用的项目，始于一个问题，以及愿意根据实际情况调整答案的态度。 四、完成句子 42. 我们学校的运动会将在下周举行。 Our school sports day will __________ next week. 【答案】take place 【解析】take place 表示“举行、发生”。will 后用动词原形。 43. 这家体育俱乐部有着悠久的历史。 This sports club has __________. 【答案】a long history 【解析】have a long history 意为“有着悠久的历史”，本句已给出 has。 44. 别担心名次。在比赛中尽你最大的努力。 Do not worry about your place. __________ in the competition. 【答案】Do your best 【解析】do one’s best 意为“尽某人最大的努力”。这里对对方提出建议，用 Do your best。 45. 对维克托来说，结交新朋友和赢得比赛一样重要。 For Victor, making new friends is __________ winning a game. 【答案】as important as 【解析】“和……一样重要”用 as important as，两个 as 之间用形容词原级。 46. 加入我们的俱乐部，你会变得越来越强壮。 Join our club and you will become __________. 【答案】stronger and stronger 【解析】“越来越强壮”用 stronger and stronger，属于“比较级＋and＋比较级”结构。 五、书面表达 47. 你是 Daniel。学校将于本周五下午 3:00 在体育馆举行运动体验活动，可体验羽毛球、乒乓球等项目。请给新来的交换生 Lucas 写一封电子邮件，邀请他参加，介绍你推荐的一项活动及理由，并提醒他穿运动鞋、带水。词数不少于 60，邮件开头与结尾自行补全。 写作思路 先发出邀请并交代时间、地点，再推荐一项活动，说明乐趣或交友、合作方面的理由，最后提醒携带物品并表达期待。可使用 Would you like to...、I recommend...because...、Remember to... 等表达。 Possible Version 1 Dear Lucas, Our school will have a sports afternoon in the gym at three this Friday. Would you like to join me? We can try badminton and table tennis. I recommend table tennis because it is fun and we can practise together. You can also meet some of my friends there. Please wear trainers and bring some water. I hope we will have a great afternoon! Yours, Daniel Possible Version 2 Dear Lucas, I would love you to join our sports afternoon, which starts at three this Friday in the school gym. There will be several activities, including badminton and table tennis. I suggest trying badminton with me. Although neither of us needs to be an expert, working out how to keep the shuttlecock moving could be an enjoyable challenge. The activity will also give you a relaxed way to meet classmates outside lessons. What matters is sharing the experience and enjoying our progress together. Remember to wear trainers and bring water. Let me know if you can come; I will meet you at the gym entrance. Yours, Daniel 1 学科网（北京）股份有限公司 $