Unit 1 Sports Lesson 3 Battle to the End 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 L3 同步作业 解析版 一、单项选择 1. Of the six runners, Grace finished the race in the shortest time. She was the _____ runner. A. more fast B. fast C. faster D. fastest 【答案】D　【考点】形容词和副词的最高级 【解析】比较范围是六名跑者，且前一句说明她用时最短，应用 fast 的最高级 fastest。 2. The small sports centre is one of _____ places in our town after school. A. busier B. the busiest C. the busier D. busy 【答案】B　【考点】形容词和副词的最高级 【解析】“one of + the + 形容词最高级 + 可数名词复数”表示“最……的……之一”，故用 the busiest。 3. Among all the players, Daniel listens to the coach the _____. A. most careful B. carefully C. most carefully D. more carefully 【答案】C　【考点】形容词和副词的最高级 【解析】among all the players 表示在所有队员中比较；修饰动词 listens 应用副词 carefully，其最高级为 most carefully。 4. The team lost several games, but the players never _____. They kept working on their skills. A. came in B. set off C. gave up D. looked out 【答案】C　【考点】词汇与固定搭配 【解析】后句说队员们继续提高技能，可知他们从未放弃。give up 意为“放弃”；set off 意为“出发”；come in 意为“进来”；look out 意为“小心”。 5. Our greatest strength does not lie _____ any single player. It comes from working together. A. in B. at C. for D. on 【答案】A　【考点】词汇与固定搭配 【解析】lie in 是固定搭配，意为“在于”。句意：我们最大的优势不在于任何一名队员，而来自共同合作。 二、阅读理解 A The Behind-the-Team Award Who makes your school team a better place? It may be the player who scores the most points. It may also be the person who stays to collect the balls or helps a new member learn the rules. The Sports Club is looking for stories about these people for its Behind-the-Team Award. Any student can recommend a student from our school. The person does not have to play in matches, but must have helped a school sports team this term. Ask for their permission before you send in their name. You cannot recommend yourself. Write a story of 120–160 words about one thing the person did. Explain what happened, how the person helped and what changed because of that help. “She is always kind” is not enough: show us a moment that made you think so. You may add a photograph, but it is not required. Put your story in the box outside the PE office by 4 p.m. next Thursday. Add your name and class so that we can ask you questions. A PE teacher and two student club members will read the stories. They will choose two winners by looking at the help described, not the number of recommendations a person receives. The winning stories will appear on the sports noticeboard, with the students’ permission. The writers may be invited to a short interview before the stories are posted. Help us notice the work that often happens after the cheering stops. 词语：recommend 推荐；permission 许可 6. Who can be recommended for the award? A. A coach who trained a town team. B. A student who helped a school team. C. A parent who watched school matches. D. A visitor who brought sports prizes. 【答案】B　【考点】细节理解 【解析】第二段说明，被推荐者应是本校学生，并且本学期帮助过校队；不要求一定参加比赛。 7. Why should writers describe a particular moment? A. To introduce their favourite sport. B. To report every result this term. C. To show how the person helped. D. To explain the rules of a match. 【答案】C　【考点】原因理解 【解析】第三段要求写清事件、帮助方式及带来的变化，并指出“她总是很友好”不够具体，因此具体事例是为了体现此人怎样提供帮助。 8. How will the readers choose the winners? A. By comparing the writers’ classes. B. By considering the help described. C. By counting each person’s supporters. D. By counting the photos sent in. 【答案】B　【考点】细节理解 【解析】第四段明确说，评选依据是故事中描述的帮助，而不是某人被推荐的次数。照片和班级也不是评奖标准。 9. What can we learn from the notice? A. Every recommended student will be interviewed. B. A photo is needed for each recommendation. C. Only the top scorers deserve attention. D. One clear story can bring someone recognition. 【答案】D　【考点】推断理解 【解析】通知强调用一个具体故事展示贡献，且不按推荐次数评选，由此可知，一个清楚的事例也能让贡献者受到关注。访谈对象可能是写作者，照片并非必需。 参考译文 谁让你的校队变得更好？可能是得分最多的队员，也可能是留下来收拾球的人，或帮助新成员学习规则的人。体育俱乐部正在为“球队幕后贡献奖”征集有关这些人的故事。 任何学生都可以推荐本校的一名学生。被推荐者不必参加比赛，但必须在本学期帮助过一支校队。提交他们的名字之前，请先征得同意。你不能推荐自己。 围绕此人做过的一件事，写一篇120至160词的故事。说明发生了什么、这个人如何提供帮助，以及这种帮助带来了什么改变。“她总是很友好”还不够：请写出一个让你产生这种想法的具体时刻。可以附一张照片，但这不是必需的。 请于下周四下午4点之前，把故事投入体育办公室外面的箱子里。写上你的姓名和班级，方便我们向你了解情况。一名体育教师和两名学生俱乐部成员将阅读这些故事。他们将根据故事中描述的帮助评选出两名获奖者，而不是看某个人获得了多少次推荐。 征得学生同意后，获奖故事将登上体育公告栏。故事发布前，写作者可能会受邀参加一次简短访谈。请帮助我们看见那些常常发生在欢呼结束之后的付出。 B Piper kept looking at the last page of her maths book on the bus, but she could not read a word. An hour earlier, she had missed a shot in the school basketball match. Her team had lost by one point. In her mind, the ball was still falling past the basket. “You left this on the bench,” Marcus said, handing her a water bottle. Piper expected him to say that it was only a game. Instead, he sat down and asked, “Do you want to talk, or would you rather have some quiet?” She moved her bag, making room for him. After a while, Piper said, “I let everyone down.” Marcus took a pencil from his pocket. On the back of an old ticket, he drew a small court. “I lost the ball here,” he said. “And we missed three easy passes before your shot. The whole game belongs to all of us.” The next afternoon, Piper arrived at practice early. Marcus was already there with two other teammates. They asked her to practise the final play with them. At first, Piper tried to shoot every time. Then one teammate moved into a better position, and she passed. The ball went in. They did not pretend that losing felt good. Nor did they promise to win the next match. But when Piper put the ticket in her bag, she no longer saw only one missed shot. She saw four players on a court, learning what to try next. 词语：court 球场 10. Why could Piper not read her maths book? A. She was planning the next basketball game. B. She was worried about an unfinished task. C. She was waiting for a missing teammate. D. She was thinking about her missed shot. 【答案】D　【考点】原因理解 【解析】第一段写她脑海里仍是球从篮筐旁落下的画面，说明她一直想着刚才的投篮失误，无法专心读书。 11. What did Marcus do before talking about the match? A. He asked what Piper needed. B. He explained the shooting rules. C. He promised a better result. D. He listed the coach’s mistakes. 【答案】A　【考点】细节理解 【解析】第二段中，马库斯先问派珀想谈谈还是想安静一会儿，尊重了她当时的需要。 12. What did the drawing on the ticket help Piper understand? A. The team should practise on a larger court. B. The final shot was their easiest chance. C. The coach needed a different game plan. D. The loss came from more than one moment. 【答案】D　【考点】推断理解 【解析】马库斯画出自己丢球的位置，并提到此前几次传球失误，意在帮助她认识到，失败不是由最后一个瞬间单独造成的。 13. Which is the best title for the passage? A. A Seat Beside the Coach B. More Than One Missed Shot C. The Shot That Won the Game D. A Ticket for the Winning Team 【答案】B　【考点】最佳标题 【解析】故事由一次投篮失误展开，重点在于队友帮助派珀看到共同责任和继续学习的可能。“不止一次投篮失误”最能概括这层变化。 参考译文 在公交车上，派珀一直盯着数学书的最后一页，却一个字也看不进去。一小时前，她在校际篮球赛中投失了一球。她们队以一分之差输掉了比赛。在她脑海里，那个球仍在篮筐旁落下。 “你把这个忘在长凳上了。”马库斯说着，递给她一个水瓶。派珀以为他会说这只是一场比赛。但他坐下来问：“你想聊聊，还是想安静一会儿？”她挪开书包，给他腾出了地方。 过了一会儿，派珀说：“我让大家失望了。”马库斯从口袋里拿出一支铅笔，在一张旧车票背面画了一个小球场。“我在这里丢了球，”他说，“在你投篮之前，我们还错过了三次轻松传球的机会。整场比赛是我们所有人共同的责任。” 第二天下午，派珀早早来到训练场。马库斯和另外两名队友已经在那里了。他们请她一起练习比赛最后的那次配合。起初，派珀每次都试着自己投篮。后来，一名队友跑到了更好的位置，她就把球传了过去。球进了。 他们没有假装输球让人感觉很好，也没有保证下一场会赢。但当派珀把那张车票放进书包时，她眼里不再只有那一次投篮失误。她看见的是球场上的四名队员，在一起学习下一次该怎样尝试。 C At a running track, you may see two people moving side by side with a short tether between their hands. One may be blind or have difficulty seeing clearly. The other is a guide runner. From a distance, their job might look simple: keep moving together. In fact, good guide running involves a series of small decisions made by both people. The partnership begins before they run. People with sight loss do not all see the world in the same way, so a guide needs to ask what support the runner wants. They can talk about the route, their speed and useful words for giving information. A trained guide learns how to offer support instead of simply guessing what another person needs. During a run, information has to arrive in time to be useful. Imagine hearing “Turn!” just as you reach a corner. You would have little time to respond. An earlier message, with a clear direction, gives you time to prepare. Long explanations can also be hard to follow while running. Partners practise short messages so that they understand each other without a long conversation. Their movements matter, too. A tether can help connect the pair, but it cannot do all the work. They practise matching the rhythm of their steps. The guide adjusts to the athlete, rather than expecting the athlete to copy the guide. A guide who runs well alone still needs to learn this shared rhythm. Speed is useful, but being the fastest person in the club does not automatically make someone the best guide. Now imagine two partners finishing a practice run. The guide thinks a message was clear, but the runner says it came too late. If they only discuss the finishing time, this problem may continue. If they listen to each other, they can change the message before their next run. The runner is an active member of the partnership, with knowledge that the guide needs. England Athletics offers training for guide runners, and experienced athletes also stress the importance of communication and trust. This trust is built through practice, not one brave promise. A successful partnership gives the runner useful information and room to make decisions. The guide helps open the way; the athlete still does the running. What looks like two people keeping the same speed is really two people learning how to work together. 词语：tether 牵引绳；sight loss 视力损失；rhythm 节奏；adjust 调整 14. What should a guide do before running with a new partner? A. Ask what kind of support the runner needs. B. Decide which races the runner should enter. C. Use the same instructions with every runner. D. Choose the longest route around the track. 【答案】A　【考点】细节理解 【解析】第二段指出，视力损失的情况因人而异，所以陪跑员应先询问跑者希望得到什么样的支持。 15. What is the main idea of Paragraph 3? A. Simple words matter more than giving warnings early. B. Good messages need suitable timing and wording. C. Messages should be saved for the most difficult turns. D. Long conversations help partners agree on a pace. 【答案】B　【考点】段落大意 【解析】第三段用拐弯提示太迟和长解释难以理解两个角度，说明信息既要及时，又要表达简明清楚。 16. Why does the writer describe the discussion after a practice run? A. To show why faster practice should come first. B. To explain why partners record their finishing times. C. To show how feedback can improve the partnership. D. To explain how guides compare different routes. 【答案】C　【考点】写作意图 【解析】第五段对比“只谈成绩”和“听取彼此意见”的结果，说明跑者的反馈能帮助双方调整提示、改进配合。 17. What would the writer probably agree with? A. A familiar route reduces the need for communication. B. A guide’s speed matters more than shared practice. C. A strong partnership includes the runner’s own ideas. D. Clear instructions let guides choose the runner’s goals. 【答案】C　【考点】作者观点 【解析】全文强调双方共同决定、陪跑员听取跑者需要与反馈，结尾又指出要给跑者留下作决定的空间，因此良好的合作应包含跑者自己的想法。 参考译文 在跑道上，你可能会看到两个人并肩奔跑，两人的手之间连着一根短短的牵引绳。其中一人可能失明或看不清楚，另一人则是陪跑员。远远看去，他们的任务似乎很简单：一起向前跑。事实上，良好的陪跑配合包含双方共同作出的一系列小决定。 合作在起跑前就开始了。有视力损失的人并不是都以同样的方式感知世界，所以陪跑员需要询问跑者希望得到什么帮助。他们可以讨论路线、速度和传递信息时有用的词语。受过训练的陪跑员会学习怎样提供支持，而不是仅凭猜测来判断别人的需要。 跑步过程中，信息只有及时到达才有用。想象一下，你刚到拐角处才听见“转弯！”你几乎没有时间作出反应。更早地发出信息，并明确方向，能让你有时间准备。跑步时，冗长的解释也可能难以听懂。同伴们会练习简短的信息，这样不用长篇交谈就能理解彼此。 两人的动作也很重要。牵引绳可以把两人联系起来，但不能完成全部工作。他们会练习让步伐节奏相互配合。陪跑员要适应运动员，而不是要求运动员模仿自己。一个独自跑步很出色的陪跑员，仍然需要学习这种共同的节奏。速度有用，但俱乐部里跑得最快的人并不自动就是最好的陪跑员。 现在想象两名同伴刚完成一次训练。陪跑员认为某条信息很清楚，跑者却说它来得太晚了。如果他们只讨论完赛时间，这个问题可能会继续存在。如果他们倾听彼此，就能在下次跑步之前调整提示。跑者是合作中积极参与的一方，拥有陪跑员需要了解的信息和经验。 英格兰田径协会提供陪跑员培训，有经验的运动员也强调沟通与信任的重要性。这種信任通过练习建立，而不是靠一次勇敢的承诺。成功的合作为跑者提供有用的信息，也留下作出决定的空间。陪跑员帮助打开前路；跑步的依然是运动员本人。看起来像是两个人保持相同速度，实际上是两个人学习怎样合作。 D When a school team chooses a captain, the easiest question is often, “Who is our best player?” Scores and race times are easy to compare. Listening, fairness and patience are harder to count. However, choosing a captain only by sporting results may leave out the very skills that help a team work. There are good reasons to consider the strongest player. A skilled player can show others how to improve a difficult movement. Someone who trains seriously may also set a useful example. During a close match, teammates may feel calmer beside a player they trust. Sporting ability matters, and it should not be ignored simply because someone is already successful. Yet leading a team asks for something more. Imagine a new player missing the same pass three times. A captain might take the ball away and do the job alone. The team could look better for a few minutes, but the new player would learn little. Another captain might explain the movement and give that player another chance. This choice may bring a slower improvement today, but a stronger team next month. Fairness can be even harder when friends are involved. A captain may need to remind a close friend to arrive on time, or invite a quiet teammate to speak. These moments rarely appear on a score sheet. Still, they tell players whether the same rules apply to everyone. If teammates feel that only the captain’s friends matter, some may stop sharing ideas or trying their best. So how can a team choose wisely? Instead of holding a popularity vote after one exciting win, it could give several players a chance to lead parts of practice. One might organise a warm-up; another could welcome new members. Afterwards, the team could discuss specific questions: Were the instructions clear? Did everyone get a chance? How did the leader respond when something went wrong? This does not mean the best player should never be captain, or that the quietest player must be the kindest. People should be judged by what they do in different situations. Teams can also share some jobs, so that leading becomes a skill more students can develop. The captain’s badge should not simply reward yesterday’s top score. It should show who is ready to help the whole team take its next step. 词语：captain 队长；badge 徽章 18. Why does the writer discuss the strongest player in Paragraph 2? A. To present a reasonable part of another view. B. To question whether training really matters. C. To explain why close matches are unpopular. D. To suggest that skill should be the only test. 【答案】A　【考点】写作意图 【解析】第二段承认优秀队员在示范、榜样和稳定队友情绪方面的价值，是先呈现另一种看法的合理部分，再说明仅凭成绩选队长还不够。 19. What does the example of the new player suggest? A. New players should watch until they learn every skill. B. Quick results always show the quality of leadership. C. A captain should avoid correcting repeated mistakes. D. Patient support may help the team in the long run. 【答案】D　【考点】推断理解 【解析】第三段比较独自代替新人完成任务与讲解后再给机会，指出后者虽然眼前见效慢，却能带来长期进步。 20. Which action best matches the advice in Paragraph 5? A. Let several players lead a short activity. B. Give the badge to the latest match winner. C. Choose the player with the most friends. D. Ask the newest member to select a leader. 【答案】A　【考点】细节理解 【解析】第五段建议让几位队员分别带领部分训练，再依据具体表现讨论，故让几位队员轮流组织短活动最符合建议。 21. Which is the best title for the passage? A. When Friends Should Play Together B. Why Every Team Needs More Practice C. A Captain Needs More Than Top Scores D. How to Become the Fastest Player 【答案】C　【考点】最佳标题 【解析】文章围绕“最强队员是否最适合当队长”展开，论证队长除运动成绩外，还需要耐心、公平、倾听和帮助队友的能力。 参考译文 校队选队长时，最容易提出的问题往往是：“谁是我们最优秀的队员？”得分和比赛用时容易比较，倾听、公平和耐心却难以计数。然而，只凭运动成绩选队长，可能忽略那些真正帮助团队合作的能力。 考虑最强的队员有充分理由。技术好的队员可以向别人示范如何改进一个困难动作。认真训练的人也可能树立有益的榜样。在比分接近的比赛中，和信任的队员并肩作战，队友们可能会更镇定。运动能力很重要，不应仅仅因为某个人已经很成功，就忽视这一点。 但带领团队需要更多。想象一名新队员连续三次出现同样的传球失误。一位队长可能会把球拿走，独自完成任务。球队几分钟内可能表现更好，新队员却学不到多少。另一位队长可能会讲解动作，再给这个队员一次机会。这样的选择今天也许见效较慢，却可能在下个月带来一支更强的队伍。 当朋友牵涉其中时，做到公平可能更难。队长可能需要提醒一位好朋友按时到场，或者邀请一位安静的队友发言。这些时刻很少出现在记分表上，但它们会告诉队员，同样的规则是否适用于所有人。如果队友觉得只有队长的朋友才重要，有些人可能就不再分享想法或全力以赴了。 那么，团队该怎样明智地选择呢？与其在一场激动人心的胜利后进行人气投票，不如让几名队员各有机会带领一部分训练。一人可以组织热身，另一人可以欢迎新成员。之后，大家可以讨论具体问题：指令是否清楚？每个人是否都有机会？出问题时，这位组织者怎样应对？ 这不是说最优秀的队员永远不该当队长，也不是说最安静的队员一定最友善。应该根据人们在不同情境中的行动来评价他们。团队也可以分担一些职责，让领导能力成为更多学生能发展的技能。队长徽章不应只奖励昨天的最高得分，而应该表明谁已经准备好帮助整个团队向前迈进。 三、完形填空 A Ethan was putting his badminton racket into its cover when he heard his name. “Our winner is Ethan!” the teacher called. For a moment, Ethan felt __22__. Had he heard correctly? He had just lost the final game to Adrian. The student who kept the scores held up a card: Ethan 21, Adrian 19. The numbers were __23__, but the names were in the wrong places. Ethan looked towards Adrian, who was talking to his father near the door and had not heard the result. Ethan had wanted the small cup for weeks. He had even cleared a __24__ for it on his desk. Now the teacher was waiting for him to come forward. Some friends began to __25__. It would be easy to smile and take the cup. Instead, Ethan walked to the table and spoke __26__, so only the teacher and the scorer could hear. “I think the names need to change places,” he said. The scorer looked at his notebook and his face turned __27__. Ethan added, “The hall was very noisy. It was an easy mistake to make.” The teacher __28__ the result and called Adrian forward. Ethan clapped with everyone else. He was still __29__ about losing; honesty did not make that feeling disappear. But he could look Adrian in the eye when they shook hands. As they left, Adrian asked, “Same time for __30__ next week?” Ethan nodded. He had no cup to put on his desk, but he had kept something that a wrong score could never __31__: his opponent’s trust. 词语：opponent 对手；scorer 记分员 22 A. confused B. relaxed C. bored D. proud 【答案】A　【考点】形容词辨析 【解析】他明明输掉了比赛，却被宣布为获胜者，因此感到困惑，选 confused。 23 A. secret B. correct C. tiny D. missing 【答案】B　【考点】形容词辨析 【解析】下文说名字位置颠倒，可知21和19这两个数字本身是正确的，选 correct。 24 A. rule B. date C. space D. list 【答案】C　【考点】名词辨析 【解析】他盼望奖杯，已在书桌上腾出摆奖杯的地方，选 space。 25 A. cheer B. leave C. whisper D. argue 【答案】A　【考点】动词辨析 【解析】大家以为伊桑获胜，朋友们开始欢呼，选 cheer，与后面的领奖情境相符。 26 A. carelessly B. proudly C. quietly D. angrily 【答案】C　【考点】副词辨析 【解析】后面说只有老师和记分员能听见，表明他压低声音，选 quietly。 27 A. round B. bright C. white D. red 【答案】D　【考点】词义与语境 【解析】记分员发现自己写错了名字，因尴尬而脸红，选 red。 28 A. predicted B. discussed C. forgot D. corrected 【答案】D　【考点】动词辨析 【解析】老师得知记分错误后更正了比赛结果，然后请真正的获胜者上前，选 corrected。 29 A. thankful B. disappointed C. excited D. curious 【答案】B　【考点】形容词辨析 【解析】后句说诚实并未使这种感觉消失，说明伊桑仍为输球感到失望，选 disappointed。 30 A. practice B. shopping C. homework D. dinner 【答案】A　【考点】名词辨析 【解析】两人是羽毛球伙伴，阿德里安约他下周同一时间继续训练，选 practice。 31 A. describe B. hide C. buy D. count 【答案】C　【考点】动词辨析 【解析】结尾强调错误的分数换不来对手的信任。buy 在此表示“买来、换来”，与故事的诚实主题相符。 参考译文 伊桑正把羽毛球拍装进拍套，忽然听到了自己的名字。“我们的获胜者是伊桑！”老师宣布。一时间，伊桑感到疑惑。他听对了吗？他刚刚在决赛中输给了阿德里安。 负责记分的学生举起一张卡片：伊桑21分，阿德里安19分。数字是对的，但名字写反了。伊桑望向阿德里安，阿德里安正在门边和父亲说话，没有听见比赛结果。 伊桑已经盼望得到那只小奖杯好几个星期了。他甚至在书桌上为奖杯腾出了一个位置。现在老师正等他走上前去，一些朋友开始欢呼。他只需微笑着接过奖杯就行了。 但伊桑走到桌前，轻声说话，只有老师和记分员能听见。“我想，这两个名字需要换一下位置。”他说。记分员看了看笔记本，脸红了。伊桑补充说：“大厅里很吵，这种错误很容易发生。” 老师更正了结果，请阿德里安上前。伊桑和大家一起鼓掌。他仍然为失利感到失望；诚实并没有让这种感觉消失。但握手时，他能够坦然看着阿德里安的眼睛。 离开时，阿德里安问：“下周还是同一时间训练吗？”伊桑点了点头。他没有奖杯可以放在书桌上，但他保住了错误的分数永远买不来的东西：对手的信任。 B When the school football team list went up, Felix found his name near the bottom. He would start the season as a substitute. He said nothing, but at practice he began arriving only a minute before the start. If he was not going to play, why should he make much __32__? One Thursday, the coach asked Felix to watch a practice game and write down what happened when the team lost the ball. Felix thought it was just a way to keep him __33__. His first notes were short: “Bad pass. Too slow. Lost again.” When the coach read them, she asked, “What could they do differently?” Felix had no __34__. At the next practice, he watched more __35__. He noticed that their right defender, Leo, often had no one nearby to pass to. From the field, Leo could see opponents coming towards him; from the side, Felix could see the empty space behind them. He drew a simple __36__ to show where another player could move. The coach asked Leo what he thought. “I didn’t realise I had that choice,” Leo said. They tried the idea slowly, then in a short game. It did not work every time, so Felix changed his drawing after listening to Leo. His job was no longer about finding __37__. It was about finding a useful next step. Felix still wanted to get into the starting team. He asked the coach which skills he needed to __38__ and stayed for extra passing practice twice a week. Watching carefully helped his own game, too. When he finally played for ten minutes in a match, he looked around before asking for the ball. The team lost that match, and Felix did not become a star overnight. On the way home, however, Leo sat beside him and asked about a moment in the second half. Felix opened his notebook. For the first time that season, he felt __39__ in a way that had little to do with applause. The next team list still named him as a substitute. This time, he read it without __40__ his notebook. He could be disappointed and useful at the same time. He was learning that a place on the bench could be a place to __41__, as long as he kept paying attention and taking part. 词语：substitute 替补队员；defender 后卫；applause 掌声 32 A. money B. effort C. noise D. space 【答案】B　【考点】名词与搭配 【解析】他认为自己没有上场机会，所以不愿再努力。make an effort / make much effort 表示“付出努力”。 33 A. quiet B. busy C. popular D. safe 【答案】B　【考点】形容词辨析 【解析】费利克斯起初看不出记录的价值，以为教练只是给他找事做，让他忙着，选 busy。 34 A. chance B. ticket C. answer D. reason 【答案】C　【考点】名词辨析 【解析】教练问队员怎样做会更好，费利克斯却答不上来，选 answer。 35 A. carelessly B. secretly C. nervously D. carefully 【答案】D　【考点】副词辨析 【解析】后文写他发现传球路线和空当，表明他开始细致观察场上情况，选 carefully。其他选项表示紧张地、秘密地或粗心地，均不符合这段的变化。 36 A. diagram B. score C. schedule D. message 【答案】A　【考点】名词辨析 【解析】他要展示另一名队员的跑位，后文又说修改 drawing，可知画的是示意图，选 diagram。 37 A. friends B. seats C. faults D. prizes 【答案】C　【考点】名词辨析 【解析】起初他的记录只有“传球差”等批评；现在关注如何改进，不再只是找错误，选 faults。 38 A. hide B. forget C. record D. improve 【答案】D　【考点】动词辨析 【解析】他想进入首发，并留下加练，所以向教练询问需要提高哪些技能，选 improve。 39 A. valued B. famous C. lucky D. tired 【答案】A　【考点】形容词辨析 【解析】利奥主动来询问比赛细节，让费利克斯感到自己的观察有价值、自己受到重视，选 valued。 40 A. finding B. closing C. sharing D. carrying 【答案】B　【考点】动词辨析 【解析】虽然仍是替补，他没有因此停止参与。“没有合上笔记本”象征他继续观察和贡献，选 closing。 41 A. hide B. rest C. wait D. grow 【答案】D　【考点】动词辨析 【解析】全文写他在替补席上学会观察、合作，也提高了自身能力，因此替补席也能成为成长的地方，选 grow。 参考译文 学校足球队名单公布后，费利克斯在靠近底部的地方找到了自己的名字。他将以替补身份开始这个赛季。他什么也没说，但训练时开始只提前一分钟到场。如果不打算让他上场，他为什么还要那么努力呢？ 一个星期四，教练让费利克斯观看一场训练赛，记下球队丢球时发生的情况。费利克斯认为这只是为了让他有事可做。他最初的记录很简短：“传球差。太慢。又丢了。”教练看完后问：“他们怎样做会更好？”费利克斯答不上来。 下次训练时，他观察得更加仔细。他注意到，右后卫利奥常常找不到附近可以接球的人。在场上，利奥看见的是朝他逼近的对手；在场边，费利克斯却能看见对手身后的空当。他画了一张简单的示意图，表示另一名队员可以跑向哪里。 教练问利奥的看法。“我没意识到还有那个选择。”利奥说。他们先慢慢尝试这个办法，随后在一场小型比赛中试用。这个办法并非每次都有效，于是费利克斯听取利奥的意见后修改了图。他的工作不再是挑错误，而是寻找有用的下一步。 费利克斯仍然希望进入首发阵容。他问教练需要提高哪些技能，每周留下来加练两次传球。仔细观察也帮助了他自己的比赛。当他终于在一场比赛中获得十分钟上场时间时，他会先环顾四周，再要求传球。 球队输掉了那场比赛，费利克斯也没有一夜之间成为明星。然而，在回家的路上，利奥坐到他旁边，询问下半场的一个片段。费利克斯打开笔记本。那是这个赛季他第一次感到自己受到重视，而这种感受与掌声几乎无关。 下一次球队名单上，他仍然是替补。这一次，读完名单，他没有合上笔记本。他可以一边失望，一边发挥作用。他正在明白，只要继续认真观察、积极参与，替补席也可以成为成长的地方。 四、完成句子 42. 安娜是我们俱乐部最受尊敬的教练之一。 Anna is ____________________ coaches in our club. 【答案】one of the most respected 【解析】“one of + the + 形容词最高级 + 可数名词复数”表示“最……的……之一”；respected 意为“受尊敬的”。 43. 在所有队员中，诺亚训练最刻苦。 Of all the players, Noah trains ____________________. 【答案】the hardest 【解析】of all the players 给出比较范围，用 hard 的最高级 hardest；副词最高级前的 the 也可省略。 44. 即使比赛很艰难，也不要放弃。 Do not ____________________, even when the game is difficult. 【答案】give up 【解析】give up 意为“放弃”；Do not 后接动词原形。 45. 我们的成功在于相互信任。 Our success ____________________ trusting each other. 【答案】lies in 【解析】lie in 表示“在于”；主语 Our success 为单数，谓语用 lies。 46. 这位运动员的故事激励我们尽最大努力。 The athlete’s story inspires us to ____________________. 【答案】do our best 【解析】do one’s best 意为“尽某人最大努力”；与 us 呼应，物主代词用 our。 五、书面表达 47. 校英语园地正在征集“My Sporting Role Model at School”主题短文。请推荐一位值得学习的校园运动伙伴，介绍他/她参加的运动，用一件具体的事说明推荐理由，并谈谈你想向他/她学习什么。不少于60词。文中不出现真实校名和姓名。 写作思路 先简要介绍伙伴及其运动，再用一件具体小事突出耐心、诚实、责任感或团队精神，最后写自己的收获。可用 one of the most...、inspire sb to do sth、do one’s best 等表达；叙述已发生的事注意使用一般过去时。 Possible Version 1 My sporting role model at school is Chloe. She is on our basketball team. Last Friday, I missed several shots and wanted to stop practising. Chloe stayed with me and showed me how to hold the ball. She was patient even when I made the same mistake again. She is not the tallest player, but she is one of the kindest teammates. I want to learn her patience and help others, too. Possible Version 2 My sporting role model is our football goalkeeper, Julian. What impresses me most is not the number of goals he prevents, but the way he treats people after a difficult match. Last month, a younger defender made a mistake that cost our team the game. While others walked away in silence, Julian invited him to review the moment together. He began with his own mistake, making it easier for the boy to speak honestly. Julian has taught me that responsibility means looking for solutions instead of someone to blame. I hope to follow his example by staying fair when emotions are strong and helping teammates regain their confidence. 1 学科网（北京）股份有限公司 $ 八年级上册 Unit 1 L3 同步作业 一、单项选择 1. Of the six runners, Grace finished the race in the shortest time. She was the _____ runner. A. more fast B. fast C. faster D. fastest 2. The small sports centre is one of _____ places in our town after school. A. busier B. the busiest C. the busier D. busy 3. Among all the players, Daniel listens to the coach the _____. A. most careful B. carefully C. most carefully D. more carefully 4. The team lost several games, but the players never _____. They kept working on their skills. A. came in B. set off C. gave up D. looked out 5. Our greatest strength does not lie _____ any single player. It comes from working together. A. in B. at C. for D. on 二、阅读理解 A The Behind-the-Team Award Who makes your school team a better place? It may be the player who scores the most points. It may also be the person who stays to collect the balls or helps a new member learn the rules. The Sports Club is looking for stories about these people for its Behind-the-Team Award. Any student can recommend a student from our school. The person does not have to play in matches, but must have helped a school sports team this term. Ask for their permission before you send in their name. You cannot recommend yourself. Write a story of 120–160 words about one thing the person did. Explain what happened, how the person helped and what changed because of that help. “She is always kind” is not enough: show us a moment that made you think so. You may add a photograph, but it is not required. Put your story in the box outside the PE office by 4 p.m. next Thursday. Add your name and class so that we can ask you questions. A PE teacher and two student club members will read the stories. They will choose two winners by looking at the help described, not the number of recommendations a person receives. The winning stories will appear on the sports noticeboard, with the students’ permission. The writers may be invited to a short interview before the stories are posted. Help us notice the work that often happens after the cheering stops. 词语：recommend 推荐；permission 许可 6. Who can be recommended for the award? A. A coach who trained a town team. B. A student who helped a school team. C. A parent who watched school matches. D. A visitor who brought sports prizes. 7. Why should writers describe a particular moment? A. To introduce their favourite sport. B. To report every result this term. C. To show how the person helped. D. To explain the rules of a match. 8. How will the readers choose the winners? A. By comparing the writers’ classes. B. By considering the help described. C. By counting each person’s supporters. D. By counting the photos sent in. 9. What can we learn from the notice? A. Every recommended student will be interviewed. B. A photo is needed for each recommendation. C. Only the top scorers deserve attention. D. One clear story can bring someone recognition. B Piper kept looking at the last page of her maths book on the bus, but she could not read a word. An hour earlier, she had missed a shot in the school basketball match. Her team had lost by one point. In her mind, the ball was still falling past the basket. “You left this on the bench,” Marcus said, handing her a water bottle. Piper expected him to say that it was only a game. Instead, he sat down and asked, “Do you want to talk, or would you rather have some quiet?” She moved her bag, making room for him. After a while, Piper said, “I let everyone down.” Marcus took a pencil from his pocket. On the back of an old ticket, he drew a small court. “I lost the ball here,” he said. “And we missed three easy passes before your shot. The whole game belongs to all of us.” The next afternoon, Piper arrived at practice early. Marcus was already there with two other teammates. They asked her to practise the final play with them. At first, Piper tried to shoot every time. Then one teammate moved into a better position, and she passed. The ball went in. They did not pretend that losing felt good. Nor did they promise to win the next match. But when Piper put the ticket in her bag, she no longer saw only one missed shot. She saw four players on a court, learning what to try next. 词语：court 球场 10. Why could Piper not read her maths book? A. She was planning the next basketball game. B. She was worried about an unfinished task. C. She was waiting for a missing teammate. D. She was thinking about her missed shot. 11. What did Marcus do before talking about the match? A. He asked what Piper needed. B. He explained the shooting rules. C. He promised a better result. D. He listed the coach’s mistakes. 12. What did the drawing on the ticket help Piper understand? A. The team should practise on a larger court. B. The final shot was their easiest chance. C. The coach needed a different game plan. D. The loss came from more than one moment. 13. Which is the best title for the passage? A. A Seat Beside the Coach B. More Than One Missed Shot C. The Shot That Won the Game D. A Ticket for the Winning Team C At a running track, you may see two people moving side by side with a short tether between their hands. One may be blind or have difficulty seeing clearly. The other is a guide runner. From a distance, their job might look simple: keep moving together. In fact, good guide running involves a series of small decisions made by both people. The partnership begins before they run. People with sight loss do not all see the world in the same way, so a guide needs to ask what support the runner wants. They can talk about the route, their speed and useful words for giving information. A trained guide learns how to offer support instead of simply guessing what another person needs. During a run, information has to arrive in time to be useful. Imagine hearing “Turn!” just as you reach a corner. You would have little time to respond. An earlier message, with a clear direction, gives you time to prepare. Long explanations can also be hard to follow while running. Partners practise short messages so that they understand each other without a long conversation. Their movements matter, too. A tether can help connect the pair, but it cannot do all the work. They practise matching the rhythm of their steps. The guide adjusts to the athlete, rather than expecting the athlete to copy the guide. A guide who runs well alone still needs to learn this shared rhythm. Speed is useful, but being the fastest person in the club does not automatically make someone the best guide. Now imagine two partners finishing a practice run. The guide thinks a message was clear, but the runner says it came too late. If they only discuss the finishing time, this problem may continue. If they listen to each other, they can change the message before their next run. The runner is an active member of the partnership, with knowledge that the guide needs. England Athletics offers training for guide runners, and experienced athletes also stress the importance of communication and trust. This trust is built through practice, not one brave promise. A successful partnership gives the runner useful information and room to make decisions. The guide helps open the way; the athlete still does the running. What looks like two people keeping the same speed is really two people learning how to work together. 词语：tether 牵引绳；sight loss 视力损失；rhythm 节奏；adjust 调整 14. What should a guide do before running with a new partner? A. Ask what kind of support the runner needs. B. Decide which races the runner should enter. C. Use the same instructions with every runner. D. Choose the longest route around the track. 15. What is the main idea of Paragraph 3? A. Simple words matter more than giving warnings early. B. Good messages need suitable timing and wording. C. Messages should be saved for the most difficult turns. D. Long conversations help partners agree on a pace. 16. Why does the writer describe the discussion after a practice run? A. To show why faster practice should come first. B. To explain why partners record their finishing times. C. To show how feedback can improve the partnership. D. To explain how guides compare different routes. 17. What would the writer probably agree with? A. A familiar route reduces the need for communication. B. A guide’s speed matters more than shared practice. C. A strong partnership includes the runner’s own ideas. D. Clear instructions let guides choose the runner’s goals. D When a school team chooses a captain, the easiest question is often, “Who is our best player?” Scores and race times are easy to compare. Listening, fairness and patience are harder to count. However, choosing a captain only by sporting results may leave out the very skills that help a team work. There are good reasons to consider the strongest player. A skilled player can show others how to improve a difficult movement. Someone who trains seriously may also set a useful example. During a close match, teammates may feel calmer beside a player they trust. Sporting ability matters, and it should not be ignored simply because someone is already successful. Yet leading a team asks for something more. Imagine a new player missing the same pass three times. A captain might take the ball away and do the job alone. The team could look better for a few minutes, but the new player would learn little. Another captain might explain the movement and give that player another chance. This choice may bring a slower improvement today, but a stronger team next month. Fairness can be even harder when friends are involved. A captain may need to remind a close friend to arrive on time, or invite a quiet teammate to speak. These moments rarely appear on a score sheet. Still, they tell players whether the same rules apply to everyone. If teammates feel that only the captain’s friends matter, some may stop sharing ideas or trying their best. So how can a team choose wisely? Instead of holding a popularity vote after one exciting win, it could give several players a chance to lead parts of practice. One might organise a warm-up; another could welcome new members. Afterwards, the team could discuss specific questions: Were the instructions clear? Did everyone get a chance? How did the leader respond when something went wrong? This does not mean the best player should never be captain, or that the quietest player must be the kindest. People should be judged by what they do in different situations. Teams can also share some jobs, so that leading becomes a skill more students can develop. The captain’s badge should not simply reward yesterday’s top score. It should show who is ready to help the whole team take its next step. 词语：captain 队长；badge 徽章 18. Why does the writer discuss the strongest player in Paragraph 2? A. To present a reasonable part of another view. B. To question whether training really matters. C. To explain why close matches are unpopular. D. To suggest that skill should be the only test. 19. What does the example of the new player suggest? A. New players should watch until they learn every skill. B. Quick results always show the quality of leadership. C. A captain should avoid correcting repeated mistakes. D. Patient support may help the team in the long run. 20. Which action best matches the advice in Paragraph 5? A. Let several players lead a short activity. B. Give the badge to the latest match winner. C. Choose the player with the most friends. D. Ask the newest member to select a leader. 21. Which is the best title for the passage? A. When Friends Should Play Together B. Why Every Team Needs More Practice C. A Captain Needs More Than Top Scores D. How to Become the Fastest Player 三、完形填空 A Ethan was putting his badminton racket into its cover when he heard his name. “Our winner is Ethan!” the teacher called. For a moment, Ethan felt __22__. Had he heard correctly? He had just lost the final game to Adrian. The student who kept the scores held up a card: Ethan 21, Adrian 19. The numbers were __23__, but the names were in the wrong places. Ethan looked towards Adrian, who was talking to his father near the door and had not heard the result. Ethan had wanted the small cup for weeks. He had even cleared a __24__ for it on his desk. Now the teacher was waiting for him to come forward. Some friends began to __25__. It would be easy to smile and take the cup. Instead, Ethan walked to the table and spoke __26__, so only the teacher and the scorer could hear. “I think the names need to change places,” he said. The scorer looked at his notebook and his face turned __27__. Ethan added, “The hall was very noisy. It was an easy mistake to make.” The teacher __28__ the result and called Adrian forward. Ethan clapped with everyone else. He was still __29__ about losing; honesty did not make that feeling disappear. But he could look Adrian in the eye when they shook hands. As they left, Adrian asked, “Same time for __30__ next week?” Ethan nodded. He had no cup to put on his desk, but he had kept something that a wrong score could never __31__: his opponent’s trust. 词语：opponent 对手；scorer 记分员 22 A. confused B. relaxed C. bored D. proud 23 A. secret B. correct C. tiny D. missing 24 A. rule B. date C. space D. list 25 A. cheer B. leave C. whisper D. argue 26 A. carelessly B. proudly C. quietly D. angrily 27 A. round B. bright C. white D. red 28 A. predicted B. discussed C. forgot D. corrected 29 A. thankful B. disappointed C. excited D. curious 30 A. practice B. shopping C. homework D. dinner 31 A. describe B. hide C. buy D. count B When the school football team list went up, Felix found his name near the bottom. He would start the season as a substitute. He said nothing, but at practice he began arriving only a minute before the start. If he was not going to play, why should he make much __32__? One Thursday, the coach asked Felix to watch a practice game and write down what happened when the team lost the ball. Felix thought it was just a way to keep him __33__. His first notes were short: “Bad pass. Too slow. Lost again.” When the coach read them, she asked, “What could they do differently?” Felix had no __34__. At the next practice, he watched more __35__. He noticed that their right defender, Leo, often had no one nearby to pass to. From the field, Leo could see opponents coming towards him; from the side, Felix could see the empty space behind them. He drew a simple __36__ to show where another player could move. The coach asked Leo what he thought. “I didn’t realise I had that choice,” Leo said. They tried the idea slowly, then in a short game. It did not work every time, so Felix changed his drawing after listening to Leo. His job was no longer about finding __37__. It was about finding a useful next step. Felix still wanted to get into the starting team. He asked the coach which skills he needed to __38__ and stayed for extra passing practice twice a week. Watching carefully helped his own game, too. When he finally played for ten minutes in a match, he looked around before asking for the ball. The team lost that match, and Felix did not become a star overnight. On the way home, however, Leo sat beside him and asked about a moment in the second half. Felix opened his notebook. For the first time that season, he felt __39__ in a way that had little to do with applause. The next team list still named him as a substitute. This time, he read it without __40__ his notebook. He could be disappointed and useful at the same time. He was learning that a place on the bench could be a place to __41__, as long as he kept paying attention and taking part. 词语：substitute 替补队员；defender 后卫；applause 掌声 32 A. money B. effort C. noise D. space 33 A. quiet B. busy C. popular D. safe 34 A. chance B. ticket C. answer D. reason 35 A. carelessly B. secretly C. nervously D. carefully 36 A. diagram B. score C. schedule D. message 37 A. friends B. seats C. faults D. prizes 38 A. hide B. forget C. record D. improve 39 A. valued B. famous C. lucky D. tired 40 A. finding B. closing C. sharing D. carrying 41 A. hide B. rest C. wait D. grow 四、完成句子 42. 安娜是我们俱乐部最受尊敬的教练之一。 Anna is ____________________ coaches in our club. 43. 在所有队员中，诺亚训练最刻苦。 Of all the players, Noah trains ____________________. 44. 即使比赛很艰难，也不要放弃。 Do not ____________________, even when the game is difficult. 45. 我们的成功在于相互信任。 Our success ____________________ trusting each other. 46. 这位运动员的故事激励我们尽最大努力。 The athlete’s story inspires us to ____________________. 五、书面表达 47. 校英语园地正在征集“My Sporting Role Model at School”主题短文。请推荐一位值得学习的校园运动伙伴，介绍他/她参加的运动，用一件具体的事说明推荐理由，并谈谈你想向他/她学习什么。不少于60词。文中不出现真实校名和姓名。 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 1 学科网（北京）股份有限公司 $