Unit 2 Safety Lesson 1 Stay Safe 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 2 Lesson 1 同步作业 解析版 Stay Safe 一 单项选择 1. The notice says “Staff Only”. Visitors ______ enter this room. A. don’t have to B. may C. mustn’t D. needn’t 【答案】C 【语法·情态动词】“Staff Only”表示仅限工作人员进入，因此游客不得进入。mustn’t 表示禁止；don’t have to 和 needn’t 表示不必；may 表示可以或可能。 2. The club provides all the tools, so we ______ bring our own. A. mustn’t B. can’t C. shouldn’t D. don’t have to 【答案】D 【语法·情态动词】俱乐部提供所有工具，所以没有必要自带。don’t have to 表示不必，并非禁止携带。其余三项均不符合这一语境。 3. The lift is closed for repairs. We ______ use the stairs to reach the second floor. A. can’t B. have to C. don’t have to D. mustn’t 【答案】B 【语法·情态动词】电梯停用这一客观情况使“我们”不得不走楼梯，故用 have to。其余选项分别表示禁止、不必和不能，均与句意不符。 4. Before using the new machine, please ______ the instructions carefully. A. follow B. accept C. collect D. spread 【答案】A 【词汇与搭配】follow the instructions 意为“遵照说明”。collect 表示收集，accept 表示接受，spread 表示传播，均不符合使用机器前遵照说明的语境。 5. Please ______ your personal belongings while you are waiting in the hall. A. keep up with B. get ready for C. take good care of D. look forward to 【答案】C 【词汇与搭配】take good care of 意为“妥善照管”。personal belongings 指个人物品；其余短语分别表示为……做准备、期待、跟上。 二 阅读理解 A Young Makers Saturday Would you like to build a small wooden bird feeder? Join us at Westfield Community Centre this Saturday. The workshop is for young people aged 12 to 15. It runs from 10 a.m. to noon, but please arrive fifteen minutes early for a safety talk. No experience is needed. An adult helper will work with each small group. Wear closed shoes and tie back long hair. We provide tools and safety glasses, so you do not have to bring your own. Keep your glasses on while working. Put bags on the shelf by the entrance, rather than beside your chair. The space between the tables must stay clear. First, a helper will show you how each tool works. You may then try it while the helper watches. Only adult helpers may use the electric saw. If something breaks or feels wrong, stop and tell a helper. Do not try to repair equipment yourself, even if you have used similar tools before. There will be a short break at eleven. Leave tools on the worktable before going to the drinking area. Food and drinks must stay there. At the end, count the tools with your group and return them to the correct boxes. Your bird feeder can go home with you after a helper checks it. Book a place at the centre's front desk by Thursday. Places are limited to sixteen because everyone needs enough room and support. 词语：bird feeder 喂鸟器；saw 锯 6. When should a participant arrive? A. At 9:45 a.m. B. At 11:00 a.m. C. At 10:15 a.m. D. At 10:00 a.m. 【答案】A 【细节理解】活动十点开始，但要求提前十五分钟到场，因此应在九点四十五分到达。 7. What may the young makers do during the workshop? A. Keep their bags beside their chairs. B. Repair a broken tool with a partner. C. Try hand tools with a helper watching. D. Use the electric saw after the talk. 【答案】C 【细节理解】第三段允许学生在助手看护下尝试工具；电锯仅限成年人使用，设备不能自行修理，包应放在入口旁的架子上。 8. Why are only sixteen places available? A. To give each maker enough space and help. B. To make each group bring its own tools. C. To finish all the work before the break. D. To leave more bird feeders at the centre. 【答案】A 【细节理解】末段直接说明限额的原因是让每个人都有足够的空间和指导，其他选项均不是文中给出的原因。 9. Who would find this notice most useful? A. A teacher choosing a book about wild birds. B. A parent looking for a tool repair service. C. A worker applying for a job at the centre. D. A teenager planning to join a making activity. 【答案】D 【推断理解】文章介绍面向12至15岁青少年的手工活动、参加要求与报名方式，因此最适合准备参加该活动的青少年阅读。 参考译文 你想制作一个小木制喂鸟器吗？本周六来韦斯特菲尔德社区中心参加活动吧。活动面向12至15岁的青少年，时间为上午十点至中午十二点。请提前十五分钟到场，听取安全说明。参加者不需要有经验，每个小组都会有一位成年助手指导。 请穿包住脚趾和脚跟的鞋，并把长发扎好。我们提供工具和护目镜，所以你不必自带。操作时应一直戴着护目镜。把包放在入口旁的架子上，不要放在椅子旁。桌子之间的通道必须保持畅通。 首先，助手会示范每种工具的用法。之后，你可以在助手的看护下尝试操作。只有成年助手可以使用电锯。如果有东西损坏，或你觉得不对劲，就停下来告诉助手。即使以前用过类似的工具，也不要自行修理设备。 十一点会有一次短暂休息。去饮水区之前，把工具留在工作台上。食物和饮料只能放在饮水区。活动结束时，和组员一起清点工具，并放回对应的盒子。助手检查过喂鸟器后，你就可以把它带回家。 请在周四之前到中心前台报名。活动限十六人参加，因为每个人都需要足够的空间和指导。 B Grace had only one line in the school play, but she practised it all week. At the final rehearsal, she waited behind the stage with the other actors. Everyone was busy, and the music teacher was checking the speakers. As Grace moved towards her place, she noticed a black cable across the narrow walkway. It belonged to a speaker that had just been moved. A strip of tape covered part of it, but one end had come loose. The stage lights made that corner difficult to see. Grace opened her mouth, then closed it. The older students seemed confident. Perhaps they already knew about the cable. She did not want to interrupt the rehearsal over something so small. Then she saw Oliver coming towards her, carrying a large cardboard tree. He could hardly see his feet. “Please stop a moment,” Grace said. Oliver stopped. She pointed to the cable and called the teacher. The teacher paused the rehearsal and asked the caretaker to make the walkway safe. Nobody stepped over the cable with a heavy object while they waited. Later, the teacher thanked Grace. “You noticed something the rest of us missed.” On the evening of the play, Grace still had just one line. Before the curtain rose, however, Oliver quietly asked her to check that their route was clear. This time she did not feel like the least important person backstage. 10. What made the cable particularly easy to miss? A. The lighting in that corner was poor. B. The cable was hidden inside a large box. C. The actors had covered it with clothes. D. The cardboard tree lay across the floor. 【答案】A 【细节理解】第二段说舞台灯光使那个角落难以看清。纸板树是奥利弗抱着的，不在地上；盒子和衣服均未提及。 11. Why did Grace hesitate to speak at first? A. She hoped Oliver would fix the cable. B. She thought the others might know already. C. She wanted to finish practising her line. D. She believed the teacher had gone home. 【答案】B 【细节理解】第三段写到高年级学生显得自信，格蕾丝猜想他们可能已经知道电线的事，又不想为小事打断排练。 12. What can we learn from Oliver’s request before the play? A. He expected Grace to carry his tree. B. He wanted Grace to repair the lights. C. He valued Grace’s careful attention. D. He thought Grace needed more lines. 【答案】C 【推断理解】奥利弗演出前主动请格蕾丝检查通道，说明他认可她观察细致、能发现隐患，而非让她搬道具或修灯。 13. What is the best title for the story? A. A Cardboard Tree That Stole the Show B. A Music Teacher Who Changed the Cast C. A School Play That Lost Its Audience D. A Small Voice That Made a Difference 【答案】D 【标题归纳】故事的核心是戏份很少的格蕾丝主动提醒，帮助大家避开隐患，也获得了认可。“微小的声音带来改变”能概括这一情节和主旨。 参考译文 格蕾丝在学校的话剧里只有一句台词，但她练习了整整一周。最后一次排练时，她和其他演员一起在舞台后等待。每个人都很忙，音乐老师正在检查扬声器。 格蕾丝走向自己的位置时，发现狭窄的通道上横着一根黑色电线。它连接着一台刚被移动过的扬声器。电线上有一条胶带，但一端已经松开。舞台灯光让那个角落不容易看清。 格蕾丝张了张嘴，又闭上了。高年级的学生看起来很有把握。也许他们已经知道有这根电线了。她不想为这么小的事情打断排练。这时，她看见奥利弗抱着一棵很大的纸板树走来，几乎看不到自己的脚。 “请等一下。”格蕾丝说。奥利弗停了下来。她指着电线，叫来了老师。老师暂停排练，请校工来处理通道上的隐患。等待期间，没有人搬着重物跨过那根电线。 后来，老师感谢格蕾丝：“你发现了我们其他人没注意到的事情。”演出当晚，格蕾丝仍然只有一句台词。不过，在幕布拉开前，奥利弗悄悄请她检查通道是否畅通。这一次，她不再觉得自己是后台最不重要的人了。 C An empty space can look like wasted space. In a busy classroom, it is tempting to put one more box near the door or squeeze another chair between two tables. Yet the spaces that hold nothing often have an important job. They allow people to move without meeting an unexpected object. Think about a bag left beside a desk. Its owner knows exactly where it is. A visitor looking for a seat may not. If several bags spread into a walkway, people have to turn sideways or step over them. Moving the bags to a proper storage area removes the problem more effectively than simply asking everyone to be careful. Keeping walking routes clear is a basic way of reducing trips. Seeing ahead matters too. Suppose a student carries a pile of books up some steps. The pile may be light enough to lift, but high enough to hide the next step. Carrying fewer books, or asking another person to help, gives the student a clearer view. Better lighting can also help people notice a change in floor level. These changes support careful behaviour rather than replace it. The arrangement of a room can change during an activity. At the beginning of an art lesson, stools may be neatly under tables. Half an hour later, students may have pulled them into the walking area to look at each other's work. A room that was safe at nine o'clock therefore needs another look before the next group enters. One check cannot describe the whole day. There is also a difference between a warning and a solution. A sign beside a damaged chair tells people about a problem. Removing the chair from use and telling the responsible adult helps deal with it. The sign may be useful while help is coming, but it does not make the chair safe to sit on. None of this means that a classroom should be empty or uncomfortable. Books, projects and chairs all belong there. The useful question is where they belong at each stage of the day. A well-planned room makes the safe action easy: a bag has a shelf, a chair has a place, and a person has room to pass. 词语：storage 存放；stool 凳子 14. Why does the writer mention the visitor in Paragraph 2? A. To show that classroom seats are difficult to find. B. To suggest that visitors should bring fewer things. C. To show that obstacles may surprise other people. D. To explain why guests need their own storage space. 【答案】C 【写作意图】主人知道书包的位置，访客却未必知道。这一对比说明障碍物可能使他人措手不及，不能只凭物主自己的熟悉程度判断安全。 15. What is the main idea of Paragraph 3? A. Helpful students should carry more books. B. A clear view helps people move safely. C. Brighter rooms need fewer safety rules. D. A lighter bag helps students study better. 【答案】B 【段落大意】第三段围绕看清前方展开，用少搬书、请人帮忙和改善照明来说明清晰视线对安全通行的作用。 16. Why should a room be checked again during the day? A. The same group may return the following week. B. People may move things during an activity. C. The first check may need a written report. D. Some warning signs may be difficult to read. 【答案】B 【细节理解】第四段以凳子从桌下被拉到通道上为例，说明活动会改变房间布置，因此要再次检查。 17. Which action best follows the writer’s advice? A. Add more chairs wherever there is free space. B. Put a warning on a chair and keep using it. C. Take a broken chair out of use and report it. D. Ask visitors to remember every bag’s position. 【答案】C 【推断理解】第五段区分警示和解决问题，提出停止使用坏椅子并告知负责人员。其余做法没有真正处理隐患。 参考译文 空着的地方可能看起来是在浪费空间。在忙碌的教室里，人们很容易想在门边多放一个箱子，或在两张桌子之间再挤进一把椅子。然而，那些没有放东西的空间往往承担着重要作用：让人们走动时不会碰上意料之外的障碍物。 想一想放在课桌旁的书包。主人清楚它在哪里，来找座位的访客却未必知道。如果几个书包占到了通道上，人们就不得不侧身通过或跨过去。把书包移到合适的存放处，比单纯要求每个人小心更能解决问题。保持行走路线畅通，是减少绊倒风险的一种基本方法。 看清前方也很重要。假设一个学生抱着一摞书上台阶。这摞书可能轻到搬得动，却高到挡住下一级台阶。少搬一些书，或请别人帮忙，能让这个学生看得更清楚。更好的照明也能帮助人们注意地面的高低变化。这些改变是帮助人们谨慎行动，而不是代替谨慎。 活动过程中，房间的布置可能发生变化。美术课开始时，凳子可能整齐地放在桌子下面。半小时后，学生为了看彼此的作品，可能把凳子拉到了通道上。因此，九点时安全的房间，在下一组人进入前仍需要再检查一次。一次检查不能代表一整天的情况。 警示和解决办法也有区别。在损坏的椅子旁放一个标志，是在告诉大家有问题。停止使用这把椅子并告知负责的成年人，才有助于处理问题。等待帮助时，标志可能有用，但它并不能让椅子变得可以安全就坐。 这些做法并不是说教室应该空空荡荡或令人不舒服。书籍、作品和椅子都应该在那里。有用的问题是：一天中不同的阶段，它们分别应该放在哪里？布置合理的房间使安全的做法更容易实现：书包有架子放，椅子有自己的位置，人也有足够的空间通过。 D At the start of a school year, students often receive a list of safety rules. They are asked to read it and follow it. That is necessary, but it need not be the end of the conversation. Students should also have a chance to help improve the rules they use every day. Students see details that adults may miss. They know which corner gets crowded after lunch and where a bag shelf is too high for younger children. If a rule says “Keep the entrance clear”, students may explain why bags still collect there: the nearest storage area is full. Listening to them can reveal a practical problem behind what looks like careless behaviour. The answer might include more storage, not just another warning. Helping with a rule can also mean working out its reason. Consider a group that wants to carry large art boards down a staircase. Rather than copy “Be careful”, students can discuss what blocks their view and when the stairs are busiest. With a teacher's guidance, they can choose smaller loads and a quieter time. The final rule becomes connected to a situation they understand. Some people worry that involving students will turn safety into a popularity contest. This concern is fair. A useful rule may be inconvenient, and a popular choice may still be dangerous. Students cannot vote to use equipment without the training it requires. Adults remain responsible for judging risks and setting necessary limits. Participation means giving information and asking thoughtful questions; it does not mean removing every limit people dislike. Schools can start small. A class might review one shared space, suggest a change, and try it under a teacher's supervision. After a week, they can ask whether the route is clearer or the equipment easier to put away. If the change creates a new problem, they should adjust it. A suggestion needs to be tested in daily use, not accepted simply because it sounds friendly. The aim is not to produce a longer rulebook. It is to make rules clear, workable and understood. When adults set firm boundaries and students contribute their everyday knowledge, a safety rule can become something a class knows how to use, rather than a sentence everyone has signed and forgotten. 词语：participation 参与；supervision 监督 18. What does the writer mainly argue? A. Teachers should let each group make all its own rules. B. Students should replace old rules with popular choices. C. Teachers should explain rules without inviting questions. D. Students should help improve rules within safe limits. 【答案】D 【主旨大意】全文主张在成年人设定必要界限的前提下，吸收学生的日常经验来改进规则。第四段明确反对由受欢迎程度决定安全。 19. What does the full storage area example show? A. Adding storage usually makes entrances smaller. B. Written warnings work better than spoken advice. C. Younger children need a different school entrance. D. Breaking a rule may have a practical cause. 【答案】D 【推断理解】书包堆在入口，可能是存放区已满。这说明表面上的违规行为背后可能有实际原因，需要找到原因再解决。 20. What is the purpose of Paragraph 4? A. To answer a concern and define students’ role. B. To compare school equipment from different years. C. To explain why teachers should stop all discussion. D. To describe a contest and announce its result. 【答案】A 【篇章结构】第四段先回应参与制定规则可能变成“人气投票”的担忧，再明确学生可提供意见，而成人仍负责风险判断和底线。 21. Which suggestion would the writer probably support? A. Remove a safety limit when students find it annoying. B. Try a class suggestion with a teacher and review it. C. Rewrite every school rule at the start of each month. D. Keep a class suggestion if most students enjoy it. 【答案】B 【观点判断】第五段提出在老师监督下小范围试行，并根据使用效果调整，因此“试行并复查”符合作者观点。 参考译文 新学年开始时，学生常常会收到一份安全规则，老师要求他们阅读并遵守。这很有必要，但讨论不必就此结束。学生也应该有机会帮助改进自己每天使用的规则。 学生会看到成年人可能忽视的细节。他们知道午饭后哪个拐角拥挤，也知道哪个书包架对低年级孩子来说太高。如果一条规则要求“保持入口畅通”，学生可能会解释为什么书包仍堆在那里：最近的存放区已经满了。倾听他们的意见，可能会发现看似粗心的行为背后存在实际困难。解决办法可能包括增加存放空间，而不只是再发一次警告。 参与制定规则，也可以意味着弄清规则的原因。设想一组学生想把大画板搬下楼梯。学生可以不只是照抄“小心”，而是讨论什么会挡住视线，以及楼梯什么时候最拥挤。在老师指导下，他们可以选择少量多次搬运，并挑人少的时候行动。最终的规则就与他们理解的情境联系起来了。 有些人担心，让学生参与会使安全规则变成比拼人气的投票。这种担心有道理。有用的规则可能不方便，而受欢迎的选择仍可能有危险。学生不能通过投票，决定在未接受必要培训时使用设备。成年人仍有责任判断风险、设定必要限制。参与意味着提供信息、提出经过思考的问题，并不意味着取消所有不受欢迎的限制。 学校可以从小处开始。一个班可以检查一处公共空间、提出改变，并在老师监督下试行。一周后，大家可以看看通道是否更畅通、设备是否更容易归位。如果改变带来了新问题，就应调整。一个建议需要在日常使用中检验，不能仅仅因为听起来友好就被接受。 目标不是编出更厚的规则手册，而是让规则清楚、可行，并被人理解。成年人设定明确界限，学生贡献日常经验，安全规则就能成为全班知道如何运用的办法，而不是一句大家签了字就忘掉的话。 三 完形填空 A On Saturday morning, Felix helped at a second-hand book sale. His job was to arrange the books near the door. He wanted every visitor to see the best titles, so he built two tall piles. The table looked ___22___, and he felt pleased. When Mrs Green arrived with a walking stick, Felix noticed a problem. The piles left only a ___23___ space beside the table. She stopped and looked for another way in. Felix quickly moved a box, but one pile began to lean. He held it steady and called the teacher for ___24___. “I thought more books would make a better sale,” he said. The teacher did not blame him. She asked him to look at the room from a visitor's ___25___. Felix walked to the entrance and understood. It was easy to see the books, but difficult to ___26___ them safely. Together, they moved some books to a lower shelf and left the walkway ___27___. Felix put a small sign on the table to tell visitors where to find the other books. He was ___28___ that the display looked less exciting, but Mrs Green returned and smiled. She could now move comfortably and choose a book herself. By noon, the group had sold plenty of books. Felix learned that a good display should ___29___ people, not stop them. Before leaving, he ___30___ the room once more. This time, he looked at the empty spaces as carefully as the books. They were part of his ___31___, too. 词语：display 陈列 22 A. full B. old C. plain D. clean 【答案】A 【词义辨析】前文说把书堆成两大摞，故桌上显得很满。plain“朴素的”、old“旧的”、clean“干净的”不能承接摆放许多书这一结果。 23 A. familiar B. private C. quiet D. narrow 【答案】D 【语境推断】书堆占据了地方，格林太太要找另一条路，说明剩下的空间狭窄。 24 A. praise B. payment C. help D. permission 【答案】C 【语境推断】书堆倾斜，费利克斯一边扶住它一边求助，应选 help，而不是付款、许可或表扬。 25 A. memory B. future C. choice D. viewpoint 【答案】D 【固定搭配】from a visitor’s viewpoint 表示“从来访者的角度”。老师要他亲自站到入口重新观察，而非回忆或作选择。 26 A. count B. name C. reach D. price 【答案】C 【词义辨析】通道受阻使人不容易安全地走到书旁，reach 表示到达、够到。count、price、name 分别表示清点、定价、命名。 27 A. colourful B. secret C. clear D. warm 【答案】C 【固定搭配】leave the walkway clear 表示“让通道保持畅通”，与移走部分书相呼应。 28 A. worried B. angry C. proud D. certain 【答案】A 【情绪推断】他原来追求热闹的陈列效果，所以看到摆放变简单时有所担心；下文来访者的笑容消除了顾虑。 29 A. surprise B. welcome C. follow D. test 【答案】B 【语境推断】后面的 not stop them 与此处形成对照：陈列应方便、欢迎顾客走近，而不应挡路。 30 A. decorated B. booked C. checked D. measured 【答案】C 【词义辨析】下文说他再次留意空处和书本，说明他在检查房间，而不是装饰、测量或预订。 31 A. joke B. job C. prize D. hobby 【答案】B 【主旨照应】开头交代他的工作是整理书籍；结尾他意识到保持通道畅通也是工作的一部分，job 与首段呼应。 参考译文 星期六上午，费利克斯在一次旧书义卖中帮忙。他负责整理门边的书。他希望每位来访者都能看到最好的书，于是把书堆成了两大摞。桌面看起来很满，他感到很满意。 格林太太拄着手杖到来时，费利克斯发现了问题。书堆使桌旁只剩一条狭窄的通道。她停下来，想找另一条进来的路。费利克斯赶紧移动一个箱子，但一摞书开始倾斜。他扶住书堆，叫老师来帮忙。 “我以为摆更多书就能卖得更好。”他说。老师没有责备他，而是请他从来访者的角度看看房间。费利克斯走到入口，明白了：书容易看见，却不容易安全地走到书旁。 他们一起把部分书移到较低的架子上，并让通道保持畅通。费利克斯在桌上放了一块小牌子，告诉来访者去哪里找其他书。他担心新的摆放方式不够吸引人，但格林太太回来时露出了笑容。她现在能舒舒服服地走动，自己挑书了。 到中午时，大家已经卖出了许多书。费利克斯明白了，好的陈列应该欢迎人们走近，而不是挡住他们。离开前，他又检查了一遍房间。这次，他像留意书本一样，认真留意那些空着的地方。它们也是他工作的一部分。 B Ruby had been looking forward to the climbing centre visit for weeks. She had watched videos of skilled climbers moving smoothly up colourful walls. When her class finally arrived, she wanted to show that she was ___32___ for the challenge. She listened carefully as the instructor, Owen, explained the rules and fitted each student with safety equipment. There was a queue beside the beginners' wall. Ruby was near the front, and several friends were watching her. Owen checked her equipment and turned briefly to answer another student's question. As Ruby waited, one strap felt uncomfortable against her side. She could not tell whether anything was wrong. Perhaps it was simply how the equipment was supposed to feel. Ruby looked at the queue. Asking for another check would cause a ___33___, and she hated making people wait. A friend smiled and said, “Your turn!” For a moment, Ruby felt that being brave meant keeping ___34___. Then she remembered something Owen had said: questions were welcome before anyone left the ground. “Could you check this part again?” she asked. Her voice was quieter than she expected. Owen came back at once. He examined the strap, adjusted its position and asked whether it felt better. Ruby nodded. “Thanks for ___35___ me,” he said. “I want you to tell me whenever something doesn't feel right.” The others did not complain. One boy even asked a question about his own equipment. Ruby realised that the impatient audience she had imagined was mostly in her ___36___. Her friends were interested in their first climb, just as she was. They were not keeping a record of every minute she used. She began climbing under Owen's guidance. Halfway up, she stopped to find a better place for her foot. She reached the top more ___37___ than she had hoped, but she enjoyed the view. On the ground, her friend asked what had taken so long. Ruby explained the extra ___38___, and her friend said she would have done the same. Later, Ruby chose a photograph for the class board. It showed her speaking to Owen before the climb. She liked the picture because it recorded a ___39___ that mattered. She had wanted to prove her ___40___ by climbing high. Instead, she had first needed the confidence to ___41___. 词语：instructor 教练；strap 带子 32 A. thankful B. ready C. famous D. sorry 【答案】B 【固定搭配】be ready for the challenge 表示“准备好迎接挑战”。她期待已久，想表现出准备充分。 33 A. mistake B. competition C. lesson D. delay 【答案】D 【语境推断】下文说她不愿让别人等待，因此再检查会造成 delay“耽搁”。 34 A. silent B. busy C. honest D. cheerful 【答案】A 【心理推断】她顾虑耽误别人，一度认为勇敢就应该不说出不适，故选 silent。后文主动开口与此形成转变。 35 A. following B. inviting C. telling D. choosing 【答案】C 【语境推断】欧文随后鼓励她在感觉不对时随时告知，所以是在感谢她告诉自己情况。 36 A. mind B. team C. photograph D. class 【答案】A 【语境推断】其他人并未抱怨，说明她想象中的“不耐烦观众”主要存在于自己的脑海中。 37 A. carelessly B. easily C. noisily D. slowly 【答案】D 【情节理解】她中途停下来找落脚点，朋友后来又问为什么花了这么久，可知比预想爬得慢。 38 A. check B. rest C. ticket D. practice 【答案】A 【词义辨析】她解释的是爬前额外进行的装备检查，故用 check，与前文情节对应。 39 A. promise B. choice C. secret D. record 【答案】B 【主旨理解】照片记录了她选择说出顾虑、要求再次检查的重要决定，并非成绩纪录、秘密或承诺。 40 A. kindness B. patience C. knowledge D. courage 【答案】D 【主旨理解】她起初想用爬得高来证明勇敢，courage 表示勇气。文章随后深化了对勇敢的理解。 41 A. give in B. speak up C. catch up D. set off 【答案】B 【短语辨析】speak up 表示开口表达意见。catch up“赶上”、give in“让步”、set off“出发”均不能概括她克服顾虑主动提问的行动。 参考译文 露比盼望去攀岩中心已经好几个星期了。她看过技术熟练的攀岩者流畅地爬上彩色岩壁的视频。全班终于到达时，她想让大家看到自己已准备好迎接挑战。教练欧文讲解规则、给每个学生穿戴安全装备时，她认真地听着。 初学者岩壁旁排着队。露比的位置靠前，几个朋友正在看她。欧文检查了她的装备，然后转身短暂回答另一名学生的问题。等待时，一条带子让露比身体侧面感到不舒服。她无法判断是否出了问题，也许装备本来就是这种感觉。 露比看了看队伍。要求再次检查会造成耽搁，而她很不喜欢让人等待。一位朋友笑着说：“轮到你了！”有那么一刻，露比觉得勇敢就意味着保持沉默。随后，她想起欧文说过的一句话：任何人离开地面之前，都欢迎提出问题。 “您能再检查一下这个部位吗？”她问，声音比自己预想的还轻。欧文马上回来，检查了带子，调整位置，并问是否感觉好一些。露比点点头。“谢谢你告诉我。”他说，“只要感觉不对劲，我都希望你告诉我。” 其他人没有抱怨。一个男孩甚至也问了自己装备的问题。露比意识到，那群不耐烦的观众大多只是她脑中的想象。和她一样，朋友们关心的是第一次攀爬，并没有记录她用了多少时间。 她在欧文的指导下开始攀爬。爬到一半，她停下来给脚找一个更好的落点。她登顶的速度比预想的慢，但很享受上面的景色。回到地面后，朋友问她为什么花了这么久。露比解释了额外检查的事，朋友说，换作自己也会这样做。 后来，露比为班级展板选了一张照片，照片拍的是她攀爬前与欧文说话的情景。她喜欢这张照片，因为它记录了一个重要的选择。她原本想通过爬得高来证明自己的勇气，而在这之前，她首先需要的是开口说出顾虑的信心。 四 完成句子 根据汉语意思完成句子，每空词数不限。 42. 我们必须遵照社团老师的指示。 We must ____________________ the club teacher’s instructions. 【答案】follow 【解析】follow instructions 表示遵照指示；must 后接动词原形。 43. 学校会提供工具，所以你不必自带。 The school will provide tools, so you ____________________ bring your own. 【答案】don’t have to / needn’t 【解析】表示“不必”可用 don’t have to 或 needn’t；不能用表示禁止的 mustn’t。 44. 请妥善保管你的个人物品。 Please ____________________ your personal belongings. 【答案】take good care of 【解析】take good care of 表示妥善照管，祈使句以动词原形开头。 45. 你们不得堵住通往门口的通道。 You ____________________ block the walkway to the door. 【答案】mustn’t / must not 【解析】“不得”表示明确禁止，用 mustn’t 或 must not。 46. 活动期间，我们需要让入口保持畅通。 We need to ____________________ during the activity. 【答案】keep the entrance clear 【解析】keep＋宾语＋形容词表示使……保持某种状态；clear 在这里表示畅通的。 五 书面表达 47. 学校手工社团下周将迎来新成员。请以 Safety in Our Making Club 为题，为社团公告栏写一则不少于60词的安全须知，说明参加活动前的准备、操作时应遵守的规则，以及发现设备有问题时的做法。可适当补充细节。 【写作指导】先简要引出手工活动，再按“准备—操作—发现问题”的顺序写规则，结尾作简短提醒。可使用 must、mustn’t、don’t have to 和祈使句；每条建议应具体、可执行。 Possible Version 1 Safety in Our Making Club Making things is fun, but we must follow some safety rules. Wear closed shoes and tie back long hair before you begin. You don’t have to bring tools because the club provides them. Listen to the teacher and use each tool carefully. Keep your bag away from the walkway. If any equipment seems broken, stop using it and tell the teacher. These small actions help everyone enjoy the activity safely. Possible Version 2 Safety in Our Making Club A successful making session begins before anyone picks up a tool. Arrive in closed shoes, tie back long hair, and leave your belongings in the storage area. Listen closely to the demonstration, even if the equipment looks familiar. Protective glasses must remain on while you work, and electric tools are for trained adults only. If a tool feels wrong, put it down safely and ask the teacher to check it. Never let embarrassment stop you from raising a concern. Finally, return everything to its proper place and leave the walking routes clear. A few careful habits give everyone the freedom to create with confidence. 1 学科网（北京）股份有限公司 $ 八年级上册 Unit 2 Lesson 1 同步作业 Stay Safe 一 单项选择 1. The notice says “Staff Only”. Visitors ______ enter this room. A. don’t have to B. may C. mustn’t D. needn’t 2. The club provides all the tools, so we ______ bring our own. A. mustn’t B. can’t C. shouldn’t D. don’t have to 3. The lift is closed for repairs. We ______ use the stairs to reach the second floor. A. can’t B. have to C. don’t have to D. mustn’t 4. Before using the new machine, please ______ the instructions carefully. A. follow B. accept C. collect D. spread 5. Please ______ your personal belongings while you are waiting in the hall. A. keep up with B. get ready for C. take good care of D. look forward to 二 阅读理解 A Young Makers Saturday Would you like to build a small wooden bird feeder? Join us at Westfield Community Centre this Saturday. The workshop is for young people aged 12 to 15. It runs from 10 a.m. to noon, but please arrive fifteen minutes early for a safety talk. No experience is needed. An adult helper will work with each small group. Wear closed shoes and tie back long hair. We provide tools and safety glasses, so you do not have to bring your own. Keep your glasses on while working. Put bags on the shelf by the entrance, rather than beside your chair. The space between the tables must stay clear. First, a helper will show you how each tool works. You may then try it while the helper watches. Only adult helpers may use the electric saw. If something breaks or feels wrong, stop and tell a helper. Do not try to repair equipment yourself, even if you have used similar tools before. There will be a short break at eleven. Leave tools on the worktable before going to the drinking area. Food and drinks must stay there. At the end, count the tools with your group and return them to the correct boxes. Your bird feeder can go home with you after a helper checks it. Book a place at the centre's front desk by Thursday. Places are limited to sixteen because everyone needs enough room and support. 词语：bird feeder 喂鸟器；saw 锯 6. When should a participant arrive? A. At 9:45 a.m. B. At 11:00 a.m. C. At 10:15 a.m. D. At 10:00 a.m. 7. What may the young makers do during the workshop? A. Keep their bags beside their chairs. B. Repair a broken tool with a partner. C. Try hand tools with a helper watching. D. Use the electric saw after the talk. 8. Why are only sixteen places available? A. To give each maker enough space and help. B. To make each group bring its own tools. C. To finish all the work before the break. D. To leave more bird feeders at the centre. 9. Who would find this notice most useful? A. A teacher choosing a book about wild birds. B. A parent looking for a tool repair service. C. A worker applying for a job at the centre. D. A teenager planning to join a making activity. B Grace had only one line in the school play, but she practised it all week. At the final rehearsal, she waited behind the stage with the other actors. Everyone was busy, and the music teacher was checking the speakers. As Grace moved towards her place, she noticed a black cable across the narrow walkway. It belonged to a speaker that had just been moved. A strip of tape covered part of it, but one end had come loose. The stage lights made that corner difficult to see. Grace opened her mouth, then closed it. The older students seemed confident. Perhaps they already knew about the cable. She did not want to interrupt the rehearsal over something so small. Then she saw Oliver coming towards her, carrying a large cardboard tree. He could hardly see his feet. “Please stop a moment,” Grace said. Oliver stopped. She pointed to the cable and called the teacher. The teacher paused the rehearsal and asked the caretaker to make the walkway safe. Nobody stepped over the cable with a heavy object while they waited. Later, the teacher thanked Grace. “You noticed something the rest of us missed.” On the evening of the play, Grace still had just one line. Before the curtain rose, however, Oliver quietly asked her to check that their route was clear. This time she did not feel like the least important person backstage. 10. What made the cable particularly easy to miss? A. The lighting in that corner was poor. B. The cable was hidden inside a large box. C. The actors had covered it with clothes. D. The cardboard tree lay across the floor. 11. Why did Grace hesitate to speak at first? A. She hoped Oliver would fix the cable. B. She thought the others might know already. C. She wanted to finish practising her line. D. She believed the teacher had gone home. 12. What can we learn from Oliver’s request before the play? A. He expected Grace to carry his tree. B. He wanted Grace to repair the lights. C. He valued Grace’s careful attention. D. He thought Grace needed more lines. 13. What is the best title for the story? A. A Cardboard Tree That Stole the Show B. A Music Teacher Who Changed the Cast C. A School Play That Lost Its Audience D. A Small Voice That Made a Difference C An empty space can look like wasted space. In a busy classroom, it is tempting to put one more box near the door or squeeze another chair between two tables. Yet the spaces that hold nothing often have an important job. They allow people to move without meeting an unexpected object. Think about a bag left beside a desk. Its owner knows exactly where it is. A visitor looking for a seat may not. If several bags spread into a walkway, people have to turn sideways or step over them. Moving the bags to a proper storage area removes the problem more effectively than simply asking everyone to be careful. Keeping walking routes clear is a basic way of reducing trips. Seeing ahead matters too. Suppose a student carries a pile of books up some steps. The pile may be light enough to lift, but high enough to hide the next step. Carrying fewer books, or asking another person to help, gives the student a clearer view. Better lighting can also help people notice a change in floor level. These changes support careful behaviour rather than replace it. The arrangement of a room can change during an activity. At the beginning of an art lesson, stools may be neatly under tables. Half an hour later, students may have pulled them into the walking area to look at each other's work. A room that was safe at nine o'clock therefore needs another look before the next group enters. One check cannot describe the whole day. There is also a difference between a warning and a solution. A sign beside a damaged chair tells people about a problem. Removing the chair from use and telling the responsible adult helps deal with it. The sign may be useful while help is coming, but it does not make the chair safe to sit on. None of this means that a classroom should be empty or uncomfortable. Books, projects and chairs all belong there. The useful question is where they belong at each stage of the day. A well-planned room makes the safe action easy: a bag has a shelf, a chair has a place, and a person has room to pass. 词语：storage 存放；stool 凳子 14. Why does the writer mention the visitor in Paragraph 2? A. To show that classroom seats are difficult to find. B. To suggest that visitors should bring fewer things. C. To show that obstacles may surprise other people. D. To explain why guests need their own storage space. 15. What is the main idea of Paragraph 3? A. Helpful students should carry more books. B. A clear view helps people move safely. C. Brighter rooms need fewer safety rules. D. A lighter bag helps students study better. 16. Why should a room be checked again during the day? A. The same group may return the following week. B. People may move things during an activity. C. The first check may need a written report. D. Some warning signs may be difficult to read. 17. Which action best follows the writer’s advice? A. Add more chairs wherever there is free space. B. Put a warning on a chair and keep using it. C. Take a broken chair out of use and report it. D. Ask visitors to remember every bag’s position. D At the start of a school year, students often receive a list of safety rules. They are asked to read it and follow it. That is necessary, but it need not be the end of the conversation. Students should also have a chance to help improve the rules they use every day. Students see details that adults may miss. They know which corner gets crowded after lunch and where a bag shelf is too high for younger children. If a rule says “Keep the entrance clear”, students may explain why bags still collect there: the nearest storage area is full. Listening to them can reveal a practical problem behind what looks like careless behaviour. The answer might include more storage, not just another warning. Helping with a rule can also mean working out its reason. Consider a group that wants to carry large art boards down a staircase. Rather than copy “Be careful”, students can discuss what blocks their view and when the stairs are busiest. With a teacher's guidance, they can choose smaller loads and a quieter time. The final rule becomes connected to a situation they understand. Some people worry that involving students will turn safety into a popularity contest. This concern is fair. A useful rule may be inconvenient, and a popular choice may still be dangerous. Students cannot vote to use equipment without the training it requires. Adults remain responsible for judging risks and setting necessary limits. Participation means giving information and asking thoughtful questions; it does not mean removing every limit people dislike. Schools can start small. A class might review one shared space, suggest a change, and try it under a teacher's supervision. After a week, they can ask whether the route is clearer or the equipment easier to put away. If the change creates a new problem, they should adjust it. A suggestion needs to be tested in daily use, not accepted simply because it sounds friendly. The aim is not to produce a longer rulebook. It is to make rules clear, workable and understood. When adults set firm boundaries and students contribute their everyday knowledge, a safety rule can become something a class knows how to use, rather than a sentence everyone has signed and forgotten. 词语：participation 参与；supervision 监督 18. What does the writer mainly argue? A. Teachers should let each group make all its own rules. B. Students should replace old rules with popular choices. C. Teachers should explain rules without inviting questions. D. Students should help improve rules within safe limits. 19. What does the full storage area example show? A. Adding storage usually makes entrances smaller. B. Written warnings work better than spoken advice. C. Younger children need a different school entrance. D. Breaking a rule may have a practical cause. 20. What is the purpose of Paragraph 4? A. To answer a concern and define students’ role. B. To compare school equipment from different years. C. To explain why teachers should stop all discussion. D. To describe a contest and announce its result. 21. Which suggestion would the writer probably support? A. Remove a safety limit when students find it annoying. B. Try a class suggestion with a teacher and review it. C. Rewrite every school rule at the start of each month. D. Keep a class suggestion if most students enjoy it. 三 完形填空 A On Saturday morning, Felix helped at a second-hand book sale. His job was to arrange the books near the door. He wanted every visitor to see the best titles, so he built two tall piles. The table looked ___22___, and he felt pleased. When Mrs Green arrived with a walking stick, Felix noticed a problem. The piles left only a ___23___ space beside the table. She stopped and looked for another way in. Felix quickly moved a box, but one pile began to lean. He held it steady and called the teacher for ___24___. “I thought more books would make a better sale,” he said. The teacher did not blame him. She asked him to look at the room from a visitor's ___25___. Felix walked to the entrance and understood. It was easy to see the books, but difficult to ___26___ them safely. Together, they moved some books to a lower shelf and left the walkway ___27___. Felix put a small sign on the table to tell visitors where to find the other books. He was ___28___ that the display looked less exciting, but Mrs Green returned and smiled. She could now move comfortably and choose a book herself. By noon, the group had sold plenty of books. Felix learned that a good display should ___29___ people, not stop them. Before leaving, he ___30___ the room once more. This time, he looked at the empty spaces as carefully as the books. They were part of his ___31___, too. 词语：display 陈列 22 A. full B. old C. plain D. clean 23 A. familiar B. private C. quiet D. narrow 24 A. praise B. payment C. help D. permission 25 A. memory B. future C. choice D. viewpoint 26 A. count B. name C. reach D. price 27 A. colourful B. secret C. clear D. warm 28 A. worried B. angry C. proud D. certain 29 A. surprise B. welcome C. follow D. test 30 A. decorated B. booked C. checked D. measured 31 A. joke B. job C. prize D. hobby B Ruby had been looking forward to the climbing centre visit for weeks. She had watched videos of skilled climbers moving smoothly up colourful walls. When her class finally arrived, she wanted to show that she was ___32___ for the challenge. She listened carefully as the instructor, Owen, explained the rules and fitted each student with safety equipment. There was a queue beside the beginners' wall. Ruby was near the front, and several friends were watching her. Owen checked her equipment and turned briefly to answer another student's question. As Ruby waited, one strap felt uncomfortable against her side. She could not tell whether anything was wrong. Perhaps it was simply how the equipment was supposed to feel. Ruby looked at the queue. Asking for another check would cause a ___33___, and she hated making people wait. A friend smiled and said, “Your turn!” For a moment, Ruby felt that being brave meant keeping ___34___. Then she remembered something Owen had said: questions were welcome before anyone left the ground. “Could you check this part again?” she asked. Her voice was quieter than she expected. Owen came back at once. He examined the strap, adjusted its position and asked whether it felt better. Ruby nodded. “Thanks for ___35___ me,” he said. “I want you to tell me whenever something doesn't feel right.” The others did not complain. One boy even asked a question about his own equipment. Ruby realised that the impatient audience she had imagined was mostly in her ___36___. Her friends were interested in their first climb, just as she was. They were not keeping a record of every minute she used. She began climbing under Owen's guidance. Halfway up, she stopped to find a better place for her foot. She reached the top more ___37___ than she had hoped, but she enjoyed the view. On the ground, her friend asked what had taken so long. Ruby explained the extra ___38___, and her friend said she would have done the same. Later, Ruby chose a photograph for the class board. It showed her speaking to Owen before the climb. She liked the picture because it recorded a ___39___ that mattered. She had wanted to prove her ___40___ by climbing high. Instead, she had first needed the confidence to ___41___. 词语：instructor 教练；strap 带子 32 A. thankful B. ready C. famous D. sorry 33 A. mistake B. competition C. lesson D. delay 34 A. silent B. busy C. honest D. cheerful 35 A. following B. inviting C. telling D. choosing 36 A. mind B. team C. photograph D. class 37 A. carelessly B. easily C. noisily D. slowly 38 A. check B. rest C. ticket D. practice 39 A. promise B. choice C. secret D. record 40 A. kindness B. patience C. knowledge D. courage 41 A. give in B. speak up C. catch up D. set off 四 完成句子 根据汉语意思完成句子，每空词数不限。 42. 我们必须遵照社团老师的指示。 We must ____________________ the club teacher’s instructions. 43. 学校会提供工具，所以你不必自带。 The school will provide tools, so you ____________________ bring your own. 44. 请妥善保管你的个人物品。 Please ____________________ your personal belongings. 45. 你们不得堵住通往门口的通道。 You ____________________ block the walkway to the door. 46. 活动期间，我们需要让入口保持畅通。 We need to ____________________ during the activity. 五 书面表达 47. 学校手工社团下周将迎来新成员。请以 Safety in Our Making Club 为题，为社团公告栏写一则不少于60词的安全须知，说明参加活动前的准备、操作时应遵守的规则，以及发现设备有问题时的做法。可适当补充细节。 Safety in Our Making Club ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 1 学科网（北京）股份有限公司 $