Unit 1 Teenage Life 单元分层作业 2026-2027学年高中英语人教版必修第一册

必修第一册 Unit 1 同步作业 一、教材落实 根据中文写出本单元相应的单词或短语。 1. 志愿者（n.） ________ 11. 报名（参加课程） ________ 2. 辩论；争论（n. / v.） ________ 12. 文学；文学作品（n.） ________ 3. 喜欢……多于…… ________ 13. 停止；戒掉；离开（v.） ________ 4. 打扫（或清除）干净 ________ 14. 对……负责 ________ 5. 对……适合的 ________ 15. 解决办法；答案（n.） ________ 6. 事实上；的确（adv.） ________ 16. 工作计划；日程安排（n.） ________ 7. 挑战；艰巨任务（n.） ________ 17. 专家；行家（n.） ________ 8. 糊涂的；迷惑的（adj.） ________ 18. 行为；举止（n.） ________ 9. 流利的；熟练的（adj.） ________ 19. 一代（人）（n.） ________ 10. 建议；推荐；介绍（vt.） ________ 20. 集中；特别关注 ________ 二、模拟演练 基础层 阅读理解 阅读下列短文，选择最佳答案。 A Every Friday, the lost-property cupboard at Westbridge School becomes harder to close. Water bottles, jackets and pencil cases are waiting for their owners. The school office is starting a student helper programme to make returning them easier. Students in Years 10 and 11 are welcome to apply; no previous volunteer experience is needed. Helpers will work in pairs during the first twenty minutes of the lunch break, either on Tuesday or Thursday. Each pair will serve once a week for six weeks. Your main tasks will be to sort new items, attach numbered labels and update a paper list. You will also help students look for missing belongings. You are not expected to search bags or decide who is telling the truth. A short training session will take place in the school office at 3:40 p.m. on Monday, 14 September. All helpers must attend before their first shift. You will practise describing objects clearly and learn which items should be passed straight to office staff. Please bring a pen; the office will provide everything else. To collect an item, its owner must describe a detail that is not shown on the public list, such as a name written inside a jacket. Anything valuable, including phones and keys, stays with office staff. Unclaimed clothes will be washed and donated after the office has sent two reminders to classes. Application forms are available outside Room 12. Return yours there by Friday, 11 September, and mark which lunch break you can offer. If both days are possible, tick both. Places will be arranged according to availability, rather than how early you hand in the form. Students who cannot take a regular shift may help label items after school on the first Wednesday of each month. 1. What will student helpers mainly do? A. Search school bags for missing objects. B. Organise lost items and keep records. C. Decide who owns each valuable object. D. Wash unclaimed clothes before each shift. 2. Why must an owner describe an unlisted detail? A. To improve the description on the list. B. To help helpers replace a damaged label. C. To decide where the object was found. D. To show the object belongs to them. 3. Which student meets the requirements for a regular shift? A. One available on Thursdays who attends training. B. One available on Wednesdays who applies first. C. One available on Tuesdays who misses training. D. One available after school who brings supplies. B Our geography teacher asked each group to make a sound map of the school. We had to record what people could hear in different places and explain how those sounds affected school life. I immediately suggested the sports field. Marcus wanted the music rooms. Olivia agreed with him. Ellie, who had joined our class two weeks earlier, said little. I assumed she had nothing to add. At our first meeting, we divided the work quickly. Ellie was given the quietest corner of the library because we thought it would be easy. While the rest of us compared recordings of shouting and instruments, she drew a small table in her notebook. When I asked how she was getting on, she said she needed another visit. I wondered what could possibly take so long in a silent room. The next day, Ellie showed us two recordings from exactly the same library seat. Before lunch, pages turned and pencils moved softly. Ten minutes later, a delivery cart rattled past the window, and students began dragging chairs across the floor. 'The place didn't change,' she said, 'but the time did.' Her table compared several visits instead of just one. Our original map treated each place as either noisy or quiet. Ellie's work showed that this missed something important. We returned to our chosen places at different times and changed the map. Beside the library, we added a suggestion about moving the cart route away from its windows. Our teacher said this made the project useful, rather than simply interesting. At the next group meeting, I nearly started by announcing another plan. Then I noticed Ellie opening her notebook. I put my pen down and asked what she had observed. This time, I waited for the answer. 4. What did the writer first think about Ellie? A. She preferred working outside the library. B. She expected to lead the whole group. C. She had little to offer the project. D. She needed help using the recording equipment. 5. Why did Ellie visit the library more than once? A. To compare its sounds at different times. B. To check her notes with the geography teacher. C. To find the quietest seat for recording. D. To replace recordings made by her partners. 6. What is the main idea of Paragraph 4? A. The group discovered a new recording method. B. The teacher helped finish the library recordings. C. The library became the quietest school building. D. Ellie’s findings helped improve the group’s map. 7. What can be inferred from the last paragraph? A. The writer hoped Ellie would make every decision. B. The writer began giving quieter members more space. C. Ellie had become the most talkative group member. D. Ellie needed more time to finish the group’s work. C You are watching a film after school, but a science report keeps returning to your mind. It is not due until next week. You tell yourself to relax, yet a few minutes later you are thinking about it again. The problem may be more than the amount of work. You may also be unsure how you will deal with it. Simply writing 'finish science report' on a list does not settle that question. The list records the goal, but leaves the next move open. Should you find a book, check your experiment results or ask a partner for help? Those unanswered questions can turn a small piece of homework into a thought that follows you through the evening. In research published in 2011, psychologists E. J. Masicampo and Roy Baumeister explored how unfinished goals affected attention. In one experiment, participants wrote about tasks they had not completed. Some also made specific plans for doing them. Afterwards, they read a passage unrelated to those tasks. People who had made plans reported fewer thoughts about their unfinished work and understood the reading better than those who had described the tasks without planning. The work itself was still unfinished. The researchers suggested that a clear plan can reduce the mind's need to keep searching for a way forward. That does not mean a plan magically completes a task. It gives the task a place in your future actions, allowing more attention to go elsewhere for a while. A useful plan therefore needs more than a promise to 'work harder'. It names an action, a time and a place. For a school report, that might mean: 'At four tomorrow, I will use the library computer to compare the two sets of results.' If you cannot do the whole report then, choose a first step that is possible. If you need someone else's answer, plan when you will ask. This is a practical use of the research, rather than a rule tested for every school situation. Plans also need changing when circumstances change. A closed library calls for another place; an unclear task may call for a conversation with your teacher. The aim is not to fill every minute of an evening. It is to leave yourself a believable route back to the work, so that taking a break feels less like losing track of it. 8. What does the example in Paragraph 2 show? A. A long list makes every school task harder. B. A report requires several people working together. C. A task list may leave further action unclear. D. A small task should be finished before dinner. 9. What happened to the participants who made plans? A. They completed their tasks before the reading. B. They chose a passage related to their tasks. C. They experienced less interference during the reading. D. They remembered fewer details of the reading. 10. Which plan best follows the advice in the passage? A. After lunch, I’ll list my sources in the library. B. Before Friday, I’ll try to finish the whole report. C. From tomorrow, I’ll spend more time studying science. D. During the week, I’ll take this project more seriously. 11. What is the best title for the passage? A. Make More Time for Difficult School Subjects B. Finish Every Task Before Taking a Break C. Keep Daily Lists of Everything You Do D. Give Unfinished Work a Clear Next Step D A classmate sends a message about tomorrow's group presentation. You see it while helping to prepare dinner and decide to answer later. Twenty minutes afterwards, another message arrives: 'Why aren't you replying?' Suddenly, a simple question has become a test of whether you care about the group. I think class groups need a better agreement about when replies can reasonably be expected. The wish for quick answers is understandable. Someone making slides cannot finish if the other members have not sent their parts. A student who waits until the last moment may hold everyone back. Giving no indication of when you will respond can be unfair, especially when you have already accepted a task with a clear deadline. But an expectation of instant replies solves one problem by creating another. It turns every free moment into possible group-work time. A person may be travelling, practising an instrument or simply thinking carefully about the question. The fact that a phone has displayed a message tells us little about whether its owner can give a useful answer. Treating silence as laziness encourages rushed responses and unnecessary explanations. The more useful distinction is between a deadline and a demand for immediate attention. A group can agree to check messages by a certain time in the evening. Members can state when their work will be ready, while the person leading the project can collect ordinary questions in one message. That makes delays visible early enough to deal with them, without requiring everyone to keep checking a screen. There will be exceptions. A sudden change to a meeting place may need a quicker response. For such cases, the group should agree on a separate way to contact people and explain what counts as urgent. If every request is labelled urgent, however, the label stops helping. Convenience for the sender is not by itself an emergency for the receiver. This agreement should be tried and reviewed, rather than treated as a perfect rule. If a deadline is repeatedly missed, discuss the missed commitment. If questions regularly arrive too late, change the planning. A group works better when members can depend on one another's promises. Measuring that dependability by response speed alone gives us the wrong information. 12. Why does the writer describe the dinner situation? A. To explain why group presentations often fail. B. To introduce pressure caused by reply expectations. C. To recommend answering messages before eating dinner. D. To show why household tasks should come first. 13. What point does the writer make in Paragraph 3? A. A read message does not prove someone is available. B. A group member should explain each delayed reply. C. A quick reply usually provides the most useful answer. D. A silent member probably has little interest in work. 14. How does Paragraph 5 develop the argument? A. By giving evidence that fixed deadlines rarely work. B. By considering exceptions and setting limits on them. C. By comparing communication habits in different schools. D. By explaining how new phones improve group discussions. 15. Which statement would the writer probably agree with? A. Every late reply deserves a warning from the leader. B. Every group request should receive an immediate answer. C. Reliable members should avoid changing any agreed rules. D. Reliable members should honour commitments made in advance. 完形填空 阅读短文，选择最佳答案。 When I volunteered to clear the school theatre's storage room, I expected a   16   job. Old costumes filled a box behind the door. I lifted a jacket and   17   a faded label inside. It listed the students who had worn it in past plays. I had been ready to   18   the clothes, but each came with a   19  . Suddenly, the box looked   20   to me. I asked our drama teacher whether we could   21   some of the costumes. She   22   us how to sew on buttons and close small tears. I wanted to rush, but my stitches kept coming loose. The work required   23  . I put the clock away and   24   on one small tear. Seeing how slowly repairs went, we   25   our estimate from one afternoon to two. When the new drama group arrived, I   26   what we had done and told them about the labels. None of our repairs was   27  ; one line of stitches was rather crooked. Still, every costume was ready to wear. A new performer picked the jacket and promised to look after it. Her words made our afternoons feel   28  . At first, I had measured   29   by how quickly we could empty the room. Now I cared about what could be used again. After the final rehearsal, I   30   the faded label by adding the new performer's name below the others. There was still a box behind the door, but it was waiting for another play. 16 A. noisy B. risky C. quick D. lonely 17 A. noticed B. expected C. carried D. forgot 18 A. hand out B. try on C. take back D. throw away 19 A. price B. story C. pocket D. mistake 20 A. smaller B. unchanged C. different D. empty 21 A. replace B. repair C. collect D. borrow 22 A. showed B. asked C. promised D. warned 23 A. strength B. luck C. patience D. space 24 A. insisted B. relied C. agreed D. focused 25 A. increased B. checked C. shared D. forgot 26 A. folded B. explained C. hid D. washed 27 A. helpful B. visible C. necessary D. perfect 28 A. unfamiliar B. endless C. worthwhile D. ordinary 29 A. distance B. success C. comfort D. fashion 30 A. updated B. removed C. copied D. covered 书面表达 31. 假定你是校英文报“Teen Talk”栏目的学生编辑。你的英国朋友 Henry 来信说，他为了帮助同学，答应了太多班级任务，最近总是忙乱，又担心拒绝会影响友谊。请给他写一封回信，内容包括： （1）表达理解； （2）提出两条建议并说明理由。 词数不少于70。 Dear Henry, __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Best wishes, Alex 进阶层 阅读理解 阅读下列短文，选择最佳答案。 A Is the quickest way across our school always the easiest to use? The student council is inviting Years 10–12 to investigate routes between entrances, classrooms and shared facilities. The findings will help the school decide where small changes, such as clearer signs or a different delivery route, could make a difference. This is an observation project, not a race to find the greatest number of faults. Training is on Wednesday, 7 October, from 3:30 to 4:15 p.m. in Room 8. Guided walks are offered on Friday, 9 October, at 3:30 p.m. and Saturday, 10 October, at 10 a.m. Participants must attend the training and at least one walk. No mapping experience is required. Students who cannot join a walk may contribute written accounts of routes they regularly use, but will not be assigned to a walking team. Teams of three will examine an assigned route with a staff member. Record the exact location of each observation, the conditions at the time and who might be affected. A doorway that is clear after lessons may be crowded during lunch. An uneven path may be harder to use when wet. Separate what you observe from what you recommend: 'a sign is hidden by a tree' is an observation; 'move the sign' is a suggestion. Bring a notebook and wear suitable shoes. Tablets and printed maps will be supplied. Photographs should show the route without identifying people. Do not enter closed areas or try a route that looks unsafe. If rain makes a walk unsuitable, it will move to the same time the following week; training will go ahead. Hand in your team record at the school office within two school days of your walk. Include places that work well, as these may offer ideas for other routes. Reports will be discussed with maintenance staff before any changes are approved. Apply at the council desk by Monday, 5 October, stating which walk you can attend. 1. Who can be assigned to a walking team? A. Students attending both walks but missing the training. B. Students who have already completed first-aid training. C. Students who have previous experience of making maps. D. Students attending training and at least one walk. 2. What must a team record about each observation? A. How the school should redesign its main entrance. B. Where a problem occurs and in what conditions. C. Which route should receive most of the repair budget. D. Why other teams prefer one walking time to another. 3. Why should teams report places that work well? A. They may prove that no further changes are needed. B. They may replace discussion with the maintenance staff. C. They may suggest useful improvements for other routes. D. They may help teams finish without checking problem areas. B For a local history project, I offered to record older residents' memories of our town. I practised with my microphone, prepared questions and imagined an online collection full of dramatic stories. My first interview was with Mrs Bennett, who had run a small bakery near the station. I arrived with enough battery power for three hours. At first, she talked easily about early deliveries and customers who bought the same loaf for decades. Then I asked why the bakery had closed. She began a story about a difficult family decision, but stopped halfway through. 'That part isn't for the website,' she said. I switched off the microphone. Inside, however, I was disappointed. It was the most striking thing she had told me. On the bus home, I kept thinking about the gap in my recording. I had treated a memorable story as something I could collect, like an interesting photograph. Mrs Bennett had treated it as part of a life she still lived with. My questions had not made that part mine. I went back the following week, leaving the microphone in my bag. We looked at old price lists, and she showed me where her flour-covered thumb had marked a recipe book. I asked which memories she would enjoy sharing with students. She chose the morning when the bakery's oven failed and neighbours opened their kitchens so the bread could still be baked. It was quieter than the story I had wanted, but it showed how the town worked. Before publishing anything, I sent her the edited recording and asked what she wanted changed or removed. She corrected a name and requested a shorter ending. I followed both suggestions. When our project launched, she came with the recipe book and explained it to visitors. Watching her turn its pages, I realised the interview had finally become something we had made together. 4. Why was the writer disappointed during the first interview? A. The most striking account could not be published. B. The bakery’s closure was less interesting than expected. C. The microphone failed during an important personal story. D. The interview ended before any useful memories emerged. 5. What does “My questions had not made that part mine” mean? A. The writer needed better questions to understand it. B. The writer had forgotten to record an important detail. C. The writer should have shared a similar personal experience. D. The writer lacked permission to use the account. 6. How did the writer approach the second visit differently? A. By returning to the question about the bakery’s closure. B. By choosing the most dramatic memory before arriving. C. By letting Mrs Bennett choose what she would share. D. By asking neighbours to describe the bakery for her. 7. What does Mrs Bennett’s appearance at the launch suggest? A. She wanted the original recording restored for visitors. B. She felt comfortable participating in the completed project. C. She preferred explaining recipes to recalling local history. D. She hoped to reopen her bakery with the students. C A page of notes can become wonderfully familiar. You know where the definition sits and remember the colour of the example beneath it. Reading the page again feels smooth. Then a classmate asks you to explain the idea with the notebook closed, and the smoothness disappears. Recognising information when it is in front of you and producing it without help are different tasks. Psychologists Henry Roediger and Jeffrey Karpicke made this difference important in a study published in 2006. Students learnt short passages and then either studied them again or tried to recall their contents without looking. When a final test followed only five minutes later, repeated study produced better recall. After two days or a week, however, students who had practised recall remembered more. An approach that appeared weaker at first was stronger after a delay. The repeated readers also expected to remember more in the future. Their confidence did not match the later results. This is one reason familiarity can mislead a learner: the ease of the current reading becomes a guide to future performance, although that performance will happen without the page. A struggle to recall may feel like proof that learning has failed, even while the attempt is helping to build a more lasting memory. Retrieval practice means bringing information back to mind. In research, the word 'test' can refer to this kind of practice, rather than a formal exam with marks. A student can try it by closing a notebook and explaining a process aloud, or by writing what they remember before checking the page. The first attempt makes gaps visible; checking afterwards supplies missing information and corrects errors. Research reviews find that feedback can strengthen the benefits of retrieval. This does not make reading unnecessary. You need something to retrieve, and badly understood material may require another explanation before you can use it. Nor does remembering a definition alone show that you can apply it to a new problem. A useful study routine might therefore move between understanding an example, recalling the idea and trying it in a different situation. The choice of question matters as much as the decision to close the book. If explaining an idea without notes feels slower than rereading, that feeling need not settle which method is useful. Ask what you can still explain several days later. The answer may reveal learning that yesterday's smooth reading concealed. 8. What was the key finding of the 2006 study? A. The advantage of recall practice appeared after a delay. B. The advantage of rereading grew over a longer delay. C. The two approaches produced similar results after one week. D. The two approaches worked best with notes left open. 9. Why can familiarity with notes be misleading? A. It makes learners confuse examples with their definitions. B. It makes learners avoid reading any unfamiliar material. C. It makes learners remember the layout rather than ideas. D. It makes learners overestimate later recall without support. 10. What is the main purpose of Paragraph 5? A. To replace recall practice with a new reading method. B. To qualify the advice and connect recall with understanding. C. To show that definitions rarely help with practical problems. D. To explain why recall questions should copy textbook examples. 11. Which study activity best reflects the passage? A. Explain from memory, check errors, then attempt a new example. B. Reread familiar pages, copy definitions, then avoid difficult examples. C. Memorise page layouts, highlight headings, then predict later test marks. D. Answer from memory, leave errors, then repeat the same wrong explanation. D Imagine a student group collecting fifty winter coats for a community centre. The photograph is impressive, and the volunteers have recorded plenty of hours. Yet the centre has little storage space, and the families using it currently need school bags. The coats may eventually be useful, but the first result of this good intention is extra work for the people it was meant to help. It would be easy to blame the students for choosing the wrong objects. The deeper problem is the order of their decisions. They settled on an activity that they could organise before asking what the community could use. When service begins with the volunteer's preferred action, the people receiving it are left to fit themselves around the plan. I believe they should have a voice before the plan takes shape. There is a reasonable argument for keeping service simple. Teenagers have limited time, and counting hours gives schools a clear way to recognise effort. A collection is easier to organise than a long series of meetings. If every small project requires endless discussion, students may decide that helping is too difficult to attempt. But listening need not mean endless discussion. One conversation with a centre worker, followed by a few questions to its users, may prevent weeks of unsuitable effort. Hours still have a role: they tell us something about commitment. They cannot tell us whether the activity helped. A useful record would place them beside what people requested, what changed and what remained difficult. Giving people a voice may also change who does the teaching. A group offering phone lessons to older neighbours might discover that one neighbour knows a useful photography technique. Students could learn that skill while helping with unfamiliar settings. The relationship then has room for exchange, and the older person has more choices than simply accepting help or turning it down. This does not erase differences in need; it stops those differences from defining the whole person. A school could try the approach with a small project and ask the community partner to help review it. Perhaps fewer objects would appear in the final photograph, and the students would record fewer hours. They might nevertheless be able to explain why the objects were chosen and who found them useful. That explanation would tell us more about the value of their service than the size of the pile. 12. What is the main problem with the coat collection? A. The volunteers recorded more hours than they worked. B. The centre refused to recognise the students’ effort. C. The plan was made without checking the community’s needs. D. The families expected students to buy more expensive clothes. 13. Why does the writer include Paragraph 3? A. To show that consultation usually stops students from helping. B. To acknowledge practical reasons for keeping service straightforward. C. To argue that schools should reward only lengthy projects. D. To suggest that community workers should organise every activity. 14. What does the phone-lesson example mainly illustrate? A. Older people require more technical help than students expect. B. Students should practise photography before offering phone lessons. C. Service is most useful when everyone learns the same skill. D. Service can allow both sides to contribute and learn. 15. Which question best reflects the writer’s way of judging service? A. Did people’s requests help shape what the project delivered? B. Did volunteers collect more objects than the previous group? C. Did the final photograph show everyone holding a donation? D. Did students spend the same amount of time on each task? 完形填空 阅读短文，选择最佳答案。 Our student repair team had spent two weeks preparing an event at the community hall. I made a large sign offering 'free repairs for needy families' and expected it to draw a   16  . On the first morning, a visitor read the sign, then   17   before entering. Holding a bag with a broken strap, he asked, 'Do I have to   18   that I can't buy a new one?' Until then, I had been   19   of how those words might make someone feel. I started to   20   my choice. What I had intended as an invitation had sounded like an   21  . Nora, another volunteer,   22   replacing the words. I was tempted to   23   the sign; we had spent ages painting it. Then she asked whether its purpose was to   24   people or sort them into groups. We   25   the message: 'Bring something to mend. Stay to share a skill.' We also   26   the chairs so visitors could sit beside volunteers instead of waiting across the room. The man returned with his bag. While we worked, he talked about repairing boat sails and   27   a stronger stitch to one of our volunteers. Other visitors joined the conversation, offering advice or asking questions. By afternoon, the hall had become a place for   28  , with people moving between learning and helping. Our boxes of tools remained the same; the way people used them had changed. It was uncomfortable to   29   that my carefully painted words had caused embarrassment. I had meant to make help sound generous, but had decided who needed it before meeting anyone. That evening, I kept a small piece of the old sign. It reminded me to   30   our work through visitors' eyes before deciding how to describe it. 16 A. team B. crowd C. guest D. partner 17 A. laughed B. argued C. hesitated D. returned 18 A. remember B. assume C. pretend D. explain 19 A. unaware B. certain C. relieved D. ashamed 20 A. defend B. remember C. question D. announce 21 A. argument B. excuse C. insult D. instruction 22 A. avoided B. suggested C. regretted D. imagined 23 A. ignore B. hide C. change D. keep 24 A. welcome B. protect C. praise D. persuade 25 A. delivered B. remembered C. translated D. rewrote 26 A. rented B. rearranged C. reserved D. removed 27 A. taught B. owed C. sold D. promised 28 A. competition B. judgement C. exchange D. celebration 29 A. admit B. prove C. report D. decide 30 A. hide B. see C. finish D. divide 书面表达 31. 假定你是 Alex。你的英国朋友 Ethan 在准备小组展示时，因担心其他成员做不好，主动接下了大部分工作，现在十分疲惫；他想重新分工，又怕同伴觉得自己不负责任。请给他写一封邮件，内容包括： （1）回应他的顾虑； （2）就合理分工和沟通提出建议，并说明理由。 词数不少于70。 Dear Ethan, __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Best wishes, Alex 1 学科网（北京）股份有限公司 $ 必修第一册 Unit 1 同步作业解析 一、教材落实 根据中文写出本单元相应的单词或短语。 1. 志愿者（n.） volunteer 11. 报名（参加课程） sign up (for sth) 2. 辩论；争论（n. / v.） debate 12. 文学；文学作品（n.） literature 3. 喜欢……多于…… prefer ... to ... 13. 停止；戒掉；离开（v.） quit 4. 打扫（或清除）干净 clean up 14. 对……负责 be responsible for 5. 对……适合的 suitable for 15. 解决办法；答案（n.） solution 6. 事实上；的确（adv.） actually 16. 工作计划；日程安排（n.） schedule 7. 挑战；艰巨任务（n.） challenge 17. 专家；行家（n.） expert 8. 糊涂的；迷惑的（adj.） confused 18. 行为；举止（n.） behaviour 9. 流利的；熟练的（adj.） fluent 19. 一代（人）（n.） generation 10. 建议；推荐；介绍（vt.） recommend 20. 集中；特别关注 focus on 二、模拟演练 基础层 阅读理解 阅读下列短文，选择最佳答案。 A Every Friday, the lost-property cupboard at Westbridge School becomes harder to close. Water bottles, jackets and pencil cases are waiting for their owners. The school office is starting a student helper programme to make returning them easier. Students in Years 10 and 11 are welcome to apply; no previous volunteer experience is needed. Helpers will work in pairs during the first twenty minutes of the lunch break, either on Tuesday or Thursday. Each pair will serve once a week for six weeks. Your main tasks will be to sort new items, attach numbered labels and update a paper list. You will also help students look for missing belongings. You are not expected to search bags or decide who is telling the truth. A short training session will take place in the school office at 3:40 p.m. on Monday, 14 September. All helpers must attend before their first shift. You will practise describing objects clearly and learn which items should be passed straight to office staff. Please bring a pen; the office will provide everything else. To collect an item, its owner must describe a detail that is not shown on the public list, such as a name written inside a jacket. Anything valuable, including phones and keys, stays with office staff. Unclaimed clothes will be washed and donated after the office has sent two reminders to classes. Application forms are available outside Room 12. Return yours there by Friday, 11 September, and mark which lunch break you can offer. If both days are possible, tick both. Places will be arranged according to availability, rather than how early you hand in the form. Students who cannot take a regular shift may help label items after school on the first Wednesday of each month. 1. What will student helpers mainly do? A. Search school bags for missing objects. B. Organise lost items and keep records. C. Decide who owns each valuable object. D. Wash unclaimed clothes before each shift. 答案：B。细节理解题。第二段列出的主要工作是分类、贴编号标签和更新清单，B 概括了这些任务。搜包不属于工作范围；贵重物品由办公室人员保管；衣物也不是每班次都清洗。 2. Why must an owner describe an unlisted detail? A. To improve the description on the list. B. To help helpers replace a damaged label. C. To decide where the object was found. D. To show the object belongs to them. 答案：D。推断理解题。第四段要求认领者说出公开清单上没有的细节，例如夹克内的名字，是为了核实物品归属。其余选项涉及更新描述、更换标签或确定拾获地点，均不是这一要求的目的。 3. Which student meets the requirements for a regular shift? A. One available on Thursdays who attends training. B. One available on Wednesdays who applies first. C. One available on Tuesdays who misses training. D. One available after school who brings supplies. 答案：A。细节理解题。常规值班安排在周二或周四午休，且上岗前必须参加培训，A 同时满足这两个条件。周三和放学后属于另行安排；先交申请并无优先权；缺席培训不能直接上岗。 参考译文 每到周五，韦斯特布里奇学校的失物柜就更难关上了。水瓶、夹克和笔袋都在等待主人。学校办公室准备开展学生助手项目，让失物归还更加方便。十、十一年级的学生都可以申请，不要求有志愿服务经历。 助手将两人一组，在周二或周四午休开始后的二十分钟内工作。每组每周值班一次，共六周。主要任务是将新收到的物品分类、贴上编号标签并更新纸质清单。你们还要帮助同学寻找丢失的物品，但无需搜查书包，也不必判断谁说的是真话。 简短的培训将在九月十四日星期一下午三点四十分于学校办公室举行。所有助手第一次值班前都必须参加。你们将练习如何清楚地描述物品，并了解哪些东西应直接交给办公室工作人员。请带一支笔，其余用品由办公室提供。 认领物品时，失主必须描述一个公开清单上没有展示的细节，例如夹克内写着的名字。手机、钥匙等贵重物品由办公室工作人员保管。办公室向各班发出两次提醒后，仍无人认领的衣物将清洗后捐出。 申请表放在十二号教室外。请在九月十一日星期五前交回原处，并标明你可以参加哪一天的午休值班。如果两天都可以，请都勾选。名额根据可值班的时间安排，并非先交先得。无法定期值班的学生，可以在每月第一个星期三放学后协助贴标签。 B Our geography teacher asked each group to make a sound map of the school. We had to record what people could hear in different places and explain how those sounds affected school life. I immediately suggested the sports field. Marcus wanted the music rooms. Olivia agreed with him. Ellie, who had joined our class two weeks earlier, said little. I assumed she had nothing to add. At our first meeting, we divided the work quickly. Ellie was given the quietest corner of the library because we thought it would be easy. While the rest of us compared recordings of shouting and instruments, she drew a small table in her notebook. When I asked how she was getting on, she said she needed another visit. I wondered what could possibly take so long in a silent room. The next day, Ellie showed us two recordings from exactly the same library seat. Before lunch, pages turned and pencils moved softly. Ten minutes later, a delivery cart rattled past the window, and students began dragging chairs across the floor. 'The place didn't change,' she said, 'but the time did.' Her table compared several visits instead of just one. Our original map treated each place as either noisy or quiet. Ellie's work showed that this missed something important. We returned to our chosen places at different times and changed the map. Beside the library, we added a suggestion about moving the cart route away from its windows. Our teacher said this made the project useful, rather than simply interesting. At the next group meeting, I nearly started by announcing another plan. Then I noticed Ellie opening her notebook. I put my pen down and asked what she had observed. This time, I waited for the answer. 4. What did the writer first think about Ellie? A. She preferred working outside the library. B. She expected to lead the whole group. C. She had little to offer the project. D. She needed help using the recording equipment. 答案：C。细节理解题。第一段的 “I assumed she had nothing to add” 表明，作者起初以为 Ellie 对项目没什么可贡献的。其他选项所说的地点偏好、担任组长和设备使用困难均未提及。 5. Why did Ellie visit the library more than once? A. To compare its sounds at different times. B. To check her notes with the geography teacher. C. To find the quietest seat for recording. D. To replace recordings made by her partners. 答案：A。细节理解题。第三段指出，两段录音来自同一个座位，但时段不同，表格还比较了多次观察。她反复去图书馆是为了比较不同时间的声音，并非更换座位或替代他人的录音。 6. What is the main idea of Paragraph 4? A. The group discovered a new recording method. B. The teacher helped finish the library recordings. C. The library became the quietest school building. D. Ellie’s findings helped improve the group’s map. 答案：D。段落主旨题。本段由发现原地图的不足，写到重新采集、修改地图并提出改进建议，核心是小组运用 Ellie 的发现完善作品。C 把建议误说成已经实现的变化；A、B 不是本段重点。 7. What can be inferred from the last paragraph? A. The writer hoped Ellie would make every decision. B. The writer began giving quieter members more space. C. Ellie had become the most talkative group member. D. Ellie needed more time to finish the group’s work. 答案：B。推断理解题。作者放下笔，主动询问并等待 Ellie 回答，说明开始给较安静的成员表达空间。文章并未说要她决定一切，也不能据此认为她变得最健谈或拖延了工作。 参考译文 地理老师要求每个小组制作一张校园声音地图。我们要记录不同地点能听到什么，并解释这些声音如何影响校园生活。我立即提议选运动场，Marcus 想选音乐教室。另一位组员 Olivia 表示赞同。两周前刚加入我们班的 Ellie 很少说话，我便以为她没什么意见可补充。 第一次开会时，我们很快分好了工。我们觉得图书馆最安静的角落应该很容易观察，于是把那里交给 Ellie。我们其他人比较着喊声和乐器声的录音，她却在笔记本上画了一张小表格。我问她进展如何，她说还需要再去一次。我纳闷，一间安静的屋子里到底有什么值得花这么长时间。 第二天，Ellie 给我们听了两段在图书馆同一座位上录制的声音。午饭前，翻书和写字的声音很轻。十分钟后，一辆运送物品的推车从窗外经过，发出哐当声，学生们也开始在地板上拖动椅子。“地方没变，”她说，“但时间变了。”她的表格比较了几次观察，而不只是一次。 我们原来的地图把每个地方简单分成吵闹或安静两类。Ellie 的工作表明，这漏掉了一个重要方面。我们在不同时间重新去了各自选定的地点，修改了地图。在图书馆旁，我们还加了一条建议：把推车路线移到远离窗户的地方。老师说，这让项目有了实际用途，而不仅仅是有趣。 下次小组开会时，我差点又一开始就宣布自己的计划。随后，我注意到 Ellie 正打开笔记本。我放下笔，问她观察到了什么。这一次，我等着她回答。 C You are watching a film after school, but a science report keeps returning to your mind. It is not due until next week. You tell yourself to relax, yet a few minutes later you are thinking about it again. The problem may be more than the amount of work. You may also be unsure how you will deal with it. Simply writing 'finish science report' on a list does not settle that question. The list records the goal, but leaves the next move open. Should you find a book, check your experiment results or ask a partner for help? Those unanswered questions can turn a small piece of homework into a thought that follows you through the evening. In research published in 2011, psychologists E. J. Masicampo and Roy Baumeister explored how unfinished goals affected attention. In one experiment, participants wrote about tasks they had not completed. Some also made specific plans for doing them. Afterwards, they read a passage unrelated to those tasks. People who had made plans reported fewer thoughts about their unfinished work and understood the reading better than those who had described the tasks without planning. The work itself was still unfinished. The researchers suggested that a clear plan can reduce the mind's need to keep searching for a way forward. That does not mean a plan magically completes a task. It gives the task a place in your future actions, allowing more attention to go elsewhere for a while. A useful plan therefore needs more than a promise to 'work harder'. It names an action, a time and a place. For a school report, that might mean: 'At four tomorrow, I will use the library computer to compare the two sets of results.' If you cannot do the whole report then, choose a first step that is possible. If you need someone else's answer, plan when you will ask. This is a practical use of the research, rather than a rule tested for every school situation. Plans also need changing when circumstances change. A closed library calls for another place; an unclear task may call for a conversation with your teacher. The aim is not to fill every minute of an evening. It is to leave yourself a believable route back to the work, so that taking a break feels less like losing track of it. 8. What does the example in Paragraph 2 show? A. A long list makes every school task harder. B. A report requires several people working together. C. A task list may leave further action unclear. D. A small task should be finished before dinner. 答案：C。推断理解题。写下任务名称并没有回答接下来具体做什么，说明任务清单可能仍让下一步不明确。A 将问题归因于清单长度；B、D 分别加入合作要求和完成时限，文中均无依据。 9. What happened to the participants who made plans? A. They completed their tasks before the reading. B. They chose a passage related to their tasks. C. They experienced less interference during the reading. D. They remembered fewer details of the reading. 答案：C。细节理解题。第三段说，制定计划的人较少想起未完成的任务，而且阅读理解更好，即阅读受到的干扰较少。任务当时仍未完成；阅读材料与任务无关；理解效果也不是下降。 10. Which plan best follows the advice in the passage? A. After lunch, I’ll list my sources in the library. B. Before Friday, I’ll try to finish the whole report. C. From tomorrow, I’ll spend more time studying science. D. During the week, I’ll take this project more seriously. 答案：A。细节理解题。第四段明确指出，实用计划应写明行动、时间和地点。A 具备“列出资料来源”“午饭后”“在图书馆”三个要素；其他选项仍是宽泛的目标或态度。 11. What is the best title for the passage? A. Make More Time for Difficult School Subjects B. Finish Every Task Before Taking a Break C. Keep Daily Lists of Everything You Do D. Give Unfinished Work a Clear Next Step 答案：D。标题归纳题。文章围绕未完成任务的干扰，解释明确后续步骤的作用，并讨论如何应用及调整计划，D 覆盖全文。A、C 把重点缩为增加学习时间或记清单；B 与合理休息的建议不符。 参考译文 放学后，你在看电影，可一份科学报告不断浮现在脑海里。它下周才到期。你告诉自己放松些，但几分钟后又想到了它。问题可能不只是工作量，你还可能不确定该如何处理这项任务。 仅仅在清单上写下“完成科学报告”，并没有解决这个问题。清单记录了目标，却没有明确下一步。你应该找一本书、检查实验结果，还是请同伴帮忙？这些悬而未决的问题，可能让一项小作业成为整个晚上都跟着你的念头。 在二〇一一年发表的研究中，心理学家 E. J. Masicampo 和 Roy Baumeister 探究了未完成的目标如何影响注意力。在一项实验中，参与者写下自己尚未完成的任务，其中一些人还制定了具体的完成计划。随后，他们阅读了一篇与这些任务无关的文章。与只描述任务而没有制定计划的人相比，制定计划的人报告自己较少想起未完成的工作，对阅读材料的理解也更好。而工作本身仍然没有完成。 研究者提出，明确的计划可以减少大脑继续寻找推进办法的需要。这并不意味着计划能神奇地完成任务，而是把任务安排到未来的行动中，让更多注意力暂时用于其他事情。因此，实用计划不能只是承诺“更加努力”，而要明确行动、时间和地点。 对一份学校报告来说，计划可以是：“明天下午四点，我要使用图书馆的电脑比较两组结果。”如果那时无法完成整份报告，就选择一个可行的起步行动。如果需要别人的答复，就计划好何时去问。这是研究的一种实际应用，并不是在所有学校情境中都经过检验的规则。 情况变化时，计划也需要调整。图书馆关门了，就要换一个地方；任务不清楚，可能需要和老师谈谈。目的并不是填满晚上的每一分钟，而是给自己留下一条可信、可行的路径来重新处理工作，让休息不再那么像是把任务抛到了脑后。 D A classmate sends a message about tomorrow's group presentation. You see it while helping to prepare dinner and decide to answer later. Twenty minutes afterwards, another message arrives: 'Why aren't you replying?' Suddenly, a simple question has become a test of whether you care about the group. I think class groups need a better agreement about when replies can reasonably be expected. The wish for quick answers is understandable. Someone making slides cannot finish if the other members have not sent their parts. A student who waits until the last moment may hold everyone back. Giving no indication of when you will respond can be unfair, especially when you have already accepted a task with a clear deadline. But an expectation of instant replies solves one problem by creating another. It turns every free moment into possible group-work time. A person may be travelling, practising an instrument or simply thinking carefully about the question. The fact that a phone has displayed a message tells us little about whether its owner can give a useful answer. Treating silence as laziness encourages rushed responses and unnecessary explanations. The more useful distinction is between a deadline and a demand for immediate attention. A group can agree to check messages by a certain time in the evening. Members can state when their work will be ready, while the person leading the project can collect ordinary questions in one message. That makes delays visible early enough to deal with them, without requiring everyone to keep checking a screen. There will be exceptions. A sudden change to a meeting place may need a quicker response. For such cases, the group should agree on a separate way to contact people and explain what counts as urgent. If every request is labelled urgent, however, the label stops helping. Convenience for the sender is not by itself an emergency for the receiver. This agreement should be tried and reviewed, rather than treated as a perfect rule. If a deadline is repeatedly missed, discuss the missed commitment. If questions regularly arrive too late, change the planning. A group works better when members can depend on one another's promises. Measuring that dependability by response speed alone gives us the wrong information. 12. Why does the writer describe the dinner situation? A. To explain why group presentations often fail. B. To introduce pressure caused by reply expectations. C. To recommend answering messages before eating dinner. D. To show why household tasks should come first. 答案：B。写作意图题。开头从一个日常场景展示“没有立即回复就被认为不关心小组”的压力，引出对回复约定的讨论。文章并非分析展示失败，也未提出饭前回复或家务优先的普遍规则。 13. What point does the writer make in Paragraph 3? A. A read message does not prove someone is available. B. A group member should explain each delayed reply. C. A quick reply usually provides the most useful answer. D. A silent member probably has little interest in work. 答案：A。段落理解题。第三段指出，手机显示了消息，并不能说明机主有条件作出有用的答复，A 是这一观点的概括。其他选项把作者批评的期待或判断当成了作者认可的做法。 14. How does Paragraph 5 develop the argument? A. By giving evidence that fixed deadlines rarely work. B. By considering exceptions and setting limits on them. C. By comparing communication habits in different schools. D. By explaining how new phones improve group discussions. 答案：B。论证方式题。本段先承认临时变更等情况可能需要快速回应，再要求约定紧急联系渠道和“紧急”的范围，属于考虑例外并限定其适用条件。其余选项所说的证据、校际比较和新手机均未出现。 15. Which statement would the writer probably agree with? A. Every late reply deserves a warning from the leader. B. Every group request should receive an immediate answer. C. Reliable members should avoid changing any agreed rules. D. Reliable members should honour commitments made in advance. 答案：D。观点态度题。末段强调依靠彼此的承诺，并区分错过期限与回复速度，因此作者会认同履行事先作出的承诺。A、B 仍以即时回复为标准；C 忽视了规则需要试行和调整。 参考译文 一位同学发来消息，询问明天的小组展示。你正帮忙准备晚饭，看到后决定稍后回复。二十分钟后，又来了一条消息：“你为什么不回复？”突然间，一个简单的问题变成了检验你是否关心小组的标准。我认为，班级群需要更合理地约定什么时候可以期待收到回复。 希望尽快得到回答是可以理解的。如果其他成员还没有交来各自的部分，制作幻灯片的人就无法完成工作。拖到最后一刻的学生可能耽误所有人。完全不说明何时回应，也可能不公平，尤其是在你已经接受了有明确期限的任务时。 然而，期待即时回复是在解决一个问题的同时制造另一个问题。它把每一段空闲时间都变成可能用于小组工作的时间。一个人可能正在路上、练习乐器，或只是认真思考问题。手机已经显示消息，并不能充分说明机主能否给出有用的回答。把沉默当作懒惰，会促使人仓促回复，还要作出不必要的解释。 更有用的区分，是截止时间与要求立刻得到关注之间的区别。小组可以约定在晚上某个时间前查看消息。成员可以说明何时完成工作，项目负责人也可以把普通问题汇总到一条消息里。这既能及早发现并处理延误，又不要求每个人不断查看屏幕。 当然会有例外。集合地点突然改变，可能需要更快回应。小组应针对这些情况约定另一种联系方式，并说明什么才算紧急。不过，如果每件事都贴上“紧急”标签，这个标签就失去作用了。仅仅为了发送者方便，并不意味着接收者也面临紧急情况。 这项约定应该试行并复议，而不是当成完美规则。如果一再错过截止时间，就讨论未履行的承诺；如果问题总是发得太晚，就调整计划。成员能够依靠彼此的承诺时，小组合作会更好。只用回复速度衡量这种可靠性，会给我们错误的信息。 完形填空 阅读短文，选择最佳答案。 When I volunteered to clear the school theatre's storage room, I expected a   16   job. Old costumes filled a box behind the door. I lifted a jacket and   17   a faded label inside. It listed the students who had worn it in past plays. I had been ready to   18   the clothes, but each came with a   19  . Suddenly, the box looked   20   to me. I asked our drama teacher whether we could   21   some of the costumes. She   22   us how to sew on buttons and close small tears. I wanted to rush, but my stitches kept coming loose. The work required   23  . I put the clock away and   24   on one small tear. Seeing how slowly repairs went, we   25   our estimate from one afternoon to two. When the new drama group arrived, I   26   what we had done and told them about the labels. None of our repairs was   27  ; one line of stitches was rather crooked. Still, every costume was ready to wear. A new performer picked the jacket and promised to look after it. Her words made our afternoons feel   28  . At first, I had measured   29   by how quickly we could empty the room. Now I cared about what could be used again. After the final rehearsal, I   30   the faded label by adding the new performer's name below the others. There was still a box behind the door, but it was waiting for another play. 16 A. noisy B. risky C. quick D. lonely 答案：C。上文预期与后文修补耗时形成对照，作者起初以为这是能很快做完的工作，故选 quick“迅速的”。 17 A. noticed B. expected C. carried D. forgot 答案：A。作者拿起夹克后发现了内部褪色的标签，noticed“注意到”符合动作顺序；其他词不能自然表达发现标签。 18 A. hand out B. try on C. take back D. throw away 答案：D。原本准备清掉旧衣服，与后来修补并重新使用相对照，throw away“扔掉”符合情境。 19 A. price B. story C. pocket D. mistake 答案：B。标签记着过去穿过服装的学生，说明每件衣服背后都有一段故事，story 呼应这些记录。 20 A. smaller B. unchanged C. different D. empty 答案：C。发现服装背后的故事后，作者对这箱旧衣服的看法发生变化，different“不同的”符合语境。箱子并未变小或变空。 21 A. replace B. repair C. collect D. borrow 答案：B。下文写缝纽扣、补破口，这些都是修补服装的行为，repair“修补”有明确的后文依据。 22 A. showed B. asked C. promised D. warned 答案：A。老师向学生示范缝补方法，showed us how to ... 表示“教我们／示范给我们看怎样……”。上下文不是提问、承诺或警告。 23 A. strength B. luck C. patience D. space 答案：C。作者想赶快做完，但缝线反复松开，因此工作需要耐心 patience，而不是力气、运气或空间。 24 A. insisted B. relied C. agreed D. focused 答案：D。作者不再盯着时间，而是专注于一个小破口，focus on 为“集中于；专注于”。 25 A. increased B. checked C. shared D. forgot 答案：A。预计时间从一个下午变为两个下午，是增加了 estimated time，因此选 increased“增加”。 26 A. folded B. explained C. hid D. washed 答案：B。后接 what we had done，且作者随后介绍标签，所以是在向新成员解释所做的工作，选 explained。 27 A. helpful B. visible C. necessary D. perfect 答案：D。下文指出有一条缝线歪斜，但服装已经能穿，说明修补并不完美，perfect 与后文具体瑕疵对应。 28 A. unfamiliar B. endless C. worthwhile D. ordinary 答案：C。新演员选择修好的夹克并承诺爱惜，让作者觉得付出的时间有价值，worthwhile“值得的”符合情感变化。 29 A. distance B. success C. comfort D. fashion 答案：B。作者原先以清空房间的速度衡量工作的成效，现在看重物品能否再次使用，故选 success“成功；成效”。 30 A. updated B. removed C. copied D. covered 答案：A。在原来的名字下面添加新演员的名字，是更新 updated 标签；并未移除、照抄或遮盖标签。 参考译文 报名帮助清理学校剧场的储藏室时，我以为这项工作很快就能完成。门后的一只箱子里装满了旧演出服。我拿起一件夹克，注意到里面有一张褪色的标签，上面列着过去演出中穿过它的学生。我原本准备把这些衣服扔掉，但每一件都带着一段故事。突然间，这只箱子在我眼里变得不同了。 我问戏剧老师能否修补其中一些服装。她教我们缝纽扣、补小破口。我想赶快做完，可缝线总是松开。这项工作需要耐心。我把钟放到一边，专注于一个小破口。看到修补进展这么慢，我们把预计用时从一个下午增加到两个下午。 新的戏剧小组来时，我解释了我们所做的工作，并告诉他们标签的事。我们的修补都不算完美，有一条缝线还挺歪。不过，每件服装都已经可以穿了。一位新演员挑中了那件夹克，并答应好好爱惜它。她的话让我们觉得那几个下午的付出很值得。 起初，我以清空房间的速度衡量成功。现在，我更在意什么东西能够再次使用。最后一次排练后，我在其他名字下方加上了这位新演员的名字，更新了褪色的标签。门后依然有一只箱子，但它在等待下一场演出。 书面表达 31. 假定你是校英文报“Teen Talk”栏目的学生编辑。你的英国朋友 Henry 来信说，他为了帮助同学，答应了太多班级任务，最近总是忙乱，又担心拒绝会影响友谊。请给他写一封回信，内容包括： （1）表达理解； （2）提出两条建议并说明理由。 词数不少于70。 参考答案 写作要点：先回应 Henry 的忙乱和顾虑，再提出具体、可行的建议，并分别说明理由。可从列出任务与期限、与同学协商分工、接下新任务前说明时间安排等角度展开。建议应兼顾履行已有承诺与调整过多任务。 Possible Version 1 Dear Henry, I understand why you feel worried. Helping classmates is kind, but too many promises can make your week difficult. First, write down your tasks and their deadlines. This will help you see which jobs need attention first. Then talk to your classmates about sharing some of the work. Explain your situation honestly instead of waiting until you miss a deadline. When someone asks for more help, tell them when you are available. You can still be a good friend without accepting every request. I hope these changes will make next week easier. Best wishes, Alex Possible Version 2 Dear Henry, It sounds as though your wish to be helpful has left you with more work than you can reasonably manage. Your concern about disappointing friends is understandable. I suggest sorting your current tasks by deadline and discussing the list with the classmates involved. Agreeing on a smaller part of a job will help you keep a realistic promise. For future requests, try saying, “I can help on Thursday, but I cannot take responsibility for the whole task.” This gives others useful information while keeping the conversation friendly. You might also leave one afternoon free before making new commitments. Friendship is easier to maintain when people know what they can depend on you to do. Best wishes, Alex 进阶层 阅读理解 阅读下列短文，选择最佳答案。 A Is the quickest way across our school always the easiest to use? The student council is inviting Years 10–12 to investigate routes between entrances, classrooms and shared facilities. The findings will help the school decide where small changes, such as clearer signs or a different delivery route, could make a difference. This is an observation project, not a race to find the greatest number of faults. Training is on Wednesday, 7 October, from 3:30 to 4:15 p.m. in Room 8. Guided walks are offered on Friday, 9 October, at 3:30 p.m. and Saturday, 10 October, at 10 a.m. Participants must attend the training and at least one walk. No mapping experience is required. Students who cannot join a walk may contribute written accounts of routes they regularly use, but will not be assigned to a walking team. Teams of three will examine an assigned route with a staff member. Record the exact location of each observation, the conditions at the time and who might be affected. A doorway that is clear after lessons may be crowded during lunch. An uneven path may be harder to use when wet. Separate what you observe from what you recommend: 'a sign is hidden by a tree' is an observation; 'move the sign' is a suggestion. Bring a notebook and wear suitable shoes. Tablets and printed maps will be supplied. Photographs should show the route without identifying people. Do not enter closed areas or try a route that looks unsafe. If rain makes a walk unsuitable, it will move to the same time the following week; training will go ahead. Hand in your team record at the school office within two school days of your walk. Include places that work well, as these may offer ideas for other routes. Reports will be discussed with maintenance staff before any changes are approved. Apply at the council desk by Monday, 5 October, stating which walk you can attend. 1. Who can be assigned to a walking team? A. Students attending both walks but missing the training. B. Students who have already completed first-aid training. C. Students who have previous experience of making maps. D. Students attending training and at least one walk. 答案：D。细节理解题。第二段要求参加培训和至少一次实地行走，D 完整对应。A 缺少培训；B、C 的经历并不能代替规定的参加条件；提交日常路线文字说明者也不编入行走小组。 2. What must a team record about each observation? A. How the school should redesign its main entrance. B. Where a problem occurs and in what conditions. C. Which route should receive most of the repair budget. D. Why other teams prefer one walking time to another. 答案：B。细节理解题。第三段要求记录确切地点、当时条件以及可能受影响的人，B 对应前两项。改造方案属于建议，应与观察分开；预算分配和其他小组的时段偏好不是记录要求。 3. Why should teams report places that work well? A. They may prove that no further changes are needed. B. They may replace discussion with the maintenance staff. C. They may suggest useful improvements for other routes. D. They may help teams finish without checking problem areas. 答案：C。细节理解题。末段说明，这些运行良好的地点可能为其他路线提供思路，故选 C。记录优点不等于无需改进，也不能替代与维护人员讨论或省略问题区域的检查。 参考译文 穿过校园最快的路线，总是最好走的吗？学生会邀请十至十二年级学生调查入口、教室和公共设施之间的路线。调查结果将帮助学校判断哪些小调整能够起作用，例如更清楚的标识或不同的运送路线。这是一项观察项目，并不是看谁能发现最多问题的比赛。 培训将在十月七日星期三下午三点三十分至四点十五分于八号教室进行。带队行走提供两个时段：十月九日星期五下午三点三十分，以及十月十日星期六上午十点。参加者必须参加培训和至少一次行走。不要求制图经验。无法参加行走的学生可以提交自己常走路线的文字说明，但不会编入实地行走小组。 每组三人，由一名工作人员陪同检查指定路线。请记录每项观察的确切地点、当时的条件以及可能受影响的人。放学后畅通的门口，午休时可能拥挤；不平整的小路在雨天可能更难行走。把观察到的事实和建议分开：“标识被树挡住了”是观察，“移动标识”是建议。 请带笔记本并穿适合行走的鞋。平板电脑和纸质地图由学校提供。照片应展示路线，但不能让人据此辨认出被拍摄者。不要进入关闭区域，也不要尝试看起来不安全的路线。如果下雨导致不适合行走，活动顺延至下一周的同一时间；培训照常进行。 请在行走后的两个上学日内，把小组记录交到学校办公室。也要写入运行良好的地点，因为这些地点可能为其他路线提供改进思路。任何调整获准前，报告都将先与维护人员讨论。请在十月五日星期一前到学生会服务台申请，并说明你可以参加哪次行走。 B For a local history project, I offered to record older residents' memories of our town. I practised with my microphone, prepared questions and imagined an online collection full of dramatic stories. My first interview was with Mrs Bennett, who had run a small bakery near the station. I arrived with enough battery power for three hours. At first, she talked easily about early deliveries and customers who bought the same loaf for decades. Then I asked why the bakery had closed. She began a story about a difficult family decision, but stopped halfway through. 'That part isn't for the website,' she said. I switched off the microphone. Inside, however, I was disappointed. It was the most striking thing she had told me. On the bus home, I kept thinking about the gap in my recording. I had treated a memorable story as something I could collect, like an interesting photograph. Mrs Bennett had treated it as part of a life she still lived with. My questions had not made that part mine. I went back the following week, leaving the microphone in my bag. We looked at old price lists, and she showed me where her flour-covered thumb had marked a recipe book. I asked which memories she would enjoy sharing with students. She chose the morning when the bakery's oven failed and neighbours opened their kitchens so the bread could still be baked. It was quieter than the story I had wanted, but it showed how the town worked. Before publishing anything, I sent her the edited recording and asked what she wanted changed or removed. She corrected a name and requested a shorter ending. I followed both suggestions. When our project launched, she came with the recipe book and explained it to visitors. Watching her turn its pages, I realised the interview had finally become something we had made together. 4. Why was the writer disappointed during the first interview? A. The most striking account could not be published. B. The bakery’s closure was less interesting than expected. C. The microphone failed during an important personal story. D. The interview ended before any useful memories emerged. 答案：A。细节理解题。第二段中 Mrs Bennett 明确说那部分故事不供网站使用，作者失望是因为自认为最精彩的内容不能发表。并非故事无趣、设备故障或没有收获任何有用记忆。 5. What does “My questions had not made that part mine” mean? A. The writer needed better questions to understand it. B. The writer had forgotten to record an important detail. C. The writer should have shared a similar personal experience. D. The writer lacked permission to use the account. 答案：D。句意理解题。第三段把“可收集的精彩材料”与受访者仍需面对的人生经历对照，指出提问并不使作者获得随意使用这段经历的权利。D 表达了这种对使用权限的反思。 6. How did the writer approach the second visit differently? A. By returning to the question about the bakery’s closure. B. By choosing the most dramatic memory before arriving. C. By letting Mrs Bennett choose what she would share. D. By asking neighbours to describe the bakery for her. 答案：C。细节理解题。第四段写作者收起麦克风，询问她愿意与学生分享哪些记忆，由她选择故事，故选 C。没有继续追问关闭原因，也没有预先替她选故事或让邻居代讲。 7. What does Mrs Bennett’s appearance at the launch suggest? A. She wanted the original recording restored for visitors. B. She felt comfortable participating in the completed project. C. She preferred explaining recipes to recalling local history. D. She hoped to reopen her bakery with the students. 答案：B。推断理解题。作者尊重她的修改意见后，她主动带食谱来到发布活动并向访客介绍，表明愿意、安心地参与项目。文中没有恢复旧录音、重新开店或以食谱替代历史的意思。 参考译文 为了一个地方历史项目，我主动提出录制年长居民对小镇的记忆。我练习使用麦克风、准备问题，想象着一个充满精彩故事的网络资料集。第一位受访者是 Bennett 太太，她曾在车站附近经营一家小面包店。我到她家时，带的电量足够录三个小时。 起初，她轻松地谈起清晨送货和几十年都买同一种面包的顾客。随后，我问面包店为什么关门。她开始讲一个与艰难家庭决定有关的故事，却说到一半停了下来。“这部分不能放到网站上，”她说。我关掉了麦克风，但心里很失望。那是她告诉我的最引人注意的事情。 回家的公交车上，我一直想着录音中留下的空缺。我把一个难忘的故事当成可以收集的东西，就像一张有趣的照片。Bennett 太太却把它视为自己仍在经历和面对的人生的一部分。我提出问题，并不意味着那部分经历就成了我可以随意使用的材料。 第二周，我又去了，把麦克风留在包里。我们看旧价目表，她给我看食谱上被沾满面粉的拇指留下的印记。我问她愿意与学生分享哪些记忆。她选择了这样一个清晨：面包店的烤箱坏了，邻居们开放各自的厨房，使面包仍能烤好。它没有我原本想要的故事那么戏剧化，却展现了小镇上的人如何一起解决问题。 发表任何内容之前，我把剪辑后的录音发给她，询问她希望修改或删掉什么。她纠正了一个名字，并要求缩短结尾。我照办了。项目发布时，她带着食谱前来，向访客作介绍。看着她翻动书页，我意识到，这次采访终于成为了我们共同完成的东西。 C A page of notes can become wonderfully familiar. You know where the definition sits and remember the colour of the example beneath it. Reading the page again feels smooth. Then a classmate asks you to explain the idea with the notebook closed, and the smoothness disappears. Recognising information when it is in front of you and producing it without help are different tasks. Psychologists Henry Roediger and Jeffrey Karpicke made this difference important in a study published in 2006. Students learnt short passages and then either studied them again or tried to recall their contents without looking. When a final test followed only five minutes later, repeated study produced better recall. After two days or a week, however, students who had practised recall remembered more. An approach that appeared weaker at first was stronger after a delay. The repeated readers also expected to remember more in the future. Their confidence did not match the later results. This is one reason familiarity can mislead a learner: the ease of the current reading becomes a guide to future performance, although that performance will happen without the page. A struggle to recall may feel like proof that learning has failed, even while the attempt is helping to build a more lasting memory. Retrieval practice means bringing information back to mind. In research, the word 'test' can refer to this kind of practice, rather than a formal exam with marks. A student can try it by closing a notebook and explaining a process aloud, or by writing what they remember before checking the page. The first attempt makes gaps visible; checking afterwards supplies missing information and corrects errors. Research reviews find that feedback can strengthen the benefits of retrieval. This does not make reading unnecessary. You need something to retrieve, and badly understood material may require another explanation before you can use it. Nor does remembering a definition alone show that you can apply it to a new problem. A useful study routine might therefore move between understanding an example, recalling the idea and trying it in a different situation. The choice of question matters as much as the decision to close the book. If explaining an idea without notes feels slower than rereading, that feeling need not settle which method is useful. Ask what you can still explain several days later. The answer may reveal learning that yesterday's smooth reading concealed. 8. What was the key finding of the 2006 study? A. The advantage of recall practice appeared after a delay. B. The advantage of rereading grew over a longer delay. C. The two approaches produced similar results after one week. D. The two approaches worked best with notes left open. 答案：A。细节理解题。第二段区分了五分钟后与两天或一周后的结果：短时内反复学习更好，延迟后主动回忆更好。A 保留了这一关键条件。B 颠倒结果，C、D 与实验信息不符。 9. Why can familiarity with notes be misleading? A. It makes learners confuse examples with their definitions. B. It makes learners avoid reading any unfamiliar material. C. It makes learners remember the layout rather than ideas. D. It makes learners overestimate later recall without support. 答案：D。推断理解题。第三段说明，学生用当下阅读的顺畅感预测以后脱离材料的表现，容易高估未来回忆效果，故选 D。开头提及页面位置等细节，不能据此把问题简单归结为“只记版式”。 10. What is the main purpose of Paragraph 5? A. To replace recall practice with a new reading method. B. To qualify the advice and connect recall with understanding. C. To show that definitions rarely help with practical problems. D. To explain why recall questions should copy textbook examples. 答案：B。段落功能题。本段先限定建议：阅读仍有必要，理解不足需重新解释；再指出记住定义不等于会应用，提出将理解、回忆和新情境运用结合。B 概括了这层作用，其余选项把限定夸大成否定。 11. Which study activity best reflects the passage? A. Explain from memory, check errors, then attempt a new example. B. Reread familiar pages, copy definitions, then avoid difficult examples. C. Memorise page layouts, highlight headings, then predict later test marks. D. Answer from memory, leave errors, then repeat the same wrong explanation. 答案：A。推断理解题。A 将脱离材料回忆、检查纠错和尝试新例子连在一起，对应第四、五段。B、C 主要停留在熟悉感；D 缺少纠错，违背反馈的作用。四个活动都需结合全文判断。 参考译文 一页笔记可以变得十分熟悉。你知道定义在哪儿，还记得下方例子的颜色。再读一遍感觉很顺畅。可当同学让你合上笔记解释这个概念时，这种顺畅就消失了。信息摆在眼前时辨认它，与没有帮助时自己说出来，是不同的任务。 心理学家 Henry Roediger 和 Jeffrey Karpicke 在二〇〇六年发表的一项研究中，让这种差别变得格外重要。学生学习短文后，要么重新学习，要么不看材料试着回忆内容。如果最终测试仅在五分钟后进行，反复学习的回忆效果更好；然而，两天或一周后，练习过回忆的学生记得更多。起初看起来较弱的方法，在延迟一段时间后反而更强。 反复阅读的学生也预期自己将来能记得更多。他们的信心与后来的结果并不一致。这说明熟悉感为什么可能误导学习者：他们把当前阅读的轻松程度，当作预测未来表现的依据，而未来的表现却是在没有那页材料的情况下发生的。艰难的回忆可能让人觉得学习失败了，即使这样的尝试正在帮助建立更持久的记忆。 提取练习指把信息重新从记忆中调取出来。在研究中，“测试”可以指这种练习，而不是带分数的正式考试。学生可以合上笔记，大声解释一个过程；也可以先写下记得的内容，再检查笔记。第一次尝试让漏洞显现，之后核查则补充缺失信息、纠正错误。研究综述发现，反馈可以增强提取练习的益处。 这并不意味着阅读没有必要。你需要先有可以回忆的内容；理解不充分的材料，可能需要再次解释后才能使用。仅仅记住定义，也不能证明你会把它运用于新问题。因此，实用的学习安排可以在理解一个例子、回忆概念和把它用于不同情境之间转换。问题的选择，与决定合上书一样重要。 如果不看笔记解释一个概念，比重新阅读感觉更慢，这种感觉不必决定哪种方法更有用。问问自己：几天后还能解释什么？答案可能揭示出昨天顺畅的阅读所掩盖的学习情况。 D Imagine a student group collecting fifty winter coats for a community centre. The photograph is impressive, and the volunteers have recorded plenty of hours. Yet the centre has little storage space, and the families using it currently need school bags. The coats may eventually be useful, but the first result of this good intention is extra work for the people it was meant to help. It would be easy to blame the students for choosing the wrong objects. The deeper problem is the order of their decisions. They settled on an activity that they could organise before asking what the community could use. When service begins with the volunteer's preferred action, the people receiving it are left to fit themselves around the plan. I believe they should have a voice before the plan takes shape. There is a reasonable argument for keeping service simple. Teenagers have limited time, and counting hours gives schools a clear way to recognise effort. A collection is easier to organise than a long series of meetings. If every small project requires endless discussion, students may decide that helping is too difficult to attempt. But listening need not mean endless discussion. One conversation with a centre worker, followed by a few questions to its users, may prevent weeks of unsuitable effort. Hours still have a role: they tell us something about commitment. They cannot tell us whether the activity helped. A useful record would place them beside what people requested, what changed and what remained difficult. Giving people a voice may also change who does the teaching. A group offering phone lessons to older neighbours might discover that one neighbour knows a useful photography technique. Students could learn that skill while helping with unfamiliar settings. The relationship then has room for exchange, and the older person has more choices than simply accepting help or turning it down. This does not erase differences in need; it stops those differences from defining the whole person. A school could try the approach with a small project and ask the community partner to help review it. Perhaps fewer objects would appear in the final photograph, and the students would record fewer hours. They might nevertheless be able to explain why the objects were chosen and who found them useful. That explanation would tell us more about the value of their service than the size of the pile. 12. What is the main problem with the coat collection? A. The volunteers recorded more hours than they worked. B. The centre refused to recognise the students’ effort. C. The plan was made without checking the community’s needs. D. The families expected students to buy more expensive clothes. 答案：C。细节理解题。第一、二段的核心问题是先确定了收集外套的活动，后考虑社区需要，而社区当下需要的是书包。并无虚报时长、拒绝认可或要求昂贵衣服的信息。 13. Why does the writer include Paragraph 3? A. To show that consultation usually stops students from helping. B. To acknowledge practical reasons for keeping service straightforward. C. To argue that schools should reward only lengthy projects. D. To suggest that community workers should organise every activity. 答案：B。论证作用题。第三段从时间有限、时长便于记录、活动易组织等角度，承认简化服务安排的合理理由，为下段回应作铺垫。它是在呈现值得回应的观点，并非认定咨询必然阻碍服务。 14. What does the phone-lesson example mainly illustrate? A. Older people require more technical help than students expect. B. Students should practise photography before offering phone lessons. C. Service is most useful when everyone learns the same skill. D. Service can allow both sides to contribute and learn. 答案：D。例证理解题。第五段中，学生帮助设置手机，年长邻居则分享摄影技巧，双方都能贡献并学习。A、B、C 只抓住局部活动或加入文中没有的要求，未概括例子的论证作用。 15. Which question best reflects the writer’s way of judging service? A. Did people’s requests help shape what the project delivered? B. Did volunteers collect more objects than the previous group? C. Did the final photograph show everyone holding a donation? D. Did students spend the same amount of time on each task? 答案：A。观点推断题。作者主张先倾听需求，让接受服务的人参与计划，并结合实际效果评价服务，A 体现这一标准。数量、照片效果或各项用时是否相同，都不能直接说明服务价值。 参考译文 设想一个学生小组为社区中心收集了五十件冬季外套。照片很壮观，志愿者也记录了不少服务时长。然而，中心储藏空间很小，使用它的家庭目前需要的是书包。这些外套以后可能有用，但这份善意最先带来的结果，是给本想帮助的人增加了工作。 很容易责怪学生选错了物品，更深层的问题却是决定的顺序。他们先选定了自己能组织的活动，之后才问社区能用上什么。如果服务从志愿者偏爱的行动开始，接受服务的人就只能围着这份计划调整自己。我认为，计划成形之前，他们就应该有发言权。 保持服务简单，也有合理理由。青少年时间有限，记录时长能让学校清楚地认可他们的努力。一次物品收集，比一长串会议更容易组织。如果每个小项目都需要无休止的讨论，学生可能觉得提供帮助太难，索性不去尝试。 但倾听未必意味着无休止的讨论。和中心工作人员谈一次，再向使用者问几个问题，就可能避免数周不合需求的努力。时长依然有作用：它能说明一些投入情况。但它不能告诉我们活动是否有帮助。有用的记录应该在时长旁边列出人们提出了什么需求、发生了什么改变、还有什么困难。 给人发言权，还可能改变谁来教谁。一群教年长邻居使用手机的学生，可能发现某位邻居懂得实用的摄影技巧。学生在帮助对方处理不熟悉的设置时，也能学习这个技巧。这样，关系中就有了交流的空间，年长者也不只有接受帮助或拒绝帮助两种选择。这并不抹去需求上的差别，而是不让这些差别定义一个人的全部。 学校可以先在一个小项目中尝试这种做法，并请社区合作方一起评价。最后照片里的物品可能更少，学生记录的时长也可能更少。不过，他们或许能够解释为什么选择这些物品，以及谁觉得它们有用。这样的解释，比物品堆得多大更能说明服务的价值。 完形填空 阅读短文，选择最佳答案。 Our student repair team had spent two weeks preparing an event at the community hall. I made a large sign offering 'free repairs for needy families' and expected it to draw a   16  . On the first morning, a visitor read the sign, then   17   before entering. Holding a bag with a broken strap, he asked, 'Do I have to   18   that I can't buy a new one?' Until then, I had been   19   of how those words might make someone feel. I started to   20   my choice. What I had intended as an invitation had sounded like an   21  . Nora, another volunteer,   22   replacing the words. I was tempted to   23   the sign; we had spent ages painting it. Then she asked whether its purpose was to   24   people or sort them into groups. We   25   the message: 'Bring something to mend. Stay to share a skill.' We also   26   the chairs so visitors could sit beside volunteers instead of waiting across the room. The man returned with his bag. While we worked, he talked about repairing boat sails and   27   a stronger stitch to one of our volunteers. Other visitors joined the conversation, offering advice or asking questions. By afternoon, the hall had become a place for   28  , with people moving between learning and helping. Our boxes of tools remained the same; the way people used them had changed. It was uncomfortable to   29   that my carefully painted words had caused embarrassment. I had meant to make help sound generous, but had decided who needed it before meeting anyone. That evening, I kept a small piece of the old sign. It reminded me to   30   our work through visitors' eyes before deciding how to describe it. 16 A. team B. crowd C. guest D. partner 答案：B。活动已做好准备，作者期待招牌吸引很多访客，draw a crowd 表示“吸引一群人”。不是招募工作小组或寻找单个伙伴。 17 A. laughed B. argued C. hesitated D. returned 答案：C。访客看到标签后询问是否必须说明自己买不起新包，表明进门前有所顾虑、犹豫，hesitated 与后文相互印证。 18 A. remember B. assume C. pretend D. explain 答案：D。访客担心必须解释自己的经济状况才能获得维修，explain“解释；说明”对应这种顾虑。 19 A. unaware B. certain C. relieved D. ashamed 答案：A。Until then 表明作者到这时才认识到措辞的影响，之前并未意识到，be unaware of 为“未意识到”。 20 A. defend B. remember C. question D. announce 答案：C。作者认识到问题并开始反思措辞，question 在此意为“对……提出疑问；质疑”。随后改写招牌进一步支持这一选择。 21 A. argument B. excuse C. insult D. instruction 答案：C。作者本想邀请，却让访客觉得被贴上贫困标签、受到冒犯，insult“侮辱；冒犯”体现了善意与实际感受的差距。 22 A. avoided B. suggested C. regretted D. imagined 答案：B。Nora 随后提出问题并推动修改，因此这里是在建议更换措辞，suggested 符合她的作用。 23 A. ignore B. hide C. change D. keep 答案：D。下文解释招牌花了很长时间绘制，所以作者一度想保留 keep 它；这种不舍随后被 Nora 的问题改变。 24 A. welcome B. protect C. praise D. persuade 答案：A。招牌的目的应是欢迎人们，而不是把他们分类。welcome 与 sort them into groups 构成情境中的对照。 25 A. delivered B. remembered C. translated D. rewrote 答案：D。后面出现新的英文宣传语，说明他们重新写了 rewrote 内容。这里不是翻译，因为前后的文字都是英语。 26 A. rented B. rearranged C. reserved D. removed 答案：B。从让访客在房间另一侧等待，改为坐在志愿者身边，是重新布置椅子，rearranged 对应位置变化。 27 A. taught B. owed C. sold D. promised 答案：A。这位访客介绍修补船帆，并把更结实的针法教给一位志愿者，taught 呼应随后“学习和帮助”的双向交流。 28 A. competition B. judgement C. exchange D. celebration 答案：C。人们交流技巧、提出问题，并在学习与帮助之间转换，所以大厅成了交流 exchange 的地方，而不是比赛或评判场所。 29 A. admit B. prove C. report D. decide 答案：A。作者认真制作的措辞却使人难堪，承认 admit 这一点让他不舒服。文章重点是坦然面对自身问题，不是证明或汇报结论。 30 A. hide B. see C. finish D. divide 答案：B。through visitors’ eyes 表示“从访客的角度”，see our work through visitors’ eyes 即换位看待活动，与全文反思一致。 参考译文 我们的学生维修小组花了两周准备在社区礼堂举办的活动。我做了一块大招牌，写着“为困难家庭免费修补”，期待吸引很多人。第一天早上，一位访客看了招牌，进来前犹豫了一下。他拿着一个背带断了的包，问：“我必须解释自己买不起新的，才行吗？” 直到那时，我才意识到那些词可能让人产生怎样的感受。我开始质疑自己的选择。我本来想发出邀请，听起来却像一种冒犯。另一位志愿者 Nora 建议更换措辞。我一度想保留招牌，毕竟我们花了很久才画好。随后她问：招牌的目的是欢迎人们，还是把他们划分成不同类别？ 我们把内容改写成：“带来一件需要修补的东西，留下来分享一项技能。”我们还重新摆放了椅子，让访客能够坐在志愿者身边，而不用在房间另一侧等待。那位男士又带着包回来了。我们工作时，他谈起修补船帆，还教给一位志愿者一种更结实的针法。其他访客也加入谈话，提供建议或提出问题。到了下午，礼堂已经成为交流的地方，人们在学习与帮助之间转换。工具箱没有变，使用工具的方式却变了。 承认自己精心绘制的文字让人难堪，并不舒服。我本想让帮助显得慷慨，却在见到任何人之前，就已经决定谁需要它。那天晚上，我留下了旧招牌的一小块。它提醒我，在决定如何描述活动之前，要先从访客的角度看待我们的工作。 书面表达 31. 假定你是 Alex。你的英国朋友 Ethan 在准备小组展示时，因担心其他成员做不好，主动接下了大部分工作，现在十分疲惫；他想重新分工，又怕同伴觉得自己不负责任。请给他写一封邮件，内容包括： （1）回应他的顾虑； （2）就合理分工和沟通提出建议，并说明理由。 词数不少于70。 参考答案 写作要点：回应“担心质量而包揽工作、想重新分工又怕被误解”的具体处境。建议应兼顾任务分配与沟通方式，可明确每人的内容、截止时间，安排提前互查，并说明分工不是逃避责任。避免只说“努力学习”“保持积极”等空泛建议。 Possible Version 1 Dear Ethan, I understand your worry, but doing almost everything yourself is making the project harder to manage. I suggest having a short meeting with your group. List the unfinished jobs and ask each member to choose a part they can handle. Clear tasks and deadlines will help everyone know what to do. You could also arrange a check before the presentation, so there is time to improve weaker parts together. Explain that you want everyone to contribute, rather than saying that they have done too little. Sharing work gives your classmates a chance to learn and allows you to keep your own promises. Best wishes, Alex Possible Version 2 Dear Ethan, Your concern about the presentation shows that you take the project seriously. However, keeping control of every part leaves your teammates little opportunity to contribute. Why not invite them to a brief planning meeting? Show what remains to be done, agree on individual responsibilities and set a check-in before the final deadline. Reviewing early drafts together would let you support one another without taking over unfinished tasks. You could explain, “I took on too much because I was worried about the result. Can we make a fairer plan together?” Admitting your part in the problem may make the conversation easier. Responsibility includes helping a group work well; it need not mean completing everyone’s work yourself. Best wishes, Alex 1 学科网（北京）股份有限公司 $