Unit 3 Sports and Fitness 同步分层作业 2026-2027学年高中英语人教版必修第一册

必修第一册 Unit 3 Sports and Fitness 同步作业 原卷版 一、教材落实 根据汉语写出本单元对应的单词或短语。 （1）运动员；运动健儿（n.） ____________________ （2）体育场；运动场（n.） ____________________ （3）主办；主持（vt.） ____________________ （4）荣誉；尊敬；荣幸（n.） ____________________ （5）决心；决定（n.） ____________________ （6）伤害；损伤（n.） ____________________ （7）力量；体力（n.） ____________________ （8）失败；失败的人或事物（n.） ____________________ （9）竞争；对抗（vi.） ____________________ （10）假装；装扮（vi. & vt.） ____________________ （11）观众；听众（n.） ____________________ （12）积极的；正面的；乐观的（adj.） ____________________ （13）压力；紧张；重音（n.） ____________________ （14）锻炼；计算出；解决 ____________________ （15）树立榜样 ____________________ （16）丧失信心；泄气 ____________________ （17）有道理；合乎情理；表述清楚 ____________________ （18）有作用或影响 ____________________ （19）而不是 ____________________ （20）与……比较 ____________________ 二、模拟演练 基础层 （一）阅读理解 阅读下列短文，从每题所给的四个选项中选出最佳选项。 A Buying equipment for an unfamiliar sport can feel risky. What if you discover that it is not for you? The Westbridge Sports Lending Station gives local residents a chance to try different activities before spending much money. You can borrow basketballs, table tennis sets, flying discs and other equipment. Here is how the service works. Joining. Membership and borrowing are free. Bring something showing your name and local address, such as a recent letter. Anyone under sixteen must come with a parent when joining. After that, young members can collect equipment themselves. You do not need to belong to a sports club. Choosing. Each member may borrow two items for seven days. Check the equipment list at the station, or phone ahead to ask what is available. Some popular items are booked several days ahead. We lend equipment for personal use; school teams should contact their own schools about supplies for matches. Collecting. The station is inside Westbridge Community Centre and opens on Tuesdays and Thursdays, from 4 p.m. to 7 p.m., and Saturdays, from 9 a.m. to noon. A volunteer checks each item with you before you take it away. Tell us then if anything seems damaged or difficult to use. Returning. Bring equipment back clean and dry during opening hours. If you need more time, ask before the return date. An extra week is possible if nobody else has booked the item. If something breaks during normal use, tell us what happened so that we can repair it. Getting started. Unsure how to hold a table tennis bat or adjust a skipping rope? On the first Saturday of each month, volunteers offer short demonstrations in the centre's hall. You can watch, ask questions and have a go before choosing what to borrow. Friends are welcome to join you. 1. What is one purpose of the lending station? A. To help residents try sports at little cost. B. To help local teams prepare for weekend matches. C. To help young players find experienced sports coaches. D. To help sports shops collect used sports equipment. 2. What should a fifteen-year-old do when first joining the station? A. Bring proof of a sports club membership. B. Complete a short test of sporting skills. C. Visit the station together with a parent. D. Pay for an introduction to the equipment. 3. What can be inferred about the station from the last paragraph? A. It expects beginners to practise before borrowing equipment. B. It values helping beginners get started with confidence. C. It encourages experienced players to lead regular classes. D. It plans to introduce a larger equipment collection. B Marcus had always done well in activities that rewarded strength. When he joined a four-person rowing crew at the local club, he expected the same rule to apply. At his first practice, he pulled as hard as he could. He wanted the others to see that he deserved his place in the boat. The result surprised him. His oar entered the water before the others, and the boat rocked from side to side. By the end of the short trip, his arms ached. The crew had travelled slowly, although he felt that he had worked harder than anyone. He looked at the water rather than at his teammates. Back at the landing stage, Coach Beth asked him to watch another crew. Their movements looked almost gentle, yet their boat moved smoothly. ‘Notice when they move,’ she said. ‘We need your strength, but we need it at the right moment.’ She asked Marcus to follow the rower sitting directly in front of him during the next practice. For the first few minutes, Marcus felt he was doing too little. He watched the other rower's shoulders and waited instead of rushing. Gradually, the sound of the oars became one clear splash. For the first time, he could feel the boat carrying him forward between strokes. He was still working hard, but he was no longer fighting the crew's rhythm. Near the end of practice, Marcus lost his timing again. His old response would have been to pull harder and catch up. This time, he took a breath, watched the movement in front and joined in on the next stroke. The boat settled quickly. Nobody cheered; the crew simply kept going. As they carried the boat ashore, a teammate said, ‘That felt better.’ Marcus nodded. There was no race result to celebrate that afternoon. Still, he left with a different idea of what it meant to be useful in a team: sometimes the best contribution began with paying attention. 4. Why did Marcus pull so hard at his first practice? A. He hoped to finish the training session much earlier. B. He believed the coach wanted a much faster start. C. He wanted to try a technique from his old club. D. He thought strength would show his value to the team. 5. What did Coach Beth want Marcus to pay attention to? A. The timing of his movements with the crew. B. The distance between his boat and the bank. C. The strength needed to complete the whole trip. D. The speed of the crew practising beside him. 6. How did Marcus respond when he lost his timing again? A. He pulled harder to make up for the delay. B. He watched a teammate and returned to the rhythm. C. He asked the whole crew to slow their movements. D. He stopped rowing and waited for the coach's advice. 7. What is the main idea of the story? A. Team members gain confidence by winning their first race. B. A young rower learns to match his effort with others. C. A rowing coach builds a team around its strongest member. D. Regular training helps a beginner develop greater physical strength. C Watch students walking across a playground. Their legs carry them forward, while their arms move back and forth. The arms never touch the ground, so their movement may seem unnecessary. Would walking be easier if people simply kept them still? Researchers have put this everyday question to the test, with a result that may surprise you. In one experiment, ten adults walked in several different ways while researchers measured their energy use. Walking with a natural arm swing used less energy than deliberately holding the arms still. Keeping them still increased energy use by about twelve percent under the test conditions. The obvious movement of the arms, it turned out, was helping to reduce a less obvious cost elsewhere. To understand why, think about what happens when a leg moves forward. Its movement creates a turning effect on the body. An arm swinging in the opposite direction helps reduce that effect. Without normal arm movements, the body has more turning to control through the supporting foot. So the arms are not pushing the walker along like a pair of little engines. They help manage movement produced by the legs. But moving the arms must require effort too. Why does it not cancel out the saving? Much of their natural swing comes from the body's own movement, rather like a hanging object swinging when its support moves. Muscles still contribute and help control the action. The arms are neither completely powerless passengers nor workers that need a strong push at every moment. This explanation raises another question: if swinging helps, should walkers make much bigger swings? A later experiment tested different arm movements at a fixed walking speed. The widest swings increased the energy needed to cover a given distance. The researchers suggested that the extra work of moving the arms had become too costly. Normal swings, or slightly larger ones, appeared most economical for the young, healthy adults studied. These findings concern walking under particular conditions; they are not a rule for running, every speed or every person. Nor do they offer a reason to force each step into a perfect pattern. Instead, they invite us to look again at familiar movements. An action can appear to add work while actually helping the whole body do less. Sometimes efficiency is hidden in what we barely notice. 8. What did the first experiment find? A. Keeping the arms still reduced the walkers' effort. B. Larger arm swings helped the walkers travel faster. C. Natural arm movements required greater effort from walkers. D. Natural arm swings lowered the walkers' energy use. 9. What is the main idea of paragraph 3? A. How the feet help move the arms forward. B. Why the legs need stronger muscles during walking. C. How arm movements reduce the body's turning effects. D. Why arm movements provide the main forward power. 10. Why might very wide arm swings be less economical? A. Their extra effort may outweigh the energy saved. B. Their slower rhythm may shorten the distance covered. C. They may stop the supporting foot controlling movement. D. They may make natural muscle control entirely unnecessary. 11. Which conclusion is supported by the passage? A. The best walking pattern remains unchanged at different speeds. B. Muscle effort is unnecessary when the arms swing naturally. C. Young walkers can save energy by maximizing arm movements. D. Less visible movement does not necessarily mean less effort. D Imagine a table tennis lesson in which every practice rally is counted. A student who wants to improve her backhand keeps using the easier shot she already knows. Her partner does the same. Nobody has told them to avoid new skills, but the scoreboard sends a quiet message: choose what works now. They may win more points while learning very little. Keeping score certainly has value. It helps players stay focused, makes their effort visible and teaches them to face defeat. However, competition and practice ask different questions. One asks, ‘Can I win with the skills I have?’ The other asks, ‘What could I do better next time?’ If every lesson answers only the first question, students may become increasingly good at protecting habits they need to change. Some teachers might object that practice without a winner could become aimless. Students might stop trying, and progress could be harder to see. This is a fair concern. Yet removing the score does not mean removing the purpose. A player might aim to land five backhand shots inside a marked area, then discuss why some missed. The task remains demanding, but success depends on improving a movement rather than benefiting from an opponent’s mistakes. Different students may need different amounts of this practice. Beginners often need time to make a movement feel natural. More experienced players may be ready to try it against a stronger partner. Teachers can change the targets and partners accordingly. A period without scores should offer room to experiment, not become a comfortable place where students escape all challenge. There is also a limit. A new movement that works in a slow exercise may fail when a match becomes tense. Players must eventually discover whether they can use it under pressure. After practising freely, they could play a few points that count and notice what changes. The idea is to turn up the pressure after students have had a real chance to improve. A school could begin with ten minutes of such practice each week. Students choose one skill, work towards a clear target and finish by explaining what they will try next. The teacher listens for useful changes in their approach. At the end of those ten minutes, the most useful question may be not ‘Who won?’ but ‘What can you do now that you could not do before?’ 12. What does the example in paragraph 1 suggest? A. Strong partners can make practice less effective. B. Students learn faster through familiar practice routines. C. Constant scoring may discourage trying unfamiliar skills. D. Simple movements usually decide a match’s result. 13. What is the main purpose of paragraph 3? A. To show how rivalry can improve a difficult lesson. B. To compare teachers’ different views on students’ progress. C. To answer a concern with a practical alternative. D. To explain why fixed targets can restrict learning. 14. Which practice plan would the writer most likely support? A. Let students master each skill before meeting stronger partners. B. Give students practice time before testing skills under pressure. C. Use the same targets to compare students at different levels. D. Keep experienced players in matches throughout their practice sessions. 15. What is the best title for the passage? A. Give New Skills Some Space to Grow B. Let Students Decide How to Keep Score C. Make Every Practice Feel Like a Real Match D. Use Clear Targets to Find the Best Players （二）完形填空 阅读下面短文，从每题所给的四个选项中选出可以填入空白处的最佳选项。 At a community badminton afternoon, I volunteered as a line judge. I had practised with an experienced umpire, Ms Dale, but watching players warm up still made me   16  . “Watch your line,” she reminded me. “If you cannot see where the shuttle lands, tell me. Never   17  .” Then I noticed my classmate Felix among the players. Would he expect me to   18   him? I suddenly understood that this was a   19  , not just a seat beside the court. Early in his match, Felix sent the shuttle just beyond my line. I had seen it clearly, but I   20   for a moment. Then I called, “Out!” Felix looked surprised. My face grew hot, yet he simply   21   the decision and prepared for the next point. Later, a player briefly   22   my view. Remembering my training, I   23   that I had not seen the landing. Ms Dale had a clear view and was able to   24  . The game continued without trouble. I felt   25  : admitting what I had missed had helped, not harmed, the match. Gradually, I turned my   26   back to the line instead of the players’ faces. I stopped trying to   27   everyone and started doing the job I had agreed to do. Afterwards, Felix handed me a bottle of water. “I didn't like losing that point,” he said, “but you were   28  .” I realised that a match needs someone both sides can   29  , even when a call disappoints them. I signed up for the next afternoon. This time, being   30   mattered more to me than being liked. 16 A. calm B. bored C. proud D. nervous 17 A. guess B. check C. argue D. forget 18 A. challenge B. recognise C. favour D. follow 19 A. interest B. duty C. chance D. surprise 20 A. protested B. relaxed C. cheered D. hesitated 21 A. resisted B. explained C. accepted D. reversed 22 A. blocked B. caught C. followed D. improved 23 A. signalled B. guessed C. promised D. joked 24 A. practise B. wait C. compete D. decide 25 A. embarrassed B. relieved C. disappointed D. amused 26 A. anger B. memory C. attention D. effort 27 A. challenge B. instruct C. protect D. please 28 A. patient B. honest C. lucky D. careless 29 A. trust B. coach C. beat D. recognise 30 A. popular B. confident C. experienced D. fair （三）应用文 31. 假定你是校英语俱乐部成员Alex。因下雨，俱乐部将于周五上午10:20在活动室组织一次15分钟的室内课间健身活动。请给交换生Sam写一封邮件，邀请他参加，内容包括： （1）活动安排； （2）参加理由和准备事项。 注意：词数不少于70。 Dear Sam, ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Yours, Alex 进阶层 （一）阅读理解 阅读下列短文，从每题所给的四个选项中选出最佳选项。 A Riverside Orienteering Club is holding a woodland activity morning for students aged 15–18 on Saturday 18 May. Using a paper map, you will find checkpoints marked by orange flags and copy a symbol from each one onto your card. Walking is welcome: this is a chance to connect what you see on a map with the ground around you. Finish times will not be recorded. Choose between two routes. The Green route is about two kilometres long, follows clear paths and has six checkpoints. It suits anyone using an orienteering map for the first time. The Blue route covers about three and a half kilometres, includes narrower paths and requires more decisions at path crossings. Its nine checkpoints must be visited in the order shown, as must those on the Green route. Choose for your map-reading experience rather than your running speed. Students take part in pairs and stay together throughout the activity. You may book with a friend, provided you select the same route. Coming alone? Ask for a partner on your booking form, and the organiser will match students choosing the same route. Book through your PE teacher by Wednesday 15 May; places cannot be booked on the day. Meet at the park's north entrance at 9:00 a.m. for registration and a practical map-reading briefing, which everyone must attend. Green pairs leave from 9:30 and Blue pairs from 9:45. Maps and cards are provided; bring a pencil, water and shoes suitable for muddy paths. At 11:40, stop searching and follow the marked return path. All pairs must report to the registration desk by noon, including anyone who finishes early or leaves checkpoints unfound. Stewards will collect your cards there before you leave the park. 1. Which student is the Green route most suitable for? A. One who reads maps well and seeks more route decisions. B. One who is new to map reading and enjoys walking. C. One who wants to compare finishing times with other students. D. One who prefers to visit checkpoints in a personal order. 2. What should a student who plans to come alone do? A. Arrive early and follow any pair that is available. B. Book both routes and decide after the morning briefing. C. Join the Blue group if a partner is absent. D. Ask the organiser to arrange a partner before arrival. 3. Why must pairs report to the desk even if they stop early? A. To let the organisers know they have returned safely. B. To receive a new card for the remaining checkpoints. C. To have their finishing times compared with other pairs. D. To explain why they selected one route over another. B After an introductory guide-running course, eighteen-year-old Nora joined a supervised practice session at her local running club. Her partner, Adrian, was blind and had completed several half-marathons. Nora had studied the park route beforehand. She could name every bend and almost every bench, and she was determined to be useful. Once they started, she described everything: a dog beside a tree, children beyond the fence, even a cyclist on a distant path. Between descriptions, she asked whether the pace was comfortable. Adrian answered politely, but their running never settled into a steady rhythm. After the first lap, he suggested a pause. 'You're working very hard,' he said, smiling. 'What do you think I need to know?' Nora opened her mouth, then closed it. She had prepared plenty of information without asking that question. They talked before starting again. Adrian explained which changes along the route he wanted to hear about and how early he preferred a warning. Together they agreed on short phrases for turns and changes in the path. Nora tried them during a slow practice lap, and Adrian suggested small adjustments. This time, her words left him space to listen to his own breathing and the sounds around them. On their next visit, Nora gave the agreed signals and stopped filling every quiet moment. Halfway round, Adrian noticed her breathing getting heavier. 'Shorten your steps a little,' he suggested. 'We have another lap to enjoy.' She followed his advice and found the pace easier to maintain. When they finished, he asked whether she would like to try a longer route together the following week. That evening, Nora crossed several lines off her carefully written route notes. She added one question at the top: 'What works for you?' She still prepared thoroughly, but she no longer measured a good session by how much she had said. She remembered the comfortable rhythm they had found, and how both of them had helped to create it. 4. Why did Nora describe so many things during the first lap? A. She hoped to make the familiar route seem more interesting. B. She wanted to demonstrate how well she knew the park. C. She thought providing constant information made her a helpful guide. D. She believed Adrian needed encouragement to complete his first run. 5. What is the main idea of paragraph 3? A. Nora learns why Adrian avoids talking during a run. B. The partners develop a way to communicate that works. C. Adrian encourages Nora to remember more details about turns. D. The partners choose a quieter route for their practice. 6. What can be inferred from Adrian's invitation to try a longer route? A. He had gained confidence in their ability to run together. B. He needed Nora to design a new training programme alone. C. He expected Nora to become faster than him very soon. D. He wanted Nora to give up preparing notes before running. 7. Which is the best title for the passage? A. A Runner's Return to Competition B. A Guide's Search for Speed C. A Training Plan without Words D. A Partnership Built by Listening C A tennis player sends the ball towards an open corner. Across the net, the opponent seems to be waiting for it. To a spectator, this may look like exceptional speed. Yet part of the advantage may come earlier: the opponent has been gathering clues about where the ball is likely to go. How can researchers tell the difference between a useful prediction and a lucky guess? One method is to hide information in videos. Players watch an opponent preparing a shot, but the film stops before the ball's flight is visible. They then predict its direction. If their answers are consistently better than chance, something in the earlier action must have helped. In one study of skilled players judging ground strokes, researchers showed selected moments from videos ending at racket contact. Useful information came mainly from the brief period just before contact, rather than being equally available throughout the action. However, a real match offers more than a moving racket. Interviews with professional players suggest that returning serve involves combining movement clues with knowledge of the situation. The score, an opponent's usual choices and court position can shape expectations before the serving action begins. Those expectations may then meet fresh evidence from the opponent's movement. What a player already knows and what a player is currently seeing are therefore parts of the same decision. This creates a difficulty as well as an advantage. A familiar pattern suggests a likely event, not a promise. Suppose an opponent has repeatedly served wide. Preparing for another wide serve may help, but committing too firmly leaves the returner vulnerable to a change. The sensible interpretation is that early expectations should remain open to revision. Reading a match does not mean writing its next line in advance. Could slow-motion video make this skill easy to acquire? In another study, skilled and novice players judged the direction of computer-generated forehand strokes shown at different speeds. Slower footage helped skilled players recognize some important body-position information, but did not immediately improve their predictions. Seeing a movement more clearly and using it successfully were different achievements. This does not prove that video practice is useless; it shows why a clear image alone is no guarantee of a better decision. Together, the findings replace a simple picture of lightning-fast reactions with a more interesting one. Tennis anticipation (预判) involves selecting, combining and testing clues as they become available. Its value lies in preparing a useful response while still leaving room for the next piece of evidence. 8. Why do researchers stop the videos before showing the ball's flight? A. To compare the speeds of different players' movements. B. To prevent viewers from learning an opponent's habits. C. To make the direction of each shot clearer. D. To test predictions based on information available earlier. 9. What is the main idea of paragraph 3? A. Past results matter more than an opponent's movements. B. Court position determines the direction of every serve. C. Players combine situational knowledge with current movement clues. D. Professional players prefer familiar opponents in important matches. 10. What does the slow-motion study suggest? A. Slower footage improves novices' predictions more than experts'. B. Clearer observation need not produce better immediate predictions. C. Repeated video practice weakens skilled players' natural reactions. D. Accurate prediction depends chiefly on recognizing body positions. 11. Which approach would the writer most probably support? A. Form expectations, then adjust them when new clues appear. B. Follow familiar patterns, then commit before further evidence arrives. C. Ignore previous points, then judge each movement in isolation. D. Delay all preparation until the ball's destination becomes certain. D Imagine a school sports evening. The fastest runner receives a cup, and the leading scorer collects another. A student who repaired loose equipment, checked results and helped new players find their places sits in the audience. Nobody has treated that student unfairly under the existing rules: the prizes are for sporting results. Yet the evening leaves part of the school’s sporting life out of the picture. It is tempting to solve this by making every sports award include kindness, effort and service. That would create a different problem. A prize for the fastest runner has a clear meaning, and adding unrelated qualities could make the decision confusing. Schools should keep awards for sporting achievement while creating a separate way to recognize work that makes participation possible. The two kinds of contribution deserve attention for different reasons. However, service awards can easily become popularity prizes. A confident team member’s occasional help may be noticed more than a quiet student’s regular work. Teachers might also mistake a friendly manner for a useful contribution. Asking students simply to vote for the ‘most helpful person’ would not solve this. The question should be what someone did, how regularly they did it and what difference it made. Evidence need not mean piles of paperwork. A short equipment record, a teacher’s observation or a specific example from a teammate could support a nomination. ‘She is always nice’ tells us little; ‘she checked the rackets every Friday and reported damage before lessons’ tells us considerably more. More than one person should review the examples, and the reasons for a decision should be explained. Public recognition needs a stronger basis than a good impression. There is a further difficulty: opportunities to help are not always shared fairly. If the same reliable student is repeatedly asked to organize everything, others cannot show what they might contribute. Before judging service, schools should offer a range of small jobs and allow students to try them. This also prevents recognition from quietly becoming a reward for accepting an endless workload. None of this requires a prize for everyone or a ceremony that lasts all night. A few clear examples of valuable service may be enough. Nor should a service award become a consolation prize for students who lose races. Its purpose is to name a contribution that race results cannot measure. When a school explains that contribution clearly, the cup for speed keeps its meaning, while the work behind the race finally becomes visible. 12. Why does the writer favour separate awards for service? A. They make sporting results easier for teachers to record. B. They encourage students to value kindness above sporting ability. C. They recognize support while preserving awards for sporting results. D. They allow schools to choose winners without comparing contributions. 13. What risk of service awards is discussed in paragraph 3? A. Frequent voting may reduce the time available for training. B. Visible helpers may receive more credit than reliable workers. C. Quiet students may refuse to describe their teammates’ work. D. Teachers may expect athletes to complete every school task. 14. Which measure would the writer most likely support? A. Sharing routine jobs before comparing students’ service contributions. B. Giving regular helpers more jobs before considering their awards. C. Asking team members to select the friendliest student together. D. Requiring detailed daily reports from students seeking service awards. 15. What is the best title for the passage? A. Why School Sports Need More Careful Records B. Give Every Student a Chance to Win C. Put Shared Effort Ahead of Individual Victory D. Honor the Work That Keeps Sport Going （二）完形填空 阅读下面短文，从每题所给的四个选项中选出可以填入空白处的最佳选项。 I had been fixing bikes for three years. At our cycling club’s workshop, I liked working   16  : my private challenge was to finish each job before anyone else. On the Saturday before a community ride, a new member, Riley, arrived with a flat tyre. Before she finished explaining what she had tried, I   17   her. “I can fix that.” Soon she was standing beside me,   18  , while I removed the inner tube. Our instructor, Mr Shaw, watched for a while. Then he asked Riley why she had come. “For a   19  ,” she replied. “I want to deal with a flat tyre on my own.” I   20   my approach. “But she'll be ready to ride in ten minutes.” “Will that be   21   next time she's out alone?” he asked. For once, I had no quick   22  . I handed the wheel back. Whenever Riley hesitated, I   23   the urge to take over. Instead, I asked what she could try next. She pumped a little air into the tube and listened carefully to   24   the hole. I pointed to the instructions in the repair kit and let her follow them. Waiting without reaching across the table required more   25   than I had expected. As she worked, she   26   the purpose of each step in her own words, checking her understanding with me. We tested the repaired tube before putting everything back, and Mr Shaw checked the bike before it left the workshop. By closing time, I had completed one fewer   27   than planned. Yet Riley left knowing how to do something she had previously watched others do. Our   28   pace had given her room to learn. The next morning, she arrived with her own repair kit. Near the starting point, she was already passing on the knowledge I had   29   with her: using a spare tube, she was   30   how to begin while another newcomer watched. I stood nearby and kept my hands in my pockets. 16 A. silently B. cheaply C. quickly D. cautiously 17 A. distracted B. interrupted C. introduced D. interviewed 18 A. waiting B. teaching C. packing D. repairing 19 A. discount B. favour C. challenge D. lesson 20 A. questioned B. forgot C. defended D. changed 21 A. helpful B. surprising C. necessary D. expensive 22 A. plan B. answer C. reason D. choice 23 A. welcomed B. followed C. repeated D. resisted 24 A. locate B. cover C. widen D. measure 25 A. attention B. strength C. patience D. practice 26 A. changed B. forgot C. explained D. ignored 27 A. ride B. repair C. race D. lesson 28 A. safer B. steadier C. quieter D. slower 29 A. kept B. shared C. compared D. tested 30 A. demonstrating B. forgetting C. wondering D. questioning （三）应用文 31. 假定你是学生Morgan。学校体育馆开放时，背景音乐和多个项目同时进行的声音有时会影响同学参与活动。请给体育老师Ms Reed写一封建议信，建议试行每周一次的安静开放时段，内容包括： （1）提出建议并说明理由； （2）说明具体安排及了解同学反馈的办法。 注意：词数不少于70。 Dear Ms Reed, ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Yours, Morgan 学科网（北京）股份有限公司 $ 必修第一册 Unit 3 Sports and Fitness 同步作业 解析版 一、教材落实 根据汉语写出本单元对应的单词或短语。 （1）运动员；运动健儿（n.） athlete （2）体育场；运动场（n.） stadium （3）主办；主持（vt.） host （4）荣誉；尊敬；荣幸（n.） honour （5）决心；决定（n.） determination （6）伤害；损伤（n.） injury （7）力量；体力（n.） strength （8）失败；失败的人或事物（n.） failure （9）竞争；对抗（vi.） compete （10）假装；装扮（vi. & vt.） pretend （11）观众；听众（n.） audience （12）积极的；正面的；乐观的（adj.） positive （13）压力；紧张；重音（n.） stress （14）锻炼；计算出；解决 work out （15）树立榜样 set an example （16）丧失信心；泄气 lose heart （17）有道理；合乎情理；表述清楚 make sense （18）有作用或影响 make a difference （19）而不是 rather than （20）与……比较 compare ... with/to ... 二、模拟演练 基础层 （一）阅读理解 阅读下列短文，从每题所给的四个选项中选出最佳选项。 A Buying equipment for an unfamiliar sport can feel risky. What if you discover that it is not for you? The Westbridge Sports Lending Station gives local residents a chance to try different activities before spending much money. You can borrow basketballs, table tennis sets, flying discs and other equipment. Here is how the service works. Joining. Membership and borrowing are free. Bring something showing your name and local address, such as a recent letter. Anyone under sixteen must come with a parent when joining. After that, young members can collect equipment themselves. You do not need to belong to a sports club. Choosing. Each member may borrow two items for seven days. Check the equipment list at the station, or phone ahead to ask what is available. Some popular items are booked several days ahead. We lend equipment for personal use; school teams should contact their own schools about supplies for matches. Collecting. The station is inside Westbridge Community Centre and opens on Tuesdays and Thursdays, from 4 p.m. to 7 p.m., and Saturdays, from 9 a.m. to noon. A volunteer checks each item with you before you take it away. Tell us then if anything seems damaged or difficult to use. Returning. Bring equipment back clean and dry during opening hours. If you need more time, ask before the return date. An extra week is possible if nobody else has booked the item. If something breaks during normal use, tell us what happened so that we can repair it. Getting started. Unsure how to hold a table tennis bat or adjust a skipping rope? On the first Saturday of each month, volunteers offer short demonstrations in the centre's hall. You can watch, ask questions and have a go before choosing what to borrow. Friends are welcome to join you. 1. What is one purpose of the lending station? A. To help residents try sports at little cost. B. To help local teams prepare for weekend matches. C. To help young players find experienced sports coaches. D. To help sports shops collect used sports equipment. 【答案】A 【解析】细节理解题。首段说明，居民可以在花费较多钱购买器材之前尝试不同的活动；第二段又说明办会员和借用器材均免费。因此，借用站旨在降低居民尝试运动的花费。文中没有为球队备赛、寻找教练或为商店收集旧器材的服务。 2. What should a fifteen-year-old do when first joining the station? A. Bring proof of a sports club membership. B. Complete a short test of sporting skills. C. Visit the station together with a parent. D. Pay for an introduction to the equipment. 【答案】C 【解析】细节理解题。第二段规定，未满十六岁的人首次办理会员时须由家长陪同，之后可以自己领取器材。文中明确说不必是体育俱乐部成员，也没有技能测试或付费介绍器材的要求。 3. What can be inferred about the station from the last paragraph? A. It expects beginners to practise before borrowing equipment. B. It values helping beginners get started with confidence. C. It encourages experienced players to lead regular classes. D. It plans to introduce a larger equipment collection. 【答案】B 【解析】推理判断题。最后一段介绍了器材使用演示、提问和试用机会，还欢迎朋友一起参加。这些安排能帮助新手消除陌生感，更有信心地开始运动。试用是一种帮助，并非借用的前提；志愿者演示也不等于招募有经验的运动员开设常规课程，文中更未提到扩充器材。 参考译文 为一项不熟悉的运动购买器材，可能会让人觉得有些冒险。万一你发现这项运动并不适合自己呢？韦斯特布里奇运动器材借用站让本地居民有机会先尝试不同的活动，再决定是否花较多的钱购买器材。你可以借到篮球、乒乓球套装、飞盘及其他器材。以下是这项服务的使用办法。 办理会员。会员资格和器材借用均免费。请带上能显示你姓名和本地住址的材料，例如近期收到的一封信。未满十六岁的人办理会员时须由家长陪同。此后，青少年会员可以自己领取器材。你不需要是体育俱乐部的成员。 选择器材。每名会员可借两件器材，借期为七天。你可以在借用站查看器材清单，也可以提前打电话询问有哪些器材可借。有些热门器材往往提前几天就被预约了。我们提供供个人使用的器材；校队应联系所在学校解决比赛用品需求。 领取器材。借用站位于韦斯特布里奇社区中心内，周二和周四下午四点至七点、周六上午九点至十二点开放。领取时，志愿者会与你一起检查每件器材。如果你觉得哪里有损坏，或不清楚该如何使用，请当场告诉我们。 归还器材。请在开放时间内归还干净、干燥的器材。如果需要延长借期，请在归还日期之前提出申请。若没有其他人预约该器材，可再借一周。如果器材在正常使用过程中损坏，请告知我们经过，以便维修。 开始尝试。不确定如何握乒乓球拍或调整跳绳？每月第一个周六，志愿者会在中心大厅进行简短的使用演示。你可以先观看、提问并亲自试一试，再决定借什么。也欢迎朋友和你一起来。 B Marcus had always done well in activities that rewarded strength. When he joined a four-person rowing crew at the local club, he expected the same rule to apply. At his first practice, he pulled as hard as he could. He wanted the others to see that he deserved his place in the boat. The result surprised him. His oar entered the water before the others, and the boat rocked from side to side. By the end of the short trip, his arms ached. The crew had travelled slowly, although he felt that he had worked harder than anyone. He looked at the water rather than at his teammates. Back at the landing stage, Coach Beth asked him to watch another crew. Their movements looked almost gentle, yet their boat moved smoothly. ‘Notice when they move,’ she said. ‘We need your strength, but we need it at the right moment.’ She asked Marcus to follow the rower sitting directly in front of him during the next practice. For the first few minutes, Marcus felt he was doing too little. He watched the other rower's shoulders and waited instead of rushing. Gradually, the sound of the oars became one clear splash. For the first time, he could feel the boat carrying him forward between strokes. He was still working hard, but he was no longer fighting the crew's rhythm. Near the end of practice, Marcus lost his timing again. His old response would have been to pull harder and catch up. This time, he took a breath, watched the movement in front and joined in on the next stroke. The boat settled quickly. Nobody cheered; the crew simply kept going. As they carried the boat ashore, a teammate said, ‘That felt better.’ Marcus nodded. There was no race result to celebrate that afternoon. Still, he left with a different idea of what it meant to be useful in a team: sometimes the best contribution began with paying attention. 4. Why did Marcus pull so hard at his first practice? A. He hoped to finish the training session much earlier. B. He believed the coach wanted a much faster start. C. He wanted to try a technique from his old club. D. He thought strength would show his value to the team. 【答案】D 【解析】细节理解题。第一段提到Marcus过去擅长依靠力量的活动，并想让队友看到自己配得上这个位置，因此他拼命划桨是为了证明自己的价值。提前结束训练、教练要求加快起步以及尝试旧俱乐部的技术，都不是原文给出的原因。 5. What did Coach Beth want Marcus to pay attention to? A. The timing of his movements with the crew. B. The distance between his boat and the bank. C. The strength needed to complete the whole trip. D. The speed of the crew practising beside him. 【答案】A 【解析】细节理解题。第三段中教练强调‘Notice when they move’和‘at the right moment’，并要求Marcus跟随前面队员的动作。她要他关注的是动作时机与全队的配合，而非离岸距离、完成航程所需力量或旁边队伍的速度。 6. How did Marcus respond when he lost his timing again? A. He pulled harder to make up for the delay. B. He watched a teammate and returned to the rhythm. C. He asked the whole crew to slow their movements. D. He stopped rowing and waited for the coach's advice. 【答案】B 【解析】细节理解题。第五段说明，Marcus没有像以前可能做的那样用更大的力气追赶，而是深呼吸，观察前面队友的动作，再在下一次划桨时跟上。他并未要求全队减速，也没有停下来等待教练指导。 7. What is the main idea of the story? A. Team members gain confidence by winning their first race. B. A young rower learns to match his effort with others. C. A rowing coach builds a team around its strongest member. D. Regular training helps a beginner develop greater physical strength. 【答案】B 【解析】主旨大意题。故事围绕Marcus从一味用力到观察队友、调整动作并融入全队节奏的变化展开。结尾也强调，对团队有用有时始于认真观察。因此主旨是学会让个人的努力与他人协调。文章没有夺冠情节，教练也不是以最强队员为中心建队，重点更不在增强体力。 参考译文 Marcus在依靠力量的活动中一直表现不错。加入当地俱乐部的一支四人赛艇队时，他以为同样的道理也适用。第一次训练，他用尽力气划桨。他想让其他人看到，自己配得上船上的这个位置。 结果却让他意外。他的桨比其他人的先入水，船左右摇晃。短短一程结束时，他的胳膊已经酸痛。虽然他觉得自己比任何人都卖力，船却行进得很慢。他望着水面，没有看队友。 回到码头，教练Beth让他观察另一支队伍。他们的动作看上去几乎很轻柔，船却平稳地向前行进。‘注意他们在什么时候做动作，’她说，‘我们需要你的力量，但我们需要它在合适的时刻发挥作用。’她让Marcus在下一次训练时跟随坐在他正前方的队员。 最初几分钟，Marcus觉得自己出力太少。他看着前面队员的肩膀，等待合适的时机，没有急着行动。渐渐地，几支桨的入水声合成了一声清晰的水响。他第一次感受到，在两次划桨之间，船也在载着他向前。他仍然在认真用力，但不再与全队的节奏相冲突。 训练接近结束时，Marcus又一次没有跟上节奏。按以前的想法，他会更加用力地划，试图追赶。这一次，他吸了一口气，观察前面的动作，在下一次划桨时跟了上去。船很快恢复了平稳。没有人欢呼，大家只是继续向前。 他们把船抬上岸时，一名队友说：‘这次感觉好多了。’Marcus点了点头。那天下午没有值得庆祝的比赛成绩。不过，离开时，他对如何在团队中发挥作用有了不同的理解：有时候，最好的贡献始于认真观察。 C Watch students walking across a playground. Their legs carry them forward, while their arms move back and forth. The arms never touch the ground, so their movement may seem unnecessary. Would walking be easier if people simply kept them still? Researchers have put this everyday question to the test, with a result that may surprise you. In one experiment, ten adults walked in several different ways while researchers measured their energy use. Walking with a natural arm swing used less energy than deliberately holding the arms still. Keeping them still increased energy use by about twelve percent under the test conditions. The obvious movement of the arms, it turned out, was helping to reduce a less obvious cost elsewhere. To understand why, think about what happens when a leg moves forward. Its movement creates a turning effect on the body. An arm swinging in the opposite direction helps reduce that effect. Without normal arm movements, the body has more turning to control through the supporting foot. So the arms are not pushing the walker along like a pair of little engines. They help manage movement produced by the legs. But moving the arms must require effort too. Why does it not cancel out the saving? Much of their natural swing comes from the body's own movement, rather like a hanging object swinging when its support moves. Muscles still contribute and help control the action. The arms are neither completely powerless passengers nor workers that need a strong push at every moment. This explanation raises another question: if swinging helps, should walkers make much bigger swings? A later experiment tested different arm movements at a fixed walking speed. The widest swings increased the energy needed to cover a given distance. The researchers suggested that the extra work of moving the arms had become too costly. Normal swings, or slightly larger ones, appeared most economical for the young, healthy adults studied. These findings concern walking under particular conditions; they are not a rule for running, every speed or every person. Nor do they offer a reason to force each step into a perfect pattern. Instead, they invite us to look again at familiar movements. An action can appear to add work while actually helping the whole body do less. Sometimes efficiency is hidden in what we barely notice. 8. What did the first experiment find? A. Keeping the arms still reduced the walkers' effort. B. Larger arm swings helped the walkers travel faster. C. Natural arm movements required greater effort from walkers. D. Natural arm swings lowered the walkers' energy use. 【答案】D 【解析】细节理解题。第二段说明，与主动保持双臂不动相比，自然摆臂消耗的能量更少。B项的“走得更快”不是该实验结论；A、C项与实验结果相反。 9. What is the main idea of paragraph 3? A. How the feet help move the arms forward. B. Why the legs need stronger muscles during walking. C. How arm movements reduce the body's turning effects. D. Why arm movements provide the main forward power. 【答案】C 【解析】段落大意题。第三段沿着“腿向前运动产生转动作用—手臂反向摆动抵消部分作用—身体需要控制的转动减少”的顺序解释摆臂的作用。该段明确指出，手臂并非像发动机一样推动人前进。 10. Why might very wide arm swings be less economical? A. Their extra effort may outweigh the energy saved. B. Their slower rhythm may shorten the distance covered. C. They may stop the supporting foot controlling movement. D. They may make natural muscle control entirely unnecessary. 【答案】A 【解析】推理判断题。第五段指出，最大幅度的摆臂反而增加了单位距离的能量消耗，研究者认为原因可能是摆臂本身需要的额外努力过大。由此可推知，额外消耗可能超过所节省的能量。其他选项不是文中提出的解释。 11. Which conclusion is supported by the passage? A. The best walking pattern remains unchanged at different speeds. B. Muscle effort is unnecessary when the arms swing naturally. C. Young walkers can save energy by maximizing arm movements. D. Less visible movement does not necessarily mean less effort. 【答案】D 【解析】推理判断题。文章从“摆臂看似多余”写到“自然摆臂反而可以省力”，最后一段进一步点明，看起来增加运动的动作可能使全身少做功。因此，外在动作更少不一定意味着更省力。A项超出了实验范围，B项忽略了肌肉的控制作用，C项与第五段相矛盾。 参考译文 看看走过操场的学生。他们的双腿带着身体向前移动，双臂则来回摆动。手臂从不接触地面，因此这种运动似乎没有必要。如果人们只是保持双臂不动，走路会不会更省力？研究人员用实验检验了这个日常问题，结果可能会让你感到意外。 在一项实验中，十名成年人采用几种不同的方式行走，研究人员则测量他们的能量消耗。自然摆臂行走比刻意保持双臂不动消耗的能量更少。在该实验条件下，保持双臂不动使能量消耗增加了约百分之十二。事实证明，手臂这种显而易见的运动，正在帮助降低身体其他部位一种不那么明显的能量消耗。 要理解其中的原因，可以想一想一条腿向前移动时会发生什么。腿的运动会对身体产生转动作用。向相反方向摆动的手臂有助于减小这一作用。如果没有正常的摆臂，身体就需要通过支撑脚来控制更多的转动。因此，手臂并不是像一对小发动机那样推动人向前走。它们帮助身体控制双腿所产生的运动。 但是，移动手臂也一定需要用力。为什么这部分消耗没有抵消节省下来的能量呢？手臂自然摆动的很大一部分来自身体自身的运动，这有些像悬挂的物体随着支撑物的移动而摆动。肌肉仍然参与其中，并帮助控制这一动作。手臂既不是完全不出力的乘客，也不是时刻需要用力推动的工作者。 这一解释又带来了另一个问题：既然摆臂有帮助，行走者是不是应该把摆臂幅度加大很多？后来的一项实验在固定的步行速度下测试了不同的手臂动作。最大幅度的摆臂增加了走过一定距离所需的能量。研究人员认为，移动手臂所增加的功可能已经需要消耗过多能量。对于接受研究的年轻健康成年人来说，正常或略大的摆臂幅度似乎最为省力。 这些发现针对的是特定条件下的步行，并不是适用于跑步、所有速度或每一个人的规则。它们也不意味着我们应该强迫每一步都符合某种完美的模式。相反，这些发现促使我们重新审视熟悉的动作。一个动作看起来可能增加了身体做的功，实际上却在帮助全身少做功。有时候，效率就藏在我们几乎没有注意到的地方。 D Imagine a table tennis lesson in which every practice rally is counted. A student who wants to improve her backhand keeps using the easier shot she already knows. Her partner does the same. Nobody has told them to avoid new skills, but the scoreboard sends a quiet message: choose what works now. They may win more points while learning very little. Keeping score certainly has value. It helps players stay focused, makes their effort visible and teaches them to face defeat. However, competition and practice ask different questions. One asks, ‘Can I win with the skills I have?’ The other asks, ‘What could I do better next time?’ If every lesson answers only the first question, students may become increasingly good at protecting habits they need to change. Some teachers might object that practice without a winner could become aimless. Students might stop trying, and progress could be harder to see. This is a fair concern. Yet removing the score does not mean removing the purpose. A player might aim to land five backhand shots inside a marked area, then discuss why some missed. The task remains demanding, but success depends on improving a movement rather than benefiting from an opponent’s mistakes. Different students may need different amounts of this practice. Beginners often need time to make a movement feel natural. More experienced players may be ready to try it against a stronger partner. Teachers can change the targets and partners accordingly. A period without scores should offer room to experiment, not become a comfortable place where students escape all challenge. There is also a limit. A new movement that works in a slow exercise may fail when a match becomes tense. Players must eventually discover whether they can use it under pressure. After practising freely, they could play a few points that count and notice what changes. The idea is to turn up the pressure after students have had a real chance to improve. A school could begin with ten minutes of such practice each week. Students choose one skill, work towards a clear target and finish by explaining what they will try next. The teacher listens for useful changes in their approach. At the end of those ten minutes, the most useful question may be not ‘Who won?’ but ‘What can you do now that you could not do before?’ 12. What does the example in paragraph 1 suggest? A. Strong partners can make practice less effective. B. Students learn faster through familiar practice routines. C. Constant scoring may discourage trying unfamiliar skills. D. Simple movements usually decide a match’s result. 【答案】C 【解析】第一段中，学生想练习反手，却因为每一球都计分而继续使用熟悉的击球方式。由此可知，持续计分可能使学生不愿尝试尚未掌握的动作。A项把问题归因于搭档实力，文中未提及；B项与这一情境揭示的问题相反；D项把练习中的选择扩大成了关于比赛结果的一般判断。 13. What is the main purpose of paragraph 3? A. To show how rivalry can improve a difficult lesson. B. To compare teachers’ different views on students’ progress. C. To answer a concern with a practical alternative. D. To explain why fixed targets can restrict learning. 【答案】C 【解析】第三段先提出异议：不分胜负的练习可能失去方向，随后用“将五次反手球打入指定区域”的例子说明，不计比分仍可保留明确且有挑战性的目标。因此，本段的作用是用可操作的替代方案回应担忧。A项误把目标练习理解为竞争；B项只涉及开头的异议，未概括后半段的回应；D项与作者肯定明确目标的态度相反。 14. Which practice plan would the writer most likely support? A. Let students master each skill before meeting stronger partners. B. Give students practice time before testing skills under pressure. C. Use the same targets to compare students at different levels. D. Keep experienced players in matches throughout their practice sessions. 【答案】B 【解析】第五段指出，学生应先有机会充分练习，再通过计分的对抗检验新动作在压力下的表现，B项与此一致。A项将“先练习”绝对化为“完全掌握后才能与强者练习”；C项忽视第四段按水平调整目标的建议；D项把有经验的学生全部安排在比赛中，不符合保留尝试空间的主张。 15. What is the best title for the passage? A. Give New Skills Some Space to Grow B. Let Students Decide How to Keep Score C. Make Every Practice Feel Like a Real Match D. Use Clear Targets to Find the Best Players 【答案】A 【解析】文章从持续计分限制尝试的情境切入，讨论如何安排有目标但不计分的练习，并说明何时恢复压力，核心是给新技能的发展留出空间，A项最全面。B项把重点变成学生决定计分方式；C项与保留不计分练习的主张相反；D项把改进技能的目标误解成选拔优秀运动员。 参考译文 设想一堂乒乓球课，每次练习中的来回对打都要计分。一名想提高反手技术的学生一直使用自己已经熟悉、也更容易的击球方式。她的搭档也这样做。没有人要求她们避开新技术，但记分牌悄悄传达着一个信息：选择眼下管用的动作。她们可能赢下了更多分数，却几乎没有学到什么。 计分当然有其价值。它帮助运动员集中注意力，使他们的努力有所体现，也教会他们面对失败。然而，比赛与练习回答的是不同的问题。前者问：“凭借我已有的技术，我能赢吗？”后者问：“下一次我可以在哪方面做得更好？”如果每堂课只回答第一个问题，学生可能越来越善于保留那些本来需要改变的习惯。 一些教师可能会提出异议：不分胜负的练习可能变得没有方向。学生可能不再努力，进步也可能更难观察。这种担忧是有道理的。然而，不计比分并不意味着没有目标。一名运动员可以争取将五次反手球打进指定区域，然后讨论为什么有些球没有打进去。这项任务仍然有挑战性，但成功取决于动作的改进，而不是从对手的失误中获益。 不同的学生可能需要不同时长的此类练习。初学者往往需要时间，让动作变得自然。经验更丰富的运动员可能已经准备好与实力更强的搭档练习。教师可以相应地调整目标和搭档。不计分的时段应该为尝试提供空间，而不应成为让学生逃避一切挑战的舒适区。 这种练习也有其局限。一个在慢速练习中有效的新动作，可能在比赛紧张时失灵。运动员最终必须了解自己能否在压力下使用它。自由练习之后，他们可以打几个计分球，观察发生了什么变化。关键在于，先让学生真正有机会改进，再增加压力。 学校可以从每周十分钟的这种练习开始。学生选择一项技术，朝着明确的目标努力，最后说明下一步打算尝试什么。教师倾听他们的方法中有哪些有益的变化。在这十分钟结束时，最有用的问题或许不是“谁赢了”，而是“你现在能做到什么以前做不到的事？” （二）完形填空 阅读下面短文，从每题所给的四个选项中选出可以填入空白处的最佳选项。 At a community badminton afternoon, I volunteered as a line judge. I had practised with an experienced umpire, Ms Dale, but watching players warm up still made me   16  . “Watch your line,” she reminded me. “If you cannot see where the shuttle lands, tell me. Never   17  .” Then I noticed my classmate Felix among the players. Would he expect me to   18   him? I suddenly understood that this was a   19  , not just a seat beside the court. Early in his match, Felix sent the shuttle just beyond my line. I had seen it clearly, but I   20   for a moment. Then I called, “Out!” Felix looked surprised. My face grew hot, yet he simply   21   the decision and prepared for the next point. Later, a player briefly   22   my view. Remembering my training, I   23   that I had not seen the landing. Ms Dale had a clear view and was able to   24  . The game continued without trouble. I felt   25  : admitting what I had missed had helped, not harmed, the match. Gradually, I turned my   26   back to the line instead of the players’ faces. I stopped trying to   27   everyone and started doing the job I had agreed to do. Afterwards, Felix handed me a bottle of water. “I didn't like losing that point,” he said, “but you were   28  .” I realised that a match needs someone both sides can   29  , even when a call disappoints them. I signed up for the next afternoon. This time, being   30   mattered more to me than being liked. 16 A. calm B. bored C. proud D. nervous 【答案】D 【解析】calm意为“镇静的”，bored意为“厌烦的”，proud意为“自豪的”，nervous意为“紧张的”。“我”虽经过练习，看到队员热身仍然紧张；下文的犹豫和脸发烫也与此呼应。 17 A. guess B. check C. argue D. forget 【答案】A 【解析】guess意为“猜测”，check意为“检查”，argue意为“争论”，forget意为“忘记”。前句要求看不清落点时告知主裁，因此这里强调绝不能猜判。 18 A. challenge B. recognise C. favour D. follow 【答案】C 【解析】challenge意为“挑战”，recognise意为“认出”，favour意为“偏袒”，follow意为“跟随”。“我”担心熟人会期待特殊照顾，因此用favour表示在判罚中偏向某一方。 19 A. interest B. duty C. chance D. surprise 【答案】B 【解析】interest意为“兴趣”，duty意为“职责”，chance意为“机会”，surprise意为“意外之事”。意识到熟人关系可能影响判罚后，“我”明白司线员承担的是职责，并非只坐在场边观看。 20 A. protested B. relaxed C. cheered D. hesitated 【答案】D 【解析】protested意为“抗议”，relaxed意为“放松”，cheered意为“欢呼”，hesitated意为“犹豫”。“我”看清了出界，却担心影响同学关系，因而在作出判定前犹豫了一下。 21 A. resisted B. explained C. accepted D. reversed 【答案】C 【解析】resisted意为“抵制”，explained意为“解释”，accepted意为“接受”，reversed意为“推翻”。Felix虽然惊讶，却接着准备下一分，说明他接受了判定；他也无权自行推翻判定。 22 A. blocked B. caught C. followed D. improved 【答案】A 【解析】blocked意为“挡住”，caught意为“抓住”，followed意为“跟随”，improved意为“改善”。下文说“我”没有看见球落地，因此是某位球员短暂挡住了视线；block one's view表示“挡住某人的视线”。 23 A. signalled B. guessed C. promised D. joked 【答案】A 【解析】signalled意为“示意”，guessed意为“猜测”，promised意为“承诺”，joked意为“开玩笑”。按照培训要求，“我”向主裁示意自己没有看清落点，随后由视线清楚的主裁作出判定。 24 A. practise B. wait C. compete D. decide 【答案】D 【解析】practise意为“练习”，wait意为“等待”，compete意为“参赛”，decide意为“作出决定”。Ms Dale看清了落点，所以能够作出判定，让比赛继续进行。 25 A. embarrassed B. relieved C. disappointed D. amused 【答案】B 【解析】embarrassed意为“尴尬的”，relieved意为“如释重负的”，disappointed意为“失望的”，amused意为“觉得好笑的”。承认自己没有看清并未扰乱比赛，反而有助于准确判罚，所以“我”松了一口气。 26 A. anger B. memory C. attention D. effort 【答案】C 【解析】anger意为“愤怒”，memory意为“记忆”，attention意为“注意力”，effort意为“努力”。turn one's attention back to表示“把注意力重新转向”；“我”开始专注于边线，而不是观察球员的表情。 27 A. challenge B. instruct C. protect D. please 【答案】D 【解析】challenge意为“挑战”，instruct意为“指导”，protect意为“保护”，please意为“使满意”。“我”起初担心熟人不高兴，后来开始认真履行职责，不再试图让每个人都满意。 28 A. patient B. honest C. lucky D. careless 【答案】B 【解析】patient意为“有耐心的”，honest意为“诚实的”，lucky意为“幸运的”，careless意为“粗心的”。“我”看清时如实判罚，看不清时也如实说明，Felix认可的是这种诚实。 29 A. trust B. coach C. beat D. recognise 【答案】A 【解析】trust意为“信任”，coach意为“指导训练”，beat意为“击败”，recognise意为“认出”。即使判定令一方失望，双方仍应能够信任执裁者的公正与诚实。 30 A. popular B. confident C. experienced D. fair 【答案】D 【解析】popular意为“受欢迎的”，confident意为“自信的”，experienced意为“有经验的”，fair意为“公正的”。全文围绕熟人关系与公正判罚展开，结尾表明“我”更看重公平，而非讨人喜欢。 参考译文 在社区的一次羽毛球下午活动中，我自愿担任司线员。我曾跟着经验丰富的主裁戴尔女士练习，但看到球员们热身，我仍然很紧张。 “看好你负责的那条线，”她提醒我，“如果看不清羽毛球的落点，就告诉我。绝不要猜。” 接着，我发现球员中有我的同学费利克斯。他会希望我偏袒他吗？我突然明白，这是一份职责，并非只是在场边占一个座位。 比赛开始后不久，费利克斯把球打到了我负责的边线外一点儿。我看得很清楚，却犹豫了片刻。随后我喊道：“出界！”费利克斯显得很惊讶。我的脸发烫，但他只是接受了判定，准备争夺下一分。 后来，一位球员短暂挡住了我的视线。我想起培训时的要求，示意自己没有看到球落地。戴尔女士看得清楚，能够作出判定。比赛顺利继续。我松了一口气：承认自己没有看清，帮助了比赛，并没有给它带来麻烦。 渐渐地，我把注意力重新转向边线，不再盯着球员们的表情。我不再试图让所有人都满意，而是开始做好自己已经答应承担的工作。 活动结束后，费利克斯递给我一瓶水。“丢掉那一分，我确实不高兴，”他说，“但你很诚实。” 我意识到，一场比赛需要一个双方都能信任的人，即使有时判定会让他们失望。我又报名参加了下一次下午活动。这次，对我而言，公正比讨人喜欢更重要。 （三）应用文 31. 假定你是校英语俱乐部成员Alex。因下雨，俱乐部将于周五上午10:20在活动室组织一次15分钟的室内课间健身活动。请给交换生Sam写一封邮件，邀请他参加，内容包括： （1）活动安排； （2）参加理由和准备事项。 注意：词数不少于70。 写作指导 这是一封邀请邮件。交代时间、地点和活动内容，说明参加的理由，并给出合适的准备建议。可用一般将来时介绍安排，用would like to或would you like to发出邀请。 Possible Version 1 Dear Sam, Would you like to join our indoor exercise break this Friday? Since rain is expected, our English club will meet in the activity room at 10:20 a.m. The session will last fifteen minutes. We will begin with gentle stretches and then try some simple balance games. You do not need any experience, and we can work in pairs. It will be a good chance to move after class and meet other students. Please wear comfortable shoes and bring some water. I hope you can come! Yours, Alex Possible Version 2 Dear Sam, I am writing to invite you to an indoor exercise break organised by our English club. With rain forecast for Friday, we will use the activity room instead of the playground. The session starts at 10:20 a.m. and lasts fifteen minutes. After a few gentle stretches, we will try balance games in pairs, with enough space between each pair. The activities are easy to follow, so there is no need to worry about keeping up. Besides giving us a welcome break from sitting, the session offers a relaxed way to get to know each other. Just bring some water and wear comfortable shoes. Would you like to join me? Yours, Alex 进阶层 （一）阅读理解 阅读下列短文，从每题所给的四个选项中选出最佳选项。 A Riverside Orienteering Club is holding a woodland activity morning for students aged 15–18 on Saturday 18 May. Using a paper map, you will find checkpoints marked by orange flags and copy a symbol from each one onto your card. Walking is welcome: this is a chance to connect what you see on a map with the ground around you. Finish times will not be recorded. Choose between two routes. The Green route is about two kilometres long, follows clear paths and has six checkpoints. It suits anyone using an orienteering map for the first time. The Blue route covers about three and a half kilometres, includes narrower paths and requires more decisions at path crossings. Its nine checkpoints must be visited in the order shown, as must those on the Green route. Choose for your map-reading experience rather than your running speed. Students take part in pairs and stay together throughout the activity. You may book with a friend, provided you select the same route. Coming alone? Ask for a partner on your booking form, and the organiser will match students choosing the same route. Book through your PE teacher by Wednesday 15 May; places cannot be booked on the day. Meet at the park's north entrance at 9:00 a.m. for registration and a practical map-reading briefing, which everyone must attend. Green pairs leave from 9:30 and Blue pairs from 9:45. Maps and cards are provided; bring a pencil, water and shoes suitable for muddy paths. At 11:40, stop searching and follow the marked return path. All pairs must report to the registration desk by noon, including anyone who finishes early or leaves checkpoints unfound. Stewards will collect your cards there before you leave the park. 1. Which student is the Green route most suitable for? A. One who reads maps well and seeks more route decisions. B. One who is new to map reading and enjoys walking. C. One who wants to compare finishing times with other students. D. One who prefers to visit checkpoints in a personal order. 【答案】B 【解析】根据第一段可知，活动允许步行；第二段说明 Green 路线适合首次使用定向越野地图的人。结合这两处信息，初学读图、喜欢步行的学生最适合该路线。A 项所述学生更适合需要更多路线判断的 Blue 路线；活动不记录完成时间，排除 C 项；两条路线都要求按规定顺序到达检查点，排除 D 项。 2. What should a student who plans to come alone do? A. Arrive early and follow any pair that is available. B. Book both routes and decide after the morning briefing. C. Join the Blue group if a partner is absent. D. Ask the organiser to arrange a partner before arrival. 【答案】D 【解析】第三段明确说明，独自参加的学生应在报名表中提出结伴需求，组织者会把选择同一路线的学生配成一组。A 项把提前安排伙伴改成现场随意跟组；B 项不符合报名时选择路线的要求；C 项无中生有，文章未规定无伙伴时改走 Blue 路线。 3. Why must pairs report to the desk even if they stop early? A. To let the organisers know they have returned safely. B. To receive a new card for the remaining checkpoints. C. To have their finishing times compared with other pairs. D. To explain why they selected one route over another. 【答案】A 【解析】最后一段要求所有小组返回登记处，提前结束或未找齐检查点的小组也不例外。由这种覆盖所有参与者的返回登记要求，可以推断其目的是使组织者掌握人员安全返回的情况。B 项所说的重新领卡继续寻找、D 项所说的解释路线选择均无依据；C 项与第一段“不记录完成时间”相矛盾。 参考译文 河畔定向越野俱乐部将于 5 月 18 日星期六上午为 15 至 18 岁的学生举办林地活动。你们将借助纸质地图寻找用橙色旗子标出的检查点，并把每处的一个符号抄到记录卡上。欢迎步行参加：这次活动能让你们把地图上的信息与周围的实际地形联系起来。活动不记录完成时间。 有两条路线可供选择。绿色路线长约两公里，沿清晰的道路行进，设有六个检查点，适合首次使用定向越野地图的人。蓝色路线长约三点五公里，有较窄的小路，需要在岔路口作出更多判断。这条路线上的九个检查点必须按地图标注的顺序到达，绿色路线的检查点也是如此。请根据读图经验而不是跑步速度选择路线。 学生两人一组参加，并在活动全程结伴同行。你可以和朋友一起报名，但必须选择同一条路线。独自参加吗？请在报名表上提出结伴需求，组织者会将选择同一路线的学生配成一组。请于 5 月 15 日星期三前通过体育老师报名；活动当天不接受报名。 请于上午九点到公园北入口集合，办理登记并参加实用读图讲解，所有人都必须参加。绿色路线的小组从九点半开始出发，蓝色路线的小组从九点四十五分开始出发。活动提供地图和记录卡；请自带铅笔、饮用水以及适合泥泞小路的鞋子。 十一点四十分，请停止寻找检查点，沿标出的返回路线返程。所有小组都必须在中午十二点前到登记处报到，提前完成或尚未找齐检查点的小组也不例外。离开公园前，工作人员会在那里收回你们的记录卡。 B After an introductory guide-running course, eighteen-year-old Nora joined a supervised practice session at her local running club. Her partner, Adrian, was blind and had completed several half-marathons. Nora had studied the park route beforehand. She could name every bend and almost every bench, and she was determined to be useful. Once they started, she described everything: a dog beside a tree, children beyond the fence, even a cyclist on a distant path. Between descriptions, she asked whether the pace was comfortable. Adrian answered politely, but their running never settled into a steady rhythm. After the first lap, he suggested a pause. 'You're working very hard,' he said, smiling. 'What do you think I need to know?' Nora opened her mouth, then closed it. She had prepared plenty of information without asking that question. They talked before starting again. Adrian explained which changes along the route he wanted to hear about and how early he preferred a warning. Together they agreed on short phrases for turns and changes in the path. Nora tried them during a slow practice lap, and Adrian suggested small adjustments. This time, her words left him space to listen to his own breathing and the sounds around them. On their next visit, Nora gave the agreed signals and stopped filling every quiet moment. Halfway round, Adrian noticed her breathing getting heavier. 'Shorten your steps a little,' he suggested. 'We have another lap to enjoy.' She followed his advice and found the pace easier to maintain. When they finished, he asked whether she would like to try a longer route together the following week. That evening, Nora crossed several lines off her carefully written route notes. She added one question at the top: 'What works for you?' She still prepared thoroughly, but she no longer measured a good session by how much she had said. She remembered the comfortable rhythm they had found, and how both of them had helped to create it. 4. Why did Nora describe so many things during the first lap? A. She hoped to make the familiar route seem more interesting. B. She wanted to demonstrate how well she knew the park. C. She thought providing constant information made her a helpful guide. D. She believed Adrian needed encouragement to complete his first run. 【答案】C 【解析】第一段写 Nora 决心发挥作用，第二段写她不断描述周围事物，却没有先询问 Adrian 真正需要什么。由此可知，她把持续提供信息当成了尽到陪跑职责的方式。A 项没有依据；熟悉路线是她的准备工作，不能据此认定她想炫耀，排除 B 项；Adrian 已完成过多次半程马拉松，D 项与事实不符。 5. What is the main idea of paragraph 3? A. Nora learns why Adrian avoids talking during a run. B. The partners develop a way to communicate that works. C. Adrian encourages Nora to remember more details about turns. D. The partners choose a quieter route for their practice. 【答案】B 【解析】第三段依次写两人讨论信息需求和提示时机、商定简短提示语、试跑并调整，中心是双方共同找到有效的沟通方式。A 项误把减少不必要的信息理解为 Adrian 回避交流；C 项只涉及路线细节，且文中强调的是有选择地提示；D 项把交流方式的调整误读成更换路线。 6. What can be inferred from Adrian's invitation to try a longer route? A. He had gained confidence in their ability to run together. B. He needed Nora to design a new training programme alone. C. He expected Nora to become faster than him very soon. D. He wanted Nora to give up preparing notes before running. 【答案】A 【解析】第四段中，Nora 使用双方约定的提示，Adrian 又帮助她调整步幅，说明两人的配合逐渐顺畅。他随后提出下周一起尝试更长的路线，表明他对两人的合作更有信心。B、C 项把普通的共同训练邀请扩大成设计训练方案或速度目标；D 项也不成立，末段明确说 Nora 仍会认真准备。 7. Which is the best title for the passage? A. A Runner's Return to Competition B. A Guide's Search for Speed C. A Training Plan without Words D. A Partnership Built by Listening 【答案】D 【解析】全文围绕 Nora 从单方面不停讲解转向倾听伙伴需求展开，并以两人互相帮助、形成默契结尾。D 项概括了这种通过倾听建立伙伴关系的变化。A 项所说的重返比赛不是故事内容；B 项把目标误设为提速；C 项中的“没有话语”过于绝对，两人仍使用事先商定的提示进行交流。 参考译文 参加过一次导跑入门课程后，十八岁的 Nora 来到当地跑步俱乐部，参加一场有人指导的练习。她的搭档 Adrian 是一位盲人跑者，已经完成过多次半程马拉松。Nora 事先研究了公园里的路线。她说得出每一个弯道，几乎连每一张长椅的位置也记得，她决心发挥作用。 一开始跑，她就描述起所有事物：树旁的一条狗、围栏外的孩子，甚至远处小路上的一个骑车人。描述的间隙，她还不断询问配速是否舒服。Adrian 礼貌地回答着，但两人始终没能跑出稳定的节奏。第一圈结束后，他建议停一下。他微笑着说：“你非常努力。你觉得我需要知道些什么呢？”Nora 张了张嘴，又闭上了。她准备了许多信息，却从未问过这个问题。 再次出发前，两人进行了交流。Adrian 解释了自己希望了解路线上的哪些变化，以及希望提前多久得到提醒。他们一起商定了用于提醒转弯和道路变化的简短用语。Nora 在慢速试跑的一圈中尝试使用这些用语，Adrian 则提出了一些小的调整建议。这一次，她的话给他留出了空间，让他能够听见自己的呼吸和周围的声音。 下一次来练习时，Nora 使用双方约定的提示，不再填满每一个安静的时刻。跑到半途，Adrian 注意到她的呼吸变得沉重。“步子稍微小一点，”他建议道，“我们还有一圈可以享受呢。”她照着他的建议做，发现保持配速变得更容易了。结束时，他问她下周愿不愿意一起尝试一条更长的路线。 那天晚上，Nora 从认真写好的路线笔记中划掉了几行内容。她在最上面加了一个问题：“什么方式适合你？”她仍然认真准备，但不再用自己说了多少话来衡量一次练习是否成功。她记得两人找到的舒适节奏，也记得这种节奏是他们共同创造的。 C A tennis player sends the ball towards an open corner. Across the net, the opponent seems to be waiting for it. To a spectator, this may look like exceptional speed. Yet part of the advantage may come earlier: the opponent has been gathering clues about where the ball is likely to go. How can researchers tell the difference between a useful prediction and a lucky guess? One method is to hide information in videos. Players watch an opponent preparing a shot, but the film stops before the ball's flight is visible. They then predict its direction. If their answers are consistently better than chance, something in the earlier action must have helped. In one study of skilled players judging ground strokes, researchers showed selected moments from videos ending at racket contact. Useful information came mainly from the brief period just before contact, rather than being equally available throughout the action. However, a real match offers more than a moving racket. Interviews with professional players suggest that returning serve involves combining movement clues with knowledge of the situation. The score, an opponent's usual choices and court position can shape expectations before the serving action begins. Those expectations may then meet fresh evidence from the opponent's movement. What a player already knows and what a player is currently seeing are therefore parts of the same decision. This creates a difficulty as well as an advantage. A familiar pattern suggests a likely event, not a promise. Suppose an opponent has repeatedly served wide. Preparing for another wide serve may help, but committing too firmly leaves the returner vulnerable to a change. The sensible interpretation is that early expectations should remain open to revision. Reading a match does not mean writing its next line in advance. Could slow-motion video make this skill easy to acquire? In another study, skilled and novice players judged the direction of computer-generated forehand strokes shown at different speeds. Slower footage helped skilled players recognize some important body-position information, but did not immediately improve their predictions. Seeing a movement more clearly and using it successfully were different achievements. This does not prove that video practice is useless; it shows why a clear image alone is no guarantee of a better decision. Together, the findings replace a simple picture of lightning-fast reactions with a more interesting one. Tennis anticipation (预判) involves selecting, combining and testing clues as they become available. Its value lies in preparing a useful response while still leaving room for the next piece of evidence. 8. Why do researchers stop the videos before showing the ball's flight? A. To compare the speeds of different players' movements. B. To prevent viewers from learning an opponent's habits. C. To make the direction of each shot clearer. D. To test predictions based on information available earlier. 【答案】D 【解析】推理判断题。第二段说明，视频在来球飞行轨迹可见之前停止。如果参与者的预测持续优于随机猜测，就表明此前动作中已有可利用的信息。遮去飞行阶段是为了检验较早信息能否支持预测，并非测量动作速度或让球的方向更清楚。 9. What is the main idea of paragraph 3? A. Past results matter more than an opponent's movements. B. Court position determines the direction of every serve. C. Players combine situational knowledge with current movement clues. D. Professional players prefer familiar opponents in important matches. 【答案】C 【解析】段落大意题。第三段以职业球员访谈为依据，说明比分、对手习惯、场上位置等情境信息会形成预期，而对手当下动作又提供新的证据，二者共同参与判断。该段没有把某一种信息说成唯一决定因素。 10. What does the slow-motion study suggest? A. Slower footage improves novices' predictions more than experts'. B. Clearer observation need not produce better immediate predictions. C. Repeated video practice weakens skilled players' natural reactions. D. Accurate prediction depends chiefly on recognizing body positions. 【答案】B 【解析】细节理解题。第五段指出，慢放帮助熟练球员识别部分身体位置信息，却没有立即提高其方向预测成绩。这说明看得更清楚并不必然马上判断得更准确。研究没有证明反复观看视频会削弱反应，也没有得出初学者受益更多的结论。 11. Which approach would the writer most probably support? A. Form expectations, then adjust them when new clues appear. B. Follow familiar patterns, then commit before further evidence arrives. C. Ignore previous points, then judge each movement in isolation. D. Delay all preparation until the ball's destination becomes certain. 【答案】A 【解析】观点态度题。第四段强调初步预期必须可以修正，末段又指出，应在准备有效回应的同时，为新证据留出空间。因此作者会支持“形成预期，并随新线索调整”。其余选项分别把习惯、孤立动作或完全确定性绝对化。 参考译文 一名网球运动员把球击向无人防守的角落。球网另一侧的对手却似乎已经在那里等着了。在观众看来，这也许是非凡速度的表现。然而，部分优势可能更早就已形成：对手一直在收集球可能飞向何处的线索。研究者怎样才能区分有依据的预测与幸运的猜测呢？ 一种方法是把视频中的部分信息隐藏起来。球员观看对手准备击球的过程，但视频会在球的飞行轨迹可见之前停止。然后，他们预测球的方向。如果他们的答案持续优于随机猜测，就说明此前的动作中一定有某些信息起了作用。在一项让熟练球员判断落地击球方向的研究中，研究人员选取并展示了视频中的部分时刻；视频到球拍触球时结束。有效信息主要来自触球前很短的一段时间，而不是均匀地存在于整个动作过程之中。 然而，真实比赛提供的信息不只有移动中的球拍。对职业球员的访谈表明，接发球需要把动作线索与对局势的了解结合起来。比分、对手通常的选择以及场上位置，都能在发球动作开始之前影响球员的预期。随后，这些预期可能会遇到对手动作所提供的新证据。因此，球员已经掌握的信息与当下看到的信息，是同一次决策的组成部分。 这既带来了优势，也造成了困难。熟悉的模式提示的是可能发生的情况，而不是保证。假设对手此前多次发外角球。为又一次外角发球做好准备可能有用，但如果过早且过于坚决地选定一个方向，接球者就容易受到变化的影响。合理的理解是：早期预期应该始终允许修正。读懂一场比赛，并不意味着可以提前写好它的下一行。 慢动作视频能否让这项技能容易获得？在另一项研究中，熟练球员和初学者判断以不同速度播放的、由计算机生成的正手击球的方向。慢放帮助熟练球员识别了某些重要的身体位置信息，却没有立即提高他们的预测成绩。看清一个动作和成功利用这个动作所提供的信息，是两种不同的成就。这并不能证明视频训练毫无用处；它说明，仅有清晰的画面并不能保证更好的判断。 这些发现共同呈现出一种比“闪电般的反应”更丰富的图景。网球预判需要在线索逐渐出现的过程中对其进行选择、整合和检验。它的价值在于帮助球员准备有效的回应，同时仍为下一条证据保留调整空间。 D Imagine a school sports evening. The fastest runner receives a cup, and the leading scorer collects another. A student who repaired loose equipment, checked results and helped new players find their places sits in the audience. Nobody has treated that student unfairly under the existing rules: the prizes are for sporting results. Yet the evening leaves part of the school’s sporting life out of the picture. It is tempting to solve this by making every sports award include kindness, effort and service. That would create a different problem. A prize for the fastest runner has a clear meaning, and adding unrelated qualities could make the decision confusing. Schools should keep awards for sporting achievement while creating a separate way to recognize work that makes participation possible. The two kinds of contribution deserve attention for different reasons. However, service awards can easily become popularity prizes. A confident team member’s occasional help may be noticed more than a quiet student’s regular work. Teachers might also mistake a friendly manner for a useful contribution. Asking students simply to vote for the ‘most helpful person’ would not solve this. The question should be what someone did, how regularly they did it and what difference it made. Evidence need not mean piles of paperwork. A short equipment record, a teacher’s observation or a specific example from a teammate could support a nomination. ‘She is always nice’ tells us little; ‘she checked the rackets every Friday and reported damage before lessons’ tells us considerably more. More than one person should review the examples, and the reasons for a decision should be explained. Public recognition needs a stronger basis than a good impression. There is a further difficulty: opportunities to help are not always shared fairly. If the same reliable student is repeatedly asked to organize everything, others cannot show what they might contribute. Before judging service, schools should offer a range of small jobs and allow students to try them. This also prevents recognition from quietly becoming a reward for accepting an endless workload. None of this requires a prize for everyone or a ceremony that lasts all night. A few clear examples of valuable service may be enough. Nor should a service award become a consolation prize for students who lose races. Its purpose is to name a contribution that race results cannot measure. When a school explains that contribution clearly, the cup for speed keeps its meaning, while the work behind the race finally becomes visible. 12. Why does the writer favour separate awards for service? A. They make sporting results easier for teachers to record. B. They encourage students to value kindness above sporting ability. C. They recognize support while preserving awards for sporting results. D. They allow schools to choose winners without comparing contributions. 【答案】C 【解析】第二段指出，把善意、努力和服务混入所有体育奖项，会使原本清楚的评奖依据变得模糊。因此，作者主张保留竞技成就奖，同时单独认可支持他人参与体育的工作。C项兼顾了这两个目的。A项没有涉及作者关心的奖项含义；B项把两类贡献理解成高低排序；D项错误地认为单设奖项可以取消对贡献的判断。 13. What risk of service awards is discussed in paragraph 3? A. Frequent voting may reduce the time available for training. B. Visible helpers may receive more credit than reliable workers. C. Quiet students may refuse to describe their teammates’ work. D. Teachers may expect athletes to complete every school task. 【答案】B 【解析】第三段用“自信的队员偶尔帮忙”和“安静的学生长期工作”作对比，指出容易被看见的人可能得到更多认可，服务奖因此可能变成人气奖。B项准确概括这一风险。A项将投票的风险误解成占用训练时间；C项凭空推断安静学生会拒绝说明他人的贡献；D项把后文关于任务分配的讨论夸大成教师要求运动员完成所有学校事务。 14. Which measure would the writer most likely support? A. Sharing routine jobs before comparing students’ service contributions. B. Giving regular helpers more jobs before considering their awards. C. Asking team members to select the friendliest student together. D. Requiring detailed daily reports from students seeking service awards. 【答案】A 【解析】第五段进一步讨论帮助他人的机会是否公平，指出应先提供多种小任务并让不同学生尝试，再评判服务贡献，故A项正确。B项会加重可靠学生的负担，正是作者希望避免的情况；C项仍依据人缘评选；D项与第四段“不需要大量文书工作”的原则不符。 15. What is the best title for the passage? A. Why School Sports Need More Careful Records B. Give Every Student a Chance to Win C. Put Shared Effort Ahead of Individual Victory D. Honor the Work That Keeps Sport Going 【答案】D 【解析】文章以体育颁奖遗漏支持性贡献的情境开篇，依次讨论单设服务认可、用具体证据抵御人情评选以及公平分配服务机会，主张看见维持体育活动运转的工作，D项最能概括全文。A项只抓住提供证据这一局部措施；B项偏向人人争取获胜，未体现服务贡献；C项将共同努力置于个人胜利之上，而作者强调两类贡献各有价值。 参考译文 设想一场学校体育颁奖晚会。跑得最快的运动员领取了一座奖杯，得分最多的运动员又领取了一座。一名修理松动器材、核对比赛结果并帮助新队员融入团队的学生坐在观众席中。按照现有规则，没有人不公平地对待这名学生：这些奖项奖励的是运动成绩。然而，这场晚会遗漏了学校体育生活的一部分。 人们很容易想到，把友善、努力和服务纳入每一项体育奖的评选，就能解决这个问题。但这会带来另一个问题。奖励最快跑者的奖项有明确的含义，增加无关的品质可能使评选变得混乱。学校应该保留竞技成就奖，同时另设一种方式，认可那些使其他人能够参与体育的工作。这两类贡献都值得关注，只是理由不同。 然而，服务奖很容易变成人气奖。自信的队员偶尔帮一次忙，可能比安静的学生经常做的工作更容易受到注意。教师也可能把友好的态度误当成有用的贡献。仅仅让学生投票选出“最乐于助人的人”，无法解决这个问题。应当追问的是：某人做了什么，做得有多经常，又带来了什么改变。 证据不必意味着成堆的文书材料。一份简短的器材记录、教师的一次观察，或者队友提供的具体事例，都可以为提名提供依据。“她总是很友善”提供的信息很少；“她每周五检查球拍，并在上课前报告损坏情况”所提供的信息就多得多。事例应由不止一个人审阅，决定的理由也应该得到说明。公开认可需要比良好印象更有力的依据。 还有一个难题：帮助他人的机会并不总是公平分配的。如果总是让同一个可靠的学生安排一切，其他人就无法展示自己可能做出的贡献。评判服务之前，学校应该提供多种小任务，让学生都有机会尝试。这也能防止表彰悄然变成对接受无休止工作负担的奖励。 这些做法都不要求人人获奖，也不需要一场持续整晚的颁奖典礼。几个清楚展示有价值服务的事例也许就足够了。服务奖也不应变成给赛跑失利者的安慰奖。它的目的，是指出一种无法用赛跑成绩衡量的贡献。当学校清楚地说明这种贡献时，奖励速度的奖杯保留了它的意义，而比赛背后的工作终于得以被看见。 （二）完形填空 阅读下面短文，从每题所给的四个选项中选出可以填入空白处的最佳选项。 I had been fixing bikes for three years. At our cycling club’s workshop, I liked working   16  : my private challenge was to finish each job before anyone else. On the Saturday before a community ride, a new member, Riley, arrived with a flat tyre. Before she finished explaining what she had tried, I   17   her. “I can fix that.” Soon she was standing beside me,   18  , while I removed the inner tube. Our instructor, Mr Shaw, watched for a while. Then he asked Riley why she had come. “For a   19  ,” she replied. “I want to deal with a flat tyre on my own.” I   20   my approach. “But she'll be ready to ride in ten minutes.” “Will that be   21   next time she's out alone?” he asked. For once, I had no quick   22  . I handed the wheel back. Whenever Riley hesitated, I   23   the urge to take over. Instead, I asked what she could try next. She pumped a little air into the tube and listened carefully to   24   the hole. I pointed to the instructions in the repair kit and let her follow them. Waiting without reaching across the table required more   25   than I had expected. As she worked, she   26   the purpose of each step in her own words, checking her understanding with me. We tested the repaired tube before putting everything back, and Mr Shaw checked the bike before it left the workshop. By closing time, I had completed one fewer   27   than planned. Yet Riley left knowing how to do something she had previously watched others do. Our   28   pace had given her room to learn. The next morning, she arrived with her own repair kit. Near the starting point, she was already passing on the knowledge I had   29   with her: using a spare tube, she was   30   how to begin while another newcomer watched. I stood nearby and kept my hands in my pockets. 16 A. silently B. cheaply C. quickly D. cautiously 【答案】C 【解析】silently意为“默默地”，cheaply意为“低成本地”，quickly意为“迅速地”，cautiously意为“谨慎地”。冒号后说明“我”总想比别人先完成，因此这里强调做事快。 17 A. distracted B. interrupted C. introduced D. interviewed 【答案】B 【解析】distracted意为“使分心”，interrupted意为“打断”，introduced意为“介绍”，interviewed意为“采访”。Riley还没说完，“我”就接话并准备替她修理，属于打断她的讲述。 18 A. waiting B. teaching C. packing D. repairing 【答案】A 【解析】waiting意为“等待”，teaching意为“教授”，packing意为“收拾、打包”，repairing意为“修理”。“我”接手了修理工作，Riley只能站在一旁等待，这也引出下文她未能获得动手机会的问题。 19 A. discount B. favour C. challenge D. lesson 【答案】D 【解析】discount意为“折扣”，favour意为“帮忙”，challenge意为“挑战”，lesson意为“课、学习机会”。Riley接着说明自己想学会独立处理漏气问题，因此她来这里是为了学习。 20 A. questioned B. forgot C. defended D. changed 【答案】C 【解析】questioned意为“质疑”，forgot意为“忘记”，defended意为“为……辩护”，changed意为“改变”。“我”用十分钟内修好的速度优势来解释自己的做法，说明当时仍在为这种做法辩护。 21 A. helpful B. surprising C. necessary D. expensive 【答案】A 【解析】helpful意为“有帮助的”，surprising意为“令人惊讶的”，necessary意为“必要的”，expensive意为“昂贵的”。指导老师关心的是代修能否帮助Riley应对未来独自骑行时的故障，而不是这次能否很快修好。 22 A. plan B. answer C. reason D. choice 【答案】B 【解析】plan意为“计划”，answer意为“回答”，reason意为“原因”，choice意为“选择”。老师提出的问题切中了“我”做法中的不足，“我”一时给不出回答；这里与前面的问句直接呼应。 23 A. welcomed B. followed C. repeated D. resisted 【答案】D 【解析】welcomed意为“欢迎”，followed意为“遵从”，repeated意为“重复”，resisted意为“克制、抵抗”。“我”开始通过提问引导Riley，所以要克制替她接手的冲动；resist the urge to do sth.表示“克制做某事的冲动”。 24 A. locate B. cover C. widen D. measure 【答案】A 【解析】locate意为“找到……的位置”，cover意为“覆盖”，widen意为“扩大”，measure意为“测量”。往内胎中打一点气并仔细听，是为了找到漏气孔的位置，而不是直接覆盖、扩大或测量它。 25 A. attention B. strength C. patience D. practice 【答案】C 【解析】attention意为“注意力”，strength意为“力量”，patience意为“耐心”，practice意为“练习”。“我”原本追求速度，如今要等待新手自己操作，并忍住伸手代劳，因此最需要的是耐心。 26 A. changed B. forgot C. explained D. ignored 【答案】C 【解析】changed意为“改变”，forgot意为“忘记”，explained意为“解释”，ignored意为“忽视”。Riley用自己的话说明每一步的目的，并向“我”核对理解，说明她在解释步骤，而非忽视各步骤的目的。 27 A. ride B. repair C. race D. lesson 【答案】B 【解析】ride意为“骑行”，repair意为“修理”，race意为“比赛”，lesson意为“课”。工作坊里“我”统计的是完成了多少次修理；花时间指导Riley后，完成的修理比原计划少了一次。 28 A. safer B. steadier C. quieter D. slower 【答案】D 【解析】safer意为“更安全的”，steadier意为“更稳定的”，quieter意为“更安静的”，slower意为“更慢的”。让Riley自己尝试、解释并核对步骤花了更多时间，这种放慢的节奏为她留下了学习空间。 29 A. kept B. shared C. compared D. tested 【答案】B 【解析】kept意为“保留”，shared意为“分享”，compared意为“比较”，tested意为“检验”。“我”把维修知识教给Riley，她又将其传给另一位新手，体现的是知识的分享；share sth. with sb.表示“与某人分享某物”。 30 A. demonstrating B. forgetting C. wondering D. questioning 【答案】A 【解析】demonstrating意为“示范”，forgetting意为“忘记”，wondering意为“想知道”，questioning意为“质疑”。上文说Riley正在传授所学，另一位新手在旁观看，因此她是在示范如何开始操作，而非自己尚不清楚做法或质疑操作方法。 参考译文 我修自行车已经有三年了。在骑行俱乐部的工作坊里，我喜欢做得快：我给自己定下的挑战，是每项修理都比别人先完成。 社区骑行活动前的那个星期六，新成员赖利推着一辆轮胎漏气的自行车来了。她还没解释完自己已经尝试过哪些办法，我就打断了她。“这个我会修。”很快，我拆下内胎，而她站在旁边等着。 我们的指导老师肖先生看了一会儿。随后，他问赖利为什么来。“来学习，”她回答，“我想自己解决轮胎漏气的问题。” 我为自己的做法辩护：“可十分钟后，她就能骑车了。” “那对她下次独自外出有帮助吗？”他问。这一次，我没能马上回答。 我把车轮交还给她。每当赖利犹豫时，我就克制住接手的冲动，转而问她接下来可以尝试什么。她往内胎里打了一点气，仔细听声音，以找到漏气孔。我指着修补工具包里的说明，让她自己照着做。等待而不伸手越过桌子代劳，比我原先以为的需要更多耐心。 操作过程中，她用自己的话解释每一步的目的，并向我核对自己的理解。我们先测试修好的内胎，再把各个部件装回去；自行车离开工作坊前，肖先生又检查了整辆车。 到了结束时间，我完成的修理比计划少了一次。然而，赖利离开时已经学会了一项她以前只是看别人做的事情。我们放慢了节奏，也就为她留出了学习的空间。 第二天早晨，她带着自己的修补工具包来了。在出发地点附近，她已经开始把我与她分享的知识传给别人：她正用一条备用内胎，示范如何开始操作，另一位新手在旁观看。我站在旁边，双手放在口袋里。 （三）应用文 31. 假定你是学生Morgan。学校体育馆开放时，背景音乐和多个项目同时进行的声音有时会影响同学参与活动。请给体育老师Ms Reed写一封建议信，建议试行每周一次的安静开放时段，内容包括： （1）提出建议并说明理由； （2）说明具体安排及了解同学反馈的办法。 注意：词数不少于70。 写作指导 这是一封建议信。先说明建议针对的具体问题，再提出可执行的试行安排和反馈办法。理由应与噪声、参与体验相联系；建议应语气得体，避免只表达不满。 Possible Version 1 Dear Ms Reed, Could we try a quiet hour in the gym once a week? The music and several activities happening together can make it difficult for some students to enjoy exercise. I suggest using Thursday lunchtime for a four-week trial. We could turn off the background music and offer just two activities in separate areas. A teacher could help keep the session organised. At the end of each week, students could leave a short comment on a paper feedback form. Their ideas would help us decide whether to continue. Thank you for considering my suggestion. Yours, Morgan Possible Version 2 Dear Ms Reed, I would like to suggest a weekly quiet hour in the gym. When music competes with several games, some students find the space difficult to enjoy and leave before they have exercised much. A four-week trial on Thursday lunchtimes could help us see whether a quieter session would attract them back. We could switch off background music, limit the number of activities and mark out separate areas, while keeping a teacher present. Afterwards, a brief paper survey could ask what worked and what needed changing. We should also invite comments from students who chose not to attend. This would give us a fuller picture before making the arrangement permanent. Yours, Morgan 学科网（北京）股份有限公司 $