Unit 2 Safety Lesson 2 After the Thunderstorm 课后作业 2026-2027学年北师大版英语八年级上册

八年级上册 Unit 2 Lesson 2 同步作业 After the Thunderstorm 一 单项选择 1. The staff are dealing with the problem. You ______ push past them to get a closer look. A. may B. don’t have to C. needn’t D. shouldn’t 2. If you feel worried, you should ______ a trusted adult for help. A. asked B. asking C. to ask D. ask 3. The phone battery was low, so Bella sent her mother a short ______ to say she was safe. A. journey B. message C. lesson D. symbol 4. Try to stay ______ so that you can understand the helper’s instructions. A. proud B. lucky C. calm D. angry 5. I will ______ my parents to let them know why I am late. A. get in touch with B. catch sight of C. lose interest in D. take the place of 二 阅读理解 A Need Help at Harbour Sports Centre There is always someone to help at Harbour Sports Centre. Before your first activity, take a moment to find the front desk beside the main entrance. It is open throughout the centre's opening hours. Staff members wear green shirts with name badges. Student visitors should stay with their group leader unless another arrangement has been agreed. If you become separated from your group, speak to a staff member. They will take you to the front desk and contact your leader. Do not keep moving between courts to search for friends. If your phone has no power, the desk can help you make a call. You will not have to leave the building to find a public phone. If a ball or another object goes behind a barrier, ask a coach for help. Some areas contain equipment that visitors are not trained to use. A closed area may look empty, but that does not mean it is safe to enter. Please wait outside it. If you notice damaged equipment, stop using it and tell a coach where it is. Describe what you saw rather than guessing how it broke. During an interruption to an activity, listen to the coach's announcement. A different court may be available, but please do not move there on your own. Small problems are easier to deal with when staff hear about them early. You do not need to wait until somebody gets hurt before asking a question. 词语：barrier 隔离栏；interruption 中断 6. Where can visitors get help making a call? A. At the public phone outside the building. B. At the court behind the equipment room. C. At the desk beside the main entrance. D. At the gate beside the closed practice area. 7. Why should visitors stay outside a closed area? A. It may be the place where group leaders must wait. B. It may have no staff available to collect tickets. C. It may be reserved for students with lost phones. D. It may contain equipment they cannot safely use. 8. What should visitors report about damaged equipment? A. What they saw and where the equipment is. B. Which replacement they would like to buy. C. Who they think caused the problem and why. D. How much they expect the repair to cost. 9. What is the main purpose of this guide? A. To introduce the centre’s most popular sports. B. To explain how visitors can get suitable help. C. To compare the centre’s different ticket prices. D. To invite students to become volunteer coaches. B Nathan usually walked home along Bridge Street after his music lesson. One evening, a water pipe had broken under the road. Workers had closed the pavement as well as part of the street. His normal route was behind a barrier. Nathan could see his street beyond the work area. Walking through would save him at least fifteen minutes. An older boy stepped around the barrier and disappeared behind a truck. Nathan took a step forward, then noticed water running across the ground and a worker guiding a machine backwards. He stayed on the open side of the barrier and asked the worker where pedestrians should go. She pointed to a sign showing another route. Nathan had never used that road alone, so he moved to a safe place and called his father. He explained where he was and read the street names on the sign. Together, they worked out the way home. The walk took longer than usual. At one corner, Nathan stopped outside an open shop to check the directions again. When he arrived home, dinner was already on the table. “Sorry I'm late,” he said. His father asked whether he had been frightened. “A little,” Nathan admitted, “but knowing the next step helped.” The following day, Nathan still saw the barrier on Bridge Street. This time he did not need to call. He sent a message before taking the route he now knew. He was learning to travel independently without pretending that every road was familiar. 10. Why was Nathan’s usual route closed? A. A music event had brought crowds to the pavement. B. A shop was moving large machines across the road. C. A broken pipe needed work under the road. D. A truck had stopped at the entrance to his street. 11. What made Nathan stop before passing the barrier? A. He heard his father calling from the other side. B. He remembered that the music lesson was not over. C. He noticed signs of active work and danger. D. He saw the older boy come back without his bag. 12. How did Nathan and his father choose the new route? A. They followed the older boy seen near the truck. B. They used the street names Nathan read out. C. They waited for a driver to offer Nathan a ride. D. They asked the shopkeeper to draw a town map. 13. What does the ending suggest about independence? A. It requires using a new route on every trip. B. It means avoiding journeys that cause worry. C. It develops by copying more confident people. D. It can grow through asking for suitable help. C Imagine calling for help and saying only, “Something terrible has happened. Please come quickly.” The listener knows that you are worried, but may still have no idea where to send help. In an emergency call, clear information connects the person who needs help with the people who can provide it. Location is a key part of that information. A street name and building number can be much more useful than “near my school”. A large building may have several entrances, so a floor or room number can help too. If you do not know an address, describe nearby street signs or a clear landmark that you can see from a safe place. Do not enter a dangerous area to look for a better description. Next, describe what you actually know. “A person has fallen beside the west gate” gives a clearer picture than “There has been a terrible accident somewhere in the park”. Tell the call-taker about immediate dangers you can see. If a question asks for something you cannot tell, say so. Guessing may send the conversation in the wrong direction. You are providing observations, not solving the whole problem yourself. The questions may seem slow when you are frightened. However, they help the call-taker understand what kind of help is needed. You may also be asked for the number you are calling from, so that someone can contact you again. Listen to the instructions and stay on the line until you are told to end the call. If the situation changes, explain what is different. These skills can be practised without making a real emergency call. At home or in class, one person can describe an imaginary situation while another asks questions. Afterwards, compare the information: could the listener identify the place and understand the main problem? Never call a real emergency number just to practise. Those lines must remain available for people who need immediate help. Knowing the correct emergency number where you live or travel is useful preparation. So is learning to notice addresses and building names during ordinary journeys. You do not have to sound fearless or use impressive words when something goes wrong. Short, accurate answers and careful listening can make a frightened caller a useful partner in getting help. 词语：landmark 地标；call-taker 电话接听员；observation 观察所得的信息 14. Which description would best help someone find a caller? A. Outside the east door of 18 King Street. B. Near a school that everybody knows well. C. Across from a shop with lots of visitors. D. Beside the place where our team meets. 15. What should a caller do when unsure about a detail? A. Ask a nearby person to guess the answer. B. Choose the answer that seems most likely. C. Leave the safe area to discover the answer. D. Tell the call-taker that they do not know. 16. Why may the call-taker ask for the caller’s phone number? A. To contact the caller again if necessary. B. To find the caller’s other family members. C. To check how often the caller uses a phone. D. To send the caller a practice conversation. 17. What does the writer mainly explain? A. Why frightened people should let others make calls. B. How to choose a phone for use during an emergency. C. How to give useful information when calling for help. D. Why people should record every journey they make. D When something goes wrong in a public place, people often feel they should do something immediately. That wish to help is valuable. Yet the most useful action may be less dramatic than we imagine. A good helper first asks what the situation needs and what they can safely offer. Picture a visitor who becomes unwell at a busy exhibition. Several people move closer, each asking a different question. Someone starts recording a video. Although some of them mean well, the growing crowd makes it harder for staff to reach the visitor. A student who gets a staff member and then leaves a clear route may be doing more good than someone standing in the middle and giving loud advice. This does not mean that young people should ignore problems. They can alert a trusted adult, explain the location clearly and follow instructions. They can also protect someone's privacy by keeping their phones away. A person having a difficult moment should not have to worry about becoming a video that others share. An audience is different from support. There is a sensible limit to what an untrained helper should attempt. Wanting to help does not provide the skills needed to repair machinery or give complex first aid. If immediate professional help is needed, contact the appropriate emergency service from a safe place and follow the call-taker's guidance. We should not confuse confidence with ability. When trained people arrive, making room and passing on accurate information remain useful jobs. Some students worry that asking an adult for help will make them look weak. But knowing when a task is beyond you is part of good judgement. At an event, an organiser may know which entrance a response team can use. A caretaker may understand equipment that a visitor has never seen. Bringing the right person into the situation is an action, even if it does not make an exciting story afterwards. Schools often praise the person who rushes forward. They should also notice the person who reports a problem calmly, the classmate who stops a crowd forming, and the student who follows directions while feeling afraid. Helpful behaviour is measured by what it does for the person in trouble. Sometimes the best place to stand is close enough to listen, but far enough back to let the right help through. 词语：privacy 隐私；judgement 判断力 18. Why does the writer describe the exhibition in Paragraph 2? A. To explain why exhibitions need fewer visitors. B. To show that eager actions may get in the way. C. To show that questions always waste valuable time. D. To prove that students handle illness better. 19. What does “confuse confidence with ability” mean here? A. Believe trained helpers sometimes feel worried. B. Think asking questions can improve useful skills. C. Notice that careful people may speak very quietly. D. Treat feeling sure as having the right skills. 20. What is the main idea of Paragraph 5? A. Organisers should give visitors more machine training. B. Finding the right adult can show good judgement. C. Adults should take part in more school events. D. Students need exciting stories to build confidence. 21. Which action would the writer most likely praise? A. Reporting clearly and leaving room for trained helpers. B. Sharing a video to show friends what has just happened. C. Offering firm advice about equipment one has never used. D. Moving closer to learn every detail before telling staff. 三 完形填空 A On her first journey to a new art club, Chloe caught the wrong bus. She was reading the address when the bus turned away from the town centre. Through the window, she saw a street she did not ___22___. She checked the number above the door and felt her face grow hot. Her first thought was to get off immediately. Then she remembered her mother's ___23___: if you are unsure, ask before making another move. Chloe waited until the bus stopped and spoke to the driver. She ___24___ that she needed to reach Market Square. The driver told her that the next stop was a busy bus station with a staffed information desk. Chloe called her mother and described the ___25___. Her mother agreed that she should go to the desk and call again from there. Chloe felt less ___26___ because she now had a clear plan. At the station, a member of staff helped her find the correct bus. Chloe wrote down its number and the name of her stop. This time, she ___27___ both before getting on. She arrived at the club twenty minutes late and ___28___ to the teacher. “You made a mistake, but you dealt with it sensibly,” the teacher said. On the way home, Chloe paid closer ___29___ to the route. She also thanked her mother for listening without getting angry. That evening, she put the bus details in a small ___30___ in her bag. She hoped she would not need help next time, but she knew that asking for it was a ___31___. 22 A. describe B. recognise C. choose D. photograph 23 A. advice B. promise C. invitation D. excuse 24 A. remembered B. guessed C. explained D. discovered 25 A. building B. situation C. timetable D. painting 26 A. proud B. nervous C. curious D. excited 27 A. forgot B. changed C. shared D. checked 28 A. listened B. complained C. apologised D. waved 29 A. respect B. visits C. attention D. money 30 A. notebook B. bottle C. mirror D. wallet 31 A. risk B. secret C. habit D. skill B Julian was taking a box of books to his grandmother's flat when the lift stopped between floors. The lights stayed on, but the doors did not open. A younger boy called Theo stood beside his aunt, holding a model plane. For a few seconds, everyone was ___32___. They could hear the quiet sound of the lift's fan. Theo's aunt pressed the alarm button according to the instructions beside it. A voice answered through the speaker. She gave the building's name and the lift number, then explained how many people were inside. The member of staff said that trained workers were coming and asked them to stay away from the doors. Julian put his box down where it would not ___33___ anyone. Theo began to cry. He had promised to show the plane to his grandfather before lunch. “We'll never get out,” he whispered. Julian wanted to say that everything would be fine in one minute, but he did not know how long the wait would be. Instead, he gave an ___34___ answer: “They know where we are, and they're sending help.” Someone outside called that the workers had arrived. Theo moved towards the doors, eager to leave. His aunt gently asked him to step ___35___ and reminded him to wait for instructions. Nobody tried to pull the doors open. Julian was glad that she sounded calm, because he was feeling worried too. To help Theo pass the time, Julian asked about the plane. Theo slowly began to ___36___ how he had made its wings. One wing was longer than the other, and that made it turn in a circle. Julian listened and asked questions. He was not trying to ___37___ the problem with the lift; that was the workers' job. But he could make the waiting less frightening for the boy. After a while, the workers opened the doors safely and helped everyone out. Julian called his grandmother, who was waiting upstairs. He ___38___ why he was late and said he was safe. When they met, she thanked him for keeping her ___39___. Later, Theo's aunt told Julian that his conversation had been helpful. He had thought he was doing very ___40___. Now he understood that help could mean using the skills you already had. That day, his most useful skill had been the ability to ___41___. 词语：alarm button 警报按钮 32 A. silent B. relaxed C. impatient D. cheerful 33 A. protect B. surprise C. follow D. block 34 A. ordinary B. honest C. unclear D. amusing 35 A. inside B. upstairs C. back D. forward 36 A. question B. imagine C. forget D. explain 37 A. create B. hide C. describe D. solve 38 A. explained B. wondered C. questioned D. guessed 39 A. busy B. informed C. amused D. surprised 40 A. much B. badly C. little D. well 41 A. listen B. perform C. compete D. repair 四 完成句子 根据汉语意思完成句子，每空词数不限。 42. 遇到意外时，你应该保持冷静。 You should ____________________ when something unexpected happens. 43. 请发一条消息，告诉你妈妈你是安全的。 Please ____________________ to tell your mother you are safe. 44. 我们不应该强行打开电梯门。 We ____________________ force the lift doors open. 45. 如果与小组走散，就向工作人员求助。 If you become separated from your group, ____________________. 46. 在安全的地方与家人取得联系。 ____________________ your family from a safe place. 五 书面表达 47. 假如你是 Sam，你的朋友 Alex 在参观博物馆时与同伴走散，慌张地找了很久才在工作人员帮助下与大家会合。他来信询问下次应该怎么办。请给他写一封不少于60词的回信，表示理解，并就保持冷静、寻求帮助和提前准备提出具体建议。 ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 1 学科网（北京）股份有限公司 $ 八年级上册 Unit 2 Lesson 2 同步作业 解析版 After the Thunderstorm 一 单项选择 1. The staff are dealing with the problem. You ______ push past them to get a closer look. A. may B. don’t have to C. needn’t D. shouldn’t 【答案】D 【语法·should 的用法】工作人员正在处理问题，不应挤过去围观，故用 shouldn’t 提出劝阻。don’t have to 和 needn’t 表示不必，may 表示可以或可能，均不符合语境。 2. If you feel worried, you should ______ a trusted adult for help. A. asked B. asking C. to ask D. ask 【答案】D 【语法·should 的用法】情态动词 should 后接动词原形，所以选 ask。ask somebody for help 表示向某人求助。 3. The phone battery was low, so Bella sent her mother a short ______ to say she was safe. A. journey B. message C. lesson D. symbol 【答案】B 【词汇与搭配】send somebody a message 表示给某人发消息。此处是用手机向妈妈报平安。 4. Try to stay ______ so that you can understand the helper’s instructions. A. proud B. lucky C. calm D. angry 【答案】C 【词汇与搭配】stay calm 表示保持冷静。保持冷静有助于听懂指示；proud“自豪的”、lucky“幸运的”、angry“生气的”均不合句意。 5. I will ______ my parents to let them know why I am late. A. get in touch with B. catch sight of C. lose interest in D. take the place of 【答案】A 【词汇与搭配】get in touch with 表示与……取得联系。其余短语分别表示对……失去兴趣、代替、看见，不能表达联系父母说明迟到原因。 二 阅读理解 A Need Help at Harbour Sports Centre There is always someone to help at Harbour Sports Centre. Before your first activity, take a moment to find the front desk beside the main entrance. It is open throughout the centre's opening hours. Staff members wear green shirts with name badges. Student visitors should stay with their group leader unless another arrangement has been agreed. If you become separated from your group, speak to a staff member. They will take you to the front desk and contact your leader. Do not keep moving between courts to search for friends. If your phone has no power, the desk can help you make a call. You will not have to leave the building to find a public phone. If a ball or another object goes behind a barrier, ask a coach for help. Some areas contain equipment that visitors are not trained to use. A closed area may look empty, but that does not mean it is safe to enter. Please wait outside it. If you notice damaged equipment, stop using it and tell a coach where it is. Describe what you saw rather than guessing how it broke. During an interruption to an activity, listen to the coach's announcement. A different court may be available, but please do not move there on your own. Small problems are easier to deal with when staff hear about them early. You do not need to wait until somebody gets hurt before asking a question. 词语：barrier 隔离栏；interruption 中断 6. Where can visitors get help making a call? A. At the public phone outside the building. B. At the court behind the equipment room. C. At the desk beside the main entrance. D. At the gate beside the closed practice area. 【答案】C 【细节理解】第一段说明前台在主入口旁，第二段说明前台能帮助手机没电的人打电话。 7. Why should visitors stay outside a closed area? A. It may be the place where group leaders must wait. B. It may have no staff available to collect tickets. C. It may be reserved for students with lost phones. D. It may contain equipment they cannot safely use. 【答案】D 【细节理解】第三段指出有些区域存有访客未接受过操作培训的设备，因此看似空着也不能擅入。 8. What should visitors report about damaged equipment? A. What they saw and where the equipment is. B. Which replacement they would like to buy. C. Who they think caused the problem and why. D. How much they expect the repair to cost. 【答案】A 【细节理解】第四段要求说明设备位置并描述所见事实，不要猜测损坏原因。 9. What is the main purpose of this guide? A. To introduce the centre’s most popular sports. B. To explain how visitors can get suitable help. C. To compare the centre’s different ticket prices. D. To invite students to become volunteer coaches. 【答案】B 【写作目的】全文围绕前台、走散、物品越过隔离栏、设备损坏等情境介绍如何求助，目的在于指导访客获得合适帮助。 参考译文 在海港体育中心，总有人可以提供帮助。第一次参加活动前，请花一点时间找到主入口旁的前台。前台在中心营业期间始终有人值守。工作人员穿绿色上衣，佩戴姓名牌。除非另有约定，来访学生应跟随带队人员。 如果你与小组走散，请向工作人员求助。他们会带你到前台，并联系带队人员。不要为了找朋友而在各个场地之间不断走动。如果手机没电，前台可以帮你打电话，你不必离开大楼去寻找公用电话。 如果球或其他物品到了隔离栏后面，请找教练帮忙。有些区域存放着访客未受过操作培训的设备。关闭的区域看起来可能空无一人，但这并不意味着可以安全进入。请在外面等候。 如果发现设备损坏，停止使用，并告诉教练它的位置。描述你看到的情况，不要猜测它是怎么坏的。活动中断时，听从教练的通知。也许有其他场地可用，但请不要自行前往。 工作人员越早知道小问题，就越容易处理。你不必等到有人受伤后才提出疑问。 B Nathan usually walked home along Bridge Street after his music lesson. One evening, a water pipe had broken under the road. Workers had closed the pavement as well as part of the street. His normal route was behind a barrier. Nathan could see his street beyond the work area. Walking through would save him at least fifteen minutes. An older boy stepped around the barrier and disappeared behind a truck. Nathan took a step forward, then noticed water running across the ground and a worker guiding a machine backwards. He stayed on the open side of the barrier and asked the worker where pedestrians should go. She pointed to a sign showing another route. Nathan had never used that road alone, so he moved to a safe place and called his father. He explained where he was and read the street names on the sign. Together, they worked out the way home. The walk took longer than usual. At one corner, Nathan stopped outside an open shop to check the directions again. When he arrived home, dinner was already on the table. “Sorry I'm late,” he said. His father asked whether he had been frightened. “A little,” Nathan admitted, “but knowing the next step helped.” The following day, Nathan still saw the barrier on Bridge Street. This time he did not need to call. He sent a message before taking the route he now knew. He was learning to travel independently without pretending that every road was familiar. 10. Why was Nathan’s usual route closed? A. A music event had brought crowds to the pavement. B. A shop was moving large machines across the road. C. A broken pipe needed work under the road. D. A truck had stopped at the entrance to his street. 【答案】C 【细节理解】第一段说路下水管破裂，工人因此封闭人行道和部分街道。 11. What made Nathan stop before passing the barrier? A. He heard his father calling from the other side. B. He remembered that the music lesson was not over. C. He noticed signs of active work and danger. D. He saw the older boy come back without his bag. 【答案】C 【细节理解】第二段写到流动的水和倒退中的机器，使内森意识到施工仍在进行，不能跟着别人绕过隔离栏。 12. How did Nathan and his father choose the new route? A. They followed the older boy seen near the truck. B. They used the street names Nathan read out. C. They waited for a driver to offer Nathan a ride. D. They asked the shopkeeper to draw a town map. 【答案】B 【细节理解】第三段中内森读出路牌上的街道名称，并与爸爸一起确定路线。 13. What does the ending suggest about independence? A. It requires using a new route on every trip. B. It means avoiding journeys that cause worry. C. It develops by copying more confident people. D. It can grow through asking for suitable help. 【答案】D 【推断理解】内森第一次通过求助熟悉新路线，第二次便能独自走，说明适当求助有助于逐步独立。 参考译文 内森上完音乐课后，通常沿布里奇街走回家。一天傍晚，路下的水管破裂，工人封闭了人行道和部分车道。他平时走的路线在隔离栏后面。 内森能看到施工区那头自己家所在的街道。从中间穿过去，至少能省十五分钟。一个年纪较大的男孩绕过隔离栏，消失在一辆卡车后。内森向前走了一步，随后注意到地面上流动的水，以及一位正在指挥机器倒退的工人。 他留在隔离栏开放通行的一侧，问工人行人该往哪里走。她指着一个标有替代路线的路牌。内森以前没有独自走过那条路，于是走到安全的地方给爸爸打电话。他说明自己在哪里，并读出路牌上的街道名称。父子俩一起确定了回家的路线。 这次步行比平常花的时间长。在一个街角，内森停在一家营业的商店外，再次核对路线。到家时，晚饭已经摆上桌了。“抱歉，我回来晚了。”他说。爸爸问他有没有害怕。“有一点。”内森承认，“但知道下一步该怎么做让我安心了。” 第二天，内森仍看到了布里奇街的隔离栏。这次，他不需要打电话了。出发走那条已经熟悉的路线前，他发了一条消息。他正在学习独立出行，同时也不再假装自己对每条路都熟悉。 C Imagine calling for help and saying only, “Something terrible has happened. Please come quickly.” The listener knows that you are worried, but may still have no idea where to send help. In an emergency call, clear information connects the person who needs help with the people who can provide it. Location is a key part of that information. A street name and building number can be much more useful than “near my school”. A large building may have several entrances, so a floor or room number can help too. If you do not know an address, describe nearby street signs or a clear landmark that you can see from a safe place. Do not enter a dangerous area to look for a better description. Next, describe what you actually know. “A person has fallen beside the west gate” gives a clearer picture than “There has been a terrible accident somewhere in the park”. Tell the call-taker about immediate dangers you can see. If a question asks for something you cannot tell, say so. Guessing may send the conversation in the wrong direction. You are providing observations, not solving the whole problem yourself. The questions may seem slow when you are frightened. However, they help the call-taker understand what kind of help is needed. You may also be asked for the number you are calling from, so that someone can contact you again. Listen to the instructions and stay on the line until you are told to end the call. If the situation changes, explain what is different. These skills can be practised without making a real emergency call. At home or in class, one person can describe an imaginary situation while another asks questions. Afterwards, compare the information: could the listener identify the place and understand the main problem? Never call a real emergency number just to practise. Those lines must remain available for people who need immediate help. Knowing the correct emergency number where you live or travel is useful preparation. So is learning to notice addresses and building names during ordinary journeys. You do not have to sound fearless or use impressive words when something goes wrong. Short, accurate answers and careful listening can make a frightened caller a useful partner in getting help. 词语：landmark 地标；call-taker 电话接听员；observation 观察所得的信息 14. Which description would best help someone find a caller? A. Outside the east door of 18 King Street. B. Near a school that everybody knows well. C. Across from a shop with lots of visitors. D. Beside the place where our team meets. 【答案】A 【信息运用】第二段强调街道名、门牌号以及具体入口有助于定位。“18 King Street 的东门外”最具体，其余描述缺乏可识别的位置。 15. What should a caller do when unsure about a detail? A. Ask a nearby person to guess the answer. B. Choose the answer that seems most likely. C. Leave the safe area to discover the answer. D. Tell the call-taker that they do not know. 【答案】D 【细节理解】第三段明确要求不确定就如实说明，不能猜测，也不应为了获取信息进入危险区域。 16. Why may the call-taker ask for the caller’s phone number? A. To contact the caller again if necessary. B. To find the caller’s other family members. C. To check how often the caller uses a phone. D. To send the caller a practice conversation. 【答案】A 【细节理解】第四段说询问来电号码是为了在需要时再次联系来电者。 17. What does the writer mainly explain? A. Why frightened people should let others make calls. B. How to choose a phone for use during an emergency. C. How to give useful information when calling for help. D. Why people should record every journey they make. 【答案】C 【主旨大意】文章围绕位置、事实、回答问题与练习展开，核心是怎样在求助电话中提供有用信息，而非选手机或要求害怕的人不打电话。 参考译文 想象一下，你打电话求助时只说：“出大事了，请快来。”接听者知道你很着急，但可能仍不知道该把救援人员派到哪里。在紧急求助电话中，清楚的信息把需要帮助的人与能够提供帮助的人联系起来。 位置是其中一项关键信息。街道名称和门牌号可能比“在我学校附近”有用得多。大型建筑可能有几个入口，因此楼层或房间号也有帮助。如果不知道地址，可以描述在安全位置看到的附近路牌或明显地标。不要为了描述得更准确而进入危险区域。 接着，描述你确实知道的情况。“有人在西门旁摔倒了”比“公园里某处发生了一起可怕的事故”更清楚。告诉接听员你看到的眼前危险。如果被问到无法确定的事情，就如实说明。猜测可能让对话偏离方向。你的任务是提供观察所得的信息，而不是独自解决整个问题。 害怕时，你可能觉得对方的问题问得很慢。然而，这些问题有助于接听员了解需要哪种帮助。对方也可能询问你使用的电话号码，以便再次联系你。听从指示，在被告知可以结束通话前保持在线。如果情况变化了，就说明有哪些不同。 不用拨打真正的紧急电话，也能练习这些技能。在家中或课堂上，一个人可以描述假设的情境，另一个人提问。随后核对信息：接听者能否确定地点并了解主要问题？千万不要只是为了练习而拨打真实的紧急号码。这些线路必须留给需要立即获得帮助的人。 了解居住地或旅行目的地正确的紧急求助号码，是有用的准备。日常出行时学着留意地址和建筑名称也同样有用。出事时，你不必显得无所畏惧，也不必使用华丽的词语。简短准确的回答和认真倾听，能让一个害怕的求助者在获得帮助的过程中发挥作用。 D When something goes wrong in a public place, people often feel they should do something immediately. That wish to help is valuable. Yet the most useful action may be less dramatic than we imagine. A good helper first asks what the situation needs and what they can safely offer. Picture a visitor who becomes unwell at a busy exhibition. Several people move closer, each asking a different question. Someone starts recording a video. Although some of them mean well, the growing crowd makes it harder for staff to reach the visitor. A student who gets a staff member and then leaves a clear route may be doing more good than someone standing in the middle and giving loud advice. This does not mean that young people should ignore problems. They can alert a trusted adult, explain the location clearly and follow instructions. They can also protect someone's privacy by keeping their phones away. A person having a difficult moment should not have to worry about becoming a video that others share. An audience is different from support. There is a sensible limit to what an untrained helper should attempt. Wanting to help does not provide the skills needed to repair machinery or give complex first aid. If immediate professional help is needed, contact the appropriate emergency service from a safe place and follow the call-taker's guidance. We should not confuse confidence with ability. When trained people arrive, making room and passing on accurate information remain useful jobs. Some students worry that asking an adult for help will make them look weak. But knowing when a task is beyond you is part of good judgement. At an event, an organiser may know which entrance a response team can use. A caretaker may understand equipment that a visitor has never seen. Bringing the right person into the situation is an action, even if it does not make an exciting story afterwards. Schools often praise the person who rushes forward. They should also notice the person who reports a problem calmly, the classmate who stops a crowd forming, and the student who follows directions while feeling afraid. Helpful behaviour is measured by what it does for the person in trouble. Sometimes the best place to stand is close enough to listen, but far enough back to let the right help through. 词语：privacy 隐私；judgement 判断力 18. Why does the writer describe the exhibition in Paragraph 2? A. To explain why exhibitions need fewer visitors. B. To show that eager actions may get in the way. C. To show that questions always waste valuable time. D. To prove that students handle illness better. 【答案】B 【写作意图】展览的例子说明围拢询问等看似热心的行动可能阻碍工作人员接近当事人。作者没有否定所有提问。 19. What does “confuse confidence with ability” mean here? A. Believe trained helpers sometimes feel worried. B. Think asking questions can improve useful skills. C. Notice that careful people may speak very quietly. D. Treat feeling sure as having the right skills. 【答案】D 【句意理解】第四段指出有助人愿望不等于具备相关技能，因此该短语指把“自信”误当成“具备正确技能”。 20. What is the main idea of Paragraph 5? A. Organisers should give visitors more machine training. B. Finding the right adult can show good judgement. C. Adults should take part in more school events. D. Students need exciting stories to build confidence. 【答案】B 【段落大意】第五段回应“找成年人显得软弱”的担忧，用组织者和管理人员的例子说明请来合适的人体现判断力。 21. Which action would the writer most likely praise? A. Reporting clearly and leaving room for trained helpers. B. Sharing a video to show friends what has just happened. C. Offering firm advice about equipment one has never used. D. Moving closer to learn every detail before telling staff. 【答案】A 【观点判断】作者赞成清楚报告、留出通道、听从专业指导；擅自指挥、拍摄传播和围观拖延均与文意相反。 参考译文 公共场所出状况时，人们常常觉得应该立刻做点什么。这种助人的愿望很可贵。然而，最有用的行动可能没有我们想象的那么引人注目。好的帮助者首先会考虑：当前情境需要什么，自己又能安全地提供什么。 设想一名参观者在拥挤的展览上身体不适。几个人靠近，分别问着不同的问题，还有人开始录视频。虽然其中一些人出于好意，但越来越多的围观者让工作人员更难接近当事人。一个叫来工作人员、随后让出通道的学生，可能比站在人群中央大声出主意的人更有帮助。 这并不是说青少年应该对问题视而不见。他们可以通知可信任的成年人、清楚说明地点，并听从指示。他们也可以收起手机，保护当事人的隐私。处境艰难的人不应该还要担心自己变成别人传播的视频。围观和支持并不一样。 没有受过训练的帮助者能尝试什么，应有合理的界限。想帮忙并不等于具备修理机器或实施复杂急救所需的技能。如果需要立即获得专业帮助，应在安全地点联系相应的紧急服务，并听从接听员的指导。我们不应把自信和能力混为一谈。受过训练的人到场后，让出空间、传递准确的信息仍然是有用的工作。 一些学生担心，向成年人求助会让自己显得软弱。但知道一项任务超出自己的能力，是良好判断力的一部分。在活动现场，组织者可能知道救援人员可以使用哪个入口。管理人员可能了解访客从未见过的设备。把合适的人请来处理情况，本身就是一种行动，即使事后讲起来并不精彩。 学校常常表扬冲上前去的人，也应该留意那些冷静报告问题的人、阻止人群聚集的同学，以及虽然害怕却仍听从指示的学生。是否有帮助，要看行为给遇到困难的人带来了什么。有时，最好的站位是近到能听清指示，又退得足够远，让合适的帮助能够到达。 三 完形填空 A On her first journey to a new art club, Chloe caught the wrong bus. She was reading the address when the bus turned away from the town centre. Through the window, she saw a street she did not ___22___. She checked the number above the door and felt her face grow hot. Her first thought was to get off immediately. Then she remembered her mother's ___23___: if you are unsure, ask before making another move. Chloe waited until the bus stopped and spoke to the driver. She ___24___ that she needed to reach Market Square. The driver told her that the next stop was a busy bus station with a staffed information desk. Chloe called her mother and described the ___25___. Her mother agreed that she should go to the desk and call again from there. Chloe felt less ___26___ because she now had a clear plan. At the station, a member of staff helped her find the correct bus. Chloe wrote down its number and the name of her stop. This time, she ___27___ both before getting on. She arrived at the club twenty minutes late and ___28___ to the teacher. “You made a mistake, but you dealt with it sensibly,” the teacher said. On the way home, Chloe paid closer ___29___ to the route. She also thanked her mother for listening without getting angry. That evening, she put the bus details in a small ___30___ in her bag. She hoped she would not need help next time, but she knew that asking for it was a ___31___. 22 A. describe B. recognise C. choose D. photograph 【答案】B 【语境推断】公交车驶离预期路线，她看到陌生街道才发现坐错车，故选 recognise“认出”。 23 A. advice B. promise C. invitation D. excuse 【答案】A 【词义辨析】后面的内容是妈妈关于不确定时先询问的建议，故选 advice。 24 A. remembered B. guessed C. explained D. discovered 【答案】C 【词义辨析】她正在向司机说明自己的目的地，explained 最符合交流语境。 25 A. building B. situation C. timetable D. painting 【答案】B 【语境推断】她给妈妈打电话说明坐错车及司机建议的情况，而不是描述时刻表、建筑或画作。 26 A. proud B. nervous C. curious D. excited 【答案】B 【情绪推断】发现坐错车时她不安，有了清楚计划后紧张减轻，因此选 nervous。 27 A. forgot B. changed C. shared D. checked 【答案】D 【语境推断】经历坐错车后，她上车前核对了车号和站名，以避免再犯同样的错。 28 A. listened B. complained C. apologised D. waved 【答案】C 【语境推断】迟到了二十分钟，她应向老师道歉。apologise to somebody 表示向某人道歉。 29 A. respect B. visits C. attention D. money 【答案】C 【固定搭配】pay attention to 表示注意、留心，此处指更加留意路线。 30 A. notebook B. bottle C. mirror D. wallet 【答案】A 【词义辨析】能记录公交车详细信息并放在包里的，是 notebook“小本子”。 31 A. risk B. secret C. habit D. skill 【答案】D 【主旨理解】老师肯定她明智处理问题，结尾总结主动求助是一种解决问题的本领。habit 虽可泛指习惯，但文中没有反复求助形成习惯的依据。 参考译文 第一次去新美术社团时，克洛伊坐错了公交车。她正在读地址，公交车却拐向了远离市中心的方向。透过车窗，她看到一条自己不认识的街道。她查看车门上方的车号，感到脸上发烫。 她的第一个想法是立刻下车。随后，她记起妈妈的建议：如果不确定，在采取下一步行动之前先问一问。克洛伊等车停下后和司机说话，解释自己需要到市场广场。 司机告诉她，下一站是一个繁忙的公交总站，那里有工作人员值守的咨询台。克洛伊给妈妈打电话，说明情况。妈妈同意她去咨询台，到那里后再打一次电话。因为有了清楚的计划，克洛伊不那么紧张了。 在车站，一位工作人员帮她找到正确的公交车。克洛伊记下车号和下车站名。这次，上车前她把两项都核对了一遍。她迟到二十分钟到达社团，并向老师道歉。 “你犯了错，但处理得很明智。”老师说。回家路上，克洛伊更留意路线了。她还感谢妈妈没有生气，而是听她说明情况。当天晚上，她把公交信息记在包里的小本子上。她希望下次不需要帮忙，但她知道，寻求帮助也是一种本领。 B Julian was taking a box of books to his grandmother's flat when the lift stopped between floors. The lights stayed on, but the doors did not open. A younger boy called Theo stood beside his aunt, holding a model plane. For a few seconds, everyone was ___32___. They could hear the quiet sound of the lift's fan. Theo's aunt pressed the alarm button according to the instructions beside it. A voice answered through the speaker. She gave the building's name and the lift number, then explained how many people were inside. The member of staff said that trained workers were coming and asked them to stay away from the doors. Julian put his box down where it would not ___33___ anyone. Theo began to cry. He had promised to show the plane to his grandfather before lunch. “We'll never get out,” he whispered. Julian wanted to say that everything would be fine in one minute, but he did not know how long the wait would be. Instead, he gave an ___34___ answer: “They know where we are, and they're sending help.” Someone outside called that the workers had arrived. Theo moved towards the doors, eager to leave. His aunt gently asked him to step ___35___ and reminded him to wait for instructions. Nobody tried to pull the doors open. Julian was glad that she sounded calm, because he was feeling worried too. To help Theo pass the time, Julian asked about the plane. Theo slowly began to ___36___ how he had made its wings. One wing was longer than the other, and that made it turn in a circle. Julian listened and asked questions. He was not trying to ___37___ the problem with the lift; that was the workers' job. But he could make the waiting less frightening for the boy. After a while, the workers opened the doors safely and helped everyone out. Julian called his grandmother, who was waiting upstairs. He ___38___ why he was late and said he was safe. When they met, she thanked him for keeping her ___39___. Later, Theo's aunt told Julian that his conversation had been helpful. He had thought he was doing very ___40___. Now he understood that help could mean using the skills you already had. That day, his most useful skill had been the ability to ___41___. 词语：alarm button 警报按钮 32 A. silent B. relaxed C. impatient D. cheerful 【答案】A 【情景推断】电梯刚停下，大家短暂沉默，因此能听见风扇的轻响。后文才开始有人说话求助。 33 A. protect B. surprise C. follow D. block 【答案】D 【词义辨析】放箱子时要避免妨碍他人，block 表示挡住。其余动词不能表达合理放置物品的目的。 34 A. ordinary B. honest C. unclear D. amusing 【答案】B 【语境推断】他不承诺不知道的等待时间，只说已确认的事实，因此是诚实的回答。 35 A. inside B. upstairs C. back D. forward 【答案】C 【词义辨析】前文工作人员要求远离门；西奥靠近时，姑妈应让他后退，step back 表示往后退。 36 A. question B. imagine C. forget D. explain 【答案】D 【语境推断】朱利安问飞机的事，西奥便解释自己如何制作机翼。 37 A. create B. hide C. describe D. solve 【答案】D 【词义辨析】修理电梯是维修人员的工作，朱利安并未试图解决电梯故障，只是在安慰小男孩。 38 A. explained B. wondered C. questioned D. guessed 【答案】A 【情节理解】他给奶奶报平安，并解释迟到的原因，explain why... 表示解释为什么……。 39 A. busy B. informed C. amused D. surprised 【答案】B 【固定搭配】keep somebody informed 表示使某人及时了解情况。奶奶感谢的是他来电说明情况。 40 A. much B. badly C. little D. well 【答案】C 【主旨照应】听到感谢之前，他觉得自己做得很少；现在才意识到倾听也有价值，故选 little。 41 A. listen B. perform C. compete D. repair 【答案】A 【主旨理解】朱利安通过听西奥讲飞机并提问，缓解了对方的恐惧。结尾肯定的是倾听的价值。 参考译文 朱利安正带着一箱书去奶奶家，电梯却停在了两层楼之间。灯还亮着，但门没有打开。一个叫西奥的小男孩拿着模型飞机，站在姑妈旁边。有几秒钟，大家都没说话，只能听见电梯风扇轻轻转动的声音。 西奥的姑妈按照按钮旁的说明按下警报按钮。扬声器里传来应答声。她报出楼名和电梯编号，接着说明里面有几个人。工作人员说，受过训练的维修人员正在赶来，请大家远离电梯门。朱利安把箱子放在了不会挡住别人的地方。 西奥哭了起来。他答应午饭前把飞机展示给爷爷看。“我们永远出不去了。”他小声说。朱利安想说，一分钟后一切就会好，但他不知道究竟要等多久。于是，他给了一个诚实的回答：“他们知道我们在哪里，而且正在派人来帮忙。” 外面有人喊，维修人员已经到了。西奥急着出去，向门口走去。姑妈温和地请他往后退，并提醒他等待指示。没有人试图强行拉开门。朱利安很高兴她的声音听起来很平静，因为他自己也有些担心。 为了帮西奥打发时间，朱利安问起那架飞机。西奥慢慢开始解释机翼是怎么做的。一边的机翼比另一边长，这让飞机转着圈飞。朱利安听着，并提出问题。他并不是在尝试解决电梯故障，那是维修人员的工作。不过，他可以让等待对小男孩来说不那么可怕。 过了一会儿，维修人员安全打开电梯门，帮助大家走出来。朱利安给在楼上等候的奶奶打电话，解释为什么迟到，并说自己安全了。见面后，奶奶感谢他及时让自己了解情况。 后来，西奥的姑妈告诉朱利安，他的交谈帮了大忙。他原以为自己没做多少事，现在他明白，帮助也可以意味着运用自己已经掌握的能力。那一天，他最有用的能力是倾听。 四 完成句子 根据汉语意思完成句子，每空词数不限。 42. 遇到意外时，你应该保持冷静。 You should ____________________ when something unexpected happens. 【答案】stay calm / keep calm 【解析】stay calm 和 keep calm 都表示保持冷静。 43. 请发一条消息，告诉你妈妈你是安全的。 Please ____________________ to tell your mother you are safe. 【答案】send a message 【解析】send a message 表示发一条消息。 44. 我们不应该强行打开电梯门。 We ____________________ force the lift doors open. 【答案】shouldn’t / should not 【解析】shouldn’t 表示不应该，用于劝阻不安全的行为。 45. 如果与小组走散，就向工作人员求助。 If you become separated from your group, ____________________. 【答案】ask a staff member for help / ask the staff for help 【解析】ask somebody for help 表示向某人求助。a staff member 指一名工作人员，the staff 指工作人员。 46. 在安全的地方与家人取得联系。 ____________________ your family from a safe place. 【答案】Get in touch with / Contact 【解析】get in touch with 和 contact 都可表示与……取得联系；句首首字母大写。 五 书面表达 47. 假如你是 Sam，你的朋友 Alex 在参观博物馆时与同伴走散，慌张地找了很久才在工作人员帮助下与大家会合。他来信询问下次应该怎么办。请给他写一封不少于60词的回信，表示理解，并就保持冷静、寻求帮助和提前准备提出具体建议。 【写作指导】回信先回应朋友的经历，再提出具体建议，最后以鼓励结束。建议应覆盖当下处理和事前准备；可用 should、shouldn’t、It is a good idea to...，注意书信称呼与落款。 Possible Version 1 Dear Alex, I’m glad you found your group. It is natural to feel worried when you get separated. Next time, you should stay calm and ask a museum worker for help. You shouldn’t keep walking around alone. Tell the worker your group leader’s name and phone number. Before a visit, agree on a meeting place with your friends. These steps can make the trip safer. Yours, Sam Possible Version 2 Dear Alex, Getting separated in an unfamiliar building can be frightening, so please don’t be too hard on yourself. If it happens again, pause in a safe place and look for an official help desk. Explain the situation to a staff member, who can contact your group leader. Wandering through different rooms may make it harder for others to find you. Before your next visit, agree on a meeting point and keep your leader’s contact details somewhere accessible, even if your phone loses power. Asking for help is a sensible part of becoming independent. I hope your next museum trip brings happier memories. Yours, Sam 1 学科网（北京）股份有限公司 $