Unit 4 Role Models Lesson 3 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 4 L3 同步作业 The Man Bringing Hope on Four Wheels 解析版 一、单项选择 1. This room ________ a store room, but now it is a reading space for children. A. used to be B. use to be C. is used to be D. used to have 【答案】A 【分类】语法·used to used to be 表示过去是某种状态而现在不是。后半句 but now 与过去形成对比。used to 后接动词原形。 2. We ________ have a place to borrow tools, but there is a tool library here now. A. did not used to B. did not use to C. do not used to D. were not use to 【答案】B 【分类】语法·used to used to 的否定式可用 did not use to，助动词 did 后用原形 use。句意为过去没有，而现在有了。 3. Did your neighbour ________ work at the community centre? A. using to B. used to C. use to D. uses to 【答案】C 【分类】语法·used to 一般疑问句使用 Did ... use to ...?，did 后应用动词原形 use。 4. The new reading club provides children ________ books they can take home. A. about B. from C. with D. for 【答案】C 【分类】固定搭配 provide sb. with sth. 意为“为某人提供某物”。本句中 children 是人，books 是物，故用 with。 5. The volunteers collect warm clothes for people ________ need. A. by B. at C. on D. in 【答案】D 【分类】固定搭配 in need 意为“处于困难中；有需要的”，people in need 指需要帮助的人。 二、阅读理解 A A Quieter Hour at the Museum Hillview Museum is trying a quieter visiting hour on the first Sunday of each month, from 9 to 10 a.m. The idea came from visitors who found busy galleries difficult to enjoy. Families and individuals who prefer a calmer space are welcome. The museum opens for regular visits at 10 a.m. During this hour, background music will be turned off and noisy demonstrations will not run. Videos will show their words on screen with the sound off. Visitor numbers will be limited to twenty. The museum cannot promise complete silence, but staff will help people find a comfortable place to pause if they need one. A simple picture map is available at the entrance. It shows the galleries, toilets and a quiet room near the garden. Visitors may choose their own route and leave a gallery whenever they wish. There is no group tour to follow. Staff wearing green badges can answer questions, and folding seats are available from the desk. Please book a place at the museum desk by the Thursday before your visit. Tell us how many people will come; you do not need to explain why you prefer a quieter hour. The usual entrance fee applies, and children under twelve enter free with an adult. Before leaving, you may put a comment card in the box by the exit. Your comments will help us decide what to improve during the next three months. 注：demonstration 演示。 6. When does the quieter visiting hour take place? A. From ten to eleven on each month’s first Sunday. B. From nine to ten on the Thursday before a visit. C. From ten to eleven on every Sunday of the month. D. From nine to ten on each month’s first Sunday. 【答案】D 【分类】细节理解 第1段明确为每月第一个星期日的上午9点至10点。星期四是预约截止时间，不是参观时间。 7. What can visitors do during the quieter hour? A. Listen to background music beside the video screens. B. Join a guided tour that follows a fixed route. C. Choose a route and take a break when needed. D. Watch noisy demonstrations in the garden room. 【答案】C 【分类】细节理解 第3段说明游客可以自己选择路线、随时离开展厅；第2段还说明需要时可找地方休息。 8. Why does the museum collect comment cards? A. To find out why each visitor needs a quiet place. B. To learn how to improve the visiting arrangement. C. To choose the twenty visitors for the next session. D. To decide which children should pay an entrance fee. 【答案】B 【分类】细节理解 末句指出意见将帮助博物馆决定接下来三个月如何改进安排，不是筛选游客或询问其个人原因。 9. What can we infer from the booking rule? A. Visitors can keep their personal reasons private. B. Visitors can arrive without giving their group size. C. Visitors must choose their gallery route in advance. D. Visitors must describe a past visit in detail. 【答案】A 【分类】推理判断 预约时只需说明人数，不必解释偏好安静时段的原因，体现尊重个人原因的隐私。 参考译文 山景博物馆正在试行较安静的参观时段，时间为每月第一个星期日上午9点至10点。这个想法来自一些游客：他们觉得繁忙的展厅让人难以尽兴参观。欢迎喜欢更平静空间的家庭或个人前来。博物馆上午10点开始正常开放。 这一小时内，背景音乐将关闭，嘈杂的演示活动也不开放。视频关闭声音，在屏幕上显示文字。游客人数限定为20人。博物馆不能保证完全安静，但如果有人需要停下来休息，工作人员会帮助他们找到舒适的地方。 入口处提供简明的图示地图，标有展厅、洗手间和花园旁的安静休息室。游客可以自选路线，随时离开展厅，无需跟随导览团。佩戴绿色胸牌的工作人员可以答疑，服务台还提供折叠座椅。 请于参观前的星期四之前到博物馆服务台预约。告知人数即可，无需解释为什么偏好安静时段。门票价格照常；12岁以下儿童在成人陪同下免费入场。离开前，你可以把意见卡放进出口旁的箱子里。大家的意见将帮助我们决定接下来三个月如何改进。 B Isabel knew every corner of her school, so she was surprised when a new student asked where the art room was. “Past the old hall, beside the little stairs,” she replied. The student thanked her but walked in the wrong direction. Only then did Isabel realise that “the old hall” meant nothing to someone who had just arrived. For a class project, she decided to make a better map. Her first version was colourful and full of arrows. She showed it to two new students and asked them to find the art room without her help. They stopped at the same corner. On the map, three arrows crossed one another there. Isabel wanted to explain what the arrows meant. Her teacher suggested waiting and listening instead. One student said that the map began at the main gate, although most new students entered through the side door. The other could not find the room numbers on the drawing. Isabel moved the starting point and added the numbers printed beside the doors. She removed several details, including her favourite flower bed. On the next test, both students reached the art room without asking for directions. The school printed the map on welcome cards. A month later, a younger student told Isabel that a room number had changed. She thanked him and corrected it. The map used to be her picture of the school. Now it was something others could question and help improve. 10. Why were Isabel’s first spoken directions unhelpful? A. They used a place name unfamiliar to the newcomer. B. They sent the student to a room outside the school. C. They began at the gate where all visitors arrived. D. They described a staircase that had already been removed. 【答案】A 【分类】细节理解 第1段说明新同学不知道“旧礼堂”指哪里；Isabel 熟悉的称呼对刚来的人没有意义。 11. How did Isabel test her first map? A. She asked classmates to vote for its best colours. B. She followed each arrow while her teacher gave directions. C. She asked new students to follow it without help. D. She compared it with a map from another school. 【答案】C 【分类】细节理解 第2段明确让两名新生在没有她帮助的情况下用地图找到美术室，通过真实使用发现问题。 12. What can we infer about removing the flower bed? A. All outdoor places needed to disappear from the map. B. The school planned to replace its flowers with signs. C. Some attractive details were unnecessary for finding rooms. D. The new students disliked the colour of the flowers. 【答案】C 【分类】推理判断 她删除花坛等细节、保留入口和房间号，之后测试成功，说明美观或个人喜欢的细节不一定有助于寻找教室。 13. What is the main idea of the story? A. A school map works best when it includes everything. B. Useful help improves when users can shape it. C. Colourful drawings are more helpful than clear numbers. D. New students should learn old place names first. 【答案】B 【分类】主旨大意 故事从凭自己经验指路，发展到听取使用者意见、实测与持续更新，核心是让使用者参与改进，帮助才更实用。 参考译文 Isabel 对学校的每个角落都很熟悉，所以新同学问美术室在哪里时，她有些惊讶。她答道：“经过旧礼堂，就在小楼梯旁边。”对方道了谢，却走错了方向。Isabel 这才意识到，对一个刚来的人来说，“旧礼堂”并没有明确含义。 在一次班级项目中，她决定制作更好的地图。第一版颜色丰富，画满箭头。她让两名新生看地图，在没有她帮助的情况下找到美术室。两人都在同一个转角停下了。地图上，那里有三个箭头相互交叉。 Isabel 想解释箭头的意思，老师却建议她先等一等，听听对方怎么说。一名学生说，地图从正门开始，但多数新生是从侧门进入的；另一名学生在图上找不到房间号。 Isabel 移动了起点，加上印在门边的房间号，并删去几处细节，包括她最喜欢的花坛。再次测试时，两名学生都没有问路，就找到了美术室。 学校把地图印在迎新卡上。一个月后，一名低年级学生告诉 Isabel，有个房间号改了。她道谢并作了更正。这张地图以前只是她眼中的学校，现在却成了别人可以质疑、也可以帮助改进的东西。 C A visitor stops in a school corridor and looks up at a beautiful sign. The letters are large, but the pale yellow words almost disappear against the white background. Farther along, a clear arrow points towards two different doors. Neither sign helps very much. Making information easier to use involves more than making the letters bigger. A useful sign answers the question someone has at that place. At an entrance, visitors may need to know where to go. Beside a door, they may need to confirm that they have arrived. Giving the right information at the wrong point can still leave people confused. A visitor should not have to pass a turning before learning that the room is down the other corridor. The appearance of the words matters as well. Strong contrast between letters and their background helps the words stand out. Dark writing on a pale, plain surface is one possible choice. A busy picture behind the words can make reading harder. Shiny material may reflect light, so a sign that looks clear on a desk can become difficult to read on a wall near a window. Position is another part of the message. A sign hidden behind an open door may be missed. One placed very high may be awkward for shorter visitors or people who are seated. Designers need to think about where different people will look from, not just where there is empty wall space. They also need to check the sign in the place where it will actually be used. Pictures can support words, especially when visitors do not know the local language well. Yet a picture is not automatically clear. A drawing of a cup might suggest a café, a drinking-water point or a place to wash cups. A short label can reduce that uncertainty. Using the same word and picture for the same place throughout a building also helps visitors connect the signs. Finally, testing can reveal what the designer has stopped noticing. Ask someone unfamiliar with the building to follow the signs, and watch where that person pauses. Ask what they expected to find. A wrong turn provides useful information about the design. When the sign changes in response, the building becomes a little easier to use. The improvement may be small, but fewer visitors have to feel lost before asking for help. 注：contrast 对比。 14. What is wrong with the pale yellow words in paragraph 1? A. They use a language the visitors have not learned. B. They point towards a room on another floor. C. They are too small for visitors to see clearly. D. They do not stand out well from the background. 【答案】D 【分类】细节理解 字虽然大，但浅黄色与白底接近，几乎融入背景，说明颜色对比不够，文字不突出。 15. What is the main idea of paragraph 2? A. Information should appear where visitors need it. B. Room numbers should replace all signs in corridors. C. Visitors should study every sign before entering. D. Entrance signs should describe the building’s history. 【答案】A 【分类】段落主旨 第2段区分入口、门旁和转弯处的信息需求，说明标识不仅内容要对，出现的位置也要合适。 16. Why does the writer use the example of a cup? A. To show that cafés should use pictures without words. B. To prove that drinking-water points are hard to find. C. To prove that visitors usually prefer drawings to labels. D. To show that one picture may have several meanings. 【答案】D 【分类】例证作用 杯子可能指咖啡馆、饮水点或洗杯处，例子说明图形并非天然清楚，配简短文字可减少歧义。 17. Which is the best way to check a new sign system? A. Ask its designer to explain every symbol on paper. B. Observe a newcomer using the signs in the building. C. Compare the cost of printing signs in different sizes. D. Count the number of colours used on each sign. 【答案】B 【分类】推理判断 最后一段建议让不熟悉建筑的人实际跟随标识，观察其停顿和走错之处，再询问原因，从使用情况检验设计。 参考译文 一名来访者站在学校走廊里，抬头看着漂亮的标识。字很大，但浅黄色文字几乎消失在白色背景中。再往前，一个清晰的箭头却指向两扇不同的门。两个标识都没帮上多少忙。让信息更容易使用，需要做的远不只是把字放大。 有用的标识会回答人们在那个位置产生的问题。在入口处，来访者可能需要知道该去哪里；在门旁，可能需要确认自己是否已经到达。正确信息如果出现在错误位置，也会让人困惑。不应等来访者走过转弯处后，才告诉他房间在另一条走廊里。 文字的外观也很重要。文字与背景形成鲜明对比，有助于突出信息。浅色纯底上的深色文字就是一种选择。文字后面复杂的图片会增加阅读难度。光亮材料可能反光，因此在桌上看着清楚的标识，挂到窗边墙上后可能变得难以阅读。 位置也是信息的一部分。藏在打开的门后面的标识可能被忽略。放得很高的标识，对较矮或坐着的来访者可能不方便。设计者需要考虑不同的人会从哪里看，而不只是哪里有空墙面。还要在实际使用的位置检查标识。 图片可以辅助文字，尤其是在来访者不熟悉当地语言时。但图片并不一定天然清楚。一个杯子的图案，可能表示咖啡馆、饮水点或洗杯子的地方。简短的文字标签可以减少这种不确定性。在整栋建筑里，为同一地点使用相同的词语和图案，也能帮助来访者把标识联系起来。 最后，测试可以揭示设计者已经注意不到的问题。请不熟悉建筑的人按照标识行走，观察他在哪里停顿，并询问他原本预期找到什么。一次错误的转弯，就能提供关于设计的有用信息。标识据此调整后，建筑便更容易使用了一点。改进也许很小，但更少的来访者需要先感到迷失，再开口求助。 D A class collects heavy books for a small reading room. The students are proud of the tall pile, but the room has only one narrow shelf. Many books are written for adults, while most readers are young children. The effort is real; the match between the gift and the need is weak. This is why I believe that asking should be part of helping. People often understand their own difficulties in ways an outsider cannot. An older neighbour may find carrying shopping bags hard but enjoy choosing food at the market. Ordering everything for her might remove a difficulty and a pleasure at the same time. Asking which part she wants help with allows her to keep the part she values. A small offer may serve her better than a complete solution. Questions also protect people’s right to choose. “Would it help if I carried this?” leaves room for a yes or a no. “You need me to carry this” makes the decision for someone else. A person can need support and still want control over daily life. Refusing one offer does not mean refusing every kind of help. Of course, we cannot spend forever discussing a problem. A school club with two weeks to act needs to begin somewhere. But a short conversation with the people involved can save a great deal of wasted work. The book collectors could visit the reading room, speak to its worker and choose a small first delivery. Afterwards, they could ask which books were being used before collecting more. We should also be careful about how we describe success. “We delivered thirty books” is a fact about an action. “Our project was wonderful” is a judgement. Neither sentence tells us whether children found something they wanted to read. That requires another question and perhaps a return visit. The helpers’ excitement is only part of the story. Good intentions are a useful beginning, but they do not finish the job. When people can explain their needs, refuse unsuitable offers and comment on the result, help becomes something shaped together. We may end up carrying fewer bags or collecting fewer books than we imagined. If the action makes daily life easier in the way people wanted, that smaller result is still worth being proud of. 18. What is the problem with the class’s book collection? A. The books do not fit the room and its readers well. B. The students collect fewer books than the worker requested. C. The students expect the room to pay for every donated book. D. The reading room refuses to let children borrow any books. 【答案】A 【分类】细节理解 第1段指出书架窄、很多书面向成人，而主要读者是儿童，说明捐赠与场地和读者需求不匹配。 19. Why might ordering all the neighbour’s shopping be unsuitable? A. She may have already ordered the same food online. B. She may prefer to carry heavy bags without support. C. She may want the students to choose different shops. D. She may lose an activity she likes doing herself. 【答案】D 【分类】推理判断 第2段写邻居虽搬东西困难，却喜欢到市场挑选食物；替她全包采购可能同时剥夺她重视的乐趣。 20. Which sentence states a fact rather than an opinion? A. The reading room was a wonderful place for children. B. The volunteers’ project was the most valuable one. C. The neighbours were lucky to have such caring helpers. D. The volunteers delivered thirty books to the room. 【答案】D 【分类】事实与观点 “送去了30本书”是可核实的行为和数量；most valuable、wonderful、lucky 等带有评价色彩，属于观点。 21. What would the writer probably agree with? A. Helpers can judge success mainly by their own feelings. B. People receiving help should influence how it is given. C. A refused offer shows that further help is unnecessary. D. The largest donation is usually the most useful help. 【答案】B 【分类】观点判断 全文强调倾听需求、尊重选择和追踪反馈，让受助者共同决定帮助的方式；数量最多或帮忙者自我感觉好并不等于效果最好。 参考译文 一个班级为小阅览室募集了许多厚重的书。学生们为那高高一摞书感到自豪，但阅览室只有一个窄书架。很多书是写给成人的，而大多数读者却是年幼的孩子。努力是真实的，礼物与需求的匹配却不理想。这就是我认为询问应成为帮助的一部分的原因。 人们对自身困难的理解，往往有外人不了解的方面。一位年长邻居可能觉得提购物袋很吃力，却喜欢在市场里挑选食物。替她把一切都订好，可能同时消除了困难和乐趣。问清她在哪一步需要帮助，就能让她保留自己看重的部分。一个小小的帮助，也许比全包式解决方案更适合她。 提问也保护了人们选择的权利。“我帮你提这个，有帮助吗？”允许对方说是或不是；“你需要我替你提这个”则替别人作出了决定。一个人可以需要支持，同时仍希望自己掌握日常生活。拒绝一种帮助，并不意味着拒绝所有帮助。 当然，我们不能无休止地讨论问题。只有两周行动时间的学校社团总要开始做事。但与相关人员简短交谈，就可能省去大量无用功。募书的同学可以先参观阅览室、与工作人员交流，再挑选少量书作为首批捐赠。之后，再询问哪些书有人阅读，然后继续募集。 我们还要谨慎描述成功。“我们送去了30本书”是关于行动的事实；“我们的项目很棒”是判断。这两句话都不能说明孩子是否找到了自己想读的书。要了解这一点，还需要进一步询问，或许需要回访。帮助者的兴奋，只是故事的一部分。 善意是好的起点，但不会自动完成整个工作。当人们能够说明需求、拒绝不合适的帮助并反馈结果时，帮助就成了共同设计的事情。最后，我们提的袋子或募集的书，可能比原先设想的少。但如果行动按照人们希望的方式，让日常生活变得更轻松，这个较小的成果也依然值得自豪。 三、完形填空 A A Seat at the Chess Table Jasper used to think the best way to improve the school chess club was to hold more competitions. Every Friday, he wrote the winners’ names on the board. The strongest players enjoyed it, but fewer   22   came back after their first visit. Jasper thought they simply did not like chess enough. One afternoon, he saw a new member, Elena, standing beside an empty table. She had brought a small notebook but had not opened it. “Would you like a game?” he asked. She shook her head. “I don’t even know how all the pieces   23  ,” she said. “Everyone starts playing so quickly.” Jasper suddenly understood. The club had offered a place to play, but almost no chance to   24  . He asked Elena what would make her next visit easier. She suggested a table where people could ask basic questions without keeping   25  . The following Friday, Jasper put a “Start Here” card on one table. He invited experienced players to   26   the simple moves. The first lesson was noisy and a little   27  , so they decided to teach only two pieces at a time. Elena tried several moves and began writing in her notebook. Three weeks later, she brought a friend. This time, Elena offered to   28   how one piece moved. Jasper still organised competitions, but he left the learning table   29   every week. He stopped judging the club only by how many matches it   30  . The empty table had taught him to notice who was   31   outside the game. 22 A. beginners B. teachers C. winners D. captains 【答案】A 【考点】名词辨析 后文 Elena 不懂基本走法，点明不愿再次来的主要是初学者，而高手喜欢比赛。 23 A. feel B. move C. look D. cost 【答案】B 【考点】动词辨析 国际象棋棋子有不同走法；她说不知道棋子怎样移动，与后文 teach...pieces 和 simple moves 呼应。 24 A. win B. rest C. watch D. learn 【答案】D 【考点】动词辨析 俱乐部原本只有比赛，缺少学习基础规则的机会，因此无法满足新手需要。 25 A. order B. time C. score D. secrets 【答案】C 【考点】语境搭配 keep score 表示“记分”。她希望不受比赛记分压力影响，安心询问基础问题。 26 A. record B. invent C. remember D. demonstrate 【答案】D 【考点】动词辨析 有经验的棋手给新手示范基本走法；invent 指发明，并非教授已有规则。 27 A. confusing B. relaxing C. exciting D. disappointing 【答案】A 【考点】形容词辨析 后文改成每次只教两种棋子，说明最初讲解让人有些弄不清，需要减少一次学习的内容。 28 A. forget B. explain C. change D. guess 【答案】B 【考点】动词辨析 Elena 学会之后带朋友来，并主动解释某个棋子的走法，体现由学习者到帮助者的变化。 29 A. untidy B. hidden C. available D. empty 【答案】C 【考点】形容词辨析 Jasper 保留学习桌供每周使用，即让其持续可用；empty 会表示空着无人使用，不合语意。 30 A. missed B. lost C. held D. won 【答案】C 【考点】动词辨析 俱乐部组织或举办比赛，用 held；这里不再只以举办了多少场比赛评价俱乐部。 31 A. left B. invited C. trained D. praised 【答案】A 【考点】语境搭配 be left outside 表示被留在外面、未能参与。结尾强调注意到因缺少入门帮助而无法真正加入的人。 参考译文 Jasper 过去认为，提高学校棋社水平的最好办法就是多举办比赛。每个星期五，他都会把获胜者的名字写到板上。高手很喜欢，但初学者第一次来后，再回来的越来越少。Jasper 以为他们只是不够喜欢国际象棋。 一天下午，他看见新成员 Elena 站在空桌旁。她带了一本小笔记本，却没打开。他问：“想来一局吗？”她摇头说：“我连所有棋子怎么走都不知道。大家一来就很快开始下棋了。” Jasper 突然明白：棋社提供了下棋的地方，却几乎没有提供学习的机会。他问 Elena 怎样才能让她下次来得更轻松。她建议设一张桌子，让大家可以不记分地询问基础问题。 下个星期五，Jasper 在一张桌上放了一张“从这里开始”的卡片，请有经验的棋手示范简单走法。第一堂课有点吵，也有些让人弄不清，于是他们决定一次只教两种棋子。Elena 试走了几步，开始在本上记录。 三周后，她带来一位朋友。这次，Elena 主动解释一个棋子的走法。Jasper 仍组织比赛，但每周都保留学习桌供大家使用。他不再只根据举办的比赛场数评价棋社。那张曾经空着的桌子教会他注意谁还被留在游戏之外。 B The Box Nobody Opened Our class collected spare pens, rulers and notebooks for students who needed them. As the organiser, I spent an evening putting everything into a bright blue box. We placed it outside the teachers’ office with a sign saying “Free School Supplies”. I expected the box to be almost   32   by the end of the week. Instead, hardly anything moved. At our next meeting, I suggested making a bigger sign. My friend Victor asked a different question: “Do we know why people aren’t using it?” I felt a little   33  . We had already done so much work. Surely everyone could see that we wanted to help. Still, I agreed to ask a few students privately. Most said they liked the idea. Then one student described walking past the box while several classmates were standing nearby. She had needed a ruler but had kept walking. “I didn’t want people to   34   me,” she said. Another student was unsure whether taking a notebook meant having to   35   why he needed it. Our friendly sign had not answered that question. I returned to the meeting with fewer answers and more notes. We talked with a teacher about making the supplies part of everyday classroom life. With her   36  , we moved a small tray of pens and rulers beside the ordinary paper shelf. Anyone could take an item when needed or leave a spare one. Notebooks stayed in a cupboard, where students could ask the teacher for one   37  . The new notice was smaller, but its message was   38  : take what you need, share what you can, and no explanation is required. We did not photograph the students using the supplies. We only counted the items each week so we would know what to   39  . Soon, the rulers began disappearing from the tray and new pens appeared beside them. A month later, the first student I had spoken to helped us sort a packet of pencils. She did not mention the ruler, and I did not   40  . We simply worked together. I used to think a successful project would make people notice our kindness. Now I paid more attention to whether the help felt   41   to use. The blue box was still in the classroom, holding spare paper, and nobody needed to stand beside it to prove anything. 32 A. heavy B. broken C. empty D. dirty 【答案】C 【考点】形容词辨析 作者预计有需要的学生会拿走大部分用品，所以箱子一周后应接近空了；Instead 表示实际情况相反。 33 A. amused B. relieved C. bored D. annoyed 【答案】D 【考点】形容词辨析 作者觉得已经付出很多，对质疑产生了一点不快；后文 Still 表示尽管如此还是同意询问。 34 A. teach B. follow C. notice D. blame 【答案】C 【考点】动词辨析 她需要尺子却在同学站在附近时走开，说明她不想引人注意。文中没有同学责备她或跟随她的依据。 35 A. explain B. decide C. remember D. discover 【答案】A 【考点】动词辨析 她们发现使用规则不清楚；后文新告示明确 no explanation is required，与此处是否需要解释原因相呼应。 36 A. invitation B. permission C. example D. promise 【答案】B 【考点】名词辨析 学生与老师讨论后调整教室内物品位置，with her permission 表示获得老师许可。 37 A. privately B. immediately C. repeatedly D. carelessly 【答案】A 【考点】副词辨析 问题源于公开领取时的尴尬，因此学生可以私下向老师领取本子。 38 A. warmer B. clearer C. shorter D. quieter 【答案】B 【考点】形容词辨析 新告示明确了拿取、分享及无需解释的规则，相比原告示意思更清楚；不是单纯比较字数。 39 A. hide B. borrow C. sell D. replace 【答案】D 【考点】动词辨析 每周统计剩余物品，是为了知道哪些用掉的用品需要补上。replace 在此表示补充替换。 40 A. smile B. ask C. agree D. mind 【答案】B 【考点】动词辨析 她没有提尺子的事，作者也没有追问，两人直接一起整理文具，体现尊重她的感受。 41 A. comfortable B. profitable C. exciting D. fashionable 【答案】A 【考点】形容词辨析 结尾强调不再关注别人是否看见自己的善意，而在意帮助是否让使用者感到自在、没有压力。 参考译文 我们班募集了多余的笔、尺子和笔记本，送给需要它们的学生。作为组织者，我花了一个晚上把物品放进亮蓝色的箱子。我们把箱子摆在教师办公室外，贴上“免费学习用品”的告示。我预计到周末时箱子差不多就空了，但几乎没有东西被拿走。 下次开会时，我提议把告示做大一点。朋友 Victor 却问：“我们知道大家为什么不用吗？”我有点不高兴：我们已经做了这么多，大家肯定看得出我们想帮忙。不过，我还是同意私下问几个学生。 大多数人说他们喜欢这个想法。随后，一名学生说，她路过箱子时，有几个同学站在附近。她本来需要一把尺子，却继续走开了。她说：“我不想让别人注意我。”另一名学生不确定，拿一本本子是不是就必须解释自己为什么需要。我们的友好告示并没有回答这个问题。 回到会议上时，我带回的确定答案少了，笔记却多了。我们与老师商量，让这些用品成为日常教室生活的一部分。得到她的许可后，我们把一小托盘笔和尺子放到普通纸张架旁。任何人都可以在需要时拿取，也可以留下多余的用品。本子放在柜子里，学生可以私下找老师领取。 新告示更小了，但意思更清楚：按需拿取，力所能及地分享，无需解释原因。我们不拍摄领取用品的学生，只在每周清点物品，以便知道该补充什么。很快，尺子开始从托盘里被取走，旁边也出现了新放来的笔。 一个月后，最先与我交谈的那名学生来帮我们整理一包铅笔。她没有提尺子的事，我也没有问。我们只是一起干活。我过去以为，成功的项目会让人注意到我们的善意。现在，我更在意帮助是否让人用得自在。那个蓝色箱子仍在教室里，装着备用纸张，谁也不必站在它旁边证明什么。 四、完成句子 42. 这个街区以前没有图书馆。 This neighbourhood ________ ________ ________ ________ have a library. 【答案】did not use to 【解析】did not use to 后接动词原形，表示过去没有某种情况，而现在已有变化。 43. 请给来访者提供清楚的地图。 Please ________ visitors ________ clear maps. 【答案】provide; with 【解析】provide sb. with sth. 表示“为某人提供某物”。 44. 我们想出了一个解决这个问题的办法。 We thought of a way to ________ ________ ________. 【答案】solve the problem 【解析】solve the problem 意为“解决这个问题”；a way to 后接动词原形。 45. 这些小小的改变给我们的学校带来了影响。 These small changes ________ ________ ________ to our school. 【答案】make a difference 【解析】make a difference to 表示“对……产生影响”。根据语境，也可用过去式 made a difference。 46. 志愿者们给有需要的人提供帮助。 The volunteers offer help to people ________ ________. 【答案】in need 【解析】in need 表示“有需要的；处于困难中的”，放在 people 后作定语。 五、书面表达 47. 学校英文意见栏正在征集“A Small Change for Our School”的建议。请写一封建议信，指出校园生活中的一个具体困难，提出一个可行的小改变，并说明它会带来什么帮助。词数不少于60词，不得出现真实姓名和校名。 【写作思路】先写实际困难，再提出明确、可操作的办法，最后说明对谁有帮助、怎样了解效果。可用 used to 介绍以前的情况，但不必为了使用句型而改变事实。 Possible Version 1 Dear Editor, Some new students have trouble finding classrooms in our school. I suggest putting simple maps near the two school gates. The maps should show room numbers and clear routes. We can ask a few new students to try them before printing more. This small change will help students arrive at the right place more easily. It will also make their first days at school less worrying. Yours, Jamie Possible Version 2 Dear Editor, Our lost-property corner has only one crowded box. Students often give up looking because all the items are mixed together. I suggest sorting the items into a few clearly labelled baskets and displaying pictures of unclaimed objects on the noticeboard. Students could describe a special detail to a teacher before collecting an item, so belongings reach the right owners. Before making this permanent, we could try the arrangement for two weeks and ask students whether it helps. The change would cost little, yet it could save time and reduce unnecessary replacements. More importantly, it would turn a frustrating search into a manageable part of school life. Yours, Taylor 学科网（北京）股份有限公司 $ 八年级上册 Unit 4 L3 同步作业 The Man Bringing Hope on Four Wheels 原卷版 一、单项选择 1. This room ________ a store room, but now it is a reading space for children. A. used to be B. use to be C. is used to be D. used to have 2. We ________ have a place to borrow tools, but there is a tool library here now. A. did not used to B. did not use to C. do not used to D. were not use to 3. Did your neighbour ________ work at the community centre? A. using to B. used to C. use to D. uses to 4. The new reading club provides children ________ books they can take home. A. about B. from C. with D. for 5. The volunteers collect warm clothes for people ________ need. A. by B. at C. on D. in 二、阅读理解 A A Quieter Hour at the Museum Hillview Museum is trying a quieter visiting hour on the first Sunday of each month, from 9 to 10 a.m. The idea came from visitors who found busy galleries difficult to enjoy. Families and individuals who prefer a calmer space are welcome. The museum opens for regular visits at 10 a.m. During this hour, background music will be turned off and noisy demonstrations will not run. Videos will show their words on screen with the sound off. Visitor numbers will be limited to twenty. The museum cannot promise complete silence, but staff will help people find a comfortable place to pause if they need one. A simple picture map is available at the entrance. It shows the galleries, toilets and a quiet room near the garden. Visitors may choose their own route and leave a gallery whenever they wish. There is no group tour to follow. Staff wearing green badges can answer questions, and folding seats are available from the desk. Please book a place at the museum desk by the Thursday before your visit. Tell us how many people will come; you do not need to explain why you prefer a quieter hour. The usual entrance fee applies, and children under twelve enter free with an adult. Before leaving, you may put a comment card in the box by the exit. Your comments will help us decide what to improve during the next three months. 注：demonstration 演示。 6. When does the quieter visiting hour take place? A. From ten to eleven on each month’s first Sunday. B. From nine to ten on the Thursday before a visit. C. From ten to eleven on every Sunday of the month. D. From nine to ten on each month’s first Sunday. 7. What can visitors do during the quieter hour? A. Listen to background music beside the video screens. B. Join a guided tour that follows a fixed route. C. Choose a route and take a break when needed. D. Watch noisy demonstrations in the garden room. 8. Why does the museum collect comment cards? A. To find out why each visitor needs a quiet place. B. To learn how to improve the visiting arrangement. C. To choose the twenty visitors for the next session. D. To decide which children should pay an entrance fee. 9. What can we infer from the booking rule? A. Visitors can keep their personal reasons private. B. Visitors can arrive without giving their group size. C. Visitors must choose their gallery route in advance. D. Visitors must describe a past visit in detail. B Isabel knew every corner of her school, so she was surprised when a new student asked where the art room was. “Past the old hall, beside the little stairs,” she replied. The student thanked her but walked in the wrong direction. Only then did Isabel realise that “the old hall” meant nothing to someone who had just arrived. For a class project, she decided to make a better map. Her first version was colourful and full of arrows. She showed it to two new students and asked them to find the art room without her help. They stopped at the same corner. On the map, three arrows crossed one another there. Isabel wanted to explain what the arrows meant. Her teacher suggested waiting and listening instead. One student said that the map began at the main gate, although most new students entered through the side door. The other could not find the room numbers on the drawing. Isabel moved the starting point and added the numbers printed beside the doors. She removed several details, including her favourite flower bed. On the next test, both students reached the art room without asking for directions. The school printed the map on welcome cards. A month later, a younger student told Isabel that a room number had changed. She thanked him and corrected it. The map used to be her picture of the school. Now it was something others could question and help improve. 10. Why were Isabel’s first spoken directions unhelpful? A. They used a place name unfamiliar to the newcomer. B. They sent the student to a room outside the school. C. They began at the gate where all visitors arrived. D. They described a staircase that had already been removed. 11. How did Isabel test her first map? A. She asked classmates to vote for its best colours. B. She followed each arrow while her teacher gave directions. C. She asked new students to follow it without help. D. She compared it with a map from another school. 12. What can we infer about removing the flower bed? A. All outdoor places needed to disappear from the map. B. The school planned to replace its flowers with signs. C. Some attractive details were unnecessary for finding rooms. D. The new students disliked the colour of the flowers. 13. What is the main idea of the story? A. A school map works best when it includes everything. B. Useful help improves when users can shape it. C. Colourful drawings are more helpful than clear numbers. D. New students should learn old place names first. C A visitor stops in a school corridor and looks up at a beautiful sign. The letters are large, but the pale yellow words almost disappear against the white background. Farther along, a clear arrow points towards two different doors. Neither sign helps very much. Making information easier to use involves more than making the letters bigger. A useful sign answers the question someone has at that place. At an entrance, visitors may need to know where to go. Beside a door, they may need to confirm that they have arrived. Giving the right information at the wrong point can still leave people confused. A visitor should not have to pass a turning before learning that the room is down the other corridor. The appearance of the words matters as well. Strong contrast between letters and their background helps the words stand out. Dark writing on a pale, plain surface is one possible choice. A busy picture behind the words can make reading harder. Shiny material may reflect light, so a sign that looks clear on a desk can become difficult to read on a wall near a window. Position is another part of the message. A sign hidden behind an open door may be missed. One placed very high may be awkward for shorter visitors or people who are seated. Designers need to think about where different people will look from, not just where there is empty wall space. They also need to check the sign in the place where it will actually be used. Pictures can support words, especially when visitors do not know the local language well. Yet a picture is not automatically clear. A drawing of a cup might suggest a café, a drinking-water point or a place to wash cups. A short label can reduce that uncertainty. Using the same word and picture for the same place throughout a building also helps visitors connect the signs. Finally, testing can reveal what the designer has stopped noticing. Ask someone unfamiliar with the building to follow the signs, and watch where that person pauses. Ask what they expected to find. A wrong turn provides useful information about the design. When the sign changes in response, the building becomes a little easier to use. The improvement may be small, but fewer visitors have to feel lost before asking for help. 注：contrast 对比。 14. What is wrong with the pale yellow words in paragraph 1? A. They use a language the visitors have not learned. B. They point towards a room on another floor. C. They are too small for visitors to see clearly. D. They do not stand out well from the background. 15. What is the main idea of paragraph 2? A. Information should appear where visitors need it. B. Room numbers should replace all signs in corridors. C. Visitors should study every sign before entering. D. Entrance signs should describe the building’s history. 16. Why does the writer use the example of a cup? A. To show that cafés should use pictures without words. B. To prove that drinking-water points are hard to find. C. To prove that visitors usually prefer drawings to labels. D. To show that one picture may have several meanings. 17. Which is the best way to check a new sign system? A. Ask its designer to explain every symbol on paper. B. Observe a newcomer using the signs in the building. C. Compare the cost of printing signs in different sizes. D. Count the number of colours used on each sign. D A class collects heavy books for a small reading room. The students are proud of the tall pile, but the room has only one narrow shelf. Many books are written for adults, while most readers are young children. The effort is real; the match between the gift and the need is weak. This is why I believe that asking should be part of helping. People often understand their own difficulties in ways an outsider cannot. An older neighbour may find carrying shopping bags hard but enjoy choosing food at the market. Ordering everything for her might remove a difficulty and a pleasure at the same time. Asking which part she wants help with allows her to keep the part she values. A small offer may serve her better than a complete solution. Questions also protect people’s right to choose. “Would it help if I carried this?” leaves room for a yes or a no. “You need me to carry this” makes the decision for someone else. A person can need support and still want control over daily life. Refusing one offer does not mean refusing every kind of help. Of course, we cannot spend forever discussing a problem. A school club with two weeks to act needs to begin somewhere. But a short conversation with the people involved can save a great deal of wasted work. The book collectors could visit the reading room, speak to its worker and choose a small first delivery. Afterwards, they could ask which books were being used before collecting more. We should also be careful about how we describe success. “We delivered thirty books” is a fact about an action. “Our project was wonderful” is a judgement. Neither sentence tells us whether children found something they wanted to read. That requires another question and perhaps a return visit. The helpers’ excitement is only part of the story. Good intentions are a useful beginning, but they do not finish the job. When people can explain their needs, refuse unsuitable offers and comment on the result, help becomes something shaped together. We may end up carrying fewer bags or collecting fewer books than we imagined. If the action makes daily life easier in the way people wanted, that smaller result is still worth being proud of. 18. What is the problem with the class’s book collection? A. The books do not fit the room and its readers well. B. The students collect fewer books than the worker requested. C. The students expect the room to pay for every donated book. D. The reading room refuses to let children borrow any books. 19. Why might ordering all the neighbour’s shopping be unsuitable? A. She may have already ordered the same food online. B. She may prefer to carry heavy bags without support. C. She may want the students to choose different shops. D. She may lose an activity she likes doing herself. 20. Which sentence states a fact rather than an opinion? A. The reading room was a wonderful place for children. B. The volunteers’ project was the most valuable one. C. The neighbours were lucky to have such caring helpers. D. The volunteers delivered thirty books to the room. 21. What would the writer probably agree with? A. Helpers can judge success mainly by their own feelings. B. People receiving help should influence how it is given. C. A refused offer shows that further help is unnecessary. D. The largest donation is usually the most useful help. 三、完形填空 A A Seat at the Chess Table Jasper used to think the best way to improve the school chess club was to hold more competitions. Every Friday, he wrote the winners’ names on the board. The strongest players enjoyed it, but fewer   22   came back after their first visit. Jasper thought they simply did not like chess enough. One afternoon, he saw a new member, Elena, standing beside an empty table. She had brought a small notebook but had not opened it. “Would you like a game?” he asked. She shook her head. “I don’t even know how all the pieces   23  ,” she said. “Everyone starts playing so quickly.” Jasper suddenly understood. The club had offered a place to play, but almost no chance to   24  . He asked Elena what would make her next visit easier. She suggested a table where people could ask basic questions without keeping   25  . The following Friday, Jasper put a “Start Here” card on one table. He invited experienced players to   26   the simple moves. The first lesson was noisy and a little   27  , so they decided to teach only two pieces at a time. Elena tried several moves and began writing in her notebook. Three weeks later, she brought a friend. This time, Elena offered to   28   how one piece moved. Jasper still organised competitions, but he left the learning table   29   every week. He stopped judging the club only by how many matches it   30  . The empty table had taught him to notice who was   31   outside the game. 22 A. beginners B. teachers C. winners D. captains 23 A. feel B. move C. look D. cost 24 A. win B. rest C. watch D. learn 25 A. order B. time C. score D. secrets 26 A. record B. invent C. remember D. demonstrate 27 A. confusing B. relaxing C. exciting D. disappointing 28 A. forget B. explain C. change D. guess 29 A. untidy B. hidden C. available D. empty 30 A. missed B. lost C. held D. won 31 A. left B. invited C. trained D. praised B The Box Nobody Opened Our class collected spare pens, rulers and notebooks for students who needed them. As the organiser, I spent an evening putting everything into a bright blue box. We placed it outside the teachers’ office with a sign saying “Free School Supplies”. I expected the box to be almost   32   by the end of the week. Instead, hardly anything moved. At our next meeting, I suggested making a bigger sign. My friend Victor asked a different question: “Do we know why people aren’t using it?” I felt a little   33  . We had already done so much work. Surely everyone could see that we wanted to help. Still, I agreed to ask a few students privately. Most said they liked the idea. Then one student described walking past the box while several classmates were standing nearby. She had needed a ruler but had kept walking. “I didn’t want people to   34   me,” she said. Another student was unsure whether taking a notebook meant having to   35   why he needed it. Our friendly sign had not answered that question. I returned to the meeting with fewer answers and more notes. We talked with a teacher about making the supplies part of everyday classroom life. With her   36  , we moved a small tray of pens and rulers beside the ordinary paper shelf. Anyone could take an item when needed or leave a spare one. Notebooks stayed in a cupboard, where students could ask the teacher for one   37  . The new notice was smaller, but its message was   38  : take what you need, share what you can, and no explanation is required. We did not photograph the students using the supplies. We only counted the items each week so we would know what to   39  . Soon, the rulers began disappearing from the tray and new pens appeared beside them. A month later, the first student I had spoken to helped us sort a packet of pencils. She did not mention the ruler, and I did not   40  . We simply worked together. I used to think a successful project would make people notice our kindness. Now I paid more attention to whether the help felt   41   to use. The blue box was still in the classroom, holding spare paper, and nobody needed to stand beside it to prove anything. 32 A. heavy B. broken C. empty D. dirty 33 A. amused B. relieved C. bored D. annoyed 34 A. teach B. follow C. notice D. blame 35 A. explain B. decide C. remember D. discover 36 A. invitation B. permission C. example D. promise 37 A. privately B. immediately C. repeatedly D. carelessly 38 A. warmer B. clearer C. shorter D. quieter 39 A. hide B. borrow C. sell D. replace 40 A. smile B. ask C. agree D. mind 41 A. comfortable B. profitable C. exciting D. fashionable 四、完成句子 42. 这个街区以前没有图书馆。 This neighbourhood ________ ________ ________ ________ have a library. 43. 请给来访者提供清楚的地图。 Please ________ visitors ________ clear maps. 44. 我们想出了一个解决这个问题的办法。 We thought of a way to ________ ________ ________. 45. 这些小小的改变给我们的学校带来了影响。 These small changes ________ ________ ________ to our school. 46. 志愿者们给有需要的人提供帮助。 The volunteers offer help to people ________ ________. 五、书面表达 47. 学校英文意见栏正在征集“A Small Change for Our School”的建议。请写一封建议信，指出校园生活中的一个具体困难，提出一个可行的小改变，并说明它会带来什么帮助。词数不少于60词，不得出现真实姓名和校名。 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 学科网（北京）股份有限公司 $