Unit 4 Role Models Lesson 1 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 L1 同步作业 Red Army Soldiers 解析版 一、单项选择 1. The young volunteers introduced ________ before the museum visit. A. yourselves B. himself C. themselves D. ourselves 【答案】C 【分类】语法·反身代词 主语 The young volunteers 是第三人称复数，介绍“他们自己”应用 themselves。ourselves 指我们自己，yourselves 指你们自己，himself 指他自己。 2. “I can carry this small box by ________,” said Grace. A. myself B. itself C. yourself D. herself 【答案】A 【分类】语法·反身代词 引号内是 Grace 说的话，应根据句中的主语 I 选择 myself。by oneself 表示“独自；独立地”。 3. “You two should be proud of ________,” the coach told the players. A. themselves B. yourself C. yourselves D. ourselves 【答案】C 【分类】语法·反身代词 You two 明确指“你们两人”，其反身代词用复数形式 yourselves；yourself 只对应一个人。 4. The broken camera did not stop the team ________ finishing its project. A. with B. from C. about D. for 【答案】B 【分类】固定搭配 stop sb. from doing sth. 意为“阻止某人做某事”。句意：坏掉的相机没有阻止团队完成项目。 5. Before leaving, the campers checked that they had put ________ the cooking fire. A. on B. up C. off D. out 【答案】D 【分类】固定搭配 put out 意为“熄灭”，与 the cooking fire 搭配。put up 指搭建、张贴等，put off 指推迟，put on 指穿上、上演等。 二、阅读理解 A Young Guides, Real Stories Riverside Museum is looking for twelve student guides aged 13 to 15 for its new exhibition, Small Acts, Lasting Changes. The exhibition tells the stories of local people who helped others, including a station worker who taught adults to read and a shopkeeper who shared her skills with young people. Guides will work in pairs on Saturday afternoons. One student will introduce an object, such as an old reading card, while the other invites visitors to ask questions. Then they will exchange roles. You do not need to know every answer. If you are unsure, write down the question and check with a museum worker. Training takes place on the first two Saturdays of November, from 2 to 4 p.m. You must attend both sessions before meeting visitors. During training, you will practise speaking clearly and learn how to separate a fact from a guess. You will also listen to a recorded interview and choose details for a short introduction. To join, collect a form from the school office and return it by 25 October. Attach about eighty words about an ordinary person whose actions you respect. We are interested in your example, not in how famous the person is. If speaking to a group makes you nervous, you can still apply. A willing listener who prepares carefully may become an excellent guide. 6. What will the two guides do during a visit? A. Ask visitors to write stories about objects. B. Read recorded interviews together to the visitors. C. Take turns introducing objects and inviting questions. D. Give separate talks to two different groups. 【答案】C 【分类】细节理解 第2段说明两人分别介绍展品、邀请提问，然后 exchange roles，故他们会轮换承担这两项任务。 7. When can a student begin working with visitors? A. After listening to the recorded interview once. B. After writing an eighty-word personal story. C. After returning a form before 25 October. D. After attending both Saturday training sessions. 【答案】D 【分类】细节理解 第3段明确要求在接待游客前参加全部两次培训。交表、写短文或只听一次访谈都不满足这一条件。 8. Which student best meets the museum’s expectations? A. A careful listener who checks uncertain information. B. A confident speaker who invents missing details. C. A history lover who avoids visitors’ questions. D. A quick learner who misses both training sessions. 【答案】A 【分类】推理判断 第2段要求不确定时核实信息，第4段看重善于倾听、认真准备。因此谨慎听取并核对信息的学生最符合要求。 9. What is the main purpose of the notice? A. To invite students to become museum guides. B. To encourage families to lend old objects. C. To introduce famous people from the town. D. To teach visitors to interview local workers. 【答案】A 【分类】写作目的 首段招募学生讲解员，后文介绍工作、培训和申请办法，全文目的为招募。展览本身只是说明招募背景。 参考译文 河畔博物馆正在为新展览“小小行动，长久改变”招募12名13至15岁的学生讲解员。展览讲述本地人帮助他人的故事，其中包括一位教成年人识字的车站工作人员，以及一位向年轻人传授技能的店主。 讲解员将在星期六下午两人一组工作。一名学生介绍一件物品，例如一张旧阅读卡；另一名学生邀请游客提问。随后两人交换角色。你不必知道所有答案。如果不确定，就记下问题，向博物馆工作人员核实。 培训安排在11月的前两个星期六，下午2点至4点。接待游客前必须参加两次培训。培训时，你将练习清晰表达，并学习区分事实和猜测。你还会听一段访谈录音，从中挑选细节，准备一段简短介绍。 如想参加，请到学校办公室领取表格，并在10月25日之前交回。另附约80词的短文，介绍一个其行为令你敬重的普通人。我们看重你举的事例，而非这个人的名气。如果面对人群讲话会让你紧张，你仍然可以报名。一个愿意倾听、认真准备的人也能成为出色的讲解员。 B The volleyball match was close. With the score at 23–23, Owen jumped near the net. The ball brushed his fingers before landing outside the court. The referee did not see the touch and gave Owen’s team the point. His teammates cheered. Owen looked at the board. One more point could bring them victory. He was the captain, and everyone knew how much the team wanted to win. For a moment, he said nothing. Then he walked towards the referee and explained what had happened. The point went to the other team. “You could have stayed quiet,” his teammate Blake said. Owen pulled at his shirt. “I know. But I touched it.” There was no speech about being a hero. He simply returned to his place and called, “Ready?” His team lost the next point and the match. On the bus, Owen expected angry questions. Instead, Blake sat beside him. He was still disappointed about the result, but he asked Owen to help him practise receiving the ball next week. “You always tell me when I get something wrong,” Blake said. “Now I know you do the same for yourself.” At Monday’s practice, the coach discussed their weak passes before mentioning Owen’s choice. “We still need to play better,” she said. “And we need to trust one another.” Owen picked up a ball. Losing had not suddenly become pleasant, but he no longer wished he had kept silent. 注：referee 裁判；court 球场。 10. Why did the referee first give Owen’s team the point? A. The other captain agreed to give up the point. B. The other team served before everyone was ready. C. The referee missed the touch on Owen’s fingers. D. The referee saw the ball land inside the court. 【答案】C 【分类】细节理解 第1段指出裁判没有看到球碰到 Owen 的手指，因此最初把这一分判给了他的队。 11. What does Owen’s silence in paragraph 2 suggest? A. He wanted his coach to explain the volleyball rules. B. He thought his team had already won the match. C. He was unsure whether he had touched the ball. D. He found the honest choice difficult at first. 【答案】D 【分类】推理判断 Owen 知道球碰到了自己，也清楚这一分关系到胜负。他短暂沉默后才说明事实，体现了诚实选择之前的犹豫。 12. Why did Blake ask Owen for help on the bus? A. He hoped Owen would avoid discussing the match. B. He wanted Owen to change the referee’s decision. C. He trusted Owen to give him honest feedback. D. He expected Owen to replace him in the team. 【答案】C 【分类】推理判断 Blake 说 Owen 不仅指出别人的错误，也如实面对自己的情况，说明他信任 Owen 会坦诚指出问题、帮助自己进步。 13. Which is the best title for the passage? A. A Point Lost, Some Trust Gained B. A New Captain, A Different Team C. A Better Pass, A Certain Victory D. A Quiet Bus, A Forgotten Match 【答案】A 【分类】标题归纳 故事的核心是 Owen 主动纠正误判，虽失去一分并输掉比赛，却赢得同伴的信任。其他标题只涉及局部情境或与结局不符。 参考译文 排球比赛打得十分胶着。比分来到23平时，Owen 在网前跳起。球轻轻擦过他的手指，落到场外。裁判没有看见那次触球，把这一分判给了 Owen 的队。队友们欢呼起来。 Owen 看了看计分牌。再得一分，他们就可能获胜。他是队长，大家都知道全队多么想赢。他一时没有说话，随后走向裁判，解释了刚才发生的事。这一分改判给了对方。 “你本来可以不说的。”队友 Blake 说。Owen 拉了拉自己的球衣：“我知道。但我碰到了球。”他没有发表什么关于英雄的演说，只是回到自己的位置，喊道：“准备好了吗？”他的队又丢了下一分，输掉了比赛。 在大巴上，Owen 以为大家会生气地质问他。Blake 却坐到他旁边。Blake 仍为比赛结果失望，但他请 Owen 下周帮自己练习接球。“我做错时，你总会告诉我。”Blake 说，“现在我知道，你对自己也是一样的。” 星期一训练时，教练先讨论了大家传球的不足，然后才提到 Owen 的选择。“我们仍然需要打得更好，”她说，“也需要相互信任。”Owen 拿起一个球。输球并没有突然变成令人开心的事，但他不再希望自己当时保持沉默。 C At a school play practice, the music begins before the actors are ready. Someone laughs, someone says sorry, and the group starts again. But unless the group finds out why the mistake happened, it may appear in the next practice too. A short review can turn an uncomfortable moment into useful information. A review is a conversation after an activity. It begins with a clear question: what did we expect to happen? The group then compares that plan with what really happened. This is more useful than asking, “Who did a bad job?” It directs attention to actions that people can describe and change. The aim is to make the next attempt better. Different team members often hold different pieces of the story. The student playing the music may have seen a hand go up and taken it as a signal. An actor may explain that she was only moving a chair. A person at the back may add that the agreed signal was difficult to see. No single account explains everything. By listening to all three, the group discovers a problem with the signal, rather than simply a careless music player. The next step is choosing a change small enough to test. The group might agree that only the stage manager will give the signal, using a bright card. At the next practice, they can check whether everyone sees it. If the card works, they keep the change. If it does not, they need another idea. A long list of promises is less useful when nobody knows what to try first. Good reviews also notice what went well. Perhaps one student quietly helped others return to their places. Naming that action helps the team repeat it. The leader can speak after the others so that younger members do not feel they must agree immediately. A review need not become a long meeting: one clear problem and one next step may be enough. Responsibility still matters. A student who forgets an agreed task should say so and put it right. However, stopping at blame leaves the team with little to practise. A useful review ends with people knowing what they will do differently together. 14. How does the writer introduce the topic? A. By presenting different students’ opinions about a play. B. By describing a problem during a school practice. C. By comparing the results of two school performances. D. By listing the steps for preparing a school play. 【答案】B 【分类】篇章结构 第1段从排练中音乐提前响起这一具体问题入手，引出复盘的作用，属于情境导入，并未比较演出结果、列出筹备步骤或罗列学生观点。 15. What is the main idea of paragraph 3? A. Different accounts help reveal the cause of a mistake. B. A team should discuss only its leader’s explanation. C. A clear voice matters more than a visible signal. D. The student at the back should direct every practice. 【答案】A 【分类】段落主旨 第3段分别呈现播放音乐者、演员和后排成员的视角，说明结合不同叙述，才能更完整地发现失误原因。 16. Why does the writer mention the bright card? A. To explain how actors can remember difficult lines. B. To explain why every student needs a separate signal. C. To show how a team can test one clear change. D. To show why a team should buy more equipment. 【答案】C 【分类】例证作用 第4段先提出选择可测试的小改进，再以亮色卡片为例，说明如何实施、检验并保留或修改方案。 17. What would the writer probably agree with? A. A review is useful only when a performance fails. B. A review works best when the leader answers first. C. A review should focus mainly on naming careless people. D. A review should lead to an action people can try. 【答案】D 【分类】观点判断 第4段与末段都强调复盘应落实到下一步可尝试的行动。作者主张领导者后发言，也要关注做得好的地方，而非只追究个人或只复盘失败。 参考译文 学校话剧排练时，演员还没准备好，音乐就响了。有人笑了，有人道歉，大家重新开始。但如果团队没有弄清错误为什么发生，它可能在下次排练时再次出现。一次简短的复盘可以把尴尬时刻变成有用的信息。 复盘是活动结束后的讨论。它从一个清晰的问题开始：我们原本希望发生什么？然后，大家把计划与实际情况进行比较。这比问“谁干得不好？”更有用，因为它让人关注可以描述、可以改变的行动，目的是让下一次尝试做得更好。 不同成员往往各自掌握事情的一部分。播放音乐的学生可能看到有人举手，便以为那是信号。一名演员可能解释，她只是在搬椅子。后排的人可能补充，事先约定的信号很难看清。单独任何一种说法都无法解释全部情况。听取三人的叙述后，团队发现问题出在信号上，而不只是播放音乐的学生粗心。 下一步是选择一个足够小、能够测试的改进。团队可以约定，只由舞台负责人用一张亮色卡片发出信号。下次排练时，他们便能检查大家是否都看得见。如果卡片管用，就保留这个改变；如果不管用，就需要另想办法。没人知道先试什么时，长长的承诺清单并没有多大用处。 好的复盘也会留意做得好的地方。也许某个学生默默帮助其他人回到各自的位置。指出这个行动有助于团队再次这样做。负责人可以在其他人之后发言，让年纪较小的成员不觉得自己必须马上赞同。复盘不必开成长会：一个明确的问题和一个后续行动也许就足够了。 责任依然重要。忘记约定任务的学生应该承认并纠正。然而，如果只停留在责备上，团队就没有多少可练习改进的内容。一次有用的复盘结束时，大家应当知道接下来要一起怎样改进。 D When a class chooses its bravest student, the first names are often those of confident speakers or strong players. We notice the person who runs forward or answers without waiting. These actions can take courage. Yet if we look only for loud, exciting moments, we may miss other students who are making difficult choices. Imagine a group preparing a science display. Everyone likes the result, but one member notices that the measurements were copied incorrectly. She could stay quiet and enjoy the praise. Instead, she points out the mistake and offers to check the work again. Her voice may shake. The choice is still brave because she risks disappointing people whose opinions matter to her. Courage is not the same as having no fear. A student who finds public speaking easy may enjoy a large audience. Another student may need several attempts simply to ask a question in a small group. We cannot measure their courage by counting how many people hear them. We need to understand what difficulty each person faces and why the action matters. This does not mean that every uncomfortable action is worth taking. Shouting at a classmate may feel frightening, but that does not make it helpful. Before acting, a person can ask: Am I protecting someone, correcting a mistake or solving a real problem? Is there a respectful way to do it? Sometimes speaking privately to a teacher is wiser than starting an argument in front of the class. Some people worry that praising quiet courage will make students less willing to lead. I think it can do the opposite. When we recognise the student who asks for help or admits uncertainty, we show that leaders do not have to pretend to know everything. Other students may then feel able to speak before a small problem grows. The group gains more than one confident voice. Schools can make this kind of courage easier to see. Instead of asking only who performed best, teachers can ask who raised a useful question or supported an unpopular but fair decision. We will still need people who can act quickly and speak clearly. We also need people who pause, notice what is wrong and choose to say something. Their courage may sound like a question rather than a cheer. 18. Why is the student in paragraph 2 described as brave? A. She accepts praise for measurements made by others. B. She reports a mistake despite possible disappointment. C. She completes the display before the other members. D. She speaks more loudly than the rest of the group. 【答案】B 【分类】细节理解 她本可保持沉默、享受赞扬，却冒着让同伴失望的风险指出错误并愿意重查，勇气体现在这一选择中。 19. What does paragraph 3 mainly tell us? A. Courage increases mainly with the size of an audience. B. Students who enjoy speaking always show greater courage. C. Students should answer questions without asking for help. D. Courage depends partly on the difficulty someone faces. 【答案】D 【分类】段落主旨 作者比较不同学生面对发言时的感受，强调判断勇气应看个人面临的困难及行为的意义，而不能只看听众多少。 20. What is the purpose of paragraph 4? A. To prove that private conversations are always more useful. B. To explain that brave actions also need good judgement. C. To suggest that difficult choices should usually be avoided. D. To argue that teachers should settle every disagreement. 【答案】B 【分类】段落作用 第4段对论点作出限定：并非所有令人不安的行为都有价值，还要考虑目的和方式，体现勇气也需要判断力。 21. Which action would the writer most likely support? A. Asking about a doubtful result during group work. B. Starting a public argument whenever opinions differ. C. Choosing leaders mainly by how strongly they speak. D. Hiding a small mistake to protect the group’s confidence. 【答案】A 【分类】观点判断 文章赞成通过有益的问题及时发现并解决问题。掩盖错误、只凭声音大小选负责人或动辄公开争吵，都不符合作者的观点。 参考译文 班级评选最勇敢的学生时，人们往往首先想到自信的演讲者或强健的运动员。我们会注意冲在前面或毫不迟疑地回答问题的人。这些行动可能确实需要勇气。然而，如果我们只寻找热闹、激动人心的时刻，就可能忽视其他正在做艰难选择的学生。 设想一个小组正在准备科学展示。大家都很满意结果，但一名成员发现测量数据抄错了。她本可以保持沉默、享受表扬，却指出错误，并提出重新检查。她的声音也许会发抖，但这个选择依然勇敢，因为她可能让那些她在意其看法的人失望。 勇气并不等于毫无恐惧。一个觉得公开演讲很轻松的学生可能很享受面对众多听众；另一个学生也许尝试好几次，才能在小组里问出一个问题。我们不能通过听众人数衡量他们的勇气，而应理解每个人面临什么困难，以及行动为什么重要。 这并不是说所有让人不舒服的行为都值得做。朝同学大喊可能令人害怕，但这并不使它变得有益。行动前可以问自己：我是在保护某个人、纠正错误，还是解决实际问题？有没有尊重他人的做法？有时私下找老师谈，比当着全班的面争吵更明智。 有人担心，表扬安静的勇气会让学生更不愿意带头。我认为效果可能恰恰相反。当我们认可寻求帮助或承认不确定的学生时，就表明带头的人不必假装无所不知。其他学生便可能愿意在小问题扩大之前发声。小组因此能够听到更多有信心表达的声音。 学校可以让这种勇气更容易被看见。老师除了问谁表现最好，还可以问谁提出了有用的问题，或支持了一项虽不受欢迎却公平的决定。我们仍然需要能快速行动、清晰表达的人，也需要能停下来、发现问题并选择说出来的人。他们的勇气，听起来可能是一句问话，而非一声欢呼。 三、完形填空 A The Missing Line Miles knew every line of the school play when he practised in his bedroom. On Friday evening, however, he felt   22  . His hands shook as he looked through the curtain at the rows of parents. He wished he could stay behind it for the whole evening. His partner, Alice, noticed. She showed him a small mark on the floor. “Look there when you begin,” she said. “And remember our plan.” During practice, they had agreed to   23   each other if someone forgot a line. Neither of them expected to need the plan. Halfway through the first scene, Miles’s mind went   24  . He looked at Alice, unable to speak. The room became   25  , and he could hear a chair move at the back. Alice stepped closer and   26  , “Ask me about the letter.” Her voice was so low that only Miles heard it. The word “letter” brought the next sentence back. Miles asked his question, and the story   27  . Alice did not rush him or speak his whole part for him. By the final scene, he was looking at the audience rather than the   28  . After the play, several classmates praised Miles. He thanked them, then   29   Alice’s help. “I would still be standing there without her,” he said. Alice laughed and showed him her own shaking hands. Miles was   30  . He had thought she was completely calm. Next time they practised, he paid more   31   to his partner. He wanted to be ready if she needed a quiet reminder too. 22 A. nervous B. proud C. relaxed D. bored 【答案】A 【考点】形容词辨析 下文写 Miles 双手发抖，还想一直躲在幕布后，说明他很紧张。 23 A. test B. choose C. follow D. help 【答案】D 【考点】动词辨析 他们约定有人忘词时互相帮助。后文 Alice 悄声提示，正是对这一约定的落实。 24 A. wild B. blank C. clear D. busy 【答案】B 【考点】语境搭配 他突然说不出话，结合忘词情节可知是大脑一片空白；one’s mind goes blank 是常用表达。 25 A. bright B. crowded C. untidy D. quiet 【答案】D 【考点】形容词辨析 他甚至能听到后排椅子移动的声音，表明此刻房间安静下来。 26 A. laughed B. whispered C. sang D. shouted 【答案】B 【考点】动词辨析 后句说声音很轻，只有 Miles 听见，因此是 whispered（低声说）。 27 A. spread B. changed C. continued D. ended 【答案】C 【考点】动词辨析 提示让 Miles 想起下一句，故事因此继续；后文还有最后一场，不能选 ended。 28 A. clock B. letter C. floor D. curtain 【答案】C 【考点】名词辨析 第2段 Alice 曾让他开口时看地板上的标记；到最后一场，他已能看观众，形成前后照应。 29 A. refused B. mentioned C. requested D. doubted 【答案】B 【考点】动词辨析 他向夸奖自己的同学说起 Alice 的帮助，并解释没有她自己就会一直僵在那里。 30 A. surprised B. ashamed C. disappointed D. annoyed 【答案】A 【考点】形容词辨析 他原以为 Alice 十分镇定，看到她也双手发抖，因此感到惊讶。 31 A. attention B. respect C. visits D. money 【答案】A 【考点】固定搭配 pay attention to 意为“注意；留意”。他开始更留意搭档，以便她需要时提供帮助。 参考译文 Miles 在卧室练习时，学校话剧的每一句台词都记得。但星期五晚上，他却十分紧张。隔着幕布看见一排排家长时，他双手发抖，真希望整晚都能躲在幕后。 搭档 Alice 注意到了。她指给他看地板上的一个小标记，说：“开始时看那里，别忘了我们的计划。”排练时，他们约好，如果有人忘词，就互相帮助。两人都没想到真会用上这个计划。 第一场演到一半，Miles 的大脑突然一片空白。他看着 Alice，说不出话。房间安静下来，他能听见后排椅子移动的声音。Alice 走近一步，低声说：“问我那封信的事。”她声音很轻，只有 Miles 听得见。 “信”这个词让他想起了下一句。他问出了问题，故事继续了。Alice 没有催促他，也没有替他说完整段台词。到最后一场时，他已经在看观众，而不再盯着地板。 演出结束后，几个同学表扬 Miles。他谢过他们，随后提到了 Alice 的帮助。他说：“要不是她，我现在还僵在那里呢。”Alice 笑着让他看自己也在发抖的双手。Miles 很惊讶，他一直以为她非常镇定。下次排练时，他更留意自己的搭档。他希望如果她也需要一句轻声提醒，自己能够及时帮助她。 B The Last Name on the Poster When our group finished its solar cooker for the school science fair, I offered to make the poster. I was the group leader and would present the project with two confident speakers. I put our three names at the top in large letters. At the bottom, I added “with help from others”. It seemed   32   to me because we would answer the visitors’ questions. On Thursday, I found Felix alone in the classroom. He was testing a new cover for the cooker. He had not asked to speak at the fair. In fact, he often fell silent when several people talked at once. I used to think he was simply less   33   in the project than the rest of us. Beside him lay a   34   filled with dates, small drawings and numbers. He had tested different covers during lunch breaks, even on days when the sunlight was weak. Several pages showed failed attempts. I turned back to the first page and   35   the date: he had begun testing two weeks before our group chose its final design. “Why didn’t you tell us about all this?” I asked. Felix looked at the poster. “I tried on Monday,” he said, “but the discussion moved on.” I remembered that meeting. I had been in a   36   to finish, so I had asked everyone to keep their comments short. When Felix searched for the right words, I spoke over him. For a few minutes, I wanted to   37   the poster behind my bag. Then I placed it on the desk. “This doesn’t show what happened,” I said. “Your work made our cooker better.” Felix did not ask for larger letters. He asked whether we could show the failed tests too, so visitors would understand how the design had   38  . We remade the poster together. Every member’s name appeared in the same size, next to a short description of their   39  . At the fair, Felix chose to stand beside the test results. When a visitor asked about a broken cover, I   40   and let him answer. He spoke slowly, but the visitor listened closely. Our cooker did not win first prize. Still, I kept a copy of the new poster. It reminded me that leading a team meant making room for other people’s   41  , including the ones I might otherwise fail to hear. 32 A. boring B. strange C. risky D. fair 【答案】D 【考点】形容词辨析 作者起初认为主要由三名发言人回答游客问题，把三人的姓名突出显示似乎公平合理。 33 A. interested B. confident C. successful D. careful 【答案】A 【考点】语境搭配 be interested in the project 指对项目感兴趣。作者误把 Felix 不善发言理解为对项目兴趣较少。 34 A. newspaper B. dictionary C. textbook D. notebook 【答案】D 【考点】名词辨析 里面记满日期、草图和实验数字，而且记录了多次尝试，符合实验笔记本的用途。 35 A. forgot B. changed C. guessed D. noticed 【答案】D 【考点】动词辨析 作者翻回第一页，注意到日期，从而发现 Felix 很早就开始测试。日期已有记录，不需要猜测。 36 A. position B. hurry C. mood D. line 【答案】B 【考点】固定搭配 in a hurry to do sth. 表示“急着做某事”。后文要求大家简短发言、打断 Felix，解释了作者当时赶时间。 37 A. hang B. finish C. hide D. leave 【答案】C 【考点】动词辨析 作者意识到海报没有公正呈现贡献，一度想把它藏到包后；随后选择把它放到桌上，坦诚面对。 38 A. improved B. returned C. disappeared D. appeared 【答案】A 【考点】动词辨析 展示失败的测试，是为了让参观者理解设计如何经过多次尝试而改进。 39 A. hobby B. contribution C. schedule D. personality 【答案】B 【考点】名词辨析 新海报以同样大小列出每个人的姓名，并说明各自的贡献，与前文只突出发言人形成对照。 40 A. promised B. complained C. waited D. argued 【答案】C 【考点】动词辨析 作者让 Felix 自己解释测试情况，因此选择等待，不再像开会时那样抢着说。 41 A. tools B. voices C. prizes D. mistakes 【答案】B 【考点】名词辨析 后面的 hear 与声音照应。voices 在这里也指他人的意见，点明领导者应给所有成员表达的空间。 参考译文 我们小组为学校科学展完成太阳能炊具后，我主动提出制作海报。我是组长，将和两名自信的同学一起介绍项目。我把我们三人的名字用大字写在最上方，在底部加了一句“其他人协助完成”。我觉得这样挺公平，因为由我们回答参观者的问题。 星期四，我发现 Felix 独自待在教室，测试炊具的新盖子。他没有要求在科学展上发言。事实上，当几个人一起讲话时，他常常沉默。我以前以为，他只是没有其他人那么喜欢这个项目。 他身边放着一本笔记本，里面写满了日期、草图和数字。他利用午休测试不同的盖子，连阳光不强的日子也不例外。有几页记录了失败的尝试。我翻回第一页，注意到日期：在小组确定最终设计之前两周，他就已经开始测试了。 “你为什么没告诉我们这些？”我问。Felix 看着海报说：“星期一我试着说过，但讨论转到别处去了。”我想起了那次会议。当时我急着结束，要求每个人发言简短一些。Felix 在斟酌措辞时，我打断了他。 有那么几分钟，我想把海报藏到包后面。然后我把它放在桌上，说：“这上面没有反映实际情况。你的工作让炊具变得更好。”Felix 没有要求把名字写大，而是问能不能也展示那些失败的测试，让参观者明白设计是如何改进的。 我们一起重做了海报。每位成员的姓名字号相同，旁边简要介绍各自的贡献。科学展上，Felix 选择站在测试结果旁。一位参观者问起破损的盖子时，我等着让他回答。他说得很慢，但对方听得很认真。 我们的炊具没有获得一等奖。不过，我留下了一份新海报。它提醒我：带领团队意味着给别人的声音留出空间，也包括那些我本可能没有听见的声音。 四、完成句子 42. 志愿者们一个接一个地走上前来。 The volunteers stepped forward ________ ________ ________. 【答案】one by one 【解析】one by one 意为“一个接一个地”，在句中作状语。 43. 别把你自己置于危险之中。 Do not put ________ ________ ________. 【答案】yourself in danger 【解析】put oneself in danger 表示“使自己处于危险中”；本句对一个人提出提醒，用 yourself。 44. 他们昨天下午到达了博物馆。 They ________ ________ the museum yesterday afternoon. 【答案】arrived at 【解析】arrive at 后接博物馆等较小地点；根据 yesterday afternoon，用一般过去时 arrived。 45. 即使任务困难，我们也应该继续前进。 We should keep ________ ________ even when the task is difficult. 【答案】moving forward 【解析】move forward 表示“向前移动；前进”；keep 后接动词 -ing 形式。 46. 大家互相帮助，终于克服了这个问题。（get） They helped one another and finally ________ ________ the problem. 【答案】got over 【解析】get over 意为“克服”；与前面的 helped 保持时态一致，用 got over。 五、书面表达 47. 班级英语栏正在征集题为“A Classmate I Respect”的短文。请介绍一位你尊敬的同学，写清楚他或她做过的一件事、这件事体现的品质，以及你准备怎样向他或她学习。词数不少于60词，不得出现真实姓名和校名。 【写作思路】先点明同学及其品质，再用一件具体事件说明原因，最后写自己的学习打算。叙事可用一般过去时，评价和计划可用一般现在时或将来时。 Possible Version 1 My classmate Ethan is a person I respect. Last week, our group broke a model during a science activity. Ethan told the teacher what had happened instead of blaming someone else. Then he stayed after class and helped us repair it. He showed me that being brave means taking responsibility. I hope to learn from him. When I make a mistake, I will face it honestly and help put things right. Possible Version 2 I respect my classmate Ruby for a choice she made during our group presentation. When the teacher praised our slides, Ruby explained that a quiet teammate had designed most of them. She invited him to describe his ideas, although this meant giving up some of her own speaking time. What impressed me was her willingness to share attention. She understood that a group succeeds through contributions which are not always visible. Her action has changed the way I think about leadership. In future projects, I will listen more carefully and make sure that each member receives the credit they deserve, even when it would be easier to accept the praise myself. 学科网（北京）股份有限公司 $ 八年级上册 Unit 4 L1 同步作业 Red Army Soldiers 原卷版 一、单项选择 1. The young volunteers introduced ________ before the museum visit. A. yourselves B. himself C. themselves D. ourselves 2. “I can carry this small box by ________,” said Grace. A. myself B. itself C. yourself D. herself 3. “You two should be proud of ________,” the coach told the players. A. themselves B. yourself C. yourselves D. ourselves 4. The broken camera did not stop the team ________ finishing its project. A. with B. from C. about D. for 5. Before leaving, the campers checked that they had put ________ the cooking fire. A. on B. up C. off D. out 二、阅读理解 A Young Guides, Real Stories Riverside Museum is looking for twelve student guides aged 13 to 15 for its new exhibition, Small Acts, Lasting Changes. The exhibition tells the stories of local people who helped others, including a station worker who taught adults to read and a shopkeeper who shared her skills with young people. Guides will work in pairs on Saturday afternoons. One student will introduce an object, such as an old reading card, while the other invites visitors to ask questions. Then they will exchange roles. You do not need to know every answer. If you are unsure, write down the question and check with a museum worker. Training takes place on the first two Saturdays of November, from 2 to 4 p.m. You must attend both sessions before meeting visitors. During training, you will practise speaking clearly and learn how to separate a fact from a guess. You will also listen to a recorded interview and choose details for a short introduction. To join, collect a form from the school office and return it by 25 October. Attach about eighty words about an ordinary person whose actions you respect. We are interested in your example, not in how famous the person is. If speaking to a group makes you nervous, you can still apply. A willing listener who prepares carefully may become an excellent guide. 6. What will the two guides do during a visit? A. Ask visitors to write stories about objects. B. Read recorded interviews together to the visitors. C. Take turns introducing objects and inviting questions. D. Give separate talks to two different groups. 7. When can a student begin working with visitors? A. After listening to the recorded interview once. B. After writing an eighty-word personal story. C. After returning a form before 25 October. D. After attending both Saturday training sessions. 8. Which student best meets the museum’s expectations? A. A careful listener who checks uncertain information. B. A confident speaker who invents missing details. C. A history lover who avoids visitors’ questions. D. A quick learner who misses both training sessions. 9. What is the main purpose of the notice? A. To invite students to become museum guides. B. To encourage families to lend old objects. C. To introduce famous people from the town. D. To teach visitors to interview local workers. B The volleyball match was close. With the score at 23–23, Owen jumped near the net. The ball brushed his fingers before landing outside the court. The referee did not see the touch and gave Owen’s team the point. His teammates cheered. Owen looked at the board. One more point could bring them victory. He was the captain, and everyone knew how much the team wanted to win. For a moment, he said nothing. Then he walked towards the referee and explained what had happened. The point went to the other team. “You could have stayed quiet,” his teammate Blake said. Owen pulled at his shirt. “I know. But I touched it.” There was no speech about being a hero. He simply returned to his place and called, “Ready?” His team lost the next point and the match. On the bus, Owen expected angry questions. Instead, Blake sat beside him. He was still disappointed about the result, but he asked Owen to help him practise receiving the ball next week. “You always tell me when I get something wrong,” Blake said. “Now I know you do the same for yourself.” At Monday’s practice, the coach discussed their weak passes before mentioning Owen’s choice. “We still need to play better,” she said. “And we need to trust one another.” Owen picked up a ball. Losing had not suddenly become pleasant, but he no longer wished he had kept silent. 注：referee 裁判；court 球场。 10. Why did the referee first give Owen’s team the point? A. The other captain agreed to give up the point. B. The other team served before everyone was ready. C. The referee missed the touch on Owen’s fingers. D. The referee saw the ball land inside the court. 11. What does Owen’s silence in paragraph 2 suggest? A. He wanted his coach to explain the volleyball rules. B. He thought his team had already won the match. C. He was unsure whether he had touched the ball. D. He found the honest choice difficult at first. 12. Why did Blake ask Owen for help on the bus? A. He hoped Owen would avoid discussing the match. B. He wanted Owen to change the referee’s decision. C. He trusted Owen to give him honest feedback. D. He expected Owen to replace him in the team. 13. Which is the best title for the passage? A. A Point Lost, Some Trust Gained B. A New Captain, A Different Team C. A Better Pass, A Certain Victory D. A Quiet Bus, A Forgotten Match C At a school play practice, the music begins before the actors are ready. Someone laughs, someone says sorry, and the group starts again. But unless the group finds out why the mistake happened, it may appear in the next practice too. A short review can turn an uncomfortable moment into useful information. A review is a conversation after an activity. It begins with a clear question: what did we expect to happen? The group then compares that plan with what really happened. This is more useful than asking, “Who did a bad job?” It directs attention to actions that people can describe and change. The aim is to make the next attempt better. Different team members often hold different pieces of the story. The student playing the music may have seen a hand go up and taken it as a signal. An actor may explain that she was only moving a chair. A person at the back may add that the agreed signal was difficult to see. No single account explains everything. By listening to all three, the group discovers a problem with the signal, rather than simply a careless music player. The next step is choosing a change small enough to test. The group might agree that only the stage manager will give the signal, using a bright card. At the next practice, they can check whether everyone sees it. If the card works, they keep the change. If it does not, they need another idea. A long list of promises is less useful when nobody knows what to try first. Good reviews also notice what went well. Perhaps one student quietly helped others return to their places. Naming that action helps the team repeat it. The leader can speak after the others so that younger members do not feel they must agree immediately. A review need not become a long meeting: one clear problem and one next step may be enough. Responsibility still matters. A student who forgets an agreed task should say so and put it right. However, stopping at blame leaves the team with little to practise. A useful review ends with people knowing what they will do differently together. 14. How does the writer introduce the topic? A. By presenting different students’ opinions about a play. B. By describing a problem during a school practice. C. By comparing the results of two school performances. D. By listing the steps for preparing a school play. 15. What is the main idea of paragraph 3? A. Different accounts help reveal the cause of a mistake. B. A team should discuss only its leader’s explanation. C. A clear voice matters more than a visible signal. D. The student at the back should direct every practice. 16. Why does the writer mention the bright card? A. To explain how actors can remember difficult lines. B. To explain why every student needs a separate signal. C. To show how a team can test one clear change. D. To show why a team should buy more equipment. 17. What would the writer probably agree with? A. A review is useful only when a performance fails. B. A review works best when the leader answers first. C. A review should focus mainly on naming careless people. D. A review should lead to an action people can try. D When a class chooses its bravest student, the first names are often those of confident speakers or strong players. We notice the person who runs forward or answers without waiting. These actions can take courage. Yet if we look only for loud, exciting moments, we may miss other students who are making difficult choices. Imagine a group preparing a science display. Everyone likes the result, but one member notices that the measurements were copied incorrectly. She could stay quiet and enjoy the praise. Instead, she points out the mistake and offers to check the work again. Her voice may shake. The choice is still brave because she risks disappointing people whose opinions matter to her. Courage is not the same as having no fear. A student who finds public speaking easy may enjoy a large audience. Another student may need several attempts simply to ask a question in a small group. We cannot measure their courage by counting how many people hear them. We need to understand what difficulty each person faces and why the action matters. This does not mean that every uncomfortable action is worth taking. Shouting at a classmate may feel frightening, but that does not make it helpful. Before acting, a person can ask: Am I protecting someone, correcting a mistake or solving a real problem? Is there a respectful way to do it? Sometimes speaking privately to a teacher is wiser than starting an argument in front of the class. Some people worry that praising quiet courage will make students less willing to lead. I think it can do the opposite. When we recognise the student who asks for help or admits uncertainty, we show that leaders do not have to pretend to know everything. Other students may then feel able to speak before a small problem grows. The group gains more than one confident voice. Schools can make this kind of courage easier to see. Instead of asking only who performed best, teachers can ask who raised a useful question or supported an unpopular but fair decision. We will still need people who can act quickly and speak clearly. We also need people who pause, notice what is wrong and choose to say something. Their courage may sound like a question rather than a cheer. 18. Why is the student in paragraph 2 described as brave? A. She accepts praise for measurements made by others. B. She reports a mistake despite possible disappointment. C. She completes the display before the other members. D. She speaks more loudly than the rest of the group. 19. What does paragraph 3 mainly tell us? A. Courage increases mainly with the size of an audience. B. Students who enjoy speaking always show greater courage. C. Students should answer questions without asking for help. D. Courage depends partly on the difficulty someone faces. 20. What is the purpose of paragraph 4? A. To prove that private conversations are always more useful. B. To explain that brave actions also need good judgement. C. To suggest that difficult choices should usually be avoided. D. To argue that teachers should settle every disagreement. 21. Which action would the writer most likely support? A. Asking about a doubtful result during group work. B. Starting a public argument whenever opinions differ. C. Choosing leaders mainly by how strongly they speak. D. Hiding a small mistake to protect the group’s confidence. 三、完形填空 A The Missing Line Miles knew every line of the school play when he practised in his bedroom. On Friday evening, however, he felt   22  . His hands shook as he looked through the curtain at the rows of parents. He wished he could stay behind it for the whole evening. His partner, Alice, noticed. She showed him a small mark on the floor. “Look there when you begin,” she said. “And remember our plan.” During practice, they had agreed to   23   each other if someone forgot a line. Neither of them expected to need the plan. Halfway through the first scene, Miles’s mind went   24  . He looked at Alice, unable to speak. The room became   25  , and he could hear a chair move at the back. Alice stepped closer and   26  , “Ask me about the letter.” Her voice was so low that only Miles heard it. The word “letter” brought the next sentence back. Miles asked his question, and the story   27  . Alice did not rush him or speak his whole part for him. By the final scene, he was looking at the audience rather than the   28  . After the play, several classmates praised Miles. He thanked them, then   29   Alice’s help. “I would still be standing there without her,” he said. Alice laughed and showed him her own shaking hands. Miles was   30  . He had thought she was completely calm. Next time they practised, he paid more   31   to his partner. He wanted to be ready if she needed a quiet reminder too. 22 A. nervous B. proud C. relaxed D. bored 23 A. test B. choose C. follow D. help 24 A. wild B. blank C. clear D. busy 25 A. bright B. crowded C. untidy D. quiet 26 A. laughed B. whispered C. sang D. shouted 27 A. spread B. changed C. continued D. ended 28 A. clock B. letter C. floor D. curtain 29 A. refused B. mentioned C. requested D. doubted 30 A. surprised B. ashamed C. disappointed D. annoyed 31 A. attention B. respect C. visits D. money B The Last Name on the Poster When our group finished its solar cooker for the school science fair, I offered to make the poster. I was the group leader and would present the project with two confident speakers. I put our three names at the top in large letters. At the bottom, I added “with help from others”. It seemed   32   to me because we would answer the visitors’ questions. On Thursday, I found Felix alone in the classroom. He was testing a new cover for the cooker. He had not asked to speak at the fair. In fact, he often fell silent when several people talked at once. I used to think he was simply less   33   in the project than the rest of us. Beside him lay a   34   filled with dates, small drawings and numbers. He had tested different covers during lunch breaks, even on days when the sunlight was weak. Several pages showed failed attempts. I turned back to the first page and   35   the date: he had begun testing two weeks before our group chose its final design. “Why didn’t you tell us about all this?” I asked. Felix looked at the poster. “I tried on Monday,” he said, “but the discussion moved on.” I remembered that meeting. I had been in a   36   to finish, so I had asked everyone to keep their comments short. When Felix searched for the right words, I spoke over him. For a few minutes, I wanted to   37   the poster behind my bag. Then I placed it on the desk. “This doesn’t show what happened,” I said. “Your work made our cooker better.” Felix did not ask for larger letters. He asked whether we could show the failed tests too, so visitors would understand how the design had   38  . We remade the poster together. Every member’s name appeared in the same size, next to a short description of their   39  . At the fair, Felix chose to stand beside the test results. When a visitor asked about a broken cover, I   40   and let him answer. He spoke slowly, but the visitor listened closely. Our cooker did not win first prize. Still, I kept a copy of the new poster. It reminded me that leading a team meant making room for other people’s   41  , including the ones I might otherwise fail to hear. 32 A. boring B. strange C. risky D. fair 33 A. interested B. confident C. successful D. careful 34 A. newspaper B. dictionary C. textbook D. notebook 35 A. forgot B. changed C. guessed D. noticed 36 A. position B. hurry C. mood D. line 37 A. hang B. finish C. hide D. leave 38 A. improved B. returned C. disappeared D. appeared 39 A. hobby B. contribution C. schedule D. personality 40 A. promised B. complained C. waited D. argued 41 A. tools B. voices C. prizes D. mistakes 四、完成句子 42. 志愿者们一个接一个地走上前来。 The volunteers stepped forward ________ ________ ________. 43. 别把你自己置于危险之中。 Do not put ________ ________ ________. 44. 他们昨天下午到达了博物馆。 They ________ ________ the museum yesterday afternoon. 45. 即使任务困难，我们也应该继续前进。 We should keep ________ ________ even when the task is difficult. 46. 大家互相帮助，终于克服了这个问题。（get） They helped one another and finally ________ ________ the problem. 五、书面表达 47. 班级英语栏正在征集题为“A Classmate I Respect”的短文。请介绍一位你尊敬的同学，写清楚他或她做过的一件事、这件事体现的品质，以及你准备怎样向他或她学习。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 $