Unit 4 Role Models Lesson 2 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 L2 同步作业 Role Models Around Me 原卷版 一、单项选择 1. My neighbour enjoys ________ children how to repair old toys. A. teach B. taught C. to teach D. teaching 2. We finished ________ the books before the younger children arrived. A. sort B. sorted C. sorting D. to sort 3. Although the task was difficult, Nora kept ________ different ways to solve it. A. tried B. try C. to try D. trying 4. Colin is very ________: he keeps a clear list of tasks and knows what to do next. A. organised B. brave C. cheerful D. curious 5. Instead of buying a new stand, Keira made one from used boxes. What a ________ idea! A. patient B. creative C. polite D. honest 二、阅读理解 A Saturday Repair Helpers At Maple Community Centre, Saturday Repair Helpers brings neighbours together to keep useful things in use. Adult volunteers mend clothes, repair wooden toys and show visitors simple skills. We are inviting students aged 13 to 16 to help on the second Saturday of each month, from 9:30 a.m. to noon. Student helpers welcome visitors, write down what they have brought and place each item on the correct table. You may also sort buttons and match missing toy pieces. Adults handle sharp tools and all electrical work. Students should ask before touching an item; something that looks ordinary may be important to its owner. Our first meeting begins with a thirty-minute introduction. You will learn how to record a problem without promising that it can be fixed. Then you will spend the morning with an experienced volunteer. If visitors have to wait, explain the order politely. A friendly conversation is useful, but accurate notes matter just as much. Please choose a morning you can attend and sign up at the centre desk by the Thursday before it. Let us know early if your plans change so another helper can take your place. Bring water and wear clothes that can get dirty. You do not need repair experience. We value people who arrive on time, listen carefully and finish the small jobs they agree to do. Regular help keeps the mornings running smoothly. 6. Which task is suitable for a student helper? A. Promising every visitor a fully repaired item. B. Writing down the problem with a visitor’s toy. C. Using sharp tools while adults welcome visitors. D. Repairing an electric lamp without adult support. 7. How will a new helper learn during the first morning? A. By completing a written test and giving a short speech. B. By following printed instructions and working at a separate desk. C. By joining an introduction and working with a volunteer. D. By watching visitors and choosing a tool to practise with. 8. Why should helpers report a change of plans early? A. The centre needs time to arrange another helper. B. The visitors need to collect their items immediately. C. The centre needs time to buy different repair tools. D. The visitors need to change the problems they report. 9. What quality does the notice especially value? A. Being reliable about agreed tasks. B. Being skilful at repairing complex items. C. Being free to help at any time. D. Being confident enough to work alone. B Every Saturday, Dylan helped at his aunt Clara’s small bakery. He liked arranging the finished cakes, but he disliked writing in the notebook beside the oven. “Two trays, eight minutes late,” Clara would say. Dylan wondered why she recorded tiny problems when customers seemed happy. One morning, a customer returned a loaf. The middle was still sticky. Dylan quickly offered another one, hoping nobody else would notice. Clara thanked the customer and cut open the returned loaf. Then she asked Dylan to bring the notebook. Its pages showed that the same oven shelf had caused trouble twice that month. Clara stopped using that shelf until a repair worker checked the oven. She also changed the morning plan so she could examine one loaf from each batch. Dylan expected her to be angry about the complaint. Instead, she said, “That customer gave us information we needed.” A week later, Dylan noticed a delivery arriving without the flour they had ordered. This time, he wrote down the missing item and told Clara before they began mixing. They changed the day’s menu and put a clear notice by the door. Some customers chose different bread; others returned the next day. At closing time, Clara asked Dylan to arrange the cakes for Sunday. He did, then reached for the notebook without being reminded. He had once thought that careful workers made fewer notes because they made fewer mistakes. Now he understood why Clara kept a pencil within reach. 注：batch 一批。 10. What did Dylan think of the notebook at first? A. It helped him finish his favourite job more quickly. B. It contained recipes that customers wanted to buy. C. It recorded complaints that his aunt refused to read. D. It recorded small problems that seemed unimportant. 11. What did Clara discover with the notebook’s help? A. One customer had returned bread several times. B. One oven shelf had caused repeated problems. C. A delivery worker had changed the shop’s order. D. Dylan had used the wrong kind of flour again. 12. Why did Dylan report the missing flour before mixing? A. He hoped his aunt would cancel his next shift. B. He had been asked to make the same bread. C. He had learned to deal with problems early. D. He wanted to prove the customer had been wrong. 13. What does the pencil at the end suggest about Clara? A. She expects Dylan to remember every bread recipe. B. She prefers writing stories to serving her customers. C. She stays ready to learn from daily problems. D. She wants to avoid discussing mistakes with others. C A student decides to read English for an hour every evening. On Monday, the plan works. On Tuesday, a family visit takes up the evening. By Thursday, the book stays in the bag. The student may decide that people who keep good habits simply have stronger minds. But the design of the plan deserves a closer look. A goal tells us what we want to achieve; a routine tells us what to do in an ordinary day. “Improve my English” is a goal. “Read one page after I put away my dinner plate” is a routine with a clear starting point. Repeating an action in a similar situation can help that situation become a reminder. Eventually, beginning may require less thought, although learning itself still takes effort. Small actions are useful because they lower the difficulty of starting. One page will not create a strong reader overnight. It does, however, make a real practice session possible on a busy evening. After starting, a student may choose to continue. If not, the small action still counts. The important thing is that the plan describes something the student can actually do, rather than something that only fits a perfect day. The surroundings can help too. A book left open on a desk is easier to pick up than one hidden under several bags. Preparing the next page before going to bed can remove a small decision the following evening. This is not a guarantee of success. It simply means that the student does not have to solve the same practical problem each time. A simple record can show whether the plan fits real life. A tick beside each completed session may reveal that Thursdays are always difficult because of a late club meeting. The answer might be an earlier reading time on Thursdays, not a harsher promise to work harder. A record should help someone understand a pattern, rather than become another task that takes longer than the reading. Role models who appear wonderfully organised often have routines we cannot see. We can ask about those routines instead of guessing that success comes naturally to them. Then we can test a small plan of our own and adjust it. Keeping a useful habit is easier to understand when we look beyond the final result to the everyday steps behind it. 注：routine 常规做法。 14. What is the difference between a goal and a routine? A. A goal changes daily; a routine works only on weekdays. B. A goal is always small; a routine must take an hour. C. A goal needs practice; a routine removes the need to learn. D. A goal names an aim; a routine gives a daily action. 15. What does “they” in paragraph 3 refer to? A. Strong readers. B. Busy evenings. C. Perfect days. D. Small actions. 16. What is the main idea of paragraph 5? A. Records can help people adjust plans to daily life. B. Records should include detailed reports of every session. C. Club meetings prevent students from keeping useful habits. D. Thursday evenings are usually the best time for reading. 17. What can we infer about organised role models? A. Their habits are suitable for every student to copy. B. Their routines may explain part of their success. C. Their success means their plans never need changing. D. Their daily work usually requires very little effort. D A successful young musician shares her daily timetable: an early start, two hours of practice and no phone before breakfast. By the next week, several students are trying to live exactly like her. They admire her focus, but some soon feel tired and disappointed. Did they choose the wrong role model? Perhaps they copied the wrong part of her story. A timetable grows out of a person’s life. The musician may have lessons in the afternoon and a quiet room at home. A student who catches an early bus or shares a bedroom faces different conditions. Copying the same hours does not copy the same support. We can respect the musician’s hard work without expecting her day to fit ours. What is more useful is the method behind the timetable. Does she practise the difficult part of a piece before playing it from the beginning? Does she ask for advice when she stops improving? These actions can travel more easily from one life to another. A student learning to draw, for example, might practise one difficult shape and ask a teacher for comments. The subject changes, but careful practice remains. There is another question worth asking: do I want the same result? Admiring a musician does not mean we must become musicians. We may value her patience while hoping to become engineers or simply better classmates. A role model can help us decide how to work without deciding what our whole future should be. Having a different goal is not a failure to learn. Of course, trying someone else’s routine for a short time can teach us something. It may reveal a useful idea we would not have considered. The trouble begins when we treat every change as a sign of weakness. If a morning plan makes a student too tired to concentrate in class, moving the practice to the afternoon is a thoughtful decision, not an excuse. Instead of asking, “How can I become exactly like this person?”, we might ask, “Which habit could help me take my next step?” Choose one, try it and notice the result. Keep the useful part and change what does not fit. The best sign that we have learned from a role model may be a better way of living our own life. 18. What problem does the opening example show? A. Copying a role model’s timetable may not work well. B. Sharing daily plans prevents musicians from practising well. C. Following musicians usually makes students dislike music. D. Using a phone before breakfast improves students’ focus. 19. Why does the writer mention a student learning to draw? A. To explain why students should change their hobbies often. B. To show that a useful method can fit another activity. C. To show that drawing needs less practice than playing music. D. To explain why musicians should ask art teachers for help. 20. What does the writer say about changing a borrowed routine? A. A sensible change can make the routine more useful. B. Every change should make the practice session much longer. C. Any change shows that the learner lacks real patience. D. A change is useful only when the role model approves. 21. Which is the best title for the passage? A. Find a Musician, Become a Star B. Follow the Timetable, Avoid Every Change C. Choose One Goal, Share Every Habit D. Learn from Others, Plan for Yourself 三、完形填空 A One More Question Sophie began helping at an after-school reading club in September. Her first partner was a boy called Theo. He liked books about trains but read very   22  . Sophie wanted to be useful, so whenever he stopped at a word, she quickly said it for him. She thought this would help them finish more pages. After their third meeting, Theo closed the book before the last page. “You can read it,” he said. “You are faster.” Sophie felt   23  . She had worked hard, yet he seemed less willing to try. The club teacher watched them the following week. Afterwards, she asked Sophie to leave a little more   24   after each question. “A pause may mean he is thinking,” she explained. “You don’t have to fill every quiet moment.” At the next meeting, Sophie kept her finger away from the difficult words and   25  . Theo looked at a picture, tried a sound and finally read a whole sentence. Sophie gave him a   26   instead of another answer. He turned the page himself. Near the end, Theo pointed to a word Sophie had not planned to teach. “Why does this one sound different?” he asked. Rather than   27   the question, she wrote it down. They asked the teacher together and practised the word. That afternoon, they read fewer   28   than usual. However, Theo   29   a book to borrow and asked when Sophie would return. She began to measure their progress by his growing   30  , not just their speed. Being helpful, she discovered, sometimes meant having the   31   to wait. 22 A. slowly B. loudly C. clearly D. carelessly 23 A. proud B. relieved C. confused D. bored 24 A. work B. room C. time D. noise 25 A. waited B. left C. guessed D. argued 26 A. lesson B. smile C. reason D. warning 27 A. collecting B. repeating C. enjoying D. ignoring 28 A. letters B. pages C. notices D. signs 29 A. returned B. wrote C. repaired D. chose 30 A. vocabulary B. confidence C. speed D. height 31 A. permission B. strength C. patience D. luck B The Garden That Changed Our Plan Lucas was known for making careful plans. When the community centre offered his club a small piece of land, he drew a garden with neat rows and a perfect circle of flowers. He measured every corner and divided the work into weekly tasks. By Friday, his folder was full, and he felt   32   for the first meeting. The meeting did not go as he expected. Ruth, an older volunteer, asked where they would keep the watering cans. A father wanted a place where children could watch insects without stepping on plants. Lucas pointed to his drawing, but it had no   33   for either idea. He suggested discussing them later. They needed to begin planting, he said. During the first week, the group worked hard. Then several difficulties appeared. The watering cans were stored inside the centre, which was sometimes   34   when volunteers arrived. Children followed butterflies across the carefully marked rows. Two members missed a session because the meeting time was difficult for them. Lucas looked at the untidy garden and felt his beautiful plan had   35  . He nearly stayed home on Saturday. Instead, he brought his folder and asked everyone to describe one problem. This time, he kept   36   until each person finished. Ruth suggested asking for an outside storage box. The father offered to mark a short path. Another member explained that a second weekly session would let more people   37  . They could not use every suggestion. There was not enough money for a new fence, and the piece of land was still small. Lucas wrote down the limits, but he also wrote down what the group could   38  . They chose three changes and shared the jobs. His new drawing looked less perfect, with arrows and notes along the edges. Over the next month, the garden became easier to care for. People began leaving messages about plants that needed water. Lucas still made lists, but now he   39   them after talking with the team. He learned that being organised did not mean making every decision   40  . At the summer open day, a visitor praised the neat path. Lucas showed her the first drawing, then the changed one. “Which plan worked?” she asked. He smiled. “The one we were willing to   41  ,” he said, and went to help Ruth carry the watering cans. 32 A. ready B. late C. sorry D. famous 33 A. colour B. name C. space D. price 34 A. noisy B. crowded C. closed D. dirty 35 A. grown B. lasted C. spread D. failed 36 A. busy B. quiet C. active D. awake 37 A. join B. wait C. rest D. leave 38 A. imagine B. borrow C. afford D. remember 39 A. copied B. updated C. hid D. counted 40 A. alone B. early C. again D. quickly 41 A. protect B. forget C. display D. change 四、完成句子 42. 我的姐姐制订了计划，并坚持执行。 My sister makes a plan and ________ ________ it. 43. 我们每个月都在社区做志愿工作。 We do ________ ________ in the community every month. 44. 遇到困难时，你可以向老师寻求建议。 When you have difficulties, you can ________ your teacher ________ advice. 45. 她喜欢为邻居修补衣服。 She ________ ________ clothes for her neighbours. 46. 昨天，他们练习了在众人面前讲话。 Yesterday, they ________ ________ in front of a group. 五、书面表达 47. 你的英国笔友 Ben 想了解你身边的榜样。请给他写一封邮件，介绍这个人与你的关系、他或她的一项日常习惯及具体例子，并说明你打算怎样向他或她学习。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 $ 八年级上册 Unit 4 L2 同步作业 Role Models Around Me 解析版 一、单项选择 1. My neighbour enjoys ________ children how to repair old toys. A. teach B. taught C. to teach D. teaching 【答案】D 【分类】语法·动词后接 -ing enjoy 后接动词 -ing 形式，enjoy doing sth. 表示“喜欢做某事”。 2. We finished ________ the books before the younger children arrived. A. sort B. sorted C. sorting D. to sort 【答案】C 【分类】语法·动词后接 -ing finish doing sth. 表示“做完某事”，因此用 sorting，意为“分类整理”。 3. Although the task was difficult, Nora kept ________ different ways to solve it. A. tried B. try C. to try D. trying 【答案】D 【分类】语法·动词后接 -ing keep doing sth. 表示“继续或反复做某事”。本句指 Nora 不断尝试不同办法。 4. Colin is very ________: he keeps a clear list of tasks and knows what to do next. A. organised B. brave C. cheerful D. curious 【答案】A 【分类】词义辨析·人物品质 后半句描述任务清单清晰、知道下一步做什么，突出做事有条理，故选 organised。其余选项表示快乐、好奇或勇敢。 5. Instead of buying a new stand, Keira made one from used boxes. What a ________ idea! A. patient B. creative C. polite D. honest 【答案】B 【分类】词义辨析·人物品质 用旧盒子制作支架体现有创意，creative 与情境相符；其余选项不表示这一特点。 二、阅读理解 A Saturday Repair Helpers At Maple Community Centre, Saturday Repair Helpers brings neighbours together to keep useful things in use. Adult volunteers mend clothes, repair wooden toys and show visitors simple skills. We are inviting students aged 13 to 16 to help on the second Saturday of each month, from 9:30 a.m. to noon. Student helpers welcome visitors, write down what they have brought and place each item on the correct table. You may also sort buttons and match missing toy pieces. Adults handle sharp tools and all electrical work. Students should ask before touching an item; something that looks ordinary may be important to its owner. Our first meeting begins with a thirty-minute introduction. You will learn how to record a problem without promising that it can be fixed. Then you will spend the morning with an experienced volunteer. If visitors have to wait, explain the order politely. A friendly conversation is useful, but accurate notes matter just as much. Please choose a morning you can attend and sign up at the centre desk by the Thursday before it. Let us know early if your plans change so another helper can take your place. Bring water and wear clothes that can get dirty. You do not need repair experience. We value people who arrive on time, listen carefully and finish the small jobs they agree to do. Regular help keeps the mornings running smoothly. 6. Which task is suitable for a student helper? A. Promising every visitor a fully repaired item. B. Writing down the problem with a visitor’s toy. C. Using sharp tools while adults welcome visitors. D. Repairing an electric lamp without adult support. 【答案】B 【分类】细节理解 第2、3段说明学生负责登记物品和问题，成人负责锋利工具及电器维修，而且不能承诺一定修好。 7. How will a new helper learn during the first morning? A. By completing a written test and giving a short speech. B. By following printed instructions and working at a separate desk. C. By joining an introduction and working with a volunteer. D. By watching visitors and choosing a tool to practise with. 【答案】C 【分类】细节理解 第3段明确先进行30分钟介绍，再跟随有经验的志愿者工作一上午。 8. Why should helpers report a change of plans early? A. The centre needs time to arrange another helper. B. The visitors need to collect their items immediately. C. The centre needs time to buy different repair tools. D. The visitors need to change the problems they report. 【答案】A 【分类】细节理解 第4段指出提前说明计划变化，是为了让另一位帮手能够接替。 9. What quality does the notice especially value? A. Being reliable about agreed tasks. B. Being skilful at repairing complex items. C. Being free to help at any time. D. Being confident enough to work alone. 【答案】A 【分类】推理判断 准时到达、认真倾听、完成答应的小任务，以及提前报告变化，都共同体现可靠、守约这一品质。活动并不要求维修专长、随时到场或独立处理一切。 参考译文 枫树社区中心的“星期六修补小帮手”活动把邻居们聚在一起，让有用的东西继续发挥作用。成年志愿者缝补衣服、修理木制玩具，并向来访者展示简单技能。我们邀请13至16岁的学生，在每月第二个星期六上午9点半至中午12点来帮忙。 学生帮手负责接待来访者，记录他们带来的物品，并把每件物品放到相应的桌子上。你还可以整理纽扣、寻找配对的玩具零件。锋利工具和所有电器维修均由成人负责。学生接触物品前应先询问；一件看起来普通的东西，对主人可能很重要。 首次活动将以30分钟的介绍开始。你会学习如何记录问题，同时不承诺物品一定能修好。之后，你将跟随一名有经验的志愿者工作一上午。如果来访者需要等待，请礼貌地解释先后顺序。友好交谈很有帮助，但准确的记录同样重要。 请选择一个能参加的上午，并在此前的星期四之前到社区中心服务台报名。若计划改变，请尽早告知，以便安排其他帮手接替。请自带饮用水，穿不怕弄脏的衣服。你不需要有维修经验。我们看重准时到达、仔细倾听并完成所承诺小任务的人。定期的帮助让活动顺利开展。 B Every Saturday, Dylan helped at his aunt Clara’s small bakery. He liked arranging the finished cakes, but he disliked writing in the notebook beside the oven. “Two trays, eight minutes late,” Clara would say. Dylan wondered why she recorded tiny problems when customers seemed happy. One morning, a customer returned a loaf. The middle was still sticky. Dylan quickly offered another one, hoping nobody else would notice. Clara thanked the customer and cut open the returned loaf. Then she asked Dylan to bring the notebook. Its pages showed that the same oven shelf had caused trouble twice that month. Clara stopped using that shelf until a repair worker checked the oven. She also changed the morning plan so she could examine one loaf from each batch. Dylan expected her to be angry about the complaint. Instead, she said, “That customer gave us information we needed.” A week later, Dylan noticed a delivery arriving without the flour they had ordered. This time, he wrote down the missing item and told Clara before they began mixing. They changed the day’s menu and put a clear notice by the door. Some customers chose different bread; others returned the next day. At closing time, Clara asked Dylan to arrange the cakes for Sunday. He did, then reached for the notebook without being reminded. He had once thought that careful workers made fewer notes because they made fewer mistakes. Now he understood why Clara kept a pencil within reach. 注：batch 一批。 10. What did Dylan think of the notebook at first? A. It helped him finish his favourite job more quickly. B. It contained recipes that customers wanted to buy. C. It recorded complaints that his aunt refused to read. D. It recorded small problems that seemed unimportant. 【答案】D 【分类】细节理解 第1段写 Dylan 不喜欢记笔记，认为顾客都满意，没必要记录微小问题，故他起初觉得记录不重要。 11. What did Clara discover with the notebook’s help? A. One customer had returned bread several times. B. One oven shelf had caused repeated problems. C. A delivery worker had changed the shop’s order. D. Dylan had used the wrong kind of flour again. 【答案】B 【分类】细节理解 第2段说明笔记显示同一层烤箱架当月已经两次出问题。 12. Why did Dylan report the missing flour before mixing? A. He hoped his aunt would cancel his next shift. B. He had been asked to make the same bread. C. He had learned to deal with problems early. D. He wanted to prove the customer had been wrong. 【答案】C 【分类】推理判断 前文姑妈利用记录发现并处理问题，随后 Dylan 主动提前报告缺失原料，让店里及时调整菜单，体现他学会了及早处理问题。 13. What does the pencil at the end suggest about Clara? A. She expects Dylan to remember every bread recipe. B. She prefers writing stories to serving her customers. C. She stays ready to learn from daily problems. D. She wants to avoid discussing mistakes with others. 【答案】C 【分类】深层理解 结尾通过随手可取的铅笔呼应全文：Clara 随时记录并利用问题改进工作。这里不是强调写故事或死记配方。 参考译文 每个星期六，Dylan 都会到姑妈 Clara 的小面包店帮忙。他喜欢摆放做好的蛋糕，却不喜欢在烤箱旁的笔记本上写字。Clara 常说：“两盘，晚了八分钟。”Dylan 不明白，顾客似乎都很满意，为什么还要记这些小问题。 一天早晨，一位顾客退回了一条面包，里面还黏糊糊的。Dylan 马上提出换一条，希望别人不会注意到。Clara 谢过顾客，把退回的面包切开，然后让 Dylan 拿来笔记本。记录显示，同一层烤箱架这个月已经出过两次问题。 在维修人员检查烤箱之前，Clara 停用了那层架子。她还调整了早晨的安排，以便检查每批面包中的一个。Dylan 以为她会因投诉生气，她却说：“那位顾客给了我们所需要的信息。” 一周后，Dylan 发现送来的货里没有他们订购的面粉。这次，他记下缺失的物品，在开始搅拌前告诉了 Clara。他们调整了当天的菜单，在门旁贴出清楚的告示。一些顾客选择了别的面包，另一些第二天再来。 打烊时，Clara 让 Dylan 为星期日摆好蛋糕。他照做了，随后不用提醒便伸手拿起笔记本。他曾以为认真工作的人犯错少，所以笔记也少。现在，他明白了 Clara 为什么总把铅笔放在伸手可及的地方。 C A student decides to read English for an hour every evening. On Monday, the plan works. On Tuesday, a family visit takes up the evening. By Thursday, the book stays in the bag. The student may decide that people who keep good habits simply have stronger minds. But the design of the plan deserves a closer look. A goal tells us what we want to achieve; a routine tells us what to do in an ordinary day. “Improve my English” is a goal. “Read one page after I put away my dinner plate” is a routine with a clear starting point. Repeating an action in a similar situation can help that situation become a reminder. Eventually, beginning may require less thought, although learning itself still takes effort. Small actions are useful because they lower the difficulty of starting. One page will not create a strong reader overnight. It does, however, make a real practice session possible on a busy evening. After starting, a student may choose to continue. If not, the small action still counts. The important thing is that the plan describes something the student can actually do, rather than something that only fits a perfect day. The surroundings can help too. A book left open on a desk is easier to pick up than one hidden under several bags. Preparing the next page before going to bed can remove a small decision the following evening. This is not a guarantee of success. It simply means that the student does not have to solve the same practical problem each time. A simple record can show whether the plan fits real life. A tick beside each completed session may reveal that Thursdays are always difficult because of a late club meeting. The answer might be an earlier reading time on Thursdays, not a harsher promise to work harder. A record should help someone understand a pattern, rather than become another task that takes longer than the reading. Role models who appear wonderfully organised often have routines we cannot see. We can ask about those routines instead of guessing that success comes naturally to them. Then we can test a small plan of our own and adjust it. Keeping a useful habit is easier to understand when we look beyond the final result to the everyday steps behind it. 注：routine 常规做法。 14. What is the difference between a goal and a routine? A. A goal changes daily; a routine works only on weekdays. B. A goal is always small; a routine must take an hour. C. A goal needs practice; a routine removes the need to learn. D. A goal names an aim; a routine gives a daily action. 【答案】D 【分类】概念理解 第2段说明 goal 是想达到的目标，routine 是普通日子里具体怎么做。两者并非“是否需要学习”或“时间长短”的区别。 15. What does “they” in paragraph 3 refer to? A. Strong readers. B. Busy evenings. C. Perfect days. D. Small actions. 【答案】D 【分类】指代判断 该段首句 Small actions are useful because they... 中，they 承接同句主语 Small actions。 16. What is the main idea of paragraph 5? A. Records can help people adjust plans to daily life. B. Records should include detailed reports of every session. C. Club meetings prevent students from keeping useful habits. D. Thursday evenings are usually the best time for reading. 【答案】A 【分类】段落主旨 第5段通过记录发现星期四的实际困难，进而调整安排，说明记录用于理解规律、改进计划。 17. What can we infer about organised role models? A. Their habits are suitable for every student to copy. B. Their routines may explain part of their success. C. Their success means their plans never need changing. D. Their daily work usually requires very little effort. 【答案】B 【分类】推理判断 最后一段指出有条理的榜样背后常有看不见的日常步骤，研究这些步骤有助于理解成功，而不是认为他们天生轻松成功。 参考译文 一名学生决定每天晚上读一小时英语。星期一，计划顺利完成；星期二，家庭来访占去了晚上；到了星期四，书一直躺在包里。这名学生可能会认为，能坚持好习惯的人只是意志更坚强。但我们也应该仔细看看计划本身是怎样设计的。 目标告诉我们想实现什么，日常安排则告诉我们在普通的一天里具体做什么。“提高英语水平”是目标；“收好晚餐盘子后读一页书”则是带有清晰起点的日常安排。在相似的情境中反复做一件事，有助于让该情境成为提醒。逐渐地，开始行动可能不再需要思考那么多，尽管学习本身仍需付出努力。 小行动很有用，因为它们降低了开始的难度。读一页书不会让人一夜之间成为阅读高手，但在忙碌的晚上，它能让一次真正的练习成为可能。开始之后，学生也许会继续读；如果没有，那一点行动依然算数。重要的是，计划写的是学生实际能做到的事，而不是只适用于完美一天的事。 周围环境也能帮忙。一本摊开放在桌上的书，比藏在几个包下面的书更容易拿起来。睡前准备好下一页，可以减少第二天晚上要做的一个小决定。这并不保证成功，只是让学生不必每次都解决同一个实际问题。 简单的记录能够显示计划是否符合实际生活。每完成一次就打一个勾，可能让人发现，星期四总是比较困难，因为社团活动结束得晚。解决办法也许是星期四提早阅读，而不是更严厉地要求自己努力。记录应该帮助人理解规律，而不应成为比阅读本身还费时的新任务。 看起来十分有条理的榜样，往往有我们看不到的日常安排。我们可以询问这些安排，而不是猜测他们的成功来得轻而易举。然后尝试并调整自己的小计划。当我们不只看最终结果，还看背后的日常步骤时，就更容易理解如何坚持有益的习惯。 D A successful young musician shares her daily timetable: an early start, two hours of practice and no phone before breakfast. By the next week, several students are trying to live exactly like her. They admire her focus, but some soon feel tired and disappointed. Did they choose the wrong role model? Perhaps they copied the wrong part of her story. A timetable grows out of a person’s life. The musician may have lessons in the afternoon and a quiet room at home. A student who catches an early bus or shares a bedroom faces different conditions. Copying the same hours does not copy the same support. We can respect the musician’s hard work without expecting her day to fit ours. What is more useful is the method behind the timetable. Does she practise the difficult part of a piece before playing it from the beginning? Does she ask for advice when she stops improving? These actions can travel more easily from one life to another. A student learning to draw, for example, might practise one difficult shape and ask a teacher for comments. The subject changes, but careful practice remains. There is another question worth asking: do I want the same result? Admiring a musician does not mean we must become musicians. We may value her patience while hoping to become engineers or simply better classmates. A role model can help us decide how to work without deciding what our whole future should be. Having a different goal is not a failure to learn. Of course, trying someone else’s routine for a short time can teach us something. It may reveal a useful idea we would not have considered. The trouble begins when we treat every change as a sign of weakness. If a morning plan makes a student too tired to concentrate in class, moving the practice to the afternoon is a thoughtful decision, not an excuse. Instead of asking, “How can I become exactly like this person?”, we might ask, “Which habit could help me take my next step?” Choose one, try it and notice the result. Keep the useful part and change what does not fit. The best sign that we have learned from a role model may be a better way of living our own life. 18. What problem does the opening example show? A. Copying a role model’s timetable may not work well. B. Sharing daily plans prevents musicians from practising well. C. Following musicians usually makes students dislike music. D. Using a phone before breakfast improves students’ focus. 【答案】A 【分类】细节理解 第1段写一些学生照搬音乐家的时间表，结果疲惫失望，引出照搬安排未必合适的问题。 19. Why does the writer mention a student learning to draw? A. To explain why students should change their hobbies often. B. To show that a useful method can fit another activity. C. To show that drawing needs less practice than playing music. D. To explain why musicians should ask art teachers for help. 【答案】B 【分类】例证作用 第3段用练习绘画中的难点并请老师点评为例，说明认真练习、寻求反馈等方法可以用于不同活动。 20. What does the writer say about changing a borrowed routine? A. A sensible change can make the routine more useful. B. Every change should make the practice session much longer. C. Any change shows that the learner lacks real patience. D. A change is useful only when the role model approves. 【答案】A 【分类】观点判断 第5段明确说，若早晨练习影响上课精神，改到下午是经过思考的决定，而非借口或软弱。 21. Which is the best title for the passage? A. Find a Musician, Become a Star B. Follow the Timetable, Avoid Every Change C. Choose One Goal, Share Every Habit D. Learn from Others, Plan for Yourself 【答案】D 【分类】标题归纳 全文强调学习榜样的方法和品质，同时根据自己的条件和目标作调整，标题应同时体现借鉴与自主规划。 参考译文 一位成功的年轻音乐家分享了自己的日程：早起、练习两小时，早餐前不看手机。到下周，已有几名学生试着完全照她的方式生活。他们欣赏她的专注，但有些人很快就感到疲惫、失望。他们选错榜样了吗？也许他们照搬了故事中不该照搬的部分。 时间表来自一个人的实际生活。这位音乐家可能下午才上课，家里也有安静的房间。而赶早班车或与别人合住卧室的学生面临不同条件。复制相同的时间安排，并不能复制相同的支持条件。我们可以敬重她的努力，而不期待她的一天也适合我们。 更有用的是时间表背后的方法。她是否先练习曲子中困难的部分，再从头弹奏？进步停滞时，她是否寻求建议？这些行动更容易从一种生活迁移到另一种生活。例如，学画画的学生可以练习一个难画的形状，再请老师点评。活动变了，认真练习的方法却仍然适用。 还有一个值得问的问题：我是否想取得相同的结果？欣赏音乐家，并不意味着我们必须成为音乐家。我们可能看重她的耐心，却希望成为工程师，或者仅仅成为更好的同学。榜样可以帮助我们决定怎样做事，而不必决定我们整个未来该是什么样。目标不同，并不意味着没有学到东西。 当然，短期尝试别人的日常安排，也能让我们学到一些东西，发现之前没想到的好主意。问题在于把每一次调整都当成软弱。如果早晨的计划使学生疲惫得无法在课堂上集中注意力，把练习移到下午便是理性的决定，而不是找借口。 与其问“怎样才能完全成为这样的人”，不如问“哪一种习惯能帮助我迈出下一步”。选一种，试一试，看看结果。保留有用的部分，调整不合适的部分。我们从榜样身上学到东西的最好证明，也许就是找到了更适合自己生活的方式。 三、完形填空 A One More Question Sophie began helping at an after-school reading club in September. Her first partner was a boy called Theo. He liked books about trains but read very   22  . Sophie wanted to be useful, so whenever he stopped at a word, she quickly said it for him. She thought this would help them finish more pages. After their third meeting, Theo closed the book before the last page. “You can read it,” he said. “You are faster.” Sophie felt   23  . She had worked hard, yet he seemed less willing to try. The club teacher watched them the following week. Afterwards, she asked Sophie to leave a little more   24   after each question. “A pause may mean he is thinking,” she explained. “You don’t have to fill every quiet moment.” At the next meeting, Sophie kept her finger away from the difficult words and   25  . Theo looked at a picture, tried a sound and finally read a whole sentence. Sophie gave him a   26   instead of another answer. He turned the page himself. Near the end, Theo pointed to a word Sophie had not planned to teach. “Why does this one sound different?” he asked. Rather than   27   the question, she wrote it down. They asked the teacher together and practised the word. That afternoon, they read fewer   28   than usual. However, Theo   29   a book to borrow and asked when Sophie would return. She began to measure their progress by his growing   30  , not just their speed. Being helpful, she discovered, sometimes meant having the   31   to wait. 22 A. slowly B. loudly C. clearly D. carelessly 【答案】A 【考点】副词辨析 后文 Theo 说 Sophie 读得更快，且常停在难词处，说明他读得慢。 23 A. proud B. relieved C. confused D. bored 【答案】C 【考点】形容词辨析 她努力帮忙，却发现 Theo 更不愿尝试，两者与她的预期相反，因此感到困惑。 24 A. work B. room C. time D. noise 【答案】C 【考点】名词辨析 老师解释停顿可能意味着孩子正在思考，建议每问一个问题后多留一点时间。 25 A. waited B. left C. guessed D. argued 【答案】A 【考点】动词辨析 Sophie 接受建议，不再立即提供答案，而是等待，让 Theo 自己观察、拼读。 26 A. lesson B. smile C. reason D. warning 【答案】B 【考点】名词辨析 Theo 独立读出了句子，Sophie 用微笑鼓励他，而非继续给出答案。 27 A. collecting B. repeating C. enjoying D. ignoring 【答案】D 【考点】动词辨析 后文写她记下问题并一起请教老师，表明她没有忽略这个计划外的问题。 28 A. letters B. pages C. notices D. signs 【答案】B 【考点】名词辨析 首段提到她想多读几页，本段用当天读的页数较少与孩子信心增加形成对照。 29 A. returned B. wrote C. repaired D. chose 【答案】D 【考点】动词辨析 a book to borrow 表明 Theo 选了一本想借的书，显示主动阅读的意愿。 30 A. vocabulary B. confidence C. speed D. height 【答案】B 【考点】名词辨析 主动拼读、提问、选书并期待下次活动，都突出信心增长；文中没有量化词汇量的变化。 31 A. permission B. strength C. patience D. luck 【答案】C 【考点】名词辨析 全文写 Sophie 学会给孩子思考的时间，因此结尾强调耐心等待。 参考译文 九月，Sophie 开始在课后阅读俱乐部帮忙。她的第一个阅读伙伴是 Theo。他喜欢关于火车的书，但读得很慢。Sophie 想帮上忙，所以他一遇到不认识的词，她就迅速替他说出来。她以为这样能多读几页。 第三次活动时，Theo 没读到最后一页就合上了书，说：“你读吧，你比较快。”Sophie 很困惑：自己已经很努力了，他却似乎越来越不愿尝试。 接下来一周，俱乐部老师观察了他们。之后，她让 Sophie 每提一个问题都多留一点时间。“停顿可能意味着他正在思考，”她解释道，“你不必填满每个安静的时刻。” 下次活动时，Sophie 没有再用手指指着难词提示，而是等待。Theo 看了看图片，试着发音，终于读出了整个句子。Sophie 对他微笑，没有再给他另一个答案。他自己翻到了下一页。 快结束时，Theo 指着一个 Sophie 原本没打算教的词，问：“这个词为什么发音不一样？”她没有忽略这个问题，而是记了下来。两人一起请教老师，并练习这个词。 那天下午，他们读的页数比平时少。但 Theo 选了一本想借的书，还问 Sophie 什么时候再来。她开始用他不断增长的信心，而不只是阅读速度，衡量进步。她发现，有时想帮到别人，就要有耐心等一等。 B The Garden That Changed Our Plan Lucas was known for making careful plans. When the community centre offered his club a small piece of land, he drew a garden with neat rows and a perfect circle of flowers. He measured every corner and divided the work into weekly tasks. By Friday, his folder was full, and he felt   32   for the first meeting. The meeting did not go as he expected. Ruth, an older volunteer, asked where they would keep the watering cans. A father wanted a place where children could watch insects without stepping on plants. Lucas pointed to his drawing, but it had no   33   for either idea. He suggested discussing them later. They needed to begin planting, he said. During the first week, the group worked hard. Then several difficulties appeared. The watering cans were stored inside the centre, which was sometimes   34   when volunteers arrived. Children followed butterflies across the carefully marked rows. Two members missed a session because the meeting time was difficult for them. Lucas looked at the untidy garden and felt his beautiful plan had   35  . He nearly stayed home on Saturday. Instead, he brought his folder and asked everyone to describe one problem. This time, he kept   36   until each person finished. Ruth suggested asking for an outside storage box. The father offered to mark a short path. Another member explained that a second weekly session would let more people   37  . They could not use every suggestion. There was not enough money for a new fence, and the piece of land was still small. Lucas wrote down the limits, but he also wrote down what the group could   38  . They chose three changes and shared the jobs. His new drawing looked less perfect, with arrows and notes along the edges. Over the next month, the garden became easier to care for. People began leaving messages about plants that needed water. Lucas still made lists, but now he   39   them after talking with the team. He learned that being organised did not mean making every decision   40  . At the summer open day, a visitor praised the neat path. Lucas showed her the first drawing, then the changed one. “Which plan worked?” she asked. He smiled. “The one we were willing to   41  ,” he said, and went to help Ruth carry the watering cans. 32 A. ready B. late C. sorry D. famous 【答案】A 【考点】形容词辨析 Lucas 已完成测量、设计和任务安排，因此觉得自己已为首次会议做好准备。 33 A. colour B. name C. space D. price 【答案】C 【考点】名词辨析 两人的建议涉及存放水壶和儿童观察昆虫的地方；原设计没有为这些用途留出空间。 34 A. noisy B. crowded C. closed D. dirty 【答案】C 【考点】形容词辨析 水壶放在中心内部，而志愿者到达时中心有时不开门；这也解释了后文为什么建议室外储物箱。 35 A. grown B. lasted C. spread D. failed 【答案】D 【考点】动词辨析 问题接连出现，花园也变得杂乱，Lucas 因而感觉原计划失败了。 36 A. busy B. quiet C. active D. awake 【答案】B 【考点】语境搭配 这一次他等每个人说完，体现从急着推动自己的方案转变为保持安静、听取意见。 37 A. join B. wait C. rest D. leave 【答案】A 【考点】动词辨析 原活动时间使两名成员无法参加，增加另一个时段便能让更多人加入。 38 A. imagine B. borrow C. afford D. remember 【答案】C 【考点】动词辨析 本段明确谈到资金和场地限制，因此除了记下限制，还记下团队负担得起、可以做到的改进。 39 A. copied B. updated C. hid D. counted 【答案】B 【考点】动词辨析 他仍然列清单，但会与团队讨论后更新，不再把原计划视为不可改变。 40 A. alone B. early C. again D. quickly 【答案】A 【考点】副词辨析 整篇写他学会听取不同成员的意见，因此领悟到有条理不等于独自作所有决定。 41 A. protect B. forget C. display D. change 【答案】D 【考点】动词辨析 结尾呼应全篇：能根据实际困难和意见作调整的计划，才真正发挥作用。 参考译文 Lucas 一向以计划周密出名。社区中心给他的俱乐部一小块地后，他画了一座花园：种植行整齐，花朵围成完美的圆形。他量了每个角落，把工作分成每周任务。到了星期五，文件夹已经装得满满的，他觉得第一次会议的准备工作已经做好了。 会议却没有按预想进行。年长的志愿者 Ruth 问水壶放哪里。一位父亲希望有个地方，让孩子观察昆虫而不踩到植物。Lucas 指着设计图，但图上没有为这两项建议留空间。他提议以后再谈，说现在需要开始种植。 第一周，大家努力干活，随后困难接连出现。水壶存在社区中心里面，但志愿者到达时，中心有时关着门。孩子们追着蝴蝶穿过仔细标好的种植行。两位成员因为时间不合适，缺席了一次活动。Lucas 看着杂乱的花园，觉得自己的漂亮计划失败了。 星期六，他差点待在家里没去。最终，他还是带着文件夹来到花园，请每个人说一个问题。这次，他保持安静，等每个人讲完。Ruth 建议申请一个室外储物箱，那位父亲主动提出标出一条短路，另一位成员解释，增加一个每周活动时段能让更多人参加。 他们无法采用所有建议。没有足够的钱装新围栏，土地也依然很小。Lucas 记下限制，也记下团队可以承担的改进。他们选了三项调整并分工。新图纸的边缘写着笔记、画着箭头，看上去不那么完美了。 接下来一个月，花园变得更容易照料。大家开始留言，说明哪些植物需要浇水。Lucas 仍然列清单，但现在会与团队讨论后再更新。他明白，有条理并不意味着每一个决定都要独自作出。 夏季开放日，一位参观者表扬小路整齐。Lucas 给她看最初的图纸和修改后的图纸。她问：“哪份计划管用呢？”他笑着答道：“我们愿意修改的那份。”然后走过去，帮 Ruth 搬水壶。 四、完成句子 42. 我的姐姐制订了计划，并坚持执行。 My sister makes a plan and ________ ________ it. 【答案】sticks to 【解析】stick to 意为“坚持”；主语 My sister 是第三人称单数，用 sticks。 43. 我们每个月都在社区做志愿工作。 We do ________ ________ in the community every month. 【答案】voluntary work 【解析】do voluntary work 表示“做志愿工作”，与本课帮助他人的话题对应。 44. 遇到困难时，你可以向老师寻求建议。 When you have difficulties, you can ________ your teacher ________ advice. 【答案】ask; for 【解析】ask sb. for advice 意为“向某人寻求建议”。两个空依次填 ask 和 for。 45. 她喜欢为邻居修补衣服。 She ________ ________ clothes for her neighbours. 【答案】enjoys mending 【解析】enjoy doing sth. 意为“喜欢做某事”；She 作主语，用 enjoys。mending 可用 repairing 替换。 46. 昨天，他们练习了在众人面前讲话。 Yesterday, they ________ ________ in front of a group. 【答案】practised speaking 【解析】practise doing sth. 意为“练习做某事”；根据 Yesterday，用过去式 practised。美式拼写 practiced 亦可。 五、书面表达 47. 你的英国笔友 Ben 想了解你身边的榜样。请给他写一封邮件，介绍这个人与你的关系、他或她的一项日常习惯及具体例子，并说明你打算怎样向他或她学习。词数不少于60词，不得出现真实姓名和校名。 【写作思路】邮件以称呼开头，先说明人物关系，再围绕一项习惯举例，最后提出自己的具体行动。可使用 enjoy doing、keep doing、stick to 等表达，但应以内容自然为主。 Possible Version 1 Dear Ben, My uncle is my role model. He keeps a small notebook and plans the next day every evening. Last Saturday, he helped at a food bank. His list helped him prepare everything, and he arrived on time. He is organised and helpful. I want to learn this habit from him. I will write down three important tasks each evening and try to finish them the next day. Yours, Sam Possible Version 2 Dear Ben, My neighbour Stella is the person I learn from most. She repairs clothes at our community centre, but her most valuable habit is listening before offering a solution. Last month, I watched her ask an elderly visitor why a torn coat mattered to him. Only then did she suggest a repair that would preserve its familiar appearance. She has taught me that being helpful requires understanding, not simply skill. I plan to follow her example when I work with younger students: I will ask what they find difficult and give them time to explain before I offer advice. I hope this will make my help more useful. Yours, Alex 学科网（北京）股份有限公司 $