Unit 6 Celebrations 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 6 L3 同步作业 Exploring Your History　解析版 一、单项选择 1. Isabel ________ three local celebrations so far, and she wants to learn about more. A. attended B. will attend C. attends D. has attended 【答案】D　【分类】现在完成时　so far 表示“到目前为止”，强调截至现在的经历，用现在完成时 has attended。 2. —Is the folk artist in the hall? —No. He has ________ to the workshop and will return at four. A. stayed B. gone C. been D. come 【答案】B　【分类】现在完成时　根据“不在大厅”和“4点回来”可知，他去了工作坊尚未回来，用 has gone to。has been to 通常表示去过并已回来。 3. My aunt ________ traditional basket making since she was a teenager, and she still enjoys it. A. has practised B. will practise C. is practising D. practised 【答案】A　【分类】现在完成时　since 从句给出过去的起点，且后文说明现在仍然继续，应使用现在完成时 has practised。 4. We interviewed the maker to find ________ why the pattern was important to her family. A. over B. off C. out D. away 【答案】C　【分类】词汇与固定搭配　find out 表示通过调查、询问等“弄清楚”，与采访制作者以了解图案意义的语境相符。 5. Learning about our family ________ helps us understand the lives of earlier generations. A. background B. decoration C. competition D. invitation 【答案】A　【分类】词汇与固定搭配　family background 指“家庭背景”，与了解前几代人的生活相关。其余选项分别指邀请、比赛和装饰。 二、阅读理解 A Brookside Museum is looking for young helpers aged thirteen to fifteen for its Heritage Fair on 21 September. The fair brings local makers, musicians and families together to share skills and stories. You do not need to be an expert on local history. We need people who are curious, patient and willing to listen. There are three kinds of work. Welcome helpers show visitors around and explain where activities take place. Workshop helpers pass materials to makers and keep tables tidy. Story helpers work with an adult to write down visitors’ memories. They must ask before recording anything and check names carefully. The fair is about people’s lives, so accuracy matters. All helpers must attend a meeting at the museum on 18 September, from 4 to 5 p.m. You will meet the adults you will work with and practise your tasks. On the fair day, the morning group works from 9:30 to 12:00, and the afternoon group from 1:00 to 3:30. Choose one group when you apply. Collect a form from the museum desk and return it by 12 September. A parent or guardian must sign it. Tell us which kind of work interests you and one question you would like to ask about local traditions. We cannot promise everyone their first choice, but every role offers a chance to learn. Helpers may visit the activities freely outside their working hours. 6. What quality does the museum expect young helpers to have? A. Experience in leading a museum workshop. B. A willingness to listen and learn. C. A detailed knowledge of local history. D. An ability to play several instruments. 【答案】B　【分类】细节理解　第1段说不需要是历史专家，而要好奇、有耐心、愿意倾听。其他技能并非招募要求。 7. What must story helpers do before recording memories? A. Choose pictures from the museum collection. B. Write every story without adult support. C. Get permission from the person speaking. D. Prepare a performance for the visitors. 【答案】C　【分类】细节理解　第2段明确要求录制之前先询问，并说明这项工作在成人陪同下完成。 8. When must all chosen helpers attend a meeting? A. On 18 September from 4 to 5 p.m. B. On 21 September from 9:30 to 12:00. C. On 12 September from 4 to 5 p.m. D. On 21 September from 1:00 to 3:30. 【答案】A　【分类】细节理解　第3段给出的统一会前培训时间为9月18日16:00—17:00；9月12日是报名截止日期，9月21日的两个时段为正式工作时间。 9. Which plan follows the notice? A. Record visitors’ memories without asking them first. B. Return the form during the training meeting. C. Help in the morning and explore afterwards. D. Apply alone and leave the signature space empty. 【答案】C　【分类】推理判断　上午工作、下班后参观符合“选一个工作时段”和“工作时间外可参观”的规定。其他选项分别违背录音前征求同意、报名截止日期和成人签字的要求。 参考译文 布鲁克赛德博物馆正在为9月21日的文化遗产体验日招募13至15岁的小志愿者。活动将本地手工艺人、音乐人和家庭聚集在一起，分享技能与故事。你不必精通本地历史。我们需要有好奇心、有耐心并愿意倾听的人。 工作有三类。接待助手引导访客，说明活动地点。工作坊助手给手工艺人递材料，并保持桌面整洁。故事记录助手在一名成人陪同下记录访客的回忆。他们在录制任何内容前都必须征求同意，并认真核实姓名。活动关注的是人们的生活，因此准确很重要。 所有助手都必须参加9月18日16:00—17:00在博物馆举行的会议。你将认识一起工作的成人，并练习任务。活动当天，上午组的工作时间为9:30—12:00，下午组为13:00—15:30。报名时选择一个时段。 请到博物馆前台领取表格，在9月12日前交回。表格须由家长或监护人签字。告诉我们你对哪类工作感兴趣，并写一个你想了解的本地传统问题。我们无法保证每个人都得到首选岗位，但每个岗位都提供学习机会。助手在工作时间之外可以自由参观各项活动。 B Megan first heard the song at a family harvest supper. Her grandad tapped the table and sang a short line. The older guests answered together, while the younger ones tried to catch the words. Megan liked the tune and asked him to teach it to her for a school music project. At first, she wanted only a clear recording. Grandad, however, began talking about wooden apple boxes and cold mornings. Megan nearly asked him to get to the song. Then he explained that his family had sung it while passing empty boxes along a line. One voice started; the others answered as they passed the next box. Suddenly, the repeated words made sense. The song was not just something to perform after dinner. It had belonged to a job people did together. Megan put down her phone and asked who used to stand beside him. Grandad named his sister, a neighbour and a cousin who always sang slightly too early. A week later, Megan returned with a notebook. Grandad could remember most of the words, but not one line. Rather than guess, they called his sister, who offered a different version. Megan wrote both down and marked who remembered each one. At school, she played the recording and explained the work behind the music. Her classmates tried the answering lines. Afterwards, her teacher asked what had surprised her most. “I went to collect a song,” Megan said, “but I found people inside it.” 10. What did Megan want at the beginning? A. A clear recording for a school project. B. A list of people from Grandad’s village. C. A collection of stories about apple boxes. D. A new song for the family supper. 【答案】A　【分类】细节理解　第1、2段说明她喜欢曲调，希望得到清晰录音来做学校音乐项目，最初没有主动追问劳动故事。 11. How had the song been used in Grandad’s family? A. Visitors sang before entering the village. B. Children sang to welcome dinner guests. C. Workers sang after selling their apples. D. People sang while passing empty boxes. 【答案】D　【分类】细节理解　第2段明确说，家人排成一队传递空箱子时一人领唱、其他人应和。 12. Why did Megan write down two versions of a line? A. She planned to hide the missing words. B. She hoped to decide which relative sang better. C. She wanted to keep both people’s memories. D. She needed extra words for a longer song. 【答案】C　【分类】推理判断　第4段写到她记录两个版本并标注讲述者，说明她尊重并保留不同人的记忆，没有擅自认定其中一个错误。 13. What does Megan mean by “I found people inside it”? A. The project helped her meet famous local singers. B. The lyrics described a new school music group. C. The recording included voices she had not noticed. D. The song helped her understand earlier family lives. 【答案】D　【分类】句意理解　结合她追问当年的劳动伙伴和劳动场景可知，她通过歌曲看见了祖辈的生活经历；并非在录音中发现陌生声音。 参考译文 梅根第一次听到这首歌，是在一次家庭丰收晚餐上。祖父敲着桌子唱出短短一句，年长的宾客一起应和，年轻人则努力听清歌词。梅根喜欢这个曲调，请祖父教她，以便完成学校的音乐项目。 起初，她只想得到一段清晰的录音。祖父却开始讲木制苹果箱和寒冷的早晨。梅根差点请他直接唱歌。这时，他解释说，以前家人排成一队传递空箱子时会唱这首歌。一人领唱，其他人在传递下一只箱子时应和。 那些重复的歌词突然有了意义。这首歌不只是饭后表演的节目，它曾属于人们一起完成的一项劳动。梅根放下手机，问以前谁站在祖父身边。祖父说起自己的姐姐、一位邻居，还有一个总会稍稍抢拍的表亲。 一周后，梅根带着笔记本再次来访。祖父能记得大多数歌词，但有一句想不起来。他们没有猜，而是给他的姐姐打电话。她提供了不同的版本。梅根把两个版本都记下来，标明各是谁的记忆。 在学校，梅根播放录音，解释音乐背后的劳动。她的同学试着唱了应和的部分。之后，老师问最让她惊讶的是什么。“我原本去收集一首歌，”梅根说，“却在里面找到了人。” C A museum can keep a festival flag in a glass case, but it cannot put a whole celebration inside one. The music has stopped, the food has been eaten, and the people have gone home. To help future visitors understand what happened, a museum team needs different kinds of evidence. Each can answer questions that the others leave open. A photograph shows a moment. It may reveal the shape of a room, the clothes people wore or who stood together. However, it does not automatically explain why they gathered. A photo of a crowded table could show a wedding, an anniversary or an ordinary family meal. Names, dates and a note from the photographer can help a later viewer read the picture more accurately. An object offers another kind of clue. Imagine a wooden spoon used each year to prepare a community meal. Marks on its handle show that it has been used, but they cannot name the cooks. A team might ask who made it, where it was kept and whether children were allowed to help. The answers connect the spoon with skills and relationships rather than leaving it as an interesting shape. Recorded interviews add voices to these things. A cook might describe the work before guests arrived; a musician might explain how a familiar tune changed. An interviewer should ask permission to record and explain how the recording will be used. Questions that invite stories, such as “What happened when you first helped?”, usually provide more detail than questions answered only with yes or no. Memories will not always agree. One person may remember a meal taking place outdoors, while another remembers the hall. They could be recalling different years, or one memory could be mistaken. A museum team can compare invitations, photographs and several accounts before deciding what it knows. When a detail remains uncertain, it is more honest to say so than to give visitors a confident but unsupported answer. Finally, careful records help future users. A voice recording without a name or date can become difficult to understand. Keeping the speaker’s words together with the place, time and purpose of the interview gives them a setting. A strong collection does not bring back the noise and warmth of the celebration completely. It gives later generations several paths towards understanding the people who made it meaningful. 14. Why may a photograph need a written explanation? A. Its size prevents visitors from seeing details. B. Its people must always be museum workers. C. Its purpose and background may be unclear. D. Its colours are usually difficult to recognise. 【答案】C　【分类】细节理解　第2段说明照片能呈现聚会场景，却不一定能解释聚会原因，因此需要姓名、日期和说明等背景信息。 15. What is the main idea of paragraph 3? A. Children make the most useful festival objects. B. Museum objects should have unusual shapes. C. Old kitchen tools are always made of wood. D. An object’s story connects it with people. 【答案】D　【分类】段落大意　第3段通过木勺的例子说明，追问制作、使用和保存经历，可以把物品与技能及人际关系联系起来。 16. What should a team do when memories disagree? A. Accept the longest account without further questions. B. Remove all the photographs from the collection. C. Ask everyone to repeat one agreed story. D. Compare different accounts with other evidence. 【答案】D　【分类】细节理解　第5段提出比较邀请函、照片与多份讲述，判断差异的原因；不能凭讲述长短下结论或强行统一说法。 17. Which is the best title for the passage? A. Choosing the Oldest Photograph on Display B. Collecting More Than Festival Objects C. Replacing Family Stories with Written Records D. Planning a Meal inside a Museum 【答案】B　【分类】主旨大意　全文说明记录庆典需要实物、照片、访谈和背景等多种证据，而不仅是收藏节庆物品。并未主张以文字记录替代口述故事。 参考译文 博物馆可以把节庆旗帜放进玻璃展柜，却无法把整场庆祝活动装进去。音乐停了，食物吃完了，人们也回家了。为了帮助未来的访客理解当时发生了什么，博物馆团队需要不同类型的证据。每一种都能回答其他证据尚未回答的问题。 照片展示一个瞬间。它可能呈现房间的样子、人们的服饰，或谁曾站在一起。但它不会自动解释人们为什么相聚。一张挤满人的餐桌照片，可能拍于婚礼、周年庆，也可能只是普通家庭聚餐。姓名、日期以及摄影者的说明，能帮助后来的观看者更准确地解读照片。 实物提供另一类线索。设想一把每年用来准备社区聚餐的木勺。勺柄上的痕迹能说明它被使用过，却说不出厨师的名字。团队可以询问它由谁制作、存放在哪里，以及孩子们是否被允许帮忙。这些答案把木勺与技能和人际关系联系起来，使它不再仅仅是一个形状有趣的物件。 录音访谈为这些物品增添了声音。厨师可以讲述宾客到来前的劳动，乐手可以解释熟悉的曲调发生过哪些变化。采访者应先征求录音同意，并解释录音的用途。像“你第一次帮忙时发生了什么？”这样邀请人们讲故事的问题，通常比只能用“是”或“不是”回答的问题带来更多细节。 记忆并不总是一致的。有人可能记得在室外吃饭，另一个人却记得在大厅里。他们可能想的是不同年份，也可能其中一人的记忆有误。博物馆团队可以先比较邀请函、照片和多个人的讲述，再判断哪些情况可以确定。如果某个细节仍不明确，诚实说明不确定，比给访客一个自信却无证据支持的答案更合适。 最后，细致的记录能帮助未来的使用者。没有姓名或日期的录音，可能会变得难以理解。把讲述者的话与采访地点、时间和目的一起保存，能为这些话提供背景。丰富的馆藏不能完全恢复当时的喧闹和温暖，却能让后人通过多条途径，了解那些赋予庆祝活动意义的人。 D The dancers leave the stage, the audience claps, and the festival programme moves to the next item. The performance may have been excellent. But if the aim is to keep a tradition alive, we should ask another question: what will people be able to do or understand when the show is over? A performance is a useful beginning. It can make someone notice a kind of music or a skill they have never met before. Skilled performers also deserve opportunities to share their work. Watching is not an empty activity; careful viewers can notice patterns, movements and feelings. Still, a short show gives only a small part of a tradition’s life. Taking part reveals different things. A visitor who tries to weave a simple band may discover why the maker works slowly. Someone learning a group song has to listen for the moment when other voices join. These experiences can turn a distant idea into a practical question. “That looks nice” becomes “How do your hands do that?” A conversation then has somewhere to begin. Yet participation should not mean copying everything without asking. The people who practise a tradition should help decide what visitors learn and how it is presented. A pattern may have a family story behind it; a song may belong to a particular occasion. Learning the movements while ignoring their meaning can leave us with an attractive shell. Good workshops allow time for questions as well as actions. Keeping traditions alive also need not mean keeping every detail unchanged. Suppose a local group once met for a whole afternoon to prepare a celebration. If members now work different hours, shorter meetings may help them continue. The important discussion is what they wish to protect: perhaps a shared skill, a special language or the chance for different generations to work together. Changes should grow from that discussion, not simply from a wish to make the show faster. For a school planning a culture day, the most useful measure may come a month later. Has anyone practised the skill again? Has a pupil asked a relative about the song? Has a maker gained a new learner? A full hall and loud applause are welcome, but they do not answer these questions. A celebration can open a door. Keeping a tradition alive means giving people a reason, and a way, to walk through it again. 18. How does the writer view watching a performance? A. It is valuable but offers a limited view. B. It is enough to protect a whole tradition. C. It usually prevents visitors from asking questions. D. It matters only to people already skilled. 【答案】A　【分类】观点态度　第2段肯定观看能帮助人们发现音乐、技能与情感，同时指出短演出只能呈现传统的一部分，因此态度是肯定其价值但承认局限。 19. What does “an attractive shell” in paragraph 4 refer to? A. An old object that needs careful repair. B. Outward actions without their cultural meaning. C. A short workshop with several young learners. D. A difficult pattern with too many colours. 【答案】B　【分类】词义猜测　前句讲“学动作却忽略意义”，因此 shell 在这里比喻只有外在形式、缺少文化内涵的空壳。 20. Why does the writer mention shorter meetings? A. To prove that old skills are simple to learn. B. To show how change may support a tradition. C. To explain why all public shows should be shorter. D. To suggest that younger members should decide alone. 【答案】B　【分类】写作意图　第5段用成员工作时间变化、相聚时间缩短为例，说明调整形式也可以帮助传统继续存在。 21. What would best show that a school culture day had lasting value? A. The school presents more shows than before. B. The audience fills every seat in the hall. C. Every performance finishes before the planned time. D. Students continue learning after the event. 【答案】D　【分类】推理判断　末段从一个月后是否再练习、再询问、继续拜师等角度评估效果。因此，活动之后持续学习最能体现长远价值。 参考译文 舞者离开舞台，观众鼓掌，节庆节目转到下一项。表演或许非常精彩。但如果目的是让传统延续，我们还应问一个问题：演出结束之后，人们能够做什么，又能够理解什么？ 表演是一个有用的起点。它能让人注意到从未接触过的音乐或技能。技艺精湛的表演者也应有机会展示作品。观看并非毫无意义；认真观看的人可以留意图案、动作和情感。然而，一场短演出只展示了传统生命中的一小部分。 亲自参与会揭示不同的东西。尝试编织一条简单带子的访客，可能发现制作者为何做得那么慢。学习合唱的人必须留心其他声音加入的时刻。这些经历能把遥远的概念变成实际问题。“那真好看”变成“你的手是怎么做到的？”交流也就有了起点。 但是，参与不应意味着不加询问地照搬一切。实践这项传统的人应参与决定教给访客什么，以及怎样展示。一个图案背后可能有家族故事，一首歌可能属于特定场合。只学动作却忽略意义，可能只留下漂亮的外壳。好的工作坊既给动手留时间，也给提问留时间。 让传统延续也不意味着所有细节都必须一成不变。假设一个本地群体过去会用整个下午一起筹备庆典。如果成员如今的工作时间各不相同，较短的聚会可能帮助他们继续下去。重要的是讨论他们想保留什么：也许是共同的技能、一种特殊的语言，或几代人合作的机会。变化应从这样的讨论中产生，而不应只是为了把节目加快。 对计划举办文化日的学校来说，最有用的衡量也许在一个月后。是否有人再次练习那项技能？是否有学生向亲人询问那首歌？是否有手工艺人收到了新的学徒？满座的大厅和热烈的掌声值得欢迎，但它们并不能回答这些问题。庆祝活动可以打开一扇门。让传统延续，意味着给人们再次走进这扇门的理由和途径。 三、完形填空 A Holly’s class was preparing a small ___22___ about family celebrations. Each student brought one object and wrote a label for it. Holly’s neighbour, Mrs Foster, lent her a little cloth bag with bright red stitches around the edge. Holly ___23___ that the bag was a good-luck gift. She wrote a neat label saying so and added a picture of a smiling family. The display looked almost finished when her teacher asked, “How did you find out what the bag was for?” Holly pointed to the red thread. Her teacher suggested that a ___24___ question might tell her more than a colour could. That afternoon, Holly visited Mrs Foster and ___25___ about the bag. Her neighbour took out a photograph of a spring meal. In her family, each guest had received a bag containing flower ___26___ from her father’s garden. The family wanted people to take a little of the garden home and ___27___ something of their own. Red was simply the thread her mother had available. Holly listened and wrote notes. Back at school, she ___28___ the label. She also added the words “in Mrs Foster’s family”, because she did not know whether other families followed the same custom. The new label was less colourful, but it was more ___29___. During the display, Holly explained how she had ___30___ the bag’s story. A visitor asked whether the colour had a special meaning. “Not this time,” she answered. “I asked the maker.” The small bag had taught her to look for a ___31___ instead of inventing one. 22 A. concert B. display C. race D. picnic 【答案】B　【考点】名词辨析　下文要求带物品、写说明牌，指的是 display“展览”，不是野餐、音乐会或比赛。 23 A. guessed B. proved C. explained D. remembered 【答案】A　【考点】动词辨析　她只凭红线推断用途，还未询问制作者，因而只是 guessed“猜测”。 24 A. funny B. difficult C. careful D. loud 【答案】C　【考点】形容词辨析　老师希望她认真询问以核实用途，careful question 指经过思考、问得认真的问题。 25 A. forgot B. asked C. worried D. argued 【答案】B　【考点】动词辨析　她拜访邻居是为了弄清布袋用途，因此 asked about“询问有关……的情况”符合语境。 26 A. leaves B. pictures C. seeds D. stones 【答案】C　【考点】名词辨析　下文希望宾客回家种出东西，袋中装的是可供种植的花种，seeds 与此相符。 27 A. hide B. buy C. draw D. grow 【答案】D　【考点】动词辨析　带回花种后自己种植，故用 grow；不是画、买或藏东西。 28 A. sold B. lost C. corrected D. covered 【答案】C　【考点】动词辨析　查明实际用途后，她需要修正原来写错的说明，故用 corrected。 29 A. honest B. popular C. expensive D. colourful 【答案】A　【考点】形容词辨析　新说明不如以前花哨，但符合核实的事实，honest 在此表示“真实可信的；忠实于事实的”。 30 A. imagined B. finished C. changed D. learned 【答案】D　【考点】动词辨析　她向访客介绍自己如何通过请教了解到故事，用 learned。她没有改变物品真实的故事。 31 A. visitor B. picture C. prize D. story 【答案】D　【考点】名词辨析　结尾将 look for 与 invent 对照，强调了解真实故事而不是臆造，story 呼应全文。 参考译文 霍莉的班级正在准备一个关于家庭庆祝活动的小展览。每个学生带来一件物品，并为它写一张说明牌。邻居福斯特太太借给霍莉一个小布袋，边缘缝着鲜红的线。 霍莉猜测布袋是一件带来好运的礼物。她据此写了一张整洁的说明牌，还添上了一张一家人微笑的图片。展览快准备好时，老师问：“你是怎么弄清布袋用途的？”霍莉指了指红线。老师建议，一个认真提出的问题，可能比一种颜色告诉她更多。 当天下午，霍莉去看福斯特太太，询问布袋的事。邻居拿出一张春日聚餐的照片。在她家，每位宾客都会得到一个布袋，里面装着来自她父亲花园的花种。家人希望人们把花园的一小部分带回家，自己种出点东西。至于红色，只是因为她母亲当时手边有这种线。 霍莉边听边记。回到学校后，她改正了说明牌。她还加上“在福斯特太太家”，因为她不知道其他家庭是否也有这样的习俗。 新说明牌没有原来那么花哨，却更忠实于事实。展览时，霍莉解释了自己如何了解到布袋的故事。一位访客问颜色是否有特殊意义。“这一次没有。”她回答，“我问过制作者。”这个小布袋教会她去寻找故事，而不是编造故事。 B Daniel’s band was invited to play at the town’s summer fair. He wanted to use a song that his great-aunt Rose had sung there as a girl. His friends liked the tune but thought it sounded slow. They added drums and a bright keyboard part. After a week of practice, Daniel felt ___32___ that both young and older listeners would enjoy it. He played a recording for Rose. She tapped her fingers at first, then stopped. Daniel waited for praise. Instead, she asked him to lower the ___33___. “I can hardly hear the ___34___,” she said. “And where will the audience answer?” Daniel had removed the gaps between lines because he thought the silence made the song dull. He was ___35___. He had spent hours on the music and did not want to begin again. Rose noticed his face and asked him to sit beside her. She did not tell him to throw away the drums. She offered to ___36___ how the song had worked at earlier fairs. One singer used to sing the first line, she said, and everyone nearby answered. People carrying food or setting up tables could join without stopping their work. The gaps were not mistakes. They were ___37___ for other people’s voices. Daniel listened again to his recording and realised that his band filled every moment with sound. At the next practice, he told his friends what Rose had said. They kept the keyboard but used a ___38___ drum pattern. They also restored the answering lines. Before the fair, they ___39___ the new version with a small group of neighbours. Some knew the old song, and some had never heard it. After one practice, nearly everyone could answer at the right time. On the day, Daniel briefly explained the audience’s part. When the band began, he saw Rose singing near the front. A few children joined next, followed by adults at the food tables. The music was still new in places, but it once again invited people to ___40___. Afterwards, Rose asked him to send her the recording. Daniel was pleased that she wanted it, yet he was even more pleased by what they had made together. He had learnt that changing a tradition begins with understanding it. Listening to those who know it is a form of ___41___, and it can give new ideas a stronger place to start. 32 A. ashamed B. patient C. confident D. lonely 【答案】C　【考点】形容词辨析　乐队完成改编并练习了一周，他相信不同年龄的听众都会喜欢，因此很有信心。 33 A. light B. price C. seat D. speed 【答案】D　【考点】名词辨析　前文觉得老歌慢而加快，后文罗丝难以听清歌词，所以她希望降低的是演奏速度。 34 A. words B. applause C. footsteps D. bells 【答案】A　【考点】名词辨析　罗丝关心歌词及观众应和的时机，words 在此指歌曲中的词句。 35 A. proud B. relaxed C. disappointed D. thankful 【答案】C　【考点】形容词辨析　他本来期待称赞，却听到需要修改的意见，又不愿重来，因此感到失望。 36 A. record B. guess C. explain D. forget 【答案】C　【考点】动词辨析　下一段详细讲述旧时唱法，说明罗丝提出给他解释歌曲过去如何使用。 37 A. prizes B. space C. excuses D. rules 【答案】B　【考点】名词辨析　句间空隙为观众的声音留出空间，space 在此指参与和应和的位置。 38 A. faster B. lighter C. heavier D. louder 【答案】B　【考点】形容词辨析　为避免配器盖住歌词并给应和留空间，他们改用更轻的鼓点，而非更快、更响或更重。 39 A. tested B. sold C. hid D. copied 【答案】A　【考点】动词辨析　他们请邻居在正式活动前试唱，以检查新版本是否容易参与，因此用 tested。 40 A. wait B. join C. leave D. compete 【答案】B　【考点】动词辨析　上下文写孩子、大人接连唱起来，说明新版本再次让人们能够加入，用 join。 41 A. respect B. wealth C. silence D. luck 【答案】A　【考点】名词辨析　结尾强调先理解再改编，认真听取熟悉传统者的意见体现 respect“尊重”。 参考译文 丹尼尔的乐队受邀在镇上的夏日集会演奏。他想使用一首姑祖母罗丝少女时曾在那里唱过的歌。朋友们喜欢曲调，却觉得有些慢。他们加了鼓和明亮的键盘声部。练习一周后，丹尼尔很有信心，觉得年轻和年长的听众都会喜欢。 他给罗丝播放录音。她起初用手指打拍子，后来停了下来。丹尼尔等着夸奖，她却让他把速度降下来。“我几乎听不清歌词，”她说，“观众又该在哪里应和呢？”丹尼尔删掉了句子之间的空隙，因为他觉得安静的部分让歌显得无趣。 他很失望。他花了好几个小时编曲，不想重来。罗丝注意到他的表情，请他坐在身边。她没有让他去掉鼓，而是提出解释这首歌在以前的集会上是怎样演唱的。 她说，以前由一个人唱第一句，周围所有人应和。端食物或摆桌子的人也可以不用停下手中的活就加入。那些空隙不是错误，而是给其他人的声音留的位置。丹尼尔再听自己的录音，意识到乐队把每一刻都塞满了声音。 下次排练时，他把罗丝的话告诉朋友们。他们保留键盘，但把鼓点改得轻一些，也恢复了应和的部分。集会前，他们请一小群邻居试唱新版本。有的人熟悉老歌，有的人从未听过。练习一遍后，几乎所有人都能在正确的时候应和。 当天，丹尼尔简短说明观众的部分。乐队开始演奏时，他看到罗丝站在前面唱。接着几个孩子加入了，食物桌旁的大人也跟着唱起来。有些地方的音乐依然是新的，但它再次邀请人们参与其中。 之后，罗丝请他把录音发给她。丹尼尔很高兴她想要录音，但更高兴的是他们共同完成的东西。他学会了，改变传统始于理解传统。倾听了解传统的人，是一种尊重，也能让新想法有更扎实的起点。 四、完成句子 42. 我已经参加过两次文化体验活动。 I have already ________ ________ ________ two cultural activities. 【答案】taken part in　【解析】take part in 表示“参加”；have 后用过去分词 taken。 43. 我们想弄清楚这首歌的来历。 We want to ________ ________ where this song comes from. 【答案】find out　【解析】find out 表示“查明；弄清楚”。to 后用动词原形。 44. 这次参观使我更多地了解了本地历史。 I have ________ a lot ________ local history through this visit. 【答案】learnt/learned; about　【解析】learn about 表示“了解”；have 后用 learnt 或 learned，两种过去分词拼写均可。 45. 我姑姑去过那家博物馆两次。 My aunt has ________ ________ that museum twice. 【答案】been to　【解析】have/has been to 表示“去过某地”，这里讲两次参观经历。 46. 在上次参观中，那位制作者鼓励我们尝试编织。 During our last visit, the maker ________ us ________ try weaving. 【答案】encouraged; to　【解析】encourage sb. to do sth. 表示“鼓励某人做某事”；last visit 表明叙述过去的经历，用 encouraged。 五、书面表达 47. 你是 Taylor。上周你参加了当地文化体验日，并参观了一处传统手工艺工作坊。请给笔友 Sophie 写一封邮件，介绍你体验的一项活动、了解到的一点文化或历史知识，以及这次经历对你看法的影响。可合理补充细节，词数不少于60。 【写作思路】先交代上周参加活动的经历；再具体写做了什么、从制作者那里了解到什么；最后写认识的变化。过去发生的活动用一般过去时，现在的收获可用现在完成时。 Possible Version 1 Dear Sophie, Last week, I visited a traditional craft workshop during our local culture day. A maker taught me to weave a small basket. It was harder than it looked! She told us that her grandfather used baskets like these to carry vegetables. I have learned that an ordinary object can tell a story about the past. Now I want to ask my grandparents about their old things. Yours, Taylor Possible Version 2 Dear Sophie, Last week’s culture day changed the way I look at handmade objects. At a traditional basket workshop, I attempted a pattern that looked effortless in the maker’s hands. My uneven first attempt soon taught me otherwise. While helping me, she explained how her grandfather had woven baskets for carrying vegetables to market. What I had first admired as decoration turned out to be closely connected with everyday work. The object seemed far more interesting once I understood the life behind it. I have since begun asking my grandparents about things they used when they were young. Perhaps our next family gathering will uncover stories I have never thought to ask about. Yours, Taylor 学科网（北京）股份有限公司 $ 八年级上册 Unit 6 L3 同步作业 Exploring Your History　原卷版 一、单项选择 1. Isabel ________ three local celebrations so far, and she wants to learn about more. A. attended B. will attend C. attends D. has attended 2. —Is the folk artist in the hall? —No. He has ________ to the workshop and will return at four. A. stayed B. gone C. been D. come 3. My aunt ________ traditional basket making since she was a teenager, and she still enjoys it. A. has practised B. will practise C. is practising D. practised 4. We interviewed the maker to find ________ why the pattern was important to her family. A. over B. off C. out D. away 5. Learning about our family ________ helps us understand the lives of earlier generations. A. background B. decoration C. competition D. invitation 二、阅读理解 A Brookside Museum is looking for young helpers aged thirteen to fifteen for its Heritage Fair on 21 September. The fair brings local makers, musicians and families together to share skills and stories. You do not need to be an expert on local history. We need people who are curious, patient and willing to listen. There are three kinds of work. Welcome helpers show visitors around and explain where activities take place. Workshop helpers pass materials to makers and keep tables tidy. Story helpers work with an adult to write down visitors’ memories. They must ask before recording anything and check names carefully. The fair is about people’s lives, so accuracy matters. All helpers must attend a meeting at the museum on 18 September, from 4 to 5 p.m. You will meet the adults you will work with and practise your tasks. On the fair day, the morning group works from 9:30 to 12:00, and the afternoon group from 1:00 to 3:30. Choose one group when you apply. Collect a form from the museum desk and return it by 12 September. A parent or guardian must sign it. Tell us which kind of work interests you and one question you would like to ask about local traditions. We cannot promise everyone their first choice, but every role offers a chance to learn. Helpers may visit the activities freely outside their working hours. 6. What quality does the museum expect young helpers to have? A. Experience in leading a museum workshop. B. A willingness to listen and learn. C. A detailed knowledge of local history. D. An ability to play several instruments. 7. What must story helpers do before recording memories? A. Choose pictures from the museum collection. B. Write every story without adult support. C. Get permission from the person speaking. D. Prepare a performance for the visitors. 8. When must all chosen helpers attend a meeting? A. On 18 September from 4 to 5 p.m. B. On 21 September from 9:30 to 12:00. C. On 12 September from 4 to 5 p.m. D. On 21 September from 1:00 to 3:30. 9. Which plan follows the notice? A. Record visitors’ memories without asking them first. B. Return the form during the training meeting. C. Help in the morning and explore afterwards. D. Apply alone and leave the signature space empty. B Megan first heard the song at a family harvest supper. Her grandad tapped the table and sang a short line. The older guests answered together, while the younger ones tried to catch the words. Megan liked the tune and asked him to teach it to her for a school music project. At first, she wanted only a clear recording. Grandad, however, began talking about wooden apple boxes and cold mornings. Megan nearly asked him to get to the song. Then he explained that his family had sung it while passing empty boxes along a line. One voice started; the others answered as they passed the next box. Suddenly, the repeated words made sense. The song was not just something to perform after dinner. It had belonged to a job people did together. Megan put down her phone and asked who used to stand beside him. Grandad named his sister, a neighbour and a cousin who always sang slightly too early. A week later, Megan returned with a notebook. Grandad could remember most of the words, but not one line. Rather than guess, they called his sister, who offered a different version. Megan wrote both down and marked who remembered each one. At school, she played the recording and explained the work behind the music. Her classmates tried the answering lines. Afterwards, her teacher asked what had surprised her most. “I went to collect a song,” Megan said, “but I found people inside it.” 10. What did Megan want at the beginning? A. A clear recording for a school project. B. A list of people from Grandad’s village. C. A collection of stories about apple boxes. D. A new song for the family supper. 11. How had the song been used in Grandad’s family? A. Visitors sang before entering the village. B. Children sang to welcome dinner guests. C. Workers sang after selling their apples. D. People sang while passing empty boxes. 12. Why did Megan write down two versions of a line? A. She planned to hide the missing words. B. She hoped to decide which relative sang better. C. She wanted to keep both people’s memories. D. She needed extra words for a longer song. 13. What does Megan mean by “I found people inside it”? A. The project helped her meet famous local singers. B. The lyrics described a new school music group. C. The recording included voices she had not noticed. D. The song helped her understand earlier family lives. C A museum can keep a festival flag in a glass case, but it cannot put a whole celebration inside one. The music has stopped, the food has been eaten, and the people have gone home. To help future visitors understand what happened, a museum team needs different kinds of evidence. Each can answer questions that the others leave open. A photograph shows a moment. It may reveal the shape of a room, the clothes people wore or who stood together. However, it does not automatically explain why they gathered. A photo of a crowded table could show a wedding, an anniversary or an ordinary family meal. Names, dates and a note from the photographer can help a later viewer read the picture more accurately. An object offers another kind of clue. Imagine a wooden spoon used each year to prepare a community meal. Marks on its handle show that it has been used, but they cannot name the cooks. A team might ask who made it, where it was kept and whether children were allowed to help. The answers connect the spoon with skills and relationships rather than leaving it as an interesting shape. Recorded interviews add voices to these things. A cook might describe the work before guests arrived; a musician might explain how a familiar tune changed. An interviewer should ask permission to record and explain how the recording will be used. Questions that invite stories, such as “What happened when you first helped?”, usually provide more detail than questions answered only with yes or no. Memories will not always agree. One person may remember a meal taking place outdoors, while another remembers the hall. They could be recalling different years, or one memory could be mistaken. A museum team can compare invitations, photographs and several accounts before deciding what it knows. When a detail remains uncertain, it is more honest to say so than to give visitors a confident but unsupported answer. Finally, careful records help future users. A voice recording without a name or date can become difficult to understand. Keeping the speaker’s words together with the place, time and purpose of the interview gives them a setting. A strong collection does not bring back the noise and warmth of the celebration completely. It gives later generations several paths towards understanding the people who made it meaningful. 14. Why may a photograph need a written explanation? A. Its size prevents visitors from seeing details. B. Its people must always be museum workers. C. Its purpose and background may be unclear. D. Its colours are usually difficult to recognise. 15. What is the main idea of paragraph 3? A. Children make the most useful festival objects. B. Museum objects should have unusual shapes. C. Old kitchen tools are always made of wood. D. An object’s story connects it with people. 16. What should a team do when memories disagree? A. Accept the longest account without further questions. B. Remove all the photographs from the collection. C. Ask everyone to repeat one agreed story. D. Compare different accounts with other evidence. 17. Which is the best title for the passage? A. Choosing the Oldest Photograph on Display B. Collecting More Than Festival Objects C. Replacing Family Stories with Written Records D. Planning a Meal inside a Museum D The dancers leave the stage, the audience claps, and the festival programme moves to the next item. The performance may have been excellent. But if the aim is to keep a tradition alive, we should ask another question: what will people be able to do or understand when the show is over? A performance is a useful beginning. It can make someone notice a kind of music or a skill they have never met before. Skilled performers also deserve opportunities to share their work. Watching is not an empty activity; careful viewers can notice patterns, movements and feelings. Still, a short show gives only a small part of a tradition’s life. Taking part reveals different things. A visitor who tries to weave a simple band may discover why the maker works slowly. Someone learning a group song has to listen for the moment when other voices join. These experiences can turn a distant idea into a practical question. “That looks nice” becomes “How do your hands do that?” A conversation then has somewhere to begin. Yet participation should not mean copying everything without asking. The people who practise a tradition should help decide what visitors learn and how it is presented. A pattern may have a family story behind it; a song may belong to a particular occasion. Learning the movements while ignoring their meaning can leave us with an attractive shell. Good workshops allow time for questions as well as actions. Keeping traditions alive also need not mean keeping every detail unchanged. Suppose a local group once met for a whole afternoon to prepare a celebration. If members now work different hours, shorter meetings may help them continue. The important discussion is what they wish to protect: perhaps a shared skill, a special language or the chance for different generations to work together. Changes should grow from that discussion, not simply from a wish to make the show faster. For a school planning a culture day, the most useful measure may come a month later. Has anyone practised the skill again? Has a pupil asked a relative about the song? Has a maker gained a new learner? A full hall and loud applause are welcome, but they do not answer these questions. A celebration can open a door. Keeping a tradition alive means giving people a reason, and a way, to walk through it again. 18. How does the writer view watching a performance? A. It is valuable but offers a limited view. B. It is enough to protect a whole tradition. C. It usually prevents visitors from asking questions. D. It matters only to people already skilled. 19. What does “an attractive shell” in paragraph 4 refer to? A. An old object that needs careful repair. B. Outward actions without their cultural meaning. C. A short workshop with several young learners. D. A difficult pattern with too many colours. 20. Why does the writer mention shorter meetings? A. To prove that old skills are simple to learn. B. To show how change may support a tradition. C. To explain why all public shows should be shorter. D. To suggest that younger members should decide alone. 21. What would best show that a school culture day had lasting value? A. The school presents more shows than before. B. The audience fills every seat in the hall. C. Every performance finishes before the planned time. D. Students continue learning after the event. 三、完形填空 A Holly’s class was preparing a small ___22___ about family celebrations. Each student brought one object and wrote a label for it. Holly’s neighbour, Mrs Foster, lent her a little cloth bag with bright red stitches around the edge. Holly ___23___ that the bag was a good-luck gift. She wrote a neat label saying so and added a picture of a smiling family. The display looked almost finished when her teacher asked, “How did you find out what the bag was for?” Holly pointed to the red thread. Her teacher suggested that a ___24___ question might tell her more than a colour could. That afternoon, Holly visited Mrs Foster and ___25___ about the bag. Her neighbour took out a photograph of a spring meal. In her family, each guest had received a bag containing flower ___26___ from her father’s garden. The family wanted people to take a little of the garden home and ___27___ something of their own. Red was simply the thread her mother had available. Holly listened and wrote notes. Back at school, she ___28___ the label. She also added the words “in Mrs Foster’s family”, because she did not know whether other families followed the same custom. The new label was less colourful, but it was more ___29___. During the display, Holly explained how she had ___30___ the bag’s story. A visitor asked whether the colour had a special meaning. “Not this time,” she answered. “I asked the maker.” The small bag had taught her to look for a ___31___ instead of inventing one. 22 A. concert B. display C. race D. picnic 23 A. guessed B. proved C. explained D. remembered 24 A. funny B. difficult C. careful D. loud 25 A. forgot B. asked C. worried D. argued 26 A. leaves B. pictures C. seeds D. stones 27 A. hide B. buy C. draw D. grow 28 A. sold B. lost C. corrected D. covered 29 A. honest B. popular C. expensive D. colourful 30 A. imagined B. finished C. changed D. learned 31 A. visitor B. picture C. prize D. story B Daniel’s band was invited to play at the town’s summer fair. He wanted to use a song that his great-aunt Rose had sung there as a girl. His friends liked the tune but thought it sounded slow. They added drums and a bright keyboard part. After a week of practice, Daniel felt ___32___ that both young and older listeners would enjoy it. He played a recording for Rose. She tapped her fingers at first, then stopped. Daniel waited for praise. Instead, she asked him to lower the ___33___. “I can hardly hear the ___34___,” she said. “And where will the audience answer?” Daniel had removed the gaps between lines because he thought the silence made the song dull. He was ___35___. He had spent hours on the music and did not want to begin again. Rose noticed his face and asked him to sit beside her. She did not tell him to throw away the drums. She offered to ___36___ how the song had worked at earlier fairs. One singer used to sing the first line, she said, and everyone nearby answered. People carrying food or setting up tables could join without stopping their work. The gaps were not mistakes. They were ___37___ for other people’s voices. Daniel listened again to his recording and realised that his band filled every moment with sound. At the next practice, he told his friends what Rose had said. They kept the keyboard but used a ___38___ drum pattern. They also restored the answering lines. Before the fair, they ___39___ the new version with a small group of neighbours. Some knew the old song, and some had never heard it. After one practice, nearly everyone could answer at the right time. On the day, Daniel briefly explained the audience’s part. When the band began, he saw Rose singing near the front. A few children joined next, followed by adults at the food tables. The music was still new in places, but it once again invited people to ___40___. Afterwards, Rose asked him to send her the recording. Daniel was pleased that she wanted it, yet he was even more pleased by what they had made together. He had learnt that changing a tradition begins with understanding it. Listening to those who know it is a form of ___41___, and it can give new ideas a stronger place to start. 32 A. ashamed B. patient C. confident D. lonely 33 A. light B. price C. seat D. speed 34 A. words B. applause C. footsteps D. bells 35 A. proud B. relaxed C. disappointed D. thankful 36 A. record B. guess C. explain D. forget 37 A. prizes B. space C. excuses D. rules 38 A. faster B. lighter C. heavier D. louder 39 A. tested B. sold C. hid D. copied 40 A. wait B. join C. leave D. compete 41 A. respect B. wealth C. silence D. luck 四、完成句子 42. 我已经参加过两次文化体验活动。 I have already ________ ________ ________ two cultural activities. 43. 我们想弄清楚这首歌的来历。 We want to ________ ________ where this song comes from. 44. 这次参观使我更多地了解了本地历史。 I have ________ a lot ________ local history through this visit. 45. 我姑姑去过那家博物馆两次。 My aunt has ________ ________ that museum twice. 46. 在上次参观中，那位制作者鼓励我们尝试编织。 During our last visit, the maker ________ us ________ try weaving. 五、书面表达 47. 你是 Taylor。上周你参加了当地文化体验日，并参观了一处传统手工艺工作坊。请给笔友 Sophie 写一封邮件，介绍你体验的一项活动、了解到的一点文化或历史知识，以及这次经历对你看法的影响。可合理补充细节，词数不少于60。 ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 学科网（北京）股份有限公司 $