Unit 5 Travel 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 5 L3 同步作业 A Wonderful Trip 原卷版 一、单项选择 1. I have ________ joined a river tour before. Tomorrow will be my first time. A. already B. ever C. never D. just 2. We have ________ finished our garden visit. We left the gate a minute ago. A. never B. yet C. just D. ever 3. Anna has visited this town twice, but she has not tried its local soup ________. A. yet B. still C. ago D. just 4. The organiser invited us to ________ the gardening activity, and we signed up at once. A. take care of B. pay attention to C. take part in D. look forward to 5. By shopping at the market and talking with residents, we have ________ local life. A. built B. experienced C. collected D. designed 二、阅读理解 A Westbank Community Garden welcomes travellers who want to experience everyday life in our neighbourhood. The garden is open from 10:00 a.m. to 4:00 p.m. on Saturdays. You can join a short tour without booking, or sign up for a one-hour work session at 11:00 a.m. or 2:00 p.m. Please book work sessions at the visitor desk by Friday. During a work session, a garden leader will first explain the day's tasks. You may help water young plants, clean labels or prepare small signs for the vegetable beds. No gardening experience is required. Tools and gloves are provided. Please wear old clothes and bring drinking water. Visitors under sixteen must work with an accompanying adult; younger children can also enjoy the tour. The garden is cared for by local residents. Some grow vegetables they remember from childhood, while others enjoy learning from their neighbours. You are welcome to ask about their plants and recipes. However, ask before taking photographs of people. Please do not pick vegetables during your session. The residents have a separate timetable for gathering and sharing them. After the session, visitors can stay for a conversation at the long table near the gate. There is no charge for either activity, and nobody is expected to make a donation. If a session is full, the tour is still available. We hope you will leave with a small piece of practical knowledge and a better understanding of the people who keep this garden growing. 6. Which activity needs a booking? A. The one-hour work session. B. The short garden tour. C. The visit to the long table. D. The conversation after a session. 7. What should visitors bring for a work session? A. Vegetables to share with residents. B. A pair of new gardening gloves. C. A full set of garden tools. D. Their own drinking water. 8. Why are visitors asked not to pick vegetables? A. Visitors need special tickets to enter the beds. B. Residents arrange their gathering and sharing separately. C. All vegetables are saved for the garden leader. D. The plants are grown only for visitors’ photographs. 9. What can a visitor do if all work sessions are full? A. Join a short tour of the garden. B. Reserve the conversation table instead. C. Pay extra to work for another hour. D. Work alone after the garden closes. B Ten days after Hannah returned from a coastal town, a postcard arrived at her home. She had sent it to herself on the last afternoon of the trip. On the front was a bright picture of the harbour. She smiled, expecting her message to list the places she had visited. But the first line surprised her: 'Today I learnt how to listen.' That afternoon, Hannah had entered a tiny bookshop while waiting for her brother. Its owner, Morgan, asked which picture on the postcards she liked best. Hannah chose the harbour because it looked beautiful. Morgan pointed to a small building in the corner. It had once been a waiting room where his mother met the boat bringing letters from her brother. Hannah had nearly interrupted to talk about the boat tour she had taken. Instead, she asked Morgan what those letters were like. He described the drawings inside them and how his mother read them aloud. Hannah stayed until her brother came to find her. Before leaving, she bought a postcard and wrote her message while the conversation was still fresh. Back home, she had shown her friends dozens of photos but had forgotten to mention the bookshop. Now the postcard brought that afternoon back. She added a note beside the shop's photograph and told her friends the story. The harbour was still beautiful. Yet the postcard had given it another meaning: it was also a place where people waited, worried and welcomed news. A delayed card had reminded Hannah of the part of the trip she most wanted to keep. 10. Why was Hannah surprised by the postcard’s first line? A. It described a lesson rather than a list of places. B. It came from her brother rather than the shop owner. C. It named a harbour she had never visited before. D. It included a story that she had told every friend. 11. What did Morgan’s mother do in the small building? A. She sold postcards showing the harbour. B. She read stories to visiting schoolchildren. C. She waited for letters arriving by boat. D. She booked boat tours for her neighbours. 12. What does Hannah’s decision to ask another question show? A. She wanted her brother to buy more postcards. B. She doubted that letters could arrive by boat. C. She hoped Morgan would offer a free boat tour. D. She became interested in Morgan’s experience. 13. What is the best title for the passage? A. A Harbour That Lost Its Waiting Room B. A Postcard That Brought Back More C. A Bookshop That Needed New Pictures D. A Boat Tour That Started Too Late C Imagine entering a railway station and finding books where tickets used to be sold. In the old waiting room, neighbours are meeting over cups of tea. The building still has its long windows and station name, but its purpose has changed. Giving an old station a new use can keep part of a town's history present in everyday life. Railway stations were often important meeting points. People left for work, welcomed relatives and sent goods from them. Over time, some lines closed and some station rooms became unnecessary. A building could remain standing even when its original work had disappeared. Without a useful role, it might stay empty, and people would have fewer reasons to care for it. New uses can bring people back. An unused room may become a café, a place to exchange books or a small exhibition space. Local groups can use it for meetings. In some places, trains still stop outside, so passengers and residents share the same facilities. In others, the railway has closed, but the building continues to serve the neighbourhood in a different way. Keeping visible signs of the past helps visitors understand the building. An old timetable board can explain how people once travelled. A ticket window may become part of a display rather than disappear behind a new wall. These details connect the current activity with the station's earlier life. Imagine a child borrowing a book and then discovering that her great-grandfather once bought a ticket at the same counter. History becomes easier to picture. Changing a building's use is not as simple as moving in some chairs. Its rooms must suit the new activity, and repairs can be expensive. A narrow entrance may need changes so more people can enter comfortably. The groups using the station must also decide who will care for it. Listening to residents helps planners understand what is missing locally, rather than create a space that looks attractive but is rarely used. A successful project balances these needs. It keeps enough of the old building to tell its story while making room for present-day life. For travellers, such a station offers more than an interesting photograph. It shows how a community responds to change. The building may no longer send people on journeys, yet it can still help them meet, learn and feel connected to their town. 14. Why might an old station building remain empty? A. Its timetable board has too much information. B. Its original work is no longer needed. C. Its windows prevent neighbours from meeting. D. Its rooms are reserved only for railway workers. 15. Why does the writer describe a child borrowing a book? A. To compare a library’s rules with ticket prices. B. To show why children prefer reading to travelling. C. To explain how families choose a place to live. D. To connect present use with the station’s past. 16. What is the main idea of paragraph 5? A. Repair costs can be avoided by keeping rooms empty. B. A new use requires practical work and local input. C. An attractive entrance matters more than residents’ needs. D. Station rooms become useful once chairs are added. 17. What is the best title for the passage? A. Old Stations, New Purposes B. New Trains, Shorter Journeys C. Famous Buildings, Better Photographs D. Ticket Offices, Faster Services D A visitor sees a faded wall at a community centre and offers to paint it. That sounds helpful. But what if the people using the centre need help sorting books instead? The visitor may finish a beautiful wall while leaving the real problem untouched. Wanting to help is a good beginning; understanding what help is needed should be the next step. Travel gives people opportunities to join local activities. A short volunteer session can introduce us to neighbours we would never meet on a sightseeing tour. Yet the activity should not exist mainly to give visitors an impressive story. The people who live there will remain after the travellers have gone. Their plans, knowledge and daily needs should shape the work. This begins with questions. Ask the organiser what tasks are useful, what skills they require and how much time they take. Listen to the answers even if the task sounds ordinary. Cleaning labels or counting materials may not make an exciting photograph, but it can save a regular volunteer an hour. A small job completed carefully may be more valuable than a large promise nobody can keep. It also helps to be honest about what we can do. A visitor with one free afternoon cannot offer weeks of support. Someone who has never repaired a chair should not pretend to know how. There may still be a suitable task, or it may be better simply to join a public event and learn. Admitting a limit allows the organiser to plan around it; hiding one can create extra work. Of course, visitors can bring useful new ideas. Listening does not mean agreeing with everything or remaining silent. It means understanding the situation before suggesting a change. A traveller might notice that a sign is hard to read and offer a clearer design. Working with residents can turn that observation into something they want, rather than something the visitor chooses for them. Before sharing a story about volunteering, think about whose story it is. Ask permission before using someone's photograph or personal words. Describe what you learnt as well as what you did. The most meaningful part of a trip may be recognising how much others already know. Good help leaves a useful result behind, and a good visitor leaves with a little more understanding. 18. What does the wall-painting example suggest? A. Visitors should avoid every kind of practical work. B. Good intentions may miss the actual need. C. A new wall matters more than sorted books. D. Community centres seldom welcome outside help. 19. Why may cleaning labels be valuable? A. It allows organisers to promise longer visits. B. It replaces every other task at the centre. C. It reduces work for regular volunteers. D. It gives visitors a more impressive photograph. 20. What is the main idea of paragraph 4? A. State your available time and skills honestly. B. Choose the biggest task to prove your ability. C. Offer weeks of support before planning an afternoon. D. Leave every practical job to experienced local people. 21. Which would the writer probably agree with? A. Share every volunteer’s photo to attract more visitors. B. Judge a task mainly by how exciting it looks. C. Suggest changes after understanding local wishes. D. Follow local ideas without asking further questions. 三、完形填空 A I had chosen a __22__ seat for our train journey through the hills. My phone was ready, and I hoped to take plenty of pictures. A younger boy called Finn sat beside me. When the train began moving, his voice was full of __23__. It was his first train journey, but from the aisle seat he could see little beyond my shoulder. After a moment, I __24__ him my seat. He looked at his father across the aisle, then accepted with a wide __25__. At first, I worried about __26__ the best views. Then Finn pointed towards a village and told me that his grandmother lived there. He opened a notebook and __27__ its little square, putting a dot beside her house. His words __28__ me through the narrow streets. I heard about a shop that sold enormous sandwiches and a football ground smaller than our school playground. These were places I could not see clearly from the train. Finn moved closer to the glass so I could look out too. 'We can __29__ the view,' he said, holding his notebook between us. For the rest of the journey, we looked outside __30__. I took fewer photos than planned, but brought home a drawing Finn had given me. I have kept it beside my train ticket. Giving up the seat did not leave me with less of a trip. That small act of __31__ made room for another person's excitement, and it gave my own journey an unexpected new story. 22 A. corner B. door C. counter D. window 23 A. excitement B. disappointment C. anger D. fear 24 A. lost B. kept C. refused D. offered 25 A. warning B. shout C. smile D. frown 26 A. enjoying B. missing C. finishing D. collecting 27 A. folded B. closed C. drew D. erased 28 A. ignored B. tested C. guided D. interrupted 29 A. sell B. count C. hide D. share 30 A. together B. alone C. outside D. apart 31 A. distance B. speed C. silence D. kindness B During a holiday in Westbay, Natalie joined an afternoon activity at the community hall. Visitors could help prepare a small exhibition. She had hoped to see __32__ paintings, perhaps by an artist she knew from school. Instead, the tables held a lunch box, a toy dog and an old pair of boots. She felt __33__. It looked more like someone clearing a cupboard than an exhibition worth seeing. The organiser, Mr Ellis, asked her to help write __34__ for the objects. None had an explanation yet. He said the objects were __35__ from residents, who expected to receive them back after the exhibition. Natalie realised that she could not simply describe their colour and size. To explain why they were there, she would need to talk to their owners. A woman named Evelyn showed her the metal lunch box. She had __36__ it to work on her first day at a clothing factory. Her mother had put a note inside, and she had kept that note long after the factory closed. The toy dog __37__ to a man who had travelled with it as a child when his family moved to Westbay. He still remembered how the train smelled. As Natalie listened, she noticed that the most interesting __38__ were not always visible in the objects. A box could not show the nervousness of a first working day. A toy could not show the worry of leaving home. She asked questions __39__, giving the speakers time to think. Mr Ellis reminded her to use only the parts of their stories they were comfortable sharing publicly. Natalie wrote a short paragraph for each object and read it aloud to its owner. Evelyn __40__ the date after checking an old photograph. The man with the toy suggested adding the name of his childhood street. Their changes made the labels more accurate. Natalie had learnt that listening was only the beginning; she also needed to check that her writing preserved what people meant. Before leaving, she walked along the finished display. Nothing had become grander or more expensive, but every object now held a life she could partly understand. She asked her parents to return with her the next morning. She wanted them to hear the __41__ behind the ordinary things. It was not the exhibition she had expected. That was precisely why she would remember it. 32 A. unfinished B. empty C. broken D. famous 33 A. excited B. disappointed C. confident D. grateful 34 A. invitations B. menus C. labels D. tickets 35 A. stolen B. borrowed C. ordered D. bought 36 A. carried B. sold C. repaired D. posted 37 A. returned B. pointed C. listened D. belonged 38 A. prices B. colours C. details D. shapes 39 A. carelessly B. angrily C. hurriedly D. carefully 40 A. ignored B. corrected C. guessed D. forgot 41 A. voices B. prices C. colours D. tools 四、完成句子 42. 我们已经参观过这座博物馆了。 We have ________ visited this museum. 43. 我刚刚收到了明天的活动安排。 I have ________ received the plan for tomorrow’s activity. 44. 他们准备参加一项社区活动。 They are going to ________ ________ ________ a community activity. 45. 我在旅行中交了几个新朋友。 I have ________ ________ ________ during the trip. 46. 这次旅行让我认识了一种新的生活方式。 This trip has ________ ________ ________ to a new way of life. 五、书面表达 47. 假如你正在外地旅行，今天逛了当地集市，并在印刷作坊体验了制作明信片。请写一篇英语日记，记录今天的经历、自己的感受，以及明天的一项计划。词数不少于60。 ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 学科网（北京）股份有限公司 $ 八年级上册 Unit 5 L3 同步作业 A Wonderful Trip 解析版 一、单项选择 1. I have ________ joined a river tour before. Tomorrow will be my first time. A. already B. ever C. never D. just 【答案】C 【分类】现在完成时 【解析】Tomorrow will be my first time 说明过去从未参加过，因此用 never，表示“从未”。 2. We have ________ finished our garden visit. We left the gate a minute ago. A. never B. yet C. just D. ever 【答案】C 【分类】现在完成时 【解析】a minute ago 提示动作刚发生不久，用 just 表示“刚刚”。这里的时间说明在后一句，不直接与前句的现在完成时连用。 3. Anna has visited this town twice, but she has not tried its local soup ________. A. yet B. still C. ago D. just 【答案】A 【分类】现在完成时 【解析】yet 常用于现在完成时的否定句或疑问句，表示“到现在为止；还”，通常放在句末。此处意为“还没有尝过”。 4. The organiser invited us to ________ the gardening activity, and we signed up at once. A. take care of B. pay attention to C. take part in D. look forward to 【答案】C 【分类】词汇与固定搭配 【解析】signed up 表明大家报名参加，take part in 意为“参加”。其余分别是“照顾”“期待”“注意”。 5. By shopping at the market and talking with residents, we have ________ local life. A. built B. experienced C. collected D. designed 【答案】B 【分类】词汇与固定搭配 【解析】通过在集市购物、与居民交谈，可以体验当地生活，experience local life 与语境相符。其余动词不表示“体验”。 二、阅读理解 A Westbank Community Garden welcomes travellers who want to experience everyday life in our neighbourhood. The garden is open from 10:00 a.m. to 4:00 p.m. on Saturdays. You can join a short tour without booking, or sign up for a one-hour work session at 11:00 a.m. or 2:00 p.m. Please book work sessions at the visitor desk by Friday. During a work session, a garden leader will first explain the day's tasks. You may help water young plants, clean labels or prepare small signs for the vegetable beds. No gardening experience is required. Tools and gloves are provided. Please wear old clothes and bring drinking water. Visitors under sixteen must work with an accompanying adult; younger children can also enjoy the tour. The garden is cared for by local residents. Some grow vegetables they remember from childhood, while others enjoy learning from their neighbours. You are welcome to ask about their plants and recipes. However, ask before taking photographs of people. Please do not pick vegetables during your session. The residents have a separate timetable for gathering and sharing them. After the session, visitors can stay for a conversation at the long table near the gate. There is no charge for either activity, and nobody is expected to make a donation. If a session is full, the tour is still available. We hope you will leave with a small piece of practical knowledge and a better understanding of the people who keep this garden growing. 6. Which activity needs a booking? A. The one-hour work session. B. The short garden tour. C. The visit to the long table. D. The conversation after a session. 【答案】A 【分类】细节理解 【解析】第一段说明短途参观无需预约，但一小时劳动活动需要提前到服务台报名。 7. What should visitors bring for a work session? A. Vegetables to share with residents. B. A pair of new gardening gloves. C. A full set of garden tools. D. Their own drinking water. 【答案】D 【分类】细节理解 【解析】第二段要求带饮用水；工具和手套由花园提供，并未要求带蔬菜。 8. Why are visitors asked not to pick vegetables? A. Visitors need special tickets to enter the beds. B. Residents arrange their gathering and sharing separately. C. All vegetables are saved for the garden leader. D. The plants are grown only for visitors’ photographs. 【答案】B 【分类】细节理解 【解析】第三段说明居民有另外的收获和分享时间表，所以不能在劳动活动中随意采摘。 9. What can a visitor do if all work sessions are full? A. Join a short tour of the garden. B. Reserve the conversation table instead. C. Pay extra to work for another hour. D. Work alone after the garden closes. 【答案】A 【分类】细节理解 【解析】第四段明确说劳动活动满员时，参观仍然开放。没有加钱、闭园后劳动或预订长桌的安排。 参考译文 西岸社区花园欢迎想体验我们街区日常生活的旅行者。花园每周六上午十点至下午四点开放。你可以不预约参加短途参观，也可以报名参加上午十一点或下午两点开始的一小时劳动活动。劳动活动请在周五之前到游客服务台预约。 劳动活动开始时，花园负责人会先讲解当天的任务。你可以帮忙给幼苗浇水、清洁标签，或者为菜畦制作小标牌。不需要园艺经验，工具和手套由花园提供。请穿旧衣服，带上饮用水。十六岁以下的游客须由同行成年人陪同劳动；较小的孩子也可以参加参观。 花园由当地居民共同照料。有些人种植童年记忆里的蔬菜，另一些人喜欢向邻居学习。欢迎询问有关植物和食谱的问题。不过，拍摄人物前要先征求同意。活动期间请不要采摘蔬菜，居民另有收获和分享蔬菜的时间安排。 活动后，游客可以留在门旁的长桌边交流。两项活动均不收费，也不要求任何人捐款。如果劳动活动名额已满，仍可以参加参观。我们希望你离开时，既学到一点实用知识，也更加了解那些让花园不断生长的人。 B Ten days after Hannah returned from a coastal town, a postcard arrived at her home. She had sent it to herself on the last afternoon of the trip. On the front was a bright picture of the harbour. She smiled, expecting her message to list the places she had visited. But the first line surprised her: 'Today I learnt how to listen.' That afternoon, Hannah had entered a tiny bookshop while waiting for her brother. Its owner, Morgan, asked which picture on the postcards she liked best. Hannah chose the harbour because it looked beautiful. Morgan pointed to a small building in the corner. It had once been a waiting room where his mother met the boat bringing letters from her brother. Hannah had nearly interrupted to talk about the boat tour she had taken. Instead, she asked Morgan what those letters were like. He described the drawings inside them and how his mother read them aloud. Hannah stayed until her brother came to find her. Before leaving, she bought a postcard and wrote her message while the conversation was still fresh. Back home, she had shown her friends dozens of photos but had forgotten to mention the bookshop. Now the postcard brought that afternoon back. She added a note beside the shop's photograph and told her friends the story. The harbour was still beautiful. Yet the postcard had given it another meaning: it was also a place where people waited, worried and welcomed news. A delayed card had reminded Hannah of the part of the trip she most wanted to keep. 10. Why was Hannah surprised by the postcard’s first line? A. It described a lesson rather than a list of places. B. It came from her brother rather than the shop owner. C. It named a harbour she had never visited before. D. It included a story that she had told every friend. 【答案】A 【分类】细节理解 【解析】第一段说 Hannah 原以为留言列出景点，实际第一行却写自己学会了倾听，两者的不同让她意外。 11. What did Morgan’s mother do in the small building? A. She sold postcards showing the harbour. B. She read stories to visiting schoolchildren. C. She waited for letters arriving by boat. D. She booked boat tours for her neighbours. 【答案】C 【分类】细节理解 【解析】第二段说明建筑原为候船室，Morgan 的母亲在那里等船送来哥哥的信。读信出声在后文出现，但并未说给来访学生读。 12. What does Hannah’s decision to ask another question show? A. She wanted her brother to buy more postcards. B. She doubted that letters could arrive by boat. C. She hoped Morgan would offer a free boat tour. D. She became interested in Morgan’s experience. 【答案】D 【分类】推理判断 【解析】她没有转而讲自己的游船经历，而是继续询问信件，可推知她开始关注并倾听 Morgan 的经历。 13. What is the best title for the passage? A. A Harbour That Lost Its Waiting Room B. A Postcard That Brought Back More C. A Bookshop That Needed New Pictures D. A Boat Tour That Started Too Late 【答案】B 【分类】标题归纳 【解析】明信片是全文线索，它带回的不只是港口景色，还有一次交谈及新认识。其余标题仅涉及局部细节，或文中没有发生的事。 参考译文 汉娜从一个海滨小镇回来十天后，家里收到一张明信片。那是她在旅行最后一天下午寄给自己的。正面是一张明亮的港口图片。她微笑着，以为留言会列出自己去过的地方。但第一行让她意外：“今天，我学会了怎样倾听。” 那天下午，汉娜等哥哥时走进了一家小书店。店主摩根问她最喜欢明信片上的哪张图片。她选了港口，因为那里看起来很美。摩根指着角落里的一座小建筑。那里曾是一间候船室，他的母亲在那里等船送来她哥哥的信。 汉娜差点打断他，谈自己参加过的游船活动。但她转而询问那些信是什么样的。摩根描述了信里的画，以及母亲如何把信读出声来。汉娜一直待到哥哥来找她。离开前，她买了一张明信片，趁着还清楚记得交谈内容时写下留言。 回家后，她给朋友看了几十张照片，却忘了提书店。如今，明信片让她重新想起那个下午。她在书店照片旁加了一条记录，并给朋友讲了故事。港口仍然美丽，但明信片赋予它另一层意义：那里也是人们等待、担心、迎接消息的地方。一张迟到的卡片提醒汉娜，旅行中她最想留住的是什么。 C Imagine entering a railway station and finding books where tickets used to be sold. In the old waiting room, neighbours are meeting over cups of tea. The building still has its long windows and station name, but its purpose has changed. Giving an old station a new use can keep part of a town's history present in everyday life. Railway stations were often important meeting points. People left for work, welcomed relatives and sent goods from them. Over time, some lines closed and some station rooms became unnecessary. A building could remain standing even when its original work had disappeared. Without a useful role, it might stay empty, and people would have fewer reasons to care for it. New uses can bring people back. An unused room may become a café, a place to exchange books or a small exhibition space. Local groups can use it for meetings. In some places, trains still stop outside, so passengers and residents share the same facilities. In others, the railway has closed, but the building continues to serve the neighbourhood in a different way. Keeping visible signs of the past helps visitors understand the building. An old timetable board can explain how people once travelled. A ticket window may become part of a display rather than disappear behind a new wall. These details connect the current activity with the station's earlier life. Imagine a child borrowing a book and then discovering that her great-grandfather once bought a ticket at the same counter. History becomes easier to picture. Changing a building's use is not as simple as moving in some chairs. Its rooms must suit the new activity, and repairs can be expensive. A narrow entrance may need changes so more people can enter comfortably. The groups using the station must also decide who will care for it. Listening to residents helps planners understand what is missing locally, rather than create a space that looks attractive but is rarely used. A successful project balances these needs. It keeps enough of the old building to tell its story while making room for present-day life. For travellers, such a station offers more than an interesting photograph. It shows how a community responds to change. The building may no longer send people on journeys, yet it can still help them meet, learn and feel connected to their town. 14. Why might an old station building remain empty? A. Its timetable board has too much information. B. Its original work is no longer needed. C. Its windows prevent neighbours from meeting. D. Its rooms are reserved only for railway workers. 【答案】B 【分类】细节理解 【解析】第二段说明部分线路关闭或车站房间不再需要，建筑失去原本功能后可能闲置。其他原因并非文章所述。 15. Why does the writer describe a child borrowing a book? A. To compare a library’s rules with ticket prices. B. To show why children prefer reading to travelling. C. To explain how families choose a place to live. D. To connect present use with the station’s past. 【答案】D 【分类】写作意图 【解析】第四段的孩子在借书处发现曾祖父买过票，具体说明新用途如何与旧历史联系起来，让人容易想象历史。 16. What is the main idea of paragraph 5? A. Repair costs can be avoided by keeping rooms empty. B. A new use requires practical work and local input. C. An attractive entrance matters more than residents’ needs. D. Station rooms become useful once chairs are added. 【答案】B 【分类】段落主旨 【解析】第五段谈空间适用、维修成本、入口、维护责任与居民意见，说明改用需要实际规划和当地参与。 17. What is the best title for the passage? A. Old Stations, New Purposes B. New Trains, Shorter Journeys C. Famous Buildings, Better Photographs D. Ticket Offices, Faster Services 【答案】A 【分类】标题归纳 【解析】全文说明老车站获得新用途的原因、例子、历史保留方式和现实问题。Old Stations, New Purposes 能概括全文，而不是只强调列车或照片。 参考译文 想象你走进一座火车站，在原来卖票的地方看到了书。旧候车室里，邻居们喝着茶相聚。建筑仍保留长窗和站名，用途却变了。赋予老车站新用途，可以让小镇的一部分历史继续存在于日常生活中。 火车站常是重要的会合地点。人们从那里去工作、迎接亲人、寄运货物。随着时间推移，有些线路关闭，有些车站房间不再需要。即使原来的工作已经消失，建筑仍可能矗立着。没有实用的功能，它可能一直空着，人们也就少了维护它的理由。 新用途可以把人们重新吸引回来。闲置的房间可以变成咖啡馆、图书交换点或小型展览空间，当地团体也可以在那里开会。有些地方，火车仍在外面停靠，乘客与居民共用设施。另一些地方，铁路已经关闭，但建筑仍以不同方式服务街区。 保留看得见的历史痕迹，有助于游客理解建筑。旧时刻表板能说明过去怎样旅行，售票窗口可以成为展品的一部分，而不是被新墙遮住。这些细节把现在的活动与车站的旧生活联系起来。想象一个孩子借书时，发现曾祖父以前就在同一个柜台买票。历史由此更容易被想象。 改变建筑用途不只是搬进几把椅子那么简单。房间必须适合新活动，维修可能很贵。狭窄的入口也许需要改动，让更多人能舒适地进入。使用车站的团体还要决定由谁照料它。倾听居民的意见，可以帮助规划者了解当地缺少什么，而不是建成一处看起来吸引人却很少使用的空间。 成功的项目会平衡这些需要。它保留足够的旧建筑特征来讲述历史，同时为今天的生活留出空间。对于旅行者，这样的车站不只是一张有趣的照片，还展示了社区如何应对变化。建筑可能不再送人踏上旅程，却仍能帮助人们相聚、学习，并与小镇保持联系。 D A visitor sees a faded wall at a community centre and offers to paint it. That sounds helpful. But what if the people using the centre need help sorting books instead? The visitor may finish a beautiful wall while leaving the real problem untouched. Wanting to help is a good beginning; understanding what help is needed should be the next step. Travel gives people opportunities to join local activities. A short volunteer session can introduce us to neighbours we would never meet on a sightseeing tour. Yet the activity should not exist mainly to give visitors an impressive story. The people who live there will remain after the travellers have gone. Their plans, knowledge and daily needs should shape the work. This begins with questions. Ask the organiser what tasks are useful, what skills they require and how much time they take. Listen to the answers even if the task sounds ordinary. Cleaning labels or counting materials may not make an exciting photograph, but it can save a regular volunteer an hour. A small job completed carefully may be more valuable than a large promise nobody can keep. It also helps to be honest about what we can do. A visitor with one free afternoon cannot offer weeks of support. Someone who has never repaired a chair should not pretend to know how. There may still be a suitable task, or it may be better simply to join a public event and learn. Admitting a limit allows the organiser to plan around it; hiding one can create extra work. Of course, visitors can bring useful new ideas. Listening does not mean agreeing with everything or remaining silent. It means understanding the situation before suggesting a change. A traveller might notice that a sign is hard to read and offer a clearer design. Working with residents can turn that observation into something they want, rather than something the visitor chooses for them. Before sharing a story about volunteering, think about whose story it is. Ask permission before using someone's photograph or personal words. Describe what you learnt as well as what you did. The most meaningful part of a trip may be recognising how much others already know. Good help leaves a useful result behind, and a good visitor leaves with a little more understanding. 18. What does the wall-painting example suggest? A. Visitors should avoid every kind of practical work. B. Good intentions may miss the actual need. C. A new wall matters more than sorted books. D. Community centres seldom welcome outside help. 【答案】B 【分类】推理判断 【解析】首段举例说明好意若没有了解需求，可能解决不了真正的问题。作者并没有否定游客参与或外部帮助。 19. Why may cleaning labels be valuable? A. It allows organisers to promise longer visits. B. It replaces every other task at the centre. C. It reduces work for regular volunteers. D. It gives visitors a more impressive photograph. 【答案】C 【分类】细节理解 【解析】第三段指出普通任务也能给长期志愿者节省时间。价值来自实际作用，不来自照片或夸大的效果。 20. What is the main idea of paragraph 4? A. State your available time and skills honestly. B. Choose the biggest task to prove your ability. C. Offer weeks of support before planning an afternoon. D. Leave every practical job to experienced local people. 【答案】A 【分类】段落主旨 【解析】第四段用时间有限、没有修椅子经验等例子说明应诚实表明能力与限制，并非要求完全不参与。 21. Which would the writer probably agree with? A. Share every volunteer’s photo to attract more visitors. B. Judge a task mainly by how exciting it looks. C. Suggest changes after understanding local wishes. D. Follow local ideas without asking further questions. 【答案】C 【分类】观点判断 【解析】第五段强调倾听之后可以提出新想法，并与居民合作，让建议符合他们的愿望。最后一段也要求拍照、引用个人话语前征求许可。 参考译文 一位游客看到社区中心一面褪色的墙，主动提出粉刷。听起来很有帮助。但如果使用中心的人其实需要帮助整理图书呢？游客可能完成了一面漂亮的墙，却没有解决真正的问题。想帮忙是好的开始，接下来应弄清需要什么帮助。 旅行让人有机会参与当地活动。一次短暂的志愿服务，可能让我们认识观光时永远遇不到的邻居。不过，活动不应主要为了给游客提供一个引人注目的故事。旅行者离开后，当地人仍在那里生活。他们的计划、知识和日常需要应决定工作的方向。 这要从提问开始。问组织者哪些任务有用、需要什么技能、要花多少时间。即使任务听起来普通，也要听完回答。清洁标签或清点材料也许拍不出精彩照片，却可能给一位长期志愿者节省一个小时。认真完成一件小事，可能比没人能兑现的大承诺更有价值。 诚实说明自己的能力也很有帮助。只有一个下午空闲的游客，无法提供几周的支持。从未修过椅子的人，不应假装知道怎样修。也许仍有适合的任务，也可能只是参加公开活动、了解情况更合适。承认限制让组织者能够据此安排，隐瞒限制却可能带来额外工作。 当然，游客也能带来有用的新想法。倾听不等于同意一切或保持沉默，而是在提出改变前理解情况。旅行者也许注意到一块标牌不好读，可以提出更清楚的设计。与居民一起做，能把观察转化成他们想要的东西，而不是由游客替他们决定的东西。 分享志愿服务故事前，想一想这是属于谁的故事。使用别人的照片或个人话语前，要征求同意。既描述自己做了什么，也描述学到了什么。旅行中最有意义的部分，也许是认识到别人已经懂得很多。好的帮助留下实用的成果，好的游客带着更多理解离开。 三、完形填空 A I had chosen a __22__ seat for our train journey through the hills. My phone was ready, and I hoped to take plenty of pictures. A younger boy called Finn sat beside me. When the train began moving, his voice was full of __23__. It was his first train journey, but from the aisle seat he could see little beyond my shoulder. After a moment, I __24__ him my seat. He looked at his father across the aisle, then accepted with a wide __25__. At first, I worried about __26__ the best views. Then Finn pointed towards a village and told me that his grandmother lived there. He opened a notebook and __27__ its little square, putting a dot beside her house. His words __28__ me through the narrow streets. I heard about a shop that sold enormous sandwiches and a football ground smaller than our school playground. These were places I could not see clearly from the train. Finn moved closer to the glass so I could look out too. 'We can __29__ the view,' he said, holding his notebook between us. For the rest of the journey, we looked outside __30__. I took fewer photos than planned, but brought home a drawing Finn had given me. I have kept it beside my train ticket. Giving up the seat did not leave me with less of a trip. That small act of __31__ made room for another person's excitement, and it gave my own journey an unexpected new story. 22 A. corner B. door C. counter D. window 【答案】D 【考点】固定搭配与语境 【解析】他想拍沿途景色，后文又将座位让给只能从肩膀后看景的 Finn，可知是 window seat“靠窗座位”。 23 A. excitement B. disappointment C. anger D. fear 【答案】A 【考点】词义辨析 【解析】这是 Finn 第一次坐火车，结尾 another person’s excitement 也呼应此处，故填 excitement。 24 A. lost B. kept C. refused D. offered 【答案】D 【考点】词义辨析 【解析】下文 Finn 接受并坐到窗边，说明主人公主动提供 offered 自己的座位。 25 A. warning B. shout C. smile D. frown 【答案】C 【考点】词义辨析 【解析】得到能看风景的座位，Finn 欣然接受，带着灿烂的笑容 smile。 26 A. enjoying B. missing C. finishing D. collecting 【答案】B 【考点】词义辨析 【解析】让出窗边座位后，主人公起初担心自己错过 missing 最美的景色。 27 A. folded B. closed C. drew D. erased 【答案】C 【考点】词义辨析 【解析】后面写他标出祖母的房子，末段提到他送的画，说明此处画下 drew 广场。 28 A. ignored B. tested C. guided D. interrupted 【答案】C 【考点】词义辨析 【解析】Finn 的描述让主人公仿佛走过街道，guided 表示“引领”，符合比喻性的叙述。 29 A. sell B. count C. hide D. share 【答案】D 【考点】词义辨析 【解析】Finn 往玻璃旁靠，让主人公也能看景，体现两人分享 share 景色。 30 A. together B. alone C. outside D. apart 【答案】A 【考点】词义辨析 【解析】Finn 腾出空间后，两人在余下旅途中一起 together 看风景。 31 A. distance B. speed C. silence D. kindness 【答案】D 【考点】词义辨析 【解析】主动让座是一种善意 kindness，最终也使主人公获得了新的旅行体验。 参考译文 乘火车穿过山地时，我选了一个靠窗的座位。手机已经准备好，我希望多拍些照片。一个叫芬恩的小男孩坐在我旁边。火车开动时，他的声音里充满兴奋。这是他第一次坐火车，但坐在过道一侧，他只能越过我的肩膀看到一点景色。 过了一会儿，我主动把自己的座位让给他。他看了看过道另一边的父亲，随后带着灿烂的笑容接受了。起初，我担心错过最美的景色。接着，芬恩指向一个村庄，告诉我祖母住在那里。他打开笔记本，画下村里的小广场，在祖母的房子旁标了一个点。 他的讲述仿佛带我走过狭窄的街道。我听说了一家卖巨大三明治的店，还有一个比我们学校操场小的足球场。这些地方从火车上看不清。芬恩往玻璃旁靠了靠，让我也能向外看。“我们可以一起看风景。”他说，把笔记本放在我们中间。 剩下的旅途中，我们一起看窗外。我拍的照片比计划少，却带回一幅芬恩送给我的画。我把它放在火车票旁边保存。让出座位没有让我少体验这次旅行。这个小小的善意举动给另一个人的兴奋留出空间，也给我的旅程添了一个意想不到的新故事。 B During a holiday in Westbay, Natalie joined an afternoon activity at the community hall. Visitors could help prepare a small exhibition. She had hoped to see __32__ paintings, perhaps by an artist she knew from school. Instead, the tables held a lunch box, a toy dog and an old pair of boots. She felt __33__. It looked more like someone clearing a cupboard than an exhibition worth seeing. The organiser, Mr Ellis, asked her to help write __34__ for the objects. None had an explanation yet. He said the objects were __35__ from residents, who expected to receive them back after the exhibition. Natalie realised that she could not simply describe their colour and size. To explain why they were there, she would need to talk to their owners. A woman named Evelyn showed her the metal lunch box. She had __36__ it to work on her first day at a clothing factory. Her mother had put a note inside, and she had kept that note long after the factory closed. The toy dog __37__ to a man who had travelled with it as a child when his family moved to Westbay. He still remembered how the train smelled. As Natalie listened, she noticed that the most interesting __38__ were not always visible in the objects. A box could not show the nervousness of a first working day. A toy could not show the worry of leaving home. She asked questions __39__, giving the speakers time to think. Mr Ellis reminded her to use only the parts of their stories they were comfortable sharing publicly. Natalie wrote a short paragraph for each object and read it aloud to its owner. Evelyn __40__ the date after checking an old photograph. The man with the toy suggested adding the name of his childhood street. Their changes made the labels more accurate. Natalie had learnt that listening was only the beginning; she also needed to check that her writing preserved what people meant. Before leaving, she walked along the finished display. Nothing had become grander or more expensive, but every object now held a life she could partly understand. She asked her parents to return with her the next morning. She wanted them to hear the __41__ behind the ordinary things. It was not the exhibition she had expected. That was precisely why she would remember it. 32 A. unfinished B. empty C. broken D. famous 【答案】D 【考点】词义辨析 【解析】她期待学校里学过的艺术家的作品，可知希望看到著名的 famous 画作。 33 A. excited B. disappointed C. confident D. grateful 【答案】B 【考点】词义辨析 【解析】眼前是普通旧物，低于她的预期，她觉得失望 disappointed。 34 A. invitations B. menus C. labels D. tickets 【答案】C 【考点】词义辨析 【解析】这些物品还没有解释，后文也多次提到 labels，说明要写的是展品说明标签。 35 A. stolen B. borrowed C. ordered D. bought 【答案】B 【考点】词义辨析 【解析】居民期待展览后拿回自己的物品，说明展品是向他们借来的 borrowed。 36 A. carried B. sold C. repaired D. posted 【答案】A 【考点】词义辨析 【解析】lunch box 与 to work 相联系，表示上班第一天带着 carried 饭盒去工作。 37 A. returned B. pointed C. listened D. belonged 【答案】D 【考点】固定搭配与语境 【解析】后文介绍玩具狗的主人，belong to 意为“属于”，符合物品归属关系。 38 A. prices B. colours C. details D. shapes 【答案】C 【考点】词义辨析 【解析】紧张、离家的担忧都是物品外观不能直接呈现的故事细节 details。 39 A. carelessly B. angrily C. hurriedly D. carefully 【答案】D 【考点】词义辨析 【解析】她给讲述者思考的时间，还注意公开分享的意愿，说明提问认真 carefully，而不是匆忙或随意。 40 A. ignored B. corrected C. guessed D. forgot 【答案】B 【考点】词义辨析 【解析】查老照片后修改日期，且下文说修改使标签更准确，可知是纠正 corrected 日期。 41 A. voices B. prices C. colours D. tools 【答案】A 【考点】词义辨析 【解析】她希望父母了解旧物背后的人的故事，voices“声音”在此指讲述者的经历与心声，呼应倾听主题。 参考译文 在西湾度假时，娜塔莉参加了社区礼堂的一项下午活动。游客可以帮助布置一个小展览。她本来希望看到著名画作，也许是学校学过的一位艺术家的作品。但桌子上放的是饭盒、玩具狗和一双旧靴子。她觉得失望。这更像有人在清理橱柜，而不像值得一看的展览。 组织者埃利斯先生请她帮忙为物品写说明标签。这些物品还没有介绍。他说物品是向居民借来的，居民希望展览后能收回它们。娜塔莉意识到，自己不能只描述颜色和大小。要解释物品为什么在这里，她需要与物主交谈。 一位叫伊夫琳的女士给她看那个金属饭盒。去服装厂上班的第一天，她带着它。母亲在里面放了一张便条，工厂关门很久后，她仍保留着便条。玩具狗属于一位男子，小时候全家搬到西湾时，他带着它旅行。他至今还记得火车上的气味。 听着听着，娜塔莉发现，最有趣的细节不一定能从物品上看到。一个盒子无法展示第一天上班的紧张，一件玩具也无法展示离家的担忧。她认真提问，给讲述者时间思考。埃利斯先生提醒她，只使用他们愿意公开分享的故事部分。 娜塔莉为每件物品写了一小段文字，并读给物主听。伊夫琳检查一张老照片后，纠正了日期。玩具狗的主人建议加上童年住过的街道名称。他们的修改使标签更准确。娜塔莉明白，倾听只是开始，还需要确认文字保留了人们本来想表达的意思。 离开前，她沿着完成的展台走了一遍。没有物品变得更宏伟或更昂贵，但每件物品现在都包含着一段她能够部分理解的人生。她请父母第二天上午和她再来。她想让他们听到普通物品背后的声音。这不是她预想的展览，也正因如此，她会记住它。 四、完成句子 42. 我们已经参观过这座博物馆了。 We have ________ visited this museum. 【答案】already 【解析】already 常用于现在完成时的肯定句，表示“已经”，通常放在 have/has 与过去分词之间。 43. 我刚刚收到了明天的活动安排。 I have ________ received the plan for tomorrow’s activity. 【答案】just 【解析】just 表示“刚刚”，位于 have 与过去分词 received 之间。 44. 他们准备参加一项社区活动。 They are going to ________ ________ ________ a community activity. 【答案】take part in 【解析】take part in 意为“参加”。be going to 后用动词原形 take。 45. 我在旅行中交了几个新朋友。 I have ________ ________ ________ during the trip. 【答案】made new friends 【解析】make new friends 意为“交新朋友”。have 后用过去分词 made。 46. 这次旅行让我认识了一种新的生活方式。 This trip has ________ ________ ________ to a new way of life. 【答案】opened my eyes 【解析】open one’s eyes to 意为“使某人认识、了解……”。has 后用 opened；主语的经历使“我”有所认识，填 my eyes。 五、书面表达 47. 假如你正在外地旅行，今天逛了当地集市，并在印刷作坊体验了制作明信片。请写一篇英语日记，记录今天的经历、自己的感受，以及明天的一项计划。词数不少于60。 【写作思路】从具体活动中选择一两个细节，写出感受，再交代明天的计划。可用现在完成时概括到目前为止的体验，用一般过去时叙述细节，用 be going to 表达计划。 Possible Version 1 Sunday I am having a wonderful trip with my family. Today, we visited a local market and bought some fresh bread. We have also tried making postcards in a printing workshop. My first card was not perfect, but the owner helped me patiently. I have learnt that trying something new can be fun. Tomorrow, we are going to visit a community garden. I hope to learn more about local life there. Possible Version 2 Sunday The market was busy when we arrived this morning. I enjoyed watching people greet the sellers by name. It felt like a meeting place as much as a shopping place. Later, we visited a printing workshop, where I made a postcard. My first attempt left an uneven patch of colour. Instead of replacing it, I asked the owner for advice and tried again. I have already learnt more from that imperfect card than from several souvenirs I could have bought. Tomorrow, we are going to join a tour of the community garden. I am looking forward to another chance to understand the town through the people who live here. 学科网（北京）股份有限公司 $