Unit 3 英语听力训练（基础篇+提高篇）2026-2027学年译林版八年级上册

八年级上册英语听力训练 Unit 3 提高篇 2026—2027学年译林版八年级上册 Unit 3 To be a good learner 提高篇 听力原文与答案解析 所有听力材料均读两遍。M表示男声，W表示女声。 一 听力原文 第1至10题 1. W: I studied from six forty to seven ten, then took a break until seven twenty. M: A short break sounds useful. How long was it? W: Ten minutes. 2. M: Shall we start our revision at six fifteen? W: I need another twenty minutes to finish dinner. Can we begin at six thirty-five instead? 3. M: I understood the solution when the teacher explained it, but I could not do a new question. W: Try explaining each step without your notes. That may show which part you do not fully understand. 4. W: I remember the facts in chapter one, so I keep reviewing it. M: Would some time on chapter two help more? You said its ideas were less clear to you. 5. M: My group uses a different method from mine. Should I change it immediately? W: First compare why each method works. Yours may be useful for another kind of problem. 6. W: I listened to the whole recording five times. I still miss the same sentence. M: Try a shorter section. Write what you hear, then check which sound caused the difficulty. 7. M: This website explains everything so clearly. Can I use its report as my own? W: Use it to understand the topic, then write your own explanation and say where the information came from. 8. W: Our quiz scores rose after we studied together. Does that prove the group is the only reason? M: We also slept more that week. Several changes might have helped. 9. M: I keep checking the answer after every tiny step. W: Try finishing one whole example before checking. You can then see whether you can use the method independently. 10. W: I failed to follow my plan yesterday, so perhaps planning is useless. M: Your plan gave every task only ten minutes. Adjust the times using what you learned yesterday. 一 听力原文 第11至20题 第11至12题 长对话 M: We need a learning experiment for our class display, Iris. W: Could we compare reading notes with testing ourselves? M: Yes. We could learn two short word lists. W: Let us choose lists of similar difficulty and use the same amount of study time. M: Then check what we remember immediately? W: And again two days later. Remembering for a moment is not the same as remembering later. M: We should also say that a result from just us two may not be true for everyone. W: Agreed. It can help us ask a better question, even if it is only a small experiment. 第13至15题 信息表短文 At Friday's learning clinic, bring a task with teacher feedback. First, find one repeated mistake rather than trying to fix everything at once. Write down what the feedback is asking you to change. Next, put the original task away and try a similar task. This will show whether you can use the advice in a new situation. Work with a partner, but do not ask your partner to give the answer immediately. Your partner should ask you for the reason behind your choice. At the end, compare your new work with the old work and decide what still needs practice. 第16至20题 短文 When Samira joined the school history club, she could remember many dates but found it hard to explain how events were connected. She made a colourful timeline and added more dates. It looked impressive, yet her explanations were still unclear. During a group discussion, another student asked, "What changed because of this event?" Samira realised that her timeline showed when things happened but not why they mattered. She began drawing arrows between events and writing a short reason beside each arrow. Some connections were uncertain, so she marked them with a question mark and checked a reliable book later. At the next meeting, she could explain two connections clearly and also say which one she was still investigating. Her club leader praised the careful thinking. Samira learned that knowing what to question was part of being a good learner. 二 答案与解析 第1至10题 题号 1 2 3 4 5 6 7 8 9 10 答案 C B C A C C B A C A 结合原文核对关键信息，注意转折、否定和最终决定。 1. C 10 minutes. 学习结束于7:10，休息到7:20，因此休息共10分钟。 2. B At 6:35. 女生需要额外20分钟，双方将原定6:15调整至6:35。 3. C To find a gap in understanding. 脱离笔记解释步骤可以暴露理解缺口，不是机械记住完整答案。 4. A Practise the less familiar material. 男孩提醒应把部分时间投入理解较弱的第二章，避免只重复熟悉内容。 5. C Compare the reasons behind the methods. 女生建议先理解和比较不同方法的原理，再判断适用情境。 6. C Listen closely to a short section. 男孩建议精听短片段，记录并定位听辨问题，而非继续整段无目的重复。 7. B Write an explanation and give the source. 网站可作学习参考，但应自己组织解释并说明信息来源，不能直接据为己有。 8. A There may be more than one reason. 男孩指出同期睡眠等因素也发生变化，成绩提高未必仅由小组学习造成。 9. C Working through an example independently. 建议先独立完成一个完整例题，再核对，以检验是否能自主运用方法。 10. A Use experience to make it more realistic. 男孩认为问题在时间估计过短，应利用实际用时调整计划。 二 答案与解析 第11至20题 题号 11 12 13 14 15 16 17 18 19 20 答案 B A B A C A B B A B 结合原文核对关键信息，注意转折、否定和最终决定。 11. B The study time. 为了比较方法，学习时长应一致，词表难度相近，不能只改变多个条件后下结论。 12. A To check longer-lasting memory. 延后测试用于检查知识能否保持，而不只看刚学完时的短时表现。 13. B repeated mistake 第一步集中找一种反复出现的错误，避免一次处理所有问题。 14. A similar 收起原题再尝试类似任务，可检查能否迁移运用反馈。 15. C reason 同伴应追问选择背后的原因，不能马上直接给出答案。 16. A Remembering dates. 她能记住许多日期，但解释事件之间的联系存在困难。 17. B It showed timing without explaining importance. 时间线只呈现何时发生，未说明影响与联系，增加日期本身没有解决问题。 18. B Reasons for connections. 箭头连接事件，并在旁边写简短理由，使联系可被解释。 19. A Marked it and checked a reliable book. 对不确定的联系标问号后查可靠书籍，体现审慎求证。 20. B Her careful thinking. 受到表扬的是清楚说明联系并承认仍待研究的问题所体现的思考。 三 听后巩固答案与词汇积累 A 精听填空与原句 1. Ten minutes [短对话1] Ten minutes. 2. twenty minutes [短对话2] I need another twenty minutes to finish dinner. 3. without your notes [短对话3] Try explaining each step without your notes. 4. less clear [短对话4] You said its ideas were less clear to you. 5. reliable book [短文二] Some connections were uncertain, so she marked them with a question mark and checked a reliable book later. 6. careful thinking [短文二] Her club leader praised the careful thinking. B 听后表达参考答案 1. What question helped Samira notice the problem? What changed because of this event? 2. What did a question mark on her timeline mean? The connection was uncertain and needed checking. 评价要点：信息准确、表达清楚即可；允许不改变原意的其他说法。 C 本套词汇与表达 Ten minutes 十分钟 twenty minutes 二十分钟 without your notes 不看笔记 less clear 不太清楚 reliable book 可靠的书籍 careful thinking 审慎思考 复听建议 独立听题 → 对照答案定位失分 → 精听对应片段并补全句子 → 跟读原句 → 用自己的话复述短文。基础篇先做到信息准确，提高篇再练习解释理由。 Unit 3 提高篇 原文与解析 第 页 学科网（北京）股份有限公司 $八年级上册英语听力训练 Unit 3 提高篇 2026—2027学年译林版八年级上册 Unit 3 To be a good learner 提高篇 听力题目 姓名：________________ 班级：____________ 得分：________ / 20 第一部分 听对话回答问题 本部分共10小题，每段对话读两遍。听完后，从A、B、C三个选项中选出最佳答案。每题1分。 ( ) 1. How long was the break? A. B. C. ( ) 2. When will they begin their revision? A. B. C. ( ) 3. Why does the girl suggest explaining the steps? A. To avoid doing any questions. B. To copy the notes faster. C. To find a gap in understanding. ( ) 4. What is the boy suggesting? A. Practise the less familiar material. B. Stop reviewing both chapters. C. Only review comfortable topics. ( ) 5. What should the boy do first? A. Choose the longest method. B. Ask his group to stop working. C. Compare the reasons behind the methods. ( ) 6. What does the boy recommend? A. Choose a much longer recording. B. Turn up the volume as high as possible. C. Listen closely to a short section. 第一部分 听对话回答问题 续 ( ) 7. What does the girl advise? A. Avoid reading any information. B. Write an explanation and give the source. C. Copy the report without changes. ( ) 8. What is the boy pointing out? A. There may be more than one reason. B. Sleep never affects learning. C. Their quiz scores did not change. ( ) 9. What does the girl want the boy to practise? A. Guessing all the answers. B. Checking less carefully at the end. C. Working through an example independently. ( ) 10. How should the girl respond to her failed plan? A. Use experience to make it more realistic. B. Repeat it without changes. C. Stop making any plans. 第二部分 听对话和短文答题 听一段对话，回答第11至12题。对话读两遍。听前有15秒钟阅读题目。 ( ) 11. What should remain the same in the experiment? A. The colour of their shoes. B. The study time. C. Every word on both lists. ( ) 12. Why will they test again two days later? A. To check longer-lasting memory. B. To choose more difficult words. C. To avoid making a display. 第二部分 听对话和短文答题 续 听第一篇短文，完成第13至15题的信息记录表。短文读两遍，听前有25秒钟阅读。 Learning from feedback Information First step Find one ___13___ Next step Try a ___14___ task Partner's job Ask for the ___15___ 13. A. new prize B. repeated mistake C. favourite subject 14. A. similar B. completely unrelated C. finished 15. A. score B. deadline C. reason 听第二篇短文 回答第16至20题 短文读两遍，听前有30秒钟阅读题目。 ( ) 16. What was Samira good at initially? A. Remembering dates. B. Giving long speeches. C. Drawing accurate maps. ( ) 17. Why was her first timeline insufficient? A. It used too few colours. B. It showed timing without explaining importance. C. It included no dates. ( ) 18. What did she write beside the arrows? A. New meeting times. B. Reasons for connections. C. Students' names. ( ) 19. How did she handle an uncertain connection? A. Marked it and checked a reliable book. B. Removed every event from the timeline. C. Invented a reason immediately. ( ) 20. What did the leader praise? A. Her fastest reading speed. B. Her careful thinking. C. The number of dates. 听后巩固 精听与表达 完成主试题后，按标注重听对应片段。先独立完成，再用原文核对。 A 精听填空 Listen for the missing words 每条横线填写一个词。第1—4句来自同序号短对话，第5—6句来自短文二。 1. ________ ________. 2. I need another ________ ________ to finish dinner. 3. Try explaining each step ________ ________ ________. 4. You said its ideas were ________ ________ to you. 5. Some connections were uncertain, so she marked them with a question mark and checked a ________ ________ later. 6. Her club leader praised the ________ ________. B 听后表达 Answer in your own words 根据短文二，用简短、完整的英文回答。意思准确即可。 1. What question helped Samira notice the problem? 2. What did a question mark on her timeline mean? C 自我检查 Review your listening 我最需要改进的是：□ 听清关键信息 □ 区分前后变化 □ 简单推断 □ 检查答案 我漏听或误听的一个词组：________________________________________________ 下次准备尝试的方法：____________________________________________________ 词汇提示：evaporation 蒸发 timeline 时间线 Unit 3 提高篇 试题 第 页 学科网（北京）股份有限公司 $八年级上册英语听力训练 Unit 3 基础篇 2026—2027学年译林版八年级上册 Unit 3 To be a good learner 基础篇 听力原文与答案解析 所有听力材料均读两遍。M表示男声，W表示女声。 一 听力原文 第1至10题 1. M: Do you remember new words by listening to recordings, Mia? W: Sometimes. This week I am writing words on small cards. I test myself on the bus. 2. W: Why are there yellow pieces of paper beside your desk? M: They are sticky notes. I write one small learning goal on each note and remove it when I finish. 3. M: When will our English study group meet? At four twenty? W: The classroom is busy then. Let us start at four forty and finish at five ten. 4. W: How many words did you review yesterday? M: I planned to review twelve, but I spent more time on eight difficult ones. I will do the other four today. 5. W: Did you ask your brother to finish the maths question for you? M: No. He showed me a similar example, and I worked out the answer myself. 6. M: You read that paragraph very smoothly today. W: Thank you. I recorded myself yesterday and noticed where I stopped too often. 7. W: I always forget the first step of this science task. M: Draw a small picture of each step. You can look at the pictures before trying again. 8. M: I read for an hour last night, but I cannot explain the story. W: Try stopping after each page. Ask yourself what happened and why. 9. W: Shall we study in the cafe after school? M: It is usually noisy. The study room at the community centre has free seats today. 10. M: I got two answers wrong again. I feel terrible. W: Read the feedback first. It tells you exactly what to practise tomorrow. Mistakes can help you make a plan. 一 听力原文 第11至20题 第11至12题 长对话 M: You look pleased, Ella. W: I finally gave my book talk without reading every word. M: How did you prepare? W: First I wrote a full talk. Then I put only five key words on a card. M: Was that enough? W: I practised with the card and explained the ideas in my own words. My sister listened once. M: Did she correct every little mistake? W: No. She told me which part was unclear, so I added one example. 第13至15题 信息表短文 Our Better Study Week workshop is on Wednesday after school. Please meet in Room Twelve, not Room Twenty. We will discuss how to make a useful study plan. A good plan gives time to both new work and review. It should also leave space for a short break. Bring a piece of homework from last week. It does not have to be your best work. We will use it to find one thing you already do well and one thing you can improve. The workshop begins at four and lasts forty minutes. 第16至20题 短文 Nico liked science, but he often forgot new terms after class. He tried copying each word ten times. His pages became very neat, but the words still seemed strange in the next lesson. His teacher asked him to explain one term with a drawing and a simple sentence. Nico chose evaporation. He drew a wet shirt on a sunny day and wrote what happened to the water. The drawing was not beautiful, but it helped him connect the word with something familiar. The next day, he covered the sentence and explained the picture to a classmate. He could remember the meaning without looking at his notes. Nico did not draw every word after that. He used the method for ideas he found hard to understand. He learned that useful practice was more important than simply filling pages. 二 答案与解析 第1至10题 题号 1 2 3 4 5 6 7 8 9 10 答案 B A A C C B B A B B 结合原文核对关键信息，注意转折、否定和最终决定。 1. B Word cards. 录音是有时使用的方法，本周采用的是写词汇卡片并在公交车上自测。 2. A Sticky notes. 男孩用便利贴记录小目标，完成后移走；题目所问的是记录工具。 3. A At 4:40. 4:20教室被占用，商定的开始时间为4:40，5:10是结束时间。 4. C Eight. 计划复习12词，但实际只复习8个难词，余下4个留到今天。 5. C He solved it after seeing an example. 哥哥只是展示类似例题，男孩随后独立解出原题，并非直接抄答案。 6. B Listening to her own recording. 女生通过回听自己的录音发现停顿过多的地方，再进行改进。 7. B Draw the steps. 男孩建议把步骤画成小图，利用视觉提示帮助记忆操作顺序。 8. A Check his understanding regularly. 女生建议每页后停下来询问事件及原因，核心是持续检查是否理解。 9. B In the study room. 男孩担心咖啡馆吵闹，并提出社区中心自习室有空位，更适合学习。 10. B Use feedback to plan practice. 女生把错题反馈看作制定后续练习计划的依据，鼓励找出具体改进方向。 二 答案与解析 第11至20题 题号 11 12 13 14 15 16 17 18 19 20 答案 A C A B C A C A B C 结合原文核对关键信息，注意转折、否定和最终决定。 11. A A card with key words. Ella先写全文，正式练习和展示时仅依靠写有五个关键词的卡片。 12. C An unclear part. 姐姐指出内容中不清楚的部分，Ella据此补充例子，而非逐个纠正小错误。 13. A 12 地点是12教室，20教室为否定信息，40指活动时长。 14. B study plan 活动主要讨论如何安排新学内容、复习和休息，主题是有效学习计划。 15. C piece of homework 需带上周的一份作业，不必挑最好的，以便分析优势与改进点。 16. A Copied them many times. 最初他把每个术语抄写十遍，虽然整齐却没有形成理解。 17. C Use a drawing and a simple sentence. 教师建议结合图画和简单句解释术语，让词义与生活情景建立联系。 18. A A wet shirt in sunshine. 他通过晴天晾湿衬衫的图画解释蒸发，重点在水的变化。 19. B He explained the picture with the sentence covered. 他遮住句子后向同学解释图画，以此检验是否真正记住含义。 20. C Meaningful practice matters. 他发现能促进理解的练习比单纯写满纸页更重要，未要求每词都画图。 三 听后巩固答案与词汇积累 A 精听填空与原句 1. small cards [短对话1] This week I am writing words on small cards. 2. learning goal [短对话2] I write one small learning goal on each note and remove it when I finish. 3. finish at five ten [短对话3] Let us start at four forty and finish at five ten. 4. difficult ones [短对话4] I planned to review twelve, but I spent more time on eight difficult ones. 5. something familiar [短文二] The drawing was not beautiful, but it helped him connect the word with something familiar. 6. without looking [短文二] He could remember the meaning without looking at his notes. B 听后表达参考答案 1. Which science term did Nico choose? Evaporation. 2. When did Nico use the drawing method later? For ideas he found hard to understand. 评价要点：信息准确、表达清楚即可；允许不改变原意的其他说法。 C 本套词汇与表达 small cards 小卡片 learning goal 学习目标 finish at five ten 五点十分结束 difficult ones 难的那些词 something familiar 熟悉的事物 without looking 不看着 复听建议 独立听题 → 对照答案定位失分 → 精听对应片段并补全句子 → 跟读原句 → 用自己的话复述短文。基础篇先做到信息准确，提高篇再练习解释理由。 Unit 3 基础篇 原文与解析 第 页 学科网（北京）股份有限公司 $Unit three, to be a good learner, basic practice part one, you will hear ten short conversations. Each conversation will be read twice. Choose the best answer for each question. This number one. do you remember new words by listening to recordings, ma? Sometimes this week I am writing words on small cards. I test myself on the bus. Do you remember new words by listening to recordings? Me a . sometimes this week I am writing words on small cards. I test myself on the bus. The number two, why are there yellow pieces of paper beside your desk? They are sticky notes. I write one small learning goal on each note and remove IT when I finish. Why are there yellow pieces of paper beside your desk? They are sticky notes. I write one small learning goal on each note and remove IT when I finish. The number three. when will our english study group meeting at four twenty? The classroom is busy, then let us start at four forty and finish at five ten. When will our english study group meeting at four twenty? The classroom is busy, then let us start at four forty and finish at five ten. Is number four, how many words did you review yesterday? I plan to review twelve, but I spent more time on eight difficult ones. I will do the other four today. How many words did you review yesterday? I plan to review twelve, but I spent more time on a difficult ones. I will do the other four today. Number five, did you ask your brother to finish the math question for you? No, he showed me a similar example, and I worked out the answer myself. Did you ask your brother to finish the maths question for you? No, he showed me a similar example, and I worked out the answer myself. Number six. you read that paragraph very smoothly today. Thank you. I recorded myself yesterday and noticed where I stopped too often. You read that paragraph very smoothly today. Thank you. I recorded myself yesterday and noticed where I stop bed too often. Number seven, I always forget the first step of the . science task. Draw a small picture of each step. You can look at the pictures before . trying again. I always forget the first step of the . science task. Draw a small picture of each step. You can look at the pictures before . trying again. Number eight. I read for an hour last night, but I cannot explain the story. Try stopping after each page, ask yourself what happened and why. I read for an hour last night, but I cannot explain the story. Try stopping after each page, ask yourself what happened and why. The number nine, shall we study in the cafe after school? Air is usually noisy. The study room at the community center has free seats today. Shall we study in the cafe after school? Air is usually noisy. The study room at the community center has free seats today. Number ten. I got two answers wrong. Again, I feel terrible. Read the feedback first. IT tells you exactly what to practice tomorrow. Mistakes can help you make a plan. I got two answers wrong again. I feel . terrible. Read the feedback first. IT tells you exactly what to practice tomorrow. Mistakes can help you make a plan. Part two, listen to a conversation and answer questions eleven and twelve. You have twenty seconds to read the questions. You look pleased, ella. I finally . gave my book talk without reading every word. How did you prepare? First I wrote a full talk. Then I put only five keywords on a card. Was that enough? I practiced with the card and explain the ideas in my own words. My sister listened once. Did he correct every little mistake? no. SHE told me which part was unclear, so I added one example. Now listen again. you look pleased. Ella, I finally gave . my book talk without reading every word. How did you prepare? First I . wrote a full talk. Then I put only five keywords on a card. Was that enough? I practiced . with the card and explain the ideas in my own words. My sister listens once. Did he correct every little mistake? no. SHE told me which part was unclear. So I added one example. Listen to the first passage and answer questions thirteen to fifteen, complete the information table by choosing the best answers you have twenty five seconds to read. Our Better study weak workshop is on wednesday. After school, please meet in room twelve, not room twenty. We will discuss how to make a useful study plan. A good plan gives time to both new work and review. IT should also leave space for a short break, bring a piece of homework from last week. IT does not have to be your best work. We will use IT to find one thing you already do well and one thing you can improve. The workshop begins at four and last forty minutes. Now listen again. Our Better study week workshop is on wednesday. After school, please meet in room twelve, not room twenty. We will discuss how to make a useful study plan. A good plan gives time to both new work and review. IT should also leave space for a short break, bring a piece of homework from last week. IT does not have to be your best work. We will use IT to find one thing you already do well and one thing you can improve. The workshop begins at four and last forty minutes. Listen to the second passage and answer questions sixteen to twenty. You have thirty seconds to read the questions. Nico like science, but he often forgot new terms. After class, he tried copying each word ten times. His pages became very neat, but the world still seemed strange. In the next lesson, his teacher asked him to explain one term with a drawing and a simple sentence. Nicko chose evaporation. He drew a wet shirt on a Sunny day and wrote, what happened to the water? The drawing was not beautiful, but IT helped him connect the word with something familiar. The next day, he covered the sentence and explain the picture to a classmates. He could remember the meaning without looking at his notes. Nicko did not draw every word. After that, he used the method for ideas he found hard to understand. He learned that useful practice was more important than simply filling pages. Now listen again, Nicole like science, but he often forgot new terms. After class, he tried copying each word ten times. His pages became very neat, but the word is still seemed strange. In the next lesson, his teacher asked him to explain one term with a drawing and a simple sentence. Nicole chose evaporation. He drew a wet shirt on a Sunny day and wrote, what happened to the water? The drawing was not beautiful, but IT helped him connect the word with something familiar. The next day, he covered the sentence and explain the picture to a classmate. He could remember the meaning without looking at his notes. Nicko did not draw every word. After that, he used the method for ideas he found hard to understand. He learned that useful practice was more important than simply filling pages. That is the end of the listening test. Please check your answers. 八年级上册英语听力训练 Unit 3 基础篇 2026—2027学年译林版八年级上册 Unit 3 To be a good learner 基础篇 听力题目 姓名：________________ 班级：____________ 得分：________ / 20 第一部分 听对话回答问题 本部分共10小题，每段对话读两遍。听完后，从A、B、C三个选项中选出最佳答案。每题1分。 ( ) 1. What is Mia using this week? A. B. C. ( ) 2. What does the boy use for his goals? A. B. C. ( ) 3. When will the group start? A. B. C. ( ) 4. How many words did the boy review yesterday? A. B. C. 第一部分 听对话回答问题 续 ( ) 5. How did the boy finish the question? A. He copied his brother's answer. B. His brother wrote it. C. He solved it after seeing an example. ( ) 6. What helped the girl improve her reading? A. Reading faster without stopping. B. Listening to her own recording. C. Learning every sentence by heart. ( ) 7. What is the boy's advice? A. Write a longer report. B. Draw the steps. C. Ask someone to do the task. ( ) 8. What should the boy do while reading? A. Check his understanding regularly. B. Count all the words. C. Skip every difficult page. ( ) 9. Where will they probably study? A. At a bus stop. B. In the study room. C. In the cafe. ( ) 10. What does the girl think the boy should do? A. Give up the subject. B. Use feedback to plan practice. C. Hide his work. 第二部分 听对话和短文答题 听一段对话，回答第11至12题。对话读两遍。听前有15秒钟阅读题目。 ( ) 11. What did Ella take with her for the talk? A. A card with key words. B. The whole book. C. Her sister's notes. ( ) 12. What did her sister help her notice? A. An incorrect date. B. A missing book cover. C. An unclear part. 第二部分 听对话和短文答题 续 听第一篇短文，完成第13至15题的信息记录表。短文读两遍，听前有25秒钟阅读。 A better study week Information Day Wednesday Place Room ___13___ Main topic Making a useful ___14___ Bring A ___15___ from last week 13. A. 12 B. 40 C. 20 14. A. book cover B. study plan C. class poster 15. A. new textbook B. photograph C. piece of homework 听第二篇短文 回答第16至20题 短文读两遍，听前有30秒钟阅读题目。 ( ) 16. What did Nico first do to learn new terms? A. Copied them many times. B. Sang them after class. C. Asked friends to write them. ( ) 17. What did the teacher suggest? A. Read a longer dictionary. B. Make the writing neater. C. Use a drawing and a simple sentence. ( ) 18. What was in Nico's drawing? A. A wet shirt in sunshine. B. A broken window. C. A dry river. ( ) 19. How did Nico test his understanding? A. He asked the teacher to read his notes. B. He explained the picture with the sentence covered. C. He counted the copied words. ( ) 20. What did Nico learn? A. Every word needs ten drawings. B. Beautiful pictures are always necessary. C. Meaningful practice matters. 听后巩固 精听与表达 完成主试题后，按标注重听对应片段。先独立完成，再用原文核对。 A 精听填空 Listen for the missing words 每条横线填写一个词。第1—4句来自同序号短对话，第5—6句来自短文二。 1. This week I am writing words on ________ ________. 2. I write one small ________ ________ on each note and remove it when I finish. 3. Let us start at four forty and ________ ________ ________ ________. 4. I planned to review twelve, but I spent more time on eight ________ ________. 5. The drawing was not beautiful, but it helped him connect the word with ________ ________. 6. He could remember the meaning ________ ________ at his notes. B 听后表达 Answer in your own words 根据短文二，用简短、完整的英文回答。意思准确即可。 1. Which science term did Nico choose? 2. When did Nico use the drawing method later? C 自我检查 Review your listening 我最需要改进的是：□ 听清关键信息 □ 区分前后变化 □ 简单推断 □ 检查答案 我漏听或误听的一个词组：________________________________________________ 下次准备尝试的方法：____________________________________________________ 词汇提示：evaporation 蒸发 timeline 时间线 Unit 3 基础篇 试题 第 页 学科网（北京）股份有限公司 $Unit three, to be a good learner chAllenge practice. Part one, you will hear ten short conversations. Each conversation will be read twice. Choose the best answer for each question. Number one, I studied from six forty to seven ten, then took a break until seven twenty. A short break sounds useful. How long was IT? Ten minutes. I studied from six forty to seven ten, then took a break until seven twenty. A short break sounds useful. How long was IT? Ten minutes. Number two. shall we start our revision at six fifteen? I need another twenty minutes to finish dinner. Can we begin at six thirty five instead? Shall we start our revision at six fifteen? I need another twenty minutes to finish dinner. Can we begin at six thirty five instead? Number three. I understood the solution when the teacher explained IT, but I could not do a new question. Try explaining each step without your notes that may show which part you do not fully understand. I understood the solution when the teacher explained IT, but I could not do a new question. Try explaining each step without your notes that may show which part you do not fully understand. Number four, I remember the facts in chapter one, so I keep reviewing . IT would sometime on chapter to help more. You said its ideas were less clear to you. I remember the facts in chapter one, so I keep reviewing . IT would sometime on chapter to help more. You said its ideas were less clear to you. Number five. my group uses a different method from mine. Should I change IT immediately? First compare why each method works. Yours may be useful for another kind of problem. My group uses a different method for mine. Should I change IT immediately? First compare why each method works. Yours may be useful for another kind of problem. Number six, I listen to the whole recording five times. I still missed the same sentence. Try a shorter section, right what you hear, then check what sound caused the difficulty. I listen to the whole recording five times. I still missed the . same sentence, shorter section, right, what you hear, then check with sound cause the difficulty. Number seven. this website explains everything so clearly. Can I use its report as my own. use IT to understand the topic, then write your own explanation and say where the information came from? This website explains everything so clearly. Can I use its report as my own. use IT to understand the topic, then write your own explanation and say where the information came from? Number eight, a quiz scores rose after we studied together. Does that prove the group is the only reason . we also slept more that week? Several changes might have helped. A quiz scores rose after we studied together. Does that prove the group is the only reason . we also slept more that week? Several changes might have helped. The number nine. I keep checking the answer after every time he step. try finishing one whole example. Before checking, you can then see whether you can use the method independently. I keep checking the answer after every time you step. try finishing one whole example. Before checking, you can then see whether you can use the method independently. Number ten, I failed to follow my plan yesterday, so perhaps planning . is useless. Your plan gave every task only ten minutes. Adjust the times using what you learned yesterday. I failed to follow my plan yesterday, so perhaps planning . is useless. Your plan gave every task only ten minutes. Adjust the times using what you learned yesterday. Part two, listen to a conversation and answer questions eleven and twelve. You have twenty seconds to read the questions. We need a learning experiment for our class display. iris. Could we compare reading notes with testing ourselves? Yes, we could learn two short word lists. Let us choose list of similar difficulty and use the same amount of study time. then check what we remember immediately . and again two days later. Remembering for a moment is not the same as remembering later. We should also say that a result from justice too, may not be true for everyone. Agreed that can help us ask a Better question, even if IT is only a small experiment. Now listen again. We need a learning experiment for our class display. I was. could we compare reading notes with testing ourselves? Yes, we could learn two short word lists. Let us choose lists of similar difficulty and use the same amount of study time. then check what we remember immediately . and again two days later. Remembering for a moment is not the same as remembering later. We should also say that a result from just as two may not be true for everyone agreed. That can help us ask a Better question, even if IT is only a small experiment. Listen to the first passage and answer questions thirteen to fifteen, complete the information table by choosing the best answers you have twenty five seconds to read. At friday's learning clinic, bring a task with teacher first, find one repeated mistake, rather than trying to fix everything at once, right down what the feedback is asking you to change. Next, put the original task away and try a similar task. This will show whether you can use the advice and a new situation work with a partner, but do not ask your partner to give the answer immediately. Your partner should ask you for the reason behind your choice at the end, compare your new work with the old work and decide what still needs practice. Now listen again at friday's learning clinic. Bring a task with teacher feedback. First, find one repeated mistake, rather than trying to fix everything at once, right down what the feedback is asking you to change. Next, put the original task away and try a similar task. This will show whether you can use the advice and a new situation work with a partner, but do not ask your partner to give the answer immediately. Your partner should ask you for the reason behind your choice at the end, compare your new work with the old work and decide what still needs practice. Listen to the second passage and answer questions sixteen to twenty. You have thirty seconds to read the questions. In sama join the school history club, SHE could remember many dates, but found IT hard to explain how events were connected. SHE made a colorful time line and added more dates. IT looked impressive, yet her explanations were still unclear. During a group discussion, another student asked what changed because of this event. Sama realized that her timeline showed when things happened, but not why they mattered. Red SHE began drawing arrows between events and writing a short reason. Beside each arrow, some connections were uncertain, so SHE marked them with a question mark and checked a reliable book later at the next meeting, SHE could explain two connections clearly and also say which one SHE was still investigating. Her club leader praise ed. The careful thinking Samuel learned that knowing what a question was part of being a good learner. Now listen again. When samir I joined the school history club, SHE could remember many dates, but found IT hard to explain how events were connected. SHE made a colourful, timely and added more dates. IT looked impressive, yet her explanations were still unclear. During a group discussion, another student asked what changed because of this event. Sama realized that her timeline showed when things happened, but not why they mattered. SHE began drawing arrows between events and writing a short reason. Beside each arrow, some connections were uncertain, so SHE marked them with a question mark and checked a reliable book later at the next meeting, SHE could explain two connections clearly and also say which one he was still investigating. Her club leader praised the careful thinking. Samia learned that knowing what the question was part of being a good learner. That is the end of the listening test. Please check your answers.