Unit 7 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 7 提高篇 2026—2027学年译林版八年级上册 Unit 7 The natural world 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 did the survey last? A. B. C. ( ) 2. How many more kinds were found by the stream? A. B. C. ( ) 3. What is the girl's view? A. Green water always means good health. B. Only the pond's size matters. C. Several kinds of evidence are needed. ( ) 4. Why may some leaves be left? A. They can return nutrients to the soil. B. They stop all plants growing. C. They make paths narrower on purpose. ( ) 5. What makes the comparison unfair? A. Different search times. B. Different notebook covers. C. The same teacher. ( ) 6. What else should they consider? A. Only the largest price label. B. The tree's suitability for the area. C. Whether its name is short. 第一部分 听对话回答问题 续 ( ) 7. What does the girl propose? A. Remove all visitor access. B. Move the marsh to the school. C. Consider a more distant viewing point. ( ) 8. What does the boy recommend? A. Repeated observations. B. One final photograph only. C. Stopping all records now. ( ) 9. What is missing from the model? A. More labels for rabbits. B. Decomposers. C. Larger pictures of foxes. ( ) 10. What does the boy want to show? A. Only the camera settings. B. Only the most attractive animal. C. The wider ecosystem. 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 concern does the boy raise? A. The river has no entrances. B. Walkers never visit in the evening. C. Some wildlife needs darkness. ( ) 12. What will they do before making a proposal? A. Collect information from users and the nature group. B. Choose the brightest lamps. C. Close every entrance. 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。 Comparing two habitats Information Keep equal The search ___13___ Record Conditions and living ___14___ Explain Possible ___15___ of the results 13. A. route name B. time C. prize 14. A. things B. prices C. buildings 15. A. limits B. winners C. colours 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 change did residents notice? A. The stream disappeared entirely. B. Fewer frogs near the crossing. C. More fish inside houses. ( ) 17. What additional change did photographs reveal? A. The pond had become a car park. B. New trees had been planted. C. A shallow ditch had been filled. ( ) 18. Why had the ditch mattered? A. It was a place to park bicycles. B. It connected the stream and pond in wet weather. C. It carried visitors' bags. ( ) 19. How did the team present its conclusion? A. As evidence with remaining uncertainty. B. As a reason to stop observing. C. As a complete explanation of every change. ( ) 20. What did the students do after the repair? A. Stopped all surveys. B. Removed every path. C. Continued recording. 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. That is ________ ________. 2. So the stream area had ________ ________ ________ in our survey. 3. ________ ________ cannot tell us. 4. Some leaves break down and ________ ________ ________. 5. The photographs showed that a ________ ________ had also been filled during the work. 6. Students ________ ________ after the work. 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. Who explained how the lost connection might affect frogs? 2. What two changes did the council make? 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：ecosystem 生态系统 decomposer 分解者 ecologist 生态学家 Unit 7 提高篇 试题 第 页 学科网（北京）股份有限公司 $Unit seven, the natural world basic practice part one, you will hear ten short conversations. Each conversation will be read twice. Choose the best answer for each question. Number one, where did you see the frog . on your walk beside a small pond with reads? I stayed on the path and watched IT jump into the water. Where did you see the frog . on your walk besides a small pond with reads? I stayed on the path and watched IT jump into the water. Number two was the . insect on the flower of buttons fly. No IT was . a bee IT moved from flower to flower while I watched. Was the insect on the flower of butterfly? No IT was a bee IT moved from flower to flower while I watched. The number three, our nature walk begins at eight forty. Should we meet at eight thirty? Yes, that gives us ten minutes to check the road before we start. Our nature walk begins at eight forty. Should we meet at eight thirty? Yes, that gives us ten minutes to check the road before we start. The number four. we planted seven Young trees last week and five more today. twelve. All together, we should make a plan to look after all of them. We planted seven Young trees last week and five more today. twelve altogether. We should make a plan to look after all of them. Number five, why does the stream look Brown today? Heavy rain Carried soil into IT last night. Let us record what we see and tell the science teacher. Why does the stream look . Brown today? Heavy rain Carried soil into IT last night. Let us record what we see and tell the science teacher. Number six. can we take these rocks home as souvenir? The notice . asks us to leave natural things here. Small creatures may live beneath them. Can we take these rocks home as souvenir? The notice asks us to leave natural things here. Small creatures may live beneath them. Number seven, the forest feels cooler than the open field. The trees gives shade. Let us sit on the market bench rather than stepping on the plants. The forest feels cooler than the open field. The trees give shade. Let us sit on the mark bench rather than stepping on the plants. Number eight. our class wants to study a desert, but there is no desert nearby. We can use books and maps first, then compare IT with the wetland we can visit. Our class wants to study a desert, but there is no desert nearby. We can use books and maps first, then compare IT with the wetland we can visit. This number nine, shall we cross the river here? The water looks shallow. The mark bridge is a little father away. We should use IT instead of guessing how safe the water is. Shall we cross the river here? The water . looks shallow. The mark bridge is a little father away. We should use IT instead of guessing how safe the water is. Number ten. there are many insects near this old log. Should we move IT away? Leave IT, where IT is dead. Wood is an important part of this woodland habitat. There are many insects near this old log. Should we move IT away? Leave IT, where IT is dead. Wood is an important part of this woodland habitat. Part two, listen to a conversation and answer questions eleven and twelve. You have twenty seconds to read the questions. Which natural area shall we choose for our class project . to max the pond behind the museum? We can visit IT on foot. What should we study there? We could look at the plants around the edge and the insects above the water. Let us draw a simple map too, so we can return to the same places. Good idea. We must stay behind the safety rail. I will bring paper and a pencil. and I will ask the teacher to check our plan before we go. Now listen again, which natural area shall we choose for our class project? Max. the pond behind the museum, we can visit IT on foot. What should we study there? We could look at the plants around the edge and the insects above the water. Let us draw a simple map too, so we can return to the . same places. Good idea. We must stay behind the safety rail. I will bring paper and a pencil. and I will ask the teacher to check our plan before we go. 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. Join our woodland discovery morning this sunday, bring a notebook and a pencil, and where he is suitable for walking, the leader will help you notice plants, birds and small insects. Stay with the group and use the path. You may draw what you see, but leave all natural objects where you find them, do not pull up plants or collect creatures and jars. There will be a short rest beside the visitor shelter where you can eat your own snack. Please take every piece of packaging home. We want our visit to leave the woodland as we found IT. Now listen again, join our woodland discovery morning this sunday, bring a notebook and a pencil, and where he is suitable for walking, the leader will help you notice plants, birds and small insects. Stay with the group and use the paths. You may draw what you see, but leave all natural objects where you find them, do not pull up plants or collect creatures and jars. There will be a short rest beside the visitor shelter where you can eat your own snack. Please take every piece of packaging home. We want our visit to leave the woodland as we found IT. Listen to the second passage and answer questions sixteen to twenty. You have thirty seconds to read the questions. Praa thought the small patch of long grass beside her school looked untidy. SHE suggested cutting IT short like the playing field. Before the gardener agreed, the science teacher asked the class to observe both places for ten minutes on the playing field prior saw students running, and one pigeon in the long grass SHE found beetles on stems, and a buttons fly moving between flowers. SHE also heard a quiet rustling sound beneath the leaves. The class draw a map and marked the different living things they noticed. Pra change her suggestion. SHE proposed keeping a clear edge beside the path while leaving the center to grow. The gardener likes the plan pro, learn that a place could be useful for a wild life, even when I did not look perfectly need to people. Now listen again. Pra thought the small patch of long grass beside her school looked untidy. SHE suggested cutting IT short like the playing field. Before the gardener agreed, the science teacher asked the class to observe both places for ten minutes on the playing field, prior saw students running, and one pigeon in the long grass SHE found beetles on stamps, and a buttons fly moving between flowers. SHE also heard a quiet rustling sound beneath the leaves. The class drew a map and marked the different living things they noticed. Prayer changed her suggestion. SHE proposed keeping a clear edge beside the path while leaving the center to grow. The gardener likes the plan pro, learn that a place could be useful for a wild life, even when I did not look perfectly need to people. That is the end of the listening test. Please check your answers. 八年级上册英语听力训练 Unit 7 提高篇 2026—2027学年译林版八年级上册 Unit 7 The natural world 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: Our pond survey began at nine forty and ended at ten oh five. M: That is twenty-five minutes. Let us write the length beside the results. 2. M: We found eighteen different kinds of plants near the stream and twelve on the dry slope. W: So the stream area had six more kinds in our survey. 3. M: The pond has green water, so it must be healthy. W: Colour alone cannot tell us. We should also look at the plants, animals and possible sources of pollution. 4. W: Should we clean every fallen leaf from the woodland floor? M: Some leaves break down and feed the soil. Let us ask which areas actually need clearing. 5. M: Our class found fewer insects than the other class. Is our area less valuable? W: We searched for half as long. We need comparable methods before making that judgement. 6. W: Let us plant the fastest-growing tree in the school garden. M: Speed is not the only issue. We should check whether the species suits local conditions and wildlife. 7. M: A new path would help visitors get closer to the marsh. W: It could also disturb nesting birds. Could a viewing point farther away meet both needs? 8. W: If the stream is clearer today, has the pollution problem ended? M: Not necessarily. We need repeated checks, especially after rain or changes upstream. 9. M: Our ecosystem model has plants, rabbits and foxes. Is that complete? W: Add decomposers too. They help break down dead material and return nutrients. 10. W: Everyone likes the photograph of the deer. Shall we use it to explain the whole woodland? M: We need details of plants, soil and smaller creatures too. One large animal is only part of the system. 一 听力原文 第11至20题 第11至12题 长对话 M: The council wants our ideas for the riverside path, Nina. W: We could ask for lights all along it. M: That might help evening walkers, but what about wildlife that needs darkness? W: Let us find out which sections people use most and where animals rest. M: We should talk to both walkers and the nature group. W: Then we can suggest limited lighting near busy entrances, if it is suitable. M: And leave the quieter habitat areas dark. W: Our proposal should explain the evidence and the needs we considered. 第13至15题 信息表短文 For the habitat comparison, choose two small areas you can observe safely. Use the same search time in each area and keep your method as similar as possible. Record the conditions, such as shade and soil moisture, as well as the living things you notice. Do not disturb nests or turn over heavy objects. Your results describe what you found during that visit; they are not a complete list of everything living there. In your report, explain possible limits, including weather and creatures you may have missed. A careful report can be useful even when it does not give a simple winner. 第16至20题 短文 After a path was built beside a stream, residents noticed fewer frogs near the crossing. Some blamed the new path immediately. A student team decided to collect more information. They compared older photographs, asked local walkers and recorded conditions on several evenings. The photographs showed that a shallow ditch had also been filled during the work. In wet weather, this ditch used to connect the stream to a small pond. A local ecologist explained that losing this connection could affect how frogs moved between places. The team presented the evidence without claiming that it explained every change. With advice, the council added a suitable passage beneath the path and restored part of the ditch. Students continued recording after the work. They had learned that investigating connections within a habitat could lead to a more useful response than blaming one visible change alone. 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 B C A A B 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。 1. B 25 minutes. 9:40至10:05跨小时，共25分钟。 2. B Six. 比较种类数量，18减12为6，不是把两处总数相加。 3. C Several kinds of evidence are needed. 水体颜色不能单独判断健康状况，还需综合生物与污染等证据。 4. A They can return nutrients to the soil. 落叶分解可为土壤提供养分，应区别需清理区域与自然生境。 5. A Different search times. 两组观察用时不一致，虫数差异不能直接说明地区生态价值高低。 6. B The tree's suitability for the area. 选树还需考虑本地环境适应性及对野生生物的影响。 7. C Consider a more distant viewing point. 女生提出较远观景点，尝试兼顾公众观察和减少对筑巢鸟类的干扰。 8. A Repeated observations. 短时清澈不等于污染问题永久消失，需要持续复查不同条件下的状况。 9. B Decomposers. 模型还缺少分解者，它们参与死物分解与养分循环。 10. C The wider ecosystem. 林地生态系统还包含植物、土壤、小生物，不能用大型动物代表整体。 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 C A B A A B C B A C 结合原文核对关键信息，注意转折、否定和最终决定。 11. C Some wildlife needs darkness. 男孩提醒连续照明可能影响需要黑暗的野生生物。 12. A Collect information from users and the nature group. 他们将了解人们使用路线和动物栖息点，并听取步行者与自然组织意见。 13. B time 对两个生境的搜索时间应相同，方法尽可能一致。 14. A things 记录遮阴、土壤湿度等条件，以及观察到的生物。 15. A limits 报告需解释天气和漏查生物等局限，避免过度概括。 16. B Fewer frogs near the crossing. 居民注意到通行处附近青蛙减少，首先怀疑新步道。 17. C A shallow ditch had been filled. 旧照显示施工同时填埋了一条浅沟，这一变化此前容易被忽略。 18. B It connected the stream and pond in wet weather. 浅沟在湿润天气连接溪流与池塘，可能影响青蛙迁移。 19. A As evidence with remaining uncertainty. 学生展示证据，同时不声称解释全部变化，结论保留合理限度。 20. C Continued recording. 修复后仍持续记录，用于了解后续效果。 三 听后巩固答案与词汇积累 A 精听填空与原句 1. twenty-five minutes [短对话1] That is twenty-five minutes. 2. six more kinds [短对话2] So the stream area had six more kinds in our survey. 3. Colour alone [短对话3] Colour alone cannot tell us. 4. feed the soil [短对话4] Some leaves break down and feed the soil. 5. shallow ditch [短文二] The photographs showed that a shallow ditch had also been filled during the work. 6. continued recording [短文二] Students continued recording after the work. B 听后表达参考答案 1. Who explained how the lost connection might affect frogs? A local ecologist. 2. What two changes did the council make? Added a suitable passage beneath the path and restored part of the ditch. 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 twenty-five minutes 二十五分钟 six more kinds 多六个种类 colour alone 单看颜色 feed the soil 为土壤提供养分 shallow ditch 浅沟 continued recording 继续记录 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 7 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 7 基础篇 2026—2027学年译林版八年级上册 Unit 7 The natural world 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. W: Where did you see the frog on your walk? M: Beside a small pond with reeds. I stayed on the path and watched it jump into the water. 2. M: Was the insect on the flower a butterfly? W: No, it was a bee. It moved from flower to flower while I watched. 3. W: Our nature walk begins at eight forty. Should we meet at eight thirty? M: Yes. That gives us ten minutes to check the route before we start. 4. M: We planted seven young trees last week and five more today. W: Twelve altogether. We should make a plan to look after all of them. 5. W: Why does the stream look brown today? M: Heavy rain carried soil into it last night. Let us record what we see and tell the science teacher. 6. M: Can we take these rocks home as souvenirs? W: The notice asks us to leave natural things here. Small creatures may live beneath them. 7. W: The forest feels cooler than the open field. M: The trees give shade. Let us sit on the marked bench rather than stepping on the plants. 8. M: Our class wants to study a desert, but there is no desert nearby. W: We can use books and maps first, then compare it with the wetland we can visit. 9. W: Shall we cross the river here? The water looks shallow. M: The marked bridge is a little farther away. We should use it instead of guessing how safe the water is. 10. M: There are many insects near this old log. Should we move it away? W: Leave it where it is. Dead wood is an important part of this woodland habitat. 一 听力原文 第11至20题 第11至12题 长对话 W: Which natural area shall we choose for our class project, Max? M: The pond behind the museum. We can visit it on foot. W: What should we study there? M: We could look at the plants around the edge and the insects above the water. W: Let us draw a simple map too, so we can return to the same places. M: Good idea. We must stay behind the safety rail. W: I will bring paper and a pencil. M: And I will ask the teacher to check our plan before we go. 第13至15题 信息表短文 Join our woodland discovery morning this Sunday. Bring a notebook and a pencil, and wear shoes suitable for walking. The leader will help you notice plants, birds and small insects. Stay with the group and use the paths. You may draw what you see, but leave all natural objects where you find them. Do not pull up plants or collect creatures in jars. There will be a short rest beside the visitor shelter, where you can eat your own snack. Please take every piece of packaging home. We want our visit to leave the woodland as we found it. 第16至20题 短文 Priya thought the small patch of long grass beside her school looked untidy. She suggested cutting it short like the playing field. Before the gardener agreed, the science teacher asked the class to observe both places for ten minutes. On the playing field, Priya saw students running and one pigeon. In the long grass, she found beetles on stems and a butterfly moving between flowers. She also heard a quiet rustling sound beneath the leaves. The class drew a map and marked the different living things they noticed. Priya changed her suggestion. She proposed keeping a clear edge beside the path while leaving the centre to grow. The gardener liked the plan. Priya learned that a place could be useful for wildlife even when it did not look perfectly neat to people. 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 A C B A A C B A C B 结合原文核对关键信息，注意转折、否定和最终决定。 1. A By a pond. 地点为长有芦苇的小池塘旁，青蛙随后跳入水中。 2. C A bee. 男孩猜蝴蝶，女生明确纠正为蜜蜂，不可凭第一个动物名称作答。 3. B At 8:30. 自然步行8:40开始，提前10分钟、即8:30集合。 4. A Twelve. 上周7棵加今天5棵，共12棵，注意不是只问今天数量。 5. A Soil washed in by rain. 男孩认为大雨把泥土带入溪流，并建议记录后请教教师。 6. C They may be homes for small creatures. 石块下面可能是小生物的栖息处，移走会改变环境。 7. B Shade. 男孩用trees give shade解释林下较凉，关键词为树荫。 8. A By using books and maps. 缺少实地条件时先借助书籍地图，再与可参观的湿地比较。 9. C Use the marked bridge. 男孩主张沿路使用标记桥梁，不因看似浅水就贸然涉水。 10. B Dead wood can support living things. 枯木可为昆虫等生物提供生活条件，是林地生态的一部分。 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 A C B B C C 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. A They can walk there. 池塘位于博物馆后方，步行可达，适合开展观察。 12. A To return to the same observation places. 地图用于标记观察位置，便于后续回到相同地点比较。 13. C pencil 活动需带笔记本和铅笔，用来记录而不是采集。 14. B insects 观察对象包括植物、鸟及小昆虫。 15. B objects 自然物品应留在原处，不能拔植物或抓取生物带走。 16. C Cut the long grass short. 她最初觉得长草不整齐，希望像运动场一样剪短。 17. C Observe both areas. 教师让学生分别观察两种环境，再依据观察讨论方案。 18. B Beetles and a butterfly. 长草区观察到茎上的甲虫和花间蝴蝶，体现其生境价值。 19. A Keep the edge clear and leave the centre growing. 新方案兼顾步道边缘整洁与中心野生区域保留。 20. B A less tidy area can have ecological value. 她认识到对人不够整齐的区域也可能为野生生物提供重要环境。 三 听后巩固答案与词汇积累 A 精听填空与原句 1. pond with reeds [短对话1] Beside a small pond with reeds. 2. flower to flower [短对话2] It moved from flower to flower while I watched. 3. check the route [短对话3] That gives us ten minutes to check the route before we start. 4. young trees [短对话4] We planted seven young trees last week and five more today. 5. clear edge [短文二] She proposed keeping a clear edge beside the path while leaving the centre to grow. 6. useful for wildlife [短文二] Priya learned that a place could be useful for wildlife even when it did not look perfectly neat to people. B 听后表达参考答案 1. How long did the class observe each place? Ten minutes. 2. What did the class draw to record its observations? A map. 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 pond with reeds 有芦苇的池塘 flower to flower 从一朵花到另一朵花 check the route 检查路线 young trees 幼树 clear edge 清晰整洁的边缘 useful for wildlife 有益于野生生物 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 7 基础篇 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 7 基础篇 2026—2027学年译林版八年级上册 Unit 7 The natural world 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. Where did the boy see the frog? A. B. C. ( ) 2. Which insect did the girl see? A. B. C. ( ) 3. When will they meet? A. B. C. ( ) 4. How many trees have they planted? A. B. C. 第一部分 听对话回答问题 续 ( ) 5. What may have made the stream brown? A. Soil washed in by rain. B. Paint from their art lesson. C. Leaves changing in winter. ( ) 6. Why should they leave the rocks? A. Every rock belongs in a museum. B. The rocks are too colourful. C. They may be homes for small creatures. ( ) 7. What do the trees provide? A. A new road. B. Shade. C. A sports field. ( ) 8. How will they begin studying the desert? A. By using books and maps. B. By cancelling every project. C. By planting trees in sand. ( ) 9. What will they probably do? A. Walk through the river. B. Jump from rock to rock. C. Use the marked bridge. ( ) 10. What does the girl explain? A. Insects only live on new plants. B. Dead wood can support living things. C. Every old log must be removed. 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. Why do they choose the pond? A. They can walk there. B. They can swim in it. C. It has no plants. ( ) 12. Why will they draw a map? A. To return to the same observation places. B. To sell it to the museum. C. To cover the safety rail. 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 woodland discovery morning Information Bring A notebook and ___13___ Observe Plants, birds and ___14___ Leave behind All natural ___15___ 13. A. spade B. jar C. pencil 14. A. cars B. insects C. shops 15. A. snacks B. objects C. maps 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 Priya first want to do? A. Plant only large trees. B. Build a new classroom. C. Cut the long grass short. ( ) 17. What did the teacher ask the class to do? A. Move every insect away. B. Buy gardening tools. C. Observe both areas. ( ) 18. What did Priya see in the long grass? A. A football team. B. Beetles and a butterfly. C. Only running students. ( ) 19. What was her new proposal? A. Keep the edge clear and leave the centre growing. B. Cover the grass with stones. C. Close the whole school field. ( ) 20. What did she learn? A. Only neat places help wildlife. B. A less tidy area can have ecological value. C. Grass should never be managed. 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. Beside a small ________ ________ ________. 2. It moved from ________ ________ ________ while I watched. 3. That gives us ten minutes to ________ ________ ________ before we start. 4. We planted seven ________ ________ last week and five more today. 5. She proposed keeping a ________ ________ beside the path while leaving the centre to grow. 6. Priya learned that a place could be ________ ________ ________ even when it did not look perfectly neat to people. 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. How long did the class observe each place? 2. What did the class draw to record its observations? 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：ecosystem 生态系统 decomposer 分解者 ecologist 生态学家 Unit 7 基础篇 试题 第 页 学科网（北京）股份有限公司 $Unit seven, the natural world chAllenge practice part one, you will hear ten short conversations. Each conversation will be read twice. Choose the best answer for each question. The number one upon on survey began at nine forty and ended at ten o five. That is twenty five minutes. Let us write the length beside the results. Upon the survey began at nine forty and ended at ten o five. That is twenty five minutes. Let us write the length beside the results. Number two. we found eighteen different kinds of plants near the stream and twelve on . the dry slope. So the stream area had six more kinds in our survey. We found eighteen different kinds of plants near the stream and twelve on the dry slope. So the stream area had six more kinds in our survey. Number three. The pond has Green water, so IT must be healthy. Color alone cannot tell us. We should also look at the plants, animals and possible sources of pollution. The pond has Green water, so IT must be healthy. Color alone cannot tell us. We should also look at the plants, animals and possible sources of pollution. Number four, should we clean every fall and leave from the . woodland and floor, some leaves break down and feed the soil? Let us ask which areas actually need clearing. Should we clean every fall and leave from the . middle floor, some leaves break down and feed the soil? Let us ask which areas actually need clearing. Number five. our class found fewer insects than the other class. Is our area less valuable? We searched for half as long. We need comparable methods before making that judgment. Our class found fewer insects than the other class. Is our area less valuable? We searched for half as long. We need comparable methods before making that judgment. Number six, let us plan the fastest growing tree in the school. Garden speed is not the only issue. We should check whether the species suit local conditions and wildlife. Let us plan the fastest growing tree in the school. Garden speed is not the only issue. We should check whether the species suit local conditions and wildlife. Number seven. a new path would help visitors get closer to the march . IT could also disturb nesting birds. Could a viewing point farther away meet both needs? A new path would help visitors get closer to the marsh. IT could also disturb nesting birds. Could a viewing point farther away meet both needs? Number eight, if the stream is clear today, has the pollution problem ended? Not necessarily. We need repeated checks, especially after rain or changes . of string. If the stream is clear today, has the pollution . problem ended? Not necessarily. We need repeated checks, especially after rain or changes upstream. The number nine. our ecosystem model has plans, rabbits and foxes. Is that complete? Add the composers too. They help break down dead material and return nutrient. Our ecosystem model has plans rabbits and foxes. Is that complete? Add d composers too. They help break down dead material and return nutrient. Number ten, everyone likes the photograph of the deer. Shall we use IT to explain the whole woodland? We need details of plants, soil and smaller creatures too. One large animal is only part of the system. Everyone likes the photograph of the deer. Shall we use IT to explain the whole woodland? We need details of plants, soil and smaller creatures too. One large animal is only part of the system. Part two, listen to a conversation and answer questions eleven and twelve. You have twenty seconds to read the questions. The council want our ideas for the riverside path. nina. We could ask for lights all along . IT that might help evening Walkers. But what about wildlife that needs darkness? Let us find out which sections people use most and where animals rest. We should talk to both Walkers and the nature group. then we can suggest limited lighting near busy entrances if IT is suitable. and leave the quieter habitat areas dark. Our proposal should explain the evidence and the needs we considered. Now listen again. the council want our ideas for the riverside path. Nina. we could ask for lights all along . IT that might help evening Walkers. But what about wildlife that needs darkness? Let us find out which sections people use most and where animals rest. We should talk to both Walkers and the nature group. Then we can suggest limited lighting near busy entrances if IT is suitable. and leave the quieter habitat areas dark. Our proposal should explain the evidence and the needs we considered. 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. For the habitat comparison, choose two small areas you can observe safely, use the same search time in each area, and keep your method as similar as possible. Record the conditions such as shade and soil moisture, as well as the living things you notice, do not disturb nests or turn over heavy objects. Your results describe what you found during that visit. They are not a complete list of everything living there in your report. Explain possible limits, including weather and creatures you may have missed. A careful report can be useful even when IT does not give a simple winner. Now listen again for the habitual comparison, choose two small areas you can observe safely, use the same search time in each area, and keep your method as similar as possible. Record the conditions such as shade and soil moisture, as well as the living things you notice do not disturb nests or turn over heavy objects. Your results describe what you found during that visit. They are not a complete list of everything living there in your report. Explain possible limits, including weather and creatures you may have missed. A careful report can be useful even when IT does not give a simple winner. Listen to the second passage and answer questions sixteen to twenty. You have thirty seconds to read the questions. After a path was built beside a stream, residents noticed fewer frogs near the crossing. Some blamed the new path. Immediately, a student team decided to collect more information. They compared older photographs, ask local workers and recorded conditions on several evenings. The photograph h showed that a shallow ditch had also been filled during the in wet weather. This ditch used to connect the stream to a small pond. A local ecologist explained that losing this connection could affect how frogs moved between places. The team presented the evidence without claiming that IT explained every change with advice. The council added a suitable passage beneath the path and restored part of the ditch. Students continued recording after the work. They had learned that investigating connections with an a habitat could lead to a more useful response, then blaming one visible change alone. Now listen again. After a path was built beside a stream, residents noticed fewer frogs near the crossing. Some blame the new path. Immediately, a student team decided to collect more information. They compared older photographs, asked local workers and recorded conditions on several evenings. The photograph showed that a shallow ditch had also been filled during the work in wet weather. This ditch used to connect the stream to a small pond. A local ecologist explained that losing this connection could affect how frogs moved between places. The team presented the evidence without claiming that IT explained every change with advice. The council added a suitable passage beneath the path and restored part of the ditch. Students continued recording after the work. They had learned that investigating connections with an a habitat could lead to a more useful response than blaming one visible change alone. That is the end of the listening test. Please check your answers.