文档内容
2026 春季 新人教八年级下册
Unit 3 Growing Up
词汇运用
一、用方框中所给词或短语的适当形式填空，每词限用一次。
I
emotion, advise, control, different, normal, mad, mean, remain, thankful, positive
1. It's important to express your ______ in a healthy way, like talking to friends.
2. Please ______ me on how to improve my English writing skills.
3. He tried to ______ his temper when he heard the bad news.
4. My lifestyle is ______ from my sister's; she likes sports while I prefer reading.
5. It's ______ to feel nervous before an exam, so don't worry too much.
6. Don't be ______ at him; he just made a small mistake.
7. Does the word "fair" ______ the same in all languages?
8. The memory of that trip will ______ in my heart forever.
9. We should be ______ for the opportunities we have to learn and grow.
10. Keeping a ______ attitude can help you solve problems more easily.
II
用方框中所给短语的适当形式填空，每短语限用一次。
suffer from, deal with, be afraid to, take control of, be different from, be thankful for,
advise sb. to do, remain in, think about, look on the bright side
1. People who ______ sleep problems should create a good bedtime routine.
2. Let's ______ this challenge step by step; we can find a solution.
3. She ______ speak in public, but she's trying to overcome it.
4. You need to ______ your own life and make decisions bravely.
5. This book ______ that one in many ways, such as the writing style and topics.
6. We should ______ the support our parents give us every day.
7. The doctor ______ her ______ eat more vegetables and exercise regularly.
8. The secret of happiness ______ how you choose to see things.
9. Please ______ your future plans and share them with us tomorrow.
10. Even when things go wrong, try to ______ and find something good.
二、根据括号内所给汉语意思或首字母写出单词的正确形式
A. 首字母填空
1. We should learn to d______ with our worries in a positive way.
2. After arguing, he asked for f______ from his sister.
3. Making a right d______ is important for your future.
4. Too much p______ from parents can make kids stressed.
5. She is p______ of her son's progress in math.
6. Students should b______ politely in class.
7. Let's find a s______ to this difficult math problem.
8. They were s______ to know the team won the game.
9. There's p______ of time to finish the work, so relax.10. He didn't a______ the party because he was busy.
B. 汉语意思填空
1. You need to ______ (道歉) to your teacher for being rude.
2. The ______ (标准) for the exam is very clear.
3. Please ______ (解释清楚) your idea so that we can understand.
4. We are ______ (感激的) for the help you gave us.
5. This activity is ______ (有目的的) to improve teamwork.
6. His ______ (决定) to study abroad surprised us.
7. The ______ (裁判) made a fair call in the game.
8. Could you ______ (重复) the question? I didn't catch it.
9. We should ______ (齐心协力) to make our class better.
10. Try to ______ (从好的方面想) even when things go wrong.
三、在横线处填上状语从句先行词
Growing Up with Stress
Peter was nervous about the final exam. He couldn’t sleep well 1.______ he thought
about the test every night. He wanted to get good grades 2.______ he studied day and
night. His mother noticed this and said, “Take a break 3.______ you can relax your
mind.”
4.______ Peter was taking a walk, he met his classmate Anna. Anna was also stressed,
but she had a way to deal with it. She told Peter, “Talk to your parents 5.______ they
can understand your feelings.” Peter decided to follow her advice. He waited 6.______
his father came back from work.
Even if he was worried about his father’s reaction, he opened up. To his surprise, his
father said, “I’ll help you review 7.______ you can feel more confident.” They
studied together every evening. Peter worked hard 8.______ he could pass the exam
with a good score.
9.______ the exam ended, Peter realized that facing problems bravely was important. He
promised himself 10.______ he grew up, he would always handle stress positively.
四、请在下列句子的空格中填入正确的介词，使句子完整且语法正确。
1. Judy felt upset ______ her parents' high standards.
2. Matt learned to look ______ the bright side after losing the game.
3. We should express our emotions ______ a healthy way.
4. Peter waited ______ his father came back to talk about his stress.
5. Anna is good ______ dealing with her worries by talking to friends.
五、用括号内所给单词的适当形式填空（每空一词）
1. Peter felt great ______ (stress) about the final exam last week, as he was afraid to
fail.
2. His mother often ______ (advise) him to take 10-minute breaks every hour when
studying.
3. We should learn to express our ______ (emotion) in proper ways instead of keeping
them inside.
4. Yesterday, Peter ______ (wait) until his father finished work to talk about his exam
worries.
5. Anna is good at ______ (deal) with stress by listening to light music after a busy day.6. She told Peter to look on the bright side ______ (positive) when facing difficulties.
7. Peter wrote a letter to his parents so that they could ______ (understand) his
feelings better.
8. Matt practiced basketball every day in order to ______ (improve) his skills after losing
the game.
9. Both Judy and Peter realized the importance of ______ (communicate) with family
when in trouble.
10. They promised to face challenges bravely so that they could ______ (grow) up
healthily.
六、阅读下列短文、在空白处填上适当的单词形式
文章一：Navigating Emotions During Growth
Teenagers often encounter various challenges as they grow. Mia, for instance, used to be
1.______ (extreme) shy when talking to strangers. Her 2.______ (lonely) sometimes made
her feel sad, but she never gave up. She 3.______ (decide) to join a public speaking
club last year.
At first, she was 4.______ (shock) by how difficult it was, but she practiced 5.______
(regular). Her coach 6.______ (advise) her to take deep breaths before each speech. Mia
followed the advice and soon saw 7.______ (improve). Now, she can speak confidently in
front of crowds.
She feels 8.______ (thankful) than ever for this experience. She believes that facing fears
bravely 9.______ (mean) growing up. Whenever she meets new challenges, she tries
10.______ (deal) with them positively. She promises that she 11.______ (keep)
developing her skills and become a more outgoing person.
文章二：Overcoming Academic Stress Together
Many students, including Alex, 1.______ (suffer) from academic stress. His parents set
high 2.______ (standard) for him, which makes him feel 3.______ (pressure). Alex wants
to 4.______ (communication) with them but is 5.______ (worry) about their reaction.
One day, he 6.______ (gather) courage and had a talk with his parents. “I need your
7.______ (support) but also some understanding,” he said 8.______ (honest). To his
surprise, they listened 9.______ (careful) and agreed to reduce his workload.
Alex felt a sense of 10.______ (relieve) and started to study 11.______ (wise). He now
knows that with proper communication, he can 12.______ (solution) his problems. He
hopes 13.______ (maintain) this positive change and achieve a better balance between
study and life.
句子巩固
七、根据汉语意思，完成句子
1. 但我确定你父母只是希望你能表现好，尽管他们可能没表现出来。
But I'm ______ your parents ______ want you ______ do well, ______ they ______ not
show it.
2. 给他们写封信怎么样？这样你就能把你的意思清楚地传达给他们了。
How about ______ them ______ letter ______ you ______ get your message ______
clearly?
3. 接下来，把你的问题告诉你信任的人，而不是把自己封闭起来。Next, ______ ______ problems ______ someone you trust instead of ______ ______
______.
4. 他说话时，不敢看汤姆。
He ______ ______ ______ look ______ Tom ______ he ______.
5. “尽管你撞到了对方球员，但那只是个意外。所有人都清楚这一点！”
"______ you ______ ______ player, it was ______ ______ accident. Everyone knows
that!"
6. 意外发生时，马特和所有人一样震惊，但已经太晚了。
Matt was ______ ______ ______ anyone ______ ______ accident ______, but it was
______ late.
7. 本来我们有很好的赢球机会，直到我犯了那个错误。
But we ______ ______ ______ chance ______ win ______ I ______ ______ mistake.
8. 我为我们感到骄傲，而且我知道我们的教练以及学校里的其他人也一样。
I'm ______ ______ us, ______ I know ______ coach and everyone else ______ our
school are ______ ______.
9. 更重要的是从错误中学习，以免你以后再犯同样的错。
______ ______ ______ ______ to learn ______ ______ mistakes ______ you ______
repeat ______ in future.
10. 当我们生气的时候，可能会对别人大喊大叫，或者对他们说刻薄的话。
______ we're mad, we ______ ______ ______ other people ______ ______ ______
______ to ______.
八、中英翻译练习句
1. 我每天坚持练习英语，以便能在考试中取得好成绩。
_______________________________________________________________________________
_______________________________________________________________________________
____________________
2. 尽管他这次比赛输了，但他从中学到了很多有用的东西。
_______________________________________________________________________________
_______________________________________________________________________________
________________
3. 当老师提问时，她现在敢主动举手回答问题了。
_______________________________________________________________________________
_______________________________________________________________________________
________________
4. 莉 莉 在 数 学 上 和 汤 姆 一 样 优 秀 ， 她 的 父 母 为 她 感 到 骄 傲 。
_______________________________________________________________________________
_____________________________________
__________________________________________________________
5. 遇到烦恼时，你应该和信任的朋友分享，而不是把它藏在心里。
_______________________________________________________________________________
_______________________________________________________________________________
________________
阅读提升九、阅读理解
阅读理解一：
Mia used to be one of the top students in her class, but things changed when she
entered Grade 8. Her parents set high standards for her—they hoped she could get into
the city’s best high school, so they asked her to take extra math and English courses
every weekend. At first, Mia tried her best to follow their rules, but soon she felt
overwhelmed. She stayed up late every night to finish homework, and even started to
hate studying. However, she didn’t dare to talk to her parents about her stress; she
was afraid they would be disappointed in her.
One day, Mia’s teacher noticed her low spirits and talked to her after class. “Holding
stress inside won’t help,” the teacher said. “Why not write a letter to your parents?
It’s easier to express your true feelings in writing than face-to-face.” Mia was hesitant
at first, but she decided to give it a try. In the letter, she told her parents how tired
she was, and that she wanted to have a little free time to relax. She also promised to
keep working hard if they could adjust the extra courses.
To Mia’s surprise, her parents wrote back the next day. They apologized for not
noticing her stress and agreed to cut one extra course. Together, they made a study
plan: Mia would finish homework before 9:30 p.m. every day, and her parents would no
longer check her grades every single day. After a month, Mia’s mood improved, and
her grades even went up a little. She realized that communication was the key to
solving problems with family.
阅读理解题目
1. Why didn’t Mia talk to her parents about her stress at first?
A. She thought her parents wouldn’t understand her.
B. She was afraid of making her parents disappointed.
C. She didn’t know how to express her feelings.
D. Her parents were too busy to listen to her.
2. What does the underlined word “hesitant” mean in Paragraph 2?
A. 兴奋的 B. 犹豫的 C. 愤怒的 D. 自信的
3. From Mia’s parents’ reaction after reading the letter, we can infer that ______.
A. they didn’t care about Mia’s feelings before
B. they only cared about Mia’s grades
C. they loved Mia and were willing to understand her
D. they decided to stop all extra courses for Mia
4. Which of the following was NOT part of Mia’s study plan with her parents?
A. Mia would finish homework before 9:30 p.m.
B. Her parents would cut one extra course.
C. Her parents would check her grades every day.
D. Mia promised to keep working hard.
5. What is the main idea of the passage?
A. How Mia’s teacher helped her improve her grades.
B. How Mia dealt with academic stress through family communication.
C. How Mia’s parents adjusted their expectations for her.
D. How Mia made a study plan to get good grades.阅读理解二：
Jake has loved playing basketball since he was 10 years old. When he entered Grade 8,
he joined his school’ s basketball team and became the main forward— everyone
thought he was talented, and even the coach said he could be the team captain one
day. Last term, the school held a basketball match against a strong team from another
district. Jake’s team practiced hard every day for a month, hoping to win the match
and get the chance to join the city competition.
The match day finally came. In the last two minutes, the score was 58-59, and Jake’s
team was behind by 1 point. Jake got the ball and tried to pass it to his teammate,
but he was too nervous—he threw the ball wrong, and the other team got it. Soon,
the match ended, and Jake’s team lost by 3 points. After the match, Jake felt terrible.
He thought it was all his fault that the team failed to enter the city competition, so he
stopped talking to his teammates and even avoided basketball practice.
A week later, the coach found Jake sitting alone in the gym. “Mistakes happen to
everyone,” the coach said. “You think your teammates blame you? But they told me
they want you to come back— they know you tried your best.” Then, Jake’ s
teammates walked in and handed him a water bottle. “We can practice harder next
time,” one of them said. “ Your pass was just a small mistake; we all make
mistakes.”
Jake felt warm after hearing this. He went back to practice with the team and spent
extra time practicing passing. This term, when a new teammate made a mistake in a
practice match, Jake comforted him just like his teammates and coach comforted him. At
the end of the term, Jake’s team won the district match. When asked what helped
him most, Jake said, “It’s not winning that matters, but learning to face mistakes and
support each other.”
阅读理解题目
1. What made Jake’s team lose the match against the district team?
A. The coach didn’t make a good plan.
B. Jake threw the ball wrong in the last two minutes.
C. The other team was much stronger than Jake’s team.
D. Jake’s teammates didn’t pass the ball to him on time.
2. We can infer from the passage that Jake’s teammates were ______.
A. selfish and unfriendly
B. understanding and supportive
C. strict with themselves and others
D. good at playing but bad at comforting others
3. What does the phrase “shut himself away” (implied in Paragraph 2) probably
mean?
A. 主动沟通 B. 封闭自己 C. 刻苦训练 D. 抱怨他人
4. What did Jake do after he went back to the team?
A. He became the team captain at once.
B. He stopped practicing passing and focused on shooting.
C. He spent extra time practicing passing.
D. He refused to play in any matches for a month.5. What does the sentence “It’s not winning that matters, but learning to face
mistakes and support each other” mean?
A. Winning is not important at all; supporting each other is everything.
B. Winning is less important than learning to deal with mistakes and help teammates.
C. If we can support each other, we will never lose any matches.
D. We should avoid making mistakes because they make us lose matches.
十、完型填空
Tom has loved playing basketball since primary school, but he ran into trouble when he
joined the school team in Grade 8. The team’s training was much harder than he
expected—every afternoon after class, they had to practice for two hours, and the coach
was strict with everyone. Even when the coach asked him to do a simple passing drill,
Tom would panic and **1.______ open his mouth to ask for help. He was afraid the
coach and teammates would laugh at his slowness.
Last month, the team had a practice match against another school. In the second half,
Tom got the ball and tried to shoot, but he missed. The other team took the ball and
scored quickly. After the match, Tom felt great **2.______—he thought it was all his
fault that the team lost, so he sat alone on the bench and didn’t talk to anyone.
His teammate Sam noticed him and walked over. “You can’t blame yourself for this,”
Sam said. “ Why not practice shooting with me every morning? I’ ll help you
**3.______ your skills so that you can do better next time.” Tom was **4.______ at
first—he didn’t believe extra practice could change anything. But Sam kept encouraging
him, so he finally agreed.
Every morning before school, Tom and Sam practiced shooting in the gym. At first, Tom
shot very badly—he only made 3 out of 10 shots. Sam told him, “Shoot **5.______
and focus on the basket, not the crowd around you. You’ll improve step by step.”
Tom followed the advice, and after two weeks, he could make 7 out of 10 shots.
A week later, the team had another practice match. When it was Tom’s turn to shoot,
his hands were still shaking. “**6.______ I’m nervous, I can try my best,” he told
himself. He aimed at the basket and shot—and the ball went in! The teammates
cheered loudly, and even the coach smiled at him.
After the match, Sam ran to Tom and said, “I’m so **7.______ you! You did much
better than last time!” Tom felt **8.—he never thought he could make the shot
successfully. “Thank you for staying with me,” he said to Sam. “If you hadn’t
helped me, I would have given up basketball **9. keeping practicing.”
Sam shook his head and said, “It’s not just my help. You worked hard yourself.
Remember: **10.______ you keep trying, you’ll never get better.” Tom nodded and
kept this in mind.
Later, the coach called Tom to his office. He said, “I saw your progress these days.
Don’t be afraid of mistakes—everyone **11.______ mistakes when learning new things.
What matters is to learn from them.” The coach also gave Tom some **12.______ on
shooting: “Bend your knees a little when you shoot, and it will be more accurate.”
Tom followed the coach’s advice and practiced even **13.______. A month later, the
school held a basketball competition. In the final match, Tom made three important
shots and helped the team win the first prize. After the competition, Tom’s parentscame to him and said, “ We’ re proud of you— you didn’ t run away from
difficulties.”
Tom smiled and said, “I used to be afraid of stress and mistakes. But now I know:
**14.______ we face challenges, we can ask friends or teachers for help. And we should
never give up easily.” He also promised **15.______ to support his teammates when
they meet trouble, just like Sam and the coach supported him.
1. A. dare not B. didn’t dare to C. dare not to D. didn’t dare
2. A. stress B. stressed C. stressful D. stressing
3. A. prepare B. improve C. develop D. finish
4. A. hesitant B. excited C. angry D. confident
5. A. loudly B. clearly C. calmly D. quickly
6. A. Although B. But C. Because D. So
7. A. proud of B. afraid of C. tired of D. sure of
8. A. relieved B. overwhelmed C. shocked D. bored
9. A. instead of B. because of C. thanks to D. as for
10. A. when B. until C. unless D. because
11. A. make B. makes C. made D. will make
12. A. advice B. advices C. suggestion D. idea
13. A. hard B. harder C. hardest D. hardly
14. A. when B. while C. since D. until
15. A. help B. helping C. to help D. helped
答案与解析
一、
I
1. emotion 2. advise 3. control 4. different 5. normal 6. mad 7. mean 8. remain
9. thankful 10. positive
II
1. suffer from 2. deal with 3. is afraid to 4. take control of 5. is different from 6.
be thankful for 7. advises; to 8. remains in 9. think about 10. look on the bright
side
二、
A. 首字母填空
1. deal 2. forgiveness 3. decision 4. pressure 5. proud 6. behave 7. solution 8.
shocked 9. plenty 10. attend
B. 汉语意思填空
1. apologize 2. standard 3. get across 4. thankful 5. purposeful 6. decision 7.
referee 8. repeat 9. pull together 10. look on the bright side
三、
1. when2. so that3. so that4. While5. so that
6. until7. so that8. so that9. When10. as
1. 答案：when• 从句类型：时间状语从句（引导“睡不好”与“想考试”之间的时间关联）
• 引导词含义：“when”表“当……的时候”，可用于描述“一个动作发生时，另一个动
作同步或先后发生”，不强调动作持续时长，侧重时间点或短时间关联。
• 语境适配原因：句子中“couldn’t sleep well”（睡不好）和“thought about the test
every night”（每晚想考试）是“每晚想考试时，就睡不好”的先后/同步关系，无持续动
作强调，符合“when”的用法，故填when。
2. 答案：so that
• 从句类型：目的状语从句（引导“日夜学习”的目的）
• 引导词含义：“so that”表“为了、以便于”，专门用于连接“动作”与“该动作想要
达成的目的”，从句中常隐含“能、会”等含义（本句隐含“能拿到好成绩”）。
• 语境适配原因：“studied day and night”（日夜学习）是具体动作，“get good
grades”（拿好成绩）是这个动作的核心目的，需用表目的的引导词，故填so that。
3. 答案：so that
• 从句类型：目的状语从句（引导“休息”的目的）
• 引导词含义：同第2空，“so that”表“为了”，连接“休息”的动作与“放松大脑”
的目的。
• 语境适配原因：妈妈建议“Take a break”（休息一下），核心目的是“relax your
mind”（放松大脑），动作与目的直接关联，故填so that。
4. 答案：While
• 从句类型：时间状语从句（引导“散步”与“遇见Anna”的同步动作）
• 引导词含义：“While”表“当……的时候”，核心特点是“强调两个动作同时进行，且
动作多为持续性动词”（如本句“taking a walk”是持续动作）。
• 语境适配原因：“was taking a walk”（正在散步）是持续进行的动作，“met his
classmate Anna”（遇见同学Anna）是在散步过程中同步发生的，符合“While”强调“持
续动作同步”的用法，故填While（句首首字母大写）。
5. 答案：so that
• 从句类型：目的状语从句（引导“跟父母沟通”的目的）
• 引导词含义：“so that”表“为了”，连接“Talk to your parents”（跟父母说）的动
作与“they can understand your feelings”（他们能理解你的感受）的目的。
• 语境适配原因：Anna建议Peter跟父母沟通，最终目的是让父母理解感受，动作服务于
目的，故填so that。
6. 答案：until
• 从句类型：时间状语从句（引导“等待”的截止时间）
• 引导词含义：“until”表“直到……才”，强调“某个动作持续到另一个动作发生时才
结束”（本句“等待”持续到“爸爸下班”才结束）。
• 语境适配原因：“waited”（等待）是持续动作，“his father came back from
work”（爸爸下班回来）是“等待”的截止节点，符合“until”表“动作持续至某时”的
用法，故填until。
7. 答案：so that
• 从句类型：目的状语从句（引导“帮忙复习”的目的）
• 引导词含义：“so that”表“为了”，连接“help you review”（帮你复习）的动作与
“you can feel more confident”（你能更自信）的目的。
• 语境适配原因：爸爸提出帮忙复习，核心是为了让 Peter减少焦虑、更自信，动作指向
目的，故填so that。8. 答案：so that
• 从句类型：目的状语从句（引导“努力学习”的目的）
• 引导词含义：“so that”表“为了”，连接“worked hard”（努力学习）的动作与
“could pass the exam with a good score”（能考好成绩）的目的。
• 语境适配原因：Peter每晚和爸爸一起学、自己努力，最终目标是考好成绩，动作与目的
直接对应，故填so that。
9. 答案：When
• 从句类型：时间状语从句（引导“考试结束”这个时间点的后续感悟）
• 引导词含义：“When”表“当……的时候”，可用于“某个短暂动作发生时，引发另一
个动作或感悟”（本句“the exam ended”是短暂动作）。
• 语境适配原因：“the exam ended”（考试结束）是瞬间完成的短暂动作，“realized
that...important”（意识到……重要）是在这个动作发生时产生的感悟，符合“when”表
“时间点触发动作”的用法，故填When（句首首字母大写）。
10. 答案：as
• 从句类型：时间状语从句（引导“长大”与“承诺”的时间关联）
• 引导词含义：“as”表“当……的时候”，侧重“两个动作伴随发生，强调‘一边……
一边……’或‘随着……’的过程感”（本句“长大”是过程，“承诺”伴随该过程产
生）。
• 语境适配原因：“he grew up”（他长大）是一个渐进的过程，“would always handle
stress positively”（会一直积极应对压力）是他伴随“长大”过程许下的承诺，符合“as”
表“伴随过程”的用法，故填as。
四、
1. about 2. on 3. in 4. until 5. at
1. 答案：about
核心知识点：固定搭配“feel upset about sth”，意为“为某事感到难过/苦恼”，
◦
“about”在此处作介词，用于引出“upset”（难过）的具体对象。
语境适配：句子表达“朱迪为父母的高标准感到难过”，需用“about”衔接“upset”
◦
与对象“her parents' high standards”，符合固定搭配规则。
2. 答案：on
核心知识点：固定短语“look on the bright side”，意为“往好的方面想、看到光明
◦
的一面”，“on”是该短语的固定组成部分，无替代介词，属于八年级高频固定短语。
语境适配：句子表达“马特输球后学会了往好的方面想”，需完整搭配“look on”才
◦
能体现“看待（事物）”的含义，故填“on”。
3. 答案：in
核心知识点：固定结构“in a + 形容词 + way”，意为“用……的方式”，“in”在
◦
此处表“用（某种方法、方式）”，是描述“做某事的方式”时的常用介词。
语境适配：句子表达“我们应该用健康的方式表达情绪”，“a healthy way”（健康
◦
的方式）需用“in”衔接，构成“in a healthy way”，符合固定结构用法。
4. 答案：until
核心知识点：固定搭配“wait until + 从句”，意为“等待直到……（某个动作发
◦
生）”，“until”作连词（此处衔接从句，本质源于介词用法延伸），表“动作持续的截
止时间”，对应八年级时间状语从句中“until”的核心用法。
语境适配：句子表达“彼得一直等到爸爸回来，才跟他谈自己的压力”，“waited”
◦
（等待）是持续动作，“his father came back”（爸爸回来）是“等待”的截止节点，需用“until”连接，符合搭配与语境。
5. 答案：at
核心知识点：固定搭配“be good at doing sth”，意为“擅长做某事”，“at”作介
◦
词，后接动词时需变为动名词（如本题“dealing”），是八年级介词后接动名词的高频考
点。
语境适配：句子表达“安娜擅长通过和朋友聊天来应对烦恼”，“dealing with her
◦
worries”（应对烦恼）是“擅长”的具体内容，需用“at”衔接“be good”与动名词短语，
符合固定搭配规则。
五、
1. stress 2. advises 3. emotions 4. waited 5. dealing 6. positively 7. understand
8. improve 9. communication 10. grow
1. 答案：stress
核心知识点：不可数名词的用法（“stress”表“压力”时为不可数名词，无复数形
◦
式）、形容词修饰名词（“great”修饰“stress”，表“极大的压力”）。
语境适配：句子表达“彼得上周对期末考试感到极大压力”，需用名词作“felt”（此
◦
处为系动词，后接“great+名词”表“处于某种状态”）的表语，故填“stress”原形。
2. 答案：advises
核心知识点：一般现在时中，主语为第三人称单数（“His mother”）时，谓语动词的
◦
变化规则（“advise”变第三人称单数需去“e”加“s”）。
语境适配：句中“often”（经常）提示时态为一般现在时，主语是单数，需将
◦
“advise”变为三单形式“advises”，符合语法规则。
3. 答案：emotions
核心知识点：可数名词的复数形式（“emotion”表“各种情绪”时为可数名词，复数
◦
直接加“s”）、形容词性物主代词修饰名词（“our”后接复数名词，表“我们的情
绪”）。
语境适配：句子表达“表达我们的情绪”，“情绪”通常指多种感受，需用复数
◦
“emotions”，故填复数形式。
4. 答案：waited
核心知识点：一般过去时的用法（“yesterday”为过去时间标志，谓语动词需用过去
◦
式）、不规则/规则动词过去式（“wait”为规则动词，过去式直接加“ed”）。
语境适配：“yesterday”明确提示动作发生在过去，“等待”的动作需用过去式
◦
“waited”，符合时态要求。
5. 答案：dealing
核心知识点：固定搭配“be good at doing sth”（“at”为介词，后接动词时需变为
◦
动名词，即“动词+ing”）、“deal”变动名词的规则（直接加“ing”，无特殊变化）。
语境适配：句子表达“擅长应对压力”，“be good at”后需接动名词，故“deal”变
◦
为“dealing”。
6. 答案：positively
核心知识点：副词修饰动词（“look”为实义动词，需用副词“positively”修饰，表
◦
“积极地看待”）、形容词变副词的规则（“positive”以“e”结尾，变副词直接加
“ly”）。
语境适配：句子表达“积极地往好的方面想”，需用副词修饰“look”，故“positive”
◦
变为“positively”。
7. 答案：understand核心知识点：目的状语从句“so that”的用法（“so that”引导目的从句时，从句中
◦
常含“can/could/may/might”等情态动词，情态动词后接动词原形）。
语境适配：从句中“could”为情态动词，后需接动词原形，故“understand”用原形。
◦
8. 答案：improve
核心知识点：固定结构“in order to do sth”（“in order to”表“为了”，后接动词
◦
原形，用于引出动作目的，对应之前“so that”表目的的知识点延伸）。
语境适配：句子表达“每天练篮球以提升技能”，“in order to”后需接动词原形，故
◦
“improve”用原形。
9. 答案：communication
核心知识点：介词“of”的用法（“of”为介词，后接名词或动名词，此处需用名词
◦
“communication”表“沟通”这一抽象概念）、动词变名词（“communicate”变名词为
“communication”，为不可数名词）。
语境适配：句子表达“沟通的重要性”，“the importance of”后需接名词，故
◦
“communicate”变为名词“communication”。
10. 答案：grow
核心知识点：目的状语从句“so that”的用法（同第7题，从句中“could”为情态动
◦
词，后接动词原形）。
语境适配：句子表达“勇敢面对挑战以便健康成长”，“could”后需接动词原形，故
◦
“grow”用原形。
六、
文章一：1. extremely 2. loneliness 3. decided 4. shocked 5. regularly 6. advised
7. improvement 8. more thankful 9. means 10. to deal 11. will keep
文章二：1. suffer 2. standards 3. pressured 4. communicate 5. worried 6. gathered
7. support 8. honestly 9. carefully 10. relief 11. wisely 12. solve 13. to maintain
文章一：
1. 答案：extremely
核心考点：形容词变副词（八年级高频考点，“extreme”为形容词，变副词需直接加
◦
“ly”）、副词修饰形容词（副词用于修饰形容词，说明形容词的程度）。
词形变化规则：形容词“extreme”（极端的）→ 副词“extremely”（极其地），无特
◦
殊变形，直接加“ly”。
语境适配：句子中“shy”（害羞的）是形容词，需用副词修饰“害羞”的程度，表达
◦
“极其害羞”，故填“extremely”。
2. 答案：loneliness
核心考点：形容词变名词（八年级重点，“lonely”为表情绪的形容词，需转换为名词
◦
作主语）。
词形变化规则：形容词“lonely”（孤独的，修饰人）→ 名词“loneliness”（孤独感，
◦
抽 象 不 可 数 名 词 ） ， 特 殊 变 形 需 记 忆 ， 不 可 直 接 按 “ 去 y 加 iness” （ 如
“happy→happiness”），需保留“e”为“loneliness”。
语境适配：句子中“Her”（她的）后需接名词，且该词在句中作主语，表达“她的孤
◦
独感有时让她难过”，故填“loneliness”。
3. 答案：decided
核心考点：一般过去时（八年级基础时态，需根据时间标志判断；“decide”为规则动
◦
词，过去式直接加“ed”）。
词形变化规则：动词原形“decide”（决定）→ 过去式“decided”，规则变形，直接
◦加“ed”（注意“decide”以“e”结尾，加“d”即可，无需重复“e”）。
语境适配：句中“last year”（去年）是明确的过去时间标志，说明“加入演讲俱乐
◦
部”的动作发生在过去，需用一般过去时，故填“decided”。
4. 答案：shocked
核心考点：动词变形容词（八年级易混点，“shock”为动词，“ed”形式形容词修饰
◦
人，表“人感到……的”）、固定搭配“be shocked by”（被……震惊）。
词形变化规则：动词“shock”（使震惊）→ 形容词“shocked”（感到震惊的，修饰
◦
人），动词变形容词加“ed”（修饰物用“shocking”，表“令人震惊的”）。
语境适配：句子主语是“she”（人），且有固定搭配“be shocked by”，表达“她对
◦
（演讲的难度）感到震惊”，故填“shocked”。
5. 答案：regularly
核心考点：形容词变副词（八年级基础，“regular”为形容词，变副词加“ly”）、副
◦
词修饰动词（副词用于修饰动词，说明动作的频率或状态）。
词形变化规则：形容词“regular”（有规律的）→ 副词“regularly”（有规律地），直
◦
接加“ly”，无特殊变形。
语境适配：句子中“practiced”（练习）是动词，需用副词修饰“练习”的状态（有规
◦
律地练习），故填“regularly”。
6. 答案：advised
核心考点：一般过去时（八年级时态运用，上下文动作均为过去发生，需保持时态一致
◦
“advise”为规则动词，过去式加“ed”）。
词形变化规则：动词原形“advise”（建议）→ 过去式“advised”，规则变形，直接
◦
加“d”（以“e”结尾的动词，过去式加“d”）。
语境适配：前文“joined”“was shocked”“practiced”均为过去式，说明“教练建
◦
议”的动作发生在过去，需用一般过去时，故填“advised”。
7. 答案：improvement
核心考点：动词变名词（八年级重点，“improve”为动词，变名词需加后缀
◦
“ment”）、名词作宾语（该词需作“saw”的宾语，动词后需接名词）。
词形变化规则：动词“improve”（提高，改善）→ 名词“improvement”（进步，改
◦
善，抽象不可数名词，表“具体一次进步”时可加“an”），动词变名词加后缀
“ment”。
语境适配：句子中“saw”（看到，动词）后需接名词作宾语，表达“很快看到了（自
◦
己的）进步”，故填“improvement”。
8. 答案：more thankful
核心考点：多音节形容词比较级（八年级比较级重点，“thankful”为三音节形容词，
◦
比较级需在前面加“more”，不可直接加“er”）、比较级标志“than”（需根据
“than”判断用比较级）。
词形变化规则：形容词原级“thankful”（感激的，三音节词：thank-ful）→ 比较级
◦
“more thankful”（更感激的），多音节词比较级前加“more”。
语境适配：句中“than ever”（比以往更……）是明确的比较级标志，表达“比以往
◦
更感激这次经历”，故填“more thankful”。
9. 答案：means
核心考点：一般现在时主谓一致（八年级难点，动名词短语作主语时，视为单数，谓语
◦
动词需用第三人称单数形式）。
词形变化规则：动词原形“mean”（意味着）→ 第三人称单数“means”（注意
◦“mean”变三单，直接加“s”，无特殊变形，且“means”单复数同形，但此处是动词三
单，非名词）。
语境适配：句子主语“facing fears bravely”（勇敢面对恐惧）是动名词短语，视为单
◦
数；且句子表达“客观真理/普遍认知”（勇敢面对恐惧意味着成长），需用一般现在时，
故谓语动词“mean”变三单为“means”。
10. 答案：to deal
核心考点：固定搭配“try to do sth.”（八年级高频固定搭配，“try”后接动词不定
◦
式，表“试图、努力做某事”，不可接动名词“doing”，“try doing”表“尝试做某事”，
语境不同）。
词形变化规则：动词原形“deal”（处理，应对）→ 动词不定式“to deal”，“try”
◦
后直接加“to + 动词原形”。
语境适配：句子表达“每当遇到新挑战，她都努力积极应对”，是“努力做某事”的含
◦
义，符合“try to do sth.”，故填“to deal”。
11. 答案：will keep
核心考点：一般将来时（八年级时态运用，“promise”后接宾语从句时，从句表“未
◦
来的计划或承诺”，需用一般将来时“will + 动词原形”）。
词形变化规则：动词原形“keep”（坚持，保持）→ 一般将来时“will
◦
keep”，“will”后接动词原形，无需变形。
语境适配：句中“promises”（承诺）提示后续内容是“未来要做的事”（坚持提升技
◦
能、变得更外向），需用一般将来时，故填“will keep”。
文章二：
1. 答案：suffer
核心考点：一般现在时主谓一致（八年级基础，主语“students”为复数，谓语动词需
◦
用原形，无需变形）。
词形变化规则：动词原形“suffer”（遭受，忍受），主语为复数时，一般现在时中谓
◦
语动词用原形，无变形。
语境适配：句子中“including Alex”（包括亚历克斯）不改变主语“students”（学生
◦
们）的复数属性，且句子描述“学生们普遍存在的状态”（遭受学业压力），需用一般现
在时，故填“suffer”。
2. 答案：standards
核心考点：可数名词复数（八年级名词用法，“standard”为可数名词，表“多个标
◦
准”时需加“s”，且“high standards”（高标准）是八年级高频搭配）。
词形变化规则：名词单数“standard”（标准）→ 复数“standards”，规则变形，直接
◦
加“s”（“standard”以“d”结尾，无特殊复数形式）。
语境适配：句中“his parents”（他的父母）提示“标准”不止一个（父母双方可能有
◦
共同或各自的标准），且“set high standards”（设定高标准）是固定搭配，故填
“standards”。
3. 答案：pressured
核心考点：名词变形容词（八年级重点，“pressure”为名词，变形容词需加“ed”，
◦
表“人感到有压力的”）、固定搭配“feel + 形容词”（八年级基础，“feel”为系动词，
后接形容词表状态，不可接名词）。
词形变化规则：名词“pressure”（压力）→ 形容词“pressured”（感到有压力的，修
◦
饰人），名词变形容词加“ed”（注意区分“pressing”，表“紧迫的、令人有压力的”，
修饰物）。语境适配：句子中“feel”（感到）是系动词，后需接形容词；主语“him”（他，
◦
人）表“人感到有压力”，故填“pressured”。
4. 答案：communicate
核心考点：名词变动词（八年级重点，“communication”为名词，变动词需去掉后缀
◦
“tion”）、固定搭配“want to do sth.”（八年级高频，“want”后接动词不定式，需
用动词原形）。
词 形 变 化 规 则 ： 名 词 “ communication” （ 沟 通 ， 交 流 ） → 动 词 原 形
◦
“communicate”（沟通，交流），去掉名词后缀“tion”即可（注意“communication”去
“tion”后为“communicate”，拼写需准确，不可漏字母）。
语境适配：句中“want to”后需接动词原形，表达“想要和父母沟通”，需将名词
◦
“communication”转换为动词“communicate”，故填“communicate”。
5. 答案：worried
核心考点：动词变形容词（八年级易混点，“worry”为动词，“ed”形式形容词修饰
◦
人，表“人感到担心的”）、固定搭配“be worried about”（八年级高频，表“担
心……”，不可用“be worry about”，“worry”是动词，需先变形容词）。
词形变化规则：动词“worry”（担心）→ 形容词“worried”（感到担心的，修饰
◦
人），动词变形容词加“ed”（修饰物用“worrying”，表“令人担心的”）。
语境适配：句子主语“he”（人），且有固定搭配“be worried about”，表达“担心
◦
父母的反应”，故填“worried”。
6. 答案：gathered
核心考点：一般过去时（八年级时态运用，后文“had a talk”（谈话）用过去式，说
◦
明“鼓起勇气”是过去的动作，需保持时态一致；“gather”为规则动词，过去式加
“ed”）。
词形变化规则：动词原形“gather”（收集，此处为“鼓起”，固定搭配“gather
◦
courage”）→ 过去式“gathered”，规则变形，直接加“ed”（“gather”以“r”结尾，
无特殊变形）。
语境适配：句中“had a talk”（进行谈话）是过去式，“鼓起勇气”是“谈话”之前
◦
的动作，同样发生在过去，需用一般过去时，故填“gathered”。
7. 答案：support
核心考点：名词用法（八年级基础，“support”可作动词或不可数名词，此处
◦
“your”（你的）后需接名词，且“support”表“支持”时为不可数名词，无需变复数）。
词形变化规则：“support”本身可作名词（不可数），无需变形（注意区分
◦
“support”作动词时，三单形式为“supports”，此处是名词，故用原形）。
语境适配：句中“your”（你的）后需接名词，表达“我需要你的支持”，“support”
◦
作名词表“支持”时不可数，故填“support”。
8. 答案：honestly
核心考点：形容词变副词（八年级基础，“honest”为形容词，变副词需加“ly”，注
◦
意“honest”以“e”结尾，直接加“ly”，无省略）、副词修饰动词（“said”（说）是
动词，需用副词修饰“说话”的态度）。
词形变化规则：形容词“honest”（诚实的）→ 副词“honestly”（诚实地），直接加
◦
“ly”（注意“honest”发音以元音开头，但变形不影响，仅需加“ly”）。
语境适配：句子中“said”（说）是动词，需用副词修饰“说话”的态度（诚实地说），
◦
故填“honestly”。
9. 答案：carefully核心考点：形容词变副词（八年级高频，“careful”为形容词，变副词需加“ly”）、
◦
副词修饰动词（“listened”（听）是动词，需用副词修饰“倾听”的状态）。
词形变化规则：形容词“careful”（仔细的）→ 副词“carefully”（仔细地），规则变
◦
形，直接加“ly”（注意区分“careless”（粗心的）→ “carelessly”（粗心地），此处是
“仔细的”，故为“carefully”）。
语境适配：句子中“listened”（听）是动词，需用副词修饰“倾听”的状态（仔细地
◦
听），故填“carefully”。
10. 答案：relief
核心考点：动词变名词（八年级重点，“relieve”为动词，变名词需去“e”加
◦
“ief”，特殊变形需记忆）、固定搭配“a sense of + 名词”（八年级高频，表“一
种……的感觉”，后需接名词）。
词形变化规则：动词“relieve”（缓解，减轻）→ 名词“relief”（宽慰，缓解，抽象
◦
不可数名词），特殊变形，不可按常规加“ment”，需记忆为“relieve→relief”。
语境适配：句中“a sense of”（一种……感）后需接名词，表达“一种宽慰感”，故
◦
将动词“relieve”转换为名词“relief”，填“relief”。
11. 答案：wisely
核心考点：形容词变副词（八年级基础，“wise”为形容词，变副词需加
◦
“ly”，“wise”以“e”结尾，直接加“ly”）、副词修饰动词（“study”（学习）是动
词，需用副词修饰“学习”的方式）。
词形变化规则：形容词“wise”（明智的）→ 副词“wisely”（明智地），规则变形，
◦
直接加“ly”。
语境适配：句子中“study”（学习）是动词，需用副词修饰“学习”的方式（明智地
◦
学习，而非盲目努力），故填“wisely”。
12. 答案：solve
核心考点：名词变动词（八年级重点，“solution”为名词，变动词需去掉后缀
◦
“tion”）、情态动词“can”的用法（八年级基础，“can”为情态动词，后需接动词原形，
不可接名词或形容词）。
词形变化规则：名词“solution”（解决方案）→ 动词原形“solve”（解决，应对），
◦
去掉名词后缀“tion”即可（注意“solution”去“tion”后为“solve”，拼写需准确，不
可误写为“solv”）。
语境适配：句中“can”（能，会）是情态动词，后需接动词原形，表达“能解决问
◦
题”，需将名词“solution”转换为动词“solve”，故填“solve”。
13. 答案：to maintain
核心考点：固定搭配“hope to do sth.”（八年级高频，“hope”后接动词不定式表
◦
“希望做某事”，不可接“hope sb. to do sth.”，也不可直接接动名词“doing”）。
词形变化规则：动词原形“maintain”（维持，保持）→ 动词不定式“to
◦
maintain”，“hope”后直接加“to + 动词原形”，无需变形。
语境适配：句子表达“他希望维持这种积极的态度”，符合“hope to do sth.”的搭配，
◦
故填“to maintain”。
七、
1. sure; just; to; although; may
2. writing; a; so that; can; across
3. share your; with; shutting yourself away
4. didn't dare to; at; as; spoke5. Although; pushed their; just an
6. as shocked as; when the; happened; too
7. had a good; to; until; made that
8. proud of; and; our; in; as well
9. It's more important; from your; so that; don't; them
10. When; might shout at; or say mean things; them
八、
翻译练习题答案
1. I keep practicing English every day so that I can get good grades in the exam.
2. Although he lost the game this time, he learned a lot of useful things from it.
3. When the teacher asks questions, she dares to put up her hand actively to answer
them now.
4. Lily is as good as Tom in math, and her parents are proud of her.
5. When you face worries, you should share them with a friend you trust instead of
keeping them to yourself.
九、
一：BBCCB
二：BBBCB
1. B 细节理解题。根据第一段最后一句“However, she didn’t dare to talk to her
parents about her stress; she was afraid they would be disappointed in her.”可知，Mia
最初不跟父母说压力是因为害怕让父母失望，故选B。
2. B 词义猜测题。根据第二段“Mia was hesitant at first, but she decided to give it a
try.”可知，“but”表转折，后面说“决定尝试”，前面应是“犹豫的”，故选B。
3. C 推理判断题。根据第三段“To Mia’s surprise, her parents wrote back the next
day. They apologized for not noticing her stress and agreed to cut one extra course.”可
知，父母道歉并调整课程，说明他们爱Mia且愿意理解她，A（之前不关心）、B（只关心
成绩）、D（停掉所有额外课程，原文是“cut one”）均错误，故选C。
4. C 细节理解题。根据第三段“Together, they made a study plan: Mia would finish
homework before 9:30 p.m. every day, and her parents would no longer check her
grades every single day.”可知，父母不再每天查成绩，C选项“每天查成绩”不属于计划
内容，故选C。
5. B 主旨大意题。文章围绕Mia因学业压力不敢沟通，后通过写信和父母沟通，最终解
决问题展开，A（老师帮提分，非核心）、C（父母调整期望，是沟通的结果）、D（制定
学习计划，是沟通后的行动）均不全面，B（Mia通过家庭沟通解决学业压力）符合主旨，
故选B。
1. B 细节理解题。根据第二段“In the last two minutes...Jake got the ball and tried to
pass it to his teammate, but he was too nervous—he threw the ball wrong...and
Jake’s team lost by 3 points.”可知，Jake最后两分钟传球失误导致球队输球，故选B。
2. B 推理判断题。根据第三段“Your teammates told me they want you to come
back”和“Your pass was just a small mistake; we all make mistakes.”可知，队友没责
怪Jake，还希望他归队，说明队友善解人意且支持他人，A（自私不友好）、C（对自己和
他人严格）、D（不会安慰人）均错误，故选B。
3. B 词义猜测题。根据第二段“He thought it was all his fault...so he stopped talking
to his teammates and even avoided basketball practice.”可知，Jake停止和队友说话、回避训练，对应之前单元“shutting yourself away”（封闭自己），故选B。
4. C 细节理解题。根据第四段“He went back to practice with the team and spent
extra time practicing passing.”可知，Jake归队后额外练传球，A（立刻当队长，原文未
提）、B（停止练传球，与原文相反）、D（拒绝参赛一个月，原文未提）均错误，故选
C。
5. B 句子理解题。根据上下文，Jake从失误中学会面对错误、支持队友，最终球队获胜，
这句话意为“赢球不重要，重要的是学会面对错误和互相支持”，A（赢球一点都不重要，
太绝对）、C（互相支持就不会输球，太绝对）、D（避免犯错，与原文“从错误中学习”
不符）均错误，故选B。
十、
1. B 2. A 3. B 4. A 5. C
6. A 7. A 8. A 9. A 10. C
11. B 12. A 13. B 14. A 15. C
1. 答案：B
解析：“dare”有两种常见用法：作情态动词时，否定式为“dare not + 动词原形”，且
无“dare not to”的错误结构（排除C）；作实义动词时，否定式需用“didn’t dare to
+ 动词原形”，且“to”不可省略（排除D）。全文围绕Tom过去的经历展开，时态为一
般过去时，“dare not”（情态动词用法）多用于一般现在时，与语境不符（排除A），故
此处用“didn’t dare to”，选B。
2. 答案：A
解析：“feel”的常见搭配有“feel + 形容词”或“feel + 形容词 + 名词”，此处
“great”是形容词，需修饰名词，“stress”为不可数名词，表“压力”，符合“feel great
stress”（感到极大压力）的搭配；“stressed”是形容词，表“人感到有压力的”，需直
接用“feel stressed”，无“great stressed”的搭配（排除B）；“stressful”是形容词，表
“令人有压力的”，仅用于修饰事物（如“stressful training”），不修饰人（排除
C）；“stressing”是动词“stress”的现在分词，不可作“feel”的宾语（排除D），故选
A。
3. 答案：B
解析：结合语境，Sam建议和Tom一起练投篮，目的是“让Tom下次表现更好”，核心是
“提升现有投篮技能”，“improve”意为“提升、改善”，符合“help you improve your
skills”（帮你提升技能）的语义；“prepare”意为“准备”，常与介词“for”搭配（如
“prepare for a match”），不直接接“skills”（排除A）；“develop”意为“发展”，
侧重“从零开始培养技能”，而非“提升已有的技能”（排除 C）；“finish”意为“完
成”，与“skills”（技能）搭配逻辑不符（排除D），故选B。
4. 答案：A
解析：根据后文“he didn’t believe extra practice could change anything”（他不相信额
外练习能有改变）和“but Sam kept encouraging him, so he finally agreed”（但在Sam
的鼓励下最终同意）可知，Tom 最初的态度是“犹豫的”；“excited”（兴奋的）、
“angry”（生气的）、“confident”（自信的）均与“不相信却最终妥协”的语境矛盾
（排除B、C、D），故选A。
5. 答案：C
解析：此处需用副词修饰动词“shoot”（投篮），结合 Sam后续建议“focus on the
basket, not the crowd around you”（专注篮筐，别在意周围人群）可知，核心是让
Tom“不慌乱、冷静地”投篮，“calmly”意为“冷静地”，贴合语境；“loudly”（大声地）与“投篮”动作无关（排除A）；“clearly”（清晰地）多用于修饰“看、说”等动作，
不修饰“shoot”（排除B）；“quickly”（快速地）未体现“帮助Tom改善投篮命中率”
的核心需求（排除D），故选C。
6. 答案：A
解析：“I’m nervous”（我很紧张）和“I can try my best”（我能尽全力）之间是
“让步关系”（尽管紧张，仍要努力），“Although”是让步状语从句引导词，可引导该
逻辑关系；“But”是并列连词，仅用于连接两个并列的简单句，不引导从句，且不能与
“Although”同时使用（排除B）；“Because”是原因状语从句引导词，用于表“因果”
（排除C）；“So”是结果状语从句引导词，用于表“结果”（排除D），故选A。
7. 答案：A
解析：结合后文“You did much better than last time”（你比上次好太多了）可知，Sam
是在称赞Tom，核心情绪是“为Tom骄傲”，“be proud of”是固定短语，意为“为……
骄傲”，符合语境；“be afraid of”（害怕……）、“be tired of”（厌倦……）均与
“称赞”的语义相反（排除B、C）；“be sure of”（确信……），后常接“sth./doing
sth.”（如“be sure of winning”），不接人（排除D），故选A。
8. 答案：A
解析：根据前文Tom投篮前“hands were still shaking”（手还在抖）和后文“he never
thought he could make the shot successfully”（他从没想过能成功投进）可知，成功投
进后，Tom的情绪是“紧张后的放松与宽慰”，“relieved”意为“感到宽慰的”，贴合语
境；“overwhelmed”意为“不知所措的”，多形容“因压力大或事情多而慌乱”（排除
B）；“shocked”意为“震惊的”，侧重“因意外而极度惊讶”，此处Tom的情绪更多是
“放松”而非“极度惊讶”（排除C）；“bored”意为“无聊的”，与“成功投篮”的场
景完全无关（排除D），故选A。
9. 答案：A
解析：结合语境，“If you hadn’t helped me”（如果没有你的帮助）是假设，后半句需
体现“放弃篮球”和“继续练习”的对比，“instead of”是固定短语，意为“而不是”，
后接动名词（“keeping”），符合“放弃篮球而不是继续练习”的语义；“because
of”（因为）、“thanks to”（多亏）均用于表“原因”，与“对比”逻辑不符（排除
B、C）；“as for”（至于）用于转换话题，不表逻辑关系（排除D），故选A。
10. 答案：C
解析：结合语境，Sam想表达“只有坚持尝试，才能变好”，即“不坚持尝试，就不会变
好”，“unless”意为“除非”，相当于“if not”，符合“unless you keep trying, you’ll
never get better”（除非你坚持尝试，否则永远不会变好）的语义；“when”（当……
时）、“until”（直到……才）均用于表“时间关系”（排除 A、B）；“because”（因
为）用于表“因果关系”（排除D），故选C。
11. 答案：B
解析：句子表达“学习新事物时，每个人都会犯错”，这是普遍的客观规律，时态需用一
般现在时；主语“everyone”（每个人）是不定代词，视为单数，谓语动词需用第三人称
单数形式；“make”是动词原形（排除 A）、“made”是过去式（排除 C）、“will
make”是一般将来时（排除D），“makes”为第三人称单数形式，符合要求，故选B。
12. 答案：A
解析：此处需用名词表示“教练给 Tom的投篮指导”，“advice”是不可数名词，意为
“建议”，可直接用“some advice”（一些建议），符合搭配；“advices”是错误表述，
“advice”无复数形式（排除B）；“suggestion”是可数名词，意为“建议”，“some”后需接复数“suggestions”，且无“a suggestion”的单数搭配（排除C）；“idea”是可数
名词，意为“想法”，“some”后需接复数“ideas”，且“give an idea”（提想法）的
语义不如“give advice”（提建议）贴合“教练指导球员”的场景（排除D），故选A。
13. 答案：B
解析：“even”是程度副词，常用来修饰比较级，表“程度进一步加深”，结合语境
“Tom听从教练建议，练习得更努力了”，需用“hard”（副词，意为“努力地”）的比
较级“harder”；“hard”是原级，无法体现“比之前更努力”（排除A）；“hardest”是
最高级，需有明确的比较范围（如“in the team”），此处无范围（排除C）；“hardly”
是副词，意为“几乎不”，与“练习”的语义相反（排除D），故选B。
14. 答案：A
解析：句子表达“我们面对挑战时，可以向朋友或老师求助”，需用引导“时间关系”的
连词，“when”意为“当……时”，可用于引导短暂动作（如“face challenges”（面对
挑战））或持续动作，贴合语境；“while”意为“当……时”，仅用于引导持续动作（如
“while studying”），不引导短暂动作（排除B）；“since”意为“自从”，用于表“动
作的时间起点”（如“since last year”）（排除C）；“until”意为“直到……才”，用
于表“动作的截止时间”（排除D），故选A。
15. 答案：C
解析：“promise”（承诺）是固定搭配动词，常用结构为“promise to do sth.”（承诺做
某事），后需接动词不定式；“help”是动词原形（排除A）、“helping”是动名词（排除
B）、“helped”是过去式（排除 D），“to help”为动词不定式，符合“promise to
help”（承诺帮忙）的搭配，故选C。
