On Tuesday（星期二）/ˈtjuːzdeɪ/, Ben was absent（缺席的）/ˈæbsənt/ from class because he was ill（生病的）/ɪl/. The history（历史）/ˈhɪstri/ subject（学科；科目）/ˈsʌbdʒɪkt/ team（团队；小组）/tiːm/ had to finish（完成）/ˈfɪnɪʃt/ a poster（海报）/ˈpəʊstə/ by the next afternoon（下午）/ˌɑːftəˈnuːn/, and Ben needed to complete（完成；完整的）/kəmˈpliːt/ one important（重要的）/ɪmˈpɔːtnt/ part（部分）/pɑːt/. Ms Li asked Mia, Omar, and Grace to support（支持；帮助）/səˈpɔːt/ their classmate（同学）/ˈklɑːsmeɪt/. They wanted to help him get ready for（为……做好准备）/ɡet ˈredi fɔː/ tomorrow（明天）/təˈmɒrəʊ/, catch（赶上；追上）/kætʃ/ up, learn from（向……学习）/lɜːn frɒm/ the notes, and join（加入）/dʒɔɪn/ the team again, but Ben still had to do his own（自己的）/əʊn/ work.

The group first thought about（思考；考虑）/θɔːt əˈbaʊt/ what Ben needed. Their notebooks（笔记本）/ˈnəʊtbʊks/ were different: Mia had the main（主要的）/meɪn/ facts（事实）/fækts/, Omar had the page（页；页码）/peɪdʒ/ numbers, and Grace had written（写下的）/ˈrɪtn/ the homework（家庭作业）/ˈhəʊmwɜːk/ task（任务；要求）/tɑːsk/. The homework task was written in a way that was difficult（困难的）/ˈdɪfɪkəlt/ to understand（理解）/ˌʌndəˈstænd/. Instead of guessing（猜测）/ˈɡesɪŋ/, they asked Ms Li to answer a question（回答问题）/ˈɑːnsə ə ˈkwestʃən/. She showed them the exact（准确的）/ɪɡˈzækt/ task on the board（黑板）/bɔːd/. Grace reviewed（复查）/rɪˈvjuːd/ her sentence and made it easy（容易的）/ˈiːzi/ to follow.

The students worked out（弄清；解决）/wɜːkt aʊt/ which notes belonged（属于；应放在）/bɪˈlɒŋd/ together. Mia typed（打字）/taɪpt/ a short summary（摘要）/ˈsʌməri/, Omar added the book pages, and Grace made a list（清单）/lɪst/ of three steps（步骤）/steps/. They sent（发送）/sent/ Ben the notes and called him. Ben read（阅读）/red/ the summary, but he did not understand what kind（种类）/kaɪnd/ of picture（图片；图画）/ˈpɪktʃə/ to add. “What should the picture show?” Mia gave him an example（例子）/ɪɡˈzɑːmpl/ from their textbook（课本）/ˈtekstbʊk/. In other words（换句话说）/ɪn ˈʌðə wɜːdz/, he needed a picture that showed how（如何）/haʊ/ people（人们）/ˈpiːpl/ lived（生活）/lɪvd/ at that time（时代；时间）/taɪm/.

“I can draw（画）/drɔː/ the picture at home and bring（带来）/brɪŋ/ it in time（及时）/ɪn taɪm/ for class.” The next morning, he returned（返回）/rɪˈtɜːnd/ with a complete drawing. His group put it on the final（最终的）/ˈfaɪnl/ poster, and Ben presented（展示；讲解）/prɪˈzentɪd/ it before the lesson began. By sharing（分享）/ˈʃeərɪŋ/ clear notes, the students helped Ben make progress（取得进步）/meɪk ˈprəʊɡres/ without（没有；不做）/wɪˈðaʊt/ doing his part for him. The poster was finished before lunch（午饭）/lʌntʃ/, and every member（成员）/ˈmembə/ could explain it.