Unit 2 School Life单元培优提升卷-2025-2026学年译林版英语八年级上册

Unit 2 School Life单元培优提升卷 (满分：100 分 时间：90 分钟） 1、 词汇考查，从 A、B、C、D 四个选项中选出最恰当的一项。（10分） 1. The "bottle school" in the Philippines is built with ______ plastic bottles. A. used B. new C. expensive D. broken 2. Bangladesh uses ______ schools during the rainy season to ensure education. A. boat B. bottle C. rocket D. model 3. Nancy is ______ to learning Chinese despite its challenges. A. looking forward B. paying attention C. being aware D. developing 4. Japanese students are ______ of the importance of a balanced diet. A. careful B. aware C. boring D. foreign 5. Linlin's school holds a science festival to ______ students' creativity. A. provide B. develop C. offer D. improve 6. India's "platform school" serves children who ______ at train stations. A. study B. work C. live D. play 7. International schools welcome students from ______ the world. A. all over B. most of C. some of D. few of 8. Toby's school in the USA has ______ class sizes compared to Chinese schools. A. bigger B. smaller C. more D. fewer 9. The suffix "-ian" is used to denote ______ (e.g., Canadian). A. nationalities B. languages C. countries D. schools 10. It's crucial to ______ attention to safety instructions during experiments. A. pay B. provide C. offer D. develop 二、语法考查，从 A、B、C、D 四个选项中选出最佳答案。（10 分） 11. The boat school in Bangladesh is ______ innovative solution to flooding. A. a B. an C. the D. / 12. Schools in the Philippines build classrooms ______ recycled materials. A. with B. in C. on D. at 13. Nancy’s school is not as ______ as Tomoya’s in terms of student numbers. A. big B. bigger C. biggest D. the biggest 14. Tomoya’s school offers ______ safety programmes than most schools. A. many B. more C. most D. much 15. The arts are ______ essential as sciences in fostering creativity. A. so B. as C. more D. most 16. Linlin’s solar car gets energy ______ the sun. A. from B. for C. to D. at 17. Japanese students clean ______ thoroughly every day. A. classroom B. classrooms C. a classroom D. the classroom 18. Nancy's school has ______ international students than Linlin’s. A. fewer B. fewest C. less D. least 19. The suffix "-ese" is used for ______ (e.g., Chinese). A. countries B. nationalities C. languages D. both B and C 20. Toby’s school experience is ______ from that of Chinese students. A. different B. same C. similar D. like 三、词汇填空，根据首字母或中文提示填空。（共 10 分） 21. The bottle school is both cheap and e______-friendly. 22. Bangladesh experiences heavy r______ during the monsoon season. 23. The Model Club teaches students to build model r______. 24. Linlin's school science festival showcases student c______. 25. International schools promote cultural exchange among students from different c______. 26. The suffix "-ish" can form words like "Swedish" and "B______". 27. We should be a______ of the environmental impact of plastic waste. 28. Toby’s school in the USA has f______ students per class than Chinese schools. 29. Safety programmes in Japan include training for e______. 30. Linlin’s solar car project aims to promote g______ energy use. 四、阅读下面短文，用括号内所给词的适当形式填空（每空两分，共 20 分） Around the world, ______31 (usual) schools address unique challenges. In Bangladesh, boat schools operate during floods, ______32 (allow) children in remote areas to learn. These schools are ______33 (simple) but effective, using boats as classrooms and ______ 34(teach) basic skills. The bottle school in the Philippines is another example of ______ 35(create) innovation. Built with ______36 (recycle) plastic bottles, these schools are ______ 37(cheap) than traditional ones and reduce waste. Students learn about ______38 (environment) protection while studying in these eco-friendly spaces. Nancy's school in the UK, though small, offers a ______39 (vary) of subjects, including drama and Chinese. The arts are highly valued, with dedicated spaces for creative expression. Such initiatives show that education can be both ______40 (inspire) and sustainable. 五、阅读理解（每题 2 分，共 20 分） A篇 Innovative Schools: Education Beyond Walls In Bangladesh, the "boat school" is a floating classroom that navigates flooded villages during the rainy season. Designed to reach children in remote areas, the school provides basic education in subjects like maths and literacy. Teachers use simple materials, such as waterproof textbooks, to ensure lessons continue despite challenging conditions. Students appreciate the opportunity to learn, as many would otherwise miss school for months due to floods. The "bottle school" in the Philippines takes recycling to new heights. Constructed from used plastic bottles filled with sand, these schools are not only cost-effective but also reduce plastic pollution. Each classroom is well-ventilated and durable, proving that sustainable design can coexist with education. Students here learn about environmental science while studying in buildings that embody eco-consciousness. In India, the "platform school" caters to children who work at train stations. Classes are held on railway platforms early in the morning, allowing students to attend before their daily chores. Volunteers teach reading, writing, and life skills, offering a path to a better future for these underprivileged children. Despite limited resources, these schools demonstrate the power of education to transform lives. 41.What is the main purpose of the boat school? A. To provide tourism experiences B. To offer water sports training C. To ensure education during floods D. To transport students to school 42. How are bottle schools environmentally friendly? A. They use new plastic bottles B. They recycle plastic waste C. They generate solar energy D. They plant trees around classrooms 43. When do platform school classes take place? A. In the afternoon B. At night C. Early in the morning D. During weekends 44. Which country's innovative school focuses on recycling? A. Bangladesh B. The Philippines C. India D. Japan 45. What do all three schools have in common? A. They prioritize arts education B. They serve privileged students C. They address specific social challenges D. They are funded by the government B篇 Comparing School Life: UK, Japan, and China Nancy's school in the UK emphasizes holistic development. With small class sizes (20 students on average), teachers can provide personalized attention. Students choose from a wide range of subjects, including drama and French, and are encouraged to join art or music clubs. The school's annual drama festival is a highlight, where students showcase their talents on stage. Tomoya's school in Japan combines academic rigor with life skills. Safety drills are held monthly, teaching students how to respond to earthquakes and fires. In food education classes, students cook traditional dishes like sushi and learn about the importance of a balanced diet. Daily cleaning duties, from sweeping classrooms to tending school gardens, instill a sense of responsibility. Linlin's school in China focuses on STEM education and innovation. The annual science festival features projects like solar-powered cars and robot competitions. Students also participate in community service, such as environmental cleanups and elderly care. While academic pressure exists, the school encourages creativity through clubs like the robotics team and debate society. 46.What is a unique feature of Nancy's school? A. Large class sizes B. Annual drama festival C. Daily safety drills D. STEM-focused curriculum 47. How often are safety drills held in Tomoya's school? A. Weekly B. Monthly C. Quarterly D. Annually 48. What do Linlin's school projects emphasize? A. Artistic expression B. Community service C. Environmental innovation D. Traditional culture 49. Which school places the most emphasis on life skills? A. Nancy's school B. Tomoya's school C. Linlin's school D. All equally 50. What can we infer about global education trends? A. All schools prioritize academic performance B. Innovative approaches are gaining popularity C. Safety education is universal D. Arts and sports 六、完型填空,从 A、B、C、D 四个选项中选出最佳答案。（共 10 分） Global Classroom: Celebrating Educational Diversity Education is a universal language, yet its expression varies profoundly across cultures. In rural India, mobile schools on wheels 51 education to children in remote villages, where fixed classrooms are scarce. These "school buses" are equipped with basic supplies and 52 lessons in literacy, maths, and local traditions, ensuring no child is denied learning due to 53 . In Finland, education focuses on holistic growth rather than grades. Students spend less time on homework and more on 54 activities like forest education, where they learn survival skills and environmental science 55 nature. Teachers design curricula tailored to individual needs, 56 creativity and curiosity over rote memorization. In South Korea, academic rigor is balanced with 57 development. Schools offer a wide range of after-school clubs, from robotics to K-pop dance, allowing students to 58 their passions. Despite long study hours, there’s a growing movement to 59 mental health, with schools introducing meditation classes and peer counseling. In Brazil, "sustainable schools" integrate agriculture into the curriculum. Students tend to school gardens, learning about crop cycles and eco-friendly practices. This hands-on approach not only 60 food security skills but also fosters a deep 61 for the environment. Each model reflects its society’s values: India’s mobile schools 62 accessibility, Finland’s system champions equity, South Korea balances ambition with 63 , and Brazil emphasizes sustainability. Yet all share a common thread: nurturing students to become 64 citizens who can adapt to a interconnected world. As we embrace this diversity, we recognize that there is no "one size fits all" in education, but countless 65 to inspire learning. 51. A. deny B. deliver C. destroy D. delay 52. A. cancel B. avoid C. teach D. forget 53. A. location B. wealth C. intelligence D. talent 54. A. indoor B. outdoor C. online D. theoretical 55. A. beyond B. without C. within D. against 56. A. prioritizing B. criticizing C. doubting D. ignoring 57. A. physical B. mental C. academic D. artistic 58. A. suppress B. explore C. abandon D. fear 59. A. neglect B. harm C. prioritize D. ignore 60. A. discourages B. provides C. prevents D. prohibits 61. A. disrespect B. indifference C. appreciation D. ignorance 62. A. focus on B. give up C. put off D. take over 63. A. relaxation B. stress C. pressure D. competition 64. A. narrow-minded B. open-minded C. absent-minded D. single-minded 65. A. problems B. challenges C. solutions D. mysteries 七、书面表达 在当今全球化的时代，各国教育方式呈现出多样化的特点。中国注重学术基础的扎实培养，英国强调素质教育与个性发展，日本侧重于品德和生活技能的教育。请你以 “Diverse Education Around the World” 为题，写一篇短文，比较分析至少两个国家的教育特色，并谈谈你对不同教育方式的看法以及从中获得的启示。字数不少于 120 字。 答案解析： 一、词汇选择（10 道） 1. A. 解析：文档中 “bottle school with used plastic bottles” 提示用 “used”，故选 A。 2. A. 解析：孟加拉国的 “船学校” 对应 “boat school”，文档中明确提及，故选 A。 3. A. 解析：“look forward to doing” 为固定搭配，文档中 “Nancy is looking forward to having a go” 复现，故选 A。 4. B. 解析：“be aware of” 表示 “意识到”，文档中 “aware of the importance of a healthy diet” 提示，故选 B。 5. B. 解析：“develop creativity” 表示 “培养创造力”，符合文意，故选 B。 6. B. 解析：印度 “平台学校” 服务于在火车站 “工作” 的儿童，文档中 “children who work at train stations” 说明，故选 B。 7. A. 解析：“all over the world” 为固定短语，意为 “全世界”，故选 A。 8. B. 解析：美国学校班级规模 “更小”，文档中 “fewer students in each class” 提示，故选 B。 9. A. 解析：后缀 “-ian” 表示 “国籍”，如 “Canadian”，故选 A。 10. A. 解析：“pay attention to” 为固定搭配，意为 “注意”，故选 A。 二、语法选择 11. B.解析：“innovative” 以元音音素开头，用 “an”，故选 B。 12. A. 解析：“build with recycled materials” 表示 “用回收材料建造”，故选 A。 13. A.解析：“not as big as” 表示 “不如…… 大”，用形容词原级，故选 A。 14. B.解析：比较级 “more programmes” 表示 “更多项目”，故选 B。 15. B.解析：“as essential as” 表示 “和…… 一样重要”，故选 B。 16. A. 解析：“get energy from the sun” 表示 “从太阳获取能量”，故选 A。 17. B. 解析：复数形式表示泛指，“clean classrooms” 符合文意，故选 B。 18. A. 解析：“international students” 为可数名词，比较级用 “fewer”，故A。 19. D.解析：后缀 “-ese” 表示“国籍”或 “语言”，如 “Chinese”，故选 D。 20. A. 解析：“be different from” 表示 “与…… 不同”，故选 A。 三、词汇填空 21. environmentally 22. rainfall 23. rockets 24. creativity 25. countries 26. British 27. aware 28. fewer 29. earthquakes30. green 解析：拓展词汇如 “environmentally-friendly”“creativity”； 固定搭配 “be aware of”“green energy”； 复数形式 “rockets”“countries”。 4、 语法填空 31.unusual 32.allowing 33.simple 34.teaching 35.creative 36.recycled 37.cheaper 38.environmental 39.variety 40.inspiring 解析： 形容词 “unusual”“creative”“environmental”； 现在分词 “allowing”“teaching” 作状语； 比较级 “cheaper”；名词 “variety”（a variety of）。 五、阅读理解 A篇：Innovative Schools: Education Beyond Walls 41.C. 解析：文中“operate during floods, allowing children to learn”说明船学校的目的，故选 C。 42.B. 解析：“built with used plastic bottles”表明塑料瓶学校回收废弃物，故选 B。 43. C.解析：文中“classes are held on railway platforms early in the morning”直接提及，故选 C。 44. B. 解析：菲律宾的瓶学校专注回收，故选 B。 45. C. 解析：三篇学校案例均针对特定社会问题（洪水、塑料污染、贫困），故选 C。 B篇：Comparing School Life: UK, Japan, and China 46. B. 解析：英国学校 “annual drama festival is a highlight”，故选 B。 47. B.解析：日本学校 “safety drills are held monthly”，故选 B。 48. C. 解析：中国学校科学节展示“solar-powered cars，强调环保创新，故选 C。 49. B.解析：日本学校融合安全、饮食、清洁等生活技能教育，最为全面，故选 B。 50. B. 解析：三篇学校案例均体现创新教育方式，暗示趋势，故选 B 六、完形填空​ 51. B. 解析：印度流动学校 “输送” 教育到偏远村庄，“deliver education” 表示 “提供教育”，符合语境。 52. C. 解析：校车 “教授” 基础课程，“teach lessons” 为固定搭配。“cancel”（取消）、“avoid”（避免）、“forget”（忘记）均不符合学校功能。 53. A.解析：流动学校解决因 “地理位置” 偏远导致的教育缺失，“location” 与 “remote villages” 呼应。 54. B. 解析：芬兰的森林教育属于 “户外” 活动，“outdoor” 与 “forest education” 直接对应。 55. C. 解析：在自然 “之中” 学习，“within nature” 表示 “在自然环境中”，符合芬兰教育理念。 56. A. 解析：芬兰教育 “优先考虑” 创造力，“prioritizing” 与 “over rote memorization” 形成对比。 57. D. 解析：韩国学校提供机器人、K-pop 等 “艺术” 俱乐部，“artistic” 与 “robotics to K-pop dance” 呼应。 58. B. 解析：学生 “探索” 兴趣，“explore passions” 为常见搭配。 59. C. 解析：韩国开始 “重视” 心理健康，“prioritize” 与 “introducing meditation classes” 对应。 60. B. 解析：巴西学校 “提供” 粮食安全技能，“provides skills” 符合 “hands-on approach” 的目的。 61. C. 解析：农业课程培养对环境的 “感激”，“appreciation” 与 “eco-friendly practices” 呼应。 62. A. 解析：印度流动学校 “聚焦” 教育可及性，“focus on” 与 “ensuring no child is denied” 对应。 63. A. 解析：韩国平衡野心与 “放松”，“relaxation” 与 “mental health” 和 “meditation classes” 呼应。 64.B.解析：教育培养 “思想开放的” 公民，“open-minded” 与 “adapt to a interconnected world” 匹配。 65. C. 解析：教育有无数 “解决方案”，“solutions” 与 “no one size fits all” 形成对比，强调多样性。 七、书面表达（示例范文）​ Diverse Education Around the World​ In today’s globalized era, educational approaches vary significantly across different countries, each reflecting unique cultural values and societal needs. China and the UK, in particular, showcase distinct educational characteristics.​ Chinese education emphasizes building a solid academic foundation. Students spend a substantial amount of time mastering core subjects like mathematics, science, and languages through intensive practice and memorization. This rigorous approach equips them with in - depth knowledge but may limit creativity to some extent.​ In contrast, the UK places a strong emphasis on holistic development and individual growth. The curriculum encourages students to explore diverse fields, express their opinions, and develop critical thinking skills. Art, drama, and outdoor activities are integrated into daily learning, fostering well - rounded individuals.​ Personally, I believe both systems have merits. China’s focus on academic excellence ensures students’ proficiency in essential knowledge, while the UK’s approach cultivates creativity and independent thinking. The key takeaway is that education should not be one - size - fits - all. Instead, countries can learn from each other, combining the strengths of different models to nurture students who are both knowledgeable and innovative. 1 学科网（北京）股份有限公司 $$