Unit5 单元考试卷2026-2027学年沪教版八年级英语上册

2026—2027学年八年级英语上册 Unit 5 单元质量检测卷 笔试 满分110分 考试时间100分钟 学校 ____________ 班级 ____________ 姓名 ____________ 学号 ______ 说明：1—45题为选择题，每题只有一个正确选项，答案写在题号旁；其余题按要求作答。 一 语言知识运用 共25分 第一节 语法选择 共10小题 每小题1.5分 满分15分 阅读下面短文，按句子结构和上下文连贯的要求，从各题所给的A、B、C和D项中选出最佳选项。第4题有两空，按顺序选择。 Ben is staying in Guangzhou on an exchange trip. He (1) ________ with the Chen family for a week and is still there. In his notebook, he has (2) ________ several useful Chinese phrases. His welcome poster is ready, too: he has (3) ________ finished it, but his photo report is not ready yet. On his first evening, Mrs Chen asked, ‘Have you (4) ________ been on an exchange trip before?’ ‘No. I have ________ done that before,’ Ben replied. The family showed him around their home and explained their daily routine. Ben has also been at his partner school (5) ________ Monday. Yesterday, he (6) ________ his classmates prepare a school market. He bought (7) ________ unusual gift there: a small picture made from leaves. When he could not remember a Chinese word, he spoke (8) ________ and showed the seller a drawing. It worked better than speaking louder. Now Ben takes a notebook with him (9) ________ new words during the day. He knows that conversations will not always go smoothly. When that happens, he reminds (10) ________ that learning a language takes time. He asks another question and tries again. 1. A. have stayed B. has stayed C. has stay D. have stay 2. A. write B. wrote C. writing D. written 3. A. already B. yet C. never D. ever 4. A. never; ever B. already; yet C. ever; never D. yet; already 5. A. for B. since C. during D. by 6. A. helps B. has helped C. will help D. helped 7. A. an B. a C. the D. / 8. A. clear B. clearness C. clearly D. cleared 9. A. recording B. to record C. recorded D. records 10. A. herself B. themselves C. itself D. himself 第二节 完形填空 共10小题 每小题1分 满分10分 阅读下面短文，掌握其大意，然后从11—20各题所给的A、B、C和D项中选出最佳选项。 On the first day of an exchange visit, Leo was worried about his student buddy, Ravi. Leo had planned a long welcome speech, but his hands were shaking. He felt (11) ________ about speaking English to someone he had just met. At lunch, Leo described the city, the school and his favourite football team. Ravi said very little. Leo thought Ravi was not interested. Then he realised that he had talked for nearly ten minutes without stopping to (12) ________. ‘What do you like doing?’ he asked. ‘Drawing,’ Ravi answered. He took a small book from his bag, but closed it before Leo could see inside. That afternoon, their class needed a poster for the welcome evening. Ravi was sitting (13) ________ while the others discussed ideas. Leo asked him to join them. ‘I cannot (14) ________ all my ideas in English,’ Ravi said. ‘Would you like to show us your drawings?’ Leo asked. Ravi accepted the (15) ________ and opened his book. There were streets, birds and people on every page. Using these (16) ________, he suggested a poster showing two students building a bridge. Everyone liked it. Soon Leo and Ravi (17) ________ the work: Ravi drew while Leo wrote the English words. Ravi looked pleased when his classmates asked for his ideas. His drawing skills were (18) ________ to the team. In his report, Leo wrote, ‘My (19) ________ was thinking that a quiet person had nothing to say. Now I know I should leave space for others. A good welcome means trying to (20) ________ what another person wants to say. It does not mean saying everything yourself.’ 11. A. angry B. sleepy C. nervous D. proud 12. A. listen B. travel C. hide D. complain 13. A. safely B. politely C. quickly D. alone 14. A. repair B. explain C. collect D. forget 15. A. order B. warning C. invitation D. promise 16. A. pictures B. tickets C. rules D. photos 17. A. changed B. shared C. missed D. checked 18. A. harmful B. similar C. useless D. useful 19. A. question B. wish C. mistake D. secret 20. A. understand B. hide C. copy D. translate 二 阅读 共35分 第一节 阅读理解 共15小题 每小题2分 满分30分 阅读下列短文，从21—35各题所给的A、B、C和D项中选出最佳选项。 A On the first afternoon of her exchange visit, Maya took photos of nearly everything: the station, the school and even her host family’s garden gate. By dinner time, she could not find a single photo of herself doing something with other people. Her host brother Daniel had invited her to play a board game on the first evening. Maya watched him explain the rules, but the words came too quickly. She smiled, said she was tired and went to her room. It was easier to photograph a place than to join a conversation. The next afternoon, Daniel was making signs for his grandmother’s garden. She liked knowing the names of plants in different languages. Daniel knew how to cut the wood, but he could not write the Chinese names. ‘Could you help?’ he asked Maya. They worked at the kitchen table. Maya wrote slowly, and Daniel copied the characters. Sometimes they used words; sometimes they pointed or drew. By the time they finished, both had learnt something new. Daniel took a photo of Maya holding a sign. For the first time, she wanted to send home more than a picture of a building. That evening, Maya pulled out the empty chair beside Daniel’s board game. ‘Can we try again?’ she asked. This time, he showed one step at a time. Later, when another visitor arrived, Maya left a chair beside her and asked about his favourite game. She still took photos, but she no longer watched every activity from behind the camera. 21. Why did Maya go to her room on the first evening? A. She disliked all kinds of games. B. She found the explanation hard to follow. C. She needed to send photos to her school. D. She was angry about the empty chair. 22. What can we learn from the garden-sign activity? A. Maya and Daniel each had something to offer. B. Daniel already knew every Chinese plant name. C. The grandmother asked them to work without talking. D. Good photos were more important than the signs. 23. Which is the correct order of events? ① Maya helped make signs. ② Maya asked to try the game again. ③ Maya avoided the first game. ④ Maya welcomed another visitor. A. ①—③—②—④ B. ③—②—④—① C. ③—①—②—④ D. ④—③—①—② 24. What does Maya’s change mainly suggest? A. A visitor should learn every word before speaking. B. Taking photos prevents people from making friends. C. Hosts should plan every minute of a visit. D. Shared activities can turn a visitor into a participant. B A new country may feel exciting at first. Later, even a small task, such as buying a bus ticket, can seem difficult. Familiar ways of doing things are no longer available. Missing family and friends can add to the difficulty. These feelings are often called culture shock. Language is only part of it. A student may understand a sentence but not know the local routine behind it. For example, in one host family, ‘Help yourself’ at breakfast means guests can take food from the kitchen. A visitor who waits for someone to serve it may stay hungry. The words are clear, but the unspoken rule is not. It helps to ask questions before judging a situation. Instead of thinking, ‘They have forgotten me,’ the visitor could ask where the breakfast things are. A simple question may reveal that no one intended to be unfriendly. Culture shock does not follow the same timetable for everyone. A model can describe common changes in feelings, but it cannot tell a student exactly how they must feel in a particular week. Keeping in touch with home, getting to know local people and asking school staff for help can support the process of settling in. Having difficulty at first does not mean an exchange visit has failed. 25. What does the underlined word “reveal” in Paragraph 3 mean? A. make something disappear B. make something more expensive C. make something known D. make something happen again 26. Which is the best title for the passage? A. The Best Breakfast for Every Family B. Understanding and Handling Culture Shock C. Why Exchange Visits Always Fail D. How to Buy the Cheapest Bus Ticket 27. Why does the writer give the breakfast example? A. To explain why guests should avoid kitchens. B. To show that all host families share one routine. C. To compare breakfast prices in two countries. D. To show that understanding words is not always enough. 28. Which statement is supported by the passage? A. Students may settle into a new culture at different speeds. B. Every student should feel unhappy in the second week. C. Calling home can solve every problem during a visit. D. Clear English removes the need to ask questions. C ① Must students go abroad to learn about another culture? A school tried a different answer. Its classes worked with a partner school overseas, but their project began with an ordinary cardboard box. [A] ② Each class chose five small objects showing daily life. The first group wanted to send famous souvenirs. Their teacher asked, ‘What could a visitor learn about an ordinary school day from these?’ The students replaced two souvenirs with a lunch menu and a bus card. [B] ③ They added short notes, but decided not to explain everything. Next to the bus card, they wrote a question: ‘How do you get to school?’ They hoped the objects would start conversations rather than end them. [C] ④ The partner class replied with photos and voice messages. Some students walked to school; others travelled by bus. A menu led to questions about lunch times and eating together. The two classes found differences, but also shared concerns about waste and getting enough time to eat. [D] ⑤ The teachers were pleased with the exchange. The box had helped students ask questions about real lives, instead of simply memorising facts about a country. Still, one class could not represent every family or school. The students were learning to say ‘In our partner class …’ rather than ‘Everyone in that country …’. The next box would include questions from both sides. 29. What does “these” in Paragraph 2 refer to? A. famous souvenirs B. partner teachers C. ordinary school days D. voice messages 30. How is the passage mainly organised? A. By listing travel prices from low to high. B. By comparing five countries one after another. C. By raising a question, describing a project and reflecting on it. D. By explaining a word, giving rules and testing spellings. 31. What is the writer’s attitude towards the project? A. It is useless because no one went abroad. B. It is valuable, though its evidence has limits. C. It proves every school has the same daily life. D. It should be replaced by learning only from textbooks. 32. Where does the following sentence fit best? “Those questions gave the other class a reason to write back.” A. [A] B. [B] C. [C] D. [D] D Read this notice for exchange students at Greenbridge School. Saturday Culture Workshops Workshop Time Place Information A Ink painting 09:00–10:00 Art Room Bring an old shirt. B Local words 09:00–10:00 Library Practise short conversations. C Family stories 10:15–11:00 Library Bring one small family photo. D Team games 10:15–11:15 Playground Wear sports shoes. You may choose one workshop from each time group. Book by Thursday afternoon. Each workshop has space for 12 students. If your first choice is full, choose another workshop in the same time group. Please tell the teacher if you need help understanding the instructions. Your buddy can practise with you before the workshop. Ask permission before sharing someone else’s photo. The Team Games workshop needs dry weather. On Friday afternoon, check the school noticeboard. If rain is expected, it will move to the school hall at the same time. All other workshops will stay where they are. 33. For which pair can a student register without a time clash? A. Ink painting and Local words. B. Family stories and Team games. C. Local words and Team games. D. All four workshops. 34. What should a student planning to join Team games do on Friday? A. Check the noticeboard for a possible change of place. B. Buy an old shirt for the game. C. Ask to move every workshop into the library. D. Bring a family photo to the playground. 35. What kind of text is this? A. A personal thank-you email. B. A diary about a completed trip. C. A story about a lost visitor. D. A school notice with practical instructions. 第二节 阅读填空 共5小题 每小题1分 满分5分 阅读短文及文后A—E选项，选出可以填入36—40各题空白处的最佳选项。每个选项只能用一次。 A thank-you message after an exchange visit can do more than say that the trip was great. (36) ________ The person who helped you should be able to recognise the experience you describe. Begin with the reason for writing. Then choose one or two moments that mattered. (37) ________ Perhaps they showed you how to play a game or helped you find your way around the school. Explain the effect on you: did you feel more confident or less lonely? Include a short update about life after the trip. (38) ________ This shows that the experience still has a place in your life, even though you are now home. Before sending the message, read it as if you were the host. (39) ________ If the thanks could be sent to almost anyone, add a detail that belongs to this person. Finally, suggest a simple way to stay in touch. (40) ________ Choose something both sides can manage. A small, realistic plan is often better than a big promise that is quickly forgotten. A. Ask yourself whether your thanks are specific enough. B. You might share a photo once a month or arrange a short call. C. Describe what the host or buddy actually did for you. D. You could say that you have taught a friend a game you learnt there. E. It can show someone how their help has made a difference. 36. ______ 37. ______ 38. ______ 39. ______ 40. ______ 三 项目情境 读写综合 共20分 A Welcome Afternoon You are helping your teacher plan a welcome afternoon for 12 exchange students. Use all three materials to answer Questions 41–50. Material 1 Visitors’ message ‘We will arrive at 14:00 and leave at 16:00. All 12 of us want to practise useful Chinese with local students. Eight would also like to try an art activity. Four prefer a quieter activity. We would like something we can do with our school buddies, rather than just watch.’ Material 2 Activity choices Activity Length Visitor places Cost per visitor Place A Ink painting 45 minutes 8 ¥10 Art Room B Chinese conversation 30 minutes 12 ¥0 Library C Photo story corner 45 minutes 4 ¥0 Library D City photo walk 60 minutes 12 ¥5 Outside school Material 3 Teacher’s planning rules Start with a 15-minute welcome. Allow 10 minutes to move between the two rounds of activities. Finish with 15 minutes of sharing. The activity budget is ¥100 in total. Buddies are already included in the arrangements and do not take visitor places. For this afternoon, all activities must remain inside school. The library has separate spaces for conversation and the photo story corner. 第一节 选择题 共5小题 每小题2分 满分10分 41. Which activity should the whole group attend to meet everyone’s language goal? A. Ink painting B. Chinese conversation C. Photo story corner D. City photo walk 42. During the art round, which arrangement can include all 12 visitors? A. All 12 join Ink painting. B. Eight join City photo walk; four join Ink painting. C. Eight join Ink painting; four join Photo story corner. D. All 12 join Photo story corner. 43. How much does it cost for eight visitors to do A and four to do C? A. ¥40 B. ¥80 C. ¥100 D. ¥120 44. Which plan meets all the teacher’s planning rules? A. Welcome; B; move; A and C; sharing. B. Welcome; D; move; A and C; sharing. C. Welcome; A for all 12; move; B; sharing. D. Welcome; B; move; A and C; no sharing. 45. What is the best heading for the finished welcome plan? A. A Quiet Afternoon with No Questions B. Watch Our Buddies Do Everything C. The Fastest Way to Leave the School D. Make Friends Through Chinese and Art 第二节 简答题 共5小题 每小题2分 满分10分 根据项目材料，用英语回答46—50题。信息须准确；开放题言之有据、符合情境即可。 46. Why should the group not replace the 45-minute art round with City photo walk? Give TWO reasons. ________________________________________________________________________________ ________________________________________________________________________________ 47. The welcome runs from 14:00 to 14:15. Activity B comes next, followed by the 10-minute move. At what time can the art round start? ________________________________________________________________________________ 48. If the art round lasts 45 minutes, how much time is left before 16:00 after the 15-minute sharing session? ________________________________________________________________________________ 49. One visitor says, “I do not understand the painting instructions.” Suggest ONE action a buddy can take to help. ________________________________________________________________________________ ________________________________________________________________________________ 50. Write ONE sentence for the welcome brochure inviting visitors to take part in the afternoon. Mention at least TWO things they can do. ________________________________________________________________________________ ________________________________________________________________________________ 四 写作 共30分 第一节 语篇填词 共5小题 每小题1分 满分5分 阅读短文，根据上下文和所给首字母写出所缺单词。每空限填一词，答题时写出完整单词。 After her exchange visit, Anna put one small card on her desk. It was from her host mother: ‘There is always a place for you here.’ Anna wrote, ‘I am (51) g________ to you for all your help.’ Everyday meals and conversations had taught her about the local (52) c________ — its ways of life, customs and beliefs. She realised that learning also meant listening with (53) r________. Now she knew how to (54) d________ with misunderstandings instead of getting angry. She wrote a (55) m________ to the family that evening and told them what she missed most. 51. ______________ 52. ______________ 53. ______________ 54. ______________ 55. ______________ 第二节 语法填空 共5小题 每小题1分 满分5分 阅读短文，在空白处填入一个适当的单词，或填入括号内单词的正确形式。 Our class welcomed exchange students last month. We put several (56) ________ (photo) of school clubs on a noticeboard. With the new pictures, the timetable became (57) ________ (easy) to read than the old one. At lunch, students enjoyed (58) ________ (share) stories about their families. At first, one visitor kept quiet (59) ________ she did not know how to join the conversation. Her buddy asked about her favourite book, and she began to talk. After that, she was the (60) ________ (one) student to suggest a book corner for the next welcome event. 56. ______________ 57. ______________ 58. ______________ 59. ______________ 60. ______________ 第三节 书面表达 共1小题 满分20分 61. 假如你是李华，刚结束在Greenbridge School为期两周的交换学习，现已回到广州。请根据下面的要点，给寄宿家庭的Mr and Mrs Brown写一封感谢邮件。 • 回忆一件他们帮助你的具体事情，并说明当时的感受； • 介绍交换学习中你最喜欢的一项活动及其收获； • 告诉他们回国后你已做的一件与此次经历有关的事情； • 提出一个可行的保持联系的办法。 注意：1. 词数100左右，称呼和落款已给出，不计入总词数； 2. 可适当增加细节，使内容连贯；3. 不得出现真实姓名或学校名称。 Dear Mr and Mrs Brown, ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Best wishes, Li Hua 参考答案与评分说明 学生试卷到此结束。以下供教师评阅与讲评使用。 选择题答案 1—45题 1 2 3 4 5 6 7 8 9 10 B D A C B D A C B D 11 12 13 14 15 16 17 18 19 20 C A D B C A B D C A 21 22 23 24 25 26 27 28 29 30 B A C D C B D A A C 31 32 33 34 35 36 37 38 39 40 B C C A D E C D A B 41 42 43 44 45 B C B A D 写作填空题答案 51. grateful 52. culture 53. respect 54. deal 55. message 56. photos 57. easier 58. sharing 59. because（as或since亦可） 60. first 语法选择解析 1 B：主语He为第三人称单数，助动词用has；has stay缺少过去分词。 2 D：have或has后接过去分词，write的过去分词是written。 3 A：海报已完成，already表达此处已完成的状态；yet通常用于否定句或疑问句。 4 C：ever询问到目前的经历，never表示从未；两空顺序为ever、never。 5 B：Monday是起点时间，用since；for后接一段时间。 6 D：Yesterday明确定位过去事件，用一般过去时helped。 7 A：unusual以元音音素开头，此处首次提到一件礼物，用an。 8 C：修饰spoke用副词clearly，表示说清楚；不是说得更大声。 9 B：携带笔记本的目的是记录新词，用不定式to record。 10 D：Ben提醒自己，反身代词为himself。 完形填空与阅读题解析 11 C：worried与hands were shaking支持nervous。12 A：下一句开始询问Ravi，说明此前没有停下来倾听。 13 D：他坐在一旁，随后被邀请加入讨论。14 B：困难在于用英语解释想法，而非忘记或收集。 15 C：Would you like to属于邀请；不是命令、警告或承诺。16 A：drawing book和drew组成图画语义链。 17 B：一人画图、一人写字，属于分工合作。18 D：同学征求意见、海报被采纳，说明他的技能对团队有用。 19 C：把安静等同于没有想法，是Leo反思的错误判断。20 A：结尾回扣理解别人的表达意图，而不是自己说完全部内容。 阅读理解 21 B：the words came too quickly及次日晚间的分步讲解相呼应，说明第一次难以跟上规则解释；没有证据表明她厌恶所有游戏。 22 A：Daniel能制作木牌，Maya能写中文；双方互补并共同学习。 23 C：先避开游戏，随后制作花园牌，再次尝试游戏，最后接待新访客。 24 D：她从旁观拍照转为共同参与；文章没有否定摄影本身。 25 C：询问让客人知道对方无意冷落她，reveal在此为“使知道、显露”。 26 B：全文解释文化冲击的来源并提出应对办法；早餐与车票只是例子。 27 D：语言字面意思清楚，隐含的生活规则仍可能未知。 28 A：末段明确说明每个人的适应进程不同；其余选项把有限建议绝对化。 29 A：these回指学生原先想寄出的famous souvenirs。 30 C：首段提出问题，第二至四段说明项目经过，末段评价并指出限制。 31 B：作者肯定真实交流的价值，同时提醒一班学生不能代表整个国家。 32 C：Those questions承接第三段便签上的提问，并引出第四段伙伴班的回复；放在[D]处会使回复的因果顺序倒置。 33 C：09:00—10:00与10:15—11:15不冲突；另两对分别属于同一时段。 34 A：周五需核查天气导致的场地变化；不意味着所有活动同时迁移。 35 D：标题、时间表、预约要求及天气安排体现校园通知的实用功能。 阅读填空 36 E：承接首句，说明感谢邮件能够展现帮助产生的影响。37 C：下文两例具体说明寄宿家庭或伙伴做过什么。38 D：举例说明回国后的变化。39 A：Ask yourself与下句“If the thanks could be sent to almost anyone”呼应。40 B：为保持联系提供可操作的例子。 项目情境答案与简答题评分 41 B：12人共同希望练习中文，B目标与容量均匹配。42 C：A的8个名额与C的4个名额对应不同需求。43 B：8×¥10 + 4×¥0 = ¥80。44 A：该计划兼顾校内活动、容量、时间、预算及分享环节。45 D：标题概括了语言、艺术及共同交往的目的。 46—50题 每题2分 46. It takes place outside school, but all activities must stay inside. It would also make the programme longer than two hours. 评分：校外活动违背规定1分；说明替换后时长超限1分。总时长为15 + 30 + 10 + 60 + 15 = 130分钟。只写“太久”且未说明完整流程超时，最多给该点0.5分。 47. At 14:55. / At 2:55 p.m. 评分：时间与格式准确2分；只写2:55且未标明下午，因情境已限定下午仍给2分。 48. Five minutes. / 5 minutes. 评分：15 + 30 + 10 + 45 + 15 = 115分钟，剩余5分钟，答案准确2分。 49. The buddy can show the visitor one step at a time. / The buddy can demonstrate the task while using simpler words. / The buddy can ask the teacher to explain it again. 评分：可实施、针对理解困难的办法1分；句意清楚1分。接受请教师帮助、用图片示范或检查理解等办法；“让他自己猜”“替他完成全部任务”不符合学习目标。 50. Join your buddy to practise useful Chinese and choose an art or photo activity! 评分：邀请或欢迎表达1分；提到至少两项本项目可做的事情1分。不得包含本次禁用的校外步行。可写完整陈述句，不强求祈使句。 语篇填词与语法填空说明 51 grateful：be grateful to sb for sth。52 culture：ways of life、customs、beliefs解释所指内容。53 respect：尊重地倾听。54 deal：deal with misunderstandings。55 message：给家庭写一条信息。每题1分，拼写须完整正确。 56 photos：several后接可数名词复数。57 easier：than要求比较级，easy变y为i再加-er。58 sharing：enjoy doing sth。59 because：后句解释她保持沉默的原因；填as或since且因果关系成立也给分。60 first：the first student to do sth，one变为序数词first。每题1分。 简答题以内容为主。个别拼写或语法错误若不影响理解，不重复扣除内容分；影响关键信息理解时，按相应得分点处理。 书面表达参考与评分 参考邮件 正文103词 Dear Mr and Mrs Brown, I hope you are well. Thank you for looking after me during my exchange visit. I still remember getting lost on my first morning. You walked with me to school and showed me the bus stop. I felt much less worried. My favourite activity was the school garden project. Working with my buddy taught me to ask clear questions and listen patiently. Since returning to Guangzhou, I have shown my classmates photos of our project. They would like to try something similar. I miss our evening conversations. Could we have a short video call next month? I hope to hear from you soon. Best wishes, Li Hua 20分评分建议 维度 分值 评阅要点 内容 8 帮助事件及感受3分；喜欢的活动与收获2分；回国后已做之事2分；联系办法1分。 语言 8 时态符合过去经历与当前结果3分；表达准确清楚3分；连接自然、词汇合适2分。 组织 4 邮件格式及段落安排2分；细节有逻辑、整篇连贯2分。 17—20分：四项要点齐全，具体细节与感受相互支撑，表达连贯，少量错误不影响理解。13—16分：主要要点齐全，基本清楚，细节或语言准确性稍弱。9—12分：完成部分任务，有一定连贯性，语言错误较多。5—8分：要点明显不足，表达困难。0—4分：仅有零散词句、严重偏题或未作答。 不以照搬范文为得分条件。可采用不同帮助事件和活动；回国后已完成的事情需与本次交换学习有关。词数约90—120可正常评分，超过或低于该范围不单独机械扣分，依据内容完整性与表达质量处理。 八年级英语 Unit 5 第 页 学科网（北京）股份有限公司 $