Unit1至4阅读专项训练B卷 2026-2027学年译林版英语八年级上册

译林版八年级上册 Unit 1–4 阅读专项训练 B卷 解析版 新版译林英语八年级上册 Unit 1 至 Unit 4 阅读专项训练 B卷 解析版 题型 篇数 / 题数 内容及考查方向 关联单元 完形填空 3篇 / 30题 同伴鼓励、失物招领、阅读角；词义与语境 U1、2、4 七选五 3篇 / 15题 班级戏剧、口语练习、学校交流；语篇衔接 U2、3 阅读理解 4篇 / 16题 旧物修补、扎染、徒步、科学节；信息应用 U1、2、4 共10篇61题。答案解析及译文与原卷题号对应。 完形填空 C1 答案解析 A Voice in the Choir 教材联系 Unit 1 Friendship：同伴支持与自信。 参考答案 1 A 2 B 3 A 4 A 5 A 6 C 7 C 8 A 9 A 10 B 语篇主旨 诺拉通过倾听、陪练和鼓励，帮助作者逐步建立演唱的信心。 1. A nervous 考点 人物感受。听到自己练习时的声音并与他人比较后，作者担忧自己的表现；下文也提到害怕别人笑。 2. B mistake 考点 人物心理。作者觉得自己不如其他同学，因此怀疑老师让自己独唱是个错误。 3. A listened 考点 人物行为。朋友没有嘲笑，而是安静地倾听，并询问困难所在。 4. A stop 考点 细节照应。下句说明箭头提醒作者在下一句前停下来吸气。 5. A give up 考点 转折关系。作者再次出错后想放弃；but 后说明她在朋友鼓励下继续。 6. C practice 考点 情节推断。老师认为唱得更清楚了，但还没有达到完美，因此仍需练习。 7. C meaning 考点 语境理解。朋友让她把歌作为故事来唱，作者于是关注歌曲的含义，而非台下的观众。 8. A support 考点 人物行为。Nora 倾听、陪练并用动作鼓励作者，这些都是支持。 9. A courage 考点 情感推断。联系 afraid、继续演唱与 try again，可知朋友帮助作者找到再次尝试的勇气。 10. B grow 考点 主旨理解。朋友提供支持并给人成长的时间；compete、hurry 等均不符合主题。 C1 参考译文　合唱团里的声音 我们班正在为学校音乐会做准备。老师邀请我独自唱一小段时，我起初很高兴。可是在练习时听到自己的声音后，我感到紧张（1）。其他同学听起来比我有力。我开始觉得老师弄错了（2）。 我的朋友诺拉注意到我站在后面，几乎不张嘴。练习结束后，她问我愿不愿意谈谈。“我怕大家会笑。”我说。她没有说我的担心很傻，而是安静地听着（3），问我哪一部分最难。 我给她看了我总是找不到位置的那一句。诺拉建议我们放慢速度，一次练一句。她还帮我在需要停顿（4）的词上方标了一个小箭头。这个标记提醒我在下一句之前吸一口气。 下次练习时，我还是出了错。我想放弃（5），但诺拉指着箭头，点了点头。我吸了一口气，继续唱下去。后来老师说，这首歌听起来更清楚了。她没有说它已经完美，我也知道自己还需要更多练习（6）。 音乐会当天，在幕布后面，我能感觉到自己的手在发抖。诺拉站在附近。“你不必是声音最大的，”她说，“把歌里的故事唱出来就好。”她的话帮助我关注歌曲的含义（7），而不是礼堂里的观众。 我唱完了自己的部分。我的声音不是最有力的，但我唱完了那一句，也没有再找不到位置。音乐会结束后，我感谢诺拉的支持（8）。她笑着说，听我唱也帮助她学会了这首歌。我意识到，好朋友不必替我们解决所有问题。有时，朋友可以帮助我们找到再次尝试的勇气（9），并给我们成长（10）的时间。 完形填空 C2 答案解析 A Clearer Way to Return Things 教材联系 Unit 2 School life：校园失物招领与服务改进。 参考答案 11 A 12 A 13 B 14 A 15 C 16 A 17 D 18 A 19 A 20 A 语篇主旨 学生通过描述核验和扩大通知范围，改进校园失物招领服务。 11. A choose 考点 语境理解。作者原本打算把物品摆出来，让同学选走属于自己的东西；并非借用、出售或藏起。 12. A recover 考点 语境照应。如果东西被错领，真正的主人可能再也找不回；recover 与 return things 相呼应。 13. B secret 考点 信息核验。公告没有写出星星这一细节，说明他们暂时保密，供认领时核对。 14. A sure 考点 细节推断。女孩描述的瓶子有名字，而箱里的瓶子没有，因此不能确定是她的。 15. C description 考点 细节照应。男孩说出瓶底有星星，核对后描述相符。 16. A realised 考点 问题发现。有学生没有看到公告，使他们意识到只张贴一处不够。 17. D off 考点 固定搭配。keep ... off the public list 表示不把私密细节列在公开清单上。 18. A avoid 考点 因果关系。Ben 的问题促使他们提前设计核验方法，从而避免错领。 19. A improve 考点 行为调整。他们增加通知渠道，改进了原来的服务。 20. A safer 考点 主旨理解。核对私密细节可以让认领过程更稳妥，safer 与防止错领的目的相符。 C2 参考译文　让失物归还有更清晰的办法 放学时，失物箱又满了。我们班同意帮助办公室把东西归还给物主。打开箱子，我看到了水杯、帽子，甚至还有一只鞋。我最初的想法是把所有东西放在桌上，让学生选走（11）属于自己的东西。 我的搭档本对此不太确定。“如果两个水杯看起来一模一样怎么办？”他问。我没有想到这一点。如果把物品交错了人，真正的主人可能再也找不回（12）它。我们需要一个更好的办法。 首先，我们把物品分类，写了一份简短清单。我们没有把每一个细节都写进公开通知。例如，通知上写“蓝色水杯”，却没有提到杯底的小星星。我们对这个细节保密（13），以便学生在领走水杯前先描述出来。 第二天早上，几个学生来到办公室。一个女孩说她丢了蓝色水杯，但她的杯子侧面写着名字。我们的杯子上没有名字，所以不能确定（14）它是她的。我们记下她的班级，答应如果又找到一个水杯就联系她。 后来，一个男孩来问蓝色水杯。他解释说，妹妹在杯底画了一颗星星。本核对后发现描述（15）相符。男孩向我们道谢，然后把杯子带走了。那天下午，女孩的水杯在图书馆被找到了，办公室给她发了消息。 到周五，许多东西已经归还。不过，有几个学生说他们没有看到通知。我们意识到（16），只把通知贴在办公室外面是不够的。接下来的一周，我们请班主任分享清单，又在图书馆附近贴了一份。我们仍然没有把私密细节列入（17）公开清单。 下次开会时，我感谢本提出了一个难题。他的问题帮助我们在错误发生前避免了（18）错误。我们还学会了，当第一个计划不能让所有人看到通知时，应该改进（19）服务。归还失物不仅仅是整理箱子，还需要倾听、核对，并让使用者经历的过程更稳妥（20）。 完形填空 C3 答案解析 A Quiet Corner 教材联系 Unit 4 Hands-on fun：利用旧材料制作阅读角。 参考答案 21 B 22 C 23 D 24 B 25 C 26 B 27 D 28 C 29 B 30 D 语篇主旨 学生利用旧物布置阅读角，并依据安全检查和使用反馈进行改进。 21. B empty 考点 上下文照应。上文说明办公室附近有一块空地方，下文说社团想让它更温馨，因此 empty 符合语境。 22. C block 考点 固定搭配。门每天都要使用，因此任何东西都不应挡路。block the way 意为“挡路”。 23. D smooth 考点 因果关系。木箱边缘粗糙，所以请成年人帮忙把它弄平滑。 24. B before 考点 逻辑顺序。先处理粗糙边缘并检查承重，说明安全应先于装饰。 25. C instead 考点 替代关系。颜料不够，Lin 建议改用彩纸，instead 表示“代替”。 26. B change 考点 行为概括。学生移动箱子并重新测试门，这是一次小的调整。 27. D choose 考点 行为目的。书封面朝外摆放，便于学生快速挑选。 28. C suggest 考点 语境搭配。卡片请读者提出希望看到的书，suggest 与后面的 books 衔接。 29. B idea 考点 主旨概括。末段总结制作实用品不仅需要一个好想法，还要检查结果。 30. D improve 考点 结尾照应。团队根据实际使用和反馈作出调整，因此要愿意改进作品。 C3 参考译文　一个安静的角落 学校想设立一个安静的角落，让学生等家长时可以阅读。办公室附近有一块空地，但那里看起来相当空（21）。美术社团主动提出利用大家不再需要的东西，让那里更温馨。 首先，我们问办公室哪些东西可以放在那里。老师解释说，后面的门每天都要使用，因此任何东西都不应挡住（22）通道。我们先测量区域、画了一个简单的计划，然后才搬入家具。 我们在储物室找到了两个旧木箱。它们看起来适合放书，但其中一个边缘粗糙。我们没有立刻使用，而是请一位成年人帮忙把边缘弄平滑（23）。我们还检查两个箱子是否足够结实，能够承受书的重量。安全先于（24）装饰。 接着，我们想做一块标牌。有些同学喜欢用鲜艳的颜料，但剩下的颜料不多。我的朋友琳建议改用（25）彩纸制作字母。我们从旧海报上剪下字母，把它们粘在一块干净的硬纸板上。标牌容易看清，我们也不需要购买新材料。 摆好东西后，我们发现箱子离门太近。图纸没有显示门打开时会占多大空间。我们移动箱子，又试着开门。这个小调整（26）让空间使用起来更安全。接着，我们把书封面朝外放进箱子，让学生能够快速挑选（27）。 周一，几名学生来到阅读角。一名学生说，坐在椅子上不容易够到书。我们把较受欢迎的书放到低一点的架子上，并留出足够的活动空间。我们还放了一张卡片，邀请读者推荐（28）希望在那里看到的书。 这个角落并不是一个下午就完成的。随着我们发现问题、倾听使用者的意见，它不断改进。老师说，制作有用的东西不仅仅需要一个好想法（29），还意味着检查结果，并随时准备改进（30）。 七选五 G1 答案解析 A Play for Everyone 教材联系 Unit 2 School life：班级戏剧活动中的分工与合作。 参考答案 31 D 32 A 33 C 34 E 35 B 语篇主旨 学生发挥不同特长筹备短剧，并通过备选分工应对临时变化。 31. D 考点 总分衔接。前句说不是每个人都想上台，但都能帮助讲故事；D 点明演员与幕后人员都是团队所需，后句转入调查个人兴趣。 32. A 考点 举例说明。前句提到喜欢画画或制作的同学；A 举例说明这些技能的用法，后句 those skills 回指相关能力。 33. C 考点 问题承接。前句提出成员缺席怎么办，C 指出该问题暴露了计划中的缺口，后句说明解决办法。 34. E 考点 转折关系。前句说一场戏过长使演出节奏慢；E 提出团队没有简单要求演员加快语速，后句 Instead 引出他们实际采用的方法。 35. B 考点 段落总结。前句说演出顺利；B 概括成功来自多种工作，后句 It also taught us 继续说明这次合作带来的收获。 多余选项：F 的时间关系与文章筹备过程不符；G 要求所有人扮演同一角色，与不同成员分工相矛盾。 G1 参考译文　让每个人参与的戏剧 我们班要在学校艺术节上演一部短剧。并非每个人都想站在舞台上，但每个人都可以帮助讲述这个故事。我们班既需要演员，也需要在幕后工作的人（31）。我们先了解每个人喜欢做什么。 一些同学喜欢表演，另一些同学对绘画或手工制作感兴趣。例如，他们可以在大张纸上画树木和建筑物（32）。他们能用这些技能为每一幕制作布景。老师还提醒我们，戏剧演出需要有人负责灯光和音效。 起初，我们把每个人的工作写在一张大纸上。接着，一名同学问，如果演出当天有成员缺席怎么办。这个问题让我们注意到计划中的一个问题（33）。讨论之后，我们决定每个小组都教另一名学生完成其最重要的工作。 我们每周放学后排练两次。一次排练中，有一场戏太长，让整场演出节奏过慢。小组没有简单地要求演员说得更快（34），而是讨论哪些台词是观众理解故事所必需的。编剧和演员一起删去了几句重复的台词。 艺术节当天，一名音效助手生病了。美术组的一名同学知道如何播放音效文件，便顶替了这项工作。演出顺利进行。这场表演是多种工作共同努力的结果（35）。它也教会我们：好的团队会为变化做好准备，并让不同的才能都有用武之地。 七选五 G2 答案解析 A Shorter Practice Plan 教材联系 Unit 3 To be a good learner：口语练习与自我调整。 参考答案 36 E 37 B 38 C 39 A 40 D 语篇主旨 哈娜将故事分段练习，结合录音与同伴反馈逐步调整表达。 36. E 考点 因果关系。前句说她常在活动前一晚长时间练习；E 说明到那时她很累，后句交代效果仍不理想。 37. B 考点 代词指代。前句提到为每一部分写关键词；B 的 These words 回指关键词，并说明用途，后文给出具体例子。 38. C 考点 步骤衔接。前句说她听录音并用自己的话复述；C 补充录下并听自己的声音，后句说明她发现问题后的调整。 39. A 考点 指代关系。前句列出她向同伴提出的两个明确问题；A 的 answers 回指同伴的回答，后句说明她怎样利用反馈。 40. D 考点 总结提升。前句说一次停顿不代表计划失败；D 概括她看到了进步，后句说她决定继续并调整练习。 多余选项：F 与她后来继续讲述和练习相矛盾；G 与老师建议改变集中练习方式的情节不符。 G2 参考译文　一份更短的练习计划 哈娜加入英语故事社时，很喜欢听故事，却发现完整地大声讲一个故事很难。她经常在活动前一晚练习很久。到那时，她已经很累，常常想停下来（36）。下次社团活动时，她仍会忘记故事的一部分。老师建议她试试不同的计划。 首先，哈娜选了一个自己很理解的故事。她把它分成三个短部分，并为每一部分写下几个关键词。这些词帮助她记住事情发生的顺序（37）。例如，开头部分她写下“市场”“丢失的包”和“雨”。这些词提醒她发生了什么，却没有给出每一个句子。 接着，她一次练习一部分。她先听故事录音，再用自己的话讲述那一部分。她还录下自己的声音并听一听（38）。发现某个句子难以说出时，她就放慢速度，再练习一次。 几天后，哈娜请一名社员听她讲。她没有只问“讲得好吗”，而是提出两个明确的问题：“你能听清开头吗？”“哪一部分不容易听懂？”这些回答为她下一次练习提供了有用的信息（39）。随后，哈娜着重练习那些需要更多关注的地方。 下次社团活动时，哈娜仍然停顿了一次。不过这一次，她看了看关键词，又继续讲下去。她知道，一次停顿并不意味着整个练习计划失败了。她能看出自己正在进步（40）。她决定继续每天的短时练习，发现更好的办法时再调整其中一步。 七选五 G3 答案解析 A School Exchange Letter 教材联系 Unit 2 School life：跨文化交流与介绍校园生活。 参考答案 41 C 42 E 43 D 44 B 45 A 语篇主旨 学生在交流信中选择具体细节、尊重照片使用意愿，并提出开放式问题。 41. C 考点 转折关系。前句说同学先写了很长的课程和时间清单；C 指出清单的不足，后句提出选择能呈现真实生活的细节。 42. E 考点 举例说明。前句说每位作者提到喜欢的校园活动；E 给出午间国际象棋社的具体例子，后句 This 回指该例子中的具体信息。 43. D 考点 细节补充。前句介绍 Mei 写了学校花园的合作活动；D 补充种植和照料的细节，后句概括这一描述的作用。 44. B 考点 因果衔接。前句说部分同学不愿发送自己的面部照片；B 说明征求许可并尊重选择，后句写出最终使用无人物的照片。 45. A 考点 替代关系。前句说避免只用 yes 或 no 回答的问题；A 给出开放式提问的替代方法，后句解释提问目的。 多余选项：F 与写信交流和期待回复相矛盾；G 未经告知发送照片，与尊重同学选择相反。 G3 参考译文　一封学校交流信 我们班正在给一所伙伴学校的学生写信。我们想介绍自己的一天，也想了解他们的校园生活。起初，我们中有几个人写了长长的课程和时间清单。但这些清单没有展现校园生活的真实感受（41）。老师建议挑选几个能帮助读者想象真实一天的细节。 我们先写简短介绍。每个人写下名字，并提到一项自己喜欢的校园活动。例如，一名学生提到了午间国际象棋社（42）。这样，伙伴们在回复时就有具体的内容可以询问。 接着，我们描述普通的上学日。我们没有列出每一节课，而是选择一项活动，解释学生在活动中做什么。例如，梅写了与同学在学校花园合作的经历。她写到了小组种植了什么，以及他们多久照料一次（43）。她的描述展现了这项活动如何成为校园生活的一部分。 我们也仔细考虑了照片。教室照片可以帮助伙伴们了解空间。不过，有些同学不希望自己的面部照片被发给另一所学校。我们征求许可并尊重他们的选择（44）。最后，我们选了一张没有学生入镜的教室照片。 最后，我们为伙伴们写下问题，避免那些只需要回答“是”或“否”的问题。我们改为请他们描述一项自己期待的活动（45）。我们希望他们的回答能帮助我们发现两所学校的相同点和不同点。 阅读理解 R1 答案解析 The Repair Table 教材联系 Unit 4 Hands-on fun：旧物修补与问题解决。 参考答案 46 A 47 B 48 C 49 D 语篇主旨 校园修补小组记录问题并判断何时需要更有经验的成年人帮助。 46. A 考点 细节定位。第一段写明修补桌每周五午餐时间开放。 47. B 考点 因果关系。第二段指出一根线卡住了拉链；去掉线后拉链恢复正常。 48. C 考点 行为细节。第三段说明学生无法确认耳机内部是否安全，因此建议寻求懂电器维修的成年人帮助。 49. D 考点 目的推断。末段指出记录帮助团队决定要学哪些技能，也提醒成员什么时候需要向更有经验的人求助。 R1 参考译文　修补桌 绿山学校的学生想减少浪费。十月，他们在学校大厅设立了一张“修补桌”，每周五午餐时间开放。学生可以带来损坏但可能仍有用的学习用品。助手们并不保证修好每一件物品；他们会先查看物品，再判断自己是否有合适的工具和技能。 第一周，利奥带来了一个拉链坏了的笔袋。他以为自己不得不把它扔掉。一位助手米娅告诉他，拉链并没有完全坏掉：一根线卡在了里面。他们小心地一起取出那根线，拉链又能用了。利奥很惊讶，这么小的问题竟使他无法使用笔袋。 第二周，一名学生带来一副电线受损的耳机。助手们无法看出里面是否安全。他们没有打开耳机，而是建议这名学生询问懂得修理电器的成年人。他们把建议写在卡片上，让学生带回家给家人看。 修补小组保留一份简单记录，写下物品、问题和后续处理情况。这份记录帮助团队选择要带哪些工具、要学习哪些技能。记录里也包括学生无法修好的物品。米娅说：“这些记录也有用。它们告诉我们什么时候要向更有经验的人求助。” 阅读理解 R2 答案解析 A Morning at the Dyeing Workshop 教材联系 Unit 4 Hands-on fun：传统扎染体验与观察。 参考答案 50 B 51 C 52 A 53 B 语篇主旨 学生比较扎染设计与成品，观察线绳位置对图案的影响。 50. B 考点 细节定位。第一段说老师要求学生带一小块棉布。 51. C 考点 行为目的。第三段说明画图是为了之后把计划与成品图案作比较。 52. A 考点 因果推断。第四段写明他们发现有些线从折叠处移开了，可以解释部分区域没有保持白色。 53. B 考点 段落概括。最后一段中学生记下尝试过的做法，并考虑下一次的改变。 R2 参考译文　扎染工坊的一个上午 周六，一群学生参观当地的一间工坊，学习扎染。老师事先告诉他们穿旧衣服，并带一小块棉布。在工坊里，一位经验丰富的手艺人周女士给他们看了一块做好的蓝白花布。学生们注意到，上面的白线并不完全相同。 周女士解释说，每个学生要先折叠布，用线扎住其中一些部分，然后把布放进染料。扎住的部分染到的颜色会少一些。布洗过后拆去线，颜色较浅的图案就会显现。她慢慢地演示步骤，但没有要求每个人照搬她成品上的图案。 袁把线扎得很松，因为他想要较宽的白线。他的朋友婷把线扎得紧一些，用的线段也更多。把布放进染料之前，两人都画下了折叠后的布。周女士建议这样做，以便他们之后把计划和成品图案作比较。 布需要时间晾干。学生展开布时，袁发现有些原本预期是白色的区域变成了浅蓝色。婷的布上有几条较窄的白线。袁想知道为什么成品和计划不一样。周女士让他看看自己打的结。他们一起发现，有些线从折叠处移开了。 参观结束时，学生把布和画放在一起。他们写下简短记录，说明自己尝试了什么、下次想做什么改变。袁决定把线扎得更紧，而婷想尝试不同的折法。两人都没有期望下一块布与第一块完全一样。 阅读理解 R3 答案解析 The First Walking Trip 教材联系 Unit 1 Friendship：朋友协商与照顾不同需要。 参考答案 54 C 55 B 56 C 57 D 语篇主旨 两位朋友商量徒步路线，兼顾湖景和脚踝不适的实际需要。 54. C 考点 细节比较。第一段指出山路有许多台阶，河边路线较平坦。 55. B 考点 人物心理。第二段说明魏不想让娜迪娅错过山上的风景，所以没有直接提出自己的需要。 56. C 考点 行为推断。第三段说娜迪娅重新查看地图，发现河边人行桥也能看到湖景。 57. D 考点 主旨理解。文章通过询问脚踝情况、重新选路线及最后的交流，说明朋友可以通过询问与解释找到双方都能接受的方案。 R3 参考译文　第一次徒步旅行 娜迪娅和朋友魏参加了一个周六徒步小组。第一次出行前，领队发来一张标出两条备选路线的地图。山路可以看到湖景，但有许多台阶；河边路线较平坦，也有几处可以坐下休息。两条路线最终都到达同一个公交车站。 娜迪娅想从山上拍照。魏更喜欢河边路线，因为他的脚踝最近一直疼。他不想让娜迪娅错过风景，于是只说：“两条路都可以。”娜迪娅差点选了山路，直到她注意到魏正在看地图上标出的台阶。 “走山路你会舒服吗？”她问。魏解释了脚踝的情况，说自己可以走一小段路，但应该避免太多台阶。娜迪娅有一瞬间感到失望。然后她又看了看地图。河边路线上的一座小人行桥也能看到湖景，虽然它离山更远。 他们告诉领队，河边路线对两人更合适。小组选择了这条路，并在人行桥停下来。娜迪娅在那里拍照，魏坐在附近的长椅上。回家的公交车上，他们讨论等魏的脚踝好一些后，另找一天走山路。 魏感谢娜迪娅没有立刻决定，而是先询问了他的情况。娜迪娅说，她很高兴魏解释了自己的需要。他们没有得到任何一人最初想象的完全相同的行程，但找到了两人都能享受的方案。 阅读理解 R4 答案解析 Choose a Science Festival Activity 教材联系 Unit 2 School life：活动通知与信息应用。 参考答案 58 D 59 C 60 A 61 B 语篇主旨 科学节通知介绍活动时间、人数、报名和取消规则。 58. D 考点 表格定位。表格中 Science Stories 的地点是 Library。 59. C 考点 多条件筛选。Seed Stories 在 12:20—12:50 举行，活动包括观察并绘制种子，符合时间与兴趣两项条件。 60. A 考点 目的推断。通知说明首选活动满员时可能安排第二选择，因此应查看名单确认最终安排。 61. B 考点 细节定位。最后一段要求预订后无法参加的学生在活动前告知科学办公室。 R4 参考译文　选择科学节活动 学校科学节将在下周三举行。学生可以参加一项午间活动。所有活动免费，但各场地的人数上限不同。选择前请先阅读以下信息。 活动 时间 地点 内容与人数 星空观察 12:10—12:40 201 室 观看夜空图片，学习寻找三颗星；最多 24 人。 声音实验室 12:15—12:45 音乐室 用杯子和线发出简单的声音；最多 18 人。 种子的故事 12:20—12:50 生物室 用手持放大镜观察种子，画出观察结果；最多 20 人。 科学故事 12:10—12:35 图书馆 听学生介绍有关发明家的书；最多 30 人。 如需预订，请在周一下午前把姓名和班级写在科学办公室外的表格上。你可以填写第二选择。如果首选活动已满，团队会尽量为你安排第二选择。最终名单将在周二上午公布，请查看名单确认，不要以为自己一定有名额。 如果预订后无法参加，请在科学节前告知科学办公室。可能有其他学生正在等待这个名额。学生不需要自带工具或材料，活动团队会准备。每个房间都会有一位老师或受过培训的学生助手。 第 页 学科网（北京）股份有限公司 $译林版八年级上册 Unit 1–4 阅读专项训练 B卷 新版译林英语八年级上册 Unit 1 至 Unit 4 阅读专项训练 B卷 题型 篇数 / 题数 内容及考查方向 关联单元 完形填空 3篇 / 30题 同伴鼓励、失物招领、阅读角；词义与语境 U1、2、4 七选五 3篇 / 15题 班级戏剧、口语练习、学校交流；语篇衔接 U2、3 阅读理解 4篇 / 16题 旧物修补、扎染、徒步、科学节；信息应用 U1、2、4 共10篇61题。请根据文章内容选择最佳答案。 完形填空 C1 A Voice in the Choir 对应教材 Unit 1 Our class was preparing for a school concert. When our teacher invited me to sing a short part on my own, I was pleased at first. Then I heard my own voice during practice and felt 1 ______ . Other students sounded stronger than I did. I began to think that the teacher had made a 2 ______ . My friend Nora noticed that I stood at the back and hardly opened my mouth. After practice she asked if I wanted to talk. “I’m afraid people will laugh,” I said. She did not tell me that my worry was silly. Instead, she 3 ______ quietly and asked which part was hardest for me. I showed her the line where I always lost my place. Nora suggested that we practise it slowly, one sentence at a time. She also helped me mark a small arrow above the word where I needed to 4 ______ . The mark reminded me to take a breath before the next line. At the next practice, I still made a mistake. I wanted to 5 ______ , but Nora pointed to the arrow and nodded. I took a breath and continued. Afterwards, the teacher said the song had become clearer. She did not say it was perfect, and I knew I needed more 6 ______ . On the day of the concert, I could feel my hands shaking behind the curtain. Nora stood nearby. “You don’t have to be the loudest,” she said. “Just sing the story.” Her words helped me pay attention to the 7 ______ of the song rather than to the people in the hall. I sang my part. My voice was not the strongest, but I finished the line without losing my place. After the concert, I thanked Nora for her 8 ______ . She smiled and said that listening to me had helped her learn the song too. I realised that a good friend does not need to solve every problem for us. Sometimes a friend can help us find the 9 ______ to try again and give us time to 10 ______ . 词语注释：choir 合唱团；curtain 幕布。 1. A. nervous B. hungry C. lucky D. relaxed 2. A. promise B. mistake C. model D. wish 3. A. listened B. laughed C. left D. shouted 4. A. stop B. draw C. point D. stand 5. A. give up B. wake up C. sit down D. get up 6. A. money B. space C. practice D. advice 7. A. price B. length C. meaning D. name 8. A. support B. invitation C. answer D. song 9. A. courage B. address C. ticket D. habit 10. A. compete B. grow C. hurry D. hide 作答栏 1.____ 2.____ 3.____ 4.____ 5.____ 6.____ 7.____ 8.____ 9.____ 10.____ 完形填空 C2 A Clearer Way to Return Things 对应教材 Unit 2 At the end of the school day, the lost-property box was full again. Our class had agreed to help the office return things to their owners. When I opened the box, I saw water bottles, hats and even a single shoe. My first idea was to put everything on a table and let students 11 ______ what belonged to them. My partner Ben was not sure. “What if two bottles look exactly the same?” he asked. I had not thought about that. If we gave an item to the wrong person, its real owner might never 12 ______ it. We needed a better way. First, we sorted the items into groups and wrote a short list. We did not put every detail on the public notice. For example, the notice said “blue water bottle”, but it did not mention the small star under the bottle. We kept that detail 13 ______ so that a student could describe it before taking the bottle. The next morning, several students came to the office. One girl said she had lost a blue bottle, but hers had a name on its side. Our bottle had no name, so we could not be 14 ______ it was hers. We wrote down her class and promised to contact her if another bottle appeared. Later, a boy asked about a blue bottle. He explained that his sister had drawn a star underneath it. Ben checked, and the 15 ______ matched. The boy thanked us and took it away. The girl’s bottle was found in the library that afternoon, and the office sent her a message. By Friday, many things had been returned. However, a few students said they had not seen the notice. We 16 ______ that putting it only outside the office was not enough. The following week, we asked class teachers to share the list and placed another copy near the library. We still kept the private details 17 ______ the public list. At our next meeting, I thanked Ben for asking a difficult question. His question had helped us 18 ______ a mistake before it happened. We also learned to 19 ______ the service when the first plan did not reach everyone. Returning lost things was not just about sorting a box; it was about listening, checking and making the process 20 ______ for the people who used it. 词语注释：lost property 失物；owner 物主；detail 细节。 11. A. choose B. borrow C. sell D. hide 12. A. recover B. break C. make D. lend 13. A. public B. secret C. broken D. ready 14. A. sure B. afraid C. sorry D. surprised 15. A. price B. address C. description D. colour 16. A. realised B. forgot C. hoped D. promised 17. A. on B. from C. under D. off 18. A. avoid B. repeat C. explain D. count 19. A. improve B. close C. copy D. finish 20. A. safer B. noisier C. longer D. smaller 作答栏 11.____ 12.____ 13.____ 14.____ 15.____ 16.____ 17.____ 18.____ 19.____ 20.____ 完形填空 C3 A Quiet Corner 对应教材 Unit 4 Our school wanted a quiet corner where students could read while waiting for their parents. There was an empty space near the office, but it looked rather 21 ______ . Our art club offered to make it more welcoming using things people no longer needed. First, we asked the office what could stay in the space. The teacher explained that the door behind it was used every day, so nothing should 22 ______ the way. We measured the area and drew a simple plan before bringing in any furniture. We found two old wooden boxes in a store room. They looked useful as book holders, but one had a rough edge. Instead of using it at once, we asked an adult to help make the edge 23 ______ . We also checked that both boxes were strong enough to hold books. Safety came 24 ______ decoration. Next, we wanted a sign. Some students liked the idea of using bright paint, but we had only a little paint left. My friend Lin suggested making letters from colourful paper 25 ______ . We cut the letters from old posters and stuck them onto a piece of clean cardboard. The sign was easy to read, and we did not need to buy new materials. When we put everything in place, the boxes were too close to the door. Our drawing had not shown how far the door would open. We moved the boxes and tried the door again. This small 26 ______ made the space safer to use. Then we put books in the boxes with their covers facing out, so students could 27 ______ one quickly. On Monday, several students visited the corner. One student said the books were hard to reach from the chair. We placed the more popular books on a lower shelf and left enough room for people to move. We also added a card inviting readers to 28 ______ books they would like to see there. The corner was not finished in a single afternoon. It grew as we noticed problems and listened to the people who used it. Our teacher said that making something useful was not simply about having a good 29 ______ . It also meant checking the result and being ready to 30 ______ it. 词语注释：edge 边缘；cardboard 硬纸板；shelf 架子。 21. A. crowded B. empty C. noisy D. busy 22. A. find B. lead C. block D. follow 23. A. darker B. colourful C. taller D. smooth 24. A. after B. before C. without D. during 25. A. alone B. again C. instead D. outside 26. A. gift B. change C. story D. meeting 27. A. repair B. hide C. sell D. choose 28. A. carry B. count C. suggest D. return 29. A. memory B. idea C. mark D. price 30. A. forget B. lose C. copy D. improve 作答栏 21.____ 22.____ 23.____ 24.____ 25.____ 26.____ 27.____ 28.____ 29.____ 30.____ 七选五 G1 A Play for Everyone 对应教材 Unit 2 Our class is putting on a short play at the school art festival. Not everyone wants to stand on the stage, but everyone can help tell the story. 31 ______ We started by finding out what each person enjoyed doing. Some classmates liked acting. Others were interested in drawing or making things. 32 ______ They could use those skills to make the setting for each scene. Our teacher also reminded us that the play needed people to manage lights and sound. At first, we wrote everyone’s jobs on a large sheet of paper. Then one student asked what would happen if a member was absent on the day of the show. 33 ______ After discussing the question, we decided that each group should teach another student its most important job. We practised after school twice a week. During one practice, a long scene made the show too slow. 34 ______ Instead, they asked which lines were necessary for the audience to understand the story. Together, the writers and actors cut a few repeated lines. On the day of the festival, one of the sound helpers fell ill. A student from the art group knew how to play the sound files and stepped in. The show went smoothly. 35 ______ It also taught us that a good team plans for changes and gives different talents a place. A. For example, they could paint trees and buildings on large pieces of paper. B. The performance was the result of many kinds of work. C. The question made us notice a problem in our plan. D. Our class needed actors as well as people working behind the scenes. E. The group did not simply ask the actors to speak faster. F. The art festival had already finished before we started planning. G. Every student had to play the same role on the stage. 七选五 G2 A Shorter Practice Plan 对应教材 Unit 3 When Hana joined the English storytelling club, she enjoyed listening but found it hard to tell a whole story aloud. She often practised for a long time the night before a meeting. 36 ______ At the next meeting, she still forgot parts of the story. Her teacher suggested trying a different plan. First, Hana chose a story she understood well. She divided it into three short parts and wrote a few key words for each part. 37 ______ For example, for the opening, she wrote “market”, “lost bag” and “rain”. Those words reminded her what happened without giving her every sentence. Next, she practised one part at a time. She listened to a recording of the story, then told that part in her own words. 38 ______ When she noticed that a sentence was difficult to say, she slowed down and practised it again. After a few days, Hana asked a club member to listen. Instead of asking only “Was it good?”, she asked two clear questions: “Could you hear the beginning?” and “Which part was hard to follow?” 39 ______ Hana then worked on the places that needed more attention. At the next club meeting, Hana still paused once. This time, however, she looked at her key words and continued. She knew that one pause did not mean the whole practice plan had failed. 40 ______ She decided to keep the short daily practice and change one step whenever she found a better way. A. The answers gave her useful information for her next practice. B. These words helped her remember the order of the events. C. She also recorded her own voice and listened to it. D. She could see that she was making progress. E. By then, she was tired and often wanted to stop. F. She decided never to speak in front of the club again. G. The teacher asked her to learn every story in one night. 七选五 G3 A School Exchange Letter 对应教材 Unit 2 Our class is writing to students at a partner school. We want to introduce our school day and learn about theirs. At first, several of us wrote long lists of subjects and times. 41 ______ Our teacher suggested choosing a few details that could help the readers imagine a real day. We began with a short introduction. Each writer gave a first name and mentioned one school activity they enjoyed. 42 ______ This gave our partners something specific to ask about in their replies. Next, we described a usual school day. Instead of listing every lesson, we chose one activity and explained what students did during it. For example, Mei wrote about working with classmates in the school garden. 43 ______ Her description showed how the activity was part of school life. We also thought carefully about photographs. A picture of our classroom could help our partners understand the space. However, some classmates did not want their faces sent to another school. 44 ______ We chose a photograph of the room without students in it. Finally, we wrote questions for our partners. We avoided questions that needed only “yes” or “no”. 45 ______ We hoped their answers would help us find both similarities and differences between our schools. A. Instead, we asked them to describe an activity they looked forward to. B. We asked for permission and respected their choices. C. But the lists did not show what our school life felt like. D. She included what the group planted and how often they cared for it. E. For example, one student mentioned the lunchtime chess club. F. We decided that nobody should write a reply to the partner school. G. We sent pictures of every classmate without telling them. 资料图：cottonbro studio / Pexels；仅作情境示意。来源：https://www.pexels.com/photo/person-writing-on-brown-paper-6832967/ 阅读理解 R1 The Repair Table 对应教材 Unit 4 The students at Green Hill School wanted to reduce waste. In October, they opened a “repair table” in the school hall every Friday lunchtime. Students could bring a school item that was broken but might still be useful. The helpers did not promise to repair everything; they first looked at each item and decided whether they had the right tools and skills. The first week, Leo brought a pencil case with a broken zip. He thought he would have to throw it away. Mia, a helper, showed him that the zip was not completely broken: a thread had caught in it. Together they carefully removed the thread, and the zip worked again. Leo was surprised that such a small problem had stopped him from using the case. In the second week, a student brought a pair of headphones with a damaged wire. The helpers could not see whether the inside was safe. Instead of opening the headphones, they suggested asking an adult who knew how to repair electrical items. They wrote this suggestion on a card so the student could show it at home. The repair team keeps a simple record: the item, the problem and what happened next. The record helps the team choose which tools to bring and which skills to learn. It also includes items that the students could not repair. “Those notes are useful too,” says Mia. “They tell us when to ask someone with more experience.” 词语注释：zip 拉链；thread 线；wire 电线。 46. When can students visit the repair table? A. Every Friday at lunchtime. B. Every morning before class. C. On Saturday afternoons. D. Once a month after school. 47. Why did Leo’s pencil case stop working properly? A. Its zip was missing. B. A thread was caught in its zip. C. Someone had cut its zip. D. It was too full of pencils. 48. What did the helpers do with the headphones? A. They opened them and fixed the wire. B. They put them in the waste bin. C. They advised the student to ask an experienced adult. D. They asked Leo to buy a new pair. 49. Why does the team record items it cannot repair? A. To stop students from bringing difficult items. B. To show that all broken items should be thrown away. C. To prove that the helpers do not need more tools. D. To learn which skills they need and when to ask for help. 资料图：Pexels；仅作修补情境示意。来源：https://www.pexels.com/photo/hands-inserting-the-thread-in-the-needle-6461169/ 阅读理解 R2 A Morning at the Dyeing Workshop 对应教材 Unit 4 On Saturday, a group of students visited a local workshop to learn about tie-dyeing. Their teacher had told them to wear old clothes and bring a small cotton cloth. At the workshop, an experienced maker named Ms Zhou showed them a finished blue-and-white cloth. The students noticed that the white lines did not all look the same. Ms Zhou explained that each student would fold the cloth, tie parts of it with string and then put it into dye. The tied parts would receive less colour. After the cloth was washed and the string was removed, lighter patterns would appear. She showed the steps slowly, but she did not ask everyone to copy the pattern on her finished piece. Yuan tied his string very loosely because he wanted wide white lines. His friend Ting tied hers tightly and used more pieces of string. Before putting their cloths into the dye, both students drew pictures of their folded cloths. Ms Zhou suggested doing this so they could compare their plans with the finished patterns later. The cloths needed time to dry. When the students opened them, Yuan saw that some areas he expected to be white were light blue. Ting’s cloth had several narrow white lines. Yuan wanted to know why his plan had changed. Ms Zhou asked him to look at the knots he had tied. Together they noticed that some string had moved away from the folds. At the end of the visit, the students put their cloths and drawings side by side. They wrote short notes about what they had tried and what they would change next time. Yuan decided to tie the string more firmly, while Ting wanted to try a different fold. Neither student expected the next cloth to look exactly like the first. 词语注释：tie-dyeing 扎染；dye 染料；knot 结。 50. What did the students need to bring to the workshop? A. A finished blue-and-white cloth. B. A small cotton cloth. C. Several old posters. D. A set of paints. 51. Why did Yuan and Ting draw their folded cloths? A. To sell the drawings at the workshop. B. To show Ms Zhou how to make dye. C. To compare their plans with the finished patterns. D. To make the cloths dry more quickly. 52. What may explain why some of Yuan’s cloth became light blue? A. Some string moved away from the folds. B. He used too many pieces of string. C. He forgot to put the cloth into the dye. D. He removed the string before folding the cloth. 53. What can we learn from the last paragraph? A. The students had to copy the maker’s pattern exactly. B. The students recorded their choices and considered changes. C. Yuan and Ting planned to make exactly the same cloth. D. Ms Zhou decided the students should not try again. 阅读理解 R3 The First Walking Trip 对应教材 Unit 1 Nadia and her friend Wei joined a Saturday walking group. Before their first trip, the group leader sent a map with two possible routes. The hill route had a view of the lake, but it included many steps. The river route was flatter and had several places to sit. Both ended at the same bus stop. Nadia wanted to take photographs from the hill. Wei preferred the river route because his ankle had been painful recently. He did not want Nadia to miss the view, so he simply said, “Either route is fine.” Nadia almost chose the hill until she noticed him looking at the steps marked on the map. “Would the hill be comfortable for you?” she asked. Wei explained about his ankle and said he could manage a short walk but should avoid too many steps. Nadia felt disappointed for a moment. Then she looked at the map again. A small footbridge on the river route also had a view of the lake, although it was farther from the hill. They told the leader that the river route would work better for both of them. The group chose it and stopped at the footbridge. Nadia took photos there, while Wei sat on a nearby bench. On the bus home, they discussed taking the hill route another day, after Wei’s ankle felt better. Wei thanked Nadia for asking rather than making a choice immediately. Nadia said that she was glad he had explained what he needed. They had not found exactly the trip either imagined at first, but they had found one they could both enjoy. 词语注释：route 路线；ankle 脚踝；footbridge 人行桥。 54. What was the main difference between the two routes? A. They ended at different bus stops. B. Only the river route had a lake view. C. The hill route had more steps. D. Only the hill route had places to sit. 55. Why did Wei first say either route was fine? A. He had never seen the map. B. He did not want Nadia to miss the hill view. C. His ankle was already better. D. He wanted to leave the group. 56. How did Nadia respond after Wei explained his problem? A. She chose the hill route alone. B. She asked the group to cancel the trip. C. She looked for another way to enjoy a lake view. D. She told Wei to walk faster. 57. What does the story mainly show? A. Friends should always choose the shortest route. B. Good plans leave no room for change. C. Taking photographs is the best part of walking. D. Asking and explaining can help friends find a plan that works for both. 阅读理解 R4 Choose a Science Festival Activity 对应教材 Unit 2 The school science festival will take place next Wednesday. Students may join one lunchtime activity. All activities are free, but the rooms have different limits. Please read the information before choosing. Activity Time Place Information Sky Watch 12:10–12:40 Room 201 Look at pictures of the night sky and learn to find three stars. Up to 24 students. Sound Lab 12:15–12:45 Music Room Make simple sounds with cups and strings. Up to 18 students. Seed Stories 12:20–12:50 Biology Room Observe seeds with hand lenses and draw what you see. Up to 20 students. Science Stories 12:10–12:35 Library Listen to students introduce books about inventors. Up to 30 students. To book a place, write your name and class on the form outside the science office before Monday afternoon. You may put down a second choice. If your first activity is full, the team will try to give you a place in your second choice. The final lists will be posted on Tuesday morning. Please check the lists rather than assuming that you have a place. If you cannot come after booking, tell the science office before the festival. Another student may be waiting for that place. Students do not need to bring tools or materials; the festival team will prepare them. A teacher or trained student helper will be in each room. 词语注释：limit 人数上限；hand lens 手持放大镜；book 预订。 58. Which activity takes place in the library? A. Sky Watch. B. Sound Lab. C. Seed Stories. D. Science Stories. 59. Mei is free from 12:20 to 12:55 and wants to draw. Which activity fits her best? A. Sky Watch. B. Sound Lab. C. Seed Stories. D. Science Stories. 60. Why should students check the final lists on Tuesday? A. To find out which activity has a place for them. B. To learn how to bring their own tools. C. To decide whether the festival will be free. D. To find out which teachers work in the science office. 61. What should a student do if they cannot attend after booking? A. Give the place to a friend without telling anyone. B. Tell the science office before the festival. C. Attend both of the other activities instead. D. Wait until Wednesday afternoon to change the form. 第 页 学科网（北京）股份有限公司 $