Unit 1—Unit 4阅读还原（七选五）17篇 2026-2027学年译林版英语八年级上册

2026—2027学年　译林版（2024年审定）　英语　八年级上册

Unit 1—Unit 4　阅读还原（七选五）专项训练

17 篇 · 85 空 · 每篇 5 空 7 选项 · 含参考答案与逐空解析

 

教材版本：译林版（2024年审定）初中英语 八年级上册

适用年级：八年级上学期（Unit 1—Unit 4 阶段复习与期中专项）

章节范围：Unit 1 Friendship ｜ Unit 2 School Life ｜ Unit 3 A Day Out ｜ Unit 4 Do It Yourself

材料构成：Module 1—Module 3，共 17 篇；每篇 5 空、7 个选项（A—G）

建议用时：每篇 6 分钟，全套可分两次完成

 

说明：正文为 5 空 7 选项题型，每空只对应一个选项，另有两个选项为干扰项。参考答案与逐空解析见本文件末页，可按需单独裁切。

Module 1　校园生活与友谊交流

 

Passage 1　A New Class, New Friends

On Monday, Nora stood outside her new Grade 8 classroom. She knew one student in class and felt unsure about going inside. (1)_____. Mr Lee welcomed her and showed her a seat beside a girl called Emma.

At first, Nora did not say much. Emma noticed her quiet neighbour and shared a timetable with her. (2)_____. Nora smiled and began asking questions about their lessons.

The teacher asked students to work in pairs, but Nora forgot her coloured pencils. (3)_____. Emma moved her pencil box between their desks so that they could share everything.

When Nora thanked her, Emma replied that helping a classmate was more important than having the prettiest picture. (4)_____. Nora saw that friendship could begin quickly.

She still had many names to learn, but she was no longer worried about tomorrow. (5)_____. She looked forward to meeting Emma again.

A. Those kind words meant more to Nora than Emma knew.

B. Emma also explained where she could find the art room.

C. Walking into a room full of unfamiliar faces felt harder than she expected.

D. Without being asked, Emma offered to lend her some.

E. One thoughtful classmate had already made the new class feel friendly.

F. Nora had already learnt the names of every student before entering the room.

G. Nora realised that small acts of kindness could change someone's whole day.

Passage 2　Changing Our Study Habits

Our class in Nanjing used to complain that there was never enough time for homework. Our teacher, Ms Zhou, asked us to keep a record of our time for three days. (1)_____. Small breaks often became long ones.

We each tried one small change: I put my phone away, and Lin wrote questions during lessons. (2)_____. We agreed to share our progress on Friday.

On Tuesday, I picked up my phone when I met a difficult paragraph. (3)_____. After a few minutes, I returned to the book and tried reading the paragraph aloud. It was still difficult, but I understood a little more.

At our Friday meeting, students said that purposeful study worked better than long hours. (4)_____. Everyone had chosen something different, so we learnt from many experiences.

Next week, I will note difficult words rather than stop reading. (5)_____. Better habits begin with noticing what we really do.

A. No single method was perfect for every student.

B. By looking back at my work, I hope to become a more independent learner.

C. I remembered our plan and asked myself whether the phone would really help.

D. Ms Zhou advised everyone to spend longer hours on every task.

E. All students chose exactly the same study habit to change.

F. Neither of us expected one new habit to solve every learning problem.

G. The records showed us something we had not noticed before.

Passage 3　Two Schools, One Goal

Mia in England and Ken in Japan became friends through a writing project. Their timetables look different, but they enjoy finding out about each other's days. (1)_____.

At Mia's school, students move between rooms for science, music and art. (2)_____. She especially likes the art room because her class can display its paintings there. Ken's school day begins with a short class meeting. Students also help clean shared spaces. (3)_____. Ken says this work teaches everyone to care about the place where they study.

Mia has more free time on Wednesday afternoons, while Ken stays for a longer club meeting on Fridays. (4)_____. They both think that learning outside ordinary lessons is important.

Mia wants to help with Ken's classroom cleaning, and Ken wants to visit Mia's art room. (5)_____. They agree that no school is best just because its timetable is longer.

A. They take turns with simple jobs such as sweeping the floor.

B. Both schools set aside exactly the same time for clubs each week.

C. Both students keep a notebook of their school days.

D. Both ideas show that they are interested in learning from each other.

E. However, both students use that time to follow their interests.

F. Comparing the two schools has become their favourite part of the project.

G. This means she meets different classmates throughout the day.

Passage 4　Making a Book Stand

At a school workshop in Suzhou, we made a cardboard stand to hold our textbooks while reading. First we checked the materials. (1)_____. My group had cardboard, a ruler, glue and a pencil.

We drew two triangles to hold the book on both sides. (2)_____. My partner Wei held the ruler firmly while I drew the lines.

We cut a piece to join them, but Wei found it was too short. (3)_____. We measured again and cut a new piece.

We joined the pieces, but the glue was still wet. We placed it on a sunny table. (4)_____. We could not test it while the pieces were still moving.

A heavy book knocked the stand over. Our teacher said first attempts need not be perfect. (5)_____. We added another cardboard support and tested the stand again. This time it worked well.

A. The teacher asked the groups to use wood instead of cardboard for their stands.

B. It was important to make them the same size.

C. We should find the reason for a problem and then improve our work.

D. Waiting was part of making the stand strong enough.

E. He suggested checking the length before using any glue.

F. Having the right tools ready made the work safer and easier.

G. Wei suggested painting the stand before its glue was dry.

Passage 5　The Secret to a Good Friendship

When Oliver first joined the school football club, he was impressed by Ben's skill. Oliver thought being good at sport must make someone the best possible friend. (1)_____.

After a missed pass, Oliver felt terrible and sat alone. Ben did not blame Oliver. (2)_____. He sat beside him and asked about the missed pass.

Ben listened without interrupting. Then he told Oliver about a mistake from his first year. (3)_____. The story helped Oliver understand that even skilled players need time to learn.

The following week, Oliver practised with Ben after school. Ben stayed patient and made each practice enjoyable. Their friendship became stronger as they learnt to trust one another. (4)_____.

Months later, a younger boy joined the club and worried about keeping up. Oliver remembered his own first weeks. He greeted the boy and offered to practise together. (5)_____. Oliver had learnt that a good friend helps another person feel brave enough to keep trying.

A. This time Oliver could give someone else the support he once received.

B. Oliver began to value kindness more than a player's speed.

C. Instead, he noticed how unhappy his teammate looked.

D. Ben explained how a patient older student helped him improve.

E. Oliver told Ben that scoring goals mattered more than learning from mistakes.

F. Ben blamed Oliver for the missed pass and refused to practise with him.

G. An unexpected event soon changed his idea.