Unit 2 Onwards and Upwards（单元分层自测·基础通关卷）英语外研版选择性必修第一册

**基本信息** 本卷为外研版（2019）高二选择性必修第一册Unit 2基础通关单元卷，聚焦“成长与挫折”主题，通过真实情境素材考查语言能力，适配单元复习，助力核心素养培养。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|50分（4篇阅读+七选五）|细节理解、推理判断、主旨归纳|素材贴近学生成长（如失败日志、挫折应对），情境真实，培养思维品质| |语言运用|30分（完形15分+语法填空15分）|动词时态、非谓语、词汇辨析|语篇围绕学生经历（如Leo学琴），巩固语言知识，提升语言能力| |写作|40分（邮件15分+续写25分）|应用文写作、故事续写|邮件要求描述挫折收获，续写机器人团队故事，综合考查表达能力，体现学习能力与文化意识|

2026-2027学年高二选择性必修第一册英语单元自测 Unit 2 Onwards and Upwards·基础通关 建议用时100分钟，满分120分 第一部分 阅读（共两节，满分50分） 第一节 1.B 2.C 3.A 4.C 5.B 6.D 7.A 8.D 9.C 10.B 11.A 12.C 13.B 14.D 15.A 第二节 16.D 17.G 18.B 19.A 20.F 第二部分 语言运用（共两节，满分30分） 第一节 21.A 22.B 23.C 24.B 25.A 26.C 27.A 28.B 29.A 30.B 31.A 32.D 33.B 34.A 35.B 第二节 36. to join 37. entering 38. using 39. carefully 40. were guided 41. to trust 42. how 43. appreciation 44. to remove 45. appreciative 第三部分 写作（共两节，满分40分） 第一节（满分15分） Dear Editor, Last term, I failed to make the school debate team. For two days I avoided discussing the result because I thought it proved I was a poor speaker. Then I asked the coach for one suggestion. She said my ideas were clear but my examples were too general. I began recording short speeches and replacing general claims with concrete evidence. Although I still felt nervous, I earned a place at the next try. The experience taught me to treat feedback as information, not as a final judgment. Yours, Li Hua 第二节（满分25分） Mei spread the failure log across the bench. “We do not need another random fix,” she said. Together they marked every test in which the robot had stopped at the final table. A pattern appeared: the sensor failed only under the bright lamp above that table. Arun built a small shade from black card while the others prepared a manual stop button in case the change failed. At 8:15, the robot carried the books through the whole route. The team cheered, then deliberately ran the test five more times and recorded one remaining weakness. The next morning, their table displayed both the robot and the six-page log. Visitors first watched the successful delivery, but Mei also showed how the moving box and strong light had confused the sensor. When the robot stopped during the fourth demonstration, Arun pressed the manual button and calmly explained their next test. A judge praised the team for making its reasoning visible. Team Horizon did not receive the prize for the most advanced machine; it received a special award for thoughtful problem-solving. Walking home, Mei realised that onwards did not mean pretending nothing had gone wrong. It meant using each honest result to choose the next step. 原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司1 / 2 学科网（北京）股份有限公司 $ 2026-2027学年高二选择性必修第一册英语单元自测 Unit 2 Onwards and Upwards·基础通关 学校：___________ 班级：___________ 姓名：___________ 分数：___________ （时间：100分钟，满分：120分） 注意事项： 1. 答卷前，考生务必将学校、班级、姓名等信息填写清楚。 2. 选择题选出最佳答案；非选择题按要求作答。 3. 本卷不含听力，测试范围为外研版（2019）选择性必修第一册 Unit 2。 第一部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分三十七点五分） 阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。 A Bounce Back Week: Choose Your Session Our school’s Student Growth Centre is running four after-school sessions. Each session lasts 70 minutes and accepts 24 students. Registration closes at noon on Friday. REJECTION LAB — Monday, Room 204 Bring a real rejection email with private details removed. You will identify what the message does and does not say, then write two useful follow-up questions. Best for students applying for clubs, competitions or summer programmes. THE SECOND DRAFT — Tuesday, Library Studio Work with a writing coach on one page that has received criticism. You will practise separating comments about the work from judgments about yourself. Bring a printed draft and the feedback you received. SMALL WINS WORKOUT — Wednesday, Sports Hall This low-impact team circuit turns one difficult goal into five manageable steps. No sports experience is needed, but comfortable shoes are required. Students recovering from an injury should ask the school nurse before registering. GOAL OR ROUTE? — Thursday, Innovation Room Sometimes persistence means continuing; sometimes it means changing the method. Through short cases, you will decide what must stay fixed—the purpose—and what may change—the route. This session is recommended for project leaders. Students may attend one session only. Places are confirmed in registration order. If your first choice is full, the centre will offer the next available session you selected. Confirmation emails will include the room, start time and any final preparation reminder. 1. Who is Rejection Lab most suitable for? A. Students needing medical advice. B. Students preparing applications. C. Students learning a new sport. D. Students leading a group project. 2. What must students bring to The Second Draft? A. Comfortable shoes. B. A completed application. C. A paper copy of their work and comments. D. A list of project goals. 3. What is special about Goal or Route? A. It distinguishes a purpose from a method. B. It guarantees every student a place. C. It teaches students to avoid difficult goals. D. It requires previous leadership training. B The Ninth Envelope By the time Mira received her ninth rejection, she had developed a ritual. She would read the email once, close the laptop, and walk to the corner shop for a lemon sweet. The routine kept her from replying while disappointed. Still, this message hurt. The youth film festival had rejected Paper Boats, the short film she had spent six months making with her grandfather. Mira wanted to delete the file. Her grandfather, who had repaired fishing nets for most of his life, asked to watch the film again. Halfway through, he paused it. “You filmed my hands because you love the story behind them,” he said, “but strangers cannot see a story you have not shown.” Mira first heard this as criticism. Later she realised it was a question: what did the audience need in order to care? She requested feedback from the festival. The reply was brief but specific: beautiful images, unclear change. Instead of adding dramatic music, Mira rewrote the opening. She showed her grandfather teaching her to tie a knot, then failing to remember the next step after an illness. The rest of the film followed the two of them practising together—he recovering an old skill and she learning patience. The revised film was rejected twice more. Yet the later messages were different. One judge praised its emotional direction; another suggested cutting a repeated scene. Mira made the cut, entered a smaller coastal festival, and was invited to screen the film. It did not win the top prize. After the showing, however, three viewers stayed to tell her about skills they had learnt from older relatives. On the bus home, Mira bought no lemon sweet. Success, she understood, was not the opposite of rejection. Rejection had become useful only when she stopped treating it as a final description of her ability and started treating it as information about the work. 4. Why did Mira walk to the shop after reading a rejection? A. To celebrate finishing a film. B. To ask her grandfather for help. C. To avoid reacting immediately in disappointment. D. To decide which festival to enter next. 5. What weakness did the first festival identify in Paper Boats? A. Its music was too dramatic. B. Its central change was hard to follow. C. Its images lacked beauty. D. Its subject was unsuitable for young viewers. 6. What does the underlined idea “a final description of her ability” imply? A. A detailed report on her technical skills. B. A promise that her next film would succeed. C. A record of every change made to the film. D. A fixed judgment of what she was capable of. 7. What is the main message of the story? A. Feedback becomes valuable when it guides revision. B. Smaller competitions are easier to win. C. Family stories always attract festival judges. D. Repeated rejection should be ignored. C Why Keep a Failure Log? At Northbridge School, the robotics club keeps two records. The first is the familiar success board: photographs of working machines and certificates from competitions. The second is less impressive at first glance. It is a shared “failure log” filled with broken wheels, unstable code and ideas that never left the sketchbook. The log began when club mentor Ana Patel noticed that students were hiding unsuccessful trials. Teams would quietly replace a design and later forget why the earlier version had failed. As a result, another group might repeat the same mistake. Patel asked students to record three things after each important test: what they expected, what actually happened and what they would change next. Blame and excuses were not accepted as explanations. The purpose is not to make failure fashionable. A weak attempt does not become valuable merely because it failed. Value appears when a learner studies the gap between intention and result. For that reason, entries such as “the robot was terrible” are returned to the writer. An entry like “the left wheel slipped because its surface was smooth; test rubber bands next” can guide action. The log has also changed discussion inside the club. During weekly meetings, students now begin with a “useful surprise”—a result that challenged an assumption. Because everyone, including the mentor, contributes examples, admitting uncertainty feels less like losing status. Students still want their robots to work, but they are more willing to show unfinished thinking and ask for help earlier. A failure log cannot remove disappointment, and it should not turn every goal into an endless project. If repeated tests provide no new information, the team may need to change its method or even redefine the task. The record is therefore not a museum of mistakes. It is a map showing which roads have been tried and where a better route might begin. 8. Why did Patel introduce the failure log? A. Students cared too much about certificates. B. Teams refused to test unfinished machines. C. The success board had become difficult to update. D. Useful lessons from failed trials were being lost. 9. Which entry would probably be accepted? A. “Our idea failed, but no one is responsible.” B. “The robot was terrible and should be forgotten.” C. “The sensor reacted late; move it closer and retest.” D. “We expected to win because we worked very hard.” 10. What change has the log brought to club discussions? A. Students compete to report the biggest failure. B. Students share uncertainty more openly. C. Mentors give fewer suggestions. D. Teams avoid discussing unfinished work. 11. Why does the author call the log “a map”? A. It records past routes and supports the next decision. B. It gives every team the same destination. C. It proves that persistence always produces success. D. It ranks mistakes from small to serious. D Persist in the Goal—or in the Plan? “Never give up” is powerful advice when it protects us from quitting at the first sign of difficulty. It becomes less helpful, however, when we confuse a goal with the first plan made to reach it. A runner who wants to regain health may need to stop following a painful training schedule without abandoning the larger aim. Persistence is not always the act of pushing in the same direction. A useful way to think about this is to arrange goals in levels. At the top are values: becoming healthier, serving a community or creating meaningful work. Below them are outcomes, such as completing a race or publishing a story. At the lowest level are methods—the Tuesday training plan, the first draft, the particular competition. The lower the level, the more willing we should be to revise it when evidence changes. This does not mean changing plans whenever progress feels slow. Discomfort may simply be part of learning. Before switching routes, ask three questions. Is the present method causing avoidable harm? Is it still producing information or improvement? Does another route protect the same higher purpose? These questions turn a vague desire to quit into a decision that can be examined. There is also a social reason to make this distinction. People sometimes continue a failing plan because they have publicly promised to do so. Changing direction then feels like admitting weakness. Yet explaining what has been learnt—and how a new plan serves the original purpose—can be a stronger form of responsibility than silently continuing. The wisest persistence therefore contains flexibility. It keeps faith with what matters while refusing to worship one route. Sometimes courage is another attempt. Sometimes it is an honest pause, a request for help or a carefully chosen new goal. “Onwards” need not mean “straight ahead.” 12. What problem with “never give up” does the author identify? A. It makes people choose goals that are too easy. B. It prevents people from making public promises. C. It may make people protect a plan instead of a purpose. D. It encourages people to avoid discomfort. 13. According to paragraph 2, which should be most open to change? A. A personal value. B. A particular method. C. A long-term purpose. D. A community need. 14. What should a person do before changing routes? A. Wait until all discomfort disappears. B. Ask others to make the decision. C. Hide the earlier promise. D. Examine harm, learning and purpose. 15. Which statement best expresses the author’s view? A. Responsible persistence may include changing direction. B. A new goal is always better than an old one. C. Public promises should never influence action. D. Success depends on following the first plan. 第二节（共5小题；每小题2.5分，满分十二点五分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 A rejection can make one result feel like a judgment on your whole future. The most useful response is neither pretending not to care nor sending an angry reply. It is creating enough distance to think clearly. ____16.____ This pause is not avoidance; it is a way of protecting the quality of your response. A short walk, a meal or one night’s sleep can prevent a temporary emotion from choosing your next move. When you return to the message, separate the decision from the information. A simple “no” may contain little guidance, while a detailed comment may point to a skill or mismatch. ____17.____ Write down only what the message actually says before adding your interpretation. Next, decide whether a reply has a purpose. You might thank the reader, ask one focused question or request permission to apply again. ____18.____ A thoughtful reply protects the relationship even when it cannot change the present result. It should not demand that the decision be reversed. Then choose one small action within your control. Revise the opening paragraph, practise one difficult movement or ask a teacher to observe your next attempt. ____19.____ A manageable step rebuilds a sense of agency more effectively than a dramatic promise to “work harder.” Finally, review the larger goal. If it still matters, another route may be worth trying. If new evidence shows that the goal no longer fits your values or situation, changing it is not necessarily failure. ____20.____ Write down the reason so that tomorrow’s choice is not rewritten by today’s mood. Moving onwards sometimes means continuing, and sometimes means choosing more wisely. A. Make the action specific enough to complete soon. B. Any reply should remain brief, calm and professional. C. Ask several friends to explain why the judge was wrong. D. Begin by delaying any decision until the first emotional wave passes. E. In that case, the safest choice is to ignore every comment. F. What matters is that the choice is based on reflection rather than wounded pride. G. Be careful not to turn an inference such as “I have no talent” into a fact. 第二部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 When fourteen-year-old Leo failed to enter the school orchestra, he folded the rejection note and hid it inside his violin case. He was not avoiding the violin; he was avoiding being ____21____ by anyone who knew the result. His music teacher, Ms Chen, did not tell him simply to try harder. She asked him to play the audition piece and compared it with an earlier recording. ____22____, she pointed to one improvement—his rhythm was steadier—and one repeated problem: he rushed whenever the melody became ____23____. Together they designed a different routine. Leo would practise the hardest four bars slowly, ____24____ the speed only after playing them correctly three times. He also recorded one attempt each Friday. Hearing himself felt uncomfortable, but the recordings made progress ____25____. Sometimes he had to ____26____ an approach that was not working. Three months later, Leo auditioned again. Halfway through, he made the same mistake that had troubled him before. His hands tightened, but instead of racing ahead, he took a breath and ____27____ the tempo. He was accepted—not as first violin, but as a member of the second group. At the first rehearsal, Leo discovered that acceptance created new ____28____. He had to follow a conductor, listen across the group and recover when someone entered late. The earlier rejection had not prepared him by making him tougher in some mysterious way. It had helped because he and Ms Chen had turned disappointment into ____29____ information and a repeatable ____30____. At the end of term, a younger student asked Leo how to stop feeling nervous before an audition. Leo refused to ____31____ success. “You may still feel nervous,” he said. “The point is to know what you will do when nerves ____32____.” He showed the student his weekly recordings, including the worst one. What once felt ____33____ had become evidence of learning. Leo kept the rejection note in his case. It no longer ____34____ that he was not good enough. It reminded him that a result could be painful without being ____35____. 21. A. heard B. praised C. invited D. followed 22. A. Therefore B. Instead C. Besides D. Otherwise 23. A. familiar B. quiet C. difficult D. popular 24. A. hiding B. increasing C. measuring D. guessing 25. A. visible B. unnecessary C. accidental D. immediate 26. A. defend B. repeat C. abandon D. recommend 27. A. corrected B. ignored C. described D. recorded 28. A. prizes B. challenges C. excuses D. audiences 29. A. practical B. secret C. doubtful D. general 30. A. excuse B. method C. performance D. promise 31. A. guarantee B. report C. notice D. deserve 32. A. disappear B. return C. matter D. rise 33. A. ordinary B. shameful C. formal D. distant 34. A. proved B. warned C. explained D. admitted 35. A. useful B. final C. fair D. public 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Last month, our class agreed ____36.____ (join) a “Dining in the Dark” simulation designed by the school’s accessibility club.Before ____37.____ (enter) the room, we placed our phones and watches in lockers.The organisers asked us to avoid ____38.____ (use) any light during the activity.Before we went inside, they explained the safety rules ____39.____ (careful).Inside, we ____40.____ (guide) to our seats by student volunteers. At first, several of us kept trying to locate every object with our eyes.Gradually, we learnt ____41.____ (trust) touch, sound and one another’s voices.I noticed ____42.____ quickly a familiar task such as pouring water became a problem when I could not see the glass. After the meal, we discussed the experience with two visually impaired guests. They reminded us that one dark meal could not represent their daily lives. Listening to personal perspectives mattered more than making quick assumptions about disability. The activity was valuable only if it led to greater ____43.____ (appreciate) and more accessible choices. Our class therefore decided ____44.____ (remove) a box blocking a corridor and began checking whether digital notices could be read aloud by screen software.I left feeling more ____45.____ (appreciate) of abilities I normally take for granted. 第三部分 写作（共两节，满分40分） 第一节（满分15分） 假定你是李华。校英文社正在征集主题为“A Setback That Helped Me”的短文。请你写一封邮件投稿，内容包括： 1. 简述一次挫折； 2. 说明你的应对方式； 3. 分享你的收获。 注意： 1. 写作词数应为80左右； 2. 请按如下格式在答题卡的相应位置作答。 ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The robot rolled forward, turned left and stopped—again. In the school workshop, the display clock showed 6:40 p.m. The regional science showcase would open the next morning, but Team Horizon’s delivery robot could not finish the simple route between three marked tables. “We should withdraw,” said Arun, dropping a screwdriver onto the bench. “Every fix creates another problem.” The team had already replaced a wheel, rewritten the turning code and moved the distance sensor. Their failure log, once a neat page, had become six crowded sheets. Mei, the team leader, understood his frustration. She had promised that the robot would carry a small box of books to demonstrate how machines might help in a library. Now even an empty box seemed too much. She opened the latest log. The robot completed the route without a load. With the box, it stopped after the first turn. The team had blamed the motor, but the battery reading remained normal. “What changed besides the weight?” Mei asked. No one answered. She placed the box on the robot and watched closely. As it turned, one corner of the box slid outward and briefly covered the sensor. The machine was not weak; it was receiving a false signal that something blocked its path. The team taped a low cardboard frame around the platform. The next test went well until the final table, where the robot stopped again. This time the box had not moved. Arun pointed at the log and laughed without humour. “A new failure. Perfect.” Before Mei could reply, their teacher, Mr Zhou, entered. He listened, then placed a small toolkit beside the robot. “The showcase is not only for perfect products,” he said. “But you must decide what you are ready to show—and what you have actually learnt.” He left them with the workshop key. For a moment, the team stared at the robot and the six pages of failed tests. Mei looked from the display clock to her exhausted teammates. With less than twelve hours left, they had to choose between hiding the unfinished machine and changing the demonstration. 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Mei spread the failure log across the bench. ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ The next morning, their table displayed both the robot and the six-page log. ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 原创精品资源学科网独家享有版权，侵权必究！1 1 / 10 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… 此卷只装订不密封 ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… … 学校：______________姓名：_____________班级：_______________考号：______________________ 2026-2027学年高二选择性必修第一册英语单元自测 Unit 2 Onwards and Upwards·基础通关 学校：___________ 班级：___________ 姓名：___________ 分数：___________ （时间：100分钟，满分：120分） 注意事项： 1. 答卷前，考生务必将学校、班级、姓名等信息填写清楚。 2. 选择题选出最佳答案；非选择题按要求作答。 3. 本卷不含听力，测试范围为外研版（2019）选择性必修第一册 Unit 2。 第一部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分三十七点五分） 阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。 A Bounce Back Week: Choose Your Session Our school’s Student Growth Centre is running four after-school sessions. Each session lasts 70 minutes and accepts 24 students. Registration closes at noon on Friday. REJECTION LAB — Monday, Room 204 Bring a real rejection email with private details removed. You will identify what the message does and does not say, then write two useful follow-up questions. Best for students applying for clubs, competitions or summer programmes. THE SECOND DRAFT — Tuesday, Library Studio Work with a writing coach on one page that has received criticism. You will practise separating comments about the work from judgments about yourself. Bring a printed draft and the feedback you received. SMALL WINS WORKOUT — Wednesday, Sports Hall This low-impact team circuit turns one difficult goal into five manageable steps. No sports experience is needed, but comfortable shoes are required. Students recovering from an injury should ask the school nurse before registering. GOAL OR ROUTE? — Thursday, Innovation Room Sometimes persistence means continuing; sometimes it means changing the method. Through short cases, you will decide what must stay fixed—the purpose—and what may change—the route. This session is recommended for project leaders. Students may attend one session only. Places are confirmed in registration order. If your first choice is full, the centre will offer the next available session you selected. Confirmation emails will include the room, start time and any final preparation reminder. 1. Who is Rejection Lab most suitable for? A. Students needing medical advice. B. Students preparing applications. C. Students learning a new sport. D. Students leading a group project. 2. What must students bring to The Second Draft? A. Comfortable shoes. B. A completed application. C. A paper copy of their work and comments. D. A list of project goals. 3. What is special about Goal or Route? A. It distinguishes a purpose from a method. B. It guarantees every student a place. C. It teaches students to avoid difficult goals. D. It requires previous leadership training. B The Ninth Envelope By the time Mira received her ninth rejection, she had developed a ritual. She would read the email once, close the laptop, and walk to the corner shop for a lemon sweet. The routine kept her from replying while disappointed. Still, this message hurt. The youth film festival had rejected Paper Boats, the short film she had spent six months making with her grandfather. Mira wanted to delete the file. Her grandfather, who had repaired fishing nets for most of his life, asked to watch the film again. Halfway through, he paused it. “You filmed my hands because you love the story behind them,” he said, “but strangers cannot see a story you have not shown.” Mira first heard this as criticism. Later she realised it was a question: what did the audience need in order to care? She requested feedback from the festival. The reply was brief but specific: beautiful images, unclear change. Instead of adding dramatic music, Mira rewrote the opening. She showed her grandfather teaching her to tie a knot, then failing to remember the next step after an illness. The rest of the film followed the two of them practising together—he recovering an old skill and she learning patience. The revised film was rejected twice more. Yet the later messages were different. One judge praised its emotional direction; another suggested cutting a repeated scene. Mira made the cut, entered a smaller coastal festival, and was invited to screen the film. It did not win the top prize. After the showing, however, three viewers stayed to tell her about skills they had learnt from older relatives. On the bus home, Mira bought no lemon sweet. Success, she understood, was not the opposite of rejection. Rejection had become useful only when she stopped treating it as a final description of her ability and started treating it as information about the work. 4. Why did Mira walk to the shop after reading a rejection? A. To celebrate finishing a film. B. To ask her grandfather for help. C. To avoid reacting immediately in disappointment. D. To decide which festival to enter next. 5. What weakness did the first festival identify in Paper Boats? A. Its music was too dramatic. B. Its central change was hard to follow. C. Its images lacked beauty. D. Its subject was unsuitable for young viewers. 6. What does the underlined idea “a final description of her ability” imply? A. A detailed report on her technical skills. B. A promise that her next film would succeed. C. A record of every change made to the film. D. A fixed judgment of what she was capable of. 7. What is the main message of the story? A. Feedback becomes valuable when it guides revision. B. Smaller competitions are easier to win. C. Family stories always attract festival judges. D. Repeated rejection should be ignored. C Why Keep a Failure Log? At Northbridge School, the robotics club keeps two records. The first is the familiar success board: photographs of working machines and certificates from competitions. The second is less impressive at first glance. It is a shared “failure log” filled with broken wheels, unstable code and ideas that never left the sketchbook. The log began when club mentor Ana Patel noticed that students were hiding unsuccessful trials. Teams would quietly replace a design and later forget why the earlier version had failed. As a result, another group might repeat the same mistake. Patel asked students to record three things after each important test: what they expected, what actually happened and what they would change next. Blame and excuses were not accepted as explanations. The purpose is not to make failure fashionable. A weak attempt does not become valuable merely because it failed. Value appears when a learner studies the gap between intention and result. For that reason, entries such as “the robot was terrible” are returned to the writer. An entry like “the left wheel slipped because its surface was smooth; test rubber bands next” can guide action. The log has also changed discussion inside the club. During weekly meetings, students now begin with a “useful surprise”—a result that challenged an assumption. Because everyone, including the mentor, contributes examples, admitting uncertainty feels less like losing status. Students still want their robots to work, but they are more willing to show unfinished thinking and ask for help earlier. A failure log cannot remove disappointment, and it should not turn every goal into an endless project. If repeated tests provide no new information, the team may need to change its method or even redefine the task. The record is therefore not a museum of mistakes. It is a map showing which roads have been tried and where a better route might begin. 8. Why did Patel introduce the failure log? A. Students cared too much about certificates. B. Teams refused to test unfinished machines. C. The success board had become difficult to update. D. Useful lessons from failed trials were being lost. 9. Which entry would probably be accepted? A. “Our idea failed, but no one is responsible.” B. “The robot was terrible and should be forgotten.” C. “The sensor reacted late; move it closer and retest.” D. “We expected to win because we worked very hard.” 10. What change has the log brought to club discussions? A. Students compete to report the biggest failure. B. Students share uncertainty more openly. C. Mentors give fewer suggestions. D. Teams avoid discussing unfinished work. 11. Why does the author call the log “a map”? A. It records past routes and supports the next decision. B. It gives every team the same destination. C. It proves that persistence always produces success. D. It ranks mistakes from small to serious. D Persist in the Goal—or in the Plan? “Never give up” is powerful advice when it protects us from quitting at the first sign of difficulty. It becomes less helpful, however, when we confuse a goal with the first plan made to reach it. A runner who wants to regain health may need to stop following a painful training schedule without abandoning the larger aim. Persistence is not always the act of pushing in the same direction. A useful way to think about this is to arrange goals in levels. At the top are values: becoming healthier, serving a community or creating meaningful work. Below them are outcomes, such as completing a race or publishing a story. At the lowest level are methods—the Tuesday training plan, the first draft, the particular competition. The lower the level, the more willing we should be to revise it when evidence changes. This does not mean changing plans whenever progress feels slow. Discomfort may simply be part of learning. Before switching routes, ask three questions. Is the present method causing avoidable harm? Is it still producing information or improvement? Does another route protect the same higher purpose? These questions turn a vague desire to quit into a decision that can be examined. There is also a social reason to make this distinction. People sometimes continue a failing plan because they have publicly promised to do so. Changing direction then feels like admitting weakness. Yet explaining what has been learnt—and how a new plan serves the original purpose—can be a stronger form of responsibility than silently continuing. The wisest persistence therefore contains flexibility. It keeps faith with what matters while refusing to worship one route. Sometimes courage is another attempt. Sometimes it is an honest pause, a request for help or a carefully chosen new goal. “Onwards” need not mean “straight ahead.” 12. What problem with “never give up” does the author identify? A. It makes people choose goals that are too easy. B. It prevents people from making public promises. C. It may make people protect a plan instead of a purpose. D. It encourages people to avoid discomfort. 13. According to paragraph 2, which should be most open to change? A. A personal value. B. A particular method. C. A long-term purpose. D. A community need. 14. What should a person do before changing routes? A. Wait until all discomfort disappears. B. Ask others to make the decision. C. Hide the earlier promise. D. Examine harm, learning and purpose. 15. Which statement best expresses the author’s view? A. Responsible persistence may include changing direction. B. A new goal is always better than an old one. C. Public promises should never influence action. D. Success depends on following the first plan. 第二节（共5小题；每小题2.5分，满分十二点五分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 A rejection can make one result feel like a judgment on your whole future. The most useful response is neither pretending not to care nor sending an angry reply. It is creating enough distance to think clearly. ____16.____ This pause is not avoidance; it is a way of protecting the quality of your response. A short walk, a meal or one night’s sleep can prevent a temporary emotion from choosing your next move. When you return to the message, separate the decision from the information. A simple “no” may contain little guidance, while a detailed comment may point to a skill or mismatch. ____17.____ Write down only what the message actually says before adding your interpretation. Next, decide whether a reply has a purpose. You might thank the reader, ask one focused question or request permission to apply again. ____18.____ A thoughtful reply protects the relationship even when it cannot change the present result. It should not demand that the decision be reversed. Then choose one small action within your control. Revise the opening paragraph, practise one difficult movement or ask a teacher to observe your next attempt. ____19.____ A manageable step rebuilds a sense of agency more effectively than a dramatic promise to “work harder.” Finally, review the larger goal. If it still matters, another route may be worth trying. If new evidence shows that the goal no longer fits your values or situation, changing it is not necessarily failure. ____20.____ Write down the reason so that tomorrow’s choice is not rewritten by today’s mood. Moving onwards sometimes means continuing, and sometimes means choosing more wisely. A. Make the action specific enough to complete soon. B. Any reply should remain brief, calm and professional. C. Ask several friends to explain why the judge was wrong. D. Begin by delaying any decision until the first emotional wave passes. E. In that case, the safest choice is to ignore every comment. F. What matters is that the choice is based on reflection rather than wounded pride. G. Be careful not to turn an inference such as “I have no talent” into a fact. 第二部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 When fourteen-year-old Leo failed to enter the school orchestra, he folded the rejection note and hid it inside his violin case. He was not avoiding the violin; he was avoiding being ____21____ by anyone who knew the result. His music teacher, Ms Chen, did not tell him simply to try harder. She asked him to play the audition piece and compared it with an earlier recording. ____22____, she pointed to one improvement—his rhythm was steadier—and one repeated problem: he rushed whenever the melody became ____23____. Together they designed a different routine. Leo would practise the hardest four bars slowly, ____24____ the speed only after playing them correctly three times. He also recorded one attempt each Friday. Hearing himself felt uncomfortable, but the recordings made progress ____25____. Sometimes he had to ____26____ an approach that was not working. Three months later, Leo auditioned again. Halfway through, he made the same mistake that had troubled him before. His hands tightened, but instead of racing ahead, he took a breath and ____27____ the tempo. He was accepted—not as first violin, but as a member of the second group. At the first rehearsal, Leo discovered that acceptance created new ____28____. He had to follow a conductor, listen across the group and recover when someone entered late. The earlier rejection had not prepared him by making him tougher in some mysterious way. It had helped because he and Ms Chen had turned disappointment into ____29____ information and a repeatable ____30____. At the end of term, a younger student asked Leo how to stop feeling nervous before an audition. Leo refused to ____31____ success. “You may still feel nervous,” he said. “The point is to know what you will do when nerves ____32____.” He showed the student his weekly recordings, including the worst one. What once felt ____33____ had become evidence of learning. Leo kept the rejection note in his case. It no longer ____34____ that he was not good enough. It reminded him that a result could be painful without being ____35____. 21. A. heard B. praised C. invited D. followed 22. A. Therefore B. Instead C. Besides D. Otherwise 23. A. familiar B. quiet C. difficult D. popular 24. A. hiding B. increasing C. measuring D. guessing 25. A. visible B. unnecessary C. accidental D. immediate 26. A. defend B. repeat C. abandon D. recommend 27. A. corrected B. ignored C. described D. recorded 28. A. prizes B. challenges C. excuses D. audiences 29. A. practical B. secret C. doubtful D. general 30. A. excuse B. method C. performance D. promise 31. A. guarantee B. report C. notice D. deserve 32. A. disappear B. return C. matter D. rise 33. A. ordinary B. shameful C. formal D. distant 34. A. proved B. warned C. explained D. admitted 35. A. useful B. final C. fair D. public 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Last month, our class agreed ____36.____ (join) a “Dining in the Dark” simulation designed by the school’s accessibility club.Before ____37.____ (enter) the room, we placed our phones and watches in lockers.The organisers asked us to avoid ____38.____ (use) any light during the activity.Before we went inside, they explained the safety rules ____39.____ (careful).Inside, we ____40.____ (guide) to our seats by student volunteers. At first, several of us kept trying to locate every object with our eyes.Gradually, we learnt ____41.____ (trust) touch, sound and one another’s voices.I noticed ____42.____ quickly a familiar task such as pouring water became a problem when I could not see the glass. After the meal, we discussed the experience with two visually impaired guests. They reminded us that one dark meal could not represent their daily lives. Listening to personal perspectives mattered more than making quick assumptions about disability. The activity was valuable only if it led to greater ____43.____ (appreciate) and more accessible choices. Our class therefore decided ____44.____ (remove) a box blocking a corridor and began checking whether digital notices could be read aloud by screen software.I left feeling more ____45.____ (appreciate) of abilities I normally take for granted. 第三部分 写作（共两节，满分40分） 第一节（满分15分） 假定你是李华。校英文社正在征集主题为“A Setback That Helped Me”的短文。请你写一封邮件投稿，内容包括： 1. 简述一次挫折； 2. 说明你的应对方式； 3. 分享你的收获。 注意： 1. 写作词数应为80左右； 2. 请按如下格式在答题卡的相应位置作答。 ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The robot rolled forward, turned left and stopped—again. In the school workshop, the display clock showed 6:40 p.m. The regional science showcase would open the next morning, but Team Horizon’s delivery robot could not finish the simple route between three marked tables. “We should withdraw,” said Arun, dropping a screwdriver onto the bench. “Every fix creates another problem.” The team had already replaced a wheel, rewritten the turning code and moved the distance sensor. Their failure log, once a neat page, had become six crowded sheets. Mei, the team leader, understood his frustration. She had promised that the robot would carry a small box of books to demonstrate how machines might help in a library. Now even an empty box seemed too much. She opened the latest log. The robot completed the route without a load. With the box, it stopped after the first turn. The team had blamed the motor, but the battery reading remained normal. “What changed besides the weight?” Mei asked. No one answered. She placed the box on the robot and watched closely. As it turned, one corner of the box slid outward and briefly covered the sensor. The machine was not weak; it was receiving a false signal that something blocked its path. The team taped a low cardboard frame around the platform. The next test went well until the final table, where the robot stopped again. This time the box had not moved. Arun pointed at the log and laughed without humour. “A new failure. Perfect.” Before Mei could reply, their teacher, Mr Zhou, entered. He listened, then placed a small toolkit beside the robot. “The showcase is not only for perfect products,” he said. “But you must decide what you are ready to show—and what you have actually learnt.” He left them with the workshop key. For a moment, the team stared at the robot and the six pages of failed tests. Mei looked from the display clock to her exhausted teammates. With less than twelve hours left, they had to choose between hiding the unfinished machine and changing the demonstration. 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Mei spread the failure log across the bench. ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ The next morning, their table displayed both the robot and the six-page log. ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 试题 第3页（共8页） 试题 第4页（共8页） 试题 第1页（共8页） 试题 第2页（共8页） 学科网（北京）股份有限公司 $ 2026-2027学年高二选择性必修第一册英语单元自测 Unit 2 Onwards and Upwards·基础通关 学校：___________ 班级：___________ 姓名：___________ 分数：___________ （时间：100分钟，满分：120分） 注意事项： 1. 答卷前，考生务必将学校、班级、姓名等信息填写清楚。 2. 选择题选出最佳答案；非选择题按要求作答。 3. 本卷不含听力，测试范围为外研版（2019）选择性必修第一册 Unit 2。 第一部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分三十七点五分） 阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。 A Bounce Back Week: Choose Your Session Our school’s Student Growth Centre is running four after-school sessions. Each session lasts 70 minutes and accepts 24 students. Registration closes at noon on Friday. REJECTION LAB — Monday, Room 204 Bring a real rejection email with private details removed. You will identify what the message does and does not say, then write two useful follow-up questions. Best for students applying for clubs, competitions or summer programmes. THE SECOND DRAFT — Tuesday, Library Studio Work with a writing coach on one page that has received criticism. You will practise separating comments about the work from judgments about yourself. Bring a printed draft and the feedback you received. SMALL WINS WORKOUT — Wednesday, Sports Hall This low-impact team circuit turns one difficult goal into five manageable steps. No sports experience is needed, but comfortable shoes are required. Students recovering from an injury should ask the school nurse before registering. GOAL OR ROUTE? — Thursday, Innovation Room Sometimes persistence means continuing; sometimes it means changing the method. Through short cases, you will decide what must stay fixed—the purpose—and what may change—the route. This session is recommended for project leaders. Students may attend one session only. Places are confirmed in registration order. If your first choice is full, the centre will offer the next available session you selected. Confirmation emails will include the room, start time and any final preparation reminder. 1. Who is Rejection Lab most suitable for? A. Students needing medical advice. B. Students preparing applications. C. Students learning a new sport. D. Students leading a group project. 2. What must students bring to The Second Draft? A. Comfortable shoes. B. A completed application. C. A paper copy of their work and comments. D. A list of project goals. 3. What is special about Goal or Route? A. It distinguishes a purpose from a method. B. It guarantees every student a place. C. It teaches students to avoid difficult goals. D. It requires previous leadership training. 【答案】1.B 2.C 3.A 【导语】本文是一则校园活动通知，介绍四个与应对挫折相关的工作坊及报名规则。 1. 细节理解题。Rejection Lab 明确面向申请社团、比赛或暑期项目的学生，故选B。A对应运动健康提示；C、D分别与其他活动相关。 2. 细节理解题。The Second Draft 要求携带打印稿和收到的反馈，故选C。其余物品属于其他活动或未被要求。 3. 细节理解题。Goal or Route 要学生区分必须坚持的目标与可以调整的路径，故选A。B、C、D均扩大或曲解原文。 【教师点拨】实用类文本先锁定活动名称，再用对象、材料、限制条件做同义替换匹配。 B The Ninth Envelope By the time Mira received her ninth rejection, she had developed a ritual. She would read the email once, close the laptop, and walk to the corner shop for a lemon sweet. The routine kept her from replying while disappointed. Still, this message hurt. The youth film festival had rejected Paper Boats, the short film she had spent six months making with her grandfather. Mira wanted to delete the file. Her grandfather, who had repaired fishing nets for most of his life, asked to watch the film again. Halfway through, he paused it. “You filmed my hands because you love the story behind them,” he said, “but strangers cannot see a story you have not shown.” Mira first heard this as criticism. Later she realised it was a question: what did the audience need in order to care? She requested feedback from the festival. The reply was brief but specific: beautiful images, unclear change. Instead of adding dramatic music, Mira rewrote the opening. She showed her grandfather teaching her to tie a knot, then failing to remember the next step after an illness. The rest of the film followed the two of them practising together—he recovering an old skill and she learning patience. The revised film was rejected twice more. Yet the later messages were different. One judge praised its emotional direction; another suggested cutting a repeated scene. Mira made the cut, entered a smaller coastal festival, and was invited to screen the film. It did not win the top prize. After the showing, however, three viewers stayed to tell her about skills they had learnt from older relatives. On the bus home, Mira bought no lemon sweet. Success, she understood, was not the opposite of rejection. Rejection had become useful only when she stopped treating it as a final description of her ability and started treating it as information about the work. 4. Why did Mira walk to the shop after reading a rejection? A. To celebrate finishing a film. B. To ask her grandfather for help. C. To avoid reacting immediately in disappointment. D. To decide which festival to enter next. 5. What weakness did the first festival identify in Paper Boats? A. Its music was too dramatic. B. Its central change was hard to follow. C. Its images lacked beauty. D. Its subject was unsuitable for young viewers. 6. What does the underlined idea “a final description of her ability” imply? A. A detailed report on her technical skills. B. A promise that her next film would succeed. C. A record of every change made to the film. D. A fixed judgment of what she was capable of. 7. What is the main message of the story? A. Feedback becomes valuable when it guides revision. B. Smaller competitions are easier to win. C. Family stories always attract festival judges. D. Repeated rejection should be ignored. 【答案】4.C 5.B 6.D 7.A 【导语】本文是一篇记叙文。Mira在多次退稿后学会把拒绝当作改进作品的信息，而不是对能力的终审。 4. 细节理解题。第一段说明这一仪式能阻止她在失望时立即回复，故选C。A、B、D均非散步目的。 5. 细节理解题。反馈为“beautiful images, unclear change”，问题是核心变化不清晰，故选B。A是她最初想采用的做法；C与原文相反；D未提及。 6. 词句猜测题。final description 在此指把一次拒绝当成对自身能力的固定判决，故选D。A、B、C均把抽象含义误解为具体材料。 7. 主旨大意题。全文转折在于Mira把反馈用于修改，拒绝因此变得有用，故选A。B、C过度概括局部，D与结尾相反。 【教师点拨】人物成长题要追踪“原有认知—触发事件—行动变化—新认知”，不要只抓获奖结果。 C Why Keep a Failure Log? At Northbridge School, the robotics club keeps two records. The first is the familiar success board: photographs of working machines and certificates from competitions. The second is less impressive at first glance. It is a shared “failure log” filled with broken wheels, unstable code and ideas that never left the sketchbook. The log began when club mentor Ana Patel noticed that students were hiding unsuccessful trials. Teams would quietly replace a design and later forget why the earlier version had failed. As a result, another group might repeat the same mistake. Patel asked students to record three things after each important test: what they expected, what actually happened and what they would change next. Blame and excuses were not accepted as explanations. The purpose is not to make failure fashionable. A weak attempt does not become valuable merely because it failed. Value appears when a learner studies the gap between intention and result. For that reason, entries such as “the robot was terrible” are returned to the writer. An entry like “the left wheel slipped because its surface was smooth; test rubber bands next” can guide action. The log has also changed discussion inside the club. During weekly meetings, students now begin with a “useful surprise”—a result that challenged an assumption. Because everyone, including the mentor, contributes examples, admitting uncertainty feels less like losing status. Students still want their robots to work, but they are more willing to show unfinished thinking and ask for help earlier. A failure log cannot remove disappointment, and it should not turn every goal into an endless project. If repeated tests provide no new information, the team may need to change its method or even redefine the task. The record is therefore not a museum of mistakes. It is a map showing which roads have been tried and where a better route might begin. 8. Why did Patel introduce the failure log? A. Students cared too much about certificates. B. Teams refused to test unfinished machines. C. The success board had become difficult to update. D. Useful lessons from failed trials were being lost. 9. Which entry would probably be accepted? A. “Our idea failed, but no one is responsible.” B. “The robot was terrible and should be forgotten.” C. “The sensor reacted late; move it closer and retest.” D. “We expected to win because we worked very hard.” 10. What change has the log brought to club discussions? A. Students compete to report the biggest failure. B. Students share uncertainty more openly. C. Mentors give fewer suggestions. D. Teams avoid discussing unfinished work. 11. Why does the author call the log “a map”? A. It records past routes and supports the next decision. B. It gives every team the same destination. C. It proves that persistence always produces success. D. It ranks mistakes from small to serious. 【答案】8.D 9.C 10.B 11.A 【导语】本文是一篇说明文，介绍机器人社团用“失败日志”保存试验信息、促进求助并调整策略。 8. 细节理解题。学生会隐藏失败并遗忘原因，其他组又可能重复错误，故选D。其余选项未构成引入日志的原因。 9. 推理判断题。合格记录需写清预期、结果和下一步，C包含可验证原因与改进动作。A推责，B空泛，D只谈努力。 10. 细节理解题。共同记录使承认不确定性不再像失去地位，学生更早求助，故选B。A、C、D与原文不符。 11. 推理判断题。结尾把日志比作地图，因为它标出已尝试路径并提示新起点，故选A。B、C绝对化，D未提及。 【教师点拨】说明文中的比喻题要回到上下句，把形象表达还原为信息功能。 D Persist in the Goal—or in the Plan? “Never give up” is powerful advice when it protects us from quitting at the first sign of difficulty. It becomes less helpful, however, when we confuse a goal with the first plan made to reach it. A runner who wants to regain health may need to stop following a painful training schedule without abandoning the larger aim. Persistence is not always the act of pushing in the same direction. A useful way to think about this is to arrange goals in levels. At the top are values: becoming healthier, serving a community or creating meaningful work. Below them are outcomes, such as completing a race or publishing a story. At the lowest level are methods—the Tuesday training plan, the first draft, the particular competition. The lower the level, the more willing we should be to revise it when evidence changes. This does not mean changing plans whenever progress feels slow. Discomfort may simply be part of learning. Before switching routes, ask three questions. Is the present method causing avoidable harm? Is it still producing information or improvement? Does another route protect the same higher purpose? These questions turn a vague desire to quit into a decision that can be examined. There is also a social reason to make this distinction. People sometimes continue a failing plan because they have publicly promised to do so. Changing direction then feels like admitting weakness. Yet explaining what has been learnt—and how a new plan serves the original purpose—can be a stronger form of responsibility than silently continuing. The wisest persistence therefore contains flexibility. It keeps faith with what matters while refusing to worship one route. Sometimes courage is another attempt. Sometimes it is an honest pause, a request for help or a carefully chosen new goal. “Onwards” need not mean “straight ahead.” 12. What problem with “never give up” does the author identify? A. It makes people choose goals that are too easy. B. It prevents people from making public promises. C. It may make people protect a plan instead of a purpose. D. It encourages people to avoid discomfort. 13. According to paragraph 2, which should be most open to change? A. A personal value. B. A particular method. C. A long-term purpose. D. A community need. 14. What should a person do before changing routes? A. Wait until all discomfort disappears. B. Ask others to make the decision. C. Hide the earlier promise. D. Examine harm, learning and purpose. 15. Which statement best expresses the author’s view? A. Responsible persistence may include changing direction. B. A new goal is always better than an old one. C. Public promises should never influence action. D. Success depends on following the first plan. 【答案】12.C 13.B 14.D 15.A 【导语】本文是一篇议论文，区分价值、结果与方法，论证真正的坚持应包含基于证据的灵活调整。 12. 细节理解题。作者指出人们会把目标与第一套方案混为一谈，故选C。A、B、D均不是核心问题。 13. 细节理解题。层级越低越应随证据调整；具体方法处于最低层，故选B。A、C、D都更接近上位目的。 14. 细节理解题。第三段三问依次检查可避免伤害、信息或进步、上位目的，故选D。其余选项与建议不符。 15. 观点态度题。结尾强调“wise persistence contains flexibility”，故选A。B、C绝对化，D与全文相反。 【教师点拨】观点类文本先区分作者反对的极端说法和作者主张的限定性观点，注意 may、sometimes 等语气。 第二节（共5小题；每小题2.5分，满分十二点五分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 A rejection can make one result feel like a judgment on your whole future. The most useful response is neither pretending not to care nor sending an angry reply. It is creating enough distance to think clearly. ____16.____ This pause is not avoidance; it is a way of protecting the quality of your response. A short walk, a meal or one night’s sleep can prevent a temporary emotion from choosing your next move. When you return to the message, separate the decision from the information. A simple “no” may contain little guidance, while a detailed comment may point to a skill or mismatch. ____17.____ Write down only what the message actually says before adding your interpretation. Next, decide whether a reply has a purpose. You might thank the reader, ask one focused question or request permission to apply again. ____18.____ A thoughtful reply protects the relationship even when it cannot change the present result. It should not demand that the decision be reversed. Then choose one small action within your control. Revise the opening paragraph, practise one difficult movement or ask a teacher to observe your next attempt. ____19.____ A manageable step rebuilds a sense of agency more effectively than a dramatic promise to “work harder.” Finally, review the larger goal. If it still matters, another route may be worth trying. If new evidence shows that the goal no longer fits your values or situation, changing it is not necessarily failure. ____20.____ Write down the reason so that tomorrow’s choice is not rewritten by today’s mood. Moving onwards sometimes means continuing, and sometimes means choosing more wisely. A. Make the action specific enough to complete soon. B. Any reply should remain brief, calm and professional. C. Ask several friends to explain why the judge was wrong. D. Begin by delaying any decision until the first emotional wave passes. E. In that case, the safest choice is to ignore every comment. F. What matters is that the choice is based on reflection rather than wounded pride. G. Be careful not to turn an inference such as “I have no talent” into a fact. 【答案】16.D 17.G 18.B 19.A 20.F 【导语】本文介绍收到拒绝后从稳定情绪、读取信息、合理回复、采取小行动到复核目标的五步方法。 16. D。后句列举散步、吃饭或睡一晚，都是让情绪波峰过去后再决定；D中的delaying与后句呼应。 17. G。后句要求先写下信息“实际说了什么”，因此前句应提醒不要把主观推断当事实。 18. B。前文讨论回复目的，后句说明回复不应要求推翻决定，B对回复的语气和长度作总体限定。 19. A。前句要求选择可控的小行动，后句强调manageable step，A中的specific和complete soon形成衔接。 20. F。前文说明可以坚持也可以换目标，F强调选择应来自反思而非受伤的自尊，承接总结。 【教师点拨】七选五同时检查段落功能、代词指向和关键词复现；先判断空格在步骤中的作用，再比对衔接。 第二部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 When fourteen-year-old Leo failed to enter the school orchestra, he folded the rejection note and hid it inside his violin case. He was not avoiding the violin; he was avoiding being ____21____ by anyone who knew the result. His music teacher, Ms Chen, did not tell him simply to try harder. She asked him to play the audition piece and compared it with an earlier recording. ____22____, she pointed to one improvement—his rhythm was steadier—and one repeated problem: he rushed whenever the melody became ____23____. Together they designed a different routine. Leo would practise the hardest four bars slowly, ____24____ the speed only after playing them correctly three times. He also recorded one attempt each Friday. Hearing himself felt uncomfortable, but the recordings made progress ____25____. Sometimes he had to ____26____ an approach that was not working. Three months later, Leo auditioned again. Halfway through, he made the same mistake that had troubled him before. His hands tightened, but instead of racing ahead, he took a breath and ____27____ the tempo. He was accepted—not as first violin, but as a member of the second group. At the first rehearsal, Leo discovered that acceptance created new ____28____. He had to follow a conductor, listen across the group and recover when someone entered late. The earlier rejection had not prepared him by making him tougher in some mysterious way. It had helped because he and Ms Chen had turned disappointment into ____29____ information and a repeatable ____30____. At the end of term, a younger student asked Leo how to stop feeling nervous before an audition. Leo refused to ____31____ success. “You may still feel nervous,” he said. “The point is to know what you will do when nerves ____32____.” He showed the student his weekly recordings, including the worst one. What once felt ____33____ had become evidence of learning. Leo kept the rejection note in his case. It no longer ____34____ that he was not good enough. It reminded him that a result could be painful without being ____35____. 21. A. heard B. praised C. invited D. followed 22. A. Therefore B. Instead C. Besides D. Otherwise 23. A. familiar B. quiet C. difficult D. popular 24. A. hiding B. increasing C. measuring D. guessing 25. A. visible B. unnecessary C. accidental D. immediate 26. A. defend B. repeat C. abandon D. recommend 27. A. corrected B. ignored C. described D. recorded 28. A. prizes B. challenges C. excuses D. audiences 29. A. practical B. secret C. doubtful D. general 30. A. excuse B. method C. performance D. promise 31. A. guarantee B. report C. notice D. deserve 32. A. disappear B. return C. matter D. rise 33. A. ordinary B. shameful C. formal D. distant 34. A. proved B. warned C. explained D. admitted 35. A. useful B. final C. fair D. public 【答案】21.A 22.B 23.C 24.B 25.A 26.C 27.A 28.B 29.A 30.B 31.A 32.D 33.B 34.A 35.B 【导语】本文讲述Leo在落选校乐团后，通过具体反馈、分步训练和录音复盘再次参加选拔，并重新理解拒绝。 21. A。Leo躲着别人练琴，是不想被知道结果的人听见，hear符合语境。 22. B。他以为会听到一串缺点，老师却指出一处进步和一处问题，Instead表转折。 23. C。问题出现在旋律变难时，difficult与“hardest four bars”照应。 24. B。先慢练，连续正确三次后再提高速度，increase符合训练逻辑。 25. A。录音让进步可以被听见和比较，即visible的引申义“清晰可见”。 26. C。若方法无效就放弃该方法，abandon与调整策略的主题一致。 27. A。他深呼吸并纠正速度，correct the tempo搭配自然。 28. B。被录取后还要跟指挥、听合奏、处理迟进，都是新挑战。 29. A。失望被转化为可用于行动的实用信息，practical最恰当。 30. B。训练形成可重复的方法，method与前文routine照应。 31. A。Leo不能保证成功，guarantee符合宾语success。 32. D。紧张情绪“升起、出现”用rise；句意为知道紧张出现时怎么做。 33. B。最差录音曾让他感到羞耻，如今成了学习证据。 34. A。退稿不再“证明”他不够好，prove符合认知转变。 35. B。结果虽痛苦但不是最终判决，final呼应单元主题。 【教师点拨】完形填空优先恢复叙事链和搭配，再用主题意义核验；不要只凭单句近义词选答案。 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Last month, our class agreed ____36.____ (join) a “Dining in the Dark” simulation designed by the school’s accessibility club.Before ____37.____ (enter) the room, we placed our phones and watches in lockers.The organisers asked us to avoid ____38.____ (use) any light during the activity.Before we went inside, they explained the safety rules ____39.____ (careful).Inside, we ____40.____ (guide) to our seats by student volunteers. At first, several of us kept trying to locate every object with our eyes.Gradually, we learnt ____41.____ (trust) touch, sound and one another’s voices.I noticed ____42.____ quickly a familiar task such as pouring water became a problem when I could not see the glass. After the meal, we discussed the experience with two visually impaired guests. They reminded us that one dark meal could not represent their daily lives. Listening to personal perspectives mattered more than making quick assumptions about disability. The activity was valuable only if it led to greater ____43.____ (appreciate) and more accessible choices. Our class therefore decided ____44.____ (remove) a box blocking a corridor and began checking whether digital notices could be read aloud by screen software.I left feeling more ____45.____ (appreciate) of abilities I normally take for granted. 【答案】36.to join 37.entering 38.using 39.carefully 40.were guided 41.to trust 42.how 43.appreciation 44.to remove 45.appreciative 【导语】本文讲述一次校园“黑暗中用餐”模拟活动及其带来的反思和无障碍行动。 36. to join。agree后接不定式作宾语：agree to do sth。 37. entering。介词before后接动词-ing形式。 38. using。avoid后接动词-ing形式作宾语。 39. carefully。修饰动词explained应用副词。 40. were guided。主语we与guide为被动关系，叙述过去经历，用一般过去时被动语态。 41. to trust。learn后接不定式，learn to do sth。 42. how。引导宾语从句并修饰副词quickly，表示“多么快”。 43. appreciation。greater后接名词，与choices并列构成活动的结果。 44. to remove。decide后接不定式作宾语。 45. appreciative。feel为系动词，后接形容词；be appreciative of意为“感激、欣赏”。 【教师点拨】本题重点考查-ing与不定式作宾语，同时覆盖非谓语、词性转换、从句和被动语态。 第三部分 写作（共两节，满分40分） 第一节（满分15分） 假定你是李华。校英文社正在征集主题为“A Setback That Helped Me”的短文。请你写一封邮件投稿，内容包括： 1. 简述一次挫折； 2. 说明你的应对方式； 3. 分享你的收获。 注意： 1. 写作词数应为80左右； 2. 请按如下格式在答题卡的相应位置作答。 【写作指导】内容须形成“挫折—行动—收获”闭环；行动要具体，收获要由经历自然推出。建议使用过去时叙事、一般现在时表达认识。 【评分标准】内容7分（要点完整、细节合理）；语言5分（准确、连贯、有适度变化）；篇章3分（格式得体、衔接清晰）。 【参考范文】 Dear Editor, Last term, I failed to make the school debate team. For two days I avoided discussing the result because I thought it proved I was a poor speaker. Then I asked the coach for one suggestion. She said my ideas were clear but my examples were too general. I began recording short speeches and replacing general claims with concrete evidence. Although I still felt nervous, I earned a place at the next try. The experience taught me to treat feedback as information, not as a final judgment. Yours, Li Hua 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The robot rolled forward, turned left and stopped—again. In the school workshop, the display clock showed 6:40 p.m. The regional science showcase would open the next morning, but Team Horizon’s delivery robot could not finish the simple route between three marked tables. “We should withdraw,” said Arun, dropping a screwdriver onto the bench. “Every fix creates another problem.” The team had already replaced a wheel, rewritten the turning code and moved the distance sensor. Their failure log, once a neat page, had become six crowded sheets. Mei, the team leader, understood his frustration. She had promised that the robot would carry a small box of books to demonstrate how machines might help in a library. Now even an empty box seemed too much. She opened the latest log. The robot completed the route without a load. With the box, it stopped after the first turn. The team had blamed the motor, but the battery reading remained normal. “What changed besides the weight?” Mei asked. No one answered. She placed the box on the robot and watched closely. As it turned, one corner of the box slid outward and briefly covered the sensor. The machine was not weak; it was receiving a false signal that something blocked its path. The team taped a low cardboard frame around the platform. The next test went well until the final table, where the robot stopped again. This time the box had not moved. Arun pointed at the log and laughed without humour. “A new failure. Perfect.” Before Mei could reply, their teacher, Mr Zhou, entered. He listened, then placed a small toolkit beside the robot. “The showcase is not only for perfect products,” he said. “But you must decide what you are ready to show—and what you have actually learnt.” He left them with the workshop key. For a moment, the team stared at the robot and the six pages of failed tests. Mei looked from the display clock to her exhausted teammates. With less than twelve hours left, they had to choose between hiding the unfinished machine and changing the demonstration. 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Mei spread the failure log across the bench. The next morning, their table displayed both the robot and the six-page log. 【续写要点】第一段应利用日志发现规律并形成可验证方案；第二段应呈现展示现场、突发问题与团队对失败的新理解。两段需与“改变展示方式”及首句自然衔接。 【评分标准】情节与衔接10分；语言准确与丰富10分；价值表达与书写5分。不得把“坚持”写成无依据的突然成功。 【参考范文】 Mei spread the failure log across the bench. “We do not need another random fix,” she said. Together they marked every test in which the robot had stopped at the final table. A pattern appeared: the sensor failed only under the bright lamp above that table. Arun built a small shade from black card while the others prepared a manual stop button in case the change failed. At 8:15, the robot carried the books through the whole route. The team cheered, then deliberately ran the test five more times and recorded one remaining weakness. The next morning, their table displayed both the robot and the six-page log. Visitors first watched the successful delivery, but Mei also showed how the moving box and strong light had confused the sensor. When the robot stopped during the fourth demonstration, Arun pressed the manual button and calmly explained their next test. A judge praised the team for making its reasoning visible. Team Horizon did not receive the prize for the most advanced machine; it received a special award for thoughtful problem-solving. Walking home, Mei realised that onwards did not mean pretending nothing had gone wrong. It meant using each honest result to choose the next step. 原创精品资源学科网独家享有版权，侵权必究！1 1 / 14 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $