必修1 Unit 2 第2课时 作业评价(Word练习)-【新高考方案】2027年高考英语一轮总复习（译林版）

**基本信息** 聚焦课标新增主题与高频题型，通过分题型解题方法提炼，构建“主题-题型-素养”三维训练体系，强化语言理解与思维推断能力。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |阅读理解A|4题（生命安全主题）|细节题定位原文、推理题上下文推断|以风暴象征成长风险，渗透文化意识与思维品质| |阅读理解B|4题（成长型思维）|标题题主旨归纳、推理题作者态度分析|链接心理学概念，强化语言能力与学习能力| |阅读七选五|5题（心理健康）|衔接关系判断（承上启下）|围绕冒名顶替综合征，培养逻辑思维与自我认知|

必修1　UNIT 2 第2课时·作业评价 Ⅰ.阅读理解 A (关注课标新增主题：生命安全) A couple of years ago, Brian Floca was on an island off the coast of Maine when a storm rolled in. “There was this kind of electric charge in the air，” he remembers.“Just the sensory feeling of the storm coming.The wind, the waves, all of these elemental forces unloading themselves on the island.” But also the feeling of — “Is this safe? Should I really be doing this？” That memory stuck with Floca — and gave him a great idea.His new children's book, Island Storm, is about two kids who feel a storm coming, pull on their boots and head to the sea.As the waves crash and the rain starts to fall harder and harder, they ask each other, “Is this enough? Or do we try for more？” They decide to go on.Storms accompany children through every stage of their growth, allowing them to push the boundaries, feel fear, and learn from their adventures. “It's a little bit about the urge that we all have sometimes in life，” says Brian Floca.However, he laughs, the book is not to encourage kids to chase (追逐) storms.It's to encourage them to be kids by risk－taking.Floca invited Sydney Smith for illustrations.“I don't think there's anyone who handles water and weather the way Sydney does and with the depth of feeling，” Floca explains.“The illustrations can even be a little bit fearsome, as they communicate that feeling of genuine fear you get when you're in the presence of something frightening, like a summer storm.” “I think about childhood a lot in the sense that it's discovering the line by crossing it，” says illustrator Sydney Smith.“This book acknowledges that this is what childhood is about — going too far and going back and discovering it on your own.You're allowed that freedom.That's a childhood in an ideal world.” And in the end, it's also a book about safety.The pair are there for each other, their mom is waiting for them at home, and the skies will clear. 1．What inspired Floca to write Island Storm? A．His love for adventures. B．His encounter with a storm. C．His curiosity about nature. D．His memory of chasing storms. 2．What does the storm symbolize in the book? A．The power of nature. B．Parental authority and rules. C．The risk of growing up. D．Irresponsible childhood behavior. 3．What does Floca imply about the illustrations? A．They outperform the plots. B．They show multiple techniques. C．They express emotion vividly. D．They display real－life situations. 4．What is an ideal childhood like in Sydney's eyes? A．It allows limitless exploration. B．It encourages continuous travel. C．It provides complete freedom. D．It combines adventure and safety. B (2026·信阳部分学校联考)I used to tell my children that they were smart, because I was impressed by their rapid growth.I remember clearly watching my daughter figure out how to build a Lego house that would stand up on its own, and thinking: Look at this tiny architectural genius. But decades of research now suggest that we should not tell our children they're “smart” when they do impressive things.When I first heard it, I felt instinctively irritated.But after I dug into the research, I was persuaded.It all goes back to something called “growth” mindset, a term developed and popularized by Carol Dweck, a professor of psychology at Stanford.Professor Dweck believes that we can change our abilities through effort and strategy.The alternative to a growth mindset is a “fixed” mindset — the idea that our abilities are inborn and can't be changed.When we praise our children for being “smart”， based on victories like doing well on a test, we're unwittingly (不知不觉地) encouraging them to believe that if they do poorly or make mistakes, they're not smart. It's not just what we say that matters, but how we tolerate our children's failures.A 2016 study by Dweck showed that parents' “failure mindsets” affect their children more than their views on intelligence.In other words, if parents think that failure is shameful, their children are more likely to be afraid of making mistakes.The study concludes that everyone is actually a mixture of fixed and growth mindsets, continually evolving with experience.Whatever we say or don't say to our kids, the key is to get them more comfortable with failures big or small. It's helpful for kids to understand that you make mistakes and learn how they happen.When you chat with them, you can describe what you learned, or how you strategized a solution.“You don't have to deny you have negative emotional reactions，” Dweck said.“We, as a society, don't do that enough because we feel embarrassed when we make mistakes.” But if we discuss our missteps more and explain how we overcame them, our children can learn to do the same. 5．How did the author feel about the research advice at first? A．It was confusing.　　 B．It was annoying. C．It was persuasive. D．It was encouraging. 6．What do the children with a growth mindset tend to believe? A．Smartness is the key to success. B．Difficulties in daily life teach them a lot. C．Their abilities can be improved through hard work. D．They are impressive due to their good grades on tests. 7．What does Dweck suggest parents do? A．Help children face failures positively. B．Hide their negative feelings from children. C．Remind children to avoid making mistakes. D．Pay attention to developing children's intelligence. 8．Which of the following is a suitable title for the text? A．Ways to Cultivate Smart Children B．The Effect of a Fixed Mindset on Children C．The Power of Proper Praise for Children's Growth D．The Importance of a Growth Mindset in Parenting Ⅱ.阅读七选五 (2026·湖南师大附中高三月考) How to Fight Imposter Syndrome (冒名顶替综合征) for Teens A big 100 is circled in red on your test, but you can't help but think, “I don't deserve this.I'm not smart.” If you can relate, you may have imposter syndrome like millions of teens around the world.Imposter syndrome, or IS, is feelings of self－doubt and unworthiness that cause a fear of failure.__9__.Here is a guide to do so： Ⅰ.Educate yourself further on what IS is and its signs.Be aware when you are judgmental of yourself. Ⅱ.__10__.Find what works for you, such as going for a morning walk, spending time with friends, or getting more sleep. Ⅲ.Reflect on your accomplishments.__11__. Ⅳ.Talk to people you feel comfortable with, like a friend, teacher, or sibling.__12__.If you are experiencing more severe signs, consider seeking professional help or getting tested for linked mental disorders, if possible. Ⅴ.Explore yourself by trying new things, like picking up a new sport or learning a new language.Do it purely for fun.Remember, failure is part of the growth process. Imposter syndrome causes those with it to weaken their accomplishments and deter (阻止) themselves from growth.By knowing the signs and following the guide above, teens can reach their full potential and fight the normalization of IS.__13__ — where a 100 is no longer a reason for self－doubt, but a chance to celebrate our capabilities. A．Make self－care an essential part of your daily routine B．Keep a regular schedule to manage your study and free time C．This achievement builds a foundation for genuine self－worth D．Once achieved, this fosters a healthy environment for growth E．You can also find IS support groups or online forums for teens F．Learning how to face IS can allow you to find peace and enjoyment G．Allow yourself to feel pride about all the amazing things you have done 答案 第2课时·作业评价 Ⅰ.阅读理解 [A] 语篇解读：本文是一篇夹叙夹议文。文章探讨了Brian Floca的新书Island Storm如何通过两个孩子在风暴中探险的故事来诠释童年的本质——在保障安全的情况下，通过突破界线、勇于冒险来自主探索世界。 1．选B　细节理解题。第一段描述了Floca在缅因州海岸的一个岛屿遭遇风暴的经历和感受，第二段第一句“That memory stuck with Floca — and gave him a great idea.”表明，正是这次遭遇风暴的经历，为他创作Island Storm提供了灵感。 2．选C　推理判断题。根据第二段中的“Storms accompany children through every stage of their growth, allowing them to push the boundaries, feel fear, and learn from their adventures.”可推断，风暴象征着孩子成长过程中可能面临的风险。 3．选C　推理判断题。根据第三段中的“I don't think there's anyone who handles water and weather the way Sydney does and with the depth of feeling ... The illustrations can even be a little bit fearsome ... you're in the presence of something frightening”可知，Floca认为插图能生动地表达情感。 4．选A　细节理解题。根据第四段中的“it's discovering the line by crossing it ... going too far and going back and discovering it on your own.You're allowed that freedom.That's a childhood in an ideal world.”可知，理想童年的核心是通过越过界限、拥有自主尝试突破(going too far)和自主探索后回归(going back)的自由，与“无限制的探索”相符。 [B] 语篇解读：本文是一篇说明文。文章通过作者对子女教育的反思，探讨了“成长型思维”(growth mindset)在育儿中的重要性。 5．选B　细节理解题。根据第二段中的“When I first heard it, I felt instinctively irritated.”可知，作者在第一次听到研究建议时，第一反应是恼怒。 6．选C　细节理解题。根据第二段中的“Professor Dweck believes that we can change our abilities through effort and strategy.”可知，成长型思维的核心是“能力可通过努力改变”，拥有成长型思维的孩子倾向于相信他们的能力可以通过努力得到提升。 7．选A　推理判断题。倒数第二段提到父母应让孩子“more comfortable with failures”(更适应失败)，最后一段提到分享自身错误案例。由此可推知，Dweck建议家长要帮助孩子积极地面对失败。 8．选D　标题归纳题。作者起初习惯赞扬孩子“聪明”，但研究发现这种标签会让孩子陷入“固定型思维”(fixed mindset)，认为能力天生不可改变。相反，父母应通过接纳失败、分享自身错误经历，帮助孩子建立成长型思维，即相信能力可通过努力提升。故D项“成长型思维在养育子女中的重要性”适合作文章标题。 Ⅱ.阅读七选五 语篇解读：本文是一篇说明文。文章主要介绍了青少年冒名顶替综合征的定义，还给出了五条应对该症状的具体方法，助力青少年发挥潜力、摆脱自我怀疑。9.选F　上文介绍了冒名顶替综合征的定义，下文逐条给出了应对它的指南。故F项“学会如何应对冒名顶替综合征能帮助你获得平静与乐趣”承上启下，符合语境。 10．选A　根据下文“Find what works for you, such as ...”可知，本段主要讲要找到适合自己的自我关爱方式。故A项“将自我关爱纳入每日必备事项”衔接下文，符合语境。 11．选G　根据上文可知，本段建议反思自己的成就。故G项“允许自己为所有你做过的了不起的事情感到自豪”直接给出了“反思成就”应采取的行动，是对反思成就的具体阐述，符合语境。 12．选E　根据上文“Talk to people you feel comfortable with, like ...”可知，本段建议和他人交流。故E项“你也可加入青少年冒名顶替综合征互助小组或线上论坛”是对交流方式的补充，承接上文，符合语境。 13．选D　上文说明按照指南做可以对抗冒名顶替综合征的常态化，下文说明这种状态下满分100分不再是自我怀疑的理由。故D项“一旦达成目标，这将为成长营造健康的环境”承上启下，说明这种状态对成长的影响，符合语境。 ( 第 1 页 共 185 页 ) 学科网（北京）股份有限公司 $