Unit 3 Faster, higher, stronger（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** 本单元卷以“Faster, higher, stronger—Together”为主题，适配高二选择性必修第一册英语单元复习，题型贴合新高考非听力部分，通过体育活动、团队协作等真实情境，综合考查语言能力、文化意识及思维品质。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|20题/50分|体育角色认知、团队故事分析、科技与训练、奥运精神|A篇以校园体育周支持角色创设情境，考查细节理解；B篇通过运动员替补故事，渗透“贡献不止于终点”的价值观，提升思维深度| |语言运用|25题/30分|词汇辨析、语法填空（时态、非谓语等）|完形填空以运动员互助故事为载体，考查语境词汇；语法填空融入库里与女排案例，强化文化意识| |写作|2题/40分|邮件邀请、故事续写|邮件写作结合社团活动，贴近学生生活；续写围绕团队越野赛，引导通过情节发展体现“团队共进”理念，落实学习能力培养|

2026—2027学年高二选择性必修第一册英语单元自测 Unit 3 Faster, higher, stronger·基础通关 参考答案 第一部分　阅读（满分50分） 第一节　阅读理解 1—5：D　B　C　A　B　　6—10：C　D　A　B　C　　11—15：D　B　C　D　A 第二节　七选五 16—20：E　B　A　G　D 第二部分　语言运用（满分30分） 第一节　完形填空 21—25：B　D　A　C　B　　26—30：A　C　C　B　A　　31—35：D　C　A　B　D 第二节　语法填空 36—45：was; Practising; to sharpen; that; creativity; was tested; against; Keeping; themselves; remarkable 第三部分　写作（满分40分） 第一节　应用文写作参考 Dear Ms Brown, Our English Club will hold a Sporting Spirit Forum in the school lecture hall at 4:30 p.m. next Friday. Students will give short talks comparing Stephen Curry's self-belief with the teamwork of China's women's volleyball team. Small-group discussions will then explore how we can put these qualities into daily study and sport. We would be honoured if you could join us and offer brief comments on the talks and ideas. Your advice would make the forum more meaningful. Yours sincerely, Li Hua 第二节　读后续写参考 Then Jia heard quick steps behind her and a breathless voice say, “Don't run alone.” Min appeared first, with Tao close behind. They had seen my bright team shirt through the trees and understood at once. Tao supported Jia's left side while I took her right. Min shortened her steps and called a steady rhythm. Several runners passed, but no one complained. Jia's anger slowly gave way to concentration. At the bottom of the hill, she could move more freely, so we loosened our hold without leaving her. With the finish line in sight, the four teammates formed a moving line. We matched our pace to Jia's and crossed together as the crowd rose to its feet. Our places were too low for the trophy, but Coach Wu was smiling. Later, the judges announced a fair-play award for our class after a course volunteer described what had happened. Jia held the small cup and admitted that she had thought only a top-three result could prove our strength. We knew better now. Faster mattered, but staying together had carried all four of us farther. 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 3 Faster, higher, stronger·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．答题前，考生务必将学校、班级、姓名填写在相应位置。 2．选择题选出答案后填涂在答题卡上；非选择题写在答题卡相应区域。 3．本卷不设听力，其他题型与全国新高考英语非听力部分一致。 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37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Rise Together Sports Week: Choose Your Role Hillview High's Rise Together Sports Week ends with a non-competitive 3-kilometre run next Friday. Students who do not plan to run can still take part by choosing one of four support roles. All volunteers meet in the gym at 3:30 p.m. on Thursday for a short briefing. Pace Team Walk or jog beside younger students and help them keep a comfortable speed. Volunteers should enjoy encouraging others and must attend a ten-minute warm-up led by the PE teacher. The aim is to help every participant finish safely, not to race ahead. Data Desk Record finishing times and note each runner's personal target on a shared spreadsheet. Volunteers need to enter figures carefully and check every result with a partner before it is displayed. Basic computer skills are useful; fast typing is not required. Recovery Station Hand out water and cool-down cards after the run, and guide participants to the rest area. The school nurse will deal with injuries, so volunteers should report any concern rather than provide treatment themselves. Story Booth Interview runners and volunteers, then produce short bilingual posts for the school website. Ask permission before recording anyone and keep each post under 80 words. This role suits students who enjoy listening, writing and finding the human story behind an event. 1．Which role best suits a student interested in reporting? A. Pace Team. B. Data Desk. C. Recovery Station. D. Story Booth. 2．What must Data Desk volunteers do? A. Type faster than their partners. B. Check figures before publishing them. C. Set every runner's personal target. D. Display results without using a computer. 3．What do all four roles have in common? A. They require medical training. B. They involve competing in the run. C. They let students support a shared event. D. They are designed for experienced athletes. B The Second Stopwatch When Chen Rui missed the final place in his school's 4 × 400-metre relay team, he told everyone that being a reserve did not matter. In truth, he avoided the track for two days. He had trained all winter and felt that carrying water and timing practice would only advertise his disappointment. Coach Lin did not argue. At the next session, she handed Rui two stopwatches. “One records the whole relay,” she explained. “Use the other for each runner's split. The numbers must agree.” Rui wanted to shrug off the job, but he noticed how anxiously the four runners waited for feedback. He stayed, called out their times and discovered that the third exchange—not anyone's speed—was costing the team nearly a second. Over the following week, Rui stood beside the exchange line. He marked where each outgoing runner should begin to move and used the second stopwatch to compare attempts. His observations were brief and exact. Gradually, the exchange became smoother, and the runners began asking for his view before asking the coach's. At the city final, rain made the track shine. Halfway through the relay, the main stopwatch froze. Coach Lin looked at Rui. Because he had timed every split separately, he could still tell the last runner when to start her drive. The team finished second and broke the school record. Rui cheered until his voice disappeared. Afterwards, the winning runner placed the relay baton in Rui's hand for the team photograph. He had not run a metre in the race, yet he no longer felt outside it. Missing the team had hurt, but taking another role had shown him something a result sheet could not: contribution is measured not only by where a person stands at the finish, but also by what becomes possible because that person was there. 4．Why did Rui avoid the track at first? A. He was hiding his disappointment. B. He wanted to change to another sport. C. He disliked the relay runners. D. He needed time to repair a stopwatch. 5．What does “shrug off” in paragraph 2 most nearly mean? A. Carefully complete. B. Treat as unimportant. C. Publicly praise. D. Secretly redesign. 6．How did Rui most directly improve the team? A. By replacing the injured final runner. B. By persuading the coach to change the race. C. By identifying and improving a weak exchange. D. By lending the team a waterproof stopwatch. 7．What is the best title for the text? A. The Fastest Runner on a Rainy Track B. A Record That No One Expected C. Why Every Athlete Needs Two Watches D. Finding a Place Beyond the Finish Line C What the Numbers Cannot Coach At Northbridge High, the rowing club began using wrist sensors to record stroke rate, heart rate and recovery time. Coach Maya hoped the information would answer a familiar question: were students training hard enough, or simply arriving at practice already tired? Within a month, the numbers revealed that several rowers performed poorly on Mondays after weekend competitions. Maya replaced the usual hard session with technique work and stretching, and injuries decreased. The data also helped quieter athletes. One student rarely complained, although her heart rate remained unusually high during easy rows. A private conversation revealed that she had been sleeping badly while preparing for exams. Instead of questioning her commitment, Maya reduced her load for a week and helped her make a study-and-rest plan. Yet the screens could create false confidence. A green recovery score looked exact, but it could not show that a student was frightened about a family problem or had misunderstood a technical instruction. Sensors sometimes slipped, batteries failed, and two athletes with the same number did not always need the same response. Maya therefore refused to let a single score decide who trained, rested or raced. Before each session, athletes now check their data and answer two questions: “How do I feel?” and “What might the number be missing?” Teammates then compare patterns rather than compete over scores. When the figures and a student's account disagree, the coach investigates instead of choosing one automatically. Used this way, measurement has improved the club. It makes hidden patterns visible and gives athletes a language for discussing effort. But the most important change is not technological. Students are learning that responsible training combines evidence with attention. A device can count a heartbeat; coaching still requires listening to the person whose heart is beating. 8．What first benefit did the sensor data bring? A. It revealed a pattern of Monday fatigue. B. It selected the strongest race team. C. It removed the need for technique practice. D. It made weekend competitions shorter. 9．What does the example of the quiet student show? A. High heart rates always result from poor sleep. B. Data becomes more useful when followed by conversation. C. Exam preparation should replace sports training. D. Quiet athletes are less committed than others. 10．What can be inferred about Maya's approach? A. She trusts athletes' feelings more than evidence. B. She believes identical scores require identical plans. C. She combines measurement with professional judgement. D. She uses sensors mainly to increase competition. 11．What is the author's attitude towards training technology? A. Entirely doubtful. B. Uncritically enthusiastic. C. Mostly indifferent. D. Supportive but aware of its limits. D Why the Motto Needed One More Word For more than a century, the Olympic motto was three Latin words: Citius, Altius, Fortius—Faster, Higher, Stronger. Proposed by Pierre de Coubertin in the late nineteenth century, the phrase encouraged athletes to keep improving. It celebrated movement beyond yesterday's limit rather than a demand that everyone defeat everyone else. In July 2021, the International Olympic Committee approved a change. The word Communiter, meaning Together, was added after a dash. The English version became “Faster, Higher, Stronger—Together.” The original challenge to improve remained, but the new word made another truth visible: progress in sport is never produced by one body alone. Athletes depend on coaches, training partners, medical teams, officials, volunteers and families. Competitors also depend on one another to create a contest worth entering. During global difficulty, the IOC explained the change through sport's unifying power and the need for solidarity. “Together” therefore did more than decorate the old phrase; it reframed achievement as something supported by a community. The addition also guards against a narrow reading of strength. If “stronger” means only individual power, an injured athlete, a substitute or a volunteer may appear less important. Once “together” is present, strength can include asking for help, sharing knowledge, protecting fair play and making room for someone else's success. A school sports day offers a small example. The student who wins a race may be faster, but the event also needs classmates who mark the course, record results, carry water and encourage a nervous beginner. Their efforts do not reduce the winner's achievement. They help create the conditions in which achievement becomes possible and meaningful. Mottos are short because they must travel easily. Their brevity, however, leaves each generation to decide what the words require. By adding one word, the Olympic Movement kept its call for excellence while making cooperation part of the destination. The dash in the motto is small; the idea after it is not. 12．Why was “Together” added to the Olympic motto? A. To replace the idea of athletic excellence. B. To stress solidarity and sport's unifying power. C. To make the Latin phrase easier to pronounce. D. To honour one particular group of volunteers. 13．What does “reframed” in paragraph 3 most nearly mean? A. Measured precisely. B. Repeated officially. C. Presented in a new way. D. Translated into Latin. 14．What is the function of the school sports day example? A. To prove school races are like the Olympics. B. To explain why winning should not be recorded. C. To show volunteers work harder than athletes. D. To illustrate how shared support enables achievement. 15．Which title best expresses the main idea? A. A Small Word That Enlarged an Ideal B. The Athlete Who Invented an Olympic Phrase C. Why Competition Must Disappear from Sport D. A Guide to Translating Famous Latin Mottos 第二节（共5小题；每小题2.5分，满分12.5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 team that keeps going does not begin with talent alone. It begins with a shared destination. Before setting a training plan, ask every member to describe what success should look and feel like. 　16　 When the purpose is understood, difficult work has a reason. Next, make roles visible. A captain may organise, but another person can record progress, check equipment or welcome a new member. 　17　 Clear roles also prevent the loudest voice from carrying every decision. Then decide how the team will respond to setbacks. After a poor result, replace blame with three questions: What happened? What can we control? What will we try next? 　18　 It keeps one bad moment from becoming a judgement on a person. Communication matters most when energy is low. General shouts such as “Try harder” can add pressure without offering direction. Name the action that helped: “Your steady pace kept us together,” or “You asked for the ball again after missing.” 　19　 Finally, review the process after both victories and defeats. Each member should identify one useful choice by the team and one adjustment for next time. 　20　 A resilient team is not one that never struggles; it is one that learns how to struggle together. A. Treating mistakes as information makes improvement possible. B. When people know what others are responsible for, they can offer timely help. C. The strongest player should therefore make every important decision. D. That final conversation turns experience into a plan instead of a verdict. E. A clear purpose turns separate efforts into one direction. F. In fact, successful teams should avoid discussing disappointing results. G. Specific encouragement shows teammates which behaviour is worth repeating. 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。 Zoe was warming up for the city schools' 800-metre final when she 　21　 a long split in the side of her right spike. She tried tying the shoe more tightly, but it was clearly 　22　. Her coach had already left for the starting area with another runner. Lina, an athlete from a rival school, saw Zoe's face and 　23　 over. “I brought two pairs,” she said, holding out the newer one. Zoe 　24　. Accepting help from an 　25　 minutes before a final felt strange. “A race should test our running, not our luck with shoes,” Lina replied. The borrowed spikes 　26　 well. Zoe took several careful steps, thanked Lina and walked 　27　 towards the line. When the gun sounded, both girls settled near the back before moving forward at the 　28　 of the final lap. With 150 metres left, Lina 　29　 after another runner clipped her heel. Zoe looked back. Lina had already 　30　 and waved fiercely, 　31　 Zoe to continue. Zoe drove for the line and finished third with a 　32　 best; Lina arrived several seconds later. Zoe returned the shoes beside the results board. Lina had missed a medal, yet she smiled when she heard Zoe's time. “Good,” she said. “Now the result is 　33　.” Her words 　34　 the way Zoe understood the race. The medal recorded speed, but the borrowed shoes revealed another kind of 　35　: helping a competitor reach the start with a fair chance. 21．A. hid B. noticed 　　 C. repaired D. measured 22．A. fashionable B. expensive　　 C. ordinary D. unusable 23．A. came B. fell　　 C. turned D. rolled 24．A. celebrated B. agreed　　 C. hesitated D. laughed 25．A. official B. opponent　　 C. audience D. volunteer 26．A. fit B. shone　　 C. sold D. dried 27．A. angrily B. blindly　　 C. calmly D. secretly 28．A. sound B. risk　　 C. start D. sight 29．A. cheered B. stumbled　　 C. waited D. escaped 30．A. risen B. disappeared　 C. won D. rested 31．A. forcing B. allowing　　 C. warning D. urging 32．A. public B. similar　　 C. personal D. final 33．A. fair B. close　　 C. surprising D. official 34．A. repeated B. changed　　 C. proved D. limited 35．A. luck B. distance　　 C. silence D. strength 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。 Stephen Curry 　36　(be) often considered too small and not strong enough when he was young. Instead of accepting that judgement, 　37　(practise) with purpose became his daily answer. He used creative drills 　38　 (sharpen) his shooting and ball control. What mattered was 　39　 he turned limits into reasons to improve. His 　40　(creative), self-belief and steady work eventually changed the way basketball could be played. The fighting spirit of China's women's volleyball team 　41　(test) at the Rio Olympics after a difficult start. They fought back 　42　 strong opponents and trusted the work they had done together. 　43　(keep) one another focused under pressure required courage from every player, including those away from the court. By pushing 　44　(they) beyond doubt, the team completed a 　45　(remark) return to the top. Both stories show that becoming stronger is an individual effort supported by others. 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校英语社团负责人李华，学校将举办“Sporting Spirit Forum”英语分享会。请给外教Ms Brown写一封邮件，邀请她参加，内容包括： 1．活动时间和地点； 2．主要内容（学生比较Stephen Curry的自信与中国女排的团队精神，并参与小组讨论）； 3．邀请她作点评。 注意：1．写作词数应为80个左右； 2．请按如下格式在答题卡的相应位置作答。 Dear Ms Brown, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, 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。 Our class had trained for the school cross-country final for six weeks. Jia, the fastest runner, had one clear goal: win enough points to lift us from fourth place to the top three. I was a steady but ordinary runner, while Min and Tao usually finished behind me. Still, we trained as a group, calling out turns, carrying one another's water and repeating Coach Wu's rule: “The team reaches the finish through every runner.” On race morning, Jia looked pale. She insisted it was only nerves. When the starting whistle blew, she moved smoothly into the leading group, and the rest of us followed our planned pace. For two kilometres, everything worked. Then the course climbed into the trees, where runners disappeared from the crowd's view. Near the top, I saw Jia ahead, one hand pressed against her side. She slowed to a walk. “Cramp,” she whispered when I reached her. “Go. We need your points.” For several seconds, I watched the leaders vanish around the bend. Passing her was the logical choice. Yet Jia tried to run again, stumbled, and caught a branch. I stopped and helped her stand. She was angry rather than grateful. “You'll lose your place too,” she said. Min and Tao were still somewhere behind us, and every runner we allowed past meant fewer team points. I looked down the slope, hoping to see our colours, but the path was empty. Jia took one painful step and shook her head. Above us, the wind moved through the trees, and distant cheers reminded us that the race was still unfolding. Then Jia heard quick steps behind her and a breathless voice say, “Don't run alone.” _________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ With the finish line in sight, the four teammates formed a moving line. _____________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 原创精品资源学科网独家享有版权，侵权必究！1 1 / 12 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 3 Faster, higher, stronger·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．答题前，考生务必将学校、班级、姓名填写在相应位置。 2．选择题选出答案后填涂在答题卡上；非选择题写在答题卡相应区域。 3．本卷不设听力，其他题型与全国新高考英语非听力部分一致。 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37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Rise Together Sports Week: Choose Your Role Hillview High's Rise Together Sports Week ends with a non-competitive 3-kilometre run next Friday. Students who do not plan to run can still take part by choosing one of four support roles. All volunteers meet in the gym at 3:30 p.m. on Thursday for a short briefing. Pace Team Walk or jog beside younger students and help them keep a comfortable speed. Volunteers should enjoy encouraging others and must attend a ten-minute warm-up led by the PE teacher. The aim is to help every participant finish safely, not to race ahead. Data Desk Record finishing times and note each runner's personal target on a shared spreadsheet. Volunteers need to enter figures carefully and check every result with a partner before it is displayed. Basic computer skills are useful; fast typing is not required. Recovery Station Hand out water and cool-down cards after the run, and guide participants to the rest area. The school nurse will deal with injuries, so volunteers should report any concern rather than provide treatment themselves. Story Booth Interview runners and volunteers, then produce short bilingual posts for the school website. Ask permission before recording anyone and keep each post under 80 words. This role suits students who enjoy listening, writing and finding the human story behind an event. 1．Which role best suits a student interested in reporting? A. Pace Team. B. Data Desk. C. Recovery Station. D. Story Booth. 2．What must Data Desk volunteers do? A. Type faster than their partners. B. Check figures before publishing them. C. Set every runner's personal target. D. Display results without using a computer. 3．What do all four roles have in common? A. They require medical training. B. They involve competing in the run. C. They let students support a shared event. D. They are designed for experienced athletes. B The Second Stopwatch When Chen Rui missed the final place in his school's 4 × 400-metre relay team, he told everyone that being a reserve did not matter. In truth, he avoided the track for two days. He had trained all winter and felt that carrying water and timing practice would only advertise his disappointment. Coach Lin did not argue. At the next session, she handed Rui two stopwatches. “One records the whole relay,” she explained. “Use the other for each runner's split. The numbers must agree.” Rui wanted to shrug off the job, but he noticed how anxiously the four runners waited for feedback. He stayed, called out their times and discovered that the third exchange—not anyone's speed—was costing the team nearly a second. Over the following week, Rui stood beside the exchange line. He marked where each outgoing runner should begin to move and used the second stopwatch to compare attempts. His observations were brief and exact. Gradually, the exchange became smoother, and the runners began asking for his view before asking the coach's. At the city final, rain made the track shine. Halfway through the relay, the main stopwatch froze. Coach Lin looked at Rui. Because he had timed every split separately, he could still tell the last runner when to start her drive. The team finished second and broke the school record. Rui cheered until his voice disappeared. Afterwards, the winning runner placed the relay baton in Rui's hand for the team photograph. He had not run a metre in the race, yet he no longer felt outside it. Missing the team had hurt, but taking another role had shown him something a result sheet could not: contribution is measured not only by where a person stands at the finish, but also by what becomes possible because that person was there. 4．Why did Rui avoid the track at first? A. He was hiding his disappointment. B. He wanted to change to another sport. C. He disliked the relay runners. D. He needed time to repair a stopwatch. 5．What does “shrug off” in paragraph 2 most nearly mean? A. Carefully complete. B. Treat as unimportant. C. Publicly praise. D. Secretly redesign. 6．How did Rui most directly improve the team? A. By replacing the injured final runner. B. By persuading the coach to change the race. C. By identifying and improving a weak exchange. D. By lending the team a waterproof stopwatch. 7．What is the best title for the text? A. The Fastest Runner on a Rainy Track B. A Record That No One Expected C. Why Every Athlete Needs Two Watches D. Finding a Place Beyond the Finish Line C What the Numbers Cannot Coach At Northbridge High, the rowing club began using wrist sensors to record stroke rate, heart rate and recovery time. Coach Maya hoped the information would answer a familiar question: were students training hard enough, or simply arriving at practice already tired? Within a month, the numbers revealed that several rowers performed poorly on Mondays after weekend competitions. Maya replaced the usual hard session with technique work and stretching, and injuries decreased. The data also helped quieter athletes. One student rarely complained, although her heart rate remained unusually high during easy rows. A private conversation revealed that she had been sleeping badly while preparing for exams. Instead of questioning her commitment, Maya reduced her load for a week and helped her make a study-and-rest plan. Yet the screens could create false confidence. A green recovery score looked exact, but it could not show that a student was frightened about a family problem or had misunderstood a technical instruction. Sensors sometimes slipped, batteries failed, and two athletes with the same number did not always need the same response. Maya therefore refused to let a single score decide who trained, rested or raced. Before each session, athletes now check their data and answer two questions: “How do I feel?” and “What might the number be missing?” Teammates then compare patterns rather than compete over scores. When the figures and a student's account disagree, the coach investigates instead of choosing one automatically. Used this way, measurement has improved the club. It makes hidden patterns visible and gives athletes a language for discussing effort. But the most important change is not technological. Students are learning that responsible training combines evidence with attention. A device can count a heartbeat; coaching still requires listening to the person whose heart is beating. 8．What first benefit did the sensor data bring? A. It revealed a pattern of Monday fatigue. B. It selected the strongest race team. C. It removed the need for technique practice. D. It made weekend competitions shorter. 9．What does the example of the quiet student show? A. High heart rates always result from poor sleep. B. Data becomes more useful when followed by conversation. C. Exam preparation should replace sports training. D. Quiet athletes are less committed than others. 10．What can be inferred about Maya's approach? A. She trusts athletes' feelings more than evidence. B. She believes identical scores require identical plans. C. She combines measurement with professional judgement. D. She uses sensors mainly to increase competition. 11．What is the author's attitude towards training technology? A. Entirely doubtful. B. Uncritically enthusiastic. C. Mostly indifferent. D. Supportive but aware of its limits. D Why the Motto Needed One More Word For more than a century, the Olympic motto was three Latin words: Citius, Altius, Fortius—Faster, Higher, Stronger. Proposed by Pierre de Coubertin in the late nineteenth century, the phrase encouraged athletes to keep improving. It celebrated movement beyond yesterday's limit rather than a demand that everyone defeat everyone else. In July 2021, the International Olympic Committee approved a change. The word Communiter, meaning Together, was added after a dash. The English version became “Faster, Higher, Stronger—Together.” The original challenge to improve remained, but the new word made another truth visible: progress in sport is never produced by one body alone. Athletes depend on coaches, training partners, medical teams, officials, volunteers and families. Competitors also depend on one another to create a contest worth entering. During global difficulty, the IOC explained the change through sport's unifying power and the need for solidarity. “Together” therefore did more than decorate the old phrase; it reframed achievement as something supported by a community. The addition also guards against a narrow reading of strength. If “stronger” means only individual power, an injured athlete, a substitute or a volunteer may appear less important. Once “together” is present, strength can include asking for help, sharing knowledge, protecting fair play and making room for someone else's success. A school sports day offers a small example. The student who wins a race may be faster, but the event also needs classmates who mark the course, record results, carry water and encourage a nervous beginner. Their efforts do not reduce the winner's achievement. They help create the conditions in which achievement becomes possible and meaningful. Mottos are short because they must travel easily. Their brevity, however, leaves each generation to decide what the words require. By adding one word, the Olympic Movement kept its call for excellence while making cooperation part of the destination. The dash in the motto is small; the idea after it is not. 12．Why was “Together” added to the Olympic motto? A. To replace the idea of athletic excellence. B. To stress solidarity and sport's unifying power. C. To make the Latin phrase easier to pronounce. D. To honour one particular group of volunteers. 13．What does “reframed” in paragraph 3 most nearly mean? A. Measured precisely. B. Repeated officially. C. Presented in a new way. D. Translated into Latin. 14．What is the function of the school sports day example? A. To prove school races are like the Olympics. B. To explain why winning should not be recorded. C. To show volunteers work harder than athletes. D. To illustrate how shared support enables achievement. 15．Which title best expresses the main idea? A. A Small Word That Enlarged an Ideal B. The Athlete Who Invented an Olympic Phrase C. Why Competition Must Disappear from Sport D. A Guide to Translating Famous Latin Mottos 第二节（共5小题；每小题2.5分，满分12.5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 team that keeps going does not begin with talent alone. It begins with a shared destination. Before setting a training plan, ask every member to describe what success should look and feel like. 　16　 When the purpose is understood, difficult work has a reason. Next, make roles visible. A captain may organise, but another person can record progress, check equipment or welcome a new member. 　17　 Clear roles also prevent the loudest voice from carrying every decision. Then decide how the team will respond to setbacks. After a poor result, replace blame with three questions: What happened? What can we control? What will we try next? 　18　 It keeps one bad moment from becoming a judgement on a person. Communication matters most when energy is low. General shouts such as “Try harder” can add pressure without offering direction. Name the action that helped: “Your steady pace kept us together,” or “You asked for the ball again after missing.” 　19　 Finally, review the process after both victories and defeats. Each member should identify one useful choice by the team and one adjustment for next time. 　20　 A resilient team is not one that never struggles; it is one that learns how to struggle together. A. Treating mistakes as information makes improvement possible. B. When people know what others are responsible for, they can offer timely help. C. The strongest player should therefore make every important decision. D. That final conversation turns experience into a plan instead of a verdict. E. A clear purpose turns separate efforts into one direction. F. In fact, successful teams should avoid discussing disappointing results. G. Specific encouragement shows teammates which behaviour is worth repeating. 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。 Zoe was warming up for the city schools' 800-metre final when she 　21　 a long split in the side of her right spike. She tried tying the shoe more tightly, but it was clearly 　22　. Her coach had already left for the starting area with another runner. Lina, an athlete from a rival school, saw Zoe's face and 　23　 over. “I brought two pairs,” she said, holding out the newer one. Zoe 　24　. Accepting help from an 　25　 minutes before a final felt strange. “A race should test our running, not our luck with shoes,” Lina replied. The borrowed spikes 　26　 well. Zoe took several careful steps, thanked Lina and walked 　27　 towards the line. When the gun sounded, both girls settled near the back before moving forward at the 　28　 of the final lap. With 150 metres left, Lina 　29　 after another runner clipped her heel. Zoe looked back. Lina had already 　30　 and waved fiercely, 　31　 Zoe to continue. Zoe drove for the line and finished third with a 　32　 best; Lina arrived several seconds later. Zoe returned the shoes beside the results board. Lina had missed a medal, yet she smiled when she heard Zoe's time. “Good,” she said. “Now the result is 　33　.” Her words 　34　 the way Zoe understood the race. The medal recorded speed, but the borrowed shoes revealed another kind of 　35　: helping a competitor reach the start with a fair chance. 21．A. hid B. noticed 　　 C. repaired D. measured 22．A. fashionable B. expensive　　 C. ordinary D. unusable 23．A. came B. fell　　 C. turned D. rolled 24．A. celebrated B. agreed　　 C. hesitated D. laughed 25．A. official B. opponent　　 C. audience D. volunteer 26．A. fit B. shone　　 C. sold D. dried 27．A. angrily B. blindly　　 C. calmly D. secretly 28．A. sound B. risk　　 C. start D. sight 29．A. cheered B. stumbled　　 C. waited D. escaped 30．A. risen B. disappeared　 C. won D. rested 31．A. forcing B. allowing　　 C. warning D. urging 32．A. public B. similar　　 C. personal D. final 33．A. fair B. close　　 C. surprising D. official 34．A. repeated B. changed　　 C. proved D. limited 35．A. luck B. distance　　 C. silence D. strength 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。 Stephen Curry 　36　(be) often considered too small and not strong enough when he was young. Instead of accepting that judgement, 　37　(practise) with purpose became his daily answer. He used creative drills 　38　 (sharpen) his shooting and ball control. What mattered was 　39　 he turned limits into reasons to improve. His 　40　(creative), self-belief and steady work eventually changed the way basketball could be played. The fighting spirit of China's women's volleyball team 　41　(test) at the Rio Olympics after a difficult start. They fought back 　42　 strong opponents and trusted the work they had done together. 　43　(keep) one another focused under pressure required courage from every player, including those away from the court. By pushing 　44　(they) beyond doubt, the team completed a 　45　(remark) return to the top. Both stories show that becoming stronger is an individual effort supported by others. 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校英语社团负责人李华，学校将举办“Sporting Spirit Forum”英语分享会。请给外教Ms Brown写一封邮件，邀请她参加，内容包括： 1．活动时间和地点； 2．主要内容（学生比较Stephen Curry的自信与中国女排的团队精神，并参与小组讨论）； 3．邀请她作点评。 注意：1．写作词数应为80个左右； 2．请按如下格式在答题卡的相应位置作答。 Dear Ms Brown, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, 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。 Our class had trained for the school cross-country final for six weeks. Jia, the fastest runner, had one clear goal: win enough points to lift us from fourth place to the top three. I was a steady but ordinary runner, while Min and Tao usually finished behind me. Still, we trained as a group, calling out turns, carrying one another's water and repeating Coach Wu's rule: “The team reaches the finish through every runner.” On race morning, Jia looked pale. She insisted it was only nerves. When the starting whistle blew, she moved smoothly into the leading group, and the rest of us followed our planned pace. For two kilometres, everything worked. Then the course climbed into the trees, where runners disappeared from the crowd's view. Near the top, I saw Jia ahead, one hand pressed against her side. She slowed to a walk. “Cramp,” she whispered when I reached her. “Go. We need your points.” For several seconds, I watched the leaders vanish around the bend. Passing her was the logical choice. Yet Jia tried to run again, stumbled, and caught a branch. I stopped and helped her stand. She was angry rather than grateful. “You'll lose your place too,” she said. Min and Tao were still somewhere behind us, and every runner we allowed past meant fewer team points. I looked down the slope, hoping to see our colours, but the path was empty. Jia took one painful step and shook her head. Above us, the wind moved through the trees, and distant cheers reminded us that the race was still unfolding. Then Jia heard quick steps behind her and a breathless voice say, “Don't run alone.” ________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ With the finish line in sight, the four teammates formed a moving line. _____________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 3 Faster, higher, stronger·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．答题前，考生务必将学校、班级、姓名填写在相应位置。 2．选择题选出答案后填涂在答题卡上；非选择题写在答题卡相应区域。 3．本卷不设听力，其他题型与全国新高考英语非听力部分一致。 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37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Rise Together Sports Week: Choose Your Role Hillview High's Rise Together Sports Week ends with a non-competitive 3-kilometre run next Friday. Students who do not plan to run can still take part by choosing one of four support roles. All volunteers meet in the gym at 3:30 p.m. on Thursday for a short briefing. Pace Team Walk or jog beside younger students and help them keep a comfortable speed. Volunteers should enjoy encouraging others and must attend a ten-minute warm-up led by the PE teacher. The aim is to help every participant finish safely, not to race ahead. Data Desk Record finishing times and note each runner's personal target on a shared spreadsheet. Volunteers need to enter figures carefully and check every result with a partner before it is displayed. Basic computer skills are useful; fast typing is not required. Recovery Station Hand out water and cool-down cards after the run, and guide participants to the rest area. The school nurse will deal with injuries, so volunteers should report any concern rather than provide treatment themselves. Story Booth Interview runners and volunteers, then produce short bilingual posts for the school website. Ask permission before recording anyone and keep each post under 80 words. This role suits students who enjoy listening, writing and finding the human story behind an event. 1．Which role best suits a student interested in reporting? A. Pace Team. B. Data Desk. C. Recovery Station. D. Story Booth. 2．What must Data Desk volunteers do? A. Type faster than their partners. B. Check figures before publishing them. C. Set every runner's personal target. D. Display results without using a computer. 3．What do all four roles have in common? A. They require medical training. B. They involve competing in the run. C. They let students support a shared event. D. They are designed for experienced athletes. 【语篇导读】本文为校园体育周岗位公告，突出“人人都能以所长服务共同目标”。 1．D。Story Booth要求采访并撰写校园网站双语短文，与reporting最匹配。 2．B。Data Desk明确要求录入后与搭档核对，再展示结果。 3．C。四类岗位分工不同，但都服务同一场校园活动。 【题源】教师原创校园公告；岗位与任务均为教学情境，题源S7。 【教师点拨】应用文先定位岗位名称，再比对职责、能力和限制条件；第3题需概括共同目的。 B The Second Stopwatch When Chen Rui missed the final place in his school's 4 × 400-metre relay team, he told everyone that being a reserve did not matter. In truth, he avoided the track for two days. He had trained all winter and felt that carrying water and timing practice would only advertise his disappointment. Coach Lin did not argue. At the next session, she handed Rui two stopwatches. “One records the whole relay,” she explained. “Use the other for each runner's split. The numbers must agree.” Rui wanted to shrug off the job, but he noticed how anxiously the four runners waited for feedback. He stayed, called out their times and discovered that the third exchange—not anyone's speed—was costing the team nearly a second. Over the following week, Rui stood beside the exchange line. He marked where each outgoing runner should begin to move and used the second stopwatch to compare attempts. His observations were brief and exact. Gradually, the exchange became smoother, and the runners began asking for his view before asking the coach's. At the city final, rain made the track shine. Halfway through the relay, the main stopwatch froze. Coach Lin looked at Rui. Because he had timed every split separately, he could still tell the last runner when to start her drive. The team finished second and broke the school record. Rui cheered until his voice disappeared. Afterwards, the winning runner placed the relay baton in Rui's hand for the team photograph. He had not run a metre in the race, yet he no longer felt outside it. Missing the team had hurt, but taking another role had shown him something a result sheet could not: contribution is measured not only by where a person stands at the finish, but also by what becomes possible because that person was there. 4．Why did Rui avoid the track at first? A. He was hiding his disappointment. B. He wanted to change to another sport. C. He disliked the relay runners. D. He needed time to repair a stopwatch. 5．What does “shrug off” in paragraph 2 most nearly mean? A. Carefully complete. B. Treat as unimportant. C. Publicly praise. D. Secretly redesign. 6．How did Rui most directly improve the team? A. By replacing the injured final runner. B. By persuading the coach to change the race. C. By identifying and improving a weak exchange. D. By lending the team a waterproof stopwatch. 7．What is the best title for the text? A. The Fastest Runner on a Rainy Track B. A Record That No One Expected C. Why Every Athlete Needs Two Watches D. Finding a Place Beyond the Finish Line 【语篇导读】落选接力阵容的Rui从抗拒计时到以数据和观察帮助团队，重新理解“贡献”。 4．A。首段指出他表面不在意，实际因落选失望而躲开跑道。 5．B。结合but后的转折可知，他原想把计时任务当作无关紧要。 6．C。他发现第三棒交接损失时间，并持续标记、比较和改进。 7．D。文章核心不是夺冠或秒表，而是Rui在终点线之外找到团队位置。 【题源】教师原创体育叙事；人物和赛事均为虚构，题源S8。 【教师点拨】叙事题抓住“落选—承担新角色—创造价值—认知改变”的人物弧线。 C What the Numbers Cannot Coach At Northbridge High, the rowing club began using wrist sensors to record stroke rate, heart rate and recovery time. Coach Maya hoped the information would answer a familiar question: were students training hard enough, or simply arriving at practice already tired? Within a month, the numbers revealed that several rowers performed poorly on Mondays after weekend competitions. Maya replaced the usual hard session with technique work and stretching, and injuries decreased. The data also helped quieter athletes. One student rarely complained, although her heart rate remained unusually high during easy rows. A private conversation revealed that she had been sleeping badly while preparing for exams. Instead of questioning her commitment, Maya reduced her load for a week and helped her make a study-and-rest plan. Yet the screens could create false confidence. A green recovery score looked exact, but it could not show that a student was frightened about a family problem or had misunderstood a technical instruction. Sensors sometimes slipped, batteries failed, and two athletes with the same number did not always need the same response. Maya therefore refused to let a single score decide who trained, rested or raced. Before each session, athletes now check their data and answer two questions: “How do I feel?” and “What might the number be missing?” Teammates then compare patterns rather than compete over scores. When the figures and a student's account disagree, the coach investigates instead of choosing one automatically. Used this way, measurement has improved the club. It makes hidden patterns visible and gives athletes a language for discussing effort. But the most important change is not technological. Students are learning that responsible training combines evidence with attention. A device can count a heartbeat; coaching still requires listening to the person whose heart is beating. 8．What first benefit did the sensor data bring? A. It revealed a pattern of Monday fatigue. B. It selected the strongest race team. C. It removed the need for technique practice. D. It made weekend competitions shorter. 9．What does the example of the quiet student show? A. High heart rates always result from poor sleep. B. Data becomes more useful when followed by conversation. C. Exam preparation should replace sports training. D. Quiet athletes are less committed than others. 10．What can be inferred about Maya's approach? A. She trusts athletes' feelings more than evidence. B. She believes identical scores require identical plans. C. She combines measurement with professional judgement. D. She uses sensors mainly to increase competition. 11．What is the author's attitude towards training technology? A. Entirely doubtful. B. Uncritically enthusiastic. C. Mostly indifferent. D. Supportive but aware of its limits. 【语篇导读】文章讨论校园训练数据的价值与边界，强调证据、交流和教练判断的结合。 8．A。首段首先写数据揭示周一疲劳规律，促使教练调整训练。 9．B。数字提示异常，谈话补足原因，二者结合才形成合适方案。 10．C。她既不否定数据，也不让单一分数直接决定训练。 11．D。末段肯定测量价值，同时强调设备不能替代倾听与判断。 【题源】教师原创科普议论文；不主张具体设备或医疗结论，题源S9。 【教师点拨】观点题区分“有条件支持”与绝对肯定；例证题要回到段落论点。 D Why the Motto Needed One More Word For more than a century, the Olympic motto was three Latin words: Citius, Altius, Fortius—Faster, Higher, Stronger. Proposed by Pierre de Coubertin in the late nineteenth century, the phrase encouraged athletes to keep improving. It celebrated movement beyond yesterday's limit rather than a demand that everyone defeat everyone else. In July 2021, the International Olympic Committee approved a change. The word Communiter, meaning Together, was added after a dash. The English version became “Faster, Higher, Stronger—Together.” The original challenge to improve remained, but the new word made another truth visible: progress in sport is never produced by one body alone. Athletes depend on coaches, training partners, medical teams, officials, volunteers and families. Competitors also depend on one another to create a contest worth entering. During global difficulty, the IOC explained the change through sport's unifying power and the need for solidarity. “Together” therefore did more than decorate the old phrase; it reframed achievement as something supported by a community. The addition also guards against a narrow reading of strength. If “stronger” means only individual power, an injured athlete, a substitute or a volunteer may appear less important. Once “together” is present, strength can include asking for help, sharing knowledge, protecting fair play and making room for someone else's success. A school sports day offers a small example. The student who wins a race may be faster, but the event also needs classmates who mark the course, record results, carry water and encourage a nervous beginner. Their efforts do not reduce the winner's achievement. They help create the conditions in which achievement becomes possible and meaningful. Mottos are short because they must travel easily. Their brevity, however, leaves each generation to decide what the words require. By adding one word, the Olympic Movement kept its call for excellence while making cooperation part of the destination. The dash in the motto is small; the idea after it is not. 12．Why was “Together” added to the Olympic motto? A. To replace the idea of athletic excellence. B. To stress solidarity and sport's unifying power. C. To make the Latin phrase easier to pronounce. D. To honour one particular group of volunteers. 13．What does “reframed” in paragraph 3 most nearly mean? A. Measured precisely. B. Repeated officially. C. Presented in a new way. D. Translated into Latin. 14．What is the function of the school sports day example? A. To prove school races are like the Olympics. B. To explain why winning should not be recorded. C. To show volunteers work harder than athletes. D. To illustrate how shared support enables achievement. 15．Which title best expresses the main idea? A. A Small Word That Enlarged an Ideal B. The Athlete Who Invented an Olympic Phrase C. Why Competition Must Disappear from Sport D. A Guide to Translating Famous Latin Mottos 【语篇导读】文章追溯奥林匹克格言加入“Together”的背景，并说明它如何扩展对成就与力量的理解。 12．B。IOC以体育的凝聚力与团结需要解释此次修改。 13．C。语境说明新词让achievement以“共同体支持”的新方式被理解。 14．D。校园例子把抽象的共同支持具体化，说明成就成立所需的条件。 15．A。全文围绕新增的一个小词如何扩展奥林匹克理想。 【题源】依据国际奥委会关于2021年奥林匹克格言更新的官方资料改写，题源S2。 【教师点拨】说明文注意“历史背景—修改原因—含义扩展—现实例证”的结构。 第二节（共5小题；每小题2.5分，满分12.5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 team that keeps going does not begin with talent alone. It begins with a shared destination. Before setting a training plan, ask every member to describe what success should look and feel like. 　16　 When the purpose is understood, difficult work has a reason. Next, make roles visible. A captain may organise, but another person can record progress, check equipment or welcome a new member. 　17　 Clear roles also prevent the loudest voice from carrying every decision. Then decide how the team will respond to setbacks. After a poor result, replace blame with three questions: What happened? What can we control? What will we try next? 　18　 It keeps one bad moment from becoming a judgement on a person. Communication matters most when energy is low. General shouts such as “Try harder” can add pressure without offering direction. Name the action that helped: “Your steady pace kept us together,” or “You asked for the ball again after missing.” 　19　 Finally, review the process after both victories and defeats. Each member should identify one useful choice by the team and one adjustment for next time. 　20　 A resilient team is not one that never struggles; it is one that learns how to struggle together. A. Treating mistakes as information makes improvement possible. B. When people know what others are responsible for, they can offer timely help. C. The strongest player should therefore make every important decision. D. That final conversation turns experience into a plan instead of a verdict. E. A clear purpose turns separate efforts into one direction. F. In fact, successful teams should avoid discussing disappointing results. G. Specific encouragement shows teammates which behaviour is worth repeating. 【语篇导读】文章用“共同目标—明确角色—复盘失误—具体鼓励—赛后回顾”说明团队韧性的建立。 16．E。下句中的the purpose承接clear purpose，并概括共同方向。 17．B。本段主题为角色清晰，知道他人职责才能及时协助。 18．A。三问把失误转化为信息，与下句避免给人下结论呼应。 19．G。前文列举具体表扬，后句说明这种表达让队友知道该重复什么。 20．D。赛后对话把经历转化为下一步计划，而非成败判决。 【题源】教师原创训练建议语篇；不标注为真题，题源S10。 【教师点拨】优先匹配段落主旨，再检查代词、复现词与因果链。 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。 Zoe was warming up for the city schools' 800-metre final when she 　21　 a long split in the side of her right spike. She tried tying the shoe more tightly, but it was clearly 　22　. Her coach had already left for the starting area with another runner. Lina, an athlete from a rival school, saw Zoe's face and 　23　 over. “I brought two pairs,” she said, holding out the newer one. Zoe 　24　. Accepting help from an 　25　 minutes before a final felt strange. “A race should test our running, not our luck with shoes,” Lina replied. The borrowed spikes 　26　 well. Zoe took several careful steps, thanked Lina and walked 　27　 towards the line. When the gun sounded, both girls settled near the back before moving forward at the 　28　 of the final lap. With 150 metres left, Lina 　29　 after another runner clipped her heel. Zoe looked back. Lina had already 　30　 and waved fiercely, 　31　 Zoe to continue. Zoe drove for the line and finished third with a 　32　 best; Lina arrived several seconds later. Zoe returned the shoes beside the results board. Lina had missed a medal, yet she smiled when she heard Zoe's time. “Good,” she said. “Now the result is 　33　.” Her words 　34　 the way Zoe understood the race. The medal recorded speed, but the borrowed shoes revealed another kind of 　35　: helping a competitor reach the start with a fair chance. 21．A. hid B. noticed 　　 C. repaired D. measured 22．A. fashionable B. expensive　　 C. ordinary D. unusable 23．A. came B. fell　　 C. turned D. rolled 24．A. celebrated B. agreed　　 C. hesitated D. laughed 25．A. official B. opponent　　 C. audience D. volunteer 26．A. fit B. shone　　 C. sold D. dried 27．A. angrily B. blindly　　 C. calmly D. secretly 28．A. sound B. risk　　 C. start D. sight 29．A. cheered B. stumbled　　 C. waited D. escaped 30．A. risen B. disappeared　 C. won D. rested 31．A. forcing B. allowing　　 C. warning D. urging 32．A. public B. similar　　 C. personal D. final 33．A. fair B. close　　 C. surprising D. official 34．A. repeated B. changed　　 C. proved D. limited 35．A. luck B. distance　　 C. silence D. strength 【语篇导读】Zoe在赛前接受对手Lina借出的钉鞋，由此理解公平竞争与另一种“力量”。 21．B。noticed与裂口构成“发现鞋子破损”的完整语义。 22．D。裂口很长、系紧无效，鞋已无法使用，unusable正确。 23．A。come over表示“走过来”，符合Lina主动靠近的动作。 24．C。下句说接受对手帮助感觉奇怪，因此Zoe犹豫。 25．B。两人来自竞争学校，opponent与赛事情境吻合。 26．A。借来的鞋合脚，fit作过去式。 27．C。处理好意外后，她镇定走向起跑线，calmly合适。 28．C。at the start of the final lap为自然搭配。 29．B。被碰到脚后跟会踉跄，stumbled符合动作链。 30．A。Lina已经站起，rise的过去分词为risen。 31．D。Lina挥手催促Zoe继续，urge sb to do sth。 32．C。personal best表示“个人最好成绩”。 33．A。Lina借鞋让比赛检验跑步而非运气，因此结果公平。 34．B。她的话改变了Zoe对比赛的理解。 35．D。末句把速度之外的体育精神概括为另一种strength。 【题源】教师原创体育精神叙事；人物与赛事均为虚构，题源S11。 【教师点拨】先确定“借鞋保障公平竞争”的主线，再用动作链和固定搭配排除干扰项。 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。 Stephen Curry 　36　(be) often considered too small and not strong enough when he was young. Instead of accepting that judgement, 　37　(practise) with purpose became his daily answer. He used creative drills 　38　 (sharpen) his shooting and ball control. What mattered was 　39　 he turned limits into reasons to improve. His 　40　(creative), self-belief and steady work eventually changed the way basketball could be played. The fighting spirit of China's women's volleyball team 　41　(test) at the Rio Olympics after a difficult start. They fought back 　42　 strong opponents and trusted the work they had done together. 　43　(keep) one another focused under pressure required courage from every player, including those away from the court. By pushing 　44　(they) beyond doubt, the team completed a 　45　(remark) return to the top. Both stories show that becoming stronger is an individual effort supported by others. 【答案】36—45：was; Practising; to sharpen; that; creativity; was tested; against; Keeping; themselves; remarkable 【语篇导读】语篇联结Curry的自信与中国女排的团队精神，重点复习-ing形式作主语。 36．was。叙述Curry年少时的评价，使用一般过去时。 37．Practising。动名词短语作主语，句首大写。 38．to sharpen。use sth to do sth表示用某物来做某事。 39．that。表语从句结构完整、意义完整，用that引导。 40．creativity。形容词性物主代词后用名词，与self-belief并列。 41．was tested。主语spirit与test为被动关系，叙述里约奥运会。 42．against。fight against表示“与……奋战/对抗”。 43．Keeping。动名词短语作主语，句首大写。 44．themselves。主语they的动作回指自身，用反身代词。 45．remarkable。形容词修饰名词return。 【题源】人物与赛事边界依据教材、NBA/Davidson资料及里约奥运会官方成绩；语篇为教学改写，题源S1、S3—S6。 【教师点拨】37、43直接考查本单元-ing形式作主语；其余空覆盖时态、非谓语、从句、词性和代词。 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校英语社团负责人李华，学校将举办“Sporting Spirit Forum”英语分享会。请给外教Ms Brown写一封邮件，邀请她参加，内容包括： 1．活动时间和地点； 2．主要内容（学生比较Stephen Curry的自信与中国女排的团队精神，并参与小组讨论）； 3．邀请她作点评。 注意：1．写作词数应为80个左右； 2．请按如下格式在答题卡的相应位置作答。 Dear Ms Brown, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 【参考范文】 Dear Ms Brown, Our English Club will hold a Sporting Spirit Forum in the school lecture hall at 4:30 p.m. next Friday. Students will give short talks comparing Stephen Curry's self-belief with the teamwork of China's women's volleyball team. Small-group discussions will then explore how we can put these qualities into daily study and sport. We would be honoured if you could join us and offer brief comments on the talks and ideas. Your advice would make the forum more meaningful. Yours sincerely, 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。 Our class had trained for the school cross-country final for six weeks. Jia, the fastest runner, had one clear goal: win enough points to lift us from fourth place to the top three. I was a steady but ordinary runner, while Min and Tao usually finished behind me. Still, we trained as a group, calling out turns, carrying one another's water and repeating Coach Wu's rule: “The team reaches the finish through every runner.” On race morning, Jia looked pale. She insisted it was only nerves. When the starting whistle blew, she moved smoothly into the leading group, and the rest of us followed our planned pace. For two kilometres, everything worked. Then the course climbed into the trees, where runners disappeared from the crowd's view. Near the top, I saw Jia ahead, one hand pressed against her side. She slowed to a walk. “Cramp,” she whispered when I reached her. “Go. We need your points.” For several seconds, I watched the leaders vanish around the bend. Passing her was the logical choice. Yet Jia tried to run again, stumbled, and caught a branch. I stopped and helped her stand. She was angry rather than grateful. “You'll lose your place too,” she said. Min and Tao were still somewhere behind us, and every runner we allowed past meant fewer team points. I looked down the slope, hoping to see our colours, but the path was empty. Jia took one painful step and shook her head. Above us, the wind moved through the trees, and distant cheers reminded us that the race was still unfolding. Then Jia heard quick steps behind her and a breathless voice say, “Don't run alone.” _________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ With the finish line in sight, the four teammates formed a moving line. _____________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【续写要点】第一段：Min、Tao赶到，四人调整节奏共同前进；第二段：共同冲线，虽失去名次却获得公平竞赛认可，并升华Together。 【参考范文】 Then Jia heard quick steps behind her and a breathless voice say, “Don't run alone.” Min appeared first, with Tao close behind. They had seen my bright team shirt through the trees and understood at once. Tao supported Jia's left side while I took her right. Min shortened her steps and called a steady rhythm. Several runners passed, but no one complained. Jia's anger slowly gave way to concentration. At the bottom of the hill, she could move more freely, so we loosened our hold without leaving her. With the finish line in sight, the four teammates formed a moving line. We matched our pace to Jia's and crossed together as the crowd rose to its feet. Our places were too low for the trophy, but Coach Wu was smiling. Later, the judges announced a fair-play award for our class after a course volunteer described what had happened. Jia held the small cup and admitted that she had thought only a top-three result could prove our strength. We knew better now. Faster mattered, but staying together had carried all four of us farther. 【评分建议】与原文衔接10分，语言与句式8分，篇章连贯5分，价值导向与书写2分。重点检查两段首句衔接和人物动机一致性。 【题源】读后续写为教师原创情境，不标注为真题；主题依据本单元“Faster, Higher, Stronger—Together”。 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 / 23 学科网（北京）股份有限公司 $