Unit 1 Face values 单元复习 检测-2027届高三英语一轮复习外研版选择性必修第三册

**基本信息** 聚焦“Face values”主题，构建“词汇-短语-句型-语篇”递进式复习体系，强化语言能力与思维品质。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |词汇复习|31题|词汇拼写与词形转换|覆盖单元核心形容词、名词、动词及派生，夯实基础| |短语复习|20题|短语中英互译|围绕“自我接纳”“外表判断”等主题短语，强化主题关联| |词汇运用|7题|单句语法填空|语境中考查词汇变形与搭配，衔接基础与应用| |句型复习|5题|主语从句翻译与应用|聚焦what/whether等引导词，提升复杂句式表达| |完形填空|4篇60题|语境化完形填空|围绕“外表与内在”主题，考查逻辑推理与词汇运用|

XB3U1 复习 选择性必修三 Unit 1 Face values Grammar: Subject clauses Part 1 基础知识回顾 一.词汇复习 1.自我批判的 adj. __________________ 17.心理 n. __________________ 2.雀斑；斑点 n. __________________ 18.研究发现 n. __________________ 3.增大；扩大 v. __________________ 19.外表的 adj. __________________ 4.下巴的形状 n. __________________ 20.胆怯的 adj. __________________ 5.促进；推动 v. __________________ 21.忠诚的 adj. __________________ 6.痴迷的 adj. __________________ 22.缺陷 n. __________________ 7.假装 v. __________________ 23.理解力 n. __________________ 8.误判 v. __________________ 24.衷心的 adj. __________________ 9.完全相同的 adj. __________________ 25.judge v. → _______________ → v. 误判 10.古怪的 adj. __________________ 26.assume v. → _______________ → n. 假设 11.装扮 n. __________________ 27.psychology n. → _______________ → adj. 心理的 12.忽视 v. __________________ 28.compassion n. → _______________ → adj. 有同情心的 13.苦恼 v. __________________ 29.expression n. → _______________ → v. 表达 14.模式化思想 n. __________________ 30.resemble v. → _______________ → n. 相似 15.承认 v. __________________ 31.confidence n. → _______________ → adj. 自信的 16.假定；假设 n. __________________ 二.短语复习 1.增强某人的自信 __________________________ 11.形成第一印象 __________________________ 2.从头到脚 __________________________ 12.超越表面 __________________________ 3.痴迷于 __________________________ 13.自我接纳 __________________________ 4.凭外表判断 __________________________ 14.社会审美标准 __________________________ 5.忽视内在品质 __________________________ 15.同情他人 __________________________ 6.承认缺点 __________________________ 16.表达真挚情感 __________________________ 7.打破刻板印象 __________________________ 17.与……相似 __________________________ 8.对……作出假设 __________________________ 18.认真倾听 __________________________ 9.外在形象 __________________________ 19.回报善意 __________________________ 10.忠于自我 __________________________ 20.获得真正自信 __________________________ 三.词汇运用 1.The campaign encourages teenagers to question narrow beauty __________. (standard) 2.A quick first impression can easily lead to a serious __________. (judge) 3.The interview revealed a strong __________ between confidence and self-acceptance. (connect) 4.Her response showed both honesty and deep __________ for people facing similar pressure. (compassionate) 5.The study found that repeated comparison can have __________ effects on self-image. (psychology) 6.He finally spoke with greater __________ after deciding not to hide the birthmark. (confident) 7.The two portraits have a close physical __________ but communicate different emotions. (resemble) 四.句型复习与运用 1.真正重要的不是别人如何评价我们的外表，而是我们如何看待自己。（what） ____________________________________________________________________________________ 2.一个人是否愿意接受自己的不完美会影响他的自信。（whether） ____________________________________________________________________________________ 3.为什么某些审美标准会长期存在值得我们反思。（why） ____________________________________________________________________________________ 4.谁只凭外表判断他人，谁就可能错过更重要的品质。（whoever） ____________________________________________________________________________________ 5.研究发现，减少无意义的比较有助于建立更健康的自我形象。（finding） ____________________________________________________________________________________ Part 2 完形填空专练 阅读下面短文，从每题所给的 A、B、C 和 D 四个选项中，选出可以填入空白处的最佳选项。 1 Portrait photographer Elena used to spend hours removing every small mark from a face before delivering a picture. Clients expected smooth skin, and she believed good service meant meeting that expectation. Then one teenager asked her not to remove a large birthmark. Elena hesitated because the request went against her usual ____1____. The girl explained that school photographs had always been edited without permission. Each time, she felt that the final image showed a person others preferred rather than the person she ____2____. Elena agreed to leave the birthmark untouched. When the photograph was finished, Elena noticed something unexpected. Without heavy editing, the image seemed more ____3____. The girl’s expression became the focus, not because the mark disappeared but because it no longer looked like a problem that needed to be solved. Elena began asking every client a new question before editing: ‘What do you want changed, and why?’ Some still requested small adjustments. Others chose none. The important difference was that the decision became ____4____ rather than automatic. The change also affected Elena’s business. At first she feared clients would think her work less professional. Instead, many appreciated being asked. Several said they had never considered how quickly editing could turn a personal feature into an assumed ____5____. Elena did not reject technology. She still corrected lighting and removed temporary distractions when requested. What changed was her belief that a technically perfect face was always a more ____6____ portrait. She later created a small exhibition showing pairs of images: one heavily edited and one lightly edited. Visitors were not told which was ‘better’. They were asked what each version made them ____7____ about the person. The answers varied. Some preferred polished images; others found them distant. The exhibition’s purpose was not to produce a single rule but to make hidden assumptions more ____8____. One visitor wrote that beauty standards often become powerful because they feel natural rather than chosen. Elena kept that comment. It described what she had learned from the teenager: the most important editing decision may be deciding whether something truly needs to be ____9____. Years later, Elena still uses advanced software, but her first tool is now conversation. She believes a portrait should represent a person, not quietly ____10____ them into a standard shape. This approach has made her slower but more confident. She no longer sees every difference as a technical error. Some differences carry history, identity or simply individuality. Treating them with respect has become part of her professional ____11____. The teenager’s request did not transform the entire photography industry, but it changed one studio’s practice. Small changes like this can matter because repeated visual choices help define what people come to see as ____12____. Elena now teaches younger photographers to notice the moment when improvement becomes correction and correction becomes judgement. That boundary is not always clear, so the safest response is often to ____13____ before acting. Her students are sometimes surprised that ethical photography involves so much listening. Elena tells them technical skill determines what can be changed, but human judgement determines what ____14____ be changed. The lesson is broader than portraiture: when appearance is involved, respect begins by allowing people to have a ____15____ in how they are represented. 1. A. routine B. camera C. promise D. contract 2. A. ignored B. was C. admired D. remembered 3. A. truthful B. expensive C. colourful D. formal 4. A. deliberate B. public C. quick D. secret 5. A. defect B. fashion C. memory D. skill 6. A. valuable B. accurate C. meaningful D. identical 7. A. assume B. notice C. feel D. forget 8. A. visible B. popular C. private D. simple 9. A. enlarged B. removed C. explained D. measured 10. A. force B. invite C. compare D. follow 11. A. integrity B. speed C. income D. fame 12. A. normal B. rare C. modern D. beautiful 13. A. ask B. edit C. argue D. publish 14. A. must B. can C. should D. might 15. A. voice B. role C. picture D. mirror 2 When Jian entered a speech contest, he worried less about the speech than about the red scar across his cheek. In middle school he had learned to stand slightly sideways in photographs, and he often chose seats where strong light would not ____1____ the mark. His coach, Ms Zhou, noticed the habit but did not tell him simply to ‘be confident’. Instead, she asked what happened when he spent part of his attention trying to hide. Jian realised he was monitoring the audience’s faces instead of ____2____ his argument. They tried an experiment. During practice, Jian stood directly under the stage lights and focused on one task: making the opening idea clear. The first attempt felt ____3____, but by the third he was thinking more about timing than appearance. Ms Zhou also recorded the speech. When Jian watched it, he was surprised that the scar was far less central than it felt from inside his own thoughts. He had been treating a personal worry as if it were the audience’s main ____4____. On competition day, he did not suddenly stop caring about appearance. He simply gave that concern less ____5____. Halfway through the speech, he noticed he had forgotten to think about the scar at all. Jian won no prize, yet he left the hall relieved. The result mattered less than discovering that confidence could be built by directing attention toward something more useful. It was not a feeling he had to wait for before acting; it was partly a ____6____ of action. Later, a younger student asked how he had ‘overcome’ the scar. Jian corrected the question. The scar had not changed. What had changed was the amount of authority he gave it over his behaviour. That distinction was ____7____ to him. He began to notice similar patterns elsewhere. A classmate avoided asking questions because she feared sounding foolish. Another avoided sports because he believed he looked awkward. In each case, the fear became larger when it was repeatedly ____8____. Jian did not offer easy advice. He knew self-consciousness could not always be switched off. Instead, he suggested choosing a small action that served a more important goal. Attention, he had learned, is limited; giving more of it to purpose leaves less for constant self-____9____. The experience also changed his idea of courage. Courage was not walking on stage without discomfort. It was deciding that discomfort did not deserve the final ____10____. Months later, Jian volunteered to introduce speakers at a school event. He still checked the mirror before going on stage, but the action no longer felt like a test of worth. It was simply preparation. That quieter relationship with appearance made him less likely to compare himself with others. Comparison had once seemed like a way to check whether he was acceptable. Now it seemed an unreliable ____11____ because everyone carried different visible and invisible concerns. His coach’s method had worked because it did not demand a dramatic change in personality. It gave him repeated evidence that he could perform while feeling uncertain. Evidence slowly weakened an old ____12____. Jian later described confidence as ‘permission to participate before you feel perfect’. The phrase spread among students because it was practical. Perfection was distant; participation was ____13____. The scar remained part of his face and part of his story. But it no longer decided where he stood, how brightly he smiled or whether he spoke. By changing what he attended to, Jian had changed what the scar was ____14____ to control. He had not erased difference; he had reduced its power through purposeful ____15____. 1. A. hide B. emphasise C. measure D. create 2. A. delivering B. forgetting C. changing D. judging 3. A. natural B. uncomfortable C. easy D. formal 4. A. concern B. strength C. memory D. decision 5. A. attention B. time C. value D. colour 6. A. result B. cause C. type D. measure 7. A. minor B. important C. strange D. obvious 8. A. challenged B. obeyed C. avoided D. ignored 9. A. criticism B. control C. protection D. comparison 10. A. decision B. prize C. expression D. position 11. A. standard B. habit C. solution D. story 12. A. assumption B. skill C. record D. reward 13. A. available B. public C. perfect D. expensive 14. A. allowed B. expected C. forced D. asked 15. A. practice B. silence C. sympathy D. makeover 3 A museum preparing an exhibition about portraiture wanted blind and low-vision visitors to experience more than audio descriptions. The team first considered making raised copies of famous paintings. A consultant named Ruth warned that simply copying the image into texture might not ____1____ the information a sighted viewer receives. She asked the curators to identify what mattered in each portrait: posture, distance between figures, fabric, facial expression, or contrast between light and shadow. Only then could they decide which details should become ____2____. For one portrait, the final tactile panel used different materials for skin, clothing and background. A removable outline showed the direction of the sitter’s gaze. The design was not a miniature painting; it was an ____3____ of visual relationships into touch. During testing, visitors disagreed about some choices. One material felt too similar to another. The team treated this not as failure but as useful ____4____. They changed the surface and tested again. Sighted visitors later asked to use the tactile panels too. Many said touching the structure made them notice the composition more carefully. A tool created for access had unexpectedly ____5____ observation for a wider audience. The exhibition also changed the curators’ language. Audio descriptions had sometimes included judgemental words such as ‘beautiful’ or ‘unattractive’. Ruth encouraged them to describe visible evidence first and leave more room for the listener’s own ____6____. This was especially important in portraits of people with unusual features. The goal was not to pretend difference did not exist, but to avoid turning description into a hidden ____7____ of value. The museum eventually trained guides to say what could be observed—‘the jaw is uneven’, ‘the shoulders are hunched’—before discussing mood or character. Visitors could then decide what emotional meaning, if any, they found in those details. The process showed that accessibility can expose assumptions already present in ordinary practice. Because the team had to explain exactly what mattered in an image, it became easier to see where old descriptions were ____8____ fact and opinion. Ruth said that this was one reason inclusive design was intellectually valuable. It forced experts to make their reasoning visible instead of relying on habits that had gone ____9____. The exhibition attracted strong reviews, but the team was most interested in one repeated response: visitors said they felt invited to look—or touch—more slowly. Slowness had not been a formal objective, yet it became a meaningful ____10____. After the exhibition closed, the museum kept the tactile approach for selected future shows. The panels were expensive to develop, so not every work could receive one. The team created clear ____11____ for choosing where tactile interpretation would add the most value. Those criteria included artistic importance, structural complexity and whether touch could reveal relationships difficult to explain in words. This made the limited resource more ____12____. The project’s deeper lesson was that equal access does not always mean giving everyone identical information in identical form. It can mean designing different routes toward a ____13____ understanding. By questioning how a portrait is described, translated and judged, the museum moved beyond a narrow idea of access. It discovered that inclusion can improve not only who enters a conversation, but also the ____14____ of the conversation itself. The exhibition became less about ‘helping’ a group and more about expanding the ways human appearance can be ____15____. 1. A. preserve B. measure C. simplify D. remove 2. A. touchable B. famous C. identical D. colourful 3. A. translation B. copy C. argument D. judgement 4. A. feedback B. sympathy C. decoration D. permission 5. A. reduced B. enhanced C. replaced D. ended 6. A. interpretation B. appearance C. memory D. preference 7. A. measurement B. judgement C. history D. description 8. A. mixing B. separating C. avoiding D. repeating 9. A. unchallenged B. unpublished C. unseen D. unfinished 10. A. benefit B. risk C. rule D. cost 11. A. criteria B. prices C. arguments D. labels 12. A. fair B. efficient C. formal D. traditional 13. A. shared B. simpler C. private D. quick 14. A. quality B. length C. cost D. popularity 15. A. understood B. corrected C. hidden D. ranked 4 A technology company wanted to know whether profile photographs influenced hiring decisions. Instead of asking managers if they were biased, researchers designed a controlled test. Each manager reviewed identical applications in pairs; only the photograph was changed. The applicants’ skills and experience remained ____1____. The results were uncomfortable. Certain faces received higher ratings for ‘leadership potential’ even though no leadership evidence had changed. The pattern did not prove that every manager consciously judged appearance, but it showed that visual information could ____2____ interpretation. The company’s first reaction was to train managers to be less biased. Researchers suggested another step: remove photographs from the first stage of review. If an unnecessary cue could influence judgement, relying only on self-control seemed ____3____. After photographs were removed, ratings became more closely linked to experience. Managers also reported that they spent less time forming vague impressions and more time comparing specific evidence. The new process did not make hiring completely ____4____, but it reduced one source of noise. Some employees objected that photographs helped them ‘know the whole person’. The researchers asked what job-related information a face reliably provided. The question was difficult to answer. Familiarity had made the old system feel natural, not necessarily ____5____. The company later tested another change: structured interview questions asked in the same order. Again, the aim was not to turn people into numbers but to make comparison more ____6____. Applicants still had space to explain unusual experiences. The structure simply ensured that every person had the opportunity to address the same core abilities. Managers could add follow-up questions when needed. Over time, hiring discussions changed. Instead of saying someone ‘seemed like a leader’, managers were encouraged to cite a specific example from the application or interview. This made assumptions easier to ____7____. The project did not claim that appearance should never matter in human life. In many contexts, clothing, expression and presentation carry real meaning. The question was narrower: should those cues influence a decision before they are relevant to the job? By separating stages of judgement, the company learned that fairness can depend on design, not just good intentions. A process can either invite unnecessary bias or make it harder for bias to ____8____. The researchers also warned against treating any single change as a complete solution. Bias can enter through names, schools, accents or informal recommendations. Systems therefore need repeated ____9____ rather than a one-time fix. The most important shift was cultural. Managers became more comfortable saying, ‘I have an impression, but I do not yet have evidence.’ That sentence created room to reconsider before a judgement hardened. In this sense, the experiment was not about making hiring impersonal. It was about making personal judgement more ____10____. Human decisions remained necessary, but the reasons behind them had to be visible enough to discuss. Applicants benefited from greater consistency, while managers benefited from clearer evidence. The process became slightly slower at first but faster once the new habits were familiar. The company decided the trade-off was ____11____. The study offered a wider lesson about face values: when appearance enters a decision automatically, the fairest response may be to ask whether it belongs there at all. Sometimes reducing a visual cue is not ignoring the person; it is giving other evidence a better ____12____ to speak. That change requires humility, because it asks decision-makers to accept that confidence in a judgement does not guarantee its ____13____. Good systems help people pause, compare and, when necessary, ____14____ an assumption before it becomes a final decision. Fairness begins not with pretending we have no bias, but with creating conditions in which bias is easier to ____15____. 1. A. identical B. public C. unusual D. uncertain 2. A. shape B. end C. record D. prove 3. A. sufficient B. risky C. formal D. slow 4. A. objective B. friendly C. quick D. personal 5. A. fair B. necessary C. popular D. legal 6. A. consistent B. creative C. private D. flexible 7. A. defend B. hide C. check D. increase 8. A. operate B. disappear C. change D. argue 9. A. review B. praise C. training D. permission 10. A. accountable B. confident C. pleasant D. automatic 11. A. worthwhile B. unusual C. secret D. temporary 12. A. chance B. reason C. method D. right 13. A. accuracy B. speed C. value D. confidence 14. A. question B. repeat C. protect D. publish 15. A. noticed B. rewarded C. expressed D. measured XB3U1 复习答案 Part 1 基础知识回顾 一.词汇复习 1.self-critical adj. 自我批判的 17.psychology n. 心理 2.freckle n. 雀斑；斑点 18.finding n. 研究发现 3.enlarge v. 增大；扩大 19.outward adj. 外表的 4.jawline n. 下巴的形状 20.timid adj. 胆怯的 5.boost v. 促进；推动 21.loyal adj. 忠诚的 6.obsessive adj. 痴迷的 22.defect n. 缺陷 7.pretend v. 假装 23.comprehension n. 理解力 8.misjudge v. 误判 24.heartfelt adj. 衷心的 9.identical adj. 完全相同的 25.judge v. → misjudge → v. 误判 10.bizarre adj. 古怪的 26.assume v. → assumption → n. 假设 11.makeover n. 装扮 27.psychology n. → psychological → adj. 心理的 12.overlook v. 忽视 28.compassion n. → compassionate → adj. 有同情心的 13.bother v. 苦恼 29.expression n. → express → v. 表达 14.stereotype n. 模式化思想 30.resemble v. → resemblance → n. 相似 15.acknowledge v. 承认 31.confidence n. → confident → adj. 自信的 16.assumption n. 假定；假设 二.短语复习 1.boost one’s confidence 增强某人的自信 11.form a first impression 形成第一印象 2.from head to toe 从头到脚 12.look beyond the surface 超越表面 3.be obsessed with 痴迷于 13.self-acceptance 自我接纳 4.judge by appearance 凭外表判断 14.social standards of beauty 社会审美标准 5.overlook inner qualities 忽视内在品质 15.show compassion for others 同情他人 6.acknowledge defects 承认缺点 16.express heartfelt feelings 表达真挚情感 7.challenge stereotypes 打破刻板印象 17.resemble 与……相似 8.make assumptions about 对……作出假设 18.listen intently 认真倾听 9.outward appearance 外在形象 19.repay kindness 回报善意 10.be true to oneself 忠于自我 20.gain genuine confidence 获得真正自信 三.词汇运用 1. The campaign encourages teenagers to question narrow beauty standards. 2. A quick first impression can easily lead to a serious misjudgement. 3. The interview revealed a strong connection between confidence and self-acceptance. 4. Her response showed both honesty and deep compassion for people facing similar pressure. 5. The study found that repeated comparison can have psychological effects on self-image. 6. He finally spoke with greater confidence after deciding not to hide the birthmark. 7. The two portraits have a close physical resemblance but communicate different emotions. 四.句型复习与运用 1. What truly matters is not how others judge our appearance but how we see ourselves. 2. Whether a person is willing to accept imperfections can affect his or her confidence. 3. Why certain beauty standards continue to exist is worth reflecting on. 4. Whoever judges others only by appearance may overlook more important qualities. 5. The finding is that reducing unnecessary comparison helps build a healthier self-image. Part 2 完形填空专练 1. 1.A 2.B 3.A 4.A 5.A 6.C 7.C 8.A 9.B 10.A 11.A 12.A 13.A 14.C 15.A 2. 1.B 2.A 3.B 4.A 5.A 6.B 7.B 8.C 9.A 10.A 11.A 12.A 13.A 14.A 15.A 3. 1.A 2.A 3.A 4.A 5.B 6.A 7.B 8.A 9.A 10.A 11.A 12.B 13.A 14.A 15.A 4. 1.A 2.A 3.B 4.A 5.A 6.A 7.C 8.A 9.A 10.A 11.A 12.A 13.A 14.A 15.A — — 学科网（北京）股份有限公司 $