Unit 1 Looking forwards 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四册

**基本信息** 聚焦基础词汇语法与阅读能力整合，构建"词汇-短语-句型-阅读"递进逻辑，强化语言能力与思维品质协同发展。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |词汇复习|31词（含25基础词+6词性转换）|中英互译+词性转换|从核心名词/形容词到词形变化，构建词汇网络| |短语复习|20短语|固定搭配汉译英|聚焦决策类场景短语，服务阅读主题理解| |词汇运用|7题|语境填词|衔接词汇复习与语法应用，强化词形辨析| |句型复习|5题|语法填空（含4种时态+1固定句型）|从基础时态到复杂句式，构建语法应用链| |阅读理解|4篇短文（每篇4题）|细节理解/推理判断/词义猜测/主旨大意|围绕"决策与选择"主题，考查信息提取与逻辑分析能力|

XB4U1 复习 Part 1 基础知识回顾 一.词汇复习 1.（男性的）童年时期，少年时代 n. _______________ 2.追求，理想 n. _______________ 3.接受工作培训的人；实习生 n. _______________ 4.通讯员，记者 n. _______________ 5.（有关）历史的 adj. _______________ 6.私家侦探 n. _______________ 7.最后，最终 adv. _______________ 8.允许进入（加入） n. _______________ 9.参加，参与 n. _______________ 10.复杂的 adj. _______________ 11.（两条路）岔开，分开 v. _______________ 12.许多的，很多的 adj. _______________ 13.（电视或电台的）商业广告 n. _______________ 14.认真思考的，深思的 adj. _______________ 15.象征，代表 v. _______________ 16.可供选择的事物 n. _______________ 17.进退两难的境地，困境 n. _______________ 18.（由……）引起 v. _______________ 19.情况，情形 n. _______________ 20.混合；混合体 n. _______________ 21.喜爱，钟爱 n. _______________ 22.合格的，胜任的 adj. _______________ 23.熟练，流利 n. _______________ 24.（工厂、医院等轮班制中的）当班时间 n. _______________ 25.ambition n. 理想 → _______________ adj. 有抱负的 26.participate v. 参加 → _______________ n. 参与 27.qualify v. 使具备资格 → _______________ n. 资格 28.symbol n. 象征 → _______________ v. 象征 29.thought n. 思考 → _______________ adj. 深思的 30.admit v. 准许进入 → _______________ n. 准入 31.decide v. 决定 → _______________ n. 决定 二.短语复习 1.采取行动 ________________________ 2.做出决定，拿定主意 ________________________ 3.放过，错过（机会） ________________________ 4.对原先决定产生怀疑 ________________________ 5.推迟，使延期 ________________________ 6.坚决拒绝；彻底否决 ________________________ 7.仔细考虑，权衡 ________________________ 8.面对 ________________________ 9.偶然来到；发生在某人身上 ________________________ 10.为自己设定目标 ________________________ 11.以……为基础 ________________________ 12.决心做某事 ________________________ 13.面临…… ________________________ 14.作出选择 ________________________ 15.为……承担责任 ________________________ 16.申请 ________________________ 17.胜任；具备……资格 ________________________ 18.从长远来看 ________________________ 19.结果是；证明是 ________________________ 20.期待；盼望 ________________________ 三.词汇运用 1.Her __________ plan is to become a doctor who serves remote communities. (ambition) 2.Active __________ in the discussion helped every student clarify the choice. (participate) 3.Applicants must have the necessary __________ and practical experience. (qualify) 4.The two roads in the painting __________ different attitudes towards the future. (symbol) 5.It was __________ of him to ask how the decision might affect his family. (thought) 6.University __________ depends on both academic performance and personal potential. (admit) 7.The final __________ should be based on evidence rather than fear. (decide) 四.句型复习与运用 1.到明年这个时候，我将在大学学习自己真正感兴趣的专业。（将来进行时） ____________________________________________________________________________________________ 2.在作出最终决定之前，她已经认真权衡了所有选择。（过去完成时） ____________________________________________________________________________________________ 3.我正要放弃这个机会时，老师鼓励我再试一次。（be about to...when...） ____________________________________________________________________________________________ 4.自从进入高中以来，我对未来的看法发生了很大变化。（现在完成时） ____________________________________________________________________________________________ 5.如果我们现在采取行动，将来就不会为错过机会而后悔。（条件句） ____________________________________________________________________________________________ Part 2 阅读理解专练 阅读下列短文，从每题所给的 A、B、C 和 D 四个选项中，选出最佳选项。 1 At the start of the school year, Ms Patel asked her students to keep a “decision journal”. For every important choice, they had to record what they knew, what they were assuming, and what outcome they expected. The purpose was not to predict the future perfectly. It was to separate a thoughtful decision from a lucky result. Lina used the journal when she had to choose between a prestigious science competition and a two-week placement at a small environmental laboratory. The competition offered public recognition, while the placement involved routine work and no prize. At first, Lina chose the competition. Then she noticed that her reasons were mostly about how the choice would look to others. She interviewed former participants in both programmes and learned that the laboratory would allow her to test water samples and work beside researchers. She changed her mind. The placement was less exciting than she had imagined. Some days were spent labelling bottles and checking figures. Yet it revealed something important: Lina enjoyed the slow process of turning uncertain observations into reliable evidence. When she later read her journal, she saw that the value of the choice did not depend on whether every day had been enjoyable. The decision had been sound because it was based on better information and on a clearer understanding of her own interests. Ms Patel also asked students to mark decisions as reversible or difficult to reverse. Reversible choices could be tested quickly; major commitments required more research. By the end of the year, students had become less afraid of being wrong. They had learned that uncertainty is not a reason to avoid choosing. It is a reason to choose with care and to remain willing to learn. 1. Why did Ms Patel ask students to keep a decision journal? A. To reward students who predicted outcomes correctly. B. To help students judge the quality of their decision-making process. C. To make students avoid choices involving uncertainty. D. To compare students’ private plans with one another. 2. What mainly caused Lina to reconsider her first choice? A. The competition was cancelled unexpectedly. B. The laboratory promised her a public prize. C. She realised that her reasons focused too much on others’ opinions. D. Former competitors advised her to give up science. 3. What does “reversible” in the last paragraph most nearly mean? A. Able to be changed without great cost. B. Certain to produce a good result. C. Based on other people’s experience. D. Difficult to explain in writing. 4. What is the main idea of the passage? A. A good decision guarantees an enjoyable experience. B. Students should always choose practical work over competitions. C. Thoughtful choices require evidence, self-knowledge and continued reflection. D. Uncertainty disappears once a detailed plan has been made. 2 A city careers office once organised a “Future Week” in which teenagers listened to successful adults describe their jobs. The talks were popular, but follow-up surveys showed that students’ plans changed very little. Many remembered the speakers’ impressive titles yet could not explain what the work actually involved. The office then redesigned the programme around short experiments. Students spent half a day observing a workplace, completed a small realistic task and wrote down one question that the experience had raised. A student interested in architecture, for example, did not design a shining tower. She checked whether a public entrance could be used safely by people with wheelchairs and pushchairs. Another student who imagined journalism as constant travel spent an afternoon confirming names, dates and quotations for a local report. Some participants left more certain about their original plans. Others discovered that a job they had admired did not match the kind of daily activity they enjoyed. The organisers treated both outcomes as progress. They argued that a career experiment should not be judged by whether it produces a confident declaration. Its value lies in replacing a vague image with more accurate questions. The new programme also changed how schools discussed ambition. Teachers stopped asking only, “What do you want to be?” and began asking, “What problems do you like working on?” and “What kind of effort can you repeat even when nobody notices?” These questions did not provide students with a fixed future. Instead, they gave them a method for exploring possible futures before making costly commitments. 1. Why was the original Future Week considered limited? A. Few successful adults agreed to speak. B. Students remembered job titles but learned little about daily work. C. The talks were too difficult for teenagers to understand. D. Students were required to choose a career immediately. 2. What was a key feature of the redesigned programme? A. Students performed a small task similar to real workplace activity. B. Students competed to produce the most impressive project. C. Every student spent a full month in one workplace. D. Employers selected careers for the participants. 3. How did organisers view students who changed their career plans? A. As having failed to make a serious commitment. B. As needing to repeat the entire programme. C. As having gained useful and more accurate information. D. As being less ambitious than other students. 4. Which title best fits the passage? A. Why Successful Careers Begin with Certainty B. Testing a Future Before Choosing It C. The Fastest Way to Gain a Job Title D. How Schools Can Predict Labour Markets 3 On a small island, two paths led from the harbour to a cliff where visitors watched seabirds. The shorter path crossed fragile grassland; the longer one followed an old stone wall. As visitor numbers increased, the local council had to decide which route to improve. Building both would cost too much. At the first meeting, the debate became personal. Shop owners preferred the shorter path because tourists would reach the viewing point quickly. Conservation volunteers supported the longer path, arguing that the grassland recovered slowly after being stepped on. Each side arrived with photographs and strong opinions, but neither had enough evidence about how visitors actually moved. A young engineer proposed a temporary solution. For six weeks, coloured signs directed visitors along different routes on alternate days. Simple counters recorded numbers, and volunteers noted where people stopped, turned back or left the path. The trial produced an unexpected result. Although the wall route was longer, most visitors preferred it because it offered shelter from the wind and told a clearer story about the island’s history. Damage to the grassland also fell sharply. The council chose the longer route and used the saved grassland as an outdoor study area. More importantly, the trial changed the tone of local decision-making. People still disagreed, but they became more willing to test assumptions before defending them. The two paths came to symbolize more than a choice of direction: one represented the desire for an immediate answer, while the other showed the value of taking enough time to understand the ground beneath one’s feet. 1. What made the council’s decision difficult? A. Neither route reached the viewing point. B. The council lacked permission to build a path. C. The shorter route harmed nature, while improving both routes was too expensive. D. Tourists refused to use the old stone wall route. 2. Why did the engineer suggest a temporary trial? A. To collect evidence about visitors’ actual behaviour. B. To prevent shop owners from attending meetings. C. To prove that the shortest route was always best. D. To delay the project until visitor numbers fell. 3. What unexpected finding came from the trial? A. Visitors preferred the longer route for practical and historical reasons. B. The grassland recovered faster than conservationists expected. C. Most visitors stopped coming to the cliff. D. The wall route caused more environmental damage. 4. What do the two paths symbolize in the final paragraph? A. Tourism and local business. B. Quick certainty and patient understanding. C. History and modern engineering. D. Public opinion and scientific fact. 4 Nora has read hundreds of application letters for a youth innovation programme. The weakest letters, she says, often sound the most dramatic. Applicants describe themselves as “future leaders” or promise to “change the world”, but provide little evidence of how they respond when a plan fails or a team disagrees. Strong letters are usually more modest and more specific. One applicant wrote about organising a book exchange that attracted only twelve people. Instead of hiding the disappointing number, she explained how she interviewed non-participants, changed the collection times and eventually created a regular service for three neighbourhoods. Another described abandoning an expensive app after discovering that the intended users preferred a paper checklist. In both cases, the applicants showed that they could listen to evidence and revise their ideas. Nora does not expect teenagers to have fixed career plans. In fact, she is cautious when a letter presents the future as a perfectly straight road. She looks for what she calls “direction with flexibility”: a clear sense of the problems a student cares about, combined with a willingness to change methods. Ambition matters, but it must be connected to action that can be examined. Her advice to applicants is to treat the future self as a verb rather than a noun. Instead of writing only “I want to be an engineer”, describe what you have built, tested, repaired or learned. Such details cannot guarantee admission. They do, however, reveal whether a person has begun practising the habits that a hoped-for future will require. 1. What problem does Nora find in many dramatic application letters? A. They contain too many details about teamwork. B. They make large claims without showing supporting actions. C. They focus only on failures and disappointments. D. They describe career plans that are too flexible. 2. Why does the passage mention the book exchange and the abandoned app? A. To show that expensive projects are usually ineffective. B. To prove that successful applicants always serve neighbourhoods. C. To illustrate learning through evidence and revision. D. To compare paper tools with digital technology. 3. What does Nora mean by “direction with flexibility”? A. Changing goals whenever work becomes difficult. B. Having a meaningful purpose while remaining open about methods. C. Following a perfectly planned route towards one job. D. Avoiding long-term ambition until adulthood. 4. What is Nora’s main advice to applicants? A. Use concrete past actions to show developing future habits. B. Choose an impressive job title before writing. C. Hide unsuccessful results to create confidence. D. Promise that the proposed project will change the world. XB4U1 复习答案 Part 1 基础知识回顾 一.词汇复习 1.boyhood n. （男性的）童年时期，少年时代 2.ambition n. 追求，理想 3.trainee n. 接受工作培训的人；实习生 4.correspondent n. 通讯员，记者 5.historical adj. （有关）历史的 6.detective n. 私家侦探 7.ultimately adv. 最后，最终 8.admission n. 允许进入（加入） 9.participation n. 参加，参与 10.complex adj. 复杂的 11.diverge v. （两条路）岔开，分开 12.numerous adj. 许多的，很多的 13.commercial n. （电视或电台的）商业广告 14.thoughtful adj. 认真思考的，深思的 15.symbolize v. 象征，代表 16.alternative n. 可供选择的事物 17.dilemma n. 进退两难的境地，困境 18.arise v. （由……）引起 19.circumstance n. 情况，情形 20.mixture n. 混合；混合体 21.affection n. 喜爱，钟爱 22.qualified adj. 合格的，胜任的 23.fluency n. 熟练，流利 24.shift n. 当班时间 25.ambition → ambitious adj. 26.participate → participation n. 27.qualify → qualification n. 28.symbol → symbolize v. 29.thought → thoughtful adj. 30.admit → admission n. 31.decide → decision n. 二.短语复习 1.Take action 采取行动 2.make up one’s mind 做出决定，拿定主意 3.pass up 放过，错过（机会） 4.have second thoughts 对原先决定产生怀疑 5.put off 推迟，使延期 6.reject...out of hand 坚决拒绝；彻底否决 7.weigh up 仔细考虑，权衡 8.in the face of 面对 9.come one’s way 偶然来到；发生在某人身上 10.set oneself a goal 为自己设定目标 11.be based on 以……为基础 12.be determined to do 决心做某事 13.be faced with 面临…… 14.make a choice 作出选择 15.take responsibility for 为……承担责任 16.apply for 申请 17.be qualified for 胜任；具备……资格 18.in the long term 从长远来看 19.turn out 结果是；证明是 20.look forward to 期待；盼望 三.词汇运用 1.ambitious 2.participation 3.qualifications 4.symbolize 5.thoughtful 6.admission 7.decision 四.句型复习与运用 1.This time next year, I will be studying the subject I am truly interested in at university. 2.Before making the final decision, she had carefully weighed up all the alternatives. 3.I was about to pass up the opportunity when my teacher encouraged me to try again. 4.My view of the future has changed greatly since I entered senior high. 5.If we take action now, we will not regret missing the opportunity in the future. Part 2 阅读理解专练 1. 1.B 2.C 3.A 4.C 2. 1.B 2.A 3.C 4.B 3. 1.C 2.A 3.A 4.B 4. 1.B 2.C 3.B 4.A 学科网（北京）股份有限公司 $