Unit 5 Revealing nature（单元分层自测·基础通关卷）英语外研版选择性必修第一册

2026—2027学年高二选择性必修第一册英语单元复习 Unit 5 Revealing nature·基础通关 第一部分　阅读（满分50分） 第一节　阅读理解（共15小题；每小题2.5分，满分37.5分） 1—5：D B C B A 6—10：C D A B C 11—15：D A B A C 第二节　七选五（共5小题；每小题2.5分，满分12.5分） 16—20：A D E B F 第二部分　语言运用（满分30分） 第一节（共15小题；每小题1分，满分15分） 21—25：B A A B B 26—30：A A B A B 31—35：B A B A B 第二节（共10小题；每小题1.5分，满分15分） 36—40：had marked；which；quietly；to compare；were placed 41—45：because；had opened；a；unexpectedly；observations 第三部分　写作（满分40分） 第一节（满分15分） Dear Mr Brown, Our English Club is planning a “Seven-Day Nature Log” to help students observe familiar plants and animals with greater care. We sincerely invite you to be our adviser. From Monday to Sunday, members will choose one campus subject, record it at a fixed time each day and separate observations from guesses. On the following Monday, we will compare notes and present one question for further study. Could you guide us in designing clear record tables and give brief feedback on our reports? We would be grateful for your support. Yours, Li Hua 第二节（满分25分） The next morning, Lena returned with a cardboard screen and four identical pots. She and Max placed the pots at equal distances from the window, gave them the same amount of water and marked their starting positions. Two received light from one side, while the screen spread the light around the other two. They photographed every stem at the same time each day. By Friday, the first pair had bent more clearly. Lena was pleased, but she wrote, “under our classroom conditions” beneath the graph. A week later, the group stood beside their display board at the science fair. Their title was a question rather than a claim: “How Does the Direction of Light Affect Bean Stems?” Lena showed visitors the original photograph, the moving-pot problem and the redesigned test. When a judge praised the honest record, she admitted that their result did not prove plants remembered anything. Max smiled as Lena pointed to a final box labelled “Next Test”. Their discovery was not a fast answer, but a better way to ask. 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 $………………○………………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复习 Unit 5 Revealing nature·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 Field Notes: Four Small Nature Projects WINDOW WEB WATCH — Choose one spider web that can be seen without touching it. At 7:30 each morning for three days, photograph it from the same spot. Record whether the web is complete, partly damaged or newly repaired, together with wind and rain conditions. Never shine a strong light directly at the spider. LEAF ANGLE LOG — Select one healthy plant and mark a single leaf with a loose paper tag. Photograph the leaf at 8:00, 12:00 and 16:00 for five days. Keep the camera level and include a ruler in each picture. Do not turn the pot: the aim is to observe, not to produce a quick effect. ANT DETOUR TEST — Find an existing outdoor ant trail. Place a clean fallen twig across, not on, the insects and watch for ten minutes. Draw the new route, note how long the first ant takes to go around the twig, and remove the twig afterwards. Food must not be added because it would change the situation. SEEDLING SHADE TRIAL — Use two pairs of similar seedlings. Put one pair under a mesh screen and leave the other in normal light. Give every plant the same amount of water. Twice a week, measure height and count new leaves. Stop the trial if any plant shows serious stress. For every project, use a date, time and weather line at the top of each record. A surprising pattern is a reason to observe again, not a reason to announce a final conclusion. 1．Which project best suits a student studying how light may influence growth? A. Window Web Watch.　　 B. Leaf Angle Log. C. Ant Detour Test.　　 D. Seedling Shade Trial. 2．What is required in all four projects? A. Changing one condition each day.　　 B. Recording observations in a consistent way. C. Working with more than one living species.　 D. Continuing until the expected result appears. 3．What is the main purpose of the text? A. To advertise professional field equipment.　　 B. To compare four famous scientific discoveries. C. To offer manageable plans for careful observation. D. To prove that short projects always produce clear answers. B The Result That Was Too Good Nina had noticed that ivy leaves on the shady side of the library looked much larger than those on a sunny wall. For the school science week, she collected thirty leaves from each wall, measured them and produced a graph with two clearly separated groups. “Shade makes ivy grow larger leaves,” she wrote beneath it. The result looked so neat that she expected her teacher, Mr Rao, to be delighted. Instead, he asked three questions. Were the plants the same kind of ivy? Were the leaves of similar age? Apart from light, did the two walls receive the same water and wind? Nina had no answers. She had treated the walls as if light were their only difference. Her attractive graph showed that the samples differed, but not why. At first, Nina felt that Mr Rao was trying to destroy a promising result. Then she returned to the walls with a plant guide and discovered that she had sampled two different species. Some of the larger leaves were also new spring growth, while many smaller ones were older. Her original conclusion could no longer stand. She did not throw the work away. With her classmate Omar, Nina found a long vine that crossed from an open area into the shadow of a covered walkway. They marked leaves of similar age along the same vine, photographed them for three weeks and recorded light, soil moisture and position. The difference in leaf size was far smaller than before, but a modest pattern remained near the darkest end. In her final display, Nina placed the first graph beside the second. She explained why the first comparison had failed and why the new result was more limited. Visitors spent longer at her board than at many displays with dramatic titles. Her project no longer offered a quick answer, but it showed something more useful: evidence becomes stronger when a good question is allowed to challenge an exciting result. 4．Why did Mr Rao question Nina's first conclusion? A. Her graph contained too few measurements.　　 B. The two walls differed in uncontrolled ways. C. Ivy leaves could not be measured accurately.　　 D. Shade had already been proved to reduce leaf size. 5．What does the underlined idea “a promising result” refer to in paragraph 3? A. A finding that seemed clear and worth presenting. B. A result that had survived every possible test. C. A measurement that Nina knew was inaccurate.　 D. A conclusion suggested by Mr Rao in advance. 6．How did Nina improve her second investigation? A. She measured only the largest leaves.　　 B. She collected leaves from more buildings. C. She compared similar leaves on the same vine.　 D. She kept the plants in complete darkness. 7．Which statement best expresses the lesson of Nina's project? A. A dramatic result is usually the most valuable one.　 B. A failed first attempt should be hidden from viewers. C. A good graph can replace questions about research design. D. Careful challenges can turn weak evidence into better inquiry. C When a Model Speaks Too Loudly In a classroom experiment, students are told that a damaged bean plant releases a chemical and a nearby plant changes its defence. Someone says, “The first plant warns its neighbour.” The sentence is memorable during a busy class discussion. It also contains a danger: a useful model may begin to sound like a complete description. Scientific models reduce a complicated process to a form that people can think about. Calling the change a “warning” draws attention to a signal, a receiver and a later response. It gives students a structure for asking questions. How does the signal travel? Which plant parts detect it? Does every receiver respond in the same way? Yet the word can also suggest intention. A human who warns a friend understands a risk and chooses to speak. The experiment, however, has not shown that the plant predicts danger or decides to help. The friendly verb compresses several physical steps into one familiar action. If readers forget the compression, they may add a mind that the evidence has not measured. The solution is not to ban vivid language. Researchers and teachers can use it while stating what each part of the model represents. They can also test alternative explanations: perhaps both plants respond separately to the same change in air or light. A comparison group can be shielded from the suspected chemical while everything else remains similar. If its response changes, the model gains support; if not, the model must be revised. A good model is therefore like a ladder. It helps us reach a question that would otherwise be difficult to see. Once there, we should not mistake the ladder for the landscape. Terms such as “talk”, “share” and “recognise” can open a door into plant behaviour, provided that the evidence, not the metaphor, decides how far we walk. 8．What danger does the author see in saying a plant “warns” another? A. It may make a model seem more complete than the evidence. B. It prevents students from remembering the experiment. C. It proves that chemical signals cannot be studied. D. It removes the need for any comparison group. 9．What does “compresses” most nearly mean in paragraph 3? A. Hides on purpose.　　 B. Summarises in a shorter form. C. Repeats without explanation.　　 D. Measures with greater accuracy. 10．Why does the author mention shielding a comparison group? A. To make the plants communicate more quickly.　　 B. To replace observation with a single prediction. C. To test whether the suspected signal explains the response.　　 D. To show that air and light never influence plants. 11．What is the author's attitude towards vivid language in science? A. Completely opposed.　　 B. Unquestioningly supportive. C. Indifferent to its effects.　　 D. Supportive when its limits are made clear. D Why Uncertainty Belongs in Discovery Students often edit words such as “may”, “appears” and “under these conditions” out of science reports. They fear that cautious language will make their work sound weak. A confident sentence seems cleaner: “The plant grew faster because of the sound.” Yet if the study involved three pots in one classroom, confidence may be the least scientific part of the claim. Uncertainty is not an empty space where knowledge has failed. It is a boundary drawn around what the evidence can support. A map with a marked edge is more useful than a page pretending to show territory that nobody has explored. In the same way, “the three plants in our test grew faster” tells readers where the observation ends. It leaves room for another class to ask whether the pattern appears with different plants, sounds or seasons. Major ideas also develop inside such boundaries. Darwin built an explanation of evolution from patterns in living things and fossils, but he could not see the later genetic evidence that would deepen the account. The limits of his tools did not make observation useless. They made it important to separate what had been seen, what had been inferred and what still needed testing. Careful uncertainty also protects people from a common error: treating one successful prediction as proof of a whole story. A model may predict that a leaf changes after a signal, while being wrong about the path the signal takes. Reporting the strength and limits of a result allows other investigators to choose the next useful test instead of simply repeating the same claim. This does not mean writing so vaguely that nothing can be questioned. Good scientific language is calibrated. Strong evidence deserves strong words; early evidence deserves narrower ones. The purpose is not to sound unsure but to make confidence match support. When students learn to mark that relationship, uncertainty stops being the enemy of discovery. It becomes one of the tools that moves discovery forward. 12．Why do some students remove cautious words from reports? A. They want their claims to sound stronger.　　 B. They have collected evidence from many settings. C. They believe uncertainty is required in every sentence.　　 D. They cannot distinguish observations from measurements. 13．What does the map comparison in paragraph 2 show? A. Unexplored areas should be removed from a report.　　 B. A clear limit makes knowledge more useful, not less. C. Scientific evidence should be presented mainly as pictures.　　 D. A study becomes reliable only after covering every condition. 14．What does “calibrated” mean in the last paragraph? A. Adjusted to match the strength of evidence.　　 B. Decorated to attract more readers. C. Shortened until no limits are mentioned.　　 D. Repeated until a claim becomes familiar. 15．Which is the best title for the text? A. How to Remove Doubt from Every Experiment　 B. Why Strong Words Always Improve a Report C. Uncertainty as a Tool for Better Science　　 D. The One Method Behind Darwin's Success 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。 Build an Observation Journal That Can Answer Questions An observation journal is more than a diary of interesting things. Used carefully, it can show whether a pattern is real, where an explanation becomes uncertain and what should be tested next. The value comes from a method that another observer could understand and repeat. Begin with a question small enough to observe. “How does nature change?” is too broad for one week, while “At what time do bees first visit these flowers?” gives you a clear target. 16．__________ It helps you decide what to count, photograph or describe. Next, make your method repeatable. Choose a place, a time window and a way to measure before the first entry. 17．__________ A later difference is then less likely to have been produced by a different camera angle or a shorter visit. Keep observation separate from interpretation. Write “three leaves had brown edges” before writing “the plant lacked water”. 18．__________ You can return to the first statement even if the explanation turns out to be wrong. Do not collect only the moments that support your idea. 19．__________ A morning with no insects or a leaf that does not follow the general pattern may reveal a hidden condition. Exceptions are not untidy facts to erase; they are often the beginning of a better question. Finally, review rather than simply store your notes. Circle repeated patterns, mark uncertain entries and compare photographs in order. 20．__________ This final line turns the journal from a record of the past into a plan for the next observation. A. A precise question gives every later note a direction. B. Also record what did not happen and what did not fit. C. Avoid copying any numbers because they make a journal difficult to read. D. If possible, observe under the same conditions each time. E. This simple separation keeps an early guess from becoming a fact. F. End each entry with one thing you would check next. G. Attractive language is therefore more important than an accurate method. 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。 The Second Trial When our science club placed two trays of bean seeds in the laboratory, the tray beside the window sprouted two days earlier. We were 21．__________ and quickly wrote a conclusion: light had caused the difference. Our mentor, Ms Luo, did not 22．__________ the idea. Instead, she asked which details were evidence and which were assumptions. We had carefully 23．__________ the amount of water, but nobody had noted temperature. Then a caretaker 24．__________ moving the window tray away from a cold floor while cleaning. This detail did not prove that warmth was the cause, but it 25．__________ our original claim. The group faced a choice: hide the untidy trial or treat it as a 26．__________. We chose to repeat the test with four smaller trays. Each held the same number of seeds, and we rotated their positions daily. A thermometer reading was entered before every check, and an observer who did not know which tray was 27．__________ to do better counted the shoots. The new procedure could not 28．__________ every possible influence, but it reduced several sources of bias. In the second trial, the trays sprouted at nearly the same time. Some members were disappointed, yet the less dramatic result was more 29．__________. It showed that the first pattern had not been 30．__________ enough to support our confident statement. At science week, we placed both trials side by side. We 31．__________ explained the mistake and the changes in our design. The questions from visitors became more interesting. One student asked whether another kind of seed would 32．__________ differently. Ms Luo called that a useful 33．__________ test, not an escape from the result we already had. I learned that revealing nature rarely means finding an instant 34．__________. More often, it means building a chain of evidence in which every link can be 35．__________. 21．A. confused　　 B. thrilled　　 C. patient　　 D. silent 22．A. reject　　 B. repeat　　 C. announce　　 D. borrow 23．A. recorded　　 B. reduced　　 C. poured　　 D. forgotten 24．A. avoided　　 B. remembered　 C. imagined　　 D. denied 25．A. proved　　 B. weakened　　 C. repeated　　 D. protected 26．A. clue　　 B. prize　　 C. secret　　 D. failure 27．A. expected　　 B. allowed　　 C. forced　　 D. trained 28．A. measure　　 B. remove　　 C. create　　 D. explain 29．A. reliable　　 B. colourful　　 C. surprising　　 D. popular 30．A. early　　 B. stable　　 C. simple　　 D. bright 31．A. briefly　　 B. openly　　 C. accidentally　 D. privately 32．A. respond　　 B. travel　　 C. appear　　 D. measure 33．A. past　　 B. future　　 C. final　　 D. useless 34．A. answer　　 B. sample　　 C. signal　　 D. method 35．A. hidden　　 B. checked　　 C. replaced　　 D. praised 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。 A Week with the Evening Flowers Before the campus ecology week began, Lin 36．__________ (mark) six evening flowers beside the sports field. She wanted to find out whether they opened at a similar time each day. Her partner designed a simple table 37．__________ included light, temperature, wind and the number of open flowers. For five evenings, the pair arrived thirty minutes before sunset and worked 38．__________ (quiet). They used the same position for photographs 39．__________ (compare) the flowers fairly. Small paper signs 40．__________ (place) near the path so that other students would not step into the study area. On the third day, they almost missed the observation 41．__________ a rehearsal ended late. By the time they reached the field, four flowers 42．__________ already __________ (open). Instead of guessing the exact minute, Lin drew 43．__________ line through that cell and added a note. The honest gap later became 44．__________ (expect) useful: it reminded visitors that a record can be incomplete without being invented. At the end of the week, Lin compared all the 45．__________ (observe). The opening times were close, but not identical. Her conclusion used the past perfect to show what had happened before each arrival and cautious language to keep the claim within the evidence. 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。社团计划开展“Seven-Day Nature Log”活动，请你给外教Mr Brown写一封邮件，邀请他担任指导教师。 内容包括：1．活动目的； 2．活动安排； 3．希望获得的指导。 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 Mr Brown, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 A Fast Answer Lena loved the moment when a difficult question seemed to become simple. For the school science fair, her group had to investigate a change in a living thing. One afternoon, she noticed that the bean plant near the classroom window leaned strongly towards the glass. She photographed it and announced to her partner Max, “Plants can remember where the sun is. We already have our discovery.” Max looked at the single pot. “Maybe,” he said, “but the curtain is sometimes closed, and the cleaner moves the pot.” Lena disliked the cautious reply. The fair was only eight days away, and other groups already had colourful displays. She wanted a striking title, not another list of questions. The next day she showed the photograph to Ms Chen. The teacher did not laugh at the idea. She asked Lena to mark which part was observation and which part was explanation. Lena wrote, “The stem leaned towards the window” in one column. In the other, she wrote, “The plant remembered the sun.” The first sentence suddenly looked much stronger than the second. After school, Lena returned to take another photograph. The pot was facing the opposite direction. A student who watered the plants explained that he turned each pot when the leaves blocked the walkway. Lena felt her exciting conclusion fall apart. Max, however, pointed to the new fact. “Now we know position has changed. We can test what happens when it does not.” Lena stared at the empty display board for several quiet minutes. A careful experiment might produce no dramatic result, and there was little time. Then she looked again at her two columns. She realised that protecting a conclusion was not the same as investigating a question. She sent Max a message: “Tomorrow morning, let's start with what we can control.” 续写词数应为150个左右；请按如下格式在答题卡的相应位置作答。 The next morning, Lena returned with a cardboard screen and four identical pots. ___________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A week later, the group stood beside their display board at the science fair. ________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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复习 Unit 5 Revealing nature·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 Field Notes: Four Small Nature Projects WINDOW WEB WATCH — Choose one spider web that can be seen without touching it. At 7:30 each morning for three days, photograph it from the same spot. Record whether the web is complete, partly damaged or newly repaired, together with wind and rain conditions. Never shine a strong light directly at the spider. LEAF ANGLE LOG — Select one healthy plant and mark a single leaf with a loose paper tag. Photograph the leaf at 8:00, 12:00 and 16:00 for five days. Keep the camera level and include a ruler in each picture. Do not turn the pot: the aim is to observe, not to produce a quick effect. ANT DETOUR TEST — Find an existing outdoor ant trail. Place a clean fallen twig across, not on, the insects and watch for ten minutes. Draw the new route, note how long the first ant takes to go around the twig, and remove the twig afterwards. Food must not be added because it would change the situation. SEEDLING SHADE TRIAL — Use two pairs of similar seedlings. Put one pair under a mesh screen and leave the other in normal light. Give every plant the same amount of water. Twice a week, measure height and count new leaves. Stop the trial if any plant shows serious stress. For every project, use a date, time and weather line at the top of each record. A surprising pattern is a reason to observe again, not a reason to announce a final conclusion. 1．Which project best suits a student studying how light may influence growth? A. Window Web Watch.　　 B. Leaf Angle Log. C. Ant Detour Test.　　 D. Seedling Shade Trial. 2．What is required in all four projects? A. Changing one condition each day.　　 B. Recording observations in a consistent way. C. Working with more than one living species.　 D. Continuing until the expected result appears. 3．What is the main purpose of the text? A. To advertise professional field equipment.　　 B. To compare four famous scientific discoveries. C. To offer manageable plans for careful observation. D. To prove that short projects always produce clear answers. B The Result That Was Too Good Nina had noticed that ivy leaves on the shady side of the library looked much larger than those on a sunny wall. For the school science week, she collected thirty leaves from each wall, measured them and produced a graph with two clearly separated groups. “Shade makes ivy grow larger leaves,” she wrote beneath it. The result looked so neat that she expected her teacher, Mr Rao, to be delighted. Instead, he asked three questions. Were the plants the same kind of ivy? Were the leaves of similar age? Apart from light, did the two walls receive the same water and wind? Nina had no answers. She had treated the walls as if light were their only difference. Her attractive graph showed that the samples differed, but not why. At first, Nina felt that Mr Rao was trying to destroy a promising result. Then she returned to the walls with a plant guide and discovered that she had sampled two different species. Some of the larger leaves were also new spring growth, while many smaller ones were older. Her original conclusion could no longer stand. She did not throw the work away. With her classmate Omar, Nina found a long vine that crossed from an open area into the shadow of a covered walkway. They marked leaves of similar age along the same vine, photographed them for three weeks and recorded light, soil moisture and position. The difference in leaf size was far smaller than before, but a modest pattern remained near the darkest end. In her final display, Nina placed the first graph beside the second. She explained why the first comparison had failed and why the new result was more limited. Visitors spent longer at her board than at many displays with dramatic titles. Her project no longer offered a quick answer, but it showed something more useful: evidence becomes stronger when a good question is allowed to challenge an exciting result. 4．Why did Mr Rao question Nina's first conclusion? A. Her graph contained too few measurements.　　 B. The two walls differed in uncontrolled ways. C. Ivy leaves could not be measured accurately.　　 D. Shade had already been proved to reduce leaf size. 5．What does the underlined idea “a promising result” refer to in paragraph 3? A. A finding that seemed clear and worth presenting. B. A result that had survived every possible test. C. A measurement that Nina knew was inaccurate.　 D. A conclusion suggested by Mr Rao in advance. 6．How did Nina improve her second investigation? A. She measured only the largest leaves.　　 B. She collected leaves from more buildings. C. She compared similar leaves on the same vine.　 D. She kept the plants in complete darkness. 7．Which statement best expresses the lesson of Nina's project? A. A dramatic result is usually the most valuable one.　 B. A failed first attempt should be hidden from viewers. C. A good graph can replace questions about research design. D. Careful challenges can turn weak evidence into better inquiry. C When a Model Speaks Too Loudly In a classroom experiment, students are told that a damaged bean plant releases a chemical and a nearby plant changes its defence. Someone says, “The first plant warns its neighbour.” The sentence is memorable during a busy class discussion. It also contains a danger: a useful model may begin to sound like a complete description. Scientific models reduce a complicated process to a form that people can think about. Calling the change a “warning” draws attention to a signal, a receiver and a later response. It gives students a structure for asking questions. How does the signal travel? Which plant parts detect it? Does every receiver respond in the same way? Yet the word can also suggest intention. A human who warns a friend understands a risk and chooses to speak. The experiment, however, has not shown that the plant predicts danger or decides to help. The friendly verb compresses several physical steps into one familiar action. If readers forget the compression, they may add a mind that the evidence has not measured. The solution is not to ban vivid language. Researchers and teachers can use it while stating what each part of the model represents. They can also test alternative explanations: perhaps both plants respond separately to the same change in air or light. A comparison group can be shielded from the suspected chemical while everything else remains similar. If its response changes, the model gains support; if not, the model must be revised. A good model is therefore like a ladder. It helps us reach a question that would otherwise be difficult to see. Once there, we should not mistake the ladder for the landscape. Terms such as “talk”, “share” and “recognise” can open a door into plant behaviour, provided that the evidence, not the metaphor, decides how far we walk. 8．What danger does the author see in saying a plant “warns” another? A. It may make a model seem more complete than the evidence. B. It prevents students from remembering the experiment. C. It proves that chemical signals cannot be studied. D. It removes the need for any comparison group. 9．What does “compresses” most nearly mean in paragraph 3? A. Hides on purpose.　　 B. Summarises in a shorter form. C. Repeats without explanation.　　 D. Measures with greater accuracy. 10．Why does the author mention shielding a comparison group? A. To make the plants communicate more quickly.　　 B. To replace observation with a single prediction. C. To test whether the suspected signal explains the response.　　 D. To show that air and light never influence plants. 11．What is the author's attitude towards vivid language in science? A. Completely opposed.　　 B. Unquestioningly supportive. C. Indifferent to its effects.　　 D. Supportive when its limits are made clear. D Why Uncertainty Belongs in Discovery Students often edit words such as “may”, “appears” and “under these conditions” out of science reports. They fear that cautious language will make their work sound weak. A confident sentence seems cleaner: “The plant grew faster because of the sound.” Yet if the study involved three pots in one classroom, confidence may be the least scientific part of the claim. Uncertainty is not an empty space where knowledge has failed. It is a boundary drawn around what the evidence can support. A map with a marked edge is more useful than a page pretending to show territory that nobody has explored. In the same way, “the three plants in our test grew faster” tells readers where the observation ends. It leaves room for another class to ask whether the pattern appears with different plants, sounds or seasons. Major ideas also develop inside such boundaries. Darwin built an explanation of evolution from patterns in living things and fossils, but he could not see the later genetic evidence that would deepen the account. The limits of his tools did not make observation useless. They made it important to separate what had been seen, what had been inferred and what still needed testing. Careful uncertainty also protects people from a common error: treating one successful prediction as proof of a whole story. A model may predict that a leaf changes after a signal, while being wrong about the path the signal takes. Reporting the strength and limits of a result allows other investigators to choose the next useful test instead of simply repeating the same claim. This does not mean writing so vaguely that nothing can be questioned. Good scientific language is calibrated. Strong evidence deserves strong words; early evidence deserves narrower ones. The purpose is not to sound unsure but to make confidence match support. When students learn to mark that relationship, uncertainty stops being the enemy of discovery. It becomes one of the tools that moves discovery forward. 12．Why do some students remove cautious words from reports? A. They want their claims to sound stronger.　　 B. They have collected evidence from many settings. C. They believe uncertainty is required in every sentence.　　 D. They cannot distinguish observations from measurements. 13．What does the map comparison in paragraph 2 show? A. Unexplored areas should be removed from a report.　　 B. A clear limit makes knowledge more useful, not less. C. Scientific evidence should be presented mainly as pictures.　　 D. A study becomes reliable only after covering every condition. 14．What does “calibrated” mean in the last paragraph? A. Adjusted to match the strength of evidence.　　 B. Decorated to attract more readers. C. Shortened until no limits are mentioned.　　 D. Repeated until a claim becomes familiar. 15．Which is the best title for the text? A. How to Remove Doubt from Every Experiment　 B. Why Strong Words Always Improve a Report C. Uncertainty as a Tool for Better Science　　 D. The One Method Behind Darwin's Success 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。 Build an Observation Journal That Can Answer Questions An observation journal is more than a diary of interesting things. Used carefully, it can show whether a pattern is real, where an explanation becomes uncertain and what should be tested next. The value comes from a method that another observer could understand and repeat. Begin with a question small enough to observe. “How does nature change?” is too broad for one week, while “At what time do bees first visit these flowers?” gives you a clear target. 16．__________ It helps you decide what to count, photograph or describe. Next, make your method repeatable. Choose a place, a time window and a way to measure before the first entry. 17．__________ A later difference is then less likely to have been produced by a different camera angle or a shorter visit. Keep observation separate from interpretation. Write “three leaves had brown edges” before writing “the plant lacked water”. 18．__________ You can return to the first statement even if the explanation turns out to be wrong. Do not collect only the moments that support your idea. 19．__________ A morning with no insects or a leaf that does not follow the general pattern may reveal a hidden condition. Exceptions are not untidy facts to erase; they are often the beginning of a better question. Finally, review rather than simply store your notes. Circle repeated patterns, mark uncertain entries and compare photographs in order. 20．__________ This final line turns the journal from a record of the past into a plan for the next observation. A. A precise question gives every later note a direction. B. Also record what did not happen and what did not fit. C. Avoid copying any numbers because they make a journal difficult to read. D. If possible, observe under the same conditions each time. E. This simple separation keeps an early guess from becoming a fact. F. End each entry with one thing you would check next. G. Attractive language is therefore more important than an accurate method. 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。 The Second Trial When our science club placed two trays of bean seeds in the laboratory, the tray beside the window sprouted two days earlier. We were 21．__________ and quickly wrote a conclusion: light had caused the difference. Our mentor, Ms Luo, did not 22．__________ the idea. Instead, she asked which details were evidence and which were assumptions. We had carefully 23．__________ the amount of water, but nobody had noted temperature. Then a caretaker 24．__________ moving the window tray away from a cold floor while cleaning. This detail did not prove that warmth was the cause, but it 25．__________ our original claim. The group faced a choice: hide the untidy trial or treat it as a 26．__________. We chose to repeat the test with four smaller trays. Each held the same number of seeds, and we rotated their positions daily. A thermometer reading was entered before every check, and an observer who did not know which tray was 27．__________ to do better counted the shoots. The new procedure could not 28．__________ every possible influence, but it reduced several sources of bias. In the second trial, the trays sprouted at nearly the same time. Some members were disappointed, yet the less dramatic result was more 29．__________. It showed that the first pattern had not been 30．__________ enough to support our confident statement. At science week, we placed both trials side by side. We 31．__________ explained the mistake and the changes in our design. The questions from visitors became more interesting. One student asked whether another kind of seed would 32．__________ differently. Ms Luo called that a useful 33．__________ test, not an escape from the result we already had. I learned that revealing nature rarely means finding an instant 34．__________. More often, it means building a chain of evidence in which every link can be 35．__________. 21．A. confused　　 B. thrilled　　 C. patient　　 D. silent 22．A. reject　　 B. repeat　　 C. announce　　 D. borrow 23．A. recorded　　 B. reduced　　 C. poured　　 D. forgotten 24．A. avoided　　 B. remembered　 C. imagined　　 D. denied 25．A. proved　　 B. weakened　　 C. repeated　　 D. protected 26．A. clue　　 B. prize　　 C. secret　　 D. failure 27．A. expected　　 B. allowed　　 C. forced　　 D. trained 28．A. measure　　 B. remove　　 C. create　　 D. explain 29．A. reliable　　 B. colourful　　 C. surprising　　 D. popular 30．A. early　　 B. stable　　 C. simple　　 D. bright 31．A. briefly　　 B. openly　　 C. accidentally　 D. privately 32．A. respond　　 B. travel　　 C. appear　　 D. measure 33．A. past　　 B. future　　 C. final　　 D. useless 34．A. answer　　 B. sample　　 C. signal　　 D. method 35．A. hidden　　 B. checked　　 C. replaced　　 D. praised 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。 A Week with the Evening Flowers Before the campus ecology week began, Lin 36．__________ (mark) six evening flowers beside the sports field. She wanted to find out whether they opened at a similar time each day. Her partner designed a simple table 37．__________ included light, temperature, wind and the number of open flowers. For five evenings, the pair arrived thirty minutes before sunset and worked 38．__________ (quiet). They used the same position for photographs 39．__________ (compare) the flowers fairly. Small paper signs 40．__________ (place) near the path so that other students would not step into the study area. On the third day, they almost missed the observation 41．__________ a rehearsal ended late. By the time they reached the field, four flowers 42．__________ already __________ (open). Instead of guessing the exact minute, Lin drew 43．__________ line through that cell and added a note. The honest gap later became 44．__________ (expect) useful: it reminded visitors that a record can be incomplete without being invented. At the end of the week, Lin compared all the 45．__________ (observe). The opening times were close, but not identical. Her conclusion used the past perfect to show what had happened before each arrival and cautious language to keep the claim within the evidence. 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。社团计划开展“Seven-Day Nature Log”活动，请你给外教Mr Brown写一封邮件，邀请他担任指导教师。 内容包括：1．活动目的； 2．活动安排； 3．希望获得的指导。 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 Mr Brown, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 A Fast Answer Lena loved the moment when a difficult question seemed to become simple. For the school science fair, her group had to investigate a change in a living thing. One afternoon, she noticed that the bean plant near the classroom window leaned strongly towards the glass. She photographed it and announced to her partner Max, “Plants can remember where the sun is. We already have our discovery.” Max looked at the single pot. “Maybe,” he said, “but the curtain is sometimes closed, and the cleaner moves the pot.” Lena disliked the cautious reply. The fair was only eight days away, and other groups already had colourful displays. She wanted a striking title, not another list of questions. The next day she showed the photograph to Ms Chen. The teacher did not laugh at the idea. She asked Lena to mark which part was observation and which part was explanation. Lena wrote, “The stem leaned towards the window” in one column. In the other, she wrote, “The plant remembered the sun.” The first sentence suddenly looked much stronger than the second. After school, Lena returned to take another photograph. The pot was facing the opposite direction. A student who watered the plants explained that he turned each pot when the leaves blocked the walkway. Lena felt her exciting conclusion fall apart. Max, however, pointed to the new fact. “Now we know position has changed. We can test what happens when it does not.” Lena stared at the empty display board for several quiet minutes. A careful experiment might produce no dramatic result, and there was little time. Then she looked again at her two columns. She realised that protecting a conclusion was not the same as investigating a question. She sent Max a message: “Tomorrow morning, let's start with what we can control.” 续写词数应为150个左右；请按如下格式在答题卡的相应位置作答。 The next morning, Lena returned with a cardboard screen and four identical pots. ____________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A week later, the group stood beside their display board at the science fair. _________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 $ 2026—2027学年高二选择性必修第一册英语单元复习 Unit 5 Revealing nature·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 Field Notes: Four Small Nature Projects WINDOW WEB WATCH — Choose one spider web that can be seen without touching it. At 7:30 each morning for three days, photograph it from the same spot. Record whether the web is complete, partly damaged or newly repaired, together with wind and rain conditions. Never shine a strong light directly at the spider. LEAF ANGLE LOG — Select one healthy plant and mark a single leaf with a loose paper tag. Photograph the leaf at 8:00, 12:00 and 16:00 for five days. Keep the camera level and include a ruler in each picture. Do not turn the pot: the aim is to observe, not to produce a quick effect. ANT DETOUR TEST — Find an existing outdoor ant trail. Place a clean fallen twig across, not on, the insects and watch for ten minutes. Draw the new route, note how long the first ant takes to go around the twig, and remove the twig afterwards. Food must not be added because it would change the situation. SEEDLING SHADE TRIAL — Use two pairs of similar seedlings. Put one pair under a mesh screen and leave the other in normal light. Give every plant the same amount of water. Twice a week, measure height and count new leaves. Stop the trial if any plant shows serious stress. For every project, use a date, time and weather line at the top of each record. A surprising pattern is a reason to observe again, not a reason to announce a final conclusion. 1．Which project best suits a student studying how light may influence growth? A. Window Web Watch.　　 B. Leaf Angle Log. C. Ant Detour Test.　　 D. Seedling Shade Trial. 2．What is required in all four projects? A. Changing one condition each day.　　 B. Recording observations in a consistent way. C. Working with more than one living species.　 D. Continuing until the expected result appears. 3．What is the main purpose of the text? A. To advertise professional field equipment.　　 B. To compare four famous scientific discoveries. C. To offer manageable plans for careful observation. D. To prove that short projects always produce clear answers. 【语篇导读】应用文。四个微型自然观察项目，考查信息检索、共同要求和文本目的。 【答案】1．D　2．B　3．C 【解析】1．题干关注“光照是否影响生长”。D设置遮阴组和正常光照组，并测量高度和新叶数量，变量与指标均直接对应。 证据：Seedling Shade Trial compares seedlings under a mesh screen with seedlings in normal light while keeping water the same. 错项辨析：A观察蛛网修补；B记录叶片角度，且明确不转动花盆；C研究蚂蚁绕行，均不测量光照对生长的影响。 【解析】2．四个项目都要求在规定时间、位置或方法下重复记录，末段又统一要求日期、时间和天气，核心是记录方式一致。 证据：Each project specifies repeated records, and the final paragraph requires a date, time and weather line for every project. 错项辨析：A并非每日改变条件；C并非都涉及多种生物；D违背末句“意外现象应再次观察，而不是宣布结论”。 【解析】3．文章以四个项目卡片给出对象、步骤、控制条件和记录要求，目的在于提供可操作的校园/家庭观察方案。 证据：The text presents four small, safe projects with specific procedures and recording rules. 错项辨析：A未推销设备；B不是科学发现史；D与末段反对仓促下结论相矛盾。 【教师点拨】讲评时先要求学生圈出题干限定词，再回到文本区分“直接信息、合理推断、过度推断”；让学生用一句话说明正确项为何最佳，同时指出最强干扰项错在对象、范围、逻辑或程度。 B The Result That Was Too Good Nina had noticed that ivy leaves on the shady side of the library looked much larger than those on a sunny wall. For the school science week, she collected thirty leaves from each wall, measured them and produced a graph with two clearly separated groups. “Shade makes ivy grow larger leaves,” she wrote beneath it. The result looked so neat that she expected her teacher, Mr Rao, to be delighted. Instead, he asked three questions. Were the plants the same kind of ivy? Were the leaves of similar age? Apart from light, did the two walls receive the same water and wind? Nina had no answers. She had treated the walls as if light were their only difference. Her attractive graph showed that the samples differed, but not why. At first, Nina felt that Mr Rao was trying to destroy a promising result. Then she returned to the walls with a plant guide and discovered that she had sampled two different species. Some of the larger leaves were also new spring growth, while many smaller ones were older. Her original conclusion could no longer stand. She did not throw the work away. With her classmate Omar, Nina found a long vine that crossed from an open area into the shadow of a covered walkway. They marked leaves of similar age along the same vine, photographed them for three weeks and recorded light, soil moisture and position. The difference in leaf size was far smaller than before, but a modest pattern remained near the darkest end. In her final display, Nina placed the first graph beside the second. She explained why the first comparison had failed and why the new result was more limited. Visitors spent longer at her board than at many displays with dramatic titles. Her project no longer offered a quick answer, but it showed something more useful: evidence becomes stronger when a good question is allowed to challenge an exciting result. 4．Why did Mr Rao question Nina's first conclusion? A. Her graph contained too few measurements.　　 B. The two walls differed in uncontrolled ways. C. Ivy leaves could not be measured accurately.　　 D. Shade had already been proved to reduce leaf size. 5．What does the underlined idea “a promising result” refer to in paragraph 3? A. A finding that seemed clear and worth presenting. B. A result that had survived every possible test. C. A measurement that Nina knew was inaccurate.　 D. A conclusion suggested by Mr Rao in advance. 6．How did Nina improve her second investigation? A. She measured only the largest leaves.　　 B. She collected leaves from more buildings. C. She compared similar leaves on the same vine.　 D. She kept the plants in complete darkness. 7．Which statement best expresses the lesson of Nina's project? A. A dramatic result is usually the most valuable one.　 B. A failed first attempt should be hidden from viewers. C. A good graph can replace questions about research design. D. Careful challenges can turn weak evidence into better inquiry. 【语篇导读】记叙文。Nina从“漂亮结果”走向控制变量，理解证据如何在质疑中变强。 【答案】4．B　5．A　6．C　7．D 【解析】4．教师质疑的不是图表形式，而是比较对象除光照外还可能在物种、叶龄、水分和风等方面不同，存在混杂变量。 证据：He asked whether species, leaf age, water and wind were the same; Nina had treated light as the only difference. 错项辨析：A每墙已有30片叶；C文章未否定测量；D文章没有给出既定结论。 【解析】5．promising在此指“看起来清晰、令人期待、值得继续研究/展示”，并不等于已被完全证实。 证据：Nina's first graph showed two clearly separated groups and looked neat, so she expected praise. 错项辨析：B把“有希望”夸大为“经受所有检验”；C与Nina最初的信心相反；D结论由Nina提出。 【解析】6．第二次研究将物种和植株来源控制为同一藤本，并选择相近叶龄，从而更聚焦光照梯度。 证据：Nina and Omar marked leaves of similar age along one vine that crossed from open light into shade. 错项辨析：A会造成选择偏差；B未发生；D是完全黑暗，不符合文本中的开放区到阴影区。 【解析】7．全文由“过于漂亮的结果”转向重新控制变量，强调质疑和修正能提升证据质量。 证据：The final sentence says evidence becomes stronger when a good question challenges an exciting result. 错项辨析：A、C都把外观或戏剧性凌驾于设计；B与她并列展示两次结果相反。 【教师点拨】讲评时先要求学生圈出题干限定词，再回到文本区分“直接信息、合理推断、过度推断”；让学生用一句话说明正确项为何最佳，同时指出最强干扰项错在对象、范围、逻辑或程度。 C When a Model Speaks Too Loudly In a classroom experiment, students are told that a damaged bean plant releases a chemical and a nearby plant changes its defence. Someone says, “The first plant warns its neighbour.” The sentence is memorable during a busy class discussion. It also contains a danger: a useful model may begin to sound like a complete description. Scientific models reduce a complicated process to a form that people can think about. Calling the change a “warning” draws attention to a signal, a receiver and a later response. It gives students a structure for asking questions. How does the signal travel? Which plant parts detect it? Does every receiver respond in the same way? Yet the word can also suggest intention. A human who warns a friend understands a risk and chooses to speak. The experiment, however, has not shown that the plant predicts danger or decides to help. The friendly verb compresses several physical steps into one familiar action. If readers forget the compression, they may add a mind that the evidence has not measured. The solution is not to ban vivid language. Researchers and teachers can use it while stating what each part of the model represents. They can also test alternative explanations: perhaps both plants respond separately to the same change in air or light. A comparison group can be shielded from the suspected chemical while everything else remains similar. If its response changes, the model gains support; if not, the model must be revised. A good model is therefore like a ladder. It helps us reach a question that would otherwise be difficult to see. Once there, we should not mistake the ladder for the landscape. Terms such as “talk”, “share” and “recognise” can open a door into plant behaviour, provided that the evidence, not the metaphor, decides how far we walk. 8．What danger does the author see in saying a plant “warns” another? A. It may make a model seem more complete than the evidence. B. It prevents students from remembering the experiment. C. It proves that chemical signals cannot be studied. D. It removes the need for any comparison group. 9．What does “compresses” most nearly mean in paragraph 3? A. Hides on purpose.　　 B. Summarises in a shorter form. C. Repeats without explanation.　　 D. Measures with greater accuracy. 10．Why does the author mention shielding a comparison group? A. To make the plants communicate more quickly.　　 B. To replace observation with a single prediction. C. To test whether the suspected signal explains the response.　　 D. To show that air and light never influence plants. 11．What is the author's attitude towards vivid language in science? A. Completely opposed.　　 B. Unquestioningly supportive. C. Indifferent to its effects.　　 D. Supportive when its limits are made clear. 【语篇导读】说明文。讨论植物“交流”等隐喻的支架作用、风险与检验边界。 【答案】8．A　9．B　10．C　11．D 【解析】8．“warn”便于理解，但可能让读者误以为植物具有证据尚未证明的意图和认知，使模型被当成完整事实。 证据：The opening says a useful model may sound like a complete description, and paragraph 3 warns against adding intention not measured. 错项辨析：B与“memorable”相反；C未否定研究；D恰恰强调需要对照组。 【解析】9．上下文说明一个日常动词把多步物理过程压缩成一个熟悉动作，故为“以更短形式概括”。 证据：The verb “warns” puts several physical steps into one familiar action. 错项辨析：A强调故意隐瞒，原文无此意；C不是重复；D与简化相反。 【解析】10．控制其他条件并隔离疑似化学信号，是在检验该信号是否真正解释反应。 证据：The group is shielded from the suspected chemical while other conditions stay similar; a changed response would support the model. 错项辨析：A不是加速交流；B对照实验加强而非替代观察；D并未否认空气和光的影响。 【解析】11．作者既肯定形象语言能搭建理解支架，又要求说明对应关系和边界，态度是有条件支持。 证据：The author says not to ban vivid language and accepts it provided evidence controls how far the metaphor goes. 错项辨析：A忽略“not to ban”；B忽略风险；C与全文讨论其影响不符。 【教师点拨】讲评时先要求学生圈出题干限定词，再回到文本区分“直接信息、合理推断、过度推断”；让学生用一句话说明正确项为何最佳，同时指出最强干扰项错在对象、范围、逻辑或程度。 D Why Uncertainty Belongs in Discovery Students often edit words such as “may”, “appears” and “under these conditions” out of science reports. They fear that cautious language will make their work sound weak. A confident sentence seems cleaner: “The plant grew faster because of the sound.” Yet if the study involved three pots in one classroom, confidence may be the least scientific part of the claim. Uncertainty is not an empty space where knowledge has failed. It is a boundary drawn around what the evidence can support. A map with a marked edge is more useful than a page pretending to show territory that nobody has explored. In the same way, “the three plants in our test grew faster” tells readers where the observation ends. It leaves room for another class to ask whether the pattern appears with different plants, sounds or seasons. Major ideas also develop inside such boundaries. Darwin built an explanation of evolution from patterns in living things and fossils, but he could not see the later genetic evidence that would deepen the account. The limits of his tools did not make observation useless. They made it important to separate what had been seen, what had been inferred and what still needed testing. Careful uncertainty also protects people from a common error: treating one successful prediction as proof of a whole story. A model may predict that a leaf changes after a signal, while being wrong about the path the signal takes. Reporting the strength and limits of a result allows other investigators to choose the next useful test instead of simply repeating the same claim. This does not mean writing so vaguely that nothing can be questioned. Good scientific language is calibrated. Strong evidence deserves strong words; early evidence deserves narrower ones. The purpose is not to sound unsure but to make confidence match support. When students learn to mark that relationship, uncertainty stops being the enemy of discovery. It becomes one of the tools that moves discovery forward. 12．Why do some students remove cautious words from reports? A. They want their claims to sound stronger.　　 B. They have collected evidence from many settings. C. They believe uncertainty is required in every sentence.　　 D. They cannot distinguish observations from measurements. 13．What does the map comparison in paragraph 2 show? A. Unexplored areas should be removed from a report.　　 B. A clear limit makes knowledge more useful, not less. C. Scientific evidence should be presented mainly as pictures.　　 D. A study becomes reliable only after covering every condition. 14．What does “calibrated” mean in the last paragraph? A. Adjusted to match the strength of evidence.　　 B. Decorated to attract more readers. C. Shortened until no limits are mentioned.　　 D. Repeated until a claim becomes familiar. 15．Which is the best title for the text? A. How to Remove Doubt from Every Experiment　 B. Why Strong Words Always Improve a Report C. Uncertainty as a Tool for Better Science　　 D. The One Method Behind Darwin's Success 【语篇导读】议论文。阐释不确定性并非科学软弱，而是让结论强度匹配证据。 【答案】12．A　13．B　14．A　15．C 【解析】12．学生删掉may等词，是担心谨慎表达显得软弱，希望结论听起来更肯定。 证据：The first paragraph says students fear cautious language sounds weak and prefer a confident sentence. 错项辨析：B与“三盆植物、一个教室”的有限证据相反；C恰好相反；D未被提及。 【解析】13．地图边界比假装覆盖未知区域更有用，类比说明明确证据边界能提升信息价值。 证据：A map with a marked edge is said to be more useful than one pretending to show unknown territory. 错项辨析：A不是删除未知，而是标出边界；C把比喻误解为表现形式；D要求穷尽条件，文章反对这种假装完整。 【解析】14．后文直接解释：措辞强度要与证据强度匹配，故calibrated为“校准、调节到相称”。 证据：The next sentences say strong evidence deserves strong words and confidence should match support. 错项辨析：B、D与证据无关；C与标明边界相反。 【解析】15．全文中心是“恰当表达不确定性能够标明边界、避免过度推断并推动后续检验”。 证据：All five paragraphs explain how stated limits improve claims and guide further testing. 错项辨析：A主张消除怀疑；B与证据匹配原则相反；D仅抓住达尔文例子，范围过窄。 【教师点拨】讲评时先要求学生圈出题干限定词，再回到文本区分“直接信息、合理推断、过度推断”；让学生用一句话说明正确项为何最佳，同时指出最强干扰项错在对象、范围、逻辑或程度。 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。 Build an Observation Journal That Can Answer Questions An observation journal is more than a diary of interesting things. Used carefully, it can show whether a pattern is real, where an explanation becomes uncertain and what should be tested next. The value comes from a method that another observer could understand and repeat. Begin with a question small enough to observe. “How does nature change?” is too broad for one week, while “At what time do bees first visit these flowers?” gives you a clear target. 16．__________ It helps you decide what to count, photograph or describe. Next, make your method repeatable. Choose a place, a time window and a way to measure before the first entry. 17．__________ A later difference is then less likely to have been produced by a different camera angle or a shorter visit. Keep observation separate from interpretation. Write “three leaves had brown edges” before writing “the plant lacked water”. 18．__________ You can return to the first statement even if the explanation turns out to be wrong. Do not collect only the moments that support your idea. 19．__________ A morning with no insects or a leaf that does not follow the general pattern may reveal a hidden condition. Exceptions are not untidy facts to erase; they are often the beginning of a better question. Finally, review rather than simply store your notes. Circle repeated patterns, mark uncertain entries and compare photographs in order. 20．__________ This final line turns the journal from a record of the past into a plan for the next observation. A. A precise question gives every later note a direction. B. Also record what did not happen and what did not fit. C. Avoid copying any numbers because they make a journal difficult to read. D. If possible, observe under the same conditions each time. E. This simple separation keeps an early guess from becoming a fact. F. End each entry with one thing you would check next. G. Attractive language is therefore more important than an accurate method. 【答案】16．A　17．D　18．E　19．B　20．F 【解析】16．前句由宽泛问题转向可观察的小问题，后句It指向该问题并说明其指导记录的作用，A承上启下。 【解析】17．本段主题是方法可重复；D的same conditions与前句place/time/method及后句different camera angle形成照应。 【解析】18．前句要求区分观察与解释，E中的This simple separation准确回指，并解释这样做的价值。 【解析】19．前句要求不要只收集支持想法的时刻，B补充“也记录未发生和不符合的现象”，后文给出例子。 【解析】20．末段强调review并通向下一步，F的check next与后句a plan for the next observation同义复现。 【错项辨析】C否定数字记录，与可测量、可比较的日志原则冲突；G把语言吸引力置于准确方法之上，与全文主旨相反。 【教师点拨】七选五讲评按“段落功能—指代回指—同义复现”三步走，禁止只凭单个关键词匹配。 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。 The Second Trial When our science club placed two trays of bean seeds in the laboratory, the tray beside the window sprouted two days earlier. We were 21．__________ and quickly wrote a conclusion: light had caused the difference. Our mentor, Ms Luo, did not 22．__________ the idea. Instead, she asked which details were evidence and which were assumptions. We had carefully 23．__________ the amount of water, but nobody had noted temperature. Then a caretaker 24．__________ moving the window tray away from a cold floor while cleaning. This detail did not prove that warmth was the cause, but it 25．__________ our original claim. The group faced a choice: hide the untidy trial or treat it as a 26．__________. We chose to repeat the test with four smaller trays. Each held the same number of seeds, and we rotated their positions daily. A thermometer reading was entered before every check, and an observer who did not know which tray was 27．__________ to do better counted the shoots. The new procedure could not 28．__________ every possible influence, but it reduced several sources of bias. In the second trial, the trays sprouted at nearly the same time. Some members were disappointed, yet the less dramatic result was more 29．__________. It showed that the first pattern had not been 30．__________ enough to support our confident statement. At science week, we placed both trials side by side. We 31．__________ explained the mistake and the changes in our design. The questions from visitors became more interesting. One student asked whether another kind of seed would 32．__________ differently. Ms Luo called that a useful 33．__________ test, not an escape from the result we already had. I learned that revealing nature rarely means finding an instant 34．__________. More often, it means building a chain of evidence in which every link can be 35．__________. 21．A. confused　　 B. thrilled　　 C. patient　　 D. silent 22．A. reject　　 B. repeat　　 C. announce　　 D. borrow 23．A. recorded　　 B. reduced　　 C. poured　　 D. forgotten 24．A. avoided　　 B. remembered　 C. imagined　　 D. denied 25．A. proved　　 B. weakened　　 C. repeated　　 D. protected 26．A. clue　　 B. prize　　 C. secret　　 D. failure 27．A. expected　　 B. allowed　　 C. forced　　 D. trained 28．A. measure　　 B. remove　　 C. create　　 D. explain 29．A. reliable　　 B. colourful　　 C. surprising　　 D. popular 30．A. early　　 B. stable　　 C. simple　　 D. bright 31．A. briefly　　 B. openly　　 C. accidentally　 D. privately 32．A. respond　　 B. travel　　 C. appear　　 D. measure 33．A. past　　 B. future　　 C. final　　 D. useless 34．A. answer　　 B. sample　　 C. signal　　 D. method 35．A. hidden　　 B. checked　　 C. replaced　　 D. praised 【答案】21—25：B A A B B 26—30：A A B A B 31—35：B A B A B 【解析】21．B　首个明显差异让小组兴奋并迅速下结论，thrilled符合情绪与后续quickly。 【解析】22．A　导师没有直接否定想法，而是追问证据与假设，reject与Instead构成转折。 【解析】23．A　水量被carefully记录，与后文nobody had noted temperature形成对比。 【解析】24．B　清洁人员回忆起移动托盘，提供了遗漏条件。 【解析】25．B　该细节虽未证明温度原因，却削弱“光导致差异”的原主张。 【解析】26．A　小组把混乱结果当成指导改进的线索，而非隐藏或简单判定失败。 【解析】27．A　计数者不知道哪组“被预期表现更好”，体现盲法减少偏差。 【解析】28．B　新程序不能消除所有影响，但能减少若干偏差；remove与reduce语义递进。 【解析】29．A　第二结果虽不戏剧化，却来自更严谨设计，因此更可靠。 【解析】30．B　第一次模式不够稳定，不能支撑肯定陈述。 【解析】31．B　展板并列两次试验，小组公开说明错误和改进。 【解析】32．A　另一种种子是否会有不同反应，respond differently搭配自然。 【解析】33．B　问题可作为未来试验，而不能用来回避当前结论。 【解析】34．A　revealing nature不等于立即找到答案，而是建立可核查的证据链。 【解析】35．B　证据链的每一环都应可被检查，checked收束全文。 【教师点拨】完形先抓转折、因果和复现，再核对搭配。本文主线是“兴奋下结论—发现遗漏变量—重做试验—公开修正”。 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。 A Week with the Evening Flowers Before the campus ecology week began, Lin 36．__________ (mark) six evening flowers beside the sports field. She wanted to find out whether they opened at a similar time each day. Her partner designed a simple table 37．__________ included light, temperature, wind and the number of open flowers. For five evenings, the pair arrived thirty minutes before sunset and worked 38．__________ (quiet). They used the same position for photographs 39．__________ (compare) the flowers fairly. Small paper signs 40．__________ (place) near the path so that other students would not step into the study area. On the third day, they almost missed the observation 41．__________ a rehearsal ended late. By the time they reached the field, four flowers 42．__________ already __________ (open). Instead of guessing the exact minute, Lin drew 43．__________ line through that cell and added a note. The honest gap later became 44．__________ (expect) useful: it reminded visitors that a record can be incomplete without being invented. At the end of the week, Lin compared all the 45．__________ (observe). The opening times were close, but not identical. Her conclusion used the past perfect to show what had happened before each arrival and cautious language to keep the claim within the evidence. 【答案】36．had marked　37．which　38．quietly　39．to compare　40．were placed　41．because　42．had opened　43．a　44．unexpectedly　45．observations 【解析】36．在生态周开始之前已完成标记，过去的过去，用过去完成时had marked。 【解析】37．先行词a simple table指物，定语从句缺主语，用which。 【解析】38．修饰动词worked，用副词quietly。 【解析】39．使用同一拍摄位置的目的是公平比较，用不定式to compare作目的状语。 【解析】40．paper signs与place为被动关系，叙述过去事件，用were placed。 【解析】41．后句解释差点错过观察的原因，用because。 【解析】42．到达这一过去时间点之前，四朵花已经开放，用过去完成时had opened，分别填入两个空格。 【解析】43．draw a line为固定、可数单数结构，首次提及用不定冠词a。 【解析】44．修饰形容词useful且表达“出乎意料地”，用副词unexpectedly。 【解析】45．all the后接可数名词复数，observe的名词形式为observations。 【教师点拨】重点复习过去完成时的时间参照：先确定叙述中的过去节点，再判断动作是否在该节点之前已经完成。 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。社团计划开展“Seven-Day Nature Log”活动，请你给外教Mr Brown写一封邮件，邀请他担任指导教师。 内容包括：1．活动目的； 2．活动安排； 3．希望获得的指导。 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 Mr Brown, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【写作要点】活动目的清楚；七天定时观察与记录安排具体；提出希望教师指导记录表设计和报告反馈；邮件对象、邀请语气和格式完整。 【参考范文】 Dear Mr Brown, Our English Club is planning a “Seven-Day Nature Log” to help students observe familiar plants and animals with greater care. We sincerely invite you to be our adviser. From Monday to Sunday, members will choose one campus subject, record it at a fixed time each day and separate observations from guesses. On the following Monday, we will compare notes and present one question for further study. Could you guide us in designing clear record tables and give brief feedback on our reports? We would be grateful for your support. Yours, Li Hua 【评分标准】内容7分：目的、安排、指导需求完整；语言5分：准确得体、句式有变化；结构3分：邮件格式、衔接与篇章清晰。遗漏交际目的或对象应相应降档。 【题源】O8 教师原创应用文任务，与Unit 5观察日志和校园自然探究迁移一致。 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。 A Fast Answer Lena loved the moment when a difficult question seemed to become simple. For the school science fair, her group had to investigate a change in a living thing. One afternoon, she noticed that the bean plant near the classroom window leaned strongly towards the glass. She photographed it and announced to her partner Max, “Plants can remember where the sun is. We already have our discovery.” Max looked at the single pot. “Maybe,” he said, “but the curtain is sometimes closed, and the cleaner moves the pot.” Lena disliked the cautious reply. The fair was only eight days away, and other groups already had colourful displays. She wanted a striking title, not another list of questions. The next day she showed the photograph to Ms Chen. The teacher did not laugh at the idea. She asked Lena to mark which part was observation and which part was explanation. Lena wrote, “The stem leaned towards the window” in one column. In the other, she wrote, “The plant remembered the sun.” The first sentence suddenly looked much stronger than the second. After school, Lena returned to take another photograph. The pot was facing the opposite direction. A student who watered the plants explained that he turned each pot when the leaves blocked the walkway. Lena felt her exciting conclusion fall apart. Max, however, pointed to the new fact. “Now we know position has changed. We can test what happens when it does not.” Lena stared at the empty display board for several quiet minutes. A careful experiment might produce no dramatic result, and there was little time. Then she looked again at her two columns. She realised that protecting a conclusion was not the same as investigating a question. She sent Max a message: “Tomorrow morning, let's start with what we can control.” 续写词数应为150个左右；请按如下格式在答题卡的相应位置作答。 The next morning, Lena returned with a cardboard screen and four identical pots. ____________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A week later, the group stood beside their display board at the science fair. _________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【续写要点】续写应承接四盆与纸板屏风，体现控制变量、同一时间记录和结果表达边界；第二段回到科学展，展示两次过程、诚实说明局限并形成“问题—证据—下一步”的成长闭环。 【参考范文】 The next morning, Lena returned with a cardboard screen and four identical pots. She and Max placed the pots at equal distances from the window, gave them the same amount of water and marked their starting positions. Two received light from one side, while the screen spread the light around the other two. They photographed every stem at the same time each day. By Friday, the first pair had bent more clearly. Lena was pleased, but she wrote, “under our classroom conditions” beneath the graph. A week later, the group stood beside their display board at the science fair. Their title was a question rather than a claim: “How Does the Direction of Light Affect Bean Stems?” Lena showed visitors the original photograph, the moving-pot problem and the redesigned test. When a judge praised the honest record, she admitted that their result did not prove plants remembered anything. Max smiled as Lena pointed to a final box labelled “Next Test”. Their discovery was not a fast answer, but a better way to ask. 【评分标准】内容与情节12分：承接段首、实验过程合理、成长闭环完整；语言8分：准确、连贯、句式和词汇有层次；结构与衔接5分：两段分工清楚、照应原文、过渡自然。若续写违背控制变量或把有限结果写成绝对证明，应在内容档降级。 【题源】O9 教师原创读后续写，人物、情节与任务均非公开真题。 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 $