Unit 5 Revealing nature（单元分层自测·能力提升卷）英语外研版选择性必修第一册

**基本信息** 本试卷为高二选择性必修第一册Unit 5 Revealing nature单元自测卷，以自然观察与科学探究为主题，通过真实情境任务考查语言能力与思维品质，适配单元复习需求，结构贴合新高考非听力部分设计。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|20题/50分|自然观察项目（如Leaf Timeline）、科学记录方法（如区分观察与解释）|情境真实（如学生自然实践案例），问题梯度从细节理解（如第1题选项目）到深层推断（如第7题Jonah的领悟）| |语言运用|25题/30分|词汇（如damp、reliable）、语法（过去完成时）|通过生物多样性观察故事考查语境词汇运用，语法填空融入科学记录纠错情境| |写作|2题/40分|观察日记（豆苗生长）、续写（植物观察方法改进）|写作任务强调实证记录与逻辑推理，续写题引导反思科学探究中的方法严谨性|

2026-2027学年高二选择性必修第一册英语单元自测 Unit 5 Revealing nature·能力提升 （时间：100分钟　满分：120分） 学校：___________　班级：___________　姓名：___________　分数：___________ 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，其余结构按新高考英语非听力部分设计。 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 Young Naturalists Field Lab The Riverside Learning Centre is offering four field-lab projects for students aged 15–18. Each project turns an ordinary place into a source of evidence. Read the commitments and choose carefully. Leaf Timeline — Six Wednesdays Select one marked tree and photograph the same branch from the same position each week. Add a two-sentence note about what has changed and what has not. This project is best for students able to return regularly; one missed week cannot be replaced with a picture from the internet. Micro-Move — Saturday, 2:00–4:00 pm Use a phone to film thirty seconds of a small animal's movement, then examine the clip frame by frame. No special camera is needed. Work from the path and never touch, feed or move the animal to obtain a clearer shot. Dawn Sound Count — Two Sundays, 6:30–8:00 am Mark where natural sounds begin on a simple map and record the time. Because the park remains open, do not record recognisable private conversations. Participants must attend both mornings so that the two sets of notes can be compared. Pattern and Place — Thursday, 4:00–5:30 pm Bring three photographs of the same natural pattern found in different locations—for example, lines, spots or branching shapes. During the session, you will test whether your first label helps you notice differences or hides them. Photographs must be your own and must not show people's faces. 1．Which project suits a student who wants a single-session study of movement with basic equipment? A. Leaf Timeline. B. Micro-Move. C. Dawn Sound Count. D. Pattern and Place. 2．What rule must participants in Dawn Sound Count follow? A. They must avoid capturing an identifiable private conversation. B. They may replace the second visit with an online recording. C. They should move closer by feeding the animal they hear. D. They must photograph every person using the park. 3．What do the four projects mainly encourage students to do? A. Replace incomplete records with information from experts. B. Collect the most unusual object in each location. C. Prove a conclusion before beginning an observation. D. Gather comparable details while respecting limits in the field. B The Blank Square in the Notebook For the district nature exhibition, Jonah planned to document a garden spider rebuilding its web. He drew a neat table in his notebook: time, weather, action and result. On the first two mornings, the spider repaired the centre soon after sunrise. Jonah began designing a poster titled The Spider's Daily Schedule. On Wednesday, the centre remained open. Jonah waited until the bell rang, but the spider stayed beneath a leaf. He disliked the empty square in his table. A schedule needed a third matching entry, he thought, so he wrote “7:18—repair begins” lightly in pencil. He intended to check it the next day and darken the words if the pattern returned. His partner Nadiya saw the entry. She did not accuse him of inventing a result. Instead, she asked why a blank square was less informative than a repeated one. Jonah answered that visitors expected a clear pattern. Nadiya pointed to a loose thread at the edge of the web and to drops still hanging on nearby grass. Perhaps the useful question was not “When does repair begin?” but “What conditions change the spider's response?” They returned at lunch. The centre was still open, yet several outer threads had been replaced. Jonah crossed out his pencilled time and wrote exactly what they could see. He added a column called “What we do not know” and listed three possibilities: damp silk, available prey, or disturbance before they arrived. None was presented as an answer. Their final poster contained no daily schedule. It showed two repeated observations, one absence and a later change, followed by questions for a longer study. A judge spent most of her time at the blank square. She said it revealed where expectation had ended and investigation had begun. Jonah finally understood that an honest gap did not weaken evidence. Sometimes it showed the next place to look. 4．Why did Jonah pencil a repair time into Wednesday's square? A. He wanted his observations to fit the pattern he had begun to expect. B. He had seen the spider repair the web before sunrise. C. He needed to record a time suggested by the exhibition judge. D. He believed pencil entries were excluded from scientific posters. 5．How did Nadiya change the direction of the study? A. By asking Jonah to remove all earlier observations. B. By turning an expected timetable into questions about changing conditions. C. By proving that wet grass always prevents web repair. D. By moving the spider to a drier part of the garden. 6．What does the column “What we do not know” show about the students? A. They had decided that several guesses were equally true. B. They were no longer interested in collecting further evidence. C. They could separate possible explanations from confirmed observations. D. They preferred questions because the poster required fewer details. 7．What lesson did Jonah learn from the blank square? A. Missing data should always be replaced by a later result. B. A simple pattern is more valuable than an uncertain question. C. Judges care more about design than about the quality of evidence. D. An unexpected absence can open a more honest line of inquiry. C When Categories Hide the Pattern Categories are useful. A field notebook divided into “tree”, “insect” and “bird” lets an observer organise hundreds of details. A label can also direct attention: once a learner knows that two leaves belong to the same group, their different edges may become easier to compare. Without categories, observation can dissolve into an unmanageable list. The same labels, however, can hide a pattern. Suppose students record every creature beside a pond as either “water” or “land”. An animal repeatedly found at the muddy edge must be forced into one box, although the edge may be the important part of its behaviour. Its repeated use of the boundary disappears as soon as the record keeps only the final label. The classification has made the notes tidy while removing the relationship the study should explain. One response is to keep making smaller boxes. This can add precision, but it does not solve the basic problem: every system highlights some differences and reduces others. A more useful habit is to save the original observation beside the category. “At the pond edge, half in shade” remains available even if the label later changes. Researchers can then reorganise the same notes when a new question appears. It also helps to record uncertainty openly. Words such as “possibly”, a question mark, or a photograph linked to the entry do not signal careless work. They show which judgments may need checking. False confidence is harder to correct because it erases the point where a decision was made. Good classification is therefore less like placing nature into permanent drawers and more like choosing a temporary map. A map is valuable because it simplifies, not because it contains everything. Observers should ask what their map makes visible, what it leaves out and whether the question they are now asking requires a different route through the evidence. 8．What benefit of categories is mentioned in paragraph 1? A. They prevent observers from noticing differences within a group. B. They organise details and can guide more focused comparison. C. They make it unnecessary to keep the original field notes. D. They guarantee that every observation has only one meaning. 9．Why does the author use the pond-edge example? A. To show that a neat division may remove a meaningful relationship. B. To prove that land animals should never be studied near water. C. To recommend replacing field observation with photographs. D. To explain why every category needs a scientific name. 10．What practice does the author recommend when using a category? A. Add enough smaller boxes to remove all uncertainty. B. Keep only the final label to make the data easy to read. C. Preserve the specific observation so it can be reorganised later. D. Delay every judgment until the entire study has ended. 11．What is the main idea of the final paragraph? A. Nature can be fully represented if a map is detailed enough. B. A permanent classification is the goal of every observation. C. Maps are useful only when observers follow a fixed route. D. A classification should be treated as a useful but revisable tool. D What Does It Mean to Restore a Place? A town planning to restore Willow Marsh first promised to “return nature to the way it was”. The phrase sounded clear until volunteers asked a simple question: when? Twenty years earlier the marsh had contained more open water; fifty years earlier old photographs showed dense reeds; before a road was built, seasonal floods had regularly changed both. There was no single frozen past waiting to be rebuilt. Choosing one historical picture as the target may still be useful, but the choice carries values. Open water might support school boating and certain birds, while thicker vegetation might protect a bank and favour different life. Calling either target “natural” can hide who selected it and which benefits were given priority. Some people respond that restoration should avoid human goals altogether. Yet refusing to choose is also a choice. The road already redirects water, nearby homes need flood protection, and introduced plants will not disappear because a plan remains silent. Managers cannot step outside the place's history; they can only make their aims and limits more visible. A stronger plan begins with several kinds of evidence: old maps and photographs, present water levels, local memories and repeated counts of living things. It then states a testable goal, such as creating shallow-water areas while keeping a protected band of reeds. Monitoring matters because an action may produce an effect nobody predicted. If the result conflicts with the goal, adjustment is not an admission that restoration has failed; it is part of responsible learning. The aim, then, is not to copy one perfect moment. It is to help a changing place support chosen ecological and community needs without pretending those choices are neutral. Restoration becomes more trustworthy when its evidence, priorities and uncertainties are public—and when the plan can change as the marsh reveals what the planners did not yet know. 12．Why did the promise to return Willow Marsh to the past become unclear? A. Different historical points showed different conditions in the marsh. B. Volunteers could find no photographs or memories of the place. C. Seasonal floods had never influenced the local environment. D. The town had already removed the road beside the marsh. 13．What does the author mean by saying that refusing to choose is also a choice? A. Every restoration project should be cancelled if people disagree. B. Nature will automatically return to one historical state without action. C. Existing human changes and risks still shape the outcome when no aim is stated. D. Local residents should make decisions without ecological evidence. 14．What role does monitoring play in the stronger plan? A. It proves that the original target was neutral and complete. B. It allows managers to compare outcomes with goals and revise action. C. It replaces the need to state priorities before work begins. D. It ensures that no unexpected effect can ever occur. 15．Which statement best represents the author's view of restoration? A. It should copy whichever historical photograph is oldest. B. It becomes scientific only when community needs are ignored. C. It succeeds by keeping all plans unchanged after work starts. D. It should make evidence and priorities explicit while remaining adaptable. 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。 How to Write a Field Note You Can Trust A useful field note allows another person—including your future self—to understand what happened without borrowing your memory. Begin with the setting. Record the date, exact time, location and conditions that could affect what you notice. ____16____ If you return, those details help you compare like with like rather than two vaguely remembered visits. Next, separate observation from interpretation. “Five small holes appeared along the lower leaf” reports what was visible; “an insect damaged the plant” proposes a cause. ____17____ Keep the possible explanation, but label it as a question or hypothesis instead of letting it replace the description. Use quantities when they genuinely improve the record. You might count calls during one minute or estimate the length of a shadow against a marked stick. Do not add a number merely because it looks scientific. ____18____ State how you counted or estimated so that the limitation travels with the figure. Record absences and interruptions too. A bird not seen during a ten-minute watch is not proof that no bird visited all day, but it is still part of that watch. A passing vehicle, sudden rain or a moved pot may also explain why two observations differ. ____19____ What seems like an inconvenience may later become the clue that changes the question. Finally, review without silently improving the past. Add a dated comment if you identify an object later, and keep the original wording visible. Correcting a note is responsible; making it appear that you knew the answer from the start is not. ____20____ A trustworthy notebook records the development of understanding as carefully as it records the natural world. A. A measurement without a method can create false confidence. B. Good observers remove every uncertain statement from their notebooks. C. The difference matters because causes usually require further evidence. D. Mark such events at the point where they occurred in the record. E. Note where you stood and how long the observation lasted as well. F. Rewrite the whole page whenever a later identification proves clearer. G. Visible revision shows which ideas came from the field and which came later. 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。 For school biodiversity week, Rina's group received a strip of ground behind the gym. It held short grass, two drains and a row of stones. Rina feared that this ordinary place would produce nothing worth ____21____. She proposed the woods, but their teacher asked what careful attention could ____22____ before they changed sites. On the first afternoon, everyone chased a different discovery. One student followed a butterfly beyond the boundary; another lifted stones at ____23____. Their list looked impressive, yet locations and times were mostly ____24____. When two names seemed to describe the same insect, no record could settle the question. Rina suggested a slower plan. They divided the ground into equal squares and gave members fixed ____25____: observer, recorder, timer and photographer. At first the method felt ____26____. Then apparently empty square six drew attention because its soil stayed ____27____ after the rest had dried. They returned at the same time for three days. Tiny tracks appeared only on the wet morning. Instead of announcing a cause, they recorded the ____28____ and added questions. Rina began to value repeated blank entries; these showed where a pattern did and did not ____29____. Their poster named fewer species, but every entry could be ____30____ to a square, time and image. The place had not become more dramatic; their way of looking had become more ____31____. Rina said method was not a cage that ____32____ curiosity, but a path allowing it to leave evidence. A careful record could make a small observation ____33____; an exciting sight without context could become ____34____. They left one instruction for the next class: “Record what is there, what is not, and what might have ____35____ the difference.” 21．A. hiding　 B. presenting　 C. repeating　 D. removing 22．A. reveal　 B. replace　 C. purchase　 D. control 23．A. once　 B. home　 C. dawn　 D. random 24．A. accurate　 B. public　 C. missing　 D. repeated 25．A. distances　 B. roles　 C. opinions　 D. rewards 26．A. efficient　 B. familiar　 C. generous　 D. restrictive 27．A. damp　 B. smooth　 C. bright　 D. crowded 28．A. promise　 B. cause　 C. pattern　 D. observation 29．A. change　 B. occur　 C. belong　 D. matter 30．A. traced　 B. compared　 C. limited　 D. invited 31．A. expensive　 B. dramatic　 C. reliable　 D. private 32．A. tested　 B. supported　 C. expressed　 D. trapped 33．A. useful　 B. rare　 C. silent　 D. immediate 34．A. evidence　 B. noise　 C. knowledge　 D. balance 35．A. copied　 B. measured　 C. explained　 D. returned 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。 When our science club entered the greenhouse on Monday, three pots were no longer in the positions we ____36____ (mark) on Friday. One seedling leaned towards the door although it ____37____ (stand) beside the window during our first observation. At first, we thought the plant ____38____ (change) direction by itself over the weekend. The unexpected direction seemed more interesting than the regular pattern we had expected to present. Before we wrote that conclusion, Ms Patel asked us to examine the record. We noticed that someone ____39____ (clean) the shelf and that two labels ____40____ (move) as well. The earlier photographs showed a water stain that we ____41____ (not include) in our notes. By comparing it with Monday's stain, we realised the tray ____42____ (turn) around. We then spoke to the caretaker. He confirmed that he ____43____ (lift) the tray to wipe the shelf, but he ____44____ (not realise) that its direction mattered. By the time we began a second trial, we ____45____ (add) position markers to both the tray and the shelf. The unexpected result had improved our method before it became a false claim. 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校自然观察小组成员李华。请根据以下记录，用英语写一篇约80词的observational journal，介绍一组豆苗的生长过程。 12 April：豆种置于透明杯中湿润纸巾之间；放在温暖处。 16 April：白色根长至约2厘米；绿色芽出现；纸巾保持湿润。 23 April：茎约8厘米高；每株长出两片叶；移至光线充足的窗台。 要求：按日期分条记录，准确描述变化和照料措施，可适当增加细节以使行文连贯。 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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。 Ellis wanted his greenhouse project to reveal a surprising rule. He placed three bean seedlings on a shelf, marked the position of each pot and photographed them every afternoon. All three bent towards the window during the first week. He planned a display explaining how strongly the plants followed light. On Monday, however, one seedling leaned towards the door. The other two still faced the window. Ellis was excited by the exception. Before measuring the angle, he wrote a new title: The Plant That Turned Away from Light. His partner, Meilin, asked whether anything besides the plant had changed. Ellis pointed to the labels and said each pot was still in the correct place. Meilin opened the photographs on a larger screen. In Friday's image, a pale water mark curved along the front of the black tray. On Monday, the same mark appeared at the back. Someone had turned the whole tray around while leaving each pot in its numbered space. Ellis crossed his arms. The exhibition was in four days, and a tray moved by accident did not sound like a discovery. Their teacher, Mr Rao, did not tell them what to present. He asked which page of the notebook would help another student avoid the same mistake. Ellis looked through his records. He had marked the pots, but not the tray or shelf. He had also photographed from slightly different places each day. The neat pattern in his first week was real, yet his method could not explain Monday's result. Meilin suggested repeating the observation with clearer position marks. There was not enough time to grow new plants, but they could document how they improved the method. Ellis hesitated. A display about an error seemed far less impressive than a newly discovered rule. Then he looked again at Monday's photograph and noticed that his crossed-out title was still visible in the corner of the page. 注意：1. 续写词数应为150个左右。 2. 请按如下格式在答题卡的相应位置作答。 The next afternoon, Ellis returned to the greenhouse with his notebook and three strips of tape.____________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On presentation day, he placed his crossed-out conclusion at the centre of the display.___________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 原创精品资源学科网独家享有版权，侵权必究！1 1 / 12 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… 此卷只装订不密封 ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… … 学校：______________姓名：_____________班级：_______________考号：______________________ 2026-2027学年高二选择性必修第一册英语单元自测 Unit 5 Revealing nature·能力提升 （时间：100分钟　满分：120分） 学校：___________　班级：___________　姓名：___________　分数：___________ 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，其余结构按新高考英语非听力部分设计。 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 Young Naturalists Field Lab The Riverside Learning Centre is offering four field-lab projects for students aged 15–18. Each project turns an ordinary place into a source of evidence. Read the commitments and choose carefully. Leaf Timeline — Six Wednesdays Select one marked tree and photograph the same branch from the same position each week. Add a two-sentence note about what has changed and what has not. This project is best for students able to return regularly; one missed week cannot be replaced with a picture from the internet. Micro-Move — Saturday, 2:00–4:00 pm Use a phone to film thirty seconds of a small animal's movement, then examine the clip frame by frame. No special camera is needed. Work from the path and never touch, feed or move the animal to obtain a clearer shot. Dawn Sound Count — Two Sundays, 6:30–8:00 am Mark where natural sounds begin on a simple map and record the time. Because the park remains open, do not record recognisable private conversations. Participants must attend both mornings so that the two sets of notes can be compared. Pattern and Place — Thursday, 4:00–5:30 pm Bring three photographs of the same natural pattern found in different locations—for example, lines, spots or branching shapes. During the session, you will test whether your first label helps you notice differences or hides them. Photographs must be your own and must not show people's faces. 1．Which project suits a student who wants a single-session study of movement with basic equipment? A. Leaf Timeline. B. Micro-Move. C. Dawn Sound Count. D. Pattern and Place. 2．What rule must participants in Dawn Sound Count follow? A. They must avoid capturing an identifiable private conversation. B. They may replace the second visit with an online recording. C. They should move closer by feeding the animal they hear. D. They must photograph every person using the park. 3．What do the four projects mainly encourage students to do? A. Replace incomplete records with information from experts. B. Collect the most unusual object in each location. C. Prove a conclusion before beginning an observation. D. Gather comparable details while respecting limits in the field. B The Blank Square in the Notebook For the district nature exhibition, Jonah planned to document a garden spider rebuilding its web. He drew a neat table in his notebook: time, weather, action and result. On the first two mornings, the spider repaired the centre soon after sunrise. Jonah began designing a poster titled The Spider's Daily Schedule. On Wednesday, the centre remained open. Jonah waited until the bell rang, but the spider stayed beneath a leaf. He disliked the empty square in his table. A schedule needed a third matching entry, he thought, so he wrote “7:18—repair begins” lightly in pencil. He intended to check it the next day and darken the words if the pattern returned. His partner Nadiya saw the entry. She did not accuse him of inventing a result. Instead, she asked why a blank square was less informative than a repeated one. Jonah answered that visitors expected a clear pattern. Nadiya pointed to a loose thread at the edge of the web and to drops still hanging on nearby grass. Perhaps the useful question was not “When does repair begin?” but “What conditions change the spider's response?” They returned at lunch. The centre was still open, yet several outer threads had been replaced. Jonah crossed out his pencilled time and wrote exactly what they could see. He added a column called “What we do not know” and listed three possibilities: damp silk, available prey, or disturbance before they arrived. None was presented as an answer. Their final poster contained no daily schedule. It showed two repeated observations, one absence and a later change, followed by questions for a longer study. A judge spent most of her time at the blank square. She said it revealed where expectation had ended and investigation had begun. Jonah finally understood that an honest gap did not weaken evidence. Sometimes it showed the next place to look. 4．Why did Jonah pencil a repair time into Wednesday's square? A. He wanted his observations to fit the pattern he had begun to expect. B. He had seen the spider repair the web before sunrise. C. He needed to record a time suggested by the exhibition judge. D. He believed pencil entries were excluded from scientific posters. 5．How did Nadiya change the direction of the study? A. By asking Jonah to remove all earlier observations. B. By turning an expected timetable into questions about changing conditions. C. By proving that wet grass always prevents web repair. D. By moving the spider to a drier part of the garden. 6．What does the column “What we do not know” show about the students? A. They had decided that several guesses were equally true. B. They were no longer interested in collecting further evidence. C. They could separate possible explanations from confirmed observations. D. They preferred questions because the poster required fewer details. 7．What lesson did Jonah learn from the blank square? A. Missing data should always be replaced by a later result. B. A simple pattern is more valuable than an uncertain question. C. Judges care more about design than about the quality of evidence. D. An unexpected absence can open a more honest line of inquiry. C When Categories Hide the Pattern Categories are useful. A field notebook divided into “tree”, “insect” and “bird” lets an observer organise hundreds of details. A label can also direct attention: once a learner knows that two leaves belong to the same group, their different edges may become easier to compare. Without categories, observation can dissolve into an unmanageable list. The same labels, however, can hide a pattern. Suppose students record every creature beside a pond as either “water” or “land”. An animal repeatedly found at the muddy edge must be forced into one box, although the edge may be the important part of its behaviour. Its repeated use of the boundary disappears as soon as the record keeps only the final label. The classification has made the notes tidy while removing the relationship the study should explain. One response is to keep making smaller boxes. This can add precision, but it does not solve the basic problem: every system highlights some differences and reduces others. A more useful habit is to save the original observation beside the category. “At the pond edge, half in shade” remains available even if the label later changes. Researchers can then reorganise the same notes when a new question appears. It also helps to record uncertainty openly. Words such as “possibly”, a question mark, or a photograph linked to the entry do not signal careless work. They show which judgments may need checking. False confidence is harder to correct because it erases the point where a decision was made. Good classification is therefore less like placing nature into permanent drawers and more like choosing a temporary map. A map is valuable because it simplifies, not because it contains everything. Observers should ask what their map makes visible, what it leaves out and whether the question they are now asking requires a different route through the evidence. 8．What benefit of categories is mentioned in paragraph 1? A. They prevent observers from noticing differences within a group. B. They organise details and can guide more focused comparison. C. They make it unnecessary to keep the original field notes. D. They guarantee that every observation has only one meaning. 9．Why does the author use the pond-edge example? A. To show that a neat division may remove a meaningful relationship. B. To prove that land animals should never be studied near water. C. To recommend replacing field observation with photographs. D. To explain why every category needs a scientific name. 10．What practice does the author recommend when using a category? A. Add enough smaller boxes to remove all uncertainty. B. Keep only the final label to make the data easy to read. C. Preserve the specific observation so it can be reorganised later. D. Delay every judgment until the entire study has ended. 11．What is the main idea of the final paragraph? A. Nature can be fully represented if a map is detailed enough. B. A permanent classification is the goal of every observation. C. Maps are useful only when observers follow a fixed route. D. A classification should be treated as a useful but revisable tool. D What Does It Mean to Restore a Place? A town planning to restore Willow Marsh first promised to “return nature to the way it was”. The phrase sounded clear until volunteers asked a simple question: when? Twenty years earlier the marsh had contained more open water; fifty years earlier old photographs showed dense reeds; before a road was built, seasonal floods had regularly changed both. There was no single frozen past waiting to be rebuilt. Choosing one historical picture as the target may still be useful, but the choice carries values. Open water might support school boating and certain birds, while thicker vegetation might protect a bank and favour different life. Calling either target “natural” can hide who selected it and which benefits were given priority. Some people respond that restoration should avoid human goals altogether. Yet refusing to choose is also a choice. The road already redirects water, nearby homes need flood protection, and introduced plants will not disappear because a plan remains silent. Managers cannot step outside the place's history; they can only make their aims and limits more visible. A stronger plan begins with several kinds of evidence: old maps and photographs, present water levels, local memories and repeated counts of living things. It then states a testable goal, such as creating shallow-water areas while keeping a protected band of reeds. Monitoring matters because an action may produce an effect nobody predicted. If the result conflicts with the goal, adjustment is not an admission that restoration has failed; it is part of responsible learning. The aim, then, is not to copy one perfect moment. It is to help a changing place support chosen ecological and community needs without pretending those choices are neutral. Restoration becomes more trustworthy when its evidence, priorities and uncertainties are public—and when the plan can change as the marsh reveals what the planners did not yet know. 12．Why did the promise to return Willow Marsh to the past become unclear? A. Different historical points showed different conditions in the marsh. B. Volunteers could find no photographs or memories of the place. C. Seasonal floods had never influenced the local environment. D. The town had already removed the road beside the marsh. 13．What does the author mean by saying that refusing to choose is also a choice? A. Every restoration project should be cancelled if people disagree. B. Nature will automatically return to one historical state without action. C. Existing human changes and risks still shape the outcome when no aim is stated. D. Local residents should make decisions without ecological evidence. 14．What role does monitoring play in the stronger plan? A. It proves that the original target was neutral and complete. B. It allows managers to compare outcomes with goals and revise action. C. It replaces the need to state priorities before work begins. D. It ensures that no unexpected effect can ever occur. 15．Which statement best represents the author's view of restoration? A. It should copy whichever historical photograph is oldest. B. It becomes scientific only when community needs are ignored. C. It succeeds by keeping all plans unchanged after work starts. D. It should make evidence and priorities explicit while remaining adaptable. 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。 How to Write a Field Note You Can Trust A useful field note allows another person—including your future self—to understand what happened without borrowing your memory. Begin with the setting. Record the date, exact time, location and conditions that could affect what you notice. ____16____ If you return, those details help you compare like with like rather than two vaguely remembered visits. Next, separate observation from interpretation. “Five small holes appeared along the lower leaf” reports what was visible; “an insect damaged the plant” proposes a cause. ____17____ Keep the possible explanation, but label it as a question or hypothesis instead of letting it replace the description. Use quantities when they genuinely improve the record. You might count calls during one minute or estimate the length of a shadow against a marked stick. Do not add a number merely because it looks scientific. ____18____ State how you counted or estimated so that the limitation travels with the figure. Record absences and interruptions too. A bird not seen during a ten-minute watch is not proof that no bird visited all day, but it is still part of that watch. A passing vehicle, sudden rain or a moved pot may also explain why two observations differ. ____19____ What seems like an inconvenience may later become the clue that changes the question. Finally, review without silently improving the past. Add a dated comment if you identify an object later, and keep the original wording visible. Correcting a note is responsible; making it appear that you knew the answer from the start is not. ____20____ A trustworthy notebook records the development of understanding as carefully as it records the natural world. A. A measurement without a method can create false confidence. B. Good observers remove every uncertain statement from their notebooks. C. The difference matters because causes usually require further evidence. D. Mark such events at the point where they occurred in the record. E. Note where you stood and how long the observation lasted as well. F. Rewrite the whole page whenever a later identification proves clearer. G. Visible revision shows which ideas came from the field and which came later. 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。 For school biodiversity week, Rina's group received a strip of ground behind the gym. It held short grass, two drains and a row of stones. Rina feared that this ordinary place would produce nothing worth ____21____. She proposed the woods, but their teacher asked what careful attention could ____22____ before they changed sites. On the first afternoon, everyone chased a different discovery. One student followed a butterfly beyond the boundary; another lifted stones at ____23____. Their list looked impressive, yet locations and times were mostly ____24____. When two names seemed to describe the same insect, no record could settle the question. Rina suggested a slower plan. They divided the ground into equal squares and gave members fixed ____25____: observer, recorder, timer and photographer. At first the method felt ____26____. Then apparently empty square six drew attention because its soil stayed ____27____ after the rest had dried. They returned at the same time for three days. Tiny tracks appeared only on the wet morning. Instead of announcing a cause, they recorded the ____28____ and added questions. Rina began to value repeated blank entries; these showed where a pattern did and did not ____29____. Their poster named fewer species, but every entry could be ____30____ to a square, time and image. The place had not become more dramatic; their way of looking had become more ____31____. Rina said method was not a cage that ____32____ curiosity, but a path allowing it to leave evidence. A careful record could make a small observation ____33____; an exciting sight without context could become ____34____. They left one instruction for the next class: “Record what is there, what is not, and what might have ____35____ the difference.” 21．A. hiding　 B. presenting　 C. repeating　 D. removing 22．A. reveal　 B. replace　 C. purchase　 D. control 23．A. once　 B. home　 C. dawn　 D. random 24．A. accurate　 B. public　 C. missing　 D. repeated 25．A. distances　 B. roles　 C. opinions　 D. rewards 26．A. efficient　 B. familiar　 C. generous　 D. restrictive 27．A. damp　 B. smooth　 C. bright　 D. crowded 28．A. promise　 B. cause　 C. pattern　 D. observation 29．A. change　 B. occur　 C. belong　 D. matter 30．A. traced　 B. compared　 C. limited　 D. invited 31．A. expensive　 B. dramatic　 C. reliable　 D. private 32．A. tested　 B. supported　 C. expressed　 D. trapped 33．A. useful　 B. rare　 C. silent　 D. immediate 34．A. evidence　 B. noise　 C. knowledge　 D. balance 35．A. copied　 B. measured　 C. explained　 D. returned 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。 When our science club entered the greenhouse on Monday, three pots were no longer in the positions we ____36____ (mark) on Friday. One seedling leaned towards the door although it ____37____ (stand) beside the window during our first observation. At first, we thought the plant ____38____ (change) direction by itself over the weekend. The unexpected direction seemed more interesting than the regular pattern we had expected to present. Before we wrote that conclusion, Ms Patel asked us to examine the record. We noticed that someone ____39____ (clean) the shelf and that two labels ____40____ (move) as well. The earlier photographs showed a water stain that we ____41____ (not include) in our notes. By comparing it with Monday's stain, we realised the tray ____42____ (turn) around. We then spoke to the caretaker. He confirmed that he ____43____ (lift) the tray to wipe the shelf, but he ____44____ (not realise) that its direction mattered. By the time we began a second trial, we ____45____ (add) position markers to both the tray and the shelf. The unexpected result had improved our method before it became a false claim. 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校自然观察小组成员李华。请根据以下记录，用英语写一篇约80词的observational journal，介绍一组豆苗的生长过程。 12 April：豆种置于透明杯中湿润纸巾之间；放在温暖处。 16 April：白色根长至约2厘米；绿色芽出现；纸巾保持湿润。 23 April：茎约8厘米高；每株长出两片叶；移至光线充足的窗台。 要求：按日期分条记录，准确描述变化和照料措施，可适当增加细节以使行文连贯。 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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。 Ellis wanted his greenhouse project to reveal a surprising rule. He placed three bean seedlings on a shelf, marked the position of each pot and photographed them every afternoon. All three bent towards the window during the first week. He planned a display explaining how strongly the plants followed light. On Monday, however, one seedling leaned towards the door. The other two still faced the window. Ellis was excited by the exception. Before measuring the angle, he wrote a new title: The Plant That Turned Away from Light. His partner, Meilin, asked whether anything besides the plant had changed. Ellis pointed to the labels and said each pot was still in the correct place. Meilin opened the photographs on a larger screen. In Friday's image, a pale water mark curved along the front of the black tray. On Monday, the same mark appeared at the back. Someone had turned the whole tray around while leaving each pot in its numbered space. Ellis crossed his arms. The exhibition was in four days, and a tray moved by accident did not sound like a discovery. Their teacher, Mr Rao, did not tell them what to present. He asked which page of the notebook would help another student avoid the same mistake. Ellis looked through his records. He had marked the pots, but not the tray or shelf. He had also photographed from slightly different places each day. The neat pattern in his first week was real, yet his method could not explain Monday's result. Meilin suggested repeating the observation with clearer position marks. There was not enough time to grow new plants, but they could document how they improved the method. Ellis hesitated. A display about an error seemed far less impressive than a newly discovered rule. Then he looked again at Monday's photograph and noticed that his crossed-out title was still visible in the corner of the page. 注意：1. 续写词数应为150个左右。 2. 请按如下格式在答题卡的相应位置作答。 The next afternoon, Ellis returned to the greenhouse with his notebook and three strips of tape.____________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On presentation day, he placed his crossed-out conclusion at the centre of the display.___________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 试题 第3页（共12页） 试题 第4页（共12页） 试题 第1页（共12页） 试题 第2页（共12页） 学科网（北京）股份有限公司 $ 2026-2027学年高二选择性必修第一册英语单元自测 Unit 5 Revealing nature·能力提升 参考答案 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） 1—5：B A D A B　6—10：C D B A C　11—15：D A C B D 第二节（共5小题；每小题2.5分，满分12.5分） 16—20：E C A D G 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） 21—25：B A D C B　26—30：D A D B A　31—35：C D A B C 第二节（共10小题；每小题1.5分，满分15分） 36—45：had marked; had stood; had changed; had cleaned; had been moved; had not included; had been turned; had lifted; had not realised; had added 第三部分　写作（共两节，满分40分） 第一节（满分15分） An Observational Journal of Bean Seedlings 12 April The bean seeds were placed between sheets of wet paper in a clear cup. The cup was then kept in a warm place. 16 April White roots had grown to about two centimetres, and small green shoots had appeared. A little water was added to keep the paper wet. 23 April The stems were around eight centimetres tall. Each seedling had produced two leaves, so the cup was moved to a bright windowsill. The seedlings will continue to be observed twice a week. 第二节（满分25分） The next afternoon, Ellis returned to the greenhouse with his notebook and three strips of tape. He fixed one strip across the tray and shelf and marked the other two with the camera position and time. Meilin photographed every step. They then turned the tray deliberately and recorded how the direction labels changed although the pot numbers did not. Ellis wrote that Monday's result could not support his exciting claim. Instead of hiding the mistake, he added a new question: which details must remain fixed for two observations to be compared? On presentation day, he placed his crossed-out conclusion at the centre of the display. Visitors first smiled at the dramatic title, then followed the water mark, photographs and tape to reconstruct the error. A younger student asked whether an unsuccessful result still counted as discovery. Ellis answered that the plant had not revealed the rule he expected; it had revealed a weakness in his method. His display won no prize for the rarest finding, but the greenhouse club adopted his position markers for every later project. Ellis left the crossed-out words visible, because they showed exactly where better observing had begun. 原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司1 / 2 学科网（北京）股份有限公司 $ 2026—2027学年高二选择性必修第一册英语Unit 5能力提升 Unit 5 Revealing nature（能力提升卷·无听力） 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，其余结构按新高考英语非听力部分设计。 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 Young Naturalists Field Lab The Riverside Learning Centre is offering four field-lab projects for students aged 15–18. Each project turns an ordinary place into a source of evidence. Read the commitments and choose carefully. Leaf Timeline — Six Wednesdays Select one marked tree and photograph the same branch from the same position each week. Add a two-sentence note about what has changed and what has not. This project is best for students able to return regularly; one missed week cannot be replaced with a picture from the internet. Micro-Move — Saturday, 2:00–4:00 pm Use a phone to film thirty seconds of a small animal's movement, then examine the clip frame by frame. No special camera is needed. Work from the path and never touch, feed or move the animal to obtain a clearer shot. Dawn Sound Count — Two Sundays, 6:30–8:00 am Mark where natural sounds begin on a simple map and record the time. Because the park remains open, do not record recognisable private conversations. Participants must attend both mornings so that the two sets of notes can be compared. Pattern and Place — Thursday, 4:00–5:30 pm Bring three photographs of the same natural pattern found in different locations—for example, lines, spots or branching shapes. During the session, you will test whether your first label helps you notice differences or hides them. Photographs must be your own and must not show people's faces. 1．Which project suits a student who wants a single-session study of movement with basic equipment? A. Leaf Timeline. B. Micro-Move. C. Dawn Sound Count. D. Pattern and Place. 2．What rule must participants in Dawn Sound Count follow? A. They must avoid capturing an identifiable private conversation. B. They may replace the second visit with an online recording. C. They should move closer by feeding the animal they hear. D. They must photograph every person using the park. 3．What do the four projects mainly encourage students to do? A. Replace incomplete records with information from experts. B. Collect the most unusual object in each location. C. Prove a conclusion before beginning an observation. D. Gather comparable details while respecting limits in the field. 【语篇导读】本文是一则"青年博物学者野外实验室"活动招募信息，介绍四个按固定条件收集可比较细节的项目及其规则。 1. B　【解析】细节匹配。Micro-Move只需参加周六一次活动，可用手机逐帧观察运动，完整对应single-session、movement和basic equipment。 2. A　【解析】细节理解。活动明确要求不得录入可辨认的私人谈话，A为同义转述；其余选项或违反规则，或混淆其他项目。 3. D　【解析】主旨归纳。四项活动都要求按固定位置、时间或条件收集可比较细节，同时遵守不触碰、不偷拍和不补造记录等边界，故D最全面。 【教师点拨】先圈定时间、工具和规则；共同点概括为“可比较证据+现场边界”。 B The Blank Square in the Notebook For the district nature exhibition, Jonah planned to document a garden spider rebuilding its web. He drew a neat table in his notebook: time, weather, action and result. On the first two mornings, the spider repaired the centre soon after sunrise. Jonah began designing a poster titled The Spider's Daily Schedule. On Wednesday, the centre remained open. Jonah waited until the bell rang, but the spider stayed beneath a leaf. He disliked the empty square in his table. A schedule needed a third matching entry, he thought, so he wrote “7:18—repair begins” lightly in pencil. He intended to check it the next day and darken the words if the pattern returned. His partner Nadiya saw the entry. She did not accuse him of inventing a result. Instead, she asked why a blank square was less informative than a repeated one. Jonah answered that visitors expected a clear pattern. Nadiya pointed to a loose thread at the edge of the web and to drops still hanging on nearby grass. Perhaps the useful question was not “When does repair begin?” but “What conditions change the spider's response?” They returned at lunch. The centre was still open, yet several outer threads had been replaced. Jonah crossed out his pencilled time and wrote exactly what they could see. He added a column called “What we do not know” and listed three possibilities: damp silk, available prey, or disturbance before they arrived. None was presented as an answer. Their final poster contained no daily schedule. It showed two repeated observations, one absence and a later change, followed by questions for a longer study. A judge spent most of her time at the blank square. She said it revealed where expectation had ended and investigation had begun. Jonah finally understood that an honest gap did not weaken evidence. Sometimes it showed the next place to look. 4．Why did Jonah pencil a repair time into Wednesday's square? A. He wanted his observations to fit the pattern he had begun to expect. B. He had seen the spider repair the web before sunrise. C. He needed to record a time suggested by the exhibition judge. D. He believed pencil entries were excluded from scientific posters. 5．How did Nadiya change the direction of the study? A. By asking Jonah to remove all earlier observations. B. By turning an expected timetable into questions about changing conditions. C. By proving that wet grass always prevents web repair. D. By moving the spider to a drier part of the garden. 6．What does the column “What we do not know” show about the students? A. They had decided that several guesses were equally true. B. They were no longer interested in collecting further evidence. C. They could separate possible explanations from confirmed observations. D. They preferred questions because the poster required fewer details. 7．What lesson did Jonah learn from the blank square? A. Missing data should always be replaced by a later result. B. A simple pattern is more valuable than an uncertain question. C. Judges care more about design than about the quality of evidence. D. An unexpected absence can open a more honest line of inquiry. 【语篇导读】本文是一篇记叙文，讲述Jonah从期待标准答案到接受记录空白，理解科学调查中假设与证据边界的过程。 4. A　【解析】因果推断。Jonah因前两天重复结果而期待“日程”，又认为海报需要第三个一致记录，所以先填时间，实质是让证据迎合预期。 5. B　【解析】情节作用。Nadiya没有给出单一答案，而是把研究问题从固定时间表转向“哪些条件改变反应”，B准确概括方向变化。 6. C　【解析】推理判断。三种可能均被明确标注为非答案，说明学生能区分假设与已确认观察，体现证据意识。 7. D　【解析】主旨大意。结尾指出空白没有削弱证据，反而显示下一步调查方向，D同时保留“意外缺失”“诚实记录”“新问题”三层含义。 【教师点拨】抓住“固定日程—条件差异”的问题转向；空白格是主题证据。 C When Categories Hide the Pattern Categories are useful. A field notebook divided into “tree”, “insect” and “bird” lets an observer organise hundreds of details. A label can also direct attention: once a learner knows that two leaves belong to the same group, their different edges may become easier to compare. Without categories, observation can dissolve into an unmanageable list. The same labels, however, can hide a pattern. Suppose students record every creature beside a pond as either “water” or “land”. An animal repeatedly found at the muddy edge must be forced into one box, although the edge may be the important part of its behaviour. Its repeated use of the boundary disappears as soon as the record keeps only the final label. The classification has made the notes tidy while removing the relationship the study should explain. One response is to keep making smaller boxes. This can add precision, but it does not solve the basic problem: every system highlights some differences and reduces others. A more useful habit is to save the original observation beside the category. “At the pond edge, half in shade” remains available even if the label later changes. Researchers can then reorganise the same notes when a new question appears. It also helps to record uncertainty openly. Words such as “possibly”, a question mark, or a photograph linked to the entry do not signal careless work. They show which judgments may need checking. False confidence is harder to correct because it erases the point where a decision was made. Good classification is therefore less like placing nature into permanent drawers and more like choosing a temporary map. A map is valuable because it simplifies, not because it contains everything. Observers should ask what their map makes visible, what it leaves out and whether the question they are now asking requires a different route through the evidence. 8．What benefit of categories is mentioned in paragraph 1? A. They prevent observers from noticing differences within a group. B. They organise details and can guide more focused comparison. C. They make it unnecessary to keep the original field notes. D. They guarantee that every observation has only one meaning. 9．Why does the author use the pond-edge example? A. To show that a neat division may remove a meaningful relationship. B. To prove that land animals should never be studied near water. C. To recommend replacing field observation with photographs. D. To explain why every category needs a scientific name. 10．What practice does the author recommend when using a category? A. Add enough smaller boxes to remove all uncertainty. B. Keep only the final label to make the data easy to read. C. Preserve the specific observation so it can be reorganised later. D. Delay every judgment until the entire study has ended. 11．What is the main idea of the final paragraph? A. Nature can be fully represented if a map is detailed enough. B. A permanent classification is the goal of every observation. C. Maps are useful only when observers follow a fixed route. D. A classification should be treated as a useful but revisable tool. 【语篇导读】本文是一篇说明议论文，以"临时地图"为喻说明分类既能整理观察又会遮蔽关系，主张原始记录与类别并存。 8. B　【解析】细节概括。首段说明分类既能整理大量细节，也能引导组内比较，B合并两项作用；其他选项均把作用绝对化。 9. A　【解析】例证作用。水域/陆地二分使记录整齐，却抹去泥岸这一关键关系，说明分类可能隐藏研究需要解释的模式。 10. C　【解析】细节理解。第三段主张把原始观察与类别并存，使新问题出现时能重新组织证据，C为准确转述。 11. D　【解析】主旨大意。末段以temporary map作比，强调分类因简化而有用，同时要检查其遗漏并随问题调整，D概括“有用但可修订”。 【教师点拨】保留双向立场：分类有用但会筛选信息，因而需要修订。 D What Does It Mean to Restore a Place? A town planning to restore Willow Marsh first promised to “return nature to the way it was”. The phrase sounded clear until volunteers asked a simple question: when? Twenty years earlier the marsh had contained more open water; fifty years earlier old photographs showed dense reeds; before a road was built, seasonal floods had regularly changed both. There was no single frozen past waiting to be rebuilt. Choosing one historical picture as the target may still be useful, but the choice carries values. Open water might support school boating and certain birds, while thicker vegetation might protect a bank and favour different life. Calling either target “natural” can hide who selected it and which benefits were given priority. Some people respond that restoration should avoid human goals altogether. Yet refusing to choose is also a choice. The road already redirects water, nearby homes need flood protection, and introduced plants will not disappear because a plan remains silent. Managers cannot step outside the place's history; they can only make their aims and limits more visible. A stronger plan begins with several kinds of evidence: old maps and photographs, present water levels, local memories and repeated counts of living things. It then states a testable goal, such as creating shallow-water areas while keeping a protected band of reeds. Monitoring matters because an action may produce an effect nobody predicted. If the result conflicts with the goal, adjustment is not an admission that restoration has failed; it is part of responsible learning. The aim, then, is not to copy one perfect moment. It is to help a changing place support chosen ecological and community needs without pretending those choices are neutral. Restoration becomes more trustworthy when its evidence, priorities and uncertainties are public—and when the plan can change as the marsh reveals what the planners did not yet know. 12．Why did the promise to return Willow Marsh to the past become unclear? A. Different historical points showed different conditions in the marsh. B. Volunteers could find no photographs or memories of the place. C. Seasonal floods had never influenced the local environment. D. The town had already removed the road beside the marsh. 13．What does the author mean by saying that refusing to choose is also a choice? A. Every restoration project should be cancelled if people disagree. B. Nature will automatically return to one historical state without action. C. Existing human changes and risks still shape the outcome when no aim is stated. D. Local residents should make decisions without ecological evidence. 14．What role does monitoring play in the stronger plan? A. It proves that the original target was neutral and complete. B. It allows managers to compare outcomes with goals and revise action. C. It replaces the need to state priorities before work begins. D. It ensures that no unexpected effect can ever occur. 15．Which statement best represents the author's view of restoration? A. It should copy whichever historical photograph is oldest. B. It becomes scientific only when community needs are ignored. C. It succeeds by keeping all plans unchanged after work starts. D. It should make evidence and priorities explicit while remaining adaptable. 【语篇导读】本文是一篇议论文，讨论湿地修复决策应公开不同时期状态、价值选择与不确定性，并以监测应对未预料效果。 12. A　【解析】因果理解。首段列出20年前、50年前和修路前的不同状态，说明“恢复过去”缺少唯一时间基准，A准确。 13. C　【解析】句意推断。道路、水患需求和外来植物已经影响湿地，不表态也会让这些条件继续决定结果，因此“不选择”并非中立。 14. B　【解析】细节概括。第四段说明监测用于发现未预料效果，并在结果与目标冲突时调整行动，B覆盖比较和修订两步。 15. D　【解析】观点态度。全文主张公开证据、价值选择与不确定性，并通过监测保持可调整，D最完整；A、B、C均违背作者限定。 【教师点拨】梳理“多种过去—价值选择—公开目标—监测调整”的论证链。 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。 How to Write a Field Note You Can Trust A useful field note allows another person—including your future self—to understand what happened without borrowing your memory. Begin with the setting. Record the date, exact time, location and conditions that could affect what you notice. ____16____ If you return, those details help you compare like with like rather than two vaguely remembered visits. Next, separate observation from interpretation. “Five small holes appeared along the lower leaf” reports what was visible; “an insect damaged the plant” proposes a cause. ____17____ Keep the possible explanation, but label it as a question or hypothesis instead of letting it replace the description. Use quantities when they genuinely improve the record. You might count calls during one minute or estimate the length of a shadow against a marked stick. Do not add a number merely because it looks scientific. ____18____ State how you counted or estimated so that the limitation travels with the figure. Record absences and interruptions too. A bird not seen during a ten-minute watch is not proof that no bird visited all day, but it is still part of that watch. A passing vehicle, sudden rain or a moved pot may also explain why two observations differ. ____19____ What seems like an inconvenience may later become the clue that changes the question. Finally, review without silently improving the past. Add a dated comment if you identify an object later, and keep the original wording visible. Correcting a note is responsible; making it appear that you knew the answer from the start is not. ____20____ A trustworthy notebook records the development of understanding as carefully as it records the natural world. A. A measurement without a method can create false confidence. B. Good observers remove every uncertain statement from their notebooks. C. The difference matters because causes usually require further evidence. D. Mark such events at the point where they occurred in the record. E. Note where you stood and how long the observation lasted as well. F. Rewrite the whole page whenever a later identification proves clearer. G. Visible revision shows which ideas came from the field and which came later. 【语篇导读】本文是一篇说明文，介绍可信赖野外记录的写作要领：完整背景、忠实记录空白、区分事实与解释。 【16题】答案 E。前文要求记录时间、地点和条件，E项补充站位与观察时长，后文those details指代完整观察条件。 【17题】答案 C。本段区分可见事实与原因解释，C项说明区分的原因：因果判断需要更多证据，并承接后文hypothesis。 【18题】答案 A。前文反对为了显得科学而加数字，A项指出无方法的数值会制造虚假确定感，后文继续要求说明计数方法。 【19题】答案 D。前文列举车辆、雨和移动花盆等中断事件，D项要求在发生处标注，后文说明这些事件可能成为线索。 【20题】答案 G。前文要求保留原措辞并添加带日期的修正，G项概括可见修订的价值，与末句development of understanding呼应。 【教师点拨】按环境、解释、数量、中断、修订五步定位，并核对指代。 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。 For school biodiversity week, Rina's group received a strip of ground behind the gym. It held short grass, two drains and a row of stones. Rina feared that this ordinary place would produce nothing worth ____21____. She proposed the woods, but their teacher asked what careful attention could ____22____ before they changed sites. On the first afternoon, everyone chased a different discovery. One student followed a butterfly beyond the boundary; another lifted stones at ____23____. Their list looked impressive, yet locations and times were mostly ____24____. When two names seemed to describe the same insect, no record could settle the question. Rina suggested a slower plan. They divided the ground into equal squares and gave members fixed ____25____: observer, recorder, timer and photographer. At first the method felt ____26____. Then apparently empty square six drew attention because its soil stayed ____27____ after the rest had dried. They returned at the same time for three days. Tiny tracks appeared only on the wet morning. Instead of announcing a cause, they recorded the ____28____ and added questions. Rina began to value repeated blank entries; these showed where a pattern did and did not ____29____. Their poster named fewer species, but every entry could be ____30____ to a square, time and image. The place had not become more dramatic; their way of looking had become more ____31____. Rina said method was not a cage that ____32____ curiosity, but a path allowing it to leave evidence. A careful record could make a small observation ____33____; an exciting sight without context could become ____34____. They left one instruction for the next class: “Record what is there, what is not, and what might have ____35____ the difference.” 21．A. hiding　 B. presenting　 C. repeating　 D. removing 22．A. reveal　 B. replace　 C. purchase　 D. control 23．A. once　 B. home　 C. dawn　 D. random 24．A. accurate　 B. public　 C. missing　 D. repeated 25．A. distances　 B. roles　 C. opinions　 D. rewards 26．A. efficient　 B. familiar　 C. generous　 D. restrictive 27．A. damp　 B. smooth　 C. bright　 D. crowded 28．A. promise　 B. cause　 C. pattern　 D. observation 29．A. change　 B. occur　 C. belong　 D. matter 30．A. traced　 B. compared　 C. limited　 D. invited 31．A. expensive　 B. dramatic　 C. reliable　 D. private 32．A. tested　 B. supported　 C. expressed　 D. trapped 33．A. useful　 B. rare　 C. silent　 D. immediate 34．A. evidence　 B. noise　 C. knowledge　 D. balance 35．A. copied　 B. measured　 C. explained　 D. returned 【语篇导读】本文是一篇记叙文，讲述Rina的小组在固定方格与分工方法下，把普通路边条带变成可比较、可追踪的观察对象。 21. B　【解析】Rina担心普通地点没有值得展示的内容，presenting与学校主题周展览情境吻合。 22. A　【解析】教师要求先看细致观察能揭示什么，reveal呼应单元主题与后文发现。 23. D　【解析】成员随意翻石，导致无法确认检查区域，at random符合无序调查。 24. C　【解析】清单看似丰富，但地点和时间大多缺失，导致无法核验同一昆虫。 25. B　【解析】observer、recorder、timer、photographer是固定角色，roles准确。 26. D　【解析】从追逐发现转为固定方格和角色，起初会觉得受限制，后文再体现方法的价值。 27. A　【解析】下文明确说潮湿早晨出现足迹，且靠近排水口，damp形成照应。 28. D　【解析】团队没有宣布原因，而是先记录观察并添加问题，体现事实与解释分离。 29. B　【解析】空白与惊喜记录共同显示模式在哪里出现或不出现，occur搭配自然。 30. A　【解析】每条记录都能追溯至方格、时间和图像，be traced to为固定搭配。 31. C　【解析】地点未变得戏剧化，变化的是观察方式更可靠，reliable概括方法改进。 32. D　【解析】method was not a cage that trapped curiosity构成笼子与困住的语义搭配。 33. A　【解析】有记录的小观察可供比较与追踪，因此变得有用。 34. B　【解析】无背景的精彩发现难以验证，会迅速变成噪声，和前句形成对比。 35. C　【解析】最终提示要求记录可能解释差异的因素，explained the difference符合调查逻辑。 【教师点拨】还原“随意追逐—方格调查—重复观察—可追溯展示”的转变。 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。 When our science club entered the greenhouse on Monday, three pots were no longer in the positions we ____36____ (mark) on Friday. One seedling leaned towards the door although it ____37____ (stand) beside the window during our first observation. At first, we thought the plant ____38____ (change) direction by itself over the weekend. The unexpected direction seemed more interesting than the regular pattern we had expected to present. Before we wrote that conclusion, Ms Patel asked us to examine the record. We noticed that someone ____39____ (clean) the shelf and that two labels ____40____ (move) as well. The earlier photographs showed a water stain that we ____41____ (not include) in our notes. By comparing it with Monday's stain, we realised the tray ____42____ (turn) around. We then spoke to the caretaker. He confirmed that he ____43____ (lift) the tray to wipe the shelf, but he ____44____ (not realise) that its direction mattered. By the time we began a second trial, we ____45____ (add) position markers to both the tray and the shelf. The unexpected result had improved our method before it became a false claim. 【语篇导读】本文是一篇记叙文，讲述科学社团对温室的三次探访观察，重点考查非谓语动词、从句连接词与时态等语法。 36. had marked。参照动作entered发生在过去，而标记位置发生在此前的Friday，应用过去完成时had marked。 37. had stood。幼苗此前位于窗边，先于Monday所见的leaned，应用had stood。 38. had changed。俱乐部当时认为方向变化已在周末完成，主句thought为过去时，先发生动作使用had changed。 39. had cleaned。清理架子发生在noticed之前，过去的过去用had cleaned。 40. had been moved。标签是被移动，且发生在noticed之前，使用过去完成时被动had been moved。 41. had not included。此前笔记没有纳入水渍这一信息，否定过去完成时为had not included。 42. had been turned。托盘是被转动，且动作在realised之前完成，使用had been turned。 43. had lifted。管理员抬起托盘发生在confirmed之前，使用had lifted。 44. had not realised。未意识到方向重要先于后来确认，使用had not realised。 45. had added。By the time明确表示在第二次试验开始前已添加标记，使用had added。 【教师点拨】先找过去参照点；更早动作使用had done，被动使用had been done。 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校自然观察小组成员李华。请根据以下记录，用英语写一篇约80词的observational journal，介绍一组豆苗的生长过程。 12 April：豆种置于透明杯中湿润纸巾之间；放在温暖处。 16 April：白色根长至约2厘米；绿色芽出现；纸巾保持湿润。 23 April：茎约8厘米高；每株长出两片叶；移至光线充足的窗台。 要求：按日期分条记录，准确描述变化和照料措施，可适当增加细节以使行文连贯。 【写作思路】使用标题和日期分条 → 按时间记录放置、萌发和长叶 → 区分可见变化与照料措施 → 使用准确的长度、位置和状态描述。 【参考范文】 An Observational Journal of Bean Seedlings 12 April The bean seeds were placed between sheets of wet paper in a clear cup. The cup was then kept in a warm place. 16 April White roots had grown to about two centimetres, and small green shoots had appeared. A little water was added to keep the paper wet. 23 April The stems were around eight centimetres tall. Each seedling had produced two leaves, so the cup was moved to a bright windowsill. The seedlings will continue to be observed twice a week. 【评分建议】内容6分，语言5分，结构与格式4分；检查日期、变化、照料与日志格式。 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。 Ellis wanted his greenhouse project to reveal a surprising rule. He placed three bean seedlings on a shelf, marked the position of each pot and photographed them every afternoon. All three bent towards the window during the first week. He planned a display explaining how strongly the plants followed light. On Monday, however, one seedling leaned towards the door. The other two still faced the window. Ellis was excited by the exception. Before measuring the angle, he wrote a new title: The Plant That Turned Away from Light. His partner, Meilin, asked whether anything besides the plant had changed. Ellis pointed to the labels and said each pot was still in the correct place. Meilin opened the photographs on a larger screen. In Friday's image, a pale water mark curved along the front of the black tray. On Monday, the same mark appeared at the back. Someone had turned the whole tray around while leaving each pot in its numbered space. Ellis crossed his arms. The exhibition was in four days, and a tray moved by accident did not sound like a discovery. Their teacher, Mr Rao, did not tell them what to present. He asked which page of the notebook would help another student avoid the same mistake. Ellis looked through his records. He had marked the pots, but not the tray or shelf. He had also photographed from slightly different places each day. The neat pattern in his first week was real, yet his method could not explain Monday's result. Meilin suggested repeating the observation with clearer position marks. There was not enough time to grow new plants, but they could document how they improved the method. Ellis hesitated. A display about an error seemed far less impressive than a newly discovered rule. Then he looked again at Monday's photograph and noticed that his crossed-out title was still visible in the corner of the page. 注意：1. 续写词数应为150个左右。 2. 请按如下格式在答题卡的相应位置作答。 The next afternoon, Ellis returned to the greenhouse with his notebook and three strips of tape.____________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On presentation day, he placed his crossed-out conclusion at the centre of the display.___________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【续写要点】第一段：补充托盘、架子、拍摄位置和时间标记；有意转动托盘并记录；承认原结论证据不足，提出方法问题。第二段：用划掉的结论和证据链展示错误；回应参观者；认识到发现也包括暴露方法弱点。 【参考范文】 The next afternoon, Ellis returned to the greenhouse with his notebook and three strips of tape. He fixed one strip across the tray and shelf and marked the other two with the camera position and time. Meilin photographed every step. They then turned the tray deliberately and recorded how the direction labels changed although the pot numbers did not. Ellis wrote that Monday's result could not support his exciting claim. Instead of hiding the mistake, he added a new question: which details must remain fixed for two observations to be compared? On presentation day, he placed his crossed-out conclusion at the centre of the display. Visitors first smiled at the dramatic title, then followed the water mark, photographs and tape to reconstruct the error. A younger student asked whether an unsuccessful result still counted as discovery. Ellis answered that the plant had not revealed the rule he expected; it had revealed a weakness in his method. His display won no prize for the rarest finding, but the greenhouse club adopted his position markers for every later project. Ellis left the crossed-out words visible, because they showed exactly where better observing had begun. 【评分建议】衔接10分，语言8分，连贯5分，主题与书写2分；检查标记改进、诚实展示和认识转变。 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 $