Unit 2 Onwards and upwards!（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** 本单元卷以“从失败中学习”为主题，通过真实成长情境文本与梯度化任务设计，适配高二选择性必修第一册Unit 2复习，强化语言能力与思维品质培养。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|20题/50分|细节理解、推理判断、主旨归纳|主题聚焦成长思维，如短文A以工作坊活动引导学生分析失败；七选五“如何利用反馈”培养信息筛选能力| |语言运用|25题/30分|词汇辨析、语法应用、语篇衔接|情境化语篇设计，如完形填空通过建纸桥故事考查“adjust”“examine”等核心词汇| |写作|2题/40分|应用文写作、故事续写|任务贴近学生生活，如邮件约稿“One More Try”专栏，续写通过发明挑战故事深化反思能力|

2026-2027学年高二选择性必修第一册英语单元自测 Unit 2 Onwards and upwards!·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：A C 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 A C 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 C 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：to enter; listening; to send; to save; recording; to compare; rushing; to continue; feeling; to treat 第三部分　写作（共两节，满分40分） 第一节（满分15分） Dear Alex, Our school English magazine is launching a column called “One More Try” to show how students learn from setbacks rather than simply hide them. Each contribution should describe one difficult experience, the adjustment made after the first attempt, and the lesson gained, in about 100 words. Please send it to the magazine office by next Friday. Would you like to contribute your own story and join our student editing team? Your experience in different school cultures would bring a valuable perspective. I hope you will take part. Yours sincerely, Li Hua 第二节（满分25分） Back in the lab, Tessa unfolded both rejection sheets beside the broken sensor. She finally admitted that she had treated persistence as repeating a polished performance. When Arun returned, she apologised for cutting off his evidence. Together they designed ten controlled trials. The readings changed wildly whenever the tap vibrated, so they moved the sensor, added a simple support and recorded each result. Two attempts still failed, but this time Tessa wrote down when and why. Their conclusion became narrower: the device could estimate water use under stable conditions, and future versions needed a better sensor. At the school innovation day, their table displayed not only a working device but also a wall of failed trials. Visitors followed arrows from each wrong number to the question it had raised and the change it had produced. When the screen briefly jumped again, Tessa did not hide it. She invited a younger student to compare the new reading with their evidence chart. Arun then demonstrated how vibration affected the result. They did not present a perfect invention; they presented an honest process. As teachers gathered around the wall, Tessa realised that moving onwards did not mean dragging the same plan uphill. It meant allowing evidence—and sometimes another person—to change the route. 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自测 Unit 2 Onwards and upwards!·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 Second Attempt Studio A first attempt can tell you what to practise next—if you know how to read it. The Student Learning Centre is offering four 75-minute workshops for students in Grades 10–12. Each workshop begins with something unfinished, unsuccessful or rejected. Choose one session only and bring the material requested. Feedback Decoder — Monday Bring a draft and no more than two comments you have received on it. You will sort each comment into three groups: evidence, interpretation and possible action. The aim is not to obey every suggestion, but to turn general reactions into questions you can test. Prototype Replay — Tuesday Bring photos or notes from a model that did not work. In teams, you will rebuild only the stage where the result changed. A coach will help you decide which single condition to alter. Finished products are not accepted because the session focuses on tracing decisions, not displaying success. Audition Reset — Thursday Bring a one-minute recording from an unsuccessful music, drama or speaking audition. After identifying one controllable problem, you will practise a new opening and record it twice. Recordings stay within the group and will be deleted after the session unless you choose to keep yours. Setback Story Lab — Friday Bring a true experience you are ready to share. You will write a 150-word account that moves from difficulty to adjustment, without pretending the ending solved everything. Partners will check whether the lesson grows from the events rather than being added as a slogan. 1．Which workshop asks participants to distinguish facts from personal readings? A. Feedback Decoder. B. Prototype Replay. C. Audition Reset. D. Setback Story Lab. 2．What is promised to participants in Audition Reset? A. Their recordings will be used in a public show. B. They may submit a finished performance instead. C. Their recordings will remain private within the group. D. They can practise several unrelated problems at once. 3．What do the four workshops mainly help students do? A. Turn every failure into a public achievement. B. Compare themselves with more successful students. C. Complete several polished products in one week. D. Use an imperfect result to plan a purposeful next step. B The Note That Pointed Forward Daniel submitted a six-minute audio story to the Young Voices Festival. It followed his grandfather through the final morning of a small repair shop, ending when the metal door rolled down. Daniel had spent weeks collecting the click of tools, the bell above the entrance and his grandfather's careful pauses. When the rejection arrived, he read only the first sentence: his work had not been selected. He printed the email, folded it twice and pushed it under a stack of notebooks. The judges' short note—“Your strongest scene seems to begin after your ending”—felt especially unfair. The shop had closed; what could possibly come after that? For several days, Daniel stopped carrying his recorder. He told himself that festivals wanted louder stories and that his quiet one had never had a chance. At a library workshop, participants exchanged unfinished pieces. Daniel reluctantly played his ending. Instead of commenting on the sound quality, a listener asked, “Who came back for the things that had been repaired?” Daniel suddenly remembered the week after the closing: neighbours had arrived with radios, clocks and lamps, not to request repairs but to collect objects that carried years of family life. His grandfather had remembered a story about every one. Daniel reopened the festival email. This time the note looked less like a locked door than an arrow. He interviewed three neighbours and built a sound map in which each repaired object led to a voice. The festival deadline had passed, so he offered the piece to the local library. It became part of an exhibition about disappearing streets, and visitors added their own recordings. Months later, Daniel still wished the first version had been accepted. Yet he no longer treated rejection as proof that the story had no value. The judges had not given him a destination, and their suggestion could have been wrong. What they had given him was a question strong enough to make him listen beyond the ending he had chosen. 4．Why did Daniel put the printed email under his notebooks? A. He wanted to avoid facing what he saw as a final judgment. B. He planned to hide the festival address from his grandfather. C. He needed to protect the paper before the library workshop. D. He was collecting rejected emails for a later exhibition. 5．What did the judges mean by saying the strongest scene began after the ending? A. The closing sound should have been recorded more loudly. B. The events following the shop's closure held richer material. C. Daniel should have invented a happier future for the shop. D. The audio story needed a formal conclusion from a judge. 6．What role did the library play in Daniel's experience? A. It persuaded the festival to change its decision. B. It replaced Daniel's original work with visitors' recordings. C. It provided both a fresh question and a new home for the revised work. D. It proved that the judges' suggestion was completely correct. 7．Which idea best captures Daniel's final understanding? A. Quiet stories are unsuitable for competitions. B. A rejected work should always be sent elsewhere unchanged. C. Judges can decide the only direction a story should take. D. Useful feedback may open inquiry without guaranteeing an answer. C A Failure File Is Not a Trophy Success displays are easy to understand: a certificate, a finished model or a photograph of the winning moment. The work that produced them is harder to see. For this reason, some classrooms invite students to keep a “failure file”—a record of rejected ideas, weak attempts and plans that had to change. Used carefully, such a file can make learning visible. Used carelessly, it becomes just another performance. The useful version is not a list of disappointments. It records a decision. A student might write, “Our debate opening failed because it asked one broad question that nobody could answer. Next time we will test three narrower openings with another group.” The value lies in the movement from evidence to a specific adjustment. Simply writing “We lost but never gave up” may sound positive, yet it reveals almost nothing about what the team noticed or changed. A failure file can also correct the false impression that skilled people move smoothly from idea to result. When classmates see abandoned outlines and redesigned experiments, revision becomes part of the expected process rather than proof of low ability. This can make it easier to ask for help early, while a problem is still small enough to examine. However, public failure has its own image problem. Students may select only failures that end in impressive success, because those stories are safer to display. Unresolved mistakes, repeated difficulties and decisions to stop can disappear. The file then teaches a different false lesson: every setback is valuable only if it later becomes a victory. Privacy matters too. No learner should have to exhibit a painful experience in order to appear reflective. The best failure file is therefore a working tool, not a museum of brave moments. It may contain questions, diagrams, short recordings or a note saying, “I do not yet know why this happened.” Its purpose is not to prove that failure is wonderful. It is to preserve enough evidence for a learner to choose what to repeat, what to change and what to leave behind. 8．What makes a failure file useful according to paragraph 2? A. It presents every disappointment in a positive tone. B. It connects observed evidence with a testable adjustment. C. It compares one student's failures with another's success. D. It guarantees that the next attempt will produce a victory. 9．Why does the author include the debate example? A. To show how reflection can turn a vague failure into a concrete next test. B. To argue that broad questions should never be used in classroom debates. C. To prove that losing a debate is more useful than winning one. D. To recommend asking another group to judge every school activity. 10．What problem may arise when failure files are made public? A. Students may record too many technical details to understand. B. Learners may stop trying because all mistakes look permanent. C. Only setbacks with attractive endings may be chosen for display. D. Teachers may refuse to allow unfinished work into the classroom. 11．What is the author's attitude towards keeping a failure file? A. Fully approving, because every failure deserves celebration. B. Doubtful, because private reflection has no educational value. C. Opposed, because successful work should receive all attention. D. Supportive, provided it serves learning rather than self-display. D When Persistence Needs a Compass Persistence is often pictured as movement along a steep but certain road: keep climbing and the top will eventually appear. Real projects are less polite. The road may be blocked, the map may be wrong, or the destination may no longer deserve the cost. In such situations, continuing to work is not enough. Persistence needs a compass—a way to judge whether effort is still serving the purpose. One useful question is whether the next attempt will produce information. Imagine a robotics team whose motor overheats after two minutes. Building the same machine again with more careful hands may demonstrate endurance, but it tests no new idea. Changing the load, measuring the temperature or trying another material creates evidence. Even if the machine fails again, the attempt moves the team forward because it reduces uncertainty. A second question concerns attachment to past effort. After investing weeks in one design, people naturally want that design to succeed. Changing direction can make the earlier work feel wasted, so they keep repairing the familiar route. Yet this may mean protecting the story of their effort instead of protecting the goal. The earlier work is not erased when a method is abandoned; it becomes part of the reason for choosing differently. A final question is what the effort is costing. Practice can be demanding without being harmful, but a goal that repeatedly damages health, relationships or basic responsibilities requires review. Sometimes the courageous move is to reduce the goal, seek help or stop. Quitting one method—or even one project—does not automatically mean giving up the larger value behind it. A student may leave a competition and continue studying the subject in a healthier setting. None of this makes perseverance less important. It makes perseverance more exact. The strongest form is not loyalty to every plan made by an earlier version of ourselves. It is loyalty to a meaningful purpose, combined with enough honesty to use evidence, revise the route and recognise when another destination would be wiser. 12．Why might rebuilding the same robot fail to show useful persistence? A. It may repeat effort without testing a new explanation. B. It makes careful construction impossible for the team. C. It proves that the team's original purpose was meaningless. D. It reduces the number of students interested in robotics. 13．What does “protecting the story of their effort” mean in paragraph 3? A. Recording each stage of work for future team members. B. Keeping a design secret from possible competitors. C. Continuing a weak method so earlier work will not seem wasted. D. Explaining why a difficult goal deserves public attention. 14．What is an “information-producing” attempt? A. One that gives the team a more inspiring story to tell. B. One that reduces uncertainty for the next decision. C. One that reaches the final goal at the lowest possible cost. D. One that repeats a familiar process with greater confidence. 15．What is the main idea of the passage? A. Difficult goals should be replaced as soon as costs appear. B. Previous effort loses its value when a method is abandoned. C. Perseverance matters only when it leads to measurable success. D. Wise persistence combines commitment with evidence-based adjustment. 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 Use Feedback That Hurts A rejection message can be only four lines long and still occupy your thoughts for four days. The first reading often mixes the actual words with embarrassment, anger and predictions about the future. That reaction is human, but it is a poor editor. Before deciding whether the feedback is useful, create a little distance. ____16____ When you return, read the message twice. On the first pass, underline only what the reader directly observed: a section was unclear, an example arrived late, or the purpose was hard to identify. On the second, mark the meanings you added, such as “I have no ability” or “They disliked everything.” ____17____ It keeps one opinion from becoming a complete description of you. Some comments are too broad to guide action. “Not convincing” does not tell you what failed to convince. ____18____ Ask where attention dropped, what claim lacked evidence, or which audience expectation was missed. A useful question should point towards something you can examine in the work, not towards a fixed quality you are supposed to possess. Then compare the feedback with the goal and intended audience. A judge may prefer a faster opening, while your purpose requires a slower explanation. The comment still provides evidence about one reader's experience, but it does not automatically become an instruction. ____19____ You are allowed to test a suggestion, combine it with other responses or decide—with reasons—not to use it. Finally, revise one important variable and collect a new response. Changing everything at once may create a different piece, but it will teach you little about which adjustment mattered. ____20____ Progress after rejection is not measured by how quickly hurt feelings disappear. It is measured by whether the next attempt is better informed than the last. A. Separating observation from interpretation reduces that risk. B. A detailed defence usually persuades the reader to reverse the decision. C. Translate the judgment into two or three observable questions. D. This does not mean that every judge is right about the best solution. E. Save it, step away, and choose a calmer time to read it again. F. If several readers agree, there is no need to examine the original goal. G. A small, testable change gives the next response more meaning. 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。 In a school challenge, Priya's team had one hour to build a paper bridge. Their neat first model ____21____ when the judge placed a small weight at its centre. Priya felt the failure as a public ____22____. She wanted to hide the pieces and begin again with thicker folds. Evan, however, asked them to leave the fallen bridge ____23____ and replayed the test slowly. Priya was ____24____; studying a collapse seemed like wasting time. Yet the video showed that the centre had held. One side had twisted first because the base could not ____25____ when the load shifted. That detail changed their ____26____. Instead of strengthening every part, they cut narrow joints that allowed a slight movement and tested one side. The new section bent but returned to place. Priya then ____27____ the same change across the model. Each test used only one extra weight, and Evan wrote down where the paper changed shape. Their progress looked ____28____ than the dramatic rebuilding Priya had imagined, but every step answered a question. With five minutes left, the second bridge was ready. It did not carry the ____29____ load, yet it held nearly three times as much as their first model. More importantly, the team could ____30____ why. During the judges' questions, Priya showed the collapse video before the successful test. She expected the failed model to ____31____ their result; instead, it made their reasoning visible. The team received a design award rather than first prize. Priya kept the broken pieces. They no longer felt like evidence of poor ability but like a ____32____ of a decision. She had thought perseverance meant rebuilding quickly. Now it could mean pausing to ____33____ what had failed, changing one condition and allowing evidence to ____34____ the next attempt. The bridge improved because the team stopped trying to defeat failure and started using it as ____35____. 21．A. expanded　 B. collapsed　 C. floated　 D. balanced 22．A. embarrassment B. invitation　 C. mystery　 D. celebration 23．A. secret　 B. smooth　 C. separate　 D. untouched 24．A. relieved　 B. prepared　 C. impatient　 D. grateful 25．A. recover　 B. adjust　 C. compete　 D. disappear 26．A. schedule　 B. material　 C. audience　 D. approach 27．A. applied　 B. refused　 C. predicted　 D. removed 28．A. riskier　 B. noisier　 C. slower　 D. easier 29．A. lightest　 B. heaviest　 C. safest　 D. final 30．A. explain　 B. forget　 C. control　 D. doubt 31．A. measure　 B. protect　 C. weaken　 D. replace 32．A. warning　 B. copy　 C. promise　 D. record 33．A. examine　 B. announce　 C. repeat　 D. avoid 34．A. delay　 B. guide　 C. judge　 D. limit 35．A. pressure　 B. honour　 C. material　 D. luck 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。 For the school podcast contest, Mei decided ____36____ (enter) a two-minute story about getting lost on her first day at a new school. After recording it, however, she avoided ____37____ (listen) to the whole file because hearing her own voice made her uncomfortable. Her partner Noah promised ____38____ (send) only written comments at first, so Mei agreed to review them. The notes said that her opening sounded rushed and that the key moment arrived too late. Before editing, Mei remembered ____39____ (save) the original version. She then tried ____40____ (record) the opening while standing rather than sitting. The change helped her breathe more naturally. Halfway through, she stopped ____41____ (compare) the two files and noticed that the slower version gave listeners time to picture the empty corridor. Mei regretted ____42____ (rush) the first recording simply to finish it, but she did not erase it. Noah encouraged her ____43____ (continue) using both versions as evidence. At the final review, Mei admitted ____44____ (feel) nervous, yet she could explain every revision. Her story did not win the contest, but she learnt ____45____ (treat) an uncomfortable first attempt as information rather than a verdict. 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校英文杂志负责人李华，杂志将推出“One More Try”主题专栏。请给交换生 Alex 写一封邮件，内容包括： 1. 专栏目的； 2. 投稿内容及截止时间； 3. 邀请他投稿并参与学生编辑。 注意：1．写作词数应为80个左右； 2．请按如下格式作答。 Dear Alex, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Tessa had promised herself that this year's Young Inventors Challenge would end differently. The previous year, her water-saving device had been rejected after its sensor failed during judging. She had kept the rejection sheet above her desk and read one sentence as a command: “The idea needs more testing.” To Tessa, more testing meant working longer and refusing to stop. This year she partnered with Arun and built a device that measured how much water a classroom tap used. A week before the regional event, the sensor began producing impossible numbers. Arun suggested running ten controlled trials and showing the judges the results, including the errors. Tessa refused. She feared that displaying uncertainty would make the project look unfinished. Instead, she practised the same smooth explanation while restarting the sensor whenever it behaved badly. At the event, the first minute went perfectly. Then the screen reported that one drop of water weighed six kilograms. A few people laughed. Tessa restarted the device, but it froze. When a judge asked what pattern they had found in earlier tests, Tessa repeated that the sensor usually worked. Arun opened his notebook, yet she moved quickly to their final slide before he could show it. They were not selected. The new feedback sheet praised the purpose but added, “Problems were hidden rather than investigated; conclusions were not supported by enough evidence.” Tessa crushed the paper in her hand. On the bus home, she watched another team discuss a model that had also failed. They were disappointed, but they were already circling a surprising result in their notes. That evening, Arun left his notebook outside the lab with a message: “The school innovation day is in two weeks. I will help if we are testing the idea, not protecting the performance.” Tessa nearly walked away. Then she noticed the old rejection sheet above her desk. She had remembered its final words, “more testing,” but ignored the sentence before them: “Your next step is to question the sensor's assumptions.” 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。 Back in the lab, Tessa unfolded both rejection sheets beside the broken sensor._________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ At the school innovation day, their table displayed not only a working device but also a wall of failed trials._ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 2 Onwards and upwards!·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 Second Attempt Studio A first attempt can tell you what to practise next—if you know how to read it. The Student Learning Centre is offering four 75-minute workshops for students in Grades 10–12. Each workshop begins with something unfinished, unsuccessful or rejected. Choose one session only and bring the material requested. Feedback Decoder — Monday Bring a draft and no more than two comments you have received on it. You will sort each comment into three groups: evidence, interpretation and possible action. The aim is not to obey every suggestion, but to turn general reactions into questions you can test. Prototype Replay — Tuesday Bring photos or notes from a model that did not work. In teams, you will rebuild only the stage where the result changed. A coach will help you decide which single condition to alter. Finished products are not accepted because the session focuses on tracing decisions, not displaying success. Audition Reset — Thursday Bring a one-minute recording from an unsuccessful music, drama or speaking audition. After identifying one controllable problem, you will practise a new opening and record it twice. Recordings stay within the group and will be deleted after the session unless you choose to keep yours. Setback Story Lab — Friday Bring a true experience you are ready to share. You will write a 150-word account that moves from difficulty to adjustment, without pretending the ending solved everything. Partners will check whether the lesson grows from the events rather than being added as a slogan. 1．Which workshop asks participants to distinguish facts from personal readings? A. Feedback Decoder. B. Prototype Replay. C. Audition Reset. D. Setback Story Lab. 2．What is promised to participants in Audition Reset? A. Their recordings will be used in a public show. B. They may submit a finished performance instead. C. Their recordings will remain private within the group. D. They can practise several unrelated problems at once. 3．What do the four workshops mainly help students do? A. Turn every failure into a public achievement. B. Compare themselves with more successful students. C. Complete several polished products in one week. D. Use an imperfect result to plan a purposeful next step. B The Note That Pointed Forward Daniel submitted a six-minute audio story to the Young Voices Festival. It followed his grandfather through the final morning of a small repair shop, ending when the metal door rolled down. Daniel had spent weeks collecting the click of tools, the bell above the entrance and his grandfather's careful pauses. When the rejection arrived, he read only the first sentence: his work had not been selected. He printed the email, folded it twice and pushed it under a stack of notebooks. The judges' short note—“Your strongest scene seems to begin after your ending”—felt especially unfair. The shop had closed; what could possibly come after that? For several days, Daniel stopped carrying his recorder. He told himself that festivals wanted louder stories and that his quiet one had never had a chance. At a library workshop, participants exchanged unfinished pieces. Daniel reluctantly played his ending. Instead of commenting on the sound quality, a listener asked, “Who came back for the things that had been repaired?” Daniel suddenly remembered the week after the closing: neighbours had arrived with radios, clocks and lamps, not to request repairs but to collect objects that carried years of family life. His grandfather had remembered a story about every one. Daniel reopened the festival email. This time the note looked less like a locked door than an arrow. He interviewed three neighbours and built a sound map in which each repaired object led to a voice. The festival deadline had passed, so he offered the piece to the local library. It became part of an exhibition about disappearing streets, and visitors added their own recordings. Months later, Daniel still wished the first version had been accepted. Yet he no longer treated rejection as proof that the story had no value. The judges had not given him a destination, and their suggestion could have been wrong. What they had given him was a question strong enough to make him listen beyond the ending he had chosen. 4．Why did Daniel put the printed email under his notebooks? A. He wanted to avoid facing what he saw as a final judgment. B. He planned to hide the festival address from his grandfather. C. He needed to protect the paper before the library workshop. D. He was collecting rejected emails for a later exhibition. 5．What did the judges mean by saying the strongest scene began after the ending? A. The closing sound should have been recorded more loudly. B. The events following the shop's closure held richer material. C. Daniel should have invented a happier future for the shop. D. The audio story needed a formal conclusion from a judge. 6．What role did the library play in Daniel's experience? A. It persuaded the festival to change its decision. B. It replaced Daniel's original work with visitors' recordings. C. It provided both a fresh question and a new home for the revised work. D. It proved that the judges' suggestion was completely correct. 7．Which idea best captures Daniel's final understanding? A. Quiet stories are unsuitable for competitions. B. A rejected work should always be sent elsewhere unchanged. C. Judges can decide the only direction a story should take. D. Useful feedback may open inquiry without guaranteeing an answer. C A Failure File Is Not a Trophy Success displays are easy to understand: a certificate, a finished model or a photograph of the winning moment. The work that produced them is harder to see. For this reason, some classrooms invite students to keep a “failure file”—a record of rejected ideas, weak attempts and plans that had to change. Used carefully, such a file can make learning visible. Used carelessly, it becomes just another performance. The useful version is not a list of disappointments. It records a decision. A student might write, “Our debate opening failed because it asked one broad question that nobody could answer. Next time we will test three narrower openings with another group.” The value lies in the movement from evidence to a specific adjustment. Simply writing “We lost but never gave up” may sound positive, yet it reveals almost nothing about what the team noticed or changed. A failure file can also correct the false impression that skilled people move smoothly from idea to result. When classmates see abandoned outlines and redesigned experiments, revision becomes part of the expected process rather than proof of low ability. This can make it easier to ask for help early, while a problem is still small enough to examine. However, public failure has its own image problem. Students may select only failures that end in impressive success, because those stories are safer to display. Unresolved mistakes, repeated difficulties and decisions to stop can disappear. The file then teaches a different false lesson: every setback is valuable only if it later becomes a victory. Privacy matters too. No learner should have to exhibit a painful experience in order to appear reflective. The best failure file is therefore a working tool, not a museum of brave moments. It may contain questions, diagrams, short recordings or a note saying, “I do not yet know why this happened.” Its purpose is not to prove that failure is wonderful. It is to preserve enough evidence for a learner to choose what to repeat, what to change and what to leave behind. 8．What makes a failure file useful according to paragraph 2? A. It presents every disappointment in a positive tone. B. It connects observed evidence with a testable adjustment. C. It compares one student's failures with another's success. D. It guarantees that the next attempt will produce a victory. 9．Why does the author include the debate example? A. To show how reflection can turn a vague failure into a concrete next test. B. To argue that broad questions should never be used in classroom debates. C. To prove that losing a debate is more useful than winning one. D. To recommend asking another group to judge every school activity. 10．What problem may arise when failure files are made public? A. Students may record too many technical details to understand. B. Learners may stop trying because all mistakes look permanent. C. Only setbacks with attractive endings may be chosen for display. D. Teachers may refuse to allow unfinished work into the classroom. 11．What is the author's attitude towards keeping a failure file? A. Fully approving, because every failure deserves celebration. B. Doubtful, because private reflection has no educational value. C. Opposed, because successful work should receive all attention. D. Supportive, provided it serves learning rather than self-display. D When Persistence Needs a Compass Persistence is often pictured as movement along a steep but certain road: keep climbing and the top will eventually appear. Real projects are less polite. The road may be blocked, the map may be wrong, or the destination may no longer deserve the cost. In such situations, continuing to work is not enough. Persistence needs a compass—a way to judge whether effort is still serving the purpose. One useful question is whether the next attempt will produce information. Imagine a robotics team whose motor overheats after two minutes. Building the same machine again with more careful hands may demonstrate endurance, but it tests no new idea. Changing the load, measuring the temperature or trying another material creates evidence. Even if the machine fails again, the attempt moves the team forward because it reduces uncertainty. A second question concerns attachment to past effort. After investing weeks in one design, people naturally want that design to succeed. Changing direction can make the earlier work feel wasted, so they keep repairing the familiar route. Yet this may mean protecting the story of their effort instead of protecting the goal. The earlier work is not erased when a method is abandoned; it becomes part of the reason for choosing differently. A final question is what the effort is costing. Practice can be demanding without being harmful, but a goal that repeatedly damages health, relationships or basic responsibilities requires review. Sometimes the courageous move is to reduce the goal, seek help or stop. Quitting one method—or even one project—does not automatically mean giving up the larger value behind it. A student may leave a competition and continue studying the subject in a healthier setting. None of this makes perseverance less important. It makes perseverance more exact. The strongest form is not loyalty to every plan made by an earlier version of ourselves. It is loyalty to a meaningful purpose, combined with enough honesty to use evidence, revise the route and recognise when another destination would be wiser. 12．Why might rebuilding the same robot fail to show useful persistence? A. It may repeat effort without testing a new explanation. B. It makes careful construction impossible for the team. C. It proves that the team's original purpose was meaningless. D. It reduces the number of students interested in robotics. 13．What does “protecting the story of their effort” mean in paragraph 3? A. Recording each stage of work for future team members. B. Keeping a design secret from possible competitors. C. Continuing a weak method so earlier work will not seem wasted. D. Explaining why a difficult goal deserves public attention. 14．What is an “information-producing” attempt? A. One that gives the team a more inspiring story to tell. B. One that reduces uncertainty for the next decision. C. One that reaches the final goal at the lowest possible cost. D. One that repeats a familiar process with greater confidence. 15．What is the main idea of the passage? A. Difficult goals should be replaced as soon as costs appear. B. Previous effort loses its value when a method is abandoned. C. Perseverance matters only when it leads to measurable success. D. Wise persistence combines commitment with evidence-based adjustment. 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 Use Feedback That Hurts A rejection message can be only four lines long and still occupy your thoughts for four days. The first reading often mixes the actual words with embarrassment, anger and predictions about the future. That reaction is human, but it is a poor editor. Before deciding whether the feedback is useful, create a little distance. ____16____ When you return, read the message twice. On the first pass, underline only what the reader directly observed: a section was unclear, an example arrived late, or the purpose was hard to identify. On the second, mark the meanings you added, such as “I have no ability” or “They disliked everything.” ____17____ It keeps one opinion from becoming a complete description of you. Some comments are too broad to guide action. “Not convincing” does not tell you what failed to convince. ____18____ Ask where attention dropped, what claim lacked evidence, or which audience expectation was missed. A useful question should point towards something you can examine in the work, not towards a fixed quality you are supposed to possess. Then compare the feedback with the goal and intended audience. A judge may prefer a faster opening, while your purpose requires a slower explanation. The comment still provides evidence about one reader's experience, but it does not automatically become an instruction. ____19____ You are allowed to test a suggestion, combine it with other responses or decide—with reasons—not to use it. Finally, revise one important variable and collect a new response. Changing everything at once may create a different piece, but it will teach you little about which adjustment mattered. ____20____ Progress after rejection is not measured by how quickly hurt feelings disappear. It is measured by whether the next attempt is better informed than the last. A. Separating observation from interpretation reduces that risk. B. A detailed defence usually persuades the reader to reverse the decision. C. Translate the judgment into two or three observable questions. D. This does not mean that every judge is right about the best solution. E. Save it, step away, and choose a calmer time to read it again. F. If several readers agree, there is no need to examine the original goal. G. A small, testable change gives the next response more meaning. 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。 In a school challenge, Priya's team had one hour to build a paper bridge. Their neat first model ____21____ when the judge placed a small weight at its centre. Priya felt the failure as a public ____22____. She wanted to hide the pieces and begin again with thicker folds. Evan, however, asked them to leave the fallen bridge ____23____ and replayed the test slowly. Priya was ____24____; studying a collapse seemed like wasting time. Yet the video showed that the centre had held. One side had twisted first because the base could not ____25____ when the load shifted. That detail changed their ____26____. Instead of strengthening every part, they cut narrow joints that allowed a slight movement and tested one side. The new section bent but returned to place. Priya then ____27____ the same change across the model. Each test used only one extra weight, and Evan wrote down where the paper changed shape. Their progress looked ____28____ than the dramatic rebuilding Priya had imagined, but every step answered a question. With five minutes left, the second bridge was ready. It did not carry the ____29____ load, yet it held nearly three times as much as their first model. More importantly, the team could ____30____ why. During the judges' questions, Priya showed the collapse video before the successful test. She expected the failed model to ____31____ their result; instead, it made their reasoning visible. The team received a design award rather than first prize. Priya kept the broken pieces. They no longer felt like evidence of poor ability but like a ____32____ of a decision. She had thought perseverance meant rebuilding quickly. Now it could mean pausing to ____33____ what had failed, changing one condition and allowing evidence to ____34____ the next attempt. The bridge improved because the team stopped trying to defeat failure and started using it as ____35____. 21．A. expanded　 B. collapsed　 C. floated　 D. balanced 22．A. embarrassment B. invitation　 C. mystery　 D. celebration 23．A. secret　 B. smooth　 C. separate　 D. untouched 24．A. relieved　 B. prepared　 C. impatient　 D. grateful 25．A. recover　 B. adjust　 C. compete　 D. disappear 26．A. schedule　 B. material　 C. audience　 D. approach 27．A. applied　 B. refused　 C. predicted　 D. removed 28．A. riskier　 B. noisier　 C. slower　 D. easier 29．A. lightest　 B. heaviest　 C. safest　 D. final 30．A. explain　 B. forget　 C. control　 D. doubt 31．A. measure　 B. protect　 C. weaken　 D. replace 32．A. warning　 B. copy　 C. promise　 D. record 33．A. examine　 B. announce　 C. repeat　 D. avoid 34．A. delay　 B. guide　 C. judge　 D. limit 35．A. pressure　 B. honour　 C. material　 D. luck 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。 For the school podcast contest, Mei decided ____36____ (enter) a two-minute story about getting lost on her first day at a new school. After recording it, however, she avoided ____37____ (listen) to the whole file because hearing her own voice made her uncomfortable. Her partner Noah promised ____38____ (send) only written comments at first, so Mei agreed to review them. The notes said that her opening sounded rushed and that the key moment arrived too late. Before editing, Mei remembered ____39____ (save) the original version. She then tried ____40____ (record) the opening while standing rather than sitting. The change helped her breathe more naturally. Halfway through, she stopped ____41____ (compare) the two files and noticed that the slower version gave listeners time to picture the empty corridor. Mei regretted ____42____ (rush) the first recording simply to finish it, but she did not erase it. Noah encouraged her ____43____ (continue) using both versions as evidence. At the final review, Mei admitted ____44____ (feel) nervous, yet she could explain every revision. Her story did not win the contest, but she learnt ____45____ (treat) an uncomfortable first attempt as information rather than a verdict. 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校英文杂志负责人李华，杂志将推出“One More Try”主题专栏。请给交换生 Alex 写一封邮件，内容包括： 1. 专栏目的； 2. 投稿内容及截止时间； 3. 邀请他投稿并参与学生编辑。 注意：1．写作词数应为80个左右； 2．请按如下格式作答。 Dear Alex, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Tessa had promised herself that this year's Young Inventors Challenge would end differently. The previous year, her water-saving device had been rejected after its sensor failed during judging. She had kept the rejection sheet above her desk and read one sentence as a command: “The idea needs more testing.” To Tessa, more testing meant working longer and refusing to stop. This year she partnered with Arun and built a device that measured how much water a classroom tap used. A week before the regional event, the sensor began producing impossible numbers. Arun suggested running ten controlled trials and showing the judges the results, including the errors. Tessa refused. She feared that displaying uncertainty would make the project look unfinished. Instead, she practised the same smooth explanation while restarting the sensor whenever it behaved badly. At the event, the first minute went perfectly. Then the screen reported that one drop of water weighed six kilograms. A few people laughed. Tessa restarted the device, but it froze. When a judge asked what pattern they had found in earlier tests, Tessa repeated that the sensor usually worked. Arun opened his notebook, yet she moved quickly to their final slide before he could show it. They were not selected. The new feedback sheet praised the purpose but added, “Problems were hidden rather than investigated; conclusions were not supported by enough evidence.” Tessa crushed the paper in her hand. On the bus home, she watched another team discuss a model that had also failed. They were disappointed, but they were already circling a surprising result in their notes. That evening, Arun left his notebook outside the lab with a message: “The school innovation day is in two weeks. I will help if we are testing the idea, not protecting the performance.” Tessa nearly walked away. Then she noticed the old rejection sheet above her desk. She had remembered its final words, “more testing,” but ignored the sentence before them: “Your next step is to question the sensor's assumptions.” 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。 Back in the lab, Tessa unfolded both rejection sheets beside the broken sensor._________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ At the school innovation day, their table displayed not only a working device but also a wall of failed trials._ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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自测 Unit 2 Onwards and upwards!·能力提升 全解全析 （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 Second Attempt Studio A first attempt can tell you what to practise next—if you know how to read it. The Student Learning Centre is offering four 75-minute workshops for students in Grades 10–12. Each workshop begins with something unfinished, unsuccessful or rejected. Choose one session only and bring the material requested. Feedback Decoder — Monday Bring a draft and no more than two comments you have received on it. You will sort each comment into three groups: evidence, interpretation and possible action. The aim is not to obey every suggestion, but to turn general reactions into questions you can test. Prototype Replay — Tuesday Bring photos or notes from a model that did not work. In teams, you will rebuild only the stage where the result changed. A coach will help you decide which single condition to alter. Finished products are not accepted because the session focuses on tracing decisions, not displaying success. Audition Reset — Thursday Bring a one-minute recording from an unsuccessful music, drama or speaking audition. After identifying one controllable problem, you will practise a new opening and record it twice. Recordings stay within the group and will be deleted after the session unless you choose to keep yours. Setback Story Lab — Friday Bring a true experience you are ready to share. You will write a 150-word account that moves from difficulty to adjustment, without pretending the ending solved everything. Partners will check whether the lesson grows from the events rather than being added as a slogan. 1．Which workshop asks participants to distinguish facts from personal readings? A. Feedback Decoder. B. Prototype Replay. C. Audition Reset. D. Setback Story Lab. 2．What is promised to participants in Audition Reset? A. Their recordings will be used in a public show. B. They may submit a finished performance instead. C. Their recordings will remain private within the group. D. They can practise several unrelated problems at once. 3．What do the four workshops mainly help students do? A. Turn every failure into a public achievement. B. Compare themselves with more successful students. C. Complete several polished products in one week. D. Use an imperfect result to plan a purposeful next step. 【语篇导读】本文是一则校园"第二次尝试工作室"活动招募信息，介绍四个面向失败经验的项目及其规则，考查细节理解与共同点归纳。 1. A　【解析】细节理解。Feedback Decoder 要把意见分为 evidence、interpretation 和 possible action，即区分事实证据与个人解读。 2. C　【解析】细节理解。该活动说明 recordings stay within the group，且除非本人保留，否则活动后删除。A、B、D均与原文条件不符。 3. D　【解析】主旨归纳。四项活动都从未完成、失败或被拒的尝试出发，把反馈转化为可执行的下一步。A、B、C误解了活动目的。 【教师点拨】应用文要先匹配“需求—材料—活动动作”；共同点题应概括四个项目的学习功能，而不是拼接某一项目的表层词。 B The Note That Pointed Forward Daniel submitted a six-minute audio story to the Young Voices Festival. It followed his grandfather through the final morning of a small repair shop, ending when the metal door rolled down. Daniel had spent weeks collecting the click of tools, the bell above the entrance and his grandfather's careful pauses. When the rejection arrived, he read only the first sentence: his work had not been selected. He printed the email, folded it twice and pushed it under a stack of notebooks. The judges' short note—“Your strongest scene seems to begin after your ending”—felt especially unfair. The shop had closed; what could possibly come after that? For several days, Daniel stopped carrying his recorder. He told himself that festivals wanted louder stories and that his quiet one had never had a chance. At a library workshop, participants exchanged unfinished pieces. Daniel reluctantly played his ending. Instead of commenting on the sound quality, a listener asked, “Who came back for the things that had been repaired?” Daniel suddenly remembered the week after the closing: neighbours had arrived with radios, clocks and lamps, not to request repairs but to collect objects that carried years of family life. His grandfather had remembered a story about every one. Daniel reopened the festival email. This time the note looked less like a locked door than an arrow. He interviewed three neighbours and built a sound map in which each repaired object led to a voice. The festival deadline had passed, so he offered the piece to the local library. It became part of an exhibition about disappearing streets, and visitors added their own recordings. Months later, Daniel still wished the first version had been accepted. Yet he no longer treated rejection as proof that the story had no value. The judges had not given him a destination, and their suggestion could have been wrong. What they had given him was a question strong enough to make him listen beyond the ending he had chosen. 4．Why did Daniel put the printed email under his notebooks? A. He wanted to avoid facing what he saw as a final judgment. B. He planned to hide the festival address from his grandfather. C. He needed to protect the paper before the library workshop. D. He was collecting rejected emails for a later exhibition. 5．What did the judges mean by saying the strongest scene began after the ending? A. The closing sound should have been recorded more loudly. B. The events following the shop's closure held richer material. C. Daniel should have invented a happier future for the shop. D. The audio story needed a formal conclusion from a judge. 6．What role did the library play in Daniel's experience? A. It persuaded the festival to change its decision. B. It replaced Daniel's original work with visitors' recordings. C. It provided both a fresh question and a new home for the revised work. D. It proved that the judges' suggestion was completely correct. 7．Which idea best captures Daniel's final understanding? A. Quiet stories are unsuitable for competitions. B. A rejected work should always be sent elsewhere unchanged. C. Judges can decide the only direction a story should take. D. Useful feedback may open inquiry without guaranteeing an answer. 【语篇导读】本文是一篇记叙文，讲述Daniel从因落选而放弃录音，到受图书馆听众提问启发修改作品并重新出发的成长过程。 4. A　【解析】因果推断。Daniel只读“未入选”，认为意见不公，并停止录音；把邮件压住体现逃避被他视为终局的评价。B、C、D无文本依据。 5. B　【解析】句意理解。图书馆听众的问题使Daniel意识到关店后邻居取回旧物的经历更有故事性，故B正确。A、C、D均偏离“叙事材料”的含义。 6. C　【解析】情节作用。图书馆工作坊中的问题触发修改，随后图书馆又展出新作品，因此同时提供新视角和新平台。A、B错误，D把可能有用的反馈绝对化。 7. D　【解析】主旨推断。末段明确说评委没有给目的地、建议也可能错误，但给了一个有力量的问题，说明反馈能开启探索却不保证唯一答案。 【教师点拨】抓住人物对同一封拒信的两次阅读：第一次把它当判决，第二次把它当问题。推断题要结合行为变化与末段限定语。 C A Failure File Is Not a Trophy Success displays are easy to understand: a certificate, a finished model or a photograph of the winning moment. The work that produced them is harder to see. For this reason, some classrooms invite students to keep a “failure file”—a record of rejected ideas, weak attempts and plans that had to change. Used carefully, such a file can make learning visible. Used carelessly, it becomes just another performance. The useful version is not a list of disappointments. It records a decision. A student might write, “Our debate opening failed because it asked one broad question that nobody could answer. Next time we will test three narrower openings with another group.” The value lies in the movement from evidence to a specific adjustment. Simply writing “We lost but never gave up” may sound positive, yet it reveals almost nothing about what the team noticed or changed. A failure file can also correct the false impression that skilled people move smoothly from idea to result. When classmates see abandoned outlines and redesigned experiments, revision becomes part of the expected process rather than proof of low ability. This can make it easier to ask for help early, while a problem is still small enough to examine. However, public failure has its own image problem. Students may select only failures that end in impressive success, because those stories are safer to display. Unresolved mistakes, repeated difficulties and decisions to stop can disappear. The file then teaches a different false lesson: every setback is valuable only if it later becomes a victory. Privacy matters too. No learner should have to exhibit a painful experience in order to appear reflective. The best failure file is therefore a working tool, not a museum of brave moments. It may contain questions, diagrams, short recordings or a note saying, “I do not yet know why this happened.” Its purpose is not to prove that failure is wonderful. It is to preserve enough evidence for a learner to choose what to repeat, what to change and what to leave behind. 8．What makes a failure file useful according to paragraph 2? A. It presents every disappointment in a positive tone. B. It connects observed evidence with a testable adjustment. C. It compares one student's failures with another's success. D. It guarantees that the next attempt will produce a victory. 9．Why does the author include the debate example? A. To show how reflection can turn a vague failure into a concrete next test. B. To argue that broad questions should never be used in classroom debates. C. To prove that losing a debate is more useful than winning one. D. To recommend asking another group to judge every school activity. 10．What problem may arise when failure files are made public? A. Students may record too many technical details to understand. B. Learners may stop trying because all mistakes look permanent. C. Only setbacks with attractive endings may be chosen for display. D. Teachers may refuse to allow unfinished work into the classroom. 11．What is the author's attitude towards keeping a failure file? A. Fully approving, because every failure deserves celebration. B. Doubtful, because private reflection has no educational value. C. Opposed, because successful work should receive all attention. D. Supportive, provided it serves learning rather than self-display. 【语篇导读】本文是一篇说明议论文，辨析"失败档案"作为学习记录与表演化展示的区别，强调失败应指向下一步可测试的调整。 8. B　【解析】概念理解。第二段强调从 evidence 走向 specific adjustment，故B正确。A只是口号化表达，C、D均无依据。 9. A　【解析】例证作用。例子展示“失败原因—下一步可测试调整”的完整记录方式。B、C、D把例中局部做法扩大为普遍规则。 10. C　【解析】细节理解。第四段指出学生可能只选择最终取得显著成功的失败，未解决的问题和停止的决定被隐藏。A、B、D无文本依据。 11. D　【解析】观点态度。作者肯定其呈现学习过程的作用，同时批评表演化、成功偏差和隐私压力，属于有条件支持。 【教师点拨】说明议论文先找作者给概念设置的条件。注意 useful version / however / therefore 三处结构标志，它们共同限定作者立场。 D When Persistence Needs a Compass Persistence is often pictured as movement along a steep but certain road: keep climbing and the top will eventually appear. Real projects are less polite. The road may be blocked, the map may be wrong, or the destination may no longer deserve the cost. In such situations, continuing to work is not enough. Persistence needs a compass—a way to judge whether effort is still serving the purpose. One useful question is whether the next attempt will produce information. Imagine a robotics team whose motor overheats after two minutes. Building the same machine again with more careful hands may demonstrate endurance, but it tests no new idea. Changing the load, measuring the temperature or trying another material creates evidence. Even if the machine fails again, the attempt moves the team forward because it reduces uncertainty. A second question concerns attachment to past effort. After investing weeks in one design, people naturally want that design to succeed. Changing direction can make the earlier work feel wasted, so they keep repairing the familiar route. Yet this may mean protecting the story of their effort instead of protecting the goal. The earlier work is not erased when a method is abandoned; it becomes part of the reason for choosing differently. A final question is what the effort is costing. Practice can be demanding without being harmful, but a goal that repeatedly damages health, relationships or basic responsibilities requires review. Sometimes the courageous move is to reduce the goal, seek help or stop. Quitting one method—or even one project—does not automatically mean giving up the larger value behind it. A student may leave a competition and continue studying the subject in a healthier setting. None of this makes perseverance less important. It makes perseverance more exact. The strongest form is not loyalty to every plan made by an earlier version of ourselves. It is loyalty to a meaningful purpose, combined with enough honesty to use evidence, revise the route and recognise when another destination would be wiser. 12．Why might rebuilding the same robot fail to show useful persistence? A. It may repeat effort without testing a new explanation. B. It makes careful construction impossible for the team. C. It proves that the team's original purpose was meaningless. D. It reduces the number of students interested in robotics. 13．What does “protecting the story of their effort” mean in paragraph 3? A. Recording each stage of work for future team members. B. Keeping a design secret from possible competitors. C. Continuing a weak method so earlier work will not seem wasted. D. Explaining why a difficult goal deserves public attention. 14．What is an “information-producing” attempt? A. One that gives the team a more inspiring story to tell. B. One that reduces uncertainty for the next decision. C. One that reaches the final goal at the lowest possible cost. D. One that repeats a familiar process with greater confidence. 15．What is the main idea of the passage? A. Difficult goals should be replaced as soon as costs appear. B. Previous effort loses its value when a method is abandoned. C. Perseverance matters only when it leads to measurable success. D. Wise persistence combines commitment with evidence-based adjustment. 【语篇导读】本文是一篇议论文，以"指南针"为喻论证真正的坚持应忠于有意义的目标并在证据面前调整方向，而非固守沉没成本。 12. A　【解析】细节推断。原文说重建同一机器 tests no new idea，而改变变量才能产生证据，因此问题在于重复劳动却不检验新解释。 13. C　【解析】短语理解。前文说明因投入数周而不愿转向，害怕旧努力显得浪费；因此是为了维护过去投入的意义而坚持弱方法。 14. B　【解析】定义归纳。第二段末句明确说即使再次失败，只要 reduces uncertainty，就推动团队前进。A、C、D均加入了不必要条件。 15. D　【解析】主旨大意。全文以“指南针”比喻说明真正的坚持既忠于有意义的目标，也根据证据、成本调整或停止。A、B、C均绝对化。 【教师点拨】D篇的核心不是“坚持还是放弃”的二选一，而是以信息、沉没投入和成本三把尺子判断。主旨题要覆盖三者。 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 Use Feedback That Hurts A rejection message can be only four lines long and still occupy your thoughts for four days. The first reading often mixes the actual words with embarrassment, anger and predictions about the future. That reaction is human, but it is a poor editor. Before deciding whether the feedback is useful, create a little distance. ____16____ When you return, read the message twice. On the first pass, underline only what the reader directly observed: a section was unclear, an example arrived late, or the purpose was hard to identify. On the second, mark the meanings you added, such as “I have no ability” or “They disliked everything.” ____17____ It keeps one opinion from becoming a complete description of you. Some comments are too broad to guide action. “Not convincing” does not tell you what failed to convince. ____18____ Ask where attention dropped, what claim lacked evidence, or which audience expectation was missed. A useful question should point towards something you can examine in the work, not towards a fixed quality you are supposed to possess. Then compare the feedback with the goal and intended audience. A judge may prefer a faster opening, while your purpose requires a slower explanation. The comment still provides evidence about one reader's experience, but it does not automatically become an instruction. ____19____ You are allowed to test a suggestion, combine it with other responses or decide—with reasons—not to use it. Finally, revise one important variable and collect a new response. Changing everything at once may create a different piece, but it will teach you little about which adjustment mattered. ____20____ Progress after rejection is not measured by how quickly hurt feelings disappear. It is measured by whether the next attempt is better informed than the last. A. Separating observation from interpretation reduces that risk. B. A detailed defence usually persuades the reader to reverse the decision. C. Translate the judgment into two or three observable questions. D. This does not mean that every judge is right about the best solution. E. Save it, step away, and choose a calmer time to read it again. F. If several readers agree, there is no need to examine the original goal. G. A small, testable change gives the next response more meaning. 【语篇导读】本文是一篇说明文，介绍面对刺耳反馈的四个处理步骤：拉开距离、窄化问题、追踪证据、定期回顾。 【16题】答案 E。前文提出先拉开距离，E项的 save it, step away 与下一段 When you return 形成时间链。 【17题】答案 A。本段区分直接观察与自我添加的解释，A项概括该动作及其作用，that risk 指把一次意见扩大成自我定义。 【18题】答案 C。前文说评价过于宽泛，后文连续列出可观察的问题，C项正好提出把判断转成问题。 【19题】答案 D。前文指出反馈不自动等于指令，后文给出测试、综合或有理拒绝三种选择，D项提供必要限定。 【20题】答案 G。本段要求只改一个重要变量，G项说明小而可测试的改动为何能提高新反馈的信息量。 【教师点拨】先建立流程：冷却—区分观察与解释—把判断问题化—核对目标—单变量测试。再用指代、同义复现和段落功能核验。 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。 In a school challenge, Priya's team had one hour to build a paper bridge. Their neat first model ____21____ when the judge placed a small weight at its centre. Priya felt the failure as a public ____22____. She wanted to hide the pieces and begin again with thicker folds. Evan, however, asked them to leave the fallen bridge ____23____ and replayed the test slowly. Priya was ____24____; studying a collapse seemed like wasting time. Yet the video showed that the centre had held. One side had twisted first because the base could not ____25____ when the load shifted. That detail changed their ____26____. Instead of strengthening every part, they cut narrow joints that allowed a slight movement and tested one side. The new section bent but returned to place. Priya then ____27____ the same change across the model. Each test used only one extra weight, and Evan wrote down where the paper changed shape. Their progress looked ____28____ than the dramatic rebuilding Priya had imagined, but every step answered a question. With five minutes left, the second bridge was ready. It did not carry the ____29____ load, yet it held nearly three times as much as their first model. More importantly, the team could ____30____ why. During the judges' questions, Priya showed the collapse video before the successful test. She expected the failed model to ____31____ their result; instead, it made their reasoning visible. The team received a design award rather than first prize. Priya kept the broken pieces. They no longer felt like evidence of poor ability but like a ____32____ of a decision. She had thought perseverance meant rebuilding quickly. Now it could mean pausing to ____33____ what had failed, changing one condition and allowing evidence to ____34____ the next attempt. The bridge improved because the team stopped trying to defeat failure and started using it as ____35____. 21．A. expanded　 B. collapsed　 C. floated　 D. balanced 22．A. embarrassment B. invitation　 C. mystery　 D. celebration 23．A. secret　 B. smooth　 C. separate　 D. untouched 24．A. relieved　 B. prepared　 C. impatient　 D. grateful 25．A. recover　 B. adjust　 C. compete　 D. disappear 26．A. schedule　 B. material　 C. audience　 D. approach 27．A. applied　 B. refused　 C. predicted　 D. removed 28．A. riskier　 B. noisier　 C. slower　 D. easier 29．A. lightest　 B. heaviest　 C. safest　 D. final 30．A. explain　 B. forget　 C. control　 D. doubt 31．A. measure　 B. protect　 C. weaken　 D. replace 32．A. warning　 B. copy　 C. promise　 D. record 33．A. examine　 B. announce　 C. repeat　 D. avoid 34．A. delay　 B. guide　 C. judge　 D. limit 35．A. pressure　 B. honour　 C. material　 D. luck 【语篇导读】本文是一篇记叙文，讲述Priya的团队在桥梁承重挑战赛中通过分析坍塌碎片、单变量测试实现迭代改进的故事。 21. B　【解析】后文出现 fallen bridge 和 collapse video，说明桥立即坍塌，collapsed 构成情节起点。 22. A　【解析】公开测试失败使Priya感到难堪，embarrassment 与 hide the pieces 呼应。 23. D　【解析】Evan要分析原始坍塌状态，故要求先保持碎片 untouched。 24. C　【解析】时间有限，她认为研究坍塌是在浪费时间，impatient 最符合。 25. B　【解析】负载偏移时底座不能相应调整，adjust 与后文可轻微移动的关节形成对照。 26. D　【解析】从全面加固转为只改关节，改变的是解决问题的方法 approach。 27. A　【解析】apply the same change across the model 表示把已验证改动应用到整个模型。 28. C　【解析】单变量逐步测试比她设想的大规模重建显得更慢，但每步都回答问题。 29. B　【解析】虽未承受全场最重负载，但比首个模型提高近三倍，heaviest 构成让步。 30. A　【解析】记录和单变量测试使团队能解释改进原因，explain 与 judges' questions 呼应。 31. C　【解析】她担心展示失败会削弱成果，但实际使推理可见，weaken 与 instead 构成转折。 32. D　【解析】碎片成为某次决策及调整过程的记录，record 契合全文“保留证据”。 33. A　【解析】停下来检查失败原因，examine 与 watching it slowly、reasoning visible 呼应。 34. B　【解析】证据指导下一次尝试，guide 与主题“有信息的坚持”一致。 35. C　【解析】结尾把失败从要击败的对象转为可利用的材料，material 为比喻性总结。 【教师点拨】先还原“坍塌—保留现场—慢看证据—单变量调整—解释结果”的因果链。21、25、26、31、35决定全文逻辑，不能只看局部搭配。 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。 For the school podcast contest, Mei decided ____36____ (enter) a two-minute story about getting lost on her first day at a new school. After recording it, however, she avoided ____37____ (listen) to the whole file because hearing her own voice made her uncomfortable. Her partner Noah promised ____38____ (send) only written comments at first, so Mei agreed to review them. The notes said that her opening sounded rushed and that the key moment arrived too late. Before editing, Mei remembered ____39____ (save) the original version. She then tried ____40____ (record) the opening while standing rather than sitting. The change helped her breathe more naturally. Halfway through, she stopped ____41____ (compare) the two files and noticed that the slower version gave listeners time to picture the empty corridor. Mei regretted ____42____ (rush) the first recording simply to finish it, but she did not erase it. Noah encouraged her ____43____ (continue) using both versions as evidence. At the final review, Mei admitted ____44____ (feel) nervous, yet she could explain every revision. Her story did not win the contest, but she learnt ____45____ (treat) an uncomfortable first attempt as information rather than a verdict. 【语篇导读】本文是一篇记叙文，讲述Mei参加校园播客比赛的经历，重点考查非谓语动词、从句连接词与时态等语法形式。 【36题】答案 to enter。decide 后接动词不定式作宾语：decide to do。 【37题】答案 listening。avoid 后接动词-ing形式作宾语：avoid doing。 【38题】答案 to send。promise 后接动词不定式作宾语：promise to do。 【39题】答案 to save。remember to do 表示记得去做尚未完成的动作；此处先保存再编辑。 【40题】答案 recording。try doing 表示试用某种方法，看效果如何；此处尝试站着录音。 【41题】答案 to compare。stop to do 表示停下当前动作去做另一件事；她停下来比较两个文件。 【42题】答案 rushing。regret doing 表示后悔已经做过的事；匆忙录制发生在此前。 【43题】答案 to continue。encourage sb to do sth，宾补用带to的不定式。 【44题】答案 feeling。admit 后接动词-ing形式作宾语：admit doing。 【45题】答案 to treat。learn to do 表示学会做某事：learn to treat。 【教师点拨】本篇集中考查动词后接-ing或不定式作宾语，以及 remember/try/stop/regret 在两种结构中的意义差异；先判断动作时间和意图，再定形式。 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校英文杂志负责人李华，杂志将推出“One More Try”主题专栏。请给交换生 Alex 写一封邮件，内容包括： 1. 专栏目的； 2. 投稿内容及截止时间； 3. 邀请他投稿并参与学生编辑。 注意：1．写作词数应为80个左右； 2．请按如下格式作答。 Dear Alex, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 【写作思路】专栏目的与主题价值 → 投稿内容、篇幅和截止时间 → 邀请投稿并参与编辑。 【参考范文】 Dear Alex, Our school English magazine is launching a column called “One More Try” to show how students learn from setbacks rather than simply hide them. Each contribution should describe one difficult experience, the adjustment made after the first attempt, and the lesson gained, in about 100 words. Please send it to the magazine office by next Friday. Would you like to contribute your own story and join our student editing team? Your experience in different school cultures would bring a valuable perspective. I hope you will take part. Yours sincerely, Li Hua 【评分建议】内容覆盖5分，语言准确与得体5分，连贯和格式3分，主题表达与邀请语气2分。可自然使用-ing或不定式结构，但不机械要求。 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。 Tessa had promised herself that this year's Young Inventors Challenge would end differently. The previous year, her water-saving device had been rejected after its sensor failed during judging. She had kept the rejection sheet above her desk and read one sentence as a command: “The idea needs more testing.” To Tessa, more testing meant working longer and refusing to stop. This year she partnered with Arun and built a device that measured how much water a classroom tap used. A week before the regional event, the sensor began producing impossible numbers. Arun suggested running ten controlled trials and showing the judges the results, including the errors. Tessa refused. She feared that displaying uncertainty would make the project look unfinished. Instead, she practised the same smooth explanation while restarting the sensor whenever it behaved badly. At the event, the first minute went perfectly. Then the screen reported that one drop of water weighed six kilograms. A few people laughed. Tessa restarted the device, but it froze. When a judge asked what pattern they had found in earlier tests, Tessa repeated that the sensor usually worked. Arun opened his notebook, yet she moved quickly to their final slide before he could show it. They were not selected. The new feedback sheet praised the purpose but added, “Problems were hidden rather than investigated; conclusions were not supported by enough evidence.” Tessa crushed the paper in her hand. On the bus home, she watched another team discuss a model that had also failed. They were disappointed, but they were already circling a surprising result in their notes. That evening, Arun left his notebook outside the lab with a message: “The school innovation day is in two weeks. I will help if we are testing the idea, not protecting the performance.” Tessa nearly walked away. Then she noticed the old rejection sheet above her desk. She had remembered its final words, “more testing,” but ignored the sentence before them: “Your next step is to question the sensor's assumptions.” 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。 Back in the lab, Tessa unfolded both rejection sheets beside the broken sensor._________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ At the school innovation day, their table displayed not only a working device but also a wall of failed trials._ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【续写要点】第一段：Tessa重新阅读两次拒绝反馈，承认隐藏问题并向Arun道歉；两人进行受控试验、记录失败并收窄结论。第二段：展示有效模型与失败证据，现场异常被公开解释，主题落在“坚持目标但允许证据改变路线”。 【参考范文】 Back in the lab, Tessa unfolded both rejection sheets beside the broken sensor. She finally admitted that she had treated persistence as repeating a polished performance. When Arun returned, she apologised for cutting off his evidence. Together they designed ten controlled trials. The readings changed wildly whenever the tap vibrated, so they moved the sensor, added a simple support and recorded each result. Two attempts still failed, but this time Tessa wrote down when and why. Their conclusion became narrower: the device could estimate water use under stable conditions, and future versions needed a better sensor. At the school innovation day, their table displayed not only a working device but also a wall of failed trials. Visitors followed arrows from each wrong number to the question it had raised and the change it had produced. When the screen briefly jumped again, Tessa did not hide it. She invited a younger student to compare the new reading with their evidence chart. Arun then demonstrated how vibration affected the result. They did not present a perfect invention; they presented an honest process. As teachers gathered around the wall, Tessa realised that moving onwards did not mean dragging the same plan uphill. It meant allowing evidence—and sometimes another person — to change the route. 【评分建议】内容与原文衔接10分，语言与句式8分，篇章连贯5分，主题意义与书写2分。重点检查人物由“保护表演”到“使用证据”的动机变化，以及两段首句衔接。 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 $