Unit 3 Faster, higher, stronger（单元分层自测·能力提升卷）英语外研版选择性必修第一册

………………○………………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 3 Faster, higher, stronger·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 Beyond the Score Sports Clinics Winning tells only part of a sporting story. The school Sports Science Club is offering four 70-minute clinics for students in Grades 10–12. Each clinic uses observation to improve one aspect of performance. Choose one clinic and bring the material requested. Split-Second Starts — Monday Bring a side-view phone clip of your first five steps in a sprint. You will mark body position at three moments and test one change on the track. Clips will be viewed only by your small group and deleted at the end unless you ask to keep yours. Team Pattern Board — Tuesday Bring notes from a match you watched. Without taking part physically, you will map where players moved before three important decisions. This clinic suits students who want to analyse teamwork, positioning and passing choices rather than practise a sport. Pressure Practice — Thursday Bring a description of a moment when nerves affected your performance. You will build a short pre-performance routine, test it during a timed task and compare two sets of observations. No personal score will be displayed outside the clinic. Match Story Booth — Friday Bring a memory from a school sporting event. You will turn it into a one-minute commentary by selecting sensory details, controlling pace and explaining why the moment mattered. The final recording may focus on a loss, a small improvement or an act of teamwork; a victory is not required. 1．Which clinic best suits a student who wants to study team decisions without playing? A. Split-Second Starts. B. Team Pattern Board. C. Pressure Practice. D. Match Story Booth. 2．What privacy rule applies to the sprint clips? A. They are kept only if their owners request it. B. They must be shown to the whole Sports Science Club. C. They may be used in later clinics without permission. D. They are stored until every participant improves. 3．What do the four clinics have in common? A. They select students for official school teams. B. They require participants to report a winning result. C. They replace sports practice with classroom discussion. D. They use observation to improve performance or communication. B The Fastest Two Metres Noah was the quickest runner in Eastbridge School's relay squad, and he believed the final two metres before the exchange zone belonged to speed. During practice, he charged towards Maya with the baton and called only when he was almost beside her. Maya either looked back and slowed down or left too early. Their individual times were excellent, yet the stopwatch kept recording a poor relay. Noah blamed Maya's start. Maya said his call changed from one attempt to the next. Coach Imani did not argue with either of them. She placed a strip of tape beside the track and asked Noah to run the approach at only eighty per cent of his usual speed. His task was to make the same call at the tape six times. Maya's task was to trust the call and keep her eyes forward. The first controlled exchange felt painfully slow. Noah had enough breath to notice Maya's hand opening at exactly the same height each time. On the third attempt, he placed the baton cleanly without reaching. By the sixth, the pair had repeated the movement so steadily that the coach asked Noah to increase his pace while keeping the call at the tape. Their exchange became faster even though neither athlete was trying to win those two metres alone. At the regional race, the team faced runners with better personal records. When Noah entered the bend, he heard the crowd and felt the old urge to chase the athlete ahead. Then he saw the tape mark they had copied onto the trackside. He held his rhythm, called, and the baton met Maya's hand without breaking either runner's stride. Eastbridge did not win, but the four runners set a school record. Afterwards, Noah studied the video. The clean exchange lasted less than a second, yet it contained weeks of listening, repeating and trusting. He had once treated the baton as something he had to deliver by force. Now he understood the final two metres differently: they were not the end of his run but a shared space in which one runner's speed had to become another's. 4．Why did Noah and Maya initially lose time in practice? A. Their exchange lacked a consistent signal and shared rhythm. B. Maya refused to practise at anything below full speed. C. Noah could not run quickly enough to reach the exchange zone. D. Their coach changed the position of the tape each time. 5．What was the purpose of practising at eighty per cent speed? A. To protect Noah from a serious injury. B. To make a repeatable exchange pattern easier to notice. C. To prove that Maya had the better personal record. D. To prepare the team for running behind its rivals. 6．What did Noah do differently during the regional race? A. He ignored Maya's movement and watched the crowd. B. He slowed to eighty per cent for the entire bend. C. He resisted chasing a rival and protected the practised rhythm. D. He waited until Maya looked back before making the call. 7．What did the final two metres come to mean to Noah? A. A chance to display the fastest individual sprint. B. A risky section that should be shortened in training. C. The point where his responsibility to the team ended. D. A shared transition in which speed depended on trust. C The Scoreboard's Blind Spot Numbers make sport easier to follow. A scoreboard tells us who is ahead, while a results sheet records times, distances and points. Coaches also use measurements to notice change. The problem begins when a useful number is treated as a complete picture. Every measure brings something into view, but it also leaves something outside the frame. Consider a school basketball player who scores only four points. The total looks weak beside a teammate's twenty. Yet the same player may have moved into spaces that pulled a defender away, warned others about screens and made the pass before the final pass. None of these actions appears in the scoring column, although removing them could make the whole attack less effective. Even detailed statistics can create a blind spot if athletes begin serving the measure. Suppose players are publicly ranked by completed passes. Safe sideways passes may increase, while difficult but necessary forward attempts disappear. The table then changes the behaviour it was meant to describe. A higher number can therefore represent a narrower performance rather than a better one. This does not mean coaches should throw away data. It means a measure should begin a question, not end one. If a runner's pace drops late in a race, the next step is to examine conditions: Did the early pace cost too much energy? Was the athlete responding to another runner? Did a tactical decision protect the team's overall result? Video, conversation and repeated observation can add context that one line of data cannot carry. A responsible review uses several kinds of evidence and keeps the purpose visible. The aim might be to help an individual improve, to understand how a team creates chances or to decide what to practise next. Once the purpose is clear, numbers become tools rather than verdicts. They remain powerful precisely because we stop asking them to tell the whole story alone. 8．What is the author's main concern about sporting numbers? A. They are too difficult for most spectators to understand. B. They may be mistaken for a complete account of performance. C. They prevent coaches from comparing repeated performances. D. They record teamwork more accurately than individual skill. 9．Why does the author describe the four-point basketball player? A. To show that low scoring can hide valuable off-ball contributions. B. To suggest that passes should replace points on every scoreboard. C. To prove that defending is always more important than scoring. D. To explain why individual players should not receive statistics. 10．What can happen when players are ranked by completed passes? A. They may stop passing the ball altogether. B. They may attempt more difficult forward passes. C. They may choose safer actions simply to improve the measure. D. They may become unable to understand the published table. 11．How does the author think data should be used? A. As a private record that athletes never discuss. B. As the final judgment once enough detail is collected. C. As a replacement for video and repeated observation. D. As one source of evidence guided by a clear purpose. D Why a Strong Team Needs Useful Disagreement Team spirit is often described through agreement: players share a goal, follow a plan and support one another. Agreement matters, but a team in which nobody questions anything may be calm for the wrong reason. Silence can hide uncertainty, weak evidence or a fear of appearing disloyal. A strong team therefore needs not constant argument but useful disagreement. Useful disagreement is directed at a decision rather than a person. Imagine that a volleyball team plans to serve every ball at the same receiver. One player has noticed that the receiver changes position under pressure. Saying, “Your plan is terrible,” attacks the planner and offers little help. Saying, “In the last two sets, she moved forward after a timeout; could we test a shorter serve?” provides evidence and a possible experiment. Leaders shape whether such comments improve the team. A captain who demands immediate agreement may receive it, but important information will arrive too late or not at all. A captain who asks, “What might we be missing?” creates room for doubt without surrendering responsibility. After hearing different views, someone still has to choose a plan and make the decision clear. Training is the safest place to turn disagreement into evidence. Instead of debating which idea sounds more confident, a team can run both versions under similar conditions. The result may support one proposal, combine parts of two, or reveal that the original question was wrong. Because the test belongs to everyone, changing direction becomes a team adjustment rather than one person's defeat. There are limits. Repeating the same objection after a decision has been tested can waste attention, and criticism offered during a dangerous moment may have to wait. Respectful timing is part of useful disagreement. The aim is not to protect every opinion from challenge; it is to make the team's shared purpose strong enough to be examined. When evidence can travel upwards as freely as instructions travel downwards, unity becomes more than quiet obedience. 12．Why can complete agreement be a warning sign in a team? A. Silence may conceal doubt, weak evidence or fear. B. Players who agree usually have different goals. C. A calm team cannot make quick decisions in competition. D. Team members should challenge every instruction they receive. 13．What makes the second comment in the volleyball example useful? A. It removes the captain's responsibility to decide. B. It proves that the original plan will certainly fail. C. It links an observation to a change the team can test. D. It criticises the receiver instead of the serving strategy. 14．According to paragraph 4, what is an advantage of testing competing ideas? A. It allows the most confident speaker to avoid responsibility. B. It makes a change of direction feel like shared learning. C. It guarantees that one original proposal will be accepted. D. It prevents the team from discovering a different question. 15．Which statement best expresses the author's view? A. Unity requires every opinion to receive equal support. B. Disagreement is most useful when decisions are delayed. C. Strong leadership depends on preventing upward criticism. D. Respectful, evidence-based challenge can strengthen a shared purpose. 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 Watch a Match Like a Learner Watching a match for enjoyment and watching it to learn are not the same activity. A learner needs a question narrow enough to guide attention. Instead of asking, “Why is this team better?”, choose something observable: How do the defenders respond when the ball moves wide? ____16____ Next, resist following the ball every second. Important work often happens elsewhere: a runner creates space, a defender checks two opponents, or a teammate signals before receiving a pass. ____17____ Watching one off-ball player for a full sequence can reveal the preparation hidden behind a visible result. Record short sequences rather than isolated highlights. A goal or winning point attracts attention, but the useful pattern may have begun five actions earlier. Note what happened before, during and after the moment. ____18____ Three linked observations provide stronger evidence than one dramatic image. Delay judgment while you collect evidence. Labels such as “lazy” or “brilliant” close inquiry too soon because they describe a person instead of an action. Write “returned slowly after the pass” or “looked over the shoulder twice before moving” first. ____19____ A second viewer may notice a different cause, and comparing interpretations prevents confidence from replacing evidence. Finally, turn one observation into a small training question. If players repeatedly lose width, design a drill that rewards using both sides of the court. If communication disappears under pressure, test one shared signal. ____20____ The aim of careful viewing is not to sound like a commentator. It is to make the next practice more purposeful than the last. A. The camera's centre is not always the centre of the play. B. A long list of statistics will answer every tactical question. C. Then look for the same sequence again before calling it a pattern. D. Afterwards, compare your description with another observer's explanation. E. This question becomes a filter that decides what you watch and record. F. Replaying only successful moments protects a team from unnecessary doubt. G. A useful observation should eventually lead to one action the team can test. 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。 At the school orienteering relay, Lena's team sent their fastest runner first. Kai sprinted away but reached the first checkpoint without the control card. Nobody had ____21____ it from the table. Their speed became an immediate ____22____, and they waited while a volunteer returned it. Lena wanted Kai to run the next section faster. Pointing at the map, quiet Omar ____23____ that the route crossed a garden with three similar paths. He suggested roles: Kai would keep the pace, Omar would read the map, and Lena would call each checkpoint number. Lena was not ____24____. Giving roles to slower runners felt like losing their strongest advantage. The garden changed her mind. At the first turning, Kai moved towards the widest path, but Omar calmly told him to ____25____. A smaller path behind a wall led directly to the checkpoint. Lena checked the card and ____26____ the number before they ran on. For the first time, each runner knew not only what to do but also what information the others ____27____. Their progress looked less ____28____ than Kai's opening sprint, yet they stopped making costly corrections. When another team rushed past them and then returned from a wrong path, Lena resisted the ____29____ to follow. She asked Omar for the next landmark and kept their agreed rhythm. By the final field, they had ____30____ lost time. They finished second, only four seconds behind the winners. Lena first saw those seconds as proof that the early mistake had ____31____ them the race. Then she noticed the control card moving from hand to hand while her teammates compared notes. The card had become more than a rule; it was a ____32____ of shared responsibility. Their best section had not depended on one runner being fastest. It had depended on everyone being ready to ____33____ useful information. Lena realised that teamwork did not reduce individual strength. It gave each strength a ____34____ and allowed speed, judgment and communication to work as one ____35____. 21．A. hidden　 B. collected　 C. marked　 D. repaired 22．A. disadvantage　 B. reward　 C. routine　 D. mystery 23．A. admitted　 B. promised　 C. complained　 D. warned 24．A. surprised　 B. responsible　 C. convinced　 D. available 25．A. speed up　 B. turn back　 C. show off　 D. give in 26．A. guessed　 B. changed　 C. forgot　 D. confirmed 27．A. needed　 B. doubted　 C. copied　 D. wasted 28．A. familiar　 B. flexible　 C. dramatic　 D. private 29．A. permission　 B. urge　 C. method　 D. duty 30．A. recovered　 B. measured　 C. divided　 D. predicted 31．A. offered　 B. shown　 C. saved　 D. cost 32．A. warning　 B. symbol　 C. limit　 D. test 33．A. question　 B. replace　 C. share　 D. hide 34．A. purpose　 B. price　 C. distance　 D. secret 35．A. record　 B. accident　 C. argument　 D. system 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。 ____36____ (join) the table-tennis team was Maya's own decision, but her first month was frustrating. ____37____ (practise) fast shots was what she enjoyed most, while ____38____ (lose) three close games made her notice a weakness: she attacked before reading the ball. In friendly drills, early attacks often worked, but in matches they left her with no answer when an opponent changed pace or direction. ____39____ (film) during training felt uncomfortable at first. However, ____40____ (watch) the clips helped Maya see that she often leaned forward too early. Her coach explained that ____41____ (keep) her knees relaxed and ____42____ (wait) for the right ball were equally important. Together, the two habits gave her more choices. The camera had not provided a perfect solution; it had made a repeated habit visible enough to examine. ____43____ (not rush) every return soon became her main training goal. ____44____ (ask) a teammate to record only the final five points was also useful because those points showed how she acted under pressure. Maya's results improved ____45____ (steady), but the deeper change was in her attention: playing faster no longer meant deciding sooner. 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“Sporting Moments”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、要求及截止时间； 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。 Lina ran anchor on Westfield's 4×100-metre relay team because she was the fastest finisher. Ethan ran the third leg. Both looked powerful individually, but their final exchange was unreliable. Ethan sometimes called late; Lina sometimes left before hearing him. She then twisted to find the baton or slowed down to avoid dropping it. Three days before the city meet, the baton fell again. Lina kicked it off the track. “If I had a different third runner, this would work,” she said. Ethan's face tightened. He replied that an anchor who trusted nobody would always leave too early. The practice ended without one clean exchange. Lina expected Coach Rivera to change the order. Instead, the coach placed two strips of tape beside the exchange zone and asked everyone to watch the video without sound. Frame by frame, they saw Ethan stretch forward while Lina looked back. Their hands were only a few centimetres apart, yet both runners were protecting their own rhythm rather than building one together. Coach Rivera announced that the next afternoon they would swap training positions—not race positions—so each could experience the other's problem. Lina disliked the idea. Running the bend as a third-leg runner felt unfamiliar, and delivering a baton seemed less important than finishing fast. Yet during the first practice exchange, she chased Ethan's moving hand and understood how little time a runner had to place the baton. When Ethan tried the anchor start, he discovered how difficult it was to trust a call he could not see. They stopped arguing about who had failed and began adjusting one detail at a time: the mark for Lina's start, the moment of Ethan's call and the height of her waiting hand. Their last practice was not perfect, but the baton no longer felt like an object thrown from one athlete to another. It became a promise that each runner would arrive where the next needed them. Before leaving, Ethan asked Lina to choose the starting mark once more. She moved it half a shoe backwards, then held out her hand. “Same call tomorrow,” she said. Ethan nodded. For the first time all week, neither of them mentioned who was fastest. 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, Coach Rivera placed Lina in Ethan's third-leg position during practice.______________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On race day, Ethan's call reached Lina just as the final exchange zone opened.________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 3 Faster, higher, stronger·能力提升 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 Beyond the Score Sports Clinics Winning tells only part of a sporting story. The school Sports Science Club is offering four 70-minute clinics for students in Grades 10–12. Each clinic uses observation to improve one aspect of performance. Choose one clinic and bring the material requested. Split-Second Starts — Monday Bring a side-view phone clip of your first five steps in a sprint. You will mark body position at three moments and test one change on the track. Clips will be viewed only by your small group and deleted at the end unless you ask to keep yours. Team Pattern Board — Tuesday Bring notes from a match you watched. Without taking part physically, you will map where players moved before three important decisions. This clinic suits students who want to analyse teamwork, positioning and passing choices rather than practise a sport. Pressure Practice — Thursday Bring a description of a moment when nerves affected your performance. You will build a short pre-performance routine, test it during a timed task and compare two sets of observations. No personal score will be displayed outside the clinic. Match Story Booth — Friday Bring a memory from a school sporting event. You will turn it into a one-minute commentary by selecting sensory details, controlling pace and explaining why the moment mattered. The final recording may focus on a loss, a small improvement or an act of teamwork; a victory is not required. 1．Which clinic best suits a student who wants to study team decisions without playing? A. Split-Second Starts. B. Team Pattern Board. C. Pressure Practice. D. Match Story Booth. 2．What privacy rule applies to the sprint clips? A. They are kept only if their owners request it. B. They must be shown to the whole Sports Science Club. C. They may be used in later clinics without permission. D. They are stored until every participant improves. 3．What do the four clinics have in common? A. They select students for official school teams. B. They require participants to report a winning result. C. They replace sports practice with classroom discussion. D. They use observation to improve performance or communication. B The Fastest Two Metres Noah was the quickest runner in Eastbridge School's relay squad, and he believed the final two metres before the exchange zone belonged to speed. During practice, he charged towards Maya with the baton and called only when he was almost beside her. Maya either looked back and slowed down or left too early. Their individual times were excellent, yet the stopwatch kept recording a poor relay. Noah blamed Maya's start. Maya said his call changed from one attempt to the next. Coach Imani did not argue with either of them. She placed a strip of tape beside the track and asked Noah to run the approach at only eighty per cent of his usual speed. His task was to make the same call at the tape six times. Maya's task was to trust the call and keep her eyes forward. The first controlled exchange felt painfully slow. Noah had enough breath to notice Maya's hand opening at exactly the same height each time. On the third attempt, he placed the baton cleanly without reaching. By the sixth, the pair had repeated the movement so steadily that the coach asked Noah to increase his pace while keeping the call at the tape. Their exchange became faster even though neither athlete was trying to win those two metres alone. At the regional race, the team faced runners with better personal records. When Noah entered the bend, he heard the crowd and felt the old urge to chase the athlete ahead. Then he saw the tape mark they had copied onto the trackside. He held his rhythm, called, and the baton met Maya's hand without breaking either runner's stride. Eastbridge did not win, but the four runners set a school record. Afterwards, Noah studied the video. The clean exchange lasted less than a second, yet it contained weeks of listening, repeating and trusting. He had once treated the baton as something he had to deliver by force. Now he understood the final two metres differently: they were not the end of his run but a shared space in which one runner's speed had to become another's. 4．Why did Noah and Maya initially lose time in practice? A. Their exchange lacked a consistent signal and shared rhythm. B. Maya refused to practise at anything below full speed. C. Noah could not run quickly enough to reach the exchange zone. D. Their coach changed the position of the tape each time. 5．What was the purpose of practising at eighty per cent speed? A. To protect Noah from a serious injury. B. To make a repeatable exchange pattern easier to notice. C. To prove that Maya had the better personal record. D. To prepare the team for running behind its rivals. 6．What did Noah do differently during the regional race? A. He ignored Maya's movement and watched the crowd. B. He slowed to eighty per cent for the entire bend. C. He resisted chasing a rival and protected the practised rhythm. D. He waited until Maya looked back before making the call. 7．What did the final two metres come to mean to Noah? A. A chance to display the fastest individual sprint. B. A risky section that should be shortened in training. C. The point where his responsibility to the team ended. D. A shared transition in which speed depended on trust. C The Scoreboard's Blind Spot Numbers make sport easier to follow. A scoreboard tells us who is ahead, while a results sheet records times, distances and points. Coaches also use measurements to notice change. The problem begins when a useful number is treated as a complete picture. Every measure brings something into view, but it also leaves something outside the frame. Consider a school basketball player who scores only four points. The total looks weak beside a teammate's twenty. Yet the same player may have moved into spaces that pulled a defender away, warned others about screens and made the pass before the final pass. None of these actions appears in the scoring column, although removing them could make the whole attack less effective. Even detailed statistics can create a blind spot if athletes begin serving the measure. Suppose players are publicly ranked by completed passes. Safe sideways passes may increase, while difficult but necessary forward attempts disappear. The table then changes the behaviour it was meant to describe. A higher number can therefore represent a narrower performance rather than a better one. This does not mean coaches should throw away data. It means a measure should begin a question, not end one. If a runner's pace drops late in a race, the next step is to examine conditions: Did the early pace cost too much energy? Was the athlete responding to another runner? Did a tactical decision protect the team's overall result? Video, conversation and repeated observation can add context that one line of data cannot carry. A responsible review uses several kinds of evidence and keeps the purpose visible. The aim might be to help an individual improve, to understand how a team creates chances or to decide what to practise next. Once the purpose is clear, numbers become tools rather than verdicts. They remain powerful precisely because we stop asking them to tell the whole story alone. 8．What is the author's main concern about sporting numbers? A. They are too difficult for most spectators to understand. B. They may be mistaken for a complete account of performance. C. They prevent coaches from comparing repeated performances. D. They record teamwork more accurately than individual skill. 9．Why does the author describe the four-point basketball player? A. To show that low scoring can hide valuable off-ball contributions. B. To suggest that passes should replace points on every scoreboard. C. To prove that defending is always more important than scoring. D. To explain why individual players should not receive statistics. 10．What can happen when players are ranked by completed passes? A. They may stop passing the ball altogether. B. They may attempt more difficult forward passes. C. They may choose safer actions simply to improve the measure. D. They may become unable to understand the published table. 11．How does the author think data should be used? A. As a private record that athletes never discuss. B. As the final judgment once enough detail is collected. C. As a replacement for video and repeated observation. D. As one source of evidence guided by a clear purpose. D Why a Strong Team Needs Useful Disagreement Team spirit is often described through agreement: players share a goal, follow a plan and support one another. Agreement matters, but a team in which nobody questions anything may be calm for the wrong reason. Silence can hide uncertainty, weak evidence or a fear of appearing disloyal. A strong team therefore needs not constant argument but useful disagreement. Useful disagreement is directed at a decision rather than a person. Imagine that a volleyball team plans to serve every ball at the same receiver. One player has noticed that the receiver changes position under pressure. Saying, “Your plan is terrible,” attacks the planner and offers little help. Saying, “In the last two sets, she moved forward after a timeout; could we test a shorter serve?” provides evidence and a possible experiment. Leaders shape whether such comments improve the team. A captain who demands immediate agreement may receive it, but important information will arrive too late or not at all. A captain who asks, “What might we be missing?” creates room for doubt without surrendering responsibility. After hearing different views, someone still has to choose a plan and make the decision clear. Training is the safest place to turn disagreement into evidence. Instead of debating which idea sounds more confident, a team can run both versions under similar conditions. The result may support one proposal, combine parts of two, or reveal that the original question was wrong. Because the test belongs to everyone, changing direction becomes a team adjustment rather than one person's defeat. There are limits. Repeating the same objection after a decision has been tested can waste attention, and criticism offered during a dangerous moment may have to wait. Respectful timing is part of useful disagreement. The aim is not to protect every opinion from challenge; it is to make the team's shared purpose strong enough to be examined. When evidence can travel upwards as freely as instructions travel downwards, unity becomes more than quiet obedience. 12．Why can complete agreement be a warning sign in a team? A. Silence may conceal doubt, weak evidence or fear. B. Players who agree usually have different goals. C. A calm team cannot make quick decisions in competition. D. Team members should challenge every instruction they receive. 13．What makes the second comment in the volleyball example useful? A. It removes the captain's responsibility to decide. B. It proves that the original plan will certainly fail. C. It links an observation to a change the team can test. D. It criticises the receiver instead of the serving strategy. 14．According to paragraph 4, what is an advantage of testing competing ideas? A. It allows the most confident speaker to avoid responsibility. B. It makes a change of direction feel like shared learning. C. It guarantees that one original proposal will be accepted. D. It prevents the team from discovering a different question. 15．Which statement best expresses the author's view? A. Unity requires every opinion to receive equal support. B. Disagreement is most useful when decisions are delayed. C. Strong leadership depends on preventing upward criticism. D. Respectful, evidence-based challenge can strengthen a shared purpose. 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 Watch a Match Like a Learner Watching a match for enjoyment and watching it to learn are not the same activity. A learner needs a question narrow enough to guide attention. Instead of asking, “Why is this team better?”, choose something observable: How do the defenders respond when the ball moves wide? ____16____ Next, resist following the ball every second. Important work often happens elsewhere: a runner creates space, a defender checks two opponents, or a teammate signals before receiving a pass. ____17____ Watching one off-ball player for a full sequence can reveal the preparation hidden behind a visible result. Record short sequences rather than isolated highlights. A goal or winning point attracts attention, but the useful pattern may have begun five actions earlier. Note what happened before, during and after the moment. ____18____ Three linked observations provide stronger evidence than one dramatic image. Delay judgment while you collect evidence. Labels such as “lazy” or “brilliant” close inquiry too soon because they describe a person instead of an action. Write “returned slowly after the pass” or “looked over the shoulder twice before moving” first. ____19____ A second viewer may notice a different cause, and comparing interpretations prevents confidence from replacing evidence. Finally, turn one observation into a small training question. If players repeatedly lose width, design a drill that rewards using both sides of the court. If communication disappears under pressure, test one shared signal. ____20____ The aim of careful viewing is not to sound like a commentator. It is to make the next practice more purposeful than the last. A. The camera's centre is not always the centre of the play. B. A long list of statistics will answer every tactical question. C. Then look for the same sequence again before calling it a pattern. D. Afterwards, compare your description with another observer's explanation. E. This question becomes a filter that decides what you watch and record. F. Replaying only successful moments protects a team from unnecessary doubt. G. A useful observation should eventually lead to one action the team can test. 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。 At the school orienteering relay, Lena's team sent their fastest runner first. Kai sprinted away but reached the first checkpoint without the control card. Nobody had ____21____ it from the table. Their speed became an immediate ____22____, and they waited while a volunteer returned it. Lena wanted Kai to run the next section faster. Pointing at the map, quiet Omar ____23____ that the route crossed a garden with three similar paths. He suggested roles: Kai would keep the pace, Omar would read the map, and Lena would call each checkpoint number. Lena was not ____24____. Giving roles to slower runners felt like losing their strongest advantage. The garden changed her mind. At the first turning, Kai moved towards the widest path, but Omar calmly told him to ____25____. A smaller path behind a wall led directly to the checkpoint. Lena checked the card and ____26____ the number before they ran on. For the first time, each runner knew not only what to do but also what information the others ____27____. Their progress looked less ____28____ than Kai's opening sprint, yet they stopped making costly corrections. When another team rushed past them and then returned from a wrong path, Lena resisted the ____29____ to follow. She asked Omar for the next landmark and kept their agreed rhythm. By the final field, they had ____30____ lost time. They finished second, only four seconds behind the winners. Lena first saw those seconds as proof that the early mistake had ____31____ them the race. Then she noticed the control card moving from hand to hand while her teammates compared notes. The card had become more than a rule; it was a ____32____ of shared responsibility. Their best section had not depended on one runner being fastest. It had depended on everyone being ready to ____33____ useful information. Lena realised that teamwork did not reduce individual strength. It gave each strength a ____34____ and allowed speed, judgment and communication to work as one ____35____. 21．A. hidden　 B. collected　 C. marked　 D. repaired 22．A. disadvantage　 B. reward　 C. routine　 D. mystery 23．A. admitted　 B. promised　 C. complained　 D. warned 24．A. surprised　 B. responsible　 C. convinced　 D. available 25．A. speed up　 B. turn back　 C. show off　 D. give in 26．A. guessed　 B. changed　 C. forgot　 D. confirmed 27．A. needed　 B. doubted　 C. copied　 D. wasted 28．A. familiar　 B. flexible　 C. dramatic　 D. private 29．A. permission　 B. urge　 C. method　 D. duty 30．A. recovered　 B. measured　 C. divided　 D. predicted 31．A. offered　 B. shown　 C. saved　 D. cost 32．A. warning　 B. symbol　 C. limit　 D. test 33．A. question　 B. replace　 C. share　 D. hide 34．A. purpose　 B. price　 C. distance　 D. secret 35．A. record　 B. accident　 C. argument　 D. system 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。 ____36____ (join) the table-tennis team was Maya's own decision, but her first month was frustrating. ____37____ (practise) fast shots was what she enjoyed most, while ____38____ (lose) three close games made her notice a weakness: she attacked before reading the ball. In friendly drills, early attacks often worked, but in matches they left her with no answer when an opponent changed pace or direction. ____39____ (film) during training felt uncomfortable at first. However, ____40____ (watch) the clips helped Maya see that she often leaned forward too early. Her coach explained that ____41____ (keep) her knees relaxed and ____42____ (wait) for the right ball were equally important. Together, the two habits gave her more choices. The camera had not provided a perfect solution; it had made a repeated habit visible enough to examine. ____43____ (not rush) every return soon became her main training goal. ____44____ (ask) a teammate to record only the final five points was also useful because those points showed how she acted under pressure. Maya's results improved ____45____ (steady), but the deeper change was in her attention: playing faster no longer meant deciding sooner. 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“Sporting Moments”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、要求及截止时间； 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。 Lina ran anchor on Westfield's 4×100-metre relay team because she was the fastest finisher. Ethan ran the third leg. Both looked powerful individually, but their final exchange was unreliable. Ethan sometimes called late; Lina sometimes left before hearing him. She then twisted to find the baton or slowed down to avoid dropping it. Three days before the city meet, the baton fell again. Lina kicked it off the track. “If I had a different third runner, this would work,” she said. Ethan's face tightened. He replied that an anchor who trusted nobody would always leave too early. The practice ended without one clean exchange. Lina expected Coach Rivera to change the order. Instead, the coach placed two strips of tape beside the exchange zone and asked everyone to watch the video without sound. Frame by frame, they saw Ethan stretch forward while Lina looked back. Their hands were only a few centimetres apart, yet both runners were protecting their own rhythm rather than building one together. Coach Rivera announced that the next afternoon they would swap training positions—not race positions—so each could experience the other's problem. Lina disliked the idea. Running the bend as a third-leg runner felt unfamiliar, and delivering a baton seemed less important than finishing fast. Yet during the first practice exchange, she chased Ethan's moving hand and understood how little time a runner had to place the baton. When Ethan tried the anchor start, he discovered how difficult it was to trust a call he could not see. They stopped arguing about who had failed and began adjusting one detail at a time: the mark for Lina's start, the moment of Ethan's call and the height of her waiting hand. Their last practice was not perfect, but the baton no longer felt like an object thrown from one athlete to another. It became a promise that each runner would arrive where the next needed them. Before leaving, Ethan asked Lina to choose the starting mark once more. She moved it half a shoe backwards, then held out her hand. “Same call tomorrow,” she said. Ethan nodded. For the first time all week, neither of them mentioned who was fastest. 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, Coach Rivera placed Lina in Ethan's third-leg position during practice._________________________________________________________________________________________________________________________________________________________________________________ On race day, Ethan's call reached Lina just as the final exchange zone opened._______________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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 3 Faster, higher, stronger·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 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：D B C A D 第二节（共10小题；每小题1.5分，满分15分） 36—45：Joining; Practising; losing; Being filmed; watching; keeping; waiting; Not rushing; Asking; steadily 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 “Sporting Moments” to show that the meaning of sport can lie in effort, teamwork and change as well as victory. We are collecting true accounts of one memorable sporting moment. Each piece should describe what happened, explain why the moment mattered, and be about 100 words. Please send your contribution to the magazine office by next Friday. Would you like to share a story and join our student editing team? Your perspective would help us make the column more engaging and inclusive. I hope you will take part. Yours sincerely, Li Hua 第二节（满分25分） The next afternoon, Coach Rivera placed Lina in Ethan's third-leg position during practice. Racing around the bend, Lina saw Ethan's waiting hand move farther away with every step. She called too softly, reached, and nearly missed. Suddenly Ethan's late calls no longer looked careless; he had been trying to control speed, distance and breath at once. When they changed back, Lina waited for the agreed sound instead of guessing. Ethan called at the tape and aimed for the same height. The first exchange was slow but clean. On the next attempt they increased the pace without changing the pattern. On race day, Ethan's call reached Lina just as the final exchange zone opened. The runner beside her had already begun, but Lina trusted the mark and kept her eyes forward. The baton touched her palm, her fingers closed, and Ethan's speed flowed into hers without a broken step. Lina chased the leaders down the straight. Westfield finished second, yet the clock showed a team best. As the four runners gathered, Lina handed the baton back to Ethan instead of lifting it alone. The result belonged to every start, call and waiting hand. She realised that their finest sporting moment was not the finish she had produced, but the fraction of a second they had finally learned to share. 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单元自测 Unit 3 Faster, higher, stronger·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 Beyond the Score Sports Clinics Winning tells only part of a sporting story. The school Sports Science Club is offering four 70-minute clinics for students in Grades 10–12. Each clinic uses observation to improve one aspect of performance. Choose one clinic and bring the material requested. Split-Second Starts — Monday Bring a side-view phone clip of your first five steps in a sprint. You will mark body position at three moments and test one change on the track. Clips will be viewed only by your small group and deleted at the end unless you ask to keep yours. Team Pattern Board — Tuesday Bring notes from a match you watched. Without taking part physically, you will map where players moved before three important decisions. This clinic suits students who want to analyse teamwork, positioning and passing choices rather than practise a sport. Pressure Practice — Thursday Bring a description of a moment when nerves affected your performance. You will build a short pre-performance routine, test it during a timed task and compare two sets of observations. No personal score will be displayed outside the clinic. Match Story Booth — Friday Bring a memory from a school sporting event. You will turn it into a one-minute commentary by selecting sensory details, controlling pace and explaining why the moment mattered. The final recording may focus on a loss, a small improvement or an act of teamwork; a victory is not required. 1．Which clinic best suits a student who wants to study team decisions without playing? A. Split-Second Starts. B. Team Pattern Board. C. Pressure Practice. D. Match Story Booth. 2．What privacy rule applies to the sprint clips? A. They are kept only if their owners request it. B. They must be shown to the whole Sports Science Club. C. They may be used in later clinics without permission. D. They are stored until every participant improves. 3．What do the four clinics have in common? A. They select students for official school teams. B. They require participants to report a winning result. C. They replace sports practice with classroom discussion. D. They use observation to improve performance or communication. 【语篇导读】本文是一则运动诊所活动招募信息，介绍四个超越比分、关注过程训练的项目及其规则，考查细节理解与共同点归纳。 1. B　【解析】细节理解。Team Pattern Board 明确说明 without taking part physically，并要求分析 teamwork、positioning 和 passing choices。其余项目均不符合“只分析团队决策”的需求。 2. A　【解析】细节理解。原文规定视频仅在小组内观看，活动结束时删除，除非本人要求保留，因此A为同义转述。B、C、D均扩大或歪曲使用范围。 3. D　【解析】主旨归纳。四项活动分别观察起跑动作、团队跑位、压力反应和赛事叙述，并据此改进表现或表达。A、B、C均把不存在的条件设为共同点。 【教师点拨】应用文先匹配学生需求与活动动作，再核对限制条件；共同点题要概括“观察—分析—改进”的功能链，而不是抓取某个项目的表层词。 4．Why did Noah and Maya initially lose time in practice? A. Their exchange lacked a consistent signal and shared rhythm. B. Maya refused to practise at anything below full speed. C. Noah could not run quickly enough to reach the exchange zone. D. Their coach changed the position of the tape each time. 5．What was the purpose of practising at eighty per cent speed? A. To protect Noah from a serious injury. B. To make a repeatable exchange pattern easier to notice. C. To prove that Maya had the better personal record. D. To prepare the team for running behind its rivals. 6．What did Noah do differently during the regional race? A. He ignored Maya's movement and watched the crowd. B. He slowed to eighty per cent for the entire bend. C. He resisted chasing a rival and protected the practised rhythm. D. He waited until Maya looked back before making the call. 7．What did the final two metres come to mean to Noah? A. A chance to display the fastest individual sprint. B. A risky section that should be shortened in training. C. The point where his responsibility to the team ended. D. A shared transition in which speed depended on trust. 【语篇导读】本文是一篇议论文，论证有证据、针对决策且时机合适的异议对团队的价值，反对以表面和谐压制分歧。 4. A　【解析】因果归纳。Noah的呼叫时机不稳定，Maya因回头或过早启动而减速，说明问题在信号与节奏未统一。B、C、D均与原文不符。 5. B　【解析】目的推断。降速使Noah能在固定位置呼叫并观察Maya的手势，从而先建立可重复动作，再逐步加速。A、C、D没有文本依据。 6. C　【解析】细节理解。比赛中Noah压住追赶冲动，保持既定节奏并在标记处呼叫，因此C正确。A、B、D均误读了比赛动作。 7. D　【解析】主旨理解。末段把两米解释为 shared space，强调一人的速度必须顺畅转化为下一人的速度，核心是协作与信任。A、B、C均割裂团队接力。 【教师点拨】抓住“个人快但接力慢”的矛盾，再追踪降速训练如何建立稳定信号。标题含义题要联系末段隐喻：真正的速度可以产生于衔接，而不只属于个人。 B The Fastest Two Metres Noah was the quickest runner in Eastbridge School's relay squad, and he believed the final two metres before the exchange zone belonged to speed. During practice, he charged towards Maya with the baton and called only when he was almost beside her. Maya either looked back and slowed down or left too early. Their individual times were excellent, yet the stopwatch kept recording a poor relay. Noah blamed Maya's start. Maya said his call changed from one attempt to the next. Coach Imani did not argue with either of them. She placed a strip of tape beside the track and asked Noah to run the approach at only eighty per cent of his usual speed. His task was to make the same call at the tape six times. Maya's task was to trust the call and keep her eyes forward. The first controlled exchange felt painfully slow. Noah had enough breath to notice Maya's hand opening at exactly the same height each time. On the third attempt, he placed the baton cleanly without reaching. By the sixth, the pair had repeated the movement so steadily that the coach asked Noah to increase his pace while keeping the call at the tape. Their exchange became faster even though neither athlete was trying to win those two metres alone. At the regional race, the team faced runners with better personal records. When Noah entered the bend, he heard the crowd and felt the old urge to chase the athlete ahead. Then he saw the tape mark they had copied onto the trackside. He held his rhythm, called, and the baton met Maya's hand without breaking either runner's stride. Eastbridge did not win, but the four runners set a school record. Afterwards, Noah studied the video. The clean exchange lasted less than a second, yet it contained weeks of listening, repeating and trusting. He had once treated the baton as something he had to deliver by force. Now he understood the final two metres differently: they were not the end of his run but a shared space in which one runner's speed had to become another's. 8．What is the author's main concern about sporting numbers? A. They are too difficult for most spectators to understand. B. They may be mistaken for a complete account of performance. C. They prevent coaches from comparing repeated performances. D. They record teamwork more accurately than individual skill. 9．Why does the author describe the four-point basketball player? A. To show that low scoring can hide valuable off-ball contributions. B. To suggest that passes should replace points on every scoreboard. C. To prove that defending is always more important than scoring. D. To explain why individual players should not receive statistics. 10．What can happen when players are ranked by completed passes? A. They may stop passing the ball altogether. B. They may attempt more difficult forward passes. C. They may choose safer actions simply to improve the measure. D. They may become unable to understand the published table. 11．How does the author think data should be used? A. As a private record that athletes never discuss. B. As the final judgment once enough detail is collected. C. As a replacement for video and repeated observation. D. As one source of evidence guided by a clear purpose. 【语篇导读】本文是一篇记叙文，讲述短跑最快的Noah与Maya搭档接力，在降速、固定位置和节奏配合中理解"共同空间"的故事。 8. B　【解析】主旨细节。首段指出问题出在把 useful number 当成 complete picture，后文均围绕数字遗漏情境展开。A、C、D与作者立场不符。 9. A　【解析】例证作用。该球员得分低却通过跑位、提醒和传球帮助进攻，说明得分栏可能遮蔽无球贡献。B、C、D把局部例子绝对化。 10. C　【解析】细节理解。原文说公开按成功传球排序可能增加安全的横传，减少必要但困难的向前传球，即行为开始迎合指标。 11. D　【解析】观点归纳。作者主张数字用于提出问题，并结合视频、对话和反复观察；末段强调以目的统领多种证据。因此D准确概括。 【教师点拨】阅读说明议论文时，先识别作者设置的限定：不是反对数据，而是反对把数据当结论。例子分别展示“遗漏贡献”和“指标改变行为”两类风险。 C The Scoreboard's Blind Spot Numbers make sport easier to follow. A scoreboard tells us who is ahead, while a results sheet records times, distances and points. Coaches also use measurements to notice change. The problem begins when a useful number is treated as a complete picture. Every measure brings something into view, but it also leaves something outside the frame. Consider a school basketball player who scores only four points. The total looks weak beside a teammate's twenty. Yet the same player may have moved into spaces that pulled a defender away, warned others about screens and made the pass before the final pass. None of these actions appears in the scoring column, although removing them could make the whole attack less effective. Even detailed statistics can create a blind spot if athletes begin serving the measure. Suppose players are publicly ranked by completed passes. Safe sideways passes may increase, while difficult but necessary forward attempts disappear. The table then changes the behaviour it was meant to describe. A higher number can therefore represent a narrower performance rather than a better one. This does not mean coaches should throw away data. It means a measure should begin a question, not end one. If a runner's pace drops late in a race, the next step is to examine conditions: Did the early pace cost too much energy? Was the athlete responding to another runner? Did a tactical decision protect the team's overall result? Video, conversation and repeated observation can add context that one line of data cannot carry. A responsible review uses several kinds of evidence and keeps the purpose visible. The aim might be to help an individual improve, to understand how a team creates chances or to decide what to practise next. Once the purpose is clear, numbers become tools rather than verdicts. They remain powerful precisely because we stop asking them to tell the whole story alone. 12．Why can complete agreement be a warning sign in a team? A. Silence may conceal doubt, weak evidence or fear. B. Players who agree usually have different goals. C. A calm team cannot make quick decisions in competition. D. Team members should challenge every instruction they receive. 13．What makes the second comment in the volleyball example useful? A. It removes the captain's responsibility to decide. B. It proves that the original plan will certainly fail. C. It links an observation to a change the team can test. D. It criticises the receiver instead of the serving strategy. 14．According to paragraph 4, what is an advantage of testing competing ideas? A. It allows the most confident speaker to avoid responsibility. B. It makes a change of direction feel like shared learning. C. It guarantees that one original proposal will be accepted. D. It prevents the team from discovering a different question. 15．Which statement best expresses the author's view? A. Unity requires every opinion to receive equal support. B. Disagreement is most useful when decisions are delayed. C. Strong leadership depends on preventing upward criticism. D. Respectful, evidence-based challenge can strengthen a shared purpose. 【语篇导读】本文是一篇说明议论文，剖析比分板等单一数字的盲区，主张数据用于提出问题并结合视频与对话还原过程。 12. A　【解析】细节理解。首段明确指出沉默可能掩盖不确定性、薄弱证据或害怕显得不忠诚。B、C、D均把作者的有限主张极端化。 13. C　【解析】例证理解。第二个评论给出对手站位变化的证据，并提出试验短发球，构成“观察—假设—测试”。A、B、D不符合其建设性。 14. B　【解析】细节理解。共同测试使改变方向成为 team adjustment，而非某个人的失败，故B正确。A、C、D均与段意相反。 15. D　【解析】主旨大意。全文主张把有证据、针对决策且时机合适的异议纳入团队流程，使共同目标经得起检验。D覆盖了条件和作用。 【教师点拨】D篇用“有用的分歧”限定普通争论。判断选项时核查三个条件：针对决策、提供证据、服务共同目标；绝对化的‘人人反对’或‘永远拖延’均应排除。 D Why a Strong Team Needs Useful Disagreement Team spirit is often described through agreement: players share a goal, follow a plan and support one another. Agreement matters, but a team in which nobody questions anything may be calm for the wrong reason. Silence can hide uncertainty, weak evidence or a fear of appearing disloyal. A strong team therefore needs not constant argument but useful disagreement. Useful disagreement is directed at a decision rather than a person. Imagine that a volleyball team plans to serve every ball at the same receiver. One player has noticed that the receiver changes position under pressure. Saying, “Your plan is terrible,” attacks the planner and offers little help. Saying, “In the last two sets, she moved forward after a timeout; could we test a shorter serve?” provides evidence and a possible experiment. Leaders shape whether such comments improve the team. A captain who demands immediate agreement may receive it, but important information will arrive too late or not at all. A captain who asks, “What might we be missing?” creates room for doubt without surrendering responsibility. After hearing different views, someone still has to choose a plan and make the decision clear. Training is the safest place to turn disagreement into evidence. Instead of debating which idea sounds more confident, a team can run both versions under similar conditions. The result may support one proposal, combine parts of two, or reveal that the original question was wrong. Because the test belongs to everyone, changing direction becomes a team adjustment rather than one person's defeat. There are limits. Repeating the same objection after a decision has been tested can waste attention, and criticism offered during a dangerous moment may have to wait. Respectful timing is part of useful disagreement. The aim is not to protect every opinion from challenge; it is to make the team's shared purpose strong enough to be examined. When evidence can travel upwards as freely as instructions travel downwards, unity becomes more than quiet obedience. 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 Watch a Match Like a Learner Watching a match for enjoyment and watching it to learn are not the same activity. A learner needs a question narrow enough to guide attention. Instead of asking, “Why is this team better?”, choose something observable: How do the defenders respond when the ball moves wide? ____16____ Next, resist following the ball every second. Important work often happens elsewhere: a runner creates space, a defender checks two opponents, or a teammate signals before receiving a pass. ____17____ Watching one off-ball player for a full sequence can reveal the preparation hidden behind a visible result. Record short sequences rather than isolated highlights. A goal or winning point attracts attention, but the useful pattern may have begun five actions earlier. Note what happened before, during and after the moment. ____18____ Three linked observations provide stronger evidence than one dramatic image. Delay judgment while you collect evidence. Labels such as “lazy” or “brilliant” close inquiry too soon because they describe a person instead of an action. Write “returned slowly after the pass” or “looked over the shoulder twice before moving” first. ____19____ A second viewer may notice a different cause, and comparing interpretations prevents confidence from replacing evidence. Finally, turn one observation into a small training question. If players repeatedly lose width, design a drill that rewards using both sides of the court. If communication disappears under pressure, test one shared signal. ____20____ The aim of careful viewing is not to sound like a commentator. It is to make the next practice more purposeful than the last. A. The camera's centre is not always the centre of the play. B. A long list of statistics will answer every tactical question. C. Then look for the same sequence again before calling it a pattern. D. Afterwards, compare your description with another observer's explanation. E. This question becomes a filter that decides what you watch and record. F. Replaying only successful moments protects a team from unnecessary doubt. G. A useful observation should eventually lead to one action the team can test. 作答：16．______　17．______　18．______　19．______　20．______ 【语篇导读】本文是一篇说明文，介绍像学习者一样观赛的四个步骤：提出可观察的窄问题、记录细节、回顾与验证。 【16题】答案 E。前文要求提出可观察的窄问题，E项说明问题如何成为注意力过滤器，并承接下文的观察步骤。 【17题】答案 A。本段强调无球区域的重要性，A项指出镜头中心不等于比赛中心，与后句观察一名无球队员呼应。 【18题】答案 C。前文要求记录完整短序列而非高光瞬间，C项用 same sequence again 和 pattern 说明如何复核规律。 【19题】答案 D。前文要求先描述动作、延迟评价，D项引出与另一观察者比较解释，后句 different cause 形成指代衔接。 【20题】答案 G。本段把观察转化为训练问题，G项概括“观察必须落到可测试行动”，并自然引出结尾目的。 【教师点拨】先搭建流程：提出窄问题—观察无球区域—记录序列—延迟评价并比较视角—设计训练行动。空格处优先核对指代、关键词复现和步骤推进。 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。 At the school orienteering relay, Lena's team sent their fastest runner first. Kai sprinted away but reached the first checkpoint without the control card. Nobody had ____21____ it from the table. Their speed became an immediate ____22____, and they waited while a volunteer returned it. Lena wanted Kai to run the next section faster. Pointing at the map, quiet Omar ____23____ that the route crossed a garden with three similar paths. He suggested roles: Kai would keep the pace, Omar would read the map, and Lena would call each checkpoint number. Lena was not ____24____. Giving roles to slower runners felt like losing their strongest advantage. The garden changed her mind. At the first turning, Kai moved towards the widest path, but Omar calmly told him to ____25____. A smaller path behind a wall led directly to the checkpoint. Lena checked the card and ____26____ the number before they ran on. For the first time, each runner knew not only what to do but also what information the others ____27____. Their progress looked less ____28____ than Kai's opening sprint, yet they stopped making costly corrections. When another team rushed past them and then returned from a wrong path, Lena resisted the ____29____ to follow. She asked Omar for the next landmark and kept their agreed rhythm. By the final field, they had ____30____ lost time. They finished second, only four seconds behind the winners. Lena first saw those seconds as proof that the early mistake had ____31____ them the race. Then she noticed the control card moving from hand to hand while her teammates compared notes. The card had become more than a rule; it was a ____32____ of shared responsibility. Their best section had not depended on one runner being fastest. It had depended on everyone being ready to ____33____ useful information. Lena realised that teamwork did not reduce individual strength. It gave each strength a ____34____ and allowed speed, judgment and communication to work as one ____35____. 21．A. hidden　 B. collected　 C. marked　 D. repaired 22．A. disadvantage　 B. reward　 C. routine　 D. mystery 23．A. admitted　 B. promised　 C. complained　 D. warned 24．A. surprised　 B. responsible　 C. convinced　 D. available 25．A. speed up　 B. turn back　 C. show off　 D. give in 26．A. guessed　 B. changed　 C. forgot　 D. confirmed 27．A. needed　 B. doubted　 C. copied　 D. wasted 28．A. familiar　 B. flexible　 C. dramatic　 D. private 29．A. permission　 B. urge　 C. method　 D. duty 30．A. recovered　 B. measured　 C. divided　 D. predicted 31．A. offered　 B. shown　 C. saved　 D. cost 32．A. warning　 B. symbol　 C. limit　 D. test 33．A. question　 B. replace　 C. share　 D. hide 34．A. purpose　 B. price　 C. distance　 D. secret 35．A. record　 B. accident　 C. argument　 D. system 【语篇导读】本文是一篇记叙文，讲述定向越野赛中Lena的团队因失误调整分工，以清晰沟通与稳定节奏反超夺冠的故事。 21. B　【解析】控制卡原本放在桌上，队员需要先领取，collected与后文志愿者送回卡片构成因果。 22. A　【解析】因未带卡而等待，原本的速度优势立即变成劣势，disadvantage符合语义转折。 23. D　【解析】Omar指出花园有三条相似路径，是对迷路风险的提醒，warned最准确。 24. C　【解析】后句说明Lena认为分工会浪费优势，表明她尚未被说服，not convinced符合。 25. B　【解析】Kai走向错误宽路，Omar让他返回，turn back与后句正确小路呼应。 26. D　【解析】Lena核对控制卡后确认检查点号码，confirmed体现验证信息。 27. A　【解析】清晰分工使每人知道队友所需信息，needed与沟通协作主题一致。 28. C　【解析】稳定分工不如开局冲刺显眼，less dramatic与后文减少纠错形成对比。 29. B　【解析】看到对手超过时Lena克制跟随冲动，resist the urge为语义和搭配双重匹配。 30. A　【解析】稳定路线帮助团队追回此前损失的时间，recovered lost time搭配自然。 31. D　【解析】Lena起初认为早期失误让他们丢掉冠军，cost sb sth表示使某人失去某物。 32. B　【解析】控制卡在队员间传递，象征共同责任，symbol承接more than a rule。 33. C　【解析】团队最佳赛段依靠成员及时分享有效信息，share点明协作动作。 34. A　【解析】分工没有削弱个人优势，而是让每项优势拥有明确用途，purpose符合逻辑。 35. D　【解析】速度、判断和沟通协同运转，构成一个整体系统，system完成主题总结。 【教师点拨】先还原“遗忘控制卡—错误路线风险—角色分工—稳定沟通—追回时间”的因果链。21、24、29、32、35分别控制事件、态度与主题，不能只靠局部搭配。 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。 ____36____ (join) the table-tennis team was Maya's own decision, but her first month was frustrating. ____37____ (practise) fast shots was what she enjoyed most, while ____38____ (lose) three close games made her notice a weakness: she attacked before reading the ball. In friendly drills, early attacks often worked, but in matches they left her with no answer when an opponent changed pace or direction. ____39____ (film) during training felt uncomfortable at first. However, ____40____ (watch) the clips helped Maya see that she often leaned forward too early. Her coach explained that ____41____ (keep) her knees relaxed and ____42____ (wait) for the right ball were equally important. Together, the two habits gave her more choices. The camera had not provided a perfect solution; it had made a repeated habit visible enough to examine. ____43____ (not rush) every return soon became her main training goal. ____44____ (ask) a teammate to record only the final five points was also useful because those points showed how she acted under pressure. Maya's results improved ____45____ (steady), but the deeper change was in her attention: playing faster no longer meant deciding sooner. 作答：36．______　37．______　38．______　39．______　40．______ 　　　41．______　42．______　43．______　44．______　45．______ 【语篇导读】本文是一篇记叙文，讲述Maya自主决定加入乒乓球队的经历，重点考查非谓语动词、从句连接词与名词形式等语法。 【36题】答案 Joining。动词-ing形式作句子主语，表示“加入球队”这一行为；句首首字母大写。 【37题】答案 Practising。动词-ing短语作主语；英式拼写 practise 的-ing形式为 practising，谓语用单数was。 【38题】答案 losing。动词-ing短语作while后的并列分句主语，表示“输掉三场接近的比赛”这一经历。 【39题】答案 Being filmed。Maya是被拍摄者，需用动词-ing的被动式 being done；句首大写。 【40题】答案 watching。动词-ing短语作主语，表示观看录像这一行为，后接单数谓语helped。 【41题】答案 keeping。keeping her knees relaxed与waiting for the right ball构成并列主语的第一部分。 【42题】答案 waiting。and连接两个动词-ing短语作并列主语，因此句中谓语使用复数were。 【43题】答案 Not rushing。否定词not置于动词-ing前，整个短语作主语；句首首字母大写。 【44题】答案 Asking。动词-ing短语作主语，表示请求队友录像这一做法；句首首字母大写。 【45题】答案 steadily。修饰动词improved应用副词；steady变副词为steadily。 【教师点拨】本篇以-ing形式作主语为主线，兼顾被动式、否定式及并列主语的主谓一致。判断时先划出完整主语边界，再确定语态、数和词形。 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“Sporting Moments”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、要求及截止时间； 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】专栏目的与体育精神 → 真实体育时刻、内容要求和截止时间 → 邀请投稿并参与编辑。 【参考范文】 Dear Alex, Our school English magazine is launching a column called “Sporting Moments” to show that the meaning of sport can lie in effort, teamwork and change as well as victory. We are collecting true accounts of one memorable sporting moment. Each piece should describe what happened, explain why the moment mattered, and be about 100 words. Please send your contribution to the magazine office by next Friday. Would you like to share a story and join our student editing team? Your perspective would help us make the column more engaging and inclusive. I hope you will take part. Yours sincerely, Li Hua 【评分建议】内容覆盖6分，语言准确与得体5分，连贯和格式4分。重点检查专栏价值、投稿三要素与邀请语气是否完整。 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。 Lina ran anchor on Westfield's 4×100-metre relay team because she was the fastest finisher. Ethan ran the third leg. Both looked powerful individually, but their final exchange was unreliable. Ethan sometimes called late; Lina sometimes left before hearing him. She then twisted to find the baton or slowed down to avoid dropping it. Three days before the city meet, the baton fell again. Lina kicked it off the track. “If I had a different third runner, this would work,” she said. Ethan's face tightened. He replied that an anchor who trusted nobody would always leave too early. The practice ended without one clean exchange. Lina expected Coach Rivera to change the order. Instead, the coach placed two strips of tape beside the exchange zone and asked everyone to watch the video without sound. Frame by frame, they saw Ethan stretch forward while Lina looked back. Their hands were only a few centimetres apart, yet both runners were protecting their own rhythm rather than building one together. Coach Rivera announced that the next afternoon they would swap training positions—not race positions—so each could experience the other's problem. Lina disliked the idea. Running the bend as a third-leg runner felt unfamiliar, and delivering a baton seemed less important than finishing fast. Yet during the first practice exchange, she chased Ethan's moving hand and understood how little time a runner had to place the baton. When Ethan tried the anchor start, he discovered how difficult it was to trust a call he could not see. They stopped arguing about who had failed and began adjusting one detail at a time: the mark for Lina's start, the moment of Ethan's call and the height of her waiting hand. Their last practice was not perfect, but the baton no longer felt like an object thrown from one athlete to another. It became a promise that each runner would arrive where the next needed them. Before leaving, Ethan asked Lina to choose the starting mark once more. She moved it half a shoe backwards, then held out her hand. “Same call tomorrow,” she said. Ethan nodded. For the first time all week, neither of them mentioned who was fastest. 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, Coach Rivera placed Lina in Ethan's third-leg position during practice._________________________________________________________________________________________________________________________________________________________________________________ On race day, Ethan's call reached Lina just as the final exchange zone opened._______________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【续写要点】第一段：Lina换位体验交棒困难，理解Ethan；两人恢复原位后以固定信号、手位和节奏完成由慢到快的干净交接。第二段：比赛中Lina信任呼叫、顺利接棒；团队创最佳成绩，主题落在个人速度经由信任成为共同速度。 【参考范文】 The next afternoon, Coach Rivera placed Lina in Ethan's third-leg position during practice. Racing around the bend, Lina saw Ethan's waiting hand move farther away with every step. She called too softly, reached, and nearly missed. Suddenly Ethan's late calls no longer looked careless; he had been trying to control speed, distance and breath at once. When they changed back, Lina waited for the agreed sound instead of guessing. Ethan called at the tape and aimed for the same height. The first exchange was slow but clean. On the next attempt they increased the pace without changing the pattern. On race day, Ethan's call reached Lina just as the final exchange zone opened. The runner beside her had already begun, but Lina trusted the mark and kept her eyes forward. The baton touched her palm, her fingers closed, and Ethan's speed flowed into hers without a broken step. Lina chased the leaders down the straight. Westfield finished second, yet the clock showed a team best. As the four runners gathered, Lina handed the baton back to Ethan instead of lifting it alone. The result belonged to every start, call and waiting hand. She realised that their finest sporting moment was not the finish she had produced, but the fraction of a second they had finally learned to share. 【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。重点检查换位体验是否改变人物理解、两段首句是否顺接以及团队体育精神是否自然落地。 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 $