Unit 2 Section Ⅱ Discovering Useful Structures（课时跟踪检测）（Word学生用书）-【学霸笔记·同步精讲】2026-2027学年高中英语选择性必修第二册（人教版)

**基本信息** 本同步练习通过“基础练-能力练”双层设计，以名词性从句为核心，从单句语法到语篇应用递进，强化语言能力与思维品质。 **分层设计** |层次|知识覆盖|设计特色| |----|----------|----------| |基础练|名词性从句连接词运用、语法结构翻译|单句语法填空（10题）聚焦基础考点，语法与写作（8题）实现语法到表达转化| |能力练|语篇理解、语境词汇、语篇语法|阅读理解（4题）培养信息筛选能力，完形填空（15题）深化语境思维，语法填空（10题）综合语篇语法应用|

Section Ⅱ　Discovering Useful Structures Ⅰ．单句语法填空 1.Recently， our class has had a debate about 　　　　　　 exploring space is a waste of time and money． 2.What made her happy was 　　　　　　 more and more students showed interest in her lessons． 3.In the past， we mostly had to rely on the radio or newspapers to know 　　　　　　 was going on in the world． 4.　　　　　　 matters most in learning English is enough practice． 5.They couldn’t understand 　　　　　　 I refused to take part in the party． 6.We’ll find such a positive attitude towards failure can really help achieve 　　　　　　 we want and gain success． 7.His parents have made it clear 　　　　　　 they won’t support him in setting up his own company． 8.The fact 　　　　　　 many teenagers are addicted to mobile phones shows that they lack self－control． 9.The question 　　　　　　 we should continue the project needs to be discussed further． 10.I have no idea 　　　　　　 we can do to help the homeless people in our city． Ⅱ．语法与写作 1.我从这次经历中学到的是团队合作比个人努力更重要。 　　　　　　　　　　　　　　　　　　　　　　 teamwork is more important than individual effort． 2.我们能否实现目标取决于我们有多努力、有多坚持。 　　　　　　　　　　　　　　　　　　 depends on how hard we work and how persistent we are． 3.我加入英语俱乐部的原因是我想提高我的英语口语水平，并结交更多的朋友。 　　　　　　　　　　　　　　　　　　　　　 I want to improve my oral English and make more friends． 4.面对失败时最重要的是我们应该从中吸取教训并继续前进。 　　　　　　　　　　　　　　　　　　　　　　　　　　　 we should learn from it and keep moving forward． 5.老师建议我们多读英语书来提高我们的语言技能。 The teacher suggested that 　　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　　． 6.我想知道我们能做些什么来帮助农村的留守儿童。 I wonder 　　　　　　　　　　　　　　　　 the left－behind children in rural areas． 7.我发现我们对生活保持积极的态度很重要。 　　　　　　　　　　　　 we should keep a positive attitude towards life． 8.我相信参加课外活动不仅能丰富我们的校园生活，还能培养我们的能力。 I believe 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 but also develop our abilities． Ⅰ．阅读理解 　　（2026•黄冈中学高二上期中）“Then would you invest short－term or long－term？” asks Jennifer Varga， a teacher at Memorial Middle School in New Jersey． 　　Personal－finance courses targeted at pupils are being popularized across America， promoted by rules requiring such instruction． Since 2020， 17 states have adopted laws that make taking a financial course necessary for completing high school， bringing the total up to 25. That figure will probably grow． 　　Pupils in these classes learn not only how to save their earnings in order to have something to invest in the first place， but simple economic problems． Courses cover comparison shopping and the basics of how to properly bank， budget， handle credit and pay for college． Young people badly need these courses． 　　Few teenagers score highly on financial knowledge assessments． Are personal－finance courses the answer？ For a long time， the studies said no． Many analyses， including one cited over 2，500 times， claimed that financial courses were of no avail． The analyses made intuitive （直觉的） sense， as many teenagers have yet to work or manage a household． But more recent findings have shown an opposite picture． Research has gotten better and the courses themselves have also improved． Studies that use the gold standard of investigation have found the courses are working well and useful in improving financial knowledge and behaviour． 　　The newest survey conducted in 33 countries found people who take these courses learn the content and budget better． And pupils who take personal－finance courses borrow less money． If they do borrow for college， they choose low－cost options． Some worry about adding one more graduation requirement to the long list， but schools are willing to remove courses with less direct bearing on life skills． “When I was 20， it would have been nice to have this class，” Ms Varga says． She got into some financial trouble as a young adult． “I want them to be better than my generation．” 1.What fuels the spread of personal－finance courses？（　　） A．A major demand from schools．　　 B．The unsteadiness of finance． C．A new requirement for graduation．　 D．The popularity of banking． 2.What can students learn in personal－financial courses？（　　） A．Long－term investment．　　 B．Daily finance management． C．Strategies for earning money．　　 D．Policies on financial development． 3.What does the underlined phrase “of no avail” in paragraph 4 mean？（　　） A．Unfamiliar．　 B．Unsystematic． C．Inaccessible．　 D．Ineffective． 4.What do the survey results imply？（　　） A．The courses have lasting value．　　 B．More attention is needed to finance． C．Fewer students borrow for college．　 D．The graduation standards are high． Ⅱ．阅读七选五 　　（2026•泉州四校高二上期中）In a recent conversation one person asked， “What are the characteristics of an effective teacher？” I had already read quite a few excellent remarks describing what such a teacher does to be effective． 5.　　 　　I had an amazing psychology professor in college． He was on fire every class period and his enthusiasm was infectious． But what I remember most are the psychological experiments in which we participated． 6.　　 I now realize his brilliance lay not in merely lecturing， but in designing learning experiences that created lasting understanding． 　　Truly great teachers share this quality： They shape educational experiences that allow students to become active “leaders of their own learning”． 7.　　 Whether through practical projects， emotional connection， or thinking for themselves， students learn best by being involved， but not by depending on teachers． For example， many excellent teachers use project－based learning， where students investigate real questions based on key knowledge． 　　8.　　 Outstanding teachers also encourage curiosity， show care， and adjust to how different students learn． They build trust and let students ask questions and learn from errors． Their teaching belief is clear and important： Real learning happens when students take part． Good teachers know that they can’t make students learn just by talking． Students have to be willing to experience it themselves． 　　So， good teachers do more than share knowledge． They build an environment that makes students want to learn — raising interest， helping them explore， and guiding them to think． 9.　　 What students learn in this way is not only deep but also stays with them， often going beyond school and influencing how they deal with problems in life． A．I often ask myself why students like learning alone． B．Different teachers have different teaching approaches． C．Besides organizing tasks， they also know when to step back． D．Such an environment makes learning easier and more lasting． E．Now I still remember every detail and the supporting theories． F．However， I couldn’t help thinking about the best teacher I had． G．But helping students learn independently isn’t their only advantage． Ⅲ．完形填空 　　（2026•湖北省八校高二上期中）The tough demands of the IB program hit me on the third day of school with a hard physics lab． My teacher said no one could score over 90%， which 　10　 my confidence． At home， my 　11　 grew as my father worried about my flat SAT progress， a necessity for entering a（n） 　12　 university． 　　The 　13　 that broke the camel’s back was a rejection from the Regional Red Cross Youth Council． As vice president of my school’s club， I never 　14　 this． The Red Cross was my passion， setting me 　15　 from others． This rejection made my future look 　16　， and I broke down like a（n） 　17　 rubber band． 　　I turned to my mother， who’d 　18　 her free time for my chances， and shared my fears． She drew a circle： “80% for schoolwork， 10% for SAT， 10% for 　19　 activities． But 100% is your mental health．” 　　“Nothing matters more than health，” she said． “We want you to have a good job to be less 　20　． If this path upsets you， it’s not worth it — even making hamburgers is fine．” 　　Her words brought great 　21　． I realized a rubber band doesn’t need constant stretching． A rubber band that wraps around your hair during the day and is allowed to rest on your nightstand at night won’t ever break． 　　Though I 　22　 studied hard and tried for excellence， my view changed． Fear of failure lost its 　23　． I reach for the moon， but I’m not afraid． For I know if I miss， I’ll 　24　 right in my mother’s arms． 10.（　）A．built B．restored C．shook D．displayed 11.（　）A．appetite　 B．anxiety　　 C．anger　 D．amusement 12.（　）A．remote　 B．admitted　　 C．celebrated　 D．offered 13.（　）A．straw　 B．load　　 C．pack　 D．tunnel 14.（　）A．assessed　 B．declined　　 C．ignored　 D．expected 15.（　）A．aside　 B．back　　 C．apart　 D．down 16.（　）A．bright　 B．dark　　 C．unique　 D．normal 17.（　）A．uniformed　 B．multileveled　　 C．undervalued　 D．overextended 18.（　）A．given up　 B．given in　　 C．given out　 D．given off 19.（　）A．extracurricular　 B．extraordinary　　 C．irrelevant　 D．irresponsible 20.（　）A．broke　 B．thrilled　　 C．rich　 D．stressed 21.（　）A．relief　 B．disappointment　　C．confusion　 D．embarrassment 22.（　）A．even　 B．yet　　 C．still　 D．already 23.（　）A．value　 B．power　　 C．color　 D．charm 24.（　）A．roll　 B．land　　 C．crowd　 D．swing Ⅳ．语法填空 　　（2026•安徽部分学校高二联考）Creating a bowl of super traditional Dan Dan noodles is 25.　　　　　　 （simple） with our Dan Dan Sauce （酱汁） than cooking other foods． One of the most common 26.　　　　　　 （question） we get when it comes to it， is what’s the best noodle to use． 27.　　　　　　 （traditional）， medium－sized round wheat noodles 28.　　　　　　 （use） for Dan Dan noodles． To make the Dan Dan noodle， cook the noodles 29.　　　　　　 the chewiness of your liking． Alternatively， we also love using flat noodles， knife－cut noodles， 30.　　　　　　 rice noodles with our Dan Dan Sauce． While 31.　　　　　　 （make） the noodles， break raw garlic （生蒜） into pieces． In the jar， stir （搅拌） the Dan Dan sauce really well until all the components are mixed together． After removing the freshly 32.　　　　　　 （cook） noodles from the boiling water， place them in a bowl straight away． Put spoonfuls of the sauce on the noodles， add the garlic， and mix the noodles， garlic， and sauce together until the noodles are well－coated． We usually use 2－3 spoonfuls per bowl of noodles． Topping is 33.　　　　　　 you can get really creative， but here are the 34.　　　　　　 （base） methods for making a traditional bowl of Dan Dan Noodles． You can also add some vegetables． 5 / 5 学科网（北京）股份有限公司 $ Section Ⅱ　Discovering Useful Structures 层级一　基础练 Ⅰ．1.whether　2.that　3.what　4.What　5.why　6.what 7.that　8.that　9.whether　10.what Ⅱ．1.What I have learned from this experience is that 2.Whether we can achieve our goals 3.The reason why I joined the English club is that 4.What matters most when facing failure is that 5.we （should） read more English books to improve our language skills 6.what we can do to help 7.I find it important that 8.that taking part in after－school activities can not only enrich our school lives 层级二　能力练 Ⅰ． 语篇解读：本文是一篇说明文。文章介绍了在美国中小学推广的个人理财课程，课程内容涵盖日常理财技能等，帮助学生积累财务知识，指导相关行为。 1.C　细节理解题。根据第二段内容可知，毕业的新要求推动了个人理财课程的普及。 2.B　细节理解题。根据第三段中的Courses cover comparison shopping and the basics of how to properly bank， budget， handle credit and pay for college．可知，学生可以从个人理财课程中学到日常财务管理。 3.D　词义猜测题。根据画线短语上文可知，研究说个人理财课程并不能解决问题，引用的分析也声称金融课程没有效果、没有帮助。因此，画线短语意为“无效果的”。 4.A　推理判断题。根据最后一段前三句可知，这些课程在增加学生的财务知识和提升相关行为上有持久的效果。 Ⅱ． 语篇解读：本文是一篇说明文。文章指出真正高效的教师不只是传授知识，而是让学生成为学习的主导者，他们鼓励好奇、包容错误、因材施教，并懂得适时退后，激发学生主动探索的热情，使所学深入内心，终身受用。 5.F　上文提到作者读过很多关于有效教师的描述，下文开始回忆自己的一位心理学教授，空处需要一个过渡句，连接理论描述和个人经历，因此F项符合语境，和上文构成转折，引出下文个人经历。 6.E　上文提到记得最清楚的是心理实验，下文指出心理学教授的高明之处，空处需要一个承接句，说明这些实验的深刻影响，E项符合语境，引出下文的持久理解。 7.C　上文提到让学生成为自己学习的领导者，下文说明让学生自己学习的方式以及得到的效果，空处需要一个过渡句，强调教师的角色是引导而非主导， C项承上启下，符合语境。 8.G　上一段主要提到优秀的教师让学生成为自己学习的领导者，下文补充优秀教师还鼓励好奇心、因材施教、建立信任等，空处需要一个递进句，说明优秀的教师还有其他特质， G项符合语境。 9.D　上文总结好教师营造有利的学习环境，下文指出这种学习方式影响深远，空处需要一个过渡句，说明环境的作用，D项符合语境，点明教师创设环境的价值。 Ⅲ． 语篇解读：本文是一篇记叙文。作者因IB课程、SAT成绩及红十字会申请受挫而崩溃，在母亲开导下作者转变对压力的看法，重拾信心。 10.C　根据上文可知，IB课程要求严苛，物理实验无人能超 90 分，这一情况会动摇作者的信心。 11.B　根据下文可知，父亲担心作者SAT成绩不好，这会加剧作者的焦虑。 12.C　根据上文可知，SAT成绩是进入知名大学的必要条件。 13.A　the straw that broke the camel’s back意为“压垮骆驼的最后一根稻草”，此处指红十字会的拒绝成为压垮作者的最后一击。 14.D　根据上文As vice president of my school’s club可知，作者作为学校红十字会副社长，对自己被拒绝感到意外，即从未预料到。 15.C　根据上文The Red Cross was my passion， setting me可知，红十字会是作者的热爱，让他与他人区别开来。固定搭配set apart from意为“使与众不同”。 16.B　根据上文可知，被热爱的组织拒绝后，作者的未来看起来黯淡无光。 17.D　根据上文提到作者面临的种种压力可知，作者像过度拉伸的橡皮筋一样崩溃。 18.A　根据下文可知，母亲为了作者的机会放弃了自己的空闲时间。 19.A　根据上文可知，母亲建议的时间分配中，10%用于课外活动（如与红十字会相关）。 20.D　根据上文可知，父母希望作者有好工作是为了减轻压力。 21.A　根据上文可知，母亲的话让作者感到极大的宽慰。 22.C　根据下文可知，尽管观念改变，作者仍然努力学习追求优秀，强调态度未变但心态不同。 23.B　根据上文my view changed可知，作者对失败的恐惧失去了力量，即作者不再害怕失败。 24.B　根据下文right in my mother’s arms可知，作者知道即使未能实现目标，也会落在母亲的怀抱里，象征着母亲的支持是后盾。 Ⅳ． 语篇解读：本文是一篇说明文。文章主要介绍使用担担面酱制作传统担担面的方法，包括适合的面条种类、烹饪步骤、酱料搭配及配料创意建议。 25.simpler　考查形容词比较级。根据than cooking other foods可知，空处应用形容词比较级。 26.questions　考查名词复数。“one of the＋形容词最高级＋名词复数”表示“……中最……之一”，所以空处应用名词复数形式。 27.Traditionally　考查副词。空处修饰整个句子，应用副词作状语。 28.are used　考查时态和主谓一致。句子描述传统情况，应用一般现在时，主语noodles和动词use之间是被动关系。 29.to　考查介词。“to the＋名词＋of one’s liking”意为“达到某人喜欢的……程度”。 30.or　考查连词。结合语意可知，flat noodles， knife－cut noodles和rice noodles之间是选择关系。 31.making　考查省略句。While引导的状语从句中，完整结构为While you are making the noodles，从句主语和主句主语（祈使句的主语是you）一致，且从句中含有be动词形式，则从句可省略主语和be动词。 32.cooked　考查非谓语动词。空处修饰名词noodles，应用非谓语动词，cook和noodles之间是被动关系，应用动词－ed形式作定语。 33.where　考查表语从句。空处引导表语从句，从句缺少地点状语，应用连接副词where引导。 34.basic　考查形容词。空处修饰名词methods，应用形容词作定语。 学科网（北京）股份有限公司 $