必修第一册 Unit 2 Exploring English（word练习）-【高考快车道】2027年高考英语大一轮总复习课时作业（外研版）

**基本信息** 以“语言探索”为主题整合多文体语篇，通过真实情境考查语言能力，渗透文化意识与思维品质，构建系统性一轮复习综合训练体系。 **综合设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读理解|2篇（重庆育才、安徽芜湖高三二模）|涵盖记叙文（人与自我）、说明文（人与社会），考查细节理解、推理判断|围绕语言学习与文化交流，从个体体验到科学研究，构建“现象-分析-结论”逻辑链条| |语法填空|1篇（河北部分学校高三模拟）|记叙文（人与社会），考查时态、非谓语、连词等语法点|以留学生语言学习经历为载体，将语法知识融入真实语境，体现“形式-意义-使用”统一| |完形填空|1篇（江西上饶高三二模）|夹叙夹议文（人与社会），考查语境理解与词汇运用|通过师生语言差异现象，探讨时代变迁中的沟通与学习能力，呼应学习能力素养|

Unit 2　Exploring English ●ⅠA 【文章大意】 本文是一篇记叙文,讲述了来自美国北弗吉尼亚州的20岁政治学专业学生莉娜(Lena)对汉字的独特认知和学习经历。 1.A　细节理解题。根据第二段“In her eyes, the character ‘ren’, meaning ‘person’, resembles the muzzle of a cat; ‘ceng’, meaning ‘once’, looks like an angry robot, and the traditional form of ‘wu’, meaning ‘vain’, reminds her of a sheep.”可知,莉娜通过将汉字与熟悉的物体联系起来认识汉字。故选A。 2.B　细节理解题。根据第四段“Her creative breakthrough, however, came from an unexpected place: TikTok. When discussions about banning the app began in the US earlier this year, many young people, including Lena, turned to China’s Xiaohongshu as ‘an act of defiance (反抗)’. Immersed in Chinese social media, Lena started to notice more characters that ‘stood out as looking like different objects’.”可知,积极参与中国社交媒体促成了莉娜在汉字方面的创新突破。故选B。 3.C　细节理解题。根据最后一段“…she uses AI tools to translate her English scripts into Chinese, listens to the generated pronunciations, and carefully mimics them. ‘I don’t want to mispronounce anything,’ she said.”可知,莉娜使用人工智能工具是为了准确练习发音。故选C。 4.B　推理判断题。根据第二段“In her eyes, the character ‘ren’, meaning ‘person’, resembles the muzzle of a cat, ‘ceng’, meaning ‘once’, looks like an angry robot, and the traditional form of ‘wu’, meaning ‘vain’, reminds her of a sheep.”可知,莉娜将汉字与各种物体联系起来进行创作,体现了她的创造性。根据第四段“Immersed in Chinese social media, Lena started to notice more characters that ‘stood out as looking like different objects’.”可知,她在接触中国社交媒体后能注意到更多像不同物体的汉字,说明她善于观察。选项B“有创造性且善于观察。”符合推断,故选B。 B 【文章大意】 本文是一篇说明文。文章主要介绍的是学习多种语言对老年人认知健康的影响及相关研究结果,探讨了双语能力与大脑健康的关联性。 5.A　细节理解题。根据第一段中的“Experts say regularly speaking multiple languages may be especially beneficial by being intellectually stimulating.”以及“‘We use language in all aspects of daily life, so a bilingual brain is constantly working,’ said Mark Antoniou, an associate professor at Western Sydney University.”可知,经常说多种语言通过刺激智力,让大脑不断工作,也就是让大脑保持活跃来提供益处。故选A。 6.A　推理判断题。根据第二段中的“Research by Dr Antoniou and his colleagues found that while Chinese adults aged 60 and older improved on cognition tests after a six-month language-learning programme, people who played games like crossword puzzles did as well. Another small study found that older Italians who took English lessons for four months didn’t see any change in their cognition scores, but those who didn’t take the lessons saw their scores decline. Two recent studies found virtually no difference in cognitive performance after people took part in language-learning programmes.”可知,有的研究表明60岁及以上的中国老年人在六个月语言学习后认知测试有提高,玩填字游戏的人也有提高,有的研究发现上四个月英语课的意大利老人认知分数无变化,还有的研究发现参加语言学习项目后认知表现几乎无差异。由此推知,语言学习对认知的改善并不一致。故选A。 7.B　细节理解题。根据第三段中“One is that the participants were highly motivated volunteers, who may have already been at peak performance for their age, making it hard to see any improvements.”可知,一些语言学习研究结果令人失望的一个原因是参与者是积极性很高的志愿者,他们可能已经达到了其年龄的认知巅峰,所以很难看到任何改善。故选B。 8.C　推理判断题。根据最后一段中“‘No one would say that learning a new language for six months would be the same as having used two languages for your entire life,’ he said. ‘Therefore, it’s ideal to get the ball rolling in childhood to maximize its ability to improve cognitive function throughout life.’”可知,Antoniou认为学习六个月新语言和一生使用两种语言不一样,所以理想的是在童年时期就开始学习语言,以最大限度地提高其在一生中改善认知功能的能力。由此推知,Antoniou可能会建议从小学习一门新语言。故选C。 ●Ⅱ 【文章大意】 本文是一篇记叙文。文章讲述了来自巴西的学生玛丽亚在北京语言大学(BLCU)的学习经历。文章描述了她在语言学习、文化体验以及校园生活方面的收获与成长,展现了BLCU作为“小联合国”的多元文化氛围。 1.arrived　考查时态。根据上下文,此处描述Maria过去的动作,故使用一般过去时。故填arrived。 2.supportive　考查形容词。名词environment前用形容词修饰。故填supportive。 3.from　考查介词。from…to…意为“从……到……”,表示范围。故填from。 4.to tailor　考查非谓语动词。allow sb to do sth是固定搭配,表示“允许某人做某事”。故填to tailor。 5.highlights　考查名词复数。one of后接可数名词复数形式。故填highlights。 6.providing　考查非谓语动词。句中已有谓语动词,所以此处用非谓语动词形式。逻辑主语与provide之间为主动关系,所以用现在分词作状语。故填providing。 7.which　考查定语从句。设空处引导非限制性定语从句,修饰前面的language competitions and talent shows,关系词在从句中作主语。故填which。 8.reflects　考查时态和主谓一致。陈述客观事实,用一般现在时。主语是nickname,所以用第三人称单数形式。故填reflects。 9.diversity　考查名词。this后接名词的单数形式,在句中作主语。故填diversity。 10.but　考查连词。not only…but (also)…表示“不仅……而且……”。故填but。 ●Ⅲ 【文章大意】 本文是一篇夹叙夹议文。文章讲述了作者作为大学教师,随着年龄增长与学生产生语言代沟,以Venmo为例说明,同时表达了对语言变化速度的感慨。 1.A　前文“One of the ‘problems’…”明确指出存在问题,说明这种情况引起了问题。故选A。present呈现,引起;solve解决;overlook忽视;escape躲避。 2.D　后文“…but my students remain the same age—18 to 22.”中but表示转折,与学生年龄不变形成对比,作者年龄是在增长,变得更老了。故选D。slower更慢的;younger更年轻的;wiser更明智的;older更老的。 3.B　根据后文“…as we were close enough in age to speak the same language.”可知,因为年龄相近有共同语言,所以年龄差异在当时不是一个需要关注的问题。故选B。solution解决办法;issue问题;advantage优势;opportunity机会。 4.C　后文作者描述自己对学生说的Venmo一无所知,通过这个具体事例体现出作者强烈地感觉到和学生之间存在语言代沟。故选C。rarely很少地;barely几乎不;strongly强烈地;nearly几乎。 5.A　结合后文“…I am not on board.”可知,这里是说语言之船已经起航,作者没有上船。故选A。sail航行;arrive到达;stop停止;disappear消失。 6.D　后文作者详细讲述了在教室听到学生说Venmo自己却不理解的事例,这是通过具体例子来进一步说明自己和学生的语言代沟。故选D。discuss讨论;show展示;describe描述;illustrate举例说明。 7.B　根据后文“One of their comments…”可知,comments通常是在交流、聊天过程中产生的,所以可以推断出学生们在聊天。故选B。argue争论;chat聊天;laugh大笑;whisper低语。 8.C　根据后文“…so I asked.”可知,这句评论引起了作者的注意;catch one’s ear意为“引起某人的注意”。故选C。ignore忽视;miss错过;catch抓住;avoid避免。 9.A　根据后文“…so I asked.”可知,作者因为不知道Venmo的意思所以去询问;have no idea意为“不知道”。故选A。idea想法;thought思想;plan计划;sense感觉。 10.B　由后文“…were happy to explain it to me…”可知,学生们乐意给作者解释,说明学生们很友好。故选B。hard-working勤奋的;good-natured善良的,友好的;absent-minded心不在焉的;bad-mannered没礼貌的。 11.C　结合前文学生给作者解释Venmo的意思可知,作者作为回应,通常会点头表示感谢和理解。故选C。wave挥手;shake摇晃;nod点头;point指着。 12.D　后文“…but I am uncomfortable with change…”中but表示转折,说明前面表达的是不反对改变,与后文“感到不舒服”构成转折关系。故选D。be addicted to沉迷于;be accustomed to习惯于;be indifferent to漠不关心;be opposed to反对。 13.A　后文“…I’d have no idea what people were talking about. I just wouldn’t understand the language.”体现出如果时间间隔久一点,作者就跟不上语言的变化,说明是语言变化的速度让作者感到吃力。故选A。pace速度;slowness缓慢;ease轻松;difficulty困难。 14.C　根据前文awaken from可知,作者假设自己从睡梦中醒来。故选C。adventure冒险;mission任务;dream梦,睡梦;trip旅行。 15.B　根据前文和后文“…to know what they’re talking about…”可知,作者去询问Venmo的意思等行为,体现出作者有了解学生话语的愿望。故选B。ability能力;desire愿望,渴望;effort努力;failure失败。 学科网（北京）股份有限公司 $ Unit 2　Exploring English (限时:35分钟) ●Ⅰ 阅读理解 A [2025·重庆育才中学高三二模] 文体:记叙文　主题:人与自我　词数:338 To most people, Chinese characters may seem like random combinations of strokes (笔画) and radicals (部首). But to Lena, a 20-year-old politics major from Northern Virginia, United States, each one tells its own story. In her eyes, the character “ren”, meaning “person”, resembles the muzzle of a cat, “ceng”, meaning “once”, looks like an angry robot, and the traditional form of “wu”, meaning “vain”, reminds her of a sheep. She spent just 30 minutes sketching “wu” and posted it online. The simple doodle went viral, receiving 40,000 likes overnight. Now, with dozens of her imaginative drawings, Lena’s creations have sparked conversations about language, art, and cultural exchange. She grew up in a diverse community with a large Asian population. “I had Chinese friends when I was a kid. Sometimes I would see their names on lunch boxes or name tags and just thought it was fascinating—this language I had never seen,” Lena recalled. This early curiosity stayed with her and resurfaced in college during a course on US-China relations, which sparked a deeper interest in modern Chinese culture. Her creative breakthrough, however, came from an unexpected place: TikTok. When discussions about banning the app began in the US earlier this year, many young people, including Lena, turned to China’s Xiaohongshu as “an act of defiance (反抗)”. Immersed in Chinese social media, Lena started to notice more characters that “stood out as looking like different objects”. She described herself as imaginative and highly perceptive. “My mind is very visual,” she explained. “I use imagination to help memorize things.” In addition to writing, Lena has been practising her spoken Chinese by dubbing her videos on Xiaohongshu. The process integrates creativity with practicality: she uses AI tools to translate her English scripts into Chinese, listens to the generated pronunciations, and carefully mimics them. “I don’t want to mispronounce anything,” she said. By now she’s made Chinese friends online who now chat with her about everything from daily life to local food. (　)1.How does Lena recognize Chinese characters? A.By associating them with familiar objects. B.By memorizing their stroke order and radicals. C.By sparking conversations about language and art. D.By practising calligraphy under specific guidance. (　)2.What contributed to Lena’s innovative leap in Chinese characters? A.The early curiosity about Chinese language. B.The active engagement in Chinese social media. C.The course on US-China relations during college. D.The experience of living with Asians in childhood. (　)3.Why does Lena use AI tools according to the last paragraph? A.To better her own translation skills. B.To take a deeper insight into the scripts. C.To practise the pronunciations accurately. D.To make more friends online to chat with. (　)4.Which of the following can best describe Lena? A.Serious and careful. B.Creative and observant. C.Reserved and hard-working. D.Analytical and disciplined. B [2025·安徽芜湖高三二模] 文体:说明文　主题:人与社会　词数:352 Lots of activities are linked to better brain health in old age. Experts say regularly speaking multiple languages may be especially beneficial by being intellectually stimulating. In a landmark paper, researchers found that dementia (痴呆) patients who were bilingual (双语的) developed symptoms four years later, on average, than those who weren’t. “We use language in all aspects of daily life, so a bilingual brain is constantly working,” said Mark Antoniou, an associate professor at Western Sydney University. However, despite the proven benefits of language learning for brain health, the actual impact of learning a new language later in life on cognitive (认知的) abilities is still a subject of ongoing research with mixed findings. Research by Dr Antoniou and his colleagues found that while Chinese adults aged 60 and older improved on cognition tests after a six-month language-learning programme, people who played games like crossword puzzles did as well. Another small study found that older Italians who took English lessons for four months didn’t see any change in their cognition scores, but those who didn’t take the lessons saw their scores decline. Two recent studies found virtually no difference in cognitive performance after people took part in language-learning programmes. The scientists who conducted those studies offered a few potential explanations for their disappointing results. One is that the participants were highly motivated volunteers, who may have already been at peak performance for their age, making it hard to see any improvements. Another is about the language programmes. “The studies looking into the issue have used language lessons that were very different in their length,” said Judith Grossman, a researcher. Some studies involved teaching participants for six months, while others for just one very intense week. To Dr Antoniou, the findings are not entirely surprising. “No one would say that learning a new language for six months would be the same as having used two languages for your entire life,” he said. “Therefore, it’s ideal to get the ball rolling in childhood to maximize its ability to improve cognitive function throughout life.” (　)5.How does speaking various languages offer benefits? A.By keeping the brain active. B.By relieving mental symptoms. C.By improving one’s intelligence. D.By increasing language fluency. (　)6.What do the studies show about language learning in Paragraph 2? A.It doesn’t show consistent cognitive improvement. B.It is more effective than playing crossword puzzles.　 C.It prevents the decline of old people’s mental health. D.It fails to bring any cognitive benefit to older Italians. (　)7.Why did the results in some language-learning studies turn out disappointing? A.Researchers used outdated teaching materials. B.Volunteers were already at their age’s cognitive peak. C.The language courses focused on irrelevant vocabulary. D.Participants lacked motivation to learn a new language. (　)8.What might be Antoniou’s suggestion? A.Examining scientific findings critically. B.Finding more ways to enhance cognition. C.Studying a new language from an early age. D.Learning essential skills throughout childhood. ●Ⅱ 语法填空 [2025·河北部分学校高三模拟] 文体:记叙文　主题:人与社会　词数:245 Maria, a student from Brazil, chose to study at Beijing Language and Culture University (BLCU). Her experience has been both challenging and rewarding. Maria 1.　　　　　　　(arrive) in Beijing with a basic understanding of Chinese but was eager to improve her language skills.  At BLCU, Maria found a 2.　　　　　　(support) environment. The university offers a variety of courses, 3.　　　　 intensive Chinese language programmes to cultural studies. And all those conveniences allowed Maria 4.　　　　　(tailor) her studies to her interests.  One of the 5.　　　　　　　(highlight) of Maria’s experience was participating in cultural excursions organized by the university. These trips took her to historical sites and cultural events across Beijing, 6.　　　　　(provide) a deeper understanding of Chinese traditions and modern life. Maria also appreciated the chance to join language competitions and talent shows, 7.　　　　 not only boosted her confidence but also allowed her to make new friends from around the world.  Despite the academic rigour (严谨), Maria found the community at BLCU to be very welcoming. The university’s nickname, “Little United Nations,” 8.　　　　　(reflect) its rich mix of students, with over 10,000 international students from more than 170 countries. This 9.　　　　　(diverse) creates a vibrant (充满活力的) campus life, with numerous cultural events and international festivals.  Maria’s time at BLCU has been a transformative experience. She has not only improved her Chinese language skills 10.　　　　 gained a deeper appreciation of Chinese culture.  ●Ⅲ 完形填空 [2025·江西上饶高三二模] 文体:夹叙夹议文　主题:人与社会　词数:238 I teach at a university. One of the “problems” this 　1　 is that, as the years pass, I get 　2　, but my students remain the same age—18 to 22. Early on, when I was in my 20s and 30s, this wasn’t a(n) 　3　, as we were close enough in age to speak the same language. But lately I have become 　4　 aware that a linguistic ship seems to have 　5　 and I am not on board.  Let me 　6　: recently, when I walked into my class, my students were 　7　 warmly with each other. One of their comments 　8　 my ear. “Venmo it to me.” I had no 　9　 what “Venmo” meant, so I asked. The 　10　 students were happy to explain it to me, and in return I 　11　 with an expression of silly embarrassment.  I am not 　12　 change, but I am uncomfortable with change when its 　13　 has me hanging on by my fingernails. I once joked with a friend that if I were to awaken from a five-year 　14　, I’d have no idea what people were talking about. I just wouldn’t understand the language.  It’s a case of the educator becoming the educated, and I congratulate myself on at least having the 　15　 to know what they’re talking about, as well as on my ability—for the most part—to try to learn to understand them.  (　)1.A.presents　　 　　B.solves C.overlooks D.escapes (　)2.A.slower B.younger C.wiser D.older (　)3.A.solution B.issue C.advantage D.opportunity (　)4.A.rarely B.barely C.strongly D.nearly (　)5.A.sailed B.arrived C.stopped D.disappeared (　)6.A.discuss B.show C.describe D.illustrate (　)7.A.arguing B.chatting C.laughing D.whispering (　)8.A.ignored B.missed C.caught D.avoided (　)9.A.idea B.thought C.plan D.sense (　)10.A.hard-working B.good-natured C.absent-minded D.bad-mannered (　)11.A.waved B.shook C.nodded D.pointed (　)12.A.addicted to B.accustomed to C.indifferent to D.opposed to (　)13.A.pace B.slowness C.ease D.difficulty (　)14.A.adventure B.mission C.dream D.trip (　)15.A.ability B.desire C.effort D.failure 词汇积累 1.resurface vi.重新露面,再次出现 2.perceptive adj.感知力强的,有洞察力的,思维敏捷的 3.integrate v.(使)合并,成为一体 4.mimic v.模仿 5.intellectually adv.智力上 6.virtually adv.事实上,几乎;虚拟地 7.maximize v.使增加到最大限度;最大限度地利用 8.rewarding adj.有益的;值得做的;报酬高的 9.appreciate v.重视;欣赏;感谢,感激 10.boost one’s confidence增强/提升某人的信心 11.linguistic adj.语言的,语言学的 学科网（北京）股份有限公司 $