Unit 2 Exploring English 单元复习学案-2026-2027学年高中英语外研版必修第一册

该高中英语B1U2复习任务单以“语言知识巩固与阅读能力提升”为核心，围绕词汇（含构词法）、短语、句型及阅读专题设计递进式学习任务，引导学生从基础积累到综合运用，构建完整的单元知识体系。 亮点在于构词法系统梳理（如派生、合成、转化练习）和真实语篇阅读任务（如“examflutter”创造分析、emoji意义研究），培养语言能力和思维品质。词汇运用题与句型翻译促进知识迁移，阅读练习引导学生分析语言使用情境，为教师单元复习提供针对性强的教学支持。

B1U2复习 Part 1 基础知识回顾 一.词汇复习 1 学科网（北京）股份有限公司 1.相反的，相对立的 adj. _______________ 2.举止，行为 n. _______________ 3.令人困惑的 adj. _______________ 4.独一无二的，独特的 adj. _______________ 5.警报器；使惊恐 n/v. _______________ 6.显示，反映 v. _______________ 7.创造性，创造力 n. _______________ 8.看得见的，可见的 adj. _______________ 9.不熟悉的，陌生的 adj. _______________ 10.联系，联络 v/n. _______________ 11.组织，团体 n. _______________ 12.增加物，添加物 n. _______________ 13.资料，资源 n. _______________ 14.事故，灾难 n. _______________ 15.提醒，使……想起 v. _______________ 16.评论 n/v. _______________ 17.入口 n. _______________ 18.非正式的 adj. _______________ 19.____________ v.使困惑；____________ adj.令人困惑的；____________ adj.感到困惑的；____________ n.困惑 20.____________ v.表现；____________ n.行为 21.____________ v.创造；____________ adj.有创造力的；____________ n.创造力 22.____________ adj.熟悉的；____________ adj.陌生的；____________ n.熟悉 23.____________ v.组织；____________ n.组织；____________ adj.有组织的 24.____________ v.增加；____________ n.增加；____________ adj.附加的 25.____________ v.反映；____________ n.反映；思考 26.____________ n.伤害；____________ adj.有害的；____________ adj.无害的 27.____________ adj.看得见的；____________ adj.看不见的；____________ n.能见度 28.____________ v.认出；____________ n.认出；认可 29.____________ v.打算；____________ n.打算；意图 30.____________ adj.正式的；____________ adj.非正式的；____________ adv.正式地 二.短语复习 1.烧毁 __________________ 2.烧光；消耗掉 __________________ 3.填表 __________________ 4.以……结束 __________________ 5.偶然遇到；发现 __________________ 6.说到，谈及 __________________ 7.由……组成 __________________ 8.做某事有困难 __________________ 9.向……外看 __________________ 10.在某人的空闲时间 __________________ 11.意识到 __________________ 12.谨慎对待 __________________ 13*.嗓子不舒服 __________________ 14.与……不同 __________________ 15.根据 __________________ 16.使某人想起 __________________ 17.打算做某事 __________________ 18.发表评论 __________________ 19.发生，举行 __________________ 20.扩大词汇量 __________________ 三.词汇运用 1.The word “homesick” is made __________ of “home” and “sick”. 2.The instructions were so __________ (confuse) that many students made mistakes. 3.This picture reminds me __________ my first English lesson. 4.Language reflects the __________ (creative) of its users. 5.Be aware __________ the difference between formal and informal English. 6.I came __________ an unfamiliar expression while reading. 7.He posted a humorous __________ (comment) below the video. 四.句型复习与运用 1.“不可能”是通过给“可能”加前缀构成的。（派生法） ________________________________________________________________________________ 2.“雨衣”是由两个单词合成的。（合成法） ________________________________________________________________________________ 3*.在句子中，“water”由名词转化为动词。（转化法） ________________________________________________________________________________ 4.遇到陌生单词时，不要立刻查词典。（come across） ________________________________________________________________________________ 5*.了解构词法有助于我们扩大词汇量。（动名词作主语） ________________________________________________________________________________ Part 2 阅读专题之综合练习 1 When language researcher Maya Chen asked students to invent a word for the nervous excitement before an examination, one group produced “examflutter”. The word combines “exam” with “flutter”, the quick movement of a bird’s wings. Nobody had heard it before, yet most students understood it immediately. Chen repeated the activity in six schools. Some invented words were difficult to understand, but the successful ones usually contained familiar parts and filled a real need. Chen says this shows that language is not a museum collection. Speakers continually reshape it to describe new objects and experiences. However, an invented word survives only when other people find it useful. Most disappear after one conversation. A few spread through a class, a school or the internet. Their future depends less on who created them than on how effectively they communicate an idea. 1. Why was “examflutter” easy for students to understand? A. It was printed in their dictionaries. B. It was made from familiar words and described a shared feeling. C. Their teacher had explained it earlier. D. It sounded exactly like a foreign word. 2. What does Chen mean by saying language is not a museum collection? A. Language changes as people use it. B. Old words should be removed from dictionaries. C. Museums need clearer signs. D. Students should study ancient objects. 3. What mainly determines whether a new word survives? A. The age of its creator. B. The number of letters it contains. C. Its usefulness in communication. D. The school where it first appeared. 4. What is the main idea of the passage? A. How examinations influence language. B. Why all invented words become popular. C. How useful new words may enter everyday language. D. Why students dislike dictionaries. 2 A city museum noticed that many international visitors walked past a display because the English label was too formal and difficult. The label had been translated word for word from a long academic description. Although every sentence was grammatically correct, it did not communicate efficiently. The museum invited bilingual teenagers to rewrite the text. They shortened the sentences, replaced rare words and added one question: “What would you carry if you had to leave home in five minutes?” Visitors began spending more time at the display and leaving written comments. The project taught the museum an important lesson. Accurate translation is not simply a matter of matching words. A translator must also consider the reader, the purpose and the situation in which the text will be used. 5. Why did visitors ignore the original label? A. It contained factual errors. B. It was only written in Chinese. C. Its language was too difficult and formal. D. It was placed in the wrong room. 6. What change most directly invited visitors to connect personally with the display? A. Using shorter sentences. B. Adding a question about leaving home. C. Replacing rare words. D. Hiring bilingual teenagers. 7. What can be inferred about the rewritten label? A. It was less accurate than the original. B. It communicated the same information more effectively. C. It was longer and more academic. D. It was intended only for teenagers. 8. Which statement best expresses the writer’s view of translation? A. Correct grammar is the only requirement. B. Word-for-word translation is always safest. C. Good translation depends on audience and purpose. D. Teenagers are better translators than adults. 3 A small online dictionary has begun showing “confidence labels” beside new internet expressions. A green label means the editors have found the expression in many reliable sources. Yellow means it is used, but its meaning is still changing. Red warns that the editors have seen too few examples to define it confidently. The labels do not tell readers whether a word is good or bad English. Instead, they show how much evidence supports the definition. Editor Luis Ortega says dictionaries used to appear certain even when language was changing quickly. The labels make uncertainty visible. Some users initially complained that a dictionary should provide firm answers. Later surveys, however, showed that most readers valued knowing which definitions might change. The dictionary now plans to add dates showing when each entry was last reviewed. 9. What does a yellow label mean? A. The expression should never be used. B. The expression is common and completely stable. C. The expression exists but its meaning may still change. D. The editors have found no examples. 10. What is the purpose of the confidence labels? A. To judge whether an expression is polite. B. To show the strength of evidence behind a definition. C. To replace all dictionary definitions. D. To identify the person who invented a word. 11. How did most readers respond after using the system? A. They appreciated the information about uncertainty. B. They demanded that all labels be removed. C. They stopped using online dictionaries. D. They preferred red labels to green ones. 12. What will the dictionary probably do next? A. Print fewer words. B. Stop reviewing old entries. C. Show the review date for entries. D. Use only academic expressions. 4 In a study of group messages, researchers asked volunteers to read the same short sentence with different emojis. Without an emoji, “Fine, I’ll do it” was usually interpreted as neutral. With a smiling face, it sounded willing; with an eye-roll emoji, it sounded annoyed. The researchers then changed the relationship between the imagined speakers. An emoji from a close friend was interpreted more positively than the same emoji from a stranger. This suggests that digital symbols do not carry fixed meanings by themselves. Context and relationship remain important. The study does not mean emojis are unreliable. They can add useful emotional information that plain text lacks. Problems arise when writers assume that every reader will understand a symbol in exactly the same way. 13. What changed the meaning of “Fine, I’ll do it” in the experiment? A. The length of the message. B. The emoji placed beside it. C. The time of day. D. The age of the reader. 14. What did the second part of the study show? A. Close friends never misunderstand messages. B. Strangers use more emojis than friends. C. The relationship between speakers affects interpretation. D. Every emoji has one fixed meaning. 15. What is the writer’s attitude toward emojis? A. Completely negative. B. Balanced: useful but dependent on context. C. Uncertain because no study exists. D. Positive because they prevent all misunderstandings. 16. What would be the best title for the passage? A. Why Plain Text Is Disappearing B. The Grammar Rules of Emojis C. How Context Shapes Emoji Meaning D. The Most Popular Digital Symbols B1U2复习答案 Part 1 基础知识回顾 一.词汇复习 1.相反的，相对立的 adj. opposing 2.举止，行为 n. behavior 3.令人困惑的 adj. confusing 4.独一无二的，独特的 adj. unique 5.警报器；使惊恐 n/v. alarm 6.显示，反映 v. reflect 7.创造性，创造力 n. creativity 8.看得见的，可见的 adj. visible 9.不熟悉的，陌生的 adj. unfamiliar 10.联系，联络 v/n. contact 11.组织，团体 n. organization 12.增加物，添加物 n. addition 13.资料，资源 n. resource 14.事故，灾难 n. misadventure 15.提醒，使……想起 v. remind 16.评论 n/v. comment 17.入口 n. entrance 18.非正式的 adj. informal 19.confuse v.使困惑；confusing adj.令人困惑的；confused adj.感到困惑的；confusion n.困惑 20.behave v.表现；behavior n.行为 21.create v.创造；creative adj.有创造力的；creativity n.创造力 22.familiar adj.熟悉的；unfamiliar adj.陌生的；familiarity n.熟悉 23.organize v.组织；organization n.组织；organized adj.有组织的 24.add v.增加；addition n.增加；additional adj.附加的 25.reflect v.反映；reflection n.反映；思考 26.harm n.伤害；harmful adj.有害的；harmless adj.无害的 27.visible adj.看得见的；invisible adj.看不见的；visibility n.能见度 28.recognize v.认出；recognition n.认出；认可 29.intend v.打算；intention n.打算；意图 30.formal adj.正式的；informal adj.非正式的；formally adv.正式地 二.短语复习 1.烧毁 burn down 2.烧光；消耗掉 burn up 3.填表 fill in/out a form 4.以……结束 wind up 5.偶然遇到；发现 come across 6.说到，谈及 speaking of 7.由……组成 be made up of 8.做某事有困难 have trouble doing sth. 9.向……外看 look out of 10.在某人的空闲时间 in one’s free time 11.意识到 be aware of 12.谨慎对待 play safe with 13*.嗓子不舒服 have a frog in one’s throat 14.与……不同 be different from 15.根据 according to 16.使某人想起 remind sb. of 17.打算做某事 intend to do sth. 18.发表评论 post a comment 19.发生，举行 take place 20.扩大词汇量 enlarge one’s vocabulary 三.词汇运用 1.The word “homesick” is made up of “home” and “sick”. 2.The instructions were so confusing (confuse) that many students made mistakes. 3.This picture reminds me of my first English lesson. 4.Language reflects the creativity (creative) of its users. 5.Be aware of the difference between formal and informal English. 6.I came across an unfamiliar expression while reading. 7.He posted a humorous comment (comment) below the video. 四.句型复习与运用 1.“不可能”是通过给“可能”加前缀构成的。（派生法） “Impossible” is formed by adding a prefix to “possible”. 2.“雨衣”是由两个单词合成的。（合成法） “Raincoat” is made by combining two words. 3*.在句子中，“water”由名词转化为动词。（转化法） In the sentence, “water” is converted from a noun into a verb. 4.遇到陌生单词时，不要立刻查词典。（come across） When you come across an unfamiliar word, do not look it up immediately. 5*.了解构词法有助于我们扩大词汇量。（动名词作主语） Understanding word formation helps us enlarge our vocabulary. Part 2 阅读专题之综合练习 1 1. Why was “examflutter” easy for students to understand? A. It was printed in their dictionaries. B. It was made from familiar words and described a shared feeling. C. Their teacher had explained it earlier. D. It sounded exactly like a foreign word. 2. What does Chen mean by saying language is not a museum collection? A. Language changes as people use it. B. Old words should be removed from dictionaries. C. Museums need clearer signs. D. Students should study ancient objects. 3. What mainly determines whether a new word survives? A. The age of its creator. B. The number of letters it contains. C. Its usefulness in communication. D. The school where it first appeared. 4. What is the main idea of the passage? A. How examinations influence language. B. Why all invented words become popular. C. How useful new words may enter everyday language. D. Why students dislike dictionaries. 2 5. Why did visitors ignore the original label? A. It contained factual errors. B. It was only written in Chinese. C. Its language was too difficult and formal. D. It was placed in the wrong room. 6. What change most directly invited visitors to connect personally with the display? A. Using shorter sentences. B. Adding a question about leaving home. C. Replacing rare words. D. Hiring bilingual teenagers. 7. What can be inferred about the rewritten label? A. It was less accurate than the original. B. It communicated the same information more effectively. C. It was longer and more academic. D. It was intended only for teenagers. 8. Which statement best expresses the writer’s view of translation? A. Correct grammar is the only requirement. B. Word-for-word translation is always safest. C. Good translation depends on audience and purpose. D. Teenagers are better translators than adults. 3 9. What does a yellow label mean? A. The expression should never be used. B. The expression is common and completely stable. C. The expression exists but its meaning may still change. D. The editors have found no examples. 10. What is the purpose of the confidence labels? A. To judge whether an expression is polite. B. To show the strength of evidence behind a definition. C. To replace all dictionary definitions. D. To identify the person who invented a word. 11. How did most readers respond after using the system? A. They appreciated the information about uncertainty. B. They demanded that all labels be removed. C. They stopped using online dictionaries. D. They preferred red labels to green ones. 12. What will the dictionary probably do next? A. Print fewer words. B. Stop reviewing old entries. C. Show the review date for entries. D. Use only academic expressions. 4 13. What changed the meaning of “Fine, I’ll do it” in the experiment? A. The length of the message. B. The emoji placed beside it. C. The time of day. D. The age of the reader. 14. What did the second part of the study show? A. Close friends never misunderstand messages. B. Strangers use more emojis than friends. C. The relationship between speakers affects interpretation. D. Every emoji has one fixed meaning. 15. What is the writer’s attitude toward emojis? A. Completely negative. B. Balanced: useful but dependent on context. C. Uncertain because no study exists. D. Positive because they prevent all misunderstandings. 16. What would be the best title for the passage? A. Why Plain Text Is Disappearing B. The Grammar Rules of Emojis C. How Context Shapes Emoji Meaning D. The Most Popular Digital Symbols $