Unit 1 Food for thought 单元复习学案-2026-2027学年高中英语外研版必修第二册

该高中英语B2U1复习学案以“饮食文化与跨文化理解”为核心主题，围绕巩固语言基础与提升阅读能力的目标，通过“词汇-短语-词汇运用-句型”的递进式设计构建完整语言知识体系，阅读理解专练则围绕多元文化饮食主题设置梯度任务，实现知识建构的系统性与连贯性。 亮点在于融合语言能力与文化意识的深度学习设计，如词汇运用通过词性转换和语境填空强化知识迁移，句型练习要求用情态动词翻译句子提升表达准确性。阅读理解中“家庭食谱传承”等主题引导学生分析跨文化饮食现象，培养思维品质。资料为学生提供完整复习路径，为教师单元教学提供清晰指导，有效支持能力发展。

B2U1 复习 Part 1 基础知识回顾 一.词汇复习 学科网（北京）股份有限公司 1.象征，标志 n. _______________ 2.枫树，槭树 n. _______________ 3.意见，看法 n. _______________ 4.布丁 n. _______________ 5.（事物的）功能；作用 n. _______________ 6.下载（信息或程序） v. _______________ 7.（正餐以外的）小吃，点心 n. _______________ 8.日常饮食 n. _______________ 9.（食物）加有香料的，辛辣的 adj. _______________ 10.对……着迷的人 n. _______________ 11.指点，建议 n. _______________ 12.风俗，习惯，传统 n. _______________ 13.婚姻 n. _______________ 14.婚礼 n. _______________ 15.种，类 n. _______________ 16.盘，碟 n. _______________ 17.极好的，了不起的 adj. _______________ 18.不同，不一样，有区别 v. _______________ 19.（barbecue 的缩写）烧烤野餐 n. _______________ 20.黄油，牛油 n. _______________ 21.略微，稍微 adv. _______________ 22.极端地，非常地 adv. _______________ 23.（身体或精神上）受苦 v. _______________ 24.比萨饼餐厅 n. _______________ 25.differ v. 不同 → _______________ n. 差异 26.recommend v. 推荐 → _______________ n. 推荐；建议 27.satisfy v. 使满意 → _______________ adj. 令人满意的 28.construct v. 建造 → _______________ n. 建造；建筑 29.identify v. 确认；识别 → _______________ n. 识别；鉴定 30.adapt v. 适应；改编 → _______________ n. 适应；改编 31.convenient adj. 方便的 → _______________ adv. 方便地 二.短语复习 1.属于 __________________________ 2.最终处于 __________________________ 3.了解近况；叙旧 __________________________ 4.以防万一 __________________________ 5.购买；学会 __________________________ 6.适应 __________________________ 7.遭受 __________________________ 8.与……不同 __________________________ 9.向某人推荐某物 _______________________ 10.是……的典型_________________________ 11.沉迷于 __________________________ 12.聚集在……周围 __________________________ 13.咬一口 __________________________ 14.均衡饮食 __________________________ 15.抵制诱惑 __________________________ 16.对……方便 __________________________ 17.认同 __________________________ 18.与……有关 __________________________ 19.合某人的口味 ________________________ 20.作出健康选择_________________________ 三.词汇运用 1.There is a clear __________ between the two families’ eating habits. (differ) 2.The waiter’s __________ was to try the local dish with less chilli. (recommend) 3.Cooking a healthy meal for the whole family can be deeply __________. (satisfy) 4.The __________ of the new school canteen will begin next month. (construct) 5.Correct __________ of food ingredients is important for people with allergies. (identify) 6.Her modern __________ of the traditional recipe was popular with young diners. (adapt) 7.Customers can order the meal __________ through the restaurant’s app. (convenient) 四.句型复习与运用 1.你不应该仅仅因为一种食物味道陌生就拒绝它。（shouldn’t） ___________________________________________________________________________________ 2.为了保持健康，我们必须注意饮食均衡。（must） ___________________________________________________________________________________ 3.这道菜可能看起来奇怪，但味道也许很好。（may/might） ___________________________________________________________________________________ 4.在尝试街头小吃之前，你最好先了解当地的饮食习惯。（had better） ___________________________________________________________________________________ 5.我们能从不同的饮食文化中学到很多东西。（can） ___________________________________________________________________________________ Part 2 阅读理解专练 阅读下列短文，从每题所给的 A、B、C 和 D 四个选项中，选出最佳选项。 1 When Sofia first joined a school project on designing a multicultural breakfast, the task seemed simple: observe, record and give a short report. The first week changed that impression. The group discovered that quick answers often hid important details. Instead of collecting only the information that supported their original idea, they interviewed people with different experiences and kept a record of views that did not agree with their own. One afternoon, a small problem forced them to rethink the project. A key activity attracted fewer participants than expected. Some students wanted to cancel it, but Sofia suggested changing the time and explaining its purpose more clearly. The revised activity was shorter, more practical and open to questions. Attendance doubled. More importantly, the team began to understand that successful communication is not about making an idea sound impressive; it is about making the idea useful to the audience. At the final presentation, the group included both its success and its early mistake. Their teacher praised this decision because it showed evidence of real learning. For Sofia, the most valuable result was not the high score. It was the habit of pausing before judging and of treating unexpected results as information rather than failure. The project had started with the unit topic, but it ended by teaching a wider lesson about curiosity and responsibility. 1. Why did the group interview people with different experiences? A. To reduce the number of interviews. B. To avoid relying only on evidence supporting their first idea. C. To find more participants for the activity. D. To make the report sound more impressive. A. To confirm their first idea quickly. B. To collect a wider range of evidence. C. To avoid changing their activity. D. To make the report longer. 2. What happened after the activity was revised? A. The group cancelled it completely. B. The teacher took control of the activity. C. Attendance doubled and communication improved. D. Participants asked the group to return to the old plan. A. The teacher cancelled it. B. The group changed its topic. C. More students took part. D. The score was lowered. 3. What does the word "rethink" in paragraph 2 most nearly mean? A. Reconsider. B. Record. C. Complete. D. Advertise. A. Consider again. B. Write down. C. Explain publicly. D. Forget completely. 4. What is the main lesson of the passage? A. A perfect first plan is necessary for a high score. B. Responsible learning includes using unexpected results to improve. C. Successful activities should always be short. D. Disagreement should be avoided in group work. A. A high score is the only sign of learning. B. Unexpected results can improve a thoughtful project. C. Group work should avoid disagreement. D. School projects should always be simple. 2 A growing number of schools are exploring how to make their canteens healthier. Supporters say the idea works best when it is treated as a system rather than a one-time event. A system has clear goals, regular feedback and a way to include people who may not speak first. Without these elements, even an attractive activity can disappear after the opening week. At one school, a student committee began by studying how people actually behaved, not how they said they behaved. The committee observed routines for ten days and then asked short, specific questions. The results challenged several assumptions. For example, the least popular option was not rejected because students disliked it; many simply did not understand how to use it. After signs and demonstrations were added, participation rose steadily. The school also avoided measuring success with a single number. It looked at participation, long-term habits and whether students could explain the reason behind their choices. This broader method required more work, but it produced information teachers could act on. The experience suggests that change becomes sustainable when people can see both the purpose of an action and their own place in it. In other words, good design does not push people towards a decision. It removes unnecessary difficulty so that a sensible decision becomes easier. 1. According to the passage, what helps an activity last? A. A large opening event and attractive advertising. B. Clear goals, regular feedback and inclusive participation. C. A single leader who makes every decision. D. Measuring success with one simple number. A. A large opening ceremony. B. A system with goals and feedback. C. A single popular leader. D. A difficult set of rules. 2. Why was the least popular option initially ignored? A. It was too expensive for the school. B. Students disliked it after trying it. C. Many students did not understand how to use it. D. The committee had forgotten to provide it. A. It cost too much. B. Students disliked its purpose. C. Students did not know how to use it. D. Teachers had removed it. 3. What can be inferred about the school’s method of evaluation? A. It depended mainly on students’ self-reports. B. It used several indicators to judge meaningful, long-term change. C. It was abandoned because it required too much work. D. It focused only on the number of participants. A. It focused only on participation numbers. B. It considered both behaviour and understanding. C. It was completed in one day. D. It avoided student opinions. 4. Which title best fits the passage? A. Designing Change That Lasts B. Why Students Reject Every New Idea C. One Number Tells the Whole Story D. Making Decisions for Students A. Making Sensible Choices Easier B. The End of Student Committees C. Why Rules Must Be Strict D. A Competition Without Results 3 People often expect technology to help them understand food labels. Technology can certainly collect data, send reminders and connect users. Yet its value depends on the question asked before the tool is chosen. If the question is vague—such as "How can we make everyone better?"—the result is usually a large amount of data with little direction. A class in a coastal city learned this while testing a simple digital tool. At first, students recorded everything they could measure. Soon they were spending more time entering numbers than examining what those numbers meant. Their teacher asked them to select one behaviour, one reason for studying it and one sign of improvement. The smaller focus produced a clearer picture. Students noticed patterns that had been invisible in the larger data set. The class did not abandon technology. Instead, it placed the tool in a supporting role. Face-to-face discussion was used to explain unusual results, while the digital record helped the group compare changes over time. This balance prevented the tool from becoming a goal in itself. The lesson applies beyond the classroom: a device is most powerful when it extends careful thinking, not when it replaces it. 1. What problem did the students face at first? A. Their digital tool could not record data. B. They collected too much data without examining its meaning. C. Their teacher refused to let them use technology. D. They could not find any behaviour to study. A. They had too little data. B. They measured too much without a clear purpose. C. They could not use the device. D. They refused to discuss results. 2. What did the teacher ask the class to do? A. Narrow the study to one behaviour, one purpose and one sign of progress. B. Stop using the digital tool immediately. C. Interview every student in the school. D. Collect a larger amount of information. A. Choose a narrower focus. B. Buy a more advanced tool. C. Stop recording data. D. Compare with another school. 3. What does "supporting role" imply about technology? A. Technology should control face-to-face discussion. B. Technology should assist thinking and comparison, not replace judgement. C. Digital records are more important than human explanation. D. Technology is useful only outside the classroom. A. It should control the whole project. B. It should assist rather than replace thinking. C. It should be used only by teachers. D. It should provide entertainment. 4. What is the author’s purpose? A. To advertise a particular digital tool. B. To explain how clear questions and human judgement make technology useful. C. To argue that schools should stop collecting data. D. To compare technology use in different cities. A. To advertise a digital product. B. To explain how purposeful questions improve technology use. C. To prove that data are unreliable. D. To discourage classroom projects. 4 For six months, Leo met people involved in preserving family recipes across generations and wrote a short profile each week. The profiles were not about famous achievements. They focused on ordinary decisions: arriving early to prepare, admitting an error, listening to a younger member, or doing an unseen task without being asked. At first, readers paid most attention to the dramatic stories. Over time, however, the quieter profiles received more comments. One profile described a volunteer who had repeated the same small job every Saturday for three years. Another followed a teenager who changed a project after a neighbour pointed out a weakness. These stories felt believable because progress was shown as a series of choices rather than a sudden transformation. The project changed Leo as well. Interviewing required patience: people rarely explained their most important lesson in the first five minutes. By waiting, asking a more precise question and checking details, Leo learned to separate a good quotation from a truthful picture. The final collection was displayed in the school library. Its central message was simple: character is often revealed not in the moment when everyone is watching, but in the repeated actions that make a community dependable. 1. What did the profiles mainly focus on? A. Famous achievements and public awards. B. Everyday choices and repeated actions that often went unnoticed. C. Dramatic events in the lives of celebrities. D. Students’ grades and competition results. A. Famous people’s awards. B. Ordinary decisions and repeated actions. C. Historical events. D. Competitive results. 2. Why did the quieter profiles become popular? A. They were much shorter than the dramatic stories. B. They showed believable progress through a series of choices. C. They were written about people the readers already knew. D. They contained more photographs and quotations. A. They offered free prizes. B. They showed believable, gradual progress. C. They were much shorter. D. They contained dramatic photographs. 3. What skill did the interviews teach the writer? A. How to finish an interview in five minutes. B. How to wait, ask precise questions and check details. C. How to persuade people to give dramatic answers. D. How to design a library display. A. How to speak faster. B. How to choose truthfully representative details. C. How to avoid checking facts. D. How to turn every answer into a quotation. 4. Which statement best expresses the final message? A. Dependable character is often shown through repeated, unnoticed actions. B. Public praise is the best measure of personal value. C. Dramatic success matters more than ordinary effort. D. A memorable quotation is more important than an accurate picture. A. Character is built through consistent actions. B. Public attention is necessary for success. C. Community work should be competitive. D. Only dramatic change deserves to be recorded. B2U1 复习答案 Part 1 基础知识回顾 一.词汇复习 1. symbol n. 象征，标志 2. maple n. 枫树，槭树 3. opinion n. 意见，看法 4. pudding n. 布丁 5. function n. （事物的）功能；作用 6. download v. 下载（信息或程序） 7. snack n. （正餐以外的）小吃，点心 8. diet n. 日常饮食 9. spicy adj. （食物）加有香料的，辛辣的 10. addict n. 对……着迷的人 11. tip n. 指点，建议 12. custom n. 风俗，习惯，传统 13. marriage n. 婚姻 14. wedding n. 婚礼 15. sort n. 种，类 16. plate n. 盘，碟 17. super adj. 极好的，了不起的 18. differ v. 不同，不一样，有区别 19. BBQ n. （barbecue 的缩写）烧烤野餐 20. butter n. 黄油，牛油 21. slightly adv. 略微，稍微 22. incredibly adv. 极端地，非常地 23. suffer v. （身体或精神上）受苦 24. pizzeria n. 比萨饼餐厅 25. differ → difference n. 26. recommend → recommendation n. 27. satisfy → satisfying adj. 28. construct → construction n. 29. identify → identification n. 30. adapt → adaptation n. 31. convenient → conveniently adv. 二.短语复习 1. belong to 属于 2. end up 最终处于 3. catch up 了解近况；叙旧 4. in case 以防万一 5. pick up 购买；学会 6. adapt to 适应 7. suffer from 遭受 8. differ from 与……不同 9. recommend sth to sb 向某人推荐某物 10. be typical of 是……的典型 11. be addicted to 沉迷于 12. gather around 聚集在……周围 13. take a bite 咬一口 14. a balanced diet 均衡饮食 15. resist the temptation 抵制诱惑 16. be convenient for 对……方便 17. identify with 认同 18. be related to 与……有关 19. to one’s taste 合某人的口味 20. make healthy choices 作出健康选择 三.词汇运用 1. difference 2. recommendation 3. satisfying 4. construction 5. identification 6. adaptation 7. conveniently 四.句型复习与运用 1. You shouldn’t refuse a food simply because its taste is unfamiliar. 2. To stay healthy, we must maintain a balanced diet. 3. The dish may look strange, but it might taste wonderful. 4. You had better learn about local eating customs before trying street food. 5. We can learn a great deal from different food cultures. Part 2 阅读理解专练 1. 1.B 2.C 3.A 4.B 2. 1.B 2.C 3.B 4.A 3. 1.B 2.A 3.B 4.B 4. 1.B 2.B 3.B 4.A $