Unit 6 Earth first 单元复习学案-2026-2027学年高中英语外研版必修第二册

该高中英语单元学案以B2U6环保主题为核心，围绕词汇、短语、句型等基础知识构建复习框架，通过“词汇回顾-短语应用-句型操练”的递进任务设计，引导学生从基础积累过渡到综合语用，形成完整的知识复习路径。 亮点在于完形填空专练的主题情境设计，4篇短文围绕环保项目中的团队协作、问题解决等真实场景，如Sofia的鲨鱼保护项目、Leo的可重复使用杯子系统，在语篇理解中提升语言能力和思维品质。基础知识部分的词汇运用和句型练习强化语言基础，为教师实施单元复习提供系统性支持，助力学生巩固知识并发展综合素养。

B2U6 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.鲨（鱼） n. _______________ 2.使（某人）惊恐，吓唬 v. _______________ 3.（通常指使用呼吸设备的）潜水 v. _______________ 4.把……作为目标 v. _______________ 5.幸运地 adv. _______________ 6.灭绝，绝种 n. _______________ 7.释放，排放 v. _______________ 8.烟雾，雾霾 n. _______________ 9.海洋，大海 n. _______________ 10.感染，传染病 n. _______________ 11.允许，许可 n. _______________ 12.幻灯片 n. _______________ 13.（野生生物）保护区 n. _______________ 14.员工 n. _______________ 15.建立，设立 v. _______________ 16.数量，数额 n. _______________ 17.旱灾，干旱 n. _______________ 18.洪水，水灾 n. _______________ 19.电 n. _______________ 20.（使）漏，（使）渗漏 v. _______________ 21.使恢复 v. _______________ 22.移走，搬走，去掉 v. _______________ 23.（电）插头 n. _______________ 24.升，公升 n. _______________ 25.danger n. 危险 → _______________ adj. 濒危的 26.extinct adj. 灭绝的 → _______________ n. 灭绝 27.devote v. 献身；致力于 → _______________ n. 奉献；忠诚 28.establish v. 建立 → _______________ n. 建立；机构 29.reduce v. 减少 → _______________ n. 减少；降低 30.conserve v. 保护；节约 → _______________ n. 保护；节约 31.responsible adj. 负责的 → _______________ n. 责任 二.短语复习 1.恰恰相反 __________________________ 2.分解；出故障 __________________________ 3.把……考虑在内 __________________________ 4.把……误认为…… __________________________ 5.害怕 __________________________ 6.对……有影响 __________________________ 7.提高……意识__________________________ 8.减少 __________________________ 9.关闭 __________________________ 10.想出 __________________________ 11.促成；贡献 __________________________ 12.担忧 __________________________ 13.参与 __________________________ 14.保护……免受 __________________________ 15.对……负责 __________________________ 16.产生影响 __________________________ 17.在某些情况下 __________________________ 18.温室气体 __________________________ 19.碳足迹 __________________________ 20.海洋保护 __________________________ 三.词汇运用 1.Several __________ species are protected in the marine reserve. (danger) 2.Habitat loss may lead to the __________ of rare animals. (extinct) 3.The volunteers’ __________ to ocean protection deserves respect. (devote) 4.The __________ of national parks has protected large areas of forest. (establish) 5.A significant __________ in plastic use would benefit the environment. (reduce) 6.Wildlife __________ requires both laws and public support. (conserve) 7.Every consumer should take __________ for the waste he or she produces. (responsible) 四.句型复习与运用 1.我们发现许多海洋动物受到塑料垃圾的威胁。（find+宾语+宾补） ___________________________________________________________________________________ 2.学生们让教室的灯一直关着。（keep+宾语+宾补） ___________________________________________________________________________________ 3.老师注意到大家正在讨论碳足迹。（notice+宾语+doing） ___________________________________________________________________________________ 4.这部纪录片使观众开始重新思考鲨鱼。（make+宾语+do） ___________________________________________________________________________________ 5.我们听见志愿者在海滩上呼吁减少塑料使用。（hear+宾语+doing） ___________________________________________________________________________________ Part 2 完形填空专练 阅读下面短文，从每题所给的 A、B、C 和 D 四个选项中，选出可以填入空白处的最佳选项。 1 When Sofia volunteered for a project about protecting sharks through education, the first meeting was more difficult than expected. The team had plenty of ideas, but no one could __1__ which one should come first. Sofia was usually quiet, yet she noticed that the discussion kept returning to the same unanswered question. She finally __2__ her hand and asked the group to define one clear goal. The suggestion sounded simple, but it __3__ the direction of the meeting. Instead of arguing about details, the members listed what they wanted people to understand or do. They then divided the work according to each person’s __4__. A student who enjoyed design prepared signs, while another who was good with numbers created a short survey. Sofia agreed to speak with participants, although public conversation made her __5__. During the first activity, several things went wrong. A sign fell down, the survey link failed, and fewer people arrived than the team had __6__. For a moment, everyone looked discouraged. Then Sofia remembered their goal. She suggested a smaller face-to-face activity and asked the team to __7__ the missing information by hand. The change was not perfect, but it allowed the project to __8__. Afterwards, the team studied both the successful and unsuccessful parts. They did not try to __9__ the mistakes. Instead, they treated them as evidence. This honest review helped them __10__ the next activity, which attracted twice as many people. At the final meeting, Sofia realised that leadership did not always mean having the loudest voice. Sometimes it meant asking the question that helped others __11__. It also meant staying calm when a plan needed to be __12__. The project had improved her confidence, but more importantly, it had taught her to value __13__ over appearance, cooperation over control, and steady progress over a perfect start. What had begun as a school task became a __14__ lesson: a group moves forward when its members are willing to listen, learn and take __15__. 1. A. forget B. decide C. hide D. repeat 2. A. lowered B. raised C. covered D. shook 3. A. lost B. changed C. blocked D. copied 4. A. ages B. strengths C. names D. mistakes 5. A. angry B. nervous C. careless D. silent 6. A. borrowed B. expected C. prevented D. described 7. A. collect B. destroy C. refuse D. translate 8. A. continue B. disappear C. wait D. fail 9. A. hide B. celebrate C. invent D. repeat 10. A. improve B. cancel C. limit D. ignore 11. A. focus B. compete C. escape D. complain 12. A. adjusted B. forgotten C. sold D. painted 13. A. usefulness B. speed C. fame D. comfort 14. A. private B. lasting C. ordinary D. narrow 15. A. risk B. responsibility C. advantage D. permission 2 The plan for building a reusable-cup system began with a mistake. Leo had prepared everything alone because he believed asking for help would make him look __1__. On the morning of the event, he discovered that one important item had been left at home. With only thirty minutes remaining, there was no time to __2__ it. His first reaction was to blame himself. Then a teammate said, "Tell us what is missing, and we will find another way." Leo explained the problem, expecting criticism. __3__, the group immediately began offering solutions. One student found a substitute, another changed the order of activities, and a third informed the audience about the short __4__. The event started five minutes late. The substitute was less attractive than the original item, but it worked. More surprisingly, the changed order made the explanation __5__ to follow. Participants asked thoughtful questions and stayed longer than expected. What looked like a failure had __6__ the team to improve its plan. After the event, Leo thanked the others. He admitted that he had confused independence with doing everything __7__. His teammates explained that reliable people do not avoid help; they know when to __8__ information and when to trust others with a task. The experience changed the way Leo prepared for later projects. He still checked details carefully, but he also created a shared list and invited others to __9__ it. This made mistakes less likely and gave each member a clearer sense of __10__. When a new student joined, Leo made sure the newcomer received a meaningful task rather than being asked only to watch. Months later, the original mistake was almost __11__, but the lesson remained. A strong team is not one in which nobody makes errors. It is one in which errors can be __12__ early, discussed without fear and turned into better decisions. By learning to be honest about a weakness, Leo had not lost respect. He had __13__ it. He also discovered that confidence grows not from pretending to be perfect, but from knowing that you can __14__ a difficulty with others. That was the most valuable __15__ of the whole project. 1. A. weak B. patient C. creative D. familiar 2. A. decorate B. retrieve C. measure D. publish 3. A. However B. Instead C. Therefore D. Otherwise 4. A. victory B. delay C. secret D. distance 5. A. harder B. easier C. safer D. slower 6. A. allowed B. forced C. warned D. invited 7. A. again B. alone C. abroad D. forward 8. A. hide B. share C. reduce D. replace 9. A. review B. tear C. lock D. avoid 10. A. humour B. ownership C. danger D. silence 11. A. repeated B. forgotten C. proved D. recorded 12. A. noticed B. protected C. borrowed D. invented 13. A. wasted B. earned C. measured D. changed 14. A. face B. predict C. remove D. escape 15. A. result B. price C. argument D. rule 3 For three weeks, almost nobody noticed what Emma was doing for the project on measuring a school carbon footprint. She arrived ten minutes early, checked the room and placed materials where everyone could reach them. These actions seemed too __1__ to mention, but they prevented confusion each day. The group included students with very different working styles. Some liked to make decisions quickly, while others needed time to examine every detail. At first, this difference created __2__. Fast workers thought the careful students were slowing the project down; careful students felt their questions were being __3__. Emma did not take sides. She wrote the main decisions on a board and left a space for questions that could be answered later. This simple method gave the discussion a clear __4__. People could move forward without losing important concerns. When two members disagreed strongly, Emma asked each to explain the other person’s idea before defending their own. The exercise felt __5__ at first, but it revealed that both were trying to protect the same goal. On the final day, the teacher asked who had led the team. Several students named the confident speaker who had presented the results. The speaker, however, pointed to Emma. He explained that the presentation had been possible because she had quietly kept the work __6__. Emma was surprised. She had never thought of herself as a leader because she rarely gave orders. The teacher said that leadership can also mean creating the conditions in which other people do their best. It requires attention, __7__ and the willingness to complete tasks that bring little public praise. The comment stayed with Emma. She learned that useful work is not always __8__, and that influence can be measured by what becomes possible around a person. In future projects, she spoke more confidently, but she did not __9__ the quiet habits that had helped the group. She continued to prepare, listen and connect ideas. Her example encouraged others to notice the __10__ work behind visible success. By the end of the year, the class had become more willing to share routine tasks. Students no longer waited for someone to __11__ every job. They understood that a dependable community is built when people __12__ small responsibilities before they become large problems. Emma had changed the group without demanding attention. Her contribution was __13__, her method was simple, and its effect was __14__. That is why the class remembered her not for one dramatic moment, but for the steady trust she had helped __15__. 1. A. ordinary B. dangerous C. expensive D. ancient 2. A. balance B. tension C. joy D. freedom 3. A. recorded B. ignored C. answered D. praised 4. A. colour B. structure C. cost D. ending 5. A. perfect B. awkward C. familiar D. useless 6. A. hidden B. organised C. private D. unchanged 7. A. wealth B. patience C. luck D. speed 8. A. visible B. legal C. similar D. formal 9. A. abandon B. repeat C. describe D. admire 10. A. unseen B. foreign C. funny D. equal 11. A. assign B. cancel C. borrow D. translate 12. A. handle B. invent C. refuse D. celebrate 13. A. quiet B. doubtful C. selfish D. brief 14. A. limited B. lasting C. possible D. slight 15. A. build B. avoid C. divide D. predict 4 Before working on restoring a community wetland, Zhang Rui believed that progress usually came from one brilliant idea. The project taught him a different lesson. The team’s first proposal was exciting, but it depended on resources the school could not __1__. Rather than giving up, the teacher asked them to identify the smallest version that could still test the idea. The group reduced the plan to one week and one class. This felt __2__ compared with their original dream, yet it made careful observation possible. Each day, students recorded what worked, what failed and what surprised them. The notes showed that a detail everyone had considered unimportant was actually __3__ to participation. The team changed that detail and repeated the activity. Results improved, but not for every student. Zhang Rui wanted to announce success, while another member argued that the remaining difficulty should not be __4__. Their debate became tense until the teacher asked a useful question: "What would a responsible conclusion sound like?" They agreed to report both the improvement and the limit. This choice made the final presentation more __5__. Listeners trusted the group because it did not claim more than the evidence showed. Several teachers then offered resources for a larger test. The modest project had created an opportunity the ambitious proposal could not. Zhang Rui began to understand that innovation is not always a sudden __6__. Often it is a cycle of trying, measuring and adjusting. A small test protects time and resources, while an honest result shows where to move next. It also makes failure less __7__, because the purpose is to learn rather than to prove that the first idea was right. The next term, Zhang Rui used the same method in another activity. He divided a large goal into steps, chose evidence before starting, and invited criticism early. The process felt slower at first, but it prevented weeks of __8__ work. He also became more willing to change his mind. Looking back, he no longer described the first plan as a failure. It had been a __9__ starting point that revealed the difference between an attractive idea and a workable one. The experience gave him a practical form of confidence: not the belief that he would always be right, but the belief that he could __10__ when he was wrong. That confidence made him more curious, more careful and more __11__ to other people’s evidence. The project’s final achievement was therefore not a product. It was a way of thinking—beginning with a clear question, testing on a manageable scale, and allowing facts to __12__ the next decision. Such a method may look less dramatic than a single clever solution, but it is more likely to produce __13__ improvement. It turns uncertainty from an enemy into a source of __14__, and it helps good ideas grow through disciplined __15__. 1. A. provide B. destroy C. compare D. hide 2. A. famous B. limited C. equal D. formal 3. A. similar B. essential C. private D. natural 4. A. ignored B. borrowed C. painted D. repeated 5. A. ordinary B. credible C. brief D. silent 6. A. argument B. breakthrough C. journey D. request 7. A. attractive B. frightening C. convenient D. typical 8. A. wasted B. shared C. balanced D. rewarded 9. A. necessary B. lucky C. secret D. final 10. A. adjust B. escape C. compete D. complain 11. A. open B. harmful C. similar D. ready 12. A. guide B. limit C. cancel D. hide 13. A. lasting B. narrow C. sudden D. slight 14. A. danger B. information C. fame D. permission 15. A. effort B. argument C. distance D. silence B2U6 复习答案 Part 1 基础知识回顾 一.词汇复习 1. shark n. 鲨（鱼） 2. scare v. 使（某人）惊恐，吓唬 3. dive v. （通常指使用呼吸设备的）潜水 4. target v. 把……作为目标 5. fortunately adv. 幸运地 6. extinction n. 灭绝，绝种 7. release v. 释放，排放 8. smog n. 烟雾，雾霾 9. ocean n. 海洋，大海 10. infection n. 感染，传染病 11. permission n. 允许，许可 12. slide n. 幻灯片 13. reserve n. （野生生物）保护区 14. staff n. 员工 15. establish v. 建立，设立 16. amount n. 数量，数额 17. drought n. 旱灾，干旱 18. flood n. 洪水，水灾 19. electricity n. 电 20. leak v. （使）漏，（使）渗漏 21. restore v. 使恢复 22. remove v. 移走，搬走，去掉 23. plug n. （电）插头 24. litre n. 升，公升 25. danger → endangered adj. 26. extinct → extinction n. 27. devote → devotion n. 28. establish → establishment n. 29. reduce → reduction n. 30. conserve → conservation n. 31. responsible → responsibility n. 二.短语复习 1. the other way round 恰恰相反 2. break down 分解；出故障 3. take...into account 把……考虑在内 4. mistake...for... 把……误认为…… 5. be scared of 害怕 6. have an effect on 对……有影响 7. raise awareness of 提高……意识 8. cut down on 减少 9. turn off 关闭 10. come up with 想出 11. contribute to 促成；贡献 12. be concerned about 担忧 13. be involved in 参与 14. protect...against... 保护……免受 15. be responsible for 对……负责 16. make a difference 产生影响 17. in some cases 在某些情况下 18. greenhouse gases 温室气体 19. carbon footprint 碳足迹 20. marine conservation 海洋保护 三.词汇运用 1. endangered 2. extinction 3. devotion 4. establishment 5. reduction 6. conservation 7. responsibility 四.句型复习与运用 1. We find many marine animals threatened by plastic waste. 2. The students kept the classroom lights turned off. 3. The teacher noticed everyone discussing carbon footprints. 4. The documentary made viewers rethink their attitudes towards sharks. 5. We heard volunteers calling for less plastic use on the beach. Part 2 完形填空专练 1. 1.B 2.B 3.B 4.B 5.B 6.B 7.A 8.A 9.A 10.A 11.A 12.A 13.A 14.B 15.B 2. 1.A 2.B 3.B 4.B 5.B 6.B 7.B 8.B 9.A 10.B 11.B 12.A 13.B 14.A 15.A 3. 1.A 2.B 3.B 4.B 5.B 6.B 7.B 8.A 9.A 10.A 11.A 12.A 13.A 14.B 15.A 4. 1.A 2.B 3.B 4.A 5.B 6.B 7.B 8.A 9.A 10.A 11.A 12.A 13.A 14.B 15.A $