Unit 2 Let's celebrate 单元复习检测-2026-2027学年高中英语外研版必修第二册

**基本信息** 聚焦必修二Unit2“庆祝”主题，以“基础巩固-语法应用-语篇理解”为逻辑链，系统整合词汇、短语、情态动词语法及文化主题阅读，强化语言能力与文化意识。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |词汇复习|42词（含12个词性转换）|无|从基础词汇到派生转换，构建“动词-名词-形容词”语义网络| |短语复习|20短语|无|围绕“庆祝”场景，形成“纪念-参与-准备”动作链| |词汇运用|7题|无|通过语境填空，实现词汇从认知到应用的转化| |句型复习与运用|5题（含must表推测等5种情态用法）|情态动词表推测、虚拟语气等用法提炼|语法点与情境结合，体现“形式-意义-使用”统一| |阅读理解专练|4篇16题|无|语篇围绕“传统与创新”，考查细节理解与推理，关联单元文化主题|

B2U2 复习 必修二 Unit 2 Let's celebrate! Grammar: Modals (2) Part 1 基础知识回顾 一.词汇复习 1.向……表示敬意 v. __________________ 22.（不情愿地）承认 v. __________________ 2.龙 n. __________________ 23.力气，精力 n. __________________ 3.收成 n. __________________ 24.失去，丧失 n. __________________ 4.装饰物 n. __________________ 25.前夕，前一天 n. __________________ 5.不管，不顾 adv. __________________ 26.（计算机）软件 n. __________________ 6.（社会上的）不平等 n. __________________ 27.成人，成年人 n. __________________ 7.认为，看作 v. __________________ 28.（为达到某目标的）过程，进程 n. __________________ 8.文学 n. __________________ 29.退休的 adj. __________________ 9.信封 n. __________________ 30.存在，实际上有 v. __________________ 10.频繁的，经常的 adj. __________________ 31.在海外，在外国 adv. __________________ 11.表明，显示 v. __________________ 32.全球的，全世界的 adj. __________________ 12.请求，要求 n. __________________ 33.国籍；民族 n. __________________ 13.花哨的，别致的 adj. __________________ 34.听众，观众 n. __________________ 14.（尤指青年）男子 n. __________________ 35.欢欣，愉快，喜悦 n. __________________ 15.灯笼 n. __________________ 36.decorate v. → _______________ n. 装饰物 16.吸引，引起……的兴趣 v. __________________ 37.participate v. → _______________ n. 参加；参与 17.装饰，布置，美化 v. __________________ 38.equal adj. → _______________ n. 平等 18.正式的 adj. __________________ 39.attract v. → _______________ adj. 有吸引力的 19.东道主，主人 n. __________________ 40.nation n. → _______________ adj. 国家的；民族的 20.场合，时刻 n. __________________ 41.globe n. → _______________ adj. 全球的 21.（报纸、杂志的）主编，编辑 n. __________________ 42.exist v. → _______________ n. 存在 二.短语复习 1.纪念…… __________________________ 11.接受邀请 __________________________ 2.把……视作…… __________________________ 12.拒绝邀请 __________________________ 3.不管，不顾 __________________________ 13.准时到达 __________________________ 4.参加，参与 __________________________ 14.取决于 __________________________ 5.向……表示敬意 __________________________ 15.在……前夕 __________________________ 6.庆祝丰收 __________________________ 16.付出努力做某事 __________________________ 7.为……做准备 __________________________ 17.承认做过某事 __________________________ 8.用……装饰…… __________________________ 18.保持传统 __________________________ 9.吸引大量游客 __________________________ 19.代代相传 __________________________ 10.发出正式邀请 __________________________ 20.给……带来欢乐 __________________________ 三.词汇运用 1.The old theatre keeps a record of every festival __________ used in its street performances. (decorate) 2.Student __________ in the neighbourhood celebration increased after the event became easier to access. (participate) 3.The organisers designed the route to give __________ access to people using wheelchairs. (equal) 4.The lantern display became more __________ after local artists were invited to redesign it. (attract) 5.The museum explains how one local celebration gradually gained __________ attention. (nation) 6.Online broadcasting has helped a small cultural event reach a __________ audience. (globe) 7.The continued __________ of the custom depends on whether young people find a meaningful role in it. (exist) 四.句型复习与运用 1.看那些被重新修复的灯笼！它们一定保存了很多家庭记忆。（must 表肯定推测） ____________________________________________________________________________________ 2.广场现在这么安静，游行队伍可能已经离开了。（may/might 表可能推测） ____________________________________________________________________________________ 3.你本可以提前告诉组织者你需要无障碍座位。（could have done） ____________________________________________________________________________________ 4.参加正式庆典时，我们不必穿完全相同的衣服，但应尊重当地礼仪。（needn't / should） ____________________________________________________________________________________ 5.那些志愿者不可能忘记关闭入口，因为他们刚刚核对过清单。（can't have done） ____________________________________________________________________________________ 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 Every September, the riverside town of Bellmere holds a lantern procession. For decades the starting time was fixed at seven in the evening. That detail seemed untouchable until several unusually hot years made the early part of the event uncomfortable for older participants and children. The organising committee first considered moving the whole celebration indoors. Local historians objected, not because they disliked change, but because the procession had always been connected with the river at dusk. Instead of arguing over whether tradition should win or lose, the committee collected temperature records, interviewed residents and observed how people used the route. The evidence showed that delaying the start by forty minutes would preserve the fading-light atmosphere while avoiding the hottest period of the day. The new schedule produced an unexpected benefit. With extra time before the procession, shop owners stopped rushing to close early and began setting up small water stations. Musicians had more time for sound checks, and families arrived gradually rather than all at once. The event felt calmer even though attendance grew. The committee now describes the change as 'protecting the purpose rather than protecting the clock'. The phrase has become useful whenever another question arises. Which details carry the meaning of the celebration, and which are simply habits that can be adjusted? Bellmere's experience suggests that traditions may survive best when communities are willing to identify the difference. 1. Why did the committee reconsider the traditional starting time? A. The river was becoming unsafe after dark. B. Hot weather was affecting some participants. C. Shop owners wanted the event to end earlier. D. Historians asked for a completely new route. 2. What did the committee do before changing the schedule? A. It copied the timetable of another town. B. It collected evidence about weather and participants. C. It asked musicians to make the final decision. D. It replaced the outdoor procession with an indoor show. 3. What was an unexpected result of the later start? A. The event became calmer and better organised. B. Attendance fell because families arrived late. C. Local shops refused to take part. D. The lantern procession became much shorter. 4. What does the passage mainly suggest about traditions? A. Every traditional detail should remain unchanged. B. Traditions lose meaning whenever schedules change. C. Communities can preserve meaning while adjusting practical details. D. Historical celebrations should be controlled only by experts. 2 In the hill city of Morin, festival banners used to be made for a single weekend. After the celebration, hundreds were stored badly, thrown away or replaced the following year because dates and sponsor names had changed. A group of design students thought the waste was not mainly a recycling problem. It was a design problem. They proposed a 'banner library'. Instead of printing a complete message on one piece of cloth, the new banners were built from durable coloured panels. Dates, names and directions were added on smaller removable strips. After each festival, volunteers checked the panels, repaired damaged edges and returned usable pieces to labelled shelves. Community groups could then borrow them for other events. At first, some organisers worried that reused materials would make every celebration look the same. The students responded by creating a shared set of basic parts but leaving the central panels blank for local artwork. The result was the opposite of what critics expected. Because groups spent less money on background materials, they could invite more artists to create distinctive centrepieces. The project has also revived a small repair workshop near the market. Retired tailors teach teenagers how to strengthen seams and replace fasteners. What began as an attempt to reduce waste has therefore created a new form of participation. The banners are no longer objects that simply appear before a festival and disappear afterwards. Their changing layers record who used them, who repaired them and how one celebration borrowed from another without becoming identical to it. 1. Why did the students call the waste mainly a design problem? A. The banners were made in colours people disliked. B. The banners were not designed to be updated and reused. C. The city had no recycling centre for cloth. D. Festival organisers printed too few banners each year. 2. How did the new banners allow different events to keep their own identity? A. Each group bought a completely new set. B. Dates were permanently printed on the main panels. C. Central sections were left for local artwork. D. Only retired tailors were allowed to decorate them. 3. What additional effect did the project have? A. It created opportunities for repair skills to be shared. B. It ended the use of sponsor names at festivals. C. It reduced the number of community celebrations. D. It replaced local artists with design students. 4. Which title best fits the passage? A. When One Festival Looks Like Another B. A Library Made of Celebration Materials C. Why Traditional Tailoring Is Disappearing D. The Most Expensive Part of a City Festival 3 A winter light festival in the city of Aster became so popular that its organisers faced an unusual complaint: for some visitors, there was too much celebration. The flashing displays, loud music and dense crowds made the event difficult for people who were sensitive to strong sensory stimulation. Families with young children also said they sometimes left earlier than planned. Rather than reduce the entire festival, the organisers introduced a 'quiet opening' on two afternoons. During the first ninety minutes, lights changed slowly, speakers were turned down, and several narrow passages were made one-way to prevent crowding. Staff were trained to answer questions without using whistles or loud announcements. The full programme began later in the day. Some critics predicted that the quiet sessions would feel empty and less festive. Attendance data told a different story. The sessions attracted not only visitors with sensory needs but also grandparents, photographers and people who simply preferred a slower pace. More importantly, surveys showed that many of these visitors had previously avoided the festival altogether. The experiment changed how the organisers thought about access. They had once treated accessibility as a collection of extra services added after the main event was designed. Now they begin planning by asking who might be excluded by the basic format. The answer does not always require a separate programme. Sometimes a small change in timing, sound or movement can allow more people to take part without reducing anyone else's enjoyment. 1. Why were quiet openings introduced? A. To save electricity during the winter. B. To make the festival easier for visitors sensitive to crowds and stimulation. C. To give photographers exclusive access to displays. D. To shorten the total length of the festival. 2. What happened during the quiet opening? A. All music and lights were turned off. B. Only children and older people were admitted. C. Sound, light changes and crowd movement were reduced. D. Visitors had to remain in one fixed area. 3. What did attendance data show? A. The quieter format appealed to a wider group than expected. B. Most regular visitors stopped attending the full programme. C. The sessions attracted too few people to continue. D. Photographers were the only new visitors. 4. How did the experiment change the organisers’ approach? A. They began considering exclusion at the start of planning. B. They decided every visitor needed a separate programme. C. They stopped collecting feedback after each event. D. They focused mainly on adding more entertainment. 4 When cultural researcher Amira Cole began recording a coastal town's annual bell-ringing ceremony, she expected the bells themselves to be the most valuable part of the archive. After several years, she changed her mind. The most revealing recordings were often made in the minutes before and after the official performance. One year, her microphone captured teenagers practising the rhythm on a bench with their fingers. Another year, an elderly resident corrected a child who had repeated the local story behind the ceremony incorrectly. There were also arguments about where food stalls should be placed and jokes told by volunteers while they waited for the crowd. None of these sounds belonged to the formal programme, yet together they showed how the event was learned, questioned and organised. Cole now asks residents to add short notes to the recordings. A sound file may be labelled not only with a date and location but also with a comment such as 'first year the school group joined' or 'last ceremony before the old pier closed'. This extra information helps future listeners understand why a sound mattered at that moment. The archive has made Cole cautious about the phrase 'preserving a tradition'. Preservation can suggest keeping something unchanged. Her recordings show the opposite: a living celebration survives through small corrections, new participants, practical disagreements and repeated choices. The archive is useful not because it freezes one perfect version of the ceremony, but because it allows people to hear how continuity is produced through change. 1. What surprised Cole about her recordings? A. The bells were too quiet to record clearly. B. Unofficial moments revealed important parts of the tradition. C. Teenagers refused to participate in the ceremony. D. Food stalls became more popular than the bells. 2. Why are residents asked to add notes to sound files? A. To explain the historical meaning of particular recordings. B. To replace the need to record the actual ceremony. C. To judge whether volunteers performed correctly. D. To make every recording the same length. 3. What does the word "freezes" in the last paragraph most nearly mean? A. Stores at a low temperature. B. Stops something in a fixed form. C. Makes something difficult to hear. D. Copies something many times. 4. What is the author’s main idea? A. A tradition can remain continuous while changing in small ways. B. Only formal performances should be kept in cultural archives. C. Young people usually weaken long-standing celebrations. D. Technology can preserve a tradition exactly as it once was. B2U2 复习答案 Part 1 基础知识回顾 一.词汇复习 1.honour v. 向……表示敬意 22.admit v. （不情愿地）承认 2.dragon n. 龙 23.effort n. 力气，精力 3.harvest n. 收成 24.loss n. 失去，丧失 4.decoration n. 装饰物 25.eve n. 前夕，前一天 5.regardless adv. 不管，不顾 26.software n. （计算机）软件 6.inequality n. （社会上的）不平等 27.adult n. 成人，成年人 7.regard v. 认为，看作 28.process n. （为达到某目标的）过程，进程 8.literature n. 文学 29.retired adj. 退休的 9.envelope n. 信封 30.exist v. 存在，实际上有 10.regular adj. 频繁的，经常的 31.overseas adv. 在海外，在外国 11.indicate v. 表明，显示 32.global adj. 全球的，全世界的 12.request n. 请求，要求 33.nationality n. 国籍；民族 13.fancy adj. 花哨的，别致的 34.audience n. 听众，观众 14.guy n. （尤指青年）男子 35.joy n. 欢欣，愉快，喜悦 15.lantern n. 灯笼 36.decorate v. → decoration n. 装饰物 16.attract v. 吸引，引起……的兴趣 37.participate v. → participation n. 参加；参与 17.decorate v. 装饰，布置，美化 38.equal adj. → equality n. 平等 18.formal adj. 正式的 39.attract v. → attractive adj. 有吸引力的 19.host n. 东道主，主人 40.nation n. → national adj. 国家的；民族的 20.occasion n. 场合，时刻 41.globe n. → global adj. 全球的 21.editor n. （报纸、杂志的）主编，编辑 42.exist v. → existence n. 存在 二.短语复习 1.in memory of 纪念…… 11.accept an invitation 接受邀请 2.regard...as... 把……视作…… 12.decline an invitation 拒绝邀请 3.regardless of 不管，不顾 13.arrive on time 准时到达 4.participate in 参加，参与 14.depend on 取决于 5.show honour to / honour... 向……表示敬意 15.on the eve of 在……前夕 6.celebrate the harvest 庆祝丰收 16.make an effort to do sth. 付出努力做某事 7.prepare for 为……做准备 17.admit doing sth. 承认做过某事 8.decorate...with... 用……装饰…… 18.keep a tradition alive 保持传统 9.attract a large number of visitors 吸引大量游客 19.pass down from generation to generation 代代相传 10.send a formal invitation 发出正式邀请 20.bring joy to... 给……带来欢乐 三.词汇运用 1. The old theatre keeps a record of every festival decoration used in its street performances. 2. Student participation in the neighbourhood celebration increased after the event became easier to access. 3. The organisers designed the route to give equal access to people using wheelchairs. 4. The lantern display became more attractive after local artists were invited to redesign it. 5. The museum explains how one local celebration gradually gained national attention. 6. Online broadcasting has helped a small cultural event reach a global audience. 7. The continued existence of the custom depends on whether young people find a meaningful role in it. 四.句型复习与运用 1. Look at those restored lanterns! They must have carried many family memories. 2. The square is so quiet now. The parade may/might have already left. 3. You could have told the organisers in advance that you needed an accessible seat. 4. We needn't wear exactly the same clothes at a formal celebration, but we should respect local customs. 5. The volunteers can't have forgotten to close the entrance, because they have just checked the list. Part 2 阅读理解专练 1. 1.B 2.B 3.A 4.C 2. 1.B 2.C 3.A 4.B 3. 1.B 2.C 3.A 4.A 4. 1.B 2.A 3.B 4.A — — 学科网（北京）股份有限公司 $