Unit 4 Stage and screen 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“Stage and screen”为主题，围绕语言知识巩固与综合运用能力提升设计，通过“基础知识回顾（词汇、短语、句型）—语法填空专练”的递进式结构，构建从词汇积累到语境应用的完整学习路径，体现知识建构的系统性与连贯性。 亮点在于结合主题情境的语法填空设计，如Peking Opera工作坊、小说改编电影等项目活动，在语境中强化语法运用，培养语言能力与思维品质。词汇运用题与句型练习注重知识迁移，助力学生深度学习，为教师实施单元复习提供清晰教学路径，为学生系统巩固单元知识提供有效支持。

B2U4 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.拍（手），鼓（掌） v. _______________ 2.悲痛 n. _______________ 3.（使）结合，（使）组合 v. _______________ 4.诗，诗歌 n. _______________ 5.歌剧 n. _______________ 6.（为……）鼓掌 v. _______________ 7.运动，动作 n. _______________ 8.感谢的，感激的 adj. _______________ 9.方面 n. _______________ 10.极度，极其 adv. _______________ 11.王子 n. _______________ 12.版本 n. _______________ 13.芭蕾舞剧，芭蕾舞表演 n._______________ 14.（乐器的）弦 n. _______________ 15.浪漫的 adj. _______________ 16.纪录片 n. _______________ 17.完全地，绝对地 adv. _______________ 18.女（性）的 adj. _______________ 19.技巧，手法 n. _______________ 20.确切地，肯定地 adv. _______________ 21.（书、电影、戏剧的）情节 n. _______________ 22.宇宙，天地，万物 n. _______________ 23.粗鲁的，无礼的 adj. _______________ 24.难以置信的 adj. _______________ 25.move v. 移动；使感动 → _______________ n. 运动；动作 26.combine v. 结合 → _______________ n. 结合；组合 27.appeal v. 有吸引力；呼吁 → _______________ adj. 有吸引力的 28.arrange v. 安排 → _______________ n. 安排 29.responsible adj. 负责的 → _______________ n. 责任 30.poet n. 诗人 → _______________ n. 诗歌 31.extreme adj. 极端的 → _______________ adv. 极其；非常 二.短语复习 1.解释清楚；传达 __________________________ 2.表演；上演 __________________________ 3.极为激动 __________________________ 4.符合；不负盛名 __________________________ 5.在某种程度上 __________________________ 6.凭借自身 __________________________ 7.以……为基础_________________________ 8.把……与……结合_____________________ 9.为……鼓掌 __________________________ 10.因……而感激 ________________________ 11.作出安排 __________________________ 12.为……负责 __________________________ 13.吸引 __________________________ 14.集中于 __________________________ 15.把……变成…… __________________________ 16.改编自 __________________________ 17.在……中发挥作用 __________________________ 18.使……鲜活起来 __________________________ 19.给……留下印象 ______________________ 20.理解 __________________________ 三.词汇运用 1.The dancer’s graceful __________ made the silent scene powerful. (move) 2.The show is a creative __________ of Peking Opera and Western theatre. (combine) 3.The new stage design is visually __________ to younger audiences. (appeal) 4.Please confirm the seating __________ before the performance begins. (arrange) 5.It is the director’s __________ to keep the actors safe. (responsible) 6.The play encouraged many students to develop an interest in __________. (poet) 7.The audience was __________ moved by the final scene. (extreme) 四.句型复习与运用 1.走进剧院，我立刻被舞台设计吸引了。（-ing作状语） ___________________________________________________________________________________ 2.听到掌声，演员们再次走上舞台。（-ing作状语） ___________________________________________________________________________________ 3.这部电影以现代城市为背景，重新讲述了经典故事。（-ing作状语） ___________________________________________________________________________________ 4.没有读过原著，我很难评价这次改编。（not having done） ___________________________________________________________________________________ 5.演员用动作传递情感，使观众深受感动。（-ing作结果状语） ___________________________________________________________________________________ Part 2 语法填空专练 阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。 1 Last term, our class started a school project connected with a Peking Opera workshop. At first, the plan 1. __________ (seem) too ambitious, but our teacher encouraged us 2. __________ (divide) it into smaller steps. We began by collecting information from students, many of 3. __________ had never thought carefully about the topic. The interviews were far 4. __________ (useful) than we expected because they showed us 5. __________ simple assumptions could hide different experiences. After the data 6. __________ (organise), each group chose one problem to study. We also invited a local expert, who spoke 7. __________ (patient) and answered every question. By the end of the project, we had not only produced 8. __________ clear report but had also developed a stronger sense 9. __________ responsibility. What impressed us most was 10. __________ much could be achieved when a large task was approached one step at a time. 2 Our school recently introduced a community activity about adapting a novel for film. The activity was designed 1. __________ (help) students connect classroom learning with real life. Before it began, several students worried that it would take too much time. However, once the first task 2. __________ (complete), most of them changed their minds. The organisers made the instructions simple enough for everyone 3. __________ (follow) and provided materials in places 4. __________ students could easily reach them. Participation increased 5. __________ (steady) during the week. One reason was that students were allowed to suggest changes instead of simply 6. __________ (obey) a fixed plan. Another was the support from teachers, 7. __________ treated mistakes as opportunities for discussion. The final survey showed a clear 8. __________ (improve) in both knowledge and confidence. It also reminded us that change is more likely to last 9. __________ people understand its purpose and feel that the project belongs 10. __________ them. 3 While working on a student investigation about putting on a school play, Chen Yu noticed that the group was collecting plenty of facts but asking few questions. He suggested 1. __________ (choose) one claim and testing it carefully. The idea was accepted, and the students began to compare information from different sources. Some online articles appeared convincing, but their evidence was either weak 2. __________ out of date. The group therefore checked the writers, dates and original data before 3. __________ (use) any figure. This process was slower than copying the first result, yet it made the final explanation much 4. __________ (reliable). The students also interviewed two people whose experiences were quite different from 5. __________ (they). The contrast helped them understand why a single number could not describe a complex situation. When the report 6. __________ (present), the audience asked several difficult questions. Instead of feeling embarrassed, the group used the questions 7. __________ (identify) limits in its work. The experience taught them that research is not about sounding certain; it is about being honest about 8. __________ is known, 9. __________ remains uncertain and how the next investigation can 10. __________ (design). 4 For a public presentation on understanding a silent performance, Maya prepared a short talk with three classmates. She had written every sentence in advance, believing that a perfect script would make her less nervous. During the rehearsal, however, she spoke so quickly 1. __________ listeners could not follow the main point. Her teammates advised her to use fewer words and add one concrete example. After 2. __________ (rewrite) the opening, Maya practised again, this time pausing after each key idea. The change made her voice sound calmer and the message 3. __________ (clear). On the day of the presentation, one slide failed 4. __________ (appear). Maya took a breath and explained the missing chart in her own words. The audience remained interested, and several students later said that the unscripted explanation was the most 5. __________ (convince) part. Maya realised that preparation is important, but it should create freedom rather 6. __________ fear. A speaker who understands an idea can adjust when something unexpected 7. __________ (happen). Since then, she has focused on organising thoughts, choosing evidence and speaking directly to the people 8. __________ front of her. This approach has not removed nervousness completely, but it has made 9. __________ (she) more confident and much better 10. __________ communicating. 5 A group of students carried out a project that combined a Peking Opera workshop with a film-adaptation activity. Their first task was to observe the situation without trying to change it. This sounded easy, but careful observation required them 1. __________ (notice) details they normally ignored. They recorded when a problem occurred, who 2. __________ (affect) and what happened immediately before and after it. The notes revealed a pattern that no one 3. __________ (expect). The problem was not caused by a lack of interest; it was caused by unclear information and an inconvenient routine. Based on this finding, the group designed 4. __________ small change and tested it for one week. Participation rose, although the result varied 5. __________ day to day. Rather than 6. __________ (declare) success, the students asked why the change worked better in some situations. Their discussion led to a second version, which was simpler and 7. __________ (easy) to maintain. The programme showed them that responsible action begins with understanding. It also showed that improvement is rarely a straight line. What matters is the willingness 8. __________ (learn) from evidence, include different voices and keep adjusting the method 9. __________ it serves the real need. The experience was one of the most 10. __________ (value) lessons of the term. 6 At the end of the unit on Stage and screen, our teacher asked us to write a reflection instead of taking a traditional test. We were required to describe one idea that had changed, one skill that had improved and one question that still remained. At first, I found the task 1. __________ (difficulty) because reflection cannot be completed by repeating notes. I had to examine 2. __________ I had reached each conclusion. Looking back, I noticed that I often accepted the first explanation 3. __________ checking its evidence. During the group work, a classmate challenged one of my claims and asked me 4. __________ (provide) a source. I felt uncomfortable, but the question eventually made my argument much 5. __________ (strong). I also learned that disagreement can be useful when it focuses on ideas rather than people. By the time the unit ended, I 6. __________ (become) more willing to revise my opinion. The remaining question is how these habits can 7. __________ (apply) outside school, where information arrives quickly and decisions may affect others. My plan is to pause, compare sources and state uncertainty 8. __________ (honest). Such habits may not produce an immediate answer, but they help create 9. __________ more responsible one. That, I believe, is what meaningful learning is 10. __________. B2U4 复习答案 Part 1 基础知识回顾 一.词汇复习 1. clap v. 拍（手），鼓（掌） 2. grief n. 悲痛 3. combine v. （使）结合，（使）组合 4. poetry n. 诗，诗歌 5. opera n. 歌剧 6. applaud v. （为……）鼓掌 7. movement n. 运动，动作 8. grateful adj. 感谢的，感激的 9. aspect n. 方面 10. extremely adv. 极度，极其 11. prince n. 王子 12. version n. 版本 13. ballet n. 芭蕾舞剧，芭蕾舞表演 14. string n. （乐器的）弦 15. romantic adj. 浪漫的 16. documentary n. 纪录片 17. absolutely adv. 完全地，绝对地 18. female adj. 女（性）的 19. technique n. 技巧，手法 20. definitely adv. 确切地，肯定地 21. plot n. （书、电影、戏剧的）情节 22. universe n. 宇宙，天地，万物 23. rude adj. 粗鲁的，无礼的 24. incredible adj. 难以置信的 25. move → movement n. 26. combine → combination n. 27. appeal → appealing adj. 28. arrange → arrangement n. 29. responsible → responsibility n. 30. poet → poetry n. 31. extreme → extremely adv. 二.短语复习 1. get across 解释清楚；传达 2. put on 表演；上演 3. on the edge of one’s seat 极为激动 4. live up to 符合；不负盛名 5. to some extent 在某种程度上 6. in one’s own right 凭借自身 7. be based on 以……为基础 8. combine...with... 把……与……结合 9. applaud for 为……鼓掌 10. be grateful for 因……而感激 11. make arrangements 作出安排 12. take responsibility for 为……负责 13. appeal to 吸引 14. focus on 集中于 15. turn...into... 把……变成…… 16. be adapted from 改编自 17. play a role in 在……中发挥作用 18. bring...to life 使……鲜活起来 19. leave an impression on 给……留下印象 20. make sense of 理解 三.词汇运用 1. movement 2. combination 3. appealing 4. arrangement 5. responsibility 6. poetry 7. extremely 四.句型复习与运用 1. Entering the theatre, I was immediately attracted by the stage design. 2. Hearing the applause, the actors returned to the stage. 3. Set in a modern city, the film retells a classic story. 4. Not having read the original, I found it difficult to judge the adaptation. 5. The actors communicated emotions through movement, deeply moving the audience. Part 2 语法填空专练 1. 1. seemed; 2. to divide; 3. whom; 4. more useful; 5. that; 6. had been organised; 7. patiently; 8. a; 9. of; 10. how 2. 1. to help; 2. had been completed; 3. to follow; 4. where; 5. steadily; 6. obeying; 7. who; 8. improvement; 9. when; 10. to 3. 1. choosing; 2. or; 3. using; 4. more reliable; 5. theirs; 6. was presented; 7. to identify; 8. what; 9. what; 10. be designed 4. 1. that; 2. rewriting; 3. clearer; 4. to appear; 5. convincing; 6. than; 7. happens; 8. in; 9. her; 10. at 5. 1. to notice; 2. was affected; 3. had expected; 4. a; 5. from; 6. declaring; 7. easier; 8. to learn; 9. until; 10. valuable 6. 1. difficult; 2. how; 3. without; 4. to provide; 5. stronger; 6. had become; 7. be applied; 8. honestly; 9. a; 10. about $