Unit 5 A delicate World 单元复习 检测-2027届高三英语一轮复习外研版选择性必修第二册

**基本信息** 聚焦单元生态主题，通过词汇-短语-句型递进复习巩固语言基础，结合主题阅读理解提升语言运用能力与逻辑思维。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |词汇复习|31词（含转换）|单词拼写与词性转换|从基础词汇到派生转换，构建生态主题词汇网络| |短语复习|20短语|短语汉译英|围绕生态保护场景，强化固定搭配应用| |词汇运用|7题|单词适当形式填空|语境中考查词汇变化，衔接词形与语义| |句型复习与运用|5句型|句型翻译与应用|结合语法点（It作形式宾语等），提升主题表达准确性| |阅读理解专练|4篇短文（每题4问）|细节理解与推理判断|以生态案例为载体，培养信息提取与逻辑分析能力|

XB2U5 复习 选择性必修二 Unit 5 A delicate world Grammar: It as an empty object Part 1 基础知识回顾 一.词汇复习 1.中间的；半途的 adj. __________________ 17.倒塌 v. __________________ 2.显著地 adv. __________________ 18.大量的 adj. __________________ 3.遗产；传统 n. __________________ 19.干预；介入 n. __________________ 4.栖居的动物 n. __________________ 20.生态 n. __________________ 5.栖息地 n. __________________ 21.养分 n. __________________ 6.随后 adv. __________________ 22.标准；准则 n. __________________ 7.食欲 n. __________________ 23.兴旺；发达 v. __________________ 8.使倍增 v. __________________ 24.海拔 n. __________________ 9.植物；草木 n. __________________ 25.conserve v. → _______________ → n. 保护 10.侵蚀 n. __________________ 26.vary v. → _______________ → n. 差异；变化 11.大混乱 n. __________________ 27.biology n. → _______________ → adj. 生物的 12.保护 n. __________________ 28.intervene v. → _______________ → n. 干预 13.减少 v. __________________ 29.compare v. → _______________ → n. 比较 14.陷阱 n. __________________ 30.mystery n. → _______________ → adj. 神秘的 15.离开 n. __________________ 31.substance n. → _______________ → adj. 大量的；实质性的 16.免疫力 n. __________________ 二.短语复习 1.代表 __________________________ 11.食物链 __________________________ 2.生态平衡 __________________________ 12.生物多样性 __________________________ 3.濒危物种 __________________________ 13.在高海拔地区 __________________________ 4.栖息地丧失 __________________________ 14.茁壮成长 __________________________ 5.种群数量激增 __________________________ 15.在别处 __________________________ 6.造成侵蚀 __________________________ 16.与……共存 __________________________ 7.恢复本地植被 __________________________ 17.符合标准 __________________________ 8.实施保护措施 __________________________ 18.生态系统崩溃 __________________________ 9.人类干预 __________________________ 19.付出巨大代价 __________________________ 10.免疫力下降 __________________________ 20.恢复生态系统 __________________________ 三.词汇运用 1.Removing one species can have __________ effects across an entire food web. (drama) 2.The island’s native birds recovered after years of careful __________. (conserve) 3.Scientists measured the __________ in plant growth across different altitudes. (vary) 4.Human __________ should be based on long-term ecological evidence. (intervene) 5.The wetland provides a __________ habitat for several rare species. (value) 6.The project produced a __________ increase in native vegetation. (substance) 7.A healthy ecosystem depends on __________ relationships among many species. (biology) 四.句型复习与运用 1.保护一个生态系统并不只是把某种动物移走那么简单。（not simply a matter of） ____________________________________________________________________________________ 2.研究人员认为有必要长期监测干预措施的后果。（consider it necessary） ____________________________________________________________________________________ 3.正是物种之间复杂的联系使生态系统既有韧性又脆弱。（it is ... that） ____________________________________________________________________________________ 4.如果忽视食物链中的一个环节，保护措施可能产生意想不到的结果。（if） ____________________________________________________________________________________ 5.只有基于证据的干预才有可能真正恢复生态平衡。（only） ____________________________________________________________________________________ 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 On a small island reserve, conservation workers once celebrated the removal of an invasive plant that had spread across nesting areas. The first season looked like a success: open ground returned, and native seedlings appeared. Two years later, however, strong winter rain washed large amounts of soil from the cleared slopes. The problem was not that removing the plant had been wrong. The problem was timing. Its roots, although harmful in the long term, had been holding loose soil in place. By clearing large areas at once, workers had removed protection before native vegetation was ready to replace it. The reserve changed its strategy. Plants were removed in smaller sections, and native grasses were established immediately. Temporary barriers slowed water until roots became strong. The experience changed how the team talked about restoration. They stopped using the word ‘return’ as if an ecosystem could simply be moved backward to an earlier state. Climate, soil and species relationships had already changed. Their goal became to rebuild functions—stable soil, nesting space and varied vegetation—rather than to recreate a perfect picture of the past. 1. What unexpected problem followed the first plant removal? A. Native seedlings disappeared completely. B. Soil erosion increased on cleared slopes. C. Nesting birds left because of noise. D. The invasive plant grew faster than before. 2. Why did the original plant still matter temporarily? A. Its roots helped hold soil in place. B. It provided the only food for birds. C. It increased rainfall on the island. D. It protected workers from strong winds. 3. How did the team change its method? A. It stopped removing invasive plants. B. It cleared smaller areas and replaced vegetation quickly. C. It built permanent concrete walls. D. It moved the nesting area to another island. 4. What broader lesson did the team learn? A. Restoration should focus on ecological functions, not an exact return to the past. B. Every invasive species should be preserved. C. Historical ecosystems are always easy to recreate. D. Soil stability matters more than biodiversity in every ecosystem. 2 A seed bank in western China stores seeds from plants growing at different altitudes. At first glance, saving seeds seems simple: dry them, label them and keep them cold. But researchers at the bank are interested in something more difficult—whether seeds collected from the same species in different environments behave differently. For one mountain grass, seeds from higher slopes germinated more slowly but survived colder conditions. Seeds from lower slopes grew faster when temperatures were mild. If the bank had stored only one population, it would have preserved the species name but lost part of its biological variation. This matters because future climates may favour traits that are uncommon today. The bank therefore records not only what a seed is, but where, when and under what conditions it was collected. Some samples are periodically grown so that scientists can check whether stored seeds still produce healthy plants. The work is slow and does not guarantee that every species can be saved. Yet it protects options. In conservation, keeping variation may be as important as keeping numbers, because tomorrow’s useful trait may be hidden in today’s ordinary-looking seed. 1. What are the researchers especially interested in? A. Whether seed labels can be made shorter. B. How populations of the same species differ across environments. C. Why mountain grasses produce fewer seeds. D. How quickly all seeds can be made to germinate. 2. What did the mountain grass experiment show? A. All populations responded identically to temperature. B. Lower-slope seeds were always more successful. C. Different populations had different useful traits. D. High-altitude seeds could not germinate in storage. 3. Why does the bank record collection conditions? A. To preserve information about variation. B. To advertise the places where seeds were found. C. To reduce the need for future experiments. D. To prove that colder areas contain better plants. 4. What does ‘it protects options’ mean in the last paragraph? A. The bank keeps genetic possibilities that may be valuable later. B. The bank guarantees every plant will survive climate change. C. The bank allows visitors to choose which seeds to buy. D. The bank prevents scientists from making difficult decisions. 3 For years, a wetland near a growing city was managed mainly for flood control. Channels moved water away quickly, and fallen trees were removed to keep the flow clear. The system worked during ordinary storms, but ecologists noticed that fish numbers were falling and the banks were becoming less stable. A restoration team proposed a different approach. Some channels were widened, shallow pools were created, and selected fallen wood was left in place. To engineers used to keeping waterways clear, the plan looked untidy. Yet the slower water allowed sediment to settle, plants to establish roots and young fish to find shelter. During the next major storm, water spread across the wetland instead of rushing through one narrow channel. The project did not reject engineering. It changed the question from ‘How fast can we move water away?’ to ‘How can the wetland safely store and release water?’ Monitoring continues because the long-term effects are still developing. The wetland now reminds planners that ecological complexity can sometimes perform useful work that a simpler system was designed to remove. 1. What problem developed under the old management system? A. Floods became more frequent every year. B. Fish declined and banks became less stable. C. Sediment completely blocked the channels. D. Fallen trees damaged nearby buildings. 2. Why were some fallen trees left in the wetland? A. They helped create slower water and shelter. B. Workers could not remove them safely. C. They were needed as fuel. D. They prevented any water from leaving the wetland. 3. How did the new approach redefine the problem? A. It aimed to store and release water safely rather than remove it as fast as possible. B. It focused entirely on increasing fish numbers. C. It replaced engineers with ecologists. D. It stopped monitoring floods. 4. What does the passage mainly illustrate? A. Natural complexity can contribute to practical environmental solutions. B. Untidy landscapes are always healthier. C. Flood control and conservation cannot work together. D. Cities should avoid building near all wetlands. 4 A conservation charity had enough money to restore only two of five damaged grasslands. Choosing the sites caused disagreement. One team wanted to help the places with the largest number of rare species. Another argued for sites where recovery was most likely to succeed. A third suggested protecting areas that connected existing habitats. Rather than select one rule, the charity built a scoring system using all three factors. The result was uncomfortable: a beautiful site that had received the most public attention ranked low because it was isolated and heavily altered. A less famous site ranked high because it connected two reserves and still contained healthy soil. The charity chose the connected site and one rare-species site. It also published the scoring method, including the uncertainty in each estimate. Some supporters remained disappointed, but the decision became easier to discuss because the trade-offs were visible. The case shows why conservation is not only a matter of caring deeply. Limited resources force choices, and responsible choices require clear criteria, evidence and a willingness to explain what cannot be done. 1. Why did the teams disagree? A. They valued different conservation priorities. B. They used different maps of the same grasslands. C. They could not identify rare species. D. They wanted to spend money on buildings instead. 2. Why did the famous site receive a low score? A. It had no public support. B. It was isolated and seriously altered. C. It contained too many rare species. D. Its soil was too healthy. 3. What was the benefit of publishing the scoring method? A. It removed all disagreement. B. It made the trade-offs and uncertainty clearer. C. It guaranteed more money from supporters. D. It allowed the public to change the final scores. 4. What is the author’s main point? A. Conservation choices often require transparent criteria under limited resources. B. The most popular site should always be protected first. C. Rare species are the only reasonable conservation priority. D. Scientific scoring can eliminate uncertainty completely. XB2U5 复习答案 Part 1 基础知识回顾 一.词汇复习 1.halfway adj. 中间的；半途的 17.collapse v. 倒塌 2.dramatically adv. 显著地 18.substantial adj. 大量的 3.heritage n. 遗产；传统 19.intervention n. 干预；介入 4.inhabitant n. 栖居的动物 20.ecology n. 生态 5.habitat n. 栖息地 21.nutrient n. 养分 6.subsequently adv. 随后 22.criterion n. 标准；准则 7.appetite n. 食欲 23.prosper v. 兴旺；发达 8.multiply v. 使倍增 24.altitude n. 海拔 9.vegetation n. 植物；草木 25.conserve v. → conservation → n. 保护 10.erosion n. 侵蚀 26.vary v. → variation → n. 差异；变化 11.chaos n. 大混乱 27.biology n. → biological → adj. 生物的 12.conservation n. 保护 28.intervene v. → intervention → n. 干预 13.decrease v. 减少 29.compare v. → comparison → n. 比较 14.trap n. 陷阱 30.mystery n. → mysterious → adj. 神秘的 15.departure n. 离开 31.substance n. → substantial → adj. 大量的；实质性的 16.immunity n. 免疫力 二.短语复习 1.on behalf of 代表 11.food chain 食物链 2.ecological balance 生态平衡 12.biological diversity 生物多样性 3.endangered species 濒危物种 13.at high altitude 在高海拔地区 4.habitat loss 栖息地丧失 14.thrive in 茁壮成长 5.a population explosion 种群数量激增 15.elsewhere 在别处 6.cause erosion 造成侵蚀 16.coexist with 与……共存 7.restore native vegetation 恢复本地植被 17.meet the criterion 符合标准 8.carry out conservation measures 实施保护措施 18.ecosystem collapse 生态系统崩溃 9.human intervention 人类干预 19.at substantial cost 付出巨大代价 10.a decrease in immunity 免疫力下降 20.restore an ecosystem 恢复生态系统 三.词汇运用 1. Removing one species can have dramatic effects across an entire food web. 2. The island’s native birds recovered after years of careful conservation. 3. Scientists measured the variation in plant growth across different altitudes. 4. Human intervention should be based on long-term ecological evidence. 5. The wetland provides a valuable habitat for several rare species. 6. The project produced a substantial increase in native vegetation. 7. A healthy ecosystem depends on biological relationships among many species. 四.句型复习与运用 1. Protecting an ecosystem is not simply a matter of removing one species. 2. Researchers consider it necessary to monitor the consequences of intervention over the long term. 3. It is the complex connections among species that make an ecosystem both resilient and delicate. 4. If one link in the food chain is overlooked, conservation measures may produce unexpected results. 5. Only evidence-based intervention is likely to restore ecological balance effectively. Part 2 阅读理解专练 1. 1.B 2.A 3.B 4.A 2. 1.B 2.C 3.A 4.A 3. 1.B 2.A 3.A 4.A 4. 1.A 2.B 3.B 4.A — — 学科网（北京）股份有限公司 $