Unit 1 Growing up 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

该高中英语高考复习学案系统梳理了选择性必修二Unit 1“Growing up”的核心考点，涵盖词汇（含词形转换）、短语、词汇运用及句型（含Future continuous等语法点），按基础积累到综合运用的逻辑构建知识体系。通过填空式词汇复习、句型翻译等任务驱动，引导学生自主梳理考点，形成结构化知识网络。 亮点在于自主诊断与能力进阶设计，如词汇运用题检验词形转换能力，句型翻译题强化语法应用，4篇阅读理解专练针对性提升语篇理解能力，培养学生语言能力与思维品质。答案部分支持学生自主核对反思，教师可依据学情精准指导，助力个性化复习与因材施教。

XB2U1 复习 选择性必修二 Unit 1 Growing up Grammar: Future continuous Part 1 基础知识回顾 一.词汇复习 1.正直诚实 n. __________________ 17.自私的 adj. __________________ 2.美德 n. __________________ 18.赞成；同意 v. __________________ 3.执照 n. __________________ 19.稳定的 adj. __________________ 4.贷款 n. __________________ 20.诱惑；引诱 v. __________________ 5.成年 n. __________________ 21.图书馆管理员 n. __________________ 6.重大事件；里程碑 n. __________________ 22.家庭的 adj. __________________ 7.选举 n. __________________ 23.投入；花费 n. __________________ 8.工资；薪金 n. __________________ 24.珍视 v. __________________ 9.税 n. __________________ 25.approve v. → _______________ → n. 赞成；批准 10.救护车 n. __________________ 26.commit v. → _______________ → n. 投入；承诺 11.合法的 adj. __________________ 27.suit v. → _______________ → adj. 合适的 12.成熟的 adj. __________________ 28.vary v. → _______________ → adj. 各种各样的 13.立即；马上 adv. __________________ 29.memory n. → _______________ → adj. 难忘的 14.服从；遵守 v. __________________ 30.conclude v. → _______________ → n. 结论 15.微妙的 adj. __________________ 31.evidence n. → _______________ → adj. 明显的 16.逐渐的 adj. __________________ 二.短语复习 1.有发言权 __________________________ 11.珍惜……的回忆 __________________________ 2.在驾驶汽车 __________________________ 12.把……搁置一边 __________________________ 3.器官捐献 __________________________ 13.致力于 __________________________ 4.达到法定成年年龄 __________________________ 14.一瞥；看一眼 __________________________ 5.对……负责 __________________________ 15.承担后果 __________________________ 6.遵守法律 __________________________ 16.逐渐成熟 __________________________ 7.作出承诺 __________________________ 17.抵制诱惑 __________________________ 8.支付订金 __________________________ 18.建立紧密纽带 __________________________ 9.家庭开支 __________________________ 19.适合于 __________________________ 10.上下班通勤 __________________________ 20.得出结论 __________________________ 三.词汇运用 1.Young adults should learn to take __________ for decisions that affect others. (responsible) 2.The committee finally gave its __________ to the revised plan. (approve) 3.The experience marked an important __________ in her transition to adulthood. (mile) 4.He resisted the __________ to spend the whole loan on unnecessary items. (tempt) 5.A mature decision often requires careful thought rather than an __________ reaction. (instant) 6.The programme is designed to help teenagers become financially __________. (independence) 7.The two generations formed a strong __________ through the shared project. (bond) 四.句型复习与运用 1.成年并不意味着你会立刻知道所有问题的答案。（mean doing） ____________________________________________________________________________________ 2.到明年这个时候，我将正在大学里学习并独立管理自己的生活。（future continuous） ____________________________________________________________________________________ 3.真正的成熟在于愿意为自己的选择承担后果。（lie in） ____________________________________________________________________________________ 4.无论决定多么困难，我们都应该先考虑它对他人的影响。（however） ____________________________________________________________________________________ 5.只有当我们有发言权时，我们才更容易理解责任的分量。（only when） ____________________________________________________________________________________ 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 At eighteen, Lina expected adulthood to feel like a door opening. Instead, it felt more like being handed a set of keys without a map. During her first month at college, she joined a small programme in which students managed a real weekly budget. The amount was enough for food, local travel and basic supplies, but there was no extra money if they spent carelessly. Lina’s first mistake was small: she bought several convenient meals because each seemed inexpensive. By Friday, however, the total was larger than she had expected. Rather than asking her parents for more money, she reviewed every purchase and noticed that convenience, not hunger, had driven many choices. The next week she planned two simple meals in advance and kept a small emergency amount untouched. The programme did not turn money management into a competition. Students were asked to explain one decision they regretted and one rule they would keep. Lina wrote that independence was not the freedom to buy whatever she wanted. It was the ability to make a choice, live with its consequence and adjust before the same mistake became a habit. 1. Why did Lina run short of money in the first week? A. She had to pay an unexpected school fee. B. She underestimated the total cost of convenient meals. C. Her parents reduced her weekly budget. D. She spent most of the money on local travel. 2. What did Lina do differently the following week? A. She borrowed money from a roommate. B. She stopped buying food completely. C. She planned meals and kept emergency money aside. D. She asked the programme to increase her budget. 3. What does the phrase ‘live with its consequence’ most nearly mean? A. Accept the result of a choice. B. Hide a mistake from others. C. Delay making a decision. D. Repeat a successful habit. 4. What is the main idea of the passage? A. Financial independence develops through responsible choices and adjustment. B. College students should avoid all convenient meals. C. Parents should control teenagers’ spending after they turn eighteen. D. Budget programmes work best when students compete with one another. 2 A youth theatre in Bristol gives every new member the same unusual task: before choosing a role, each person must spend one evening in the control booth. There they learn how lighting, sound, timing and safety checks affect a performance. The rule began after a talented actor once ignored a stage manager’s warning and nearly caused an accident during a scene change. For seventeen-year-old Marcus, the booth seemed far from the excitement of acting. Yet he soon noticed how many decisions were invisible to the audience. A missed light cue could leave another actor moving in darkness; a carelessly placed object could block an exit. He also saw that the stage manager’s authority was not about status but about responsibility for the whole group. When Marcus later became the lead actor, he behaved differently. He arrived early for safety briefings and checked whether younger members understood scene changes. The director said the exercise was designed to teach a form of adulthood often missed in speeches: having a more important role does not reduce your duties to others; it increases them. 1. Why was the control-booth rule introduced? A. To train more students as stage managers. B. To reduce the cost of performances. C. To prevent risks caused by ignoring backstage responsibilities. D. To help actors memorise lines more quickly. 2. What did Marcus learn in the booth? A. Invisible backstage decisions can affect everyone’s safety. B. Acting is less important than lighting. C. Only adults should manage stage equipment. D. The audience usually notices every technical mistake. 3. How did Marcus change after getting the lead role? A. He avoided younger members. B. He became more attentive to shared responsibilities. C. He refused to attend safety briefings. D. He spent less time preparing for performances. 4. What message does the director emphasise? A. Authority should always be questioned. B. Greater responsibility often comes with greater opportunity. C. Talent matters more than teamwork. D. Young people should wait until adulthood to lead others. 3 When a town library invited young adults to join its advisory board, the first meeting was awkward. The six new members had been chosen because the library wanted decisions about evening opening hours and study spaces to include people who actually used them. Yet several students expected the adults to make the final choices anyway. The librarian, Ms Patel, changed the format. Instead of asking for opinions first, she gave each member the same set of attendance records, staffing costs and safety reports. The group then had to recommend one realistic change and defend it publicly. Suddenly the discussion became more careful. A proposal to keep the building open until midnight sounded attractive, but the data showed that staffing such hours would remove money from weekend programmes. The group finally recommended extending only two weekday evenings and reviewing the result after three months. Ms Patel later explained that giving young people a say was not the same as simply agreeing with them. Real participation meant access to information, responsibility for trade-offs and the possibility of changing one’s mind. Several members said this was the first time an adult institution had treated their views as decisions with consequences rather than comments to be politely collected. 1. Why were young adults added to the advisory board? A. To replace all adult staff. B. To include the views of people who used the services. C. To organise weekend entertainment. D. To collect comments without changing policy. 2. What made the discussion more careful? A. Members received evidence about costs and use. B. The librarian promised to accept every suggestion. C. Students were allowed to vote anonymously. D. The meeting was moved to midnight. 3. Why did the group reject opening until midnight every day? A. No students wanted late opening. B. Safety reports banned evening use. C. The financial trade-off was too great. D. Weekend programmes had already ended. 4. What does the passage suggest about meaningful participation? A. It requires information and responsibility, not just being asked for an opinion. B. It works only when young people get everything they request. C. It should avoid complicated evidence. D. It is mainly a way to make institutions look modern. 4 At a boarding school reunion, former students were asked to bring one object that represented growing up. Most brought photographs, old badges or notebooks. Mei brought a cracked alarm clock. It had stopped working during her first winter away from home, when she was sixteen. For several weeks Mei had depended on her roommate to wake her. One morning the roommate left early, and Mei missed an important practice. Her first reaction was to blame the broken clock. Later, embarrassed, she realised the clock was only part of the problem: she had assumed someone else would always notice what she needed. She bought a cheap replacement, but she also began preparing clothes and materials the night before and keeping a written schedule. Years later, the broken clock no longer reminded her of failure. It represented a quieter change. She had not suddenly become independent on the day she left home. Independence had arrived in small moments when she stopped asking, ‘Who will make sure I do this?’ and started asking, ‘What system can I build so that I remember?’ 1. Why did Mei miss the practice? A. Her roommate had hidden the clock. B. She depended on another person to wake her. C. She forgot the date of the practice. D. The school changed the schedule without notice. 2. What did Mei realise after the incident? A. The clock was too cheap to be useful. B. Her roommate was unreliable. C. She needed to take more responsibility for her own routines. D. Boarding school was not suitable for her. 3. Why did Mei bring the broken clock to the reunion? A. It represented gradual independence. B. It was a valuable family object. C. She wanted someone to repair it. D. It proved that the school had poor facilities. 4. Which sentence best describes the author’s view of growing up? A. It happens instantly at a fixed age. B. It is mainly a change in legal rights. C. It often develops through repeated small acts of responsibility. D. It requires leaving home as early as possible. XB2U1 复习答案 Part 1 基础知识回顾 一.词汇复习 1.integrity n. 正直诚实 17.selfish adj. 自私的 2.virtue n. 美德 18.approve v. 赞成；同意 3.licence n. 执照 19.steady adj. 稳定的 4.loan n. 贷款 20.tempt v. 诱惑；引诱 5.adulthood n. 成年 21.librarian n. 图书馆管理员 6.milestone n. 重大事件；里程碑 22.household adj. 家庭的 7.election n. 选举 23.commitment n. 投入；花费 8.wage n. 工资；薪金 24.cherish v. 珍视 9.tax n. 税 25.approve v. → approval → n. 赞成；批准 10.ambulance n. 救护车 26.commit v. → commitment → n. 投入；承诺 11.legal adj. 合法的 27.suit v. → suitable → adj. 合适的 12.mature adj. 成熟的 28.vary v. → varied → adj. 各种各样的 13.instantly adv. 立即；马上 29.memory n. → memorable → adj. 难忘的 14.obey v. 服从；遵守 30.conclude v. → conclusion → n. 结论 15.subtle adj. 微妙的 31.evidence n. → evident → adj. 明显的 16.gradual adj. 逐渐的 二.短语复习 1.have a say 有发言权 11.cherish the memory of 珍惜……的回忆 2.behind the wheel 在驾驶汽车 12.lay ... aside 把……搁置一边 3.organ donation 器官捐献 13.devote oneself to 致力于 4.come of age 达到法定成年年龄 14.at a glance 一瞥；看一眼 5.take responsibility for 对……负责 15.face the consequences 承担后果 6.obey the law 遵守法律 16.grow into maturity 逐渐成熟 7.make a commitment 作出承诺 17.resist temptation 抵制诱惑 8.pay a deposit 支付订金 18.form a close bond 建立紧密纽带 9.household expenses 家庭开支 19.be suitable for 适合于 10.commute to work 上下班通勤 20.draw a conclusion 得出结论 三.词汇运用 1. Young adults should learn to take responsibility for decisions that affect others. 2. The committee finally gave its approval to the revised plan. 3. The experience marked an important milestone in her transition to adulthood. 4. He resisted the temptation to spend the whole loan on unnecessary items. 5. A mature decision often requires careful thought rather than an instant reaction. 6. The programme is designed to help teenagers become financially independent. 7. The two generations formed a strong bond through the shared project. 四.句型复习与运用 1. Growing up does not mean knowing all the answers instantly. 2. By this time next year, I will be studying at university and managing my own life independently. 3. True maturity lies in being willing to face the consequences of one’s choices. 4. However difficult a decision is, we should first consider its influence on others. 5. Only when we have a say are we more likely to understand the weight of responsibility. Part 2 阅读理解专练 1. 1.B 2.C 3.A 4.A 2. 1.C 2.A 3.B 4.B 3. 1.B 2.A 3.C 4.A 4. 1.B 2.C 3.A 4.C — — 学科网（北京）股份有限公司 $