Unit 4 Breaking boundaries 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** 聚焦单元主题“打破边界”，通过基础词汇、短语、句型系统回顾与完形填空专项训练，构建“词汇-语法-语篇”三层知识逻辑，强化语言能力与跨文化思维。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |词汇复习|31题（含11道词性转换）|中英互译+词性转换|从基础词义到词形变化，夯实语言基础| |短语复习|20题|中英互译|聚焦单元核心搭配，强化固定表达| |词汇运用|7题|语境填空（词形转换）|连接词汇知识与语境应用，提升语言准确性| |句型运用|5题|语法结构应用（it作形式主语等）|结合单元语法点，训练复杂句式表达| |完形填空专练|4篇（每篇15题）|语篇综合理解（主题一致）|围绕“打破边界”主题，融合词汇、语法与篇章逻辑，培养思维品质|

XB2U4 复习 选择性必修二 Unit 4 Breaking boundaries Grammar: It as an empty subject Part 1 基础知识回顾 一.词汇复习 1.分界线；边界 n. __________________ 17.合作；协作 v. __________________ 2.统计数据 n. __________________ 18.人类 n. __________________ 3.协助 v. __________________ 19.能够实现的 adj. __________________ 4.处理；对付 v. __________________ 20.少数 n. __________________ 5.极其重要的 adj. __________________ 21.包容广阔的 adj. __________________ 6.悲惨的 adj. __________________ 22.和睦的 adj. __________________ 7.防止；抑制 v. __________________ 23.共有的；共同的 adj. __________________ 8.专家 n. __________________ 24.值得做的 adj. __________________ 9.传染性的 adj. __________________ 25.assist v. → _______________ → n. 帮助；援助 10.诊所 n. __________________ 26.infect v. → _______________ → adj. 传染性的 11.消毒 v. __________________ 27.devote v. → _______________ → n. 奉献 12.爆发 n. __________________ 28.divide v. → _______________ → n. 分歧；分裂 13.奉献 n. __________________ 29.harmony n. → _______________ → adj. 和谐的 14.奇迹 n. __________________ 30.include v. → _______________ → adj. 包容的 15.病房 n. __________________ 31.influence n. → _______________ → adj. 有影响力的 16.弥补；补偿 v. __________________ 二.短语复习 1.文化冲击 __________________________ 11.现实目标 __________________________ 2.联合的努力 __________________________ 12.少数群体 __________________________ 3.共同理解 __________________________ 13.建设包容社会 __________________________ 4.跨越边界 __________________________ 14.促进和谐 __________________________ 5.打破障碍 __________________________ 15.有意义的经历 __________________________ 6.应对难题 __________________________ 16.公民权利 __________________________ 7.防控传染病 __________________________ 17.使……产生 __________________________ 8.在病房值班 __________________________ 18.致力于 __________________________ 9.弥补损失 __________________________ 19.白白地 __________________________ 10.与……合作 __________________________ 20.持续存在 __________________________ 三.词汇运用 1.International medical teams rely on close __________ when responding to an outbreak. (collaborate) 2.Clear public information is __________ to controlling infectious disease. (vitality) 3.The project aims to make public services more __________ to people with disabilities. (include) 4.Their long-term __________ to the community earned widespread respect. (devote) 5.The translator provided immediate __________ to patients who could not speak the local language. (assist) 6.Mutual respect is essential for the __________ development of a diverse community. (harmony) 7.The plan is ambitious but still __________ if enough groups work together. (realism) 四.句型复习与运用 1.在陌生环境中，能清楚表达自己的需求是很重要的。（it as empty subject） ____________________________________________________________________________________ 2.医疗队发现，与当地社区建立信任并不容易。（find it + adj. + to do） ____________________________________________________________________________________ 3.正是共同目标让来自不同背景的人愿意合作。（it is ... that） ____________________________________________________________________________________ 4.无论文化差异多大，尊重都能为真正的交流创造条件。（no matter how） ____________________________________________________________________________________ 5.只有当少数群体也被听见时，一个社会才真正称得上包容。（only when） ____________________________________________________________________________________ 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 Dr Amira joined a mobile clinic near a border region, she expected medicine to be the hardest part of the work. Instead, communication became the first ____1____. Patients spoke three local languages, while the medical team used two others. A volunteer named Salim began translating, but he soon realised that word-for-word translation was not ____2____. Some patients were reluctant to describe symptoms directly, and certain medical terms had no familiar equivalent. Salim therefore changed his method. Before each clinic session, he asked doctors to ____3____ the purpose of key questions in simple language. He also met village leaders to learn which expressions sounded respectful rather than frightening. Gradually, patients began to speak more ____4____. Doctors, in turn, learned to pause and check whether they had been understood. One afternoon, a child arrived with a serious infection. Because the mother clearly understood the warning signs and treatment plan, she agreed to immediate care. The child recovered. The event reminded the team that translation was not an extra service but a ____5____ part of medical safety. By the end of the month, the clinic had created picture cards and a short local-language guide. Other teams later ____6____ the materials. Salim was proud, but he resisted being called a hero. ‘The real success,’ he said, ‘was that people on both sides stopped ____7____ the other side to do all the adapting.’ The clinic had not removed every cultural difference. It had built a practical ____8____ across them. That bridge depended on humility. Doctors had to admit when an explanation was unclear; translators had to ask questions when technical details were uncertain. This willingness to ____9____ limits made the group stronger. The experience also changed how Amira thought about expertise. Knowledge mattered, but expertise without communication could not always ____10____ the people it was meant to help. Months later, when a new outbreak occurred nearby, several former patients volunteered to distribute accurate information. The earlier work had created not only a translation system but also ____11____. That trust allowed health warnings to travel faster than rumours. In difficult situations, speed can save lives, but speed without trust may simply increase ____12____. Amira later wrote that crossing a boundary does not mean pretending differences do not exist. It means understanding them well enough to ____13____ together. The lesson was relevant beyond medicine: communities become more inclusive when people share responsibility for making communication ____14____. What began as a practical problem of language had become a lesson in mutual ____15____. 1. A. challenge B. result C. reward D. schedule 2. A. sufficient B. formal C. possible D. private 3. A. clarify B. replace C. memorise D. publish 4. A. openly B. rarely C. silently D. suddenly 5. A. vital B. temporary C. secondary D. personal 6. A. adopted B. hid C. questioned D. removed 7. A. forcing B. expecting C. inviting D. warning 8. A. bridge B. rule C. distance D. debate 9. A. acknowledge B. protect C. increase D. measure 10. A. reach B. divide C. follow D. judge 11. A. trust B. pressure C. competition D. sympathy 12. A. certainty B. confusion C. comfort D. privacy 13. A. work B. travel C. compete D. wait 14. A. accessible B. brief C. official D. traditional 15. A. respect B. profit C. silence D. fear 2 A city theatre wanted its new production to include actors with and without hearing loss. At first, the plan sounded simple: add sign-language interpretation beside the stage. But during early rehearsals, the director noticed a problem. Deaf actors were being asked to adjust constantly, while the original staging remained ____1____. The theatre was technically inclusive, yet responsibility for inclusion was not being ____2____. The team started again. Instead of placing interpretation at the edge, they treated movement, signs, spoken lines and projected text as parts of one design. A lighting specialist worked with performers to make faces visible. Musicians created rhythms that could also be felt through the floor. These changes did not make the production ____3____; they made every decision more deliberate. Some staff worried that the process would slow rehearsals. It did, at first. But problems that had previously been noticed late were now identified ____4____. The cast also became better at giving precise feedback. Rather than saying a scene ‘didn’t work’, actors explained whether the issue involved timing, visibility or meaning. The biggest change was in the audience. After opening night, many hearing viewers said the combined visual and spoken storytelling made certain scenes clearer. The director had expected accessibility to help a minority of visitors; instead, it ____5____ the experience for many people. The theatre later published its rehearsal notes so that other groups could learn from both successes and mistakes. It avoided presenting the project as a perfect model. Inclusion, the team argued, is not a final ____6____ but an ongoing practice of noticing who must do extra work to participate. That idea influenced future productions. When wheelchair users joined a later show, the theatre did not wait until the end to discuss movement routes. Access was considered from the first design meeting. The earlier project had changed a ____7____ habit: solving barriers after they appeared. By moving access questions to the beginning, the theatre found new creative possibilities. Constraints that seemed like limits became prompts for ____8____. A silent scene, for example, was developed from a lighting exercise and became one of the production’s strongest moments. The experience suggested that crossing a social boundary often requires more than good intentions. It requires changing the structure that decides whose needs are treated as ____9____. When different ways of communicating are built into the main design, people no longer have to ask for special permission to ____10____. The director described the project as ‘a lesson in shared authorship’. No single expert had all the answers. Progress came from specialists, performers and audiences ____11____ information. That process sometimes produced disagreement, but disagreement was treated as evidence rather than failure. In the end, the production succeeded not because difference disappeared but because difference was made ____12____ and useful. The cast learned that accessibility can be a source of artistic strength when it is considered ____13____. The audience learned to pay attention in new ways. And the theatre learned that inclusion is most convincing when it changes everyday practice, not merely public ____14____. The boundary had not been ignored; it had been redesigned through ____15____. 1. A. fixed B. creative C. public D. silent 2. A. shared B. measured C. rewarded D. avoided 3. A. simpler B. weaker C. less artistic D. less serious 4. A. earlier B. privately C. accidentally D. rarely 5. A. limited B. enhanced C. replaced D. delayed 6. A. achievement B. destination C. method D. statement 7. A. long-standing B. useful C. legal D. minor 8. A. innovation B. rest C. control D. competition 9. A. standard B. optional C. expensive D. private 10. A. participate B. complain C. translate D. perform 11. A. sharing B. hiding C. reducing D. correcting 12. A. visible B. identical C. temporary D. formal 13. A. from the start B. in secret C. by chance D. at the end 14. A. statistics B. statements C. tickets D. reviews 15. A. collaboration B. speed C. tradition D. silence 3 An engineering project brought together teams from four countries to design a low-cost water filter for rural clinics. Everyone had strong technical skills, yet the first online meetings were surprisingly unproductive. Some members spoke quickly and interrupted to show enthusiasm; others waited for a clear invitation before offering criticism. Each group privately concluded that the others were either ____1____ or uninterested. The project leader, Mei, resisted giving a lecture on national culture. Instead, she asked everyone to describe the meeting behaviour they personally preferred. The answers showed that the problem was not simply nationality. Even within the same country, people had different expectations. What the team needed was a shared working ____2____. They agreed on three practices: written agendas before meetings, a final round in which each person could raise concerns, and short written summaries after decisions. These rules seemed formal, but they created more ____3____ for quieter members and reduced repeated arguments. The technical work improved as well. In one meeting, an engineer who rarely interrupted pointed out that a cheap material would fail in humid conditions. Under the old style, the discussion might have moved on before she spoke. The new final round made her objection ____4____. Testing later proved she was right. The incident changed how the group defined efficiency. A fast meeting was not necessarily an efficient one if important information remained ____5____. Spending five extra minutes could prevent weeks of redesign. As trust developed, the rules became less noticeable. People learned when interruption meant excitement and when silence meant thought rather than agreement. They did not become culturally ____6____; they became better at interpreting one another. Mei later said that international collaboration requires two kinds of flexibility. The first is practical: adapting schedules and communication tools. The second is intellectual: being willing to question your own explanation for someone else’s behaviour. Without that second flexibility, differences can easily become ____7____. The water filter eventually passed field tests and was produced locally. Yet the team considered its communication system another important ____8____. New members were given the same meeting guide, not as a list of cultural stereotypes but as a record of practices that had worked. The project showed that shared rules do not erase individual styles. They create a fairer space in which those styles can ____9____. A boundary can become less restrictive when people stop assuming that one familiar method is naturally correct. For Mei, the most useful sentence in the guide was also the simplest: ‘If a behaviour confuses you, ask before you ____10____ it.’ That sentence prevented many small misunderstandings from growing into conflict and helped the team turn difference into a source of ____11____ rather than division. Cross-cultural work still required patience. Time zones remained inconvenient and technical terms still needed careful translation. But the team now treated those difficulties as design problems, not personal failures. That attitude made cooperation more ____12____. By the project’s final year, members were able to disagree directly without damaging trust. They had learned that respectful disagreement could improve a product when every participant had a real chance to ____13____ evidence. In that sense, the team’s strongest boundary-crossing skill was not politeness alone but disciplined ____14____. They listened, tested assumptions and changed procedures when necessary. Those habits turned a group of experts into a genuinely ____15____ team. 1. A. rude B. careful C. formal D. uncertain 2. A. language B. routine C. framework D. office 3. A. access B. pressure C. silence D. distance 4. A. visible B. wrong C. personal D. late 5. A. unspoken B. repeated C. translated D. measured 6. A. identical B. competitive C. silent D. informal 7. A. stereotypes B. solutions C. records D. advantages 8. A. expense B. achievement C. delay D. risk 9. A. compete B. coexist C. disappear D. repeat 10. A. judge B. copy C. forget D. reward 11. A. confusion B. innovation C. privacy D. status 12. A. realistic B. secret C. temporary D. simple 13. A. present B. hide C. avoid D. ignore 14. A. inquiry B. obedience C. speed D. confidence 15. A. inclusive B. local C. small D. familiar 4 A neighbourhood café decided to employ several young adults with intellectual disabilities, but the owner, Rosa, did not want the programme to depend on charity. ‘Customers should return because the service is good,’ she said. The first challenge was training. Standard instructions contained too many steps at once and were difficult to ____1____ during a busy shift. A job coach helped redesign the tasks. Instead of one long manual, each station had picture cards showing the next three actions. Orders were checked with colour symbols, and staff practised how to ask for help without feeling they had ____2____. The system was originally created for the new employees, but experienced workers soon began using it too. Rosa noticed fewer mistakes across the whole team. Clearer instructions reduced the amount of information workers had to hold in memory. What had seemed like a special support became a better workplace ____3____. Customers also changed. At first, some spoke to the job coach rather than directly to the employees. Rosa gently redirected every question: ‘Please ask the person who is serving you.’ This small rule protected the workers’ ____4____ and gave customers a chance to adjust their own habits. There were difficult moments. One employee became overwhelmed by noise during a festival weekend. Instead of treating the problem as proof that he could not do the job, the team identified the ____5____ and moved him to a quieter station for peak hours. His performance improved immediately. The café did not lower standards. Drinks still had to be accurate, tables clean and customers treated respectfully. What changed was the assumption that there was only one correct way to ____6____ those standards. After six months, the café had lower staff turnover than the previous year. Rosa believed the reason was not the programme alone but the culture of clearer communication it had forced the business to build. Workers were more willing to say when a process was ____7____. A local newspaper wanted to describe the café as ‘inspirational’. Rosa asked the reporter to focus instead on the design of the workplace. ‘If you only tell a touching story,’ she said, ‘other employers may admire us without changing anything.’ She wanted the article to show practical methods that could be ____8____ elsewhere. The report did exactly that. Two shops later borrowed the visual training system. One changed it for workers learning the local language. Another used it to train temporary staff quickly. The original idea had crossed a boundary the café had not ____9____: from disability support to general management. For Rosa, inclusion meant creating conditions in which people could meet real expectations. It did not mean pretending everyone needed the same kind of support. The goal was to make differences manageable rather than ____10____. That approach also influenced customers. Regular visitors became used to varied communication styles and stopped treating them as unusual. Familiarity replaced the awkward sympathy some had shown at first. The café gradually became a place where difference was ordinary, not ____11____. The most important result could not be measured only in sales. Employees gained wages, experience and greater independence; coworkers gained better systems; customers gained a broader idea of competence. Each benefit ____12____ the others. Rosa later described the café as a ‘working experiment in fairness’. Experiments require adjustment. When a method failed, the team changed it rather than blaming a person. This attitude made staff more willing to report problems ____13____, before they became serious. The café’s lesson was practical: inclusion works best when support is built into everyday structures. If a system helps one group but also improves work for many others, it is less likely to be seen as an extra ____14____. It becomes simply good design. What began with a hiring decision therefore became a wider change in how the business understood ability, responsibility and mutual ____15____. 1. A. remember B. print C. replace D. translate 2. A. failed B. finished C. complained D. changed 3. A. routine B. secret C. cost D. reward 4. A. dignity B. schedule C. salary D. privacy 5. A. trigger B. customer C. coach D. mistake 6. A. ignore B. meet C. reduce D. measure 7. A. unclear B. unfair C. expensive D. slow 8. A. adapted B. hidden C. tested D. sold 9. A. planned B. crossed C. noticed D. needed 10. A. invisible B. identical C. permanent D. private 11. A. special B. profitable C. formal D. quiet 12. A. weakened B. supported C. confused D. replaced 13. A. early B. politely C. rarely D. outside 14. A. burden B. award C. boundary D. headline 15. A. respect B. competition C. profit D. silence XB2U4 复习答案 Part 1 基础知识回顾 一.词汇复习 1.boundary n. 分界线；边界 17.collaborate v. 合作；协作 2.statistic n. 统计数据 18.mankind n. 人类 3.assist v. 协助 19.realistic adj. 能够实现的 4.tackle v. 处理；对付 20.minority n. 少数 5.vital adj. 极其重要的 21.inclusive adj. 包容广阔的 6.tragic adj. 悲惨的 22.harmonious adj. 和睦的 7.combat v. 防止；抑制 23.mutual adj. 共有的；共同的 8.specialist n. 专家 24.rewarding adj. 值得做的 9.infectious adj. 传染性的 25.assist v. → assistance → n. 帮助；援助 10.clinic n. 诊所 26.infect v. → infectious → adj. 传染性的 11.disinfect v. 消毒 27.devote v. → devotion → n. 奉献 12.outbreak n. 爆发 28.divide v. → division → n. 分歧；分裂 13.devotion n. 奉献 29.harmony n. → harmonious → adj. 和谐的 14.miracle n. 奇迹 30.include v. → inclusive → adj. 包容的 15.ward n. 病房 31.influence n. → influential → adj. 有影响力的 16.compensate v. 弥补；补偿 二.短语复习 1.culture shock 文化冲击 11.a realistic goal 现实目标 2.joint effort 联合的努力 12.a minority group 少数群体 3.mutual understanding 共同理解 13.build an inclusive society 建设包容社会 4.cross a boundary 跨越边界 14.promote harmony 促进和谐 5.break down barriers 打破障碍 15.a rewarding experience 有意义的经历 6.tackle a challenge 应对难题 16.civil rights 公民权利 7.combat an infectious disease 防控传染病 17.bring forth 使……产生 8.work on a ward 在病房值班 18.dedicate oneself to 致力于 9.compensate for a loss 弥补损失 19.in vain 白白地 10.collaborate with 与……合作 20.endure over time 持续存在 三.词汇运用 1. International medical teams rely on close collaboration when responding to an outbreak. 2. Clear public information is vital to controlling infectious disease. 3. The project aims to make public services more inclusive to people with disabilities. 4. Their long-term devotion to the community earned widespread respect. 5. The translator provided immediate assistance to patients who could not speak the local language. 6. Mutual respect is essential for the harmonious development of a diverse community. 7. The plan is ambitious but still realistic if enough groups work together. 四.句型复习与运用 1. It is vital to be able to express one’s needs clearly in an unfamiliar environment. 2. The medical team found it difficult to build trust with the local community. 3. It is a shared goal that makes people from different backgrounds willing to collaborate. 4. No matter how great the cultural differences are, respect can create conditions for genuine communication. 5. Only when minority groups are also heard can a society truly be called inclusive. Part 2 完形填空专练 1. 1.A 2.A 3.C 4.A 5.A 6.A 7.B 8.A 9.A 10.A 11.A 12.B 13.A 14.A 15.A 2. 1.A 2.A 3.C 4.A 5.B 6.B 7.A 8.A 9.A 10.A 11.A 12.A 13.A 14.B 15.A 3. 1.A 2.C 3.A 4.A 5.A 6.A 7.A 8.B 9.B 10.A 11.B 12.A 13.A 14.A 15.A 4. 1.A 2.A 3.A 4.A 5.A 6.B 7.A 8.A 9.A 10.A 11.A 12.B 13.A 14.A 15.A — — 学科网（北京）股份有限公司 $