Unit 5 Into the unknown 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四册

**基本信息** 以“词汇-短语-句型-语篇”递进逻辑整合模块，强化语言能力与思维品质，适配一轮复习基础巩固需求。 **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31词形转换）|中英互译+词形转换|围绕“探索/考古”主题，覆盖核心名词/动词/形容词，通过词形转换构建词汇网络| |短语复习|20短语|中英互译|聚焦“调查/衰败/探索”场景短语，与词汇主题呼应，形成语义场| |词汇运用|7题|语境填空|依托主题词汇，考查词形转换在语境中的准确应用| |句型复习|5题|句型翻译|训练名词性从句等核心语法，强化语法结构在主题表达中的运用| |阅读理解|4篇短文（16题）|细节理解/推理判断|主题围绕科学探索与考古发现，与基础模块词汇短语形成语篇层面应用闭环|

XB4U5 复习 Part 1 基础知识回顾 一.词汇复习 1.文明（社会） n. _______________ 2.激起……的兴趣，引起好奇心 v. _______________ 3.将……埋在下面 v. _______________ 4.金字塔 n. _______________ 5.天文学 n. _______________ 6.运河 n. _______________ 7.来自热带的；产于热带的 adj. _______________ 8.气旋；旋风 n. _______________ 9.超级干旱 n. _______________ 10.衰败 n. _______________ 11.残垣断壁，废墟 n. _______________ 12.离弃，逃离 v. _______________ 13.拒绝考虑，否定 v. _______________ 14.扩大；增加 n. _______________ 15.后退；离开；退避 v. _______________ 16.克制，抑制（情绪） v. _______________ 17.地图上没有标明的 adj. _______________ 18.探索，探究 v. _______________ 19.退缩，畏缩 v. _______________ 20.调查 n. _______________ 21.失事的船；沉船 n. _______________ 22.考古学的 adj. _______________ 23.珊瑚 n. _______________ 24.物质 n. _______________ 25.civilise v. 使文明化 → _______________ n. 文明 26.astronomy n. 天文学 → _______________ adj. 天文学的 27.investigate v. 调查 → _______________ n. 调查 28.archaeology n. 考古学 → _______________ adj. 考古的 29.expand v. 扩大 → _______________ n. 扩大 30.mystery n. 谜 → _______________ adj. 神秘的 31.explore v. 探索 → _______________ n. 探索 二.短语复习 1.衰落，败落 ________________________ 2.逃跑，逃走 ________________________ 3.逃命 ________________________ 4.调查，检查 ________________________ 5.试水，试探 ________________________ 6.避开…… ________________________ 7.不为人知的地方 ________________________ 8.动身踏上旅途 ________________________ 9.积极投入到……中 ________________________ 10.再三考虑 ________________________ 11.不愿做；避免做 ________________________ 12.调查问题 ________________________ 13.被埋在……之下 ________________________ 14.对……感到好奇 ________________________ 15.导致……衰败 ________________________ 16.开展调查 ________________________ 17.深入探索 ________________________ 18.仍是谜 ________________________ 19.寻找证据 ________________________ 20.理解；弄清 ________________________ 三.词汇运用 1.The museum displays tools from an ancient __________ that once flourished beside the river. (civilise) 2.The telescope captured an unusual __________ event. (astronomy) 3.A scientific __________ should begin with evidence rather than a favourite theory. (investigate) 4.New __________ discoveries have changed our understanding of the site. (archaeology) 5.The rapid __________ of the city placed pressure on local water supplies. (expand) 6.The lights under the sea remain __________ despite years of study. (mystery) 7.Deep-sea __________ requires patience, technology and careful risk assessment. (explore) 四.句型复习与运用 1.是什么导致这座古城突然衰败，至今仍是一个谜。（what 主语从句） ____________________________________________________________________________________________ 2.这次探险能否继续取决于天气是否稳定。（whether...depends on whether...） ____________________________________________________________________________________________ 3.科学家正试图弄清为什么这些动物能在深海生存。（why 宾语从句） ____________________________________________________________________________________________ 4.没有发现武器这一事实表明，这里可能不是战场。（that 同位语从句） ____________________________________________________________________________________________ 5.任何愿意深入未知领域的人都必须尊重证据和风险。（whoever 主语从句） ____________________________________________________________________________________________ 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 For many years, popular accounts described the decline of several Maya cities as the result of one disaster: a long drought. The idea was attractive because it turned a complex historical change into a clear story. Recent research, however, suggests that drought was part of a wider system of pressures rather than a complete explanation. Scientists have examined lake sediments, cave minerals and tree-ring records to estimate rainfall. Archaeologists have studied damaged farmland, changing trade routes and the timing of building projects. These forms of evidence do not always point in exactly the same direction. Some cities were abandoned during dry periods, while others adapted by storing water or changing crops. Political conflict and unequal access to resources also affected how communities responded. Researchers therefore speak of “multiple pathways” instead of one universal collapse. A drought may weaken food production, but its effects depend on leadership, technology, geography and public trust. Two cities facing similar weather can experience very different futures. This does not make the investigation less scientific. On the contrary, recognising complexity allows explanations to be tested more carefully. A theory should account not only for places that fit it but also for places that do not. The mystery of the Maya is gradually becoming less a search for one dramatic cause and more an effort to understand how environmental and human systems interact. The answer may be less simple than the old story, but it is also more useful for societies facing climate pressure today. 1. What evidence has been used to estimate past rainfall? A. Ancient laws and religious paintings. B. Lake sediments, cave minerals and tree rings. C. Modern weather reports and satellite images. D. Trade records from European travellers. 2. Why does the author mention cities that adapted during dry periods? A. To show that drought affected every city in the same way. B. To argue that climate evidence is completely unreliable. C. To demonstrate that social responses shaped the results of environmental pressure. D. To prove that political conflict was unimportant. 3. What does “multiple pathways” mean in the passage? A. Different combinations of pressures can lead societies towards different outcomes. B. All Maya cities followed the same route to recovery. C. Researchers should use only one kind of evidence at a time. D. The Maya travelled along several trade roads. 4. What is the author’s main purpose? A. To replace archaeological research with climate science. B. To explain why a complex, evidence-based account is stronger than a single-cause story. C. To prove that drought played no role in Maya history. D. To describe how modern cities can copy Maya farming methods. 2 When an ocean research team mapped a deep trench, it expected to find a field of mineral deposits suggested by earlier sonar readings. After three weeks, the remotely operated vehicle had collected hours of video but no deposit large enough to match the prediction. To an outside observer, the mission might have looked unsuccessful. The scientists saw it differently. The absence of the predicted field forced them to examine the assumptions built into their instruments. Sonar does not photograph the sea floor; it sends sound and interprets the returning signal. A steep rocky wall, a layer of soft sediment or even the angle of the vehicle can produce similar patterns. By comparing the old readings with new video, the team identified which signal features had been misleading. The mission also discovered a small coral community growing deeper than expected. Because the vehicle had followed routes chosen to test the mineral theory, it recorded an area that previous surveys had passed over. Samples later showed that the corals grew unusually slowly and may be highly sensitive to disturbance. The project produced no dramatic mineral discovery, but it improved mapping methods and revealed an ecosystem in need of study. In exploration, a negative result is not empty. It narrows the range of possible explanations, exposes weaknesses in a method and can direct attention towards something no one originally set out to find. 1. Why did the team initially expect to find mineral deposits? A. Previous sonar readings appeared to indicate them. B. A coral community had been discovered nearby. C. The vehicle photographed the deposits from the surface. D. Local fishermen had collected mineral samples. 2. What did the team learn about sonar? A. It works only in shallow water. B. It directly photographs objects on the sea floor. C. Different physical conditions can create similar signals. D. Its results are more reliable than video in every case. 3. How was the coral community discovered? A. The team changed its mission to study coral before departure. B. Routes selected to test one theory led the vehicle into an overlooked area. C. The corals produced the same sound as mineral deposits. D. A second research team reported the location. 4. What does the passage suggest about negative results? A. They should be hidden until a major discovery is made. B. They are useful only when they confirm an original theory. C. They can improve methods and reveal new directions for research. D. They prove that exploration has been poorly planned. 3 For decades, people living near Lake Maren reported blue lights moving beneath the surface on cold autumn nights. Stories described everything from rare fish to a lost scientific instrument. Because reports were brief and unpredictable, researchers had little evidence to examine. A local school and a university team created a citizen-science project. Residents were given a phone form that recorded time, location, weather and the direction of movement. The project did not ask users to identify the cause. It asked them to describe only what they could observe. Cameras were placed at three points around the lake, and water temperature was measured every hour. During the second autumn, the team collected forty-two reports. Most lights appeared after a sudden drop in air temperature and moved in the same direction as surface currents. Video showed that the glow came from groups of tiny organisms disturbed when colder water sank and mixed with warmer layers below. The explanation was less dramatic than the legends, but it was not entirely ordinary: the species had rarely been recorded so far inland. The project did not “destroy” the mystery. It changed the question. Instead of asking whether witnesses had imagined the lights, researchers could ask why the organisms appeared only under certain conditions and whether changing climate patterns would affect them. Careful observation turned a local story into a testable investigation without removing the sense of wonder that had inspired it. 1. Why was the mystery difficult to study at first? A. Residents refused to discuss the lights. B. Reports lacked consistent and detailed observations. C. The lake could not be reached in autumn. D. Researchers believed that glowing organisms were impossible. 2. What was users’ main task in the citizen-science project? A. To choose the most likely explanation. B. To collect the organisms from the lake. C. To record observable details without identifying the cause. D. To compare the story with legends from other places. 3. What caused the blue lights? A. A lost scientific instrument. B. Reflections from cameras around the lake. C. Tiny organisms disturbed by the mixing of water layers. D. Rare fish moving against the surface current. 4. What does the final paragraph imply? A. Scientific explanation can create better questions while preserving wonder. B. A mystery is valuable only while it remains completely unexplained. C. Local stories should be accepted without evidence. D. Climate change is certainly increasing the number of lights. 4 Visitors to a science museum were once asked to vote for the exhibit they found most frustrating. The winner was a display titled “Questions We Cannot Yet Answer”. It included dark matter, the origin of life and the behaviour of animals before earthquakes. Some visitors complained that a museum should provide knowledge, not uncertainty. The curators responded by redesigning the display rather than removing it. Each question was paired with three sections: what is known, how it is known and what evidence would change the current explanation. Visitors could move cards representing new findings and see which theories became stronger or weaker. The aim was to show that uncertainty is not the absence of knowledge. It is a map of where knowledge is incomplete. After the redesign, the exhibit became one of the museum’s most popular. Surveys showed that visitors spent longer there and were more likely to discuss evidence with one another. They also became less likely to describe science as a collection of final facts. The exhibit offered an important lesson about exploration. Unknown territory is not entered by imagination alone, nor by pretending that every question has an immediate answer. Progress depends on distinguishing a useful hypothesis from a confident guess, and on designing observations that could prove us wrong. In that sense, the boundary of knowledge is not a wall. It is a working space. 1. Why did some visitors dislike the original exhibit? A. They thought museums should present answers rather than uncertainty. B. They could not understand the language used on the cards. C. The exhibit contained no scientific questions. D. They preferred art to science. 2. What did the redesigned exhibit ask visitors to consider? A. Which famous scientist deserved the most credit. B. How evidence supports or weakens different explanations. C. Why all scientific theories are equally correct. D. How quickly a question should be answered. 3. What change was found after the redesign? A. Visitors spent less time reading the display. B. Visitors became more confident that science had final answers. C. Visitors discussed evidence more and viewed science as an ongoing process. D. Visitors stopped voting for frustrating exhibits. 4. What does the author mean by calling the boundary of knowledge “a working space”? A. Unknown questions provide a place for disciplined investigation. B. Scientific research should be limited to laboratories. C. Knowledge cannot move beyond its present boundary. D. Imagination is more important than evidence. XB4U5 复习答案 Part 1 基础知识回顾 一.词汇复习 1.civilisation n. 文明（社会） 2.intrigue v. 激起……的兴趣，引起好奇心 3.bury v. 将……埋在下面 4.pyramid n. 金字塔 5.astronomy n. 天文学 6.canal n. 运河 7.tropical adj. 来自热带的；产于热带的 8.cyclone n. 气旋；旋风 9.megadrought n. 超级干旱 10.downfall n. 衰败 11.ruin n. 残垣断壁，废墟 12.abandon v. 离弃，逃离 13.dismiss v. 拒绝考虑，否定 14.expansion n. 扩大；增加 15.retreat v. 后退；离开；退避 16.subdue v. 克制，抑制（情绪） 17.uncharted adj. 地图上没有标明的 18.delve v. 探索，探究 19.shrink v. 退缩，畏缩 20.investigation n. 调查 21.shipwreck n. 失事的船；沉船 22.archaeological adj. 考古学的 23.coral n. 珊瑚 24.substance n. 物质 25.civilise → civilisation n. 26.astronomy → astronomical adj. 27.investigate → investigation n. 28.archaeology → archaeological adj. 29.expand → expansion n. 30.mystery → mysterious adj. 31.explore → exploration n. 二.短语复习 1.fall into ruin 衰落，败落 2.make a getaway 逃跑，逃走 3.run for one’s life 逃命 4.check out 调查，检查 5.test the waters 试水，试探 6.steer clear of 避开…… 7.the unknown 不为人知的地方 8.set out 动身踏上旅途 9.throw oneself into 积极投入到……中 10.think twice 再三考虑 11.shrink from 不愿做；避免做 12.look into 调查问题 13.be buried beneath 被埋在……之下 14.be intrigued by 对……感到好奇 15.lead to the downfall of 导致……衰败 16.carry out an investigation 开展调查 17.delve into 深入探索 18.remain a mystery 仍是谜 19.search for evidence 寻找证据 20.make sense of 理解；弄清 三.词汇运用 1.civilisation 2.astronomical 3.investigation 4.archaeological 5.expansion 6.mysterious 7.exploration 四.句型复习与运用 1.What caused the ancient city to fall into ruin so suddenly remains a mystery. 2.Whether the expedition can continue depends on whether the weather remains stable. 3.Scientists are trying to find out why these animals can survive in the deep sea. 4.The fact that no weapons were found suggests that this may not have been a battlefield. 5.Whoever is willing to delve into the unknown must respect both evidence and risk. Part 2 阅读理解专练 1. 1.B 2.C 3.A 4.B 2. 1.A 2.C 3.B 4.C 3. 1.B 2.C 3.C 4.A 4. 1.A 2.B 3.C 4.A 学科网（北京）股份有限公司 $