提示: 此文件暂无参考内容, 请自行判断再确认下载!!
作者很懒没有写任何内容
�EGPZ�.��
®
-"
英语
选择性必修
PUTONG GAOZHONG JIAOKESHU
E6T�
YINGYU
第二册
�F
绿色印刷产品 绿色印刷产品
定价： 元
�¦�š�š�‰��
ë���Ú�Ï�⁄�Ô���Ê�4���A�©�����������¦�š�š�‰��
ë���Ú�Ï�⁄�Ô���Ê�4���A�©���������������������ˇ�������������/�ö���˙���ˆ�����������ˇ�������������/�ö���˙���ˆ
普通高中教科书
英语
ENGLISH
选择性必修
第二册
人民教育出版社 课程教材研究所英语课程教材研究开发中心圣智学习集团（中国）（美国）编著
·北京·
前 言
《普通高中教科书 英语》是为了适应新时代的发展需要，依据《普通高中英语课程标准（2017年版）》的精神，充分征求广大师生的反馈意见，在《普通高中课程标准实验教科书 英语》的基础上精心修订而成。此次教材修订的主要目的是：全面落实立德树人根本任务，培育社会主义核心价值观，弘扬中华优秀文化，充分体现英语课程工具性和人文性的统一，发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心素养，充分体现英语学科特殊的育人价值，培养具有中国情怀、国际视野和跨文化沟通能力的社会主义建设者和接班人。修订后的教材主要具有以下特点：注重思想引领 教材融入了社会主义核心价值观的基本内容和要求，注重培养学生良好的政治素质、道德品质和健全人格，弘扬中华优秀文化，增强文化自信，引导学生形成正确的世界观、人生观和价值观。反映时代要求 教材充分反映当代社会发展新变化、科技进步新成果，展示新时代中国特色社会主义新成就，将先进的教育思想和理念融入教材之中，同时紧密结合学生的学习和生活实际，关注信息化环境下学生的发展需求。强调语言实践 教材以英语学习活动观为指导，以主题为引领，以语篇为依托，通过板块式设计将语言知识与听、说、读、看、写等技能有机整合，强调学习过程和学习策略，突出活动目标，让学生用语言做事情，在实践中培养语言运用能力和创新思维。突出文化意识 教材通过展示多姿多彩的中外文化来培养学生对中华文化的认同和传承，加深对人类优秀文化的学习和鉴赏；通过让学生分析中外文化异同，发展其多元思维和批判性思维，增强学生跨文化理解和跨文化沟通能力，构建人类命运共同体意识。激发学习动机 教材以真实性、趣味性、规范性和经典性作为内容选编原则，主题覆盖面广，语篇题材和体裁丰富，活动呈现形式多样，版式设计生动活泼且富有美感，力求激发学生的学习兴趣和动机，引发他们积极思考、主动参与语言实践活动，提升英语学习效率。满足不同需求 教材编排内容和活动设计既充分考虑学生的共同基础，又兼顾学生不同的能力水平和学习需求，提供了拓展性的教学内容，为教师灵活使用教材进行教学提供了便利，也切实促进学生的个性发展。本套教材为高中英语教学提供了丰富的教学资源。希望教材能够帮助同学们打下坚实的语言基础，提高英语水平，获得全面发展；同时也希望老师们能够充分利用教材，在实践中不断完善教学，取得良好的教学效果。4月
编者
2019年
CONTENTS
ThemeReadingListening
John Snow Defeats “King Cholera”
UNIT 1
Ask questions
SCIENCE ANDSCIENTISTS
Predict by using pictures
The Father of China’s Aerospace; A World of Pure ThoughtAI and Human Beings“Welcome, Xie Lei!” Business Student Building Bridges
China’s deep-sea dive record and quantum computing machineChinese language learning abroad
UNIT 2
Understand long sentences
BRIDGINGCULTURESPay attention to the setting
Studying Abroad: Is It a Good or a Bad Idea?A Canadian Teenager’s Experience in ChinaSeeing the True North via Rail: Vancouver and the Heart of Canada
An exhibition of Chinese bronze relicsOrdering food at a Chinese restaurant
UNIT 3
Understand cause and effect
FOOD ANDCULTURE
Preview
Healthy EatingConvenience Food or Fresh Food?A visit to the science museum
Ordering food at an American steakhouseA rail journey across Canada
UNIT 4
Understand idioms
Use discourse markers to show relationships
JOURNEY ACROSS A VAST LAND
A long walk across AustraliaAn emergency call
Seeing the True North via Rail: Toronto and MontrealXu Xiake’s GuilinFirst Aid for Burns
UNIT 5
Understand text typesFollow instructions
FIRST AID
A First-aid StoryIs Your Home Safe?Culture and Cuisine. pFirst-aid techniques1p. 13p. 25p. 37p. 49
p. 61
Unit 1
WORKBOOK
p. 68
Unit 2
p. 75
Unit 3
p. 82
Unit 4
p. 89
Unit 5
SpeakingWritingStructure*Project*Video Time
Predicative clausesReview of noun clausesReview of the -ing formPast participles vs the -ing formThe past perfect tenseThe past perfect passive voiceDesign your own Tell visiting students about your schoolThink outside the boxrestaurantPrepare for a journey across a vast landLearn and teach others about first aidMake your own first-aid kit
International Students in ChinaWhy Is It Important to Explore?What Are You Eating in Australia?Exploring QuebecPara-Life RescueAn opinion essay about the scientific spiritAn argumentative letter about studying abroadA descriptive essay about one’s dietAn email about a journeyA narrative essay about providing first aidTalking about scientific phenomenaInterviewing someonePronunciation: weak formsOrdering foodPaying the billExpressing surprise and curiosityTalking about space and positionEnding a conversation naturallyGiving first-aid instructions for rescuing a drowning victim
p. 96
Notes
APPENDICES
p. 105
Grammar
p. 108
Words and Expressions in EachUnit
p. 115
Vocabulary
p. 122
Irregular Verbs
UNIT 1
SCIENCE AND SCIENTISTS
SCIENCE AND SCIENTISTS
UNIT
1
To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science.
—Albert Einstein & Leopold Infeld
In this unit, you will Look and discuss
3futur ork in such a field in theo we tou like the students doing in the photo? 2ou ever been to a place like this? What was it like?1e? Why or why not? What aro was tou think this phote do yWheren? ak
ere een sciencelationship betw1e the ror4a”.2en to and talk about interesting t.xperiences related to science.3es a great scientiseand art. ed “King eatw John Snoead about horCholw def
Have y
list
Would y
write about what mak
expl
1
Reading and Thinking
Understand the questioning mind
1orrou decided in Activity 1 was cder yo see if the or2ou put them in?ould yect. oups. What orch in gresearages of scientific rtwing soolls the fDiscuswder
yse the results anal tion ask a ques onclusionaw a c dr collect data
find a problem find supporting evidence think of a method
Skim the passage t
JOHN SNOW DEFEATS “KING CHOLERA”
Cholera used to be one of the most feared diseases in the world, until a British doctor, John Snow, showed how it could be overcome. This illness causes severe diarrhoea, dehydration, and even death. In the early 19th century, when an outbreak of cholera hit Europe, millions of people died from the disease. As a young doctor, John Snow became frustrated because no one knew how to prevent or treat cholera. In time, he rose to become a famous doctor, and even attended to Queen Victoria when she gave birth. However, he never lost his desire to destroy cholera once and for all. In general, doctors in those days had two contradictory theories to explain how cholera spread. One theory was that bad air caused the disease. The other was that cholera was caused by an infection from germs in food or water. Snow subscribed to the second theory. It was correct, but he still needed proof. Consequently, when an outbreak of cholera hit London in 1854, Snow began to investigate. He discovered that in two particular streets the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why.Snow began by marking on a map the exact places where all those who died had lived. There were multiple deaths near the water pump in Broad Street (especially house numbers 16, 37, 38, and 40). However, some households (such as 20 and 21 Broad Street, and 8 and 9 Cambridge Street) had had no deaths. These people worked in the pub at 7 Cambridge Street. They had been given free beer, and so had not drunk the water from the pump. Snow suspected that the water pump was to blame. What is more, in another part of London, a woman and her daughter had died of cholera after moving away from Broad Street. It seemed that the woman liked the water from the pump so much that she had it delivered to her house every day. As a result of this evidence, John Snow was able to announce that the pump water carried cholera germs. Accordingly, he had the handle of the pump removed so that it could not be used. Through this intervention, the disease was stopped in its tracks.
Part of Snow’s Cholera MapNote: —: 1 death
PH: public house
30, 31, …: numbers of houses
2UNIT 1 SCIENCE AND SCIENTISTS
The truth was that the water from the Broad Street pump had been infected by waste. Moreover, Snow was later able to show a link between other cases of cholera and the different water companies in London. Some companies sold water from the River Thames that was polluted by raw waste. The people who drank this water were much more likely to get cholera than those who drank pure or boiled water.Through Snow’s tireless efforts, water companies began to sell clean water, and the threat of cholera around the world saw a substantial decrease. However, cholera is still a problem. E
®
-"
英语
选择性必修
PUTONG GAOZHONG JIAOKESHU
E6T�
YINGYU
第二册
�F
绿色印刷产品 绿色印刷产品
定价： 元
�¦�š�š�‰��
ë���Ú�Ï�⁄�Ô���Ê�4���A�©�����������¦�š�š�‰��
ë���Ú�Ï�⁄�Ô���Ê�4���A�©���������������������ˇ�������������/�ö���˙���ˆ�����������ˇ�������������/�ö���˙���ˆ
普通高中教科书
英语
ENGLISH
选择性必修
第二册
人民教育出版社 课程教材研究所英语课程教材研究开发中心圣智学习集团（中国）（美国）编著
·北京·
前 言
《普通高中教科书 英语》是为了适应新时代的发展需要，依据《普通高中英语课程标准（2017年版）》的精神，充分征求广大师生的反馈意见，在《普通高中课程标准实验教科书 英语》的基础上精心修订而成。此次教材修订的主要目的是：全面落实立德树人根本任务，培育社会主义核心价值观，弘扬中华优秀文化，充分体现英语课程工具性和人文性的统一，发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心素养，充分体现英语学科特殊的育人价值，培养具有中国情怀、国际视野和跨文化沟通能力的社会主义建设者和接班人。修订后的教材主要具有以下特点：注重思想引领 教材融入了社会主义核心价值观的基本内容和要求，注重培养学生良好的政治素质、道德品质和健全人格，弘扬中华优秀文化，增强文化自信，引导学生形成正确的世界观、人生观和价值观。反映时代要求 教材充分反映当代社会发展新变化、科技进步新成果，展示新时代中国特色社会主义新成就，将先进的教育思想和理念融入教材之中，同时紧密结合学生的学习和生活实际，关注信息化环境下学生的发展需求。强调语言实践 教材以英语学习活动观为指导，以主题为引领，以语篇为依托，通过板块式设计将语言知识与听、说、读、看、写等技能有机整合，强调学习过程和学习策略，突出活动目标，让学生用语言做事情，在实践中培养语言运用能力和创新思维。突出文化意识 教材通过展示多姿多彩的中外文化来培养学生对中华文化的认同和传承，加深对人类优秀文化的学习和鉴赏；通过让学生分析中外文化异同，发展其多元思维和批判性思维，增强学生跨文化理解和跨文化沟通能力，构建人类命运共同体意识。激发学习动机 教材以真实性、趣味性、规范性和经典性作为内容选编原则，主题覆盖面广，语篇题材和体裁丰富，活动呈现形式多样，版式设计生动活泼且富有美感，力求激发学生的学习兴趣和动机，引发他们积极思考、主动参与语言实践活动，提升英语学习效率。满足不同需求 教材编排内容和活动设计既充分考虑学生的共同基础，又兼顾学生不同的能力水平和学习需求，提供了拓展性的教学内容，为教师灵活使用教材进行教学提供了便利，也切实促进学生的个性发展。本套教材为高中英语教学提供了丰富的教学资源。希望教材能够帮助同学们打下坚实的语言基础，提高英语水平，获得全面发展；同时也希望老师们能够充分利用教材，在实践中不断完善教学，取得良好的教学效果。4月
编者
2019年
CONTENTS
ThemeReadingListening
John Snow Defeats “King Cholera”
UNIT 1
Ask questions
SCIENCE ANDSCIENTISTS
Predict by using pictures
The Father of China’s Aerospace; A World of Pure ThoughtAI and Human Beings“Welcome, Xie Lei!” Business Student Building Bridges
China’s deep-sea dive record and quantum computing machineChinese language learning abroad
UNIT 2
Understand long sentences
BRIDGINGCULTURESPay attention to the setting
Studying Abroad: Is It a Good or a Bad Idea?A Canadian Teenager’s Experience in ChinaSeeing the True North via Rail: Vancouver and the Heart of Canada
An exhibition of Chinese bronze relicsOrdering food at a Chinese restaurant
UNIT 3
Understand cause and effect
FOOD ANDCULTURE
Preview
Healthy EatingConvenience Food or Fresh Food?A visit to the science museum
Ordering food at an American steakhouseA rail journey across Canada
UNIT 4
Understand idioms
Use discourse markers to show relationships
JOURNEY ACROSS A VAST LAND
A long walk across AustraliaAn emergency call
Seeing the True North via Rail: Toronto and MontrealXu Xiake’s GuilinFirst Aid for Burns
UNIT 5
Understand text typesFollow instructions
FIRST AID
A First-aid StoryIs Your Home Safe?Culture and Cuisine. pFirst-aid techniques1p. 13p. 25p. 37p. 49
p. 61
Unit 1
WORKBOOK
p. 68
Unit 2
p. 75
Unit 3
p. 82
Unit 4
p. 89
Unit 5
SpeakingWritingStructure*Project*Video Time
Predicative clausesReview of noun clausesReview of the -ing formPast participles vs the -ing formThe past perfect tenseThe past perfect passive voiceDesign your own Tell visiting students about your schoolThink outside the boxrestaurantPrepare for a journey across a vast landLearn and teach others about first aidMake your own first-aid kit
International Students in ChinaWhy Is It Important to Explore?What Are You Eating in Australia?Exploring QuebecPara-Life RescueAn opinion essay about the scientific spiritAn argumentative letter about studying abroadA descriptive essay about one’s dietAn email about a journeyA narrative essay about providing first aidTalking about scientific phenomenaInterviewing someonePronunciation: weak formsOrdering foodPaying the billExpressing surprise and curiosityTalking about space and positionEnding a conversation naturallyGiving first-aid instructions for rescuing a drowning victim
p. 96
Notes
APPENDICES
p. 105
Grammar
p. 108
Words and Expressions in EachUnit
p. 115
Vocabulary
p. 122
Irregular Verbs
UNIT 1
SCIENCE AND SCIENTISTS
SCIENCE AND SCIENTISTS
UNIT
1
To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science.
—Albert Einstein & Leopold Infeld
In this unit, you will Look and discuss
3futur ork in such a field in theo we tou like the students doing in the photo? 2ou ever been to a place like this? What was it like?1e? Why or why not? What aro was tou think this phote do yWheren? ak
ere een sciencelationship betw1e the ror4a”.2en to and talk about interesting t.xperiences related to science.3es a great scientiseand art. ed “King eatw John Snoead about horCholw def
Have y
list
Would y
write about what mak
expl
1
Reading and Thinking
Understand the questioning mind
1orrou decided in Activity 1 was cder yo see if the or2ou put them in?ould yect. oups. What orch in gresearages of scientific rtwing soolls the fDiscuswder
yse the results anal tion ask a ques onclusionaw a c dr collect data
find a problem find supporting evidence think of a method
Skim the passage t
JOHN SNOW DEFEATS “KING CHOLERA”
Cholera used to be one of the most feared diseases in the world, until a British doctor, John Snow, showed how it could be overcome. This illness causes severe diarrhoea, dehydration, and even death. In the early 19th century, when an outbreak of cholera hit Europe, millions of people died from the disease. As a young doctor, John Snow became frustrated because no one knew how to prevent or treat cholera. In time, he rose to become a famous doctor, and even attended to Queen Victoria when she gave birth. However, he never lost his desire to destroy cholera once and for all. In general, doctors in those days had two contradictory theories to explain how cholera spread. One theory was that bad air caused the disease. The other was that cholera was caused by an infection from germs in food or water. Snow subscribed to the second theory. It was correct, but he still needed proof. Consequently, when an outbreak of cholera hit London in 1854, Snow began to investigate. He discovered that in two particular streets the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why.Snow began by marking on a map the exact places where all those who died had lived. There were multiple deaths near the water pump in Broad Street (especially house numbers 16, 37, 38, and 40). However, some households (such as 20 and 21 Broad Street, and 8 and 9 Cambridge Street) had had no deaths. These people worked in the pub at 7 Cambridge Street. They had been given free beer, and so had not drunk the water from the pump. Snow suspected that the water pump was to blame. What is more, in another part of London, a woman and her daughter had died of cholera after moving away from Broad Street. It seemed that the woman liked the water from the pump so much that she had it delivered to her house every day. As a result of this evidence, John Snow was able to announce that the pump water carried cholera germs. Accordingly, he had the handle of the pump removed so that it could not be used. Through this intervention, the disease was stopped in its tracks.
Part of Snow’s Cholera MapNote: —: 1 death
PH: public house
30, 31, …: numbers of houses
2UNIT 1 SCIENCE AND SCIENTISTS
The truth was that the water from the Broad Street pump had been infected by waste. Moreover, Snow was later able to show a link between other cases of cholera and the different water companies in London. Some companies sold water from the River Thames that was polluted by raw waste. The people who drank this water were much more likely to get cholera than those who drank pure or boiled water.Through Snow’s tireless efforts, water companies began to sell clean water, and the threat of cholera around the world saw a substantial decrease. However, cholera is still a problem. E
内容系创作者发布，涉及安全和抄袭问题属于创作者个人行为，不代表夹子盘观点，可联系客服删除。
