专题02 选择性必修二Units 1～3 教材核心知识串讲（期中复习课件）高二英语上学期人教版

期中复习考点串讲 Units 1~3 人教版2025·选择性必修二 01 考情透视·目标导航 目 录 语法串讲·融会贯通 知识梳理·夯实基础 考场练兵·实战训练 （单词、短语、句型积累） 02 03 04 （名词性从句、过去完成时） 课标要求 考情分析 第一部分 考情透视·目标导航 考情透视·目标导航 课标要求 能在语篇中恰当地理解和使用表语从句，复习名词性从句。 能在语篇中正确地理解和使用过去完成时和过去完成时态的被动语态。 通过感知、理解文本中的因果关系及丰富内涵，提高阅读理解能力和语言表达的地道性。 在阅读中通过结构分析的方法，提升分析长难句的能力。 了解中外特色菜肴及饮食文化差异，深入理解饮食与文化的关系，增强跨文化沟通意识。 了解中国科技发展成就以及中国文化对世界的影响，坚定文化自信，尊重不同民族文化。 01 语言知识 02 语言能力 03 文化意识与情感态度 考情透视·目标导航 考情分析 语法与词汇 表语从句； 名词性从句； 过去完成时和过去完成时的被动语态； 掌握描述科学与科学家、文化沟通与交流、饮食与文化相关话题表达。 阅读理解 理解附加疑问句含义、因果关系，分析长难句完成阅读理解题。 写作与表达 运用所学知识表达对科学精神的理解，辩证看待出国留学，描述自己的饮食情况，结构清晰、信息完整。 单词、短语、句型 第二部分 知识梳理·夯实基础 一、重点单词 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ 11. ______________ 12. ______________ 13. ______________ 14. ______________ 15. ______________ 16. ______________ 知识梳理·夯实基础 Unit 1 Science and Scientists adj. 极为恶劣的 adj.懊悔的 vt.使感染 n.证据;证明:检验 vt.&vi怀疑:疑有; vt.把……归咎于  n.把手;vt.处理  vt.把……连接起来: severe frustrated infect proof suspect blame handle link adj.干净的:纯的 vi&vt.减少; [pl,]统计数字;统计资料 vt.使改观;使改变形态 n.发现;调查结果 adj.最初的;开始的; vt.倒出; vt..追溯，追踪 pure decrease statistic transform finding initial pour trace 二、重点短语 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ 11. ______________ 12. ________________ 13. ________________ 14. ______________ 15. ______________ 16. _______________________ 知识梳理·夯实基础 最终地； 赞同 由于 理论框架 突然开始 主管 最重要的是 一般地 once and for all subscribe to thanks to theoretical framework break out in charge of above all in general 死于 生孩子 过去是 得出结论 科学研究 可能做某事 收集资料 （对某事）负有责任 die of/from give birth (to sb.) used to be draw a conclusion scientific research be likely to do sth. collect data be to blame (for sth.) Unit 1 Science and Scientists 知识梳理·夯实基础 三、重点句型 1.Another was__________cholera was caused by an infection from germs in food or water. 另一种看法是食物或饮用水中的细菌感染导致霍乱。 2. Through Snow’s ______________, water companies began to sell clean water and the threat of cholera around the world _______ a substantial decrease。 经过斯诺的不懈努力，饮用水公司开始出售洁净水，世界各地霍乱的威胁大幅降低。 that tireless efforts Unit 1 Science and Scientists saw 知识梳理·夯实基础 一、重点单词 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________ 8. ________________ 9. ______________ 10. _____________ 11. _____________ 12. _____________ 13. _____________ 14. _____________ 15. _____________ 16. _____________ vi.&vt.记起 vi.&vt.(使)具备资格 adj有野心的 n.安慰 vt.安慰 adj有道理的 n.申请人 v.使接触 n.期望 recall ambitious comfort reasonable applicant expose expectation qualify vt.理解 n.离开 n.费用 vt.表现 adj.沮丧的 vt.否认 adj.乐观的 n.预算 grasp expense behave depressed deny optimistic departure budget Unit 2 Bridging cultures 知识梳理·夯实基础 二、重点短语 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ 7. ____________________ 8. ____________________ 9. ____________________ 10. ____________________ 11. ________________________ 就我而言 12. ____________________ 13. ____________________ 14. ____________________ 15. ____________________ 参加 大声点说 舒服自在 (使)从事 不知道 文化冲击 舒适区 花一大笔钱 participate in/get involved in feel at home engage in have no idea culture shock comfort zone cost an arm and a leg speak up 支持 总之 据我所知 一般来说 适应 提出问题 side with as far as I am concerned as far as I know generally speaking adapt /adjust to raise a question in summary Unit 2 Bridging cultures 知识梳理·夯实基础 三、重点句型 1.Her tutor explained _________ she must acknowledge ________ other people had said if she cited their ideas. 导师跟她解释说，如果引用别人的观点就一定要注明。 2.While I‘m learning about business I'm also acting _____a cultural messenger __________ a bridge between us.攻读商科的同时，我也扮演着文化使者的角色，在中外文化之间架起一座桥梁。 that what Unit 2 Bridging cultures as building 知识梳理·夯实基础 一、重点单词 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________ 8. ________________ 9. ______________ 10. _____________ 11. _____________ 12. _____________ 13. _____________ 14. _____________ 15. _____________ 16. _____________ n.菜肴 n.烹饪法 adj大胆自信的 n.厨师 vt.填满 n.东西 n.薄片 adj.特别的 adj最小的n.最小值 cuisine bold chef stuff slice exceptional minimum recipe vt.吃；喝 n.脾气 n.成分 n.甜点 n.自助餐厅 n.卡路里 n.数量 vi.&vt.咀嚼 consume ingredient dessert cafeteria calorie quantity temper chew Unit 3 Food and Culture 二、重点短语 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ 11. ______________ 12. ________________ 13. ________________ 14. ______________ 15. ______________ 16. _______________________ 知识梳理·夯实基础 在......之前 由......组成 切下 烤羊肉串 垃圾食品 豆腐 不顾 与……相似 prior to consist of slice...off lamb kebab junk food bean curd regardless of be similar to 更简单地说 过……的生活 例如 在另一方面 有机会做某事 结果；因此 往往会做某事 与……有关系 put more simply live/lead/have a...life for example/instance on the other hand have an opportunity to do as a result tend to do sth. be linked to/with Unit 3 Food and Culture 知识梳理·夯实基础 三、重点句型 1. We had ________________ experiencing an entirely new taste: Sichuan peppercorns.我们有幸体验了种全新的口味:四川花椒。 2.In each place we went, we experienced wonderful local dishes, ___________Guangdong's elegant dimsum—small servings of food in bamboo steamers—__________ the exceptional stewed noodles in Henan. .我们每到一处，都会品尝当地美食，有广东的精致点心一一那是放在竹蒸笼里笼出来的小份食品，还有河南独特的烩面。 the pleasure of from to Unit 3 Food and Culture 语法串讲 即时检测 第三部分 语法串讲·融会贯通 语法串讲·融会贯通 一、表语从句 ★One theory was that bad air caused the disease. 一种看法是空气污染引发。 ★It seemed that the woman liked the water from the pump so much that she had it delivered to her house every day.该妇女似乎非常喜欢从水泵抽上来的水，每天都让人从那里打水运到家里来。 ★The truth was that the water from the Broad Street pump had been infected by waste. 事情的真相是宽街水泵抽上来的水被废弃物污染了。 表语从句 语法串讲·融会贯通 1.概念 一、表语从句 表语从句 在复合句中作表语的从句叫做表语从句。位于主句的系动词之后，对主语进行解释、说明，使主语的内容具体化。表语从句必须用陈述语序。 e.g. My suggestion is that we (should) start early tomorrow. The question is who broke the vase. 语法串讲·融会贯通 2.连结词 表语从句 一、表语从句 连接词 连词 在从句中不作成分 that, whether, as if, as though, because … 连接代词 在从句中作主语、宾语、表语、定语 what, who, whom, whose, which, whatever, whoever, whichever … 连接副词 在从句中作状语 when, where, how, why … 语法串讲·融会贯通 3.用法归纳 表语从句 一、表语从句 （1）表语从句一定要用陈述语序。 e.g. One advantage of playing the guitar is that it can give you a great deal of pleasure. 语法串讲·融会贯通 3.用法归纳 表语从句 一、表语从句 （2）that引导表语从句时, 在句中只起连接作用, 不充当句子成分, 无实际意义, 一般不能省略。 e.g. The trouble is that I have lost his address. 语法串讲·融会贯通 3.用法归纳 表语从句 一、表语从句 （3）whether引导表语从句时，起连接作用，意为“是否，究竟，到底”，在句中不作任何成分。 if不能引导表语从句。 e.g. The question is whether your uncle will offer help to us. 语法串讲·融会贯通 3.用法归纳 表语从句 一、表语从句 （4）连接代词ho, whom, whose, what, which, whoever, whatever, whichever等除在句中起连接作用外，在从句中还充当主语、宾语、表语或定语，本身具有词义。 e.g. My hometown is no longer what it used to be. The problem is who we can get to replace her. 语法串讲·融会贯通 3.用法归纳 表语从句 一、表语从句 （5）连接副词where, when, why, how等除在句中起连接作用，在从句中还充当地点、时间、原因、方式状语，本身具有词义。 e.g. The question is when they will start the project. The question is how he did it. 语法串讲·融会贯通 3.用法归纳 表语从句 一、表语从句 （6）That is because ... 指原因或理由； That is why ... 则指由于某种原因所造成的后果。 e.g. Bruce did not watch the game last night. That was because he had to help his little sister with her homework. Bob had seen the film before. That was why he did not see it yesterday. 语法串讲·融会贯通 3.用法归纳 表语从句 一、表语从句 （7）需使用虚拟语气的表语从句     在advice, suggestion, order, proposal等表示建议、劝告、命令等含义的名词后的表语从句中，谓语动词需用“should +动词原形”，should可省略。 e.g. My suggestion is that we (should) start early tomorrow. 语法串讲·融会贯通 名词性从句 二、名词性从句 名词性从句 noun clause 主语从句 subject clause 宾语从句 object clause 表语从句 predicative clause 同位语从句 appositive clause ★ ★ ★ 语法串讲·融会贯通 名词性从句 二、名词性从句 1. 主语从句 常见的用it作形式主语的句式有： ① It is + a(n) + n. + 从句； It is a shame that they should be so wasteful. ② It is + adj. + 从句； It is nice that you are so sympathetic. ③ It is + 过去分词 + 从句； It is said that he is the winner. 语法串讲·融会贯通 名词性从句 二、名词性从句 1. 主语从句 常见的用it作形式主语的句式有： ④ It + 特殊动词 + 主语从句。如： It seems / appears ... that ... 似乎……； It happened (to sb.) that ... (某人)碰巧……； It has turned out that ... 结果是…… 语法串讲·融会贯通 名词性从句 二、名词性从句 2. 表语从句 表语从句还可由as if / though, as等引导。 eg. It looks as if it is going to rain. The house looks as it did when he lived in it as a child. 语法串讲·融会贯通 名词性从句 二、名词性从句 3. 宾语从句 （1）表示“建议、命令、要求”等意义的动词，如suggest, demand, order, insist等，其后的宾语从句中谓语动词用should + 动词原形，should可省略。 eg. She demanded that he return the books he borrowed from her. 语法串讲·融会贯通 名词性从句 二、名词性从句 3. 宾语从句 （2）如果主句的谓语是过去时，宾语从句的时态要用过去的相应时态。但若宾语从句表示的是客观真理或自然现象，其谓语仍用一般现在时。 eg. The teacher told us that the earth moves round the sun. 语法串讲·融会贯通 名词性从句 二、名词性从句 3. 宾语从句 （3）当宾语从句后有宾语补足语时，通常用it作形式宾语，而将宾语从句后置。 eg. Do you think it possible that the work will be finished by the end of this month? 语法串讲·融会贯通 名词性从句 二、名词性从句 3. 宾语从句 （4）当主句主语是第一人称，且谓语为think, believe, suppose, expect等动词时，如果宾语从句表示否定意思，通常否定前移，即否定主句谓语。 eg. I don’t think (that) I can ever forgive him. 语法串讲·融会贯通 名词性从句 二、名词性从句 4. 名词性易错引导词区别 （1）what & that ◆what引导名词性从句时不仅起连接作用，而且在从句中充当主语、宾语、表语等成分。 ◆that引导名词性从句时只起连接作用，在从句中不作任何成分。 ★I don’t know what they are talking about. (what引导宾语从句，在从句中作about的宾语) ★ I know (that) he is leaving for Shanghai. (that引导宾语从句，在从句中不充当任何成分) 语法串讲·融会贯通 名词性从句 二、名词性从句 4. 名词性易错引导词区别 （2）whether & if ★if不能引导表语从句、同位语从句。 ★介词后的宾语从句不能用if引导。 It all depends on whether they will join us for a picnic. (不能用if引导) ★if不能与or not连用。 ★if不能引导位于句首的主语从句。 Whether we’ll go camping tomorrow depends on the weather. (不能用if引导) 语法串讲·融会贯通 即时检测 1. The problem is __________we have lost touch with him. 2. She did not know _________ had happened. 3. ________ surprised Xie Lei that her host family are so keen to learn abut China. that what It 语法串讲·融会贯通 过去完成时 三、过去完成时 ★The chef had set up a farm-to-table restaurant before his new cookbook was published. ★A new farm-to-table restaurant had been set up by the chef before his new cookbook was published. ★They had finished their dinner by the time Sam joined them. ★Their dinner had been finished by the time Sam joined them. 语法串讲·融会贯通 过去完成时 三、过去完成时 1. 过去完成时结构：had (not) + 过去分词（主动） had + been +及物动词的过去分词（被动） 2. 用法： e.g. By the end of June they had treated over 10,000 patients. The film had already begun by the time we got to the cinema. （1) 过去完成时表示过去某一时间或某一动作之前发生或完成的动作或状态。 语法串讲·融会贯通 过去完成时 三、过去完成时 （2) 常可使用过去完成时的情况: ① 用于宾语从句 e.g. Betty didn’t want to go to the cinema with us because she had already seen the film. e.g. Jack told me he had read the book before. ②用于状语从句 ③用于定语从句 e.g. Peter, who had waited for an hour, was very angry when his sister came up. 语法串讲·融会贯通 过去完成时 三、过去完成时 ④用于hope, intend, mean, think, plan, suppose等动词，表示本来要做而没做或无法做的事，或没有实现的希望或意图。 e.g. Bill had hoped to retire at 60, but they persuaded him to stay on for a few more years. ⑤在“It / This / That was + the first / second / ... + time + that从句” 句型中，从句谓语常用过去完成时。 e.g. It was the first time that I had made such a mistake. 语法串讲·融会贯通 即时检测 1. I ____________________ (never consume) such intensely spicy cuisine until I came to Chengdu. 2. Although I ____________________ (have) a sufficient amount of food, I still wished to have something sweet. 3. The birthday cake ____________________ (eat) before the girl had the opportunity to blow out the candles. had never consumed had had had been eaten 第四部分 考场练兵·实战训练 综合训练 拓展提升 考场练兵·实战训练 一、单项选择 1. （25-26哈尔滨开学考) _______we’ll succeed depends on _______we have enough courage. A．If,whether B．If,if C．Whether,if D．Whether,whether 2. （25-26天津红桥开学考）One reason for her performance for the school is____, as she put it, it can provide for her future development. A．how B．what C．that D．whether C D 二、单词拼写 1. 1. Chris knew China so well because he ____________________ (visit) the country countless times. 2. When Chris sat in the armchair beside the table, he discovered that a cup of tea _______________ (prepare) for him. 3. The process of _____________________ (adapt) to a new school is difficult for some exchange students. 4. I have been busy making a multimedia __________ (present) for my science project in the past week. 考场练兵·实战训练 had visited had been prepared adaptation / adapting   presentation 三、完成句子 1．1950年，邓稼先回到中国，负责中国原子弹的理论设计。 Deng Jiaxian returned to China in 1950, and was put ________________ the theoretical design of China's atomic bomb. 2．白细胞有助于保护身体免受感染。 White blood cells help_____________________________________. 3．由于缺乏干净的饮用水，这个非洲国家在今年年初爆发了霍乱。 Due to lack of clean drinking water, cholera___________________________ early this year. 考场练兵·实战训练 in charge of defend the body against infection(s) broke out in this African country 考场练兵·实战训练 四、语法填空 Children always have unlimited imagination. Back in 1905, 11-year-old Frank Epperson 1. __________ (mix) some soda powder ( 苏打粉 ) and water. It was the dead of winter, and he 2. __________ (entire) forgot about his little experiment. Of course it was frozen ( 冷冻的) when he found it 3. __________ next day, with the stirring stick still in the glass. The Popsicle, a brand of ice pop, was born and still gives children great pleasure on summer 4. __________ (afternoon) today. Today brilliant young minds are still making progress in the fields of science and technology, 5. __________ (help) make the world a better place. mixed entirely the afternoons helping  考场练兵·实战训练 四、语法填空 Kindly app is a digital solution that aims 6. __________ (end) cyberbullying and make children feel safer. Gitanjali Rao is the 19-year-old girl 7. __________ developed the app. Using artificial intelligence, Kindly detects cyberbullying 8. __________ an early stage so kids know when to tune out, call out or unfriend. In 2020, Gitanjali 9. __________ (name) TIME Magazine's first-ever Kid of the Year. “Our generation is facing so many problems that we've never seen before,” she said in the TIME interview. “More than anything right now, we need to find what we are 10. __________ (concern) about and solve it.” to end who / that at    was named concerned 感谢聆听 每天解决一个小问题，每周攻克 一个薄弱点，量变终会引发质变。 教师寄语 $