Unit 2 Accepting Everyone's Uniqueness（期中复习课件）-2026-2027学年高一上学期《英语 基础模块1》（语文版2022版）

Unit 2 · Accepting Everyone's Uniqueness 01 UNIT 2 Accepting Everyone's Uniqueness 期中复习课件 VOCABULARY GRAMMAR READING · WRITING 语文版2022版《英语 基础模块1》 2026—2027学年高一上学期 本课进入 Unit 2 期中复习。请先明确三条复习路线：词汇与短语、句型语法、单元主题训练。全程先让学生作答，再逐项核对。 Unit 2 · Accepting Everyone's Uniqueness 02 目录 01 词汇积累·对折自测 02 句型夯实·语法梳理 03 单元主题·提升训练 目录严格采用讲义内容导航的名称和顺序。先做词汇积累，再梳理句型语法，最后进入补全对话、阅读、完形和写作综合训练。 Unit 2 · Accepting Everyone's Uniqueness 03 01 词汇积累·对折自测 中文提示和英文提示逐条交替；点击核对答案与教材语境。 中文提示和英文提示逐条交替；点击核对答案与教材语境。 教师先说明本部分的课堂操作方式，再进入具体内容。 词汇积累·对折自测 重点单词 1—5 Unit 2 · Accepting Everyone's Uniqueness 04 提示 答案 教材语境 1. 独特性 uniqueness 2. chance 机会 Everyone has a chance to shine in life. 3. 闪耀；出色 shine Everyone has a chance to shine in life. 4. speciality 专长；特长 5. 介绍 introduce He showed me around the campus and introduced me to his friends. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第1条先读提示，答案是uniqueness。讲义未提供教材语境例句。第2条先读提示，答案是机会。教材语境是：Everyone has a chance to shine in life.第3条先读提示，答案是shine。教材语境是：Everyone has a chance to shine in life.第4条先读提示，答案是专长；特长。讲义未提供教材语境例句。第5条先读提示，答案是introduce。教材语境是：He showed me around the campus and introduced me to his friends. 词汇积累·对折自测 重点单词 6—10 Unit 2 · Accepting Everyone's Uniqueness 05 提示 答案 教材语境 6. major 专业 Wow, we need to make an e-poster for our major. 7. 电子海报 e-poster Wow, we need to make an e-poster for our major. 8. unique 独特的 Everybody is unique. 9. 自信的 confident I'm confident and outgoing. 10. quiet 安静的 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第6条先读提示，答案是专业。教材语境是：Wow, we need to make an e-poster for our major.第7条先读提示，答案是e-poster。教材语境是：Wow, we need to make an e-poster for our major.第8条先读提示，答案是独特的。教材语境是：Everybody is unique.第9条先读提示，答案是confident。教材语境是：I'm confident and outgoing.第10条先读提示，答案是安静的。讲义未提供教材语境例句。 词汇积累·对折自测 重点单词 11—15 Unit 2 · Accepting Everyone's Uniqueness 06 提示 答案 教材语境 11. 诚实的 honest 12. friendly 友好的 13. 勇敢的 brave 14. outgoing 外向的 I'm confident and outgoing. 15. 负责任的 responsible I'm responsible for designing. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第11条先读提示，答案是honest。讲义未提供教材语境例句。第12条先读提示，答案是友好的。讲义未提供教材语境例句。第13条先读提示，答案是brave。讲义未提供教材语境例句。第14条先读提示，答案是外向的。教材语境是：I'm confident and outgoing.第15条先读提示，答案是responsible。教材语境是：I'm responsible for designing. 词汇积累·对折自测 重点单词 16—20 Unit 2 · Accepting Everyone's Uniqueness 07 提示 答案 教材语境 16. creative 有创造力的 I'm creative and crazy about making models. 17. 仔细的 careful 18. handsome 英俊的 19. 漂亮的 pretty 20. tall 高的 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第16条先读提示，答案是有创造力的。教材语境是：I'm creative and crazy about making models.第17条先读提示，答案是careful。讲义未提供教材语境例句。第18条先读提示，答案是英俊的。讲义未提供教材语境例句。第19条先读提示，答案是pretty。讲义未提供教材语境例句。第20条先读提示，答案是高的。讲义未提供教材语境例句。 词汇积累·对折自测 重点单词 21—25 Unit 2 · Accepting Everyone's Uniqueness 08 提示 答案 教材语境 21. 瘦的 thin 22. strong 强壮的 23. 聪明的 smart 24. lively 活泼的 25. 机敏的 quick-witted I'm quick-witted. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第21条先读提示，答案是thin。讲义未提供教材语境例句。第22条先读提示，答案是强壮的。讲义未提供教材语境例句。第23条先读提示，答案是smart。讲义未提供教材语境例句。第24条先读提示，答案是活泼的。讲义未提供教材语境例句。第25条先读提示，答案是quick-witted。教材语境是：I'm quick-witted. 词汇积累·对折自测 重点单词 26—30 Unit 2 · Accepting Everyone's Uniqueness 09 提示 答案 教材语境 26. programmer 程序员 I hope to become a computer programmer. 27. 旅行 travel I like travelling. 28. guide 导游；向导 I want to become a tour guide. 29. 队；团队 team I'm on the swimming team. 30. active 活跃的 I'm active and energetic. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第26条先读提示，答案是程序员。教材语境是：I hope to become a computer programmer.第27条先读提示，答案是travel。教材语境是：I like travelling.第28条先读提示，答案是导游；向导。教材语境是：I want to become a tour guide.第29条先读提示，答案是team。教材语境是：I'm on the swimming team.第30条先读提示，答案是活跃的。教材语境是：I'm active and energetic. 词汇积累·对折自测 重点单词 31—35 Unit 2 · Accepting Everyone's Uniqueness 10 提示 答案 教材语境 31. 精力充沛的 energetic I'm active and energetic. 32. excellent 优秀的 I'd like to be an excellent swimmer. 33. 游泳运动员 swimmer I'd like to be an excellent swimmer. 34. designer 设计师 I want to be a good designer. 35. 任务 assignment Li Wei and his new classmates got an assignment to make an e-poster for their major. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第31条先读提示，答案是energetic。教材语境是：I'm active and energetic.第32条先读提示，答案是优秀的。教材语境是：I'd like to be an excellent swimmer.第33条先读提示，答案是swimmer。教材语境是：I'd like to be an excellent swimmer.第34条先读提示，答案是设计师。教材语境是：I want to be a good designer.第35条先读提示，答案是assignment。教材语境是：Li Wei and his new classmates got an assignment to make an e-poster for their major. 词汇积累·对折自测 重点单词 36—40 Unit 2 · Accepting Everyone's Uniqueness 11 提示 答案 教材语境 36. divide 分配；划分 They are dividing the assignment among them. 37. 有挑战性的 challenging Well, it's quite challenging! 38. information 信息 I'm good at collecting information. 39. 设计 design I'm responsible for designing. 40. collect 收集 I'm good at collecting information. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第36条先读提示，答案是分配；划分。教材语境是：They are dividing the assignment among them.第37条先读提示，答案是challenging。教材语境是：Well, it's quite challenging!第38条先读提示，答案是信息。教材语境是：I'm good at collecting information.第39条先读提示，答案是design。教材语境是：I'm responsible for designing.第40条先读提示，答案是收集。教材语境是：I'm good at collecting information. 词汇积累·对折自测 重点单词 41—45 Unit 2 · Accepting Everyone's Uniqueness 12 提示 答案 教材语境 41. 校园 campus He showed me around the campus and introduced me to his friends. 42. culture 文化 People from different cultures communicate differently. 43. 交流；沟通 communicate People from different cultures communicate differently. 44. differently 不同地 People from different cultures communicate differently. 45. 友好 friendliness For example, to show friendliness, in one culture, people may say hello with a smile; in another, people may give a big hug. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第41条先读提示，答案是campus。教材语境是：He showed me around the campus and introduced me to his friends.第42条先读提示，答案是文化。教材语境是：People from different cultures communicate differently.第43条先读提示，答案是communicate。教材语境是：People from different cultures communicate differently.第44条先读提示，答案是不同地。教材语境是：People from different cultures communicate differently.第45条先读提示，答案是friendliness。教材语境是：For example, to show friendliness, in one culture, people may say hello with a smile; in another, people may give a big hug. 词汇积累·对折自测 重点单词 46—50 Unit 2 · Accepting Everyone's Uniqueness 13 提示 答案 教材语境 46. hug 拥抱 For example, to show friendliness, in one culture, people may say hello with a smile; in another, people may give a big hug. 47. 思想开放的 open-minded Outgoing people are open-minded and confident. 48. nervous 紧张的 They don't feel nervous in front of other people. 49. 害羞的 shy Shy people talk little about themselves, but they make other people feel that they know them very well. 50. attractive 有吸引力的 People look more attractive when they speak about the things they are really interested in. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第46条先读提示，答案是拥抱。教材语境是：For example, to show friendliness, in one culture, people may say hello with a smile; in another, people may give a big hug.第47条先读提示，答案是open-minded。教材语境是：Outgoing people are open-minded and confident.第48条先读提示，答案是紧张的。教材语境是：They don't feel nervous in front of other people.第49条先读提示，答案是shy。教材语境是：Shy people talk little about themselves, but they make other people feel that they know them very well.第50条先读提示，答案是有吸引力的。教材语境是：People look more attractive when they speak about the things they are really interested in. 词汇积累·对折自测 重点单词 51—51 Unit 2 · Accepting Everyone's Uniqueness 14 提示 答案 教材语境 51. 感兴趣的 interested People look more attractive when they speak about the things they are really interested in. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第51条先读提示，答案是interested。教材语境是：People look more attractive when they speak about the things they are really interested in. Unit 2 · Accepting Everyone's Uniqueness 15 01 重点短语·对折自测 把短语放进完整句子，关注介词、动词形式与教材语境。 把短语放进完整句子，关注介词、动词形式与教材语境。 教师先说明本部分的课堂操作方式，再进入具体内容。 词汇积累·对折自测 重点短语 1—5 Unit 2 · Accepting Everyone's Uniqueness 16 提示 答案 教材语境 1. 有机会做某事 have a chance to do sth. Everyone has a chance to shine in life. 2. shine in life 在人生中闪耀 Everyone has a chance to shine in life. 3. 擅长…… be good at ... I'm good at collecting information. 4. be different from ... 与……不同 Do you think you are different from others? 5. 在哪些方面 in what ways In what ways? 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第1条先读提示，答案是have a chance to do sth.。教材语境是：Everyone has a chance to shine in life.第2条先读提示，答案是在人生中闪耀。教材语境是：Everyone has a chance to shine in life.第3条先读提示，答案是be good at ...。教材语境是：I'm good at collecting information.第4条先读提示，答案是与……不同。教材语境是：Do you think you are different from others?第5条先读提示，答案是in what ways。教材语境是：In what ways? 词汇积累·对折自测 重点短语 6—10 Unit 2 · Accepting Everyone's Uniqueness 17 提示 答案 教材语境 6. make models 制作模型 I'm creative and crazy about making models. 7. 会说一点英语 speak a little English I can speak a little English. 8. fix computers 修电脑 9. 设计网页 design web pages 10. work with a team 与团队合作 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第6条先读提示，答案是制作模型。教材语境是：I'm creative and crazy about making models.第7条先读提示，答案是speak a little English。教材语境是：I can speak a little English.第8条先读提示，答案是修电脑。讲义未提供教材语境例句。第9条先读提示，答案是design web pages。讲义未提供教材语境例句。第10条先读提示，答案是与团队合作。讲义未提供教材语境例句。 词汇积累·对折自测 重点短语 11—15 Unit 2 · Accepting Everyone's Uniqueness 18 提示 答案 教材语境 11. 观光 go sightseeing 12. listen to music 听音乐 13. 打篮球 play basketball 14. play football 踢足球 Wang Jun is playing football on the playground. 15. 在操场上 on the playground Wang Jun is playing football on the playground. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第11条先读提示，答案是go sightseeing。讲义未提供教材语境例句。第12条先读提示，答案是听音乐。讲义未提供教材语境例句。第13条先读提示，答案是play basketball。讲义未提供教材语境例句。第14条先读提示，答案是踢足球。教材语境是：Wang Jun is playing football on the playground.第15条先读提示，答案是on the playground。教材语境是：Wang Jun is playing football on the playground. 词汇积累·对折自测 重点短语 16—20 Unit 2 · Accepting Everyone's Uniqueness 19 提示 答案 教材语境 16. vocational school 职业学校 I'm Li Wei from Lantian Vocational School. 17. 信息技术课程 IT subjects I like IT subjects. 18. hope to do sth. 希望做某事 I hope to become a computer programmer. 19. 计算机程序员 computer programmer I hope to become a computer programmer. 20. make friends 结交朋友 This term I have made some new friends in my club. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第16条先读提示，答案是职业学校。教材语境是：I'm Li Wei from Lantian Vocational School.第17条先读提示，答案是IT subjects。教材语境是：I like IT subjects.第18条先读提示，答案是希望做某事。教材语境是：I hope to become a computer programmer.第19条先读提示，答案是computer programmer。教材语境是：I hope to become a computer programmer.第20条先读提示，答案是结交朋友。教材语境是：This term I have made some new friends in my club. 词汇积累·对折自测 重点短语 21—25 Unit 2 · Accepting Everyone's Uniqueness 20 提示 答案 教材语境 21. 来自泰国 be from Thailand I'm from Thailand. 22. like travelling 喜欢旅行 I like travelling. 23. 导游 tour guide I want to become a tour guide. 24. swimming team 游泳队 I'm on the swimming team. 25. 想要做某事 would like to do sth. I'd like to be an excellent swimmer. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第21条先读提示，答案是be from Thailand。教材语境是：I'm from Thailand.第22条先读提示，答案是喜欢旅行。教材语境是：I like travelling.第23条先读提示，答案是tour guide。教材语境是：I want to become a tour guide.第24条先读提示，答案是游泳队。教材语境是：I'm on the swimming team.第25条先读提示，答案是would like to do sth.。教材语境是：I'd like to be an excellent swimmer. 词汇积累·对折自测 重点短语 26—30 Unit 2 · Accepting Everyone's Uniqueness 21 提示 答案 教材语境 26. be crazy about doing sth. 热衷于做某事 I'm creative and crazy about making models. 27. 制作电子海报 make an e-poster Wow, we need to make an e-poster for our major. 28. get an assignment to do sth. 得到一项做某事的任务 Li Wei and his new classmates got an assignment to make an e-poster for their major. 29. 在……之间分配…… divide ... among ... They are dividing the assignment among them. 30. need to do sth. 需要做某事 Wow, we need to make an e-poster for our major. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第26条先读提示，答案是热衷于做某事。教材语境是：I'm creative and crazy about making models.第27条先读提示，答案是make an e-poster。教材语境是：Wow, we need to make an e-poster for our major.第28条先读提示，答案是得到一项做某事的任务。教材语境是：Li Wei and his new classmates got an assignment to make an e-poster for their major.第29条先读提示，答案是divide ... among ...。教材语境是：They are dividing the assignment among them.第30条先读提示，答案是需要做某事。教材语境是：Wow, we need to make an e-poster for our major. 词汇积累·对折自测 重点短语 31—35 Unit 2 · Accepting Everyone's Uniqueness 22 提示 答案 教材语境 31. 一起做某事 do sth. together Let's do it together. 32. collect information 收集信息 I'm good at collecting information. 33. 负责…… be responsible for ... I'm responsible for designing. 34. use Photoshop 使用Photoshop Li Wei, you are good at using Photoshop, right? 35. 齐心协力 put one's minds together We can do a great job if we put our minds together. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第31条先读提示，答案是do sth. together。教材语境是：Let's do it together.第32条先读提示，答案是收集信息。教材语境是：I'm good at collecting information.第33条先读提示，答案是be responsible for ...。教材语境是：I'm responsible for designing.第34条先读提示，答案是使用Photoshop。教材语境是：Li Wei, you are good at using Photoshop, right?第35条先读提示，答案是put one's minds together。教材语境是：We can do a great job if we put our minds together. 词汇积累·对折自测 重点短语 36—40 Unit 2 · Accepting Everyone's Uniqueness 23 提示 答案 教材语境 36. can't agree more 完全同意 I can't agree more. 37. 把工作做好 do a great job We can do a great job if we put our minds together. 38. surf the Internet 上网 39. 与人聊天 chat with people 40. visit art museums 参观美术馆 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第36条先读提示，答案是完全同意。教材语境是：I can't agree more.第37条先读提示，答案是do a great job。教材语境是：We can do a great job if we put our minds together.第38条先读提示，答案是上网。讲义未提供教材语境例句。第39条先读提示，答案是chat with people。讲义未提供教材语境例句。第40条先读提示，答案是参观美术馆。讲义未提供教材语境例句。 词汇积累·对折自测 重点短语 41—45 Unit 2 · Accepting Everyone's Uniqueness 24 提示 答案 教材语境 41. 做益智游戏 do puzzle games 42. make crafts 做手工 43. 拍照 take pictures 44. work on the computer 在电脑上工作 45. 带某人参观 show sb. around He showed me around the campus and introduced me to his friends. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第41条先读提示，答案是do puzzle games。讲义未提供教材语境例句。第42条先读提示，答案是做手工。讲义未提供教材语境例句。第43条先读提示，答案是take pictures。讲义未提供教材语境例句。第44条先读提示，答案是在电脑上工作。讲义未提供教材语境例句。第45条先读提示，答案是show sb. around。教材语境是：He showed me around the campus and introduced me to his friends. 词汇积累·对折自测 重点短语 46—48 Unit 2 · Accepting Everyone's Uniqueness 25 提示 答案 教材语境 46. introduce sb. to ... 把某人介绍给…… He showed me around the campus and introduced me to his friends. 47. 在……面前 in front of ... They don't feel nervous in front of other people. 48. be interested in ... 对……感兴趣 People look more attractive when they speak about the things they are really interested in. 先让学生根据单向提示口头作答，再点击显示答案；有教材语境的条目继续点击核对例句。第46条先读提示，答案是把某人介绍给……。教材语境是：He showed me around the campus and introduced me to his friends.第47条先读提示，答案是in front of ...。教材语境是：They don't feel nervous in front of other people.第48条先读提示，答案是对……感兴趣。教材语境是：People look more attractive when they speak about the things they are really interested in. Unit 2 · Accepting Everyone's Uniqueness 26 02 句型夯实·语法梳理 用教材原句理解规则，再迁移到即时训练。 用教材原句理解规则，再迁移到即时训练。 教师先说明本部分的课堂操作方式，再进入具体内容。 句型夯实·语法梳理 1. 描述性格与个人特点 Unit 2 · Accepting Everyone's Uniqueness 27 基本结构： 主语 + be + 描述性形容词，用于说明性格或特点； 两个并列形容词通常用 and 连接。 复合形容词： easy-going、quick-witted、open-minded、warm-hearted、 hard-working 等含连字符，整体作形容词。 教材原句： I'm confident and outgoing. 教材原句： I'm active and energetic. 本页按讲义顺序讲解。基本结构：主语 + be + 描述性形容词，用于说明性格或特点；两个并列形容词通常用 and 连接。；复合形容词：easy-going、quick-witted、open-minded、warm-hearted、hard-working 等含连字符，整体作形容词。；教材原句：I'm confident and outgoing.；教材原句：I'm active and energetic.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 2. 自我介绍：be from 与专有名词 Unit 2 · Accepting Everyone's Uniqueness 28 来源表达： be from + 地点表示“来自……”；介绍姓名也可使用 My name is ...。 书写规则： 人名、国家、学校名称等专有名词的首字母要大写。 教材原句： I'm Li Wei from Lantian Vocational School. 教材原句： I'm from Thailand. 本页按讲义顺序讲解。来源表达：be from + 地点表示“来自……”；介绍姓名也可使用 My name is ...。；书写规则：人名、国家、学校名称等专有名词的首字母要大写。；教材原句：I'm Li Wei from Lantian Vocational School.；教材原句：I'm from Thailand.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 3. 表达能力与专长：can / be good at Unit 2 · Accepting Everyone's Uniqueness 29 can： can + 动词原形表示能力；否定形式为 can't，疑问句将 can 提到主语前。 be good at： be good at + 名词 / 代词 / 动词-ing，表示“擅长……”。 教材原句： I can speak a little English. 教材原句： I'm good at collecting information. 本页按讲义顺序讲解。can：can + 动词原形表示能力；否定形式为 can't，疑问句将 can 提到主语前。；be good at：be good at + 名词 / 代词 / 动词-ing，表示“擅长……”。；教材原句：I can speak a little English.；教材原句：I'm good at collecting information.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 4. 表达兴趣：like 与 be crazy about Unit 2 · Accepting Everyone's Uniqueness 30 like： like doing / to do 都可表示“喜欢做某事”；描述一般爱好时常用like doing。 be crazy about： about 是介词，后接名词、代词或动词-ing，表示“热衷于……”。 教材原句： I like travelling. 教材原句： I'm creative and crazy about making models. 本页按讲义顺序讲解。like：like doing / to do 都可表示“喜欢做某事”；描述一般爱好时常用 like doing。；be crazy about：about 是介词，后接名词、代词或动词-ing，表示“热衷于……”。；教材原句：I like travelling.；教材原句：I'm creative and crazy about making models.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 5. 表达职业愿望 Unit 2 · Accepting Everyone's Uniqueness 31 常用结构： hope to do / want to do / would like to do 都可表达愿望，后面均接动词原形构成的不定式。 语气区别： would like to 比 want to 更委婉；hope 通常不用 hope sb. to do结构。 教材原句： I hope to become a computer programmer. 教材原句： I'd like to be an excellent swimmer. 本页按讲义顺序讲解。常用结构：hope to do / want to do / would like to do 都可表达愿望，后面均接动词原形构成的不定式。；语气区别：would like to 比 want to 更委婉；hope 通常不用 hope sb. to do 结构。；教材原句：I hope to become a computer programmer.；教材原句：I'd like to be an excellent swimmer.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 6. 现在完成时与 this term Unit 2 · Accepting Everyone's Uniqueness 32 结构： have / has + 过去分词；表示过去发生且与现在有关的动作或经历。 本课用法： this term 表示尚未结束的时间范围，可与现在完成时连用； make 的过去分词为 made。 教材原句： This term I have made some new friends in my club. 本页按讲义顺序讲解。结构：have / has + 过去分词；表示过去发生且与现在有关的动作或经历。；本课用法：this term 表示尚未结束的时间范围，可与现在完成时连用；make 的过去分词为 made。；教材原句：This term I have made some new friends in my club.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 7. Let's 祈使句与代词宾格 Unit 2 · Accepting Everyone's Uniqueness 33 Let's： Let's + 动词原形表示“让我们……吧”，用于提出共同建议； 否定式为 Let's not do ...。 宾格： 动词或介词后的人称代词用宾格，如 meet them、show me around、introduce me to ...。 教材原句： Let's meet them! 教材原句： He showed me around the campus and introduced me to his friends. 本页按讲义顺序讲解。Let's：Let's + 动词原形表示“让我们……吧”，用于提出共同建议；否定式为 Let's not do ...。；宾格：动词或介词后的人称代词用宾格，如 meet them、show me around、introduce me to ...。；教材原句：Let's meet them!；教材原句：He showed me around the campus and introduced me to his friends.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 8. 不定式作后置定语 Unit 2 · Accepting Everyone's Uniqueness 34 结构： 名词 + to do 中，不定式放在名词后说明其内容或用途， 如 an assignment to make ...。 相关表达： get an assignment to do / have work to do / a chance to do。 教材原句： Li Wei and his new classmates got an assignment to make an e-poster for their major. 本页按讲义顺序讲解。结构：名词 + to do 中，不定式放在名词后说明其内容或用途，如 an assignment to make ...。；相关表达：get an assignment to do / have work to do / a chance to do。；教材原句：Li Wei and his new classmates got an assignment to make an e-poster for their major.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 9. 提建议与团队协作：need / should / Let's Unit 2 · Accepting Everyone's Uniqueness 35 need： need to do 表示“需要做某事”；主语为第三人称单数时用 needs。 should： should + 动词原形表示“应该”，常用于征求或提出建议； Let's 用于邀请共同参与。 教材原句： Wow, we need to make an e-poster for our major. 教材原句： What should we do? 本页按讲义顺序讲解。need：need to do 表示“需要做某事”；主语为第三人称单数时用 needs。；should：should + 动词原形表示“应该”，常用于征求或提出建议；Let's 用于邀请共同参与。；教材原句：Wow, we need to make an e-poster for our major.；教材原句：What should we do?。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 10. be responsible for 与介词后接动词-ing Unit 2 · Accepting Everyone's Uniqueness 36 结构： be responsible for + 名词 / 代词 / 动词-ing，表示“负责……”；for 为介词。 同类结构： be good at doing、be crazy about doing、be interested in doing 中，介词后均接动词-ing。 教材原句： I'm responsible for designing. 教材原句： Li Wei, you are good at using Photoshop, right? 本页按讲义顺序讲解。结构：be responsible for + 名词 / 代词 / 动词-ing，表示“负责……”；for 为介词。；同类结构：be good at doing、be crazy about doing、be interested in doing 中，介词后均接动词-ing。；教材原句：I'm responsible for designing.；教材原句：Li Wei, you are good at using Photoshop, right?。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 11. 一般将来时 will Unit 2 · Accepting Everyone's Uniqueness 37 结构： will + 动词原形表示将来的动作，也可表示说话时作出的决定； 缩写形式 I'll = I will。 句式： 否定式为 will not / won't；一般疑问句将 will 提到主语前。 教材原句： Yeah, I'll do that. 本页按讲义顺序讲解。结构：will + 动词原形表示将来的动作，也可表示说话时作出的决定；缩写形式 I'll = I will。；句式：否定式为 will not / won't；一般疑问句将 will 提到主语前。；教材原句：Yeah, I'll do that.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 12. if 引导条件状语从句 Unit 2 · Accepting Everyone's Uniqueness 38 结构： 谈论真实、可能发生的条件时，常用 if + 一般现在时，主句用 will /can / may + 动词原形，即“主将/情从现”。 固定表达： put one's minds together 表示“齐心协力”；do a great job 表示“把工作做好”。 教材原句： We can do a great job if we put our minds together. 本页按讲义顺序讲解。结构：谈论真实、可能发生的条件时，常用 if + 一般现在时，主句用 will / can / may + 动词原形，即“主将/情从现”。；固定表达：put one's minds together 表示“齐心协力”；do a great job 表示“把工作做好”。；教材原句：We can do a great job if we put our minds together.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 13. 同意表达与程度副词 Unit 2 · Accepting Everyone's Uniqueness 39 同意： I can't agree more. 字面为“不能再同意更多”，实际表示“我完全同意”。 程度副词： quite + 形容词表示“相当……”；quite challenging 表示“相当有挑战性”。 教材原句： Well, it's quite challenging! 教材原句： I can't agree more. 本页按讲义顺序讲解。同意：I can't agree more. 字面为“不能再同意更多”，实际表示“我完全同意”。；程度副词：quite + 形容词表示“相当……”；quite challenging 表示“相当有挑战性”。；教材原句：Well, it's quite challenging!；教材原句：I can't agree more.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 14. 人称代词的主格与宾格 Unit 2 · Accepting Everyone's Uniqueness 40 主格： I / you / he / she / it / we / they 通常在句中作主语。 宾格： me / you / him / her / it / us / them 通常放在动词或介词后作宾语。 教材原句： They are all nice and we became friends quickly. 教材原句： He showed me around the campus and introduced me to his friends. 本页按讲义顺序讲解。主格：I / you / he / she / it / we / they 通常在句中作主语。；宾格：me / you / him / her / it / us / them 通常放在动词或介词后作宾语。；教材原句：They are all nice and we became friends quickly.；教材原句：He showed me around the campus and introduced me to his friends.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 15. 物主代词与反身代词 Unit 2 · Accepting Everyone's Uniqueness 41 形容词性物主代词： my / your / his / her / its / our / their 后必须接名词，如your notebook。 名词性物主代词： mine / yours / his / hers / ours / theirs 后不再接名词， 相当于“形容词性物主代词 + 名词”。 反身代词： myself / yourself / himself / herself / itself / ourselves /yourselves / themselves 表示动作返回主语本身。 教材原句： Shy people talk little about themselves, but they make other people feel that they know them very well. 本页按讲义顺序讲解。形容词性物主代词：my / your / his / her / its / our / their 后必须接名词，如 your notebook。；名词性物主代词：mine / yours / his / hers / ours / theirs 后不再接名词，相当于“形容词性物主代词 + 名词”。；反身代词：myself / yourself / himself / herself / itself / ourselves / yourselves / themselves 表示动作返回主语本身。；教材原句：Shy people talk little about themselves, but they make other people feel that they know them very well.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 16. Culture Corner：文化差异语篇中的重点结构 Unit 2 · Accepting Everyone's Uniqueness 42 不定式与情态动词： to show friendliness 是不定式表目的；may + 动词原形表示“可能”。 复合句： make sb. do 表示“使某人做”；when 引导时间状语从句； things (that) they are interested in 中省略了作宾语的关系代词 that。 教材原句： For example, to show friendliness, in one culture, people maysay hello with a smile; in another, people may give a big hug. 教材原句： People look more attractive when they speak about the things they are really interested in. 本页按讲义顺序讲解。不定式与情态动词：to show friendliness 是不定式表目的；may + 动词原形表示“可能”。；复合句：make sb. do 表示“使某人做”；when 引导时间状语从句；things (that) they are interested in 中省略了作宾语的关系代词 that。；教材原句：For example, to show friendliness, in one culture, people may say hello with a smile; in another, people may give a big hug.；教材原句：People look more attractive when they speak about the things they are really interested in.。请先让学生读教材原句，再归纳规则和易错点。 句型夯实·语法梳理 即时训练｜单项选择 1—2 Unit 2 · Accepting Everyone's Uniqueness 43 1. Sara is confident and outgoing. ______ wants to become a tour guide. A. She B. Her C. Hers D. Herself 2. Wang Yang is crazy about ______ models, and he wants ______ a designer. A. make; become B. making; to become C. to make; becoming D. making; becoming 请先独立完成本页题目，不要提前显示答案。1. 1. Sara is confident and outgoing. __ wants to become a tour guide. 2. 2. Wang Yang is crazy about __ models, and he wants __ a designer. 句型夯实·语法梳理 即时训练｜单项选择 3—5 Unit 2 · Accepting Everyone's Uniqueness 44 3. We need ______ an e-poster, and Sara is responsible for ______ it. A. make; design B. making; designing C. to make; designing D. to make; design 4. We can do a great job if we ______ our minds together. A. put B. puts C. will put D. are putting 5. 5. Shy people talk little about ______, but they may understand other people well. A. they B. them C. their D. themselves 请先独立完成本页题目，不要提前显示答案。3. 3. We need __ an e-poster, and Sara is responsible for __ it. 4. 4. We can do a great job if we __ our minds together. 5. 5. Shy people talk little about __, but they may understand other people well. 句型夯实·语法梳理 单项选择 1—2｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 45 第 1 题 答案：A 解析：空格在句中作主语，并指代 Sara，应用主格人称代词 She。Her 可作宾格或形容词性物主代词；Hers 是名词性物主代词；Herself 是反身代词。 考点：人称代词主格；She / Her / Hers /Herself 辨析 第 2 题 答案：B 解析：be crazy about 中 about 是介词，后接动词-ing；want 后接不定式，want to become 表示“想成为”。 考点：be crazy about doing；want to do；职业愿望表达 逐题点击核对。先显示答案，再显示解析和考点。答案：A解析：空格在句中作主语，并指代 Sara，应用主格人称代词 She。Her 可作宾格或形容词性物主代词；Hers 是名词性物主代词；Herself 是反身代词。 考点：人称代词主格；She / Her / Hers / Herself 辨析 答案：B解析：be crazy about 中 about 是介词，后接动词-ing；want 后接不定式，want to become 表示“想成为”。 考点：be crazy about doing；want to do；职业愿望表达 句型夯实·语法梳理 单项选择 3—5｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 46 第 3 题 答案：C 解析：need to do sth. 表示“需要做某事”；be responsible for 中 for 是介词，后接动词-ing，因此用 designing。 考点：need to do；be responsible for doing；团队分工表达 第 4 题 答案：A 解析：if 引导真实条件状语从句，常用“主句含情态动词 + if 从句一般现在时”；主语 we 后用动 词原形 put。 考点：if 引导条件状语从句；主情从现；put one's minds together 第 5 题 答案：D 解析：主语和介词宾语指同一群人时用反身代词；talk about themselves 表示“谈论他们自己”。 考点：反身代词；介词后接宾语；talk about oneself 逐题点击核对。先显示答案，再显示解析和考点。答案：C解析：need to do sth. 表示“需要做某事”；be responsible for 中 for 是介词，后接动词-ing，因此用 designing。 考点：need to do；be responsible for doing；团队分工表达 答案：A解析：if 引导真实条件状语从句，常用“主句含情态动词 + if 从句一般现在时”；主语 we 后用动词原形 put。 考点：if 引导条件状语从句；主情从现；put one's minds together 答案：D解析：主语和介词宾语指同一群人时用反身代词；talk about themselves 表示“谈论他们自己”。 考点：反身代词；介词后接宾语；talk about oneself 句型夯实·语法梳理 即时训练｜英汉互译 1—2 Unit 2 · Accepting Everyone's Uniqueness 47 1. This term I have made some new friends in my club. Let's meet them! 2. Shy people talk little about themselves, but they make other people feel that they know them very well. 请先独立完成本页题目，不要提前显示答案。1. This term I have made some new friends in my club. Let's meet them! 2. Shy people talk little about themselves, but they make other people feel that they know them very well. 句型夯实·语法梳理 即时训练｜英汉互译 3—5 Unit 2 · Accepting Everyone's Uniqueness 48 3. 我擅长收集信息，Sara负责设计。 4. 如果我们齐心协力，就能把这项工作做好。 5. 来自不同文化的人交流方式不同；为了表示友好，有些人可能会微笑着打招呼。 请先独立完成本页题目，不要提前显示答案。3. 我擅长收集信息，Sara负责设计。 4. 如果我们齐心协力，就能把这项工作做好。 5. 来自不同文化的人交流方式不同；为了表示友好，有些人可能会微笑着打招呼。 句型夯实·语法梳理 英汉互译 1—2｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 49 第 1 题 答案：这学期我在社团里结交了一些新朋友。让我们来认识一下他们吧！ 解析：this term 与现在完成时 have made 连用，强调本学期已经结识朋友；them 是宾格人称代词，在 meet 后作宾语。 考点：现在完成时；this term；人称代词宾格 them；Let's do 第 2 题 答案：害羞的人很少谈论自己，但他们会让别人觉得自己很了解他们。 解析：themselves 与主语 Shy people 指同一群人；make sb. feel 表示“使某人感觉……”； that 引导宾语从句，them 指代 shy people。 考点：反身代词；make sb. do；宾语从句；人称代词宾格 逐题点击核对。先显示答案，再显示解析和考点。答案：这学期我在社团里结交了一些新朋友。让我们来认识一下他们吧！解析：this term 与现在完成时 have made 连用，强调本学期已经结识朋友；them 是宾格人称代词，在 meet 后作宾语。 考点：现在完成时；this term；人称代词宾格 them；Let's do 答案：害羞的人很少谈论自己，但他们会让别人觉得自己很了解他们。解析：themselves 与主语 Shy people 指同一群人；make sb. feel 表示“使某人感觉……”；that 引导宾语从句，them 指代 shy people。 考点：反身代词；make sb. do；宾语从句；人称代词宾格 句型夯实·语法梳理 英汉互译 3—5｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 50 第 3 题 答案：I'm good at collecting information, and Sara is responsible for designing. 解析：be good at doing 表示“擅长做某事”；be responsible for doing 表示“负责做某事”； 两个分句用 and 连接。 考点：be good at doing；be responsible for doing；并列句 第 4 题 答案：We can do a great job if we put our minds together. 解析：if 引导真实条件状语从句，从句用一般现在时 put；主句用 can do；put our minds together 表示“齐心协力”。 考点：if 条件状语从句；主情从现；put one's minds together；do a great job 第 5 题 答案：People from different cultures communicate differently; to show friendliness, some people may say hello with a smile. 解析：different cultures 作介词 from 的宾语；communicate differently 中副词修饰动词；to show friendliness 是不定式表目的；may 后接动词原形。 考点：介词短语；副词修饰动词；不定 式表目的；情态动词 may 逐题点击核对。先显示答案，再显示解析和考点。答案：I'm good at collecting information, and Sara is responsible for designing.解析：be good at doing 表示“擅长做某事”；be responsible for doing 表示“负责做某事”；两个分句用 and 连接。 考点：be good at doing；be responsible for doing；并列句 答案：We can do a great job if we put our minds together.解析：if 引导真实条件状语从句，从句用一般现在时 put；主句用 can do；put our minds together 表示“齐心协力”。 考点：if 条件状语从句；主情从现；put one's minds together；do a great job 答案：People from different cultures communicate differently; to show friendliness, some people may say hello with a smile.解析：different cultures 作介词 from 的宾语；communicate differently 中副词修饰动词；to show friendliness 是不定式表目的；may 后接动词原形。 考点：介词短语；副词修饰动词；不定式表目的；情态动词 may Unit 2 · Accepting Everyone's Uniqueness 51 03 单元主题·提升训练 围绕独特性与倾听，完成补全对话、阅读、完形和写作。 围绕独特性与倾听，完成补全对话、阅读、完形和写作。 教师先说明本部分的课堂操作方式，再进入具体内容。 单元主题·提升训练 补全对话｜ Unit 2 · Accepting Everyone's Uniqueness 52 Eva: Is Nora still coming to the dinner at your flat? Liam: Yes, but she said she might be quiet at first. Eva: ______1______ Liam: Not at all. She simply needs time to feel comfortable with new people. Eva: I don't want her to feel left out. Liam: ______2______ She already knows you and me. Eva: Good idea. Nora is a wonderful listener. Liam: ______3______ She remembered every detail of my job interview. Eva: We could start with dinner instead of a noisy game. Liam: ______4______ Later, we can ask whether she'd like to play. Eva: Then nobody has to perform or speak all the time. Liam: Exactly. ______5______ 选项 A—G A. That's one of the things I value about her. B. We should invite several more people next time. C. Does she dislike meeting new people? D. A comfortable evening matters more than a busy plan. E. That will give everyone time to talk naturally. F. Let's introduce her to two guests first. G. The restaurant has a quieter table upstairs. 请先阅读全文，结合 Nora 慢热、善于倾听的特点完成五个空。注意每个选项只能使用一次。 单元主题·提升训练 补全对话 1—2｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 53 第 1 题 答案：C 解析：根据Liam回答“Not at all”并解释Nora只是需要时间适应可知，Eva询问她是否不喜欢认识新朋友。C项符合语境。故选C。 第 2 题 答案：F 解析：根据下文Nora已经认识Eva和Liam可知，他们准备先只把她介绍给两位来宾，避免一下子面对太多陌生人。F项衔接自然。故选F。 逐题点击核对。先显示答案，再显示解析和考点。答案：C解析：根据Liam回答“Not at all”并解释Nora只是需要时间适应可知，Eva询问她是否不喜欢认识新朋友。C项符合语境。故选C。 答案：F解析：根据下文Nora已经认识Eva和Liam可知，他们准备先只把她介绍给两位来宾，避免一下子面对太多陌生人。F项衔接自然。故选F。 单元主题·提升训练 补全对话 3—5｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 54 第 3 题 答案：A 解析：根据上文Eva称赞Nora善于倾听以及下文Liam举出她记得面试细节的例子可知，Liam认同并珍视这一优点。A项符合语境。故选A。 第 4 题 答案：E 解析：上文Eva建议先吃饭而不是立即玩喧闹的游戏，下文再询问Nora是否愿意参加，因此此处说明这样的安排能让大家自然交谈。E项符合语境。故选E。 第 5 题 答案：D 解析：根据上文“不必一直表现或说话”可知，Liam总结舒适的相处体验比安排繁多的活动更重要。D项符合交际逻辑。故选D。 逐题点击核对。先显示答案，再显示解析和考点。答案：A解析：根据上文Eva称赞Nora善于倾听以及下文Liam举出她记得面试细节的例子可知，Liam认同并珍视这一优点。A项符合语境。故选A。 答案：E解析：上文Eva建议先吃饭而不是立即玩喧闹的游戏，下文再询问Nora是否愿意参加，因此此处说明这样的安排能让大家自然交谈。E项符合语境。故选E。 答案：D解析：根据上文“不必一直表现或说话”可知，Liam总结舒适的相处体验比安排繁多的活动更重要。D项符合交际逻辑。故选D。 单元主题·提升训练 阅读理解｜Good Listening ① Unit 2 · Accepting Everyone's Uniqueness 55 阅读语篇 Listening is more than staying silent while another person speaks. A good listener gives full attention and tries to understand both the information and the feeling behind it. This can make everyday conversations clearer and more respectful. Small actions matter. Putting away a phone, facing the speaker and avoiding interruptions show that the conversation is important. Good listeners do not spend the whole time preparing their own reply. They leave short pauses, because the speaker may need a moment to organise a difficult thought. Questions can help, but they should open the conversation rather than control it. “How did that affect you?” usually invites more detail than a question that can be answered with yes or no. A listener may also summarise: “So the change happened after Tuesday?” This gives the speaker a chance to correct a misunderstanding. 题目 6—7 6. Which action shows that a conversation is important? A. Checking messages while the other person speaks B. Putting away phones and facing the speaker C. Giving advice before hearing the whole story D. Asking several questions without leaving any pauses 7. Why may a listener summarise what was said? A. To make every conversation end much faster B. To help the listener change the subject C. To let the speaker correct a possible misunderstanding D. To prove the listener remembers every small detail 左侧保留完整语篇，右侧放本页对应题目，学生可在同一页面内定位信息并作答。 单元主题·提升训练 阅读理解｜Good Listening ② Unit 2 · Accepting Everyone's Uniqueness 56 阅读语篇 题目 8—10 Feelings need attention too. When someone is disappointed, saying “It doesn't matter” may dismiss the feeling instead of helping. A better response is to acknowledge it: “I can see why that was upsetting.” Acknowledging a feeling does not mean agreeing with every opinion. It simply shows that the listener has noticed the other person's experience. Good listening builds trust because people feel heard rather than judged. It can also reveal strengths that are easy to miss. A quiet person may not lead every conversation, yet careful attention and thoughtful questions can make that person an important friend, colleague or family member. 8. What does the word “dismiss” probably mean? A. Treat it as unimportant or completely unnecessary B. Discuss it calmly in a friendly manner C. Remember it clearly for a longer time D. Compare it carefully with another person's feeling 9. What can be inferred about short pauses? A. They make difficult topics seem completely unimportant. B. They allow listeners to prepare much better advice. C. They show every speaker expects an immediate answer. D. They give speakers time to organise difficult thoughts. 10. What is the writer's main purpose? A. To explain the behaviours and value of listening B. To compare quiet people with very talkative people C. To list useful questions for formal job interviews D. To describe common disagreements between several family members 左侧保留完整语篇，右侧放本页对应题目，学生可在同一页面内定位信息并作答。 单元主题·提升训练 阅读理解 6—7｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 57 第 6 题 答案：B 解析：考点：细节理解题。根据“Putting away a phone, facing the speaker and avoiding interruptions show that the conversation is important”(收起手机、面向说话者并避免打断，表明这次谈话很重要)可知，收起手机并面向说话者能体现重视。故选B。 第 7 题 答案：C 解析：考点：细节理解题。根据“This gives the speaker a chance to correct a misunderstanding”(这给了说话者纠正误解的机会)可知，概括对方的话有助于核对并纠正理解偏差。故选C。 逐题点击核对。先显示答案，再显示解析和考点。答案：B解析：考点：细节理解题。根据“Putting away a phone, facing the speaker and avoiding interruptions show that the conversation is important”(收起手机、面向说话者并避免打断，表明这次谈话很重要)可知，收起手机并面向说话者能体现重视。故选B。 答案：C解析：考点：细节理解题。根据“This gives the speaker a chance to correct a misunderstanding”(这给了说话者纠正误解的机会)可知，概括对方的话有助于核对并纠正理解偏差。故选C。 单元主题·提升训练 阅读理解 8—10｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 58 第 8 题 答案：A 解析：考点：词义猜测题。根据“may dismiss the feeling instead of helping”(可能会忽视这种 感受，而不是提供帮助)可推知，dismiss意为“认为某事不重要或不值得关注”。故选A。 第 9 题 答案：D 解析：考点：推理判断题。根据“the speaker may need a moment to organise a difficult thought”(说话者可能需要一点时间整理一个难以表达的想法)可推知，短暂停顿能够给说话者组织思路的时间。故选D。 第 10 题 答案：A 解析：考点：写作目的题。根据“Good listening builds trust because people feel heard rather than judged”(良好的倾听能够建立信任，因为人们感到自己被听见而不是被评判)以及全文对倾听行为的介绍可知，作者旨在说明倾听的做法和价值。故选A。 逐题点击核对。先显示答案，再显示解析和考点。答案：A解析：考点：词义猜测题。根据“may dismiss the feeling instead of helping”(可能会忽视这种感受，而不是提供帮助)可推知，dismiss意为“认为某事不重要或不值得关注”。故选A。 答案：D解析：考点：推理判断题。根据“the speaker may need a moment to organise a difficult thought”(说话者可能需要一点时间整理一个难以表达的想法)可推知，短暂停顿能够给说话者组织思路的时间。故选D。 答案：A解析：考点：写作目的题。根据“Good listening builds trust because people feel heard rather than judged”(良好的倾听能够建立信任，因为人们感到自己被听见而不是被评判)以及全文对倾听行为的介绍可知，作者旨在说明倾听的做法和价值。故选A。 单元主题·提升训练 完形填空｜The Missing Car Keys ① Unit 2 · Accepting Everyone's Uniqueness 59 完形语篇 题目 11—14 11. A. crowded B. untidy C. empty D. silent 12. A. meal B. room C. question D. routine 13. A. but B. so C. for D. or 14. A. mine B. yours C. his D. hers 15. A. nervous B. relieved C. angry D. lonely On Saturday morning, the Chen family were ready to visit an uncle. At the door, Dad could not find the car keys. Mum checked the table, Ben searched the sofa, and Grandma looked through her handbag. They moved quickly, but each search made the room more (11) ______. Mei stood quietly beside the coat rack. Ben told her to help instead of watching. Mei asked Dad where he had last used the keys. He remembered carrying groceries from the car. Mei then followed his morning (12) ______ step by step. She checked the kitchen counter, fridge and cupboard. The others had looked there, (13) ______ Mei noticed a shopping bag behind the pantry door. She asked Dad whether it was (14) ______. He said he had used it for groceries. At the bottom, beneath a receipt, she found the keys. 左侧保留完整语篇，右侧放本页对应题目，学生可在同一页面内定位信息并作答。 单元主题·提升训练 完形填空｜The Missing Car Keys ② Unit 2 · Accepting Everyone's Uniqueness 60 完形语篇 题目 15—20 16. A. repair B. explain C. carry D. notice 17. A. her B. him C. them D. us 18. A. calm B. late C. busy D. quiet 19. A. nobody B. everybody C. others D. someone 20. A. our B. her C. their D. his Everyone felt (15) ______. Ben apologised for thinking Mei was doing nothing. She explained that rushing made small objects harder to (16) ______. Her method took minutes and saved (17) ______ from searching the same places again. On the drive, Dad thanked her for staying (18) ______. Mei was often slower than Ben, but she noticed details that (19) ______ missed. The family understood that being quiet and careful was not a weakness. It was one of (20) ______ strengths. 15. A. nervous B. relieved C. angry D. lonely 左侧保留完整语篇，右侧放本页对应题目，学生可在同一页面内定位信息并作答。 单元主题·提升训练 完形填空 11—15｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 61 第 11 题 答案：B 解析：考点：形容词词义辨析。A项crowded意为“拥挤的”；B项untidy意为“凌乱的”；C项empty意为“空的”；D项silent意为“安静的”。家人不断翻找使房间越来越凌乱，untidy符合语境。故选B。 第 12 题 答案：D 解析：考点：名词词义辨析。A项meal意为“一餐”；B项room意为“房间”；C项question意为“问题”；D项routine意为“日常活动顺序”。Mei按照父亲早上的活动顺序逐步排查，routine符合语境。故选D。 第 13 题 答案：A 解析：考点：连词词义辨析。A项but意为“但是”；B项so意为“所以”；C项for意为“因为”；D项or意为“或者”。其他人已经检查过相关地点，但Mei仍发现了购物袋，前后构成转折。故选A。 第 14 题 答案：C 解析：考点：名词性物主代词辨析。A项mine意为“我的”；B项yours意为“你的”；C项his意为“他的”；D项hers意为“她的”。Mei询问父亲购物袋是不是他的，应用his。故选C。 第 15 题 答案：B 解析：考点：形容词词义辨析。A项nervous意为“紧张的”；B项relieved意为“如释重负的”；C项angry意为“生气的”；D项lonely意为“孤独的”。钥匙被找到后，全家人都松了一口气。故选B。 逐题点击核对。先显示答案，再显示解析和考点。答案：B解析：考点：形容词词义辨析。A项crowded意为“拥挤的”；B项untidy意为“凌乱的”；C项empty意为“空的”；D项silent意为“安静的”。家人不断翻找使房间越来越凌乱，untidy符合语境。故选B。 答案：D解析：考点：名词词义辨析。A项meal意为“一餐”；B项room意为“房间”；C项question意为“问题”；D项routine意为“日常活动顺序”。Mei按照父亲早上的活动顺序逐步排查，routine符合语境。故选D。 答案：A解析：考点：连词词义辨析。A项but意为“但是”；B项so意为“所以”；C项for意为“因为”；D项or意为“或者”。其他人已经检查过相关地点，但Mei仍发现了购物袋，前后构成转折。故选A。 答案：C解析：考点：名词性物主代词辨析。A项mine意为“我的”；B项yours意为“你的”；C项his意为“他的”；D项hers意为“她的”。Mei询问父亲购物袋是不是他的，应用his。故选C。 答案：B解析：考点：形容词词义辨析。A项nervous意为“紧张的”；B项relieved意为“如释重负的”；C项angry意为“生气的”；D项lonely意为“孤独的”。钥匙被找到后，全家人都松了一口气。故选B。 单元主题·提升训练 完形填空 16—20｜答案解析 Unit 2 · Accepting Everyone's Uniqueness 62 第 16 题 答案：D 解析：考点：动词词义辨析。A项repair意为“修理”；B项explain意为“解释”；C项carry意为“携带”；D项notice意为“注意到；发现”。匆忙会让小物品更难被发现，notice符合语境。故选D。 第 17 题 答案：C 解析：考点：人称代词宾格辨析。A项her意为“她”；B项him意为“他”；C项them意为“他们”；D项us意为“我们”。此处指代前文的家人们，作saved的宾语，应用them。故选C。 第 18 题 答案：A 解析：考点：形容词词义辨析。A项calm意为“冷静的”；B项late意为“迟的”；C项busy意为“忙碌的”；D项quiet意为“安静的”。父亲感谢Mei在大家着急时仍保持冷静。故选A。 第 19 题 答案：C 解析：考点：不定代词词义辨析。A项nobody意为“没有人”；B项everybody意为“每个人”；C项others意为“其他人”；D项someone意为“某人”。Mei能注意到其他人忽略的细节，others 符合语境。故选C。 第 20 题 答案：B 解析：考点：形容词性物主代词辨析。A项our意为“我们的”；B项her意为“她的”；C项their 意为“他们的”；D项his意为“他的”。此处表示“她的优点之一”，应用her修饰strengths 。故选B。 逐题点击核对。先显示答案，再显示解析和考点。答案：D解析：考点：动词词义辨析。A项repair意为“修理”；B项explain意为“解释”；C项carry意为“携带”；D项notice意为“注意到；发现”。匆忙会让小物品更难被发现，notice符合语境。故选D。 答案：C解析：考点：人称代词宾格辨析。A项her意为“她”；B项him意为“他”；C项them意为“他们”；D项us意为“我们”。此处指代前文的家人们，作saved的宾语，应用them。故选C。 答案：A解析：考点：形容词词义辨析。A项calm意为“冷静的”；B项late意为“迟的”；C项busy意为“忙碌的”；D项quiet意为“安静的”。父亲感谢Mei在大家着急时仍保持冷静。故选A。 答案：C解析：考点：不定代词词义辨析。A项nobody意为“没有人”；B项everybody意为“每个人”；C项others意为“其他人”；D项someone意为“某人”。Mei能注意到其他人忽略的细节，others符合语境。故选C。 答案：B解析：考点：形容词性物主代词辨析。A项our意为“我们的”；B项her意为“她的”；C项their意为“他们的”；D项his意为“他的”。此处表示“她的优点之一”，应用her修饰strengths。故选B。 单元主题·提升训练 应用写作｜A Strength People Once Misunderstood Unit 2 · Accepting Everyone's Uniqueness 63 学校英文网站正在开展主题为“A Strength People Once Misunderstood”的故事征集。请根据以下提示写一篇英文短文投稿，80—100词。 01 介绍自己或身边人的一个性格特点； 02 说明这个特点曾经受到怎样的误解； 03 通过一件日常小事展示它的积极价值； 04 说明现在对这个特点的认识。 注意：文中不得出现真实姓名、校名和地名；可适当增加细节，使短文内容连贯，并使用恰当的标题。 先确定一个曾被误解的性格特点，再用一件具体小事说明它的积极价值，最后写出现在的认识。全文八十到一百词。 单元主题·提升训练 范文精讲｜A Strength People Once Misunderstood Unit 2 · Accepting Everyone's Uniqueness 64 写作思路与词汇 【导语】本篇短文围绕“爱提问”这一性格特点展开，先说明它曾被误解为拖慢进度，再通过全家组装书架时发现部件顺序错误的日常事件，展示认真提问能够发现隐患、避免错误的积极价值。 1. 词汇积累： slow someone down拖慢某人； feel embarrassed感到难为情； assemble a bookshelf组装书架； prevent mistakes避免错误。 A Strength People Once Misunderstood I ask many questions, so some people thought I was slowing everyone down. I felt embarrassed about being curious. My view changed when my family assembled a bookshelf. Before we placed books on it, I asked why one side did not touch the floor. We checked the instructions and found two parts in the wrong order. After we corrected them, the shelf stood safely. That experience showed me that careful questions can prevent mistakes. Now I still ask questions, but I choose the right time and explain why I am asking. 左侧是讲义范文原文，右侧同步讲解写作思路和词汇。请让学生先找出误解、具体事件、积极价值和现在认识四个要素。 单元主题·提升训练 写作提升｜句式拓展与高分句型 Unit 2 · Accepting Everyone's Uniqueness 65 2. 句式拓展。原文：I felt embarrassed about being curious. 拓展：Although I was naturally curious, I once felt embarrassed because other people misunderstood my questions. 【点睛】【高分句型1】 Before we placed books on it, I asked why one side did not touch the floor. （before引导时间状语从句，why引导宾语从句。） 【高分句型2】 That experience showed me that careful questions can prevent mistakes. （that引导宾语从句，直接点明性格特点的积极价值。） 对照讲义原句、拓展句和高分句型，关注 before 引导的时间状语从句、why 和 that 引导的宾语从句。 $