Unit 2 Bridging Cultures Reading and Thinking 课本知识梳理与重难点精讲2026-2027学年高中英语人教版（2019）选择性必修第二册

人教版（2019）选择性必修第二册  Unit 2 Bridging Cultures

Reading and Thinking  课本知识梳理与重难点精讲

适用：高中英语人教版（2019）选择性必修第二册  |  8个长难句 · 8组核心词汇 · 30道检测

一、课文脉络

段落	内容概要
第1—2段	19岁的谢蕾告别家人，独自飞往伦敦，参加为期一年的交换项目
第3段	生活技能需要重新学习：乘坐公交、问路、适应快速且陌生的口语
第4段	放弃校内宿舍，选择寄宿家庭，获得"第二个家"与更快的文化适应
第5段	首次撰写论文时感到困惑，导师要求先阅读材料，再形成个人观点
第6段	课堂表现计入总成绩，谢蕾从沉默观望转变为主动发言
第7段	在学习商科的同时承担文化使者角色，在两种文化之间搭建桥梁

二、长难句精讲

1. It was the first time that she had left China.（第一段）

主句为一般过去时was，从句用过去完成时had left。两个动作存在时间先后：离开中国发生在前，"那是第一次"这一判断发生在后，过去完成时用以标识先于过去某一时间发生的动作。that从句修饰限定the first time，说明具体是哪一次，而非修饰句首的It。

同类结构：It is the first time that + 现在完成时；It was the first time that + 过去完成时。

仿写：It was the first time that the exchange student had taken the Optics Valley Sky Rail, and she kept marveling at how Chinese cities combine modern technology with green living.

2. Xie Lei is studying for a business qualification at a university in China and has come to our university on a year-long exchange programme.（第二段）

同一主语带两个并列谓语，时态不同：is studying为现在进行时，表示持续中的学业状态；has come为现在完成时，表示动作已完成且结果留存至今。两个动作状态不同，不能混用同一种时态——若都用has studied，前半句意为“已完成学业”；若都用is studying，后半句意为“正在来的路上”，均不合逻辑。

3. I had to ask passers-by for directions when I got lost. They spoke very fast and used words I was not familiar with.（第三段）

I was not familiar with为省略关系代词的定语从句，修饰先行词words。关系代词which/that在从句中作介词with的宾语，故可省略；若从句缺主语，则关系代词不可省。前后两句分别描述问路经历和沟通障碍，用句号隔开。

仿写：When the foreign visitor got lost near Jianghan Road, he had to ask a local for directions, but the Wuhan accent was so thick that he could barely catch the place names.

4. Although some foreign students live in campus accommodation, Xie Lei chose to live with a host family, who can help with her adaptation to the new culture.（第四段）

who引导非限制性定语从句，修饰先行词a host family，补充说明寄宿家庭的作用。判断方法很简单：逗号后面是表示人的名词，后面的动作又可以由人发出，就用who。

【注意】Although/Though引导让步状语从句时，主句不可再叠加but。

5. The first time that she had to write an essay, Xie Lei was confused because she thought she knew less than other people.（第五段）

句首The first time已由名词短语转化为连词，引导时间状语从句，相当于when ... for the first time，全句主语为Xie Lei。后续had to为have to的过去式，后接动词原形write，并非过去完成时。

6. Her tutor advised her to read lots of information in order to form a wise opinion of her own.（第五段）

advise sb to do sth为固定搭配，意为"建议某人做某事"。in order to form a wise opinion of her own为不定式短语作目的状语，说明大量阅读的目的。form此处为动词，意为"形成、养成"。

仿写：The tutor advised the exchange students to read more about local culture in order to form a better understanding of the country.

7. At first, Xie Lei had no idea what she should say, but what surprised her was that she found herself speaking up in class after just a few weeks.（第六段）

句中三处引导词功能各异：

① what she should say —— 同位语从句，作idea的内容，say缺宾语，故用what；

② what surprised her —— 主语从句，作整个句子的主语，surprised缺主语，用what；

③ that she found ... —— 表语从句，从句成分完整，that仅起连接作用，不可换为what。

8. While I'm learning about business, I'm also acting as a cultural messenger building a bridge between us.（第七段）

While此处表“在……同时”，引导时间状语从句。building a bridge为现在分词短语作后置定语，修饰cultural messenger，相当于定语从句who builds a bridge。为什么不是并列谓语？因为句中已经有了am acting as这个谓语，building前面又没有连词连接，所以它只是修饰成分。

仿写：While the international students are studying at Wuhan University, they are also acting as cultural messengers, introducing Chinese tea culture to visitors from all over the world.

三、核心词汇

1. recall  v. 回忆起；召回

教材原句：…I didn't know what to expect, Xie Lei recalled.

拓展例句：Looking back on her first semester in London, she can still recall how nervous she felt on the first day of class.

搭配：recall doing sth 记得做过某事；recall that ... 回想起……；recall products 召回产品

派生：recollection n. 回忆、记忆

辨析：recall强调主动回想；remember泛指记得；remind为提醒他人，结构为remind sb of sth。

2. ambition  n. 志向、抱负；野心

教材原句：My ambition is to set up a business in China after graduation.

拓展例句：Her ambition is to work in international trade, connecting Chinese startups with European markets.

搭配：one's ambition is to do sth；achieve/realize one's ambition 实现抱负；set up a business 创办企业

派生：ambitious adj. 有抱负的

3. be familiar with  熟悉、通晓

教材原句：…used words I was not familiar with.

拓展例句：After three months in China, the exchange student was familiar with campus life, but still struggled with fast local accents.

搭配：sb be familiar with sth 某人熟悉某物；sth be familiar to sb 某物为某人所熟悉。主语不同，介词相应变化。

派生：familiarity n. 熟悉；familiarize v. 使熟悉；unfamiliar adj. 不熟悉的

4. keen  adj. 热衷的、渴望的；敏锐的

教材原句：They are keen to learn about China.

拓展例句：The host family was keen to learn about Chinese festivals, and the exchange student taught them how to make dumplings.

搭配：be keen to do sth 渴望做某事；be keen on (doing) sth 热衷于；a keen eye 敏锐的眼光

派生：keenly adv. 热切地；keenness n. 热衷、敏锐

辨析：enthusiastic侧重热情；keen偏口语化，表急切；zealous语气最重，含"狂热"义。

5. enthusiastic  adj. 热情的、热心的

教材原句：…be enthusiastic about learning about Chinese culture and customs.

拓展例句：The local students were enthusiastic about the culture fair, where international students introduced food and music from their home countries.

搭配：be enthusiastic about (doing) sth 对……充满热情；an enthusiastic welcome 热烈欢迎

派生：enthusiasm n. 热情；enthusiastically adv. 热情地

6. take turns  轮流、依次

教材原句：We take turns to cook each evening.

拓展例句：The host family and the exchange student took turns cooking each week — one night Chinese dishes, the next British.

搭配：take turns to do / at doing sth 轮流做某事；in turn 依次、反过来；It's one's turn to do sth 轮到某人做某事

7. form  v. 形成、养成；组成  n. 形式；表格

教材原句：…in order to form a wise opinion of her own.

拓展例句：It took her a whole semester to form the habit of comparing different cultural perspectives before drawing conclusions.

搭配：form a habit 养成习惯；form an opinion 形成看法；in the form of 以……的形式；fill in a form 填表