1、选择性必修第二册普通高中教科书英语选择性必修第二册英语YINGYUPUTONG GAOZHONG JIAOKESHU绿 色 印 刷 产 品 绿 色 印 刷 产 品 定价： 元人教教材封面 高中英语 选择性必修2 1人教教材封面 高中英语 选择性必修2 12020/8/10 下午2:292020/8/10 下午2:29第二册选择性必修普通高中教科书英语北京ENGLISH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）编著主 编：刘道义 郑旺全副 主 编：吴 欣 张献臣编写人员： Patrick Wallace Sarah H. Miller
2、 Tim Gibbs Jacqueline Eu 马晓蕾 张琳琳 葛炳芳 贵丽萍责任编辑：马晓蕾 张琳琳美术编辑：胡白珂普通高中教科书 英语 选择性必修 第二册（中国）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 心编著（美国）圣智学习集团出 版 （北京市海淀区中关村南大街 17 号院 1 号楼 邮编：100081）网 址 http:/重 印 出版社发 行 新华书店印 刷 印刷厂版 次 2020 年 5 月第 1 版 印 次 年 月第 次印刷开 本 890 毫米 1240 毫米 1/16印 张 8.25字 数 231 千字印 数 册书 号 ISBN978-7-10
3、7-34790-0定 价 元定价批号： 号 审图号：GS（2018）5122 号版权所有未经许可不得采用任何方式擅自复制或使用本产品任何部分违者必究如发现内容质量问题，请登录中小学教材意见反馈平台：如发现印、装质量问题，影响阅读，请与 联系调换。电话： - 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
4、、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
5、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
6、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。编者2019年4月前 言CONTENTSReadingListening Unit 1 p. 61Unit 2 p. 68Unit 3 p. 75Unit 4 p. 82Unit 5 p.
7、 89John Snow Defeats “King Cholera” Ask questionsThe Father of Chinas Aerospace; A World of Pure ThoughtAI and Human Beings“Welcome, Xie Lei!” Business Student Building BridgesUnderstand long sentencesStudying Abroad: Is It a Good or a Bad Idea?A Canadian Teenagers Experience in ChinaSeeing the True
8、 North via Rail: Vancouver and the Heart of CanadaUse discourse markers to show relationshipsSeeing the True North via Rail: Toronto and MontrealXu Xiakes GuilinFirst Aid for BurnsUnderstand text typesA First-aid StoryIs Your Home Safe?Culture and CuisineUnderstand cause and effectHealthy EatingConv
9、enience Food or Fresh Food?A visit to the science museumPredict by using picturesChinas deep-sea dive record and quantum computing machineChinese language learning abroadPay attention to the settingAn exhibition of Chinese bronze relicsOrdering food at a Chinese restaurantPreviewOrdering food at an
10、American steakhouseA rail journey across CanadaUnderstand idiomsA long walk across AustraliaAn emergency callFollow instructionsFirst-aid techniquesp. 1p. 13p. 25p. 37p. 49ThemeWORKBOOKUNIT 1SCIENCE ANDSCIENTISTSUNIT 2BRIDGINGCULTURESUNIT 3FOOD ANDCULTUREUNIT 4JOURNEY ACROSS A VAST LANDUNIT 5FIRST A
11、IDSpeakingWritingStructure APPENDICESNotes p. 96Grammar p. 105Words and Expressions in Each Unit p. 108Vocabulary p. 115Irregular Verbs p. 122Predicative clausesReview of noun clausesReview of the -ing formPast participles vs the -ing formThe past perfect tenseThe past perfect passive voice*ProjectT
12、hink outside the boxTell visiting students about your schoolDesign your own restaurantPrepare for a journey across a vast landLearn and teach others about first aidMake your own first-aid kit*Video TimeInternational Students in ChinaWhy Is It Important to Explore?What Are You Eating in Australia?Exp
13、loring QuebecPara-Life RescueAn opinion essay about the scientific spiritAn argumentative letter about studying abroadA descriptive essay about ones dietAn email about a journeyA narrative essay about providing first aidTalking about scientific phenomenaInterviewing someonePronunciation: weak formsO
14、rdering foodPaying the billExpressing surprise and curiosityTalking about space and positionEnding a conversation naturallyGiving first-aid instructions for rescuing a drowning victim UNIT 1 PEOPLE OF ACHIEVEMENTTo raise new questions, new possibilities, to regard old problems from a new angle, requ
15、ires creative imagination and marks real advance in science. Albert Einstein & Leopold Infeld In this unit, you will 1 read about how John Snow defeated “King Cholera”.2 listen to and talk about interesting experiences related to science.3 write about what makes a great scientist.4 explore the relat
16、ionship between science and art. Look and discuss1 Where do you think this photo was taken? What are the students doing in the photo? 2 Have you ever been to a place like this? What was it like?3 Would you like to work in such a field in the future? Why or why not?SCIENCE AND SCIENTISTSUNIT 11Unders
17、tand the questioning mindReading and Thinking1 Discuss the following stages of scientific research in groups. What order would you put them in?2 Skim the passage to see if the order you decided in Activity 1 was correct.JOHN SNOW DEFEATS “KING CHOLERA”Cholera used to be one of the most feared diseas
18、es 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 fru
19、strated 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
20、 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 185
21、4, 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 n
22、ear 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 w
23、ater 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
24、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. analyse the results ask a question draw a co
25、nclusion collect data find a problem find supporting evidence think of a method28272625242322PH2120191817161514BROAD STREETpump29303132333435363738394012345613121110987 654321PHPH147141312111098PHC A M B R I DGE STREET654321413Part of Snows Cholera MapNote: : 1 death PH: public house 30, 31, : numbe
26、rs of houses2UNIT 1 SCIENCE AND SCIENTISTS3 Read the passage again and complete the chart below.4 Match the following headers with the letters from the chart above. Write AE in the blanks.The truth was that the water from the Broad Street pump had been infected by waste. Moreover, Snow was later abl
27、e 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 Snows ti
28、reless 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. Each year, millions of people around the world get cholera and many die from it. Fortunately, we now know how to prevent cholera, tha
29、nks to the work of John Snow. Moreover, in his use of maps and statistics, Snow transformed the way scientists study diseases. For this reason, Snow is considered the father of modern epidemiology. 1 conclusion 2 evidence 3 process 4 solution 5 theories It was believed that cholera was caused by bad
30、 or germs in .Snow the places where the people who had lived.The pump water carried .The of the pump was removed.Many deaths occurred near the in Broad Street.Some people drunk the water from the pump, and lived.A woman and her daughter died in another part of London after .ABCDE5 Write out the ques
31、tions according to the answers.6 In groups, discuss the following questions.1 Q: What ? A: Snow thought that cholera was caused by germs in food or water.2 Q: Why ? A: Snow had the handle of the pump removed so that it could not be used.3 Q: How ? A: The cholera threat was defeated thanks to the wor
32、k of John Snow.1 What was the most important tool Snow used to defeat cholera? What common medical tools, e.g., a microscope, didnt he use? Why?2 How has John Snows work affected our daily lives? Ask questionsOne way to approach a reading passage is to ask questions about it. Asking questions can he
33、lp you understand the content. It can also help you think more deeply about the topic.UNIT 1 SCIENCE AND SCIENTISTS3Learning About LanguageBuild up your vocabulary1 Find the words from the previous pages with the following prefixes or suffixes. Then add two words for each prefix or suffix, and expla
34、in their meanings.3 Replace the underlined parts with suitable words from the box.raw a household name substantial statistics handle2 Make phrases by combining the words in the left box with those on the right. Then complete the sentences using these phrases.1 Many scientists the view that it is hum
35、an activity that has caused global warming.2 He was to the accident because he drove on the wrong side of the road.3 The man being behind the robbery was seen crossing the street.4 Since heart disease is often our lifestyle choices, we need to make healthy living an important part of our lives.subsc
36、ribe suspect blame link to of for4 Read this passage about medical science. Complete it using the words below. British scientists believe they may have found a way to fight the common cold. It blocks a key protein in the bodys cells that is to for the spread of cold-causing virus. Targeting the host
37、 rather than the was a bit non-traditional but made sense because it was tricky to target the virus. Cold-causing viruses are not only of kinds, they also rapidly, meaning they can quickly develop resistance to medicine. Researchers are working on making a form of medicine that can be taken directly
38、 into ones lungs, to the chance of side effects. Though these scientists have made advances in their research, further is needed to make sure such drugs are not so that they harm the body.infection multiple decrease severe transform proof blame substantial 1 It is not unusual for an athlete to be we
39、ll-known while he is active, and quickly forgotten when his athletic career is over. 2 Im sure shell deal with the changes very well because shes very adaptable.3 He was ready to serve dinner to his friends when he realised that he had forgotten to turn on the oven and the meat was not cooked yet.4
40、He used his great influence to change the thinking of the scientific community on this issue.5 Scientists have collected more data than expected to prove the theory.4UNIT 1 SCIENCE AND SCIENTISTSPrefixWordsPrefixWordsSuffixWordsSuffixWordsre-micro-ory-ialdis-trans-ion-ologyDiscover useful structures
41、 1 Underline all the examples in the reading passage where noun clauses are used as the predicative. Then state their meaning and functions.2 Answer the following questions using the information from the reading passage as well as the predicative clauses. 3 David is talking to Maria about their scie
42、ntific research project. First complete Davids lines (AE), using the words in the box. Then put Davids lines in the correct order and practise the conversation.A Absolutely. You may not believe it, but that was happened at the initial stage of our groups research on developing a vaccine for malaria.
43、 B Yes, it is. And it seemed all the theories were useful, but the fact was we couldnt persuade one another that one theory was better than another.C Exactly. The problem was not about all our theories were equally good, but in deciding theory to depend upon.D We realised that what we cared about wa
44、s not aspect we needed to develop a theory in, but rather we can reduce the cost of a vaccine without reducing its effect!E Youre right. At last, we became focused on the key issue, which was we had to carry out the research in the first place.Maria: This mix of theory and data is one of the key cha
45、racteristics of what we call science.David: Maria: With your theoretical framework?David: Maria: Deciding on a theory is definitely of critical importance.David: Maria: This was when you should have calmed down and got down to doing some solid work.David: Maria: So what happened in the end?David: Wh
46、at was it that John Snow showed to the world? What John Snow showed to the world was how cholera could be overcome.1 What was Snows discovery in two particular streets in London? Snows discovery in two particular streets in London was that .2 What was Snow determined to find out during the 1854 outb
47、reak of cholera in London? What Snow was determined to find out was why .3 What were the exact places Snow marked on the map? The exact places Snow marked on the map were where .4 What was the finding that Snow announced? Snows finding was that . EXAMPLEas if that what who when how why whose which w
48、hetherAUNIT 1 SCIENCE AND SCIENTISTS5Using Language1 Look at the photos below, and discuss in groups what these activities have to do with science. 2 The photos above are related to the conversation you will hear. Using the photos, try to predict the answers to the following questions.3 Listen to th
49、e conversation and see if your answers for Activity 2 are correct. Then write down the letters (AE) for the photos in the order that you hear them described. 4 Listen again and complete the descriptions of the photos above. Talk about scientific experiences1 Where are the people in the conversation
50、going to go?2 What kind of place is it, and what does it focus on?3 What kinds of things can you do there?1 2 3 4 5 Predict by using picturesOne way to get more out of your listening is to predict what you will hear. Using the pictures provided and the knowledge you already have, you can guess the k
