人教版高中英语必修2unit1课文知识点详解教学文案

人教版高中英语必修二Unit 1 Cultural relics的重要知识点1. 词汇与短语：- look into：调查- consider：认为，考虑- in return：作为报答- take apart：拆开- make into：制成- remove：移走- belong to：属于（无进行时和被动语态）- rather than：而不是- remain：保持不变- be popular among/with：在……中流行- survive：幸存下来，后面可以直接加表示“灾难”的名词，如war, flood, fire, accident, earthquake, shipwreck等。

翻译时，可以先将survive后的名词译成“经过……后”，然后再译“幸存下来”。

2. 语法与句型：-注意理解并掌握属于（belong to）这个短语的无进行时和被动语态的特点。

-学习如何在句子中正确使用survive这个单词，并理解其与其他表示“幸存”的单词或短语的区别。

3. 话题与语境：-本单元主题为“文化遗迹”，涉及到文化遗迹的定义、重要性、保护方法等相关话题。

在学习过程中，可以通过阅读相关的文章、观看纪录片等方式，加深对文化遗迹的理解。

-学习如何在不同的语境中运用所学的词汇和短语，如讨论文化遗迹的保护、描述文化遗迹的特点等。

4. 写作技巧：-学习如何撰写关于文化遗迹的文章，包括介绍文化遗迹的历史背景、文化价值、保护现状等。

-掌握在文章中正确运用所学的词汇和短语，使文章表达清晰、准确。

5. 听力与口语：-通过听力材料了解不同地区的文化遗迹及其背后的故事。

-练习用英语讨论文化遗迹相关的话题，提高口语表达能力。

通过掌握以上知识点，学生可以更好地理解和运用英语来讨论文化遗迹这一话题，提高英语综合运用能力。

高一英语Unit1 Cultural RelicsThe first period (Warming up and Pre-reading)Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)Teaching procedures:Step1 Warming-upT talks about some famous world heritages to the students. Raise the Ss’awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.T: Boys and girls, look at the title of this unit, tell me what the topic of this unit is.Ss: The topic of this unit is cultural relics.T: Do you know what cultural relics are?(Ss can find the answer from the Warming up.)T: OK, very good. Now let me tell you some details about cultural relics. Cultural relics are traces of features surviving from a past age and serving to remind peopleof them. They represent the culture of a place and some periods of history. Can you give me some examples of the cultural relics?S1: The Great Wall.S2: The Pyramids in Egypt.S3: The Imperial Palace. ……T: Well done. (T can give more examples) Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. Now imagine that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.3 minutes later, ask some Ss to give their answers.Step 2 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. ……T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Sample dialogueT: If you found a cultural relic, what would you do with it?S1: I don't know．T: Would you want to keep it?S1: Of course not．It doesn't belong to me．T: Then why don't you go to your community council?S1: I'm not sure I could trust the people there．What if the person I give it to keeps it for himself?T: Good question．What do the rest of you think?S2: I guess I would ask my parents what to do with it．T: That's a good idea．Anyone else have an idea?S3: I would ask my brother．He is a policeman．Ask some Ss to act their dialogue out.Step 3 Homework1.Preview the reading passage and do exercise I in the part “Learning aboutlanguage”.2.Ask the Ss to look for more cultural relics. The students can go to the library oruse the Internet to search for information.Record after teaching:______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________The Second Period(Reading and comprehending)Knowledge:Learn some new phrases and some new sentence patterns.Ability:1.Learn some detailed information about the Amber Room.2.Improve the students’ reading ability.3.Train the students’ ability to grasp key information while listening.4.Train the students’ speaking ability.Emotion:1.Train the students’ ability to cooperate with others.2.Enable the Ss to talk about the story of the Amber RoomTeaching important points:1 .The new words and expressions;2. Learn some detailed information about the Amber Room;3. Train the students’ ability to cooperate with others;4. Train the students’ speaking ability.Teaching difficult points:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light,mirror, wonder;2. Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3. Sentence patterns:(1) There is no doubt that…..(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．4. Improve the students’ reading ability.5.Train the students’ ability to grasp key information while listening.Teaching methods:1.Listening to the tape.2.Learning and practicing.Teaching procedures:Step 1 Greetings and lead-inT: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.Students give their answers.T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called?Ss: The Amber Room.T: Yes, It’s called the Amber Room.Step2 Fast reading:T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:1、Why it is called the Amber Room?2、What else were used to make the room besides amber?3、Why was the Amber Room first built?4、When and why did Frederick William I give the Amber Room to Peter the Great?5、What did Catherine II do with the Amber Room?6、When and how was the Amber Room supposed to have been lost?Five minutes later, ask some Ss to give their answers.Answers:1、It was given the name because almost seven thousand tons of ambers were used to make it.2、The Amber Room was also made with gold and jewels.3、It was made for the palace of Frederick I.4、1716，Frederick William I gave it to Peter the Great, as a gift of friendship.5、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers6、In 1941, those two countries were at war. German army stole it.Step3 ComprehendingAfter finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.T: Now read the passage again and finish the exercises of comprehending.The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers.Step 4 Post-reading1.Read the passage again to get important information about the text In Search o fthe Amber Room. Then fill in the blanks. (Page73 Best English )Step 4 Speaking or Reading aloudPlay the tape for the students to listen and follow in order to let them know how to read the text.Step 5 Homework1.Read the text several times.2.Do exercise 3 on Page 4.3.Do exercise 1 on Page 42 (Ss’ Book)Record after teaching:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Third Period(Text analyses and language points)Knowledge:1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;Phrases: look into, belong to, in search of, in return, at war, take apart, thinkhighly of;2. Sentence patterns:(1)In 1770, the room was completed the way (that) she wanted it(2) There is no doubt that the boxes were then put on a train for Kingsburg, atthat times a German city on the Baltic Sea.Ability:1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Emotion:1.Train the students’ ability to cooperate with others.2. Know what happened to the Amber Room3.Know the importance of protecting the cultural relics by learning the story ofamber roomTeaching important points:1.Train the students’ ability to read different English names.2.Train the students’ ability to cooperate with others.Teaching difficulties:1.The explanation of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching procedures:Step 1 RevisionT: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically?The Ss talk it about by themselves for some minutes, and then T gives the answer:Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now RebuiltStep 2 Learning about the language points1.Although it feels as hard as stone, it easily melts when（it is）heated.Feel here means: to give or produce the stated sensation(给人以某种感觉)2.The design for the room was of the fancy style popularin those days. (在句中做表语)（定语后置） 3.There is no doubt that the boxes were then put on a train for konigsberg,at that time a German city on the Baltic Sea.(同位语从句)Step 3 HomeworkIn order to master the usage of these words and expressions, please do some related exercises.1.Translate the sentences on Page 43 into English. Write the English sentences inone of your exercise book and hand it in tomorrow.2.Finish the Reading Task on Page 44.Record after teaching:______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________The Fourth Period(Learning about Language)Knowledge:1.Learn some new words of this unit.2.Do some exercises of this unit.Ability:1.Learn to write out the words according to their explanation in English.2.Improve the students’ ability of translating.Emotion:Train the students’ ability to cooperate with each other.Teaching important points:1.Learn the new words.2.Train the students’ translating skills.Teaching difficulties:1. Learn to choose the correct words according to the meanings.2. How to improve the students’ translating skills.Teaching procedures:Step 1 Revision.Check the homework exercises.Have a dictation of some words and expressions of reading part.Step 2 Learning about Language.1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.belong to phr v (T)a.to be the property of: That coat belongs to me.b.to be a part of; be connected with: That top belongs to this box.c.to be a member of: He belongs to a large family.Warning:“Belong” is not used in the continuous tense or the passive voice.Eg. The computer is belonging to my sister. (F)The computer is belonged to my sister (F)The computer belongs to my sister. (T)The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.3.T: let’s look at exercise 3.The preposition sometimes indicates a state,condition or a continuous activity. Look at the sentence of exercise 3 and try to express each of them in another way.After several minutes, T gives the answers.Step 3 Translation (P43 SB)Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise.Step 4 Homework1.Finish Ex1 on P4: find out the sentences with attributive clause.2.After class, read the passage on Page 5.Record after teaching;__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ___________________.。

新人教版（2019) 高中英语必修二Unit1单元知识点总结Book2 Unit1 Cultural heritage一、单元学习目标二、单元词汇2. 短语集合1.参与（某事）；参加（某活动） take part in2.让步；屈服give way to3.保持平衡keep balance4.导致lead to5.提出建议make a proposal6.阻止；不准prevent…from…7.向……捐赠……donate …to…8.确保；设法保证make sure9.在世界各地all over the world10.保护文化遗迹/遗产protect/preserve cultural relics/heritage11.参加国际青年夏令营take part in an international youth camp.12.帮助泰山很自豪be proud to help Mount Tai13.向联合国求助turn to the United Nations(for help)14.逐块拆解be taken down piece by piece15.运行一个项目run a programme16.分辨是非tell right from wrong17.the Forbidden City 紫禁城18.莫高窟the Mogao Caves19.丝绸之路the Silk Road20.高质量的数码照片high-quality digital photographs三、单元重要知识点1. creatively /kri'eɪtɪvli/ adv. 创造性地；有创造力地Students from different countries are working creatively to protect a temple in China.来自不同国家的学生正创造性地保护中国的一个寺庙。

（P2）creative /kri'eɪtɪv/ adj. 创造性的；有创造力的；有创意的She's very creative─she writes poetry and paints.她极富创造力，既赋诗又作画。

高中英语必修二Unit 1课本知识【重点单词拓展】1.limit n.限制;限度vt.限制;限定→limited adj.有限的→(反) limitless adj.无限的2.contribution n.捐款;贡献;捐赠→contribute vi.捐助;贡献vt.捐款;投稿→contributor n.撰稿人;捐款者3.attempt n.&vt.企图;试图;尝试→attempted adj.企图的;未遂的(用于名词前)parison n.比较;相比→compare vi.&vt.比较5.conduct n.行为;举止;管理方法vt.组织;安排;带领→conductor n.指挥6.balance n.平衡;平均vt.使平衡→balanced adj.均衡的;平衡的7.loss n.丧失;损失→lose vt.丢失;丧失;迷路→lost adj.丢失的8.proposal n.提议;建议→propose vt.建议;提议9.likely adj.可能的adv.可能地→(反) unlikely adj.不可能的adv.不可能地10.disappear vi.消失;灭绝;消亡→appear (反) vi.出现;露面→appearance n.出现;外貌11.donate vt.(尤指向慈善机构)捐赠;赠送;献(血)→donation n.捐赠;赠送;捐款12.preserve vt.保存;保护;维持n.保护区→preservation n.保护13.creative adj.创造性的;有创造力的;有创意的→creatively adv.创造性地;有创造力地→creativity n.创造力;创造性→create vt.创造→creation n.创造;创作;作品14.promote vt.促进;提升;推销;晋级→promotion n.晋升;推销;促进15.application n.申请(表);用途;运用;应用(程序)→apply vi.申请;适用vt.应用;使用→applicant n.申请人16.entrance n.入口;进入→enter vi.进入17.professional adj.专业的;职业的n.专业人员;职业选手→profession n.职业;行业18.identify vt.确认;认出;找到→identification n.识别;鉴定;确认19.prevent vt.阻止;阻挠→prevention n.防止;预防→preventive adj.预防性的20.investigate vi.&vt.调查;研究→investigation n.调查;研究21.tradition n.传统;传统信仰或风俗→traditional adj.传统的→traditionally adv.传统上22.historic adj.历史上著名(或重要)的;有史时期的→history n.历史→historical adj.历史上的;有关历史的23.process n.过程;进程;步骤vt.处理;加工→processed adj.加工的;处理的【词块和短语】P1pass on 传递cultural heritage 文化遗产a cultural heritage site 文化遗址P2take part in / participate in 参与(某事);参加(某活动)cultural relics 文化遗址;文物P3base sth on / upon sth 以....为基础, 以…为根据be proud to do sth 因做某事而自豪P4solve / overcome / settle/ resolve a problem解决问题economic development 经济发展There comes a time when …的时刻到来; 总有...的时候give way (to) 被...取代; 让步;退让lead to / result in 导致致使produce electricity 发电supply sth to sb/ supply sb with sth给某人提供某物turn to 向....求助establish a committee 成立委员会raise funds / money 筹款conduct / do / carry out a test 试验make a proposal 提出建议sign a document 签署文件bring together 把....召集起来;使联合起来take down 拆除;记下piece by piece 逐块地; 一块块地put back 使....回到原来的状况;放回(原处)be safe from 免遭...的危险/伤害donate...to 向.....捐赠run over 撞倒并碾轧;翻阅;快速阅读work together to build a better tomorrow共同创造美好未来run a programme 设立/运营一个项目prevent / stop...from (doing) sth 阻止/不准....做某事P5ask / turn to sb for help 向某人求助a view on / about sth 对...的看法/意见put… in danger 把…置于危险境地a solution to a problem 问题的解决办法P6in detail 详细地at the entrance to 在...的人口处P7It is said that...据说.tell right from wrong 明辨是非P8promote culture 推广文化increase knowledge and appreciation of加强对...的认识与鉴赏力promote wider interest in sth促使对某事物产生更广泛的兴趣work on从事;致力于P9get / attract / catch / draw sb’s attention 吸引某人的注意end with 以..结束P10come up with 提出;想出;提供intangible cultural heritage 非物质文化遗产a field trip 实地考察;野外考察P11be familiar with 熟悉do/ carry out/ conduct research 进行研究P12speed up (使)加快速度fall into ruin (因无人照料而)衰落;败落live on 继续存在;继续活着【教材金句】1.Heritage is our legacy from the past, what we live with today, and what we pass on to future generations.— World Heritage Centre(P1)文化遗产是过去人类所创造，由现代人类继承并传之后世。

Unit1 Cultural relicsWords and expressions●survive1) vi 继续生存或存在Many strange customs have survived from earlier time. 2) vt 经历某遭遇后幸存survive sth.Few buildings survived the earthquake.3) vt 比某人活得长survive sb.The man survived his sister by three years.●in search of sb./sth 寻找…在句中作目的状语或表语He was in search of an old friend.They went out in search of food.in the/one’s search for sb./sth. 寻找…Many people joined them in the search for gold.search sb./spl for sthFirefighters searched the buildings for survivors.●amaze surpriseIt amazed her that he could be so calm at such a time. amazed 感到吃惊的She was amazed at how calm she felt after the accident. amazing 令人吃惊的The amazing thing is that it was kept secret for so long.designShe came to London in 1960 to study fashion design.The experiment is designed to test the new drug.This room is designed for the children.This is designed as a present for my daughter.We have designed building/ to build a park here.by design on purpose故意地by accident by chance 意外地Do you think the building was burnt down by accident or design?5. fancy vt 爱好，想象（语气较随意）imagineI fancy a swim.Don’t fancy that you can succeed without hard work..I can’t fancy his doing such a thing.My new roommate has a lot of fancy clothes. (adj. 别致的，装饰花哨的，奇特的)6. decorate decorate … with sthWe decorated the house with some pictures.译：墙上装饰有几幅画。

必修(bìxiū)2Unit1单元知识梳理(shūlǐ)和能力组合1.survive幸存(xìnɡ cún)，经历…而活着2.amaze 使惊讶3.select精选4.design 设计5.fancy奇异的6.style风格7.remove除去8.doubt怀疑9.reception接待10.light点燃 11.wonder惊奇 12.evidence证据 13.trial尝试；审判 14.explode爆炸 15.sink下沉 16.debate辩论1. belong to属于2. in search of搜寻3. in return作为回报4. at war交战5.take apart拆开6. think highly of高度评价7. be used to do被用来做8. rather than而不是9. more than不仅仅 10. less than少于 11. care about在乎 12. add …to…增加 13. agree with同意 14. see for oneself亲自看 15.at that time在那时 16.serve as充当 17. by the light of 借着…的光 18. be designed for 为…而设计 19.no doubt 无疑 20. the entrance to 通往…的入口1.There is no doubt that…: 毫无疑问，…2.It takes somebody some time to do something. 做某事花某人多长时间3.This was a time when…在这个时期…4.It can be proved that…可以证明，…5.can’t have done something不可能做过某事Part 1. Warming up1. Is it enough to have survived for a long time?只是存在的时间长就足够了吗？survive vi.幸免；生还；幸存vt. 经历……而幸存；比……活的时间长Of the six people injured in the crash, only two survived. 在这次撞车事故受伤的6个人中，只有2个人活了下来。

Unit 1 Cultural Relics教学内容一．Words1. survive v. survival n. 生存，幸存survivor n. 幸存者(1) vi. 继续生存或存在Some interesting customs have survived from accident times. 一些有趣的风俗已经从古代留下来了。

(2) vt. （经历某遭遇后）幸存；幸免于；（从困境等中）挺过来；艰难度过Luckily, most people survived Yushu Earthquake. 幸运的是，大部分人幸免于玉树大地震。

The company managed to survive the crisis. 公司设法度过了危机。

(3) vt. 比……长寿；比……活得长She survived her husband by five years. 她比他丈夫多活了5年。

2. select vt. 选择，挑选；选拔selection n. 选择，挑选，选拔搭配：select sb. to do sth. 选择某人在某事；select…as 挑选……作为……；select…from 从……中选出……They selected him to make a speech at the opening ceremony. 他们推选他在开幕式上致辞。

He was selected as the representative of the district. 他被选为那个地区的代表。

She selected her favorite book from her collections and read to her children. 她从藏书中选了那本最喜欢的念给她的孩子们听。

辨析：select, choose与pickselect 强调精心地选择，侧重客观性的选择。

We selected some for seeds. 我们选了一些做种子。

w el l,withthee ff ec ti ve ne ss of se rv i estodefendtheinterestsofthemasses.Third,weshouldstrivetodowell.Toachievegoodpracticalresults,thekeyistoknowthelaw,tograspthelawsandusinglaws.Officeofeconomicdevelopment,socialprogress,therearerulestofollow.Onlyactaccordingtothelaw,toovercomeblindnessandstrengtheninginitiative,creative.WorkingintheOffice,weshouldbegoodatanalyzingtheessenceofthings,tofindregularthing,changefrompassivetoactive,toseekone.Investee2.establishmentofevaluationsystem.Evaluationsystemisessentiallyanincentivemechanism,theevaluationwasobjectiveandfair,reasonable,andcanstimulateaperson'senergy,mobilizingpeople'senthusiasmorbemisleading,dampenedtheenthusiasmofpeople.Atpresent,theconceptofpeople-orientedpeople,buttoestablishandperfectevaluationsystemisstilllaggingbehind.Workinthisareashouldbeseriouslycaughtup."Threeemphao f . I s a f o c u s o n s t a ndardsandscientific.Afundamentalpointoftheevaluationcriteria,istokeepcontact,development,comprehensiveeyeevaluationofcadres.Officework,both"record"and"potentialperformance";bothsubjetiveefforts,takeanotherlookattheobjectivecondition;both"pragmatic"enough,takeanotherlookatthe"retreat"level.Second,focusonparticipatingthebreadthofthesubject.Evaluationofcadresmustgivefullplaytodemocracy,cadresandthemasseshandingoverevaluation.Officeworkservicesleadershipandservicebase,servethepeople,thennominatedthemainobjectwillcontainavarietyofservices,sothatassessmentwasaccurateandtoavoidone-sidedness.Third,payattentiontotheseriousnessoftheconclusion.Theuseofevaluationfindingsismainlyembodiedinhisdirection.Permittedtochooseone,itwouldbetantamounttoestablip s n Os s c l n n s n no P sdo s,c p-o p O sa c on s o Od oe Oe nsn u onp d o h s p n o-d o o o b p-n co s i t i v e i g n i f i c a c e o f e v a l u a t i o n . ff ic eo ft he pa rt yc om mi tt ee sa ta ll le ve ls h o u l d t a k e t h e f i n d i n g a s o n t h e a d r e s 'b o n u s -p e n a t y ,a i m p o r t a t b a s i f o r f u t u r e m o v e m e t s ,i n c e n t i v e a dr es tr ai nt ef fe ct of ma ki ng ev al ua ti n s .3. r e v e n t i o n o f u n d e r ta nd in g"in fi de li ty ".Pe op le -ce nt er e d e v e l p m e n t ,c o n c r e t e i d i a l e c t i c a l .I n p r a c t i e i n t h e p r o c e s s ,t o r e v e n t o n e s i d e d a n d s t i l l l o k ,f r o m a c t u a l e o p l e . n e i t o u s e d i l e c t i a l p o i n t o f v i e w t u n d e r s t a d .H u m a n it i s t h e c o r e f t h e s c i e n t i f i c ut lo ok on de ve lo pm en t,re ma in st he e v e l o p m e n t f t h e s c i n t i f i c u t l o o k o n d e v l o p m e t e m p h a i z e s ,i s s t i l l t a k i g e c o n o m i c c o n s t r c t i n a s t h e C e t e r .A n y d e a r t u r e f r o m t h e e v e l o p m e n t f t h o u g t a n d a c t i o n ,i a m i s i n t e r r e t a t i o n a d m i s u n d e r s t a n d i n g f p e o p l eo rie nte d .A d h eretope op l e -o r i e n t eb o t h t o v e rc o m e n e -s ide d n e s s of t h el d , u t a l s o t o r e v e n t o n e s i d e d n e s s , o t a c ele r a t i n g t h e s p e e d i n g u p d e v e l o p m e n t i s n o t o p p o s e d , b u t c o n s i s t e n t , w e s h o u l d n e v e r be必修2Unit1单元知识梳理和能力组合知识盘点重点词汇幸存，经历而活着使惊讶精选设计奇异的风格除去疑心接待点燃惊奇证据尝试；审判爆炸下沉辩论短语1.belongto属于2.insearchof搜寻3.inreturn作为回报 4.atwar交战apart拆开6.thinkhighlyo f 高度评价7.beusedtodo被用来做8.ratherthan而不是9.morethan不仅仅10.lessthan少于11.careabout在乎12.addto增加13.agreewith同意14.seeforoneself亲自看thattime 在那时as充当17.bythelightof借着的光18.bedesignedfor为而设计doubt无疑20.theentranceto通往的入口句型Thereisnodoubtthat:毫无疑问，Ittakessomebodysometimetodosomething.做某事花某人多长时间Thiswasatimewhen在这个时期Itcanbeprovedthat可以证明，can’thave donesomething不可能做过某事能力拓展Part1.Warmingup1.Isitenoughtohavesurvivedforalongtime?只是存在的时间长就足够了吗？survivevi.幸免；生还；幸存vt.经历而幸存；比活的时间长Ofthesixpeopleinjuredinthecrash,onlytwosurvived. 在这次撞车事故受伤的6个人中，只有常用结构：2个人活了下来。