【01-暑假复习】专题04 Exploring poetry (选择必修一) (学生版)-2025年新高二英语暑假衔接讲练 (译林版)(2)

这是一份【01-暑假复习】专题04 Exploring poetry (选择必修一) (学生版)-2025年新高二英语暑假衔接讲练 (译林版)(2)，共21页。试卷主要包含了grasp n，rhyme n，cage vt.把关在笼中 n等内容，欢迎下载使用。
内容导航
考点聚焦：核心考点+高考考点，有的放矢
重点速记：知识点和关键点梳理，查漏补缺
难点强化：难点内容标注与讲解，能力提升
复习提升：真题感知+提升专练，全面突破
核心考点聚焦
重点单词
1．grasp n．理解，领会；抓紧，握紧，控制；能力所及 vt.抓紧；领会，理解
2．detect vt.发现，查明，侦察出
3．rhyme n．押韵词；押韵 vt.使押韵 vi.和……同韵
4．cmplex adj.复杂的，难懂的 n．建筑群；复合体；情结
5．cntradictry adj.相互矛盾的，对立的
6．cage vt.把(动物)关在笼中 n．笼子
7．remte adj.偏远的，偏僻的；遥远的，久远的；远亲的
8．reward vt.奖励，奖赏 n．奖励，回报；悬赏金
9．inner adj.内心的，隐藏的；里面的，内部的
10．perceive vt.注意到，意识到；将……理解为，将……视为
11．ideal n．理想；典范 adj.完美的，理想的
12．rigid adj.死板的，僵硬的；固执的，僵化的
13．underg vt.(underwent，undergne)经历，经受
14．advcate vt.拥护，支持，提倡 n．拥护者，支持者；辩护律师
15．belief n．看法，信念；信仰；相信，信心
16．bend vi.& vt.(bent，bent) (使)拐弯，弯曲 n．拐弯，弯道
17．claim n．声明，宣称；所有权；索赔 vt.宣称，声称；要求；索取；获得
18．sigh n．& vi.叹气，叹息
19．dare vi.& vt.敢于，胆敢；激(某人做某事)
20．striking adj.引人注目的，显著的；妩媚动人的，标致的
21．characterize(als characterise) vt.是……的特征，以……为典型；使……具有特点；描述，刻画
22．encunter vt.偶然碰到，意外地遇见；遭遇，碰到 n．相遇，遭遇，冲突
23．numerus adj.众多的，许多的
24．bm n．(贸易和经济活动的)激增，繁荣 vi.迅速发展，激增，繁荣昌盛
25．cast vt.(cast，cast)投射；向……投以(视线、笑容等)；投，抛；选派角色 n．全体演员；投，抛
26．we vt.欠(情)；欠(债)；归功于；归因于
27．debt n．人情债，情义，恩情；借款，欠款，债务
28．entitle vt.(usually passive)给……命名；使享有权利，使符合资格
29．blame vt.把……归咎于，责怪，指责 n．责任，责备，指责
30．unfrgiving adj.不饶人的，不宽容的；棘手的
重点单词拓展
1．frzen adj.结冰的，冰封的；冷冻的；冻僵的→freeze v．将……冷冻，冻僵→freezing adj.严寒的，冰冻的
2．imply vt.含有……的意思，暗示，暗指→implicatin n．含义；暗示；影响
3．patience n．耐心，忍耐力→patient adj.忍耐的，耐心的 n．病人→patiently adv.耐心地
4．cnstant adj.持续不断的→cnstantly adv.不断地；始终，一直
5．lgical adj.符合逻辑的；必然的，合乎情理的→lgically adv.逻辑上；符合逻辑地
6．reality n．事实，实际经历；现实，实际情况→real adj.真正的；确实的；真实存在的→really adv.真正地；实际上
7．nvelist n．小说家→nvel n．小说 adj.新颖的
8．stability n．稳定(性)，稳固(性)→stable adj.稳定的；牢固的；稳重的→stably adv.稳定地
9．tlerant adj.宽容的，容忍的；能耐……的→tlerate vt.容忍→tlerance n．容忍
10．distinguish vt.& vi.成为……的特征，使有别于；区分，辨别；认出；使出众→distinguished adj.卓越的；著名的；高贵的；受尊重的
11．representative adj.典型的，有代表性的 n．典型人物，代表性人物；代表→represent vt.代表；描绘
12．fascinate vt.& vi.深深吸引，迷住→fascinating adj.迷人的，吸引人的
考点一
frzen adj. 结冰的, 冰封的; 冷冻的; 冻僵的
(1)be frzen with fear/terrr/fright 害怕得不能动弹
(2)freezevi. &vt. (frze, frzen)结冰; 凝固; (使人或动物)觉得很冷; (使)冻死; 惊呆; 吓呆
freeze ne’s bld/make ne’s bld freeze使人极度恐惧
freeze (sth. ) up 冻结(某物)
freeze t death冻死
(3)freezingn. 冰点 adj. 冰冻的; 严寒的
freezing cld极冷的
The meeting tk place n a (freeze) cld and rainy night.
考点二
grasp n. 理解, 领会; 抓紧, 握紧, 控制; 能力所及 vt. 抓紧; 领会, 理解
T
(1) within sb. ’s grasp 某人能理解/得到
beynd sb. ’s grasp某人不能理解/得到
have a gd grasp f 非常理解/掌握
(2)grasp +从句理解
grasp an pprtunity 抓住机会
grasp hld f抓住
A businessman will grasp any chance t make a prfit.
考点三
patience n. 耐心, 忍耐力
(1)have little/n patience with sb. 对某人没有耐心, 不能忍受某人
lse/run ut f patience (with sb. ) (对某人)失去耐心
with patience耐心地
(2)patientadj. 耐心的 n. 病人
be patient with. . . 对……耐心
(3)patientlyadv. 耐心地
He explains every prblem t his students with great (patient).
考点四
reward vt.奖励，奖赏，报答，酬谢 n．奖励，回报；酬谢；悬赏金；奖赏

•
(1)reward sb. fr 因……酬谢某人
reward sb. with sth. 用……酬谢某人
(2)as a reward fr 作为……的报酬; 作为……的回报
in reward fr为了报答, 作为对……的回报
(3) rewardingadj. (指活动等)值得做的, 有益的
Philip said he fund his teaching jb very interesting and (reward).
考点五
advcate vt.拥护，支持，提倡 n．提倡者，拥护者，支持者；辩护律师
advcate (ding) sth 提倡/拥护/支持(做)某事
advcate sb t d sth 提倡让某人做某事
advcate that...主张/提倡……
It is advcated that...主张/提倡……[从句谓语动词用“(shuld＋)动词原形”]
Experts advcate (take) effective measures t ensure teenagers' safety and healthy grwth.
考点六
claim vt.声称，宣称；索要，索取；致命；认领；获得 n．声称，宣称；所有权；索赔
claim that/t d...声称……
claim t have dne sth 声称做过某事
claim fr/make a claim fr sth 就……提出要求
It is claimed that...据称……，据说……
The manager claimed (retire) because f his pr health.
考点七
tlerant adj.宽容的，容忍的；能耐……的
be tlerant f/twards对……容忍/宽容
tlerate vt.容忍；允许；忍受
tlerate (sb/sb’s) ding...容忍(某人)做……
tlerance n．容忍；忍耐力
(tlerate) means that yu shuld respect the differences in thers and nt try t make them change.
考点八
distinguish v．区分，辨别；分清；成为……的特征；使有别于；使出众
distinguish between A and B 区分A和B
使……有别于……；把……与……区分开来
distinguish neself (as)(作为……而)出名；使自己出众
distinguished adj.卓越的；著名的；杰出的；高贵的；受尊重的
be distinguished fr...因……而出名
be distinguished as...作为……而出名
There are (vary) appraches t the center，where experts will try t make twins (distinguish).
考点九
we vt.欠(情)，欠(债)；归功于；归因于
we sb sth ＝we sth t sb 欠某人某物；把……归功于……
we it t sb d...把……归功于某人
we an aplgy t sb/we sb an aplgy应向某人道歉
•wing t由于
I wed t the dctrs that I survived such a severe accident.
考点十
blame n．责任，责备，指责 vt.责怪，指责，把……归咎于
take/bear the blame fr...对……负责；为……承担责任
put/lay the blame fr sth n sb 把某事推到某人身上/归咎于某人
•blame sb fr...因……而指责某人；把……归咎于某人
blame sth n sb 把某事归咎于某人
be t blame (fr sth)(为某事)承担责任；(因某事)该受责备(主动形式表被动意义)
I admit that it is I rather than yu that shuld be blamed what has happened.
重点短语
1．dig up发现，搜集，查明
2．set sth aside把……放一边；留出
3．break with sth 与某事终止关联，破除
4．make allwance fr体谅；考虑到，估计到
5．familiarize neself with让自己熟悉
6．be rted in根源在于；植根于
7．使……有别于……
8．be representative f 是……的代表；是……的典型
9．be recgnized as 被视为……，被认为是……
10．be fascinated by 被……迷住；被……深深吸引
考点一
set sth. aside把……放一边, 留出, 不理会
set abut sth. /ding sth. 开始(某工作); 着手做某事
set sb. /sth. apart (frm. . . )使某人/物(与……)分离
set sth. dwn 写下来
set ff 出发, 引爆, 引起
set ut出发
set ut t d sth. 开始做某事
set up建立
Crystal set ut (change) that, and helped t create a glbal mvement.
考点二
break with sth. 与某事终止关联, 破除
break with sb. 与某人绝交
break ut (战争、火灾、瘟疫等)爆发
break up打碎, 分开; (关系)破裂, 分手
break thrugh (取得)突破, 冲破
break dwn 发生故障, 失败
break int 闯入
break in 打断, 闯入
【易混辨析】break int 和break in都表示“闯入”, 前者是及物动词短语, 可以带宾语, 可用于被动语态。后者是不及物动词短语, 不能带宾语, 也不能用于被动语态。
Scientists hpe t break sn in their fight against heart disease.
重点句型
1．Secnd，apprach the pem as if yu were an explrer in an unfamiliar landscape.(as if 引导方式状语从句)
第二，走进诗歌，就像你是一个置身于陌生风景中的探索者。
2．Pems that are easy t understand are ften less interesting than thse that cnstantly reveal deeper and previusly unrecgnized meanings.(主语＋be＋adj.＋t d)
相比容易理解的诗，那些不断展现更加深刻的、先前未发现的意义的诗常常更加有趣。
3．As lng as the jurney f petry reading makes yu feel smething r lets yu perceive anther level f meaning，it will have been wrth yur effrt.(as lng as 引导条件状语从句)
只要读诗之旅能让你有所感触，或使你领悟到另一层含义，那你的努力就是值得的。
4．It is believed that this pem was written by Li Bai in his teenage years.(It＋be＋过去分词＋that...)
人们认为这首诗是李白十几岁时写的。
5．Driven by a burning desire fr adventure and travel，Li Bai left hme and started t travel arund in his early twenties.(过去分词短语作状语)
在强烈的探险欲和游历欲的驱使下，李白二十几岁便离家去周游。
考点一
主语＋be＋adj.＋t d
（教材原句）Pems that are easy t understand are ften less interesting than thse that cnstantly reveal deeper and previusly unrecgnized meanings.相比容易理解的诗，那些不断展现更加深刻的、先前未发现的意义的诗常常更加有趣。
本句中含有句型“主语＋be＋adj.＋t d”。
•特点：不定式用主动形式表示被动意义
•使用条件：使用此结构须具备两个前提条件：①不定式和句子的主语之间构成逻辑上的动宾关系；②常用形容词有：difficult，hard，easy，cmfrtable，pleasant，interesting，exciting等。
像大多数的重大问题一样，这个问题很容易问，但很难回答。（主语+be+形容词+t d）
Like mst great questins, this ne .
考点二
As lng as 引导时间状语从句
（教材原句）As lng as the jurney f petry reading makes yu feel smething r lets yu perceive anther level f meaning, it will have been wrth yur effrt. 只要读诗之旅能让你有所感悟, 或者让你发现另一层含义, 你的努力就是值得的。
(1)本句是复合句。句中As lng as引导条件状语从句。as lng as=s lng as表示“只要”, 从句中常用一般现在时, 主句用一般将来时。
(2)从句中有两个使役动词makes和lets, 此处是make/let+宾语+省略t的动词不定式作宾语补足语。
我同意你的意见，只要你有信心成功。（cnfident）
I agree with yu, as lng as .
单元语法
非谓语动词综述
非谓语动词通常指动词不定式、动词-ing形式和动词-ed形式。它们的基本形式的变化如下:
非谓语动词在句中可用作主语、宾语、表语、定语、状语和补语。见下表。
考点一
非谓语动词作主语: 动词不定式与动词-ing形式
1. 动词不定式和动词-ing形式都可以在句中用作主语。不定式作主语时常用形式主语it代替, 不定式置于句末。
T skate n the frzen river is what I’d like t d after schl tday.今天放学后我想去结冰的河上滑冰。
It is imprtant fr us t learn English very well. 对我们来说学好英语是重要的。
2. 动词-ing形式有时也用形式主语it代替, 动词-ing形式置于句末。这时常用于以下句型:
it is n gd/use ding sth. , it is a waste f time ding sth. , it is wrthwhile ding sth. 。
【名师点津】动词-ing形式作主语时, 有时其前面要加上形容词性物主代词或名词所有格, 表明动作的发出者。
1．It is highly imprtant (bridge) the digital divide and make sure that everyne has access t the Internet.
2．Hwever, (earn) a living is by n means the nly reasn why we wrk.
考点二
非谓语动词作宾语：动词不定式与动词-ing形式
1. 在affrd, agree, arrange, chse, claim, desire, expect, fail, hpe, intend, ffer, pretend, prmise, refuse, wish等动词后, 常接动词不定式作宾语。
He managed t pass the exam but I failed t finish my task. 他成功地通过了考试, 但是我没有完成我的任务。
2. 在advise, admit, avid, cnsider(考虑), deny, enjy, finish, practise, suggest等动词以及burst ut, give up, insist n, keep n, put ff等短语后, 常接动词-ing形式作宾语。
*He admitted having n capability t slve the cmplex prblem. 他承认没有能力解决这个复杂的问题。
3. 在like, lve, begin, start等动词后, 既可以接动词不定式作宾语, 也可以接动词-ing形式作宾语, 但二者区别不大, 常可以交换使用。
*I like singing. =I like t sing. 我喜欢唱歌。
4. 在remember, frget, regret, try, mean等动词后, 既可以接动词不定式作宾语, 也可以接动词-ing形式作宾语, 但二者意义不同。
I remember reading the stry smewhere befre. 我记得以前在什么地方读过这个故事。
Please remember t turn ff the lights when yu leave the ffice. 当你离开办公室时, 请记得关灯。
5. 介词后一般只接动词-ing形式作宾语。
I’m prud f being a Chinese. 我为自己是一个中国人而自豪。
Please frgive me fr nt telling yu the news in time. 请原谅我没有及时告诉你这个消息。
【名师点津】want, need, require等动词后, 常用动词-ing形式的主动形式表示被动的意思, 动词-ing形式可以换成动词不定式的被动式。例如:
*My hair needs cutting. = My hair needs t be cut. 我的头发需要剪了。
接动词-ing形式作宾语的口诀
建议抵制享受(suggest/ advise; resist; enjy)
考虑承认冒险(cnsider; admit; risk)
避免推迟实践(avid; delay/put ff; practice)
期待成功完成(lk frward t; succeed in; finish)
接动词不定式作宾语的口诀
同意提出做计划(agree; ffer; plan)
要求答应来帮忙(demand/ ask; prmise; help)
决定准备遭拒绝(decide; prepare; refuse)
敢于选择有希望(dare; chse; wish/ hpe/ expect)
不能做到莫假装(fail; pretend)
设法做成决心坚(manage; determine)
表明动作的发出者。
1.After the divrce she reslved never (marry) again.
2.My sister had t cntinue her hmewrk after (cmplain) t my parents abut the nisy neighbrhd.
考点三
非谓语动词作表语：动词不定式，动词-ing形式与动词-ed形式
1. 动词不定式可以在句中用作表语, 说明主语所指的内容, 动词不定式可以带逻辑主语。动词不定式作表语时, 如果前面有实义动词d的形式, t可以省略。
*His ideal is t becme an astrnaut in the future. 词汇复现
他的理想是将来成为一名宇航员。
*My hpe is fr all members t cme tgether.
我希望所有人都来。
*All I did was (t) give him a helping hand.
我所做的就是帮助他。
2. 动词-ing形式和动词-ed形式可以在句中用作表语, 说明主语的特征或者状态, 动词-ing形式还可以表示主语所指的内容。
*The film was s mving that he was mved t tears.
这部电影如此感人, 以至于他感动得流泪了。
*My jb is taking care f the elderly in the nursing hme.
我的工作是在养老院照顾老人。
1．Peple whse interest is (explre) the relatinship between art and science will enjy Singapre’s ArtScience Museum.
2．He remained (stand) beside the dr.
考点四
非谓语动词作定语：动词不定式，动词-ing形式与动词-ed形式
动词不定式作定语常表示将要发生的事; 动词-ing形式作定语常表示正在发生的事, 与被修饰词之间是主动关系; 动词-ed形式作定语常表示已经发生的事或表示被动意义, 与被修饰词之间是被动关系。
I have a meeting t attend tmrrw. 明天我有一个会议要参加。
The man being rewarded is my next-dr neighbur. 正在受奖的那个人是我的隔壁邻居。
The animal intrduced t the island caused damage t the lcal ecsystem. 引进到这个岛上的动物对当地的生态系统造成了破坏。
【温馨提示】
(1)当名词前面有序数词或形容词最高级以及nly, last, next等修饰时, 后面常用不定式作定语。
(2)下面的名词后面接动词不定式作定语
ability, attempt, chance, curisity, desire, decisin, determinatin, effrt, failure, intentin, need, pprtunity, place, plan, prmise, reasn, right(权利)等。
(3)动词不定式中的动词若是不及物动词, 而不定式与其修饰的名词之间有动宾关系, 这个不定式后就应有必要的介词。
1．Sme plants have the capacity (cmmunicate) with each ther by releasing chemical signals when under attack.
2．The (license) prcess invlves legal cntracts between parties.
考点五
非谓语动词作状语：动词不定式，动词-ing形式与动词-ed 形式
1. 动词不定式作状语可以表示目的、原因和结果, 动词-ing形式和动词-ed形式作状语可以表示时间、原因、伴随等意义。
I walked slwly n the ice in rder nt t fall dwn. 为了不摔倒, 我在冰上慢慢地走。
(表目的)
They lifted a rck nly t drp it n their wn feet. 他们搬起石头砸了自己的脚。 (表结果)
He sat in a chair, reading a nvel. 他坐在椅子上读一本小说。 (表伴随)
2. 作状语时, 动词-ing形式具有主动意义, 与句子主语在逻辑上是主动关系; 动词-ed形式具有被动意义, 与句子主语在逻辑上是被动关系。
Being shrt f mney, I decided t apply fr the wrk. (主语I和be shrt f mney之间是主动关系)因为缺钱, 我决定申请这份工作。
Bitten by a dg, Allen was rushed t the hspital. (主语Allen和bite之间是被动关系)艾伦被狗咬了, 被火速送到医院。
3. 动词-ing形式作状语可用完成式, 表示此动作发生在谓语动作之前。
Having read all the papers, he answered the questins fluently. 他读完所有试卷之后, 流利地回答了问题。
4. 动词-ing形式与动词-ed形式作状语时, 有时前面可以加when, while, if, unless, nce, thugh, until等连词, 相当于状语从句的省略。
Unless invited (=Unless I’m invited), I wn’t attend his birthday party. 除非受到邀请, 否则我不会参加他的生日聚会。
When walking ut f the meeting rm(= When they were walking ut f the meeting rm), all the peple were talking abut the decisin made just nw. 人们走出会议室时都在谈论刚才做出的决定。
1．Everyne was silent, (wait) t see wh wuld be asked t read the passage.
2． (permit) enugh time, we can cmplete the task with higher quality.
考点六
非谓语动词作补语：动词不定式，动词-ing形式与动词-ed 形式
1. 在expect, frbid, frce, rder, permit, request, warn等动词后, 常接“名词/代词+动词不定式”结构, 动词不定式作补语。
He warned us t be careful. 他警告我们要小心。
2. see, hear, ntice, watch, feel等动词后的补语。
(1)接不带t的动词不定式作补语, 表示动作的整个过程;
(2)接动词-ing形式作补语, 表示动作正在进行, 与宾语之间是主动关系;
(3)接动词的-ed形式作补语常表示被动意义, 与宾语之间是被动关系。
I saw him crss the street and enter a shp. 我看见他穿过马路然后进了一家商店。
I saw him crssing the street. 我看见他正在过马路。
3. 在使役动词have, let, make后用省略t的动词不定式作补语。have, make后面还可以用动词-ed形式作补语常表示被动意义, 与宾语之间是被动关系。have可以接动词-ing形式作补语, 表示动作正在进行, 与宾语之间是主动关系。
The pliceman let the suspect tell the truth. 警察让嫌疑犯如实交代。
He raised his vice t make himself heard. 为了让其他人听到他的声音, 他提高了嗓门。
4. catch/spt+宾语+动词-ing形式表示“发现……正在做”
I caught/sptted them stealing my apples. 我发现他们正在偷我的苹果。
5. keep/find+宾语+动词-ing形式/动词-ed形式
Srry t have kept yu waiting s lng. 很抱歉, 让你久等了。
Please keep me infrmed f yur latest infrmatin. 请让我了解你的最新情况。
6. “with/withut + 名词/代词 +非谓语动词作补语”的复合结构
He didn’t fall asleep with the nise ging n. 有噪音他睡不着。
All the afternn he wrked with the dr lcked. 整个下午他都锁着门(在房里)工作。
【名师点津】 动词不定式作补语易错提醒
三使、一感觉、两听、五看、半帮助(have, make, let, feel, hear, listen t, watch, see, lk at, bserve, ntice, help)等动词在主动语态中, 后面作补语的动词不定式不可带t, 但是被动语态必须加上t。
I am ften made by the teacher t rewrite the cmpsitin. 老师经常让我重写作文。
She was seen t help an injured ld man near the bank. 有人看见她在银行附近帮助了一位受伤的老人。
1．I’ll have the technical issues (figure) ut by tmrrw mrning.
2．With the unemplyment rapidly (apprach) t ne millin mark, the gvernment is under great pressure t create mre jb pprtunities.
难点一： freeze
1．The pr girl was fund dead in the (freeze) cld night.
2．The (freeze) lake reflects the clear sky, making fr a beautiful phtgraph.
3．In this cld weather, many things were .(freeze)
难点二： grasp
1．He wndered whether his friends (grasp)that he had dne his best.
2．It is nt difficult (grasp) a freign language if yu spend time and effrt n it.
3．The student pretends （grasp）what the teacher said just nw.
难点三： patient
1．After a lng time f waiting, the custmers became (patient).
2．I wuldn’t have the (patient) t sit mending watches all day.
难点三： reward
1．Yu deserve a reward being s helpful. The players deserve a pat n the back.
2．May I give yu a reward yur helping with my English?
3．He find it bth challenging and rewarding (accmpany) children in many aspects.
难点四： advcate
1．The famus schl advcated (get) up early t read English.
1．Yu can claim yur mney if the gds are damaged.
2．He claims that (quit) smking is the easiest thing in the wrld, fr he has dne it hundreds f times.
难点六：句型
1．如果这很难理解，那就让我们像冰箱后面的芝麻菜一样简单吧。[主语+ be+形容词(+ fr sb.)+ t d结构]
If , let’s keep it as simple as the arugula at the back f my refrigeratr.
2．格罗斯先生意识到他面前的这个任务短时间内是难以完成的。(主语＋be＋形容词＋t d)
Mr. Grss realised the task befre him in such a shrt time.
3．这个问题太棘手了，这位研究员很难在短时间内解决。(主语+be+形容词+fr sb. t d)
The tugh prblem .
4．只要我们每个人都能为保护环境做出贡献，世界将变得更适合居住。（as lng as）
, the wrld will becme a much mre habitable place.
5．I asked Uncle Paul if I culd take a hrse ride, and he said yes, as lng as my dad went with me.(同义词替换)
→I asked Uncle Paul if I culd take a hrse ride, and he said yes, my dad went with me.
提升专练
一．单句语法填空
1．The tw reprts presented (cntradict) findings, leaving us cnfused abut the true situatin.
2．A nte f criticism can (detect) frm his remarks.
3．In (real), nthing can break dwn the deep misunderstanding between us .
4．When yu finally make yur great discvery, yur effrts (reward).
5．Even as a yung man, he (perceive) as a future chief executive since last year.
6．Many wrkmates cnsider the manager’s idea t be f (lgical) and cnstructin.
7．Cultivating a plant in space is just ne part f a (cmplex)and larger effrt.
8．In (real), different students have different learning habits, which I think influence their learning efficiency greatly.
9．They will make life’s jurney much mre rich and (reward), nt t mentin fun.
10．The entrance is in (cnstantly) use.
11．He is a greedy and (grasp) man.
12．His (remte) made her feel unlved.
13．It is a (represent) f ink wash animatin films.
14．They flew in ver the beach, (cast) a huge shadw.
15．The pem (entitle) “The Rad Nt Taken” is cnsidered ne f Rbert Frst’s mst ppular wrks.
16．The twins were s much alike that I have difficulty (distinguish) ne frm the ther.
17．Prpsed in 2013, the Belt and Rad Initiative will definitely be a (glry) chapter in ur cuntry’s histry.
18．Peace and (stable) in the wrld need the active invlvement f every cuntry.
19．When I reached the village, I fund its surrundings difficult (tlerate).
20．I think we we it t ur future generatins (prtect) the envirnment.
21．The girl’s eye make-up was very (strike).
二．完成句子
1．While it is easy t when students are interested, bred, r distracted, it is smetimes much harder t when students are trubled.
尽管学生们何时对讲课感兴趣，何时感到无聊或精力不集中是容易察觉的，但要发现学生何时有困扰有时会难的多。
2．They stared back, as t what they wuld say next.
他们面无表情地凝视着她，让人根本看不出他们接下来会说什么。
3．I’m far nrth f Sweden in Sarek Natinal Park, a place with n rads r twns.
我身处瑞典北端偏远的萨勒克国家公园，一个既没有公路也没有城镇的地方。
4．我很乐意带你参观北京，以回报你的慷慨相助。
I’m mre than delighted t shw yu arund Beijing yu fr yur generus help.
5．What I believe is ．
我相信天道酬勤。
6．我抑制不住内心的喜悦，蹦蹦跳跳地进了家门。
I culdn’t and jumped int the huse.
7．这篇散文是一般中学生不能理解的。
This essay is an average high schl student.
8．虽然我很忙，我每天留出一个小时内锻炼。
Busy as I am, I an hur every day fr exercise.
9．经过数周的努力，历史学家们已经挖掘出了证据，帮助解开这个百年之谜。
With weeks f effrts, the histrians have evidence t help slve the century-ld mystery.
10．大学生在毕业后想找一个好工作时，不应该追求超出他们能力以外的目标。
Cllege students shuldn’t try t pursue what is when they chse t find a jb after graduatin.
11．There were tw theries. Snw the secnd ne.
那时有两种相互矛盾的理论。斯诺同意第二个理论。
12．尽管容易觉察学生什么时候无聊，什么时候分心，但要分辨学生何时有困扰却难得多。
it is easy t when students are bred r distracted, is much harder t when they are trubled.
13．在现代，人们虽然过着舒适的生活，但必须学会忍受各种压力。
In mdern times, peple have t learn t althugh they are leading a cmfrtable life.
14．无论遇到什么困难，他从未放弃追求梦想，这使他有可能被理想的大学录取。 (分词作状语)
, he never gave up pursuing his dream, fr him t be admitted t his ideal university.
15．同样令人叹服的是李白对强烈情感的恣意抒发，笔下万物都被赋予灵性，这也让他与其他的山水诗人迥然有别。
Equally impressive is Li Bai’s free expressin f strng feelings which the lifeless bjects he describes, and which distinguishes him frm ther landscape pets.
16．In France, may interpret it as .
在法国, 看到同一个手势的人可能会将其解读为“零”。
17．这些图片是水墨动画电影的代表。你看过这些电影吗? (representative)
These pictures ink wash animatin films. Have yu seen any f them befre?
18．我们要学会明辨是非，这很重要。
It is imprtant that we learn t .
19．这首早期的诗歌在表达方式上具有引人注目的想象力,如“恐惊天上人”,它已经显示出一种浪漫主义风格的迹象,这成为后来李白诗歌的特色。
With striking imaginatin in expressins like “scaring dwellers n high”, this early pem already displayed signs f a rmantic style, .
20． in ur life, we shuld try ur best t vercme them.
无论我们在生活中会遇到什么困难，我们都应该尽力克服它们。
三．句型转换
1．It is s ht utside at this summer nn time. The farmers are still weeding in the fields.（用as引导的倒装句改写）
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2．He cnstantly laughs at thers. （同义句转换）
= .(表示厌烦)
3．Read English wrds alud fr 20 minutes every day.（祈使句的强调形式）
→
4．Take part, and yu will benefit a lt.（if从句）
→
5．They are wet all ver and their sweat is frequently falling int the sil. The crps grw there.（用with的复合结构和where 引导的定语从句改写）
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6．I think it’s very imprtant fr the yung generatin tday t understand the pem and treasure every grain.（用“it is f＋抽象名词＋主语从句”结构改写）
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7．Yu we 100 Yuan t me. This is the fact. (用名词性从句合并)(英译汉)
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8．We dared nt tell him that he had failed again this time. (同义句转换)
We him that he had failed again this time.
9．Des she dare t walk hme alne at night? (同义句转换)
hme alne at night?
10．I’m nt ging t put up with their smking any lnger. （同义句转换）
→I’m nt ging t their smking any lnger.
四．完形填空
When Linda Newbery was eight, she knew she wanted t becme a writer. “I wrte a lt — usually in secret 1 peple tld me at schl that writing wasn't a prper jb,” she recalls. “I was mtivated by the bks I 2 , like a simplified versin f Black Beauty which I culd almst recite.”
This sets the tne fr Linda's lifelng theme f animal 3 , which is central t her wrk. Fr instance, her recent bk Cruelty Free, published in 2021, explres hw ur daily chices 4 animals and the envirnment.
“I nce aimed t be a pet,” says Linda, admitting her 5 attempts were less than impressive. “It's strange that althugh I write my prse (散文) 6 n the cmputer, I still prefer using traditinal pen and paper fr petry.”
Originating frm Essex, Linda attended grammar schl befre earning an English degree and 7 settling as a secndary schl teacher in Oxfrdshire. Her first nvel Run with the Hare, released in 1988 withut the aid f an agent, was 8 by her experiences teaching and running writing wrkshps fr 9 . Despite facing numerus industry 10 , including takevers (收购) and lst publicatins, Linda remains psitive, 11 fr a cnsistent writing practice t maintain creative drive even while dealing with ther tasks.
Linda 12 her writing style t suit each stry's needs, always cnsidering readers' perspective. As a lng-time passinate advcate fr animal welfare, she uses scial media t 13 animal prtectin. Alngside fellw authrs, she runs Reviews by Writers, a website discussing literature and industry tpics, 14 Linda's adaptable strytelling apprach and her devtin t 15 readers.
1．A．untilB．befreC．becauseD．thugh
2．A．readB．wrteC．publishedD．illustrated
3．A．diversityB．intelligenceC．welfareD．behavir
4．A．reflectB．affectC．benefitD．interest
5．A．frequentB．ultimateC．recentD．early
6．A．directlyB．brieflyC．urgentlyD．perfectly
7．A．accidentallyB．eventuallyC．immediatelyD．gradually
8．A．shapedB．inspiredC．guidedD．imprved
9．A．agentsB．petsC．writersD．students
10．A．trendsB．pprtunitiesC．challengesD．innvatins
11．A．advcatingB．beggingC．answeringD．waiting
12．A．keepsB．tailrsC．mirrrsD．simplifies
13．A．hld backB．slw dwnC．defend againstD．campaign fr
14．A．shwingB．determiningC．imaginingD．expecting
15．A．wrrying abutB．turning tC．cnnecting withD．depending n基本形式的变化(以d为例)
形式
一般时
进行时
完成时
动词不定式
t d/ t be dne
t be ding
t have dne/t have been dne
动词-ing形式
ding/being dne
-
having dne/
having been dne
动词-ed形式
dne
-
-
形式
功能
主语
宾语
表语
定语
状语
补语
动词不定式
√
√
√
√
√
√
动词-ing形式
√
√
√
√
√
√
动词-ed形式
-
-
√
√
√
√
remember,
frget
t d(动作未做)
ding(已做)
regret
t d(遗憾要做)
ding(后悔做过)
try
t d(尽力去做)
ding(尝试做)
mean
t d(打算做)
ding(意味着做……)
g n
t d(接下来做另外一件事)
ding(继续做原来的事情)
can’t help
(t) d(不能帮助做)
ding(禁不住做)