第32讲 校园生活篇（复习课件）（全国通用） -2026年高考英语一轮复习讲练（全国通用）

这是一份第32讲 校园生活篇（复习课件）（全国通用） -2026年高考英语一轮复习讲练（全国通用），共43页。PPT课件主要包含了考点一 重点词汇，考点二 万能表达句，考点四 经典例题等内容，欢迎下载使用。
“校园生活”主题下的“愤怒”。请把下面的语篇补充完整。 As sn as we scrambled ut f the pl, Mala appeared and 6 (怒冲冲地瞪着我)，7 (strm),“Why did yu push Kala in?” 8 (注意到她眼中燃烧的怒火), I kept silent befre the girl pinted t me and said, “She saved me.” Mala's expressin 9 (从愤怒变为不可置信), and then t gratitude. She must have misunderstd me earlier. "I'm srry," Mala said, her vice sftening. “I didn't knw yu were such a skilled swimmer. Thank yu fr saving her."
【参考答案】6. stared wildly at me7. strming 8. Nticing the burning anger in her eyes9.shifted frm anger t disbelief
学校唱歌比赛成绩揭晓，Emily紧张害怕。请把下面的语篇补充完整。 Emily hurried t the schl and 1  (紧张地瞥了一眼)the list n the dr f the chral rm. 2  (害怕被拒绝的恐惧又来了). “Ww!” Emily abruptly cvered her wide-pened muth, 3 (感觉她的心好像都要跳出来了). There, at the tp f the list was psted her name. The leading singer!
【参考答案】1. nervusly glanced at2 The fear f being rejected came t strike again3. feeling as if her heart wuld jump ut
Tm英语考试作弊，被老师发现了，竟然还与老师争吵，他很是后悔！请把下面的语篇补充完整。 Tm was caught cheating in the English exam, what was wrse, he quarreled with the teacher. Then he realized that 4  (他做得太过分了) and 5 . (他不应该与老师争吵)Hw he wish 6  (他英语考试没作弊啊)！
【参考答案】4. he went t far 5. he shuldn’t have quarreled with the teacher6. he hadn’t cheated in the English exam
万能句式 1：回忆触发，往事浮现The sight f ________ suddenly brught back the memry f ________.（通过某个具体“视觉触发点”引出回忆，自然衔接上下文）
例句：看到那个旧篮球场，我突然想起了我们那次激烈的争吵。The sight f the ld basketball curt suddenly brught back the memry f ur heated argument.
仿写句 1：看到那张合影，我突然想起了我们曾经形影不离的日子。The sight f the ld pht suddenly brught back the memry f ur days spent tgether.仿写句 2：听到那首歌，我突然想起了毕业典礼上她转身离开的背影。The sight f the schl radi playing that sng suddenly brught back the memry f her walking away at graduatin.仿写句 3：看到她桌上的那支笔，我突然想起了我错怪她偷东西的那个下午。The sight f the pen n her desk suddenly brught back the memry f when I accused her f stealing.
万能句式 2：冲突爆发，情绪失控Withut thinking, I shuted ________, my vice trembling with ________.（突出“冲动”与“情绪化”，增强冲突真实感）
例句：我脱口而出：“你从来只关心自己！” 声音因愤怒而颤抖。Withut thinking, I shuted “Yu never care abut anyne but yurself!”, my vice trembling with anger.
仿写句 1：我脱口而出：“你凭什么代表我们做决定！” 声音因委屈而发抖。Withut thinking, I shuted “Wh gave yu the right t decide fr all f us!”, my vice trembling with hurt.仿写句 2：我脱口而出：“这根本不是我的错！” 声音因焦急而发颤。Withut thinking, I shuted “This isn’t even my fault!”, my vice trembling with anxiety.仿写句 3：我脱口而出：“你根本不了解我！” 声音因失望而哽咽。Withut thinking, I shuted “Yu dn’t even knw me!”, my vice trembling with disappintment.
万能句式 3：真诚道歉，承认错误Lking straight int his eyes, I admitted ________, my vice filled with ________.（强调“直视”体现真诚，“admitted”突出认错态度，情感真挚）
例句：我直视着他的眼睛，承认我对她的不公平，声音中充满悔意。Lking straight int her eyes, I admitted I had been unfair t her, my vice filled with regret.
仿写句 1：我直视着她的眼睛，承认我误会了她，声音中充满愧疚。Lking straight int her eyes, I admitted I had misunderstd her, my vice filled with guilt.仿写句 2：我直视着老师的眼睛，承认我没有完成作业，声音中充满羞愧。Lking straight int the teacher’s eyes, I admitted I hadn’t finished my hmewrk, my vice filled with shame.仿写句 3：我直视着队友的眼睛，承认我太自私，声音中充满自责。Lking straight int my teammate’s eyes, I admitted I had been t selfish, my vice filled with self-blame.
万能句式 4：接受道歉，重归于好Fr a mment, he said nthing — then, with a sft smile, he ________.（突出“沉默—微笑—动作”的情感递进，体现原谅的温暖）
例句：他沉默了一会儿——然后，微微一笑，把我拉进了怀里。Fr a mment, he said nthing — then, with a sft smile, he pulled me int a hug.
仿写句 1：她一句话没说——然后，微微一笑，递给我一张我们以前画的涂鸦。Fr a mment, she said nthing — then, with a sft smile, she handed me the ddle we had drawn tgether.仿写句 2：他愣了一下——然后，微微一笑，拍了拍我的肩膀说“没关系”。Fr a mment, he frze — then, with a sft smile, he patted my shulder and said “It’s kay.”仿写句 3：她低着头——然后，微微一笑，轻轻点了点头表示原谅。Fr a mment, she kept her head dwn — then, with a sft smile, she ndded gently t shw she frgave me.
万能句式 5：感悟升华，友情成长That mment taught me that ________ isn’t abut never fighting — it’s abut ________.（用于结尾段，升华主题，体现成长与成熟）
例句：那一刻让我明白，友情不在于从不争吵，而在于争吵后仍能回到彼此身边。That mment taught me that friendship isn’t abut never arguing — it’s abut finding yur way back t each ther.
仿写句 1：那一刻让我明白，成长不在于不犯错，而在于有勇气承认并改正。That mment taught me that grwing up isn’t abut never making mistakes — it’s abut having the curage t admit and fix them.仿写句 2：那一刻让我明白，真正的信任不在于从不怀疑，而在于怀疑后仍愿意相信。That mment taught me that real trust isn’t abut never dubting — it’s abut chsing t believe anyway.仿写句 3：那一刻让我明白，团队合作不在于没有分歧，而在于共同解决问题。That mment taught me that teamwrk isn’t abut having n disagreements — it’s abut wrking tgether t find a slutin.
It was Christmas 1961. I was teaching in a small twn where my twenty-seven third graders eagerly expected the great day f gift-giving. Each day the children made sme new wnders’ strings f ppcrn, hand-made decratins, and German bells made frm wallpaper samples, which we hung frm the ceiling. Thrugh it all she stayed indifferent, watching frm a distance, seemingly miles away. I wndered what wuld happen t this quiet child, nce s happy, nw s suddenly unsciable.
I hped the celebratins wuld light her up. But nthing did. We made cards and gifts fr mthers and dads, fr sisters and brthers, fr grandparents, and fr each ther. At hme the students made the fried marbles(油炸玻璃弹子) and cmpeted with ne anther t bring in the prettiest nes. As my gift t them, I made each f my students a little bag fr carrying their fried marbles. And I knew they had each made smething special fr me.
The day f gift giving finally came. We hed and aahed ver ur handwrk as the presents were exchanged. But she sat quietly watching. I had made a special bag fr her, red and green with white lace, hping very much t see her smile. She pened it s slwly and carefully. I waited but she turned away. I had nt passed thrugh the wall f islatin she had built arund herself. After schl the children left in little grups, but she hesitated, watching them g ut f the dr. I sat dwn in a child-sized chair t catch my breath, hardly knwing what was happening when she came t me reaching ut her hands, hlding a small white bx unwrapped and slightly siled, as thugh it had been held many times by unwashed, childish hands. She said nthing.
Paragraph 1： “Fr me?” I asked with a weak smile. ________________ ___________________________________________________Paragraph 2： I carefully held ut the chain. _______________________ ___________________________________________________
“Fr me?” I asked with a weak smile. She said nthing, ndding her head. I tk the bx and carefully pened it. There inside lay a glden chain. An idea suddenly ccurred t me—she had made it fr her mther, wh wuld never again hld her r brush her hair r share a funny stry. We culdn’t see any smile n her face after her mther passed away three weeks befre. I std there, nt knwing hw t cmfrt her well.
Paragraph 1：
Paragraph 2：
I carefully held ut the chain. She tk it, putting it n at the back f my neck. She stepped back as if t see whether all was well. I lked dwn at the glden chain, then back at her, “Maria, it is s beautiful. She wuld have lved it.” Neither f us culd stp the tears. She threw herself int my arms, her eyes filled with tears. At that mment I became her mther, fr she had given me the greatest gift f all： herself.
考点五 高考真题 2025年6月新高考2卷（中文名字架起文化桥）
“What is yur name? ” is a questin mst frequently asked when peple meet fr the first time. But fr me, it was the first challenge I encuntered as an internatinal student in Ireland. The prnunciatin system f the Chinese language is quite different frm that f English. Fr native speakers f English, sme Chinese wrds are rather difficult t prnunce. My given name Qiuyu (秋雨), fr instance, happened t be a great challenge fr many f them. Every time I gave a self-intrductin, I had t explain hw t prnunce my name at least five times, yet they still culd nt say it the way I did.
Once in a lecture, the prfessr tried repeating my name after me ver and ver in frnt f thirty classmates. I really did nt knw whether I shuld cntinue crrecting him r simply drp the matter. I feared that my classmates might grw tired f my effrts r even lse patience with me. After all, I did care abut hw thers wuld think f me. I realized that if I didn’t stp, the entire lecture wuld be ruined. “It’s kay, prfessr,” I shrugged (耸肩). The awkward mment ended with the class erupting int laughter. I frced a smile, unsure hw t respnd further.
After that incident, I stpped acting as a “Chinese teacher.” Instead f crrecting thers when they were struggling t prnunce my name, I just smiled and ndded apprvingly. This apprach spared me the discmfrt f having t ver-explain. Hwever, I sn fund that by ding s, I might be lsing smething mre imprtant: the pprtunity t share a small part f my cultural identity.
In a class discussin I was invited t explain the meaning f my name. ______________________________________________________________________________________________________________________________________________________________________________________________________Many f my classmates gt interested and came up t me after class. ______________________________________________________________________________________________________________________________________________________________________________________________________
In a class discussin, I was invited t explain the meaning f my name. Standing up, I felt a mix f nervusness and excitement. “My name, Qiuyu, cmbines the characters fr autumn and rain in Chinese,” I began, my vice steady. “Autumn represents harvest and maturity, while rain symblizes nurishment and grwth. Tgether, they embdy a time f abundance and renewal.” As I spke, I nticed the rapt attentin f my classmates, their eyes reflecting curisity and respect. It was a mment f cnnectin, a bridge built between cultures thrugh the simple act f sharing my name.
Many f my classmates gt interested and came up t me after class. They surrunded me, their questins puring ut like a stream. “What ther names have beautiful meanings in Chinese?” “Can yu teach us hw t write ur names in Chinese characters?” I smiled, feeling a warmth spread thrugh me. I tk ut a piece f paper and began t sketch ut characters, explaining each strke and its significance. Thrugh this interactin, I realized that by embracing my cultural identity, I was nt nly preserving my heritage but als enriching the lives f thse arund me. It was a small yet meaningful step twards fstering cultural understanding and appreciatin.