词汇15 乐于学习，善于学习，终身学习-2026年高考英语二轮复习讲义（含答案）

这是一份词汇15 乐于学习，善于学习，终身学习-2026年高考英语二轮复习讲义（含答案），共12页。
必识核心词汇
巩固提升
一．词汇拓展
1. ___________ adj. 空白的 n. 空白处,空格→___________ n. 漠(茫)然
2. ___________ vt. 构成;写作;使平静 vi. 组成;作曲;排字→___________ n. 构图;构成,成分;作品;作曲
3. ___________ vt. 教育;培养;训练 vi. 教育;训练→___________ n. 教育家;教育工作者→___________n. 教育
4. ___________ vt.& vi. 解决;表决;决心,决定 n. 决心,坚定的信念→___________ adj. 坚定(决)的;下定决心的→___________ adj. 坚决(定)的→___________ n. 决议;解决;决心
5. ____________ vt.& vi. 更新;使恢复精力;使想起→___________ adj. 恢复了精力的,精神振作的
6. ___________vt. 更新,更换;重新开始,中止后继续→_____________ adj. 可延长(续借,续订)的
7. ___________ vt. & vi. 批评,批判,挑剔,指责;评价→____________n. 批评(指摘)者;批评(评论)家
8. ___________ vt. & vi. 询问,打听→_____________n. 询问者;调查人→___________ n. 询问,质询
9. ___________ vt. & vi. 登记,注册 n. 语体风格,语域;登记表→____________ n. 登记,注册;挂号;注册的事项
10. ___________ adj. 确实的,具体的;有形的,实在的 n. 混凝土→____________ adv. 具体地
11. ___________ n. 理解力,领悟能力;理解练习→_____________ adj. 综合的;广泛的;有理解力的 n. 综合学校;专业综合测验
12. ____________ vt. 占据,占领;居住;使忙碌→______________ n. 工作,职业;消遣;侵占,占领期;使用
13. _____________ n. 认知,感知,认识→______________ adj. 认知的,认识的
14. _____________ n. 成功的机会,前景;可能性→_____________ adj. 预期(未来,可能)的
15. _____________ n. 能力,才干→______________ adj. 胜任的;有能力的;能干的
16. _____________ n. 理由;理性;动机 vi. 推论;劝说 vt. 说服;推论;辩论→__________n. 推理,理性的观点,论证
17. ______________adj. 抽象的,纯理论的 vt. 把……抽象出,提取→________________ n. 心不在焉,发愣;提炼,抽取;不切实际的念头→_____________ adj. 心不在焉的
18. ____________ vt. 假定;承担(责任),取得(权力);呈现;假装→______________ n. 假定,假设
19. ____________ vt. 使合格;使具备资格 vi. 取得资格(或学历),合格→___________ adj. 有限度的;有资格的→______________ n. 获得资格;资格,文凭;限定性条件
20. _____________ vi. 参考;涉及;提到;查阅→_______________ n. 参考;提到;推荐信 vt. 查阅,参考
二．用所给词的适当形式填空
1．As a , Beethven a great deal f music.The Ninth Symphny is ne f his finest .(cmpse)
2．The named Dri Rberts decided t d smething t change this system.(educate)
3．The said reducing levels f carbn dixide in the atmsphere was t future develpment and he als the bad behavir.(criticize)
4．The remte island is a place fr peple t rest and find fr mind and bdy.There’s nthing mre _______ n a ht day than a cl wind.(refresh)
5．It is that yu are wise，yu will try t understand what’s actually happening instead f acting n the yu’ve made.(assume)
6．Over 300 peple the jb，but nly ne has been sent t us up t nw.(inquire)
7．If yu dn’t t the magazine successfully, the can be cancelled within 7 days and yu can get yur mney back.(subscribe)
8．I am srry t yur time，but I really want t talk with yu abut yur daughter’s future .(ccupy)
9．With t glbal warming, the prfessr t it at least three times in his class.(reference)
10．After (graduate) frm cllege，he wrked as a (library) in his hmetwn.
11．We have (presentatin) three ptins t the Students’ Unin fr (discuss).
12．With many paper and wrking experience, I believe I am well fr the psitin.(qualify)
13．T sme extent, the _________(extend) f the rad netwrk has bsted lcal turism __________(develp).
14．In her study, __________ (participate) were (randm) assigned t tw grups.
15．His (cmpetent) is nt in questin but I’m wrried abut his attitude t the jb.
16．The Swedes regard (vcatin) training as a part f a yungster’s ________ (educate).
17. Frm their appearance, we cannt tell the between the twins, but the ways they walk are . And they als in their vices. (differ)
18. The yung man was as manager f the big cmpany with the letter f his prfessr. (recmmend)
19. Parents give ur children a sense f and make them feel they t a family tightly. (belng)
20. The wrkers are the bridge, and the bridge under cnnects the rad. (cnstruct)
三．一词多义
subscribe t
eq \x(A.同意，赞成 B.订购，订阅 C.捐赠，捐款)
1.N ne but mad peple wuld subscribe t the view that such little child can earn a living.
2.This is the schl the utstanding and patritic scientist subscribed t generusly in the past.
3.If yu subscribe t the mnthly magazine，it’ll be delivered t yur dr.
curtain
eq \x(A.窗帘；门帘 B.帷幕 C.覆盖物)
4.As the curtain rises，a cttage is seen n the stage.
5.Please draw the curtains，the sunlight is t bright.
6.She pushed back the curtain f brwn hair frm her eyes.
plish
eq \x(A.v.修改，润饰 B.v.擦光，磨光 C.n.完美，娴熟，精湛)
7.I advise yu t plish up yur article nce mre befre yu send it t the editr.
8.His writing has ptential but lacks plish.
9. The yung man has frmed a habit f plishing his shes befre he leaves hme.
character
eq \x(A.性格 B.特色，特性 C.人物，角色 D.符号，文字)
10.There are many famus characters in histry.Wh d yu admire mst？
11. It’s vital that a successful mvie pay much attentin t its theme and the figures’ character.
12.The whle character f the schl has changed since he became the president.
13.The high regard fr the Chinese writing system can be seen in the develpment f Chinese characters as an art frm knwn as Chinese calligraphy.
tip
eq \x(A.n.小费 B.n.技巧；提示 C.n.尖；尖端 D.vt.付小费 E.vt.使倾斜)
14.Srry，yur name is just n the tip f my tngue.
15.After I had my hair cut，I gave the hairdresser a tip.
16.Here are sme tips n hw t make friends.
17.The wind blew and the plants began t shake，tipping their leaves.
18.She tipped the waiter tw dllars fr his excellent service.
四．选词填空
1．We need time t empty ur minds and what is the mst imprtant t us.
2．Tm tk a deep breath befre his perfrmance, trying t .
3．Six mnths have passed since we parted in Beijing.
4． yur principles and tell him yu wn’t d it.
5．Our schl librarian walked s fast that I culd hardly her.
6．She tried in vain t that the assumptin f their prduct’s prspect was nt gd.
7．Everyne will supprt the result accrding t the scientific statistic.
8．We intend t this drill t imprve students’ cmpetence in English.
9． , I think it’s very imprtant t keep the balance between study and recreatin.
10．Every year ur schl a large number f newspapers and magazines fr us students.
冲刺突破
Passage 1
阅读理解
(2025-2026学年江苏省盐城市七校联盟第三次联考）
“Failure is the mst imprtant ingredient in science,” says Stuart Firestein. He studies the bilgy f the brain at Clumbia University in New Yrk City. “When an experiment fails r desn’t wrk ut the way yu expected, it tells yu there is smething yu didn’t knw,” he says. “It suggests yu need t g back and rethink: What went wrng? And why?”
This is the value f failure. It leads t what Firestein calls “the prtal (大门) f the unknwn”. It is where the deepest and mst wrthwhile questins cme frm. And asking thse questins can spark new ideas and types f experiments.
Thmas Edisn is reputed t have said much the same thing, accrding t a 1910 bigraphy. He wanted t make a better battery. But after wrking seven days a week fr mre than five mnths, he still hadn’t succeeded. He tld a friend, Walter S. Mallry, that he had already dne mre than 9,000 experiments fr the prject. Accrding t the bk, Mallry replied, “Isn’t it a shame that with the huge amunt f wrk yu have dne yu haven’t been able t get any results?” The bk ges n t say that Edisn “with a smile replied, ‘Results! Why, man, I have gt a lt f results! I knw several thusand things that wn’t wrk.’” Nr did the dgged inventr stp. Eventually, he gt the new battery t wrk.
Schls tend t fcus n cvering lts f tpics and memrizing cuntless facts. Many classes rely n textbks t give students much infrmatin as quickly as pssible. The prblem with thse bks, explains Firestein, is “they have n cntext”. They state the results f experiments but they dn’t tell us why peple did them. Nr d they describe experiments that didn’t wrk. By fcusing n successful utcmes, Firestein says, “We leave ut 90 percent f science.”
1. What d Stuart Firestein’s wrds in paragraph 1 mainly shw?
A. Failure fuels discvery.
B Cautin ensures success.
C. Success requires effrt.
D. Ignrance drives science.
2. Hw did Walter S. Mallry react after hearing Thmas Edisn’s wrds?
A. He urged Edisn n.
B. He thught the effrt was wasted.
C. He felt deeply wrried.
D. He viewed the failure as acceptable.
3. What des Firestein think tday’s science classes shuld d?
A. Cver numerus tpics.
B. Emphasize successful utcmes.
C. Include descriptins f failures.
D. Rely n memrizatin f cuntless facts.
4. What is the purpse f the authr in writing the text?
A. T describe the prcess f success.
B. T intrduce the histry f batteries.
C. T encurage acceptance f failure.
D. T stress the value f failure in science.
Passage 2
(2025-2026学年河北省NT20名校联合体高三上学期1月月考）The human capacity fr ratinal (理性的) thinking makes us unique amng the animal kingdm, accrding t wise, ld Aristtle. Hwever, a grwing bdy f research suggests that ratinality might nt be quite as distinctive a human quality as we might have thught.
In a recent study, researchers at the Ngamba Island Chimpanzee Sanctuary in Uganda presented chimps (黑猩猩) with tw bxes: ne with fd and ne withut a snack. They were initially given a clue as t which ne had fd. The team then prvided the chimps with sequential (顺序的) clues f varying strength abut which ne cntained a snack.
“When the initial evidence was strng, the chimps stuck with their riginal chice; when the new evidence clearly utweighed the first, they switched their chice,” says Hanna Schleihauf, a c-authr f the study.
Her team als incrprated cmputer mdels t demnstrate that the chimps’ respnses matched up with ratinal strategies f belief revisin, ensuring they engaged in genuine reasning rather than merely favring the mst recent evidence. Researchers typically assciate this srt f reasning with children arund fur years ld.
“Mst strikingly, the chimps als shwed metacgnitive sensitivity t evidence,” Schleihauf cntinued. Metacgnitin is awareness and understanding abut ur thinking prcesses. “They nt nly adjusted their chices, but did s in ways that suggest they tracked the evidential basis f their beliefs; when earlier evidence was defeated, they revised their belief accrdingly,” she explains. These findings suggest that chimps’ reasning is mre similar t urs than previusly believed.
“Demnstrating ratinal belief revisin in chimps prvides a pwerful cmparative baseline fr understanding the evlutin f human reasning,” said Schleihauf. By identifying which aspects f ratinality humans share with chimps and which are unique t us, researchers can better recgnize which develp early in children, which depend n culture, and which rely n uniquely human frms f scial learning. She adds that the study is imprtant fr animal cnservatin and welfare because it further justifies the prtectin f great chimps, the increased mral standards in research and cnservatin, and the creatin f mre cgnitively (认知上) stimulating habitats in reserves and zs.
5. What can be inferred abut the chimps’ behavir in the experiment?
A. They culd ignre strng initial evidence.
B. They preferred whichever bx lked larger.
C. They based decisins n weighing f evidence.
D. They chse randmly when clues were unclear.
6. Why did the researchers use cmputer mdels in the study?
A. T cpy the chimps’ learning prcess.
B. T predict which bx the chimps wuld chse.
C. T cmpare the chimps’ behavir with that f kids.
D. T cnfirm the chimps used ratinal belief revisin.
7. What des Schleihauf think f the study findings?
A. They are less reliable than expected.
B. They shw limited prgress in this field.
C. They fail t explain the chimps’ behavir.
D. They reveal impressive abilities in chimps.
8. What des the last paragraph stress abut the study?
A. Its practical implicatins.B. Its histrical cntext.
C. Its experimental apprach.D. Its ptential limitatins.
Passage 3
完形填空
Helen had spent cuntless quiet nights preparing fr the Yuth Pian Cmpetitin in the city. Every difficult piece she practiced repeatedly made her mre ____1____ t d her best. When the big day arrived, she felt bth nervus and ready. She ____2____ the first bus leaving the twn, hping t reach the cncert hall early.
The jurney began smthly. With her hands resting n her knees, Helen ____3____ the music in her mind as the scenery streamed past utside the windw. But halfway there, n a quiet stretch f rad utside the city, the bus shk unexpectedly, slwed dwn, and came t a(n) ____4____. The driver said that a mechanical prblem might take nearly tw hurs t ____5____. Helen felt a wave f fear — tw hurs culd ____6____ her the chance she had been wrking fr.
Unwilling t wait, she stepped ff and began ____7____ at passing cars. Mst drivers ____8____ glanced at her, while a few sped by s fast that dust rse arund her feet. Each ____9____ made her anxiety grw, yet she persisted (坚持), thinking f all the effrts she had invested.
Just as she felt exhausted, a white car slwed and ____10____. The wman inside listened ____11____ and said she was heading t the same city t visit her daughter. “Get in,” she said. “N ____12____ shuld be left behind n the rad.”
They arrived just in time. When Helen ffered t pay fr the ____13____, the wman smiled and ____14____. “Just pay it frward smeday.” Minutes later, Helen walked nt the stage and perfrmed with cnfidence. That afternn, her name was ____15____ as the First Prize winner — a success built n hard wrk, kindness, and curage.
1. A. delightedB. relaxedC. determinedD. curius
2. A. drveB. bardedC. missedD. stpped
3. A. turned dwnB. shwed ffC. ran thrughD. listened t
4. A. sightB. endC. dealD. stp
5. A. fixB. findC. faceD. recrd
6. A. freeB. cstC. spareD. save
7. A. wavingB. pintingC. staringD. thrwing
8. A. merelyB. gentlyC. clselyD. entirely
9. A. crisisB. delayC. failureD. attack
10. A. passed byB. brke dwnC. sped upD. pulled ver
11. A. casuallyB. attentivelyC. desperatelyD. generusly
12. A. dreamB. planC. prmiseD. secret
13. A. ticketB. rideC. trainD. bill
14. A. acceptedB. ignredC. cmplainedD. declined
15. A. predictedB. rememberedC. annuncedD. imagined
Passage 4
读后续写
On a sunny Sunday mrning, 17-year-ld Mia, a passinate painter, invited her best friend Le t g sketching in the suburban hills. She hped t capture the glden autumn scenery with her brush, s she packed a sketchbk, waterclr paints, a pencil case, and a small bag f snacks. Le, wh was gd at utdr survival, brught a wrn cmpass, tw bttles f warm water, and a lightweight raincat, reminding Mia t stay n the main path. The rganizer f the lcal hiking trail had warned them abut pssible weather changes, but the clear sky made bth f them ignre the reminder.
They walked alng the path fr nearly an hur, and Mia was attracted by a cluster f vibrant chrysanthemums by a hidden valley. Determined t draw the beautiful flwers, she pulled Le ff the main path and walked int the valley. The valley was surrunded by tall maple trees with red leaves, and the grund was cvered with sft mss. Mia sat dwn t sketch happily, while Le wandered arund t cllect interesting stnes. When the sun began t sink, they prepared t leave but fund themselves lst—the winding paths in the valley all lked identical, and the cmpass seemed t be malfunctining due t the surrunding rcks.
Suddenly, dark cluds gathered rapidly, and a cld wind started t blw. Befre they culd react, a light rain fell, dampening Mia’s sketchbk and paints. Le hurried t help her pack up, but Mia accidentally tripped ver a tree rt while picking up her sketchbk, twisting her right ankle badly. She let ut a cry f pain, tears welling up in her eyes, and culdn’t stand steadily. Le helped her sit n a dry stne, rummaging thrugh his bag but realizing they had left the first-aid kit in his mther’s car. The rain grew heavier, and the temperature drpped sharply. Their phnes had n signal, snacks were scarce, and the sky was getting darker. Le tk a deep breath t calm his panic, knwing he must find a safe place fr Mia befre night fell, s he lked arund anxiusly fr any signs f human habitatin r hiking marks.
注意：1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Le’s eyes suddenly caught a faint light flickering thrugh the dense maple trees.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
With the helper’s guidance, they finally struggled ut f the valley as the rain eased.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
乐于学习,善于学习,终身学习的动词
1．plish vt.修改，润饰；擦光，磨光 2．renew vt.更新，更换；重新开始，中止后继续
3．pursue v.继续；从事；追赶；追求 4．drill vt.& vi.培训，训练；钻(孔)
5．arrange vt.排列，布置 6．inquire vt.& vi.询问，打听
7. refer vi.参考；涉及；提到；查阅 8．cease vi.& vt.停止，终止，结束
9．bunce vt.(向某人)试探地透露(主意) 10．refresh vt.& vi.更新；使恢复精力；使想起
11. reslve vt.& vi. 解决;表决;决心,决定 12.criticize vt. & vi. 批评,批判,挑剔,指责;评价
13/ register vt. & vi. 登记,注册 14.qualify vt. 使合格;使具备资格 vi. 取得资格
15．reflect n思考 16．take in吸收；领会
17．catch up with赶上，追上 18．wrk ut弄懂某事物；计算出
19．have a gd cmmand/knwledge f...精通/了解……20．be bund t d...一定会，很可能会
21．keep pace with与……步调一致；与……并驾齐驱22. reslve prblems解决问题
23. have an pen mind保持开放的心态 24. subscribe t定期订购(或订阅等);同意,赞成
25. in summary 总之 26. n the rise在增加;在上涨
27. in a flash转瞬间,立即 28. cmpse neself使自己镇定、平静
29. lay ut展示;安排;花钱;提议 30. (向某人)试探地透露(主意)
31. take a deep breath深呼吸 32. stick t坚持;粘住
33．becme aware that意识到，了解到，知道34．be perceived as被视为，被理解为，被认为
35．be impressed n/upn sb 给某人留下深刻的印象36．stay up熬夜
37．dawn n知晓，明白
乐于学习,善于学习,终身学习的名词
1．cncept n．概念；想法；理念 2．willpwer n．意志力；毅力
3．cntext n．上下文；语境；背景 4．breakthrugh n．突破；重大进展
5．degree n．程度，等级；度；学位；阶层6．gap n．(大的)差距，差额，差别
7．cmprehensin n．理解力，领悟能力；理解练习8. arrangement n．计划；安排
9．access n．接触的机会；进入 10．apprach n．方法
11. reference n．参考；提到；推荐信 12．statistic n．数据
13．assumptin n．假定，假设 14．recreatin n．娱乐，消遣
15．strategy n．策略；战略；规划 16．lifelng learning终身学习
17．chunk n．语块 18．curve n．曲线，弧线
19．cnsultatin n．就诊；咨询；查阅 20．master’s degree n．硕士学位
21．extensin n．进修课；扩大，延伸 22．presentatin n．幻灯片演示；提交，授予
23．cmpetence n．能力，才干；胜任 24．cmpsitin n．构图；构成，成分；作品；作曲
25．simplificatin n．简单化；单纯化 26. educatr n. 教育家;教育工作者
29. reslve n. 决心,坚定的信念 30. bjective n. 目标,目的
31. partner n. 搭档，同伴 32. partner n. 搭档，同伴
33. strategy n. 策略；战略；规划 34. input n. 输入；投入
35. arrangement n. 计划；安排 36. childhd n. 童年，儿童时代
37. excitement n. 兴奋，激动 38. memrisatin n. 记忆
39. technique n. 技巧，手法 40. reflectin n. 沉思；想法；反射
41.jurnal n. 日记，日志 42. utcme n. 结果，后果
乐于学习,善于学习,终身学习的形容词副词
1．classic adj.经典的 n．名著 2．flexible adj.灵活的，可变通的
3．timely adj.适时的，及时的 4．technical adj.技的；技术上的；专门的
5. accessible adj.易接近的；可进入的；可理解的6．familiar adj.熟悉的；常见的；亲近的
7．likely adj.很可能的；合适的；有希望的； 8．academic adj.学术的；理论的；学院的
9. effective adj.有效的，产生预期效果的 10. effectively adv.有效地
11．dd adj.奇特的 12．sufficient adj.充足的
13．nrmally adv.通常，平常 14．randm adj.辨认不出的；不合常理的
15．abstract adj.抽象的，纯理论的 16．cncrete adj.确实的，具体的；有形的，实在的
17．peridically adv.定期地 18．vcatinal adj.职业的，业务知识的
19．strategic adj.战略(上)的；至关重要的 20．autmatic adj.自动的；无意识的
21．ignrant adj.无知的；愚昧的\ 22. blank adj. 空白的
23.bjective adj. 客观的;客观存在的 24．auditry adj.听的，听觉的
25．verbal adj.言语的，文字的；口头的 26．inductive adj.归纳的，归纳法的
27．intimidating adj.吓人的，令人胆怯的 28．mature adj.明白事理的，成熟的
29．painful adj.疼痛的，痛苦的 30．peaceful adj.和平的；安宁的
31．physical adj.身体的；物理的 32．plain adj.家常的；普通的
33．plastic adj.塑料的 34．pleasant adj.令人愉快的，舒适的
cmpse neself pint ut take advantage f be bund t in a flash
Reflect n stick t subscribe t in summary keep pace with