2026届高考英语备考一轮复习策略 高分冲刺 课件

这是一份2026届高考英语备考一轮复习策略 高分冲刺 课件，共207页。PPT课件主要包含了课程性质，NATURE，VOCABULARY，完整意义，阅读过程， ，how，细节提示等内容，欢迎下载使用。
英国著名的教学法、测试、教材方面的专家Rd Blith说过这么一段话： “Change methdlgy, the teachers dn’t change easily. Change the textbks, yu change a lt, but yu dn’t change much. Change the exams and textbks, the methdlgy will fllw. Change the exams, yu change everything.”
"Let's explre the lgical links amng Curriculum Standards, Gaka Evaluatin System, Gaka questin-setting, and Textbks."
新高考改革下，课标、教材、评价体系及命题间的内在逻辑
1. 高考评价体系是顶层设计 它是高考命题的总纲领和指挥棒，明确“为什么考、考什么、怎么考”，通过“一核、四层、四翼”实现对立德树人、服务选才、引导教学的宏观引领，对课标、教材、命题均起到方向统领作用。
2. 课程标准是法定依据 它是国家规定的学科教学与考试的刚性依据，明确学科核心素养、内容要求与学业质量标准。课标直接决定教材编写，也是高考命题的直接依据，是连接育人目标与教学实践的关键枢纽。
3. 教材是课标具象化载体 教材依据课标编写，是教学的主要素材，是知识体系与素养培养的重要依托，同时为高考命题提供知识基础与内容原型。
4. 高考命题是最终实践与反馈 命题以高考评价体系为根本遵循，以课程标准为直接依据，以教材为知识基础，最终实现对学生素养与能力的考查。命题又反向引导教学回归课标、回归教材，形成“以考促教、以考促学”的育人闭环。
• 实线：代表直接依据、刚性约束、显性规定；• 虚线：代表间接引领、反向作用、隐性导向，体现高考对教学的反馈与引领。
四者自上而下统领、自下而上落实，构成从育人目标到教学实施再到评价反馈的完整逻辑链条。
高考评价体系主要由“一核”“四层”“四翼”三部分内容组成。“一核”为核心功能，即“立德树人、服务选才、引导教学”，是对素质教育中高考核心功能的概括，回答“为什么考”的问题；“四层”为考查内容，即“核心价值、学科素养、关键能力、必备知识”，是素质教育目标在高考中的提炼，回答“考什么”的问题；“四翼”为考査要求，即“基础性、综合性、应用性、创新性”，是素质教育的评价维度在高考中的体现，回答“怎么考”的问题。同时，高考评价体系还规定了高考的考查载体--情境，以此承载考查内容，实现考查要求。       
新高考评价体系的三线命题原则
核心价值线---育人导向能力素养线---关键能力/学科素养 情境载体线---日常生活/学术探索
无价值，不命题；无思维，不命题；无情境，不命题
新高考评价体系的三位一体的考查模式
考查内容--知识/能力/素养/价值考查要求--基础/综合/应用/创新考查载体--情境（问题/学习/学科/真实/虚构）
以单元主题探究教学设计为抓手
以核心问题驱动或任务解决式的系列活动
与学生生活或学习情景中的日常交往、人文交流、科技交流、学科领悟等情境密切相关
生活学习未来职业情境中
辨析、判断、推导、评估、决策
语言能力、学习能力思维品质、文化意识
情境化命题对于教学的启示
提升对多渠道、多模态学习资源的评估和利用能力，以真正做到以考、以评促教。
命题人如何进行情境化命题设计？
一、选取、改编素材，为情境创设提供基础
2025年全国二卷D篇阅读题的文章源自网站Reviewed，标题为Let them eat waste:chefs turn trash int haute cuisine.
在针对词汇层面的超纲难词的改编上，通常可用的策略有删除、替换以及词性转换等。该真题采用了替代和删除的策略，也就是通过将低频词汇替换为高频词从而降低难度，部分段落内容有删除。该文本为340词，原文为445词。
Des yur sul die a little every time yu thrw away unused fd? Mine des. Maybe that feeling cmes frm grwing up near Jhannesburg, where the phrase "there are children starving in Africa" was mre f an uncmfrtable reminder f fact than a mtivatinal sermn at dinner time.
Des yur sul die a little every time yu thrw away unused fd? Mine des. Maybe that feeling cmes frm grwing up in Suth Africa, where the phrase “there are children starving in Africa” was mre f an uncmfrtable reminder f fact than a prayer at dinner time.
用课标单词替换较难短语
指在晚餐时间用来激励人的道德训诫
指的是晚餐时的一种祈祷行为
Fd waste is a grwing cncern in the restaurant, supermarket, and supply chain industries. Frm technlgical slutins t educatinal campaigns, fd prducers and sellers are lking fr ways t use mre f what we're already grwing. But last mnth, ne ppular New Yrk City restaurant tried a different tack: It changed its menu t exclusively ffer fd that wuld therwise be thrwn away.
Fd waste is a grwing cncern in the restaurant, supermarket, and supply chain industries. Frm technlgical slutins t educatinal campaigns, fd prducers and sellers are lking fr ways t use mre f what we’re already grwing. But last mnth, ne ppular New Yrk City restaurant tried a different way: It changed its menu t exclusively (专门) ffer fd that wuld therwise be thrwn away.
用课标单词（高频）替换生词（低频）
A 2013 study by the Fd Waste Alliance determined that the average restaurant generates 33 punds f fd waste fr every $1,000 in revenue, and f that waste nly 15.7% is dnated r recycled. The remainder—a whpping 84.3%—is simply thrwn ut.
A study by the Fd Waste Alliance determined that the average restaurant generates 33 punds f fd waste fr every $1,000 in revenue (收入), and f that waste nly 15.7% is dnated r recycled. Up t 84.3% is simply thrwn ut.
根据上下文，"whpping"在此处强调84.3%这个异常高的比例，故译为"高达"以体现原文的强调语气
根据上下文，"remainder"在此指未被捐赠或回收的剩余部分，占到了惊人的84.3%。
用课标短语替换生词、简单结构替换复杂结构
Things like kale ribs, fish cllars, vegetable pulp, rejected sweet ptates, and cucumber butts were all re-apprpriated and, with the help f a number f renwned chefs, turned int gurmet cuisine.
Things like kale ribs, fish cllars, rejected sweet ptates, and cucumber butts were all re-apprpriated and, with the help f a number f gd chefs, turned int excellent cuisine.
根据上下文，"vegetable pulp"在此处指被重新利用的蔬菜残渣，经名厨烹制后成为美食原料，故译为"蔬菜浆"符合烹饪语境。
adj.有名的，享有声誉的, 有声望的; v.使有声誉(renwn的过去分词)
根据上下文，此处应翻译为美食，指的是通过著名厨师之手，将原本被丢弃的食材重新利用并制作成的美味菜肴。
删除短语，用高频词替换低频词
Thugh wastED received rave reviews, it was designed frm the start as a shrt-lived experiment; Blue Hill has since returned t its regular menu. Nevertheless, it serves as a reminder that there are many ways t address prblems f sustainability, and that yu can make an amazing meal ut f virtually anything.
Thugh wastED received enthusiastic reviews, it was designed frm the start as a shrt-lived experiment; Blue Hill has since returned t its regular menu. Nevertheless, it serves as a reminder that there are many ways t address prblems f sustainability, and that yu can make an amazing meal ut f almst anything.
根据上下文，"rave"在此处指代对wastED项目的高度评价，应译为"好评如潮"，形容该项目获得了热烈的正面反响
根据上下文，此处"virtually"应译为"几乎"，表示"几乎任何食材都能制作出美味佳肴"的强调含义
二、了解情境创设的要求
创设高质量的情境是考查学生利用学科知识解决现实问题能力的基础。情境化命题需要满足情境创设的真实性、结构性、复杂性和创新性等
2025年高考英语全国一卷应用文写作假定你是李华，你班的英语报要增设一个栏目。外教Jenny提出“Fun at My Schl”和“Guess Wh I Am”两个选项供大家选择。请给Jenny写一封邮件，内容包括：你的选择；说明理由。
题目创设的情境是考生需要给班里英语报的新增栏目做二选一的决定并说明理由。由于两个选项是外教提出的，考生需要给外教写邮件以完成任务。考生对于这一背景的交际情境不陌生,因为中学教育过程中，学校会设有类似英语报、语文园地之类的报刊，师生可以投稿以传递信息、交流观点、传播知识和价值观,有时也会有关于主题内容或栏目增删的讨论等。这样的问题情境具有真实性，考生在日常或未来的生活与学习环境，乃至职业场所中可能也会碰到相同或者类似的说服他人改变决定、做出选择并说明理由的情境。
三、结合表现期望为情境匹配适宜的题型。
比起传统考试下的选择、填空、判断等试题，情境化试题的测验表现更加复杂，可以因核心问题或任务的开放度而呈现不同的作答结果。
2025年全国二卷的读后续写拓展新的思路，选取新的素材。以中国传统文化与国际交流为核心主题，以课堂为命题情境，以中国名字为载体，展现中国文化，让世界了解中国。
本题设计了两个任务:任务一为阅读题，考查了识别、分析、推导能力，同时本题构成了学生完成任务二的基础;任务二为写作题，要求考生以第一节的阅读文章为背景材料，结合中国传统文化知识，续写文章。如果以“前后照应”式结尾，可以写“现在大家不仅能够叫对秋雨的名字，还会说其他很多的中文表达”。 如果以“主题升华”式结尾，可以写“秋雨意识到她不仅分享的是自己的名字，同时也分享了祖国的文化”。
一、关于课标 ----要领会要吃透
Curriculum Stsndards
课程标准是规定某一学科的课程性质、课程理念、课程目标、内容目标以及实施建议的教学纲领性文件； 是对学生在经过一段时间的学习后应该知道什么和能做什么(what students shuld knw and be able t d)的界定和表述； 实际上反映了国家对学生学习结果的期望。 课程标准是教材编写、教学、评估和考试命题的依据，是国家管理和评价课程的基础。
普通高中课程标准应在坚持使学生普遍达到基本要求的前提下，有一定的层次性和选择性，并开设选修课程，以利于学生获得更多的选择和发展的机会，为培养学生的生存能力、实践能力和创造能力打下良好的基础。
The general senir high schl English curriculum prvides an pprtunity fr students t learn and use the English language, which is a cntinuatin f the English curriculum at the cmpulsry educatin stage. The curriculum aims t lay a gd fundatin fr students’ further English learning and lifelng develpment. The curriculum emphasizes cmprehensive cultivatin f students’ language ability, cultural awareness, thinking capacity, and learning ability. It is characterized by the integratin f instrumentality and humanity.
具有工具性和人文性融合统一的特点
六要素整合的英语课程内容
请仔细观察它们之间的箭头指向
学习理解-应用实践-迁移创新，它们之间不是单向的推进：应用实践可以促进学习理解，迁移创新也可以反馈到应用实践，并且还可以促成新的学习理解。
围绕课程内容六要素的英语学习活动观
二、2025年高考试题分析
落实立德树人，凸显育人功能
聚焦三大主题，构建内容体系
彰显文化自信，厚植家国情怀
强化全球视野，培育责任担当
融入品格教育，促进生命成长
创设真实情境，贴近生活实际
听力阅读：还原生活场景
听力材料涵盖日常对话、校园活动、新闻报道等真实场景，阅读语篇涉及购物消费、职场沟通、科技应用等生活主题，增强语言运用的代入感。
写作题型：融入跨文化情境
应用文写作设置国际互动交流等跨文化沟通任务，读后续写要求基于多元文化背景进行情节拓展，考查跨文化交际中的语言得体性与问题解决能力。
考查目标：聚焦实际运用
通过真实情境设计，打破单一知识点考查模式，要求学生在具体语境中灵活运用语言知识，提升分析问题、解决实际问题的能力。
整体难度稳定，区分度良好
试卷难度：保持总体稳定
阅读区分：C、D篇提升选拔性
写作创新：去模板化凸显能力差异
1.平均语速：129词/分(2024年课标Ⅱ卷149词/分)2.录音稿总词数：841词(2024年课标Ⅱ卷864词)3.结构：22344(有变化)(2024年课标Ⅱ卷23334)4.设题：事实细节题16题，推理判断题2题，观点态度题1题，主旨大意题1题。5.难度：难度较2024年新高考卷约持平。
2025年高考英语全国二卷听力语篇，全面彰显了语言的交际特性。基础对话聚焦即时需求解决（如问路、点餐），复杂场景侧重社会适应力培养（如冲突处理、邀约回应），职业与教育类话题则着眼于长远发展。 通过将语言能力考查融入生活情境，文本践行了新课标倡导的核心素养理念，助力学生在听力训练中提升英语水平，同时培育社会发展所需的必备品格与关键能力。
朗读2025年高考英语全国二卷听力文本的两位主播均使用美音。整体录音清晰，发音纯正且标准，质量非常高。平均语速为每分钟129个单词，但每个文本的语速略有不同。在语音呈现方面，主播充分展现了美式英语的典型发音特征，包括连读、弱读、重读、吞音和失爆等现象。这些自然语流特征对考生的听力理解能力提出了更高层级的考查要求。
老师们是否关注过听力朗读者发音特征？
1. 弱读+连读：Department f中f弱读为[əv]，Department词尾的[t]和f词首的[ə]连读，读作[dɪˈpɑːrtmən təv]2. 连读+浊化+失爆：What abut中What词尾的[t]和abut词首的[ə]连读，且[t]浊化为[d]，abut词尾的[t]失去爆破，读作[wɒ dəˈbaʊ]
1. 弱读+连读：ut f中f弱读为[əv]，ut词尾的[t]和f词首的[ə]连读，读作[aʊ təv]2. 一词多音：schedule英音读作[ˈʃedjuːl]，美音读作[ˈskedʒuːl]，此处读美音[ˈskedʒuːl]3. 弱读+连读：with a中a弱读为[ə]，with词尾的[ð]和a连读，读作[wɪðə]4. 弱读+连读：nce a中a弱读为[ə]，nce词尾的[s]和a连读[wʌn sə]5. 弱读+连读：n a中a弱读为[ə]，n词尾的[n]和a连读[ɒ nə]6. 连读+失爆：culd include中culd词尾的[d]和include词首的[ɪ]连读，include词尾的[d]失去爆破，读作[kʊ dɪnˈkluː]7. 弱读+连读：Permissin f中f弱读为[əv]，Permissin词尾的[n]和f词首的[ə]连读，读作[pərˈmɪʃ nəv]
四篇阅读总词数(含选项)2023年新课标II卷 约1673词2024年新课标II卷 约1659词2025年全国II卷 约1672词
去重后单词总数 1273新课标单词占比 49.18%超纲词占比 3.77%
• 外刊占比：90%+ 阅读/完形/七选五来自外刊/外网• 来源结构：主流大刊+小众专业网站双轨，防押题• 难度：蓝思值 900–1200L，匹配高考• 主题：科技、环保、教育、社会、文化、健康、可持续发展
什么是蓝思值 (Lexile Framewrk fr Reading）？蓝思值是目前国际上最通用的阅读分级标准之一。它通过算法分析文本的语义难度（词频--词汇难不难）和句法难度（句子长不长），从而给文本打分。表示方式： 数字 + L（例如 500L）。范围： 从 BR (Beginning Reader, 0L以下) 一直到 2000L+（学术论文级别）。实用工具：想要知道手里的书是多少蓝思值，可以用这个官方网址查询：
2025 全国二卷，假定考生是英文报编辑的身份，考查考生如何询问进度并委婉的提醒外教交稿时间。本文注重用英语解决实际问题的能力，这篇应用文写作很好的解释了我们应该如何从解题到解决问题，要求学生在实际语言情境中，准确、得体、礼貌地表达自己的想法。如：I’m writing t plitely inquire abut the prgress f the article. Wuld yu mind letting me knw hw it’s ging?Culd I remind yu that the deadline fr submissin is this Friday, June 14th?
2025 全国二卷中的阅读部分，故事内容有趣且有深度，人物描述活灵活现。并且文本有一定的难度。如， was the first challenge I encuntered. still culd nt say it the way I did. I really did nt knw whether I shuld cntinue crrecting him r simply drp the matter. I feared... ，I shrugged (耸肩). The awkward mment ended with the class erupting int laughter. I frced a smile, unsure hw t respnd further. just smiled and ndded apprvingly. smething mre imprtant: the pprtunity t share a small part f my cultural identity 整个文章对人物的情绪，神态，思想，困惑等都描述的淋漓尽致，这意味着我们在续写的时候也要沿用这样的语言风格，达到语言表达的一致性。
全国II卷首次单独命题读后续写
三、2026年高考英语备考重点关注内容
育人导向：强化“家国情怀+全球视野”双维度
聚焦“中华文化输出”，积累主题词汇
文化自信考查已成为常态，备考时要主动积累中华文化输出相关主题词汇，助力在考试中更好地展现文化底蕴与家国情怀。
关注全球议题高频考点，拓展国际视野
人类命运共同体等全球议题仍是高频考点，需格外留意相关内容，培养全球视野与社会责任意识，以适应高考对国际视野的考查要求。
考查内容：聚焦“基础扎实+时代热点”
夯实基础，掌握课标3100词与语境语法
基础知识考查更精准，务必牢牢掌握课标要求的3100词，语法学习侧重在语境中的运用，重视词汇在语篇中的辨析与搭配。
紧跟时代，补充热点主题相关词汇
劳动教育、网络安全、人工智能、国土安全等时代热点会深度融入试题，要及时补充“cybersecurity”“artificial intelligence”等相关词汇。
语篇形态：多模态与数字化特征凸显
应对多模态素材，提升信息整合能力
关注“文字+图表+音频+视频脚本”等多模态素材，如“数据图表+文字分析”的阅读题、根据图表撰写报告的写作题，训练“看+读或看+听”相结合的信息整合能力。
熟悉新媒体语篇，掌握高频表达
社交平台跟帖、网络发文等新媒体语篇占比会提升，需熟悉其简洁性、互动性特征，掌握“cmment”“pst”等高频表达。
能力考查：突出“思维品质+实践应用”
强化批判性与创新思维，避免表达单一
读后续写提供开放情节框架，鼓励发散思维，平时多训练“观点+例证”的议论文结构，持续强化批判性与创新思维，避免表达单一化。
提升真实场景语言实践能力，摒弃模板化
听力和写作情境更贴近实际需求，要努力提升在真实语境中得体表达的能力，摒弃机械套模板的备考方式，聚焦真实场景的语言实践。
技术融合：渗透数字化学习能力培养
了解数字化学习相关术语
备考中要了解“nline curse”“virtual reality”等数字化学习相关术语，适应考试对数字化学习能力的渗透考查。
培养信息素养与批判性思维
注重信息素养意识，如网络信息筛选、数字资源整合的语篇会间接考查辨别网络信息真实性的能力，需培养批判性看待数字资源的思维。
四、2026年高考备考策略
(一) 从最容易被忽视的朗读发音开始
一、发音为什么能“救”听力？1.你发得出，才听得懂大脑对声音的识别逻辑：先在脑子里存好这个音，听到外界声音时，快速匹配你读不准 /θ/ /ð/ /r/ /l/ 这些音，耳朵就会把它们听混成别的音，句子自然乱。
2. 你会连读弱读，听力瞬间开窍英语不是一个词一个词蹦出来，是一串音：nt at all → n-ta-tall• let me → lemme kind f → kinda你平时朗读不练连读，听力就会：“每个词都认识，连在一起听不懂。”
3. 发音准 = 听力反应快朗读是主动输出，听力是被动输入。• 朗读练多了：音→意思的通路变宽、变快；听到就秒懂，不用反应半天
二、朗读对听力的 4 个直接作用（超关键）1. 纠正音变盲区连读、弱读、失去爆破、浊化，朗读练会了，听力里这些不再是“模糊音”。
2. 强化语音记忆嘴巴肌肉记住的发音，耳朵会优先识别。
3. 提升语速适应力你能流利朗读 120～150词/分钟，正常听力语速对你就毫无压力。
4. 减少“听不清就慌”发音稳的人，听力心态更稳，不会因为一两个音模糊就整段崩盘。
三、最简单有效的训练法（每天10分钟）1. 听一句 → 模仿一句 → 录音对比2. 重点练：连读、弱读、重音和失爆3. 不求快，求像，越像，听力提升越快
Hw many rads must a man wal(k) dwnBefre yu can call him a man? Hw many seas must a whi(te) dve sailBefre she sleeps in the sand?Yes, and hw many times mus(t) the cannn balls flyBefre they're frever banned?The answer, my friend, is blwin’ in the windThe answer is blwin’ in the windYes, and hw many years can a muntain existBefre it’s wash(ed) t the sea?Yes, and hw many years can sme peple existBefre they're allw(ed) t be free?Yes, and hw many times can a man turn his headPretending that he jus(t) desn’(t) see?The answer, my friend, is blwin’ in the windThe answer is blwin’ in the wind
不完全爆破：当爆破音/p/、 /b/、/t/、/d/、/k/、/g/在与爆破音或其他一些辅音连用时，第一个爆破音只按发音部位形成阻碍，但不发生爆破，稍停即发出后一个爆破音。不完全爆破可以发生在一个单词中，如pi(c)ture，也可发生在一个句子的同一个意群内。wal(k) dwn whi(te) dve sail
不完全爆破 (incmplete explsin)
1. 爆破音的发音有什么特点？2. 英语中有哪些爆破音？3. 不完全爆破是否要发生在一个意群内？3. 在语流中为什么要发不完全爆破？
参加发音的器官互相接触形成阻隔，将气流逼住，然后突然取消阻隔，使气流冲出，发出爆破音。/p/、 /b/、/t/、/d/、/k/、/g/是。不完全爆破可让爆破音发音更省力、更流畅，符合语流朗读特点。
Watch the vide abut the weak frms. Learn t practise the rules.
弱读（weak/unstressed frms）是指元音不发饱满，有时候也把辅音音素省略的情况。一般情况下，在非重读音节里，a、、u等元音字母往往都弱化成 音，e、i、y等元音字母往往弱化成 音。弱读在单词内部和句子中都存在，在单词内部一般是非重读音节，句子中的弱读出现在虚词上，包括非实义动词、介词、连词、冠词、人称代词等。如：t读作/t /；f读作/ v/；yu读作/j //；he读作/h /；that读作/ t/；sme读作/s m/；wuld读作/w d/；as读作/ z/等。
重读的词一般都是实词，包括名词、实义动词、形容词、副词、数词、除人称代词外的其他代词等。还包括根据句子上下文和说话人情感想要强调的部分。例如下面两句中，标红的词需要重读。She is nly a child.The streets are wide and clean.
(二) 迎接多模态文本素材带来的挑战
全国I卷阅读A篇以图表和思维导图两种阅读辅助手段呈现文本，为考生提供多模态阅读范式，增添了试卷的开放性和灵活性。
语篇具有不同的类型，如可以分为连续性语篇和非连续性语篇，也可以分为虚构类语篇和非虚构类语篇，还可以分为口语语篇和书面语篇。语篇中可能同时含有文字、音频、视频、符号等多模态表意手段。
必修课程所学习的语篇侧重基础性和通用性，选择性必修课程和选修课程(提高类)的语篇侧重多样性。
普通高中英语必修课程、选择性必修课程和选修课程(提高类)的语篇建议如表3所示：
【教学提示】 不同的语篇为学生接触真实、丰富的社会生活提供了机会，也为教师组织多样的课堂学习活动提供了素材。教师在选择语篇时，应注意长短适中，由易到难，尽量涵盖实际生活中语篇的各种类型。此外，还应注意文学性和非文学性语篇的合理比例，确保选择一定比例的文学性语篇，同时为学生提供学习非连续性语篇的机会，提高他们对非连续性语篇的解读能力，以更好地适应未来学习、工作和生活的需要。
除了课堂和教材所包括的语篇，教师还应注意指导学生积极开展课外听读活动，丰富语言输入。例如，指导学生在信息化环境下练习听力和开展阅读。需要特别指出的是，广泛阅读有助于学生体验更丰富的语篇文体，如对话、小说、传记、新闻报道和报刊文章、网络媒体的代表性文章等；有助于他们逐步养成良好的阅读习惯，发展阅读能力，学习语言和人文、科学知识，拓展思维，提高审美、鉴赏和评价的能力。
22. Hw lng will the public art signs be n display?A. Ten days. B. Three weeks.            C. One mnth.       D. Tw mnths.
22. Hw much d yu pay fr renting a bike with hand brake and three gears fr tw days?A. 15.75.B. 19.50.C. 22.75.D. 29.50.
21. What percentage f glbal transprt emissins did rad vehicles accunt fr in 2018?A. 11.6%. B. 45.1%.C. 74.5%. D. 86.1%.
图表类阅读理解可培养信息提取、数据分析、逻辑推理、图文转换及综合概括能力，提升对可视化信息的解读水平。这不仅是英语阅读能力，也是日常生活中很重要的技能。
22. Which mde f transprt can g green cmparatively easily?A. Planes. B. Trucks.C. Trains. D. Ships.
When the teacher teaches thrugh the textbk, the teacher is actually ding everything the textbk requires then nthing else.When yu teach with the textbk, yu may have it pen fr sme f the lessns, yu may have it clse fr sme f the lessns. But whatever yu d, yu refer t it then yu leave it.S the textbk becmes a jumping ff pint...
Teaching thrugh textbks r teaching with textbks?
我们可以得到哪些教学上的启发？
1、关注图表等非连续性文本的阅读人教版教材和外研版教材同样强调了该能力的培养。
What is it abut?
What infrmatin can yu get frm it?
The earth is becming warmer and warmer.
Because f the glbal warming.
Temperature Anmaly（气温反常现象）
理解图表在文本中的作用，掌握“运用图表”的学习策略。（学习理解层面）
选择性必修四Unit5
Read the festival descriptins and cmplete the sentences.
____________is t celebrate the harvest.____________is t celebrate a seasn.____________is t hnr an event.____________is t hnr a persn.
Thanksgiving
2、学会把图表阅读技巧迁移到相关写作中。调查报告写作常常涉及调查数据的描写，可借鉴图表类阅读文章中的表达。
例如，2025高考I卷出现的accunt fr，可用于表达“占多少比例“，原文相关句子：As the wrld races t decarbnize everything, it faces particular prblems with transprtatin — which accunts fr abut a quarter f ur energy - related greenhuse gas emissins.此外，可借鉴原文用于引出调查数据的表达:Frtunately, analyses suggest that renewables are up t the task.
3、补充该话题相关技巧，系统归纳，事半功倍。
“每日运动时长”调查报告
调查报告中多出现相同内容的描述或分析，为避免重复，建议使用不同语言和句式表达同类信息。例如，引出调查数据时，可使用：
The survey shws that …
As the data dicates/reveals, …;
As we can see frm the chart, …
Accrding t the table, …
Frm the result, we can learn that …
It can be inferred frm the statistics that …
(三) 夯实从词汇学习到思维提升的根基
高考英语早已不是“背单词、套模板”，而是用英语考你的理解、逻辑与表达能力，词汇是地基，思维是上层建筑，缺一不可。
 英语语言层级：词汇 → 语句 → 语段 → 语篇 
基 础  →  结 构  →  逻 辑  →  思 维
【内容要求】 词是语言的建构材料，也是最小的能够独立运用的语言单位。任何词都是通过一定的句法关系和语义关系与其他词建立起一定联系，并语境中传递信息。
教师要引导学生利用词语的结构和语篇的语境理解词语的意思，借助词典等资源，学习词语的用法，并在适切的语境中正确使用新学词语。
教师应当根据主题，引导学生使用思维导图梳理词汇，重视语块的呈现以及语块教学，帮助学生关注动词词组、介词词组、名词词组、形容词词组和副词词组的习惯搭配和表达。
教师要结合主题和语境，适当地复现有关词语，其中包括教师课堂教学话语和学生发言、对话、讨论的话语，如在小组活动前，教师提示相关词语运用的要求，有意识地促使学生在讨论中使用新学的词语。
我们面临的现实问题：新词越堆越多，记不过来。
现在新事物、新技术天天冒出来，表音文字只能靠拼新字母串来造新词。比如出了“元宇宙”，英语得造 “metaverse”；有了 “AI 生成内容”，得拼 “ AIGC”（Artificial Intelligence Generated Cntent）； “脑机接口新设备”，又要拼一串新字母。这些新词都是全新的组合，每个都得单独记 —— 现在英语词汇量已经超百万，普通人能掌握的也就几万，遇到新领域的词根本反应不过来。
Brain-cmputer interface new device
pneumcnisis
scial media influencer
在信息爆炸的当下，表音文字需要依靠海量符号来对应各类资讯
中文如超大压缩包，三千词汇可诠释新事物； 英文似需不断打补丁，不学易被时代摒弃。
如“尘肺病”英文“pneumcnisis”难念；英[ˌnju:məkəʊnɪ'əʊsɪs] “网红”中文两字，英文“scial media influencer”如写小作文。
科技类文章里全是“Wrd Cmbinatin Mnster”。学生单个词都认识，一组合就懵了！作为英语老师，我们必须让学生熟悉这些新鲜词汇，这样才能看懂高考中的科技文章。
结合AI圈的热门时事新闻，通过词汇串记、语法填空、应用文写作三种形式带领学生阅读AI领域的文章；用三种不同形式的文章帮助学生反复巩固与AI相关的34个词汇。
Unitree RbticsUnitree Rbtics is a cmpany fcused n artificial intelligence (AI) and rbtics, dedicated t develping advanced  autmatin slutins. Their rbts utilize machine learning and deep learning technlgies, prcessing big data thrugh neural netwrks t achieve efficient pattern recgnitin and predictive analytics.Unitree’s prducts are widely used in the field f human-cmputer interactin, such as virtual assistants and chatbts. These rbts are nt nly autnmus but als interact with humans using cmputer visin and natural language prcessing (NLP). Additinally, Unitree integrates augmented reality (AR) and virtual reality (VR) technlgies t prvide users with immersive experiences.Hwever, as AI advances, ethics have becme a majr cncern. Fr example, algrithmic bias may lead t unfair utcmes. Therefre, Unitree is cmmitted t develping ethical AI t ensure technlgy serves sciety. In the future, with the advent f superintelligence and the singularity, Unitree will cntinue t drive the develpment f the Internet f Things (IT) and clud cmputing, creating a smarter life fr humanity.
宇树机器人宇树机器人（Unitree Rbtics）是一家专注于人工智能（Artificial Intelligence, AI）和机器人技术（Rbtics）的公司，致力于开发先进的自动化（Autmatin）解决方案。他们的机器人利用机器学习（Machine Learning）和深度学习（Deep Learning）技术，通过神经网络（Neural Netwrk）处理大数据（Big Data），从而实现高效的模式识别（Pattern Recgnitin）和预测分析（Predictive Analytics）。宇树机器人的产品广泛应用于人机交互（Human-Cmputer Interactin）领域，例如虚拟助手（Virtual Assistant）和聊天机器人（Chatbt）。这些机器人不仅具备自主（Autnmus）行动能力，还能通过计算机视觉（Cmputer Visin）和自然语言处理（Natural Language Prcessing, NLP）与人类进行互动。此外，宇树机器人还结合了增强现实（Augmented Reality, AR）和虚拟现实（Virtual Reality, VR）技术，为用户提供沉浸式体验。   然而，随着人工智能的发展，伦理（Ethics）问题也备受关注。例如，算法偏见（Algrithmic Bias）可能导致不公平的结果。因此，宇树机器人致力于开发伦理人工智能（Ethical AI），确保技术服务于社会。未来，随着超级智能（Superintelligence）和技术奇点（Singularity）的到来，宇树机器人将继续推动物联网（Internet f Things, IT）和云计算（Clud Cmputing）的发展，为人类创造更智能的生活。
DeepSeek and ChatGPT: The Future f AI      In recent years, artificial intelligence (AI) has made remarkable prgress. Cmpanies like DeepSeek and OpenAI (the creatr f ChatGPT) 1.________(lead) the way in develping 2.______ (advance) technlgies such as machine learning and deep learning. These technlgies rely n neural netwrks 3.________(prcess) large amunts f data, knwn as big data, 4._______ perfrm tasks like pattern recgnitin and predictive analytics.One f the mst exciting 5.________(apply) f AI is in human-cmputer interactin. Fr example, ChatGPT can act as 6.______virtual assistant, answering questins and prviding recmmendatins. Meanwhile, DeepSeek fcuses n cmputer visin, 7.________ enables machines t "see" and interpret the wrld. Hwever, as AI becmes mre pwerful, issues like algrithmic bias and the need fr ethical AI must 8._______(address) imprtant t nte that AI develpment requires cllabratin between scientists, engineers, and plicymakers. If we invest  mre resurces int AI research, we culd achieve 10._______(great) breakthrughs. Fr instance, DeepSeek is currently develping a new algrithm t imprve cmputer visin accuracy.
are leading
applicatins
be addressed
假设你是李华，你的英国朋友Chris对央视龙年春晚的机器人武术表演非常感兴趣，写信向你询问相关情况。请你用英语写一封回信，介绍机器人武术的技术特点，并谈谈你对人工智能未来发展的看法。注意：1. 字数： 120词左右2. 内容要点：1）介绍机器人武术的技术特点（如AI、机器学习、计算机视觉等）。2）谈谈对人工智能未来发展的看法（如自动化、伦理问题等）。Dear Chris,_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________                                                                        Yurs,          Li Hua
Dear Chris,I’m glad t hear that yu’re interested in the rbt martial perfrmance at the 2025 Spring Festival Gala! The rbts, develped by Unitree Rbtics, shwcased advanced artificial intelligence (AI) and rbtics technlgies. They used machine learning and neural netwrks t achieve precise mvements, while cmputer visin helped them interact with the stage envirnment. The perfrmance als integrated augmented reality (AR), creating a stunning visual effect.I believe AI will revlutinize ur lives, frm autmatin t human-cmputer interactin. Hwever, we must address challenges like algrithmic bias and ensure the develpment f ethical AI.Only when we use AI wisely can it truly serve humans better.Best wishes.                                                                   Yurs,                                                                   Li Hua
概念意义是指词的严格的字面上的意义，也就是我们最初在词典词目里找到的意思。
内涵意义是指词汇的隐含、联想意义。
内涵意义则成放射状围绕其周围
概念意义（cnceptual meaning）
内涵意义（cnntative meaning)
Herefrd, HerefrdshireHerefrd has remained a lively market twn since 1189. Skirting the twn square, yu’ll find lvely shps, eateries, and the Black and White Huse Museum. The Herefrd Cathedral is the mst impressive building in twn. It’s als hme t an ancient library. One f the fur riginal cpies f the Magna Carta is displayed there.
When Snja Detrinidad pened her nline shp selling huseplants, she didn’t have high hpes fr it. But the ppsite happened: She was flded, shipping ut 1,200 rders in June f 2020 alne. In the past year, Detrinidad sent ut mre than 70,000 plants.
Her success is just ne example f increased time at hme leading t an explsin in the huseplant industry.
“Students wh are arund plants perfrm better academically than students wh are in a classrm withut plants,” says Knuth. “This prductivity als translates int the wrkplace fr adults. Our study shwed that there was a 30% decrease in sick leave fr peple wh were in plant-rich wrkplaces.”
Thugh wastED received enthusiastic reviews, it was designed frm the start as a shrt-lived experiment; Blue Hill has since returned t its regular menu. Nevertheless, it serves as a reminder that there are many ways t address prblems f sustainability, and that yu can make an amazing meal ut f almst anything.
AThe greening f planes, trains and autmbilesMving gds and peple arund the wrld is respnsible fr a large part f glbal CO2 emissins (排放). As the wrld races t decarbnize everything, it faces particular prblems with transprtatin — which accunts fr abut a quarter f ur energy-related greenhuse gas emissins. Here’s the breakdwn f the emissins in 2018 fr different mdes f transprt.
Mving gds and peple arund the wrld is respnsible fr a large part f glbal CO2 emissins (排放).
我国学者刘辰诞提出了语篇概念的七个标准衔接性 chesin 连贯性 cherence 意图性 intentinality 可接受性 acceptablitiy 信息性 infrmativity 情境性 situatinality 互文性 intertextuality
这七个标准与词汇的关系衔接性 chesin：词汇是实现句子和段落衔接的重要元素，像使用逻辑连接词如“and”“but”“hwever”等词汇能使文章各部分衔接自然；连贯性 cherence：合适的词汇选择和搭配确保语义连贯，准确的用词可避免表达的含混，让文章意思清楚流畅；意图性 intentinality：依据不同的写作意图选用恰当词汇，比如要劝说他人就用有说服力的词汇，描述事件则选择形象生动的词汇；可接受性 acceptablitiy：词汇的使用需符合英语的表达习惯和受众的理解水平，避免生僻或不当词汇；信息性 infrmativity：丰富准确的词汇能承载更多关键信息，给阅读者提供充实的内容；情境性 situatinality：根据具体情境选择词汇，如在正式场合用正式词汇，口语交流中用更随意的词汇；互文性 intertextuality：一些特定词汇和表达在不同文本中有相似用法和意义，掌握这些词汇有助于理解文本间的关联。
单击此处输入你的正文，文字是您思想的提炼，为了最终演示发布的良好效果，请尽量言简意赅的阐述观点；根据需要可酌情增减文字，以便观者可以准确理解您所传达的信息。单击此处输入你的正文，文字是您思想的提炼，为了最终演示发布的良好效果，请尽量言简意赅的阐述观点；根据需要可酌情增减文字，以便观者可以准确理解您所传达的信息。
从背景知识出发对文义进行推测
从文字信息出发对推测进行核实
当缺乏相应的背景知识时
借助相应的语言机制如逻辑连接词
推理句与句之间的逻辑关系理清文章的结构和内容
该过程对于读者建立文章内部连贯的思维模式尤为关键
长期注重句内分析，即详细讲解个别词、短语的语法和分析句子成分，却忽略了句间分析和对篇章结构的认识，未能充分从语篇层面上去理解文章。认识作者如何把逻辑上意思相关联的句子组织在一起，对准确理解篇章很有用，因为有时能否正确理解篇章就取决于那些似乎不重要的“小词”。 逻辑连接词通常与文章体裁密切相关。 如在记叙文中，常常有明显的连接链作为主题发展的转折关联语，文章中的细节一般按时间顺序安排和发展，文中表示列举、因果及总结的逻辑连接词较多。 而议论文或说明文中，最常见的是表举例、结果、转折等关系的逻辑连接词。
【答案】18．C 19．C 20．C【原文】This semester we’ve been lking at fear frm bilgical perspective. While smene asked whether the tendency t be fearful is genetic, sme studies dne with mice indicated that mammals d inherit fearfulness t sme degree. In ne study fr instance, a grup f mice were place in the brightly lit pen bxes with n hiding places. Sme f the mice wandered arund the bx and didn’t appear t be bthered abut being s expsed. But ther mice didn’t mve. They stayed up against ne wall, which indicates that they were afraid. When mice like this were bred with ne anther repeatedly, after abut 12 r s generatins, then all f the mice shw similar signs f fearfulness. And even when the new brn mice frm this generatin were raised by a mther and with ther mice wh were nt fearful, thse mice still tend t be fearful. Nw, why is this? Well, it’s thught that the specific gene in animal bdies have influenced the anxius behavir. These genes are assciated with particular nerve cells in the brain. And the degree f verall fearfulness in the mammal seems t depend in the large part n the presence r absence f these nerve cells. And this appears t apply t humans as well by the way.
als,in additin, what’s mre, mrever, then, nt als, additinally, furthermre...
s, hence, therefre, as a result/cnsequence, cnsequently...
but, yet, hwever, nevertheless, while, instead, whereas, n the ther hand, anyhw, rather, still...
befre, after, at the mment, nw, after/fr a while, meanwhile, previusly, frmerly, initially...
thugh, althugh, as, despite, in spite f, regardless f...
in all, in shrt, in cnclusin, in a wrd, in brief, briefly, finally, eventually, ultimately, lastly...
in fact, especially, certainly, surely, actually, abve all, mst imprtant f all...
because, since, as, due t, because f, wing t, thanks t, as a result f, as a cnsequence f...
逻辑连接词中的副词 = 阅读理解的“题眼
1. 定作者态度2. 定句子重点3. 定逻辑关系4. 定程度强弱5. 定人物情感不看逻辑词，等于丢分。
一、副词决定：观点态度题（常考点）
阅读理解里90%的观点态度题，答案藏在副词里。unfrtunately / sadly / surprisingly → 不赞同、惋惜、意外luckily /frtunately → 表庆幸actually / in fact / really /truly→ 强调真相、转折bviusly / clearly/exactly→ 认为这是明显事实hnestly → 表真实观点
"Our cperatin is truly prf f what makes Salk science s special and impactful," says Pereira. "We're nt just brrwing frm different disciplines-we're really putting them n equal fting in rder t create smething greater than the sum f its parts."
35. What can be inferred frm Pereira's wrds?A. Academic disciplines are f equal imprtance.B. Cmputer prgramming is a must fr scientists.C. Interdisciplinary apprach prmtes creativity.D. Cperatin utweighs cmpetitin in research.
adj.各学科间的, 跨学科
根据上下文语境，此处"discipline"应译为"学科"，指不同学术领域的协作与融合
Many peple cnsider wealth the key t happiness.Surprisingly, a recent study shws that health matters mre.What des the authr want t express by “Surprisingly”?A. The result is expectedB. The result is against cmmn beliefC. Wealth is nt imprtant at allD. The study is nt believable
Unfrtunately, the ld building was destryed in the strm.What is the authr’s attitude?A. Pleased B. RegretfulC. Uncaring D. Dubtful
Obviusly, he has wrked hard, fr his English has imprved a lt.What des “Obviusly” suggest?A. It is clear t see B. It is difficult t believeC. N ne knws it D. It is nt true
二、副词决定：句子重点在哪里（出题点）副词常常强调/否定/转折，直接告诉你：这句话才是重点！nt really / hardly / rarely → 表否定certainly/definitely→ 表肯定• especially / particularly / mainly → 表强调，答案90%在这题目最爱问：What is the main pint?What des the authr emphasize?答案就在副词强调的内容里。
14.What des Prfessr Mre expect the students t d in class? A.Keep silent and listen carefully. B.Take an active part in discussins. C.Make as many ntes as carries the mst weight in the final grade?A.The midterm final research paper.16. What will Prfessr Mre d next?A.Talk abut the textbk. B.G thrugh a reading list. C.Assign sme hmewrk.
W: Welcme t histry f the English language. Since the class is quite small, I plan t run this curse as a discussin. ⑭I hpe everyne will be fully engaged and vlunteered t share yur knwledge and pinins. I wn’t take attendance. But since part f yur grade depends n participatin, I encurage yu t cme t class.M: Prfessr Mre?W: Yes?M: ⑮Culd yu tell us mre abut the assessment f the curse?W: Certainly. In additin t yur participatin in class, which accunts fr 10%, there will be a midterm test, 20%; a final exam, 30%; ⑮and a research paper, 40%. Any questins?M: D we have any reading assignments?W: Yes. I believe yu’ve all gt yur textbk. Yu have t finish reading assigned chapters befre each class. ⑯Apart frm that, there’s a list f bks that yu’re required t read. Nw let’s have a clse lk at it.
三、副词决定：逻辑关系（转折/因果/递进）
很多人只看 but、hwever，却忽略副词逻辑词：therefre / thus → 表结果instead / rather/ still/ therwise → 表转折、相反still/ furthermre / mrever → 表递进这些词一出现，段落结构立刻清晰。
Accrding t Charltte Markey, a prfessr f psychlgy, fd is ne f the rare subjects where, as parents, saying less is mre. “There are s many things in parenting that are gd t talk thrugh, but I’m nt cnvinced that fd is ne f them,” she says. “It just creates sme wrries and insecurities in kids that aren’t necessarily healthy.”Instead, she recmmends applying a well-knwn cncept amng nutritin experts called the “Divisin f Respnsibility,” where parents prvide a variety f mstly healthy fds t their kids at fixed times, and the kids themselves decide what and hw much they want t cnsume — even if that means ccasinally eating mre ckies than carrts.
25. Which f the fllwing wuld Markey disapprve f?A. Allwing kids t eat ckies ccasinally. B. Offering varius fds t kids at fixed times.C. Explaining t kids the risks f taking snacks. D. Talking with kids abut schl at mealtimes.
26. What shuld kids d accrding t the “Divisin f Respnsibility”?A. Make diet decisins n their wn. B. Share their fd with ther kids.C. Eat up what is prvided fr them. D. Help their parents d the dishes.
根据上下文，"Instead"在此处表示转折关系，应译为"相反"，用于引出营养专家推荐的分工责任法与前述做法形成对比。
I walked int class believing that writing is imprtant as a means f cmmunicatin. Hwever, my students demnstrated smething mre imprtant t me. When the final bell rang in June, I walked away with a yearbk full f messages abut writing’s mst pwerful significance — the ability t cnnect peple, t put us in anther’s skin, t teach us what it means t be human.
27. What des the authr’s experience shw?A. Teaching is learning. B. Still waters run deep.C. Knwledge is pwer. D. Practice makes perfect.
___49___, I psted mre. My daily psts and the ___50___ I received became a precius ray f light in the chas f my huse. Each exchange prvided a chance t ___51___the landfill and t please anther persn I might nt therwise have ___52___.
49. A. Cnfused B. Interested C. Disappinted D. Encuraged50. A. visits B. reprts C. advice D. mney51. A. remve B. spare C. find D. check52. A. investigated B. recgnized C. encuntered D. recmmended
根据上下文，"therwise"在此处表示"在另一种情况下"或"否则"，是对上文的事实的虚拟表达，即:每次交流都让我有机会避开垃圾填埋场，还能结识那些原本可能无缘相遇的人(如果没有交换机会的话)。
Fd waste is a grwing cncern in the restaurant, supermarket, and supply chain industries. Frm technlgical slutins t educatinal campaigns, fd prducers and sellers are lking fr ways t use mre f what we’re already grwing. But last mnth, ne ppular New Yrk City restaurant tried a different way: It changed its menu t exclusively (专门) ffer fd that wuld therwise be thrwn away. Fr tw weeks in March, Greenwich Village’s Blue Hill restaurant was renamed wastED, and served items like fried skate cartilage, a juice pulp burger, and a dumpster diver’s vegetable salad. Each dish was tailr-made t raise awareness regarding fd waste.
33. Why did Blue Hill carry ut the experiment?A. T custmize dishes fr guests. B. T make the public aware f fd waste.C. T test a fd prcessing methd. D. T imprve the UK’s zer-waste systems.
它调整了菜单，专门提供原本会被丢弃的食物。（如果不调整的话）
 but, yet, hwever, nevertheless, while, instead, whereas, n the ther hand, anyhw, rather, still...
 stilladv. 仍，仍然,更，还要,静静地,〈诗〉常，不断地adj. 不动的，静止的,不狂暴的，温柔的,没有活力的，死气沉沉的n. 平静，寂静,剧照,静止摄影,蒸馏器vt.& vi. （使某物）平静下来，安静,〈古〉烧（酒），蒸馏cnj. 但是,然而变形：比较级：stiller； 最高级：stillest； 过去式: stilled； 现在分词：stilling； 过去分词：stilled；
1、English has hurt me a thusand times, but I still regard it as my first lve. 英语伤我千百遍，我待英语如初恋。2、As a grup, tday's ld peple are still relatively deprived. 总的来说，当今的老年人依然相对贫困。3、The Demcratic candidate is still leading in the plls. 民主党候选人的得票数依然领先。
Hwever, we did nt mark the rute(路线)s we ended up almst missing the sunset entirely. Once we fund the place, it was stressful getting lights and cameras set up in the limited time. Still, lking back n the phts, they are sme f my best shts thugh they culd have been s much better if I wuld have been prepared and managed my time des the authr find his phts taken at Devil's Lake?A. Amusing. B. Satisfying. C. Encuraging. D. Cmfrting.
逻辑连接词在语段（sentence grup）理解过程中的重要作用
while表示转折：While意为“而;然而”，表示前后意义上的对比或转折。例如：“There’s plenty f rain in the sutheast, while there's little in the nrtheast.东南部雨量充足,而西北部则很少下雨。”表示让步：While意为“虽然;尽管”，表示让步。例如：“While I admit his gd pints, I can see his shrtcmings.尽管我承认他的优点,但我还是能看到他的缺点。”表示条件：While意为“只要”，表示条件。例如：“We can surely vercme these difficulties while we are clsely united.只要我们紧密地团结一致,一定能克服这些困难。”
 Scientists used t think that the brain 53 the bdy, while the bdy wrked passively by sending signals f 54 back t the brain, which was always in charge like a(n) 55.
53. A. examined B. cntrlled C. fllwed D. ignred54. A. sensatin B. awareness C. emtin D. preference55. A. emplyee B. lawyer C. ruler D. authr
 instead1.instead是副词, 只能单独使用, 可位于句首、句末, 两个独立的句子之间连接上下句。通常是上句先否定一种情况, 再以instead引出下句, 提出相反的情况, 常译为“反之”,“相反”; He didn't cme t the party. Instead, he stayed hme and watched a mvie.他没有来参加聚会。相反，他呆在家里看电影。2.instead f是短语介词,其后可接名词、代词、动名词,有时也可接形容词、动词不定式、介词短语等。instead f前后两部分的意思一般是一正一反,可灵活译为“(用…)代替…”“(是…)而不是…”“并非”“反而”等。He decided t walk instead f taking the bus.3.一般认为动词不定式和形容词不能作介词宾语,所以可以把“instead f+ adj. /t- v ”看作是f 之后省略了being或其他 v -ing形式的动词。The situatin is better instead f wrse. 形势是更好了，而不是更坏了。
The fllwing term, I 56 an ASL class. The prfessr was deaf and any talking was 57 . I sn realized that the silence was nt unpleasant. 58 , if there had been any talking, it wuld have 59 us t learn less. Nw, I appreciate the silence and the 60 way f cmmunicatin it pens.56. A. missed B. passed C. gave up D. registered fr57. A. prhibited B. welcmed C. ignred D. B.Thus C.Instead B.caused C.allwed D.expected60. A.easy B.ppular C.quick D.new
 ratherrather有多种用法，如表示程度，意思是“颇”“相当”；用于修饰比较级，表示“……得多”；用于rather than, wuld rather…than等固定搭配，这些用法由于在教材中出现得比较多，所以同学们大都比较熟悉。但是，rather 有两种非常有用的用法，许多同学可能并不熟悉（我们姑且称它为边缘用法），而它们却可能是高考英语比较重要的考点。1. 用于纠正前面说过的话此用法主要见于说话者在陈述某一事实之后，觉得表达不够准确，于是想予以纠正，此时通常与连词r搭配使用，其意为“更确切地说”“还不如说”。如：I gt a B, r rather a B﹢, n the exam. 我考试得了B，更确切地说是B﹢。She is a businesswman, r rather a banker. 她是商人，更确切地说，是位银行家。I’m seeing him in May- r rather early June. 我5月份见他——更确切地说是在6月初。
2. 用于引出相反的观点此用法与前面提到的“纠正前面说过的话”有些相似，只不过“纠正”的力度比较大，甚至提出了与前面所述观点相反的观点，此时的意思是“而是”“恰恰相反”。如：He did nt succeed; rather, he failed lng ag. 他没有成功，相反他早就失败了。N, I’m nt tired. Rather the ppsite in fact. 不，不累，恰恰相反，我感觉精力还很充沛。Twenty millin years ag, Idah was nt the arid place it is nw. Rather, it was warm and damp, ppulated by dense primrdial frest. 2,000万年前，爱达荷州并不像现在这样干旱。相反，那时的爱达荷州温暖潮湿，有大片的原始森林。
Hwever, research in the last few years has 56 that belief. Mre studies have suggested that exercise has 57 effects n the brain, including 58 thebrain's capacity t regenerate neurns (神经元) and enhancing neurn-t-neurn cmmunicatin. “The emerging data really shw that the brain is nt this ne-way rgan that dminates the 59 f the bdy,” says muscle researcher Christph Handschin. “ 60 , there's a cmplex interactin between these systems.”
56. A. accapted B. restated C. emphasized D. shaken57. A. calming B. significant C. prbable D. damaging58. A. increasing B. evaluating C. reflecting D. restricting59. A. weight B. recvery C. rest D. structure60. A. Otherwise B. Besides C. Therefre D. Rather
Ursula has always called the beautiful small twn f Beavertn her hme. Althugh she' d had childhd 41f explring the wrld and studied internatinal business with a desire t pursue a 42 in Trnt, finding a jb prved mre 43 than she'dexpected.
41. A. stries B. needs C. habits D. dreams42. A. career B. degree C. hbby D. prject43. A. practical B. imprtant C. difficult D. dangerus
What can’t fingi(真菌)d? Fungi cme in all kinds f frms and are the ultimate d-it-alls. Sme f them are eatable r medicinal; they help rganic gardeners keep their gardens happy; they eat plastic. Fungi-based bimaterials als have the ptential t help us build sustainable hmes r make mre ec-friendly prducts. Nt surprisingly, they can als make sme interesting music, with a little help frm Canadian musician, Tarun Nayar, the mastermind wh makes nature-inspired electrnic music under the name Mdern Bilgy.24. What is the authr’s main purpse in writing paragraph 1?A. T highlight Nayar’s scientific studies n fungi.B. T intrduce different frms f fungi in nature.C. T present the prcess f Nayar’s using fungi.D. T shwcase the diverse applicatins f fungi.
Listing pattern列举型语段
diverse applicatins
First f all, becme aware f when and why yu are regressing. ___39___ Say,"OK. I missed that paragraph because I was thinking f smething else, but I'm ging t keep n ging and start paying clse attentin."
F. Then, start denying yurself the right in rder t break the habit.
·Dn’t rely n technlgy alne___20___, but lng-distance friendships — even clse nes — may require mre cnscius effrt t sustain. Try t seek ut chances t renew friendships. Hw t d it? Just spend face-t-face time tgether whenever pssible.
F. It is easy t have a sense f cnnectedness thrugh scial media
Indr plants might lk as if they just sit arund nt ding much, but in many ways they are the unsung heres f the hme.36____________,but studies have shwn that they can prmte peples wellbeing by imprving their md(心情),reducing stress and helping their memry. What’s mre, indr plants are easy t lk after and are nt very expensive.What are indr plants?Indr plants, als knwn as huseplants r pt plants, are plants that like t grw indrs. Mary f these species(物种)are nt ideally suited t grwing utside in the UK, especially in the winter.37____________B. Nt nly d they lk beautifulD. Instead they grw better inside where it is warmer
·Practice gratitude (感激)Thankfulness has a lt f benefits: Research shws it makes us happier, less stressed and even mre ptimistic. 37 . “Shwing thankfulness can fster self-cntrl,” said Ye Li, researcher at the University f Califrnia.E. It can als help us practice mre patience
Many years ag, I bught a huse in the Garfagnana, where we still g every summer. The first time we   41   there, we heard the chug-chug-chug f a mtrbike   42   its way dwn the hill tward us. It was a   43   called Mari, cming t   44   us a bx cntaining sme tmates and a bttle f wine. It was a very nice   45   fr him t make. But when we lked at the tmates, we were   46   because they were s misshapen: nt at all like the nice, rund,    47   things yu get in a supermarket. And the wine was cludy, in a funny ld bttle with n label (标签) n it. These can’t be any   48  , we thught. But we were   49   his kindness, s we   50   them. 41. A. waited B. met C. camped D. stayed42. A. making B. searching C. squeezing D. feeling43. A. custmer B. neighbr C. relative D. passenger44. A. lend B. send C. bring D. shw45. A. chice B. cmment C. prmise D. gesture46. A. wrried B. mved C. thrilled D. bred47. A. simple B. real C. shiny D. fun48. A. mre B. gd C. new D. easy49. A. sympathetic t B. thankful fr C. cautius abut D. interested in50. A. tried B. sld C. returned D. mixed
听力文本中的adv.really*2nearly definitelyexactly
阅读文本中的adv.A篇frtunatelycmparativelyeasilyB篇nlyprly
C篇especiallysafely*2famuslycmpletelyrapidlyreallydifferentlyfrequentlylargely
D篇significantlycruciallyadditinallyincreasinglyriginally
七选五exactlyearlynly完形填空suppsedlyparticularlyhappily
语法填空digitally读后续写easilyunexpectedlyeventuallyactuallyclearly
听力文本中的adv.really*3instead
阅读文本中的adv.A篇prbablyeasilyB篇reallyincreasinglygenerallyactuallyC篇surprisingly
D篇exclusivelysimplytechnically七选五actuallyregularly完形填空nly*2previuslynrmallyultimatelysuddenlyautmatically
语法填空extremelyfreshlyespecially读后续写frequentlyreallysimplyapprvingly
听力题目和文本中的adv.newlycarefullynearbyusuallyalways*4basicallyreally*2prbablyusuallyincreasinglysafelyimmediatelyfullycertainlyseriusly
阅读文本中的adv.A篇newlyB篇quicklyC篇generallyincreasinglyaccuratelyD篇initiallyquicklyindependentlytrulyreally
七选五trulyprbably完形填空naturallyfinallysuppsedlyadmittedlysimilarlycnsequently
语法填空seemingly读后续写fairlycmpletelydirectly
就像许多单词具有不同的词性一样，不少词缀在构词过程中也会表现出不同的语法属性。例如，前缀dis-在disecnmy(不经济/经营管理失当)中是形容词性的，在disagree(不同意)中是副词性的，在disrt(根除)中是动词性的。又如，后缀-ate在xygenate(使氧化)中是动词后缀，在animate(有生气的)中是形容词后缀，在dctrate(博士学位)中是名词后缀。在前缀中，这种"一缀多性"的现象主要表现在:某些介词性或副词性的前缀也可以充当动词性的前缀。除了dis-之外，这类前缀还有be-，de-，en-，in-，un-等。
词缀的多种语法属性问题
-al:   natinal a.民族的arrival n. 到达-an:  Eurpean a. 欧洲的publican n.酒店老板-ant:  radiant a. 发光的assistant n. 助手-ar:   slar a.太阳的schlar n. 学者-ary:  rdinary a. 普通的dictinary n.词典
-ent:  dependent a.依赖的president n.主席;总统-ese:   Japanese a.日本的bureaucratese n. 官僚语言，官腔-ful:   pwerful a.有力的cupful n. 一满杯-ic:   atmic a. 原子的music n.音乐-ile:   fertile a.肥沃的missile n. 导弹
-ist:  scialist a. 社会主义的dentist n.牙科医生-ive:  attractive a. 有吸引力的lcmtive n. 火车头，机车-ry:  expsitry a.讲解的labratry n.实验室-y:    strmy a. 多风暴的treaty n.条约，协议
在后缀中，"一缀多性"的现象更为普遍。主要有三种情况：1)形容词后缀与名词后缀兼用。例如:
2)形容词后缀与动词后缀同形。例如:-ate:  cgnate a.同源的stimulate v.刺激-en:  glden a.黄金的deepen v.使加深-ish:  childish a.幼稚的publish v. 公布;出版-ite:  plite a. 有礼貌的expedite v. 加快
形容词后缀与副词后缀兼用。例如:-ly:  friendly a.友好的 quickly ad.迅速地-ward:  backward a.向后的dwnward ad. 向下
可见，形容词后缀的语法属性是最活跃善变的，应多加注意。
1)"零词缀"现象（直接转化法）更为常见，尤其在新闻用语与行业用语中。最常见的是动词不加词缀变成名词，或者名词不加词缀变成动词。例如:find v. 发现 find n. 发现物remake v.重制 remake n.重制物;重新制作的影片dctr n. 医生 dctr v.为...治病;医治visa n.签证 visa v.办理签证
That left a huse still ___44___ with things that, while nt particularly ___45___, didn’t belng in a landfill (垃圾填埋场).
44. A. cvered B. decrated C. stuffed D. equipped45. A. cnventinal B. valuable C. cmplicated D. tlerable
stuff n.材料，原料，资料, 〈俚〉钱，现金, 填充物, 素材资料; vt.塞满, 填塞, 让吃饱; vi.吃得过多
2）与"缀合"相反的"减缀"现象被广为接受，并被正名为"逆生法"或"逆构法"(Back-frmatin)，成为英语构词法家庭的正式成员。逆构词主要是名词或形容词通过"减缀"生成的动词。例如:autmatin n.自动化 autmate v.使自动化authr n. 作者 auth v. 创作laser n.激光 lase v.放射激光swindler n. 诈骗犯 swindle v. 诈骗peevish a. 易怒的 peeve v.(使)气恼lazy a. 懒惰的 laze v. 懒惰;混日子gruesme a. 可怕的 grue v. 感到恐怖;战栗
3)加缀的对象即词基的灵活性或随机性增强。词缀不仅可以加在单词或词根上，也可以加在缩合词上，甚至还可以加在词组上。例如:lasable a.可受激光照射的 laser n.激光 [= light amplificatin by stimulated emissin f radiatin ]radarscpe n.雷达显示屏幕 radar n.雷达 [= radi detecting and ranginguflgy n.不明飞行物学，飞碟学 UFO n.不明飞行物[=unidentified fying bject]stay-a-whiler n.短期逗留者 t stay a whileme-firster n. 自我第一者 me firsttryer-uter n.试用的新产品 ttryut
“It’s abut prblem-slving arund what it means t have a full life. Thse kids have dreams. Schl can keep thse dreams alive by giving kids a way t learn and grw.”
slve prblem prblem-slving
The well-liked grandma regularly psts wrkut cntent, explaining there’s n ___49___ thers can’t lk this gd. She said it was all dwn t sme key aspects.
like well well-liked
(四) 跳出模板意识淬炼写作能力
写作应侧重表达意义、传递信息、再现生活经历的能力。 内容是第一位，语言形式是第二位的，重点是意义表达的实际效果，兼顾表达的流利性、得体性和准确性。高分作文的七个条件：（记叙文，议论文，应用文）1. 开门见山，要点全面、表达准确、语句连贯。2. 字体清晰，格式、连笔、词距、标点正确。3. 行文及礼貌用语等无严重错误。4. 基本语法和常用句型无严重错误，意思表达清楚。5. 恰当使用复杂结构、新颖词汇，连接顺畅。6. 符合交际原则。7. 不要把普通书信写成博士论文。
1、对写作存在畏难情绪，不愿意进行写作训练;2、缺乏迁移能力(把写过的作文生搬硬套、或不会运用曾经写过的作文素材);3、语言空洞，缺乏话题素材积累;4、逻辑生硬，句式简单、内容单薄、观点肤浅、没有展示高中学生的写作水平，满足于"写完"，没有追求"写好";5、语言表达和句式使用停留在小学、初中阶段，没有运用高中的学习内容。
在英语书面表达阅卷过程中，老师会对一些“高级”词汇偏爱有加。但是，大多数同学可能没有高级词汇的意识，提到“好”，就想到“gd”，提到“坏”就想到“bad”。那么，什么样的词汇最能够吸引阅卷老师的眼球，才算是高级词汇呢？
一、晚词优先 学得比较晚的单词，新学的词，可以体现学生“学以致用”的意识。如果一个意思既可以用初中的词汇来表达，又可以用高中的词汇来表达，那尽量选择高中的，如：01 adj.美丽的 索然无味低分词：beautiful吸人眼球高分词：appealing动人的；attractive吸引人的；charming迷人的；fascinating迷人的；fabulus 极好的高考范文例句：First, nthing is mre attractive than a prper and realistic picture.In additin, it is a fabulus chice t visit sme famus scenic spts such asMunt Tai during the vacatin, in rder t enjy appealing scenery and make mre friends.
02 adj.困难的索然无味低分词：difficult吸人眼球高分词：challenging有挑战性的 高考范文例句： In the cming three years, ur schl life will be challenging.
03 adj.重要的索然无味低分词：imprtant吸人眼球高分词：vital至关重要的；essential必不可少的；significant有重要意义的；crucial至关重要的，关键性的；critical 关键的高考范文例句：What's wrse,sme drivers, cyclists and pedestrians d nt think it vital t bey traffic rules.T avid such cnflicts,we shuld be kind t ne anther,which is essential t enjying a harmnius life.
二、词块优先在阅卷老师看来，活用短语是一个考生能力的体现。因此，我们可以将某些常见单词转化为短语/词块，如：01 V.参加索然无味低分词：jin吸人眼球高分词：take part in; participate in高考范文例句：Finally,we shuld take part in sprts and utdr activities frequently.I knw that yu welcme students frm different cuntries and I'd like t take part in it.It returned t the Games in 1932, and wmen were frst allwed t participate in the cmpetitin in 1968.
02 v.使用索然无味低分词：use吸人眼球高分词：make gd use f；take advantage f高考范文例句：My experience tells me that it is nt what yu are given but hw yu make use f it that determines wh yu are.Last but nt least,it's everyne's respnsibility t make gd use f water,suchas recycling and saving water in ur daily life.
03 v.拜访索然无味低分词：visit吸人眼球高分词：pay a visit t高考范文例句：Yur students'visiting grup cming frm the US will pay a visit t ur schl nJune 26.
某些形容词=f+同根名词04索然无味低分词：very imprtant重要的；very difficult困难的；very beautiful美丽的；very useful有用的；very helpful有帮助的；very harmful有害的；very valuable有价值的；very significant至关重要的；very necessary必要的吸人眼球高分词(对应):f great imprtance;f great difficulty;f great beauty;f great use; f great help;f great harm; f great value; f great significance;f great necessity高考范文例句：Undubtedly, it will be f great value t every student in ur class.Firstly, a spnsrship will be f great help.I think the chance is f great imprtance fr me.
三、具体词汇优先改写句子时使句子“具体化”,可以将原本毫无生气的句子变得生动形象。【例句1】I went t the park yesterday.【例句2】 I rde t the park yesterday.很多同学都能感觉到【例句2】要比【例句1】好。原因是【例句2】中的rde比【例句1】中的g更加具体，rde不但表达出“去”的意思，还能表达出具体的交通方式，使句子表达的信息量更加丰富。当然，我们还可以加上同伴、心情等信息，进一步改写成：I, tgether with Sam andPenny, rde t the park yesterday, feeling rather excited.此时的信息更丰富。
再如：【例句3】 I want t be a gd teacher.【例句4】 I want t be a kind,patient and learned teacher.【例句3】只表达出我想成为一个“好”老师，而到底“好”在哪些方面，却没有具体说清楚；【例句4】则清楚地表达出心目中的好老师，表现在三个方面 和蔼(kind)、有耐心(patient)、知识渊博(learned)。当然，我们还可以通过增加细节成分，使表达更为具体，可以加上一个定语从句 I want t be a kind, patient and learned teacher wh knws hw t enlighten the students.
综上所述，想让表达“具体化”,有两种常用方法：其一，换掉表意不明确的词汇，换上更加明确更加具体的词汇；其二，在句中适当增加细节成分。
（1）同义词替换Just as drnes can make up fr pr rads, the thery ges, mbile phnes can vercme (a lack f )well-functining banks, prtable slar panels can stand in fr (missing) pwer statins and free learning apps can substitute fr (patchy) educatin.
为了表达“ 弥补，替换” 这一意思，作者用了make up fr / stand in fr / substitute fr 这三个同义表达，这能够让句子更加变化多样。此外，a lack f / missing / patchy 都能表达“ 缺失，不完善” 的意思。
As they vie(竞争) fr the next billin cnsumers t cme nline, Alibaba is taking n Amazn, Ggle is matched against Baidu and Tencent can prve its mettle against Facebk.
对于“与……竞争” 这一意思，作者在一句话里面用了take n / be matched against / prve its mettle against 这几种不同说法，实现了用词多样。
(2）使用上义词和下义词
所谓的上义词是指对事物的概括性、抽象性说明，而下义词是事物的具体表现形式或更为具体的说明。fish, hrse, snake, cat这些单词的上义词是animal，而animal的下义词则是fish, hrse, snake, cat这些具体的例子。在写作中我们可以灵活使用上下义词进行替换。
又比如在关于年轻人的话题中，我们可以用students/teenagers/adlescents 这些下义词来代替yung peple，在描述交通拥堵问题时可以用traffic prblems这一上义词来代替traffic cngestin/traffic jams，在描述手机时可以用上义词digital devices/gadgets来代替mbile phnes这一具体概念。
在写关于人口老龄化的作文中，要表达“老年人”这个概念，除了可以说elderly peple/lder peple/senir citizens，还可以使用“老年人”的下义词retired peple/retirees/pensiners/the ver 60s/peple ver 60 等等。
使用代词不仅能使句子之间的连接更加紧密，还可以减少用词的重复度。举个例子： Yung children can be negatively affected by t much time spent n the cmputer every day. This is partly because sitting in frnt f a screen fr t lng can be damaging t bth their eyes and physical psture, regardless f what they are using the cmputer fr.这里使用their来代替yung children's, 使用they来代替yung children
不定代词替代（重难点）• 核心规则：同类不同物——单数用 ne，复数用 nes；特指加 the；that/thse 用于比较结构，指代前面的名词（that可指不可数）。• 真题示例：① (2025天津卷) happier than ______ wh are nt → thse（指代复数students，后接定语从句）。② (2024浙江1月) sme f the mre frward-lking ______ → nes（指代复数名词）。
省略可以减少不必要的用词，使句子结构更加紧凑。句子中可以省略的部分包括名词、动词和形容词等。例如培根关于读书的名言：Sme bks are t be tasted, thers t be swallwed, and sme few t be chewed and digested; that is, sme bks are t be read nly in parts; thers t be read, but nt curiusly; and sme few are t be read whlly, and with diligence and attentin.这里是省略了be动词，还原后是：Sme bks are t be tasted, thers (are) t be swallwed, and sme few (are) t be chewed and digested; that is, sme bks are t be read nly in parts; thers (are) t be read, but nt curiusly; and sme few are t be read whlly, and with diligence and attentin.
在比较句中省略手法也被大量使用，例如：Sme argue that mdern children grw up t be mre independent and mature than in the past. 句子省略了children，相当于：Sme argue that mdern children grw up t be mre independent and mature than (children) in the past.
Argumentatin
第二节 书面表达(满分25分) 学校英文报正在开展以Learning English Beynd the Classrm为题的讨论。请使用图表中的调查结果写一篇短文投稿，内容包括：1. 学习活动状况描述：2. 简单评论;3. 你的建议。
注意：1. 词数100左右;2. 短文的题目和首句已为你写好。
Learning English Beynd the Classrm Recently, there is a discussin abut learning English beynd the classrm cnducted in ur schl. In additin t learning English in the classrm, the chart shws there are mre ways students chse t learn English, 18% f whm are fnd f reading English bks and 12% are accustmed t brwsing the websites referring t English study. Meanwhile, 65% f them enjy English sngs and half prefer watching English mvies, which means mre students are inclined t learning a language in relaxing ways. But frm my pint f view, t cmbine the advantage f all kinds f methds, such as listening, speaking, reading, viewing and writing is the mst efficient. Thus it is learning English beynd the classrm that assists students t braden their hrizns and becme the high quality talents.
书面表达（读后续写）备考策略
提取关键信息构建情节框架
指导学生提取人物、事件、情感线索等关键信息，利用续写段落首句倒推文本逻辑，构建连贯情节框架。
提供亲情、成长、跨文化交流等主题素材，引导学生积累细节描写与情感表达词句，丰富写作内容。
训练修辞手法与情感升华
重点训练比喻、拟人等修辞手法，关注情感升华设计，提升文章感染力，避免表达单一化。
学习使用无灵主语表达，如“A wave f excitement swept ver me”替代“I was very excited”，使语言更生动形象，增强画面感。
Read and Think:Language Features—Rhetrical Device (Students wrksheet 2)
Fllwing this, he gradually became famus thrughut the wrld____________________________ .
Einstein, wh was Jewish, fund _______________ ___________________ clsed t him.
He had a thick mustache and lng white hair, which smetimes _________________ __________________________________________________.
Einstein ________________.
as the new Isaac Newtn
had just received an electric shck
had passed away
academic institutins
as thugh he
Firewrk (焰火) - Katy Perry (凯蒂·佩里)
D yu ever feel like a plastic bag你曾否感觉自己轻如鸿毛Drifting thrugh the wind wanting t start again随波逐流 与世浮沉 欲将洗心革面 卷土重来
Baby yu're a firewrk亲爱的你就是那空中璀璨的焰火
Like a lightning blt yur heart will blw像一道闪电 你将会大放光彩
Sme say lve it is a river人说爱如河That drwns the tender reed能没芦苇Sme say lve it is a razr人说爱如刀That leaves yur sul t bleed能泣灵魂I say lve it is a flwer我说爱如花And yu it's nly seed唯你能使之绽放
The Rse - Westlife
Metaphr 暗喻暗喻（metaphr）不借助比喻词（如 like, as），直接将甲事物当作乙事物来描述，通过隐含的相似性建立联系，是更凝练的比喻形式。【高分表达】1. Yu are an early bird! 你真是个早起的人！2. A heavy silence blanketed the rm. 浓重的寂静像毯子一样笼罩着房间。
Simile 明喻明喻（simile）是通过比喻词连接两种不同事物，突出其相似性的修辞格，常见标志词有 like, as, seem, as if, as thugh 等。【高分表达】1. The frsty air blew in, cutting like a knife. 凛冽的寒风灌进来，像刀割一样刺骨。2. I culdn't mve my legs. It was as if they were stuck t the flr. 我的腿动弹不得，仿佛被钉在了地板上。3. His heart is as hard as a stne. 他铁石心肠。
A sense f shck tk hld f me,
Inanimate Subejct + Animate Verb
无灵主语 + 有灵动词
Use a cmplete sentence t describe the emtin f Sun Yingsha.
happy glad pleased delighted thrilled excited cheerful jyful cntent
What sentence structure d yu use?
She is Yingsha lks...
D yu have sme ther expressins?
She was quite nervus.
A wave f nervusness washed ver her.
Subject: persn
Cmpare the subjects
Subject: a lifeless nun
Sentence Pattern
无灵主语Inanimate Subject
有灵动词Animate Verb
Let’s enjy a pem f William Wrdswrth
I wandered lnely as a clud That flats n high 'er vales and hills， When all at nce I saw a crwd， A hst f glden daffdils，Beside the lake, beneath the trees， Fluttering（摆动） and dancing in the breeze.
我像一朵浮云独自漫游,飘过深谷群山, 突然间，看到一片,无数朵的金色水仙花,长在湖畔，长在树下,微风中翩翩起舞。
1. Artemisinin (青蒿素) has saved hundreds f thusands f lives, and has led t imprved health fr millins f peple.2. This success prves the great value f traditinal Chinese medicine.3.  the whle wrld murned the great lss f a brilliant scientist.4. Fr example, the latest weather-tracking cmputer prgrammes give peple lts f warnings abut ptential natural disasters, which saves many lives.5. Disneyland will bring yu int a magical wrld and make yur childhd dreams cme true.
Exercise 1:Underline Inanimate Subject and Animate Verb in each sentence.
Why the“inanimate subject+animate verb”structure is used in English?
Brightness ruled the frest.
My lve ges t everybdy.
T make expressins _______, ________, ________ and ________.
Hw can we apply this sentence structure t writing?
Categry 1: Emtinal nuns as subjects 情感类名词作主语
Categry 2：Bdy parts、facial expressin and vice as subjects 身体部位和音容笑的名词做主语
Categry 3．Nuns f actin as subjects 行为动词做名词充当主语
Categry 4. Natural phenmena/scenes as subjects 自然现象或场景做名词充当主语
(抓住)seize/grip/take hld f,creep up n(失去)desert,escape/slip, give way t(充满)envelpe, sweep ver，fld/wash ver
wavefldburstrushsense
(喜)delight,happiness,satisficatin(怒)anger, fury哀)sadness,frustratindisappintment,(惧)fear, fright,(惊)surprise, shck，astnishment(紧张)nervusness(焦虑)anxiety
1)Panic seized her. 她突然惊慌失措。2)A great sense f relief flded ver him. 他深感宽慰。3)Fear slwly creeps up n her. 恐惧慢慢地蔓延到她身上。
Categry 1：Emtinal nuns as subjects+animate verb
1. 现在，乐观变成了怀疑。
Nw ptimism has given way t dubt.
2. 当他开车驶过那座桥时，阵阵孤独和绝望涌上心头。
Lneliness and despair flded/swept ver him when he drve by the bridge.
fld/sweep ver
Laughter lingered arund the rm. 笑声在房间里萦绕。When he saw the familiar handwriting, tears welled up in his eyes.他一看到熟悉的字迹，便热泪盈眶。My fingers shk with anger, s I culd nt g n sewing. 我气得手指发抖，没法继续缝了。
Categry 2: Bdy parts、facial expressin and vice as subjects+animate verb
face, eye, heart, hand, finger, vice, laughter, tears, smile
light up, brighten, linger(继续存留), well up(涌出), shake, tremble, beat/leap, fail(未能), fade(逐渐消失)
1. The smile _________frm his lips, and his face turned pale. 微笑从他唇边消失，他脸色变的苍白。3.Her face _________________ when I gave her the present. 我给她礼物时，她的脸上焕发出了光彩。4. He was tense. His heart _______wildly and his legs _____________. 他非常紧张，心脏狂跳腿发抖。
lit up/brightened
Categry 3: Nuns f actin as subjects+animate verb
A terrible thught suddenly struck me. 我突然想到一个可怕的想法。The sight f the scene filled me with hrrr.想到这个情景我心中充满了恐惧。My brther’s sudden visit hme delighted us. We hadn’t seen each ther fr tw years.我哥哥突然回家探望，让我们非常高兴。我们已经两年没见了。
sight, thught, glance, lk, idea, feeling,visit
strike, aruse(唤起), remind, delight, frighten, cnquer(克服)
1.看到这个情景，我心中满是恐惧。
The sight f the scene frightened me.
3.想到马上就能见到她的儿子，她觉得幸福满满。
The thught f yur graduatin pains me .
2.想到你们即将毕业，我很难过。
The thught f seeing her sn very sn filled her heart with great happiness.
sight, thught, glance, lk, idea, feeling,, aruse, remind, delight, frighten, cnquer...
Practice 黑夜降临，银色的月光照耀着静谧的小山坡。As night fell, __________________________________
Categry 4: Natural phenmena/scenes，time/place as inanimate subjects +animate verb
sunshine,mnlight,fg, mist, rain, clud, earthquake, silence,hush;mrning,afternn,night,dusk,dawn, the city, the twn
strike, hit, blanket(覆盖),threaten，bathe in;witness,see,find, bast
silver mnlight blanketed the quiet hills.
黄昏时，他独自去到了那个公园
The park _____________________ at dusk.
saw him walking alne
Can yu apply what yu have learned t yur writing?Let’s have a try!
When I was yung, I was shy. At 14 years ld, it was my turn t give apresentatin in class. Seeing s manyclassmates, I was fearful. Althugh having well prepared, I suddenly lst my curage. I frgt all the wrds abslutely.After class, my teacher encuraged me tbe curageus and nt t hide away.Frm then n.I became mre cnfideninstead f being shy. Never will I frgethe experience.
Exercise2: Plish the writing
_________tk ver my life when I was yung. At 14 yearsld, it was my turn t give apresentatin in class.____________s many classmates_________________ ()My curage ________ me suddenly despite full preparatins. I frgt all the wrds abslutely. After class,my teacher encuraged me t be curageus and nt t hide away. Frm then n, my shyness _____________cnfidence. Never will I frget the experience.
The sight f
filled me with fear
Basic Structure: inanimate subject + animate verb
Advantages:diverse subjects & vivid language
Applicatin Situatins:
Categry 4. Natural phenmena/scenes as subjects 自然现象或场景做名词充当主语
续写思路 根据续写第一段提示句“With mixed feelings,I finally picked up the phne”可知，作者带着复杂的心情拨打了电话，故续写第一段应该描述作者拨打电话时的情景。再结合续写第二段的提示句可知，作者应该是给 Mlly 的主人打电话，且电话打通了。电话中作者应该会描述自己见到小狗的经过并对没有更早打电话表示歉意，最后和 Mlly 的主人商量好让其到自己家里领走 Mlly。 根据续写第二段的提示句可知，续写第二段应该描述 Mlly 的主人领走 Mlly 的情景。可能会涉及小狗的主人讲述弄丢小狗后的伤心，同时对作者以及作者家人表示感谢。同学们还应适当描述一下在小狗走后作者的释怀。
With mixed feelings, I finally picked up the phne.With butterflies in my stmach(with 复合结构）［表示紧张的心理描写］,I dialed the telephne number. Secretly（暗自）I prayed n ne wuld answer, but smene did. The vice n the ther end was that f a yung wman. After hearing my descriptin f the dg in detail（详细地）,she immediately wanted t cme ver. I said that my daughters lved it very much and meanwhile aplgized fr （因为······道歉）nt having cntacted her earlier. 30 minutes later，the bell rang and Mlly was barking. I pened the dr, frcing myself t face it（现在分词短语作伴随状语）.
With mixed feelings,I finally picked up the phne.Hearing the phne ringing, my heart sank,filled with anxiety and fear. “Hell,” My vice vibrated as I tld the wener the fact that I had been keeping the puppy fr several weeks.After the shrt cnversatin, my eyes started t water, a sense f sadness washing ver me. “Wlf, wlf!” Familiar sunds appeared, my heart abut t melt. I hugged Mlly tightly cnsidering her as ur treasure in my family. Silence kept fr few minutes, and suns f knck brke it while everyne was staring at Mlly.
I asked the wman t cme in and she quickly bent ver and hugged Mlly tightly. Mlly started wagging its tail and barking excitedly［动作描写，描述小狗见到主人后的兴奋］. The wman tld me that she culdn't sleep well withut Mlly and expressed her sincere gratitude t us fr keeping her dg fr these days. She ffered t give me sme cash as a reward,but I refused. She prmised she wuld bring Mlly t ur hme at weekends nw that （由于）it had been ur family's friend（原因状语从句）. After she tk Mlly away, I cracked a smile（露出微笑）［面部表情描写］.I knew I had dne the right thing that the puppy was exactly where it belnged nw.（同位语从句）
句号 Full Stp/ Perid [ . ]问号 Questin Mark [ ? ]感叹号 Exclamatin Mark [ ! ]逗号 Cmma [ , ]分号 Semicln [ ; ]冒号 Cln [ : ]引号 QutatinMarks [ " " ' ' ]连字号（连字符）Hyphen [ - ]破折号 Em Dash [ — ]括号 Parentheses [ ( ) [ ] { } ]撇号，缩写，省字号及所有格符号 Apstrphe [ ' ]省略号 Ellipsis [ ...]
Punctuatin Mark 标点符号
逗号 Cmma [ , ] 学生分析长难句的绊脚石(1) 逗号用于句子中的停顿。Therefre, we shuld write a letter t the prime minister.(2) 逗号用于分隔一系列的简单内容。I will g t Beijing, Shanghai, and Guangzhu.(3) 逗号用于修饰名词的多个形容词之间。a small, fancy bike(4) 逗号用于直接引用的句子之前。Janet said, "Let's g swimming."注意：这里说的和后面提及的冒号在直接引语中的使用不一样。如果是引用比较正式的发言讲话就要用冒号，一般情况下就用逗号。
(5) 逗号用于连接两个较长的独立子句，而且每个句子的主语不同。The Grizzlies were ut f timeuts, and Miller missed a desperatin 3-pinter as time expired.(6) 逗号用于关联的子句之间。Since she's yur yunger sister, please take care f her.(7) 逗号用于一个较长的修饰短语之后。In the middle f the cldest winter n recrd, the pipes frze.在反问句之前要使用逗号。Tm wrked very hard, didn't he?如果句中含有间接引用就不需要逗号。Linda said we shuld g swimming.逗号可用作金额数字的分节号。8,000,000注意：英文中是没有顿号的，基本上可以说在中文里用顿号的地方可以用逗号取代。
分号 Semicln [ ; ](1) 与中文一样，分号用于分隔地位平等的独立子句。在某些情况下，使用分号比使用句号更显出子句之间的紧密联系。另外，分号也经常与连接副词thus, hwever, therefre一起使用（放在这些词语之前）。I realize I need exercise; hwever, I'll lie dwn first t think abut it.(2) 在句子中如果已经使用过逗号，为了避免歧义的产生，就用分号来分隔相似的内容。The emplyees were Mr. Zha, the manager; Mr. Hu, the engineer; and Miss Yuan, the secretary.特别注意：一个完整的句子以大写字母开始，以句号结束。写英文时用逗号代替句号、分号、冒号或破折号叫“ 逗号错 ”，这正是中国学生所要避免的。
Abut half f H’s students stay fr a week r less; thers are there fr mre than a year.
用于分隔地位平等的独立子句
冒号 Cln [ : ](1) 冒号用于对后面内容的介绍或解释。This is her plan: g shpping.(2) 冒号用于名单之前，特别是一个竖排的名单。We transferred three emplyees t new branches:Tm Hanks t New Yrk CityJim White t TkyMike Jacksn t Paris当名单横排的时候，冒号要用在一个完整的句子之后。We need eight peple: fur prfessrs, three engineers, and a dctr.(3) 冒号用于一个正式的引用之前。The prfessr said: "It was hrrible."(4) 冒号也可用于商业或正式信函的称谓后面。Dear Mr. Lee: (美国英语中，信件或演说词的称呼语之后用冒号，而在英国英语中多用逗号。)(5) 冒号用于数字时间的表示。16:45 或 4:45 p.m.(6) 冒号用于主标题和副标题之间。Web Directry: Wrld and Nn-U.S. Ecnmic Data
We invest a lt in rads that help us rush thrugh, but we fail t accunt fr the true csts. D we really recgnise what it csts us as a sciety when children can’t mve safely arund ur cmmunities? The authrs f Mvement have it right: it’s time t think differently abut that street utside yur frnt dr.
对后面内容的介绍或解释
As ur ___47___ day drew near, I settled n a new price ($0) and repsted it.The ___48___: “I hate this vase. Maybe yu wn’t.” In an instant, a wman raced int my huse and left happily with the vase.
48. A. warning B. request C. descriptin D. reply
47. A. mve B. pay C. market D. wrk
jaw-drpping
It had simple wrds and clrful pictures—a perfect match fr his age.
Dates: 1 June – 31 JulyTickets: $12 – $96
破折号 Em Dash [ — ](1) 破折号用于详述或解释。基本相当于一组逗号、圆括号，或冒号的用途。Why nt instead think f learning as if it were fd—smething s valuable t humans that they have evlved t experience it as a pleasure?(2) 破折号用于分隔引导从句的代词。Cnsensus—that was the will-'-the wisp he dggedly pursued.(3) 破折号表示思考或对话中句子结构的突然中断，有时也可用省略号代替。"Well, I dn't knw," I began tentatively. "I thught I might—""Might what?" she demanded.(4) 破折号用于代替引号。有些法语作家常用破折号代替引号表示对话，每段话另起一段。—Will he btain the necessary signatures?—Of curse he will!注意：英文破折号只有一个字长。不能用二字长的中文破折号代替英文破折号。为了避免混淆，一个句子不应包含超过两个英文破折号，如果实在需要，应使用圆括号。
Flwers are everywhere—hanging baskets, windw bxes, and planters—just what yu imagine in an attractive English market twn.
Nthing in my life befre prepared me ____58____ this ne—and t be sure, the first time I came here I never imagined I wuld ever feel cmfrtable in this area.
  Grwing up, my family and ur neighbrs never used cltheslines t dry clthing, denying me the chance ____62____ (discver) ne f the great wnders f sunshine — the sweet “sunshine scent” after sunning clthes fr an entire day.
括号Parentheses ( ) 的核心用法1. 补充说明（最常用）：对前面的词、句加解释、举例、缩写，去掉括号内容，句子依然完整。• I need three items (pens, paper, and a ruler).• The meeting is at 9 a.m. (tmrrw mrning).2. 标注年份、人物、出处。阅读、完形、作文里很常见。• Lu Xun (1881–1936) was a great writer.• The reprt (Page 5) is very imprtant.3. 插入个人评论、语气说明• The test was (unbelievably) easy.• He arrived late (as usual).4. 数字序号：用于列表、提纲、答题分点。• (1) First reasn• (2) Secnd reasn
If yu’re amng the grups f peple wh are enjying the mental and physical health benefits f surrunding yurself with plants, dn’t beat yurself up if ne (r a few!) desn’t make it.
一、it / ne / nes / that / thse1. it• 指代同一事物• 可代：单数名词、不可数名词、不定式/从句作形式主语/宾语I lst my pen. Have yu seen it?2. ne / nes• 指代同类不同个，泛指• ne = a/an + 单数可数名词• nes = 复数可数名词I dn’t like this shirt. Shw me ne cheaper.
26. What des the underlined wrd “it” refer t in paragraph 4?A. Offering regular lessns. B. Paying extra attentin.C. Assigning n schlwrk. D. Shwing n sympathy.
There are up t 30 students at any given time in H’s class. She generally wrks with their regular teachers t get lessns and tests being used at their hme schls. Sme teachers dn’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice t the kids,” H says. “They think their teachers dn’t care abut their schlwrk.”
3. that / thse• 指代特指，常表对比，多用于书面• that = the + 单数/不可数• thse = the + 复数The weather in Beijing is clder than that in Guangzhu.The bks n the desk are easier than thse n the shelf.
二、s / nt 替代从句• I think s. = I think that...• I think nt. = I dn’t think s.适用：believe, think, hpe, expect, suppse, guess 等三、d / des / did 替代动词• He wrks harder than I d.• She sings better than he des.• They went earlier than we did.
高考高频易错点1. 有the用that/thse，无the用ne/nes2. 比较结构里：单数/不可数 → that复数 → thse3. 形式主语/宾语只能用 it4. 同类不同个 → ne；同一个 → it
实施分层教学，精准突破
基础薄弱学生：强化词汇与基础句式
针对基础薄弱学生，重点强化课标要求的3100词记忆与运用，以及简单句、并列句等基础句式的规范表达，筑牢语言根基。
优等生：优化逻辑与表达
优等生需侧重提升议论文“观点+例证”的逻辑结构，训练多样化表达，如运用无灵主语等生动句式，避免表达单一化，增强文章感染力。
坚持素养导向，回归课标回归教材
将英语核心素养（语言能力、文化意识、思维品质、学习能力）融入日常训练，避免单纯应试，推动从“题海刷分”转向“任务实践与核心素养提升”。
服务国家发展与文化传播
落实新版课标要求，通过英语学习讲好中国故事、传播中国声音，强化“家国情怀+全球视野”双维度育人导向，体现语言学习的时代价值。
通过课堂观察学生参与度、作业反馈错误类型、模考分析成绩波动等方式，全面持续跟踪学生进步情况。
基于过程性评价结果，及时发现学生薄弱环节，针对性调整教学计划与复习重点，确保备考方向精准有效。
关注心态调整，科学备考
教师关注学生心理状态，及时给予鼓励与支持，帮助树立信心、缓解压力；学生保持积极心态，正视备考挑战。
学生制定合理复习计划，平衡各科时间分配，避免偏科；通过模拟考试熟悉流程、掌握答题节奏，提升应试适应性。