資源簡介

Section Ⅱ　Learning About Language
維度一：基礎題型練
1.She asked me whether the man 　　　　　　　（be） a cheater.
2.Tom said that Mary 　　　　　　　　（come） five days later.
3.The policeman asked him what he 　　　　　　（do） when the robber came in.
4.He applauded me， saying that I 　　　　　　　（do） something wonderful.
5.The teacher told us that the Earth 　　　　　　（travel） around the sun.
6.He suggested we 　　　　　　（wait） a while before we made the final decision.
7.He said after a short space of silence he 　　　　　　　　　（consider） the problem again.
8.The teacher asked Tom why he 　　　　　　　（make） so many mistakes in his homework.
9.My mother told me that my classmate 　　　　　　　　（wait） for me in the sitting room then.
10.Mr Smith said that China 　　　　　　（be） the biggest developing country in the world.
11.The student said that he 　　　　　　　　（learn） about 5，000 English words by the end of last year.
12.He begged his mother 　　　　　　（let） him stay up a little longer that night.
維度二：語法與寫作
1.媽媽問我是否能忍受那么惡劣的工作條件。
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
2.這些舉措旨在恢復公眾對經濟的信心。
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
3.父親讓我在空閑時間研究生態學。
　　　　　　　　　　　　　　　　　　　　　　
4.地理老師告訴我們太陽從東方升起，從西方落下。
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
5.他告訴我自從他來到這里就一直教英語。
　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
維度三：句型轉換
1.Mr Green asked，“Jack， did you pass the exam yesterday？”
→Mr Green asked Jack 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　.
2.“Let’s take action to protect our planet，” the scientist said.
→The scientist 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　.
3.The old man said，“I like to talk with these young men.”
→The old man said that 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　.
4.“I’ve been cleaning up the house，” Bill’s mother said.
→Bill’s mother said that 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　.
5.“I’ll come and see you again this evening， Tom，” he said.
→He told Tom that 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　.
6.“When is the examination going to be？” the student asked the teacher.
→The student asked the teacher 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　.
維度四：語法與語篇
　　根據漢語提示完成下面短文。
　　A few minutes later，the other two cyclists arrived.They were shocked to find Mac’s bicycle lying on the road， his tent bag torn and Mac just like a drowned mouse.They asked anxiously 1.　　　　　　　　　　　　　　 （到底發生了什么）.Mac responded breathlessly that 2.　　 　　　　　　　　　　　　　　（他差點被一只狼吃掉）.When told about 3.　　　　　　　　　　　　　 （Mac經歷了什么），they couldn’t help screaming out，“What a narrow escape！” “Yes，without their timely help，4.　　　　　　　　　　　　　　　　　　　　　 （我早已經是狼的食物了）.” Mac’s friends were also thankful to Paul and Becky.Afraid that there might be more potential dangers ahead，Paul and Becky asked kindly 5.　　　　　　　　　　　　　　　　　　　　 （他們是否需要搭便車）.Mac and his friends answered with one voice，“6.　　　　　　　　　 （我們樂意）.Thank you from the bottom of our hearts！”
Ⅰ.閱讀理解
A
　　（2024·青島六校高二下學期聯考）Humans are usually optimistic and confident.In psychological circles this is a proven phenomenon known as the “better than average effect （BTAE）”.Academic research has demonstrated that people consistently think they are better than the average person when it comes to driving， teaching， athletic ability， leadership skills and social skills.People rate themselves as more honest， persistent and original than average.
　　A new set of studies has now demonstrated that BTAE also applies to people’s perception （認知） of their being environmental friendly.The research， conducted at the University of Gothenburg， reveals that out of 4，000 survey participants from Sweden， the United States， England and India， the majority were convinced that they acted more environmentally friendly than the average person — a mathematical impossibility.
　　The researchers tested this using two methods， known as direct and indirect.For the former （used in Sweden） people were simply asked whether they thought they were more or less environmentally friendly than others in their country.The indirect approach （used for the other countries） involved asking participants about specific behaviours， such as buying green products， turning off taps when brushing teeth and taking a reusable bag to the shops.
　　Both methods demonstrated the effect in action.The percentage of people rating their own pro-environmental engagement as above average was 75.3 percent in the total sample of Indians， English and Americans （85.7 percent in the Indian sample， 72 percent in the English sample， and 63.7 percent in the US sample）.When it came to specific behaviours， the effect was found to hold for nine out of ten pro-environmental behaviours tested.
　　The risk of BTAE is that if everyone already thinks they are doing so well， it could mean that people are less willing to step up their game in the future.The research did not show a strong risk of this， but environmental psychology researcher Magnus Bergquist points out that even a small effect in this regard could have a large impact across whole societies.
1.What does BTAE mainly reflect about people？（　　）
A.A blind faith in oneself.
B.A pessimistic attitude in life.
C.An assumption of the future.
D.A high expectation on others.
2.What do we learn about the new research？（　　）
A.It proved BTAE.
B.It discovered BTAE.
C.It was conducted in five countries.
D.It spread environmental knowledge.
3.BTAE can be found most obviously in 　　　　.（　　）
A.Swedes　　　　　　 B.Indians
C.Americans D.English
4.What is the problem with BTAE？（　　）
A.People will laugh at others.
B.People will forget their goals.
C.People won’t perform as usual.
D.People won’t make further efforts.
B
　　Every minute， every single day， about a truckload of plastic enters our oceans.Since the 1950s， some 8.3bn tons of plastic have been produced worldwide， and to date， only 9% of that has been recycled.
　　We buy a bottle of water， drink it for a few minutes， and toss its permanent packaging “away”.We eat potato chips， finish them， then throw their permanent packaging “away”.We buy produce， take it out of the unnecessary plastic wrap， then throw its permanent packaging “away”.
　　The cycle is endless， and it happens countless times every single day.But here’s the problem — there is no “away”.Chances are， it ends up polluting our communities， oceans or waterways in some form.
　　For years， we’ve been told the problem of plastic packaging can be solved through better individual action.But the truth is that we cannot recycle our way out of this mess.
　　Recycling alone will never stop the flow of plastics into our oceans； we have to slow down the production of all this plastic waste.Think about it： if your home was flooding because you had left the tap on， your first step wouldn’t be to start mopping.You’d first cut the flooding off at its source — the tap.In many ways， our plastic problem is no different.
　　We need corporations — those like Coca-Cola， Unilever， Starbucks and Nestlé that continue to produce throwaway plastic bottles， cups， and straws — to step up and take real responsibility for the mess they’ve created.Drink companies produce over 500bn single-use plastic bottles annually； there is no way that we can recycle our way out of a problem of that scale.
　　This is their crisis to tackle.We will continue to do our part， but it’s time for the world’s largest corporations to do theirs.Some 322m tons of plastic were produced in 2015， and that number is expected to double by 2025.Now， we must demand a new era that places people and planet over profit and convenience.
5.What does the underlined part “there is no ‘away’” in Paragraph 3 mean？（　　）
A.We can hardly deal with plastic pollution.
B.We can hardly stop using plastic products.
C.The plastic we throw away won’t disappear.
D.The plastic we throw away will do great harm.
6.Why does the author give the example of our home’s flooding？（　　）
A.To encourage us to save water.
B.To teach us how to solve a problem.
C.To tell us how serious plastic pollution is.
D.To advise us to find the source of a problem.
7.Who should take the biggest responsibility according to the author？（　　）
A.The government.
B.The big companies.
C.All the individuals.
D.The civil organisations.
8.What’s the purpose of the last paragraph？（　　）
A.To appeal to action.
B.To draw a conclusion.
C.To give some suggestions.
D.To offer some instructions.
Ⅱ.完形填空
　　（2024·臨汾高二下學期質檢）All it takes is one negative comment to ruin something you once loved.
　　6-year-old Edie has a passion for art， spending hours at her drawing table to 　9　 herself creatively. One day at an afterschool art club， her teacher 　10　 her colourful landscape painting and said she’d done the assignment wrong. 　11　， her mother took to Twitter to ask for support.
　　“My 6-year-old daughter 　12　 this amazing scene at an afterschool art club，” Gemma Leighton wrote. “Her art teacher 　13　 her she had done it wrong！ You can’t do art wrong！ She was so 　14　 as art is her favourite thing to do. Can you please show Edie some 　15　 and like her painting？”
　　It didn’t take long before people left their positive 　16　.　
　　“I’m a professional artist and I love Edie’s painting，” replied artist Jonathan Small. “If her 　17　 knew anything about art he or she would have 　18　 that Edie included perspective in the painting.”
　　Gemma’s tweet received so much support that she 　19　 to start a Twitter page just for Edie’s Art. 　
　　“I am so 　20　 for everyone’s encouragement because it’s given my little girl such a boost in 　21　 with her art，” Gemma wrote in a follow-up tweet.
　　This story is a good reminder that our words carry weight and power， which can make a big 　22　 to children’s growth and development. Teachers are supposed to touch their lives 　23　 every day.
9.（　）A.relax　　 　B.indicate
C.devote D.express
10.（　）A.criticized B.discovered
C.selected D.praised
11.（　）A.Thrilled B.Confused
C.Annoyed D.Ashamed
12.（　）A.wrote B.painted
C.bought D.found
13.（　）A.advised B.told
C.instructed D.called
14.（　）A.curious B.stable
C.nervous D.upset
15.（　）A.support B.respect
C.presents D.opinions
16.（　）A.pictures B.comments
C.concepts D.suggestions
17.（　）A.teacher B.friend
C.mother D.father
18.（　）A.made out B.turned out
C.worked out D.found out
19.（　）A.demanded B.expected
C.decided D.proposed
20.（　）A.generous B.grateful
C.anxious D.hopeful
21.（　）A.attitude B.knowledge
C.experience D.confidence
22.（　）A.difference B.point
C.sense D.function
23.（　）A.formally B.temporally
C.positively D.occasionally
Ⅲ.語法填空
　　（2024·貴陽高二下學期期末）Lyu Haowei works on Yulong Snow Mountain in Yunnan Province， whose job is 24.　　　　　　 （collect） rubbish from the Yulong Snow Mountain Glacier Park.
　　25.　　　　　　 （equip） with a 150-meter safety rope， a clamp （夾鉗） and a trash bag， Lyu climbs the mountain and reaches otherwise inaccessible areas， 26.　　　　　　 rubbish has been discarded. Lyu collects discarded bottles and oxygen tanks left by tourists， 27.　　　　　　 his colleagues holding the safety rope.
　　Yulong Snow Mountain 28.　　　　　　 （cover） an area of 415 square kilometers and rises to a peak of 5，596 meters. Designated as a national key scenic spot in 1988， it 29.　　　　　　 （give） recognition as a 5A-level scenic area in 2007.
　　During the past decades of development， 30.　　　　　　 number of tourists visiting the mountain had increased from 4，700 in 1994 to 3.76 million in 2017. In 2018， the Yulong Snow Mountain Glacier Park authorities had to implement a daily visitor cap of 10，000 people.
　　The increasing tourist numbers sometimes result in trash piling up. During peak travel 31.　　　　　　　 （period）， like the weeklong National Day holiday in October， sanitation workers and guardians fill nearly 200 outdoor trash bags a day.
　　Their day begins at 5：30 a.m. in 32.　　　　　　　 （prepare） for welcoming the first wave of visitors eager to see the sunrise， and ends at 7：30 p.m. when they descend the mountain.
This is the 33.　　　　　　 （eight） year that Lyu and his colleagues are working at the scenic spot， and they express satisfaction that environmental awareness among tourists has risen， which has led to a reduction in littering.
Section Ⅱ　Learning About Language
基礎知識自測
維度一
1.was　2.would come　3.was doing　4.had done　5.travels
6.wait　7.would consider　8.（had） made　9.was waiting　10.is　11.had learnt　12.to let
維度二
1.My mother asked me whether/if I could tolerate such bad working conditions.
2.These measures are intended to restore public confidence in the economy.
3.My father asked me to study ecology in my spare time.
4.The geography teacher told us that the sun rises in the east and sets in the west.
5.He told me that he had taught English since he came here.
維度三
1.whether/if he had passed the exam the day before
2.advised us to take action to protect our planet
3.he liked to talk with those young men
4.she had been cleaning up the house
5.he would go and see him again that evening
6.when the examination was going to be
維度四
1.what on earth had happened
2.he was almost eaten by a wolf
3.what Mac had experienced
4.I would have been the food of the wolf
5.whether/if they were in need of a lift
6.We’d love to
素養能力提升
Ⅰ.
語篇解讀：本文是一篇說明文。很多人都認為自己比其他人做得更加環保，事實真的如此嗎？
1.A　推理判斷題。根據第一段可知，BTAE指人們的一種普遍傾向：認為自己在各方面比其他人做得更好。顯然，這是一種盲目的自信。
2.A　細節理解題。根據第二、三段可知，這項研究通過兩種方法證明BTAE理論也適用于人們的自我環保認知。
3.B　細節理解題。根據倒數第二段可知，在參與調查的四個國家中，85.7%的印度人認為自己比其他人更加環保，這說明BTAE理論在他們身上表現得最為明顯。
4.D　推理判斷題。根據最后一段可知，BTAE帶來的一個風險是人們認為自己已經做得足夠好，因此不會進一步努力。
語篇解讀：本文是一篇說明文。塑料污染嚴重破壞了我們的環境，尤其是海洋。作者認為，除了我們個人要養成環保習慣外，那些制造塑料垃圾的大公司應該負起主要責任。
5.C　句意理解題。第二段多次提到permanent packaging，說明塑料包裝很難降解（消失）。另外，畫線部分下文指出這些我們扔掉的塑料最終會污染環境。再結合away一詞的含義可知，畫線部分意為“我們扔掉的塑料不會消失”。
6.D　推理判斷題。根據第五段可知，作者舉例說明，當我們家里的自來水漏水時，首先要做的是關閉水龍頭而不是擦地。再根據第五段中的we have to slow down the production of all this plastic waste可知，作者告誡我們要發現問題的源頭。
7.B　細節理解題。根據最后兩段可知，作者的觀點很明確：僅僅靠民眾根本無法解決塑料污染問題，解決問題的關鍵在于塑料污染的主要責任者——那些生產和制造塑料垃圾的企業。
8.A　推理判斷題。根據最后一段可知，作者不但呼吁民眾行動起來，更重要的是呼吁企業承擔起自己的責任來解決塑料污染問題。
Ⅱ.
語篇解讀：本文是一篇夾敘夾議文。當六歲女兒的繪畫作品遭到老師的批評后，作為母親的Gemma Leighton去社交媒體平臺尋求幫助。
9.D　Edie通過畫畫來創造性地表達自我。
10.A　根據下文she’d done the assignment wrong可知，老師批評了Edie的繪畫作品。
11.C　女兒的畫被老師批評，作為母親的Gemma Leighton自然會很惱怒。
12.B　根據上下文可知，這里在談論女兒的繪畫作品。
13.B　老師告訴Edie她的畫有問題，是錯誤的。
14.D　被老師批評后，六歲的Edie肯定非常難過和郁悶。
15.A　根據下文like her painting（給Edie的畫點贊）可知，Gemma Leighton打算在網上尋求支持。
16.B　根據下文可知，Gemma Leighton在推特上發帖后收到了很多人對女兒的畫作積極的評價。
17.A　根據語境可知，畫家Jonathan Small這句話是針對Edie的美術老師說的。
18.D　畫家Jonathan Small指出，如果Edie的老師懂藝術的話，她會發現Edie繪畫時使用了透視技法。
19.C　由于Gemma Leighton發布的推特收到了廣泛的支持，她決定專門注冊一個推特賬號來展示女兒的繪畫作品。
20.B　由于Gemma Leighton在推特上收到大量網友對其女兒作品的好評，她對此非常感激。
21.D　Gemma Leighton認為網友們的好評會極大地提升她女兒的自信。
22.A　我們的評價會對孩子們的成長產生很大的影響。make a difference是一個固定短語，表示“產生影響；帶來改變”。
23.C　作者認為，作為老師，應該每天對孩子們產生積極的影響。
Ⅲ.
語篇解讀：本文是一篇說明文。文章簡要介紹了常年守護在云南玉龍雪山上清理垃圾的環衛工人呂皓葳。
24.to collect/collecting　根據語境可知，這里應用動詞不定式或動詞-ing形式作表語。
25.Equipped　本句主語為Lyu，與動詞equip為被動關系，因此用表達被動概念的過去分詞作狀語。
26.where　本空前面的areas是一個先行詞，這里應用關系副詞where引導一個非限制性定語從句。
27.with　這里是一個“with＋名詞＋動詞-ing形式”構成的with復合結構。
28.covers　本空與后面的rises是并列謂語，都描述客觀事實，因此用一般現在時。
29.was given　本句時間狀語為in 2007且表示被動概念，因此用一般過去時的被動語態。
30.the　這里強調“游客的數量”，因此用the number of tourists。a number of tourists表示“許多游客”。
31.periods　由于每年的旅游高峰期有好幾個，因此這里應用period的復數形式。
32.preparation　本空前面是介詞in，因此這里應用名詞形式。in preparation for是一個固定短語，表示“為……做準備”。
33.eighth　這里表示今年是呂皓葳和他的同事在玉龍雪山上工作的第八年，因此用序數詞。
6 / 6Section Ⅱ　Learning About Language
直接引語和間接引語
①“I don’t want to set down a series of facts in a diary，” said Anne.
→Anne said that she didn’t want to set down a series of facts in a diary.
②“Does a friend always have to be a person？” the writer asks us.
→The writer asks us if/whether a friend always has to be a person.
③“What do you call your diary？” Anne’s sister asked her.
→Anne’s sister asked her what she called her diary.
④He said to Ann，“Tell me your problem.”
→He told Ann to tell him her problem.
⑤“Be careful with the dog， boys，” she said.
→She warned the boys to be careful with the dog.
⑥“Don’t work in bed， Tom，” she said.
→She told Tom not to work in bed.
【我的發現】
1.直接引語為陳述句時，間接引語變成　　　引導的賓語從句，如句①。
2.直接引語為一般疑問句時，間接引語變成　　　　　　引導的賓語從句，如句②。
3.直接引語為特殊疑問句時，間接引語仍由原來的　　　　　　引導賓語從句，如句③。
4.如果直接引語為祈使句，變為間接引語時，通常采用“動詞＋賓語＋　　　　　　　”結構。常見的動詞有tell、 order、 ask、 warn，如句④⑤；如果祈使句為否定式，在動詞不定式（to）前加　　　　　或　　　　　，如句⑥。
　　引述或轉述別人的話稱為“引語”。直接引述別人的原話，兩邊用引號標出，稱為直接引語；用自己的話轉述別人的話，不需要引號標出的稱為間接引語。
直接引語和間接引語之間的轉化規則有以下幾種：
一、人稱變化三原則
1.“第一人稱隨主”原則：如果直接引語中的主語是第一人稱或被第一人稱修飾，變為間接引語時從句中的人稱要按照主句中主語的人稱變化。
Mary said，“I want to have a computer of my own.”
瑪麗說：“我想有一臺我自己的電腦。”（直接引語中為第一人稱）
→Mary said that she wanted to have a computer of her own.
瑪麗說，她想擁有一臺她自己的電腦。（間接引語中隨主語改為第三人稱）
2.“第二人稱隨賓”原則：如果直接引語中的主語及賓語是第二人稱或被第二人稱修飾，變為間接引語時從句中的人稱要跟引號外的主句的賓語一致。如果引號外的主句沒有賓語，也可以用第一人稱。
The customer asked the salesgirl，“Can you show me another pair of shoes in a different colour？”
顧客問女售貨員：“你能否給我看一看另一雙不同顏色的鞋？”（直接引語中主語為第二人稱）
→The customer asked the salesgirl whether she could show him another pair of shoes in a different colour.
顧客問女售貨員能否給他看一看另一雙不同顏色的鞋。（間接引語中隨賓語改為第三人稱）
3.“第三人稱不更新”原則：如果直接引語中的主語及賓語是第三人稱或被第三人稱修飾，變為間接引語時從句中的人稱一般不需要變化。
The organiser said，“Jack will come here to help.”
組織者說：“杰克會來這兒幫忙。”（直接引語中為第三人稱）
→The organiser said that Jack would go there to help.
組織者說杰克會去那兒幫忙。（間接引語中第三人稱不改變）
【即時演練1】　把下列直接引語變為間接引語
　①She said，“I have not heard from him since May.”
→She said that 　　　　　　had not heard from him since May.
②“When did you go to bed last night？” Father said to Peter.
→Father asked 　　　　　　　when 　　　　　　　had gone to bed the night before.
③Mr Smith said，“Mary is a good worker.”
→Mr Smith said that 　　　　　　was a good worker.
二、時態的變化
直接引語 間接引語
一般現在時 一般過去時
現在進行時 過去進行時
現在完成時 過去完成時
現在完成進行時 過去完成進行時
一般將來時 過去將來時
一般過去時 過去完成時
過去完成時 過去完成時
過去完成進行時 過去完成進行時
His friend said to him，“We are planning to have a picnic.”
他的朋友對他說：“我們計劃去野餐。”（直接引語為現在進行時）
→His friend told him that they were planning to have a picnic.
他的朋友告訴他說，他們計劃去野餐。（間接引語改為過去進行時）
The organiser said，“We have begun our plan.”
組織者說：“我們已經開始了我們的計劃。”（直接引語為現在完成時）
→The organiser said that they had begun their plan.
組織者說，他們已經開始了他們的計劃。（間接引語改為過去完成時）
名師點津
直接引語變為間接引語，時態不變化的情況如下：
（1）直接引語是客觀真理、自然現象或名言警句；
（2）直接引語中有具體的過去的某年、某月、某日作狀語。
（3）引述動詞是一般現在時。
Our teacher said to us yesterday，“Early birds catch worms.”
昨天老師對我們說：“早起的鳥兒有蟲吃。”
→Our teacher told us yesterday that early birds catch worms.
昨天老師告訴我們早起的鳥兒有蟲吃。
The guide said，“The bridge was completed in 1980.”
導游說：“這座橋于1980年完工。”
→The guide said that the bridge was completed in 1980.
導游說這座橋于1980年完工。
【即時演練2】　單句語法填空
　①John said that he 　　　　　　（like） reading storybooks.
②He told me that he 　　　　　　　　（find） his wallet.
③Mr Wang told the children that he 　　　　　　　　（leave） for Shanghai on business the next month.
④She said that she 　　　　　　　　　　（finish） her work till that day.
三、指示代詞、時間狀語、地點狀語及方向性動詞的變化
詞類 直接引語 間接引語
指示代詞 this that
these those
時間狀語 now then
ago before/earlier
today that day
tonight that night
yesterday the day before
tomorrow the next/following day
the day after tomorrow in two days’ time
地點狀語 here there
方向性 動詞 come go
bring take
She asked，“Is this book his？”
她問：“這本書是他的嗎？”（直接引語中為this）
→She asked whether that book was his.
她問那本書是不是他的。（間接引語中改為that）
“I’ll be very busy today，” said the man.
那個人說：“我今天會很忙。”（直接引語中為today）
→The man said he would be very busy that day.
那個人說那天他會很忙。（間接引語中改為that day）
【即時演練3】　把下列直接引語變為間接引語
①He said，“I’m afraid I can’t finish this work.”
→He said that he was afraid he couldn’t finish 　　　　　　work.
②Tom said，“I will visit the Great Wall tomorrow.”
→Tom said that he would visit the Great Wall 　　　　　　　　　　.
③Miss Zhao said，“These problems are easy.”
→Miss Zhao said that 　　　　　　problems were easy.
④Bob said，“His wife returned from London 40 years ago.”
→Bob said that his wife had returned from London 40 years 　　　　　　.
⑤He said to me，“I wrote to my friend yesterday.”
→He told me that he had written to his friend 　　　　　　　　　　　　.
四、句子結構的變化
1.直接引語為陳述句，變為間接引語時，常變成由that引導的賓語從句。在口語中that可以省略。
She said，“I am working in that company now.”　
她說：“我現在在那家公司工作。”（直接引語為陳述句）
→She said that she was working in that company then.
她說她那時在那家公司工作。（間接引語改為that引導的賓語從句）
2.直接引語為一般疑問句、選擇疑問句或附加疑問句時，間接引語中用whether （...or not）或if引導。
His friend asked him，“Are you interested in playing football？”
他的朋友問他：“你對踢足球感興趣嗎？”（直接引語為一般疑問句）
→His friend asked him whether/if he was interested in playing football.
他的朋友問他是否對踢足球感興趣。（間接引語改為whether或if引導的賓語從句）
3.直接引語為特殊疑問句時，變為間接引語仍用原句中的特殊疑問詞來引導，其余的變化遵照直接引語和間接引語之間的轉換規則來進行。
He asked Mary，“How is your sister now？”
他問瑪麗：“你姐姐現在怎么樣了？”（直接引語為how提問的特殊疑問句）
→He asked Mary how her sister was then.
他問瑪麗那時她的姐姐怎么樣了。（間接引語改為how引導的賓語從句）
名師點津
（1）直接引語為陳述句，變為間接引語時，主句謂語動詞said to sb常改為told sb；
（2）直接引語為疑問句，主句中謂語動詞是said，變為間接引語時將其改為asked；
（3）直接引語為疑問句，變為間接引語時，要把疑問語序變成陳述語序。
4.直接引語為祈使句
（1）當祈使句表示要求或命令時，變為間接引語時常采用tell/order/command sb to do sth的形式；若祈使句為否定形式，變為間接引語時動詞不定式前加not或never。
“Go and wash your face，Tom，” Mother said.
→Mother told Tom to go and wash his face.
母親叫湯姆去洗臉。
He said to me，“Don’t go out.”
→He ordered me not to go out.
他命令我不要出去。
（2）當直接引語為表示建議、提議、請求、勸告的祈使句（或表示請求、提議、勸告、建議的疑問句）時，多用“suggest＋doing/that從句”（suggest后接that從句時，從句使用虛擬語氣“should＋動詞原形”，should也可省略）及“ask/advise/want/beg＋sb＋to do”等結構。
“Please don’t be late，” he said to me.
→He asked me not to be late.
他叫我不要遲到。
He said，“Let’s go to the museum.”
→He suggested that we （should） go to the museum.
他建議我們去博物館。
（3）引述表示警告或提醒的祈使句時，多用remind/warn sb to do sth的結構轉述。
“Take an umbrella in case of rain，” his mother said to him.
→His mother reminded him to take an umbrella in case of rain.
他的媽媽提醒他帶把雨傘以防下雨。
The leader said to the workers，“Don’t speak while working.”
→The leader warned the workers not to speak while working.
領導警告工人們工作時不要說話。
名師點津
（1）無論是否定祈使句，還是表示委婉語氣的否定疑問句，在變為間接引語時，要用動詞不定式的否定形式：not/never to do sth。
（2）直接引語中的稱呼語變為間接引語時，一般把它當作主句謂語動詞的賓語用。
She said，“Don’t make so much noise， children！”
→She told the children not to make so much noise.
她告訴孩子們不要制造如此多的噪聲。
【即時演練4】　把下列直接引語變為間接引語
①“Where are you going？” the father asked his son.
→The father asked his son 　　　　　　he was going.
②Mother said to her daughter，“Are you satisfied with your new room？”
→Mother asked her daughter 　　　　　　she was satisfied with her new room.
③“Don’t look out of the window，” she said to me.
→She told 　　　　　　　　　　　　　　　　　　the window.
④“Call the police， Sean，” he said.
→He ordered 　　　　　　　　　　　　　　　　　　　　　.
⑤“Let’s go there together，” said her friend.
→Her friend suggested that 　　　　　　　　　　　　　　　　together.
⑥She said to me，“Please wait till I return， will you？”
→She 　　　　　　　　　　　　　　　　　　　　　　　　.
⑦“Don’t forget to take your book with you，” said she.
→She reminded me 　　　　　　　　　　　　　　　　my book with me.
⑧“Don’t break the rules，” said the headmaster.
→The headmaster warned us 　　　　　　　　　　　　　　　　　　.
harmonious adj.和諧的
【教材原句】　...aiming to restrict coal consumption， promote a harmonious relationship between man and nature， build a sustainable energy system， and advocate a moderate， green， and low-carbon lifestyle.……力求限制煤炭消耗，倡導人與自然的和諧關系，構建可持續能源體系，并倡導一種適度、綠色和低碳的生活方式。
【用法】
harmony n.　　　　　　融洽；和諧；協調
in harmony with sb/sth 與某人/某物協調；與某人/某物和諧相處
live/work in harmony 融洽地生活/工作
【佳句】　More importantly， with such positive energy， our society will become more and more harmonious.
更重要的是，有了這種正能量，我們的社會將變得越來越和諧。
【練透】　單句語法填空
①I believe it is possible for different ethnic groups to live together 　　　　　harmony.
②Hence， we should carry forward this virtue to build a 　　　　　　（harmony） society.
【寫美】　完成句子
③Only when we learn to live 　　　　　　　　　　can we stop being a threat to our planet.
只有當我們學會與自然和諧相處時，我們才能停止對地球的威脅。
submit vt.& vi.提交；呈遞；屈服
【教材原句】　According to the report submitted by researchers， between 20 and 25 percent of all annual carbon dioxide emissions are caused by the destruction of tropical forests.
根據研究人員提交的報告，每年二氧化碳排放量的20%到25%是由對熱帶雨林的破壞造成的。　
【用法】
submit to ...　　　　　向……屈服/認輸
submit oneself to ... 順從/屈服于……
submit ...to ... 把……提交給……
submit an application/a proposal 提交一份申請/提案
【佳句】　I signed up for a reading activity， where I was expected to read some English books and submit a book review. （求助信）
我報名參加了一個閱讀活動，在活動中我被要求閱讀一些英語書并提交一篇書評。
【練透】　單句語法填空
①I submitted my resume 　　　　　　the manager before the interview.
②No matter what challenge he was faced with， he would never submit （himself） 　　　　　it.
【寫美】　完成句子
③And 　　　　　　　　　　　　　　　　　　　　　　　　Englishcorner@ before 30 November 2024.
記得在2024年11月30日前將你的論文提交到Englishcorner@。
on behalf of代表（代替）某人
【教材原句】　I’m doing a project on behalf of my school about global warming.
我正在代表學校做一個關于全球變暖的項目。
【用法】
（1）on behalf of sb＝on sb’s behalf （英）
in behalf of sb＝in sb’s behalf （美）
做某人的代表或代言人；為某人之利益
（2）represent v.　　　代表；象征；表示
【佳句】　I’m honoured to be here to extend a warm welcome to you on behalf of our school.
在這里我很榮幸地代表我們學校向你們表示熱烈的歡迎。
【寫美】　一句多譯
代表學生會，我寫信邀請你下周三下午3點到5點給我們做講座。 （邀請信）
→　　　　　　　　　　　　　　　　　， I’m writing to invite you to give us a lecture from 3：00 p.m. to 5：00 p.m. next Wednesday.
→　　　　　　　　　　　　　　　　　， I’m writing to invite you to give us a lecture from 3：00 p.m. to 5：00 p.m. next Wednesday.
Section Ⅱ　Learning About Language
【重難語法·要攻克】
我的發現
1.that　2.if/whether　3.特殊疑問詞
4.動詞不定式　not　never
即時演練1
①she　②Peter； he　③Mary
即時演練2
①liked　②had found　③would leave　④hadn’t finished
即時演練3
①that　②the next/following day　③those　④before
⑤the day before
即時演練4
①where　②whether/if　③me not to look out of　④Sean to call the police　⑤they （should） go there　⑥asked me to wait till she returned　⑦not to forget to take　⑧not to break the rules
【知識要點·須拾遺】
1.①in　②harmonious　③in harmony with nature
2.①to　②to　③remember to submit your essays to
3.On/In behalf of the Students’ Union；
Representing the Students’ Union
7 / 7(共92張PPT)
Section Ⅱ　
Learning About Language
1
重難語法·要攻克
目 錄
2
知識要點·須拾遺
3
課時檢測·提能力
重難語法·要攻克
掌握核心語法
1
直接引語和間接引語
①“I don’t want to set down a series of facts in a diary，” said Anne.
→Anne said that she didn’t want to set down a series of facts in a diary.
②“Does a friend always have to be a person？” the writer asks us.
→The writer asks us if/whether a friend always has to be a person.
③“What do you call your diary？” Anne’s sister asked her.
→Anne’s sister asked her what she called her diary.
④He said to Ann，“Tell me your problem.”
→He told Ann to tell him her problem.
⑤“Be careful with the dog， boys，” she said.
→She warned the boys to be careful with the dog.
⑥“Don’t work in bed， Tom，” she said.
→She told Tom not to work in bed.
【我的發現】
1. 直接引語為陳述句時，間接引語變成 引導的賓語從句，如
句①。
2. 直接引語為一般疑問句時，間接引語變成 引導的賓語
從句，如句②。
3. 直接引語為特殊疑問句時，間接引語仍由原來的 引
導賓語從句，如句③。
that　
if/whether　
特殊疑問詞　
4. 如果直接引語為祈使句，變為間接引語時，通常采用“動詞＋賓語
＋ ”結構。常見的動詞有tell、 order、 ask、
warn，如句④⑤；如果祈使句為否定式，在動詞不定式（to）前
加 或 ，如句⑥。
動詞不定式　
not　
never　
　　引述或轉述別人的話稱為“引語”。直接引述別人的原話，兩邊
用引號標出，稱為直接引語；用自己的話轉述別人的話，不需要引號
標出的稱為間接引語。
直接引語和間接引語之間的轉化規則有以下幾種：
一、人稱變化三原則
1. “第一人稱隨主”原則：如果直接引語中的主語是第一人稱或被第
一人稱修飾，變為間接引語時從句中的人稱要按照主句中主語的人
稱變化。
Mary said，“I want to have a computer of my own.”
瑪麗說：“我想有一臺我自己的電腦。”（直接引語中為第一
人稱）
→Mary said that she wanted to have a computer of her own.
瑪麗說，她想擁有一臺她自己的電腦。（間接引語中隨主語改為第
三人稱）
2. “第二人稱隨賓”原則：如果直接引語中的主語及賓語是第二人稱
或被第二人稱修飾，變為間接引語時從句中的人稱要跟引號外的主
句的賓語一致。如果引號外的主句沒有賓語，也可以用第一人稱。
The customer asked the salesgirl，“Can you show me another pair of
shoes in a different colour？”
顧客問女售貨員：“你能否給我看一看另一雙不同顏色的鞋？”
（直接引語中主語為第二人稱）
→The customer asked the salesgirl whether she could show him
another pair of shoes in a different colour.
顧客問女售貨員能否給他看一看另一雙不同顏色的鞋。（間接引語
中隨賓語改為第三人稱）
3. “第三人稱不更新”原則：如果直接引語中的主語及賓語是第
三人稱或被第三人稱修飾，變為間接引語時從句中的人稱一般
不需要變化。
The organiser said，“Jack will come here to help.”
組織者說：“杰克會來這兒幫忙。”（直接引語中為第三人稱）
→The organiser said that Jack would go there to help.
組織者說杰克會去那兒幫忙。（間接引語中第三人稱不改變）
【即時演練1】　把下列直接引語變為間接引語
　①She said，“I have not heard from him since May.”
→She said that had not heard from him since May.
②“When did you go to bed last night？” Father said to Peter.
→Father asked when had gone to bed the night before.
③Mr Smith said，“Mary is a good worker.”
→Mr Smith said that was a good worker.
she　
Peter　
he　
Mary　
二、時態的變化
直接引語 間接引語
一般現在時 一般過去時
現在進行時 過去進行時
現在完成時 過去完成時
現在完成進行時 過去完成進行時
一般將來時 過去將來時
一般過去時 過去完成時
過去完成時 過去完成時
過去完成進行時 過去完成進行時
His friend said to him，“We are planning to have a picnic.”
他的朋友對他說：“我們計劃去野餐。”（直接引語為現在進行時）
→His friend told him that they were planning to have a picnic.
他的朋友告訴他說，他們計劃去野餐。（間接引語改為過去進行時）
The organiser said，“We have begun our plan.”
組織者說：“我們已經開始了我們的計劃。”（直接引語為現在
完成時）
→The organiser said that they had begun their plan.
組織者說，他們已經開始了他們的計劃。（間接引語改為過去完
成時）
名師點津
直接引語變為間接引語，時態不變化的情況如下：
（1）直接引語是客觀真理、自然現象或名言警句；
（2）直接引語中有具體的過去的某年、某月、某日作狀語。
（3）引述動詞是一般現在時。
Our teacher said to us yesterday，“Early birds catch worms.”
昨天老師對我們說：“早起的鳥兒有蟲吃。”
→Our teacher told us yesterday that early birds catch worms.
昨天老師告訴我們早起的鳥兒有蟲吃。
The guide said，“The bridge was completed in 1980.”
導游說：“這座橋于1980年完工。”
→The guide said that the bridge was completed in 1980.
導游說這座橋于1980年完工。
【即時演練2】　單句語法填空
①John said that he （like） reading storybooks.
②He told me that he （find） his wallet.
③Mr Wang told the children that he （leave） for
Shanghai on business the next month.
④She said that she （finish） her work till that day.
liked　
had found　
would leave　
hadn’t finished　
三、指示代詞、時間狀語、地點狀語及方向性動詞的變化
詞類 直接引語 間接引語
指示
代詞 this that
these those
時間
狀語 now then
ago before/earlier
today that day
tonight that night
yesterday the day before
tomorrow the next/following day
the day after tomorrow in two days’ time
詞類 直接引語 間接引語
地點狀語 here there
方向性動詞 come go
bring take
She asked，“Is this book his？”
她問：“這本書是他的嗎？”（直接引語中為this）
→She asked whether that book was his.
她問那本書是不是他的。（間接引語中改為that）
“I’ll be very busy today，” said the man.
那個人說：“我今天會很忙。”（直接引語中為today）
→The man said he would be very busy that day.
那個人說那天他會很忙。（間接引語中改為that day）
【即時演練3】　把下列直接引語變為間接引語
①He said，“I’m afraid I can’t finish this work.”
→He said that he was afraid he couldn’t finish work.
②Tom said，“I will visit the Great Wall tomorrow.”
→Tom said that he would visit the Great Wall .
③Miss Zhao said，“These problems are easy.”
→Miss Zhao said that problems were easy.
④Bob said，“His wife returned from London 40 years ago.”
→Bob said that his wife had returned from London 40 years .
⑤He said to me，“I wrote to my friend yesterday.”
→He told me that he had written to his friend .
that　
the next/following day　
those　
before　
the day before　
四、句子結構的變化
1. 直接引語為陳述句，變為間接引語時，常變成由that引導的賓語從
句。在口語中that可以省略。
She said，“I am working in that company now.”
她說：“我現在在那家公司工作。”（直接引語為陳述句）
→She said that she was working in that company then.
她說她那時在那家公司工作。（間接引語改為that引導的賓語從
句）
2. 直接引語為一般疑問句、選擇疑問句或附加疑問句時，間接引語中
用whether （...or not）或if引導。
His friend asked him，“Are you interested in playing football？”
他的朋友問他：“你對踢足球感興趣嗎？”（直接引語為一般
疑問句）
→His friend asked him whether/if he was interested in playing
football.
他的朋友問他是否對踢足球感興趣。（間接引語改為whether或if引
導的賓語從句）
3. 直接引語為特殊疑問句時，變為間接引語仍用原句中的特殊疑
問詞來引導，其余的變化遵照直接引語和間接引語之間的轉換
規則來進行。
He asked Mary，“How is your sister now？”
他問瑪麗：“你姐姐現在怎么樣了？”（直接引語為how提問的特
殊疑問句）
→He asked Mary how her sister was then.
他問瑪麗那時她的姐姐怎么樣了。（間接引語改為how引導的賓語
從句）
名師點津
（1）直接引語為陳述句，變為間接引語時，主句謂語動詞said to sb常
改為told sb；
（2）直接引語為疑問句，主句中謂語動詞是said，變為間接引語時將
其改為asked；
（3）直接引語為疑問句，變為間接引語時，要把疑問語序變成陳述
語序。
4. 直接引語為祈使句
（1）當祈使句表示要求或命令時，變為間接引語時常采用
tell/order/command sb to do sth的形式；若祈使句為否定形
式，變為間接引語時動詞不定式前加not或never。
“Go and wash your face，Tom，” Mother said.
→Mother told Tom to go and wash his face.
母親叫湯姆去洗臉。
He said to me，“Don’t go out.”
→He ordered me not to go out.
他命令我不要出去。
（2）當直接引語為表示建議、提議、請求、勸告的祈使句（或表
示請求、提議、勸告、建議的疑問句）時，多用“suggest＋
doing/that從句”（suggest后接that從句時，從句使用虛擬語氣
“should＋動詞原形”，should也可省略）及
“ask/advise/want/beg＋sb＋to do”等結構。
“Please don’t be late，” he said to me.
→He asked me not to be late.
他叫我不要遲到。
He said，“Let’s go to the museum.”
→He suggested that we （should） go to the museum.
他建議我們去博物館。
（3）引述表示警告或提醒的祈使句時，多用remind/warn sb to do
sth的結構轉述。
“Take an umbrella in case of rain，” his mother said to him.
→His mother reminded him to take an umbrella in case of rain.
他的媽媽提醒他帶把雨傘以防下雨。
The leader said to the workers，“Don’t speak while
working.”
→The leader warned the workers not to speak while working.
領導警告工人們工作時不要說話。
名師點津
（1）無論是否定祈使句，還是表示委婉語氣的否定疑問句，在變為
間接引語時，要用動詞不定式的否定形式：not/never to do sth。
（2）直接引語中的稱呼語變為間接引語時，一般把它當作主句謂語
動詞的賓語用。
She said，“Don’t make so much noise， children！”
→She told the children not to make so much noise.
她告訴孩子們不要制造如此多的噪聲。
【即時演練4】　把下列直接引語變為間接引語
①“Where are you going？” the father asked his son.
→The father asked his son he was going.
②Mother said to her daughter，“Are you satisfied with your new
room？”
→Mother asked her daughter she was satisfied with her
new room.
③“Don’t look out of the window，” she said to me.
→She told the window.
where　
whether/if　
me not to look out of　
④“Call the police， Sean，” he said.
→He ordered .
⑤“Let’s go there together，” said her friend.
→Her friend suggested that together.
⑥She said to me，“Please wait till I return， will you？”
→She .
⑦“Don’t forget to take your book with you，” said she.
→She reminded me my book with me.
⑧“Don’t break the rules，” said the headmaster.
→The headmaster warned us .
Sean to call the police　
they （should） go there　
asked me to wait till she returned　
not to forget to take　
not to break the rules　
知識要點·須拾遺
關注高頻詞匯
2
harmonious adj.和諧的
【教材原句】　...aiming to restrict coal consumption， promote a
harmonious relationship between man and nature， build a sustainable
energy system， and advocate a moderate， green， and low-carbon
lifestyle.
……力求限制煤炭消耗，倡導人與自然的和諧關系，構建可持續能源
體系，并倡導一種適度、綠色和低碳的生活方式。
【用法】
harmony n.　　　融洽；和諧；協調
in harmony with sb/sth　　與某人/某物協調；與某人/某物和諧相處
live/work in harmony　　融洽地生活/工作
【佳句】　More importantly， with such positive energy， our society
will become more and more harmonious.
更重要的是，有了這種正能量，我們的社會將變得越來越和諧。
【練透】　單句語法填空
①I believe it is possible for different ethnic groups to live together
harmony.
②Hence， we should carry forward this virtue to build a
（harmony） society.
【寫美】　完成句子
③Only when we learn to live can we stop
being a threat to our planet.
只有當我們學會與自然和諧相處時，我們才能停止對地球的威脅。
in　
harmonious　
in harmony with nature　
submit vt.& vi.提交；呈遞；屈服
【教材原句】　According to the report submitted by researchers，
between 20 and 25 percent of all annual carbon dioxide emissions are
caused by the destruction of tropical forests.
根據研究人員提交的報告，每年二氧化碳排放量的20%到25%是由對
熱帶雨林的破壞造成的。
【用法】
submit to ...　　向……屈服/認輸
submit oneself to ...　　順從/屈服于……
submit ...to ...　　把……提交給……
submit an application/a proposal　　提交一份申請/提案
【佳句】　I signed up for a reading activity， where I was expected to
read some English books and submit a book review.　（求助信）
我報名參加了一個閱讀活動，在活動中我被要求閱讀一些英語書并提
交一篇書評。
【練透】　單句語法填空
①I submitted my resume the manager before the interview.
②No matter what challenge he was faced with， he would never submit
（himself） it.
【寫美】　完成句子
③And Englishcorner@
before 30 November 2024.
記得在2024年11月30日前將你的論文提交到Englishcorner@。
to　
to　
remember to submit your essays to　
on behalf of代表（代替）某人
【教材原句】　I’m doing a project on behalf of my school about global
warming.
我正在代表學校做一個關于全球變暖的項目。
【用法】
（1）on behalf of sb＝on sb’s behalf （英）
in behalf of sb＝in sb’s behalf （美）
做某人的代表或代言人；為某人之利益
（2）represent v.　　　代表；象征；表示
【佳句】　I’m honoured to be here to extend a warm welcome to you
on behalf of our school.
在這里我很榮幸地代表我們學校向你們表示熱烈的歡迎。
【寫美】　一句多譯
代表學生會，我寫信邀請你下周三下午3點到5點給我們做講座。　
（邀請信）
→ ， I’m writing to invite you
to give us a lecture from 3：00 p.m. to 5：00 p.m. next Wednesday.
→ ， I’m writing to invite you to
give us a lecture from 3：00 p.m. to 5：00 p.m. next Wednesday.
On/In behalf of the Students’ Union　
Representing the Students’ Union　
課時檢測·提能力
培育學科素養
3
維度一：基礎題型練
1. She asked me whether the man （be） a cheater.
2. Tom said that Mary （come） five days later.
3. The policeman asked him what he （do） when the
robber came in.
4. He applauded me， saying that I （do） something
wonderful.
was　
would come　
was doing　
had done　
5. The teacher told us that the Earth （travel） around the
sun.
6. He suggested we （wait） a while before we made the final
decision.
7. He said after a short space of silence he
（consider） the problem again.
8. The teacher asked Tom why he （make） so many
mistakes in his homework.
travels　
wait　
would consider　
（had） made　
9. My mother told me that my classmate （wait） for me
in the sitting room then.
10. Mr Smith said that China （be） the biggest developing
country in the world.
11. The student said that he （learn） about 5，000
English words by the end of last year.
12. He begged his mother （let） him stay up a little longer that
night.
was waiting　
is　
had learnt　
to let　
維度二：語法與寫作
1. 媽媽問我是否能忍受那么惡劣的工作條件。


2. 這些舉措旨在恢復公眾對經濟的信心。


3. 父親讓我在空閑時間研究生態學。

　My mother asked me whether/if I could tolerate such bad working
conditions.　
　These measures are intended to restore public confidence in the
economy.　
My father asked me to study ecology in my spare time.　
4. 地理老師告訴我們太陽從東方升起，從西方落下。


5. 他告訴我自從他來到這里就一直教英語。

　The geography teacher told us that the sun rises in the east and sets in
the west.　
He told me that he had taught English since he came here.　
維度三：句型轉換
1. Mr Green asked，“Jack， did you pass the exam yesterday？”
→Mr Green asked Jack
.
2. “Let’s take action to protect our planet，” the scientist said.
→The scientist .
3. The old man said，“I like to talk with these young men.”
→The old man said that .
4. “I’ve been cleaning up the house，” Bill’s mother said.
→Bill’s mother said that .
whether/if he had passed the exam the day
before　
advised us to take action to protect our planet　
he liked to talk with those young men　
she had been cleaning up the house　
5. “I’ll come and see you again this evening， Tom，” he said.
→He told Tom that .
6. “When is the examination going to be？” the student asked the
teacher.
→The student asked the teacher
.
he would go and see him again that evening　
when the examination was going to
be　
維度四：語法與語篇
根據漢語提示完成下面短文。
A few minutes later，the other two cyclists arrived.They were
shocked to find Mac’s bicycle lying on the road， his tent bag torn and
Mac just like a drowned mouse.They asked anxiously 1.
（到底發生了什么）.Mac responded breathlessly that
2. （他差點被一只狼吃掉）.When
told about 3.
what on earth
had happened　
he was almost eaten by a wolf　
（Mac經歷了什么），they couldn’t help
screaming out，“What a narrow escape！” “Yes，without their timely
help，4. （我早已經是狼的
食物了）.” Mac’s friends were also thankful to Paul and Becky.Afraid
that there might be more potential dangers ahead，Paul and Becky asked
kindly 5. （他們是否需要搭便
車）.Mac and his friends answered with one voice，“6.
（我們樂意）.Thank you from the bottom of our hearts！”
what Mac had experienced　
I would have been the food of the wolf　
whether/if they were in need of a lift　
We’d love
to　
Ⅰ.閱讀理解
A
　　（2024·青島六校高二下學期聯考）Humans are usually optimistic
and confident.In psychological circles this is a proven phenomenon known
as the “better than average effect （BTAE）”.Academic research has
demonstrated that people consistently think they are better than the average
person when it comes to driving， teaching， athletic ability， leadership
skills and social skills.People rate themselves as more honest， persistent
and original than average.
A new set of studies has now demonstrated that BTAE also applies to
people’s perception （認知） of their being environmental friendly.The
research， conducted at the University of Gothenburg， reveals that out of
4，000 survey participants from Sweden， the United States， England
and India， the majority were convinced that they acted more
environmentally friendly than the average person — a mathematical
impossibility.
The researchers tested this using two methods， known as direct and
indirect.For the former （used in Sweden） people were simply asked
whether they thought they were more or less environmentally friendly than
others in their country.The indirect approach （used for the other
countries） involved asking participants about specific behaviours， such
as buying green products， turning off taps when brushing teeth and taking
a reusable bag to the shops.
Both methods demonstrated the effect in action.The percentage of
people rating their own pro-environmental engagement as above average
was 75.3 percent in the total sample of Indians， English and Americans
（85.7 percent in the Indian sample， 72 percent in the English sample，
and 63.7 percent in the US sample）.When it came to specific
behaviours， the effect was found to hold for nine out of ten pro-
environmental behaviours tested.
The risk of BTAE is that if everyone already thinks they are doing so
well， it could mean that people are less willing to step up their game in
the future.The research did not show a strong risk of this， but
environmental psychology researcher Magnus Bergquist points out that
even a small effect in this regard could have a large impact across whole
societies.
語篇解讀：本文是一篇說明文。很多人都認為自己比其他人做得更
加環保，事實真的如此嗎？
語篇解讀：本文是一篇說明文。很多人都認為自己比其他人做得更
加環保，事實真的如此嗎？
1. What does BTAE mainly reflect about people？（　　）
A. A blind faith in oneself.
B. A pessimistic attitude in life.
C. An assumption of the future.
D. A high expectation on others.
解析：　推理判斷題。根據第一段可知，BTAE指人們的一種普
遍傾向：認為自己在各方面比其他人做得更好。顯然，這是一種盲
目的自信。
2. What do we learn about the new research？（　　）
A. It proved BTAE.
B. It discovered BTAE.
C. It was conducted in five countries.
D. It spread environmental knowledge.
解析：　細節理解題。根據第二、三段可知，這項研究通過兩種
方法證明BTAE理論也適用于人們的自我環保認知。
3. BTAE can be found most obviously in 　　　　.（　　）
A. Swedes B. Indians
C. Americans D. English
解析：　細節理解題。根據倒數第二段可知，在參與調查的四個
國家中，85.7%的印度人認為自己比其他人更加環保，這說明
BTAE理論在他們身上表現得最為明顯。
4. What is the problem with BTAE？（　　）
A. People will laugh at others.
B. People will forget their goals.
C. People won’t perform as usual.
D. People won’t make further efforts.
解析：　推理判斷題。根據最后一段可知，BTAE帶來的一個風
險是人們認為自己已經做得足夠好，因此不會進一步努力。
B
Every minute， every single day， about a truckload of plastic enters
our oceans.Since the 1950s， some 8.3bn tons of plastic have been
produced worldwide， and to date， only 9% of that has been recycled.
We buy a bottle of water， drink it for a few minutes， and toss its
permanent packaging “away”.We eat potato chips， finish them， then
throw their permanent packaging “away”.We buy produce， take it out
of the unnecessary plastic wrap， then throw its permanent packaging
“away”.
The cycle is endless， and it happens countless times every single
day.But here’s the problem — there is no “away”.Chances are， it
ends up polluting our communities， oceans or waterways in some form.
For years， we’ve been told the problem of plastic packaging can be
solved through better individual action.But the truth is that we cannot
recycle our way out of this mess.
Recycling alone will never stop the flow of plastics into our oceans；
we have to slow down the production of all this plastic waste.Think about
it： if your home was flooding because you had left the tap on， your first
step wouldn’t be to start mopping.You’d first cut the flooding off at its
source — the tap.In many ways， our plastic problem is no different.
We need corporations — those like Coca-Cola， Unilever，
Starbucks and Nestlé that continue to produce throwaway plastic bottles，
cups， and straws — to step up and take real responsibility for the mess
they’ve created.Drink companies produce over 500bn single-use plastic
bottles annually； there is no way that we can recycle our way out of a
problem of that scale.
This is their crisis to tackle.We will continue to do our part， but
it’s time for the world’s largest corporations to do theirs.Some 322m
tons of plastic were produced in 2015， and that number is expected to
double by 2025.Now， we must demand a new era that places people and
planet over profit and convenience.
語篇解讀：本文是一篇說明文。塑料污染嚴重破壞了我們的環境，
尤其是海洋。作者認為，除了我們個人要養成環保習慣外，那些制
造塑料垃圾的大公司應該負起主要責任。
語篇解讀：本文是一篇說明文。塑料污染嚴重破壞了我們的環境，
尤其是海洋。作者認為，除了我們個人要養成環保習慣外，那些制
造塑料垃圾的大公司應該負起主要責任。
5. What does the underlined part “there is no ‘away’” in Paragraph 3
mean？（　　）
A. We can hardly deal with plastic pollution.
B. We can hardly stop using plastic products.
C. The plastic we throw away won’t disappear.
D. The plastic we throw away will do great harm.
解析： 　句意理解題。第二段多次提到permanent packaging，說
明塑料包裝很難降解（消失）。另外，畫線部分下文指出這些我們
扔掉的塑料最終會污染環境。再結合away一詞的含義可知，畫線部
分意為“我們扔掉的塑料不會消失”。
6. Why does the author give the example of our home’s flooding？
（　　）
A. To encourage us to save water.
B. To teach us how to solve a problem.
C. To tell us how serious plastic pollution is.
D. To advise us to find the source of a problem.
解析： 　推理判斷題。根據第五段可知，作者舉例說明，當我們
家里的自來水漏水時，首先要做的是關閉水龍頭而不是擦地。再根
據第五段中的we have to slow down the production of all this plastic
waste可知，作者告誡我們要發現問題的源頭。
7. Who should take the biggest responsibility according to the author？
（　　）
A. The government.
B. The big companies.
C. All the individuals.
D. The civil organisations.
解析： 　細節理解題。根據最后兩段可知，作者的觀點很明確：
僅僅靠民眾根本無法解決塑料污染問題，解決問題的關鍵在于塑料
污染的主要責任者——那些生產和制造塑料垃圾的企業。
8. What’s the purpose of the last paragraph？（　　）
A. To appeal to action.
B. To draw a conclusion.
C. To give some suggestions.
D. To offer some instructions.
解析： 　推理判斷題。根據最后一段可知，作者不但呼吁民眾
行動起來，更重要的是呼吁企業承擔起自己的責任來解決塑料
污染問題。
Ⅱ.完形填空
　　（2024·臨汾高二下學期質檢）All it takes is one negative comment
to ruin something you once loved.
　　6-year-old Edie has a passion for art， spending hours at her drawing
table to 　9　 herself creatively. One day at an afterschool art club， her
teacher 　10　 her colourful landscape painting and said she’d done the
assignment wrong. 　11　， her mother took to Twitter to ask for
support.
　　“My 6-year-old daughter 　12　 this amazing scene at an
afterschool art club，” Gemma Leighton wrote. “Her art
teacher 　13　 her she had done it wrong！ You can’t do art wrong！
She was so 　14　 as art is her favourite thing to do. Can you please show
Edie some 　15　 and like her painting？”
　　It didn’t take long before people left their positive 　16　.
　　“I’m a professional artist and I love Edie’s painting，” replied
artist Jonathan Small. “If her 　17　 knew anything about art he or she
would have 　18　 that Edie included perspective in the painting.”
　　Gemma’s tweet received so much support that she 　19　 to start a
Twitter page just for Edie’s Art.
　　“I am so 　20　 for everyone’s encouragement because it’s given
my little girl such a boost in 　21　 with her art，” Gemma wrote in a
follow-up tweet.
　　This story is a good reminder that our words carry weight and
power， which can make a big 　22　 to children’s growth and
development. Teachers are supposed to touch their lives 　23　 every
day.
語篇解讀：本文是一篇夾敘夾議文。當六歲女兒的繪畫作品遭到老
師的批評后，作為母親的Gemma Leighton去社交媒體平臺尋求幫
語篇解讀：本文是一篇夾敘夾議文。當六歲女兒的繪畫作品遭到老
師的批評后，作為母親的Gemma Leighton去社交媒體平臺尋求幫助。
9. A. relax B. indicate
C. devote D. express
解析：　Edie通過畫畫來創造性地表達自我。
10. A. criticized B. discovered
C. selected D. praised
解析：　根據下文she’d done the assignment wrong可知，老師
批評了Edie的繪畫作品。
11. A. Thrilled B. Confused
C. Annoyed D. Ashamed
解析：　女兒的畫被老師批評，作為母親的Gemma Leighton自
然會很惱怒。
12. A. wrote B. painted
C. bought D. found
解析：　根據上下文可知，這里在談論女兒的繪畫作品。
13. A. advised B. told
C. instructed D. called
解析： 　老師告訴Edie她的畫有問題，是錯誤的。
14. A. curious B. stable
C. nervous D. upset
解析： 　被老師批評后，六歲的Edie肯定非常難過和郁悶。
15. A. support B. respect
C. presents D. opinions
解析： 　根據下文like her painting（給Edie的畫點贊）可知，
Gemma Leighton打算在網上尋求支持。
16. A. pictures B. comments
C. concepts D. suggestions
解析： 　根據下文可知，Gemma Leighton在推特上發帖后收到
了很多人對女兒的畫作積極的評價。
17. A. teacher B. friend
C. mother D. father
解析： 　根據語境可知，畫家Jonathan Small這句話是針對Edie
的美術老師說的。
18. A. made out B. turned out
C. worked out D. found out
解析： 　畫家Jonathan Small指出，如果Edie的老師懂藝術的
話，她會發現Edie繪畫時使用了透視技法。
19. A. demanded B. expected
C. decided D. proposed
解析： 　由于Gemma Leighton發布的推特收到了廣泛的支持，
她決定專門注冊一個推特賬號來展示女兒的繪畫作品。
20. A. generous B. grateful
C. anxious D. hopeful
解析： 　由于Gemma Leighton在推特上收到大量網友對其女兒
作品的好評，她對此非常感激。
21. A. attitude B. knowledge
C. experience D. confidence
解析： 　Gemma Leighton認為網友們的好評會極大地提升她女
兒的自信。
22. A. difference B. point
C. sense D. function
解析： 　我們的評價會對孩子們的成長產生很大的影響。make a
difference是一個固定短語，表示“產生影響；帶來改變”。
23. A. formally B. temporally
C. positively D. occasionally
解析： 　作者認為，作為老師，應該每天對孩子們產生積極的
影響。
Ⅲ.語法填空
　　（2024·貴陽高二下學期期末）Lyu Haowei works on Yulong Snow
Mountain in Yunnan Province， whose job is 24. 　　　　　　
（collect） rubbish from the Yulong Snow Mountain Glacier Park.
　　25. 　　　　　　 （equip） with a 150-meter safety rope， a clamp
（夾鉗） and a trash bag， Lyu climbs the mountain and reaches
otherwise inaccessible areas， 26. 　　　　　　 rubbish has been
discarded. Lyu collects discarded bottles and oxygen tanks left by
tourists， 27. 　　　　　　 his colleagues holding the safety rope.
　　Yulong Snow Mountain 28. 　　　　　　 （cover） an area of 415
square kilometers and rises to a peak of 5，596 meters. Designated as a
national key scenic spot in 1988， it 29. 　　　　　　 （give）
recognition as a 5A-level scenic area in 2007.
　　During the past decades of development， 30. 　　　　　　 number
of tourists visiting the mountain had increased from 4，700 in 1994 to
3.76 million in 2017. In 2018， the Yulong Snow Mountain Glacier Park
authorities had to implement a daily visitor cap of 10，000 people.
　　The increasing tourist numbers sometimes result in trash piling up.
During peak travel 31. 　　　　　 （period）， like the weeklong
National Day holiday in October， sanitation workers and guardians fill
nearly 200 outdoor trash bags a day.
　　Their day begins at 5：30 a.m. in 32. 　　　　　 （prepare） for
welcoming the first wave of visitors eager to see the sunrise， and ends at
7：30 p.m. when they descend the mountain.
　　This is the 33. 　　　　　　 （eight） year that Lyu and his
colleagues are working at the scenic spot， and they express satisfaction
that environmental awareness among tourists has risen， which has led to a
reduction in littering.
語篇解讀：本文是一篇說明文。文章簡要介紹了常年守護在云南玉
龍雪山上清理垃圾的環衛工人呂皓葳。
語篇解讀：本文是一篇說明文。文章簡要介紹了常年守護在云南玉
龍雪山上清理垃圾的環衛工人呂皓葳。
24. to collect/collecting　根據語境可知，這里應用動詞不定式或動詞-
ing形式作表語。
25. Equipped　本句主語為Lyu，與動詞equip為被動關系，因此用表達
被動概念的過去分詞作狀語。
26. where　本空前面的areas是一個先行詞，這里應用關系副詞where
引導一個非限制性定語從句。
27. with　這里是一個“with＋名詞＋動詞-ing形式”構成的with復合
結構。
28. covers　本空與后面的rises是并列謂語，都描述客觀事實，因此用
一般現在時。
29. was given　本句時間狀語為in 2007且表示被動概念，因此用一般
過去時的被動語態。
30. the　這里強調“游客的數量”，因此用the number of tourists。a
number of tourists表示“許多游客”。
31. periods　由于每年的旅游高峰期有好幾個，因此這里應用period的
復數形式。
32. preparation　本空前面是介詞in，因此這里應用名詞形式。in
preparation for是一個固定短語，表示“為……做準備”。
33. eighth　這里表示今年是呂皓葳和他的同事在玉龍雪山上工作的第
八年，因此用序數詞。
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