Unit 2 Roads to education（知识清单）英语沪教版2020必修第二册

Unit 2 Roads to education 单词 1. episode /ˈepɪsəʊd/ n.一集 2. series /ˈsɪəriːz/ n. 系列节目 3. previous /ˈpriːviəs/ adj. 先前的；以往的 4. brief /briːf/ adj. 简洁的；短时间的；短暂的 5. quote /kwəʊt/ n. 引语；引文 v. 引用；引述 6. clap /klæp/ v. 拍手；击掌；鼓掌 7. indeed /ɪnˈdiːd/ adv. 确实；其实；实际上 8. positive /ˈpɒzətɪv/ adj. 积极的；建设性的 9. effect /ɪˈfekt/ n. 效应；影响；结果 10. performance /pəˈfɔːməns/ n. 表现；表演 11. propose /prəˈpəʊz/ v. 提议；建议 12. lecture /ˈlektʃə(r)/ n. 讲课，演讲 13. document /ˈdɒkjumənt/ n. 文件；文献；证件 14. resource /rɪˈsɔːs/ n. 资料；资源 15. eager /ˈiːɡə(r)/ adj. 热切的；渴望的 16. frequently /ˈfriːkwəntli/ adv. 频繁地；经常 17. update /ˌʌpˈdeɪt/ v. 更新 18. otherwise /ˈʌðəwaɪz/ adv. 否则；不然 19. motivate /ˈməʊtɪveɪt/ v. 激励；激发 20. mood /muːd/ n. 气氛；氛围 短语 1. gain access to（获得使用……的机会；接触） 2. equip...with...（用……装备；使……具备……） 3. lay the foundation for（为……奠定基础） 4. open up opportunities for（为……开辟机会） 5. overcome difficulties（克服困难） 6. pursue one’s dream（追求某人的梦想） 7. devote oneself to（致力于；献身于） 8. in spite of（尽管；不管） 9. contribute to（有助于；促成；为……做贡献） 10. broaden one’s horizons（拓宽某人的视野） 熟词生义 • effect：常见义为“效应；影响；结果”。在“The whole effect is cool, light, and airy.”中，意为“印象”。此外，它还可作动词，意为“实现”，如“Prospects for effecting real political change seemed to have taken a major step backwards.”。 • propose：常见义为“提议；建议”。但它还有“打算”的意思，如“Its still far from clear what action the government proposes to take over the affair.”。另外，“propose”还可表示“求婚”，例如“He proposed to his girlfriend over a public - address system.”。 • update：常见作动词，意为“更新”。如“He was back in the office, updating the work schedule on the computer.”。它还可作名词，意为“最新消息；快讯”，例如“She had heard the newsflash on a TV channels news update.”。 • recognize：常见义为“认出；承认”。它还有“承认（某种情况或事实）；赞成”的意思，如“Many doctors recognize homeopathy as a legitimate form of medicine.”。 • supply：常见作动词，意为“供应”。如“an agreement not to produce or supply chemical weapons”。作名词时，除了“供应量；供给量”，还可表示“补给品”，例如“What happens when food and petrol supplies run low?”。 • devoted：常见意为“挚爱的；忠诚的”。它还有“专用于…的”的意思，常和“to”形成固定搭配，如“A large part of the Internet is now devoted to weblogs.”。 句型 • 非限制性定语从句：关系词可以指代主句的部分或全部内容，常用逗号隔开从句和主句，that不用于引导非限制性定语从句。如“The prject, which lasted three years, cst 1 billin.” • “be + 形容词 + to do”结构：不定式作状语，解释主句中情绪、状态产生的原因。例如“Children are eager toopentheir Christmas presents on Christmas Day.”（孩子们渴望在圣诞节打开他们的圣诞礼物。） • “祈使句 + or/otherwise + 陈述句”结构：otherwise表示“否则；不然”。如“Hurry up, otherwiseyu will missthelastbushome.”（快点，否则你会错过回家的末班车。） • 动词-ing形式作定语：表示主动意义，也可表示正在进行的动作。如“The children living in Pili village are walking across the mountains and rivers to reach their school.”（住在皮里村的孩子们正翻山越岭去上学。） • 动词-ed形式作定语：具有被动意义，表示动作已经完成。如“Pili used to be a village cut off from the world.”（皮里过去是一个与世隔绝的村庄。） • “propose + doing sth.”结构：表示“提议做某事”。例如“Heproposedholdingameetingtodiscusstheproblemofwaste.”（他提议召开会议讨论浪费问题。） • “motivate sb. to do sth.”结构：意思是“激励某人做某事”，如“Herteacher'sencouragementmotivatedhertostudyharder.”（她老师的鼓励激励她更加努力学习。） 语法 • 限制性定语从句：不可或缺，无逗号分隔；先行词为物时可用that/which，为人时可用that/who/whom；that可替代who/which（非限定性从句除外）。 • 非限制性定语从句：补充说明，用逗号分隔；不可用that引导；先行词为整个主句时，常用which/as引导。 一、词汇清单 知识点1 previous /ˈpriːviəs/ adj. 先前的；以往的 【教材原句】He has no previous experience in working with children.（他没有和孩子打交道的先前经验。） 【拓展】 previously adv. 先前；以前 previous experience 先前的经验； previous year 前一年 【写作佳句】We should learn from our previous mistakes and move forward.（我们应该从先前的错误中吸取教训，继续前进。） 【经典练】单句语法填空 ①He had made great progress compared with his ______ (previous) performance. ②______ (previous), he worked in a small company. ③She remembered her ______ (previous) visit to the city. 知识点2 brief /briːf/ adj. 简洁的；简单的；短时间的；短暂的 【教材原句】In brief, we need to complete the task before the end of this month.（简言之，我们需要在本月底前完成这项任务。） 【拓展】 briefly adv. 简要地；短暂地 in brief 简言之； a brief visit 短暂的拜访 【写作佳句】Please give a brief introduction of your plan.（请简要介绍一下你的计划。） 【经典练】单句语法填空 ①He spoke ______ (brief) at the meeting. ②______ brief, we should take action immediately. ③She had a ______ (briefly) conversation with her teacher. 知识点3 quote /kwəʊt/ n. 引语；引文；v. 引用；引述 【教材原句】The teacher quoted from a famous poet in her lecture.（老师在讲座中引用了一位著名诗人的话。） 【拓展】 quotation n. 引用；引文 quote from 引用……的话； a quote from sb. 某人的引语 【写作佳句】As the old quote goes, “Where there is a will, there is a way.”（正如那句古老的名言所说：“有志者，事竟成。”） 【经典练】单句语法填空 ①The article ______ (quote) several experts on the subject. ②He gave me a ______ (quote) from a famous philosopher. ③She likes to ______ (quotation) famous sayings in her writing. 知识点4 clap /klæp/ v. 拍手；击掌；鼓掌（表示赞许或欣赏） 【教材原句】The audience clapped loudly for the pianist after his performance.（钢琴家表演结束后，观众为他热烈鼓掌。） 【拓展】 clap n. 拍手；掌声 clap for 为……鼓掌； clap hands 拍手 【写作佳句】The students clapped their hands to welcome the new teacher.（学生们鼓掌欢迎新老师。） 【经典练】补全句子 ①The audience ______ (clap) enthusiastically when the singer appeared on the stage. ②Let's give him a big ______ (clap). ③She ______ (clap) her hands with joy when she heard the good news. 知识点5 indeed /ɪnˈdiːd/ adv.（强调肯定）确实；其实；实际上 【教材原句】It was a very difficult task indeed, but we finished it on time.（这确实是一项艰巨的任务，但我们按时完成了。） 【拓展】 very…indeed 确实很……； indeed, … 其实，…… 【写作佳句】He is a very hard - working student indeed.（他确实是一个非常勤奋的学生。） 【经典练】单句语法填空 ①He is ______ (indeed) a kind - hearted man. ②______ (indeed), he has made great progress in his study. ③The film is very interesting ______ (indeed). 知识点6 positive /ˈpɒzətɪv/ adj. 积极的；建设性的；朝着成功的 【教材原句】We should keep a positive attitude when facing difficulties.（面对困难时，我们应保持积极的态度。） 【拓展】 positively adv. 积极地；肯定地 positive attitude 积极的态度； positive result 积极的结果 【写作佳句】A positive attitude can make a big difference in our life.（积极的态度能在我们的生活中产生很大的影响。） 【经典练】单句语法填空 ①We should think ______ (positive) about the future. ②She has a ______ (positive) outlook on life. ③His ______ (positively) attitude inspired us all. 知识点7 effect /ɪˈfekt/ n. 效应；影响；结果 【教材原句】The new environmental policy has a great effect on reducing pollution.（新的环保政策对减少污染有很大影响。） 【拓展】 effective adj. 有效的； affect v. 影响（易混词） have an effect on 对……有影响； take effect 生效 【写作佳句】The Internet has had a profound effect on our daily lives.（互联网对我们的日常生活产生了深远的影响。） 【经典练】单句语法填空/补全句子 ①The medicine will take ______ (effect) soon. ②The change in climate has a great ______ (effect) on agriculture. ③Smoking can ______ (affect) your health. 知识点8 performance /pəˈfɔːməns/ n. 表现；表演；演出 【教材原句】They also improved their performance.（他们也提高了他们的表现。） 【拓展】 perform v. 表演；执行 give a performance 进行表演； academic performance 学业表现 【写作佳句】The actor's performance in the movie was outstanding.（这位演员在电影中的表演非常出色。） 【经典练】单句语法填空 ①The singer gave a wonderful ______ (perform) at the concert. ②We should pay attention to our ______ (perform) in class. ③He ______ (perform) well in the exam last week. 知识点9 propose /prəˈpəʊz/ v. 提议；建议 【教材原句】He proposed holding a meeting to discuss the problem of waste.（他提议召开会议讨论浪费问题。） 【拓展】 proposal n. 提议；提案 propose doing sth. 提议做某事； propose a plan 提出一个计划 【写作佳句】I propose that we go on a picnic this weekend.（我提议我们这个周末去野餐。） 【经典练】单句语法填空 ①He ______ (proposal) a new idea at the meeting. ②She proposed ______ (start) the project at once. ③His ______ (propose) was accepted by everyone. 知识点10 motivate /ˈməʊtɪveɪt/ v. 激励；激发 【教材原句】How do you motivate people to work hard and efficiently?（你是如何激励人们努力而高效地工作的？） 【拓展】 motivation n. 动机；激励 motivate sb. to do sth. 激励某人做某事 【写作佳句】Teachers should motivate students to think independently.（老师应该激励学生独立思考。） 【经典练】单句语法填空 ①He is ______ (motivate) by a strong desire to succeed. ②The coach's words ______ (motivate) the players to win the game. ③We need to find ways to increase the ______ (motivate) of the employees. 二、语法清单 动词-ing和动词-ed形式作定语 【感知·语法规律】 1. The children living in the mountain village are very hard - working.（living in the mountain village为动词-ing形式作后置定语，修饰the children） 2. A sleeping bag is very useful when you go camping.（sleeping为动词-ing形式作前置定语，修饰bag） 3. The students expelled from school should think about their mistakes.（expelled from school为动词-ed形式作后置定语，修饰the students） 4. Boiled water is not suitable for watering plants.（boiled为动词-ed形式作前置定语，修饰water） 5. I like the books written by this famous author.（written by this famous author为动词-ed形式作后置定语，修饰books） 【精讲·语法知识】 一、核心定义 • 动词-ing形式作定语：包括现在分词（表主动/进行）和动名词（表用途/类别），修饰名词或代词，位于名词前或后。 • 动词-ed形式作定语：即过去分词（表被动/完成），修饰名词或代词，可位于名词前或后（单个分词前置，短语后置）。 • 单元契合点：适配“教育之路”主题，常用于描述教育相关的人、物、事件（如“a developing education system”“a well-educated person”）。 二、核心用法与结构规则 （一）动词-ing形式作定语 1. 现在分词（表主动/进行） • 位置：单个分词位于名词前；分词短语位于名词后（相当于定语从句的省略）。 • 逻辑关系：被修饰名词是分词动作的执行者（主动），或动作正在进行。 2. 动名词（表用途/类别） • 位置：仅位于名词前，构成“动名词+名词”复合名词。 • 逻辑关系：不表动作，仅说明被修饰名词的用途、功能或类别。 （二）动词-ed形式作定语 • 位置：单个分词位于名词前；分词短语位于名词后（相当于定语从句的省略）。 • 逻辑关系：被修饰名词是分词动作的承受者（被动），或动作已完成。 • 特殊情况：部分过去分词已形容词化（如excited, surprised），表被修饰名词的状态。 三、高频考点与易错辨析 1. 核心区别（ing形式 vs ed形式） 维度 动词-ing形式 动词-ed形式 逻辑关系 主动/进行/用途 被动/完成/状态 修饰对象 人/物均可（现在分词）；仅物（动名词） 人/物均可 2. 易错点提醒 • 分词短语作定语时，需后置且紧跟被修饰名词，不可分隔。 • 动名词作定语与现在分词作定语区分：前者表“用途”（如a reading room 阅览室），后者表“主动/进行”（如a reading student 正在读书的学生）。 • 避免“受汉语思维影响误用”：如“感到惊讶的表情”用a surprised look（不用surprising），“令人惊讶的消息”用surprising news（不用surprised）。 四、单元主题应用提示 • 写作场景：描述教育相关话题时，可灵活运用（如“a changing educational concept 不断变化的教育理念”“a government-supported project 政府支持的项目”），提升句式简洁度。 • 阅读应用：本单元课文中多出现分词短语作定语的结构，掌握规则可快速理清句子修饰关系，提升阅读效率。 【经典练】　 1. The ______ (inspire) story of the teacher has encouraged many students to pursue their dreams. 2. I have read a book ______ (write) by a famous educator about educational equity. 3. The ______ (excite) news that our school will build a new library spread quickly. 4. Do you know the student ______ (stand) at the school gate? He is waiting for the headmaster. 5. This is a ______ (challenge) task that requires teamwork and creativity. 6. The lecture ______ (give) by the professor last week focused on lifelong learning. 7. We visited a village school ______ (support) by local charities. 8. The ______ (satisfy) result of the exam made all the students and teachers happy. 9. The girl ______ (talk) with our teacher is the top student in our class. 10. He showed us some ______ (interest) photos taken during his volunteer teaching in the countryside. 1. 我们参观了那所历史悠久的学校。（用过去分词作定语） 2. 正在图书馆里认真读书的学生们来自不同的班级。（用现在分词作定语） 3. 这是一个令人鼓舞的教育故事，很多学生都从中受到了启发。（用现在分词+过去分词作定语） 4. The broken desk in the corner needs to be repaired before the new semester. 5. She is reading a book written by a famous educator about lifelong learning. 6. 那位致力于乡村教育的老师赢得了全社会的尊重。（用现在分词作定语） 7. 我们应该关注那些有特殊需求的学生，为他们提供更多支持。（用过去分词作定语） 8. The rising number of online courses has changed people's way of learning. 9. 他分享了自己在国外求学的经历，让我们深受触动。（用现在分词作定语） 10. The excited children talked about their experience of visiting the science museum. 三、写作清单 【点拨·写作技巧】 1. 明确核心争议点，开篇用中立句式引出话题（如“Whether English classes should be long or short sparks heated debate”）。 2. 主体分两段，分别论证支持（如长课时利于深度学习、技能巩固）与反对（如注意力有限、增加疲劳）观点，每段配1个简洁理由。 3. 结尾客观总结，不绝对化表态（如“Both options have merits; the ideal length depends on teaching goals and student needs”）。 4. 多用对比逻辑词（however、on the contrary），控制单句长度，确保论证紧凑。 【积累·写作素材】 一、开头句式（引出话题+表明讨论基调） 1. As a core subject in high school education, English classes play a vital role in students’ language acquisition. However, there is an ongoing debate over the optimal duration of an English class—whether it should be longer to ensure in-depth learning or shorter to maintain focus. This essay will explore both sides of the argument. 2. The question of how long an English class should last has sparked widespread discussion among educators and students alike. While some advocate for extended class time to cover more content, others argue that shorter sessions are more effective for sustaining engagement. In the following paragraphs, I will examine the pros and cons of both views. 3. With the goal of improving students’ English proficiency, schools are constantly exploring ways to optimize class design, and the duration of English classes is a key consideration. There are compelling arguments for both longer and shorter classes, and this essay aims to analyze their respective advantages and disadvantages. 4. It is undeniable that the length of an English class directly impacts teaching effectiveness and student learning outcomes. Some believe that longer classes allow for more comprehensive teaching and practice, while others contend that students’ attention spans are limited, making shorter classes more efficient. This essay will delve into both perspectives. 5. When it comes to determining the ideal duration of an English class, opinions vary greatly. Proponents of longer classes emphasize the need for sufficient time to practice listening, speaking, reading, and writing, while opponents highlight the risk of boredom and reduced concentration. Below, I will explore both sides of the debate. 二、主体句式（正方观点+反方观点+论证） 1. 正方观点（支持较长英语课：45-60分钟） • Firstly, longer English classes provide adequate time for in-depth teaching and practice. Language learning requires repeated practice of vocabulary, grammar, and language skills, and extended class time allows teachers to explain knowledge points thoroughly, organize group discussions, and conduct hands-on activities, ensuring students fully grasp the content. • Secondly, longer classes help maintain the continuity of learning. English learning, especially for skills like reading comprehension and writing, often requires a coherent process. Interrupting the learning flow with short classes may hinder students’ understanding and thinking, while longer sessions enable them to immerse themselves in the language environment and complete complex learning tasks. • Moreover, longer English classes offer more opportunities for teacher-student interaction. Teachers can spend more time communicating with individual students, addressing their questions and weaknesses, and providing personalized guidance, which is crucial for improving students’ language proficiency. • Additionally, longer classes allow for the integration of diverse teaching methods. Teachers can combine lectures, videos, role-plays, and group projects in one class, making the teaching process more vivid and engaging, and catering to the different learning styles of students. 2. 反方观点（支持较短英语课：30-40分钟） • On the other hand, shorter English classes are more in line with students’ attention spans. High school students typically have a limited attention span, and prolonged classes may lead to boredom, distraction, and reduced learning efficiency. Shorter sessions ensure that students stay focused throughout the class, maximizing the effectiveness of learning. • Firstly, shorter classes help reduce students’ academic burden. High school students have a heavy workload with multiple subjects, and shorter English classes can alleviate their pressure, allowing them to allocate more energy to other subjects and avoid burnout. • Secondly, shorter classes promote more frequent and flexible learning. Dividing English learning into shorter, regular sessions helps students review and consolidate knowledge more effectively, as frequent exposure to the language enhances memory retention. It also allows for more frequent feedback and adjustment of learning strategies. • Moreover, shorter classes encourage teachers to optimize their teaching content and methods. With limited time, teachers will focus on core knowledge and key skills, avoiding redundant content and improving teaching efficiency. This also pushes students to concentrate and participate actively in class. 三、结尾句式（总结观点+提出建议） 1. In conclusion, both longer and shorter English classes have their own advantages and disadvantages. Longer classes offer sufficient time for in-depth learning and practice, while shorter ones are more effective in maintaining students’ concentration and reducing their burden. Therefore, the optimal duration of an English class should be determined based on students’ age, learning objectives, and teaching content, striking a balance between depth and efficiency. 2. To sum up, there is no one-size-fits-all answer to the question of how long an English class should be. While longer classes are beneficial for comprehensive skill development, shorter classes are more suitable for sustaining focus and reducing pressure. Schools and teachers should flexibly adjust the class duration according to actual teaching needs, ensuring that English classes are both effective and engaging. 3. In summary, the debate over the duration of English classes reflects the pursuit of better teaching outcomes. Both perspectives have merit, and the key is to find a balance that meets the needs of students’ language learning. It is recommended that schools conduct trials and collect feedback from students and teachers to determine the most appropriate class length, ultimately promoting students’ English proficiency and comprehensive development. 4. Ultimately, the goal of adjusting English class duration is to improve teaching effectiveness and help students learn English better. Whether it is longer or shorter, the focus should be on creating a positive learning environment, stimulating students’ interest, and enhancing their language skills. By considering various factors and making scientific adjustments, we can ensure that English classes play a greater role in students’ educational journey. 5. To conclude, both longer and shorter English classes have their rationale. Longer classes support in-depth exploration and skill practice, while shorter ones align with students’ cognitive rhythms. The ideal approach is to adopt a flexible model, combining longer sessions for complex tasks with shorter ones for focused practice, to maximize the benefits of English teaching and learning. 【示例·分步写作】 随着移动网络的发展，各种手机APP应运而生，给我们的生活带来了极大便利，但许多同学也因此沉迷网络。现学生会发起一项清理手机APP的倡议，如果你只能从以下四个APPs：Wechat，Taobao，E-dictionary，Glory of Kings (mobile game)中保留两个，你会如何选择，并说明理由。 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 1 / 11 学科网（北京）股份有限公司 $ Unit 2 Roads to education 单词 1. episode /ˈepɪsəʊd/ n.一集 2. series /ˈsɪəriːz/ n. 系列节目 3. previous /ˈpriːviəs/ adj. 先前的；以往的 4. brief /briːf/ adj. 简洁的；短时间的；短暂的 5. quote /kwəʊt/ n. 引语；引文 v. 引用；引述 6. clap /klæp/ v. 拍手；击掌；鼓掌 7. indeed /ɪnˈdiːd/ adv. 确实；其实；实际上 8. positive /ˈpɒzətɪv/ adj. 积极的；建设性的 9. effect /ɪˈfekt/ n. 效应；影响；结果 10. performance /pəˈfɔːməns/ n. 表现；表演 11. propose /prəˈpəʊz/ v. 提议；建议 12. lecture /ˈlektʃə(r)/ n. 讲课，演讲 13. document /ˈdɒkjumənt/ n. 文件；文献；证件 14. resource /rɪˈsɔːs/ n. 资料；资源 15. eager /ˈiːɡə(r)/ adj. 热切的；渴望的 16. frequently /ˈfriːkwəntli/ adv. 频繁地；经常 17. update /ˌʌpˈdeɪt/ v. 更新 18. otherwise /ˈʌðəwaɪz/ adv. 否则；不然 19. motivate /ˈməʊtɪveɪt/ v. 激励；激发 20. mood /muːd/ n. 气氛；氛围 短语 1. gain access to（获得使用……的机会；接触） 2. equip...with...（用……装备；使……具备……） 3. lay the foundation for（为……奠定基础） 4. open up opportunities for（为……开辟机会） 5. overcome difficulties（克服困难） 6. pursue one’s dream（追求某人的梦想） 7. devote oneself to（致力于；献身于） 8. in spite of（尽管；不管） 9. contribute to（有助于；促成；为……做贡献） 10. broaden one’s horizons（拓宽某人的视野） 熟词生义 • effect：常见义为“效应；影响；结果”。在“The whole effect is cool, light, and airy.”中，意为“印象”。此外，它还可作动词，意为“实现”，如“Prospects for effecting real political change seemed to have taken a major step backwards.”。 • propose：常见义为“提议；建议”。但它还有“打算”的意思，如“Its still far from clear what action the government proposes to take over the affair.”。另外，“propose”还可表示“求婚”，例如“He proposed to his girlfriend over a public - address system.”。 • update：常见作动词，意为“更新”。如“He was back in the office, updating the work schedule on the computer.”。它还可作名词，意为“最新消息；快讯”，例如“She had heard the newsflash on a TV channels news update.”。 • recognize：常见义为“认出；承认”。它还有“承认（某种情况或事实）；赞成”的意思，如“Many doctors recognize homeopathy as a legitimate form of medicine.”。 • supply：常见作动词，意为“供应”。如“an agreement not to produce or supply chemical weapons”。作名词时，除了“供应量；供给量”，还可表示“补给品”，例如“What happens when food and petrol supplies run low?”。 • devoted：常见意为“挚爱的；忠诚的”。它还有“专用于…的”的意思，常和“to”形成固定搭配，如“A large part of the Internet is now devoted to weblogs.”。 句型 • 非限制性定语从句：关系词可以指代主句的部分或全部内容，常用逗号隔开从句和主句，that不用于引导非限制性定语从句。如“The prject, which lasted three years, cst 1 billin.” • “be + 形容词 + to do”结构：不定式作状语，解释主句中情绪、状态产生的原因。例如“Children are eager toopentheir Christmas presents on Christmas Day.”（孩子们渴望在圣诞节打开他们的圣诞礼物。） • “祈使句 + or/otherwise + 陈述句”结构：otherwise表示“否则；不然”。如“Hurry up, otherwiseyu will missthelastbushome.”（快点，否则你会错过回家的末班车。） • 动词-ing形式作定语：表示主动意义，也可表示正在进行的动作。如“The children living in Pili village are walking across the mountains and rivers to reach their school.”（住在皮里村的孩子们正翻山越岭去上学。） • 动词-ed形式作定语：具有被动意义，表示动作已经完成。如“Pili used to be a village cut off from the world.”（皮里过去是一个与世隔绝的村庄。） • “propose + doing sth.”结构：表示“提议做某事”。例如“Heproposedholdingameetingtodiscusstheproblemofwaste.”（他提议召开会议讨论浪费问题。） • “motivate sb. to do sth.”结构：意思是“激励某人做某事”，如“Herteacher'sencouragementmotivatedhertostudyharder.”（她老师的鼓励激励她更加努力学习。） 语法 • 限制性定语从句：不可或缺，无逗号分隔；先行词为物时可用that/which，为人时可用that/who/whom；that可替代who/which（非限定性从句除外）。 • 非限制性定语从句：补充说明，用逗号分隔；不可用that引导；先行词为整个主句时，常用which/as引导。 一、词汇清单 知识点1 previous /ˈpriːviəs/ adj. 先前的；以往的 【教材原句】He has no previous experience in working with children.（他没有和孩子打交道的先前经验。） 【拓展】 previously adv. 先前；以前 previous experience 先前的经验； previous year 前一年 【写作佳句】We should learn from our previous mistakes and move forward.（我们应该从先前的错误中吸取教训，继续前进。） 【经典练】单句语法填空 ①He had made great progress compared with his ______ (previous) performance. ②______ (previous), he worked in a small company. ③She remembered her ______ (previous) visit to the city. 答案： ①previous，修饰名词performance用形容词。②Previously，修饰整个句子用副词。③previous，修饰名词visit用形容词。 知识点2 brief /briːf/ adj. 简洁的；简单的；短时间的；短暂的 【教材原句】In brief, we need to complete the task before the end of this month.（简言之，我们需要在本月底前完成这项任务。） 【拓展】 briefly adv. 简要地；短暂地 in brief 简言之； a brief visit 短暂的拜访 【写作佳句】Please give a brief introduction of your plan.（请简要介绍一下你的计划。） 【经典练】单句语法填空 ①He spoke ______ (brief) at the meeting. ②______ brief, we should take action immediately. ③She had a ______ (briefly) conversation with her teacher. 答案： ①briefly，修饰动词spoke用副词。②In，in brief为固定短语。③brief，修饰名词conversation用形容词。 知识点3 quote /kwəʊt/ n. 引语；引文；v. 引用；引述 【教材原句】The teacher quoted from a famous poet in her lecture.（老师在讲座中引用了一位著名诗人的话。） 【拓展】 quotation n. 引用；引文 quote from 引用……的话； a quote from sb. 某人的引语 【写作佳句】As the old quote goes, “Where there is a will, there is a way.”（正如那句古老的名言所说：“有志者，事竟成。”） 【经典练】单句语法填空 ①The article ______ (quote) several experts on the subject. ②He gave me a ______ (quote) from a famous philosopher. ③She likes to ______ (quotation) famous sayings in her writing. 答案： ①quotes，主语the article为单数，谓语动词用第三人称单数形式。②quote，a后接名词单数。③quote，like to do sth. 喜欢做某事，用动词原形。 知识点4 clap /klæp/ v. 拍手；击掌；鼓掌（表示赞许或欣赏） 【教材原句】The audience clapped loudly for the pianist after his performance.（钢琴家表演结束后，观众为他热烈鼓掌。） 【拓展】 clap n. 拍手；掌声 clap for 为……鼓掌； clap hands 拍手 【写作佳句】The students clapped their hands to welcome the new teacher.（学生们鼓掌欢迎新老师。） 【经典练】补全句子 ①The audience ______ (clap) enthusiastically when the singer appeared on the stage. ②Let's give him a big ______ (clap). ③She ______ (clap) her hands with joy when she heard the good news. 答案： ①clapped，根据appeared可知用一般过去时。②clap，a后接名词单数。③clapped，根据heard可知用一般过去时。 知识点5 indeed /ɪnˈdiːd/ adv.（强调肯定）确实；其实；实际上 【教材原句】It was a very difficult task indeed, but we finished it on time.（这确实是一项艰巨的任务，但我们按时完成了。） 【拓展】 very…indeed 确实很……； indeed, … 其实，…… 【写作佳句】He is a very hard - working student indeed.（他确实是一个非常勤奋的学生。） 【经典练】单句语法填空 ①He is ______ (indeed) a kind - hearted man. ②______ (indeed), he has made great progress in his study. ③The film is very interesting ______ (indeed). 答案： ①indeed，用于强调形容词kind - hearted。②Indeed，用于句首，强调后面的内容。③indeed，用于句末，加强语气。 知识点6 positive /ˈpɒzətɪv/ adj. 积极的；建设性的；朝着成功的 【教材原句】We should keep a positive attitude when facing difficulties.（面对困难时，我们应保持积极的态度。） 【拓展】 positively adv. 积极地；肯定地 positive attitude 积极的态度； positive result 积极的结果 【写作佳句】A positive attitude can make a big difference in our life.（积极的态度能在我们的生活中产生很大的影响。） 【经典练】单句语法填空 ①We should think ______ (positive) about the future. ②She has a ______ (positive) outlook on life. ③His ______ (positively) attitude inspired us all. 答案： ①positively，修饰动词think用副词。②positive，修饰名词outlook用形容词。③positive，修饰名词attitude用形容词。 知识点7 effect /ɪˈfekt/ n. 效应；影响；结果 【教材原句】The new environmental policy has a great effect on reducing pollution.（新的环保政策对减少污染有很大影响。） 【拓展】 effective adj. 有效的； affect v. 影响（易混词） have an effect on 对……有影响； take effect 生效 【写作佳句】The Internet has had a profound effect on our daily lives.（互联网对我们的日常生活产生了深远的影响。） 【经典练】单句语法填空/补全句子 ①The medicine will take ______ (effect) soon. ②The change in climate has a great ______ (effect) on agriculture. ③Smoking can ______ (affect) your health. 答案： ①effect，take effect为固定短语。②effect，have a great effect on为固定短语。③affect，情态动词后接动词原形。 知识点8 performance /pəˈfɔːməns/ n. 表现；表演；演出 【教材原句】They also improved their performance.（他们也提高了他们的表现。） 【拓展】 perform v. 表演；执行 give a performance 进行表演； academic performance 学业表现 【写作佳句】The actor's performance in the movie was outstanding.（这位演员在电影中的表演非常出色。） 【经典练】单句语法填空 ①The singer gave a wonderful ______ (perform) at the concert. ②We should pay attention to our ______ (perform) in class. ③He ______ (perform) well in the exam last week. 答案： ①performance，give a performance为固定短语。②performance，形容词性物主代词后接名词。③performed，根据last week可知用一般过去时。 知识点9 propose /prəˈpəʊz/ v. 提议；建议 【教材原句】He proposed holding a meeting to discuss the problem of waste.（他提议召开会议讨论浪费问题。） 【拓展】 proposal n. 提议；提案 propose doing sth. 提议做某事； propose a plan 提出一个计划 【写作佳句】I propose that we go on a picnic this weekend.（我提议我们这个周末去野餐。） 【经典练】单句语法填空 ①He ______ (proposal) a new idea at the meeting. ②She proposed ______ (start) the project at once. ③His ______ (propose) was accepted by everyone. 答案： ①proposed，句中缺少谓语动词，根据语境用一般过去时。②starting，propose doing sth. 为固定搭配。③proposal，形容词性物主代词后接名词。 知识点10 motivate /ˈməʊtɪveɪt/ v. 激励；激发 【教材原句】How do you motivate people to work hard and efficiently?（你是如何激励人们努力而高效地工作的？） 【拓展】 motivation n. 动机；激励 motivate sb. to do sth. 激励某人做某事 【写作佳句】Teachers should motivate students to think independently.（老师应该激励学生独立思考。） 【经典练】单句语法填空 ①He is ______ (motivate) by a strong desire to succeed. ②The coach's words ______ (motivate) the players to win the game. ③We need to find ways to increase the ______ (motivate) of the employees. 答案： ①motivated，be motivated by 为固定短语。②motivated，根据语境用一般过去时。③motivation，定冠词the后接名词。 二、语法清单 动词-ing和动词-ed形式作定语 【感知·语法规律】 1. The children living in the mountain village are very hard - working.（living in the mountain village为动词-ing形式作后置定语，修饰the children） 2. A sleeping bag is very useful when you go camping.（sleeping为动词-ing形式作前置定语，修饰bag） 3. The students expelled from school should think about their mistakes.（expelled from school为动词-ed形式作后置定语，修饰the students） 4. Boiled water is not suitable for watering plants.（boiled为动词-ed形式作前置定语，修饰water） 5. I like the books written by this famous author.（written by this famous author为动词-ed形式作后置定语，修饰books） 【精讲·语法知识】 一、核心定义 • 动词-ing形式作定语：包括现在分词（表主动/进行）和动名词（表用途/类别），修饰名词或代词，位于名词前或后。 • 动词-ed形式作定语：即过去分词（表被动/完成），修饰名词或代词，可位于名词前或后（单个分词前置，短语后置）。 • 单元契合点：适配“教育之路”主题，常用于描述教育相关的人、物、事件（如“a developing education system”“a well-educated person”）。 二、核心用法与结构规则 （一）动词-ing形式作定语 1. 现在分词（表主动/进行） • 位置：单个分词位于名词前；分词短语位于名词后（相当于定语从句的省略）。 • 逻辑关系：被修饰名词是分词动作的执行者（主动），或动作正在进行。 2. 动名词（表用途/类别） • 位置：仅位于名词前，构成“动名词+名词”复合名词。 • 逻辑关系：不表动作，仅说明被修饰名词的用途、功能或类别。 （二）动词-ed形式作定语 • 位置：单个分词位于名词前；分词短语位于名词后（相当于定语从句的省略）。 • 逻辑关系：被修饰名词是分词动作的承受者（被动），或动作已完成。 • 特殊情况：部分过去分词已形容词化（如excited, surprised），表被修饰名词的状态。 三、高频考点与易错辨析 1. 核心区别（ing形式 vs ed形式） 维度 动词-ing形式 动词-ed形式 逻辑关系 主动/进行/用途 被动/完成/状态 修饰对象 人/物均可（现在分词）；仅物（动名词） 人/物均可 2. 易错点提醒 • 分词短语作定语时，需后置且紧跟被修饰名词，不可分隔。 • 动名词作定语与现在分词作定语区分：前者表“用途”（如a reading room 阅览室），后者表“主动/进行”（如a reading student 正在读书的学生）。 • 避免“受汉语思维影响误用”：如“感到惊讶的表情”用a surprised look（不用surprising），“令人惊讶的消息”用surprising news（不用surprised）。 四、单元主题应用提示 • 写作场景：描述教育相关话题时，可灵活运用（如“a changing educational concept 不断变化的教育理念”“a government-supported project 政府支持的项目”），提升句式简洁度。 • 阅读应用：本单元课文中多出现分词短语作定语的结构，掌握规则可快速理清句子修饰关系，提升阅读效率。 【经典练】　 1. The ______ (inspire) story of the teacher has encouraged many students to pursue their dreams. 2. I have read a book ______ (write) by a famous educator about educational equity. 3. The ______ (excite) news that our school will build a new library spread quickly. 4. Do you know the student ______ (stand) at the school gate? He is waiting for the headmaster. 5. This is a ______ (challenge) task that requires teamwork and creativity. 6. The lecture ______ (give) by the professor last week focused on lifelong learning. 7. We visited a village school ______ (support) by local charities. 8. The ______ (satisfy) result of the exam made all the students and teachers happy. 9. The girl ______ (talk) with our teacher is the top student in our class. 10. He showed us some ______ (interest) photos taken during his volunteer teaching in the countryside. 答案： 1. 答案：inspiring • 解析：此处修饰名词“story”，需用现在分词作定语，表“令人鼓舞的”；“inspire”的现在分词形式为“inspiring”，过去分词“inspired”用于修饰人（表“感到鼓舞的”），符合“事物用-ing，人用-ed”的核心规则。 • 出处：契合单元“教育之路”主题，描述教育相关的励志故事，呼应分词作定语修饰抽象名词的高频考点。 2. 答案：written • 解析：book与write为被动关系（书被写），需用过去分词作后置定语；“write”的过去分词为“written”，表被动完成含义。 • 考点：过去分词作后置定语表被动，是本单元语法核心考点之一，常见于“名词+过去分词”的名词短语结构。 3. 答案：exciting • 解析：修饰名词“news”，用现在分词作定语表“令人兴奋的”；“excite”的现在分词“exciting”修饰事物，过去分词“excited”修饰人，符合分词情感形容词的用法规则。 • 关联：结合单元“学校发展”场景，描述教育相关的积极消息，强化语法与主题的结合。 4. 答案：standing • 解析：student与stand为主动关系（学生站着），且动作正在进行，用现在分词作后置定语；“stand”的现在分词为“standing”，表主动进行。 • 易错点：需区分“现在分词表主动进行”与“过去分词表被动完成”，此处无被动含义，故排除“stood”。 5. 答案：challenging • 解析：修饰名词“task”，用现在分词作定语表“具有挑战性的”；“challenge”的现在分词“challenging”修饰事物，过去分词“challenged”修饰人（表“感到有挑战的”）。 • 应用：贴合单元“教育挑战与机遇”主题，描述学习或教育工作中的任务，符合语法在实际语境中的运用。 6. 答案：given • 解析：lecture与give为被动关系（讲座被举办），且动作发生在过去（last week），用过去分词作后置定语；“give”的过去分词为“given”，表被动完成。 • 考点延伸：过去分词作后置定语可转化为定语从句（The lecture which was given by the professor...），帮助学生理解语法本质。 7. 答案：supported • 解析：village school与support为被动关系（学校被资助），用过去分词作后置定语；“support”的过去分词为“supported”，体现“被慈善机构支持”的被动含义。 • 主题契合：呼应单元“教育支持”相关内容，涉及乡村教育的资助场景，增强语法练习的情境性。 8. 答案：satisfying • 解析：修饰名词“result”，用现在分词作定语表“令人满意的”；“satisfy”的现在分词“satisfying”修饰事物，过去分词“satisfied”修饰人，遵循情感分词的用法逻辑。 • 场景关联：结合单元“学习成果”主题，描述考试结果等教育相关场景，强化语法与实际应用的联系。 9. 答案：talking • 解析：girl与talk为主动关系（女孩正在交谈），用现在分词作后置定语；“talk”的现在分词为“talking”，表主动进行，相当于定语从句（The girl who is talking with our teacher...）。 • 易错提醒：注意区分“talking”（主动进行）与“talked”（被动完成），此处无被动含义，故排除过去分词。 10. 答案：interesting • 解析：修饰名词“photos”，用现在分词作定语表“有趣的”；“interest”的现在分词“interesting”修饰事物，过去分词“interested”修饰人（表“对……感兴趣的”）。 • 主题呼应：关联单元“乡村教育”场景，描述支教相关的照片，让语法练习融入单元主题语境，提升实用性。 1. 我们参观了那所历史悠久的学校。（用过去分词作定语） 2. 正在图书馆里认真读书的学生们来自不同的班级。（用现在分词作定语） 3. 这是一个令人鼓舞的教育故事，很多学生都从中受到了启发。（用现在分词+过去分词作定语） 4. The broken desk in the corner needs to be repaired before the new semester. 5. She is reading a book written by a famous educator about lifelong learning. 6. 那位致力于乡村教育的老师赢得了全社会的尊重。（用现在分词作定语） 7. 我们应该关注那些有特殊需求的学生，为他们提供更多支持。（用过去分词作定语） 8. The rising number of online courses has changed people's way of learning. 9. 他分享了自己在国外求学的经历，让我们深受触动。（用现在分词作定语） 10. The excited children talked about their experience of visiting the science museum. 答案： 1. 翻译答案：We visited that long-established school. • 语法解析：“历史悠久的”用过去分词短语 long-established 作定语，修饰名词 school；过去分词作定语表“被动/完成”，此处表示“学校被建立后拥有悠久历史”，符合逻辑。 2. 翻译答案：The students studying hard in the library are from different classes. • 语法解析：“正在认真读书的”用现在分词短语 studying hard 作定语，修饰名词 students；现在分词作定语表“主动/进行”，students 与 study 是主动关系，且动作正在进行。 3. 翻译答案：This is an inspiring educational story, and many students have been inspired by it. • 语法解析：“令人鼓舞的”用现在分词 inspiring 作定语（表事物具有的性质），修饰 story；“受到启发的”用过去分词 inspired 作表语（表人所处的状态），符合“-ing 修饰物，-ed 修饰人”的常用规则。 4. 翻译答案：角落里那张坏掉的桌子需要在新学期前修好。 • 语法解析：过去分词 broken 作定语，修饰 desk；broken 表“被动/完成”，即“桌子被损坏了”，强调动作结果。 5. 翻译答案：她正在读一本由著名教育家撰写的关于终身学习的书。 • 语法解析：过去分词短语 written by a famous educator 作定语，修饰 book；book 与 write 是被动关系（书被撰写），故用过去分词，且短语后置（单个分词作定语前置，分词短语作定语后置）。 6. 翻译答案：The teacher devoting himself to rural education has won the respect of the whole society. • 语法解析：现在分词短语 devoting himself to rural education 作定语，修饰 teacher；teacher 与 devote 是主动关系（老师主动致力于教育），故用现在分词，短语后置表具体内容。 7. 翻译答案：We should pay attention to the students with special needs / having special needs. • 语法解析：“有特殊需求的”可用过去分词短语 with special needs（固定表达）或现在分词短语 having special needs 作定语；现在分词 having 表主动，students 与 have 是主动关系。 8. 翻译答案：日益增多的在线课程改变了人们的学习方式。 • 语法解析：现在分词 rising 作定语，修饰 number；rising 表“主动/进行”，此处指“数量正在上升”，符合“数量、价格等的上升用 rising”的搭配习惯。 9. 翻译答案：He shared his experience studying abroad, which deeply touched us. • 语法解析：现在分词短语 studying abroad 作定语，修饰 experience；experience 与 study 是逻辑上的“经历包含学习动作”，用现在分词表主动关联，相当于定语从句 that he studied abroad 的省略。 10. 翻译答案：那些兴奋的孩子们谈论着参观科学博物馆的经历。 • 语法解析：过去分词 excited 作定语，修饰 children；-ed 形式修饰人，表“人感到……的”，此处指“孩子们感到兴奋”，与 inspiring（修饰物）形成区别。 三、写作清单 【点拨·写作技巧】 1. 明确核心争议点，开篇用中立句式引出话题（如“Whether English classes should be long or short sparks heated debate”）。 2. 主体分两段，分别论证支持（如长课时利于深度学习、技能巩固）与反对（如注意力有限、增加疲劳）观点，每段配1个简洁理由。 3. 结尾客观总结，不绝对化表态（如“Both options have merits; the ideal length depends on teaching goals and student needs”）。 4. 多用对比逻辑词（however、on the contrary），控制单句长度，确保论证紧凑。 【积累·写作素材】 一、开头句式（引出话题+表明讨论基调） 1. As a core subject in high school education, English classes play a vital role in students’ language acquisition. However, there is an ongoing debate over the optimal duration of an English class—whether it should be longer to ensure in-depth learning or shorter to maintain focus. This essay will explore both sides of the argument. 2. The question of how long an English class should last has sparked widespread discussion among educators and students alike. While some advocate for extended class time to cover more content, others argue that shorter sessions are more effective for sustaining engagement. In the following paragraphs, I will examine the pros and cons of both views. 3. With the goal of improving students’ English proficiency, schools are constantly exploring ways to optimize class design, and the duration of English classes is a key consideration. There are compelling arguments for both longer and shorter classes, and this essay aims to analyze their respective advantages and disadvantages. 4. It is undeniable that the length of an English class directly impacts teaching effectiveness and student learning outcomes. Some believe that longer classes allow for more comprehensive teaching and practice, while others contend that students’ attention spans are limited, making shorter classes more efficient. This essay will delve into both perspectives. 5. When it comes to determining the ideal duration of an English class, opinions vary greatly. Proponents of longer classes emphasize the need for sufficient time to practice listening, speaking, reading, and writing, while opponents highlight the risk of boredom and reduced concentration. Below, I will explore both sides of the debate. 二、主体句式（正方观点+反方观点+论证） 1. 正方观点（支持较长英语课：45-60分钟） • Firstly, longer English classes provide adequate time for in-depth teaching and practice. Language learning requires repeated practice of vocabulary, grammar, and language skills, and extended class time allows teachers to explain knowledge points thoroughly, organize group discussions, and conduct hands-on activities, ensuring students fully grasp the content. • Secondly, longer classes help maintain the continuity of learning. English learning, especially for skills like reading comprehension and writing, often requires a coherent process. Interrupting the learning flow with short classes may hinder students’ understanding and thinking, while longer sessions enable them to immerse themselves in the language environment and complete complex learning tasks. • Moreover, longer English classes offer more opportunities for teacher-student interaction. Teachers can spend more time communicating with individual students, addressing their questions and weaknesses, and providing personalized guidance, which is crucial for improving students’ language proficiency. • Additionally, longer classes allow for the integration of diverse teaching methods. Teachers can combine lectures, videos, role-plays, and group projects in one class, making the teaching process more vivid and engaging, and catering to the different learning styles of students. 2. 反方观点（支持较短英语课：30-40分钟） • On the other hand, shorter English classes are more in line with students’ attention spans. High school students typically have a limited attention span, and prolonged classes may lead to boredom, distraction, and reduced learning efficiency. Shorter sessions ensure that students stay focused throughout the class, maximizing the effectiveness of learning. • Firstly, shorter classes help reduce students’ academic burden. High school students have a heavy workload with multiple subjects, and shorter English classes can alleviate their pressure, allowing them to allocate more energy to other subjects and avoid burnout. • Secondly, shorter classes promote more frequent and flexible learning. Dividing English learning into shorter, regular sessions helps students review and consolidate knowledge more effectively, as frequent exposure to the language enhances memory retention. It also allows for more frequent feedback and adjustment of learning strategies. • Moreover, shorter classes encourage teachers to optimize their teaching content and methods. With limited time, teachers will focus on core knowledge and key skills, avoiding redundant content and improving teaching efficiency. This also pushes students to concentrate and participate actively in class. 三、结尾句式（总结观点+提出建议） 1. In conclusion, both longer and shorter English classes have their own advantages and disadvantages. Longer classes offer sufficient time for in-depth learning and practice, while shorter ones are more effective in maintaining students’ concentration and reducing their burden. Therefore, the optimal duration of an English class should be determined based on students’ age, learning objectives, and teaching content, striking a balance between depth and efficiency. 2. To sum up, there is no one-size-fits-all answer to the question of how long an English class should be. While longer classes are beneficial for comprehensive skill development, shorter classes are more suitable for sustaining focus and reducing pressure. Schools and teachers should flexibly adjust the class duration according to actual teaching needs, ensuring that English classes are both effective and engaging. 3. In summary, the debate over the duration of English classes reflects the pursuit of better teaching outcomes. Both perspectives have merit, and the key is to find a balance that meets the needs of students’ language learning. It is recommended that schools conduct trials and collect feedback from students and teachers to determine the most appropriate class length, ultimately promoting students’ English proficiency and comprehensive development. 4. Ultimately, the goal of adjusting English class duration is to improve teaching effectiveness and help students learn English better. Whether it is longer or shorter, the focus should be on creating a positive learning environment, stimulating students’ interest, and enhancing their language skills. By considering various factors and making scientific adjustments, we can ensure that English classes play a greater role in students’ educational journey. 5. To conclude, both longer and shorter English classes have their rationale. Longer classes support in-depth exploration and skill practice, while shorter ones align with students’ cognitive rhythms. The ideal approach is to adopt a flexible model, combining longer sessions for complex tasks with shorter ones for focused practice, to maximize the benefits of English teaching and learning. 【示例·分步写作】 随着移动网络的发展，各种手机APP应运而生，给我们的生活带来了极大便利，但许多同学也因此沉迷网络。现学生会发起一项清理手机APP的倡议，如果你只能从以下四个APPs：Wechat，Taobao，E-dictionary，Glory of Kings (mobile game)中保留两个，你会如何选择，并说明理由。 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 With the development of mobile network, various kinds of mobile apps come into being, which brings great convenience to our life, but many students are addicted to the network, for example, some students are keen to use mobile Taobao for online shopping, while others are addicted to an online game called Glory of Kings. As for me, I think app should not only let us contact with others, but also serve as a learning tool, so I choose Wechat, which allows me  to communicate with my family and friends. In addition, I also think E-dictionary is a useful app, through which I can look up unfamiliar new words and increase my English vocabulary. In view of the reasons above, I think Wechat and E-dictionary are the two kinds of apps that do good to us students. 【分析】本篇书面表达是提纲类作文，要求选择两个APP并说明理由。 【详解】 第1步：根据提示可知，本文要求选择两个APP并说明理由：随着移动网络的发展，各种手机APP应运而生，给我们的生活带来了极大便利，但许多同学也因此沉迷网络。现学生会发起一项清理手机APP的倡议，如果你只能从以下四个APPs：Wechat，Taobao，E-dictionary，Glory of Kings (mobile game)中保留两个，你会如何选择，并说明理由。时态应为一般现在时。 第2步：根据写作要求，确定关键词（组），如； mobile network（移动网络），development（发展），convenience（便利），useful（有用的）， unfamiliar（不熟悉的）及various（不同的）等。 第3步：根据提示及关键词（组）进行遣词造句，注意主谓一致和时态问题。 第4步：连句成文，注意使用恰当的连词进行句子之间的衔接与过渡，书写一定要规范清晰，保持卷面的整洁美观。 【点睛】 范文语言地道，语篇连贯，词数适当。作者在范文中使用了较多高级词汇和句式，高级词汇有come into being（应运而生），be addicted to（沉溺于），serve as（充当），contact with (与……联系)，look up（查阅），be keen to（热衷于）以及do good to(有利于），而且还使用了非限定性定语从句“With the development of mobile network, various kinds of mobile apps come into being, which brings great convenience to our life”，“so I choose Wechat, which allows me  to communicate with my family and friends.”及“I also think E-dictionary is a useful app, through which I can look up unfamiliar new words and increase my English vocabulary.”，定语从句“In view of the reasons above, I think Wechat and E-dictionary are the two kinds of apps that do good to us students.”，宾语从句“As for me, I think app should not only let us contact with others, but also serve as a learning tool”，全文没有语法错误，上下句转换自然流畅。 1 / 11 学科网（北京）股份有限公司 $