研析明方向 精准促突破 二轮复习策略课件-2026年人教版（2012） 中考英语二轮备考策略解析

研析明方向 精准促突破 ——2026 中考英语二轮备考策略解析 2026年4月 目 录 01 03 02 04 研读课标 探寻路径 剖析试题 赋能提升 01 02 Change is the only constant in life. ——Heraclitus（赫拉克利特，古希腊哲学家） It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change. —— Charles Darwin（达尔文，生物学家） “生存下来的不是最强壮或最聪明的物种，而是最能适 应变化的”。 Artificial Intelligence(AI) 教育是一项面向未来的行业 “优化试题呈现方式和素材选取，融入 科技前沿动态，浸润人文教育元素，加 强项目式、探究式的真实情境问题设计， 更好考查学生关键能力、学科素养和思 维品质。” 关键变革一：高考“公平”的定义变了， 不再是“不考你没见过的”。 关键变革二：刷题时代彻底过去，死记硬 背再也行不通。 关键变革三：文理界限越来越模糊，阅读 能力成“万能底层能力”。 教育部一号文件释放的，不仅仅是高考 命题的变化，更是未来教育的发展方向。 高考的大逻辑已经变了，刷题时代已经 过去，靠死记硬背、套用套路的备考模 式，只会越来越被动，甚至被时代淘汰。 这次高考变革，看似是增加了备考难度， 实则是给了更多普通孩子逆袭的机会。 因为它打破了“刷题越多、分数越高” 的内卷模式，让高考回归了“选拔人才” 的本质，拼的不再是努力的程度，而是 思维的深度和能力的高度。 通过高考的变化，看今天的中考 聚焦立德树人，强化高考育人功能 助力人才选拔培养，强化思维品质考查 发挥正向引导作用，推动英语教学提质增效 题型 2022年 2023年 考查能力点 未来变化 I、II卷占比 105+45=150分 90+60=150分 +说 听说 考试 听力测试 30分 30分 听（句+语篇） 单项选择 15分 0分 语法：词法句法 完型填空 15分 15分 读（语篇） 补全对话 5分 5分 读（语篇） 阅读理解 40分 40分 读（语篇） 选词填空 10分 阅读填词15分 读写（语篇） 七选五阅读 5分 10分 读写（语篇） 书面表达 情境运用10分 情境运用10分 写（语篇） 写作20分 写作25分 写（语篇） 题型 2024-2026年 听力 30分 阅读（ABCD+七选五） 50分 语言运用（补全对话、完形填空、阅读填空） 35分 写作（情境运用、作文） 35分 语境 思维品质 01 02 在真实情境与真实任务中， 全面考查学 生在解决真实问题、完成真实任务的过 程中体现出的语言能力、文化意识、思 维品质和学习能力。 注重考查学生对主题意义的理解与表达， 涉及环境保护、文化艺术、职业认知、 校园生活、传统节日等方面，全面体现 了五育融合的理念，考查学生发现问题、 分析问题和解决问题的能力。 研读课标 1600=1095+505 人与自我 人与社会 人与自然 《义务教育英语课程标准（2022年版）》的基本理念是落 实立德树人的根本任务，其宗旨是发展学生的核心素养。 ” 01 02 课程内容及学 生的学习情况 学业质量标准 核心素养水平 采用学业质量标准来检验课程的学习情况，并不是检验学生对课程内容本身 的掌握情况，而是检验学生通过课程内容的学习而形成的正确价值观、必备 品格和关键能力。 学业质量标准是用来检验学习结果的关键指标，但这些指标的背后是具体的 学习内容和学习活动。 学业质量标准是考试评价的重要依据，但不是唯一依据。在实施考试评价过 程中，也会考虑课标中关于课程目标、课程内容、课程实施等部分的要求和 建议。 教师要关注学业考试，但更要关注课堂内外 的教学评价，最终达到培养核心素养的目的， 实现全人教育，落实立德树人根本任务。完 善评价体系，以评促学，以评促教。 1.我要把学生带到哪里去？ 2.我怎样知道学生已经到了那里？ 3.我如何安排学习活动才能有利于学生 产生更好的表现？ 1.我要把学生带到哪里去？ 2.我怎样将学生带到那里？ 3.我怎么知道学生已经到了那里？ 剖析试题 第一部分 听力 6. What are you going to do this weekend? I plan to go climbing. 7.And I dream to be an engineer. 8. Everything was so wonderful! 9. Mike, can’t we go somewhere else to talk? It’s so noisy here. Well, there is a park around here. 第一部分 听力 10. We’ve got purple, pink, white and blue. W: Well, purple is nice, but white suits me better. 11. It’s used to show the visitors around our school, and it can also introduce our school to them. 12. For about a year, since I was in Grade 7. 15. You must have put a lot of efforts into it. 10. M: You’ll join the music festival tomorrow, right? W: Yes, I’m going to take part in the singing competition. M: Really? I thought you were good at playing the violin. 10. M: You’ll join the music festival tomorrow, right? W: Yes, I’m going to take part in the singing competition. M: Really? I thought you were good at playing the violin. 误选听到的干扰选项 直白的表层信息题减少——推理判断 10. M: You’ll join the music festival tomorrow, right? W: Yes, I’m going to take part in the singing competition. M: Really? I thought you were good at playing the violin. 情境还原真实生活场景——贴近生活 短对话口语化愈加鲜明——言简意赅 信息句和选项匹配更难——近义转换 ●高阶听力思维训练：思维品质——逻辑清晰，具备初步的推断与整合 能力。 ●听力策略指导：面对长对话或短文时，学生缺乏有效的预读策略（利 用读题时间预测内容）、笔记策略（用关键词记录要点）和注意力分 配策略。 ●学习能力：专注力与信息处理策略有效，在有限时间内保持高度专注， 准确捕捉并短时存储多个信息点（如时间、地点、人物关系、事件因 果），并按要求进行信息选择、匹配和推断。这反映了学生良好的听 觉注意力、短时记忆能力和高效的信息处理策略。 第二部分 阅读 • 主要考查方式：细节理解、主旨大意、词义猜测、推理判断 • 其他考查方式：最佳标题、文章出处、文章体裁、写作方式、段落 大意、目标读者、写作意图、数字计算、后续推断、篇章结构等。 10. M: You’ll join the music festival tomorrow, right? W: Yes, I’m going to take part in the singing competition. M: Really? I thought you were good at playing the violin. 33题学生误选D,段落主旨把握不清，没有读懂 主题句。 宾语从句 宾语从句 条件状语从句 原因状语从句 主题句 = 主旨题答案？ ≠ 主题句：是段落里统领内容、点明写作目的的句子： To understand how the new discovery works, it’s helpful to think about how light travels through different materials. 主旨题答案：需要概括段落最终要说明的核心内容，而不是 “我要从哪个角度讲”。 主题句的逻辑是：为了理解 X（柠檬黄的作用）， 我们先看 Y（光线传播）。 段落的核心是X，而不是Y。 如果有一段文字： To make a cake, you need to mix flour, eggs and sugar. First, mix the flour and eggs... Then add sugar... Finally, bake it in the oven. •主题句是：To make a cake, you need to mix flour, eggs and sugar. •但如果问 “这段主要讲什么”，答案是 How to make a cake，而不是 How to mix flour, eggs and sugar 遇到 To understand X, we look at Y 结 构的段落： 1.先抓 X：这是段落要解决的核心问 题 / 最终结论。 2.再看选项：能直接对应 X 的选项， 就是主旨题的正确答案。 3.排除只讲 Y（解释手段）或只讲细节 的选项。 10. M: You’ll join the music festival tomorrow, right? W: Yes, I’m going to take part in the singing competition. M: Really? I thought you were good at playing the violin. Argumentative Writing (议论文) 说明文 ？ Type of the text(体裁) introduce Summarize the structure Introduction 引论 Body 本论 Conclusion 结论 A: Narrative Writing 记叙文 B: Expository Writing C: Argumentative Writing 议论文 D: Practical Writing 应用文 problems Laura's opinion Laura's experience An expert's advice The writer's opinion 10. M: You’ll join the music festival tomorrow, right? W: Yes, I’m going to take part in the singing competition. M: Really? I thought you were good at playing the violin. 第三部分 语言运用 第一节 补全对话 • 从命题角度看Cloze → 从答题角度推荐做题步骤 1. 通读全文Read 斟酌选项 2. Choose 3. 查验答案 Check • 充分利用语篇，扩充武器库 困住学生的是什么？ 一词多义 惯用语 ······ 上下文逻辑推理 熟词生义 文化常识 固定搭配 做题习惯 第三节 阅读填空 宾语从句 宾语从句 to draw/happily/older/asks/with/useful/reasons/ a/yourself /will find 10. M: You’ll join the music festival tomorrow, right? W: Yes, I’m going to take part in the singing competition. M: Really? I thought you were good at playing the violin. 第三节 阅读填空 Last week I competed in the school spelling bee.This vocabulary competition (66) _______ (hold) at our school every year.This year it was the first time (67) ________ me to take part in it.We all sat in three rows on the stage.When I looked up, I saw that the whole school had come (68) _______ (watch) us take turns to spell words aloud. Suddenly, I felt very nervous. Soon, the spelling bee began. One at a time,each of (69)_______ (we) stood at the microphone in the center of the stage.The judge (裁判) pronounced a word slowly.You had to spell it (70)_______ (correct) to stay in the contest.The judge began with a list of easy words,but soon the words got (71)_______ (hard).I had to spell the word“acrobat”.I tried to picture it in my mind.Then I started to spell aloud,(72)_______ I said the letter“k”instead of“c”.As soon as I said the wrong letter,I knew I had made (73)_______mistake. But it was too late!I still smiled as I left the stage. My classmates (74)_______(cheer) to show they were proud of how hard I had tried. Of course,I was a little disappointed that I did not win,but I (75)_______ (try) again next year! 66.is held 67.for 68.to watch 69.us 70.correctly 71.harder 72.but 73.a 74.cheered 75.will try 10. M: You’ll join the music festival tomorrow, right? W: Yes, I’m going to take part in the singing competition. M: Really? I thought you were good at playing the violin. • 句子结构不完整，主要为缺少谓语动词。如79题缺少动词make或do，80题没 有hold或者take place。 • 句子结构出错，双动词现象较多 正向判定： 有主要句式或者关键信息正确给1分。 关键信息是指：1.图片中的关键信息； 2.题干中无法照抄的信息。 假定你是李华，你校与某乡镇希望中学(Hope Middle School) 是友好学校，上周五两校英语社团在希望中学举 行了共演英 文课本剧活动。请你为校英语报写一则新闻稿， 内容包括： 1.时间、地点、参与人员； 2.活动过程简介； 3.活动意义。 注意： 1.词数100左右，标题已给出，不计入总词数； 2.可以适当增加细节，以使行文连贯； 3.不得出现真实的人名、校名等相关信息。 参考词汇：英文课本剧 English textbook drama友好学校 sister school An English Textbook Drama Show 第四部分 写作 第二节 作文 遣词造句能力不足、字数明显 不够、书写不规范、范文整体 要点不全、布局谋篇能力欠佳、时态正确判断和语法的正确运用能力有待提高、遣词造句、高级表达能力不足、字数 明显不够、书写不规范、范文整体重现或多篇范文片段式重现 要点不全、谋篇布局能力欠佳、 不能正确运用时态和语法表达、 重现或多篇范文片段式重现等。 中考命题趋势 听力和阅读注重考查学生在真实情境中获取关键信息、归纳与推断的 能力，写作需关注不同的语篇类型特点，加强初高衔接以及读写综合 素养。 高考英语考查学生的核心价值、学科素养、关键能力和必备知识——学科素养包括 交际、学习和思辨3项指标： 指在相对熟悉或不太熟悉的主题语境中，使用 英语与来自不同文化背景的人进行书面和口头交流并达到交际目的的意识和能力； 指在相对简单或较为复杂的主题语境中，运用多种策略学习英语，并使用 英语学习新知识、新技能、新思维方法等的意识和能力； 指在使用英语进 行交际或学习时，独立思考与判断，运用科学的思维方式发现问题、分析问题并解 决问题的意识和能力。 探寻路径 4 一、设计复习课是为了发现问题还是 解决问题？ 二、设计复习课是为了巩固还是提高？ 二、巩固知识和技能也是提高，原来不会 4 一、复习课前应该诊断学情，查找问题， 无诊断，不复习。 的会了，不熟练的熟练了，就是提高了。 探寻路径 关注学生的“增长点” 关注情境，话题整合 （初高衔接：多维度的设问方式、考查角度） C篇阅读难度小于D篇，关注思维品质 135分以上优生精准分析失分在哪一种题型，靶向突破。 关注逻辑、上下文。 ？词汇量、复合句 读—析—仿 —创 mum, Jane, is on the right. She’s beautiful and kind. What a happy family! My Family Profile Hi, I’m Lily from Ireland. I love my big family. Here’s a photo of us. I'm the one with the pink hat. This is my dad, Fred, on the left. He’s very handsome. He often plays tennis with me. My little brother, Sam, is on his knee. Sam is seven and he really likes chess. My She always reads me a story at night. My grandparents, Jack and Sarah, are in the middle. They’re my dad’s parents. They have a dog. His name is Oscar. My grandparents have three grandchildren: Sam, my cousin Lucy, and me.They often say I'm their favourite grandchild, but I think they say the same thing to all of us! smile Jane, is on the right. She’s beautiful and kind. She always Part2 Hi, I’m Lily from Ireland. I love my big family. Here’s a photo of us. I'm the one with the pink hat. This is my dad, Fred, on the left. He’s very handsome. He often plays tennis with me. My little brother, Sam, is on his knee. Sam is seven and he really likes chess. My mum, reads me a story at night. My grandparents, Jack and Sarah, are in the middle. They’re my dad’s parents. They have a dog. His name is Oscar. My grandparents have three grandchildren: Sam, my cousin Lucy, and me.They often say I'm their favourite grandchild, but I think they say the same thing to all of us! Part1 Part3 How many parts are there in the text? Beginning Body Ending Lily How does Lily begin the text? Introduce herself + lead in the topic Hi, I’m Lily from Ireland. I love my big family. Here’s a photo of us. I’m the one with the pink hat. position name age grandparents, Jack and Sarah, are in introduce family members? What his knee. Sam is seven and he really They have a dog. His name is Oscar. with me. My little brother, Sam, is on look in the order of This is my dad, Fred, on the left. He’s space空间顺序 very handsome. He often plays tennis likes chess. My mum, Jane, is on the activity right. She’s beautiful and kind. She ＆hobby always reads me a story at night. My What order（顺序） does Lily use the middle. They’re my dad’s parents. personality性格 How does Lily introduce her family members? My grandparents have three grandchildren: Sam, my cousin Lucy, and me.They often say I’m their favourite grandchild, but I think they say the same thing to all of us! How does Lily end the text? Show family love with a fun thing. Language in use (basic基础) Look at the examples. Make sentences in the same way. e.g. This is Fred, on the left. This is my mum, on the right. These are my grandparents in the middle. 仿写：_______________________________ _______________________________ e.g. I’m the one with the pink hat. 仿写：____________________________ I’m the one with a toy bear. a toy bear person＆ position Mum position: next to, behind, between...and... Dad 主 系 表 My brother is tall and funny. She has long hair. 仿写： __________________________ e.g. He has big eyes. 名词短语 主 谓 宾 仿写：___________________________ look ＆ personality look: tall, thin, strong, big eyes, a round face, black hair... personality: funny, always happy, clever, caring, helpful... e.g. She’s beautiful and kind. 形容词 activity He often reads books with me. She always cooks delicious food for me. What activities do you often do with your family? activity: read books, take a walk, run, play games... e.g. He often plays tennis with me. She always reads me a story at night. 仿写：___________________________________ ___________________________________ Language in use (advanced进阶) Look at the examples. Make sentences in the same way. adverbs of frequency （频度副词） e.g. He often plays tennis with me. She sometimes watches TV in the evening. She goes shopping every week. She always reads me a story at night. He plays basketball every week. 仿写：____________________________________ ____________________________________ adverbs of frequency:every day, usually, sometimes（有时）... （连词） linking wo rds e.g. Sam is seven. Sam really likes chess. _________________________________________ They often say I’m their favourite grandchild, but I think they say the same thing to all of us! Sam is seven and he really likes chess. e.g. They often say I’m their favourite grandchild. I think they say the same thing to all of us! _________________________________________ _________________________________________ linking words: because, so, or... rds linking wo (连词） Exercises Ø I am thirteen. I really like playing. ____________________________________ Ø He doesn’t read much. He plays the violin really well. ___________________________________________________ He doesn’t read much, but He plays the violin really well. I am thirteen and I really like playing. LevelA Level B writing • • • • • • • • • Checklist Sentence bank This is… Here’s … He’s / She’s… He / She looks His / Her favorite…is… He / She really likes… He / She plays… every week. … Word bank position: next to, behind, between...and... look: tall, thin, big eyes, a round face, black hair... personality: funny, always happy, clever, caring, helpful... others: because, so, sometimes, every day, every evening, run, play games How well can you do these things? Verywell OK Needswork 1.Content内容 (name,position,look, personality...) 2.Clearstructure 结构（Linking words） 3.Correct grammar& spelling语法拼写 4.Beautiful handwriting书写 Suggestion建议: What does family mean（意味着） to you? Sentence patterns p This is ... p He / She really likes ... p Here’s ... p He / She looks.. p He’s/ She’s ... p He / She plays ... every week. p His / Her favourite ... is ... l Polish your writing about the family photo. l Design a “Family Memory Card” to share your family’s story with friends. 10. M: You’ll join the music festival tomorrow, right? W: Yes, I’m going to take part in the singing competition. M: Really? I thought you were good at playing the violin. 工整清晰整洁 正确地道流畅 段落分层有序 语言表达要规范 谋篇布局要规范 规 范 写作要“遵 循 规 范” 字母书写要规范 1. 应特别重视提高学生建构文章框架的逻辑性、组织段落 内容的条理性、使用语言语体的适切性，使文章的主题 意义更加明确、逻辑层次更加清晰。 2. 打破套路，真正提升学生的英语写作能力和水平。 Feedback on the topic passage word bank sentence patterns invitation 人教版八年级上册U9语篇---邀请函 Writing topic （审主题） （新课标） 主题：人与社会 主题群：社会服 务与人际沟通 子主题：交流与 合作 主题单元 单元内容 BookI(A)Unit 8 When is your birthday?（时间与地点） 本单元围绕生日日期和庆祝活动展 开，涉及邀请他人参加生日派对等 社交活动。 Book II (A) Unit 9Can you come to my party?（发出邀请，表明 目的） 本单元主要学习如何发出邀请、接 受或拒绝邀请，属于日常社交活动 中的基本沟通技能。 Book II (A)Unit 10 If you go to The party, you’ll have a great time!（发出邀请，展示可能 得结果） 本单元通过条件句讨论参加聚会可 能带来的结果。 Book III Unit 2 I think that Mooncakes are delicious.（庆祝 活动安排及其意义） 本单元围绕节日庆祝活动展开，涉 及邀请、分享和讨论节日习俗等社 交互动. Link The related units about the writing topic Start from our textbooks 人教版八年级上册U9语篇---邀请函 邀请函（应用文） 1.写作意图明确—直接发出邀请； 2.准确说明时间和地点； 3.内容表达清晰—具体活动安排和 注意事项； 4.语言准确规范，态度诚恳礼貌； Writing style （审文体） General correction Key points （要点全不全？） Writing structure （框架是否合理？） Your hand-writing （字体是否合格？） correct invitation ﹏﹏﹏﹏﹏﹏ Point 1 发出邀请 Point 2 写明时间、地点 Point 3 具体活动安排 Key points （要点全不全？） Learn from each other ﹏﹏﹏﹏﹏﹏ ﹏﹏﹏ ﹏﹏﹏﹏ ﹏﹏﹏﹏﹏﹏ Key points （要点是不是？） Organise your writing ﹏﹏﹏﹏﹏﹏ ﹏﹏﹏﹏﹏﹏ 无效信息——应去掉 有效信息——重点写 Writing structure （框架是否合理？） linking wor Para 1 Beginning ------ 时间、地点/发出邀请 A good structure Para 2 具体活动安排 Body Para 3 Ending ------ 总结、表示期待 Learn from each other linking wor Your hand-writing （字体是否合格？） Learn from each other Which one is better? Nice hand-writing Key points （要点全不全？） Writing structure （框架是否合理？） Your hand-writing （字体是否合格？） invitation General correction correct How many key points? What are they ? Who got all the key points? We’d better put point 1 at ___ paragraph， point 2 at ___ paragraph， point 3 at ___ paragraph. Make sure all the words “sit” on the line the same height,width and distance extend How to describe the activities ? Point 3 具体活动安排 Specific correction---difficulty 1 What activities are suitable ? Learn from the text---九年级 Unit2 Para2 举例子:such as,like,For example,For instance Para3 拓原因:This is because,one reason is that Para4 拓感受:feel (like),taste,smell, sound what why how Learn from each other ① ② ③ what how why Specific correction---difficulty 2 polish How to get to a higher level ? 第一档: 21-25分:短文覆盖所有内容要点。文章内容充实，条理清晰，段落分明，逻辑性强， 过渡自然。语言丰富地道，文中用了较多高级词汇表达，能够运用复合句、感叹句、倒装句等 多种句式，能适切运用过渡语和总结句;书写清晰工整;语法错误较少(1-3处);字数符合要求， 表现出较强的语言运用能力，完全达到预期写作目的。 第二档: 16-20分:短文基本覆盖所有内容要点。语句较流畅，全文结构较紧凑，语言准确，文 中能运用一定的高级词汇进行表达，会用复合句和感叹句等不同句式，能运用1-2个过渡语和 总结句; 书写工整; 4-5处语法错误;字数基本符合要求，表现出一定的语言运用能力，达到预 期写作目的。 “you can enjoy yourself drinking tea.” linking wor 审目标读者 1.构建参与动机 “if you want to know what it is, I will show you that day.” 2.搭建理解桥梁 “traditional snacks” “free tea bags” 3.尊重文化边界 “I truly want you to come,but if you are busy, it’s OK.” “I hope you like it.” Learn from each other Items 评价项目 BasicRequirements 评价基本要求 Assessment评价 StandardScores 标准分值 Scores 得分 内容 要点全，内容扣题,完整的内容和精彩的结束语，信息完整 9   加分项 使用连词和不同的句式或多种写作手法吸引读者，文章立意新 颖、有创意。 6   结构 结构清晰、条理逻辑、过渡自然，能巧用连接词。 4   书写 书写规范、整洁 2   其它 标点使用正确，语法错误较少，拼写正确 4   总分   等级 A:21-25B:16-20C:11-15D:6-10E:5-0 Peer-editing EPeer-feedback on the second draft 写作修改评价量表 赋能提升 • What is discipline? • Discipline means doing the right thing, even when you don’t want to. • It is choosing the better action, not the easy action. • Every small English action you do creates growth (slow improvement) inside you. • Discipline is like a muscle. If you practice your discipline everyday, it becomes stronger. • Discipline gives you freedom. Because when you have discipline, you don’t waste time thinking too much. You already know what to do. • You are not your thoughts. You are the person who chooses which thoughts to follow. Discipline is Destiny ——Ryan Holiday   姓名 基础分 目标分 提分空间 目标题/提分点 测试1 测试2 测试3 学生分析 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 　 学生提分计划表 　 目标分 　 姓名 目标题/ 提分点 基础分 　 　 考点 题号 1 2 3 4 5 6 7 题型 选择题　 选择题　 选择题　 选择题　 选择题　 选择题　 选择题　 前测 　 　 　 　 　 　 　 一模 　 　 　 　 　 　 　 二模 　 　 　 　 　 　 　 三模 　 　 　 　 　 　 　 赢 术 表 人 标 词汇、短语；词法、语法；《知识 图谱》；语篇、语段；知识清单、 备考节点 夯基、补漏、提升 第一阶段 句式，词法体系和句法体系。 错题归纳、举一反三、坚持天天写、 阅读、写作能力提升。 天天积累。 夯实基础，提升能力 第二阶段 横纵并向检测基础词汇、短语、 训练答题规范、答题技巧、考试 心理等，提升学生综合技能与应 考综合能力。 专项、综合模拟训练 第三阶段 备考建议 ✷ “我听了，就忘了；我看了，就记住了； 我做了，就理解了”。 一一意、蒙台梭利 阐释了“实践，体验，参与”学习方式的重要 性，“学习方式的改变”需要引起我们高度重 视并真正落地于课堂。 ✷ “教科书所编写的阅读文章是写作素材的 集散地，是语言现象的展示厅，是语法规则 的剖析室，是文章体裁的示范本”。 ----- 美国作家德尔文·G. 舒伯特 注重教材语篇阅读和课外语篇拓展，形成语 篇意识。 $