Unit 1 Period 2 Learning About Language（知识清单）英语人教版选择性必修第二册

该高中英语知识清单聚焦表语从句语法体系，从定义出发，明确其为主系表结构中补充说明主语的名词性从句，进而梳理系动词分类、引导词（that/whether/疑问代词/副词等）用法，强调陈述语序和虚拟语气注意事项，对比与主语/宾语/同位语从句的区别，最终形成“判断步骤”学习支架。 知识链路按“定义-结构-引导词-注意事项-区别-应用”逻辑递进，每个语法点配“即学即练”习题即时巩固。词汇部分通过易混辨析（如thinking/thought）和词根词缀系统提升学习能力，结合费曼名言渗透科学思维，助力语言能力和思维品质培养。

Unit 1 Science and Scientists Learning About Language The first principle is that you must not fool yourself—and you are the easiest person to fool. —Richard P. Feynman 译文：首要原则是不要欺骗自己——而你自己正是最容易被欺骗的人。 解读：这句话出自理查德·费曼1974年在加州理工学院的毕业演讲《Cargo Cult Science》。根据费曼的解释，科学研究最重要的原则是保持彻底的诚实，尤其要警惕自己的偏见、期待和先入为主的观念，因为人们往往会不自觉地选择支持自己结论的证据，而忽略可能证明自己错误的信息。因此，科学家不仅不能伪造事实，还必须主动说明实验的局限、其他可能的解释以及可能使结论无效的因素。只有先避免自我欺骗，才能如实地向其他科学家和公众呈现研究成果，维护科学的可信度。 一、语法框架 二、核心语法 （一）表语从句的定义 表语从句是指在主从复合句中充当表语（subject complement）的从句，属于名词性从句。它位于系动词之后，用来说明主语的身份、性质、内容、原因、状态或具体所指。表语的核心作用是补充说明主语，而不是表示动作的承受者。Cambridge Grammar将其称为“主语补足语”，即对主语提供进一步说明的成分。 （二）表语从句的结构 1. 基本结构：主语＋系动词＋表语从句 The problem is that we don’t have enough time. 问题是我们没有足够的时间。 主语 系动词 表语从句 注意：表语从句一般不能脱离前面的主语和系动词独立判断。判断时要看从句是否在系动词后面说明主语的具体内容。 2. 常见系动词 （1）状态类系动词：be；remain；stay；keep。 The fact remains that we lack enough evidence. 事实仍然是我们缺乏足够的证据。 （2）表象类系动词：seem；appear。 It seems that he has misunderstood us. 他似乎误解了我们。 （3）感官类系动词：look；sound；feel；taste；smell。 It looks as if it is going to rain. 看起来好像要下雨了。 （4）变化类系动词：become；get；grow；turn；go。 注意：并不是所有系动词都能自然地接各种表语从句。完整的陈述性表语从句最常见于be之后；as if/as though从句则常用于seem、appear、look、sound、feel 等之后。主语补足语通常出现在系动词、感官系动词以及部分变化系动词后。 （三）表语从句的常见引导词 1. that：表示陈述事实 that引导陈述性的表语从句，通常表示“……这一事实”或“……这件事”。that在从句中不作主语、宾语、表语或状语；本身没有具体词义；只起连接作用。 The good news is that the problem is easy to solve. 好消息是这个问题很容易解决。 判断方法：如果从句本身成分完整，只需要一个词把它连接到主句上，通常使用that。 The fact is that he refused the offer. 从句中：he是主语；refused是谓语；the offer是宾语。 从句不缺成分，因此使用that。that可用于引导作表语或其他名词性成分的从句。 2. whether：表示“是否” whether引导一般疑问意义的表语从句，意为“是否”，在从句中不充当句子成分。 The question is whether you can finish the work on time. 问题是你能否按时完成这项工作。 在规范的中学考试语法和正式书面语中，表语从句通常使用whether，而不用if： 3. 疑问代词：what、who、which、whose 这些连接词不仅引导表语从句，还要在从句中充当一定成分。 （1）what：什么；……的事物。what可在从句中作主语、宾语、表语或定语。 That was what she did this morning on her way to school. 那就是她今天早晨在去学校的路上做的事。 （2）who：谁。who通常指人，可在从句中作主语、宾语或表语。 The question is who will lead the team. 问题是谁将领导这个团队。 （3）which：哪一个；哪一些。which表示在一定范围内进行选择，可在从句中作主语、宾语或定语。 The question is which plan we should choose. 问题是我们应该选择哪个计划。 （4）whose：谁的。whose表示所属关系，通常在从句中作定语，后面接名词。 The problem is whose advice we should follow. 问题是我们应该听从谁的建议。 【即学即练】 1. The problem is who we should invite to deliver a speech at the ceremony. 2. What we need to decide first is what measures should be taken immediately. 3. The difficult decision is which of the three plans will produce the best results. 4. What the teacher wanted to know was whose suggestion had changed the original plan. 4. 疑问副词：when、where、why、how 疑问副词在从句中作状语。 （1）when：什么时候 The question is when we should leave. 问题是我们应该什么时候离开。 （2）where：哪里；……的地方 This is where many students gradually lose confidence after making several avoidable mistakes. 这正是许多学生在犯了几个本可避免的错误后逐渐失去信心的地方。 （3）why：为什么；……的原因 Regular exercise improves our physical health, and that is why schools strongly encourage it. 经常锻炼有益于身体健康，这就是学校大力提倡体育运动的原因。 （4）how：怎样；如何 The question is how we can solve the problem. 问题是我们怎样才能解决这个问题。 注意：疑问词引导的从句虽然含有疑问意义，但从句本身不是独立问句，因此仍然使用陈述语序。间接疑问结构要由疑问语序改为陈述语序。 【即学即练】 1. What parents want to know is when their children can return home safely. 2. The greatest difficulty is where we can find reliable information about the local environment. 3. He lacked confidence in public speaking, and that was why he refused the invitation. 4. What we need to consider is how the new policy will influence ordinary families. 5. because：表示原因 because引导表语从句时，说明某种情况出现的具体原因，常用于以下结构：This/That is because＋原因 The meeting was delayed, and that was because several important members had not arrived. 会议被推迟了，那是因为几位重要成员还没有到场。 6. as if/as though：表示“仿佛、好像” as if和as though意义基本相同，用来说明某人或某物呈现出的样子或给人的感觉。其中as if更加常见。这类从句常位于以下系动词之后：seem、appear、look、sound、feel、taste、smell等。Cambridge Grammar指出，as if和as though可以描述想象的、不一定真实的，也可以描述可能真实的情况，并且常用于feel和look等动词之后。 （1）当说话者认为所述的是真实的或极有可能发生的事情时，从句用陈述语气，根据实际时间选择时态。 It looks as if it is going to rain. 看起来好像要下雨了。 （2）当说话者认为所述的不是事实或事情发生的可能性不大时，从句用虚拟语气。 ① 若表示与现在事实相反的假设，从句的谓语动词用一般过去时（be动词用were）； He talks as if he were an expert. 他说起话来仿佛自己是专家。（暗示：他实际上不是专家。） ② 若表示与过去事实相反的假设，从句的谓语动词用过去完成时； He talked as if he had seen the accident himself. 他说起话来仿佛亲眼看见了事故。（暗示：他实际上没有亲眼看见。） ③若表示与将来事实相反的假设，从句的谓语动词用“would/could/might＋动词原形”的形式。 It seemed as if the situation would become worse. 情况似乎会变得更糟。 注意：这不是单纯机械的“固定公式”。选择陈述语气还是虚拟形式，关键取决于说话者认为该情况是真实、可能，还是不真实、假设性的。 【即学即练】 1. The sky is becoming darker, and it looks as if it is (be) going to rain soon. 2. Although he has never taught before, he speaks as if he were (be) an experienced teacher. 3. He described the mountain village as if he had lived (live) there for many years. 4. The ground is completely wet; it looks as if it rained (rain) heavily last night. 5. The wind grew stronger, and it seemed as if the storm would become (become) more violent. 6. From her excited voice, it sounds as though she has received (receive) some wonderful news. 7. He talks about space travel as though he had visited (visit) another planet himself. 7. 引导词之间的区别 （1）that与what的区别 对比项目 that what 词性作用 连接词 连接代词 是否有具体意义 通常无具体意义 表示“什么”或“……的事物” 是否在从句中作成分 不作成分 作主语、宾语、表语或定语 从句结构 从句成分完整 从句缺少相应成分 ① 使用that The truth is that he has changed his mind. （从句“he has changed his mind”主谓宾完整，因此使用that。） ② 使用what The question is what he wants. （wants后缺少宾语，what既引导从句，又作wants的宾语。） 判断口诀：从句不缺成分，用that；从句缺少主语、宾语、表语等，考虑what。但是，具体选择还要结合句意。不能只看结构而忽略“是否、谁、哪里、为什么”等语义。 【即学即练】 1. The truth is that many students improve greatly by reviewing their lessons every day. 2. What surprised us most was that the young scientist completed the difficult experiment successfully. 3. The question is what we should do to protect traditional culture in modern society. 4. The village is no longer what it was when my grandfather lived there. 5. The most important thing is that everyone should take responsibility for protecting the environment. 6. This is what our teacher often encourages us to remember when facing difficulties. 7. The good news is that our school will provide more opportunities for social practice. （2）because与why的区别 because和why的区别主要体现在常见句型中。 ① That is because＋原因：前面陈述结果，because从句说明原因。 He was late. That was because he missed the bus. 他迟到了，那是因为他没赶上公共汽车。 ② That is why＋结果：前面陈述原因，why从句说明由此产生的结果。 That’s why we didn’t attend that meeting. 那就是我们没有参加那个会议的原因。 记忆：because后面说原因，why后面说结果。 注意：不是所有why从句都表示“结果”。这一口诀主要适用于“That is why ...”和“That is because ...”的对比。 结合：The reason why ... is that ... The reason why he was absent is that he was ill. 他缺席的原因是他病了。 【即学即练】 1. Tom missed the final bus, and that was why he arrived home so late. 2. The outdoor activity was canceled, and that was because the weather suddenly became much worse. 3. She had prepared carefully for the interview, and that was why she remained confident throughout. 4. Many students enjoy the course, and that is because the teacher explains difficult ideas clearly. 5. The road was blocked by heavy snow, and that was why we changed our travel plan. 6. He looked extremely tired, and that was because he had worked throughout the previous night. （四）表语从句的注意事项 1. 表语从句必须使用陈述语序 表语从句即使由疑问词引导，也不使用一般疑问句的倒装语序，而应采用：引导词＋主语＋谓语。 What I want to know is when the train will arrive. ✅ The problem is how can we finish the work. ❌ 特殊情况：如果疑问词本身就是从句的主语，不存在主语与谓语倒装的问题：The question is who broke the window.（who是从句主语，后面直接接谓语broke。） 2. 使用虚拟语气的表语从句 当主句主语是表示建议、要求、命令、提议、必要性等意义的名词时，that引导的表语从句常采用虚拟语气。常见名词包括：advice、suggestion、proposal、recommendation、demand、requirement、request、command、order、desire、necessity。 基本结构：主语＋be＋that＋主语＋(should)＋动词原形 其中should可以省略。 The requirement is that every student (should) arrive on time. 要求是每名学生都应准时到达。 His request was that the door (should) be kept closed. 他的要求是门应当保持关闭。 省略should后，仍然使用动词原形：My suggestion is that he go there alone. ✅ 不能因为主语是he而写成goes：My suggestion is that he goes there alone. ❌ 【即学即练】 1. The teacher’s suggestion is that every student (should) keep (keep) a record of daily progress. 2. The doctor’s advice was that the patient (should) take (take) regular exercise after leaving hospital. 3. Our proposal is that more cultural activities (should) be organized (organize) during the summer vacation. 4. The school’s requirement is that every application (should) be submitted (submit) before the deadline. 5. His request was that nobody (should) mention (mention) the accident in front of his parents. 6. The manager’s demand is that all employees (should) complete (complete) the training course this week. 7. Their recommendation was that the old building (should) be repaired (repair) rather than pulled down. （五）表语从句与其他名词性从句的区别 名词性从句包括：主语从句、宾语从句、表语从句、同位语从句。 判断从句类型时，最重要的不是看引导词，而是看从句在整个句子中充当什么成分。 1. 与主语从句的区别：主语从句在句中充当主语；表语从句在系动词后充当表语。 ① 主语从句：What he said is true. 他说的话是真的。（“what he said”是整个句子的主语。） ② 表语从句：The truth is what he said. 事实就是他说的话。（“what he said”位于系动词is后，作表语。） 2. 与宾语从句的区别：宾语从句通常位于及物动词或介词后，充当宾语；表语从句位于系动词后，说明主语。 ① 宾语从句：I know what he wants. 我知道他想要什么。（从句作know的宾语。） ② 表语从句：The question is what he wants. 问题是他想要什么。（从句作is后的表语。） 判断关键：实义动词后作宾语——宾语从句；系动词后说明主语——表语从句。 3. 与同位语从句的区别：同位语从句位于某些抽象名词之后，用来解释该名词的具体内容；表语从句则位于系动词之后。 ① 同位语从句：The news that he had won the competition surprised us. 他赢得比赛的消息使我们感到惊讶。（that从句解释news的内容。） 结构：抽象名词＋同位语从句＋谓语 常接同位语从句的名词包括：fact、news、idea、belief、hope、possibility、suggestion、claim、promise ② 表语从句：The news is that he has won the competition. 消息是他赢得了比赛。（that从句位于系动词is后，作表语。） 对比： The fact that he lied surprised us.（that he lied是同位语从句，解释fact。） The fact is that he lied.（that he lied是表语从句，位于is后。） （六）判断表语从句的步骤 第一步：找出句子的主语 第二步：判断主语后是否有系动词 第三步：观察系动词后是否是一个从句 第四步：判断从句是否说明主语 第五步：根据意义和成分选择引导词 从句陈述完整事实 that 表示时间 when 表示“是否” whether 表示地点 where 从句缺少事物成分 what 表示原因 why 表示人 who 表示方式 how 表示选择 which 直接说明原因 because 表示所属 whose 表示“仿佛、好像” as if/as though 第六步：检查语序和谓语形式 检查三个重点：① 从句是否使用陈述语序；② that和what是否混淆；③ 建议、要求、命令类表语从句是否使用“(should)＋动词原形”。 【即学即练】 1. The question is whether we can complete the experiment before the laboratory closes this afternoon. 2. The truth is that many teenagers have not realized the importance of protecting their eyesight. 3. What concerns the villagers most is when the damaged bridge will be repaired completely. 4. The main problem is where we can find enough clean water during the journey. 5. This small village is no longer what it was when my grandparents lived there. 6. What remains uncertain is who will take charge of the important research project. 7. The difficult decision is which of the two plans will produce better long-term results. 8. The question discussed at the meeting was whose responsibility it was to protect the equipment. 9. The greatest challenge is how we can balance schoolwork with regular physical exercise. 10. He had ignored the doctor’s advice, and that was why his condition became worse. 11. The match was canceled, and that was because the heavy rain had damaged the playground. 三、重点单词 1. thinking n. 思想；思维；见解 2. protein n. 蛋白质 3. cell n. 细胞；小房间；单间牢房 4. virus n. 病毒 5. finding n. 发现；调查结果；（法律）判决 6. initial adj. 最初的；开始的；第一的 7. vaccine n. 疫苗 8. framework n. 框架；结构 9. theoretical framework 理论框架 10. solid adj. 可靠的；固体的；坚实的 n. 固体 四、必备词块 学科网（北京）股份有限公司1 / 6 zxxk.com 学科网（北京）股份有限公司 1. global warming 全球变暖 2. heart disease 心脏病 3. lifestyle choices 生活方式的选择 4. make healthy living an important part of our lives 让健康生活成为我们生活中的重要组成部分 5. deal with = handle 处理；应对 6. turn on the oven 打开烤箱 7. make sense 有道理；讲得通；有意义 8. take sth into one’s lungs 将某物吸入肺中 9. side effects 副作用 10. at the initial stage 在初始阶段 11. one another 互相；彼此 12. carry out research 开展研究；进行研究 13. in the first place 首先；原本；一开始 14. of critical importance 至关重要的 15. calm down 冷静下来；平静下来 16. get down to doing sth 开始认真做某事；着手做某事 五、核心词汇 1. make sense有意义；有道理；讲得通；是明智的；合乎情理 原文：Targeting the host rather than the infection was a bit non­traditional but made sense ... 以宿主而不是感染为目标有点非传统，但有意义…… 拓展：make sense to sb 对某人来说容易理解 make sense of 理解；明白 make no sense 没道理；没意义 in a sense 在某一方面；就某种意义来说 in no sense 决不(位于句首时，句子用部分倒装) common sense 常识；基本判断力 a sense of responsibility 责任感 It makes sense to do sth 做某事是明智的 It makes sense for sb to do sth 某人做某事是合理的 例句：Wisdom begins when the confusing parts of life finally make sense without needing perfect answers. 当生活中令人困惑的部分不再需要完美答案也能讲得通时，智慧便开始了。 【即学即练】 1. It makes sense to protect (protect) your health before chasing larger professional ambitions. 2. Her explanation finally made sense to everyone after she added one concrete example. 3. It makes sense for young people to explore several careers before choosing one. 4. We often need silence to make sense of experiences that words cannot explain. 5. In a sense, every ending teaches us that growth often begins where certainty quietly disappears. 6. 当诚实反思能够避免重犯错误时，责怪别人毫无意义。 Blaming others makes no sense when honest reflection could prevent the same mistake. 2. thinking n. 思考；思维活动；想法；观点；思路 原文：He used his great influence to change the thinking of the scientific community on this issue. 他利用自己的巨大影响力，改变了科学界对这一问题的看法。 词形变化：thought n. 想法；思考；关心 think v. 思考；认为 thinker n. 思想家；思考者 thoughtful adj. 深思熟虑的；体贴的 thoughtfully adv. 深思熟虑地；体贴地 rethink v./n. 重新考虑 固定搭配：critical thinking 批判性思维 creative thinking 创造性思维 independent thinking 独立思考 logical thinking 逻辑思维 拓展：think的搭配：think about 思考；考虑 think of 想到；想出；考虑 think over 仔细考虑 think through 全面考虑 think ahead 提前考虑 think back to 回想 think twice 三思 think highly of 高度评价 例句：Clear thinking does not remove uncertainty; it teaches us to choose wisely while uncertainty remains. 清晰的思考不会消除不确定性，却能教会我们在不确定中作出明智选择。 【即学即练】 1. 当熟悉的解决办法无法满足陌生需求时，创造性思维往往就开始了。 Creative thinking often begins when familiar solutions no longer satisfy unfamiliar human needs. 2. Before thinking about future achievements, we should examine the habits shaping our present lives. 3. Whenever people think of freedom, they should also remember the responsibility accompanying it. 4. Please think the proposal over carefully before giving the committee your final answer. 5. Good leaders think through the possible consequences before announcing irreversible organizational changes. 6. Those who think ahead prepare for difficulties without allowing fear to control them. 7. We should think twice (two) before exchanging lasting trust for temporary personal advantage. 3. finding n. 调查结果；研究发现 原文：What was the finding that Snow announced? 斯诺公布的调查结果是什么？ 词形变化：find v. 发现；找到；认为 固定搭配：preliminary findings 初步结果 initial findings 初步调查结果 research findings 研究结果 study findings 研究结果 scientific findings 科学发现 find it difficult to do 发现做某事很困难 find out the truth 查明真相 find out that… 查明／得知…… 例句：A meaningful finding does not end our questions; it teaches us how to ask wiser ones. 一个有意义的发现不会终结我们的疑问，而会教会我们提出更明智的问题。 【即学即练】 1. The study’s findings (find) reveal that patient habits often matter more than sudden bursts of effort. 2. Many students find it difficult to question (question) assumptions they have accepted since early childhood. 3. We must find out why the system failed before proposing another expensive technical solution. 4. The finding that stress affects sleep surprised the researchers. 5. 在给自己足够时间学习后，她发现这项陌生任务出乎意料地有意义。 She found the unfamiliar task surprisingly rewarding after giving herself enough time to learn. 6. 找到完美答案并没有学会如何改进不完美答案那么重要。 Finding a perfect answer matters less than learning how to improve an imperfect one. 4. initial adj. 最初的；开始阶段的 n. 姓名或单词的首字母 原文：You may not believe it, but that was what happened at the initial stage of our group’s research on developing a vaccine for malaria. 你可能不相信，但那正是我们小组开展疟疾疫苗研发的初期所发生的事情。 词形变化：initially adv. 最初；起初 initialize v. 初始化，使计算机程序或系统做好运行准备 固定搭配：at the initial stages of... 在……的早期阶段 an initial reaction 最初反应 an initial impression 第一印象 an initial response 初步回应 the initial attempt 最初的尝试 initial contact 初次接触 例句：The initial stage of every difficult journey tests our patience more than our strength. 每一段艰难旅程的最初阶段，考验耐心往往多于考验力量。 【即学即练】 1. Initially (initial), the plan seemed unrealistic, yet careful preparation made every obstacle manageable. 2. The technician initialized (initial) the system only after backing up all essential data. 3. 她最初的反应是失望，但反思很快将失望转化成了决心。 Her initial reaction was disappointment, but reflection soon turned it into determination. 4. 听完那位安静学生深思熟虑的演讲后，我对她的第一印象改变了。 My initial impression of the quiet student changed after hearing her thoughtful speech. 六、词根词缀 前缀 含义 例子 re- 再；重新；返回 rewrite 重写 rebuild 重建 reuse 重复使用 reopen 重新打开 reconsider 重新考虑 retell 复述 dis- 不；相反；否定；分离 disagree 不同意 dislike 不喜欢 disconnect 断开连接 disapprove 不赞成 dishonest 不诚实的 disappear 消失 micro- 微小的；微型的 microscope 显微镜 microcomputer 微型计算机 microorganism 微生物 microwave 微波 microchip 微芯片 microplastic 微塑料 trans- 穿过；跨越；转移；改变 transport 运输 transfer 转移 transform 改变；转化 translate 翻译 transatlantic 横跨大西洋的 transplant 移植 后缀 含义或作用 例子 -ory 构成形容词或名词，表示“与……有关的”或“具有……作用的” sensory 感觉的 advisory 咨询的；顾问的 compulsory 强制的 introductory 介绍性的；入门的 preparatory 准备的 contradictory 矛盾的 -ion 构成名词，表示动作、过程、结果或状态 action 行动 invention 发明 decision 决定 discussion 讨论 education 教育 communication 交流 -ial 构成形容词，表示“与……有关的”或“具有……性质的” initial 最初的 financial 金融的；财政的 social 社会的 official 官方的 special 特殊的 facial 面部的 -ology 表示“……学”或“对……的研究” biology 生物学 psychology 心理学 sociology 社会学 geology 地质学 ecology 生态学 cardiology 心脏病学 一、词汇易混辨析 1. thinking/ thought thinking强调思考的过程、方式或思维活动，通常是不可数名词；也可以是动词think的现在分词，用于进行时，常见搭配有careful thinking、critical thinking、way of thinking、be thinking about。 thought作名词时，通常强调思考后产生的具体想法、念头或观点，可以说a thought、one thought、some thoughts；它也可以作不可数名词，表示较正式的“思考、考虑”，如give something some thought。此外，thought还是动词think的过去式和过去分词。 核心区别： thinking：侧重正在进行的思考过程或整体思维方式。 thought：侧重一个具体想法，或表示过去“想过、认为”。 易错点：表示“一个具体的想法”时，误用不可数名词thinking。 ✅ A sudden thought crossed Daniel’s mind while he was preparing the final presentation for class. ❌ A sudden thinking crossed Daniel’s mind while he was preparing the final presentation for class. 错误理由：这里表示“一个突然出现的具体念头”，需要使用可数名词thought。Thinking通常表示持续的思考过程，是不可数名词，不能说a thinking。 2. finding/ discovery finding强调通过研究、调查、实验或分析得出的结果、结论或信息。它是可数名词，但在描述一项研究的多项结果时，通常使用复数findings。常见搭配有research findings、key findings、preliminary findings，以及findings show/suggest/indicate that...。 discovery强调发现这一行为或事件，也可以指首次被发现的新事物、新现象或新知识。它通常带有“以前不知道，现在第一次发现”的意味。常见搭配有make a discovery、scientific discovery、the discovery of...。 核心区别： finding = 研究后得出的结论 discovery = 第一次发现某个事物或事实 简单来说，研究人员可能先make a discovery，然后通过进一步研究得到若干findings。 易错点：把“研究结果”说成discoveries，或者把“新事物的发现”说成findings。此外，表示一项研究的多条结论时，通常使用复数findings。 ✅ The study’s findings reveal that daily reading significantly improves children’s vocabulary and concentration. ❌ The study’s discoveries reveal that daily reading significantly improves children’s vocabulary and concentration. 错误理由：这里说的是研究分析后得出的“结果或结论”，不是首次发现的新事物，因此应使用findings。虽然discovery也可能与科研有关，但它通常指重大的新发现，而不是一项研究中列出的普通结果。 ✅ The discovery of a hidden manuscript changed historians’ understanding of the ancient kingdom. ❌ The finding of a hidden manuscript changed historians’ understanding of the ancient kingdom. 错误理由：这里强调的是“发现一份以前不为人知的手稿”这一事件，因此使用discovery更准确、更自然。Finding通常表示调查或研究所得的结论，不用于指某个历史文物的重大发现。 3. initial/ original initial强调某件事处于开始阶段，或在一系列事物中是第一个。它通常暗示后面还会有其他阶段、步骤、反应或付款，例如initial reaction、initial payment、initial stage。 original强调某物是最早存在的版本、最初的状态或真正的原件，常与后来修改的版本、复制品或仿制品相对。例如original design、original condition、original painting。 核心区别： initial = 开始阶段的、第一步的，重点是事情发展的顺序或阶段。 original = 原先的、原版的、原创的，重点是事物的来源、原始状态或真实性。 易错点：表示“第一阶段、第一次或首笔”时误用original；表示“原件、原版或修改前的状态”时误用initial。 ✅ The initial payment covers registration and materials, while later installments pay for accommodation. ❌ The original payment covers registration and materials, while later installments pay for accommodation. 错误理由：句中有later installments，说明这里谈的是一系列付款中的第一笔付款，所以应使用initial payment。Original payment通常表示“原先规定的付款”或“修改前的付款金额”，不能准确表达“首笔付款”。 ✅ The museum displayed the original manuscript beside a carefully produced copy for public viewing. ❌ The museum displayed the initial manuscript beside a carefully produced copy for public viewing. 错误理由：句中的copy表明要对比的是“原件”与“复制品”，因此必须使用original manuscript。Initial manuscript只会表示写作初期的手稿或第一版草稿，不能说明它是真正的原件。 4. decrease/ reduce/ decline/ descend decrease数量、程度等“减少、降低”。语气中性，既可以表示某事物自己变少，也可以表示使某物变少，因此可作不及物动词或及物动词。常用于数量、比例、价格、温度、速度、消费量等可以测量的事物。 reduce采取行动“使……减少”。重点通常是某个人、措施或因素主动造成减少，常见结构为reduce + 宾语，如reduce costs, reduce pollution, reduce the risk。虽然部分词典也收录不及物用法，但在日常学习和正式写作中，表示“降低某物”时通常应明确写出宾语。 decline逐渐下降、衰退或恶化。表示数量、水平、质量、健康状况或影响力等逐渐变少、变低或变差。表示“下降”时通常作不及物动词；不能直接接“被减少的对象”。另外，decline an invitation/offer 表示“礼貌地拒绝”，属于另一个含义。 descend从高处向低处移动、下降。主要描述空间位置上的向下移动，如飞机下降、下楼梯、沿山路下行；语体通常比go down正式。它一般不用于表示价格、成本、数量或风险的减少。 记忆：数量变少用decrease；主动降低用reduce；趋势衰退用decline；位置向下用descend。 易错点1：表示“某人或机构减少某物”时，不能用表示“下降”的不及物用法decline + 宾语。 ✅ The factory decreased its water consumption by twenty percent after installing more efficient equipment. ❌ The factory declined its water consumption by twenty percent after installing more efficient equipment. 错误理由：Decline表示数量下降时通常是不及物动词，不能直接接its water consumption作宾语。这里需要表达工厂主动减少用水量，因此应使用及物动词decreased或reduced。 易错点2：不能用表示自然下降的decline直接接需要被降低的对象。 ✅ The new insulation system reduced heating costs without making the offices uncomfortable during winter. ❌ The new insulation system declined heating costs without making the offices uncomfortable during winter. 错误理由：这里的主语the new insulation system是造成成本下降的原因，因此需要使用及物动词reduced。Decline表示“下降”时不能直接接heating costs；decline heating costs也不能理解为“降低取暖成本”。 易错点3：表示沿楼梯、道路或山坡向下移动时，不能用表示“数量下降”的decline。 ✅ The rescue team descended the narrow mountain path carefully before the heavy rain began. ❌ The rescue team declined the narrow mountain path carefully before the heavy rain began. 错误理由：这里描述的是救援队从高处向低处移动，因此应使用descended。Declined不能表示“沿着山路往下走”；在现代常用英语中，它主要表示逐渐下降、恶化或礼貌拒绝。 二、语法易错点 1. 表语从句要使用陈述语序 易错点：疑问词引导表语从句时，从句不能使用一般疑问句语序。 例子：✅ The question is when the new library will be opened to all the students. ❌ The question is when will the new library be opened to all the students. 解析：表语从句属于从句，即使含有疑问意义，也要使用“引导词＋主语＋谓语”的陈述语序。 2. that不充当成分，what必须充当成分 易错点：从句成分完整时用that；从句缺少主语、宾语或表语时用what。 例子：✅ The truth is that many students have developed effective learning habits through daily practice. ❌ The truth is what many students have developed effective learning habits through daily practice. 解析：从句中many students作主语，have developed作谓语，effective learning habits作宾语，结构完整，因此用that。 例子：✅ The question is what we should do to protect the endangered animals effectively. ❌ The question is that we should do to protect the endangered animals effectively. 解析：do后缺少宾语，what既引导表语从句，又在从句中作do的宾语。 3. 正式考试中表语从句表示“是否”通常用whether 易错点： 表语从句表示“是否”时，高考语法通常要求使用whether，而不是if。 例子：✅ The main question is whether we can complete the project before the deadline. ❌ The main question is if we can complete the project before the deadline. 解析：whether可以引导表语从句，表示“是否”。在正式书面语及考试语法中，一般不用if引导表语从句。 4. The reason作主语时，表语从句通常用that 易错点：“原因是……”通常表达为“The reason is that...”，而不是“The reason is because...”。 例子：✅ The reason why the meeting was delayed was that several members arrived late. ❌ The reason why the meeting was delayed was because several members arrived late. 解析：why the meeting was delayed是修饰reason的定语从句；that从句说明reason的具体内容，作表语。 5. because后说明原因，why后说明结果 易错点：在“That is because...”与“That is why...”结构中，不能混淆原因和结果。 例子：✅ The road was completely blocked, and that was why we changed our original plan. ❌ The road was completely blocked, and that was because we changed our original plan. 解析：道路被封是原因，更改计划是结果，因此用why引出结果。 例子：✅ We changed our original plan, and that was because the road was completely blocked. ❌ We changed our original plan, and that was why the road was completely blocked. 解析：更改计划是结果，道路被封是原因，因此用because引出原因。 6. 建议、要求、命令类表语从句使用动词原形 易错点：主语为suggestion、advice、request、requirement等名词时，从句使用“(should)＋动词原形”。 例子：✅ The teacher’s suggestion is that every student (should) develop an effective study plan. ❌ The teacher’s suggestion is that every student develops an effective study plan. 解析：suggestion表示建议，that从句使用虚拟语气。should可以省略，但develop必须保持动词原形。 7. 虚拟语气的否定形式放在动词原形前 易错点：否定形式应为“(should) not＋动词原形”，不能使用does not或did not。 例子：✅ The doctor’s advice was that the patient (should) not stay up too late. ❌ The doctor’s advice was that the patient did not stay up too late. 解析：advice后的表语从句表示建议，应使用虚拟语气“should not stay”，其中should可以省略。 8. 从句时态不能只由主句的过去时决定 易错点：主句使用was并不意味着表语从句一定要使用过去时；客观事实仍用一般现在时。 例子：✅ What the teacher explained was that the earth moves around the sun continuously. ❌ What the teacher explained was that the earth moved around the sun continuously. 解析：“地球绕太阳运行”是客观事实，不受主句过去时was的限制，因此使用一般现在时moves。 $Unit 1 Science and Scientists Learning About Language The first principle is that you must not fool yourself—and you are the easiest person to fool. —Richard P. Feynman 译文：首要原则是不要欺骗自己——而你自己正是最容易被欺骗的人。 解读：这句话出自理查德·费曼1974年在加州理工学院的毕业演讲《Cargo Cult Science》。根据费曼的解释，科学研究最重要的原则是保持彻底的诚实，尤其要警惕自己的偏见、期待和先入为主的观念，因为人们往往会不自觉地选择支持自己结论的证据，而忽略可能证明自己错误的信息。因此，科学家不仅不能伪造事实，还必须主动说明实验的局限、其他可能的解释以及可能使结论无效的因素。只有先避免自我欺骗，才能如实地向其他科学家和公众呈现研究成果，维护科学的可信度。 一、语法框架 二、核心语法 （一）表语从句的定义 表语从句是指在主从复合句中充当表语（subject complement）的从句，属于名词性从句。它位于系动词之后，用来说明主语的身份、性质、内容、原因、状态或具体所指。表语的核心作用是补充说明主语，而不是表示动作的承受者。Cambridge Grammar将其称为“主语补足语”，即对主语提供进一步说明的成分。 （二）表语从句的结构 1. 基本结构：主语＋系动词＋表语从句 The problem is that we don’t have enough time. 问题是我们没有足够的时间。 主语 系动词 表语从句 注意：表语从句一般不能脱离前面的主语和系动词独立判断。判断时要看从句是否在系动词后面说明主语的具体内容。 2. 常见系动词 （1）状态类系动词：be；remain；stay；keep。 The fact remains that we lack enough evidence. 事实仍然是我们缺乏足够的证据。 （2）表象类系动词：seem；appear。 It seems that he has misunderstood us. 他似乎误解了我们。 （3）感官类系动词：look；sound；feel；taste；smell。 It looks as if it is going to rain. 看起来好像要下雨了。 （4）变化类系动词：become；get；grow；turn；go。 注意：并不是所有系动词都能自然地接各种表语从句。完整的陈述性表语从句最常见于be之后；as if/as though从句则常用于seem、appear、look、sound、feel 等之后。主语补足语通常出现在系动词、感官系动词以及部分变化系动词后。 （三）表语从句的常见引导词 1. that：表示陈述事实 that引导陈述性的表语从句，通常表示“……这一事实”或“……这件事”。that在从句中不作主语、宾语、表语或状语；本身没有具体词义；只起连接作用。 The good news is that the problem is easy to solve. 好消息是这个问题很容易解决。 判断方法：如果从句本身成分完整，只需要一个词把它连接到主句上，通常使用that。 The fact is that he refused the offer. 从句中：he是主语；refused是谓语；the offer是宾语。 从句不缺成分，因此使用that。that可用于引导作表语或其他名词性成分的从句。 2. whether：表示“是否” whether引导一般疑问意义的表语从句，意为“是否”，在从句中不充当句子成分。 The question is whether you can finish the work on time. 问题是你能否按时完成这项工作。 在规范的中学考试语法和正式书面语中，表语从句通常使用whether，而不用if： 3. 疑问代词：what、who、which、whose 这些连接词不仅引导表语从句，还要在从句中充当一定成分。 （1）what：什么；……的事物。what可在从句中作主语、宾语、表语或定语。 That was what she did this morning on her way to school. 那就是她今天早晨在去学校的路上做的事。 （2）who：谁。who通常指人，可在从句中作主语、宾语或表语。 The question is who will lead the team. 问题是谁将领导这个团队。 （3）which：哪一个；哪一些。which表示在一定范围内进行选择，可在从句中作主语、宾语或定语。 The question is which plan we should choose. 问题是我们应该选择哪个计划。 （4）whose：谁的。whose表示所属关系，通常在从句中作定语，后面接名词。 The problem is whose advice we should follow. 问题是我们应该听从谁的建议。 【即学即练】 1. The problem is we should invite to deliver a speech at the ceremony. 2. What we need to decide first is measures should be taken immediately. 3. The difficult decision is of the three plans will produce the best results. 4. What the teacher wanted to know was suggestion had changed the original plan. 4. 疑问副词：when、where、why、how 疑问副词在从句中作状语。 （1）when：什么时候 The question is when we should leave. 问题是我们应该什么时候离开。 （2）where：哪里；……的地方 This is where many students gradually lose confidence after making several avoidable mistakes. 这正是许多学生在犯了几个本可避免的错误后逐渐失去信心的地方。 （3）why：为什么；……的原因 Regular exercise improves our physical health, and that is why schools strongly encourage it. 经常锻炼有益于身体健康，这就是学校大力提倡体育运动的原因。 （4）how：怎样；如何 The question is how we can solve the problem. 问题是我们怎样才能解决这个问题。 注意：疑问词引导的从句虽然含有疑问意义，但从句本身不是独立问句，因此仍然使用陈述语序。间接疑问结构要由疑问语序改为陈述语序。 【即学即练】 1. What parents want to know is their children can return home safely. 2. The greatest difficulty is we can find reliable information about the local environment. 3. He lacked confidence in public speaking, and that was he refused the invitation. 4. What we need to consider is the new policy will influence ordinary families. 5. because：表示原因 because引导表语从句时，说明某种情况出现的具体原因，常用于以下结构：This/That is because＋原因 The meeting was delayed, and that was because several important members had not arrived. 会议被推迟了，那是因为几位重要成员还没有到场。 6. as if/as though：表示“仿佛、好像” as if和as though意义基本相同，用来说明某人或某物呈现出的样子或给人的感觉。其中as if更加常见。这类从句常位于以下系动词之后：seem、appear、look、sound、feel、taste、smell等。Cambridge Grammar指出，as if和as though可以描述想象的、不一定真实的，也可以描述可能真实的情况，并且常用于feel和look等动词之后。 （1）当说话者认为所述的是真实的或极有可能发生的事情时，从句用陈述语气，根据实际时间选择时态。 It looks as if it is going to rain. 看起来好像要下雨了。 （2）当说话者认为所述的不是事实或事情发生的可能性不大时，从句用虚拟语气。 ① 若表示与现在事实相反的假设，从句的谓语动词用一般过去时（be动词用were）； He talks as if he were an expert. 他说起话来仿佛自己是专家。（暗示：他实际上不是专家。） ② 若表示与过去事实相反的假设，从句的谓语动词用过去完成时； He talked as if he had seen the accident himself. 他说起话来仿佛亲眼看见了事故。（暗示：他实际上没有亲眼看见。） ③若表示与将来事实相反的假设，从句的谓语动词用“would/could/might＋动词原形”的形式。 It seemed as if the situation would become worse. 情况似乎会变得更糟。 注意：这不是单纯机械的“固定公式”。选择陈述语气还是虚拟形式，关键取决于说话者认为该情况是真实、可能，还是不真实、假设性的。 【即学即练】 1. The sky is becoming darker, and it looks as if it (be) going to rain soon. 2. Although he has never taught before, he speaks as if he (be) an experienced teacher. 3. He described the mountain village as if he (live) there for many years. 4. The ground is completely wet; it looks as if it (rain) heavily last night. 5. The wind grew stronger, and it seemed as if the storm (become) more violent. 6. From her excited voice, it sounds as though she (receive) some wonderful news. 7. He talks about space travel as though he (visit) another planet himself. 7. 引导词之间的区别 （1）that与what的区别 对比项目 that what 词性作用 连接词 连接代词 是否有具体意义 通常无具体意义 表示“什么”或“……的事物” 是否在从句中作成分 不作成分 作主语、宾语、表语或定语 从句结构 从句成分完整 从句缺少相应成分 ① 使用that The truth is that he has changed his mind. （从句“he has changed his mind”主谓宾完整，因此使用that。） ② 使用what The question is what he wants. （wants后缺少宾语，what既引导从句，又作wants的宾语。） 判断口诀：从句不缺成分，用that；从句缺少主语、宾语、表语等，考虑what。但是，具体选择还要结合句意。不能只看结构而忽略“是否、谁、哪里、为什么”等语义。 【即学即练】 1. The truth is many students improve greatly by reviewing their lessons every day. 2. What surprised us most was the young scientist completed the difficult experiment successfully. 3. The question is we should do to protect traditional culture in modern society. 4. The village is no longer it was when my grandfather lived there. 5. The most important thing is everyone should take responsibility for protecting the environment. 6. This is our teacher often encourages us to remember when facing difficulties. 7. The good news is our school will provide more opportunities for social practice. （2）because与why的区别 because和why的区别主要体现在常见句型中。 ① That is because＋原因：前面陈述结果，because从句说明原因。 He was late. That was because he missed the bus. 他迟到了，那是因为他没赶上公共汽车。 ② That is why＋结果：前面陈述原因，why从句说明由此产生的结果。 That’s why we didn’t attend that meeting. 那就是我们没有参加那个会议的原因。 记忆：because后面说原因，why后面说结果。 注意：不是所有why从句都表示“结果”。这一口诀主要适用于“That is why ...”和“That is because ...”的对比。 结合：The reason why ... is that ... The reason why he was absent is that he was ill. 他缺席的原因是他病了。 【即学即练】 1. Tom missed the final bus, and that was he arrived home so late. 2. The outdoor activity was canceled, and that was the weather suddenly became much worse. 3. She had prepared carefully for the interview, and that was she remained confident throughout. 4. Many students enjoy the course, and that is the teacher explains difficult ideas clearly. 5. The road was blocked by heavy snow, and that was we changed our travel plan. 6. He looked extremely tired, and that was he had worked throughout the previous night. （四）表语从句的注意事项 1. 表语从句必须使用陈述语序 表语从句即使由疑问词引导，也不使用一般疑问句的倒装语序，而应采用：引导词＋主语＋谓语。 What I want to know is when the train will arrive. ✅ The problem is how can we finish the work. ❌ 特殊情况：如果疑问词本身就是从句的主语，不存在主语与谓语倒装的问题：The question is who broke the window.（who是从句主语，后面直接接谓语broke。） 2. 使用虚拟语气的表语从句 当主句主语是表示建议、要求、命令、提议、必要性等意义的名词时，that引导的表语从句常采用虚拟语气。常见名词包括：advice、suggestion、proposal、recommendation、demand、requirement、request、command、order、desire、necessity。 基本结构：主语＋be＋that＋主语＋(should)＋动词原形 其中should可以省略。 The requirement is that every student (should) arrive on time. 要求是每名学生都应准时到达。 His request was that the door (should) be kept closed. 他的要求是门应当保持关闭。 省略should后，仍然使用动词原形：My suggestion is that he go there alone. ✅ 不能因为主语是he而写成goes：My suggestion is that he goes there alone. ❌ 【即学即练】 1. The teacher’s suggestion is that every student (keep) a record of daily progress. 2. The doctor’s advice was that the patient (take) regular exercise after leaving hospital. 3. Our proposal is that more cultural activities (organize) during the summer vacation. 4. The school’s requirement is that every application (submit) before the deadline. 5. His request was that nobody (mention) the accident in front of his parents. 6. The manager’s demand is that all employees (complete) the training course this week. 7. Their recommendation was that the old building (repair) rather than pulled down. （五）表语从句与其他名词性从句的区别 名词性从句包括：主语从句、宾语从句、表语从句、同位语从句。 判断从句类型时，最重要的不是看引导词，而是看从句在整个句子中充当什么成分。 1. 与主语从句的区别：主语从句在句中充当主语；表语从句在系动词后充当表语。 ① 主语从句：What he said is true. 他说的话是真的。（“what he said”是整个句子的主语。） ② 表语从句：The truth is what he said. 事实就是他说的话。（“what he said”位于系动词is后，作表语。） 2. 与宾语从句的区别：宾语从句通常位于及物动词或介词后，充当宾语；表语从句位于系动词后，说明主语。 ① 宾语从句：I know what he wants. 我知道他想要什么。（从句作know的宾语。） ② 表语从句：The question is what he wants. 问题是他想要什么。（从句作is后的表语。） 判断关键：实义动词后作宾语——宾语从句；系动词后说明主语——表语从句。 3. 与同位语从句的区别：同位语从句位于某些抽象名词之后，用来解释该名词的具体内容；表语从句则位于系动词之后。 ① 同位语从句：The news that he had won the competition surprised us. 他赢得比赛的消息使我们感到惊讶。（that从句解释news的内容。） 结构：抽象名词＋同位语从句＋谓语 常接同位语从句的名词包括：fact、news、idea、belief、hope、possibility、suggestion、claim、promise ② 表语从句：The news is that he has won the competition. 消息是他赢得了比赛。（that从句位于系动词is后，作表语。） 对比： The fact that he lied surprised us.（that he lied是同位语从句，解释fact。） The fact is that he lied.（that he lied是表语从句，位于is后。） （六）判断表语从句的步骤 第一步：找出句子的主语 第二步：判断主语后是否有系动词 第三步：观察系动词后是否是一个从句 第四步：判断从句是否说明主语 第五步：根据意义和成分选择引导词 从句陈述完整事实 that 表示时间 when 表示“是否” whether 表示地点 where 从句缺少事物成分 what 表示原因 why 表示人 who 表示方式 how 表示选择 which 直接说明原因 because 表示所属 whose 表示“仿佛、好像” as if/as though 第六步：检查语序和谓语形式 检查三个重点：① 从句是否使用陈述语序；② that和what是否混淆；③ 建议、要求、命令类表语从句是否使用“(should)＋动词原形”。 【即学即练】 1. The question is we can complete the experiment before the laboratory closes this afternoon. 2. The truth is many teenagers have not realized the importance of protecting their eyesight. 3. What concerns the villagers most is the damaged bridge will be repaired completely. 4. The main problem is we can find enough clean water during the journey. 5. This small village is no longer it was when my grandparents lived there. 6. What remains uncertain is will take charge of the important research project. 7. The difficult decision is of the two plans will produce better long-term results. 8. The question discussed at the meeting was responsibility it was to protect the equipment. 9. The greatest challenge is we can balance schoolwork with regular physical exercise. 10. He had ignored the doctor’s advice, and that was his condition became worse. 11. The match was canceled, and that was the heavy rain had damaged the playground. 三、重点单词 1. n. 思想；思维；见解 2. n. 蛋白质 3. n. 细胞；小房间；单间牢房 4. n. 病毒 5. n. 发现；调查结果；（法律）判决 6. adj. 最初的；开始的；第一的 7. n. 疫苗 8. n. 框架；结构 9. 理论框架 10. adj. 可靠的；固体的；坚实的 n. 固体 四、必备词块 学科网（北京）股份有限公司1 / 6 zxxk.com 学科网（北京）股份有限公司 1. 全球变暖 2. 心脏病 3. 生活方式的选择 4. 让健康生活成为我们生活中的重要组成部分 5. 处理；应对 6. 打开烤箱 7. 有道理；讲得通；有意义 8. 将某物吸入肺中 9. 副作用 10. 在初始阶段 11. 互相；彼此 12. 开展研究；进行研究 13. 首先；原本；一开始 14. 至关重要的 15. 冷静下来；平静下来 16. 开始认真做某事；着手做某事 五、核心词汇 1. make sense有意义；有道理；讲得通；是明智的；合乎情理 原文：Targeting the host rather than the infection was a bit non­traditional but made sense ... 以宿主而不是感染为目标有点非传统，但有意义…… 拓展：make sense to sb 对某人来说容易理解 make sense of 理解；明白 make no sense 没道理；没意义 in a sense 在某一方面；就某种意义来说 in no sense 决不(位于句首时，句子用部分倒装) common sense 常识；基本判断力 a sense of responsibility 责任感 It makes sense to do sth 做某事是明智的 It makes sense for sb to do sth 某人做某事是合理的 例句：Wisdom begins when the confusing parts of life finally make sense without needing perfect answers. 当生活中令人困惑的部分不再需要完美答案也能讲得通时，智慧便开始了。 【即学即练】 1. It makes sense (protect) your health before chasing larger professional ambitions. 2. Her explanation finally made sense everyone after she added one concrete example. 3. makes sense for young people to explore several careers before choosing one. 4. We often need silence to make sense experiences that words cannot explain. 5. a sense, every ending teaches us that growth often begins where certainty quietly disappears. 6. 当诚实反思能够避免重犯错误时，责怪别人毫无意义。 2. thinking n. 思考；思维活动；想法；观点；思路 原文：He used his great influence to change the thinking of the scientific community on this issue. 他利用自己的巨大影响力，改变了科学界对这一问题的看法。 词形变化：thought n. 想法；思考；关心 think v. 思考；认为 thinker n. 思想家；思考者 thoughtful adj. 深思熟虑的；体贴的 thoughtfully adv. 深思熟虑地；体贴地 rethink v./n. 重新考虑 固定搭配：critical thinking 批判性思维 creative thinking 创造性思维 independent thinking 独立思考 logical thinking 逻辑思维 拓展：think的搭配：think about 思考；考虑 think of 想到；想出；考虑 think over 仔细考虑 think through 全面考虑 think ahead 提前考虑 think back to 回想 think twice 三思 think highly of 高度评价 例句：Clear thinking does not remove uncertainty; it teaches us to choose wisely while uncertainty remains. 清晰的思考不会消除不确定性，却能教会我们在不确定中作出明智选择。 【即学即练】 1. 当熟悉的解决办法无法满足陌生需求时，创造性思维往往就开始了。 2. Before thinking future achievements, we should examine the habits shaping our present lives. 3. Whenever people think freedom, they should also remember the responsibility accompanying it. 4. Please think the proposal carefully before giving the committee your final answer. 5. Good leaders think the possible consequences before announcing irreversible organizational changes. 6. Those who think prepare for difficulties without allowing fear to control them. 7. We should think (two) before exchanging lasting trust for temporary personal advantage. 3. finding n. 调查结果；研究发现 原文：What was the finding that Snow announced? 斯诺公布的调查结果是什么？ 词形变化：find v. 发现；找到；认为 固定搭配：preliminary findings 初步结果 initial findings 初步调查结果 research findings 研究结果 study findings 研究结果 scientific findings 科学发现 find it difficult to do 发现做某事很困难 find out the truth 查明真相 find out that… 查明／得知…… 例句：A meaningful finding does not end our questions; it teaches us how to ask wiser ones. 一个有意义的发现不会终结我们的疑问，而会教会我们提出更明智的问题。 【即学即练】 1. The study’s (find) reveal that patient habits often matter more than sudden bursts of effort. 2. Many students find it difficult (question) assumptions they have accepted since early childhood. 3. We must find why the system failed before proposing another expensive technical solution. 4. The finding stress affects sleep surprised the researchers. 5. 在给自己足够时间学习后，她发现这项陌生任务出乎意料地有意义。 6. 找到完美答案并没有学会如何改进不完美答案那么重要。 4. initial adj. 最初的；开始阶段的 n. 姓名或单词的首字母 原文：You may not believe it, but that was what happened at the initial stage of our group’s research on developing a vaccine for malaria. 你可能不相信，但那正是我们小组开展疟疾疫苗研发的初期所发生的事情。 词形变化：initially adv. 最初；起初 initialize v. 初始化，使计算机程序或系统做好运行准备 固定搭配：at the initial stages of... 在……的早期阶段 an initial reaction 最初反应 an initial impression 第一印象 an initial response 初步回应 the initial attempt 最初的尝试 initial contact 初次接触 例句：The initial stage of every difficult journey tests our patience more than our strength. 每一段艰难旅程的最初阶段，考验耐心往往多于考验力量。 【即学即练】 1. (initial), the plan seemed unrealistic, yet careful preparation made every obstacle manageable. 2. The technician (initial) the system only after backing up all essential data. 3. 她最初的反应是失望，但反思很快将失望转化成了决心。 4. 听完那位安静学生深思熟虑的演讲后，我对她的第一印象改变了。 六、词根词缀 前缀 含义 例子 re- 再；重新；返回 rewrite 重写 rebuild 重建 reuse 重复使用 reopen 重新打开 reconsider 重新考虑 retell 复述 dis- 不；相反；否定；分离 disagree 不同意 dislike 不喜欢 disconnect 断开连接 disapprove 不赞成 dishonest 不诚实的 disappear 消失 micro- 微小的；微型的 microscope 显微镜 microcomputer 微型计算机 microorganism 微生物 microwave 微波 microchip 微芯片 microplastic 微塑料 trans- 穿过；跨越；转移；改变 transport 运输 transfer 转移 transform 改变；转化 translate 翻译 transatlantic 横跨大西洋的 transplant 移植 后缀 含义或作用 例子 -ory 构成形容词或名词，表示“与……有关的”或“具有……作用的” sensory 感觉的 advisory 咨询的；顾问的 compulsory 强制的 introductory 介绍性的；入门的 preparatory 准备的 contradictory 矛盾的 -ion 构成名词，表示动作、过程、结果或状态 action 行动 invention 发明 decision 决定 discussion 讨论 education 教育 communication 交流 -ial 构成形容词，表示“与……有关的”或“具有……性质的” initial 最初的 financial 金融的；财政的 social 社会的 official 官方的 special 特殊的 facial 面部的 -ology 表示“……学”或“对……的研究” biology 生物学 psychology 心理学 sociology 社会学 geology 地质学 ecology 生态学 cardiology 心脏病学 一、词汇易混辨析 1. thinking/ thought thinking强调思考的过程、方式或思维活动，通常是不可数名词；也可以是动词think的现在分词，用于进行时，常见搭配有careful thinking、critical thinking、way of thinking、be thinking about。 thought作名词时，通常强调思考后产生的具体想法、念头或观点，可以说a thought、one thought、some thoughts；它也可以作不可数名词，表示较正式的“思考、考虑”，如give something some thought。此外，thought还是动词think的过去式和过去分词。 核心区别： thinking：侧重正在进行的思考过程或整体思维方式。 thought：侧重一个具体想法，或表示过去“想过、认为”。 易错点：表示“一个具体的想法”时，误用不可数名词thinking。 ✅ A sudden thought crossed Daniel’s mind while he was preparing the final presentation for class. ❌ A sudden thinking crossed Daniel’s mind while he was preparing the final presentation for class. 错误理由：这里表示“一个突然出现的具体念头”，需要使用可数名词thought。Thinking通常表示持续的思考过程，是不可数名词，不能说a thinking。 2. finding/ discovery finding强调通过研究、调查、实验或分析得出的结果、结论或信息。它是可数名词，但在描述一项研究的多项结果时，通常使用复数findings。常见搭配有research findings、key findings、preliminary findings，以及findings show/suggest/indicate that...。 discovery强调发现这一行为或事件，也可以指首次被发现的新事物、新现象或新知识。它通常带有“以前不知道，现在第一次发现”的意味。常见搭配有make a discovery、scientific discovery、the discovery of...。 核心区别： finding = 研究后得出的结论 discovery = 第一次发现某个事物或事实 简单来说，研究人员可能先make a discovery，然后通过进一步研究得到若干findings。 易错点：把“研究结果”说成discoveries，或者把“新事物的发现”说成findings。此外，表示一项研究的多条结论时，通常使用复数findings。 ✅ The study’s findings reveal that daily reading significantly improves children’s vocabulary and concentration. ❌ The study’s discoveries reveal that daily reading significantly improves children’s vocabulary and concentration. 错误理由：这里说的是研究分析后得出的“结果或结论”，不是首次发现的新事物，因此应使用findings。虽然discovery也可能与科研有关，但它通常指重大的新发现，而不是一项研究中列出的普通结果。 ✅ The discovery of a hidden manuscript changed historians’ understanding of the ancient kingdom. ❌ The finding of a hidden manuscript changed historians’ understanding of the ancient kingdom. 错误理由：这里强调的是“发现一份以前不为人知的手稿”这一事件，因此使用discovery更准确、更自然。Finding通常表示调查或研究所得的结论，不用于指某个历史文物的重大发现。 3. initial/ original initial强调某件事处于开始阶段，或在一系列事物中是第一个。它通常暗示后面还会有其他阶段、步骤、反应或付款，例如initial reaction、initial payment、initial stage。 original强调某物是最早存在的版本、最初的状态或真正的原件，常与后来修改的版本、复制品或仿制品相对。例如original design、original condition、original painting。 核心区别： initial = 开始阶段的、第一步的，重点是事情发展的顺序或阶段。 original = 原先的、原版的、原创的，重点是事物的来源、原始状态或真实性。 易错点：表示“第一阶段、第一次或首笔”时误用original；表示“原件、原版或修改前的状态”时误用initial。 ✅ The initial payment covers registration and materials, while later installments pay for accommodation. ❌ The original payment covers registration and materials, while later installments pay for accommodation. 错误理由：句中有later installments，说明这里谈的是一系列付款中的第一笔付款，所以应使用initial payment。Original payment通常表示“原先规定的付款”或“修改前的付款金额”，不能准确表达“首笔付款”。 ✅ The museum displayed the original manuscript beside a carefully produced copy for public viewing. ❌ The museum displayed the initial manuscript beside a carefully produced copy for public viewing. 错误理由：句中的copy表明要对比的是“原件”与“复制品”，因此必须使用original manuscript。Initial manuscript只会表示写作初期的手稿或第一版草稿，不能说明它是真正的原件。 4. decrease/ reduce/ decline/ descend decrease数量、程度等“减少、降低”。语气中性，既可以表示某事物自己变少，也可以表示使某物变少，因此可作不及物动词或及物动词。常用于数量、比例、价格、温度、速度、消费量等可以测量的事物。 reduce采取行动“使……减少”。重点通常是某个人、措施或因素主动造成减少，常见结构为reduce + 宾语，如reduce costs, reduce pollution, reduce the risk。虽然部分词典也收录不及物用法，但在日常学习和正式写作中，表示“降低某物”时通常应明确写出宾语。 decline逐渐下降、衰退或恶化。表示数量、水平、质量、健康状况或影响力等逐渐变少、变低或变差。表示“下降”时通常作不及物动词；不能直接接“被减少的对象”。另外，decline an invitation/offer 表示“礼貌地拒绝”，属于另一个含义。 descend从高处向低处移动、下降。主要描述空间位置上的向下移动，如飞机下降、下楼梯、沿山路下行；语体通常比go down正式。它一般不用于表示价格、成本、数量或风险的减少。 记忆：数量变少用decrease；主动降低用reduce；趋势衰退用decline；位置向下用descend。 易错点1：表示“某人或机构减少某物”时，不能用表示“下降”的不及物用法decline + 宾语。 ✅ The factory decreased its water consumption by twenty percent after installing more efficient equipment. ❌ The factory declined its water consumption by twenty percent after installing more efficient equipment. 错误理由：Decline表示数量下降时通常是不及物动词，不能直接接its water consumption作宾语。这里需要表达工厂主动减少用水量，因此应使用及物动词decreased或reduced。 易错点2：不能用表示自然下降的decline直接接需要被降低的对象。 ✅ The new insulation system reduced heating costs without making the offices uncomfortable during winter. ❌ The new insulation system declined heating costs without making the offices uncomfortable during winter. 错误理由：这里的主语the new insulation system是造成成本下降的原因，因此需要使用及物动词reduced。Decline表示“下降”时不能直接接heating costs；decline heating costs也不能理解为“降低取暖成本”。 易错点3：表示沿楼梯、道路或山坡向下移动时，不能用表示“数量下降”的decline。 ✅ The rescue team descended the narrow mountain path carefully before the heavy rain began. ❌ The rescue team declined the narrow mountain path carefully before the heavy rain began. 错误理由：这里描述的是救援队从高处向低处移动，因此应使用descended。Declined不能表示“沿着山路往下走”；在现代常用英语中，它主要表示逐渐下降、恶化或礼貌拒绝。 二、语法易错点 1. 表语从句要使用陈述语序 易错点：疑问词引导表语从句时，从句不能使用一般疑问句语序。 例子：✅ The question is when the new library will be opened to all the students. ❌ The question is when will the new library be opened to all the students. 解析：表语从句属于从句，即使含有疑问意义，也要使用“引导词＋主语＋谓语”的陈述语序。 2. that不充当成分，what必须充当成分 易错点：从句成分完整时用that；从句缺少主语、宾语或表语时用what。 例子：✅ The truth is that many students have developed effective learning habits through daily practice. ❌ The truth is what many students have developed effective learning habits through daily practice. 解析：从句中many students作主语，have developed作谓语，effective learning habits作宾语，结构完整，因此用that。 例子：✅ The question is what we should do to protect the endangered animals effectively. ❌ The question is that we should do to protect the endangered animals effectively. 解析：do后缺少宾语，what既引导表语从句，又在从句中作do的宾语。 3. 正式考试中表语从句表示“是否”通常用whether 易错点： 表语从句表示“是否”时，高考语法通常要求使用whether，而不是if。 例子：✅ The main question is whether we can complete the project before the deadline. ❌ The main question is if we can complete the project before the deadline. 解析：whether可以引导表语从句，表示“是否”。在正式书面语及考试语法中，一般不用if引导表语从句。 4. The reason作主语时，表语从句通常用that 易错点：“原因是……”通常表达为“The reason is that...”，而不是“The reason is because...”。 例子：✅ The reason why the meeting was delayed was that several members arrived late. ❌ The reason why the meeting was delayed was because several members arrived late. 解析：why the meeting was delayed是修饰reason的定语从句；that从句说明reason的具体内容，作表语。 5. because后说明原因，why后说明结果 易错点：在“That is because...”与“That is why...”结构中，不能混淆原因和结果。 例子：✅ The road was completely blocked, and that was why we changed our original plan. ❌ The road was completely blocked, and that was because we changed our original plan. 解析：道路被封是原因，更改计划是结果，因此用why引出结果。 例子：✅ We changed our original plan, and that was because the road was completely blocked. ❌ We changed our original plan, and that was why the road was completely blocked. 解析：更改计划是结果，道路被封是原因，因此用because引出原因。 6. 建议、要求、命令类表语从句使用动词原形 易错点：主语为suggestion、advice、request、requirement等名词时，从句使用“(should)＋动词原形”。 例子：✅ The teacher’s suggestion is that every student (should) develop an effective study plan. ❌ The teacher’s suggestion is that every student develops an effective study plan. 解析：suggestion表示建议，that从句使用虚拟语气。should可以省略，但develop必须保持动词原形。 7. 虚拟语气的否定形式放在动词原形前 易错点：否定形式应为“(should) not＋动词原形”，不能使用does not或did not。 例子：✅ The doctor’s advice was that the patient (should) not stay up too late. ❌ The doctor’s advice was that the patient did not stay up too late. 解析：advice后的表语从句表示建议，应使用虚拟语气“should not stay”，其中should可以省略。 8. 从句时态不能只由主句的过去时决定 易错点：主句使用was并不意味着表语从句一定要使用过去时；客观事实仍用一般现在时。 例子：✅ What the teacher explained was that the earth moves around the sun continuously. ❌ What the teacher explained was that the earth moved around the sun continuously. 解析：“地球绕太阳运行”是客观事实，不受主句过去时was的限制，因此使用一般现在时moves。 $